■^.^■- PE 1111 * - '- * Southera'Branch of the University of California Los Angeles Form T.-1 9t WW :JB9 ^ This book is DUE onthe last date stamped below. ;i:L 21 ii^i^ */UL 2 3 1925 a* ii?. JAN 16 19^4 MAY 19 1924 ^^L 1 6 1924 JUL 2 8 1924 AUG 5 i^^r ' ^ 1S2/ J4/V ^ 7- 1525 APR 1 4 ^925 5»l-8,'21 ^h OCT 1 4 t92r OCT 1 4 1?i«6 19^7 ^'OVi IS28 1^'^^ '^ B 2 ^4. JUL S -'■?> / .HIL J 1931 2 3 nm PROJECTS IN ACTION ENGLISH SOCLAXIZED RECITATIONS IN COMPOSITION AND GR-\M:\IAR BY FANNIE O. JOHANSEN Teacher of English, Shiirtkf Junior High School, Chelsea, Mass. BOSTON RICHARD G. BADGER THE GORHAM PRESS ys 6" Copyright, 1920, by Richard G. Badger All Rights Reserved Made in the United States of America The Gorham Press, Boston, U. S. A. DEDICATED TO THE STUDENTS OF THE ENGLISH CLASSES ROOM 8 SHURTLEFF JUNIOR HIGH SCHOOL CHELSEA, MASSACHUSETTS c> u FOREWORD COMPOSITION AS A TRAINING IN THOUGHT English composition deals directly with the expression of thought which the student has, or which the teacher may *^ help him to have. f\) Therefore it is the duty of the teacher to guide and direct 0^ the students through : J I. The period of oral preparation, which means, to dis- ff^ cover what the students think that is worth saying. ^ II. The period of written composition, which is merely ^ giving them an opportunity to say what they think is worth k saying. ^ III. The period of correction, which helps them to say -. what they have to say correctly and effectively. -U The language growth that counts comes from within and it is of great consequence that pupils be trained to think and ^ speak effectively. In order to train thought, in this way, for live composi- tion work, students must deal with subject matter in which they have a vital interest, and about which they really have something to say. Just here, let us consider the two rich fields of subject matter for the training of thought. /. The Direct Source Here, the students may use their fund of experience; their creative imagination; hosts of incidents and stories 5 6 FOREWORD and their activity in society — however small this may be. //. TJie Indirect Source This source sums up a knowledge that the pupil has or can obtain from class teaching or from general or specific reading. The primary object of composition, whether it be oral or written, should be the expression of ideas which come from originality, spontaneity, freedom, and individuality. Immediate expression of ideas, according to Dewey, is fatal to thinking. It is only when ideas are turned over and over, the reasons for retaining them at all selected, their value determined — that there is any real thinking. The problem, then, is to direct the students' oral and writ- ten speech used for practical and social ends, so that gradu- ally it shall become a "conscious tool of conveying knowl- edge and assisting thought." The Rochester Course of Study gives a splendid illustra- tion of the relation of psychology to composition when it reads in a climax paragraph as follows : "Fingers and tongues must be trained through much positive and per- sistent practice to respond quickly and accurately to the call of the mind." In the field of composition and language it is knowledge reduced to practice that counts. According to McMurry the field of thought is never a level plain. It may rather be likened to a mountain range wherein the important ideas stand out as distinct mountain peaks. It is so in composition. The topic sentences are mountain peaks; the associated details and ideas are com- pared to the general mass of ranges grouped about the dis- tinctive peaks. FOREWORD 7 When composition is used to train thought, it affords a more general preparation for later living and when a stu- dent has been trained to articulate thought, that is, when he knows definitely what he wishes to say and when he has been able to choose words that will compel the hearer to think of this alone, — "then he has formed habits of scrutiniz- ing more carefully the grounds for his own belief and of watching more carefully the ordering of his ideas." Fannie O. Johansen. NUGGETS FROM PALMER "In the teaching of Enghsh the new movements are a striking contrast to ^hose of the past." REQUISITES I. First hand contact with the natural world. II. First hand contact with humanity. III. Active ways of learning. IV. Sympathy for children. V. Achievement to use force ana grace in English. RESULTS : "self-development" I. I Insuring a rich thought life. II. Fostering opportunities for expression. III. Encouraging worthy effort. IV. Providing practice for right speech. "True expression is always self-expression and for self- expression more is required than the committing to memory of ideas." NUGGETS FROM DEWEY "The school is not a preparation for life — it is life." Growth means the child's freedom, self-expression, in- dividuality, spontaneity, play, interest, and natural un- folding. 9 lo NUGGETS A lesson in grammar in order to be vital must : I. Deal with the child's own thought. II. Be directed to the class. III. Require concentration. IV. Give opportunity for the expression of ideas through the use of effective English. GRAMMAR THROUGH ACTION Action is the basis for the test of sentence structure. All actions to be eft'ective must be given naturally with- out lengthy planning or polished preparations. Only such actions as would be a credit to an educational institution should be allowed in the classroom. For example : — actions having a tendency toward bur- glary or theft of any kind should be discouraged. The following lessons have been constructed with the motto of the school — "Upright and Loyal" — kept ever in the foreground. CONTENTS PAGE Foreword 5 Nuggets from Palmer 9 Nuggets from Dewey 9 Grammar through Action 10 Outline 15 Outline Clues 16 Aims of the Action Lessons 18 Introduction 19 PART I— ORAL PROJECTS Actions for First Year of the Junior High School I Required: a declarative sentence 25 II Required: a declarative sentence 26 III Required: a declarative sentence 27 IV Required: an interrogative sentence 28 V Required: an imperative sentence (request or command) and a declarative sentence 29 VI Required: an exclamatory sentence 30 VII Required: a sentence in the natural order 31 VIII Required: an inverted sentence 32 IX Required: an inverted sentence 33 X Required: an inverted sentence 34 XI Required: a sentence divided to show the complete subject and predicate in theirnatural order 34 XII Required: a sentence showmg the complete and simple sub- ject given in the inverted order 36 XIII Required: a sentence showmg complete predicate and simple predicate in the natural order 38 XIV Required: nouns — common, proper, collective, and abstract 39 XV Required: verbs and adverbs 40 XVI Required: nouns, pronouns, and adjectives ..... 42 II 12 XVII XVIII XIX XX XXI XXII XXIII XXIV XXV XXVI XXVII XXVIII XXIX XXX XXXI XXXII XXXIII XXXIV XXXV XXXVI XXXVII XXXVIII XXXIX XL XLI XLII XLI 1 1 XLIV XLV XLVI XLVII XLVIII XLIX L CONTENTS FACE Required: prepositions, interjections, and conjunctions . . 44 Required: a proper and a common noun 46 Required: a subject with modifiers a verbal and descriptive adjective modifying the simple subject or noun in the predicate 4S Required: a sentence containing two adjectives modifying a noun in the subject or predicate 51 Review Lessons: Fundamental Clues 52 Required: a sentence containing an adjective phrase . . 57 Required: an adjective phrase 58 Required: an adjective phrase 60 Required: an inverted sentence, a descriptive adjective, an adjective phrase, and an adverbial phrase 62 Required: an adverbial phrase, a verbal or compound ad- jective, and an adverb (of manner) 64 Required: four classes of adjectives 65 Required: an adjective phrase 66 Required: an adjective phrase 68 Required: phrases — optional — adjective or adverbial . . 70 Required: a relative clause 71 Required: a relative clause 73 Required: a grammatical construction in review .... 73 Required: a complex sentence — one independent clause and one dependent clause 75 Required: an adverbial clause of time 76 Required: a clause of condition or a clause of time ... 78 Required: a relative clause or an adverbial clause of time . 79 Required: a clause (optional) — a relative clause, an adverbial clause of time, or an adverbial clause of condition . . 81 Required: transitive verb and direct object 82 Required: a direct object 84 Required: a noun as the direct object of the verb and a noun as the object of the preposition 86 Required: a direct object 88 Required: noun, pronoun, adjective, and adjective phrase or verb, adverb, and adverbial phrase 90 Required: a grammatical construction (one or more) optional 92 Required: an indirect object 94 Required: an indirect object 96 Required: a direct object 97 Required: a direct object of the verb 98 Required: group I or group II with the construction . . 99 Required: a grammatical construction — optional .... 102 CONTENTS 13 PART II— WRITTEN PROJECTS PAGE I Letters 107 II Mental Pictures of Review Actions 112 III Mental Picture of an Action in Review 114 IV Mental Action n8 V Action Required: a transitive verb and a direct object, or an ad- verbial clause 1 20 VI Mental Pictures Second Year 0} the Junior High School VII-XVI Construction in Technical Grammar Continued in Detail through Action 121 Actions for Third Year of the Junior High School XVII Required: a loose sentence 136 XVIII Required: loose or periodic sentences 137 XIX Required: a sentence either loose or compound-complex 138 XX Required: a descriptive sentence — loose or periodic — to paint a picture in words 140 XXI Required: a compound sentence — two or more independent clauses 141 XXII Required: sentences — loose and complex . . . ^ . . 142 XXIII Required: compound, periodic, or loose sentences . . 144 Required: five fundamental sentences required for com- position construction 146 XXIV Required: optional — compound-complex, loose, compound, periodic 147 XXV Required: sentences — optional, using any suggestion received from the action 149 XXVI Required: one of the five foundational sentences used in composition ;, 150 XXVII Required: simple, complex, or compound sentences; loose or periodic sentences 152 XXVIII Required: simple, complex, or compound sentences; loose or periodic sentences 154 XXIX Required: foundational sentences — optional 155 XXX Required: sentences — optional 157 XXXI Required : several sentences combined to make a paragraph or two 159 ■^-^•^Ll' I Mental Actions 162 14 CONTENTS PART III— COMPOSITIONS PAGE Outlines 173 Development of Composition 177 I A Soldier's Morale 178 II The Queer Christmas Gift 179 III The Wrecking Master 180 IV And They Thought We Couldn't Fight 181 V Poor Hunny's Christmas Tree 182 VI Harvard Versus Yale 183 VII Downing 'Em 184 VIII The End of a Perfect Day 186 IX Two Dreams That Came True 188 X And a Little Child Shall Lead Them 189 XI A Thanksgiving Letter from the Postman's Bag . . . 190-192 XII A Western Girl's Christmas 195 XIII Hearts of Men 196 XIV A Country Rube 198 XV His Decision 201 XVI Springtime Again 204 OUTLINE DEVELOPMENT OF SENTENCE STRUCTURE THROUGH ACTION Kinds of Simple Sentences I. declarative III. imperative II. interrogative IV. exclamatory Order of Sentences I. natural II. inverted Divisions of Sentences I. subject, — simple and complete Group II. Cases 1. noun I. nominative 2. pronoun 2. dative 3. adjective 3. accusative II. predicate — simple and complete Group I. 1 . verb 2. adverb subject indirect object direct object Modifiers of the Subject limiting verbal I. adjecti\'e descriptive proper compound possessive II. adjective phrase III. relative clause 15 i6 OUTLINE Modifiers of the Predicate I. adverbs II. adverbial phrases III. adverbial clauses Compound sentence Complex sentence Compound-complex sentence Loose sentence Periodic sentence OUTLINE CLUES DEVELOPMENT OF SENTENCE STRUCTURE THROUGH ACTION Kinds of Simple Sentences I. declarative (states a fact) II. interrogative (asks a question) III. imperative (commands or requests) IV. exclamatory (strong or sudden feeling) Order of Scntemes I. natural (subject first; predicate last) II. inverted (all or part of predicate first) Diz'isions of Sentences I. subject simple (one nor.n) complete (noun and modifiers) II. predicate simple (one verb) complete (verb and modifiers) Predicate Parts of Speech (Group I) verb (shows action or asserts) adverb (modifies verb, answers questions, how, ivhen, where f) OUTLINE 17 Subject Parts of Speech (Group II) noun common (names a thing) proper (names a person, place or thing) abstract (name of action or quahty) collective (group used as one) pronoun (used in place of noun) adjective (modifies a noun) Modiiiers of the Subject I. adjective limiting verbal descriptive proper compound possessive II. adjective phrase: (group of words that modify the noun) III. relative clause: (group of words that contains a subject and predicate and modify a noun) Modifiers of the Predicate I. adverb — modifies verb : answers how, when, where. II. adverbial phrase — ((group of words that modifies verb, answers questions how, when, where). III. adverbial clause — (group of words containing a subject and predicate that modifies a verb). Compound Sentence: two or more independent clauses. Complex Sentence: one independent clause and one or more dependent clauses. Com pound-Corn phw Sentence: two or more independent clauses and one or more dependent clauses. Loose Sentence: grammatical close before the end. Periodic Sentence: sentence sense depends on last word. i8 AIMS OF THE ACTION LESSONS * I. Retain underlying thought given by action. II. Aim for change of subject and predicate. III. Vary vocabulary. IV. Bring into play : — vivid imagination, — past experiences, — other people's opinions, through world activities in the business and so- cial life. INTRODUCTION In the following pages are laid out type lessons in Eng- lish grammar and composition in which the situations were so created as to awaken response on the part of the stu- dents. EXAMPLE OF FIRST GIVEN LESSON After the assembling of the first year junior high Eng- lish class, I said to them : 'T wish to leave the lesson in your hands today as far as possible and as long as you prove capable of handling it. I shall be here only as a guide, so all the heavy work must be done by you." Immediately the students began to show interest in the plan. 'T should like to have one or two members in the class go to the front of the room and act out a sentence (a very sim- ple action will please me best) and in that sentence I wish the class to find a noun — either proper or common." After thinking a few minutes one or two pupils timidly raised their hands. This was encouraging. Helen, when called, walked to the front of the room, caught up her little white apron with her left hand, scattered imag- inary seeds with her right and called in a clear tone, "Come — chick, chick, chick!" Immediately the students showed the feeling of satisfac- tion that they had received from the simple, clear-cut, well- acted sentence in the following results : 19 20 INTRODUCTION 1. Helen fed the chickens in the yard. proper noun — Helen, common — chickens, yard. 2. Mother fed the hens in the barn. common noun — hens, barn. 3. She fed her pets from the steps. common noun — pets, steps. 4. Aunt Martha fed the geese in the field. proper noun — Aunt Martha, common noun — geese, common noun — field. The pupils wrote the lesson on the blackboard and under- lined the required noun. After the sentences had been corrected on the board dif- ferent pupils were asked to find a preposition in each sen- tence. Answers were given as follows : Sentence i — in Sentence 2 — in Sentence 3 — from Sentence 4 — in After finding the prepositions, pupils discussed the use of that particular part of speech and so found its relation to the rest of the sentence and they gave to that group of words used with the preposition the name — prepositional phrase. From this knowledge — through action lessons, the adjec- tive and adverbial phrases were taught without any diffi- culty. As lessons progressed, improvement was marked in the increase of vocabulary and in the depth of thought. It was noticeable after a few weeks' work that students were INTRODUCTION 21 gathering outside information from the big quarries of sub- ject matter — history, geography, science, Hterature, biol- ogy and current events. They were also seeking the libraries to find up-to-date material that would prove worth while. SECOND EXAMPLE LESSON ( ADVANCED) Clauses: Required — a relative clause A timid little girl asked permission to act out a sentence. I consented at once. At the front of the room she aston- ished me by asking this question : — "May I have John, George, Anthony, Walter, Robert, and Arthur?" Very much surprised, I answered, "Yes." They whispered quietly together for several seconds and then began to act their sentence. One of the boys took a small stepladder (3 steps) from the closet and the girl climbed to the top stair. The boys formed a company at the opposite side of the room with their leader at the head. They marched across the front of the room until they came to the girl. She immediately flung out an American flag and said, "Shoot if you must this old gray head — but spare your country's flag!" The leader stepped up and said, "Who touches a hair of yon gray head — dies like a dog — march on!" The boys marched on — to their seats. The action was greeted with enthusiasm. Sentences as tests were given as follows : I. Barbara Frietchie, who lived in the Civil War, was a heroine. who lived in the Civil War — a relative clause. 22 INTRODUCTION 2. Stonewall Jackson, who was the leader of his com- pany, was a gentleman. who was the leader of his company — a relative clause. 3. Barbara Frietchie, who offered her life to her coun- try, loved her flag. who offered her life to her country — a relative clause. 4. Barbara Frietchie called out to Stonewall Jackson, who was the leader of his troop. who was the leader of his troop — a relative clause. Many and varied may be the scenes portrayed in the English classroom, for when carefully handled by an in- terested teacher, the so-called dead lessons may be made very active and vital. PART I ORAL PROJECTS TYPE LESSONS TAKEN FROM ACTUAL CLASSROOM RECITATIONS PROJECTS IN ACTION ENGLISH First Year of the Junior High School I English instructor: I have a thought in mind which might be shown through a simple action. Is there any one in the class who would volunteer to show us a clear-cut thought through action? ACTION A boy with a pencil and a ruler stepped to the front of the room. He cleverly imitated a z'ioliuist. Instructor: Your action was simple and clear. When any action is completed you must make clear to your class- mates just what you require in return. In other words, have your test ready. Pupil (facing the class) : Required: a declarative sen- tence. The lesson may take the form of the socialized recitation where the pupils are left in charge. The teacher may call by name cards for the required sentences. SENTENCES GIVEN BY PUPILS 1. The boy played on his violin. 2. The musician played before the king. 3. The boy violinist played before the great artist. 4. The student played at the recital. 5. She invited her guests to the violin recital. 25 26 PROJECTS IN ACTION ENGLISH 6. The great player was hidden behind the palms. 7. The violinist was wrapped up in his muric. 8. Her brother practised on the violin. 9. Elman played his violin at the Opera. 10. The talented violinist joined the Symphony Orchestra. ORIGINAL SENTENCE The great violinist thrilled the tremendous audience at the Opera House. Any number of sentences may be given by the pupils at the close of each action. Before a new action is taken up the pupil who presented the original action gives his sen- tence in order that the class may see who has come nearest his own thought and vocabulary. II ACTION A girl drczv two chairs info a corner. She called another classmate to aid her. After seating themselves, the leader took hei companion's hand and began as follozcs: "I see in your palm a long and successful life. You ivill meet zvith some disappointment and sorrozv. There are long journeys ahead of you and I see some changes. Come again during the year and I'll tell you more." The interest created was plainly visible in the faces of the pupils. Pupil (facing classmates): Required: a declarative sentence. SENTENCES 1. The gypsy told the girl's fortune. 2. The old Indian read the young lady's palm. ORAL PROJECTS 27 3. The shabby fortune teller at the gypsy camp charged * fifty cents for a reading. 4. The gypsies in the Norton Woods were noted fortune tellers. 5. She took the part of a fortune teller at the church fair. 6. The pretty girls looked worried over the fortune. 7. The old gypsy told hundreds of fortunes a day. 8. The farmer's daughter stole away to the gypsy tent to hear her fortune. 9. My cousin did not believe the fortunes told by the Indian. ORIGINAL SENTENCE The old wrinkled-faced gypsy told my sister's fortune. (It is already noticeable that each pupil tries to improve in both thought and vocabulary over the sentences given.) Caution : Lead pupils to use clear-cut verbs. Ill ACTION A hoy stepped to the front of the room and pulled an imaginary rope. He accompanied the motion with these zvords: ''Ding-dong! Ding-dong!" Required: a declarative sentence. SENTENCES 1. The old sexton rang the village bell at sunset. 2. The patriots of Philadelphia rang the liberty bell for joy. 3. The townsmen rang the bell for the assembling of the drafted men. 28 PROJECTS IN ACTION ENGLISH 4. The big bell pealed out in triumph on Victory Day. 5. The old white-haired sexton began his daily toil. 6. The favorite music of the old village bell rang out on the clear air. 7. The little boy counted a dozen rings of the village bell. 8. He watched the heavy bell as it rocked back and forth in the belfry. 9. The boys of the village gathered around the jolly old sexton. 10. All the bells in the city nearly cracked with joy on Victory Day. ORIGINAL SENTENCE The old village sexton rang the bell on the Fourth of July. IV ACTION Tzvo boys engaged in the following conversation at the front of the rooii: "Good morning. I haz'c a nezc book zcifh me today. It is a fine seller. It is one of the set called 'The Nezv Educational Series.' There are fifteen z'oluines in the set. Can I interest you?" "No, sir. I do not care to buy any books. Good-day!" Required: an interrogative sentence. SENTENCES 1. Did the judge buy the books? 2. Were the volumes expensive? • 3. Did the book agent sell the set to Dr. Dammons? ORAL PROJECTS 29 4. Have you decided to buy the "New Educational Series" ? 5. Did the company give the book agent that district? 6. \Ya.s the book agent a clever talker? 7. Did the agent show you a sample of the' leather-bound copy ? 8. Can the books be delivered by Christmas? 9. Didn't the dealer approve the books? 10. Was that a noted set of books? ORIGINAL SENTENCE Was that New York agent the best book seller in the country ? V ACTION A girl seated at the table imitated a stenographer taking notes and typing letters. Required: an imperative sentence (request or com- mand), and a declarative sentence. SENTENCES 1. Please take the following letters. 2. Please inform the firm of Admon and Coggin that they send in order sheets immediately. 3. Send out all letters before 5 p. m. 4. Please make corrections as follows in letters dictated this morning. 5. My sister was in charge of the typewriting room. 6. The able stenographer worked in the private office. %, 30 PROJECTS IN ACTION ENGLISH 7. The capable typist resigned her position at the close of the day. 8. The overtired stenographer worked late and early. 9. The stenographer typed important letters for the head of the firm. 10. She was the clerk of the Worcester High School. ORIGINAL SENTENCE Please send out a copy of the following to prominent busi- ness men of this city. VI ACTION Two boys argued as to whether the Civil War veteran was more popular than the JJ'orld JJ'ar veteran. Required: an exclamatory sentence. SENTENCES 1. Oh! I like my Civil War grand-dad best! 2. H'm! He has nothing on my big brave brother in khaki ! 3. Pooh! My grandfather did more than your brother ! 4. Hush, boys ! Don't quarrel over the Vets ! ORIGINAL SENTENCE Hurrah ! hurrah ! hurrah ! for the heroes who saved hu- manity ! Lessons on the kinds of sentences may be continued with varied actions. ORAL PROJECTS 31 VII ACTION Four girls, selected by a leader, grouped themsdves around the desk. They gave the class a picture of an industrious sewing or knitting club. Required: a sentence in the natural order. SENTENCES 1. Miss Jones of the (junior high taught the sewing class. 2. A girl in our club knitted a helmet for her brother. 3. The )'oung people of the village knitted sweaters for the soldiers in France. 4. The Red Cross nurse in leisure time darned stockings for the soldiers in the hospital. 5. The young lady with blue eyes was a visitor from Vermont. 6. The president of the Girls' Knitting Club told a story. 7. The Woman's Club knitted helmets for the boys on tlie destrovers. 8. The high school girls formed a large knitting club. 9. Many sweaters and scarfs were knitted for the brave boys over seas. 10. Three girls finished their scarfs at the last meeting. ORIGINAL SENTENCE The Girls' Sewing Club knitted socks for the American Expeditionary Forces. 12 PROJECTS IN ACTION ENGLISH VIII ACTION A hoy drew his coat collar tightly, about his neck and seemed to peer longingly into windozvs along the way. He shivered and remarked: "Fm so lonely and ivet and cold!" Required: an inverted sentence. SENTENCES 1. On the cold, bleak streets little Joe wandered from store to store. 2. On and on roamed the lonely boy through the De- cember sleet, 3. Outside the windows the newsboy paused to gaze at the good things to eat. 4. Through the stormy streets of the big city stumbled the little match girl. 5. Before the glass door of the bakery the little urchin paused. 6. Into the crowd he dashed trying to keep out of the raw east wind. 7. At the corner he looked around for a familiar face. 8. Shivering with the cold, he drew his coat collar closer. 9. Quickly he hurried up the street after a long, hard day's work, 10. Lonely and wet and cold he started for his home in the alley. ORIGINAL SENTENCE On a dark and stormy Christmas night, a poor ragged boy wandered through the streets of a big city. ORAL PROJECTS 33 IX ACTION Two chairs were placed at the front of the room, one directly behind the other. Tzvo pupils took their places, one representing the nwtorman, the other the conductor. One passenger was seated in the car. Ding, ding! Another pupil entered "the car." "Fares, please!" "Park Street. All change." Required: an inverted sentence. SENTENCES 1. During the morning many people rushed for seats at Park Street. 2. At Park Street all the people had to change cars. 3. In the subway many passengers entered the car. 4. In the early evening, crowds of homegoers rushed for the subway cars. 5. At Park Street the Tech. boys left the car. ORIGINAL SENTENCE At Chelsea Square the baseball team changed cars for Everett. X ACTION Two boys and two girls went to the front of the room. Two boys took chairs pretending that all other seats were taken. Two girls entered the room. One boy got up im- 34 PROJECTS IN ACTION ENGLISH mediately and gave up his seat to the girl. The other fol- lowed his example very grudgingly. An argument arose. "JVhat's the idea?" "Just gave a lady a seat — that's all!" "Not necessary now-a-daysT "It is, if you are a gentleman!" Required: an inverted sentence. SENTENCES 1. At Cary Hotel two young men boarded the car. 2. Before they reached the square the boys got into an argument. 3. Immediately upon entering the car an argument began. 4. In an instant the young man gave up his seat to an elderly lady. 5. At dinner, tonight, Jack, we'll talk this over. ORIGINAL SENTENCE In the crowded tunnel car a well-dressed young man gave his seat to an old woman. XI ACTION A boy walked across the door zcith labored step, leaning heavily on a cane (yard stick). Required: a sentence divided to show the complete subject and predicate in their natural order. ORAL PROJECTS 35 SENTENCES 1. The old Civil War veteran limped down the avenue. the old Civil War veteran — the subject. limped dozen tlie avenue — the predicate. 2. John Henry, the well known blind man, tapped his way along with his cane. Jolin Henry, tJie zvell knozvn blind man — the sub- ject. tapped his zcay along zvith his cane — the predicate. 3. Harry's grandfather bent with age went for his usual morning walk. Harry's grandfather bent zv-ith age — the subject. went for his usual morning zvalk — the predicate. 4. The hero of the village who had rheumatism walked with a cane. the hero of the village zvho had rheumatism — the subject. zvalk ed with a cane — the predicate. 5. The young man with a sprained ankle limped down the path. the young man zvith a sprained ankle — the subject. limped dozen the path — the predicate. 6. The hero veteran of the World War leaned heavily on his cane. the hero veteran of the World War — the subject. leaned heavily on his cane — the predicate. 7. The boyc of the village played Blind Man's Bluff. the boys of the village — the subject. played Blind Man's Bluif — the predicate. 8. The blind man went out for his daily walk in the park. 36 PROJECTS IN ACTION ENGLISH the blind man — the subject. went out for Jiis daily zvalk in the park — the predicate. 9. Her uncle depended on his cane. her uncle — -the subject. depended on his cane — the predicate, 10. The httle girls followed the blind man down the street. the little girls — the subject. followed the blind man doum the street — the predi- cate. ORIGINAL SENTENCE The old shepherd climbed up the rugged Swiss trail toward Heidi's cabin. the old shepherd — the subject. . climbed up the rugged Szviss trail tozvard Heidi's cabin — the predicate-. XII ACTION A boy crouched behind a chair. With a gun {pointer) in his hand he took accurate aim, accompanied with the word — "'Bang!" Required: a sentence showing the complete and sim- ple subject given in the inverted order. SENTENCES I. At twilight the hunter shot the deer. the hunter — complete subject. hunter — simple subject. ORAL PROJECTS 37 2. Across No Man's Land the soldier's gun pumped fire at the enemy. the soldier's gun — complete subject. gun — simple subject. 3. In the deep Maine woods, the old hermit shot the bear. the old hermit — complete subject. hermit — simple. 4. Into the thicket sped the bullet on its errand of death. the bullet — complete subject. hidlet — simple subject. 5. Around the clump of bushes darted the fox. the fox — complete subject. fox — simple subject. 6. Around the bend came the leader of the hunt with rifle leveled. the leader of the hunt — complete subject, leader — simple subject. ORIGINAL SENTENCE On the crisp morning air the sound of a shot from a hunter's gun rang out. the sound of a shot from a hunter's gun — com- plete subject. sound — simple subject. XIII ACTION A girl walked to the desk and rolled her sleeves to the ^elbows. Then she took a ruler and began to roll out "dough" and cut. 38 PROJECTS IN ACTION ENGLISH Required : a sentence showing complete predicate and simple predicate in the natural order. SENTENCES 1. Grandmother made fancy sugar cookies for the party. made fancy cookies for the party — complete predi- cate. made — simple predicate. 2. His aunt baked four blueberry pies. baked four blueberry pies — complete predicate. baked — simple predicate. 3. My mother rolled out the dough on the baking board. rolled out the dough on the baking board — the complete predicate. rolled — simple predicate. ORIGINAL SENTENCE Stella Young of the Salvation Army baked many dough- nuts for the soldiers. baked many doughnuts for the soldiers — com- plete predicate. baked — simple predicate. XIV ACTION A boy sat on the floor with his head on his hand listening intently. He sat very quiet, scarcely moving. Required: nouns: proper collective common abstract sprinp" ORAL PROJECTS 39 SENTENCES 1. The birds flew in and out of the trees in the forest. birds^ trees, forest — -common nouns. 2. The cowboy waited for his pal by the mountain s- cowboy, pal, spring — common nouns. 3. In the Cumberland \^alley, little Jim spent all his days in the wilderness. Cumberland J ^ alley — proper noun. Jim — proper noun. wilderness — common noun. 4. A flock of partridges swept by him from the thicket. Hock — collective noun. partridges — common noun. thicket — common noun. 5. A swarm of bees darted by to his surprise. swarm — collective noun. '^■ bees — common noun. 6. A flock of sheep grazed on the hillside below him. flock — collective noun. sheep — common noun. hillside — common noun. 7. Peter waited for Heidi at the foot of the mountain trail. Peter — proper noun. Heidi — proper noun. trail — common noun. 8. Hiawatha listened to the lapping of the water. lapping — abstract noun. Hiaivatha — proper noun. water — common noun. 40 PROJECTS IN ACTION ENGLISH 9. He heard the whispering of the pine trees in the forest. wh ispering — abstract noun. 10. The settler hstened intently for the howling of the prairie wolf. Jiozding — abstract noun. settler — common noun. 11. Robert Service heard the shrill whistling of the biting north wind around his log cabin. Robert Service — proper noun. " zvhistUng — abstract noun. wind — common noun. cabin — common noun. XV ACTION 9 A girl gathered several niiisicians around her; a piano player, two violinists (first and second), flutist and 'cellist. A director took charge. Required: verbs and adverbs. SENTENCES 1. The orchestra played the long selection skillfully. played — the verb. skillfully — the adverb, answers — how. 2. The girls of the Glee Club enjoyed the orchestra se- lections immensely. enjoyed — the verb. immensely — the adverb, answers — how much. 3. The school orchestra played well for the visitors. ORAL PROJECTS 41 played — the verb. zvell — the adverb, answers the question how. 4. The Woman'^ Ckib engaged the Ladies' Orchestra for the entertainment yesterday. engaged — the verb. yesterday — the adverb, answers the question when. 5. The Cadet Orchestra played excellently at the mili- tary wedding. played — the verb. excellently — the adverb, answers the question how. 6. The High School Orchestra entertained the wounded soldiers yesterday. entertained — the verb. yesterday — the adverb. 7. The picked orchestra played successfully at the Hallowe'en dance. played — the verb. successfully — the adverb. 8. The Ladies' Orchestra played remarkably at the Food Fair at Mechanics Hall. played — the verb. remarkably — the adverb. 9. The monstrous crowd listened to the select Ladies' Orchestra at Symphony Hall daily. listened — the verb. daily — the adverb. ORIGINAL SENTENCE The ladies played the stringed instruments at the fair cleverly. played — the verb. cleverly — the adverb. 42 PROJECTS IN ACTION ENGLISH XVI ACTION A hoy imitated a letter-carrier. He carried a hag on his arm and took several pieces of scrap paper ivhicJi repre- sented letters from the drawer. Then he stopped every fezv feet; pretended to zvalk up the steps and ring the hell. He left the letters on the chalk tray and proceeded to the next house. He ivhistled softly as he trudged along. A little girl ran out to meet him, saying: ''Is there any letter for me today?'' Required: nouns, pronouns, and adjectives. SENTENCES 1. The letter-carrier trudged up the long road. letter-carrier — noun. long — adjective. road — noun. the — limiting adjective. 2. The little girl stopped the letter-carrier on the side- walk. girl — noun. the — adjective. letter-carrier — noun. little — adjective. sidezvalk — noun. 3. The well-known letter-carrier of the village gave the little girl four letters. well-known — adjective letter-carrier — noun. four — adjective. girl — noun. little — adjective. village — noun. letters — noun. 4. Through the sleet and rain trudged the faithful letter- carrier with his messages of joy and sorrow. ORAL PROJECTS 43 sleet — noun. joy — noun. rain — noun, sorrow — noun. letter-carrier — noun. faithful — adjective. messages — noun. 5. The popular letter-carrier made friends with all the children on his route. letter-carrier — noun, route — noun. friends — noun. popular — adjective. children — noun. his — adjective. 6. The postman always whistles a merry tune as he passes down the street. poshnan — noun. he — pronoun. tune — noun. merry — adjective. street — noun. the — adjective. 7. From morning until night in the busy section of the city the friendly postman trudged along wuth his heavy pack. morning — noun. pack — noun. night — noun. busy — adjective. section — noun. friendly — adjective. city — noun. heavy — adjective. postman — noun. Jiis — adjective. 8. The tired postman whistled contentedly as he went from house to house wuth his letters. postman — noun. tired — adjective. house — noun. he — pronoun. letters — noun. ORIGINAL SENTENCE The old white-haired postman wdiistled to the little girl who lived in the big white house and he gave her a bundle of letters. 44 PROJECTS IN ACTION ENGLISH postman — noun. old — adjective. girl — noun. wh ite-haired — ad j ective. house — noun. little — adjective. bundle — noun. hig — adjective. • letters — noun. her — pronoun. he — pronoun. XVII ACTION A hoy took his stand behind a desk. Several others stepped up and addressed liim thus: "Tzco pounds of but- ter; tzvo do::en eggs; one bottle of cream." The first boy took his seat. Another stepped up: ''Have you any sugar today f" "Not today. We may have some tomorrow." The second boy zvalked aivay. The third stepped up. "Kindly send this order out before 12 o'clock." He left a slip and walked away. Required: prepositions, interjections and conjunc- tions. SENTENCES 1. The clerk in the grocery store waited on many cus- tomers. in — preposition. on — preposition. 2. Harold's mother sent him to the store for eggs and cream and butter. to — preposition. for — preposition. and — conjunction. ORAL PROJECTS 45 3. The errand boy took the slip to the grocery store for the rich lady on the hill. to — preposition. for — preposition. on — preposition. 4. Jim, the popular clerk at Hayes' store, waited on the neighborhood boys and girls. at — preposition. on — preposition. and — con j unction. 5. The town grocery clerk of Hayden worked from early morning until late at night in the little store on the corner. of — preposition. at — preposition. from — preposition, in — preposition. until — preposition. on — preposition. 6. Say! This is a hurry order from Highland Ter- race. Say ! — interjection ( verbal ) . for — preposition. 7. Hustle ! Jim ! I'm supposed to be home two hours ago ! hustle! — interjection (verbal), ORIGINAL SENTENCE The popular clerk at the village store waited cheerfully and promptly on his customers. at — preposition. on — preposition and — conjunction. 46 PROJECTS IN ACTION ENGLISH XVIII ACTION A boy sat in a chair at the front of the room seemingly at ease zcith a magazine in his hand. Another boy rushed through the door with a telegram. "A telegram, sir!" In haste the first boy tore it open and his face became set. Required: a proper and a common noun. SENTENCES 1. The messenger boy brought a telegram to Major Sumner. telegram — common noun. boy — common noun. Major Sumner — proper noun. 2. During the early evening the doctor received an im- portant message from Surgeon Harton. evening — common noun. doctor — common noun. message — common noun. Surgeon Harton — proper noun. 3. Captain Dorr sat before the cozy fireplace in his library. Captain Dorr — proper noun. fireplace — common noun. library — common noun. 4. After a weary day's work, Judge Langdor sat down in his easy chair to rest. work — common noun, chair — common noun. Judge Langdor — proper noun. ORAL PROJECTS 47 5. Dr. Elton received an important telegram from the Carnegie Hospital. Dr. Elton — proper noun. Carnegie Hospital — proper noun. 6. President Clark of the Ocean National Bank received a telegram from Detective Storrer. President Clark — proper noun. Ocean National Bank — proper noun. Detective Storrer — proper noun. 7. The old deacon dozed before the fireplace in the li- brary of Oakdale Manor. deacon — common noun. ■fireplace — common noun. library — common noun. Oakdale Manor — proper noun. 8. The excited messenger boy ran through Central Ave- nue with a telegram for Professor Claron of Brounlin Preparatory. boy — common noun. telegram — common noun. Central Avenue — proper noun. Professor Claron — proper noun. Brounlin Preparatory — proper noun. 9. The old butler of the Point of Pines who dozed be- fore the fire awoke suddenly by a loud ring of the bell. butler — common noun. fire — common noun. ring — common noun. bell — common noun. Point of Pines — proper noun. 10. ]\Ir. Warden, minister at the Baptist Church, re- ceived a telegram from San Francisco. 48 PROJECTS IN ACTION ENGLISH il/r. Warden — proper noun. Baptist Church — proper noun. San Francisco — proper noun. minister — common noun. telegram — common noun. ORIGINAL SENTENCE The proud father of Captain Knowles of the Aviation Corps received a telegram from his hero son from a south- ern camp. father — common noun. Captain Knozvlcs — proper noun. ' Aviation Corps — proper noun. telegram — common noun. son — common noun. ca;«/'^-common noun. XIX ACTION * A hoy called six other boys to help him. They talked' together in low tones for a few seconds. Finally they seated themselves in a circle, — cross-legged fashion, and listened to their leader, who gave them important instruc- tions. Required: a subject with modifiers. Instructor: What noun have you in mind for a subject? Pupils: Indians, cowboys, soldiers, hunters, hikers, etc. Instructor: Let us consider the noun Indians. What kind of Indians have you in mind? Pupils: Sturdy, sly, roaming, bronzed-faced, friendly, * Advanced teaching lesson. ORAL PROJECTS 49 clever, skillful, treacherous, cunning, savage, blood-thirsty, civilized, fleet-footed, brave, daring, bold, stern, fighting, wandering, running, creeping. Instructor: Write on the board several adjectives which contain a verb. Pupil anszvcrs on board. roaming (roam) singing (sing) fighting (figlit) sobbing (sob) wandering (wander) crying (cry) creeping (creep) laughing (laugh) Instructor: When these words are used as adjectives to modify the noun they are called verbal adjectives. Let us take another adjective. Select cd endings instead of ing. Answers: wounded (wound) frightened (frighten) discharged (discharge) mended (mend) grieved (grieve) secluded (seclude) Instructor: Select another set from the given list very different from those so far discussed. Pupil: Bronzed-faced, blood-thirsty, fleet-footed. (By W'cll directed questions the class may be able to work out for themselves the answer — compound.) Instructor: Today we will take a board lesson and con- tinue the construction of sentences. Required: a verbal and descriptive adjective modify- ing the simple subject or noun in the predicate. (Ten pupils were sent to the board.) Suggestion : Vary subjects whenever possible. SENTENCES I. The brave, fighting warrior told the Redmen of a bloody fight in Shadow Valley. 50 PROJECTS IN ACTION ENGLISH brave — a descriptive adjective. fighting — a verbal adjective. 2. Around the glowing campfire sat the listening, treacherous Indians. listening — a verbal adjective. treacherous — a descriptive adjective. 3. The friendly, wandering Indians of Cathedral Woods sold beads and baskets. zvandering — a verbal adjective. friendly — a descriptive adjective. 4. The sturdy, roaming cowboys of the West decided to attend the merry-making at the H Ranch. sturdy — a descriptive adjective. roaming — a verbal adjective. 5. The eager, fighting Yankees of the 26th gathered around the campfire to hear the news. eager — a descriptive adjective. fighting — a verbal adjective. 6. The knitting club gathered around our open fire in the gloaming. knitting — a verbal adjective. open — a descriptive adjective. 7. The fighting chief urged his followers to go back to their quiet wigwams. fighting — a verbal adjective. their — a possessive adjective. quiet — a descriptive adjective. 8. A dozen scheming boys planned to frighten their sisters and friends at the big Hallowe'en party. scheming — a verbal adjective. big — a descriptive adjective. ORAL PROJECTS 51 ORIGINAL SENTENCE The disappointing story was told to the fighting Yanks by their brave captain at Belleaii Woods. disappointing — a verbal adjective. fighting — a verbal adjective. hravc — a descriptive adjective. In the same way all the adjectives may be taught or reviewed by drill. Any sentence which the action may suggest may now be accepted. An illustration of this may be found in sen- tence 3. XX ACTION Tzvo boys placed chairs — one directly in front of the other. Both took pointers and cleverly imitated paddling a canoe. Required : a sentence containing two adjectives modi- fying a noun in the subject or predicate. SENTENCES 1. The Indian guide shot the rapids in a birch-bark canoe. Indian — a proper adjective. birch-bark — a compound adjective. 2. The skillful scout paddled down the winding stream. skillful — a descriptive adjective. winding — a verbal adjective. 3. Over the silent waters sped the trapper's well-known canoe. silent — a descriptive adjective. well-knozvn — a compound adjective. 52 PROJECTS IN ACTION ENGLISH 4. The two pals from Harvard left Riverside for a down-river trip in Bob's canoe. two — a limiting adjective. down-river — a compound adjective. 5. Patches left the busy ranch early in the morning for a paddle down the quiet mountain stream. busy — a descriptive adjective. quiet — a descriptive adjective. mountain — a descriptive adjective. 6. My cousin and I paddled swiftly down the mountain stream in our bright red canoe at sunset. mountain — a descriptive adjective. bright — a descriptive adjective. red — a descriptive adjective. ORIGINAL SENTENCE De Soto and his companion paddled silently down the winding stream toward the majestic Mississippi. winding — a verbal adjective. majestic — a descriptive adjective. XXI REVIEW EESSON : FUNDAMENTAL CLUES Instructor: In lessons previously given you have learned the story of the parts of speech as build- ers. Let us take a brief review in ques- tions and answers. Question: What are parts of speech? Answer: Builders — because they are necessary in the construction of a sentence. ORAL PROJECTS 53 Question: \\'hat is the busiest builder in every sen- tence ? Answer: The verb — because no sentence is complete without it. Question: What question does the verb constantly ask? Answer: How, when, where. Question: What part of speech usually answers? What construction? Anszver: The adverb. The adverbial phrase. Question: To what group do the verb and adverb be- long ? Answer: The predicate group. Question: What part of speech comes next to the verb in importance? Anszver: The noun. Question: What part of speech helps to build when the noun is not present? Anszver: The pronoun takes the place of a noun. Question: What part of speech always travels with the noun and helps her? Anszver: The adjective. Question: To what group does the noun belong? Anszver: The subject group. Question: What other parts of speech belong to the subject group? Anszver: Pronoun and adjective. 54 PROTECTS IN ACTION ENGLISH Question: Name the subject group. Anszver: Noun, pronoun and adjective. Question: What builders are left — those with the long names ? Atiszver: Preposition, conjunction, and interjection. Question: In what way does the preposition help to build? Answer: The preposition begins a phrase and shows relation between the important word of the phrase and some other word in the sentence. Question: What does the conjunction do? Answer: The conjunction connects words or groups of words. Question: Is the interjection an important builder? Answer: The interjection is the least important of all. It is usually a noisy little fellow and builders can get along without him very well. Question: Review the parts of speech in grouping or- der. Answer: Group i. Verb, adverb. Group 2. Noun, pronoun, adjective. Group 3. Preposition, conjunction, inter- jection. A brief review of parts of speech as builders of the sen- tence taken frequently, will leave a clearer impression of the office of each part of speech in the sentence. Insist upon natural answers. ORAL PROJECTS 55 Review the action of the boy crouched behind the chair. Follow the noun with a group of words begun by a prepo- sition which will explain something definite about the noun. SENTENCES 1. The hunter of a Maine camp shot a large deer. of a Maine camp — a group of words begun by a preposition modifying the subject hunter. 2. The sharpshooter of the crack regiment brought down the snipers. of the crack regiment — group of words begun by a preposition which modifies the noun sharp- shooter. 3. The old hermit of Cathedral Woods hunted in the mountains. of Cathedral Woods — group of words begun by a preposition which modifies hermit. 4. The wild-eyed hunter of the hills took aim at the approaching bear. of the hills — the required group of words. 5. The fighting Yankee of the 26th aimed at the sneak- ing Hun. of the 26th — the required group of words. 6. The boy scout of the new company hid from his companions. of the neiv company — the required group of words. 7. The spy of the French regiment concealed himself in the bushes behind a huge rock. of the French regiment — group of w^ords re- quired. 56 PROJECTS IN ACTION ENGLISH 8. The lad, in khaki, crouched for several hours in the shell hole. in khaki — the group of words required. ORIGINAL SENTENCE The explorer of the African jungle crouched behind the vine-covered boulder. of the African jungle — a group of words begun by a preposition which modifies the noun ex- plorer. Instructor: In each sentence what does the required group of words do? Pupil: The group of words modifies the noun. Instructor: Name Group 2 in the grouping order of the parts of speech. Pupil: Noun, pronoun, adjective. Instructor: What modifies the noun? Pupil: The adjective. Instructor: In the same way the group of words which you have been using performs the same work as the adjective, so w'e called that group of words the adjective phrase. XXII action: (advanced) A boy slipped the dustless duster, carefully folded, over his arm. He took a large Frye geography and held it itp on his palm above his head. Two pupils sat at the table ORAL PROJECTS 57 carrying on a conversation as the hoy approached. As he stepped up to thciii he said to one, "Yours was tJie broiled lobster r Required : A sentence containing an adjective phrase. SENTENCES 1. The waiter of the Lenox Hotel served the guests. of the Lenox Hotel — adjective phrase. 2. The guests of the "Seaside Inn' ordered broiled lobsters. of the Seaside Inn — adjective phrase. 3. The teachers of the Palmer High banqueted at the Tavern. of the PaUncr High — adjective phrase. 4. The friends of the officers dined at the Hostess House. of the officers — adjective phrase. 5. The boys of the U. S. S. Pennsylvania dined at the Copley Plaza. of the U. S. S. Pennsylvania — adjective phrase. 6. The Red Cross nurse, in spotless uniform, dined with her patient. in spotless uniform — adjective phrase. 7. The navy boys, in blue, were given a grand banquet at the hotel. in blue — adjective phrase. 8. The prominent doctors of Chicago with their wives dined at the Touraine. of Chicago — adjective phrase. 9. The young waiter of the Waupaun Lin received a large tip. of the Waupaun Inn — adjective phrase. 58 PROJECTS IN ACTION ENGLISH ORIGINAL SENTENCE The President of the United States and his wife dined at the Copley Plaza. of the United States — adjective phrase. XXIII ACTION A Spy zvas brought before a commander. Tzvo guards ivalked one on each side of him zmth guns {pointers) on shoidders. A messenger entered. "A prisoner without, sir!" ''Bring him in." ''Are you ready to tafce your punishment as a .■ spy'r I am, sir! The company withdrew. The guards led tJie prisoner to tJie courtyard. Orders for tJic lineup were given. Final order — "Shoot!" — rang out, and the martyr dropped to the floor. Required: an adjective phrase. SENTENCES 1. The brave American spy of the captured division died like a hero, of the captured division — adjective phrase. 2. The soldiers of the regiment were summoned into the courtyard to shoot the traitor. of the regiment — adjective phrase. ORAL PROJECTS 59 3. The German prisoner of war was shot immediately by the guard. of "cvar — adjective phrase. 4. The soldiers of an American regiment shot the Hun spy. of an American regiment — adjective phrase. 5. The American prisoner of the Lost Battalion gave his life for his country. of the Lost Battalion — adjective phrase. 6. The American soldiers of the 31st Regiment shot the German spy mercilessly. of the T,ist Regiment — adjective phrase. 7. The sharpshooters of the American Army shot the spy in a French courtyard. of the American Army — adjective phrase. 8. The brave spy of the French government took his punishment calmly. of the FreiurJi government — adjective phrase. 9. The enemy spy from the French camp was shot at sunrise. from the French camp — adjective phrase. ORIGINAL SENTENCE The prisoner of the German camp was shot for betraying the soldiers of France. of the German camp — adjective phrase. XXIV ACTION A boy placed tzvo chairs at the front of the room and another in front of those. He pulled his collar well up over 6o PROJECTS IN ACTION ENGLISH his cars, rubbed his hands hard, spoke to his companion and said, "Get-up! Go it — Dobbin!" He pulled at the imag- inary reins. Required: an adjective phrase. SENTENCES 1. The boys of Hopedale drove to the big ranch, of Hopedale — adjective phrase. 2. Harold and his cousin went to the home of his uncle. of his micle — adjective phrase. 3. The errand boys of the Grandview Hotel drove along the snowy lands. of the Grandviezv Hotel — adjective phrase. 4. The boys of the village found pleasure in sleighing. of the village — adjective phrase. ORIGINAL SENTENCE The lawyers of a Boston firm went for a cross-country drive in a sleigh. of a Boston firui — adjective phrase. TEACHING LESSON Instructor: Let us continue our lesson using the same action but instead of having a group of words modify a noun, let us have it modify the verb. Question: \\'hat phrase has already been taught and learned? Answer: The adjective phrase. ORAL PROJECTS 6i Question: Anszver: Question: Anszver: Reznew: If a group of words modifies a verb, what would you call that phrase? The adverbial phrase, because in Group i we find the verb and adverb only. What questions would the adverbial phrase answer ? How, when and where. Action of the sleigh-ride. I. sleigh, SENTENCES We drove to grandmother's home in the high-back to grandmother's home — adverbial phrase. It answers the question where. 2. My chum and I drove over the hills to the merry- making. over the hills — adverbial phrase. It answers the question zvhcre. Instructor: Are there any other adverbial phrases in the sentences given? Anszver: Sentence i — in the high-hack sleigh — is an adverbial phrase. It answers the question zvhere. Answer: Sentence 2 — to the merry-making is an ad- verbial phrase. It answers the question where. 3, We sped over the white roads in the twilight. over the zvhite roads — adverbial phrase. It answers the question where. in the tzvilight — an adverbial phrase. It answers the question when. 62 PROJECTS IN ACTION ENGLISH 4. Many of the invited guests went to the village in sleighs to attend the candy-pull. to the village — adverbial phrase. It answers the question where, in sleighs — adverbial phrase. It answers the question how. ORIGINAL SENTENCE Steffansen and his comrade drove over the snowy Alaskan fields in their dog-sleds, over the snozvy Alaskan fields — adverbial phrase. It answers the question where. in their dog-sleds — adverbial phrase. It answers the question how. XXV ACTION A boy placed the revolving desk chair in the center of room and called out one of the smallest boys to help him. He tied a string to the boy and then began to turn the chair slozvly around to music which he hummed. The small boy began to jump around on the floor and perform tricks. Instructor: Instead of one grammatical construction, let us attempt several in one sentence. Required: an inverted sentence, a descriptive adjective. an adjective phrase, an adverbial phrase. (A short period of time for thinking was required.) ORAL PROJECTS 63 SENTENCES 1. Down the street the children of Centerville followed the untidy organ grinder. It is an inverted sentence. untidy — a descriptive adjective. of Centerville — adjective phrase. down the street — adverbial phrase. 2. Through the window came the lively music of a hand- organ. It is an inverted sentence. lively — descriptive adjective. through the window — adverbial phrase. of a hand-organ — adjective phrase. * 3. Down the avenue skipped the boys and girls of the village to watch the funny little monkey. It is an inverted sentence. funny — descriptive adjective. down the avenue — adverbial phrase. of the village — adjective phrase. 4. In the busy street of New York the old organ grinder played for the street urchins. It is an inverted sentence. old — descriptive adjective. of New York — adjective phrase. for the street urchins — adverbial phrase. ORIGINAL SENTENCE On the shore of Wamba Lake the organ grinder put Sambo, the favorite monkey, through clever tricks. It is an inverted sentence. of lVa}}iba Lake — adjective phrase. 64 PROJECTS IN ACTION ENGLISH through clci'cr tricks — adverbial phrase. favorite — descriptive adjective. XXVI ACTION A boy stepped to the front of the room and made the motion of chopping wood. He stopped sez'eral times to wipe the perspiration from Jiis face. Required: An adverbial phrase. A verbal or compound adjective. An adverb (of manner). SENTENCES 1. The hard-working backwoodsman chopped wood steadily through the long hours of the day. through the long hours — adverbial phrase. hard-working — compound adjective. steadily — adverb of manner. 2. Daniel Boone, a fighting pioneer of early days, chopped a trail through the forest hastily. through the forest — adverbial phrase. fighting — verbal adjective. hastily — adverb. 3. Honest-hearted Abe Lincoln of Indiana split rails near his father's cabin patiently. near Jiis father's cabin — adverbial phrase. patiently — adverb. honest-hearted — compound adjective. 4. Grave-faced surveyors chopped wood doggedly for their evening campfires. ORAL PROJECTS 65 grave-faced — compound adjective. doggedly — adverb. for their evening campfires — adverbial phrase. ORIGINAL SENTENCE The bronzed-faced Sioux Indians chopped down trees, silently and swiftly, for their birch-bark canoes. hronced-faced and birch-bark — compound ad- jectives. silently and siviftly — adverbs. for their birch-bark canoes — adjective phrase. XXVII ACTION Several boys and girls grouped themselves at the front of the room. Some seemed to peer anxiously into the distance; others strained their eyes to see some eagerly searched for object. Required: four classes of adjectives. adjective phrase. . adverbial phrase. SENTENCES I. The old weather-beaten fishing schooner made her way into the harl>or. the — limiting adjective. old — descriptive adjective. weather-beaten — compound adjective. fishing — verbal adjective. 66 PROJECTS IN ACTION ENGLISH 2. The moss-covered, rough-hewn cabin was a welcome sight to the tired tourists of the Rockies. moss-covcrcd — compound adjective. rough-hcivn — compound adjective. of the Rockies — adjective phrase. 3. The children at the picnic watched the terrific thunder storm over the bay. over the hay — adverbial phrase. 4. The Girl Scouts of Pine Camp watched the work of the heroic rescuers on the bank of the river. of Pine Camp — adjective phrase. of the heroic rescuers — adjective phrase. on the hank — adverbial phrase. of the river — adjective phrase. ORIGINAL SENTENCE Mothers, fathers and friends watched with proud yet anxious faces that long line of khaki as it marched slowly by. with proud yet anxious faces — adverbial phrase. of khaki — adjective phrase. XXVIII ACTION Boy scouts hiked along a "mountain path." They re- marked on the scenery. Orders iccre given to pitch camp. After getting the camp in readiness the scouts sat around the camp-fire and told stories. (Any thought suggested by any phase of the action may be used. ) Required: an adjective phrase. ORAL PROJECTS 67 SENTENCES 1. The fatigued sailors of the U. S. S. New York waded through the sickening swamps of Florida. oj the U. S. S. New York — adjective phrase. of Florida — adjective phrase. 2. The boy scouts of the pioneer camp came to their comrades' rescue. of the pioneer camp — adjective phrase. 3. The soldiers of Camp Dix pitched camp in Pecking Woods. of Camp Dix — adjective phrase. 4. The eager boy scouts of the camp looked thought- fully at each other as they discovered that their supplies had been stolen in the night. of the camp — adjective phrase. 5. The old soldiers of '61 went to look for their lost comrade. of '61 — adjective phrase. 6. The famous minute men of the Charlestown fort de- livered the plans safely. of the Charlestown fort — adjective phrase. 7. The weary, tired and tattered scout of the Puppy Patrol stretched out on the ground. of the Puppy Patrol — adjective phrase. 8. The tawny scout of the Eagle Patrol was lost in the midst of a forest fire while trying to save his fellow scout. of the Eagle Patrol — adjective phrase. 9. The boy scouts were camping in the woods of the Berkshire Hills last week. of the Berkshire Hills — adjective phrase. 68 PROJECTS IN ACTION ENGLISH 10. The boy scouts of America pitched their tents in the Bkie Ridge Mountains during the night. of America — adjective phrase. 11. The boy scouts of the Beach Patrol were very happy when they were on the road. of the Beach Patrol — adjective phrase. 12. In the dim hght from the campfire as the com- mander was telHng a story he saw the scout of the camp wig-wagging the distress signal. of the camp — adjective phrase. 13. The boy scouts of St. Dunstan started their hike in the early morning. of St. Dunstan — adjective phrase. 14. As the boy scouts of the Canadian Rockies sat around the campfire they found that Hal was missing, of the Canadian Rockies — adjective phrase. XXIX ACTION Several hoys crouched behind the table in ambush. On the other side of the room tivo boys zi\'re busy getting a gun (chair) into position. Immediately both sides n'ere thronm into action, shozving a tense situation. The soldiers one by one were overcome. Required: an adjective phrase. SENTENCES I. The bulky fort gave way as the speeding shells of the monster guns hit it. of the monster guns — adjective phrase. ORAL PROJECTS 69 2. The Tommies of England fired their last shot from the howitzer. of England — adjective phrase. 3. The boy from Kansas pulled the trigger and then the Mexican fell dead. from Kansas — adjective phrase. 4. The Indians of the Ohio Valley were caught at their own game. of the Ohio Valley — adjective phrase. 5. The three young soldiers had decided to go to bed when a fusillade of shots rang out and a groan was heard from the lower part of the trenches. of shots — adjective phrase. of the trenches — adjective phrase. 6. The leader of the machine gun crew spoke to Captain Bates and fell as the fatal bullet struck him. of the machine gun crezo — adjective phrase. 7. The new Lewis machine gun of the front line trenches slaughtered the Huns ruthlessly. of the front line trench — adjective phrase, 8. The bronzed American soldier of the 23rd Division fired at the sneaky Germans until they had to retreat. of the 2'^rd Division — adjective phrase. 9. The great woodsmen of North Carolina had a sudden attack from the Indians. of North Carolina — adjective phrase. 10. The Mexican bandits of the border attacked the cowboys immediately. of the harder — adjective phrase. 11. The dying Huns perished on the fields of Flanders. of Flanders — adjective phrase. 70 PROJECTS IX ACTION ENGLISH ORIGINAL SENTENCE The fighting spirit of the Yanks struck cold terror into the hearts of the enemv. of the Yanks — adjective phrase. of the enemy — adjective phrase. XXX ACTION A Hallowe'en raid zcas planned by a docen or more boys all bent on mischief. "What's the plan, Rastusf" "Ah go'n over to thot there barn to see what ah can find. Coniin 'long?" They went but as soon as they reached their destination one of the party called out — "Take to the cornfield, boys!" Required: phrases — optional — adjective or adverbial. SENTENCES 1. The darkies gathered in the cornfield on the night before Hallowe'en. in the cornfield — adverbial phrase. 2. Several boys of the neighborhood planned a raid on Farmer Brown's magnificent harvest store. of the neighborhood — adjective phrase. 3. They gathered in an old, deserted, tumbled-down shack on the outskirts of the town. of the town — adjective phrase. 4. The ringleader, Rastus, was the appointed head of a frolicsome foray. of a frolicsome foray — adjective phrase. ORAL PROJECTS 71 5. As the mischief makers approached the old dilapi- dated barn they heard weird noises in the loft. in tJie loft — adverbial phrase. 6. The brave party of Hallowe'en raiders moved stealth- ily forward. of Halloive'en raiders — adjective phrase. 7. The wind moaned through the bare tree tops as the boys made their way toward the farmer's field of tempting pumpkins. through tJic bare tree tops — adverbial phrase. 8. The old farmer frightened the mischievous boys on Hallowe'en. on Hallozve'en — adverbial phrase. ORIGINAL SENTENCE Rastus, the leader of the village gang, planned a Hal- lowe'en raid on his neighbor. of the village gang — adjective phrase. XXXI ACTION A hoy went to the telephone. He pretended to take down the receiver. He carried on the foUozving conversation. "Yes, yes!— zvell— hello .'" "Surely! Cant wait to see you!" "I'll have my car at the station at six o'clock sharp." • •••••• "Good-bye." Required: a relative clause. 72 PROJECTS IN ACTION ENGLISH SENTENCES 1. The happy father, who received a long distance call from his soldier son, could hardly wait to see him. zn'Iio received a long distance call from his son — relative clause. 2. The returned soldier, who had just arrived home, re- ceived a telephone call from his buddies. zi'Jio had just arrived home — relative clause. 3. Her mother, who was overwhelmed with joy, told the glad news to the family. ivho ivas overivhelmed zvith joy — relative clause. 4. Don's best college chum, who had arrived from the West, telephoned to him from New York. zvho had arrived from the West — relative clause, ORIGINAL SENTENCE Lieut. Kahler, who had just arrived from France, tele- phoned his father of his return to the States. , who had just arrived from France — relative clause. XXXII ACTION One hoy called five other boys to help him. They all worked industriously, bending over, pretending to pick "cot- ton" on a plantation. Soon they left their occupation and "stole" quietly azvay to the other side of the room. They began to dance and make merry. One or tzvo imitated play- ing on the banjo. From the dressing room came the "boss" of the planta- tion who showed his wrath at the conduct of the shirking ORAL PROJECTS ^z negroes. "Back to the fields! You'll hear from this!'' said he. Required: a relative clause. SENTENCES 1. The lazy negroes who lived on a Virginia plantation left their work in the heat of the day. zvho lived on a llrginia plantation — relative clause. 2. The stern master who was a wealthy owner of cot- ton plantations lectured the negroes who left their work. zvho zvas a zvealthy ozmier of cotton plantations — relative clause. zvho left their work — relative clause. 3. The negro musicians who worked on a large planta- tion played the banjos before the cabin. zvho zvorked on a large plantation — relative clause. 4. The hard-hearted master of a Louisiana plantation caught the servants who danced in the shady grove. zvho danced in the shady grove — relative clause. ORIGINAL SENTENCE The negroes of Alabama who left their work on the plan- taWon were reprimanded by their master. zvho left their zvork on the plantation — relative clause. XXXIII ACTION A boy went through the complete action of fancy skating. He balanced himself accurately and cleverly, giving his class an unusual field for clear-cut sentences. Required: a grammatical construction in review. 74 PROJECTS IN ACTION ENGLISH SENTENCES 1. The fancy skater of Canada won the prize at the Boston Arena. of Canada — adjective phrase. at fJic Boston Arena — adverbial phrase. 2. My brother who was home from college skated on the mill pond. zvJw was Jionie from college — relative clause. on the mill pond — adverbial phrase. 3. Powers of the Winter Sport Club cut the figure eight at the skating party on the Woodland Pond. of tJie JVinter Sport Club — adjective phrase. at tJie skating party — adverbial phrase. on the JJ^oodland Pond — adverbial phrase. 4. The fancy skater who came from Montreal knew all the tricks of the trade. who came from Montreal — relative clause. of the trade — adjective phrase. ORIGINAL SENTENCE Davis, who was a champion skater, gave his friends a skating exhibition in the moonlight. zvho zcas a champion skater — relative clause. XXXIV ACTION A pupil placed a small stepladder in a corner of the room. He called another boy to help him. After zvhispering in- structions carefully — he ascended the steps. Across the ORAL PROJECTS 75 roofii the other boy strained Jiis eyes and watched the op- posite side of the room eagerly. At last the first boy raised a music book in his hand and waved it back and forth. Im- mediately the observer on the other side began to ''gallop" dozvn the aisle. At the back of the room he stopped and called, — "The rebels are coming! The rebels are coming!'' Required: a complex sentence — one independent clause and one dependent clause. SENTENCES 1. Paul Revere who waited on the opposite bank of the river spread the alarm through Lexington. Paul Revere spread the alarm through Lexington — independent clause. who ivaited on the opposite bank of the river — dependent clause. 2. The lantern that flashed forth its gleam hung in the belfry of the old North Church. The lantern hung in the belfry of the old North Church — independent clause. that flashed forth its gleam — dependent clause. 3. Paul Revere who saw the lantern swing from the North Church tower rode through every village and farm of Middlesex County. Paul Revere rode through every village and farm of Middlesex County — independent clause. who saw the lantern saving from the North Church toiver — dependent clause. ORIGINAL SENTENCE The promised lantern that told the story of the rebel in- vasion swung out from the old North Church tower. 76 PROJECTS IN ACTION ENGLISH TJw promised lantern sivung out from the old North Church tozver — independent clause. that told the story of the rebel invasion — de- pendent clause. XXXV ACTION A hoy went to the dressing room door and knocked two or three times. Required: an adverbial clause of time. SENTENCES 1. When he entered the vestibule he heard a loud rap at the apartment door. when he entered the vcstihide — time clause. 2. When the clock struck eight he knocked at the law- yer's door. zvhen the clock struck eight — time clause. 3. The messenger boy arrived with the telegram just as the broker was leaving his office. as the broker was leaving his ofUce — time clause. 4. The child hastened to his aunt's house when he was given an important message for her. when he was given an important message for her — time clause. 5. The butler heard him when he ran up the steps of the mansion, zvhen he ran up the steps of the mansion — time clause. ORAL PROJECTS -jy 6. The business man proceeded to the home of his part- ner when he heard the crushing news. zvhen he heard the crushing news — time clause. 7. After the storm had ceased, Bob started out to in- terview his foreman about the new position. after the storm ceased — time clause. 8. • When he reached the great oak door he rapped loudly three times. zvhen he reached the great oak door — time clause. 9. After the sun had set he decided to call on his old Harvard chum. after the sun had set — time clause. 10. When he had finished talking over the telephone, he summoned his trusted messenger boy. when he had finished talking over tJie telephone — time clause. 11. When he reached New York City he sent a special messenger to the hotel. when he reached N^ezi.' York City — time clause. ORIGINAL SENTENCE When the clock struck six the messenger boy ran up the steps of Judge Haydon's home with the big yellow envelope from the broker's office. when the clock struck si.v — time clause. XXXVI ACTION A girl who pretended to be mother sat near the desk reading, comfortably. From the dressing room came a boy zvho stopped as he 78 PROJECTS IN ACTION ENGLISH approached her. She looked at him zmth a decided frown and — in motlier fashion — shook her finger at him. Required: a clause of condition or a clause of time. SENTENCES 1. If you do not obey me, you will not be allowed to go to the club. if yon do not obey me — conditional clause. 2. Your father will not be pleased if you do not do your duty. if you do not do your duty — conditional clause. 3. I am afraid you will not pass your exams, Don, if you do not use more time for study. if you do not use more time for study — condi- tional clause. 4. If you decide to go to that dinner I shall be dis- pleased. if you decide to go to that dinner — conditional clause. 5. When you have straightened out your account, take it to your father. zvhcn you have straightened out your account — clause of time. 6. When you have had your dinner you may go to youi room to study. zuhen you have had your dinner — time clause. 7. AMien you have finished your task come to my room. zvlien you Jiave finished your tasl^: — time clause. ORIGINAL SENTENCE If you forget so easily again, you may remain at home when the boys attend the theatre. ORAL PROJECTS 79 if you forget so easily — conditional clause. when the boys attend the theatre — time clause. XXXVII ACTION A hoy tied a dustkss duster around him. He bent over and swung his ami up and dozen tzco or three times, stead- ily. At last he moved back a step or tzco and said — "IV hoar Just then tzco or three school hoys and girls with their bags peered around the desk. One said, "Let's go iuT Another said, "Come on, I kuozc the village blacksmith!" Required: a relative clause or an adverbial clause of time. SENTENCES 1. The noisy children who had just come from school stopped at the old blacksmith's shop. who had just come from school — relative clause. 2. The popular blacksmith who lived in the little town of Derry worked from early morning until late at night. zi'ho lived in the little tozcn of Derry — relative clause. 3. Dick, Jack and Helen looked in through the door of the blacksmith's shop when they went by. zclien they zvent by — time clause (adverbial). 4. When the iron was hot the blacksmith worked very fast. when the iron zcas hot — clause of time. 5. When the school-bell rang for dismissal the children hurried to the blacksmith's shop. 8o PROJECTS IN ACTION ENGLISH when the school bell rang for dismissal — ad- verbial clause of time. 6. The smith who was a mighty man had large hands and muscles strong as iron bands. zvho zvas a mighty man — relative clause. 7. The village smithy who toiled six days in the week always went to church on Sunday. ivlw toiled sis days in the zveek — relative clause. 8. The blacksmith shoed the horse for the sportsman, who in turn gave him a large sum for his services. wJio in turn gave liim a large sum for his services — relative clause. 9. The judge who belonged to the fashionable city club stopped at the blacksmith's shop to speak to his old friend. who belonged to the fashionable city club — relative clause. 10. The children always stopped to tell the blacksmith the village news v/hen they went home from school. ivhen they zvent home from school — adverbial clause of time. ORIGINAL SENTENCE Doris called to her grandfather, the favorite village black- smith, when slie went home from school. when sJie zcent home from school — adverbial clause of time. XXXVIII ACTION A boy zvas selected to stand at the front of the room zvith an eraser on his head. Another boy took his stand at the ORAL PROJECTS 8i opposite side of the room. He held a pointer in his hand and took aecurate aim. As lie said the word, "Bang!" the boy across the room lifted Jiis hand and knocked the eraser from his head. Required: a clause (optional). a relative clause. an adverbial clause of time. clause of condition. SENTENCES 1. The tyrant who had given the order laughed at the marksman. who had giz'en tJie order — relative clause. 2. When William Tell was commanded to shoot the apple from his son's head, he was sick at heart. wJien William Tell zvas commanded to shoot the apple from his son's head — adverbial clause of time. 3. William Tell hid a poisoned arrow under his cloak which was meant for the tyrant, Gessler, which was meant for the tyrant, Gessler — relative clause. 4. The arrow that sped on its errand found its mark in the heart of the apple. that sped on its errand — relative clause. 5. William Tell shot the apple from the boy's head w^hen the tyrant shouted a command. zvhen the tyrant shouted a command — adverbial clause of time. 6. William Tell, the famous Swiss marksman, glared at the tyrant. Gessler, when he was ready to shoot. 82 PROJECTS IN ACTION ENGLISH li'hen he 'zcas ready to shoot — adverbial clause of time. 7. When the speedy arrow left William Tell's hand, the people gasped. ivhen the speedy arrow left IVilliaDi Tell's hand — adverbial clause of time. 8. The little son who had confidence in his father stood straight and still. Zi.'ho had confidence in his father — relative clause. 9. Tell, who was skilled in handling bows and arrows, split the apple, which was placed on his son's head, in halves. who zi'as skilled in handling bozus and arrows — relative clause. which zvas placed on his head — relative clause. 10. Tell proved his expert marksmanship when he tri- umphed over the tyrant. when he triumphed over the tyrant — adverbial clause of time. ORIGINAL SENTENCE If William Tell had shot his son, his second, poisoned, well-concealed arrow would have been aimed at the heart of the tyrant, Gessler. if William Tell had shot his son — clause of con- dition. XXXIX ACTION Several hoys made the motion of cutting with a scythe or some garden implement. Required: transitive verb and direct object. ORAL PROJECTS 83 SENTENCES 1. The western farmers harvested the wheat before nightfall. harvested — transitive verb. wheat — direct object. 2. The country boys of the farmlands thrashed the rye before sunset. thrashed — transitive verb. rye — direct object. 3. The laborers on the ranch cut the wheat on sunshiny days. eiit — transitive verb. wheat — direct object. 4. After 'the day's. work was done Dick cut the tall grass in the meadow. cut — transitive verb. ** grass — direct object. 5. I like to watch my uncle when he cuts down the corn stalks on the farm. cuts — transitive verb. stalks — direct object. 6. A load of merry country boys passed in a hay team as the farm hands cut hay. cut — transitive verb. hay — direct object. 7. His big brother handled the heavy scythe rapidly and skillfully. handkd — transitive verb. scythe — direct object. 8. The laborers on the big farm in Vermont cut many tons of hay. 84 PROJECTS IN ACTION ENGLISH « cut — transitive verb. tons — direct object. ORIGINAL SENTENCE Every one on the farm helped, even grandfather wielded the scythe to get the hay in the barn before the storm would overtake them. wielded — transitive verb. scythe — direct object. XL ACTION Several boys took pointers and yardsticks zuhich were used to represent picks and shovels. Some imitated digging with diggers. They took natural positions for actions. No words were spoken. Required: a direct object. SENTENCES 1. Out on the flats, the men in rubber boots dug clams. clams — direct object. 2. In the month of September the farmers dug their potatoes. potatoes — direct object. 3. The gold seekers dug the nuggets from the Alaskan gold mine. nuggets — direct object. 4. My grandfather dug worms for his fishing trip down river. worms — direct object. ORAL PROJECTS . 85 5. As far as I could see, the farmers gathered potatoes from acres of fields. potatoes — direct object. 6. The boys who camped on the point of the mainland dug clams when the tide went out. clams — direct object. 7. They dug up the land for a garden and planted radish and lettuce seeds. seeds — direct object. 8. In faraway Africa money fiends dig for diamonds and sell them for enormous prices. tJieni — direct object. 9. In 1849 the settlers found gold in California. gold — direct object. ORIGINAL SENTENCE The High School farmerettes dug beets and turnips and potatoes from their war garden. beets, turnips, potatoes — direct objects. XLI ACTION A girl selected one tall member of the class for mother and several small boys and girls for the children. They began to make the motions of trimming the Christmas tree. One said, "Put the long golden chains at the top and the silvery ones on the lower branches." Another said, "Mother, hang up this Christmas stock- ing !" One of the boys said, "We've brought the pop-corn strings and the apples!" 86 . PROJECTS IN ACTION ENGLISH Then from the back of the room came the sound ting-a- ling-a-ling and a heavy stamp — sfainp — on tlic floor. Mother said, "To bed, quickly — before Santa comes to fill your stockings!" The children ran to tJieir seats. Up the aisle stalked Santa, bent ivith the heavy pack that he carried on his back. He paused before the fireplace and proceeded to till the stockings. Required: a noun as the direct object of the verb, a noun as the object of the preposition. SENTENCES 1. The children waited silently at the fireplace for Santa. fireplace — object of a preposition * Santa — object of for — preposition. 2. As the group of children gathered around the tree they heard the sound of bells. sound — object of heard — verb. bells — object of of — preposition. 3. The eager little tots put oranges and candy on their pretty Christmas tree. oranges and candy — objects of put — verb. 4. The busy group of boys heard Santa Claus land by the chimney. boys — object of of — preposition. chimney — object of ^3' — preposition. 5. The sleepy little children awoke their mother and father when they crept down the stairs to see Santa. mother and father — objects of azvoke — verb. stairs — object of dozvn — preposition. * If the instructor so desires the answer may be given as follows : fireplace — the substantive in the accusative with a preposition. ORAL PROJECTS 87 6. The merry children gathered around the fireplace with happy thoughts of Christmas fun. fireplace — object of around — preposition. thoughts — object of ivith — preposition. fun — object of of — preposition. 7. In the little white cottage among the trees, two little girls waited anxiously for Santa Claus. cottage — object of in — preposition. trees — object of among — preposition. Santa Claus — object of for — preposition. 8. The excited children with flushed faces pushed open the door just as Santa Claus set dow'n his heavy pack. faces — object of zvith — preposition. 9. Good Old Saint Nicholas of Toyland distributed his gifts on Christmas Eve. gifts — object of distributed — verb. 10. Down the sooty chimney came Old St. Nick with his huge pack of toys for all good, little girls and boys. chimney — object of dozen — prepositioif. pack— object of with — preposition. toys — object of of — preposition. girls and boys — object of for — preposition. 11. The old jolly Santa Claus of Dreamland looked over his long list of names. Dreamland — object of of — preposition. list — object of over — preposition. names — object of of — preposition. 12. Santa Claus of the North Pole rode over the house- tops in his aeroplane. NortJi Pole — object of of — preposition. house tops — object of over — preposition. aeroplane — object of in — preposition. 88 PROJECTS IN ACTION ENGLISH ORIGINAL SENTENCE Old Santa from the snowy hills came into the house by the back door with his great bag of toys. hills — object of from — preposition. house — object of into — preposition. door — object of by — preposition. XLII ACTION /l little match girl walked along the front of the room. Several passed her by, unheeding the plea — "Please buy a bos of matches^" Others stopped and spoke a kind word or zvished her a happy Christmas. Required: a direct object. SENTENCES 1. The little match girl sold many boxes of matches on the street. boxes — direct object. 2. The ragged girl stopped the rich lady at the corner. lady — direct object. 3. The kind, old gentleman paid the child for a box of matches. child — direct object. 4. The haughty women ignored the poor little .match girl. girl — direct object. 5. Two well-dressed gentlemen bought several boxes of matches from the ragged little girl. boxes — direct object. ORAL PROJECTS 89 6. The poor little girl's uncle manufactured matches. matches — direct object. 7. The ragged child lighted a match near a brick wall. matcJi — direct object. 8. Through the window of the mansion she saw a large turkey and a goose on the table. turkey, goose — direct objects. 9. She warmed her hands, blue with cold, over the lighted matches. hands — direct object. 10. In a vision she saw her mother surrounded by angels. mother — direct object. 11. Early in the morning, the servants found the ragged little girl frozen in the doorway of the mansion. girl — direct object. ORIGINAL SENTENCE Nobody bought matches from the tired little match girl on Christmas Eve. matches — direct object. XLIII ACTION A hoy stood on the top stair of a small stepladder. He held the American flag in his hand. A bugler stood beside him. Tzvo chairs, overturned to represent a cannon, zvere manned by tzvo other boys. Tzvo representatives of the U. S. A. or the U. S. N. stood at attention. As the bugler began the sound "ta-ta-ta" the others man- ning the cannon responded — "Boom, boom, boom!" 90 PROJECTS IN ACTION ENGLISH Required: Group 2 or Group i. Group 2 Group i noun verb pronoun adverb adjective adverbial phrase adjective phrase SENTENCES 1. The gallant soldiers of Camp Dix saluted the flag reverently. gallant — ad j ecti ve. soldiers — noun. of Camp Dix — adjective phrase. 2. The English bluejackets saluted their flag splendidly. English — adjective. bluejackets — noun. their — adjective. Hag — noun. 3. The; soldiers of the fort fired a salute out over the bay for "Old Glory." fired — verb. out — adverb. over the hay — adverbial phrase, for old glory — adverbial phrase. 4. The plucky sailors of the ship New Mexico started the day with a salute to the flag. plucky — adjective. sailors — noun. of the ship New Mexico — adjective phrase. 5. The colored soldier of Africa fought bravely for his freedom in the "World War." ORAL PROJECTS 91 colored — adjective. soldier — noun. of Africa — adjective phrase. fought — verb. bravely — adverb. in the "JJ^orld War" — adverbial phrase. 6. At the call of the bugle the soldiers saluted their flag. saluted — verb. at the call — adverbial phrase. of the bugle — adjective phrase. ^ag — noun. 7. The soldiers at the training camp sounded "Taps" in memory of their dead comrades. soldiers — noun. their — possessive adjective. dead — adjective. comrades — noun. 8. The American soldiers of Camp Devens saluted the flag at the call of the bugle. American — proper adjective. soldiers — common noun. of Camp Devens — adjective phrase. 9. The great guns of the U. S. S. Pennsylvania burst out at the sound of the bugle. great — adjective. guns — noun. of the U. S. S. Pennsylvania — adjective phrase. ORIGINAL SENTENCE The great guns at West Point spit forth their red flames at sunset. 92 PROJECTS IN ACTION ENGLISH great — adjective. guns — noun. at West Point — adjective phrase. XLIV ACTION Tiuo boys began a short conversation as follows: "Come here, boy, look out of this zvindow!" "How the breakers lash against the rocks, father!" "Yes, no boat can put for shore today." "We'll have to trim tJie lamps so they zvill burn brightly." "I'm sorry for the boys, in blue, at sea, father!" Required: a grammatical construction (one or more) optional. SENTENCES 1. The angry waves dashed upon the rocks around the lighthouse. npon the rocks — adverbial phrase. 2. The faithful lighthouse keeper of Plum Island Point called his son to the window. of Plum Island Point — adjective phrase. son — direct object. to the Ziindoiv — adverbial phrase. 3. On account of a brewing storm the keeper of the lighthouse dared not row for supplies. of the lighthouse — adjective phrase. 4. The lamps that l3urned so brightly cast their steady gleam far out over the treacherous harbor. that burned so brightly — relative clause. ORAL PROJECTS 93 5. The schooners, tossed on stormy waves, made their way into the harbor by the rays of the Hghthouse lamps. into the harhor — adverbial phrase. of the lighthouse lamps — adjective phrase. 6. Jim, who was known all over the island, trimmed the lamps for the lighthouse keeper. lamps — direct object. who was knozi'n all over the islami — relative clause. 7. I'm sorry for the boys in blue, who have to weather such a gale at sea, father! zvho have to zveather sucli a gale at sea — rela- tive clause. 8. The old lighthouse keeper kept his lamps burning brightly far into the night in order that the vessels might not dash onto the jagged rocks. in order that the vessels might not dash onto the jagged rocks — purpose clause. 9. The faithful lighthouse keeper and his young son kept steaming hot coffee on the stove throughout the night of the wild storm. steaming — verbal adjective. hot — descriptive adjective. on the stove — adverbial phrase. throughout the night — adverbial phrase. ORIGINAL SENTENCE The lighthouse keeper of the island and his devoted little son spent the day and night at the lighthouse on the rocks beyond the mainland. keeper, son — compound subject. at the lighthouse — adverbial phrase.