LANGUAGE LESSONS BLOUNT AND NORTH UP fyxntll Hlmrmltg § THE GIFT OF VkxM^ :::::::::zz:::::::i A.2.&.v1-<2x^ i^...nT. .fc.. 1357 Cornell University Library arV14372 Language lessons for Intermediate grades 3 1924 031 320 835 olin,anx The original of tliis book is in tlie Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924031320835 PROGRESSIVE STUDIES IN ENGLISH— I LANGUAGE LESSONS INTERMEDIATE GRADES BY ALMA BLOUNT, Ph. D. (Cornell) INSTRUCTOR IN ENGLISH IN THE MICHIGAN STATE NORMAL COLLEGE CLARK S. NORTHUP, Ph. D. (Cornell) ASSISTANT PROFESSOR OF ENGLISH IN CORNELL UNIVERSITY NEW YORK HENRY HOLT AND COMPANY 1912 Copyright, 1912, BY HENRY HOLT AND COMPANY or PRESS OF T. MOREY & SON GREENFIELD, MASS., U. S. A. PREFACE In publishing, under the general title of Progressive Studies in English, a series of volumes intended for, use in American grade and high schools, the authors desire to say that it has been their aim to furnish manuals of grammar and composition that shall prove eminently practical and helpful from the point of view of both teacher and pupil. There is still such great variety of opinions among teachers of these subjects that no writer of text-books can hope to please all classes. The views of the authors of these books must be described in gen- eral as conservative; they have adopted, however, with gratitude, the best suggestions of recent writers on the teaching of language regardless of schools of thought. It is beheved that these books will be found to provide a minimum of theory with the maximum amount of practice, based on models of acknowledged excellence. It has been deemed wise to gather further discussion of purpose and method in language in the elementary grades into a small pamphlet, which the publishers will take pleasure in sending to all teachers interested. The authors wish to express their gratitude to the following authors and publishers for allowing the use of copyright material in this volume: to Miss Emily R. Andrews and Ginn and Company for the selection from Seven Little Sisters, by Miss Jane Andrews; to Miss Alice G. McCloskey for selections written by her and reprinted from Cornell Nature Study Leaflets and The Junior Naturalist Monthly; to Professor James Morgan iv LANGUAGE LESSONS Hart and Hinds, Noble, and Eldredge for the selection from Hart's Rhetoric; to Rand, McNally, and Company for selections from Mary Catherine Judd's Classic Myths; to Charles Scribner's Sons for the selections from Ste- venson's Letters and from St. Nicholas; to Little, Brown, and Company for the paragraphs from Parkman's Mont- calm and Wolfe. CONTENTS PART I PAGE 3 3 s 6 7 7 8 8 lO II I. The Blacksmith: Oral Composition . . . ■i. The Village Blacksmith: Conversation . 3. The Sentence . ... . . 4. Capitals and Periods ... 5. Proverbs: Oral Composition 6. The Interrogation Point . . . . 7. The Sewing Lesson: Oral Composition . . 8. The Capital / . . . 9. The Red Squirrel: Oral Composition . . 10. Names of Persons . . . 11. Oral Composition . 12. Names of Places ..... ... 12 13. Alexander and Diogenes: Conversation . .... 13 14. How to Write the Names of the Days 13 15. Blind Man's Buff: Oral Composition ... 14 16. How to Write the Names of the Months 16 17. How 10 Write Dates 17 18. The Connoisseurs: Oral Composition . .... 18 19. How to Write Initials .... . . 19 20. The Use of Titles . .20 21. A Legend about Longfellow: Written Composition . . 23 22. Written Composition . . . . . 24 23. Letter-Writing 24 24. The Parts of a Letter 26 25. All-Hallowe'en: Written Composition . 27 26. A Model Letter 28 27. Dear and Deer . . . . 29 28. What Makes a Letter Interesting: Conversation . . 29 29. The Useful Kite: Oral Composition 30 30. Letter Forms 31 31. To a Water-Fowl: A Picture in Words 32 V vi CONTENTS * PAGE 32. Addressing Envelopes ■ • 33 33. Christmas Presents: Oral Composition . • 34 34. Letter-Writing ... 3S 35. The Journey of a LETTEti; Conversation . • 35 36. Letter- Writing . . . -37 37. Contractions . . . • -37 38. The Lion of Lucerne: Oral Composition . . 39 39. Abbreviations ... . . 4° 40. How We Pay to Have Our Letters Carried : Conversation 42 41. Letter- Writing . ... . . . . -43 42. The Singing Lesson: Conversation 44 4.3. Abbrevi.ations and Titles: Review . . . . 46 44. The Exclamation Point . '. . . . . .46 45- Oral Composition ... - . . 47 46. Punctuation: A Review Exercise • ■. • -47 47. The J'oolish Crow: Oral Composition . . 48 48. An Ax TO Grind: Written Reproduction ... 49 49. The Comma after Yes and No ... 50 50. The Comma in the Address ... ... -Si 51. Deserted Bird's-Nests: Oral Composition ... 52 52. Punctuation: A Review Exercise . 53 53. The Mountain and the Squirrel: Conversation . . 54 54. The Lion and the Mouse: Written Reproduction . SS 55. Punctuation: A Review Exercise ... 56 56. The Comma in a Series . . 56 57. The Wise Fairy: Oral Composition ... 57 58. Punctuation and Contractions: A Review Exercise . 60 59. Letter-Writing . ... .60 60. The Man Who Tried to Please Everyone: Oral Re- production ... . . .... . . 61 61. To, TOO, Two . . 62 62. An Esquimau House: Written Composition ... -63 63. Exclaiming Words . 65 64. A Boy's Song: Conversation . .... .66 65. Did and Done . . . . . . 67 66. Capitals in Poetry . . ... 68 67. MA7 and Can .... 69 68. Punctuation: A Review Exercise . 70 69. The Windmill: Oral Composition . ... . . 71 70. What the Church Tower Sees: Written Composition . 73 CONTENTS Vll 71. Saw and Seen . . 72. SAW AND Seen, Did and Done: A Review Exercise 73. An Easter Conversation: Oral Composition . . 74. LEARN AND Teach 75. Abbreviations: A Review Exercise . . . 76. John Smith and Pocahontas: Dramatization 77. The Hyphen Between Syllables 78. A YotTNG Hero: Written Composition 79. Capitals in Titles . . . . . ... 80. Written in March: Conversation . . . 81. Change or Spelling to Show Possession . 82. The Departure of the Pilgrims from Ledyen: Con- versation .... 83. Learn and Teach: a Review Exercise 84. The Landing of the Pilgrims: Conversation 85. The Use of the Apostrophe: A Review Exercise 86. Capitals: A Review Exercise ... 87. Who's Afraid? Oral Composition . . 88. The Use of the Comma: A Review Exercise 89. To, Too, Two: A Review Exercise . . 90. May-Day: Composition ...'.... . 91. Letter-Writing: A Review Exercise .... page 74 75 75 76 77 78 79 80 81 82 83 85 86 86 91 91 92 92 93 93 94 PART II 92. Oral Composition . ■ ■ 95 93. The Wind and the Moon: Conversation . ■ • 95 94. Quotation Marks . . . .98 95. Capitals in Quotations . . 98 96. The Punctuation of Quotations . 99 97. The Butterfly: Oral CoiIposition ... . . . 99 98. Writing Quotations .100 99. My First Fishing Excursion: Oral Reproduction . 100 100. Word-Study: A Review Exercise . loi loi. The Subject of the Sentence . 102 102. October's Bright Blue Weather: Conversation . 104 103. The Subject of the Sentence: A Review Exercise . 105 104. Playing Lion: Written Composition . . ±06 105. The Subject of the Sentence: A Review Exercise 107 io6. The Man in the Moon: Written Reproduction . . 107 viii CONTENTS PAGE 107. The Predicate of the Sentence 108 108. Nathan Hale: Written Composition ... ... no 109. The Predicate op the Sentence: A Review Exercise . 112 no. A Night With a Wolf: Oral Composition . ... 113 111. Written Composition : . . . . 114 112. A Winter Evening: A Picture in Words . . . 115 113. BETWEEN and Among . 115 114. Christmas Stories: Composition 117 115. sobject and predicate: a review exercise .... il8 116. Two Swiss Heroes: Oral Composition . . . 119 117. Writing Quotations: A Review Exercise . . 119 118. Broken Quotations . . ... 120 119. The Golden Fleece: Oral Composition ... . . 121 120. Subject and Predicate: A Review Exercise ... 123 121. A Golden Deed: Oilal Composition 123 122. Quotations Written: A Review Exercise 124 123. Thoughtless Tom on the Fourth of July: Composi- tion ... .... 125 124. The Hyphen in Compound Words . . .... 125 125. A Picture in a Poem: Conversation , . 127 126. Subject and Predicate: A Review Exercise . .128 127. A Modern Jasont: Conversation . . ... 128 128. TaiNK AND Guess 129 129. The Daffodils: Con'versation . . . . .... 130 130. Written Composition . .... 132 131. Think and Guess: A Review Exercise 132 132. Combining Sentences . ... . ... 133 133. Written Composition ... 134 134. In and Into . . . 134 135. Informal Invitations 135 136. The Giant: Oral Composition . . 137 137. Word-Study . . . . 138 138. Word-Study . 138 139. Oral Reproduction . . . .... . .139 140. Abbreviations ... i3g 141. A Snow Battle: Written Composition .... 140 142. The Noun 141 143. Informal Invitations 142 144. Written Composition . . 143 145. Singular and Plural 143 CONTENTS ix PAGE 46. Robert Bruce and the Spider: Reproduction . . 144 47. Plurals Made with -es .... . . 146 48. Abbreviations: A Review Exercise . 147 49. The Wind in a Frolic: Oral Composition 147 50. Variety in Wording 149 51. The Plural of Nouns Ending in -y 149 52. The Plural of Nouns Ending in -f 151 53. Narcissus: Oral Composition . » . . 151 54. Plurals: A Review Exercise . -.153 SS- An Informal Invitation . .... . 153 56. UN- AS the First Syllable of a Word .... -153 57. St. George of Merry England: Oral Composition . 134 58. Ownership or Possession . . .... 155 59. The Possessive Plural . . . .156 60. Making ant) Using an Outline . . . . 157 61. Irregular Plurals . 159 62. The Possessives of Irregular Plurals 161 63. Keeping a Journal: A Written Exercise . . .162 64. Abou Ben Adhem: Conversation .... 163 65. Plural Forms: A Review Exercise . ... . 164 66. Possessives: A Review Exercise . . . . . 164 67. Mr. Goldy and Mr. Bunny: A Written Exercise 164 68. A Review Exercise . . 166 69. The Subject and the Predicate: A Review Exercise . 166 70. The Fox and the Stork: Quotation Writing . 167 '71. Oral Composition . ... ... 167 PART III 172. Oral Composition . . ...... . 168 173. Variety in Wording: Synonyms . ... . 168 174. Words Opposed in Meaning . . . ... 169 175. The Marvelous History of Sir Richard Whitting- ton: Oral Composition ... 170 176. The Combination of Sentences . . 172 177. Saint Christopher: A Study in Outlining . ... 172 178. Variety in Word Order . . . 174 179. Written Composition . . . . 176 180. A Walk in Autumn: Conversation 176 181. Written Coijposition 178 X CONTENTS PAGE 182. A Review of Capitals and Punctuation 178 183. Quotations within Quotations . i79 184. Combining Sentences 180 185. She Dwelt among the Untrodden Ways: Conversa- tion . . . . . .... ... 181 186. The Plural of Compound Nouns 182 187. Christmas Dinner with the Cratchits: Dramatiza- tion ' . . . . 182 188. Written Composition from an Outline . . ... 184 189. Quotations within Quotations: A Review Exercise 185 190. Verbs ... ... . ... 185 191. In School-Days: Conversation . . . ... 187 192. Sit and Set . ■ 188 193. The Two Bears: Oral Reproduction .... 189 194. Lie and Lay . . .... 192 195. Sit, Set, Lie, Lay: A Review Exercise . . - 193 196. Montcalm and Wolfe: Topical Reproduction . . . 194 197. Plural Forms: A Review Exercise . 195 198. Variety in Wording . . . 19s 199. Written Conversation . . .... 196 200. The Pronoun .... . . 197 201. Possessive Pronouns: Their . '. . 198 202. Its and IT'S . . . 199 203. Hare and Hounds: Composition 200 204. Modifiers .... 205 205. Written Conversation . 207 206. Proserpine: Reproduction by Topics ... ... 208 207. The Little Brown Brothers: Oral Composition . . . 209 208. The Adjective . ... 210 209. A Beautiful C;ty: Oral Composition ... . . 213 210. Word-Study . . . 214 211. Written Composition . . . . . . 2x5 2X2. Proper and Common Nouns . . . . 2x5 •213. Adjectives Derived from Proper Nouns . 216 2x4. Making and Using an Outline . . . 2x7 2x5. An Orderly School-House: Oral Composition . . 220 2x6. Written Composition . . 221 2x7. The Adverb . . . ... 222 2x8. Written Composition 224 2x9. Here and There 224 CONTENTS xi PAGE 220. Tbere and Their .... ...... . . 225 221. Concord Hymn: Conversation .... . 226 222. Adjectives and Adverbs: A Review Exercise . . 228 223. Proper Nouns and Adjectives: A Review Exercise . 229 224. The Woodchuck Society: Conversation . . 229 225. Written Composition ... . . . 235 226. Expect and Suppose 236 227. The Choice op Words 237 228. Making and Using an Outline . 238 229. Variety in Expression ... . 238 230. The Kitchen: Conversation 240 231. Written Composition 242 232. The Plurals of Titles 243 233. Oral Composition . . . . 243 234. Business Letters . . 245 235. Last Day: Conversation . 246 236. Business Letters ... , . . . 249 237. Oral or Written Composition . .... 249 238. Business Letters . . . . 249 239. Oral Composition . .... 252 240. Business Letters: Practice . 253 Appendix A. Some Rules for Capital Letters and Punctuation Marks . . ... Appendix B. A List of Homonyms . . . . . Appendix C. A List of Synonyms . -'Vppendix D. The Forms of Verbs Appendix E. Some Model Letters Appendix F. Additional Subjects for Composition . Appendix G. Some Outlines for Stories . . Appendix H. Books on Myths and Legends . . . Appendix I. A Group of Lessons on Longfellow '. . Index ... 2SS 257 262 264 266 271 274 27s 277 281 ILLUSTRATIONS PAGE Shoeing the Horse . Landseer . . 2 The Sewing Lesson ... 9 Alexander and Diogenes . . . Landseer .... 14 Blind Man's Buitf . . .16 The Connoisseurs . . Landseer 21 The Lion of Lucerne . Thorwaldsen . 41 An Esquimau House . . 64 The Windmill . . 72 An Easter Conversation . . . 76 The Beparture of the Pilgrims from Delft Haven . . Cope . 87 The Landing of the Pilgrims . . Rothermel . 89 The Scarecrow . . . 92 Christmas Morning .... . 116 A Slim Christmas . 117 Thoughtless Tom on the Fourth of July . 126 The Narcissus ... . . 152 The Shepherdess Knitting Millet 158 The Shepherdess . Lerolle 160 The Two Bears . . .... . . . . 190 Orion and the Bull . .191 Saved .... Landseer . . 239 The Whittier Kitchen 241 LANGUAGE LESSONS SiE Edwin LAtmmtin Englisb, 1803-1873', SHOEING A BAY MARE PART I I. The Blacksmith: Oral Composition Did you ever visit a blacksmith's shop? Examine the picture on page 2, and be prepared to tell whether it seems to you a true picture of a smithy. Some of the tools used by a smith are the bellows, the sledge, the for^e, the anvil. Tell what each of these is and what each is for. Do you see any of them in the picture? Describe the hands and arms of a blacksmith. What makes them so strong? 2. The Village Blacksmith: Conversation Study the following poem and find in it the answers to the questions which follow it: Under a spreading chestnut-tree The village smithy stands; The smith, a mighty man is he, With large and sinewy hands; And the muscles of his brawny arms Are strong as iron bands. His hair is crisp, and black, and long, His face is hke the tan; His brow is wet with honest sweat, He earns whate'er he can, And looks the whole world in the face. For he owes not any man. Week in, week out, from morn till night, You can hear his bellows blow; LANGUAGE LESSONS You can hear him swing his heavy sledge, With measured beat and slow, Like a sexton ringing the village bell, When the evening sun is low. And children coming home from school Look in at the open door; --^ They love to see the flaming forge, And hear the bellows roar, And catch the burning sparks that fly Like chaff from a threshing-floor. He goes on Sunday to the church, And sits among his boys; He hears the parson pray and preach. He hears his daughter's voice. Singing in the village choir, And it makes his heart rejoice. It sounds to him like her mother's voice, Singing in Paradise! He needs must think of her once more. How in the grave she lies; And with his hard, rough hand he wipes A tear out of his eyes. Toiling, — rejoicing, — sorrowing, Onward through life he goes; Each morning sees some task begin. Each evening sees it close ; Something attempted, something done. Has earned a night's repose. Thanks, thanks to thee, my worthy friend. For the lesson thou hast taught ! Thus at the flaming forge of life Our fortunes must be wrought; Thus on its sounding anvil shaped Each burning deed and thought. Henry W. Longfellow. LANGUAGE LESSONS 5 1. Where does the smithy stand? Is if in a large city? 2. What sort of arms and hands has the smith who is de- scribed by Longfellow? What is his complexion? 3. Is he an honest man? Is he industrious? Read the lines that tell about his character. 4. Is he fond of children? What attracts children to the smithy? 5. What does the smith do on Sundays? 6. What lesson does the life of the smith teach the poet? Prepare to read the poem aloud. Try to see pic- tures of the smithy and the smith in your imagina- tion, and to make others see them as you read. Try to make them feel the lesson of the smith's life. Note. — It is said that the smithy Longfellow thought of when he wrote this poem stood near the corner of Brattle and Story Streets, in Cambridge, Massachusetts, only a few blocks from Longfellow's home. 3. The Sentence If you had risen early one fine September morn- ing and looked out from a certain window of a house in a certain pleasant little city, four thoughts would have come into your mind. You would have expressed your thoughts to* yourself in these words: 1. The hills are high. 2. The hills surround the city. 3. The hills are beautiful this morning. 4. The hills are covered with purple mist. These words, so arranged that they express your four thoughts, make four sentences. DEFINITIOIi. A sentence is the expression of a thought in words. 6 LANGUAGE LESSONS Write in sentences your thoughts about some of the following subjects: 1. Chalk. 2. My new book. 3. The trees in the park. 4. The house across the street. 5. The horses that draw the fire-engine. 6. The grass. 7. The school-house. 8. The American flag. 9. Arithmetic. 10. The pictures in the hall. 11. Last recess. 12. My garden. 13. My fountain pen. 14. The summer vacation. 15. Dogs. 16. Winter apples. 17. My pony. 18. The pictures in the school-room. 19. Our new song. 20. The blacksmith. 4. Capitals and Periods * 1. Look before you leap. 2. Second thoiights are best. 3. A penny saved is a penny earned. 4. It is never too late to mend. 5. A stitch in time saves nine. 6. Many hands make light work: 7. A bird in the hand is worth two in the bush. 8. One good turn deserves another. 9. Riches have wings. 10. Every cloud has a silver lining. 11. You cannot eat your cake and have it too. LANGUAGE LESSONS 7 12. Where there's a will, there's a way. 13. It is the early bird that catches the worm. 14. He that plants trees loves others besides himself. 15. He that has but four and spends five has no need of a purse. Which of these sentences tell something? Which gives a command? Learn the following definitions and rules: DEFINITIONS. A declarative sentence is one that makes a statement. An imperative sentence is one that expresses a command or a request. RULES. A period should be placed at the end of every declara- tive or imperative sentence. Every sentence should begin with a capital letter. Copy exactly as they are printed ten of the sentences placed at the beginning of this exercise. 5. Proverbs: Oral Composition Short sentences that have in them a great deal of meaning and good advice, and have become common sayings, are called proverbs or maxims. The fifteen sen- tences in Lesson 4 are proverbs. Select three of the proverbs in Lesson 4 that seem to you to give particularly good advice, and explain what they mean. 6. The Interrogation Point Section i 1. Do you like to read? 2. Where are you going? 3. Can you see that flag? 4. Do you enjoy music? 5. When will you visit me? 8 LANGUAGE LESSONS Do these sentences tell some thought? Do they give a command? For what purpose are they spoken? What mark follows them? Learn the following definition and rule: DEFINITION. An interrogative sentence is one that asks a question. RULE. An interrogative sentence is followed by an interroga- tion point (?). Section 2 Write five interrogative sentences asking about a game you would like to learn. Do not forget to begin each sentence with a capital letter. Do not neglect to follow each with an interrogation point. 7. The Sewing Lesson: Oral Composition Who is teaching the Uttle girl in the picture on page 9 to sew? Is she holding the needle and thread properly? Tell exactly how you hem a handkerchief. 8. The Capital I Section i Study the writing of / in these sentences. 1. What have I done with my pencil? 2. May I take yours? 3. But now I have found my own. 4. Where shall I put my coat? 5. Do you think I can find your book? With what kind of letter is / written in all these sentences? Learn the following rule: RULE. The word / should be written with a capital letter. LANGUAGE LESSONS THE SEWING LESSON 10 LANGUAGE LESSONS Section 2 Copy the following sentences, putting / in place of the blanks: 1. When ^ saw you — was pleased. 2. As — told you, — will come to-morrow. 3. While — am here, — will stay with you. 4. Please come when — call you. 5. When — saw those birds, — ran for my field-glass. 6. When — had brought my glass, — watched them a long time. 7. Shall — lend you my glass now? 8. — hope you see the birds as clearly as — saw them. 9. When may — take you to hear the meadow-lark? 10. Where can — find the thrushes? 9. The Red Squirrel: Oral Composition Read carefully the following story: For a cheery companion give me the red squirrel ! I enter the woods and there the little fellow is, ready to welcome me. "What a fine day it is for gathering nuts!" he seems to say, and straightway, as I listen to his meriy chatter, I think it is a fine day for any sport that includes him and the brown November woods. Young naturaUsts may think it is a difficult thing to become acquainted With red squirrels, but you will often find them willing to be sociable if you show them a little kindness. I have many times watched two or three squirrels playing about a friend as she sat in her garden. They seemed to find her nearly as interesting as the old pine tree near by. They are inquisitive animals. "How did you tame them?" I asked. "I fed them occasionally," she replied. "At first I put some nuts on the grass several feet away from me. Then I gradually placed a tempting meal nearer and nearer, until the little fellows seemed to lose all fear of me." LANGUAGE LESSONS ii If we care to, you and I, we can learn a great deal about red squirrels before another year has passed. If you live on a farm you should know the habits of all the wild creatures about you. You can then be just to them, and decide whether or not you can afford to let them continue to be tenants on your farm. You will find that all of them have interesting lives. ' ' Alice G. McCloskey. Prepare to tell the class how you have made a pet of some animal, why you enjoy him, and what you have learned about his habits and life. io. Names of Persons Section i 1. The name of the first President of the United States was George Washington. 2. His wife^s name was Martha Washington. 3. We read yesterday a fine poem by Henry Wads worth Longfellow. 4. One of my favorite authors is Louisa May Alcott. With what kind of letters do the names of persons begin in thes^ sentences? Learn, the following rule: RULE. Names of persons should begin with capital letters. Section 2 Put into sentences the names of all of your family. If you wish, you may make the sentences like these: I. My father's name is- 2. My mother's name is 3. The name of my brother is- 4. My oldest sister is named - Write in a list the names of ten of your classmates. 12 LANGUAGE LESSONS 11. Oral Composition Tell your classmates something interesting about one of the following subjects: 1. A Game that Boys Like to Play. 2. A Game that Girls Lilte to Play. 3. What a Farmer Does in the Fall. 4. Gathering Autumn Fruits. 5. How We Boys Helped Put Out the Fire. 6. What I should Like to Do when I Grow Up. 7. What I Saw when I was Traveling. 8. What to Do on a Rainy HoUday. 9. Where We Went after Nuts. 10. How I Made a Jack-o'-Lantern. 11. The Old Apple Woman on the Corner. 12. A Visit to the Monkeys at the Zoo. 12. Names of Places 1. I was born in the United States. 2. The Mississippi River is the longest in our country. 3. The Gulf of Mexico is south of the United States. 4. I had a sail on Lake Erie. 5. Our metropohs, New York, is a very large city. With what kind of letter does each place-name in these sentences begin? Learn the following rule: RULE. Names of places should begin with capital letters. Write the names of I. Five cities or towns. , 2. Five rivers, lakes, or other bodies of water. 3. Five countries. 4. Five of the states of our country. 13. Alexander and Diogenes: Conversation Prepare to tell this short story in your own words, and to answer the questions printed. after it: LANGUAGE LESSONS 13 Alexander and Diogenes ^ Alexander, who lived long before the birth of Christ, was a great emperor. Among his subjects was an old philosopher named Diogenes. This Diogenes was a cynic; that is, he thought that men were more often bad than good; and he went through the city with a lantern, in broad day-light, seeking for an hgnest man. He was very outspoken, and had no great respect even for kings. He lived in a tub, and ate the plainest of food. One day Alexander, with a great company of nobles about him, approached Diogenes and, intending to make him a present, asked, "Is there anything you wish to have?" "Nothing," replied the old philosopher, "except that you should stand a little out of my sunshine." The nobles laughed; but the emperor said, "If I were not Alexander, I should like to be Diogenes." Why did Alexander think he should like to be Diog- enes if he were not the emperor? An English artist has painted a picture which he calls Alexander and Diogenes. Study the copy of this picture on the next page, and decide which dog is Alexander and which is Diogenes. Tell what there is about each dog that reminds you of the man for whom he was named. What objects in the picture remind you still further of the story of Diogenes? 14. How TO Write the Names of the Days Section i On Monday when the weather's fair, We always wash the clothes; Then Tuesday we can iron them, Although it rains or snows. ' Pronunced Di-oj-e-neez. H LANGUAGE LESSONS LANGUAGE LESSONS 15 On Wednesday we mend all the rents, And always like it, too. On Thursday we receive our friends — We've nothing else to do. Then Friday is our sweeping-day. To dust and set things right. On Saturday we the cooking do, Then put all work from sight; And Sunday is the day of rest. We go to church dressed in our best. In this bit of verse, with what kind of letters do the names of the days begin? Write a list of the days in their order, spelling each name correctly and beginning each with a capitefl let- ter. Then pronounce the names carefully and dis- tinctly. Learn this rule: RULE. The names of the days of the week should begin with capital letters. Section 2 Learn also these shortened spellings, or abbreviations, for the names of the days: Mon. Thurs. Tues. Fri. Wed. Sat. Sun. Which letters of the names are chosen for the abbre- viations? How many letters in each abbreviation? What mark follows each abbreviation? 15. Blind Man's Buff: Oral Composition The picture on page 16 represents sonfe young people amusing themselves with a game that we all play some- times. Do you think they enjoy it? Are they playing i6 LANGUAGE LESSONS indoors or in the garden? What objects are in the background of the picture? Tell the class about some game of Blind Man's Buff you have played. 1 6. How TO Write the Names or the Months Section i 1. March, April, May are the spring months. 2. June, July, August are the summer months. 3. September, October, November are the autumn months. 4. December, January, February are the winter months. Read these four sentences, pronouncing the names of LANGUAGE LESSONS 17 the months accurately. Then copy the sentences, tak- ing pains to spell each name correctly and to begin it with a capital letter. Section 2 ^ Make a list of the names of the months from memory. Learn this rule: RULE. The names of the months always begin with capital letters. Section j Copy and learn this stanza: Thirty days hath September, April, June, and November; All the rest have thirty-one Excepting February alone. Which hath but twenty-eight in fine, Till leap-year gives it twenty-nine. 17. How TO Write Dates Section i The names of some of the months are rather long, as you will see from the list in Lesson 16. For conven- ience and speed in writing, we shorten, or abbreviate, the longest ones. The abbreviations , as well as the full names should begin with capital letters, and each ab- breviation should be followed by a period. Jan. /Apr. Oct. Feb. Aug. Nov. Mar. Sept. Dec. Which letters of the names are used for the abbrevia- tions? Which abbreviation has more than three letters in it? Which names have no abbreviations? Can you think why the names of these three months are never 1 8 LANGUAGE LESSONS shortened? March and April, also, are usually written in full; what reason can you think of for that? Copy these abbreviations. Section 2 1. America was discovered Oct. 12, 1492. 2. The Declaration of Independence was adopted July 4, 1776. 3. Washington was born Feb. 22, 1732. 1. Lincoln was born Feb. 12, 1809. Copy these four sentences, observing the comma be- tween the day of the month and the year. Section j Write the date on which you study this exercise. Write the dates of the following holidays in the pres- ent year: New Year's Day, -Washington's Birthday, Memorial Day, Independence Day, Thanksgiving Day, Christmas Day. Write the date- of April Fools' Day in the present year; of Hallowe'en. Write the date of your birthday, using the year of your birth. 18. The Connoisseurs: Oral Composition Sir Edwin Henry Landseer (1802-1873) was an English painter of animals. He made excellent pictures of dogs, deer, and squirrels. From models prepared by him, some magnifi- cent bronze lions were cast for one of the great monuments of London. He loved dogs best of all animals, and is said to have gone about always with a pack of them at his heels. In some of his pictures he tries to show that animals feel as men feel; for example, in Alexander and Diogenes. Queen Victoria made the painter a knight, and we therefore call him Sir Edwin Landseer. LANGUAGE LESSONS 19 In The Connoisseurs Landseer has given us a portrait of himself and two of his dogs. Look carefully at the picture on page 21 and answer these questions : What is Landseer holding in his hands? What is he doing? What are the dogs looking at? Do they look as if they could understand his work? A connoisseur is a person who knows so much about art that he is able to judge whether a work of art is good or not. Why does Landseer call his pets connoisseurs ? Do they look wise? Do you think they Kke their master's work? Close your book and tell from memory how many figures there are in the picture and who they are; what the man holds in his hands and what he is doing; what the dogs are doing. 19. How TO Write Initials Section i If George Washington did not wish to write out his name in full, he might have written it G. Washington. Or he might have found it convenient at times to sign himself G. W. We should say that he then wrote not his name, but his initial (G.), or his initials (G. W.). An initial is the first letter of a name. The initial of one's last name is not often used, but persons with one or two given names often use the initials of those, or of one of them. John Quincy Adams is J. Q. Adams, or John Q. Adams. Henry Wadsworth Longfellow is H. W. Longfellow, or Henry W. Longfellow. What -kind of letters are used for the initials of these names? What mark follows each initial? 20 LANGUAGE LESSONS RULE. An initial should always be written with a capital letter and followed by a period. Section 2 Write the names in the following list using the initial in place of the first name or names: 1. John Adams. 9. John Henry Hamilton. 2. William Shakespeare. 10. Margaret Allen Johnson. 3. John Greenleaf Whittier. 11. Alice Price. 4. James Russell Lowell. 12. Anne Elizabeth Wilson. 5. Anna Katherine Green. 13. Jessie Maynard Smith. 6. Mary Mapes Dodge. 14. John Paul Jones. 7. William Ewart Gladstone. 15. William Henry Harrison. 8. Ulysses Simpson Grant. 16. Abraham Lincoln. 20; The Use of Titles Section i For the sake of courtesy we usually attach a title to the written name of a person, and often to the spoken name, especially if the person of or to whom we speak is older than ourselves and not of our own family. Mr. is the ordinary title for a man. It stands for Mister. It is always written as an abbreviation, is begun with a capital, and is followed by a period. A boy too young to be called Mr. may be addressed as Master, the title being always begun with a capital but never abbreviated. The title of an unmarried lady is Miss. That for a married lady is Mrs., which stands for Mistress. Like Mr., it is always written as an abbreviation, begun with a capital, and followed by a period. Doctor is usually abbreviated to Dr., and Reverend to Rev. Army titles are usually written as abbreviations LANGUAGE LESSONS 21 Sir Edwin Landseer English, 1803-1873 THE CONNOISSEURS 22 LANGUAGE LESSONS before names of men. Capt. (Captain), Col. (Colonel), Gen. (General), Maj. (Major), Lieut. (Lieutenant) are >he commonest ones. If a man is a Member of Congress, or holds some other high political office, we may call him Honorable (Hon.). Men holding certain positions in schools and colleges may be addressed as Professor (Prof.). The head of a college is usually President (Pres.). A young man whose name is exactly like his father's usually writes Jr. (Junior) after his name to avoid con- fusion. The son of John Smith, Sr. (Senior) is John Smith, Jr. Instead of writing Dr. before a physician's name, we may put M. D. (Doctor of Medicine) after it. A title written after a name must be separated from it by a comma, as Jr. and Sr. above. Section 2 Write the names of the following persons with their proper titles abbreviated: 1. James A. George is a doctor. Write his name in two ways. 2. William G. Maynard is a clergyman. 3. J. G. Schurman is the president of a university. 4. J. M. Hart is a professor in a university. 5. When Ulysses S. Grant retired from the army, he was a general. He had been a captain and a colonel. Write his name for each stage of his military advancement. 6. Write with proper titles the names of John Harrison Smith, who is a Member of Congress; of his wife, Mary Robertson Smith; of his daughter, Anne Smith; of his eldest son, who is named for the father; and of his young son, William Robertson Smith. LANGUAGE LESSONS 23 21. A Legend about Longfellow: Written Composition One day in school a boy's teacher asked him to write a story. He was only nine years old, and was rather afraid to try it. But his teacher said, "You can write words, can't you?" "Yes," answered the boy. "And you can put words together into sentences, can't you?" "Yes." "Then," continued the teacher, "you may take your slate and go out behind the school-house, and there you can surely find something to write about. You can tell what it is, what it is for, and what is to be done with it. That will be a story." The boy took his slate, went out behind a barn near the school-house, and began to look around him. The first thing he saw was a turnip, growing near him. He knew what this was, what it was for, and what would be done with it; so he took the turnip for the subject of his story. In a Uttle while he carried his slate in to his teacher. What was her surprise to find that he had written a little poem about the turnip! The boy's name was Henry Longfellow. Later he became a famous poet. — ^Adapted from George L. Austin: Henry Wadsworth Longfellow. Take your pencil and paper and write what you know about one of the following subjects: 1. Something I can See from the Window. 2. Something I can See from the Door. 3. Something I can See from the Steps. Remember that Henry Longfellow's teacher told him to write "what it is, what it is for, and what is to be done with it." 24 LANGUAGE LESSONS 22. Written Composition Write what you would do under some conditions that you might imagine as being very pleasant. Begin with one of the following expressions, or with a sentence like them. 1. If I had fifty cents to spend exactly as I wish to spend it. 2. If I could do exactly what I wish to do for one hour. 3. If I could buy my own clothes this fall. 23. Letter-Writing One of the greatest pleasures that come to us in life is the pleasure of talking with our friends as we meet them day after day. Besides the friends who live near us and whom we meet often, we all have friends far away, whom we seldom see and to whom we cannot speak. We do not forget them, and we do not want them to lose interest in us. We must, therefore, keep up our friendship and our interest in one another by talking together in letters. We may write our friends items of news about our common acquaintances, and tell them of our work and of our play as if they were with us. Whatever two friends may talk over with pleasure they should be able to write about in their let- ters with equal pleasure. But there are certain rules of form for letter-writing that all intelligent persons ob- serve. These forms we have now to study. You will be interested in reading a letter written by • a boy that became a famous author. Robert Louis Stevenson wrote this letter at the age of thirteen to his mother, who had left him at a boarding school while she traveled for her health. He wrote a part of it in French, a language which he was then studying. LANGUAGE LESSONS 25 Spring Grove School, November 12, 1863. My dear Mamma, I received your letter to-day. As to-morrow is my birthday, I write you this letter. My big cake has come. It weighed twelve pounds and a half, and cost seventeen shillings. On the evening of Guy Fawkes Day ' we had some fine fireworks. When the police came into our playground, the fireworks and handkerchiefs disappeared quickly; but we charged the oflScers away. The boys made all the noise they could, and drove me nearly mad. I hope you will find your house at Mentone nice. I have been obliged to stop writing for want of a pen, but now I have one; so I will continue. My dear papa, you told me to tell you whenever I was miserable. I do not feel well, and I wish to get home. Do take me with you. R. Stevenson. — ^Adapted from Stevenson's Letters, i. 8. Used by permission of Charles Scribncr's Sons. This letter by a celebrated English humorist was written to a little girl named May Elliot: 17 Elm Tree Road, St. John's Wood, Monday, AprU, 1844. My dear May, I promised you a letter, and here it is. I was sure to remem- ber it; for you are as hard to forget as you are soft to roll down a hill with. What fun it was! only so prickly, I thought I had a porcupine in one pocket, and a hedgehog in the other. The next time, before we kiss the earth we will have its face well shaved. Did you ever go to Greenwich Fair? I should like to go there with you, for I get no rolUng at St. John's Wood. Tom and Fanny only hke roll and butter, and as for Mrs. Hood, she is for rolling in money. Tell Dunnie that Tom has set his trap in the balcony and has caught a cold, and tell Jeanie that Fannie has set her foot 1 November 5, a holiday in England. 26 LANGUAGE LESSONS in the garden, but it has not come up yet. Oh, how I wish it were the season when "March winds and April showers bring forth May flowers!" for then of course you would give me another pretty little nosegay. Besides it is frosty and foggy weather, which I do not Uke. The other night, when I came from Stratford, the cold shriveled me up so that when I got home, I thought I was my own child ! However, I hope we shall all have a Merry Christmas. I mean to come in my most ticklesome waistcoat, and to laugh till I grow fat, or at least streaky. . . There will be doings! And then such good things to eat; but pray, pray, pray, mind they don't boil the baby by mistake for a plump pudding, instead of a plum one. Give my love to everybody, from yourself down to Willy, with which and a kiss, I remain up hill and down dale. Your affectionate lover, Thomas Hood. — From Hood's Works, 1873, x. 403-404. 24. The Parts of a Letter Section i From the letters printed in Lesson 23 we may learn the parts of which a letter is composed. I. Stevenson's letter begins by naming the place from which the letter was written ("Spring Grove School'), and the date of writing ("November 12, 1863 "). Every letter should begin with a heading, tell- ing the place and time of writing. The heading should contain the writer's address, which the receiver will have to use in reply. If the writer lives in a large city, he should give his street and number. The date may, if the writer chooses, name the day of the week; it must name the day of the month and the year. Find the heading in Hood's letter. LANGUAGE LESSONS 27 2. Then Steyenson addresses the person for whom the letter is intended ("My dear Mamma"). This part is the salutation. The salutation of Hood's let- ter is "My dear May." 3. After the salutation comes the body of the let- ter, containing the news and messages. 4. It is customary to put, as the ending of the letter, some expression of respect or affection. The ending of Hood's letter is made by the words "Your affectionate lover." 5. Every letter must close with the signature of the writer. Section 2 Find the five parts of each of the letters printed in AppendLx E. 25. All-Hallowe'en: Written Composition Read carefully the following paragraph. Then write one telling what games you play on Hallowe'en. Hallow is an old word meaning "saints." The word All- Hallowe'en means, then, "the eve of All Saints' Day." AU Saints' Day is the first of November, and Hallowe'en is the evening of the thirty-first of October. This was formerly a solemn holy day; but it has become a holiday for sport and entertainment. In some old books All-Hallowe'en is called Nutcrack Night, because nuts were used so much in the games. One book tells us about the fun that young people enjoyed at this festival long years ago. Young girls would put nuts into the fire, or press apple-seeds against their cheeks, to test their lovers. If the seed remained or the nut burned, the lover was thought to be true; if the seed dropped off or the nut cracked or jumped, the lover was thought to be false. At Hallowe'en parties apples and nuts were eaten. Nutshells 28 LANGUAGE LESSONS were burned, and from the ashes wonderful fortunes were told. Cabbages were torn up by the roots. The young people dived for apples in tubs of water, trying to bring up an apple with their teeth. They also hung apples on cords and tried to catch them in the mouth. Can you see any good reason why nuts and apples should form the refreshment for Hallowe'en? Why are jack-o'-lanterns so often used in the sports and dec- orations? 26. A Model Letter The parts of the following letter are correctly ar- ranged. Copy the letter and use it as a model until you have thoroughly learned the forms. Use capitals and punctuation marks in the heading, the salutation, and the ending exactly as they are used in the model. 219 Adams Street, Elgin, Illinois, May 19, 1912. Dear Aunt Jessie, Mother has been visiting at Uncle Robert's for a whole week, and I have been keeping house. Father says I am the best ten-year-old housekeeper he ever saw, but I suspect he is not so comfortable as he is when mother is at home. The first three mornings I thought it was great fun to give Maggie the orders for luncheon and dinner, but now I have hard work to think what I ought to order, and I am glad to have her help me. We expect mother to-morrow. Mother asked me to write you that she wished you might come to Elgin Friday afternoon and stay at least three or four days. She knows you want to hear the news from Uncle Robert. We shall all be glad to see you. Tell me what train you will come on, and I will meet you at the station. Your loving niece, Alice R. Maynard. LANGUAGE LESSONS 29 27. Dear and Deer 1. That hat is very dear. 2. My dear mother is coming. 3. The deer has large horns. Dear and deer sound alike but are spelled differently and differ in meaning. We must be careful not to write one of these words when we mean the other. What does dear mean in the first sentence? In the second? How is the word spelled in these sentences? What does deer mean? ' Which of these words should you use in the saluta- tion of a letter? Copy the following sentences, writing dear or deer in the blanks: 4. The runs fast. 5. Oranges are very just now. 6. How are apples this winter? 7. Mary is my est friend. 8. Did you ever see a in the woods? 9. Are oranges er than apples? 10. My friend came yesterday. 11. The hoofs of a are like those of a cow. 12. Do not buy the ribbon if it is very . 28. What Makes a Letter Interesting: Conversation Section i We have been considering the question "What makes a letter correct?" — a very important question if we are to become good letter-writers. There is, however, an- other question quite as important, and that is, "What makes a letter interesting?" Turn back to Lesson 23, and read again the letters 30 LANGUAGE LESSONS printed there. Do you think Robert Stevenson's mother was glad to know that the birthday cake had come safely? Was she interested in the good time her boy had had on his hoUday? Do you think the father came for his son when he knew that Robert was homesick? Did May enjoy Mr. Hood's jokes in his letter to her? Read the letters printed in Appendix E. Was Charles Kingsley's son glad to hear what his father was doing, and to be told about the interesting places he visited and the things he saw? Do you think Gertrude enjoyed the humor in Mr. Dodgson's letter? Do you understand what he means when he says they had not met since Wilham conquered England (in A. d. 1066)? Was the grandmother of George Hughes interested to hear about the~ great hunting expedition? Did he tell his mother anything she would be glad to hear? Section 2 Bring to the class some letter you have received and enjoyed, and read to your classmates the part you hked particularly well. Why do you like that part best? Think carefully over all these letters you have read and heard, and be prepared to tell in the next recitation of the language class two things that make a letter inter- esting. 29. The Useful Kite: Oral Composition In a certain New England city, nearly two hundred years ago, there lived a very bright boy. He was one of the best swimmers among the boys of that town. One day when he went to swim he took with him a large kite. He lay flat upon his back on the water in floating position, with the kite-string in his hand, while the kite sailed along up in the air and drew LANGUAGE LESSONS 31 him over the surface of the pond. Don't you think he was a clever boy?' When he became a man, this same boy did a very wonderful thing with another kite. Find out what it was and prepare to tell the story to your classmates. The boy's name was Benjamin Franklin. 30. Letter Forms While the arrangement of the parts is the same for all letters, the wording of the salutation and of the end- ing may vary, as the writer wishes to express affection or friendship for the person to whom he is writing. The following show the forms of several letters. After studying these five forms, write five that would be suitable for you to use in writing to different friends and relatives. The heading may give your present address and the date of your study of this lesson. 567 Michigan Avenue, Terre Haute, Indiana, Feb. 27, 1912. Dearest Mother, [Body of the letter.] Your loving daughter, Helen. 2860 Anne St., -Chicago, 111., Sept. 15, igio. Dear Mabel, [Body of the letter.] Yours affectionately, Margaret Randall, i2 LANGUAGE LESSONS Lake View, Mich. Aug. 18, 1910. My dear Mrs. Wilson, [Body of the letter.] Very sincerely yours, Mildred A. Kent. The Oaks, Madison, New Hampshire, July 4, 1910. Dear Jack, [Body of the letter.] Yours ever, Tom S. Randall. Hackney, Kansas, Sunday, June 23, 1910. My dear Brother, [Body of the letter.] Always your loving sister, Belle. 31. To A Water-Fowl: A Picture in Words Study carefully the two stanzas following, and then draw and color the picture the stanzas give you. Whither, midst falling dew. While glow the heavens with the last steps of day, Far, through their rosy depths, dost thou pursue Thy solitary way? Vainly the fowler's eye Might mark thy distant flight to do thee wrong. As, darkly seen against the crimson sky. Thy figure floats along. William Cullen Bryant: To a Water-Fowl. Notice the color of the sky; the color of the bird; whether the bird is far or near; what the bird is doing, and what position he is in. LANGUAGE LESSONS 33 32. Addressing Envelopes The address on the envelope of a letter should be written so clearly that the mail clerks will have no diffi- culty in making it out. It should not be crowded into the corner of the envelope. The name of the person to receive the letter should be written across the middle of the envelope, with the street, city, and state below to the right. Draw on sheets of paper five figures about the size and shape of an envelope. Address these after the fol- lowing models to the five persons for whom you pre- pared letter forms in Lesson 30. Miss Agnes Williams 387 James St. Englewood Illinois Mrs. Helen E. Richards Box 543 Ithaca Michigan 34 LANGUAGE LESSONS Mr. John W. Robinson 717 Majestic Building Denver Colorado Miss Mary Wilson . Lake View Washington Note i. — Some persons put a comma after each line of the address on the envelope. But the custom of leaving out all punctuation in the address seems to be gaining favor. Note 2. — If an abbreviation is used in the address, it must be fol- lowed by a period. St. is for Street; Ave. for Avenue; Sg. for Square; Boul. or Bd. for Boulevard; Bldn. for Building. Note 3.— The name of the state is often abbreviated, and there is no objection to such abbreviation if it is perfectly clear. Occasionally it may lead to confusion; as N. Y. and N. J., Cal. and Col. In such a case it is better to write the name in full. 33. Christmas Presents: Oral Composition We all enjoy receiving a gift which shows that the giver has taken the pains to make it himself. We should enjoy giving such gifts, too, because in them LANGUAGE LESSONS 35 our friends, also, take the most pleasure. It is some- times hard, however, to think of things we can make without a great deal of help. Can you not exchange some thoughts you have on this subject? Be ready to tell your classmates about one of the following: 1. A Christmas Present That a Boy can Make. 2. A Christmas Present That a Girl can Make. 34. Letter-Writing Write a letter to some friend or relative, telling: First, whatever news about your family may be of in- terest to your correspondent. Secondly, something interesting that you have done, or seen, or read, ^vithin the last two weeks. For the forms of the letter, follow the model in Les- son 26. Notice that the body of the letter begins one Hne be- low the salutation and a little to the right. The head- ing is above and at the extreme right of the page. Put the letter into an envelope and address the en- velope. 35. The Joiirney of a Letter: Conversation One morning, let us suppose, you wrote a letter to your cousin in New Orleans. You dropped it into the post-ofl5ce or into the mail-box, and you will think no more about it till you hear from your cousin in reply. But what happened to your letter? How did it get to your cousin's house in New Orleans? Ten minutes after you left the mail-box, a postman in a 36 LANGUAGE LESSONS gray uniform stopped there, unlocked the padlock, opened the box, took out the letters, put them into his bag, and started off with them to the post-oflSce. At the post-office all the let- ters in his bag were dumped upon a table, marked with the name of the office and the date and hour when they reached it, and sorted into piles. Your letter was put into a pouch con- taining many other letters addressed to Southern cities, and the pouch was securely locked. Two hours later this pouch was taken to the railroad train and started on its journey. It traveled only by the fastest trains. On some of the trains postal clerks opened the pouch and sorted the letters again, putting those for different states or cities into separate pouches. Finally the New Orleans pouch reached the city for which it was intended. As soon as the train reached New Orleans, a postman, who was waiting with his mail wagon for your letter and the others, threw the mail bags into his cart and hurried to the post- office. There the letters were again dumped out, and each was marked with the name of the office and the date and hour of its arrival. They were then sorted for the city postmen,, and the man who carries mail on your cousin's street delivered your letter to her. Collect five envelopes that have been used. Explain all the postmarks you find on them. Are all the post- marks on the same side of the envelope? What mail trains leave or stop at your town? Are they fast or slow trains? How many different persons do you think handled your letter before your cousin received it? How many miles do you think it traveled? In what direction? How long was it on the way? Ask your postman or postmaster how many letters he handles in a day. Do you think his work is hard? Do you think he is glad to have all the ad'dresses on the envelopes written clearly and in the proper order? LANGUAGE LESSONS 37 •36. Letter-Writing Write to your cousin describing your post-office. Ask him to tell you exactly when he receives your let- ter, and after his reply reaches you, report to the class how long your letter was on the way. Can you decide from the postmark how long lois reply was in reaching you? 37. Contractions Section i In ordinary conversation we sometimes use contrac- tions; that is, we join words together, shortening one of them. We may do this also in familiar writing, as in letters to friends. In place of the omitted letter or let- ters we use an apostrophe ('). Learn to write the fol- lowing contractions: is not = isn't are not ^aren't does not ^ doesn't do not ^ don't can not =^ can't shall not = shan't will not ^ won't may not = mayn't was not = wasn't were not = weren't it is = it's or 'tis it is not ^^'tisn't have not ^haven't has not = hasn't they have = they've We sometimes hear ain't and hain't; but in good, Eng- I wiU ==ru he will = he'll we will = we'll you will they will I am = you'U = tiiey'll =rm he is = he's we are = we're you are they are I have ^ you're = they're = rve he has = he's we have ^ we've you have = you've 38 LANGUAGE LESSONS lish there are really no such words, and careful persons avoid such expressions. Section 2 Learn to write the following sentences from dicta- tion. Tell what each contraction stands for. 1. All's well that ends well. 2. Where there's a will there's a way. 3. I'm to be queen of the May. 4. Aren't you coming soon? 5. All's right with the world. 6. We're coming very soon. 7. I'm very glad to see you. 8. I'll find your gloves. 9. I've been watching for you. 10. He's here now. 11. Aren't these your skates? 12. Can't you find your hat? 13. They'll be very glad to see you. 14. Won't you try to hurry? ts. I haven't a word to say. Section j Some persons use the word don't when they should use doesn't. In the following sentences the words are correctly used: 1. That dress doesn't please me. 2. Jack doesn't know my brother. 3. The bird doesn't see us. 4. These things don't please me. 5. Those boys don't know my brother. 6. Those birds don't see us. Of how many persons or things are we speaking when LANGUAGE LESSONS 39 we use doesn't in these sentences? Of how many when we use don't ? For what does -n't stand? RULE. Doesn't means "does not"; don't means "do not." We must be careful not to say don't when we mean does not. Supply don't or doesn't in the following sentences: Tom like his new gun? 8. The girls neglect their books. 9. That dog forget his master. 10. our garden look well? 11. Yes, but it grow very fast. 12. Will plant his sweet-peas too early? 13. We think so. 14. the last bed need spading? 15. It just yet. 16. Why Mary plant pansies? 17. this weather please you? 18. It seem very warm to-day. 38. The Lion of Lucerne: Oral Composition More -than a hundred years ago, a French king was at- tacked in his palace by an angry mob. His body-guard was a company of Swiss soldiers. They tried bravely to protect King Louis, and many of them were killed. The king and the queen were placed in prison and kept there for a long time, until they were finally beheaded. In honor of the brave body-guard, the Swiss people employed the sculptor Thorwaldsen to design this monument. It is cut in the solid rock in the side of a hill at Lucerne, Switzerland. The lion, which represents the company of Swiss soldiers, is protecting the shield of France even in his djdng agony. The words above the Hon mean, "To the fideUty and courage of the Swiss." Do you see the arrow that has pierced his side? Do you see the fleur-de-Us, the emblem of France, on the shield? (See the picture on page 41.) 40 LANGUAGE LESSONS Tell this story in your own words. Or tell some other story you know showing the bravery and faithfulness of a body of soldiers or of a single soldier. .39- Abbreviations Section i Learn the following abbreviations: A. M. P. M. p. S. P.O. A. D. B. C. = forenoon' = afternoon.' = postscript.- = post-office. = after Christ." = before Christ. Co. Supt. Gov. = company. = superintendent, = governor. Section 2 Copy the following sentences, putting the abbrevia- tions in place of the words or word printed in italics: 1. The train leaves at 10.40 in the forenoon. 2. We expect our friends at 6.25 in the evening. 3. Governor Arnold will speak at the City Hall. 4. Rome was founded about 753 years before Christ. 5. America was discovered 1492 years after Christ. 6. Marshall Field and Company own a large department store. 1 The letters A. M. are the initial letters of two Latin words meaning "forenoon"; P. M., of two Latin words meaning "afternoon." In Eng- lish we write A. M. and P. M. as if they were abbreviations for " fore- noon" and "afternoon." 2 Postscript is from the Latin for "written afterward." ' The letters A, D. are the initial letters of two Latin words meaning " in the year of our Lord." See the first note above. LANGUAGE LESSONS 41 42 LANGUAGE LESSONS 7. The American Steel Company is very rich. 8. Professor Fiske's address is Post-Office Sub-Station 84, New York. 9. At the end of his letter George added: "Postscript. I forgot to tell you that our team won Saturday." 40. How We Pay to Have Our Letters Carried: Conversation If you look again at the five old envelopes whose' post- marks you explained the other day (Lesson 35) you will find that there is on each (5ne, besides the postmark and the address, a stamp worth two cents. Are the stamps on all the envelopes alike? Whose picture, or what picture, is on each? Of what color is each stamp? If you can find a wrapper that has been used on a news- paper, notice how much its stamp is worth. Describe the color and the picture on this stamp. How much post- age is required for a postal card? What picture is on a stamped postal card? Does it ever cost more than two cents to send a let- ter? Does it ever cost more than one cent to send a news- paper or a parcel? Have you ever seen any stamps be- sides one- and two-cent stamps? Can you find.out what others are made? Can you send letters to foreign countries as well as to different parts of our own country? How much does the stamp for a foreign letter cost? For a letter to Eng- land? If you can get a stamp made in a foreign country, tell how it differs from a United States stamp. Some persons have made great collections of foreign stamps and of those printed at different times and for different prices in our own country. Such collections are very interesting. You would enjoy making a scrap- book of all the different stamps you can find. LANGUAGE LESSONS 43 If you mail a letter without a stamp, what will the postmaster do with it? Do you know why the govern- ment compels us to use stamps? When you know that it costs nearly $200,000,000 a year to carry on our postal service, you will think that two cents is little enough to pay for each letter we send. Look at the envelopes again, and see how the post-office cancels each stamp that has been used, so that it cannot be taken off and used again. 41. Letter- Wkiting 1. Write to a cousin of your own age, telling him about your present school work. 2. Write a letter to your father, thanking him for a birthday gift, and telling him how you are going to use and enjoy it. 3. Write to an uncle who lives on a farm, asking him about the garden and the animals you helped him care for when you visited him. 4. Write to a friend in the country, telling him (or her) how you will entertain him (or her) if he (or she) will visit you in your city home. 5. Write to a boy or a girl who does not know your favorite game, and explain it clearly. 6. Write a letter to a sick schoolmate, telling him (or her) of some entertainment you have lately held in the school. 7. Write to your mother, telling her about the. last book you have read. Try to give her an idea of the main points of the story, and make her see what there is to enjoy about it. 8. Write to a friend in another town who has never visited the town you live in, and tell him the pleasant points about your home city. 44 LANGUAGE LESSONS 9. Write to a friend explaining some interesting thing you have learned from one of your lessons in the last week. 10. Write to your father, describing something you would like very much to possess, and telling him how useful you could make it. 42. The Singing Lesson: Conversation 1. A nightingale made a mistake; She sang a few .notes out of tune; Her heart was ready to break, And she hid away from the moon. 2. She wrung her claws, poor .thing! But was far too proud to weep; She tucked her head under her wing. And pretended to be asleep. 3. "Oh, Nightingale," cooed a dove — " Oh, Nightingale, what's the use? You bird of beauty and love. Why behave like a. goose? 4. "Don't skulk away from our sight, Like a common, contemptible fowl; You bird of joy and delight, Why behave like an owl? 5. "Only think of all you have done. Only think of all you can do; A false note is really fun From such a bird as you. ■ 6. "Lift up your proud little crest, Open your musical beak; Other birds have to do their best — You need only to speak." LANGUAGE LESSONS 45 7. The nightingale shyly took Her head from under her wing, And, giving the dove a look, Straightway began to sing. 8. There was never a bird could pass; The night was divinely calm. And the people stood on the grass To hear that wonderful psalm. 9. The nightingale did not care; She only sang to the skies; Her song ascended there, And there she fixed her eyes. 10. The people that stood below • She knew but little about; And this story's a moral, I know. If you'll try to find it out. Jean Ingelow. What mistake did the nightingale make? How did she feel about it? What did she do? What was the dove's advice? What did she say the nightingale should think about more than about her mistake? Did the nightingale follow the dove's advice? Did she sing well? What do we feel like doing when we make mistakes? What is it best for us to do? What is the "moral" men- tioned in the last stanza? Tell the story of The Singing Lesson in your own words. Explain the' meaning of all the contractions in this poem. 46 LANGUAGE LESSONS 43. Abbreviations and Titles: Review Read the following sentences, speaking the complete word or words in place of the abbreviations : 1. Capt. James is a good soldier. 2. Gen. Washington commanded at Valley Forge. 3. Gov. Bradford came from England to Massachusetts. 4. The concert will begin at seven P. M. 5. The train goes at 8.30 A. M. 6. Capt. John Smith had a wonderful adventure among the Indians. 7. Supt. Willis has charge of the paper mills. 8. The Hon. John Quincy Adams was once a senator. g. Pres. John Adams lived in the White House. 10. Maj. John Andre was a spy. 11. The Declaration of Independence was signed in the year 1776 A. D. 12. The Flood is said to have occurred 4000 years B. C. 13. Prof. Smith teaches arithmetic. 14. William James, Jr., is here. 15. WiUiam James, Sr., is coming to-morrow. 16. Dr. Ames is driving past. 17. Our Congressman is the Hon. Willard Tracy. 18. Constantinople was captured by the Turks in 1453 A. D. ig. Greece was invaded by the Persians in 480 B. C. 20. My music teacher is Prof. Wm. Roberts. 44. The Exclamation Point Section i 1. How cold it is! 2. What a wind there is! 3. How the snow flies! 4. How pretty your new coat is ! 5. See that horse run! 6. Oh, that child has fallen on the ice! LANGUAGE LESSONS 47 When a sentence by its form expresses excitement or some strong feeling — as surprise, admiration, sorrow, grief — it is called an exclamatory sentence. Learn this rule: RULE. An exclamatory sentence should be followed by an ex- clamation point (!). Section 2 Imagine that you are watching an exciting game be- tween two football teams. Write ten short exclamatory sentences that you might use on such an occasion. Put an exclamation point after each. 45. Oral Composition Talk to your classmates on one of the subjects printed below; or, if you prefer, choose one for yourself. 1. What I Saw in the Store Window. 2. The Best Kind of Base-ball. 3. A Trick that My Dog will Do. 4. What the Boys Do when the Firebell Rings. 5. How I Made a Rabbit Pen. 6. How I Furnished My Doll's House. 7. What I can See from the Window of my Room. 8. What I Saw on my Way to School this Morning, g. What We Played in the Gymnasium To-day. 10. What I Liked Best at the Circus. 46. Punctuation: A Review Exercise Copy these sentences and put the proper punctuation mark at the end of each: 1. How cold it is to-day 2. Let us walk fast 3. Just see that smoke 4. Do you think there is a fire 48 LANGUAGE LESSONS 5. No, some boys are burning leaves 6. Don't let the fire spread too far 7. Is it too near the tree 8. Watch the sparks carefully 9. The smoke is very thick 10. Rake the leaves into a big pile 11. The leaves fell from the elms and maples last fall , 12. How the flames leap up 13. Are you afraid 14. No, I trust the boys 15. We are having a lovely spring 16. What a lovely spring we are having 17. Have you had a pleasant spring 18. Do you enjoy walking in the woods 19. What a beautiful grove 20. This is the prettiest grove I ever saw 21. Walk with me in this lovely grove 22. Please drive your dog away 23. Lend me one of your new books, please 24. How can I find your house 25. Do tell me where you live 26. Please take this picture 27. What did you ask me yesterday 28. Long live the king 29. How pleasant your room is 30. Have you a pleasant room 31. Your room is very pleasant 32. Try to find a pleasant room 33. How cold it is growing 34. Is it growing cold 35. It is growing cold 47. The Foolish Crow: Oral Composition Study this story carefully, so that you can tell it in the class in your own words. Explain clearly what "lesson" will. pay the crow for the loss of the cheese. LANGUAGE LESSONS 49 The Foolish Crow A crow once stole a piece of cheese from a farm-house window, and flew with it to a tree in the woods. A fox, who lived in the woods, smelled the cheese and ran to the foot of the tree. He was very hungry, and he liked cheese; but he could think of no way to make the crow drop the piece. Finally he said, " Good morning, dear Miss Crow. How well you are looking to-day! How fine and glossy your feath- ers are! Perhaps your voice is as sweet as your feathers are handsome. If so, you must be the Queen of Birds." On hearing such praise, the crow was quite beside herself. She wished to sing for the fox, and let him judge how beauti- ful her voice was. So she opened her mouth very wide. Thereupon the cheese fell to the ground. In a twinkling the fox snapped up the morsel. When he had eaten it, he called up to the crow, "Ah, my good soul! Learn that all flatterers have something to gain from you. That lesson will pay you for the loss of the cheese." 48. An Ax to Grind: Written Reproduction After your teacher has read to you in the class the fol- lowing story, write it out in your own words. Do not look at the book again. End your story with a sentence to show how the man with the ax was like the fox in the fable printed in Lesson 47. > When I was a little boy, I remember, one cold winter morning I was accosted by a smiling man with an ax on his shoulder. "My pretty boy," said he, "has your father a grindstone? " "Yes, sir," said I. "You are a fine Uttle fellow," said he; "will you let me grind my ax on it?" Pleased with the comment of "fine little fellow," "Oh, yes, sir," I answered, "it is down in the shop." 50 LANGUAGE LESSONS "And will you, my little man," said he, patting me on the head, "get me a little hot water?" How could I refuse? I ran, and soon brought a kettleful. "I am sure," continued he, "you are one of the finest lads that ever I have seen; will you just turn a few minutes for me?" Pleased with the flattery, I went to work; and I toiled and tugged till I was almost tired to death. The school-bell rang, and I could not get away; my 'hands were blistered, and the ax was not half ground. At length, however, it was sharpened; and the man turned to me with, "Now, you little rascal, you've played truant; be off to school, or you'll rue it!" "Alas," thought I, " it is hard enough to turn a grindstone, but now to be called a little rascal is too much." It sank deep into my mind, and often have I thought of it since. When I see a merchant over-polite to his customers, methinks, " That man has an ax to grind." When I see a man, who is in private life a tyrant, flattering the people, and making great professions of attachment to liberty, methinks, "Look out, good people! That fellow would set you turning grind- stones!" Benjamin Franklin. 49. The Comma after Yes and No Section i Copy the three sentences following, taking care to in- sert the comma after yes and no. 1. Yes, I will send you the picture. 2. No, there are no lessons yet. 3. Yes, the buds are growing fast. Learn this rule: RULE. The words yea and no should be separated by a comma from the rest of the sentence of which they form a part. LANGUAGE LESSONS 51 Section 2 Copy the following sentences, and supply all the punc- tuation marks they need: 1. Yes I believe as you do 2. No I can't say I think that 3. Would you like to go to the circus 4. Yes I should hke it very much S- What a lazy donkey that clown is riding 6. Yes but see him kick 7. Do you suppose he is angry 8. No he is trained to act that way 9. Will they come back this way 10. Yes I think so 11. Do you know how much the tickets cost 12. No but I think they are not expensive 50. The Comma in the Address Section i 1. Mary, please close the door. 2. Bring me your book, Walter. 3. Children, write a little faster. 4. Little Boy Blue, come blow your horn. 5. Open your eyes, pretty violet. 6. I wish, Paul, you would lend me your knife. To whom is the first of these sentences addressed? How is the name of that person separated from the rest of the sentence? To whom is the second sentence ad- dressed? How is his name set off from the rest of the sentence? Make a statement telling to whom, or what each sentence is addressed, and what punctuation sets off the name. 52 LANGUAGE LESSONS Learn this rule: RULE. The name of a person or thing addressed should be set off from the rest of the sentence by a comma. Section 2 Learn to write from dictation the following sentences, putting in commas where the rule calls for them: 7. Little bird sing to me. 8. I wish Jack you would get me some roses. 9. Mother may I offer you these flowers? 10. Please make less noise Robert. 11. Yes Aunt Alice I have bought the book. 12. Don't go out into the snow children. 13. Did you find your pen Jessie? 14. O velvet bee you're a dusty fellow. 15. O columbine open your folded wrapper! 16. You moon have you done something wrong in heaven, That God has hidden your face? 51. Deserted Bird's-Nests : Oral Composition Read the following story carefully: There is a wagon trail which I like to follow; it is always a pleasant walk. There is no footpath; so I do not think many people pass that way. Perhaps this is why many Uttle wild creatures of the field and wood Uke to live there. I do not know any other place where the birds sing so sweetly, where the wild flowers grow so thick, and where the insects are so numerous. By' the side of this road I found a Uttle vireo's nest. It was about five feet from the ground, and hung near the end of a long branch. It was interesting to find out what it was made of, — ^grasses, strips of bark, hair, pine needles, plant fibres, and bits of paper. On the outside were hchens and spiders' webs. The pieces of paper were dropped along LANGUAGE LESSONS 53 the way, I think, by the leader in a cross-country run. Even the little vireos have an interest in the outdoor sports of the college men. One of the most interesting bird homes is the oriole's nest. The young orioles must have happy times in their cradle, which hangs between the earth and the sky. Winter is the best time of year to hunt for bird's-nests. It is hard to find them in the spring and the summer. The parent birds intend it shall be. If you succeed in getting a nest, take it into the school-room, so that the other members of your club can study itVith you. Alice G. McCloskey. Find a deserted bird's-nest, and, if you can, bring it into the class. If you cannot bring it, make a drawing of it to show its shape and its attachment to the tree. Prepare to tell the class: 1. Where you found it. 2. Its size, shape, and manner of attaching to the tree. 3. What it is made of. 4. What kind of bird made it. Why is it hard to find nests in spring and summer? Why do the parent birds "intend that it shall be hard"? Explain the last two sentences of the second para- graph of the article written by Miss McCloskey. 52. Punctuation: A Review Exercise Give the rules for the use of commas in these sentences: 1. We are glad to see you, Paul. 2. Will you have one of these flowers, Marie? 3. Yes, if you please. Miss Ames. 4. Sam, have you been skating this morning? 5. No, father, the ice is too thin. 54 LANGUAGE LESSONS 6. What kind of story are you reading, Walter? 7. A very interesting story, mother, about the people that iirst settled our country. 8. I am glad, my son, that you like the story. 9. Yes, I do like it very much. 10. Are there stories in it about Indians, brother? 11. Yes, there are a great many. 12. Shall I read one to you, sister? ,53. The Mountain and the Squirrel: Conversation The mountain and the squirrel Had a quarrel. And the former called the latter "Little Prig"; Bun replied, "You are doubtless very big; But all sorts of things and weather Must be taken in together, To make up a year And a sphere. And I think it no disgrace To occupy my place. If I'm not so large as you, You are not so small as I, And not half so spry. I'll not deny you make A very pretty squirrel track; Talents differ; all is well and wisely put; If I cannot carry forests on my back. Neither can you crack a nut." Ralph Waldo Emerson. What name did the mountain call the squirrel? Did the squirrel wish he were bigger? What words in the poem tell you how the squirrel felt about his size? What does the mountain do that the squirrel cannot do? LANGUAGE LESSONS 55 What does the squirrel do that the mountain cannot do? What words in the poem mean, "It takes all sorts of things to make a world"? What words mean, "You'll find all sorts of weather in a year"? Which are more important in life, large persons and things or small ones? Can the world get along without either? Mention some things that grown people can do better than children. Mention some things that children can do better than grown people. 54. The Lion and the Mouse: Written Reproduction This fable tells a story about a very little creature that helped a large, strong one to whom he was grateful. Study the story and then write it in your own words. Once upon a time a mouse ran over a sleeping lion and awakened him. The Hon was annoyed, and put his paw on the mouse, intending to crush the little creature. "Pardon me this once," begged the mouse. "If you will only let me go, I will be grateful to. you all my Ufe; and per- haps some day I can do you a favor." The lion was so much amused at the idea of a little mouse doing anything for a great, strong animal like himself that he lifted his paw and let the mouse escape. Some time after, the Uon was caught in a trap. The him- ters found him and tied him to a tree while they went for a wagon to carry him away. While the Uon was bemoaning his fate, along came the mouse. In five minutes he had gnawed the ropes that bound the lion, and the King of Beasts was free. Little friends may become great friends. .(Esop. S6 LANGUAGE LESSONS 55. Punctuation: A Review Exercise Copy the following sentences, inserting commas where the rules call for them: 1. Marion please bring me your book. 2. Yes mamma I will bring it. 3. How do you like this story Walter? 4. I like it very well Aunt Anne. 5. Will you Rob close the door for me? 6. Yes I will with pleasure. 7. Did you play snow-fort when you were a boy father? 8. Yes my son many times. 9. And father did you ever get hurt? 10. No I was never seriously hurt. 56. The Comma in a Series Section I 1. Birds fly and sing in the woods. 2. Men dig and delve for gold. 3. Birds, bees, and butterflies flew about the garden. 4. I love violets, roses, lilies, and pansies. 5. Boys run, jump, throw, and catch. 6. Men, women, and children hurried past. A list of words in a sentence makes a series. Look carefully at the use of the comma between the words in the series in these sentences. When there are only two words in a series, what word joins them? Is any comma used between them? When there are three or more words in the series, how many times is and used? Between which words of the series? How are the other words separated? Is there a comma also between the words joined by and ? LANGUAGE LESSONS S7 Learn this rule: RULE. When there are more than two words in a series, the words are separated by commas; and is commonly used between the last two words only. Note. — ^The joining word may be or instead of and. Mary, Robert, or Jane, will do the errand for you. Section 2 Copy the following sentences and put in commas where .they belong: 1. Books pens paper and ink were on the desk. 2. Mary Alice Jack and Tom are invited to the party. 3. The trees on the lawn are elms maples beeches and oaks. 4. Wood brick stone and steel are the materials of which this house is made. 5. To-day it snowed rained and hailed. 6. Birds build nests of straw paper rags and clay. 7. New York Pennsylvania Ohio Michigan Indiana Minnesota Wisconsin and Illinois touch the Great Lakes. 8. My garden is bright beautiful and gay. 9. Mark caught sight of, me laughed very hard called very loud and ran toward the house. 10. Our pets are dogs cats rabbits squirrels and birds. 57. The Wise Fairy: Oral Composition I. Once in a rough, wild country, On the other side of the sea. There lived a dear Uttle fairy. And her home was in a tree; A dear httle, queer little fairy, And as rich as she could be. 58 LANGUAGE LESSONS 2. To northward and to southward, She could overlook the land, And that was why she had her house In a tree, you understand. For she was the friend of the friendless, And her heart was in her hand. 3. And when she saw poer women Patiently, day by day. Spinning, spinning, and spinning Their lonesome lives away. She would hide in the flax of their distaffs A lump of gold, they say. 4. And when she saw poor ditchers, Knee-deep in some wet dyke. Digging, digging, and digging To their very graves, belike. She would hide a shining lump of gold Where their spades would be sure to strike. 5. And when she saw poor children Their goats from the pastures take. Or saw them milking and milking. Till their arms were ready to break. What a plashing in their milking pails Her gifts of gold would make! 6. Sometimes in the night, a fisher Would hear her sweet low call. And all at once a salmon of gold Right out of his net would fall; But what I have to tell you Is the strangest thing of all. LANGUAGE LESSONS ■ 59 7. If any ditcher, or fisher, Or child, or spinner old. Bought shoes for his feet, or bread to eat, Or a coat to keep from the cold, The gift of the good old fairy Was always trusty gold. 8. But if a ditcher, or fisher. Or spinner, or child so gay, Bought jewels, or wine, or silks so fine, Or staked his pleasure at play. The fairy's gold in his very hold Would turn to a lump of clay. 9. So, by and by the people Got open their stupid eyes: "We must learn to spend to some good end," They said, "if we are wise; 'Tis not in the gold we waste or hold That a golden blessing lies." Alice Gary. 1 . In what country did the fairy live? Where was her house? Why did she make her home in so strange a place? 2. What kind of people did the fairy reward? How did she reward them? What does the last line of stanza 2 mean? 3. Explain the last two lines of stanzas 3, 4, 5, and the third and fourth lines of stanza 6. 4. How did the fairy like to have people spend their money? 5. What kind of people did she punish? How? 6. The poem teaches us a lesson about the use of money. Think carefully over the lesson as explained in the last stanza, and then tell it to the class in your own words. 6o LANGUAGE LESSONS 7. What proverbs in Lesson 4 are about the use of money? Do they give the same advice that this poem gives? 8. Tell in your own language the story about The Wise Fairy. 58. Punctuation AND Contractions: A Review Exercisk Learn to write these sentences from dictation: 1. There's no dew left on the daisies and clover, There's no rain left in heaven. 2. O velvet bee, you're a dusty fellow, You've powdered your legs with gold. 3. Yes, we'll go no more a-roving By the light of the moon. 4. Children, you're too noisy. 5. I'm on the the sea! I'm on the sea! I am where I would ever be. 6. Dark, deep, and cold the current flows. 7. He'll climb upon the table, that's his plan. 8. Men say, Columbia, we shall hear thy guns. 9. I don't quite know whether it's a fox or a wolf. 10. Please be ready, Charles, by four P. M. 59. Letter- Writing 1. Write to an uncle telling him about a lesson in which you think he will be interested. 2. Write to a boy to whom you would like to sell a base-ball and bat. Tell him how well they served you in your last game. 3. Write to a girl to ask for some patterns for new dresses for your dolls. Tell her exactly which of her doll's dresses you wish to copy. 4. Write to an aunt telling her a little story about your pet dog, or canary, or parrot. LANGUAGE LESSONS 6i 5. Write to a playmate telling about a new game you would like to try next Saturday. 6. Write to your father telling him what games you like best to play. 60. The Man Who Tried to Please Everyone: Oral Reproduction Study this story carefully, and be ready to tell it in your own words in class. Does it teach any lesson? A man and his little boy once started for market, driving before them a donkey which they intended to sell. They soon met another traveler, who said to the man, "Have you no more wit than to let your son trudge on foot while the donkey has nothing to carry? " So the man put the boy on the donkey, and they went on. The next person they met said, "What a lazy boy! He ought to be ashamed to ride while his poor old father walks." Then the man took the boy off the donkey, and he himself mounted and rode. They soon met two women. One said to the other, "Look at that selfish man riding, while his poor little son follows on foot!" The man then took the boy up behind him. In a few minutes they met a man, who said, " No one would think that donkey was yours from the way you use it. You are better able to carry the poor animal than he is to carry you. " So the man tied the donkey's legs to a long pole, and he and his son, staggering under the weight, carried the animal to the town where the market was to be held. As they entered the town, their appearance caused so much laughter that the man was vexed. In trying to please every- body, he had pleased no one. 62 LANGUAGE LESSONS 6i. To, Too, Two ^ Section i A great language like the English is very likely to con- tain some examples of two or more words pronounced alike but different in spelling and meaning. You have al- ready studied two such words, deer and dear (Lesson 27). There are thre6 little words of this sort that you are sure to need. You use them all every day — indeed, many times every day. You cannot confuse them when you speak, for they are pronounced alike. But in writ- ing you need to take great pains not to spell one when you mean another. la. It is time to start. b. I should like to find my books first. c. I am going to school now. d. I will bring them to you. la. I, too, shall soon be ready. b. Did you expect me, too ? c. Ethel is too small for this work. 3a. I have two gloves. b. Mother gave me two oranges. c. Two birds are on the bush. What spelling is used when the word means "to do something ' ' ? When it means " to some place ' ' ? When it means " to some person or thing" ? When it means "also"? When it means "the number 2"? From these sentences you niay learn the following facts: RULES. To is used when we mean " to do something; to some place; to some person." Too means '• also, more than enough." Two means the number 2. LANGUAGE LESSONS 63 Be very careful to spell these words properly whenever you write them. Write three sentences containing each word. Section 2 Copy these sentences and put to, too, or two into the blanks: 1. men ran a race the corner. 2. Will you go with me the concert? 3. I will ask Marion go, . 4. Please give this note your mother. 5. You may read it, . 6. I bought roses for you wear in your hair. 7. This story is good be true. 8. Here is a bimch of violets, . 9. times one is . 10. see is believe. 11. have what we want is riches. 12. A bird in the hand is worth in the bush. 13. You shall come my house. 14. Do you wish go. school now? I s . How good you are come see me ! 62. An Esquimau House: Written Composition Read carefully this account of Agoonack's home, and then write her a description of yours. Tell her: 1. How the outside of your house looks — shape, size, doors, windows; perhaps you can draw the outline of it. 2. How the inside of your house looks — ^rooms, light- ing, heating. 3. How you cook your dinner and what you have for dinner. What is this odd-looking mound of stone? It looks like a great old-fashioned brick oven standing out in the snow. 64 LANGUAGE LESSONS But it is not an oven; it is a house. And here lives little Agoonack. Do you see the low opening close to the ground? That is the door; but one must creep on hands and knees to enter. There is another smaller hole above the door; it is the window. It has no glass, as ours do, only a thin covering of some- thing which Agoonack's father took from the inside of a seal, and her mother stretched over the window-hole to keep out the cold and to let in a little light. . . . Now we will creep into the low house with the child and her mother, and see how they live. Outside it is very cold, colder than you have ever known it to be in the coldest winter day; but inside it is warm, even very hot. It isn't sunshine that makes it warm, for it is as dark as night in that country in the winter. There is no furnace in the cellar; indeed there is no cellar, neither is there a stove. All this heat comes from a sort of lamp with long wicks of moss and plenty of walrus fat to burn. LANGUAGE LESSONS 65 It warms the small house, which has but one room, and over it the mother hangs a shallow dish in which "she cooks soup; but most of the meat is eaten raw, cut into long strips, and eaten much as one might eat a stick of candy. They have no bread, no crackers, no apples nor potatoes; nothing but meat; and sometimes the milk of the reindeer, for there are no cows in the far, cold, northern countries. — Adapted from Jane Andrews: Seven Little Sisters. Used by permission of Ginn and Company, Publishers. 63. Exclaiming Words 1. Oh, why should the spirit of mortal be proud? 2. Oh! the pleasant days of old, which so often people praise! 3. Oh, could I fly, I'd fly to thee! 4. But oh! what art can teach, What human voice can reach The sacred organ's praise? 5. Hurrah! Our team has won the game! 6. Oh, joy! Our cousins are coming to-morrow! 7. Alas! I shall never see him again! 8. Dear me! Are you ready so soon? 9. Well! I have broken my watch-spring! 10. There! That's done at last! We have already learned (Lesson 44) that an exclam- atory sentence should be followed by an exclamation point. In our language we have words, as well as sentences, that express strong or sudden feeling, or excitement. They, too, are generally followed by exclamation points. Occasionally the exclaiming word is followed by a comma when the sentence is to be ended with an exclamation point or an interrogation point. One word of exclamation, O, is always written with a capital letter. 66 LANGUAGE LESSONS Copy the ten sentences at the beginning of the les- son, using all punctuation marks exactly as they are used in the book. Which exclaiming words are followed by exclamation points? Which by commas? 64. A Boy's Song: Conversation Where the pools are bright and deep, Where the gray trout lies asleep, Up the river and o'er the lea, That's the way for Billy and me. Where the blackbird sings the latest, Where the hawthorn blooms the sweetest, Where the nestlings chirp and flee. That's the way for Billy and me. Where the mowers mow the cleanest. Where the hay lies thick and greenest. There to track the homeward bee. That's the way for Billy and me. Where the hazel bank is steepest, Where the shadow falls the deepest, Where the clustering nuts fall free, That's the way for Billy and me. . Why the boys should drive away Little sweet maidens from the play. Or love to banter and fight so well. That's the thing I never could tell. But this I know, I love to play, Through the meadow, among the hay; Up the water and o'er the lea. That's the way for Billy and me. James Hogg. LANGUAGE LESSONS 67 Do you think this boy grew up in the country or in the city? What was the name of his favorite playmate? What places did he love to wander about and play in? What is a lea ? Read the poem again and try to see in your imagina- tion the places of which the poet tells in the first four stanzas. Should you enjoy playing there with these two Scotch lads? How do you think they entertained them- selves at the river? In the fields? In the meadow? In the woods? What did they "track the homeward bee" for? Does the fifth stanza tell anything about the mis- chievous character of some Scotch boys who lived many years agb? Note. — ^James Hogg (pronounced Hog) was brought up in the beauti- ful hill-country of southern Scotland. He lived from 1770 to 1835. 65. Did and Do.ye Section i 1 . John did his work well. 2. John has done his work well. 3. Emily did the mending. 4. Emily had done the mending. 5. Alice and Mary did this sewing. 6. Alice and Mary have done this sewing. Did and done are different forms of the same word. They are so much aUke in meaning that people sometimes use one when they should use the other. Study carefully the sentences above to find out which word is used alone to tell of some action performed, and which follows has, had, have. Then fill the blank in the statement below, telling what you have discovered. RULE. The word is not used after has, have, ha>l; the word • is used after his, have, had. 68 LANGUAGE LESSONS SecUon 2 Copy these sentences and fill the blanks with iid or dA)ne: 1. Jessie has her practicing. 2. Jack the pictures well. 3. 1 have my work for to-day. 4. Had you your examples? 5. We nothing but shiver all day. 6. He has more than I have. 7. I had not — it before. 8. You have well. 9. I what I could. 10. We more than we expected to do. 66. Capitals in Poetry Section i A Farewell My fairest child, I have no song to give you; No lark could pipe t(3 skies so dull and gray; Yet, ere we part, one lesson I can leave you For every day. Be good, sweet maid, and let who will be clever; Do noble deeds, not dream them, all day long: And so make life, death, and that vast forever One grand, sweet song. Charles Kingsley. These lines were written on a very stormy day for a little girl who asked Mr. Kingsley for a poem. Which lines speak of the storm? Which tell the "lesson"? ' Look carefully at the poem and see what kind of let- ter begins every line. Then learn this rule: RULE. Every tine of poetry should begin with a capital letter. LANGUAGE LESSONS 69 Whenever you wish to quote poetry in writing, — even a single line of poetry, — be careful to keep the arrange- ment of the lines, the capitals, and the punctuation marks exactly as the poet wrote them. Example': I like these two lines of Kingsley's: Be good, sweet maid, and let who will be clever; Do noble deeds, not dream them, all day long. I shall try to do as these lines tell us to do. Section 2 Write from memory the second stanza of Kingsley's poem. Give the rules for the use of the commas in the first line and in the third and fourth lines. 67. May and Cah Section i Two words often confused by careless writers and speakers are may and can. They are correctly used in the following sentences: 1. Father, may I take your pencil? 2. Certainly you may. 3. Do you think I can do this example? 4. I am sure you can. 5. May I take all those books home? 6. You may if you can; they are rather heavy. Which of the words is used when one asks or gives permission? When one means "to be able"? Learn this rule: RULES. May is used in asking or giving permission. Can means "to be able." 70 LANGUAGE LESSONS Section 2 Read the following sentences, putting may or can into the blanks. 1. Mother, I go to the circus? 2. Indeed you . 3. I don't see how the men ride so well. 4. They have practiced so long that they do it easily. 5. I not, and I have tried, too. 6. I take your program? 7. You , and my opera-glasses, too. 8. I not see that part of the ring very well. 9. You have my seat. 10. You go again, if you find time. 68, Punctuation: A Review Exercise Section i Explain the use of all the punctuation marks in these sentences. 1. Mamma, may I take those scissors? 2. No, Rob, I am afraid you will dull them. 3. The little store contained thread, needles, and pins. 4. Yes, we bought some thread there. 5. George, did you see my hat, coat, and gloves? .6. No, I haven't seen them. 7. How very cold it is! 8. My fairest child, I have no song to give you. Q. Be good, sweet maid, and let who will be clever. 10. Oh dear! I am very much disappointed. 11. Houses are built of wood, brick, or stone. 12. Be careful, John, when you cross the track. LANGUAGE LESSONS 71 Section 2 Copy the following sentences, and supply all the punctuation marks they need: 1. We lost our trunks valises and bags in the wreck 2. Were you injured yourselves Dr Ainsworth 3. No but we were much frightened 4. How smooth the ice is 5. When did you learn to skate Jack 6. Why Phil I don't remember 7. Can you John skate backwards 8. Yes but not very well 6g. The Windmill: Oral Composition I. Behold! a giant am I! Aloft here in my tower, With my granite jaws I devour The maize, and the wheat, and the rye, And grind them into flour; 2. I look down over the farms; In the fields of grain I see The harvest that is to be, And I fling to the air my arms, For I know it is all for me. 3. I hear the sound of flails Far off, from the threshing-floors In barns, with their open doors, And the wind, the wind in my sails. Louder and louder roars. 4. I stand here in my place, With my foot on the rock below. And whichever way it may blow, I meet it face to face As a 'brave man meets his foe. 72 LANGUAGE LESSONS LANGUAGE LESSONS 73 5. And while we wrestle and strive, My master, the miller, stands And feeds me with his hands; For he knows who makes him thrive, Who makes him lord of lands. 6. On Sundays I take my rest; Church-going bells begin Their low, melodious din; I cross my arms on my breast. And all is peace within. Henry W. Longfellow. 1. In this poem who is speaking? Why does the wind- mill call itself a giant? What are its "granite jaws"? What does it devour? 2. What does the windmill see? W^hat are its arms? 3. What does the mill hear? When we read of thresh- ing-floors and flails, we know we are reading of a time when there were no threshing-machines. How was the grain then separated from the chaff and the straw? Is grain now ground into flour by windmills? 4. How can the mill meet the wind "face to face"? 5. Who are the we that "wrestle and strive"? How does the mill make the miller "lord of lands"? What does the miller "feed" the mill? 6. How does the windmill cross its arms on its breast? 7. When you have explained all the hard places in the poem, read it through again. Try to feel the spirit of it and to enjoy it thoroughly. 8. Tell the windmill's story in your own words. 70. What the Chukch Tower Sees: Written Composition The windmill in Lesson 69 was in the country and overlooked the grain-fields and barns of the fanners. In the poem it tells what it could see and hear. 74 LANGUAGE LESSONS If a church tower in your neighborhood were able to speak, what do you think it might say that it could see and hear? Write one paragraph telling what it might see, and one telling what it might hear. 71. Saw and Seen Section i In Lesson 65 we studied the use of two forms of a word often confused. Saw, seen are also two forms of one word, and are often confused. Study these sentences to find out which form is used alone to tell what some one does, and which form should be used after has, have, had: 1. We saw your new pictures. 2. We have seen your new pictures. 3. I saw your mother in the city. 4. I have seen your mother in the city. 5. They saw our books on the shelf. 6. They had seen our books on the shelf before they came away. Make a statement telling which form is not used after has, have, had, and which is used after has, have, had. Section 2 Copy these sentences, filling the blanks with saw or seen: 1. Have you my horse? 2. Yes, I him in the pasture. 3. I had not my cousin in several days. 4. We all kinds of flowers at the conservatory. LANGUAGE LESSONS 75 5. Have you ever a more beautiful day? 6. He me before I had him. 7- I a football game yesterday. 8. I had never one. before. 9. I have two. 10. This ball has much service. 72. Saw and Seen, Did and Done Read these sentences, filling the blanks with saw, seen, did, or done: 1. Philip the problem in five minutes. 2. I have it in less time. 3. Had you the answer? 4. No, I it all myself. 5. I our teacher at church to-day. 6. Have you her there before? 7. He has his work quickly. 8. We him do it. 9. I never him work faster. 10. I have him do it better. 11. He has not it well enough. 12. He had the same work many times. 13. You my brother on the boat? 14. No, but I have him since. 15. We had not him in three days. 16. The vacation has much for him. 17. I my lesson yesterday. 18. Yes, I you at work. 19. Have you John's new suit? 20. Yes, I it to-day. 73. An Easter Conversation : Oral Composition Why is this picture called "An Easter Conversation " ? Tell a story about the little girl, explaining what she 76 LANGUAGE LESSONS / has been doing the week before Easter, and what you imagine the hen is saying to her. 74. Learn and Teach Section i Two words that you will sometimes hear misused are learn and teach. They are correctly used in these sen- tences : 1. Miss Maynard leaches Dorothy music. 2. Miss Wilson leaches the children to fold paper. 3. Mr. Marvin taught the boys some good games. 4. George always learns his lesson well. 5. The children learn to fold paper. 6. The boys learned some good games. Which word in these sentences means "to show an- LANGUAGE LESSONS 77 other person how to do something," or " to make another understand something"? Which word means "to ac- quire a knowledge or understanding of something"? Find the two words in the dictionary and copy the clearest definition of each that you find there. RULE. Do not say learn when you mean teach. Section 2 Into the blank spaces in the following sentences put learn {learns, learned) or teach {teaches, taught): 1. Miss Wright manual training in our school. 2. My brother me to play tennis. 3. Will you me to sew? 4. Please your lessons thoroughly. S- You cannot an old dog new tricks. 6. I wish you would me to do this. 7. How can anyone you if you are not willing to ? 8. I shall this quickly. 9. He me how to swim. 10. I shall not forget what Miss Brown has me. Section j Name five persons you know who teach. Put these names into sentences with the word teach {teaches, taught). Name five persons you know who learn. Put these names into sentences with the word learn {learns, learned). 75. Abbreviations: A Review Exercise Copy the following sentences, using abbreviations in- stead of the italicized word or words: I. General Braddock was killed in a battle with the Indians. 78 LANGUAGE LESSONS 2. The train will start at nine o'clock in the morning. 3. We shall reach Chicago at three o'clock in the afternoon. 4. Governor Gage made the Americans angry. 5. Superintendent Browne was in our room this morning. 6. Brown, Page, and Company print books. 7. Our minister is the Reverend Doctor Child. 8. ,King David lived about a thousand years before Christ. 9. Columbus discovered America in 1492 after Christ. 10. John Jones, Junior, is six years old. ir. John Jones, Senior, is thirty-six. 12. Honorable Charles E. Hughes was lately Governor of New York. 76. John Smith AND Pocahontas: Dramatization The following account was written in 1624 about one of the first English settlers in America. Read it care- fully twice, so that you may understand exactly what took place. At last they brought him [John Smith] to Werowocomoco, where was Powhatan, their king. Here more than two hun- dred of those grim courtiers [Indians] stood wondering at him, as if he had been a monster. Before the fire upon a seat like a bedstead sat Powhatan, in a robe made of raccoon skins, with all the tails left on them. On either hand did sit a young girl ; and along on each side of the house were two rows of men, with as many women behind them, with all their heads and shoulders painted red. Many of them had their heads decked with the white down of birds, and all wore great chains of beads about their neck. At Smith's entrance all the people gave a great shout. The Queen of Appamatuck brought him water to wash his hands, and another woman brought him a bunch of feathers instead of a towel to dry them. They feasted him as well as they could after their barbarous man- ner. Then they held a long consultation, after which two great stones were brought before Powhatan. Then as many as LANGUAGE LESSONS 79 could lay hands on Smith dragged him to them, and thereon laid his head, two men standing ready with clubs to beat out his brains. When no entreaty could avail, Pocahontas, the king's dearest daughter, took his head in her arms, and laid her own upon his to save him from death. Whereat the king was contented that he should hve to make him hatchets and her bells, beads, and copper ornaments. — Adapted. Prepare to act this story in the class. Choose one of the pupils to take the part of Smith, another that of Powhatan, anotlier that of Pocahontas, another that of tlie Queen of Appamatuck. Appoint persons to do all the things mentioned in the stor}'. Let the rest of the class form the two rows on either side of Powhatan. Then act the story exactly as it is told. 77. The Hyphen Between Syllables Section i A short horizontal line (-) called a hyphen is used to divide the parts of a word. In ordinary writing we do not divide the syllables of most words. But the hyphen may be used between the syllables of any word if it is necessary to divide the word at the end of a line of writing or printing. I had now conceived a great re- gard for him. Yet in spite of this I be- gan to think the report was true. The trou- ble seemed ready for aft out- break. I prevailed on him to be care- ful. Nevertheless I had a great de- sire for victory. For such word division careful persons strictly observe the following rules: RULES. Never divide a word of one syllable. 8o LANGUAGE LESSONS Never divide any word in any other place than between syl- lables. Note. — When a single letter forms a syllable, careful writers and printers do not divide it from the rest of the word. Find in your reading-book ten words divided at the ends of lines. Copy them, showing by a hyphen the place of division. Section 2 Write the following words with hyphens to show where they may be divided if necessary at the end of a line. Perhaps some have more than one place of possible division. Perhaps some cannot be divided at all. The dictionary will help you in this exercise. another complain chill working hand butterfly bright divide sister gay remain twenty hundred played destroyed singing clear commencement mother describe beginning version unhappy separately making hungry interesting minstrel greatly miserable 78. A Young Hero: Written Reproduction Holland is a flat country, and much of its land lies so low that the sea would wash over it if embankments, or dikes, had not been built to keep the water back. If the dikes should become broken in any way, the water would rush in and destroy much property and many lives. Even the children in Holland understand the danger that would threaten them if there should be the smallest break in the dike. LANGUAGE LESSONS 8i One day a small Hollander was walking beside the dike, picking flowers; for all Hollanders love flowers, and they have made a flower-garden of their little, flat country. In the midst of his pleasure, Peter heard the sound of trickling water. He pushed away the plants growing beside the dike, to see where the water was coming from. What was his dismay to find a tiny stream forcing its way through a small hole in the dike! He knew that if the water continued to run the hole would become larger and larger, until the sea could come pouring through, flooding the country. Without a moment's hesitation, Peter put his finger into the small hole, and stopped the tiny stream. But Peter could not go for help while he was stopping the hole with his finger. He shouted, but no one was near enough to hear him. Night came on, and the weather grew cold. Peter's arm grew chill and numb; yet he never thought of deserting his post. His mother supposed he was spending the night with the friend at whose house he had been visiting that day, and sent no one to look for him. When Peter had called till he was too hoarse and too ex- hausted to call again, he made up his mind that he must remain beside the dike till morning. He was too cold and cramped to sleep, and with his free hand he rubbed the hand that held back the sea, lest it should become too numb to do its work. There he was found by a workman who passed in the early morning. He was too tired to speak and too stiff to move; but he had saved Holland from the sea, and earned himself a place in the list of little heroes. After you have read this story carefully, dose your book and write the story in your own words. 79. Capitals in Titles Section i 1. Longfellow wrote The Village Blacksmitk. 2. Miss Alcott wrote Little Women. 82 LANGUAGE LESSONS 3. I find Boys of Other Countries an interesting book. 4. I have just read Alice's Adventures in Wonderland. 5. I like Children of the Cold. Study carefully the use of capitals in the titles of the books mentioned in these five sentences. With what kind of letter does the first word of every title begin? What other words begin with capitals? Find all the words in the five titles that do not begin with capitals. Learn this rule: RULE. The first word and every important word in the title of a book should begin with a capital letter. Note. — ^The same rule applies to titles of short stories in a magazine, titles of pictures, lectures, names of clubs, business companies, etc. Section 2 Copy the titles of twelve books in the school library, taking care to use capitals in accordance with the above rule. Copy the titles of ten stories or poems in your reader. 80. Written in March, While Resting on the Bridge at THE Foot of Brother's Water: Conversation The Cock is crowing. The stream is flowing, The small birds twitter. The lake doth glitter. The green field sleeps in the sun; The oldest and youngest Are at work with the strongest; The cattle are grazing. Their heads never raising; There are forty feeding like one! LANGUAGE LESSONS 83 Like an army defeated The snow hath retreated, And now doth fare ill On the top of the bare hill; The Ploughboy is whooping — anon^ — anon: There's joy in the mountains; There's life in the fountains; Small clouds are sailing, Blue sky prevailing; The rain is over and gone! William Wokdsworth. Imagine you are resting with the poet beside the little lake. What. is the season? What is the weather? What landscape do you see — a prairie or a hill country? Is any water in sight? Are there animals? What persons do you see? What are they doing? What do you hear? When you have studied the poem through care- fully, close your eyes to shut out the sight of things ac- tually about you, and try to see the picture as clearly as if it were before you. Persons that imagine the pictures of which they read get a great deal more pleasure out of books than those do that see only words. 81. Change of Spelling to Show Possession Section i 1. Alice's gloves are on the table. 2. Mary's hat is in the hall. 3. William's ball is lost. Who owns the gloves mentioned in the first sentence? 1 Now and again, from time to time. 84 LANGUAGE LESSONS Who owns the hat mentioned in the second? The ball mentioned in the third? Do the following sentences show that Alice owns anything? 4. Alice is coming. 5. I am coming with Alice. 6. I saw Alice yesterday. What difference do you find in the spelling of the name Alice when the sentence indicates that Alice owns something? Do you find the same ending attached to the names of the persons that own the hat and the ball spoken of in sentences 2 and 3? RULE. To show ownership or possession, -'s is sometimes added to a name. Note. — The mark (') before the i is called an apostrophe. In the following sentences, find the names that show possession. They are not all names of persons. Some are names of animals and flowers. 7. I found Jack's ball xmder the table. 8. The bird's foot was injured. 9. The lily's stem was broken. 10. The child's toy is lost. 11. I have not seen Ellen's thimble. 12. Did you find the kitten's saucer? 13. Mother's face is lovely to me. 14. I have never touched my brother's violin 15. We like Tom's new picture very well. Section 2 Think of the names of six persons who own some- thing. Write a sentence containing each name and the name of the thing owned, showing the ownership by the use ol-'s. LANGUAGE LESSONS 85 82. The Departure of the Pilgrims from Leyden: Con- versation So they left that goodly and pleasant city which had been their resting-place nearly twelve years. They knew they were pilgrims, and lifted up their eyes to the heavens, their dearest country, and quieted their spirits. They found the ship and all things ready. Their friends followed them, and some persons came from Amsterdam to see them start and to bid them farewell. That night they slept little, spending the time in friendly conversation and Christian discourse. The next day, the wind being fair, they went aboard. Truly dole- ful was the sight of that sad and mournful parting: to hear what sighs and sobs and prayers did sound among them, what pathetic words did pierce each heart; to see what tears did gush from every eye. Some of the Dutch strangers that stood on the wharf as spectators could not refrain from tears. Yet comforting and sweet it was to see such lively and true expression of dear and unfeigned love. But the tide (which stays for no man) called them away while yet they were loath to depart. Their reverend pastor, faUing down on his knees (and they all with him), with watery cheeks, commended them with most fervent prayers to the Lord for his blessing. Then, with mutual embraces and many tears, they took leave one of another — a leave that proved to many of them to be the last parting. — Adapted from William Bradford: Of Plymouth Plantation. How long had the Pilgrims been living in the Dutch city of Leyden? Why had they left England? Why were they going to America? Why were they so sad at parting with their friends? Do you think the Pilgrims were brave? Tell some of the dangers they would have to encounter on the sea and in the New World. Did many of them die soon? What sentence of the story is illustrated by the pic- 86 LANGUAGE LESSONS ture on page 87? Point out the pastor. Do you see the ship on which they are to cross the ocean? Is it a steamer or a sailing-vessel? Can you name it? How long were the Pilgrims iR crossing? Speak of any peculiarities you may notice in the dress of the Pilgrims. Do you see the Dutch windmill and the Dutch houses? 83. Learn and Teach: A Review Exercise Copy the following sentences and fill the blanks with teach {teaches, taught) or learn {learns, learned): 1. Miss Mead • — Marie music. 2. AUce music easily. 3. Mother me to sew. 4. The ant us to be industrious. 5. My brother has me to collect stamps. 6. your lesson well. 7. Will you me that new song? 8. The boys have to fly kites. 9. Father us not to hurt the birds. 10. The kindergartner my httle brother. 84. The Landing or the Pilgrim Fathers in New England: Composition Section i The breaking waves dash'd high On a stern and rock-bound coast, And the woods' against a stormy sky Their giant branches toss'd; And the heavy night hung .dark, The hills and waters o'er, When a band of exiles moor'd their bark On the wild New England shore. LANGUAGE LESSONS 87 88 LANGUAGE LESSONS Not as the conqueror comes, They, the true-hearted, came; Not with the roll of the stirring drums. And the trimipet that sings of fame; Not as the flying come. In silence and in fear; — They shook the depths of the desert gloom With their hymns of lofty cheer. Amidst the storm they sang. And the stars heard and the sea; And the sounding aisles of the dim woods rang To the anthem of the free! The ocean eagle soar'd From his nest by the white wave's foam, And the rocking pines of the forest roar'd — This was their welcome home! There were men with hoary hair Amidst the pilgrim band; — Why had they come to wither there, Away from their childhood's land? There was woman's fearless eye. Lit by her deep love's truth; There was manhood's brow serenely high, And the fiery heart of youth. What sought they thus afar? — Bright jewels of the mine? The wealth of seas, the spoils of wax? — They sought a faith's pure shrine! Ay, call it holy ground. The soil where first they trod! They have left unstain'd what there they found — Freedom to worship God. Mrs. Felicia Hemans. LANGUAGE LESSONS 89 •a >-! if o Q 1 90 LANGUAGE LESSONS After studjdng carefully the poem by Mrs. Hemans and the picture by Rothermel, tell the story of the landing of the Pilgrims. The following questions wiU suggest to you what to say: 1. In what season is the story placed? In what kind of weather? At what time of the day? In what year? In what place? In what kind of place? 2. What happened in this place on this day? Did the Pilgrims come with glory and rejoicing, as if they had been victorious in a great battle? Did they come as conquered and fleeing people? What did they do as they approached land? Did any friends welcome them to their new home? 3. What kind of men and women were among the Pil- grims? 4. Did they come to America for wealth and treasure? For what, then? Section 2 Memorize the following passage: Thou, too, sail on, O Ship of State! Sail on, O Union, strong and great! Humanity with all its fears, With all the hopes of future years, Is hanging breathless on thy fate! We know what Master laid thy keel, What Workmen wrought thy ribs of steel, Who made each mast, and sail, and rope, What anvils rang, what hammers beat, In what a forge and what a heat Were shaped the anchors of thy hope! Longfellow: The Building of the Ship. Section j Write the story of the landing of the Pilgrims. LANGUAGE LESSONS 91 85. The Use of the Apostrophe: A Review Exercise Explain the use of the apostrophe in these sentences. In which words does it express ownership, and in which is it used in a contraction? 1. He's not here. 2. I can't find John's books. 3. I'm sure they're not here. 4. I'll help you hunt. 5. Aren't you tired of searching? 6. Will's book is on the desk. 7. It's fortunate that's not lost. 8. Isn't it a beautiful book! 9. Will hasn't injured the cover at all. 10. That boy's books are always in good condition. 11. Shan't I call Anne's friend to help us? 12. No, I wouldn't; she couldn't help very much. 86. Capitals: A Review Exercise Explain the reason for the use of capitals in the fol- lowing sentences: 1. Mr. Brown tells me that you have been sick. 2. Yes, I was ill at home from Monday till Thursday. 3. Our term begins in September and ends in December. 4. I saw Gen. Browne at the post oflSce in New York. 5. And what is so rare as a day in June! Then, if ever, come perfect days. 6. Colonel March is my uncle. 7. Thirty days hath September, April, Jime, and November. 8. Shall I see you in Boston? 9. Yes, I shall be there for a week. 10. Superintendent Brinton visited us last Thursday. 11. On the watch were his initials, J. I. B. 12. A new physician. Dr. Avery, has come to our village. 92 LANGUAGE LESSONS 87. Who's Afkaid? Written Composition Study the picture below, and write a story about it. If you wish, you may make your story answer the follow- ing questions: 1. What is the chief object in the picture? Where is it? What is it for? 2. AVhat kind of bird is perched on the arm of the cross? 3. What is the bird saying to the chief thing in the pic- ture? What will the saucy bird do after he has finished talking? Does he do harm? Does he do good? What does he eat that would injure crops? 88. The Use of the Comma: A Review Exercise Copy the following sentences, putting in commas where they should stand; I. Yes my dear cousin I will gladly go. LANGUAGE LESSONS 93 2. We stumbled over stones briars and stumps. 3. Why John what is the matter? 4. No nothing is the matter George. 5. William you must study your lesson. 6. Yes I shall have to work hard on it. 7. I am studying reading arithmetic and drawing. 8. How do you Uke drawing Paul? 9. I Uke drawing better than writing Philip. 10. I have traveled in Ohio Indiana and Michigan. 11. Come on boys let's play leap-frog! 12. I can't Charles I'm lame. 89. To, Too, AND Two: A Review Exercise Copy these sentences and fill the blanks with to, too, or two: 1. I like go school. 2. I Uke holidays, . 3. We had holidays last week. 4. That walk is icy be safe. 5. All roads lead Rome. 6. boys were seen leave the room. 7. These boys, , had not done their work. 8. They will have do it now. 9. You must come, Charles. 10. There are games play. ^ 90. May-Day: Composition Section i After you have studied this little description of May- Day, tell in your own words what you know of May- Day celebrations. Summer has come! Loud sings the cuckoo; Seeds grow. Meadows blow, 94 LANGUAGE LESSONS And sprouts the wood anew. Sing, cuckoo, cuckoo! Old Song. In England the first of May used to be one of the most delightful holidays in the year. It was the day on which the nation expressed its joy at the return of siunmer. The wild flowers were in bloom, and it was warm enough to have parties out-of-doors. All the world looked fresh and new; and why should not people go out to admire and to enjoy its loveliness? The merry-makers often covered themselves with gowns of green leaves and garlands of flowers. Sometimes they trimmed a pole with ribbons and blossoms, and set it up as a center for their games and dances. Sometimes they elected a Queen of the May, and offered her gifts of nosegays and boughs, kneeling on the moss before her as she sat on a throne of blossoms. There was an old beUef that if a girl should wash her face in the dew of a May-Day motning, she would have rosy cheeks all the year. Don't you think there was some truth in the old beUef ? To breathe the fresh spring air, to listen to the songs of the early birds, to gather the dainty wild flowers "Makes a man healthy, wealthy, and wise." Section 2 Write an account of how you would like to celebrate in the woods or park the coming of summer. 91. Letter- Writing: A Review Exercise Write a letter to your best friend, telling him or her what you would like to do in your next vacation, or what you did last Saturday, or what you are going to do next Saturday. Ask your friend to come and join you in your sport. PART II 92. Oral Composition Tell your classmates a story about one of the following subjects, or about one chosen by yourself: 1. What I Enjoyed Most about my Vacation. 2. A Picnic in the Park. 3. What the Tide Brought up on the Beach. 4. A Visit to a Lighthouse. 5. How We Lived in the Woods. 6. A Day on a Farm. 7. A Boating Trip. 8. Camping Out. 9. New Friends among the Birds. 10. The Prettiest Wild Flower I Saw this Summer. 11. The JoUiest Game in the Park. 12. A Journey by Steamship. 13. The Hottest Day in the Summer. 14. A Day in the Hayfield. 15. How One can Have a Good Time in the City even in Vacation. 93. The Wind and the Moon: Conversation 1. Said the Wind to the Moon, " I will blowyou out. You stare In the air Like a ghost in a chair. Always looking what I am about: I hate to be watched; I will blow you out." 2. The Wind blew hard, and out went the Moon. So, deep On a heap Of clouds, to sleep, 95 96 LANGUAGE LESSONS Down lay the Wind, and slumbered soon — Muttering low, "I've done for that Moon!" 3. He turned in his bed: she was there again! On high In the sky, With her one ghost eye, The Moon shone white and alive and plain. Said the Wind — "I will blow you out again." 4. The Wind blew hard, and the Moon grew dim. " With my sledge And my wedge I have knocked off her edge! If only I blow right fierce and grim, The creature will soon be dimmer than dim." 5. He blew and he blew, and she thinned to a thread. "One puff More's enough To blow her to snuff! One good puff more where the last was bred. And glimmer, glimmer, glum will go the thread!" 6. He blew a great blast, and the thread was gone; In the air Nowhere Was a moonbeam bare; Far off and harmless the shy stars shone: Sure and certain the moon was gone! 7. The Wind he took to his revels once more; On down, In town. Like a merry-mad clown. He leaped and holloed with whistle and roar. " What's that? " The gUmmering thread once more ! LANGUAGE LESSONS 97 8. He flew in a rage — he danced and blew; But in vain Was the pain Of his bursting brain; For still the broader the moon-scrap grew, The broader he swelled his big cheeks and blew. 9. Slowly she grew — till she filled the night, And shone On her throne In the sky alone, A matchless, wonderful, silvery hght, Radiant and lovely, the queen of the night. 10. Said the Wind — "What a marvel of power am I! With my breath. Good faith! I blew her to death — First blew her away right out of the sky — Then blew her in: what a strength am I! " ir. But the Moon, she knew nothing about the affair; For, high In the sky. With her one white eye. Motionless, miles above the air. She never had heard the great Wind blare. George MacDonald. How did the wind blow out the moon? If you cannot think of the answer to the question at once, think what the moon is sometimes hidden by, and how the things that sometimes hide the moon are driven across the sky. How is the moon, then, covered, or "blown out"? Would it be uncovered in the same way? See stanzas 7, 8, 9, 10. 98 LANGUAGE LESSONS What does the wind mean in stanza 4 by saying, " I have knocked off her edge "? What is the ','gUmmering thread" in stanzas 5 and 7? Explain the meaning of the last stanza. When you thoroughly understand the poem, read it once more, and you will enjoy the poet's pleasant fancy. 94. Quotation Masks 1. Mary said, "What do you think of the poem we read yesterday? " 2. Ethel replied, "I like it better than the one we read last week." 3. "And I like it very much," said Margaret. 4. "How do you like the one for to-morrow?" continued Mary. 5. "How interesting that is!" cried Alec. When we repeat exactly the words of another, we qtiote them. Each of these five sentences repeats the words of a certain person; each, therefore, contains a quotation. Read each quotation and tell whose words are repeated." What words in these sentences are inclosed in the marks " "? The marks " " are called quotation marks, because they are used to inclose quotations. Find the quotations in the poem in Lesson 93, and tell whose words are repeated in each quotation. Learn this rule: RULE. Every exact quotation is inclosed in quotation marks. 95. Capitals in Quotations 1. Marion said, "These are very good apples." 2. Her cousin asked, " Where did you buy them? " 3. Marion replied, "We bought them of the grocer." LANGUAGE LESSONS 99 Read carefully through the quotations in these three sentences, and observe the kind of letter that begins each one. Learn the rule: RULE. Every sentence quoted should begin with a capital letter. Find five quotations in your reader. What word begins each quotation? Explain the use of quotation marks and capitals. 96. The Punctuation of Quotations We are now to learn how to punctuate a quotation. Turn to the sentences in Lesson 94. What mark is used between said and the quotation in the first sen- tence? Between replied and the quotation in the second? Between the quotation and said in the third? How can you explain the marks after the quotation. in the fourth and fifth? In Lesson 95 what mark is between said and the quota- tion? After asked ? After replied ? RULE. The comma is often used between a short quotation and the rest of the sentence, unless an interrogation point or an ex- clamation point is required. Copy five of the sentences in Lessons 94 and 95 care- fully twice. The second time, try to put in the punctua- tion marks without looking at the book. Note. — When the quotation itself is a question or an exclamation, the interrogation or exclamation point stands within the quotation marks. See examples 4 and 5 in Lesson 94. 97. The Butterfly: OsAt Composition Preparation: Catch a butterfly in your net. If pos- sible, keep it alive a few days, and observe it carefully. Class Report: Bring your butterfly to class and describe loo LANGUAGE LESSONS it to your classmates. Say something on each of the subjects mentioned in the list below, and mention any other points you wish to mention not included in this list of subjects. 1. The motion and the behavior of the butterfly before it was captured. 2. Its behavior as a prisoner. 3. What my butterfly ate. 4. The length, the size, and the shape of the body. . 5. The legs and the feelers. 6. The shape and the size of the wings. 7. Its colors, spots, bands, and other markings. 98. Writing Quotations Study and copy the following little poem carefully, and explain the use of every mark of punctuation in it. Explain also the contractions. "Where are you going, my pretty maid?" "I'm going a-milking, sir," she said. "May I go with you, my pretty maid?" "Just as you please, kind sir," she said. "What is your father, my pretty maid?" "My father's a farmer, sir," she said. "What is your fortune, my pretty maid? " "My face is my fortune, sir," she said. "Then I can't marry you, my pretty maid." "Nobody asked you, sir," she said. 99. My First Fishing Excursion: Oral Reproduction Read through carefully this story of Whittier's. Tell it to the class in your own words. Or, if you prefer, you may tell a story about yourself and something you have tried to do. I remember my first fishing excursion as if it were but yes- LANGUAGE LESSONS loi terday. I have been happy many times in my Hfe, but never more intensely so than when I received that first fishing-pole from my uncle's hand, and trudged ofE with him through the woods and meadows. My uncle, who knew by long expe- rience where were the best haunts of pickerel, placed me at the most favorable point. I threw out my hne as I had so often seen others do, and waited anxiously for a bite, moving the bait in rapid jerks on the surface of the water in imitation of the leap of a frog. Nothing came of it. "Try again," said my uncle. "Now for it," thought I; "here is a fish at last." I made a strong pull, and brought up a tangle of weeds. Again and again I cast out my line with aching arms, and drew it back empty. I looked to my uncle appealingly. "Try once more," he said; "we fishermen must have pa- tience." Suddenly somethjng tugged at my line and swept off with it into deep water. JerHng it up, I saw a fine pickerel wrig- gling in the sun. "Uncle," I cried, in great excitement, "I've got a fish!" "Not yet," said my uncle. As he spoke, there was a splash in the water. I caught the arrowy gleam of a scared fish shooting into the middle of the stream; my hook hung empty from the line. I had lost my prize. Overcome by my great and bitter disappointment, I sat down on the ground and for a time refused to be comforted, even by my uncle's assurance that there were more fish in the brook. He refitted my bait, and, putting the pole again into my hands, told me to try my luck once more. — ^Adapted from Whittier. ICO. Word-Study: A Review Exercise Fill the blank in each of the following sentences with one of the words contained in the parenthesis after it: I. The runs rapidly. (Deer,' dear}. I02 LANGUAGE LESSONS 2. This tie was not . {Deer, dear.) 3. I offer you this book? {May, can.) 4. This lesson is not hard for me. (To, too, two.) 5. you find time for me to-day? (May, can.) 6. We came school in a sleigh. {To, too, two.) 7. I will you to make bread. (Learn, teach.) 8. men passed us on horse-back. (To, too, two.) 9. I do not arithmetic easily. (Learn, teach.) 10. We are going Chicago for Christmas. (To, too, two.) 11. Mother, I invite Louise go ? {May, can; to, too, two.) 12. Miss Allison drawing in our grade. {Learn, teach.) 13. I saw a little child this morning. (Deer, dear.) 14. I am going New York, and you may go (To, too, two.) 15. Mother says I go if I find time. (May, can.) loi. The Subject of the Sentence Section i I The weather is beautiful. 2. The sun shines. 3. A gentle wind blows. 4. The trees wave. 5. The grass is green. What do you think about when you read the first sentence? The second? The third? The fourth? The fifth? Every sentence is an expression of thought about some person or thing. The part of the sentence that tells what the speaker or thinker is thinking about is called the stTBjECT of the sentence. The subjects of these five sen- LANGUAGE LESSONS 103 tences are The weather, The sun, A gentle wind, The trees, and The grass. DEFINITION. The subject of the sentence names that of which something is thought. Section 2 Compose sentences that shall have for their subjects the following: I. Our last arithmetic lesson. 7. The new athletic field. 2. The next vacation. 8. Two balls. 3- Some small birds. 9- A violent rain-storm. 4- The muddy streets. 10. Two stray cats. S- Our last game. II. Some new pens. 6. A short pencil. 12. An old book. Section 5 Find and read the subject of .each of these sentences : 1. The western hills are covered with woods. 2. The southern hills are covered with farms. 3. My new book is very interesting. 4. The books in the school library have been used a great deal. 5. The new house on the corner was burned last night. 6. The old house on Washington Street was moved last week. 7. My brother Tom is coming home to-day. 8. The fire in the tenth ward was soon put out. 9. The forest fires have been serious this year. 10. The boys in our room have a baseball team. 11. The girls in the next room have a sewing club. 12. My eldest brother is in Europe. 13. The weather is very cold. 14. All the birds have flown south. 15. The snow will soon come. 104 LANGUAGE LESSONS 1 6. The Indian Summer has passed. 17. Skating is my favorite exercise in winter. 18. An old horse fell on the slippery street. 19. Miss Alcott's Little Women is an interesting story. 20. Lewis Carroll's Alice in Wonderland is very amusing. 102. October's Bright Blue Weather: Conversation 1. O suns and skies and clouds of June, And flowers of June together, Ye cannot rival for one hour October's bright blue weather, 2. When loud the bumble-bee makes haste, Belated, thriftless vagrant. And golden-rod is dying fast, And lanes with grapes are fragrant; 3. -When gentians roll their fringes, tight To save them for the morning, And chestnuts fall from satin burrs Without a sound of warning; 4. When on the ground red apples lie In piles like jewels shining. And redder still on old stone walls Are leaves of woodbine twining; 5. When all the lovely wayside things Their white-winged seeds are sowing. And in the fields, still green and fair. Late aftermaths are growing; 6. When springs run low, and on the brooks, In idle golden freighting. Bright leaves sink noiseless in the hush Of woods, for winter waiting; LANGUAGE LESSONS 105 7. When comrades seek sweet country haunts, By twos and twos together, And count like misers hour by hour, October's bright blue weather. 8. O suns and skies and flowers of June, Count all your boasts together, Love loveth best of all the year October's bright blue weather. Helen Hunt Jackson. Copyright, 1892, by Roberts Brothers. What is the favorite month of this poetess? With what other month does she compare it? What October flowers does she mention? What fruits? What nuts? What bright vine? What pleasant sound? Why is the bumble-bee called a vagrant ? Why belated ? Why thriftless ? (The bumble-bee does not lay by a winter supply.) What "lovely wayside things" sow their "white-winged seeds" in October? Are the brooks full of water? What are floating on them? Do people enjoy walking in the country in the fine autumn weather? In the fall is the country full of color? Make a list of all the words that tell color in this picture of October. Close your eyes, and imagine yourself taking an Oc- tober walk. Try to see clearly the picture of an autumn landscape. Can you tell what is in it as plainly as if it were a picture on the wall? Describe it to your class- mates. 103. The Subject of the Sentence: A Review Exercise Supply subjects for these sentences: 1. bloom in our garden in the summer. 2. blows very hard to-day. io6 LANGUAGE LESSONS • fly south in winter, is one of the best books I ever read. was burned last year. ■ lost her pen yesterday. - grow on trees. • can see a hiU from my window. ■ has found his books. - made nests in our trees last summer. ■ eat hay. - gather honey for winter use. - store nuts in trees. - sent us some books yesterday. - likes to read. - are fond of playing ball. - study faithfully, -attend school regularly. - pleased my mother. - joined our club last week. 3 4 5 6 7 8 9 lO II 12 13 14 IS 16 17 18 19, 20. 104. Playing Lion: Written Composition "Look here," said Edward, "let's play at lions, anyhow, and I'll run on to that corner and be a lion, — I'll be two lions, one on each side of the road, — and you'll come along, and you won't know whether I am chained or not, and that'll be the fun!" "No, thank you," said Charlotte, firmly, "you'll be chained up till I'm quite close to you, and then you'll be loose, and you'll tear me in pieces, and make my frock aU dirty, and p'raps you'U hurt me as well. / know your lions!" "No, I won't; I swear I won't," protested Edward. "I'll be quite a new lion this time, — something you can't even im- agine," and he raced off to his post. Charlotte hesitated; then she went timidly on. . . . The lion's wrath waxed terrible at her approach; his roaring filled the startled air. — Adapted from Kenneth Grahame: The Golden Age. By arrangement with the publishers, The John Lane Company, New York. LANGUAGE LESSONS 107 Finish this story, telling how Edward played lion. He was too honorable to do anything he had promised not to do; but, to judge from the lion's terrific roaring, he must have had a very exciting play. 105. The Subject of the Sentence: A Review Exercise Write sentences with the following subjefcts: I. John. 2. My small dog. 3- A robin. 4- The electric light. S- Birds. 6. Bees. 7- A new house. 8. The girls of our class. 9- The boys of our grade. 10. These cold winter days. II. Pleasant weather. 12. The pictures in our school-room. 13- The boys on our street. 14. One of my friends. IS- Our old books. 16. The ground in winter. 17- My new sled. 18. Our horse. ig. Chestnuts. 20. The ice on the pond. 106. The Man in the Moon: Written Reproduction Study the following story carefully. Then close your book and write it in your own words. More than a thousand years ago,, on a Sunday morning in early fall, an old German woodman told his good wife Cretchen that he was going after fagots. She begged him io8 LANGUAGE LESSONS not to go, for it was Sunday, and they did not need the wood. But the old man only laughed at her and started for the forest with his ax and his dog. He cut his bundle of fagots, piled them together, tied them with a stout band, and, throwing them over his shoulder, started homeward. Then he noticed how afraid of him were the wild creatures that had never stirred before when he was in the woods. The birds fluttered away with a whirring noise. An old mother hare made wonderful leaps to get herself and her family out of his sight. Even a wild bear ran from him instead of attacking him. Soon he met a handsome man dressed finely for church. The man stopped him. "Don't you know this is Sunday on earth, and that all must rest this day from labor? " The old man laughed. "Sun-day on earth or Moon-day in heaven, it's just the same to me." "Then carry your bundle forever," said the stranger. " Since you do not care for Sunday on earth, you shall have a long Moon-day in heaven." The old man felt himself swiftly rising in the air, and quick as a thought he was landed in the Moon, where his wife saw him as she stood in the doorway watching for his return. There he still stands, bearing his bundle of fagots; and, having only Moon-days, he breaks no more Sundays. — ^Adapted from Mary Catherine Judd: Classic Myths. Used by permission of Rand. McNally, and Company. 107. The Predicate of the Sentence Section i 1. The weather is beautiful. 2. The sun shines. 3. A gentle wind blows. 4. The trees wave. 5. The grass is green. Name the subject of each sentence. What is thought LANGUAGE LESSONS 109 about the weather; the sun; the gentle wind; the trees; the grass? We have already learned that every sentence must have a subject — a word, or a group of words, that tells what the thought is about. Every sentence must also have a part that tells what is thought of the subject. This part of the sentence is called the predicate. The pred- icates of these four sentences are is beautiful, shines, blows, wave, is green. DEFINITION. The predicate of the sentence is the part that tells something about the subject. Find the predicates of the sentences in Lesson loi, Section 3. Section 2 Supply predicates for these sentences: I. Robin Redbreast . 2. The house across the street 3. The weather . 4. Our ball team . 5. Our class 6. Our school . 7. Mount Washington 8. The Amazon River — 9. The Rocky Mountains - 10. A very good newspaper 11. An interesting story 12. The last book I read — 13. A new book of my father's . 14. Benjamin Franklin . 15. The name "The Father of His Country' 16. Many good books . 17. The people in the street . 18. The pictures on the wall , no LANGUAGE LESSONS 19. A very famous man 20. The wind . 108. Nathan Hale: Written Composition Section i Captain Nathan Hale was an American soldier in the Revolutionary War. He was captured by the British and hanged as a spy. His last words were, "I regret that I have only one life to lose for my country. " The poem printed here tells of his last service to his country, his capture, and his death. Read it carefvdly, and answer the questions printed after it. 1. To drum-beat and heart-beat A soldier marches by: There is color in his cheek. There is courage in his eye : Yet to drum-beat and heart-beat, In a moment he must die. 2. By starlight and moonlight He seeks the Briton's camp; He hears the rustUng flag. And the armed sentry's tramp; And the starlight and moonlight His silent wanderings lamp. 3. With slow tread and still tread. He scans the tented line; And he counts the battery guns. By the gaunt and shadowy pine; And his slow tread and still tread Gives no warning sign. 4. A sharp clang, a steel clang. And terror in the sound! LANGUAGE LESSONS iii For the sentry, falcon-eyed, In the camp a spy hath found! With a sharp clang, a steel clang, The patriot is bound. S- With calm brow, steady brow. He listens to his doom; In his look there is no fear. Nor a shadow-trace of gloom; But with calm brow and steady brow He robes him for the tomb. 6. In the long night, the still night, He k\ieels upon the sod; And the brutal guards withhold E'en the solemn word of God! . In the long night, the still night, He walks where Christ hath trod. 7. 'Neath the blue morn, the sunny morn. He dies upon the tree; And he mourns that he can lose But one life for Liberty; And in the blue morn, the sunny morn. His spirit wings are free. 8. From Fame-leaf and Angel-leaf, From monument and urn, The sad of Earth, the glad of Heaven, His tragic fate shall learn; - And on Fame-leaf and Angel-leaf The name of Hale shall burn ! Francis M. Finch. 1. To what is the soldier marching? Who are with him? Is he afraid? 2, 3. These stanzas tell what Hale was doing when he was captured. Explain in your own words what it was. 112 LANGUAGE LESSONS 4. What does this stanza tell about? 5-7. How did Hale behave during his trial? How long was he kept before execution? Did his captors per- mit him to have a Bible to read? How did he spend the night? Can you see why any man who is preparing for death may be said to walk in the footsteps of Christ? Explain the last Hne of the seventh stanza. 8. Explain the meaning -of the last stanza. A great Roman poet, Horace, once wrote the line: " Sweet and beautiful it is to die for one's country." Do you think this poem illustrates that saying? Section 2 Find out all you can of Captain Hale from your his- tory and from the encyclopedia. Then write an account of his death. Tell about: 1. How Washington sent him to find out the strength of the British camp on Long Island. 2. How he accomplished his mission. 3. His capture and trial before Sir William Howe. 4. His execution. 5. His character as a patriot. 109. The Predicate of the Sentence: A Review Exercise Write sentences containing the following predicates: is the longest river in the United States. is the largest river in the world. is the largest city in my state. is the largest city in the United States. . is the largest state in the United States. was given me by my aunt. found a new book on her desk yesterday. 7 lost his hat in the wind. LANGUAGE LESSONS 113 9. is called "The Father of his Country." 10. • is my favorite poem. 11. is my favorite writer. 12. came into our garden last summer. 13. is the author of Little Women. 14. is the chief product of my state. 15. belongs to the British Empire. no. A Night with a Wolj?: Oral Composition 1. Little one, come to my knee; Hark! how the rain is pouring Over the roof, in the pitch-black night. And the wind in the woods a- roaring! 2. Hush, my darling, and listen, Then pay for the story with kisses: Father was lost in the pitch-black night, In just such a storm as this is, — 3. High up on the lonely mountains. Where the wild men watched and waited, — Wolves in the forest, and bears in the bush, And I on my path belated. 4. The rain and the night together Came down, and the wind came after. Bending the props of the pine-tree roof, And snapping many a rafter. 5. I crept along in the darkness. Stunned, and bruised, and blinded — Crept to a fir with thick-set boughs, And a sheltering rock behind it. 6. There, from the blowing and raining. Crouching, I sought to hide me; Something rustled, two green eyes shone, And a wolf lay down beside me. 114 LANGUAGE LESSONS 7. Little one, be not frightened; I and the wolf together, Side by side, through the long, long night, Hid from the awful weather. 8. His wet fur pressed against me; Each of us warmed the other; Each of us felt, in the stormy dark. That beast and man were brother. 9. And when the falUng forest No longer crashed in warning, Each of us went from our hiding-place Forth in the wild, wet morning. 10. Darling, kiss me in payment; Hark! how the wind is roaring! Father's house is a better place When the stormy rain is pouring. Bayard Taylok. Who tells this story? To whom? On what kind of night does he tell it? How is he to be paid for the story? Tell the story in your own words. Begin by teUing where the adventure happened and on what kind of night. III. Written Composition Write a paragraph on one of the following subjects, or on one chosen by yourself: 1. What Jack Found in His Stocking Christmas Morning. 2. What Margaret Found in Her Stocking Christmas Morn- ing. 3. A Pleasant Dream. 4. What Becomes of the Birds in Winter. 5. How I Earned My First Quarter. LANGUAGE LESSONS 115 112. A Winter Evening: A Picture in Words The moon above the eastern wood Shone at its full; the hill-range stood Transfigured in the silver flood, Its blown snows flashing cold and keen, Dead white, save where some sharp ravine Took shadow, or the sombre green Of hemlocks turned to pitchy black Against the whiteness at their back. For such a world and such a night Most fitting that unwarming fight. Which only seemed where'er it fell To make the coldness visible. Whittier: Snow-Bound. These lines tell you how a landscape looked under the winter moonlight. Study the description carefully. What objects are in the landscape? What colors? Do you think the snow was dull white or sparkling? Why? Describe the sky. Sketch this landscape with your crayons. The poem tells you where to put the woods (i), and your drawing teacher will advise you about the position of the hills (2), and of the scattered trees ,(6-8). Include the sky in your picture. 113. Between and Among Many persons in their speech confuse the words behveen and among. 1. You may choose between this apple and that. 2. I chose the reddest apple among them all. How many apples are placed before one when he is asked to choose between them? How many when he is permitted to choose from among them? ii6 LANGUAGE LESSONS Learn the following rule: RULE. We use betwreen in speaking of two objects, among in spealdng of three or more. Fill the blanks in the. following sentences with between and among; explain the reason for your choice: 3. John stood me and my brother. 4. He looked very tall as he stood the boys. S. The table stands the windows. 5 Si U 1 1'^il g ^ ^^s4l 1 1 1 , ^^^KJli^^Hi i ^^ ~u — ^ ■ ' II^^T^yi lili ^ (f^'^ ^ -T/n livjimi ^= W I -T^l^varifel !] ' - ^^^m^K^-- u '/^ E ^^aS ^^ qmi lj_-:2^ ^5* -^■f ^'^ ^ ^^fe f^?i-&wiS>«*^ — ■^■^^^ ffbicc c»«e.=.y. CHRISTMAS MORNING 6. The ball struck him the eyes. 7. This is the most expensive one the chairs. 8. The road runs the two houses. LANGUAGE LESSONS 117 9. The street winds about the houses. 10. We'll choose them, as they lie asleep. 114. Christmas Stories: Composition Section i ■Tell a story about the children in the picture on page 116. Give them names. Explain what they have been looking forward to and preparing for during sev- eral weeks. Do not neglect to name any of the objects you see in the picture, and to tell to which child each belongs. Section 2 What has this boy under his arm? What does he do to earn his Uving? What has he in his hand? Explain the title of the picture. A SLIM CHRISTMAS Tell a story about the life of the boy who looks forward to A Slim Christmas. ii8 LANGUAGE LESSONS Section j Write, or prepare to tell, a story of how the children in the picture called Christmas Morning made a Merry Christmas for the boy who expected A Slim Christmas. 115. Subject and Predicate: A Review Exercise Copy these sentences and divide each by placing two vertical hnes between the subject and the predicate: 1. Our reader contains many interesting selections. 2. The sunset last night was beautiful. 3. The clouds were crimson. 4. The sky to-day is blue. 5. Our garden is full of roses. 6. We bought a new picture yesterday. 7. The picture represents a French landscape. 8. The landscape contains many fine trees. 9. A French artist painted the landscape. 10. The trees have a beautiful soft green color. 11. The French people are very artistic. 12. They have built many fine palaces. 13. My oldest brother has been traveling in France. 14. The Philippine Islands belong to the United States. 15. We obtained them in the Spanish War. 16. The Islands produce sugar. 17. The inhabitants do not speak EngKsh. 18. American teachers are sent there. 19. The natives learn EngUsh from the American teachers. 20. The PhiHppine Islands are in the Pacific Ocean. 116. Two Swiss Heroes: Oral Composition There is no country in the world that has fought more bravely for its liberties than Switzerland. For many years she was surrounded by kingdoms and empires that coveted her lovely valleys and grassy meadows. In LANGUAGE LESSONS 119 one of her struggles for independence, Arnold von Wink- elried performed a brave deed that his countrymen have never forgotten. The Austrian soldiers were riding down the road near the little town of Sempach when they came suddenly upon a small Swiss army. The location was not a good one for fighting on horseback; so the Austrians dismounted, and formed a batde-line, with their long spears held out before them. As they bore down upon the Swiss, who had only short weapons and could not reach the enemy, the victory for Austria seemed certain. But suddenly a man stepped out of the Swiss ranks. Shouting to his friends, "I will cut a road for you! Take care of my wife and children," he caught as many of the Austrian spears as he could in his arms, and bore them to the ground with their points in his body. Into the opening thus made rushed the Swiss; and in a close fight, where they could use their short weapons, they conquered the Austrians. But they never could have reached the enemy through the hedge of long spears had it not been for the cour- age and self-sacrifice of Arnold von Winkelried. Another famous Swiss hero was William Tell. Find the story of his conflict with the Austrian tyrant Gessler, and tell it to your classmates. 117. Writing Quotations: A Review Exercise Study the following story until you can write from dictation the sentences that contain quotations: The Frog that Wished to be as Big as an Ox An ox, grazing in a meadow, chanced to set his foot on a young frog and crushed him to death. The frog's brothers and sisters, who were playing near, ran to tell their mother what had happened, "The monster that did it, mother, was such a big one!" said they. I20 LANGUAGE LESSONS The mother, who was a vain old thing, thought she could easily make herself as large. "Was it as big as this?" she asked, blowing and puffing herself out. "Oh, much bigger than that," rephed the young frogs. "As this, then?" she cried, puffing and blowing again with all her might. "Nay, mother; if you were to try till you burst yourself, you would never be so big," said they. The sUly old frog tried to puff herself out stiU more, but in the effort she burst herself and died. Self-conceit may lead to self-destruction. ^SOP. ii8. Broken Quotations Section i The Wolf and the Lamb I A wolf met a lamb wandering about, and resolved to find an excuse to eat him up. 3 The wolf said, " Sir, last year you insulted me." 4 "Indeed," bleated the lamb, "I was not then born." 5 Then said the wolf, "You feed in my pasture." 6 "No, good sir," replied the lamb, "I have not yet tasted grass." 8 Again said the wolf, "You drink of rny well." • 9 "No," exclaimed the lamb, "I never yet drank water." 10 Then the wolf seized the lamb and ate him up, saying, "Well, I shall not go without my supper, anyway." iEsop. How many sets of quotation marks do you find in line 4? What words are not inclosed in quotation marks? Repeat the exact words of the lamb. What mark sep- arates indeed from the rest of the sentence? In lines 6 and 7 what are the words of the lamb? How many sets of quotation marks? What words are LANGUAGE LESSONS 121 not inclosed in quotation marks? What punctuation separates replied the lamb from the quotation? In line 9 what words of the lamb are reported? Are they inclosed in quotation marks? What words are sep- arated from the quotation by commas? Section 2 Copy carefully the selection in Section i, and prepare to write from dictation hnes 3, 4, 6, 7, and 9. 119. The Golden Fleece: Oral Composition If you have read Miss Alcott's Little Women you will remember how Meg and Jo and their friends amused themselves at a picnic by telUng a story "turn about." Study the story of The Golden Fleece so that you can tell it that way in the class. Let the rule of the game be that one pupil shall not speak less than two minutes unless he makes a mistake, when the member of the class who first raises his hand to point out the mistake may name the one who shall continue the story. If the story-teller finishes his two minutes without an error, he shall name the one who shall recite after him. The teacher is to be the time-keeper. Once upon a time, when the people of Greece believed in heathen gods and oracles, there came to them a year in which there was no harvest. They sent their messengers to the oracle at Delphi (Del'-fi) to ask how they had offended the gods of grain and vegetation, and the oracle told them they must sacrifice Phrixus and Helle (Hell'-e), the children of King Ath'-a-mas. Accordingly the two children were laid upon the altar. Just before the fatal blow was tb be struck, a pity- ing god sent a ram with a golden fleece to bear them to a place of safety. Helle fell from the back of the ram into the sea, and was drowned; and that sea was called ever after the 122 LANGUAGE LESSONS Hellespont (Hel'-les-pont). Phrixus came safely to the land of Colchas (Col'-kas). There he sacrificed the ram to the kind god, and lived the remainder of his life. The ram's golden fleece he left behind him to Pastes (E-e'-tez), the king of Colchas. A certain King Pelias (Pe'-li-as) wished very much to ob- tain this fleece. He asked Jason, a great hero of his land, to imdertake the quest. Jason consented, and gathered together many brave, strong men to go with him, for the expedition was most dangerous. They prepared a fine ship called the Argo and they called themselves the Argonauts (Ar'-gOr nauts), or "sailors on the Argo." Then, having prayed and sacrificed to Apollo and said farewell to their friends, they set forth. The joiumey was long and full of wonders and perils, and some of the heroes perished on the way; for the earth was then filled with giants and monsters and strange beasts, and every nation regarded strangers as dangerous enemies. At last the Argo and those of the Argonauts who had survived the perils by sea and by land reached Colchas. King jEaetes, however, who was the child of the Sun and strong as the god of war, had no mind to give up his Golden Fleece. He had hung it on a tree, and set a terrible, sleep- less dragon to watch it. But he promised the predous gift to Jason on condition that Jason should yoke for him two brazen-hoofed, 'fire-breathing oxen that ranged the plain of Colchas. This Jason knew he could never do. Now, King JEietes had a daughter, Medea (Me-de'-a), who was an enchantress. Just before the arrival of the strangers, she had been pierced in the heart by the arrow of Cupid, and as soon as she saw Jason she loved him. After a great struggle with her conscience, she determined to help the strangers against her own father. She carried to Jason a magic ointment,which would save the life of any man who should anoint himself with it, and make him as strong as a god. By the help of this ointment Jason was able to ac- complish all the hard tasks King JExtes set for him to do. LANGUAGE LESSONS 123 Still King ^aetes refused to give up the Golden Fleece, and consulted with his wise men to find some way of destroy- ing Jason. Then Medea, with her enchantments, put to sleep all the court of King JEietes, and even the sleepless dragon was subject to her charms. When Jason beheld the eyes of the monster close, he snatched the Golden Fleece from the tree, and hastened to his ship. Medea went with him, for she dared not remain behind, and Jason had promised to marry her as soon as they reached his own country. At dawn of day the Argonauts began rowing with all their might, steering their ship for Greece and home. 120. Subject AND Predicate: A Review Exercise Prepare to read in class the subjects and predicates of these sentences: 1. A dog crossed a bridge. 2. The dog carried a piece of meat. 3. He saw his shadow in the water. 4. The dog in the water had a larger piece of meat. 5. The first dog dropped his meat. 6. He jumped at the other dog. 7. It was only a shadow. 8. The dog lost his meat. 9. I like beefsteak. 10. John Jones sells meat. 11. My cousin skates very well. 12. He can do many tricks on skates. 13. We go to school every day. 14. We do not have school on Saturday and Sunday. 15. Thanksgiving Day is a holiday. 121. A Golden Deed: Oral Composition An English lady. Miss Charlotte Yonge, has written A Book of Golden Deeds, in which she relates many stories of generous self-sacrifice and unselfish devotion to duty. 124 LANGUAGE LESSONS If the book is in your school library, ask your teacher or the Kbrarian to let you find in it a story to tell your class- mates. If you cannot get the book written by Miss Yonge, tell one of the stories mentioned below in such a way as to show that it relates a "golden deed." 1. The story of Alcestis, from the old Greek legends; you will find it related in any book on classical mj^thology. 2. The story of Sir Philip Sidney, dying on the battlefield of Zutphen. 3. Sidney Carton's self-sacrifice, as told in Dickens's Tale of Two Cities. 4. Some story you have heard or read. You might find in the newspaper some story of such "self-devotion" as that of Sidney Carton. 122. Quotations Written: A Review Exercise Section i One day Alice took down the telephone receiver to speak to her friend Marion. This is the conversation which Alice's mother heard as she sat sewing in the next room. "Marion, can you go to town with me this afternoon?" "I'U wait while you ask her." "That's good. How soon can you start?" "I'm afraid that will bring us home rather late. Can you be ready half an hour earlier?" "Very well, I'll come right over." "My blue one, I think." " It always looks pretty. Good-by." Write the conversation* that Marion's mother heard at her end of the line. LANCxUAGE LESSONS 125 Section 2 Let each girl in the class write one end of a telephone conversation between two boys; anil let each boy fur- nish the other end of one of the conversations. 123. Thoughtless Tom on the Fourth or July: Composition The pictures on page 126 tell a story in fo^ur acts. Tell the story you find in them. Do not neglect to tell where and when the story happened. Make clear the re- lation between the first and second scenes of each act, and pass from one act to the next with some such ex- pression as, "Tom went a httle further down the street, and then ." 124. The Hyphen in Compound Words Certain words in our language made by the union of two or more words are called compound words; as to-night, to-day, forty-lwo, sixty-five, thirty-four, thirty-third, sister- in-law. Look carefully at the above compound words, and then learn the following rule: RULE. The parts of a compound word are joined by a hyphen. Learn to write the following sentences from dicta- tion: 1. Will you start to-day? 2. I shall arrive to-night. 3. Then we can visit the park to-morrow. 4. My brother-in-law will come with me. 5. His father-in-law is expecting him. 6. We must stop on Twenty-fifth Street. 7. Is this the twenty-first? 8. To-morrow will be the twenty-second. 126 LANGUAGE LESSONS THOUGHTLESS TOM ON THE FOURTH OF JULY LANGUAGE LESSONS 127 9. Good-bye till the thirty-first. 10. There is a man-of-war in the harbor. 125. A Picture in a Poem: Conversation Have you ever, on a winter's evening, seen the inside of a room reflected in the window so that it looked as if the same scene were really outside? Put up your curtain after supper to-night, and see if you do not find such a picture of your sitting-room. You studied, a Uttle while ago, the picture of a winter landscape (Lesson 112). The same poet tells how his kitchen fire was reflected in the window that night, and what the children imagined about it. Read his descrip- tion. While radiant with a mimic flame Outside the sparkling drift became, And through the bare-boughed lilac-tree Our own warm hearth seemed blazing free. The crane and pendent trammels showed, The Turks' heads on the andirons glowed; While childish fancy, prompt to tell The meaning of the miracle, Whispered the old rhyme: Under the tree, When fire outdoors hums merrily, There the witches are making tea. Whittier: Snow-Bound. As you read in Lesson 112, this is a moonlight night after a great snow-storm. What is the general back- ground of the picture framed in the window? Why is the snow "sparkhng"? What out-of-doors object is in the middle of this picture, as a dark background for the bright reflection of the fire? Describe the fireplace as the children saw it in the reflection. What did they fancy was going on around this "mimic flame"? 128 LANGUAGE LESSONS Sketch and color the picture the children saw out of doors. Put in only the objects Whittier mentions, and put in all of them. 126. The Subject and the Predicate: A Review Exercise Read the subjects and the predicates of the following sentences : 1. A fox fell into a deep well. 2. He could not escape. 3. A thirsty goat came to the well. 4. He asked the fox about the water. 5. The fox praised the water highly. 6. The goat thoughtlessly jumped down. 7. The goat quenched his thirst. 8. Both animals were now prisoners. 9. The fox was a shrewd fellow. 10. He jumped upon the goat's back. 11. He then reached the mouth of the well. 12. He left the poor goat in the well. 13. The goat's master finally rescued him. , 14. The goat was fooUsh and hasty. 15. This is the end of my story. 127. A Modern Jason: Conversation Section i As we reached the tool-shed, strange noises arrested our steps; looking in, we perceived Harold, alone, rapt, absorbed, immersed in the special game of the moment. He was squat- ting in an old pig-trough that had been brought in to be tink- ered; and as he rhapsodized, anon he waved a shovel over his head, anon dug it into the ground with the action of those who would urge Canadian canoes. Edward strode in upon him. LANGUAGE LESSONS 129 "What are you playing at now?" he demanded sternly. Harold flushed up, but stuck to his pig-trough like a man. "I'm Jason," he replied, defiantly; "and this is the Argo. The other fellows are here, too, only you can't see them; and we are just going through the Hellespont; so don't you come bothering." And once more he plied the wine-dark sea. Edward kicked the pig-trough contemptuously. "Preftty sort of Argo you've got!" said he. Harold began to get annoyed. "I can't help it;" he replied. "It's the best sort of Argo I can manage, and it's all right if you only pretend enough; but you never could pretend one bit." Edward reflected. "Look here," he said presently; "why shouldn't we get hold of Farmer Larkin's boat, and go right away up the river in a real Argo, and look for Medea, and the Golden Fleece, and everything? And I'll tell you what, I don't mind your being Jason, as you thought of it first." — Kenneth Geahame: The Golden Age. Used by arrangement with the publishers, The John Lane Company, New Yorlt. Explain thoroughly Harold's game. You will not know exactly what he was doing unless you understand the words rapt, rhapsodized, anon, urge, plied. You cannot understand how he and Edward felt unless you under- stand defiantly, and contemptuously. Explain Jason, the Argo, the Hellespont, Medea, the Golden Fleece. Why could not Edward see "the other fellows"? Could you "pretend enough" to enjoy this game with Harold? Section 2 Imagine the excursion of Harold and Edward up the river, and tell your classmates about it. 128. Tbink and Guess 1. I think they are your gloves. 2. I guess riddles easily. I30 LANGUAGE LESSONS What does think mean? What does guess mean? The only place in which to use guess correctly is in sentences like the second one above. We often hear it used instead of think. We shall have to be very care- ful not to use it incorrectly ourselves. Put gtiess and think into the blanks in these sen- tences: 3- I 1 can that conundrum. 4. I I shall go home now. 5. what is in my hand. 6. I it is an apple. 7. Do you you can go? 8. I so. 9. I that lady is Amy's mother. 10. But I it is Marie's mother. 11. And I they are sisters. 12. I can only at the number of blossoms on the bush. 13. I you are older than I am. 14. Do you Uke to riddles? 15. I you are ten years old. Write five sentences containing think and two con- taining guess. 129. The Dapfodils: Conversation Section i I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees. Fluttering and dancing in the breeze. LANGUAGE LESSONS 131 Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. The waves beside them danced; but they Out-did the sparkling waves in glee: A poet could not but be gay. In such a jocund company : I gazed — and gazed — but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood. They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils. William Wordsworth. What was the poet doing when he came upon the bed of daffodils? How many of them were there? Where were they growing? Were they standing there straight and stiff on their stems? How many times in the poem does Wordsworth speak of their "dancing"? What is a "jocund company"? Did you ever see daffodils? What color are they? Can you describe their shape? What was the "wealth" they brought to the poet? Do you think Wordsworth was able to call up in his imag- ination pictures of the beautiful things he had once seen? Does he say anything in this poem to show how he oc- cupied his mind when he was alone and not occupied? 132 LANGUAGE LESSONS Section 2 Memorize the following passages: A thing of beauty is a joy for ever: Its loveliness increases; it will never Pass into nothingness; but still will keep A bower quiet for us, and a sleep Full of sweet dreams, and health, and quiet breathing. John Keats. My mind to me a kingdom is; Such perfect joy therein I find As far exceeds all earthly bUss That God or Nature hath assigned. Sm Edward Dyer. 130. Written Composition Imagine that you were with Wordsworth when he was wandering by the lake, looking at the field of daffodils. Write in a paragraph everything that you can see on this walk. 131. TuiNK AND Guess: A Review Exercise Supply think or guess in the blanks in these sentences: 1. I can what you saw down town. 2. I do not you can. 3. I I had better go home now. 4. how many pets I have. 5. I you have seven. 6. No, I 1 have eight. 7. Do you it will rain Friday? 8. Yesterday John ■ the exact number of beans in that bottle. 9. Yes, I he got a prize. 10. I it is great fim. LANGUAGE LESSONS 133 11. Let me how much your knife cost. 12. I 1 can tell exactly. 132. Combining Sentences Perhaps you can remember that when you began to write you expressed your thoughts in very short sen- tences — many of them containing only four or five words. 1. My knife is new. 2. My knife is sharp. 3. My knife was given me by my father. 4. My knife is in my pocket. As you have grown older and become able to think better, you have naturally arranged your thoughts in longer sentences. Perhaps instead of four sentences you would now write one: 5. My new, sharp knife, which my father gave me, is in my pocket. Too many short sentences make a story sound broken and abrupt. We should not make our sentences too long, but we should make them long enough to express a complete thought, and to sound smooth and pleasant. Read the three following paragraphs aloud. Do you like the sound of them? The sentences between the vertical marks || can be combined to express one com- plete thought. Write the paragraphs with the combi- nations suggested, and then read them aloud again. Do the longer sentences improve the paragraphs? I. The weather is very cold. The weather is very windy. || There is ice in the river. There is snow on the ground. There is frost on the trees. The trees are bare. || This is good weather for skating. This is good weather for 134 LANGUAGE LESSONS sleighing. This is good weather for making snow-forts. |i We will storm the snow-forts with snowballs. 2. Some birds have built nests. These birds are English sparrows. The nests are in our eaves. 1 1 We do not enjoy the sparrows. They make a great deal of noise. || We do not know how to drive them away. They are not frightened when we shout at them. They are not frightened when we throw sticks at their nests. 3. Mabel has a new hat. It is made of straw. The straw is white. It is a wide-brimmed hat. It will shade her eyes. 1 1 It is trimmed with ribbons. There are roses on it, too. || It was given her by her grandmother. Her grandmother is very fond of her. 133. Written Composition Make a good story from the following sketch. Put ■ what the mice said into the form of quotations. The Town Mottse and the Country Mouse A town mouse visited a country cousin, and found the food too simple for his cultivated taste. He persuaded the coun- try cousin to return with him to the dty. In the pantry of the city house they found many dainties. As they began to nibble at them, a dog rushed in, and they were obUged to scamper for the hole. The country mouse went home at once, preferring to eat his simple fare in peace. When you have j&nished your composition, you may r^d the fable of ^sop that tells the same story. 134. In and Into Study the following sentences for the meaning of the words in and into: 1. The books are. in their places. 2. The pencils are in the drawer. LANGUAGE LESSONS 135 3. The flowers are in the vase. 4. Please put the books into the proper place. 5. Put the pencils into the drawer. 6. I will put some flowers into the vase. Which word is used when the object is already placed? Which when the object is passing or is to be -passed into its place? Supply in and into in the following sentences: 7. Please come the house. 8. Your sister is the house. 9. Your umbrella is your left hand. 10. I wilPput it my right hand. 11. Put your pens your desk. 12. Your books are the desk already. 13. Some young birds are those nests. 14. Do not keep that bird '- — your hapd; put it back the nest. 15. There is no water that glass. 16. Please pour some water my glass. 17. Light the gas the hall. 18. Carry some candles that room. 19. Put the books that box. 20. Some books are the other box. 135. Informal Invitations Section i An invitation written in the form of a friendly letter is called an informal invitation. Study the following invitation and the two replies. Do you find in them the five parts you found in the ordi- nary letter? Compare Lesson 24. 136 LANGUAGE LESSONS The Oaks, Paterson, New Jersey, April 19, 191 1. Dear Mary, Can you come and spend next Saturday with me? I expect two cousins from New York and we are going out into the country for our luncheon. I shall be very glad if you can be with us. Affectionately, RxiTH Marvin. Dear Ruth, I shall be very glad to spend next Saturday with you, and to meet your cousins. It was very kind of you to invite me. Yours affectionately, Mary Allen. 529 East Elm Street, Trenton, New Jersey, April 21, 1911. Dear Ruth, I am very sorry that I cannot spend Saturday with you. Mamma had already promised to take me with her to meet her sister in Philadelphia. I am particularly sorry because I should like to meet your cousins. Yours affectionately, Mary Allen. 529 East Ehn St., Trenton, New Jersey, April 21, 1911. Section 2 Write invitations, acceptances, and regrets that would be suitable under the circumstances described below: I. Jack Thompson wishes his friend Fred Williams to spend a week with him in a camp. LANGUAGE LESSONS 137 2. Evelyn Wilkins invites Marion Simmons to tea with three other girls and herself. 3. George Vance asks Judson Williams to go with him on a hunting trip. 4. Mary Lee invites Susan Parker to a little dinner. 5. John Barton asks Floyd Robbins to go with him to an illustrated lecture on Columbus. 6. Irene Wilson wishes Mary Gibson to come to a fudge party at her house on the fourth of April. 136. The Giant: Oral Composition There came a Giant to my door, A Giant fierce and strong; His step wag heavy on the floor, His arms were ten yards long. He scowled and frowned, he shook the ground; I trembled through and through; At length I looked him in the face And cried-, "Who cares for you?" The mighty Giant, as I spoke. Grew pale and thin and small, And through his body, as 'twere smoke, I saw the sunshine fall. His blood-red eyes turned blue as skies; He whispered soft and low. "Is this," I cried, with growing pride, "Is this the mighty foe?" He sank before my earnest face, He vanished quite away. And left no shadow on his place Between me and the day. Such giants come to strike us dumb; But, weak in every part. They melt before the strong man's eyes. And fly the true of heart. Charles Mackay. 138 LANGUAGE LESSONS This poem teaches us a lesson about life. Study it carefully and explain in your own words what it means. 137. Word-Study Study the use of the following words, found in the poem in Lesson 1^6: fierce, strong, mighty, pale, small, vanished. Is there any difference between a. fierce animal and a wild animal? Between a mighty man and a strong man? Between a pale child and a lighP-complexioned child? Put each of the six words mentioned above into a sen- tence of your own. Try to think of other words of the same meaning. Would the other words do as well in your sentences? In the poem? In the following sentences change the italicized words to words of opposite meaning: 1. This is a strong string. 2. My dog is small. 3. That is a jierce ammal. 4. Marie is pale. Can you find two words of the same meaning in one line of the first stanza of the poem in Lesson 136? 138. Word-Study - I a. The flower is bright. b. The child is bright. What does bright mean in the first sentence? In the second? A word may have in one sentence a meaning entirely different from its meaning in another sentence. Perhaps you have noticed that many words in the dictionary have several definitions. The dictionary tries to give all the different meanings that a word ever has. Do you find in the dictionary the two definitions of bright ? Are there LANGUAGE LESSONS 139 more than the two that explain the word in these two sentences? Study the meaning of the italicized words in the fol- lowing sentences: 2a. I am wearing a gay dress. b. I feel very gay this evening. 3a. He has a sunny temper. h. This is a sunny window. 4a. This is a snowy day. h. The old man has snowy hair. 5a. The little girl has golden hair. b. This is a golden opportunity. 60. I felt blue last night. b. Clara has blue eyes. 139. Oral Reproduction Tell your classmates an anecdote or a story you have heard or read. Or you may give them a conundrum, and let them guess the answer. Note. — Excellent anecdotes may be found in every issue of The Youth's Companion, which is in most public libraries. Newspapers and magazines also contain many short anecdotes, some of them humorous or witty. - 140. Abbreviations The following abbreviations are in very common use. Some of them are taken from Latin words, which are given in parenthesis after the English meanings. anon. = anonymous, name not given. do. ^ ditto, the same. e. g. = for example {exempli gratia). i. e. = that is {id est). M. = noon {meridies). N. B. =:= take notice, note well {nota bene). viz. = namely {videlicet). I40 LANGUAGE LESSONS vs. = against (versus) p- = page. pp. = pages. ms. = manuscript. mss. = manuscripts. Which abbreviations are always written with capital letters? Learn the abbreviations. Copy the sentences below, using 'the abbreviations instead of the complete words: 1. The author of the poem was unknown; it was therefore printed with the signature Anonymous. 2. That manuscript has only one page; but the manu- scripts in the other desks have three pages each. 3. Take Notice. Trespassing not allowed. 4. The lawsuit was Miles against Wilson. 5. The train goes at 12 noon. 6. He has four brothers, namely, John, William, Charles, and Albert. 7. Open the book at page 24; seelalso pages 26 and 28. 8. Dr. Brown is a surgeon; that is, he performs operations with a knife. g. A number of boys, for example John, should be vacci- nated. 10. March 9. Sold four books at 25 cents. March 10. Sold five of the same at 35 cents. Note. — ^The double commas ( " ) often used in writing (and some- times in books) for do., ditto, are only another form of do., which has resulted from hastily writing do. many times; just as the sign $ originated in U placed over S (for United States). 141. A Snow Battle: Written Composition The following story tells of a snowball battle between two companies of boys. They had built the snow-fort early in the morning, and the battle took place at the noon recess. LANGUAGE LESSONS 141 After you have read this story carefully, you may write an account of some game played in your school. The snow continued to fall through the forenoon, and when we went out from school at twelve o'clock, a beautiful fort of snowy whiteness stood ready for us, and from a mound in the center floated the battle flag. Our company took their places inside the fort. We could see the enemy gathered around their captain at their camp, some two hundred yards distant, with ammunition sleds loaded with snowballs. At a blast from a tin horn, on rushed the foe! They sepa- rated, and came in two divisions, approaching us from the left and right at the same moment. As they neared us they rushed obliquely toward each other, and, quickly uniting, advanced against our center. In vain we tried to fight them off with snowballs. On they came. We pelted them till they looked like snow men. A rush was made to capture our flag. Several of our boys were pulled out of the fort and taken prisoners. Again and again some of the enemy gained the top of our breastworks. Again and again they were tumbled off amid a shower of snowballs that forced them to retire to recover breath and clear their eyes from snow! Just at this moment the school bell called us. The battle was left undecided. A warm south wind, which sprang up toward evening, leveled our fort to the ground, and the snow war was over for that time. — Adapted from D. C. Beard, in Si. Nicholas. Used by permission of the publishers, Charles Scribner's Sons. 142. The Noun Section i Every person you know has a name. Every city you have visited or read about has a name. Every article you see or use has a name, also. Make a list of the names 142 LANGUAGE LESSONS of tCD persons about whom you have read; another of the names of five dties that you know; another of the names of ten articles that you see in the school-room. Words that name are called nouns. The words that you have written in your lists are nouns. DEFINITION. A Doun is a word that names. Section 2 Find fifteen nouns in the poem in Lesson 136. Section j Make in class a list of five nouns under each of the following heads: 1 . Names of plants. 2. Names of animals. 3. Names of birds. 4. Names of objects in the garden. 5. Names of vegetables. 6. Names of articles of furniture. 143. Informal Invitations Write an invitation that would be suitable in one of the six different cases mentioned below, and a letter either accepting or declining the invitation: 1. Jean Bradley wishes Ella Mason to be her guest for the Easter vacation. 2. Martin Royce asks Peter Tompkins to come over and make toys with his new tools on Saturday. 3. William Lockwood wants Allen Mason to join a walking party Friday afternoon. 4- Mary Rowley asks Pauline Wilkins to come to a party in honor of Flora Allen. 5. James Herkimer wants Paul Welton to join him in a coasting party on Saturday. LANGUAGE LESSONS 143 6. Mildred Fisher asks Alice Hart to stay over night with her. 144. Written Composition Finish this story by telling about the search for the cap and the finding of it in some out-of-the-way place: My chum, Bob Maynard, has a puppy about three months old. He is full of mischief, and annoys the family particularly by hiding everything he can get his teeth on. One day Bob missed his fur cap. 145. Singular and Plural Section i 1. The boy liked the apple. 2. The girl had a new hat. 3. The boys liked the apples. 4. The girls had new hats. Of how many persons do you speak when you say boy ? When you say girl ? Of how many things when you say apple ? When you -say hat ? Of how many persons do you speak when you say hoys? When yowsay girls ? Of how many things when you say apples ? When you say hats ? DEFINITIONS. Nouns that name one person or thing are said to be in the singular niunber. Nouns that name more than one person or thing are said to be in the plural number. Which nouns in the four sentences are in the singular number? Which in the plural number? Section 2 Arrange two columns, one with the word Singular at its head, the other with the word Plural. Under Singular 144 LANGUAGE LESSONS write the following words; under Plural write their plural forms: chair pen mother hand book teacher father finger desk pupil sister arm table question brother eye pencil answer home ear Section j Compare the two columns that you wrote for Section 2 above. How does the plural of each noun differ from the singular in spelling? RULE. Nouns generally add -s to the singular form to spell the plural. Make two columns as in Section 2 above and classify the following nouns as singular or plural: cloak needles dogs horse coats wall cats bay hats curtains street kites bonnets windows roads bicycle button bird post buckets 146. Robert Bkuce and the Spider: Reproduction by Paragraphs Section i Read this story carefully and prepare to tell it by answering the questions that follow it. The questions are put into paragraphs and numbered to correspond to the paragraphs of the story. If at first you don't succeed, try, try again. I. There was once a brave and wise king of Scotland whose name was Robert Bruce. The times in which he Uved were LANGUAGE LESSONS 145 wild and rough. The king of England was at war with him, and had led a great army into Scotland to drive him out of the land. Battle after battle had been fought. Six times had Bruce led his brave little army against his foes; and as many times had his men been put to flight. At length his army was scattered, and he himself was forced to hide in the woods and in lonely places among the mountains. 2. One rainy day Robert Bruce lay on the ground under a rude shed, hstening to the patter of the raindrops on the roof above him. He was tired and sick at heart, and ready to give up all hope. It seemed to him that it was of no use for him to try to do anything more. 3. As he lay thinking, he saw a spider above his head, get- ting ready to weave her web. He watched her as she toiled slowly and with great care. Six times she tried to throw her frail thread from one beam to another, and six times it fell short. 4. "Poor thing," thought Bruce; "you, too, know what it is to fail." 5. But the spider had not lost hope. With still more care she made ready to try the seventh time. As he watched her swing herself out upon the slender line, Bruce almost forgot his own troubles. Would she fail again? No! The thread was carried safely to the beam, and fastened there. 6. "And I, too, will try a seventh time!" said the king. 7. Calling his men together, he told them of his plans, and sent them with messages of hope and cheer to his disheartened people. Soon another army of brave Scotchmen had gathered around him. After another battle, the king of England was glad enough to get back to his own country. 8. It is said that from that day on, no one by the name of Bruce would ever hurt a spider. 1 . Who was Robert Bruce? With what country was he at war? Had he been victorious? 2. What was King Robert doing one rainy day? How did he feel? 146 LANGUAGE LESSONS 3. What did King Robert presently see? How was the spider's fortune like his own? 4. How did King Robert feel toward the spider? 5. What good example did the spider set the king? Did she finally succeed? 6. What effect did her success have on King Robert? 7. How did King Robert follow the spider's example? Did he have equal success? 8. What story is told of Robert Bnice's descendants? Section 2 Write two paragraphs of the Bruce story from memory. Be sure to show that your paragraphs correspond to those of the printed story and of the questions. You can do this by setting in, or indenting, the first line of the paragraph, as is done in the printed story. 147. Plurais Made with -es box — ^boxes church — churches branch — ^branches class — classes brush — ^brushes glass — ^glasses ^ What letters are added to the singular to spell the plural of these nouns? AVhat letter is added to most singulars to make their plural? (See Lesson 145.) If you try to pronounce 5 immediately after box, branch, etc., without any e sound, you will see that the e is used before -s in the plurals of these nouns because it is necessary in pronouncing them; 5 alone will not com- bine with the last soxmd of the singular. Spell the plurals of the following words, and pronounce them carefully: match, watch, kiss, witness, fish, dish, fox, dress, wish, tax, grass, peach, bush, ditch, gas, hedge, breeze, rose, house, horse, hinge. LANGUAGE LESSONS 147 RULE. Nouns ending in a hissing or buzzing sound, spelled by -s, -z, -X, -ah, -ch, -dge, make the plural by adding -es to the singular. Note. — If the singular is spelled with a final e, the -e is not sounded. Example, house. 148. Abbreviations: A Review Exercise Read these sentences substituting the complete expres- sions for the abbreviations: 1. The story is signed Anon, because the author is un- known. 2. The train left at 12 m. 3. In my book p. 10 is torn and pp. 15 to 18 are gone. 4. We saw some beautiful old mss. at the museum. 5. One ms. had amusing pictures in it. 6. N. B. Keep close to the guide. 7. The case of Martin vs. Hastings was tried in court Saturday. 8. I read three papers, viz.. The Times, The Sun, and The Standard. 9. The Sun is a semi-weekly, i. e., it comes twice a week. 10. I saw some good books, e. g., Robinson Crusoe. 11. I sold three papers for seven cents each. I sold four do. at ten do. do. 149. The Wind in a Frolic: Oral Composition The wind one morning sprang up from sleep. Saying, " Now for a frolic ! Now for a leap ! Now for a madcap, galloping chase! I'll make a commotion in.evei:y place!" So it swept with a bustle right through a great town, Cracking the signs, and scattering down Shutters, and whisking, with merciless squalls. Old women's bonnets and gingerbread stalls. There never was heard a much lustier shout, 148 LANGUAGE LESSONS As the apples and oranges tumbled about; And the urchins that stand with their thievish eyes Forever on watch ran off each with a prize. Then away to the fields it went blustering and humming, And the cattle all wondered what ever was coming. It plucked by their tails the grave matronly cows, And tossed the colts' manes all about their brows, Till offended at such a familiar salute. They all turned their backs and stood sulky and mute. So on it went capering and playing its pranks; Whistling with reeds on the broad river-banks; P uffin g the birds as they sat on the spray, Or the traveler grave on the king's highway. It was not too nice to hustle the bags Of the beggar and flutter his dirty rags. 'Twas so bold that it feared not to play its joke With the doctor's wig and the gentleman's cloak. Through the forest it roared, and cried gayly, '' Now, You sturdy old oaks, I'll make you bow!" And it made them bow without more ado, Or it cracked their branches through and through. Then it rushed like a monster on cottage and farm. Striking their dwellers with sudden alarm ; And they ran out like bees in a midsummer swarm. There were dames with their kerchiefs tied over their caps, To see if their poultry were free from mishaps; The turkeys they gobbled, the geese screamed aloud. And the hens crept to roost in a terrified crowd; There was rearing of ladders, and logs laying on, Where the thatch from the roof threatened soon to be gone. But the wind had swept on, and had met in a lane With a schoolboy, who panted and struggled in vain. For it tossed him, and twirled him, then passed, and he stood With his hat in a pool and his shoe in the mud. WnxiAM HOWITT. LANGUAGE LESSONS 149 Read this poem carefully and make lists of the peo- ple and the things that the wind disturbed. 1. InthetoVn. 2. In the fields. 3. On the roads. 4. In the woods. S- At the farms. 6. In the lane. What did it« do to each one? What month do you think it was? Have you ever seen the pranks of a frolicsome wind? What did it do? 150. Variety in Wording Think of, or find in the dictionary some words of the same meaning as those in the following list, taken from the poem in Lesson 149. Would your words do as well in the poem as the words the poet has chosen? Put five of your words into sentences. sprang frolic leap commotion shutters tumbled urchin brows mute bold joke gaily sturdy alarm dames mishaps terrified rearing highway cottage 151. The Plural of Nouns Ending in -y Section i What do we mean when we say that a noun is in the singular number (Lesson 145)? That a noun is in the plural number? How do many nouns form their plurals? valley — valleys ^ joy— joys essay — essays 150 LANGUAGE LESSONS With what letter does the singular of each of these words end? What kind of letter (vowel or consonant) comes immediately before the -yl What letter is put after the -y to make the pliural? lady — ladies pony — ^ponies baby — ^babies With what letter does the singular of each of these words end? What kind of letter (vowel or consonant) comes immediately before -y ? What letters are used in- stead of -y in the plural? What letter ends the plural form? Perhaps it seems to you strange that some words ending in -y should change y to ie when they are made plural, and some should not. The rule for changing or not changing is found in the answer to the second ques- tion in the groups of questions that foUow the examples. Can you state the rule? After you have thought it out carefuUy, learn this rule: RULE. When the singular noun ends in -jn and the letter before -y is a vowel (a, e, i, o, u)t the -y generally remains in the spelling of the plural. When the letter before -y is a consonant, the plural is usually spelled with ie instead of y. Section 2 Applying the rule in Section i , spell the plural of the following words: key boy berry beauty body copy day delay fairy toy journey monkey lily puppy penny ruby bay fly daisy chimney city story money turkey LANGUAGE LESSONS 151 152. The Plural or Nouns Ending in -f Section i calf — calves half — halves elf — elves wolf — wolves leaf — leaves sheaf — sheaves loaf — loaves knife — knives shelf — shelves life — lives thief — thieves wife — wives With what letter do all the singulars of this list but the last three end? What is their last sound? With what letter do all the plurals end? What two letters stand before -5 in the plural instead of -J? Pronounce the words, taking care to sound v, not /, 'in the plural. Prepare to spell them from dictation. Section 2 chief — chiefs puff — puffs cliff — cliffs gulf — gulfs hoof — hoofs proof — proofs roof — roofs cuff — cuffs scarf — scarfs skiff — skiffs With what letter does the singular of each of these words end? The plural? How do these plurals differ in spelling and pronunciation from those in the list in Section i above? Pronounce these carefully, sounding / clearly before -s. Prepare to spell them from dictation. 153. Narcissus: Oral Composition In the early spring, we all enjoy the graceful posture and the pure color of the narcissus. The Greeks told about this flower a story which explains its position on its stem: 152 LANGUAGE LESSONS Echo was a beautiful mountain njrmph, and a favorite of the goddess Diana, with whom she often hunted. But she wearied others with her constant chatter, for she was a great talker, and Juno deprived her of her voice, except for making replies. Narcissus was a handsome youth with whom Echo fell in love. She foimd it im- possible to express her regard for him in any way except by repeating the last words of his remarks to her. When he called across the hiUs to her, "Come and join me," she has- tened toward him with outstretched hands, answering, "Join me!" Then Narcissus, who was rather fickle, started back, crying, "Hands ofiF! I would rather die than thou shouldst have me! " "Have me! " repeated she ; but in vain. Narcissus turned from her, and she fled to the caves and cliffs to mourn for him. She mourned_ and pined away till nothing was left of her but her voice, which still wanders among the hiUs. Narcissus was unkind to other nymphs besides Echo. One of them prayed the gods that he might be punished by loving one who would slight him. The gods punished him in the fol- . lowing manner. Stooping over the surface of a quiet pool, he fell in love with his own image in the water. He talked to it, and begged it to come out to him, thinking it the face of some lovely water-nymph. The image never stirred, and he languished and pined until he died. The body was then changed into a beautiful flower, which droops upon its stem because Narcissus, at the moment of his death, was bend- ing over the pool to gaze at his image in the water. How is the blossom of the narcissus placed upon its stem? Why has it that position? Have you ever heard the voice of Echo? Where? Can you give the true expla- nation for the echo of a sound? LANGUAGE LESSONS Tell the myth of Narcissus. .153 154. PLXmALE 1: A Review Exercise le plural of each of these : nouns : puff hfe watch chief berry shelf proof penny hoof valley match daisy thief chimney box wolf cliff monkey roof copy half fairy load turkey knife story cuff city journey lily 155. An Informal Invitation Write an informal invitation to one of your classmates for a birthday party you are going to give. Write a reply to the invitation your classmate gives you. 156. Un- as the First Syllable of a Word Section i 1. Esther is happy to-day. She was unhappy yesterda,y. 2. That boy is kind to his dog, but he is unkind to the cat. 3. I am able to work this problem, but I am unable to work the harder ones. Study carefully the words printed in italics. How does the syllable un- put before the words change their meaning? Read these sentences changing the meaning by making un- the first syllable of the italicized words. 4. Your, lines are very even, Mary. 5. I am certem about that. 6. I was acquainted with that book. 154 LANGUAGE LESSONS 7. This is a comfortable chair. 8. The game was played /sMy. 9. The report -was, favorable to us. ID This is a /rwiZ/M/ tree. Section 2 Read the following sentences making un- the first syllable of the italicized words, but keeping the meaning unchanged by putting not into the sentence: 1. Your hat is becoming. 2. This flower is common. 3. yhese students are /ajVA/W. 4. This book is interesting. 5. The story was true, I think. 6. This horse is safe for you to drive. 7. This food is wholesome, I am sure. 8. The man was worthy of a better fate. 157. St. George of Merry England: Oral Composition 1. Long ago the people of a certain Eastern land were greatly tormented by a fearful dragon. It devoured all their flocks and herds, and poisoned the air with its breath. The monster promised to spare the king's dty if the people would give it each day for food two tender children under fifteen years of age. There was great moiurning and weeping, but the lot was drawn daily by the children of the city. Finally the choice fell upon the king's only daughter. The father offered great treasures; but he could not save his child, though he was permitted to keep her eight days. 2. On the eighth day the kind and patient Uttle princess put on her royal robes and started for the dragon's den. The monster was approaching her when she was overtaken by the good soldier, George. She begged him not to put his life in danger ; but he attacked the dragon. After a terrible fight, the soldier overcanie the monster, and, having bound it with the girdle of the princess, led it to the city. Now George was a LANGUAGE LESSONS 155 Christian; and when he had explained that he had subdued the beast through the power of the Cross, the people of the city, who had been heathen, turned Christians too. 3. Later, in another city, the good soldier was put to death with many tortures for his faith. Then the Church called him a saint, and he became the patron saint of England. Study the above story until you can tell it in your own words. Try to tell it in three parts that shall cor- respond to the three paragraphs. Your first part will tell "Why a princess was to be given to a dragon." Your second part will tell "How a good soldier saved the prin- cess." Your third part will tell "Why the soldier is called a saint." 158. Ownership or Possession Section i 1. Jack has a ball. 2. Jack's ball is lost. What does the first sentence tell you? Do you know also from the second that Jack owns a ball? Would 3. Jack ball is lost tell you that Jack owns a ball? What is the difference in spelling between Jack's (2), which tells you that Jack owns something, and Jack (3) , which does not? What sign of ownership, or possession, occurs in all the following sentences? 4. Anne's hat is very becoming. 5. George's coat is torn. 6. That girl's book is new. The name of the owner in each of these sentences ends in an apostrophe and -s (-'s). RULE. The possessive form of a singular noun is made by adding ■'s to its ordinary form. iS6 LANGUAGE LESSONS Section 2 Write sentences containing the possessive forms of the following nouns: father aunt cat mother cousin animal brother bird boy sister dog nephew 159. The Possessive Plural Section i 1. The girls use the south entrance to the school-house. 2. The girls' entrance is very neat. Is girls in the first sentence singular or plural? Girls^ in the second sentence is plural too. It is also possessive. How does the possessive form dififer in spelling from the ordinary plural? Find the possessive plural in each of the following sentences: 3. The boys' coats are in the hall. 4. The window is full of ladies' hats. 5. The hats are covered with birds' wings. RULE. Plural nouns already ending in -s make their possessive forms by adding the apostrophe only. Section 2 Write sentences containing the possessives of these plural nouns: brothers sisters soldiers teachers friends ponies horses cousins sailors flies cows spiders LANGUAGE LESSONS 157 160. Making and Using an Outline Section i I.. The picture on page 158 shows a flat field, with a man and horses working in the far distance. 2. In the foreground is a flock of sheep, crowded close to- gether, feeding,with their faces toward the front of the picture. At the right of the sheep stands a dog, watching them; and in front of them a few flowers are blooming among the grass and stones. 3. In front of the sheep stands the shepherdess, knitting. She wears a hood, and is wrapped in a heavy woolen cape. The cape parts in front to show her hands, busy with their work. Her shepherd's staff rests on the ground and leans against her body under the cape. Her dress is short, and her shoes are coarse and heavy. This description is made up of three paragraphs. The name of the whole description is The Shepherdess Knitting. Each paragraph has also its name, which tells what part of the scene that paragraph describes: 1. The background. 2. The foreground and the animals. 3. The shepherdess. Section 2 After studying carefully the picture and the descrip- tion, copy the names of the paragraphs (the outline of the description), and with them before you, describe the picture in your own words. 158 LANGUAGE LESSONS LANGUAGE LESSONS 159 Section 3 Write a description of the picture by LeroUe (page 160) after the following outline: 1. The background. 2. The foreground and the animals. 3. The shepherdess. 161. Irregular Plurals Section i You have learned that most nouns make their plural forms by adding -s or -es to the singular. Some nouns have peculiar forms. You may find their plural forms by filling the blanks in these sentences: 10. The child has lost his ball. b. Two have lost their balls. 2(1. An ox is feeding in the field. b. Two are feeding in the field. 3a. A man passed the window. h. Two passed the window. 4a. It hurt my foot. b. It hurt my . Sa. Are you afraid of a mouse? b. Are you afraid of ? 6a. See that angry goose! h. See those angry ! 7a. That woman is my sister. b. Those are my sisters. 8a. I have a bad tooth. b. I have two bad . ga. There is a sheep in the pasture. b. There are two in the pasture. loa. A deer lives in those woods. b. Two live in those woods. i6o LANGUAGE LESSONS r,4 MM Ml LANGUAGE LESSONS i6i Which of these words add some letters to make the plural? What are the letters? Which of the words change one or two letters to make the plural? Which have plurals exactly like the singulars? Section 2 Write in one column the singular forms of the nouns you studied in S^ection i above, and in a parallel column the plural forms. 162. The Possessives or Irregular Plurals Section i Think again of the rule you have already found for the . spelling of the possessive singular form of nouns (Lesson 1 58) . With what letter does the possessive end? What sign is put before that letter? When a plural noun ends in -s, what is added to make it possessive (Lesson 159)? Do the plurals children, men, and women end in -5 ? If not, what must be added to make them show possession? RULE. When the plural does not end in -s, -'s is added to the plural form to make it possessive. children's men's — women's Copy these sentences, putting one of these three plural possessives into each blank: 1. The lunch is ready. 2. The work is done. 3. I see hats in that window. i62 LANGUAGE LESSONS Section 2 Write three sentences each containing one of the three words studied in Section i above. 163. Keeping a Jouknal: A Written Exercise A great many men and women have enjoyed reading, as they grew older, accounts they had written as children of their occupations and pleasures. Such youthful jour- nals, or "diaries," kept by men and women who have become famous, are interesting to us all; for we all like to see that the famous persons when they were young were much like ourselves. The two extracts that follow are taken from the jour- nal of Louisa May Alcott, author of LiMe Women, Little Men, and many other delightful books. The first extract was written when she was ten years old, the second on the day she became eleven. Oct. 8. When I woke up, the first thought I got was, "It's Mother's birthday: I must be very good." I ran and wished her a happy birthday, and gave her my kiss. After break- fast we gave her our presents. I had a moss cross and a piece of poetry for her. We did not have any school, and played in the woods and got red leaves. In the evening we danced and sang, and I read a story about "contentment." I wish I were rich, I were good, and we were all a happy family this day. Thursday, [November 29]. It was Father's and my birth- day. We had some nice presents. We played in the snow before school. Mother read Rosamond when we sewed. Father asked us in the evening what fault troubled us most. I said my bad temper. (Jet a note-book, and write in it every day for a week a LANGUAGE LESSONS 163 few sentences, telling something interesting that you have seen, or heard, or done, or thought that day. 164. Abou Ben Adhem: Conversation Abou Ben Adhem (may his tribe increase!) Awoke one night from a deep dream of peace. And saw within the moonlight in his room. Making it rich, and like a lily in bloom, An Angel writing in a book of gold: Exceeding peace had made Ben Adhem bold, And to the Presence in the room he said, "What writest thou?" The Vision raised its head. And, with a look made of all sweet accord. Answered, "The names of those who love the Lord." "And is mine one?" said Abou. "Nay, not so," Replied the Angel. Abou spoke more low, But cheerly still; and said, "I pray thee, then. Write me as one that loves his fellow-men." The Angel wrote, and vanished. The next night It came again, with a great wakening light, And showed the names whom love of God had blessed, — And lo! Ben Adhem's name led all the rest! Leigh Hunt. What did Abou see as he woke from sleep? What was the angel doing? Repeat the conversation between them. What did the angel do after the conversation? What woke Abou the next night? Where had the angel written his name? Why had he written it there? What do the second and sixth lines tell you of Abou's character? What is the meaning of the fourth line? Of the ninth line? This poem is one of the most famous in English lit- erature, and is well worth memorizing. i64 LANGUAGE LESSONS 165. PLtTRAL Forms: A Review Exercise Write sentences containing the plurals of the following nouns: man child bench enemy toy bird story loaf dish thief fly leaf roof knife match teacher foot lily dty journey house valley sheep army family 166. PossESSivES: A Review Exercise Copy the following nouns, and write after each its pos- sessive form. Put a line under the plurals. men child children fox man cherries woman sheep babies turkey deer classes birds oxen thieves family lady pony mice life angel rose women lives 167. Mr. Goldy and Mr. Bunny: Written Composition Read carefully the following story written by a boy about the adventure of Mr. Goldy and Mr. Bunny. One afternoon in May, as Mother and I were reading in the back parlor, we saw in the grass-plot back of the house, only a few feet from where we were sitting, a dear little wild rabbit. The grass was rather high, and he was as busy as a bee, biting off the tender tips. We sat still and watched him for some time with the greatest curiosity. After nibbling awhile, he would stop and stand perfectly still, as if watching against surprise. Our cat also caught sight of the rabbit, and became at once very much excited. Mr. Goldy (that is our cat's name) was standing on the porch about seven feet from where Bunny LANGUAGE LESSONS 165 was nibbling. The cat's eye flashed, and his tail moved slightly; he crouched as if ready at any moment to spring. The scene became very exciting. We expected every moment to see poor Bunny murdered in open day, right before our eyes. But just as we were going to warn him of his danger, he caught sight of the foe. Then came a moment of suspense. Bunny stood perfectly still, as if afraid that the least motion would be fatal. Goldy watched and waited for a favorable moment to make the final spring. At last Bunny cauld stand it no longer, and with a wild boimd started for the back part of the grounds. We expected to see Goldy follow and seize his victim. In- stead of- that, he walked quietly to the place where Bunny had been nibbling, smelled the grass and ground a little, and then sneaked away to the kitchen. The fact was, Mr. Goldy showed the white feather, and was abovt as glad to get off as Bunny was. This Mr. Bunny was a cunning chap. After escaping from the yard, he went a few rods into the adjoining field, and stopped in the midst of some high grass, where he remained, head up, perfectly motionless. I threw ever so many stones at him, some of which came very near hitting him, and I shouted again and again, but he remained as still as if he had been a bush or a clump of grass; and I have no doubt that he had sense enough to know that moving about and dodging would be the surest way of showing his whereabouts to his enemies. I watched him from time to time all the afternoon until dark, and still he did not move. — Adapted from A Boy's Composition, quoted in Hart's Composition and Rhetoric. Used by permission of Hinds, Noble, and Eldredge. Write a story of your own on one of the subjects men- tioned below, or on a similar one chosen by yourself. 1. The Second Adventiire of Mr. Goldy and. Mr. Bunny. 2. Mr. Goldy and Mr. Mouse. 3. Mr. Goldy and Mr. Squirrel. i66 LANGUAGE LESSONS 4. Why Mr. Goldy Was so Poor a Hunter. 5. How Mr. Bunny Was Finally Caught. 168. A Review Exercise 1. Write in exclamatory sentences the plurals of half, tooth, ox, foot, chimney. 2. Write in interrogative sentences the possessive forms of men, women, lily, brothers, children. 3. Write in declarative sentences the possessive plural forms of thief, day, baby, sister, lady. 169. The Stjbject and the Predicate: A Review Exercise Copy the following sentences and divide each by two vertical lines between the subject and the predicate. Draw a line under every noun. 1. The hills of New York State are very beautiful. 2. Many little lakes he among them. 3. The lakes are surrounded by high hUls. 4. Some of the hills are covered with forests. 5. Some are covered with farms. 6. The stony roads are very steep. 7. Beautiful wild flowers grow in the woods. 8. The tall trees are full of birds. 9. The songs of the birds are very pleasant. ID. The leaves are gorgeous in the fall. 11. Many orchards are planted around the lakes. 12. They produce apples, peaches, aijd pears. 13. The vineyards produce grapes. 14. The chief product of the farms is hay. 15. The grain-fields are small. 16. The houses are pleasant. 17. The bams are large. 18. Most of the people are intelligent. 19. The cities are not very large. 20. The scenery is greatly admired. LANGUAGE LESSONS 167 170. The Fox and the Stork: Quotation- Writing Prepare to write from dictation the last four paragraphs of the following fable. Pay particular attention to capi- tals, punctuation, and paragraphing. A fox once invited a stork to dinner. The only food served was soup, which was brought upon the table in shallow plates. The fox lapped up his soup with great relish; but the poor stork could only moisten the end of his long bill in his soup, and left the table without having swallowed a mouthful. "I am sorry," said the fox,"that you do not hke the soup." "Pray, do not be disturbed," replied the stork politely; "I hope you will return the visit and dine with me to-mor- row." Next day the stork served his soup in long-necked jars, from which the fox could not get a single drop. "I am sorry you do not enjoy my soup," said the host to the hungry fox; "it is unusually good to-day." 171. Oral Composition Tell A Bird's Story about his adventure with a cat. You may use the following sentences as a beginning: One bright summer day, as I sat swinging and singing on a branch of the lilac bush, I heard a slight noise in the grass under me. I looked in the direction from which the noise came, and saw a great, gray animal creeping toward me, staring at me with round, hungry, yellow eyes. > I almost fainted with terror. Then . . . PART III 172. Oral Composition Prepare to talk to your class on one of the following subjects; or, if you prefer, on one chosen by yourself: 1. The Pleasantest Day in My Last Vacation. 2. The Autumn Flowers I Have Already Seen. 3. Why the Days are Growing Shorter. 4. Leaves That Change Color Early. 5. A Drive in the Country. 6. A Day's Sail up the Bay. 173. Variety in Wording: Synonyms Our language contains many words of the same or nearly the same meaning. large — ^big — enormous httle — small — minute happiness — felicity pleasant — agreeable find — discover Words having the same or nearly the same meaning are called SYNONYMS. The dictionary will tell you the syno- nyms of a word in a paragraph following the definitions and beginning with the abbreviation Syn. Write the following sentences, substituting a synonym for each of the italicized words. Which seems to you better, in soimd and expression, the original word or your substitute? I. As we were sitting in the Park, we beheld across the road a tall, slim maiden. 168 LANGUAGE LESSONS 169 2. She was conversing with her mother. 3. She had an agreeable manner. 4. She held her little brother by the hand. 5. He looked like a clever child. 6. He gazed about him with great interest. 7. Finally he chanced to see us'. 8. He started to cross the street. 9. His sister would not permit him to cross. 10. He was very resolute, and she was compelled to let him come. 1 1 . We were delighted with his conversation. 12. He was an intelligent little fellow. 13. We invited him to visit us at our house. 14. He agreed to come the next day. 15. We shall enjoy his chatter in our quiet home. 174. Words Opposed in Meaning Our language contains many examples of words op- posed in meaning; for example, glad — sorry good — bad tall — short strong — weak The definition in the dictionary will often help you to find the opposite of a word, if you wish to use that. For example, the definition of short is "not tall." Write the following sentences, giving to them a con- trary meaning by substituting a word of opposite mean- ing for each of the italicized words: 1. Alice appeared happy yesterday. 2. She came rapidly to meet us. 3. Her face wore a cheerful expression. 4. She spoke gaily about the pleasant news she had re- ceived. 5. She is & fortunate girl. I70 LANGUAGE LESSONS Write the following sentences, changing the italicized words to their opposites, but keeping the original mean- ing of the sentences by putting not or no into them: 6. My uncle is pleased by the success of his work. 7. He will gain by his invention a large sum of money. 8. He will do mtich good, for he is a generous man. 9. His house is large. 10. He entertains many friends. 175. The Marvelous History of Sir Richard Whit- tington: Oral Composition Richard Whittington was a poor, deserted child, who knew nothing of his parents, and at the age of seven was abso- lutely without home and friends. After some years of wan- dering, he resolved to go to London, whose streets, he had heard, were paved with gold. When he arrived in that great and busy city, he found him- . self with very little money and nothing to do. He was soon without a penny. After two hungry days, for he was deter- mined to starve rather than steal, he went to the house of a rich merchant to ask for food. The servants drove him away, but through faintness and hunger he fell at the gate. When the merchant came home, he was touched by the piti- able condition of the poor boy, and gave him work as a scullion in his kitchen. But the cook, under whose orders Richard worked, was very cruel to him. He could do nothing to please her, and she made his days miserable. Another trouble made his nights imendurable; for his room was so full of mice that he was kept awake constantly by their running and squeaking. While Richard was in this unhappy condition, a visitor came one day to the merchant's house. He had been out in the rain, and his shoes were very muddy. Richard cleaned them so well that the visitor was pleased, and gave him a penny. This penny Richard invested in a cat, and he was soon rid of the LANGUAGE LESSONS 171 troublesome mice. About this time the good merchant was sending out a trading ship to distant lands, and invited each of his servants to put on board something to sell. Poor Rich- ard had nothing but his cat, which he gave the captain of the ship, without hope of gaining money, and with tears at parting from his dearest friend. The cruel cook continued so unkind that Richard finally determined to leave the house of his benefactor. In early morning, with a little bundle on his shoulder, he wandered to the edge of the city. While he sat thinking what he should do, the bells of St. Mary le Bow began to ring. As he lis- tened they seemed to say, "Turn again, Whittington, Lord Mayor of London." Richard was so impressed by the prophecy that he hastened back to the merchant 's house, where he arrived before he was even missed, and began as usual his daily drudgery. Meanwhile the ship carried Richard's cat to the coast of Barbary. The king of that country was rich and lived in great splendor. But he suffered greatly because his palace was so full of mice that they even ate the food off the table before the king could touch it. The captain of the ship remembered Richard's cat, and presented it to the king, who had never before heard of such an animal. In a very short time the cat had killed every mouse in the palace. The king was so pleased that he gave ten times as much for the cat as for all the rest of the ship's cargo put together. When the ship returned to England, it brought a fortune to Richard Whittington in exchange for his cat. The good merchant took him into partnership, and he became one of the richest and most respected men in London. Finally his fellow citizens did him the greatest honor in their power — they elected him Lord Mayor, and thus fulfilled the prophecy of Bow bells. The King of England conferred on him the hon- or of knighthood, as was due to the most illustrious man in the realm. Sir Richard lived all the rest of his days honored by the rich 172 LANGUAGE LESSONS and beloved by the poor, whose benefactor he was; for he remembered the sufiferings of his own youth, and pitied all those who were hungry and homeless. Tell the story of some poor boy who became a famous man. The folIoTving persons would be good subjects: Lincoln, Whittier, Garfield, Cleveland. If you do not know such a story and cannot find one, you may tell in your own words The Marvelous History of Sir Rich- ard Whittington. 176. The Combination of Sentences Study the following paragraph, and then rewrite it, combining the sentences so that you shall have not more than eight. Take pains to make the clearest combina- tions possible. Try several, and choose the best. The Grasshopper and the Ant A grasshopper was in the field one day. It was surmner. He was singing. An ant passed him. The ant was tugging along a head of grain. The grasshopper asked the ant to sing with him. The ant refused. He was busy. He was collect- ing supplies for the winter. The grasshopper laughed at the ant. He thought it was foolish to work so hard for the future. They had plenty for the present. The ant went on with his work. Winter .came. The grasshopper had nothing to eat. He asked the ant for food. The ant had plenty for his own family. He had none for the grasshopper. 177. Saint Christopher: A Study in Outlining Section i I. In olden times, in distant lands, there lived a soldier named Offero. He was very large and strong and bold, and he determined to serve only the greatest monarch in all the world. ■LANGUAGE LESSONS 173 2. After a long search Offero found a powerful king, in whose army he served some time. One day there came to the court of this king a story-teller, and in his story he often men- tioned Sat,an. Whenever the great king heard the name of the Evil One, he turned pale and made the sign of the cross. Offero, seeing this, left the powerful king, to seek and to serve the more powerful Satan. 3. After a time Offero found Satan, and they became com- panions on a journey. One day they drew near a cross set up by the roadside. Satan, terrified, hastened back to pass by another way. Offero asked the reason for this, and learned that Satan feared the cross as the symbol of one more mighty than he. The soldier then left the service of the Evil One, and sought him whom the cross symbolized. 4. Offero searched a long time, and finally came to a hermit, who told him of the service that Christ required from his fol- lowers. "You must fast," said the hermit. But Offero refused to fast lest he should lose his strength. "Then you must pray." "But I do not know any prayers," objected Offero. Then the hermit told the tall soldier that, since he could neither fast nor pray, he must go to a certain river and help across all that wished to ford it. 5. Offero spent many days aiding the weak and carrying the little ones over the river. One evening he heard a plain- tive voice asking help. Offero rose, but found no person. A second time he heard the voice but found no one. At a third call he rose again; and this time he found a little child. Taking the little one on his shoulders, he entered the stream. He waded into deep water; the waves rose; the wind blew; the child grew heavier and heavier, so that Offero feared he could not struggle to the other bank. But he did, and de- manded who the child might be that had seemed heavier than all the world. "I am he that made the world," replied the child. And in truth it was the Christ-child that had ap- peared to Offero. After that the good soldier was called Christ-offero, or Christopher, y/hich means "the Christ-bearer." 6. Then Christopher went back again among heathen 174 LANGUAGE LESSONS people, and was put to death with cruel tortures for his faith. So now he is called St. Christopher. In this story there are six paragraphs, and each tells some definite part of it. We may tell in one short sen- tence the main thing that each paragraph tells us, but that will give only an outline of the story and omit all the interesting parts. Does the following outline tell the main points of the story? Compare it carefully with the story, and suggest improvements in the outline if you can. Outline 1. Off arc, a strong soldier, was determined to serve only the greatest king. 2. For a time he served in the army of a powerful king. 3. Then he was in the service of Satan. 4. A hermit told him how to serve Christ. 5. Christ came to Offero in the form of a little child. 6. Christopher became a martyr and a sednt. Section 2 Write in your own words the part of the story of St. Christopher included under topics 4 and 5 of the outline. Show when you pass from topic 4 to topic 5 by making a new paragraph; that is, by beginning a new line and set- ting it in half an inch beyond the regular margin of the Knes. 178. Variety in Word Order Section i What is the subject of a sentence? What is the predicate of a sentence? Look over some of the sentences in Lessons 115 and LANGUAGE LESSONS 175 120 and see which stands first in those sentences, the sub- ject or the predicate. Find the subjects and the predicates of the following sentences, and notice which stands first in some of them: 1. Down fell the crock. 2. Quickly flew the happy days. 3. Then burst his mighty heart. 4. Up went the window. 5. The snow fell yesterday very fast. 6. Slowly dragged the weary hours. 7. Now fades the glimmering landscape on the sight. 8. All the air a solemn stillness holds. 9. Down came the cold mountain wind. 10. Out rushed the children. 11. In and out glanced the weaver's shuttle. 12. Out stepped the hiding culprit. 13. Sweet are the uses of adversity. 14. Brightly gleamed the light from the watch-tower. 15. This was the noblest Roman of them all. Section 2 Rewrite the following sentences, changing the arrange- ment of the words but not changing the sense nor making the sentences hard to understand. Then compare the two sets of sentences and decide in each case which ex- pression of the thought seems to you the better one. I. One of the most beautiful rivers in the world is the Hudson. 2. From the northern part of New York State, be- tween mountains and wooded shores, it flows south into New York Bay. 3. Along its banks are many fine estates and man- sions. 4. Albany, Newburgh, and Poughkeepsie are among the cities on the Hudson. 5. In some parts of its course the river is shut in by high, steep cliffs. 6. One of the most 176 LANGUAGE LESSONS interesting spots along the Hudson is West Point. 7. On the top of the high bank is built the national Military Academy. 9. At West Point are trained the oflScers for our army. 10. On the west side of the river are the majestic Palisades. 11. As it approaches New York City, the Hudson becomes very wide. 12. Along its lower banks great ocean steamers have their docks. 179. Written Composition Make a good story out of the paragraph in Lesson 176. Write the conversation between the grasshopper and the ant in the summer, and also the conversation in the winter. 180. A Walk in Autumn: Conversation Halfway up Fair Haven Hill, I am surprised by the beauty of the landscape, and sit down by the orchard wall to behold it at my leisure. I see through the bright October air a val- ley, some two miles across, extending sputhwest and northeast, with a broad, yellow meadow tinged with brown at the bottom, and a blue river winding slowly through it northward, with a regular edging of low bushes of the same color with the meadow. Skirting the meadows are straggling lines, and oc- casionally large masses, one quarter of a mile wide, of brilliant scarlet and yellow and crimson trees, backed by green forests and green and russet fields and hills; and on the hills around shoot up a million scarlet and orange and yellow and crimson fires. Here and there amid the trees, often beneath the larg- est and most graceful of them, are white or gray houses. Be- yond stretches a forest; and far beyond all, on the verge of the horizon, rise half a dozen dark blue mountain summits. Large birds of a brilliant blue and white plumage are darting and screaming amid the glowing foliage a quarter of a mile below, while smaller bluebirds are warbling faintly but sweetly around me.— Adapted from Thoreau: Autumn, Oct. 7, 1857. LANGUAGE LESSONS 177 Along the river 's summer walk, . The withered tufts of asters nod: And trembles on its arid stalk The hoar plume of the golden-rod. And on a ground of sombre fir, And azure-studded juniper, The silver birch its buds of purple shows. And scarlet berries tell where bloomed the sweet wild-rose! With mingled sound of horns and bells, A far-heard clang, the wild geese fly. Storm-sent, from Arctic moors and fells. Like a great arrow through the sky. Two dusky lines converged in one, Chasing the southward flying sun; While the brave snow-birds and the hardy jay Call to them from the pines, as if to bid them stay. From Whittier: The Last Walk in Autumn. Thoreau is telling us what he saw one October day as he was walking in the country. Where did he sit down to look over the beautiful autumn landscape? Make a list of all the things he saw from the side of Fair Haven Hill. Write the color words before the names of the things he describes with color words. At what season of the year do you most notice color in the park or in the fields and woods? Make a list of the sounds Thoreau heard. What autumn flcfwers did Whittier see on his walk by the river? What trees? What color words does he use to describe flowers and trees? What birds did he see and hear? In what direction were they flying? What shape does a flock of wild geese take as it flies? What birds were staying in the North? Why are they called "brave" and "hardy"? 178 LANGUAGE LESSONS i8i. Written Composition Write an account of an autumn walk. Imagine yourself wa,lking in the country, or in the park. Tell what you see and hear. Before you begin to write, think carefully over the topics of which you wish to speak and put them down as a guide to paragraphing. You may use these as mar- ginal titles for your paragraphs. Perhaps your topics will be somewhat like these : 1. Landscape (hills, river, lake, woods, etc.). 2. Trees and leaves. 3. Plants and flowers. 4. Seeds. 5. Sounds. 182. A Review of Capitals and Punctuation Section i Daybreak 1. A wind came up out of the sea, 2. And said, "O mists, make room for me." 3. It bailed the ships, and cried, "Sail on, 4. Ye mariners, the night is gone." 5. And hurried landward far away, 6. Crying, "Awake! it is the day." 7. It said unto the forest, "Shout! 8. Hang all your leafy banners out!" 9. It touched the wood-bird's folded wing, 10. And said, "O bird, awake and sing." LANGUAGE LESSONS 179 11. And o'er the farms, "O chanticleer, 12. Your clarion blow; the day is near." 13. It whispered to the fields of corn, 14. "Bow down, and hail the coming morn." 15. It shouted through the belfry-tower, 16. "Awake, O bell! proclaim the hour." 17. It crossed the churchyard with a sigh, 18. And said, "Not yet! in quiet lie." Henry W. Longfellow. Give the rules for the capitals: a. At the beginning of each line. b. (lines 2, 10, 11, 16). c. In "Sail" (lines), "Awake" (line6), "Shout" (line 7), "Not" (line 18). Give the rule for the period at the end of lines 2, 6, 12, 14, 16, 18. Explain the use of the comrnas in lines 2, 3, 4, 7, 10, II, 13, 15, 16, 18. Explain the use of all the exclamation points. Explain the use of the apostrophes in lines 9 ajid II. How many quotations are there? To whom or to what are the various quotations addressed? Section 2 Prepare to write from dictation stanzas i, 2, 4, 5, and 8, of Longfellow's Daybreak. 183. Quotations within Quotations Section i I. Anna said, "John said to me, 'I like the book you lent i8o LANGUAGE LESSONS 2. "My text-book says, 'Many of the settlers died the first winter, ' " remarked Mary. 3. One gloomy day Jack consoled himself by remarking, " 'Behind the clouds the sim is still shining,' said Longfellow." 4. "Mother said, 'You mustn't go if it rains,' " Jessie reminded her sister. In the first sentence the words of John are repeated twice — once by Anna and once by the person who told what Anna said. John's words form a " quotation within a quotation." All that Anna said is inclosed with the usual double marks " ". John's words, as repeated by Anna, are within the single marks ' '. What punctuation mark comes before the quotation from Anna? What comes before that from John? Notice the use of the double quotation marks and of the single ones in all of the sentences. Do the single marks inclose the words once repeated, or those twice repeated? Do commas setoff both the once-repeated and the twice- repeated quotations? Section 2 Copy the four sentences carefully, and learn to write the third and fourth from memory. 184. Combining Sentences Write the following paragraphs, putting together the sentences so that you shall have only two in the first paragraph and four in the second: Wordsworth was an English poet. He lived in the beauti- ful Lake Country. This Lake Coimtry is in the northwestern part of England. He liked to take long walks. In these walks he became acquainted with many country people. These people lived among the hills of the Lake Country. LANGUAGE LESSONS i8i Wordsworth wrote a poem. The poem is about a young girl. Her name was Lucy. She hved in a lonely place. Few persons knew her. Few loved her. None appreciated the beauty of her character. But to the poet she seemed as mod- est and sweet as a violet. To him she was as beautiful as the evening star. She died while she was still a young girl. The poet had greatly admired her for the beauty of her character. He missed her very much after her death. 185. She Dwelt among the Untrodden Ways: Conversation She dwelt among the untrodden ways Beside the springs of Dove, A Maid whom there were none to praise And very few to love: A violet by a mossy stone Half hidden from the eye! — Fair as a star, when only one Is shining in the sky. She lived unknown, and few could know When Lucy ceased to be; But she is in her grave, and, oh. The difference to me! William Wordsworth. About whom is this little poem written? Where did she live? What is meant by "the untrodden ways"? Did many persons know her? Why were there none to praise her and few to love her? Why does the poet compare Lucy to a violet? To a star? Can you think of any reason why he missed her so much after her death? • Commit the poem to memory. i82 LANGUAGE LESSONS i86. The Plural of Compoxtnd Nouns What are the plurals of the following nouns: father, mother, brother, sister, servant ? How do the plurals differ in spelling from the singulars? What is the plural of man ? How does it differ from the singular? Sometimes two or more words are joined by a hyphen into one word, which is called a compound word. The following compound words are nouns: mother-in-law father-in-law brother-in-law sister-in-law commander-in-chief man-of-war black-bird forget-me-not red-coat run-away man-servant cast-away The plurals of these compound nouns are: mothers-in-law fathers-in-law brothers-in-law sisters-in-law commanders-in-chief men-of-war black-birds forget-me-nots red-coats nm-aways men-servants cast-aways Which of these nouns use the plural sign in the first meniber of the compound? Which in the last? Which in •both? Learn the plural forms so well that you can write them when your teacher pronounces the singular nouns. 187. Christmas Dinner with the Cratchits: Dramatization Section i Read the following story and answer the questions that follow it. [The Cratchit family prepare Christmas dinner.] Mrs. Cratchit made the gravy (ready beforehand in a h'ttle sauce- pan) hissing hot; Master Peter mashed the potatoes with LANGUAGE LESSONS 183 great vigor; Miss Belinda sweetened up the apple-sauce, Martha dusted the hot plates; Bob took Tiny Tim beside him at the table; the two young Cratchits set chairs for everybody, not forgetting themselves, sat down, and crammed spoons into their mouths, lest they should shriek for goose before their turn came to be helped. [The whole family now sit down.] Mrs. Cratchit, slowly looking along the carving-knife, prepared to plunge it into the breast of the goose. When she did, and when the long-expected gush of stuffing issued, forth, one murmur of delight rose all around the board, and Tiny Tim beat on the table with the handle of his knife, and cried, ''Hurrah!" Bob said he didn't believe there was ever such a goose cooked. Its tenderness and flavor, size and cheapness were universally admired. Eked out by apple-sauce and mashed potatoes, it was a sufficient dinner for the whole family. Now the plates were changed by Miss Belinda, and Mrs. Cratchit left the room alone to take the pudding up and bring it in. In a few minutes she entered, with the pudding like a speckled cannon-ball, so hard and firm, blazing in a little brandy, and decorated with Christmas holly stuck into the top. Oh, a wonderful pudding! Bob Cratchit said that it was the best Mrs. Cratchit had ever made. Mrs. Cratchit' confessed that she had had her doubts about the quantity of flour. Everybody had something to say about it, but no- body said or thought that it was a small pudding for a large family. Any Cratchit would have blushed to hint at such a thing. , At last the dinner was all done, and the cloth was cleared, the hearth swept, and the fire made up. Then all the Cratchit family drew round the hearth in what Bob Cratchit called a circle, meaning a half one. Then Bob said, "A Merry Christmas to us all, my dears. God bless us." This all the family echoed. "God bless us every one," said, last of all. Tiny Tim, who i84 LANGUAGE LESSONS sat upon his little stool, very close to his father's side. — ^Adapted from Dickens: Christmas Stories. All the members of this family are mentioned in the paragraph that tells of the preparation for dinner. How many were there? What were their names? What did each do to help? "Bob" is Mr. Cratchit, the father. Did they have a good Christmas dinner? Do you think they had a good diimer every day? How did they show their pleasure on this day? Were they happy and contented? Can you imagine what each one said about the goose and the pudding? What did they talk* about while the mother was getting the pudding? Section 2 Choose members of the class to act the parts of the various Cratchits. Let each one act his part as the story describes it. Imagine that you are preparing the dinner, and eating it, and sitting about the fire. Act exactly as you think the Cratchits did. Say what you think they said. 188. Written Composition from an Outline Write for theclass a good story from the following out- line. Make a new paragraph when you change from one topic in the outline to the next. 1. The boys and girls go skating. (How many? Where? Weather?) 2. They have a good time for an hour or two. (Games and sports?) 3. Jack falls into the river. (How did it happen?) 4. We get him out. (How?) 5. We revive him (how?) and take him home. LANGUAGE LESSONS 185 189. Quotations within Quotations: A Review Exercise Give the rules for the punctuation and capitalization in the following sentences, and prepare to write them from dictation: 1. Mary remarked, "Mother said, 'Take an umbrella if it looks like rain.'" 2. "The umpire says, 'Play ball! ' " cried Jack. 3. " ' What is so rare as a day in June? ' was written by the American poet Lowell," quoted Ellen. 4. "And the lines, ' Fair as a star when only one Is shining in the sky,' are from an English poet," said Will. 190. Verbs Section i 1. Trees grow. 2. Birds fly. 3. Boys run. 4. Girls sing. What is the subject of each of these sentences? What is the predicate? Grow makes an assertion about trees; fly tells, or asserts, something about birds; run asserts something about boys; sing asserts something about girls. The predicate of the sentence always contains some as- serting word. This word is called the verb of the sen- tence. Very often the verb asserts that the subject acts; but it does not always assert action. Is, am, are, was, were are always verbs; yet they assert not action but being. DEFINITION. The verb is the asserting or predicating word of the sentence. i86 LANGUAGE LESSONS Find the verbs in these sentences:- 5. Children play. 6. Men work hard. 7. We^ laughed heartily. 8. The leaves change color in autumn. 9. Gay colors appear in October. 10. Many children gather the gay leaves. 11. The children make them into wreaths. 12. Some wreaths are red. 13. One wreath is yellow. 14. Nuts come also in October. 15. I am fond of chestnuts. 16. We go to the Fenton Woods for chestnuts. 17. Beechnuts grow there also. 18. My brother likes beechnuts very much. 19. The squirrels gather nuts. 20. They eat nuts in winter. Section 2 The verb of the sentence may consist of more than one word. 1. I have seen many birds in these trees. 2. I might tell you a story about that. 3. Many stories haw been told us already about it. 4. Birds were seen in these trees. Such a group of words is called a verb-phrase. Compose sentences containing the following verbs and yerb-phrases: I. Did go. 2. Was found. 3. Lost. 4. Is. 5. Are. 6. May have known. 7. Laughed. 8. Have talked. 9. Walked. 10. Has said. 11. Are looking. 12. Did say. 13. Can be heard. 14. Should be invited. 15. Could learn. LANGUAGE LESSONS 187 191. In School-Days: Conversation Still sits the school-house by the road, A ragged beggar sleeping; Around it still the 'sumachs grow, And blackberry- vines are creeping. Within, the master's desk is seen, 1 Deep scarred by' raps official; The warping floor, the battered seats, The jack-knife's carved initial; The charcoal frescoes on its wall; Its door's worn sUl, betraying The feet that, creeping slow to school, Went storming out to playing! Long years ago a winter sun Shone over it at setting; •Lit up its western window-panes, And low eaves' icy fretting. It touched the tangled golden curls, And brown eyes full of grieving. Of one who still her steps delayed When all the school were leaving. For near her stood the little boy Her childish favor singled: His cap pulled low upon a face Where pride and shame were mingled. Pushing with restless feet the snow To right and left, he lingered; — As restlessly her tiny hands The blue-checked apron fingered. i88 LANGUAGE LESSONS He saw her lift her eyes; he felt The soft hand's Ught caressing, And heard the tremble of her voice, As if a fault confessing. "I'm sorry that I spelt the word: I hate to go above you, Because," — the brown eyes lower fell, — "Because, you see, I love you!" Still memory to a gray-haired man That sweet child-face is showing. Dear girl ! the grasses on her grave Have forty years been growing! He lives to learn, in life's hard school, How few who pass above him Lament their triumph and his loss, Like her, — ^because they love him. John CWhittier. Do you think this school-house stood in the country or in the city? Give the reason for your opinion. How many stanzas describe the outside? Which ones describe the inside? Read these stanzas once more, and try to see the school-house as plainly as if it were before you. Tell the story that the poem has told you. Do not forget to tell when it took place, nor to describe the little girl and the little boy. Who is the "gray-haired man" in the next to the last stanza? 192. Sit and Set Section i 1. Please sit in this chair. 2. I sat here this morning. 3. You may set your basket on the table. LANGUAGE LESSONS 189 What does sit in the first sentence mean? Sat in the second sentence? Set in the third sentence? RULES. Sit, (sat) signifies " to rest oneself " upon a chair, or other seat; "to take a certain position." Set means " to put or to place something." Be careful not to use set when you mean sit or sat. For example, always say, "The bird sits on its eggs," "We sat on the warm grass." Put sit (sits, sat) and set into the blanks in the following sentences : 4. Do — down in this comfortable chair. 5. Alice, down at once. 6. Please — the vase on the table. 7. Do not up too late. 8. Forgetting where my hat was, I — upon it. 9. I am going to the hen on those eggs. 10. The little bird at his door in the sun. 11. The hen on its nest. 12. down your box. Section 2 Write three sentences each containing one of these three words. 193. The Two Bears: Oral Reproduction This diagram, represents two groups of stars in the northern sky. The star marked P is the "Polar Star," so called because the North Pole of the earth is said to point at it. It is»always directly in the north, and is therefore very useful as an indication of direction to sailors and persons who are lost, or who may not be able for some reason to tell direction from the objects about them on the earth. Try, on some clear night, to igo LANGUAGE LESSONS locate these stars in the sky. The Pole Star will be di- rectly in the north, and as many degrees above the horizon as your latitude on the earth is degrees from the equator. That is, if your latitude is 40°, the Pole Star will be not quite half way up from the horizon toward the zenith. The Pole Star, you see, is in the end of the handle of the "Little Dipper," or the tail of the "Little Bear"; and the stars in the outer rim of the "Big Dipper" in the " Great Bear" point directly towardit. The two " Bears " revolve about the Pole once in twenty-four hours, as the earth turns on its axis. They may not, therefore, be in exactly the same position when you see them as that represented in the diagram; but if you once find the Dippers and the Pole Star, you can readily imagine the figures of the Bears. These stars never go below the horizon. These constellations, or star groups, were marked out by men who lived many hundreds of years ago, and who told an interesting story to explain how the two bears came to be among the stars. » The cruel goddess Juno became angry with the beautiful nymph CaUisto and changed her into the form of a bear. The poor maiden retained enough of human feeling to be fright- ened at the dogs and hunters who pursued her, and to be terrified by the wild beasts to whose form and companionship she was condemned. After some years of this fearful existence, she one day met a youth, hunting. It was her own son, Areas, LANiSUAGE LESSONS 191 whom she had not seen since he was a little boy. Her mother- heart was deeply stirred, and she rushed toward the young hunter to embrace him. Sup- posing he was attacked by a fierce bear, Areas raised his , spear to strike her through the heart. But Jupiter, to pre- vent so unnatural a thing as the killing of a mother by her own son, transformed Areas also into a bear, and set them both in the heavens. There Callisto, as the Great Bear, and her son, as the Little Bear, revolve forever about the Pole Star, still prevented by the cruel Juno from sinking for daily rest beneath the ocean waves. Another conspicuous con- stellation visible in winter is ' " Orion." You will be inter- rested in tracing the figure of the hero, in finding his belt and sword, the club in his right 'hand, and the shield in his left. With the club he is about to strike the "Bull." The largest star in the Bull is Aldebaran (Al- deb'ar-an), a reddish star in the Bull's eye. Orion is fol- lowed (on the southeast) by his "Dog," a constellation containing Sirius ("the dog-star"), the largest of . the fixed stars. The diagram shows the relative positions of Orion, the Bull, and the Dog. Draw a chart of the three figures in the position in which you find them. 192 LANGUAGE LESSONS 194. Lie and Lay Section i I. You ought to lie down now. A. ^ 2. \lay down yesterday. 3. I have lain down every afternoon this week. 4. Please lay down your book now. B. -j 5. I laH it down a few minutes ago. [ 6. I have laid it down already. The words lie and lay are so often confused that we must study carefully their forms and meaning. Lie, lay (sentence 2), and lain are all forms of the same verb, and hence have the same gieneral meaning. We say lie when we mean now, lay when we mean sometime in the past (as yesterday), and lain after hwue, has, and had. Laid is the form of lay (sentence 4) that we use when we speak of some past time (as "a few minutes ago"), and also the form after have, has, had, is, are, was, were. Lay (sentence 4) and laid have the same meaning except for the difference in time. Study the six sentences above and explain the meaning of each of the italicized words. RULES. Lie (lies, Jay, lain) means " to rest, to repose." L,ay [Jays, laid) means " to place, to put." Put the proper word into the following sentences: 7. yoiu: pencil down. 8. as still as you can. 9. I perfectly quiet. 10. I have down my pencil. 11. I had quiet for an hour when I heard you coming. 12. He the book carefully away. LANGUAGE LESSONS 193 13. Have you there long? 14. I will out all my treasures. 15. still until he his hat down. / Section 2 Use each word, lie and ^03', " to put," in two sentences of your own. 195. Sit, Set, Lie, Lav: A Review Exercise Section i Fill the blanks in these sentences with sit (sits, sat) or set ' (sets) : 1. I here an hour yesterday. 2. Did you your basket down there? 3. No, I it down in the next room. 4. That child very still. 5. He will be tired if he too long. 6. You must not up too late. 7. I will not up after nine o'clock. 8. Be careful to your watch right. Section 3 Fill the blanks in these sentences with lie (lies, lay, lain) or lay {lays, laid): 1. in this cool room. 2. I have here all the morning. 3. Where did you your books? 4. I them on the table. 5. I in this room yesterday. 6. The sluggard in bed late. 7. Please this pencil on the desk. 8. The books on the table. 194 LANGUAGE LESSONS 196. Montcalm and Wolfe: Topical Reproduction Section i Before our separation from England, when Washing- ton was yet a very young man, the French and the Enghsh fought several wars to decide which should possess the lands of the New World. One of the great battles was before Quebec, Canada. The Enghsh were victorious, but their commander, Wolfe, was killed, as was also the French general, Montcalm. One of our best historians, Parkman, writes thus of their death: 1. Wolfe himself led the charge at the head of his Louis- burg grenadiers. A shot shattered his wrist. He wrapped his handkerchief about it and kept on. Another shot struck him, but he still advanced when a third lodged in his breast. He staggered and sat on the ground. Some of his soldiers carried him to the rear. He begged them to lay him down. They did so, and asked if he would have a surgeon. "There is no need," he answered; "It's all over with me." A moment after, one of them cried out: "They run; see how they run! " " Who nm? " Wolfe demanded, like a man roused from sleep. "The enemy, sir; they give way everywhere!" "Go, one of you, to Colonel Burton," returned the djdng man; "tell him to march Webb's regiment down to the Charles River to cut off their retreat from the bridge." Then, turning on his side, he murmm-ed, "Now, God be praised, I shall die in peace!" and in a few moments his soul had fled. 2. Montcalm, still on horseback, was borne with the tide of fugitives toward the town. As he approached the walls, a shot passed through his body. He kept his seat; two sol- diers supported him, one on each side, and led his horse through the St. Louis gate. On the open space within, among the excited crowd, were several women, drawn, no doubt, by eagerness to know the result of the fight. One of them LANGUAGE LESSONS 195 recognized him, saw the streaming blood, and shrieked, "The Marquis is killed ! " " It's nothing, it's nothing," replied the death-stricken man; "don't be troubled for me, my good friends." A surgeon examined the wound and pronounced it to be mortal. "I am glad of it," Montcalm said quietly, and then asked how long he had to live. "Twelve hours, more or less," was the reply. "So much the better," he returned. "I am happy that I shall not live to see the surrender of Quebec." — Adapted from Parkman: Montcalm and Wolfe. Copyright, i8gS, by Little, Brown, and Company. Find titles for the two paragraphs of Parkman's story. After you have written these titles, read the story again carefully, so that,, by consulting your paragraph titles only, you can tell it in the class. Section 2 ' Write in your own words from memory the thought of one of the paragraphs in Parkman's account of the bat- tle of Quebec. * 197. Plural Forms: A Review Exercise Put into written sentences the plural forms of these compound nouns: commander-in-chief black-bird forget-me-not sister-in-law man-servant run-away man-of-war brother-in-law 198. Variety in Wording When you write conversation, you are tempted to end every quotation with the expression "said he," "said she." This is very monotonous. Besides, there are sometimes better words than said to tell what the speaker did. 196 LANGUAGE LESSONS Suppose Jack and Will are on opposite sides of the house, playing ball over the roof. Jack wishes to speak to Will. What must Jack do in order to make Will hear him? " The ball has caught on the eaves ! " shouted Jack. Suppose Mary and Alice are playing games with other girls, and Alice wishes to give Mary a word for the others to guess. What must Alice do in order that the other girls may not hear the word? "Let's act out the name Bluebeard," whispered AUce. The verb that goes with the quotation should tell if possible the exact thing the speaker does. That makes the story more interesting and real to the hearers or the readers. Some verbs that go well with quotations are named in the Hst below. Choose five of them and put them into short stories, like the stories about Jack and Will, and Alice and Mary above. reply exclaim object remark answer shout ask whisper call cry order remonstrate repeat urge command complain 199. Written Conversation A German officer once persuaded an Irishman to enter the service of the King of Prussia as a soldier. The Irishman was very tall indeed, and the German officer knew that the King, who wished only tall men in his guard, would notice the new guardsman at once. The King was in the habit of asking his recruits three questions: i. "How old are you?" 2. "How long have you been in the service?" 3. "Are you provided with food and rations?" The officer taught the Irishman as answers to these questions the German words: I. "Twenty-seven years"; 2. "Three weeks"; 3. "Both." But the Irishman did not know enough German to under- LANGUAGE LESSONS 197 stand the questions themselves. The King was much pleased when he saw his tall guardsman, and rode over to him at once. But he asked the second question before the first, and, being a man of violent temper, substituted for the third this question : " Do you think I am a fool, or are you one yourself?" Write out the conversation between the King and the guardsman. The King, remember, can say anything he feels like saying, and he is quick-tempered; while the poor guardsman can make only three answers in German, and has learned to make them in a certain order. Add to the conversation a paragraph telUng what you think the King did when he had received the Irishman's third answer, and what you think he did after the officer had explained the trouble to him. 200. The Pronoun Section i John's mother called him to see the ball that she ha,d cov- ered for him. It had a center of hard rubber, and was wound with yarn and covered with strong leather. He was much pleased, and ran off to collect his friends for a game of base- ball. In this paragraph we are speaking of John, his mother, and his ball. Each of the nouns that name them is used only once and is represented at other times by another word. For John we have him, he, his, for the mother, she; for the ball, it. These little words that we use to avoid the unpleasant repetition of a noun, we call pro- nouns. Read the paragraph, putting the nouns in place of the pronouns. You will see how much less agreeable it is in sound. DEFINITION. A pronoun is a word used instead of a noun. iqS language lessons Section 2 The words italicized in this paragraph are pronouns. Tell for what noun each stands. My name is Margaret. 7 have a library of twenty books. My uncle has given me many of them. I keep them in a case, and I dust them carefully every Saturday, for / am very fond of them. Many of the covers are of fine leather; these I like especially. You like books, too, do you not, Jessie? / will lend you one of mine, if you have read all of yours. My mother has some books, too. Hers are in the Hbrary. She reads a great deal. My father keeps his scientific books, which interest him very much, in his own study. This is my favorite book. It has a fine leather cover, and its color is brown. You may take it if you wish. We both enjoy our own books best, especially if they have been given to us. 201. Possessive Pronouns: Tbeir Section i 1. My book is lost. 4. Our house is new. 2. His coat is torn. 5. Your bird has flown away. 3. Her hat is pretty. 6. Their pencils are sharp. Whose book, coat, hat, house, bird, pencils, are spoken of in these sentences? 7. I own the book. 10. We own the house. 8. He owns the coat. 1 1 . You own the bird. 9. She owns the hat. 12. They own the pencils. From these sentences we may see that pronouns, as well as nouns, have special forms to show ownership, or possession. What is the possessive form of they ? Observe carefully the spelling their, and be careful always to use this form when you mean that "they" own something. i(In the possessive the -yof