¡¡ffllflllll -A A ' -.r- "" <-i 'v .* -Í.T ."> .: .v À..-:■&$■. -0 XAI7§ÍA|§A::77 M« '\ - - ' --. ^ ... ■Bi '7: 'V CA < r "\ , . AX >:v', . .. -■ rN s ' ; ' ; i X \\vV X s A .7 :.. A , g J J 1ÄS1111111I; NORTHWESTERN UNIVERSITY LIBRARY Biblioteca Femina • The Gift of Chicago Public Library Assembled for the World's Fair of 1893 PROGRESSIVE LESSONS, COMBINING BIBLE STUDY WITH THE PRINCIPLES OF THE ENGLISH LANGUAGE. SERIES I. Especially Prepared for Those Who Desire to Learn, and have not, as yet, a Knowledge of the English Tongue. SECOND EDITION. BY V. J. COMEY. 1892: Pkess op S. Woodberry & Co., 105 Summer St., boston, mass. H /i a*/ 4 2,2 CTbZ? Entered according to the Act of Congress in the year 1890, by V. J. Comey, Boston, Mass. In the office of the Librarian of Congress at Washington. ALL rights reserved. We most heartily commend "The Progressive Les sons" to those teachers iq Chinese, or other foreign Sunday schools, who have hitherto sought in vain for a simple, yet scientific method of instructing pupils in the English language. The author has been a teacher in the Boston schools for many years, and is acquainted with the most ap¬ proved systems of education, besides having had a large experience in helping Chinese scholars to obtain a fluent use of our language. The method here employed cultivates the ear, the eye, and the heart. Intelligible ideas are conveyed in regard to the sound of the vowels and their combination with consonants ; the puzzling prefixes and suffixes with their effect on the meaning of the words thus modified, are explained ; and these foundation principles are com¬ bined with sound, religious teaching, very preferable to the childish primer with its cat and dog stories which has hitherto been the introduction to a study of our language. We predict a most useful career for this little book, and trust it may prepare the way of the Lord into many hearts which are now closed to the en¬ trance of the truth, because that truth is in an unknown tongue. Mrs. A. J. Gordon. Boston, 1891. PREFACE. Vast numbers ft foreign speaking adults come to the United States annually, and with, them cpmes the ques¬ tion : Row, can Christ's disciples best instruct them in Christianity ?■ Their age. and circumstances forbid atten¬ dance on our.coromon schools ; they.kncw nothing of the English, tongue, and yet, they need the Gospel. Their tempcral success depends largely, on their knowledge of our. language, and though they have few hours for study their, mature minds, are able to master any thought which English , speaking people can utter. But the books which are written for our own people contain so many different words that foreigners cannot understand them until thçy have acquired some primary knowledge of our language. Books containing only our most simple words are well adapted to a child's capacity, while adult foreigners need advanced thought, expressed as far as possible in the same style. Even in ordinary business life they need to have simple words repeated, again and again. Christian people, therefore, should so freight these words with pro¬ found religious truth that hallowed associations will ever, thereafter, accompany the memoiy of time and place where the words were first learned. Every day words are best used to convey divine truth. As Jesus had a constant eye, in teaching, to human need in food, heal¬ ing, and all other necessities, so a wise disciple of his will teach these foreigners to ask God for all spiritual blessings in the same words which they use in their tem¬ poral dealings. A very slight duty is done when a Chinaman, for ex¬ ample, is taught to read our New Testament; indeed the difficulty of the stranger may only really begin when he commences to read that book in English. Take for illustration, Luke xv : 1-7, where twef>ty-one different verbs are used, fifteen of them irregular. How many various verbs could an English speaking man master in a foreign language at one sitting ? In these seven verses there are several forms of the same word, together with seventy-eight different words. How then is a' for¬ eigner, without some grouping of forms of words, to know that there is more relation between "give " and "gave," than between "give and live," or "gave " and "save" ? How can he know of a relation between "going," "go," and " went " ? The Progressive Lesson Series aims to introduce the most vital religious truths, as early as possible, in such forms as to impart at the same time the fundamental principles of our language, To this end : I. Series One gives an idea of the sound of each letter. This is more necessary with some foreigners than with others. Take, for example, the Chinaman, who needs special drill in order to give terminal sounds, as his own language seems to have none. The Chinese have one character for a word, and hence they look upon each of our words as one whole sense. After months of teaching, a teacher who did not use the Pro¬ gressive Plan complained that her scholars were as likely to give one pronunciation as another to either of the words, "have," "gave," "save." Her pupils noted the similarity in termination, but had no idea of the force of each letter. The pupils can understand but little that we tell them, and therefore the primary stage is the time to teachthem sounds so accurately that we can under¬ stand the words which they address to us. II, The words are grouped, in lists, with space left for translation into the language of the pupil taught, ac¬ cording to the part of speech. By this means it be¬ comes easy to show the pupil which words will be likely to appear with the added syllable "ing," "ed," "er," "est," etc., and which with an added " s" or " es." III. No word is to be introduced into the reading lesson which does not appear in the lists, with a transla¬ tion. This plan forbids much variety in the reading matter at first, but it gives much practice on a few words. An accurate account of the number of times that each word has been used is kept, and an effort is made to repeat these frequently, in order to make them perfectly familiar. The repetition of the same word instead of its synonym must render some sentences a little inele¬ gant in the service of the prime design, but this cannot well be avoided. The use of our pronouns is a puzzle to most foreigners. For this reason the noun is repeated offener than in ordinary writing. A thorough learning of the lists and the consecutive study of the lessons are essential to the success of the pupil in reading. A " Teacher's Guide-Book " (in manuscript for a time) will accompany the Progressive Lessons, giving methods of study, with such hints as have been gleaned from years of experience in the work of teaching. That God will make this book useful is the prayer of the Author. Boston, 1891. CONTENTS OF SERIES 1. W IWli' Lesson 1. The sound of the letter F, pp. 3,4.—Name-words, or nouns, p. 5.—Verbs, p. 6.— Text, Col. hi : 15 ; short sentences, p. 7.—For- name-words, or pronouns, p. 8. Lesson 2. The sound oí the letter F, pp. 9, 10—Name- words, p. 11—Texts, Prov. 8 : 13, Prov. 1: 7, Prov. 10: 27, Psa. 86: 11. Names applied to God, p. 12.—Difference between "may" and "can," p. 13.—Verbs, p. 14. Lesson 3. The sound of the letter M, pp. 17, 18,—Add- name-words, or adjectives, p. 19.—Texts, Matt. 13 : 51 ; 5 : 2. Hymn, "How sweet the name," etc.. p. 20.—"Eth" added to verbs, p. 21.—Verbs, p. 22. Lesson 4. The sound of the letter M, pp. 25, 30.—Name- words, p. 27.—Texts, John 10: 27, 28; 2 Cor. ß: 16, 17, 18. Following Jesus, p. 28.—Hymn, "I will follow thee," etc. Numerals, p. 29.—Add- name-words, p. 30. Lesson 5. Pronunciation of'tion," "the," p. 33.—Alpha¬ bet, p. 34—"S" added to verbs, p. 35.—Text, John 3 : 16. Review in form of a reading lesson ; dropping silent "e," adding "ing," pp. 36, 37. —Verbs, p. 38. Lesson 6. The sound of the letter II, p. 41. Tune hum¬ med; silent letters, p. 42.—Name-words, p. 43.— Text, Luke 8: 19 to 21. Jesus "Elder brother," p.44.—Add-name-words, p. 45.—Verbs; doubling final letter before adding a syllable, p. 46. Lesson 7. The sound of the letter P, p. 49.—Ph sounds like F, p. 50.—Name-words, p. 51.—Text, 1 Thess. 5 : 15. Story of the fisherman, p. 52. —Principal parts of verbs, p. 53.—Verbs, p. 54. Lesson 8. The sound of the combination "Ch," p. 57.— Change in pronunciation caused by silent e, p. 58.—Nouns, p. 59.—Text, Matt. 5 : 44. The Fisherman, continued, p. 60.— Adverbs, p. 61.— Verbs, p. 62. Lesson 9. The sound of the combination "Sh," pp. 65, 66. —Name-words, p. 67.—Text, Rom. 12: 21. The Fisherman, concluded, p. 68.—Adding "es" to verbs ; change of "y" to "i," p. 69.—Verbs, p. 70. Lesson 10. The sound of the letter S ; when "c" sounds like "s," pp. 73, 74.—Add-name-words, p. 75.— Text, 1 Tim. 2:4, 5. No sin is trivial, p. 76. —Irregular verbs, p. 77.—Verbs, p. 78. Lesson 11. Division of words into syllables, pp. 81, 82. —Name-words, p. 83.—Text, Matt. 22: 37. Loving God with all the heart, p. 84.—Irregular verbs, p. 85.—Verbs, p. 86. Lesson 12. Study of syllables and accent ; pronunciation of «y,« «OU)» an(j "ow," pp. 89, 90.—Name-words, p. 91.—Text, Heb. 11: 6. Faith, a necessity p. 92.—Review in sounds ; verb form with "thou," p. 93.—Adverbs, p. 94. Lesson 13. Study of syllables and accent, pp. 97, 98.— Name-words, p. 99.—Text, Rom. 14 : 12. Per¬ sonal accountability, p. 100.—Possessives used for Name-words, p. 101.—Add-name-words ; suffixes "full" and "less," p. 102. Lesson 14. Remarks to the teacher, p. 104.—The sound of the letter T, pp. 105, 106.—Add-name-words, p. 107.—Texts, James 4 : 8 ; 1 John 1 : 7. Ne- cessity of a renewed heart, p. 108.—Hymn, "Now I find," etc. Review of p. 3, p. 109.—Verbs, p. 110. Lesson 15. The sound of the letter L, pp. 113, 114.— Name-words, p. 115.—Text, Psa. 40: 5. The human body, p. 116.—Pronouns, or for-name- words, in the possessive; irregular verbs, p. 117. —Verbs, p. 118. Lesson 16. The sound of the letter Z, p. 121.—S sounded like Z; S added to nouns, p. 122.—Name-words, ]). 123.—Text, James 2 : 17, 22. p. 124—Faith and works. Hymn, "He who trusts in Christ alone," p. 125.—Add-name-words, p. 126. Lesson 17. The sound of the letter N, pp.129, 130. —Name-words, p. 131.—Text, IMatt. 9: 27. David, p. 132.—Irregular verbs, p. 133.—Add- name-words, p. 134. Lesson is. The sound of the letter K, or C hard, pp. 137, 138.—Name-words, p. 139.—Text, 1 Peter 2: 21 to 23.—Jesus had the taunts of enemies to bear, p. 140.—Hymn, "Touched with a sympa¬ thy," etc. Irregular verbs, p. 141.—Verbs, p. 142. Lesson 19. The hard sound of C, pp. 145, 146.—Position- words, "at," "by"; Name-words, p. 147.—Texts, Psa. 16 : 1 ; 37 : 3 ; Isa. 26 : 3. The Chinaman's trust, p. 148.—Hymn, "When most we need his helping hand." Position-words, p. 149.—Verbs, p. 130. Lesson 20. The sound of the letter X, p. 153.—Blanks for verbs; for-name-words in the objective case, p. 154.—Add-name-words, p. 155.—Text, Watt. 9 : 27 to 29. God answers prayer. Hymn, "What e'er I ask," pp. 156, 157.—Adverbs, p. 158. Lesson 21. The hard sound of the letter G, pp. 161, 162* —Name-words, p. 163.—Texts, Rom. 12: 14; Psa. 46 : 1 ; Isa. 26 : 4. Stephen's death, p. 164 —Grace for special needs, p. 165.—Hymn, "Jesus can make." etc.—Irregular verbs, p. 166. Lesson 22. Blanks for verbs ; study of position-words, p. 168—The sound of the letter D, pp. 169, 170. —For-name-words, compound, p. 171.—Texts, Gal. 3:6 to 9 ; Matt. 1:1. Abraham's life, pp. 172, 173.—Adverbs, p. 174. Lesson 23. The suffix "ed," p. 177.—Regular verbs, p. 178. —Name-words, p. 179.—Text, Heb. 1 : 1. Jesus came in fullness of time, p. 180.—The prophets and their teachings, p. 181.—Add-name-words, p. 182. Lesson 24. The use of position-words, "on," and "in," p. 184.—The sound of the letter B, pp. 185, 188. —The objective, "whom name-words, p. 187. —Texts, Phil. 2 : 9, to 11 ; Matt. 8 : 11. Jewish history, p. 188.—The language of the Jews, p. 189.—Verbs, p. 190. Lesson 25. The use of the position-word "of," p. 192.—The sound of the letter V, pp. 193, 194.—The use of ,of" continued ; name-words, p. 195.—Texts, Acts, 18 : 28 ; John 5 : 39. The Bible, pp. 196, 197.—Irregular verbs, p. 198. Lesson 26. Meaning of "via," "viz," "of," continued, p. 200. —Review in pronunciation, p. 101. Irregular verbs, p. 202.—Name-words, p. 203.—Text, Jer. 7 : 23. Obedience, p. 204.—Canaan com¬ pared to heaven. Hymn, "There is a land of pure delight," p. 205.—Verbs, p. 206. Lesson 27. Hymn, "On Jordan's stormy banks I stand," p. 208.—The sound of the letter J, p. 209.— Soft g, p. 210. Name-words, p. 211.—Text, Psa. 16:1, 11. Heaven ; Hymn, "Tous, OLord, the wisdom give," etc. pp. 212, 213, 214. Lesson No. 1. PROGRESSIVE LESSONS. Every small script letter in the alphabet is written above. 3 "ä -a- J -il ^ *2 ti tir -Üf- I o 'V^* S 3, >u éj iff *& -r =c *+ f. M1 ^ -i pF ^>v ' >%h. pi -^v* -§* ¿t. Jrj 0^ * £ ft! Á. •mí7 jia, '3- 4¿ — s* s-* U> is. W-S- Y.*£-i± % í® tí.«- r^P* £7 *T ^ tir ß- -a » * £ jß ti -f- £■ 9# <íp * -& ¿_ % : íl I $ % ^ 3= A, vä E r Slg STUDY OF THE LETTER F. 3 PRONUNCIATION. Pro-nun-ci(she)-a'-tion(shun). Lesson 1. Each word in our language has one of the letters, a, e, i, o, u, w, or y, in it. In our dictionary the long sound has a mark over it ; thus, ä a long, ë e long, ï i long, 5 o long, ü u long. To the Teacher-. Show your scholar that,for the sound of F, the upper teeth are to be placed firmly in the middle of the red of the lower Up. Tell him the sound is made with breath only, and made when he opens his mouth. Say each of the above letters with the sound of f after it, âf, ëf, Iff, off, üff- F f ä, fä, äf chä - .... chäfe sä - - ... Säfe äce - - ... . fäce à as in äte ; ë as in ëat ; i as in tie ; 5 as in nô ; û as in eñe. 4 FROG-RESSIVE LESSONS. ë ëf fë re lië' - re liëf' rëë - - rëëf lëa - - lëaf brië - - briëf shëa - shëaf grië - griëf chië - - chiëf bëë - bëëf ëël - - fëël ï ïf fï strï - - strife wï - - wife Ine - - fine lï life knï - knife ire - tire 5 ö£f fö loa - - löaf ölks - folks öretell - foretell öld - - fold orce - force öreman-foreman ore - före dam - föam ort . - - fort ü üf fü üse - - fuse üme - füme ü'rious = fü'rious uture - tuture ü'ry - fu'ry - u'tile - - fu'tile To the teacher: Have the scholar understand that you do not wish him to learn the meaning of words given in the two pages of each lesson for pronunciation, but the change of sound which the I etter heading the lesson makes It would be too tiresome to study pronunciation all in one lesson. Study pages I, 3, 15, the first Sun¬ day, 2, 4, 6, the second. Study pp. 3 and 6 in each lesson before pp. 4 and 5. All translated lists must be learned, as pp. 5, 8, etc. ä as in ät ; ë as in met ; í as in it ; ö as in not ; ü as in cut. NAME"-WORDS FOR MEMORIZING. 5 Names of persons or things are NAME'WORDS. Lan'guage Word Bi'ble Dic'tion a ry Knëë Let'ter Fêë Sound Fôe 4&Â- Mark tZ%J% N5me Thing %^f#Tëa ^ ore noon Town Have you tied it? Shë wishes us to try. Sëë the word. Hë has marked my let'ter. You mark the tëa. Have your name marked on the thing. Have you tied it ? I wish you to tell the sound of the let'ters. I sëë the word in the dic'tionary. Have you sëën my dic'tionary? The dic'tionary has many words. Tell rnë the sound of the let'ter. I know hë has the thing. Hë knows she wishes it. Sëë, shë knëws us ! Shë is thankful to know you are hëre. Mark un'der ëach word you know. Mark the letter. Mark my word. I have it. We wish our things I know your mark. Tie it. Try it. I sëë it. ¿ aa in ät ; 6 as in met ; I as in it : ö as in nöt ; ü as in eût. 6 PROGRESSIVE LESSONS. SCRIPTURE TEXT. "Bë yë thank'ful," Colossians iii : 15. The Bi'ble tells mê, Jë'sus loves me. Jë'sus knows you. Jë'sus sëës you. You can try to know Jë'sus. You wish to say, "Jë'sus, I know thy name." We know Jë'sus loves us. Hë knows if wë try. Hë knows if wë are thank'ful. Hë said hë was thank'ful. Jesus knows our lan'guage. I try to read the Bi'ble. "Thou, God, së'est me." Have I loved him that së'eih më ? Am I thank'ful for his love to më ? Does he know I love him ? Knëël and tell'Jë'sus you love him. Tell Jesus you wish to plëase him. Tell him you try to know what he wish'es of you. I wish I knew ëach sound. ä as in ät ; ë as in mët ; I as in It ; ö as in not ; ü as in cut. 6a ■ffiÂfcâbftufr ir ^ it (#jWJWfr JfL i*g Z'IM&rX ML7 *# ^ E>* *WH; lHL^-pcc* JP ' 1S ^ ^^2 *&**.£ e,jjur ft 3?¡3 ifef:^z^C^-A-^.-i. If ^ ^-Ä: ^ ^ 3\ n ^ y* ^ #£s?jft£ >^A SX 4- ' '** & ff1J &* ^t,Jik :> "j? ¡fp &M£~£X #« $ H5s¿M¡t fàÀ? 7a progressive lessons. To the Teacher.—Have your pupil read the following for prac¬ tice on these small words, hut do not make any special effort to have him understand this page the first time he studies the lessons. In a few months, when he reviews, he can understand them better. It is I. It was I. It is he. It was he. It is she. It was she. It is we. It was we. It is they, (tha) It was they. It isn't I. It wasn't I. It isn't he. It wasn't he. It isn't she. It wasn't she. It isn't we. It wasn't we. It isn't they. It wasn't they. Isn't it I? Wasn't it I ? Is it not I ? Was it not I ? Isn't it he? Wasn't it he? Is it not he? Was it not he? Isn't it she? Wasn't it she? Is it not she? Was it not she? Isn't it we? Wasn't it we? Isn't it they? Wasn't it they ? Is it not they ? Was it not they ? Are you ? Are they ? Aren't you ? Aren't they ? Are you not ? Are they not? à as in ät ; ë as in met ; I as in It ; ö as in not ; ü as in eût. FOE NAME-WORDS. 7 For'-Name-Words To learn. My Me Thou (ftig) You y5(i«i;,fc%flj (^ $%%?%$ ft) Your thy(^»íí) "&ÍL Hê 4ê. She fê/dL, I we í¿, $ ^ My our Mê us $*4?^ He they She they fg., < ft4§**wj It they >fe i as ia àt ; ë as in met ; í as in It ; 6 as in nót ; ü as in cut. 8 PROGRESSIVE LESSONS. Words that tell what we DO. Say Have rfq Name Mark päy \2j Sëë %, Tell Lo-e %><(=£. Wish Sigh Jtj Knëël ïiL Try Tie ¡MP Know äasinäte; ë as in eut; í as in tie; ö as in nô; üasjueüe. Lesson No. 2. study of the letter f. 9 PRONUNCIATION. Pro-nun-citsheJ-a'-tionfshun). Lesson 2. Each word in our language has one of the letters, a, e, i, o, u. w, or y in it. In our dictionary the short sound has a curved mark Over it; thus a —a short, ë— e short,!—i short, ö o short, ü u short. Y short sounds the same as !. Y long sounds the same as i. To the Teacher : Direct the fixtp if s attention to the mark over the at e, i% Oy or Uy in each ivord before yon pronounce it ; have hint tell whether it is long or short ; have hint form the habit of noticing these letters first. Imfiress upon the scholar that you do not exfiect him to remember the words gii en below and on page 10. He is only to learn the sound of Ft but he MUST learn the wor ds on p. n, 12, 14. Say each ot the above letters with the sound of f before it. Fä. Fee. Fl. Föe. Fü. FO is the name of Buddha in China. Did you say the long or short sound ? Säy each of the above letters with the sound of f after it. äf, ëf, if, off, uf Hâve you now said the long or short sound ? F f ä fä, äf ä fä. äf äc'ing - fäc'ing chä - - chäff äde - - - fäde stä - - - st äff &asiuät; ë as in met ; i us i ti it; 6 as in iiöt ; ü as in eût. 10 l'IU »UliESSIVE LESSONS. ë fë, ëf ë fë, ëf ëar - fëar ell - - fëll ëast fëast sel - - sëlf ëëcl - - - fëëd ëd fëd ëët fëët shël shelf ë' ver - fë'ver e'ört - ëf fort ï fî, îf ï, fï, ïf île file î - - - - ïf ïnd - - - fïnd stï - - - - stïff ïght • fight whï whïff L - - - - f îfe ît - - - fît ï' nal - fï' nal ig - «g o fö, öf r» fö, of lôa - - 1 ë>af 8 g - - - - f»g ûrt fort önd - - - fond ë)ur four orVign - för'rign ôrth fôrth or' est for' est ôrd - ford o'er of fer û fu, üf w U fö, üf û' el fü' el us s - - füss ew (G) - few eu - - cüff re use' re füse' Im - - - - büff con üse' - con fuse' pü - - puff ü' ner al - fü' ner al stü - - stuff â as in äte ; G as in Gat ; 1 as in tie ; o as iu nö ; ü as in cue. NAME-WORDS FOR MEMORIZING. 11 Words that name THINGS. Fêar FL'vil Be ginning Wây Truth jt jtíg F»äy ff, — ff Weather ^ Rain Page - ^jj£. Board #p4l PROGRESSIVE LESSONS. SCRIPTURE TEXTS. The fear of the Lord is to hâte evil. Proverbs viii : 13. The fear of the Lord is the begm'ning of knowledge. „ Prov'erbs 1 : 7. The fear of the Lord prölöng'eth days. .j Prov-erbs x : 27. Têach mê thy way, O Lord ; I wYll walk m thy truth : ûnïte my heart to fear thy name. Psalms lxxxvi : 11. ? NAMES OF GOD. To be learned. God JC. JL Psä. xc : 2. " ' ' Mark xii : 29 TjL.«>7!i8h'ty <î!'n,r-tî) ^¡tßs FäTher Psalms ciii : 13 Lörd J? 'jjr Psa. ç : 3, Acts x : 36 Jê'sus, One who saves Matt, i: 21 Sâv'iour (säv'yur) Luke ii : 11 Christ • John iv: 42 " _ ~ - _ « à as m ate ; eaaiu eat ; i a3 in tie ; ö as in no ; ü as in cue. DIFFERENCE BETWEEN MAY AND CAN. 13 You can tell the word but you may not. I can teach you, may I ? You may wish to know the words in this page. 1 can tell each word. Mäy I tell you the name of each mark? I can say it for you if I may. May I have your dictionary ? You may read the name, can you? Read the words, you can. Sây It, If you can. Sëê If you can say It. You can tell me, will 3'OU ? I cän'not come. You may come each Sunday, can you? You may come at half-past two, can you? You may say "are" with you. You may say "were" with you. You were reading the page. You were telling me of your lan¬ guage. I was trying to sëê you make the letter. I am We are Thou art You are He Is They äre You can love Jesus. Hë tells you that you may. You may not do evil. The Lord does not wish you to do ë'vil. You •can do ë'vil but Jë'sus hâtes ë'vil. When you love the Säv'iour, you will not wish to do the thing hë hâtes. " I cän'nöt tell how precious the Säv'iour Is to më." ä. as in àt; ë as in met ; 1 as in It; ö as in not; ü as in cut. 14 PROGRESSIVE LESSON'S. Words that tell what we DO Hate Love It Fear T& ¥%î f am >f£ äre lis /ff. ¿flfrfeäM Can May Make Lïve yffe.ià Hêal f Soothe Come J. Read f|| Pro löng'^v/{$& % %% i£ J ä as in ate ; é as in ëat ; î as in tie ; ó as in no ; ü'as in cue.. Lesson No. 3. study ou the ukttku m. 17 PRONUNCIATION. Pro-nun-ci (she)-a-tion (shun). Lesson 3. Each word in our lan'guage has one of the let'ters, a. e, i, o, u, w, or y, in it. Learn these words to help you tô rëmëm'- ber the short sound : at, met, pin, not, but. To tell the sound of m, wë place our lips togëth'er. Wë make the sound for m äs far front in the mouth äs we can. Pronounce' each of the above let'ters with the sound of m after its long and short sound. am, ëm, im, öm, um. am, ëm, Im, Öm, um. Pronounce' fäm, fäm fëm, fem fïm, fïm föm, föm füm, füm. M m - /ms. a, am a am âz. . . äim hä . . . häm cä . . cäme jä , jäm lä . . . läme sä/'on. sälm'on blä . blâme f ä' ï ly . . fam'Ily äasinät; ë as in met; las in it; ö as in not; ü as in out. 18 PROGRESSIVE LESSONS. ë ëm e em drë« . drëam he. . . . . hem strëa . stream el . . . së., Service of Song. ä as in ate ; ë as in cat ; l as in tie ; 5 as in r.ö ; u as in cue. forms of verbs. 21 We read "saith" in the Bl'ble man'y times. "Saith" is a form of the word "say." Saith was used a long time In our language. Pëo'- ple dô not say "saith" in thèse days. We say ''said." Wê pronounce' "said" as if we spelled It "sed " Wë do not pronounce' an'y sound of ai In that word. Wë read In the Bl'ble "com'eth." but wë sfiy "comes." Comes Is a form of come. Gô'ëth but wë say goes. Goes Is a form of GO. Recëiv'eth, but wë sây recëives'. Re- cëives' is a form of receive'. Knöck'eth . knocks. Knocks Is a form of KNOCK. Trust'ëth . trusts. Trusts Is a form of trust. Flnd'eth . . finds. Finds Is a form of find. Lov'ëth . . loves. Loves Is a form of love. Lïv'ëth . . lives. Lives Is a form of live. Hëal'ëth . . hëals. Hëals Is a form of heal. Hath . . . has. Has Is a form of have. Ye, but wë say you. f.- as> in àt ; ë as in met ; i as in it ; ö as iu not ; ú us in cut. 22 PROGRESSIVE LESSONS. Words that tell what w<~ do are named VERBS. Teach l"| Lëarn r^r la HëlP j&Üfr Pro-nounce' Spell ^ ^ Walk Ask Präy O mît' Öse $ Do #Je ^ Un der stand' Add il* sy"g â as in âte ; ê as in ëat ; ï asin tic ; ó as in nö ; u as in cüe. Lesson No. 4. study ou the letter m. 25 PRONUNCIATION. Pro nun-c¡(she)-a-tion(shun). Lesson 4. along . a, äsinäte: a short . a, äs in at. e läng . ë, as ïn ëat: e short . ë, asïn met. i long . i, äs in tie : i short . i, äs in it. o long . o, äs in nö : o short . ö, äs in not. u long . ü, äs in eñe : u short . ü, äs in cut. Pronounce' each of the above' letters with the sound of f before it : fä, fä; fë, fe ; fï, fï; fö, fö; fü, fü. Do the same with f after ëach: äf, äf ; ëf, ef ; If, ïf ; öf, off ; üf, uf. Pronounce täf, fäf ; fëf, fëf ; fif, fïf; föf, föf; füf, füf. mäf. mäf ; mëf, mef ; mif, mïf; môf, möf; müf, muff. M m @M a ma âfl .... mail âin .... main âde . . . made âtë'rial . ma të'rial ë më ëët . . . mëët ä mä ät . . . . mät ä/ch . . . match äd'am . . mäd'am än' ner . män' ner ë më ëlt ... mëlt à as in ät; ë as in met ; I as in it; ö as in nöt; ü as in eut. 2 a PROGRESSIVE LESSONS. ë' ter ëëk ë' di üm ïld . île . . \gh t . ïne . ïce use û'sïc ûte ûtu al më'ter mëëk më'dium mi y self' . ö ô lest' ô' ënt . ôst . . ô'tive . u mild . mile might mine , mice my self' mö . mölest' mö'ment . . most . motive mû müse mü'sic müte . mütüal end . . . mënd ëd' i cine. mëd'ïcïne ëm'ber . mëm'ber mi id' nig/it. mïd' night ilk ... milk in' is ter . min' is ter ir' ror mir' ror ist ... mist is take' . mis take' ys'tery . mys'tery o mo ob . . . möb ön'u ent mon'umënt to-örröw to-mor'röw örtal üd'dy uff in üst ush üs'lin u mortal mü m üd'dy müf'fin müst . müsh müs'lin üs qui'tö (üs ke'to)müsqui'tö ä as in ûte ; ê as in Cat ; ï as in tie ; ô as in r.ô ; ü as in cüe. NAME-WORDS FOI! MEMORIZING. 27 Words that name Persons or. Things are NAME-WORDS." Fä' tlier Xi! Son (sun) M Dimgh! ter (d; au ter)^^ Farn' ï ly Man 5A. Peo' pie Voice íjhlX,. #1" Life Snôw _f Ëarth Foot )LX A as in it ; ë as in mèt ; i as in It ; A as in not ; ü as in cut. Ninth Tënth. 30 PROGRESSIVE LESSONS. Words joined tô Name'-words tô tell what kind, we name Ado-'Name-Words. i A like' ^3 jjo\ i Op' pç sYte 2 Long 2 Short 9$. 2 ™' « 3 RYch 'g 3 Poor 4 Strong 4 Weak 5 Lôûd 5 L"w 6 High % 6 Low 7 Ten'der 7 Tough (tüf 8 Wide vf4#<:f&] 8 När'röw ^ 9 Grdlt 9 LYt' tie 10 Large 10 Small 11 Söft ij^. 11 Hard 12 E ter nal 12 Tern' po ra rj¡ 13 Great feel'ing^|¡i 3 Lärge thïng à as in âte ; ë as in êal; j a s in tie ; ö as in uö ; Q as in cûe. Lesson No. 5. PRONUNCIATION OF "THE." 33 PRONUNCIATION. Pro-nun-ci(she)a-tion(shun). Lesson 5. To the teacher: Teach your scholar to pronounce, " tion." Show that it is the last syllable of many words. See the heading of the lesson. Do not try to have the pupil learn these words ; only notice the last syllable. To give the sôûnd of sh, you must not let the top of your tongue touch the top of your mouth. Send the breath between'your closed tëêth. Mën'tion, mö'tion, föftnda tion, ac'tion, nâ'- tion, sta tion. direction, objec'tion, posï'tion. Th is härd för your pëo'ple tô say You must place the end of your tongue out of your möuth, as if you wished to bite it öff. Pronôûnce'" the," as if spelled thï if the next word has a, e, i, o, u, för the first let'ter. Say: thï a, thï e, thï o, thï u. Pronounce "the "like thü before' other let'ters. Say: thü b. thü c, thü d, thü f, thü g, thü j, thü k, thü 1, thü m, thü n, thü p, thü q, thü r, thü s, thü t, thü v, thü x, thü z. Say : thü word, thü dïc'tionary, thü lan¬ guage, thü letter, thü sound, thü mark, thü thïng. thü Bï'ble, thûtëa, thïë'vil, thï Almïgh'- ty, thï ëarth. thï eternal life, thü life. Do not say ''the " alone, bût wïth the word after it. Say "the "äs ïf ït wëre jôïned tô the word after ït. Lëarn tô pronounce'" ing." ä as in ät ; ë as in met ; I as in it ; ö as in not ; ü as in eût. 34 progressive lessons. The English language has twenty-six lët'ters. We name these lët'ters the Alphabet (al' fa bet). 1. A a 10. J j 19. S s 2.Bb 11. Kk 20. Tt 3. C c 12. L 1 21. Un 4. D d 13. M m 22. Y v 5. Ee 14. N n 23. Ww 6. F f 15. 0 o 24.Xx 7.Gg 16. P p 25. Y y 8. H h 17. Qq 26. Zz 9.1 i 18. Il r Ask your tal " let ters, let'ters ? teach er to show you the "cap'i- Cán you show her the " small " a as in äte ; ë as in eat ; l as in tie ; ö as in no ; ü as in cue. forms of the verbs. 35 I wish tö üse the words you know that you may not forget' them. One thing for you to remëm'ber aboût' "tie" and "die" is that with ing " tie " is " ty'ing " and " die," " dy'- ing." 1 wish some day to tell you aboût' ädd'ing " ed " to some of thèse vërbs. Try to read your les'son-pä'per ät hörne and not forget' the words. One man walks. Two walk. <( prays. pray. O spells. « spell. u understands. it understand. a says, (sëz) a say. « adds. a add. u helps. u help. t< asks. u ask. comes a come. o ties. «C tie. a gö^s. li g5- a does (düz) a dô. It does nötsöünd well to us if we are say¬ ing something aboût one person or thing to omit the s on the verb. See how it sounds to say, "He goes to school." Do not say, " He go to school." If you speak of more than one do not place s on the verb. They go (not they goes). ä as iu ät ; ë as in met ; 1 as in it; ö as in not ; ú as in cut. PROGRESSIVE LESSONS. SCRIPTURE TEXTS. För God so loved the world, that he gave his ön'ly begöt'ten Son, that whosôëv'er be- liëv'eth in him should n5t për'ish, but have everlast'ing life. Johniii: 16. You hâve lëarned words that tell what we do. They are verbs. Can you tell all the verbs you hâve lëarned? Dô you understand' what they all mean ? I wish to use them tô sêë ïf you remëm'- ber them. Do not sîgh ïf you forget' some. Can you say, "saith." and '* said "? Can you spell them? I am going to name some to which you cän'nöt add " ing." They are " can," " may," " am." Look at pages 6,14, 22, when you are at home and read them all saying " I am " before' each, and add " ing," thus : I ain saying. I am having. I am naming. I am marking. I am paying. The first one on the 14th page will read, " I am hating." Place " ë'vil " after that and have it true of you all the time. You cän'nöt add "ing" to "is," "saith," or "said." Do you sêë that, " have, name, love, hate, make, live, soothe, come, pronôûnce', give, take, please, displease', lose, drive " hâve an e for the last let'ter ? â as in äte ; ë as in ëat ; ï as in tie ; 5 as in nö ; Q as in cue. READING LESSON. 37 That e has nö sôûnd when I pronôûnce' the word and I omit' it when I spell the word with '• ing " added Can you spell them all ? Ask your teacher if you may write them. Do you think you can lëarn from the Bible the vërs'es that are in each lesson? I wish you would. Ask your teacher tö tell you what " take päins " means, and " exact"' too. When wê lëarn from the Bï'ble, wê try to lëarn the exact' words not omit one, not add one. If you wëre too weak to read, it would soothe you to think and säy the words God has said for you to read. Try tô lëarn one each week that you may remem'ber it to soothe you when you are weak and unëa'sy, and to '• drive away' your fears." Think of them when you are work'ing. They tell më I can find some'thing tô read abôût' the flood in each language. A flood was some days ago' but it was not in all the ëarth. I mean a flood that was years and years ago', before' Jë'sus came to live äs man on this ëarth. Your tëach'er can tell you about that flood and that God has said all pëo'ple ön this ëarth shall nöt die by a flood again'. Have you rëad in your language abôût a flood ? ä as in ät ; ë as in. met ; I as in It ; ö as in nöt ; ü as in cut. 38 progressive lessons words that tell what we do are named verbs. give take 4£ re mëm'ber f°r get' plêase ^ dis please' ^ ^ O bey' (o ba) >»)fj#£.idys o bey'n||j find lose live £ *s die, fujß;^ gö ■£• fè. come jjt stöp proceed' look hear drive think & föl'löwi££. need a as in ate ; é as in ëat ; í as in tie ; ö as in no ; ü as in cüe. LESSON No. 6. study of the letter h. 41 PRONUNCIATION. Pro-nun-ci(she)-a'-tion(shun). Lesson 6. All the sôûnd h has, wë make with the breath. Wë send the breath ôût tô make the sôûnd of h. H h a hä äil häil ä'ven (ä'vn) hä'ven äste . . . haste äy ... häy ëat . ëap ëël ëëd . ï ïde . Igk . Ire . right.. he hëat hëap hëël hëëd hî hide high . hire height and . äng . atch'et . ab'it . em ëav'en eav'y ëalth . in'der inge int it hä . hand . hang hatch et . háb'it hë hem h ëav'en hëav'y . health hi . hïn'der . hinge . . hint . . hit (ik'kup) ic'cough hic'cough à as in ät ; è as in met ; I as in it ¡ ö as in nöt ; ü as in eût. 42 PROGRESSIVE LESSONS. ö hö ö hö öst höst öd höd öme hörne öp höp öpe höpe hö'ly öt höt ö'ly öl'löw höl'löw ose höse öl loa hol loa' öle hole öl'i day höl'I day ü hü ü hü ü mill ty hü mll'I ty Ulli hüm ü'man hü'man üb hüb üe hüe ün'ger üs' band h ün'ger hüs'band üsh h üsh In some words h ïs sl'lent. H is sl'lent at the begln'ning of heir, herb, honor, hön'est, höur, hön'esty. Ask your teacher to teach you to hum, " I will fol'lôw thëë, my Sâv'iour," etc. Make the sound äs für front In your möuth äs you cän. It may soothe you when ät home alone' to hum tlmt hymn. Will your sfi per in tënd'- ent ask you all to hum It together? A lët'ter thät häs no söünd when wë pro¬ nounce' a word, wë name a mute or sí lent lët'ter. E ät the end of many words, Is sl'lent. Tell the words In this lesson thät end In sl'lent e. Sëë also page 18. ä as in äte ; c as in eat ; l as in tie ; 5 as in no ; ü as in cue. name-words for memorizing. ¿41 Words that name Persons or Things are* NÄME'-WORDS. Chürch % Gospel ^ Heart (hart) Hëav'en (hev'vn)^,-^» Pain >J% Sïck'nëss >J% Salable Énd ^ fa K/ Um brël'la ^ Shëêp Shëp'herd (shëp'erd) Flood (flüd) Tack Some'thing. i as iu At; £• as in met; tas in Yt¡ ó as in not; ü as in cüt¿ PROGRESSIVE LESSONS. SCRIPTURE TEXTS Then came to him his moth'er and Iiis brëth'ren, and could not come at him for the press. And it was told him by certain which said, I hj mother and thy brëth'ren stand withôût', desiring tosëê thëë. And hë answered and said ün'to them, My mother and my brëth'ren are thëse which hëar the word of God, and do It. Luke viii: 19, 20, 21. Jë'sus Is God, but hë becâme' a child and lived on this earth. The name of his moth ¬ er was Mary. Hë loved her and whën hë was dy'ing on the cross, hë asked a man that hë loved, named John, to take care of hër. I think hë loved her very much. To think of her thën shows that hë loved her. But she was not the ön'ly one hë loved. Hë tëlls üs his love to you shall bë as tën'der äs that hë had for hër. Hë will love you äs If you wëre a mëm'ber of his fäm'ily. You rëad on page 28 thät God said you could bë his son. Hëre the Sâv'iour tëlls üs you may bë his brother. Jë'sus Is spö'ken of by Chrïs'tianpëo'ple as"ôûr Elder Brother." How vëry kind hë Is to let us give him that name. •a as in ate ; ë as in cwt ; ï as in tie ; ó as in nô ; û as in eüe. add-name words to memorize. 45 If you wëre weak and troubled,'twould your older broth'er hëlp you ? .£Jë'sus^asks you to come änd tell him all abôût' yoursëlf', the things that make you häp'py and those that make you sad. Doing this Ts pray'er. Words that tell which one and hö& manV are joined tô Nâme-words. These words.wê näme ^ Add'-Name-Words. Each Some (sum)^^ Any (in'«) - fé) , Many (mën'e) ame if) -fit This (this one) Äll These (these two) More J That [that one] ~' ]jhf Much ^ Those [those twô] _____ â as in ät; ë as in met ; Ï as in Tt ; ô as in not ; ü as in cñt. 46 Ä PROGRESSIVE LE8SONS. Words that tell what we d£> are named ^VËRBS^ Breathe ffc,. Show 4p .f.. .% Speak .v>í. y ^. KnOck (ñSk) -fr. #4£. ^ --ff »*- Dr5p — Doub'le (düb'bl) ^2, Care, >í'^\ Re ceive' fe#.. pût fe Step U ni te' îÎL/â" i®] , Mëêt fë} Four of,,the above'words drop the sï'lent e at the end, before' you add " ing."^ Dröp," " pût," and " step doub'lel their last lët'ter before' ädd'ing " ing." S Spell all these words on pa'per,with4!ing" added. a as in ate ; ê as in êat ; ï as in fie ; ö as in nô ; ñ as in cüe. LESSON NO. 7. study of the letter p. 49 pronunciation. Pro nunci(sh<-)a-tion(shun). Lesson 7. To give the sound of p wê press the lips togëth er with much force. Wê üse breath tô make the sound. P ä pâ, âp a pa, ap äy . . . pay ad . . . päd age . . page an ... pan äil . . . pail at ... pat a'per . . paper a/ch . . patch äste . . . paste ack'age päck'age ë pë, ëp ë pë, ëp ëa . . . pëa ëg . . . . pëg iëce . . piëce ën ... pën ëël . . . pëël ëck . . . pëck zerce . . piërce ë'er . . pëp'per ë'ri od . ] Gr i od er häps' . per häps' ï pi, ip ! pi, !p le ... . pie ick . . . pick ine . . . pine in ... pin ipe . . . pipe it'y .... pit'y île . . . . pile íc'nic . picnic ü. as in ät ; ë as iii met ; ï as in ït ; ö as in nût ; ü as in eût. 50 PROGRESSIVE LESSONS. öke . . . poke öle . . . pôle öst . . . post ö»r . . . pour ör'tion . pör'tion ö pö, öp öd . . . pod önd . - pönd o tä'tö . potä'tö Öck'et . pöck'et öl'ish . . pöl'ish ü pü, up pö, öp . . pod u pu, üp üre . . . pure ü'pil . . pü'pil im üte' . im püte ü'ri fy . pü'ri fy ünch . . punch ülse . . . pulse üb'lic . . püb'lic um . . .pump üt'ty . . püt'ty Ph söünds like f in man'y words. Cam'or cam'for camphor. Prö'et prof'et prophet. Trï'um tn'ümf tn'umph. Lern flem phlegm. Kö köf cough. Enü' enüf' enough'. Rü ruf rough. Phö'to graph. Tu tuf toügh. Phär'i see. F f Ph â as iii âte ; ë as in eat ; i :is in tie ; aas in nô ; ü as in eue. NAME-WORDS FOU MEMORIZING. 51 Words that name persons, PLÄcfes, or things are NAME'-WORDS. Load % Wood (wCíd) ^\ Flre'wood 91 Back Forest il» House Bridge Rïv'er -y5[ Ôvçrsê'er ^ Stick (of wood) Sor'row . Tear %if< 4^- Eye (i) Wa'ter -5?^- ■ ■ ■■ il 3k ä as in &t j ë as in mct¡ T as iu Ytj ö as in not 5 ù as in cut* 52 PROGRESSIVE LESSONS. SCRIPTURE TEXTS. Sëë that none rën'der ë'vil für ë'vil un'tô any man; but ëv'er fol'lôw that which ïs good, both among'yourselves, and to Till men. i Thessalonians v : 15. An old fish'erman was gö'ing home with a load of firë'wood on his back. Hë was very cold. Hë was vër'y tired. Hë walked very slöw'ly by the house of the oversë'er of the forest. Hë was gö'ing to cross the bridge over the rlv'er to his home. " Stop, old man !" called the oversë'er. " Where did you take that wood from ? It is not your wood. You have stolen it." The old man fëared great'ly. Hë said, " I have not stö'len It." '• Do not tell më a lie, old man," said the oversë'er. "Yës'terdây I cut wood. I left It In the forest. You have taken some of that, pût It down ! " " No," said the fish'erman. " I have gath'- ered It In the forest stick by stick, hon'estly and just'ly." Bût the fisher'man could not make the oversë'er think hë töld the truth. The over¬ së'er tore the load from the back of the old man and threw It from the bridge In'to the rïv'erjthën hë wënt In'to his hûûse. {To be continued). a as in äte ; e as in ëat ; \ as in tie ; o as in nö ; ü as in cüe. tenses of verbs. 53 We change the form of vërbs tô show time. If we are spëak'ing of days, this day is prës'ent time. If we are spëak'ing oí wêëks, this week is prës'ent time. If we are speak'ing of years, this year is present time. For that which is con'stant,wö Use the form of the verb for the present, thus : The sün rls'es, (al'wäys, constantly). Time before' the present, wë call past time. With " have, has, ör had,"wë üse a form cfilled the për'fect. In the dîc'tionary wë find the form tô üse with " to." Thën wë lëarn the oth'er forms. Will you try tô lëarn thëm ? Prës'ent. .gö. Past..wënt. Për'fëct. .gone. I gö now. Hë goes now. Hë wënt yes¬ terday. He has gone. Prës'ent, wring. Past, wrung. Për'fect, wrung. I wring the clothes now. Hë wrings the clothes now. Hë wrung thëm an hôûr ago'. Hë has wrung thëm man y times. Prës'ent. .run. Past., ran Për'fect.. run. I run now. Hë runs now. Hë ran yës'- terday. Hë had run before' I came. Prës'ent.. tear. Past.. tore. Për'fect.. torn. I tear now. Hë tears now. Hë tore the clothes yës'terday. Hë has torn thëm man'y times. à as in äte ; ë as in ëat ; ï as in tie ; ó as in nö ; u as in cue. 54 PROGRESSIVE LESSONS. Words that tëll what wë dÔ are named VERBS Ren'der Steal Lie Leave & Gather Teir Throw Türn Dash Cröss "t %%r- Run Risk fe-jt Wring 4J9L Write M I as in at ; ë as in inët ; Ï as ia Yt ; ö as in uöt ; 0 as in cut. ■g "0|j U0SS37 study of combination ch. 57 PRONUNCIATION. Pro-nun-ci(she)-a'-tion (shun). Lesson 8. To pronôûnce' ch,lët the end of your ton¬ gue (tüng) al'möst touch the rôôf of your môûth, just back of your üp'per tëêth, while you send the breath between' your al'möst closed tëêth tô make the sound. Ch ch ä cha, äch äin - - - chain äfe - - - chäfe äm'ber - cham ber änge - - change äse - - - chase ë chë, ëch ëap - - - chëap ëat - - - chëat ëër - -chëër ëëse - - - chëëse ä chä, ach äff - - - chäff äp'ter - - chäp'ter är'ity char'ity ät - - - - chät ättä' - - attach' ë che, ëch eck - - - check ër'ish - - chër'ish est - - - ehest ä as in ät ; ë as in met ; I as in it ; ö as in not ; ü as in cut. r>>> PROGRESSIVK LESSONS. I chl, Ich I , chl, Ich nd - - - - child Il'dren - chll'dren I'na - - Chl'na IH - - - - chill I nëse' Chleese' Im'ney - chlm'ney Ime chime In - - - - chin Ide - - - - chide Ip - . - - chip ö chö, öch ö chö, öch öke - - - chöke öc'olate chöc'olate ose - - - - chose op - - - - chöp os'en (zn) chos'en re proa re proach' ü chit, üch u. chü, üch e\v(ü) - - chew um ... chüm Pronounce chiirch, choice, march, arch, starch, pärch, charm, catch, hitch, match, patch, touch, charge, charcoal, chow'der. Write all the words you can think of that end In silent e; thus, make, take. Very man'y words end In sl'lent e. Then I think the a, e, i, o, u, In the first part of the word will have the long söünd. Hat, hate ; mat, mate; fat, fate; can, cäne; man, mäne ; plan, plane; slat, slâte; cap, cäpe ; shad, shade ; dim, dime ; din, dine ; fin, fine; pin, pine ; slid, slide; quit,quite; breath, breathe ; .bit, bite. You sëë that, If the e has nô sound Itself', It makes a change In the pronunciation of the word to have It there. ä as in ate ; ê as in eat ; ï as in tie ; 5 as in nö ; ü as in cue. NAME-WORDS FOR MEMORIZING. 50 Words that name Persons or. Things are NÄME'-WORDS. Chëëk. Child Böy j|^ Boat t.M Blow (of häm'mer) Block (of Ice) ¡1| Clothes (klöz) >MfL Fïsh'er man Home Hand Hôûr Mïn'ute (mïn'it) °i^ 9~\ — psr-ii ¡^\ ¡a. Sun'shlne 9 ä as in ät; ë as in met ; Y as in it ; ö as in nöt ; ü as in cütii 60 PROGRESSIVE LESSONS. SCRIPTURE TEXT. Love your ën'emies, bless them that cürse you, do good to them that hate you, and pray for them which despïte'fûlly üse you, and për'secûte you. Matthew v: 44. (iContinuedfrom page 5 2 J. The fisherman looked at him with sör'röw and türned awäy'with tears in his eyes. (ïz). Ina few days the weather was warmer, the Ice broke, great blocks of Ice dashed against'(agënst') the piles of the bridge. Frederick, the son of the overseer just then wished to cross the bridge but feared when he saw the per il. The old fish erman was mend'ing a boat near by. He tried not to have the boy risk his life by cröss'ing. The ôversë'er saw the fish'erman spëak'ing with his son. He did not wish his son tô obey' the fisherman and he called, " Come ô'ver quïck'lv, the bridge will not break yet ; do not hear that old man, make haste!" Fred erick ran. Blow upon blow came against' the bridge,Soon It fell ïn'tô the wâ'ter, and the boy with It. How the fä'ther called! How sad the fisherman was ! The boy In the rfv'er made piërc'ing cries for help. The wâ'ter in the riv'er carried him ön. Hë was pressed almost to death by blocks of Ice. ( To be contiuued.) ä as in äte; ê as in êat ; i as in tie; ö as in iiö ; ü as in cüe. adverbs to memorize. 61 Words add'ed tô verbs, tô tëll höw," when, or whÊre, are named*" AD'VERBS. • * v W** - « - - - - How (in what way) jfävXfäJty*, When" (afwhaUime) Where,'(hwar) at wnat place „ Thus*j(ïnthïs wây) HëreKïn this place) Jr& There* (thar,) in that place^ßj Then (at that time);£f»^.^ >w«rr' - Again "(a gën) one time more Ever.(at anytime) To geth'eE(n5t~sep'aräte)-^\ ^ jsj -- -si"1" £gö' (in time past) NO \y& & as in at; ë as in met; Ï as iuYt; ö as in not; ü as in cfct..' G2 PROGRESSIVE EESSONS. Words that tell what wê do are named VERBS. Fold unfold is if Sit \*L stand Join separate Mean Place Send Let (to permit') -f£ $3 De sire' Answer (än'ser) \3>g» ßJigT" Sound (to make nöTse) Work X ^ Cry (to shout, to shed tears) pan ' HSH '£$.'#-£■ ä as in âte ; ê as in cat ; T as in tic ; das in nô ; Q as in cue. Lesson No. 9. study of combination sh. 65 PRONUNCIATION. Pro nun-ci(she)a-tion(shun). Lesson 9. To give the sôûnd of sh, you must not t.t the top of your tongue touch the top of your möuth. Send the breath between' your closed teeth. sh âme äke . äde . äpe . äve sh ëar . ëaves ëêt iëld . sh Ine . ï'ny . y • shä, âsh . . shâme shâke . shâde . . shape . . shâve shë, ësh . . shëar . shëaves . . shëët shiëld shî, Ish . . . shïne . . shï'ny •/ . . . shy sh am all . äd'öw äl'löw , rank . sh ell . ed . elf . ël'ter sh ïp . rïnk ïv'er . shii, äsh shäm . . shall . shad'öw . shallow . shrank she, esh . . shëll . . shëd . . shelf shel'ter shï, ïsh . . ship shrink . . shïv'er à as in ät ; ë as in met ; í as ia It ; ö as ia aöt ; ü as ia cut. 66 PROGRESSIVE LESSONS. s h öre öul'der ö\v . shö, ösh . . shöre . shöul'der . . shöw sh shü, ush rewd (rüd) —shrewd üre . süre (shür) üre'ly süre'ly (shür'le) sh öck öne . op öt . sh rüb un . üt'ter . shö, ösh . shöck .shöne . shop . . shot shü, üsh shrüb . shün . shüt'ter as sure'(a shür') I assure'you it is true. I am gläd, I assure you. Ch söünds like sh in the word, chan dë- liër', You hâve sêën a chandelier' in church many times. Try tô pronôûnce' these words if your tëach'er does not help you. Face, fäc'ing, fame, fume, chafe, chaff, chief, if, puff, muff, may, match, miss, happy, muffin, much, pay, fëë, föe, have, am, hüsh, mäsh, fish, fish'ing, Û, push, hash, mesh. Ask your tëach'er to have you write words from päg'es 38 and 54 with "ing'' add'ed. Pronôûnce' " tion," sûg'ar (shûg'ar), and shrunk. a as in âte ; ë as in ëat ; i as ill tie ; 5 as in nô ; ù as in eue, name-words for memorizing. 67 Words that name persons, places, or things are NÄME'-WORDS. Moth'er (müth'er) Mi Sïs'ter Brother (brüth'er) |ö| JîjL JL In the säme fäm'ily, Brothers ^ In the same chürch, Brëth'ren Money (mün'e) Enemy fa $ Prayer Press Crowd ^ Head jjJÍ Möüth DP Lip fjy§- Tongue (tüng) í§\ âl'sô Language Tooth f Teeth à as in àt; ë as in met; Ï as inXt; ó as in ilôt; ñ as in cut. 68 PROGRESSIVE LESSONS. SCRIPTURE TEXT. Bë not overcome' of evil, but overcome ë'vil with good. Romans xn: 21. (1Continuedfrom, page 60). The ôversë'er ran on the side of the riv'er, cry'ing and wringing his hands. How could hë hope that the fish'erman would save the unhap'py boy? But the fish'erman stepped quickly ïn'tô his boat, and forced ït betwëën' the blocks of ice. Hë took the boy ïn'tô the boat, and brought him back safely. Hë said to th ôversë'er, " Hëre, I give you your son back again'. Sëë, hë is safe and well." This hë said with a lov'ing voice. The ôversë'er dïd not like to look up. Hë felt ashamed. Hë stood silent for a time. " Forgive' më, hön'est ôld man," hë said. Tëars ran down his rough chëëks though hë did not wish to show that hë was sô over¬ come'. '• Forgive' më, I was unkind'to you." " What have I to forgive' you ? " said the fish'erman, in a friendly7 voice. " Have I not just now revenged' myself' on you ? " '• Was doing më good, then, your revenge', good man ? " said the ôversë'er. " Is it thus that the right'eous revenge' themselves'? " â as in äte ; c as in Cat ; ï as in tie ; 5 as in no ; S as in cüe. forms of the verbs. 69 Page 53 tells you that wê change the form of the vërb tô show time ; that for what is constant wê use a form called the pres'ent. Page 35 tells you that we add s tô the vërb when we äre spëak'ing of one: as, One says (sëz). Two say. If it is not ëa'sy tô pro¬ nounce s after the vërb, we pronôûnce es. One man teach'es. Two teach. it a pronöünc'es. üs'es. " pronounce'. " üse. a a plêas'ës. lôs'ës. " please. " löse. (lôz) a wïsh'ës " wish. it is. " äre. a was. " wëre. a does, (düz) " dô. a goes. " gö. a cross'ës. " cross. Ct a places, cär'ries. " place. " cär'ry. A word that ends ïn y, man'y times has the y changed to i, if the let'ter before' the y is not a, e, i, o, ör u: as, try, tries; fäm'i lyt fam'ilies. No word has doüb'le (dub'bl) i. To the Teacher : Be sure the pupil does not say long e for short i as eat for it, sheep for ship, etc. ä as in àt; ë as in met ; i as iu It ; ö as in nöt ; ü as in cut. 70 PROGRESSIVE LESSONS. Words that tell what wä are named VERBS. Shine Fail can ify jgj§Jj Cut i^J Be gin' "jj End Shire J8SÍ0- O ver come' JÜ- Ëat -fr En'ter ■Hire Prefer' JjpJffL Mënd fjMÄ Carry ¿g â as in âtei ë as in ëat; ï as in tie i ô as in nô ; ü as in Cüá- Lesson Ho. 10. STUDY OF THE LETTER S. 73 PRONUNCIATION. Pro-nun-ci(she)-a/-tion(shun). Lesson 10. The hard top of the môûth, wë call its rôôf. Some'tlmes peo'ple cull the rôôf of the möuth the pal ate. Food which we like wë say is päl'atable ; that ïs, ït plëas'es the pah- ate. Can you place your finger on your päl'ate ? To make the sôûnd of s, we place the tip of the tongue just back of the upper, front tëëth, very near the rôôf of the mouth. Wê make the sides of the tongue near its end, touch the rôôf. That lëaves a ver'y llt'tle space betwëën' the end of tongue and pal'ate. We send the breath into this space and betwëën' the tëëth. It sounds like the nôîse a sër'pent makes. Wë call It a hiss¬ ing sôûnd. S s ä sä, as a sa, as ay ame äfe say same safe St - - - - ash - - - äck - - - - sät säsh sack & as in ât ; ë as in met ; I as in It ; ö as in nöt ; ü as in cut. 74 rnocKEssivE LESSONS. ë së, ës ë se, ës ë« - - - - sëa end - - - send ëëk - sëëk It - - - sët ëtfm • - - sëam ell - - - - sëll ëat - - - sëat ëc'tion sëc'tion ëëd - - - - sëëd elf - - - - self I si, ïs I si, ïs îde - - - - side Ick - - - - sïck ig/it - - - sight It - - - - - sït \gn - - - sign ïeve - - sieve îze - - - - size 111 - - - - - sill mile - - - smile In - - - - - sin ô SO, ÖS ö SO, os ë>ap - - - söap ob - - - söb ôak - - - - soak oft- - ■ - - - soft o'cial (o'shal) so'cial öng - - - song old - - - - sold öck - - - - sock öre - - - söre pot - - - - spot fi SÜ, fis ü su, US fie - - - - sfie ûf'fer - suffer ü'i cïde - sfi'i clde upper - süp'per flit - - - - suit uds - - suds u per fine' su perfine' um - - - - sum The lët'ter C sôûnds like s when the c Is before' e, i, ör y. Wë sây then c has Its soft sôûnd. It has a llt'tle märk ün'der the c in the dictionary to show that It has the soft sôûnd. Force, cease, Ice. a as in äte ; ë as in ëat ; i us in lie ; ö as in no ; ü as in cüe. ADD-NAME-WORDS FOR MEMORIZING. 75 Words that tell what kTnd, or which one, are joined to Name - Words, and are ADD'-NÄMEWORDS, Up'per JÉL-£- Lower ft."U Above' (abiiv')^ _h Bäck Front (frünt)fr Soft f £ 7$ Hard bÍLsf¡i Öut'side {fj-jig In'sideA~f^_ Pál'a ta ble^|-^- Un päl'a ta ble <>#--4-^.^- Smooth y,^ Rough (rufj^fi if* Swëêt Soûr Honest (ön'est),^.,# Dishôn'est (díz)^^yf Pre cious (presh'us) Worth'less (wurthl^.^ _ ^ t» ft Old % % ^ Young (y ung) jjr New (nú) ^ Good (gñd^^. Bad ^^ 5 as in At; c as iu mût; í as in il; ó as ¡u üöt, ñ as in eût... 76 PROGRESSIVE LESSONS. SCRIPTURE TEXTS. Who (i. e. God öur Säv'iour) will have all men tô bë saved, and tô come un'tô the knowledge of the truth. For there Is one God, and one më'diâtor between' God and men, the man Christ Jë'sus. i Timothy ii: 4, 5. God has always loved you ver'y much, and lias gïv'en you more good things than you can name. But no man loves God äs hë ought. You know you like to talk with a man whô wïsh'es to do those things which you wish to have done. When God made man first hë was plëased with him and talked with him. But soon the man disobeyed' God and liked ë'vil. Then God could not talk with him äs before'. All the pëo'plc who hâve lived since thät first män have done S'vil things. Some hâve done more bäd things thän oth'ers but God did not wish üs tô do one bäd thing. If a për'son stole from you one cent, you might say, " Thät is ver'y lít'tle, I will let thät gö." But when you thought more about' it you Avould say, " I know the män ön'ly took a lït'tle, but hë häs shown thät hë will stëal. I do not think hë loves më ör hë would not wish to take awây' my things änd not tell me." ä as in ate ; é as in êat ; 1 as in tie ; ö as in nô ; û as in cue. FORMS OF THE VERBS. 77 God cares how we feël ïn ôûr heart to him. He wish es öur love. We call those vërbs which change so much to show time, IRREG'ULAR VERBS. PRESENT. PAST. PERFECT. {Form for now.) {Before now.)( With have,-has or had.) I leave One leaves left left They steal " steals stole stolen " begin' " begins' began' begun' " do " does (duz) did done (dun) " drive " drives drove driv'en " forget' " forgets' forgot forgöt'ten " find " finds found found " give " gives gave giv'en I leave now. He leaves now. He left an hour ago'. He has left the cit'y. I do not steal now. He steals nö more. He stole yës'terday. He had stolen things. I begin' to understand'now. I began' to lëarn last wëëk. I have begun' to lëarn. I am begin'ning to understand' these lës'sons. I do it now. Hë does it al'wâys. I am doing it now. I did it yës'terday. I have done it before'. To the teacher : In the sentences, require the pupil to tell the tense of each of the verbs : thus, leave, is present time, left, is past time, has left, is the perfect form, etc. ä as in ät ; c as in met ; 1 as in it ; ö as in not ; ü as in cut. 78 p roo h ess i v e lesson's. Words that tell what we do are named VERBS. Talk it De llv'er Fëë] Force Hope Like räK + jtf. Rise (riz) Own (on) Ought (ot)^i If Save Press I&4&. 4#,yl %TJf ■Crowd Persecute 10^ ^ Finish 'i as in âte ; ê as in êat ; i as in tie, ó as in nö ; û as in cue. Lesson No. 11. division of words into syllables. 81 PRONUNCIATION. Pro nun-ci(she)-a'-tion(shun). Lesson 11. Wë separate a word ïn'tô parts. Each piirt wë name a syl'lable. Wë look (lûk) ät a word tô sëê how man'y of the let'ters a, e, i, o, u, v, are in the word. Wë know that there can not bë more syllables than there are of thëse let'ters. Some words have a silent a, e, i. o. ör u in them. The si'lent let'ters may not make an additional (ad dish'- ün al) syl'lable. Pronunciation has five syllables. ! 1 III Count thëse lines. There are the two let'ters i and o in " tion " but wë pronöûnce' '• tion" «as if it were "shun." That üs'es only u and makes one syl'lable. Wë learn to pronôûnce' ëach syllable sep' arately. Then all togëth'er. magnificent mag nif' ï cent A / I II] Count. How many? manifestation man i fes tä' tion I M I I 5 hospital hos'pi tal I I I 3 material ma të' ri al I I II 4 à as in ät ; ë as in met ; í as in it ; ö as in nöt ; ü as in eût. 82 progressive lessons. preparation preparation 1 I I. 1 w - , - v -, permission permis sion (mishun) handkerchief handkerchief (hang'ker chief) I I I palatable pala ta ble Ble ör pie make a sëp'arate syl lable but the e has nö sôûnd. Sëë how your tëach'er pronounces '■ bl." Place a mark ün'der each a. e, i, o, u, ör j, in the following words. Try tô sëp'arate these following words. Write them in syllables: minister manifold, dïscî'ple man'ner participate passenger pä'tiently (pashënt le) medicine pen'cil mes'sage appropriate möd'eräte punishment paragraph pär'asöl parcel help fûl mër'cifûl remëm'ber forget' find repent' possess' (pozzes') divide' reply' forbid' ïmmê'diately ä as in ate ; ë as in eat ; i as in tie ; ó as in nö ; u as in cue NAME-WORDS FOR MEMORIZING. 83 Words that name persons, places, or things are NAME'-WORDS. Tip Top -fêrtër fage(,s B^g & Bêan Pan 4^4% Quart £4 Sand Cup 7^2= Po tä'to ^44" Ceílar 5\L" 4. Lesson (les'sn)— Schôôl Shovelful (shuv'vl) — ,g.|[ Person (per'sn) A-v— 4i2» à as i o àt ¡ ë as in met ; Y as in ït, ó as kl not ; ù as in eut. 84 PROGRESSIVE LESSONS. SCRIPTURE TEXT. Jê'sus said iin'to him, Thöü shält love the Lord thy God with all thy heart. Matthew xxii: 37. Sëë also Deïi ter ön'o my vi : 5. "Mother," said Fred, " I cán'not love God and you both, sô I will choose you." "Why, my child! what do you mean by säy'ing you cän'nöt love both ?" " The Säb'bath-school lesson says, I must love God with all my heart and there is ön'ly one all to It. If I love lam with all, there will not be an'y left for you." The moth er asked Fred to come with her tô the cël'lar. There she asked him to help her fill a large pan with potä'töes. " There," said hê when hê piled on the last potä'tö, "It Is füll." "Füll," said his mother, "but pût In more." She took a bag of beans and began' to shilke them between' the potä'töes. She poured and shook until' a quart of beans wëre pût In. " It Is not now füll," she said. She took a shovelful of sand and sprin¬ kled It over the pan. It went In. " It Is not füll now," she said. She then took a cup ä as in ate ; ë as in cat ; i as in tie ; ó as in no ; ü as in cüe. FORMS OF THE VERBS. 85 and began' tô pour wa ter ön the pan. Sëv'- eral quarts of vvâ'ter went Tn. "Now,you sëë how a thing can bë füll, and yët hold more—of some'thing else." Your heart may bë füll of the love of God, and yët you can love your friends and your work. Love God more than an'y thing ör për'son. Hë asks tô bë first in your love. IRREG'ULAR VERBS. PRESENT. PAST. PERFECT. (Form for now.) (Before now.) ( With have, has or had.) I choose One chooses chose chös'en Theyhëar" hëars heard heard " know " knows knew (nü) known (nön) I choose to come now. I chose to come last Sun'day. I hâve chös'en tô come many times. I am chôôs'ing to hear now. I hëar all that you say. Shë hëars üs talk'- ing. I heard abôût it long agö'. I have heard him speak often (of'fn). Hë is hearing your words. Wë know you like tô lëarn. Shë knows how tô tëach you. You knew the lët'ters weeks agö'. I have known you a long time- What form is used in each sën'tence ? à as in àt ; ë as in met ; i as in It ; 5 as in not ; ú as in eût. 86 PROGRESSIVE LESSONS. Words that tell what we do are named VERBS. Bring m,ÍH Clio Ose Chill MSst Em Fill £ -~M Empty (ëm'te) Pile Shake Pöur &K#i £ SprYn'kle (sprîng'kl) Command'. Môve 1$ Assure' (a shür') ä as in äte ; c as in ëat ; ï as in tie ; ö as in no ; ö as in cue. Lesson Ho. 12. study of syllables and accent. 89 pronunciation. Pro-nun-citshepa'-tiontshun). Lesson 12. What does " strength " ör " force " mean ? If you wished tô pût a tack In a board, you might press it with your thumb. You use fill the force of your thumb. If the tack would not gö In so, one blow of a ham'mer would drive it In. One blow of the ham'¬ mer had more force than your thumb. When you speak, you use voice. When you pronounce' a long word, you Use more force, ör strength of voice on one syllable of the word than on the oth'er syllables. We speak of the blow of a hammer. We call this added strength of VÖlce, " stress." In disciple, the stress of voice is ön the syllable, "cl." In parasol, the stress Is on the syllable, "par." In preparation, the stress of voice Is on the syllable, " rä." Do you sëë the llt'tle mark after each of these syllables In the words ? This mark ( ' ) we ca.ll a mark of ac'cent. The syllable to which the löw'er part of the mark points, we say " takes the ac cent." In opportunity, "tü"' Lakes the ac'cent. In sü- per in tend'ent "tend" takes the ac'cent. Tiirn to page 44 and name all the syllables that take the ac'cent. Ment, tion, ing, er, ä as iu ät ; ë as in met ; 1 as in It ; ö as in not ; ñ as in eût. !)0 progressiv*: lessons. less, and nëss form the last syllable of man'y of our words. Write in syllables, shüt'ter, häp'pen, mül'titüde, sät'isfy, happiness, of¬ fice, fiir'nace, umbrella. If wë sëë two of the let'ters, a, e; i, o, u, v, side by side wë think both let'ters will be In one syllable. Appointaient makes but three syllables, II.1 as o and i are side by side. Räil'röad makes but two syllables. Tell why. I 1 Repeat' " " " 1 J, Möün'tain (tin) " " I , I Föfin tain (tin) " " I I Läun'dry " Fëûndâ'tion three syllables. I 1 I We pronëûnce' "y" the same äs we should " i " If It were In the same place In the word. Pronounce' "ëû" and "ow." Will you remember It always söfinds the same with those marks ? Pronëûnce' söfith, allow', show'er, power, tow'el, flow'er, föfind, möfith, pöfind, shöfit, spëfit, stöfit, thöfi, dût. u as in äte ; ë as in cat ; i as in tie ; 5 as in nô ; ï as in cüe. NAME-WORDS FOR MEMORIZING. 91 Words that name Persons, Places, or Thlngs are NAME-WORDS. 1 Sün'day Sab'bath fcj 2 Mon'day ¿gf 3 Tües'day^^. 4 Wednes'd^y (wenz'da) jñjK. 5 Thürs'djy \r$ 6 Fri'day ^ 1 Sát'ur day ;f-(& Tí KJ f Mörn'ing "f Accent^^-^f.^^^ Ear ^ Thumb g T^vj % Cït'y tji ^ Street fä Sun Car Time Fare Teacher ££^$^5 Hair ^ Scholar Strëss 3^. ^ as in at; ë as in met ; 1 as in it; û as in nöt; ü as in eût. 92 PROGRESSIVE LESSONS. SCRIPTURE TEXT. But without faith it isimpos'sible to please him : for he that cora'eth to God must believe' that he is, and that he is a rewârd'er of them that dil igently sëêk him. Hebrews xi : 6. You can think of things that please God. What one thing does God name in the above' text, that you must have to please him ? What dô pëo'ple mean when they say, " I take you at your word," ör " I take your word für it ? They mean that they believe' it because' you say it is true ; not because' they have seen it für themselves' and understand' it. When you come to God, you must take him at his word. Does the Bi'ble tell us this? The Bible is God's word, and what have you just read in Hë'brews xi : 6 ? What reward' has God said he would give you ? When did Jesus live on earth ? Aböût nine'têën hun'dred yëars ago'. How long did hë live on earth ? Thïr'ty-thrëë years. Where does (duz) he live now? In hëav'en. Will hë come to earth again'? Hë has told us that hë will. Wë spëak of that time äs "his sëc'ond com'ing." â as ia äte ; ê as iu eat ; ï as in tie ; ö as iu nö ; u as in cüe. review. verb form with "thou." 93 How can one follow him now ? We follow him ïf wë dô äs hë did. Will hë send any one away' who comes to him ? No, hë asks all to come. In John vi : 37, wë rëad, "And him that com'eth tô inë I will In no wise cast dût." Wë say wë pronounce' a word, when wë spëak the word to hëar its sound. If wë tell the letters In a word, wë say wë spell It. Wë pronôûnce' phlegm äs ïf wë spelled It flëm. Dô you remëm'ber the sôûnd of m ? Pro¬ nounce' '• ïnd," " mind ;" " öd'el," model ; " ö'cean (ö'shan), mö'tion. Pronounce' a, e, i, o, u, with the sôûnd of m, before' their long änd short sounds ; mä. më, ml, mö, mû, my; mä, me, ml, mo, inü. What cän you say of the forms, " look'eth" änd help'eth ? See page 21. When wë spëak tô God In prayer, wë say ■" Thou," not '' you." The form of the vërb tô use with thöu ends In "st" ör "est." Say "th'ôu " with ëach of the following verbs : Art, dost (düst), häst, wilt, shält, mäyst, cänst, must, wast, didst, hädst, wouldst, shouldst, mlghtst, couldst. Say the same vërbs with " you " ; thus, You are, you do. H as in ät ; ë as iu met ; í as iu it ; ö as in nöt ; ü as in cut. 94 PROGRESSIVE LESSONS. Words add'ed to verbs, tô tell how, when, or where, are named XD'VERBS. Almost ÍQ M Pagen Awäy' £3, Page 20 A lone, Pa£e 33 Söle'ly T'iâ-vfcfc#- and Hymn Âl'wâys 0^^ Constant ly 0,^ Page 53 Greât'ly Page 52 Far Page 42 Honest 5' Off $£$) Yés'ter day ají tj /*££KiN Worthless p£"{fiff( Worth'ful ÍÉl1^ Thought'less -fj Th'óught'ffil Thank'less Thänk'fül Powerless Powerfûl Höine'less Friënd'less S lëëp'less yÇ x %]] v/| Cêase'lëss End'lëss Hëlp'lëss Spcëch'lëss -fL-í Lëss whën the last syllable of a word means, Without; not háv'ing. Read the above; thus, care'less, without' care; care'- ful, full of care, etc. ä as in ate ; c as in êat ; i us iu lie ; 6 ns ui uu; q as lu cue Lesson No. 14. TO THE TEACHER.. In connection with the advance, study some* review after completing Lesson 13, each Sun¬ day. Eor example, the fifth page of this les¬ son is a review of the first word of Lesson 1. Have the scholar read the question, then answerr then write the words, or letter, about which he has talked. lie needs constant repetition in reading these words. Each Sunday repeat the same Re¬ view until the scholar can do all asked without your aid. Ask him to study it at home. After the scholar has read and answered all ques¬ tions, have him say as many short sentences as he can, using the word " each," thus : I come each Sunday. I look at each word. I do not know each boy here. I read each page. I work each day. I sleep each night. I rise each morning. I mark each package. I pray each day. Devote ten minutes to giving sentences, whose words he understands, requiring the use ol " each.'' Give some yourself. Have the scholar give more. Try to have the review really learned. study of the letter t. 105 PRONUNCIATION. Pro nun-ci(she)-a'-tion(shun). Lesson 14. To give the sound of t, liirn the tip of your tongue up and c/ver : have the tip of the tongue point back to the throat, then make the ün'der part, of the tongue near its end touch the päl'ate äs lär front In the möuth äs you cän. When you make the sound, the tip of the tongue turns qulck'ly again' to its ü'sual place, i. e., comes för'ward äs it is when you are not think ing aboût' ït. The sound Is made with the breath. T t a , at, ta mä - - mate fä - - - fäte äs - - taste lä - - - läte a ät, tä hä fä - sä pä - hät fät - sät - pät ë et, te m ëa - - meat grëë - grëët se ëë' - settëë' fëas - - fëast ë me lëf - et, te met - lëft slëp bës - - slept - bëst fi as in ät ; ê as in inët ; t as in It ; ö as in not ; ü as in eût. 106 PROGRESSIVE LESSONS. Ï it, ti î it, tí 111 \gh - might si - - - sit h éigk - height fï - - - fit bï - bite bi - - - bit smï smite hi - - - hit ö öt, to 5 öt, to pôs - - post Ö - ought (öt) rao - - mote spö - - spöt nö - - note hö - - - hot röas - - roast lös - - lost ñ üt, tu u ut, tu siii - ■ - suit shu - - shut mü - mute dus - - düst i'y beau'ty (bu'te) jus - - - just dis pu' dis püte' pü'y - - püt'ty sa lü' - salüte' mus - - must Pronöünce' öl.. öit ; join. .joint ; pöin.. point.; oy..toy; oy..boy. Oil.. out ; shüu . . shöüt ; stöil.. stôût; scôû ..scôût; own..town; spôû..spôût. Pronöünce' töast, top, tape, time, treat, touch, tap, täst'y, tea, teach, tear, tëëth, tëm'- pest, tempt (tëmt), test, tës'tify, apt, tie, tight (tit), tïme'piëce, tip, toe, tomä'to, tomb, too, tooth, töp, töp'möst. á as in äte ; é as in êat ; i as in tie ; 5 as in nö ; ü as in eñe. ADI/-NAME-WORDS TO MEMORIZE. 107 Words joined to Name -Words, to tell WHAT KÍND, wmCH ONE, Or HOW MANY, äre Xdd'-name-words. Hïss'ing ySie"""%7% Present p"'*■ Past Fae"51- Füt'ure (füFyur) Such Si'lent 1. Right 2. Wrong 2. Left Whole - £jg ^ %%- * Dry #if W& Pp lite' Rude äasiuät; ë as in met ; t as iiAt; öasinnöt; ü as in cut. 108 PROGRESSIVE LESSONS. SCRIPTURE TEXTS. Draw nigh to God, and lie will draw nigh to you. Cleanse your hands,ye sïn'ners; and pu rify your hearts. James iv: 8. The blood of Jesus Christ his Son clëans'- eth ûs from all sin. i John i : 7. It is not enough' (enüfi) for üs todô right. Our heart must be right. We must ask God tô pût his lile in us. More than all else we need to wish to please God- We must êat tô live. Dô you think Jê'sus meant, in John iv : 34, that it was his life to please God? Do you wish much to please him? Do you think it is sin not to wish to please him ? Is it sin to think lit'tle about' it ? If my clock did not tell the time right, would it do any good to look at anöth'er clock, and take my key and make the hands of my clock to point the säme äs the right clock? You know this would do no good. The hands would sôôn be äs far wrong äs ever. I must send my clock to the clöck-mäk'- er that he may pût its heart right too. So it is with you ; you must first get your heart pût right, then your hands will go right, and all will go right. â as in âte ; ë as in êat ; i as in tie ; 5 as in no ; u as in cue. REVIEW OF PAGE 3. 109 " Now I find no hand but one Can dellv'er me from guilt ; On the mer its of thy Son All my confidence Is built." Tune, Gottschalk. 1. What is the söünd of e m " each "? 2. What name do you give the söünd? 3. What mark do }*ou place ö'ver the e ? 4. What Is the söünd of a In the same word ? 5. What do you name a lët'ter that has nö söünd ? 6. What Is the sound of ch In the word, " each " ? Say some'thing and use the word, " each." Write It ; begin' with a small let'¬ ter. Write It again'and begin'with a cäp'- ital. 7. Which Is prlnt'ed on page 3, cäp'ital ör small ? 8. Which 5n this page ? 9. To what word is " each " joined ? 10. What name dô you give a word added tô a name'-word ? xi. On which page lire you told to call It an add'-name-word? i 3. On what page Is " each " prlnt'ed with the word In your lan'guage? 14. How many syllables In "each"? ä as in ät ; 6 as in met ; I as in it ; ö as in not ; ü as in cut. 110 PROGRESSIVE LESSONS. Words that téll what wë d& are named VERBS. Ap proach'i^jjjyg^ with draw' >f|-£p Drâw nigh Clëanse (klënz)>^>>|t soil Pü'rify Close (klöz) ün clôsetTi^L Shut £J M ö'Pen (°'Pn) >«] Change Point Gët Ob tâin'^ Buïld Hym'" Trust Touch 4/f. tir ' "• Cännot %. Pa"13 à as in âte ; ê as in ëat ; ï as in tie ; ô as in nö ; û as in eue. Lesson No. 15. study of the letter l. 113 PRONUNCIATION. Pro nun-ci(she)-a'-tion(shun). Lesson 15. To give the sound of 1, tiirn the tip of your tongue up and o ver ; have the tip of the tongue point back to the throat; then mäke the un'der part of the tip touch the päl'ate, für front In the moûth. This Is the same posl'tion of the tongue äs für t. Bût tô mäke the söünd för 1, you must not take your tongue from your päl'ate. You make a llt'tle sound with your voice. This söünd floats öüt over the sides of the tongue. L 1 1 lä, Til fäi - - - - fäil pä - - - - pale ace - - - läce a'dy - - - la'dy ël lë, ël pëë - - pëël sëa - - - - seal êaf - - - leaf hëa - - - hëal p ëa - - - plëa 1 lä, al ä'ey - - - äl'ley aum - - - äl'um ämp - - - lamp äp ... lap 1 le, ël se - - - sell fë - - - - fell ëft - - - - left cë'ar - - - cel'Jar ce ery - - cel'ery ä as in ät; ë as in met ; í as in ít¡ 0 as in nót ; ü as in eut. 114 PROGRESSIVE LESSONS. 1 lï, Il 1 lï, ïl fl — - - file fí - - - - fïll pi'ing - - piling po lite' pï - - - - pïll polte' - ïve - - - - lïve a ïve' - - a live' ïft lïft îght - - - light w/ ly - - - - - m'y 1 lö, Öl SÖU - - - Söul shöu'der shöul'der hö - - - - hole hö'y - - - hö'ly öaf - - - - löaf 1 lö, Öl ho'i däy - höl'iday hö'öw - - hol'löw sö'id - - - söl'id fö'ow - - föl'löw öss - - - - löss 1 lü, ül saüte' - salute' f üe - - - - flue mü - - - - müle fü'id - - - flü'id 1 lu, ül hü - - - - hüll pü se - pülse p üm - - - plüm ü - - - - lüll Pronöünce' If self; fl—flat, flësh, müf'fle, fly, stï'fle, float, flash, flag, flame; lm elm, helm, realm; lp help; pi äp'ple, pïm'ple, säm'ple, sim'ple, stöp'ple, employ', pläy, tëm'ple, split ; si slfish, slide, slat, sled, aslêëp', slim, sleeve, slip, slow. In apös'tle " and â as in ate ; e as in ëat ; ï as in tie ; 5 as in nô ; u as in cue. NAME-WORDS FOR MEMORIZING. 115 " epïs'tle" the t is silent ; Is bells, sells; hills, else ; It salt, belt, melt, felt, smelt ; tl set'tle, tl'tle, böt'tle. Pronôûnce' söl'emn, land, blan'ket, life, dol'lar, blëëd, fëël, place, löst, smile, häl'löw. Words that name Persons, Places, or Things are 1 Sight # 2 Touch ^ 3 Hear' ing 4 Smell if) 5 Taste ^ The above' five words name oûr sëns't Won'der ^ Ma chîne' (ma shen')^- ff „ NAME'-WORDS. Sënse ^ Nërve Mind i\¿s Müs'cle (müs'sl) JflL 1 %} Cöat But'ton (but'tn) 5, as in ät ; ë as in mët ; i as in It ; ö as in not ; ü as in cut. 116 PROGRESSIVE LESSONS. SCRIPTURE TEXT. Man'y, O Lord my God, are thy won¬ derful works which thöu hast done, and thy thoughts wJùch are tô üs-ward : they cän'not be rëck'oned üp in ör'der un'tô thëë: if I would declare' and spëak of them, they are more than can bë num'bered. Psalms xl'- 5. Think about' the won'derful things God has made. Your hand is a great won'der. What a machine' it is ! Think how man'y different things it can do. Think how much It Is guided by the sense of touch. If It had no feel ing, you would hâve tô look at It all the time If you used It. You could not büt'ton your coat without' watch'ing your hand, If the hand did not fëël. It Is connected with the mind by nerves. The mind by the nerves makes the hand do things. By oth'er nerves the mind knows If the hand does those things right. There lire In the hand and arm thir'ty bones. There lire about' fifty müs'cles, and all these lire joined with the brain by nerves. It Is by the nerves that the muscles make all the different mö'tions of the hand ä as in ate ; 5 as in ëat ; 1 as in tie ; 0 as in nô ; u as in cue. possessives : irregular verbs. 117 and fin'gers. Then there are oth'er nërves that tell the mind what ïs fëlt In an'y part of the hand ör arm. How wise and kind God is to give us this part of the böd'y. Place one of the possës'sive for-name- words you find in page 101 in each of the föl'löwing spaces : These are hands. We all wash (wosh) hands. He has a book in hand. All books are in hands. Is that hat? She löst umbrella, That book has löst cov'er. He called for things. pä'per is marked now. I will call for — name soon. All tiirn fäc'es töw'ard the front. Why do we call God Fa'ther? We call those vërbs which change sö much to show time IRREG'ULAR VERBS. pres'ent. past. per'fect. [Form for now.) (Before now.) ( With havt, has, or had I tell. One tells, töld, töld. They tëach. " tëach'es, taught, taught, (tâwt) " meet. " meets, met, met. Wë tell you abôût' your sens'es. We have töld you the time. Your tëach'er töld you tô add s to the vërb. Wë are tëll'ing you more ëach wëëk. 4 as in ät ; ë as in met ; I as in it ; ö as in not ; ü as in cut. 118 rROGKESSIVE LESSONS. The lady tëach'es two. Last Sab'bath she taught three. He has taught më sev'- eral years. We are tëach'ing you the forms of vërbs. You may mëët' to-däy' the same man whom you met yës'terday. Wë are mëët'ing each Sün'day. She has met you before/ Tell your tëach'er the name of ëach form of the verbs. Words that tell what wë do are named' VERBS. Reckon (rëk'kn)%-f Dç clare' ^9/3 Num'ber f ^ Count ^ Guide 3i § T Con nect'ijs Watch (woch)^^s%>g.^ Tire Pv'w Land ^ Flow Hail fíymin Foil fí"*v PrSm'ise^,^^ ä as in ate ; êasinëat; î as i a. tie ; ôasinuô; û as in eue. Lesson Ho. 16. study of the letter z. 121 PRONUNCIATION. Pro nun.ci(she) a'-tion(shun). Lesson 16. To make the sound of z, we place the tip of the tongue just back of the üp'per front tëëth very nëar the pal'ate. Wë make the sides of the tongue nëar Its end touch the pal'ate. That leaves a ver'y lit'tle space betwëën' the end of the tongue and the pal'ate. This Is the same posl'tion of the tongue äs for s. But for z, wë make a söilnd with the voice in place of the hiss'ing sound with the breath. Z z z za, az z dä'le pî a'a za, az däz'zle pî äz'za hä'y blä - - hâ'zy - bläze - crä'zy cra'y rä'or lä'y razor - lâ'zy zë, ëz z z ëal'ous ze, ez zealous frëë brëë snëë - frëëze brëëze snëëze ä as in àt; ë us in met; 1 us in It; ö as in not; ü as in cut. 122 progressive lessons. z zi, 1z si - - - • size pri - - - prize bap ti' - baptize' z n pi 01 n 1 io i- - - froze dö - - - doze z zü, üz fü - - - füze z zi, 1z sï'le - - - sïz'zle dï'y - - - dïz'zy drï'le - - drïz'zle z zo, oz nö'le - - noz'zle z zu, uz pu'le - - puz'zle Pronôûnce' ïnc (ïngk) zinc ; bü buzz ; fü füzz ; busy (bïz'ze), busi'ness (bïz'nes), citizen (zn), discern' (dïzzërn'), scissors (sïz'zurz), squeeze, zê'rô, seize. S sôûnds like z ïn äs, has, his ïs, was (wöz), chëëse, höse, these, those, wise, rise, choose, ease, please. We sây S has its soft sôûnd when ït sôûnds like z. If p, k, t, ör f is before s in the same syllable, s will have its hïss'ing sôûnd. Lips, tips, sips, looks, books, sits, fits, hats, caps, ciififs. ^ In many name'-words that mean more than one thing, S at the end of the word sôûnds like z. Things, names, days, ways, fä'thers, sons, vôic'es, snôws, boys, plâc'es, years, hôûrs, hôûs'es brïdg'ës, rivers, tears. S sôûnds like z in man'y verbs where wë add s, if there is a sôûnd of a, e, i, o, ör u before' the S in the same syllable, (Sëë pages 35 and 69). Ris'es, says, does (duz). ä as in äte ; ê as in êat ; ï as in tie ; ö as in nô ; ü as in cüe. NA.VfE-WORDS FOR MEMORIZING. 123 Words that name Persons, Places, or Things are NAME-WORDS. Trust Con'fi dence ^ f % Guilt (gilt) ^ Kh Fâith Face Hymn. Page 109. Page to9. i O/a person Of a clock. Upon the face of it. Page 81-. Page ir] Part gzifr- Förm ^ Fault Flower Fruit $ 3- Rôôf yirgjLÜ? Re ward' !f|f> Death Clock O'clock (of the clock) i. e., by the clock. ■& as in ät ; £ as in met ; 1 as in it i ô as in nôt ; ü as in cut. Page 73- Pag. qi Romans t/i. ,J. 124 PROGRESSIVE LESSONS. v SCRIPTURE TEXTS. Even so fäith, if it hath not works, is dead, bë'ing alone'. James n : 17. Së'est thou how faith wrought (rfuvt) with his works, and by works was faith made për'fect? James 11: 22. Do not think you can do so man'y good things that God will save you for them, Hë wïsh'es you tô do all the good you can but hë wîsh'es you tô trust his Son tô säve you. Give yourself' tô Jë'sus: then do all you can tô plëase him. We should name the good things you do, " your works." "Wrought" (rawt) Is a form Used for " worked." To make a thing •' për'fect " is to fln'ish It : to have fill abôût' It j ust right. When wë üse " për'fect " tô name a form of a vërb, wë mëan that " the dô'ing " Is ënd'ed, "fin'ished " But a thing Is për'fect when It has no wrong, no fault In It. Two men wëre crôss'ing a rïv'er In a boat. A dispute' began' about' faith and works. One man said good works were of small importance, and that faith was every thing. The sëc'ond man said the opposite. The one could nöt make the other think as hë thought (thâwt). The man röw'ing the ä as in âtc ; ë as i:i Cart ; i as in tie ; ö as in ral ; ti as iu cue. FAITH AND WORKS. 125 boat asked them to let him tell his thoughts. They said, " Yes." Then he said, " I hold in my hands two öars ; the one in my right hand I call, ' faith,' the oth er, in my left, ' works.' Please tô look : I pûll the oar of faith, and pull that alöne/ Sëë ! the boat goes round and round. The boat does not gô ön. I do the same with the öar of works. Then the boat does not go on. But I pull both togëth'er and we gö ön. Ina few mïn'- utes Ave shall be at the side of the rïv'er. Sô I think fäith without' works, ör works with¬ out' faith is not enough/ Let us have both and that will please God." As the flower is before' the fruit, so fäith is before' good works. It is not enough' that the inside works of a clöck äre well made. There must bë the face and the hands. The ïn'side must move the part we see. Trust Christ and work for him. " He who trusts in Christ alöne' ; Not in aught himself has done ; Hë, great God, shall bë thy care, And thy chôïc'est blëss'ings share." TUfUt Gottschalk. ä as in ät ; ë as in met ; Ï as in It ; ö as in not ; ü as in eût. 126 PROGRESSIVE LESSONS. Words joined to Name -Words, to tëll w »> A WHAT KIND, WHICH ONE, Or HOW MANY, are ADD'-NAME-WORDS. Syf fi'cient (suf ñsh' ent^^^^In syf fï'ciçnt Enough' (e nuf')¿j£^jfj Pae'loi Cürved (kUrved^xá^g# PaBev Oth'er (üth'er) fy} fâj Säme^gj^J Ev'ery-^K-g- Pageiao- An oth'er ^ Pae'97 Dïf'fçr ent £,¡,^,5) Right'eous (rl'chus^BJJ nright'eous Psa/mP¿ is! Just Unjust' Well 4 111 fa Con'stant »1#^ if p Un changing ^^^ßL Changea ble Un changea ble*^^ ^ à as in âte ; 6 as in ëat ; ¡ us iu tie ; 6 as in nô ; û as in eue. Lesson No. 17. study of the letter n. 129 pronunciation. Pro-nun-ci (she)-a'-tion (shun). Lesson 17. To make the sound of n, we press the upper side of the end of the tongue against' the pal'ate, but not so far front in the mouth äs für s. Wë üse the voice some to make the sound of n. Wë make the sound go through the nöse. The sound of ng In m a n'y words Is made through the nöse. N n c n nâ, an n na, an fiy . chai - - nây - chain fa phi - - fan - - plan mäi - ■ - main flael - • - fl Vi nel pä ä'tio - pane - nâ'tion pa ha'some ■ pan - handsome (han'sum) n në, ën n në, ën mëa - - mëan me ■ - - mën sëë - - sëën et - net lëa ■ • - lëan të - - tën ëat - ëar ■ - - nëat - - nëar pë - - pë'ïfe pen - pën'knïfe à as in ät; ë as in met ; I aa iu it ; ö as in not ; ü as in cüt. 130 PROGRESSIVE LESSONS. n ni, In n nï, In 11 - - - line tl - - - tin fl - ■ - - fine pi - - - pin î - nine si - - - sin s!g - - sign chï - - chin shi - - shine îVta t - In'stant n nö, on n no, on ÖW - own ötch notch to töne go - gone lö - - - loan sho shone ôte - - note ho'est - hön'est n nû, fin n nu, fin tü - - tfine fü - - fun fi îte' - ü nlte' tü'el - tun'nel ü'io - un'ion (u n'y un) shü - - shun ü'i vërse - û'nivërse ümb - numb (num) ew (u) - new (nu) ut nut Pronôûnce' ng häng, ring, string, song, long, sung, tongue, rung, lung. Sn snôw, snap, snêëze, les'son (les'sn) person, sëa'son, (sê'zn), büt'ton, müt'ton, pôï'son, (pôî'zn). O is sï'lent before' n ïn the above' words. Pronôûnce' ns fence, hence, tense, nt, plant, ten'ant, lent, rent, sent. Pronôûnce' nch pinch, punch, lunch, pn häp'pen (häp'pn), ö'pen, frozen, chö'- sen (chô'zn), ë'ven, heaven, hid'den. â as in ate ; ê as in êat ; ï as in tie ; ö as in no ; ñ as in cue. NAME-WORDS FOR MEMORIZING. ^ 131 Words that name Persons,-Places, oit_Things are NÄME'-WORDS. Mër' cy Hymns Nä'tion ^ilj g An'ces torz-ä-ßL* De scënd' ant Gen er â' tion ft Chäp'ter ^ Verse fnrfp Night (nlt) Noise trêbjjféj Sôûnd p ^§j- /V 17'J Päck'age- Dis pûte'^^- <5 N Pagi Hâste Page 6o. Präise (praz)-J*f |L Doxology. Glö'ry i^jL, Hymns & as in at; ë as in mët ; I as in it; ö as in nôt ; ü as in cut. 132 PROGRESSIVE LESSONS. SCRIPTURE TEXT. Two blind men föl'löwed htm, (i. e. Je'sus) cry'ing, and sav ing, 1 hou son of Dä'vid, hâve rnër'cy ön üs. Matthew ix : 27. Wë wish much to tell you about' Dä'vld, but we must wait until' you know more words. Dä'vid lived many hün'dred years before' Jë'stts lived on ëarth as a man. Dä'vid did some wrong things but he felt very sorry after he had done them. He töld God in pray'er that he was sor'ry and asked God to hâve rnër'cy upon' him. God has told us in the Bi'ble the bad things Dä'vid did that we may not do the same. Dä'vid did man'y things that pleased God. God has tôld us these in the Bi'ble that wë mäy bë like Dä'vid in plëas'ing Göd. The Jews were a pëo'ple to whom God chose tô tell that Jë'sus would come to live on this ëarth. God töld the Jews about' a Säv'iour to come, man'y hün'dred years be¬ fore' Dä'vid was born. It was prom'ised that Jë'sus should bë a descendant of Dä'vid. You think much of your ancestors. The Jews were very care'ful to write the names of their descendants and këëp an exact' ä as in âte ; ë as in eat ; i us in tie ; ö as in nö ; ü as in cue forms of the verbs. 133 accôûnt' of their än'cestors. Dä'vid was man'y gënerâ'tions before' Jë'sûs. But Dä'vid was an important man. A Jew loved tô bo called a son of Dä'vid. All those long nämes, in Matthew i : i tô i 7, (read Matt, i : 1,) and Luke iii : 23, tô the end of the chap'ter , tell us the nämes of these ancestors. How wë should wish to read each one, if our ances¬ tors' nämes were there. This Bi'ble is God's word for all nä'tions of the earth. The Jews must be glad tô read those nämes when they love öur Säv'iour. When hë lived with thëm on earth, man'y of thëm would not believe' that hë was the Je'süs whom God had promised thëm so man'y years before'. These nämes would mäke thëm sure of it, if they were willing to believe' it. Wë cfill those verbs which chänge sö much to show time, IRREG'ULAR VERBS. pres'ent. past. per'fect. Form for now.) (Before now.) ( With have, has. or had I lose. One lôs'es, löst, löst. They säy, " says " (sëz), said (sëd), said. " frëëze," frëëz'es, froze, frozen. I säy man'y things. Wë lëarn what Jë'sûs said. What has been said to you abôût' âasiuàt; ë as in met ; 1 as iu it; ö as in not ; ü as in eût. 134 PROGRESSIVE LESSONS. " say " in page 21, I heard all you were säy'ing. I wish tô hear all he says (sëz). He löst much time. How can one lose (lôz) time ? Hë lôs'es his place. He was lôs'ing mon'ey there. Matt, x : 39. Mark 8: 36. Wâ'ter has frö'zen Ön the step. It is frëëz'- ing now. Hë froze his ëars. Fruit often frëëz'es. Words joined t.ô Name -Words, to , tell what kTnd^ which one. or hö& many, are ADD'-NÄME-WORDS. Glad Sad rug, 6»; Sorry^- Warm Cold ;^3, Füll 1$, Empty (em'tej^fr-J s*ee 84.. , t v First y Last Pos' si ble "Sf ^Lfèicff" Im pus' si ble Both Pagt 84. Sëv' er al Page 85 Few (fü) ^ ,y 0n']y i§_m r*g,*. Nö raw. Mute á as in âte; ë as in öat; i as in tie; ö as in nö; ü as in cCi<' Lesson Ho. 18. STUDY OF THE LETTER K, OS C HARD. 137 PRONUNCIATION. Pro nun-ci(she)-a'-tion(shun). Lesson 18. Did you ever look in a mlr'ror, häv'ing your môûth ô'pen vër'y wide, and sëë In'to your throat ? You sêê the back part of the pal'ate is not hard äs the front part is. The back part drops äs a cür'tain but you cän make it draw up if you will, so thät you can sëë the bäck of the ö'pening of your throat. Some let'ters nëëd tô hâve the space in the vër'y bäck of the möuth äs large äs pös'sible. Tô pronôûnce' k you nëëd this wide opened thröat, ör bäck of the môûth. Whenëv'er you gäpe, you lift the söft päl'ate, änd hâve the päl'ate placed right für k. Tô give the sôûnd of k, swal'low (swol'- lö) all the saliva you cän so äs tô hâve the thröat clëar äs you cän ; " think a gäpe " ; place the tip of the tongue In the böt'tom of the môûth änd hâve It remain' there ; draw the bäck part of the tongue up to touch the päl'ate äs fär bäck In the môûth äs Is pös'si¬ ble ; when the tongue comes down, make the sôûnd with the breath. K Is sl'lent In some words. K Is âl'ways sl'lent before' n ; as, know, knit, knife, knëad, knob, knock, knot, knüc'kle. &asiiiät; ë as in met ; I as in it; ö as in not; ü as in eût. 138 PROGRESSIVE LESSONS. K k Cl k kâ, âk k kä, ak ma - - - make pa - - - - pack steâ - - - steak sá - sack flâ - - - flâke lä - - - - lack â - - - cake ash - - - cash k kë, ëk k kë, ëk ëy - - - - këv eg - - - këg sëe - - - sëëk pë - - - pëck 'chëë - - chëëk che check mëë - - - mëëk ët'tle - - kët'tle lëa - - lëak ër'osëne - ker'osëne k kl, ïk k kï, ïk înd - - - kind pi - - pick 11 - like mil - - - mïlk s tri - - - strike pï'le - - pïc'kle spï - spike stï - - - stick k ko, ök k ko, ök smô ■ • - smöke 10 - - lock pô - - poke flo - - - flock CÖ - cöke stö - - stock spô • - spöke sho shock k kü, ük k ku, ük tu - - - tuck strii - struck stu - - - stück â as in âte ; ê as in ëat ; ï as in tie ; ô as in nö ; u as in cüe name-words fou memorizing. 139 / v Words that name p^r'sons, places, or things are NÄME'-WORDS. Böt' torn Fôûn dâ' tion Pal'ate Jû.%% Po s\ tion (po zïsh' un) Cür'tain (kür'tin) ^ fäßr Mïr'ror 'Sa lî' va ^ b ;*}c 1 Thröat xxfrofa Brëath v* Sz. ^ Guïle Deceit' Frame ^fuês iTemptâ'tion (tem ta shun) Sym'pathy % Ex am'pie (çgzam'pl) ^ à as in ät; ë as in mët ; 1 aa in il, «as in nót; ú as in eût. 140 PROGRESSIVE LESSONS. SCRIPTURE TEXTS. Christ also suffered für üs, lëav'ing us an example, that yë should föl'löw his steps : Who did no sin, nëi'ther was guile found In his möuth : Who, when he was reviled', reviled' not again'; when he suffered, he threatened not; but commlt'ted himself to him that jüdg'eth righteously: (rf chus le) i Peler Ii: 21—23. When your tëach'er spëaks äs shë wïsh'- es you tô spëak, shë gives you an exam'- ple lör spëak'ïng. If a person does some work äs hë wïsh'es you tô dô It, hë gives you än exäm'ple für work. Jë'sus' life Is än exäm'ple für you. You must try tô trëat your föes äs hë trëat'ed his. Rëad abôût' •' following " In the last pär'agräph in page 28. Rëad Rö'mans xii : 19-21. When the pëo'ple felt ldnd'ly töw'ard Jë'sus, they called him, " Son of Dä'vld,'' but when they felt unkind'ly, they called him by names thät his coun'trymen felt troüb'led tô bë called. Some'Cmes they cried ôût some hâte'ful name when Jë'sus went by them. Wë dô not rëad thät hë â as in âtc ; ê as in eat ; ï as in tie ; o y s in uö ; ü as in cüe forms of the verbs. 141 an'swered them unklnd'ly. {Matt. y.i: 19.) When people say unkind' things to you and you fëël like säy'ing back some unkind' word to them, say to yourself', "Jesus had 10 bear such things äs this. Hë knows how- hard it is tor mê. I will be like him. Hë was pä'tient. I will bë pä'tient." (pä'shent.) " Touched with a sym'pathy within', Hë knows ôûr fëë'bie frame; Hë knows what sôre tëmptâ'tions mean For hë has felt the same." tw.cw««-. We call those vërbs which change so much to show time, IRREG'ULAR VERBS. pres'f.nt. past. per'fect. Form for now.) (Before now.) ( With have, has, or had I have. One has, had, had. They come, " comes, came, come. " rëad " rëads, read, read. You have time. Hë has a moth'er. Wë äre häv'itig ôûr school ëach wëëk. Wë hâve had schûôl all the yëar. You came last Säb'- bath. I expect' you are com'ing next Sün'- day. You have come often, (of'fn). Your broth'er comes too. I rëad ëv'ery day. I read to you one day. Hë has read that page. Hë rëads the Bl'ble well. à as ia ät ; ë as in met 5 I as in It ; ö as in not ; ü as in eût. 142 PROGRESSIVE LESSONS. Words that tell what we do «-ire VERBS. Re vile' Suffer 4ft. Threat'en Commît' L Judge Treat ^ Bear En dure' 'SCTv&Jf GäPe Swal'löw (swöl'lö) ;£ñ. Tro üb'le (trüb'bl)4^éLv^/^ Expect' -eg Frëëzê ;7|c Thfiw>§ Draw üp qjr i=- Rise (riz)^e ^ ä as in ate ; C* as in G<ít ; í as iu tie; o'as in nô ; ü as Lesson No. 19. STUDY of hard sound of c. 145 PRONUNCIATION. Pro-nun-c^shej-a'-tiontshun). Lesson 19. K has ön'ly one söünd, Some'times other let'ters sound like k. Very few (fü) words have k before a. In " machine','' ch sounds like sh. Ch sounds like k in all words where I ör r is the next let'ter. Chi is âl'ways like kl. Chr is âl'ways like kr. Pronounce' Christ. Christian (krist'yan) Chrfst'mas (kris'mas), chrön'ic, chrön'icle, character, äche (äk), schöl'ar, school, stom'ach. C has two söünds. Its soft söünd is like s. C has its soft sound, when c is before' e, i, ör y ; äs, cent, city, jöi'cy (jü'se). When c is before a, o, u, 1, ör r, c has its hard söünd like k; äs, cän, cot, cut, close, cry. ca, ka äc, äk cä, kä äc, äk äse - - cäse äsh - - - cäsh âme cäme ätch cätch âne - - - cäne äp'tain - cäp'tain äpe - - cäpe äp - - cäp ä as ia àt ; ë as in inet ; I as in It; ö as in not ; ü as in eût. 146 PROGRESSIVE LESSONS. cö, like kö, ôc cö, oc öach - - cöach ö'upy - occupy öal - - - cöal öâ'sion(zhun) occasion öurt - - court öd - - - cöd ömb - - comb öl'lar - - collar cü like kü, üc cu, üc üre - - - cure üff - - - cuff ex use'- excuse'(eks küz)'üp - - - cüp ex lüde' - exclüde' üs'tard - cüs'tard ex'e üte - execute üs'tom - cüs'tom Pronöünce' kl, cl, än'kle,sprln'kle, claim, clam, cläp, clasp, clean, clear, clërk, cling, clôak, close. Pronöünce' et fact, correct', strict, neglect', sc scald, scär, scarf, scöür, scum, scrape, scrub. Many words have com, con, ör col for their first syllable com'fort, command', commence', commît', com'mon, commune', com'pany, compare', compel', conceal', con¬ clude'. consider, collect', col'ony. Tell all the words you can think of that have silent letters. Say : thus, A Is silent In' stëam." P Is silent In " ëmp'ty." ß Is silent In " comb," etc. Name the silent lët'ters In aim, sälm'on, climb, limb, hymn, knëë, sigh, know, knowledge, walk, tempt, often, ought, right, häs'ten, än'swer, folks. ä as in üte ; ê as in ëat ; ï as in tie ; ö a s in no ; ü as in cüe- PREPOSITIONS AND NAME-WORDS. 147 Some llt'tle words shöw posY'tjon änd are (ppzísh'un) POSI'TION-WQRDS. At By é NÄME'-WORDS. Near' ness Land Döor Gâte Ta ble *£ "Arm Hôtël' ß$-)& Fín'ger Süp'per q&Ç- Par a gráph Side 0 Cli' mate ^ Lëaf Trëë Piir' pose |lí^ Stranger %J\ Dis' tance Body J, j| Hëalth jg i as in at; ë as in inèi \ I as in it ¡ ö as in nOt ; ú as in cut,1 148 PROGRESSIVE LESSONS. SCRIPTURE TEXTS. Presërve' me, O Göd : for in thëë dô I pût my trust. Psalms xvi : i. Trust m the Lord, and do good; sö shält them dwell in the land, and ver'ily thöü shalt bë fed. Psalms xxxvii : 3. Thöü wilt këëp him in perfect pëace, whbse mind is stayed on thee : because' hë trüst'eth In thëë. (i zä' yah) Isa!iah xxvi : 3. A Chï'naman was fëë'ble. Hë went among' strangers. Hë hoped to improve' in health by change of cll'mate. One day hë went bejmnd' the vlflage to a quiet place. As hë was rëst'ing, a crowd col¬ lected at a dis'tance. They began' to do things to annoy' him, and after a time to throw things at him. Hë would have been tôô wëak to hfis'ten from them if hë had tried tô dô so. Hë says, " I fought, 'You mây kill my bod'v, but you can'not touch my soul. I trust Göd tô sëë tô you.'" Sö hë rested pëace'fully and God chtänged the pür'pose of those rude persons, and after a time they came and spöke pleas'antly with him. I think Jë'sus was plëased tô have the man trust Him for säfe'ty just then. Hë föl'löwed the ex¬ ample of Christ. Hë reviled' not. Rëad ä as in &te ; ë as in ëat ; i us in tie ; 6 as in no ; ü as in cue. PREPOSITIONS, OR POSITION-WORDS. 149 Christ's pray'er för his people, John xvii : 15. " When most wê need his help'ing hand, Jë'sus is al'wäys near; With hëav'en and earth at his command'; He waits to answer pray'er." Some lit tie words show position, and are POS I'T ION-WORDS. To the teacher : Emphasize the position words below. Have the pupil name one in each of the sentences. At and by are posi'tion-words. " At " and " by" show nearness. At shows a partie'u- lar nearness. " He stood at the döor," i. e. fâc'ing the döor äs in com'ing in, ör gö'ing ôût. Hë stood by the döor," i. e. nëar it, ör ät the side of it. " I sit ät the tä'ble " is not exäct'ly the same äs " I sit by the tä'ble." Wë üse % ät " before' the names of höüs'es. Hë saw his tëach'er ät hër house. The män lived ät the hôtel'. Hë is not ät hörne. I will stop ät your höüse. The fäm'ily sat at sup'per when wë came. Hë is ät work. Wë üse"ät" before' the name of a cit'y far away'. " Hë lived ät Hong Kong." Wë use "ät" before' the höür. Come ät two o'clock. Wë ëat ät six o'clock. Wë begin' ät one o'clock. You were ät the störe ät five o'clock. Call ät seven, (sëv'vn) à as in ät ; ë as in met ; I as in It ¡ ô as in uöt ; ü as in cut. 150 progressive lessons. Words that tell what we do are named V ËRBS. Im prôve' Rest Hâs' ten (ha sn) M. Col lëct' ^ Fêêd P-fL Dwëll An ní& Prize 'jffí Parteo* Kêêp $ God ketps us. Kftp money Food ktepi. Pass Hymn, Sup port'y^ Hymne Sell ^ Bless Rom. 12 : M- Cürse /£ * us in.ate; ê as in cat; ï as in tie; ôasinnô; û as in cüa Lesson Ho. 20. study op the letter X. 153 PRONUNCIATION. Pro nun ci(she) a'-tion(shun). Lesson 20. X ät the begin'ning of a word söünds like z When nöt the first lët'ter of a word, it ü'sually sounds like ks ör gz. X ^ tä ... tax ve ... Vex flá - - - flax te - - - - text ä .... äxe ë pect' - expect' wä - - - wax e'cel lent-excellent mi - - - mix o - - - - 8x ii - _ _ - fïx fó .... föx si - - - - six bö ... böx X söünds like gz in exact' (egz act'), ex¬ alt', exäm'ine, exäm'ple, exërt', exist'. X sounds like ksh in com plëx'ion (kom- plëk'shun), änx'ious (ängk'shus), lux'ury (lük'shu re). To the Teacher : Have the scholar insert in each blank the suitable form Of s me verb taken from Page 8, Lesson i. Notice the Position-word in each sentence. Place verbs in the following spaces. i. They me at the störe last week. 2 I sit at the tâ'ble tô the clothes (klöz). 3. You called while I was them. 4. I you to call again' (agën'). 5. I—you wäit'ing at your friend's door yës'terday. & as in ät; ë as in met ; I as in it; ö as in nöt ; ü as in eût. 154 progressive lessons. 6. I love to the Bl'ble read tô mê. 7. I tô know more. 8. I can all the let'ters. 9. I the sôûnd of some let'ters. 10. Jésus , "Do good to . them that hâte you." Matt. 5: 44. 11. What did you to me? 12. Hë told me all the words hë . 13. Hâve you your brother to¬ day'? 14. I when I präy. 15. I , " Lord, hëlp më; tëach më tô-—thêë." 16. I when I think I know so lít'tle. After posi'tion-words and some vërbs In place of I, wë use më. u 66 we, 66 us. a 61 thëû, 66 thëë. 66 66 hë, 66 him. U 66 shë, 66 hër. 66 66 they, 66 them. 66 66 who, 66 whom. Thëû look'est at më. Hë looks ät üs. Hë looked ät hër. Hë threw ït ät üs. Hë threw it ät him. Hë throws things ät hër. Hë threw It ät më. The child rän by me. They sät by üs. Ständ by më. They walked by them. Whom did you sëë ? By whom hâve you sent ? ä as in ate ; ë as in ëot ; ï as in tie ; 5 as in nö ; ü as in cüe. adlv-name-words to memorize. 155 Words joined tô Name-Words, to tëll what kind, which one, or how many, äre ADD'NAME-WORDS. Blind $£.98,13 SPL Exact' (egzacf}^$>J$>J Page IJ2. Im pör' tant Pnet IJ3. Sure _$rjL Hâte'ful Pa tient (pa' shent)/s£.^^/v Fëë' ble . Page 14 »• ^ Söre Hymn. Page 140. Page 141. Hymn. Hymn. Pag, i37. Clear Doüb' le (düb' bl)/7u ^ Thïr'ty (30) * -f Fifty (50) Hun' dred ( 100) Nïne'tëën (19) & as id àt ; ë as i u met ; I as in It ; ö as in nöt ; ü as in cot. 156 PROGRESSIVE LESSONS. SCRIPTURE TEXTS. Two blind men föl'löwed him, (i. e. Jë'sus) cry'ing, and säy'ing, Thöu Son of David, hâve mër'cy 5n us. And when he was come in'to the house, the blind men came tô him ; and Jesus saith un'tô them, Believe' yë that I am â'ble tô dô this ? They said un'tô him, Yeä, Lord. Then touched he their eyes, säy'ing, Ac¬ cording to your faith bë it un'tô you. Matthew ix: 27, 28, 29. Thëse two men asked Jë'sus tô help them abôût' the thing that troubled them most. Jë'sus changes not. You can präy to-däy' for what you nëëd most. It was a right thing they asked for. Hë did for them just what they wished him tô dô. Hë does not âl'ways give pëo'ple the things they ask for. Hë gives, when wë ask him and trust him, just what is best. A lit'tle child asks his fä'ther för fôôd that would make him ill. A good fä'ther does not give such food. God knows all that is to come to us in füt'ure yëars äs well äs what has come in the yëars thät hâve past. When wë präy wë ask för what wë wish but wë säy, " Thy will bë done." A child à as in äte ; ë as in ëot ; ï as in tie ; 5 as in nö ; û as in cue. GO» ANSWERS PRAYER WISELY. 157 might say, " Fä'ther, I wish this, but you know best. Dô aböüt' it äs you think wise." GSd may sëë that what we ask would härm us. He gives us bet'ter things than we ask for. Some'times he lets those whom hë loves vër'y much suffer long in sick'ness but hë has told them tô trust him and Hë will bring good tô them. If you lëarn a hard lës'son, it makes you a bet'ter schöl'ar. The hard things God's pëo'ple hâve tô bear öf'ten make them more pä'tient, and they lëarn tô trust theii Fä'ther more heärt'ily. Read the swëët words God has spo'ken abôûf his care of his pëo'ple in Romans 8 : 28. And wë know that all things work together iür good to them that love God. Pray, " Lord, hâve mër'cy on më. Give më a heart tô love thëë." " Whate'er I ask, I surely know, And steadfastly beliëve' Thöü wilt the thing desired', bestow,' Or else a bet'ter give." Tune, La Mira. The Jews wëre tôld, more than sev'en hun'dred yëars before' Jë'sus lived ön ëarth, that hë would ö'pen the eyes of the blind. When they saw Jë'sus dô it by a touch, they ought to have beliëved' hë was the Son of Göd. i as in At ; ë as in met ; I as in It ; ö as in not ; ü as in cut. 158 progressive lessons. Words added to verbs, tô tell how, when, ör, wh^re, are named AD'VERBS. Sël' dorn y ^ Often (of'fn)^ ForwardBäck fg Bäck' ward Page 134. Pagt 105, Fär Near j?L Pagt 57- Page 63 Page 17. Pagt 60- Pagt 5j. Page too- Quick' ly>f£Ôj Slowly tff >f£ 60. »• Ear' ly ^ Läte i Yeâ JfNäy Y& N5 Cer' tain 1 y (sër' tjn le) Sure' ly In truthy 0'su ally Vër'y ^ in¬ stead' fast ly {£} H yam. Heart'ily igfrAfrvfeyy ^ & as in äte ; 5 as in ëat ; i as in tie ; i> as ïii 1>ô ; û as in cue. Page -•», 5!. Lesson No. 21. study of hard sound of g. 161 PRONUNCIATION. Pro nun-ci(she) a'-tion(shun). Lesson 21. The hard sdiind of G is made in the throat. G has its hard sound if the next .let'ter Is a, o, Or u. Some'tlmes g has the hard sound when the next let'ter is e, i, Or y. g g a gä, äg äze - - - gäze ale - - - - gäle ây --- gây ain - - - - gain _ë gê, ëg eese - - gëëse lëam - - glëam rëët - - - grëët fatî' - - fa tîgue' (fatëg) i gh ig ulde - - guide rind - - grind tier - - tl'ger ä ga, äg tä - - tag sa - - - - säg bä ... bäg äs - - - - gäs ë gë, ëg kë ... këg lë - - - - lëg pe - - - pëg nut'më - nîit'mëg uëss - - guëss ï gb ig- ïmlet - gïm'let sï'nal - - signal lit - - - gilt ä. as in ät ¡ ë as in met ; 1 as iu It; ö as in not ; ü as in cut. 162 progressive lessons. O gü, ög O gö, ög öafc - - - göat fo - - - fög ôre - - - göre lö - - - - log host - - ghöst öng - - - gong rö - - - rögue ös'pel - gös'pel ii gö, üg a ü gu, üg # ûm - - - güm raü - - - müg ülf - - - gülf rü - - - rüg snü - - - snüg Pronöünce gl gläd, glass, glide, glimpse, glöbe, glôôm, glö'rify, glöry, gloss, glove (glüv), glüe, glycerine, gar'gle, strüg'gle, aû'ger, êa'ger. G Is silent in gnash, gnâw, sign, phlegm, and for'eign (för'in). In man'y words, when a syllable ends with the sound of g hard, and anoth'er syllable follows, wë pronöünce' the söünd of g with both syllables ; äs, strön'ger, we pronöünce' (ströng'ger) än'ger (äng'ger), fín'ger, (fïng'- ger), king, lïn'ger, yoün'ger, lon'ger. Pronöünce' words with ng In page 130. What Is said aböilt' "ng" In page 129 ? In words of one syllable n has the söünd of ng If the next let'ter Is k : as, Ink, pink, plank, shrink. â as in äte ; ê as in ëat ; ï as in tie ; ô a s in nö ; ü as in cue NAME-WORDS FOR MEMORIZING. 163 Words that name Persons, Places, or Things are NAME'-WORDS. Döc'tor ^ ■ Physl'cian (fe zïsh'an)i|p £ Hymn Saint Martyr A pos'tle (a p5s' si) Pëace Pagt 148. Per se cü'tion ill % Refuge (ref'füj) Strength ^ fl Je hö'vah tiff* f. Scrïpt'ure ÎEi Suffering Sake Guar' di an A as in fit ; 6 as in met ; Ï as in It ; ö as in not ; ú as in cut. 164 PROGRESSIVE LESSONS. SCRIPTURE TEXTS. Bless them which për'secûte you ; bless, and cürse not. Romans xii : 14. God is ôûr rëf'uge and strength, a vër'y present hëlp in trouble. Psalms xlvi : 1. Trust yë in the Lord for ev'er : for ïn the Lord Jehovah is everlasting strength. Isaiah xxvi : 4. In the näme'-word, Stephen, (stë'vn) ph sôûnds like v. Ask your tëach'er to give you a his'tory of Stë'phen's life. We call him the first mär'tyr. Hë was häp'py in great suffering for hë saw Jë'sus. Wonld you not bë willing to suffer much, if nëëd bë, if you saw Jë'sus looking at you and thought, " Hë knows I am suffering this für him ? " (Sëë Acts 6: 5,8: also 7 : 54-60.) Ask your tëach'er tô tell you why Hymn 10 names those pëo'ple in the last line. Why would they know more cër'tainly than others that Jë'sus was sure to bless? If you wëre vër'y ill, and employed' a cër'tain döc'tor, and recov'ered soon, do you think you would fëël more sure hë could help other sick ones, than if you had nëv'er employed' him ? Those named in that hymn found Jë'sus their com'fort. a as in äte ; ë as in cat ; i as in tie ; 5 as in nö ; ü as in cue. GKACE GIVEN FOR SPECIAL NEEDS. 165 Perhaps' you think you could not bear suffering ör persecution for Jë'sus' sake. If now you do not have It to bear, you äre nöt required' tô fëël wïll'ing. If now Is not the time for you to die, you nëëd nöt bë wïll'ing tô die now. Dô nöt säy, " I cän'not bë a Chrïs'tian now, because' I fear I cän'not bear this, ör that which some one of His disciples has endured'." Your Säv'iour may nev'er ask you to endure' an'y of those hard things you think aböüt'. Give yourself' tô him. Bë wïll'ing hë should guide you and sönd what Is best to you In life. Für I rëck'on that the sufferings of this prës'ent time are not wor'thy ¿o be compared! with the glö'ry which shall bë revëaled' In us. 1 Romans viii: 18. If the Säv'iour does (duz) ask you tô bear much for him, hë häs gïv'en man'y pröm'ises of help thät you mäy claim. Hë will sure'ly give " help in time of nëëd." Suppose' your father wëre tô säy tô you, "My son, you must spend fifty dollars for më ëach däy." You might bë troüb'led änd säy, " I cän nev'er earn enough' tô give father thät every däy. But If äs sôôn äs you häd spent for him you called tô ¿ as in ät ; ë as in met ; I as in It ; ö as in not ; ü as in cut. 166 progressive lessons. pay a bill, and the man should tell you, "Your fä'ther has paid that bill for you," would you nöt glad'ly send yöur fä'ther more ? The Christian has hard things tô bear and do, but he has al'wâys a lov'ing Fä'ther watch'ing him. If hê lôs'es in one way, God makes it to be for his good in some other way. Some'tlmes the Chris'tian waits long, be¬ fore' hê sêês how God helped him. God al'wâys helps those who trust him in the wis'est way. Hê is sure tô bless. If hê does not take away' the thing that annoys,' hê will give pêace in bear'ing it, if you ask him. "Jê'sus can make a dy'ing bed Fêêl soft äs down'y pïl'lôws are, While on his breast I lêan mv head, And brêathe my life ôût swêêt'ly here." IRREG'ULAR VERBS. pres'ent. past. per'fect. Form for now.) (Before now.) ( With have, has, or had. I spêak, One spêaks, spöke, spö'ken. (kn.) They sêê, " sêês, saw, sêên. " stand, " stands, stood, (stûd) stood. In John vi: 22, do you find the above' forms ? What can you säy aböüt' " went " and "gone"? In the Bi'ble "spake" is used. Wë üse "spöke." John vii : 46. âasinâte; ëasinêat; las in tie; öasinnö; ü as in cue. Lesson Ho. 22. 168 PROGRESSIVE LESSONS. To the teacher: This is continuedfrom page 154, (See note page 153.) Place verbs in the following spaces. 17. He më abôût' his home long ago', 18. I tô these words. 19. Do you fill of them? 20. He he would the päck'ages for më. 21. I cän'not him do it now. 22. I have him do it öt'ten (offn). 23. Hë a sore throat last week. 24. Hë now that I told you. 25. Hë hë will come next wëëk. Try In the next ten mln'utes to write äs man'y sentences äs you cän containing the above' verbs. Name the posi'tion-words in the foliôwing sën'tences. Wë begin' ät the top of the page tô rëad. Wë lëarn ät school. I look ät the book Wë all live ät home. Wë lëave ät four. Wë cän mëët ät the chiirch. Hë opened the dictionary at the right page. Shë stopped ät the gâte. Did hë throw an'y thing ät you ? Hë dropped It at my fëët. Säy the forms of the verb, " to stand.'' (See page 166.) Hë stands nëar më. I was ständ'ing nëar him when hë begän'. Wë röse änd stood to repëat' the Lord's Pray'er. Shë said, " Let us rise." änd all stood. To the teacher : Help your pupil to write some simple sentences using' all the forms of drive, forget, etc. (See page 77.) Teach the pupil to look for some word as ''now, **yesterday," " last weekf etc., to determine the time► ä as in äte ; ê as in ëat ; 1 as in tie ; ö as in nö; ü as in cüe- study of the letter d. 169 PRONUNCIATION. Pro-nun-citsheJ-a'-tiontshun). Lesson 22. To give the sôûnd of t, türn the tip of your tongue up and over; have the tip of the tongue point back to the throat; then make the un'der part of the tongue near Its end touch the palate äs far front In the mouth äs you cän. When you make the süünd, the tip of the tongue turns quickly to Its ü'sual place, i. e. comes forward äs It Is when you are not thlnk'ing abôût' It. The sôûnd Is made with the breath. D häs ü'sually but one söünd. In a few verbs It sôûnds like t. To give the sôûnd of d, we make a sôûnd fär bäck In the möüth, änd place änd üse the tip of the tongue äs fôr t. D d d dä, äd d dä, äd mä mäde mä mäd fä - - - fäde ämp - dämp shä shade hä - • ■ - häd äte - - - däte äsh - - däsh it as in ät; ë as in met ; I as in it ¡ ö as in not ; ü as in cüt. 170 PROGRESSIVE LESSONS. d dë, ëd d dë, ëd fëë - - fëëd fe - - fëd ëë - - dëëd ea - • dëad ëëp - - - dëëp ëbt - - - dëbt hëë hëëd ënse - dënse sëë - - sëëd ëck - - - dëck d di, ïd d dï, ïd ïne - - - dîne lï - - - - lïd slï - - slide slï - - slïd hï - - - - hide hï - - - - hïd ïme - dime ïsh - - - dïsh d dô, öd d dö, öd ose - ■ döse ho - - - höd rô - - - - rôde no - - nöd owe - - - öwed w 0 - - - - odd ôugh - 1 a - döugh CO - - cöd dû, öd d du, üd sue - süed ust - - düst îi'ty - - - dü'ty mu müd ûe - - düe su - - süds mul'titu - mül'titüde stü - - - studs E ïs sï'lent in the last syllable of the perfect of most verbs ; as, helped, looked. If the syllable before' " ed " ends in d ör t, then e is not sï'lent. Pronounce' changed, pleased, spared, shared, stored, däz'zled, hand'led, kïn'dled, sët'tled, loved, died, lied, tried. ä as in ate ; é as in Cat ; í as in tie ; 5 as in no ; u as in cüe. FOR-NAME-WORD8 FOR MEMORIZING^ 171 Î, ThïMB FOR'-NAME-WORDS. i Mysëlf' Thysëlf' HëôrHïm, fé. Himself Shë ör Hër,^ Hërsëlf tâjktè_ It, JC ïtsëlf' Wê, Ourselves' Y ou, ^ v^f^J Y oursëlves' ^ They ör Thëm, Thëmselyes' Else #>J 4S I wrote this. Perhaps' some one else wrote the words, and I told them what tô write. I, myself, wrote this, i. e. with my own hand. I bought It for you. Perhaps' paid the mon'ey. some one else buy'ing It at the störe. I myself' bought It, i. e. nô one helped. These added for'-name-words call atten¬ tion tô the për'son. When these äre Used, the për'son himself' accoin'pllshes the work, not through an a gent. Jë'sus helps you now through his people, but read Matthew 1:21, i Pe'ter 2 : 24, Luke 24: 39. See Hymn, page 109. ä as in àt ; ë as in met ; i as ill it ; ö as in not ; ü as in cut. 172 PROGRESSIVE LESSONS. SCRIPTURE TEXTS. Even äs A'braham believed' God, and it was accounted to him for right'eousness (rï'chus). Know yë therefore that they which are of faith, the same are the chll'dren of A'braham. And the scrïpt'ure, foreseeing that God would jüs'tify the hëa'then through faith, preached before' the gospel ün'to A'braham, saying, In thêë shall all nâ'tions bê blessed. So then they which be of faith äre blessed with fäith'ful A'braham. Galatians iii : 6 to 9. The book of the generation of Jesus Christ, the son of Dä'vid, the son of A'braham. Matthew i: 1. Can you understand' Mat'thew 22: 41 to the end of the chap'ter ? Ask your tëach'er tô tell you about' vërse 45. Göd was ver'y kind to the Jews (jus). Hë töld A'braham more than nïne'tëën hün'dred yëars before' Jë'sus was born that a Sav'iour should bë born of one of his descendants. A'braham was much plëased when his son Isaac (i'zak), was born. Hë felt so glad to think of the descendant ä as in äte ; ê as ill eat ; i as in tie ; ö as in nö ; ñ as in eñe ABRAHAM'S LIFE. 173 who was tô bë a bless'ing to all the people of the ëarth. Hë did not know how many generations would live and die before' this pröm'ised Säv'iour would come on earth. But hë beliëved' God. It plëased Göd tô have A'braham trüsr Him. A'braham be¬ lieved' a Säv'iour would come to suffer for sin. Wë beliëve' this Säv'iour has come. From the text you lëarn that all the prom'ises Göd mäde tô A'braham be- löng' tô you if you trust Göd. The Jews called all pëo'ple whô did not belong to their nä'tion Gën'tiles (jën'tïls), ör hëa'then. The Jews were vër'y prôûd of their än'- cestor, A'braham, and prôûd tô bë called chïl'dren of A'braham. A'braham was born (1996) nïne'tëën hün'- dred nine'ty-six yëars before' Christ lived on ëarth; nëar'ly four thôû'sand yëars (4000) ago'. Think how the accôûnt' of his fäith'ful life has been told in all the yëars since hë lived. Can you mäke the world (wiirld) bët'ter för your liv'ing in it ? A'braham lived in a coun'try about' five thôû'sand miles west of Canton' in China. Wë long to have you lëarn enough' tô rëad the whole Bï'ble accôûnt of his life. ä as in àt ; ë as in met ; I as in It ; ö as in not ; ü as in cut. 174 progressive lessons. Words ädd'ed tô verbs, to tell how, when, ör where, are named Xd'verbs. Page 140. Page 149» Some'tïmes ^ Nëv'er just ¿L.mm Ex act' ly (egz act'Iy) fèx fi ffây "Xl'sö ^ TSS As S.-ö«. Like Well -ih ^ Mark 7; 37* Bad'lyJ:^ Kind'ly ft Unkind'ly^fcf! Plëas'ant ly Poge 148. Soy-^pr Page j 29 and 148, ijasjnâtej^ë as in Sat ; j,l as in tieiiô as iu nö ; tfaasJa cue Page 240- Page 14«. Lesson Ko. 23. PROGRESSIVE LESSONS. 177 pronunciation. Pro nun-ci(she)-a'-tion(shun). Lesson 23. If before' " ed " ïn fhe për'fect of a verb, I sêë the let'ter D, ör T, I expect' to make a separate syllable of ed. Look (lûk) ät the words below' and name the let'ter before' ''ed." When you have looked through the list, pronounce' them. Added, rest'ed, accepted, collected, com¬ mitted, cëûnt'ed, connëct'ed,flöat'ed, waited, guided, needed, sounded, hated, repeated. Will you write some sen'tences at home this wëëk and use each of the above' words ? Try to use have, has, ör had before' each word. The following words have been in your lës'sons. Do you know the mëan'ing of each ? Pronounce' them. Spell them with "ing" added. What form of the verb are they? Sëê page 53. Believed,' but'toned, bestowed,' belonged', called, car'ried, cried, contained', desired', declared', endured', fín'ished, followed, lived, learned, môved, named, num'bered, harmed, ô'pened, Improved', joined, judged, jus'tified, killed, prayed, pûlled, prom'ised, prized, re¬ viled', reckoned, received', showed, sighed, suffered, turned, touched, used, thrëat'ened, ä as in át; ë as in met ; I as in it ; ö as in nót ; ú as in cut. 178 progressive lessons. wished. Is the last e sï'lent in the above' words? (Sëë page 170.) In the words below, d final sôûnds like t. Pronôûnce' helped, hoped, dropped, looked, liked, marked, placed, pronôûnced, preached', stopped, worked, walked, watched. What kind of verbs do we call these ? Write the form to use with " to." Verbs that add " ed," to the form used with "to," to show time, we name RECULAR VERBS. pres'ent. past. per'fect. Name named named Mark marked marked Love loved loved Wish wished wished Sigh sighed sighed T r v tried tried Tie tied tied Hë names. She names. They name. We äre nam'ing. One person ör thing names. Two për'sons ör things name. I am ty'ing. They are lov'ing. Write love, and tie with the same words äs "name" is wrït'ten. Nö word in the language has double (düb'bl) i. In tie I must change "y" tô " i," if I add " ing." ä as in ate ; ê as in ëot ; 1 as in tie; 5 as in no ; ñ as in cue. NAME-WORDS FOR MEMORIZING 179 Pagt U9 Pa-gc ioS. Words that name persons, places,or things are NÄME'-WORDS. Com mand'-^T^ Ör'der W5y SS-và-f Män'ner ¿jg %.% Proph'et (prof'et) Heir Blood j&L World Busi' ness (biz' ness) Cover J| Stêam'-bôat^$g Kind tNR _ Nöse Sort Hat >f*f Train (of cars)— j^jgj Point Key Change Pint Gäl' Ion yV 4^ In many words, wê change "y" tô "i." ä as la ät ; ë a3 in inët ; l as in ït; ö as in nöt; ü as in cut. 180 PROGRESSIVE LESSONS. SCRIPTURE TEXTS. God, who ät sün'dry times and in divers män'ners spake in time past iin'to the fä'- thers by the prophets (pröf'ets), Hath in these last days spö'ken ün'to üs by Aïs Son, whom hë häth appôïnfed heir of all things, by whom âi'sô he made the worlds. Hebrews i: 1,2. God has spö'ken tô üs by his Son, Jë'sus Christ. We know how God wish'es us to fëël and do, by rëad'ing how Jë'sus did. In all the yëars after Göd töld A'braham that a Säv'iour woiild come, Göd taught the Jews In vä'rious ways, at vä'rious times. The Jews spoke of their ancestors äs, " the fathers." One way that Göd taught thëse fä'thers many things, was by men called pröph'ets. Göd made known tô the prophets what would be done In the ëarth yëars be¬ fore' It was done. If I could tell exäct'ly what you would bë dô'ing two yëars from to-däy', pëo'ple would call mê a pröph'et. What Göd made known to the prophets, the prophets wrote. Göd al'sö töld thëse pröph'ets what tô tëach the pëo'ple. Some'tïmes Göd töld the prophets how tô man'age the busi'ness of the â as in üte ; c as in eat ; 1 as in tie ; o as in nô ; ü as in cue, THE PROPHETS AND THEIR TEACHINGS. 181 Jew'ish nation ; some'tïmes Hë töld the pröph'ets about' their own lives, just where to go, to whom to speak, and how they would be supported. Sëë i Kings, 17, âl'sô Jonah and Dan'iel (dän'yel). We have in öur Bi'ble twenty-one books which are some'tïmes called "The prophets" because' God taught the pröph'ets what to write in them. Wë read the pröph'ets now tô lëarn how God cared for his pëo'ple and tô lëarn In what ôûr life Is like the lives spö'ken of in the prophets. Wë try tô think how God wish'es us tô dô äs wë rëad how he töld those pëo'ple tô dô. Göd's word is sure tô bë fulfilled'. " FûlfiT" is a word much used in the Bi'ble. If a për'- son tells you hë will call on you at two o'clock, and hë comes then, hë fûlfils' his word. If God tells us of things tô take place, wrhen those things do take place his word is fûlfilled'. All the pröph'ets spöke much of a Säv'iour to come. They töld man'y things that hë would dô. Isa'iah (ïzâi'yah) 35: 5, tells that the blind would recëive' sight. What you read of the blind man was a fûlfill'ing of that säy'ing. The Bi'ble calls us blind, i John 2: 9, 11. ä as in ät ; ë as in met ; I as in It ; o as in not ; ü as in cut. 182 progressive lessons. Words joined to Name ¿Words to tell what KIND, WHICH ONE, ör HOW MANY äre ADD'-NAME-WORDS. or™; Vä'ri ous Nu' mer ous^ Faith'ful P roQd ,&th Pagt Fëë ble f}tj Paget#. Com'fort a ble (körn') Uq com' fort a ble Wise U n wise & A live' Dëad Won der fûl ^f\JL />«u,4o: s. U' su al (u zhu al)ïtf^fL|| Page«s- Qui et 148. Par tic' u lar Page 149. £ as in ate ; ë as in ëat ; i as in tie ; ô as in no ; & as in euâ Lesson No. 24. 184 progressive lessons. Wë use " on " ïn spëak'ing of time, before' the dây. Wë üse '' ïn " before' the year. Hë cäme ät the hour. '• on the day. " in the year. I will call at nine o'clock ön Tfies'day. Where did you live in 1882 ? I hope you will come to this school in 1898. Hë will call for his pay on the sëc'ond of Jan'uary. Call at three o'clock on Mon¬ day. Hë was born in 1798, and died in 1886. Hë came here on Sün'day. IN is used before' the names of coun'- tries and largecit'ies. Hë was born in Can¬ ton' and died in New York. When did you arrive' in the cït'y? Have you ever been in New'port? How long have you been in the Unlt'ed States? Do you wish tô live in the East, ör in the Sôûth ? Wë üse in before' the name of the strëët. Cït'y Hall is in School Strëët. The cliürch ïs ïn Can'ton Strëët. Wë say ïn a stëam'- boat, ïn the cars, ïn the train, ïn a hörse'car. There ïs some'thing tô lëarn ïn ëv'ery pâge. I write your nâme ïn the first page. The lëaves grow on the trëës. Christ looked klnd'ly on the pëo'ple, Rëad Luke 15 : 3-7. ä as in âtc ; ë as in ëat ; î as im tie ; ö as in no ; ü as in eu study of the letter b. 185 PRONUNCIATION. Pro-nun-cilsheJ-a'-tionlshun). Lesson 24. We make the söünd of b far front in the mouth. Press the lips togëth'er, and send dût the breath äs when you give p. D and T are some alike.' B and P are some alike/ b ab, bä b ab, bä a äte a bäte' äg - - • - bag äke bäke drä - - ■ dräb äil - - bail cä - cäb äthe bäthe stä - - stab â - ■ - - bäbe ade bade b ëb, bë b bë, ëb ëëf - - bëëf Fë'ruary Fëb'ruary ë'ing - - bë'ing wë - - wëb each - bëach ëd - - bëd ëat - - - bëat ell - - - - bëll b ïb, bï bï ïb, bï ïnd - - - bind crï - - - crïb se ri scribe ïd - ■ bïd ïte - - bite ït - - bït good-y - good-by nï - - nïb a ïde' - a bide' ïn - bin, and been à as in sit ; 6 as in met ; I as in It; ö as in not; ü as in eût. 186 PROGRESSIVE LESSONS. b ob, bö b ob, bö glö - - - glöbe CO - - cöb old - - - bold öt'tle - böt'tle öwl - - bowl ro - - röb r<3 - - röbe kno - - - knöb b üb, bü b üb, bü tfi - • - - tube tu tüb a use' - - abuse' scrü scrüb CÜ - - cube rü'er - rüb'ber eaü'ty - beaü'ty hü - hüb jü' ilëë - jû'bilëë stü - - s tüb When m is before' b in the same sylla¬ ble, b is sl'lent; äs, lamb, limb, comb, dumb, numb, crumb, climb, tomb, thumb. B is si'lent before'*t in the same syl'la- ble ; äs, debt, döübt. Pronöünce' baste, bale, throb, daub, obey' (obä') crab, çab'bage, bëard, abstain', buy ( bl) bought (bot) bunch, busy (bïz'zi) bülb, bread, büt'ter, öb'stinate, boast, bug, bas'ket, büc'kle, burn, bûsh'el, biirst, bün'dle. Man'y words have bl ; äs, püb'lish, püb'lic, black, blâze, blâme, blëëd, blöt, blôôm, blëak, blank, blew, blue, blow, blood, (blüd). In very man'y words the last syllable is ble büb'ble, â'ble, Bï'ble, cä'ble, doub'le, fëë'ble, pëb'ble, stüm'ble, par'able. ä as in äte ; 0 as in ëat ; i as in tie ; ô as in nö ; û as in cue. PREPOSITIONS AND NAME-WORDS. 187 Some lït'tle words show posi'tion and are (ppzish'un) POSITION-WORDS. On >{5. _k In fcfa To the teacher: Kot ice especially the Posit ion-ivords in this Page; also in Pages 184 and 192. Teach the pupil why 57- , J Be long JS Page 17J. Ex elude' i (eks klüd') Ban'ish {ft x ? üfc W«h'er^,^5 Djvïde' Scät'ter Lean ^ tu ^ Hymn page 166. Tô be börn \ . , „ > . To begin' life^ä£- °J J öke - - - joke Öl'ly ölt - ob - Ög'gle j jü, üj j jölly jölt - jöb üice - juice (jus) üg - üne - - - June unk u'ry - - - ju'ry us'tice üvenile - juvenile üdge j ög'gle jö» öj - jög - junk j us'tice judge Pronounce' joür'ney, jungle, joy, July', jün'-ior (yur), joür'nal, jërk, jâw, ïn'jure, jot. Soft g, gem, gentle, gin, ginger, edge (ëj), pledge, säge, rüge, village, stage, strange, oblige', age, cage, change, charge, fringe, hinge, ränge, scoiirge, wäg'es, cäb'- bage, courage, man'age, passage, refuge, sau'sage, spin'age, bridge (brij), grudge, lodge, wedge, pör'ridge, region, religion. Do you remem'ber how wê told you to give the sound of b? Pronoûnce' bënd, belt, rib, büd, rub, bër'ry, bäre, böast, blïs'ter, bill, bis'cuit (bis'kit). What silent lët'ter in stretch, stitch, chäst'en? Think of the sound of ch in pëach, chëër'ful, re¬ proach', exchänge', chariot, branch. ä as in âte ; C as in ëat ; i us in tie ; ö u s in no ; ü as in cue. NOUNS FOK MEMORIZING. 211 The name of a person, place, or thing is a NAME-WORD. PISas' ures (plëzh'urz) Plain ff Ful'ness Disease' (diz ez')^ ^ Sick ness Em'blem Sër' vant Man'sions^v^g TI'dings ^ Pymn. News (nuz)^-%v|(fi^) Power täfll* Gläd'ness Sadness ^ Troüb'le (trub'bl)#^^!^^ Country (kün'tre)^ ^ g| Pagtln Village t pae. ■< il as in ät; ë as in met ; I as in It; ö as in nót; ü as in eût. 212 PROGRESSIVE LESSONS. SCRIPTURE TEXTS. Preserve' me, O Göd : for in thee do I pût my trust. Psalms xvi : i. Thôû wilt shew me the path of life : in thy pres'ence %s ful'ness of joy : at thy right hand there are pleas'urcs (plëzh'urz) for evermore/ Psalms xvi : 11. H EAV'EN. (hëv'vn) Pëo'ple fill say they wish to live in hëav'en after the life on earth Is end'ed. They think much about' the life there. The Bl'ble tells us all we know of hëav'en. You lived years before' you came to America. When in your for'mer home, you could not have understood' how It would sêêm to be here to-däy'. You had not sëën It. You could not think it äs It is. We think Jê'sus would glad'ly hâve tôld us more of hëav'en. Wê have not pow'er to understand' ït. Hë has told us to try very hiird tô bë ready for it. Luke xiii : 24. Hë has been In hëav'en. Hë knows how much delight' it will bë tô us tô live there. Hë says to us, " Come," and Hë wïsh'es all tô join him In invlt'ing all pëo'ple tô come. (Revelation xxii : 17. 1 Timothy ii : 4). Hëav'en Is described' by many things â e;3 in ite ; 0 as in cat ; l as in tie ; o as in nö ; ü as in cue. AX EVERLASTING HOME. 213 which we think öf äs delight'ful. Night is the em'blem of doubt, glôôm, säd'ness. "There shall be no night there." Rev. xxii: 5. Wê are vër'y glad of the night now. We are troubled and wëa'ry. In heav'en will be nothing to annoy' us. We shall need no night to sleep and forget' öur troubles. Day and light are em'blems of joy and glad'ness. It takes from our joy here to think we may move. We say, "I will not buy this ör that, I may not stay long here " AU ïs uncër'tain. Wë know not what will be to-mor'röw. There wë shall fëar no ë'vil. Nö change can come tô härm üs. Those whô live in heav'en will nev'er wish anoth'er home. They "shall gö nö more öüt." Rev. iii : 12. Sick'ness comes to us hëre. Wë think of death to come to us and fill ôûr friends. There wë may think of life nev'er to end. Revelä'tion xxi : 4. Isaiah (izäi'yah) 33: 24. When a friend says hë will prepare' a place für ü<, wë hope hë can prepare' all exactly as wë wish it. Some'tïmes hë fails. Hë forgets' some things wë wish vër'y much. Jë'sus Christ has gone to prepare' a home for his pëo'ple. John xiv : 2. You à as iu ät ; ë as in met ; I as in it ; ö as in not ; ú as in eût. 214 PROGRESSIVE LESSONS. may bë sure, (shur) if you have given your¬ self' to him, he will have jüst süch a home for you äs you would like. A poor man can do some things well. Your God can do bet'ter than you can think, i Cor. ii: 9. The best of all about' hëav'en Is, Jë'sus himself' will bë there and you can sëë him. That will bë joy indëëd' If you love him. You would not bë wïll'ing to live forever without' Jë'sus with you. Hë Is so great, and strong, and lov'ing! Wë are so fëë'ble and have tiirned from him so often ! It Is a great won'der hë should wish us to live with him ! John xvii : 24. If He allowed' us to live with him äs sër'vants thät would bë joy. But hë häs müde a wäy íür üs tô bë recëived' there äs sons. Rev. xxi : 7. Lëarn more of Jë'sus. Obey' him. Bë like him thät you may bë ät home with him. "Tô us, O Lord, the wls'dom give, Each pass'ing moment so tô spend Thät wë ät last with thëë may live Where life änd joy shäll nëv'er ënd." L. Ai. â as in äte ; ê as in eat ; ï us in tie ; o as in nö ; ü as in eue. SUPPLEMENTARY READING, v 215 Words that name persons, placées, or things are NAME'-WORDS. Aught (âwt) Biir'den (dn) >.-t'*| Thröne Ï 13l Calms -íf- Mû'sic, Psalms (säms) Bliss Tíü ^tij Strife if=l if Si'lence Shad'ow Shade flT M. Shame • ^ ^ Course (kôrs) U'ni verse Störm JvîLjSëi jíL Glôôm fffi © i as in at; ë as in mët ; I as in it; 6 as in uöt; ü as in cut. 216 progressive lessons. SCRIPTURE TEXTS. Come un'tô më, all ye that lä' bor and are hëav'y lä'den, and I will give you rest. Matthew xi : 28, he car'eth. Cast'ing all your care üpön' Him, for Hë car'eth for you. 1 Peter v : 7. " What can it mean ? Is ït âught tô Him That the nights are long and the days are dim ? Can He be touched by the griefs I bear, Which säd'den the heart and whi'ten the hair? Aroûnd' His throne äre etër'nal cälms, And ströng, glad mü'sic of hap'py psalms, And bliss unruffled by an'y strife. How can Hë care for my poor life ? " And yët I wish Him to care for më, While I live in this world where the sör'röws bë. When the lights die down on the päth I tâke: When strength is fëë'ble, and friends for¬ sake': When love and mü'sic, that once did bless Have left inë to si'lence and loneliness: And life-song changes tô söb'bing prayers— Then my heart cries öüt for a Göd whô cares. â as in ate ; ë as in éat ; i as iii tie ; o as in 110 ; ü as in cue. god's loving cake. 217 " When shäd'öws häng o'er më the whole day löng, And my spirit is bowed with shäme änd wröng ; When I am nöt good, and the dëëp'er shade Of con'scious sin makes my heart afraid' ; And the bus'y world häs tôô much to do To stay in its course tô help më through ; And I long for a Säv'iour—can ït bë That the God of the (J'niverse cares for më? " Oh, won'derful stö'ry of deathless love ! Each child is dear to that heart above' ; Hë fights for më when I cän'not fight ; Hë com'forts më in the gloom of night; Hë lifts the biir'den, for Hë is strong ; Hë stills the sigh, änd awäk'ens the song; The sör'röw that bowed me down Hë bears, And loves änd pär'dons, because' Hë cares. " Let all who are sad take heart again,' Wë äre nöt alöife' in öür höürs of päin ; Our Fä'ther stoops from His throne above' Tô sôôthe and quiet us with His love. Hë leaves us not when the störm is high, And wë häve säfe'ty för Hë is nigh. Cän ït bë trouble which Hë doth share ? Oh, rest in peace, for the Lord does care." ä as in ät ; ë as in met ; I as in it ; ö as in not ; ü as in cut. 218 progressive lessox8. Words that tëll what we do are named VERBS. Säd' den Whí'ten (tn) For sake' Mt&.ërf: Söb {):>« m--t Häng A, f Böw '¡AM-- 7? 3 Fight (fit) m-¡. % Awäk'en (kn) ai. -4 as Par' don Am.i.it Stôôp Qui'et ADD'-NAME-WORDS. Con' scious (kön' sh us )g ¿¿»Death' less X- Busy (biz'ze) Dear ff; Un ruf fled Nigh à as in âtc ; ë as in ëat ; i as in tie ; ó as id no ; u as in cu» The figures below the hymn refer to the page where a translation Of some of the words may be found. 1. RESPONSE AFTER PKA5TER. "Lord, have mër'cy upon' us, And incline' ôûr hearts, And incline' our hearts to Keep Thy law." 12, 6, 131, ( Give us the desire, 62.) 195, 150. 2. DOXOLOGY. "To God the Fa ther, G5d the Son, And Hö'ly Spirit, Three in One, May ev'ery tongue and nation raise An ënd'less song of thankful praise." 12,67,131,102,131. 3. "How swëët the name of Jë'sus sôûnds Ina beliëv'er's ëar! It soothes his sor'rôws, hëals his wounds, And drives away his fear." Lesson, p. 20. Tune: Geer, C. M. 141 p. Service of Song, 62, 198,14, 51, 14, 3S. 4. "I will föl'löw thëë, my Säv'iour, Where-sö-e'er my pläce may bë; Where thöü gö'est I will föl'löw, Yes, my Lörd, I'll föl'löw thëë. I will föl'löw thëë, my Säv'iour ; Thöü didst give thyself' för më ; Yeä, with all my heart I'll love thëë, För Thöu first hast lov'ed më." Les. p. 29. Service of Song, page 435. Where-so-e'er i. e., where ever. 38, 154, 61, 27, 14, 8, 171,43. PROGRESSIVE LESSONS. 5. "The Bl'ble, the Bl'ble more precious than gold, The hopes and the glö'ries its pages unfold'. It speaks of a Säv'iour and tells of his love; It shows us the way to the mansions above'. The Bl'ble ! the Bl'ble ! we hail it with joy. Its truths and its glö'ries öür tongues shall employ'; We'll sing of Its tri'umphs, we'll tell of Its worth, And send the glad tî'dïngs afär' o'er the earth." 75, 13t, 62, 46,6, 211, 118, il, 67, 86, 134,27. 6. "Take the name of Je'sus with you, Child of sör'row and of wöe, It will jo}r and com fort give you, Tâke It then where'er you go. Prë'cious name, O how swëët ! Hope of earth and joy of heaven. Repeat. "Take the name of Je'sus ev er As a shield from ëv'ery snare ; If temptations rôûnd you gather Breathe that hö'ly name In pray er." 38. s. SU 75.43. '39. 54. 46, 67. PROGRESSIVE LESSONS. LUKE 24 : 29. 7. "Abide' with me! Fast falls the ë'ventïde, The därk'ness dëëp'ens ; Lord, with më abide! When Sth'er hëlp'ers fail, and comforts flëë, Help of the helpless, ôh abide' with më ! "Swift to its close ëbbs ôût life's lit'tle day ; Earth's joys grow dim, its glö'ries pass away'; Change and decay' in all aröund' I sëë ; O thôû whô châng'est not, abide' with më ! "I nëëd thy pres'ence ëv'ery passing hoûr; What but thy grace can foil the tëmpt'er's power? Who like thyself' my guide and stay can bë ? Through clôûd and sün'shine, ôh abide' with më!" 70,102, 195. 30, an, 150, 179, no, 38, 203,118, 211, 171, 59. Ser. II., p. 5, 8, 16, 24, 29, 40, 72. 8. "I am löw'est öf those whô love Him, I am wëak'est of those who präy; But I come as Hë has bid'den, And Hë will not say më näy. Cho:—I know I am wëak and sin'ful. It comes to me more and more ; But when the dëar Säv'iour shall bid më come in, I'll ën'ter the ö'pen door." G. H. Combined 190. (G* H. 2-64.) PROGRESSIVE LESSONS. 9. "Touched with a sym'pathy within', He knows our feeble frame ; He knows what söre temptä'tions mean For he has felt the same. "When most we need his helping hand, Jë'sus is al'wäys near ; With hëav'en and earth at his command'; Hë waits tô än'swer pray'er." Les, p. 141, and 149. Tune, Cooling. no, 139, 155, 62, 78, 38, 179, 190, 62, 67. 10. "Art thôû wëa'rv, art thüíí lan'guid, Art thôû sôre distrëss'd ? 'Come to me,' saith One,'and com'ing Be at rest.' "Hath hë marks tô lëad më to him, If hë bë my Guide ? 'In his fëët and hands are wound'-prints, And his side.' "If I ask him tô recëive' më, Will hë say më näv ? 'Not till ëarth, and not tlllheav'en Pass away'.' "Flnd'ing, following, këëp'ing, struggling» Is hë sure to bless ? Saints,apös'tles, prophets, mär'tyrs An'swer, 'Yes'." Tune, Stephanos. Ser. II., p. 21, Ser. I., p. i6, 155, 150, 163, 179. PKOGKESSIVE LESSONS. 11. NEW YEAR'S HYMN, "Our hëlp'er, God, wë praise his hand By which supported still we stand : The opening year thy mër'cy shows ; Let mër'cy crown It till It close. "By day, by night, at home, abroad', Still are wë guärd'ed by our God ; By his uncëas'ing böün'ty fed, By his unerr'ing cöünsel led. "With thank'ful hearts the past wë own : The future, all to us unknown', Wë tô thy guär'dian care commit'. And pëace'ful lëave before' thy fëët " Ser. IT., p. 16, Ser. I., p. 59, 150. Ser. II., p. 80, Ser. I , p. no, 27, 131, 46, 110. Ser. 11., p. 8. Ser. I., p. 195 Ser. II., p. 40, 5. Ser. 1., p. 102, 107, 78, 107. Ser. II., p. 37. Ser. I., p. I42. 12. "Now I find no hand but one Can delïv'er raë from guilt; On the mer'its of thy Son All my con'fidënce is built. "Hë who trusts In Christ alone ; Not In aught himself has done ; Hë, great God, shall bë thy care, And thy chölc'est bless'ings share." Les. p. 109 and 125. 'Iune, Gottschalk. 78, 123, no, 171, 195)7°- PROGRESSIVE LESSONS. 13. "O Jê'sus, I häve pröm'ised Tô serve Thëë tô the end ; Bë Thôû forëv er nëar më My Mas'ter and my Friënd. "I shall nôtfëar the bät'tle If Thôû art by my side, Nor wan'der fröm the path'way If Thöu shält bë my guide." ti8, Ser. IL, p. 40. Ser. I., 43. Ser. II., p. 13,16, Ser. I., p. 147, 195. 14. "Whate'er I ask, I sure'ly know, And steadfastly beliëve' Thôû wilt the thing desired' bestow', Or else a bët'ter give." Tunet La hiira. Les. /. 157. ijS, 62, 6, 198, 206. Ser. II., p. 32. Ser. I., p. 171. 15. "Take, Lord, and pü'rlfy my heart, And make it clëan in ëv'ery part. And when it's clëan, Lôrd, këëp it sö, For that is more than I can do." Les. /. 197. 110,43, *5°. 45- 16. "Jesusean make a dy'ing bed Fëël soft as down'y pll'löws are, While on his breast I lëan my head, And brëathe my life ôût swëët'ly there." L. M. Les, />. 166. 78, 75. Ser. II., p. 5, 80 Ser. I., p. 206, 46. PROGRESSIVE LESSONS. 17. "There is a land of püre delight', Where saints immortal reign ; Etër'nal day excludes' the night, And plëas'ures bän'ish päin. "There ëv'erlast'ing spring abides', And never-with'ering flow'ers : Death, like a när'röw sêa, divides' This hëav'enly land fröm öürs." Tutti, Lambeth. Les. p. 205, Ser. II., p. 13. Ser. I, p. 163, 206, 30, 131, 211, 43. Ser. II., p. 72, 16. Ser. I, p. 206, 123, 174, 30. Ser. II., p. 13. Ser. I., p. 206. "On Jor'dan's störm'y banks I stand, And cast a wish'ful eye To Cä'naan's fair and häp'py land, Where my possessions lie. "O'er all those wîde-extënd'ed plains Shines one etër'nal day ; There God the Son forëv'er reigns, And scat'ters night away'. "No chill'ing winds, ör poisonous breath Can reach that health'ful shore ; Sïck'ness and sorrow, pain and death, Are felt and feared no more." Tune, Manoah. Les. p. ao8* 19, Ser. II., p. 45. Lie i. e. are placed.are situated. Ser. II., p. 24. S-r. I., p. 211. 70, 206, 94. 86. Ser. II.. p. 29. Ser. I., p. 139. Ser. It., p. 24. Ser. I., p. 43, 51, 123, 78. 226 ADD-NAME-WORDS TO MEMORIZE. Words joined tô Name -Words, to tell what- " kind, which one, or how many, äre ADD'-NAME-WORDS. The figure beside each of the following add-name-words indi, cates the hymn in which the word occurs. Pare (,7) pare' ^ i m mor'tal ( i mör'tal . fair (18) '¿\^s storm'y hëalth'ful unhëalth'fûl^^^^ clean (.5) ut ^ soiled unërr'ing ërr'ing un vvëa'ried wëa'ried dt i^r- wêa'ry (io)| hëav'enly (1 l)ßk) m'. languid , döwn'y1 pôï'sonous (18)^^, wïsh'fuîû8)^^ un cëas'ing 00* at. Index. The figures indicate the page containing a translation of the word. The poem, " He Careth," has a list of words on the back. Able, 19 Above 75 Accent 9' Account 99 Add 22 Again 61 Ago, 61 Alike 30 Alive 182 All 45 Almighty 12 Almost 94 Alone 94 Also '74 Always 94 Am 14. Ancestor '3' Annoy 150 Another 126 Answer 62 Any 45 Apostle 163 Approach no Are 14 Aright Sup. Art 93 Arm 147 As '74 Ask Assure At Aught Away Awaken Back Backward Bad Badly Bag Banish Bean Bear Begin Beginning Belief Believe Belong Bestow Bible Bid Bill Bless Blessing Blind Bliss Block B 75. 22 86 '47 2'5 94 218 158, 51 158 75 '74 «3 2c6 S3 142 70 ii 203 198 206 206 5 '9S 203 '5° '95 '55 215 59 Blood Blow Board Boat Body Bones Book Born Both Bottom Bounty Bow Boy Brain Breathe Breath Bridge Bring Brethren Brother Build Burden Business Busy Button By < Call Calms '79 59 11 59 '47 187 99 206 '34 '39 '95 218 59 '95 46 '39 & 67 67 no 2IS '79 218 115, 190 '47 70 Sud. & as in ät ; ë as in met ; í as in it ¡ ö as in not ; ü as in cut. Can Family Can >4 Cannot no Car 9' Care 46 Careful 102 Careless 102 Carry 70 Ceaseless 102 Cellar 83 Cent 99 Certain 19 Certainly 158 Change no, '79 Changeable 126 Chapter «3' Cheek 59 Child Chill ¿1 Choose 86 Christ 12 Church 43 City 9' Clean 226 Cleanse no Clear '55 Climate '47 Clock 123 Close no, '95 Clothes 59 Coat US Cold '34 Collect 150 Come 14 , 38 Comfortable 182 Comforts 203 Command 86, 179 Commit 142 Compass «87 Confess 190 Confidence 123 Connect 118 Conscious 218 Constant 126 Constantly 94 Convince 190 Count 118 Country 211 Course Sup. Cover «79 Cross 54. '87 Crowd 67, 78 Cry 62 Cup 83 Curse 150 Curtain '39 Curved 126 Cut 70 D Dash 54 Daughter 27 Day 11 Dead 182 Dear 218 Death 123 Deathless 218 Deceit '39 Declare 118 Deliver 78 Descendant '3' Desire 62 Dictionary 5 Die 38 Different 126 Direction 187 Disease 211 Dishonest 75 Disobey 38 Displease 38 Dispute 131 Distance '47 Divers 182 Divide 206 Do 22 Doctor '63 Dollar 99 Door '47 Double IS5. 40 Downy 226 Draw nigh no Draw up 142 Drive 38 Drop 46 Dry 107 Dwell 150- E Each 45 Ear 9' Early 158 Earth 27 Earthly 226 Easy 19 East i87 Eat 70 Eight 29. Eighth 29 Else 171 Emblem 211 Employ 86, 86 Empty '34 End 43 p 70. '93 Endless 102 Endure '42 Enemy 67 Enough 126- Enter 70 Erring 226 Eternal 3° Eventide «95 Ever 6t Every 126- Evil 11 Exact '55 Exactly 174 Exalt jqo Example >39 Exclude 206 Expect 142 Eye F 5' Face 123. 190 Fair 226 Faith '23 Faithful 182 Fall 70 Family 27 ä as in äte ; é as in ëat ; i as in tie ; ö as in nö ; ü as in cüe. Far Hymn Far Fare Father Fault Fear February Fee Feeble Feed Feel Feet Few Fifth Fifty Fight Fill Find Finger Finish Firewood First Fisherman Five Float Flood Flow Flower Foe Foil Fold Follow Foot Force Forenoon Forest Foresee Forget Form Forsake Forward Foundation Four Fourth Frame Freeze 94. 158 91 12, 27 12 J it, 14 203 iS5. '»2 i So 7» 27 «34 29 «55 218 86 38 «47 78 5« 29, «34 59 29 190 43 118 «23 5 118 62 38 27 78 5 198 38 «23 218 .58 «39 29 29 «39 142 Friday Friend Friendly Friendless From Front Fruit Fulfil Full Fulness Future G Gallon Gate Gather Gape Generation Gentleman Get Gift Give Glad Gladness Gloom Glory Go God Good Gospel Govern Grandson Grateful Great Greatly Guardian Guide Guile Guilt H Hail Hair Hand Hat Hate Hateful 91 Hammer 99 Hang 19 Happy 102 Hard 123 Harm 75 Haste 123 Hasten 198 Have «34 He 211 Head 107 Heal Health 179 Healthful 147 Hear 54 Hearing 142 Heart 131 Heartily 203 Heaven 110 Heavenly 99 Heir 38 Help 134 H elpless 211 Her 101, 215 Here 13t Hers 38 Herself 12 High 75 Him 43 Himself 20Ö Hire 187 His 19 Hissing 30 History 94 Hoid 163 Home 118 Homeless 139 Honest 123 Honestly Hope 118 Hotel 91 Hour 59 House 179 How 14 Hundred 155 Hymn II 218 >9 30, 75 206 «3« 150 8 8, 171 67 '4 226 38 "5 £ «79 22 102 '54.171 61 101 «7« 30 «54, 171 171 70 101 107 ■u 59 102 75 94 78 '47 59 I! ii! & as in àt ; ë as in met ; I as in it ; ö as in nöt ; ü as in eût. I Numerous I Law 195 Mirror 139 I 7, 171 Leaf 147 Moment 203 HI 126 Lean 206 Monday 91 Immortal 226 Learn 22 Money 67 Important l S5 Leave 54 Month 99 Impossible 134 Left 107 More 45 Improve 150 Lesson 83 Morning 91 Impure 226 Let 62 Mortal 226 In 187 Letter 5 Mother 67 Inside 75 Lie 54 Motion 2o3 Insufficient 126 Life 27 Mouth 67 Interpret 190 Like 78, 174 Move 86 In truth 158 Lip 67 Much 45 Is 14 List 203 Muscle 115 It 7, 171 Little 30 Music 215 Its 101 Live 14, 38 Must 86 Itself 171 Load 51 Mute 134 J Long 30 My 8, 101 January 203 Look 38 Myself 171 Jehovah 163 Lord 12 Jesus 12 Lose 38 N Join 62 Loud 30 Name 5,8 Judge 142 Love 8, 14 Narrow 30 Just 126, r74 Low 30 Nation 131 Justify 198 Lower 75 Nay 158 Iv M Near 158 Keep 206, 150 Machine 115 Nearness 147 Key 179 Make 14 Need 38 Kill 206 Man 27 Nerve 115 Kind 19, 179 Manner 179 Never 174 Kindly 174 Mansions 211 New 75 King 187 Many 45 News 211 Kingdom 187 March 203 Nigh 218 Knee S Mark 5, 8 Night 131 Kneel 8 Martyr I63 Nine 29 Knock 46 May 14 Ninth 29 Know 8 Me 7 Nineteen 155 L Mean 62 No 61, 134, 158 Lady 203 Medicine 203 Noise 131 Land 118, 147 Meet 46 North 187 Language 67 5 Melt 142 Nose 179 Languid 226 Mend 70 Not 61 Large 3° Mercy 13 t Now 94 Last 134 Mind 115 Number 118 Late * 158 Minute 59 Numerous 182 ä as in äte ; c as in ëat ; ï as in tie ; ö as in u5 ; ü as in cue. Obey O Sand Obey 38 Obtain no Of 195 Off 94. 195 Often 158 Old 75 Omit 22 On 187 One 29 Only 134 Open no Opinion 99 Opposite 30 Ought 78 Our 7 Ours IOI Ourselves 171 Outside 75 Order 179 Other 126 Overcome 70 Overseer 51 Own 78 P Package 131 Page 11 Pain 43 Palatable 75 Palate 139 Pan 83 Paper 11 Pardon 218 Paragraph 147 Part 123 Particular 182 Patient '55 Pass 150 Past 107 Pathway 195 Pay 8 Peace 163 Pencil 99 People 27 Peril 59 Persecute 78 Persecution 163 Person 83 Physician 163 Piece 11 Pile 86 Pin 99 Pint 179 Place 27, 62 Plain 211 Pleasantly «74 Please 38 Pleasures 211 Point no, 179 Poisonous 226 Polite 107 Poor 30 Position «39 Possess 206 Possible «34 Potato 83 Pour 86 Power 211 Powerful 102 Powerless 102 Praise 131 Pray 22 Prayer 67 Preach 198 Pre cious 75 Prefer 70 Presence 195 Present 99, 107 Press 67, 78 Print 198 Prize 150 Proceed 38 Prolong «4 Pronounce 22 Promise 118 Prophet 179 Proud 182 Psalms 2 « 5 Pull 62 Pure 226 Q Purify Purpose Put Quart Quickly Quiet R Rain Read Really Receive Reckon Refuge Reign Relief Remember Render Reproof Reprove Require Rest Revile Reward Rich Right Righteous Ri.-e Risk River Roof Rough Rude Run S Sabbath Sad Sadden Sadness Safe Saint Sake Saliva Same Sard no 147 46 83 o Is8 182, 218 II 14 .58 46 118 «63 206 203 38 54 203 206 198 150 142 123 30 107 12Ó 78, 142 54 S' 123 75 107 54 91 134 218 211 19 163 163 139 45,126 83 ä as in ät ; ë as in met ; í as in it ; ö as in not ; ú as in eût. Saturday Theo Saturday 9' Slay 206 Strength <65 Save 78 Sleep 190 Stress 9' Saviour 12 Sleepless 102 Strife 215 Say 8 Slowly 158 Strong o0 Scatter 206 Small 3° Such 107 School 83 Smell "5 Suffer 142 Scholar 9' Smooth 75 Suffering Scripture I63 Snow 27 Sufficient 126 Search i go So 174 Sun 91 Second 29 Sob 218 Sunday 91 See 8 Soft 30.75 Sundry 182 Seldom 158 Soil 110 Sunshine 59 Sell 150 Soiled 226 Supper >47 Send 62 Solely 94 Support 150 Sense 11 5 Some 45 Sure >55 Separate 62 Sometimes 174 Surely '5s Servant 211 Something 43 Swallow 142 Seven 29 Son 27 Sweet 75 Seventh 29 Soon 94 Syllable 43 Several '34 Soothe 14 Sympathy '39 Shade 215 Sore 155 T Shadow 215 Sorrow 51 Table >47 Shake 86 Sorry 134 Tack 43 Shame Sup. Sort 179 Take 38 Share 70 Soul 147, 201 Talk 78 She 7. *7« Sound 5. 62, 131 Tall SO Sheep 43 Sour 75 Taste "5 Shepherd 43 South 187 Tea 5 Shine 70 Speak 46 Teach 22 Short 3° Speechless 102 Teacher 9' Shovelful 83 Spell 22 Tear 5' Show 46 Sprinkle 86 Tear 5+ Shut 110 Stand 62 Teeth 6- Sickness 43. 211 Steadfastly 158 Tell 8 Side 147 Steal 54 Temporary 3° Sigh 8 Steamboat 179 Temptation >39 Sight "5 Step 46, 203 Ttnder 3° Silence Sup. Stick 51 Ten 29 Silent 107 Stoop 218 Tenth 29 Sin 203 Stop 38 Testify 190 Sing Sister 22 Store 99 Thankful 102 67 Storm 215 Thankless 102 Sit 62 Stormy 226 That 45 Six 29 Stranger >47 Thaw 142 Sixth 29 Street 91 Thee 154 á as in ate ; ê as in eat ; ï as in tie ; 5 as in nö ; ü as in cue Their Work Their 101 Tribe 187 Usually Theirs 101 Throne 21 c Unwearied Them 154, 171 Trouble 142, 21 ï V Themselves 171 True 19 Various Then 61 Truly >58 Verse There 61 Tmst 110, • 123 Very These 45 Truth 11 Via They 7. 171 Try 8 Village Thine IOI T uesday 91 Viz Thing i i, 99 Turn 54 Voice Think 38 Two 29 W Third 29 Wait Thirty 155 u Walk This 45 Umbrella 43 Warm Those 45 Unable 19 Watch Thou 7. 171 U nceasing 226 Water Thoughtful 102 Uncertain 19 Way Thoughtless 102 Unchangeable 126 We Threaten 142 Unchanging 126 Weak Three 29 Unclean 226 Wearied Throat 139 Unclose 110 Weary Throw 54 U ncomfortable 182 Weather Thumb 91 U nderstand 22 Wednesday Thursday 91 Uneasy 19 Week Thus 61 Unerring 226 Well Thy 7. IOI Unfold 62 West Thyself 171 Unfriendly 19 Wet Tidings 211 Ungrateful 19 When Tie 8 Unhappy 19 Where Time 91 . 99 Unhealthful 226 Whiten Tip 83 Unite 46 Whole Tire 118 Universe 215 Whom To-day 94 Unjust 126 Wide Together 61 Unkind 19 Will To-morrow 94 Unkindly 174 Wise Tongue 67 Unpalatable 75 Wish Too 174 Unrighteous 126 Wishful Tooth 67 Unruffled 218 W ithdraw Top 83 Unsafe 19 Wither Touch 110, us Untrue 19 Withold Tough 30 Unwise 182 Wonder Train 179 Upper 75 Wonderful Translate 190 Us 7, 154 Wood Treat 142 Use 22 Word Tree 147 Usual 182 Work 158 227 182 '3' 'S« 200 211 200 27 190 22 134 118 51 il, 179 7,171 30 226 226 11 91 , 99 126, 17t 187 107 61 61 21S 107 >54 30 195 182 S 226 110 206 206 '*5 182 S1 Ii, 62 à as in àt ; ë as in met ; I as in it ; ö as in not ; ü as in eut. World World Worthful Worthless Wring Write Writer 179 Wrong 102 Ye 75,102 Yea 54 Year 54 Yes 187 Yesterday Yourselves 107 You 7, 171 7 Young 75 158 Your 7, 101 27 Yours 101 61, 158 Yourselves 171 94 IRREGULAR VERBS. The principal parts of the following verbs may be found on the pages indicated by the figures. Begin 77 Have 141 Run S3 Choose 85 Hear 85 Say /iS Come 141 Hold 202 See 166 Do 77 Know »S Speak r66 Drive 77 Leave 77 Stand 166 Fall 198 Lose m-t*r Steal 71 Feel 198 Make 202 Teach "7 Find 77 Mean 202 Tear S3 Forget 77 Meet 117 Tell 117 Freeze Pay 202 Think 202 Give 77 Read 141 Throw 202 Go S3 Rise 198 Wring 53 ä as in ate ; ë as in ëat ; 1 as in tie ; 5 as in nô ; ö as in cüe. A TEXT-BOOK FOR CHINESE SCHOOLS. Progressive Lessons, Series I. Combining Bible Study with the principles of the English Language. By V. J. Comey. Price $1.00, net; by ¡mail, $1.10. For sale at the American Tract Society, 54 Bromfield Street, and at the "Watchword" office, 120 Tremont Street, Room 69, Boston, Mass. COMMENDATIONS of the PROGRESSIVE LESSONS, FROM C. WESLEY EMERSON, M. D., LL. D., President of Emerson College of Oratory, Boston. MR. ALONZO G. HAM, Principal of Thomas N. Hart School, Boston. REV. THOMAS ARMITAGE, D. D., Fifth Ave. Baptist Church, New York City REV. ROBERT MACDONALD, Pastor of Warren Ave. Baptist Church, Boston. Dear Miss Comey: I have studied your book called "Progressive Lessons.' ' I have no criticism unfavorable to this beautiful work, but on the contrary I recommend it most heartily. It is true teaching; such teaching as the laws of the human mind demand. As soon as the work becomes fully known, it will be in demand wherever persons are found "who desire to learn, and have not, as yet, a knowledge of the English Language." Very truly, C. W. Emerson. Thomas N. Hart School, Boston, Feb. 9, 1892. Dear Miss Comby; I have examined your "Progressive Lessons" with much interest. The book cannot fail to be very helpful in the grand work in which you have been earnestly engaged for so many years. The lessons are arranged in a careful and logical manner, and show the work of a thorough, practical teacher. The two pages in each chapter devoted to pronunciation, it seems to me, have espeeial merit. They give, in a very clear manner, the elements of our language, and as the pupils learn the sounds of the letters in one word, they have the key which will enable them to pronounce new words at sight. I earnestly hope that this little book may find its way into all the Chinese schools of the country. Y ours very truly, Alonzo G. Ham. It gives me pleasure to commend Miss Comey's book of "Progressive Les¬ sons" for the use of Chinese classes in Sunday Schools and for private use. The work shows a thorough knowledge of the art of teaching, especially in this difficult department, and is worthy of the author's long experience in the public schools of Boston, Mass. Her method is simple, direct and comprehensive. She gives the Chinese and English text side by side, and marks the whole pro¬ duction with a devotion and terseness such as have not been thrown into any other lessons of which I have knowledge in this department of instruction. Teachers of Chinese classes will find them most useful, if not indispensable, in their holy work. Thomas Armitagk. Yonkers, Oct. ao, 1891 This is to certify that I have several times examined the little book, "Pro¬ gressive Lessons," for the Chinese, compiled by Miss Comey, and can give it my heartiest endorsement. I have also compared it with other works of a similar character, and find it surpasses them all in elucidating the great foundation principles of the English Language, in combining and grouping words, with their Chinese equivalents, according to their sound, in furnishing the pupil with a vocabulary that will as¬ sist him on all future occasions, as well as for the present necessity,—in short, taking the lead in all that is instructive to the scholar. I also have watched the effect of the "Progressive Lessons" on the large Chinese Sunday School in the church of which I am pastor, and find that those scholars who have been in our school a year or more, have an excellent hold upon the most fundamental elements of our language. Finally, the knowledge of the Scripture the system imparts is wonderful. Its aim, besides instructing along intellectual lines, is to engage the scholar relig¬ iously, so that he becomes anxious to read the Bible, and accept its precepts into his heart. Every month we are having Chinamen accept Christ, and desiring baptism, and tracing their experience back to the instructions of the "Progressive Lessons." Miss Comey deserves much praise for her very helpful publication. The book ought to be in the hands of every teacher of Chinese in the land. Robert MacDonald. From Rev. Chas. Edw. Spaulding, Pastor of Eglestoti Square M. E. Churchy Bo stony Mass. Eglbston Square, Boston, Mass., March i, 1892. Dear Miss Comey: The "Progressive Lessons" are used and highly prized by all the teachers in the Egleston Square Chinese School. We value them for two excellent reasons. First, they follow a natural inductive method of teach¬ ing the language. Secondly, they blend Scripture reading and Scripture truth with the grammatical work so beautifully that the boys are unconsciously brought Into contact with the glorious and winning truths of the Gospel as they study the much-desired language. May your generous devotion to a noble cause be abun dantly rewarded in good results to our Chinese boys. Yours faithfully, Chas. Edw. Spaulding. From Dr. S. E. Crocker. 134 Huntington Avk. Boston, Feb. 8, 1892. My Dear Miss Comby: I have taught from "Progressive Lessons," and consider the work especially well adapted for the instruction of the Chinese in the English language. They learn from it, with the help of the teacher, not only the foundation principles of the language, but the pronunciation of letters and words which are difficult for them. But it seems to me that the one admirable thing about the book is the devo¬ tional spirit with which it is inspired. The one end and aim of the work, which breathes from every page, is to lead the thought of the pupil, step by step, into a full belief in the Lord Jesus Christ. Sincerely yours, S. E. Crocker. Phelps SchooI of Literature, Elocution and Physiculturb, No. 37 Michigan St., Toledo, Ohio, Sept. 19, 1891. Dear Miss Comey: Your little book, "Progressive Lessons," is the most complete and helpful I have ever seen. It brings with it the very atmosphere of helpfulness, and it certainly inspires within the pupil a deeper thirst for knowledge, because here he finds the teachings simplified, and at the same time the language is presented in a logical and scientific manner. Most earnestly do I thank you for your work and thought given in the "Progressive Lessons." It must Carry a blessing wherever it is found. Yours in the work, Carrie Berry Phelps. Boston, Oct. 9, 1891. Dear Miss Comey: For the past two years I have used the "Progressive Lessons" in the Chinese School, and I heartily endorse them. The method followed is a natural one, and the pupils make rapid progress. Each lesson is so carefully arranged as to afford sound religious instruction, as well as teaching the correct pronunciation, and use of English words. Sincerely yours, Alice A. Manzbr. Boston, Oct. i, 1891. Dear Miss Comey: I have been a teacher in the Chinese schools of Boston nearly two years and a half. I have taught without the "Progressive Lessons," and have used them. I find that the "Progressive Lessons" are much better adapted to the needs of the pupils, and that in a short time it is quite noticeable how much better and plainer the "boys" who have used them speak and sing. Now I trust this dear little book which we have enjoyed using so much in the Warren Ave. Chinese School, will find its way into every other school in the country, that all may receive and accept the great truths in its lessons. Yours truly, L. A. Titcomb. Roxbury, Mass., Oct. ¿, 1891. My Dear Miss Comey : Having been a teacher in the Warren Ave. Chinese School since its organization, I can say I have found the "Progressive Lessons" very helpful to me. Your plan of bringing in the Gospel into the Lessons is an excellent one, and from my own experience in the school, I think the Chinese pupils like the lessons too. Sincerely yours, Grace Sullivan. EXTRACTS. From report of First Anniversary of a school where the lessons had been used one year. "There was a very large attendance, and the exercises were pleasing in the extreme. The clearness of enunciation in all the exercises was remarkable, when the pupils give so little of their time to study, each one being obliged to work early and late, and many being past their youth when they are supposed to learn more easily. This is due to their natural adaptability and the excellent system of study pursued in the "Progressive Lessons" from which they are taught. The training in pronunciation is thorough, and makes the study of these lessons most interesting both to teachers and pupils."—Boston Daily Traveller. "The book is really an interesting study, and shows the trace of steadfast and true labor for the good of the race for whom it was intended. It must have been a great tax upon one's time to arrange it so nicely." N. B. N. "This volume will greatly assist both teacher and pupil. The author's ac¬ quaintance with the best systems of education is shown on every page. We are sure many will be grateful to her for making so simple and easy a task that has been puzzling and difficult." Rbv. Geo. E. Horr, Jr., Editor of "The Watchman." COMMENDATIONS FROM CHINESE PUPILS. $ % * ft f § & ß & * ï_ & f ■ S ¿ # $ IT ir va. 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