LB LIBRARY OF CONGRESS. Shelf. UNITED STATES OF AMERICA. GRADED INSTRUCTION In English FOR THE USE OF TEACHERS t' J Orville T. Bright Entered according to act of Congress, in the year 1881, by ('. M. Bright, in the office of the Libiarian of Congress, at Washington. THE OSHKOSH TIME^ /•v. -?,\^'^'' '^i^^ C. M. Bright, Oshkosh, Wis., Sole Publisher. PREFACE. The object in prepariug this coarse of instructioD in English ^as solely lor use in the school of yhich the author is principal. The solicitation of fellow workers in Chicago who have watched its success, is the reason for publishing it in its present form. Many teachers, perhaps the majority, will disap- prove the plan; but it has already many friends There is no denying the fact that the teaching ot good English, as shown by the results, is a sad fail- ure As common a charge as any brought against the' public schools by the journals is that pupils leave the grammar schools without being able to write a decent letter. The worst of it is that the charge is true as co.-acerns the majority of the schools, and it is just as true that such results are unnecessary. The teacher who attempts the following plan without nuderstanding ihe whole scope and intent of it, at least to include her own grade, and who does not make daily preparation for the lesson to be presented, can have only partial success-or failure. What is wanted with little children U practice and not reasons. This cannot be too strongly impressed. Hence m the early language lessons, leave out the -ichy altogether. ^ . A^ir-e majority of all ungrammatical expressions may be'grouped under a limited number ot topics. It is believed that these topics may be successfully Instrlction in English presented to children in primary grades. This is the special object of this course ot study. For the suggestions that led to the preparation and adoption of thiss3^11abus, the author is indebted to a visit to the public schools of Aurora, 111., and to the kind courtes}^ of the superintendent, Mr. Powell. Douglas School, Chicago, Sept. 1, 1881. For the use of Teachers. GEIS^ERAJ^ KEMARKS. In giving language lessons to little children, tlie prime object should be to lead the children to talk freely about the objects and incidents that come within their observation, and through means of this freedom to lead them to use correct forms of speech. If a thought is correctly expressed in oral language it will be in written, provided the child can spell correctl3^ Hence the prime importance of what is so greatly neglected — teaching children to talk cor- rectly. To be sure, there are many outside influences, especially the practices of the home, that will operate against the success of the teacher. But it must be remembered that while in recitation the mind of the child is on the alert for impressions, and that the word of the successful teacher is "law and gospel" to the learner. Hence an hour a day spent on this subject by an earnest teacher will largely, if not entirely, overcome the influences referred to. It will rarely be necessary to give points of instruc- tion out of hand. They may all be drawn from the children by skillful questioning, and nothing pleases the child more than to furnish the correct form of speech. It will be found very rare indeed that any error will be made that none of the children will be able to correct. All that is wanted with little child- ren is the correction with no attempt at reason therefor. Instrlction in English Wliile any iucorrec't form of speech in school should be corrected at an}- time, still if dependence for learning and habitually using correct language be placed upon these corrections only, failure will be the result as it has been heretofore. The impres- sion one is able to make in the face of all opposing influences will not be a permanent one, unless there be a controlling idea in the mind of the teacher when conducting a language exercise, so that the questions and answers shall be brought to bear upon the particular construction or constructions to be impressed. By taking up one topic of instruction at a time, and in natural order, by constant reiteration in the sentences of the children, of the correct construction wante:l, by the correction of errors w^hicli will pre- sent themselves in these same sentences, and by means of these corrections, placing in contrast the incorrect and the correct forms of speech, impres- sions will be made upon the minds of the children that nothing can efface, and not even the home influence can overcome- By securing the freedom of speech, before alluded to, the incorrect expressions used upon the play- ground and in the homes of the children, will be brought before the class for their criticism and cor- rection, and it will not be long ere the same errors will be noted when not made in the schoolroom. In all cases of incorrect expressions, be sure that they are heard without repetition by the teacher. This will lead children to criticise each other. Any pupil who makes a correction should do so clearly For the use of Teachers. and distiucUy, and by means of emphasis bring the incorrect and the correct form into strong contrast. One of ihe greatest benefits to be derived from the recitation will be gained by giving exact regard to this instruction. For instance this sentence is heard: "There is three apples on the table." The hands are raised for correction. James said, "There is three etc." for or instead of "There are three etc." After a little practice the correction may be, "He ought to have said etc," each word being spoken distinctl}^ ' At other times the correction may be made as follows: "James ought not to have said etc." Thus "had ought" aad "hadn't ought" will be banished. There is no study in which an efficient teacher can awaken greater enthusiasm than in English, and there certainly is none of greater im]:)ortance. The almost total neglect accorded to it in primary schools is very strange, to say the least. Present one topic at a time, and thoroughly, before going on to another. Recollect again, there is to be no technical instruction with little children, no reasons for the use of words as employed. The use of technical terms may be taken up when it is easier to do with than without them. Hecure correct use of words and sentences through correct practice. The plan advocated will appear more fully in the following topics for instruction, which have been divided into eight grades or years, as this term may be taken as the average time required in preparation for high school studies. This classification may be easily adapted to any graded school. Instkuction in English FIRST GRADE. 1. The use of a and an. The teacher presents objects or their names, and the children us a or an as they repeat each name. Make the exercise rapid, working with the pupils both individually and in concert. 2. ■ The use of nouns in the singular and plural, com- bining them with the correct forms of verbs in sentences, and the use of this and that with their plurals. The teacher uses the terms "one" and "more than oni^." AVhenever practicable, require all answers to be complete sentences- Let the children name the objects in the school room, one and more than one, as they shall be desig- nated. Follow this exercise with a prepared list of famil- iar names, the teacher naming one and the children more than one. Then the teacher names the plural and the child- ren the singular. Then the teacher gives one form and the children the opposite. To secure the correct form of the verb, first use the objects at hand, requiring something to be told or asked about each in the singular and then in the plural, or vice versa. For the use of Teachers. 9 The teacher holds to view a book, and secures the sentences: The book is old. The book has leaves^ €tc. By presenting more than one: The books are old. The books have leaves, etc. After using the objects at hand take the list of words as before, requiring each to be used in a sen- tence, alv^'ays following the use of one form of the noun with the other. Secure the use of two or more nouns with one verb, or one noun with two ore more verbs, thus leading the children to condense their statements in description. Especial attention will be required in sentences beginning withtJiere, in changing from one to more than one. These difficulties only add to the zest of children. This and that with their plurals, will be used from the beginning. Showing a pencil. What is this? That is a pencil. That pencil is in your hand. Showing two, the plural forms are obtained. The child takes the pencil or pencils, and the use of this and these are obtained. First use with vis- ible objects, then without. The points already indicated, taken in connection with the natural timidity of children on entering school, will furnish the basis for 'instruction for a long time. The teacher must not try to crowd too much into the first few weeks or months. Her main object should be to secure freedom of expression on the part of the pupils. 10 I^'STRrcTiON IN English 3. Use of adjectives. The special object is to facilitate expression of the apparent qualities of common objects, and thus lead slowly to the description of such objects. Require complete sentences each expressing one quality of the object presented. Then two or more qualities in one statement or question, being careful about the repetition of and. Thus : The pencil is long. The pencil is long and nnmd. The pencil is long, round and sharp. Farther on an excellent practice will be to require a reason for some of the statements made. Thus : I think the chair is old because, etc. I know the sponge is wet because, etc. 4. Use of adverbs. The errors appear in using adverbs derived from qualifying adjectives. The teacher performs some action and the children tell how it is done; or the action may be performed by one of the children. For iustance, the teacher walks slowly across the floor. What am I doing? You are walking. How am I walking? You are walking slow, will be the answer of nine-tenths or moie. Always get the correct answer from the children, and have it repeated in concert. Then folllow with : What kind of walking is this? That is slow walking. For the use of Teachers. 11 IIow am I walking? You are walking sloidy. Bring out in the strongest possible manner, the contrast in the correct use of the adjective and of the adverb derived from it. Get from the children as many words as possible describing the same action, and the use of more than one of these words in the same sentence. Give thorough drill in the use of words describing actions that can be seen by the children. After- wards any other actions may be described, or the words may be given for use in the sentences, alter- nating adjectives and adverbs. It must be borne in mind that the number of adverbs of manner given in tliis grade must be quite limited, and only those in most common use. 5. Use of the personal pronouns as the subjects of verbs, both singly and in combination with nouns or with each other. Secure facility in changing trom one to more than one, or vice versa, when used singly in sentences. This, as all other exercises in language in this grade, should be begun with objects visible to the childr jn. Next have the pronoun combined with one noun. For instance: Who is standing? I am standing. Who else is standing? Mary is standing. Say the two answers together. A variety of answers will follow. Me and Maiy, Mary and me, I and Mary, Mary and 1 are standing. Secure the correct use of each pronoun, first with a single noun, 12 iNSTRrCTION IN ENGLISH then with more tlian one noun, then use one pro- noun with another, etc. Give especial attention to the use of the verb was with pronouns requiring the verb were. Nobody says we is, you is, or they is; but we was, you was, and they was, are exceedingly common, especially, you was. The thorough handling of this topic will require great skill and patience, especially with children of foreign parentage. 6. The question will arise as to the spelling of the words used. This should be acquired as rapidly as practicable. Of course, little or nothing can be accomplished in this regard at first, but after a few months, or during the last half of the grade the words used b}' the children should be spelled both orally and by writing in sentences. 7. Thorough drill uj^on the correct use aad orthog- raphy of the following words, taking the most common ones first: be bee right write dear deer read red eye I son sun hear here their there hour our to too two know no wood would knows nose whicli wliose knot not Mrote ought meat meet For the itse op Teachers. 18 8. Teach the chiklren to avoid the use of real for cery^ (This error is almost universal.) of have got for liave^ of aint and sJiant, of lots of or a lot of. The manner of making corrections alluded to in the general remarks, will entirely avoid the use of an auxiliary verb with ought in statements. Prac- tice the same in questions. 9. Oral repetition of little stories, told or read by the teacher, or one of the children ; or of stories or incidents that have come to the children's knowl- edge outside of school. Also oral description of objects in the school room, or that may be presented to the children. In short, any means that an intelligent teacher can use to make the children feel at home in school, and induce them to talk freely. The object is not only to secure freedom in the expression of ideas, but also in correct expression. 10. The foregoing comprise the topics of the grade for oral exercises. Having a good basis on which to build, the written work will be rapidly accomplished. This will consist of writing sentences similar to those already used, with correct use of period and interro- gation mark, capitals to begin sentences and proper names, and the word I. Each pupil should be able to write his own name, residence, the name of the school, of his teacher, and of the principal. All writing of sentences should be neatly done. "Whenever practicable, any sentences written in a 14 l^'STiu'CTiON Tx English careless or slovenl}- manner should be copied l^efore they are inspected by the teacher. The writing of sentences except from copy should not be undertaken during the first two-thirds or three- fourths of the grade. Writing is not to be expected in Topic 8. The Avork indicated will demand time each day. A daily exercise of ten, fifteen or twenty minutes for sixty or seventy pupils will not answer. From forty-five to sixty minutes, divided into such exer- cises as will best suit the teacher's purpose, may be very profitably devoted to this subject, and that without detriment to any other; provided, of course, that the pupils are so classified that the same lesson ma}' be given to all in the f-ame room, and that they attend school all day. SECOND GRADE. 1. If the second grade work is begun at the begin- ing of the school year, review briefly the first grade topics. In reviewing the use of this and that, give thorough drill on the use of these words with sort and kind. These kind of flowers. Those sort of apples, are expressions in almost universal use. 2. The use of ditt'erent forms of the irregular verbs. No part of the English Language is more fruitful in errors than the use of these verbs, and their cor- rect use in school will be something entirely new to very many children. For the use of Teachers. 15 Tlie following lesson is indicated merely as sug- gestive to the teacher. Such verbs should be chosen for the first lessons, as will present something for the children to see in the lecitation. Take the veih break for example. The teacher holds to view a stick of conven- ient length. If I want to make two pieces of this stick, what shall 1 do ? Break it. Require this and all other answers to be complete sentences. Let the sentence be repeated several times, and break be spelled singly and in concert. The teacher breaks the stick. What did I do ? Broke it. Tell me so. You broke the stick. Spelling as before. The teacher holds the two pieces to view. What have I done with this stick ? Broke it. Tell me so. You have broke that stick. That does not sound right. Hands will be raised for correction, and the right word will be given in the sentence. All repeat the sentence together, spelling as before. The pupils repeat break, broke, broken, very dis- tinctly after the teacher, and spell the words again. Then obtain a variety of answers to each of these or similiar questions. How many ever broke anything, and when ? How many have ever broken anything ? What had I done to this stick when I showed two pieces? and other questions, securing the answers IG Instki'ction in English has broken, is broken, was broken, etc., each in a complete sentence. The teacher may now call rapidly for each form in sentences given by the children, all being ready to correct errors, which will be numerous. This will be sufficient for a half hour's lesson. Present other words in similar manner each day, reviewing words previously given, until all the verbs in the list can be used with precision. Require every form of every verb to be spelled when given, so long as there is any doubt about its being spelled correctly. Topic 4, in first grade, may be greatly extended in tills connection by simply asking "how?" when the sentences are given. As: Use some form of eat with yesterda3\ I ate my dinner yesterday. How ? I ate my dinner slowly yesterday. Any special words called for in the sentence should be spelled. By requiring a difierent adverb with each suc- ceeding verb given in a recitation, or many cllfFerent adverbs with the same verb, the vocabulary of the children will be extended and. their facility of expression greatly increased. As the children get used to the recitation and to the requirements of the teacher, the questions may be very brief, simply to suggest the idea to the child. When we consider the comparatively small num- ber of the irregular verbs, and the fact that they are used many times more that all the others combined. For the tse of Teachers. 17 the importance of thorouglmess in this topic cannot be overstated. Appended is a list of verbs to be presented. The teacher will choose the verbs as she wishes to pre- sent them : hang hide hold hurt hear keep know leave lose lie(recline sit make read The above list will require long and patient drill extending, may be, over man}' weeks. 3. Correct use of the nominative form of the pci-- sonal pronouns after is, was and icere. A child stands, and the teacher asks : Who is standing? I am standing. (/ given with emphasis.) Who is it that is standing? It is me that is standing, will be the probable answer. The following sentences will be obtained b}^ a little tact and skillful questioning in regard to actions observed ; It is I that am standins;. break do l)ite drive bring eat begin fly blow forget buy feed come freeze catch fall choose find cut give drink go draw grow ride sing rise sleep run speak ring slide stand steal shake take see tear strike think say throw sit teach sell write send wear. 18 Instkuction in English It is he that is standing. It is he and I tliat are lifting the chair. It is she that is walking. It is we that are reciting. It was they that were wliispering. It is you who are hearing our lesson. It was you who were writing on the board, etc. Have the correct manner of giving the sentences repeated many times, singly and in concert, lo impress the unusual sound upon the minds of the children. Vary the sentences to use the verbs men- tioned both in questions and in statements. 4. The almost inevitable use of the noun in the possessive singular, in the sentences of the children, renders it necessary that they should early learn to write it correctly. Without giving any rule, call for the spelling of such expressions as, John's hat, the boy's book, etc., depending simply on the jiractice to produce the result. Then require the same expressions to be written on the slates. Use only singular nouns in connection with the Dames of the objects possessed. Use and orthography of the following words in addition to a thorough review of those in Topic 7, in tirst grade : j aunt ant stair stare ate eight steal steel For the use of Teachers. 19 bare bear grate great blew blue knew new brake break lain lane buy by lead led coarse course made maid fore four pair pare pear flour flower pail pale ring wring pain pane road rode rowed pi"ay pre}^ rose rows tail tale sail sale threw through sea see whole hole sent cent won one some sum -^-are w^ear The use of these words together with those in first grade, should form a ])art of the exercises throughout the entire time in the grade. Children will be especially interested in discriminating in their use, and a variety of interesting ways to pre- sent them will occur to any intelligent teacher. One or two only will be mentioned. They may be printed or written, one on each of as many cards as there are words, so plainly as to be easily seen by all the pupils. Then, as the teacher i^resents the cards, the child- ren in turn form sentences containing the words seen. The teacher can thus remain quiet and the children do the talking. The teacher may speak one word, and the pupil use all of that sound in one sentence. Then spell the words in <)rder of use, etc. 20 Instruction in English These exercises never fail to rouse the enthu- siasm of little chilc.ren. 6. Use of adjectives in the comparative and sup'^rla- tive degrees. Two sticks of unequal length are given to two children who stand before the class. Who can see any difference in the sticks? One is longer than the other. Which stick has James ? James lias the longest stick, Tvill be the answer. By repeating the former question and securing em- phasis upon the word longer, the correct answer, James has the longer stick, will be obtained. Follow this with the opposite quality. Then present three or more sticks and the pupils will soon see the distinction in the use of the com- parative and superlative. Two pupils of unequal height will secure the use of taller and shorter, heavier and lighter, etc. Two books, the words longer and shorter, wider and narrower, cleaner and dirtier, etc. The attention of children is easily held in this exercise as they must in every case observe the qual- ities which they express. 7. Pronunciation of words. The children should tell readily the number of syllables in a word, and know^ the meaning of the teacher when she says a certain syllable. is accented. Aside from practice in reading and in other les- For the use of Teachers. 21 sons, lists of words may be placed ou the board and the cliildren pronounce them, enunciating very dis-^ tiuctly, after the teacher. Then they may pronounce in the same manner when the words are pointed out, and followinajthis^ individual pupils may do the same. Two or three minute exercises, two or three times a day, on lists- of ten words w^ell selected, will be of the greatest benefit. 8. In addition to Topic 8 of first grade, teach the- avoidance of learn for teach, of plenty for plentiful^, of do7i'tfor doesn't, (few people make this discrimi- nation) of 6^' of, off from, or onto, of as lives for as lief., of good ways or long icays for long umy. 9. In addition to what is required in Topic 10 in- first grade, the children should be able to write the situation of the school, the names of the streets in the vicinity, any given date, as July 15, 1880, the names of days and months with their abbreviations^ and such contractions and abbreviations as occur in the reader. 10. The time given to English in this grade should: be about one hour a day under the same conditions as mentioned for first grade. Since the children, if properly taught, can write readily on entering the grade, the time should be about equally divided be- tween oral and written exercises. 22 Instruction in English The use of capitals extended from first grade ouly to iucliide names of days and months. In punctuation add the use of the comma in a series of words, and to foHow a name denoting ad- dress. The sentences required in writing will involve points of instruction presented in this and the pre- ceding grade. The work of the first grade may be all thoroughly reviewed and kept fresh in the minds of the child- ren by constantly combining in the sentences requir- ed cliflferent points of first grade topics. In fact, this should be done all through the course, and it may be without at all impairing the force of the in- struction in hand. 11. . ^ In order to promote connected expression of thought, extend Topic 9, of first grade, adding oral description of pictures. If facilities are ever furn- ished for the intelligent teaching of reading, means will be at hand to greatly aid in developing this topic. But earnest teachers will invent means. Suppose an exercise in sight reading. Let each pupil face his classmates, read a portion of some in- teresting story or description, then close the book and give an outline of what he has read, or of the story from the beginning. The intelligence and 5ind clearness in expression of children who have been well trained in such exercises would be a reve- lation to the ordinary hum-drum teacher. Such ex- ercises are impossible with readers which the child- ren know by heart. For the itse op Teachers. 2^ The feasibility of carrying this topic into writing in second grade is very doubttul. THIRD GRADE. 1. Without making any parade about it, begin the use of tlie terms noun, common, proper, singular, plural and possessive, loithout definitions. It i& easier to use them than not, and the children will soon become familiar with, and use them correctly. Rapidly review Topic 2 of second grade and add the use of the following verbs. bind kneel shoot swim bleed hit show swing build lay shrink tell. burst lead sink weep dig meet slay wet lend pay spring win feel send sta}- wind fight set stick wins: forsake shine string grind shoe swear Each word spelled. Correct use of adjectives after the verbs, look, seem, appear, feel, taste and smell. The country looks beautiful— not beautifully. The apple ta=tes delicious — not deliciously. The 124 Instruction i.\ English I'Dse smells sweet — not sweetly. I feel bad— not badly— (if had can be used for ill.) The parents will question the correctness of the teacher's instruction in this topic, and the inevitable C[ueslion is, "Doesn't pleasant!}^ tell liow it looks?" By a judicious selection of other adjectives the ex- pression will be easily shown to be correct. Correct use of different forms of wlio. Who did you see? Who did you go with? are used fifty times oftener than the correct expression. Make the practice as great as possible until the use of each word is thoroughly understood, but do not write incorrect sentences upon the board— cer- tainlj^ do not allow them to remain there. Each word spelled. 5. Use of lolio to refer to persons, of ichicli to refer to things, and of that to refer to persons and things. Indicate the correct use through questions and answers, as: Shall I say the man which went away has re- turneJ V The dog whom I saw is lame? The horse who is at the door? etc. Tlie answers should show that either of two words may be used. 6. As preparatory to the use of the dictionary, the distinction between vowels and consonants should For the use of Teachers. 25 be taught, that is, the pupils slioukl be able to tell which letters are vowels and which consonants^ omitting words containing w and y. They should be able to give the long and the short sounds of vowels, and distinguish tliese sounds when pronounced in words. 7. Add to Topic 7 in first grade and Topic 5 in sec- ond grade, the use andorthography of the following; words : ail ale aught ought bald bawled ball bawl berry bur}' bough bow choir quire fair fare forth fourth gait gate groan grown hall haul hair hare heal heel him hymn idle idol need knead pain pane peace piece praise prays presence presents, pride pried pries prize prince prints rain rein reigrt rap wrap seen scene scent sent cent sees seize seas- sense cents sell cell stake steak throne throwru told tolled wade weighed wait weight way weigh weak week wrote rote Same as Topic 7 of second grade, applying Topic 6 of this ffrade. 26 Instruction in English 9. Teach the children to avoid the use of less for fewer. I have less apples than you. Of cvjMct for suspect. I expect he has left the city — (expect a past event !) Of banister for ballmter, of quantity/ for miriiber. We saw a great quantity of birds. Of anybody else's for anybody's else, of stopping for stnyiag. Our friends have been stopping at the hotel two weeks. Also review similar topics in preceding grades. 10. Rule for the possessive singular and plural of nouQS and application of the same. Teach the rule in three parts, as follows : The possessive of singular nouns is formed by adding the apostrophe and s. The possessive of plural nouns ending in s is formed by adding the apostrophe. The possessive of plural nouns not ending in s is formed by adding the apostrophe and s. The learning of the rule will amount to nothing without a very great amount of practice. That it can be understood and applied by the children usu- ally found in third grade has been demonstrated. 11. Thoroughly review the more difficult topics of second grade. For the use of Teachers. 2T 12. Topic 11 of second grade extended. The stories, incidents and descriptions to be pro- duced in writing as well as orally. The written productions should be very brief at first. The teacher should pass around among the child- ren directing, commending and criticizing. Several of the compositions may be read by the children. For the greater part this work will of necessity be upon the slates, which can receive only the general attention of the teacher. Occasionally, per- haps once a week, the compositions may be written upon paper and the errors marked by the teacher. These papers when returned should be re-written and the errors noted and avoided. The best ones may be read to the school. Care must be exercised here, however, not to discourage the poor writers. 13. Letter writing may be and should be taught to children at a very early age. Begin the subject in this grade, but do not try to overdo the matter. A little child's letter is of course a very simple affair, but it may be correct in form, and the sentences cor- rectly arranged. As an incentive allow each to send the first com- mendable letter to father or mother through tne mail, with some commendation of the teacher. The time devoted to the subject in this grade should be about the same as in the second. It will depend somewhat upon the course of study. 28 Instruction in English FOURTH GRADE. 1. In addition to the grammatical terms used in Topic 1 of tliird grade, use the terms verh^ pronoun, present, past, future, and perfect as applied to verbs, it being understood that perfect has reference to the use of liave, has or had with the verb. None of the terms are to be defined. Their use will be more convenient and the children will soon Ibecome familiar with them. 2. A limited use of quotation marks, omitting di- vided or broken quotations. This w'ill necessitate the further use of the com- ma. Add the use of the exclamation point. 4. Rules for the use of capital letters. 5. Hules for formiug the plural of nouns. Tlie regular plural of nouns is formed by adding s or es. Special rules for plural of nouns ending in y,o and f or fe. Also writing the possessive singular and plural of these nouns, 6. After the foregoing topics have been presented, the topics of the first and second grades should be reviewed so far as there is necessity to make them perfectly familiar. For the use of Teachers. 29 Each topic of third grade should be taken up carefully and many ot them extended. In Topic 6, include w and y, and distinguish in their use. Special attention to Topic 10. 7. Same as Topic 8 of third grade, adding the use of the dictionary. Be sure that the children can tind words ^ud lell their pronunciation as well as orthography and def- inition. To this end there siiould be general exer- cises in finding words and explanations from the teacher and pupils as to determining the pronuncia- tion. The marks denoting the long and the short sounds of vowels should be learned. Reference to the bottom of the page Mill suftice for the others, as the}'^ do with grown people. Quickness in find- ing words should be cultivated and commended. 8. In addition to reviewing similar words in preced- ing grades, teach the use and orthography of the following : air heir might mite aisle isle oar ore o'er altar alter passed past all awl quarts quartz aloud allowed read reed beau bow scull skull bell belle sew so sow been bin seam seem better bettor shone shown bread bred side sighed 80 Instkuction ix English dense dents sighs size dew due slay sleigh false faults sole soul fir fur tacks tax flea flee toe tow grater greater vain vane vein heard herd yale veil vail higher hire waist waste leaf lief way weigh lie l3'e 9. Composition and letter writing upon the same j)lan is suggested in third grade, only more extend- ed. The suggestions in Topic 11 of second grade, should be followed and extended. Topic recitation may be introduced in this grade, but this must be done in such way as to prevent the committing and reciting of passages from the text book — that is so far as it appertains to language ex- ercises. These same recitations may be written as compositions. Also easy subjects may be assigned, discussed and written upon under an outline which the teacher places upon the board. 10. The use of the terms subject and predicate in very simple sentences and dividing the sentences into the same, as : The horse — is w'alking. An old man— sits on the piazza. Declarative or interrogative sentences not more difficult than the above. For the use of Teachers. 81 11. Teach correct plural of such words as spoonful, pailful, etc., use of in and into with verbs indicating motion. Avoid using balance for remainder, of some for somewhict, o^ fanny for queer or strange, of cute, and tlie double abomination real cute. Review similar topics. 12. An examination in this grade may include any topic thus far given. This is true of any grade and need not be repeated. FIFTH GRADE. 1. Definitions of subject and predicate. Distinction between general or modified subject and predicate and simple or unmodified subject and predicate. 2. Analysis of sentences within the following limits: The sentences to be simple, declarative or interroga- tive, with no transposition from the regular order in the arrangement of elements. The analysis shall consist of classifying the sen- tence, naming the general subject and predicate, and the simple subject and predicate. 3. Definitions of noun, common and proper noun, person, numbar and gender, and of each cla=s of the last three. 32 Instruction in Engijsii Without defiuition of case the pupils sliall desig- nate the nominative, the possessive, and the object- ive case of nouns, and give reasons therefor. The nouns in the nominative case to be confined to the subject of the finite verb, in tlie possessive case to exclude apposition, and the objective case to imme- diately follow its governing word. No rules to be given. Confine this topic to sentences analyzed. 4. Definition of adjective No classification. Com- pare without definition of comparison, and tell to what noun the adjective belongs. Exclude adjec- tives belonging to pronouns and predicate adjec- tives. Confine the work to the sentences analyzed. 5. Definition of verb. Name principal parts. Clas- sify into regular and irregular, transitive and intran- sitive, avoiding verbs in the passive voice. Confine the verbs given in sentences for parsing to the indic- ative mode, then each of the six tenses may be desig- nated, but not defined. Agreement of the verb with subject in person and number. 6. Without definition name the more common prep- positions as they occur in sentences analyzed, and tell the relation shown, 7. Definition of pronoun. Parsing personal pronoun For the use of Teachers. 33 "witbin the limits of tlie parsing of nouns. Declen- sion of personal pronouns. Exclude definition of declension and exclude the word tJiou. Use of dictionary and pronunciation of lists of woidsas in previous grades. Use of the terms root, prefix and suffix. Applica- tion of the same in words having English roots, as in the word dishonestly. What is the root ? The prefix? Thesuflix? Nothing more. 9. In addition to review of similar words in previous grades, present the following: assistance assistants guessed guest attendance attendants hew hue base bass hoard horde beach beech hoes hose board bored hoop whoop brews bruise in inn brows browse lessen lesson cellar seller levee levy chance chants links lynx chews choose loan lone colonel kernel mail male core corps miner minor creak creek mussed must cue queue nay neigh currant current night knight dam damn paced paste dependence dependents pedal peddle earn urn plain plane 34 Instruction in English e'er ere pore pour ewe yew you residence residents fellow felloe right rite write wright fisher fissure roar rower flew flue soar sore sower sewer gamble gambol soled sold gap gape tense tents grease Greece tide tied grocer grosser 10. Composition writing as in fourth grade. In addi- tion to the writing in school the pupils may occa- sionally choose a subject and write upon it at home. A subject with topics for writing in school should be assigned several days before the time for writing, and the children encouraged to investigate and think about it. Purely impromptu composition is not desirable. Descriptions of imaginary journeys, and biographical sketches to a limited extent, will be very profitable. 11. Letter writing. An excellent practice will be to tell the children two or three days beforehand that the next letter will be written from New York, Paris or some other interesting place. They will seek information in regard to the same, and thus two ends will be served. They should also be instructed as to writing let- ters of application for business situations, or ans- wers to advertisements in ragard to the same. For the use op Teachers. 35 12. There should be an hour set apart as often as once each week for the reading of compositions and se- lections, and for recitations. Selections for reading or recitation should never be presented without the previous approval of the teacher. See note at the end of the course. 13. The various topics of the previous grades must be kept in review. SIXTH GRADE. 1. Elementary sounds, classification into vocals, sub-vocals and aspirates. Analysis of simple words into elementary sounds and classification of the sounds with reasons. Definitions of terms used. Letters. Classification into vowels and conso- nants. Make clear distinction between elementary sounds and their classification and letters and their classification. Diphthong and triphthong. Defini- tions and illustrations of terms used. Words. Classification as to syllables, simple and compound, primitive and derivative. Definitions of root, prefix and suffix. Practice upon forming derivative from primative words with. 36 Instruction in English definitions of both primitive and derivative words to show theclianges in meaning. Also ask for defi- nitions of short lists of v,ords formed from the same foreign root, as dispose, suppose, propose, etc. It will not be profitable in this class of words to pay- any attention to the meanings of the different parts, as the meaning of the word itself will very likely not conform to the meaning of the parts. Definitions of all terms used. 4. Classification of words into parts of speech. Defi- nition of part of speech, and of each class. 5. The noun, excluding nouns in apposition, nom- inative independent, nominative absolute, and nom- inative by pleonasm. The predicate nominative to be confined to the verb be. Parsing to be confined to sentences analyzed. 6. Pronoun. Same limitation as for nouns. Confine the work to personal pronouns. Definition ot de- ch^nsion. Agreement with antecedent. 7. Adjectives, classified into limiting and qualify- ing. No classification of limiting adjectives. Defi- nition and manner of comparison. Use of the ad- jective with the verb to form the predicate and parsing of the same. Parsing confined to sentences analyzed. For the use of Teachers. 3T 8. Verb. Confine work to tenses in the indicative and potential modes. Classification according to form and meaning. Principal parts, voice, modes used, tense. Definition of all terms used. Apply in sentences analyzed. 9. Adverb. Classification, comparison and use in sentences analyzed. 10. Prepositions in common use. 11. Conjunctions. And, but, or and nor. Let them be known as co-ordinate conjunctions. Their office in sentences analyzed. 12. Interjections — to name them is sufficient. No rules are to be required in parsing. 13. Analysis and synthesis of simple sentences. Anal- ysis to consist of classifying the sentence, naming subject and specifying its word and phrase modify- ers; same of predicate. The phrases to be classified as adjective or ad- verbial. Only prepositional phrases to be used. Omit imperative sentences. 14. Correction of errors in construction, with reasons for those indicated in the primary grades. Instruction in English 15. Use of dictionary and pronunciation ol listsof "words as in 5th grade. 16. In addition to similar words in tiie preceding grades, present tlie following: ascent assent bad bade beer bier berth birth candid candied c'eiling sealing cite sight site coat cote council counsel crews cruise crewel cruel cj^mbal symbol Dane deign die dye dire dyer done dun dost dust draft draught dyeing dying ewes use yews feat feet fined find foul fowl franc frank frays phase innocence innocents lade laid lacks lax leak leek mantel mantle medal meddle meer mere mews muse might mite moat mote ode owed paired pared peal peel plough plow principal principle rice, rise (noun) rung wrung rye wry seer sere stationary stationery soot suit tare tear throes throws vary very vial vile viol phial For the use of T^^ACHn-xts. B9 gilt guilt vice vise gored gourd lioly wholly, hail hale 17. Same as Topics 10, 11 and 12 of fifth grade. Add the writing of promissory note, and ordinary re- ceipt for money. 18. Previous topics to be kept in review. SEVENTH GRADE. 1. Synthesis, analysis and parsing of sentences. No definite limit can be assigned for the sentences, but their difficulty may be governed by the fact that there is to be another year's study in the same sub- ject. Learn and apply the rules of construction both m parsing and correcting false syntax. Rapid syntactical parsing, and study of the mean- ing of constructions. 2. Same as Topic 17, of sixth grade, adding the writ- ing and answering of notes of inv itation. 3. Review similar words before presented and add the following: abbe abbey main mane Maine bail bale maize maze bark barque marshal martial 40 Instruction in English barren baroa barreness baroness bay bey bolder bowlder breach breech cannon canon canvas canvass cast caste cede seed ceil seal chased chaste chord cord clause claws coward cowered cousin cozen cypress Cyprus deviser devisor divisor doe dough ferrule ferule fort forte gild guild kill kiln knave nave naive liar lyre marten martin mean mien meat meet mete metal mettle mold mould peer pier pole poll reek wreak rest wrest roe row rough ruff rout route sailer sailor sane seine serf surf tacked tact taper tapir team teem tear tif^r tide tied tire Tyre w^ain wane waive w'ave PronouDciation of lists of common words w^hich are frequently or usually mispronounced. By the aid of a little handbook, prepared for the purpose, this exercise may be made very interesting without special labor on the part of the teacher. It will be a great incentive to individual investigation. For the use of Teachers. 41 EIGHTH GRADE. Synthesis, analysis and parsing of all construct- ions. Any of the selections uf the reader should be analyzed, both as to grammatical construction and the meaning of the author. 01 course, one cannot be well done without the other. In analysis the recitation should not be too minute. Classifying the sentence, naming the subject and predicate, and classifying their word, phrase, or clause modifiers is sufficient, unless some peculiar or obscure construction occur in one of the ele- ments. In parsing, require only the words about which there may be difficulty. Do not dwell upon matters with which the pupils are familiar. Any false syntax to be corrected with reasons. 2. Use and orthography of the following words : adds adz levee levy adherence adherents load lode allegation alligation manner manor auger augur palate pallet auricle oracle peak peek pique bight bite pearl purl borough burrow plait plate censer censor pleas please cere sear seer plum plumb cereal serial . port Porte cession session radical radicle 42 Instefction in English choler collar raise ra3's raze complement compliment real reel cygnet signet reck wreck days daze rheum room demean demesne rigger rigor exercise exorcise shear sheer fain fane feign seignior senior faint feint serge surge fate fete sleight slight filter philter stile style freeze frieze stoop stoup hart heart subtler suttler impassable impassible succor sucker indict indite suite sweet invade inveighed thyme time 3. Same as Topic 2 of seventh grade. Upon any subject with which the pupil is familiar, he should be able to write intelligently and correctly. He should be able to write letters correct in form and expression, to write notes of introduction or invitation, and to answer the same, and to write cor- rectly any ordinary business form. This is not too much as a test of written work, and the pupil who cannot, in eighth grade, do the work indicated should be exceptionally stupid — at any rate so lar as the English language is concerned. 4. Same as Topic 4 of seventh grade. 5. The whole subject to be reviewed and completed so far as grammar school work can do it. SE ''.'F TeL»-|' HTEBt. >OTES. J^ A5 a means ot cultivating easy use of lan- guage, there is nothing tliat excels a well conducted recitation. Whenever practicable, recitations should be topical, and during the recitat ion of his topic a pupil should not be interfered with Ques- tion and criticism will come in their proper place, and should come freelv frjm the pupCs. The ability to recits upon any given topic for one, two or three minutes, in well chosen language, is invaluable. In order that topic recitations may be well con- ducted thorough preparation is necessary on the part of the teachers. This is one reason why they are not adopted. The indolence of teachers lea.ls them to prefer to sit behind text book like machines, read questions, and look for answers. This disgraceful metho