Good English, Oral and Written, Book, Vol. 2 - Forgotten Books

SC H O O L

O F E D U CA TIO N L I BR A R Y

U N L I BR A R I E S

I V E R S I TY

5 9 86 4 0 C CO PYRI G H T,

1 9 17.

1921

BY

SCO TT, FO R E SM A N A ND CO M PA NY

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For p e r i ssi on t o u se c op y ri gh te d a t e ri a l l s r a t e fu l a c k n o w t i e dg en g ! “ a d e t o Th e M ac n for S p ri n i l l a n Co i n Ke n tu c k b J a e s L a ne g “ ” A l len f ro Th e K e n tucky r in a l ; t o t h e E d u c a t i on a Pu l i sh i n Co “ ” ‘ g a n f or Th e L e ge nd of t h e Tw o G e nt i a ns b y M a ra L Pra t t f ro Fa i r y ” ” “ an of F l ow e r s an d f or L i t t l e R e d Plu e b y D or ot h y Brook s f r o “ ” ” “ S t ori e s of t h e R e d Ch i l d re n ; t o t h e Pi ] r i Pr e ss f or W h a t Th e y F ou nd ” “ b y Ca rol y n S Ba i l e y f ro L i t t l e A ni a l t ori e s ; t o t h e C C B i r c h a r d Co “ ” “ a n f or t h e P l u n n S t I d an G a e b l i ce C F e t c h e r f ro I i an d o e i A l n y y ” ” “ “ t one s a n d G a e s ; t o Fl or e nc e E E ll i s for c s M i llet fr o Th e e a nF r a n ” ’ ” ‘ Ba rbi zon S c h oo l ; t o Cl i nt on S c oll a r d for A o Boy s S ong i n S p r i ng ; t o “ ” ‘ for Th e Bi r d s a nd I ; t o H ou h t on, M i fil i n a nd Co L H Ba i l e a n for y ’ “ ” “ e r i ro M er in a ar e n ; G a r d e ni ng b y Ch a r l e s D u d l e y W a r n Su ’ “ ” t o Th e You t h s Co p a ni on for ard Th e S c h ool h ou se b y E l i z a b e t h H ow ’ “ ” l a nd Th o a s ; t o t h e M i l t on Br a d l e y Co p a ny for Pi pp a s H ol i d a y by ” “ K i nd e r ga r t e n a nd F i r st G r a d e ; t o t h e Ba l t i ore Ca rol n S Ba i l e y f ro “ an f or t h e i ll u s t ra t i on A n A pp l e O r c h a r d i n W e st an h i o R a i l roa d Co d y ’“ an d t o t h e nt e r na t i ona l F il c . of Ne w Yor k Ci t y , S e rv i c e . I n Vi r gi ni a “ ” for t he i l lu st ra t i on A M od e r n A i rp la n e

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I NTR O D U CTI O N Thi s book i s i n ded for t en of

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nces s t he to i t i nt he ea rly cha pt ers ( se e ea n work of Book O n e is revi ewed i n close art i cul at i on wi t h t he work of Book Two This plan i s of special value i n i i n h h n i n h f n n f l n f e e d a t a a e a c t s a u t t u st ren t o u o o t g g g g g d fou rt h yea rs whi ch a re t o be carri ed a step t he t hi rd a n fa rt he r i nt he fifth a n d sixt h years The book is di vi ded i n e hu n d red sixty to a pproxi ately on ned lessons for each year s w ork These ca re fully plan lesson s a re grouped i n to chapters ea ch co Pl an a nd f f l i h n r ri s r a d s a c t e s e d a se e o e t e u t t t e o o p i zati on O rgan f w r k r e provi di n o a ont he o a bout a co g n n n n h r i n i r l h l h T e l s l e e a a sc t es e o d e u i v a t t o o o o s o e p q g for each chapte r t here fore are n d i scel ot ha pha za rd a n lan eous bu t are wove n t oget her i n to a pu rpose f ul whole i f ll l n f l r v h a a u h e t e e w o a t e e cts w i a closi n t a c o e g g g p n h h t rea te d du ri n t o t e g The versat i ona n d writ te nexerci se s a te ri a l onw hi ch con ce t o i ts li vi n a re base d has bee n sele ct e d wi t h refere n g in d i ts vit al relati on t erest t o childre n a n E ph a si s L ai d The lesson s a re so ces to t hei r expe ri e n on O ral W ork n i n h l i rece d s a d d t a ra d sc ss o e e t o u arra n p g i f i n r n l d e as f i x ss T h w a t h o c o n r r e e o e e e ares w r t t e o p p p bers of t he class i noral di scus e tri bu ted by t he vari ou s a

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INTROD U CTION

iv

nis thu s placed at the servi ce of t he indivi dual pu pil in e chan Si ilarly i nt he t he wri tt en exercise t hat follows i cs of expressi on t he di fficulti es of t he writt en co posi t ion are an t i ci pa te d i n t he oral lesson I n t hi s way the t ext ly as a i zes t he superi or valu e of oral speech not on recogn n f n i n n r i b a l as ea s o r i x r f r es s u t s o a r a a t o o w tt e e o e p p p n n n n h f l r i t e s e o a e r i u l argin v a b a a d v i w e u a en o c u l o g g g g gp y Techn i cal facts su ch as develop anu n derstan di ng of t he t en ce an d of t he ore d t he parts of the sen vari ou s u ses an t rodu ce d as i portan t classes of words are i n Te ch c al needed but gr at ca e has beent akent o avoi d e , r Tre at e nt n ri i i l n n i c a es r burde n h eces sa t c W i u s t u g p p y x i n r f r r r f ress that pro i se li ttle or n ot hi n a e e e o o e t o w o g g p p for The gra at i cal te r s u sed con wi th t he report i i n 1 f n n a d d 19 h e i i t r a a c a l o t e 3 o t J o t C o t ee t o G ( ) p No enclat u re appoi nt ed by t he Nat ional E du cati on A sso n n r i ci at ion t he M odern Lan i i f d e A c a A e ca a a u s s o t o o g g the A eri ca nPhilologi cal A ssoci at ion G reat e phasi s i s placed u pon correct u sage espe cially ly on i su sed words as see do co e a nd go of su ch co The words t reated have n ot been selecte d hap ti fi c S ci e n i on but ont he basi s hazard on e re pe rson al opi n S el e cti on n h of rec en t sci en t b l u d ers t i fic s tu di es showi n e g ad e ost fre qu en tly by chi l dreni noral a n d writt enexpres si on n ot ably t he i n vesti gati on a de i nKan s sas Ci t y by the i versity of M i ssou ri t he i n Un vest i gat i on i ade by t he U n versit y of Wi scon si n an d ot her si i lar stu di es l y t hrou gh syste ati c repeti The authors beli eve t hat on f n f rr f n r u e a a d c ec t r c a a ti on of l an c t s o o s c a a c u te o g g habit s of expressi onbe est ablished To acco M aste ry by li hi n f n n h e d e h l e r s t s a c a a ac t a d c r ec t u o p g g R e pe ti ti on for t aught is pu t before t he pupi l agai nan d s i n su bse qu en t l esson s (see agai n wi t h vari ed associ a ti on force d by t he revi ews dex) In This recu rren t tre at e n t reen sio

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n to t hese a co plet e a ry of t he defin ition s an d rules t aught i n Book su f a e ( see p ages 3 1 1 3 17 ) art i culate s t he lan e a c t s On u g g of t he ea rli er grad es wi th t hose t aught i nBook Two as l n n i r v i u s e t o e d e o y p f n h T e r k r r h v id d i n t w 3 o o e a c h ea as b ee d i e o ( ) y n n i n n i a pproxi at ely 16 0 lesson s provi di n c v e e t u ts o g f or dai ly assi gn e n t 4 i i n f f h il S u e s t v e t es r r e u s i n t s o t s u e o ( ) p p gg g i i 1 h n r k es 1 h checkin u s w r tt e s ee 6 7 a v e w a o 6 8 ( ) g p p g bee nprovi ded wi t h a vi ew to secu re for the stu den t a sen se of person al respon si bili ty ( 5 ) G roup exerci ses in t he for of class co posi s a re i n t ion clu de d f ro ti e to t i e (see pages 237 270 et c ) desi gn e d to t rai nt he pu pi l i n act u al et hods shi p i n co posi t ion of w ork an n i l n i n i n n a l a i z di c t a d 6 S e c e s s o s d r a t a t o o t a o ( ) p n f r n f li r l c i s i s h r e o s h r t se e t u ori zi n a o the o t e g y d broadenthe scope of t he work vari e ty an f n i i n a il d a b l c n h h s A d e t e t e o o t s s w t e t o c 7 t e o ( ) g p d a co plete i n dex for u se in t rea ted i ne ach lesson an f n r a h c e v e r t a t a c t t e t e d a dd t o t e s e r v i e r i o locat i n p g y

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THE A U TH O RS

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CO NTE NTS PA RT 1

i h F f r e t a d G ( )

C H A PTER

LE SSO N

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h l 1 Pi ct ure St udy, The O pe n in D o f oo a S c g y t J ac kson p Li terature , Se p te be r, H elenH u n w Co posi ti on, The Seasons e Le arn in g Words : Th e G lossa ry a , Ca rol ynS B i l y s Li te rat ure , Prose rp in a o Word Study : Writ te nC o positi on, Prose rp i n s M aki n g a Paragra ph 8 M aki ng a Paragra p h ( Cont i nued ) 9 S ee , S a w, S een: Word s i na Se ries he ur 10 Pi cture St u dy, Plow i n g, Rosa Bon heur , S elected 1 1 Bi ography of R osa Bon i n i n n I v t o f o r l t a 12 Lett er Wri t in I a ) ( g .

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13 14 15 16 17 18 .

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a a t n e R tki n s C h e r i W Lit era ture, G olden rod s D re a , Co parisonof Words t ha t D escri be tia n s, M a re L Pratt d of the Tw o G e n Li t erat ure , The Le ge n d Wo e n s of M e na n Co posi t ion, So e O ccu pat i on sch Pi ctu re St u dy, The M usi c Lesson, Wu n M onthl y Re vi e w

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TWO

t Li te rat ure , O ct obe r s Bri ght Blu e Wea t her , H ele n H un J ackson Co pari sonof Words t ha t D escri be ( Re vi e w ) d O ct obe r Co posit i on, Co p a risonof J une a n e t ic s i nA r i t h A bbre vi at ion Lite ratu re , H ow t he Le aves Ca e D ow n, S usa n 00l ldg( D ra a tizat i on, H ow t he Le aves C a e D ow n Co posi t i on, Trees Co e , Ca e, Co e Biograp hy of Christop he r C olu bus, S elected ary The Bi ographica l D ic ti on A bbrevi at i on s of Na es of St a t e s u ed ) ti n es of St a t es ( C on A bbre vi a ti on s of Na i als Pre p are for Wi nt e r Co posi ti on, H ow A n Pi cture St udy, Li tt le Foxes, Ca rter Plurals ines ’

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CO NTE NTS

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d the Crow , E 34 Li ter ature, The Fox an 35 Bi ography of H elenK ell er, S electe d 36 thl y Revi ew 3 7 M on .

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C H APTER

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nBeers Li terature , A Nove ber G ood Ni ght , E thel I/gn Words of A ddress Co posi ti on, The Birds Pi ctu re Study, AnE xci t in t g M o en Co posit ion, G rain Li terature , The Wind i ll , H enry Wadsworth L on gfellow Co posi ti on, The Story of a Loaf of Bread di anCorn Co posi ti on, I n Le t ter Wri t in dly Le t ter) g ( Fri en Le tte r Wri ting (Contin ue d ) D O , D id , D on e Li terat ure , Lit t le Re d Plu e , D orothy Brooks D ra ati zati on, L ittle R ed Plu e Plurals inves Pi cture Study, Pilgri s G oing t o Church, Boughton D Co posi ti on, Than ksgi vin a g y di anG a e , A li ce C Fletc her Co posi ti on, Plu Stone I n M onthl y Revi ew

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C H A PTE R F OU R

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Literature , Christ as i nthe O ldenTi e , S i r Walter S cott C o posi ti on, Christ as G if t s na of the Cha ir, S elected Li terature, The M adon Plurals i ni es Co posit ion, H ow I M ade a Chri st as Present n A ddressi n E l v e op es ( R evi e w ) g The Busi n ess Le tt er ( An O rder) The Busi n ess Lett er ( AnA ppli cati on ) The Business Le tt er (R evi ew) G i ve, G ave, Gi ven Co posi t i on, H ow to Wrap a C hr ist as P resen t Co posi t ion, H ow t o M ail or E xpress a C hrist as Presen t Li ter atu re , Chri st as E ve ryw her e , Phi l li p s B rooks M onthl y R evi ew

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C HA PTE R F I VE r u i l d B l L r ll s e d t A d T e o O W en nyson 70 Literat ure, R in f g , , , u n n a R R 7 1 Ri n g g , g, n f i r o f T h o r h r i k s t e a C s t as ft ) t L e G 7 2 Letter Writi n g ( .

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CONTE NTS

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Li terature , Ti epi eces, S el ected 74 Lit erature , Th e O ld Clock onthe Stairs, H en ry W L on e ll o w 75 f g “ ” Pi ct ure Study, I Wan t to See t he Whee ls G o Woun d , G ood .

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Bi ography of J ohnG reen lea f Whi t t i er , S elected Bi ography : A utobi ography Literatu re , The Frost Spiri t , J ohnG reen leaf Whi tti er A utobiography ( R evi ew ) Co posi ti on, The Book I Like Best Co positi on, So e Books I H ave Rea d Pi cture St udy, Winter Sport H alf Yearly Su ary .

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C H A PTE R S I X Li te rature , The Cri cket onthe H eart h , S e lected Li terat ure , What They Found , CarolynS Bai le y G o, Went, G one Th e I n di rec t Qu ot at ion The D i vided Qu ot ation Co posi ti on, Foods Co posi t ion, Th e G rocer D ra ati zat ion, O rderin r ri G o e c es g H ow t o K ee p We ll Co posi ti on, D ai ly H ealth Progra Co posi ti on, Cows Co posi ti on, The M i lk an Pi ct u re St ud y, Wo anChurn t in M i ll e g, Bi ography of J eanF ra n cois M ille t Lite rature , Th e Fla g, A rthur M acy M onthly R evi ew .

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C H A PTE R SEVE N

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Li teratu re , Lin es Writ t eni nM arch , Wi l li a Wordsworth Co posi ti on, Li ghti ng Co posi ti on, The Sun Li terature , A poll o, the Su nGod , G reek M yth Pi ct ure S tudy, A u rora , Ren i The U se of the D i cti on ary Bi ography of Tho as A E dison, S elected Li terature , The Sea , Ba rr y Cornwall : Ca pi t al 0 Co posi ti on, A R iver

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Pi cture Study, H o e Af ter the Fi rst Voyage , Rosen t hal S e lected Lit eratu re , G ra ce D arlin g, Co posi t i on, Lif e i nthe Wa t er Co posi ti on, The Fishes S wi , S wa , S wu M onthly R evi ew

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i n Lit erat ure , A Boy s Son Spring, Cli n tonS colla rd g 120 Co posi t i on, Chan i n i e s I H i r n t d a v e N o c t h e S e g p g 12 1 Let ter Wri t ing ( F ri e n dly R eq u est ) 122 Pi cture St udy, A F asci n r l T R o n n e at i n e a , g 123 H o on y s 12 4 Writ in i D K a t ee es g p n g a D ia ry 12 5 Lit erature , Spri n n n u k e i K e t c J a s L a A ll e n n e g y, 126 Co posi ti on, H ow to Beau ti f y O ur Su rroun di n gs 127 Presen t , Past : Fly, S i n g, E at, Blow 128 Co posi ti on, The Bi rds 12 9 Co positi on, A Bird I Kn ow a i ley 130 Lit era ture , The Birds an d I, L H B i B k n 13 1 Co posi ti on M i r d H o u s a a e g , 132 Pi cture St u dy, D ari us G ree nan d H is Flying M ac hi ne 13 3 - Co posi t ion, The Ai rp la n e 13 4 M on thly R evi ew

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C H A PTE R NI NE Lit erature , Spring, Nora Perr y Co posit i on, M y G ard en Co posi ti on, M y G arden (C ont i nu ed ) Le tt er Wri ting ( Busi ness Re q u est) C o posi t i on, M y G arden (Cont inu ed ) Li terat ure , A Seed , S elected B ri n Bloo S ow : S pri n g g in R ules for G arden g in Literature , G arden a rn er g, Cha rles D u dle y Literat ure , An A pple O rchard i nt he Spri n M arti n g, Wi lli a In In to Co posit i on, O u r School G rou nds Lit erat ure , The Schoolhouse Yard , E li za beth H owla n d Tho a s Su D i i ari zi n ar es g Monthly R eview

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C H A PTE R TE N 150 Literature, Pi ppa 15 1 Ru n , Ra n , Ru n .

.

’

s

H oli day, CarolynS Bai ley .

.

CONTE NTS LE SS O N

15 2 153 15 4 155 15 6 15 7

.

.

.

.

.

.

Li t eratu re , Th e A n d the G rasshoppe r, E t an Co posi ti on, The G rasshopper Lite rat ure , The O u t-of-d oor Boy, S elected Co p osi t i on, A nO uti ng I ncid ent in R u les for Flowe r G a rd en g Let t e r Writ i n g ( A nA ppli ca t ionfor Work )

m m

sop

‘

G E NE R A L SU M M A R Y FO R F I FTH G RA D E 158 Capit al Le tt e rs : Punct ua t ion: Plura ls 15 9 D e fin i t ion s : G en e ra l R u l es 160 C orrect U se of Words .

.

.

PA R T I I

( Sixt h G ra de )

C H A PTE R O NE Li t erat ure , The Chi ld s Story, Cha rles D i cken s O ra l Co p osi ti on, The SeasonI Li ke Best Wri tten Co posi tion, The Seas onI Like Best (Conti nued ) Th e Paragrap h Pu n D i i ctu a ti n r u o Q ec t t a t on s g Wri ti ng D i rect Quotat ions : Bri ng, Brought (R evi e w ) D ire ct an d In d ire ct Quot at ion s : S ee , S a w, S een ( R e vi ew ) Co posi t i on, The Toy I Liked Best Test f or Co posi t ion Test for D i ct at i onWork Li tera t u re , The Ki ng Who Ta ught M e nt o Se rv e , S elected Co posit i on, The O rder of t he R ou n d Table Li te ra ture , Wh at i t i s t o be a G entle a n, Charles K i n gsley ’ ’ D O , D i d , D on e ( R e v i e w ) : D oesnt, D ont i n Lett e r Wri t i n F r dly L e tt e r ) e } ( g M onthly Re vi e w

m

m

’

m

m

.

m

.

m

.

.

C H A PTE R TWO Li te rat ure , G oing A wa y t o School , D on a ld G M i tc hell Co posit i on, G athe ri ng Nu ts int he A u tu n Co posit i on, M y H appi est O u t i ng O rder of You , H e, a n d I : C ont ra c ti on s ( R evi e w ) S i t S et Li tera ture, The H u o a e n in B i r d h s A u d u b o n J J , g Readi n g f or t he Thou ght Co posit i on, The A u d ubonClub Kn o w: Throw Lite rat u re , A ut u nD ays, Wi lli a t Cu llenBrya n

m m

m .

.

.

mm

m

m

.

m

m

CO NTE NTS

xiv LE SS O N

107 108 109 110 1 11 112 113 114 115 .

.

.

.

.

.

.

.

.

Li te rat ure , M arch, H ele nH u n t J ackson Pra ct i ce Work O ral Co posi t ion, O n e of M y E arly Fa n ci es Writt enCo position, O ne of M y E arly F ancies i i e l D t n Lite rat ur e , M y Lost You th, H enry W Lon l o w c t a o gf Wri te , Wrote , Wri tten: Singul a r and Plural T n h h Readi n f o r t S e C ra e an d t he Fi sh , S elected e t o r g y; Class Co posit ion M ont hly R evi ew .

m m

.

.

.

m

.

C H A PTE R E I G H T

m

Li t erature, The Pied Pipe r of H a eli n, Robert Brown in g O ral C o posit ion, The Pi pe r C alls t he R ats Wri tt enCo posi tion, The Piper Calls t he Ra ts S hall : Wi ll M aki ng anO ut li ne : Burst, B u rst, Bu rst r k P l D ra a ti za ti on n i n ac A a S e t h e M e t e ce , Pa ren t het ical Words : Ri n g, Ra n g, Ru n g I na n d In to : Subje ct an d Pred icat e ( Rev iew ) r i n : T h o D i c o : w a Syn on K : t t s n o w y Co posit ion, Birds I H av e Seen Co p osit ion, Why O ur Forests Shou ld be Prot e cted Pract i ce Work d ly Lett er) Let te r Writ ing (Frie n M onthly R eview

m m

.

.

m

'

m m

m

.

.

C H APTE R NI NE

nyson L it erat ure , The M ay Qu ee n, A lfred , Lord Ten Co posit ion, I agina t iv e Story Word Stu dy S pea k, S poke, S poken Co posit ion, A Flowe r Tha t G rows inM y Locali ty Co posit ion, A M a y Part y l n i i n n f r I v I o a t a t o Lett e r Wri t in ) g ( v it at ion Pract i ce Work : For al I n Pract i ce Work k , Washi n Li t erat ure , The Bobolin gtonI rvi n g Co posit ion, A Re port to t he A u dubonClub i i v w n d P r e d c t e R e e a : u b c t a on S e Syn s ) ( j y Pra ct i ce Work Co posit ion, A nI agi nary J ou rne y Le tt er Wri t in g ( A nO rder) Pi ct u re Stu dy, The Ball G a e M ont hly Rev ie w

m

m

m m

m

m m

.

.

m

.

m

m

m .

.

CO NTE NTS C H APTE R TE N

LE SSO N

14 7 148 14 9 150 15 1 15 2 15 3 .

.

.

.

.

.

.

xv

d Li tt le E ppi e , G eorge E li ot Lit era ture , Silas M arn er an Co posit ion, A Pla nfor K eep in g E p p i e S af e Th e Se n te n ce : S a n g g, S un Co positi on, A R eport to t he A u dubonClub n l F r i d t r Lette r Wri ti n e L e t e ) y g ( Rea di ng for t he Story, The G ood C a li ph , S elected Class Co posi t ion

m m

m

G E NE R A L SU M M AR Y

BO O K TWO

C a pit al Lett e rs Punct u at ion Words Se nt e n ces Quot at ions Corn ect U se of Words Let te r Wri t in g

SU M M A R Y O F BO O K O NE I Ca pi t al Lett e rs II Pun c tu a t i on III G en era l L a n gu a ge F ac ts IV Correct U se of Words A rri x G L O SSA R Y I non x .

.

.

.

mm

.

PA G E

E NG L I SH

GOOD

PA R T I

CH A PTE R O NE

LE SS O N 1 1

PI CTU R E STU D Y

v e rsati on Con

.

.

Study the pi cture onthe opposi te pa ge ’ What do you thi nk the boy s other i s

m

the first

sce

.

R ea d t he ti tle h i i n sayi n t o g

m

.

ne ?

I n the t hird e Tell what you see i n the second scen e I nthe fourt h I nthe fifth I nthe S ixt h scen .

.

I nthe t hird ot her after are

telli n g

the

sce

ne

m m

su

er

n

t he boys glad to see each ? What do you t hi n va ca ti on k they

why

a re

ea ch ot he r ?

nof

A ccoun t for t he sce e

,

.

.

.

expressi o

t he boy

’

a

ti tle for

ea ch of

the

ne s an out li n e

six sce

mf

A rrange these ti tles i nt he for

o

f in a c h l The O pen D o S oo g y i li n t h s u t e Tell the story, followi n o g

j

Wri te day

.

u

nder

the

.

Wri tt e nE xe rci se

wri te

sixt h

”

sub ect ,

.

f ace i nt he

.

Wri te

2

s

the

n a ccount

of school

.

story

a

.

.

of

to you by the pi cture ; or in ces on t he O pe n own experi en g

su gge st ed

u r o y

PAR T O NE

H ow does Septe ? of autu n

m

3

m bi n th n l t m

m b

e r co

co ors? What colors are call ed au u Why is t he a postrophe used i ngen t i a ns

nd

a

au tu

’

n? m ’

,

The

s

for t hi s

ru l e

m m

O f su

best

e

e

ra es g p

of

use

’ ,

the

nd

er a

su

m m

’

er s,

a post rophe

mm

n f r i s h B k e A s u a l a ll oo O was gi veni n G ood E n o , y g n i i n n n i e h B k e s v e es u a a t he rul es of lan t a u t O o oo g g g p g g .

I f you ha ve forgotte n the ru le for t his a postrophe , revi ew 7 on p age 3 13

— 3 11 3 17

the

.

use of

m f ing l w d h ng d t h w n i ? p h H w i th f m f l d n h d w l t w g p n i ? p Wh t mnt h i n md i n t h l t t n ? With wh t mnth b g n? O f d y i th n m f kind f l t t n 1 f th w k ? S d 1 3 ( ) p g n n md i nth l t t n ? With Wh t tw d f l tt n b g n? nm f th wh t ki n R m m b th t th n m f ll l tt n b gi nwi th m f th p m M m i t h fi t tw t n .

How is the for

o

or

u ar

s

a

c

a

e

o S o

c

a

e

o

ossess o o

s

o

or

e

or

ura

a

S

o

ossess o

o

a

o

o

e

s

s

er

ee

e

e

e o

a

o

ee

a e

e

ese

er

a

e

or ze

e

rs

er are

es o

a

os a

a

za

e u

a

a

.

e

e

es o

a

seaso s

zas o

e u

seaso s

e

e

za

s a

as

s

oe

a

e ers

.

.

CO M PO S I TI O N

LE SS O N 3 1

s a

o

a

o

e

as

e

a

a

e

e

o seaso s are

a

e

a

Con versati on

.

.

Subj ect : The S easons

.

m

na

Their

(6)

e Whenthey com

( ) e h r h r i n w a t e c t t e b h a W ( ( ) y g , a

2

Me

.

mi

or zi

mb

er

mi

Me

.

.

crops, sports,

work,

ng

.

mmm y

Repeat fro

te

es

e

or

the first two

.

or ze

the last three

nzas

sta

.

sta

nzas

of

Sep

PART O NE

M A KI N G

LE SS O N 7 1

.

7

PA RA G RA PH

A

C on v e rsati on .

Subj ect : The Ci rcus

.

ds ( ) groun r b Th e a d e a ( ) p (c) The perfor ance (d) The ani als (8) The Side shows The

a

Show

.

m .

m

.

.

.

M ake

s t a t e o u r y

mnt f th p g ph b th m n th w it h d t t t t t mn gg

w hile you r t e a cher al l t he s ch oose fro

m

for t he paragraph

ci rcus ca

N It

ca

.

s

r

es

a e

e

e

o

e

s su

e

o our

su

as

ara ra

e

We

Q

The

wen t

oard

e

n

o e,

She will

.

best

ose

es e

sui te d

er

town .

.

M y father and I went to the Show

Q C

n by

o e

.

mt m ml t m

1 A

or

e

early

mn w

m ning

in the

or

ds groun

.

.

busy n u h e t e t s Q They were puttin t g p N On e ten t w as large ‘

O

e

ere

.

.

I

m

.

ce was to be i n thi s on Q The perfor an e O I nthi s ten an d a bi g rin t there were g y seats an C

10 .

We

mnf t h m w n

watched the

11 Then we .

Whi ch H ow

tw o

mt

circus ca

ca

two

se

e

ee d

the

townlast

f mning m t h y ,

a s

nt ences i nto one

.

a

.

m m

su

ntences tell about two sen t en ces be

or

ml

n i

a

.

.

se

n t hese

E arly inthe

o our

e

e

o

e

M ake the first A

m

.

er

.

t he

md a

nd his in e? to on

chil d a

e

father?

nd I went to the Show grounds

er a

.

CHAPTE R TWO

LE S S O N 19 1

.

LITE RA T U RE

R e adi n g

.

O CTO BE R

’

“ WE A THE R

BRI G H T BLU E

S

n and Skies and clouds of J une d flowers of J un e together An e hour ot ri val for on Ye can n

0

su

,

O ctober s bri ght blue weather ’

When loud

bl b m mk

the bu

a es

e ee

Belate d , thriftless

.

haste ,

nt

vagra

,

rod is dyin d golden An g fast , es wi th grapes are fragran d l an t; An

When gentians To

d An

sa ve

their fri n ges ti ght for the orn in g,

roll

m

the

m

nuts fall fro Without a sound of chest

When on the

nd

r u o g

m

nburs w arn in g; sati

red apples

li e

ning e wall s d redder still on old ston An e twi n in A re leaves of woodbin g; I n piles like

When all Their

j ewels

Shi

,

the lovely wayside thi n gs whi te-wi n ged seeds are sowin g,

d fair, d i nthe fields, still green an An Late af ter aths are growin g;

m

p yright ,

oc o

m p n

d Co 189 2 . by Li t t le . Bro wnan

24

a

y

.

PAR T O NE rades When com

By twos

nt

And

haun ts,

twos together,

m i

like

cou

ntry

seek sweet cou

nd

a

25

sers,

hour by hour,

O ctober s bri ght blue weather ; ’

0

n and skies and flowers of J une Count all your boasts together

su

,

,

Love loveth best of all the year ’ O ctober s bri ght blue weather 2

S tu d y

.

of

P oe

I n t he first

m

.

J ackson .

.

nza

st a

,

mp

what

n is

ari so

co

md a

e

between

e an d O ctober? D o you agree wi t h t he poet ? J un rod i n t hi s poe Co pare t he descri pti on of t he golden “ wi t h t hat i nt he poe , Septe ber, on page 2 To w hat are t he red apples co pare d i n t he fourth

m

nza ? had i n C an st a

m

m

D

o

o u y

m in d?

kn ow

of a red

m m

m

m

j ew e l

.

m i ght h

t he poet

ave

na e so e lovely waysi de thi ngs that “ ” w hi t e w i n e s e e d ? d s sow g Whi ch do you t hi nk the poet li ked better t he city or t he coun try? G i ve reason s for your an swer What sea son di d She li ke best ? What tells you thi s? What seasondo you li ke best ? Why? What words i n t he second stanza begi n with capital lette rs? E xp lai n thi s use of capi t al letters See ( h) on u o y

“

-

,

.

.

.

p age

3 11

.

E xplai n the

use of

nd

is

a

of a re

i n t he

ntences cont ai ni ng was were ha s n n i a a n d b n 1 a d e e 6 a o a 3 o ( ) () ( ) p g p g M e ori ze t he first st anza

G i ve

se

,

m

3

.

,

O ctober

.

,

a

nd

3 17

nza

st a

ha ve

.

.

See

.

.

Wri tte n E xe rci se

Write

,

nd

se co

a

‘

.

h ar r a a p g p

about

i u lik e b es t n s the t hi n o g y

E NG LI SH

GO O D

26

CO MPA R I S O N

LE SS O N 20

WO RD S

OF

D

TH A T

E S CRIB E

(Revi ew) 1

.

ve rsati on Con .

Re ad the fourt h

st a

nza

of

t he poe

mf

Lesson 19

o

.

What color were t he apples? With what are the apples com ar ? e d p What word is used to com ar h ? e t m e p When Should we use redder? Reddest? U se

red,

redder ,

a

nd

Wri tte n E xerci se Wri te these se ntences r h the followi n w o d s t a t g wi t h ore a n ost; d 2

.

i n sen te n ces

reddest

.

m

.

fil li n h l h f n k i e b a r t s w t o g

,

m

descri be : lon g

m

r

of

thanthat

This leaf is the

of all

n

o e

n;

beau

r e e g

nd

a

thaninA pril

I nJ un e the days are the P Thi s l eaf is Q

nd

i h as a n t w ss l e t l e p

I nA pril the days are I nM ay the days are

P Thi s l eaf is

a

s of

least

.

the year

.

.

.

H M on day was

w

day thanM on

Tuesday was

.

Wednesday was the

e

LE SS O N 2 1 1

.

of all

CO M PO S I TI O N

ve rsati on Con

m .

Subj e ct : Co pa ri son of J u n e

(a) Length of days (b) Te perature

m

2

.

.

Wri te

a

m

E xa ple r

mnt

.

.

.

stat e

nd O ctober

(c) Trees (d) G rass

.

Wri tt e n E xe rci se

a

.

.

e

The leaves

for are

each

of

t he

a bove

ner in J une

r ee g

topi cs

.

than in O ctober

.

28

E NG LISH

GO O D

m m

So, for j ust on e ore erry day To the great Tree the leaflets clun g, Froli cked an d dan ced , an d ha d their way, U ponthe autu nbreezes swun g, Whispering all their sports a ong

m

m

Perha ps the great Tree will forget, An d let us stay un til the S prin g, ” If we all beg an d coax an d fret .

But the grea t Tree di d n o such thin g; H e s i led to hear thei r whisperi n g

m

m

”

Co

He

chil dre

e,

An d

.

ere

n ,

all

he

to bed,

the leaves

cri ed ;

could urge

their prayer, an d wi de ,

nd far Fluttering an d rustli n g everywhere D own sped the leaflets through the Shook

his head,

a

,

I

m;

the

saw

n the

o

d they lay, groun a huddled swar ,

m

G olden an d red, Waiting till one fro far away, Whi te bedclothes heaped upon her ar , Should co e to wrap the d w ar safe an

m

m

m m m il d

m

The great bare Tree looked down an d s e “ ” i ght , dear li ttle leaves, he sai d G ood n An d fro below each sleepy child

m

“

I t is

so

.

.

mm d

i ght , an G ood n d ” ni ce to go to bed ! ”

Replied,

.

ur

ure

,

S usan Cooli dge

2

.

m By wh t n m di d t h T ll hi hild n? Wh i p ki ng i nth i t h t n ? n f mf w y ? Wh i th f ny f wi n t wi t h w hi t b d l I th p t n h t ? n h ? W m n d p y p p S tu dy

of

Poe a

a

o

S

hea

e

.

e

es

“ e o e

s

e

oe

u o

’

ree ca

e S x

s s ea

o

s

.

a

er ar

ro

”

,

s a

ar a

o

c

a

s c

a

za

”

er ,

a

re

o e

e

e

c ot hes

E NG LISH

GO O D

30

LE SS O N 2 5 1

.

CO M PO S I TI O N

Con ve rsati on .

Subj ect : Trees

m m

.

er (a) A ppearance in su (b) A ppearance in (c) How they prepare for wi nter .

.

2

.

Wri tt e n E xerci se

Wri te

.

nthe

Wi nter

H ow Trees Prepa re f or

(a)

The

sa p

.

D

1

.

3

.

4

.

5

.

6

.

t

e

co

.

2

.

.

CO M E , CA M E , CO M E

mn I mh m y d y H mh m y w k I mh my t d y I h mt y Sh h mt h l Th y h d mb f I t

e vel op

ca

.

o

e

o see

e

.

ee

es er a

ou

o sc oo

e

co e

a

a

e ever

e

as co

e

Whi ch

o

es

a ve co

e

e ever

o

e

e co

j

sub ect

(b) The leaves

.

LE SS O N 26

1

followi n g

ar h r a a o g p p

a

e ore

.

.

.

.

s arted

.

ntences express present What for s of co e are used in these se ntences? What ti e i s expressed in sentence 3 ? What for of the word i s used i nt hi s se n te n ce ? What word i s used with co e in sentence 4 ? I n sen ten ce 5 ? I n sen ten ce 6 ? of

the

above

m m m

se

m

m

Learn

m nd m C m d C m Co

2

.

e a

co

es are u se d to e xpre ss pre se

m

a

e

is

u se

to e xpre ss past ti

o

e

is

u se d

wi th ha ve, has, had ,

Wri tt e n E xerci se ten ces : U se in sen .

e

m mh

co

e , ca

e,

nt

ti

m e.

.

e tc.

mh

ave co

e,

m

as co

e

GO O D

34

LE SSO N 28

(

m

g In

E NG LI SH

TH E BI O G RA P H I CA L D

I CTI O NARY

n

versati o

mt

di ctionari es there is a part called the Bio f h d t e b e u n hi i i a n r o a c a l D c t n h i s r t r a o I t a y p g p y na es of noted en and wo en as well as so ething ari es t he su r abou t their lives I n bi ographi cal di cti on os

m nm i a

e

m

m

m

.

m n nm

.

s

e g

.

nerally

f h h i a b t e r i s t l e re a c e d o C p

e ll H n r Lon f o e w , g y Whi ttier, J ohnG

W

WilliamC

Bryan t,

.

.

m i d b t hi m n m f tw th i d f th m

h Lincoln b r A a a ,

a

e

.

m .

Fi n d Chri stopher Colu bus i n your di cti onary what i s

sa

Find

ou

o

sa

e

Wri tte n E xerci se

.

o other

noted

n

rs e o s p

.

.

m

i n n r Fi n n i a r d the followin a es di t o o u c g y y r h h n a a ra a t eac i u r n k : b b o u o o t e o o p p g y

a

G eorge

1

.

Washi ngton

.

2

.

LE SSO N 29 1

.

es o

a

e

what i s 2

a

A BBR E VIA TI O NS

.

m

nd

a

wri te

j a inFrankli n Ben

OF

NA ME S

.

or

STA TE S

D i cta ti on .

The Un i ted St ates Postal G ui de gives the followi n g s of t he n a es of st ates Be prepare d li sts of abbrevi at i on to

w

rite

the

mnt

Ver

o

mf Omdi r

m

n

ctati o

.

.

E NG LIS H

GO O D

LE SS O N 3 1 1

.

ve rsati on Con .

ml

i Subj ect : H ow A n

ml my

An i

nature

a s

of

(a) (b) (c) (d)

coveri

ngs

(

a

2

.

e so

o

.

of

topi cs,

H ide ,

scales, or

l t es a p

e

for

ea ch

a

a s

fox,

cat ,

e a

et c

a s

.

.

the

above

for win ter

r r e a e p p

m

.

m

m

.

m

m

PI CTU R E STU D Y

Con versati on .

t he pi ctu re on the opposi te i di scuss t he followi n c t O sz p g

ca refully at

(a) A ppearance of the foxes (b) Their fur and its use (0) Their ho e (d) For who they are watchi ng l l e A n i s n f w a a d s that f oxes destroy o ( ) .

m m

.

.

m

.

’

ng ga es or ri ddles descri bi ng two of the l en ti on ed an f a s s a See how o o u r c t es y y w hat these a n i als are fro u r e o d r i n s c t i o s p y

u i ess g

be pre pare d to

2

.

.

Wri tte n E xe rci se

Wri te a

as

.

.

Look

to the

.

LE S S O N 3 2 1

n g

.

Wri tt e n E xerci se

e

classes, accordi

Feathers Shells

m niml

m f th m

.

.

n i al s m can gu ess

a

Wi nter

Hai r

h rse O d o , g, ) Tell how so

Wri te

f

or

.

m m niml

Na

P repa re

a s

be di vi ded in to

a

thei r

CO MPO SITI O N

.

story su ggested '

by the pi cture

.

E NG LISH

GO O D

LE SSO N 3 5 1

.

BI O G RA PH Y

R e a di n g

.

HE LE N KE L LE R

m

m

Helen Kell er was born in Tuscu bia , Alaba a , in 1880 n d hearin d u r i n a illn She lost both sight an ess that she had g g d birthday H er early childhood before her se con ust have ce an bee n very l onely, shut in, as it was, i n a world of silen d of darkn ess When Helen was about seven years old, M iss A nne Sullivan The orn in ca e to take charge of her g after her arri val , Miss Sulli vangave Helena doll , whi ch she played wi th for so e ti e “ Then M iss Sulli van took her han d an d spelled the word doll ini t H elen thought th is was a n e an ew ga d tried to i i tate her M iss Sulli van taught her to ake an h r r w o t e o d s b t u y , they ha d n o ean in e day they wen On t to the well g for her house , where so eon e was drawin M i ss Sulli van pla ced g water ’ on e of H el ens han ds un der the spout while She spell ed the word “ ” water over a n d over againinthe other All at once H elenun der i ng ca e She had stood a n d before even astered several other words Af ter She had learn ed to talk by ean s of the Si gnl an guage , M iss Sulli van taught her to read The young girl was gi ve n Sli ps of cardboa rd w ith words sta d a d in raised letters an fra e in w hi ch she could arran r n h n i n e t es e d s s e t e ces w o t o g t hours fin din She Spen t obj ects g words that stood f or difi eren in the roo , and i n ven ti n ten ces of her own about the g sen Fro thi s exercise i t was easy f or her to learnto read books wi th raised pri n t By tou chi n h n li e t h r o f f l n l t a t s a d s o h r r i e n H e r n ea e d s e ed g p , how to speak Sin She foun d it di ffit at first to gle words odula te her voi ce , but af ter on ths of hard work she fin all y i n h ili a e d t e b t t o k l n n e a s a o s e ces that others could ten g y p g readil y un dersta d When she was ni ne teen years old, M iss Keller entered Ra d clifi e Colle ge i n Ca bri dge , M assachu setts NO on e like her had ever don e such a thi n d at first i t see ed i pos g before , an .

m

.

.

m

m

.

mm m .

m m m

.

m m

.

.

.

m

.

m

m mm

.

.

m

m

.

m

m

.

.

m

.

m

n .

m

.

m m

PA RT O NE

the words

out .

.

3

.

in the followi n g

of address

ll h h r c t e Ri n a b e s a o ss g, , ppy za, J ohn Re ad the thi rd stan Walter, where is your book?

1

2

47

n

s ow

.

.

m

You

’

re

i t t e g

ng Sl eepy Yellow and ,

D ear Father Tree, behold “

Brown .

f r ! i e g

our

i ght, dear li ttle lea ves, he sai d G ood n he cri ed s Co e, children, all to bed G ood day, M istress Crow , cri ed the fox ” Than s k you , M istress Crow , said he 10 Poor li ttl e lady ! sai d the flower 11 G ood n ight, little shi verin g grasses! e

m

m

.

.

.

.

.

.

.

2

Wri tte n E xe rci se

.

Write

m

so

e of

t he

e

nd

.

nte nces

nt ai ni ng

si x se

co

t hese words of

,

so

e

e

LE S S O N 40

l

of address

.

e

Place

m

ni ng, so the begi n te n ces of t he sen

a d dress at

m i n th m i ddl

nd

a

words

e at

.

CO M PO S I TI O N

ve rsati on Con .

.

Subj ect : The Bi rds

.

min with f H W th y p p Bi d th t m ig t Wh nth y m ig t H w th y m ig t Birds that

( ) b ( ) ( c) a

O

(e) (f ) 2

a

r s

a

ra e

e

e

ra e .

o

ra e

e

us all

or cold

re are

e

win ter

.

weather

.

.

.

l ? i n ? i n fl k s S i rs ? i n o c a ( gy ) p

W ri tte n E xerci se

.

re

.

mp i ti n n th m i g ti n f bi d N m nd m t h t min ll y ig t m bi d th t m T ll Why n d wh n mbi d g w y n d wh nth y t n Wri te

so

e

e

os

a co

r s

a

a

o

o

ra e

e

so

e

ra

e

a

r s

so

e

oa

a

,

o

o

a

re

a

r s

.

a

e

a

e

a

e

ear

re ur

.

.

PART O NE

PI CTU RE STU D Y

LE SSO N 4 1 1

.

49

ve rsati on Con .

t he pi cture on the opposi te page n n h i e ? i t an exci tin e t e a o t g g

Re ad the title

Why is Whi ch player

of

mm

t he greatest in te rest

of

is

Why? D

u o y

o

m

k the player thi n

nning

ru

mmnt?

this

at

.

o

e

wi th the ball will

e? t he goal li n h l a e fi e t d E xp l ai n the ga e of football , describin ( ) , g n h h h n r f l rs a 0 w t e a e i s b e a e d b t e u o o ) ( ( ) p y , g

reach

m

m

l a e d p y

.

H ave you t he 2

.

m

mt os

ever see

mff

a g

e o

mmnt in it

ng

exci ti

o

Wri tten E xerci se

mgin

na

e

oot ball ?

If

so,

descri be

.

.

the players in the pi cture h t e a e write two or three paragraphs describin g g i n i n i n n r x i Tell of an a o e c t c d e t s u s i g y g

I

a

e

n

f ar e u e o o o y

m

m

.

.

LE SS O N 4 2 1

.

CO MPO S I TI O N

ve rsati on Con .

Subj ect : Grai n .

(a) (b) (c) (d) 2

.

Kin ds

of

r a i g

tellin g

of

.

kind is grown How each kind is harvested

How

U ses

ea ch

.

of each

Wri tte n E xe rci se

Wri te

n

a

kind

chi ef

grai n .

.

descri bi n g

h a ara r p g p

i ts

of

.

uses

.

n

o e

a

nd

R e adi n g

1

.

J

E NG LI SH

GO O D

50

.

'

rq

f

m

Al oft here in y tower, Wi th y granite j aws I devour The d the whea t an ai ze an d the rye, in An d grin d the to flour

m

m

m

.

m

I look downover the far s; I nthe fields of grain I see The harvest that is to be , i An d I fli n t h e t o a r ar s g y , For I kn e ow i t is all for

m m m .

I hear the soun d of flailS h Far 06 , fro hi n fl t e thres g oors I nbarn s, wi th their opendoors An d in y sails, d the wind , the win Louder an d louder roars

m

m

.

With I

f m y

n the

oot o

rock

d whi chever way it An eet i t face to fa ce

m AS

a

brave

mnmt a

ee s

below, ay blow,

m

hi s foe

.

An d while we wrestle an d stri ve, M y aster, the i ller, stan ds An d feeds e with hi s han ds; ows who For he kn akes hi thrive, Who akes hi lord of lands

m m m m m

m

m

.

PART O NE

2

.

of

S tu dy

Poe

m .

51

m

nza the wind ill descri bes itself this descri ption i n you r own words What does the wi nd ill see and hear? H ow does i t ee t the wi n d? To what does t he wi n d ill co pare itself ? I n the first

st a

.

G i ve

m m m .

m

3

.

W ord s and Look

i ng

of

Word s

of

G roups

.

in the G lossary the pron un ci ati on an d followi n : g

up

t he

mi

mn ea

wrestle

a ze

ni te j aws

r a g

Wri tten E xerci se

Wri te

the

.

mill

d t he wi n

story of

(a ) What it does

LE SS O N 44 1

.

sees

.

CO M PO S I TI O N

.

( ) (b) (c) (d) (e) (f ) a

.

it

ve rsati on Con

Subj ect : The S tory of

2

What

b ( )

.

,

h followin es i t e c t o s g p

Loaf

f

o

Bread

.

d (See the pi cture Preparationof the groun f h w Plan o h e e t s e e d tin t a g .

npage

o

.

The growth The harvest

.

The

ill m

The baker

a

.

.

.

W ri tt e n E xerci se

Write

a

mp

co

.

n on

osi ti o

t he

a bove

sub ect

j

‘

.

F ollow

these tO pi cS l n h i s d e a t e n S ee d n d h o w t e a W h ( ) p d t h n v s h r e d s h h ea t i s e t e d a e w n d h e h ar w b W h e a n o t ( ) a

( ) How the o

.

ill m

nd

er a

the baker hel p

.

.

E NG LI SH

GO O D

2

LE SS O N 4 5 1

.

CO M PO S I TI O N

ve rsati on Con .

di an Corn Subj ect : I n .

d n h i l H o e t e d w s ee s a t ( ) p (b) The plant and how i t grows r i n r i c o e c Th e e a t s v s, ( ) g, grain a

.

.

(d)

How

( )

The

e

2

.

n is

cor

.

.

n

uses of cor

Wri tte n E xerci se

Wri te

harvested

cob

.

.

n of corn following the f r h n h c r n r te restin a e s o a a o t u s e o topi cs; or wri te anin g p gp i an h e b e s o r Quote fro o k n o w t a t d sc r u o e y p y r n r i c a ses o p t he

story of a

m

r i a g

,

m

.

.

LE TTE R

LE S S O N 4 6

Write a letter to a friend ki n d of candy ; or wri te to

,

my

l p ace

a

r t a p y

be foun d for

ng for a reci pe for a certai n a fri en h r d aski n w e e a oo d g g r Saturday outin o a g aski

,

.

A ddress the

e

nvelope

LE SS O N 4 7

Write n

a

WR I TI NG

e velope

m m

a reply

for i t

for your letter

LE TTE R

to the lette r

.

WR I TI N G ( Conti nued) of

Lesson4 6 ,

nd address an

a

m

.

n n i e v Co pare your letter wi t h t he for o e 1 a 3 g p g , ’ before you place i t in your teacher s han ds velope wi t h t he for Co pare t he address on your en

n 1 v n e 4 i e a o g p g

.

.

m

E NG LI SH

GO O D

5s

CO MPO S I TI O N

LE S S O N 53 1

versati on Con .

.

D a ksgi vi n Subj ect : Tha n g y

.

(a) (b) c ( ) (d) (e) 2

Reasonfor observi n g it H ow the custo began H ow it was observed lon g

m

ago

.

.

.

.

n outli ne b t lowi n s u j ec g M ake

.

How it should be observed n ow H ow we Shall observe it this year

Wri tt en E xerci se

.

.

a

a

nd

wri te

a

mp

n on the fol

osi t i o

co

i Y D a Th s ar ksgi vi n e d M y Than H ow I S hall S pen g y

.

LE S S O N 54

CO M PO S ITI O N

R e a di n g

1

.

.

PLU M STO NE I ND IA N G A ME

mt n b wl nd n nd n h nd w d n b wl n Th m I di n m h O g b t mll twi g nt Th pl mt n h ld b Plu

or a

the

p

o

s o es,

oo e

o

e

e

a

.

ass as cou e

u

,

,

a

ers,

o e

a

u

ters:

cou

a

u

a s

a

s

mt n

Fi ve plu

nters

red cou

used

stalks

the

Of

a

e used

a

.

ned and dried

e carefully clea

s o es s ou

will be

my b

s or sti cks

a

basket needed for blue j oin t

s o es,

Two wi th a hot iron; d the arked ; a n .

ed black on both si des burn es a crescen e si de of ea ch of these ston t is onon ter of the crescen t is scraped O fl to leave a clea r black inthe cen d of black O nthe other desi gnof a new oonwi th a backp oun es, a star , f our or five poi n ted, is drawn, si de of these two ston d all the black inthe center is scraped O h , leavi n an g a brownstar

of

the

n

sto es are

m

m

.

'

E ach of the other three ston d of black es i s backp oun ed black onon burn e side ; the other si de is left the n atural color r l h D i recti on t h e : T h e t w rs t s for pla yi n a e re a e o a e t o e g g p y t for a ga e is gen erall y on e hun dred basket or bowl The coun i h Th s t i c t h r n v e h rs d t w o l a e o s t e ea h o e a t e i n t s e o a o pp p p y

with

a

.

m

.

.

.

m

E NG LI SH

GO O D

62

m y E ngl nd wh n h i n hi t t O ld Ch i tm b g g p A Ch i tm g m b l ft w l d h Th p mn h t th gh h lf th y En d was glan rs

oor

e

2

.

S tu dy

Poe

of

a

’

ml

D

a ou d

e

a

ear

.

m .

se e

whi le your t eacher

re ads

t he pi ct ure you lik e best was t he Chri st as feast describe d in thi s poe

Where

m

m

m

.

m

Co pare t hi s celebrat i on wit h our Chri st as Why i s Chri st as begun with a capital letter?

n page

o

3

.

m

3 11

.

See

Wri tte n E xe rci se

.

m

h r i t wo paragra phs co pari n o u r C s t g brati on wit h t he on e descri bed in t he poe

m

m

as

.

LE S S O N 5 7 .

C O M P O S I TI O N

Con ve rsati on .

h t i e t cs D i scu ss t his subj e ct , usi n o g p Chri st as G if ts

m

.

t he

M ake

a

m

.

m .

.

What

the best gifts are The gif t you wish this year

m

na

li st

m

we gi ve the TO who we gi ve the What we gi ve

Wri tte n E xe rci se

Writ e

suggested

.

Why

(a ) (b) 0 ( ) (d) (e) 2

d ( )

.

Wri te

1

the

.

escri be

held ?

.

c eer

rou

ear

s

Note t he pi ct ures you e o p

ou

o

o

a

as

s s or s a a

rou

as

rs

e

a

err

Of

.

.

es O f

f i t s g

t he

mmb e

sui table

e rs O f

for

.

u r o y

n

m i ly f th m

fa

each o e O

.

e

.

cele

E NG LI SH

GO O D

70

CO M PO S I TI O N

LE S S O N 6 7 1

.

ve rsati on Con

Subj ect : H ow to M ai l Of

E xpress

m

nt

rese

.

.

m

.

O ffi ce

Wri tte n E xerci se Write directions for .

m .

)

m p .

s

.

miling

ng

or expressi

a

LE SS O N 6 8 .

as

.

.

(f ) Red Cross sta

1

Chri st

a

m

perso

the post

.

or

nto who the gift is sent A ddress O f the sen der Postage ondiff eren ail t classes O f D iff erence in parcel post an d express rates by zon e ks fro How to in sure packa ges (G et sa ple bla n

A ddress

(a) (b) (c) (d) (e)

2

mP

.

a

k ac a p ge

.

LI TE RA TU R E

R e a di n g

.

CH R I STMA S E VE RYWH E RE E verywhere ,

everywhere ,

m t ni ght

Christ

o

as

m inl nd f fi t nd pin m inl nd f p lmt nd in Ch i tm wh n w p k t nd l m n nd whit mfi ld li nny nd b ight Ch i tm wh hild n h p f l n Ch i tm wh d g y l d mn i n Ch i t m wh t t n d p g y; lik i fli h Ch i tm wh d i n t t p g B b d mninth thi k f th fight ; E h i ght w Ch i tm t n y yw h Christ Chri st

as

a

s O

r

as

a

s O

a

S tu d y

O

Where

v

ree a

e,

as

ere s o

r s

as .

ere co

r s

as

ere c

re

are

o e u

a

a

r s

as

ere O

e

are

a

a

ra

r s

as

ere

ver

.

e,

r s

roo s O

2

ree a

,

’

er

m .

e

ea ce ,

rave

ere , ever

f P oe

ea s s a

e

ere ,

s

a

a

r

e su

e

ove

e a e

c

r s

e,

so e

as

s

O

.

,

,

e

o

.

P hi lli ps Brooks

.

m

m m

doe s t he poe b e say Chri st as i s be i n s r v e ? d O g Fi n d a con t ra ct i ona n d tell why the a postrophe i s use d M e ori ze one sta nza O f t he poe

m

.

.

CH APTE R FI VE

LE SSO N 7 0 1

.

LI TE RA TU RE

R eadi n g

.

RING O U T,

WILD

BE L LS

l ll o t b e h k u w i d s t o t e w il d s Ri n g , y, , f l h li The flyi n c o u d t r o t e s t h g y g , The year is dyi n i n t h n i h e t g g ; l ll Ri n o u t w i d b e s, an d let hi die g , '

m

.

l h o t h e r i n w Ri n u t O d i n t n e e g , g , Ring, ha ppy bells, across the sn ow — let hi The year is going o g ; f l t h e se , ri n Ri n o u t a g g inthe true

m

.

m

f i n h v l n n r i Ri n t e a t a a n a d ee , g The larger heart , the kin dlier han d; Ri n ess O f the l an d, g out the darkn

Ri n g inthe Christ that is to be —

2

.

S tu d y

HO W

Of

are

P oe

m

.

A lfred, Lord Ten nyson .

.

t he bells descri bed i nt he first

n i ? For what w ere t hey ri n g g H O W are t hey described int he

m

What

nza?

st a

nd stanza? e i nt he n ew

seco

m

does t he poet hope will co M ake se nt ences cont ai ng true, tru er , tr uest

a r ? e y

.

n hi h k O f an t a h d r t t S l b t r e e o u u Can you thi n y g ew year t ha n in t he p ast ye ar? t he n “ What i s eant by the darkness O f t he land

m

72

I

n

E NG LI SH

GOO D

73

WH E N WO RD S

LE SSO N 7 6 1

.

mnt

D

e v el op

e

.

r d s w o Rea d the followi n g

now soon

stan in tly

yesterday

rece

last

night

mthi ng h Whi h f n i m t t ? p e

at

O

c

rese

exp ress

past

a re u se d

to

G iv e .

ny

se

or

ti

next week i t e a l on g

mg

r o u p g

Of

words

a o

S hows

when

.

or

m? e

express

ti

r s u o g p

mt e

O

f

words

m

e , or

o co

f

exp re ss

u tu re

ti

m? e

whenwords t o t his li st ?

ot her

nt ai ni ng t ai n in con g co

Wri tt e n E xerci se

before lon g

wi ll ha p pe n

w ords

t he se

a dd a

or

f words

today

ntly ce on

happen ed

nt e nces sen te n ce s

G ive

r s o u O p g

orrow

word

e

Canyou

2

e a ch

as

Whi ch Whi ch

nd

m

to

Not i ce t hat

so

a

how w ords

.

where words

.

.

nd groups O f words i n col u ns accordi ng t o ti e : present past future Write three se ntences usi ng words t o express prese nt e an d on t i e t hree sen te n ces t o express past t i e sen te n ce h A rran t e e g

above

m m

m

,

to

express

words

future ti

m

m e

.

D

mn

e v e l op

e

t

,

.

e

O ld

ti

a

fashi on ed

mpi e

ece

footsteps

-

d the Fi n

above

Of

t hese is

a

is

ca lle d a co

md mp e

CO M P O U N D

WO R D S

.

mwh t

so

.

,

,

LE SS O N 77 1

a

ntry

cou

l o p p

halfway

ea t

-s

forever

trees

ar

m

O f Lesson 7 4 w ords i nt he poe e d toget her O f t w o words j oi n Such

ou

.

nd

w ord

.

E a ch

.

a

word

80

E NG LISH

GOO D

to preven t their to serve the sa

cavi

ng in; inothers

l arge pill ars O f

left

rock are

mp p in n w li ght d by l t i ity b t ntil S mm ntly nly light mf mth fli k ing l m th n dl th t th p w km nf t nd t th i p F m mm in l f t mt b p m d w t g p d nt fl ding Th i in th mi im t p n d mti m p in m p n n p ning inth k fill d with g By th m m n f m hi n y ntin nt f f h i i nt t th pl wh th w k i g in m th fi d m g n t p th g i ll d b m hi n D ill t d f dyn m d th it li p y y n f in l f il T t m f i n w th m d t n t t l g y p g i n l t th h ft h f b k t nd m t k n th pl y I n i f in t ll t h i n n t i f h n li n i n t h t k w g p g g in lif i f ll f h d t il th m o

e

ca

so

ro

o

er co

e

ac

ea s O

ace

e

as

o

ere

a

er O

e

e

s

.

’

er s

e

a er

O

a

o

o

e

us

s

ure , a

e roc

e

e

s

ea

er

o

O

e

so

a r

ove

o re

u

e

es

e

as

res

O

,

.

o

s se

re- a

e

u

s

ra

.

o

ar

O

a

ve

ese

a

e use O

a

,

ave

e s a

O

e

ea

e

ac

o

era s

a

es

,

.

rea

a

rece

s or ca

a

uous curre

or

s o era e

r

O

a co

e

s ca e

as

e

rea

a

e a r

er

u

.

.

es u

u

,

e r ca s

es

oo

reve

c er

e

o

e

e ec r c

e

ro

e

e

as e

e

.

o

es are

e o

or

ur ose

e

or

a s

e

e

o s

or

e re

a

or

ra s

a ce O

eve

coa

-ca r

as e

e

r

or

e

.

S elected 2

.

S tu dy

Of

,

.

S tory

.

md th m in w k i ? Fi t mk R t ll t h t y n tli n t g id y in f th W i t t h l t nt n l ti n g th n l f m i n d ki n h n h m l n t p g y g Wh at invent ions e e

e

r

ura

O

e s or e

have rs

.

se

as

a

er ,

a

e

a

ce

a

1

.

e a

ou

o

o

e

e

er

or

er s

se e c

ecessa r

u

o

,

c

eas er

ou

e

us

.

e

es

a

.

CO M PO S I TI O N

.

.

(a) Kinds r h b W e e O bt ain ed ( )

(c) How (d) Cost

.

.

e

Con ve rsati on

Subj ect : Fuel

2

e

O

LE SS O N 7 9

’

Wri tt en E xerci se

.

topi cs

.

bta in ed

.

.

.

What kind O f fuel do you use at Wri te about i t usi ng (b) (c) ,

O

,

,

m?

ho a

e

nd (d)

O

f t he

abov e

82

E NG LI SH

GO O D

In the fall

1828 Whi ttier wen t to Boston to wri te for the

Of

mi

m

nM anuf acturer but as his help was needed at ho e he return H e edi ted the New E n ed earl y the n ext su er g necti cut f or a year and a lan d Weekly Re vi ew at Hartford Con half but had to gi ve up the work for a ti e i n 1832 onaccount A

er ca

m m

,

.

m

,

,

Of

r o o p

heal th

ade Whi ttier m

h b u li s e d p

.

mny a

bered best

,

a close stu dy of

nd

art i cles a

the

negroes

the South ,

Of

nd

a

m b t th mb t h i mm f f mn il y lif Hi Sn w d f m s a ou

e o p

e

u

,

e

s re

e

e

ar a s the great poet O a e o r i i n E n r N i n cc a t e O f u n t lif e i n d v es a a u r d es c t c o e w o glan y g p

Boun d

as

.

I i f r h h d n i t if c t O duri n hi s t w e l s o e t b e u l u e is b o o o a a a u g y g p TO M y O ld School aster tell s O f hi s school ho e an d fa ily days an d was wri tte n i nhonor O f J oshua Coffin, who beca e his h n lif e-l on n n h l D a r i h c lh o a d s u se f r i d I S c o e s c b e s t e oo e o s d y g “ The tells O f ani n t inhis fri en dshi p wi th a little class ate ci den ” Barefoot Boy i s a good descri ption O f Whi ttier hi self i n hi s

m

m

m

.

m

m m

.

boyhood days I n 184 0 he

mt

.

wi th his fa

mily .

n

a vers,

O ld

the

whi ch

,

r S i s t e er youn g i r O f t t a l ea d e g

D

sold

This

md

uri

e

ho

n

co si sted O f

mind

re

ng the

to A

oved

mth hi h m lth gh

his

his

e

a

m

nd

es ead a

o

o

last years

ou

e, a

Of

his lif e

mb

es ury

nd hi s he spen t a O ak Kn oll

nt

s au

er,

.

at

a

,

,

M assachusetts

.

Whi ttier

childre

loved

n and

nd playing e O f hi s about on

talki n g

nj oyed

e

a

m R d Riding H d i p m littl f i nd wh w n f l t d t m t n t d i y y q nd mh ng y bl j y A t O k Kn ll h h d n th li ttl f i n l l i d nm d Ph b wh nid d himh p p ymt wi th the

r e

e

so

a

r e

o

s

u

e

a

oo

e

.

ou

e

r

ue

a s or

.

o co s

o

a

o

a

a s

oe e ,

e

o

oe

s a

e

s u rre

a

ee

a o

a

er

er s e c a

ere

a

e

a e

.

“

A tl an O n his seven t i eth birthda y the publishers O f the ti c ’ ” M onthl y gave a di nner i nWhi ttier s honor The publishers of other

mg

lati on s

a azi

nes

a

2

.

nd

a

.

l m F t n l p o

a s,

New

a

.

S tu d y

ngratu

nd newspapers honored hi

good wishes Whittier died at Ha

189 2

mwith hi H m p .

s

co

re ,

Sept

.

S elected of

S tory

.

What

does the pi cture on page 81 ’ Retell t he story O f Whitt i er s li fe .

suggest

to you ?

7,

87

PAR T O NE

LE SSO N 86

PI CTU R E STU D Y

1 Con v e rsati on .

.

Stu dy t he pi cture ont he opposi te page Read t he title D O you li ke to sli de on t he i ce ? Why? .

What are the girls Why are the boys

doing? w ho

m?

ar

.

are

slidi

ng holdi ng

ou t

,

t heir

s

n e o i the greatest fu nyou ever had Sli di n c g Whi ch do you enj oy t he ore , Sli ding on i ce in winter,

Tell or swi

2

.

Of

i n m m in ? m m g su

er

W ri tte n E xerci se

Write W ri t e

m

a

t he

.

A f t e r you have t ea cher, copy the

to you by the pi ctu re ; or n e h e o d v ska ti n u a e j ar t o y g p y y

su ggeste d

st ory

n account

.

Of

a

md th mp iti a

co

e

e

os

ns

corre cti o

mk d ar

by

e

n i n your notebook

o

.

.

your

88 LE S SO N 87 1

.

E NG LI SH

GO O D

H

Pun ctu ati on .

(a ) A

m m

co

YE A RL Y SU MMA R Y

A LF

m m

rest O f

the

words

as separate

a or co

the

se

(b) A hyphe n separates words (p

ntence (p the

O f address

m mp

.

parts

m

fro

Of

so

ch

for

co

e

nd

ou

.

2

.

For

P m in l g

ur al s

(a) Words endin g ins, addi

by

ng

nd

x, 3 , sh, a

to the

es

si

ngul ar (p

.

mth i

e r

l p ural s

m

(b) M ost words ending inf or f e for their plurals by i n h r v n i n chan t e e d a dd es o t o a (p g g f g f (c) M ost words ending in y for their plurals by chang in d addi n g y to i an g es (p

m

.

.

3

.

La n gu age Facts

m

mp

m

nd word is for ed by j oin in t w o o r re o g words ( p 78) s the address O f the person (b) A business letter contai n or fir to whi ch it is written (p (c) M ost short words that describe are co pared by r hi r i n rs n s t n h e addin er w e n a t w o o o c o g g gs p p d est when co pari n an ore than two (p g d ( ) Long words are co pared by using ore or less when r hi n co pari n o rs n s t d ost or w e t o o gs an g p r least when co parin t h o e an two ( p g (a ) A

ou

co

.

m

m m m m

m

4

.

Corr e ct U se

m

.

m

,

m

m

m

,

.

W ord s

of

.

m

m m

( ) Learn eans to gain knowledge ; teach eans to kn owledge ( p (b) G i ve sentences containing the followi ng for s see saw seen ( p teach taught taught ( p co e ca e co e ( p e (p do did don a i learn learn ed learn v ed ( p e g g ve gi ven ( p r a ri n ng ru n g g (p c i r i v e s n n t i n n w h e n w o d s G e t e n c es c o a (p ( ) g a

.

m m m ,

.

,

,

,

,

,

.

,

.

,

,

,

,

.

,

,

.

,

.

.

.

e i v g

3

E NG L I SH

GOO D

90

Wri tt e n E xerci se

.

.

Wri te an i nteresting has learn ed

R e a di n g

.

cri cket

.

LE SS O N 89 1

h h a w t t e telli n g

r h r a a a p g p

LI TE RA TU R E

.

WH A T

TH E Y F O U ND

m

O nce u pon a ti e there was a proud little ci ded to go upon a j ourn ey i I a tired O f this dull barn r d h e d I a sa , y

m

.

.

n to try to find

o

r l i n t h e d the best thi n w o g

,

be

Before the a squirrel

mg ing f o

a

arther

I kn ow what i t will

.

nas hi gh as a hill An d O ff he started little rooster had gone very far onthe road he et

big pile

great

a

who de

rooster

O f cor

m .

.

.

Where

you

are

ng SO fast ? asked the h find the best thi n i n t e g i o g

squi rrel

i d th w ld mg ing t t l k d th i Wh t my th t b ? q A pil f n hi gh hill t nw d th littl d h i k i h t h Oh y m m i t n b t t t q y f hi h l h n Th b t thin i n t l d i il t w g g p m nt in C mwith m nd w will l k f it t g th h l n l d f th l n d th li ttl t t S th q i t g d n th y mt d k d n I

roos er

o

o

a

cor

a

roa

e

e s u rre

O

a

soo

s a e

or

e

sa

,

e

ou

a

s a

uc

a

oo

e roos er

e

,

as a

o e

or

rave e

ar

er

.

er a o

e

.

h c k k e d u two goi n f t ? e d t as SO as g ” h r l i n t e d w d the best thi n o to fin , g ”

.

my th t b ? a

.

e s u r

sa

u s as

e O

e roos er

a

.

ere

a s

e

e

a

e

An d what

,

e a

Where are you We are tryi ng A pile A pil e

uc

e

o

.

”

as a

as

es

e

.

e s u rre

as e

e

ou re ver

,

“

a

a

e O

ou

”

.

a

re

or

.

a

asked

e

nas hi gh as a Of n uts as hi gh as

O f cor

m m

hill , a

the du ck sai d

.

the

m nt in ou

a

sa i d

”

,

rooste r

sai d

.

squi rrel

the

.

The best i staken, sai d the duck O h, n o, you re both e n n l r n c e i n h r l d d a e as a o a C o as thin d i s a u d w o t e o y p g g ’

with

m nd w e a

e

d it will fin

a

dusty

.

m

.

nd O f the road but i t was a long They were very li ght e in the hot sun on

The three traveled to the

j ourney and

”

e

,

.

E NG LI SH

GOO D

2

LE S S O N 90

1

.

mnt

D

e vel op .

.

3

.

4

.

5

.

6

.

.

is o g

.

We went ona j ourney

.

They have gon e a lon g way Hen ry has gon e ho e

m .

He had gon e before I

md d i ni t ? Wh t t im d d i ni t ? Wh t t im i What

is

ti

.

m

ca

e

.

I

exp ress?

ntence

2

ex re ss

oes se

a

e

oes se

a

e

use

u se d

What

mf g h ? f f W t m p g nt n 3 ? Wh t f m f

nt ence

e

use

is

G O NE

,

.

I go to school J ohn goes to school

1

2

e

WE N T

G o,

i n se

s exp resse d

e

What

for

O

o

or

O

o

a

or

a

ce

o

i n it ?

w ords

wi th gon e i n t he

use d

are

ot her

se

n

te n ces?

G i ve

se

ntences

u si

ng go

,

o e s g ,

wen t,

a

nd

n

o e g

Lea rn

Go

a

nd

Went i s G on e is

r o e s a s x r e u e t O e r ss e s d e e g p p

m

u se d

t O e xpr e ss pa st ti

u se d

w i th ha ve , has, had ,

Read these

se

to

m

.

.

R u th

e tc

.

4

.

Where

5

.

You have

6

.

7

.

mfg

wi t h for

ho

e

s O

o

.

has Robert

He

there

my

ho

e

O fte

esterday

The two boys have

n .

.

to

school

.

Wri tt e n E xe rci se Wri te sentences that contai n t he followi ng: wen t ha ve gon e ha s gon e e d ha d gon an 2

.

m

have

a

e

.

? e t y

nd Kate

3

ee

m

.

m t him

,

ti

.

ntences filling t he blanks

He had 2 H as To 1

e

nt

.

.

.

,

,

,

.

o g,

o e s g ,

.

94

THE D

LE SSO N 9 2 1

D

.

E NG LIS H

GO O D

evel op

1

2

“ .

3

.

4

.

5

.

mn

.

the gia n t,

are all si zes,

”

“

sa i d,

how

he

they will go wi th you

.

“

sai d ,

like

i ece p

a

O f cheese

.

”

O ld are

you? “ ” “ NO ! he shouted , I ca n not go with you ” “ WhenI breathe , said the ai den, the flowers sprin g

Sir ,

he

m

”

“ .

.

my l k th th m l y

shake

I

covers

7

sai d

If that is true,

up

6

t

e

They

.

QU O TA TI O N

I VI D E D

“ .

I toss

falls

oc s,

e ear

cur s,

”

re pli ed

” .

the

sa id

.

the

mid n a

e

mn

O ld

,

“

a

,

nd snow

a

m in

nd

the war

a

ra

”

.

ce 1 t hat are quote d Re ad t he part s O f se n te n R ead t he part that i s n ot qu ote d Noti ce t hat the quot ati on i s broken into t wo parts This i s called a di vi ded ot q uote d by t he words that are n .

.

.

n

o t o a u t i q

mk mk nt n ? th Wh t mk .

What What

e se

e

se

e a ch

s e

ar

s sep arate

the

? t he q uotati on f r h u t e d a r t s o t e o q p

f r a t O p

m mth

ce

t he q uot ed p arts f ro I n3 ? I n4 ? I n5 ? I n6 ?

ar s separate

a

the

nclose

ar

nt ence in2 ?

rest O f

e rest O f

I n7 ?

Learn E a ch part ark s

m

Of a

di vi d e d qu ot ati on i s

e

ncl ose d i n qu otati on

mm

.

Th e part s O f a d i vi d e d qu ot a ti ona re se par at e d b y c o as l e ss th e f ro in th e w or d s th at di vi d e i t , u n e an o f e h t g

m

se

2

.

nt e nc e

r e qui r e s oth e r

Wri tt e n E xe rci se

ar

s

.

.

l Write an exam pe

i t i n your

mk

m

noteb ook

.

Of

t he divi ded quot ati on ,

a

nd

copy

PAR T O NE

LE SS O N 9 3

95

CO M PO S I TI O N

1 Con v e rsati on .

.

Subj ect : Foods

.

m

( 0) Kinds vegetable and ani al (b) Where they are found (c) HO W so e foods are prepared for .

m

2

.

W ri tte n E xerci se

Write

a

use

.

.

two paragraphs

b ( )

to p i cs

.

n ki nd O f

food , followi n g

a bout o e

nd

CO M PO S I TI O N

LE S SO N 94 ve rsati on C on

S ubj ect : The G rocer

.

(a) What he sells s hi s stock (b) Where he O btain

(c) H O W i t is arranged (d) H ow i t is deli vered

.

.

.

.

W ri tte n E xerci se

Wri te

t wo paragraphs onan t w o y

LE S S O N 95

M ake

a

list

Of

D

e r ce r i s o g

Of

t he

o u y

wi sh to

m

.

a r M ( y

takes downtelephon e

TE LE PH O NE O PE RA TO R :

M A RY : Broad, 1234

recei ver

m

.

)

Nu ber, please?

.

G R O CE R : Ha rrisons G rocery Store ’

MA RY :

topi cs

.

RA M A TI ZA TI O N

order

ing your Prete n d you are telep hon i z n r a a t t i : Fin ish the followi n d a o g

r c e r o g

a bove

.

my t hi m

fro

order

o

our .

E NG LI SH

GOO D

93

LE SSO N 9 8 1

CO MPO S I TI O N

v e rsati on Con

.

.

Subj ect : Cows

.

(a) A ppearance (b) Food

(0) Habits

.

.

.

2

Wri tte n E xe rci se

.

Wri te

a

.

n

o e Of

h a ar a r p g p

LE S SO N 99 1

Con ve r sati on

.

a

C O M PO S I TI O N

—

m m

.

( ) H O W he deli vers d h e n h e eli vers b W ( ) a

Pri ces O f ilk U ses O f ilk

.

Wri tt e n E xe rci se e t hat you I agin e day s experi en ce on

m

.

are a

.

.

.

.

above

mn

.

Subj e ct : The M i lk

2

the

m ilkmn a

nd

a

,

wri te the

story of

’

.

LE S SO N 100 1

ver sati on Con .

.

D

escri be

in t he pi ct ure n h e n c u r o an ? y

w hat you

see

D i d you e ver see What ethod was used ? With what other ethods

m

Who 2

PI CTU R E STU D Y

a i p

m

Write i t to

m ili

fa

a

ar

.

are

nted t hi s pi cture ?

Wri tte n E xe rci se

.

ning

O f chur

n page 99

o

.

descri pti onO f t he pi ct ure as you woul d descri be ever see n it an fri en d w ho had n d who is n ot in wi th et hods O f chu rn g a

m

.

E NG LIS H

GOO D

19 2

cover your head to i t ! Un The soldi ers who tread to it Shout at the Si ght O f it ,

The

j usti ce and

The

u sulli ed

n

ri ght O f

whi te

i t,

a

Of

’

m

Here

co

Chee r it ! Valley an d

es

i t,

Of

nd red O f ny s dread And tyran The blue

it,

it !

the Flag!

hear it

crag shall

.

bless it , Chil dren caress it, All Shall ai n tain i t ,

Fathers

shall

m

n

NO Cheers for the Cheers for the Tears for the

o e shall stai

sa ilors

n it

that fought

soldi ers

that

.

n the

o

always

were brave for it !

mn th t w nt d wn t H m th Fl g! e

ere co

2

.

S tu d y

Of

P oe

What What

is

e

a

A rthur M acy

m

.

.

What feeli ng does thi s d Why Should m en a n flag?

es

the grave for i t !

o

o

e

a

m nt

do w e

e o p

m

sugge st ?

boys

u

ncover thei r heads nza ? “ fight on t he

by bars in the first

ea

wave for i t !

mn w h

t he

ca ll

e

o

t o t he

st a

wa v e

for i t ? HO W

t hey t rai n e d?

a re

mng

When do

e

“

O

H O W do we hon or

Me 3

.

mi

or ze

t he last

W ri tt e n E xe rci se

Write

a

down to the grave t hese en ?

m

st a

.

.

r a a r h a g p , p

S how ou r respe ct

nza

for the flag?

telli n g

for t he flag

.

Of

w ays i n w hi ch w e

my a

CHA PTE R SE VE N

LE SS O N 104 1

.

R e a di n g

LI TE RA TU R E

.

LI NE S

WRI TTE N is

IN

ng flowin g

The

cock

The

strea

s

The

s

r s

crowi

mi mll bi d a

M ARCH

,

,

twi tte r,

The lake doth gli tte r, The green field sleeps in the

The A re

The

n

su

.

youn gest at work wi th the stron gest ;

nd

O l dest a

cattle are

Their heads There

ng

z ra i g

never

are

,

raisi

ng;

forty feedi n g like

a

.

m

n ar y defeate d The sn ow hath retreate d An d now doth fare ill O n the top O f the bare hill Like

n

o e

,

.

The plowboy is whoopi n g ’ There s joy in the oun tai s ;

m

There

m

’

s

n

.

S tu dy

of

P oe

,

life in the foun tai n s;

S all clouds are sailing, Blue sky prevailin g; The rainis over an d gon e 2

non anon

a

m .

.

? m

ti on en What characteristi cs O f M arch are m ed int he poe

D

escribe

how t he

ca ttle are

104

z i a r g

ng

.

E NG LISH

GOO D

106

LE SS O N 107 1

LI TE RA TU RE

R eadi ng

.

.

A PO L LO , A pollo, the a l a ce p

su

n god

in the far

east

,

supposed

was

E very

.

SU N G O D

THE

to li ve in a beautiful

m ning hi or

whi te

s

ste eds

were on his

harn essed to the sun chari ot an d away he woul d go j ourney across the sky NO one but A pollo could drive thu horses, for they were very spiri ted .

s

.

not

A pollo di d

nd

the G races,

a

n but

al o e,

gO

Love

was

atte

nded

by the Hours,

n

There were four H ours,

.

for

o e

each

the year ; thei r work was to see tha t everythi n g was e at e xa ctly the ri ght ti don e The three G races always wen t han d inhan d wi th the Hours ; their work was to see tha t every

n of

seaso

m .

thin e well g was don

TO the way Cupid, the god .

mk

A urora , the goddess O f the da wn id e d u , g the party co plete they took wi th the

m

.

a e

Of

love

m

A s A pollo drove on, a brill ian t li ght strea ed fro h r i k t i in c a o a w a e n i n h r t h t h r i h t e ea w i t s b g , g g t, war

m

fla

Soonday

appeared

Toward

ntil

with

ni ng

eve

all

A pollo

mt

i ts bri ghtn ess descen ded the

nd

a

ndor

Sple

Slopes O f

m

he

ca

ra s

carry

.

Gr eek M yth

.

2

.

S tu d y

Of

S tory

? t h What i s a m y h h s a a A ll di d t ? t t o o What does thi s G reek m y y p n i a on s we n t wi th hi m ? What com p What w as the work O f e a ch ? .

H O W does the

myt h

say

A pollo was

ni ng t o hi s easternpalace ? Tell in your own w ords the

ca rri e d

back

ev e

3

.

Wri tt e n E xe rci se

Write Writ e

a

a

story O

f A pollo

.

.

l w h a l i t A o d d telli n o g p n b hi n i r r n a a h l li a u t s c a a t e o o o s g p p g p

r h r a a a g p p

m

.

the western

o a

e

s

.

golden boat tha t was wai tin g to back insafety to his easternpala ce

sky u

hi

mhi my

m

.

.

.

PART O NE

LE SS O N 108 1

.

107

PI CTU R E STU D Y

ve rsati on Con .

d A pollo i nthe a bove pi cture ? Canyou fin f r I s he dri vin r r a e l e ss l ? a e u ll c c o y g y Can you fin d Cupi d , t he god O f love ? Who are the two figures on each Si de O f the horses? The three figures back O f t he cha ri ot are the G ra ces .

r r a t The figure flyi n e a f t h h r i A u o h e h e s es s a O o d , g h n d d f h r n i h t e l u d s n ess t d a a h s e a r t e d c o o O e E c o w g g p so that A poll o i ght pass t hrough wi th hi s sun chari ot

m

When She

touched

m

.

the

m

.

wit h he r

rose-t i pped

r h e s fin t e , g

I nt he

n in n w h e g heaven s S he

m b tif l im n A p ll h d mpl t d hi j n y n t d l n t h d i h w d t t p md th n g d nk f m ight clou ds

beca

o o

a

a

2

.

co

e

e

s

o

su

sa

u o y copy

t he

have th e

es

ro

a

e

story

,

.

a cross

ou r e

a

s

eve

t he

,

t hrough the pat h

she

.

.

story suggeste d

md

so

cr

s

e

Wri tt e n E xerci se

Wri te

u

e e

e c ou

ar e

e au

e a

t he

t o you by t he pi cture

n

corre ct i o s

mk d

i n your notebook

ar

.

e

.

A fter

by your t eache r,

PAR T O NE

111

H ow does t he sea lie lik e a cradled What words descri be the tide ? Why does the poet call the se a his Where are excla ati on arks used? M e ori ze the second st anza

m

3

Look

in g

O

Why?

Word s

.

inthe G lossary the pron un ci at i on an d followin : g

up

f the

mk

oc s

.

of

G roups

boun d

4

er?

o

.

Word s and

.

mth

m

m

creature

n

regi o

blast

the ski es

.

I n t he last li n e

m

of

ea

billowy

te

Capi tal 0

mn

m t n t p es

t he poe why is I Fi n za O f t he poe d in t he thi rd stan letter used as a word

u e

a capit al

m n th a

o

er

letter ? capit al

.

I

nd 0

a

,

w h e nu se d

as

w or d s,

LE SS O N 112 1

.

are a l w ays capi tal

l et t e rs

.

CO M PO S I TI O N

C on ver sati on .

Subj e ct : A Ri ver

.

(a) D escri ption (b) I ts uses (c) Bridges .

.

.

2

.

Wri tt e n E xerci se D

escri be

n

r e s o a l p

a

boat

in ci den ts

in te resti n t o g

.

ri de

Of

ot hers

.

o u y

the

nd i nclude any hi n k il l o u t w b e y

ha ve had ,

tri p

that

a

E NG LIS H

GOOD

1 14

Why do we use

’

r

M r D arli n d ar h i r i n h a ra t e t h ? g p g p

s after

.

R ea d the di rect quotati on s

HO W

.

3

.

Wri tt e n E xe rci se

Wri te

G ra ce D

a rli

r 2 A B a ve D ( )

.

eed

.

C O M P O S I TI O N

.

Kin ds

Water

fish , frogs,

Where

foun d

H abits O f

U ses O f

ea ch

a

.

oysters,

.

each

Wri tt e n E xe rci se

Wri te

.

.

.

h r a r a a p g p

n a ny

n

o e

o

.

Of

t he

above

CO M PO S I TI O N

LE S S O N 116 1

j

Con ve r sati on

(a ) (b) (c) d ( ) .

su b ects

.

Subj ect : Lif e i nthe

2

the followi n g

Of

ng

LE S S O N 115 1

they pun ct ua t e d?

.

tw o paragraphs onon e

(I

are

Con v e rsati on .

Subj e ct : The Fi shes

.

(a) Kinds (b) Shapes

(c) G ill s F d ood ( )

.

,

.

2

.

Wri tt e n E xerci se I

mgi n th t y a

e

a

n

o

nd fins

a

.

.

( ) ( I) U ses e

H abits

.

.

.

ou are a

who has been t ryin t o g “

tail ,

The A utobi ography

fish

cat ch

Of a

a

nd

writ e

u r o o ; y

Fi sh

” .

a

w ri t e

l etter to

mp

a co

a

boy

n

ositi o

E NG LI SH

GO O D

113

LE SS O N 120 e Choose on lin e , an d wri t e

Of

CO MPO S I TI O N

t he followin g

m p

su b ects,

j

mk a

n

a

e

nonit

osi ti o

a co

i The Cha n e s I a v e t d i n t h e r n H o c e S i N g p g f h I li i n u v e t e coun t ry ) o ( y

1 ( )

.

.

a t A Tri p to the Coun try f or a S pri n V ca i o n g f li i n h i I o u v e t e c ty ) ( y

2 ( )

.

.

LE SS O N 12 1 I

mgi n y mth a

r u o y

dog

or a

.

mh m

fro

nd

wri t e

l ett er to

father, telli n n h a t o u w t w o g y y cat t hat so eon e has O fi ered to you

acce pt a

ou are away

er or

o

e a

m

LE S S O N 122 1

WR ITIN G a

e

o

LE T TE R

.

PI CTU R E STU D Y

v ersati on Con .

St udy the pi cture on t he opposi te page R e ad t he ti t le a ry for t he di fi eren Consult your di cti on ce i n t he ean f t a n i in l e a t a l s O d g .

m

.

ean What does ta le m ? What i s a f a sci n a ti n l ? t a e g What f asci na ti ng tale i s shown i n the pi ctu re ? .

I s it

a

fasci nati n g

n

o e

t o t he

cat a

nd

ki tt e n s?

? m

int he pi ct ure the ta i l t hat fasci n ates t he Tell w hat you thi n k happe n ed D

O

e o u s e y

.

2

.

Wri tt e n E xe rci se

.

Wri te two paragraphs onthese topi cs (a ) What I saw inthe pi cture k happen ed (b) What I thi n .

.

GOOD

2

.

S tu dy

of

S tory

.

mnth d

I nwhat

E NG LI SH

o

the

oes

H ow do plan ts st ret ch ” ward ? f ean in E xpl ai nthe O g

a ut hor

begi nto t hi n k

m

“

nd

s upw ard

ar

a

ng? down

of spri

legs

m

ni ghtcap i nthe first paragraph ” l h e c ea n i n H ow does Natu re do her Sprin o u s ? g g — r h h h a a t u r n d N d x Af te t e ouse clean in t es e e ? o o w t g TO who vi tati on s to V i si t her ? does she sen d in A re t hese i n vi t ati on s a ccept ed ? Fi n d exa ples O f co poun d words inthe story

m m

3

.

Word s and Look

in g

Of

m

G roups

t he

frosted

a

mt

nny

or al

ni ghtcap

needl e

.

Of

m y nt

mn

m ld

e

era

a ure

di ps

a r h r a a p g p

h t el li n g ow

Natu re

n

clea s

house

v ersati on Con .

.

(a) M ake the

a

list

ci ty,

beautiful

Of

m

E xa ple :

Pi ck

up

town,

.

Wri t e

a

li st

a

or

mnti e

f r i e s O a ce e p p p

Wri tt e n E xerci se

be don e to coun try where you live

h thi n a t t s g

(b) Whi ch O f the things

.

.

CO M PO S I TI O N

Subj ect : H ow to Beau tif y O u r S u rroun di n s g

2

ea

.

LE SS O N 126 1

.

cra

Wri tt e n E xerci se

Wri te

W ord s

i n the G lossa ry t he pron un ci ati on a n d followin : g

n

.

of

.

up

s owdrop

4

.

n

o ed

.

.

nsw eri ng

topi c

shoul d

b ( )

.

inyour list

mk m

nyou

ca

a e

ore

se i f

l

E NG LISH

GO O D

124

LE SS O N 128 1

.

CO M PO SI TI O N

v ersati on Con .

Subj ect : The Bi rds

.

( ) (b) (0) (d) (e) a

2

.

O

f t he

nd

all

e

a

n

retur ed

.

.

.

not yet returned The on es you kn ow Those whose son i ze gs you recogn

.

.

.

.

Of

three li st s

li st ;

write

a

birds,

usi

ng

topi cs

(a ) (b) on t he

t he pi ct ure h r a r a u s rr s a a b o t a o w g p p p or

st u dy

.

LE SS O N 129 1

wi n ter

Those that have

above

a e a p g

re

Those tha t have

Wri tt en E xerci se

Write

mind

Those that

CO M PO S I TI O N

v e rsati on Con .

ow Subj ect : A Bi rd I Kn

.

(a) (b) c ( ) (d) e ( ) (f ) 2

.

D escri pti on The n est .

.

The

eggs

.

i r s b d The youn g Their food

.

i grate Whenthey m .

Wri tt e n E xerci se

Wri te

.

.

two paragraphs

none O f

o

t hese

sub ects

j

i n 1 A r B d I K o w ( )

.

i r A r t B d o 2 S y ( )

.

m

m

a de t he correct i on s arke d A fter you have otebook tea cher , copy t he paragraphs i n your n .

,

PAR T O NE

w r o g

h in l to tan t en es g ; ,

n in the

127

back yard, the wary

eve

—

L H Bai ley .

S tu dy

2

.

of

S tory

F or who

oes

What

mmb

re

O

the

? t he birds si n g for the belief that t he bi rds

auth r say

n

does he gi ve O l d places?

reaso s

md

To who

does he t hi n k

oes t he author say

spri

the

Why

ng belongs?

so?

H ow does he feel toward the bi rds? H O W canwe en courage birds to co

What

.

.

.

md

er

e

cat

mt

bi rds that

co

e

mt

o

trees

e

near

o ou r

u r o y

trees?

md

ho

e

o

u o y

kn ow ?

3

.

i n your

Re tell the

story

Words and

G roups

of

n words

ow

.

Word s

.

ci at ion an d Look up in the G lossary t he pron un n f f in t h ll w i O o : e o g g

mn ea

in to ta n gles

w r o g

LE SS O N 13 1

CO M PO S ITI O N

versati on Con .

Subj ect : M aki n g

a

Bi rd H ouse

m md m

(a) O f What aterial (b) How i t is ade (c) Where i t is placed

a

e

.

.

.

.

Look at t he pi cture on page 125 What ki nd of house have these birds? .

2

.

Wri tte n E xerci se

.

Write three paragraphs

,

n i cs i followi n h v e a v e t o b o e t p g g

.

CH A PTE R NI NE

LE SSO N 13 5 1

.

LI TE RA TU RE

R e a di n g

.

SPRI N G

mthi ng inth i nw nd w t nd Th t A nt f m m thing There ’

a

’

s so

s

sce

A whir

There

And

e

a

O

su

as

if

ee

s

er

Of

s so

s,

win gs

.

e

,

co or O

’

s

e

all

this

rare

a

mthing t l f th bl in in th mn g

’

I n the

That

e a r

e

that

oo,

s

new

ue

e

or

ngi ng

cha

’

sky,

tin t,

This whi sperin s t i r d hi n a n t g d bloo d win O f bud an an g, Is the 2

.

S tu dy

What

of

P oe

m in g

co

m

Of

the

spri

ng

.

m .

does the first

st a

nza

te ll you ?

The

nd?

se co

The

third ?

H ave you n h h l r n i n e c c a e oti ced an t o o g y the sprin ? g What hi nts O f spri ng have you noti ced?

Why is spri ng What does the

What

i s the

O

f t he

sky

in

j oyou s season? “ ” l n i h a s i n t t a e n e s z a ? b e a n w t o t p y g “ i n n i r h e e t o s ? s t e t whi spe ri n t o p g su ch a

m

m

E NG LIS H

GOO D

132

LE SS O N 136 1

CO MPO S ITI O N

Con ve rsati on

.

.

M y G arden

Subj ect :

.

A sk your father for n e r d a g

mll

a

s

i e c e p

a

Of

nd

r g ou

for

a

n

or

.

D

u o y

O

both?

t wan

flower garden,

a

m m gt m mfl w

Na Na

e so

e ve e able s

e so

e

o

ers

Where

is the plot H O W large i s i t ? I S there

fe n ce

a

O

or a

m

e Of

would like to grow woul d like to grow

D

walk

n it

see

2

.

it ?

near

a

as

n?

nShi ne onthe garden? n h n e e r n i n r ar d t s u o o g g

day does t he

n

e ar d g

su

if to

,

n

o e

m

who

.

mf y

di agra

O

Si dewalk

our

h n i n c f groun d , usi n a g onyour pape r for every yard l t o p Of

has

.

raw a

O

nd

r u o g

.

to D i vi de your garden i n ore beds, i f there are to be

m

e t han on

.

m

shown here The di agra eral pl a n di cate a gen will in for you t o follow .

.

it ?

d ar e g

u r o y

Wri tt e n E xe rci se D

near

is t he better for your ? aft ern oon su n escri be

,

.

Whi ch the

garde

u o y

u o y

I s i t well to have trees A t what ti

veget abl e

f grou n d located ?

near

Ar e t here t rees

a

Fen ce

never

PA RT O NE

LE S SO N 142

RU L E S

135

m

G ARD E N

FO R

o

1 Con ve rsati on .

.

mR

Subj ect : S o

ules

e

f

in G arden g

or

.

(a ) PR E PA RA TI O N Select the sun niest place inyour yard for planting the seeds A v oid a pla ce where the dri ppin the rO O f will fall on g fro h e beds D ig up the beds, as early as possi ble , a foot dee p M i x wi th the soil so e ri ch earth , well-rotted an ure , or old fro the woods ea f d kee p the soil fin d free fro lu ps Rake the beds an e an

m

.

.

m

m

m

.

.

(b) PLANTI NG See the direction s

nthe

o

seed

(c) WA TE RI NG

m mm

.

SE E D S

OF

k c et a p

.

G ARD E N

O R TH E

kle the beds every day, if necessary, un til the plan ts Sprin e in ch hi gh Ire on ot allow the soil to be co e dry DO n Wh enthe plants are two or three inch es hi gh , sprinkle thor stead O f li ghtly every day Iughly every few days, i n Water inthe orni ng and eveni ng

m

.

.

m

.

.

( d) THI NNI NG

OF

PLA NTS

I N TH E

r A voi d havin l a n c w d e d t s t o o o g p Thin the plan ts when they are two

G ARD E N

.

a cloudy

day whenthe

soil

mi t

is

os

or

a

or

i h e v e t g

m

.

.

U se

o

.

h n o t er bed, t seedlin u ll e d t o a s Tran spla n u g p p to so e frien d t Take up a li ttle Soil wi th ea ch plan

m

n

ches hi gh , three in

n O ld

trowel ,

a

mG

Ho

e

mny f th H W mn w i l l y y

HO W

a

O

a

O

ki tchenfork ,

ese

ou

ni n g

arde

mll

or a s

a

,

flat , thinsti ck

h i o v l a n d O A ssoci ati on l e e C , ,

di re cti on s have you fol lowed ? ? in follow i n you r garden g

.

.

PA RT O NE

139

h li e t Pin k buds burstin t a g ght , l r C u pled peta s baby white , J ust to touch the a deli ght I nthe sprin ! g

m

m

minth

Have you walked ben eath the blosso

ng?

e spri

s

m

Ben eath the apple blosso s i nthe sprin g? Whenthe pink cascades are falling, An d the sil ver brookle ts brawlin g, An d the cuckoo bird is calli n g, ? I nthe spri n g

not

If you have

,

thenyou kn ow

not inthe ,

I nthe sprin g, der O f the beauty, won

Half the color, NO sight canI re e ber Half so precious, half SO ten der, As the apple blosso s render

mm m

spri

ng

spri

,

ng

.

I nthe sprin ! g

2

.

S tu dy

Wh at

of

Poe

m .

n

i r u es s a e t d o as k e q

zas ? i nt he first t hre e stan

za Read the last stan What have you i ssed i f you have not ” ? orchard in the spri n g

m

.

see

n an

Look at t he pi cture on the opposite page D escri be t he orchard Shown i n i t ; or descri be orchard you have see n i n bloo

ap p le

.

m

a

n apple

.

3

.

Wri tt e n E xerci se

e Select on n i h : O t a r g p

Of

.

t he followi n g

j

su b e ct s a

nd

wri t e 0

1 ( )

(2 )

r a a p

a

m

A n A pple O rcha rd I H ave S een i n Blosso The A pple O rcha rd of the Poe

m .

.

E NG LI SH

GOO D

14 0

I N : I N TO

LE SS O N 14 5 1

.

D

mnt

e vel op

.

J ohnis i nthe garden to the garden ry will go i n Hen

1

.

2

e

.

.

.

What What

does t he

m m

ntence ean? ? secon d sen ce ean ten

does t he first

se

Learn I ni s s i thi n g

.

In to

sh ow s

E xplaint he 1

.

mp

h l w h r i n t e lli n e ac e e e t g p

u se d

mti

mn

n f ro

o o

use O f

e

noth er

l ac e to p

o e

so

a

.

i nan d in to i nthe followi n g

The boys are inthe house The boys wen t in to the house

n

e r so

se

nten t

.

w w

The boat is inthe water

m

.

.

The boat gli ded in to the water The in k is inthe bottle k in s Pu t the in to the bottle ry walked inthe orchard fl H en w H enry walked into the orchard inthe ri ver s The fishes swi

e

.

.

.

.

I

p

p

G i ve 2

.

m j mp d int

Ja

es

other se

u

e

nte nces

Wri tte n E xe rci se

Writ e or

m

.

.

o

the ri ver

tha t

.

ntai n i n and i nto

co

.

.

t he followi n g

se

ntences

,

filli n h l a n ks wi t l: t e b g

i nto the garden the groun d

1

I worked

2

.

3

.

4

.

5

.

I put seeds Nearly all the plants grew the garden I carri ed water The water was a sprin kler

6

.

.

.

.

m

I took the

.

the house

.

m y g

n

arde

.

E NG LI SH

GO O D

m

Thenlast we plan ted an acorn s all , TO grow in i ts ti e a sturdy oak ; An d so ehow it see ed to us chil dren all Tha t thi s was the fun n i est j oke,

m m

m

m ilin g

For swee t M iss M ary “

The

r othe

trees

s

sai d ,

n

v o u r ery ow y

are

,

But this li ttle oak we will plant in stead For your gran dchildren, an d the al on e

m

I won der That

2

.

S tu dy

Of

P oe

e,

u

be

if the li ttle folk in the days tha t

m nd th f my

co

TO froli c

Will

now

er

e

err

as

to be ,

are

uture oak ,

nd

a

l d a g

as

we

.

O

m .

Whi ch

trees

they plan t for

3

.

Wri tt e n E xerci se

n

m

for planti n h ? e t g did t hey pl an t for t he selves? ot hers?

like t heir

u o y

m

E li zabeth H owla n d Tho

What t rees di d these childrenplant ? ? Why di d they plant them D

.

reaso s

m

Whi ch

.

Where

di d you say, i n Le sson 14 6 , you woul d es, an shrubs, vi n d flowers?

trees,

Wri te

there

a

h ar a a r p g p

h l n w u d t ellin o w u l a t o g y y p

.

LE S S O N 14 8

SU M M A R I e

G

v e rsa ti on Con

Su

mi m

.

a r ze

Lesson 124

.

r u o y

di ari e s

for

the

D

I A RI E S

mnth o

,

begun

(1

GO O D

14 6

E NG LIS H

n and o u t ran g su

n l o her li ttle bare , whi te feet patterin a g g, l s c ee w ear a n d t , ,

,

G od s inhis heaven ’ All s right with the world

her

as

voi ce

’

The It

artist

i a p

nted

I t was a J oy ted had ever pai n .

he

.

d he called her pi cture , j ust as he Saw her, an e derful pi cture the ost beau tiful on won

m m t mn i tting by

.

n on and

ntil she ca e o a a s He shoul d have been doin the roadside g his M aster s w ork d he did n ou gh or ot feel brave en but he was discouraged an r r n n h n h e h e d P i s n h u d n s t o e o W h e ar s o u a oo e o o pp g g g g g ly kn ew that he was stron d an d saw her fli t by he sudden a n g d wen d good SO he rose an t about his M aste r s w ork brave an d her woods Never bef ore di d th e d foun Pi ppa ran on an r e e r r il h r i v r hi n r i l o t e e s e a n d d gurgl e birds sin g y pp e an Pippa

n

o

ra

u

,

’

,

.

,

’

.

,

’

.

.

m m m h ily m d f th All th w n t h m with h h w n ,

ore

c eer

o

e

s e

r f e c e t p

ore

ers O

o

e

,

flowers grow for her pleasure e woods ca e out to add to her joy, an d er dress full O f flowers

or

,

.

e

m

.

.

Perhaps she was tired , but

she

was happy,

nd she whi spered

a

not find anyone to help ; so I j ust lf d f d e h n d a n u ll f helped t o b e a a oo O Y s o ou y ppy g j y ” d O G od inYour heaven derstan un CarolynS Bai le y softl y

to the

m

I did

stars,

.

,

,

.

.

2

.

S tu d y

Of

S tory

.

The li n es

in Robert Brown g

m

.

m m

is tol d i na poe by O f poetry quoted are f ro

Pi ppa Passes

The be autifu l story

.

thi s poe D escribe the towni nwhi ch Pi ppa li ved ill di d she w ork? I nWhat ki nd O f .

m

H O W di d

Who D id

Me

’

she

she

mi

nd her one day s vacati on each year? r h n e e a d e a i e son a d w g pp r by i t ? ’

spe

heard her

m

kn ow t hat

or ze

t he

E xplain the

.

nza

st a

u se s O f

had helped others by her at t he t op O f page 14 5

she

ng?

so

.

d in to i nt he t hi rd paragraph i n an

.

14 8

E NG LISH

GOO D

LE S S O N 15 2 1

.

LI TE RA TU RE

R e a di n g

.

THE A NT

A ND

TH E

G RA SS H O PPE R

mm

er day a G rasshopper was out in a field e su On e fin d n a n d w She felt so gay that she san a n s a as as h h a as t e g g, ppy day was lon g By an d by an A n s h e h d r i n t ca e alon a a O f c r n a o ; g g h r h t o e The A n o e whi ch she was taki n t was s all, an d g i t was hard work for her to drag an d roll the grai nalon g “ Why not co e and chat with e? said the G rasshopper Why do you spend the whole day toiling inthat way? “ ” I a helpi n t l a d f r h r o u f oo o t e w i n d t e s a i h e A n t t y g p , ” I should advi se you to do the sa e thin g ” “ Why bother about wi nter? sa id the G rasshopper We d wi n ow , an ter is a lon ff ha ve plen ty O f food n w a o g y But the A n t wen t on her way an d kept on toilin g all day When w inte r ca e , the G rasshopper had no food She went the A n t ; but She woul d n to borrow fro ot len d, si n ce She ly grain en had on ough for her own use The G rasshopper was left to starve , while the A n t li ved all win ter on the grainShe had stored away .

m

.

m

m .

m

m

m

.

.

m

.

.

.

.

m

m

.

.

.

.

2

.

S tu d y

O

f S tory

.

Tell t he

What t he

st ory

story

Of

t he

a

cha ra ct e ri st i cs O f

nt

t he

nd t he grasshopper an t an d t he grasshoppe r does a

i llustrat e ?

Why

do the w ords G rasshopper t al l e tt e rs i n t hi s story ?

What What

ki n d

Of

mp

n is

i t u o a t o q

a re

Fi n d i n the

a

u se d

nd A nt beginwit h i n t hi s

nd word i s t here i n t he j oi ned to for it ? next to the last paragraph

ou

co

t wo words

m

m mf

w ord go Na e other for ten ces con in h t ai n e t g .

.

m .

s O

t hi s word

st ory? st ory ?

a a

ca p i

What

mf

for

nd

O

v i g e

t he se

n

What What

su

E NG LIS H

GO O D

150

doe s out O -

m m M mi

f-door li fe do for the boy? f d oor sport s woul d you like to e n j oy in the u o t O

or ze

e

n page

n?

See t he pi cture se con d stanza

er va cat i o

t he

156

o

.

.

CO M PO S I TI O N

LE S S O N 15 5

mp iti n n ny bj t gg t d t y by f h f m n l n I h n i th t d p p g g y l fi hi n i n f i i n h ill m t hi n k n t t t w il b w d p g y g in h ti n t h T t i h t t m m t t t p g p gg y Write

a co

o

os

o

su

a

ou

o

es e

su

ec

'

e

oe

or ca

s

ou

,

o o

eres

esso

rece

e

O

O

ers

woods you have t aken or

LE SS O N 15 6 1

.

oe

e

.

RU L E S

e

s

es

a

c

su

a

i n i h c c u a v e o p y

a

a ve

ou

.

o e e

a

o

r

nded

atte

e

.

FL O WE R G A RD E N I N G

FO R

v e r sa ti on Con .

Whi ch

Of

t he followi n g

ru les

do you

O bserve ?

FLO WE RS to preven t their goin g to seed Pi ck the every day an d ore will bloo Keep beautiful , fresh flowers in your house and share the

Pi ck flowers

m

wi th the

si ck

regularly

m

m

.

m

.

.

Allow the best flowers to go to TH I NG S

m

TO

seed

for

next

year s garden ’

.

RE ME MB E R

d ake the soil fine onthe D ig deep an er Kee p pulli n g out the weeds all su

m m

surface

.

kl e the see ds every day if the groun d is dry Spri n Water the bed thoroughl y every few days if there is eat Keep your gardenn .

.

m m m

no rai n .

ntion all su er h h e fl w ll u l e e t hi n o a v o ers s By atten di n t o t s w il a g y g an d for the flower show in the autu n Flowers

req ui re

atte

.

m m

su

er

.

S elected

.

E NG LI SH

GOO D

15 2

G E NE R AL S U M M A R Y F O R F I FTH G RA D E LE S S O N 15 8

CA PI TA L LE T TE Rs z PU N CTU A TI O N PL U RA L S

A

capi tal

l e tte r i s

f or th e w ord 0 (p

u se d

.

ctu ati on P un

m m m m nt n t f th m p t th C m

( a) A

res

(b)

as se parate

a or co

co

o

e Se

O

e

ara e

as se

(p

ce

e

f a r t s o a p

e

di vided quotatio ro i t , un l ess the ean in h e O f t g a rks ( p ea ch part O f a di vi ded quota

m

m

ntence requireS O ther (c) Q uotation arks enclose t ion ( p (d) A hyphen separates the words ( p 7 '

m

mth nf m

address fro

.

the words that divi de se

words O f

.

m m p

.

parts

of

so

e

co

ou

nd

.

3

.

F or

m i ng Pl

ural s

(a ) Words ending in s

,

x, 2 , sh, a

mth i

nd ch for (p

e r

l l a s u r p

ng es to the singular r M n i n di n b o s t o r d s e o their plurals by w ( ) f f e for g r v n d es n o e t a a ddi h o i n chan t e (p g f f g g h i r r n i n i n f r t e l b c d o u r a l s M s t w d s e o o ( ) y g p y chan g n s i e i n dd in t o d a a (p g g y addi

by

.

m

m

.

.

D

LE S S O N 15 9 1

.

D

efi

ni ti ons

G E NE RA L RU L E S

E F I N I TI O s

m p

m

m

b i n r n r f e d o i n t w o re j d w o d i s o r o o ( ) y g words ( p 79 ) r h S k r i n d e c t o t t i o n t e ll s w a t a e h a s d u e a A n i a s a i b q p ( ) wi thout gi vin g his exa ct words ( p r n l i t h r n d u ce r d s a t e o o a k e b t u w a s re o c H o o n a p ( ) y ean in t have diff eren gs ( p a

A

co

ou

.

,

m m

.

m

.

GOOD

E NG L IS H PA R T II

H RA D I X T E S G ) (

153 blin inth m

ru

g

roar

E NG LIS H

GOO D

i nfury

e chi

m ny

e s, shaki

But whenit

.

ng the

n

s owed,

nd

house ,

a

mking th

e sea

a

that was best of

for they fla kes fallin g all ;

hi w ll l k t t h e t e w liked n othin s o e as oo a u t o g p fast an d thi ck, like down fro illi on the breasts O f s

m

m

m th

Of

white

nd deep the drift was ; and to d roads li stento the hush uponthe paths an ty O f the fin est toys inthe world an d the ost They ha d plen d a n rs r i shi n i c t k s a ll u t c i i s li e aston u re b o o a b o s t a s a n d g p ; pp d dwarfs an d gen ii an s an d gian ts an d fairi es and blue turban d bean stalks an d ri ches an d cavern s an d all beards an d forest s an new and all true ly on But su dden e day the traveler lost the chil d H e called t d over agai n but got n o an to hi over an swer SO he wen d wen eetin upon hi s road an t on f or a li ttle while Wi thout g e h il hi n t a as e S O t u n h n an t l t h e ca e t o a d s o b o a y y g An d the boy said sa id to the boy What do you do here ? I a in Co e an d lea rn with e al ways l earn g d J d the SO he lea rn ed wi th tha t boy about J u pi ter an an ore d I dont kn d learn d the Ro an s an ow wha t an ed G reeks an than I coul d tell or he either for he soon f orgot a grea t deal t e s i But they were n in t h e h t h e er r ot al ways learn a d O f it g; y i n r Th n e t e v e ere l a e d e r o w e d u t h e r i v er o a s t h a w g p y y p ter ; they were acti ve afoot er an d skated onthe i ce in win su d at all ga es O f ball ; d acti ve on horseback at cri cket an an r e n l r o d houn ds foll ow e a d e a d ers base hare an at pri son y k Of; n They had obody coul d bea t the sports than I canthin d parties where they dan ced holidays too and Twelf th cakes an l idn i ght an d real theaters where they saw palaces O f rea till rs d n d e f h r h n s a a ll e u l n d il r t e e a l e a r t a w t h w v a s e r i s e o t O o d o g ds ds they ha d such dear frien ce A s to fri en O f the world at on n h i r k u f h I k t e t e t o ec o t h e t h a t l ac an d so o t e an p y o d n r t n n b o ere v e w t h h d s o e a e lik e e a They were all youn y g h h i r h r u r ll e li es t o n v n e t h e t o t o o a a be stran e g g i dst of all these pleasures the t raveler Still on e day i nthe i n d af ter callin t o h i lost the boy as he had lost the child an g ey t on upon his j ourn vain wen

birds ;

nd

a

to

how

see

oo

s

a

m

.

m

,

‘

,

.

m

,

,

.

m m

,

,

m

,

.

m

m

.

,

m m .

.

,

mm ,

’

,

,

,

m m m .

m m

.

m m m

,

,

’

,

,

,

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.

m

,

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,

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,

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m

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.

s Charles D icken

.

.

PART TWO

2

S tu dy

.

Wh at

of

S tory

.

ti ondid the traveler '

u q es

n

chi ld s a swer ’

159

ask

the

chil d ?

G i ve t he

m

.

What

h h r a l a n d h c l a k e t e t v e er t e hil thin e e d t o d s g p H O W di d t hey feel whenthe win happy i nfin e weat her? d

blew ?

What seasondid they like best ? Why? D the O pi

mnti

k t he toys thi n ” fin est i n t he world ,

o “

u o y

e

or

m

i nt he story were

n

o ed

was t hat

m ly th ere

e

really chil d s ’

ni on O f the ?

Who

thought that the

stori es

i nthe pi cture books were

new and all tru e ? I nwhat story di d t he traveler an d the chil d read about a bea n st alk? I nwhat coll ecti onO f stori es di d t hey read about sei i t ars sli ppers t urban s an d gen ii ? What ha ppened suddenly one day? What questi ondi d the traveler ask the boy? Read the boy s an swer s who wrot e t hi s st ory was an E n s h Charles D i cken li g i n i n an Schoolboys i n E n l n e s t u d n a d t o L a t a d b g y g G reek at an earlier age t han boys i n A eri ca Read the li n es t hat refer to t hi s custom What ga es enti oned in t hi s story are not played by ”

all

m

,

,

,

’

.

m

,

,

m

.

mm

.

the boys O f you r school ? “ Wh at do you thi nk t he

mgi

u o y

Look

at

a

n t his j ourney? t he pi ctu re onpage

traveled

o

.

c

j ourney

i s? H ow far have

‘

to you ?

15 6

.

What

doe s i t

su ggest

m m m m m m m

e d to Re ad the l i n er days see es t hat te ll how t he su r the chil d an i h d t he t raveler HO W t i e s s t e o d an w y so used i nthese li n s a o t W h es? es, o i tti n Read the li n g difi eren ake i n the ce doe s t he o i ssi on O f t he word descri p ti on? .

m

.

E NG LISH

GOO D

139

m m m

H O W an es t hat descri be t he pi ct ure books Re ad the lin y t hese lin es? es, o i tt i n Read t he lin d use d ti es is an g 3 s Whi ch sounds ore like d un til you co e to ca vern an ’ n h i k r h n r e o e D c e o t e n e t w o t e o a chil d s descri pti on s , ,

m

.

m

.

m i tt d? Wh t f m f bl w i f nd i n th nt i ni ng th f m nt n Gi th Wh t f m f m nd g wi th

nd

o

a

e

or

a

ve se

e

ces co

or

a

h ? a r g p

se

What

ho

or

er

s

.

i n the fift h p ara h con t ai n in o t e f r O f h r o s t ese g

o

s

t hi rd paragra ph ? O f t he word

e

o are

e a

ntences

o

ou

o

mnym d

.

u o y

ere

m

fin d i n t he thi rd paragra p h

.

story?

Of

t he

3

W ord s and

.

s

a

co

s O

G ive

words

o

O

G roups

O

Word s

f

.

un ci at i on an Look up i n the G lossary t he pron d l f l i n f h e : o w in t o O g g

blin m g

cakes

nishi ng afoot fan cy what i t sa i d to re ckonit up

m

la ck the ti

e

LE SS O N 2

The t raveler

a

nd

t he

chi ld

CO M PO S I TI O N thought t hat

m m

nd

a

mn b

aut u

ut

,

n t hat

a Seaso

u o y

.

t hey like d win ter best

like be st

Of

u si

ng

.

f M ( ) y avori te season (b) The weather inthis season (c) What the seasonbrings (d) The ga es inthis season (e) The holidays inthis season .

“

.

m

O f all

.

I s t here

all ?

D iscuss t he followI n s u b t j ec g , The S eason I L i ke Best a

n were bi rds an d the days O f spri n g

all seaso s

They liked t he flowers an beautif u l d t he blue sky O f su er They li ked t he wi n dy .

ea

asto

ru

Twelft h

mn

.

.

.

the topi cs gi ven

PART TWO

LE SS O N 5 1

.

D

e v e l op

PU N CTU A TI N G D

163

QU O TA TI O NS

I RE CT

mnt e

.

(a ) You have learned that whe nwe use the O f an other person we are sai d to quote t he

nd

before

words

exact

afte r

a

words

TO

S how

m

,

that t he

exact

are repe a t e d

the words

.

nd

t he quot ed words,

t he

a

The

mk

Whena

n

i u t a t o o q

u se

mk

mk

ar s

is put be fore t he

ar

m

af ter

ar

We dance

The daisi es say,

we

.

.

.

m m

lon h r h n i n n i n r h a c e u t a t o u es t o u o t o o t gq g On e paragraph or st an za , t he is re pe ate d at t he ark ni ng O f e ach paragraph or stanza , but t he ark begi n b ( )

m

is n ot used un til t he w hole q uotati onen ds O f t his rul e on p age 15

mth

.

( ) Of

a r t p

the

short

A

c

nte nce

the

se

nd

h a a r ar p g p

seco

lon g,

n is

i a u t o t o q

t hat

ngenerally

a colo

se pa rat e d

fro

ntai n s it by

co

,

n page

o

re e e c d s p

15 7

it

.

nd anexa

Fi

.

mm

e

ng

See i n u t a t i s o o q

co

I f t he

.

r di e ce p

e

a

mpl

a

.

See the l ast paragraph

n page 54 n h f n r r n e I di r i i e o d e c a a n a c o s s t s t u o t t o t t O o o ( ) q ces each se n Fi n d te n ce begi n s wi t h a capi t al letter ten sen l i n h n r r h n e e e a a a e 7 1 anexa t s c o d a 5 o p g p p g p d h d h r n n e s f ll d b a k s e Q t e se t e c s b e w e t u e o o u l o o ( ) y a is they woul d req ui re if n ot q u ote d e xce pt that a co u es ce con ti n ai nse n te n used i nplace O f a peri od w he nthe d t he The q u esti on ark an ds aft er the qu ot at ion e n ark w he n t hey e n excla ati on d a q uot ati on are pl ace d in si de t he q u ota ti on ark o

m

.

m

.

,

,

m 1

.

m

I “

2

.

3

.

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a

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ning ” sn ow !

s lear

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Will you

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play wi th

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the boy called the chil d said

asked

.

the

.

chil d

.

.

16 4

m t i m w 0) n th q t ti n m d in k n l g So

a o s

E NG LISH

GO O D

o

uo a

er

ar s

e

nd

n that has o o t a t i n Wi thi n a u q i a u o t t o q

a a

are used

The traveler

u s,

n

a swere d,

the boy

a

F or

.

a

s tell s D i cken

? doin g

d fin

e

es

e

I

wi t hin it

n

qu ota ti o

.

asked

the boy,

m lw y

a

a s

a

‘

What

learn in g

are

o u y

’

.

h c f e i n i E a O a di v i d d o n i s e c l n u c ar t u o t a t o s e d (9) p q q Fi n d an exa pl e O f thi s rule on page 15 t ati on arks

m

2

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.

Wri tte n E xerci se

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.

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t he story on page 55 a quot ati on t hat i s Copy fro b l n r e c ec e d d o a o y p Copy a q uotati on that is followed by a qu esti on ark or a nexcla at i on ark Wri te a sentence that contains a quotation withi n a

m

.

m

m

.

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i t a t u o o q

Write

.

a se

ntence

nt ains

that

co

WR I TI N G

LE S S O N 6

D

.

Wri ti ng

Write E xa

D i r e ct

our

e

.

A re

quoted

2

.

Is

each

the

se

nt ai ni ng di rect quotations i n s by ea ns O f the followi n e u s t o gq co

o

ar s

.

D

4

.

Is

.

l p aced

n correctly

i o t a t u o q

ntence ?

separated

quotati on tha t is capi tal letter? each

before

nd

a

words?

oes each

3

QU O TA TI O NS v i e e w R ) (

.

m t ti n mk work

quo a

.

u otati o s

ten se n t en ces

min y

1

Q

n

di vi ded q uotati on

I R E CT

BRI NG , BRO U G H 7 1

a

quote d se

mk?

tuation

ar

a

se

after

the

mth

fro

e rest O f

ntence begin wi th

ntence foll owed by the

correct

a

n

c u p

GO O D

166 3

.

S ee, Saw, S e en .

Repe at the follow in g

nd

a

E NG LIS H

be prepared to inclass, each

m

the

ntences to yourself t ake part in t he ra pi d n n e ber gi vi n t e c e a s e g se

mm

1

.

I

2

.

I

3

.

see

now

it

.

i t yesterday I have seenit an y ti saw

m .

m

es

.

4

.

5

.

6

.

several

ti

m

es

n Of

repe ti ti o

it n ow She saw i t yesterda y They have seeni t O ften He

sees

.

.

.

An sw er t he qu esti on s gi ve nbelow , I have seen in your an swers

usi

ng either

I

sa w or

.

Whendi d

1

2

.

3

.

4

.

5

.

6

.

7

.

you an y ti

m

H ow

see

the

es

a ve

mh

circus?

you

nit?

see

Whendid you see anairplane? Where did you see the robin? Have you seenthe rainbow ? f h H O W an ar s e n v a o u s ee ? y y Who has seen y j ack knife?

m

m m k mm b

Be prepared t o as e e rs O f your cl ass an f O t h e y n n hi i i i n x h u es s t s e erc se a d j rr n d e e t t o u c ec o t o t ess f O q g their

nswers

a

.

LE SS O N 8

CO M P O S I TI O N

nd the child had f i n h n h n fi n s r l e e e l t s t t o w d C a o u re e e t O t o r b e y y y p ” fin est in t he world ? ce t hou ght t he a toy t hat you on b : s u ec t j D i scu ss the followi n g D i cken s t ells

us

that the traveler

a

mm

The Toy I Li ked Best

.

(a ) (b) (0) (d) (e)

M y favori te toy D

n O f it I O btain ed i t other chil dren liked i t

escri pti o

HO W HO W

.

.

.

The pleasure I had wi th i t

.

.

GOO D

17 2

E NG LISH

CO M PO S I TIO

LE SS O N 12 1

.

v e rsa ti on C on .

The O rder

Subj ect :

f

o

the Rou n d Table

( ) (b) (0) (d) Ar thur s hO pe for the future co

m m

’

Wri tt e n E xerci se

Write

Of

.

n A rt hur s ’

o

d Table t he R oun

Of

Bri tai n .

mgi

LE S S O N 13

se r u o p p

i n est a blishi n g

.

Test your work by the for

.

.

.

r r h a a a g p p

a

t he O rder

1

m

.

’

.

.

ndition O f Bri tain when Ar thur beca e ki ng eed O f enwho woul d serve others The coun try s n What the kni ghts pro ised The

a

2

N

ve

n on p age

16 7

.

LI TE RA TU R E

R e a di n g

.

WH A T

I T I S TO

BE

A

G E NTL E MA N

k h a f l d P e O e rs n s t o s i a His train in h a d b ee n t t t e O h a , p g d to draw the bow , both O f whi ch savage vi rtues the truth an he had acquired to perfection, as well as the equall y savage on es during pain cheerfully, an d O f beli eving i t to be the finest O f en l h h i n r l n a n b hi c w o r d h a d d t h e w o t o b e a e t e w e t hi n y g g ;

m

nderstand the careful habit O f causing needless h r r r i c n f t a ki n r i d i n o d O e o an bei n o a g p g p f r r h h e r h o w w n l r f e s a k e t o s e w w e e v i n hi s o e as e t O e a k i u u o p g p g fin itely n H e had learn oble t o do ed that it was i n thanhi self d in ri ght an fin i te ly base to dO wron g Charles Ki n gsley been taught to n h i o u a n t o p

u

m

m

,

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.

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2

.

S tu d y

The

S e l e c ti on

above

mny y a

of

.

li n es w e re w ri tt en about D

a

ears ago

o d o g

kn i ght i n t he

.

O

a

boy who li ved

t hi n k t hi s boy w oul d have ? h r A r t u days O f Ki n g

you

md

a e

E NG LIS H

GO O D

176 the wi n d

if their ti

as

m f t bl Th nth y w f thin m g y b w ld gi mh i n m t g y nco

or a

u

e

ve

The

m

.

e

mm

ten der, that I thought I loved her

md

cook

a e su ch

ni ce

m

ore

m

m

than I

ever

m

did bef ore

.

ted d wan e to take his a ck gay, too ; an I had a bran if I Wished it, though he kn ew that d new on e

Li ttle Ben was kn if e,

.

because little aster was goin g; Lill y d would put her l u p O f er seat by the fire , an h l k n cup ; an e r ili n o d t oo e d S s a d O so y g

o

su a r

e

reakf ast

or

ou

co

ki n doors d in

ere all SO

e

s

e

a

.

’

e

o

The yellow usk elon s frostbitten vi n es, an d looked cold an d

e

mng th

i n l a a p

showed

m m

mh d m

m y t

SO

j

m m m

nurse sli pped a li ttle purse into y ha nd tied u p wi th a greenribbon wi th on ey ini t an d told e n ot to Show i t to Ben or Lilly B A t len n n i n i h n h h e n ca e i n d s d t e c o c h d r u a a a a t co e ; g g an d there sure en dow we saw i t a bri ght ough out O f the wi n ll ll r n e o c c h t h f r hi n b d b x w o a o u t e h o ses a d a es a ove r the w i w o y ks behin top wi th a great pile O f trun d There was a tall boy inthe coach an d I was asha ed to ha ve hi But I re e be r as I see e cry ; SO I didnt at first looked back an i ddle O f the d saw li ttle I sabel run out i n to the st reet to see the coa ch go O ff an hi n d d the curls floatin h b e er g l as the wi n d freshen ed I felt h ea r t eapin to y g in y throa t d the wate r co i n i n t n h n I j an o e e s h w u s e cau ght a d o t t g y y n I Si ght O f the t all boy gl an ci n e d h o w t r i e d t o t u r n a t a it g t I t t f r r o see c o d b u t o n e a c a t a t 03 by looki n o i u l ea d eal g y g g holes wen lower downthanthe button t I put But it was O f n o use y head ou t O f the coach wi n dow and l ooked back as the li ttle figure O f I sabel faded an d then the house an d the trees; and the te ars di d co e ; and I h hi f i h n h s u ggled a dk rc e o u t s d e t o u t t i n t I w i u r n e SO t a c ould y g in

n k

ru

The

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O ld

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before the tall boy

Shoul d see

nd ?

m e

n

.

o ald

G

.

M i tchell

.

S tory

.

Who i s speaki ng i n the story? What does he tell you i n the first se co

,

,

D 2

,

,

,

m

,

I nthe thi rd?

I nt he fourth ?

r r a a a h ? p g p

I n t he

E NG LI SH

GO O D

17 3

LE SS O N 18 1

CO M PO S I TI O N

C on ve rsati on .

.

i n i r s b c t s f d sc u ss j e e O f t he foll owi n u o o Choose on g n A u n i t t 1 a n u t s h e u t h er i G N ( ) g

m .

h t n n i n l e o w ed t u H O W as a ( ) g p b h e l ace T ( ) p r r i h e a t n s c T e a o ) ( p p a

.

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.

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m m

O u r A u tu nG a es d I f you select t he secon

(2 )

i e u d g

u o y

2

.

m t f mili .

m e

j

sub e ct ,

i n your discussi on

wi t h whi ch you a g

mk

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os

a re

a

a

e

M ent iont he

n outline n ga aut u a

nd discuss

ar a

to

m m

u r o y

es

f a vo ri t e

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Wri tt e n E xe r cis e

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a

.

nany

h r r a a a p g p o

for di scussi on .

topi c

Of

the

su b ect

m

Test your work by t he for

j

h o u c ose y

n i n v e 1 7 e o a 6 p g g

.

CO M P O S I T I O N

LE S S O N 19

Subj e ct : M y H appi est O u ti n g

my .

Wri te

th e

st ory O f a

have ha d gat heri n g n n i i ss 1 r h n L e r i e o 8 o v w t e t e g ;

d oo g

ti

e

ou

ng the outli ne n n r i i l t t r u t u eas a o o o st ory O f a n gy p y p r n li n f r u t e r t o a ki n a o o u s o g y y

nut s

,

u si

m

.

have

e

nj oyed first ,

m

n i Af te r you have t est ed your work by the f or v e g ade t he n ecessa ry corre cti on d s, copy on page 16 7 an otebook t he st ory in your n

m

.

80

EN GLIS H

GOO D

SI T: 83 1

LE SS O N 2 1 1

.

S i t, S at

.

Fin d the word

Lesson 17

Noti ce

.

i nthe t hird paragraph of the story of t hat the word t el ls t he posi ti on the di cate u se si t, sat, has sat, etc , to i n

si t

i n k e e s t o o W o pg t his acti on Repe at to yourself .

se vera l

.

.

I si t here

2

.

I

3

.

1

now

.

here yesterday I ha ve sat here often sat

.

.

A dd yesterda y to ecessa ry chan s a ll n e g

of

each

.

Li ttle Bensits i nhi s chair

2

.

The la

3

.

The hen s si t

1

mp it s

nthe table onthe eg gs

s o

.

5

.

6

.

.

.

4

.

5

.

6

.

ti

es

now

H e si ts here

followi n : g

e .

here yesterday He has sat here of ten

He

sat

.

.

se

ntences below

mi t

fro

s

j

ofte

is

n confused

a ”

mwh

so

e

Noti ce that

.

ob ect

t hough

set,

n obj ect

l ac e p t able

,

w ord

.

cup sits

The

inthe

1

.

2

.

3

.

4

.

.

1

2

.

3

.

rest ,

as

ea

S et

.

as ,

is

e

o o

ea

e

o

c er

e

e

u t or

o

s

a

e

o

e

o

e

.

nthe table He sets the baby onthe rug He set the basket onthe floor yesterday He has set the basket onthe floor often I

set

the

cu p o

.

.

.

E xcepti on: The word to

.

m ni ng

nti rely difi erent in

wi t h i t

t hat i s pu t or placed

sa ucer

t mn t p n th S t t h pit h f ll w d by t h nm f t h

e

ere ,

set

a

J ohnis sittin g at the ta ble D oes the boy sit inthe park?

.

The

mking

,

S et

2

3

4

t he

.

m th .

in t he

se

set

ntence

Wri tte n E xe rci se Write answers to these Wh o sits at the table ? Where does M ary sit? Who sat infront of you?

m

not her ean in g ” “ The sun sets

has ,

.

a

to

,

nk

si

.

.

n ng si ts sa t or set Where does the chair si t? Who set the chair inthe hall?

i u es t o i s u s q , 4

.

5

.

6

.

,

,

Where di d you set the vase?

182 3

GO O D

Wor d s and

.

Look in g

of

Word s

rou ps of

G

E NG LI SH

.

the

poised

i n i n o s p

hue

recesses

r o g geous

resple

mt

in ner the

ni ng sun

baffles all

retur

G

e tti

ng th e

Was

mf li ght

Th ou gh t

n

precauti o

m i i t t p

co

e

n

o

o

RE A D IN G

LE S S O N 23 .

gl ea

a

ea

ndent

brilli an cy

os

like

1

mn

i n t he G lossary the pron ci ati on an un d foll owi n : g

up

TH E

FO R

TH O U G HT

.

i t hard for you to un derst an d A udubons descri p b i r n r in d? H a i es did ti on of t he hu o w t o u e a d g y y n i n r d s d l i h di i r i t ? H ow an w d u o u t c t o e a o o o k y p y y or

Canyou

G lossa ry?

C anyou

it

rea d

hear you ? u s e o y p

m

mm m D

o

rea d

t he

’

m

nnow and enj oy i t ?

se le ct i o

to gi ve p leasure to those w ho feel t hat t he sele cti oni s worth the t i e

alou d so as

u o y

m

nt onit?

m

I f you wi sh t o en j oy t he best books, you ust learn to i t to li r n f e e work hard s Co ory the foll owi n o g

mm mm m n n h m l f i h d d t t w h fi d t R ki n n y y y f in f i i t g t th m n l t t p g m t k y lf A m mt g d b k Wh ny i n w ld? A nA t li nm m i I i nli nd t w k yp k l in g d nd mI i n g d t imm lf nd h d m y y lb w n d mb th g d n dm m t ? l w ll p t th y p .

us

o

e

e

S eeves

.

e

u

e

or

s ove s

a

o

ea

o

e

c

oo

o

oo

or er,

e e

o

,

us

oo

,

a

you er

us

ou

oo

rea

ourse

as

“

,

c a xes

re

oo

a

y

ar

e ra u re :

a

a

ou

e ve r

r

,

a

se

e

,

er

.

reade r a

mt w

e

e ce o

u s ra

h h Th t t o u G i vi n e g g

whi ch you

ou rse

a

o a

as a

Fi n d i nyour at

o

e

ou co

e

2

sa

a

ork

r a r h r a a a st a o p g p ,

i nthe

mnn a

er

nza of

a

o p e

m ,

descri bed by R uski n ,

E NG LI SH

GO O D

136

M A K I NG

LE SSO N 2 7

AN

O U TL IN E

n t he li nes of t he st ory inLesson17 th at tell ey of t he boy s st art u pon his j ourn H ave you ever gon e u pon a t ri p by rai lway t ra in ste a shi p trolley car auto obile or st agecoach on a di s al i ng? I f so you wi ll underst and how the boy fe lt orn ce if n ot tell i n your I f you have relate your expe ri e n ey ownw ords of t he boy s st art u pon hi s j ourn ake an out li n e f or your story ; t hi s will h el p you Fi rst nectedly Select i ncidents that will be i nt eresti ng to t alk con to w hi ch t hese d then t hink of the groups i n to others an e in at ural ly fall I n this way you will de ter i n ci den ts n agai

Read

’

m m

.

m

m

,

,

,

,

,

,

.

,

,

,

,

’

m

.

.

m

,

.

the topi c for ea ch paragraph i n l i l h l u es t s w e o u The followi n o g q p y .

1

Wh at

Your

a swer

2

first paragraph What Shoul d you tell next ? Your

a swer

.

should

topi c

.

of

you

tell first ?

your

n

will be the

n

will be the

.

d paragraph topi c of your secon What Should you tell next ? Your .

3

.

topi c

of

your thi rd paragraph

n

a swer

will be the

.

You will probably find th at t hree paragraphs are enough ; o u y

my find th t th a

a

e

i nci den ts you wi sh to t ell

my find th t m in d d t b m ly gg t n t f mH m

fall i n t o tw o groups ; or you ecessa ry three topi cs are n

ral ly

.

The followi n g

out li

ne

is

Why the

e

e

Subj ect : M y E arly S ta r

( a) (b) (c) (d)

na tu ore th an

abou t

o o

ro

a

a

e

e

ere

su

esti ve

.

tri p was taken

How I felt

.

.

Preparation s for l eavi n g

.

The start in g

.

I f you ret ell t he st ory t pa ragraphs the diff eren .

of

Le sson 17 , gi ve t he topi cs for

PAR T TWO

19 1

She would like to kn ow whether or n ot you were a tte n s, poli te to your t ea cher, an t i ve to your lesson d ki n d t o y ou r class ates She would li ke to kn ow abou t a n y f h h h u r e t a d I u b e h a d a d r l a s t o a o a n t u l t e o u o s e p y y y , y

h er

.

m

.

.

w ou l d li ke to kn ow

that ,

about

also

.

narrati on Should be an ac count of the f h n n e d a f hi f te rest in e t s t I e t u n v e o s o u s ua l ost i n o y g g i ght deal en ti rely wi t h t hat in t e re st occurred your story t ev e n ust choose i n ake a good n arrat i on we teresti n TO g i nthe best order fro the begin ni ng to ts an d te ll t he even d so that our readers or hearers will underst an d a nd the e n t ereste d every t With these two i portant o en be i n i n i n i d r h n e a d a i n t e s e l ec t rul es of good story te llin o a g g D oes t he aut hor of t he story observe t hese in Le sson 17 i l n ? r i c es p p Y our story,

m

or

m

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m .

,

.

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.

O

Ndrrati on

r al

.

Be prepared to take part wi t h ot hers of your class i n h f 1 n n r t e n 7 l e h i r i n i e t s t o S c t e es i n d e t s telli n o L e s s o t e t c g y g

nd

a

1

.

minth

best

LE S S O N 33

D

t ell t he

Th e I

e

m p

orta

The ki n d t ure of

of

D

e ob ect ,

j

m

.

TH I N G S

E S CR I BI N G

WE LL

n

e scri pti o

ng

.

h i v wri ti n e t a t s a oo d i c g g p g n r r n li n i e s sc b l a e o o e e t b o u t t s g y p ,

of speaki

m

so

nce

order

or

nce or na ing its qu ali ti es is called descri pti on ” a h l n c A i s a rr i l i w t o S oo a t e se ec t a v G oi n on but g y n h n n h i u a v e s ee t a t t c t a i s if d r i i n o o s o e b e a u t u l esc t o s p y R ea d aga inthe thi rd paragraph an d n s ot i ce t he descri pti on D escri pti on does n ot as a rule add to t he a cti on of a ess in d beauty You will story but to i ts clearn terest an a p pea ra

.

m

,

.

.

,

,

,

,

,

.

19 2

not find of

E NG LI SH

GOO D

mny a

stori es

t hat do

not

s t hi n g

n

r rs s o o e p

md mpl im l p

ntai nso

co

.

e

n

escri pt i o s

es of n arra nd folk tales are exa e st rai ght They are s u ch descri pt i on tionwi t hout ust do wh a t t he at i on forward stori es an d your i agi n ust pi cture the p laces ot do ; t hat i s you st ory tell er di d n et h od d the characters I f all write rs had followe d t he an

The

O ld

fai ry t ales

a

m

m .

m

,

m

.

of

the

mt

O ld story

tellers, we

deli ghtful li terature

os

The

abi li ty

should

have lost

,

mh

m

uc

of our

.

accurat ely

to descri be

mti

of

will be

e r a t v a lu e g

n to others Then too i f you te restin r e i n a n in a n n e can describe a pla ce or a scen g l r h s h h n i b l t e b a e as u e o w o a v e t h d e v u w il l e t o e t o o a o g p y h h n a a e s ee i ty O f seei n v w t o u the O pport un y g f r d c r i i n I r v i n s es t f I c h o o o a d Rea d the followi n b o p g g Crane s schoolhou se :

i n f r o to you i ngivi n g

a

o

m

.

m

,

,

,

.

’

’

was a low buildin g

m

n large roo ru dely dows partly gla zed an d partly pat ched stru cted of logs ; the wi n con n i l o c wi th leaves of old copy books I t was ost in e u s s e u re d a t y g t hours by a withe twiste d in the han dl e of the door an vacan d st the wi n dow shutte rs ; so that though a thief stakes set again i ght get inwi th perfect ease he would fin d so e e barrass en t t Th c h r in gettin o u e s o lh d r t h l o n e l i n o o u s e s o a e t o a g y bu t l n i i n e t s t a t u s t t t h e f f hill w i h j as a u o a oo t o w o o d t a b r k a oo y p run ning close by, and a for idable birch tree grow g at one end His

schoolh ouse

of

o e

m

-

.

,

,

,

m

m

mm ,

,

.

of

it

m

m

,

,

.

Read t he

se

ntences

t hat descri be the bui ldi n g

.

i c t u re i ? d h e u e v o t o p y g y ce t hat tells of the locati onof the Read t he se n ten house 2

.

sc h ool

.

O

ral

D

escribe

or a

Wha t

D

n

e scri pti o

a

buil ding

.

.

k a ar , p

e r v a o g ,

r d e a g

n ,

a

st reet ,

a

house ,

E NG LI SH

GOO D

MA KI NG

LE SS O N 39 1

.

H ow to M ak e

You have

a

Cl e ar E xpl a n ati on

been

al rea dy

nd

CLE A R E X PLA NA TI O N

A

md a

m .

fa ili ar wi th n a rrati on ever thou ght that so e of e

m

descri pti on, but have you n i n sc h l i n i h n r i r u r t a lk a d u d e i s e t e r a n n o oo o t s a t o r o y descri pti on? Whenyour te acher explains a proble i narith eti c, S he

a

m

m

does

not

te ll you a story descripti on of the proble

li ttle brot her why hi s ki te i prove i t , your talk is

m

n n i n arra t o ( ) or does She gi ve a When you explain to your how to will n d t ell hi ot fly an n so ethi n r f u i t e di fl e e t ro g q

m m

,

m

.

m

'

narrati on or descri ption n l n i n r f x I n gi vi n a e a a b e l t o o u u s t e ca u t o t ell g p y r i n h i r r n t hi n s e r r i n l t o e d a d t c u d e e er n e v o o hi t g p p y g h e cessary t o a cl ea r u n derst a n di n f j t e s b t hat i s n o u ec t g e wil l hel p you t o do t hi s A n outli n I t i s well to re e ber how ever t hat our ordi n ary S pe a k n n n n r i i i i r l r t d o e s t c s s e f r i n e in o w o o t t o esc i t o d g g y p narrati on or e xplanation bu t generally i ncludes two or ore in For exa ple i n exp lai n h o w a k O f t hese t o e e s o g n hi n h s a ee d t o d e s cr ib a o u e t t t you use an t hi n d y g g y l rr h a n a a i n h a s o t e t t t u d s a u o o o g y y y l f x l i n e x a e e a n Rea d the followi n o a t o g p p

m

.

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.

mm

.

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m m m ,

m

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m ,

m

m ly m i th ea

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dry to

To

ni ce

.

M A KE PO TA TO CA KE S

m

n d il n il w hi t e t b o h o t a o es a t e u t f t e u i t s o , p q atter how u ch they break, so lon g as they re ain

few

m

Take

.

x

a

not

I t does

,

,

H ow Pare

,

n

o e

t a o toes p

roll ou t ,

m

m

.

the wei gh t of the potatoes inflour an d I f the dough is too d flour well together an

third

of

mi t n it with os e

m ilk .

a

li ttle

mll pi

or a s

a

ece of

d roll the paste to about butte r D redge the board wi th flour an ch in thi ckn ess to cakes either roun Cut i t in half an in d or No grease should be Have a very hot gri ddl e ready square d turn the Place the cakes on the gri ddl e an used se veral .

.

.

.

.

m

PART Two

LI TE RA TU R E

LE SS O N 4 2 1

203

R e a di n g

.

.

CO LU MBI A bi m

BlazonColu

’

a s e

’

S

E MB LE M

m bl m e

,

The boun teous, gol dencorn! ’ Ages ago, of the great suns glow ’ An d the joy of earth , twas born ’ Fro Superi or s shore to Chil e, Fro the oceanof dawnto the west,

m m

.

With

i ts ban ners of greenand silkensheen, ’ I t spran g at the suns behest .

m m

m

n d The rose ay bloo for E n a l g , fold ; The lil y for Fran ce u n I relan d ay hon or the sha rock, Scotland her thistle bold ; But the Shield of the great Re publi c,

m

The glory of the West , Shall bear a stal k of the tasseled O f all our wealth the best !

n

cor

,

l h The arbutus an d t e go denrod The heart of the North ay cheer,

m m in

m

An d the oun d tainlaurel for M arylan I ts royal clusters rear ;

m

d agn olia d j as e an An The crest of the South adorn; ’ But the wi de Re publi c s e bl e I s the boun te ous, goldencorn! E dn a D ean Proctor

mm

2

.

S tu dy

of

m m ni ng

Poe

.

.

ea O f the first two li n es E xplainthe d fourth lin es an ’ What are the corns banners of green

.

O f the thi rd

.

silke

nsheen ? ”

What

is i ts

206 2

.

E NG LIS H

GOO D

Catch, Caught

.

R epe at the followi n g

m m

ntences to yourself several ti es d be prep are d to t ake p art inthe rapi d repetiti onof t h e an n n a s e ce in Class each e ber gI VI n e t g

mm

,

1

.

I

2

.

I

se

catch

fish

day

e very

caught the ball

.

r day e s t e y

.

3

.

4

.

I have

it

caught

O f te

n .

He has ca ught it every t i

n i u es t s An o sw er t he followi n g q , I have cau ght in your an sw e rs

u si

ng eit her I

m e

.

ca u ght or

.

1

.

2

.

3

.

4

.

5

.

6

.

7

.

8 .

3

a

s

cau

se of

a

D id you D i d you

catch

? the balloon

D id you

catch

the ball ?

ca c

Who caught

’

Sky?

mny fi h? h i m t l g g p t h i m f h t l g p

D i d you catch Have you ever

D i Cta fi O ll ‘

0

m

D i d you catch a gli pse of the H ave you ever caught fish ?

child

the

nder

e cows u

se o

a

the trees?

bl d? m

whenhe

.

ri ver?

the

stu

e

m mm m m

d be St u dy the last stanza of Colu bi a s E ble an ’ i i rr l f r n d r t o w r t e o e t r o h di i r ac e a e t c c o u r e s c t a t t e o y y p p n n Te st you r wri tt en work by the for v i a e o e 1 8 6 g p g “

LE S S O N 4 5

Choose I ( )

n

o e of

.

.

C O M P O S I TI O N

t he f ollowi n g

j

su b e ct s

m

f or di scu ssi on

M y H appi est A u tu n O u ti ng l u r s O ( ) p an b T r i h e t ( ) p a

.

(c) H ow we spent the day (d) The return

.

.

2 ( )

”

’

.

M y H appi est S a tu rda y

.

I f you choose the i u s s n i sc o u r d i e o d u y g .

.

nd

se co

sub e ct ,

j

mk a

e

noutli ne

a

to

PA RT TWO

LE SS O N 4 6

CO M PO S ITI O N

m

l i Select on s a k e n u t n e b u j ec t s a o e of t he followi n , , g a n d wri te a li n n n i i r t e e t c n o u o u ar h u o o a r a o y p p g p p

(1) O ld M ethods of H arvesti ng Whea t 2 P r r t t a v e s t i n h ea es e n t M H e h o d s o W ( ) g f .

.

LE SSO N 4 7 1

The S u fi

—

THE SU FFI X : TH E A D J E CTI VE

x

.

disk of fire , he bri ghten ed as he sped But eventhe birches onthe hi ll stood oti on less as rocks The helple ss boat soonsan k A t first

1

.

w w

mW mW

a rayless

m

.

.

.

s The

ished task is fin

useless

.

day or Tuesday? hi ch was the cold er, M on a Fri da y was the coldest day of the wee k s M ary is happier thanJ ohn G race is the happi est of the four girls 9

.

.

.

hi ch is the prettier, Helenor Ruth?

.

Q -P d 2

t a

l

l

f

t l '

2

4

mf l .

o

Less

ess

n the

a ve u po

nto

o

a

ra yless a

mn

wi thou t

ea s

u po

word

word is

Th e A djecti ve

.

nthe

ha ve

mti o

n?

o

su

m

o

What

word

call e d a

.

mti

nd

Noti ce t he words

ra y?

nless i n sentences

o

e ff e ct

What

m

Upon help ? z

does t he eff e ct

Su ch

1

ad di

does i t

n addi

a

.

m m

The words ray and oti on are na es of thi n n s a d a re g t I l erefore n d oti on less are descri bi n s Rayless an oun g W ords What does each word describe ? D escri bi n r r ll a d e c v e s i e ca e j d w o d s a t g The adj ecti ves brighter, green d i lder , ap pe ar i n er, an t he oe i n r i r r b e h e d d f B h a n ee n er esc t s t e r L e s o 35 o g g p b on d an i lder descri bes t he glory of t he eadow ; d the .

.

m

.

m

nn

t oo

.

m

.

m

m

m wm m n m o

2

mp tw m d w tw difl nt i w f th m m d w w y n i g n th n th t h mp th m d w w y n i th g n t If w n n k n f th t h Th p t h t h f t m t t y nd g n th n th m th p n d nd m d w b i ght n n m h i n d li t d d d w w p y M t h t dj ti nd t t h w dd th ffi mp i n Wh ntw p n thing mp d i dd d t t h ib n f th m E t dj ti whi h d i nt n nl m i n m t h t w dd d p g y I f we

co

e co

o

e

o

o

ar so

o

s

a

o

n

s r r o s o e p

e a

u

a

3

.

se

g

You

are

ea o

a

es

e

a

es

sa

e

.

o s o

es

es o e o

ore

ar

are

e

t he blan ks wit h

,

s

thanthat on e

gree n

tha nhe

tall

of

,

.

a

er s

o

er or est

.

.

the two is the old

the three boys is the stron g I shall take the larg of the two boxes of

Whi ch of

the four

mth e

of

each

of

co

m

the war

the two

ropes

.

.

word i nt he followin li s t g

md

e

or

cloud

noise

LE TTE R a

a

nd

h i e t e v g

word : fear

letter in viti n g

m

e

color

LE S SO N 4 8 a

s

.

the two boys is the youn g

m m f t

Shel ter

s

of

newly for

t he

ho

mi

roo

lon g

e

I kn ow whi ch

chee r

Write

co

ntences filli ng

md w i

A dd less to

ea

su

s are co

esc r

are

e r oo

xes er a

e su

ree

.

.

Wri tte n E xerci se

mnin

ou

ess

a

e

er

t hi n gs

s Bri n g

w

er

c

e

s o

o

e

s

ree e r

er a

ve

ec

e a

a

e rso s or

o

e

w Whi ch s Whi ch e

r

This

m .

s

a

o e

e sa

v e

ere

ree e r

s

s,

ves a

ec

.

Read t hese 1

sa

ere ear

a

e

o

o

ea

o

ea

o

s or

o e

sa

oe

e

.

s or

e

,

o

ea

ree

ea

os

s a

e

a

a

co

o

are

ree

e

o

ea

e

e sa

are

WRI TIN G

fri en d to have Than ksgi vi n g

m

ner wit h you Co pare your lette r with the for gi ven din d correct it before gi vi ng it to your te acher onp age 13 , an I f you are indou bt as to the spelli n d n r f a w o o c o n s t u l y g , .

.

ar y the di cti on

.

2 10

M O NTHL Y RE VIE W

LE SS O N 5 1

What What exa

E NG LIS H

GOO D

mpl

is

nou n?

a

is

e a ch

a

mpl

e

of e a ch

,

is

.

co

o

ou

n?

a

r r o e p p

G ive

noun begu n?

i r r v ? d o a ec t e e p p

G i ve

j

is

a

r r e a i d e t o c ve p p

j

ntai ni ng anexa

co

mp

Writ e Wri te Wri te Wri te

e

a

n

.

Wi th w hat kind of let t er Wri te two sentences each use d as a suffix

A

mpl mmn n

.

Wi t h w hat ki nd of lett er What i s an adj ecti ve ? A exa

n exa

noun?

r r o e p p

a

es of

G i ve

m l p

b egu n?

e of

le ss

.

nof towns using er and est h f ifl r in t r n sen ces con tain e d e e t o s f ten o c a t c h g t ai n i ng the difl eren t for s of shi n sen ces con t en e ces illust rat i n h f two sen t en t e t w t o u ses h e r o e g te n ces U se i t s and i ts correctly insen za of poetry e ory on e st an Wri te correctly fro Writ e a letter i nviting a fri end to spe nd a day with you e n n l i n h n t e c e s fil b R e ad the f ollowi n s t e l a ks w i t h g g e: f or s of ca tch or shi n ari so

a co

m m .

,

.

.

.

’

mmm

.

.

.

m

,

Who

1

the fish ye sterday?

mny fi h h

2

.

H ow

3

.

The

4

.

I t has

a

n

su

ave

s

you

r e d s t e a y y

.

for

a

week

.

CHAPTE R F O UR

LE SSO N 5 2 1

LI TE RA TU R E

R e a di n g

.

.

RE TU RNI NG H O ME I n the Course

m b

of a

D ece

H O LID A YS

F O R TH E

er

tour in Yorkshire , I

for

rode

a

h f h r li h lon I n n e u b c c c n t e c e di n es di s t a n ce o e o t o a o e d a g , y p g p d out , wi th Chi istri s The coach was crowded , both i n side an

m

'

md p inip lly b nd t th It n m t t th Ch i tm di n f l d d l m n d b n wi th h m k t d b f w p g h n i ; n d l n li n h d h n t i t t h d li b g g g g n t f f i f hm n b n n h m di t d t i m n t d p p f ll I h d th fin h k b m f n d w y y y p g l h h h m f t i d i n hi l t n h ini d Th y w in g y g g j ymnt I t w d l ight nd p m i i ng th ml w ld f n n f l t h d th i m ti pl n f th li ttl th gi g n g p h i i ti bl f t th y w t p f md i n t w k mn g ip ti nf m b k bi h nd p d g g f ll f n h h ti i p ti n f th m tin f m il Th y w w i t t g y .

ngers who by their talk an si on s of rela ti on s or fri en ds

e s a s p

,

,

,

,

oa e

as

e

a so

cac es

coac

a

’

s

s

e

o

u

ca

c

a

ro

ere

e

nd

e

ea s

o

-c

a

u

o

rc

e

,

o

a

,

c

e

o

e

e

or

o

e

o

a

-

a o ue

o s o

e

asse

ers ee ,

e

as

.

e

e

e

s

e r S x

ur

.

ears a ou

s

e

e

oxes o

e s a

e ro ues, a

e

er or

household, down to the

or

o

s o

a

or

er

as

o

o s

e

or

a

as

r e

o

ou

a

rs

e r

o

a

ere

e

oo

c

c

e, a

a

s a

ee

se ves a

e

e

ro

s

e ros

s

ear

e

rese

o ea

a

ere re ur

e

.

ro

a

ox,

ree

a

u

ares

r

ers o

a

a

e

see

e

ee

rac

’

s

e

a

.

ee

e

nd dog;

a

nd of the joy they were to gi ve their li ttle Sisters by the presen ts wi th whi ch ed but the ee tin their pockets were cra g to whi ch they i n h see ed to look forward wi th the greate st i a t e ce w i w as t p Ban n d r h d to be a pon a ac c di n e i r o t o t ta whi ch I foun y g talk possessed of ce the days of ore virtues thanan y steed sin Bucephalus d then H ow he could trot ! how he coul d run! an such lea ps as he would take there was n ot a hedge i n the whole coun ot clear try tha t he could n

a

very cat a

m m

m m

m

m

,

,

,

.

.

2 11

m ,

a

E NG LIS H

GO O D

2 12 traveli n g

M y li ttle

dows for the wi n

coach

cottage as

they

n f l m n i n h d b ki n t th g p i n n i t l t f w m il n d g y g n h d h m n w d n w th l g co

o s

a

as

es, reco

e

o

approa c e

ever

z

o

e, a

ou

oo

ee

a

ere

o

e

ree a

as a

e

e ra

r l l h r h r n h n ! d ! d t e n o d t e e s o a o a e S J a C j ” ds Ban ta ! cri ed the ha ppy li ttle rogues, clappi n g their ha n r v n e there was anold , sober looki n s e a t A t the en d of the lan g i n n i r h e d b a r h in livery, waitin f e w as a cc o a o t e e o t y p , ; p g

of

burst

oy

m

There

.

’

’

s

’

.

m

m

m

m

h h t S a n w i a a e nd by Banta a li ttle old rat of a pon y ggy d long rusty tail who stood dozi ng quietly by the roadsid e an i i hi h li n a t e d li ttle drea in h t t f e b u s t es a a w t t o g g dn I was pleased to see the fon ess wi th whi ch the little f ell ow s d hugged the pointe r leaped about the steady old foot an an ta was the gre a t who wri ggl ed hi s whole body for joy But Ban ce an oun t at on d i t was w i th ted t o te rest ; all wan obj ect of i n r i d h d e by h h e d e s o u l t t t a so e difficulty tha t J ohn arran g y d the eldest should ri de first turn s an h n h b e onthe pon t t e d o u ding w i o O ff they se t at last ; on y g h ldi n h n h a n r f hi n h e h s r e J an d barki n b e o a t o t s o o ds ; e d g g n i h hi u t o s a b es both talki ng at once an d overpoweri n w i t o u t g q ho e an d wi th school an ecdotes We stopped a few o e nts d on resu in af terwards to water the horses an g our route a eat coun try seat I turn of the road brought us in si ght of a n h i r f r f n u n h i t e o s a l a d d t w o o u s could j ust di stin o a g g ls i n y y g B l r h r the porti co an d I saw li t t e c o a d e s w i t a n t a C a l o y l n l h r n d old J ohn troopin t e c rr i a o d I e d o u f a an a o a e ea t o g g g the coa ch wi n dow in hope s of wi tn essi n ee t in g the ha ppy g a

,

,

'

m

,

m

m m m

,

.

m

.

m

m

,

,

m

,

m

.

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,

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m

,

m

m

grove of

,

m ,

,

.

mm y

,

mm .

,

a

,

.

,

but

,

trees Shut i t fro

S i ght

,

m

,

.

I r v i n Washi n t o ng g

.

2

.

S tu dy

of

S tory

.

Who i s t elling t he Where were m an y

st ory?

n r i ? e s o the passen g g g H ow di d I rvin k n hi s ? o w t g What besi des passengers di d the coach carry?

H ow

of

are su ch a rt i cl es shi pp ed

Where

? were the boys goi n g O f what were they talking?

now ?

E NG LI SH

GO O D

2 14

LE SS O N 55

VA R I E TY

m

TH E

U SE

WO RD S

OF

TH E PR O N O U N 1

Vari e ty i nth e U se

.

of

Word s

.

m th t I i ng d in f h h k i n t i n t b L n 52 g y p nt n th t nt i nth R d th nm in t h g li t b y i nt d f th n m i ny Why d y t hi nk I i ng mny difl nt n m d f th b y ? h If w i t t n i n i n m n w n d lki d t p g g g nd w iti ng w b m mn t n nd nint t ti n g M ake

li st

a

o

s ea

e

ea

o s

o

s ea

o s

ces a

e

ese

s

so

use

u se

.

a

our

es

rv

ou

esso

co

a

rv

a

es

es, us

a

e

.

a

ere

a

es

o s

e

e re

a

e

na

the difi eren t

ree

e se

o

or

of all

ea

r

e sa e co

e

,

or s a a

e

.

n

a a

o o o ou s a

e

I rvi n k n hi f e w t s a c t g

others

a

a

nd

u

a

o

eres

therefore

va ri e d

hi s

exp ressi o s

.

nother word for each of the followi ng cra ti c ed gi gan te n Read the sen ces of t he st ory in w hi ch t hese are fou n t h e r n d su pplyi n o o h a v h d s u w e c o s e g y r wi ll then see how apt ly I rvi n s e l e c t e d hi s o w d s g Choose

a

m m

,

w ords

You

.

.

2

.

Th e Pr on ou n .

Who

i s the re?

1

.

2

.

3

.

4

.

I t is M ary

5

.

I t is I

6

.

I t is the boy I t is he

7

.

I t is Fran k

.

.

I t is the girl I t is She

.

my nw th q nm i n th fi t nw nm f h i n th

.

8 I t is they

.

.

.

nd G eorge

a

.

.

naske d above by usi ng her r e as e rs a s er or by usin d i a a w n s d t o a e g er a e as e se con d an swer o What word does M ary use instead of her na e i n t he second answer ? I n sen te n ce 4 a w ord i s u se d i n stead of t he n ou n gi rl ste ad of t he n oun Select the word u sed i n I n sentence 6 a word is used i n stead of t he n oun bow st ead of t he n oun Select the word use d i n M ary

a

a

s

,

,

er

e

u est i o ,

m

.

.

,

.

,

.

2

Te st f or Your L e tt er

.

E NG LISH

GO O D

2 16

E xa

min y

our

e

npage

o

nd

13

a

.

e

,

52

.

nd

seco

a

D R A M A TI zA TI O N

m f n ti nth ini d nt nd thi d p g ph f th t y f ll w d mti ti n for

o

co v ersa

Begi n your

ra

o

a

za

o

sta ge-coach

A

Ti

The day before Christ

e

m t ll mwh t timi t i ?

.

LE S S O N 5 8 .

U se s

of

mm

a

as

.

e

s

.

(Revi ew)

ces te n S en

.

mtim

So

.

.

TH E SE NTE N CE

Whentwo boys talk s t hi n g

Le sson

of

s:

Place

m

s su ggeste d

e

e s or

o o

as

e NE D : Si r, will you please e ’ M R I RVI NG : I t is j ust teno clock

1

c

e

s o

ara ra

r

e

t oget her, t hey t ell

n boy

asks

o e

es

So eti es both exclai h h t a t t e s e e li n y g e who t alks E veryon

ve

.

LE SS O N 5 7

inthe

ari

co

the paper to your t eache r

Wri te i nthe

n i v i n g g

ng it with the for f r rr i b e e n n c o e c t ee d an o s e d o y

mk a

mgi

m p

lette r by

the

each other

other

m t mthi ng b a

so

a

n

u es t i o q

a

e aut if ul

e

mny

or

.

st art

.

or

wri t es

u ses se

ntences for difi erent

m

n t o te ll , to questi on i x a d t o e c l a , n n s e t l l R e ad t he followi n e c e a n t e h s d t e g

o ses : r u p p

1

.

mi

M y na

e

s

Ned

6

.

2

.

3

.

Where do you Sit H arry? ow We are near hom e n

4

.

H urrah for

5

.

,

.

n!

va ca tio

H ave you presen ts for

.

a

use of eac h

? pon y

0, there he is ! 8 Benhas wri ttento 9 Will you co e ho

7

.

.

.

all ?

m

I S Ban ta

.

10 .

m m m wi th e

.

e

M other will be glad to

see

us?

you

.

PAR T TWO

MA KI N G

LE S S O N 6 1 1

.

S te ps i n an A rgu

You have

mnt

already

e

been

G O O D AR G U ME NT

A

D

or

2 19

eb a t e

md a

e

.

mili

fa

ar

narrati on ki n d of spe akin g wi th

,

a ti on Still an ot her d esc ri pti on, and expl an l a r i s c a l d e n t u e or w ri ti n g g ce ot hers t hat a cert ai n vi n t we try to con I n argu en I f we speak or wri te en t is true , or that it is false st at e The A dvan tages of Li vi n u pont he su bj ect , g i nt he Coun ” i on by argu en t ; t hat i s, w e we support our O pi n t ry, i h n i n rr r a o o i s n a c t s e t t o u r c o ec t v rese t f t o o p p p Whentwo or ore speakers su pport O pposite si des of a h n n a ll d e a t e e f r i h t i s c e d a b T s b j e a e s t o t e u c t o u e u , g q t , w hi ch shoul d be clearly st at ed , is calle d t he t he argu en i h t i r s s n h f f n x s i T i s a b e e e e d t e o r es o o o a u r o p q y p p “ i n h B v r i t t t e r e i t e r n h as I s e t o L C o u n t o i t e ti on y , , ” a y be st at ed i nt he for of a resolut i on O r it as Ci t y? , “ try thani n Resolved, That it is Better to Li ve i nt he Coun

m .

m

m

.

.

m

m m m m m

.

.

m

.

ti n I n prese n g

m

m

mnt

n argu

a

mk

i n a debate , we first

e

a

e

n state ents to exp lain t he proposi ti on and to Show d t o prove Thi s part of t he debate is calle d ten what w e in troducti on the i n trodu ct i on w e ake furt her st ate en After t he in t s to con vin ce ot he rs t hat our si de of t he p roposi ti oni s t he correct on ts u st n ot be m i on e These state en ere O pi n s of our own but ust be based u pon fact s t hat wi ll be ackn ow l certai

.

,

edged

m m

m

.

as

true ,

or

n be

t hat

part of t he debate is

ca

.

m

Show

mpting t mk n

min p a

Thi s

.

oi

nts of

that we have proved

.

atte

i portan t to

t o be true

the proof u su ally re st ate t he

n

i r i t o s o o p p

Before

r p ove d

called

After the proof , we our in d proof , to troducti onan our

m

m

.

o

a

e a

argue

outli

ne

.

a

n

r i i s t o o o p p

,

it is

v ery

2

Th e O

.

E NG LI SH

GO O D

220 u tl i

ne

f or

a

e b a te .

D

Be prep are d to t ake part wi th others of you r f l i n n h o n aki n li n f r a d e b a t e u o t e o l w a o u t e o g p g

m

Resolved, That

D og I s

a

mk

.

ne

i n l l h l i v b e o w l e o t e w u o p g y

S ubject: Resolve d , That E very Boy Pet A n i al

a

m

a

I

outli

su b ect :

m

Better Co

a

nd

in

j n a n i o tha n p

Pon y

The

cl ass

a

a

u rs o y

e

.

Gi rl S hould H a ve

.

Keepi n g

.

ml w ld b b nfi i l t h h l d im b l i t y p g ni

pet a

a

I t wou

( ) a

rove

e

’

o

e

e

o a

ca

e

boy

.

.

.

nd

a

regular

necessity of clean lin ess b I t l w o d d e v in u l e op the boy s or girl s d for, ( ) 1 H e woul d learnhow to care for the an i al 3

He would learnthe

.

’

m

’

.

II

.

3

.

.

,

m

.

ml

ni

a

a s

.

.

I t is

b ( )

.

.

He would learnto O bserve the habits of H e would learnto act qui ckly

I t woul d benefit the paren ts, for, (a ) I t would gi ve the boy or gi rl

.

III

2

.

for ,

r s c aracter,

s or

l i r g

or a

’

H e woul d learnto be gen tle H e would learnto be pun ctual

1

2

ou

a

ninexpensive i als for other an

usual ly a

m

I t would ben efit The boy or girl who has

ml

ni

a

a

m mm

ninterest at ho e kin d of a use en t a

,

pe t

.

.

,

ml will

ni

a

a

not

hurt

other

a s

.

LE S SO N 6 2 TH E E X CLA M A TO R Y SE NTE N CE ’ ’ D O E S N T, D O N T (Revi ew) : D I CTA TI O N 1

.

Th e E xcl a

Wri te su ch as

H ere

five

mt

a ory

se

m th es

,

ave

e

.

ng fee ling beenexpresse d by the boys of Lesson5 2

ntences

might h

co

S en ten ce

train!

ea ch of

w hi ch

shows st ro

.

CH A PTE R FI VE

LE S S O N 6 7 1

LI TE RA TU R E

R e a di n g

.

.

HE I D I

’

M O U NTA I N H O ME

S

H eidi li ved wi th her gran ear the t op of a dfather in a hut n h d z d e w i n i n r l n n s r a s t r e a t a i n S t e a d t o n w i o O u t y y g howled aroun ust be d the li ttle house an d i t see ed as if it

m

m m

.

bl own down in to the

m

O n pleasan t days the top of th e oun tai n was flooded wi th sun d the hut was then a e, an shin beau tiful pl ace inwhi ch to li ve Behin d the hut were three old fir trees with lon g thi ck ches, an d beyon tai n The lower bran d these rose a wall of oun d wild flowers, Sl opes were overgrown wi th beautif ul grasses an valley

m

.

.

m

nd

a

above

ny

these were

nly

nd

S crub a

wi th

covered o

hei ghts,

sto

.

m m it m m m H idi littl f i nd P t m with th g t nd th tw hild n lim b d p t th hi gh m d w Wh n t m n m nd th wi nd bl w l d nd ld df th mtim y Y m t th g n w ld i ght bl w d m t y t h m t d y H idi ; dd n g t f wi n k l h h d i n t l t w n t y y Wh th H idi w t h m wi th h t wi th P t f m n n df h f l d t h l h h w w w g y y ppy n h m i n h hi n hi h d t thi n t t h T t w t t t t g g f in th d y wh n th wi n d k pt h t h m w th g n bl th fi t d d l k p th m n Sh w ld t nd n d d w y d n t t h lf w y whil th y b w d n d h d th h th win d h m t g n m h f ll f n Th t n i n i ght th w On n w y g till f lli n nd th fl k w th wh l m n t in w whi t g leadin ll ra d a h e b a r u u o t e, t g g y p in E very i orn d h e s u r n u t g g ca

e

o

ea

a

co

er ,

s a

a

o

ou over

ra

a

s

e

e

er

e

e r,

s e

o

e

a

e

r

s

rees

e ar

erse

a

a

ru s e

ere

oe

ou

a

a

as a as

us

o

,

u

o

e

ea v

e

ou

e

ou

,

er

us

or

e,

e

e

a s

oo

s

a

a

er

ou

so

os

,

e roar

as

a

e

er

rac e

a

o

o

a

e

u

a

,

e

o

o

u a

e

roare

.

a

e,

o

.

er

e

u

o

or s e a

er a

s a e

rou

es sa

c

e

,

e

e e r,

,

”

e

e

ou

e

.

s

e

e

e

e va

r e

e

s

c

a

e e r,

a

.

’

re

so

ou

e

e

e

e

er

ou

o

o

as a

e

a su

e

,

ca

er

a

as

eres

e

as

ra

o a

o c

au u

.

e

er ,

e

a

e

.

e roc s,

e

o

oa s,

e

rocky su

a

2 24

o

s o

e

a

e

.

es

ex

ere s

or a

.

EN GLISH

GO O D

226

O n the fourth day the vast field of sn ow was like i ce As H ei di sat at di n ner wi th the bright sunshining inuponher, she ’ I t e d r r n sai d again u s o d o w n t o s ee P t er s o e a t h toda y; , g g ” I have kept her wai tin g too lon g Her gran dfather s iled but said n After di n ner he othin g brought down fro the ha yloft a large, thi ck bag Co e wi th ” he sai d, an e , H ei di , d the child ran joyfufly after hi out in s n w uponthe ha rd , shin o g The old trees were stan k din s il Th l n u i e n t o e e d s o t e w oo gq y beautiful , as they sparkled an d gli ttered in the sun shi n e , that Heidi ju ped for joy Co e her e , G ran dfather, co e here ! “ ” The fir trees are all silver an she cri ed d gold ! The gran df ather had gon e in to the shed an d n ow ca e out draggin ed g a large sled , to the si de of whi ch a pole was faste n After H ei di ha d taken hi d the fir trees to see their aroun all si des, he sat down on the sl ed an beauty fro d lif ted the child u ponhi s lap H e wrapped her sn ugly inthe bag, an d held her wi th hi s left ar I n hi s right han d he fir l y grasped the bi g pole whi ch was to steer their course A push wi th his feet started the sl ed D own the tai nthey shot so swiftly tha t oun Hei di thought they were flyi n d shouted al oud i nher deli ght g, an ’ d the selves at Peter s ho e The old Soon they foun an ” lifted H eidi out of the bag There you are , little girl ! he sai d ’ “ ” Now runinand see Peter s gran d other .

.

m

m

m

m

m

.

m m

.

.

.

.

m

m

.

m m

.

m

m

.

m

.

m

.

m

.

.

m

.

m

.

2

.

S tu d y

What

of

m

m

.

.

.

S tory

.

ntage did H eidi s grandf ather in h n hi s u s o e o t he t ai n ? Wh at di d oun g H ow di d H ei di spe n d the su er days? adva

’

m

a i g

nby

build

he lose ?

m m h ? Wh t di d th td lif d f Wh t diff n di d t m nmk in h lif ? Wh t h ng di d th wint mk inP t h bi t ? P Why w H i di i n i t t dmth t g g T ll t h t y f H i di t i p d wnt h m n t in e ou

a

a a

ere

c

a

as

e

so ea er

o

or

e

a

er

e

e

o

e

au u

ce

e

e s or

oor

’

s

er

e

e er s

’

e er s

o

e

’

a e

o v s r

er

e

a

er?

o

ra

ou

s

a

.

Read the li n es that te ll you why H ei di was happy

.

PART TWO

What father

’

s

mthi mthi

do you learn fro chara cter?

What

do you learn fro

s

227 story

s story about

act er?

t he gran d

abou t

m

H eidi

’

s char

m

k Read the li n es t hat you t hi n a ke t he ost beau tiful pi cture in the story fi n d a for of blow i n the t hi rd paragraph G i ve t he other for s of blow fi n d a for d of cat i n of si t in t he sixth paragraph an the eighth paragraph G i ve the other for s of si t an d eat M ake a list of adj ecti ves found i n the first paragraph E xplai nthe use of there i nt he fifth paragraph Poi n t out exa ples of di vi ded quotation s i n t he se le c

m m m

.

.

.

m

.

.

.

m

Wh at

r r o e p p

nouns

.

are

fou n d i n t he first thre e para

graphs?

LE SS O N 68

n

Select

o e of

the followi n g

COMPOSITION

j

sub e ct s

for discussi on

I ( )

P leasures I E n t h a t H e i d i o u ld o C j y

not H a ve I Can not E njoy

2 ( )

P leasures H ei di Could H a ve tha t

.

.

m

n The pi cture onthe followin h a s hi c h o u a e s o w w g p g , ’ t ain regi onsi ilar to th at of H ei di s ho e , wi ll ai d you i n t hi s di scussi on

m

mm

m mt

.

d Re e ber t hat Hei di li ved far fro s reet cars a n Sh e r ail roads She coul d n ot go to pa rks or pi cture shows s ot buy can d i ce crea , for t wo reason c oul d n dy an ey on t here was n d she ha d n o o place to buy t he , a n t o spen d She had n o toys, except su ch as she herse lf s n hi ade or her gran a de f or her H er clot df ather g wa .

m

m

m

.

m

m .

.

m

m m

w ar but it was n She had n o girl pl ay ates, ot pret ty f or she was the on tai n ly li ttle gi rl who lived up onthe oun .

.

EN GLISH

GO O D

223

A M O U NTA I N SCE NE

LE S SO N 6 9

Wri te

t he

mki ng

first

a

a

n outli ne

.

1

.

e

m m

su

er

Wri te

.

a

day

spe

as

nt

ti tle for your

by H e i di , st ory

PR E D I CA TE

A N D TH E

SE NTE N CE

A

mnt

e v el op

D

a

SWI TZE RLA ND

COM POSITION

TH E SU B J E CT

LE SSON 70 1

of

story

IN

.

H eidi li ved ina hut

mw

mm m

.

nthe top of a o tain tainwas flooded with sun P The top of the oun shin e d howled aroun d the li ttle house P The win tainwas covered wi th sn The whole oun P ow Q The childrencould see i t piled ingreat drifts N The trees were all Silver and gold W The old trees were standing silent now d ca e wi th the goats P Heidi s li ttle frien ’

N

Her ho

e

as o

m

.

m

‘

.

.

.

.

m H i di w lw y h ppy Th g n m t d gging df th A p h wi th hi f t t t d th l d tP t S nth y f n d th ml

.

’

HQ

e

11

.

12 13

.

.

as a

e

ra

a

us

oo

a

ou

a

er ca s

e

s

ee

e

.

.

e ou

ra

s ar e

se ves a

e S e

a .

’

large sled

m

e er s ho

e

.

.

.

.

OF

GOOD EN GLISH

230

TH E UNE X PR E S S E D SU B J E CT

LE SSON 7 1 1

mnt

D

.

e v el op

e

.

chil dre

np layed all day

1

The

2

.

3

.

The boys studi ed hard The child di d n ot co e back

4

.

Hei di

.

m .

cli

m b d e

st at e

mnt e

decl are

or

s,

.

nthe sled

u po

R ead t he first four se

.

6

.

7

.

Play wi th

ntences et hi n g

m b Clim

These

.

What

.

m e

Study hard Co e back

.

m

so

.

8

.

se

5

.

.

.

nthe

sl ed

upo

se

mk

ntences

do w e

.

a

call

e

su ch

ntences? G i ve the subj ect of each of t hese f our se n t en ces G i ve t he predi cate O f each of t hese se n te n ces R ead the sen te n ces i nw hi ch n o subj ect i s exp resse d .

.

What i s the subj e ct of each of these sente nces? “ Whent he chil d sai d i n sentence 5 Play with

m nt m i tt d ea

“

,

o

sta

nd

w ho i s

o u a y , stood

nd

we

m

say,

e,

j

The

.

su b ect

se

.

t herefore , t hat t he

is

he

u su all y

nd er su bj e ct i s ge n e ra l ly su bj e ct i s you u n d er are

to

su re

u

,

.

Tell the se

e

”

ntences becau se we ea n The un t exp ressed

i n su ch

e

m

You pl ay wi t h

m

,

.

sub e ct a

j

nd the

r c di ate of e ach of e p

nte nces :

m

Co e here Foll ow e

m D nt g W it f m Li t nt th wi n d C mwi th m

t he foll ow i n g

.

.

o

o

s e

2

.

Wri tte n E xe rci se

Write the

j

E xa

m pl

e:

o

e

.

e

e

e

.

.

.

ntences wi t h u nexpresse d subj ects i n paren t heses be fore e ach se n te n ce

five

sub e ct

.

or

a

o

o

se

.

.

(you) Ri ng the bell

.

Wri te

PA RT Two

FORMA L I NVI TA TIONS

LE SS O N 72

1 D .

mnt

e v el op

e

23 1

.

When J anet

vi tati on s to her t out i n Carey se n f l f i n t i n h r a l s t e o v i t a o a r h e u se d t e o t s p y, y ’ Fren vi tati on s e of J an et s i n ch recei ved on velope was addresse d This i s the way the en

m

.

.

Thi s i s what H arri et

read

M i ss J anet Carey

ch s M i ss H arriet Fren ’

day ”f

m

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FORMA L A CCE PTA N CE s z FORMA L RE G R E TS

LE SSON 7 3 1

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EN GLISH

GOOD

23 2

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H arri et had beent aught t hat a for al in vi tat i on alw ays ’ Thi s was her reply to J an et s swer requi res a for al a n

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GO OD EN GLISH

234

LE SSON 7 5 M ake anoutli ne

j

su b ect :

The Ti

mf

H ei di I/i ved

h f ll i n t e to gu ide you i ndi scussi n o o w g g

Wou ld M ost

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En D i v i o n g j y

Where

.

LE SSO N 7 6

COM POSITION

ner as you an Write a paragraph inas i nteresting a m ,

n in

ca

,

l i n n r n u r r f c h o t h as s e ec i u d as o n s o s e s e o o t e i o v o e g gy y g ost en j oy living on t he Lesson 7 5 as t he ti e you w oul d

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TH E VE R R : D

LE SS ON 77 1

.

Th e Ve rb

I CTA TION

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nthe

m nt in

1

H eidi li ve d

2

.

3

.

d the hut Three fir trees grew behi n in Peter ca e wi th the goats every orn g

4

.

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5

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m hi gh m d w .

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mgi ni nL n70 p int t th bj t f nt n h f th b n t d i n t h t w di Wh t i th m t im t f p p n i nt n 1? Th m t im t l d t d i b w i t p t mthi ng b t H i di t ll S mtim m th n n w d i d t t Fi n d i n d n n T h m w t in t d w t t y th 6 g mthi ng b t th bj t nd th m t i m t Usi ng the for an d the predi cat e s

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235

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LE SSON 78

STO R Y : TH E F OOL ISH

RE A D I N G

FO R TH E

.

o

.

TO R TO I S E 1

A bili ty to R e a d

.

.

m pi

You were taught i n Lesson 23 that

so

e

e ces

of

m t b d th ghtf lly in d t g i n th th m ning S h di ng nn t b d n pidly i n m h f wh t w nb H w d th t h ght i ly g p d n n n i di n b d th d In g p dly l f h n n w d mi n h t y h l di n i m i d g i ni d n f ld i t th p l t n th Thi bility t g i ni n f mt i n pidly f m th p i n t d f t h h li f w ill b t l t D t g y g p g y n n h i ? D d t t k m tim t p g y y n h t i d d n w d nd th n n t h y y n i kl li h m i t t t t t q p y y y n n H i n l ? t d d m i n d t ll t y g y y nb md by t h y l n w k t g th ? N p g h i n d t A th in d w nd t w hil th m y p p li t erature

us

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GOOD EN GLISH

23 6 words, your t he sen te n ce

To be

mind

should

.

able

to tell

si

be

mply

ce

ntered

nd

nthe

upo

clearly

a

the

t hought

of

nce

of

subst a

e proof t hat you have re a d wi th what you have rea d i s on i n i n x e r e s v e n l l h e e c s d D n t e e e o t un derst an di n o d s o o g g p y .

i h d h r r r a l e i nthi s book for developi n e e as t t w t o o p y g p g p I f you have a page su bst an ce of a paragraph or a p age i f n r i l r l r a d di of hi story to learn e o se ea as as t u p , g , y y

m

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not

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so

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to lose t he thou ght

as

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.

d se e i f you k over what you have rea d , a n the book , thi n i n x r h n e i s e r can tell the i t t s R e t i s e c u n t il o ea t a t o p p p f h l h u a re a b l e v c a e b s n w a t a o t o i e c u r t e t u t a e o s c o u g y y y

m

have

rea d

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m

.

n The purpose of n i n oti n t h e t e s i n a di a e t r e g p g p age i s to help you break u p ba d habits that you ay have for e d

m

.

m m m m t f th wind w

m

.

I f you ti e you rself , you will n r d ot sit stari n a o s hi l t w w e g r n i i n d n o u s s i l s n l r n r o e h e e w i l a o t o o u a z e o u h d t e y g , y g roo

2

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.

.

m y lf y d il n t ly th f ll wi n g t y T ll th f th b t n t y ; th n d i t g i n il n t ly ti m in lf n f l l i b R h t t t t t t ll g y g y y it m t ly t h ny di d th fi t tim Ti

e

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TH E FO O L I S H TO RTO I SE A tortoise , havin i r f h l h o t e d e c c h h w n r o t a e i n i w e ha d g g p li ved for an y years, asked two wil d geese if they would ca rry

hi

m

mt

o a

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us

m

new ho are

e

.

willin g to

how to do it

carry

ee g se

.

the geese ,

e

er,

mt us

.

a

nend of this

sti ck,

mm i d th t t i m th l d whil w if y R mm b t y t t lk y wi ll e

but you

”

I f you will each take i ddle by out y Can you kee p your

m

sa i d

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ou

sa

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n to

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e

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fly? asd surely fall

the ” .

GOO D

238

’

A RE Bovs

SPO RTS M O RE

E NG LISH

FU N TH A N

GI RLS

’

S PO RTS ?

PART TWO

LE SS ON

— 80

239

PI CTU R E STU D Y

Study the pi ct ure onthe opposi te page Read t he title ’ ’ What boys sports are shown? What girls sport s? Whi ch of these sports do you like best ? Why? Make an outline and debate the followi ng quest ion, .

.

first

n

i

rev ew

A re Boys

’

the outli n e for debate gi ven i n Le sson 6 1 ’ r h a i r ? n a b t l s o t s o l e G S S ports M ore E n j y p

LE SSON 81

LITE RA TU RE

1 Re adi n g .

.

M ID WI NTE R I watch the sn owflakes as they f all d bri er an d brokenwall ; k an O nban O ver the orchard , waste and brown,

noiselessly they settle down l d h Ti ppin h c e e b o u h s a n ea t a g g pp h n f l c t w i u a d a Light qui verin e o g g p p All

,

m

.

d bower roof O nturf and curb an The sn spreads i ts i vory woof ; owstor d low , The hooded beehi ve , s all an ow ; Stan ds li ke a ai deninthe sn And anold door slab is half hi d der analabaster li d Un

m m

m .

All day i t sn ows; the Sheeted post ess li ke a ghost ; G lea s inthe di n All day the blasted oak has stood

m m d f th w d ; A mffl d wi d i y d n G l n d n p Th m nd th w y id th n J hnT T f P m u

ar a

e su

e

zar

a

ac a

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o

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o

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o

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idge

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ask

o u r y

LE SSO N 82 1

.

E NG LISH

GO O D

240

Th e A dve rb

( )

What What

.

.

dly They spoke ki n

.

S he si

ce 2 tells how he ten word in se n

You You You

1

.

ten ce 1 te lls how word in se n

Read the followi n g

b ( )

3

2

.

.

.

ntences

se

She si n gs sweetly

1

2

.

Re ad the followi n g

a

read

well

se

read very

4

well

are a very

.

r a d e oo d re g .

ngs?

acted ?

ntences

.

7

What What What

WO RK

THE A D VE RR : PRA CTI CE

.

The book is here

.

5

.

6

.

I

m

shall co

Why are

.

n goin g?

e soo

you

.

I have wri ttentwi ce

.

te n ce 1 tells how you rea d? word i n se n word i n se n ten ce 2 tells how well you read ? word i n se n te n ce 3 tells how good a re ade r you

are ?

What What What What

word in se n ten ce 4 tells where the book is? t en ce 5 tells when I word i n se n ce 6 word i n se n t en

w or d i n

se

why you are goi n g? 7 tells how of ten you have

ntence

A word that te lls how, how

mh uc

mny ti m i ll d n d b An d b mdifi th m n i ng n th b d d b mdifi i n T ll wh t th a

es

ver

a

or a

o

er a

e

2

.

s ca

o

Work

Wri te Write Wri te Wri te

list

a

a

e

v er

ea

,

where, when , why,

or

.

of a verb , a

nadj ecti ve

,

;

e a

Practi ce a

es

ver

a

e

e

asks

? wri t t en how

m?

sha ll co

ve r

o

es

each se

nte nce under (b)

.

.

of

a

list

of

a

li st

of

a

li st

of

nouns i nthe first st anza onpage 239 the adj e cti ves i n t he se con d stan za the verbs i n the last st an za the p ron oun s i n t he p oe

t he

.

m .

.

.

GOO D EN GLISH

242 4

Cl asse s

.

( ) a

W ord s

of

m m m

noun is a word that na es a person a pla ce or a thin g ( p 19 8) ( 1) A proper noun na es a parti cular person pla ce or thi n g (p 2 c n n r l o o o u nn a es o n e r f c A o o e a ass o ( ) s pla ces or thi n of person gs (p stead of a n oun ( p A pron ounis a word used i n Anadj ecti ve is a word tha t descri bes ( p A proper adj ecti ve is f or ed fro a proper n oun (p A verb i s a word used to assert ( p Anadverb is a word tha t odi fies a verb, anadj ecti v e or an other adverb (p 240) A

.

m m

,

(c)

,

,

m

.

,

(b)

,

.

,

.

m

m .

.

(d)

( ) C

m

.

,

.

5

.

te n ce s S en

( a) (b) (c)

a

nd

Parts

ces S en te n

of

m

m

ntence akes a state ent or declares 2 1 so e thi n 7) g (p terroga ti ve se n An i n ten ce asks a questi on ( p 2 18 ) An excla atory se n ten ce exclai s, or expresses su dden or stron g f eeli n g (p The subj ect of a se n ce tell s abou t who or abou t w h at ten id so eth i n i s sa (p g The predi cate of a sen ce tells what i s sai d abou t the te n subj ect ( p Whenthe subj ect is o i tted it is called the unexp ressed subj e ct ( p A declarati ve

m

se .

m

m

.

m

.

(d) (e)

m

.

m

.

( 1)

,

.

6

.

Corr ect U se

Word s

of

nadditi onof a letter or letters to a w ord to in odif y i ts ean g (p r n i n w o d 2 1 r r d c t o s u b h e r e i s o e t i e s d as a t o 0 se T u ( ) ( ) y p f f ll r : i n i n h o o w i n o s i n t e n ce c n t e v e s e s o t a G 0 g g ( ) ( a)

A

suffix

m

is

a

m mm

.

m

doesnt, dont (p 17 3 ) d I 1 o u h e a n 7 9 ) ( p , y , ’

’

.

.

nd

(p 180) 4) ow, throw ( p 18 kn

si t a

set

.

.

n (p 205 ) ca tch ca u ght ( p 206 ) ri de rode r i dden (p i ts an d i t s (p 202)

shi

ne

.

,

sho e

.

.

,

,

.

,.

’

.

2 17 )

CHAPTE R SI X

LE SSON 84 1

.

LITE RA TU R E

R e adi n g

.

A LE G E ND

or

BRE G E Nz

m

tai n s d with rugged oun G irt roun stan ce li es ; The fair Lake Con I nher blue heart reflected Shi n e back the starry skies ; l And, watchi n c h w hi dl ea t e c o u et g Float sil en d slow, tly an You thi n k a piece of Heaven Lies onour earth below !

Mi dnight is there ; and Sil ence En thron ed inH eaven looks down irror U ponher owncal U pona Slee ping town; z tha t quain For Bregen t city U ponthe Tyrol Shore stan Has stood above Lake Con ce A thousan d years an d ore ,

mm ,

,

,

,

m

m m

.

d towers, Her battle en ts an Fro off their rocky steep, Have cast their tre bling Shadow For ages onthe deep Mountainand lake and valley, A sacred legend kn ow, i ght, O f how the townwas saved one n Three hun dred years ago

m

.

E NG LI SH

GO O D

246

Write

m

n nthe thought of the poe Fi nd a ne xa ple of words i na seri es i nt he t hi rd st a nz a I n t he last sta n za E xp lai nt he diff ere nce i n p u nct u a t i on of t hese tw o exa l s f r e o d s i n r i s w o a s e e p d anexa ple O f t he word 0 i nt he l ast st a nza Fi n Find shi n e i nthe first sta n za a n d si t i n t he next to t he last stanza G i ve othe r for s of shi n e an d si t E xp lai n the u se of kn ow i n t he t hi rd stan za a n d of i n h i x h ra n t e S i h r f r f t G v e o t e s t h o o ese w ords g four

ot her

m m m

i u e s t o s o q

.

.

.

.

.

m

.

.

m

.

LE SSO N 85

1

.

G o: CO M E (Revi ew)

m

G o, Co

e

.

.

Re peat t he followi n g

m m

ntences to yourself seve ral t i e s d be prepare d to take part i nt he rapi d repet iti onof t h e an i n class each n e be r givi n a n se t e c e g

mm

,

1

.

2

.

3

.

se

I go n ow I wen t yesterday

H e goes n ow H e wen t yesterday

4

.

.

.

5

.

.

I have gon e often 6 H e has gon e 7 They go n ow .

.

.

.

n

of te

.

.

8 They went yesterday .

9

.

They have gon e

.

R epeat the pre ce di n g for s of co e, as, I co

m mfg

m

U se for 1 2

Who Wh o

.

.

s o

Si

mil

ar

now ? o es n w ? o g s of

t o t he

e

3

.

,

4

.

m in

co

e

above ,

The

shi p co

2

.

The

ca

3

.

a

mfg

ngi ng for

as,

has gon e? 5 have gon e? 6

aski

ng

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es

co

The ti de goes

.

es

ou t

.

o

a

nd

s o

e

.

a

.

.

D id

she

o

to

es

? o g

H ave they gon e?

nsweri ng

m nw ?

co

nte nces

m in m h i n m t p

.

.

.

Who Who

f n h l l e t e o w i o Chan g g 1

cha

n

i n an n i h e f ll w i e s n sweri n t o o t o s u g g q

o

m

ntences now

m

go

U se f or

se

ofte

s qu est i on

o

to

ti

as t p

expre ss

n goes

4

.

The

su

5

.

The

chil d

6

.

The

stars co

down

m .

goes ho

m

m

e out

e .

.

e

PART TWO

Re pea t the precedin g wi t h a for of go or co

m

2

Write Write

D

.

1

.

2

.

se

five

.

.

.

6

.

had

m mf g m mf m

,

WO RD S

IN

o

o

o

.

co

e

.

A P PO S I TI O N

t

e

.

Bre gen z, the quai n t

ci ty,

mnt f b ttl m nt

is protected by battle

e

s

mid d B g n th ity nd t w Th Ty l m id th n bl h in w h n d by th B l f g n p p n mnt Th m t n g t w y till t n n h d t p h ll Th Ty l m i ty B g n id l d h n ti P l R W l th A mi n p t i t The Tyrol o

z,

o

e c

a

e

e

s

.

a

e o

re e

e

o

e

,

z

e,

o ore

as

e

.

a s o e

,

ero

e

a e

a

,

s

s u o

s a

e

.

ro

e

e

re e

ers

o u

e

sa ve

a

ro

e

i

5

or

mn

eo

4

ha ve , has,

.

,

a

3

ng

ntences each containi ng so e for in f se n te n ces ea ch con t ain s o e r o g

five

e vel op

e

,

usi

.

LE SSON 86 1

nte nces

m

W ri tt e n E xerci se

.

se

247

ove

ove

a

au

er

e vere ,

a

e

ve c

,

a r o

er ca

7 The path through the forest , difi cul t to foll ow .

a

re e z

.

.

In dian trail , was

n old

.

f e ll h o w e poe t , wrote 8 Lon t g , .

Stai rs

o

”

.

Noti ce that

n the

The O ld Clock

m mi

a co

nounBregenz i n i n B n n r u t c i t ea s e e z a y g q

s used a ft e r

a

t he

nte nce 1 The expressi on the m The n oun Bregen z i s exp la i n e d by t hese w ords w hi ch said to be i n apposi ti on t o i t They a re separated co as fro Bregenz and t he rest of the se n t en ce se

.

,

,

,

m m

m f m

Select group

Of

.

a re

by

.

each

ro

.

words that

of are

t he

abov e

se

nt ences

i napposi t i onto

a

word or

ou

n

mn ,

so

e

.

Learn

Word s i napposi ti on to separat e d

mth

fr o

e

re st

a

of

nou n or a pronou nare u su all y as th e se n te n c e by c o

mm

.

24 3 2

.

EN GLISH

GO O D

Wri tt en E xerci se

Wri te

ntences i neach inappositi onto i t

five

by words

.

se

.

a

ounis fol lowed n

.

LE SSON 87 1

whi ch

of

LI TE RA TU RE

R e a di n g

.

PA U L RE VE RE

’

RID E

S

d h ll h hil m n n d y y i dn i ght i d f P l R O f th m ight n nty fi O n th th f A p il in S H dly mn i nw li mm d y b th t f m d y n Wh H I f th B iti h m h i d t hi f i n d By l n ight d f mth t wn t n Listen ,

c

re

e

a

o re

s

a

o

a

ve

a

a

ous

r

ve

ear

s

.

arc

o

o

e

a

a

e

ro

-

eve

,

:

ear

e vere ,

au

r

re

or sea

a

Han g

ers

o

o

o

s

a

e

e sa

e

ee

e e

ar

,

r

ou s a

a

,

lan tern aloft in the belf ry

h

-arc

al li ght O f the North Church tower, as a si gn e if by lan d, an d two if by sea ; On And I on the opposi te shore will be , Re ady to ri de an d spread the alar d far , Through every M i ddlesex village an d to ar For the coun try f olk to be up an -

m

m m .

M eanwhile i ,

Booted

nd

a

m t p ti n a

e

spurred ,

to

m nt ou

wi th

a

nd ri de,

a

heavy

stride,

O n the O pposi te shore walked Paul Revere ’ Now he patted hi s horse s Side, Now ga zed at the landscape far and near, Then i petuous sta ped the earth , - i rth h i d dl n d t i e n e d h s a e ed a s A nd turn g t g ; But ostly he watched wi th ea ger search

m m

The

r l f be y tower

.

m

of

the

old

North Church,

AS i t rose above the gra ves on the hill , d still d so bre , an d spe ctral , an ely, an Lon

m

.

.

E NG LI SH

GO O D

LE S SO N 88

CO M PO S I TI O N

m

Study the poe on page 24 8 ’ Co pare Paul Reve re s ri de wi th that

mid

m

.

I nw hat pa rti cular were they like ? t hey un a

LE SS ON 89

Wri te i nyour or of

the Tyrol

.

S u bje ct

a

Select the

in g

se

ow

.

nwords the

mid a

nd

’

s

brave

Pr e di c ate

su b e ct a

j

ntences : 1

C O M P O S I TI O N

THE SU BJ E CT

LE S S ON 90 1

ali ke ?

.

nd

st ory of

ri d e

First

.

A ND

Paul Re vere

TH E

mk a

’

s ri de ,

nou t li ne

e a

PR E D I CA TE

.

(Revi ew )

.

t he predi ca te ineach

m m m m m

She served ki n d , gen tle asters l Their Speech see ed stran n o n e o g ger D efian ce greets the ar y ’ He calls the ai dens n a e

of

t he fol low

.

.

.

.

Bregenz does well to hon or the Tyrol

The

n

old sto e

They

see

the

gateway rises

nd

cha rger a

2

.

Wri tt en E xe rci se

.

Wri te

t hat

r a t e s e di c p

the foll owi n g 1

.

2

.

3

.

4

.

n

co si st

a

.

nthe hill

yet upo

mid kf m L k

the

The starry ski es Shin e ba c The Swi ss vall eys were gon e

mid

a

ro

.

.

a e

stan Con ce

.

.

m

ore

t hanon e w ord for

j

su b ect s

ce Lake Con stan The starry skies z, that qu ai n Bregen t city, d towers ts an Her battle en

m

I

dred years Three hun A n old ston e gateway

mn

Bregen z wo

I

The warder

e

I

I

PAR T TWO

Write

five

se

ntences about

li ke to play of each se n te n ce , u o y

25 1

s h r a a b o u r c l u t oo o o y

m

m

a g

e

t he pre di cat e Separate the subj ect fro i n h r i n x r i usin a li n e as t e ec e d e e c s e g g p

.

.

NO U N S SH O W I N G PO SS E SS I O N : S A w, S E E N

LE SSON 9 1

(Revi ew) 1

m

For

.

s of

Nouns S h owi ng P osse ssi on .

Fi n d i n the last apost rophe used

to

Write

sta

nza

S how

of

t he poe

n

s ses s i o o p

.

mf o

Lesson 84

n

a

noun si ngular

I s the

m

ngular and the plural for s of this n ou nto show possessi on Wri te the si ngular for s of t he following nouns to show n o M l p ural ?

or

t he

si

m

.

town

kn ife

Wri te

mn

Wri te

t he

a

.

l l u ra p

wo

bush

Charles

m f knif mt h l f m f th fi w

the plural for

wo

mn

lady

or

s o

s

e,

o

a c

,

ve

e se

f

oa

a

la dy,

,

ords

to

nd

a

S how

possessi on .

2 Saw, S e en .

.

An swe r t hese quest i on s,

usi

ng

saw,

has

n

see :

? Where did you see hi m ? When did you see hi m

H ow

mny tim h a

es

a ve

you

see

n hi

m?

Has be seen the ci rcus? Ha ve you seenthe pi cture of Paul Revere? When did you see i t ? Where di d you see i t? i t ? n How i e h a v e s ee an t s o u y y

m

m

n

see

,

or

ha ve

1

.

E NG LI SH

GOOD

25 2

D

mnt

evel op

e

LE SS O N 9 2

SYN O NYM S

.

They toi l for daily bread z was a qua i n Bregen t ci ty Their speech see ed n o

mid I t md h The

’

a

a

They

s

m d w m

dee

f

e

er

see

the

a

m

as

ous

.

.

nge

ore stra

heroi c

.

.

nd

charger a

.

t he

mid a

.

mm m

f Substit ute an in r ot her word wi t h t he sa e ean h o e ac g i tali ci zed word int he pre cedi n n n r d i s se t e ce s A o c a ll w ed g f n on a syn o a ot her w ord wheni t ay be su bst it ut e d f or i t y ina gi ve nsen n ten ce wi t hout i h at e ri ally chan e a n i n t e g g g

m

.

m

They toi l for daily bread

.

Vari ety i n t he U se

Words

of

a e p g

,

m

.

.

m

ntences suggested by t he poe of Lesson84 t hese se n te n ces subst i t u ti n a s n n f r o a o g y y

five

R ewri te

se

,

word ine ach

.

m

.

.

LE S S O N 93 1

a

a

.

Wri tt e n E xe rci se

Wri te

nd syn o

2 14 ,

be prepared to tell what is the purpose i n usi n g ny i nstead of repeati ng a word 2

.

.

They work for daily bread

R e ad

m

LI TE R A TU R E

R e a di n g

.

H O ME Thi n k

Of

your

m

.

m b y;

ho

d earer an Le t i t be n it to travel fro

A ND

e,

o

nearer

CO U NTRY

wri te

a

nd

nd

rea d a

talk

about

it

.

to your thou ght , the farther you ha ve

m

try, boy, an d for your coun d for that flag, n An ever drea a drea but of servin g her as She bids you , thou gh the servi ce carry

m

GO O D

254

E NG LISH

LE SSO N 94

CO M PO S ITI O N

l n r i n a t e a s t Study Byrons tri bute to Washi n a d w t e t o g e paragraph suggested by t hese li n es ; or read t he f ollowin on g ’

li n es

about

t he A

m

mi

n flag and

er ca

wri te

a

a r r h a a g p p

by the I f you wri te about t he flag, be prepare d to n foll owin i u es t s o : g q gested

1

.

m nt

I n t he first li n e , w hat i s

.

ea

by

a

col d

nswer

I n t he

.

se co

,

.

m

,

the

in dee d

nd line why a re t he folds of our flag “ ” i n r z h e b ee e ? t o be ri ppli n t g 3 I n t he secon d paragraph what i s ean t by “ ” i i n n ll a n expressi on con sti t uti n n a a l c s t e t ? o o t o u r o g n 4 H ow h r i n fl w ? an t a r s ar e e o u r a o s e t g y 2

sug

sai d

the

m

.

TH E FLA G

O U R CO U NTRY

or

m

There is the n ation He deed who can al flag u st be cold in f look upon its folds, ri ppli n z r i n h w i t h t r i d e o t e b ee e o u g , p If he be i n a forei gn lan shi p coun try d, the flag is co pan i on .

m

m

.

nd country itself wi th all i ts endear ents I ts hi ghest beauty is i n what i t sy boli zes I t is be cause it represen ts all that all z a d reveren ce g e at i t wi th deli ght an I t is a piece of bun tin g lif ted in the air ; but it speaks sub li ely an I ts stri pes of altern d every part has a voi ce a te red an d whi te proclai i on of thirteen sta tes to the ori gi n al u n tain t he D eclarati onof I n ai n depen dence I ts stars of whi te on r i on of states con u a field O f bl ue proclai that u n sti tuti n o g nationa l constellation whi ch receives a new star with every new state The two together si gn d presen ify un i on past an t The very colors have a lan hi ffi c r z c n i a e w h w a s o i a ll e c ed o u g g y g

a

m ,

.

,

.

.

'

m m

m m

,

.

.

,

.

.

by our fathers Wh ite i s for puri ty, red for valor, blue f or j ust ice ; d all to gether, bun an tin d colors, bla zing i n the g, stri pes, stars, an sky, ake the flag of our coun try to be cherished by all our hearts, to be upheld by all our han ds Charles S u n er .

m

.

m

.

256 3

.

nd

S ubje ct

Pre di cate

a

Re ad t he followi n g

j cet

I

nd

r a e di c t e p

1 You .

.

4

.

se

t he

out

sub

.

.

.

f r e di a e o c t p

a

nt

e a ch

of

m

.

t hanon e word for

ore

e ach of

t he

sub e ct s :

j

1 G eorge

A braha

2

.

3

.

4

.

O ur cou Patrio s

5

.

Paul Re vere

co

r

I

( Revi ew)

TH E PR E FI X : TH E SU FFI X

LE SS O N 9 7 Th e Pr e fix

Washington I

mLin ln nt y I ti m I

.

.

m

h l f r a w e v r e d h l l u n b e e a e o f e l c e e s a b e t I w a , ) p y e or ore a r ed, w hi ch ean s n ot a r ed On word u n

a

t he

m

lett ers word

call e d

are

m

m

hi l i n a a e d t s w c y p

or syll ables a

at

m

m

ntence

e a ch

syll abl e re , u se d as a

Pla ce

before

m ni ng ea

call

U se

of each

e a ch of

new

trace

each of

t he

f

a

r fi x e , p

a

nd

md

mn b ea

s

r d s t he followi n o w g

e

.

ack or agai

nd gi ve

a

word : wri te

newly

turn

md w

for

e

ords

tell

tol d

word you have for

h b T e ( ) re

w ords

wat ched

heard se

O

r fi e x . p

a

U se i n a

m

.

ni ng t he begi n

n before each of t he followi ng in f n l f d r d h r e w e an eac e o o : w o y g

Pla ce t he

i o p

m

followi n g

(

nd

a

The tru e pa tri ot serves hi s coun try The A eri can flag stan ds for j usti ce

Write

.

ntences

hon or the fla g try calls you cou n

.

3

.

should

2 Your

1

E NG LI SH

GOO D

tell

Vi ew

i na

se

ntence

.

n .

the

CH A PTE R SE VE N

LI TE RA TU R E

LE SS O N 100 1

R e a di n g

.

.

SO ME I

ever

o

t o hear the

I was

m

m

like to tell you so e thi n g , such as people co lik l c i o h n s l r ec o ll e t S o u d u e o ear tell , about y y y

shoul d

mnl y n

M Y E A RLY FA NCI E S

OF

m

m?

.

Why

afrai d of shi ps

.

could

I

,

never

tell

The

.

mt

as s

ot so tall as the steeple looked frightfully tall , but they were n -house r I hid e A a n a t e s e d t o l ll i n t u eet of our o d ye ow , y g h r n li d h o n rs a t w e e w o t t o e c l s e t f t h e s oo a n o s e es r o y y p

m at

the

m

m

nd

e

.

nd lon g

the bri dge ,

of

a

fin ed terror lasted very e other source of al ar On d, T here was a wooden han

I

nf ess

co

mh d .

a

a

a still

v e l o g

m

mk a

of

tha t t races

fearful

ore

n

er s Si g ’

m

,

nde

this

u

nificance

si g

whi ch

u sed

.

to

ng and creak in the blast as i t hung fro a pill ar before a ile or two outsi de O f the city O h the dreadful certai nshop a li l h r c c h u tt e b o w i h e rea d t o a t a o han d ! Always han n t e y g g y p or yet to bed whose por o ore n would co e ho e to supper n f r h h lf h n e h n d w e t e c t a i s a w o rin o r i d a a t w o u l d b e l a e y p y g til his s all brother grew to fit the ! shoes wai t un s at the Navy Yard is eas ily hea rd The firing of the great gun “ There is a S hip of d li ved at the place where I was born an ” Of war co e in they used to say when they heard the expe ctedly af ter course I supposed that su ch vessel s ca e in un h a t l y as falli n t n e s d t sudde n s o a n defin i te years of absence in ; g ish en t an d deli ght at the the grea t gun s roared i n their aston r b h h r c t t e h e a w i t e u w a t si ght of the O ld warship spl i ttin y g swi

m m m

,

.

m

m

m m

,

,

,

-

m

m

.

,

,

m m

.

,

-

Now the ri ously

Sl oop

capturi

Wasp

f war, the

-o -

ng

the Rei n deer

m

,

,

.

l B f r o l k l a e a t e t C a g , y, p r d e h d a e an d the A von a di s a , pp

25 9

.

PA R T TWO

LE SSO N 103

263

LI E : LA Y

d paragraph of the story Fin d the word li e in the secon You w ill noti ce t hat the word refers to the of Le on100 h h l h n f n h h s hi t a k e i e a t e d t e i t t t a t t e e e o s t i o s o p y p We use li e, lies, lay, and lai nto indicate thi s action bri dge Rep eat to yourself se veral ti es t he following :

m

.

m

.

1 I li e .

nthe couch now

o

.

I la y there yesterday t i 3 I have lai nthere an y 2

m m

.

.

.

es

.

4

.

5

.

6

.

.

He lies onthe

now

H e la y there yesterday He has la i nthere an t i y

.

m m .

They li e onthe couch n ow 8 They lay there yesterday i t 9 They ha ve la i nthere an y

7

cou ch

.

es

.

.

m m

.

.

.

A dd yesterda y to each es ecessary chan all n g

the followin g

of

es

.

se

ntences

,

mking a

.

1

.

2

.

2

.

3

.

4

.

5

.

6

.

7

.

The Shi ps li e inthe harbor J ohnlies ill at his ho e

m

.

.

The dog li es onhi s back h The dog is lyin n c k o i s b a g .

The

cows

li e inthe Shade

.

.

D o they li e inthe shade?

Who li es onthe cot?

Lay, Laid , La id

.

You have j ust noti ced that whenyou

m m l tim th

nOf

f the past

spea k o

la y There i s, howeve r, li e, you u se the for ean s d t act iona n an ot her word la y, w hi ch expre sse s prese n “ La y the bri cks to p ut or to pla ce an O bj ect so ewhere , as , acti o

Repeat to yourself 1

.

2

.

3

.

seve ra

I lay the bri cks n ow I laid the yesterday I have lai d the t an i y

m

.

mm m .

es

.

es

4

.

5

.

6

.

m

.

e

followi n g

ow He la ys the bri cks n H e la id the yesterday t i He has la i d the an y

m mm m .

.

es

.

GOO D

266

E NG LISH

LE S S O N 107 1

.

LITE RA TU R E

R e adi n g

.

M A R CH subtle red

A

m m

O f lowly eadow growths ; the willows wrap Their ste s infurry whi te ; the pin es grow gray w i n d i A li ttle i nthe bi tin dd a g ; y i n b d r i n e crea t u rr o w t Brin ee u es o t u y g , p p g

m

Ah M arch ! we kn ow thou art d hearted, spi te of ugly looks an d threats, Kin

d, An

2

.

S tu dy

of

out of sight, art

nursi ng A pril s violets! ’

S el ecti on .

n Be r k l h i n n a a r e e d as u r c ass t e s e e e a d s t t o o t u s s o to p y q p j udge the correctness of the answers gi ven What for of bri ng is found i nthe above li nes? Na e of bri n ot her for an g M ake a li st of the verbs found i nthe selecti on M ake

a

list

of

n

n the

i s o u es t o q

m

m m

above

selecti o

.

m

.

.

.

LE SS O N 108 E xplaineach

use of

WO RK

PRA CTI CE

there on page 25 9

ninterrogative

.

ntence i nthe story d five declarati v e Fi n d two excla atory sen te n ces a n 0 ces i n the story of Le sson 10 t en sen M ake a list of the nouns in the last paragraph of t he Fin d

a

m

se

.

.

story

.

Supply h r a r a a g p p

mf

n ny

sy o

s

or

r i n h the followi n d s w o t e thi r d g

PAR T TWO

LE SS O N 109

26 7

CO MPO S ITI O N

D iscuss the followin s j ec : u b t g

On e

i M a r l F a E n c es f y y

o

.

(a) What i t was

(b) What

.

LE SSO N 110

Wri te

t he

story

.

it

.

CO MP O S I TI O N

n l ess o told i n t he precedi n g .

LE S SO N 111 1

ca used

LI TE RA TU R E

:

D

I CTA TI O N

R e a di n g

.

M Y LO ST YO U TH O ftenI thin k of the beautiful town That is seated by the sea ; d down O fteninthought go up an The pleasan t streets of tha t dear old town , An d y youth co es back to e An d a verse of a Laplan d son g I s haun tin e ory still : g y ’ ’ “ A boy s will is the Wi n d s will , d the thoughts of youth are lon An l n o g, g

m

I

mm b

re

e

er

m

m mmm

the bla ck wharves

.

nd

a

the sli ps,

d h f A n t e sea tides tossin g ree ; d Span ish sail ors wi th bearded li ps, An d the beauty an d ystery of the shi ps, An An d the agi c of the se a An d the voi ce of that wayward son g n ill i n i n I s sin d t a s a s : g g y g ’ ’ “ A boy s will is the Wi nd s will , d the thoughts of youth are lon h n h An l o u t s o t g, g g

m

m

.

.

—

Hen ry

W

.

e l l o w Lon gf

.

26 8 2

.

E NG LI SH

GO O D

m

S tu dy

of

The

beautiful town

Port lan d,

What

P oe

M ai ne t hi n g

.

.

mnti e

f e ll w to whi ch Lon o g

n

o ed

i n t hi s

refe rs

n tell

selecti o

u o y

is

that

be auti ful town i s a seaport ? Why i s this anappropri ate sele cti onto study i nconne c ti onwi t h t he story of Lesson 100? Fi n d exa ples of prO pe r adj e cti ve s i nt he poe t he

“

”

m

E xplai nthe es of li n

the q uot ati on

u se O f

mk

m .

ar s

i n t he last tw o

nza What word inthe first line of the second stanza change s v n s r i l l r r h a d a d e t f i d s a ? t o o o t s u r e t e w d s v o G o f p t hat for the ir plurals i n t he sa e way ea ch st a

.

m

m

3

.

D i ctati on E xe rci se

St u dy t he first to write it u r o y

nza

st a

corre ct ly

of

work by t he for

n and be

the

sele ct i o

our

t eacher

my mgi n

fro

ve

’

n page

s

r e ar e d p p

di ct ati on .

Te st

16 8

o

.

WRI TE WRO TE WRI TTE N ,

SI NG U LA R .

.

.

LE SS O N 112

1

m

,

PL U RA L

A ND

Wri t e Wrote Wri tt e n ,

,

.

Repeat the followi n g

m m

ntences to yourself several ti e s an d be prepared t o t ake p art i nthe rapi d repet itionof t he n n ber givi n t s in class, each e a e e ce g se

mm 1

.

I wri te

now

.

s I wrote yesterday y I ha ve wri ttenoften .

.

a He wri tes

w

now

.

H e wrote y esterday

.

a He has wri ttenoften .

E NG LIS H

GOOD

279

m

When the

n

fish heard this they ca e n d on ear an e of the , nu ber asked the crane how he could save the I can carry you , on e, to an other pool where you e at a ti ” swered the cran e will be qui te safe, an “ ” e, ki n d cran e, please take us! cri ed so e O f 0, good cran the fish f r r r n n t h ? o Have we an ea s o t u s t e r o i s es t hi s c a e t o y p “ ds day after day? Has he n ot ea tenour fri en asked a wi se fish The foolish fish would n but crowded aroun ot listen d the , cran e , ea ch an xious to be the first saved The cran e l ifted a fish fro the water, carried hi behi n d a rock, an d swallowed hi e af ter an other the fish were carri ed away fro On the pool an d e ea ten by the cran A t last the wise fish was al on e i nthe pool ” “ e, let Co e, li ttle fish, sai d the cran e take you to your

m

m

m

.

m

.

m

.

.

m

m

m

.

m

.

.

m

m f i n d f i n d h I B ing b k n f m t t m y y h fi h If y nj y d th j ny id th wi t w it f n th t I p f th fi h m re

s

”

.

“

e e

a

.

r

o e o

ac

o e

o

re er

,

”

our e

e

r e

sa

,

or

a

s, so

e

e

s er

a

s

se e

a

“

.

ask

hi

mh

nnot

do

ou ca

.

Selected

LE SS O N 114

ow

.

CLAS S CO M PO S ITI O N

mm

Be prepared to t ake part wi t h other bers of t he e “ h r e r n Fi class i n telli n t s t o Th e a n e a d t h C e s o s h g y, , ay wri te i t ont he board as you dict a t e t hat your t ea cher

m

.

O f what Should we tell i n the first paragraph ? i ng sen ce G i ve a good open t en Where shoul d t hi s in it ? se n ce begi n ? What capi t al lette r i s n ee ded t en .

HO W IS

a

v i i t e g

nother

.

ntence be punctuated ? te n sen ce n eeded in t hi s paragraph

t he

S hould

mk b R mm

ue to Con ti n

mpl t

co

e e

ea ch

of

.

se

the

e

a

e

e

ot her

er

chara cters

that ,

r r h a a a s g p p

ntil

the

in di alogue , t he

m

for

u

s a sep arate

If

so ,

story

spe ech

r ar a h a g p p

.

is Of

274

E NG LI SH

GOOD

°

sul t wi th carpen Con ters an d builders, d leave i nour townn An ot evena trace O f the rats ! ly, up the face whensudden O f the Pi per perked i nthe arket-place , With a, First , if you please, y thousand guil ders

m m

A thousan d guil ders ! The M ayor looked blue ; So did the Corporati ontoo

m

din ners ade rare havoc With Claret, M osell e , Vin-de-G rave, Hook ; For

cou

ncil

An d half the Their

cell ar s ’

mny w ld pl ni h bi gg t b tt wi th Rh n i h mt w nd ing f ll w o e

ou

re

s

e

u

es

e

s

.

To pay this su o a a er e o With a gypsy co at of red and yellow ! ” Beside , quoth the M ayor, wi th a kn o

n t th

O ur busin ess was do

We

saw

wi th

An d what

’

our eye s

dead

s

SO , fri en d, we

’

re

ca

nt ’

not

n

e river s

e a

’

min ink

the ver

mt

co

e

s

k; brin ,

k life, I thin

o

wi n k,

.

k the folks to shr in

mth d ty f gi ing y mthi ng f d ink A nd mtt f mny t p t iny p k ; Fro

as

o

o e

o

or

e

our

losses have

A thousan d guil ders!

md th ifty C m t k fifty ! a

o

e us

r

.

a e

e,

The Pi per s face fell , an d he cri ed , ’ NO trifli ng! I cant wai t , beside ! ’

m

ner ti pro i sed to vi sit by din Bagdat , and acce pt the pri e

I

’

ve

f h t h e e a d cook O

m

’

s

ll t t a e a o g , p

l For havin f i n e h e li h t t C a g , p

’

he

s

’

m e

s ri ch

ki tchen ,

est O f scorpi on Of a n s n o survi vor With hi I proved no bargai n-dri ver, ’ ’ Wi th you , dont thi nk I ll bate a sti ver !

m

.

r

o e

our

u

f or the guilders, what we spoke r v ll k n i n k as u w e as j e o o w w o e y y , ,

m

O f the Beside ,

ou so

v

er o

a

a

But ,

u

e

in ,

.

,

PA R T TWO

27 5

m

An d folks who put e ina passi on M ay find e pi pe after another fashion

m

.

m

How? cried the ayor, d ye thin k I brook Bein ? h n w o rs e t rea t e d c oo k t a a g In sul ted by a lazy ribald With idle pipe and vesture piebald? You threatenus, fell ow? D O your worst, Blow your pi pe there till you burs “

’

m

On ore he ste pt in ce to the street , An d to his li ps again i f h r i h e Lai d hi s lon t n s s a t c a o oo t e g ; gpp , d ere he blew three n An otes (such sweet ’ otes as yet ning Soft n usi cians cun Neve r gave the enraptured ai r) There was a rustli n g that see ed li k e a bustli n g c hi n l n n erry crowds j ust li n i d h u s t i a t a Of t g g g; p S all feet were pattering, woodenshoes clattering Li ttle han h t r i n ds cla pping an e c a t e d li ttle ton u s g g, An d, like fowls ina far yard whenbarley is scattering, ning O ut ca e the childrenrun All the li ttl e boys and girls, With rosy Cheeks and fla xencurls, An d sparkling eyes an d tee th li ke pearl s, Tri ppin il f n ki i n rr t er n a d S ra e a y g pp g, l t The won u h er n derf ul usi c wi th Shou tin a d a g g

m

m

m

m m

m

m

.

m

m

.

m

The M ayor was du b, an d the Council stood f o o d A S if they were chan i n l k s o w e d o b c t o , g

m

U nable to ove a step, or cry To the chil dren errily Ski ppin b g y, An l y foll ow with the eye d coul d on

m

276

GOO D

-

T

z

E NG LISH

J ohnLa Farce

PIE D

PI PE R

That j oyous crowd at the Pi per s back But how the M ayor was onthe rack, ’ d the wret ched Council s boso s beat , An ’

.

m

m

A s the Pi per turn ed fro the Hi gh Street To where the Weser rolled i ts wat ers

Ri ght inthe way of their son s an d daughters! However, he turn ed fro south to west , An d to Koppelberg Hill his steps addressed ,

m

23 2

LE SSON 1

.

E NG LI SH

GOO D

.

2

.

m

.

next day (M onday) I reached ho e Boys (or girls) who ha ve pet an i al s will n ot The

m

I nsen ten ce 1,

What What

RI NG , RA NG , R U NG

Wor d s

P are n th e ti cal 1

WO R D S ;

PA R E NTH E TI CA L

122

noti ce

do the words

e

m

m ni ng f nt n 2 ? nt n i n t hi w y t W d dd d t mdify t h m ning ll d p nth ti l w Fi n mpl f thi f p nth d n o

ea

or s a

o

.

ce

o

e

a

ea

e

se

e

are ca

exa

a

2

e

se

other

hurt

nclose d i nparent hese s ? in f e e n t h e s t e n ea n c add t o t he o g en close d i n p aren theses add t o t he

t he word

does thi s word

.

e o

ce

e

s

a

e

ca

ar e

s u se o

are

o e xpl ai

n or

or d s

.

np age

275

eses o

Ri n R a R u ng n , , g g

.

.

m m

ntences to you rself several ti es an d be prepare d t o t ake part i nthe rapi d repeti t i onof t he i nclass e ach e ber gi vi n a n n s e t e ce : g Re peat the followi n g

mm

,

.

I

2

.

I

3

.

I

1

ng the bell now ran g it yeste rday have run an y g it

ri

m

U se for 1

.

2

.

3

.

m

s of ri

.

4

.

.

5

.

6

.

ti

m

es

.

ng i nanswers

Who rang the bell? Who has rung the bell? Who have rung the bell ? R ead t hese

ri

se

ng

.

I nw hi ch l

.

ntences ce s se n ten

se

.

3

.

4

.

You have

.

Who

6

.

7

.

They ha ve

M ary has Have you

.

m

.

6

.

ca

H as he

ore

ng the bell ?

ru

mb

t ha non e f or

the bell s

.

the bells?

mny tim th b ll mn y tim b ll? th b ll mn y tim the bell s

the

es

.

H ave you run h ll ? t e b e g D id they rin t h e ? b e ll g

m

n

m

u i n t o t he followi n es t s o g q

.

5

.

m

l k filli n h a n t e b s wit h f or g

,

The people Why did they

2

5

4

ll n w She rin t h b e o e s g r i a She ran t es t e d y y g She has rung i t an t i y

a

es

e

e

a

es

e

e

a

es

.

e

the bell ?

.

.

s of

e used ?

PAR T TWO

LE SSON

—

123

IN

233

I N ro: SU BJ E CT

A ND

PRE D I CA TE

AND

(Revi ew) 1

.

I nand I n to

.

1

.

2

.

3

.

4

.

5

.

6

.

Why Why

The Pi per stept i n to the street M agi c Slept inhis qui et pi pe .

Lea ve

no trace

The face

of

Of

the

the Piper

m

rats

inour town

2

.

2

.

3

.

4

.

3

.

o

ar

s

e

a

-

ace

.

ard

ar

.

.

is i n to

used

i n sen t en ce 1?

is i n used i n sen te n ce 2 ? use of

i nan d in to i nt he

He puts apples J oy was

the

The

6

.

The fowls

fiv e

S u b j e ct

a

se

nd

ntences

.

r e ss p

.

breast chil drenwen t .

the

the

Wese r

m y

ard

the far

n

ca ver

.

.

the way of the

was ri ght wen t

W ri tte n E xe rci se

othe r se

nt ences wi t h i nor i nto

ci der

Wese r

.

se

e very

The Piper an d the The rats plun e d g

5

Wri te

i nthe

a ppeared

Fill t he blan ks i nt he followi n g .

mk t pl f wl in f m y .

n ca e running like r i n v t o t h r i e d The rats plun e e g childre

The

E xplainthe

1

.

n

chi ldre

.

.

.

nt ences

,

u si

Pr e di ca t e

ng i nor i nto

.

.

f ea ch O f t he followi n n j n s e t e ce s g an d suggest di ff eren t p re di cat es for t he first t he t hi rd a n d t h e fift h se n te n ce s Na e t he v e rb i n ea ch se nt e nce

Poi n t

ou t

t he

su b ect O

m

mt mbling w m th .

The

,

rats ca

e

u

e rat s a On a cross He li ved t o carry his

Con sul t wi th

carpe

e

.

ou t O f

Weser

re port

the houses

.

.

to Ra t-lan d

.

nters a nd builders

.

The Pi per wore a gypsy coat O f red The joy inevery breast was great .

A wondrou s portal

,

O pe

ned

wi de

.

a

nd

yell ow

.

GOO D

234

SYN O NYM S : K NO W TH RO W D I CTA TI O N

LE SSON 124 1

.

Suggest se

ntences 1

.

.

.

2

.

3

.

4

.

5

.

6

.

7

.

s.

words for those i tali ci zed i nthe

other

Thi s

.

h e t o s e o c p

2

‘

m

S yn on y

EN GLISH

exercise

hi s w ords

will help you to

.

m

see

how

ighty top He n e ver cancross tha t A won drous portal O pen ed wi de An d flowers put forth a f ai rer hue f ll The Pi per is a wan deri n e o w g t Si ghts I a bereft of all the pleasan He l ed us to a joyous lan d ’ cil s boso s bea t The wretched Coun .

.

.

m

.

.

m

.

.

Kn ow, Throw

.

ntences filli ng the blanks in the first five ow an d i n the last five wi th correct for s of kn

Read these wi th t he the

corre ct

1

.

2

.

3

.

4

.

5

.

se

m

for

m

s Of

throw

mgi l pt inhi wh t hi p m i w th fi t it f m

The Piper The M ayor

what

c se

a

a

He had The people They had

Who

,

ro

s

ro

e

rs

se

i p pe

s

.

as

.

.

ed to the rats wha t ha ppen ce the day i t occurred i t Si n

.

.

the ball to you yesterday? ? h a v e ou i t i t es an 7 H ow y y i t to hi ? 8 D id you

6

.

.

m

m

m

.

9

.

10 .

3

.

Who

The pit cher

i t to you ? the ball wi th great speed

D i cta ti on E xe rci se

.

.

my t h m hild p t mgi n np g

Be prepared to write fro es of the la last seven li n

Test your work by t he for

’

ou r

e

c

ve

eac er s

’

s re

o

or

a e

di ctati on t he

n page

o

16 8 .

277

.

E NG LISH

GOO D

236

1

.

O

ral

Practi c e

Tell t he

.

m ning

t he followi n g

se

.

.

.

3

.

You sha l l

4

.

We

5

.

6

.

7

.

“

pay

not

shall

the pi pe r

Shri

ntences

mgi

nk

We

.

Poi n t

wi ll

ou t

followin g

se

not

t he

.

e

.

j

n

a

.

.

the Pi per

sub ect

.

the predi cate i n each of the

nd

ntences

mth

the dawnO f day fro

carols at

The thrush

1

so

out the chil dr e

e

a p y

ng you

vi

.

a

o o

s a

e

.

mthi ng

.

fro

e

e u

e

ore

.

o

e s a

.

e

m

”

m H h ll g wi th m Th y wi ll b nh ppy wi th Th y h ll f ll w m

You wi ll go ho

8 9

of

ea

He wi ll let the pi pin g drop try I shall n ever hear of that coun

1 2

WO RK

PRA CT I CE

LE SS O N 127

e

the pin w oo d y noi sy jay quarrels with his food ei ghborhood wi th blue-bird floods the n

stee ples of

green

.

2

.

The

3

.

The

4

.

The household words

ml dy ng in mny

.

Of

the birds

are

so

e o

.

s

a

keys

.

5

s inthe tree tops Their habitation the road to hea ven -

.

are

n

half way house s

o

.

6

2

.

What

.

i h t v f h a t e drous bein e s won g g

Wri tte n E xe rci se Wri te sente nces contai ni ng for

m

.

LE S S O N 128

Wri te work

Of

a

lett er to

a

fri en d,

l u r i o t s C P t b a t he Youn ; g a

mg

a a zi

ne

for t he

s of ca tch a

exp l ai

or O f

or

use of

nd

wri te

.

WR I TI NG

LE TTE R

t he A udubon Clu b, ’

for

ng!

O f so

n in g

t he p urpose

nd

a

l t he R ea di n C ub , or of g

wri te

a

letter

l u u r c b o y

.

n

O f subscri pti o

E NG LI SH

GOO D

290

Re ad the li n es you li ke best i nt he se le cti on Poin t out all the words of address foun d inthe poe E xplai nthe u se O f there i nthe Sixt h stan za .

m .

.

3

.

Word s and Look

in g

of

G

rou ps of

W ord s

.

i n the G lossa ry the pron d un ci ati on an followin : g

up

t he

nds

livelon g

l ar a g

LE SS O N 13 1 Try to i story O

ne xt

day

.

m i ght E ffi m

ds the happy t i e Ali ce a n d her f ri en “ ’ Tell w as crown ed Qu ee n 0 the M ay

a

e

f t he day as little e Be carefu l t o O bserv e t he

.

have told i t the

for telling

rules

a

.

WO R D

LE S S O N 13 2 .

ri vul et

well , gi ven on p age 19 0

story

1

ea

CO M PO S I TI O N

mgin

had when she t he

mn

STU D Y

Con tra cti on s

.

nza O f The M ay Qu een supplyi ng t he words for whi ch con tra cti on s are u sed What contractionfor wi ll do you find i nthi s stanza ? What do you t hink was Tennysons reason for using t hese con tra cti on s? Wri te five other contracti ons t hat you know and opposi te e a ch con t ra cti on wri te the co pl ete w ord or w ords f or Rea d t he first

st a

,

.

’

m

w hi ch i t i s 2

.

u se d

m

S ynon y

G i ve poe

m :

s

.

.

m f th mh i

nony r a l a n d s g sy

,

,

s

or

a rs

,

e

followi n r w d s o g

r vu let,

da le trench ,

.

as u se d

i n t he

PAR T TWO

LE SS O N 133

29 1

S PE A K , S PO KE , S PO KE N

1 S peak , Spoke, Spoken .

.

Re pe at

m

ti

of

followin g

t he

nd be prepared i nclass each

m

t he

1

.

2

3

.

.

ntences

f r o u se l y

to

to t a ke p art i nthe rapi d e ber gi vi n n a s e n t e e c g

'

es a

se

n

repet i ti o

mm

,

I speak n ow I spoke yeste rday I ha ve spokenbefore

4

.

5

.

6

.

.

.

.

several

He speaks n ow H e spoke yesterday .

.

He has spokenbefore

Be prepared to an s t hat foll ow , swer the qu esti on spoke, have spoken r s i n r k n o h as e h a n s w e o e ac , p

.

usi

ng

.

1

.

2

2

.

3

.

4

.

5

.

m

D i d you speak to e? D id you speak to your other? Have you S pokenabout the ga

Write

f

s of spea k: .

I

2

.

You have

3

.

4

.

5

.

1

to hi

se

my

,

este rday

mmny tim himt f mth pl tf m

to hi

She has They Has She

to to

us

,

fl

mthi li t l t nd d If y i b it mnti n d d w

y

our

a

s

escr

o

ers

s

e

localit y

se e c .

o e

e

.

.

a

es

.

oo

.

ro

e

a

or

.

to you ?

Make a list of the flowers

ro

ks with t he blan

ntences filli ng

CO M PO S I TI O N

LE S S O N 134

F

e

.

the foll owi n g

m

or

m?

D i d your brother Speak first ? Has he S pokenabout thi s before ?

W ri tten E xerci se

.

m

,

mnti e

n in

o ed

The

M ay Queen

m

.

flower wi th whi ch you are fa ili ar f h t e ot f a ili ar wi t h an ou a re n o y

a

escri be

m

a

wi ld flower t hat grows i n

E NG L I SH

GOO D

29 2

LE S S O N 13 5 Tell the

story of a

nj oyed ; or tell Saturday i nM ay

have

e

M ay

CO M PO S I TI O N w alk or

a

M ay

r a t p y

how you w ould like to spe n d

a

t hat you

l e n asa t p

.

LE S S O N 136

Write

a

letter to

a

WRI TI N G

LE TTE R

fri en h d , t elli n t e g

st ory

m

t old i n

u o y

n i nfor al i nvi tat i on aski ng fri e nd t o j oi nyou i na M ay pi cn ic Lesson 13 5

writ e

or

a

m

so

e

.

LE SS O N 13 7 1

.

Pr a cti c e

Wri te Wri te

PR A CTI CE

Work

WO R K :

F O RM A L I NVI TA TI O N

.

nt ences contai ni ng these ki nds and those sorts t wo sen ten i ces e a ch con in t ai n d r ec t i n a a u t t o o g q Change t he di rect qu ot a ti ons of your sen t en ce s t o i n di re ct q u ot a t i on s E xp lai n t he e an i ng O f i ts i n t he first li n e onp age 2 8 9 i t ai n in t s G i v e a sente n ce con g Na e the pronou ns i n t he second stanza on page 2 89 d te ll t he n an ou n for w hi ch e ach stan ds in f f G ive se n ten ces con t ai n r s k s a n r i e w o O a d t e g p Wri te sentences cont ai ni ng for s of li e and la y E xp la i n a nd ill u stra t e t he rul e for t he u se of a hyp he n ecessary t o di vi de a w ord at the e n d O f a l i ne whe ni t i s n se

.

.

m

.

.

’

m

.

,

m m

.

.

.

.

2

.

F or

ml I n i t

Writ e a ddress

v

a

a

t he

ml

for e

n

a ti o

.

in vi t ati on for

a

nvelope

t o on e

mgi

lett er wi th t he for

ve

O

a

f your

M ay D ay party, and fri ends Co pa re your

n on page

.

23 1

.

m

294 1

.

E NG LISH

GO O D

R e a di n g

.

TH E BO B O LI NK

n that rival s the k con or bobolin esti ation is the bobli n l y called He arri ves at that choi ce portion of on as he is co swers to the descri pti on O f our year whi ch i n this lati tude an Wi th uS it the th O f M ay SO often gi ven by the poets on id i ddle O f M ay an early the d lasts un t il n s about the begi n E arlier than this win ter is a pt to return on i ts dl e of J un e d r in i f h a n l a t e u t o t e ear es traces an d to bli ght the open b ea y ; g h l v i n e a t s n i n n n d t d di s s o a a a thanthis begin the parchi n g g g p But in this gen i al i n terval n a ture is i n a ll her of su er e the flowers freshn ess an d fragrance ; the rain s are over an d gon f e i n b i r d s c o i s e of the S in o appear u pon the earth the ti g g ” The tree s are d the voi ce of the turtle is heard in the lan d an now in their f ullest f oli age and bri ghtest verdure the woods are The ha ppiest bird E uropean lark , i n y

m

m m

m

of

our

m

Spri

ng

,

nd

o e

a

,

,

,

.

,

,

m

m

.

,

,

.

,

,

m m ,

.

,

m

,

m

,

,

.

gay

wi th the

cluste red

by the sweet bria r l c r ove blosso with e

nd

s

o swell ,

of

the wild

m; whil

mb gin t

l pu

a

flowers

the laurel ; the

rose ;

the youn g a d the cherry to an

md n ml d

is perf u

md w l h h t pp p n h l w t m g g

the

e

ai r

ea o

e

e,

o

,

a

s are e eac

o

,

e

e e

a

nd

a

the

r ee g

e

n

lea ves

.

k He n season of revelry of the boboli n co es a i dst the po p an d fragrance O f the sea son; hi s lif e s all se n sibili ty an d en j oy ent all song and sunshi ne H e see d swee test is to be found in the Soft boso s O f the freshest an d is l r i s l i n h n t h e c v e b o s s o ea dows; an ost i n son w e o g He perches on the top ost twig O f a tree or on so e lon g z n h h e b ree e pours i w ee n h d i n k s t t a flaun tin d d a s e r s e s a S w i g n n r e o klin n t e s c w di u pon forth a succession of ri ch tin o o g g k r d l k l like the outpourin f t h e a a n e d o S an other o y g y pos h e r r e t e i h h t h e a t u r o s c c t e r S o i s t c es sessi n e s a u a a p g p h o n e o fro as s as t s e the su it of a tree begin s hi s son g g l h n r r h u r t e if a d fl t t e s t e u l u s o w n t o ea t as o d upont he win y g overco e with ecstasy at hi s own usi c k was eadows t he boboli n d O f the birds O f our groves an h r t h i n h o H a t e e b o o d e c s s e d s w ee t o t s vy of the en y y p y Thi s is the

m m m m

chose

m

.

m m

.

,

m

m

m

,

,

,

,

,

m m

m m m

m

,

mm

.

,

,

m m m m

,

.

m

.

,

,

m .

,

PART TWO

nd

29 5

n of the year when all nature call ed to the fields no ! No lesson O h how I en vi ed hi s tasks ; n othin d fin e weather g but holiday froli c greenfiel ds an Had I been then ore versed inpoetry I i ght have addressed the words of Loganto the cuckoo wea ther,

a

the

sweetest .

seaso

m m ,

,

m

,

,

,

.

,

,

Sweet bird ! thy bower is ever green Thy sky is ever clear ; .

no sorrow inthy note NO winter inthy year

Thou hast

,

.

O h!

could

I fly, I d fly wi th thee ; ’ We d ake , onj oyful wi ng, nual visit round the globe , O ur an ’

m n i C m n p o

2

.

S tu dy

What

of

o s of

a

spri

ng!

S el ecti on .

nof

h i e t e s t he year does I rvi n a s li k g y e t ? s o p

i r o t o p

d escri be d by t he I n the fift h , sixt h ,

n

a

nd

the poet gi ves a Q , W hat portionO f the year uee

the

nth

nzas

M ay

M ay l n a d descri pti on O f M ay i n E n g i n your locality i s li ke the M ay seve

st a

of

The

.

nyson? d escri bed by Ten ” What happe ns whenwinter returns onits traces ? Why did I rving, whena boy, envy the boboli nk? Re ad the words i nclose d i nqu ot ati on arks i nthe first f h n h l i n h i i s r e h f e e e t T e u t a t o t a o t s c o o o r r a a q p g p eleven t h an d twe lft h verses O f t he se cond chapte r of The ” “ ” l i a i e n hi s ass e s f l n T u r t e as u s d t o Son O S o o g , , p g suppose d to re fer t o t he t u rt le dove d para te n ce of t he se con Fi n d a na dverb inthe last sen i es difi r ll h t t o n a t e w h a d a g p s i n t he oun Fi n d a proper a dj ecti ve and two proper n

m

.

m

m

.

.

m

Make

a

li st

Of

.

t en a dj ect i v es i n t he first p aragraph

.

GO O D

29 6 3

.

W ord s and Look

in g

Of

G

roups of

E NG LI SH

W ord s

.

i n the G lossary the pron un ci ati on an d followi n : g

up

the bli ght

dissolvi n g

rapturous

se si bili ty

revelry

md w ea o

n

ml d

s are e a

LE S S O N 14 0

ea

foliage

n

the

mn

e e

C O M P O S I TI O N

nd habit s e d t o t he k an d report what you have learn O f the boboli n ed by obse r A u dubonClub ; or rep ort what you have learn vati onO f so e other bird Fi n d

ou t all

n abou t

a o u c y

m

.

SYN O NYM 8: SU B J E CT v i w e e R ) (

m

on S yn y

nce

appe ara

a

.

LE S S O N 14 1 1

the

A ND

PR E D I CA TE

s

.

Read the sentences i n the selecti on of Lesson 13 9 i n t n b s i u r su t t t e r d c r d t o whi ch t he followi n w s o c u a o y g an : ot her w ord for ea ch O f the

m

bli ght rc hi a p

2

.

ng

nd

dissolvi n g

ml dy

r o v es g

fragran ce

rapturous

e vy

S u b j e ct

a

Wri te

r e di ca t e O p

a

followi n g

Pre d i cat e

f

e o

froli c

n

verse d

.

m

ore

e w ord f or tha non

ea ch of

sub e ct s:

j

md w

1

.

The flowers

2

.

The boboli n k

3

.

I

8 The woods

4

.

He

9

5

.

The trees

I

6

.

The

7

.

The weather

ea

.

.

M ay

10 Su .

m m

er

o

s

I

the

306 7

.

E NG LISH

GO O D

Q

mk

n

u otati o

( ) a

ar

or s a za a

o

s

uo a

o e

use

e

a

ar

e

uo a

oe

e

u

o

or s a

a ra ra

co

eac

o

e

ar

o

a

o

S

a ra

ues

u

za ,

uo a

ea c

o

e

e

a

ar s e c ose

o

o

(d)

or s, a

uo e

s re ea e

ore

( )

e ore

”

e

ar

e

u

s

er

ra

c

s

mk i p t b f q t d w d nd th mk ( l ft th m i Th m k ning f h p p t d t th b gi n n h t h w n q t ti n ntin th h g p g m th n n p g ph t n b t th m k i nt d n til th wh l q t ti n n d l h f di i d t d q t i k n m t t n p Q ti n (p 94 ) k i n l i n m i n hi n t n F t t w i t t d g q q The a

(b)

ar

e

rou

ar

s

v

e

uo a

ar s

a

.

uo a

or a

o

uo a

a

,

,

e

are used

8 Par e nth e se s

ar e u se d

.

III 1

.

Cl a sse s

of

to

e

ncl ose

e ar p

nth e ti cal

w ord s

WO RD S

.

W ord s

m

r h t n es n o d a t n a a rs o a e l u n i s a w o a c e r o a ( p p thin g ( 1) A proper noun na es a parti cular person place or thi n g n n n f l o u es o e o a c n 2 c o n a ass of person A o s ( ) hi n r t l s ces o a g p r i n s f n n i s d u se d t e a d o a a w o o u n n u b r o o A ( ) p r i h t d e sc b e s i r d t a j c A n d e c t v e i s a w o a ( ) oun A proper adj ective is for ed fro a proper n r r b i s o d r t v a w as se e u se d t o A d ( ) r er r h ifi n e b a t v b a d e o es j A n a d v i s w o d t a d a a c t v e e i ) ( other adverb ( p 24 0) or an

) A

a

m m

,

,

m m

,

,

,

,

m m m

,

,

.

m

f l ra P l o o N u s u n s 2 For i n g .

s 2 s i n n i n x h u n s e d N o , , , g , ( ) h e i n t o t l ar es S u addin g g

a

a

mth i mth i

nd ch for

e r

l r l u a s b p y

e r plural s by M ost nouns ending in f or f e for v n i n h e r e t o d a d es i o a d t n chan f g f g g r f l i n i l n i n o h r e d e r a s b c h n u n s t u o a i t n o s n M 0 y g y p g g () i n d es a d n i d t o a g y

(b)

m

PAR T Two

3

.

m p

nof

(a) M ost

Short

ari so

Co

307

A dje cti ve s

j

that describe

ad ecti ves

m p

ared

co

are

m m m m i i n d t d m j b l L n p y g g hi n n n t i n m t w d m t p g p g h m i n n w t t wh n m g p

s or thin s when co pari n g two person g, 1 h t o re a n w o t est whenco pari n ( g p 9)

ng

addi

or

by d an

.

(b)

o

co

co

.

S ufi a

)

nd

xes a

A

(b)

S pe ci al

( ) a

lette rs to the

or

o

nd

e

of

ea

o

o

or

least

o

letter

a

s

a

or

er or

e

a

o

e

to the begin

e rs

ea

s

Word s

mp nd w d i f md by j ining tw m w d (p 79 ) h n h n d m t lik b t w d t H mn y p difl nt m ning b ti t t d f w d th t my b n th i A yn nym nt n with t mt i lly h ngi ng th w d in mning A

co

o

or

ou

or s

(b)

o

A prefix is a f n in o a g ‘

os

a

mdify it m ning l tt n dditi n f l tt in dify it m n w d t m g

word to

a

s,

a

nadditionof

a

or

n

ess whe

W ord s

Pr e fi xe s to

is

sufli x

ore

ar

ore or

us

are

erso s

o

ar

e

4

ves are co

ec

a

s

or

o

e

o

or

ore

e

u

ave

.

o

or s

s are

ro ou

are

a

ce

a

'

(c)

s

ere

ea

o

s a

or

a

s

or

se

e

a

e su s

a

ou

ce

u e

a er a

or a o

c a

er

e

ea

IV

.

1

.

Cl a sse s

of

SE N TE N CE S

te n c es : S en

m

m

akes a state en t or declares (a) A declarat ive sentence so ethi n g t b rr n n k A n n c i o i n o a t i v e s e e a s s a es t e t e u ( ) g q (c) An excla atory se ntence exclai s or expresses sudden or f stron ee li n g g

m

m

m

2

.

P ar ts

( ) a

of

The

(c)

j

sub ect O f a se

mthing i

so

( b)

S ente nc e s

e

ntence

tells

about

m

who

or about

wha t

s said

The predi cate tells what is sai d about the subj ect When the subj ect is o i tted i t is call ed the unexpressed

m

j

sub ect

2 3 0 ) (p .

308

V 1

.

E NG LI SH

GO O D

Th e U se

( ) a

of

Q

er

e

( )

ea e

s re

or s a za

uo a

e

use

uo a

a

oe

e

ar s e c ose ea c

o

co

o

or s a za ,

ara ra

u

o

e

e

a

e

o e

a

o

s

or s, a

ar

e

ar

ore

uo e

e ore

u

s

ar

ra

c

nM ark s

u ota ti o

mk i p t b f q t d w d nd th mk ft th m i h Th mk t d t t i n n i n f h b g g p p h w h n n i n i n h t n h t t t t q g p g m th n n p g ph t n b t th m k i nt d ntil th wh l q t ti n nd i m k n l h f t t n di i d d q t t i n t Q p (p 9 4 ) F i i hi n i t t n w t l t t i n k n m nd q q g The

a

b ( )

QU O TA TI O NS

.

uo a

o

o

ar

eac

rou

ues

u

e

ar

s

e

v

a

a ra

uo a

e

o

.

(d)

uo a

or a

o

o

uo a

a

,

ar s

e

S

a

are used

2

.

G

e

(a )

b ( )

ne ral A

R ul e s

a

nd

D

efi

ni ti ons

m

ar t fro the precedi n g p of the sen if the te n ce that con a tain s i t , by a co i ll d l n n r r es t a c o o e e a e c e (p quotationis lon g, g y p

n is

Short

separated

o i t t u a o q

I n a direct qu otati on that con sists of ten ces, each sen ce begin ten s with

(0) Q uoted

se

woul d used

nd

re qui re

in place

tin nes a

ntences

if

not

Of a

o t d u e q ,

r i d e o p

except

a

n

m k th y m mi nt n n ti n m k ar s

a

e

co e

se

m

m

.

a

s

ce co

mk

l c i n i a e d s d h e t e u i n a o t t o p q A ni n direct quotati on te lls what a

n

out givi g

VI

(a) G i ve

that

se

lette r

capi tal

a

min

when the

ore

o e or

be foll owed by the

are

(d)

n

.

the qu otati on en ds The ques o ar excl a ati on d a quotat i on ark , when they en ,

after

th e

Shoul d

m m m

.

hi s

exact

speaker

OF

o

s

there

hear

sea

red

tal e

thei r

here

see

read

ntain i ng

co

mm

wi th

mnym (p 120)

ntaini ng these ho

t ail

(b) G ive sente nces (0) There is so eti

said ,

WO R D S

co

se

has

words

CO RR E CT U S E

ntences

ar

.

when words

nintroductory

es used as a

word

(p 2ol ) .

PAR T TWO

S UM M A RY O F G O O D F r R v i w o e e (

I A

capi tal

( ) a

l e tt e r i s

E NG LI S H , BO O K O NE

nd

Thi rd

of

3 11

Work )

Fou rth G rad e

a

CA PI TA L LE TTE RS

.

u se d

to beginthe first word The boys play ball

O f every se

ntence

.

.

(b) for the

word I

I t is I

(c)

m m

.

d every i portan t word in the title to begin the first an i r a O f a book , a story, a poe o , p cture The Waki n g of the Flowers

m

to begi nthe d week , an

na

( ) e

(0

.

O f every ay

mnth o

m

m

i ti al a e or the i n to begin the n ll o w f e H en ry W Lo n g

m

r e p so

er

m

m g mb l ft w mn h t th o

a

as

’

a

o

m f m n y

li n e

of

poe try

.

ould ch ee r

rough

ear

s

ha lf the year

.

a e f or G od to begi nevery n Pray t he Lord to bless our flag

to begi never H e st u di ed

h e n i t b e t o k ( ) g

e o

a

art

.

.

a

l e a c p

in Paris

nand

M y dear H elen:

.

.

saluta tio

the

e

ndi ng O f

a

letter

Yours trul y,

m

i fied thi n es of person a to begi nthe n gs The Frost peep ed i n at t he keyhole

m ( ) t

o

.

.

begin a direct quotation .

The

Wind

sai d ,

“

.

m

na

a

.

O f every

.

.

.

.

The poor

( I)

mb

n

of a

Shall I t ake the leaves

aw a y?

the

Of

.

l to beginthe ti tle of a person , p a ced bef ore it h yest erday I et D r S A Christ

(3)

.

to beginthe abbre vi ati onof every ca pi tali zed word The abbrevi ati on for D e ce ber is D ec

r fi r s w d n h t e t o b e h t o i ( ) g

(i )

day

of every

i s t he l ast Th ursday i nNove

.

(g)

hol iday,

e of every

ksgiving D Than

.

.

e

.

E NG LISH

GOOD

3 12

II

PU N CTU A TI O N

.

A pe ri od i s

u se d af t er

( a)

e

mnt

a state

.

in turn g brown

n is

The

cor

.

nabbreviation

( b)

a

.

Yesterday was Feb 22 , 19 17 .

( c)

a

ni nitial

.

R obert L Steven son was .

mk i

A qu e sti on

ar

Where 3

.

nexc a

( )

a

a

O h!

( b) 4

.

a

a ory se

to

(b)

to divi de

A

( ) a

to

.

u se d .

mmi

co

ntence

noise that is!

a

a

word

a

the

at

mt

ca

e

o

nd of a line i n es h ts buildin t e r g

e

fin ished

bir ds

hoppers .

.

separate syllables

( )

The

5

n

e t i u s o q

s u se d af te r

ar

mt

A h yph e ni s a

.

a io e

nexcla What

a

poet

the flowers?

are

o

a

a

s u se d aft e r a

mti nm k i l mt n

A nexcl a

.

.

bri n g

s u se d

mm

su

m

nd

a

er

.

m

the day of the the year on th fro I le ft New York Februa ry 12, 19 17

separate

.

m m .

b ( )

to

the day of the week fro the on th da y, February 12 , 19 17 I left New York M on

separate

.

.

( ) c

to

separate

words i n a

seri es u

nless

all

n necting words

co

mnth mnth

j oined

.

ng The sp rin g The

are

spri

o

s a re

o

s are

M arch , A pri l a nd M ay M arch and A pril and M ay ,

.

.

by

III 1

.

E NG LISH

GOO D

3 14

D

efi

( ) a

ni ti ons A

se

ntence

thought The

b ( )

A

state

( )

is

Words

Of

r o u g p

a

e xpressi

ng

a

n is

shi

mnt i e

ni ng

s a se

cold

ntence

tha t tells

a se

ntence tha t

so

e

asks so

e

m

(9 )

ea

ore

s

e thanon

A paragraph is a part O f a story abou t so e part i cular topi c

( h) Three

or

way,

ore

a

a

ords of

the

a seri es of

ora

m kind e

nd

G race w ill

or a

nd G ra ce

,

u sed

i nthe

te lls

sa

m e

.

or are called co

J osep h J oseph

ntha t

osi ti o

w ords

ap pl es

a

pears,

,

sa

mp

or co

nnecting

nd

e n a W h (j)

.

nges

I lik e

(i ) A nd

e

l e as u re p

.

n

m m w mk

e xp resses

.

mn m

A pl ural word

.

.

,

child

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I ND E X

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CH A PTE R O NE

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M A NU A L F O R

10 Th e l

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G O O D E N G L I S H — BO O K TWO

19

CH A PTE R TW O N ote : la

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L esson 104

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M A NU A L F O R

22

L E S SO N 28— TE E BI O G R A PH I CAL D I CTI O N A R Y ot kn I f your pupi l s d o n ow h ow t o P art I I , L e ssons 2 6 , 4 3 , 4 4 , 5 2 , 6 2

ary, di cti on

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r ef er

t o Book I ,

.

' ' — L E S S O N 29 A BBR E V I A 1 I O N S or N A M E S or S TA TE S

m

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a

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— E S L S O N 30 AB BR E V I A TI O N S O P N A ME S O P S TA TE S '

F ol l ow th e pl an ou tl i n l s n ed i n the prec e d i n es o g .

L E SSO N 3 1— O O

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m nt by t h f f ni ml ea

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L E S S O N 32— P I CTU R E

S TU D Y

m m

W ha t

do you see i n th e pi ct ur e on p age 3 7 ? D escri be t he D i d you Wh ere ? W here d o these f oxes l i ve ? F or wh o do you t hi nk e? e ver see on I f h s ? r o es i t u e t s t e d b h r t hey a r e w a tch i n e u c t e ca n b e w r i tte n t g y gg y p i n one par a gr aph , t here w ou l d b e no use of aki n g two paragr aph s of i t ; .

m

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ot h e r

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t h ose

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L E S S O N 3 3 — PL U RA L S I N ES I n L esson 14 8, P art I I , B ook I , by

a ddi

ng

3

to the

si

ngul ar

.

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a ru l e

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M A NU A L F O R

24

CH A P TE R TH RE E N ote :

md m

ore t i

a e

mi d y

F or

-

mly by nd

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s

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a

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4 1, L esson s 38 ,

’

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53

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mt

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th e

f or t hi s Ch a pt er

L esson s 11 9 , 12 0, 12 5 , 12 8 ,

m

m m m i d t h mt di ll in

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mi l i

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r r a i e a t o p p

md m

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n

a e

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vi du al experi e ces

wi n ter

Prep arat i on a ri z e

be

LE S S O N 3 8— LI TE R A TU RE

nj oy

e

nd

a

.

wi th the ch i l d ren th e poe To h el p t he see t he pi ctu re s th e au th or h as du ce the To i n t o t alk f ree l y a b ou t the poe

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a

my

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wi th the poe t o devel op the th ou ght

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.

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a

3

.

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i l ll h u r t t s l esson a pl easi n h o u o a e p p g en A sk pu pi l s what thi ngs the poet ti on s th a t show t he app r oa ch of “ ” Whi ch are the l ast to say good ni ght ? t er ( gr asses, r oses, l i li es, wi n

m .

.

mnt

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S chool Re a der , B ook I

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— LE SS O N 139 WO RD S O F A D D RE SS Thi s l esson ai

mt s

mwi th w m

o teach the u se of the co

a

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a d d re ss

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i n v n i v e h a e t g y ype n n h i l h r D i ctat e the f oll owi n se t e t o e n h ce s t e c d a t e b l ackb oa r d , t g l essoni n the b ook has bee ntr eated

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.

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CH A PTE R F O UR

mi d y md m ti mly by N ote :

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68

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W M

LE S SO N

my

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a e ri a l

L essons 13 5 , 13 6 , 13 7 , 13 8, 13 9 , 14 2,

1 4 3 f or Les son 6 0 s 5 6 , 5 7, 5 8 , ,

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mt

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The se l ect i on i s u sed t o gi ve a the pi cture s t h at th ey see ’ f or the on th s w ork a nd t o b r i ng t o t h e pu pi l s a pi cture of ol den t i e u ch b et te r i f th e o Chri st as c el ebr ati ons— a pi ct u re t h ey wi l l ge t e p is rea d t o t he A t t he cl ose of t h e rea d i ng t hey wi ll ea ch de sc ri be one

m m

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i c p ture note d Thi s i s a .

j

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M A NU A L F O R

35

L E S S O N 6 7 — CO M PO S I I I O N ' ‘

Note : t i on by

Teach er

m

I f you have a i d year cl ass, i t ti n h r h e w o r i s t d C t a s g

m

o

’

Ai

s

m

mi l

To t e ach h ow t o To

st i

ml

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the ti tl e of the

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f or oth ers t o f ol l ow

.

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s

mp f th i i m n n p mR d C

S ecu re

a

S ecure

s ec

H ave

ch a

.

co versati o

To gi ve pr acti ce i n ’

m

Chri st

a

f ree

u a te

-

so

o

a

nce

zo e

mp

r oss st a

e

n bl anks

o s l t a p

sur a

e

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s

d i st ri cts

.

f or i l l u st ra ti on .

f or i ll u strat i on

m

.

b oard the postage rat es f or the vari ou s cl asses of ai l, i n li r l P n i l D v e h n P r e S e e a i a c s a c a t a n t i r c s r t o t d d o o cl udi n e t d e g p y, p ai l s d regul a t i on s f or t he u se of th e t i on s an

n the

Copy

o

m

m m

.

Th e Lesson O

ur

l esson tod ay i s

abou t

wh at ?

as Wh o wi ll expl ai n how t o wr ap a Chri stm Where shoul d you wri t e th e a d dress of t he .

nt ? n ers o f or p

r s e e p

mi t

wh o

is

de d ? ten

Wh ere

shoul d

I n t he

Mdse

.

,

wri t e you r own ad dress ? l e f t h an e r wr i te th e d corn

o u y

u ppe r

F l owe rs, F i rst Cl ass,

na

m e

of

nd

u

t he

nt e nt s

co

et c.

E XA M PL E

Wha t

i s t he di ff e re n ce i n posta ge

of

sea l ed

t he posta ge r ul es on the boa rd -cl ass fi t rs at ter ? a n What do we e by

L ook

at

m

Wha t

i s the

rate ?

m

.

a

nseal ed

k a a e s ? c p g

M A NU A L FO R

33

CH A P TE R F I V E id y m md m time by

Note :

F or

-

ea r

su bsti t u ti

ore

a

e

I 2,

a

nd 86

Teach er

s

cl a sses,

mat

ng

f or thi s Chapter

e ri al

the

L e ssons 15 4

Ai

m

m

m m th mt

To

ai d

To

S h ow

Teach er Fa

s

mi l i

m

.

ch a r a cteri sti cs

of

a ri ze

of

k Thi n

of

l f o u r s e y

mpl mpl

e xa

exa

es

md a

expe ri e

.

.

u a ry J an .

m

wi th th e p oe ” “ h t e f al se of

e s of

“

th e t ru e

”

.

ng ou t i n ru n g

to be

t o be

ru

.

.

The L e sson

th ese

e

nces

i ndi vi du al

o reca ll

e

.

Pre p arat i on

Thi n k

U

15 6 f or L essons 7 0,

nd

a

L E S S O N 7 0— LI TE R A TU RE

wi th t he ch il d ren the p oe i ng in To h el p t he t erp ret i ts ea n To h el p th e see t he pi ct u re s t he p oet h a s e

’

be

a

.

nj oy

To

my

m

m

i ng of th e p oe th e qu e st i on ean s i n t h e l esson t o d evel op t he w i l l su gge st oth er s H a ve pu pi l s e ori z e on e of t h e st an z as se

mm

.

Re a d

n

su ggesti o s

f or

i n M mm i i n g e

or z

a

.

nu al ,

L esson 2

.

L E S S O N 7 1— RING , RA NG , R U NG F ol l ow th e di rect i ons gi ve n i n t h e b ook F or su ggesti ons, se e L e sson 9

.

.

L E S S O N 7 2 — L E TTE R Thi s l e sson shoul d i

n o t h e u p

r eci pi e

mmb

nce

c orr ect

spe l l i

e

ra

.

nt

mp

n the

r e ss u o p

i f r t w i t t o e g I t sh ou l d al so t e a ch t h e

ng

of

of a

e ve ry

w or d

m

u se d

;

a

WR I TI N G n the obli gati on t h at r ests k l c n o w t a e d n e e h t o f r e t e g p

ch i l d re

m

r o p

nee d o p li te

m

l etter th at i s p oli t e i n the i n i ts nea tness and i n the cor

f or

a

ness of i t s l e tt e r f or ; p oli te i n i t s corre ct u se i n th e nea t f ol di n l n v h h e e o f a r t fi t o t e e t e o pe g p p r ect

.

of

capi tal

l et te r s,

a

nd

G O O D E NG LI S H— BO O K TWO

43

CH A P TE R S I X

mi d y md m ti mly by N ote :

a

F or

ore

e

-

cl asses,

ea r

e

substi t ut i

mt

ng Le sson 1

my

f or thi s Ch apter

a e ri al

th e

f or L esson 1 02

be

a

.

L E SS O N 88— L I TE R A TU RE '

Teach er

’

s

A un

nj oy

m

th e poe wi th th e ch i l dren To hel p t he appreci at e t he th ou ght of To i ndu ce th e t o t al k f r eel y ab ou t i t

To

e

m m t h mt

To

ai d

To

show

o

e

th e poe

.

.

in di vi du al

r ecal l

ch a r ac teri st i cs

nces

exp eri e

wi n t er

of

.

e xpl ai

n the

.

.

m

m

B e p rep a r e d t o

m

.

Teach er s P reparat i on B e f a i l i ar w i t h the poe B e pre pa r e d t o a sk questi ons to ’

’

st i

ml

m ning ea

u a te

t h ought

all

of

.

ssa a ges p

.

Th e L esson U off er

to

a

m

r o h h t he qu est i on s at pu pil s d an t e t s gi ven i n t h e l e sson a n ay y Chi l dr en sh oul d b e encoura ged t o a sk qu esti ons of each other an d

se

.

nswe r

th e

m .

Rea d th e M a nu al

n

su ggest i o s

m

N ote : a d d ress

f or

mm i

i d yea r cl a ss, I f you h ave a an d t he p u n ctu a ti onu se d wi th th e

-Ye arl lf Ha y Su

-

m my ar

mn t n

m;

ng

al so

.

v i g e

a

b ri ef

revi ew of

of

the

.

L E SS O N

V ari ety i n t h e

i n v e i n L es s n 2 o g dri l l i n th i s l esson on words

or zi

e

ndu ct

of

co

— 89 L I TE RA TU RE

l angua ge l e sson s is

m

m t i mp os

nt

ort a

.

nt s; l esson D

o

’

nge th e anner of approach t o t he n r r s h s f o i t e h n v i s s e e n e t t s s d e c e o t l e s o e w e i nvent w ays of gi vi n ; g l i l h h v t n i l r h t i t h a a t e t i o n f a t d e n a ll t e t e c e o e e c se cu r i n g ay of te n b e a ppl i e d h el pf ull y i s t h e di vi si on of t he On e devi ce t h at i i fi i i t u n v d e d l i k s d e s c s o a t a t a c t o gr ou ps, e a ch gr ou p h a vi n c c l ass i n p g “ ” c f r s o a o e ay b e t r eat e d t o ri val ry by k ee pi n si des ti on Th e se a t te n g “ i s t o keep all chil dr en i n th e cl ass Th e a i a d e f or e a ch si de e rr ors rce d t o thi n i f o k n w h rec i ti n i l l s o s a s t h o s s a c e e e o t hi nki n g g y

be

d o o o ou s an

r o s y; p

cha

m

m

m .

m

.

m .

m

m

.

M A NU A L FO R

46

mi m t p

r o p

m

t o you r p upi l s, i n vi ew of thei r ab i l i ty i n co posi ti on i sh ed a t i z a ti on re a d t o t he cl ass wh e n i t i s fi n r ofi t

os

se s

m

H a ve t h e d r a

.

— OS H O

L E SS O N

H ave the Ple dge ’

e fl ect

.

n th e

stu di e d

W

WE LL

TO K E E P

ca r ef ul ly

.

E xpl a i n each p a rt

a

nd

show

the

b ody

upo

.

L E S SO N 9 7

-O

O M P O SI TI O N

m

Re a d t he pr ogr a ca re f u l ly wi t h the p u pi l s t Al l ow t h e pu pil s t o d i scu ss each poi n

mh m

So

o

e

nd i t i ons

co

e

i n d eal i ng wi th

Teach er

’

s

Ai

.

speci a l

a

ai d

be di scovere d th at

t he teacher

ca se s

.

L E S S O N 9 8— O O MP O S I TI O N

m

Re a d M anu al

my

.

f or L e ssons 19

n

su ggest i o s

a

nd

93

.

Th e L esson P upi l s w i l l

W h at

O pe

n t he i r

b ook s

j

i s t he

su b e ct of

at

L esson 9 8 .

th e l esson?

Who

wi l l

th e li st of t opi cs to

re a d

be d i scu sse d ?

mp

t nabou t ( a ) others wi l l a d d t o h i s accoun ot W hi l e tal ki ng abou t topi c ( a ) , pu pi l s will n of th e a ppe a r an ce of cow s h a n i w h h n I i l n d t s e d r l r a a d t c e e n t ou ch u pon c a o i k t s t c t o ( ( ), y ) t opi c u nder di scu ssi on R e ad M an s 2 an u al su gge sti on s f or L e sson d 3

So

e

u pi l

wi l l t ell

al l

he

ca

.

.

.

.

L E S S O N 9 9 — CO

mp t mph

MP O S I TI O N

langu a ge a s a prepar a ti onf or wri t tene xpressi on l not be e l a si z e d t oo st r on I h r l s il n e o e s n u t a o ca n gy p p s or ga ni ze their i te l a ngua ge th ou gh ts on a sub j e ct a nd e xp r e ss t hese t h ou gh t s i n defi n This ’ i zi ng of one s th ou gh ts, f or u la ti n i nwords i s c o p osi n orga n g t he g Th e wri tt en l e sson ofi e rs an opportu ni ty f or the pu pi l t o r efin d e an i prove hi s or al co p osi ti on The wri tten co posi ti on i s l i e or e t a n b g a de ct t h an th e or al d an ay b e or e e xa B u t th i s refine e n t i s don e at t an se of sp on e i ty a n the expen d i agi nati ve f e atures Th e w r i t t e n co po si ti ou h a s f ewe r pi ctu r e s i n i t ; i t i s ore at t er of f act B u t t h e or al co s i n i n l n w o h w e s s t h l s e o a e o a n i u d w r v t e e e e or al s eech we o ; g p p p Th e i

or a

nce of

or a l

.

m

m

al so

m

mk

a e

m m m

i a g

m m

.

m m m m

,

.

ns i nw ri ttenexpressi on .

.

-

-

m

.

m m m

.

.

m m

G O O D E NG

B O O K TWO

— L I SH

49

CH A P TE R S E V E N N ot e : lade

mi d y

F or

m

ti

ore

-

mly by mi tti ng L o

e

e ach er s

To

e

m

Ai

nj oy

m t h mt

To h el p the To To

cach er s

Be f a

r ec all

mt

f or thi s Ch apt er

my a

be

.

n

ch il d r e

the

i ndi vi du al

tal k f reel y

o

Preparat i on

mi li

n 1 04

esso

.

md i n p t th p m

the pi ctu res th e p oe t ha s

see

nabl e e o en c our a ge th e e

’

'

mwi th

th e p oe

a eri al

— 0 LI TE R A TU RE 1 4

L E SS O N ’

mt

th e

cl asse s,

ea r

ex

a

e

.

er e ce s

.

ab ou

e

oe

.

m

w i t h the p oe P repa re questi ons to d evel op th e t h ou gh t of th e poe i ng of al l pa ssages B e prepared t o ake plai n t h e ean ar

m

m

h e L esson

'

h at i s th e

be ea r

chi l dre

m

n

s ow co

ne w a nd

the

.

ari so

n,

easo

'

If

m i t th

o

u o y

e

each er s ’

Ai

have

mi d y

m y

-

ear

m

To To

est abli sh

To

sh a r e

study

o u y

M P O SI TI O N

m mti

gr a

a

.

cal

f or

m s.

nces

expe ri e

nl arge

e

th e

.

ch i l dre

ns ’

knowl e d ge

of

h e L esson

mny kind f li ghti ng N m th n t l ki nd N m th tifi i l ki nd H ow

nd

a

.

l se f expressi on

cor r e ct

.

cl ass,

L E S S O N 1 05 — O O

cul ti va t e f ree

To

a

of ar

u r a l l p

.

m

m

n a b out March f r o the poe ? Re a d M an ual su gge sti on s f or L e sson 2 N ote :

m

m p

out t he co

m

ar

.

W i th ngi ven i n the poe i l w n I n w h r h r u n a r d ? a t a t r i s e l ik b e t e e c a e e e t a es s p p ” “ wh oopi n y ? Why i s th e pl owb oy g ? What d o you

nt o poi nt

A sk t he

m

.

s o

a

a

e

e

a

e

e

a u ra

ar

c a

s

.

s.

ar e

t here ?

l i ghti n g

.

l esson i n

M A NU A L F O R

2

m

— n f i n a z r s r h f h s t a o h n n f i s o e t r e o t e h e il a d s e a d t d e t o o th c ee , p g — d wi ll b e a re al pl easu re t o al l a e t he pi ctu r es th e p oet has Call

m i m Th

t i on t o t he li ne s tha t

e.

r

.

ch oi ce

e

d i cti on of

such

o e p

a

m

nj oy a t t en e

Th e

as

n e ff ect on th e l angu age of t h e chil dren aki n t o t hat w hi ch — h s n h i i k i i u i n n t a r t h v i e n i rr u d s v u o e t t a s n s a e e t d l a rt st c s o e di u a g p u f n si ti ve to t h e bea u t y of choi ce l a n I l n h n s a e h i d r e o a c u l o t t l y hea r s d c g g i l h h correct E n s h h oo l l i i z l f i n t e r o o t e o l ed b r e s c w u b e e a t d g p g y To overco e the ca rel ess l angu a ge of the st re e t , t he school u st st r u ggl e wi th i n Th i s d e a n cre a se d st re ss an d wi th u nre i tt i ng w a t ch f ul n ess d tel li gen d pat i ent cfi or t on th e part of t eachers c all s f or i n t an S ea

’

h as

a

m

m

m

.

m

.

mm m m

.

.

— E S 1 1 CO MP O S I TI O N 2 L SO N The se qu est i on s wi l l Wha t i s a ri ver ?

mwh

F ro

What

at

a re

sour ce

th e

st art

does

n:

n

co ve rsa ti o

st art ?

ri ver

a

a ri ve r ?

u ses of

F or wa t er power To drai n th e l and

(a) ( b) ( c)

F or tr an sport a t i on

d ( )

F or pl easu re

.

.

.

.

L E S S O N 113 — PI CTU R E S TU D Y These qu e sti on ver sati on s w i ll sta rt t h e con Wha t i s the ti tl e of the pi cture ?

Wh at do you see i n the pi ctu r e ? Where do you t hi nk the b oy h as been? To w h o do you t hi n k h e i s t al ki ng? What do you thi nk he i s tell i ng t he ? or e h el pf ul I f a cl a ss co posi t i on wi l l be

m

vi du al

m

mp

osi

co

th e

h el p of

ng,

m

use

n,

chi l dre

m

to you r pu pil s bui l d a co posi t i on

t he bl ackb oar d t o

wri te t h e be st

ntence s

se

m

su gge ste d

t hi s ki n d wi l l be h el pf ul , p art i cul arly t o th e l ess in or e al ert ch i l d re n pr ofi t by t h e th ou gh ts of t h e d ed

c i ses of

t ended

mp

co

u se

of

t he

mp

cl a ss c o

n will l e ad

osi t i o

d ence t o d ep en

U se

she

t oo

n

m it d li m e

F r e qu e nt

.

efi ci e

.

use

W i th

n

c o versati o

o e

th e questi on s gi ven i n th e l esson .

t he

e xer

nt ; f or

t h ese

H owever , t oo of

ex

th e i nd i vi du al

m p

d ep en t han i n d en ce i n c o

r a th er

n ni ght ? ext d ay ? d o th e n

h a ppen ed

di d

n and

osi t i o

The se qu est i ons wi l l st a rt Wh o w a s G race D arli ng ?

Wh at What

m

.

osi

ng

.

G O O D E N G L I S H— B O O K TWO Thi s l esson shoul d l ea ve the i

i u i d g

as

t he

ng

spi ri t

of

A ll ow t he

my b a

i r p

nci pl es i n li f e

ch i l dr e

ress of

Fi n d

.

nd servi ce t o others i n whi ch cou rage and

cou rage a

n

w ays

co cret e

t o th e pl ea su re a n d we lf a re of you r sch ool su gge st ways i n w hi ch a l arge r u se of th ese i u a l t i s e q a

n to

helpf ul t o

e

my

servi ce

mp

53

all

a dd

.

.

L E S SO N 1 15 — CO MP O S I TI O N These questi on ve r sat i on s wi ll st art c on “ ” What do w e e an by L i f e i n the Water ?

m

mny ki nd

H ow

d o you know ? ea ch k i n d f ou nd ?

a

Wh ere

s

is

O f wh a t

m pi

So

e

.

is

u se

e a ch ?

ct u re s of

c oa st

m

fi shi n o w n t s g

a

nd

b e hel pf ul e qu i p ent f or te achi ng t hi s l e sson “ D o you r pu pil s sti ll u se l ong, st r i n gy a

nd

s

a

nd

n the

P l a ce sh ow

”

’

o

h ow i

by t h e

so s

boar d

ntences ; i s i n the

If

?

m

If

in si st

so,

n

the

o

e of

i u l s p p

u o r y

t ha t

the

at

mthi ng ; e

co

ntences

se

mhy mt

t h e ti

t o t al k w ell , they

a re

say so

nt ences

se

.

.

ntence s of

fi sh wi ll

nne ct e d by u se of sh ort er sen ten ces ” “ n n the t st ri n s e e ce t o gy

th e worst t ypes of ten ce s a re D o thi s su ch sen

se

in m d

”

so

ossi bl e

.

of

.

’

mp

l u i p p

se

“

t ki n ds d i fi er en

of

’

that

t

e

e

a re u sed cl ea

cut

r

us

u se

say

exact ly

what

speaker.

— S E 1 L S O N 16 CO MP O S I TI O N

Wh at H ow

We

j

i s the

mny t a

sub ect

opi cs a r e

w i l l t al k

of

our

m

t he re ?

t e pi c

ab ou t

l esson t oday ?

Rea d t he

( ) a

.

fi rst ; t h en abou t

( b)

,

et c

m m .

ntence i n t he di scu ssi on of a t e pi c i s ost i port ant , w ri t ten e xpre ssi on Ca ref u l a t tent i on t o t h i s de ta il will i n both s a ke pupi l s t h ou ght f ul of h ow th ey be gi n t h ei r c o p osi ti on t t o sa y; the n t o say t i s t o kn ow wha t you wa n The fi r st re qu i re en — d so eone t o sa y i t t o i s t o To h a ve so et hi n i t t o so eone g t o sa y an ean s th at i f chi l dren h a ve th e re qui si tes f or good co posi ti on Th i s i r t h h v e u st so et hi n ey a e i d as d wr t e s a r e to b eco e good t al ke rs a n g — — n so eon M oreover, e t o sa y i t t o u st h a ve a n a u di e ce t o sa y a nd t h ey t t o h ea r ers wh o wa n ti ve a u d i e n ce , sy p a t he ti c l i st en u st b e an a t t en it — — i e n u st , t h e re f ore , be sp oken t o i n n r v i o r a t l a d w E ery co pos t o t M a ke su ch di str i bu t i on of the ti e of th e e e or wr i tt en t o so e on so e on l a ngu age l e sson as wi l l all ow the co posi t i ons t o be re a d t o t h e cl ass ci se , b ut i t sh ou l d cl a i x r r f n e e r u l n e u t o h a b e s o d o t c Th i s readi n g y p Thi s can best b e acco e ber of t he cl ass t i on of every th e at ten The

m

ni ng d or al a n O pe

m

.

m

m

m

.

m

m

m

se

m

m

.

m

m

.

m m

m

m

‘

m

m

.

mm

m

m

.

.

m

m .

.

m

M A N U A L FO R

54

h i n li i ifi s n s e d a s c h i n b s t i n f i vi dual s e s r d c o g p y g g p f or whi l e t he r ea d i ng i s i n progr ess

s r o u g p

or

to wa tch

.

L E S S O N 1 17 — S

n

Re ad th e M an u al

suggest i o s

WIM

S WU M

S

f or L essons 9

nd an d a

65

.

now t hat al l your teachi ng a bi li ty sk ill sh al l b e t e ste d by your re ovi ng t h e com on error s i n th e u se of t he f e w ve r b f or s i s on O f wh i ch swi e— th at go t o ake u p th e l arge li st of err or s of NO other phase of l angua ge work i s speech of you r pupil s r o ore i p tan t t han t hi s type of corre cti ve w ork To i nsure a tten to tw o groups ti on di vi de the cl a ss i n On e gr ou p ay ’ der the teacher s d i re cti on Whenthe pupils ten ces a t th e b oard u n wri te sen in at t he b oa r d h a ve w r i t t en thei r sen te n ce s, al l ow a f ew ut e s f or si l en t stu dy of the A t th e e xpi ra t i on of th i s ti e, an u i l h n f o e o t s ec d y p p n r i l w h h i T s n i n n t e c e s o u a s e h u l n r s o u o a e rr o r s e d e a ee a ed by g p p p i st ake I f th e pu pil d poi nt out th e t he te acher wil l go t o t he b oard an ten ce , t he oth e r pu pi l wh ose work i s ch all enge d cannot j usti f y hi s sen akes “ ” I f the cri t i c d oes n i s gi ven a score d hi s si de t he correcti on an ot ” “ si de e scor e i s gi ven t h e O pposi t e E i th er pupi l sust a i n h i s cri t i ci s , on “ ” ecessary all y t o the t e a che r i f n The d fin si de ay a ppeal t o t h e cl a ss an f res wi n h r n er c o n r e u b s o s t e es h e a t o c t t havi n e t g g D

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.

M A NU A L F O R

56

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50

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M A NU A L F O R

66 Teach er

’

s

Preparat i on

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to

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68

M A NU A L F O R

PART TWO

SECTH G RA D E

—

CH A P TE R O NE Note :

md m a

ti

ore

e

mi d y

F or

-

mly by e

su bst i t ut i

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nd

.

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m

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n sh ou l d be a n i nspi rati on t o the chi l dren E very ora l l esson i s an d an i ncenti ve t o th e use of b et ter l anguage an i ty f or t he i l h l t o pr acti ce Wh at i s tau ght i n t he E n s n O ppor tu n e s s o g fi den I ndu ce th e chi l d to t alk wi th con ab ou t W h a t he ce a n d f reed o l y w hen h e expresse s hi sel f wi th ou t r e st r a i n has r ea d, f or i t i s on t that d not e h i s progress w e can di scern h i s f au l t s an TO ak e thi s p ossi bl e we ’ ce fi den u st W i n the ch i l dr en s c on “ The qu est i ons u nder S tu dy of the S t ory ot b e ask e d or sh ou l d n i ca l w ay an sw ere d i n a Th ey a re to serve as hel ps i n t h e di scu ssi on ech a n M any oth er qu esti ons wi l l occu r t o t ea ch er and pu p il of the st ory E very

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m

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LE SSO N 7 —D I R E CT A

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th e grasshopper w oul d gui de us down th e vall ey .

th a t he

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M A NU A L F O R

75

CH A P TE R TW O Note :

md m a

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mly by

ti

or e

e

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ng

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f

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M i tchell , an ” “ I k e M ar vel of G

o al d e

.

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a

The pu rpose i n t e ach i ng the st ory i s t o l e a d t he i u h l n i a l t n b e o t a u e u s c d a t f e ed , a ci a t e t he si y g g p y

m

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TE R A TU R E

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l i f e , w r ote

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L esson 107 f or L esson 2 6

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L E SS O N The

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.

n f or L e ssons 3 , 4 , a nd 5 , P a rt an e xe rci se i n or al c o posi t i on M ak e su r e

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L E S S O N 1 8— O R A L CO NIP O S I TI O N “ A u tu A l i st of

mn G m

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m

To

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ra

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d o you wa n t? I w ant t o b uy that fi sh i ng

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h i stl i n i n h t e f r on t ya r d g ’ “ ril e d, Wh o s t here ? “

bu t hi s f ather

r od

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s

L E SS O N 19 —

Choose t h e

W R I TTE N

CO

'

i h v n i n t e e t ext g

j

su b e c t

n

f or H a ll owe

’

e

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M P O S I TI O N

n

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[an us] , L esson 18

m .

A typi ca l

n wri tten by

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co

r a d e g

boy

A D A Y I N TH E CO U N TR Y

Wi l l i e

m

hi s gra nd oth er wh o li ved i n t he coun He t ry l ou ht h e w a s i l u n h t a t u h h o n l v n i w r l e a o e a s H s a e e e a s o s d g g q y y an h h i u d oth e r h a d a h orse na e d D obbi n J oh n r n f t n t t e d a e e O p , , vi si t i

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m

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e re b u sy i n th e h ou se an O ne d ay a l l th e f a d gave no t h ought Wi ll i e H e w a ndere d t o t he st abl e j u st t o l ook at D obbi n J ohn w as .

4: ther e

t

er

a

so

nd

cl i

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mb d e

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o

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m

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M A NU A L F O R

32

CH AP TE R TH RE E Note :

md m a

ti

ore

e

mi d y

F or

-

mly by mi tti ng L o

e

mt

t he

cl a sse s,

e ar

n

48

esso s

a

nd

my

f or thi s Ch apter

a eri al

49

a

be

.

L E S S O N 135 — L I TE R A TU R E

Wh i tti er

l ea f J ohn G r e en

i n 1 807

m

descr i bes

mpt

A

mth o

A n uncl e b oth

a

u

r o p

er

li ved to

his

nd

mi d n nt md m i nfl n wh l a

au

e

o e so

a

a

neph ew

of

Whi tt i er

ri ch

l ea rne d Th e

i n l or e

mny

of

a

sw ee t est

w as

mp ni

co

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very

.

mi nhi w k f fif ty y m wi th hi p nt nd th y

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ort

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mt

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”

to h er hi s fi rst p oe s Wi th thi s bri ef i nt roducti on of the l i f e

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Maud Mull er,

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ar

m m m

th e P oe

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each

B ook I V ) .

spi r i t

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S ch ool Reader, B ook I II

th e

.

S TU D Y

A f t er di scu ssi on of th e pi ctu re , a sk e ach ch i l d t o th i n k i u r e h e h as se e n or woul d l i k e t o t i c n l A a t l ow a s an p p y .

er,

.

L E S S O N 3 6 — P I C TU R E

d escri be th ei r p i ctures

.

m

i p ctu re i s d e scri bed , t h e

of

a

m

n a u tu n

p ossi b l e to chil dren i n th ei r as

E N G LI S H — B O O K TWO

GOOD

CO

L E SS O N 4 3 se

.

2

.

3

.

4

I

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LE SSO N 4 G —WRI TTE N CO M PO SI TI O N

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5 4 — W R I TTE N LE SS O N '

ut o i v n h e e i n t g Qual i ty, not qu anti ty, i s ost desired in

n

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m

.

— V AR I E TY I N THE S L E S O N 55

The l e sson has ti on s gi ven th er e

.

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e d i n the te xt be en very ca ref ul l y pl ann

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WR I TI NG

L E SS O N 56 — L E TTE R

Su gge st Chri st

m

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su b ect s

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col d

w ea

o e

a

e su

er c a

m

e

.

10 Sl owly the processi on ove d down the .

— E L S S O N Sit R E V I E W A N D u al S ee M an

It is r evi ew

st reet .

SU M

A RY

L e sson 1 6 , page 7 3 e xpe ct e d t h a t a t l ea st t h ree d ays b e gi ven t o t hi s l e sson

i v e s g

n f or

su gge sti o s

.

.

not

t he h al f ye a r, bu t

nly

o

a

new

serves a s a

i dea

of

i cal f act s t he tech n

a l o l essoni nappl i cati on s ,

.

st u di e d

M a ke i t

The

duri n g

t horough

.

M A NU A L F O R

93

LE S S O N 88— L I TE R A TU R E

m

Revi ew th e poe s t s i n the f oll owi hg The poi n .

ou tl i

ne

my h lp a

e

u h t t o bri n o e t g

m

co

n

r i s a o p

M eth ods of tra vel R outes t aken

M essa ges del i vered

LE S S O N

mmb

Re

e

nwri t e

ca

U

i t we ll

se ou tli

mt

that pu pil s

er

se

nt ence,

be

us

a bl e

O S I TI O N t o te l l t h e

wel l b e f ore they

story

.

ne gi ven i n the M a nu al ,

L E S SO N 9 0— TH E

N ot

— CO t 89

.

nl y h ave

mgi

bu t h ave the

S U B J E CT A ND

TH E

PRE D I CA TE

n se l e ct the subj ect and predi cate i n each r e ason s f or th ei r select i on

ve

.

L E S S O N 9 1— N O U N S

R evi ew L esson 3 7

.

chi l dre

t he

o

L esson 88

a

nd

S H O WI N G

n

u se su ggest i o s

PO S S E S S I O N

l i h n i v n n e M e t a a u g

.

— S S 9 2 S YN O NYM S E O N L

i l s t Copy the f ol l owi n g

fin d i n th e gl ossary

or

of

di cti onary

LE SSO N

Rea d f or

mp

co

B ook I I , p 19 A f t er th e .

mm y e

or

work

w or ds on t he b oar d an d h ave t h e

“

n

ar i so

O

ur

at

mf

l e a st two syn on y

s

or ea ch

n

c hi l dre

w or d

' ' — 93 L I TE R A 1 U R E

Count ry,

”

E l son G ra

m m

ar

S chool Reader,

.

st u dy

ei ther

of

t he

m

“ Ho

e

n al l ow th e ” an or the d Country sel ect i o s

n to sel ecti on by chil d re

ch oose

Byron .

f or

MA NU A L F O R

100

CH A P TE R S E V E N Note :

md m

ore

a e

m id y

F or ti

-

mly by e

ear

cla sses,

substi tu ti

mt

a eri al

the

ng

my

f or thi s Chapter

L esson 2 6 f or Lesson 107

a

be

.

— LE S SO N 100 LI TE RA TU R E

mi t

,

Af ter the h ave

m

so

e

f an ci e s

earli est

.

n

r o a l s e p

h as been rea d

t ouch whi ch i s

so

bel ow

— 1 10 PI CTU R E

t o the teach er ,

old

nb oat,

.

S TU D Y

br i e f hi st ory of

a

nwork

osi t i o

co

“

O l d I r onsi d e s

i s gi ve n

”

.

The

ni ckna

t he

m p

w orth whil e i n the ora l

n ai d

a

a

mm

LE S S O N As

m m

nd

t ol d by th e cl ass, i f t i e wi l l p e r d tell so e of t h e i r of t he ch i l dren st ep be f ore the cl ass an n l t eresti n w i l l n n They wi l l be i n u e d a a s a d th at d g g

st ory

m e

“

O l d I ronsi des

”

I t was

.

i t ed S t at es t he U n

a

wa s buil t i n 1 7 9 7

Th e Con sti tu t i on ,

gu

nd G reat Bri t ai n

W ar

i n the

L at er when the

m

.

u se d

of

a

nd

r ecei ve d

1812 b etw ee n

ha d gr own O li ver W end ell

O l d shi p

m

hi l n r oy i t w a s i a t o e a e t s t d s t d A t e p ” “ I t was pri n H ol es wr ote the p oe cal l e d O l d I r onsi des ted i n a n y h n r n t a h a t o u t f i r u e r s o c d e e l i n t o f e e a se d w as so of the l e a di n g g p p y

usel ess,

m

ng

a

m

m

.

shi p

that the di sabl ed

stro

.

was

saved

.

MP O SI TI O N

L E S S O N 102 — CO

m

ti re poe I n preparati on f or thi s l essonr e a d t o you r cl ass th e en c al l ed ’ “ l a r S ch ool Re ader, Book I V , f ou nd i n E l son G ra O d I ronsi des, 2 9 7 p

m m

— 3 L E S S O N 10 LIE :

my w i t th f ll wi ng n k i h l ll n t fi i n t h m b g py

The teacher the

la y

.

chi l d re

n co

a

.

2

.

3

.

4

.

e

n

suggesti o s

d i d you d own and

S he

ch i l d

h as

a

e

Where The

o o

e

e

u al R e f er t o M a n

1

r

s

a whil e

.

down to

the baby down .

LA Y

ntences

se

wi th t h e

f or L esson s 9

the b ook ? r est

.

rest

.

nd

a

n the

o

correct

boar d

mf

f or

6 5 , P art I

.

o

.

.

E N G L I S H — BO O K TWO

GOOD

n the grass d own al l d ay

Th e gi rl i s Ye ste rday I

o

.

.

The b ook i s

.

n the desk

o

j u st

where you i ght l ast n

be f ore t he grat e H ow l ong di d J ohn the re ? J a es, pl e ase the book on the tabl e Th e

101

e at

.

m

.

L E S S O N 1 04 — TH E BU S I N E S S LE TTE R

The f ol l owi n w r i t n l e t t t b e r s w e a g y

a si xth

( A P PLI CA TI O N)

r a d e g

u i l p p

Wa shi ngton A ve W isconsi n R aci n e

14 1 2

.

,

March 14 , 19 19 os B ook S hop En

Washi ngt on A ve Wi s e Ra ci n

13 4 0

.

,

D ear S l l I

.

‘

i n l a st

sa w

ni ght

’

s

a e r p p

mnt

v r d i r u a se o e t y

e

f or

a

f or t he posi ti on I a d I f eel qu i t e el eve nyea rs ol d , i n si xt h gr a de , an fill t he posi t i on you ofi er

a

nd

sh ou l d

I

m

l ike t o

a ppl y

w rappi n g

cl erk

.

my

n

t hat I

su re

ca

.

F or

S ch ool

nce

r e f e re

you

a sk

a

M r W ood .

a

nd M i ss

B ol t on of th e H owell

.

Yours

respe ct f ul l y,

E li zabeth H Paul .

L E S SO N 1 05 — TH E

BU S I N E S S LE TTE R

Thi s l etter wa s wri tten by

si xth

a

a r d e g

.

( S U B S CR I PTI O N )

chi l d

16 1 6 A u sti n A ve

.

W al t on M i chi gan '

,

March

14 ,

19 19

o C The S prague P ubl i sh i n g A er i can B u i l di ng

m D

mn

tl e G en

et r oi t ,

e

I h ave i ncl osed f or of

a

.

a

M i ch i gan

mn y o e

nt o

ri pti o u s r s c e s b a y ’

A pri l , 19 19

or der

f or two doll ars

The A

mi

er ca

nB oy,

nd

a

f orty

nts

ce

ni ng wi th the begi n

copy

.

Yours t rul y, P au l J ense n .

M A NU A L FO R

104

h l r f i n o Ch an e e o l o w d s t w t o g g

ntence :

n i na

e a ch o e

m ning m

ore

ea

t hanon e

nd

j

O b ect a

se

LE S S O N 113 — R E A D I N G “ ” R evi ew A bi l i ty t o Read,

STO RY

F O R TH E

L esson 7 8, Part I I

.

L E SS O N 11 4 —CL A SS CO W O S I TI O N F oll ow di recti on s gi ven i n t he text The cla ss co posi ti on i s de si gn e d t o t rai n pu pi l s i n actual

m

m p

.

mth e

ods of

m

ng Thi s pl an i s parti cul arly helpf ul t o the sl ower and l ess i agi nati ve nhi l dren The bui l di ng up of t he co posi ti on, step by step; b y the n n t e e s h i s f ai d of t h e pu pil s, gi ves a per specti ve of val ues a on e c t a o t s g co

osi

m

.

.

m

t o pupi l s

r v i r se ce a e t g

.

LE S SO N 115 — M O N THL Y R E VI E W S ee

ual M an

G i ve

mth

So

mny a

a

wri tt en test

.

di scover th r ou gh th e test

we

es

e

n f or L esson 16 , page 73 s a ske d i n t he on the qu est i on

suggesti o s

not

ew they kn

a re

nderstood a t not known

u

al l

h at f act s t ;

m th

cl i n e d t o bl a S he i s i n

t h a t h e rs i s

ml

nor

a

H a rd

as

ab

.

it

a

nd

a

e

to

nthusi a sti c

r e a li zes

e chi ldre

n unusual ly

my b a

e

e

r e al i ze

n f or

har d

a

nd

t hi s l ack of

cl ass or

nderstood

that

by

our

w hi ch w e t h ought

t o be f a i thf ul is

ea s she

l esson that

u

mn

h ow l i ttl e

.

r evi ew

r o s s c e e s p

.

h i h e r w o a s The youn t c e g d hurt when sh e b e wi l dere d a n

a re

t he

or

h w h o u i h t e r h r h d h h a t o u l e s w e t o t hi n w c g g g y

u pi l s are p

says

t ext

h as

resul t

mny a

.

of

mpli

acco

shed.

P erh aps th e

th at the f aul t i s inourse lves, w e

she

n

c hi l dre

mt f us

ace

nsati sf act ory or di sappoi nti ng, l et u s t ry to ake t ha t i stake a gai n d then resol ve ne ver t o find t he cau se an ot en ough ; t o be a sh a e d i s n te d i s n To be di sappoi n ot en ou gh ; to oun t up eac h day worry i s u sel e ss ; but t o di scover th e cause of f ai l ure and — that i s achi eve en t on the f ai l ure of the day bef ore it

.

I f the

re vi e w

l esson i s

u

m

m m m

m

.

.

WO

— E NG L I SH BO O K T

GO O D

109

CH A P TE R NI NE N ote :

F or

md m a

ore t i

e

mi d y -

mly by

su bsti tu ti

e

1 3 0, 13 1, 13 2, an d 14 5

mt

a e ri al

th e

cl asses,

ear

ng

f or thi s Chapt er

L e sson s 5 2, 5 3, 54 ,

a

my a

be

5 7 f or L esson s

nd

.

L E S S O N 130— LI TE R A TU RE A l f r e d Tenn yson was

m gi f t m nd t

on e of

f or w r i ti n g

fa

a

On e

mi l y

of

t wel ve

n al l

chi l dre

mily g m

of

m

wh o

was t o pl ace thei r n l w o s s i r h i h n h i n i n h n h r r e a o e u d d e t t t s e s e t s s o d a b e e t e e e e e g ; p When he w as ei ght years ol d he wrote a gr ea t d i scove re d a nd rea d al ou d

ha d

so

e

.

of

t he f a

a

es

.

de a l

n he

m m

ha d pu bl i she d a vol u e nyson i f t i e wi l l per R ea d so e of t he sh ortest sel ecti on s b y Te n “ ” S t u dy of the P oe F ol l ow su gge st i ons gi ven u nde r of ver se

B e f ore he w a s

m .

ei ght e e

.

m .

— L E S S O N 13 1 CO

Why not

i

mgi n a

“

you we re t h e

e

W

O S I TI O N

Qu een of

L E S S O N 132 —W O R D Re a d M a n ua l

n

suggest i o s

1

2 3 4

.

.

.

Wh y D

d oesn t J ohn

mi

n t you ’

o

r et u r

5

.

6

.

7

.

n contracti ons :

n?

te r ? th e b i r ds i n th e wi n

ss

now H e ll w i sh t ha t he had not di sob eye d h i s oth er ’ ore th anon e b oy wh o i s wi l l i n o r k I sn t t here w o t ? g They

’

re

al l

n

h o t o s u e g

'

m

.

s ortu

nes

.

I

m

m

’

It

sor ry

’

u o y

w ere l at e

mt

t oo w a r

s

o

go

.

to

sch ool

m m

8 The chi l d h asn t co e h o ’ 9 Ch i l dr en sh ou l dn t l au gh a t ’

.

.

10 D .

.

o

’

.

May ?

S TU D Y

f or L esson 14 , Part I

G i ve t he f oll owi ng w r i tt en te st ’

t he

”

nt

oe s

’

r u o y

mth o

er

e

.

.

oth ers

ow you kn

’

a re

mi f

.

her e ?

— 3 1 L E S SO N 3 SPEA K, SPO KE , SPO KE N

n f or L essons 9 d i r ec ti ons gi ven i n th e text

R ef er t o M a n u al F oll ow

su gge sti o s

.

nd

a

6 5 , Part I

.

it m

.

M A NU A L F O R

110

L E S S O N 134 — CO M P O S I TI O N The de scri pti on cal l e d f or i n thi s l esson wil l be

m

rat her

a

d i fii cul t

m

e on

th i s gr a de I n or de r t o ake t he l e sson or e i n n il i t eresti n h t h a w o r t h w o u l c i t k d s n r ng t o cl a ss the e e a e a o b h t o e g p p ; fl owe r h e i n I n th i s way the chi l dren t en d s t o descri be l ea rn the

f or th e

n

ch i l d re

m

na

of

.

.

es of

se veral

t fl owers di fi eren

.

L E SS O N 13 5 — CO M P O S I TI O N

ni ng Pl an

M ay Pa rty n i n t o v i I t a s a ( ) n b A u s e e t s ( ) a

mm 1 G m

2 3

D

.

.

N ot e :

n,

seaso

.

.

nd S ongs D an ce

Re ci tat i ons

M ay P ol e

a

.

.

n ts en

ecora ti o s

( ) f r R e d esh ( ) i r n n C o w e ( ) g c

.

es

a

.

.

m

.

.

Que en

M ay

t he

m

.

I f you have a i d -year as a Ch ri st as par ty

m

cl ass,

nge

n

cha

appl i cati o

.

WR I TI N G

L E S S O N 136 — L E TTE R

F ol l ow d i recti ons gi ven i nt he t ext N ote : Change t he l etter t o su i t th e .

n,

occa si o

— L E S S O N 137 PR A CTI CE

i f you h ave

WO RK

ces f or di ct a ti on ( t hi s, t ha t , t h ese, t hose) S enten not b e truste d 1 sort of gi rl s can

mt

.

2

ki nd of

3

ki nds

.

I

a eri a l

ki n d

.

5

.

ki nd

6

.

ki nds

7

.

sort

of of

of

.

9

.

10 .

The

f ru i t

wears wel l

e p

is

nges

eate

ni nwinter

.

.

.

i s b est

i n I ll inoi s

my b a

.

.

e

f oun d

h a d t roubl es

o asses

.

ncil s

sou r

West

ml

t o be

a re r ai se d

or a

e arl y settl er s

ki n d of

of

e a r p

8 Thr ou gh ou t the

.

.

of a ppl e s a re

l i ke

4

a

is

nt

of

n

sort O f te

of

excell e

ki nds

.

.

min

erals

.

M A N U A L FO R

112

CH A PTE R TE N Note :

md m a

e

ore

F or ti

id y m -

mly by i nl

c u di

e

mt

a e ri al

th e

cl asses,

e ar

ng L esson 81

f or thi s Chapter

my a

be

.

L E S S O N 14 7 — L I TE R A TU RE

mw M B y t h ti m h w nmny Sh w t

G e orge E li ot , wh ose of

b ooks

a

nd

m

n

chi l dre

.

r Pi l i r in P o re s g g ss g an d rel i gi onb u t she wa s ’

h u sband

.

na

r eal

e

nearl y

An n E vans, was

a s e i gh t

e s e

ro e o

e

ary

as

e

a

f orty be f ore

su b she

ve ry

l h r o d s e ea s y ,

w as

f ond rea d

nce,

j ect s of

sc i e

t ri ed t o w r i te

h il h o o s p p y, fi ct i on H e r .

m

ncou rage d her t o take u p th i s new su b j ect S he wrote an y h n n r f r f n i u i s o f ar a t e a d o o u v r l r es t d e c c s o w e l o l s n e e o u t c e o t s t b y p , , F or b oys and gi rl s her b est work i s S il as M arner duct l l i r i c n v i e f k n h l t t h a s a b t a t e t h e s e e o e e s o B e f ore rea di n c g , g li f e of t he a ut hor and the st ory of S i l a s M arner E ncoura ge t he chi l d ren t o re a d t he enti r e st ory e

m

.

.

.

.

.

WRI TTE N

L E SS O N 14 8— Th i s

m p

co

n sh ou l d not

osi t i o

excee d

t w o pa r a gr aph s i n l ength

L E S S O N 14 9 — TH E F ol l ow di rect i on s gi ven i n th e t e xt

CO M P O S I TI O N .

S E N TE N CE

.

— E 50 CO M P O S I TI O N L SS O N 1

R ead

Manu al

n

su gge st i o s

f or L esson 4 6 , P art I I

L E S SO N 15 1— L E TTE R Thi s i s th e l ast l etter

of

th e year ,

L E S S O N 152 — TH E G O O D CA L I P H

R ea d

M anu al

n

su gge sti o s,

a

nd

a

:

nd

.

WR I TI N G sh ou l d ,

the re f ore, b e t h e best

.

R E A D I N G F O R TH E S TO R Y

th e t ext f or L esson 7 8, p

.

23 6

.

L E S SO N 1 53 — CO MP O S I TI O N Recal l tw o

ru l e s

f or

“ Tell i n

ti on s f or L esson 7 9 , P ar t I I

g

.

a

S tory

Wel l

.

R e ad

M anu al

su gges