ENGLISH. 2. Study of Story. What does Ceres represent? Proserpina? Who was
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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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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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I NTRO D U CTION at
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n of i deas for dis cu ssi onan d int he sti ul a ti onof t he i agi n a ti on E spe ci ally ha ppy as a basi s for con versat i onare t he i n h s k teresti n e t c es g by M r C A Bri ggs t he wi dely known cartoon i st The spi cuou s place of t he cartooninprese n t-d ay i llu st rat i on con , c ar l i n li i n h r l h h i n r i r u l d e n e a u e d e a t l a t t t o u s t o c u d e o y g p f hi f al exa l s s f r r hi t hese excepti on e o t o o a c ar t p g p I nt he pre parati on of t hi s se ri es t he aut hors have kept h o st an tl y i n i n d t he fact t hat t he fu n cti onof a n s c o l con y u ally ri ch
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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
.
CO NTE NTS PA RT 1
i h F f r e t a d G ( )
C H A PTER
LE SSO N
O NE
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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C H A PTER
.
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
vii i LE SSO N
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 .
sop
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.
C H APTER
m
TH REE
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
ix
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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 .
mn Wh nW d C m d W d p n L it M ining S l t i i n C m l F p a
or s
e
o
ou
or s
era ure ,
o
os
t o
,
t
e ec ed
,
ue
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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C O NTE NTS
x
LE SS O N
1 13 1 14 115 116 1 17 118 .
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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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C H A PTE R
EI G HT
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
119
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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
m m m
.
m .
.
W
m
m m m .
m
.
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
,
,
’
,
,
,
m
.
m
,
,
, ,
,
m
m .
,
m
,
,
,
,
m
m
m
,
.
,
,
m
.
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
.
m mm
.
a
m
,
a
,
.
ning ” sn ow !
s lear
H urrah for the
Will you
m
.
mlw y
a
m
play wi th
,
m? e
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
.
m
.
Wri tte n E xerci se
m
.
.
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
.
n
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
,
,
.
.
.
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
.
O ld
m
,
m
,
,
,
.
,
,
,
,
,
m mm m m
.
,
m
m
,
’
.
,
m m m ,
m
,
m
.
m
.
m
,
wi pe
m y
m
eyes
,
.
S tu dy
of
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
.
.
.
(d) The walk or ri de to the woods r n w t h t h e uts e w e a e e d H o ( ) g r r n h Th e e t o e u (f )
.
m
.
.
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
.
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
.
Wri tt e n E xe r cis e
Wri te
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
,
m .
,
.
m ,
m
m mm m
m
m
.
'
,
.
2
.
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
.
,
,
.
mm
.
,
,
m m m ,
m
,
m
.
m ,
m
m ly m i th ea
e
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
.
,
,
m
,
’
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
.
.
.
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five
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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
ro
m
co
e J un
Thursda y,
party, three to si x
the pleasure of a r t h n a t h e r b i p y
requests
twen ty f ourth,
’
o clock
.
5 6 Broad S treet
2
.
Wri tt enE xerci se I
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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
.
EN GLISH
GOOD
23 2
ml
For
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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
m
.
in vit ati on :
ch accepts wi th pleasure M i ss Harriet Fren ’ d in vitati onto her bi rth M i ss J anet Carey s ki n u r s d a t w e n t o u r t h a r t T u n e da y p y on h J y y, f , r o c l o c r t h t o s i x k o ee f
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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
Yea r I
o
e
COM POSITION
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
m nt i n ou
a
m
m
.
TH E VE R R : D
LE SS ON 77 1
.
Th e Ve rb
I CTA TION
.
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
.
The chil drencli
5
.
The
6
.
You
.
7
of a
top
o
ou
m
Peter
.
8 Heidi .
s
e
a s ro
s a
o
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e
’
.
m hi gh m d w .
mb d t th bl wind bl w t n g mt t y t h m mth l d n t gi us
a
o
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.
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ast
mm t
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s
.
.
.
o
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ea
.
.
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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PAR T Two
What
m t im p
the
are
nt
words i nthe p redi cate of r n t a o t words i n ost i p
orta
os
235
m m mthing
nt ence
7 ? Could gi ve are the h i r ca t e t e asse r d b ec a u se t e p y
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.
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j
so
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h r t en ce i n t he prece di n u e each se n o Select fro t g g p wor d or words t hat asse rt Words used to assert are called verbs .
2
D i ctati on .
.
Stu dy t he followin g th e
m
my
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correctly
1
“
2
“
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.
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ntences and ’
teache r
our
s
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m
be pre pare d to wri te di ctati on: “
Heidi s gran dfather, “ c d an h e o e s a i t o , ,
sai d
,
se
n
the
m m mgi n e
s ow
is too deep
”
.
n page
16 8
Test your work by the for
ve
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
’
or 8
au
ea
cases,
su c
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e var ous
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ore
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e
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ers
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ou see
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ever,
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es a
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ass over
es a o e ,
e
r
e
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
ibl s s e o p ,
not
bu t
so
hurri e dly
.
to lose t he thou ght
as
Close
.
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
.
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
or ou
o
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e
.
S tory Te lli n g
.
.
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
e
ou rse
e su
as
ou re a
e s or
ce o
s a
ourse
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as
ore a ccura e
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s or
a a
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e e
ou
a
rea
e
.
o o
e
s e
,
rs
,
s
e
e
,
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r
.
e
.
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
We tell the
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
you ,
ou
sa
ou
r
e
or o se
c ose
o
a
,
o
.
e
ou
n to
I will hold
e
”
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
a r
o
ca e
oo
e
a
a
or
s
e
or
.
o
2
S tudy
o
Prepare
oe
a
li st
.
idge
rowbr
.
.
of
n nthis
i o u es t o s q
nto
selecti o
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
Who se
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
,
,
,
,
f a ct
as a
.
m
m
childr e
e e
mthing
.
A q uestion is
mthing
.
e? What is your nam (d) A n excla ation or an excla atory se ntence r f e f li n a O sudden or stron f ee as o g g jy r n e r r i n e w o d a o an g p List e n! What a sudde n rust le fil ls the air ! ( e) A Si ngular word eans one
(j )
mpl t
co
.
su
I ce is c
G E NE R A L LA N G U A G E FA CTS
.
m m
co
w ill
e
co
.
words
.
.
e
.
ned or when two words are j oined to for on e word an d on e or ore letters are o i tted the n ew word is call e d a con tra cti on word is
m
S horte
m
m
,
,
.
M ay the flag ’
Tis t he
wave
’
o er
ngled
st ar-sp a
(k) When plants
,
a
ml
ni
a s,
d of t he free the la n
ban ner
or
.
thi n gs wi thout lif e
if they were pe rson s, they are ” “ Yes, take the , sa id the Tree
as
m
.
said .
are
t rea ted
to be person ified
.
PART TWO
mnt
op
j
of a sub ect
e
S ubj ect: O
h e t tO pi cs Showi n g
of
A group
(l)
Pi cnic
ur
3l 5
n outline
called a
is
int he devel
vari ous steps .
.
(0) I nteresting things (a ) Who w ere in t he party (d) O ur lunch ( b) Wh ere we went (e) O ur return ho e
we
.
m
.
m
n gi ves
i u o t o t a q
The boy D
ece
To
m b
er
.
D
ec
R ul e s
( ) 0
Pl ace the title li n e
.
The
I
Shorte
ned for
mp
of a co
Of
the
speaker.
m
go ho
mf o
e
a
.
word
.
n in the cente r of the first Leave a Spa ce O f at least on e d the first lin e of the co an
osi ti o
.
n first lin e
S ha ll
orrow
the first pa ge be twee n the ti tle
i i t o s o p
words
exa ct
.
Of
lin e
(b)
the
m
sai d ,
i n i s h o n A n bb re v i a t t e a ( )
.
.
.
( ) A direct
2
saw
m
.
O f ea ch
mth
r f M s o s t w d or o ( )
c
gi rl
r h r a a a g p p
e
l b r l u a y p
i s in den ted addi
ng
.
Si
to the
3
ngular
.
girls
.
Le tter wri ti n g;
a ddressi
ng envelopes
.
15 Ball A ve
(headi ng)
.
Chi cago, I ll D ec 6 , 19 17 .
.
D
ea r
G race :
My
t ea cher
w ri te you f ro e
(sal utati on) has just t a ught
4—
n and
of te
co
O
a
e
ta r
e
o
wri t e
t ell you the n ews H o e , Swee t H o
m mmmy ll f n i m l l ) ( m y p or
mt
c ose
a
l et t e r
I
.
a
mg ing t o
I ha ve le arn ed t o
m .
e
.
I snt i t ’
sple
o
repeat
ndi d?
Your fri e nd , Li ll i a n .
(
n
)
e — si g a tu re
E NG LIS H
GO O D
CO RRE C T U S E
IV
.
U se i s
nd
a
was with
J ohn was si ck H e is well n ow
si
WO RD S
or
ngular
words
.
.
nd
U se
.
were with pl ural words are al l gray
are a
.
My
cats
The
apple
mw .
blosso
s
k pin
ere
.
U se were wi th you You were far away yesterd ay .
.
U se
a
nbefore
m
G i ve
U se
G i ve
Thi s
sou
m
e a re d apple
ning with a consonant sound n
near
.
that
are
.
nd that point out one an d those poin t out
This
are
away
a
These
.
.
nd these point out persons or thi ngs that t out person an d those poi n s or thi n gs
farther
.
.
a
That This
n apple
e a
before words be gi
a
nd
ning wi th words begin
m
apple
is
swee t
nor thi ng thanon e
r e p so
ore
.
.
.
That apple i s sour These a pples are red .
Those
ap ples are
There tells where
mp
Who
a
nor
erso
a
.
green .
n or thi ng is ; thin g belon gs r e p so
.
Their f ather wen t t here wi th the
m
nu ber ; to j oins in telli n g a n a ction; too
Two tells
n
a
mnw .
e
ere
walki n g f ast
.
They were goin i h r work t e t o g I asked you to go wi th e
m
m .
H en ry ay go, too I t is too hot for co fort
m
.
.
.
to
.
mn ea
shows
m
words together,
e ough
Two
thei r
s
al so,
or
is
m or
ore
used
tha n
G LO SSA RY K E Y TO a a a a a
as as as as as
i n ask i n ar i n ate i n bat i n c ar e
m
SO U N D S O F M A R K E D V O
TH E c 6 6 i i
as as as as as
s e -c o
te
a-
s e -c o
e
as a c o
e
'
a-k 6
m m
l
s
p
o
a
'
-
'
i n not e b a s i n not G a s i n or (5 as i n f ood 66 as i n f oot
i n ev e i n a k er in et inki n d inpi n
m nl d ( m ni d ) nd m ni n m p l h (a k m i h ) fi ll m '
a-
6
m i n
pl s
to f u l
,
p let e t s f or t h e a c c ou n d lfl e re n ex ce. s t h e d iff e re n ce p la i n ' a o-k n ow l e d ge ( h k it to a d cla i s or a u t h or i t y of ' s e -q u a l n t (a ow p e r to k n son a ll y ' u a l nt a n ce se fa (a l i a r i t y w i th ' a o-q u l re ( a to ga i n ' ’ a d a t e d ( a da t ed ) , su i t e d ’ -d r a t o d i re c t a d -d re ss ( ' in a -d e pt e sk i ll e d on (a an yt h i n g ’ a d -h e s l v e ( ad st i c k y ’ t o d e cora t e a d orn ( a a d z ( ad z ) , a c u t t i n g t ool u se d t o tri off t h e s u r f a c e of w ood ’ ds [E o-l u s ( y o- s ) . god of t h e w i n ' E sop ( 6 so G re e k f a b u l i st ’ ce a to i n uen s f -f e e t o n f oo t a a -f oot ( ' at h ) , t h e c r op a t h ( af t er aft e r e so i l t h e sa of gra ss c u t f r o a f te r th e r st c r op of t h e sea son ' ’ e a ch i n e ( ar p l an a fl yi n s l r p la n g ’ ' t l y op e n sl a la r ( a j ii r ) I ' ’ su b a a l a bas t e r ( hl a st a n ce l i k e c l a y ’ ’ fear a l ar a Ia r , t e r r or ; ( ' w a t c h f u l ; b r i sk a -Ie rt a ( ' t h e ob l i g a a I -le g l a n ce ( a t i on of a su b e c t t o a r u l e r or t ov e r n e n g ' ' ak ) , a c a l e n ac ( Ol dar a-n al a n d on th s of d a y s w e e k s, a n ' a on h i g h ; i n t h e a i r a -Iof t ( ' a t e ( al on e f oll ow a I -t e r n s i ng t h e ot h e r b y t ur n ' ' z b é -ri ) , a t ow n i n A e a b a -ry ( a M a ssa c h u se t t s ' ' sh or t d ot ) . a ek a n a nc e d ot e ( t ci d e n t e r e st i n st or y o f a n i n g in ' — ti n ua l ly c on o n( a an o n a n ’ ' ' th e n-t lc I-p a t lon ( t i s i si d e r i n a c t o f c on g so e t h i n g be d f or e h a n ' -f a sh i on ed l d o h a u h e a ( t ' ' ' ' ' -t u-b fi r i a n t I o s s l r u nt l t u be c ( d c u re of t i on a n kfi p re ve n t u b e r c u l osi s , a d i se a se ' t h e G r e e k god of A -pol lo ( a an l y b e a u t y ; t h e su ngod ; to c o
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u se d t o i d i ca t e p oss e s i ssi o of a l e t t e r or s o or t h e o l e t t e r s f ro a w or d ' ' ' a p -p re c I -a t l o ( a p re sh i r e c og i t i o o f w or t h ' ' i t o r at ) , su i t r I a r o a e ap p ( pr p p
n
a ble
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a pt ( ap t ) . su i ta bl e ; fi t . ’ ' -ii s a r fi a a r b u t us b t ea r ly ). ( s r i g fl ow e r ’ ' A r a h sa s ( ti r k a -ao) ' su i t a r -ra ge e t (a a b l e f or ; or d e r of p a r t s ’ se l v e s ( fi r a r t l c u -Ia t -e d t h e fi -l at -é d ) . u t t e r e d t h e se l v e s ' ’ ' a r t l -fl c l a l ( ti r t i ad e b y hu a sk i ll ; a t u ra l ot ' a t o d ec l a r e a s -se rt ( ' t o p ro i se ; t o a s s u re (a d e c la r e ; t o a sse r t ' ' ls h - e h t as t o ( as t o i sh - é t ) . su rp r i se ' ' a o l) . a s t ro o o s t r th e ( sc i e c e w i ch t rea ts of t h e b e a v e l y b od i e s ' a t -t ac h e d a f as t e e d ( ' at t e d t o go w i th as a (a co a io p ' ' A u d u bo . J oh J a es ( O d db e ri ca bb ) , A a t u ra l i st ' A u ro ra ( o a Ro a g od d e ss p e rso i ca t i o of t h e d a w ' ’ ' -b i -o t a a u t o - I -og ra -p h y O t o (’ f l ) , st ory of a p e rso s l i f e tt e b y h i se l f ' h al (o au t a of or b e l o gi g t o a u t u or f a l l ' a ut u s b e st of c h e e r. t h a t w h i ch a u tu b r i g s th a t ch e e rs ost
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b af fl e t o ch e c k or d e f ea t b y p er p l e x i n g ; t o b e w il d e r b af fl e s a ll c o pe t lt lon d e f ea ts a ll . t e st or ri va lr y c on ’ ' B a g d a t or B a g d a d ca p i t a l of B a g d a d i n T u rk e y ' B a r b I z o n ( b li r -b é ’ ' ba r n a -c le d c ove r ( b ar na w i t h a c r u st of s ea sh e l l s w or th y ; b a se ( b i s ) , u n ea n b a t e ( b et ) . t o d e d u c t ; t o r ed u c e ' ' b a t t e r y ( bat er -i ) a n a p p a ra t f or a k in e l e c t ri c i t g ' ” b a t t Ie - e n t ( bi t l nt ) . a w a ll on t h e t op of a f or t i e d b u i l d i n g ' ' b e a u t s -o us ( b fi t é -ii s ) , b ea u t i f u l ’
m
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mm
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g fi .
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G LO SS AR Y be
'
t i -f y
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( bu
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.
m b h n mmn d ak e
to
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fi rz s
ce c i t y i n F ra n B or d e a ux e ( barn bor n ) , ca rr i ed d ) . to ov e w i th a su d b ou n d ( b ou n ten din d e nl ea p ; i n g t o go ' ' ti f ul b ou nt e -ous ( b o u nt e-ti s ) , p l e n ' -k w) bu n ch of a h bou - ue t . ( fl ow ers ter c ha in to b ow a ga i nt o t h e i r w i n , ter, fl ue n i t t o th e i n c e of w i n sub i ce b ec o i n g ' a sh e l t e r or c ov bow e r e re d p la c e ’ ' u) . u i t e ne w ew bra n d n (n t o d a re bra ve ( b rav ) . t o d e f ' ' a ak i n br a w l l n ( b r O l i ng g g noi se' ; c o p l a i ni ng no i si l y l a rge , h a vi ng braw ny stron g ' u sc l e s t ow n i n z Bre -oe n ( b rd st a n ce A u st ri a onL a k e of C on ' h ri e r an t b ea ri n g y p la n s or p ri c k l e s th or n ' ’ -si i a n r l b i n cy br l l la ) , sp l e nd or ; ( y e ss t b ri h t n k e d ge ; ba n k ( b ri n br n ' d e a r ly E n B r it a i n g la n d in to h a v e i n brood v e ry se ri ou sl y d ure brook ( b r dbk ) . t o b e a r ; t o e n ' -h o od ) , all r u h é r b t brot h e r h ood ( e n t h ou gh t of a s b r o t h e r s ' B r ow n l ng, R obe rt En g l i sh p oe t ’
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B u -c e p h a -Ius w a r h or se o f '
b e -f a i l ( b e -f or ) . t o a ppe to ' b e h e st ( b é a co a d ' b e l at e d ( h é e l a y ed t u ry , f a b e lon i liar to e ce n g t o on t h e p eop l e of a g i v e n ri od ' ’ ' ' b e ne f l c la l ( bé ne f i sh l ) , u se f u l p ro t' a b l e ; h e l p f u l ' -l é n e v o le n be n n e v o s) , ce be ( e ss g ood w i'l l ; c h a ri ta b l e n ’ b e q u e a t h ( b e k w eth ) t o gi v e or l ea ve b y w i l l t o h a n d d ow n ' b e -re f t ( h é d e p r i v e d of ’ Ber n ar d o ( bé r os t b e tt e rs h i s pa st i es . g e t s th e o u t of h i s s rt s a n d p lays ' b i l low -y ( b i l o-i ) t ossi n ' ' th e w r i t b i -og ra -p h y ( b i bg ra-ti ’ t e n h i st or y of a p e r sons l i f e b i rc h ( b fi r c h ) , t h e t w i gs of t h e b i r c h f or e r ly u se d f or rod s ' ’ a r i gh t t o b l rt h r i g ht w h i c h a p e rson i s e n t i t l ed by b i rt h of a i r b l a st ( b last ) , a st r e a ' w i t h e r ed b l a st e d ' t o d i sp l a y b i a aon a k e w h i te b le ac h ( b l ec h ) . t o b l i g ht ( b ut ) . t o d e st roy ; t o i nu r e so a s t o ca u se d e ca y ' c h e e ry b l it h e so e b o lt ( b d l t ) , a r oll of c l oth ' ch B u r ri osa ( b O a F re n '
335 ' ( b u sef a-l ii s ) A l e xa d e r t h e
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b u l k ( b ul k ) , a l a rg e g u r e or f or an ( a s of a ) B u rn s ( b urn z) , R ob e rt . a S c ott i sh .
et po '
t o w or k one
r ow
b ur
nd e r t h e su r f a c e b u r st i n g t id e u
l ow y se a b utt ( b ut ) .
C ae
way
s
.
th e
b il
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l a r ge
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c a sk
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J u l l u s ( se z ar , j db l yus) . n g e ne ra l , st a t e s a n, a nd '
s a r, Ro a
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w ri te r ' C a l lp h S u l ta nof T u r k e y cal a ), ui e t (k ' ' -t i ca i ac l t ks a s t ( ' p ) , ta le n c a p i -t a l k ap i - t al ) . e x c e l l e nt ' ' c a p i t a I-i z e ( k a p i - t al -i z ) , t o b e g i n w i t h a c a p i ta l l e t t e r ' ' -i n c a r o l -In a ti k r l g ) , si n g' ( gi n g c a s -c a d e s f a ll s, a s of ( kA s w a t e r ov e r a p r e c i i c e ' ' c a t a l og u e ki t l s a l i st of ( t i tles a r ra n i n an ord e r l y ged .
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er ' ' c a u t ou s ( k 0 sh ii s ) ca r e f u l ' ' t u ry ( se t u ce ) , p e r i od of o e h u d r ed y e a r s ' C e re o y d of i e d h i s p r i d e ( sé r e ' o i d b f t ) , f or a li t y w a s p u t a si d e C e -re s th e R o a god d e ss of gr ow i g v e g e ta t i o ' ' c h a r a c t e r ( k ar ak -t er ) , o e o f t h e p e r' so s of a s t ory ' ’ ' c h a r a c t e r is t le ( k ar h k t er i s t i k ) , a t ra i t ; a f e a t u r e c h a r ge to be ( c h ar j ) , so e t h i c or is p r ot e c t e d . a s th e e a r 0 p r ot' e c t e d b y t h e h u sk c h a rg e r a w a r h or se ' c has t e ed so f t e e d ’ ' c h a s t i -t y ( c h as t i - t i ) , p u r i t y ' c h e r i sh t o h ol d d e a r ' ' c h l v a I-ry ( sh i v al -r i ) , p r ot e c t i o of t h e w e a k ; g e e r o si t y t o f oe s c h oi c e ( c h o i s ) , su p e r i or a C h r i st i a e th e a e by w h i ch o e is p e r so a l k ow ' ' ' ol a t us Ci ( ai si a gre a t R o a c la i s) . d e a d s ; w a ts s ( k la ' ' M o s e l le o C l a re t ( ' ' V l G r a v e ( vi d e ae k i d s of w i e gr' ay ) , H oc k ( h b' k -d r a k l é s c le p sy -d r a ( p ) , a w a te r c l oc k ' ' c l ose l oc k e d sh u t f a st ' ' i bI a k c l u b C c Iu a) , A er ( i c a ; th e U i t e d S t a t e s ' ' b u s . C h r i st op h e r ( k o l fi C c Iu b us ) , d i sc ov e r e r o f A e rica ’ -b l e co k6 oi ; u i t e ( ' ’ -t a-r i o t a ry oo e k é ( ), a b r i e f a c c o u t of e v e t s ' ' -l co o Iy ( k b ti u su a k y)
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3 36
G O O D E NG LISH
m jfi
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nce ( d 6 w i lli n e ss t o gn
ri co ( kd p6 va ' si t u a co d i t io ( k bu t i o ; c i r c u st a c e ' ’ iy e ct c d co ( k o é k t é d -ll ) , oi e d t o sh ow re l a t i o ' ’ k er ) , t o d e f ea t ue r ( k l co q ' ' surv ) . ea t co se rv e sw e e t ' ' si d er ) , to bea r i c o -s i d e r ( k o
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I ND E X
34 7
D ivid ed
SeasonI Like Best, 160, 16 1 s, The , 3 Season So e Books I H ave R ead , 85 So e O ccupa ti on s, 2 1 Story of a Lo af of Brea d , 5 1 Su e r D a y wi t h H e i di , A , 2 2 8 Sun 5 , The , 10 Test for, 16 7 Than ksgi v in D g a y, 5 8 Than ksgi vi ng E xe rcises in O ur Sch ool , 209 Toy I Lik ed Best , Th e , 166 Trees, 30 What I Wi ll D o for Birds, 222 Why O ur Forests Should Be Protected , 285 d w ords, 7 8, 88, 122, 14 8, Co poun
m m m m
m
14 9 , 15 2, 177 , 305
tracti on s, 17 9 , 201, 204 , 2 10, Con 24 2, 29 2, 309 Correct use of words, su ary of 88, 15 3 , 2 42, 308
m m
D
ates,
wri tin g, 120
eclara ti v e
ntence
se
2 17 ,
,
22 1,
223 , 230, 24 1, 2 4 2, 2 66 , 2 9 3 ,
303, 305 , 307
D
ng Things We ll
escri bi
,
19 1
D ia ry : kee pin g a , 120 su
mm i
a r zi
ng a
,
,
,
103 , 15 2,
16 4 , 2 27 , 305 , 308
D
5 3 , 5 5 , 60, 6 4 , 88, 115 , 123 ,
o,
15 3 , 173 , 309
D oesnt, dont, 17 3 , 17 4 , 188, 2 20, ’
D
ra
’
mti a
nof
za t i o
A t the Tele phon e, 9 5
mD
H ow t he Lea ves C a 29
e
n
ow
,
m
Lit tl e R ed Plu e, 5 6 Scene i nthe M arke t-plac e , 281 Scen e ina Sta ge Coach , 2 16 E at, 123 , 130, 14 7 , 15 3, 2 13 , 223 , 227 , 309
En ve lopes,
nd
or a
est,
ad dressi
ng
,
14 , 5 2, 6 6
18, 23 , 26 , 7 2, 88, 15 3 ,
207 , 307
m m
m
E xcla at ion a rk wi th qu ota t i on s, 16 3, 24 1 E xcla at ory sen ten ce , 220 E xp la n a ti on ,
mkin a
g
a clear,
200
Fly, 123 , 130, 15 3 , 185 , 309
D ebate , 2 20, 2 22
D
Qu otat ion 9 4
Ga
m e
Plu
mSt
n I ndi an 5 8
o e
,
G i ve, 6 8, 7 1, 88, 101, 115 , 123 , 15 3 , 23 3 , 29 3 , 309 G lossa ry, u se of the, 4 words, 33 4
G o, 9 2, 103 , 1 15 , 1 23 , 14 8, 15 3, 160, 2 2 3 , 24 6 , 309
14 2
D icta t ion, 187 , 205 , 220, 2 3 4 , 255 , 284
H e, wi th you
D i ctat ionWork, Test of , 16 7 D i ct ion a ry : bi ogra phi ca l , The, 3 4
H ea r, here, 120, 130, 15 4 , 2 2 1, 223 ,
use of ,
108
D irect Qu ot at i on, 16 3 , 16 4 , 165 , 16 7, 17 4 , 24 1, 308
a
nd
I , 17 9 , 19 3 , 24 2,
308
mnym
Ho
o
s,
120, 13 0,
160, 19 6 , 22 1, 308
m
137 ,
15 4 ,
d w ords, 7 8, H yp hen, i nco pou n
I ND E X
34 8 I,
as a
word , 111
d he, 17 9 , 19 3, 24 2, I , wi th you an 255 , 29 7 , 309 2 3 4 4 1 8 3 1 3 1 6 5 n t o 1 40 In i , , , , , , ,
22 1, 223 , 2 26 , 24 1, 24 2 , 29 3 ,
303 , 305 , 307
29 7 , 302, 309
Quota ti on s
In direc t
s, 9 3 , 103 , 15 2 , in direct qu otati on 16 5 , 29 2, 308 218, ces, ten in t erroga t i ve sen
,
9 3 , 103, 15 2,
noun
19 8, 19 9 , 204 , 209 , 2 10,
,
240, 24 2 , 24 3 , 2 66 , 26 8, 29 2,
16 5 , 29 2, 308
1 22 ce , 218 ten In terrogati ve sen , 223 , 24 1, 242, 2 6 6 , 2 9 3 , 303,
29 3 , 305 , 306 ,
nthetical
306
305 , 307
vi ta t ion s: In f or al , 23 1, 29 2, 3 10 i nfor al , 12 , 208, 2 9 2 , 3 10
a s t p
m m
words, 282, 287
e a r p
ti
m 123 e,
nouns
l l u r a p
sh owi
ng
posses
n 19 9
sio
ot, 2 18 Is n ’ I ts, i t s, 201, 204 , 2 10, 24 2, 29 2,
309
,
25 6 , 25 8, 26 1, 302, 3 07
fi x r e , p
nt ti n u n r o o p
prese
m 123 e,
,
4 , 19 3 , 196 , 242 , 24 6 , 27 8, Kn ow, 18 284 , 309
f a t s e c u Lan a g g ad ject i v es, 207 , 209 , 2 10, 2 27 ,
240,
2 15,
2 14 ,
25 5 ,
278, 29 2 , 306 proper adjective , 209 , 2 10, 2 27 , 240, 24 2, 268, 29 5 , 305 , 3 06
nwithinquotati on 164
t i o t a u o q
,
ntences 187 2 16 22 1 305 307 oun s showi n sin g p os gula r n session 19 8 d predi cate of a sen subject an ten ce 2 28 230 23 4 242 250
se
,
,
,
,
,
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2 40, 242, 2 6 1, 27 8, 29 5,
302 , 306
m mn
co
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nd
o
a
305 , 306
mp 23 ,
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,
88,
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15 3,
18, 2 1, 207 ,
307
d e clarat i ve
se
ntences
,
2 17 , 221,
303 , 305 , 307
s, 16 3 , 16 4 , 16 5 , direct qu ot ati on 16 7 , 17 4 , 2 4 1, 308 s, 9 4 , 103 , 15 2, di vi ded qu ot ati on 163, 22 7 , 305 , 308 t en a tory sen ces, 2 20 excla
m h mnym 120 o
,
,
256 , 283 , 286 , 296 , 307 su b ect , u
j
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,
230, 242 ,
s,
,
130, 137 , 15 4 ,
160, 196 , 22 1, 308
suffix,
207 , 2 4 2, 2 5 6 , 26 1, 307
m 25 2
n ny
sy o
s,
,
2 5 5 , 25 8, 2 84 ,
290, 29 6 , 307
223 , 2 30, 2 4 1, 2 4 2, 2 6 6 , 29 3,
o
,
,
25 3, 26 1, 307
a ri so
co
,
,
verb,
23 4 , 23 5 , 240, 242, 2 6 6 ,
283 , 303 , 306
words of address, 4 6 , 60, 7 3 , 88, 15 2 , 2 5 3 , 290, 305
2 words i n apposi ti on 4 7 , 2 5 8, , 2 6 1, 305
Learn, teach, 4 2, 44 , 83 , 88, 89 , 109 123 , 15 3 , 17 3, 309 i ng words, 4 Lea rn less, 18, 2 1, 23 , 26 , 88, 15 3, 3 07
,
I ND E X
350 Pictures ( Con ti n ued)
m
Colu bus, Pi loty, 3 3 d His Flyi n D ari us G reen an g M achi ne , Bri ggs, 128 t , Bri ggs, 4 8 E xcitin g M o en A l T F ascin a e ner, 119 a ti n , , Ron g H o e A ft er the First Voyage ,
m
m
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Want to See the Wheels a n 77 Wound G oodm
I
,
Go
,
A r t h u r i s h er 1 7 1 Ki n c V g , , Little Foxes, Carter, 37 na , Raphael , 64 M adon M ount aini nSwi t zerla nd , 228 M usi c Lesson, The , Wu n sch, 22 si des, Tucker a n 26 2 O ld I ron , l in D a f h oo o S c O pen , Bri ggs, l y g Pi ed Pi per, The, 27 6 Pil gri s G oin h t o C u rc h , g
m
m
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Plowing, Bon he ur, Rosa , 10
m
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Winter Sport Bri ggs 86 Wom in anChurn g M i llet Young H uskers 19 7 ,
,
Boy s Son g i nSpri n g, A , S col lard, Cli n ton , 117 Christ as E verywhere , Brooks, Phi lli ps, 70 Christ as in the O lden Ti e , S cott, S i r Wall er, 6 1 ’ Colu bi a s E ble , Proctor , ’
,
,
m
m
m
m
mm
Cri cket onthe H earth , 89 Flag, The, M acy, A rthur, 101 Frost Spiri t, The , Whi tti er , 84 H ow the Lea ves Ca e D own, 2 7 Cooli dge, S usan , H uskers, The, Whi tti er, 19 4 d of Bregen Le gen z , A , P rocter , A delai de, 2 4 3 Lin es Wri t teni nM arch , Words worth, Wi ll i a , 104 M arch, J ackson, H ele nH u nt, 2 66 M ay Qu een, The, Tennyson,
m
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.
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23 9
M y Lost Youth, Lon d ellow, 2 6 7 Nove ber G ood Night , A ,
m
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,
’
s
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,
Plurals :
i nes, 38, 3 9 , 44 , 5 6 , 6 5 , 88, 15 2, 25 1, 2 5 5 , 306
.
i ni cs, 6 5 , 7 1, 88, 101, 105 , 15 2, 196 , 2 5 1, 255 , 306
'
in ves, 56 , 60, 6 5 , 80, 88, 15 2, 2 5 1, 2 5 5 , 268, 306
nouns wi th verbs, 26 8 305 , 306 nouns showi ng possession, 199 , ,
268, 3 05 , 306
m
Poe s : A pple O rchard in t he Spri n g, An, M arti n, Wi ll i a , 138 A utu
m nD
m
ays,
O ld Clock on t he Sta irs, Th e , ry W , 7 5 Lon gfellow, H en -d f O ut o oor Boy, The , 14 9 ’ Paul R evere s Ride, Lon wellow, Hen ry W , 24 8 Pied Piper of H a elin, The , Brou i n g, Robert, 27 2 Ri n il O u t W d Bells, Ten nyson, g , A lf red, Lord, 7 2 Schoolhouse Yard, The , Tho as, d , 14 1 E li zabeth H owla n wall , Barry, 110 Sea , The, Corn Seed , A , 13 4
Bryan t, W C , 185 .
.
.
m
m
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I ND E X
m m
Septe ber, J ackson, H ele nH , 2 a 3 1 r r 1 e P r N o Spri n y , , g, Wind ill, The, Longfellow, 50 2 2 2 9 1 55 1 9 1 9 5 68, 8 Possessi on , , , , , .
35 1
divi ded , 94 , 103, 15 2, 163, 227 , 24 1, 305 , 308 wi thi n a qu ot ati on 16 3, , 24 1, 306 , 308 in direc t , 9 3, 103 , 15 2, 165 ,
16 4 ,
164 , 29 2
3 08
3 13
Practi ce w ork, 240, 25 5 , 266 , 286 , 29 2, 29 3 , 29 7
Predi cate , 228, 230, 23 4 , 242, 250, 25 6 , 283 , 286 , 29 6 , 307
for the thought , 182
Prefix, 25 6 , 2 5 8, 26 1, 302, 307 Presen t ti e , 123 2 2 9 s, 2 14 , 240, 255 , 27 8 P uoun , ,
m
m
f or the st ory, 23 5 , 26 9 , 303
ml 232 29 3 29 7 3 10 mnthly 23 44 60 7 1
R egre ts, f or
Revi ew ,
a
,
,
o
,
,
,
,
,
,
,
103 , 1 16 , 130, 14 3 , 17 4 , 19 3,
2 10, 22 3 , 2 5 8, 27 1, 287 299
Proper
ad ect ives,
j
209 , 2 10, 227 ,
240, 24 2 , 3 05 , 306
Proper
nouns
204 , 205 , 209 , 2 10,
,
227 , 24 2 , 2 6 6 , 293 , 305 , 306
Pun ctua t ion:
n 16 3
colo
17 4 , 2 4 1, 305
m m 4 6 9 4 16 3 24 7 305 l mti nm k 16 3 22 1 24 1 ,
co
,
as,
exc a
a
,
o
,
,
,
ar
,
,
,
,
305
hyphen, 7 8, 7 9 , 88, 122,
14 8,
14 9 , 15 2 , 17 7 , 305 r i o d e p ,
m k 16 3 2 4 1 2 66 29 3 303 q t ti n m k ,
uo a
ar
,
,
,
o
ar
2 18, 223 ,
,
,
305
Quotati onm arks in di vided qu otati on s
,
,
166 , 17 4 , 25 1, 309
Sen t en ce declarati ve , 2 17 , 22 1, 2 23 , 230, 24 1, 242, 2 66 , 2 9 3, 3 03 , 305 , excla
mt
a ory,
220
2 42, 2 6 6 , 29 3 , 303 , 305 , 307
f i r o e d ca t e , p
228, 230, 23 4 , 24 2
revi ew ,
187 , 2 16 , 2 2 1, 303
su b e ct of ,
j
228, 230, 23 4 , 242,
2 50, 2 5 6 , 283 , 286 , 2 9 6 , 307
nexp ressed of
sub ect u
j
2 5 3, 26 1, 283 , 307
9 4 , 103 ,
15 2 , 16 3 , 164 ,
ngle
S ee , 9 , 23 , 5 3 , 88, 115 , 123 , 15 3 ,
25 0, 25 6 , 2 83 , 286 , 2 96 , 307
s
double , 9 4 , 103 , 15 2 , 16 3 , 16 4 , 22 7 , 2 4 1, 3 06 , 308 4 l 1 2 4 1, 306 , 308 1 3 6 sin e 6 g , , ,
si
4 7 1 Run 9 , 15 3 , 17 7 , 2 13 , 302, 30 ,
in terrogat i ve , 2 18, 2 2 1, 223 , 24 1,
302, 305
n
282, 287 309
307
2 17 , 2 23 , 24 1, 2 66 , 2 9 3,
i u es t o q
Ri de, 2 17 , 2 23, 2 4 2, 24 9 , 3 09 Ri n g, 7 3 , 88, 115 , 12 3, 15 3, 24 6 ,
16 3 , 16 4 , 2 4 1, 306 , 308
direct , 16 3 , 164 , 16 5, 16 7 , 17 4 , 24 1, 308
,
2 30, 242,
Seri es, words in, 9 S hall, wi ll, 27 9 , 2 86 , 287 , 309 e , 205 , 2 10, 24 2, 24 6 , 27 8 3 0 S hi n 9 , 2 4 1 3 1 7 , 15 3 , 170, 303, 309 Si n g, , w i t h v r b 2 l r n o u n s e s 6 u Sin a 8, , g , 305 , 306
CH A PTE R O NE
mt i l f thi Ch pt my b m l th md m ti mly by b ti t ti ng L n 102 f L n 1 i Th d fin it l n ni t f t hi b k l nd i t l f t fl i bil i ty t n it nt t ndi ti n N t nl y my i ndi i d l l d d j tm ti n n f k h l l l f l h i t m i l m t i m n b m b t t d t t g p y i i n h m i n m f i n t t b t t d t t t bj t f b t d g g y y p Tw m d y my b p nt n gi n l n l n my b l i t h b t l h l n mi t t d wh n n t t P d t b y p i nd ly t i n t h m l k h h d d d t t m g p g y pt l n mnth ni t i ni d wi th th d k f h y N t th t th ni t f t n h pt h in t n d d id l n f ll w n h l mnth I n d t gi fl i bi l i ty t p i n f f i in w n t i n l n f b fl i l f f t d t t d d g h pt i f 1 n n n t l hi ld n th T i m 8 O n d t t y pp p n h l wi l l n t Y l t n w hi h m h t h t th l p p i n t d by mmn th m Th th m f ll w th ti i ti f th d m l ti n i l mn i di n h l th by i h n t d t g wi t h t h y g t l i t i l l f p p i ng l l m W h i h ng mnt i t p p p i ll y d n t g i t my by n l t t m b ti t ti n f l i t y ng mnt f th m i ndi t d i n n t t th b gi nni ng l ti n nd h h pt it d t b md w ll f lm t l th t b gi n t h i ddl f th N h l y n b k n m t f ll y th b k i n th m f b th l f p pil ; i l m q i mnt t k f h b p l f m l wi ll l n l b l t h t thi p bl m m ti ndi i i n p y p Note :
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M A NU A L F O R Teach er s Pr ep arat i on ’
stu dy of
t he pi cture Pr eparat i on of qu esti on s
The
.
.
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a
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l esson i s
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thou ght
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.
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nd M agery
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m .
the pi ctu re f or purposes
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.
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m p
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— E S 2 L I TE R A TU R E L SO N
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n n and wr i tten expressi on Sh oul d have ’ ce Th e l i t erary sel ecti on s pr ese n al expe ri e n t ed a basi s i nthe ch i l d s pe r son ts that a re si gn ci den d ch ara ct er s and i n i n the b ook cen t er arou n i fi ca n t to ces Li ter ature, th eref ore, f u rn i shes th e chi l dr en through thei r own exp eri en More over ,
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.
.
M A NU A L F O R
10 Th e l
n
es so “
The S i gn s of the S eason s by M E N H athaway i n E lson P ri ary S ch ool Rea d er, B ook I I I Thi s poe w i l l be a good i n troducti on t o thi s O ral co posi ti on l esson ”
Re a d
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do wi nte r,
e
m m
su
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ng bri ngs
.
f al l b ri n g?
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m th
n When d oes e a ch one co e ? Tell w hat e ach bri ngs Wi nter bri ngs col d weat her, Na
e
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,
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.
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o
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TH E G LO S S A R Y
V ocabu l a ry grow th i s an i port ant ph ase of l anguage w ork Chil dren owl e d ge of w or ds, b ot h i n i ng an ean d sh oul d ga i n st ea d i l y i n t h e i r kn
m
m
m .
nu nci at i on They u st l earnt o a voi d onot ony and add i nt erest t o thei r n i n h i h u v i r d r i r r t s o i n w a v a t e o s d a d e a t e t e n a i n a a d spee ch by u si n y p g g g s ag a i n a f e w wor ds or exp ressi on pro
.
.
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
de
m
sach cr s Ai ’
c u di
e
To To
To
e
a e r i al
L esson 104
f or thi s Chapter
my a
be
.
m
mwi th
nj oy
nd
the
n
chil dr e
m .
n the i agi nati on de vel op f reedo of expre ssi on hel p chi l d ren recal l i n di vi dual expe ri en c es ’ sh ow prepar a ti on f or win t er, an d O ct ober s charact eri sti cs a
m
i c k u e q
.
.
.
.
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e ach er s ’
mf m ili
B eco
a
m ni ng
l a i nt h e -
m
w i th the poe i n s to d evel op th e t h ou ght s u o e t q
e
Prepar e
ea
ar
.
of a ll
h e L esson
Of
m nd
th e poe
a
to
mk
a e
ssa ges. a p
mi t ti
s i n t h e l esson can be on the quest i on ly i s i v c e e M h r ll u r h c h i l r n n t a n t w o o e a s o e c t t e d d t o you gg y M ake su re t ha t th e chi l drenhave cont en t f or every w ord and expressi on
B ecause
I
ng
mt
th e
— E S S I O H TE R A TUE E L ON
the poe To ar ouse though t
To
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ea r
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ti
ore
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F or
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of
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.
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i nthe p oe E xpl a i n t h e f orce of toget her i n th e fi rst sta n za, an d see I at i l u in ea n h o s h t s n a l f r t r i l s : o t e w d r i v e a t, ra s e v p p s u nd er st and the , f g g se d
a ysi d e
’ ri tt e
h
m
.
t hi n t, boast s gs, ha u n
.
nE xerci se
F ol l ow th e di r e ct i ons gi ven i n t he l esson Pupi l s sh oul d be abl e t o se a pa ra gra h t h a t w i ll pl ea se oth e rs a n o i n r s h e e s l v s t t t e d e e p p
m
m
.
.
n work i s f or the b enefi t of the ch i l d , not the teach er, 1 d f or t hi s r e a son th e chi l d sh oul d do as u ch of t he corre ct i n g as pos b le P a rt s of co posi t i ons ay b e c opi ed on th e b oa r d a n d wi th the ayon i n t he h an ay b e poi n t ed out by t he d of th e w ri ter th e e rr or s e Thi s rel i eves be rs of th e cl a ss and th e c orrect i ons ad e b y th e pu pi l t o teache r of i i n n a c o s o a u ch of t he u su a l dru dge ry of t e ach i n o t d y g p In S di vi du al t erest t o th e pupi l s a de an exe rci se of grea t val u e an d in In f e re n c es w i th th e chi l d ren f or th e c or rect i on of wri tt en work as of te n 3 ti ost va lu ab l e h el ps that i t , wi ll be f ou nd to be one of th e e w i ll pe r i nbe gi vent o the In t er est a n ay b e add ed i f y ou d i vi de d so e ri val ry Th e
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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
u se a
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
The p up i l s wi l l wr i t e f ro di cta ti onth e They will then O pen thei r b ooks and corr ect
H ow
mny h a
ad
a
Why
scor e ?
f r e e t c p
s i v n i n li t t h e e g they h a ve ad e
n
a bbrevi a ti o s
m
i t k m
ny
s a es
a
d o these
n
,
.
b egi n w i th
abbrevi a ti o s
F oll ow the di rect i ons f or wri t ten work gi ven i n th e l esson
ca pi t al s ?
.
n n t o i u ed ) C (
— 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
Wha t
is
m nt by t h f f ni ml ea
j
su b ect ,
e
“
MP O S I TI O N
ml
H ow A ni
a s
Wi nte r
P repare f or
”
?
m
ki nd, gr ouped a ccor di ng t o cove ri n ay g, b e wr i tt en on the b oar d a s th ey a re na e d by t he ch i l dren H ow d oe s e ach i als pr epare f or w i n t er ? F ol l ow the d i rect i on c l ass of a n s gi ven i n the l i st
A
o
a s
a
ea ch
o
m
m
l esson f or the w ri tten exerci se r ea d
to t he
H ave
.
.
m
so
e
of
m
the ga
es
th at
ar e
w r i tt en
cl a ss
.
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
n th e
o
u se
hand , i f w ha t you w an t to e par a gr aph th an on
ot h e r
m
ore
E xpe r i
mnt e
.
al
t est s,
b y Prof e ssor S t a r ch ,
su ch a s
t h ose
th a t t he
sh ow
bel ongs i ntwo
say
md a
st a
e at
nd ar d
my b a
e u t i l i zed
ra t e
.
to i n cr e as e th e i r
spee d
.
m
ore
u s r o g p ,
ni versi ty of W i sc onsi n of wr i ti n g or i gi na l c o in u te ; i n d i cta t i on 1 7
t he U
s f or fif t h gr a d e chi ld r en i s 1 4 wor d s p er p osi ti on wor ds p er in u te I f you r pu pi l s ar e b el ow th i s
m
or
m
m
,
th e wri t i n r i o e d g p t i c of th e l a n gua ge
ra t e ,
I f hal f t he
m
m
i s gi ve n t o th e conve r sa t i on and t he re ai nder to t h e wri t i ng a nd f h i re a d i n o i i o n i o t e c s s h i t o t t M s r u e d t on wi ll b ri n l t e b es u t i n s r g , p g b oth oral and w ri tten c o posi ti on r i e o d p
m
m
.
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
.
A sk the
a ru l e
mi ng pl m in g pl
w a s l earn ed f or f or
ch i l d re
nwhat
rul e
f or f or
ur al s ur a l s
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
Teacher
s
Ai
a
cl asses,
su bst i tut i
e
4 1, L esson s 38 ,
’
ea r
53
ng
mt
a er i al
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
To
a
To
sh ow
Teach er Fa
’
o reca
e
s
mi l i
n f or
r r a i e a t o p p
md m
.
1 3 0 f or
n
a e
.
.
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
To
a
my
.
.
m
wi th the poe t o devel op the th ou ght
l f o u rs e y
m
.
P rep ar e questi on s Pr epare t o expl ai n the
m ni ng
R ea d M a n u al
n
ea
su ggesti o s
of
of
th e p oe
.
d iffi cu l t passage s
.
nd
f or L essons 2
a
3
.
Mak e
th e l i t erature
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
Su ppl e
e
a ry
m b
“ Nove
m
o e p
er,
”
mm
by Al i ce Cary i nE l sonG ra
ar
S chool Re a der , B ook I
.
— 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
'
ords of
a d d re ss
m .
A sk pupi l s t o rea d th e l ast t wo l i nes of the fi f th st an za of t h e p oe To who are th ese li nes add ressed ? Wh o i s a dd ressed i n the of L esson 3 8 next t o the l ast stanza ? O bserve th e u se of t he co a i n b ot h t h ese .
Le arn the
m
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
ces in st a n
.
th e
m
rul e
.
.
G i rl s, what d i d you do wi th the pi ns ? Wha t p unctua ti on ark have you u sed ? Where ? 1
.
m
Why?
a f ter
CH A PTE R F O UR
mi d y md m ti mly by N ote :
a
a
ore
e
nd
F or
-
e
substi tu ti
ng
nd
Tea ch er To
Ai
s
m
nj oy
e
th e poe
m h l p th m in t i d t h mt
To hel p t he To To
Tea ch er
’
e
P re pare
Whi l e
m
.
e
ou t
c har ac te r i st i cs of
m f mi li
B eco
note
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Prepar ati on
s
TE E A TU RE
see
e
To poi n t
th e
.
th e pi ctu res t h e poe t has ade e rpret the t h ought an d Spi ri t of the poe di vi dual e xperi ences o r eca l l i n
e
a
mwi th
be
a
68
a
W M
LE S SO N
my
f or t hi s Chapter
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 , ,
’
mt
th e
cl asses,
ea r
m b
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m
.
.
.
er
.
m
wi th th e poe i i v n u h n r a t i o n u s t o d o e s e s t e t e o c q g a
ar
.
.
th e te a ch er
th e poe
r ea d s
ml
a ou d
t o th e
cl ass,
t he
n wi ll se tti n g
ch il dre
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
m m
.
m
m .
i c p ture note d Thi s i s a .
j
sub ect
t h at
ch i l d r e
n wi l l
d i scu ss wi t h i ntere st
They
mth mi n li n f di i n nd i t mi n f th t t b i ng th mb k t t h t pi i n h nd Th mn n i n whi h h thi i i m t im t h l n n d d t S w f t h i m t p pp p t lk f m thi n n i h ll l h n w t i h i m t d t t t by ; g y p “
wan der f r o o
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,
it
erh aps
nywhere ?
a
n atural
asked
ose
u
.
u
a
c
re a
a
e
a
e
.
c
a
o
s e
t to t a l k of t ha t p oi n
”
;
re
a
a
er
e rs
th e
s
or
e
c
ro
S
o
e
of t e
n
eacher
e
d oes
nd sayi n g c
a
erru
s
resul t
wi l l b e th at thi s
t o gi ve he r hi s th ou ghts agai n A bet te r pl an i s on e i i l u n f l a r a b s t i n o t c o e t a e f h l o d s u r e w o d e e l p p ; y
Si r
”
m
m
W al te r
Thi s wi ll
.
not return
S c ott d i d
mk a
e
k of t hi n
th at ;
d oes he
t o t he t opi c i n han d
m mnti e
easy
n an d o
.
mnt
Suppl e
o
sl ow
that l ea ves the ay
e
o
e
wi ll be “P
o
scu ss o
o
e
or a
You were not
child
a
e
.
e
Many
nd
a ry st ori es a
nt
excell e
Chri st
m
o e p
m
s
nd
as st ori e s a
mmy b
poe
s
a
e
k f ound i nth e b an .
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
Teach er
nge
the ti tl e of the
mp
osi
co
m
as
k e a a s c g p
.
n
n abou t i t n di r e c aki n o s g
m
j
sub e ct
t he
.
f or oth ers t o f ol l ow
.
Prepar ati on
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
e
e
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
eci de
m
m
m
m m m
m
.
m
.
.
m
.
m
m .
.
m
m
m
.
.
.
m
.
,
,
.
— E 1 1 8 M O NTH L Y RE VI E W L SS O N ua l S ee M an
m m
n
su ggesti o s
f or L esson 18, page 1 7
.
M A NU A L F O R
56
M ake ha d
si
a
o ? e s s p
— E S S 1 L ON 2 1 L E TTE R
WRI TI N G
nd pe rsonal
l s i o s e b p
th i s l et ter
mi l
ar
If
exper i e
mk
so,
a
r e al
as
nce
a
j
t o th at whi ch t he
t hi s t he b a si s
e
as
of
of
su b ect
t h e l e tt e r
m
.
If
.
H as
‘
mp
so
u pi l
e
the l e t t er p re su p a c han t t h e o o er g
tha n a d og or a cat wi l l f a vor a n i n t i at e a nd persona l l e t t e r, by i a ll v i ea n l e s a ke th e ch a n hi r n o n i a n t n l l e r s t r a e O c d h a t a e t gy g g y h k n l n can escape the p erf u n ct or y i w ri t i n e t r t a d a e a er a l s t e t o o t s o p g
j
ob ect
m
m
n
m
t o th e
a pp ea l
m
m
.
.
LE SS O N 1 22 — P I CTU R E S TU D Y
Rea d M a nu al
n
su gge sti o s
f or L essons 10, 1 7
32
.
F oll ow th e d i recti ons gi ven i n t h e l esson .
L E S S O N 123 — H O M O NYM S
mm
m
F oll ow t h e d i r e cti ons gi ve n i n t h e l esson A ong th e co on e rr ors rd s i n l i l i n i h h v hi t s i n a de by ch i l d r en e w o c u t n t s d e e d e t s e s n n l i o , g I f you est abl i sh t he cor re ct u se of t hese w ord s b y your var i a b ly a pp ea r
m
.
.
i l u s , p p wha t
you w i l l d o wh a t i s
m t fi f th g
ra de
os
cl e a rl y
te a ch ers d o
n f or
P erh a ps the
l i o s s b e p
not
s a kes
to
be
m e
a chi e ve ,
but i t i s
my
d b e f oun
.
th i s f a i l u r e o
re a so
over co
m f mny mh i
ac co
rs h a ve t h a t t he r e h i n t he f e e l i n a t e c e g
m i t
f or you t o p li sh a
s so
uc
sch ool s
a
Thi s f eel i ng l ea d s t eachers t o
.
so
mny
sc a t t e r
t hei r
t o be d one,
a
nergy ; t h ey f a i l t o concentra t e on a f e w th i ngs, and to st re ss t he se f ew re i tti n on e rr or s, wi t h u n co ess, i n se a son an d out of sea g w atch f ul n ’ ’ i i h n D on t a t ta ck t oo f an t s a e n i l i v t son t a t o a u n d t t o e f r e e ; g y q g dril l s and f ol l ow u p w ork i n an e ff ort t o est a bli sh wha t i s u nd ert aken i I f t ea ch er s of E ngl i sh a k e e fi ect i ve a f e w t hi n h r n u r s e c en t speech t g ore good f or t he of the i r pu pi l s th ey wi ll d o t han b y a n a t te pt to h i k n n M a w r r o r i an t s e a o e n h h o t h r s u s t e o f es teach e O e ny s g y e
m m m
mm .
m se
'
.
m
m
.
LE S SO N U
m
1
.
3
.
4
.
mnt
K E E P I N G A D IA R Y
D A TE S :
i v e n i n h l s s n t e e o g ch i l d r en a t t h e boa rd f ol l owi n t h e t o g e
.
S a tu r day, F eb
We dne sd ay
,
F ri day, J
Correct th e w ork L esson 1 1 7
WR I TI N G
— 12 4
Tu esday, J u ne 14 , 19 1 6
.
2
m m .
th e devel op
D i ctate t h e
m
15 , 19 19
S ept
ul y
as
.
.
2 9 , 1 84 0
7 , 1 85 0
i n t h e pr evi ou s l i st
Re ad M an u al
.
.
Wri t t en E xerci se F ol l ow the di recti on s gi ven i n th e l esson .
n
su ggesti o s
E N G L I S H — BO O K TW O
GOOD
— L I TE RA
L E S S O N 125 Thi s l esson i n cl u de s t ran sl ate i n t o w or d s
na tu re ‘
“
”
tr i c e
t he i r own
nny
“
’
m
eral d
O
mi t
n
su ggest i o s
the
’
’
Ai
s
Re ad Teach er
you
of
nshi ne
su ”
be
asked
;
F oll ow
m
nee d le of y “ h ” t e O ld n urse ; the di recti on s gi ven
a re ”
to
nd
4
a
m
.
t hi s l esson i n season ,
stu dy
.
LE S S O N 126 —CO M P O SI TI O N
m
a gai
shoul d
.
f or L ess on s 2
m
t h ese
i d -year cl a ss, and I f you h ave a l i n w i r c o u n r s u t n e a t o o o s e o t d d g q p
N ote :
Teac her
n
.
i n the l e sson f or t he wr i tten work Rea d M anu al
e
ng l ovel i n ess
of
o bl et g
e
m
TU R E
chi l dre
t hat
So
.
a f t er
l o et b g cra
of
n
expr e ssi o s
57
n M anual
n
f or L esson 119
suggest i o s
.
Preparati on
s
S tu dy your su r r oundi ngs w i th h t e of i provi n g
m
a vi ew
m
to
ai d
u il p p s
w i n su ggesti n a s g y
.
Th e L esson Re ad the
Wh at
j
su b ect of
d oe s i t
m n?
l esson
our
.
ea
Read t he fi rst t opi c Can you expl ai n i t ? .
Menti on the
m
ore
beaut if ul
H ow H ow
t hi n gs th at
I
mny mny .
wi l l wri t e t he
a
ha ve we ?
a
of
th ese thi ngs
E rase th e w ork
n th e
o
mk
be d on e to
sh oul d
m n th o
e
b oard
ou r
a e
ndi ngs
surrou
.
n you do?
ca
boar d
.
P upi l s wi l l f oll ow t he d i rect i ons f or wri t ten work gi ven i n t he l esson H a ve p upi ls ke ep t hi s wri t ten exercise i n thei r n otebooks f or use i n .
L esson 1 4 6
mpl
E xa
.
mp
i l u c o s p p
e of
’
n
osi ti o
H O W I CA N I M P RO V E M Y B A CK YA RD In
my
b e au ti f ul , sp ri
a I pr o i se d t hat I w ou l d ak e , ” i n h i d o t r t o t s an o t o d heal thy ci ty That i s w h at I a g g y sch ool
cr ee d
.
ng
.
F i rst I w ill
I wi ll put b u shes or
my
m m
m
“ cl ean
sch ool ,
all vi
up
al l
t he
sti ck s,
s i n a box t o b e t i n ca n
nes
to
r ak e
t t o pl an i t c t o y y,
m
.
ch i ps,
nd
a
.
nd
st ate, a
to
l eaves
.
Then
m
I wi ll t ry t o get so e “ best servi ce I der t o can ren
carr i e d a way
Thi s will be the
m y
r ubbi sh ,
m y
ntry
cou
.
”
M A NU A L F O R
50
CH A P TE R NI NE Note :
F or
md m a e
n
so s
m
i d -year
ti
or e
mly by
cl asse s,
su bsti t u ti
e
ng
Te ach er
s
Ai
e
To
To he To
m
Teach er
s
0 L e sson 6 s 5 6 , 5 7, 5 8 , , 14 3
a
a
my
be
a
nd 6 8 f or L es
.
mwi th th hi l d n m t lk f ly b t th p m i ll i ndi i d l n l p th m p
sh ow
’
f or th i s Ch ap t e r
L E S S O N 1 3 5 — H TE R A TU RE
nj oy the poe i nspi re the to
To
a e r i al
nd
13 5 , 13 6 , 13 7 , 138, 13 9 , 14 2 ,
’
mt
th e
e c
a
ree
v
e
re ca
t he
aw a ke
re
ni ng
a
of
ou
ex
ua
spr i
.
oe
e
.
ces
er e
.
ng
.
Preparat i on
B e pr epare d t o B e prepa re d to
ask
mk
n
a e
B e prepared t o t ell
m
to de vel op th e t h ou ght of t he p oe n i l i h e a n f ll a n e o ass e s t a a g p g p
qu esti o s a b ou t
m
t he
.
m .
nd
au t h or a
h er i sl an d ho
e
.
Th e L esson F oll ow t h e di rect i ons gi ven i n the l esson .
mnt
m
nd poe s “ B i r ds i n S ri n ” i n E l son P ri ar h o S o l k c e r B R a d oo I I I e g, p , y “ Th ” ry t o i n n h F r o M n a d e a d t e s s e S pri n t G i a t i n h E r S e e t l a d g , ner Book by A da M and E l eanor S ki n
S uppl e
e
a ry
st ori es
a
m
m
.
-
.
,
.
mny f w w mn y
H ow
a
Ho
a
o
L E S S O N 13 6 — CO MP O S I TI O N h a ve
you
oul d
e ve r
ha d
mnt gi
a
n?
l i ke t o h ave on e?
F oll ow the devel op
md
a r d e g
a
A sk your f ath er i f you can h ave a Pe rh aps you ha ve a sch ool garden
You
.
e
ml l pi
s
a
nd
'
ece O f
grou
a
n
e d r a g
.
ve
n i n the
l esson .
LE S SO N 1 3 7 — C O M P O S I TI O N e
your
r d e a g
n pl ans
r d ay s e e t y
.
N ow , h ow w i l l you pr epare th e soi l f or pl anti ng? What f ert i li zer i s best f or your gr ound ? s gi ven i n the l esson F ol l ow th e di recti on .
D
escri be each
step.
M A NU A L F O R
66 Teach er
’
s
Preparat i on
B e pr epa red t o tel l chil dren i n t eresti ng th i n s a o u h r h r b s s o e t t e a g g pp u l a te d i scu ssi on B e prepar ed t o a sk que sti on s t o st i
m
.
.
Th e L esson
W ha t
i s th e
j
Of
su b e ct
mny t pi n w mn y
H ow
a
O
Ho
a
ever sa w
mi
E ne
all
m
th e r e ?
cs a r e
a
R ea d t he
.
r? s h r a s o e g pp
n ab ou t the ( a ) D escri pt i on ( b ) H o
Tell
l e sson t od ay ?
our
o a u c y
r o r s h e s a g pp ,
m
.
e
( )
F ood
0
.
u si
ng
t he se t opi cs Chara ct e ri sti cs
( ) e
.
.
es
.
W ri t e
Te ach er
’
s
three para graphs
Ai
md m
t he pi ct u r e s t he p oe t h a s t o t alk f r ee l y a b ou t t h e poe
h el p pu pi l s i nspi re the
TO
see
m
TO
sh ow
TO
val u e of
th e
.
I SM— L I TE R A TU R E
L E S SO N
m
the grassh opper
a b out
u o t Of
-
door l i f e
a
e
.
.
.
Th e L esson F ol l ow the d i re ct i ons gi ven i n t h e l esson i ng of al l p assa ges n ot u n D evel op t he e an der st ood by t he W ork ou t the eani ng O f the ph rase s l i sted
m m
F or
seat
.
n wil l
chi l d re
w ork,
mm i
L E S S O N 155 The f ol l owi ng 1
.
2
.
3
4
.
j
su b ect s
mpi ng T i p
A Ca
r
my a
—
t he
nd
seco
nza
st a
Of
t h e p oe
.
G O DD O S I TI O N
su ggest other s
t o th e
ch i l d re
n
.
M y F ri ends i n th e Wood s
.
A H u nti ng Tri p A F i shi ng Tri p
.
.
A f ter th e pupil h a s
m
Tell
e
Rea d
notebook Be
ch ose
n hi s
j
sub e ct ,
h e wil l
al l
the
care f ull y
mm
ru l es
th e
t h a t you re e b er ru l e s gi ven i n t hi s l e sson
ca r e f u l
a
a
e
a
n ou tl i ne
.
.
.
W ri te
mk
.
L E S S O N 156 — R U LE S P O R G A R D E NI N G
to
u se
ca pi t al s
LE S SO N
l et t e r
a ppl yi
a
nd pu nct u a t i on
— 15 7
ng f or
L E TTE R
a
mk ar
s
m
m
n
.
mi n y
ou r
c or r e ct l y,
WR I TI N G
n f or six
o si ti o p
Copy th e
we ek s
of
n an y
o u r v i a c o a t y
I f you w i sh t o u se th e l e tt er, you r t ea cher wi ll hel p you it i s tak es you ade i ay have
m
.
m
.
or ze
e
n
c hil dre
cor re c t
.
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
Th e d efi ni te l essonu ni t t i on s or
a
nd
r O o u s g p
j
su b ect s
mp
co
e o
be
Ch apter eral G en
s
to
e d,
n
m
L essons 9 3
a
my
f or th i s Ch apter
a er i a l
a
be
9 4 f or L esson 18
nd
.
thi s b ook l ends i t self t o fl exi bili ty, t o vari a co
my b a
mt
ndi ti ons
su i t
to
mk
N ot
.
wh e n n e cessa ry t o
nt
a
e
su ggest ed
,
b u t l ocal
i n th e text '
o
se cu r e
th e
i v l n l r e n es s o o a ss o n e g , Pu pi l s shoul d b est resul ts
m
m m
.
nduly u r ged or ret ar ded i n th ei r progress erel y t o a ke i t coi n on A b ri ef r evi ew O f un ci d e w i th th e ca l en dar th ad e Su ary f or F i f th G ra de ( see pp 15 2 15 4 ) sh oul d b e
u
m
m m
.
-
.
LE SSO N
— l
.
na
spe
e
ny
f or
or e
l e sson s
u al
v
a
a e ri a
e sub st i tut e d a
my i ndi i d l m ti m ly
nl y
o
mt
th e
a e
my b
days
ore
ng
of
shi f t e d
osi t i o
t w o or
my b mi tt not
e
f l esson s be
f or
Moreover, a
mnt
j
a d u st
the
cl asses,
ea r
t he the
.
L I TE R A TU RE
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
ch oi ce
s r e o p
sel ect i o
m
.
m
m
.
m
.
m
.
m
.
m
.
m
m
.
R ecei ve gl a dl y eve ry att e pt t h at a pu pi l ak es t o expr e ss h i se l f an d cou r age hi I ndu ce every chi l d t o t ake p a rt i nthe en t o do b e tt er n ext ti e
m
m .
di scu ssi on .
Re a d M an u al
n f or L essons 2 and 4 , P art I En cou r a ge pu pi l s t o en l a rge t h ei r vocabu l a ry by u si ng so e O f th e n ew word s of the st ory i n conversa t i on H ave t h e ch i l dre n se l ect a l l de scr i pti ve w or d s i n par agr aph t hree “ ” D i scu ss bri efl y Wi th t he cl a ss J u pi ter and J u no su ggesti o s
.
m
.
.
.
!
F or I ntr od u cti on ,
se e
p ages 5
a
nd
6
.
— I BO O K TWO E N H GL S GO O D
i Z k n h s w a e s t e u ) g (
J upi ter at
nci l s
th e
c ou
J uno, wi f e
mnth o
al l
the god s
a
m
nd
mn e
a
nd
i r s e d e d p
t O ly pus th e gods onM oun s of J upi t er , was qu e en O f t he he aven
of
.
O NV E R SA TI O N
L E S SO N H E ach
Of
69
nd
mny
n has
seaso
a
n
su ggest i o s
a
m m
O E er .
to
Su
not
er
i ts e xcur nl y i nterests u s i nthe fl owers, b i r ds and bl u e sky, but al so perm i i n i cs, an t u a a r es A u t h T n k i v r i n n s h d fi shi n si on s w al k s pi cn b s t e g p g g g d H a ll owe en f un Wi nter not onl y su ggests the Chri stm an as f e st i vi ti es i i n i l i n i n n e r h u i n r e s h d a r nds d t S bu t i s th e ti e f or sk ati n g g, g p g g u s of th e r e tu rn of the bi r ds an d fl ow er s R ea d l i st s of w or ds gi ven i n M an u al , L esson 7 6 , P a rt I I a e 9 5 g p , h u s i n s a r i n s o l a E very pupil taki n t t n s h u f h u i c n o e di c o e d e e d c t e a t g p , o
m
,
.
,
,
’
m
m
.
.
,
.
.
t h e teach er
.
cou rage En
of
the
a
m
r oo
natural
l u i O t a f q y
voi ce
th at
my b a
e
h ear d i n all part s
.
A voi d i n t er ru pti on s whi l e
h t e
mny
ch i l d
i s tal ki n g
.
f or O ral E ngli sh i n d Wr i t i n j H S anborn S p ea ki n g En glish, by S h e r i d an, publ i she d by B en g an d a rds of E n CO , Chi cago, and i n S ta n ey, pu bli sh e d by glis h, by M ah on The te ach er wi l l fi n d
n
h el p f u l
a
su ggesti o s
.
.
n n Y m p y l w im t lk
.
W orl d D
Th e
B ook Co o
not
ch il d
al l o
a
,
a
wh o t al k s
n, New York
u o k er s o H u dso
ess
a
-
or
nt opi c ( a )
o
th e
u se of
mt
t oo
nfi ne
co
us
mny nd hi m l f t ( ng mnt .
‘
a
a
o
se
nd a ) an d not ’
s
’
a
t ou ch
n rra h il a n d a e h e T c e d wh o ( ) tin ues u st b egi n at the very p oi n t where the story l ef t O E an c on d tell ce Thi s w il l t eac h sequ en ts i n t h ei r exact or der e ve n fi d ence of her pu pi l s wi l l find that Th e t e ac her wh o ha s w on t e c on e st i n i t i s possi bl e t o h el p the ch i l d by sugg of ve rb or g t he proper f or n h n orr e ct f or i n i n u w e h e es an i n h r al co posi t i on r o u s c o o s h o r T w e d p “ d i d ” su n i o e h l u s e i n t e t e h i e d a t b e r w l r t t e a b e pea te d by the c e , gg y q , ” in stea d , an e don c h i l d wh o h a s u se d d h e wi l l con u e hi s st or tin W i h t o u t y b arra sa n en t e A t th e cl ose of th e or al l e sson a f e w i nutes sh ou l d be d evote d to the er a l , an d d ri ll gi ven u pon th e c or rect c orr ec ti on of er rors t hat w e re gen i sused ve rb or pronoun I nvesti ga ti on ly on f or s O f one co s sh ow th at ’ i sh a l arge per cen tage of pu pi l s err or s d the pr onou n f urn t he verb a n tl y the teacher sh oul d stre ss the se poi n ts Consequen
(b)
or
c
m .
Thi s w i ll te ach
sel e ct i o
.
.
.
-
m
m
m
.
m
.
m
m
mm m
.
.
.
— E S 3 L S ON
The teach er
i s l ai d
i ngood
sh ou l d
or al
not
w ork ,
a
WR I TTE N
CO MP O S I TI O N
f orget th a t th e b a si s
nd
t hat i f t h e
or al
of
all
work i s
o d o g
wr i t te n w ork sw i e s e g
m
M A NU A L F O R
70 ten w ork w i ll b e i
m nd m nd a
f or
nta nei ty
not
r e al
as
Of
sac ri fi ce Of
t e st
The pi ctu res, cl a ss by a rou si n g
i r l g s
i n the
sp o
a
i s t he
ossi bl e
l i ss b o e p
as ea rl y as
do
m p
mh
The
.
ec a
cou r se ,
Of
n
ch il d s exp r essi o
ntent i s
co
Th e
.
mp
my b md
l i ve ly
’
a
t o w h i ch h a s
m
or e
a
e
be
mt
er
t he f re e
m p
ha
ab i l i ty
as e r ed
t o t e a ch t he
th e t ea che r ,
of
a
.
0
e very
in t e resti n g t o th e
discu ssi on b etween t h e boys f u n on su ch occa si ons ri va lr y
a
nd
a
n
osi t i o
co
us
not
t he diffi cu l t ta sk
th e good t e ach e r O f “ ” V a cati on J oys,
mt
w ri ti n g
t ha t t hey wi l l
so ’
t he
t he
ni cs
nd
nd
a
.
ne s f or the stor i e s shou l d b e w or ked out by th e t each er and i i h n s n h s li n i r e s u o n e l i u d h ll o t e d t u s a t e n e c es t f o w e o e s s f t e o g p p p p , y n i u n chi l dr en f or h n s e i n a r a a r e d ce a the pu rpose O f i pr ovi n q g p g g p w ri t i n g Re a d books r ef err ed t o i nL e sson 2 , on Wri tten E ngli sh The f ol l owi ng paragr aph w a s wr i tte n by a si xth grad e chi l d i i T i l r h l t r i v i l r n b v e h u e u s a t x e r i s s n a n a w r a e a e e e u e t a t t e c s d s e ( g y h r r r k e si x th gr a d e c hi l d r en an a e x s o t t e w d an t c a a o o b o r e ec t d y e g y p f ro th e e b ers of her own cl ass ) The
ou tl i
m
m
.
.
m
m mm
l ak e
.
l i ttl e b oy wh o l i ve d i n th e ci ty, spen t hi s n i n h i e r e r s u r h n h a e t s t o e o k s of t e b an p
J ack , wi th h i s
m
a
m
mm
su a
mm
er
n i nl and
va ca ti o s
b ea u t i f u l
H e w an t ed to go every day ” in P l ease , h e pl ea de d on orn other , I s h i n e fi a o g, g? I y g I can cat ch h f i n T an fi r you h k h s o w a a u t o o d r e w e g y p s p
J ack l ove d t o fish
m
.
su re
m
.
m
m
.
.
h ave !
m
m
a
n
ca
nnot go t od ay, sai d hi s other J ack we n t in t o t he n ex t r oo , t ook h i s fi shl i n e an d j u ped ou t O f the A w ay he ran to t h e l ak e A s h e sa t down on th e b an wi ndow k , h i s f oot H e call e d f or h el p sli ppe d a n d h e f e l l i nto th e w a ter Tw e fi sher en e an d t h rew a net i n to th e wat er and cau ght the f ri gh ten ca e d li t t l e b oy ” “ “ O h, dear , he cri e d a s h e sh ook h i sel f , I w i l l never be nau ghty N O , you
ca
m
.
m
.
m
.
m
.
.
m
.
.
N
LE SS O N 4
Ru l es to
e
nte nce sen te n ce
Th e t opi c
mm b
re
se
er
— TH E
PAR A G R A PH
i n the tea chi ng
of
th at pr esen t s th e t opi c
.
th e par agraph of t he par agraph i s
m
c a ll e d
t he
nder stood i f he states th e t opi c of e a ch p a r a gr a ph a t or n ea r th e be gi n ni ng of th e para gra ph H ave a good sub j ect — one th at i s spec i fi c an ite d d e fin K e ep the p ara gra ph sh or t I t d oes not nee d t o be l on o t b e i nter g e sti n g Teach t h e ch i l dren t o si ngl e ou t so e part i cul ar poi nt a nd f ecu s t hi n k in g on th a t p oi nt Th e
spe aker or
wr i t er i s
or e ea sil y u
.
.
.
m
.
.
M A NU A L F O R
2
LE SSO N 7 —D I R E CT A
The f oll owi n g work :
l ast
1
.
Th e f ox
2
.
The
3
.
4
.
6
.
m k d th ar e
re
spi der aske d
m
l h c e n r f r a o o a o r d t e b d h o o e p
e
.
th e gr apes w ere sour fl y to w al k i n t o hi s parl or
at
t he
seat
.
.
m m? er
”
I was t oo busy,
The
O ld
”
a
nswe re d
sai d
trapper
th e grasshopper w oul d gui de us down th e vall ey .
th a t he
mny p pil in m k th t mt .
Changi ng i nd i rect qu ot a ti ons t o di r e ct i s di fi cul t f or I n a ddi ti on t o th e qu ot at i on and pu n ctu at i on gra de
thi s
m
.
u sed ,
be
a
Q U O TA TI O N S
.
“ .
my b
ntences
I ND I RE CT
H enry Clay sai d that h e w ou l d r ather be ri ght th anbe P resi den t “ ’ The an e i u i r W h n d d r t t r o f lf o t in e d u s o u f r u s e o d o o q , y p y y
su
5
se
ND
t h e re
s
u
a
.
ar
us
a
s
nges i n ve rb and pronoun f or s, and p erh aps the n n n n l r f o r a n u M u r i h v e o u c o r a t e s o a l i o h c c u d b o e p g p ch a
a re
n of a b ef ore wri t ten work i s atte pt e d Re tu rnthe papers t hat were w ri tten f or L esson7 to D i vi de the cl ass in ce A pupi l i n one gr ou p ten hi s pa per a sen t wo gr oups ay read f r o i ng a di re ct qu otat i on A pu pi l f ro e c on t ai n t he oth er gr oup ay chan g th i s t o ani ndi r ect qu ota ti on “ E very pu pi l shoul d b e on the al ert A n error a d e on on si de e r i e sh oul d b e ch al l en h r r o l l e e o h e u P u h o r es s t h d u b t t a d d h o s s d ac e , g g y p p ot be appea l e d t o except as a l a st r e sor t d t he t ea ch er sh ou l d n an Thi s oral work ay b e f ol l ow e d by boar d w ork aga i n a n d th enby the F ou r sen l y a r e gi ven, i norder ed i nth e te xt ten ces on wri tten w ork ou tl i n a ti on of h i s paper by ea ch p u pil , f ollow to a l l ow t i e f or thor ough exa i n i ng the suggesti on of page 16 4 of t he text s gi venat the b ott o su bsti tu t i o
m
.
.
m
.
m .
m
.
m
m
.
.
.
m
.
m
m
.
m
L E S S O N 8— CO R e ad
n i n M anu al
su ggest i o s
.
MP O S I TI O N
f or L esson2
mm
.
A qu e sti on pu t by th e te acher i nt he r i ght way, at th e ri gh t t i e, ay The be st Way t o ge t a r eti cen t ch i l d t o t alk f reely t child i ndu ce a r eti cen t o tal k i s to have h i
mnn f q mt b h
l ike
a
t e ac
j
er
sub ect
er O
us
mt ll m p so
e
n a nd
u est i o
n
e o e
a
ci den in t
n
e rso al
nswer
.
A
mh ec
ce i n oral l a p an d t ogeth er th ey
no
h as
w i th th e pu pi l s,
t o b e d i scu ssed
m
e
.
a
ess busi n e h T n i i s t o o p
ni ca l ,
m m t pp co
us
a
.
.
fi dent that thei r teacher has i n exhau sti bl e u st b e c on The pu pi l s i h i l su bject , bu t t hey w h l u n a i o n f t n h i h d r a f r t e u w t o t o e c o l i e o s p p al so
or a l
m
f eel th at they have I n e very s l esson
.
cl ass
They
the
roach
th ere a re
mthi ng t gi m p pil l i d th th t i m
so
a re e
ve
o
e
so
e
,
wh o h a ve al r eady f oun d th e w orl d
u
e
so
s
t ha t
sh e
who d o
s ow,
a
nd
mth m
wan ts f r o
not the
e
sup
mt ‘
us
.
take part in un f ortun ate children r ead ily
mh
h arsh th at t hey h ave b eco
e
ard
M A NU A L F O R
75
CH A P TE R TW O Note :
md m a
-
ear
mly by
ti
or e
e
mi d y
F or
cl a sses,
ng
sub st i tu t i
e
A
mi
er ca
The
au th or
of
n w ri ter
mpl
co
et e
of
my a
u
nd er
”
D
m
na
t he
d i n R everi es b e f ou n
n
.
f
o
M i tchell , an ” “ I k e M ar vel of G
o al d e
.
B a che l or
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
.
e
a
TE R A TU R E
A way t o S ch ool ,
l i f e , w r ote
ou td oor
st ory
L esson 107 f or L esson 2 6
'
“ G in o g
my b
f Or thi s Chapter
a er i a l
— LI 17
L E SS O N The
mt
th e
.
chi l d r e
n
t o appre an d t o h el p the
m
to fin d th e pi ct u re s b r ou ght ou t by a f e w wel l ch ose n w or d s “ S t u dy of t h e S t ory F ol l ow ca r e f ull y t he h e l ps gi ve n under .
.
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
u al Rea d M a n
of
ni s
a sel ecti o
su gge st i o s
m
I
.
.
E ve ry
of ste a dy
.
study
n
a s i g
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
The N e e dl e I
’
ve
L ost
es
a
’
E ye
s
”
n
my b a
e
m
f a iliar
S t e ps
.
.
M y S qui r r el
Te a ch e r B all
ch i l d r e
w i th whi ch th e
D
.
od ge
Cat
.
a
B al l
.
nd M ou se
.
S qu i r r el i n the Trees
.
n n w a s w ri tten by a si xt h gra de b oy onthe ” “ Thi s a y b e u se f u l i nsug P re par at i on f or a F i shi ng P art y su b j e ct ” “ N i n A n i u t s h u u n l son on . G at h er i n e t n rs a t o s t i n v e e es t a c o g g g Th e f ol l ow i ng
c o ve r sa ti o
m
.
m .
next
’ “L et s go fi sh i n g
a
l e a c p “ I h a ve n’t I ll ’
se l l
.
a
hi s f ri end
o u y
d , J a ck re pl i e d h i s f ri e n fi sh i ng p ol e , ” i rty c en t l f o h s, a i d T o n t s o d o e r y ”
m
m
t it I d on t wa n
” .
I l l gi ve i t t o you f or ” ’ I d on t ca r e f or i t ’
m fif t
a
u r t r a e q
” .
.
Wi ll “
o
.
’
“
mt
To
”
o o d g
“
sa i d
S atu rday,
No
.
G i ve
u o y
v i g e
mt n e
e
e
nts
ce
,
ee
n cent s
th en?
”
f or i t ?
”
.
.
.
.
E N G L I S H — B O O K TWO
GO OD
m
To
m t g t th t q m ni ng m
n ho than a
ra
f or l ess
S at ur d ay
o
e
e
u ar er
or
J a ck
“ Wh
ca
a
e
nd
To
r ef u sed
a wake
as
H e put hi s h ea d
.
ne d
ou t
t o l et hi
ea rl y
of
th e
m ll mn se
by so wi n d ow
eo e a
nd
” .
d o you wa n t? I w ant t o b uy that fi sh i ng
“I
mw
.
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
e
77
at
ca
nt ’
sell
it
r od
I ll gi ve you ten cen ts f or i t
”
’
.
.
” .
“ I ’l l i g ve you fi f t ee n ’ “I tell you I ca n t se ll i t f or th a t .
“ I ’l l
i v n o e u w e ty t g y
ce
nts
”
.
nts and
ce
o u a c y
n have
it
I t is
.
a
good
”
t oo
as
.
.
“ Twen -fi v ” ty e, th en “ W e ll i v e t w n fi e e t , g y ve
m
”
.
,
Typi cal 1
.
2
.
3
.
4
.
5
.
6
mn
f or
sub ects
j
autu
st ori es
P l a yi ng i n t he L e a ves
.
G a the r i ng
W i l d F l ow ers i n t he F al l t he Woods t o P l ay G a es
m
.
G oi ng t o W at chi ng t he S qui rrel s P repa re f or Pi cki n l A s e g pp
mpki n
.
Wi nter
.
.
G a theri ng P u
.
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
.
M P O S I TI O N
n
or o e of
t h ose
su gge st e d
i n th e
[an us] , L esson 18
m .
A typi ca l
n wri tten by
a si xth
p osi ti o
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
ng
m
P
'
wa s
i l li e
V er
nD
ob b i
o
al l ow e d
ns ’
to
m
.
m
b ack wh i l e he l e d h i
r i de
ml n il y w m
hi
a o e
mt
m
.
o
.
wa ter but t he l i ttl e b oy w a s
. 0
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
o r o p
mb d e
Wil li e nD
o
w as t e
ob b i
ns ’
S l ow l y h e w al ke d th e h orse t he
r oad
.
He
str uck
D
obbi
n .
mpt d e
b a ck out
.
.
H e got
a
st i ck
nd
a
u
nti ed
th e
.
i nt o t he yar d, and on l rse w as h d o O u ch surp ri se d o o d g
of
Th e
th e
st abl e ,
m
.
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
a
very
.
mi nhi w k f fif ty y m wi th hi p nt nd th y
hi
ort
na tu re
n
o
.
He
r oa
md m
’
e
or
a re
s
mn
wo
a
ears
.
a
s,
e
.
nd brooks
mt
h ou seh ol d
a
mhim Th
f ro
si st e r
e au
.
w as
a e
” .
E l i zabeth , who w as hi s
w i th h er th r ou gh the w oods
e
nt
F ate
ever
a
”
.
s secret s
a
md
nd
ea
n
co
ows
.
.
nwi ll
nd
they wil l b e
R ea d the p oe t o th e cl ass ’ D oes t he a uth or s li f e see
l E s n r o G a (
c h i l d re
be
a r ou sed a
m
.
m?
mt
e o p
F ol l ow
Read
or
s
t he b oy poe t
fi el d
of
devote d t o h i s
r ea d
th e
b re a th
”
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
He
says
books,
i ed P er ver se d en
nt
,
th ei r h o
e
o
.
ncl e
“
st a
a
mf
co
ce ove r
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H i s p a re n t s l i ve d a qu i e t, pe a cef u l l if e i n th e ” “ O f h i s f ath e r h e h i s h o e i n S now B ound
.
His
w as
“
cl osel y
“
S tu dy
Maud Mull er,
’
of
o
be
of
e a ge r
E l son G ra
th e i nt e re st of
au th or ,
t o he a r
m
or e
mm S h l R d i n h mn i h w h t t y ar
ar
m m m
th e P oe
th e
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ar
.
As
each
B ook I V ) .
spi r i t
of
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
.
mt
ry H en
spoke
6
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seaso s
Qua dra ngl e
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at
cl u b
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l u b C ( )
use
nti on on t he ly ca pi tal l e t t e rs on at t e
.
nou ns
cap i tal
l ette rs w i th pr oper h r f i l n e r h u a e a c t o o t t b s a d p p p
c orre ct
.
chu r ch ?
th e
at
;
di ned
War
.
the pr of e ssor spr i n s e t f b o a g
l i ke
I
nd
.
n yester day
north of here li ve on F ourth A ven ue
e
.
.
a tte
o u y
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e
u se
.
de vastate d th e S ou th
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er
1 0 H el en 11
Wa r
i n th e
i r a c t ce p
rd
n u M o (
e
l i ve f ou r bl ocks
8 Ho
The
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H a ve you seen the M ayor ? We r ea d a st ory of the Revol uti onary
.
.
mn mnt in thi m n g
Captai n Wa r d
e
5
9
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ker H i ll th e B un
saw
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m
na
of capi ta l s i n pr Oper
PR O P E R NO U N S
f or d i cta ti on w i l l a
ntences
Th e f ol l owing 1
MM Z O N A ND
85
The
.
n nt
r e qu i r es co st a
mi
cu st o
s
to
u se
nece ssa ry, b u t th e tendency of necessar il y or i n so e cases not a t al l ost pup i l s i s t o u se c api t al s u n P upi l s sh ou l d l e a rn t h e di E erence b et ween com on a nd pr oper n ou n s so th or ou gh l h n i i l ri n r i n s f c l H o f s s o e e t e r u e o a e t t er w ar t b u t a a g p y th ey f a i l i n t h i s i s sh ow n by the K ansas Ci ty i n ve st i ga t i on : I n1 82 1 pages of pu p i ls o n i e n wr i ti n r e n a w u b n n i 1 0 3 9 o e s r e i w t r e d h s l a l f g g p g p l et t ers a n ni ng wi t h ca p i ta ls D ri l l pupi l s i n d 4 1 3 co on n ou n s begi n th e r ec ogn i t i on of co on a n d proper nou ns and i n th e corre ct u se of n h n r i h o s T i c o r u o f t l e ca pi t al l et t er s i n w ri t i n e s n u e e c s a a t e t c s by g p i l m i h h i u i n n h l i n r l o t a n v r h s a s o s s o e t a e t t e E o e a c c b c e e e r ca n t d t c p p y g y tly, i f sh e consi d ers i t w or th d oi n d o th i s w ork effi ci en g w h e re i t i s
m
a bsol u te ly
m m
.
.
’
m
m
mm mm
,
.
.
.
.
— E S S 44 D I CTA TI O N , L ON
my di t t th nt n nd k th hi l d hi l d n h ng p p nd th th m H h h n t f mb i n b d b t t g y y
Th e t e ach e r th e
a
nsw er s
to
i n cl ass, t h e
S HINE , S H O NE : CA TCH, CA U G H T
c a e
a
e
ave
.
c orrec
R ef er t o M a n ua l
or
e
se
re
e c
n
speech .
ora l
l esson a
m
So
e chi l d re
f or L essons 9
t en oes of t h e
nti re
e
i nsi st t ha t th e
r ds
the ti
a
a ve
my h
n
r h r a a a p g p
ch i ld re
n u se
exc e
L E S S O N 4 5 — CO N
Th e
ce s a
r ea
e
su ggest i o s
e
V
sh ort ,
si
ea c
nd
a
re
n to wr i t e
correct error s
er s a
o e of
e r or
6 5 , P art I
th e
cl a ss
.
.
m
nd pl ace t o overco e b ad habi ts of ” ‘ habi t so th a t t h ey j oi nthe sen an d ne ct i ve To correct thi s h ab i t, t h i s c on n n t e l e ces s e p
e
w i th
e
c
e
E R SA TI O N L E S S O N
m
th e
a
a
as
a
m
.
.
MA NU A L F O R
35
LE SSO N 4 G —WRI TTE N CO M PO SI TI O N
m
The wri tten co posi ti on reveal s to you the parti cul ar weakn esses th e
cl ass as a
wh ol e ,
as
wel l
i ndi vi dual
S pe ci a l
th e
as
m
Of
M ore over, i t
e rrq s '
.
nt s ou t t o you the parti cul ar el e e nts of strength b ot h i n i ndi vi duals in an d i n th e gr ou p en ti on t o the p oi n d cri ti ci s Co ts an cl u d e a tten ts of excell en P erf ecti on i s n ot expect ed , bu t i n d i vi dual ce as well a s t o er ror s i n s h l l h a n v i n h l n r n u s o u b e r o n o e e u o e d a O t e w o e c s t a d t t e g g p g y p , i n i re a i f h s n i z o n d o e r l e t S u r t w t e b e es u t s a r t o a t a e d e e o o n t b e o t e , p p i r e v li n r i n a l i i a e r o r n r i n c i c n s u t a t e t b s h h e h a t o f orrect a b e t e es b d t g p y g p — r ect i on D o not at t e pt too c o r s i o expr essi on an e n a t a t e r w o t o y w i ll be sufi ci en t , b u t f ol l ow up wh at you begi n i o p
m m
.
m
m m
.
m
.
m
m
.
.
m
m
.
LE SS O N 4 7— TE E
H ave
m
ces words i n sen ten
n use th e newly f or ed se n ten ces wil l pr ovi d e dri ll
chi l dre
Th ese
THE A D JE CTI YE
SU F F I X :
mt
mp
.
a eri al
f or
t he
n
ar i so
co
a d ect i ves
j
1
.
N ell i e i s
2
.
Whi ch
3
.
The
4
O ur
.
5
.
6
.
7
.
th a n I
d o you l ike a r i th eti c or hi story ? s k i n th e pi l e b el on t ru n e g to d og i n th e t own d og i s the .
W hi ch
ci ty of
i s th e
t he t wo ?
J oh n or J a
i s th e
n t he
Th e b i r d i s
.
m .
Whi ch W h i ch
8
m
.
li
o
d o you l i ke
mb
m?
of
es
t h e tr ee
appl es or
.
a r s ? e p
WRI TI N G
L E S S O N 4 8— L E TTE R Type l e tter f or th i s gra de
I l li noi s
H ar tf ord ,
m
N ove be r 15 , 19 19 D
e ar
D i ck
I h a ve
mt m I
th e f ar
j u st
rece i ve d
nd
o S pe
a
mG
l etter f r o
ndf ather
ra
aski
ng
mt e,
mt
o co
the be st p ar t of all , t o b ri n g be ca use I k now you h ave so sel do
ksgi vi ng, Than
a
nd
a
m
e
o
f r i e nd
n you vi si t e d j oy t he tri p d w ill en t ry a n th e cou n We go on the trai n t o G eneva, a nd G randf a ther and B ob wi l l e e t u s th er e i n t he sl e i gh er of t u rkey, cr an G rand oth er al ways h a s a fine di nn berri es, and pl u i w n l i v r s u r l e o e u h j i I o u a n e t c u dd y y y g p ay d j u st wh ere I ow i f you can go a n eet you L et e kn Your f r i end , wi th
e
.
h a ve
chose
m
.
m
.
m
m
.
m
m
.
m m
.
M A NU A L F O R
33
CH A P TE R F O UR Note :
md m a
ore
e
n
mi d y
F or ti
-
mly by e
5 2, 5 3 , 5 4 ,
so s
a
nd
ear
cl asses,
su bsti tu ti
57
ng
th e
mt
f or thi s Ch apte r
a er i al
nd
L esson s 1 3 0, 13 1 , 13 2 ,
a
my a
be
14 5 f or Les
.
m
L E S S O N 52 — L I T
A TU E E
n si l ently f or t h ought get ti ng F oll ow su gge st i on s gi ve n i n L esson 2 3 of you r t ext i u i n n i n v S tu dy wi th t he cl ass, u si n t h e e s t o s e g q g Read thi s
sel ect i o
.
.
S t ory
.
m
O t he r qu e sti ons wi ll su ggest th e sel ves t o you Th e t eacher sh oul d keep i n i nd that th e only
m
mt
a s e ry of
the th ou ght i s hi s
a b i l i ty
“
S tu dy
of
the
.
to
su r e
r e pr od u ce
test of th e
t he
st ory
chil d s
i n hi s
’
n
ow
wor ds
.
L E S S O N 53 — C O N VE RS A TI O N L E S S O N
mgi n thi
t o b e t he d ay b e f or e Ch ri st l l i n f u l t h u a e e The f oll owi n o b e y p g
I
a
e
s
m
Re newi ng
ol d a cqu a i
nt a nce s
( ) ri st h h i f r r t o n r t C P o a a s e e b p ( ) n h u i e o h e o s D r a t c e c t g ( ) l n a u s i t l n a a C P S a d ( ) y g fi e d e o b O t ( ) a
.
m
as
m
as
.
ner di n
.
.
.
.
L E SS O N st l on G u a r d agai n g
li n e
r ath er
wri tt en w ork
m p
co
t h a n the w hol e
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
osi t i o s
st ory
.
.
Ch oose
n
j
o e sub ect
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
.
U SE O F
W O RD S
e d i n the te xt be en very ca ref ul l y pl ann
.
F ol l ow di rec
— I BO O K TWO N L H GO OD E G S
WR I TI NG
L E SS O N 56 — L E TTE R
Su gge st Chri st
m
ch i l dre
to the
su b ect s
mH m Ch i tm
S e a son A way f ro
as
L ea ve i n Two
Wh a t
j
sever al
Weeks
f or
ne d f or I H ave P l an
i ng Chri st P l ann
m
o
e
.
M oth er
’
su ch
these
as
m Ch i tm G n dmt h Ho
e
.
as
r s
s
Vacati on wi th
as
n,
as at
r s
39
.
o
ra
er .
L E S S O N 5 7 — D R A M A TI ZA TI O N
mti
The f ol l owi n ra d g
a
n is
su gge st i ve
za ti o
of
my
wh at
be don e by
a
l i e p
a
— l a c e S t a e o h P A c a c g
Ti
m
e—
The d ay bef ore Chri st
m
N ed :
Mr
m ti m i t i
.
S i r, w i l l you pl e ase t el l e wh at ’ I rvi n g : I t i s j u st t e n o cl ock .
.
H a rr y :
We
O h , good !
M r I r v ing :
You
.
’
n be
ll
soo
i o g
a re
ng
mf
ho
e
e
m nw
ho
as
o
e
.
s?
.
n, I know
va ca t i o
or
A re you
.
rot h e r s ?
N ed :
Ye s,
m
Thi s i s H ar ry
si r .
My na e i s N ed M r I r vi ng : M y na
ack
.
.
.
N b of
o u y
ch i ck e
mi e
I h ear d you
.
a
nd
N ow I want t o
I r vi ng
s
mth i ng .
sa y so
t h e l i t tl e f e ll ow i n th e
e
a b out
n? O h , no,
N ed , H a rr y, J a ck :
si r
B ant a
!
B anta
mi
sh ake
mJ ,
s ou r
a ck
m
O
ac k :
r
m n i j m p g
I s B an ta
.
u
n o p y
.
m y mny w k
W el l I a vaca t i on H ow
thi s
ge t h e r
'
,
.
N ed :
D
on t
.
a 1 of
i a st i
ng
B u t I h a ve
a
nd
know
J
ng
nywher e
s
so
mi d
mh
se
h ave good t i
n, M r
sh or t a va ca t i o
a b ou t
t o do
.
mk a
m
es
wi l l you h ave ?
t hat
.
Y ou
ca
.
I rvi ng ?
n h ave
e
a
I
h ope w e
sh al l
h ave
l new dol h ou se f or L u cy
a
r a e t g
mg
.
uc
to
mwill
B an ta
nd
.
,
.
r p o
a
so
a
e
ood
nd E l l en,
.
a ck :
n n i n e B i ( g g to
ll en s d ol l ? ’
sk at i
We
H a rry : ou
O
f u n i n si x w e e ks, N e d
N ed :
ee
a
m
M r I r vi n g: =
ou a
su re
nl y si r si r h i n k h u a t i t o t t s oo y Well , I a not sure
N e d , H a r r y, J a ck : ’
.
!
e i t h er
,
M r I rvi ng : .
m
.
O r t r ot ti ng !
N ed :
is
.
.
J
ner
h a nds wi th
n b a r u n f t e as ? C S o you h a ve a p on y i i r Th r run s s n e o p on H ar ry : I w i sh you c oul d see hi e , y l a t canb e a t h i ni ng ru n M r I rvi ng :
cor
H ere i t i s !
sea r ch
n e O ( p s
i n hi s p oc kets ) O h , whe re di d I c k a ge a n t t d o l a k o u l a d es ) p .
.
u t p
M A NU A L F O R
0
What
M r I rvi n g: .
h as
J
a ck :
a
li t tl e workb ox
I h ave
I r vi n g:
mny thi ng .
a
.
e b ou gh t p re sents f or everyon i u st h ave sa ve d t on ey f or a l on g
m
m
Y ou
s
.
The boys l ook
(
b ook f or L u cy
We
.
Mr
80
a
H ave you on e f or L u cy, t oo ? H a r ry h as a b all f or h e r a nd Ned
r t 0 1 1 e t ! ( 1 p y
a
a t ea ch ot he r a
nd
Wel l ,
il ) m d mti m
i t wa s pretty h a r k n e B w e a n a d s u t d ca buyi n c g y
H arr y :
w ere
.
.
e
s
so
,
a re
w or ds
.
chi l
dren
es,
e
l a d g ,
a
e
mmy t ll
So
e
so
m
now
e
se ve ra
e
,
se
so
e
e as
o
b uy
wh en the oth e r f ell ows .
I E V RE (
mk l nt n mthi ng m k q a
e
.
LE S SO N 5 8— TH E S E N TE N CE H ave th e
mt
W)
ces a b ou t e a ch
n
u esti o s, a
nd
of
th e f oll owi n g
m
so
e e xpl ai
n .
ntences ay be wri tt e n on the b oar d and cri t i ci zed b y t he cl ass A pa ragra ph ay b e wri tt en ont he b oa r d w i th out S ee L e sson 5 0, P art I I i i l h i l r en t o su ppl y ca pi tal s an u o n a l w e d f r n o o c d d r o s o s e u a t t n n c c t s t e e p p “ ” S enten c e S en se Thi s wi l l h el p to devel op t he Th e
se
'
m
.
.
.
.
— E S O 9 D E CL AR A TI VE L S N 5
m
th e
m
n th e b oar d state ents about ( a ) a b ase ball l d fi re i r i a e a s h e d e e , ( b ) a w re ck , ( c ) a pon ( y, ) , ( ) g te d ou t and c or r ec te d by The e rr or s i n th ese sent ences sh ou l d b e poi n ch i l dr en H a ve t h e
ga
S E NTE N CE
ch i l dr e
n wri te
o
.
.
‘ ' — L E SS O N 6 0 I N I E R R O G A TI V E
n
se su gge st i o s
U
h n l i v n i n M u a e a L e t e s s n o 59 g ,
LE SSO N
S u b j e ct s 1
.
2
.
3
.
4
su i t abl e
— Gl
.
M A K I N G A G O O D AR G U M E NT .
f or deba te w ork i n th e
si xth
a r d e g
nti re year ? ore use f u l t hi n D oes on e l e a rn gs i n sch ool or ou t of sch ool ? I s a hi gh sch ool e du ca ti on necessary t o su ccee d i n l i f e ? I s ci ty l i f e pre f e r ab l e t o cou ntry l i f e ? Sh ou l d we h ol d
-
.
S E N TE N CE
sch ool
m
the
e
E N G L I S H — B O O K TW O
GO O D LE SSO N
S U BJ E CT A N D
70
P R E D I CA TE
-
F oll ow di rect i ons gi ven i n th e text
.
L E S S O N 7 1— U N E X PR E S S E D Thi s l e sson sh ou l d b e tau ght
mi t k i n findi ng th mt h m t d th i d
nee dl e ss not see
s a
ave
o
a s e re
e
in vi t at i on s, i nth e f or
o
re pl i es
cl a ss
er s of
t he
a
ml
a
e
o
I f you r dr i ll on i t
ml
i n f or
a
d oe s
.
i
or
notes
m p
n th a n
ort a ce
r a th er
a
nd di scuss Then er ase a n d ha ve h i sel f , t o on e of th e
t he pl a ci n g n i v r t e b a y y, g p a
acce pt a
G A VE , G I VE N: THIS, f or L e sson s 9
a
m
.
ml
su ggest i o s
i ty di gn
spe ci al
nd
a
t he f or
er
of
cl a ss
the
NS
in vi t a ti on gi ve n i n the text
a
n
M a nu al
mt
.
a voi d
.
or di n g,
m mnn
— S LE SO N 7 4 G I VE ,
Ref er to
,
.
e
ti
ar e expressed
n i nvi tati on t o
sa
nte nce
se
or e
m
cl a ss
Tea ch i n the
a
m
o
t o t he
,
of
n occa si ons
th at
mw
i v e g
th orou ghl y i n order t o
‘
boa r d t he f or
t h e f or
w ri t e
mmb
ea
t h e ord i n a ry l ett e r
on t he
e ach chi l d e
nd
mf
Copy wi th t he
a
cl a ss
j
S U BJ E CT
— 3 I O R M A L I N VI TA TI O 7
L E S S O N S 7 2 A ND
E xpl ai n t o th e
very
su b ect
e
es
93
nce
a
nd
regret s
.
THA T, THESE , a
nd 6 5 , P ar t I
TH O SE
.
S e nte n ce s f or d i ct a t i on 1 2
.
.
.
5
.
7
h i h i r t h e) s t e s ( ,
sa w
T h h a t h r t a t e e) t ( ,
Ca n you '
4
6
.
I
.
3
i T h i o k i r n s h h r o t s e b o s t e , ( )
.
.
8 .
ca t ch
sh ow
pe
nci l
h T h a t h a r t t t e e ) ( ,
i s br oken .
b oy i s hu rt
m
bal l ?
.
Th e b oy ( gi ve, ga ve ) e t he gu nyeste rday M ot her h a s ( ga ve , gi ven) t he b oys a h ol i d ay .
.
Wh o ( gave,
Re f e r t o
i f h u t k n e i e ? e o v g ) y
ou tl i
ne
O ne
of
the
m t im p mt h
The wri te r
w or d pi c ture
.
— 5 O O M P O SI TI O N 7
n i v n n x t L s s o 2 i e e e t , , p g
— E S L S O N 76
.
.
i h i r h s h t t s e e) ( ,
L E S SO N
119 3 8
t h i s w eek
ort a
os
us
Be f ore
ng
16 0 .
WRI TTE N
CO M P O S I TI O N
nt qu al i t i e s
of
a ve a t
a ski
.
L E S SO N
hi s
t he
m mnd
co
cla ss
a
a
good
cert a i
t o w ri te,
n wor d s
mk a
mp
co
e,
n is
osi t i o
t o b ui l d
wi t h the i r
cl e ar
up
hi s
a ssi st a
nce,
M A NU A L
93
L E S SO N The
nd
a
m l t p
co
e e
Words and
“
mwi th
— 81
F
L I TE R A TU R E
H el ps t o S t udy,
poe
Phrase s f or D i scussi on
”
Sch ool Re ad e r, B ook I I I , p
.
OR
’
wi ll be
nd Qu e sti ons, f ound i nE l son G ra ar “ No
tes
a
m m
1 08 .
L E S SO N 82 — TH E A D V E RB :
PRA CTI CE
W O RK
in v r ten tai n a d e s b ces con S en g 1 Th e cl ass wi ll st art i e di atel y
mm
.
2
.
F i erce l y th e wil d wa ves b eat th e
w S tu dy The
hl
l
v d
sh ores.
f r r u ll u r u l e ca e s o y y
m
.
nger ran swif tly r a i n ca e down
esse
S oon th e Th ey
b
.
m
m
ove d
.
.
th e troops
r api dl y
.
e d very un expect edl y N S h e retu rn
l
mn g n ? th m dd nl y
.
8
Wh ere
9
Th e
.
.
h as th e
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