Practical lessons in the use of English for primary and grammar schools

Book I. For Primary and Intermediate Grades. PRACTICAL LESSONS IN THE USE OF ENGLISH

Book II. For Grammar Grades. Covers such Technical Grammar as is essential to a correct use of English.

ADVANCED LESSONS IN ENGLISH.

For Upper Grammar and High School Grades. This book treats of the grammatical structure of English.

In Preparation.

A Composition for Upper Grammar and High School Grades.

PRACTICAL LESSONS

USE OF ENGLISH

PRIMARY AND GRAMMAR SCHOOLS.

BY

MARY Fr HYDE

LATE TEACHER OF COMPOSITION IN THE STATE NORMAL SCHOOL, ALBANY, N.Y.

BOSTON, U.S.A. :

D. C. HEATH & COMPANY.

N~ f£n"

Typography by J. S. Cushing & Co., Boston.

Preface

PUPILS whose school-life ends with the common school or the grammar school should receive such training in those schools as will best fit them for every-day life. Pupils who are to receive a more extended course of instruction should have a good foundation laid for future work. The following lessons in language have been planned with reference to the future needs of both classes.

Careful attention should be given to the language used by the pupil in all recitations — every lesson, in fact, should be a language lesson. But special training must also be given upon certain points.

Throughout this work the aim is to lead the pupil to see for himself — to cultivate his powers of observation at every step.

From the first, the learner's attention is directed to the use of language as the expression of thought. His study is not confined to detached sentences. Selections from some of the best writers are introduced, that, from the study of these selections, he may learn certain facts about the English language, and at the same time form a taste for good literature. Many of the lessons are designed to awaken a love of nature or to deepen some moral impression.

iv PREFACE.

Each new topic is brought out by means of oral instruction. This is followed by a written exercise, aiding the pupils to * remember the facts learned, and also training them to habits of independent work.

In every lesson, a definite task is laid out for the pupil. As the child remembers best that which interests him most, care has been taken to bring each exercise as near as possible to the child's own experience.

The reasons why certain forms are right and others wrong are, for the most part, omitted. The aim is to lead the pupil to use habitually the right expression.

Incorrect forms for correction are not given. It is believed that incorrect forms should not be placed before children. The child is led to avoid common errors by being trained from the first to use the correct forms.

While nearly every lesson is a lesson in oral or in written composition, or in both, special lessons in composition are also given. In these lessons, the pupil is led to see clearly, before he is required to express his thoughts in writing.

Special attention is given to letter-writing and to business forms. Care has been taken to make this part of the work practical.

Thanks are returned to the several publishers who have

kindly permitted selections from their publications to be used.

MifBin, & Co. for permission, by special arrangement, to use

selections from the works of Longfellow, Whittier, and Lucy

Larcom.

M. F. H

Albany, N.Y., June, 1887.

SUGGESTIONS TO TEACHERS.

IT is not expected that the exact amount of work laid out in each lesson will be all that is required for every class. Such additional exercises should be given as the needs of the class may demand. Much of the work, particularly in composition, is meant to be suggestive merely. All school studies afford material for good work in composition. Whatever the pupil is interested in, whether it be a topic connected with his reading, geography, history, or some other lesson, will afford him a good subject for composition. Topics of local or of general interest will have a new meaning to the pupil if he writes about them.

Never ask a pupil to express a thought in writing until he sees clearly what he is trying to express. If one is trained from the first to express only those thoughts which are clearly seen, he will acquire greater accuracy of expression.

In dictation exercises, read each sentence slowly once, then require the class to write. Pupils must be trained not only to write correctly, but also to hear correctly.

Require all written work to be carefully done. Accept nothing but the pupil's best work.

The sentences in large type are to be used in developing the various subjects. The pupil should read these sentences from

SUGGESTIONS TO TEACHERS.

the book, and should answer orally such questions on them as may be asked. The questions in smaller type are for the use of the teacher, but they should not be followed too closely. The teacher should add such questions of her ow T n as may be needed to make the subject clear. After the pupil has been led, by means of questions, to see the truth presented, he should, without assistance, write the exercise which follows.

PART FIRST. Lesson Page

I. The Sentence i

II. Statements "... 2

III. Questions 3

IV. Names 4

V. A Picture Lesson 6

VI. How to Write Names 7

VII. Is and Are 8

IX. The Word/ 10

X. Composition 11

XL Selection to be Memorized . . . . . . n

XII. Was and Were 12

XIII. Dictation Exercise 13

XIV. Review 13

XV. Names of Cities and of Streets 14

XVI. Composition 15

XVII. Christian Names and Surnames . . . . . 16

XVIII. A Picture Lesson 17

XIX. How to Write Initials 18

XX. Selection to be Memorized 19

XXI. A Picture Lesson . . . . . . . 21

XXII. The Words Uncle and Aunt . . . . . 22

vii

CONTENTS.

Lesson

XXIII. Mr. and Mrs.

XXIV. Composition .

XXV. Names of the Days

XXVI. Written Exercise

XXVII. Has and Have

XXVIII. Composition .

XXIX. Words to Use with You

XXX. A Picture Story

XXXI. Review .

XXXII. Selection to be Memorized

XXXIII. Names of the Months

XXXIV. The Seasons .

XXXV. A Picture Story .

XXXVI. Song of the Grass Blades

XXXVII. How to Write Dates

XXXVIII. A Letter

XXXIX. Composition .

XL. Addresses

XLI. Composition .

XLII. The Command

XLIII. The Comma .

XLIV. Dictation Exercise

XLV. A Picture Story

XLVI. Quotation Marks

XLVII. Quotations .

XLVIII. Composition .

XLIX. Contractions .

L. Dictation Exercise

LI. Composition .

LII. Review .

CONTENTS.

PART SECOND. Lesson

I. The Two Parts of a Statement

II. Names ....

III. Proper and Common Names

IV. Dictation Exercise V. Review ....

VI. Composition. — The Four Sunbeams

VII. Names that Mean More than One

VIII. Names that Mean More than One

IX. Names that Change /or fe to ves

X. Review .....

XI. Composition ....

XII. Plural Forms of Names Ending in y

XIII. Other Plural Forms .

XIV. Review

XV. Composition ....

XVI. Words that Denote Possession .

XVII. Possessive Forms of Plural Nouns Ending

XVIII. Possessive Forms of Plural Nouns not Ending in

XIX. Study of Selection .

XX. Dictation Exercise .

XXL Words that Describe .

XXII. Composition

XXIII. Study of Words that Describe

XXIV. Words that Point Out XXV. The, and An ox A .

XXVI. Composition .

XXVII. Review ....

XXVIII. Words that Assert .

CONTENTS.

Lesson

Page

XXIX.

Words that Assert ... 88

XXX.

Review .....

. 89

XXXI.

How Flies Walk . . ■ .

XXXII.

Composition ....

9 1

XXXIII.

Words that Show How .

XXXIV.

Words -that Show When .

XXXV.

Words that Show Where

XXXVI.

Composition ....

XXXVII.

XXXVIII.

Review .....

Words Used Instead of Names

. 9 6 97

XXXIX.

9 8

XL.

Composition ....

XLI.

Words after Is and Was

XLII.

Words Used as Objects .

IOI

XLIII.

Words that Show Relation

XLIV.

Object Forms

XLV.

Composition ....

XLVI.

Study of Selection .

XLVII.

XLVIII.

XLIX.

The Exclamation .

L.

Study of Selection .

no

LI.

Review .....

in

Part First. FOR THIRD YEAR PRIMARY

LESSON I.

THE SENTENCE.

Tell something about your book. Tell something about your pencil. Tell something about your desk.

Think of some object at your home. Tell something about the object. Think of something that you saw on your way to school. Tell what you saw.

Tell what you think about the weather to-day. Ask something that you would like to know about the weather to-morrow.

When you use words to express a thought, you make a sentence ; as, —

1. The table stands in the corner.

2. Has the table a drawer ?

Read the sentences. What is the first sentence about? What is the second sentence about?

Make a sentence about birds ; about a dog ; about a knife ; about roses ; about the sun.

WRITTEN EXERCISE.

Copy these sentences. Write yonr very best : —

LESSONS IN ENGLISH.

yr ymr/yy ^yJ/'yy yy/yyyyfy^/yy £y^

"/yjyy^y/yy^/yyy/ yy^yy/yy/yfjy ?

-2r^yy /^y / /yy/ 7yyJ7 yyYy/^

LESSON II.

STATEMENTS.

i. The river is deep.

2. The robin has flown away.

3. Henry has a new ball.

About what does the first sentence tell something? What is told about it?

About what does the second sentence tell something? What is told about it?

About whom does the third sentence tell something?

Give a sentence telling something about your hat. Give a sentence telling what you like to do. Give a sentence that will tell your age. Give one that will tell where you live.

A sentence that tells or states something is called a statement.

With what kind of letter does the first statement in this lesson begin? the second statement? the third statement?

QUESTIONS.

What mark is placed after the first statement? after the second statement ? after the third statement ?

A statement should begin with a capital letter. A period should be placed after every complete statement ; thus, —

7^

WRITTEN EXERCISE.

Write a statement about a dog.

Write a statement about a fish.

Write a statement about oranges.

Write a statement about a rose.

Write a statement about a boy.

LESSON III.

QUESTIONS.

i. The horses ran away. 3. Did they run far?

2. What made the horses run ? 4. Was any one hurt ?

What is the first sentence about ? W 7 hat is said about the horses ?

What is the second sentence about ? Does the second sentence tell anything about the horses ? What does it do ?

What does the third sentence do? What does the fourth sentence do?

Ask something about a watch ; about a kite ; about a butterfly.

What is a sentence that asks something called ?

LESSONS IN ENGLISH.

With what kind of letter does the first question begin? the second question? the third question?

What mark is placed after the first question? after the second question? after the third question?

The mark ? is called an interrogation point.

A question should begin with a capital letter. An interrogation point should be placed at the end of a question ; thus, — y?ry ?.

TZZ^L

WRITTEN EXERCISE.

Wrife a question about a house.

Write a question about a girl.

Write a question about the cars.

Write a question about the wind.

Write a question about trees.

LESSON IV.

NAMES.

All persons and things have names by which they are known. What is your name? What is your father's name? Mention the name of some great man of whom you have heard. Tell the name of some place that you have visited. What is the name of the river nearest your home? Name five objects that you see in your schoolroom. Give the names of two kinds of flowers ; of two kinds of trees ; of two animals ; of two parts of a house ; of two pieces of furniture.

NAMES.

WRITTEN EXERCISES.

I. Write in columns the names of

i. Five things that you eat.

. 2. Five things that you wear.

3. Five things that you play with.

4. Five things that you saw on your way to school.

Write the names of —

1. Two trees used for shade.

2. Two animals used for food.

3. Two things made of iron.

4. Two things that grow in the fields.

5. Two things that are found in the earth.

6. Two things that you see in the sky.