,illustration3 ,a ,,picture ,,story--,,parts #a ,,and #b ,illustration3 ,a ,,picture ,,story--,,parts #c ,,and #d ,,beginners' ,,book ,,in ,,language ,a ,,book ,,for ,,the ,,third ,,grade ,,by ,h4 ,,jeschke ,,joint ,,author ,,of ,,oral ,,and ,,written ,,english ,,book ,,one ,,and ,,book ,,two ,,ginn ,,and ,,company ,,boston - ,,new ,,york - ,,chicago - ,,london ,,atlanta - ,,dallas - ,,columbus - ,,san ,,francisco 99 99 99 99 99 ,,copyright1 #aiah1 ,,by ,,ginn ,,and ,,company ,,entered ,,at ,,stationers' ,,hall ,,all ,,rights ,,reserved #fbb4a ,the ,athenum ,press ,,ginn ,,and ,,company - ,,proprietors ,,boston - ,u4,s4,a4 99 99 99 99 99 ,,preface ,how shall we bring it about that children of the third grade speak as spontaneously in the schoolroom as they do on the playground when the game is in full swing8 ,how shall we banish their schoolroom timidity and self-consciousness8 ,how shall we obtain from them a ready flow of thought expressed in fitting words8 ,how shall we interest them in the improvement of their speech8 ,how shall we inoculate them against common errors in ,english8 ,how shall we displace with natural1 correct1 and pointed written expression the lifeless school composition of the past1 the laborious production of which was of exceedingly doubtful educational value and gave pleasure neither to child nor to teacher8 ,these are some of the questions to which this new textbook for the third grade aims to give constructive answers4 ,needless to say1 much more is required in the way of answer than a supply of raw material for language work or a graded sequence of formal lessons in primary ,english4 ,it is the purpose of the present book to provide a series of schoolroom situations1 so built up as to give pupils delightful experiences in speaking and writing good ,english4 ,since one can no more teach without the interest of the pupil than see without light1 these situations have for their content the natural interests of children4 ,they therefore include child life and the heroic aspects of mature life1 fairies and fairyland1 and the outer world1 particularly animal life4 ,then1 each situation is considerably extended1 not only that interest may be conserved but also that it may be cumulative4 ,instead of the rope of sand that one finds in the textbook of unrelated assignments1 there is offered here an interwoven unity of nearly a dozen inclusive groups of interrelated lessons1 exercises1 drills1 and games4 ,among these groups are the fairy group1 the ,indian group1 the fable group1 the valentine group1 and the circus group4 ,these groups or situations call for much physical activity1 pantomime1 dramatization4 ,they provide for story-telling of great variety2 for instruction and practice in punctuation1 capitalization1 and other points of form2 for habit-creating drills in good ,english2 for correct-usage games2 for simple letter writing2 for novel exercises in book making2 and1 second in importance to none of these1 for the improvement by the pupils themselves of their oral and written composition1--all the work being socialized and otherwise variously motivated from beginning to end4 ,careful experiments made with children of the third grade while these lessons were still in manuscript insure that the book will produce the desired results under ordinary school conditions4 ,very exceptional work may be expected where teachers conscientiously read the entire book at the beginning of the school year and enter into the spirit of it4 ,that they may do this with the least expenditure of time and energy1 the lessons have been provided with cross references and numerous notes4 ,,the ,,author ,,contents ,,section ,,page #a4 ,study of a ,picture ,story #a #b4 ,story-,telling #c #c4 ,making ,stories ,better #d #d4 ,study of a ,poem4 ,queen ,mab ,thomas ,hood #f #e4 ,story-,telling #i #f4 ,correct ,usage--,saw #aa #g4 ,study of a ,fable4 ,the ,ants and the ,grasshoppers sop #ac #h4 ,telling a ,fable #ah #i4 ,making up ,fables #ai #aj4 ,correct ,usage--,saw1 ,seen #ba #aa4 ,words sometimes ,mispronounced #bc #ab4 ,more ,making up of ,fables #bd #ac4 ,story-,telling #bf #ad4 ,telling about ,indians4 ,an ,indian ,boy's ,training ,charles ,a4 ,eastman #bh #ae4 ,studying ,words #cc #af4 ,more ,telling about ,indians #ce #ag4 ,still ,more ,telling about ,indians #ch #ah4 ,correct ,usage--,have #dj #ai4 ,the ,names of the ,months #da #bj4 ,making ,riddles #dd #ba4 ,correct ,usage--,did1 ,done #de #bb4 ,telling ,fairy ,stories4 ,peter and the ,strange ,little ,old ,man #dg #bc4 ,study of a ,poem4 ,the ,fairy ,folk ,robert ,m4 ,bird ,a ,child's ,song ,william ,allingham #eb #bd4 ,more ,telling of ,fairy ,stories4 ,peter ,visits the ,strange ,little ,old ,man's ,workshop #ef #be4 ,making ,riddles #fe #bf4 ,making ,riddles ,better #fe #bg4 ,study of a ,poem4 ,the ,light-,hearted ,fairy ,unknown #fh #bh4 ,correct ,usage--,rang1 ,sang1 ,drank #gj #bi4 ,making up ,fairy ,stories #gb #cj4 ,writing ,dates #gd #ca4 ,telling ,interesting ,things #ge #cb4 ,story-,telling4 ,jack and ,jill ,louisa ,m4 ,alcott #gf #cc4 ,explaining ,things #hj #cd4 ,words sometimes ,mispronounced #ha #ce4 ,telling ,interesting ,things4 ,how the ,eskimo builds his ,house #hb #cf4 ,study of a ,poem4 ,jack ,frost ,gabriel ,setoun #hg #cg4 ,game #ij #ch4 ,correct ,usage--,may1 ,can #ib #ci4 ,talking over ,plans #id #dj4 ,letter ,writing #ie #da4 ,more ,letter ,writing #ig #db4 ,still ,more ,letter ,writing #ajb #dc4 ,improving ,letters #ajc #dd4 ,study of a ,poem4 ,mr4 ,nobody ,unknown #ajd #de4 ,making a ,little ,book #ajg #df4 ,correct ,usage--,no1 ,not1 ,never #aji #dg4 ,telling ,interesting ,things #aaa #dh4 ,study of a ,picture ,story #aad #di4 ,correct ,usage--,went1 ,saw1 ,came1 ,did #aai #ej4 ,two ,punctuation ,marks #abj #ea4 ,another ,study of a ,picture ,story #aba #eb4 ,letter ,writing #abc #ec4 ,words sometimes ,mispronounced #abd #ed4 ,story-,telling4 ,the ,daughter of ,ceres #abe #ee4 ,telling ,interesting ,things4 ,the ,return of ,spring #aca #ef4 ,story-,telling4 ,ceres and ,apollo #acc #eg4 ,correct ,usage--,i am not #ada #eh4 ,riddles #ada #ei4 ,story-,telling4 ,ceres and ,pluto #add #fj4 ,talking over ,plans #aej #fa4 ,letter ,writing #aeb #fb4 ,addressing ,letters #aec #fc4 ,telling ,interesting ,things #aee #fd4 ,making ,riddles #aeh #fe4 ,telling about ,wild ,animals #aei #ff4 ,making a ,little ,book #afb #fg4 ,correct ,usage--,good1 ,well #afc #fh4 ,talking over the ,telephone #afe #fi4 ,words sometimes ,mispronounced #aff #gj4 ,talking over ,vacation ,plans #aff ,,notes ,,to ,,the ,,teacher i ,,index xiii ,,beginners' ,,book ,,in ,,language,a #a4 ,study of a ,picture ,story#a ,the four pictures at the beginning of this book tell a story4 ,it is about a boy of your age4 ,his name is ,tom4 ,let us try to read that picture story4 ,perhaps you have already done so4 ,perhaps you have already found out what happened to ,tom4 ,oral ,exercise4#b #a4 ,look at the first of the four pictures4 ,what is happening8 ,perhaps the owl thinks that the little man is a little animal4 ,perhaps the owl wants to eat him for supper4 ,what might the owl say if it could talk8 ,say it as if you were the owl4 ,you know1 of course1 that the little man is an elf4 ,and of course he does not want to be eaten4 ,what is he doing8 ,call for help as if you were an elf4 ,remember that the owl is after you4 ,call with all your might4 ,call as if you were frightened4 ,a ,,note ,,to ,,teacher4 ,immediately preceding the ,index are the ,notes to the ,teacher4 ,cross references to these are given in the text1 as on the present page4 ,note #a may be found on the page that follows page #afh4 ,see the surprised look on ,tom's face4 ,play that you are picking flowers in a meadow4 ,suddenly you hear a call for help4 ,show the class how you look up and about you to see what is the matter4 ,what might you say when you notice the owl and the elf8 #b4 ,look at the brave boy in the second picture4 ,he has dropped his flowers and run over to the elf4 ,what is he doing8 ,what is he shouting8 ,do these things as if you were ,tom in this picture4 ,play this part of the story with two classmates4 #c4 ,the good elf has taken ,tom to a wonderful tree in the woods4 ,what do you think he is saying to ,tom8 ,should you be a little afraid to open the door if you were ,tom8 ,why8 ,what questions might ,tom ask before he opens it8 ,play that you and a classmate are ,tom and the elf in the third picture1 standing in front of the door in the tree4 ,talk together as they probably talked together4 ,some of your classmates may be other elves1 peeking out from behind large trees4 #d4 ,just as ,tom reached out his hand to open the door in the tree1 what do you think happened8 ,look at the sleepy but surprised boy in the fourth picture4 ,why is he surprised8 ,play that you are ,tom4 ,show the class how you would look as you awoke from the exciting dream4#c ,what should you probably say8 ,play this part of the story with a classmate4 ,the classmate plays that she is the mother4 ,what do you think the mother is saying to ,tom8 ,what might ,tom answer8 #e4 ,now you and several classmates will wish to play the entire story4#d ,then it will be fun to see others#e play it in their way4 ,perhaps these will play it better4 ,each group of pupils playing the story tries to show exactly what happened1 by what the players say and do and by the way they look4 #b4 ,story-,telling ,tom awoke just as he was opening the door in the tree4 ,we do not know what would have happened next4 ,perhaps there was a stairway behind the door4 ,perhaps this led to a beautiful garden in which were flowers of many colors and singing birds4 ,we do not know whom ,tom might have met in that garden4 ,we do not know what might have happened there4 ,oral ,exercise4 #a4 ,play that you are ,tom4 ,tell the class your dream4 ,but make believe that you did not wake up just as you were opening the door4 ,tell your classmates what happened to you after you opened it4 ,perhaps you found yourself in a room that was full of elves4 ,perhaps the king of the elves was there4 ,how did he show that he was glad that you had saved the life of one of his elves8 ,what did he say8 ,did the elves clap their hands8 ,did they play games with you in the woods8 ,or perhaps the room was full of playthings1 like a large toystore4 ,perhaps the elf told you to choose and take home what you wanted most4 ,as you and your classmates tell the dream1 it will be fun to see how different the endings are4 #b4 ,it may be that the teacher will ask you and some classmates to play the best dream story that is told4 ,the first part of it you have already played4 ,play it over with the new ending4 ,the pupil who added this may tell his classmates how to play it4 ,should he not be one of the players8 ,he will know1 better than any one else1 exactly what should be said and done4#f #c4 ,making ,stories ,better#g ,on the morning when ,tom awoke from his dream he found his mother at his bedside4 ,the first thing he did was to tell her his strange dream4 ,this is what he said3 ,mother1 ,i dreamed about a door4 ,it was in the trunk of a tree4 ,a kind elf showed it to me4 ,i drove away a wicked owl that was trying to carry the elf away4 ,oral ,exercise4 #a4 ,do you think that ,tom told his dream very well8 ,did he begin at the beginning or at the end of it8 ,did he leave anything out8 #b4 ,does ,tom's story tell what he was doing when he first saw the elf8 ,does it tell how the elf looked8#h ,how might ,tom have begun his story8 #c4 ,does ,tom's story tell how he drove the owl away8 ,what might ,tom have said about this8 ,look at the second picture of the story and see what it tells4 #d4 ,tom's story says nothing about going into the woods4 ,it does not tell what was written on the strange door4 ,look again at the third picture4 ,what does it tell you that ,tom left out8 99 99 99 99 99 ,the questions you have been answering are much like the questions that ,tom's mother asked him4 ,when he answered them1 ,tom saw that he had not told his dream very well4 ,i left out some of the most interesting things1 ,tom said1 as he thought it over on his way to school4 ,a few days after this1 ,tom's teacher asked the pupils whether they remembered any of their dreams4 ,tom raised his hand4 ,the teacher asked him to tell his dream4 ,this is what he told his classmates3 ,i dreamed that ,i was picking flowers4 ,the sun was shining1 and the meadow was beautiful4 ,suddenly ,i heard a cry4 ,some one was calling for help4 ,i turned and saw a big owl4 ,its claws were spread out4 ,it was trying to get hold of a little elf and carry him away4 ,i ran to help the elf4 ,the owl flew up in the air4 ,i waved my arms and shouted and frightened it away4 ,the good elf said that ,i had saved his life4 ,he led me into the woods where there were very large trees4 ,in the side of one of the largest ,i saw a little door4 ,,open ,,me ,,and ,,step ,,in was written on it4 ,at first ,i was afraid to go near the door4 ,but the good little elf told me to fear nothing4 ,just as ,i reached out my hand to open the door1 ,i awoke4 ,oral ,exercise4 ,did ,tom tell the class the same dream he told his mother8 ,read again what he told her4 ,now point out where he made it better4 ,what did he add8 ,which additions do you like most8 #d4 ,study of a ,poem ,some say that one of the fairies brings the dreams4 ,they say that it is ,queen ,mab1 a queen of the fairies1 who brings them4 ,the following poem tells about this good fairy1 who flutters down from the moon4 ,it tells how she waves her silver wand above the heads of boys and girls when they are asleep4 ,then1 at once1 they begin to dream4 ,they dream of the pleasantest things4 ,they dream of delicious fruit trees and bubbling fountains4 ,sometimes1 like ,tom1 they dream of an elf or a dwarf who leads them over fairy hills to fairyland itself4#i ,,queen ,,mab ,a little fairy comes at night1 ,her eyes are blue1 her hair is brown1 ,with silver spots upon her wings1 ,and from the moon she flutters down4 ,she has a little silver wand1 ,and when a good child goes to bed1 ,she waves her wand from right to left ,and makes a circle round its head4 ,and then it dreams of pleasant things1 ,of fountains filled with fairy fish1 ,of trees that bear delicious fruit ,and bow their branches at a wish1 ,of pretty dwarfs to show the ways ,through fairy hills and fairy dales4 ,,thomas ,,hood 7,abridged7#aj ,oral ,exercise4 #a4 ,let us make sure that we understand this poem4 ,find the following words in it and tell what you think each one means3#aa flutters wand circle fountains delicious branches dwarfs dales #b4 ,have you ever read about fairies8 ,tell the class how you think a fairy looks4 ,if you tell it well1 you may draw on the board with colored chalk your picture of a fairy4 ,explain your picture to the class4 ,illustration #c4 ,play that you are holding a wand in your hand4 ,wave it as you think the fairy waved it round the head of a sleeping child4 ,written ,exercise4 ,copy that part of the poem which you like best4 ,copy all the little marks that you find4 ,write capital letters where you find them4 ,every line of the poem begins with a capital letter4 ,perhaps you can do this copying without making a mistake4#ab ,memory ,exercise4#ac ,read the poem aloud over and over until you can say it without looking at the book4 ,then stand before the class and recite it4 ,if you make a mistake1 you must take your seat4 ,the pupil who saw your mistake may then recite the poem4 #e4 ,story-,telling ,oral ,exercise4 ,think of some dreams you have had4 ,choose the one that the class would probably like to hear most1 but not one that will take long to tell4 ,explain to the class how the dream began1 what came next1 what after that1 and how it ended4 ,if you cannot remember any dream1 make up one4 ,it may be that you can make up one that will be more wonderful than any real dream of your classmates4#ad ,but do not make it too long4 ,group ,exercise4#ae ,after you have told your dream1 your classmates will point out what they liked in the story itself and in your way of telling it4 ,then they will explain to you how you might have told it better4 ,perhaps1 like ,tom1 you left out many interesting little points4 ,oral ,exercise4 ,make believe you dreamed that1 as you were on your way to school one morning1 you came upon a big elephant standing on the sidewalk4 ,tell the class what you did in your dream and how you got to school4 ,or play you dreamed that a smiling elf met you on your way to school4 ,he gave you a pretty box4 ,he told you to open it when you reached the schoolroom4 ,tell your classmates what you found in it4 ,or make believe you dreamed that a lion came into the school4 ,tell the class what you did4 ,were you and the teacher the only brave ones in the room8 ,tell what some of your classmates did in your dream4 ,or play you dreamed that you found a gold coin in the schoolyard4 ,when you could not learn who the owner was1 you made a plan for spending the money for the school4 ,tell the class about this plan4 ,perhaps the teacher will ask you and the other pupils to play some of these dream stories1 if they are very interesting4 ,written ,exercise4 #a4 ,the teacher will write on the board one or more of the stories told by you and the other pupils4#af ,the class will read them carefully and point out where each could be made better4#ag ,copy one that the teacher has rewritten4 ,the next exercise1 which you may read at once1 will tell you why you should do this copying without making mistakes4 #b4 ,now the teacher will cover with a map the story on the board that you have copied1 and will read it to you1 while you write it again4#ah ,this exercise will show whether you can write a story without making any mistakes4 ,you will need to know where to put capital letters and the little marks that are placed at the ends of sentences4 ,besides1 you will need to know the spelling of words4 #c4 ,compare what you have written with what is on the board4 ,look for three things3 7#a7 ,capital letters 7#b7 ,the mark at the end of each sentence 7#c7 ,the spelling of words ,did you have everything right8 ,if not1 correct the mistakes you made4 #f4 ,correct ,usage--,saw ,some pupils use the word seen when they should use saw4 ,mistakes of this kind spoil stories1 just as a song is spoiled when some one sings wrong notes4 ,let us begin to get rid of these unpleasant mistakes by learning how to use the word saw correctly4#ai ,oral ,exercise4 ,the word saw is used correctly in the three sentences that follow4 ,read these sentences aloud several times4 #a4 ,tom said he saw an owl in his dream4 #b4 ,i saw a pretty dollhouse in my dream last night4 #c4 ,i dreamed that ,i saw a beautiful yellow bird sitting on a fruit tree and singing4 ,game4 ,let all the pupils1 except one1 play that they have fallen asleep4 ,when they have closed their eyes and rested their heads on their folded arms1 the one pupil who plays that she is ,queen ,mab tiptoes up and down between the rows of seats4 ,with a fairy wand she makes a circle round several heads4 ,then the fairy disappears1 the class wakes up1 and each pupil who has had a dream tells his classmates the most interesting one thing that he saw in it4 ,thus1 one pupil might say3 ,i saw an elf4 ,he was sitting in front of the door of his tree-house4 ,he was making a toy for a little boy4 ,another pupil might say3 ,i saw a dwarf4 ,he was riding over the fruit-tree tops4 ,he was on the back of a beautiful eagle4 ,another might say3 ,i saw an owl4 ,it had big1 round1 shiny eyes4 ,it looked at me1 but ,i was not afraid4 ,still another might say3 ,i saw a fine white horse4 ,it had a golden harness4 ,a brave soldier sat on its back4 ,each pupil begins with the words ,i saw and tries to say something that is very different from what his classmates say they dreamed1 and much more wonderful4#bj #g4 ,study of a ,fable ,oral ,exercise4 ,did you ever read the story or fable of the ants and the grasshoppers8 ,read it carefully as it is told on this and the next pages4 ,see whether you can tell your classmates the lesson that it teaches4 ,illustration ,,the ,,ants ,,and ,,the ,,grasshoppers ,in a field one summer day some ants were busily at work4 ,they were carrying grain into their storehouses4 ,as they plodded steadily to and fro under their loads1 they were watched by a number of grasshoppers4 ,the grasshoppers were not working4 ,instead1 they were sunning themselves by the roadside4 ,now and then these idle fellows droned out a lazy song1 or joined in a dance1 or amused themselves by making fun of the ants4 ,but the ants were tireless workers4 ,they kept steadily on4 ,nothing could take their minds off their business4 ,why don't you come with us and have some fun8 at last called one of the grasshoppers to the ants4 ,oh1 stop that work1 another cried4 ,come and have a good time1 as we are doing6 ,but the ants kept right on with their work4 ,winter is coming1 said an ant4 ,he was busily pushing a rich grain of wheat before him4 ,we need to get ready for the days when we can gather no food4 ,you had better do the same4 ,ah1 let winter take care of itself1 the grasshoppers shouted1 all together4 ,we have enough to eat to-day4 ,we are not going to worry about to-morrow4 ,but the ants kept on with their work4 ,the grasshoppers kept on with their play4 ,when winter came1 the grasshoppers had no food4 ,one after another they died4 ,at last only one was left4 ,sick with hunger1 he went to the house of an ant and knocked at the door4 ,dear ant1 he began1 will you not help a poor fellow who has nothing to eat8 ,the ant looked him over a few seconds4 ,so it is you1 is it8 ,as ,i remember1 you are the lazy fellow who did not believe in work4 ,i do not care to have anything to do with you4 ,and he turned his back on the lazy fellow4 ,sadly the grasshopper made his way to another door and knocked again4 ,you have nothing to eat8 cried the ant that lived here1 in great surprise4 ,tell me1 what were you doing while the weather was warm8 ,did you lay nothing by8 ,no1 replied the grasshopper4 ,i felt so happy and gay that ,i did nothing but dance and sing4 ,well1 then1 answered the ant1 you will have to dance and sing now1 as best you can4 ,we ants never borrow4 ,we ants never lend4 ,and he showed the lazy fellow out of the place4 ,the hungry grasshopper dragged himself to a third house4 ,i am sorry1 said the ant that opened the door4 ,i can spare you nothing4 ,all that ,i have ,i need for my own family4 ,if you spent the summer without working1 you will have to spend the winter without eating4 ,and he shut the door in the grasshopper's face4--,,sop ,oral ,exercise4 #a4 ,show the class how you would carry a heavy load4 ,play that a bag of wheat stood before you4 ,lift it from the ground1 balance it on one of your shoulders1 walk with it across the room1 and set it carefully down in the corner4 ,then go back for another1 and another4 ,let several classmates do the same4 #b4 ,play that you and several classmates are the ants in the fable1 busily carrying loads from the field to the storehouses4 ,what might you ants be saying to each other while you work8 ,should you speak of the sunny day1 of the pleasant field1 of the fun of working together8 ,should you probably speak of the pleasure of seeing the grain pile up in the storehouses8 ,should you be thinking1 now and then1 of the long1 cold winter ahead8 ,what might you say about it8 ,what might you say to each other as you pass the grasshoppers loafing by the roadside8 #c4 ,show the class how you would walk about if you had nothing to do all day long4 ,would your walk be brisk8 ,should you look wide-awake8 ,play that you and several classmates are the grasshoppers in the fable4 ,what will you do8 ,will you walk lazily to and fro before the class1 one of you twanging a guitar1 another singing1 and the third dancing about8 ,what might you grasshoppers be saying to each other about the weather8 ,what might you say about the busy ants you see passing by with loads on their backs8 ,what might you say about the coming winter8 #d4 ,play the part of the fable that tells what happened in the summer4 ,first the ants will be seen at their work4 ,they talk with each other as they work4 ,they say what they think about the lazy grasshoppers they see in the distance4 ,now the grasshoppers slowly come along1 humming tunes4 ,they talk about the beautiful summer4 ,they laugh at the hard-working ants4 ,at last they call to the ants and invite these to join them in a dance or in a song4 ,read the fable to see what each thinks and says and does in this part of the story4 #e4 ,now play that winter has come4 ,you and several classmates may be the grasshoppers4 ,you are shivering in the cold and have no food to eat4 ,remember1 you grasshoppers are not singing and dancing now4 ,what might you say to each other about the summer that is gone8 ,one grasshopper dies of hunger4 ,what might the others say8 ,another dies4 ,what does the last one say to himself and decide to do8 #f4 ,can you see the last grasshopper going from house to house1 begging for food8 ,how does he look8 ,show the class how he walks and how he talks4 ,what does he say at each door8 #g4 ,with three classmates1 that will be the three ants1 play the last part of the fable1--the part in which the last grasshopper goes from door to door4 ,the fable tells what each ant says and does4 #h4 ,another group of pupils may now play the whole story4 ,let them do it in their own way4#e ,if the story is played well1 the class will see everything as it happened4 #h4 ,telling a ,fable ,the fable of the ants and the grasshoppers may be told in different ways4#ba ,you could tell it as if you were one of the ants4 ,in that case the story might begin in this way3 ,i am a busy ant4 ,i really have no time to stop to talk with you4 ,but perhaps a few minutes' rest will do me good4 ,yes1 ,i will tell you about the grasshoppers4 ,one day last summer ,i noticed some of these good-for-nothing fellows near the field where ,i was working4 ,they were sunning themselves by the roadside4 ,they were too lazy to work4 ,or you could tell the fable as if you were one of the grasshoppers4 ,then it would perhaps begin as follows3 ,i am a grasshopper4 ,i had a hard time last winter4 ,all my companions died then4 ,i think it is wonderful that ,i am still alive4 ,but my health has been ruined4 ,you see1 last summer we grasshoppers did not feel like doing any work4 ,we thought it was more fun to dance and sing and to laugh at the ants4 ,we thought they were foolish to work so hard4 ,oral ,exercise4 ,tell the fable of the ants and the grasshoppers in your own way4 ,as you speak to your classmates1 shall you play that you are an ant or a grasshopper8 ,group ,exercise4 ,as each pupil tells the fable1 the class will listen to see whether any important parts have been left out4 ,the class should tell each speaker where he did well and where the fable might have been told better4 ,there is a good way and a poor way of telling a story4 ,do you not remember the two ways in which ,tom told his dream8 #i4 ,making up ,fables ,as you know1 the fable of the ants and the grasshoppers teaches the lesson that during worktime one should work4 ,the same lesson could be taught by other stories4 ,let us try to make up a fable of our own4 ,our fable should show what happens to those who will not work4 ,oral ,exercise4 #a4 ,what animals shall we have in our story to take the place of the ants8 ,they must be very busy animals4 ,they must be good workers4 ,they must not waste their time in idleness4 ,they must not play when they should be going about their business4 ,would bees do8 ,now1 what animals shall take the place of the grasshoppers8 ,what do you think of butterflies for this part8 #b4 ,make up a fable about bees and butterflies and tell it to your classmates4 ,will you tell it as if you were one of the bees8 ,or will you be a butterfly8 ,or will you tell the fable as if you were a bird or a field mouse that saw all that happened and heard all that was said8 ,group ,exercise4 ,after each telling of the fable you and the other pupils should tell the story-teller1 first1 what things in his story you liked1 and1 second1 what could be made better4 ,sometimes pupils do not speak loud enough for the class to hear4 ,sometimes they do not seem strong enough to stand squarely on their two feet while they are speaking4 ,they seem to need to hold on to a chair or table1 so as not to fall4 ,those who stand well and speak with a clear1 ringing voice should be praised for it by their classmates4#bb ,oral ,exercise4 ,read the following ideas for stories4 ,perhaps you can make up a story from one of them that the class would like to hear4 ,perhaps you can make up a very interesting story that the class would like to play4 #a4 ,there are two dogs living in neighboring houses4 ,one is too lazy to watch his master's house4 ,the other is faithful4 ,when a burglar comes1 the faithful dog drives him away4 ,then the burglar enters the neighbor's house4 ,there he finds the lazy watchdog fast asleep4 ,what happens next morning when the master of each dog learns what took place during the night8 #b4 ,the billboards say that a circus is coming4 ,in a month it will be in a certain city where two boys live4 ,these two boys plan to go4 ,they need to earn the money for the tickets4 ,one of them begins at once and works steadily4 ,the other is unwilling to give up his play4 #aj4 ,correct ,usage--,saw1 ,seen ,some time ago we began to learn about the correct use of the word saw4 ,some pupils use saw when only seen is correct1 and seen when only saw is correct4 ,the following sentences show the correct use of these two troublesome words3 #a4 ,i saw some ants busily at work4 #b4 ,have you seen them8 #c4 ,have you ever seen a grasshopper at work8 #d4 ,i never saw one4 #e4 ,but ,i have often seen ants at work4 #f4 ,has your brother seen the ant hill in the field8 ,oral ,exercise4 #a4 ,in any of the sentences above do you find saw used with have or has8 ,do you find seen used in any sentence without have or has8 ,can you make a rule for the use of saw and seen8 #b4 ,using what you have just learned about saw and seen1 fill the blanks below with the correct one of the two words3 #a4 ,the grasshoppers ---- the ants1 and the ants ---- them4 #b4 ,i have ---- many ants and many grasshoppers4 #c4 ,has any one ever ---- this grasshopper doing any work8 #d4 ,i once ---- two ants carrying a heavy grain of wheat together4 #e4 ,i ---- them at work4 #f4 ,have you ---- the ants carrying grain this summer8 #g4 ,my brother once ---- a beehive4 #h4 ,he ---- hundreds of bees4 #i4 ,i have never ---- butterflies gathering food for the winter4 ,game4 #a4 ,the teacher sends one of the class from the room4 ,the remaining pupils close their eyes4 ,the teacher tiptoes to one of them and shows him a pencil 7or a book or a cap7 belonging to the pupil in the hall4 ,when that one returns to the room1 he asks each of his classmates in turn1 ,george 7or ,fred or ,mary71 have you seen my pencil8 ,the answer is1 ,no1 ,tom 7or ,lucy or ,john71 ,i have not seen your pencil1 until at last the pupil is reached who has seen it4 ,he answers1 ,yes1 ,tom1 ,i have seen it4 ,then he in turn leaves the room1 and another round of the game begins4 #b4 ,the teacher points to one pupil after another and asks each1 ,what did you see on your way to school8 ,the answers come3 #a4 ,i saw many children all going in the same direction4 #b4 ,i saw a poster of the circus that is coming to town next week4 #c4 ,i saw a farmer driving a cow4 #d4 ,i saw a policeman4 ,each answer begins with the words ,i saw4 ,after half a dozen pupils have spoken1 the one who gave the most interesting reply#bc takes the teacher's place4 ,he asks his classmates a question beginning with the words ,what did you see8 ,he might say3 #a4 ,what did you see at church last ,sunday8 #b4 ,what did you see when you visited your grandfather8 #c4 ,what did you see when you went to the woods8 ,after half a dozen answers1 another pupil becomes the questioner4 ,each pupil tries to ask interesting questions and to give interesting answers4#bj #aa4 ,words sometimes ,mispronounced ,it often happens that a story is spoiled because the person who tells it makes mistakes in ,english4 ,it is as unpleasant to hear a mistake in a speaker's language as it is to see a spot on a picture4 ,you have already learned the proper use of saw and seen4 ,in this lesson we shall take up another matter4 ,sometimes pupils do not pronounce all their words correctly4 ,we must get rid of mistakes of this kind1 too4 ,oral ,exercise4 #a4 ,pronounce each word in the following list as your teacher pronounces it to you3 can catch just when where why what which while often three because #b4 ,read the entire list rapidly1 but speak each word distinctly and correctly4 #c4 ,use in sentences the words in the list above4 #ab4 ,more ,making up of ,fables ,of course you have heard the fable of the foolish little chick4 ,that chick paid no attention to its mother's warning to stay near her4 ,you probably remember that it boldly wandered away from her and was caught by a hawk4 ,oral ,exercise4 #a4 ,if there are any pupils in the class who do not know the fable of the foolish chick1 some pupil who remembers it clearly should tell it to them1 so that all may know it4 ,what is the lesson of that fable8 #b4 ,make up a short fable like the one of the careless chick and the hawk4 ,read the following list of ideas for such a fable4 ,perhaps it will help you to make up an interesting story to tell the class4 ,perhaps the class will wish to play your story4 ,the ,foolish ,lamb and the ,wolf ,the ,bear ,cub and the ,bear ,trap ,the ,heedless ,puppy and the ,automobile ,the ,reckless ,mouse and the ,cat ,illustration ,group ,exercise4 ,the teacher will write on the board the best of the fables that you and your classmates make4 ,then you and they may try to improve these fables1 as ,tom improved the story of his dream4 ,make each one as interesting as you can4#bd ,think of bright things to add to each one4 ,written ,exercise4 ,copy from the board one of the fables that the class has improved4 ,write capital letters and punctuation marks where you find them in the fable4 ,what you write should be an exact copy of what is on the board4#be ,do you think that there is any one in the class who can make such an exact copy8 ,are you that one8 #ac4 ,story-,telling ,oral ,exercise4 ,did you ever see a sign with the words ,,safety ,,first8 ,explain to your classmates what you think it meant4 ,the three pictures on the opposite page tell three stories4 ,each story teaches the lesson1 ,safety ,first4 ,oral ,exercise4 #a4 ,make up a story that you and your classmates may play4 ,let it fit one of the three pictures4 ,tell it to the class4 #b4 ,together with two or three classmates1 whom you may choose yourself1 play your story4 ,perhaps you and the other players will meet before or after school1 and then you can tell them how each one must look1 what he must do1 and what he must say1 in playing his part4 ,try to do it all without the teacher1 but if you need the teacher's help1 ask for it4 ,play the story once or twice before playing it in the presence of the class4 ,group ,exercise4 ,other pupils will play their stories4 ,the class will tell what it likes and what it does not like in the playing of each story4 ,these questions will help to show whether a story was well played3 #a4 ,did the players say enough8 #b4 ,did the players speak clearly1 distinctly1 and loud enough8 #c4 ,did the players look and act like the persons in the story8 #d4 ,how might the story have been played better8 ,illustration3 ,,safety ,,first #ad4 ,telling about ,indians#bf ,illustration ,long ago there were no cities and no railroads in our country4 ,the white men had not yet come4 ,only ,indians lived here4 ,as you probably know1 their houses were tents made of skins4 ,they had no guns1 but hunted with bows and arrows4 ,their clothes were very different from those we wear4 ,oral ,exercise4 #a4 ,you have probably read or heard interesting things about the ,indians4 ,what can you tell your classmates about them8 #b4 ,of course you know that ,indian children were not sent to school as you are4 ,they did not learn to read books4 ,do you know what they did learn8 ,tell the class what you know about it4 #c4 ,read what an ,indian says in the following true story4 ,when this ,indian boy grew to be a young man1 he learned ,english4 ,he has written a number of books about his boyhood4 ,as you read what follows1 notice how many things you are told which you never heard of before4 ,perhaps you had thought that little ,indian boys were never afraid of the dark4 ,this story tells how they get over it4 ,what else does it tell that is interesting to you8 ,,an ,,indian ,,boy',s ,,training,b ,my uncle was my teacher until ,i reached the age of fifteen years4 ,he was strict and good4 ,when ,i left the tepee in the morning1 he would say3 ,boy1 look closely at everything you see4 ,at evening1 on my return1 he used to question me for an hour or so4 ,he asked me to name all the new birds that ,i had seen during the day4 ,i would name them according to the color1 or the shape of the bill1 or their song1 or their nest1 or anything about the bird that ,i had noticed4 ,then he would tell me the correct name4 ,one day he told me what to do if a bear or a wild-cat should attack me4 ,you must make the animal fully understand that you have seen him and know what he is planning to do4 ,if you are not ready for a battle1 that is1 if you are not armed1 the only way to make him turn away from you is to take a long1 sharp-pointed pole for a spear and rush toward him4 ,no wild beast will face this unless he is cornered and already wounded4 ,b ,copyright1 #aiac1 by ,little1 ,brown and ,company4 ,illustration3 ,,knife ,,in ,,its ,,beaded ,,case ,when ,i was still a very small boy1 my stern teacher began to give sudden war whoops over my head in the morning while ,i was sound asleep4 ,he expected me to leap up without fear1 grasp my bow and arrows or my knife1 and give a shrill whoop in reply4 ,if ,i was sleepy or startled and hardly knew what ,i was about1 he would laugh at me and say that ,i would never become a warrior4 ,often he would shoot off his gun just outside the tepee while ,i was yet asleep1 at the same time giving bloodcurdling yells4 ,after a time ,i became used to this4 ,my uncle used to send me off after water when we camped after dark in a strange place4 ,perhaps the country was full of wild beasts4 ,there might be scouts from warlike bands of ,indians hiding in that very neighborhood4 ,yet ,i never objected1 for that would have shown cowardice4 ,i picked my way through the woods1 dipped my pail in the water1 and hurried back4 ,i was always careful to make as little noise as a cat4 ,being only a boy1 ,i could feel my heart leap at every crackling of a dry twig or distant hooting of an owl4 ,at last ,i reached the tepee4 ,then my uncle would perhaps say1 ,ah1 my boy1 you are a thorough warrior4 ,then he would empty the pail1 and order me to go a second time4 ,imagine how ,i felt6 ,but ,i wished to be a brave man as much as a white boy desires to be a great lawyer or even ,president of the ,united ,states4 ,silently ,i would take the pail and again make the dangerous journey through the dark4--,,charles ,a4 ,,eastman 7,,ohiyesa71 ,indian ,child ,life 7,adapted7 ,illustration3 ,,indian ,,arrows ,oral ,exercise4 #a4 ,play that you are an ,indian boy or girl4 ,make believe that you are walking through the dark woods4 ,remember1 there may be wild beasts in the woods1 or the scouts of warlike ,indian bands4 ,show the class how you would walk and how you would look about you as you picked your way to a spring to fetch water for the camp4 ,tell the class what you might see and hear on this dangerous trip4 ,illustration3 ,a ,,tepee #b4 ,now let three or four of your classmates be white boys and girls4 ,they are passing carefully through the same woods4 ,let these white children show the class exactly how they would make their way through the woods4 ,what might they be whispering to each other8 #c4 ,play that suddenly you and the white hunters meet in these dangerous woods4 ,at first you see them a little distance away4 ,what do you try to do8 ,but they have also seen you4 ,what do they try to do8 ,at length you find that they are friendly1 and they see that they need not fear you4 ,when you meet them1 what might you say to them8 ,what questions might you ask them8 ,what might they ask you8 #d4 ,make believe that the white boys and girls know very little about ,indian boys1 and that they wonder why you are not in school studying your lessons4 ,what will you tell them8 ,when they ask you whether you never learn anything1 tell them what you have learned in the woods4 #e4 ,now tell them that you know nothing about the schools to which white children go4 ,ask them to tell you why they go to school and what they do there4 ,ask them more questions until they have told you all about their school4 #ae4 ,studying ,words ,when the first white men who came to this country met the ,indians1 they learned from them some new words4 ,the white men used these ,indian words more and more4 ,to-day we think of the words as ,english words1 and we have almost forgotten where we got them4 ,in talking about ,indians we shall need these words4 ,let us learn them at once4 ,then we shall make no mistakes when we use them4 ,illustration3 ,,stone ,,hatchet ,oral ,exercise4 #a4 ,listen carefully as the teacher pronounces each word in this list of ,indian words4 ,then pronounce it the same way4 ,then read the entire list distinctly and rapidly without making a single mistake4 tepee squaw wampum hominy toboggan wigwam papoose moccasin tomahawk tobacco #b4 ,which of these words do you already know8 ,make sentences using each of these to show that you know what they mean4 ,learn the meaning of the others and then use them in sentences4 ,group ,exercise4 ,with each of the ,indian words in the list make one interesting sentence4 ,this the teacher will write on the board4 ,then the entire class will make it as much better as possible4 ,the teacher will write the improved sentence on the board under the other one4 ,thus1 with the first word in the list1 you might give this sentence3 ,the hunter saw a tepee4 ,the class tries to make the sentence more interesting4 ,at last the following sentence is seen on the board3 ,the brave ,indian hunter saw a large new tepee in the woods4 #af4 ,more ,telling about ,indians ,one way of starting fire was for several of the boys to sit in a circle and1 one after another1 to rub two pieces of dry1 spongy wood together until the wood caught fire4--,,charles ,a4 ,,eastman 7,ohiyesa71 ,indian ,child ,life ,illustration3 ,,flint ,,knives ,oral ,exercise4 #a4 ,do you know in what kind of houses the ,indians lived8 ,explain to the class how large you think an ,indian house was1 how it was made1 and what kind of door it had4 ,if you can1 draw on the board a picture of the tepee about which you are talking4 #b4 ,in which of the following questions are you interested most8 ,you probably know something about it already4 ,learn as much more as you can4 ,ask your teacher and your father and mother1 and try to find something about it in books4 ,then tell your classmates what you know4 ,if you can draw on the board#bf a picture of the thing about which you are talking1 it may help your classmates to understand you better4 ,or you may make a drawing on paper with colored crayons4 #a4 ,what sort of boat did ,indians use and how did they make it8 #b4 ,what did the ,indians wear8 #c4 ,how were the ,indian babies taken care of8 #d4 ,what did the ,indians use for money8 #e4 ,how are the ,indians of to-day different from the ,indians whom the first white men saw8 ,group ,exercise4 #a4 ,after each pupil's talk the class should explain to the speaker1 first1 what they liked in the talk1 and1 second1 how the talk might have been better4 #b4 ,one of these talks the teacher will write on the board4#af ,then the whole class should study it together1 improving it as much as possible4 ,the following questions may help in this work3 #a4 ,is anything important left out8 #b4 ,what could be added to make the talk more interesting8 ,written ,exercise4 #a4 ,when the talk that you have just been studying has been rewritten on the board in its improved form1 copy it4 ,before doing so1 read the exercise that follows4 ,it will show you why it is very important that you try to copy the talk without making a single mistake4 ,look out for the spelling of words1 for the capital letters1 and for the punctuation marks4 ,in this way you will be preparing for the battle in the next exercise4 #b4 ,the entire class may now be divided into two ,indian tribes4 ,the tribes are to have a battle in the schoolroom4 ,the battle will be a writing battle4 ,it will show which tribe can write from dictation#ah with the fewer mistakes4 ,what you have just copied from the board is to be used for this dictation4 ,before the exercise begins1 each tribe may give its war whoop4 ,illustration3 ,,walking ,,sticks ,,used ,,by ,,the ,,old ,,men ,,of ,a ,,tribe #c4 ,compare what you have written with what is on the board4#ab ,how many mistakes in spelling have you made8 ,how many times have you written small letters where there should be capitals8 ,how many punctuation marks have you forgotten8 ,how many mistakes have all the ,indians in your tribe made8 ,did your tribe make fewer mistakes than the other tribe8 ,then your tribe may give its war whoop as a sign of victory4 ,the losing tribe must remain silent4 #ag4 ,still ,more ,telling about ,indians ,what boy would not be an ,indian for a while when he thinks of the freest life in the world8 ,this life was mine4 ,every day there was a real hunt4--,,charles ,a4 ,,eastman 7,,ohiyesa71 ,indian ,child ,life ,oral ,exercise4 #a4 ,what did ,indian boys and girls enjoy that you do not have8 ,what pleasant things do you enjoy that the ,indian children had never heard of before the white men came to this country8 #b4 ,make believe that you are an ,indian boy or girl4 ,play that you have been asked by the teacher to visit the school4 ,the teacher asks you to tell about your pleasant life in a tepee in the woods1 and why you are glad you are an ,indian4 ,the teacher will meet you at the door1 lead you before the class1 and say something like this3 ,boys and girls1 ,i want to introduce you to our visitor4 ,as you see1 he is an ,indian boy1 who has come to us from his home in the woods4 ,he will tell us why he likes the ,indian life and why he would not exchange places with us4 ,what will you say to the class8 ,illustration3 ,,bark ,,wigwam ,,with ,,curved ,,roof #c4 ,now play that the class is a tribe of ,indians4 ,you have been captured by them as you were wandering through the woods4#bg ,they want you to live with them and to grow up with the ,indian boys and girls4 ,stand before this ,indian tribe4 ,tell them bravely why you would rather stay with the white men4 ,ask them to let you return to your home4 ,give good reasons why they should do so4 ,which of the following ideas will you use in your talk8 #a4 ,you would rather spend your life in the city than in the woods4 #b4 ,you like the white men's houses and ways of living better than those of the ,indians4 #c4 ,you want to learn to read better so that you may enjoy many storybooks of which you have heard4 #ah4 ,correct ,usage--,have#bh ,a game that ,indians often played was called ,finding the ,moccasin4 ,the players formed a circle around one who stood in the center and was it4 ,they passed a small toy moccasin quickly from hand to hand4 ,the one in the center tried to guess who had it4 ,if he guessed right1 then the player who had the moccasin became it for the next game4 ,illustration3 ,,moccasins ,game4 ,make believe that you and your classmates are a band of ,indians playing ,finding the ,moccasin4 ,make a small moccasin of paper or cloth4 ,pass it quickly from hand to hand as you stand in a circle4 ,be careful that the player in the center does not see you passing it4 ,he will ask one after another in the circle1 ,have you the moccasin8 ,the answer will always be1 ,no1 ,i haven't 7or have not7 the moccasin1 until the one who does have it answers1 ,yes1 ,i have the moccasin4 ,then this player is it for the next game4 #ai4 ,the ,names of the ,months ,here are two lists of names4 ,the second gives the ,indian names for the months4 ,as you see1 the ,indians use the word moon instead of the word month4 ,january ,snow ,moon ,february ,hunger ,moon ,march ,crow ,moon ,april ,wild-,goose ,moon ,may ,planting ,moon ,june ,strawberry ,moon ,july ,thunder ,moon ,august ,green-,corn ,moon ,september ,hunting ,moon ,october ,falling-,leaf ,moon ,november ,ice-,forming ,moon ,december ,long-,night ,moon ,oral ,exercise4 #a4 ,as you read the two lists above1 do you see the reason for each ,indian name8 ,do you like the ,indian names as well as the names we use8 ,which ,indian name do you like best of all8 ,which do you think could be improved8 ,can you make up other names for the twelve months8#bi #b4 ,can you name the twelve months in order8 ,remember to pronounce all the r's in ,february4 #c4 ,let twelve pupils be the twelve months4 ,let the pupil who is ,january speak first4 ,he should tell who he is and what he brings4 ,he might speak as follows3 ,i am ,january4 ,the ,indians call me ,snow ,moon4 ,i bring cold weather1 ice1 and snow4 ,healthy boys and girls like me4 ,when ,i am here1 they can go coasting and skating4 ,when ,i bring too much cold1 they stay indoors by the fire and read books about ,indians4 ,illustration3 ,,indian ,,sled1 ,,or ,,toboggan ,in this way each of the twelve pupils may tell the class what kind of month he is4 ,group ,exercise4 ,after each month has spoken1 the class should tell him1 first1 what was specially good in his talk1 and then1 what might have been better4 ,these questions will help the class to see how good each talk was3 #a4 ,what was the best thing in the talk8 #b4 ,did the speaker leave out anything interesting8 #c4 ,did he use too many and's8#cj ,written ,exercise4 ,you and eleven classmates may go to the board4 ,the teacher will name a month for each pupil4 ,each is to write a sentence that tells what he likes to do in one of the months4 ,if you are to write what you like to do in ,november1 you might write a sentence like the following3 ,in ,november ,i like to read books and play games by the warm fire4 ,while the twelve pupils are writing on the board1 the pupils in their seats will write on paper4 ,illustration3 ,,stone ,,ax ,do not forget that the name of every month begins with a capital letter4 ,do not forget that the word ,i is always written as a capital letter4 ,group ,exercise4 #a4 ,the class may now point out any mistakes there are in each of the twelve sentences on the board4 ,these questions will help pupils to find mistakes3 #a4 ,is the name of the month spelled correctly8 ,does it begin with a capital letter8 #b4 ,does the sentence begin with a capital letter8 #c4 ,does the sentence end with a period8 #d4 ,if the word ,i is used1 is it written as a capital letter8 #b4 ,now the sentences that pupils wrote at their desks may be read4 ,those that are very good may be written on the board under the ones about the same months4 ,then the class will point out mistakes in them1 if there are any4 #bj4 ,making ,riddles ,oral ,exercise4 #a4 ,can you guess either one of the following riddles8 ,i come once in a year4 ,i always bring ,santa ,claus with me4 ,when ,i leave1 a new year begins at once4 ,what am ,i8 ,i come once a year4 ,turkeys do not like me1 but everybody else gives thanks after ,i have been here several weeks4 ,what am ,i8 #b4 ,make riddles about the months1 for your classmates to guess4 ,begin your riddles like the two above4 ,illustration3 ,,wooden ,,bowl ,game4 ,twelve pupils stand in a row in front of the class4 ,the teacher whispers to each the name of one of the months4 ,the game is for the class to arrange these pupils in the order of the months of the year4 ,of course ,january will be placed at the beginning of the row4 ,december will be placed at the end4 ,each pupil in the row makes a riddle about the month he is4 ,the class must guess who is ,january1 who is ,february1 and so on to ,december4 ,those who guess the riddles may be the months in the second game4 ,group ,exercise4 ,pupils who make very good riddles may write them on the board4 ,then the class will try to make them still better4 ,illustration3 ,,buffalo-,,horn ,,spoons ,written ,exercise4 ,when the riddles on the board have been corrected1 copy the one or two you like best4 ,take these copies home to show to your parents4 ,write the name of the month under each riddle you copy4 ,begin that name with a capital letter4 ,how will you make sure that you have spelled it right8 #ba4 ,correct ,usage--,did1 ,done ,some pupils spoil their talks and stories because they make mistakes in using did and done4 ,they say did when they should say done1 and done when they should say did4 ,the sentences at the top of the next page show these words used correctly3 #a4 ,the ,indian boy did a brave deed4 #b4 ,he has done deeds of bravery before4 #c4 ,i never did anything so daring4 #d4 ,have you done your work8 #e4 ,i had done my work long before you spoke4 ,oral ,exercise4 #a4 ,as you read the sentences above1 try to find out when it is right to use did and when done4 #b4 ,read the sentences again4 ,now notice that nowhere is the word done used unless has or have or had is used in the same sentence4 ,is this true of the word did also8 ,let us remember1 then1 never to use done alone1 and never to use did with have or has or had4 ,illustration3 ,,earthen ,,cooking ,,pot ,game4#ca #a4 ,one of the pupils plays that he or she is an old ,indian squaw4 ,all the other pupils are her children4 ,she stands before them and says3 ,children1 ,i must go to the river4 ,i must see whether the warriors are catching many fish for supper4 ,i want you all to stay here in the tepee and finish your work4 ,in a little while the squaw returns from the river4 ,she walks up and down the aisles and asks each of her children this question3 ,have you done your work8 ,each one answers3 ,no1 ,i have not done my work1 but ,i think that ,john 7pointing to the next pupil7 has done his4 ,the questions and answers go on until every pupil in the class has spoken4 ,then those who made no mistake in their answers join in an ,indian dance4 ,they march up and down the aisles1 clapping their hands and chanting1 ,all good ,indians have done their work4 #b4 ,the old ,indian squaw again leaves and again returns to her children4 ,this time she asks each one1 ,what were you doing while ,i was gone8 ,each one answers1 ,i did the work you gave me to do4 ,all those who answer correctly join in an ,indian dance1 singing1 ,i did my work yesterday1 and ,i have done my work to-day4#cb #bb4 ,telling ,fairy ,stories#cc ,,peter ,,and ,,the ,,strange ,,little ,,old ,,man#i ,on the edge of a great forest there once lived a toymaker and his little family4 ,although he worked hard1 he was very poor4 ,his wife had to help him whittle and paint the toys1 which he sent to the nearest village to be sold4 ,times are hard1 the toymaker said one night to his wife1 ,i cannot save any money4 ,christmas is near at hand1 and ,i am afraid we shall have no presents for the boys4 ,they had two boys4 ,these looked as like as two peas from the same pod1 but they were very unlike at heart4 ,peter1 the younger one1 made his father and mother very happy4 ,joseph1 the elder1 caused them much worry4 ,the toymaker would say3 ,put wood on the fire1 boys4 ,we cannot work if we are not warm4 ,peter would go to the shed at once1 bring in an armful of wood1 put some of it in the stove and the rest in the woodbox4 ,all the while ,joseph would stay in the warm room and would not lift a finger to help him4 ,so it was with everything4 ,peter worked steadily at his father's side most of the day1 whittling and gluing and painting toys1 while ,joseph slipped away and spent his time in idleness and play4 ,in the evening it was ,peter who helped his mother dry the dishes4 ,one day as the three workers were busily bent over the bench1 a knock was heard at the door4 ,they were surprised to see standing outside a strange little old man1 no higher than the tabletop4 ,excuse me1 he said1 lifting his red cap very politely4 ,i have lost my way4 ,would one of the boys kindly be my guide through the woods8 ,yes1 of course1 answered the toymaker4 ,he looked from one of his sons to the other1 wondering which one to send4 ,he hoped that ,joseph would offer to go1 because he was the elder4 ,but ,joseph was already shaking his head very hard and turning away4 ,peter caught his father's look and put on his hat and coat4 ,i know all the paths1 he said to the stranger1 and will help you find your way4 ,they started off at once4 ,when they had gone a short distance1 it began to snow4 ,they trudged along just the same until the ground was covered with a thick white blanket as far as they could see4 ,they talked very little1 but kept their eyes open for the way1 and hurried along4 ,at last they reached a place where four great oak trees stood in a row1 as if some one had planted them so4 ,this is the place1 said the little old man4 ,he took a golden whistle from his pocket and blew it4 ,a low sweet tone came from it1 that sounded like pleasant music in the silent woods4 ,in a moment a large sleigh1 drawn by eight prancing reindeer1 appeared before them4 ,the little old man motioned ,peter to follow him and jumped in4 ,as soon as ,peter had jumped in too1 they drove away as fast as they could go1 bells ringing1 and sparks flying as the reindeer's hoofs struck the ground4 ,now and then the strange little old man spoke to the reindeer4 ,they seemed to know his voice4 ,he called each by name1 ,now1 ,dasher1 and ,now1 ,dancer1 and ,get up1 ,prancer4 ,then they dashed and danced and pranced faster than ever4 ,they had been moving over the ground in this way for more than an hour4 ,then ,peter saw in the distance a building that was longer and wider and higher than any building he had ever seen or heard about4 ,as they got nearer1 a steady buzzing sound was heard4 ,peter thought it was the sound of machinery4 ,he thought a thousand wheels must be turning and humming within4 ,as he looked and listened1 the sleigh suddenly came to a stop4 ,they stood at the entrance to the mighty building4 ,what is this building8 asked ,peter4 ,this is my workshop1 said the strange little old man1 as he jumped out of the sleigh4 ,some day ,i shall take you inside4 ,you are the kind of boy ,i like4 ,i know how you help your father and mother4 ,to-day you have helped me4 ,here is a little present to take home with you4 ,he placed something in ,peter's hand4 ,then he hurried up the broad stairs and into the workshop4 ,the big door slammed shut behind him1 and at that very moment the sleigh1 the reindeer1 and the workshop itself suddenly disappeared4 ,much to his surprise ,peter found himself alone in the woods and not far from his father's hut4 ,he wondered whether he had only dreamed all that had happened4 ,no1 that could not be1 for he still held in his hand a small leather bag1 the present from the little man4 ,holding this tightly1 he hurried to his home4 ,you may imagine the surprise of his parents and his brother when he told his story4 ,they asked him to tell it again and again4 ,each one examined the small leather bag4 ,there were two beautiful gold coins in it4 ,peter gave these to his father and mother4 ,his father patted him on his curly head4 ,we shall spend these for ,christmas1 he said4 ,oral ,exercise4 #a4 ,which part of this story do you like best8 ,tell your classmates what sort of picture you would make with colored crayons for this part of the story4 ,explain exactly what will be in the picture4 ,then make the picture4 #b4 ,why did the strange little old man help ,peter8 ,do you know any story in which a fairy helps good people8 #c4 ,think of the fairy stories that you have heard or read4 ,what is the name of the one you like best8 ,would it not be fun for each pupil to tell the class his favorite fairy story8 ,when you tell yours1 do not let it be too long4 ,tell only the important parts of it4#bb ,group ,exercise4 ,after each story1 you and your classmates should tell the speaker what you liked in his story and in his telling of it4 ,then tell what you did not like4 #bc4 ,study of a ,poem ,oral ,exercise4 #a4 ,tell your classmates how you think fairies look4 ,how tall do you think they are8 ,what kind of clothes do they wear8 ,after you have answered these questions1 draw on the board or on paper1 with colored chalks or crayons1 a picture of a fairy4 #b4 ,do fairies always walk or run1 or can they fly1 or have they tiny horses and wagons8 #c4 ,can you see the picture of the fairies in the following lines8 ,what do those lines tell you about fairies that you did not know before8 ,their caps of red1 their cloaks of green1 ,are hung with silver bells1 ,and when they're shaken with the wind ,their merry ringing swells4 ,and riding on the crimson moths ,with black spots on their wings1 ,they guide them down the purple sky ,with golden bridle rings4 ,,robert ,m4 ,,bird1 ,the ,fairy ,folk #d4 ,where do you think the fairies live8 ,what do they eat8 ,the following poem gives one answer to these questions1 and tells us still more about fairies4 ,what is the name of the poem8 ,the child that sings it is afraid of fairies4 ,do you know any other children that are afraid of them8 ,illustration3 ,,and ,,riding ,,on ,,the ,,crimson ,,moths ,a ,,child',s ,,song ,up the airy mountain1 ,down the rushy glen1 ,we daren't go a-hunting ,for fear of little men2 ,wee folk1 good folk1 ,trooping all together2 ,green jacket1 red cap1 ,and white owl's feather6 ,down along the rocky shore ,some make their home1 ,they live on crispy pancakes ,of yellow tide-foam2 ,some in the reeds ,of the black mountain-lake1 ,with frogs for their watchdogs1 ,all night awake4 ,up the airy mountain1 ,down the rushy glen1 ,we daren't go a-hunting ,for fear of little men2 ,wee folk1 good folk1 ,trooping all together2 ,green jacket1 red cap1 ,and white owl's feather6 ,,william ,,allingham 7,abridged7 ,oral ,exercise4 #a4 ,let us make sure that we understand every line of this pretty poem or song4 ,in the first line1 why is the mountain called airy8 ,a rushy glen is a narrow valley in which many rushes or swamp reeds grow4 ,have you ever seen such a place8 ,draw a picture of a rushy glen4 #b4 ,which lines in the first part of the poem tell about fairies8 ,these fairies go in a troop or band or company4 ,which line tells us that8 ,with colored crayons draw a picture of a fairy wearing a green jacket1 a red cap1 and a white owl's feather4 #c4 ,the second part1 or stanza1 of the poem tells where some of these fairies live4 ,what do some of them do all the night8 ,as they watch1 who keeps them company8 #d4 ,when you read this poem1 does it seem to be a song8 ,do you like the way it reads8 ,which part do you like best8 ,draw with colored crayons a picture for this part4 ,before you draw1 explain how the picture looks in your mind4 ,perhaps you will draw a picture of a troop of fairies1 or of a fairy in the reeds with fairy watchdogs near by4 ,memory ,exercise4 ,which do you like better1 this poem you have just studied or the part of another poem about fairies that is printed before this8 ,read aloud1 several times1 the one you like better1 until you can say it without once looking at the book4 #bd4 ,more ,telling of ,fairy ,stories ,,peter ,,visits ,,the ,,strange ,,little ,,old ,,man',s ,,workshop ,over a week had passed since ,peter's ride in the strange little old man's sleigh1 but the little man had not come again4 ,peter was beginning to fear that he might never return4 ,one afternoon1 however1 just as the early winter twilight began to darken the great forest1 the jingling of sleighbells was heard in front of the toymaker's hut4 ,whoa1 ,dasher6 ,steady1 ,dancer6 ,whoa1 ,prancer6 was what ,peter heard as he pressed his face against the windowpane4 ,yes1 there were the reindeer1 and there1 bundled up to his chin in furs1 was the strange little old man4 ,he saw ,peter at once and made signs to the boy to come along with him4 ,peter could not put on his cap and coat fast enough4 ,in less than a minute he had climbed into the sleigh1 tucked himself in snugly1 and was flying over the frozen1 snow-covered ground by the side of his strange companion4 ,soon they had left the lighted hut far behind them and were making their way through the woods on an old logging road that ,peter knew4 ,after a while1 however1 they reached parts of the forest that ,peter had never seen4 ,here grew trees whose names he had never heard4 ,now and then he caught glimpses of animals that were unlike any of those with which he was familiar4 ,peter was so much interested in these that he hardly noticed the great building1 the little man's workshop1 until the sleigh had stopped before the main door of it4 ,but then he forgot everything else4 ,the big shop was brightly lighted in every story1 and the steady hum of machinery filled the evening air4 ,we're working overtime now1 explained the little man4 ,you see1 ,christmas is near4 ,the humming grew louder and the lights seemed a great deal brighter1 as they entered the building4 ,peter was much excited4 ,when the inner doors were opened1 and ,peter stood in the great roaring workshop itself1 he could hardly believe his eyes4 ,before him1 in long rows1 he saw a thousand pounding and buzzing machines1 all running at full speed4 ,ten thousand workbenches stood in orderly rows beyond the machines4 ,the unending room fairly swarmed with busy workmen1 like a hive over-flowing with bees4 ,and such workmen6 ,each wore a green coat and a red cap1 decorated with a white owl's feather4 ,each was no higher than ,peter's knee4 ,they were fairies4 ,as he stood there1 trying to understand it all1 troop after troop of the fairies passed him4 ,they were pushing long1 high baskets1 that stood on wheels4 ,down the long room they rolled these and through a great double swinging door at the other end4 ,these baskets were filled to the top with playthings4 ,some held dolls1 some sleds1 some drums4 ,others were full of various kinds of musical instruments4 ,still others gave forth the pleasantest smells4 ,they contained cookies and ginger snaps and all sorts of ,christmas goodies4 ,illustration ,why1 they are all ,christmas things6 cried ,peter in great surprise1 turning to the strange little old man at his side4 ,but the strange little old man was gone1 and ,peter stood alone in the doorway of this wonderful ,christmas workshop4 ,before he could decide what to do1 a group of little workmen called him by name1 as pleasantly as if they had known him all his life4 ,peter1 come and help us with this basket6 ,i will1 answered ,peter4 ,he was glad to join in the work4 ,hanging coat and cap on a near-by hook1 he put his shoulder against one of the heavy baskets4 ,soon he had it rolling merrily down the long aisle4 ,past machines that sawed boards he pushed it1 past planing wheels1 past long rows of benches where the workers were hammering or gluing or painting1 past wide ovens where the little bakers were busy over hundreds of pans of frosted gingerbread--on and on1 down the great room he pushed it so fast that his wee comrades were almost left behind4 ,as he passed machines and benches and ovens1 the workmen looked up from their work an instant4 ,they smiled at the newcomer4 ,when you get through with that1 shouted the workmen at the saws1 come and help us with these boards4 ,all right1 ,i will1 said ,peter as he moved along with his basket4 ,when you get through with the sawing1 cried the planers1 come and help us4 ,peter smiled at them4 ,i will1 he shouted back as loud as he could1 so as to be heard above the noise of the machinery4 ,when you finish planing1 the painters called to him next1 come and help us4 ,i will1 ,peter replied4 ,i like to paint1 anyway4 ,now he passed the bakers4 ,they tossed him a cooky4 ,when you finish painting1 they said1 perhaps you will come and help us4 ,that ,i gladly will1 answered ,peter in his pleasantest tone4 ,it was quieter here1 and he did not need to shout4 ,at last he reached the double swinging door4 ,through this he had seen basket after basket disappear before him4 ,here was the storeroom4 ,it was even larger than the workroom4 ,the walls were lined with shelves1 on which were placed the ,christmas things4 ,this was an interesting place1 but ,peter had no time to stay4 ,he was eager to help at the machine saws1 at the planing machines1 at the workbenches1 and in the bakeshop4 ,so he hurried back to these4 ,he did first one thing1 then another1 as he was needed4 ,he was used to work and liked to help4 ,the fairies were careful workers and jolly comrades4 ,now and then they sang as they worked4 ,then the machines themselves1 like the fingers and arms and legs of the workmen1 seemed to move faster and the work to be easier4 ,suddenly a loud but very pleasant whistle sounded through the mighty workshop4 ,it was the signal for a recess4 ,the machines stopped4 ,the fairies laid down their tools and brushes4 ,all was quiet for a time4 ,now another kind of fun began4 ,the fairies started various games4 ,they formed rings and danced round and round as they sang3 ,oh1 who is so merry1 so merry1 heigh ho6 ,as the light-hearted fairy8 heigh ho1 ,heigh ho6 ,they played at guessing riddles4 ,these were about toys4 ,you see1 whispered a fairy who explained everything to ,peter1 when the snow comes1 and ,christmas is near1 we leave our homes in the woods and spend our winters making toys for all the good children in the world4 ,sometimes we cannot make all the toys we need1 but we do not wish a single child anywhere to be without a ,christmas4 ,peter soon learned that the fairies took pride in speaking correctly4 ,those who sometimes made mistakes played special games to help themselves get over bad speaking habits4 ,at one place they stood like soldiers in a row and pronounced words that were printed on the board4 ,don't you sometimes wish for the woods and moonlight nights8 asked ,peter4 ,he could not hear the answer4 ,at a signal the machinery had started again4 ,the fairies were hurrying back to their places4 ,peter took his place with the rest4 ,he worked steadily at one job and another4 ,the time flew by4 ,another whistle blew1 and it was time to stop for the day4 ,then the strange little old man appeared4 ,it's time for you to go back home1 he said4 ,should you like to be here always8 ,oh1 yes1 answered ,peter4 ,but ,i have pleasant work to do at home too4 ,the strange little old man took a ring from his pocket and held it up before the boy's eager face4 ,you are the kind of boy ,i like1 he said4 ,you are willing to help and work4 ,take this ring home with you4 ,i give it to you4 ,it is a magic ring4 ,wear it on ,christmas ,day4 ,on that day wish any one thing you please4 ,the ring will get it for you4 ,while he was talking they had walked to the main door of the building4 ,peter had put on his cap and coat4 ,now the door stood open1 and they said good-bye4 ,peter walked slowly down the steps1 staring at the magic ring on his finger4 ,when he reached the last step1 he turned and looked back4 ,in the doorway stood the strange little old man1 watching him4 ,peter thought he looked different4 ,yes1 he seemed taller and stouter than before4 ,he seemed jollier4 ,peter glanced at the red cap1 red coat1 and leather leggings he wore4 ,he noticed the laughing face1 the twinkling eyes1 rosy cheeks1 and white beard4 ,illustration ,can this be ,santa ,claus8 he thought4 ,instantly the great workshop disappeared4 ,peter found himself1 as before1 not far from his father's house4 ,his parents and brother caught sight of him as he came out of the forest1 and they ran out to meet him4 ,they listened in astonishment to what he told them he had seen4 ,they could not admire enough the magic ring on his finger4 ,oral ,exercise4#cd #a4 ,what interested you most as you read the story about ,peter8 ,what kind of picture should you make with colored crayons for the part of the story you liked best8 ,draw the picture after you have told your classmates about it4 #b4 ,do you remember what kind of boy ,peter's brother1 ,joseph1 was8 ,what do you think he would have done if he1 instead of ,peter1 had been in that workshop8 ,what might have happened to him8 #c4 ,play the part of the story about ,peter that tells of ,peter and the fairies as they worked together in the great toyshop4 ,who shall be ,peter8 ,who shall be the fairies at the saws8 ,who shall be the bakers8 ,who shall be the painters8 ,what toys and things will you make8 #d4 ,play the same part of the story but as it would have happened if ,joseph had been there instead of ,peter4 #e4 ,make believe that1 as you awoke one ,saturday morning1 you found a letter on your pillow4 ,when you read it1 you learned that it was from a fairy4 ,this fairy invited you to meet him at the old tree near the school-house4 ,when you met him there1 you and he went off into the woods4 ,tell your classmates what happened4 ,it may be that your story will be somewhat like that of ,peter4 ,still1 you may have seen and heard and done things that were very different4 #be4 ,making ,riddles ,you remember that during the recess in ,santa ,claus's workshop some of the fairies made riddles4 ,peter said that these were about toys4 ,here are two they might have made3 ,it has two arms1 two legs1 and a head1 like a human being1 but it cannot walk or work or talk4 ,what is it8 ,i spend most of my life in a little wooden box4 ,i press against its cover day and night4 ,i want to get out4 ,oh1 how ,i leap when some one opens the box6 ,oh1 how frightened little girls and boys look when they first see me6 ,what am ,i8 ,oral ,exercise4 #a4 ,of course you have guessed the first of these two riddles4 ,but can you guess the second one8 #b4 ,make riddles for your classmates to guess1 about toys and other things that are suitable for ,christmas presents4 #bf4 ,making ,riddles ,better ,a schoolgirl once made this riddle3 ,it makes beautiful colors4 ,children like it4 ,what is it8 ,the answer is1 a box of crayons4 ,oral ,exercise4 ,do you think this riddle can be made better8 ,is anything important left out8 ,is it bright enough8 ,try to make a better riddle about the box of crayons4 ,a schoolmate changed the riddle of the box of crayons4 ,he thought this was better3 ,we are twelve little men in a little tight box4 ,each one of us writes his name in a different color4 ,what are we8 ,oral ,exercise4 ,which of the two riddles do you like better8 ,can you tell why8 ,does the first riddle say anything about the box8 ,does it tell that anything is in a box8 ,three other schoolmates made up other riddles about the box of crayons4 ,here they are3 ,we are a band of fairies living in our cozy little home4 ,each of us wears in his cap a feather of a different color4 ,what are we8 ,i am a piece of the rainbow caught and put in a little tight jail4 ,a little schoolgirl uses parts of me when she draws pictures4 ,what am ,i8 ,we are a company of soldiers4 ,each of us wears a cap of a different color4 ,we spend most of our time in a small pasteboard fort4 ,when we go out1 we are sure to make our mark4 ,what are we8 ,oral ,exercise4 #a4 ,of all the riddles of the box of crayons1 which do you think is the best8 ,which is the second best8 ,which is the poorest8 #b4 ,now again make riddles about toys and ,christmas presents4 ,but you should now be able to make better ones than you did before4 ,group ,exercise4 #a4 ,the class1 after a riddle has been guessed1 should point out what is good in it and then should tell how it might be made better4 ,should it be made shorter8 ,should it be made longer8 ,how could it be made brighter8 #b4 ,the best riddles should be repeated slowly1 so that the teacher may write them on the board4 ,now these may be read over1 and the class may try to make each one better4#bj ,the teacher will rewrite each in its improved form4#ce ,written ,exercise4 #a4 ,copy the riddle that the class likes best4 ,as you copy1 notice the spelling of the words1 the capital letter at the beginning of each sentence1 and the mark at the end of each sentence4 ,this careful copying will prepare you for the next exercise4 #b4 ,write from dictation the riddle that you have copied4 ,then correct any mistakes4#cf ,these questions will help you to find out whether you have made any3 #a4 ,is every word spelled correctly8 #b4 ,does every sentence begin with a capital letter8 #c4 ,is every sentence followed by the right kind of punctuation mark8 #bg4 ,study of a ,poem ,you read in the story of ,peter's visit to ,santa ,claus's workshop that the fairy workers sometimes sang while they worked4 ,at recess too they had songs4 ,one of these you will probably enjoy very much4 ,as you read it you can see the fairies dancing in a ring in the moonlight4 ,,the ,,light-,,hearted ,,fairy ,oh1 who is so merry1 so merry1 heigh ho6 ,as the light-hearted fairy8 heigh ho1 ,heigh ho6 ,he dances and sings ,to the sound of his wings ,with a hey and a heigh and a ho4 ,oh1 who is so merry1 so airy1 heigh ho6 ,as the light-headed fairy8 heigh ho1 ,heigh ho6 ,his nectar he sips ,from the primroses' lips ,with a hey and a heigh and a ho4 ,oh1 who is so merry1 so merry1 heigh ho6 ,as the light-footed fairy8 heigh ho1 ,heigh ho6 ,the night is his noon ,and the sun is his moon1 ,with a hey and a heigh and a ho4 ,,unknown ,would it not be pleasant to dance in a ring with your classmates8 ,you might play that you are all fairies1 and you might say this poem while you dance4 ,each pupil could make a red cap of paper4 ,he might stick a white owl's or a white chicken's feather in it as fairies do4 ,he could wear it while reciting the poem4 ,but1 first of all1 you must make sure that you understand every line of the song1 else you cannot say it well4 ,oral ,exercise4#cg #a4 ,what do you like about this poem8 ,have you noticed that the fairy is called light-hearted in the first stanza of the poem1 but light-headed in the second and light-footed in the third8 #b4 ,what do fairies drink8 ,the second stanza tells4 ,they find this delicious sweet drink in the cups of flowers4 #c4 ,as you know1 fairies are rarely1 if ever1 seen in the daytime4 ,the night is their day1 when they dance and sing and do good deeds4 ,what is meant in the poem by the line1 ,the night is his noon8 ,what is the fairies' sunlight8 ,memory ,exercise4 #a4 ,read this poem aloud a number of times4 ,you will not have to read it often before you will be able to say it without the book4 ,when you know it1 recite it to the class as well as you can4 ,wear your red cap and think of the merry1 airy1 light-hearted fairy as you recite it4 ,that will help you to say it in a lively way4 #b4 ,perhaps the teacher will permit the five or six pupils who have recited best to form a ring in front of the class and dance round and round as they recite the poem4 ,then the class may point out what might have been done better4 ,perhaps other bands of fairies will recite1 each trying to recite best4 #bh4 ,correct ,usage--,rang1 ,sang1 ,drank ,the story about ,peter does not tell us the words with which some of the fairies had trouble4 ,if some fairies are like some pupils1 then they need to learn how to use the words rang1 sang1 and drank correctly4 ,oral ,exercise4 #a4 ,as you read the following sentences1 notice that rang1 sang1 and drank are not used with have or has or had4 ,are rung1 sung1 and drunk used with have or has or had8 #a4 ,i rang the bell for the teacher4 #b4 ,have you ever rung it8 #c4 ,i sang the ,christmas song4 #d4 ,have you ever sung it8 #e4 ,i drank the grape juice4 #f4 ,have you ever drunk apple juice8 #g4 ,the fairies danced and sang1 and drank nectar4 #h4 ,they had rung the bell4 #i4 ,they had sung that song before4 #aj4 ,he has never drunk nectar4 #b4 ,which of the six words that you have been studying in this lesson are used with have or has or had8 ,which are not used with them8 ,make these two lists4 ,would it be right to make the following rule8 ,never use rang or sang or drank with have or has or had4 #c4 ,using what you have just learned1 fill the blanks in the following sentences with the right words1 rang or rung1 sang or sung1 drank or drunk3 #a4 ,the strange little old man had already ---- his morning coffee4 #b4 ,he ---- an old song that he had ---- many times before4 #c4 ,when he had ---- a silver bell1 a troop of fairies appeared4 #d4 ,peter is not a fairy4 ,he has never ---- nectar4 #e4 ,but he has often ---- the song he heard the fairies sing4 #f4 ,he has never ---- a silver bell4 #g4 ,have you ever ---- the school bell8 #h4 ,have you ever ---- spring water8 ,game4 ,let the girls of the class1 working together in a group1 write on the board six sentences in which rang1 sang1 and drank are used correctly4 ,let the boys in the same way write six sentences in which rung1 sung1 and drunk are used correctly4 ,the boys will correct the girls' sentences1 and the girls the boys'4 ,the teacher will decide whether the boys or the girls made fewer mistakes1 and which group wrote the more interesting sentences4 ,then all the sentences may be read aloud by several groups of pupils in turn1 each trying to read the most clearly4 #bi4 ,making up ,fairy ,stories ,the magic ring that ,santa ,claus gave ,peter would bring him any one thing that he might wish4 ,when ,christmas morning came1 he had only to say his wish1 and it would be fulfilled4#ch ,oral ,exercise4 #a4 ,suppose that you had such a magic ring4 ,what would be your one big wish8 ,it will be fun to see whether you and your classmates have the same wish4 #b4 ,what do you think ,peter himself wished when ,christmas morning came8 ,what happened then8 ,tell your classmates the story of ,peter's wish on ,christmas ,day1 exactly as you think everything happened4 ,group ,exercise4 ,one or two of the best stories about ,peter's wish should be told a second time4 ,this time the teacher will write them on the board4 ,now you and the other pupils should read them carefully to see where they can be made better4#bj ,these questions may help in this work3 #a4 ,can better words be used for some of those in the story8 #b4 ,should some of the and's be left out8 #c4 ,can anything be added to make the story interesting8 ,written ,exercise4 ,silently read one of the improved stories1 perhaps more than once1 noticing the spelling of the words1 the capital letter at the beginning of each sentence1 and the mark at the end of each sentence4 ,write it from dictation4 ,then compare your paper with what is written on the board1 and correct any mistakes you may have made4 ,oral ,exercise4 ,suppose that ,peter lost the magic ring before ,christmas came4 ,who might have found it8 ,what might have happened then8 ,make up a story to tell this4 ,you might call it ,the ,lost ,magic ,ring4 ,try to make up a fairy story that your classmates will be very glad to hear4 ,try to think of some wonderful happenings for it4 ,perhaps the following ideas will help you to begin your story3 #a4 ,when ,peter learned that he had lost the magic ring1 and could find it nowhere1 he started off at once into the woods4 ,he wanted to find the strange little old man and tell him what had happened4 ,peter had not gone very far when he met a giant4 ,on the giant's finger ,peter saw his magic ring4 ,what did he do8 #b4 ,peter's careless and lazy brother1 ,joseph1 saw the magic ring on the window sill4 ,peter always laid it there when he washed his hands4 ,joseph took the ring in order to tease his brother4 ,then the thought came to him that he would wish himself something on ,christmas ,day4 ,on ,christmas morning he placed the fairy ring on his finger and spoke his wish4 ,what was that wish8 ,was the wish fulfilled1 or did a fairy appear to punish the boy8 ,what happened then8 #c4 ,the strange little old man himself took the ring from ,peter's finger while ,peter was asleep4 ,why did he do this8 ,did he want to see what ,peter would do8 ,did he plan to give him another ring instead1--a ring that held three wishes instead of one8 ,how did ,peter find the strange little old man8 ,when and where did he receive the more wonderful ring8 ,what were his three wishes on ,christmas morning8#ci #cj4 ,writing ,dates ,if you were asked to write on a slip of paper your name and the date of your birth1 could you do it8 ,of course you know how to write your name4 ,some time ago you learned to write the names of the months4 ,now you are to learn how to write dates4 ,you will need to know this when you begin letter writing1 which will be soon4 ,written ,exercise4 #a4 ,here are two dates3 ,january #a1 #aiah ,december #be1 #aiag ,the first date is that of a ,new ,year's ,day some time ago4 ,the second date is that of ,christmas more than a year ago4 ,see the little mark 7171 called a comma1 between the year and the day of the month4 ,write the date of the last ,new ,year's ,day2 of the next ,new ,year's ,day4 ,write the date of last ,christmas2 of next ,christmas4 #b4 ,write the date of your birth2 the date of the birth of your mother2 of a friend4 #c4 ,write from dictation the list of dates that your teacher will give you4#dj #ca4 ,telling ,interesting ,things ,now the ,christmas vacation is over4 ,of course you had a good time4 ,of course ,santa ,claus brought you something4 ,it would be fun for every pupil to tell the class about his ,christmas4 ,probably each one's ,christmas was different in some ways from that of his classmates4 ,oral ,exercise4#da #a4 ,did ,santa ,claus come to your home8 ,did you see him8 ,if you did1 tell the class how he looked4 ,show the class how he walked into the house4 ,how did he talk8 ,what did he say8 #b4 ,tell the other pupils what ,santa ,claus brought you4 ,if he brought you a little engine1 or a sand machine1 or a small airplane1 or a steamship that runs by clockwork1 or a baby sewing machine1 or a music box1 or a doll stove on which one can really cook1 or some other interesting toy1 explain to the class exactly how it works4 ,perhaps it would be pleasant if each pupil brought a toy to school and held it up before the class while he explained how it works4 #c4 ,what was the best fun you had during the ,christmas vacation8 ,tell the class about it4 #cb4 ,story-,telling ,,jack ,,and ,,jill,c ,illustration ,clear the lulla6 was the general cry on a bright ,december afternoon4 ,all the boys and girls of ,harmony village were out enjoying the first good snow of the season4 ,up and down three long coasts they went as fast as legs and sleds could carry them4 ,one smooth path led into the meadow4 ,one swept across the pond1 where skaters were darting about like waterbugs4 ,the third1 from the very top of the steep hill1 ended abruptly at a rail fence near the road4 ,there was a group of lads and lasses sitting or leaning on this fence to rest after an exciting race4 ,c ,copyright by ,little1 ,brown and ,company4 ,down came a gay red sled4 ,it carried a boy who seemed all smile and sunshine1 so white were his teeth1 so golden was his hair1 so bright and happy his whole air4 ,behind him clung a little gypsy of a girl4 ,she had black eyes and hair1 cheeks as red as her hood1 and a face full of fun and sparkle4 ,it's just splendid6 ,now1 one more1 ,jack6 cried the little girl1 excited by the cheers of a sleighing party that passed them4 ,all right1 ,jill1 answered he1 and they started back up the hill4 ,proud of his skill1 ,jack made up his mind that this last go should be the best one of the afternoon4 ,but they started off1 talking so busily that ,jill forgot to hold tight and ,jack to steer carefully4 ,no one knows how it happened4 ,they did not land in the soft drift of snow or stop before they reached the fence4 ,instead1 there was a great crash against the bars1 a dreadful plunge off the steep bank beyond1 and1 before any one could see what was happening1 a sudden scattering of girl1 boy1 sled1 fence1 earth1 and snow1 all about the road4 ,there were two cries1 and then silence4 ,down rushed boys and girls1 ready to laugh or cry1 as the case might be4 ,they found ,jack sitting up1 looking about him with a queer1 dazed expression1 while an ugly cut on the forehead was bleeding4 ,this sobered the boys and frightened the girls half out of their wits4 ,he's killed6 ,he's killed6 wailed one of the girls1 hiding her face and beginning to cry4 ,no1 ,i'm not4 ,i'll be all right when ,i get my breath4 ,where's ,jill8 asked ,jack stoutly1 though still too giddy to see straight4--,,louisa ,m4 ,,alcott1 ,jack and ,jill 7,adapted7 ,oral ,exercise4 #a4 ,make believe that you are the ,jack or the ,jill in the story4 ,play that the accident has just happened4 ,you are lying in the snow4 ,your classmates are standing around you wondering whether you are alive or dead4 ,slowly you sit up4 ,what do they do and say8 ,let some of your classmates do and say these things4 ,what do you say8 ,what happens next8 ,play the story up to the time when the doctor looks you over and says that you will have to stay in bed a long time4#db #b4 ,again make believe that you are ,jack or ,jill4 ,play that the accident happened some time ago4 ,tell your classmates about that afternoon's coasting and how it ended4 ,could you walk home that day8 ,did the other children lay you both on sleds and slowly draw you to your homes8 ,what did your mother do and say when she saw you coming8 ,did they put you to bed at once and run for the doctor8 ,what did the doctor do and say8 #c4 ,do you own a sled8 ,tell the class about this sled4 ,tell about going coasting on it4 #d4 ,what can one do with a sled besides go coasting8 ,what was the best fun you ever had with your sled8 ,where were you8 ,what did you do8 ,after you have told the class about the fun you had1 you may make one or two pictures about it with colored crayons4 ,perhaps the following list will help you to remember some good times you have had3 #a4 ,the first sled ride that ,i remember #b4 ,hitching behind with a sled #c4 ,a race down a hill on sleds #d4 ,the toboggan slide #e4 ,the longest hill ,i ever coasted down #f4 ,the steepest hill ,i ever coasted down #g4 ,six of us on a bob #e4 ,did you ever have an accident with your sled8 ,accidents sometimes happen4 ,perhaps you are very careful and have never had any trouble4 ,but you have probably heard of accidents and narrow escapes4 ,tell the class of one1 and explain how it might have been avoided4 #cc4 ,explaining ,things ,winter is here4 ,there are many games to play and many pleasant things to do after school and on ,saturdays4 ,you would enjoy talking with your classmates about these4 ,perhaps you can plan some good times together4 ,oral ,exercise4 ,make believe that your class is having a meeting to plan some fun for after school and ,saturdays4 ,what games do you think would be best8 ,think out a clear plan4 ,then stand before your classmates and explain it to them4 ,tell exactly how it is to be carried out4 ,tell where1 when1 and everything else they must know4 ,the following list may help you to make a good plan3#dc #a4 ,a skating party some ,saturday #b4 ,a skating race to see who is the best boy skater and who is the best girl skater in the class #c4 ,building one or two snow forts #d4 ,a snowball battle between your class and another #e4 ,a straw ride #f4 ,a game of shinny1 or hockey1 between your class and another #g4 ,a class tramp with the teacher through the woods or parks #h4 ,a basket-ball game between your class and another #i4 ,a class party at some one's house #aj4 ,a coasting party ,group ,exercise4 ,after the plans have been told1 you and your classmates must decide which one you will carry out4 ,you may wish to ask some of the speakers questions4 ,at last the class may vote4 #cd4 ,words sometimes ,mispronounced ,some pupils do not know how to speak certain words correctly4 ,if they did1 their talks would be much more pleasing4#dd ,oral ,exercise4 #a4 ,pronounce the following words as your teacher pronounces them to you1 in a clear1 strong1 and pleasant voice4 ,then read the whole list as rapidly as you can without speaking any word indistinctly or incorrectly4 looking seeing walking running jumping smiling laughing crying teasing speaking talking hearing saying eating paying #b4 ,use in sentences each of the words in the list above4 ,try to make sentences that will give pleasure to your classmates4 ,anybody can use the word looking to make uninteresting sentences like these3 ,some one is looking for me4 ,i am looking for some one4 ,he is looking at me4 ,try to make sentences like these3 ,the boys were looking at ,jack's big red sled4 ,the girls were looking for a story-book at the public library4 ,the hunter was looking at the panther1 and the panther was looking at him4 ,perhaps the teacher will write the best sentences on the board1 or let the pupils who give them write them on the board4#bj #ce4 ,telling ,interesting ,things ,far north of us lies a part of the world where it is very cold both in summer and in winter4 ,it is so cold there that trees cannot live4 ,no cities are to be seen there1 and no farms4 ,the people who make their homes in this world of ice and snow live by hunting and fishing4 ,they are called ,eskimos4 ,their clothes are warm suits made of the fur of the polar bear1 the seal1 and the reindeer4 ,let us learn about the ,eskimos4 ,,how ,,the ,,eskimo ,,builds ,,his ,,house ,the house in which an ,eskimo family lives is made of ice and snow4 ,first the builder makes a ring on the snow-covered ground4 ,this he makes as large as he wishes the house to be4 ,on this ring he places blocks of snow4 ,then he lays more blocks on top of these4 ,each row or ring of blocks is a little smaller than the row or ring below it4 ,as more and more rows of blocks are laid1 these rows at last close the top like a roof4 ,then snow is shoveled over it1 until not a crack remains in the solid wall4 ,illustration ,now a narrow hallway is made4 ,this is the only way into the house4 ,it is long1 and the opening is hung with skins4 ,the ,eskimos creep through it on their hands and knees4 ,there is only one window in the ,eskimo's house4 ,it is a small hole in the wall1 over the low hallway4 ,there is no glass in it1 but it is covered with a thin skin that keeps out the wind and cold4#de ,oral ,exercise4 #a4 ,can you think of a good reason why the ,eskimos have no such houses as ours8 ,why have they no fine large coal or wood stoves in that cold country8 ,what would happen if an ,eskimo placed our kind of stove in his house and started a roaring fire in it8 #b4 ,the ,eskimo has only three things with which to build4 ,what are they8 ,if you had only snow and the skins and bones of animals to work with1 what kind of house should you make8 ,can you think of any way in which you could make the ,eskimo house warmer or safer8 #c4 ,does the ,eskimo way of building a house give you an idea of a good way of building a snow fort8 ,tell your classmates what you think would be the best way of building one4 ,shall you put a roof over it8 #d4 ,play that you are an ,eskimo4 ,make believe that you are in the frozen ,north and are just beginning to build yourself a new house4 ,you have already drawn a ring on the snow-covered ground4 ,draw a ring on the floor of the schoolroom with a piece of chalk4 ,other pupils will play that they have come to the ,far ,north in a ship4 ,they will pretend that they know nothing about the way ,eskimos live or build their houses4 ,they stand around while you work at your new house4 ,they ask you many questions about it4 ,stop in your work and explain it to them4 ,remember that they know nothing at all about it4 ,perhaps some of their questions will seem very stupid to you4 ,but patiently explain to these strangers everything they want to know4 ,group ,exercise4 ,the class will tell you and the other pupils how the meeting between the ,eskimo and the strangers might have been played better4 ,but first they will point out what they liked in the play4 ,several other groups of pupils will each try to show the class how the meeting should be played4 ,illustration ,oral ,exercise4 ,find out from a book or from your parents or your teacher some interesting fact about the ,eskimos and the country where they live4 ,let it be something that you think the class does not know4 ,the other pupils will do the same4 ,then each one will stand before the class and tell what he has learned4 ,some might tell about how cold it is in this ,north-,pole part of the world4 ,some might tell about polar bears1 seals1 reindeer1 or walruses4 ,some might tell the class what ,eskimos eat and how they cook their food4 ,some might tell about the inside of the ,eskimo house4 ,other pupils might tell the class about some of the men from our country who traveled in this cold part of the world4 ,some of these men wished to reach the ,north ,pole4 ,group ,exercise4 ,when each pupil has spoken1 some of those who spoke best will tell again what they said4 ,the teacher will write on the board what they say4 ,now the class will try to make this better4 ,the following questions will help the class improve what has been written on the board3#df #a4 ,what is the best part of the account on the board8 #b4 ,is anything important left out8 #c4 ,could anything be left out because it is not needed8 #d4 ,are too many and's used8 #e4 ,what could be added to make the account better8 ,written ,exercise4 ,when all the accounts on the board have been rewritten1 study the one the teacher selects4 ,notice the spelling of the hard words4 ,notice the capital letter at the beginning of each sentence and the punctuation mark at the end of each sentence4 ,this study will make it easier for you to write the account from dictation without making any mistakes4 ,write it from dictation4 #cf4 ,study of a ,poem ,you remember1 of course1 that the house of snow in which ,eskimos live has only one window4 ,but this is only a hole in the wall1 covered with a thin skin4 ,there is no glass in it4 ,so the little ,eskimo boys and girls do not know the wonderful things that ,jack ,frost sometimes pencils on the windowpanes when children are asleep4 ,the ,eskimo children could not understand the poem below4 ,but you have seen these sights on your own windows--castles1 high and rocky places1 knights with waving plumes1 and trees and fruits and flowers4 ,you will learn from the poem how ,jack ,frost paints them there4#i ,,jack ,,frost ,the door was shut1 as doors should be1 ,before you went to bed last night2 ,yet ,jack ,frost did get in1 you see1 ,and left your window silver white4 ,he must have waited till you slept2 ,and not a single word he spoke1 ,but pencilled on the panes1 and crept ,away again before you woke4 ,and now you cannot see the hills ,nor fields that stretch beyond the lane2 ,but there are fairer things than those ,his fingers traced on every pane4 ,rocks and castles towering high2 ,hills and dales and streams and fields2 ,and knights in armor riding by1 ,with nodding plumes and shining shields4 ,and here are little boats1 and there ,big ships with sails spread to the breeze2 ,and yonder1 palm trees waving fair ,on islands set in silver seas4 ,and butterflies with gauzy wings2 ,and herds of cows and flocks of sheep2 ,and fruits and flowers and all the things ,you see when you are sound asleep4 ,for creeping softly underneath ,the door when all the lights are out1 ,jack ,frost takes every breath you breathe1 ,and knows the things you think about4 ,he paints them on the windowpane ,in fairy lines with frozen steam2 ,and when you wake you see again ,the lovely things you saw in dream4 ,,gabriel ,,setoun ,oral ,exercise4 #a4 ,how did ,jack ,frost get into the house8 ,has he visited your house this winter8 ,did he pencil1 or trace1 on your windows some of the pictures of which the poem speaks8 ,which ones8 #b4 ,what is a castle8 ,what is a knight8 ,what is a knight's armor8 ,what is a knight's plume8 ,can you draw a picture of it on the board for those who do not know how it looks8 ,why did knights have shields8 ,draw a picture of a shield on the board4 #c4 ,can you draw on the board a picture of a palm tree8 ,draw an oak or an apple tree beside it1 so that every one will see how a palm tree is different4 ,explain your drawings4 #d4 ,which part1 or stanza1 of the poem do you like best8 ,read it so that your classmates may see why you like it4 #e4 ,play that you are ,jack ,frost4 ,show the class how you tiptoed into the room and out again without waking any one4 ,think of the following questions1 and tell the class what you did last night when all children were sound asleep3 #a4 ,did you visit more than one home8 #b4 ,what did you paint on the windowpanes8 #c4 ,did you paint the same pictures in all houses8 ,memory ,exercise4 ,when you understand every stanza in this poem1 read the whole poem aloud several times4 ,perhaps the teacher will read with you1 so that you may be sure to read correctly4 ,after a few readings you will find that you can say the poem without looking at the book4 ,it will be fun to see which pupils will know it first4 ,but which pupils can recite it best8#dg #cg4 ,game ,group ,exercise4 #a4 ,did you ever telephone8 ,make believe that you are telephoning to a classmate4 ,hold the make-believe telephone in your hands and call for the pupil with whom you wish to talk4 ,he will take up his make-believe telephone and answer you4 ,ask him some questions4 ,listen to what he says4 ,reply to what he asks4 ,in this way carry on a conversation with him4 #b4 ,the class will listen1 and when you have finished talking they will tell you what they liked and what they did not like in the telephone conversation4 ,the following questions#ae will help the class to decide how the talks might have been better3 #a4 ,what interesting thing was said by the speakers8 #b4 ,was any poor ,english used8 #c4 ,were the voices of the speakers pleasant8 #d4 ,what might have been said that the speakers did not say8 #c4 ,other pairs of pupils may now telephone4 ,each pair will of course try to make their conversation as bright as they can4 ,the class will enjoy listening to the bright talks4 #d4 ,would it not be a good plan1 before going on with this game of telephoning1 for the class to make a telephone directory8 ,all names beginning with ,a could be written on one page of a little notebook that you could make4 ,all names beginning with ,b would go on another page4 ,and so it would go on1 through the ,c's1 the ,d's1 the ,e's1 to the end of the alphabet4 ,then each name could be given a number1 just as in telephone books4 ,perhaps the teacher will bring a telephone directory to class and explain it to you4 ,illustration #e4 ,it might be fun to place in your telephone directory such names as ,jack ,frost1 ,santa ,claus1 ,peter the toymaker's son1 ,joseph his brother1 ,queen ,mab1 the busy ant1 the lazy grasshopper1 and some of the ,indians and ,eskimos that you have come to know in this book4 ,then you could telephone to these4 ,one pupil would be ,jack ,frost and would always answer when ,jack ,frost's number rang4 ,another would be ,santa ,claus1 another would be ,peter the toymaker's son1 another ,queen ,mab1 and so on4 #f4 ,you and your classmates may now have the following conversations over the make-believe class telephone3 #a4 ,a conversation between ,queen ,mab and ,jack ,frost about some pupils in your class #b4 ,a conversation between ,peter and ,joseph about the lost magic ring #c4 ,a conversation between the ant and the grasshopper in the fable #d4 ,a conversation between an ,indian boy and a white boy #e4 ,a conversation between two fairies1 one in the woods and one in ,santa ,claus's workshop #f4 ,a conversation between a polar bear and a boy hunter 7the bear objects to being hunted7 #g4 ,a conversation between an ,eskimo girl and a girl in your class #h4 ,a conversation between ,santa ,claus and the teacher about some pupils in your class #i4 ,a conversation between two girls about a plan for a good time next ,saturday with which to surprise the class #aj4 ,a conversation between two girls about a new dress that one of them will soon wear to school #ch4 ,correct ,usage--,may1 ,can ,a mistake that pupils sometimes make is to use the word can when they mean the word may4 ,these two words do not have the same meaning4 ,the following conversation shows this3 ,mother1 can ,i eat another piece of pie8 once asked a boy at the dinner table4 ,i suppose you can1 ,tom1 replied his mother4 ,you have teeth to bite and chew1 and there is room in your stomach for another piece4 ,yes1 ,i suppose you can eat another piece4 ,but you may not1 because ,i want to save it for to-morrow4 ,oral ,exercise4 #a4 ,read the following sentences and try to tell the difference in meaning between may and can3 #a4 ,i can run faster than you4 #b4 ,i can write my name4 #c4 ,may ,i write my name in your notebook8 ,will you let me8 #d4 ,may ,i run over to ,george's house1 mother8 #e4 ,i can do many things4 #f4 ,may ,i read the book ,santa ,claus gave you8 #g4 ,i can read books4 #b4 ,do you see that when you say1 ,i can do this1 you mean1 ,i am able to do this8 ,what do you mean when you say1 ,may ,i go to the moving-picture theater1 ,mother8 ,do you mean1 ,will you permit me to go8 #c4 ,fill each blank in the sentences below with the right word1 may or can3 #a4 ,john1 ---- you spell ,eskimo8 #b4 ,father1 ---- ,i go with ,john to the game8 #c4 ,miss ,brown1 ---- ,i change my seat8 #d4 ,miss ,brown1 ---- you see me when ,i stand here8 #e4 ,mary1 ---- you find that book for me8 #f4 ---- you touch the ceiling when you are on the chair8 #g4 ---- ,i go home at three o'clock1 ,miss ,smith8 #h4 ,miss ,smith1 ---- ,i borrow a pencil of ,ruth8 #i4 ,miss ,smith1 ---- you speak ,french8 #aj4 ,miss ,smith1 ---- ,i have another sheet of paper8 ,game4 #a4 ,let the boys write on the board a number of sentences in which may is used correctly4 ,then let the girls do the same4 ,now let the girls read the boys' sentences4 ,the boys will read those written by the girls4 ,who made the fewer mistakes8 #b4 ,after all sentences have been corrected 7if they need to be corrected71 let the boys read their sentences aloud1 and the girls theirs4 ,the teacher will tell whose reading was the better4 #ci4 ,talking over ,plans ,valentine ,day is near at hand4 ,why could not your class plan a special good time for that day8 ,other classes have done it4 ,one plan would be for pupils to send each other valentines4 ,you could have a post office right in the schoolroom4 ,one of the pupils could be the postmaster4 ,it would be the business of the postmaster to see that each valentine went to the right person4 ,group ,exercise4 ,make plans with your classmates for ,valentine ,day4 ,think out what should be done and how it should be done4 ,then stand before the class and explain your plan4 ,the other pupils will explain theirs4 ,at last the whole class will choose the one that seems best4 ,the following questions will help in the making of plans3 #a4 ,how shall the class post office be run8 #b4 ,who shall be the class postmaster8 ,what shall he do8 ,shall there be letter carriers8 #c4 ,would it be more fun for pupils to send short notes to each other than valentines bought at the store8 ,perhaps red-paper borders could be pasted around the edges of the letters8 ,some of the letters might be from ,jack ,frost1 ,queen ,mab1 ,peter1 and other friends you have met in this book4 #dj4 ,letter ,writing ,first of all1 in getting ready for ,valentine ,day1 you will need to learn how to write letters4 ,oral ,exercise4 #a4 ,who wrote the first of the following letters8 ,how can you tell8 ,who wrote the second8 ,to whom is it written8 ,to whom is the first written8 ,dear ,jill3 ,the doctor says that ,i am perfectly well again4 ,i should like to go coasting ,saturday4 ,shall we go together8 ,i want to show you how careful ,i can be in steering a sled4 ,jack ,dear ,jack3 ,my mother will not let me go coasting4 ,i wish you would come over to my house ,saturday4 ,we could write valentine letters together1 to our friends4 ,we could pop some corn too4 ,jill #b4 ,do you see the little mark 737 after the words ,dear ,jack and ,dear ,jill in these two letters8 ,that mark must always#dh be written there in a letter4 ,next1 do you see how the first line in each letter is different from the other lines8 ,the first line of a letter must always begin a little to the right of the other lines4 ,notice where the name of the writer of each letter is placed4 ,is there any mark after it8 ,written ,exercise4 #a4 ,in order that you may not forget the points you have just learned about letter writing1 copy ,jack's letter to ,jill4 ,then compare your copy with the letter as it stands in the book1 and correct mistakes4 #b4 ,now read carefully ,jill's letter to ,jack4 ,notice once more exactly how the different parts of the letter are written4 ,write the letter from dictation4 ,then correct what you have written by comparing it with the letter in the book4 ,it is well that you now know how to write a letter4 ,there is at this very time an important letter that needs to be written by you4 ,as you know1 the teacher will soon choose some one in your class to be the postmaster for ,valentine ,day4 ,whom do you want for that position8 ,perhaps you would like to be postmaster yourself4 ,or do you want to be one of the letter carriers8 ,the next exercise will give you a chance to tell the teacher4 ,written ,exercise4 ,it would take too much of the teacher's time to listen to each pupil's opinion about those post-office questions4#di ,then1 too1 the teacher might not remember all that each pupil said4 ,so there is only one thing to do4 ,each pupil must write his ideas and wishes in a letter to the teacher4 ,write your letter1 beginning it thus3 ,dear ,teacher3 ,tell in your letter exactly what you would tell the teacher in a private talk4 ,no one but the teacher will see your letter4#ej #da4 ,more ,letter ,writing ,when ,valentine ,day comes1 you will wish to write very good letters to your classmates4 ,you already know how to write a letter1 but it is another matter to write a bright letter4 ,do you remember that boy1 ,tom1 who once dreamed about an owl and an elf8 ,one day ,tom told his mother that his school was planning a special good time for ,valentine ,day4 ,we shall have a post office in our room1 he said4 ,everybody is to send everybody else letters4 ,what kind of letters are they to be8 asked his mother4 ,well1 answered ,tom1 each pupil is to write at least one bright letter about himself4 ,those who receive the letters have to guess who wrote them4 ,you see1 we do not sign our names4 ,tom had already written his letter1 and he showed it to his mother4 ,it was to his best friend1 ,fred4 ,here it is3 ,dear ,fred3 ,i am four feet three inches tall4 ,i weigh seventy-five pounds4 ,i like to run and jump4 ,i like to read books1 too4 ,i am your best friend4 ,somebody ,oral ,exercise4 ,what do you think of ,tom's letter to ,fred8 ,is it a bright letter8 ,how does every sentence in it begin8 ,do you like to have all the sentences begin the same way8 ,tom's mother read the letter4 ,then she read it again4 ,then she said1 ,tom1 you can do better than that4 ,tom was surprised4 ,he thought it was a good letter4 ,are there any mistakes in it8 he asked4 ,no1 there is not a single mistake in it1 answered his mother4 ,you have the right mark after the words ,dear ,fred4 ,you have begun every sentence with a capital letter4 ,you have the right mark at the end of every sentence4 ,but1 ,tom1 it isn't a bright letter4 ,how shall ,i make it bright8 asked ,tom4 ,his mother smiled4 ,look at the first sentence in your letter1 she said4 ,it tells that you are four feet three inches tall4 ,how uninteresting that is6 ,who cares to know your exact height1 down to an inch6 ,why not say instead1 ',i am a funny little blue-eyed chap with brown hair all over the top of my head'6 ,would not that be much brighter than ',i am four feet three inches tall'8 ,now look at the next sentence4 ,it tells that you weigh seventy-five pounds4 ,how uninteresting that is6 ,is some one thinking of buying you by the pound1 as if you were a little pig or a calf8 ,why not say instead1 ',i am as round and fat as a ball of butter'8 ,look at the third sentence4 ,it says that you like to run and jump4 ,that is true4 ,you do like to run and jump4 ,but why not tell it in a bright way8 ,you might have said1 ',my brother says ,i can run like a deer and jump like a frog4' ,tom took the letter back and gave a shout4 ,i see what you mean1 he cried4 ,i'll write the whole letter over4 ,a little later he showed his mother the following3 ,dear ,fred3 ,i am a funny little blue-eyed chap with brown hair all over the top of my head4 ,i am as round and fat as a ball of butter4 ,my brother says ,i can run like a deer and jump like a frog4 ,my sister says ,i am a bookworm4 ,but rather than be a deer or a frog or a bookworm1 ,i want to be your best friend4 ,somebody ,oral ,exercise4 ,which of the letters that ,tom wrote do you like better8 ,can you tell why8 ,point out bright sentences in his first letter4 ,point out interesting sentences in his second letter4 ,tom was very much pleased that he had written his letter over4 ,the next time ,i have to write a letter1 he said1 ,i shall write two1 and send the second one4 ,that's a good plan1 said his mother4 ,first write the best letter you can4 ,then read it over and make it better4 ,tom began at once to write more letters for ,valentine ,day4 ,it's fun1 he said1 and the teacher told us that we might send more than one if we cared to4 ,he followed the new plan of writing a first letter1 rather rapidly1 and then slowly writing it over and making it better4 ,then he would throw away the first4 ,tom worked more than an hour4 ,at the end of that time he showed his mother three letters4 ,here is one1 written to a schoolmate named ,marjorie3 ,dear ,marjorie3 ,i have two blue eyes and a roof of brown hair4 ,besides1 ,i have a nose1 a mouth1 and two ears4 ,but ,i must not tell you any more1 or you will guess who ,i am4 ,my name is short and begins with ,t4 ,somebody ,tom's next letter was written to ,george1 the biggest and strongest boy in the room4 ,he and ,tom were good friends4 ,probably ,tom wrote the letter in order to have some fun with ,george4 ,this is it3 ,dear ,george3 ,i am the boy who can spank you4 ,i think ,i shall do it soon1 if ,i feel like it4 ,better be good when ,i am near4 ,of course you know who ,i am4 ,my name is short and begins with ,t4 ,better be good1 ,george4 ,somebody ,tom's mother asked whether this letter might not hurt ,george's feelings4 ,oh1 no1 laughed ,tom4 ,he knows that ,i am only joking4 ,why1 he is so big and strong1 he could spank me1 if he wanted to4 ,tom's third letter was to a friend whose name was ,mary4 ,tom liked to tease her4 ,only a few days before1 he had thrown snowballs at her4 ,here is the letter3 ,dear ,mary3 ,i am the very1 very good boy who never teases you4 ,i never pull your hair4 ,i never throw more than one snowball at you1 at a time4 ,somebody ,oral ,exercise4 #a4 ,which one of the three letters by ,tom do you like best8 ,read the sentence or sentences in it that you like specially4 #b4 ,what plan does ,tom follow in writing letters8 ,why did he decide to follow this plan8 #db4 ,still ,more ,letter ,writing ,written ,exercise4 #a4 ,write a letter for ,valentine ,day4 ,write it to one of your classmates4 ,have your letter tell about yourself1 just as ,tom's told about himself4 ,sign it ,somebody1 and let the receiver guess who wrote it4 ,better write the letter twice4 ,make the first one as good as you can1 but write it rather rapidly4 ,then read it over carefully and make it better wherever you can4 ,let the second letter be the one you send4 #b4 ,if you would like to write more than one letter1 as ,tom did1 do so2 but it is better to write one very carefully than two or three carelessly4 ,now all the letters should be taken to the class post-office4 ,each letter should be folded and should show on the outside the name of the person to whom it is to go4 ,perhaps the class postmaster will have a box for all this mail4 ,in this the letters may be kept until ,valentine ,day4 ,on that day the entire mail should be sorted by the postmaster4 ,all the letters for each row may be placed in a separate pile4 ,the letter carriers1 one for each row1 will deliver them4 #dc4 ,improving ,letters ,after the ,valentine letters have been read1 and the writer of each has been guessed1 it will be time to copy some#ea of the letters on the board for the following exercise4 ,group ,exercise4 #a4 ,the first letter on the board should be read carefully by the class4 ,you and your classmates should tell clearly what you like and what you do not like in it4 ,the teacher will rewrite it on the board as the class tells how it can be made better4 ,the following questions will help in this work3 #a4 ,is the letter as good as it might be8 #b4 ,what do you like best in it8 #c4 ,can you tell how it may be made better8 #d4 ,what bright thought might be put in the letter8 #e4 ,are there any mistakes in the letter8 #b4 ,other ,valentine letters should be studied in the same way4 #dd4 ,study of a ,poem ,our friend ,tom1 who wrote the bright letter we read a few days ago1 was somewhat careless about putting his things in their proper places4 ,i wonder where my cap is1 he shouted one morning1 just as it was time to hurry to school4 ,where did you put it8 his mother asked quietly4 ,on the hook in the hall1 answered ,tom4 ,well1 said his mother with a smile1 if you are sure you put it there1 ,mr4 ,nobody must have taken it away4 ,perhaps he threw it on a chair in the kitchen or on the table in the hall4 ,and there1 to be sure1 on a chair or table somewhere in the house1 or even on the floor1 the cap was found4 ,mr4 ,nobody had put it there4 ,on another day ,tom was unable to find a story-book he had been reading4 ,i'm sure ,i put it back in the bookcase1 he said4 ,isn't it there now8 asked his mother4 ,no6 ,then ,mr4 ,nobody must have been reading it1 she answered4 ,he always forgets to put the books back where they belong4 ,perhaps he left it on the lounge1 where you were reading last night4 ,and there1 to be sure1 in a corner of the lounge1 was the lost book4 ,in ,tom's house ,mr4 ,nobody was always doing mischief4 ,he was always mislaying ,tom's things4 ,he was always tearing his books1 leaving doors ajar1 and making finger marks on the doors4 ,now and then he spilled the ink on ,tom's desk4 ,he usually forgot to put ,tom's boots where they belonged4 ,he was so careless and forgetful that he got ,tom into trouble nearly every day4 ,does ,mr4 ,nobody visit your house1 too8 ,if he does1 you will understand the following poem about him3 ,,mr4 ,,nobody ,i know a funny little man1 ,as quiet as a mouse1 ,who does the mischief that is done ,in everybody's house6 ,there's no one ever sees his face1 ,and yet we all agree ,that every plate we break was cracked ,by ,mr4 ,nobody4 ',tis he who always tears our books1 ,who leaves the door ajar2 ,he pulls the buttons from our shirts1 ,and scatters pins afar2 ,that squeaking door will always squeak ,for1 prithee1 don't you see1 ,we leave the oiling to be done ,by ,mr4 ,nobody4 ,he puts damp wood upon the fire1 ,that kettles cannot boil2 ,his are the feet that bring in mud1 ,and all the carpets soil4 ,the papers always are mislaid1 ,who had them last but he8 ,there's no one tosses them about ,but ,mr4 ,nobody4 ,the finger marks upon the door ,by none of us are made2 ,we never leave the blinds unclosed1 ,to let the curtains fade4 ,the ink we never spill1 the boots ,that lying round you see ,are not our boots2 they all belong ,to ,mr4 ,nobody4 ,,unknown ,oral ,exercise4 #a4 ,read the poem again in order to see which of the four stanzas you like best4 ,can you tell why8 ,look through the poem and tell all the things that ,mr4 ,nobody does4 ,which of them has he done at your house8 #b4 ,did you ever see ,mr4 ,nobody at your house8 ,do you think you could catch sight of him if you looked in the mirror8 ,make believe that you did see him at your house4 ,tell your classmates exactly how he looked4#eb ,group ,exercise4 ,as each pupil gives the class a picture of ,mr4 ,nobody the class will say whether this picture looks like the pupil speaking4 ,then the class will point out what they liked and what they did not like in that pupil's way of speaking4 ,these questions will help in this work3 #a4 ,did the pupil stand squarely on both feet1 or was he so weak that he had to hold onto a chair or desk to keep from falling over8 #b4 ,did he speak so clearly that every one in the class could understand him8 #c4 ,did he make a stop at the end of every sentence and drop his voice there to show that the sentence was finished8 #d4 ,did he use too many and's8 #de4 ,making a ,little ,book ,would it not be pleasant for you and your classmates to make a class picture book8 ,perhaps you do not know how to make one4 ,this is the way4 ,every pupil writes a few sentences that tell how he looks4 ,these give the reader a picture of each writer4 ,then these pictures are all put together in a little book4 ,one pupil might write this picture of herself3 ,i am a short little girl with straight yellow hair1 blue eyes1 and red cheeks4 ,my mother says ,i am always giggling4 ,so my picture would show my round face covered with smiles4 ,another pupil might write as follows3 ,i am a boy with black hair that is curly1 brown eyes1 and a long1 thin nose4 ,you would know me by my size1 for ,i am the tallest pupil in the room4 ,written ,exercise4 ,write a picture of yourself4 ,write what will help a reader to see you as you are4 ,you need not say that you have two eyes1 two ears1 two arms1 and two legs4 ,but if you have only one leg1 or only one arm1 say that4 ,if you wear your hair in two braids1 say that4 ,perhaps you will write twice1 using the first writing as a help for the improved second writing1 as ,tom learned to do when he wrote letters4 ,illustration ,group ,exercise4 #a4 ,when every pupil has finished his picture of himself1 all these should be given to the teacher4 ,then the teacher will read one after another aloud1 and the class will try to tell whose picture each one is4 ,you see1 this will be like a game4 ,if the class cannot guess a picture1 the teacher will read the name of the writer4 ,then the class will explain what should be added to the writing1 or changed in it1 so that it may give a true picture of the writer4 #b4 ,you and your classmates should now rewrite your pictures1 making them better4 ,after that they should be neatly copied4 ,then#ec all these pictures should be fastened together to form a book4 ,a cover should be made for the book1 on which may be written words like these3 ---------------------------------- ,,picture ,,book ,,of ,,the ,,the ,,pupils ,,of ,,miss ,,smith',s ,,room #df4 ,correct ,usage--,no1 ,not1 ,never ,i haven't means ,i have not you don't means you do not he doesn't means he does not never means not ever ,it is a common mistake to use two not-words in a sentence when one is enough4 ,each of the following sentences is correct4 ,each contains only one not-word4 #a4 ,i have never seen your father4 #b4 ,i haven't ever seen your father4 #c4 ,i have no money in my pocket4 #d4 ,i haven't any money in my pocket4 #e4 ,i don't see any mistakes in this example4 #f4 ,i see no mistakes in this example4 #g4 ,i don't ever go down that street at night4 #h4 ,i never go down that street at night4 ,oral ,exercise4 #a4 ,point out the not-word in each of the eight sentences above4 ,are there any sentences there that need another not-word8 ,do you see that the second sentence is only another way of saying the first8 ,which sentence do you like better1 the first or the second8 ,the third or the fourth8 ,the fifth or the sixth8 ,the seventh or the eighth8 #b4 ,say each of the following sentences in another way without changing the meaning3 #a4 ,i haven't any ink4 #b4 ,he has no book4 #c4 ,she hasn't any paper1 and ,i haven't a pencil4 #d4 ,i have no ticket4 #e4 ,my father doesn't do any work on ,saturday4 #f4 ,my father does not play any kind of instrument4 #g4 ,haven't you ever seen a circus8 #h4 ,i have no pocketknife4 #i4 ,i haven't seen a ball game this year4 #aj4 ,he had no money to spend4 ,game4 ,a pupil1 who may be called ,john1 is sent from the room4 ,the teacher gives a flower1 a piece of colored paper1 a thermometer1 or some other object that is not usually found in pupils' desks1 to a member of the class4 ,then ,john is told that he may return4 ,,teacher3 ,john1 some one in this room has a flower 7or whatever the object may be7 in his desk4 ,try to guess whose desk it is4 ,you may ask any of your classmates whether they have it4 ,,john 7to a classmate73 ,have you that flower in your desk8 ,,the ,,classmate 7if he does not have it73 ,i have no flower in my desk 7or1 ,i haven't any flower in my desk74 ,,the ,,classmate 7if he has it73 ,i have it in my desk4 ,here it is4 ,illustration #dg4 ,telling ,interesting ,things ,oral ,exercise4 #a4 ,what kind of dog should you like to have for your pet8 ,stand in front of the class and tell your classmates why you like that kind of dog and what you would do with him4 #b4 ,dogs can do many useful things4 ,tell the class of a remarkable thing you have seen a dog do4 ,if you cannot do that1 tell of some intelligent and brave deed which you have heard that a dog did4 ,perhaps the following list will help you3 #a4 ,some dogs are faithful watchdogs4 ,they may be trusted to guard a house1 a small child1 an automobile1 or a flock of sheep4 #b4 ,some dogs are used in hunting4 #c4 ,some dogs are good rat catchers4 #d4 ,some dogs are taught tricks4 ,such dogs are sometimes seen at the circus4 #e4 ,in some countries dogs are used to haul carts2 in others they draw sleds4 #f4 ,the ,st4 ,bernard dog and the ,newfoundland dog are famous as life-savers4 #g4 ,dogs make good playmates for boys and girls4 #c4 ,think of a dog you like4 ,without telling what kind of dog he is1 make your classmates see exactly how he looks4 ,there is no need of saying that the dog has four legs1 two ears1 two eyes1 and a tail4 ,every dog has these4 ,but tell what the class must know in order to see the dog as you see him in your mind4 ,perhaps you will make the class see a picture something like one of the following3 ,i ,my dog has long hair but he himself is short4 ,he looks like a white muff4 ,his bark and bite are sharp1 but no one is afraid of him4 ,he might just as well be a rabbit4 ,illustration3 ,after a painting by ,landseer ,,ii ,the dog ,i am thinking about is nearly as tall as ,i am4 ,he is so heavy that ,i cannot lift him off the ground4 ,he is so strong that he can carry me4 ,his beautiful brown and white hair is long and curly4 ,he is a good dog1 and ,i should feel safe with him anywhere on the darkest night4 ,group ,exercise4#ed #a4 ,the class will try to guess the kind of dog each pupil tells about4 ,then it will tell each speaker 7#a7 what was good in his talk1 and 7#b7 where the talk might have been better4 #b4 ,some of the talks should be given a second time4 ,this time the teacher will write them on the board4#af ,how can each of them be made better8 #c4 ,you and your classmates might make an interesting dog picture book4 ,after writing about each dog1 you could draw his picture or cut it out of a magazine and paste it beside what you have written4#ee #dh4 ,study of a ,picture ,story ,i ,oral ,exercise4 #a4 ,what is happening in the first picture on the next page8 ,does the dog want to go along8 ,why do the boys not take him8 #b4 ,make believe that you are the boy on the back seat in the boat4 ,look at the dog as that boy looks at him4 ,hold up your finger as the boy does4 ,what does that mean8 ,now1 as your boat slowly moves from shore1 talk to the dog4 ,are you sorry that he must stay8 ,how do you show that8 ,do you sternly warn him not to leave his post8 ,group ,exercise4 #a4 ,some of your classmates will now play that they are talking to the dog4 ,each tries to show how it really happened4 #b4 ,the class will tell what it likes in each pupil's talking and playing1 and what it does not like4 ,the following questions will help the class3 #a4 ,did the pupil talk as he really would talk to his dog if the class were not there to hear him8 #b4 ,what was the best thing he said8 #c4 ,what might he have said that he left out8 ,illustration3 ,,an ,,unfinished ,,story ,oral ,exercise4 #a4 ,you and a classmate may now play that you are the two boys in the first picture4 ,make believe that you are just arriving at the lake on your bicycles4 ,jump off and lean them against trees4#ef ,talk about the lake and the beautiful day4 ,look the boat over and talk about your plan to go rowing4 ,talk about where to leave the bicycles4 ,decide to have the dog watch them4 ,explain this to the dog4 ,tell him you are sorry that he cannot go along4 ,then untie the boat1 jump in1 and push off4 ,one of you is rowing4 ,the other is sitting on the back seat and talking to the dog4 #b4 ,two other pupils1 and two others1 may now play the same happenings4#eg ,they should try to talk exactly as they would if they were really the boys in the picture4 ,those two boys probably talked all the time4 ,group ,exercise4 ,the class will tell what it likes in each playing of the picture1 and what it thinks could be done better4 ,the following questions will be useful in these talks3 #a4 ,did the boys jump off their make-believe bicycles as if these were real8 ,did they lean them carefully against trees8 #b4 ,did they talk together as if they were really on a day's picnic8 #c4 ,did they get into the boat carefully8 ,did one of them row the make-believe boat as if it were a real boat8 ,did he look back now and then to see where he was going8 #d4 ,which two boys played the picture best8 ,which two talked the best8 ,,ii ,in the second picture the boys are seen on the water1 well out from shore4 ,they have just made an unpleasant discovery4 ,oral ,exercise4 #a4 ,play that you are one of the boys in the boat and have suddenly discovered your dog in the water near by4 ,look as you think this boy looked4 ,say what you think he said to the dog4 ,say what he said to the boy rowing the boat4 #b4 ,now1 with a classmate1 play this part of the story4 ,begin where you stopped in the first picture4 ,you have left the dog on shore and are rowing out into the middle of the lake4 ,what can you see out there8 ,what do you say to each other8 ,think of the things that two boys out in a boat would talk about1--birds flying by1 fish1 the sky1 the depth of the water1 whether they could swim ashore4 ,say these things4 ,then1 right in the middle of your good time1 the dog6 ,after you have scolded him1 you and your classmate talk together about what to do4 ,what does each say1 and what do you decide8 ,group ,exercise4 ,other pupils will now play this part of the story in their own way4 ,each two will try to show the others the best way4 ,after each playing1 the class will talk about it4 ,these questions will help the class to see whether the playing was good or not3 #a4 ,did the players talk enough8 ,what more could each one have said8 #b4 ,did they act and move as if they were sitting in a boat out on a lake or as if they were standing on dry land8 #c4 ,did they lean over the edge of the boat and look for fish8 ,did they speak about how the shore looked from the middle of the lake8 ,did they see other boats on the water8 ,oral ,exercise4 ,how did the story end8 ,did the boys row on and let the dog swim after them until he got tired and returned to shore8 ,or did they take the wet animal into the boat and leave the bicycles to take care of themselves8 ,what happened then8 ,were the bicycles still there when the boys returned from their boat ride8 ,tell your classmates how you think the story ended4 ,if the ending is a good one1 the teacher may ask you and other pupils to play it4 ,group ,exercise4 ,the teacher will write some of the story endings on the board4 ,perhaps one or two pupils who have told good endings may write these on the board4 ,then the class will try to make each one better4#eh ,the following questions will help in this class work3 #a4 ,does every sentence begin with a capital letter8 #b4 ,does every sentence end with the right kind of mark8 #c4 ,are there mistakes in any sentence8 #d4 ,where can better words be used than those of the writer8 #e4 ,where can a sentence or two be added to make the story better8 ,written ,exercise4 ,of all the story endings that have been corrected and rewritten on the board1 the best one should now be copied4 ,as you copy1 notice the spelling of the hard words1 the capitals1 and the punctuation marks4 ,then1 together with two or three classmates1 correct your work and theirs4 #di4 ,correct ,usage--,went1 ,saw1 ,came1 ,did ,an interesting game is sometimes played by pupils1 which teaches them to use four words1 went1 saw1 came1 and did1 correctly4 ,besides1 it teaches them to have sharp eyes4 ,game4 ,many things are placed on the teacher's desk4 ,at a word all the pupils in the class march past the desk and try to see everything on it as they pass4 ,when they have returned to their seats1 the teacher asks questions that the pupils answer4 ,for example3 ,,teacher 7to first pupil73 ,tom1 what did you do8 ,,tom3 ,i went to your desk1 ,i saw a pencil on it1 and ,i came to my seat4 ,that is what ,i did4 ,,teacher 7to the next pupil73 ,mary1 what did you do8 ,,mary3 ,i went to your desk1 ,i saw a knife on it1 and ,i came to my seat4 ,that is what ,i did4 ,each pupil must name an object on the desk that no other pupil has spoken of4 ,one of these objects the teacher has marked on its under side4 ,the pupil who names that object wins the game1 if he has made no mistake in his language1 and he may go to the desk and mark another object for the next game4 ,in this second game only those may play who made no mistake in the first4 #ej4 ,two ,punctuation ,marks ,you already know that every sentence must begin with a capital letter4 ,besides1 you have learned that some sentences end with a little mark 747 that is called a period1 and some with a mark 787 that is called a question mark4 ,written ,exercise4 ,in order to prepare for the game on the next page1 copy the following sentences on the board4#ei ,put capital letters where they belong4 ,place the right mark1 a period or a question mark1 at the end of each sentence4 #a4 what do you see on the side of the mountain #b4 a large dog is standing in a snowdrift and barking #c4 does he want to call us to him #d4 these ,saint ,bernard dogs are very intelligent #e4 they are beautiful dogs #f4 what happened to the two boys who went boating on the lake #g4 did they take the disobedient dog back to shore #h4 the next picture in this book shows what they did #i4 what should you have done ,game4 ,the class is divided into two equal sides4 ,five pupils of one side go to the board4 ,each pupil writes a question4 ,the questions may be about dogs or horses or ,indians or anything that the class may choose4 ,when they are written1 the whole class reads them carefully to see whether there are any mistakes in them4 ,every mistake that is pointed out counts one score for the side that finds it4 ,when the questions have been corrected1 five pupils of the other side write the answers4 ,these1 in turn1 are read by the class for mistakes4 ,then five more questions are written by five other pupils1 and so on4 ,when one of the two sides has made a certain score1 twenty-five or more or less1 the game ends4 ,the side first reaching that score wins4 #ea4 ,another ,study of a ,picture ,story ,of course you remember the two boys whose dog followed them out into the lake4 ,when they rowed back to land1 they found the bicycles untouched4 ,nobody seemed to have passed there4 ,still1 the boys were afraid to leave them1 and of course they could not take them along in the rowboat4 ,oral ,exercise4 #a4 ,what plan are the boys carrying out in the first picture on the next page8 ,do you think it is a good plan8 ,could you think out a better one8 ,explain it to your classmates4 ,illustration3 ,a ,,story ,,to ,,finish #b4 ,look at the second picture and tell what has happened since the boys tied the dog to the bicycles4 ,how did the boat happen to upset8 ,is this dog a good swimmer8 ,could he probably save the drowning boy if he were not tied8 ,what will happen next8 ,this exciting story might end in several ways4 ,tell the class how you think it ended4 ,begin your story with the tying of the dog4 #eb4 ,letter ,writing ,it is over a month since you mailed a letter in the class post office4 ,shall we have another letter-writing day8 ,it might be fun for all the pupils to send short letters to each other4 ,written ,exercise4 #a4 ,think of a question that you would like to ask one of your classmates4#fj ,it may be something you really want to know1 or it may be a question that you are asking just for fun4 ,it does not matter4 ,write a short note asking the question4 #b4 ,before mailing the letter1 read it over several times with one of the following questions in your mind at each reading3 #a4 ,have you begun the letter correctly8 ,if it begins with a greeting like ,dear ,tom or ,dear ,mary1 there should be this mark 737 after the name of the pupil to whom you are writing4 #b4 ,have you written your own name in the right place at the end of the letter8 ,no mark should follow your name4 #c4 ,does the first line of the letter begin a little more to the right than the lines below it8 #d4 ,did you place a question mark at the end of the question you are asking8 #e4 ,would it be a good plan to write your letter over so that it will be one of the best and neatest letters in the class post office8 #c4 ,the class letter carrier will bring you the letter that one of your classmates has sent you4 ,write a letter#fa answering the question you have been asked4 ,you know how to write dates4 ,place in the upper right-hand corner of your letter the date of your writing4 ,the following letter shows the date written in the right place and in the right way3 ,march #be1 #aiai ,dear ,tom3 ,the question you sent me is the same as the one my letter asks you4 ,i wonder whether the answers will be the same4 ,my answer is1 ,yes1 ,i do want to go to the woods next ,saturday4 ,fred #ec4 ,words sometimes ,mispronounced ,it is very pleasant to listen to speakers who make no mistakes in pronouncing words4 ,in the list below are some of the words that give trouble to some pupils4 ,oral ,exercise4 #a4 ,listen carefully as the teacher pronounces the words in the following list4 ,then read the whole list as rapidly as you can1 pronouncing no word incorrectly or indistinctly4 again ,tuesday picture ,i wish drowned you threw ,italian could have window into chimney to-morrow nothing ,february just #b4 ,ask your classmates questions in which the words above are used4 ,the answers1 too1 should use words from the list4 #ed4 ,story-,telling ,,the ,,daughter ,,of ,,ceres ,long ago there lived on the earth a good goddess or fairy whose name was ,ceres4#fb ,it was she who made the corn and the grass and the flowers grow4 ,she drove over the fields in her magic chariot and waved her wand4 ,then the trees put forth green leaves1 the grain sprouted1 and the fruits glistened in red and gold colors4 ,she was the queen of all growing plants4 ,ceres had an only daughter1 of whom she was very fond4 ,her name was ,proserpina4#fb ,one day ,proserpina begged her mother to allow her to go into the meadow to gather flowers4 ,you hardly ever let me wander in the fields1 ,mother1 she said4 ,other girls go4 ,do let me go to-day4 ,i shall be gone only a short time4 ,ceres did not like to let her daughter go4 ,she feared some harm might come to the little girl4 ,but ,proserpina begged so piteously that1 finally1 ,ceres agreed4 ,but1 she said1 you must not go farther than the brook that borders the meadow4 ,do not cross that4 ,i want to be able to see you when ,i look out of my window4 ,proserpina promised gladly4 ,in a minute she had put on her bonnet and had kissed her mother good-bye4 ,with a basket on her arm she ran gaily toward the near-by fields4 ,they were dotted1 on this sunny morning1 with the most beautiful flowers4 ,ceres at her window watched the happy girl for a time4 ,then she returned to her work1 for she was always very busy4 ,proserpina1 like a butterfly that is glad to use its wings1 wandered delightedly from flower to flower4 ,never had the sunshine seemed brighter and pleasanter4 ,never had the birds sung more happily4 ,never had she seen such beautiful flowers4 ,the violets seemed larger and sweeter than ever before4 ,the roses1 the pinks1 and the lilacs seemed to be wearing holiday clothes4 ,in a short time she had filled not only her basket but also her apron with the choicest blossoms4 ,then she sat in the tall grass and clover to make some wreaths4 ,she decided to make one for herself and a large1 beautiful one for her mother4 ,as she sat there in the sunshine and twined the stems of flowers into pretty wreaths1 she suddenly heard a low murmuring4 ,it seemed to come from near by4 ,she listened4 ,the sound kept steadily on4 ,she arose to see what it was4 ,a few steps showed her that she had heard only the murmuring and splashing and babbling of a little brook4 ,it bordered the meadow in which she had been gathering flowers and was the very brook that her mother had told her not to cross4 ,and now a strange thing happened4 ,as ,proserpina stood beside the running water1 she saw1 just a little distance on the other side1 a large shrub such as she had never set eyes on before4 ,it was completely covered with the most wonderful flowers in the world4 ,before she knew what she was doing she had stepped lightly across the brook4 ,the nearer she came to the beautiful plant1 the more attractive it looked2 and when she stood close to it1 its beauty seemed richer than anything she had ever seen4 ,there were a hundred flowers on it4 ,each had a color of its own4 ,all together they made one beautiful bouquet4 ,proserpina was so charmed with what she saw that she did nothing at first but look and look at the magical sight4 ,at length1 however1 she made up her mind to pull the shrub up and carry it home4 ,i will plant it in our garden at home1 she said4 ,so she took hold of the thick stem at the center of the plant and pulled4 ,it would not come up4 ,she tried harder and loosened it a little4 ,then she grasped it firmly near the ground with both hands1 and pulled and pulled with all her might4 ,suddenly1 up came the shrub1 roots and all1 so suddenly that ,proserpina nearly fell4 ,a deep hole had been left in the soil where the plant had grown4 ,as ,proserpina looked at this hole1 it grew wider and wider and deeper and deeper4 ,in a few moments it had grown so deep that the bottom seemed to be entirely gone4 ,suddenly a tall man arose from the black depths4 ,he wore a helmet and carried a shield4 ,as soon as he saw the frightened maiden1 he made a sign to her to come nearer4 ,do not be afraid1 he said4 ,i shall do you no harm4 ,i have come to take you to my palace4 ,you may live there as long as you please4 ,proserpina was so frightened that she wanted to run away4 ,but she was not able to move4 ,no1 no1 she cried4 ,i don't want to go to your palace4 ,i want to go to my mother4 ,the stranger leaped swiftly to where she stood4 ,he caught her in his arms4 ,in a moment he had jumped with her into the deep and almost bottomless opening4 ,there1 far down1 stood a golden chariot1 drawn by six coal-black horses4 ,into this chariot the stranger stepped1 carrying the frightened girl4 ,he laid her gently on the floor of the car and took the reins in his hands4 ,they were off at once at a furious pace4 ,in a minute they had left the meadows and the brook far behind them4 ,then the opening slowly closed4 ,nowhere was there left the least mark or sign to tell what had happened4 ,illustration ,oral ,exercise4 #a4 ,what did you like best in this story8 ,do you like the ending8 ,how do you wish it had ended8 #b4 ,with a classmate play the first part of the story4 ,this is the part that tells about ,ceres and ,proserpina before ,proserpina goes to the meadow4 ,what does ,proserpina say8 ,what does ,ceres say8 #c4 ,now with another pupil play the part of the story that tells what happened after ,proserpina crossed the brook4 ,first1 she sees the beautiful shrub4 ,what does she say when she sees that8 ,next1 she tries to pull it up4 ,how she tugs and tugs at it6 ,this must be shown in the playing4 ,what does she say as she pulls away at it8 ,how does she look and what does she say when she sees the deep hole that grows wider and deeper every moment8 ,last1 the stranger is seen4 ,he and ,proserpina talk together before he carries her away4 ,does ,proserpina scream as the stranger picks her up8 ,scream as if you were being carried away4 #d4 ,now that spring is here1 shall you be going into the fields and woods to gather flowers8 ,tell the class the best places you know1 how to reach them1 and what flowers may now be found there4 ,do you know any place where some rare wild flower grows every year8 ,what is the most beautiful wild flower you have ever found or seen8 #e4 ,did you ever see a brook8 ,if you did1 tell your classmates how a brook looks4 ,how is it different from a river or a lake8 ,can you tell the class where to go to see a brook8 #ee4 ,telling ,interesting ,things#fc ,,the ,,return ,,of ,,spring ,have you noticed any signs that spring is coming8 ,the bluebirds are usually among the first to tell us that winter is over4 ,soon after1 the robins tell the same glad story4 ,then the song sparrow puts the good news into a beautiful song4 ,at about this time boys and girls begin to talk of going into the woods for flowers4 ,but the air still seems a little too cold4 ,the ground is still too wet4 ,the tramps into the country are put off a while4 ,in the meantime a pretty flower1 an early dandelion perhaps1 shows itself here and there along the roadside or on a green lawn4 ,then1 suddenly1 one fine warm day1 a boy brings to school a handful of yellow marsh marigolds4 ,he found them in the low meadows4 ,now every boy and girl starts out1 and spring flowers are seen in every schoolroom and in every home4 ,gradually the pleasant weather grows still warmer4 ,one boy sees a snake4 ,another finds a turtle4 ,these have been enjoying their long winter sleep deep down1 a yard or more1 in the ground4 ,now they are glad to lie in the pleasant sunshine1 as if they needed to thaw out4 ,in the ponds the frogs sing day and night4 ,more and more flowers start up1 more and more birds arrive and begin to build their nests4 ,boys play marbles and make willow whistles4 ,farmers start their early plowing4 ,a veil of delicate green shows clearly on the forest trees4 ,spring has come4 ,written ,exercise4 ,make a list of all the birds you know4 ,make a list of all the flowers you know4 ,make a third list of all the flowers1 birds1 and animals other than birds1 that you have seen this spring4 ,correction ,exercise4 ,the teacher will now write three lists on the board4 ,the first will give the names of all the birds the class knows4 ,the second will name all the flowers the class knows1 and the third all the flowers and all the birds and other animals that have been seen this spring4 ,compare your own lists with those on the board1 and correct any mistakes in spelling that you may have made4 ,group ,exercise4 ,think of one of the birds or flowers or animals in your three lists4 ,tell your classmates an interesting fact about it4 ,tell it in two or three sentences4 ,thus1 you might choose the bluebird from your list and say3 ,a pair of bluebirds is building a nest in a bird-box my father put up4 ,they lived in the same box last year4 ,your classmates will tell about some bird or flower or animal in their lists4 ,the teacher will write some or all these groups of sentences on the board1#fd or ask some of the pupils to write their own on the board4 ,then the class will try to improve each of these short accounts4 ,thus1 what was said about the bluebird might be changed to read as follows3 ,a bluebird family has rented the birdhouse that my father built in our back yard4 ,they seem to like it1 for they lived there last year4 ,perhaps they will buy it some day and decide to live there always4 ,or3 ,mr4 and ,mrs4 ,bluebird have started housekeeping in a little flat near my home4 ,i saw them getting the straw mattress ready4 ,they are old neighbors1 for they lived here last summer4 #ef4 ,story-,telling ,,ceres ,,and ,,apollo#fb ,ceres1 the good queen of fruit trees1 grains1 vegetables1 and all growing plants1 returned to her work after watching ,proserpina run gaily to the meadow to pick flowers4 ,she was very busy4 ,now and then during the afternoon she went to the window4 ,she wanted to make sure that her daughter was in sight and safe4 ,she saw the girl sit down in the long grass4 ,the child is getting a little tired1 ,i suppose1 she said4 ,she will be coming home before long4 ,but an hour passed1 and ,proserpina had not yet returned4 ,she has probably fallen asleep in the soft grass1 said her mother4 ,when she awakes1 she will run home as fast as her legs will carry her4 ,but when another hour had slipped by1 and ,proserpina was still not in sight1 ,ceres became greatly worried4 ,i wonder what has happened1 she cried1 as she hurried outdoors4 ,she ran into the meadow4 ,she called4 ,here and there she found a withered flower that the girl had dropped4 ,at length ,ceres reached the place where ,proserpina had sat in the grass and where1 as ,ceres supposed1 she had fallen asleep4 ,there was nothing here but an unfinished wreath beside a pile of flowers4 ,ceres hastened to the brook4 ,yes1 there in the soft ground on the edge of the water ,proserpina's footprint was plainly to be seen4 ,a little farther on1 ,ceres came upon the shrub that ,proserpina had pulled out of the soil4 ,but no other trace of the girl could she discover anywhere4 ,a farmer chanced to be passing4 ,he was on his way home from the fields where he had been at work all day4 ,ceres called to him4 ,have you seen a little girl around here to-day8 ,the farmer thought a moment4 ,then he shook his head4 ,a little later ,ceres met an old woman in a meadow4 ,the old woman was gathering herbs4 ,she had seen no girl4 ,it was not only human beings whom ,ceres asked about her daughter4 ,she asked the animals too4 ,a robin on a tree top was merrily singing his evening song4 ,ceres asked him4 ,a pair of squirrels were chattering noisily in a pine tree4 ,ceres stopped a minute to question them4 ,but no one had seen the lost maiden4 ,at last night fell4 ,ceres left the fields and entered the open road4 ,at the door of every house she knocked4 ,wondering and pitying faces looked at her curiously as she told her story4 ,some asked her to come in and rest a while4 ,but ,ceres had no thought of rest4 ,all night long she kept up her search1 and when morning came she was far from home4 ,she looked about her in the early light4 ,she found that she had wandered to that far eastern place where the sun rises and begins the day4 ,in a few minutes1 indeed1 ,apollo1 the sun-god1 appeared4 ,he was all ready to drive his sun-chariot across the sky4 ,in this way he gives light and warmth to the people of the earth4 ,his six white horses wore golden harness1 which jingled pleasantly as they pranced about4 ,they were anxious to be off4 ,apollo held them in check with a firm hand1 when he saw ,ceres approaching4 ,illustration ,what brings you here before sunrise1 ,mother ,ceres8 he called to her gaily1 for he had known her a long time4 ,then he saw that her eyes were red with weeping1 and he leaped from his chariot to take her hand4 ,what has happened8 he asked in a gentle tone4 ,oh1 ,apollo1 cried ,ceres1 while the tears streamed down her cheeks1 ,i have lost ,proserpina4 ,only yesterday ,i allowed her to go into the meadow near my house to gather flowers4 ,she did not return1 and ,i can find no trace of her4 ,oh1 tell me1 have you seen her8 ,you see everything as you drive across the sky4 ,apollo thought a moment4 ,let me see1 he said4 ,could that have been little ,proserpina ,i saw in ,pluto's#fb chariot-- ,in ,pluto's chariot8 cried ,ceres4 ,what would she be doing in ,pluto's chariot8 ,it was she1 said ,apollo4 ,now that ,i think of it1 ,i am certain it was she4 ,then ,apollo told ,ceres all that had happened4 ,he told her about the shrub of marvellous flowers4 ,he told of the hole that its roots left in the ground4 ,he told of ,pluto and his six black horses1 and of how ,pluto had carried off ,proserpina4 ,he will never bring her back1 said ,apollo4 ,then ,ceres dried her tears4 ,her face grew stern and cold4 ,she stood straight and held her head high1 like a queen4 ,he will bring her back1 she said4 ,i shall make him bring her4 ,until he does1 ,i shall allow nothing on the earth to grow4 ,until he brings ,proserpina to me1 no tree shall put forth leaves or fruit1 no grass shall become green1 no grain shall sprout1--nothing1 nothing at all1 shall grow on the earth4 ,scarcely had she said this when a change came over the earth4 ,the leaves on trees and shrubs everywhere grew yellow and dropped to the ground4 ,the green fields became brown and gray4 ,fruits rotted on the stem1 and vegetables dried where they grew4 ,even flowerbeds lost their bloom and became patches of dry stalks4 ,mother ,ceres looked upon all these changes with a hard heart4 ,never1 she said1 will the earth grow green again1 until my daughter is returned to me4 ,oral ,exercise4 #a4 ,play that you are ,ceres working in her house and glancing out of the window now and then4 ,say what she said when she saw ,proserpina sit down in the long grass4 ,say what she said when1 after several hours1 her daughter was still absent4 ,say it in the way you think she said it4 ,now show your classmates how she hurried into the meadow to find ,proserpina2 how she picked up the half-finished wreath and crossed the brook2 how she looked when she saw her daughter's footprint in the soft ground near the brook4 ,what do you think she was thinking then8 #b4 ,one of your classmates will be the farmer in the story1 another the old woman1 another the robin1 two others the pair of squirrels4 ,still other pupils will be the people in the houses at whose doors ,ceres knocks4 ,now play that you are ,ceres looking for her daughter1 and asking everywhere for her4 ,remember how ,ceres must have felt4 ,show that feeling in what you say and in the way you say it4 ,the pupils playing the other speakers in the story will answer your questions4 ,try not to ask your questions always in the same words4 ,group ,exercise4 #a4 ,now let other groups of pupils play this part of the story4 #b4 ,each time#eg the class will say what they liked and what they did not like4 ,the following questions should be answered by the class3 #a4 ,did the pupil playing ,ceres look very much worried over ,proserpina's not returning8 ,several pupils should try to show the class how the player ought to have looked4 #b4 ,did the pupil playing ,ceres talk like a worried person8 ,several pupils should show how ,ceres probably did talk4 #c4 ,did the pupil playing ,ceres talk enough8 ,what might she say as she looks out of the window now and then8 ,what might she say when she finds the unfinished wreath8 ,what might she say when she sees ,proserpina's footprint and1 a little farther along1 the beautiful shrub pulled out of the ground8 #d4 ,did the pupils playing the farmer1 the old woman1 the robin1 the squirrels1 and the other people speak as persons really would speak if a poor woman should ask them where her daughter was8 ,what might these say that none of the players said8 #e4 ,did the pupil playing ,ceres ask each of the other players the same question in the same way8 ,would it be better if this player asked the question differently of different persons8 ,should this player grow more worried and more excited all the time8 ,oral ,exercise4 #a4 ,make believe that you are ,apollo4 ,obtain a long rope and harness your six horses4 ,choose six classmates to be the horses1 but first explain to the class how you plan to harness them4 ,then drive them up and down in front of the class once or twice4 ,as you do so1 you see ,ceres coming toward you4 ,you pull in your horses in great surprise4 ,show your classmates this surprise4 ,what might you say in a low tone to yourself to express this surprise8 #b4 ,talk with ,ceres4 ,the pupil playing ,ceres will answer you very sadly at first4 ,but at the end of the story the manner of ,ceres changes4 ,how does ,apollo look and what does he say when ,ceres declares that nothing shall grow on earth until ,proserpina is returned8 ,group ,exercise4 #a4 ,several pairs of pupils should play the meeting between ,apollo and ,ceres4 ,each pair should try to show the class exactly how they think ,apollo and ,ceres looked and spoke and acted4 #b4 ,then the class will tell what they liked and what they did not like in each playing4 #c4 ,now the entire story should be played several times4 ,after each time the class will explain to the players how the story might have been played better4 #eg4 ,correct ,usage--,i am not#fe ,game4 ,the teacher asks a pupil to stand before the class4 ,this pupil plays that he is a certain bird1 flower1 or animal other than a bird1 that is seen in the woods in the spring1 but he tells no one except the teacher what he is4 ,the class must guess this4 ,no pupil may guess more than once1 and only ten guesses are allowed the whole class4 ,the pupil before the class says nothing except that he is or is not the bird1 flower1 or animal guessed4 ,the game moves along as follows3 ,,first ,,guesser3 ,are you a dandelion1 ,john8 ,,pupil ,,before ,,the ,,class3 ,no1 ,fred1 ,i am not a dandelion4 ,,second ,,guesser3 ,are you a turtle1 ,john8 ,,pupil ,,before ,,the ,,class3 ,no1 ,mary1 ,i am not a turtle4 ,,third ,,guesser3 ,are you a song sparrow1 ,john8 ,,pupil ,,before ,,the ,,class3 ,yes1 ,nellie1 ,i am a song sparrow4 ,the pupil who guesses correctly is the next flower or bird4 ,if no one of the ten guesses is correct1 the pupil before the class says1 ,classmates1 ,i am a song sparrow4 ,then he names the pupil who is to take his place in the game4 #eh4 ,riddles ,one day our old friend ,tom read his mother a riddle he had made4 ,this is it3 ,i am a tiny little thing and have an orange face4 ,what am ,i8 ,can you guess it1 mother8 he asked4 ,a dandelion1 she answered4 ,yes1 that's right1 said ,tom4 ,what do you think of it8 ,it's a pretty good little riddle1 his mother replied1 but ,i think you can make it better4 ,is orange the best word for a dandelion8 ,and should you not put in something to show that you do not mean a bird8 ,your riddle1 as it is1 would do for a yellow bird as well as for a dandelion4 ,tom thought this over4 ,then he wrote the following riddle3 ,i am a tiny little thing with a bright yellow face4 ,i have no legs or wings1 but ,i come and go with spring4 ,what am ,i8 ,tom's mother was very much pleased with this riddle1 and so was ,tom4 ,tom thought he could not make it the least bit better4 ,the next day1 however1 he had made the riddle over once more4 ,this1 said ,tom1 is the very best that ,i can do4 ,here it is3 ,my face is bright yellow4 ,i have hundreds of brothers and sisters4 ,we have fine parties on the lawn4 ,i cannot walk1 but ,i can fly when ,i am old and white-haired4 ,what am ,i8 ,oral ,exercise4 #a4 ,which of ,tom's three riddles do you like the best8 ,which do you care for least8 ,why8 ,do you think the third riddle is too long8 ,what is in the third riddle that you do not find in the second8 #b4 ,can you make a riddle of your own about the dandelion8 #c4 ,make riddles for your classmates to guess1 about flowers1 birds1 and animals that are seen in the spring4 ,written ,exercise4 ,write on paper the best riddle of a bird or a flower that you can make4 ,then1 as ,tom did1 think it over a little longer and try to make it better4 ,when you think it is so bright that your classmates will be much pleased with it1 read it to them4#ff ,group ,exercise4 ,some of the riddles should now be copied neatly on the board4 ,it will be fun for the whole class to try to make them better4 ,the very best ones the teacher will copy in a book to show to other classes4#ce ,written ,exercise4 #a4 ,copy the riddle or riddles that your teacher chooses4 ,as you copy them1 notice the spelling of the words1 the capital letters1 the punctuation marks1 and the beginning of the first line of each riddle4 ,this will help you to write the riddles correctly when you reach the next exercise4 ,together with another pupil1 correct your copy and his4 #b4 ,write from dictation the riddles you have copied4 ,then correct any mistakes you may have made4 ,you may do this work of correcting either alone or with one or more other pupils4 #ei4 ,story-,telling ,,ceres ,,and ,,pluto ,in the underground world1 where ,pluto was king1 stood a magnificent palace1 in which he lived4 ,the pillars that held up the roof were of solid gold4 ,jewels of many colors shone and sparkled in the walls4 ,two persons were talking together in a room in this wonderful building4 ,one of these1 who was no other than the lost ,proserpina1 was crying4 ,before her stood ,pluto4 ,he was trying to comfort her4 ,why do you keep on weeping day after day8 he asked4 ,look about you and see what a beautiful place it is to which ,i have brought you4 ,proserpina only shook her head and cried the harder4 ,i do not care how beautiful it is1 she said4 ,i want to go back to my mother4 ,i want to see the sunshine and the blue sky1 and the flowers growing in the meadows4 ,pluto pointed to the jewels that gleamed from the walls and floor and ceiling of the palace4 ,some were red as roses1 others blue as violets4 ,still others shone yellow as dandelions or purple as lilacs or green as the young grass that grows on the banks of brooks4 ,there are flowers for you1 said he4 ,see all their colors6 ,and these flowers are unlike those on the earth1 that last only a day or a week4 ,these never wither and never fade4 ,but ,proserpina did not so much as look at the jewels that ,pluto praised so highly4 ,please take me back to the earth1 she begged4 ,if you will do that1 ,i shall always think of you as a kind king4 ,perhaps ,i should visit you now and then4 ,pluto smiled and shook his head4 ,i do not dare let you go back to the earth1 ,proserpina1 he explained4 ,i am almost sure you would never come back to me4 ,think how lonely ,i should be down here4 ,i should have no one to share my palace and my riches with me4 ,but let me tell what ,i will do4 ,he took the golden crown from his head4 ,it was the most splendid crown in all the world4 ,he held it out before her4 ,it sparkled with a thousand lights4 ,the most skilful goldsmiths in ,pluto's kingdom had made it4 ,this1 said ,pluto1 ,i will give you1 if you will stay with me4 ,before ,proserpina could answer1 the bark of a dog was heard outside the palace wall4 ,it was ,pluto's giant mastiff4 ,he was a huge three-headed dog that guarded the palace gate4 ,some one was coming4 ,a minute later a loud knock sounded on the door4 ,at once this flew open and showed a tall young man standing there4 ,his face was flushed and he was breathless1 as if he had run a long distance4 ,illustration ,when the stranger saw the king and ,proserpina1 he drew himself up to his full height and made a deep bow4 ,what is it8 asked ,pluto4 ,the tall stranger stepped into the room4 ,he was still breathing hard4 ,i am the bringer of sad news1 ,king ,pluto1 he began4 ,i come from the earth to let you know what has happened4 ,well1 what has happened8 impatiently asked the king4 ,the earth has lost its color and its beauty1 answered the stranger4 ,nothing grows any more4 ,where once there were beautiful fields and orchards1 now there is nothing but the uncovered ground and bare branches to be seen4 ,and ,ceres sends me to you with this message1 ,o ,pluto4 ,until you return her daughter1 not a blade of grass1 not a shoot of corn shall grow1 not a flower shall bloom1 not a tree shall put forth leaves1 on the whole earth that was once so green and wonderful4 ,pluto smiled at these words4 ,what care ,i1 he said1 whether anything grows on the earth6 ,then he saw that ,proserpina was weeping4 ,his voice grew softer4 ,what does ,ceres want me to do8 he asked4 ,she wants you to return that which you have taken away1 was the solemn answer4 ,that1 said ,pluto1 ,i will never do4 ,the messenger of ,ceres turned to go1 without another word4 ,proserpina stepped forward and stopped him4 ,i have a plan1 she said1 that will help us all4 ,she turned to ,pluto4 ,let me spend half of every year with ,mother ,ceres1 she said1 and ,i will gladly spend the other half with you4 ,pluto looked at her and made no answer4 ,he did not like being alone in his great palace six months of every year4 ,but then he thought of how unhappy ,proserpina would be if he never allowed her to see her mother again4 ,he did not wish her to be unhappy4 ,at last he said1 ,i will do it4 ,proserpina clapped her hands4 ,she laughed and danced about4 ,six months here1 she said1 and six months on earth4 ,that will make six months of green and bloom on earth1 and six months of bare branches and empty fields4 ,every year when ,i start back to the earth1 things will begin to grow and bud and blossom4 ,that will be spring4 ,every year when ,i return to this underground world1 the leaves will fall from the trees1 the grass will become yellow1 and flowers will wither and fade4 ,that will be fall4 ,proserpina at once prepared for her journey back to the earth4 ,when she had said good-bye to ,pluto1 ,ceres's messenger led the way4 ,they passed the growling three-headed dog4 ,they passed the iron gates of ,pluto's kingdom4 ,far ahead they saw a bright light4 ,it was the sunshine of the earth4 ,they hastened toward it4 ,as they hurried along1 ,proserpina noticed that the dry fields began to change4 ,green grass sprang up in them1 and flowers4 ,a veil of green covered all the shrubs and trees1 and fruit blossoms began to unfold4 ,the farmers had been sad over the long winter4 ,now they worked merrily in the fields1 glad at the coming of spring4 ,it was not long before ,proserpina saw that she had reached the meadow in which she had gathered flowers4 ,yes1 there was the brook she had crossed without really meaning to do it4 ,there was the place where she had sat in the grass to weave wreaths4 ,and there1 at the edge of the meadow1 stood her mother's house4 ,hurrying from it and toward ,proserpina with outstretched arms was ,mother ,ceres herself4 ,oral ,exercise4 #a4 ,make believe that you are ,proserpina in the story above4 ,think how you would feel if you were in an underground palace far from your mother4 ,a classmate will play that he is ,king ,pluto4 ,ask him to let you go back4 ,speak as ,proserpina probably spoke4 ,pluto will answer you4 ,he will try to explain to you that you ought to stay with him4 #b4 ,make believe that you are the messenger from ,ceres4 ,make the deep bow that he made when he saw the king4 ,tell the king what is happening on the earth4 ,give him the message from ,ceres4 #c4 ,you and two classmates should now play the story4 ,would it be a good plan to have some one play the dog8 ,group ,exercise4 #a4 ,now three other pupils#fg should play the story1 and then three others4 ,each group will try to show the class exactly how everything happened in the story4 ,each player will try to look and act and speak exactly as he thinks the person in the story did4 #b4 ,the class will praise what is good in the playing and point out what might be done better4 #fj4 ,talking over ,plans ,why couldn't the class plan a spring festival8 ,it might be held on a ,friday afternoon4 ,every pupil could invite his parents and friends4 ,the festival would be one way of showing how glad you and your classmates are that spring has come4 ,oral ,exercise4 #a4 ,make a plan for a spring festival4#fh ,then stand before the class and tell the other pupils what your plan is4 ,the following questions may help you to make a plan that your classmates will enjoy carrying out3 #a4 ,shall the festival be held in the schoolroom or outdoors8 #b4 ,shall you decorate the room with spring flowers8 #c4 ,shall the festival begin with a march by the pupils8 #d4 ,do you know a suitable story that could be played by a group of pupils8 #e4 ,could some suitable poems be recited8 #f4 ,would it be a good plan to have each pupil play that he is a spring flower or a bird and make a riddle about himself for the visitors to guess8 #g4 ,how shall visitors be invited8 ,shall each pupil write a letter inviting somebody and mail it in the ,united ,states ,post ,office8 #b4 ,it would be fun to have you and a classmate talk the spring festival over on the class telephone4 ,of course this is only a make-believe telephone1 but two pupils can talk to each other over it just as well as if it were real4 ,tell your classmate at the other end of the telephone what you think of the spring-festival plan4 ,ask him questions about it4 ,he will ask you questions4 #c4 ,use the class telephone to invite persons to the spring festival4 ,different classmates of yours will play that they are ,mr4 ,brown and ,mrs4 ,brown and others whom you wish to invite4 ,tell them about the spring festival4 ,tell them why the class will have it1 and what it is to be like4 ,then invite them to come4 ,group ,exercise4 ,the class of course hears these telephone conversations4 ,after each one the class should talk about it with the following questions#fi in mind3 #a4 ,did the speakers telephone in clear1 pleasant voices that could easily be heard8 #b4 ,were the speakers polite to each other8 #c4 ,did the speakers make any mistakes in ,english8 ,did they pronounce any words incorrectly8 #d4 ,did the speakers say bright things that every one likes to hear8 #e4 ,can you think of anything the speakers might have said to make the telephone talk more interesting8 #fa4 ,letter ,writing ,a few days before the spring festival you will be inviting your parents and friends to come to it4 ,you could write short letters asking them to come4 ,you could take your letters to their houses or you could send the invitations by mail4#gj ,here is an invitation to the spring festival4 ,it was written1 as you see1 by a boy named ,george ,smith to his friend ,mr4 ,brown4 ---------------------------------- ,may #i1 #aiai ,dear ,mr4 ,brown3 ,come to our spring festival4 ,george ,smith ,oral ,exercise4 ,what do you think of ,george ,smith's invitation8 ,what do you think ,mr4 ,brown will say when he receives it8 ,does ,george ,smith seem to be a very polite boy8 ,how could the invitation be made more polite8 ,what should the invitation tell about the spring festival8 ,written ,exercise4 ,write one of your invitations for the spring festival4 ,put in it all that you think such an invitation should say to the one who receives it4 ,before you begin it1 notice how the following greetings are written4 ,this may help you in writing yours4#ga ,dear ,mr4 ,brown3 ,dear ,mrs4 ,brown3 ,dear ,miss ,brown3 ,dear ,friend3 ,dear ,uncle3 ,dear ,teacher3 ,group ,exercise4 ,a number of the invitations should now be copied neatly on the board4 ,then you and your classmates may point out what is good in each1 and may try to make each one better4 #fb4 ,addressing ,letters ,if you send your invitations by mail1 you will need to know how to write the addresses on the envelopes4 ,perhaps you can learn this most quickly by carefully copying addresses that are correctly written4 ,before copying them you should read them with care4 ,notice every capital letter and punctuation mark4 ,oral ,exercise4 ,read the name of the person to whom each of the following envelopes is addressed4 ,is it placed nearer the top or the bottom edge of the envelope8 ,is it nearer the right or the left edge of the envelope8 ,is it placed exactly in the middle of the envelope8 ,is the second line of the address exactly under the first line8 ,is the third line exactly under the second line8 ----------------------------- ,mr4 ,james ,smith #df ,oak ,street ,toledo1 ,ohio ----------------------------- ----------------------------- ,mrs4 ,henry ,jones #afaf ,superior ,street ,portland1 ,oregon ----------------------------- ,written ,exercise4 #a4 ,draw lines to mark off an envelope on your paper4 ,then copy the first of the addresses above4 ,mark off another envelope1 and copy the second address4#gb #b4 ,cut figures of paper the size and shape of an envelope1 and on each write one of the following addresses3 #a4 ,the address of your father #b4 ,the address of your mother #c4 ,your own address #d4 ,the address of a friend not in the class #e4 ,the address of a friend who is a classmate #fc4 ,telling ,interesting ,things ,oral ,exercise4 #a4 ,when did you last go to the circus8#gc ,of course you remember many interesting things about it4 ,think of these a minute2 then tell your classmates about them4 ,perhaps the following questions will help you remember3 #a4 ,did you see the circus come to town early in the morning8 #b4 ,did you see the men putting up the tents8 #c4 ,did you see the parade8 #d4 ,where did you buy your ticket8 #e4 ,what did you see first when you entered the tent8 #f4 ,what did you like best of all you saw and heard8 #b4 ,if you were old enough to travel with a circus1 and if your parents would allow you to go1 what should you most like to be8 ,should you like to be an animal trainer8 ,should you like to be a horseback rider8 ,should you like to be a juggler1 a tightrope walker1 or a clown8 ,tell your classmates what you would be if you could join a circus4 ,besides1 tell what that kind of performer needs to know and do4 ,tell how he does some of his tricks4 ,you and your classmates may now plan to make a book about the circus4 ,each pupil should write a page for it4 ,one could tell about the parade1 another about the tents and the seats and the rings1 another about the horses1 another about the jugglers1 another about the trapeze performers1 and so on4 ,when all the pages are finished1 they should be bound and a cover put on them4 ,on the cover might be written or printed in large letters3#gd ---------------------------------- ,,the ,,circus ,,book ,,made ,,by ,,the ,,pupils ,,of ,,miss ,,smith',s ,,class ,written ,exercise4 ,choose what you will write about for the circus book4 ,think what you can say that your classmates will enjoy reading4 ,then write the account4 ,better write a short and bright account than a long and stupid one4 ,first1 write on your paper rather rapidly the best account you can4 ,when this is finished1 read it several times and try to make it better4 ,if you were writing about the juggler1 your first1 rapidly written account might read like this3 ,,the ,,juggler ,,at ,,the ,,circus ,there was a juggler at the circus4 ,i cannot tell all the tricks he did4 ,it must take a long time to learn to do tricks4 ,i wish ,i could do some4 ,of course this first1 rapid account can be made much better4 ,it does not tell how the juggler looked4 ,it does not tell clearly what he did4 ,after you have added these and other points1 the account might be like this one3 ,,the ,,juggler ,,at ,,the ,,circus ,i saw the wonderful ,japanese juggler at the circus4 ,he was dressed in red silk4 ,he stood in the ring before all the people4 ,i saw him do one trick after another4 ,it was like magic4 ,he threw five shiny1 sharp knives up in the air4 ,he kept them flying up and down without dropping one4 ,group ,exercise4 ,some of the circus stories should be copied neatly on the board4 ,then the whole class may try to make them better before they are copied on the pages of the circus book4#ge #fd4 ,making ,riddles ,oral ,exercise4 ,make believe that you are one of the performers or one of the animals in a circus4 ,tell your classmates two facts about yourself3 7#a7 what you look like and 7#b7 what you do4 ,but do not tell what you are4 ,thus1 you might say3 ,i look just like you1 but ,i spend much of my time in a cage4 ,no1 ,i am not a monkey4 ,it is my business to be in a cage4 ,lions are afraid of me1 and ,i am afraid of them1 but you can see us side by side in the same circus cage in every parade4 ,what am ,i8 ,or you might say3 ,my face is pale1 and my clothes are white4 ,i look like a very foolish1 sad1 and solemn person4 ,everybody laughs at me4 ,i don't mind it4 ,it is my business to look silly4 ,if ,i did not look silly1 ,i should lose my place in the circus4 ,what am ,i8 ,your classmates will try to guess what you are4 ,group ,exercise4 #a4 ,some of the riddles may now be written on the board4 ,then the class will try to make them better4 ,the teacher will write each improved riddle beside the one from which it was made4 #b4 ,when everybody in the class has made a riddle1 and all the riddles have been guessed1 you and the other pupils will enjoy having a circus parade4 ,in this circus parade the whole class marches around the room and up and down the aisles4 ,each pupil plays1 as he did in making the riddles1 that he is one of the performers or one of the animals in a circus4 ,each without speaking tries to show what performer or animal he is4 ,for example1 if you are a circus horse1 show it by prancing about1 but do not lose your place in the parade4 ,if you are an elephant1 show it by your walk4 ,you might use a piece of rope or cloth for an elephant's trunk4 ,if you are a horseback rider1 show it by talking to your horse in low tones and by holding him in line4 ,if you are a clown1 show it by acting as clowns do4#gf ,if you are a musician1 play your instrument as you march4 ,perhaps the teacher will let the parade pass into the hall1 so that the piano may be played as the class marches4 #fe4 ,telling about ,wild ,animals#gg ,sometimes boys and girls play menagerie4 ,each makes believe that he is the keeper or trainer of some wild animal4 ,when his turn comes1 he stands before the class and tells about the animal that is supposed to be in a cage at his side4 ,illustration3 ,,african ,,lion ,oral ,exercise4 ,choose the animal of which you will play that you are the keeper4 ,then tell the class about this animal4 ,tell everything interesting that you know or can find out about it4 ,perhaps the following list of questions will help you to think of what to say3 #a4 ,what does the animal look like8 ,what is its size1 color1 and shape8 #b4 ,where does the animal live8 #c4 ,how does it live8 ,how does it obtain its food8 #d4 ,is the animal very different from most wild animals in any important ways8 #e4 ,can it be easily tamed8 ,group ,exercise4 #a4 ,the two following accounts are such as a make-believe trainer might give of a lion4 ,one of these is much better than the other4 ,can you tell which is the better one8 #b4 ,what do you like in the first account8 ,notice that all of the sentences begin in the same way4 ,do you like that8 #c4 ,do you like the word frames in the second account8 ,what is the difference in meaning between dangerous and cruel8 #d4 ,after each talk the class should tell whether that talk was more like the first or the second of these accounts3 ,i ,the lion is a large animal4 ,it has four legs1 one on each corner4 ,its body is covered with yellow hair4 ,it has a shaggy mane4 ,it has a long tail4 ,it lives in the wild parts of ,africa4 ,it will eat human beings4 ,,ii ,ladies and gentlemen1 the big animal that you see in this cage is a lion4 ,see his beautiful yellow coat4 ,see the shaggy mane that frames his head4 ,you probably know that the lion is a dangerous beast4 ,but do you know that he is the most dangerous and cruel of all the wild animals8 ,the father of this fine-looking specimen before you was caught in ,africa4 ,human bones and several copper bangles were found in his den4 ,illustration3 ,,bengal ,,tiger #ff4 ,making a ,little ,book ,now you and your classmates are ready to make a book about wild animals4 ,every page of the book should contain a short but interesting account of some wild animal4 ,a cover of stiff paper might have these words written or printed on it3 --------------------------------- ,a ,,book ,,about ,,wild ,,animals ,,written ,,and ,,made ,,by ,,the ,,pupils ,,of ,,miss ,,smith',s ,,room ,written ,exercise4 ,write your page#gh for the class book about wild animals4 ,better write it twice4 ,after the first1 rather rapid writing is finished1 read it over several times and try to make it better4 ,try to put better words in the places of some of those you used4 ,try to add a bright sentence or two4 ,leave out sentences and words that are not needed4 ,copy what you then have4 ,group ,exercise4 ,before each pupil's account is put in the book1 that account should be read by the class to make sure that there are no mistakes in it4 ,the class might be divided into a number of groups of five or six pupils each4 ,each group could then correct its five or six accounts4 ,the pupils of each group would work together1 correcting one account at a time4#gi ,in this work of finding mistakes the following questions#hj will be useful3 #a4 ,does every sentence in the account begin with a capital letter8 #b4 ,does every sentence end with a period or question mark8 #c4 ,is every word correctly spelled8 #d4 ,are there any mistakes in ,english8 #fg4 ,correct ,usage--,good1 ,well ,some pupils make the mistake of using the word good when they should use well4 ,the word good is correctly used to tell what sort of person or thing you are speaking of4 ,thus1 you may say1 ,he is a good writer4 ,the word well1 on the other hand1 usually tells how something is done4 ,thus1 you may say1 ,he writes well4 ,game4 ,tom plays that he is the manager of a circus4 ,his classmates want to work in the circus4 ,each one makes up his mind what kind of work he will play that he can do4 ,then one after another raises his hand and asks ,tom for a position4 ,for instance1 ,fred says3 ,tom1 have you a position for me in your circus8 ,tom answers3 ,what kind of work can you do well1 ,fred8 ,fred says3 ,i am a good ticket seller4 ,i can sell tickets well4 ,then ,nellie asks3 ,tom1 have you a position for me in your circus8 ,tom answers3 ,what kind of work can you do well1 ,nellie8 ,nellie replies3 ,i am a good cook4 ,i can cook well4 ,other pupils are good musicians1 they can play well2 or good tightrope walkers1 they can walk the tightrope well2 or good singers1 they can sing well2 or good drivers of horses1 they can drive horses well2 or good shoemakers1 they can repair shoes well4 ,after each pupil has told what he can do well1 all those who made no mistake in speaking to the manager of the circus may march around the room1 saying or singing1 ,we are good circus workers4 ,we do our work well4 #fh4 ,talking over the ,telephone ,oral ,exercise4 ,talk to a classmate over the make-believe class telephone4#ha ,play that he is the ticket seller in a circus4 ,you want to know about the prices of seats4 ,ask the time at which the doors are open4 ,ask him whether you and your two children may all go in on one ticket4 ,he will say no to the last question4 ,try to make him see that he should let you in on one ticket4 ,then telephone to other classmates4 ,the following ideas#hb for telephone talks will help you think of what to say3 #a4 ,telephone to the lion trainer4 ,tell him that you want to become a lion trainer4 ,ask him what you must do to get ready for this work4 ,ask his advice about it4 ,perhaps he will tell you something interesting about lions4 #b4 ,telephone to the keepers and trainers of other wild animals4 #c4 ,telephone to the clown1 or the juggler1 or the tightrope walker1 or the horseback rider4 #d4 ,telephone to a pupil and try to make a plan with him for going to the circus to-morrow4 ,where shall you meet him8 ,how will you prove to your parents and to your teacher that it will do you more good to spend the afternoon at the circus than in school8 #e4 ,telephone to a classmate and ask him where the circus is to be4 ,play that you are a new pupil in the school and do not know the roads and streets very well4 ,keep asking the classmate questions about how to reach the circus grounds4 ,he should answer so clearly that a stranger would not miss the way4 #fi4 ,words sometimes ,mispronounced ,oral ,exercise4 ,pronounce each of the following words clearly and distinctly as the teacher pronounces it to you4 ,then pronounce the entire list as rapidly as you can1 but still clearly1 distinctly1 and correctly4 horse because engine evening eleven lying lion address library elm perhaps something often father theater bouquet across iron parade fourth third ,game4 ,ask a classmate a question that has in it one of the words in the list above4 ,the classmate will answer your question1 using the same word from the list4 ,if he pronounces the word correctly1 he will ask a classmate a question containing another word from the list4 ,and so it will go on until every one in the class has both asked and answered a question4 #gj4 ,talking over ,vacation ,plans ,soon the school term will come to an end4 ,then the long summer vacation will begin4 ,what good times you will have6 ,perhaps your parents have already made plans for you4 ,perhaps they have planned a trip away4 ,or it may be that they will send you to the summer school4 ,or1 like most pupils1 perhaps you will spend the summer at home4 ,you will play outdoors with boys and girls who live near you4 ,oral ,exercise4 ,tell your classmates what you think you will be doing during the coming summer vacation4 ,perhaps the following questions will help you3 #a4 ,what games do you think you will play during the summer8 #b4 ,shall you go to any city parks8 ,what can you see and do there8 #c4 ,shall you go swimming or boating8 ,shall you go on a picnic to a pleasant place8 #d4 ,shall you go to the public library8 #e4 ,shall you take a trip away from home8 ,earlier in this book you read about fairies4 ,you know what wonderful things they can do4 ,they can make wishes come true4 ,if a fairy came to your schoolroom and spoke to you and your classmates1 you might be very much surprised4 ,but you would be still more surprised if the fairy stood before the class1 perhaps on the top of the teacher's desk where all could see1 and made this little speech in a tiny but musical voice3 ,boys and girls1 ,i have been very glad all the year to see you having such good times together in this room4 ,i think that young folks who enjoy school as much as you do should have a very pleasant vacation too4 ,as you see1 ,i have brought my magic wand with me4 ,watch me as ,i wave it in the air4 ,yes1 ,i am waving it more than once4 ,i want to make a ring in the air for every boy and girl in the class4 ,there1 ,i have done it4 ,now each of you may have a wish1 just as ,peter was given a wish by the strange little old man4 ,each of you may wish a summer vacation exactly as he would like it best4 ,all these wishes will come true4 ,some of you boys will probably wish for a trip to the moon in a magic airplane4 ,the trip is yours the moment you speak your wish4 ,some of you girls will probably wish to spend the two summer months in fairyland4 ,your wish1 too1 will come true4 ,now ,i must say good-bye4 ,before ,i leave ,i shall make one more circle in the air with my wand4 ,for whom is this8 ,it is for the teacher4 ,when the wishing begins1 the teacher must have a wish1 too4 ,when the fairy left the room1 the planning and wishing would begin4 ,each pupil would probably have a wish very different from that of his classmates4 ,some of the plans and wishes would be very interesting4 ,it would be fun to hear them all4 ,oral ,exercise4 ,tell your classmates how you would like to spend the long summer vacation if you could spend it any way you wished4#hc ,,notes ,,to ,,the ,,teacher 7,the page number following each note number indicates the first appearance of the note in the text7 ,note #a 7page #a74 ,although the lessons in this book are addressed to the pupil1 it will probably be advisable for the teacher to reproduce the procedure of the first ones orally and independently of the text1 rather than to confront the class at once with the printed page4 ,in some instances1 however1 it will be preferred from the beginning to work out each lesson as it stands1 the class reading and studying the text with the teacher 7the study recitation74 ,in no case should there be haste4 ,if the teacher finds that the ,christmas lessons cannot easily be reached by ,december1 or the valentine lessons by early ,february1 much depending on the class1 judicious omissions are advised4 ,the plan of the text makes this both permissible and easy4 ,the teacher is asked to read the ,preface and is strongly urged to read the entire book1 including the ,notes1 at the beginning of the year's work4 ,note #b 7page #a74 ,the spirit of play should pervade the composition period4 ,pupils should feel as free and happy as on the playground4 ,it is suggested that they be encouraged to let go when they are playing stories4 ,let there be much action1 even exaggerated action4 ,let there be unembarrassed speaking1 even if it be sometimes a little louder than necessary4 ,let there be energetic pantomime4 ,when animals are imitated1 or sleepy boys1 or elves1 let it be done with a will1 perhaps even ludicrously4 ,this freedom and abandon of play and fun will help lay the foundation for natural1 vigorous1 and interesting self-expression4 ,note #c 7page #b74 ,a number of pupils may be asked to show how the sleepy boy looked as he wakened4 ,let each one lie on the platform or floor before the class1 apparently fast asleep2 then awaken and stretch and yawn prodigiously2 and finally awake fully and realize lazily that mother is at the bedside4 ,this may represent an awakening from dreamless sleep4 ,next1 let each player awake with a start1 as ,tom may have done after his exciting dream4 ,it may be advisable with some classes1 as a preliminary warming up1 to ask that 7for example7 flying a kite1 riding a horse1 picking flowers1 sweeping and dusting a room1 rowing a boat1 be represented in pantomime4 ,note #d 7page #c74 ,no finished dramatic product is looked for in these exercises4 ,the ends are 7#a7 the pupils' keen pleasure in the activity and expression involved in the play2 7#b7 the creation of a situation that means for the pupils freedom and absence of self-consciousness2 7#c7 purposeful speech by the children in the situation2 7#d7 development of increasing interest in the story as a basis for further1 and now story-telling1 expression work4 ,no rehearsing1 no memorizing of speeches1 but originality1 extemporaneous expression1 natural1 spontaneous speech1 are desired4 ,later on1 different pupils should be asked to be managers of plays1 selecting players1 giving stage directions1 urging the actors to speak more1 to act more naturally1 etc4 ,note #e 7page #c74 ,it is desirable that all pupils take part in the dramatizations1 and not only the favored or the forward few4 ,besides1 each pupil should be encouraged to play the part as he sees it4 ,originality1 not thoughtless imitation1 is desired4 ,it is the differences that will be recognized as interesting and valuable in schoolrooms where individuality is encouraged2 and it is the differences that justify repeated playing of the same story before the same audience4 ,see ,note #eg4 ,note #f 7page #d74 ,it is astonishing and delightful how well little people do when they are permitted to take the initiative and to assume responsibility4 ,frequently pupils should be allowed to work out a play alone1 the teacher helping only when asked or when the situation calls loudly for her assistance4 ,note #g 7page #d74 ,if the purpose of language teaching is the improvement of pupils' speaking and writing1 pupils must speak and write abundantly4 ,but they must do more4 ,two garrulous housewives may gossip over the back fence for years and at the end of that time speak no better than at the beginning4 ,the same grammatical errors with which they began1 the same infelicities of expression1 the same lack of organization1 the same meager and overworked vocabulary1 the same mispronunciations and slovenly utterance1 will still be there4 ,why is this8 ,the reason indicates clearly that it is not enough that pupils speak and speak and write and write4 ,this is only half the battle4 ,in addition there must be continual attention to the problem of improvement in speaking and writing4 ,this improvement is a task of years1 and only one step can be taken at a time4 ,in these first lessons criticism should be directed mainly to the matter of the pupil's expressing himself fully4 ,see ,notes #bj and #fd4 ,note #h 7page #e74 ,as pupils suggest improvements1 ,tom's dream should be rewritten on the board1 sentence by sentence1 the point being throughout that ,tom did not tell all that he had in mind4 ,the class will greatly enjoy and profit by seeing ,tom's original bald1 fragmentary story become a vivid narrative1 full of interesting detail and realistic color4 ,see ,note #fd4 ,later this should be compared with ,tom's improved narrative as it stands on pages #e and #f4 ,pupils should not conclude1 however1 that length is necessarily a virtue in compositions4 ,what is desired is not mere fullness but fullness of interesting detail4 ,note #i 7page #g74 ,after pupils have read the introduction to the poem1 or the teacher has freely developed one 7see ,note #a71 the poem should be read aloud by the teacher1 in order that the class may be impressed at once with its rhythm and thought4 ,a second reading by the teacher1 immediately following the first1 may be advisable1 in order to deepen the first favorable impression4 ,with most classes every selection in the book should be read1 the first time1 by the teacher to the class4 ,many teachers memorize the poems1 reciting instead of reading them4 ,note #aj 7page #g74 ,some teachers will desire to use the second half of this poem4 ,judiciously employed1 that half will be greatly enjoyed by children and will1 in fact1 give added point to the first half4 ,note #aa 7page #g74 ,when the force of each word has been explained1 pupils should use it in sentences of their own and thus show that they understand its meaning4 ,note #ab 7page #h74 ,far better than the traditional correction of completed papers by the teacher at home it is for the teacher to walk up and down the aisles while pupils are busy copying1 and to point out sympathetically their mistakes1 making concrete and constructive suggestions where they are needed4 ,note #ac 7page #i74 ,the best way for the pupil to memorize1 as is well stated in ,pillsbury's ,essentials of ,psychology1 page #aib1 is to read through the whole selection from beginning to end1 and to repeat the reading until all is learned1 rather than to learn bit by bit4 ,the teacher should join the class in reading the poem aloud repeatedly1 in order that pupils may have the right emphasis and expression while they memorize4 ,note #ad 7page #i74 ,pupils will enjoy1 in this connection1 hearing some of the wonderful tales1 which might very well have been fantastic dreams1 of ,baron ,munchhausen4 ,see ,tales from ,munchhausen1 edited by ,edward ,everett ,hale 7,d4 ,c4 ,heath ,co474 ,the telling of dreams involving comical situations should by no means be discouraged4 ,the funnier they are1 other things being equal1 the better4 ,note #ae 7page #i74 ,the term group exercise designates in this book those class activities in which pupils manage the matter in hand mainly themselves1 or in which they work together on a problem as in a laboratory4 ,note #af 7page #aj74 ,it is suggested that the term sentence be used incidentally by the teacher while writing on the board4 ,the beginning capital letter and the final punctuation mark 7period or question mark7 should be pointed out1 as well as capital ,i1 also incidentally4 ,besides1 the terms punctuation mark1 period1 and question mark should receive passing notice4 ,the object is to give pupils a preliminary acquaintance with these technicalities4 ,no definition of the sentence should be attempted in this grade1 but the foundation for sentence sense may be laid successfully4 ,note #ag 7page #aj74 ,improvement here should take the form of adding interesting and significant details1 as was done on pages #d and #e in the improvement of ,tom's dream4 ,the matter of variety in expression may be lightly touched4 ,by no means should the work be formal or heavy or above the heads or interests of the pupils4 ,so far as possible let them make the suggestions4 ,note #ah 7page #aj74 ,let the dictation clearly indicate1 by a dropping of the voice and by a pause1 the end of each sentence4 ,thus the dictation work will be a drill rather than a test in the writing of sentences4 ,preparation for dictation work may include counting the capital letters in the selection to be written1 counting the periods1 etc4 ,it is suggested that occasionally the pupils be asked to repeat each sentence aloud as it is read by the teacher1 and then write it4 ,note #ai 7page #aa74 ,see page #ba for the fuller presentation of saw and seen4 ,in this connection the teacher need hardly be reminded that good ,english is largely a matter of habit rather than of knowledge1 and that repetition under stimulus and in the atmosphere of interest is the means of establishing habits4 ,of course the game is one of the best of these means4 ,note #bj 7page #ab74 ,encourage originality4 ,applaud unusual conceptions4 ,let pupils give free rein to their imaginations4 ,some of the best sentences may be written on the board1 both for their content interest and to emphasize again the capital letter at the beginning1 the punctuation mark at the end1 and capital ,i4 ,besides1 work in variety of expression or in amplification may profitably become an incident of the game4 ,thus1 a sentence like ,i saw an automobile offers a real opportunity4 ,it should be placed on the board4 ,by means of questions the class should be led to amplify it1 to give it definition1 color1 interest4 ,what sort of automobile was it8 ,was it new or old8 ,where was it8 ,who was in it8 ,etc4 ,finally the original meager sentence becomes1 ,i saw an old1 unwashed automobile that stood by the roadside with the driver asleep on the back seat1 or1 ,i saw a shining new automobile spin noiselessly down the street with three laughing children on the back seat4 ,see ,notes #g and #fd4 ,note #ba 7page #ah74 ,while the fable of the ants and the grasshoppers is occupying the attention of the pupils certain classic phrasings of its lesson may profitably be put on the board4 ,see ,proverbs1 ,chapter ,,vi1 verses #f-aa1 besides the quotations below4 ,a lesson devoted to the study of these may be given1 followed by exercises in copying and memorizing4 ,whatsoever a man soweth1 that shall he also reap4 ,work while it is day3 for the night cometh1 when no man can work4 ,there is a time for work and a time for play4 ,he that will not work shall not eat4 ,when you play1 play with all your might4 ,when you work1 do not play at all4 ,note #bb 7page #bj74 ,pupils should stand before the class as they tell their stories4 ,only when they face their classmates can they speak to them effectively4 ,there is no good in pupils' speaking unless they speak to some one4 ,they must1 like adults1 have a real audience and something to tell that audience which it does not already know4 ,or1 if there be repetition1 this must be for a purpose that is of interest to the audience and therefore to the speaker4 ,note #bc 7page #bc74 ,a little talk on ,sharp ,eyes is suggested4 ,note #bd 7page #be74 ,the expansion should not go too far4 ,there is no virtue in mere length4 ,quality of work should be emphasized4 ,besides1 one of these fables1 the shortest one1 is to be used in the subsequent exercise in copying4 ,note #be 7page #be74 ,the work in copying should be motivated by placing before the pupils the problem involved1 namely1 making an exact reproduction of the original4 ,can it be done8 ,this is the question before the class4 ,copy only a part of a fable rather than make the exercise too long4 ,see ,note #ab4 ,note #bf 7page #bh74 ,it is suggested that the room be decorated appropriately for these lessons that deal with ,indian subject matter4 ,possibly a small ,indian tepee may be pitched in one corner of the schoolroom4 ,a ,navajo rug may adorn the wall1 and pictures of ,indian weapons1 tools1 utensils1 and other articles of various kinds may be drawn in color on the board4 ,besides the book quoted in the text1 ,frederick ,starr's ,american ,indians 7,heath7 and ,gilbert ,l4 ,wilson's ,myths of the ,red ,children 7,ginn71 from the latter of which the ,indian illustrations in the present textbook have been taken with the kind permission of ,mr4 ,wilson1 will be found replete with authoritative information4 ,at the discretion of the teacher this problem of room decoration may be solved in a series of group exercises in ,english 7see ,note #ae71 each pupil expressing his views as he stands before the class4 ,pupils will enjoy drawing tepees1 tomahawks1 ,indian chiefs1 squaws1 and papooses on paper with colored crayons2 dressing dolls as ,indians2 dressing themselves as ,indians2 making tepees1 canoes1 etc4 out of paper and cardboard2 making an ,indian scene on the sand table4 ,the following are war whoops or ,indian calls3 ,ki-yi1 whoo-oo6 ,ki-yi1 ki-yi1 ki-yi1 whoo-oo6 and ,boom1 boom1 boom1 boom1 boom1 boom1 boom1 boom6 ,note #bg 7page #ci74 ,it is suggested that this exercise be preceded by a pantomime in which a pupil plays that he is wandering through the woods1 while the class pretend that they are ,indians waylaying him4 ,some may approach on the river in canoes4 ,some may follow his tracks on the ground4 ,the women and the papooses would remain in the safe background4 ,finally the boy is captured4 ,then a little extemporized dramatization takes place before the captured boy makes his speech4 ,sensitive children should perhaps be informed that such captures no longer happen4 ,note #bh 7page #dj74 ,this game is designed to help stop the incorrect use of got4 ,if some chicken feathers can be obtained1 each player may wear one4 ,note #bi 7page #da74 ,some ,indians call ,january ,cold ,moon1 ,april ,green-,grass ,moon1 ,may ,song ,moon1 ,june ,rose ,moon1 and ,november ,mad ,moon4 ,note #cj 7page #db74 ,the antidote for the and habit is not a don't but a do4 ,if pupils are trained to drop the voice at the ends of sentences and to make a pause there1 not only will many thoughtless and's remain unspoken1 but sentence sense will be developed4 ,let the class read the ,january selection in the text1 exaggerating the pause at the end of each sentence4 ,note #ca 7page #df74 ,the teacher should not hesitate to modify any game to suit the needs of the class4 ,games #a and #b on pages #df and #dg should be played on different days1 to avoid confusion4 ,few mistakes will be made in these easy games1 nor are mistakes desirable4 ,the repetition of the correct form is desirable4 ,it must not be a thoughtless repetition4 ,note #cb 7page #dg74 ,parent coperation in the work of eradicating common errors is to be sought4 ,some schools send cards to the pupils' homes1 explaining the errors for the removal of which the teachers ask the help of the parents4 ,note #cc 7page #dg74 ,pictures of fairies should now be drawn on the board1 in order to help create the proper atmosphere for the present lessons4 ,later in the month let ,christmas decorations be added4 ,perhaps a small ,christmas tree could be brought in and ornamented with inexpensive colored papers4 ,see ,note #bf4 ,the story in the text may be used for story-telling1 although it is given here merely to create an appropriate atmosphere for the pupils' stories and as a prelude to the work of the next weeks4 ,it depends very much on the class whether teachers will read or freely retell the stories and other selections in the book or whether they will utilize them for reading lessons or for study recitations4 ,with many classes it will be decidedly best for the teacher to read or reproduce the stories and selections4 ,see ,notes #a and #i4 ,note #cd 7page #fd74 ,a number of possible exercises suggest themselves here4 ,thus1 several lesson periods might profitably be devoted to each pupil's explaining how to make a toy or other ,christmas thing4 ,if correlation with manual training be possible1 pupils may actually make toys1 ,christmas cards1 ,new ,year's cards1 and calendars4 ,this may be handled dramatically4 ,pupils may play that they are a band of fairies going to ,santa ,claus to offer their services in the great toyshop4 ,one pupil is ,santa ,claus4 ,he asks each pupil to explain what he can do in the way of making ,christmas things4 ,then he puts them to work4 ,see the game in section #fg4 ,note #ce 7page #fg74 ,teachers who preserve the best riddles will find them useful means of stimulating subsequent classes to their best endeavor4 ,a riddle book may gradually be made by a teacher's successive classes1 each class contributing its best4 ,only worthy pieces of work may be included4 ,thus a school or a schoolroom tradition in ,english may be made to grow up1 whose educational value would be not inconsiderable4 ,note #cf 7page #fg74 ,an exchange of papers1 or the correction of each paper by a small group of pupils working as a team1 will often prove desirable4 ,note #cg 7page #fi74 ,very incidentally during the study of the poem1 use the word stanza to designate each of the three large sections of it1 and call attention to the interesting fact that every line of poetry begins with a capital letter4 ,note #ch 7page #gb74 ,the teacher may read or tell the class the ,spanish fairy tale ,the ,three ,wishes 7see ,wiggin and ,smith's ,tales of ,laughter1 ,doubleday1 ,page ,company74 ,the story of ,midas should be postponed until the fourth grade4 ,see ,oral and ,written ,english 7,ginn71 ,book ,one1 page #ajj4 ,note #ci 7page #gd74 ,the last lesson period preceding ,christmas may be given to the teacher's reading aloud ,a ,visit from ,st4 ,nicholas1 by ,clement ,c4 ,moore4 ,note #dj 7page #ge74 ,dictate twelve dates1 one in each month4 ,remind the pupils of the spelling of ,february and of the fact that the names of the months begin with capital letters4 ,note #da 7page #ge74 ,let children of foreign parentage tell about their unusual customs4 ,let them realize1 as they tell about their home traditions1 that they are making a most interesting contribution to the class entertainment4 ,note #db 7page #gh74 ,pupils will enjoy and profit by a pantomimic presentation of the scene1 as a preparation for the real dramatization4 ,let one pupil show how ,jack slowly and painfully rose from the ground4 ,let another show the alarmed mother1 another the wise doctor4 ,then ask each actor what the person represented might have said4 ,see ,notes #b1 #c1 #d1 #e1 #f1 and #bg4 ,note #dc 7page #hj74 ,other subjects will readily suggest themselves3 as1 a toboggan party1 making an ice rink1 trapping for muskrats or rabbits1 fishing through the ice1 ice boating1 visiting the museum1 visiting the zoo1 visiting the botanical gardens1 visiting the aquarium1 a class dance1 a class workshop for making things of wood1 paper1 or cloth4 ,the meeting may be presided over by a member of the class4 ,set speeches should be required and order maintained4 ,the discussion should not lapse into undirected1 fragmentary conversation4 ,it is not enough for a pupil to say1 ,let us go to the museum next ,saturday afternoon4 ,the speech should say when and where the class is to meet1 how long it is to stay1 what it is to do when it reaches the museum1 who the leader is to be1 whether the teacher is to be invited1 and why this plan is preferable to the others proposed4 ,for seat work the class may make a picture book of winter fun1 using colored crayons4 ,an opportunity will here be incidentally offered to impress pupils with the fact that if they could only write their thoughts they might now make a real book about winter fun1 and not simply a picture book4 ,the promise may be made that as soon as they learn to write their thoughts well1 they will be given a chance to make books4 ,note #dd 7page #ha74 ,the moment a word is mispronounced in the story-telling or other exercises1 it should be added to a list kept on the board4 ,pupils will soon become alert for errors of this kind4 ,from such a small beginning may well grow a class language conscience1 a class pride in its ,english1 and thus finally an individual conscientiousness in the use of the mother tongue4 ,note #de 7page #hc74 ,freely rendered after ,chance's ,little ,folks of ,many ,lands4 ,other books containing suitable material are ,andrews's ,the ,seven ,little ,sisters and ,each and ,all1 as well as ,peary's ,snow ,baby and ,children of the ,arctic4 ,some ,eskimos do have houses of wood1 mainly driftwood1 but others do not4 ,it is with these latter that the present lessons are concerned4 ,note #df 7page #hf74 ,it is advised that1 as pupils suggest improvements1 each account be rewritten by the teacher4 ,the improved account should be placed on the board beside the original1 so that the differences may be apparent to all4 ,teachers should guide in these criticisms and reconstructions1 but very gently1 leaving pupils free to suggest and change1 making them responsible for the improvement1 putting nothing down that does not appeal to the class1 thus confronting the pupils with the problem of making each account better and permitting them to feel and to enjoy the full challenge of this problem4 ,note #dg 7page #hi74 ,parents may be invited to hear the class recite poems4 ,this will give an occasion and reason for reviewing the poems learned during the year4 ,note #dh 7page #if74 ,it seems inadvisable1 in the present state of conflicting usage1 to follow the greeting of some letters with a comma and of others with a colon4 ,not only may this arbitrary distinction prove embarrassing when a writer does not wish definitely to commit himself as to whether his letter is strictly business or merely friendly1 but it also compels the teaching of two forms where one will do4 ,note #di 7page #ig74 ,since the question may arise1 why the subject should not become a matter of class discussion1 it is advised that emphasis be placed on the fact that each pupil would probably prefer to talk the matter over with the teacher privately4 ,few pupils would like to announce publicly their desire to be postmaster1 but all would be willing to tell this wish to the teacher alone4 ,all these individual conferences1 however1 would be impracticable for the reasons stated in the text4 ,there thus arises a real occasion and need for the personal letter from each pupil to the teacher4 ,note #ej 7page #ig74 ,this will probably prove the strategic time for a conference between the teacher and each pupil4 ,the letter written by each pupil alone should be made the occasion for this meeting4 ,sympathetic1 constructive suggestions by the teacher1 covering letter form 7just taught7 as well as the capitalization and punctuation of sentences1 will do much toward giving letter writing a promising start with the class4 ,note #ea 7page #ajc74 ,some of the best letters1 as well as some of the poorest1 should be utilized for criticism1 in order that pupils may appreciate the excellence of the best and1 on the other hand1 may have ample opportunity for constructive1 improving work in making over the poorest4 ,see ,note #bj4 ,note #eb 7page #ajf74 ,this exercise involves1 of course1 the description of each pupil by himself4 ,it is suggested that the spirit of play and fun be permitted to permeate the exercise1 in order that wooden descriptions1 mere catalogues of qualities1 may be avoided4 ,note #ec 7page #aji74 ,a committee of pupils1 or several committees1 may profitably be appointed to see that each pupil rewrites and copies neatly his sketch of himself4 ,the committee would have charge of the making of the book after each sketch has been finished4 ,during this work the need may arise of learning ways of lettering book titles4 ,then and there the teacher should study titles of books and articles with the class and inductively teach the rule that the first and every important word in a title should begin with a capital letter4 ,note #ed 7page #aac74 ,do not hurry in these critical exercises4 ,continue each one as long as the interest of the pupils will permit4 ,note #ee 7page #aad74 ,if pupils manifest a desire at this point to talk about ponies1 horses1 goats1 chickens1 ducks1 pigeons1 rabbits1 or other domestic animals1 this desire should be utilized for a series of exercises similar to those about dogs4 ,note #ef 7page #aaf74 ,pupils should arrive on their bicycles in animated talk1 should dismount and lean the bicycles very carefully against the tree4 ,then they should step cautiously into the boat4 ,when the boat leaves shore1 the boy in the stern is sitting half twisted around and talking to his dog1 while the other boy is seated squarely1 well braced1 so that he may row with steady strokes4 ,two girls may play the story as if it were about two girls4 ,note #eg 7page #aaf74 ,repetition in these dramatizations must always have a clear and justifiable purpose that pupils understand4 ,for instance1 having a new audience 7the pupils from another room or a visitor7 would usually constitute a good reason for a second performance4 ,then1 repetition before the same audience might be justified by the endeavor to improve the playing by introducing more action or more speech and thus achieving a better representation1 which the class recognizes as desirable4 ,but every wise teacher knows that the play must stop before it has lost its savor4 ,see ,note #e4 ,note #eh 7page #aah74 ,if this exercise is to reach the maximum of profit for the class1 it will include constructive work in word study1 variety in expression1 expansion by happy additions of words and sentences1 contraction1 rearrangement1 combination of sentences1 shortening of sentences1 the striking out of needless and's1 as well as attention to mistakes in grammar4 ,only one critical question should be considered at each reading4 ,note #ei 7page #abj74 ,nine pupils may work at the board at the same time1 each writing one of the nine sentences4 ,note #fj 7page #abc74 ,teachers will arrange matters tactfully1 that every pupil may receive a letter from one of his classmates4 ,pupils may write more than one letter if they wish1 but the postmaster should accept no slovenly mail4 ,note #fa 7page #abd74 ,it is recommended that this correspondence be permitted to continue as long as pupils take pleasure in it4 ,there should be allowed great freedom of content4 ,let pupils tease each other1 poke fun at each other1 even ask silly questions4 ,see ,note #b4 ,note #fb 7page #abe74 ,pronounced serez1 pro-srpi-n4a1 4a-polo1 plooto4 ,note #fc 7page #aca74 ,since the next dozen lessons or more assume the spring-time as their background1 it is strongly recommended that the room be fittingly decorated4 ,if a class excursion could be made into the woods or to a river or park1 it should be done4 ,some time during this group of lessons dramatization may take the form of playing that the schoolroom is a meadow or a wood in which pupils wander about picking flowers1 seeing birds and animals4 ,these they describe to the class4 ,note #fd 7page #acc74 ,by seeing written products grow in clearness1 force1 interest1 beauty1 and language effectiveness as the class faces the problem of improving them1 by seeing the better word displace the good and the phrase of color the colorless one1 by watching the vague thought give way to the vivid thought1 pupils will be impressed as in no other way with the fact that the first draft of any written expression1 brief or long1 is merely the first draft1 merely a basis1 a beginning1 a preliminary sketch1 for the finished written composition4 ,see ,notes #g and #bj4 ,note #fe 7page #ada74 ,by having another pupil stand before the class and speak for the pupil who is a bird1 flower1 or animal 7replying1 for instance1 ,no1 he is not a dandelion or ,yes1 he is a sparrow7 the game ,i am not is easily transformed into the game ,he is not4 ,similarly1 the games ,he has not and ,he does not may easily be devised4 ,note #ff 7page #adc74 ,a classroom correspondence1 that is1 a class exchange of riddles through the class post office1 may be desirable at this time4 ,note #fg 7page #adi74 ,the playing of this story1 the preliminary pantomime1 the discussion before and after1 the playing by different groups in friendly rivalry1 may well occupy several ,english periods4 ,note #fh 7page #aej74 ,it is recommended that a real spring festival be held4 ,see ,percival ,chubb's ,festivals and ,plays 7,harpers74 ,a committee of pupils may be appointed to take charge of it4 ,note #fi 7page #aea74 ,during the telephone game the teacher may now and then take the receiver and show what clear1 polite1 efficient telephoning is4 ,in fact1 the entire game may be played between the teacher on the one side and different pupils in succession on the other4 ,note #gj 7page #aeb74 ,sending by mail may not seem advisable in some schools2 but if it is decided on1 it should be preceded by an exercise on the writing of addresses4 ,note #ga 7page #aec74 ,the writing of the titles ,mr41 ,mrs41 and ,miss should not be made the object of any extended drill at this time4 ,pupils should know how to write them for the purposes of the present exercises and of a few of the succeeding exercises4 ,note #gb 7page #aed74 ,while some pupils are copying at their desks1 others may copy at the board4 ,the latter will write copies for class criticism4 ,then other addresses1 supplied by the teacher1 may be written from dictation or copied1 other pupils now writing at the board4 ,note #gc 7page #aee74 ,it will be delightful to decorate the schoolroom for this lesson and the lessons immediately following4 ,pictures of wild animals1 of trick riders1 of circus parades1 should be hung on the walls4 ,it would be the best of good luck if a large circus poster could be obtained and fastened on the front wall4 ,see ,note #bf4 ,note #gd 7page #aef74 ,in many schools the making of the book will be doubly enjoyed if the carrying out of the plan is put in charge of several committees of pupils1 after the work has been initiated by the teacher4 ,note #ge 7page #aeg74 ,a committee of pupils1 or several such committees1 may now take upon itself the work of helping in the improvement of the remaining circus stories1 their final copying1 and their arrangement in the book4 ,the whole class may be divided into six or eight small groups for this coperative work4 ,the teacher1 apparently in the far background1 is in reality in the thick of the work4 ,see ,note #gi4 ,note #gf 7page #aei74 ,a march may be played while the parade is on its way around the room4 ,let fun and play abound4 ,let pantomime be as extravagant as these dictate4 ,the parade may well precede as well as follow the making of riddles4 ,in fact1 there might be an alternation of making riddles with marching1 a short march following each half-dozen riddles4 ,note #gg 7page #aei74 ,wood's ,animals3 their ,relation and ,use to ,man 7,ginn7 is recommended to teachers who wish interesting and reliable information about lions1 tigers1 elephants1 and other wild animals4 ,note #gh 7page #afc74 ,for the sake of difference from the preceding oral work it may be desirable to let each animal tell its own story in the written accounts for the class book4 ,each animal may say where it came from1 how it used to live1 how it was caught1 how it likes to travel with a circus1 and what it would do if it were free again4 ,note #gi 7page #afc74 ,while this correction work is apparently entirely in the hands of the pupils1 the teacher should make the most of the situation1 first1 by allowing pupils to feel the weight of responsibility 7for a book with mistakes is no book at all1 since it cannot be shown to other pupils and teachers71 and1 second1 by imperceptibly and constructively assisting in the finding and correcting of mistakes4 ,the teacher should pass from group to group1 ready to help where help is needed1 but very cautious about interfering or dominating or overturning the delicate balance of enjoyment1 responsibility1 and coperative endeavor in any social group of workers4 ,note #hj 7page #afc74 ,only one question should be considered at one critical reading4 ,note #ha 7page #afe74 ,the more realistic this can be made1 the more fun there will be for the pupils1 and the more profit for them from the ,english teacher's point of view4 ,each child should have a telephone number4 ,a ,central should answer rings and make connections4 ,a little bell might be used4 ,toy telephones might be employed4 ,the children are to play at telephoning1 with emphasis on the play4 ,not until we have a deep stream of pleasure running in the class consciousness can we float the technical freight for whose sure delivery to the pupils the language teacher is responsible4 ,note #hb 7page #afe74 ,pupils will enjoy pretending to telephone to the animals in the circus4 ,these may tell how they like circus life1 what they think of their trainers1 whether they would like to return to their homes in the wilds1 what they think of other animals in the menagerie tent1 and which kinds of people they like to have look at them4 ,for still further variation1 the different circus animals1 as well as the circus people1 may telephone to each other4 ,note #hc 7page #afh74 ,if written work be desired at this time1 it is suggested that this oral exercise be followed with the making of a book of vacation wishes or vacation plans4 ,,index 7,the numbers refer to pages4 ,the ,notes designated are the ,notes to the ,teacher1 printed at the end of the text7 ,address on envelope1 #aec1 #aed1 #aee ,alcott1 ,louisa ,m41 ,jack and ,jill1 #gf1 #gg1 #gh ,allingham1 ,william1 ,a ,child's ,song1 #ed ,and habit1 the1 #db1 #gb1 #hf1 #ajg2 ,notes #cj and #eh ,bible1 quotations from1 ,note #ba ,bird1 ,robert ,m41 ,the ,fairy ,folk1 #eb ,came1 #aai1 #abj ,can1 may1 #ib1 #ic1 #id ,capitalization1 ,notes #af1 #dj1 and #ec2 drill in1 #h1 #aa1 #be1 #cg1 #de1 #fg1 #gb1 #hf1 #aai1 #adc1 #afc2 sentences1 #aa1 #be1 #cg1 #fg1 #gb1 #hf1 #ii1 #aah1 #afc2 months1 #da1 #db1 #dc1 #de1 ,note #dj2 ,i1 #dc2 names of persons1 #ij1 #ia2 titles1 #aec2 to begin every line of poetry1 ,note #cg ,ceres1 ,the ,daughter of1 #abe-abi2 ,ceres and ,apollo1 #acc-ach2 ,ceres and ,pluto1 #add-adi ,christmas1 ,notes #cc1 #cd1 #ci1 and #da ,circus1 #aee-aff ,colon1 #if1 #ii1 #abc1 #aec ,comma1 #gd ,committee of pupils1 ,note #ec ,completing unfinished story1 #c1 #d1 #gb1 #gc1 #gd1 #aad1 #aaf1 #aag1 #aah1 #aai ,copying1 #h1 #aj1 #be1 #cg1 #de1 #fg1 #if1 #aai1 #adc1 #aed2 ,notes #ab and #be ,correct ,usage1 ,notes #ai1 #bh1 and #cb2 saw1 #aa1 #ab2 saw1 seen1 #ba1 #bb1 #bc1 #aai1 #abj2 have1 #dj1 #da2 did1 done1 #de1 #df1 #dg1 #aai1 #abj2 rang1 sang1 drank1 #gj1 #ga2 may1 can1 #ib1 #ic1 #id2 no1 not1 never1 #aji1 #aaj1 #aaa2 went1 came1 #aai1 #abj2 ,i am not1 #ada2 good1 well1 #afc1 #afd ,correlation1 ,notes #bf and #cd ,criticism of compositions1 #d1 #e1 #f1 #i1 #aj1 #aa1 #ai1 #bj1 #bf1 #db1 #dc1 #ea1 #gb1 #gc1 #hf1 #ij1 #ig1 #ih1 #ii1 #ajj1 #aja1 #ajb1 #ajc1 #aji1 #aac1 #aad1 #aaf1 #aah1 #abc1 #abd1 #acb1 #acc1 #aci1 #adj1 #adb1 #adc1 #adi1 #aea1 #aec1 #aeg1 #aeh1 #afa1 #afc1 ,notes #g1 #h1 #ab1 #ag1 #cf1 #ej1 #ea1 #ec1 #fd1 and #gi2 questions for1 #bf1 #cf1 #db1 #dc1 #fg1 #gb1 #hf1 #ij1 #ih1 #ii1 #ajc1 #aad1 #aaf1 #aah1 #abc1 #abd1 #aci1 #adj1 #aea1 #afc1 ,note #hj ,dates1 #gd1 #ge1 #abd2 ,note #dj ,decoration of schoolroom1 ,notes #bf1 #cc1 #fc1 and #ge ,description1 exercises in1 #h1 #db1 #eb1 #ajf1 #aab1 #aac1 #aeh1 #afj1 #afa1 #afc2 ,notes #eb and #fc ,dictation1 #aj1 #cg1 #fg1 #gc1 #hf1 #if1 #adc2 ,note #ah ,did1 done1 #de1df1 #dg1 #aai1 #abj ,doesn't1 ,note #fe ,dogs1 #aaa-abc ,double negative1 #aji1 #aaj1 #aaa ,dramatization1 #a1 #b1 #c1 #h1 #aj1 #ae1 #af1 #bf1 #ca1 #cb1 #cc1 #ch1 #ci1 #db1 #fd1 #fi1 #gj1 #ge1 #hd1 #hi1 #ia1 #ib1 #aad1 #aaf1 #aag1 #acj1 #ach1 #aci1 #adj1 #adi2 ,notes #b1 #c1 #d1 #e1 #f1 #bg1 #db1 #ef1 #eg1 and #fc ,drank1 #gj1 #ga ,dreams1 telling1 #a1 #b1 #c1 #d1 #e1 #f1 #i1 #aj1 #ab2 ,note #ad ,eastman1 ,charles ,a4 7,ohiyesa71 ,an ,indian ,boy's ,training1 #bi2 starting a fire1 #ce2 character of ,indian life1 #ch ,eskimos1 #hb1 #hc1 #hd1 #he1 #hf2 ,note #de ,explanation1 #bh1 #ce1 #cf1 #ci1 #ge1 #gi1 #hj1 #aaa1 #aaf1 #aba1 #abc1 #acj1 #aej1 #aei1 #afj1 #aff1 #afg1 #afh2 ,notes #cd and #dc ,fables1 #ac-be2 ,the ,ants and the ,grasshoppers1 #ac ,fairies and fairy stories1 #a-h1 #dg-gd1 #afg1 #afh ,foreign children1 ,note #da ,game1 #ab1 #bb1 #bc1 #dj1 #dd1 #de1 #df1 #dg1 #ga1 #ij1 #id1 #aji1 #aaa1 #aai1 #aba1 #afd1 #aff2 ,notes #bh1 #ca1 and #fi ,good1 well1 #afc1 #afd ,got1 #dj1 #da ,greeting of a letter1 #if1 #ig1 #ii1 #abc1 #aec2 ,note #dh ,group exercise1 #i1 #ai1 #bj1 #bf1 #cd1 #cf1 #db1 #dc1 #de1 #ea1 #fg1 #gb1 #ha1 #he1 #ie1 #ajc1 #ajg1 #ajh1 #aad1 #aag1 #aah1 #acb1 #acc1 #aci1 #adj1 #adc1 #adi1 #aea1 #aec1 #aeg1 #aeh1 #afa1 #afc2 ,notes #ae1 #ec1 #eh1 and #gi ,hasn't1 ,note #fe ,have1 got1 #dj1 #da ,hood1 ,thomas1 ,queen ,mab1 #g ,i1 #dc ,i am not1 #ada2 ,note #fe ,improvement in ,english1 #d1 #e1 #f1 #aj1 #ai1 #be1 #ce1 #cf1 #db1 #fe1 #ff1 #fg1 #gb1 #ha1 #hb1 #hf1 #ij1 #ih1 #ii1 #ajj1 #aja1 #ajc1 #ajg1 #aji1 #aac1 #aah1 #acc1 #adb1 #adc1 #adi1 #aea1 #aec1 #aeg1 #aeh1 #afa1 #afc2 ,notes #g1 #h1 #ag1 #bj1 #bd1 #df1 #ej1 #ea1 #ec1 and #fd ,indention1 #if1 #abd ,indian ,boy's ,training1 ,an1 #bi ,indians1 #bh-dg2 ,notes #bf and #bi ,individuality1 ,notes #e and #bj ,initiative1 ,note #f ,isn't1 ,note #fe ,letter writing1 #ie-ajc1 #abc1 #abd1 #aeb-aee2 ,notes #di1 #ej1 and #ff ,making a book3 class picture book1 #ajg-aji2 dog picture book1 #aad2 circus book1 #aef1 #aeg2 book about wild animals1 #afb1 #afc ,may1 can1 #ib1 #ic1 #id ,memory exercise1 #i1 #ei1 #fi1 #hi2 ,note #ac ,months1 #da-de2 ,note #bi ,mr41 ,mrs41 ,miss1 #aec2 ,note #ga ,names1 writing1 #ij1 #ia ,negative words1 #aji-aaa ,observation1 #bb1 #bc2 ,note #bc ,optional work4 ,see the ,preface ,oral ,composition4 ,not listed1 since practically every page of the book would be included ,pantomime1 #b1 #h1 #ab1 #ae1 #af1 #ag1 #ca1 #cb1 #cc1 #fi1 #ge1 #gh1 #hd1 #hi1 #aad1 #aaf1 #aag1 #ach1 #aci1 #adj1 #aei2 ,notes #b1 #c1 #bg1 #db1 #ef1 and #gf ,parent coperation1 ,notes #cb and #dg ,period1 #h1 #aa1 #be1 #fg1 #gb1 #hf1 #aah1 #abj1 #aba1 #afc ,peter and the ,strange ,little ,old ,man1 #dg2 ,peter ,visits the ,strange ,little ,old ,man's ,workshop1 #ef ,picture1 as basis for composition 7see ,notes #bf and #cc73 frontispiece2 ,safely ,first1 #bg2 ,an ,unfinished ,story1 #aae2 ,a ,story to ,finish1 #abb ,picture1 making a1 with colored chalk or crayon1 #h1 #ce1 #cf1 #ea1 #eb1 #ee1 #fd1 #hi2 ,notes #bf and #cc ,poem1 study of3 ,queen ,mab1 #f-i2 ,the ,fairy ,folk1 #eb2 ,a ,child's ,song1 #ed1 #ee2 ,the ,light-,hearted ,fairy1 #fh-gj2 ,jack ,frost1 #hg-hi2 ,mr4 ,nobody1 #ajd-ajg ,post office1 class1 #id1 #ie1 #ig1 #ajb1 #ajc1 #abd2 ,notes #fj and #ff ,posture1 pupil's1 while speaking1 #bj1 #ajg ,project4 ,see ,situation4 ,see also ,note #df ,pronunciation1 #bc1 #bd1 #cd1 #ha1 #hb1 #abd1 #abe1 #aff2 ,notes #dd and #fb ,punctuation1 ,note #af2 sentence1 #h1 #aa1 #be1 #cg1 #fg1 #gb1 #hf1 #ii1 #aah1 #aai1 #adc1 #afc2 period1 #h1 #aa1 #be1 #cg1 #fg1 #gb1 #hf1 #aah1 #abj1 #aba1 #afc2 comma1 #gd2 letter1 #ie1 #if1 #ig1 #ii1 #abd2 colon1 #if1 #ii1 #abc2 question mark1 #abj1 #aba1 #abd1 #afc ,question mark1 #abj1 #aba1 #abd1 #afc ,questions used in criticism of oral and written compositions1 #bf1 #cf1 #db1 #dc1 #fg1 #gb1 #hf1 #ij1 #ih1 #ii1 #ajc1 #aad1 #aaf1 #aah1 #abc1 #abd1 #aci1 #adj1 #aea1 #afc2 ,note #hj ,rang1 #gj1 #ga ,responsibility1 ,note #f ,review4 ,see ,group exercise4 ,see also ,notes #ae and #dg ,rhythm in poems1 #ee1 #fh1 #fi1 #gj ,riddles1 #dd1 #de1 #fe1 #ff1 #fg1 #ada1 #adb1 #adc1 #aeh1 #aei2 ,note #ce ,safety ,first1 #bf1 #bg ,salutation of a letter4 ,see ,greeting ,sang1 #gj1 #ga ,saw1 seen1 #aa1 #ab1 #ba1 #bb1 #bc1 #aai1 #abj ,sentence study1 #aj1 #aa1 #bd1 #be1 #cd1 #ce1 #cf1 #dc1 #dd1 #fg1 #ga1 #gb1 #gc1 #hf1 #id1 #ig1 #aac1 #aai1 #abj1 #aba1 #acc1 #adc1 #aeg1 #aeh1 #afc2 ,notes #af and #eh ,setoun1 ,gabriel1 ,jack ,frost1 #hg1 #hh ,situation1 long 7see the ,preface73 dreams1 #a-ab2 fables1 #ac-be2 ,indians1 #bh-dg2 fairies and ,santa ,claus1 #dg-gd2 winter1 ,eskimos1 ,jack ,frost1 #hj-ib2 valentines1 #id-aji2 dogs1 #aaa-abc2 spring-time1 #abe-aea2 circus1 #aee-aff2 vacation plans1 #aff-afh ,spelling1 #aa1 #cg1 #db1 #de1 #fg1 #gb1 #hf1 #aai1 #acb1 #adc2 ,note #dj ,spring festival1 ,note #fh ,stanza1 #ee1 #fi1 #hi1 #ajf2 ,note #cg ,story-telling1 #c1 #d1 #i1 #aj1 #ah1 #ai1 #bj1 #ba1 #bd1 #bf1 #dg1 #ea1 #ef1 #fd1 #gb1 #gc1 #gd1 #gf1 #gh1 #gi1 #aah1 #abc1 #abe1 #acc1 #add2 ,notes #bb and #ch ,study recitation1 the1 ,notes #a and #cc ,telephone directory1 making a1 #ij1 #ia ,telephoning1 #ij-ib1 #aea1 #afe2 ,notes #fi1 #ha1 and #hb ,telling interesting things1 #bh1 #ce1 #cf1 #ch1 #ci1 #ge1 #hb-hf1 #aaa1 #aca1 #aee1 #afj ,titles1 #aec2 ,note #ec ,unfinished story1 completing1 #c1 #d1 #gb-gd1 #aad1 #aaf-aai ,vacation plans1 #aff1 #afg1 #afh ,valentine projects1 #id1 #ie1 #ig1 #ajb1 #ajc ,variety in expression1 ,note #eh ,voice1 #bj1 #ajg1 #aea2 ,note #cj ,well1 good1 #afc1 #afd ,went1 #aai1 #abj ,word study1 #g1 #cc1 #cd1 #ce1 #ee1 #fi1 #gb1 #aah2 ,notes #aa and #eh ,written composition1 #de1 #ig1 #ajb1 #ajh1 #aad1 #aah1 #abc1 #abd1 #adc1 #aef1 #afc2 ,notes #dc1 #di1 and #fd 99 99 99 99 99 ,transcriber's ,notes3 ,pronunciation key for ,note #fb3 indicates a long vowel 7macron above71 o and i indicate short vowels 7breve above71 and 4a appears as the a with a dot above4 ,phonetics shown in note #fb are more easily read in the html version of this book4