Graded Lessons in English | Page 6

23. Birds chirp. 24. Gentle cows. 25. Eagles are soaring. 26. Bees ice. 27. Working bees. 28. Bees work. 29. Crawling serpents. 30. Landscape piano. 31. Serpents crawl. 32. Eagles clock. 33. Serpents crawling.

LESSON 5.
REVIEW QUESTIONS.
Illustrate, by the use of a, b, and p, the difference between the sounds of letters and their names. Letters are the signs of what? What is an idea? A spoken word is the sign of what? A written word is the sign of what? How do they differ? To what four different things did we call attention in Lesson 1?
How are vowel sounds made? How are the two kinds of consonant sounds made? What are vowels? Name them. What are consonants? What is artificial language, or language proper? What do you understand by natural language? What is English grammar?
What three kinds of expressions are spoken of in Lessons 3 and 4? Give examples of each. What is a sentence?

LESSON 6.
ANALYSIS.
On the following sentences, let the pupils be exercised according to the model.
+Model+.--Intemperance degrades. Why is this a sentence? Ans.--Because it expresses a thought. Of what is something thought? Ans.--Intemperance. Which word tells what is thought? Ans.--Degrades.
1. Magnets attract. 2. Horses neigh. 3. Frogs leap. 4. Cold contracts. 5. Sunbeams dance. 6. Heat expands. 7. Sunlight gleams. 8. Banners wave. 9. Grass withers. 10. Sailors climb. 11. Rabbits burrow. 12. Spring advances.
You see that in these sentences there are two parts. The parts are the +Subject+ and the +Predicate+.
+DEFINITION.--The Subject of a sentence names that of which something is thought+.
+DEFINITION.--The Predicate of a sentence tells what is thought+.
+DEFINITION.--The Analysis of a sentence is the separation of it into its parts+.
Analyze, according to the model, the following sentences.
+Model+.--Stars twinkle. This is a sentence, because it expresses a thought. Stars is the subject, because it names that of which something is thought; twinkle is the predicate, because it tells what is thought.
+To the Teacher+.--After the pupils become familiar with the definitions, the "Models" may be varied, and some of the reasons maybe made specific; as, "Plants names the things we tell about; droop tells what plants do," etc.
Guard against needless repetition.
1. Plants droop. 2. Books help. 3. Clouds float. 4. Exercise strengthens. 5. Rain falls. 6. Time flies. 7. Rowdies fight. 8. Bread nourishes. 9. Boats capsize. 10. Water flows. 11. Students learn. 12. Horses gallop.

LESSON 7.
ANALYSIS AND THE DIAGRAM.
+Hints for Oral Instruction+.--I will draw on the board a heavy, or shaded, line, and divide it into two parts, thus:
| ===========|============ |
We will consider the first part as the sign of the subject of a sentence, and the second part as the sign of the predicate of a sentence.
Now, if I write a word over the first line, thus--(doing it)--you will understand that that word is the subject of a sentence. If I write a word over the second line, thus--you will understand that that word is the predicate of a sentence.
Planets | revolve ============|=========== |
The class can see by this picture that Planets revolve is a sentence, that planets is the subject, and that revolve is the predicate.
These signs, or illustrations, made up of straight lines, we call +Diagrams+.
+DEFINITION.--A Diagram is a picture of the offices and relations of the different parts of a sentence+.
Analyze and diagram the following sentences.
1. Waves dash. 2. Kings reign. 3. Fruit ripens. 4. Stars shine. 5. Steel tarnishes. 6. Insects buzz. 7. Paul preached. 8. Poets sing. 9. Nero fiddled. 10. Larks sing. 11. Water ripples. 12. Lambs frisk. 13. Lions roar. 14. Tigers growl. 15. Breezes sigh. 16. Carthage fell. 17. Morning dawns. 18. Showers descended. 19. Diamonds sparkle. 20. Alexander conquered. 21. Jupiter thunders. 22. Columbus sailed, 23. Grammarians differ. 24. Cornwallis surrendered.
* * * * *
LESSON 8.
SENTENCE-BUILDING.
You have now learned to analyze sentences, that is, to separate them into their parts. You must next learn to put these parts together, that is, to build sentences.
We will find one part, and you must find the other and do the building.
+To the Teacher+.--Let some of the pupils write their sentences on the board, while others are reading theirs. Then let the work on the board be corrected.
Correct any expression that does not make good sense, or that asserts something not strictly true; for the pupil should early be taught to think accurately, as well as to write and speak grammatically.
Correct all mistakes in spelling, and in the use of capital letters and the period.
Call attention to the agreement in form of the predicate with the subject. See Notes, p. 163.
Insist on neatness. Collect the papers before the recitation closes.
+CAPITAL LETTER-RULE.--The first word of every sentence must begin with a capital letter+.
+PERIOD--RULE.--A period must be placed after every sentence that simply affirms, denies, or expresses a command+.
Construct sentences by supplying a subject to each of the following predicates.
Ask yourself the