self-help english lessons

7/27/2019 Self-Help English Lessons

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Self-HelpEnglish LessonsFirst Book

By JuliaHelen Wohlfarthformerlyrincipalof Horace Manti Elementarychool

Teachers College,olumbia Uni'versity/oinluthor of '"'"Nenv-ff^orld Speller'"nd

^'"E'verydayords''''

Illustrated byFrederick Richardson

' J-" o ''

Yonkers-on- Hudson, New YorkWorld Book Company

94150


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WORLD BOOK COMPANYTHE HOUSE OF APPLIED KNOWLEDGE

Established, 1905, by Caspar W. Hodgsonyonkers-on-hudson, new york2126 Prairie Avenue, Chicago

The outstanding demand of the present eraupon the schools is that educational proc-sses

be socialized as the most direct meansof cultivatinga spiritof genuine democracy.Since language is the fundamental social ac-ivity,

the teaching of English must play animportant role in realizing the ideal set be-orethe schools. The books of the Self-Help English Lessons series represent theresponse of publishers and authors to thechallenge of the times. While in no degreecurtailingindividual development, they seekto teach language in such a way that its so-ialsignificancewill be more or less con-ciously

realized from the outset, and itsrelation to good citizenshipwill become thor-ughly

established in the higher grades

" " "" "

WSHEL : FB Reg.-s

Copyright,1921, by World Book CompanyCopyright in Great Britain

All rightsreservedPRINTED IN U.S.A.


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\ \^ \FOREWORD

-' IThe title "Self -Help English Lessons'.' clearlysets forth

the general purpose of the series of textbooks of whichthis is a unit. The books aim to teach children not onlyto use the English language correctlyand effectively,ndto enjoy it with constantlygrowing appreciation,ut alsoto become independent and self-reliant in their efforts toreach the- goal.

In pursuance of these aims, the books are, as far as ispossible,self-teaching.While this quality by no meanseliminates the teacher, the books, instead of being tools inher hands, become her allies.

This book occasionallycalls for unstudied dictation exer-ises,and a few other lessons requiringthe use of matter

that the pupilsshould not see in advance. In order thatthis matter may be conveniently at hand, a "Teacher'sSupplement" containingit all will be given free of chargeto all teachers whose pupils use this book. The supple-entis small, and may be pasted into the desk copy ofthe language book.

Although the three books of the "Self -Help EnglishLessons" series are self-teaching,the book for teachersentitled "Self-Help Methods of Teaching English" willprove invaluable to experienced and inexperienced teach-rs

alike. The advent of projects,the emphasis nowplaced on oral composition, and the necessity for train-ng

in self-helpethods of study have introduced newand perplexing problems that tax the resources of thestrongest teacher. "Self -Help Alethods of Teaching Eng-


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vi Foreword

lish" gives a wealth of practical suggestions for dealingwith these and other types of English problems.

Special acknowledgment for invaluable assistance ismade to the following teachers: Miss Lillian E. Rogers,Principal of the Friends' West Philadelphia School;Miss Katherine Morse of the New York Training Schoolfor Teachers; Dr. Frank M. McMurry, Professor of Ele-entary

Education at Teachers College, Columbia Uni-ersity;and Mr. John J. Mahoney, Massachusetts StateSupervisor of Americanization and Principal of the LowellState Normal School.

Grateful acknowledgment is made to the followingpublishers for permission to use copyright matter: TheCentury Company for a poem by Mary Mapes Dodge;Charles Scribner's Sons for poems by Henry van Dykeand Robert Louis Stevenson; the John Lane Companyfor a poem by John Bannister Tabb; Everyland for apoem by Virginia Woods Mackall; and The Independentfor a poem by Alice May Douglas. The selections from theworks of Henry W. Longfellow and of Frank DempsterSherman are used by permission of, and by special arrange-ent

with, Houghton Mifflin Company, the authorizedpublishers. " "Bobbie Trotter's New Year's Gift" wassuggested by a story by Emilie Poulsson, and was writtenwith her consent.


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CONTENTS

Third GradeSECTION

Two Ways of Telling a StoryTelling Vacation Stories

.

Hints for Story-Tellersand ListenersMore Story-Telling .Reciting Favorite Poems .Making Clear Word PicturesStudying Stories about PetsTelling Pet Stories .Telling a Class StoryDaily Drill Exercises " Pronouncing Words CorrectlyA Language Game " On the Road to LondonStudyingQuestion SentencesAsking and Answering QuestionsTelling Stories from PicturesTelling Animal Stories ....Study of a Story " The Giant and the SheepPlaying the StoryDaily Drill Exercise " Pronouncing Words CorrectlyCopying SentencesCorrecting the SentencesCopying Sentences

. . . , .

Writing the Names of Persons ....Telling "Good-Times" Stories ....Study of a Poem " Who Loves the Trees Best ?Daily Drill Exercise " Correct Use of Is and AreCopying SentencesTwo Ways of Arranging SentencesCopying a ParagraphAutumn ChangesMaking and Guessing RiddlesCopying a ParagraphStudy of a Poem " AutumnDaily Drill Exercise " Pronouncing Words CorrectlySpelling ReviewStudy of a Poem " Autumn Leaves

PAGE

36789

lO

12

13141517i821

21

22

22

25262729293031323435363839404041424344

vu


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Vlll ContentsSECTION

37383940

PAGE

Copying LessonStudy of a Story " The Camel and the Goat

.

Playing the StoryDaily Drill Exercise " Correct Use of Was and WereStory-Telling Week ......

41. Copying a Note ......42. Dictation Lesson ......43. Writing the Names of the Days of the Week .44. Daily Drill Exercise " Pronouncing Words Correctly45. Playing Santa Claus46. Being a Real Santa Claus .....47. Conversation Lesson " Poem, "Which Loved Best ? '48. Conversation Lesson " Helping at Home49. Improving Stories . . . . . .50. TellingHelping Stories51. Dictation Lesson ......52. Daily Drill Exercise " Correct Use of Isnt, etc.53. A Language Game " Colors ....54. Following Directions .....55. A Language Game " FollowingDirections56. Dictation Lesson57. A Story to Learn " The Boy and the Nuts58. Study of a Poem " Hiawatha's Childhood59. Writing a Class Story60. Daily Drill Exercise " Correct Use of Teach and Learn61. Conversation Lesson " Birds in W^inter

.

62. Conversation Lesson " Bird Friends63. Dictation Lesson64. Writing Notes .65. TellingSecrets66. Daily Drill Exercise " Pronouncing Words Correctly67. Fables to Learn ......68. Study of a Poem " Sympathy69. Describing Clearly70. Describing Toys71. Telling Stories from a Picture ....72. Writing Riddles73. Guessing the Riddles74. A Language Game " Have You Seen My Lamb ?


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Contents IXSECTION

75. SpellingReview76. Dictionary Lesson77. Conversation Lesson " Politeness .78. Conversation Lesson " Helping at School79. Daily Drill Exercise " Correct Use of Saw and Seen80. Language Game " On the Road to London81. Writing the Names of Places

.

82. Study of a Story " The Fairies Who Changed Work83. Playing the Story .84. Writing Questions and Answers85. Telling Stories from a Picture

.

86. Fables to Learn87. Dictionary Lesson

.

88. Writing Stones from Pictures.

89. Criticizingthe Picture Stories.

90. Daily Drill Exercise " Correct Use of Did and Done91. A Language Game " Who Did It?92. Copying Lesson ......93. Following Directions " IVIakingPinwheels94. WTiat Language Has to Do with Number Work95. What Language Has to Do with Other Subjects96. Telling Stories from Pictures ....97. Study of a Poem " The Bluebird .98. Daily Drill Exercise " Correct Use of Ran and Run99. Study of a Poem " The Raindrops' Ride

100. Writing a Storyloi. Copying and Dictation ....102. Dictation Lesson103. Conversation Lesson " Our Country104. Daily Drill Exercise " Correct Use of Come and Came105. Copying Lesson106. Telling Secrets

. . .

107. Stories to Learn108. Study of a Story " The King and the Bee109. Playing the Storyno. SpellingReview111. Telling a Class Story ....112. Writing Stories113. Correctingthe Stories ....

PAGE

84858687888990919595969698989999

lOI102

103104105105106

107108109109no

no

in

112

112

112

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ContentsSECTION

114. Daily Drill Exercise " Correct Use of Went and Gone115. Study of a Poem " Springtime116. Copying Lesson117. Answering an Invitation .118. TellingStories about Bees119. Writing a Good-by Letter120. Some Questions to Answer

Summary of Rules LearnedBooks for Summer ReadingAmerica ....

I.

2.3-4-5-6.7-8.9-

10.

II.

12.

I3--14.IS-16.17-18.19.20.21.22.

23-24.25-26.

"rectly

Fourth GradeBobby Trotter's New Year's GiftTelling Vacation Stories

.

Writing Dates.

TellingStories from a PictureStudying Beginning SentencesTellingStories .'Copying LessonDictation LessonReviewing PoemsReviewing Stories .Daily Drill Exercise " Pronouncing Words CorStories to Learn

....

Following Directions " Making a BoxExplaining How Things Were MadeSpelling Review

....

Study of a Poem " Autumn Fires.

Group Story-TellingAnother Autumn Poem " GoldenrodCopying Lesson ....Telling Stories from a Picture

.

Writing a Story ....Daily Drill Exercise " Pronouncing Words CorrectlyStudy of Titles ....Making Titles for Stories and PicturesFinishing Stories ....Stories to Learn ....


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Contents XISECTION

27. Daily Drill Exercise " Correct Use of "Have No," "HasNo," etc.

28.29.d"o-31-i2.2"3-34-35-36.37-38.39-40.

41.42.43-44.45-46.47-48.49-SO.51-52.S3-S4-ss-

S6.S7-S8.S9-60.61.62.

A Language Game " Trades and Tools.

ContractionsStudy of a Story " Rhodopis and Her SlippersPlaying the StoryConversation Lesson " Hallowe'en Fun

.

Describing Jack-o'-LanternsDictation LessonStudy of a Story " Falling Leaves .Converscition Lesson " The Uses of LeavesWriting "Correct Use" SentencesDaily Drill Exgrcise Correct Use of Give,Gave, and GivenCopying Sentences ....Study of Two Poems " The Difference ; Daylight and

MoonlightSpellingReviewStudy of a Picture " A Pilgrim SchoolWriting StoriesConversation Lesson " The "Thank- You" DayDaily DriU Exercise " Correct Use of Grew, Blew, etc.A Language Game " Asking and Answering QuestionsGetting Ready for Christmas .Studying and Writing a Christmas NoteAfter-Christmas StoriesDescribing Two Christmas TreesWriting "Thank- You Letters" .A Language Game " The Birthday PartyConversation Lesson " Thrift

.

Conversation Lesson " Another Form of ThriftDaily Drill Exercise " Correct Use of Rang, Rung,

Simg ........Letter WritingWriting Addresses ......Another Lesson in Letter WritingConversation Lesson " Our Friends in Other LandsStudy of a Poem " The Land of Storybooks .Study of a Poem " Windy Nights .Copying and Dictation

Sang

PAGE

157

162163163164164166167167169

169171171172174174175176176178178180180181182

183185186187189191193193


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xii ContentsSECTION PAGE

63. Explaining How Things Are Done ....64. Answering Questions65. Asking and Answering Questions ....66. Daily Drill Exercise " Correct Use of May and Can67. SpellingLesson ........68. Dictionary Lesson69. Study of a Story " The Country Mouse and the City

Mouse70. Playing the Story71. A Story of George Washington72. Telling Hero Stories .73. Picture Writing " Selection from Hiawatha74. Explaining the Picture Writing ....75. A Study of Word Pictures76. Conversation Lesson " Our Friends in Other Lands77. A New Use of the Apostrophe " Possessives .78. Copying Lesson79. Dictation Lesson80. DaUy Drill Exercise " DonH and DoesnU81. A Language Game .......82. Stories to Learn83. Keeping a Diary " Getting Ready84. Telling a Story from a Picture ....85. Answering a Letter86. Starting the Diaries87. Abbreviations of the Days of the Week and the Months88. Study of Poems " What Robin Told; Pussy Willow's

Secret89 . Conversat ion Lesson " The Importance of Good Manners90. Daily Drill Exercise " Correct Use of / and Me91. Story Telling92. Writing Stories93. Writing Conversation in Stories " Quotation Marks94. Another Way of Arranging Quotations95. Conversation Lesson " Safety First ....96. Study of a Story " Mother Sunshine's Victory97. Playing the Story98. Study of a Poem " Under the Ground90 Letter Writing


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Contents Xlll

SECTIO^f

lOO.

lOI.

I02.

103.

104.

105.106.

107.108.

109.no.

III.

112.

113-

114.115-116.

117.118.

119.120.

PAGE

Spelling Lesson 233A New Use of the Comma in Writing Conversation "

With Name of Person Spoken To... .

234Reading Diary Stories 235Daily Drill Exercise " Correct Use of Those and Them

.236

Traveling Seeds.

237Answering a Question 238Copying Lesson 239Study of a Story " The South Wind and the Dandelion

.239

Another Use of the Comma in Writing Conversation "With 'Yes and No 240

Making and Guessing Riddles 242Writing the Riddles 242Conversation Lesson

"Thrift 243

Explaining Quotation IVIarks 243Conversation Lesson

"Our Friends in Other Lands

.244

Writing a Letter 246Study of a Poem " Rain in Summer

. .

'

. .246

The Uses of Rain 247Study of a Poem " Hide and Seek 247Dictation Lesson 248Making Books for the Grade Library

....249

Some Questions to Answer 249Summary of Rules Learned 250Books for Summer Reading 252Index

..,.,. o .. .253


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THIRD GRADE

TO THE GIRLS AND BOYS OF THE

THIRD GRADE

The long summer vacation is over,and here you are at school again. Areyou glad to be in the third grade ? Manyof-you are in a new room and have a newteacher, and all of you have many newthings to think about and to do.

And, of course, you all have newbooks. Here is one for you. It con-ains

many pictures and stories,but itis not a reader. It is not a speller,ndit is not a nature-study book. What isit? If you will read the first lesson inclass with your teacher, you will findthe answer to the riddle,and you willalso discover what good times are aheadfor you.

Did you ever play so hard that theplay seemed like work ? This book willhelp you to find out how very muchlike play some work can be. The authorhopes that you will enjoy using thebook as much as she has enjoyed writ-ng

it for you. May the third-gradeyear be full of happy days !


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Self-Help English ' Lessonsf--^' " .-"". """


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Two Ways of Telling a Story 3

1. TWO WAYS OF TELLING A STORY

The Picture Way

Look at the picture on the opposite page. Theartist had a jollypicnic story in mind, and he drewthe picture so that you might enjoy the story, too.Does the picturetell a good story ?

The Language Way "

Another way to tell the story is by using words.This is the language way.

Stop, Thief!When the Wilson children took Scamp to May's birth-ay

picnic,they knew that something exciting wouldhappen before the day was over. They were not mis-aken.

The morning passed merrily away. Just before noonScamp lay down in the shade. May was swinging,andswinging made Scamp dizzy. He had tried it once. Therest of the children were wading in the brook, and he wastired of splashingwater over them. There was nothing insightto chase, for squirrelso not attend picnicsto whichdogs are invited. Scamp knew that the time had come tostart a new game. He looked slylyaround.

In a cool,shady spot stood the lunch basket. Scampspiedit at once. He thought of the sandwiches and cakesand big red apples he had seen Mrs. Wilson crowd intoit. His largebrown eyes twinkled with mischief.


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4 Self-Help English LessonsA moment later May heard a queer noise and turned

around.*' Hurry! Hurry!" she cried at the top of her voice.

"Scamp is running off with the lunch!"No second alarm was needed. Four pairsof dripping

legs started after the dog, and four merry voices shouted,''Stop,tliicf! Stop, thief!"

The race was on, and Scamp was as happy as the chil-ren.Near the bushes Frank caught him by the collar.

Of course Scamp intended from the first to be caught.He set the basket on the ground and wagged his tail asif to say, "It was all fun. I wouldn't cheat you out ofyour lunch for the biggestpieceof cake in the basket."

"Of course not, old fellow,"said Frank, who understoodevery wag of Scamp's bushy tail. "You thought it wastime for lunch, didn't you?"

" Bow- wow- wow !" answered Scamp. Then he pickedup the basket and trotted back, well satisfied with hisfroHc,and sure that he would have his share of the goodthings he was carrying.

The story-tellersed the language way. She wishedto tellthe same story told by the artist,but instead ofdrawing pictures,he used words, or made word pictures.As you were reading the story, or as your teacher readit to you, did the word picturesmake you see otherpicturesin your mind?

The artist did not always make pictureslike the oneon page 2. When he was a littleboy, he would havetold the same story as in the pictureat the top of thenext page. Do you sometimes tell stories in thisway?


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6 Self-Help English Lessonsto choose the best words and to put them together insuch a way that they will show exactly what yourthought is.

As you have never before used a language book,you will not be expectedto study alone at first. Yourteacher will study with you. You will read the lessonstogether,you will talk them over in class,you willask and answer questions,and you will learn to wearyour thinking caps while you are doing these things.In this way, little by little,ou will become able tohelp yourselfin learningour fine old English language.

Do you now see why you are to use this book, andwhy it is called "Self -Help English Lessons"?

2. TELLING VACATION STORIES

Should you like to hear about the good times yourclassmates had during the long vacation? For thenext lesson or two you may tell vacation stories.

Do not try to tell everythingabout your vacation.Think over all the good times you had, and choosethe best one. Try to make your story interesting,and make it short.

Here is a boy's story to start off with :One hot summer day I wanted to go swimming. Mother

would not let me go, but she told Betty and me to put onour bathing suits. Then she turned the hose on us. Wescreamed and danced like wild Indians. Mother enjoyedthe fun as much as we did.


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Hints for Story-Teller and Listeners 7When the children's stories have all been told,

perhaps your teacher will tell you about a good timeshe had during her vacation.

3. HINTS FOR STORY-TELLERS AND LISTENERS

During a story-tellingperiod, each of you will bebusy all the time. What shall you be doing when youare not talking?

Do you like to see the person who is tellingyou astory? Do you"liketo hear every word that is said?

This lesson gives some hints to both the story-tellerand the listener. Talk these hints over with yourteacher, and try to find at least one good reason foreach one.

Things for the story-tellero remember :1. Have an interestingstory to tell.2. Stand where all can see you.3. Speak so that all can hear.Things for the listener to remember :1. Look at the story-tellerll the time.2. Listen very carefully.3. Have a good time ! The story is being told for

you.When you have given a good reason for each of these

hints,perhaps one of you will enjoy tellinganother va-ationstor"\ Did the story-tellernd the listeners all

remember the hints?


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8 Self-IIelpEnglish Lessons

4. MORE STORY-TELLINGLast year you learned to do many interestingthings

at school. Today you may tell short stories aboutany of these things that you enjoyed doing during thevacation.

If you learned to read well,perhaps you read stories ;what stories did you read ? If you learned thingsaboutplants and animals, perhaps you were interested inwatching plantsand animals ; what did you see ?


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Reciting Favorite Poems 9If you learned to draw, did you make picturesat

home? If you learned to be a helper at school,whatdid you do to help at home ? Did you play any gamesyou learned at school ? Did you learn to make thingsof paper or cardboard? If so, what did you make athome ?

When you have decided what story to tell,takea few minutes to think how you will tell it. Do notforget what you talked about in your last lesson.Plan to be gooc^story-tellersnd good listeners,oo !

5. RECITING FAVORITE POEMS

Think over all the poems you learned in lowergrades and choose the one you like best. As soon asa favorite poem is named, all who chose the sameone may raise their hands. In this way it will be easyto choose a few class favorites.

The child who first names a favorite poem mayrecite it. If any words or lines are forgotten,theclass may help. The poems may then be recited inconcert.

A little later you will learn more poems. Untilthen, perhaps your teacher will allow you to recite,topening exercises or at some other time,the poems youalreadyknow, so that you will not forgetthem. Grand-others

sometimes recite poems learned when theywere children,and they enjoy them even more thanwhen they first learned them.


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6. MAKING CLEAR WORD PICTURES

In what way is the second of these picturesdifferentfrom the first? Which picture tells the story moreclearly? Why would an artist not join the parts ofhis picture with lines? Which picture do you likethe better ?

Sometimes children spoil their word picturesby


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Making Clear Word Pictures iljoiningthe parts. Here are two stories in which nearlythe same words are used. Read both stories aloud.

Hero was the smallest puppy I ever saw and fatherbrought him home in his coat pocket and nothing showedbut Hero's funny Kttle nose and now he is a big watchdogand keeps off tramps and takes care of us at night.

Hero was the smallest puppy I ever saw. Fatherbrought hint home in his coat pocket. Nothing showed butHero's funny Kttle nose. Now he is a big watchdog. Hekeeps off tramps ",nd takes care of us at night.

Look at the second story carefully. What is thefirst thing it tells about Hero? These words forma sentence because they tell something about Herovery clearly. What is the second sentence? What isthe third ? How many sentences are there in all ?

How many thoughts does the last sentence give you ?What are they? We often express two thoughts inone sentence, but the trouble with the first story isthat all the thoughts about Hero are told in one verylong sentence. What word joinsthe parts of this longsentence ?

You have already learned some things about sen-ences.With what kind of letter does each sentence

begin? What mark is used at the end of every tellingsentence? The capitalletter and the period are usedto help the reader. They show where each sentencebegins and ends, and so make it easier for the readerto get the thought.


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12 Self-Help English LessonsWhen the second story was read, did the reader's

voice show where each sentence ended? If you didnot notice, the stor"'may be read again. The voiceshould show when the end of a sentence is reached.This helps the listener,just as the period helps thereader.

If you form the habit of tellingour stories in shortsentences, you wiU soon be able to make very clearword pictures. For the present you may try to dothree things:

1. Choose an interestingstory to tell.2. Tell it in short sentences.3. Let your voice show where each sentence ends.

7. STUDYING STORIES ABOUT PETS

For your next lesson you may tell stories about oneof your pets. If you have no pet, you may tell whatone you should like to have and why.

The first thing to do is to decide what you will tellabout your pet. Shall you try to tell all about it,orshall you choose one interestingthing? The followingstories may help you to decide which is the betterway. They were told about the same canary.

We have a pet canary at home. He is bright yellow.He eats bird seed and drinks water. Sometimes he takesa bath. Our canary singsvery sweetly.

My pet canary Hkes ice cream. Every Sunday I takehim a spoonful after dinner. He chirps when he sees me


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14 Self-Help English Lessons1. Was the story interesting?2. Was it told in short,clear sentences?3. Did the story-teller'soice help the listeners?If there is not time for all the stories today,you may

take another period for them.9. TELLING A CLASS STORY

The following story was told at school by a boyof about your age :

Last Saturday I went to the circus. I saw lions,bears,monkeys, and even a pig. The clown was very funny. Isaw a dog pushing a doll carriage. I saw a dozen otherthings.

Talk over this story in class. Be sure to say justwhat you think about it,no matter what others maysay.

In what respect is the story well told? Is it inter-stingor not, and why? Did the boy try to tell allabout the circus,or did he choose one interesting

thing to tell about? Explain how a child might tellthis story without going to the circus at all. Does thelast sentence help you to see the "dozen other things"?

What interestingthing is mentioned that wouldmake a good story? For the remainder of the periodyou may tell a make-believe story about a dog pushinga doll carriage. This will be team work. Each childwill help make a good story, just as the members ofa ball team help win the game.

Make the story a lively one. What was in the


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Daily Drill Exercise IScarriage? Did the dog walk all the way? If he ran,what happened?

When you have decided these matters, severalchildren may give a beginning sentence. Choose thebest one for the teacher to write on the blackboard.Build the rest of the story sentence by sentence.

When the story is finished,read it aloud and seeif it can be improved.

10.,DAILY DRILL EXERCISEPronouncing Words Correctly

When we speak, the most important thing is to havesomething to say, but we must not forgethow muchthe voice can do to helpthe listener.

In what way have you already been trying to make


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1 6 Self-Help English Lessonsyour voice help? Another way is to pronounce yourwords very distinctly.

The little teacher in the picturehas written on theblackboard several words that trouble many children.Pronounce the words distinctly.The listeners maytell if they hear the ing sound clearly.

Read also these sentences and the little story thatfollows them :

1.

What are you doing?2. I am making a boat.3. Are you going to sail it?4. The Indian is jumping into a canoe.5. Frank is reading a story.6. Mother is making a pie.7. The boys are running a race.8. Are you going to school today ?"Q. Playing Indian is good sport.10. The children are singing"America."It was the Fourth of July morning. The birds were

singing and the bells were ringing. Flags were flyingeverywhere. Happy children were shouting and dancingfor joy.

Daily Three-Minute Drills

Pronouncing ingwords indistinctlys only one of thebad language habits that trouble some children. Thereare many others,and to help break these bad habitsis one of the most important uses of language les-ons.

A good plan is to have a three-minute drill every


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A Language Game lyday of the school year. Your teacher will select thebest time for these drills. During the three minutesyou will repeat correct forms so many times that youwill get over the habit of using incorrect ones.

Begin with the ing words, using the sentences andthe story in the last lesson. Keep up this drill everyday until you pronounce the words distinctlyithoutstopping to think.

If any of you have no trouble with ing words, do notfeel that you are wasting your time. It will helpothers to hear you pronounce them distinctly.Begood helpers!

11. A LANGUAGE GAME

On the Road to London

"On the Road to London" is a game for the entire-class. The first child says, "On the road to LondonI saw a ," naming an animal. The second child,who does not know what animal will be named, im-ediate

tells what the animal was doing, and thethird child tells what then happened. The fourthchild must tell the entire stor"^

These sentences might be given,for instance:First child : On the road to London I saw a monkey.Second child : He was begging for his master.Third child : I threw him a nickel.

The fourth child then repeats the entire story.


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1 8 Self-Help English LessonsOr

First child : On the road to London I saw a iion.Second child : He was combing his mane.Third child : I helped him get out the snarls.The fourth child then repeats the entire story.When the fourth child has told the entire story, thefifth child begins a new story. Here are the rules of

the game :

The first sentence must always contain the words I saw.The other sentences must be given promptly.The child who tells the entire story must not join thesentences.Play the game rapidly. Any child who breaks

a rule must drop out of the game. At the close of thegame all who dropped out must pay a forfeit. Help-ng

each other tell a good three-sentence story willmake a good forfeit,ut you may decide that foryourselves.

12. STUDYING QUESTION SENTENCES

Once upon a time a boy named Jack set out to seek hisfortune. He had not gone far when he met a dog.

"Where are you going. Jack?" asked the dog.*'I am going to seek my fortune," answered Jack."May I go with you?" asked the dog."Yes, indeed," repHed Jack, "the more, the merrier."So on they went, jigglety-jolt,igglety-jolt.


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20 Self-Help English Lessons


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'?'" Self-11dp English Lessonsartist has put fun into his picture; be sure to put funinto yours.

When the story is finished,read it and see if it canbe improved.

For your next lesson you may tell a funny storyabout a monkey or some other animal. Think it outas you did the class story today. Do not try to learnyour story by heart, but decide exactly what youropening sentence is to be.

15. TELLING ANIMAL STORIES

Today you will tell the animal stories. When theyhave all been told, choose the best one. The bestone will be the one that was funniest and was toldin the clearest sentences. Let the voices help in everypossibleay.

16. STUDY OF A STORY

The Giant and the SheepOnce upon a time a large sheep named Curly-Horn, a

middle-sized sheep named Snow-Fleece, and a baby sheepnamed Lambkin were strollingin a forest where a giantlived. As Lambkin was passing his house, the giant ranout and caught him.

"What luck!" cried the giant. "Now I shall haveroast lamb for my supper."

"Oh, do not eat me," whined Lambkin. "My sisterSnow-Fleece is coming this way soon. She is much fatterthan I am. She will make you a better supper."

So the giantput him down, and he scampered home.


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Playing the Story 25Getting Ready to Play the Story

In your next lesson you will play the story of "TheGiant and the Sheep." Today you may make yourplans.

How many boys and how many girlsare needed?What differences in size should there be? Choose apart of the room for each place mentioned in the story.How did- Lambkin say, "Do not eat me"? Try toshout and thunder as you think the giant did if youcan do it without disturbingany other class. Practicesaying "Baa-a ! " as Curly-Horn said it.

Show how the giant pounced upon Curly-Horn.Plan how Curly-Horn can throw the giant into thewell,without being as rough as the real Curly-Hornmust have been.

Choose several sets of players,or pupils may volun-eer.Those who are to play the parts need not try

to remember the exact words of the book. Have thestory in mind, and say what would be natural underthe circumstances.

Read the story aloud once more if there is time.Notice that the sheep all talked in short,clear sentences.Even the wicked giant did that !

17. PLAYING THE STORY

When the first set of children has played the story,tell what was done well. What might have beenimproved? The second set of players should make


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Copying Sentences 27Since your teacher has set aside a time for these drills,

you know when to be ready for them each day. Haveyour language book ready and turn promptly to theplace,so that no time will be wasted.

19. COPYING SENTENCES

So far you have been tryingto improve your spokenlanguage,but you will sometimes need to write insteadof talk. You will wish to write notes, and it will bea good plan sometimes to write your stories. Youcan then save them and see how much you improve.And as time goes on, you wiU find other reasons for"talking w^ith pencilor pen."As you probably did some writing in the lowergrades,much of this lesson will be review.

Does the print cover this entire page? On howmany sides are there blank spaces? These spacesare called margins. They form a sort of frame forthe printed part of the page. Would the page lookwell without this frame?

A written page also must have margins if it is tolook well. Talk it over in class with your teacher,and decide how wide the margins should be on thepaper you use.

You might find it hard at first to think of the storyyou wish to tell,and at the same time remembermargins,capitals,eriods,questionmarks, and spelling.For this reason you will copy sentences for a time.When you have formed good copying habits,you will


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28 Self-Help English Lessonsbe able to write and give most of your attention to thethoughts you wish to express.

Today you will copy these sentences :Three sheep were taking a walk.They were caught by a giant.Have you heard the story ?

Before copying the first sentence, study it in thisway :

1 . Read the sentence and be sure of its meaning.2. Answer the followingquestions:

With what kind of letter does the sentence begin?Does the sentence tell something or does it asksomething ?

What mark is used at the end?3. Study any words you do not know how to speU.4. Read the entire sentence once more.

Now write the sentence without lookingagain at thebook.

Study each of the other sentences in the same waybefore copying it.

Give specialattention to the spellingf they,were,heard,and taking. What letter do you find in take thatis not in taking? Making, coming, and having areformed in the same way from make, come, and have.

Every sentence should begin with a capitalletter.Every tellingsentence should end with a period.Every question should end with a question mark.


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30 Self-HelpEnglish LessonsNotice how too is spelledin the first sentence. You

should spellit the same way in writing too large,too

soft,oo warm. Do not let which catch you.Correct your work as you did in your last lesson.Are you trying to write very plainly? Writing

plainly helps the reader, just as speaking distinctlyhelps the listener. Whenever you write, rememberthat some one will read your words. The more plainlyyou write,the easier it will be for the reader to get yourthought.

Copying Lesson " Seat Work

Copy these sentences, following the directions onpage 28. Read these directions always before begin-ing

to copy.None of the sheep were killed.They all reached their home.Do you think they were happy?Notice the spellingof their in the second sentence.

It is spelledthe same way in their hats, their hooks,their kites. None is another word that needs carefulstudy.

Correct your papers as before.

22. WRITING THE NAMES OF PERSONS

You have already learned to write your name.What kind of letter do you use at the beginning of eachpart of your name ?


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Telling ''Good-Times'' Stories 31What is the initial of your middle name? What

mark should be used after an initial? The periodshows that the name was not written in full. It isas much a mistake to omit the period as it would beto use a small letter for the initial.

Here is a name written in three ways:

John Greenleaf WTiittierJohn G. WhittierJ. G. Whittier"

Write your name in full. Write it using an initialfor the middle name. Write all your initials.

Write your father's name, and the names of yourbrothers and sisters. Copy your teacher's name fromthe blackboard.

Each part of a person's name should begin with a capitalletter.

An initialletter used instead of a name should be followedby a period.

23. TELLING "GOOD-TIMES" STORIES

You have already told a story about the best timeyou had during the summer vacation. Today youmay tell about the best time you ever had in your life.

Remember to do these things:Tell an interestingtory.Tell it in short sentences.Let your voice show where each sentence ends.


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32 Self-Help English LessonsWhen the stories have all been told,you may choose

the best one. If some one has told an interestmgstory,but did not tell it in clear sentences, the class mayhelp improve the story.

24. STUDY OF A POEM

Who Loves the Trees Best?Who loves the trees best ?

" I," said the spring;*' Their leaves so beautiful

To them I bring."Who loves the trees best ?

"I," summer said;'' I give them blossoms,

White, yellow,red."Who loves the trees best ?

"I," said the fall;"I give luscious fruits,Bright tints to all."

Who loves the trees best ?"I love them best,"

Harsh winter answered ;"I give them rest."

ALICE MAY DOUGLAS

Listen carefullywhile your teacher reads the poemto you. Name the seasons. What other name do wesometimes give to fall? What is a luscious fruit?


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27. TWO WAYS OF ARRANGING SENTENCES

Could this picture have been taken in the part ofthe country where you Hve? What season do youthink it is?

Here are two sets of sentences about the picture:


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38 Self-IIelpEnglish LessonsIf you make no mistakes in copying these sentences,

your teacher will know that you are ready to copy aparagraph.

28. COPYING A PARAGRAPH

Look at the Jack Frost story once more. Does thefirst line begin where the others do ? Turn also to thestories on pages 5, 6, and 11. Does the first lineof each begin in the same way?

When we stick our fingersinto a rubber ball andmake a hollow place in it,we say that we dent the ball.When we make a hollow place in the first line of aparagraph, we say that we indent it.

Everythingwe do in writingis done to helpthe reader.It may be hard for you to understand how indentinghelps the reader when there is only one paragraph.But when there are several paragraphs, indentingshows where a new part of the story begins. Are theparagraphs in your reader indented? You will learnmore about paragraphs later.

The model on the next page shows how a writtenparagraph should look. Is the rightmargin as regularas the others? In writing,it is not always possibleto make the lines end directlybelow each other. Butthere should always be a right margin, even if it isnot perfectlyregular.

Find a line in the model that ends with part of aword. Where is the remainder of the word? Howdoes the book show that the word has been divided?


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40 Self-IIelpEnglish Lessonstables can be stored just as they are gathered? Howcan the others be kept for winter use ?

If you Hve in a largecity,tell in a short story howthe fruits and vegetables are brought from the country,and how your parents get them.

30. MAKING AND GUESSING RIDDLES

You may play that you are a fruit or a vegetable,and make a riddle for your classmates to guess. Hereis one :

I am one of the most useful fruits. Sometimes I am red,and sometimes I am green. I am as round as the fullmoon. Some peoplelike me best in pie. I keep all winterif Jack Frost does not catch me. What am I?

The pupil who first guesses the riddle may give thenext one. Talk in short,clear sentences.

31. COPYING A PARAGRAPH

Today in class you may study carefullythe riddlegiven in the last lesson. Make sure of the spellingofpeople,useful,and does.

Why are capitalletters used in writing Jack Frost?What word having only one letter do you find in theriddle? What kind of letter is always used in writingthis word ?

Do not begin to copy a sentence until you have itfullyin mind.

The word / is always written with a capitalletter.


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Study of a Poem 4132. STUDY OF A POEM

Autumn

"Come, little leaves,"said the wind one day," Come over the meadows with me and play ;Put on your dresses of red and gold,For summer is gone and the days are cold."

Dancing and whirlingthe Uttle leaves went ;Winter had called them, and they were content ;Soon, fast askep in their earthy beds,The snow laid a coverlet over their heads.

GEORGE COOPER

Try to see the picturesin the poem as your teacherreads it to you. The parts of a poem are not calledparagraphs ; they are called stanzas.

Each stanza of this poem gives a pretty picture.Where are the leaves in the first picture? Of whatcolor are they? Wliy does the wind tell them tochange their dresses?

What two words in the second stanza show how theleaves went with the wind? What happened whenthey had finished their plav? What is an earthyhed?What is a coverlet?

Read the poem aloud. Be sure to speak so thatevery one can hear, and to pronounce the words dis-inctly

Try also to use your voice in as pleasant away as possible.Did you notice how your teacherused her voice when she read the poem ?


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Iff

33. DAILY DRILL EXER-ISE

Pronouncing WordsCorrectly

See how many can climbthe ladder without falling.You fall if you do notpronounce a word cor-ectly.

If you stumble,start again.Those who reach thetop without having hada fallmay all come downtogether; that is, theymay pronounce thewords in concert.

Those who made morethan one trial may comedown one at a time.

The pupil who firstnotices that a word was


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spelling Review 43not correctlypronounced may have the next turn toclunb the ladder.

Spellthe words on the ladder.Use the words on the ladder and the following

sentences in your three-minute drills for a few days.Read the sentences as rapidlyas you can and stillpro-ounce

the words distinctly.Catch ine if you can !I ate an orange for breakfast.It is justteQ o'clock.Will you pleaseget the book ?r can draw pictures. Can you ?Do not let Jack Frost catch you.It is gettingvery warm.I have justfinished my work.Which can run faster,Ned or Tom ?

I.

2.

3-4-5-6.7-8.

34. SPELLING REVIEW

Review the spellingof the following words. Useeach group of words, like too large,n a sentence. Per-aps

your teacher will use a spellingperiod for havinga spellingmatch on these words and others that youneed to review.

cominghavingwhererunningautumnwhichmakingjust

untilseasonusefulcatchwere

takingtheynone

hear a noisetoo largeate an appletheir bookscome heretwo centsthere areheard music


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35. STUDY OF A POEM

Autumn Leaves

Scamper, little leaves,aboutIn the autumn sun ;

I can hear the old wind shout,Laughing as you run.

And I haven't any doubtThat he likes the fun.

When you've run a month or so,Very tired you'llget ;

But the same old wind, I know.Will be laughingyetWhen he tucks you in your snow-Downy coverlet.

So, run on and have your play,Romp with all your might ;

Dance across the autumn day,While the sun is bright ;

Soon you'llhear the old wind say,"Little leaves,good night!"

FRANK DEMPSTER SHERMAN

Listen carefullywhile your teacher reads the poemto you. Notice how she uses her voice to help bringout the meaning.

In what way is this poem like the one in the lastlesson ? Who is speaking in the poem ? Find as manywords as you can that tellhow the leaves move. Whichof these words were used in the poem "Autumn"?


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46 Self-Help English Lessons"I don't agree with you," said the goat. ''There is

no tilingn the world hke being short.""I can prove that I am right,"said the camel. "If I

fail to do so, I will give you my hump."''And if I cannot prove that it is better to be short,I

will give you my horns.""Agreed!" cried the camel."Agreed!" echoed the goat.They soon came to a garden surrounded by a wall. It

was too high for the goat, but the camel easilyreachedthe fruit and had a good breakfast.

"What do you think now?" he asked, laughing in agood-natured way at the hungry goat. "Isn't it betterto be tall than short?"

"That remains to be seen," answered the goat.Just ahead was another garden with a wall too high for

even the camel. But the goat spied a little door at oneend of the wall. He went in and feasted on the goodthings he found. When he returned, he said to thecamel, "Po you still think that it is better to be tallthan short?"

"Perhaps it is better for you to be short and for me tobe tall,"repliedthe camel.

"That is justwhat I think," said the goat. " So youmaykeep your hump, and I will keep my horns."

Then they said "Good morning" to each other andparted.

Read the story. Tell in a few sentences what theanimals agreed to do. Tell in a few sentences whathappened at the first garden. What happened at thesecond garden? How was the dispute settled at thelast ?


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Playing the Story 47Getting Ready to Play the Story

Tomorrow you may play the story. Talk it over inclass and choose the best places for the highway andthe two gardens. If the camel and the goat play theirparts well,the other pupils will see the walls in theirminds.

Practice saying in a boastful way, "See how tallI am!" Show how the camel laughed in a good-natured way. How did the animals say, "Agreed!"?Show how the camel may have tried to get into thesecond garden.

When thinking over the story before your nextlesson,you need not plan to use all the words of thebook. Try, however, to remember some good ex-ressions

like isnH it better,o you stillthink,tall thanshort,you may keep. Try to think of other things theanimals might have said to each other. What did theysay when they first met ?


If you like,two girlsmay play the story the firsttime, and then two boys may take their turn. Ifthere is time, a boy and a girlmay play the story lastof all. Be sure to talk in short, clear sentences asthe camel and the goat did.

Which set of playersgave most pleasureto the class ?Why? Which children said interestingthings not inthe book ?


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48 Self-Help English Lessons39. DAILY DRILL EXERCISE

Correct Use of Was and WereI. The camel was taller than the goat.2. Both animals were hungry.

How many camels are mentioned in the first sen-ence?Is was or were used? Does the second

sentence refer to one animal or to more than one?What word is used instead of was?

Some children use was in speaking of more thanone person. Read the following sentences severaltimes :

1. Frank was feedinghis canary.2. The children were feeding the birds.3. The plant was growingrapidly.4. The plantswere growing rapidly.5. The fairywas waving her wand.6. The fairies were waving their wands.7. The kites were shaped Kke birds.8. I was having a jollytime.9. We were playingChristopherColumbus.

10. The autumn tints were beautiful.

Were is always used with you, even though but oneperson is spoken to.

1. You were a good helper,John.2. You were good helpers,boys.3. May, were you dreaming of fairies?4. Girls,were you watching the sunset ?


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Story-Telling Week 49You were Were you Was sheI was Were they Were weWe were Was he Was I

Use the sentences and the groups of words in yourthree-minute drills for a few days. Read once eachday the is and are sentences on page 34.

Was is used in speaking of one person or thmg.Were is used in speaking of more than one person or

thing.Were is always used with the word you.

40. STORY-TELLING WEEK

If any of you take music lessons,you know howimportant practiceis. It is justas important in learn-ngto speak well.

For a week " five lessons " you may take all yourlanguage time for telling short, interestuig stories.If you are ready the moment your name is called,there will be time for a largenumber of stories duringthe period. Perhaps during story-tellingeek yourteacher will be able to take a little time at openingexercises for this work, so that each child may tella story every day.

You will think out the stories at home or duringa study period. Look ahead each day so that youwill know what you are to do on the followingday.

Remember that you are trying to tell an interestingstory in short, clear sentences, and to let your voicehelp as much as possible. At the end of the week your


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50 Self-Help English Lessonsteacher will tell you how much you have improvedas the result of the practice.

Would it not be pleasant to invite your principalor a specialteacher to hear your stories one day?Today you may decide whom to invite,select the day,and write a note of invitation.

Here is a note written to a drawing teacher :Dear Miss Smith,

Last Tuesday we drew picturesfor our stories. Theyare hanging up in our room. Will you pleasecome some-ime

tomorrow to see them?Miss White's Pupils

Notice where Dear Miss Smith is written. Spelldear and please. What is the mark after Miss Smithcalled ? The comma sets off the name from the rest ofthe note.

Is the paragraph which forms the note indented?Miss White's Pupils is written where you usuallywrite your name. You will learn the meaning of themark in White's a little later.

Decide what to say in your note of invitation.Your teacher will write it on the blackboard as youbuild it sentence by sentence. The entire class maycopy the note, and one of the best may be sent bymessenger.

The First Day

These pictures tell the beginning and the end ofa story. Tell the entire story in a few short sentences.


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Story-Telling Week 51


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41. COPYING A NOTE

In your study period you may copy the followingnote. Review the directions for study on page 28before you begin to copy. Write plainly.Dear Frank,

Will you come over on Friday after school? Younever can guess what is going to happen. Only my ponyand I know. Come and have some fun.

JackGive specialattention to the spellingof guess, dear,

and know.42. DICTATION LESSON

Today your teacher will dictate the note you copiedin your last lesson. She will read each sentence once.Do not begin to write a sentence until you have said it toyourself. Try to do this without moving your lips.

Open your books and correct your work. Do youthink there is any excuse for making mistakes after somuch study? Remember that it is the work you dothe firsttime that counts in forming good habits.

43. WRITING THE NAMES OF THE DAYS OFTHE WEEK

With what kind of letter does Tuesday begin in thenote on page 50 ? Does it begin with a capitalin thequestionyou justanswered?

With what kind of letter does Friday begin in thenote you wrote in your last lesson? Name all the


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Daily Drill Exercise 55days of the week. With what kind of letter shouldthey all be written?

Learn to spellthe names of the days of the week.Which ones are the hardest?

Sunday Tuesday FridayMonday Wednesday Saturday

ThursdayThe names of the days of the week begin with capitalletters.

This is the fourth rule you have learned for usingcapitalletters. The others are on pages 28, 31, and40. Review them and write on the blackboard onesentence for each rule.

44. DAILY DRILL EXERCISE

Pronouncing Words Correctly

Pronounce these words very distinctlyafter yourteacher :

Should you like a ride in the aeroplaneshown on thenext page ? You may have it if you run to the ma-hine

without falling. Go as fast as you can withoutstumbling. Begin where the boy is starting.

Those who do not fall may choose a leader to drivethe aeroplane. Following the leader,fly around theroom twice,waving arms and going on tiptoe.


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Playing Santa Clans 57Those who fall may try once more, but it will be

too late for a ride.Use the words and the followingsentences in your

three-minute drills for a few days. Why are thesentences written in a paragraph instead of singlyas in the other drill exercises? Spell the words inthe picture once each day.

I often dx) errands for mother. One day she sent me tothe store. I started off on my wheel. Just across thestreet a tire burst. Cousin Tom came riding toward me.He let me take his wheel because mother was in a hurry.

For your next lesson you will need a pieceof whiteor colored paper at least ten inches long and eightinches wide, and a pair of scissors if you have them.

45. PLAYING SANTA CLAUS

Christmas is coming, so today you may play SantaClaus.Cut or tear a stocking from waste paper. Using

this as a pattern, make a stocking for some memberof your family or for a friend.

Write on the stocking the names of the things youwould like to put into it. Pack it well,but rememberthat even a Christmas stockingwill not hold everything.

Shall you think of the things the person who is toget the stockingwould like to have ? Or shall you putinto it anything you happen to think of? Write thewords plainly,and be sure to spellthem correctly.


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58 Self-Help English LessonsWhen the stocking is full,you may write a note to

go with it. Here is one written by a Uttle girlto hermother. Why do you think it made her mother happy ?Dear Mother,

I made this stocking for you. It is full of Christmaspresents. I wish they were real.

Your lovingNellieIf the stockingis neatly made and the note is care-ully

written,your teacher will allow you to take themhome and give them to the person for whom you madethem.

46. BEING A REAL SANTA CLAUS

Should you like to be a real Santa Claus? If thereis a hospitalin your town, or any other place wherethere are sick or homeless children,it would be inter-sting

to make a picturebook for them. If there is nosuch place conveniently near, you might make thebook for younger children in your school.

Bright pictures from the covers of magazines aregood for this purpose. Perhaps some of you will bringseveral picturesso that you may share with childrenwho were unable to find any pretty ones.

Mount the picturesn white or tinted paper. Whyshould the sheets of paper be all of the same size?Should the picture cover the entire sheet? When thepicturesare mounted, your teacher will show you howto fasten them togetherinto a book.


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Conversation Lesson " Helping at Home 59The note to go with the book may be team work.

Shall you tell the children that you are sorry for them,or shall you write a cheery note? Think of all thepleasant things you might say. Your teacher willwrite the note on the blackboard as you build it sen-ence

by sentence.Copy the note. One that is very neatly written

and has no mistakes may be sent with the book.

47. CONVERSATION LESSON " HELPING AT HOME

Which Loved Best?"I love you, mother," said little John ;Then, forgettinghis work, his cap went on,And he was off to the garden swing.Leaving his mother the wood to bring.

"I love you, mother," said rosy Nell ;"I love you more

than tongue can tell."Then she teased and pouted full half the day.Till her mother rejoicedwhen she went to play.

"I love you, mother," said littleFan,"Today I'll help you all I can;How glad I am that school doesn ' t keep !"So she rocked the babe till it fell asleep.

Then, stepping softly,she took the broom.And swept the floor,and dusted the room;Busy and happy all day was she.Helpful and cheerful as child could be.


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6o Self-Help English Lessons"I love you, mother," again they said "Three little children going to bed ;How do you think that mother guessedWhich of them reallyloved her best ?

JOY ALLISON

Read the poem aloud. Tell in a few short sentenceswhat John did. Tell the story of Nell and Fan in thesame way.

Whose work was gettingthe wood? Would it havebeen necessary for Fan to work the entire day if theothers had helped ? In what ways were John and Nellunfair to their mother and to Fan ?

Answer the question in the last line of the poem.Talk over the followinglines and learn them before

your next lesson :Beautiful hands are they that doWork that is earnest and brave and true,Moment by moment the whole day through.

48. CONVERSATION LESSON

Helping at HomeDid you ever think of a family as a group of people

who love each other and wcrk togetherto make a happyhome?

Talk over in class the things your parents do foryou. How do these thingshelp make a happy home?What things can children do to help their parents?How do these things help make the home happy?


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62 Self-Help English Lessons49. IMPROVING STORIES

Read the followingstories aloud :I always take care of the chickens. I feed them every

morning and evening. I give them fresh water three timesa day. I crush shells for them now and then.

I always take care of the chickens. I feed them everymorning and evening. Three times a day I give them freshwater. Now and then I crush shells for them.

Which story sounds the better as you read it? Why ?What is good about the following composition?

Improve it in every way you can.We have two window boxes in our room at school. We

set out six geraniums. We watered them every other day.We sent the flowers to sick children. We washed the leaveswhenever they were dusty.

So far you have been trying to tell an interestingstory in clear sentences, and to let your voice help inevery possibleway. From now on, do these thingsalso :

Tell facts in their rightorder.Avoid beginning most of the sentences with the sameword.

50. TELLING HELPING STORIES

Today you will tell the helping-at-home stories.Perhaps your teacher will allow you to clapyour hands


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64 Self-Help English Lessonsuse it instead of is not or isn't,re not or aren't,r amnot.

Read the followingsentences rapidlyseveral times :1. It isn't raininghard today.2. The book isn't interesting.3. It isn't time to go home.4. Our baby isn't a year old yet.5. My pencilisn't sharp.6. My sister isn't as tall as I am.7. Isn't autumn a pleasant season !8. The Eskimo isn't afraid of bears.9. Isn't your work finished ?What word do you use instead of is when speaking

of more than one person or thing?1. We are not going to play ball.2. The seeds are not up yet.3. Perhaps they are not good.4. Why aren't the windows open ?


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66 Self-Hclp English LessonsKeep a score on the blackboard. Each time a pupil

is heard to use the word you are trying to drive out ofthe language, put a mark against the team of whichhe is a member. Wliile the drive is going on, perhapsyour teacher will allow you to correct this mistakewhenever you hear it,no matter what work is beingdone. At the end of the week, erase the marks, givea star to the winning team, and start again.

Try to help your team in every possibleay. Whatis the most important way in which you can help?If you hear any member of your team use the wrongword outside of school,call his attention to the errorin a pohte way. Remember that you are playinga game, and each one must do everything he can tohelp his side win. Try to train your ears so that thewrong word will sound very unpleasant to you.

Home WorkAsk your parents to helpby correctingyou when you

use the wrong word at home. Perhaps you can all trytogetherto drive ain't out of the language,but do notcorrect any one who is not playing the game with you.

53. A LANGUAGE GAMEColors

One child selects a color. The others try to guesswhat it is by asking questions. If the color blue werechosen, for instance,the followingquestions and an-wers

might be used :


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74 Self-Help English LessonsUse these sentences in your daily drills for a few

days,but do not giveup the drive. Read the sentenceson page 48 once each day. Turn to them quickly,sothat no time will be lost. ,


Birds in WinterLook at the pictures. Which kind of winter do you

have where you live? Where might you go to findthe other kind ?

Why are the children in the second picturenot feed-ngthe birds? What are they doing for their Httle

friends ?Play that you are one of the birds in the first picture,

and tell about your feast. The birds on the arbor arepickingat lumps of suet hung up for them.

62. CONVERSATION LESSON " BIRD FRIENDS

The Spaniards and the Birds

Long ago when Christopher Columbus was sailingmongsome islands far to the south, largeflocks of birds flew abouthis ships. They seemed glad to see the strangers, andwere very friendly. The Spaniards raised their bows,and the arrows went singing through the air. Manyof the birds dropped into the sea, and the rest flew away.From that time on, the birds were afraid of men.

The Indians who lived in the islands loved the birds justas Hiawatha did. They never forgave the Spaniards forrobbing them of the birds' friendship.


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Conversation Lesson " Bird Friends 75

Winter

Winter


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76 Self-Help English LessonsWhat things do children sometimes do that frighten

and even kill birds? What useful things do birds dofor us? Tell in a few clear sentences what you cando to show your friendshipfor the birds. Perhaps someone will think of some plan that you can all help carryout.

Before your next lesson,learn this stanza of poetry :He prayeth best,who loveth bestAll thingsboth great and small ;For the dear God who loveth us,He made and loveth all.

63. DICTATION LESSON

Today you will have a dictation lesson which youhave never seen.

64. WRITING NOTES

Do you remember that many weeks ago you invitedsome one to hear you tell stories ? Tomorrow you areto tell your secrets " the things you have learned byusing your eyes and your ears, or both. Would it notbe pleasant to invite the same person again,and showhow much you have improved ?

Talk over in class the things you would like to sayin your note. When you have decided what the noteshall contain,each of you may write one. Turn backto page 50 to see how the note should be arranged.

Your teacher will select one of the best invitations,to be sent by messenger.


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There are probably other words which some of youmispronounce. Draw a ladder on the blackboard, andwhenever a common word is mispronounced, write iton the ladder. Practice running up and down theladder.

67. FABLES TO LEARN

The Goose and the Golden EggsA man once had a goose that laid golden eggs. He

thought she must be full of gold; so he killed her. Hefound too late that she was exactlyUke other geese. Intryingto get rich quickly,he lost the littlehe had.

The Thirsty Crow

A thirstycrow once found a pitchercontaininga littlewater. He tried to drink, but his beak was not long enough.Then he tried to upset the pitcher. This he was not strongenough to do. Noticing some pebbles near by, he droppedthem one by one into the pitcher. The water rose to thetop, and the crow drank his fill.

Read the fables. A fable is a short story, usuallyabout animals, that teaches a lesson. What lessondoes the first fable teach? What does the secondfable teach ?


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Siiidyof a Poem 79Spelltoo as in too late. Spellonce. Use each of the

following expressions in a sentence of your own :found too late,exactlyalike,once came, noticingsomepebbles,nto the pitcher.

Pronounce pitchervery distinctly.Now pronouncepicture. Use picturein a sentence.

Each of you may choose one of the fables to learn byheart. Read it over several times. Make no im-ortant

change in the language. Learning these littlestories by heart ^i\\ often help you to use better wordsand groups of words. Besides this, these fables arevery old,and you will always be glad to know them.

68. STUDY OF A POEM

SympathyA plump little girland a thin littlebird

Were out in the meadow together."How cold that poor little bird must be

Without any clothes hke mine," said she,"Although it is sunshiny weather."

"A nice httle girlis that,"piped he,"But, oh, how cold she must be ! For see,She hasn't a singlefeather."

So each shivered to think of the other poor thing,Although it was sunshiny weather.

MARY MAPES DODGE

Listen carefullywhile your teacher reads the poemto you. Do you see the picture?


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82 Self-IIelpEnglish Lessons70. DESCRIBING TOYS

Today you will describe your toys. Remember totalk in short,clear sentences ; to let your voice help inevery possibleay ; to tell thingsin a good order ; andto avoid beginning too many sentences with the sameword.

When 3^ou have finished,unwrap your toy, and theclass will tell you if you made a good word pictureof it.

71. TELLING STORIES FROM A PICTURE

You may each describe one of the toys in the picture,or tellone of the littlestories the artist put into it. Youmight tell about the frolic of the dolls,r the goodtime the bear is having reading about his brothersand sisters. Other good stories might be told about theJapanese doll riding on the elephant,or of the sheepridingon the " what ?

Make your stories short,but put into them the funthat the artist put into the pictures.

72. WRITING RIDDLES

In your next study period,you may play that youare one of Hiawatha's " Chickens" or one of his"Brothers." Make a riddle in which you describeyourself. Have it ready to read to the class in yournext lesson.

Make the riddle short. Be sure to use short,clearsentences.


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84 Self-Help English Lessonsfor next year'sclass or to lend to some other grade.Some of you will probably be glad to take it home toshow to your parents.

74. A LANGUAGE GAME

Have You Seen My Lamb?

A corner of the room is chosen for the sheepfold,anda pupil is selected to be the sheep. The sheep says toany child,Frank, for instance,"Frank, have you seenmy lamb?" Frank answers, "How does your lamblook?"

The sheep then describes her lamb. She must becareful not to look at the child being described. Shemight say something like this :

"My lamb has blue eyes and dark hair. She wears ablue dress trimmed with white. Her sailor collar is white.She has on a plaidtie."

Frank then names the child described,and this childimmediately runs to the fold. If she reaches the foldwithout being tagged by Frank, the game beginsagain.If tagged, the lamb becomes "it" and takes the placeof the sheep.

75. SPELLING REVIEW

Did you ever think that every spellinglesson is alanguage lesson ? Why ? You have probably had thefollowingwords in your spellinglessons,ut they are so


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86 Self-Help English Lessonsthrough the alphabet. When you have arranged thewords on your desk in this order, copy them if thereis time.

Seat Work

Every day for a week you may copy from yourspellerstwenty-fivewords and arrange them as youdid today.


Politeness

Turn back to page 59. What did Nell do half theday ? How did this make her mother feel ? Was Nellpoliteto her mother? There are many ways of beingimpolitebesides the way in which Nell acted. Readthe followingrhyme :

Hearts, like doors, will ope' with easeTo very, very littlekeys ;

And don't forgetthat two are these :"I thank you, sir,"and "If you please."

The little politenesskeys are very important. Ifyour mother does something for you, you say, "Thankyou, Mother." What do you say when your fatherdoes something for you? What do you say to yoursister when she finds your book for you ?

If you wished to thank some man whose name youdid not know, you would say, "Thank you, sir." Toa strange lady you would say, "Thank you, madam."


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Language Game 89Columbus saw a lighton the shore.At the circus I saw a camel.The Eskimo saw a white bear.Cinderella saw her fairygodmother.Mother once saw the President.

Did you use a helping word like has or have withsaw? Seen is sometimes wrongly used for saw, butseen always needs a helpingword.

Read these sentences :

Ned has seen a cuckoo clock.Who has seen the wind ?I have seen all sorts of birds.Have you seen my new cart ?My brother has seen a buffalo.Father has seen a rattlesnake.

I saw You saw He saw They sawI have seen You have seen He has seen They have seen

Use the saw and seen sentences and the groups ofwords in your three-minute drillsfor a few days. Readthe teach and learn sentences on page 73 once eachday also, unless your teacher feels that some other"correct use" sentences need the drill more.

80. LANGUAGE GAME

On the Road to London

Turn back to page 17 and see how you played "Onthe Road to London." Today you may play the game


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90 Self-Hclp English Lessonsagain, but instead of meeting an animal, you mayimagine that you saw a flower. You might say, forinstance :

On the road to London I saw a violet. It grew in a shadyplace. I picked it for my mother.

Or

On the road to London I saw a buttercup. My sisterheld it under my chin. It told her that I like butter.

81. WRITING THE NAMES OF PLACES

Find the word London in the last lesson. Withwhat kind of letter does it begin? This is because itis the name of a particularplace.

Write the name of the cityor town in which you live,in this way : Denver, Colorado. Can you think ofa good reason for settingoff Denver with a comma ?

Write the names of five important placesyou knowabout, using the comma correctly.

How many rules for using capitalletters have youalready had? Write sentences on the blackboardusing capitalsin all these ways.What other use of the comma have you learned?Show its use on the blackboard.

The names of places always begin with capitalletters.A comma should set off the name of a cityfrom the name

of the state when they are written together.


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Writing Questions and Answers 95of-Crystalspoke impatiently,and do not forget inwhat way each of the fairies showed pleasure in thelast scene.


Today two children may play the first scene, twoothers the second, and two others the third. Tellwhat was well done, and what might be improved.At the last two children may play the entire story.

84. WRITING QUESTIONS AND ANSWERS

Copy the followingquestions,and below each writeits answer :1. Who was Starblossom ?2. What did she try to make?3 . What did her snowflakes look like ?

On another piece of paper you may write threequestions about Drop-of-Crystal,leaving a space forthe answer below each. This paper you will exchangefor that of another pupil,and in your next languageperiodyou will answer the questionson the paper givento you.

When the questionsand answers have been written,read some of them aloud.

Was each questionexpressedin a clear sentence?Was the answer correct?Was the answer expressed as well as possible?


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Fables to Learn


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98 Self-IIelpEnglish Lessonsing,he brayed at the top of his voice. The fox laughedand said,"You look Hke a Hon, but you bray like a donkey.Who's afraid of a lion that cannot roar?"

What do you think the first fable teaches? Whatdoes the second teach ?

You may learn one of these fables by heart, or youmay learn any other short fable that you can find. Ifyou have a public library,ask the librarian to helpyou find a good book of fables. "Fables and FolkStories,"by Horace E. Scudder, contains a number ofshort fables.

When you recite these fables,review also the othersyou have learned. Be ready to recite them whenevercalled on to do so.

87. DICTIONARY LESSON

Copy thirtywords from your spellers,nd arrangethem in the order of the letters.

As seat work each day for a week, copy twenty wordsfrom your spellersnd arrange them in order.

88. WRITING STORIES FROM PICTURES

Today each of you may take one of the picturesfromyour collection,nd write a short story about it. Onegood way to keep your story short is to be very carefulnot to say anything that could be left out without spoil-ng

the story. Use short, clear sentences, tell things intheir rightorder, and be sure to spellthe words cor-ectly.


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100 Self-Help English LessonsBoth are very useful words, but they are often

wrongly used.

Do you remember the story of George Washingtonand the cherry tree ? When his father asked who hadcut the tree, George said, "I did it with my Uttlehatchet." That is the proper way to use did.

Read the followingsentences :

1. Who did the work?2. Frank did it yesterday.3. George Washington did it with his hatchet.4. The children all did their best.5. Who broke the glass? I did it.6. I did it with my ball.7. Who sharpened my pencils8. I did. I did it with my knife.9. The boys did their work well.

10. The girlsdid theirs well,too.11. Who did the most work?12. Mary did an errand for her mother.


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Making Pinwheels 103

93. MAKING PINWHEELS

Today you will make pinwheels by following di-ectionRead the first direction,get a clear picture

in your mind of what you are to do, and act when youare sure that you are ready. Then read the seconddirection,think in the same way, and so on. Try tomake the pinwheel without a mistake.

1. Draw a lightline from the upper rightcorner ofyour paper to th^ lower left corner.

2. 'Draw a lightline from the upper left corner tothe lower right corner.

3. Point to the center of your paper.4. Make a lightdot on each line one half inch from

the center. There will be four of these dots.5. Beginning at any corner, cut or tear on the line

as far as the dot.6. Do the same thing,beginning at each of the other

corners. You will now have eightpoints,two at eachcorner.'

7. Bend any one of the pointstoward the center ofthe paper, but do not crease it. Hold the point be-ween

the thumb and the firstfingerof your left hand.8. Bend over in the same way the next point but

one, and so on until you have bent over four points.9. Stick the pin through these four pointsand then

through the center of the paper.10. Press the pin firmly into the end of your lead

pencilor into the end of a short stick.


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104 Self-Help English LessonsIf you have followed the directions without making

a mistake, you will have a good pinwheel. If you madea mistake, go back to the beginning and see where youtripped.

Perhaps the teacher will allow those who made nomistake to run once around the room to show how theirpinwheels work.

94. WHAT LANGUAGE HAS TO DO WITH NUMBERWORK

When you are tryingto follow directions,do you actthe moment you hear the directions? What do youdo first?

The power to see things in your mind will help youin all your school work. You have language lessonspartly to get this power. Think how it helps innumber work.

Suppose you have this problem :In my garden are four rows of lettuce plants,with six

plantsin each row. How many plants are there in all?The moment you read the problem you should see

in your mind a picture of the garden. What thingsdoes the problem tell you about the garden? If yousee the pictureclearly,raw it on the blackboard.

How many plants have you drawn in each row?How many rows have you? What question does theproblem ask? How many six's of plants have you?How many plantshave you ?


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Telling Stories from Pictures 105Some problems are so easy that you may not need

to draw the picture that you see in your mind, butdraw it if it helps you.

This lesson is put in here to show you that a numberproblem is also a language problem. In all yournumber work, let the words of the problem make pic-ures

in your mind. You will then have little trouble.

95. WHAT LANGUAGE HAS TO DO WITH OTHER;. SUBJECTS

Why are your reading lessons language lessons aswell ? Talk it over with your teacher.

What have language lessons to do with each of yourother lessons ?

In what lessons should you use what you learn in yourlanguage lessons ?

96. TELLING STORIES FROM PICTURES

Today you will again tell stories from the picturesinyour collection. Choose a picture in which you finda good story to tell. What thingswill you think of inplanning your story ?

In your next study period you may write the storyyou told today. If your pictureis small enough, pasteit at the top of your paper. Do your very best, sothat the stories will be good enough to be fastenedtogether to keep. Do you think next year's third-grade class would be interested in seeing the storiesyou wrote ? Ask them.


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Daily Drill Exercise 10798. DAILY DRILL EXERCISE

Correct Use of Run and Ran

Some children use the word run when they shoulduse ran. Both words are used correctly in thesesentences :

1. I ran .allthe way to school.2. I have run all the way to school.

Is any helping word used with run in the secondsentence ? Is a helpingword used with ran in the firstsentence? Run sometimes needs a helping word, andsometimes it does not. Ran never needs a helpingword.

The firemen ran up the street.Who ran faster,Ned or Frank ?The fox ran to his den.Little Bo Peep's sheep ran away.My littlebrother ran down town.I ran after him and caught him.The hare and the tortoise ran a race.

I ran You ran He ran They ranI have run You have run He has run They have run

Use the above sentences and groups of words inyour three-minute drillsfor a few days. Read also onceeach day the saw and seen sentences on pages 88 and 89,unless your teacher givesthe time to correctingsomeother error made in your class.


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