A-WORD-BUILDING RULES

IV.-Dropping final 1 in adding -full, all, -fill, well

1. Although Sam is the tallest of the three he is the weakest,

2. I almost caught the ball with one hand.

3. John always calls for me on the road to school.

4. 66 Are you all right?" cried the driver.

5. We were left all alone in the room until dusk.

6. Tom fulfilled his promise faithfully.

7. We were made very welcome by the beautiful lady.

8. Be careful to welcome your old friends.

9. The thoughtful boy brought a plentiful supply of food.

10. Mary's chilblains were very painful.

11. The hilly country looks very beautiful,

●—ELLIPSIS—Seeking and Finding
Supply the missing word from A

1. On my master's recommendation I obtained the 1sit-.
2. My brother died of 'inflamm- of the lungs.

3. We had permission to carry provisions on the excur→. 4. Great con- followed the explosion at the foundry. 5. We had 5per— to join the procession on this occasion. 6. There is good accommodation for visitors to the exhib-. 7. After the rebellion there was a restor- of property. 8. He had no permission to take possess 9. The missionary gave a 'descrip- of his 1orecep- by the Indians. 10. In the Artic "reg-s the cold is intense.

2. no one

of the house.

D-BUILDING AND BINDING

Fit these words together to make sense

1. profession of doctor needs careful preparation gained admission except my companion railway stations found confusion caused sensation

3. excursionists at

4. destruction of city

5. dog's affection

6. collection

for master

made for restoration of old church

The profession of a doctor needs careful preparation.

No one gained admission to the exhibition except my companion. The excursionists at the station found all in confusion.

E-ADDITIONAL WORDS-Noun-makers in -tion. First miss out the e and then add the following to

-ion

II

relate

propose'

accommodate starve ci'vilise

regulate commu'nicate perspire' col'onise impose dictate mod'erate restore organise compose

im'itate des'perate

aggravate de'corate

complete educate

explore accuse' transpose recite' imagʻine oppose

ORAL EXERCISE-Make Sentences containing each new word, as,

Here is good accommodation for travellers.

Communication with India by telegraph is now open.

EXERCISE III.

Re-write correctly the following, using Capitals and Stops where needed:

1. charles dickens lord macaulay sir walter scott and robert burns were great writers. The most interesting magazines are —. 2. Some favourite poems are john gilpin the wreck of the hesperus we are seven the may queen and the skylark

3. in our school library are westward ho robinson crusoe the pilgrim's progress by john bunyan esop's fables and uncle tom's cabin. My favourite pictures are

4. the times the standard the chronicle the daily graphic and the daily telegraph are well-known london papers

5. the germans dutch and spaniards are european nations

6. the hindoos chinese and turks are asiatic peoples

7. edward the III. king of england and his son the black prince led the english army at crecy in france

8. I have read and like best these books

9. My favourite writers are —. My favourite poems are 10. My favourite poets are —

My historical favourites are
EXERCISE IV.-BUILDING AND BINDING.

Make sentences using correctly the following words:

the english

scotch wool

a frenchman

an indian chief

an englishman

an arabian horse

a spanish officer the welsh

EXERCISE V.-BUILDING AND BINDING.
Introduce the following into sentences :-

Sunday November

Christmas February Easter

Monday Wednesday Friday

May-day Ascension day January

August October

Saturday Tuesday

July Whit-Sunday April December March

EXERCISE VI. -BUILDING AND BINDING.

Make sentences containing the following historical names :---Gunpowder Plot

The Resurrection
Crossing the Red Sea

The Civil War

The Norman Conquest
The Indian Mutiny

The Battle of Trafalgar

The Death of Nelson

The Crucifixion

The Flood

The Crusades

The Discovery of America

ILLUSTRATIVE EXAMPLE OF AUTOBIOGRAPHICAL METHOD.

Objects or Substance to be examined and Questioned upon, and Oral Answers given by the Pupils in three Stages before writing out.

First, place a familiar object, or a picture of it, before the class, such as 66 Blowing Bubbles," an Umbrella, a Kite, a Chair, a Doll, or a Top; or, let one child personate the object and answer, in complete sentences, some of the following oral questions put to it by a second scholar, who stands up before the class and acts as questioner or cross-examiner. Ask other children to supply any suitable question omitted which they think suitable for eliciting a fitting reply.

In this way enthusiasm, attention, and intelligence, will be aroused and sustained even in the lower classes, where the plan may be introduced with advantage in securing answers in complete statements.

STEP I. Oral Questions on the following:
(a) An Umbrella. (b) Father's Pipe.
(c) A Soap Bubble.

1. What are you?
2. How did you get your name?
3. Who uses you?

4. What were you once?
5. What were you like then?
6. Where were you obtained
or found?

7. Of what stuff or materials are you made?

8. From what sources do you come?

9. What are your parts? 10. Are you made, grown, or fitted together?

11. How were you fitted together, or prepared for use?

12. Who made you? Where?

13. What is your appearance now? What is your size, shape, or colour? Qualities or nature?

14. How are you used? By whom are you needed? When are you needed? For what purpose are you used?

15. Where are you kept? How are you treated by others?

16. Are you the only kind? 17. What value or advantage to others are you in the world?

18. What is known of your life, experience, and adventures of interest to these scholars?

STEP II.-Oral Answers to some of the Questions.

1. I am an umbrella, and am used by many people, young and old. 2. I get my name from a word which means a shade.

3. My parts are a frame and a cover.

My frame consists of a stick, about a yard long, wires, and a sliding metal band. At the lower end of the stick is a steel ferrule or ring. This keeps the end from wearing away when I am used in walking.

SECTION IX.

HELPFUL CLASS CRITICISM AND REVISION.

I. The Detection, Class Criticism, Correction, Anticipation, Prevention, and Classification of Common Faults in Structure, etc.

It is a real aid to a young composer to have a right standard of correctness ever before his mind to which to silently appeal when improving or finally revising his exercises. He is thus able to understand not only where, but how and why he has violated some vital rule in writing clearly and pleasantly. Thus many errors due to haste and carelessness are reduced, and much labour saved the teacher. (See Chapter, "Errors in English.")

When criticising, polishing up, commenting upon, and comparing good and bad essays, narratives, or biographies previously written in class or at home, you should ask yourself such questions as the following, and try to give sensible and satisfactory answers, and also reasons for them, e.g. varying the form, position, and length of clause, etc. :

1. Is this the best arrangement of the words? Does it look right? 2. Does it sound right, like book English, when read aloud? 3. Where lies the fault? What does it spring from? (See Scheme and large Charts.)

4. What rule is violated in the 1st, 2nd, 3rd sentences, etc. (See Danger Signal Scheme and Exercises, pages 88-91.)

5. How can I improve it-by (1) adding, (2) subtracting, or (3) substituting a word or a phrase-which?

6. Why does the new form, when read aloud, satisfy me?

7. How could I express it more neatly and forcibly in yet another form? Read it aloud and rearrange the explanatory words.

8. How could I say it in fewer, better, or more expressive words? (Synonyms.) E.g. By expressing a phrase or a clause in one word.

9. Why does Tom Brown's paper give more pleasure than others? 10. Which of his sentences show better structure? Why is this?