Fifteen Institute Lessons in Language, Arithmetic, and U.s. History

Part 1

Transcriber’s Note

Missing or inconsistent punctuation made consistent. Obvious typos corrected. Language Lessons: ‘Kind’ in item 13. on p. 4 has been italicized to be consistent with other italicized words in the sentence. Line breaks have been added to separate the individual Exercises for Correction to make them easier to read. Arithmetic Lessons: Problem numbers jump from 14 to 16; 15 is not labeled. History Lessons: The Presidential Terms are not in chronological order - they have been kept as printed. Italic text indicated by underscores surrounding italic text. Bold text indicated by equal signs surrounding =bold text=. Small capitals in original converted to ALL CAPS in text. Description of illustrations added to text except for small decorative flourishes on the title page.

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FIFTEEN INSTITUTE LESSONS

-IN-

LANGUAGE, ARITHMETIC

-AND-

U. S. HISTORY

COPYRIGHT SECURED, AUGUST 1888,

BY W. F. L. SANDERS, CAMBRIDGE CITY, INDIANA.

RICHMOND, IND.. DAILY PALLADIUM BOOK AND JOB PRINTING HOUSE. 1888.

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GENERAL DIRECTIONS ON TEACHING LANGUAGE.

The teacher should ask questions about the objects and incidents of the reading lesson; the most difficult words of the lesson should be placed on the board and used as an exercise in rapid pronunciation and spelling; let the pupils pass rapidly through a paragraph, pronouncing the words of two-syllables, three-syllables, etc.; and, as soon as the advancement of the class will permit, the pupil should pass through a paragraph naming the parts of speech, the phrases, the propositions, and the sentences, now and then classifying them.

Frequently, as a pupil reads, the rest of the class should be required to close their books and turn their attention directly to what is being read; when the reader is through, the teacher should question the listeners carefully until every point of what was read is brought out clearly,—the reading itself to be properly criticised. Rules of punctuation, and those concerning the use of capitals should be deduced from the reading matter, and frequently recited. Quotation marks, the hyphen, and the apostrophe must receive their share of attention.

Geographical terms, allusions, and figures of speech should be noted; let the places mentioned be located and described as in geography. If prominent men are mentioned, let brief biographical sketches be given.

Before beginning the recitation, the teacher should question the class closely in regard to what is set forth or told in the lesson. Give careful attention to position, voice, emphasis, tone, etc. Good reading should strike our attention as being very like good conversation.

As soon as practicable, the pupils should be required to write out as a composition the thoughts and incidents of the lesson. Occasional exercises in parsing and analysis may be given from the reading lesson.

Stories, extracts, etc., should often be read to the class, to be written out by them in their own language. Let attention to the use of correct language be a prominent feature of every recitation. Transformations of easy poems into prose, and descriptions of scenes, real or imaginary, may be used in composition work. Oral and written reproductions of reading lesson must occur frequently. Conversations about familiar and interesting objects will give the teacher an opportunity to correct bad language.

From time to time, as opportunity offers, supplementary reading matter may be used. Throughout the grades, two or three times a week, the pupils should be required to commit choice quotations and to recite them clearly and effectively.

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INSTITUTE LESSONS. Language.

Cautions Against the Use of Incorrect Language.

1. A verb must agree with its subject in number and person.

2. Use either or neither with reference to one of two objects.

3. Use any one or no one with reference to one of more than two objects.

4. Each, every, either, or neither requires a verb or a pronoun in the same connection to be in the singular number.

5. Two or more subjects taken together require a verb or a pronoun in the same connection to be in plural number.

Part 2

6. Two or more subjects taken separately require a verb or a pronoun in the same connection to be in the singular number.

7. A pronoun must agree with its antecedent in person and number.

8. When subjects of different numbers are joined by or, the verb must agree with the one next to it.

9. These or those should not be used with the singular noun kind or sort.

10. Use plural nouns with adjectives denoting more than one.

11. Use a before words beginning with a consonant sound.

12. Use an before words beginning with a vowel sound.

Exercises for Correction.

(=a=) Nothing but trials await him (1).

(=b=) Have either of you seen him (4).

(=c=) Neither of five men were present (3, 1).

(=d=) Either ignorance or carelessness have caused this (4).

(=e=) Neither of them were there (4).

(=f=) Each of the pupils are to bring their books (1, 4).

(=g=) What is the mood and tense of the following verbs (5)?

(=h=) Every door and every window were crowded with spectators (6).

(=i=) Not a boy in the class knew their lessons to-day (7).

(=j=) Was the boys or their father to go (8)?

(=k=) I do not like these kind of apples (9).

(=l=) It isn’t safe to trust those sort of people (9).

(=m=) The pole is ten foot long (10).

(=n=) Is he an African or an European (11)?

(=o=) The government is an hereditary monarchy (11).

(=p=) A umpire was appointed (12).

(=q=) Franklin favored an Union (11).

Cautions Against the Use of Incorrect English.

13. Use the adjective in expressing condition, appearance, quality, or kind. (Use the adj. to modify a noun or a pronoun.)

14. Use the adverb in expressing manner or degree.

Part 3

15. Use less to denote size or quantity; use fewer to denote number.

16. Omit the article before a noun used in a general sense.

17. Use the article before a noun used in a particular sense.

18. Before two or more words denoting the same object, use the article but once.

19. If the different words denote objects to be distinguished use the article with each word.

20. Place a modifier where it will affect only the element to be modified.

21. Do not use of between both or all and its noun.

22. Use next to the noun the adjective of broadest signification; or, the one denoting the quality most easily recognized.

23. Avoid using an adverb between the parts of an infinitive.

Exercises for Correction.

(=a=) Since he was sick, he looks badly (13).

(=b=) The rose smells sweetly (13).

(=c=) I feel queerly (13).

(=d=) He looks tolerable well (14).

(=e=) He acted very different from his brother (14).

(=f=) There was no less than five squirrels on the tree (1, 15).

(=g=) Such a man does not deserve the name of a gentleman (16).

(=h=) I do not despise the giver, but gift (17).

(=i=) She referred to Patrick Henry, the patriot and the orator (18).

(=j=) What is the difference between a siderial and solar day (19)?

(=k=) His dexterity almost appeared miraculous (20).

(=l=) I forgot to sign my name to a letter once (20).

(=m=) He only rents the store, not the dwelling (20).

(=n=) Did you bring both of the books (21)?

(=o=) He saw all of the animals (21).

(=p=) He was an old respectable man (22).

(=q=) They tried to thoroughly educate her (23).

(=r=) Everybody thought that it was destined to be a great city, twenty years ago (20).

Part 4

(=s=) He examined the trachea, or the windpipe (18).

(=t=) Not one in ten of them are likely to pass (1).

Cautions Against the Use of Incorrect English.

24. Do not neglect to form the possessive case properly.

25. The apostrophe is not used with the possessive pronouns.

26. Let the sign of possession be as close as possible to the modified noun.

27. Indicate separate ownership by using the sign with each name.

28. Indicate joint ownership by using the sign but once.

29. Avoid the use of two or three possessives in close connection.

30. When the comparative degree is used the latter term must exclude the former.

31. When the superlative degree is used the latter term must include the former.

32. When the latter term excludes the former the comparative degree must be used.

33. When the latter term includes the former the superlative degree must be used.

34. For two objects use the comparative degree.

35. For more than two objects use the superlative degree.

36. When a comparison or contrast is made neither term must

Exercises for Correction.

(=a=) He has childrens’ gloves and mens’ shoes (24).

(=b=) This is a later edition than your’s (25).

(=c=) He does not like to ride any one’s else horse (26).

(=d=) Do you prefer Webster or Worcester’s Dictionary (27)?

(=e=) He left his bundle at Smith’s and Brown’s Store (28).

(=f=) That is my brother James’ wife’s youngest sister (29).

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