Think of some object that has four feet. Is it alive? With what is it covered? How many toes are there on each foot? What are on the ends of the toes? Can it fly in the air? Can it swim in the water? Does it like to swim?

Find all the name-words under the Practice Work.

A Dog's Foot

LESSON VI.

The dog runs.

The boy plays.

The fish swims.

Find the name-words in these lines. Why is dog a name-word? Is runs a name-word? Why not? What word tells what the dog does? What word tells what the fish does?

the boy does? What do these words assert?

What word tells what

A word that asserts something, or that tells what anything does, is an action-word.

PRACTICE WORK.

Use action-words with the following name-words:

Fill the blanks in the following exercise with name-words or

TO THE TEACHER.-The forms under Practice Work should be filled out by each pupil, to correspond with the object chosen by him. This can be done orally if the pupils are very young, and later, in review, should be written.

The oral instruction should aim to make the child's observation of the objects definite and accurate, and to get the results of such observation in simple, correct

sentences.

Find the name-words and the action-words in the following list. Put one or two name-words with an action-word, to tell something. Use all the words in the list in the same way.

Ask a question about each name-word in the above list, and answer your questions, using more than one word in each answer.

LESSON IX.

1. The cat saw a rat.

2. She ran after it.

What ran after the rat? What word takes the place of cat in the What did the cat run after? Of what does it take

second line?

the place?

3. A dog saw the cat.

4. He ran after her.

What ran after the cat? What word takes the place of dog in the fourth example? Of what word does her take the place? What kind of words are cat, rat, and dog? Then he, it, she, and her stand for what kind of words?

As they stand for name-words, they are called for-name-words.

5. John speaks to his sister.

6. She comes to him.

What words do him, she, and his take the place of? What kind of words are they?

LESSON X.

THE SENTENCE.

Think of something that a bird does. State what you thought. Did you use a name-word? something that a cat does.

tences.

Did you use an action-word ? State Did you use an action-word and a name

TO THE TEACHER.-Have the answers in these exercises given in complete senThe work here is so simple that children in the second school year can use the book to advantage. When used by very young children, it may be well to do most of the work orally until reviewing it, or perhaps until the first half-year is past; then some writing can be done.