THIRD MONTH.

First Week: Review descriptive adjective. Teach demonstrative adjective. Decline relative pronouns.

Second Week: Compare adjectives. Parse adjectives. Analysis of simple imperative sentences. Parse relative pronouns. Third Week: Review the noun. Teach common and proper nouns. Parse adjective pronouns. Review the compound subject and the conjunction.

Fourth Week: Teach person, number, gender, of nouns; same as with pronouns. Review the adverb. Teach adverbs of time. Teach the compound predicate.

FOURTH MONTH.

First Week: Teach the case of nouns; same as with pronouns. Parse couns.

Second Week: Analysis of the exclamatory sentence. Teach ad

verbs of place. Take up compound complement pronouns. Third Week: Adverb of degree. Compound complement nouns. Fourth Week: Adverbs of manner. Teach an interrogative adverb. Compound complement adjectives.

FIFTH MONTH.

First Week: Review the preposition and the conjunction. copulative conjunctions as such; also disjunctive.

Teach

Second Week: Noun phrase. Review phrases. (This is the infinitive phrase used as a part of the sentence, subject or complement.)

Third Week: The adjective phrase.

Fourth Week: The adverbial phrase.

Modes of presentation of some of the typical subjects are here given. They are to be considered only as suggestive outlines.

RELATIVE PRONOUNS.

The girl who studies receives a good mark. What part of speech "who?" Why a pronoun? Used instead of a noun. It means "the studious girl," it means "girl," and, describing her, she is the "studious girl." Who relates to some noun or pronoun before it. Who relates to girl. It limits the noun "girl," which we call the antecedent, meaning "before." The idea that belongs to a relative is that it connects, with an antecedent noun or pronoun, an adjective clause that limits that noun or pronoun. A relative, therefore, holds a conjunctive office as well as that of another part of speech.

The girl receives a good mark. Does every girl receive a good mark? No, only those who study.

The girl who studies receives a good mark.

A relative pronoun is a pronoun that represents an antecedent word and connects clauses.

I met the teacher who had been ill.

Meta's book which her father bought for her has been lost.

He knew what his friend had told him.

his friend had told him.

Lines that are parallel never meet.

Relative Pronouns:

who--persons only.

which animals and things.
what-things.

He knew that which

that-applied indifferently to persons, places and things.

CASE OF PRONOUNS.

The boy runs swiftly. Part of speech of underlined word? Why? Tell me something about the boy, but use a pronoun. He has been trained to do it. Part of speech is "he?" Why? Person? Why? Number? Why? Gender? Why? How is the word he used in the sentence? As subject of the verb "has been trained?" When a pronoun is "subject" in the sentence, we say it is in the nominative case.

Case is a modification of a noun or pronoun that distinguishes the relation of it to other words.

"His

The child has his book in his hand. Part of speech is his? Why? Kind? Why? Person? Why? Number? Why? Gender? Why? How is it used in the sentence? It is not used as the subject, but as the relation of property; ownership shows possession. book," the book that belongs to him; "his hand," the hand that belongs to him. When a pronoun denotes possession, we say "it is in the possessive case."

Your mother met me to-day. Part of speech of underlined word? Why? Kind? Why? Person? Why? Number? Why? Gender? Why? How used in the sentence? Not as the subject, for I am speaking about "mother." Not as possessive, for I don't know what " me owns. It is used as the complement word in our sen tence, for it completes the predicate verb. Your mother met-me. When it is the complement word, completes a finite verb, we say “it is in the objective case. A "finite" verb is a verb in any other mood than the infinitive. Infin.-to speak. Finite-speak.

KINDS OF ADJECTIVES.

The happy children ran quickly. Of whom am I speaking? Children. What word describes those children? Happy. We call it a descriptive adjective.

This book is mine. Of what am I speaking? Book. What word tells me about the book? This. It proves beyond doubt what book is mine, what book belongs to me. This book. When adjectives prove beyond doubt to what they refer, we call them demonstrative adjectives. Demonstrative means to prove beyond doubt.

COMPARISON OF ADJECTIVES.

The neat paper was sent to the office. Of how many papers am I speaking? One. Compare two papers. That is a neater paper than this One. Compare more than two papers. This is the neatest one -comparing more than two—3, 10, 50, 75 or 100 or more.

When the adjective is in its simplest form, we say it is in the "positive" degree. When two things are compared, the adjective is in the comparative" degree. When more than two things are compared, the adjective is in the "superlative" or highest degree. Comparison is a variation of the adjective to express quality in different degrees.

POSSESSIVE CASE OF NOUNS.

When one girl owns a hat, we must add something to show that she possesses it.

The girl's hat is here. To form the singular possessive we add the apostrophe and s to the noun.

The boy's coat is torn.

The lady's gloves are lost.

We have plurals of two kinds-those that end in s, those that do not end in s.

Girls-The girls are here.

Children-The children are still.

Now we will insert a word in the first sentence to show us what the girls possess.

The girls' rubbers are here. What do the girls own ?"Rubbers.” To show that the girls own the rubbers we add an apostrophe. In the second sentence insert a word to show ownership. The children's feet are still. What do the children possess? "Feet." To show that the children own the feet, we add apos

trophe and s.

To form the singular possessive, add an apostrophe and s to the singular noun. Girl-girl's hat.

When a plural ends in s, we add an apostrophe to denote possession. Sing.-lady. Plu.-ladies. Plu. Poss.-ladies'. When my plural does not end in s, we add an apostrophe and s to denote possession.

Sing.-ox. Plu.-oxen. Sing. Poss.-ox's Plu. Poss.-oxen's.

KINDS OF CONJUNCTIONS.

What is a conjunction? A word used to connect words or clauses. Honesty and faithfulness lead to success.

Carrie is diligent, but her sister Rose is idle.

He and I shall not dispute. What does the conjunction and denote? It denotes that, if he has any choice about it, I shall readily acceed to his request. It denotes an addition, a cause, or a supposition. I shall not dispute about it, because, no matter what he wishes to do, I shall do it. We call this kind of a conjunction a copulative because it unites, joins, connects, combines.

Virtue is its own reward, and vice brings its own punishment. What is a conjunction? Why? It unites two independent clauses in such a way as to expand the idea of the first thought. We call it a copulative conjunction. It gives us an addition or a cause, a supposition.

Be not overcome with evil, but overcome evil with good.

You go now, or I shall report you.

I cannot go, unless you are obedient.
What are the conjunctions? Why?

Do you think they give us an addition or a cause to our sentence? Do they help or serve to disconnect or separate the thoughts? Are the sentences capable of being joined or of being united? Do Do you think they denote opposition of meaning? They are called disjunctive, not joined.

ADJECTIVE PHRASES.

What is a phrase? Illustrate. Give me a phrase used as a noun. can use a phrase to describe a noun. learned to sew. Of whom am I speaking? am I speaking? The girl in our house. If call it an adjective phrase. Why phrase?

"To sing is beneficial." I
The girl, in our house,
"Girl."
'Girl." Of what girl
it describes a noun, we
Why an adjective?

and 8th Years.

By SAMUEL F. COLEMAN, Instructor in Shopwork, P. S.'s 11 and 80.

CON

ONSTRUCTIVE or Mechanical Drawing is the graphic representation of the proportions and relations of the parts of an object by means of two or more direct views. These views are made on planes so placed as to give the three dimensions of the object in their true ratios; they may be made full-sized or to scale, depending on the size of the object and on what is required of the drawing.

The aim of the course, in its broadest sense, is to give some knowledge of the steps preliminary to the construction of that world of things which is the product of man's hand, together with some appreciation of the necessity of fitness to purpose, strength and beauty in the structural design. Further, the more particular aim is to enable the child mentally to see and to know the object through the conventional representation of the Mechanical Drawing, and to develop, as much as possible, through the doing, that habit of accuracy in working which is the sine qua non of all handiwork.

Many of the difficulties in the way of a proper understanding of this kind of drawing would be removed and better results ob tained in teaching, if at the outset the simple principles were thoroughly grasped, first by the teacher and secondly, through him, by the pupil.

All objects have three dimensions, a length, a breadth and a thickness; hence, for the purpose of our drawing we should place ourselves in the three different positions relative to the object, that will show us the true value of each of these dimensions.

To illustrate, let the diagram, Fig. 1, represent space subdivided by a horizontal and two vertical planes, each at right angles to the other two; call the first division (A), the first angle of space; (B), the second angle; (C), the third angle, and (D) the fourth angle. These planes being supposed to extend indefinitely, it will be easily