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Children. The duck quacks.

Mother. Cow.

Children. The cow lows.

Mother, Owl.

Children. The owl screams.

Mother. What have we been doing?

What did I say?

What did you say?

Now I will say something, and you are

to find a word of which I can say it. What am I, and what are you to do? Mother. Crows. Children. The cock crows. Mother. Twitters. Children. The swallow twitters. Mother. Bleats. Children. The sheep bleats. The children of the first class repeat separately each sentence, afterwards together; first forwards, then backwards.

Mother. Now, Emily, propose to your neighbour a word of which he can say something.

Now, Arthur, say something, and let Emily find a word of which she can say it.

This exercise, equally adapted to make children think, and to occupy them in an agreeable manner, may be varied and extended; also, the children of the first class may be desired to propose to those of the second, subjects to which they are to find suitable predicates. All sentences formed by the second class are repeated by the first.

Similar sentences changed into questions and addresses, and both united.

Mother. The boy reads. This sentence I shall turn into a question.

What am I going to do?

Children. You are going to turn the sentence into a question.

Mother. Does the boy read?

Children repeat.

Mother. What have you been doing? Children. We have asked a question. Mother. The boy reads. Is that a question? Here the sentence stands in the affirmative order. Does the boy read? is an interrogative sentence. Repeat both sentences. First in the affirmative, then in the interrogative way.

Put the last sentence in such a tone of voice that it may be distinctly perceived that you ask a question. What have you been doing? Children. We have spoken a sentence first in the affirmative, and then turned it into a question.

Mother. The bird sings.

Does the bird sing?
Children repeat.
Mother. What have we done?

What is the object concerning which I

What do I ask concerning it? Mother. The dog barks.

Some of you, surely, will be able to turn this into a question. Try. Children. Does the dog bark? Mother. Now we will express our three sentences first affirmatively, then interrogatively.

The boy reads.
Does the boy read?
The bird sings.
Does the bird sing?
The dog barks.
Does the dog bark?

What have we been doing? The child plays. The fly sips. The parrot talks. The children of the second class turn these sentences into questions, and the first class recapitulate them.

Mother. Now I shall accost or address the boy.

What am I going to do? Boy—(The mother pauses awhile after this word) read!

Children repeat. Mother. Whom do I address? After the word with which you address, you must pause as I have done, but you have spoken without any stop.

What do I reprove you for? Children. That we, fyc. Mother. You did so, because you only heard what, but did not observe how, I enunciated. That is the reason you could not speak with the proper tone. What is the reason? I will repeat the sentence once more. What have we done in this sentence? Children. We have addressed the boy.

Mother. The bird sings.

Turn this into an address.
Children. Bird, sing! or, Sing, bird!
Mother. The dog barks.
Children. Dog, bark!

Mother desires the children to repeat the three sentences.

Change our three sentences into an address. The child plays. Children. Child, play! Mother. The fly sips. Children. Fly, sip! Mother. The parrot talks. Children. Parrot, talk! Mother. The boy reads.

Does the boy read? Boy, read! In what do these sentences differ? Children. The first sentence stands in the affirmative; the second contains an interrogation; the third, an address.

Mother. Now we will address the boy, and add a question.

What are we going to do? Children. We are going to address the boy, and to join a question.

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