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Children. In the first sentence only one boy, but in the second several boys are addressed. Mother. The bird sings.

Change this into an address. Children. Bird, sing!

Birds, sing! Mother. Try now to manage other sentences in the same manner. The child is quiet. Form of this sentence two addresses. Children. Child, be quiet!

Children, be quiet, <§c. Mother. Boy, do you read?

Boys, do you read? In what are these two sentences alike? Children. They both contain an address and a question.

Mother. In what do they differ? Children. In the first sentence one boy only is addressed and questioned, in the second more than one.

Mother. The bird sings.

Form this into an address and a question,in the singular and in the plural number. Children. Bird, do you sing?

Birds, do you sing? Mother. Turn our other sentences into addresses and questions, and express them in the singular and plural.

Each of the six sentences we have hitherto spoken in the affirmative, may be expressed in two different ways, but how?

Children. They may be expressed, speaking either of one or of several objects, either in the singular or in the plural number.

Mother. Can they be expressed in two different ways in the affirmative order only?

Children. They can also be expressed in two different ways, when forming a question, an address, or an address joined to a question.

Mother. How many times, therefore, can you express each sentence in two different ways?

Children. Four times.

Mother. How many different sentences can you then form of each single sentence we have spoken?

Children. Eight different sentences. Mother. And how many single sentences did we speak? Children. Six.

Mother. Thus we are able to form six times eight different sentences.

How many are they when added together? Shall we now try once more to pronounce them all together?

You will now find it easy, and you will be pleased to find that you can form so many sentences and speak so correctly. To make it more easy to you, I shall go thi'ough the first sentence myself. The boy reads. The boys read. Does the boy read r Do the boys read? Boy, read! Boys, read! Boy, do you read? Boys, do you read? Children repeat.

Mother. How many sentences are we to form of each single sentence?

Are you sure that I have spoken eight sentences?

Proceed now in the same manner with the remaining eight sentences. The children of the second class now form in the same manner of each of the remaining five sentences, eight different sentences, which the children of the first class repeat.

Sentences in which the chief word, or the noun, is coupled with a word expressing quality, or an adjective.

Mother. What have we hitherto said of a boy?

Children. He reads.

Mother. What may a boy who reads be called? Children. A diligent boy. Mother. Now I am going to say something of a diligent boy.

What am I going to do? The diligent boy reads. Children repeat.

Mother. Say this of more than one boy, or in the plural number.

Children. The diligent boys read. Mother. Turn the sentence into a question, in two different ways.

Children. Does the diligent boy read?

Do the diligent boys read?
Mother. Make now an address.
Whom are you to address?
Any boy?
Children. No; a diligent boy only.
Diligent boy, read!

Mother. Express the same in the plural number.

Children. Diligent boys, read!

Mother. Form now both an address and a question, in the singular and plural number.

Children. Diligent boy, do you read?

Diligent boys, do you read?

Mother. The pretty fish swims.

Of what do I say something?

Children. Of a fish.

Mother. Of every fish?

Children. No; of a pretty fish only.

Mother. Form now of this single sentence, eight different sentences, as you have done before.

Children. The pretty fish swims.
The pretty fishes swim.
Does the pretty fish swim?
Do the pretty fishes swim?
Pretty fish, swim!
Pretty fishes, swim!
Pretty fish, dost thou swim?
Pretty fishes, do you swim?
These sentences may be treated in the same
manner:

The watchful dog barks.
The gentle lamb bleats, &c. &c.
c

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