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. с After these exercises, the children will be able to modify each simple sentence which is proposed, in eight different ways; not only in the orderly succession but also reversely, or in any way that may be required. If these little exercises be administered in the Pestalozzian spirit, with an affectionate zeal, the teacher will have the gratification of perceiving that they give pleasure to the little ones, insensibly cultivate their powers of attention, as well as profitably exercise their organs of speech and inflexion, and introduce them to an acquaintance with grammar, without its dreaded name, and (to them) its unintelligible rules. Sentences in which the chief word, or the noun, is coupled with several words of quality, or adjectives. Mother. Do you recollect what we called the boy, of whom we said something in our last lesson ? Could we not give him any other attribute than that of diligent? Charles and William rise, and stand both upright. Now if you look at Charles, and compare him with William, how will you call Charles? Children. Little. Mother. This word or attribute we will join to our sentence. The diligent little boy reads. Mother. Of whom do we say something? ways. Children. Does the diligent little boy read? Whom are you to address ? Children. Diligent little boy, read! or, Read, diligent little boy! Diligent little boys, read! Mother. Couple the address with a question. Children. Diligent little boy, do you read? Diligent little boys, do you read? Mother. What animal does this print represent? Children. A fish. Mother. What did we call a fish yesterday? Children. Pretty. Mother. Who can add another word? Children. Little. Mother. What did we say of the pretty fish? Children. He swims. Mother. 'Pronounce now this sentence, with its additional attribute, through all its different changes. Children. The pretty little fish swims. The pretty little fishes swim. Does the pretty little fish swim? Swim, pretty little fishes! Pretty little fish, do you swim? Pretty little fishes, do you swim? Mother. The weak and helpless infant cries. Now I am curious to hear whether you will answer correctly to any of our eight changes which I may propose to you, not following the orderly succession. Express the sentence just pronounced in terrogatively, and in the plural number. Children. Do the weak and helpless infants cry? Mother. Change the sentence into an address, in the singular number. |