5. It might be fun to place in your telephone directory such names as Jack Frost, Santa Claus, Peter the toymaker's son, Joseph his brother, Queen Mab, the busy ant, the lazy grasshopper, and some of the Indians and Eskimos that you have come to know in this book. Then you could telephone to these. One pupil would be Jack Frost and would always answer when Jack Frost's number rang. Another would be Santa Claus, another would be Peter the toymaker's son, another Queen Mab, and so on.
6. You and your classmates may now have the following conversations over the make-believe class telephone:
1. A conversation between Queen Mab and Jack Frost about some pupils in your class
2. A conversation between Peter and Joseph about the lost magic ring
3. A conversation between the ant and the grasshopper in the fable
4. A conversation between an Indian boy and a white boy
5. A conversation between two fairies, one in the woods and one in Santa Claus's workshop
6. A conversation between a polar bear and a boy hunter (the bear objects to being hunted)
7. A conversation between an Eskimo girl and a girl in your class
8. A conversation between Santa Claus and the teacher about some pupils in your class
9. A conversation between two girls about a plan for a good time next Saturday with which to surprise the class
10. A conversation between two girls about a new dress that one of them will soon wear to school
38. Correct Usage—May, Can
A mistake that pupils sometimes make is to use the word can when they mean the word may. These two words do not have the same meaning. The following conversation shows this:
"Mother, can I eat another piece of pie?" once asked a boy at the dinner table.
"I suppose you can, Tom," replied his mother. "You have teeth to bite and chew, and there is room in your stomach for another piece. Yes, I suppose you can eat another piece. But you may not, because I want to save it for to-morrow."
Oral Exercise. 1. Read the following sentences and try to tell the difference in meaning between may and can:
1. I can run faster than you.
2. I can write my name.
3. May I write my name in your notebook? Will you let me?
4. May I run over to George's house, mother?
5. I can do many things.
6. May I read the book Santa Claus gave you?
7. I can read books.
2. Do you see that when you say, "I can do this," you mean, "I am able to do this"? What do you mean when you say, "May I go to the moving-picture theater, Mother?" Do you mean, "Will you permit me to go?"
3. Fill each blank in the sentences below with the right word, may or can:
1. John, —— you spell Eskimo?
2. Father, —— I go with John to the game?
3. Miss Brown, —— I change my seat?
4. Miss Brown, —— you see me when I stand here?
5. Mary, —— you find that book for me?
6. —— you touch the ceiling when you are on the chair?
7. —— I go home at three o'clock, Miss Smith?
8. Miss Smith, —— I borrow a pencil of Ruth?
9. Miss Smith, —— you speak French?
10. Miss Smith, —— I have another sheet of paper?
Game. 1. Let the boys write on the board a number of sentences in which may is used correctly. Then let the girls do the same. Now let the girls read the boys' sentences. The boys will read those written by the girls. Who made the fewer mistakes?
2. After all sentences have been corrected (if they need to be corrected), let the boys read their sentences aloud, and the girls theirs. The teacher will tell whose reading was the better.
39. Talking over Plans
Valentine Day is near at hand. Why could not your class plan a special good time for that day? Other classes have done it. One plan would be for pupils to send each other valentines. You could have a post office right in the schoolroom. One of the pupils could be the postmaster. It would be the business of the postmaster to see that each valentine went to the right person.
Group Exercise. Make plans with your classmates for Valentine Day. Think out what should be done and how it should be done. Then stand before the class and explain your plan. The other pupils will explain theirs. At last the whole class will choose the one that seems best. The following questions will help in the making of plans:
1. How shall the class post office be run?
2. Who shall be the class postmaster? What shall he do? Shall there be letter carriers?
3. Would it be more fun for pupils to send short notes to each other than valentines bought at the store? Perhaps red-paper borders could be pasted around the edges of the letters? Some of the letters might be from Jack Frost, Queen Mab, Peter, and other friends you have met in this book.
40. Letter Writing
First of all, in getting ready for Valentine Day, you will need to learn how to write letters.
Oral Exercise. 1. Who wrote the first of the following letters? How can you tell? Who wrote the second? To whom is it written? To whom is the first written?
Dear Jill:
The doctor says that I am perfectly well again. I should like to go coasting Saturday. Shall we go together? I want to show you how careful I can be in steering a sled.
Jack
Dear Jack:
My mother will not let me go coasting. I wish you would come over to my house Saturday. We could write valentine letters together, to our friends. We could pop some corn too.
Jill
2. Do you see the little mark (:) after the words Dear Jack and Dear Jill in these two letters? That mark must always[48] be written there in a letter. Next, do you see how the first line in each letter is different from the other lines? The first line of a letter must always begin a little to the right of the other lines. Notice where the name of the writer of each letter is placed. Is there any mark after it?
Written Exercise. 1. In order that you may not forget the points you have just learned about letter writing, copy Jack's letter to Jill. Then compare your copy with the letter as it stands in the book, and correct mistakes.
2. Now read carefully Jill's letter to Jack. Notice once more exactly how the different parts of the letter are written. Write the letter from dictation. Then correct what you have written by comparing it with the letter in the book.
It is well that you now know how to write a letter. There is at this very time an important letter that needs to be written by you. As you know, the teacher will soon choose some one in your class to be the postmaster for Valentine Day. Whom do you want for that position? Perhaps you would like to be postmaster yourself. Or do you want to be one of the letter carriers? The next exercise will give you a chance to tell the teacher.
Written Exercise. It would take too much of the teacher's time to listen to each pupil's opinion about those post-office questions.[49] Then, too, the teacher might not remember all that each pupil said. So there is only one thing to do. Each pupil must write his ideas and wishes in a letter to the teacher. Write your letter, beginning it thus:
Dear Teacher:
Tell in your letter exactly what you would tell the teacher in a private talk. No one but the teacher will see your letter.[50]
41. More Letter Writing
When Valentine Day comes, you will wish to write very good letters to your classmates. You already know how to write a letter, but it is another matter to write a bright letter.
Do you remember that boy, Tom, who once dreamed about an owl and an elf? One day Tom told his mother that his school was planning a special good time for Valentine Day. "We shall have a post office in our room," he said. "Everybody is to send everybody else letters."
"What kind of letters are they to be?" asked his mother.
"Well," answered Tom, "each pupil is to write at least one bright letter about himself. Those who receive the letters have to guess who wrote them. You see, we do not sign our names."
Tom had already written his letter, and he showed it to his mother. It was to his best friend, Fred. Here it is:
Dear Fred:
I am four feet three inches tall. I weigh seventy-five pounds. I like to run and jump. I like to read books, too. I am your best friend.
Somebody
Oral Exercise. What do you think of Tom's letter to Fred? Is it a bright letter? How does every sentence in it begin? Do you like to have all the sentences begin the same way?
Tom's mother read the letter. Then she read it again. Then she said, "Tom, you can do better than that."
Tom was surprised. He thought it was a good letter. "Are there any mistakes in it?" he asked.
"No, there is not a single mistake in it," answered his mother. "You have the right mark after the words Dear Fred. You have begun every sentence with a capital letter. You have the right mark at the end of every sentence. But, Tom, it isn't a bright letter."
"How shall I make it bright?" asked Tom.
His mother smiled. "Look at the first sentence in your letter," she said. "It tells that you are four feet three inches tall. How uninteresting that is! Who cares to know your exact height, down to an inch! Why not say instead, 'I am a funny little blue-eyed chap with brown hair all over the top of my head'! Would not that be much brighter than 'I am four feet three inches tall'? Now look at the next sentence. It tells that you weigh seventy-five pounds. How uninteresting that is! Is some one thinking of buying you by the pound, as if you were a little pig or a calf? Why not say instead, 'I am as round and fat as a ball of butter'? Look at the third sentence. It says that you like to run and jump. That is true. You do like to run and jump. But why not tell it in a bright way? You might have said, 'My brother says I can run like a deer and jump like a frog.'"
Tom took the letter back and gave a shout. "I see what you mean," he cried. "I'll write the whole letter over." A little later he showed his mother the following:
Dear Fred:
I am a funny little blue-eyed chap with brown hair all over the top of my head. I am as round and fat as a ball of butter. My brother says I can run like a deer and jump like a frog. My sister says I am a bookworm. But rather than be a deer or a frog or a bookworm, I want to be your best friend.
Somebody
Oral Exercise. Which of the letters that Tom wrote do you like better? Can you tell why? Point out bright sentences in his first letter. Point out interesting sentences in his second letter.
Tom was very much pleased that he had written his letter over. "The next time I have to write a letter," he said, "I shall write two, and send the second one."
"That's a good plan," said his mother. "First write the best letter you can. Then read it over and make it better." Tom began at once to write more letters for Valentine Day. "It's fun," he said, "and the teacher told us that we might send more than one if we cared to." He followed the new plan of writing a first letter, rather rapidly, and then slowly writing it over and making it better. Then he would throw away the first. Tom worked more than an hour. At the end of that time he showed his mother three letters. Here is one, written to a schoolmate named Marjorie:
Dear Marjorie:
I have two blue eyes and a roof of brown hair. Besides, I have a nose, a mouth, and two ears. But I must not tell you any more, or you will guess who I am. My name is short and begins with T.
Somebody
Tom's next letter was written to George, the biggest and strongest boy in the room. He and Tom were good friends. Probably Tom wrote the letter in order to have some fun with George. This is it:
Dear George:
I am the boy who can spank you. I think I shall do it soon, if I feel like it. Better be good when I am near. Of course you know who I am. My name is short and begins with T. Better be good, George.
Somebody
Tom's mother asked whether this letter might not hurt George's feelings.
"Oh, no," laughed Tom. "He knows that I am only joking. Why, he is so big and strong, he could spank me, if he wanted to."
Tom's third letter was to a friend whose name was Mary. Tom liked to tease her. Only a few days before, he had thrown snowballs at her. Here is the letter:
Dear Mary:
I am the very, very good boy who never teases you. I never pull your hair. I never throw more than one snowball at you, at a time.
Somebody
Oral Exercise. 1. Which one of the three letters by Tom do you like best? Read the sentence or sentences in it that you like specially.
2. What plan does Tom follow in writing letters? Why did he decide to follow this plan?
42. Still More Letter Writing
Written Exercise. 1. Write a letter for Valentine Day. Write it to one of your classmates. Have your letter tell about yourself, just as Tom's told about himself. Sign it Somebody, and let the receiver guess who wrote it. Better write the letter twice. Make the first one as good as you can, but write it rather rapidly. Then read it over carefully and make it better wherever you can. Let the second letter be the one you send.
2. If you would like to write more than one letter, as Tom did, do so; but it is better to write one very carefully than two or three carelessly.
Now all the letters should be taken to the class post-office. Each letter should be folded and should show on the outside the name of the person to whom it is to go. Perhaps the class postmaster will have a box for all this mail. In this the letters may be kept until Valentine Day. On that day the entire mail should be sorted by the postmaster. All the letters for each row may be placed in a separate pile. The letter carriers, one for each row, will deliver them.
43. Improving Letters
After the Valentine letters have been read, and the writer of each has been guessed, it will be time to copy some[51] of the letters on the board for the following exercise.
Group Exercise. 1. The first letter on the board should be read carefully by the class. You and your classmates should tell clearly what you like and what you do not like in it. The teacher will rewrite it on the board as the class tells how it can be made better. The following questions will help in this work:
1. Is the letter as good as it might be?
2. What do you like best in it?
3. Can you tell how it may be made better?
4. What bright thought might be put in the letter?
5. Are there any mistakes in the letter?
2. Other Valentine letters should be studied in the same way.
44. Study of a Poem
Our friend Tom, who wrote the bright letter we read a few days ago, was somewhat careless about putting his things in their proper places.
"I wonder where my cap is," he shouted one morning, just as it was time to hurry to school.
"Where did you put it?" his mother asked quietly.
"On the hook in the hall," answered Tom.
"Well," said his mother with a smile, "if you are sure you put it there, Mr. Nobody must have taken it away. Perhaps he threw it on a chair in the kitchen or on the table in the hall."
And there, to be sure, on a chair or table somewhere in the house, or even on the floor, the cap was found. Mr. Nobody had put it there.
On another day Tom was unable to find a story-book he had been reading.
"I'm sure I put it back in the bookcase," he said.
"Isn't it there now?" asked his mother.
"No!"
"Then Mr. Nobody must have been reading it," she answered. "He always forgets to put the books back where they belong. Perhaps he left it on the lounge, where you were reading last night."
And there, to be sure, in a corner of the lounge, was the lost book.
In Tom's house Mr. Nobody was always doing mischief. He was always mislaying Tom's things. He was always tearing his books, leaving doors ajar, and making finger marks on the doors. Now and then he spilled the ink on Tom's desk. He usually forgot to put Tom's boots where they belonged. He was so careless and forgetful that he got Tom into trouble nearly every day.
Does Mr. Nobody visit your house, too? If he does, you will understand the following poem about him:
MR. NOBODY
As quiet as a mouse,
Who does the mischief that is done
In everybody's house!
There's no one ever sees his face,
And yet we all agree
That every plate we break was cracked
By Mr. Nobody.
Who leaves the door ajar;
He pulls the buttons from our shirts,
And scatters pins afar;
That squeaking door will always squeak
For, prithee, don't you see,
We leave the oiling to be done
By Mr. Nobody.
That kettles cannot boil;
His are the feet that bring in mud,
And all the carpets soil.
The papers always are mislaid,
Who had them last but he?
There's no one tosses them about
But Mr. Nobody.
By none of us are made;
We never leave the blinds unclosed,
To let the curtains fade.
The ink we never spill, the boots
That lying round you see
Are not our boots; they all belong
To Mr. Nobody.
Oral Exercise. 1. Read the poem again in order to see which of the four stanzas you like best. Can you tell why? Look through the poem and tell all the things that Mr. Nobody does. Which of them has he done at your house?
2. Did you ever see Mr. Nobody at your house? Do you think you could catch sight of him if you looked in the mirror? Make believe that you did see him at your house. Tell your classmates exactly how he looked.[52]
Group Exercise. As each pupil gives the class a picture of Mr. Nobody the class will say whether this picture looks like the pupil speaking. Then the class will point out what they liked and what they did not like in that pupil's way of speaking. These questions will help in this work:
1. Did the pupil stand squarely on both feet, or was he so weak that he had to hold onto a chair or desk to keep from falling over?
2. Did he speak so clearly that every one in the class could understand him?
3. Did he make a stop at the end of every sentence and drop his voice there to show that the sentence was finished?
4. Did he use too many and's?
45. Making a Little Book
Would it not be pleasant for you and your classmates to make a class picture book? Perhaps you do not know how to make one. This is the way. Every pupil writes a few sentences that tell how he looks. These give the reader a picture of each writer. Then these pictures are all put together in a little book.
One pupil might write this picture of herself:
Another pupil might write as follows:
I am a boy with black hair that is curly, brown eyes, and a long, thin nose. You would know me by my size, for I am the tallest pupil in the room.
Written Exercise. Write a picture of yourself. Write what will help a reader to see you as you are. You need not say that you have two eyes, two ears, two arms, and two legs. But if you have only one leg, or only one arm, say that. If you wear your hair in two braids, say that. Perhaps you will write twice, using the first writing as a help for the improved second writing, as Tom learned to do when he wrote letters.
Group Exercise. 1. When every pupil has finished his picture of himself, all these should be given to the teacher. Then the teacher will read one after another aloud, and the class will try to tell whose picture each one is. You see, this will be like a game. If the class cannot guess a picture, the teacher will read the name of the writer. Then the class will explain what should be added to the writing, or changed in it, so that it may give a true picture of the writer.
2. You and your classmates should now rewrite your pictures, making them better. After that they should be neatly copied. Then[53] all these pictures should be fastened together to form a book. A cover should be made for the book, on which may be written words like these:
46. Correct Usage—No, Not, Never
| I haven't | means | I have not |
| you don't | means | you do not |
| he doesn't | means | he does not |
| never | means | not ever |
It is a common mistake to use two not-words in a sentence when one is enough. Each of the following sentences is correct. Each contains only one not-word.
1. I have never seen your father.
2. I haven't ever seen your father.
3. I have no money in my pocket.
4. I haven't any money in my pocket.
5. I don't see any mistakes in this example.
6. I see no mistakes in this example.
7. I don't ever go down that street at night.
8. I never go down that street at night.
Oral Exercise. 1. Point out the not-word in each of the eight sentences above. Are there any sentences there that need another not-word? Do you see that the second sentence is only another way of saying the first? Which sentence do you like better, the first or the second? The third or the fourth? The fifth or the sixth? The seventh or the eighth?
2. Say each of the following sentences in another way without changing the meaning:
1. I haven't any ink.
2. He has no book.
3. She hasn't any paper, and I haven't a pencil.
4. I have no ticket.
5. My father doesn't do any work on Saturday.
6. My father does not play any kind of instrument.
7. Haven't you ever seen a circus?
8. I have no pocketknife.
9. I haven't seen a ball game this year.
10. He had no money to spend.
Game. A pupil, who may be called John, is sent from the room. The teacher gives a flower, a piece of colored paper, a thermometer, or some other object that is not usually found in pupils' desks, to a member of the class. Then John is told that he may return.
Teacher: John, some one in this room has a flower (or whatever the object may be) in his desk. Try to guess whose desk it is. You may ask any of your classmates whether they have it.
John (to a classmate): Have you that flower in your desk?
The Classmate (if he does not have it): I have no flower in my desk (or, I haven't any flower in my desk).
The Classmate (if he has it): I have it in my desk. Here it is.
47. Telling Interesting Things
Oral Exercise. 1. What kind of dog should you like to have for your pet? Stand in front of the class and tell your classmates why you like that kind of dog and what you would do with him.
2. Dogs can do many useful things. Tell the class of a remarkable thing you have seen a dog do. If you cannot do that, tell of some intelligent and brave deed which you have heard that a dog did. Perhaps the following list will help you:
1. Some dogs are faithful watchdogs. They may be trusted to guard a house, a small child, an automobile, or a flock of sheep.
2. Some dogs are used in hunting.
3. Some dogs are good rat catchers.
4. Some dogs are taught tricks. Such dogs are sometimes seen at the circus.
5. In some countries dogs are used to haul carts; in others they draw sleds.
6. The St. Bernard dog and the Newfoundland dog are famous as life-savers.
7. Dogs make good playmates for boys and girls.
3. Think of a dog you like. Without telling what kind of dog he is, make your classmates see exactly how he looks. There is no need of saying that the dog has four legs, two ears, two eyes, and a tail. Every dog has these. But tell what the class must know in order to see the dog as you see him in your mind. Perhaps you will make the class see a picture something like one of the following:
I
My dog has long hair but he himself is short. He looks like a white muff. His bark and bite are sharp, but no one is afraid of him. He might just as well be a rabbit.
II
The dog I am thinking about is nearly as tall as I am. He is so heavy that I cannot lift him off the ground. He is so strong that he can carry me. His beautiful brown and white hair is long and curly. He is a good dog, and I should feel safe with him anywhere on the darkest night.
Group Exercise.[54] 1. The class will try to guess the kind of dog each pupil tells about. Then it will tell each speaker (1) what was good in his talk, and (2) where the talk might have been better.
2. Some of the talks should be given a second time. This time the teacher will write them on the board.[16] How can each of them be made better?
3. You and your classmates might make an interesting dog picture book. After writing about each dog, you could draw his picture or cut it out of a magazine and paste it beside what you have written.[55]
48. Study of a Picture Story
I
Oral Exercise. 1. What is happening in the first picture on the next page? Does the dog want to go along? Why do the boys not take him?
2. Make believe that you are the boy on the back seat in the boat. Look at the dog as that boy looks at him. Hold up your finger as the boy does. What does that mean? Now, as your boat slowly moves from shore, talk to the dog. Are you sorry that he must stay? How do you show that? Do you sternly warn him not to leave his post?
Group Exercise. 1. Some of your classmates will now play that they are talking to the dog. Each tries to show how it really happened.
2. The class will tell what it likes in each pupil's talking and playing, and what it does not like. The following questions will help the class:
1. Did the pupil talk as he really would talk to his dog if the class were not there to hear him?
2. What was the best thing he said?
3. What might he have said that he left out?
Oral Exercise. 1. You and a classmate may now play that you are the two boys in the first picture. Make believe that you are just arriving at the lake on your bicycles. Jump off and lean them against trees.[56] Talk about the lake and the beautiful day. Look the boat over and talk about your plan to go rowing. Talk about where to leave the bicycles. Decide to have the dog watch them. Explain this to the dog. Tell him you are sorry that he cannot go along. Then untie the boat, jump in, and push off. One of you is rowing. The other is sitting on the back seat and talking to the dog.
2. Two other pupils, and two others, may now play the same happenings.[57] They should try to talk exactly as they would if they were really the boys in the picture. Those two boys probably talked all the time.
Group Exercise. The class will tell what it likes in each playing of the picture, and what it thinks could be done better. The following questions will be useful in these talks:
1. Did the boys jump off their make-believe bicycles as if these were real? Did they lean them carefully against trees?
2. Did they talk together as if they were really on a day's picnic?
3. Did they get into the boat carefully? Did one of them row the make-believe boat as if it were a real boat? Did he look back now and then to see where he was going?
4. Which two boys played the picture best? Which two talked the best?
II
In the second picture the boys are seen on the water, well out from shore. They have just made an unpleasant discovery.
Oral Exercise. 1. Play that you are one of the boys in the boat and have suddenly discovered your dog in the water near by. Look as you think this boy looked. Say what you think he said to the dog. Say what he said to the boy rowing the boat.
2. Now, with a classmate, play this part of the story. Begin where you stopped in the first picture. You have left the dog on shore and are rowing out into the middle of the lake. What can you see out there? What do you say to each other? Think of the things that two boys out in a boat would talk about,—birds flying by, fish, the sky, the depth of the water, whether they could swim ashore. Say these things. Then, right in the middle of your good time, the dog! After you have scolded him, you and your classmate talk together about what to do. What does each say, and what do you decide?
Group Exercise. Other pupils will now play this part of the story in their own way. Each two will try to show the others the best way. After each playing, the class will talk about it. These questions will help the class to see whether the playing was good or not:
1. Did the players talk enough? What more could each one have said?
2. Did they act and move as if they were sitting in a boat out on a lake or as if they were standing on dry land?
3. Did they lean over the edge of the boat and look for fish? Did they speak about how the shore looked from the middle of the lake? Did they see other boats on the water?
Oral Exercise. How did the story end? Did the boys row on and let the dog swim after them until he got tired and returned to shore? Or did they take the wet animal into the boat and leave the bicycles to take care of themselves? What happened then? Were the bicycles still there when the boys returned from their boat ride? Tell your classmates how you think the story ended. If the ending is a good one, the teacher may ask you and other pupils to play it.
Group Exercise. The teacher will write some of the story endings on the board. Perhaps one or two pupils who have told good endings may write these on the board. Then the class will try to make each one better.[58] The following questions will help in this class work:
1. Does every sentence begin with a capital letter?
2. Does every sentence end with the right kind of mark?
3. Are there mistakes in any sentence?
4. Where can better words be used than those of the writer?
5. Where can a sentence or two be added to make the story better?
Written Exercise. Of all the story endings that have been corrected and rewritten on the board, the best one should now be copied. As you copy, notice the spelling of the hard words, the capitals, and the punctuation marks. Then, together with two or three classmates, correct your work and theirs.
49. Correct Usage—Went, Saw, Came, Did
An interesting game is sometimes played by pupils, which teaches them to use four words, went, saw, came, and did, correctly. Besides, it teaches them to have sharp eyes.
Game. Many things are placed on the teacher's desk. At a word all the pupils in the class march past the desk and try to see everything on it as they pass. When they have returned to their seats, the teacher asks questions that the pupils answer. For example:
Teacher (to first pupil): Tom, what did you do?
Tom: I went to your desk, I saw a pencil on it, and I came to my seat. That is what I did.
Teacher (to the next pupil): Mary, what did you do?
Mary: I went to your desk, I saw a knife on it, and I came to my seat. That is what I did.
Each pupil must name an object on the desk that no other pupil has spoken of. One of these objects the teacher has marked on its under side. The pupil who names that object wins the game, if he has made no mistake in his language, and he may go to the desk and mark another object for the next game. In this second game only those may play who made no mistake in the first.
50. Two Punctuation Marks
You already know that every sentence must begin with a capital letter. Besides, you have learned that some sentences end with a little mark (.) that is called a period, and some with a mark (?) that is called a question mark.
Written Exercise. In order to prepare for the game on the next page, copy the following sentences on the board.[59] Put capital letters where they belong. Place the right mark, a period or a question mark, at the end of each sentence.
1. what do you see on the side of the mountain
2. a large dog is standing in a snowdrift and barking
3. does he want to call us to him
4. these Saint Bernard dogs are very intelligent
5. they are beautiful dogs
6. what happened to the two boys who went boating on the lake
7. did they take the disobedient dog back to shore
8. the next picture in this book shows what they did
9. what should you have done
Game. The class is divided into two equal sides. Five pupils of one side go to the board. Each pupil writes a question. The questions may be about dogs or horses or Indians or anything that the class may choose. When they are written, the whole class reads them carefully to see whether there are any mistakes in them. Every mistake that is pointed out counts one score for the side that finds it. When the questions have been corrected, five pupils of the other side write the answers. These, in turn, are read by the class for mistakes. Then five more questions are written by five other pupils, and so on. When one of the two sides has made a certain score, twenty-five or more or less, the game ends. The side first reaching that score wins.
51. Another Study of a Picture Story
Of course you remember the two boys whose dog followed them out into the lake. When they rowed back to land, they found the bicycles untouched. Nobody seemed to have passed there. Still, the boys were afraid to leave them, and of course they could not take them along in the rowboat.
Oral Exercise. 1. What plan are the boys carrying out in the first picture on the next page? Do you think it is a good plan? Could you think out a better one? Explain it to your classmates.