LIVE LANGUAGE LESSONS THREE-BOOK SERIES THIRD BOOK HOWARD R. DRIGGS PROFESSOR OF EDUCATION IN ENGLISH AND PRINCIPAL OF THE SECONDARY THE UNIVERSITY Chicago and Lincoln THE UNIVERSITY PUBLISHING COMPANY HARVARD COLLEGE LIBRARY GIFT OF GINN & CO. NOV 2 1938 COPYRIGHT, 1914, BY THE UNIVERSITY PUBLISHING COMPANY All Rights Reserved PREFACE Children enjoy language lessons closely related to real life. These lessons are presented to develop in pupils ability to speak and to write effectively. To this end they offer 1. Opportunity for the child to express himself on important subjects close to the interests of his everyday life. 2. A well-organized series of constructive exercises to enrich his vocabulary and to train him in those habits which make for skill in speech and writing. 3. Well-graded corrective drills on commonly misused oral and written forms. Minimum essentials of English grammar are presented in Part Two of this volume. It has been the aim to reduce grammar to its lowest terms and to present in an interesting manner the essentials of grammar practiced in daily speech and writing. At intervals throughout the volume, practice exercises are introduced to enable the pupil to see definitely the relation between the grammar studied and the use he may make of grammar. Every lesson in this volume has been developed by the author and by teachers under his supervision in counsel with many of the best teachers of language in the country. The lessons have been particularly tested in the matter of their vital appeal to the interests of grammar-grade pupils. While the author has kept the pupil's interests primarily in view, he has also developed the work in harmony with the researches and conclusions of the best modern scholars. To present lessons well organized, rich in content, applicable to daily needs, and consequently teachable and practical, has been the aim of the author. To all who have inspired, encouraged, and assisted him, the author desires to express his gratitude. Among those to whom the author is under special obligations are: Dr. William M. Stewart, late Dean of the Utah School of Education; Professors George M. Marshall and F. W. Reynolds of the English Department of the University of Utah; A. C. Nelson, late State Superintendent of Public Instruction of Utah; D. H. Christensen, Superintendent of Schools of Salt Lake City; J. E. McKnight and the teachers and supervisors of the Utah Normal Training School; J. W. Searson, Professor of the English Language, Kansas State Agricultural College; N. A. Crawford, Assistant Professor in charge of the Department of Industrial Journalism, Kansas State Agricultural College; and A. H. Waterhouse, Superintendent of Schools, Fremont, Nebraska. For courteous permission to use selections from their copyright publications, the author acknowledges his indebtedness to the following publishing houses: Houghton Mifflin Company; Charles Scribner's Sons; The Century Company; Little, Brown and Company; The Bobbs-Merrill Company. HOWARD R. DRIGGS. FOR TEACHERS TO REMEMBER These are the principal features that mark Live Language Lessons, and should be kept in mind by teachers: 1. Constructive and creative work is made the basis of the course. 2. All composition work is made real, is given motive, is socialized, 3. All grammar exercises are functioned, vitalized by practical application. 4. Language is made the center of the curriculum the expression side of all the subjects. It is closely correlated with them. 5. A constant effort is made to create in the pupil the spirit of authorship. 6. A definite working program is outlined for each pupil in the class. Composition work, to be vital, must be individual. 7. A series of definite exercises is given to build up the working, the live vocabulary. 8. Formal exercises and corrective drills are closely blended with the constructive work. 9. Oral work is strongly emphasized; the path to the written work leads always through oral expression. 10. The organization of all formal and corrective |