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Tense or Time,
Conjugation of a Verb,
Verb “ To love,”
Verb “ To be,”
Exercises on the Verb,
Rule First (Subject and Verb),
Rule Second (Verb and Object),
Rule Third (Preposition and Case),
Rule Third-Part Second (Relative and Preposition),
Rule Fourth-Part First,
Rule Fourth-Part Second,
Rule Fifth-Part First,
Rule Fifth-Part Second,
Period and Comma,
Interrogation and Admiration,
Hyphen and Carat,
Hints on Letter Writing,
Letter Writing (Examples),
Variety of Style,
Prose into Verse (Examples), .
Conversation about Verse-making,
Letter to Little Readers,
Appendix (Spelling for Dictation),
TEACHERS of Youth,—don't cut this book
To pieces, ere you take a look,
Or ask me—why I write ?
I'm sure 'tis not from ostentation,
Nor e'en to win your approbation,
Though that I do not slight.
All grammar books are difficult,
Not simplified—that is their fault,
For children eight years old.
I write this for their infant mind,
That they may the instruction find
I'm anxious to unfold.
I learned myself from “Lennie's Book,"
But O! the trouble that it took
To make me comprehend !
Since then I've searched, but ne'er could find
A simple grammar to my mind,
And therefore this I've penned.
I've written parts of it in rhyme,
Because I've noticed many a time
That children like it best.
It makes quite smooth an up-hill way,
Acts as a sort of lullaby-
That calms down what needs rest.
No spark have I of poet's fire ;
To kindle such I've no desire-
This was not my
I hope the sense is plain and sound,
Although the rhyme may not be found
Quite free from all objection.
Poets, we hope, will pardon us,
Altho' all's not harmonious
According to their laws.
For if we'd tried to make it fine
We might have lost the sense for rhyme,
Therefore, ye critics--pause!
“I love these little children much;
'Tis surely no slight thing that such
Should somewhat love me too."*
Then, if their road I
Perhaps they'll love me for the sake
Of what I've tried to do.
Ye kindly teachers ! all who love
Those flowers so fresh from God above,
Study their gentle nature.
O! don't despise this simple book,
But let it blossom by your look,
Though humble is its stature.
Uproot it not-'twill please a child,
And childhood's grief may be beguiled
Even by a simple flower.
Though not so lovely as the rose,
It has no thorn--perhaps it shows
“ Simplicity's sweet power."
“Of all that I have learned to-day,"
I heard a little pupil say,
“I hate my grammar most.
My geography's not hard at all,
Though sometimes to the foot I fall;
But, O! my grammar's worst.
I wonder, sometimes, what it means-
So full of such mysterious names,
No one can comprehend.
'Tis past my understanding quite ;
Indeed, it puzzles me outright,
From first page to the end.”
T. Now read this little book my dear,
Some dark parts may be made quite clear,
And much it will you teach.
Then read it o'er and o'er again,
I'm sure you will not read in vain-
'Tis all within your reach.
And while you read it through and through,
I'll tell you what you ought to do
Learn parts off-as before.
Then, if you do not understand,
Come here to me, I'm quite at hand,
And I will teach you more.
Now, should you say you love “Heart's-Ease,”
I'll give another that will please —
The musical “ Blue Bell."
And I've a “None so Pretty," too,
And a “Forget-me-not” for you-
I hope you all love well.