LESSON CXIII.

A Poem.

Read the following poem carefully. Notice what the author is telling about and how it changes:

The Tree.

The tree's early leaf-buds were bursting their brown; "Shall I take them away?" said the Frost, sweeping down. "No, leave them alone

Till the blossoms have grown,"

Prayed the Tree, while he trembled from rootlet to crown. The Tree bore his blossoms, and all the birds sung. "Shall I take them away?" said the Wind as he swung. "No, leave them alone

Till the berries have grown,"

Said the Tree, while his leaflets quivering huns.

The Tree bore his fruit in the midsummer glow. Said the girl, "May I gather the ripe berries now?" "Yes, all thou canst see.

Take them; all are for thee,"

Said the Tree, while he bent down his laden boughs low.

Björnstjerne Björnson.

What act is described in the little poem? Write out each ssep in a separate sentence

Notice all the words which begin with capitals in the poem. What is the mark in the word, "tree's", in the first line? What is it for? What are the little marks enclosing, "Shall I take them away?" in the first stanza?

How Plants Travel.

127

Point out these same marks in other parts of the poem. Why are they used?

EVERY LINE OF POETRY SHOULD BEGIN WITH A CAPITAL LETTER.

NAMES OF THINGS WHICH CANNOT TALK BUT ARE REPRESENTED AS TALKING, SHOULD BEGIN WITH A CAPITAL LETTER. IF WE USE THE EXACT WORDS OF ANOTHER PERSON TO EXPRESS HIS EXACT THOUGHT, WE SHOULD ENCLOSE HIS WORDS IN QUOTATION MARKS, (" ").

A. Dandelion; B. Maple; C. Cockle Burr; D. Burdock; E. Wild Bean; F. Spanish Needle.

Provide a branch of cockle or other burr. Examine the hooks and prickles with which they are covered.

What are the burrs? Why have they hooks and prickles? Have you seen them stick to dogs or horses? Do they stick to our clothing?

Why do people dislike to have burrs stick to their horses and cattle?

Do the burrs find better places to grow by sticking to something that will carry them to some new place?

The purpose of the burr's hooks is to enable it to scatter its seed in many new places. The burr is trying to get on in the world and provide for the continuance of the burr family.

Notice other burrs, the seeds of the maple tree, the dandelion, the milkweed. How do they travel? In what other ways may seeds be scattered about?

Write a paper telling what you have learned about how plants travel.

Tell what you see in the picture. What kind of climate is it? What makes you think so? Which way would you go to get to a country where these plants and trees grow? What are the women carrying? Tell a story about such a place as

this and how the people carry such burdens on their heads. Write your story out neatly.

LESSON CXVI.

Kinds of Ideas.

The little boy is kind to his mother.

We call that which the word expresses an idea just as we call that which a sentence expresses, a thought.

Notice the ideas expressed by the words in the sentence. above. You will see that they are not all alike. Take, for example, the ideas expressed by the words, "boy" and "mother." You will notice that they are ideas which may be made thought subjects, i. e., you may think, assert, or affirm another idea of these ideas; e. g., you may say, The boy is tall, My mother is at home.

WE CALL SUCH AN IDEA AN OBJECT OF THOUGHT. See if you can give other sentences containing words which express objects of thought.

Now think carefully the ideas expressed by the words, "little" and "kind." You will notice that they express ideas which belong to and distinguish other ideas. The idea, little, belongs to the idea, boy, and the idea, kind, belongs to the idea, boy.

WE CALL THIS KIND OF IDEA AN ATTRIBUTE.

We could not distinguish one idea from another if it were not for their attributes. How do you distinguish a table from a chair? Name the attributes of the table and then the attributes of the chair. Are they the same?

See if you can give other sentences containing words which express attributes.

Now notice carefully the ideas expressed by the words,

"is" and "to." The ideas expressed by these words do not belong to other ideas, nor are they ideas about which the mind can assert other ideas.

We do not have is tops, is knives, or is anythings. We cannot say, an is is tall, or a to is good, or make any assertion about these ideas at all. These ideas are merely the connections or relations which the mind sees to exist between other ideas. The idea, is, is the relation which the mind sees to exist between the idea, the boy, the thought subject, and the idea, kind to his mother, or the thought predicate. The idea, to, is just the relation which the mind sees to exist between the idea, kind, and the idea, mother.

WE CALL THIS KIND OF IDEA AN IDEA OF RELATION.

If I place a book on the table, what word expresses the relation between the book and the table? Suppose I place it under the table? Beside the table? Mary goes into the garden. What word expresses the relation between the going and the garden?

These are ideas of relation. See if you can give other sentences containing words which express ideas of relation.

There are no other kinds of ideas except objects of thought, attributes, and relations. These are all the kinds of ideas. which the mind can think. All thoughts are made up of these and the words in sentences express only these three kinds of ideas.

LESSON CXVII.

*Review of Ideas.

In the following sentences, see if you can tell what words

To the Teacher.-Use the selections of literature from other parts of the book for the same kind of drill.