hours each week? How could this plan be carried out? What are your ideas on the subject? Talk them over with your parents. Then explain the plan to your classmates 45 so clearly and persuasively that they will agree with you.

3. Each pupil will explain his plan, as you did yours. The class may vote which of the various plans to accept.

b. Securing the Land

Oral Exercise. Where and how shall you secure the necessary land for this school garden? How much land shall you need?

May you have the use of an empty lot near the school? Think these questions over, look around and see what can be done, perhaps talk the matter over with some landowners. When you have a workable plan, propose it to your classmates in a threeminute talk.

Written Exercise. 1. Did it occur to you or the other pupils that you might successfully advertise for the land in the Wanted columns of the newspaper? If the class decides that this would be the best way of securing what is needed, let each pupil write a suitable advertisement. These may then be read to the class and the best one selected for printing.

2. Perhaps it would be advisable also to have a short news article in the paper, telling what the class is planning to do. It may be that some public-spirited citizen will become interested in your plan and will help carry it out. Let each pupil write a short account to be printed, of the hopes and plans of the class. The class will choose the best one and send it to the newspaper.

3. Perhaps a class letter to the superintendent of schools would be of help. Let the class plan and write such a letter.

c. Explaining what you will Do with Your Own
Plot of Ground

Oral Exercise. Suppose that each pupil is allowed a plot of ground ten feet wide and twenty feet long for his own garden. Each may plant anything he pleases. Before the work begins let the plans be made. What will you do with your plot of ground? Shall it be used for a vegetable or for a flower garden? What kinds of vegetables, or what kinds of flowers, will you raise? Will you lay out your garden in parallel rows or in beds according to a design? Think all these questions over, arrange your ideas in good order, and give a talk to your classmates about the kind of garden you intend to have.

d. Ordering the Seed

Written Exercise. You can easily find on the advertising pages of the magazines the names of dealers in seeds. Write

to several for their catalogues. A brief, courteous request will secure these for you without delay. Take pains to make the short business letters that you mail to these dealers neat and without mistake in form, spelling, and punctuation. If you are in doubt about any point, ask your teacher to explain it to you rather than send away an imperfect letter. The teacher will select the best letter to be sent to each dealer.

Written Exercise. When you have looked the seed catalogues through and have decided on your order, make it out neatly on the order blank that usually comes with the catalogue, or on a sheet of paper. Inclose a money order for the total amount, address the envelope properly, and mail the letter.

8. Vocal Drill 105

Exercise. I. Stand erect, hands at sides. Inhale quickly and quietly (as at the end of a sentence) without raising the chest or shoulders perceptibly. Exhale slowly and steadily, making the sound n-n-n. Make the sound as even and prolonged as possible. Repeat.

2. Sound noo softly in the middle of the vocal range, and go up one full tone and back. Then go down one full tone and back. Then combine the two. Continue the latter exercise as long as the breath lasts. Be sure to begin with a full breath. Repeat, in turn, with noh, nah, nay, and nee.

3. Repeat the following nonsense rhyme slowly at first, then more and more rapidly, but always distinctly:

Peter Piper picked a peck of pickled peppers;
A peck of pickled peppers did Peter Piper pick.
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?

REVIEW AND DRILL-X

1. Grammar Review

I feel distinctly grateful to the old astronomers for having given individual names to the less conspicuous or important stars. A window in my bedroom opens up towards the northeast, and during the autumn and early winter the Dipper is visible there a good part of the night. Many times it has happened that I have suddenly opened my eyes in the night and found there beaming down upon me the soft rays from the star Mizar, which lies just in the bend of the handle of the Dipper and next the end star, and its tiny companion Alcor, that seems to send its own little beams almost along the same path. The simple friendliness that I felt in encountering them in this way came as much, I think, from my being able to greet them by their own names as from their intrinsic beauty and steadfast cheerfulness. - MARTHA EVANS MARTIN, "The Friendly Stars" *

Oral Exercise. 1. Point out as many nouns as you can in the selection above. Why do you call each of these words a noun? In the same way point out the pronouns, adjectives, verbs, adverbs, prepositions, and conjunctions.

2. Is there a compound sentence among those in the selection? Why do you call it a compound sentence? Name the subject and the verb of each clause.

3. Use in sentences those words that your teacher selects. Use some of the nouns as subjects, others as objects of verbs or of prepositions, others as predicate words.

* Copyright, 1907, by Harper & Brothers. All rights reserved. Published April, 1907.

2. Drill in Correct Usage

Oral Exercise. I. The following sentences all begin with the introductory word there. Observe as you read them repeatedly that there is followed by is when the subject of the sentence is singular, but by are when the subject is plural.

the

1. There is a great variety of fruits on exhibition here.

2. There are many fruits, however, that do not grow in this part of country.

3. There is this kind of boy in every school.

4. There are boys who think there is nothing in hard study.

5. There are foolish boys and sensible boys in all cities.

2. Make sentences beginning with There is and There are. The pupil who discovers a mistake in your sentences may take your place and make sentences until he uses There is or There are incorrectly.

3. Read the following sentences several times, noticing that only one negative is used to make a negative sentence:

1. I could see no bird anywhere in the strange woods.
2. I could n't see a bird anywhere in these strange woods.
3. I could see a bird nowhere in these strange woods.

4. I have done nothing that I regret.

5. I haven't done anything that I regret.

6. I have not done anything that I regret.

4. You have learned that for the sake of clearness an adverb should be placed near the word it modifies. In reading the sentences which follow, notice that on the position of the modifiers in italics depends in part the meaning of each sentence:

1. I never said that I visited my uncle who lived in Baltimore.
2. I said that I never visited my uncle who lived in Baltimore.
3. Only we girls were scolded for eating candy.