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Double Negatives

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he had said, “I have no penny," or "I have none." His meaning would have been the same as, "I have not any."

No means not any. None means not one.

not anybody.

Nothing means not anything.

Nobody means

Suppose, however, that Simon's grammar had been as poor as his purse, and he had said, "I haven't no penny," or "I haven't none.' What nonsense that would have "I haven't no penny" "I have not not any

been! penny."

=

Never use no or none, or nobody or nothing after not.

In the following sentences those in the first column have not, to be followed by any, any one, anybody, anything. In the second column the words lacking are no, none, nobody, nothing. Fill the blanks so that both sentences, 1, 2, 3, etc., shall have the same meaning:

[blocks in formation]

Read over each column, filling in the blanks. When the teacher reads one sentence, write the second sentence having the same meaning.

Explain the negatives in these lines from the old song "The Miller of Dee":

[blocks in formation]

137. ORAL LESSON

A PICTURE STORY

Look at the pictures on this and the opposite page. Do

they suggest a story? In the first picture where is the rabbit? in the woods or in a garden? What is he doing? What do you suppose is happening on the other side of the coldframe? Suppose there is a dog coming through the garden; can he see the rabbit? What will happen when the dog comes round the corner? What is happening in the second picture? Where is the rabbit going? Where is his home? How far away is it? What fields must he cross? Does he go through any fences? over any stone walls? Has the rabbit a wife and children waiting for him at home? Imagine the story of the chase, and describe any narrow escapes the rab

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bit has. Tell how the dog feels as he is shown in the third picture, and how the rabbit feels as he appears in the

A Picture Story

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fourth picture. What does the fifth picture tell you as

to the end of the story?

Find a title for the

story and names for the dog and the rabbit. Several children may tell the story, and we will see how many different things the picture can suggest. Or,

one pupil may tell the story as far as it is suggested by the first picture; another may continue the story for the second picture; and another may complete the story, following the suggestions of the last

three pictures. Perhaps some pupil can tell the whole story as the rabbit would tell it to the little ones in the burrow.

138. WRITTEN LESSON

Write the story of the dog and his rabbit hunt. Decide how many paragraphs you will have and what each will tell about. You may tell the story as it seemed to the dog, or to the rabbit, or to an onlooker. After the compositions are written read some of them aloud. See whether the sentences are all good. If there are any bad sentences, have them corrected on the board. The best of these stories may be put in the class story book.

139. LANGUAGE LESSON

REVIEW

Select all the nouns, pronouns, and verbs in the fable in Lesson 37.

State whether each noun or pronoun is singular or plural. Give the possessive singular and plural of each noun.

Make five sentences, each containing the plural of one noun and the past tense of one verb.

Select all the nouns, pronouns, and verbs in one of the stories written in Lesson 138.

140. ORAL LESSON

THE BIRD SHOP

Who can tell the story Where were they born? How were they captured?

Isn't this picture full of stories? of those great, gorgeous parrots? How did they live in the forest? How far did they travel before they came to the United States? What adventures did they have before they reached the bird shop? How do they live there? Can they talk? If he could talk as well as you can, what a story Mr. Parrot would tell to the girl in the picture! There are many other

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