GREENE'S INTRODUCTION.

PART I.

LESSON I.

The sun is shining.

What have I just said? Ans.—That the sun is shining.

Of what brilliant object have I spoken? Ans.The sun.

What have I said of it? Ans.-That it is shining.

The moon is bright.

Of what object have I spoken now?

What have I said of it?

The lamb skips.

Of what object have I spoken here?

What have I said of it?

James is a good boy.

Of what object have I spoken in this example?
What have I said of him? Then

When we speak, we say something of some object.

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Of what objects do we speak in these examples?

The star is twinkling.

The duck is swimming.
The tree bends.

The dog is barking.

Point to any five objects in this room. Say something of each.

LESSON II.

NOTE.-The Teacher is now supposed to stand at the blackboard, and to hold up before the class any convenient object, as, a pen, asking, as in the Lesson, "What object is this?" Every pupil should answer.

What object is this? Ans.-A pen.

What word shall I write for it?

pen.

Ans.-The word

Now, where is the word pen? Point to it.

Where is the pen itself, or the object pen? Point. Speak the word pen. Can you speak the object

pen?

Can you write the word pen?

Can you write the object pen ?

Now, tell which is the object, and which is the mere object-word, or name of the object.

The object-word, or name of the object, is called a Noun.

What is the word pen the name of? Ans.-An object.

What is the word desk the name of?

What do you call the words pen and desk? Why?

What do you call the word knife?
What do you call the knife itself?

Which can you speak? With which can you cut?
The object is one thing, and its name another.
Which is a noun ? Which is not?

The pen, the desk, and the knife, are objects; what shall we call this book? This pencil? This bell? Any of these scholars, or any of these things in this room? The plants in the garden? The trees in the forest? The animals on the land? The fishes in the sea?

What are their names? Then

The names of objects are nouns.

What do you call each of these words:

EXERCISE FOR THE SLATE. Write, in columns, the

names of any ten objects in this room.

LESSON III.

NOTE. The pupils are supposed to have before them their slates, containing the exercise required in Lesson ii.

How many of you have written objects on your slates?

How many have written object-words?

What are these words? Why?

What are the things themselves?

How many have written the word desk?

How many have begun it with a capital letter, thus: Desk?

How many with a small letter, thus: desk?

How many have begun any other words with small letters?

Any word written by itself should begin with a capital.

Mark every error in the use of capitals, thus: (×). How many have written the word knife?

How many have spelled it as on this slate, nife? Is that right? How should it be?

Every word should be spelled correctly.

Mark every error in spelling.

How many have placed a period (.) at the end of each word? How many have not?

A period should be placed at the end of every word written by itself.

Mark each omission of the period.

NOTE. The Teacher will do well at first to examine each slate separately, often placing an error upon the board for the benefit of the whole class. Every error, whether in the direction, the size, the formation, or the proportion of the letters, in the space between the words, or in the use of punctuation marks, from this Lesson onwards, should be noted and corrected. The class will soon render themselves and the Teacher much aid, by exchanging slates, and correcting each other's York.

EXERCISE FOR THE SLATE. You may now re-write all these examples, correct all the errors, and preserve