LESSON LV

To market, to market, to buy a fat pig!
Home again, home again, jiggety-jig!

To market, to market, to buy a fat hog!
Home again, home again, jiggety jog!

To market, to market, to buy a plum-bun!
Home again, home again, market is done!

I WRITTEN Study the rime. Note the three couplets. Note the series of two members in each line. Note the unusual interjections. Among the many exclamations, can you find the single statement of three words? Write from memory, and verify.

II WRITTEN Have you heard any other rime that mothers used to sing, as they tossed a young child up and down on the foot or knee? If so, write it to read in class; or copy any rime you especially like.

III ORAL Read in class the rimes you have written.

Diddle, diddle, dumpling, my son John,
He went to bed with his stockings on;
One shoe off, and one shoe ɔn,
Diddle, diddle, dumpling, my son John.

LESSON LVI

One, two, buckle my shoe;

Three, four, shut the door;
Five, six, pick up sticks;

Seven, eight, lay them straight;
Nine, ten, a good fat hen;
Eleven, twelve, dig and delve;
Thirteen, fourteen, maids a-courting;
Fifteen, sixteen, maids in the kitchen;
Seventeen, eighteen, maids a-waiting;
Nineteen, twenty, that's a-plenty.

I WRITTEN Observe the old forms a-courting and a-waiting. Notice that each line is a sentence. Write from memory, and verify.

II WRITTEN Try to make a number-rime of your own. If this is too hard, copy one of the Additional Rimes of this book.

III ORAL Read or repeat any other number-rimes, or counting-out rimes that you can learn from your parents or from any other source. Write these, and bring to class.

The valiant Tom and braver Tim
Are both afraid to learn to swim;
They're not so learned as e'en the cats,
And might take lessons from the rats.

A was an apple-pie;

B bit it;

C cut it;

D dealt it;

E eat it;

F fought for it;

G got it;
H hid it;

J jumped for it;

K kept it;

L longed for it;

M mourned for it;

LESSON LVII

N nodded at it;
O opened it;
P peeped at it;
Q quartered it;
R ran for it;
S stole it;
T took it;

V viewed it;

W wanted it; Amperse-and [b]

X, Y, Z, and & [am per-sand] ^^^

All wished for a piece in hand.

I WRITTEN Study this alphabet-rime till you can write it from memory. Note that eat is pronounced et, a form seldom used now. The proper name of the character & is ampersand. Per se is Latin and means by itself. Andfperfsefand grew into amperseand and then into ampersand. Remember the name of this little sign, but do not use it, except in the names of firms and in joining the names of streets.

II WRITTEN Try to make nonsense verses about one or more of the letters of the alphabet. Thus : B was cook Betty, a-baking a pie,

With ten or twelve apples, all piled up on high.

III ORAL Read in class the rimes you have written. Try to find someone who can teach you to sing either the English or the German alphabet.

IV ORAL Can you tell at a glance which letters are left out in the verses above? Will you find which one of you can repeat the alphabet correctly and most rapidly. Do this outside of class.

To the teacher: See Appendix note.

LESSON LVIII

Hickety, pickety, my black hen,
She lays eggs for gentlemen;
Gentlemen come every day

To see what my black hen doth lay.

I WRITTEN Study the rime. Observe the expression my black hen, she, and note the comma after hen. It is very common thus to repeat, and it is one of the most natural ways of calling attention to anything. Longfellow says: "The smith, an honest man is he." Write from memory, and verify.

Rule 21 When a subject of thought is repeated for emphasis, use the comma to mark the repetition.

II WRITTEN Copy the following lines and punctuate them according to your rule:

1 Little Jack Horner he sat in the corner

2 Little Miss Muffet she sat on a tuffet
3 Old Mother Hubbard she went to the cupboard
4 My poor little brother he is very ill

5 The gold and blue vase it is broken

III ORAL Look thru any volumes of poems for further examples of the use of emphatic repetition. Read in class the examples you find. In high school, you will be told that repetition of this sort is named pleonasm.

LESSON LIX

Thirty white horses

Upon a red hill,

Now they tramp, now they champ,
Now they stand still.

I WRITTEN

Do you see that the word they repeats horses, the subject of thought? This is a riddle, and if you do not guess it, look for the answer in the Appendix. Study every point. Write from memory, and verify.

II WRITTEN Look thru your readers to find other examples of repetition for emphasis. This emphatic repetition is more common in verse than in prose. If you can not find examples in your readers, take a volume of verse, and you will surely succeed in a short time.

III ORAL

Read aloud in class the examples of emphatic repetition which you have found.

Dame Trot and her cat
Sat down for a chat;
The Dame sat on this side,
And Puss sat on that;
"Puss," says the Dame,
"Can you catch a rat

Or a mouse in the dark?"
"Purr," says the cat.