171

LEARNING TO USE DO, DOES, DID, AND HAVE DONE

Mary does her arithmetic examples in the morning before school, but her brothers do theirs in the evening. Last evening Frank did all of his lessons before halfpast seven. Then he said, "Mother, I have done all of my work. May we play parcheesi?" "Yes," replied mother, "if Robert has done his work too, we will all play."

"I have done all my work," said Rober* most of it this afternoon during study period."

"I did

When does Mary do her arithmetic examples? When do her brothers do theirs?

When did Frank do his school work last evening? What did he tell his mother?

What did he ask her?

What was his mother's reply?

The word done is helped by have or has.
The word did is never helped by another word.

I

Copy the following sentences, putting the word do, does, did, or done in the blank spaces.

1.

you know how to plant potatoes?

2. No, but my brother Robert

3. He

spring.

4. He has

all the planting in our garden last

most of the spading in grand

mother's garden this year.

Two of you may take part in the following conversation, using do, did, or done correctly:

It

One cold winter evening, an engineer with his train of cars approached the foot of a high mountain. was Christmas Eve, and the train was carrying a load of toys to the children who lived in the village on the other side of the mountain. Suddenly, the engine broke, and the cars stood still.

What was the engineer to do? He could not mend the break himself, and there were no shops near; yet the children must have those toys. Near by, there was a roundhouse where the engines not in use were kept. Perhaps there he could get help.

As he entered the roundhouse, he saw a big, beautiful express engine just in from pulling a long train of cars across the continent. "If only I might have it,” he thought. But when he asked the engine to come with him, it said, "I have done my work; I have done my work; I have done my work." So the man turned to a large freight engine that had just come in after carrying many cars of iron from the mines. Perhaps he could get that one. But when he told his story, the freight engine drew itself up proudly and said, "I have been out to-day; I have been out to-day; I have been out to-day."

Sorrowfully, the engineer turned away. There was not another engine in the roundhouse that he thought would do, and he could see the faces of the disappointed little children when they failed to get their Christmas toys.

Now away back in the corner of the roundhouse was a little shunt engine that was used only in switching cars in the railroad yard. Never in its life had it been outside, and oh, how it wanted to go. Especially did it long to climb the high mountain and see what was on the other side. As it heard the engineer telling his story to the other engines, it whispered, oh, so eagerly, "I wish he'd take me; I wish he'd take me.” And as he drew near, it panted, "Take me; take me; take me." "But," said the engineer, "I am afraid you are not strong enough. My train of cars is heavy, and you are very small."

But the little shunt engine kept saying, "Take me; take me; take me," until the engineer decided to try it. It seemed his only hope. He climbed into the cab and drove to the waiting cars. When all was ready, he put on the steam, and away they started.

As they climbed the mountain, the little engine kept saying: "I think I can; I think I can; I think I can." And at last there it was at the very top.

Now all was easy. As it hurried down the mountain, it sang, "I thought I could; I thought I could; I thought I could." Before you could believe it, it was in the village, and the children got their toys.

Mabel E. Bragg, Chautauqua.

173

RE-TELLING THE STORY

Read the story silently.

Close your books.

One of you may tell the first part of the story to your classmates.

They will correct the mistakes you make.

Several others may tell the parts about (1) the big, fine engines in the roundhouse, (2) the little shunt engine, (3) the trip over the mountain. Open your books.

Read the story again silently to find out the mistakes that were made.

Now some one may tell the whole story without a mistake.

174

PLAYING THE STORY

Prepare to make a little play out of the story.

How many scenes will you have?

Name the characters in the play.

Act out the story.