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GRATuI~·iAll OF CO}f POSI11I ON ;

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GRADUAL EXERCISES IN WRITING

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THE ENGLISH LANGUAGE.

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. DA YID B.

AND

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BENJAMIN F : TWEED, A. M.,

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PROFESSOR OP R H ETORIC, LOGIC, AND E NGLISH LlTERATURI

:·.- .~~

IN TUFTS COLLEGE.

· -·-·~~

NEW YORK:
PUBLJSHED BY DANIEL BURGESS& CO· \
PHILADELPHIA :-J. B. LIPPINCOTT & CO.
CINCINNATI :-APPLEGA'£E & CO.

1855 .

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PREFACE.

ENGLISH GRAll[MAR

has been defined as " the art of speaking

and writing the English language correctly ; " and this definition
has been accepted and retained by grammarians, notwithstanding
it has become a matter of public notoriety that pupils may excel
in grammar and ''parsing," as taught in oiir schools, and yet be
Entered, acconling to Act of Congress, in the Year 1855, by

m1able to form grammatical sentences, either orally or in writing.

t of the District or
. t . t c
In the Clerk's Office of the D is nc
our
:Massachusetts.

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STEREOTYPED AT THE
BOSTON STEREOTYPE FOUNDRY.

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·where, then, is the fault? - in the definiticm, or in the method

DAVID Il. TOWER, AND IlEN.JAMlN F. TWEED·

i

'

of teaching ? In the latter, we fully believe.

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The very fact that

...:'~~

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it is an art shows the absurdity of supposing that it can be ac. qufred without practice.

·who ever became a skilful musician

simply by studying the principles and rules of music ? ·which

;

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of our great painters has become such but by intelligent, system- •

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atic, and long-continued practice ?

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The absurdity of determining never to go into the _water till ·
one has learned to swim, strikes us at once.

Why not the ~uai

absurdity of expecting to learn to write correctly without

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putting pen to paper ?

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be nttuined only by judicious, systematic, and persevering prac-

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tice, this book has been prepared.

,. ·.•

In the belief that the art of writing the language correctly can .
·when the principles of gram-

matical construction have been applied until · the habit is formed
and we write correctly ·without reference to the rule, we then, and
not till then, experience the beneficial results of the study of
grammar.
3

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PREFACE.

I n the preparation of t his book, our o11jcct h as bccm, not to be
profound, l.Jllt practical.

The fact that so many gramm atica l

errors are fo un d in tl1c \\' r it inC'.S of t h(' )'OllnC'., :11Hl ,,f . thosr , c·\·cn,

who are n o longer young, will, we hope, be sufficient npology
for t he rnme" lwt c., (cnsiYc cxcn: iscs in granrnwtical f" r111s . Th"y
ar c in t cn <1\'l1 a,:; a r ract ical application of principles ·wh ich h ave
been learned in granmwr, an d v. h iclt c:m l:c f11lly n1•1•1cciat c<l aHd

fixed in the mind only by writing.
The habit of writing grammatically being established, the next
difficulty is in the arrangement.

The pupil has facts enough at

command; but how shall he begin, and by what method proceed?

This difilculty we h ave attempted to rc'rnPrly, nnrl nt th !>

sam e time, so to simplify the 1>ork th at t h e a!.Leution of the pupil
may be given to but one process at a time.

If we have succeeded

in this attemp t, ·we believe that every teacher who has been in the

habit of correcting the " compo~iti ons" of hi~ pupils -n·ill a dmit
that we h ave accomplished something well worth the labor.
"With these designs, and with the hope and belief that ·we have
done something to m ake the school exercise of ·writing compositions l ess dist asteful and more u seful to the youn g, we commend
this book to .the ex amination of t each ers and friends of eclucation
generally.
PARK LATIN ScnooL1 April,

r AGE

varied by comparison, .• •• · · • • •• • • • • • • • • • • • • • • • • • · l5
substitutes for, ................... • ......... . .... . . .. .. . 40, 103

ADJECTIVES,

1855.

limited bJr nouns, • ....•. •. • ..• • • • • • • • • • • • • •• • ._. • • • • • •• •· ••

logical u se of, ....•.•• ·.•••. •. •. • • • • • • • · · · · · • · · • • • • • • • • • • • •
ADVERBS, Yaricd by comparison, •..•• · · · · • · • • • · · • • • • • · · • • · • · • • •
substitutes for .... . . . . . • ..• .. . • · • • · • · · • . .. •• • • •• • .11, 104,
~
clatts al, ........••..••..••••
• •• • ••••••• • •• •. • • ••••• • • • • • • •

96

98

37
10()

6G

log~cal t1se of, ......... • .•. • • • • • • · • · · • • • • • • • • • • • • · • • · • • • · • 10.5
ARTI CLES,

u se of, .••... • .. · . ·• • •• • · • • • • • · • • • • • • • · • • • · • • • • • • • • • 16

CAPITA 1, LETr r,Hfl, •••••••••••• • •• • ••• • • • • • • • • • • • • • • • • • •• • • • • •

Co~ 1ro srT1 0::-< ,

IG2

.... . .. ..... .. .... .... ....... · · · ·. · · · · · · · · ·• · • • • l !H

Sly l e, .• • .••.•••.••....• .•.• •• .. •• •• • • • • • • • • • • • • • • · • · • • • • • l !H
P E R S PI CU ITY, . . . . . . . . . . . . . . ....... . . . . . . . . . . . . . . . . . . . . . . . . 195
Purity,.···•···•·• .•··•••····••··'.•••·• .. ·····•"···· · ·· ... 1955
Propriety,.··· · · · · · · • · · • ·, · · · • • · • ·: ; · '· · · '· · · · • · • • · .... • • · • 195
Precision, ... , .•....................· •. •• •. ·. • • · • • • ·· · · • • • • 19
NA.RllATION AND DESCltIPTION, ••••••••••••••••••••••••••• 196

Narration, ............ ··············•••••••••••••••••••••• 197
:Model L - J\Iaterials collected, .. ·.·• · · • • • • · • • • • • • • • • ; . • • • • 197
''
''
grot1pcc1, .•••••.•••••. • .• ·~····••••••. 198
."
Objects described ...•.••.••.••••• •. • • .. • • .. • • • 199
"
Composition com~leted, ••••.••••••• ." •·••• ;. ~ •••• 200
Model IL - Materials collected, •.•••.•• • • •• • • • • • • •: • .. •: ;. 201
Model IIL-Materials collecte.d, ........................ ·~ 203 ·
Exercises in narration, ..... • ........ • • • • • • • • • • • • • • • •• • 204
Subjects in
"
•. • •.• · •..•••• •• • • • • • • • • .... • .. 208
Remarkf? on subjects.-· J onrnal, ..•••...•• •,• • • • • • • • • • • 209 \
Historical subjects in narration,.•••·····.·••••,••••••••••• 210 \ . .'. ·~.

Description, ................ • • •• · · • • · • • • · • • • ...... • • • • • • • • • 212 '
Model !.-Materials collected, ......... , .•••••. _..... • ..... ~13,
J\1aterials grouped, ...•.•.~ ...•• ·• .......... ••••.',·,;•••• ' 214:.
History of objects, .•....•••. • • • • • • • •. • • • • • • ~ .• • ..,.·; ".~ • 216
Composition completed, ...••• · • ....... ; .. · • • • .. • • • • .. ~ 217

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CONTENTS.

6

7

CONTENTS.

l\Iodel II. - Materials collected,. _•••.•••••••• ; •••• , •••••• , •
"
"
grouped,. ...........................
Model III. - Materials by questions, •..••.•••.•••.•••••••••
Exercises in description, .. • . • • .. .. • • • • • • • • • • • • • • • • • • • •
Remarks on collecting materials,- •••••••••.••••••••••••••••
Subjects,. ................................................
Abstract description, ......................................
Subjects, .•.••...••.•••..•••••• , •••• ; • • • • • • . • • • • • • • • • • . • • .
CONJUNCTION, logical use of,......................... • • . • • • • . •
"and," • • • • . . • • • . • • • . . • • . • . • . • • • • • • • • • • • • • • • • • • . • • • . • • • • •
CONSTRUCTION AND ARRANGEMENT, • , •• , , , .• , ••••••• , •• , , • , , ,
Amplification,. . • • . . . . . • • . • • . . . • . • • . . • • . . • . . . . . . . • • • • • . . . .
Comparison or simile, . . • • . . • • . • . . • • • • • . . • . • • • • • • • • • • • • • • •
Inversion of words and phrases, ••••.••..••••••.••••••••.••
"
clauses, • . • • . . . . . • • . . . . . • . • • . . • • • • • . . • • • • . • • • • • •
:Metaphor, •••••..••.•...••..••••••.•...••...••..•.•••..••
Personification,. • • • • . . . . . . • • • • . . • • • • • • . • • • • • • . • • • • • • • • • • . •
Poetic expressions simplified; ..............................
Poetry to ,r>rose, . • . • . • • . • • . . . • • • . . . . . . . • • • • • . • . • . • • • • . • • • •
ELLIPSIS in comparisons, .••.•..••••••••••••..••••..••••••.••.
"
of the relative pronoun, • • . . • • • • • . • . • • . • • • • . • • • • . . . • .
lNTEft.J El'TIONf:' , ... , .. .. . . .. .. . ... .. . .. . .. . . .. .. . • .. . . . .. . .. • •
LETTER \VnITING, .•••.•.•.•••......••••...... ~ .....•••...•••
Exercises in letter writing, ............................._.••
LOGICAL use of adjectives,.....................................
"
" adverbs, ......................................
"
"
potential mode, ••••.••••.•• ' .•••••••.•.•.•••••
NOUNS, varied in plural number, . • • • • • • • • • . • . • • • • • • • • • • • • • . • • •
varied in possessive case, ..•. , . • • • • • • • . • • • • • • • • • . • • • . . • • . • •
varied by gender, ...•.•.•.•.•••••••.•• , . • • • • . • • • • • • . • . • . . •
substitutes for, ..................................... ·•....
in appo sition, ..••.•••.•••.••••.••••••••••••••• ~....... • • • •
uoed irn.lependeutly, .•••.••••••••••• , ..................... .
limited by nouns indirectly, ............................... .
PARTICIPI,ES, .•........•....•••.•••••.•••••••.•••.•••••••••.•
substitutes for adjectives, ............................... ..
"
for adverbs, ........................... • .. • ... · •
"
for nouns, .••.• , . • • • . • . • • . • • . . . . • • • • . • • • • • • • • • •
"
for predicates, •.•••••••••••.•••.•••.•••.•••••• •
PECULIAlt CONSTRUCTIONS, . . • • . . • . .. . . . . • . • • . . . . . • • • • • . • • . . • .
PREDICATES, COMPOUND, . . • • . . . • • • • • • • . . • . • • ••. . • • • . . • • • • • • • •
substitute for,............................................

219
219
220
221
223
223
223
2~4

43
84
133
151
158
135
137
100
152
15()
157
122
06
\ll
22.5
225
98
105
111
10
12

13
42
87
('

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02
38
40

41
42
8\J
120
46
89

I

PRONOUNS, personal, variation of, .••••••.••••••••••.•••••.••• •• · 18
"
"
" by number, ............... ,':.. 20
"
appropriate use of,........................ 36
relative, variation of" who," • . .. ... ••• .. • • . . .. .. ... • .... . • 64
"
proper use of, ....................... ~.. . • • • .. • • .. 72
compound, ...••• ···•··................ . • • • . • . • • • • 70
preferable use of" that., ".......................... 7,1
''
st1bstitute for, ................••...............•.• 121
PUN CTUATI-ON' , ...... ... .... ................ .................. 171
Comma, .................. -. ......................... ; . ..',. 173
Semicolon, ..••.•.•••• , ..•......•.•.... ,, .•.•••.•••.•••.•• 183
Colon, ..••.•••.•.•..••..•.•.•••.•••••..• . •••. .'........ . .. 186
Period,...... . • . • • . . . . . . . . . . • • . • • • • . • • . . . . • . . . • . . . . . • . • • • . 187
Interrogation, .•.•••.•.•••.....•.•••••••••••.•••••.•.••••• 187
Exclanrntion, ............................................. 187
Dash, ........... .... ................. , ••. ••••••••••• •••••• 188
Parenthesis,........ . . . • . . . • • • • • • • • • • • • • . • • • • • • • • • . • • • . • • • 190
Quotation, . . . • • • . . • • • • . . . . • • . • • • . • • • • . . . . • • • • • • • • • • . • • • • • 191
Apostrophe,............ . • • • • • . . • • • • • • • • • • • • • • • • • • • • • • • • • • 192
Caret, ...•••.•.•••...•••.••.••..••.•••••••••••••••.••••••• 192
Hyphen, .••• .• •••.•..••.•••.•.• ••••••.•••••••••••••••••• •. 192
SENTEXCES, ...... · ......... • • •. • · •. , · · • · • · • · · • · · · · · • · • • • · • · • •
9

"

Compoun<l, .. . ...•.• • • • .•.•• •• • .... . .•• ••••.• •. •••

50

with independent clauses, •• • •.••••.••. 52
"
"
with a rclatiYe clause, ............... .. 6!
"
with an adverbial clause, . •.•••..•• • , •.• 66
"
"
with a subjunctive clause, .•.••.••••••• 68
"
"
with a subjective clause, ............. .. 60
"
"
with
an objective clause, ...•....•.. , , •. G2
"
"
"
"
1niscellaneous, .............. .......... 113
"
"
resolved into simple, .................. 127
"
Simple, united, ................ ; • .. ; ........ ...... 129
SRNTP.NffP. nnn.nr~o , •................ : .......•... ; •......... 12•1
Su11a:c-rs, C o.11PuUND, logical use of eoHjunction,. .. . • •• .• .. . . • • 4;3
"
"
plural verb,............ .. .. . .. .. .. • .. • .. 84
"
"
for composition,. ........................ 22G
SunsTITUTES, phrases or relativ~ clauses for adjectives, ••..••••• · 67
"
phrases for adverbs,. ............................ 104
clauses for adverbs, •••••••••••••• • •••.••••••• ; • , 109
"
participles for adjectives,. ....................... · 40
"
for adverbs, •••••••••.••••••••••• • •••• : 41

·'

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CONTENTS.

SunsTITUTES,
''

participles
for nouns. ' •••••. . .. . • • . . . . . . . . . . . . • •. •
''

42

"as,, for r!~:tr::dpi::~:~~........ • . • • • • • • • • • • • • • 89
1N . .
' •••••••••• •. • ••• • •• • •. 121
.
er · ntm g, • • • • • • • • • • • • • • • • • • • • • • • • . • •
225
MISCELLANE OUS S UilJE CTS FOR COMPOSITION
• • • • • • • • • • • • • • • 22
VARIATIONS in adj' ectives
' ......... "".'
6
"
.
' ......... _...........................
15
111 adverbs,. •••••••••• ; •• , •
37
"
. in articles, ................ : : : : : : : : : : : .'::::::::::: 16
"
in noun s, in number, • • • • • • • • • • • • • • .. • • • •• • • • • • • • • 10
"''
",,
"''
in case ' . . .. . . ... . .. . . . . . . . . .. . .. . .. . • .. 12
"
"
in gender, ........................... ,.. 13
pronouns, personal, •••••••••••••••••••••••••• 18 20
"
"
relative "
o, .. • . .. . • . • • • • .. • • .• . • 62
"
verbs,
common,
progressive, and pnssive,........ 21
"
"
"
used interrogatively,..................... 22
"
''
''
modes, ........... : .........•...........
"
"
"
t ens es of indicative, •••••••••• , , •••••• , • •
"
"
"
"
ofpotentinl, ; ............ . ........ 26
"
".
"
person and number, ...... . ..... , ..
"
"
"
"
"
in form al style, . . . . .. .. .. .. .. • • • • • ::
"
"
"
"
indicative uni! interro ga tive form s • 27
in. th e indicntive
. verb
,, "to be,"
''
. ,. . ·. . . .. . . . . . . . ... .. . . .. . ...' . 28
1n the p ot en ti al, .•••.•••·•••••• , •••••••• ,,... 29
VERDS, common , pro"ressive
passive forms
21
'
used·
· 0
,. • • • • •• · ' •• • • ' · • · ' ' •
1nterro gahvely, ..•.••.••• , ..••.•• , ••••.•• , , , • • • • . • . . • • 22
inodes, •••••.•••.• • , . . • • • • . • • . . • • • • • . • • • •
2:3
imperative, .•••..• .' .•••..•..••• ,,, •• , .••.•.•
76
infinitive, .•••••••.•••. , . , • •
• • '. • • • •••••••••• • 78
"
Lett

GRADUAL EXERCISES

000

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THE ENGLISH: LANGUAGE.

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IN WRITING

SENTENCES.

Vv oRDS combined in sentences form

the medium through which we communicate our
thoughts and emotions.
Every sentence has a suBJECT and a PREDI-

0

••••••••••••

"
dependence,. ..... :::::::::::::::::::: ....... •'•. 118
tens es of indicative, ........................... :::::::::·· 25
"
of potent ial, . .............. .. .......... ,
• • 26
in dicative
•• • • .... • .. 27
. in tetTO"[tti,·ch
"
,, • ... . .... ... ... .. ................
fonnatwu of pass i,r, . .. •• . ..• • ••••• .• •• . . . . .. . .••
"
of pro hrr rcssiYr ' . • • • · •• • • •• • • • • •• • • • • •• • • • ••.• •• •• •• •.•• •• ••

person and number, . . . . . . • . . .

formal stY!r, .. • • .. ,
• •. • .. • • "• • .... • • ' " ' • "· • • •
t ra 1 1~itiv~s, -• .•.••.. ::. ~::::: • .•••• •. • •. ••. • ... • •• •

30

32

~~

0

•••

•

•

•

••

.,.,

81
in tran sitive and passive •
' ••. '·' • '' · · '· • • • · '· • • '· • • · • • ·
' ' . . ••• . • . . •• . • . . • • . • • • . • • • . • . • . • • • 83
logical use of l'o tc ntia 1 lll' Hl( · 1........ , .... . ....... , . .
11 l
excrl'iSC'S on potP11tial mo •l r, .•....•..•••. , .• , .. , ......· •·.. •... . u:~
1imited by nouns indirec tly, .. • • . • • • .. .. .... . • • • • • .. • • . . • • • 94

.I

CAT E.

The subject is the word which is the name
of ·the person or thing of which we are
s~caking.

The predicate is the word which 1s used
to assert something of the subject.
The CLASSES of words which may contribute
to form a sentence a.re the following, viz. : 1. The N oul:~, \Yhich may be represented by
a pronoun, an adjective, a participle, a phrase,
or a clause.
(9)

(,

• J.

GRAMMAR OF COMPOSITION.

·COMPOSITION.

§ 122.

is the expression of
our ideas in written language.
.
The first requisite in writing is a perfect
command of grammatical forms - a know ledge
of which, it has been our object to impart in
preceding exercises.
But even among writers equally well vetsed
:i.n grammatical forms, there is still a great difference in their ·modes of expressing thought
through the medium of language.
This difference in modes of expression, peculiar to different authors, constitutes "\Yhat is
called style, and is, at the same time, both an
indication and effect of one's mode of thought.
The essential property of a good style is per~
spicuity or clearness.
Our first object should be to express our
ideas by words used with such precision, and
by sentences so framed, that the meaning will
COMPOSITION

194

·-'

195

be obvious at ·a glance, and that a careful analysis will but confirm first impressions. :· This
should be the only aim of the young writer.
The ornaments of style may be acquired afterwards; indeed, they will naturally . follow,
when correctness has become a hahit.
Perspicuity, so far as it depends on Ian~
guage, requires purity; propriety, and : pre. . , 1:1: 1I
. c1s1on.
By purity is meant the use of such words
and such constructions as belong t?. the iqiom
of the language in which we wi;ite; , in oppo~
sition to words and phrases fr-?m other languages, or such as are obsolete.
·· ,
.,
·P1·opriety consists in the correct and p:J4)per
use of words, in opposition . to .vulgarisms
.
. ot.
low expressions.
·· .
Precision consists in the ·use :of such ·words
and forms of expression as ·e xhibit :an.: exact
copy of the writer's ideas. ·It implies the full
expression of one's ideas in the fewest words. ·
These three properties of style; it should be
the aim of the pupil to master, before he looks
for mere ornament. ·
-.· /.''}:.'., ·
Dr. Armstrong . says, "If I : were7.to )reduce
my own private idea of the best language to a
definition, I should call it 1 the _shortest,
!

~

:f -"

- - -.., ...,.·.

-..... t

196

clearest, and easiest way of expressing one's
thoughts."
.
The most common kinds of writing, and
those best adapted to beginners, as exercis~s in
composition, are narration and description.
We narrate a series of events as they occur
in successive time. We describe a thing as it
exists at a given time.
Whatever, therefore, may be regarded as
beginning, changing, progressing, &c., is a
proper subject of narration; while the explanation of the nature, . properties, or appearance of things, '\-vithout reference to change, is
description.
Narration and description, though perfectly
distinct processes, are frequently united. Thus,
one may tell the events of a day in the order
in which they occur- what he has seen
'
heard, thought, done. This is narration. H~
may, however; suspend the narration from time
to time, to give a description of what he has
seen, &c., but in resuming the narrative, must
be careful to commence from the point of time
at which he stopped. It will render the task
of writing much easier to the beginner, .first
to note down the events in their order, and
without regard to the language, as in the fol-

~19.. .~:r

GRAMMAR OF COMPOSITION.

GRAMMAR OF COMPOSITION.

.

··/~:

.

, ..~-·r

lowing model; then the sentences ,~,may- '.' be .<,·;·.~~~;
~nited so as to form a continuous whole: ·\• ... · 'f.~~
This cpurse will simplify the oper~tion · by
calling for 'but one thing at a time·; ·first,' the
'materials, which are fuinished chi~fly.' by th~
memory; and secondly, the composition, which
is simply an exercise in the use of language ;
expressing thoughts already provided. ·
.~ .

.

§ 123. Narration.

J

/

..

.;

MODEL.

I got up this morning.
.,
·.
. , 1 , .-,
It was six o'clock.
'
., ...
I looked out of the window.
It 'vas very pleasant.
··
I prepared myself for a walk before breakfast. : ;
I went quietly ·down stairs.
;
·:·";-' '
I feared I might wake my father.
.«·· ..,., , ..
He had watched the first part of the night '. with a
sick neighbor.
·
·
.. , . : 1;
I went over the hill to the lake.
It appeared very beautiful.
There were some lilies very near the shore.
I knew that mother was very fond of them • .
I waded in and got some.
. ., .
I then started to go home.
'.''
A bird flew from the bushes near me.
She seemed frightened.
17 *
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;

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,t

•·•

.r

•

198

-

~ • •'. ·-;"I -

·' ......

GRAMMAR OF COMPOSITION.

GU.AMMAR

·I looked in the bushes.
There was nest with four little young birds in it.
The bird feared I should rob her uest.
She did not know me.
I never robbed a nest in my life.
I got home just in time for breakfast.
My appetite was ve_ry good.
I think it is healthy to rise early and breathe the
pure air.
I feel preparecl for a good day 's work at school.

~1);"

~~t:~

'·"

~­

§ 124 . .The

199

COMPOSITION.

must be healthy to rise early and breathe tho pure
air. I felt prepared for a good day's work at
school.

a

..i.._..,c,, ••

01~

·... -

Re1na1·ks. ·

I-laving thus completed our narrative, we
may, without injury to its unity, inttoducc at .
certain points a _short des<;ription of some of
the objects mentioned.
:For instance, the lake may be thus described,

s<1 mc grnnpcrl.

•.

VIZ.:-

~~-~';;:

~;;-t:.~ .
;,_"<:"r

'

This morning, I got np rit :::ix o ' r locl~, flJH1. ]111 Jl ;ing
On t uf ilie 1\·imlo1\·, t>:1\\" LltaL it 1ras YCry pleasant.

I

Having prepared myself for a walk, I wen t very
quietly down stairs, taking care not to wake father,
who had watched during the first part of the night
with a sick neighbor.
I went over th e hill to the lake, which seemed
more beautiful tlian ever. There I saw some lilies
near the shore ; and, knowing tl1at mother was very ·
fund of them, I waded in and got some. Just as I
was starting to go home, a bird, that seemed frightened, flew from the bushes near me. Looking in the
bushes, I found a nest with four little birds in it.
Poor bird I she feared" I should rob her nest · but
she did not know me. I never did so cruel an' act
in my life.
Getting home just in time for breakfast, and :finding that .I had :1 very good appetite, I thought it

I·

This was a fo.rge sheet of water :tlmost encircfod ·
ln; hills. A.n olJ. mill 1\·as siLuatc<l on the stream
,;hich formed the outlet of the lake, where '1 had

,

,

been a hundred times ; but I had never noticed its
beauty before. It reminded me of a beautiful painting I had somewhere seen. 'l'he lake was ,so calm
that it formed a perfect mirror. The reflection of
the hills and trees upon its margin was almost as
distinct _n,s the objects themselves.

'
The nest and the young may be described
and commented upon.
.

.

The . nest was .hid in the thickest. . part -of the , \;~.'.'
bushes, and beautifully made. /l'he ·. ()utsi(!.ed :was }~~:.
made of little dry sticks ; the inside, of~the .inn.e r _, ,);~~­
bark of trees; and it was lined with' hair and.som.e-· ' ·~·
thing that loolrn_d like cotton,.which 'inade _it, rmftJi~~ .:-L
, ~

.

•

.

. .-~~

-~ ·--·

. '.

200

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~

Gll.Al\U.I.AR OF COMPOSITION.

GRA.MMA~

warm for the young ones. ·when I went to t11em
they stretched up their heads and opened their littl~
_beaks, thinking, I suppose, that the old bird had
con:e to feed them. But she was too anxious for
then· safety to think of getting food for them.

m the thickest part of the bushes, and beau~ifully ,·.
made. The outside was made of little dry sticks ;
the inside, of the inner bark of trees ; and it was
lined with hair and something that looked like cotton, which made it soft and warm · for the young
ones. When I went to them, they stretche<j. up t~eir .·
heads and opened their little beaks, thinking,J_suppose, that the old bird had come to feed them.;.· ;But
she was too anxious for their safety to think of. getting food for them. Poor bird I she feared .I ~hould
rob her nest; but she did not know me • . I never
"" ·.•
did so cruel an act in my life.
Getting h~me just in time for breakfast, and find: .
ing that I had a good appetite, I thought it ,mus,t be •
healthy to rise early and breathe the pure a~r: ,. J
felt prepared for a good day's work at school..t . .

§ 125. The Composition will now appear
in this form : This morning I got up at six o'clock and looking
out .of the window, saw that it was ;ery ~Ieasant.
H~vrng prepare~ myse~f foi· a walk, I went very
qmetly down stairs, takmg care not to wake father,
w~10 had watched during the first part of the niO'ht
w1t.h a sick neighbor.
·
b
I went ~ver the hill to the lake, which seemed
more beautiful .than ever. It was a large sheet of
':ater almost encircled by hills. An old mill was
·situated on the stream that formed the outlet of the
lake, where I had been a hundred times · but I had
never noticed its beauty before. It re:ninded me
of a beautiful painting I had somewhere seen. 'l'he
lake was so calm that it formed a perfect mirror.
The reflection of the hills and trees upon its marcrin
was almost as distinct as tJ1e objects themselves. b
There were some lilies near the shore · and
.
'
k nowrn!S
t Imt mother was very fond of them,
I'
waded m and. got some. Just as I was starting t<;
go home, a bird, that seemed frightened, flew from
the bushes near me. Looking in tho lmshes, I found
a nest with four little birds in it. The nest was hid

•OF, GOMPOSITipiN\

·'

EXERCISE

..

•

1.

.11. Day at.Sclwol.

'

MODEL II.

'•

My father lives a mile from the school house~ !'·
My cousin John lives nearer to the school. . :' ,I pass John's house on my way.
; .:· ,
We start early for school.
We play till the teacher calls ui:i in.
. r . , ~m : •.:
He ~ings a bell.
· .-.
.~ - ;, ,
To-day we coasted on our ~eds before school. · ·.,\
At recess we drew each other on sleds. ·. . · 1 :.!'

.
,,

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202

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;.;.

".

It was cold in the school room.
In the morning my ink was frozen.
My writing was pale.
The stove soon was very hot.
.A. girl near the stove fainted.
The pupils were frightened.
The teacher was calm.
The girl soon recovered.
She rode home in a sleigh.
The pupils were very still to-day.
•
They recited their lessons w·eu.
The teacher thanked them for being quiet.
He praised them for their efforts to study.
He spoke of the satisfaction we feel in doing our
duty.
After school, the boys threw snowballs at each
other in sport.
It is an exciting amusement.
Boys sometimes hurt ench other .
John ancl I returncu home.
After snpper, we rOLle in a sleigh to the next town.
)\Te rcLnr11ecl the same eYcning.
·we met many sleighs.
The bells .iingled merrily.
I was delighted with the enjopnents of ·winter.
Dm:ECTIOX 1.

7:" .

Let the pupil group the abovf) sentences, forming a composition.

DIRECTIO=> 2. Next let him write a llcccrij>lion of Ju.tli cr's house, of John's, an<l
Qf the school lww.e; also of the horse aml sleiuh.
DIRECTION 3.

Then let him oomplefo the composition by intro1lucing, in place,

•.he several descriptions.
·\

i:\•
\)·

.,.

,,, '

~

. "-· ............

203

GR.A.MM.AR OF COMPOSITION•

GR.AMMAR OF COMPOSITION.

EXERCISE

2.

Journey from New York to Bostcin. _; ; , ; ~ 'lf
MODEL Ill.

. ..

'·

,\

.,

: :.

·when did you leave New York?
..
'-.
Yesterday afternoon' at five o'clock~ ·
Wl1at route did you take?
· ·
The Fall River.
In what steamboat did you come?
The Metropolis .
Wlrnt was the weather when yoil left?
It was raining quite fast.
Did you eat on board of the boat ?
Yes, we took supper at seven.
Did it still continue to ·rain?
It rainecl till ten o'clock.
\Vhat was the ·weather after that?
The moon and stars were shining brightly.
Did you have a... travelling companion?
My father was with me.
Did you find any acquaintances on board of the
boat.
My schoolmate, -William B., was on board of the
boat , and we were glad to meet. ·
l>itl you slop at Newport?
The Loat stopped, about three o'clock i_n the morninrr, to land and take
. in passengers.
.
.
"Where <lid you stop next?
•
.
At Fall R iver.
·
Is that as far as the boat goes?
Yes~ The pa.ssengers then got ·into. ,fu~.; c~~~-"ro~
Boston.
•

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.204

'

'

GRAMMAR OF COMPOSITION.

On what railroad did you travel?
The Fal~ River and Old Colony Railroad.
\Vhat was the name of the depot where you
stopped?
The Old Colony Depot.
' At what hour did you arrive in Boston?
At seven o'clock.

--. .-

~

•

.
DIREdlON 2. Group the written answers into a conn~cted narrative.
DIRECTION 3. Describe your conveyance; the town you visited; the house or
farm ; .and any objects or persons of peculinr interest as connected wit)i ,yeur
visit.
DIRECl'JON 4. Complete the wmpo;tion by inserting, appropriately, the descrip,
tions of direction tllird.
·'

llJR~CTION t!.

3.

;·

Group the written sentences into a connected narrative.

DIRECTION 2. Group tho sentences when written, so es to form a. connected
narrative.

DIRECTION 1. By model third, ask questions eliciting answers on th e following
points; viz., time of year, day of the week, and hour of starting; where
from; by what conveyances; the distance travelled: any pl aces of interest
passed through; the various occurrences during your visit from day to day, in

t .

·-·.:~.

DIRECTION 4. Complete the cmnposition by Introducing' into the narrative the
descriptions prepared accor<ling to direction third. ·

DIRECTION 1. Write, in short sentences, the time of starting, from what part
of the city, name of steamboat, prominent places passed, in their order; occurrences on boa rd the boat in order of Onrn ; t.ime of nrrival.

.11. Visit to the Country.

5. ..

-.:· . ·:·;~
·__;;/. ; ~

DmECTJON 3. Describe the city visited; also a.by object or sight of general
interest; give any historical allusion •

.11. Journey from New York .to .lllbany by Water.

4.

,-~.:-~:-~,\t1
·~ .
~~.

DIRECTION 1. In accordance with nwdel iecond, write ·short sentences, stating '.. •''
events in their order of occurrence; viz., time of starting; place;· conveyance;
hour of arrival ; at what city ; private· h ouse_or hotel; the several occurrences, of
the visit; places of amusement or Interest; sights seon; 'llbjects and 'persons of
peculiar interest to you; return.

DIRECTION 3. '.l'hen lot him complete his composition by inserting each do•criptlon in its proper place.

EXERCISE

205

~ .11. Visit to the City.

DIRECTION 2. Let him describe the steamboat Metropolis and the cities of Newport and Fall River.

DIRECTION 4. Complete the composition by Introducing, in proper place, each
of the above descriptions and historical allusions.

~

order of time; your employments; your compallioll.B; any other matters of in- · .:,'. :.;.:~l
. .; . . ·..,' :.:.'ii
terest connected wit.h the visit.
..-,- , .·~
~

DIRECTION 1. Let the pupil group the above answers, forming a connected narrative of the journey.
·
·

DIRECTION 3. Describe the scenery on the ri>cr from time to tim~. Describe
West Point; make any historical allusion that is interesting. GiTe your Impressions of the Highlands. Describe Albany, and give any thing intereRting that
you know of its history.

.

·\~

GRAMMAR'' OF COMPOSITION.

EXERCISE

EXERCISE

. ".'

EXERCISE

6.

Thanksgiving Day . .

-

•.' ·,' .

DmECTION 1. Dy model thirl},, ask questlonR and write answers containing the · :~}~~
several facts or occurrences of the day in order; -viz., time l!.lld way of going to ·
'}~:!J
gnmdfather's house with parents; the several families connected; the number .. ___' ._:_ (3i
···~.-.·_·.
present; going to church; meeting of friends ; Thanksgiving dinner; th~ out- _. . ~
door play after dinner; riding a~ound in a sleigh; ·merry gatnes of the evening; ·
gathering round the cheerful fire; stories told of other days, when grandfather
was young; gran<lma's r ecollections; kind remembrances of those who have .. .. ..
passed away since their In.st gathering, and whose places ar~ now vacant by the ," ~'
homestead fireside; headache of the overfed youngsters the next day; longing, .;. .,~:;:
,._
. for a ret.Ul'n of the day.
DIRECTION 2. Group the answers into a connected narrative.
~ :-

"DIRECTION 3. Describe grandfather's house, the church, the horS!',} he dog, the
dinner, the plays, or any .thing of peculiar interest,
· ·- ' · ...;.,· · ~--·
DIRECTION 4. Complete the composition by inserting tho above descriptions. ··

18

..-..., ~---

206

GR.A.MM.AR OF COMPOSITION.

EXElWlSE

7.

_ Voyage from Boston to Live1110ol.
DIRECTION 1. By model second, write sentences, stat.ing the events cf the voyage
in order; 1·iz., time of leaving tho port; nnmo of stcrimship; course out of tho
harbor and through the bay to Cape Ann; course thence to Halifax; time there ;
what was done there; course from Halifax; fog on the fi shing banks; fi~hing
smacks; weather; storm; conffe round tho hendlands of Ireland ; entrnnco of
the ll!ersey; landing at Li>erpool; length of the voynge; nny occurrence of unusual interest on the passage; first impressinns at the •ight of the co:u;t, nnd
ancestral homes.
DIRECTION 2. Group tho several sentences form.ed by these AtntementR, sons to
make a connected narmt.ive.
DIRECTION 3. Describe the steamship, the islands, lighthouses, Ilalifnx, the cod·
fishing on the banks, Liverpool and its docks.
DIRECTION 4. Intro'\'luce each of these descriptiol!B into the narrative in its
n.ppropriate place, thus completing the compo~itwn.

.GR.A.MM.AR . OF COMPOSITION .7
DIRECTION 2. Group the sentences, forming the narrative. '

:

DIRECTION 3. Describe the boat, the party, the excitement upon catching the - ~='Ii·
first fish, sea sickness, the dinner, and any thing you saw that intereste<l you. •. . · '~~tt-··
.

.

~

~

-~~~

10.

EXERCISE

8.

.11. Journey from Boston tothe White Mountains.
DIRECTION 1. By nuxiil second, write sentences, stnting the severnl events of
the journey in order - thus: Left Boston when; by what route; stopped at
what places on the way; took rooms at what house ; events of the first day; tpo
Mcent to the top of Mount Washington; a Snbbath amGng the mountains; to
Franconia; r eturn.
DIRECTION 2.

Voyagejrom New Yorlc to San Francisco~
.

EXERCIS'E

9.

DIRECTION 1. State, in short sentences, the place and time of starting; name
of the boat; distance sailed; how many were seasick; fish caught; the lunc.h;
the dinner; the sail after dinner; the return.

.:

< ·l~

equ~tor, ~ storm off Cape "'·.-·~~

Ilorn, the appearance of the Cape, the seve,r nl places st-0ppcd at during the
age, and tho city of San Francisco.

voy~

..
..

:_'._':,,'.~
.-·-~
...· _- _
.;

DIRECTION 4. Insert these des_criptio11s in th.air proper places, comple~ing the ·. · "-f!!l_
,·
compositi<rn.
~

. . ,.-j~
. . . :-.,

ExERCISll
w

:

'

11.

··.

.11. Holiday in Winter.

.,

... . .

_: _,,~

. :.: . ;M~

·:7:-g

DIRECTION 1. Write down the facts and events of the day in order as they oo- ·
curred; viz., the asseml.Jllng of the boys . in the morning, according to previous ·::·· :'iZ:?;;. .
· --.Jr,...
arran gement, to "coast" on their sleds; the mnn of snow; the two forts built
· .:),~
each side of the "coast," and manned by the small boys; running the gantlet. _ :",:2~
on sleds down tho hill between the two forts, exposed to the snowbailB thrown . _·;z>?~
from the same; attack on the forts as the sleds retnrned; the sleigh ride after _'-_:i::-~·
dinner; the upset; the skating party in the e'Venlng; bonfires on a rock .at the 1 ·:·..
edge of the ice; the welcome bed.
.
.
'.
. ~"
~~:;(
J

DIRECTION 2. ' Group the

' .'

• ... . . _ , . '

sent~nces Into a narrative'_.: '. ,; :· ~ ; ; ~ ~ :.J :; , ~ ;: ; i~l._;,~t
,

.ll Fishing Excursion.

~' 31

' ~·' · ?fa;

z
.· gi

. '·· '

DIRECTION 4. Insert the descriptions in their appropriate places, completing
the composition.

· ·":~~

DIRECTION 1. By model third, ask questions respecting the facts ai:M occur- .· ·::~~g
r cnccs of tho voyage, and writo tho answers in order; viz , name and ~Ind ''<'·~~
of ship; th:ne of sailing; course from New York I.Jay to the ocean; course through '· -~~f~. ·
the Atlantic, crossing the Equa tor, to Cape St. Roque; course thence to Cape : ·'." ' '."'
Horn; doubling the Cape; course through the Pacific to fl'an Francisco, crossing . .' :.•0°~
.
.
. "~
tho Equator again; entering th e harbor.
_.
__· __ :.· .;: f"3l
1
DIRECTION 2. Group the sontences.
. • ~ ';:~~

Group the sentences.

DIREC'l'ION 3. Describe some of the most interesting objects; Lake W!nnipiseogee; Red. Hill; the Willey house, with some account of tho" •lide;" the Notch;
l\Iount WMhington; the Old Man of the l\Iountain; and any other objects of interest.

..·- <~·'

...
.

DIRECTION 3. Describe the ship, the weather near the

EXERCISE

<.:: .r~~

D1m:CTION 4. Complefo the composition by ' lni!crting the d~scr'.ptions as re-·"<~~
qui.red in preceding exercises.

<(

•

:

'" I

· --

DIRECTION 3 Describe the sleds, the hill, the snow man; th.a forts, 'the' sleigh·'
party, and the ~kating party, with the. bonfu·es. . • ', '
< ,...
•• DntECTJON 4. Insert the descriptions in their
composition.

p~per

. ·.

--

208

-

GRAMMAR OF COMPOSITION.

EXERCISE

~

GRAMMAR OF' COMPOSITION.

12.

HolidaY, i

DIRECTION 1.

"·rite down the occurrences of the da.y in their order.

DIRECTION 2.

Group the sentences, completing the na.rra.tivc.

DIRECTI0:-1 3.

Describe objects of Interest.

Complete the composition by the proper arrnugoment
rntivo and descripfr;-c parts.
DmECTio:-i 4.

of

the nar-

209

halls of Congress, and the various public buildings
and departments of government.
·
9. From New York to New Orleans by steamer. ·
10. From New Orleans to St. Louis by steamb()at.
11. From Philadelphia to Pittsburg, and thence
down the Ohio to Cincinnati .
12. From Philadelphia to Pottsville and the coal
llllllCS .

EXERCISES.
TIIRF:Ci'tONS. Tn writing on 01f' f!1llnwing- ~l1hj 0ctC:! , ''Tit r"l clown occurrrncr~ in
their order; then unite sentences; describe oh.iccts of Interest; revf Pw nnd

a rra n ge tho narratin11 and th'~l T ipUon, as in l'l'\_'C('iling (' X1'1Ti:-C::l'.'" ·

Remark. The teacher can select from the following,
and girn additional ones. '

Stibject.s .
1. l\fy vacation.

2. A day in the woods.
3. Journey from New York to Niagara.
4. From New York to Saratoga, Sharon, or Lebanon Springs.
5. From New York to Lake Champlain ; on the
lake to Ticonderoga and Crown Point.
6. From New York to Philadelphia, visiting Fairmount vVatcrworks, visiting the Institution for the
Blind, the Institution for the Deaf and Dumb, ancl
the United States :Mint.
7. From Philadelphia to Baltimore, visiting the
'Vashington Monument.
8. · From Baltimore to Washington, visiting the

13. From New York to Montreal and Quebec.

p

Perhaps the best exercises for practice in
narra tiou Yvill be furnished by keeping a rntmNAL, and noting down the occurrences of each
day, as in the given models. From this journal subjects may be taken · at pleasure, · and
amplified by description, &c.
In exercises like the preceding, noting the
events of which a narrative · is ·formed, is
• chiefly an act of the memory, as has already
b~s~~
·
In most cases, however, ·only those events
which are important to a ~lear understanding
of the subject as a whole, need be taken ; :so
that an exercise of the judgment will be\;equired in selecting such events as stand in the .·
relation of cause and _effect. •~ Thus~..~!J. ~gi.ving " .
an outline of the history of 'Am~ric~, · it:, · 'Y~.~d ';
be necessary to note accurately .the d.1s~ovedes
18 *

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i.~·.
l ~I

__ ;0~; _ ~~ -u ._:tr-~:~-·)A:" ___
•\

210

GR.Amr.AR OF. COMPOSITION.
GRAMMAR OF .. COMPOSITION.

of particular
relativ~ ~ates,
the validity of
based on those

European , .powers, with the
in order to understand fully
the several claims to territory
discoveries.

HISTORICAL SUBJECTS IN NARRATION.

nies? '\'that were their Intentions? What other nation claimed some of the "
same territory? What grant of land did the ' Ohio Company obtain? From
whom? What occurred in consequence of these conflicting.claims in 1753,.1765,
1756, 1757, li58, 1759? What was the result of the war!
DIRECTION 2.

Group the answers to the questions given.

DmECTION 3. Describe some of the most important events; tell something of
the cho.racter, appco.ra.nce, &c., of Washington, at that period; of Braddock; of
Montcalm; of Wolf.
' '
DmECTION 4; Arrange as above.

EXERCISE

1.

·-.

.11.mericafrom 1492 to 1607.

EXERCISE

.

'

4.

,)

. :

DIREC:ION 1. Write down the principal discoveries and other im ortant
evcdntlis m the ?rder in which they occurred, t elling by whom and whenp made
an or what J;uropean governm t T k th
' '
·
.
en ·
a e e following dates to nssist in th
~~~:,t~o:i ~f events; viz., 1492, 1497, 1498, 1499, 1512, 1519, 1524, i 531, 1534, 1539:

7

DIRECTION 2.
I

Group the sentences, as in the preceding exercises.

Dd~~CTION
an

3. Describe the vessels, &c., of Columbus, tho appearance of the
1scovered, the natives, and any other object~ of interest .

. DIRECTION 4. Complete the composition by proper arrangement of th
.
e nanat1on and descript.ion.

EXERCISE

2.

British Colonies in .IJ.merica,from 1607 to 1682.
to~~RECTION .1.. Write down the settlements and other.Important events as they
ber place, g1v1~g the dates, and any circumstances of interest you may rem em. . The follow mg dates may serve as a guide; viz. 1607 1614 1623 1624 1 62
7
1630, 1634, 1635, 1636, 1643, 16501 1664, 1670, 1682. '
'
'
'
'
'
DIRECTION 2. Group the sentences.
DIRECTION 3·. D escn'be sue I1 objects ns seem important, and make nny remarks
whi ch may occur to you.
DIRECTION 4. Arrange as in preceding exercises.

EXERCISE

3.

Frenc!t fVar in .11.meriw,from 1748 to 1763.
DIRECTION 1. W n't e answers t o th e following CjUestions; >iz., W!rnt claims did
the French make, at this time, to territory in America? Where had they colo-

The War

of the Revolution, from

, 71

!:.

: ·,
"''ji

17 64 to :17813.:.

DIRECTION 1. Write answers to the following questions; ·viz., What right did
th e British Parliament claim, which was denied by the colonlstR! · Wha'.t measure w!\8 adopted to enforce the claim, in 1765 7 How wa!1 It met by the colonists l
What was the consequence of their r esistance, in 176£ ?· 'Yhat 'events followed
ln 1767? 1768? 1770? 17731 1774? 1775? li76! 1777! 178111783!
DIRECTION 2.

Connect these answers as in preceding exe'rcises.

'.

DIRECTION 3. Describe the colonies at the beginning of the war; some of the
principal men of the times; the battles of Bunke~ Hill, of Saratoga, of York·
town.
DIRECTION 4. Review what you have written, insert the various descriptions In
thoir proper plitces, and t ell what .you think of the justice of the .cause·of the colonists, and the elTects of their resistance.
·
' ·· " " " · ~-:
t

.EXERCISE

~

•

~

5.

Formation

of the

•

:··

: I

.

!

.: '

~ "\
~

Constitution,from 1783 (o, 1788.~

DIRECTION 1. Narrnte the princlpnl events of this period conri~ted; wlth the
formation of the Constitution.
DIRECTION 2. Describe the condition of the country at the close of the war;
the powers of Congress under the Articles of Confederation; the. most prominent
men in the Convention; the result; the prindpal cha~cteristi~ o~~ ~nstitu·

tion.

.

. . . ..r

; •

,j.

_,

,.

~ .\

DmECTION 3. Arrange the narrntiv~ n.nd descriptive parts ns before-dl,r~c~. \

c •:·r··l ', ·~=-:: '.l fJ ,i ;t

I

...

212

GRAMMAR OF COMPOSITION.

Subjects.
1.
2.
3.
4.
5.
6.

7.
8.
9.
10.
11.
12.
13.

vV ashington's administration.
Adams's administration.
Jefferson's administration.
Madison's administration.
Monroe's administration.
John Quincy Adams's administration.
Jackson's administration.
Van Buren's administration.
Harrison and Tyler's administration.
Polk's administration.
rraylor and Fillmore's administration.
War with England in 1812.
Mexican war.

DESCRIPTION.

§ 126. Description is the act of explaining the nature, habits, use, form, or appearance of au ol>ject, as it exists at a given time.
The simplest for m of <lcscriptiou is dqjinition, ·w hich gives only the distinguishing characteristics of an object. It is essential to the
correctness of a definition, not only that all
the qualities enumerated be found in th e obj ect defined, bnt that they be peculiar to th at
object; th at is, th at no other object can be
fo und emuraci11g th e wh ole of them.

GRAMMAR · OF COMPOSITION.

213 .·

Thus, if we define an adjective as a ·word
used to limit a noun, our definition is faulty:·
Not that it is untrue, but that a noun may be
limited by a verb in the infinitive mode, or by
' another noun.
Description, as the term is commonly used,
includes definition, and is an amplification of
it. D efinition gives simply the outline• by
which the object is limited; description fills
up the outline, and calls attention to whatever
may give a fuller and more complete i~ea of'
,. the object.
The true order of arrangement in descripti'on-is first to state the essehtial and peculiar
characteristics of the object, - in other
words, to define it, - and then to ·proceed,
by a rc.gular gradation, from generals to · J?ar. ticulars.
DESCIUI'TION.

.State

of New

York.

MODEL I.

New York contains more inhabitants than any
other state in the Union. It has moro wealth. It
has more co mm erce. It is bet\veen 40° and 45°
N . L. , and 73° and 80° W . L . It is separated
fr om Canada by Lake Eric, Niagara. River, Lake
Ontario, and the St. I,awr ence River, on · tho west

,

'

r

,,'· ..

214

.:.·.

.-

r

GRAMMAR OF COMPOSITION.

and north-west ; bounded by Canada· on the extreme
northern part; by Lake Champlain, Vermont, Massaclrnsetts, and Connecticut on the east ; by New
Jersey and Pennsylvania on the south; and Pennsylvania forms a small part of its western boundary.
New York also includes Long Island. The principal river within the state is the Hudson. The capital of the state is Albany. 1.'he largest city is
New York. The state contains many other important places. The principal are Brooklyn, Buffalo,
Rochester, Troy, Utica, &c. Niagara Falls is in
the Niagara River. It is considered one of the
greatest curiosities in the world. It is visited by
persons from all parts of the world.
Saratoga contains medicinal springs, and is much
resorted to in summer by .invalids. Crown Point
and Ticonderoga are on Lake Champlain. They
have been the scene of military operations in several
wars.
West Point is on the Hudson River, and contains
a national military academy.

§ 127. The same grouped.
:;· .
;• ,,

'.•

New York is the most populous, wealthy, and commercial state in the Union. It is situated between
the 40th and 45th degrees of north Jati tnde, and
the 73d and 80th degrees of west Jongi.tnde.
On the
west and north it is bounded chiefly by Canada,
from which it is separated through most of i t.8 course
by Lake Erie, Niagara River, Lake Ontario, and the
· ~

GR.A.MM.AR OF COMPOSITION. .

215 .

St. Lawrence River. On the east it is bounded .by
Vermont, Massachusetts, and Connecticut, being s~p-.
arated from Vermont in part by Lake Champlam.
'The southern boundary is formed by the .two states
of New Jersey and Pennsylvania, and the latter also
forms a small part of the western boundary. In addition to this, the state includes Long Island, which
is situated south of Connecticut.
The Hudson, which is the ..principal river within
the limits of the state, is in the eastern part, rising
in tho A<lirondac Mountains, and running south into
New York Bay. The capital of the state, Albany,
is on the Hudson River, about one hundred and fifty
miles from its mouth. '!'he largest city, not only in
this state, but in the United States, is New York.
In addition to these, the state contains many other
important places, among which may be named Brooklyn, on Long Island ;- Buffalo, on Lake Eric; Rochester, near Lake Ontario ; Troy, Utica, &c. rrhcse are
all flourishing places, rapidly increasing in population and wealth, and literary, benevolent, and religious institutions.
S:uatoga , Jlertr tho llud :< on, in com,~quonce of its
medicinal springs, has become a notetl place of resort
for inva1itls :::rncl their friends. It is also an object
of interest as the scene of ouc of the most important
military operations in our revolutionary vrnr. Crown
Point and Ticonderoga, on Lake Champlain; and
West Point, on the Hutlsou, are associated also witli
many interesting reminiscences of l>y-gone days.
The most remarkable natural curiosity in the. state

216

217

GRAMMAR OF COMPOSITION.

GRAMM.AR OF COMPOSITION.

is Niagara Falls, in the Niagara River, which surpasses any thing of the kind in the world, and is
visi tecl by travellers from all conn tries.

York, in honor of James IL, to whom the country ·
was granted, and ·who was at that time Duke of York
as well as Albany.

Uc1na1•ks.

Having coi11pleted the description, we may
introduce a short history or narrative, in counection with any object mentioned.
For instance, we may say of the IIudson
River, thatIt was .discovered in 1609, by Henry Hudson, an
Englishman in the service of the · Dutch East India
Company. The Dutch commenced trading with the
Indians, and in 1615 they began a settlement, which
they called Fort Orange.

Of Albany we may say as follows, viz. : ..._
Albany occupies the position of Fort Orange, the
name being changed in 1664, when New York, - or
New Netherlands, as it was then called,- was ·taken
by the English, and granted by Charles II. to his
brother, the Duke of Albany.

The following may be said of New York
city, viz.: rrhe Indian name of the island on which New
York stands was Manhattan. The Dutch g·ave the ·
name of New Amsterdam to the settlement which
they formed there, and the English changed it to New

§ 128. The Composition, completed, will
appear as follows: ~

'

New York is the most populous, wealthy, . and
commercial state in the Union. It is situated between the 40th and · 45th degrees of north latitude,
and the 73d and 80th degrees of west longitude. ·
On the west and north it · is bounded chiefly by
Canada, from which it is separated, for the most
part, by Lake Erie, Niagara River, Lake Ontario,
and the St. Lawrence River. On the east it has
"
V crmont, Massdchusetts, and Connecticut, being sep· '.'....::~.,
arated from Vermont, ih part, by Lake Champlain.
. ._~,._~-:j_·
The southern boundary is formed by the two states
..~
of New Jersey and Pennsylvania, and the latter also
"'._'~1
forms a small part of the western boundary. In ad....
dition to this, the state includes Long-Island, which
;1
is situated south of Connecticut.
~ . ./~
The Hudson, which is the pdncipal river .within
:<:~
the limits of the state, is in. the eastern part, rising
.... ,
. ~-· ".:·, ~
in the Adirondac Mountains, and running south into ' · ;>,~
New York Bay. It was disc_overed i~ 1609 . by .. ; .'.{~
Henry Hudson, an Englishman in the ·service of the : ,.:;~~
Dutch. · The Dutch commenced · trading -'with the In- , · ·. . ~!:~I
dians, and in 1615 they began a settlement,· which · . :' ~J-~
they called Fort Orange.
.-.., .,. ' · · · .:<~~
The capital of the state, Albany; is on the Hudsoii · · ·r~jj
'~-~4
.- :--:"'
1(D
.;,°').~

J

... :;~

:~;;~;
.. .(,·
-~~-11

~ · ·J..>t'!I

'::. _-· n

__...,..---

.. _\

. _, .
.

219

GR.A.MM.AR OF COUPOSITION.

GR.AMMAR OF COMPOSITION •

River, about one hundred and - fifty miles from its
mouth. It occupies the position of Fort Orange, the
name being changed in 16G4, when New York, or
New Nether lands, as it was ·then called, was taken
by the English, and granted by Charles II. to his
brother, the Duke of All.Jany.
The largest city, not only in this state, but in the
United States, is New York, which is situated on an
island, called by the Indians Manhattan. The Dutch
gave the name of New Amsterdam to the settlement
which they formed there, and the English changed
it to New York, in honor of James II., to whom the
country was granted, and who was at that time Duke
of York_as well as of Albany.
In addition to these, the state contains many other
important places, among which may be named Brooklyn, on Long Island, Buffalo, on Lake Erie, Rochester, near Lake Ontario, Troy, Utica, &c. Th e8e arc
all fl ourishing places, rapidly increasin g in population
aml wealth, and in the number and effi.cienc-r of their
litern.ry, benevolent, anfl religious institutio;rn.
Saratoga, near the Hudson , in conse<1ucncc of i t.q
medicinal springs, has become a noted place of resort
for invalids and their friends. It is also au object
of interest as the scene of one of the most important
military operations in onr re1·ol ulionary war.
Crown Point and Ticondcrop::i, 0 11 Lake Clwmplain, and ·west Point on the 11 t{d son, are a~;:;ociakd
also with many interesting r emi ni scences of hy·gonc
days. The most remarkable irntmal curiosity in
the state is Niagara Falls, in the Niagara Hiver,

which surpasses any thing of the kind in the .world
and is visited by travellers from all countries. · ·

218

(; '. '.

.

EXERCISE

.

.

~

1.

The Camel.
MOD.E L II.

The camel is one of the most remarkable of the
domestic animals. ·
...
It is very awkward in its appearance.
It has a large hump onits back.
It has very large feet.
It can go a long time without water.
It lives on coarse and scanty food.
It is found chiefly in the northern part of Africa
and the southern part of Asfa.
It is very useful in deserts and sterile countries.
It has been called the ship of the desert.
It is especially useful to the Arabs of the deserts.
It gives milk like the cow.
It carries burdens like the horse or ox.
Its meat is used for food.
Its skin is used for shoes, tents, &c.
Cloth is made from its hair.
lt is very patient.
"\Vh ~n loaded too heavily, it complains by a,moanrn g

llOJSC.

§ 129. The same grouped.
The camel is one of the most remarkable of t.he ·
domestic animals. lt is not handsome, according to

,.,.

220

';,

GRAMMAH OF COi\IPOSITION .

221 -·

GRAMMAR OF COMPOSITION•

our ideas of bcn,uty, having very large feet, n. lmmp
on its back, a long and slender neck~ ancl a large,
awkward head. Its power of going for a long time
without waler, of subsisting on con,rsc n.nd ~ca11 tr
foocl, ancl of travelling easily in tho Rand, to ~which
its feet seem to be specially adapted, renders tl1c
camel very useful in the deserts and sterile countries
of the noeth of Africa and the south of Asia, where
it is chiefly found.
ln consequence of its power to carry hcaYy burdens, aml this peculiar adaptation of which we Jtayc
spokcu , the camel has Leen calleu the chip of the
<lesert.
It is alSo useful for other purposes, giving milk
like the cow, as well as laboring like the horse. It:::i
meat furnishes nutritious food, like that of the ox ;
its skin is usccl for shoes, touts, &c. ; aucl from its
hair is manufactured a kind of cloth. Being very
patient, the camel remonstrates against being laden
too heavily, Ly a moaning noise which is readily
understood by its owner.
DIRECTION. Complete the composition by inserting, in their appropriate plnces,
some historical account of a caravan, its progress across the desert, and its h alt·
Ing-places, what the animal does on the approach of the sand storm, and any
anecdote of the camel.

EXERCISE

How many acres are cultivated?
· What are the principal crops raised?
"What stock does he keep ?
~What is the nearest market town?
·what means of conveying produce to market?
How many men does uncle hire?
How many acres of woodland has he?
\Vhat kind of an orchard lms he ?
\Vhat kinds of fruit does he ra~o?
Is there a pond on the farm?
Aro there s1rnde trees about tho house?
vVhat else can yon state about the farm?

MODEL III.

Where is the farm situated?
How large is it?
What buildings are on it?

···(

. l _'·

DIRECTION 1. Answer the above questions,
Jlmr.cn0x :2. nronp tho nns;wrf' , nrnplifylng cn,ch l1y n. more definite dcncrlp·
tion, or by some circumstance connected with it.

•
3.

EXERCISE

Jr1y Favorite Tree.
.

·.

DIRECTION. Describe the kind, size; shape, situation, and age ; giving a history .
of the tree, and stating any thing with regard to trees and their uses.

EXERCISE

2.

.JIJy Uncle's Farrn.

.......f'i

---~f

4.

Ni;W York City.,
,

,. '

• 1' ' '

~ -,

: •

I

: ,;·

~

'

•

DmECTION. Speak of its size coinptlred With other cities of th!fUnlted States; ;,
tell whore it ls situated; its local advantages for commerce and for interior trade; -.."
its distinguishing characteristics; its pnblie institutions and biµIdings, such as /
churches, schools, museums, libraries, &c.
·,
·_ _ , . · ·. ·_ . -\ _~ _. , .;_·:,:

19.

J ~ ·-.

' > ,.......
.. ~ ... ,

'

:."

~-! --~"-~'!'

......

.._fi-t~ }':; J.j:--.;ci.,....""J h~!i

.... ~' . - -

t

!:

.. ~~

')>

~>['~

...-.---- ......- --

- -·.~7 .. : :·

l

\. _

222

;

E:xERctsE

DIRECTION. Speak of its sizo and locat ion~ namo the countncs that border
upon it; i1ie striking features of the country; its mountains, lakes, and streams;
its gln.cicrs and 11.valanches; somo historicnl account of any of these, or of tho
country, the government, or inhabitants.

6.

Cotton.
DIRECTION.

(

.

l

5. _

Switzerland. -

EXERCISE

223

GRAMMAR OF COMPOSITION.

GRAMMAR OF COl\iPOSITION.

By reference to gcogrnphies, histories, nnd the Encyclopredia, you

will find and write down on 8lips of pnper th o several fact.a needed; viz., in what

climate and countries cotton grows; nny thing nbont tho soil, and tho labor
of cultivating, gathering, preparing for use, and getting to market; the process
of manufacturing; the markets for the made article ; and any thing about the
inportance of cotton to the inter ests of tho cou ntry. Then arrange tho facts '
obWned 1\8 in preceding exereises.

J

7.

Sugar.
DIRECTION. From the usual sources of information 1 1\8 above, get your facts on
several slips of paper, and tben arrango as in the pr~ceding exercises. These
facts embrace the climate, country, soil, culture, manufactnr", nml export of the
article, with any account of it that may be of interest or profit.

~

\/

In writing upo~ stibjects whfoh require:Tesearch, it will be well to take slips of paper,
upon which to note down whatever has a
bearing on the subject. This may be continued until all the materials are collected for
the composition.
Then consider whether ):our subject is
chiefly a nanative or description, and .a rrange
the facts obtained, on principles 'e xplained_and
·' '
illustrated in tlie preceding exercises.
Biographical dictionaries, histqries, encyclopredias, &c., should be accessible to .t he pupil:
. Subjects. ,

ExmrnrsE

!. •

.,.'

1. Rice.
2. Tea.
3. Coffee.
4. Silk.
5. Birds.

'6.
7.
8.
9.
10.

'-

· ·.. :. . .

Steam' engine. :'!.' _
Railroads. · Flower garden.
Sllt springs.
Magnetic telegraph.

§ 130. Abstract desc1'iption. :'. . ;, <) .'·
.
!•
~

EXERCISE

8.

Tobacco. Scnrch out the stat istics and history of this plant, as In the si.x:th
and seventh exercises, and arrange as usual.
DIRECTION.

EXERCISE

~. ,

, 'I :

;

-,,

:')'.']'J,:7· . ~( ; 'd;~~'o'.;

·:." -- " · ;Parental .11.1'-.JJ"
n:_ect;,...
... '~1'.rl:il.l.:
. 1.. } J
... ,,>
C41-flt•
, '

'

~ · "'

1. ~_. -'; i ;, . ,; J·:
L 1 .I..

,•

-~~ .·.,:. ~.·, ••

What
unde~stand by the' terci·f ~ ,1 _7:;.: ::t _~f~~,
,'i - '
- \ - -'
Is it natural, or the result of education? - · ~-.
· .;
What appears to be its purpose? - ' · ' · &. , '

do you

225

GRAMMAR OF COMPOSITION.

224

GRAMMAR OF COMPOSITION.

What would be the effect if it did not exist?
What corresponding duty is required of children?
Illustrate what has been said by any striking examples of parental a[cctiou.
Dnn:cTION. Group the answers to the above qu estions,
ceding exercises.

EXERCISE

ft lltl

arrnngo as in pm·

2.

True Politeness.

Ilow does it manifest itself towards others?
From what does it spring 'l
How docs it differ from obsequiousness?
What arc its _effects in the family? in the ncio·h.o
borhood?
What are the effects of its neglect in these relations?
How docs it conduce to our interests?
Why is it important that the young should form
habits of true politeness ?
Dl'RECTION.

§ 131. Letter writing may be divided" into
two kinds - business correspondence and
friendly.
In the former kind, the object should be to
state dearly and concisely the requisite facts
or transactions only.
The latter, or friendly correspondence,
should approach as nearly .as possible to familiar conversation betwee1i friends.
The order of arrangement '':ill be ·substantially the same as that already given, varying
as the letter partakes more or les~ . of narration
or description.
,_ :· ~ _, ..
All letters . should be correctly dated as to
place and time.
'

EXERCISE

Answer, group, an-anior, and amplify as In preceding exercises.

Subjects.
1.
2.
3.
4.
5.
6.

LETTER \VRITING.

Gratitude.
Uprightness.
Virtue.
Truthfulness.
Obedience.
Firmness.
7. Hospitality.

8.
9.
10.
11.
12.
13.
14.

Habits.
Patience.
Justice.
Integrity.
Innocence.
Benevolence.
Faithfulness.

1. ', ; ,

'

" : :-

•

l

f ,: J :'

' I

_· :· . .. ; ;!

... ~ ...

Letter from an absent Person: .,':':' !~.

-·: :.

. r- - . .

·i ~

·.•

~.'.:~,

'( '

;i.:J, '-

-

. '-"./t'.~£;:

-J~~

DIRECTION. In this, description would naturalf' pl'edomlnate, especially If re- "',~ "
maining long in a place; but while travelling from place to place; there would be · , \-i ......
n con tinned narrative, interspersed with descriptiolll!. ·.- \ ·~ · ; ' t . --: .C,' . !,;:,'., ., ,y~~~

. . .2.. . >.. '.;,•:
· ·..· :~)~ '.'c\', · .~:'.~;,
,.:::;~·
. f~I:

, ~XERCISE

¥"(

.. Letter Jrom
I',
TI'
. I; :'.. . ,'('' r.nome.
' \""' ·1~'1· - .;
~

'

• '. •

·2J

;:'Ti
.;.!;.
:~

•

>.!(''.

··1.~ ,
,: .... ,,

.;.,.

1 • ~.;:;;

This should be a narrative of events of interest.bi .their order, and · ·-:":t~.
would contain no description unless some new object had,beeJ?-,adde~.~ the .o~d
~~~~--familiar things of home.
·
DIRECTION.

226

GRAMMAR OF COMPOSITION"

GRAMM.AR OF COMPOSITION.

.. .

MISCELLANEOUS SUBJECTS FOR COlVIPOSITION.

1. Columbus.
2. Washington.
3. Franklin.
4. La Fayette.
5. Abraham.
6. Moses.
7. David.
8. Solomon.
9. St. Paul.
10. Cresar.
11. Cromwell.
12. Bonaparte.
13. Burke.
14. Socrates.
15. Plato.
16. Newton.
17. Michael Angelo.
18. Milton.
19. Johnson.
20. Hannibal.
21. The Feudal System.
22. The Hcf9rmation.
23. 'l'hc Crusades.
24. The Inquisition.
2G. Tho Elephant.
2G. 'l'he Lion.

27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
4G.
4 7.
48.
4U.
50.

The Whale.
'rhe Eagle.
Art of Printing.
Newspapers.
Steam.
Magnetic Telegraph.
'l'hanksgiving.
Christmas.
Fourth of July.
The Alps.
'l'he ·white Mountains.
The Alleghanies.
The Rocky Mountains.
The Andes.
'l'he Bible.
The Sunday School.
Lake George.
Lake Champlain.
Lake Superior.
Tlte Amazon.
'l'hc Mississippi.
The St. Lawrence.
'l'ho l>n nube.
'11 hc Rhine.
Gl. Th e Gallgcs.
52. Home.

53.
54.
55.
56.
57.
58.
59.
GO.
61.
G2.
63.
64.
65.
GG.

G7.
68.
69.

· 70.
71.
72.
73.
7J.

7G.
7G.
77 .

73.
7n.
SU •

A.thens.
J erusale\1.1.
Cobstantinople.
St. Petersburg.
Paris.
London.
Venice.
New York.
Philadelphia.
Baltimore.
~cw Orleans.
Boston.
Torrid Zone.
T emperate Zones.
Frigid Zones.
Voyage round tho
World.
Monarchy.
Republic.
The Telescope.
'l'he Microscope.
The Partl1enon.
The Colisemn.
St. Peter's Church
in Ho me.
~t. Paul's Church
in Lom1on.
lta ly.
Gr eece.
T11rkcy.
.France.

~r

81. Great Britain:': .{i _\ ..
82. ·The Caucasian 'Race• .
83. The African Rac.e. 1 · ·
84. The American ·Race.'
85. The Mongolian Race·.
86. The Malay Race . . : '

87.

Civilization~

'~ ~.

88. Christiariity.'
89. Paganism. ·90. Mohammedanism. · 1
91. Earthquakes.
92. Volcanoes. ·
93. Painting and Painters.
94. Trades.
05. Professions.
96. Agriculture.
97. Horticulture.
98. Commerce.
99. :rvfanufactures."
100. War.
101. Language.
102. History.
103. Biography.
104. Poetry.
1 O[). Astronomy.
lOG. Geology.
107. Chernistrr.
108. Coal Mines.
100. Destruction of 'l'ca
iu Boston Har Lor.
I

228

GR.AMMAR OF COMPOSITION.

110. Railroads.
111. Early rising.
112. Wealth.
113. Flowers.
114. ]forgiveness.
115 . Economy.
116. Laziness.
117. Prodigality.
118. Variety.
119. Perseverance.
120. Experience.
121. Adversity.
122. Prosperity.
123. Anger.
124. Cruelty.
125. Luxury. ,
126. Contentment.
127 . Industry.
128. Temperai1ce.

131.
132.
133.
134.
135.
136.
137.
138.
139.
140.
141.
142.
143.
144.
145.
146.
147.
148.

12\-1 . Rpring.

lMJ.

130. Summer.

150.

Autumn.
Winter.
Foreign Travel.
Battle of 'Waterloo.
Bonaparte at St.
-Helena.
Sebastopol.
Amusements.
Haymaking.
Swimming.
Latitude.
Longitude.
Birds.
Home.
Books.
Clouds.
Arctic Expeditions.
The Prairies.
Falls of Niagara.
The P yr:11niJs.
:Music.

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