-

-

..

CH.AlJ.llER.S'S EDUC.ATIO.VAL COURSE-EDITED
BY JV. A.YD H. Cll.AMBIWS.

1
I

•·

INTROD UC TION

I

.t

TO

I

I

·'

,

/

,..-

II

J

ENG LISH COMPOSITION.

I
FOR USE IN SCHOOLS,
A:\0 FOR PRIVATE INSTRUCTION•

..

•

•
•

EDINilUllGII:
WILl.lA~I
W. S. ORR. .&NO CO.,

ANO SOLD BY

..

.~ -

•

A:\D IWDERT CHAMBERS ;
LO~DO~;

W. cuiJtY

J U~ .

.i.11'0 CO.

LL BOOK SELLERS.

DCB~;

llf.WVr.l!tl Cf'.11.lEGE UllllAll11
<;!I I Of
GEORG E ~. : lll·" 1 i. l 'LI MP TO~
)M:Ui·. l:Y

,~,

1)24

PREFACE.

•·

EDINBURGH :
W. Al'ID R. CH.llllDERS.

.!.

------··.\. . . .---..2.:.:..__,_ ---· ··-··· · .. .

Is former years, the acquisition of English grammar was
believed to be a necessary consequence of a classical education, and little or no pains were taken to acquaint the young
with the peculiar forms of their native tongue. Afterwards,
a course of English grammar and composition was introduced
into many schools, but in a fonn which has always appeared
to us inconsistent with nature, and therefore incapable of the
success which might be expected to attend so much exertion ..
According to this plan, the pupil, often at a premature age,
leams by heart the rules in a little treatise, aud when these
are mastered, is put to the practice of them in the composition of essays, but without being able to apply or make use
of the knowledge he has acquired, and this simply because
that knowledge was a knowledge of only the words forming
tho rnl cs, and not a perception of what the rules meant.
The result is, as all our observation has led us to believe, that.
the pupil composes his essays by mere imitation, and at length
leaves school with as little sense of the institutions, nnd tis
little acquaintance with the practice, of $'rammatical composition, as he hnd when he commenced !us course.
This plan, with its various modifications, being obviously
inefficient, it becomes an important inquiry, by what means
arc we to confer upon the young learner the knowledge of
grammar and skill in composition which he requires for so
man,Y of the most important duties of life. In this inquiry,
we Join with those who proceed philosoJ?hically-in other
words, who endeavour to ascertain the prmciple established
with reference to this subject, in the errorless economy of
Nature. What, in the first place, is the nature of composition! The etymological meaning is putti11g together-in which
sense it is employed in painting, music, and language. In
regard to language, this is a process which commences nt 11.
nry early period of life: the prattle of the infant is in reality

l

I

6

I

PREFACE.

PREFACE.

7

I

composition-a putting together of words to express ideas-a process the same in kind, though not in degree, as that
which takes place in the most matured mind. Now, in learning to speak, the child is guided by no rules. No grammar
is regwred to prepare him for oral composition. Necessity
im els, imitation teaches, practice establishes. Locke sa~s,
"
memb r
·
e not to be tau ht b rules w ch
w'
o
mones.
.!ll!l.....l'.£U
t
·I
.
em o o, sett e m em by aii"iiiiiiS~PtJJ!l
Ii, .then, a Boy can compose spo.k~l'l
·
Tit a prev10us knowled"e of rules, what IS to
:prevent his forming written ones! Yn the one case, the
instrument of expression is the tongue, in the other, the pen ;
but the process of combining ideas, and the process of turning
these ideas into conventional terms, whether sounds or marks,
al'll precisely the same in both. Where, then, iS the absolute
need of grammar to teach the pupil to do this! Might it not !IS
well be argued, that he must be taught grammar before being
allowed to speak, as to insist on its acquisition before he is
permitted to write! The le~'timate sphere of grammar is
correction, not suggestion.
age is the foundation, the
source of grammar-and the pup must be practically trained
in the former, before the inferences of the latter can be of
service.
nee not nl is.. h..ere no need of forcin one
martoma ·e ..
t
ISeo
si'
·
uesareres
;and
• soun mental training, whatever be the science o.r art, consists in leading the pupil up the steps by which these results
are attained ; so that he is not only interested in the process,
but capable of valuin&' the product. The habit thus formed
is the great end-which, however, can never be gained by
reversing the business ; or, what is still worse, by handing
the pupil ready-made rules, without even a hint as to the
mode of their deduction. " To learn grammar and syntax,
then, in the end instead of the begilllling, is following
precisely the course of Nature; it is learning the language
analytically; learning it, in fine, the very way in which the
language itself has been fanned."*
That part of Intellectual Education which aims at teMhing motlier-tongue, seems capable of arrangement under two
heads in natural connection-1st, the acquisition of ideas by

I

I

I:I

•·
't:

.I
i

t{@J""·

•Education Rcfonn, by T. Wyse, Esq., M.P.

--·

-..

,

,.~

\.~-L_. ___ ..... ..

objects; 2d, the expression of ideas hy words. Of the first,
we are not here called on to speak. With regard to the second,
it is obvious that the pupil must have been to a considerable
extent exercised in it while acquiring ideas, for, in the plan
supposed, the communication of a knowledge of words goes
hand in hand with a knowledge of things. Yet his employment of terms h&'I hitherto been oral. We suppose him, st
about ten years of age, able to handle his pen, and initiated
in the use of written language as a Becond means of conveying thought.
A child's ti.nit effort in qoken language is to articulate
nouns: let his first attempt in written language consist in
writing nouns. Axi.y well-trained boy of ten has a wocabnlary amply sufficient for naming all the ordinary objects of
nature and art. Let him put the .names on paper, and .t he
first step is taken. Necessity next prompts the le:i.mer in
speaking t;o (/Ualify his nouns. Let a .111.milar practice in
writing constitute the second step. Actions must then be
exyreaieci, demanding the use of verbs. Axi.d 80 on ; maintaining the closest possible analogy between the natural process of learning to speak, and the artificial one of learning
to write. Thua, then, the pupil is gradually led, by the most
gentle and easy a.scent, from the known to the unknown,
becomes a composer without being aware of it, and infers
the ~tial laws of language from his own experience and
his teacher's hints, more rationally and more thoroughly than
from a system of grammatical rules necessarily dry, irksome,
and Pepulsive.
·Tu.., principles form the basis of the treatise, of which
the present is the initiatory portion, and in the use of which
the following hints will be found necessary bl. teachers : 1. It is suggested that, previously to a pupil's entering on
composition, he should spend a few weeks in copying, with
great accuracy, short pieces in prose from some good author.
This will give the habit of neatness and exactness in the use
of points, capitals, &c., and, if carefully managed, will form
an excellent preliminary exercise.
2. Each pupil should be provided with a quantity of
common paper for the scroll copy, an exercise-book . for
transcribing, and this text-book.
3. Let the teacher place fifteen or twent familiar ob'ec
o a table or desk before the class nn
ues

··

I

i
I

'

'.
PREFACE.

I

:•

.t4·
~:

;'

the spot the names of the articles. And so on with the other
lessons, in order.
4. When the lists are finished, they should be exchanged,
and each pupil should correct the bad spelling, &c., of his
neighbour's work.
15. This done, the papers may be return ed to their owners,
for the purpose of their reviewing the criticisms ; and all
should be encouraged to protest against false corrections.
6. The teacher should then pass round the class, deciding
disputed points, explaining the ground of each decision,
questioning the pupils, and allowing th em freely to question
11im.
7. The scroll copy, thus corrected, should be tak en home
by its owner, neatly transcribed into the exercise-book, which,
duly dated, should be handed to the teacher next day.
8. The teacher may then mark the errorH in the transcript,
asking the pupils to show the cause of each correction.
9. The exercise-book should then be returned to the owner,
with a number (in the teacher's handwI"iting) indicating the
rank of the exercise.
10. At the end of each lesson, the pupils should be
questioned on the parts of speech employed, meaning of
words, knowledge gained, &c.
ll. The pupils should use black ink in ·writing the exercise,
and red in correcting. The teacher's criticisms, remarks,
and numbers, should be in blue ink. These distinctions,
though apparently trifling, will be found important.
12. Three or four lessons may be given weekly, according
to circumstances. Less than half an hour will suffice for
writing each exercise, and little more than that time wiJI be
required for correction.

I N TRODUCTION
TO

ENGLISH COMPOSITION.

PART FIRST.
INITIATORY EXERCISES.
l. OBJECTS.

LESSON I.-NAMES OF THINGS.
RuLE.-Write the names of the things that you sec
before you. Each word must begin with a capital letter,
and aft er each you must put a full stop.
EXA)!PLES.

Pen. Book B ottle. L etter. Wax . Knife. String.
Candle. P encil. Paper. Ruler.
afer.

'V

EXERCISES.

1. Names of things in a room.
2.
3.
4.
5.
6.

Names
Na.mes
Names
Na mes
Names

of things in a. school-room.
of animals in a farm-yard .
of things in a play-ground.
of fl owers in a garden.
of things at breakfast.
B

-,
}
I

,\~<!
~:-.

"· ,;\
~-\

'

-------.\~--- -- ~~-·~--··.

,. r
I

i
.

10

"

I.:>TRODUCTION TO

.1j,

LESSOX 11.-:-.'A:llES A?-:D NUMDEilS.

L ESSON V.-NA:ITES OF PLACES.

RULE.-'Vrite

the names of things before you, with
the number of each article.

R t: LE.-,Vri tc th e nnmcs of as many places as are n ear
your own. All \Yith capitals.

E..-,:AJ\IPLES.

EXAMPLES.

Things on a desk or table : Four pens. One pen cil.
Two knives.
One taper. Two bottles. One seal
Seven wafers. Three books.
II •

Places near I ,ond on: Dulwich. Norwood.
Clapham. Chelsea. Hammersmith.
]. Villages n ear town .
2. Streets in town.
3. Gentlemen's scats.

garden.
school.
ship.
church.
room.

4.
5.
G.

EXAMPLES.

Ink-bottle.

EXERCISES.

EXERCISES.

LESSON IV.-CO:ITPLEX TERMS.

LESSON YII.-NA~ fES OF COLLECTIONS.

RuLF:.-l\lake a list of names of things that generally
go in sets or bodica.
EXAMJ'I.F.B.

A reginwnt of dragoons. A pack of 11ounds. A flo ck
of sheep. A Cff6cy of partridges. A swarm of bees. A
bunch of grapes.

EXERCISES.

I. Parts of a book.
2.
3.

chair.
. .. table.

-· -.

E-'tERCJSF.S.

4. Parts of a house.
5.
garden.
G.

1. Trees, flowers, fruits.
2. Horses, cattle, &c.
3. Geese, ducks, &c.

•.• school.

.~. . . . . . . .....---~. . . . . . . .----

__.. ......

6. Ships and steamers.

RuLF..-W rite the names of things before you that can
be mentioned in parts.
EXAMPLES.

\ _...----- ...

4. Authors.
5. School-fellows.

I. Clergymen.
2. ;\Ierchants.
3. Doctors.

4. Things in a river.
5.
wood.
6.
field.

A sheet of paper. The leaf of a book. A stick of
wax. The hladc of a knife. The cork of a bottle. The
end of a pencil
"

----· -- -~

Counties in I reland.

Name of a family. l\lr and l\frs Grey, James Grey,
'Villiam Grey, Joseph Grey, l\1ary Grey, Thomas Grey,.
Henry Grey.

EXAMPLES.

I. Things in a garden.
2.
street.
3.
the sky.

(j.

LESSON VI.-NAMES OF PERSONS.

LESSON III.-COMPOUND NAMES.

Scaling-wax.

4. Counties in Scotland.
5. Counti es in England.

RuLE.-l\fake a list of the names of your family or
fri ends; each name to begin with 11 capital letter, and to
have a comma afte r it.

RuLE.- 'Vrite the names of all things which you see
that have a double name.
A pen-knife.

Tooting.

EXETlC!SES.

EXllllCISES.

I. Names and numbers of things in a field.
2.
3.

11

E :\GL!Sll CO)I POSITION.

I

4. Ships, sailors.
fi. " .asps, locusts! gnnts.
6. D olphins, herrings.

. ,. ,-,--..~-:·c-·L·-~~~-~~~~~·
¥

•

.,.,

~

'.

~....

••

12

INTRODUCTION TO

E.111GLISH COJIIPOSITION.

LESSON VIII.-POSSESSION.
RuLE.-Write the name of a person and the name of
a thing, the one having, or possessing, the other. Pay
particular attention to this mark ' which is called an
apostrophe.
EXAMPLES.

Jolm's hat. Mary"s bonnet. The boy's Look.
boys' books. The dog's tail. The dogs' tails.

,,,
i

Two

EXERCISES.

Possessors.
Possessions.
1. Jane, Henry, Robert. 4. Hat, hand, houses, pen.
2. Horse, cow, fox.
5. Head, tail, legs, ears, eyes.
3. Lion, tiger, wolf, bear. G. Prey, voice, roar, hunger.

13

EXAMPLES.

Red sealing-wax. W/1ite ivory.

Blue ink. T1co old
pens. A rww book. A square box. A shatjJ needle.
Three young persons. Fine clothes. Old men.
EXERCISES.

Objects.
Watch, knife, ring, seal.
Pen, pencil, basket, harp.
Key, poker, cork, bottle.
Coal, wood, iron, clay.
Lead, copper, gold, brass.

Qualities.
New, old, sharp, blunt.
Brittle, green, yellow, black.
Hard, soft, dull, clear.
Smooth, rough, heavy, light.
Long, short, thick, thin.

LESSON IL-DOUBLE QUALITIES.
RuLE.-Write names with two qualities to each.
EXAM PLEB.

LESSON lX.-ABSTRACTION.
RuLE.-Write a phrase witli two names in it, the one
of an abstract quality, the other of an actual thing.
EXAMPLES.

i

The length of the pole.
The bright11eB1 of the sun.
The strength of the lion.

Tlie height of the mountain.
The sweetness of the honey.
The cunning of the fox.

EXERCISES.

Qualities.
1. Size, breadth, width.
2. Beauty, splendour, joy.
3. Darkness, wisdom, depth.
4. Courage, fear, hope, power.

Things.
5. House, church, school.
6. Moon, ocean, king, flower.
7. Night, prophet, well, pit.
8. Lion, dog, man, queen.

2. QUALITIES.

•

LESSON !.-SIMPLE QUALITIES.
RuLE.-Write the names of things before you, mentioning the size, shape, colour, &c. of each.

..

,
I

I

·-- - -- \ ..,...---------...

.

······-·

Bleak cold days. Clear nnooth glass. Dark blue sea.
Pale grey cloud. Brig/it black eye.
EXERCISES.

Sky, cloud, sun, tempest, mountain, lake, wood, river,
valley, island, shore, cliff, beach, sand, waves, forests,
fields, gardens, roses.
LESSON UL-TRIPLE QUALITIES.
RuLE.-·write names of things, with three or four
qualities to each.
EXAMPLES.

A u:l1ite, nnootli, r01tnd pebble. A little, blind, old
man. A tall, handsome, acti-oe Frenchman.
EXERCISES.

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

Spaniard, Prussian, Dane, Swede, Italian, Turk .
Horse, cow, sheep, goat, cat, dog, fox, wolf.
Swan, goose, duck, hen, pigeon, partridge.
Salmon, trout, cod, haddock, perch, eel, herring.
Serpent, boa, viper, snake, toad, frog, lizard.
Flies, gnats, bees, wasps, butterflies .

14

E !\GJ.ISH

INTRODUCTION TO

LESSON IY.-COl\IP ARISON.

3. ACTIONS, &o.

RuLE.-Write the names of two things of the snme
quality, making the second have more of the quality
than the first.

LESSON I.-DEING-Single Sul,jccl.

Ru LE.-Write down the nam e of one object, and then
\Hite somcthir1g regarding it.

EXAMPLES.

A aweet flower, a au;eeter flower. A tall man, a taller
man. A long street, a lon.qcr street. Larg1J houses,
larger houses. Beautijul dogs, more lcautiful dogs.

EXA~IPLES.

The pen it new. The book i.~ useful. The bottle is
<'mpty. The 'paper is clean. The drawing ia correct.
The building is elegant. The music is sweet.

EXERCISES.

Knife, watch, stone, wood.
Eye, nose, mouth, chin.
Ilou,se,street, village, town, city. Ox, sheep, calf, ass, pony.

E.'l:EfiCISES.

1. City, church, chapel, museum, house, cottage, villa.
2. College, school, theatre, 'prison, castle, hospital.
3. .Money, coin, gold, silver, copper, shilling, penny.

LESSON V.-COl\IPARISON.

RuLE.-Write the names of three things of the same
'}Uality, the second having more of the quality than the
first, and the third more than the second.
E..'CAMPLES.

LESSON II.-BEING-Douhle Subject.

A tall man, a taller man, the tallest man. Good bread,

Rum.-Write down tlie names of two objects, and add

better bread, the lest bread.
Splendid weather, more
splendid weather, the most splendid weather.

a quality that can be said of both.

EXERCISES.

1. Room, door, window, floor, ceiling, cm-pet, sofa.
2. Field, hedge, ditch, pond, river, wood, trees.
3. Water, boat, ship, sails, oars, cable, anchor.
LESSON YI.-COl\IP ARISON.

RuLE.-W rite the following names of qualities in three
states, each with a different object.
EXAMPLES.

i.

'f

..,
l
I

Iron is nea11y, silver nea'Dier, gold nea'Diest. Three
books, the first large, the second larger, the third largest.
John is young, Thomas younger, Jane younge.~t.
EXERCISES.

l. Good, bad, little, far, near, old, young, late, early.
2. High, low, round, square, strong, weak, small, great.
3. Sweet, sour, .salt, fresh. pretty, ugly, new, old .

CO~IPOSITJ0:-1,

j

EXAMPLES.
Gold and silver are valual)le. Oil and tallow ara useful.
Silk and cotton are soft. Sugar :mil salt ai·e soluble.
Hail and snow are cold. Glass and ice are smooth.
E..'i:EHC!SES.

Horses and cow~. London and Edinburgh. Cot1I ancl
wood. Oil nnd water. J\Iilk and beer. Iron and copper.
Paper and pens. Gas and air. Beef and veal. ::iun
and moon. Sheep and lambs.
LESSON III.-DEING--Cmnpla: Qualities.

Rur,E.-'Vrite the name of the thing or things, then
the word "is," if you write of one thing, or "are," if ynu
write of two or more things, and then add two or three
names of qualities.

16

INTRODUCTION TO
ENOLISIT

CO~IPOS ITION.

17

EXAMPLES.

Flannel is rouglt, soft, and warm. l\farble is 1mooth,
hard, and cold. Whalebone is black, .fibrout1, tough, and
elastic. Copper is red, hard, hea'D!f, brilliant, malleable,
end ductile.
EXERCISES.

1. Gold, silver, iron, copper, lead, tin, mercury.
2. Oranges, apples, pears, grapes, cherries, gooseberries.
3. Roses, lilies, tulips, daisies, wallflowers, primroses.

LESSON VI.-BEING PAST-" I/as or Have Been."

Ruu'J .-Write sentences in which you can bring in
"has been" or "have been."
EXAMPLES.

John !tas been here twice to-day. Many books lta'De
been lost. Towns !1a'De been destroyed. Large vessels
ha'De been sunk by small rocks. Mary has been very
industrious to-day. Henry lws been indolent all this
week.
E:\."""EltCISES.

LESSON IV.-DEING-Partial Quality.

RuLE.-Write the name of any part of a compound
article, and mention the quality of that part.

Lazy, clever, idle, good, timid, hrave, pleasant, useful,
strong, active, ignorant, amusing, written, taken, given,
found, lost, &e. .
•

EXAMPLES.

The blad~ of tl1e knife is hard. The top of the hill is
1ohit11. The outside of the door is green. The roof of
the house is new, but the walu are old.

EXAMPLES.

EXERCISES.

Table, house, book, ship, desk, tree, horse, ass.
shop, hand, face, head, clock, watch.

LESSON VIL-BEING PAST-" Had Been."

Rur.E.-Write sentences in which you employ" had
been."'

Sky,

The old manJ/tad bem here before you. The king !tad
often been in that palace. John luzd been idle several
days.
EXERCISES.

LESSON V.-BEING PAST-" W.u, Were."

RuLE.-Write dowii'the name of an object, and then
write the name of a quality that the object formerly had.

1. Regular, contented, comfortable, lawful, honest.
2. Wicked, stagnant, distant, useful, scarce, dear.
3. Beautiful, opaque, transparent, gentle, bold, free.

EXAMPLES.

The watch was new. The boy was young. The clouds
were dark. The wind was high. The waves were rough.
The knife was sharp.
EXERCISES.

1. Beds, tables, chairs, carpets, grates, trunks, clocks.
2. Stable, cellar, cart, waggon, stall, manger.
3. Butter, cheese, tea, sugar, salt, bread, milk, coffee.

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

..
'\

..;
:,.....
\

~--·--- ··-·· -·

.

LESSON VIIl.-BEING TO COME-" Will°"' Shall B6."
RuLE.-Write sentences in which you can use " shall
be" or" will be.w
EXAllfPLES.

Th:e rivet will be muddy to-morrow. There teill be
min to-night. John aill be more industrioUl!. Mary
will be quiet. The sky '1.Cill be ·red this evening.
c

18

IN"TROD UCTION TO

EXEfiCISES.

I

l

,.

l. Corn, hay, fruit, rice, barley, grocer, baker.
2. Sorry, cunning, slow, quick, coarse, fine, mad.
3. Lion, tiger, silk, girl, fox, time, cloth, dog.
4. Fierce, cruel, tame, lame, dumb, angry, thin, ripe.

EXAMPLES.

Ducks 1calk, ru:im, andjly. Iloys walk, run, and kap.
Some insects fly, lwm, and sting. :Men tl1ink, speak, and
act. The eye 1miles and weep s.

I

EXAMPLES.

The horse rum. The sheep Ueat1. The bird jlia.
The worm creep•. The stag bounds. The raven croaks.
The wolf howl1. The bee lturm.
EDillCISES.

l. The cow. The nss. The goat. The tiger. The
elephant. The camel. The bear. The buffalo.
2. The eagle. The vulture. The falcon. The rook.
The spalTow. The swallow. The wren. The linnet.
3. The salmon. The cod. The eeL The shark.
The herring. The trout. The pike. The perch.
LESSON X.-ACTIONS-{lnanimate.)

RuLE.-Write the names of things, and what they arc
said to do.
EXAMPLES.

Gold glitter1. Diamonds sparkle. W atcr jloto1.
Flowers U oom. Ocean ltea'DCI. Heated air ascend#.
Snow melts. The wind Uou;s. The nspen qui'Der1.
EXERCISES.

Roses. Oranges. Whalebone. CJass. Gas. Steel.
Trees. The sea. Thunder. Lightning. Hail. :Mist.
The oak. The stars. Snow.

-------.\~- --- ~~-····-··

the names of things, and two or more

actions.

LESSON IX.-ACTlONS-{A11imal1.)

Ruui.-'Vrite the names of things, and what they d-0.

19

LESSON XI.-ACTIONS-( Mi.re1l).
RuLE.-'Vrite

•'
t

E."\GLISU CO.\IOPSITION.

:
I

I

I
I

I

i·

EJCERCISES.

l. Ostrich, whale, crocodile, rhinoceros, lynx, panther,
condor.
· 2. Elm, oak, cedar, fig, chesnut, apple, plumb, vine.
3. Granite, marble, limestone, whinstone, lava, sandstone.
LESSON XII.-ACTION, &c.-(Tim" varied.)

Ruut.-,Vrile sentences having at least three words
in each. 1. The name of the person or thing that acts.
2. The name of the action. 3. The name of the person
or thing that is acted upon.
EXAMPLES.
John toucl1e1 the table. llfary iorotc the letter. The
dog cau.ql1t the rat. The sun m elts wax. The sailor
mtuk a boat. The sen-•mt opened the door.
EXERCISES.

1. See, hear, taste, smell, feel, move, strike, push, call, tell.
2. Read, write, teach, learn, bring, beat, begin, bend.
3. Cut, dig, help, hide, bold, lift, send, pay, shake, weave.
LESSON XIII.-ACTION, &c.

RuLE.-Write a sentenee, contai ning at least five principal words. l. The name of the actor. 2. The quality
of the actor. 3. The action. 4. The name of the object.
5. The quality of the oLj cct.

. r.J
:

F

20

>

The little boy leads the old man. That mischievous
boy deltroyed a valuable book. The old gentleman !tas
built a beautiful house. The benevolent Howard relieved
many wretched prisoners.

I~·

~ .

,~;

' 1i'

21

E NG LI SU COM I'OSITION'.

INTUODUCTION TO
EXAMPLES.

LESSON II.-PHO NOUNS.

RuLE.-'Yrite sentences with the followiug words:I, mine, m.i.
We, ours, m.
EXAMPLES.

I have written the exercise. That is mine.
gave m~ this beautiful dog. We lost ours.

EXERCISES.

I. Bakil, beat, catch, work, win, steal, strike, sha,;e.
2. Shoot, split, put, ride, hurt; keep, choose, drive.
3. Build, drink, buy, heal, please, seal, search.

Henry

EXERCISES.

I. Fly, walk, stand, eat, drink, sleep, read, write.
2. Speak, run, leap, dance, play, move, hunt.·

LESSON XIV.-ACTION, &c.

RuLE.-Write a sentence, as above, only giving two
qualities to the actor, or obj ect.

LESSON III.-PRONOUNS.

R oLE.-Write sentences the same as formerly.
Thou, thine, tltee.
You, youn, you.

EXAMPLES.

The poor little boy leads the blind old man. That
troublesome mi&ehievous hoy destroyed a large and valuable book. Small soft drops wear large hard stones.

EXAMPLES.

Tl1 ou art my friend. This is tl1ine. I saw thee.

gave m o this new watch.
shall see you soon.

EXEROISFJ3.

1. Hoist, boil, gain, break, steer, cheat, earn, join.
2. Spoil, mark, like, bite, lift, give, rob.

EXERCISES.

I. Rejoice, think, intend, l1ope, fear~ expect.
2. Contrive, supply, carry, guard, seize, elect.
3. Command, ohey, convey, conduct, collect.

i
4. OBJECTS.

LESSON !.-WORDS INSTEAD OF NAMES.
RuLE.-Instead of the name of the object, write what

is used for it. Instead of using your own name, write
" It for John, write "he;" for Mary, write "she;" and
so on.
F~X:.AMPLF.S.

I knocked at the door. The servant opened it. I
entered, wiped my shoes, took off my hat, and sat
down. John came in . He gave me his hand. Hi8 sister
Mary entered; and site showed me the new doll which
lie had given to her.
mt.EROISES.

]. Divide, cover, build, warm, refuse, prepare, scatter.
2. Plant, increase, ring, protect, guide, manage.

- ~ ...........- ,.,

:.j\'

\.-.------...::.:._____ --- ·--··-· ·-·

. .

Yoz'
He broke yours yesterday. I

f-

l
I
I

LESSON IV.-PRONOUNS.

RuLE.-Write as before, with the following words:Ile, his, him.
1'/uiy, tl1eir, them.
EXAMPLES.

He is my uncle. His horse threw ltim.. They sent
their books to be sold. Are they your father's friends?
I saw tltem yesterday morning.
EXERCISES.

I. B elong, use, paint, draw, depend, admit.
2. Confer, possess, manage, watch, employ, preserve.
3. Travel, drive, walk, ride, spend, return.

rl1

22

'~

I
' .
....... ;-

••

LESSON Y .-PHONOUNS.

RuLE.-Write sentences as hefore, with these words:She, hers, her.

'j
t

I

:
i

.
~
H.,

·.i
. .
'

• Tlwy, tlteirs, them.

.,

She gave them money . . Is this book hers? Mary says
it is hers. They said tlwy would return to-morrow. Tell
tl1em that I shall see t/1em very soon. Did they go?

·

EXERCISES.

I. Advance, reproach, nourish, avoid, spin.
2. Play, sing, dance, sew, knit, lace, praise.
3. Obtain, ramble, spin, nod, find, lose1 offer.

I

: II

,. '

,..

~'-'

RuLE.-Write sentences with the following words:It, iu, it.
1'/wy, tl1eir1, them ..
It freezes. It rains. I lost my pencil. Have yot4
found it fl Here it is. H~ gave lier three beautiful
apples, and 1he gave tliem to lUJr sisters. What is the
name of these long, flat, blue stones ? Tluiy are slates.

/

..

'<,'-11
·.-J:.
~~

;.> ... ·~

LESSON VII..-PRONOUNS (R®tioe).

RuLE.-Write sentences with the following words:Who, who1e, whom, which, tliat.
EXAMPLES.

The man w/10 sells books lives here. The boy who1e
arm was broken died last night. The poor sick widow
whom you visited, is now much better. The wax ultich
is _before me is red. The dog tliat guards the house is
mme.

\.-----

LESSON VIII.-PRONOUN (Interrogative).
Rum.- Write sentences asking questioi:1s.

"fVho, whose, whom, whidt, w!tat.
EXAMPLES.

Who lives here 1 W!t oso house is that 1 Whom clo
you see 1 1V/1ic/1 is my bat 7 Wlwt is the name of the
EXERCISES.

I. Straight, curve, shape, size, colour, circle.
2. Square, angle, cone, cube, pyramid .
3. Edge, seams, roof, sides, corners, ends.
LESSON IX.-PRONOUNS (D..,,.on1trative.)

RULE.-Write sentences with the following words:Thu, that, t!tue, tho~e•

EXERCISES.

1. Enjoy, implore, rain, hail, snow, freeze.
2. Bleach, burn, melt, weigh, lie, move.
3. Fail, stain, crawl, thaw, bleed, beat.

-- ---

i

mn:ncrsF.s,
]. People, cliildren, fat!1?r, mo~h er, bird, beast, fi sh.
2. Skin, wool, fur, fam1hes, neighbours, doctor.
3. Villages~ towns, cities, tailor, grocer, baker.

23

gentleman who spoke to me 1
LESSON Vl.-PUONOUNS.

EXAMPLES.

/

F.:\r.T,TSII CO MPOSITION.

EXAMPLES.
I

i

1-:r?"
}

I
I

l:
·.{I.

JNTR ODUCTJO:<i Tn

... --·---····- ..

EXAllPLES.

Thu book cost four shillings, but that cost eight. T_l1i1
boy is taller than that one. Thes~ oranges are npe.
Tho1~ carts are empty. John saw tl1at man and t/1ose
boys stealing.
EXERCISES.

1. Houses, fields, hills, plains, sky, sun, moon, stars.
2. Parish, country, province, state, king4om.
3. Globe, sea, vessels, islands, rocks, bays.
LESSON X.-PRONOUNS (l'wse.ssive.)

RuLE.-Write sentences with the following words:ltfy, thy, hit, her, iu, our, your, their, own.

II

24

INTRODUCTION TO

ENGLISII COMPOSITION.

EXAMPLES.

My bones arc made of lime.

25

LESSON III.- ADVERBS of Place.

Thy word is true. Hu

RuLE.-Writc sentences asking questions or answering
them about the place in which an action was done.

time was lost. Her needle is in the cloth. It1 point is
broken. Our master is unwell. You1· work is good.
Tlteir own father punished them.

EXAMPLF~'! .

1J1here was Crosar kill ed 1 .Mary was here wl1en he
came. You were not tl1cre. Ile came ltitlter at the
proper time.

EXERCISES.

1. Fluid, air, lungs, breath, light, eyes, sound.
2. Hue, colour, bulk, head, neck, cheek, chin.
3. Arm, hand, wrist, finger, thumb.

F~'{E R C ISES.

l. Herc, tl1ere, hither, thither, hence, thence, far, up.
2. Where, wl1ithcr, whenr.c, backward, forward.
3. Upwards, downwards, inwards, outwards, down.

5. QUALITIES OF ACTIONS.

LESSON !.-ADVERBS of llfamier.
LESSON IV.-ADVERBS of Q"uantlty.

RuLE.-'iVritc a sentence, tclli11g how, or in what
manner, an action was performed.

RutE.-Write sentences expressing how much of the
action was done.

EXA.MPLES.

EXA)ll'LES.

John can dance, but Mary can dance well. Alexander
sin~s 1weetly. The orator spoke very forcibly. I did it
e<Uily. He ran swiftly.

He spoke too feebly. I think he talks too much. I
admired his conduct very muc/1. John sang extremely
u;ell. Jane is exceedingly gay. I read that volume of
poems fJery attentively.

EXERC ISES.

I. So well, ill, ~ewlv, sharply, softly, heavily, lightly
2. C;nstantly, shortly, thickly, thinly, sweetly, bitterly.
3. Obliquely, exactly, materially, beautifully, cleverly.

EXEUCISES.

l. Very, too, much, exceediugly, extremely.
2. Abundantly, scarcely, hardly, barely, quite.
3. Lavishly, extravagantly, immensely, amazingly.

LESSON 11:.-ADVERBS of Time.
.

:~

LESSON V.-ADVEilBS Affirming or Denying.

RuLE.- 'Yrite sentences asking or telling when an
action was done.

RutE.-Write sentences in which something is denied
or questioned.

EXAMPLES.

Wlten did he leave London ? I shall necer sec him
again. His brother was tlten absent. Can you speak to
me now?
EXERCISES.

] . Now, then, soon, when, since, ,~·hil e, once.
2. First, seldom, often, already, daily, always.
3. Sometimes, quickly, slowly, hourly, yearly.

-- - -· ,

~-··- - ··-··-·/

R'CAMPI.ES.

,\

Air is not an clement. May I go to Perth 1 No, you
must stay here. He does not like his lesson. May he
play? Yu.
EXERCISE:>.

l. Yes, yea, no, nay, never, not, not at all.
2. 'l.'1 uly, verily, certain ly, assuredly, doubtlessly.
;). Indeed, in fact, unquestionably.

I' .

I

26

ENGLlSil COMPOSITION.

INTROD UCTION TO

27

EXAMPLES.
The shepherd was amidst his flock. He was. lost amid
the shades of the forest. The shattered vessel disappeared
amid the waves.

LESSON Vl.-ADVERDS of Doubt or Ct!Ttainty.

· RuLE.-,Yrite sentences in doubt or certainty, using
adverbs to express the doubt.
EXAlllPLES.
He may perliap1 give you the money. Henry will
prolmhl!J call at your house. He may possiUy allow the
people to pass, without hurting any of them.

EXERCISES.

J. 'Vheat, women, brow, bead, ship, sight, pc.ace.

2. 'Var, hand case, command, dancing, path, course.

EXERCISES.

LESSON III.-PUEPOSITIONS.

l. Perhaps, haply, peradventure, perchance.
2. Probably, possible, mayhap.
3. Undoubtedly, assuredly.

RuLE.-Write sc11 tences with the following words:Before, beltind, below, beneath, beS'ide, buidcs, between,
beyond, ~·c.
EXAMPLES.

6. RELATION OF OBJECTS.

Abraham bowed before the people of the land. Iloth
parties shall come before the judge. The world was all
before them. He sat Z,efore ~he fire. Before I. was
afflicted I went astray. The ship went Z,ejore the mnd.

LESSON 1.-PREPOSITIONS.

RuLE.-Write sentences, each with one of these
words:About, abo1'e, acro11; after, again1t, along.

EX.E RCISES.

1. Horseman, estate, hill, house, back, moon.
2. Burden, angels, station, stream, business, patience.

EXAMPLES, .
About. 1. Bind them about thy neck. 2. Get you
up from about the tabemacle. 3. He went out about
the third hour. 4. Paul was about to open his mouth.
What is he about f About an inch.

LESSON IV.-PREPOSITIONS.
RuLE.-Write sentences on the following words : -

EXERCISES.

Down, during, c:ccept,for,from.

] • Earth, rubies, a ton, business, river, supper.
2. Model,. flesh, law, reason, opinion, wind.
3. Wall, sky, shore, highway, river.

EX.UIPLES.

lie ran down the hill. His father went down stairs.
He sailed down the stream. His uncle went dou;n to
Greenock yesterday.
EXERCISES.

LESSON 11.-PREPOSITIONS.

RuLE.-Write sentences with the following words:Amid, among, around, at, athwart.

[
, \(

- ---·-- ·~~

\ ........---·~..---- ...... -···-- ·

1. Life, a year, our earthly pilgrimage, pris?ncr, friend.
2. Line, Genoa, protection, general good, aid, success.
3. Headache, pain, drink, peace, provision, speed.

28

UITRODUCTlON TO

ENGLISH COMPOSmON.

LESSON V.-PREPOSITIONS;

EXERCISF&

RuLB.-Write sentences with the following words:In, into, in1tead of, near, of, off, on.

l. 'Board, ship, gates, hands, scent of water, ambition.
2. England, course, 4 o'clock, uow, then, church.
3. Trade, mind, audience, law, cries, parents.

EXAMPLES.

The general was in the fort. There is some rron in
the human body. I believe he is in good health. About
one in ten of the children are at school. This cloth is
equal in quality to that.

LESSON VIII.-PREPOSITIONS.

RuLE.-Write sentences with the following words~­
Towarda, under, underneath, "P• upon, with, toithin
without.

EXERCISES.

I.
2.
3.
4.

29

House, church, sea, letter, compound, vapour, :fits.
Wheat, Joab, arguments, friend, concern, horse.
Man, blood, cedar, legs, bed.
Earth, harp, coast, Sabbath, way, high, fire, wing.

EXAMPLES.

He set his face towards the wilderness. I set off
t01.earth Edinburgh. He behned very disrespectfully
towarth his friends and relations.

LESSON VI.-PREPOSITIONS.

EXERCISES.

Ruu~.-Write

sentences with the following words:Or1M", out of, part, round, ainro, rf!9arding.

I. Tree, water, cover, tutor, forty pounds, duke.
2. Oppression, pains, administration, age, favour.
3. Cover, head, seal, signature, stone, hill, spire.
4. Rock, roof, Thames, mortgage, behaviour, grace.

EXAMPLF.S.

The boat sails 011er the lake. The smoke rises Of!er
the city. Industry has many advantages Oller idleness.
I will make thee ruler o?Jer many things. He wandered
or1er the world.

7. JOINING WORDS, &c.

EXERCISES.

LESSON !.-CONJUNCTIONS.

1. Money, mouth, power, law, season, place, tune:
2. Sense, shame, 5 o'clock, city, gardens, world, wmdlass.

RuLE.-Join two or three nouns in one sentence.
EXAHPLF&

Mercury, VenU1, and Mart, are smaller than the Earth.
Copper, iron, and lead, are most useful metals. Mineral8, water, and air, are inorganic.

LESSON VIL-PREPOSITIONS.
Ru~ .-Write

sentences with the following words
Since, tltrouglt, throughout, till, to.

:"'T"'"

EXERCISES.

EXAMPLES.

I have not seen my fri end si11cs January.
phets, who have been 1-ince the world Legan.
time, he has been very unfortunate.

ti

I

..

·

--

------

.~f

~·-··-··--··
,,·
''3.\

...

Saturn, Herschel, and Jupiter. Stars, planets, 11Rtel,lites. Trees, shrubs, flowers, grass. Gold, silver, mercury. Granite, syenite, greenstone. Lion, tiger; panther.

Holy proSince that

Camel, stag, goat.

i

ENGLISH COMPOSITION.

INTRODUCTION TO

LESSON V ..-CONJUNCTIONS.

LESSON II.-CONJUNCTIONS.

RULL-Write sentences with two or more adverbs
q.ualifying the same verb or adjective.

Rur.&.-Join two or three adjectives that can be used
with the same noun.

EXAJllPLEB.

EXAMPLES.

Henrietta reads clearly and elegantly. Thomas writes
plainly, BWijUy, and corre,ctly. He walks quwtly, quukly,
steadily, and gracefully.

Oak .wood is hard, 1olid, and durabu. Yesterday was
cold, wet, and windy. Glass is hard, nncoth, thin, brittle,
and trantparent.

EXERCISES.

EXERCISES.

l.
2.
3.
4.

Deep, green, salt. Pure, colourless, tasteless. Young,
playful, mischievous. Young, gay, brave.

Form, adapt, press, differ, fill, rise, balance.
Push, know, construct, bring, convey, supply.
Pluuge, support, move, expl'Ore, el\velope.
Resist, divide, resolve, compose, appear.

LESSON IIl.-CONJUNCTIONS.

LESSON VI.-CONJUNCTIONS.

RuLE.-W rite sentences joining two or three Terbs,
used to the same noun.

RuLE.-Write sentences with two or more prepositions.

EXAMPLES.

E.'CAMPLES.

Flowers bloom and di8. The sun tcarnu, lif1htl, and
char-rm mankind. He dratc!, paint•, 1inf11, and dancN.
He lirJed and died with his prince.

He ll'.,_~t up and down stairs frequently. The birds
flew of!C,.-(znd under the bridge. The crowd went before
and beltind the carriage.

EXERCISF..S.

EXERCISES.

l. Beaver, porcupine, hare, squirrel, rat, mouse.
2. Camel, stag, antelope, goat, sheep, buffalo.
3. Thrush, swallolv, lark, linnet, canary.

l.
2.
3.
4.

LESSON IV.-CONJUNCTIONS.

RULE.- ·write sentences, each with two parts or
clauses joined by a conjunction. •

EXAMPLES.

EXAM I' LES.

A horse eats ccrn, hay, and grass. A good man loves
his ccuntry, !tu family, and his friends. Scotland poa-sesses Leautiful lakes, rivers, mountain8, and 'Calloyt.

Blessed are the meek, for they shall inherit the earth.
He is healthy, becatUe he is temperate. He entered the
room quietly, and immediately took his seat.

EXERCISES.

-,
lI

Ostrich, lapwing, stork, heron, crane.
Crocodile, alligator, lizarrl, camclcon.
Trout, cod, ling, perch, mrp, pike.
France, Spain, rortugal, Switzerland.

Go, come, take, brin15, stand, sit, run, walk.
Read, write, sing, pamt, draw, dance, fence.
Hold, aid, yield, condense, carry, part, cease.
Ascend, descend, prevent, scorch, render.
LESSON VII.-CONJUNCTIONS.

RuLE.-iY rite sentences joining two or three objects,
acted on by the same verb.

l.
2.
3.
4.

31

l

EXERCISES.

I.
2.
3.
4.

External, familiar, general, great, upright.
Principal, upper, parallel, interior, pellucid.
Expanded, spon~, minute, solid, vital.
Dark, soft, certam, incapable, false, serioui.

32

LESSON XI.-DISJOI NIN G CONJUNCTIONS.

LF.SSON VIII.-CONJUNCTIONS.

R U L E. - Write

Ruw.-Write sentences in pairs; the first beginning
with why, the second with becaitse.

yet ; ichet!ter, or.

EXAMPLES.

~Neither man

EXAMPLES .

EXERCISES.

l. Decome, survey, limit, exist, look, see.
2. A cquaint, observe, walk, contain, understand.
3. Stand, shape, appear, approach, divide, line.

EXERCISES.

1. Thunder, hail, snow, rain, rainbow.
2. Eclipse, steam, heat, water, air, gas.

LESSON XII.-DISJOINING CONJUNCTIONS

J,ESSON IX.- CONJUNCTIONS.

Ruu:.-'V rite sentences with eit!ter, or ; a3, as; as,
•o ; 10 , a1 ; 10, that.

RuLR.-Write sentences in two clauses, the second
clause beginning with .that.
EXAMPLES.

sentences with neitlter, nor; thou9!1

11or horse was to be seen. I am sure it
is neitl1er my fault nor yours. I cannot tell whether you
or he did it. Wltetlter will you go with me or wait here ?

Wlty do you not drink ardent spirits 1 B~ause they
are hurtful. Wlty does a cork float 1 B ecaiue it is
lighter than water.
f '

33

EXGLISII COMPOSITION.

rn'TRODUCTION TO

L'l:AMPLF.8.

Either you or I must go to Croydon. J\fy knife is at
least as sharp 0,$ yours. A s the one dieth, so dieth the
oth er. He is not 10 brave as his old friend. He was 10
cold that he almost died.

JJre

He said frequently, that he did not know•.
well,
1/w you may die happily. He opened the ~w, lhat
the bird might escape. r~et him attend, that he may
understand the subject.

EXERCISES •

.l. Mass, vessel, teapot, fluid, height, spout.
2. Springs, fountains, pipes, water, river.

"EXERCISES.

1. .Brain, ·min-0, organ, senses, pictur~s, thought.
2. Jndivi&ible, various, independent, mtellectual.
3. Tmce, enable, act, incite, connect, forgive.

LESSON XIIl.-DISJOINING CONJUNCTIONS.

'Vrite sentences containing one or more of
these words:R ULE.-

LESSON X.-CONJUNCTIONS.

Although, but, except, notwith1tandi119.

RuLE.-Write sentences with the following words:!/, since, th1m, tlierefore.
EXAMPLES.

If he be in the house, tell him to speak to me. Sitit4
you refuse to go, I must.
you, th~, pay this
money 1 I must therefore remam for some tune.

"'."ill

EXAMPLES.
I

i

shot the dog.
EXEUCJSES.

EXERCISES.

1. Benevolence, justice, conscience, hope.
2. Character, pleasure, duties, pers?os,. events.
3. Exalted, difficult, grotesque, whuns1cal.

Altlto ugh the fig-tree shall not blossom. I wished to
go, but he forced me to remain. Except ye repent, ye
shall likewise perish. Notu;ithstandin9 my request, he

I

l.
2.
3.
4.

Shrub, branches, root, trees, stems, branches.
Leaves, height, ground, timber, stalks, com.
Attain, spring, return, decay, derive, contain.
Pervade, conduct, arrive, exhale, inhale.

I

1.

I

--·- -- -·-·- ·---~--

-----·.,

\..-----.-- ··-··-··

.,

.

·--~-~---'

34

1:->TROD UCT I OK TO

ENG LTSU CO )IPOS !TION'.

LE!)soN XIY.-DISJ Oil'llNG CO:-IJUNCTIONS.

PART SECON D .

UuLE.-'Y ri te sentences having one or more of these
words:Providerl, than, unless.
EXA)IPLES.

Provided you pay part, I shall be satisfi ed. Wisdom
is better titan strength. A duke is greater titan an earl,
but an hon est man is greater titan either.
EXERCISES.

EX ,\MPI.E.

A piece of scaling-wax.
Tliis piece of scalin~-mn: is about four incl1cs long,
half an inch broad, and a quarter of an inch in thickness.
It is of a very bright red, and stamped with the name of
t4w manufacturer. T4e surface shines like glass, so that
I ~uppose it is smooth, though I cannot be sure of this
Vithout touching it. One end is rough, as if broken, and
the other is smoked, from having been in the flam e of a
candle.

8. CRYING OUT.

Rum.-Write sentences with the following words:Adieu I ah ! alas! aioag ! be9one ! hU1h. I l1ark I hail !
EXAMPLES.

Adieu, adieu! my native shore. Alcu ! I cannot smile
again. Alt! you never yet were far away from Yen ice.
Away! rash boy. B e9one ! run to your houses. Hush I
some one comes.

i

LESSON J.- S IGJLT.

z ' Examine it carellur.E.-Placc an'CtT
OhJect IJc:fo rc you.
fully by your sense of sight. You must neither touch,
taste, nor smell it. Then write what you have learned
by sight.

I. Wheat, harley, oats, rye, rice, millet, hr.ans, peas.
2. Grain, seeds, flour, bread, potato, turnip.

LESSON I.-INTEJlJECTIONS.

,/

3.'i

EXERCISES.

I. Wax-taper.
2. Pen-knife.

3. .bik-stand.

5. Whalebone.
6. Foot-stool.

4. Arm-chair.

EXERCISES.

LF.SSON lI.-TASTE.

J. Friends, country, smile, weep, grieve, die.

RuLE.-Taste the oLject, unless it be dangerous to do
so, and write the result.

2.' Disease, death, escape, silence, peace.
3. Quiet, hounds, noise, can:oon, ocean.

EXAMPLE.

A cup of tea.

LESSON II.-INTEJlJ ECTIONS.

}{uLE.-Write sentences with these words:Hurralt ! lo ! olt !
EXAMPLES.

Hurralt ! the foes are coming. L o ! where the giant
on the mountain stands. Oft ! were he present. Oh !
that I might see him.
EXERCISES.

, .-

......

,

... ...

·,~··· -- ··-···-··

EXERCI SES.

J. Onion.
2. Potato.

:-l. Lemon.
4. Vinegar.

l. Foes, troops, rout, war, charge.
2. Fear, surprise. Hope, wish, desire, anxiety.

---------

The substance in this cup is called tea. though, properly
speaking, it is only an infusion of the leaves of that
plant. Its taste is peculiar, but pleasant. It is naturally somewhat hitter, but the sugar prevents it from
being unpleasantly so. The flavour is aromatic and
agreeable.

5. Honey.
6. Orange.

7. Coffoe.
8. Liquorice.

9. Cinnamon.
] 0. Strawberries.
I 1. Apples.
12. Cheese.

I

INTRODUCTION

36

ENG LISH COJ\IPOSITI01'.

TO

37

L· 'ONY- -J;;
LESSON IIL--SMEL

RuLE.-Exercise the sense of smell, and write the
result.
EXAMPLE.
A full-blown rose.
This beautiful flower is called a rose. Its bud~ are
gradually opening, and from each pro.reeds a most delightful odour. But the chief perfume is fro.m
petals of
the full-blown flower. The essence wlueh IS extracted
from the rose-leaves forms. a fragrant scent termed otto
of roses.

t?e

EXERCISES.

I.
2.
3.
4.

Violet.
Thyme.
Orange.
Lavender.

5. Gas.
6. Pepper.

7. Coffee.
8. Lilies.

9.
10.
II.
12.

Burnt feather.
N cw milk.
Tan-yard.
Hartshorn.

. ...i

.·,

LESSON IV.-FEELING.
RuLE.-With eyes shut, touch the object, and write
the result.
EXAJ\IPLE.
An octavo volume.
I perceive by feeling that this book is about te_n i?ch~s
long six broad, and three in thickness. The bmdI~~
smo~th and hard, with raised orna!.1'1en_ts ;in the backt~
think it has been near the fire, 1or It 1ee1s somew
warm.

E.."l::ERCISES.

I.
2.
3.
4.

Door.
Sponge.
Bread.

5. Hair-glove.
6. J\1 arble.

A bell.

8. Silk.

7. Paper.

9.
10.
11 .
12.

A shilling.
Woollen cloth.
Spectacles.
Soap.

RuLE.-Strike the object, or listen to its natural sounds,
and describe these.
.EXAMPLE.
Last nighi I Ji!i tened to the wind. Sometim es it
whined like a-dog, then it gave a sort of shrill whistle.
That was followed by a hollow moaning, and then there
was a loud rush like a waterfall. This ceased, and afterwards there was a mixture of whistling and hissing. At
last it died away in gentle murmurs.
EXERCISES.

l. A fire.
2. A harp.
3. A trumpet.
4. Fire-arms.

5. The sea.
6. Trees.

7.

Thunder.

8. Hail.

9. Animals' cries.
10. Battle-noises.
l l. Country sounds.

12. Sounds in a street.

~ON VI.-ALL THE SENSES.
RuLE.-Place t e 0 ~ect Defore you. Examine it carefully by your senses in turn. Then write down the information which each organ has given you. Finish what
you Jiave learned from one sense before you proceed to
the n ext.

EXAMPLE.-A pencil.
l. My eyes tell me that the pencil is about five inches
long, an<l a quarter of an inch in thickness. Its shape is
roun<l like a pillar, quite fiat at one end, and tapering
to a point at the other. Its colour is a beautiful light
brown with dark streaks. It is at present lying on a
sheet of white paper, with an old pen on one side, and a
short piece of red sealing-wax on the other. 2. By feeling, I perceive its shape to be exactly what my eyes
communicated. But I ascertain something which my
sight could not tell, namely, th at the pencil is nearly as
hard as this piece of sealing-wax. It is smooth all round.
3. When I put it to n;iy nostrils, I perceive that it has

r;
l

38

39

INTRODUCTION TO

E.NOLISII COMPOSITION.

a very slight pleasant odour, like that of cedar-wood.
~ Its taste is sweetish. 5. It utters no sound.

The teacher may extend these, by proposing questions
on other objects as to shape, size, colour, number, position, feeling, perfume, taste, &c. &c.

l st EXERCISE.-A penny.
I. Circumference ; tl1ickness ; flat; edge; stamped;
image or impression; colour when new; when old; beside
two shillings. 2. Hard; smooth; cold; stamped. 3. Metallic; rusty; coppery. 4. Pungent; metallic; unpleasant.
2d EXERCISE.-An orange.
I. Globular; flat at ~he poles like the earth ; diameter
three inches; colour; on a plate near !' silver knife.
2. Round ; rough; soft; pulpy. 3. Delicious; fragrant;
perfume fills a room. 4. Fine; sweet.
3d EXERCISE.-A watch.
1. F1at; circular; round at the edges; white; brigl1t;
clean; new; made of silver; nearly two inches in diameter, &c. 2. Smooth in front; rough at the back; hard;
cold; heavy. 3. Metallic. 4. None. 5. Gentle ticking.
4th EXERCISE.-A poker.
I. Long; thin; bright; ornament ed; polished; iron.
2. Smooth; hard; warm at one end; heavy. 3. Metallic;
sulphury. 4. Irony. 5. When it falls, makes a ringing
sound.
5th EXF.RCISE.-A lemon.
1. Oval; large; knob at one end; three inches long;
b~utiful pale yellow. 2. Oval; rough; not so soft as an
orange. 3. l\Iost fra~rant perfume. 4. Extremely acid,
but pleasant, when ID1xed or diluted.
Uth E.UilCISE.- A n npple.
I. Roundish; large ; three inches in diameter; colour
various, in some parts green, in others yellow, red, brown.
2. Smooth; hard; firm. 3. Slight but very pleasant
odour. 4. Pleasant taste, between sweet and acid, when
properly ripe.

''
'

I :

LESSON I.

RuL&.-Place nn olJjcct before you. Try it by your
senses as before; then make experiments on it, and write
down the result.
EXAMPLE.-A iece of India-rubber.
Tliis piece of India-rubber, or caoutchouc, is tl1ree
inches long, two broad, and one thick. It is in shape a
sort of solid oblong. Its colour is nearly black, with
whitish or greyish parts in the middle, while some portions of it seem somewhat brown. Its smell is strong,
and rather disagreeable. It has no
taste., though
some boys are fond of che";ng it. I sfiall now m -.e- - - - some e.xperimenu with it. While ·haia one end, you
must pull out the other. When you let go, it returns to
its former shape. Thus I find it is elastic. Next, I put
a small piece into the flame of the candle, and I perceive
that it takes fire very readily, burning with brilliant light,
white at the bottom and red at the top, emitting a considerable quantity of black smoke. I therefore ascertain
that it is injlammaUe. Dy putting it into water, I perceive it floats, so its specific gravity must be less than that
of water. I furth er observe that it does not diminish
its bulk, from which 1 infer that it is insoluUe in water.
I have been informed, however, that tar will dissolve it.
I have found it very useful in rubbing out pencil-marks.

pztllin,r

1st EXERCISE.--Small iece of lass.
l. Size. 2. Shope. 3. Colour. 4. Weight. 5. Heat.
G. Hardness. 7. Smell. B. Taste. !). Experiments.

i
'I

40

J:;\'GLISD COMPOSITION.

INTRODUCTION TO

2d EXERCISE.-Coal.
Size, shape, &c., as above.
Experiments. I. With water. 2. With fire. 3. With
a hammer. 4. With a tobacco-pipe and clay.

''

EXA m•u:.-A piece of lead.

4th EXERCISE.-Sealing-wax.
Shape, size, colour, weight, hardness, &c.
Experiments. I. "W ith water. 2. Vv'ith flam e. 3: &al
a letter-adhesive. 4. Draw it out to a thrcad--<luctile.

(ith EXERCISE.- Salt.
Shape, size, colour, taste, smell, &c.
Experiments. 1. Cold water. 2. Hot water. 3. Flame.
4. Red shovel. 5. Acid, &c. ·
;,
l,

3. ; ERIES.=§OJIRCES OF
LESSON I.

RuLE.-Place the object before you. Think of its
origin, or from what source it came. If you do not know,
ask your teacher, or consult a book. Then put down all
that you have learned. You may then add an account
of its appearance, qualities, &c. Your description may
conclude with some experim ents.

.I

1
.... -.,..- -

.

-----~- \~---1.i

nu~

-.-7:'..-..--- -·.-:'" .....

______ .... ~··

··-

The substance before me is a metal called lead I rocured this piece nt the plumber's, and be boughtJ.!)rom
~he owner of th.e le~d-works. J,en~l is obtained by melting the ore, which 1s dug out of mmes by men employed
for that purpose. These mines are in 'Vales Derbyshire
Lanarkshire, and other parts of England ~nd Scotland'.
Lead is bluish-white, very bright when cut or n ewly
melted, but becomil1g dull and dim after it bas been in
the ai~ for so~e time. It hits no tastE>, but if you rub it,
you will perceive a slight smell. It is very soft, and may
be hammered into thin plates. It is easily melted, as you
may prove by putting a piece in the fire

3d EXERCISE.-A sheet of paper.
Size, shnpe, &c., as above.
Experiments. I. With water. 2. With fire. 3. With
paint. 4. With pencil. 5. With ink. 6. With acid.

5th EXERCISE.-lron wire.
Shape, size, colour, &c.
Experiments. I. ~u~tain a great weight. ~· P?t
it into water. 3. Put 1t mto fire. 4. Allow 1t to remam
wet in the open air, and write what takes place.

41

1st EX!lRCL5E.-A piece of breacl.
1. Baker, oven, flour; miller, mill, steam, horses,
water; f anner, ground, plough, harrow, horses, men,
sun, rain, harve~t, sh ~aring, thrashing, winnowing; men,
women. 2. Soft, wlute, sweet, wholesome, nutritious.

I

I
I

I,
t

2d EXERC!i;E.-A grate.

1: l romnonger-sl1op ; founder, moulds, sru1d, furnace,
hcllows ; i ron-merchmt, iron ore, coal, lime, roastinosmelting, blast-furnace. 2. Shape, size, colour, weight, &~'.

3u

EXER('JSE.-A coat.

I. Tailor; cloth-merchant; Yorkshire manufacturer,
wool, clean!ng, dyeing, spinning, weaving, wool-grower,
sheep-washmg, shenring. 2. Shape, colour, quality, &c.
4th EXERCISE.-Sugar.
l. Grc~r; West India Jllercltant; ship, sailors, ocean;
\Vest Indies; plantation, negroes. Sugar-cane; squeezing, boiling, refining. 2. Shape, colour, size, smell, tastE>,
&c.

43

F IRST BOOK OF

E:\GLIS II CO:Ul'OSl TION.

5th EXERCISE.-Gas .
Pipes, gas-works, retorts, gas coal, furn aces, lime-water,
gasometer. Difference between gas-coal and common
coal. Places where the former is found. 2. Properties,
weight, smell, taste, &c.

EXAMPLE.-A pen-knif('.
Tl1ere is a pen-knife on the table before me. I bought
it at the cutler's in Oxford Street. H e either made it himself, or bought it at a town in Yorkshire, called Sheffield,
where immense quantities are made. It consists of two
parts, each formed of a different substance. 1. The
handle is of horn, probably that of a stag. It is of a brown
colour, rough and hard. It has several small studs in
it, for the purpose of holding the sides of the knife
together. On one side there is a very small silver plate,
with the owner's name engraven thereon. The second
substance is steel, of which the blade is composed. Steel
is an artificial metal, the result of iron prepared with
charcoal. It is very hard and smooth. 'Vhen properly
tempered, it makes very sharp blades.

42

6th EXERCISE.-Paper.

Stationer•; paper-maken, mill, water or steam, rags,
boiling, sizing, &c. ; rag-merclumt, linen, flax, plant,
mode of preparation, &c.

2. Shape, size, colour, quality.

*:"')
Place the o .1ec e ore you, an t m or w at purposes it is usually employed. If you do not know, ask
your teacher, or consult a book.
piece of lead.
This metal is of very great use. W atcr-pipes, cisterns,
and roofs of houses, are made of it. Chemists form two
substances out of it, called red lead and white lead, both
of which are poisonous. If we mix it with tin, the result
is that useful compound called pewter, of which some
table-spoons are made. When blended 'with ant~1y,
it a:ffol'ds a composition, from which printers' types are
cast.
EXAMPLE.-A

EXERCISES.

1.
2.
3.
4.

Iron and steel.
Wool
Mahogany.
Glass.

5. Gold.
6. Leather.
7. Cotton .cloth.
8. Cows.

9.
10.
11.
12.

Sheep.
Silver.
Water.
Ste.am-engine.

TIU~S.

J

--;:,SERIES.-P ARTS OF
1. Place the object before you. Inquire how it came
there. Say where you bought it, whence the shop~eep&
proeured it, &e. Tell whetheT it is natural or artificial,
simple or compound, &c.

i

I
II

I
I
I

L

I

1st EXERClSE.-A room.
l. Floor, boards, Canada, carpet-maker, pattern, colour,
texture, size, shape.
2. Walls, stone, plaster, paper; colour, pattern, quality.
3. Ceiling, cornice, divisions, substance.
2d EXERClSE.-Fire-place.

1. Mantelpiece, marble, where fow1d, colour, quality,
shape, size, &c.
2. Grate, material, pattern, where made.
3. Fender, do. do. do.
4. Fire-irons. Poker, shovel, tongs.
3d R."'CERClSE.-A book.
Leaves, pages, margins, title-page, edges, plates, woodcuts, binding, tooling, lettering, author, printer, bookbinder, bookseller.
4th EXEHCIS&r-lnk-sta nd.
Stand made of metal-bronze; ornamented; two
handles; two places for ink-bottles and a taper-stand;
two glass-bottles of ink-one with black, the other red;
a taper; wax ; pens; pencils ; wafers.

Jn p rogress

l' IRST BOOK OF ENGLISH COMPOSITIOX.

CHAMBERS 'S

5th EXERCISE.-A ship.
Hull, keel, bows, stern, ribs, planking, deck, forecastle, waist, quarter-deck, gunwale, fore-mast, mainmast, mizen, boltsprit, yards, shrouds, rigging, &c.
6th EXERCISE.-A house.
l. Foundation, walls, roof, floors, doors, windows,
stairs, chimneys, woodwork, wainscoting, &c., plastering, painting, papering, water-pipes, gas-pipes. 'Vhat
are the tradesmen employed in erecting a house ?

EDUC AT I 0 NA L C 0 URSE.
EDITED

I

'

!

I

I
~

I

I
/

.-

.END OF FIRST BOOK OF ENGLISH COMPOSITION.

,V,

AND

R.

nv

WILLIAM AND ROl3ERT CHAMBERS,
CONDUCTORS 011' CHA.MllKRs's XD INR URGll JOURNAL, ETC.

The &UCC'ellla which bas attended the efforts of :Mes.is.re CnANBJ:ns in the
business of Popular Instruction, hM Induced them to undertake the duty
of •upplylng a series of Treatises nm! School Books, constructed according
to tho most advnncod vicwa of Ed ucation , both ns a Science and an Art,
and answering in ii>! part.a and ultimate general elfoct to the demands of
tho ngc.
Their CouR@K will, M Car A8 po.~iblo, embody the code nnd materials of
a complete l~lementary Education. Physical, l\lor11l, nud Intellectual,
according tot.ho following views:[Phy1lcal Educolio,..] Jn order that man may i - a vlimrcuo frame
of body, nnd fts oonoomlto.nt &0und h~\ltb, with out wbtch cvory epecles of
moral and intellectual excellonce is crumpod nnd frustrated, he must bo
1ubjoot<."tl from tho moment of birth to tntoh proc~ of mn.nagcmont, o.nd
afterwards trained to such habits In food. exercise, oloaol1nC88. and expo~
eure to air, M hn.vo l>etm Meet'tf~lnt.'<1 to cond uce to Rtnmgth n.nd hontth.
[Moral Ed11r.aU011.] For the 11&koof hlmsolland socloty, he must be babl·
tuat~:l, from tho dnwn of oonffCionsnCM nnd fooling, to tho regulation of
the inferior sentiments of bla uaturo, and graduf\1ly to the clue exercise of
the higher eentlment~justtoe, kind.n OSA, and tn1th , towards his fellowbelngB, And veneration t o wards tho objects of his religious faith.
[Intelltclual &lucali011.] That be may be qualified for the readyacqul·
•ltlon of kn owlC'dgc, n11d the perfonnn.nco of tho dutlce and labours of life.
he must be instructed io (1) ]leading, nt lea.st in his own tongue, C2)
\Vritlng, (3) Arithme tic, nnd (4) Gmmmar and Composition. Tha-t he
may enter life "'1th n mind tnform c<l rc~pec tin g that creation of which he
is a part, nnd that 80Clet y of which ho is a member, and qunliOed, R8 well
as mny be. to perform tho p&rt whi ch will fall to hi& lot, ho must be
Acquainted with at len.'tt the elements of tho following kinds of know~
ledge-( !) the SurlaC<J of the Earth (GcoJCT"nphy ); 12) the Structure of the
J•:nrth (Geol<>!!y): 131 tho Yeyctnble Productions or the Earth (Botany) ;
(4) the .A nlmal Creatures of the En.rth (Zoology ); (5) th o Phenomena of
the Atmosphere (~leteorolOf<)'l ; 161 the Elements of Matter and their
Combination.A (Chemistry); (i) the Mechanicn.l Powers and Relations of
the lllntcrlal World 1Natuml Philosophy); (8) the Science of Measurement (Ooometry); (9) the R elation of our Globe to the other oomponcnt
,parts or tho nst Sy•tcm of Crentlon (Astronomy ); (IOI the Physical,
l\fornl. nnd lntellectunl Nature of Mnn, with reference to the preservation
of henltb, and the attainm ent of hnppln~; (11) the Production and Distribution of National W ealth (Political Economy); (12) the History of
Natlon11 and Countries, Ancient nnd Modem, especially those in whi ch
tho Pupil 11 most intcrestod-o! their Literature, Eminent Men, Ro-

~l.
~

?5
I

to acquire A oompleto int.eUectual edttcntion under masten, the volum e!i
referring to tbRt departm ent will be calculated a1 much tu pouibkfor thl use
q/ 11nln.1tn,cled per1on.J qf all kitw.h, and in all c-ircurn1tancu.

CHA.MB• !\S.

I

Tho J>rl008 of books of Instruction hn.ving hith erto boon found a Jrt"Cfit
obataclo t-0 the extension of o<luco.tion, espccla.Uy among tho humbler

- -----..-.
,--,-..,..

~-

I

'I

M>urces, &c.
·
As it Is not, In the meantime, possible for nearly the whole or the people

ED!NBUft.OH:
PBtHTED D'\"

of PuUication,

-~

•,

CH AMTJER~'s f.DU CATIONAJ. COU llS E.
c>rd C'r Fi , M cAA~ C HA ~IHF:f\R h ave exerted thcm ~h' CR t o produ ("C th O!IC
whit.~ h will tuke th e c hnnu:tl' r of T e.xt or fidHw) I
ll• .aks, at rates fol'rning the1:m1allL"l"t po:'V!ihl e n.d\·1m L't1 upon the coHt of tho

J>"rtions of tlH'ir t:o c n10:
mKtt'rials.

Th o bool<1t will 00 iSf'uod in at lcn"'t two form!(,, P'llitu.Llo to the
of 1-mrc ha.sers, 1111.ml'ly, ~\\' L'<l in pnpt•r covcn-i, in B way

Uiffcr~nt cWM!~

resembling the cl1.eap French public.•1.1.tions ; and done UJ> i.u cloth boards.

A lreculy

1~~,,,,,,_1,

A II RtronRIY bound in colonrcd doU1,

Infant Treatment Under Two Y ears of A jrl',
Infant E.dnci\tion from Two to Six Years of Age,
First Book of H eadi11~.
Second Book of He:idi n1<.
Simple 'LessonR In Head in!-!.
Hudhnents of Knowlt·~lg(·,
Introduction to the Hcit!IHJC1'1,
Tho Moral CIBH&-llnok ,
Introduction to Arithmetic,
A GeoqTapbical l "ri111cr,
1'e xtr-Book of G<.'1.,graphy for England.
Jntrnduction to EnKli i,li Compototition,
English ·G rammar, Two pn1·ts, each
Ex.ere~ on Etymology,
:!'Int l1oQ¥ of Drawing ,
&oond Book of Drawing,
A nlmal Pby&lology,

/

/

i

b . 3d.
2.r. l\f..
OI. lid.
0,. 3<1.
0,,. lOd.
""'· IOd.
11. ()(f.
II. Gd.
II. Od..
Or fkl.
h.t. Jfld.
fl1.

)

fl(f.

11. txt'.
11.

Od.
Gd.

l•.

f)lf..

2.f.

II. lld.
.i.. Od.
7.oology,
Rudiment. of Chemi•lry, by Dr n . Jl. Held-u new and (ITe'IUy
improved edition,
21. fxl.
Naturnl Philosophy, First Brook,
0,. Hid.
Natural Philosophy, Se<,"Ond lloolc,
Ot. JM.
Natural 'P hilosophy, Third Dook ,
01. 10d.
Elem e ntR of Algebra, Two "Parts, ea.ch
21. 6d.
Koy to Algebra,
21. 6d.
EJcmcnts of Plane Geometry,
2.r. (,cl.
Solid and Spherical Gemnetry,
21. r,d..
Practical ?tilt.thematics, Two Parts, caoh
41. Od.
History and Present State of the British l~npiN',
21. Gd.
11 istory of tho En![l ish LaaguAge nnd Literature,
21. Gd.
Prin c ipl ~ of Elocution, by \V. Graham,
31. Od.
llit~tory of Greece,
:l.r. Od.
Exemplary and instructive Jllogrnphy.,
21. 9cl•

I

I
.I
I!

SCHOOL-ROOM MAPS

,I

I

Of E'NOT,ANn, lREJ,ANll, SCOTl,AND, F.UROl'E, A-f<TA. PALF.S- 11
TINE, NOJtTll AMElllCA, 801JTll AMEHl('A , AFlllCA, and
T H E 1-IEMI S PllEH.ES, designed by .JAM KS FA1Rn A1R x, EbQ.,Jlectt>r
of RAthgate AcRrlemy. Each 1\lap 111cMur0ii 6 feet 8 inclu.-s in length by
4 foet J0 Inches in breadth.

I

l"rice, coloure<l, on cloth, with r ollers, 14s. cnrh. 111e 1 lemi llphC'res (In ..
.o.Juding i\stron01nical Di;lb'Tnmsl. 2Js.

''l

_...----·--- .....

\-------~-- ··-'"··· '"

