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'" A

COMPLETE GRADED COURSE
IN

ENGLISH GRAMlVIAR AND
COMPOSITION

BY
BE~J .

Y. CO XKLIX,

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=:

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:t.E.\Y YOlLi.\'., BO:::TO\', },~[) rnwir;i)

TL APP LET 0 N .Al\ l.> U U .M l',.\ SY

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i889

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iv

From the beginning to page 60, the ~dual development of
the sentence, and the nature and office of the different parts
of speech, are the leading features. Not till pupils become
familiar with the relations that the words in a sentence bear
to each other, are they prepared to learn the proper forms that
words should assume to suit those relations; the ·learning of
these forms should .therefore be deferred until this poi~t has
been reached.
.
.
· The book is sufficiently elementary in the beginning to be
put into the hands of pupils in the lowest grammar grades,
and Sllfficiently advanced to cover all that is required of the
highest grammar classes, thus compassing the entire :range of
the lisual two-book course. It is intended to be taught in the
order in which it is arranged; but those who may prefer to
teach the attribute complement, or the conjugation of the verb,
before its fu.troduction in the regular course, will find little
inconvenience in doing so. . .
Instead of examples of false syntax for correction, exercises
arc given for filling out sentences by supplying the correct
forms of . words in blank spaces, which, perhaps, is a better way
of accomplishing the same object. But for the convenience of
such teachers as deem ~he correction of false syntax profitable,
carefully selected examples are given in the appendix.
\
The aim of the book is to make the study of English ~mmar more. interesting, and thus to render the progress of the
pupil in it more rapid, and his mastery of it more complete.
As to tho merits of the book, and the wisdom of the plan,
the author_loav~s his co-workers fu judge for themselves.
B. Y. CONKLIN.
B~KLYN,

N. Y.,

N0t~. '1888.

· OONTENTS.
PAGll:

Introduction·: ObJects...:..-Idea.s; Noun; Verb; Sentence

~

Gramibar-itB Divisi0ns ·.--

.

.

.

.

1-11
12

.

Pai1a ~! ~peec~; Ta~l~; Pefinition
Simple Subject arid Predicate , · •
~dject_iv~Deseriptive and Limiting ; Modified Subject
AniiJ.y~ and Composition
·~ ,
•
•
•. •
.
- Artiolcli' i'·S.fllthesiS·;' Composition •
•
•
•
•
Adverb&--MOd.ified Predicate; Analysis; Composition •
COnju.iiction&-;Sunplt} and Comp<>und Sentences •
:An3lysis and Synthesis; Composition · • · •
Tnllwtive· V~~Object Compl
nt; .Analysis •
Synthesis; ·Model.S for Writt ·
ysis

Diaglaniming -. -~ ~.r; ' ,Nouni-:Cominon ~d P

13
.14--15
lB-19

20-23
24--27
~2

33-S-i
85-37
88-43
44-45

48

.= •

47~

r; Composition; Letter-writing

· PronouDs.:...oeneral_Use •
,Contracted Comp0~d Sentences·; Analysis; Synthesis
· N9uns and Pronouns-Inilection.
Quotaticin&-Direct and Indire<:t
Oral Pai'sing Models ~- · • · •
Double Pc:>ssesMve Fonp.s; Relative Pronouns
Verbs-Tense and Number; Synthesis •
Verbs-Agreemen.t with Subject; Composition
Natural and Rhetorical Order of Words.
Analytical P&rsing • : •
Interrogative Adjectives and Adverbs •
Review by Sentences; S]nthesis · • · •
Preposition.s--Adrerbial Objective; Analysis; Synthesis
. ,,.
Words Misused; Anal)'SU; Intermediate Expresiioos •
Abbreviated Comp0und.s; Seri~ of Words; Punctuation
Usee of Articles; Arrangement o! Adjectives; Punctuation.
Verb&-~ and Irregular
Apposition; Analysis; P~Te Cue; S111thesis

M
~9

60-91
92
93-94

9.5-97
9$-102
• 103-108
• 100-110
111
112
• 113-115

• llB-138

'. ;<

• 139-142
.' 143-147
."148-152

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• 157-162 .

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vi

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"

CONTENTS.

How to use Sit, Set, Lie, and Lay ,
.Attribute Complement; Copula.; Analysis; Parsing
Verbs-Active and Pa.ssiYe Voice •
Independent Element-Nouns; Interjections
Adjecti"YeS-lnfiection; Use; Position
Adverbs-Classes; Use; Formation
Varying Parts of Speech ,
-Infinitives •
Participles
•
•
•
•
Conjunctive Adverbs-Complex Sentences; Analysis
Relative Pronouns-Complex Sentences ; Analysis _
Interrogative and 'Resi)onsive Pronouns •
•
•
•
Abbreviated ~la.uses; Nominative AbSolut.e; Synth0$1s
Conjunctions-Co-ordinate, Subordinate, Correlative •
Complex Sentences-Kinds; Analysis·; Classification
Compound Sentences-Classification
Elliptical Sentences-Analysis
Bad Construction Improved •
Punctuation-Semicolon and Colon
Verbs-Modes; Conjugation •
,
•
•
Analysis of Poetical Selections ; Poetic License
V~rbs-List :· Irregular and Defootive • · •
,
" -Infinitives; Uses.
" -Shall and Will ; Uses ,
Rules-Capital Letters ,
" -Syntax • . • . •
Composition-Subjects
APPENDIX-Diagramming
Rhetorical Figures
,
,
,
V crsification ,
Recasting Sentences ;
•
,
Other Characters used in Writing
·index

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P.lOll:

163
• 164-171
• 172-174
• ·175-178
• 179-189
• 190-193
194
• 195-202
• 203-210
• 211-213
• 214-225
• 226-227
• 228-230
• 231-232
• 232-236
• 237-238
• 239-240
• 241-242

• 243-244
• 245-258
• 259-260
• 261-263
264
• 265-266
267

268
• 269-270
• 271-278
• 285-286
287
288
• 289-290
• 291-296

HINTS TO TEACHERS.
IF children could always hear correct language, they would learn to
~ut many are accustomed to hear language full o!
·glaring errors,
'thus a habit of incorrect expression is formed both
in speaking and iri writing, To correct this habit is the work of the
teacher.
In teaching grammar, it should never be forgotten that the rciil object
is to teach.,.pup~ls how fo speak and to write the English language correctly, and how to. read. it intelligently. Analysis and parsing are only
.
·
means to this end:
Teachers sho!11d require pupils to write all their composition exercises
neatly, and to re-write them·ng all the corrections themselvesafter the errors have been •
ted by proper marks made by the teacher.
Discretion must be used · wever, in giving proper aid, at first, in making
:: ~ _
·
.
corrections.
Teachers showd not confine themselves entirely to the questions in
the t.ext-book, and they should avoid a stereotyped form of questioning.
The questions in this book generally come after the te.xt, and on this
account pupils may not alw:ys be able to formulate concise answers to
them; therefore, before each lesson is assigned, it should be carefully read
with the class, and judicious aid should be gi1en in formulating answers.
A great advantage is gained by .recapitulating important points in
each les._"On at its close. The teacher should be specially careful to see
that pupils thoroughly appropriai~ the thoughts conll\ined in the te.xt
before requiring them to commit any part of a lesson to memory.
In assigning subjects for compositions, teachers should be very careful lnot to select topics that are beyond the ability of pupils to comprehend, ' "nor those that will require too much searching in books of reference. The . ·
obj'td should be la gel from pupil& a ~cl upru.tWn of tM thoughu~ '
thal they alrtady have, or that they may readily acquire by obsenation. ~ :
and reading, rather than to have them try to produce labored essays on ·/ ·
abstract themes.
·'.· ,

_me it correctly.

aria

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1'1~P!Yr'.llD

COLLEGE LIBRARY

FR 0\1 H.E

cHA RLE ~

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5 i S:2 5

PRE F ACE.
THIS book is designed to be a practical working 1:1rnmrnl
for the assistance of the tca.cher as well M tho pupil. Tho
autq~r.)1as sought ~ present the subject in an easy, natural,
and-progr~ive ~ay, and, as far as possible, to avoid repetition;
y~t~b:V: a j~dicio~~ sel~ctio_n of graded sentences and carefully
arranged questions for_ review, to keep before tho mind of tho
;~··
~
- le~e~ what he has }~lready learned.
. Indeed,
in their
gradation,
the sentences themselves are a
:'. ,l ·
.
.
•
concrete
presentation
of
the
whole
subject. The questions at
-.... . - .
.
~ the en:d•of · the .,Jefisoiis are so framed as to require the pupil,
after.studying tlie ~rl carefully, to forniulate his own answers.
This fact will often make it necessary for the teacher to examwith the.. cl~assbe assigning it to be learned.
i.ne ~ lesson
...
The theory of the ~ boo _ the gradual development of the
sentence; .the method, in . uctive. Beginning with the simplest
for~ of the sentence, ·as "Birds fly," only ono new element is
added in any single less<?n; so that a thorough mastery of each
l_esson ought to .~ult.
The author has endeayored to aYoid an excess o! languagework on the one hand, and too much formal parsing and analysis on the other. .Analysis and synthesis are carried along together, in due proportion and relation. By this method of
treatment, the pupil acquhes not only a knowledge of the
structure· of the sentence, but also the po"\Vcr to we language.
•.•• '. .•

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1.

•

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._~

CoPYRIGHT,

1888,

BYD. APPLETON AND COMPANY.

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ENGLISH
GRAMMAR AND COMPOSITION.
=

Questiom.-1. Wha{thi~gs do you find in a ~"llen f 2. Whs.t do you
see in the I'A'rk' --s. What. "do you hear aL a. concert f 4. Mention iirn
things you have seeu fil Wt:: etr~~t.. !lT :\!.~n~!ca !!:;£! lli:=.;s JQ:l ~t:·~ in
thb

1:

\l.I
,,"

f•:X:•l!l.

l. Thing.s art.: caUt:d. objects. ·we lcar:: a'._. :;: ~~> h d .. :i ;
or objects, in various w.&ys :
We learn about fK!tne things h,I seeing them; a.s, & rr.an. s. tre~.
We learn ab<)U~ some thin~ h°"ar'...ng th~m ; i-.', m:;..trc, r.-:t·~~­
\1.- e Jr.am about s:im~:f;" by !>:ding thrr;;.; iv, u.!~·d, fr·:'1.
W;: learn ahout Ml"'
· gs by ta...~in~ th~ro; &..., irn Qr11~, ~.;,.~gur.
We learn about_so:things by smelling them; as, a rou, cob>gm.
Qlt.tiou.-Wi le.am about some of these object.a in tMrt than OM
w;1y. ln b:>W many ·ways U•) We LA:-n t>.~. ;: ,;.;1 ,r;·;~· l :;.' · ·:' · - ~· •! T
about a clock f

2.. The sense of seeing, the sense of hearing, the stri..se of
f<thng, the s1'Mt' of tast!w_;, and the
c:ilkd til e ;it'1' SC/I-~(\{,
1h;~tio::i,-:",i:: >'

I !·.,· :'.·; ,•

scn-'f of

smd!ln;], are

~:::-:- .- ~.

& There a....~ sLrtne thl.11g-?!; ho·~.;.-cr, tb..J.t nc c!o ?:.ot ~!"1:~!ive *
through these five senses; as, anger, j<>y, ici&®m, memmy.
Anger is aomdAing; .omdlling mean5 .aonw /Aing; therefore, tmgt:r is
an

obfed. Jlmwry, joy, and

~ are object.a al9o.

...:

4..

v,Te learn about such things as me-mory, joy, sorrow, etc.,

bJ thinking about them.
J)irection.-1\lention other things about which we learn by thinking.

.,.
ii

Q~.-How do we learn about 7wuse8 f gold f silk! pain! life T
J'..tr-~f. npple8t sugarl prntet ;ouyt inaiu piiyj inrni i.;ina1~i
f4hP~1 milld

IlL-NOUNS.

'1. Words that are names of objects, we may call namewords. In grammar they are called nouns, because the word
noun means name.

Mention Urn five ;;;;n~

9. Object..'! may be separated into classes; a._~ persons, am'lllal:-; , 11lt-..1.x:f.s., ar1U t7. ~· n.:.,;- .

II.-NAMES.

.1\ Jl! l\lD JllllY lfi:_'). t1F~ T iP.7n~· or a. p•.:-r.. .:• n : 11.."', t'jy . ~~~r;.;-1 , (f •, I""~,' ·' A nuun n11\y lx· thr: n~~I11"-~ of au ~.;1i t;laI ; h..~ , dvtl· f,_:..:, h(Jt. ·· • iZ ,,i ~)!! .
...\ ll'Jlln n1rtv f "' th·~ ru:u1: t_: of a }'~':.. ·· ; ~-1....,i c.£t:: , L . .. ;· - ~j., f".: - ~. t ·
A noun m~i)· lJ<; th•J name oi n thing; a<, Cup, tree, fc"A , 5/,4~;, tr •,!A,
I.

5. \fhen I say k111)i·, or wri te buft , the ll'Ord th~1 t I qicak
07 ,>ri te j3 uot the objl'c t ibl'lf; i t is onl.r the wwi (' of th e
c l1j.t!{\t.
1

Qn~ioM.-\\'k1t

t h'' Wr1r<1.< JlPnril. dP.<.l.:, brn;, book~ ls the hoy
sittin,; beside you n mtmf, or nn oli.J",'rt I l ( 1 cull him A. boy, or ,fame8,
what ar•" the wonL; boy nntl Jamcs 1

>ri_·

!Ur'

tl. }>;ery thing that WC ran
can think about, has or may

1J)' tJ~n
a name.

llCICl'iHl

h~we

Sl'Il.St'.S, Or

that

Que-stion.s.-1. ls your d1\~k n n.1 nu~ or nn olrit""~l 1 2. Js your hat n.
n01me i 3. ls the word prncil a name t 4. ls tlw wonl hat a rrnme 1 G.
Wh:1t i~ your slatl'f 6. What is your knife'f 7. Has !o'very objed a name f

llirectl011.-\\'rite three name;; u! tree..'>, in a colunm ou your slaW.
\\'rite three names ot persons in tho rnmo way.
. '\\'rite thrd~ names of different n01tnrnl cli\·ic;ions of the earth's snrfart',

1
1!i
_ _L

II.ill

:::::1 ~ i..

Also three names of each of the following things: Cities; rivers; things
m&de of paper; of leather; of iron; of glass; of wood; things found m a
store; things that we learn about by seeing; by hearing; by feeling; by
tasting; by smelling; by thinking.

10. _/\. noun

jg the narne of any pt:rsc.n, sni1na}, 11Lk:e, or

thin;.

.Dirootion.---'\Vrite thrtc.e namt_·.s ti.Mt am nam<·.s d ;.c.r~:vn,,;; tl;:c'<1 c~0 h
of animnls, places, thing-s found in the kitchen, thint;3 found in th•_• ,.,,rth,
anrl things u,;cJ lry carpc;:itcrs.

Questiona.-Is your h<lt a nmm or an objecl ! \Yb..c i< t:i·' w•.. rd }w t I
Is th·~ \P!r-d l1 1~r3t! n;·iun f I.~ thr• ~v\·1r: i {}rt7in9 ai~ D-~1j~·t"·d (,ff!>.: nd::--i-~. o!
nn o lij1'ct f Is your b-ro!her a 1;-:>un t

:t

1'

11. Deftnition.-A nRu!fthf>t nRmP;; only a single object
is cilllcd a sl.ne'.11ar ~un, ?r a n0un in thi: singular number; us, buy, girl, 'fiat, clwir .
12. Definition.-A noun that 11ames more than u1u; ul)t'd
of the same kind is called. a plural noun, or a noun in tho
plural number.; as, boys~ girls, hats, chairs.
Queltiom for :ae!rtew.-1. What is a noun t 2. Why js the word houu

Queetiom for Review.-1. How do we learn about objects T 2. How
many senses haYc wet Name them. 8. Is the pen you write with a name
or an object t 4. What is the word pen f 5. What is 11.n object f 6. What

a noun t 8. A noun may be the name of an object belonging to how ~any
different cla..'<ses' 4. Name the four different cl&."-~ of objects menttoned
in this lesson. /5. Ilow many S<.'n5C3 UO We p0$-"eSS f 6. ~fame them. 7.

do we lf'arn ahout n.n omngt' by tho seme o! scein;:; f 7. \Vhn.t no Wt' learn
about it by the sense o! !cclingf 8. \Vhat clo we lt•iirn r.bout mu5ic by tho
rense of hen.ring f 9. How do we learn about hardness t 10. Can we seu
~Ines::!, Qr only the result o! goodness f 11. How dci we learn ulxmt
light f 12. Tiow L1o we learn nbout heat f 13. Cun we S<:u pricle, or only
tho rc.:."lllt o! pride f

By how m:rny o! the 5CDS{'S may we kam at.Jut a city I an apple I memory! thunderf lightning! fi~T milk! Tel.-etT 8. Is ynur book a ~oun
or an object I D. 'What Ls thtJ difference tdwe"n a noun and an obJ":t T
iO. \Vhat is a singular noun t IL What i~ a plural noun f 1'2. To which
di'-'" ol nouns dnt':l City Hall belong f 13. To which of the four cla.'.'<:5
grnsiliopp.:r lid0ug. I .H. To what cl&:S docs cousin t.:!ong t

uocs

.\ ·

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~: ~

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IV.-SENTENCES.

Q...Uom.-The names of a number of .object.s have been written and
mentioned. Do any of these objects acl, or do anything! Do horses!
Do people t Do birds f
Directlon.-Think about these three objects-birds, frogs, dogs-and
tell wh:;t th~r dt!..
J:xM"eiN.-J.chn, state your thought about what birds do. "Birds
sing."
J;m;i>i::, WlL'l that your thought al•;;ut hinb f "N'o, sir, nird;; fly,''
"\V°illhnll., ~b\J.tC \QUr thou~ht about '!Vbftt fr-rt~ fl~ •• p--.~
.lUb. Jc.._.,,!"
-inm"n ' '
Charles, i;tate your thought about what dogs do. "Dogs bark."
Eaeh bny has stated or expressed his thought; in other words, each
h!!.:! l!l!id" s i;t~ment; each has asserted a fact.
.;

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,~,;i

~~

llV"'K di '1 IDtt s.tntc nr r.x2·r-t·~~ yeur t1~t)ugl1l~l t~ We e.xttr""'t"::':-<.t::itJ (+ur
thoncii;.;; in W'N'ti"."
~
ls tht>r., any oLhcr way of cxprC$:iing our thoughts f "\V c c.an express
tiioui:;-hts bJ motions or dg11,;:·
Uow do 'IH generally expn·~.s our t1iout;htsT
1

13. The st:.forncnt, '"llirds sing," is co.lied a scnt{'ncc; so
nrc the statements, "Froga jump,'' aml "Dogs bark."

14. Seu~uccia are either spokcu or writ.Leu.
. U. Deftnition.-A sentence is a combination of words
trn~;tTiged :i...~ to make eomp1~te Fr:-TI~e.
Queltio~.-~~a.t

,,

In how many ways may wo c:tpress our thoughts f

name is given to the statement, "Wolves howl" t Why f

5

L.YTRODUCTORY LESSOSS.

INTRODUCTORY LESSONS.

4

s.

80

2.

Question.a.-1. What does the word sings show in sentenci' 1 f 2. What
does the word BWima show in sentence 2 f 3. What does the word nm"'
show in sentence 8 t
Direotion.-Select, in the eight following sentences, the name of that
which does something, and also the word which tells what it does.
MODEL.

"' 1~hn ~r:1dier fights"" is. a. scn.t-:nce, 1:-cc~::.::;.;.: it is e:~ ?.rrs.r:g;:;m;:"nt. 0!
"?7(1rd3 m.aki~~ C:()!n.D1ete sen~P, 1<zoldier ]S tho TI3.~C Cf th~ rw~~n that
i!.aes some~g; ~n!l fight.; tells wha.t the solilier docs.

1.
2.
8.
4.

:rhe eol<li~!' ·fi_:.ght..~
The hur55_trot:s_,_~,
Grass if2.~--~" _"'·~·-

6.

1·h.~

bird f\it=>--=-

7. Th8 rat 6 naws.
S. Thti di.-.u:.cnd sp:i!'hl~

The snake crawls._·
:E;r]ilana.tion.-Ir1 the ~t-rtt~n·"-'•\ 'i T~['_ rc1a.i'.2.r fL::-h t~.~· th~:-. v;nrd .. ti~;ht-.$

. ~-:::r!"1'~ses nn ar-1t:~~rri.

\Vnrii;;·fh~t ar~ u~} l•J> t'..::pr:;M a..:~ic-:-;

C.3)

~~!!ed.

aclt'on-ttvn.ld; in gmmrllill: they a.ro calLd verbs.

16. In t>aeh of the...~ eight sent.enc:(;.;; a st:i.b::ment or a.<<1:rfi1)n
is made~ a.ucl the rerb is the yonl t.hat makes the a.'.scrt:on.
17. J)efinition.-The _
zootd use-cl. tn a.-:."ut s•:.mdhing of 0:01:1~

person or thing is calj,~((a. verb.
18. Every sent.erice must contain a -verb. A verb i.:; wrnctiines compos....ad more than one word; as, "Dogs will /Jark."
Direction.-Sclcct the Y•::rb in ellch t·f tl.ti::;;..·, e~;:!~~ s-.:.:1:;-.J-rs~ tr·1! why it
is a. verb, and also what person or thint; the ll-.':5ertlon is ID&<l~ ab0uL

of

What

a - sent~ncef
4. !l\fako
tiro sentences st~ting how horses t
·} t k.
.
rn•e l ·, one,
s t'a t mg Vi
m
llH
o
noise
monkevs
Ill!\ke
·
011<> stnti 11 ,-,. n·h t k'
l ,
·
1
k
'
'
'
o " !\
!TH Ol l\01:'-0

is

plf;"'l ma ·e.
V.-Vf:RB8.

1. Tht.: U.ug L:ub.
~tim.-In lh~s l'!tlntenc.e, dog is ihe name of the object that does
eomet.hing, and the word barka shows what the dog d-Oes.
1. The bird sings. ·
2. The duek swims.
8. The horse runs.

VI.-COMPOSITION LESSON.
Dtroctio::i.-1'\:>r:11 ;'t'Hi•';V•-"" b> ·.~itin:: f\ verb in tI>~ t;;,,ll k 'f°'IK•' aft~r
c?.d1 1:"1 1n. :'•) t lu:. i :. will JL~k.: , , ::o•', t.-. _-'•-·::1·;; C'-' !, .,
:_:•" wi •h a

C.J:p~tal !·:tt•~-r, a:. 1 t :~l~ ·. ; ::. w 7 '~'2.. Wol'l"es~S. Girls
4. Men

6.

:'.\

T~

7. Fire
8. Rivers

--I~
iO..Appl;;:;

11. B-:;'l
12. Bird.i : -

19, Rule.-EYery ~ntence must beg-fa with a. capital letter.

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Explanation.-Sentence 1, "Henry jumped," is a statement; it states or
declafes ~ fa.ct, a?d is therefore a declarative sentence. So is sentence 2.

Dincllon.-Form sentences by writing a noun in the blank space before
each Teri>, being careful to attend to capita~ and punctuation :
L - - ride.
5. - - drink.
9. - - melts.
2. grow.
6. fight.
10. - - smile.

11l

~ ---- miL

7. - - n1n.
8. ---

~h:dy.

21. Deflnition.-A d~cla.rative sentence declares or asserts fact~
22. So1ne ~n!..._;nCQ ci·J r::;t t!i;1.:!a~~-~ f~.('t-:: A..c: wd! be ~e--~u Ly t.•1-1:'.--t_·r,.inh

a

11. - - er""'f'·
l~. - - "'t~l.

1h. fo1io"'O'ing-:
1. llen.:..-y jump:-T_~- ..A..stntt;:.fih-:Hl ur ~~..:-4:::~:.... --J._ 1::~:<.:~1:!"""~
0

I..~i!'tor-:ti{H·~--.:\ ft~-.r \.\-rit.in~~ tlJ.~--.!.! ;:;:.;!1tcuccs

currectlr. .sc.:l,;;·ct tl:·: n1:,uas
and vatr.s, and tell. .why they are nouns or verbs.
·.

':...""'-:
.- . rr·:.:
'!.I
· - -Ni>mr.5 ct pe!'!ID!l!~:.fike.
,gai,ry, J 01m, .;uury,
1>1"
""':_'l.._~.

.
'!_

I! I ...

,,

~.~

~~

'

complete se~
Eeriaw Qu•tiona.-1. What is a sentence t 2. With wha.t mu.st the
first won! -0f 11 scnlenco begin f 3. "What is ii. noun f 4. Is tho noun
wot~& singular or plurnlt 5. What is a vcrbf 6. What is the sin!!Ular
0
of. each noun in these nine sentencesf 7. What must every sentence contain f S.. Dow _must each sentence begin and end f

~

-w

9"

--.11 ,.._,.t _,,_f'\'l'VU" 'nl\1 n
U>.uw. l"
ll!.S,

vr• __

an-1 rn1~5t a~:.Y~ys t ..;g-r; w1tt=fi~.;p1tHl l·~n_. ~r. O!h-er n~~~ !ik~ ~. ~µ,.t,
u2an, dt:.sk, arc cnrurr.on no1n.L~~ n.r1 1. rnu~t n-:it t . . . . ,~n wi!..~ ~ t·~1-!~hl l··~v·r
11~' !"'.i::. s
. they l;..:gin H. Sf:ntenC(\
Q.uestiorui.~1. \Vhy must did an•1 ;fo, in 1 awl 2. L'<'gia wiLh a c:•r•ii1d
!rttrrf 2. Whv must 1 end ..-ith ll pcriu<l r :~. WhRt ki:: ! nf a "'"l~>'ll< ,,
js 2 f 8 l 4 f ·4. \\That four things n~ay a Si.;nccr~c~ l•_• rn'°" 1"· tn e:q•r•"·~ l

M

-='!J! "

1 1
,·:· -t'.

R. Do not jurn~· Heji'ry~· : A._command or entreaty-imperative sentence.
4. O, how Ilen:ry j:i.in.ped_! .._.An exd&mation~1;:1.;:m>tury ,,cutcu·~·:.

""f.i;..--liffi ride" i5 a sentence, because it is a combination of wori}:;
ma!c_fug enmplt:W ;;.:mii<l. " La;:lies" fa a. nou«, because i~ i;; a. l=c.
lti.io: i_, & '\"&-h, -k~u~ it e~p~~t::l acti~!;.
BMe.~~nt~1-:11ef-...,;;. i'-hGu1d c.xpr.r_. :-.s whit i ..,. true or rJ.;s.:.-;.on;iblc..
1. Rinl> t,·,i.·h.
4. L1ulirs crnn.k.
7. Dop chirp.
~~- S L.U\k1?s htrk..
5. Ilor~t'~ sing.
8. ~!en fly .
:t Gruwl crld.;.l'!~.
C. Crnw1 fro£'.
!l. FLhL's trot.
Q!l.retioru.-Do tlwsL' W•)r<ls 11....; th•cy 11.r,• her<• arrangy<l make c·-·m1ilde
~ruct Are they prvper i:eulcut.""" ! \Yhy nut i
DL.~.~~lect such nouns and verbs as will, when combined, make

?:-r-.

2. Did Henry jump( _A~,qll;listion-interrogative sentence.

M 0 D El.

, ..

7

INTRODUCTORY LESSO.i.VS.

INTRO.DUCTORY LESSONS.

6

1

1

i

23. Rule.-Ernn- d.:;,_;lp·=tf,,:.
period.

'

~- :

nn1~t c:d with

N::dt::1"Cc

,

.

.

Direction.-Form decla.raliYc , sentBnccs by wntmg e. vero in
tho blank spi~cs below, ob,;crving thg rule for punctuR.t ion :
1. l'arrots - 4. Snow - 7. Spiders
2. Weeds - 5. :Mice - S. Rit·:rs
8. Robins - 6. Boys - g, Snails

1>

~h ot

Dire-0Uon.-Fill out the following sentenees hy usi"ng prop:r nouns in

VIL-DECLARATIVE SENTENCE..

1, 3 anJ 5 an<l common noun.s in the others:

'
'
1. The dog bit - - .
? - - nit h:lf.

. 20. A sentence may bo a s.tateme11t, a question, a command. or an exclamatiou.
1. llenry jumped.
•2.. Mary laughed.

4. The do" swam across the - - .
,.,

:5. Th<' n:»n cal1·:?<1 - - ,

1. Did Henry jump?

Qu~ona.-Wben I say,"" Did

Henry jump t" do I

~a fact t

Do

I ask a question t

...

-'·

·~-1

..
CO.JIPOSJTIO..V.

10

COMPOSITION.

)

' ,,
\'""-at are the four classes of sentences into which

·
n
u·
Review ..,uea ona.-

"li<>
•
w· h
1. What is a declarative sentencef 2.
1th w at
lim5ua5c: "' • •· ... · ·
~ "' d f 3 What is an interrogative sentence 1
:ohould a ckclarnc1Ye ~enoenc .. en
·
..
.
•
tive ~"n+-n'"'"~ find t 5 V.na.t l>< an im4. With what shoul J an ·tnL<c'ITtJf;"ll.,.
= cC»v'' : ·
. •
.
1i
• 6 n· ·th wh&t should an nnperat1ve sentence enu.
perahve sentence • · n 1
l
'1. What is s.n exclamatory sentence f 8. With what sho~d an exc arna.
t
d' 9· What is a sentence t 10. \Yhat IS a noun 1 11.
tory sen ence en
What is sc•erbf

...

~ --

; .. <l;v; ,1e,1 f*

XI.-COMPOSITION LESSON.

Sl . .Arrangemen.t.-.Margin, of about an inch and a half at
the top of the page.
.
Heading, in the middle of the page (from left~ nght) .. .
Heading, must begin with a capital letter, ~nd ~th a pen?d.
---~P'-.!r'...:i.:.:nci::.::fp'C.al words in the subject must begin '."Ith a · capi~al
letter.
·
- '"'............. " - --·
Margin, of about three quarters of an inch on th~ left of
the page.
.
.
.
Paragraph li1te, half an mch to the right of the ~argmal
line.
.
s2: Plinctuation._:_Words spoken or written by another person, when
introduced into one's own composition, must be
.
.
inclosed in quotation marks (" ").
, .
·
A hyplien (-) must join the .l~t syllable of an un~mshed
word at the end of the line, to the rest .of the word. ..
new paragraph may be made when there is a change
from any particular part of · the subject, about which we are
writing, to something different.
SS. Rule.-The first word of a full quotation must begin
with a capital letter.

A

11

THE PERFUME OF FLOWERS.•

iiid
!!!!!'!!

~
~

Some flowers have no odor whatever. By o<lor wA mPsn sny ~me!!,
whether agreeable or offrnsi.To, Tho elegant jEqr:;nk~a:: v! ~· n ri v u ~ ;;.•olni~
and foe beautiful cactus, in all its varieties, ha•-e little or no odor.
There are some flowers that give out an odor that i.s not fragrant. A
fragrant flower is one that emits an agreeable smell. The dahiia emits an
odor that is n:.t fragrant. Perfume is only another name !or fragrance.
. Every fragrant flower is a p€rfume-factory. Sometimeo a large number of these factories of one kind grow together, and then the air i.s filJ,,d
with the p€rfume that they make.
The fragrance from the flowers of the grape-vine is very delicious. It
is of this that Solomon speaks when he says, "The vines with the tender
graJ>e give a goodiy smell." t And yet the flowers are so small and so
near t_he color of ·the. stem and leaves that you would not notice them
unless........
you looked p&rti~ularly
for them.
'

DireGtfo~-Fo~ a subsequent lesson, write this on the blackboard in
---solid.,tQtm, lea?W,1 .QUt periods and quotation marks, and require pupils to

replace t.hem properly, and to break the composition into paragraphs. Or,
the paragraph may be dictated to the class.
' QuNtiona,!....l. How many margins should there be on a page of written
be! 8. Where must each paragraph
comp08ition T 2. How wide must
begin! 4. Why. does "Solom
begin with a capital letter! 5. What
punctuation .marks· in close
t Solomon said! Why! 6. Of '!"hat do
these marks consist f 7. Are the commas imffttd at the right or the left
of the ~ord.s inclosed f 8. For what iS the hyphen used in this lesson.
• "The Pertume of Flowers" ls the,. Madin.g.
t When only a part of a 11entence Is quoted, ~ first word should not begin with a
capital letter; as, !tacy used the wonb, "a fragrant tlower," in the lmlng aense.

..

•

Dlreotloni.-Copy tho f~llow}ng composition, observing carefully the

' ..

arranpe1mnt, capitala, and punctuation ~
• ~plla ehould frequently bo required to dlstlnguiah theee four ~ of
tenoee ln thelr readlng-le&llOllll.

l!leil-

,,
' '

......,::.

... . .

.'

'

.ANALYSIS OF SENTENCES.
r -

Direction.-Write two sentences containing descripti>e adjectives, and
tbne containing limiting adjectives.
Questions.-1. \Vhat is an adjective f 2. What is a descriptive adjectind 3. What do descriptive adjectives expressi 4. What is a limiting
adjectite f 5. What do limiting adjectives express f 6. What is the general or 8enlence name of any kind of an adjective 1 -

\

COMPOSITION.

13. By what other name is the modified subject known t 14. What is an
interrogative sentence t 15: A declarative sentence f 16. An imperative
sentence t 17. When are quotation marks used! 18. What are quotation
marks t 19. When should the first word of a quotation not b€gin with
a capital letter t

Direction.-Dra.w a part of speech diagram (see page 13), and write all
the words in these twelve sentences in their proper columns.

XVIIL-ANALYSIS.

62. Analysis, in grammar, is the separating of a sentence
into its elements.
Directio:n.-Analyze the following sentences accordin"'
to the model
0
·
here given:
· Rem.ark.-The analysis of sentences is greatly helpful to the learner

in enabling him to punctuate properly. It will also aid him in reading:
for we should read by phrases and clauses.

1. All good boys study.
63. ltodel.-" All good boys study" is a declarative sentence• declar~ive, beca~ it s;sserts a fact. The modified subject is, all good boys;
the mmple predicate lS the verb study. The simple subject boys is modified by the adjectives all and good.

Sentences for Analysis.
1. The weary little child slept.
·
8. Wicked boys -steal
4. Some insects sting.
5. The old ~ocomotive whistled.

2:-Profane men swear.

f

.i....

6.
7.
8.
9.
10.

Four men rode.
Several men walked.
Industrious men prosper.
l\lost animals swim.
The light snow drifted.

· Questiona.-1. Which nouns in these sentences are singulart 2. Which
~re plural f 8. 'Yhat is analysis t 4. What _is meant by the simple subl~ t . 5. What lS. m~nt by modified subject f 6. What is a descriptive
ad~ti~e f 7. A hm1tmg adjective t 8. What is an element t 9. What is
a pnnc1pal element t 10. A dependent element t 11. What is the general
office of an adjective t 12. With what part of speech are adjectives used t

21

XIX.-COMPOSITION WRITING.

, 64. To Teachen.-We learn to use language by attempting to use it.
·,Although compositi~n writing should go hand in hand with instruction in
·grammar, yet the f9rmer must be largely separate from the latter until
sufficient progress shall have been made by the pupil to enable him to
understand how to correct the errors pointed out by the teacher.
The object, in composition writing, should be to develop the perception, the 'memory, and the imagination, as well as to teach the child to use
language. -· IndeecI, to aid 'the child in acquiring ideas is fully as iro
_l-9el~l.t
as to teach him the
ofwords.
'
in carrying out thi~"object, the child should be ..dtre ed to observe) ''
carefullythe things with which he comes in contact in his daily life; such
~ flowers,: f'!.!!'i~s,~trees, architectur~, scenery, pictures, etc.'; _so that he
bjrable o descr1be:.tl!,em at least with tolerable accuracy. In iUJl!!!JtfPti""n ' -· i; PlheJ.magination is cultivated rather than the perception;
besides, pictures give an erroneous idea of size, and · no idea· of weight and
sound. Pictures, therefore, should not be used as subjects for compositions
to the exclusion of others, nor too
en in alternation with them. The
memory should be brought int xercise by the narration of events, and,
indeed, the teacher should .
every means available to bring all the
.
powers of the mind into active exercise.
As pictures can be easily obtained, none are here given. The directions, and the material for description and narration in the composition
exercises, should not be considered exhaustive, but rather as suggestive;
nor are they necessarily to be taken exactly in the order gh·en.
"¢
Special Direotions.-In
!Lil&& g
&AiffiJsmons should
s~
1
2E2if8 and 11et'er unless the subject has been
wTuea up according to directions given farther on. It is i·ery important
that compositions should be carefully corrected (or errors indicated), that
they should be returned to pupils for revision, again examined by the
teacher to see if pupils have made the proper changes, and then carefully
re-written. It is not the number of compositions, but the care with which
they are written and re-written that will insure success.

use

1¥f

Msirs

*

I

-!~ ...

~"-.-...:..-~

"-~·...:

..

·· .,a. -~

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

23

22
ORANGES.

65. General Diractian.-Be!orc ttTJig to describe an object, the differPnt points for description should be selected in some re.i;ular ortler. These
points mfly be brought out by asking qu;>stions about the object t-0 be
described. Ask que::-tions about different points suggested by examining
the object, or, if unobtainable, by talking about it, getting a.s great a. •ariety of answers a.5 possible, and giving all necessary help in forming
answers; then make a.n ortlerly arrangement of the points to be described.

Direction.-Taking "oranges" for description, ask the following questions, and then examine with the class the "Topical Outline" here given.
Require pupils to read the composition written from the outline, calling
attention to the fact that the description follows the order of the points as
they are arranged, and also that the paragraphs correspond to the divisions
of the outline.
ORANGES.

.. ;;..

I.

t'
'

~uestions.-1. What are oranges! 2. In what kind of climate do they
. fiounsh t 8. Where are they obtained t 4. What is their average size t
5. 1.'heir shapet 6. Their colort 7. What name is given to the outside
of an orange ' 8. What, to the inside parts ' 9. What
they used for'
10. How do they taste t

are

'

Oranges are a kind. oi ifuit- roL..~J. in 5 worm clirri¢ile in WITerent countries. We obtain oranges from the southern parts of Eu.~vps Md o! the

United States. and also from the West Indies.
In size, oranges average a iittle larger than arple..,. Th.:>y are n'2ar1y
round, and when ripe are of a Jeep yellow color.
The outside of an orange is called the rind, or P'?<'l. The in,ide consists of the pulp and seeds; anci the sceJs am inclo~E<l in a tough substance called cells.
Oranges are used for food, and are generally •ery sweet and juicy.
Sometimes, however, they are quite sour to the taste, especially when eaten
before they are fully ripe. ·
CHERRIES.

Questiona.-1. What are they t 2. How do they grow t 3. How does a.
cherry tree .look wl{en in}gll bloom t 4. Which appears first, the blossom
or the fruit t 5. What is 'the size of cherries t 6. Their shape 7 7. Their
color! 8. How do wild cherries compare in size with those that are cultivated t 9. Is the skin of a. cherry tough or tender f 10. Is the pulp hard
or soft,. 8Weet or sour t it. Does the cherry contain more than one seed f
12. For what a.re cherries used t 13. Are they eaten when unripe t

..--...

-----........-.: ·~-

.

TOPICAL

TOPICAL OUTLINE.

What they are.
Climate where raised.
Where obtained.

.

~escription of oranges.

General appearance. {

s·

S~.

Color.
·
{ Peel: rough, oily.
Parts. Pulp: soft, juicy, sweet.
Seeds: numerous, in center.
Cells: tough, contain seeds.
Use : Food, un?ooked.

Direction.-For the next lesso"n, write the outline on the blackboard
and, af~e: askin~ the questions given above, require the class to produce ~
composition which need not be an exact reproduction of the model in this
lesson.
·
.

Description of cherries.

Ounnra.

What they are.
How ther, grow.
/,
{ Size: hazel-nut.
~eral appearance. Shape: nearly round.
,fr
Color: various.
Kinds: Wild, cultivated.
Skin: thin, tender.
Parts. Pulp: soft, juicy, sweet, bitter.
{
'" Seed: single stones.
Use: Food, when ripe. cooked or uncooked.

XXL-AD.TECTIVF.B.-ABTICLEs.

66. The little words the, an, and a are really adjectives,
because they are used with nouns, to limit them; most grammariims, however, giv0. them another name-articles.

~

RELATED IDEAS.

COJIPOSITION".

XXVIL-RELATED IDEAS.

xxvm.-COMPOSrrION LESSON.

93. Deli.n.ition.-A sentence is a combination of words so
arranged 38 t-0 make complete sense.
But words are not strung together at random t.o express a thought.

94. Direction.-The teacher may call upon a pupil to read the first of
the following paragraphs, cautioning all to observe closely the punctuation,
an.d to see iI the reader makes the proper pauses where the points occur.
Then requ"est other pupils to read the second paragraph (or the teacher
may do so), and to ~ake the proper period-pauses as nearly as they may
be able to make them.
. ~r judici'?us practice of this kind, require all pupils to copy the
other '~gr:aphs, and place periods or interr_ogation points' where they
shonld <iccur. Most pupils will soon acquire skill in breaking up solid
pa~agrapb.S into sent~ncefs, if properly drilled in this way or in any other
that may _suggest i~lf tO the judicious and inventive teacher.

32

Only ideas that are related to each other can be put together, a.nd ·words
must be properly arranged to express these ideas.

Direction.-Arrange the ~ords in the first eight of the following sen·
t.ences so that they will make complete sense, and, in the ninth and tenth,
use subjects that will be properly related ·to the ideas expreso;ed by the
verbs:
·
1. Blow the severely often Winds cold.
2. Quickly some always JDOVe people.
3. Oft-en suddenly die men intemperate.
4.. The away fleecy :floated white rapidly clouds.
5. People quietly seldom nervous sit.
·
6. Ugly barked large a furiously dog.
7. The quickly boy naughty ran Jittle away.
8. Rapidly little :flew the away bird beautiful. ·
9. The mud smiled pleasantly.
10. The dog laughed heartily.
:RevieY Questions.-1. What is an adverb! 2. What kind of element ·
is an ad~erbf 3. ~t thri;e parts of speech may an adverb modifyf
4. What JS the modified BUbj~t! 5. What is a predicate-verb f 6. What

is the meaning .of the term predicate 7 7. When is the verb the whole or
entire predicate in a sentence f 8. How should adverbs generally be placed
when tw? of them modify th? same verb in a sentence f 9. What position
does a single adv.erb occup! ma sentence! 10. What is analysis in grammar f 11•. What .IS the snbJ?ct of a sentence T 12. What is the predicate!
13. ~at _IS a primary modifier! 14. What is a 8econdary modifier! 15.
What IS &_ ~ntence f 16. Why are the eight collections of words standing
first on this page not sentences! 17. What kind ·of ideas can be put
together to form senten~f 18. Why do 9 and 10 not make sen~ f 19.
What words are _used only as adverbs! 20. What words are sometimes
adjectives and S01I1etimes adverbs f 21. Mention five adjectives that may
be changed to adverbs by'adding ly. 22. Mention- five nou118 that may
be changed to adJec._tive& by adding ly. 23. How do we determine to what
part of ~h a~y word in a sente~ce belongs t .24. Wliat is meant by the
ojJiu ol a word ma sentence!

-... -t.·· .

~" .·

.,.::i:- -

t·"

33

- · : ~.}'lowers hav~ ~a.bits, or ways of acting, just as people have. For
example; all :flowers .naturally tum toward the light, as if they loved it.
This can be seen by ~atching plants that are standing near a window. H ·
the p0ts:-a:re-allowed ~w~ys to sta~d in the same position, the flowers will
all be bent toward the light. By turning the pots around a little every day
while the blos.soms are opening, the :flowers can be made to look in differ~~-ent .~~iq~... -..,? --· . ·
: 2. The splendid flower, called the night-blooming cereus, opens only
once it letS its beauty be seen but for a few hours, and then it fades and
. dies it is- a very rare flower, and few people ever have an opportunity of
seeiiig it tho5e-who have seen it _ ' h for its opening with great eagerness
this·flower generally opens ve
ate in the evening and is closed again in
a few hours.
3. Some people do no observe the habits of :flowers how many people
know that the blossom of the dandelion closes at night and opens again
in the morning the gaudy tulip has the same habit as the dandelion most
:flowers, however, never close their petals after they have once blossomed.
The chrysanthemum blooms late· in autumn there are many new and
beautifnl varieties of this flower, which has now become very popular at
the yearly exhibition,'the chrysanthemum can be seen in large numbers
and in great variety the study of :flowers is very interesting.
Direction,-For another Ie5son, copy the first paragraph on the blackboard in solid form, omitting periods and capitals only, and require pupils
to copy and supply all omissions. Select other exercises of the same kind
from thl reading-lessons. Do not be afraid ol too much practice of this
-~ .kind. .

..

L
I'-

C03!POBITION.

00.MPOBITION.

Sentencc.s for Analysis.

CUCU.HBERS.

1. The policeman nm rapidly, hut the thief fin~ly escape<l..
2. The genUe wind blew sofUy, and the boat sailed slowly along.
s. The sun shone brightly, and the clouds floated slowly away.
4. The stars twinkle, but the planets shine steadil7•
. 5. l\Ien live, a.nd men d~, but God li~es forever.

. Q~estions.-1. What are cucumbers l 2. How do they grow f 3. What
is their general appearance t 4. What a.re the names of the parts f 5 A
there different kinds t 6. For what a.re they used f 7. Which a.p~ea.:
first, the blossom or the cucumber t

Ezplan&tion.-Sentence 5 is a compound sentence consisting ·of three
members. The first and second members are connected by the conjunction
and; the second and third members, by the conjunctio~~- but.
Direction.-Dictate these five sentences for a lesron in punctuation;
also, write three compound sentences containing only the elements already
lea.med.
~

.

j•
l

I

t

r
II
l

i'

TOPICAL 0UTLI!IB.

What they are.
HowJhey grow.
When blossoms appear.
Cucumbers.

~·-

· .:

. . ~ Color:

~n, cream; orange when ripe.

P~. '. - P~p : crisp near the skin ; soft in center.

,·· See~: form part of pulpy center.
Use_
:
..... Food, green and raw, as a salad.

103. J)irection.-Combine the following statements 8S in the preceding
composition lesson :
t. -I see a man.
He is on a bridge.
The bridge is over a brook.

A~~~~lVi~::~ ~wi::~~~~:~hi::::!·
-_. '{·- Sltj,n~ rough, spmes.

XXXL--SYNTHF.BIS.

l

37

~

2. We gathered some berries.
They were in a field.
The field was across the river.

ltodet-We gathered some berries in the field across the
river.
3. Birds are found in South America. 4. The boys ran.
They ran around the corner.
There are many kinds of them.
.. They ran rapidly.
They a_re bea_utiful.
6. :Mary receiveel a prize.
5. We found a nest.
It was for good scholarship.
It was a robin's nest.
She received it yesterday.
It was full of eggs.
It was beautiful.
It was in an apple-tree.
Direatlcm.-For the first lesson in the following exercise, examine the
questions with the class, giving all necessary information; compare the
questions with the topical outline, and this with the written composition
on the next page ; then write the questions on the blackboard, and require
pupils, with books closed,. to form a topical outline. For a. '\econd lesson,
write the questions on th~ blackboard, and require pupils to form a.n outline on their slates ; then to examine the exercise, and, from their ·own
ouUinO: or fi:om that in the book, t-0 write a oomposition.

---

xg8

..,._,N---~- .

11

-COMPOSITION LF.SSON.
CUCUMBERS.

. ,, 104. Cucumbe~ a.re _a. kfu.d of vegetable <Jr fruit that grows in the
garden, on. runnin?' vines, lik.e th ·melon. The little cucumber first ap,pears, bearmg on its end a li
ud, which soon bursts into a blossom.
also appear, but these wither and drop off
Blossoms without cucumb
ertilized the other flowers. This peculiarity is
soon after their pollen h
also true of melons, pumpkins, and squashes. The blossoms of the different kinds of fruit th~t g~ow !tn trees, appear before the fruit.
Cucumbers vary_m size froIJ?. two mches to ten, five being a.bout the
average length of most kinds. They a.re, in form, something like the
banana. They are generally of a dark green color, but some a.re nearly
the color of cream. When fully ripe, they a.re of a dark orange color, and
a.re then unfit for food.
,
.
. The skin is rough, little elevations ending in sharp, black spines,
bemg scattered quite thickly over the surface, except a.t the stem end.
·The pulp, in the center, is soft and full of seeds.
The only pa.rt of the cucumber flt to be eaten is the seedy pulp, the
hard crisp pa.rt near the skin being more or less indigestible.

'·

---- ..,.___

......_,,.., _

-- .

... . =~~~"':~Bi;iJr&. ~:rRAfiiIT/vE._~: ~"·
. -- ... --~-;. - .,,_ .,~ni ~,~~'"tS~.'

L ·F-: -

W .A.TERllELO!TS.

.

en and where do they grow f 2. From what pl~ is
3. What different shapes have you uot1ced t
tbe early supply~er1v;a t f the same colorf I>. Are the pulp and seeds
f... Is the rincl of . m~ ~ns60 In what p&rt of the pulp do the seeds grow f
of the :m~ro1: th6 nutmeg melon occ~py .. a similar position t Are
'I. Do e
..
ked f What is the taste, or fiavort
me}ous eaten ra~ or coo
. ,.

~-1. Wh_

TOPICAL

OUTLINL'

Where produced.-Shap~_:.Ri~d.-PulP,'~.
Produced: Temperate climates, on vines. ~ ·. :.. .. ·.'
•
Oval, short or longer, round. ·.- . :
•
~r.
Dark green, light green, striped,;th1ck or t~
Rm .
Pal red deep red yellow, soft, sweet, very JWCy.
Pulp:
ek b,
tipped with black; surround the core.
Seeds:
B~ , rown, w
,
..
...

Heads:

·

bite

.,
.

.

- ·:.~~. :.-: ,\- ·.: -~~ .

-vmms....-0~'
coJllPLEMENT·
:x11 1 a.-~
- •': .
~-We have learned that the~ must~ a. 81ibjeit a.ndalla 11erb .i~
h
b'alone sometlllles expresses
we wis
every simple sentence; that t e ver
·
t•
used with the verb
t th
b "ect· that adverbs are some imes
:
-it often becomes necessary to use a noun w1
.
p
.
the sense complete.
•

:~r:~he :h~~e ~ho~ght a~:mt th~ sub~:~\h~e~:~:r~e;:~~:

105. When: we say, "Wolves howl," the sense is complete- .
no question is suggest.ed by the sentence. But when we say
1. Wolves cat-011 --.
2. Honest men dislike - - .

.
i

l

\

l
-\
\ ..

_

th e sense is plainly incomplete in each case, an~: the questions
. "catch wlw t .(,, "dislike what or w h01n ?
If we add a
anse, to ea.Ch to fill out or complete the meaning oi the v~r.b,
1i0un
.
the sentences will stand thus :
·
1. Wolves catch lambs. ·
. 2. Honest men dislike rogues. .
.
Ezplan&tion.-T~e noun lambs completes the mea?mg of the. predi·
cate-verb catch by representing the receiver ~f the action.

..,39

., . '~. - ....'.""~~~

. 108. A verb that requires the addition of a noun to repre·
sent the receiver of an action is called a tra.nsitjve verb, and
the added noun i~ called the object of the verb. The added
noun is also called ·the object complement, because whatever
completes may be call~ a complement.
The word transitive [Lat. trana-it-us] means pa&Bing over; and in the
sentence, "Wolves catch lambs," the action expressed by the verb catch
passes over from th~ subject tDOlvu to the object lambs. The object lambs
• receivu the action ; that is, the object is acted upon.
. - In the sentences " WolVEl8 bowl " and " Children sleep," the verbs
howl and Bleep _do not reqtiire-·\he addition of an object to complete the
sense. . Such verbs 'are called-intransitive verbs. [ln-trdsitive =not
tran5itive.] Sleep in this'. ~ti.~~ce· denotes state or condition.
..-

-- ·t..

'-~

.; .'

-ll

--::.,.'-.... ' '

.•

. Qiastiom.-1. What, is a~transitive verbt 2. An intransitive verb! 8.
What is e.D. ob}ect -~~plemi;•tf 4. Why is it so called f 5. Does sleep
denote aetion t . .
o
'....

.

-~::.<_;it.1~{; ,

'

rmv
..·TRANSITIVE
':--'~~:~ -...... ~-:~

VERBS.

107. DeftnitioJt:~A
'. transitive*
verb is one ,that expresses
.
.. . . .+. .. '\.-., -,.;-;·.':
•
an a.ct done by one person or thing to another.
· ~--108.-DefuUtioa~An intransitive verb is one that denoteS
state . or condif~on; <?r ' expresses an action not requiring an
object to complete its 'meaning.
109. ·When the action-exp
by a verb is confined to the subject,
~-

..

;

"i

the verb is intransitive.
110. A tran.sjtii-e ver

xpresscs an action that goes beyond the subject [the actor], and aff - s some other person or thing called the object;
that is, the use of a transitive verb brings into the sentence the na mes of
t1co different persons or t hings-one, the name of the actor, and the other,
tho no.me of tho recipient of the action.

111. Deftnition.- Tb.e objoct complement o.f a verb fa
that part of the predic.ate of a sentence which represents the
receiver of the ~action. ·
• Transitive verbs are sometimes called incomplete verbs. Those Intransitive
verbs that express action, are sometimes called complete verbs [see 106 and 108].

....
''

-.,

COMPOSITION.

ARRANGEMENT OF .ADVERBS.

XLV.-COMPOSITION LEssoN•

.

XLVL-ARRANGEMENT OF ADVERBS.

137 J)inc&ioL-Dictat.e the following sentences, and reqnire pupils to

138. Place adverb~ where th(}y will most clearly modify the
word intended to be modified, having regard also to the sound.
An adverb shoulq -seldom stand between a verb and its object.

use of capital letters, an~ ~ give the re.a:on for th~
Justify the 1l5e of abbrev1at10.n and quotation ma.rks.
tall yollllg man shot a beautiful bird.
-""'
snake frightened John fearfully.
3. Goo. Hollis found a new .knife.
4. The sun dried the green grass.
5. That ugly dog bit Susa.n severely.
6. The ·elephant ate some peanuts.
'l. Five little girls met Robert yesterday.
8. John's teacher said, "Never be unemployed.~
9. Mary whipped Rover dreadfully.. ' {:
10. The teacher reproved Jos. Sanford. ; •
11. Will the steamer soon reach Albanyt
12. Some Americans visited Italy.
13. The Portnguese discovered the Azores.
14. England exports English manufactures.
15. The girls exclaimed, "What a beautiful sunset I "
16. Thackeray says, "A good woman is the loveliest
flower that blooms under heaven."

00 parti;ular in the
correct use l}f e5-0h.
L A
2- A

Direction.-Improve the iollowing sentences by changing the position
of the a11verbs in italics :
1. I understand your statement fully.
2. Industrious people rapidly acquire wealth sometimes.
3. The prisoner watched the. judge's face anxiously.
4. He ma~es such mistakes generally.
5. That carele5s ooy -makes always mistakes.
6. Beautiful leaves covered entirely the ground.
'l. A strong wind "swept away the troublesome mosquitoes.
:B.emark.-.Away (as i~ 7)cffi"ay stand between a verb and its object.

.

'

,__~--

,.

.

.

139. An .adverhsometimes introduces a sentence:
1.

s1<f,iy.

the sun melted the frozen snow.
2. Bravely
the
.
.,,..,.little lad faced the angry storm.
· COMPOSITION LESSON.

. Direction.-After these sentences have been written, use the first seven
as a lesson in analysis.
· Jrote.-In sentence 13, "Portuguese" is the name of 01U particular
rcu~ of peop18, and " Azores" is the name of one particular group of
islands; the7 are therefore proper MUm.
BevleW Questicms.-1. What is meant by the abbreviation of a noun t
2. What is used to mark an abbreviation 7 8. In what way are the nouns
abbreviated in 132 7 4. How are they abbreviated in· 134 7 5. In 135 t
....

51

Direction.-Fill out the following unfinished sentences by using the
. words here given-::as many words in each as there are dashes:·
..Always, make, cuitivate, . ~. citizens, beautiful, farmers, some,
obey, vegetables, bitter, oth~old, coal.
T<ri~Lts - · - - - flowers.
. 2.#
_ c_'"°,mines produce - - .
8. - - mines produce - - .
4. Many - - raise early - - .
5. Good - - - - the laws.
6. - - words often make - - enemies.

1:

. ..

DirectloD.-Copy the following original composition, correcting the
spelling, and the wrong use of capital letters and of periods, etC., and give
the rea.Son for each correction :
·Their are a great many animals throughout the world of various sizes
and colors the most powerful land animals e':er known are the Elephant
Rhinoserus. Lion and Tiger. belong. to torrid zone.· the natives of the temperate and most useful to man. are the Horse. Ox. Sheep and goat. The
largest marine animals as the Whale and ~alrus. belong mostly to the
Frigid ~ne. their are a great many smaller animals not mentioned.

Review Questiona.-1. What other name is sometimes given to transitii<e verbs t 2. What name is given to the noun used to complete the
meaning of a transitive verb t 3. Which is the most important word in
the predicate t 4. Which is next in importance t 5. What position should
an adverb seldom occupy in a sentence t 6. Where should an adverb be
placed in a senteucet 7. Mention the different positions that an adverb
may occupy•

...

•, .

;.
t '·

---

.. ..____ --

LETTER WRITING.

i ..

LETTER WRITING.

I

iI

from the body of the letter; the parf'.s of the· subscription; also the parts
of the superScription on the envelope.'

wmTING.

!

I

(D,t.TJI: OB.

I

1

i

.i,

.My dear Motlier,
(BonY ov Ll>'t=&.)
Fatlier and I have had a very pleasant time
- since we leff home. We arrit•ed at the Fa.bya_n House :;estertlay. The seenery along the route to this Jlace was so delightful
Dial we did not even think of bei,ng tired.
. .
Tkis morning we had a ride up Mt. Washington on the
mountain railway. The engine and cars <!_re queer-l-Ooking
.

l

I
l

I

1.
I

i
I

I 1-

l1

Il 't .

H:sAI>a&.}

Fabyan H~ N. H.,
July ~4, 1888.

(ADDlmSS-)

'

~

like

tJiings, and they seern to crawl Up instead. 0[ running A a
mon train.

The top of this mountain is all rocks pilMl on rocks,
t~e Tip Top H?ulJe stands.
From the piazza one can see, on a clear day, most of New
Hampshirs and even into Maine on one side, and into Vermont
on the other; and there are ever so many lakes scattered all
over as far as one can see.
I will write again after I have been to other places and
Aave seen 1omething more that will interest you.
· {StlBSClUPTION.)

Your ajfectionate son,
WilUam Herbert.
J)irectiODI for Letter Writing.-A page of a written letter should have
only two margins-one of an inch and a half at the top of the sheet, and
the other three quarters of an inch at the left of the body of the letter.
· The address, also each paragraph, should begin on 8. line half an inch
to the right of the letter-margin.
A short letter of less than a page ~hould have' as much blank space
·
·
above the heading as below the !!ubscription.
All Jlllmbers in a letter or in an ordinary· composition should be
exp~ in writing, excepting those indicating the time of day [9 o'clock],
or the day of the month and the year [June 10, 1887].
A comma. should separate the parts of the date, or heading ; the address

~

- i

·., r. 1"

• r • •

•.; .... V

'

~·

·'"'•

,.- •

;

'

~

J .

QuestlODl.-1. How many margins should there be on a page of a written letter T 2. What comes first in writing a letter t 8. Where should it
be written t 4. What comes second t 5. Where should the address beofo'
6. Where should a. paragraph begin f 7. What comes third t 8. 'Yhere
· should the body of the letter begin T . 9. How many parts to the subscription t 10. How shol!ld they be placed T 11. How should the space be
divided in a. letter of leis than a. page t 12. Where should corn mas be
used'
,.:.. Explanation.-At .the· end of the second line in the ~y of the letter
there is placed a little mark ( - ) called a hyphen; also at the end of the
.. ;.•
seventh line. . ·
~-

C01n-

except just a little space where

..

53

-

•

~

....-... _ - -·

.,<I-_

•

140." Rule.-~'- hypb.,en is placed at the end Qf a line to
connect a syllabl{or·a. :Weird written partly on th'at line, with a
syllable on the ri~ext.
:E:zplr.Datlcm.-There is an omissio~ of the word like in the seventh
, ~~· line, arid a mark ( !. >called a ·earet is placed below the line under the space
~tiieOt'iMsion oecurs.
'
141. Rule.-In writing, when a word is omitted, a caret is
used to den'ote jhe omission, and the omitted word is written
between the lines above th
ark.

a

Questiona.-1. Whens
d hyphen be used t 2. Where is the omitted word to be placed T ·, Where is the hyphen placed t
Direction.-After making corrections a few ti.mes, teachers shoul<l
simply indicate, by certain marks, the errors made in writing letters and
ordinary compositions. Pupils should be required to re-write their compositions, correcting the errors'"from the indications.

(SUPERSCRIPTION.)

~t. ofedc-n /
ef.f,(.

''

~m-~

cF-ta~ ~

d~~

i

.

. ..

---

---

.

-~ -

--

<; ,. .

NUMBER FORMS.

COMPOSITION.

Bemm:k...:.._In giving reasons, any short form may be used. The following is suggested : Hand adds ~ according to' th~ general rule. Dish ends
in aA; therefore ea is added.

Other nouns ending in f or fe follow the general rule in forming their
plurals.

66

""Questim!L-1. What is meant by number! 2. What is the singular
number I 3. The plural number I 4. How is the plural of nouns generally formed f 5. What nouns require the addition of es to form their
plural number! 6. Why do nouns ending in ch, Bh, etc., add u to form
ib.eir piural f

196. Special Rula 2.-Nvum; ending in u, not preceded by
a vowel, form their plurals by adding es to the singular; as,

-negro, negroes.
When the o is preceded by a vowel, only s is added.
Directicm.-Write, or spell orally, the plural- of, the. following nouns,
noticing that in eight of them the final o is pr-~ed by ii. vowel:
Hero, mosquito., carnt'o, cargo, bamboo, echo, culico, embryo, emb::i.rgo,
grotto, cuckoo, folio, innuendo, portfolio, motto, trio, mulatto, tornado,
.s.:rnglfo, potato, ro1c3no.

-,

_.-.,......,.. ,..__ ..

67

Queltlom.-1. What is special rnle 2t 2. Special rnles 3 and 4t 3.
Why does hero become heroes in the plural t 4. Why do turkey, candy,
and knife become- turkeys, candies, and knivu, in the plural t

II

II

ii

LVIL-'-COMPOSITION"' LESSON.

199. Un~ th~ learner has acquired considerable knowledge
of pi:inc1ples, the correctlo!J- of compositions must be more or
less arbitrary. - B,if pupil.~'. )nay .now . learn to understand the
proper___ me of i.~-''lin d ~re, '1~·rr'! and 'r!'Prf, hat? a"!l.d ka1''-', with
subjects having .~sipgular:1 or a plural meaning, by observing
carefully the statem'enfa fo the next tw0 paragraph:".
0

•

• ••••. -

-~

-

.

, ,,

-

-

••

200. ·when we make_a statement a\x.ut one p.::rsc•n or t hing, requiring
any __of. the_serbs mentioned a.boYe, am, is, u·a;s, or has [singular forms]
should be used; i. e., a. sinqitla-r tmbject requires a !5"in:1ular t'e"rb .

. Exeeptilm!.-The following nouns are exceptions to this rule:
Albino, canto, domino, fresco, halo, junt-0, lasso, mement-0, octavo,
piano, portico, proYiso, quarto, sa.lrn, sirocco, solo, stilett-0, tyro, zero.

201. When we make a. statement about more than one p€!'SOD. or thing,
are, were, or hare (plural forms] should be used; i. e., a plural snbject
requires a plural verb.
/

i97. Special Rule 3.-Nouns ending in y, not preceded by
a vowel, form their plurals by adding es, the y being changed
into i; as, city, cities.

Direction.-Fill each bl~ · space in the following exercise with am, is,
are, was, were, has, or g/6ve, and giYe the reason !or each choice of a.

. When the y is preceded by a vowel, only s is added, and the y is not
changed; as, toy, togs.
Direction.-Write, or spell orally, the plural of the following nouns,
,
'
and give reasons :
Fancy, daisy, lady, jockey, candy, journey, ~rry, lily, joy, way, hobby,
donkey, victory, turkey, ~unty, country.

198. Spe~ial Rul~ 4.-The following nouns ending inf ~r

Je form thell' plurals by adding es, f or fe being changed
into v; as,

.

·

Loaf, 'loavu; life, lities; wife, wives; 1.-nife, knitou; thief, thieves;
beef, beeiu; . calf, calt-es ; half, halves; elf, elt•es; self, seliu; shelf,
Bhelvea; wolf, tllOlves; s!-&ff, staves (or staffs); wharf, wharoea (or wharfs).

word:

·
This orange - - ripe and juicy.
These birds - - good singers.
New York and 'Philadelphia - - large cities.
The "'girls - - been at school to-day.
He and my cousin - - returned from the park.
There - - a peach and a pear in the basket.
The stars - - shining bright this evening.
John and William - - the lunch-basket.
There - - four of us in the party yesterday.
10. - - father and mother gone to New Yorkf
11. I - - very sick this morning.

1.
2.
3.
4.
5.
6.
7.
8.
9.

Dfrectlon.-Combine each of the following sets of statements into a.
single sentence, changing the form of the verb to conform to the directions
given above.:
~

-

.

___...

--

....

. ...

~

.....

___.......

~-

1.. x~ York has a fine· harbor.
P'Gdland has a fine harbor.
S. His hat was found in the

boat.
His coat was found in the
boat.

2. The rose is a beauti..~ .flower.
The lily is a beautiful flower.
4. Has that boy brought the
bait!
Has the other boy brought
the oacit

Di:ldila.-In the following sentences. change the plural subjects to the
singular form and the singular subjects to the plural lorm, making the
~"1' ehn.nges in the verbs and in other words:
1. Th-,; \:Jat<>.s need cleaning.
5. Ducks di•e for foo•t
2. 1:'1lose boys go to school early.
6. This boy smokes cigars.
3. His books were soiled.
7. Saplings become large trees.
4.. Th.at boy ha.s a gun.
8. Boboliuk.ii l~ a ruerry life.

202. Irregular Plurala.-A few nouns form their plural
numlier irregularly, some by a change in one or more vowels,
and others by adding en, either with or without other changes
in the: word ; as,
tlouUL.UL

PLmux..

SING11L.Ut.

PLUB.ll..

l.
2.
:3..
4..

men.
women.
children.
oxen.

5. tooth,

teeth.

6. goose,

geese.
mice.

7. mouse,
8. louse,

LIX.-OTBER FACTS ABOUT NUMBER.
Remark.-This and the two following lessons mR.y be deferred until
verb-f(}Tmll have been lefilned, especially the la.st parts of lessons sixty and
six.ty:one.

204. Always Plural-Some nouns that are the names of
things consisting oJ a number of parts, or forming a pair, are
always plural in f9pr~, an~ · generally in meaning:

LVDL-IRREGULAB. PLURALS..

man,
woman,
child,
ox,

What is the plural f 5. What is the general rule for forming the plural of
nouns t 6. How many special rules are given t 7. What is added to form
the plural under the special rulest · 8. To which of the special rules are
there quite a large number of exceptions t 9. Why does daisy add. es to
form the plural, while turkey adds only B t 10. When the final letter of a
word is not preceded by a vowel, what is it preceded byt 11. Name the
vowels. 12. What kind of .plurals are men and oxen called'

_ 205. Plural ill Form, Singular in Meaning.-Other nouns
·are always plural in form, but e generally singular in~meaning:
Amends, news, odds,
physics, optics, mathema ·

lice.

203. Plural of Letters and Figuies.-The plul-al number of
lette:rs and fi~res is formed. by adding the apostrophe and s ;,
as, Dot your t 8 and cross your t's and add the 9's correctly.
But a ~oun representing a written number, forms its plural in
the regular way; as, Count by twos, fives, and tens. ·
Jmeetion.-W rite the plurals of the following nouns, and give reasons:
Beard, pulley, baby, · my, street, grief, fife, cherry, church, journey
~ cliff, octavo, box, cargo, potato, mo~key, c~f, zero, loaf, money:
. jockey. hoof, o.x,. mouse, wife, handkerchief, 7, q, 5, O, d.
~ Qllllt.icma.-1. What is meant by number, in grammar!
How m&ny numbers are there t 3. ~at is. the singular number f

ScisSors, tongs, shears, pi~cers, manners, billiards, snuffers, bellows,
ashes, clothes, trousers, thanks, riches, tidings, vespers, eaves, goods,
vitals,- entrails, :dregs, victuals, annals, assets, nuptials, measles, mumps,
hysterics, compasses.

2..
4.

pains (care), tidings, politics, ethics,

206. No Plural Form.-Some nouns have only one form
for both numbers:
Sheep, deer, swine, grouse, heathen, vermin, moose, trout, salmon,
mackerel, herring, cannon.

207. Always Slngular.-Some nouns are always singular
both in form and meaning :
Courage, rhetoric, .architecture, furniture, cider, milk, pitch, rye,
wheat, ·1ead, fl.ax, pride, patience, music, gold.

208. The Plural of Compounds.-Most compound nouns
form their plurals by adding s to the principal part of the
word:

, ,·

·~ -

.

_...._., ._

--

'l4

COLLEOTIVE

xou~vs.

22~. A rollectfre nou~ names a ooll~tion of living beings;

as, jury, society, herd, swann.
<· The name of a collection of objects UJitlund life is not ~ collective
noun; as, pik. heap, ma88, clothing, baggage, furniture, hosiery, finery,
machinery. These are merely common nouns.

· 221. A collective noun is neuter when reference is made to
the indindrutls of the collection as one 'wlwle; as,
This teacher bas a Ji.rge clas.s; T must dh·ide i"t.
But when the individuals of the collection are referred to separately,
the noun takes the gender of the indiriduals composing the collection.

Dfrect;ion.-Observe carefully the following sent.ences and determine
whether, in the use of es.ch Collective noun, reference is ms.de to the colleetion as a tzhole, or whether the individuals of the collection a.re referred
to separately:
1. Every congregation likes its own minister best.
2. The congregation used their hymn-books.
S. The sewing society elected its officers yesterday.
4. The army followed their leader.
·
5. The army fought bravely, but its commander fell.
~tion.-In the preceding sentences, c01i,gregation (in 1) is neuter,
and is properly represented by the neuter pronoun it. In 2, congregation
and their may be cs.lled either masculine or feminine, as both sexes may
be eonsidered to compose the collection. ·.In S, society and its a.re both
. considered neuter, and (in 4) army and their ·&re both masculine.

222. When a collective· noun in the singul~r form is taken
in I:' plural sense, it is sometimes called a noun of multitude;
as," The congregation used tlieir hymn-books."
223. Yost collective nouns have a regular plural form ;
as, commiltees, armies, classes, families, congregations. These
plural f onns are in the neuter gender.
Qu.elltlou.:........1. What is a collective noun ' 2. Why is army a collective
noun f S. What is the plural of army! 4. Have· collective nouns regular
plurs.l forms t 5. Why is clothing t1ot a collective noun f 6. Is machinery
a collective noun f 7. Why is committee a collective noun f 8. Wh&t is
the gender of armi88, families f

.. .

.-

COMPOSITION.

Dfrectfmt.-Select the collective nouns and the pronouns used to repre· .
sent them, and tell their gender:
1. The army began its march.
2. The jury rendered their verdict.
3. Every generation has its peculiarities.

.I..Xl;II.-cOMPOSITION LESSON.

THE HOUSE IN THE MEADOW.

It stands in a sunny meadow,
'l'he house, so mossy and brown,
With~-its cumbrous old stone chimneys,
And
the gray
roof sloping down.
. ........_ ,
. ·-,,d__.
•

•

trees

The
tht6;i their green arms a.round itThe -t rees a eentury old· - - - --· And the Winds'go chanting through them,
And. the sunbeams drop their gold.
!~

·.,..c;

·-

The cowslips spring in the marshes,
The. roses bloo ~ on the hill,
And beside
. rook in the pasture
go feeding st will.
· The he
-Lo-uise Chandler Moult011.

224, Directlon.-Ask four questions about the first verse, three questions a.bout the second, and four about the third. Finish the following
incomplete topical outline, and write a prose composition, giving the sense
contained in the poem.
TOPICAL OUTLINE.

Location-

Description of
"The House in the Meadow."

General appearance.

{

Near surroundings.

{

Distant surroundings. {

-..

RELATION FORMS OF NOUNS.

77

REL~4.TIO-.V FORMS OF JrOUXS.

227. Rule.-A plural noun already en<ling in s must add
only the apostrophe [ '] to <lenote possession.
228. Rule.-Singular proper noims ending in s, take the
full possessi vc sign [ 's J to denote posse3sion.

Senfenee.<J for A~ialysis.
;.-.

1. The nightingale sang her sweetest song.
2. The ;;mall but courageous band fina11y drove back the enemy.
3. P.a,my weather and muddy roads prevented further progress.
4. 'fhe fathery snow-flakes soon cornred the >alleys and hills.
5. The merry party ent<:'rrd the garden an<l gathered fruits and flowers.
6. She wpi.etl the paragraph quickly arnl very neatly.
'1. A large black Newfoundland dog saved a drowning child.
This little twig bore that large red apple.

s:

LXIV.-RELA.TION FORMS OF NOUNS.

i --

225. We have learned that nouns change their form to indicate gender and number. We have also learned that a noun
may hold the relation of subject or obj~ct of a verb. We shall
now learn that a noun often holds another relation in a sent.ellce, and that this relation causes the noun to change its form:
1. Dishonest men often cheat honest men.
2. This man falsely accused an innocent man.
8. That man's horse travels very fast. ·.
4. The children's father arrived yesterday.
5. ';i'ha.t boy's mother treats him very kindly.
6.· The· boyll mother treats them very kindly.
7. A wicked boy stole Charles's hat.
ExplaDation.-The plural noun men (in sentence l) is·of the same form
both as subject and object. Man (in 2), as subject and object, is of the
same fonn; but man (in 3) is used to denote ownership, or possession,*
and its form is changed by adding the apostrophe and & ['s] to indicate
the possession. Children (in 4) and boy (in 5) add 's for the same r~a.son.
The plural noun boys epds in a when ownership is not &noted; therefore,
in 6, boyi has only the apmitrophe added, to indicate possession. In 7,
the singular proper noun ·Charles, ending in a, adds 's. In " Socrates's
death," the second & need not be sounded, if the ear be offended.
0

226. Rule.-Any noun not ending in s must add the apos·
trophe and s [ 's] to denote possession.
• '11le hol'lle can not be the "ma.n's horse" unless he owns or Jl088C8SeB the animal; tberefore"'ma.n'e" denotes possession. Man'• limits [modifies) 11-0rae like an
ad,jecdYO.

';.··

.....

Questions.-1. \Vhy cl0€s man's (in 3) have a form different from man
in 2 f 2. Vlhy does children's (in 4) take the apostrophe an1l sf :3.
\Vhy does boys' (in G) take only the apostrophe f 4. Why does
Charles's (in 7) take the full possessive sign f 5. IIas boy's (in 5) thu
full sign! 6. What _a.re the r_ules for the sign of possession l 7. Give the
possessive plural of ;girl ahd of u•oman 'f 8. Why are the plural possessive forms of these two nouns different! 9. Spell the possessive form of
George, girls, aunt,'": cousins, uncle. 10. Is "the Adams's reception" correct! 11. Write the seven ·sentences in this lesson correctly.
~-~ -~

LXV.-RELA.TION FORMS OF NOUNS.
I

229. A noun has two forms in each number to distinguish
its relation to other words ..!JM.a sentence-the name form, used
as subject or ol>ject~anljorrn to denote possession.
The name form of
oun (the form used simply as the name of anything apart from a sen ence) is its subject form. In English, the object
complement has not a form of its own, but takes the subject form.
Sn1a. PLuRAL.

Subject forms:_
Man~ men.
.Possessive forms:
Man's, men's.
Forms used for obj.: Man, men.

Snm.

PLUlti.L.

SING.

PLt:RAL.

Boy, boys. Cousin, cousins.
Boy's, boys'. Cousin's, cousins'.
Boy, boys. Cousin, cousins.

Questiona.-1. Why is the apostrophe placed before the s in men's to
mark the possessive form T 2. Why is the apostrophe in boys' placed after
the a to mark the plitral possessive t 3. In what respect tloes the object
form differ from the subject form of a noun t
Direction.-Write the following nouns in a column, and their plurals
in a rorresponding column on the right; .then add the correct pos.5essive
sign to ea.ch word: ccmsin, father, lady, man, brother, gentleman, ser1Jant,
woman, fly, fox, child, baby, o-x, ship, pupil, teacher, Wednesday.
.
Dl.rection.-Write correctly from dictation the following pairs of sentences, the noun being singular in the first, ancl plural in the second.

1 ,_

'\·'
. '.
·~

~;

·

·-·....··

RELATIVE PRONOUNS.-COMPOSITION.

RELATIVE PRONOUNS.

96

RELATION FOB.XS.

-290. Indebite

lt.-It often denotes simply a state or condition of
things; as," It rains"; "It snows"; "It thun_ders." Used in this way it
ha.<> no antecede~t, and is said to be used indefinitely.

~ 291. Compound Personal Pronouna.-The compound personal pronouns myself, thyself, himself, herself, and itself, and
their plurals ourselves, you.rselve.s, tleemselves, are formed by
:adding self to my, iky! kitn, lu:r, ro.id· ·it for th~ i:iugular, and :teb.:es t~ !tur, y&'1~r, and iltem for the pfurll1. These ;ompound

personal pronouns may be med either a.'3 subjects or ot1jeds,
but never t'J de:ri0t.:: 1i0si'es:::ion.
Qu.eirtion.s.-1. \rhen arc: mine, thine, etc., used f 2. 'Io what do s:ime
authors consirli:r them equi.-alent 1 3. What would they consider ours
£:quiYalent to in "This world of OTLrB" 'I 4._ \\h:it name is gh·en to L1ere
pronouns in this k~son T 5. Considering them absolute po.:r.se&sfre proaotm-3, parse all those found in [287]. 6. What name is given to i-t in
"It :rains" t 7. Show how the singular compound peI'BQnal pronouns
(mentioned above) are formed; also the plural compounds.

T,XXXT

RELATIVE PRONOUNS.

Note to Tea.chers.-No use of this lesson should be made here other
!han !<:~id pupils .ir: the correct use of relative pronouns in speaking, and
in wntmg compositions. The pronouns should not be parsed, nor should
the sentences be analyzed:
1. I know the man who built this boat.
2. I have a horse ~hich can trot very fast.
3. William returned the book that he borrowed.
~ti'."1--In

sentence 1, who is used instead of the noun man.
In 2, which 1s used instead of the noun horse. In 3, that is used instead
o~ the noun book. Therefore who, which, and that are pronouns.

. 292. The pronouns wlio, wlticlt, and that are called relative pronouns.
293. Who is used when the antecedent is the name of a
person ; as,
·
1. The man who just passed us built our house.
2. We have a uwkman who understands his business.

97

Pura.u.

SINGUL.A.R.

Norn. Who,
Poss. Whose,
Obj. Whom.

!I
~

=
~
~

I

~

~
·r""'l

,__
I

~

.

Norn. Who,
Poss. Whose,
Obj. ·whom.

294. Which is used when the antecedent is either the
name of an animal or of a thing ; as,
1. The buffalo, which once roamed the prsiri~, h~~ 1,,,,c,,iut: ''-'i ~::::::.::::e.

2. The figs w1iieh we ate c, .mt! in
0

& YffY

neat box..

295. That may be used in th~ phce of eith l'r 1>h0 e>r whirh ;
i.e., the relative that rn8.y lie u:;ed iu:::teac1 (•f tlk' 11~1mc of ::i,
person, of an animal, or of a thing; a2,
1. The man that rescued the ehilt1 rec•'ive11 a re7>ard.
2. The dog th~t bit my brutlkr died yc:::terd:1y.
3 The storm that came so suddenly did mudt d:i.m.ag e.
D~on.-Point out the relative :zmmou.n and it:; anlec2J<1tl in each
~~ ·on.bepreooding sentences.

. ,
Qn88tions.-1. In speaking or writing, what nouns must the relative
pronoun who represent l 2. What nouns must u:hich represent l 3. What
nouns may that represent¥ 4. \Yould it oo correct to my, "The horse
who ran away was soon caug_!;~.,

/

1.x x S 11.-SYNTBESIS.-NABRATIVE•

296. Direction.-Combine the followirig statements into a ~onnected
narrative. This may be practiced in parts, orally, and then written a.s a
composition :
.
I was boarding at a mountain resort. I arose one morning. It wa.s
at ·seven o'clock. The morning was cool. It was pleasant. I prepared
for breakfast. I ate my breakfast. I then started on a tramp. I we.nt
with my friend. We rowed across the lake. We landed ?n the opposi_te
side. We determined to climb a mountain. This mountain was. ~t a distance The path ascended gradually to the foot of the mountam. The
path .lay beside a mossy brook. It was a beautiful brook. Fern-moss , .
covered its sides. Fern-moss covered the rocks beside the path. We ·
traveled nearly a mile. We then came to a spring of water. We stopped ;.~;
h' t
Th water was ''
at the spring to eat our lunch. We were very t irs Y·
e

i·

'~

__

..,.

. _ . , . ...... _

_....,,...r •.

~·

·'. t
99.

yJlB]JB.-'r.BNBB.

VERBS.-TENSE.

wq cold. The water was very refreshing. We resumed onr journey.
We soon reached the foot of the mountain. We ascended to the top.
'Jk view was grand, beautiful, indescribable. :Mountain piled on mountin one direction. Valley and hill spread out in another. We returned
by the same path. The mossy brook was still very beautiful. It was very
~ul when we went. Our tramp was a delightful one.
;

s

SOS. Tense is the grammatical form of a verb which distinguishes the time of an action or ev:ent.
304. The present tense expresses the action as now
taking place.
305. The past tense expresses the action as :finished an:d
past.
306. The future tense expresses the action .as yet to be

Z~i. ~!n'Ot YC'rh" expl't''-'" R«tion. Ail ac.t.iii:,;;;. b.k"' pLlu.: at
,,,,;::e ti111P. Timt is naturally Eep:m'ttt-d int(• thNt' g••'~i.t diYi:;ir,r:.;-prc.-011/ ti1111', Jlfl·'t ftl/l c', an•l f11tun time.
l}!re!ltfon.-Noli•!" •·~r<:fully the time cxpn:sst.-d Ly the verl,. in tad• C>f

the following sentences:
1. This boy write,;; e.a.~fu1iy.
2. That boy 'JJTofo carefully.
3. I .i.'.'ill 1=nriie e.arefuU_r.
-±. Y(•U ~!~ u·ritt:. C3.!'riuliy.

298. Eac11 of tb::.:e four sentence;, conbim a di.ffercnt fonn
oJ the verb write.
The form 1rrifts, in 1, sh0ws that thr boy is nr;w performing the aet;
tlerdore il'riles denotes presn1/ time.
The form icrule. in 2, sh,-,w_; tha.t the act is fuii~l:eJ; then-fore irrofe
d~otcs 1m,st lime.
The forms will write and shall write, in 3 and 4, show that the acts
are yet to be performed ; therefore these two verbs expre5s future time.

· 299. In 3, the yerb will . is used. with write to help express
future time, and lhe two verbs combined in this wav form one
rerb. In 4, the verb shall is used for the same purrose.
300. Sh1JU :md 1('itl u~ei'!. jn thi~ way Rrt> ca11e.J an;r.ilt:a.ry
T~rhs, because auxiliary means lielping.
.
301. Of these two verbs will write and shall write, write
is the principal part in each, sltall and will being auxiliaries.
302._ In grammar, the time of an action or evenb is called
tense. Tense means time.

I xx-xIV.-TENSZ.

307. Defin.ition.-A \Orb
thiner
of its subject.
0
·

r

Direction.-:'IIenliun thc:Jrfl~" "

lences.

~

""1

l> :1 u-t)rtf

i

•

.. ~-;-.T"t-

u""''' ,, 1 ~.::.::,,.

~.orne-

f the ver1; in ea,·h of lhe iolluwing sen-

.A\:'\'> analyz.:: an\}. 'pars•·:
1. 'Ilic army ~tily chcen•,l their 1c·JJ.Lr.

.,
. , --~2 The merry girls gather.eel some prett): w;.J fl,,,,,.,:-.
·
dis
d th nol.5v crowd.
s.· The policeman
soon
perse
e
J
•

That lazy boy works very slowly.
rt
4 The young man $oon squ~dered his father's prope y.
6. Twenty-four girls know this lesson perfectly.

5:

7. Those girls shall go first.
.
S. 'Jht' li.)y<> will knc1w thdr ks5ons trrmorrow.
ft. rl° h?- Wt;!:iL \Yilu} h1:-.~ gt=>nt1~··
.:1• . .. >, ,-.,·
• '
1 Thr>. rn1n will C('ase SQ-On.
.. r:inr·b sie!\ness.
11....
11. This extremely hot weather .,.. "' prvuu...
.• . these eleven sentences, and .
h verb in the future ..
])trection.-Give the tense of each ve~o. m

mtintion the principal part and the auxiliary of eac
tense) according to the following model:

-~ ,

~;
~·

1~·
,t.

.. --·.,Q -•·..-·--

COMPOUND 8UBJEOT.

108

NA.TUR.AL ORDER OF WORDS.

But when the individuals of ·the collection are in the mind
of the speaker or writer, such a noun is plural in meaning and
:rej!Uires a plural verb ; as,
2. The choir [as individuals].respect their leader.

335. When a collective noun, used as a subject, is preceded by this,
tlud, each, every, o~ no, reference is made to the collection as one body.
Directicm.-Decide which of the two verb forms, in b~kets, in the
following sentences, is the correct one, and 'give , the .reason for your
decision:
·
·
1. Patience and diligence [remove or remov~s] mom,itains.
2. l\Iy poverty, but not my will [consent or· coriseiits].
S. That ·able scholar and critic [have or has]'a v~u~ble library.
4. Each man, each woman, each child [know' or' knows] the hou.r.
. 5. Thy goodness [soothes or soothe) thy ten,~ernds, and love.
6. All work.and no play [make or makes] Jack a: dull boy.
7. The crime, not the scaffold, [make or makes] the shame.
8. Each village and hamlet [has or have] their petty chief.
9. The father, as well as the son [enjoy or enjoys] the sport.
10. Every congregation [like or likes] their own minister best.
11. Tile Senate [have or has] only oue ~e:;:;ion to-day.
XCII.-COMPOSITION LESSON,

336. Diractfon.-C0py th·' .fi1A p11mgrnpl1

1ui<l 11h1. e !'('rio•L 1rni! in·
1

t.:rrogation points where they belong-. Tho rl'1n1Lini11;; parngrnphs should
be used by gh·ing 11t least one each week for punctuation.

Exercises in Punctuation.

1:

If the man should leap to the pavement below he would be instantly killed he· could not go. back already the smoke and heat and fl.re
were close upon him despair Wl\S in his face what could he do the firemen
quickly brought ladders but they were too short the longest of them
would not reach half the distance it seemed as if nothing could save him
he was finally !Cscued by the efforts of a colored boy do you not think
this boy was brave .
2. 1n the early days of Massachusetts, when a man bought a coat, he
perhaps exchanged a bear-skin for it if he wished for a barrel of molasses
he might purchase i~ with a= pile of pine boards musket-bullets were used

...

·-~

109

instead of farthings the indians had a sort of money called wampum
which was made of clam-shells this strange sort of specie was taken in
payment of debts by the settlers bank-bills had neYer been heard of
8. There once lived in France an old tinker he used to travel about
the country, mending clocks and umbrellas this he had done for many
· years, and people used to expect him when his regular time came round
at last the old man ~became W,o .old to work, and finally died leaving his ··
can~ and b~ndle to;~is p~ud n~phew,who .would ·not accept the legacy
when he afterward Jeamed that the hollow cane contained bank-notes to •
the -yalue ~f severaiJiho~~~~of::·dqllars he repented of his folly, but it

W¥ too }a~:

.~~.· ~::~~'<)~~:::;~~-~~~ · .

' XCIIL~A;_rij·R,iy;~.;,ORDER

--

:',:~.)_~-:·?~<r~~~&~~~~;~i~.t~r~-.

OF WORDS.

337. Most ofit~e ·,.~~n~!JC,es ·~used so far have been declarative. The natu·.~.az, ~Jfoefi>fjtlie
parts of a declarative sentence
. ·"·- "'<'.· . . . (
is: first, t!ie subj~~' ;:t:hen ~he: predicate verb followed by its
-~-- · complMnent."..~;Ar.f'FaiJjective : precedes its noun;
An ad1.Jerb
sf:a:nds· before or~-~8.fter"". tli~ verb, according to the ~ense or
!"Ound; and when it follows _a transitive verb it generally follows the obje:Ct hlso.
·
owers bloom early.

8. In.:.~ -t:\f~:"ou.." prop1c f!Pnrrr1!l.t1 511~rcrd.
4. J.~hrifty trees pn:xlucc fruit ab;I.r:da.1;f!y.

338. Position of Adjectives.-.Adjecti.-es naturally precede
their uou1i..s, yet :"~~~t tten follow them, especially in podry;
as,
'':'f~
";"'
1. Tobacco makes boys ml.;. :'[:r;- 8. Hard work makes people weary.
2. Mary found the fawn a.s4ep. ·~~, 4. Attention held !hem mute.
5. The silent grov~ the solemn shade,
Proclaim the po!er dfrine.

, ,...

~

·.

339. Position of Adverba.-An ad>erb generally e~ther precedes or follows the verb according to the sound; but for the
sske of emphasis it~is oft-0n placed at the beginning of a sentence. It is frequently placed between an auxiliary and the
;.c
principal part of a verb; as,
,'9...

...

;;\

-- --

....

__

.

REVIEW BY BENTEl{(JES.
6. The early bird catches the toOrm, [Object complement.]
7. That ugly little dog bit Jamea severely. [Proper noun.]
8. The boblincoln lives a merry life. [Object of kindred meaning.]
9. The fisherman rowed rapidly the boat. [Wrong position of adverbs.]
10. I caught a. fine trout yesterday. · [General use of pronouns.]
. ,, 11. Charles, and Henry rowed the boat. [Condensed compound.]
12. The farmer fed the cows and horses. [Objects connected.]
13. The captain lost a large and t'illuable cargo. [Aclj. con.]
14. The man worked failkjully and well. [Adverbs connected.]
1:;. William harnessed and drot•e the team. [Verbs connected.]
16. The ice-house stands alone. [Compound word.]
17. The moon takes up her wondrous tale. [Gender, personification,
·
person, number, case.]
18. She soiled her new dress and her mother scolded her. [Personal
pronoun.]
,
19. The atmosphere surrounds the ea.rt~ [Tense, preaent.]
20. Benjamin Franklin learned a trade: [Tense, past.]
21. The carpenter will finish the hou5e soon. [Tense, fttture.]
22. These boys swim nicely. That boy swims nicely. [Number of
verbs.]
23. Oxen chew [not chews] the cud. [Agreemerit of verb with subject.]
24. No home have L [Natural and rhetorical order of words.]
25. Opium makes people dull. [Position of adjectives.]
26. Will you pass the bread f [Interrogative sentence.]
27. Which road shall we take f [Interrogative adjective.]
28. When did you arrive f [Interrogative adverb.]

:oueeuon.-These sentences, illustrating the progress of the learner,
should be giveu as review lessons in analysis and parsing to test his
knowledge, before taking up prepositions and prepositional phrases.

XCVDL-BYNTHESIS.

352. Direction.-Combine the following htto a. connected description,
Using as connectives there/ore in the section marked 1 ; and in part 2 ;
MJ and that in part 8, striking out words in ·italics; which and and in
part 4; Cl8 and as ~ the third and fourth lines of part 5; thrO'Ugh which
in 6; but in 7 and 8; any connective may be repeated and unnecessary
words may be omitted, etc.

115
THE ELEPHANT.

l. The elephant is a large animal.
He is a clumsy animal.
He malres a very awkward appearance in traveling.
2. His neck is short and thick.
He has a large head.
He has a. heavy head.
He has a large, heavy body.
He has stout legs.
8. His head and· body are •ery .heavy.
On this account . they require a short neck and stout legs to
support them.
4. He has not ir· nose.
He has a long, muscular arm instead.
His arm is. ealled a trunk.
He uses thii trunk like an arm and hand.
He uses it for passing all kinds of food into his mouth.
He uses it for other purposes.
'~ 5. At the e;d :bl the t~nk is a curious lip-shaped muscle.
.__ _.....
T~w.;cle. is called a finger.
With this finger he can pick up very small objects.
He can pick up even a pin.
6. The nostrils are near this finger.
He breathes through
nostrils.
7. He has long, he
They are of
· ivory.
He has them in a wild state.
They are sawed off.
This is done when he is captured.
8. The elephant is a do'Cile animal.
He is vecy much so.
He sometimes becomes unmanageable.
He becomes so when he is enraged.
liema.rk.-In the composition lessons already given, various methods
of supplying material for thought have been 8Uf}guted. More material of
the same kind or· of something different, that pupils can comprehend,
should be furnished.

' "

.ANALYliJS.-DUGRnU!ING.

00.JIPOSITION.

120

The Rev. A. G. Spinner addressed. a large audience.
He did so yesterday. He is a resident of this city.
He addressed the audience at Ocean Grove. '
~he ~dress was on the moral phase of the temperance question.
Also on the religious and social phases of the question.

Model for Analysis.
t. "A long train of cars pa..."SE!d slowly over a. very high bridge."
865. This is a. simple declarative sentence. The entire subject is "A
Jong train of . cars." The entire predicate is " passed slowly over a very
Jiigh bridge." . The simple subject trafo is modified by the. adjectives a
. &nd long, and also by the prepositional phrase "of ca.rs." The predicate. verb passed is modified by the adverb BlOUJly, and also by the preposition&l phrase ... over a very high bridge." . ~rn the phrase "of cars" the
principal word ·is the object cars. In tlie. phrase "over a very high
bridge," the principal word is the object ·bri_tlge, which-is modified by the
adjectives a and high, and high is, itself, -modified by the adverb veT"!J.

Queistions.-1. Why are prepositional phrases used f 2. What two
offices do they perform t 3. What is their· position in a sentence f 4.
What two offices does a. preposition perform·! 5. Name the two terms of
relation connected. by a preposition. ·6..-WJlen is a phrase adjective in
office t 7. When adt-erbial Y 8. What is prepositional phrase f 9. What
is a prep0sition t 10. In what respect is a. phrase prepositional f 11. In
what respect is a phrase adverbialt 12. In what respect is it adjective!
13. Of what is a prepositional phrase co~posed t 14. What is analysis in
grammart

a

CIL-COMPOSITION LESSON.-SYN'l'BESIS.

866. Direction.-Combine the following stat~ments into a simple sentence containing one subject, one verb, one object complement, end prepositional phrnses:
The C'nptain stranded his vessel:
H"' did SH by his OWTI ('iH't'lt'55Tit'5S.
He stranded her on a sand-bar.
It was in broad daylight.
It was in sight of the harbor.
COMBINED.

The captain, by his own carelessness, stranded his vessel on ·a sandbar, in broad daylight, in sight of the harbor. .
\

.

"Direction.-Combine the following statements into a simple sentence
containing one subject, one verb, one object complement, and prepositional
phrases:
·

121

Direction.-Combine the following statements into a compound sentence,
the first member containing five subjects and one verb, and the second .
containing one subjec~ one verb with an object, avoiding repetition.
The green fems bloomed.
The green grMSeS bloomed.
The golden buttercup bloomed.
Tiny pearl-flowers' bloomed.
Blue violets bioomed.
• They bloomed: btfside the little stream.
The glad sunshine threw its mantle of blesmng over one and all.
.

. >·~· · '',

Direction.-Combi~f~ese statements into a simple sentence containing
one subject, two ver~ ~h _h aving one object, and arrange the phrases ·
properly:
),.n _unknown man fired a revolver.
He. fired it at a telegraph operator.
_.,.. ·This was done yesterday.
. It happened. in Atlanta.
. Atlanta is ·in Georgia.
- He slightly wounded the operator.
;

/

·

CilL-MOn~-ro& WRITTEN ANALYSIS.

367. 1. The flowers in the garden scstter their fragrance on the
hn.lmy air.

Simple declarative.
The :flowers in the garden.
Scatter their. fragrance on the balmy air.
Flowers, mod. by adj. the, and the adj. phrase
in the garden.
Predicate-verb........... Scatter, modi.fled by the adverbial phra..c:e on
the balmy air.
·
Object ••• : • • • • • • • • • • •. • • • Fragranu, modi.fled by the poss. pronoun

Class••• ; .......... :-:.. • •
Modified subject ••••• : • •
Predicate .......... ~:~. ~\ .
Simple subject .•••• £~ t ~.

their.
9

.•

·'

l

. .. 9,

_

_........ .....

--- __,,,..,
·::;;,]i;~~~1~.,
UBJEOTS ~'FOB '(JO.MPOSITioN. .. , :- ', .;:.

26S

269

CCVL-SUB.lECTS FOB. COMPOSITION.

776.

oov.-BULES OF SYNTAX.

'1'75. ]lule 1.-A noun

o~ pronoun used ~

the subject of a ftnite
~rb must be in the nominative case.
·
;
·
Rule t.-A noun or pronoun used as-t~e complement of _an intra~i­
. tive or of a passive verb must be in the same case as the subJect to which
it reffi See [501).
11ot.a,_!When the attribute complement of an infinitive means the same
____.:i:~g noun or pronoun in the objective case, the complement
·
a.sap~
tobeh'"
must be in the objective case; as, "They took me
im.
Ride S.-A noun or pronoun used indepen_dently or absolutely must
be in the nominative case.

Jt,lll.e 4,-A n~un or pronoun ~ as theo~ject of a transitive verb,
of a verbal. or of a prepo5ition, must be in the ,objective case.
R'Ole 5.-A noun or prorioun used in apposition must be in the
case as the noun or pronoun ·which it explains.__ "
Rule 6.-A noun or pronoun used to uirt,it a,nother noun by denoting possession, origin, or fitness, must be in the ~ive case.
·
,
. Rule 7.-A pronoun must represent its antecedent in gender, person,

sain~ .

and nmnber.
·
·
Rule 8.-An adjective is used to modify a noun or a pronoun.
llote.:.....An adjective is sometimes used indefinitely, or absolutely, as
the complement of an infinitive in a subject phrase. ·
Rule 9.-A verb must agree with its subject in pers<>n and number.
:Rule 10.-An adYerb is used to modiiy a verb, a -.-erba1, an edj~tive,
or another ad-.-erb.
::B.ule ll.-A coujillldi•)!1 is U:'ed to connect words, phrases, clauses,

or members.
· ]Jot;e.-A conjunction is sometimes used simply as an introductory
woM. It may connect aword element to a like phrase element.

:B.ule 12.-A pre'Position is used to introduce a phrase and to join it
to the word which the phrase modiftes.

·:auie 13.-A verbal is used as a sulistantive, or as a modifying
~men~
.
Rule 14.-An interjection is used ind~pendently.

Politeness.
Scott and Dickens compared.
Common sense•
Class distinctions in America.
. Horseback-riding. •
Valentines.
Coming to school in a street-~.
Girls I like.
Silk manufacture.
Our postman's trlals.
The feelings of a tardy girl
Animal instinct.
Shall 1 learn short-hand t
Lawn-tennis.
True business principles.
~The' self-made ~~,~
A candy-pull•.
, .._oiir~SaJ.~ys. :':·[·-·, ::
The peppered cteam tart.
The Pratt Institute:. .
-ROOl _heroes. ~ .;
Why I was tardy.
Our Friday afternoons.
My forgetfulnes..q,
Books
I like best.
Gaills in literary work. """""'
French or German, which I
Why I don't carry an unbfllla.
Variety of trees. ·
Some old fashions.
Making bread. · · · ·
Variety ·of fiowe~* A woman's education.
The ideal comrtry.
The
imagination.
Importance- of mathematics.
House-cleaning.
The work of the blind. ,._

Poetry.
The importance of trifles.
. The boat-race.
Advantages of order• .
Base-ball.
A day's fishing.
Shall I study for a profession t
The power of habit.
· How I got left.
Self-denial.
'"
The power of fashion.
-American hu~o~/~-:"
Seeing th~ manag~;.f9.
. ·,:.;Boys
I don't like.'
;~·
.'.......
.
.·

!If·

~ - ·~

#

\Vbat I knnw of nrnp1e sugar.
Voices in our ears.
The art o! writing.
Things that cost nothing.

Scotland in the 17th century.
The study of nature.
Making the best of things.
A day in the woods.
Deserve success if you would
have it.
What I know of the signal

service.

WtJ e."Zer hs.~c 3~oth~!" w~r'
The surprise party.
Building a fire.
To-<l.i..r°" g~-<l t~b"'-

.(

Sh~1l

Life on a. farm.
The microscope.
A day's boating.
Rewards of merit in life.
Why I don't like a mouse.
Queen Eliza.beth as a woman.
What I know of the ~e-saving

service.

:· .

--

--- u•

'
270

SUBJEOTS FOR OOJlPOBITION.

Subjects for Short Exercises.
1. Write a ten-word telegraph message.
2. Writ.e a message of ten words making three statements.
3. Write a circular advertising your business. (Choose that of a
grocer, dry-goods merchant, clothier, hatter, or coal-dealer.) ·
·
4. Write an advertisement for a house you have to rent, to occupy
one inch, single column.
5. Write five local news items for your pa.per, each to occupy not
more than five printed lines.
6. Write a notice, for publication, of your church festival.
'1. Write an application for a position as clerk in· a dry-goods house.
8. Write a business card suitable for a general merchant just beginning business in your village.
_
9. Write a courteous circular letter to your customers, requesting
them to pay up.
10. Write a description, for publication, of some accident to which
you were an eye-witness.
11. Write an invitation to Mr. and Mrs. Chas. J. Martin to dine with
you, and also a proper acceptance of such invitation.
.
12. Write a notice, for publication, of a _change in location of your
busines&
lfote.-In these subjects for compositions, the capitals for particular
words are omitted; they must be supplied by pupils according the rule
under [7'14 (7)].
·

- APPENDIX.
. CCVIL-DIRECTIONS FOR DIAGRAMMING.

'177. If possible, use paper sufficiently wide to contain the whole sentence_ on one line. :· When more than one lin_e is needed, place a 'ICMU
phrase,
clause, or member
on a second line. Mark a•
•
I
·Subject UJOra, · .
1_; subject phrOM or claU&,
~
_ . ~~~,!~!!» ~ \. :,; ,·
!. ; infinitive or participle !:. verbal.
o. c. ; object phrase or clause,
~
Object comp. (word),
Attribute comp: ·(wo~d), a. c. ; attribute phrase or clause, ~
-- objectinap~ " ·
~; attnoute in a phrase,
a.
adverbial
objective,
ad. o.
Appositive U!Or<l, ~
- · .;
Independent word;
. ··Ind. ; independent phrase claU86, ~
Introductory adv. o
nj:, Int.
Adjective or adv. clause, _
; also a dependent phra.5e in a complex phrase, or whenever necessary to make the relation clear.
Join modifying to principal elements by straight lines. (See next
page.)
...,
.
Join as one two or more adjectives or adverbs standing together and
modifying the same word.
Underline the coonective between members with one line, and between
·
clausea, phrasu, and 'l/JO'rrU with tzco lines.
Indicate an omission of a preposition or of the sign of the infinitive
b;r the caret ~( A); the omission of subject, verb, object, or attribute by a mark over the caret ·t, 2, etc.

=

or

.

..

'

A

.After a little practice, an article standing next to its noun need not
be joined to it, especially in phrasa
Inverted sentences may be transposed when written for diagramming
(see diagram 84).
·
'.

construction of brackets.

{

~

\t
_:i,. · .

_

.....·~-

~ -

_

...

•.;•w"

..

•"'< l_._,,,.

290

.APPENDIX.

(9) After ~beads; as,

PtHtie ]Aunse.-For the purpose of accommodating words to
the measure of a line of poetry, they are changed in various ways [see page 259, and side-heads all through this
book].
;

805.

Marks of parenthesis are used(1) To inclose something incidental or

INDEX.

.

..

e~~~ry, which may be

'°'

omitted without injuring the sense; as,
·,
.
1. Know then this truth {enough for Jnaa
know),
Virtue alone is happiness here below. _ .'
2. It behooves me to say that these three (who, by the way, are
all dead) ~ great abiliti-~ ·

A or cm, 66, 69, '10• .,

806. Brackets are -used. (1) To inclvse words used for the purpose of giving an explanation,
correcting a mistake, or supplying an omission; as,
1. Yours [the British] is a nation of unbounded resources.
2. Do you know it [whether] he is at huma T
3. }!;, i5 not so tall as his lJrot.h'°'r [ii; WI].

I

I
II

S07. The index (~} is used t-0 point out a. pa.&,"<l.ge to which special
attention. i.s dirct:ted.
808. ~farks of rdcr('nee are n3.,;} tn direct attention lu 110!.'·s in foe
margin, or at the L<)ttom of the page; as.,
(1) The asterisk [ *]; the dagger [ t]; the double dagger [
section [ §]; the parallel [ I ].
··

, -~e numbers refer to paragraphs.]

.

t ]; the
·

Ii
!fl

!

'

.\ ·

Abbreviation, 132-136:' '.:
Adjectiv~ 49-52 ;;~?modifying elements, 53, 54, 58; 26'1f;;definition,
:_-c-55, 60,· 61, 544-588; afrangement,
. ·4.si-459; Used &s c.<imple.inent...
495 ;'not to be used as, ~_yerbs, 513;
'numeral, •646 (2); fufie-0tion, 052571 ; ..dou~le , comparison, 572 ;
··plural adjectives, 574; phrase-adjectives, 583 ; ending in ly, 60Q:

Alone, 581.
Allegory, 790.
Ambiguity, 783.
Analysis, definition, 62. Oral models,
63, 80; 92, 101, 113, 158, lM, 242,
36.'5, 394, 478, 503, 581, 624, 629,
644; complex sentences, 662. 663.'
713. Writt.::n models, 120, 367:;
complex sentences, 663, 679.
Ana also, 333.
And Mt, 3:~.
A r~t yd, 7fJ7.
A• v-~ll a.~, lB:~.
At once, 303.

position, 2tHl, 57;}-{57G; particllffiil,
&ill; parsing, 2-85 ; _u..."Cd ~oum,
550, 610.
.

:J/'

.l\djc:cti;-ri pron0un~1 rrt-7, r~?.

AdYerbs, 77-8G; defiuitiou, 07 ~ Esrr1e-

.A.not.he-rt 586.

~\r;t.-:-ctd 1;r:t, 1175.
form as aJjedives, 8\J, 611; posi- Antidf"1tl>'-' subj2d, c:3~ !. n.
· tion, 138, 339, 591; interrogative, Apo:>-ttopbe, 226-228, 231.
350; not to be used as adjectives, Apposition, 473-482; case, 479, 480,
513; comparison, 5GO ;· office, 5G2;
4-"7; position of an appositive
donhle negatives, 503; rather, 5'.)G;
i;oun, 4:--tJ;
f'1~t.~\il.""i ·17D;
indcpend•:nt, G88; re.sponsi ve...-<, GOO;
p:>rsing, ,1.~1.
conjunctive, 606; cla..o:ses, 600; for- I articles, ~. ·73, 'i 4. ·H3-·i5'3, .
m3tion, 607; parsing, 285; modal, As, joining words in apposition, 484;
592.
relative pronoun, 6i6; conjunctive
1

I

.

·~.....
:-

'·

Adverbial phrase, 363, 623 exp.
adverb, 661.
Adverbial clause, 665, 709, page Asterisk, 807.
., .;
211.
Attributa complement, 493-502 ;_ .~~'.
Adverbial objective, 377, 615.
similarity to appositive use, 494;
A f B'IJJ., 583.
parsing, 504.
,(. -.
Ago; 597.
Auxiliary verbs, 299-801, 469-471, ~,.

il

A littl8, 583.

'1'36.

-.

292

•..'f

~

.r:-,
.
'

-

-

INDEX.

.Between or among, 119.note, 415.

316, 336, 352, 896, 490, · 685, 701,

Brackets, soo. .

120.

·

But, conjunction, 418, 612; adjective Composition writing, arrangement,
'312.

But if, '107.
But toot, 707.

I
1·

But what should not be used for
but that, page 281 L n.
Capital letters, 19, 23, 130, 131, 542,
page 11 !. n.
Case, definition, 252. Nominative,
229, 248, 256; independent by address, 527; by pleonasm. 703; absolute, 702. Possessive, formation,
226-228, 249, 254, 256, 487-489.
Objective, 250, 2.'55, 256, 357, 481,
622, 639.
Caret, 141.
Clauses. Adverbial, 659; condensed,
665, 702; clauses of comparison,
718; condjtional clauses, 718. Adjective (relative) clauses, 668, 669 ;
position, 693; restrictive, 680-684;
office, 697; condensed, 700. Substantive, '111.
Clearness, 781.
Comma, rules, 102, 155 exp., 369,
372, 432, 440-446, 477, 485, 532,
653, 661, 683.
\
Comparison, adjectives, 552 ; adverbs, 590. .
Complements, object, 106; attribute,
493-495.
Complex sentences, 659-714; classification, 71~

..... ~

INDEX.

Bad construction improved, 654, C-0mpounds, words, 156; sentences,
720.
,
97, 100; cIAssiftcation, 715; conBe (verb), ~8, 511, 761 ; contracted, 147-152. .
jngatlon, 757.
Composition lessons, 82, 75, 94, 137,
Buiile and besides, 405.
139, 155, 199-201, 224, 246, 296,

or adverb, 612; preposition, 418,

----

31; directions, 64, 65; topica1 outlinC:.:i, {;;'), 75, 104, :?24..
Conditional clauses, 7oS-760.
Conjunctions, 96, 99; primary use,
15:2; elements they connect, 437;
co-ordinate, 704--706; subordinate,
707; correlatives, 708.
Conjunctive adverbs, 660, 661; pars-ing, 664.
Conjunctive pronouns, 666.
Contractions, words, 231, 267-269;
sentences, 147-152, 434-438;
clauses, 700, 702.
Conjugation, '139-757.
Copula, page 168 f. n., 511.
Dagger, 807.
Dative object, 378 f. n.
Declension, definition, 259; personal
pronouns, 261; relative pronouns,
• 673.
Dash, 804.
Defective verbs, 766.
Dependent clauses, 659, 667, 709712.
Diagramming, simple sentence, 121,
154, 367; complex sentence, 663,
679; simple, complex, and compound, 777.
Differenl from, 412.
Each other, 587 f, n.
Element, definition, 57.
Elder, 560.
Ellipsis, 376.

·--~

293

Elliptical phrases, prepositionsl,376-

cate-verb, in a dependent clanse;
878 ;' infinitive phrases, 630, 631.
712; uses, 767-769; parsing, 625,
Elliptical clauses, 718.
629.
Elision, 763.
Interjections, 534-543 ; parsing,
El8e, ·581; some one else's book, 489
in model for analysis.
rem.
:
Intermediate expressio~s, 431.
Enough, 581, 604.
Interrogative adjectives and adverbs,
English grammar, definition, 34, 779•
349, 350.
Etymp~ogy, 86, 162. ·
Interrogative pronouns, 694.
· Examples in !a!ce'~yi:fax, 7SL
i In trnnsifr'" Yc·rbs, 10'". 1',;l.• .
.Explanatory or, 48}: no~
Inverted order, 840-342, 496, 661
Expleth:e, page ~l t. n;:
note.
False synfa.x, 77tl.'-· ~ . ···
Ia gone, are come, 5?.3.
Fa.ctiti ve object, 481 note.
Irregular verbs, 4G1, 46.j; list, 7G4 .
.F'arther, further, 561.
Irony, 795.
Figures of rhetoric, 785.
Introductory it, G3:2; intro<luctory
Finite verb, page 196 ~xp.
there, 598.
From after different, 412.
Letter-writing. page 5:2.
Gender, 162-182; definition, 169; Like and unlike; as adjectives or
· forms, 171-173.
adverbs, 380; as prepositions, 427;
Get,~5.
_
. not to be used as conjunctioru, 427.
Grammatical subject, 59 f. n. ,Jill
Lie and lay, how to use, 491.
Had rather, had belter, 397 , Logical subjeQt, 59 f. n.
Hyperbole, 7~ .
Manya, 583.
·
Hyphen, 81, 140.
Means, singular or plural, 217, senIdeas, 1-4; related ideas, 93, 100.
tences S and 4.
Indicative mode, 733-744, 758.
Members, 98.
Idioms, 397; idiomatic phrases, 398, .Merely, 589.
Metaphors, 788; mixed, 789.
899, 603.
If instead of wh,tther, page 281 l. n. Metonymy, 792.
Modal adverbs, 592.
Imperative mode, 755._
Mode, 730, 731.
Indirect object, 378. •
Modified subject, 59.
Indefinite it, 290.
More than, 603.
Independent element, 526-543.
Infinitives . and · infinitive phrases, Misused words, 424-427.
621-635; used as adjectives or Names, 5, 6.
adverbs, page 196 exp., 623, 624; Name-form of nouns, 229, 251
used · substantively, : 628 ; tense, Near, nigh, 881.
page 253; elliptica1 infinitives, 630- Nearly, 589.
633; have indirect subjects, page Negative adverbs, 91, 593. .
196 exp., 712 exp. ; used as predi- No, none, 585.

543;

_ _,
INDEX.

294
Nol only, 589.

.

Nominative ease, 229, 248, 236, 527>
702, 703.
Nouns, Jl-12; proper and common,
12:2-131; abstra.ct, 215; inflection,
162-231; collective, 218-223; relation forms, 225-2!1 ; used independenUy, 526-531 ; used absolutely, W2; parsing, 284.
Number. 189-217; proper nouns,
211, 2l2; letters and figures, 203.
Objects (things), 1-9.
Obi'OCt complement, 100; def., 111 ;
kindred meaning, 116; indirect
object, 378; iactitive object, 481
Mte; object o! prepo:oitions, 356,
357; object of an infinitive, 62~;
object of a participle, 639, 640;
object phrMe, 6'.28, 646 ; object
clause, 697, 711.
Obscurity, '182.
Of late, 603.
Of old, 003.
Older, elder, 559, 560.
OM, otlur, 587.
Only, 581, 588.
OppoBiU, 381.
(Jr connects nouns in apposition; 484.
Order, natural, 337, 339; rhetorical,
840-342, 496.
Orthography, 35.
Parable, 791.
Paragraph, 31.
Parenthesis, 805.
Parsing, det, 244; written 'model~,
245, 258 ; remarks, 281 ; oral
models for nouns; personal pro·
nouns, adjectives, adverbs, and
conjunctions, 289.,,-2&1 ; verbs, 824;
prepositions, 375; noun in appositi<?D,481; attribute complement,

504; passive verb, 520 ; · active
verb, 525; interjections, Ml, 543,
in model for analysis ; infinitive
verb, 625, 629 ; participles, 645 ;
conjunctive adverb, 664; relative
pronoun, 692, 695, 699; verbs, 749;
analytical parsing, ~7. ,·
Part of speech, 40 ; def., 41.
Participles, 461-463, 63&-658, · page
253; adjective Use, 641; substantive use, 646; def., 649, 652 ;· modified by a pb°s£ssivc, 6.j7; l'ini!s,
651, 755; have indirect subj~ts,
637 exp.; parsing, 645.
Passive voice, 51?-52-t
Person, 185.
Personification, 178-182.
Phrase, def., 355; subject, object,
attribute, 628. ·
Phrase, preposition.al, 360 ; office,
363 ; position, 864; arrangement,
368, 373, 874; object omitted, 882;
compound, 883 ; complex, 391-393.
Phrase, infinitive, 623.
Phrase, participial, 640.
PlirMe, idiomatic, 898, 899, 603.
Phrase-adjective, 583.
Phrase-adverb, 602.
Phrase-preposition, 403, 404.
Pleonasm, 530, 703.
Poetry, 796. .
Poetic license, 763.
Potential mode, 745-749.
Predicate, def., 44; simple, 4 7; modified, or entire, 77, 78; principal
part, 112.
Predicate-verb, 78.
Prepositions, . 353-895 ; def., 361 ;
office, 362; list, 8.62; omitted, 876,
879; used as adverbs, 382; proper
use, · 405-418 ; unnecessary use,

·nwEx.

295

420; improper omission, 421; used Responsive pronouns, 696.
as adjectives, 422; parsing, 875.
Review by sentences, 351, 385-390.
Pronouns, 148; antecedent, 145; Rhetoric, 780.
kinds, 232, 292, 547, 668-693; sin- Rhetorical figures, 178-182, 785-795.
gular ·· and plural number, 146; Rhetorical faults, 779-783.
agreement ·with antecedent, 175, Rhetorical order, 840--34.2, 496, 661
270-278, 691.
note.
Pronouns, personal, 232; det, 233; Rules for capitals, 774.
relation forms, 237-241; double Rules for semicolon, 721-725.
~ "·' ·possessives, 287-289;. 9ompound, Rules for colon, 726.
291; parsing, 283. .·
Rules for construction, case, 256;
agn:em~nt of pronoun with antePrononns, intcrrogatfv~;· Cti-1.
Pronouns, relative, . 292-295; 666cedent, 271-273, 691; agreement
693; parsing, 692,695.
of verb with it..s subject, 323, 327Proper nouns, 22, 122-131.
3:3:3; object of a preposition, 3.37;
Punctuation, perio~, 23, 28, 133; innoun in apposition, 4'30; attrilrnte
terrogation point, 26; exclamation
complement, 501, 775.
_.Jl2intt-~~. ~)?.33, ~36; _ quotation Rhyme, 798.
1
marks, 31, 279; semicolon, 721- Senses, the five, 2, 3.
725; colon, 726; comma, 102, 155 Series of words, 439-4-11.
exp:, 369, 372, 432, 440-446, 477, Sentences, 13; def., 15, 20, 93; de4.S5, 532, 653, 661, 683~
. .
clarative, 21; rnterrogative. 25,
Quotat~on.:'7 81, page
. 11 . f. D: • . ect
117, 348; impera:ive, 25, ~18; ~x- ,
and mdll'ect, 279, 280.
clam.atory, 30 ; slillple, 90 ; pnnRather, 596. ,.
. ·
cipal parts, 112; compound, 97;
Recasting senten~, page 28$.
contracted compounds, 147-152;
Redundant verbs, 765.
classification, 715; complex, 659Relations of words in a sentence, 243.
698; classification, 714.
Relation-forms of .:words, 229, 237- Shall and will, uses, 741 f, n., 770-772.
241, 247-266. .
:
Should and would, 773.
Relative pronouns, 292-295, 668-693; Same, 676.
compound, 671 ; declension, 673; Simile, 787.
the relative what, 677 f. n.; that Sit, set, how to use, 491.
...
preferable to who or which, 675; So, 617, ad verb or adjective.
as a relative, 676; restrictive Subject, def., 43; simple, 47; modiclause, 680-684; unlike personal
fied, 59 ; grammatical, 59 t n. ;
'.
pronouns, 686, 687; gender unimlogical, 59 f. n.
portant, 688; position, 693; ellip- Subject-phrase, 628, 646.
sis, 698; parsing, 692, 695.
Subject-clause, 697, 711.
Relative adverbs, 710 f. n.
Subjects for composition, 776.
Responsive adverbs, 600, 601.
Such, 676. ·

I

_ _ ......

- ... _;:........;,.._

I

.......

__

..

INDEX.

Smist&ntives. f27.
Varying parts of speech, 609-619.
Sab;t&ntive phr&SeS;628, 646.
Verbs, 16-18; def., 45; transitive,
Substll.n.tive clauses. 697.
106, 107, 11-0, 114-116, rm;; inSabjunctive Jllode, 750-754, 759, 760.
transitive, 1os; 109, 514, 521, ll23,
SJDt.&X. 38.
524; transitive or in.transitive, 114,
115 ; complete and inco?lplete,
5.JDeedoche, 'i93.
. s~ 762.
107 f. n., 505; number-forms, 199SJnthesis, 75 f. n., 103, 119, 155, 246,
2()1,811; s-form, 812-317, 739, 740,
~~. 316, S.5!, 866, 896, 490, 685, 701. note, 751 ; agreement with BUbject,
'_fi:i.::+.~hgy, 1..-.gc 2S2 (12).
1W-'.W1, :31H-335, 4.....~, 4-'30; tense,
Thar& after different, 412; shouid
2iH.;)10, 73Zt, 'i'JU-7-1-i; yerb-ro•)t,
follow elu, othei, and ot~
809;. reguTu.r and irregular, ·461page 281 f. n.
466; principal parts, •801, 466 ;
fiat. uses,5'9, 574, 710; plural, 574.
auxiliary, '299-801, 469-471, 736;
TM, 66. 67; an adverb, 452.
uses of auxnullies. 467-472; prointrocluctory, 598.
gressive form, 468, 761; passive
Tenses. 297-310, 735, 739-744.
forms, 515, 516, 524, "761; list of
Transitive Terbs, 106, 107, 110, 114irregular verbs, 764. :Modes, 730 ;
11~
def., 731 ; indicative, 733, 734,
Transposed order, 340-342, 49fi, &31,
753; pokntial. tld., 746; subjuw>
note.
tive, 700-71>4. '159, 760 ; unpera.TJn{houghWf, unheard-of, etc., 422.
tive, 755; conjugation, 739-744, l!nlike, SSO. 427.
'745-749, 754-757; voice, 517.
T,~rfoty o! expr!'~fon, eont~t.ed sen- Verbs appea·r, feel, lock, smell, taste,
tenoo.>, HJ-102, ·134-4.88, 700, 'j'T_r.:;
ber&m<', :J05, 500, 510.
f.;:ranfct:1 C'11t rif rlirn."-. RAA. 3'm; i Verbals, 626, page 203 f. n., 'ji'jti.

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rhetorical order, 3-JJ}-34::?, 486, Gtil; Y cr-x, :G7.
changing a direct tD an indirect \ Versification, 71)&-S03.

qu.vta.:.iO!l. z-;;_i, ;:;.~o; c:-um_;i:ig Lk ·
cla-?!ltiv.tointerrogativesentences,
348; C'lw1ging complex to simple
sent~nce:s, 70-.;s; compound to complex seut~nces, 717 ; active voice to
the passive voice, 519 ;'clauses to
phrases, 702 ; recasting sentences,
page ~ See also 119, 155, 685.

Yoki', def., G17: p.cfr•e Yo ice, 51 7;
~i.-e >oicc, 517. ··
Will, 741 f. n., '770-772.
Wmdd and 3'}w.J.7.J, 773.
Worth, 588.
What, 677 f, n.
Whether, pa.ge 281 f. n.
Yet, 618.

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