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i>RDfARY
AND

COMPOSITION
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RAND- MoN ALLY

P ·R .IMARY GRAMMAR
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COMPOSITION .·

PRINCIPLES AND DEFINITIONS DERIVED BY . INDUCTION.

BY

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CHICAGO AND NEW YORK:

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McNALLY & CO~AN'Y·
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rms of words in blank spaces.
be encouraged to criticise their
;o correct those that arc faulty,
~ach correction.
omposition . are- inserted at freend that grammar may · be
art of expression. This feature
in the w1~ iting of eirnple letters
t µarn.grn.r:!; ir:g.
seE derive pn1etieal -value from
f , • (' t
Jirt; (~i~~)r ll 11 £)11 til e ~t.· lltJ~i_' 0 c~..:_
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llanis, Unitc:J Slates Commi:-ithe '·He por t on CurrcLLin n of
t is cl ear that. nm pupil t;tm::ld

rthy subject of composition, and
, purpose as the t11cmcs he~ has
:gular lessons?,.
ffitings of Holmes, Longfellow,
ier, Burroughs; Frank lJempster
try- are 1· iresen ted for study
- bv. . .
by arrangement with, the pub-

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c 'o NTENTS .

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THE

LANGUAGE -

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SENTENCE,

I 1nngna.get
~rte

Sentence,.
Pa.rt.'! of the Sentence.
fh::ntcnc.t:s C1f:tE5ified , .
H.ulea for P unctuation,
Composition -Tlle Elm_.
Tut: P.iu~Ts UY Sr.r.:.t:Cil. ·
N oun and Pronoun,.
The Noun,
'fbc Classification of Nouns,
Some Srio rt FormR of Nouns, .
Several Ruics fnr \\-riting Names,
Contmffi(mR, .
EP~<>entla.l

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Tbe Prououn,
The Classification of Pronouns .
CompoSition - Study of n. P(){'m,

.on, :Mifl1in & Company. The
ife of Lincoln is offered through
>lishers of McClure's Magazine.

-p .ARTS OF SPEECH, .
A<lj cct ivC', VC'rb, and A<lvC"rb ,
The Al1jcctivc,
Cl asses of Adjedivcs,
('01117"-;sition -The Buck\vhcat.

is from the "Child's Garden
ner's Sons, nnthorized pnbhshers.
·c to express their acknmvledg:. l Ic:wc t \ 1 cx -prcc;i11c1d (l f thl•
niversit,y, for val!.rnule criticisms
~ges iions ; they desire, nlbu , to
ess to Prof. Hobert llcrriek of
go for a critical exn.mination of
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The Ycrh,.

( 'u 111 j'>< JS it,· u Ii - T li l' 1\ < t \ i 1 11
T he Ad \crb, .

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PJ.GIC

INFLECTION,

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Inflection of Nouns and Pronouns - Declension,
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Person, .
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Number, . . . .
.
Rules~for the Formation of the Plurals, .
Com°positio -How Lincoln Studied Grammar,
Rules for the U sc of the Personal Pronouns,
Gender, . . . . . . . . . . . .
Methdds of Distinguishing Gender, . . .

Com1~~~:1 ~Ifow

Robinson Cr.usc>e

~uHt a B~at,

Declct10n
. . . . . ' . . . . . .
Compositi01t - T he Marti al Turkey,
.. . . . .
Inflection of Adjecti vcs nnd Adverbs - Comparison,
Comphrison
of Adjectives,
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Degref s of Comparison,
Comparison of Adverbs,
. . . .
Word~ Used as Adjectives or Adverbs,
Gompositio~ - Storm and Hill , ~
lnflectiob of the Verb,
.
Mode,1
Tense) . . . . . . . . . . . . . .
Tabulhr
Statement of the Forms of Mode and Tense,
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Compo1Jit£cn - Study of I\ Poem,
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Auxili ary Verbs, . . . . . . . . .
R~1Ics \for the Proper Use of the Auxiliaries,
Regular and Irregular V crbs, . . . . .
Principal Parts of the Verb.
.
List of Irregular Verbs,
Gompositio~ - S~udy of a Poem,
Voice,, . . . . . .
Perso1 and. Number,
. Agrc~eut of V crb a111l Suhjcct,
Summn7 of Inflection,
. .
Compositio1l- Heroism,
Verbals, . . . . .
Partic plcs, . . .
Infinit ves, . . .
Compomion-Thc Hound,
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p ARTS

61
61
65
67
68
(39
72
74
75
77 ·
79
79
79
82

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84

86
86
88
92

93
94

95
97
97
99
102

103
105
105

111
112

113
114
118
123

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Prepositions - ~lation Words,
PhraSes,
Classification of Phrases,
<Jompoaitic'n-A Snowstorm,
Propositions, .
Clauses,
Classification of Clauses,
The Relative ·pronoun,
Oompomion- Study of a Poem.

PARTS OF SPEECH, •

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Conjunctions and Interjections,
Conjunctiqns,
Conjunctions Classified,
Interjections, .
Quotations,
. . . . . . .
· · ·
' Rules to J,le Observed in the Use of Quotations,
~tirm
The ·wolf and the Lamb,

ELEKENTs

THE SEZ:.."'TENCE,

Principal and Subordinate Elements,
The Elemen~ Classified,
Principal Elements, .
Subordinate Elements,
Independent Elements,
Rules for Punctuation,
Ld.t~r

Wri:ting,

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Elements Classified According to Structure,
Arrangement of the Elements,
Later Writing, . :,.
er._\SSIFICATION OF ,THE S ,E NTENCE,

Simple, Complex ", ~d Compound Sentences,
Sentences Cl~ified According to Form, ·
Analysis of the Sentence,
The Simple Sentence- Elements,
Ldw Wn"ting,
The Complex Sentence - Elements,

Later Writing,

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The Compound Sentence - Analysis,
Selectiona for Analysis,

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oPYRIGHT,

1897, BY RANI;>, McNALLY & Co:..

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PRE 'F ACE .

Words are the · common mean; of communic~tion between m~n. Grammar teaches us how to make use of
word~. . ~ e acquire unconsciously the ability to speak ,
our ~ative .tongue, but for an intelligent and sure use
of language we must study the principles that underlie
correct . expression. These principles are to be found in
th~ "foi:ms of good literature, where the best. current
usage is .exemplified. Hence, the study of grammar is a
search . for such .principles and a practical application of
them .1n.the expression of thought, oral and written.
The ·a~m of this work is to present the fundamental
laws ·of our langu~ge in a reasonable and attractive light.
, The book. is concise. in statement; both explanation of
principle and statement of rule are matle in simple,
nnteclmi9al w: . as so .far as possible. ·w here further
explanatfo · s ·deemed necessary, the teacher will find it
easy to add to the text, while, it is believed, sufficient
discussion has been given without befogging the . pupil
with words. As one difficulty at a time is enough for
t]le pupil; the purpose has been to present for his study
one subject at a time, and to hold him to that subject
till it is mastered. 'l'hus he is conBtantly required · t.o
illustrate what he has learned by writing sentences, which
serve to fix in his memory each form or principle.
The method choseh, so far as practicable, is inductive.
'l'he student is led ' to observe the facts as they occur,
and to draw bis co~cfusions. No arbitrary classification
has been observed; instead each . topic is treated whe.re
the purposes of practical teaching demand.
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eir
own verbal 1expressions, ·to correct those that are faulty,
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correc ion.
imp e exercises in composition .are. inserted at frequent . inte~vals, to the end that grammar may · be
rendered tributary to the art of expression. This feature
includes, al~o, fnstruction in the writing of simple letters
.
irectiJns for · correct paragraphin . ·
~y of I tl1ese exercises
eri ve pi'actical valt
,
the f~J.ire; h0i · d.~ . 'l:l<~ ·
s udies of the
p_upils.
Wil~iam _T. Harris, United States · co_mmiss10ner of E(lucat1on, m the "Report on Correlation of
. Studies," hi s said: "It is clear that the pupil _should
have a digJified and worthy snbJect of composition, and
what . is so lgood for his purpose as the themes he has
tried to maher in his regular lessons?"
SelcctionkI from the writings of Holmes, Longfellow,
Franklin, Warner, Scudder, Burroughs, Frank Dempster
Sherman, rind Alice Cary are presented for study by
the permis~ion of, and by arrangement with, the publishers, . Me~srs. Houghton, Mifflin & Company. The
extract froni rrarbell's Life of Lincoln is offered through
I
the courtesy of the publishers of ~foClure's Magazine.
The poem J..>y Stevenson is from the "Child's Garden
of Verses," p lrndes Scribner's Sons, authorized publishers.
The pu~lishers desire to express their acknowledgments to
Edwin C. Hewett, ex-president of the
Illinois Stat~ Normal University, for "laluable criticisms
and ~nany helpful suggestions; they desire, also, to
·:express thetr indebtedness to Prof. Robert Herrick of
the University of Chicago for a critical examination of
the early draft of the book.

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CONT

LANGUAGE-THE SENTENCE,

Language,
. . .
The Sentence,
Esse n ti al Parts of th e Ser
Se ntenc~s Classified, .
Punctuati"on,
Rules
Composition-The Elm,

for

THE

p ARTS

OF SPEECH,

N oun and Pronoun,
The Noun, . . .
The Classification of No t
Some Sho.a'Forms of }'
Sever~"fhiles for Writi
Con tractioG, . . . . . .
Composition - An Old-Fasliio
The Pronoun, · . .
The Classification of P r.
Composi.tion - Study of n p ,

p ARTS

OF SPEECH, .

Adjective, Verb, and Adverl1
The Adjective, . .
Classes of Adjccti ves,
Compm ition-The Buckwlicat
Tbe Verb,.
The Classification of Ver"
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The Series,
Compo~ition- The Hcturn of :
The Ad verb, .
Classes of Adverbs, .
C<mipo8ition -The Hyacinth,

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COMPOSITION.

are
and
ate the

(d) Write interrogative sentences about the following
subjects: ·
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.r'PS

Washington
Lincoln

Grant
flowers

grass
orchards ·

Use words necessary to make imperative sentences
(commands) of the following:
(e)

1.

- - my slate.'.'

2.
3.

---

4. -

the poor bird.
your lessons.

kind and polite.

5.

- - kind words 'to all.

6.

- - carol of the birds.

Imagine you are te~chers ' and then write four
imperative sentences commanding your pt1pils to do or
not to do certain things. ·
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Use sentences. to express the strong feeling suggested to you by the following subjects:
(g)

the burning vessel .
the beautiful stars
the vivid lightning
l

what hungry birds
the lame dog
'what a patriot

3tions,

?f · sentences expressed these ideas? ·

COJ.\IPOSITION.
0

Study the following composition and observe
tl1c different kinds of sentences used:
12.

THE ELM. ·

.t kind

Have you ever noticed the elm 1 Look at the next one you see.
The American elm is .one of the most magnificent trees of the
United States. From a root which in old trees spreads much above
tho surface of the ~ro'tin~;, the trunk rises to a ~at height hi a
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PRIM1RY GRAMMAR.

single stem. Here it usually divides into two or three main
branches, which curve off easily. How stately a~e these drooping
branches!
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The elm grows from the ·Great Lakes to Georgia, and from the
Atlantic to the Pacific. Have you heard of the Washington Elm~ in
Cambridge, Mass. ? It is the most famous elm in this country.
Under its shade Washington drew his swprd on :first taking command of the American Army. What memories cling to that tree I

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How many declarative sentences are there in this
composition? ·what are the imperative sentences? The
cxcfamatory? Point out the subject and the predicate
of each sentence. (See Sec. 6.)
Following the outline below, write what you
know about the maple, or the willow, or the oak. Leave
a margin of half an inch on each side of your page.
Notice that this outline is divided into two parts. Why?
13.

OUTLINE.

1. Description - size, general appearance. The branches, the
leaves, and the trunk.
2. Where can we find this tree? When do the leaves come
out? Anything else that you have noticed about this tree.

14. Following the outline below, write what you
know of the sentence. See that your sentences are
closely joined 111 thought, one with another.
OUTLINE.

1. General definition. und two examples. The parts, subject
and predicate. Give examples.
2. Tell how many classes you lrnve found and explain the use
of each cll\88. Give examples.

i.

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' GOMP()_SITION.

29

'. CAUTIONS.
Never use ain't, ltain't, nor tain't.
Never use wa'n't for wasn't or weren't.
3. Never use mayn't; mightn't, mustn't, and 'twill.
4. Nev~r use don't ~or &Jesn't when you speak or .write of
one person or thing; as, ·
1.
2.

He &Jesn't skate (not &Jn't skate).

COMPOSITION.

.ctions.
· tted:
10me.

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with

ig, (1)

~--mng,

IS.

lly in
..s well

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32. $tudy the following.
Lay it aside and repro- .
duce it in language of your · · own: '
AN OLD-FASHIONED SCHOOLROOM.
Now imagine yourselves, .my children, in Master Ezekiel
Cheever's schoolroom. It is a large, dingy room, and is lighted
by windows that turn on hinges and have little diamond-shaped
panes of glass. The scholars sit on long benches with desks before
them. At one end of the room is a great :fireplace, so very spacious
that there is room enough for three or four boys to stand in each of
the chimney corners.
It is a winter's day when we take our peep i_n to the schoolroom.
See what great logs f wood" have been rolled into the :fireplace, and
what a broad, ~g t blaze goes le.a ping up the chimney! And every
few minutes.-vast cloud of smoke is puffed into the room, which
sails slowly over the heads of the scholars, until it gradually settle8
upon the walls and ceilings.
·
"
Now, do you see the _venerable schoolmaster, severe in aspect,
with a black skullcap on his head, like an ancient Puritan, and the
snow of his white beard drifting down to his very girdle? What
boy could dare to play, or whisper, or even glance aside from his
work, while Muster Cheever is on the lookout from behind his'
spectacles? For such offenders, if any such there be, a rod of birch
is hanging over the fireplace, and a heavy ferule lies on the master's
desk.
-NATIIANIEL HAWTlIORNE.

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PRIMARY GRAMMAR.

30

Mention and classify all the nouns in the foregoing
com position.
Notice that in this(st~ry the sentences are arranged
in three principal groups or divisions. Study each group
carefully.
Do the sentences in each of these divitions all relate
to the same topic of the subject? Such divisions in
a composition are called Paragraphs and should contain nothing but what relates to some one part of the
·subject.
A Paragraph is one of the divisions of a prose composition and may consist of a single sentence or a
group of sentences.
Following the outline below, write a short composition on "Our Schoolroom.'' Use brief sentences
and divide your matter as in the outline.
33.

OUTLINE • .

1.
2.
3.

Description - size, doors, windows, curtains, etc.
Furniture - desks, maps, globes, reference library.
Other things you think it should contain.

Recall to mind what you have learned of nouns;
then, following the outline below, write what you know
of them in the form of a composition.
34.

OUTLINE.

1. Definition -what classes? Define each class and give
examples.
2. Common nouns - how many classes of? Define each class
and give examples.

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tha

PRIMARY GRAMMAR.

34
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coMJ~sITION.

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Copy this poem and notice that th~ first word
of each line begins with a capital:
41.

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WISHES.

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I often sit and wish that I
Could be a kite up in the sky,
And ride upon the breeze, and go
Whatever way it chanced to blow.
Then I could look beyond the town,
And see the river winding down,
And follow all the ships that sail
Like me ·before the merry gale,
Until at last with them I came
To some place with a foreign name.
-From "Little-Folk Lyrics," by FRANK DEMPSTER

SHERMAN.

.
Each line of a poem is called a verse. How many
· verses in this poem?
A number of verses grouped together is called a
stanza. How many stanzas in this poem?
Notice the words which rhyme. How many verses
are there to each rhyme?
How many nouns can you find? Underline each
noun once; each pronoun twice.
This little poem tells of what wish? What would
the wt'.she7:.. do if he were a kite P Do you ever wish to
be something' you are not? To travel and see things
and places of which you read?
'Vrite the little poem in such a way that it will be
a plain prose story, without verne or rhyme.
Write a story" of ten or more lines telling sqme of
your wishes.

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COMPOSITION.
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The fo~lowing wishes may' be suggestive:
To be a learned man.
To sail the seas.

;vord

To be a millionaire.
To be a physician.

42. Following , the outline below, · write what you. '
know of the pronoun.
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~ OUTLINE.

1. Definition - give examples.
2. 'c1assification-define ,each~class · and give examples of each.
3. . Why they are used.
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rnmy
ed a
verses

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e each
.vould
wish to
' ;hings

mill be
some of

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PRIMARY 'GRAMMAR.

42

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'Whe1

COM:t;iOSITION.

Study the following composition.
adjective and what it limits:
55.

stood,~in
Buctt;b,
dead ·:we.

Notice each

;··

'rly

THE BUCKWHEAT.
Often, after a thunder-storm, when one passes a field in which
buckwheat is growing, it appears quite blackened and singed.
Whence has it received that color? The countryman says, · " It got
that from lightning." But I will tell you what the Sparrow told
me about it, and the Sparrow heard it from an old Willow Tree
which Atood by a Buckwheat field.
On all the fields round about, grain was growing, not only rye
and barley, but also oats; yes, the most capital oats, which, when
ripe, look like a number of little yellow canary birds sitting upon
,a spray. The grain stood smiling, and the richer an ear was, the
deeper did it bend in pious humility.
But the Buckwheat, in the field exactly opposite to the old
· Willow Tree, did not bend at all, like the rest of the grain, but
stood up proudly and stiffiy.
"I'm as rich as any corn-ear," said he. "Moreover, I'm very
much handsomer; my flowers are beautiful as the blossoms of the
· apple tree. It's quite a delight to look upon me and mine. Do you
,know anything more splendid than we are, you old Willow Tree?"
And the \Villow Tree nodded his head, just as if he would
have said, '' Yes, that's true enough!"
But the Buckwheat spread itself out in mere vainglory, and
said, "The stupid tree! he's so old that the grass grows in his
body. "
Now a terrible storm came on; but the Buckwheat stood erect
in its pride. ·
"Shut up your flowers and bend your leaves," said the old
Willow TrtJC. "Don't look up at the lightning when the cloud
bursts. Even men do not do that, for in the lightning one may
look into he2wcn , but the light dazzles even men; and what would
happen to us if we dared to do so-we, the plants of the field,
thnt are much less worthy than they?"
"Much less worthy! " cried the Buckwheat in its pride and
vainglory. "Now I'll just look stmight up into heaven."

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THE
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,ch

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When the .storm had passed by, the flowers and the crops
stood in the still, pure air, quite refreshed by the rain; but the
Buckwheat, burned coal-black by the lightning, was now like a
dead weed upon the field.
,
-Adapted f 1·om HANS CHRISTIAN ANDERSEN.

Lay aside the book and reproduce the above story,
using other appropriate adjectives in place of the ones ·
given.

wnich
."""ed.
I got
r wld
Tree

i

Write a composition on what you have learned
of the adJective, following. the outline given below.
56.

y rye

..

'

~ 1en

I,

the
old
but

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Definition. Examples.
Classes of adjectives, with examples of each .
3. A and an- how used?
4. Proper· adjectives- how formed?

1.
2.

)On
. ;j,

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OUTLINE.

1

,l

ery

·_ the
o you
' ~ ? ,,
I

uld
'llld

his

t

1!

THE VERB.
57. Observe the several parts of speech m the
following sentenc~s:
1.
2.
3.

Th
irds sing.
Frogs leap.
Sunlight gleame.

4.
5.
6.

The child sleeps.
The boy is happy.
He is reading a story.

rect
lC

old
-oud
niiy

would
· ·'cld,
le nnd

\Vhich words are nouns? Which n.re adjectives?
. "'Which is a pronoun?
\Vhich words assert nction? Which word in sentence
4 asserts a condition or state of the subject? In sentence 5, what word asserts a state of existence without
action?
Words like sing, lef!p, gleams, sleeps, is, and is reading aro called Verbs. · ·:?

PRIMARY GRAMMAR.

50

EXERCISE.

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66. Name the subject-nouns · and pronouns m the
following sentences. Classify the verbs and name the
words in each series:
•
1.
2.
3.

4.
5.
6.

7.

':'R

.. ~:;t·

stor
wit1

·a;rs
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· one

The crocus, the violet, and the buttercug bloom early.
Empires rise, flourish, and decay.
·
They played ball, croquet, and dominoes.
The path up the mountain is narrow, rough, and thorny.
Our army fought long, fiercely, and well.
,
Washington was a hero, brave, faUhful, and courageous.
Christmas, New Year's, and Thanksgiving are holidays.

COMPOSITION.

67. Read the following description of the way in
which Rip Van 'Winkle was received at his home after
he had been away for twenty years. Observe the verbs
and the adjectives used in a series:
THE RETURN OF RIP VAN WINKLE.
The appearance of Rip, with his long, griz;>;led beard, and his
old, rusty gun, soon attracted the attention of all the people of
the village. They crowded round him, eyeing ·him with great
curiosity. One short but busy littie fellow pulled him by the
nrm, rising on tiptoe to ask him questions. A knowing, self-·
important old gentleman, in a sharp cocked bat, made bis way
through tlle crowtl, to demand of Rip his reasons for carrying
the gun.
Poor,-·puzzlerl old Rip, who believed that he had been away
only one night, 'vns dismnyerl by the excitement over him. He
begnn to doubt whether he wns himself or another man, and. the
bystam1ers now lookerl at each other, nodded, winked, and tapped
their fingers !l6l"ftinst their foreheads. There was a whisper about
securing the gun, u.nu keeping the old fellow from doing mischief.

I

She ,

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THE ADVERB.

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At.. this critical moment, howeyer, a fresh, comely woman
passed through the crowd. to get a peep at the gray-bearded man.
She had a rosy, chubby child in her arms, whom she spoke to as
''Rip." The old man, ·hearing the name, at once told her his '
story. She proved to be his daughter, and took him home to live
with her. ·Her house was a snug, well-furnished one, and she bad
a stout, cheery farmer for a husband, whom Rip recollected for
one of the urchins who used to climb upon his back.

the
.e

-Adapted from

WASHINGTON IRVING.

1

lS,

!
I

68. Reproduce the account given above, using your
own words as far as possible. Then write · a ·· similar
composition, describing the return home of some one
whom you know, or of a~ fourney you have taken.

I;I .
(.
n

THE ADVERB.

~r

Jrbs

i

,.

Observe carefully the verbs m the following
sentences:
69.

::M:other returns soon .
Mother rrieets us here to-morrow.
S: 'l'he hours pass slowly. ·
4. Roses are very fragrant.
5. Night comes too soon.
1.

.is
e of

at
be

sclfrry
ng
-riy

le
the
' " ')Cd
lUt

·mef .

...
'0

2.

What word modifies
Wlten does mother return?
- returns by telling when she returns?
Where will mother meet us? What word modifies
meets by t elling where she will meet us?
1-Iow do the hours pass? What word modifies pass
by telling how the ,hours pass?
What parts of speech are returns, meets, and pass f

55

COMPOSITION.

r

i

EXERCISE.

7 4. (a) Choose the correct words m the followiJ?-g
sentences: ·
1.

2.

3.

4.
5.
6.

7.

(Really, real) honest men can be found.
I feel quite (happily, happy).
(Almost, most) everyone is attending the meeting.
How (rapid, r.apidly) the moments fly!
Some pupils. learn (easy, easily).
They acted very (nobly, noble).
(Swift, swiftly) speeds the gallant ship.

Change the following adjectives to adverbs and
use the adverbs in sentences:
(b)

easy
noble

sudden
joyous

visible
bright

frantic
happy

smooth
soft

COMPOSITION.

75.
THE HYACINTH.
Have you ·seen a beautiful hyacinth bloom in winter? . Did you
catch its sweet fragrance? Would you like to grow one?
Pr.ANTING.- If so, get a large, sound bulb of the Dutch variety,
Norma, in September or October. Docs it resemble any vegetable?
Find the ring where roots will grow. What is on the oppvsite
side? Plant the hyacinth in a four or five inch flower-pot, using
rich soil. · Wlrnt is the use of this soil? ·wm yon place the bt1lb
near the bottom of the pot or near the top? Why? Pack the
soil firmly nntl water freely.
GnowTn.-Givc 'the bulb water often enough to keep the soil
moist. How will that assist the roots? Can they penetrate moist
soil better thlill tlry? If our hyacinth were outdoors in the ground,

56

PRIMARY GRAMMAR.

would it be cool for the next-few months? Would it be covered?
Can you
also imitate Mother Nature and cover with two or three inches
of soil? Yes, wisely. Will you water regularly?
If the hyacinth thrives out in the flower-gardeb, will a touch
of frost some night harm it in the basement?· No. What are
the roots doing in October and November? In late December
or January you will observe the soil being pushed up. Now the
leaves thrust out into air, breaking throng~ the covering soil.
Fonc'rNG.-Clcar away this soil to the top of the bulb, clean
the plant and flower-pot, and bring into the sunlight and warmth
gradually. What color were the leaves?. What is essential to
make leaves green? What changes now occur in shape? In color?
What, season are you now makTng for the plant after its winter in
the cool basement or cellar? This is called Forcing.
BLOOM.-Is the head of flower-buds well above the · bulb?
When docs it show color? Does the stem grow more rapidly
then? Have warmth and sunlight hastened blooming?
Study one of those waxen flower-bells, noting its shape, size,
and texture. Describe its color. What of the fragrance? How
arc the bells arranged on the stem? Did. the leaves grow from
.
this stem? Why are flowers made so attractive?
To prolong its blooming period do you think it should be
kept cool or heated? In the sunlight or out of it?
After the flowers have faded take out' the bulb and wash ·a way
the soil, noticing how the roots have grown. What do you find
on the side of the old bulb? Do you think if they were planted -they would increase in size and become as large as the bulb you
bud last September? Yes, but favorable climate is necessary.
In what part of the hous~, then, should it be placed?

NOTE: Siuce you have "forced" the bulb once, it will not
produce so fine a bloom again, but you can plant it in the garden
and ~et · a ·small cluster of flowers a year hence.
The moist climate, equable temperature, and low, rich soil of
Holland produce tbe fine, large bulbs we need for forcing.
The teacher will direct pupils to the sad story of Hyacinthus.

Yon may write a composition about each of the
topics, Planting, Growth, Forcing, Bloom, .etc., at its
appropriate time; also, after blooming-

-wh:
pot' a
·#i

: 2.

hiJ~C1·

first,

qu1iirt
::, . ~-l ,

. ~overed?
' Can you
e inches

Describe the development of the bulb-what the
hyacinth did. Illustrate with a drawing of the bulb at
first, the plant and bulb when brought out of winter'
quart~rs, ancl the bulb in bloom.
2.

l

:

You may use the topi6s planting, growth, forcing, and bloom,
in each case, as subjects of separate paragraphs.

3 . . Write about the elements necessary to plant life:

Soil," Water, Air, Light, Heat, their source, etc.
Following ·the outline below, write what you
know of adverbs.
76.

: pe, size,
L_J ? How
grow from

OUTLINE.

Definition- two examples.
Classification-define each class and give examples.
3. . How formed from adjectives - example.

1.
2.

tould be

"L

57

.

Describe accurately your treatment of the hyacinth
-what yin" did. Illustrate with drawings of the flower- .
pot and sprinkling can.

e bulb?
~ ._, rapidly

I

.

1.

iu a touch
urhat are
ecember
Now the
rr soil.
. lb, clean
J u warmth
1
"" mtial
to
[n color?
::. ninter in

l.Shaway
you find
ere planted
mlb you

COMPOSITION.

r

-

/,

.ary,
will not
e garden

rich soil of
g.
acinthus.

of the
·· ~ ·, at its

. i

I

65

OOMPOSITION.

, form tltefr

N aiirn the adjectives and verbs in the following
stanzas and tell the person and number of each noun:
(b)

Within his sober; realm of leafless trees, .
The russet Year inhaled the dreamy air;
Like some tanned reaper, in his hour of ease,
When all the fields are lying brown and bare.

consonant,

The gray barns looking from their hazy hills,
O'er the duri waters w:idening in the vales, ,,
Sent down, the air a greeting to the mills,
On the dull thunder of alternate flails.

~o

-Fr~

"TTw' Olosing &ene,"

READ.

-.-. ')Uns:
I

otl'ral,

r:sc

oxen
mke

COMPOSITION.
87.

Read c~refully this account of:
HOW LINCOLN STUDIED GRAMMAR.

irregularly,
I only two

-- '"". sentences
· necessary:

The following characteristic incident in the life of Abraham
Lincoln shows that in grammar, as in everything else, the maxim,
"Where there's a wlll there's a way," holds good.
It is said tha.1; hen Lincoln was a . young man of twenty-one,
clerking in
tore in N cw Salem, Illinois, he found to his joy
tha~ he could speak in public and argue a case. as well ai anyone
who passed through the village.
·
But he felt, to his keen chagrin, that while his thoughts were
clear and convincing, his language was imperfect and faulty;
hence, when be made up bis mind to become a public speaker, he
at once sought the schoolmaster for advice. "If you
going
before the public, you ought to study grammar," was the wise
man's sensible answer.
The only grammar in the neighborhood was six miles away,
but before night Lincoln 'had . walked the distance to and fro and
was deep in the mysteries of the borrowed copy of "Kirkham'e
Grammar." Every spare moment for weeks was spent with that
book. Tho whole neighb~rhood· became interested in his progress.

are

IL

'

fife.
[),

L

•

66

PRIMARY GRAMMAR.

Even the village cooper ( kept up a fire ~t night by which
Lincoln might sit and study grammar.
It was not long before the book was mastered and Lincoln
was so delighted ·that he said to his fell ow clerk:• "Well, if that's
what they call a science, I think I'll go at another."
From such humble beginnings came the training which enabled
Lincoln to express his thoughts with a clearness, force, and
simplicity that are seldom equaled. -

-Adapted from T ARBELL's ''Life of Lincoln."

Notice the cl i visions or paragraphs in this composit!on.
Give the number of en.ch noun in the third paragraph.
Lay the book aside and reproduce .the incident, using
your own language as far as possible.
Review person and number; then, following the
ont1ine below, write what you know of each, in the form
of a composition.
88.

OUTLINE.

1. Person-define it-how :inany? Define each and give
examples.
2. Number-define it-how many?
Define each and give
examples.
·
·
· .
3. How the plurals are formed:
Most nouns - nouns adding es- examples.
Nouns ending in f or fe and o- examples.
Nouns ending in y-cxamples.

SH.

Number Forms of Personal Pronouns.
1.
0

He will play, and tlley will dance.
You arc n. good cllild. You arc good children.

\Vhich pronouns in the foregoing sentences denote
person? \Vhich represent more than one? ..: Which are
m tho singular number? Which in the plural number?

'3

once
ate
; .-. I:\

/.

.

PRIM.ARY GRAMMAR.

72

· .\'

(
EXERCISE . .

three'.m

madl ·a

98. Fill the following blanks with pr~nouns of the
correct number and gender:
1.
2.

3.

4.

s.
G.

7.
8.
9.

10.
11.

Stephen died a martyr to - - faith.
The kitten ate - - breakfast.
Mary said - - had :finished - - ~ork.
George and Guy took - - skates to the pond.
Carlos learned - - lesson before - - went to school. ,
Some boy or girl has lost - - or - - knife.
The boys have lost - - boat.
Everyone should do - - best.
Each one of us must paddle - - own canoe.
The bird carries straws in - - mouth to build - · nest.

en-o ugh
enough
ger tha1
tremely
to get i
The
th1u{ktb·
earth'~-s·

the 'b'ts
done·SJ

.Ttl(

oe ··
can·~
,...,;.,..
thiS:WC•

wow ~

wo~JC(t-

"The friendly cow all red and white
- - love with all - - heart;
- - gives me cream with all - - might
To eat With apple tart."

,. Tlt
(

foll~o:i

judge
"...

~~1

COMPOSITION.
99.

·Study very carefully the following description:
HOW ROBINSON CRUSOE BUILT A

BOA.~.

I felled n large cedar tree. I question whether Solomon ever had
such a one .for the building of his Temple at J erusn.lem. At the base
it wns six feet in diameter, and five feet in dinmetcr twenty feet
above the., base,· where it lessened for a while, before it parted into
branches.
With great labor I felled this tree. I wns twenty days ha.eking
nt it at the bottom. I ·was fourteen more cutting off its branches
and wide-spreading head, which I did with axe nnd hatchet. After
this it required a month's work to shape it to proportiop.s like a boat,
that it might sail upright.
To work out the inside so ns to form a complete hull, I worked

•
OOMPOSITI[JN.

of the

__ hool. ,

-

nest.

73

three months longer. Thus by dint of hard labor, without fire, I
made a very handsome canoe with chisel and mallet. It was big
enough to carry. six and ·twenty persons, and consequently big
enough to carry me and my cargo. The boat was really much bigger than any I ever saw that was made of one tree; and I .was extremely delighted with it. Now, there remained nothing to do but
to get it into the ' water.
The ground where the canoe lay was about twenty feet higher
than the·water, so I reasoned that by digging into the surface of the
earth so as to form an incline plane, it would be easy for me to get
the boat down the incline if I could only start it. But after I had
done all this ;work I could not even.stir the heavy canoe.
Then I determined to dig a canal and bring the water to the
canoe, since I could not take the canoe to the water. Well, I began
this work, but thought best to make a calculation upon the time it
would take me to accomplish it. To my dismay, I found that I must
work ten or twelve years before the canal would be completed.
This grieved me heartily; and then I saw, though too late, the
folly of beginning a work before we count the cost, and before we
judge rightly of our
ability to push it to completion.

own

-DANIEL DEFOE.

\scription:

on ever had

base
enty feet
Parted in to
~the

Notice the contents of each paragraph in the above.
\Vhat nouns and pronouns indicate gender?
Lay the stq aside and tell it) n writing as you recall
it. Compa : your story with Crusoe's. Did you omit
anything? Have you placed the thoughts in the right
order?
Rewrite your story, if you can improve it m any W8iJ.

u ..

~ J

bucking

Review gender; then, following the outline
·below, write briefly what you know of gender.
100.

ts branches

1

!t.

OUTLINE.

After

kc a boat,

Definition-how many? Defino each and give examples.
Define the ways ,bi which nouns distinguish sex and give
<'
examples.
1.

2.

I wor4ed

. '

~-

77

COMPOSITION.

rxtive.

8.
9.
· 10.
11.

I

me

12.

18

.Jiee
you
iim
;hem
her
them
it
them

Julia can not find her pen.
Who will ;find it for her?
Come unto ~~e and I will give you rest.
You acted consistently with your profession.
They climb up into my turret
O'er the arms and back of my chair;
If I try to escape, they surround me;
They seem to be everywhere..
.
-

(c)

1

LONGFELIJOW.

Write the correct, form in the following:
1.
~·

3.

4.
5.

equivalent

6.

7.
8.
9.

aves.
care.

10.
11.

· borne.

Mary and (me, I) were present.
You are smalle"r than (he, him).
Can you sing as well as (they, them)?
It was (me, I).
I know that it was (she, her).
I was visiting Lizzie and (she, her).
r
They visited (he, him) not (I, me).
Here are some pearls for (she, her) and (I, me).
Was it not Guy and (her, she) who called?
Do you think it was (they, them)?
J
Will you escort Susie and (I, me)?

irtmcnt.
ason.
1 aer.

_.

!

I
I
I
I

I

COMPOSITION.
r

of the fol>er, gender,

Read thoughtfully the
the turkey's behavior:
104.

I

foll~~ng descriktion

of

THE MARTIAL TURKEY.
Perhaps it is not generally known that we get the idea of some
of our best milita.ry maneutiera from the turkey. The sending of'
a skirmish line in adoome ·of an army iB one of them. The drummaJm- of our holiday militia comp!\Ilies is copied exactly: from the
;

''.

I

!

.!

1·

I

I

..

PRIMARY GRAMMAR .

.78

·

turkey gobbler: he has the ·kame splendid appearance, the same
proud step, the same warlike Mpect.
The gobbler does not( lead his forces in the :field, but goes
behind them, like the colonel of a regiment, so that he can ·see
every part of the line and direct its movements. This resemblance
is one of the most singular things in natural history. I like to
watch the gobbler maneuve?'ing his forces in a grasshopper :field.
He throws out his company of two dozen turkeys in a crescentshaped skirmish line, the number disposed at equal distances, while
he walks majestically in the rear.
They advance rapidly, picking right . and left, killing the foe
and disposing of the dead bodies with the same peck. Nobody has
yet discovered how many grasshoppers a turkey will hold; but -he is
very much like a boy at a Thanksgiving dinner-he keeps on eating
as long as the supplies last.
- From ''Being a Boy," by CHARLES Dun LEY WARNER.

Make a list . of the adjectives and adverbs in the
above description. Tell the ·case of each noun and
pronoun.
Rewrite thl:s composition, using other words of similar
meaning for the italicized words.
What animal is the most interesting to · you? 'Write
an account of it, telling all you have observed or learned
about your favorite animal.
105. Review case; then, following the outline below,
write in the form of a composition what you know of it.
1tfake a parngrnph of what you writ'e on each point fo

the subject.
OUTLINE.

Definition-how many? Define each _and give examples.
Write rules for forming the possessive case and give
examples of each.
1.

2.

I~J

·..

(
PRIMARY GRAMMAR.

84

COMPOSITION.

In the following nature study, remember that
tho scientist observes facts and seeks to determine their
meanmg. He states his observations accurately and his
conclusions modestly.
117.

STORM AND HILL.

In connection with the study of geography, let us observe the
work of raindrops. Have they anything '· to do with the shape of
this earth'! They make the grass grow and the trees flourish,
tru.e enough, but what can change the "everlasting hills"? Let
us visit a hill or bluff and observe the ' effect of rain.
"\
TnE HILLSIDE.- Is the hill grassy on all sides? ·where has
rain affected it most? Do you find the side even'! What has cut
down those gullies? In the wrestle of rain and hillside, which
was the stronger during the storm? Have pebbles and stones ever
bce:n torn away? Do you think the hill has ever been higher or
steeper? ·where do you . imagine the top was ten years .ago?
, 'W hat side has the rain dealt most savagely with? Will the
direction and force of the wind affect the amount of soil washed
down? Is ·the crest outline smooth or jagged? Are there any tiny
elevations clown the slope? What causes them?
T1m VAI,LEY.-.Where the little torrents reached level ground,
what was the disposition of material? 'Vhcre were the largest
stones dropped? The next larger? The small pebbles? What is
there a little beyond? Can you find a hollow which held the
water awhile? Here is the finest sediment- the silt dissolved
from the ·· soil of the hill above. 'Vhy are there no pebbles
here?
TnE STREAM.-Can you trace the growth of any rill into a
brook'! Where is the silt? Is the water clear? Do you think
there may be silt in water almost clear? Is rain pure water? Is
a large river usually clear? ·what will it carry out into the ocean?
Where does the silt, finally deposited, find its home?
Many cities nlong sucll large rivers as the Missouri or Mississippi , nsc river water. If a glass of this water is left standing
for u time, a thin layer of mud or silt is seen at the bottom.

(
I

\

l
I,

85

COMPOSITION.

GENERAL RESULTs.-Wbat is the effect of rain ancl snow
upon the hills? At what season are these effects most prominent?
Why? Compare a rainy year with a clry one. A wet region of
country with a dry one. Study a divide or watershed in your ·
geography. What kind ' of a house-roof resembles one? What is
the effect of the watershecl nearest you? All these wonderful
and interesting effects of rain and snow, freezing and thawing,
etc., are called erosion.

L__. that
ie their
: ld his

"Every valley shall be filled, every hill brought low."

.I

serve the
.ape ;of
_ Jurish,
s ,,? Let
'\

I

_ _re bas
t has cut
whi,c h
(
:s ever
Lligher or
3 ago?
,II the
l washed
iy tiny
l ground,

largest
'bat .is
held the
_,.>solved
)ebbles

ti

I~

il

Write a description ' of,

'

..

I

I

I

I

ri
I

I

I
1·

Erosion at the Hillside. (Draw or paint a sketch to
illustrate.)
2. Brooks and Rivers as Freight Carriers. (Sketch a tumbler
in which coarse and fine pebbles, sand, and mud have been mixed
and allowed to settle in water.)
3. The Battle of Rain and Hill.
1.

i

II,

Be sure to describe what yon saw, exactly. If you
quote the statements of others, so indicate. If you state
conclusions or though ts of your own, state them as such,
not as observed facts.

I

comparison; then, following the outline belo , write from memory what yo11 know of it.
Be careful to paragraph each division of the subject.
118.

11

into a
think
rater? Is
'" ocean?
>r Missisanding
1m.

OUTLINE.
1. Definition - bow many degrees?
Define each and give
examples.
2 . Comparatives-bow arc they formed?
Give examples of
each method.
3. Superlatives-how are they formed?
Give examples of
each method.

102

PRilr!AllY GRAMMAR.
COMPOSITION.

141. The study of

a poem:

•
(J

1.

WHERE GO THE BOATS?
Dark brown is the river,
Golden is the sand.
It flows along forever,
With trees on either hand.

~1

t

;,-

~·

.·,',

I'•

·{,;

:,.,,:

Green leaves a-floating,
Castles of the foam,
Boats of mine a-boatingWhere will all come home?

\

I

On goes the river
And out past the mill,
Away down the valley,
Away down tl~e :hill.
Away down the river,
A hundred miles or more,
I
Other little children
Shall bring my boats ashore.
.
I
-From "Child's Garden of Vei·ses," by ROBERT Lours

..

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•. );';

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: :j-f~;~,.

:.3~~--;·.

.tfr~·

r

:. :;i;•J~.I

\!~~ ·:;
~ .( ·

'
'

Am~

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'"

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1!.

STEVENSON.

Have you ever sailed boats? Can you rladily imagine
this river? Does the poet require many wofds to sugges't
a beautiful idea to us? Is each line a co~pleto picture?
Describe the river ancl its course. Tell the story of the
boats. -,
[
A valuable study may be made of any poem which has
a story to tell.; as,
"The Mountain and the Squirrel," by Emerson.
"Little Boy Blue," by Eugene Field.
"Little Voices," by George Howland.
The school readers afford similar material well adapted for study,
and the works of our best poets are easily accessible.

!
II

~'

>t:·1;'

-:. ;V'··.

~f/{.

~~:~
..~ri:}
·~~·t

3ilh'

@f,>::
?

I
INFLECTION-THE YERB.

; '

•'

103

142. Review the auxiliaries and write what yo.u
know of them in the form of a compo~ition.. Follow the
outline below and paragraph each natural division of
the subject.
OUTLINE.

,

, •,

1., Define the auxiliary verb and give the list of those verbs.
2. Give the use of may and can; of migltt and could:-

3.

Give the use of

143.

~hall

and will,· of slwuld and would.

Voice Forms.
John bought a book.
The book was bought by John.
The farmer gathers the harvest.
4. The harvest is gathered by the farmer.
1.
2.
3.

EVENSON.

.rngme
suggest
cture?
·J of the
~h

I

Name the subject of each of the above sentences.
Name the verb. Is it transitive or intransitive? Name
the object of the verbs in sentences 1 and 3. Which
verbs represent their subjects as being acted upon? Do
the verbs bought ' and gathers change their form to represent the sw ject as acted upon?
'rhe form of a transitive verb which shows whether
its subject acts or is being acted upon is called Voice.
144.

The Active and the Passive Voice.

has
Transitive verbs, like bought and gathers, Ul)ed to
represent the subject as acting, are said to be i'n the
Active Voice.; as,
(a)

;

I.

~

study,

1.

2.
8.

Bees ··make honey.
Birds build nests.
Men wrote the letters.

..

112

PRIMARY GRA.MlrIAR.
(-

COMPOSITION.

150. Read carefully the following incident in the
life of a school-teacher:

·:.::,k,i1
r: Jl

r

HEROISM.

1

A little country schoolhouse stood on a .beautiful prairie some
distance from a small village in South Dakota. One bleak wintry
day the teacher noticed the shadows deepening. It was early in the
afternoon. With a quick glance she read · the cloud signal of an
approaching storm. She decided to dismiss school at once, so that
n.11 might reach home in safety.
Gathering the youngest children about her, ·she started for the
village; but in a few minutes the dreaded blizzard was upon them.
So cold and swift came the driving snow that the strongest men
would fear to be overtaken by such a storm .
.Great drifts heaped before them, blocking their way home.
The teacher gathered the little ones about her, wrapped them in
her garments, and sheltered them with · her body, thus giving
such protection as she could. They . could only wait and hope
for help.
Some hours later a rescuing party .found them almost concealed
by the drifts. The children, through the loving self-sacrifice of the
teacher, were unharmed, but the heroic woman who had suffered
to protect them was so badly froz:en that she could never walk
again.
The State voted her an annuity for the rest of her life. Do you
wonder that the people of that town lwrwr ·such a brave, unselfish
woman? Men and women everywhere are made better by such
deeds of heroism.

Copy the above description, using words of like meaning instead of all italicized words.
Mention the nouns and the adjectives. Tell the voice
of each verb in the composition.
Without reference to the book, rewrite the story.
Compare what you have written with the original. Which

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:.~.

:t:
':~y ~

'.t .
. ~l' 'I

..t'!
f~

11 (

11$

VERBALS.

L

the

some
I vintry
y .n the
7.l of an
. o that

is the better description ·of the scene? Did you put each
point of the story ·in the right place?
Perhaps you would l~ke to write a story of some deed
you may admire. The following subjects inay recall a
familiar incident:
How a Fireman Saved a Child.
How One Boy Defended Another.
Courage at'· a Wreck.

rill

for the
them.
,_,.,t men
1

10me.
in
giving
hope

t~~ m

mcealed
( >f the
ffered
er walk

.>

Review voice; then ,· write m the form of a
composition what you know "of it. Follow the outline
below and be careful · in paragraphing your composition.
151.

OUTLINE.

1.
2.

Definition-how many? Define each and give examples.
How is the passive voice formed?

VERBALS.

1

o you
mselfish
I
such

'f'

N m~ the words denoting action in the following sentenc:es:
·
152.

1.
2.
3.

4.

ieanvoice
story.
Thi ch

Guy writes easily.
The boy writing is Guy.
Words written can not be recalled.
To write is a pleasure.

What verb in sentence 1 denotes action? What words·
in the other sentences are formed from the same verb?
Do writing and written denote action? Do they assert
that anyone writes, ·or · do they assume (take for granted)
that someone writes? . J)oes to write assert an action, or
does it merely express it?
8

I
COMPOSITION.
.

123

.

COMPOSITION.

165. Read the following carefully. Perhaps you
will care to read. the author's "Sharp Eyes and Other
Papers":
THE HOUND.
:t

as
of

ni;;ed

The hound is a most interesting dog. How solemn and long-·
visaged he is -how peaceful and well-disposed I He is the Quaker
among · dogs. All the viciousness and currishness seem to have
been weeded out of him; · he seldom quarrels, or fights';"° or plays,
like other dogs. Two strange bounds, meeting for the first time,
behave as civilly toward each other as two men.
* ·lf- *
The hound is a great puzzle ,to the farm dog; the latter, attracted
by his baying, comes barking and snarling up through the fields
intercepts .the hound, snubs, and
bent on picking a quarrel.
insults and annoys him in every way possible, but the hound heeds
him not. If the dog attacks him he gets away as best he can,
and goes on with the trail. The cur bristles and barks and struts
about for awhile, then goes back to the house, evidently thinking
the hound a lunatic, which he is for the time being- a monomaniac,
the slave and victim of one idea. I saw the master of a hound
one day arrest him in full course to give one of the hunters time
to get a certain runaway fox. The dog cried and struggled to free
, himself, anci would li sten neither to threats nor caresses. Knowing
he must be hungry~( I offered him a lunch, but he would not touch
it.
* ·* ,:.4 "' He was under · a spell; he was bereft of all
thought or ~sire but the one passion to. pursue that trail.
-Frorn " Pepacton," by JOHN BURROUGHS.

He

rd of

>On

:rs

to

Why does the author speak of the hound as a
Quaker? ·w hat is a citr? ·what, then, is citrr·i slmess?
How does ba!fing differ from barking? 'Vlrnt is the
meaning of rnon01naniac? Do you think a great man
may become so wrapped up in his pursuit · of knowledge,
or discovery, or invention, as not to heed the world
about him? This is called the power of continued
attention. You may well imitate it.

!

(

'•

'

·-·

_______ ___

124

_______--,---____,,,,__

.::___

__

PRIMARY GRAMMAR.

Study this descriptidn of the hound till you have
the author's thoughts ·and their order well in mind.
Notice all verbals.
As what part of speech is each
•
o~e used?

The Pug Dog.
The Bear.
The Canary.

The Parrot.
The Pony.
The White Rabbit.

Review the verbals; then write what you know
of them. Follow · the outline below.
166.

1

OUTLINE.

Define and classify verbals. and give examples of
each class.
2. Mention the uses of the participles. '
3. Mention the uses of the infinitives .
1.

. .•,

...;

.

132

•

PRIMA.HY GRAMMAR.

(
COMPOSITION.

Study carefully the following beau\iful description. Notice all the phrases it contains and what each
one modifies. Then reproduce it in language of your
own as far as possible:
182.

· ~.: :,

'

A SNOWSTORM.

'i '

; I

,· i :
J ,;

! '

There is snow in the cold gray sky of the morn.ing, ancl, through
the partly frosted window panes, I love to .watch the beginning of
the storm. A few feathery flakes are scattered widely through the
air, and hover downward with uncertain flight, now almost alighting
upon the earth, now whirled aloft again. These are not the big
flakes, heavy with moisture, which melt as they touch the ground.
It is to be, in good earnest, a wintry storm. By nightfall, or at least
before the sun sheds another glimmering smile upon us, the street
and our little garden will be heaped with mountain snowdrifts.
AB yet, indeed, there is . barely a rime like hoarfrost on · the brown
surface of the street, but gradually great changes _will be wrought.
These little snow particles, which the storm spirit flings . by handfuls
through the air, will bury the great earth under their accumulated
mass.
-

NATHANIEL HAWTHORNE.

Having read thoughtfully the above extract, try to
write a similar description of "An April' Rain" or "A
Thunder-Storm in Summer."

'. ·- ,.,,'. -

183 . . Review phrases; then write in composition

form what you know of them. Follow the outline below. Carefully paragraph your composition.
OUTLINE.

General definition - give examples.
Classification according to form - define each class and give
examples.
·
3. Classification according to use - define el\Ch class and give .
examples.
1.
2.

L

.
11 ns.

4, · All - - I have I gained honestly.
5.
6.
7.

8.

, that, and

ver,

139

COMPOSITION.

9.

Every dollar -. - I have is clear.
The man - -; house I am in is a philanthropist.
He - - enters here must have · a pure heart.
I want a lawyer - - head is clear.
This is a clerk - - you can trust.
i

wlW$.O-

Correctly use e_adh of the . following relatives m
sentences of your own construction:
(c)

animals and
•md things;

who

whoso . .

which
whoever

that
whosoever

•whom
what
whatever

COMPOSITION.

197.

Tell what
Pn,c h relative
: is a slave.
. ___ a bear.
~ep.

~

generous.

following
!ate pronouns.
_3

1

rant.
r bidding.

Study of a poem:
THE FROST.

The Frost looke d forth, one still, clear night,
And wh~7red, "Now I sh.all be out of sight;
So thro~h the valley and over the height
In silence I'll take my way.
I will not go on like that blustering train,
The wind and the snow, the hail and the rain,
Who make so much bustle and noise in vain,
But I'll be as busy as they!"
Then he flew to the mountain and powdered its crest,
He lit on the trees, and their boughs he dressed
With diamonds and pearls, and over the breast
Of the quivering lake he spread
A coat of mail, that it .need not fear
The downward pointof many a spear
Which he hung on its margin far and near,
Where a rock could rear its head.

I
COMPOSITION.
-

141

.

the story in words of your own, quite different from
those the poet used:

t

"A Sudden Shower, " by James Whitcomb Riley.
"The Old Man's Dream," by Holmes.
"Pegasus in Pound," by Longfellow:

;e

Consult the reader, the editions of the various poets,
and numerous collections of poems . for further poetic
,~
studies.
·
198.· Review clauses; then write what you know

of them: in a short composition; following the outline
below. Carefully paragraph .what yon '·write:·
OULD.

over the
v~0ribed.

tn1y say
: mail"?
te Frost
best?
nlied in
ned to
-~

frost

riate for
p new
•v l' work
fhen tell
1

OUTLINE.

General definition- give examples.
Classification according to use-define each class and give
examples.
1.
2.

. ·cw:;-.
i<•

I'

140

l"BIJrlABY GllAMMAll.

He went to the windows of those who slept,
And over each pane iike a fairy crept:
Wherever he breathed, wherever he stepped,
By the light of the morn were seen •
Most beautiful . things. . There were flowers and trees,
There were bevies of birds and swarms of bees,
There were cities, and temples, and towers, and these
All pictured in silver sheen!

':':~

But he did one thing that was hardly fair He peeped in the cupboard, and, :finding there
That all bad forgotten for him to prepare "Now, just to set them a-thinking,
.I'll bite this basket of fruit,'' said he; ·
"This costly pitcher I'll burst in three,
And the glass of water they've left for me
Shall ' tcMck ! ' to tell them I'm drinking."
-

HANNAH FLAGG GOULD.

What did the Frost regard as his advantage over the
other elements named?
Study the various ways in which freezing is described.
Would as many ways be used in prose? Why say
' "powdered its crest"? What was a "coat of mail"?
Its meaning here? On what canvas did the Frost
paint?
In what light were the paintings seen at their best?
Why not at noon?
What is the thought implied in
"forgotten for him to prepare"? What happened to
the pitcher? Why?
In good, plain prose describe the effects of frost
related in the poem.
1'he following poems may be found appropriate for
study. Read each of them carefully; look up new
words and expressions in the dictionary or other work
of reference; think out every obscure meaning, then tell

(
(

\

OOMPOSIT ION.

e use
1j as,

1

149

EXERCISE.

207. (a) Copy tho foilowing sentences.

that,

Which
clivided

e of

1 •

wlten

'"""' and

Classify' the
quotations you find, and correctly punctuate and capitalize:
George said I am ready
The girls said that they would sing
Mary asks will you .read
4. I am brave said he and fear no danger
5. The judge inquired are you guilty
6. The prisoner muttered I nm guilty
7. I have done no wrong said Hypatia and fear no punishment
8. John asked Charles how many books . he had read
9. Charles replied .that he had read sixteen books
1.
2.
3.

Write the above sentences, changing the form of
each quotation- the direct to the indirect, the indirect ·
to the direct.
(b)

Construct six sentences containing quotations three direct and three indirect.
(c)

!}!

~ on

with

words
COMPOSITION.
1

h quo-

!1;1tless it

208. Commit to memory the following adaptation
of ..tEsop's Fable:
THE WOLF AND THE LAMB.

are often

A wolf saw a lamb drinking at a brook, and set about finding some reason for catching him. So he went to a place a
little higher up and called out:
''How dare you muddle the water that I am drinking?"
"How can I," said the-lamb, humbly, "when I drink with
the tips of my lips only? And, besides, the water runs from
you to me, not from me to you I "

r
150

. ~i

PRI11fA RY GRAMMAR.

• ago," said the
"Well, you 1 called my father names a year
wolf, readily finding another reason.

''I was not born a year ago," said the poor lamb.
'
"You may tnake ever so good excuses," said the wolf, finally;
I
"I shall eat you all the same."
This fable teaches that, when one has made up his mind to
do wrong, he is not stopped by the best of reasons.
-From "Fahles and Folk Stories," by HORACE E. SCUDDER.

Note carefully how all -marks of punctuation are
used, and be prepared to write and punctuate the fable
from dictati01;i. · How many quotations are there in this
fable? Are they direct or indirect?
Rewrite thk fable, using indirect quotations instead of
direct.
[
Write a s\milar story. Choose, if you wish, .one of
the subjects given below:

I

The
The
The
The

Ox and the ·.Horse.
Cat and the Dog.
Bee and the Butterfly.
Farmer and the Merchant.

Re liew conjunctions; then, following the outline below, ' rite what yon know of them in the form
of a composition.
209.

OUTLINE.

General definition - give examples.
Classification according to use- define each class and give
examples.
1.

2.

HH

LE TT:SR WRITING.
LETTER WRITING.
I

i: i;:ed, and
i ammn.tdependent

229. In the following letter observe carefully the
arrangement, the capital letters, and the punctuation:
A LETTER.

(Headi.n g.)

Otlru,w.., JLL.

t)~2b,i8qb.
f•

(Int1·oduction.)

f)WJL,c1~:
·.- _se.

(Body.)

St ih Q rotcl ~ Yn.ovrUm_q..J~
~am.dJQ)u,~~~·

~to tJu, ~ mtvnt.Jlwtt ~

F
·· e inter-

tut~ fvuttAt~
~am.cl J oJ\L ~to tJu ~
,,
:
.

1-

·ess and

duAt 'ti-~ {<n CL F

~.

Jiu, ill ih ~ ,Mm_o-oth, am.cl thiel Orru:L
.

I

tJu~ ih~.cTkMnow ih~
tdependent
:he latter

~ ~lwu,,a;n_d, !Ju rorutVnq ~ ~
I

I

)l'y,

~men ts-

~Ll~.LlJL~lwc~~
~~~·
11
.
~.

,...

162

PRIM.AR.Y GR.AMM.A.R.

Chm, O\AA ~· ~ tlu,~w{lli
-~.: . (

ui>.

B;Um_g, Jwil w{lli ~· 8d not~

~~O'l~~-W~MLnlt~.
CL

qo-ocl fun.t~. .
w~~haru-tQ~·~o{~

am.cl ~ fvuMm-t.

cTJu 1'YUYU, tk ~.

]_ w-J1 ~~to~ a;n_d, UV~ ant o{ 0-U)\, ~.NAt. ~km.ow~

willFrl tlunnMrwirnt~ ..
~:tol>.U. ~aitk~
(Subscription.)

~~·

~~·

Copy the above letter, and notice that it consists of four
parts-the lieading, the introduction, the body, and the
subscrip_tion.
The lieading consists of (1) the name of. the place, (2)
the date of the writing.

I
I .

163

LETTER WRITING.

The introduction consists of (1) the address, (2) the
salutation. . In letters to friends, the address is usually
omitted from the introduction.
The body consists of the message.
The subscription con'sists of (1) the term of re~pect,
(2) the signature.
.
Notice the paragraphs in the body, and be prepared
to wri~e. and punctuate. all parts of the foregoing letter
from dictation. ·
·.
.;.
The superscription of a letter is the address on the
envelope. It should be written as shown in 't he diagram:

·~

.
'"'"U.Ol'U).

YY\A. cfJlamk ~'
~'

i

~ll~
: ~.

; s of four
y, and the

. .L1lace, (2)

Imagine that you are "Frank Mayo" and write an
answer to " George Granger."
Write a letter of three paragraphs to your brother in
Danville, Ky., about the events of yesterday. .
Write a letter of four paragraphs to .your sister in
Nashville, Tenn., telling her how you spent your Christmas holidays.

LETTER WRITING.

the

171

LETTER WRITING.
244.

Study the following letters until you can write

them correctly from dictation.
BUSINESS LETTERS.
~ ments

hi ch

Business letters s~ould be clear, brief, direct, and
courteous . . All matters not connected with the business
at hand should be excluded.

l+b~~trwt,
~

k

eds a

ids (wt
1 ls).

: lents
men ts.
: -7 are
ifies:

~~.-~ll., 8.tt.23118qb.

~ UJMCL<\!-Co.,

111to122~~.,~.
~,;
Pltcw,wncl YYU ~ ~ ~
OY\L

~ o{ ~ o{ tlu ~- ~ ~

(Lt-cnr~no.2~.

~ ~ PcM,OWu~~two doliaAh

(tlu ~ naJYYUCL Un,~ wlolootu.)

·.. ~tJwlAt,
ter.

ilio,f)~.
....

172

PRIMARY GRA MMAR.
\:.

1qb UJoodJt.,

r

~,~1t.,8u.10,18gb.

~P~Co.,
P~,Pa.,.

~:

~~fm.ci~~
iJvLUclolia.M($3.00)~ iJvLU ~
to"~~~w~CJnL~k­
qAmmim.qw-Uhtlu,~ ~,18qi,

~~

8illttr, 220 JJ:a.tL Jt.,

~ J~, 222 J~

Jt., OJnCL
·~ · . ·~\

~·

245. Ha.ving made yourself familiar with
arrangement, punctuation, and use of capitals in
foregoing, write letters as here directed:
\V-rite a letter to Marshall Field & Co., State
Washington streets, Chicago, ordering a pair of
gloves, a necktie, and a pair of cuff buttons.

the
the
and
ki<l

LETTER WRITING.

k.

173

Write a letter to a . railrond company asking the rates,

Tood.,Jt.,
vv.,

8tt. I0, /8q6.

AdAa{t~

~

time tables, accommodations, etc., for a trip to Yellow' ston·c Park or some desirab1e sum mer resort .
. Write a letter to Rand, McNally & Co:, publishers,
Chicago, asking for a pi·ice list of their publications.
Write a letter to a friend in Fresno, Cal., asking for
the facts about the climate of California, and the price
of a ten-acre vineyard .. 1
Write a _letter to your absent father, de.Q.9ribing a pony
and asking for money to buy it.
·
-wfite a letter offering for sale a resi<lence and lot
you are si1pposed to own, riaming its valuable features
and your terms.

, QYU.,~k-

.'lwrr'1wt,,1sgi.
20 x3ta.t., x3t.,
_'1

tL

x3t.,

a.rn.d,

·amiliar with the
capitals in the
~p

Co., State and
~ a pair of kid
buttons.

.;

r~

LETTER WRITING.
·rnlC1

and

179

This analysis may be written thus:
(thou) -· - Take
peachO
this
and
\ appleO
~ that

om pound

l

a sym' 1poun<l

EXERCISE.
'
258.
1.

(a)

Analyze the '· following sentences:

We crossed the forest and the glen .

•re. They study grammar, history, nnd arithmetic.
3 . Do you see the moon and the stars?
4. Hear the sledges and the bells!
5. Horses eat grass, hay, and grain.

: . 1d.
1titution.

Construct three sentences, having compound objective elements, and write the analysis of each.
(b)

·om pound
1

analyze

In a similar manner analyze the following sentences
containing compound adverbial elements:
(c)

The steamer moved away slowly and gracefully.
They were~ faithful here and abroad.
You shall :find happiness somewhere or somehow.
4. Th endulum swings backward and forward .

1.
2.
3.

.h thou,
ple pi·edind that
.: u1bers of

LETTER WRITING.

:,.'1t mem-

ple, the
ective e]e-

: ind that

INFORMAL NOTES.

Study carefully the following informal notes.
Observe their briefness, the plan and arrangement of
parts, the punctuation and capitalization, and be prepared
to write letters modeled after them:
259.

-......._.,

180

~·

PRIM.A.RY GRAJf.ilfAR.
A,.'{ !NFOR.\IAL INVITATION.

••

•

In letters of iuvita~iou the date is placed at the c1ose,
as in the following. . Many prefer it so placed in letters
to friends:

•

8~P~:

j{j~.Ll CL ~da.rlt
_9-

MwulcL k

nu an
OY\L

am_,

o/-a.cL to ~ -~ o/" wUh
''Ofu;n-~' ~.

Ca.ek

,w-Jl nmL to tUrnq ~ ,fw.,Ut, o{ ~

~'CL~' CG Mma1t ~ qkM.
o.rrui CL AfYnDlt 1ut ~ hamvnwt,, W.t .
~ {uAt ()U)\_,'~'.lm.to ~ ~
iwrvA~.

~ ~ lliln q,o ~uh,~ C1/YY\.,
t.t~~am.cl~;
~~.

~,J¥.29,

189b.

~ic·;

LET'J.'ER WRITING.

181

THE REPLY.

f

:lose,
letters

£)~ Y'r'lLM ~:

~~k~qkcLto

qo ,w{lli ~ "b~-~ CWY' xSaiwu:LaAt ..
S~~~~c{Aonf.uCL

+Jom,fna,~~.3wlll~
CLMnalt~-rnuclto{ ~~~
~to~~~O\,~~
~~.am.ci<i~~~lltelb.
UJ.hat a,~ tlrrru ~ hhoJl ~- ,

~~~.
Rruhtt~·.
II

.

'

'

"UJl,,

Imagine yourself to have been a member of this
"Open-Eye Club," and write a letter to a friend describing your excursion. State the number who went on the
excursion, what specimens you found, what use you made
of your microscope, your bright eyes, your glass and
hammer.

182

PRIMARY GRAMMAR:

Be careful to p1~ce the date in the lower left-hand
corner, and one line lower than that on which the
subscription is written. · Iri informal letters it is not
cnstomn.ry to write the name or uddre ~s of the person
addressed in the letter. · In formal letters, beginning
with "Dear Sir," "Dear Madam," "Sir," "Gentlemen,"
etc., the name and address should be placed either in
the upper or lower left-hand corner of the page.
·write a letter of invitation to a friend, inviting him
or her to attend a nutting party. Write a reply ' to an
invitation to a game of tennis.

260. Complex Elements (Participle as Subject
or as Object).
MODEL

VI.-1.
2.

Riding fast is sometimes enjoyable.
I regret having ·written the letter.

' 6·

1. This is a simple, declarative sentence, of which
the verbal riding is the simple subject, and is enfoyable is the simple predicate. The subject is modified by
fast, · an adverbial element. Riding fast is the complex
Sll bject.
. The predicate is modified by . sometimes, an
adverbial element. Is sometimes enjoyable is the complex predicate.
The analyses of sentences 1 and 2 may be written
thns:
Riding fast
I -

is X enjoyable
sometimes

regret
having writtenO
lctterO
the

je~i
.;e~.

·1 Mo ·

:.'~-,,;i
l'Mi£.'

~Th

·is ~>h<
t.,,. ...
preClit

cher.is
clieris
elem:e
The.-)
m·ent'
..,.,.
I
.

•

l

LETTER WRITING.

191

This analysis may be written thus:
(thou)· Go
duty - - calls
theeO
where

, 1ich I
ie soon,

EXERCISE.

'

is the
"'1y the
1 m;ient.
redicate.
come
l_Jcd by
1, is the
r ective.
'v

27 5. (a) Analyze ~he following sent~nces:
1. , Make friends when ,you can.

2.
3.

4.
5.

I heard music as I approached the hot1s¢.
:"'
We hurried because the storm 'i'ncren.Bect ' . .
The weary soldiers stopped wherever night overtook them.
Will he come if the rain ·ceases?

Construct four complex sentences containing clauses
used as adverbial elements. Write the analysis of each.
(b)

LETTER WRITING.

276. Study the following letter. Notice the ease
. and gracefulness of the writer's style of expression, and
the beauty of his thoughts:

uich Go
thee is
of the
he predi-zs · thee,
is the
iv

! <>

the
y thee, a.n
·--bia.l eleWhere
I

S IS

A LETTER. .
, , ,P assy, .2~.d April, 1784.
My Dear Mr. Webb:
_ :. ;...:;. .! ·• ,•.
I receive<l yours of the 15th fo'stant.;°~.nnd ~· the memorial it
enclosed. The account they give oftiyo,k:~ ~it{taticm '.·grieves me.
I send you herewith a bill for ten louis d'ors. 1 I do ·not pretend
to give you such a sum; I only lend it to you. When you shall
return to your country with a good character, you can not fail
of getting into some business that will in time enable you to
pay all your debts. In that case, when you meet with another
honest man in similar distress, you must pay me by lending this
sum to him, enjoining him to discharge the debt by a like
NOTE:

I.About $40.

192

PRIM.ARY GRAMM.AR.

operation, when he shall be able and shall meet with such
another opportunity.
r' hope it may thus go through many
hands before it meets with a knave that will stop its progress.
This is a trick of mine for doing a deal of ;_ood with a little
money. I am not rich enough to afford mucli in good works,
and so am obliged .to be cunning, and make the most of a little.
With best wishes for the success of your memorial and ' your
future prosperity, I am, dear sir,
Your most obedient servant, 1
Benj. Franklin.
NoTE: tA form not

us~

.

The - pr_C>J
of equal. rs.~
the coorain
times by f/r;
Conjmfo
easily supp;
sentence;j'Sl
i~~

~i:~.:~

J

·m ~

to-dny. Row would yon close yonr Mter1

. Having made yourself familiar with the lesson conveyed in Franklin's l_etter, try to write a similar ono.

:·~,;f

j .,·.~~·1
218 ' !>! ~

e.. knife.

n e a letter to your brother in New Orleans, thanking him for a, book he has sent you· perhaps "Little

Lord Fauntleroy"-

on think of if;.

in San
Francisco. Let your letter describe the kenne e wishes
to tr'avel in, the meals he wishes to have, and the hours
he wishes them served, etc.

THE COMPOUND SENTENCE.
277. A Com.pound Sentence ls one which contntns
two or more propositions; as,
1. Birds carol and plozoboys whistle.
Men must work or tlley 1oill be 1nortltless.
We mu.st eat to live. but we should not li'De to eat.

2.
8.

,((?r· ~

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··~t •

'

Thi

...... JLMES.

SUGGESTIONS TO TEACHERS.
1:i0LMES.

HOLMES.

The composition exercises on grammatical subjects, such as the
noun, adverbs, and ph?'ases, .etc., suggest similar work in the study
· of arithmetic, history, and geography.
review and fix:. firmly in mind the general subject
These
just studied, or the work of the week, month, or term. ,"
The following is a suggestive exercise after the study of Frac·
tions in arithmetic:

will

OUTLINE.
1. The terms-their meaning-the reciprocal.
2. Kinds of fractions-as to value-as to form-decimals.
3. Principles- various operations: (a) peculiar to fractions;
(b) general.
Write an outline of the subject you have just finished study·
ing in geography. In accord with .the outline, write an account
of the leading facts you learned from the study of the subject.
LIST OF SELECTIONS FOR COMPOSITION WORK.

md

Lily."

Below is given a ,list of . prose i:i.nd poetic selections from
literature which mayj~be utilized for literary :and language studies.
Some of these ar 5·wortby of memorizing'. j,, They are arrn:oged for
convenience ac · 'rding to an alphabetical list of the authors:
Nigh~;

n ladles,

.

Peter Cooper,
The Pied Piper,
The .Ride from Ghent to Aix,
Planting of the Apple Tree,
Abraham Lincoln,
To a Waterfowl,
The Apple, .
Finding a Bee Tree,
Cincinnatus, .

''

.

Blake..

/ ' ~f'.;<'.J]oiton (Sarah K.).
Browning.

"
Bryant.

"
"
Burroughs.
''
Clmrch.

107

198

PRIMARY GRAMMAR.
I

Cooper.
The Prairie on Fire,
Defoe.
How Crusoe Made Pottery,
"Emerson.
Duty, .
The Snow Storm, .
"
Finch.
The Blue and the Gray,
Nathan Hale,
"
The Labors of Hercules,
Francillon.
The Whistle,
Franklin,
The Great Stone Face,
• HawthtJ'f'M.
The Golden Touch,
"
The Ambitious Guest,
"
Hugh Idle and Mr. Toil,
"
Holmes.
The Boys,
.•
(I
The Broomstick Train,
Lexington,
"
The Last Leaf, .
"
]Jughes.
Dare to' do Right, .
Prairie Dogs, ·
Irving.
Lake Tahoe, .
Jackson (H. H.).
Three Fishers,
Kingsley . .
'.
Paul Revere's Ride,
• Longfellow.
Selection from "Hiawatha,"
"
The Builders,
"
The Psalm of Life,
"
The First Snowfall,
Lowell.
To the Dandelion, ..
The Heritage,
"
What is so Rare as a Day in_June -?..~ ,t:b i:d ~ , .
Odin's Search for Wisdom, .
Mabie's Old Norse Stories.
Woodman, Spare That Tree,
Morris.
Sheridan's Ride,
R.ead.
Over ~ Hill, Over Dale, from "Midsummer
Night's Dream," .
Sli.ak8'pere.
The Nutcrackers of Nutcrackers' Lodge, .
Stowe.
Taylor.~
The Violet, .
The Brook, .
Tennyson.
Flower in the ·Crannied Wall,
"
0 Yet We Trust, from "In Memoriam,"
"
Lullaby, from ''The Princess," .
"
. . Warner ..
Making Maple Sugar, .

ciiw
do01

ner'C

Egg1

199

SUGGESTIONS TO TEACHERS.
Barbara Frietchie, .
In School Days,
The Fish I Didn't Catch,
The Huskers,
Don Fulano,
To a Skylark,
Daffodils,
We are Seven,
March,

i.

TFhittier.

"
"

"
Winthrop.
WorcLruxrrtli.

"

"

LIST OF SERVICEABLE BOOKS.
Books recommended, on account of their excellent material,
for literary composition and study:
lEsop's "Fables."
Andrews's '' Seven Sisters," ''Ten Boys," and ' ' Each and All.''
Anecdotes, Fables, etc. (Boston School Supply Company.)
Baldwin's "Old Fairy Stories,'' "Old Greek Stories," "Old Stories

H. H.).

,,,.

0

'l

Stories.

of the East."
Beckwith's "In Mythland."
Bellamy and Goodwin's "Open Sesame" Series.
Chase's ·"Stories of Birdland."
Chlirch's "Stories of the Old World."
Cooke's "Nature Myths and Other Stories."
De Garmo's '' FairY.;: ales," ''Tales of Troy."
Eggleston's "St~ 'es of American Life and Adventure," "Stories
of Great Americans for Little Ones."
·
Eliot's. '.' Poetry for Children."
.1~!.~-·:. t. ':' l\~,:
,~
,
.:1. . ·~ l ·.
Field's "With Trumpet and Drum."
Firth's "Stories of Old Greece."
Francillon's " Gods an'd Heroes."
Grimm's ''Fairy Tales."
Guerber's "Myths of Greece and Rome," "Myths of Northern
Lands."
Hale's "Golden Book of Choice Reading."
Hawthorne's · ''Tanglewood Tales," ''Wonder Book."
Holbrook's ''American Myths."
Humphrey's "Little Folks . of. Other Lands."
Kingsley's '' Greek Heroes" . and '' Water Babies."
Lamb's "Adventures of Ulysses," "Tales from Shakspere."
>

....

.

'•

.

'

200

'

PRIJlf.t!RY GRA.lrflrfA.R.

.. , .

!

Lang's ''Blue Poetry Book for Schools."
Lovejoy's ''Nature in Verse."
Mabie's "Norse Stories."
Montgomery's "Heroic Baliads."
Poulsson's "In the Child World."
Pratt's "Book of Fables," "Stories of Colonial Children."
Richards's "Five-Minute Stories."
Scudder's "Fables and Folk Stories."
Smythe's "Old-Time Stories."
Stevenson's "Child's Garden of Verses."
Whittier's "Child Life."
Wiggin and Smith's "The Story Hour."
Wiltse's " Kindergarten Stories and Morning Talk!'!."
Books which it is thought may be helpful in the study of
language and literature, and in the preparation for composition
work. The starred ( *) titles are especially recommended:
Abbott's "How to Tell the Parts of Speech."
Adler's "Moral Instruction of Children."
Arnold's ''Way Marks for Teachers. 11
*Bates's "Talks on Writing English."
*Brown's Annotated Edition "Report of the Committee of Fifteen."
Buehler's "Practical Exercise in English."
Compayre's "Lectures on Pedagogy."
*De Garmo's "Essentials of Method."
Emerson's "History of the English Language."
Fitch's "Lectures on Teaching."
Hill's "Our English."
J espersen's "·'Progress in Language."
Keeler .a nd Davis's "Studies in English Composition."
Lounsbury's ''History of the English Language."
Patrid,ge's ''Quincy Methods."
*Rand-McNally Advanced Grammar and Composition.
*Rand-McNally Series of Readers.
Scott and Denney's "Paragraph Writing."
*Spaulding's "The Problem of Elementary Composition."
*Thurber's "Admonitions as to the Primary Teaching of English."
White's "Pedagogy" and "School Management.''
*Whitney's "Language and the Study of Language."
·
Woodward's '' Ens-lish in the Schools,"

; i:
:

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i :\
I

1··· ·

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1

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! :!~: ·

'.
(Jit'J;~.t·

Abbreviations, j ~~).•
Rule tor Writbi1
Abstract N oun8{~~~ _
Actlvs Voice, Jtl~\
At\j~th'~; Ql!\UHI;
Element,
Elements, !~~ ~
Phrases, _

Forms

Pronouns,

(: ~

The, • •
Adjectives, _
e
Adverbs F
A.rllc;l~1.
• 1:~ .r."t.:·
Classes of, •;\ . ·..

ComparlRO'i':~~fl
Inflection of~.

.Interrogative;·~ ..

Limiting,
·
Numeral,
or Adver
Outline for'
Predicate,
Proper, •·
Qualifyln
that are ID
Numbef:E
Adverbial, Ola"
,
Element, Form
Elements, ·
Phrases, "
Adverbs, Classes of,
Com
Conjunct! ..
Formed trom'~
Inflection · ·
Interroga
9t Manner

,·

----·.. , ;.. _____ ---- -- --- - - - -:- - -.--- ---- - ------- ---.- -- -- - -- - - --"'-HU HOLLIS# AQI93 85 /bks
AUTHOR: Hall, William D.
'
TITLE: Rand-McNally primary grammar and composition : principles and
definitions by induction I by William D. Hall.
PUB. INFO: Chicago ; New York
Rand, McNally & Co., c1897.
DESCRIPTION: 207 p. ; 19 cm.
SUBJECTS: *Sl English language--Grammar.
*S2 English language--Composition and exerc{ses.
AUTHORS: *Al Hall, William D.
·--··'. ~.~·
OTHER TITLES: Primary grammar and composition.
.
Rand McNally primary grammar and composition.
Harvard reading textbooks preservation
ilm project
03026.
LOCATION: Gutman Education: EducT 758.97.450
Gutman Education: Film HRT 00422
Master Microforms: Film Mas 24252 _
Microfilm. Cambridge, Mass. · : · Harvard University Library
Microreproduction Service, 1993. 1 microfilm reel
negative ; 35 mm.

· <>

"'.~.

