LA.NGUAGE LESSONS
FOR

I

BEGINNERS.

BY JOHN s tRT, LL.D.,
PROFESSOR OF RH ETORIC AND OF THE ENGL I SH LANGUAGE AND LITE RAT U RE IN
THE CO LL EGE OF N EW JERS EY , L ATE PRINCIPA L OF T HE NEW JERSEY
STAT E NORMAL SCHOOL, AUTHOR OF A SER I ES OF TEX T· BOOK S

ON THE ENGLIS H LANG UAGE , ETC. 1 ETC.

PHILADE L PHIA :

ELDRED G E & BROTHER ,
17 N o r th S eventh S treet.

18 7 4.

LA.NGUAGE LESSONS
FOR

I

BEGINNERS.

BY JOHN

S~RT, LL.D.,

PROFE SSOR OF RHE TORIC ANO OF THE ENG L ISH LANGUAGE ANO LITERATURE IN

T HE CO LLEGE OF NEW JERSEY, LATE PRIN C IPAL OF THE NEW JERSE Y
ST A. T E NORM.A. L SCHOOL, AUTHOR OF A SERIES OF T E X T -BOOKS
ON THE E NGLISH L>\ NGUAGE, ETC. , ETC.

"·

- , .~

..- . .

PHILADELPHIA :

ELDREDGE & BROTHER,
17 N o rth Seventh S tree t .

1 8 7 4-

A SER I ES OF

TEXT-BOOK~

1

I

n

lf- ;j'J :;

•

O:-; THE

ENG LI SH L ANG UAGE
By JOHNS. HART, LL.D .

.

L a ngu age -Lessons for B e ·
E
.
gmner s.
ngl!s h Grammar a.nd Anal .
FirQt L o-·
.
YSIS.
"
e~,,ons m Composition.
Composition a.nct Rhetoric.
A Short Course in L iter ature.
~ Ma n ual of E nglish L ite •ature.
Manual of America n L ite rature.

PREFACE.
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Eutercd, accordin

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CA XTO:'\' PR~'.8S OF Silf:R MA /\" & CO.

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117 E all learn language, in th e first instance, by im iVV ta.tion. If le ft, h owever, to tlll :s resot1r<.;e onl y, we
can n ever ga in full maste ry over that wonderful instrn m c nt. To use it to th e greatest adva ntage, we must
girn ~tncl y to th e instrum e nt it.':lelf; a nd the earli er the
s tud y is beg un , provid ed th e 1n ethod of study is ration al,
and sui ted to the. years and <.;a pacity of th e scholAr, the
bette r for his ge neral m e nta l de velopm ent.
Th e book h ere presented is inte nd ed to he put into
th e h a nds of th e scholar as soon as h e is n,hle to read
a nd wri te. The method of teach ing is r lii efl y by m eans
of written exe rcises, and is :simil n,r in prin cipl e to that
n<l opted in th e First Lessons in Composition. Th e two
books, in fa ct, sho 11 kl he beg nn abo u t the same time,
a nd sh ou ld be studied together. In the first two or
three L e$so ns, th e hooks a.re alm ost the sn.rne ; but
t hey soo n di\'erge a nd brnn ch off into different lin es of
iii

lV

PREFA C E.

th ought, one lending directly to th e systemati c study of
Grammar, the other to a like study of Rh etori c.
Th e young scholar wh o goes through the exercises in
this boo k will have acquired thereby a habit, th e educationa l Ya /u e of wh ich can hardly be overstated, of
noticing the cha racte r and fun ctions of the words
whi ch he uses, and hen ce will be better prepared to use
words rightly, an d to understand better the force of
words a; used by ot.hers. H e will also h:w e laid a fo unda ti on for th e ;tudy of English Gra mn1ar, ns the exercises i111·oh·e a n :t<·qua intan ce wi th the Parts of Speech,
wi th the IC>ad ing Grammatical fo rms, a nd with the
prin cipal terms empl oyed in teaching Grammar. Clear
n otions on th ese points being th us early acquired, the
study, ll'h cn taken up systematically, will not be such
a painfu l ancl profitless ord eal as under the common
system it often is.

LANGUAGE LESSONS.

NouNs.
LESSON I.

PRINCETON,

Apri l

2 1, 1874.

J. S. H.
Written Exercises.

1.

WRITE

your own name in full.

Note.- Observe t hat your name in full is made up
of two or more separate wore ls.
f
other
ur name or the name o any
. .
In wntrng
yo begm
. 'eac i wo1·d of the name with
person,
you should
1
a capita l letter.
oint of any kind,
You must not put a comma, or a pl
Thus .
.
d h t rnke up tie name.
between the wor s t a n J l
Edward Forsyth.
J ohn Edward F orsyth, not o ~n,
the ~ame is not
If one of the words that ma e up
1*

5

(j

LA X GU A G E

NOUNS.

LE SS ONS .

5. \ Vr ite t he names of five persons that are men-

giv en 111 full, but only the first letter of it, then a
period should be put after that letter, to show that it
stands fo r th e wh ole word. Thus : John E. Forsyth,
or J. E . Forsyth.

tioned in t he B ibl e.
Note.- you observe that in the Bible tl: e ~ame of a
perso n is usually only one word, in~tead of bemg mad~
up of two or three words, us our names are nowadays.

[ Note to the Teacher .-The teacher should show the scholar
h ow to mak e capi tal s, commas, and periods, and sh ould see
t hat th e d irecti ons, as g iven in the notes, on this subj ect and
on other subj ects, are strictly carried out, so that the scholar
may be train ed from the very first to the habit of writing corr ect ly.
Th e teacher should see also, in all th e exercises, that the
schol:u spells the words correctly, and sh ould show him how
to use th e d ictionary in findin g out the correct spellin g.]

2. \ Vri te in fu ll t l1 e na me of your fa t her, yo ur
moth er, yo ur broth ers, your sisters, or of yonr other
relations, not less than fi ve or six in all.

Commit to M e mory.

T he name of any person is called a NouN.
Oral Revi e w.

What is the name of any person called ?

I
~

Note.- In wri ting a number of names in this way,
on e after th e other, pu t a c:o n1rna after each fu ll 11a111c,
until yo u come to the last. Put a period after th e
la ~ t. Thu s : J ohn Edward Forsyth, Mary Forsyth,
Elizabet h B ent.on, George Benton. The comma be.tween the n:i m e~ se rves to sepa rate them. Th e period
after th e lac:t. unme shows that th e list is ended.
3. \\. l'ite in fo ll thenam eso ffiv e ofyoursehoo lrn~it es 0 1' co lllpani ons.
-1. \\'l'i te in full th e nalll es of five persons th at
you have heard about, or tha t yo u have read about
iu story-books.

-- . . -

7

LESSON II.
Examples.- J on Thompson, H enery carey, Wil- .
iam, p Snyder
Corrections.- In th e first of these names, the fi rst
word of the name is spelled wron g ; i~ should be John.
In the second name, th e first word is spell ed wrong ;
it should be H enry; and the second word should be-

I

.
.
.
gin with a capital C.
In th e third name, the first word is spelled wrong ,
it should be vVilliam, and th ere shou ld not ~e a comma
after it; also the P, which stands for the middl e nam e,
should be written as a capital, and should have a
periou after it.

8

LA":-iGU
'GE' LE SS ONS.
~
A

NOUNS .

. Also th ere should be a period afi .
It J:; at the encl of th e 'h 1 1' . te1 Sn ycler, because
T
\1 o e 1st.
he example should be wn.tten thus: _
Correctly Written.-Jol Tl
"'ViJJia1n P. Snyder.
rn wmpson, Henry Carey,

9

LESSON III.
Written Exercises.

1. WRITE the name of the city, town, or place
that you live in.

Written Exercises.

The exampl es given below c
.
.
tho~e j11st explained Tl . 1 ~ntam mistakes like
'_.tt ie sc JO ar should bring the
exarnplcs correct]
y w1 i en, and be p . . . d
.
the corrections orall . l
I epai e to ex pl am
y, in tie manner o·iven abov
"'

e.

L l\!Iai·ey Lizebeth Ch·i
Tom mas K" . G
' pman, Edwurd c Stokes
'
rng, orge, Junkin
'
2. Arrybela Stewart, Nickel
. .
w Va il P et . ·
us p erkms, Henrey
'
u1, s1m pson .
. 3. A rchebu ld Alexander Ti
.
\iValtur Green Su·. B H' mmethy Pickering,
'
zan
ocner D ·~ B
4. A lford Wri()'lit M'. tl 1 S' av1 . aker
TJ
c '
d iew
pencer J , l
iomas, Oll iver Onti c R i.1 .
. . ' osep iene
"' \ l
• ' Ou)ert Adair
o.
rt 1er To11r11i::ienc'
··
l Cl arra Lee Pl ·1r
Laura TomrJhns St
E
' 11 1p Bates,
' · , even 1 mory.
.1:

N ote.-The.,; e nan1 c~ of er
writing, are call ed N O~Ns. p sons, that you have heel!

Wha t is th e na

Oral Review.
f'

me o any person called?

Note.- In writing the names of c1t1es, towns, or
other places of that kind, the name of the place should
always begin with a capital.
Remember also that when you write a number of
such _names, one after the other, you must separate
the names by a comma between them, and you must
put a period after the last.
·

of

2. Write the names five cities, towns, or other
places, that you have seen, or that you have heard
about.
3. Copy the following names of cities, correcting
any mistakes in the spelling, or in regard to the
commas and periods: Phillidelfy washington
chicawgo ri chmund bosten
4. ·write the names of five other places that you
have read about in geography or history.
5. Copy the following list of names, correcting
the mistakes: Baltemore Rawlegh charleston
lundcn parris
Note.- Sometimes the name of a place is made up
of two words. In that case, no comma should be put
between the words; as, New York, not New, York.

10

11

L A X GU AGE LE SS ON S .

NOUNS.

the6. ~opy th e following list of names correctin
mistakes: 11 cw orl een ·s s an f rans1
· ' .sco new
g
I
rn~e n r r~ e w lunclu11 saint lewis
f. ' ' nte th e names of fiv
: .
.
.
th e Dibl e.
c <.:ities ment10ned m

Branch
3. James e donal<lson Anapolis Theodore ben-

~-ote.-Th ese names of places that ou
wnt111g are called NOUNS.
y
have been
C o mmit to Memory.

The name of any place is called a NouN.
Ora l Review.

Wh .at .i'~ tlie name of any p erson called?
vVI
, iat is the name of any place called ? .

2. Easton charl s so1loman geruse1am Long

j ernin Home
4. Linchberg savanna robbert eli sa hu<l son
5. Pri nston anna fl emington Jersey City
mozes

N ote.-Th ese names of persons and places which
you hav e been writing are called NOUNS.
Oral Review.

What is the name of &ny person called?
What is the name of any place called?

LESSON V.
Writte n Exercises.

LESSON IV.
Written Exe rcis e s .

IV nrrn t he foll owin "o- lists of nam es o f p I ·tees and

~)e r~o11.s, spd li11;; the words
1t· I · .

1·irope 1·I

l
'.
y, anc usmg cap.i ~ , commas, and })eriods a. .
..
d
.
- •
·
'
s rcquu e rn th e previ ous
1
uirect10
us :

1. Ne w Drun sick J·amcs PIymot h frederi ck
carelin c

1. WRITE the names of five things which you
can see about the room.
Note.-Th ese names of ordinary things, which are
11 ot names of persons or pl aces, shoulcl not begin with
a capital, except the first one. In beginning any
piece of writing, the first word, whatever it is, should
always begin with a capital.

/.

2. Copy the following, correcting the spellin g ,

.•

12

NOUNS.

LANGUAGE LE SS ONS.

~nd -~uttin g cn pitals, co mmns, or periods, where
1cqu11 ccl:. ttuw
slrnvel bu1··1
J1018
. Cow
b
u
3. \·~r'. te the na mes of five parts of your body.
4. v\ nte th e names of fi ve thi1ws whi ch you
have seen, but which are not now iu"'sig l1t
] 5. Write the names of five th1.n
· oo-s wh·.1c I1 you
iavc never see n, but whid1 you have heard about
or read abo ut.
'

~.ote.- Th ese names of things, which you have been
wn t111g, a rc al so call ed NouNs.
Th e uam e of any pel'Son place o a . .
NouN.
'
' r nng is called a

13

1. The boy went into the Gardin to pick a
fl ower, and was stung in the hand by a Bea
2. The Cow broke through the gait and went
in to t he yard, where she trampl ed on the g rass and
injure<l t he fru te
3. The horse brought us from Salem in a wagon
with one Seat
4. My Ball is made of yarn, and is covered with
!ether; my kite is made of paper, and is held by
a Strin g.
5. My doll has bl ack Hair anrra red face; th e
drf\?S is made of Muslin, and the shoes are made
of morocco

Ora l Revi e w.

' Vhat i;; th e name of a p erson called?
' Vhat .is the name ofaplace call
w
. cc.l?
hat is the uame of a thing call ed ?
Com mi t to M e nl ory .

A

NOUN

t I1i11g .

Note.- These words which you have been writing
arc called Nouns.
Ora l R e vi e w .

What is a Noun ?

is the name of any person, place, or
PROPER NOUNS AND COMMON NOUNS.

LESSON VII.

LESSON VI.
Written E xercises.

~OPY all the Nouns which you can find in tl fl
lowmg senten
.
l
ie o . ees, ma 1ong
t le necessary corrections in
regard to spelling, ca pi tals, co:mnas, and periods:

Explanatiomi.-There are a great many boys in the
world. Each of these boys has a name of his own;
he is called J ohn, or J ames, or William, or some other
particular name. This particular name, which each
'.l

14

NOUN S .

LANGUAGE LE SSO N S .

one has fo r his own, is ca lled a Proper nou n; but the
"·o rd boy, which belongs equ ally to J ohn and Jam es
and ·W i llia m a nd all others of tha t class, is called a
C.lllllllO!l noun .
Th ere are a great many cities in the world, and each
ci ty has a nam e of its own, as vVashingto n, L ondon,
Paris. Each of th ese pa rticul ar names is ca lled a
Proper noun ; but the word city, whi ch belongs equally
to all of them, i;; call ed a Co mm on noun.
So there are a great many countri e8, as the Un ited
Sta tcs, En gland, France. Each of th ese particular
names i ~ call ed a Proper noun; but t.h e word coimtry,
which belongs equally to all of th em, is call ed a Comm Oil ll Otl ll.
Ro the 1rnrd river is a Common noun, becatl sc it bel o 11 g~ cq11:tlly to all streams of that kind; but th e 11am c
of an y particular ri ver, as Delaware, Hudson, Potomac,
is a Proper noun.
80 lri/;e is a Co mm on noun; but Erie, Ontari o, or
the part! cular name of any on e lake, is a Proper noun.
Note.- A Proper noun sh ould al ways begin with a
capibl. A Comm on 1H; u11 should not begin with a
capital, unless i t is th e first word in a pi ece of writing.
W r itte n Ex e r c is es.

Copy the fo llowin g Ii. t.s of noun s, ma·i, in g th e necessar y co rrection s in r ega rd to ~ 1w llin g, co111mas, nnd
p cr.ioJ ,;, a nd showing wh ich a re Proper nouns by beginning them wi th capitals :

15

corn
1. Galveston rice cotton fouisvi lle
harris2. pensilvania coal susquehana iron
burg
alheny canal mountain
3. easton hartferd
4. carolina georgia tree appl e water
5. springfiel<l Illinois tea coffee touaco
Commit to M e mory.
11.1
l.'

onns are (1"1v ided into two classes, Proper and

Common.
. tlie iiarticular name given to
A Proper noun is · ·
~nly one of a class of ouj ects.
1 . 1 belongs
~
. a n·une
A Common noun is
'
. w uc l
equall y to any one of a <:i lass of ouy~cts.
John, London, D elaware are Proper nouns ; boy,
city, riv er are Common nouns.
Oral Review.

What is a noun ?
. . d?
Into what two classes are nouns d1v1de .
·what is a P roper noun?
What is a Common noun?
o-i n with a capital ?
"'u l. ·h of these sh ould always b e,,
• 1
. p · per
n 11<..:
M ention th ree nouns wlul: l a1 c io .
Mention three which are Common.
. no exercises
.
I th e lessons a f tcr ti u· s,
[ Note to the ~eachor.-:- n f corr~cti ng mistakes in spelling,
will be " ivcn with th e vi ew o
. ·1 nee should be used,
" d
tnation Constant v1g1 a
d .
capitals, an punc
·
ti t the ex ercises hande m
h owever, by the teach er'. to see 1U
arc correct l·n th ese p:ut1cnl ars.]

16

LANGUA GE LES S O NS .

NOUN8.

17

Oral Review.

LESSON VIII.

Repeat the questions on page 15.
Trrn n?un_s which _you have ha<l thus far are mostly
nam es of thmgs wl11ch we can see or handle. But
there a re many things which we cannot see or handle
yet we kn ow them to ex ist. W e say, the man has
]J(( tn i11 hi:; head. The word pa'in is the name of somethin g tha t ex i:;ts, though we cannot see it.
A word like thio; is known to be a noun, if it makes
i'en.'e wh en we put a before it, or an, or the; or when
we pu t before it thi,s or that, or such words as good,
bad, great, small, &c.

i;

•

Written E xerci ses .

Copy the nouns iu the foll owing sentences :
l .. Th e boy has a bad temper; this morning he
was 111 a g reat rage.
2. The air is cooler on the top of the hill than
in th e bottom of the vall ey.
3. :ve hav~ good weather this summer; a large
qnant1ty of ram lias fall en; the crop of grain is
alrn ndant.
4. J ohn Simpson this afternoon came from N ew
~Jl'llnswick to Prin ceton, in a wagon, with a bag
full of app les.
5. Th e lig ht of the sun gladdens the heart.
G. Th e man had great sorrow at the n ews of the
death of his son.

SINGULAR AND PLURAL.

LESSON IX.
THE word apple m~ans only one apple, and is said
to be in the Singular number; the word apples means
more than one, and is said to be in the Plural number.
Nearly all nouns may be change<l from the Singular
to the Plural by adding s, or from the Plural to the
Siugu lar by dropping s.

Written Exerc ises .

Copy the nouns i11 the follow ing sentences, giving
both th e Si 11 gu lar and th e Plural of each.J ioun :

1. The way from home to sdiool is one mile in
length.
2. The width of the tabl e is one yard.
3. The stars at nig ht give I ight to travellers OH
the road.
4. The vine is full of grapes, the tree is laden
with plums.
5. The heart of the boy is filled with sorrow ;
2*

B

18

L ANGUAGE: L ESSONS .

N OU NS .

the thoug hts of his mind a re a bout his father,
Ii is 111ot lier, his brothers an<l sisters.
Co mm it t o M e m o r y.

No uns have two N u1nuers, the S ing ul ar and the
Plura l.
.

Th e Plural of nouns 1s generally formed by
adding s to th e S ingular.
O ra l R e vi e vv.

R epeat th e questions on page 15.
H ow many N umbers do nouns have?
H ow is the Plural generally formed ?

19

1. A binl was ·sitting on a branch of the tree
wi t h a twi g in hi s mouth.
2. The box contained a sash fas tened with a
brooch.

:3. Th e miss went to church in t he morni1wb a nd
to sc hoo l in the afte rnoon.
4. The boy ha<l in 'his ha nd a t omato au<l a
p each.
5. It is of li ttle use for a scholar to r emember
th e words of a rule, if h e does n ot r e member the
me~ nin g.

C om m it to M emory.

No uns ending in ch, s, sh, x, or z, a n<l many
ending in o, for m t he Plura l by adding es.

LESSON X.
Tr-rn Pl ural of clwrch is not clmrchs, but churches ·
iL i~ forlllt'< I, 1111 t. hy a1lding s, but by adding es. S~
tl1 e 1'1urnl nf u//,o.s is citl1t1;;c.,, the Plural of lash is lcishe..~,
t i}(! l'lurnl of b 11.1; is bo:res, :rnrl the Plu m ! of top az is
lupazeo. ::lo, .~ c 11 Nall y, t he P lura l of ll <lllll S ending in
ch., 8, sh.,"" or.:·, i ~ li 1rnw d hy adding 1·.,.
?o, : d ~o, a g rea t nmny, bu t n ut all , 11 oun s ending iH
n fo rn1 111 .. ir Plural by adding i;.-; ; a:>, putato,polatocs.
W ritte n E xerc ises.

'Wri te the S ing ular a11Ll Plural of all the nouns in
t ii u !i dl 1 J11· i 1 1~ "Cl lt.1• 11(·( •:-:

O ra l Re vi ew.

R epent t li e yu estions on page 15.
H ow many N umber;; do no1m8 have?
H ow is t li c P lum! genera ll y fo rmed ?
What nouns form the Plural by adding cs?

LESSON XI.
T1rn Plural of loaf is not loafs, but loaves ; the J is
chaugcd in to ves. So the Plural of life is Hves; tlic
f e is chauged iuto ves. So, geuerally, nouns endin g

i,

'

\'

20

LANGUAGE LESSONS .

NOUXS .

in f or in f e, fo rm the P lural by changing thef or Je
i 11 Lu ve.s.

LESSON XII.

Written Ex erc ises.

\Vrite the Sing ular an<l Plural of all the nouns
th e liJ ll owing tientences:

111

l. The leaf of so me ki mls of plants is good for
th e e11 re of di sease.
2. The half of a loaf is better than no bread .
3. Th e t hi ef had broken into t he cargo, and
stolen a g reat mnss of val uab le arti cles.
-+. Th e far 1ne1· and hi s wife came to church m a
earriagc draw n hy two horses.
5. A li fo uf s in is a ropt·oach, and brings sorrow.

A GOOD many nouns do not fo rm their Plurals in
any of the ways which have been mentioued. You
will learn a bout all these hereafter, in another book.
The follow ing nine a re all that you need to :;tudy just
now.
Commit t o M emory.
Plural.

Singular.

Man
Woman
Child

Ox
F oot
T ooth
Goose
L ouse
Mouse

Comrn it t o M e m ory.

Ko un s endin g in.f or in .fe form t he Plural by
eku1 g i11 g Lho J or Je into ves.

men
women
children
oxen
feet
teeth
geese
lice
mi ce.

Writte n Exe rcises".

O ra l Review .

R epea t the questions on page 15.
H ow many Number: do nouns have?
H ow is Lill! P lural of 1101111 .-; ge11 erall y fo rmed ?
\V l1:Lt 111J1111s fiJl'ln the Phral hy :ultli11g C8?
\Vhat 11 ou11s have t ho Plural in ·ves.~

21

\Vrite the Singul ar and Plural of all th e nouns m
the follow ing sentences :

] . 1 saw
Iii ~

a squirrel on the fe nce eatin g nu ts with

teeth.

2. The ox aft.er drinking water in t\;e brook
went into tl1e meadow.
3. Mice have fur, geese have feathers, men have
hair.

22

23

LANGUAGE LESSONS .

NOUNS.

4. The ox bears a yok e an<l draws a plough,
whi ch cuts a furrow in t h e field.
5. The child has thoughts of love in h er h eart
for her fath er a n<l mother.
6. Th e man a nd woman liv ed in a cottao-e
at
0
the foot of the hill by a stream of \Yater.

which we call the apostrophe. The apostrophe ands
added to a noun give the idea of possession. The
word ch·ild's, or any other noun in this form, is not in
the Plural, but in the Possessive. By the words,
"The child's cradle," we mean the cradle of which
the child is the occupier, owner, or possessor.
A noun in this form is said to be in the PossESSIVE

Oral Review.

R epeat th e questions on page 15.
How many Numbers do nouns have?
How is th e Plural of nouns generally formed?
·w hat nouns fo rm the Plural by addi ng es l
\Vh a t noun s have the Plural in vcs l
G ive the Singular and Plural of nine nouns which
form th e Plural irregularly.

CASE.
Written Exercises.

Co py the following sentences, changing in each
sente nce the form of expression so as t o put one of
th e nouns iu the Possessive case:

1. The cottage of the farm er is n ear the mill.
2. The love of the child for h er mothe1· is very
great.
3. Vire all n eed the mercy of Goel.
4. Do not provoke the anger of the <log.
5. The nest of the bird is built of twigs.

THE POSSESS IVE CASE.

LESSON XIII.
\Vm-::-i we wish to speak of somethin ()' as belonO'inO'
W e "'say"'
fo r rnstance, "The crad le of the child" 0 "Tl '
1 ·i
,
r
ie
c ~ 1 d's cr:i dk." In eith er case, we mean th e cradle
oJ i~ h1 c h t l~ e eh i Id i.-; tli c occupier, owner, or po~sessor.
"You not.1c:c, 111 tli e second for m of e xpre~s ion , t.liat
the word ch1,ld ha~ after it, not only s, but this mark ',
t.o ,,;~
. in c one, we have two wn,ys of saying
"' it.

Copy the following sentences, clianging th~ PossessiYe fo rm to the other fo rm:
'

1.
2.
3.
4.
5.

Tli e squirrel's teeth are sh arp .
W e saw the horse's hoof.
The murderer took the man's life.
The boy's hat is too large for him.
Bolomon's proverbs are full of wisdom.

I•

2-!

NOUNS .

LAN GU AGE LESSONS.

25

Commit to M emory.

LESSON XIV.
Tur:; words," Th e squirrel's teeth," mean the teeth of
S<1u irrel.
But suppose we wish to speak of th e
teeth of seve ral ;;quirrels, and to pu t the ex pression in
th e P osscssi ve form. In such a case, we take the
plural fonn, squirrels, whi ch already has s at th e encl,
and 11·e add th e apo;;t.rop he only, without another s.
":::lqu irrcl 's teet h, " wi th the apostrop he before the s,
mean s teeth of a squirrel.
" qu irrels' teet h, " with the apostrophe after the s,
means teeth of sq uirrels.
Tha t i,, if' th e noun is in th e plural, and on this ac1·u1 1r1 t lrr1' a lread y nn s at th e encl, it is not necessary
to put anoth er s. Th e P ossessive, in such cases, is
fo rmed by adding th e apostrop he only.
one

Written Exerc ises.

Copy the fo llowing sentences, changing, in each
sentence, the fo rm of expression so as to put one or
more of the nouns in the P ossessive case :

1. H ouses of farm ers are bu ilt for comfort.
2. The house of t he farmer is built for comfort.
3. Th e boy had i11 hi s hand the nest of a bird.
4. Th e boy had his hand s fu ll of nests of b irds.
5. The love of the hoy for his sisters was equal
to the love of the si:;ters for him.

· formed by
The Possessive sing ular o f nouns IS
add in o- th e apostroph e arnl s.
.
1
Th: Possessive plura l is formed by add mg son y'
if the plural already encls in s.
Ora l

R ~ vi e vv.

R e )eat the questions on pages 15 and 22. .
?
Ho\v is the Possessive Singul ar of nouns fo rmed .
How is the Possessive Plural formed ?

LESSON XV.
Tl-IE word inen is plural, thou gh l·t d ~es not, end in
s. The Possessive of men, therefiore, is men s ,· it is
form ed by adding both t he apostrophe and s.
.
Wh enever the plu ral of a noun does no_t enc~ 111 a.~1
s of its own, the P ossessive must be form ed m th is way,
that i" by adding s as well as th e apostroph ~.
.
~,
d
l
.
h
do
not
end
in
an
s
of
thell"
own
m
Th e wor s w 11c
.
the plural have been given already on page 21.
R epeat them.
Written Exerc ises.

C y the foll owing sentences, changing, in each
sent:; ce, t.h e form of th e
so as to put one
or more of the nouns in the Possessive case:

expressio~,

3

"

26

LAN GU AGE

LE SS ONS.

1. The hole of the mi ce was long an<l narrow.
2. The streng th of two oxen is greater than the
streng th of one ox.
3. The playtim e of children is much prized by
t hem.
-! . Bones of <logs and a tooth of a serpent were
fo un<l in th e cavern.
5. Food of oxen is different from food of men.
Commit t o M e m o ry .

The Possessive of th e plurals men, women, children, oxen, f ed, teeth, geese, lice, and mice, is form ed
by a<l<ling both the ap o~troph c a nd s.
Ora l R e vi ew.

\Vh nt is a noun?
Into what two classes are noun s divided?
\Vh nt is a Proper noun ?
\Vh n,t is a Common noun ?
'Whi ch of th ese should always begin with a Capital?
Mentiou three nouns whi ch are Proper.
Mention three which a re Com mon.
H ow many Numbers do nouns ha ve?
H ow is the Plural of nouns generull y fo rmed?
\Vhat nouns fo rm th e Plural in i•esf
G i\"(' th0 Ringular n.11cl Plural of nin e nouns whi ch
for111 the Plural irregula rly ?
How is the P ossessive !'.' iug ular of nouns formed?
Row is the Possessive plural fi:m ncd?

NOU:iS" S .

27

What nine plurals form their Possessive by adding
both the apostrophe and s?
t to the Teacher.- At this point, particularly if the
[No . e .
" i will be best to put him back to L esson
pupil is qmt~ yom10, ~ throu" h a ll the Exercises, by way of
I., and let him go ag~m,
° t become perfectly famili. ar
.
B giving lum t1rn e t 11us o
rev iew.
Y
.
vill revcnt his becoming
with th e ideas already a?dqmre•; y~u~djec~i ves are introduced.)
confused, when the n ew l eas a ou •

,,

ADJECTIVES .

2. A strong cord is needed for ty in g heavy
articles.

3. A narrow path led up to a hi g h hill wh ere
the yo un <T children were gathering many kinds of
b

•

fruits.

4. A cool stream ~f sparkling water came from

th e <lark, shady <lei l.
5. S he rem embers with warm affection t he num erous an <l. important benefi ts r ece i vecl from her

ADJECTIVES.

dear mother.

LESSON XVI.
\ \"C sa)' "a
or WHEX
. .
'
goo d pen, ,, t 1le word good is added
.J Om ed to p en, to describe it, or tell wh·1t ]· · d f
pen 1t 1·· f;
.
' -in o a
.
.~. , o we say, a hard stone, a straight stick .
L.ong ~tnn g.
,a

Th ese words which are added 01. . . d
JOrne to nouns
to I
·b l
c escn e t 1e t hinrrs
named are call d A
Tl , .
. . 0
e
DJECTI VES
'
'
ie i1 ord Ad1 ect1ve means added An Ad ' .
..
·
Jeet1ve 1s
an :-iddcd word.
. ~o me tii_ncs a noun has several of these added . . . .
straight, smooth, and light stick.
wo1 ds'

,1~, ,t

Copy all the nouns in the forego ing sentences, giving
the singular and the plural of each.
.'I
. I

C ommit to M emory .
An ADJECTIVE

is a word added to a noun to

qualify or describe it.
O ra l R e vi e w.

R epeat the questions on page 26.
What is an Adjective?

Written Ex erc ises.

Copy tli e :tcljectives in the fo ll owin"' . t
tell tl
·
o sen en ces au cl
1e noun wlHch each is a (·JJ C(, I t o 0 1. cl escnbes
. ':

LESSON XVII.

1. A liig black do!!
. . ran tl11'oug h th e street, and
b it a small :;ickl y child.

A red apple. H ere red is an adjective, a word
added or joined to apple to describe it, or t ell what
kind of apple it is. There are many other adjec~ives

28

3*

~

;30

LANGUAGE LE SSONS .

ADJECTIVES.

\rh ich may in the same way be joined to apple. Thus
\\' C 111ay say, r1jJe apple, sweet apple, soiir apple, round
apple, 8mall apple, large apple.
-W hat are ~o m e of the adj ectives which we may thus
use wi th the word stone?
An&. Hard , soft, smooth, fl at, heavy.

Written Exerc ises.

Written Exerc ises.

Write five adjectives for each of th e following nouns :
1. Bread.
Dutter.
Grape.
Peach.

2.
3.
4.
5.

G.
7.
8.
9.
10.

Melon.

Knife.
Marble.
Cherry.
Ball.
Kit.ten.

31

Copy the adjectives in the foll owing sentences, and
tell what noun each adjectiv e qualifies or describes:
1. A lar~e black horse was prancing in the

beautiful meadow.
2. A gentle strea m of clear, cool water is a pleasant sight in warm weather.
3. The snn was bright, the air which fann ed the
gi'i·l's cheek was pl easant and bracing.
4. Th e sorrel horse is sw ift bnt sure.
5. A large flock of noisy geese are in the lower
pond .
Copy all the nouns in the foregoing sentences,
giving the singular and the plural of each.

Ora l Review.

R epeat th e <]u estions on page 26.
What is au Adjective?

- .

Ora l Revievv:·

Repeat the questions on page 26.
What is an adjective?

-- u.o~~ QQ-

----<><>~00---

LESSON XVIII.
Tr-r n adjPcl.ive dor,; not always stand immediately
before the noun which it qualifies or describes. Thus
we may say, The 'sweet apple, or, Th e apple is sweet.
In eith er case, the word "sweet" qualifies or describes
"apple."

DEGREES OF COMPARISON.

LESSON XIX.
IN th e expression, "Th e old mun," we know t.hat
"old" is an adjective, describing "man." But tl1i~

,,

32

LANGUAGE L

r:ssoxs .

word "old"
·
"'
sometimes takes a nother fo rm TJ
.
say, Th e man is oldei· ti
l
.
n1s we
. . ld
1an ie was" or "Th
is o er than his wife" 1' J d' . ,
'
e man
·
iea 1ect1ve " 0 Id" I
ta k en a new form b dd"
·
ms here
·
' Ya mg er. In this n fi
is used to express co mparison 'V"
. ew orm , ·it
age now with his arre fi
·]·
e compare t he mnu'ti
.
'o
orm e1 y or we co
h.
\\'Ith his wife's "'c
no-e .
'
mparc IS a oo·e
Wh en_ a~1 adjective th us adds ei· to ex .
pansou, it 1 ~ said to b. . l C'
: pi ess a come Ill tie omparnt1ve Derrree
0
, •
W r itte n Ex erc ises.

•

Copy
th e adj ecti\•es in the fioll ow111g
.
·
sentene .b
pu tting ead1 adj ective i 1l tl Co
.
es, ut
.
·
ie mparat1ve deo·
d
0
te11 1n ~g what uoui1 1·t q ua l"fi
·
1 ee an
1 es :

1. Tl
Th e old scholar has a lo n,,,o· l esson.
. 1ey went by a short r oa<l to tl1
l
house.
'
· e new sc 10019
~.

3. H e had a Lrave dog a1H.l a fast horse.
4-. C lean _ha uds and a p11rc heart.
5. Steel 1s hard an d brig ht.
· Copy
l all
· the nouns in th e fo reg o·mg sentences gi
mg t 1C srng ular nud the plural of ead1.
' v-

ADJECTIVES.

33

LESSON XX .
WHEN we say a man is older, we express a higher
degree of age thau when we say simply that he is old.
But we wish sometimes to express this idea in the
highest degree. Then we say, he is oldest.
The addition of est to an adjective mak es It express
a quality in the highest degree. An adjective in
this form is said to be in the Superlative Degree.
Thus, we see that" old" has three forms, old, older,
oldest. The word "old" is said to be in the Positive
degree, "olcler" in the Comparative, and "oldest" in
the Superlative.
N early all adj ectives have these three forms, which
are called Degrees of Comparison.
Th e Comparative is usually forraed by adding er to
the Positive ; the Superlative is formed by adding est.

Writte n Exerclses.

Examples.-Old, older, oldest; large, larger, largest;
bright, brighter, brightest.
Copy all the adjectives in the following sentence,
and give io each adjective its three forms of P ositive,
Comparative, and Superlative, as in the preceding
examples:
The young children came home at a late hour
in the afternoon, by th e shortest road. They were
in hi gh spirits, and full of mirth. They were rn
a new wagon, drawn by a strong, black horse.

c

3-1

LA ~GU AGE LESSONS .

Copy all th e nouns in the foregoing sentences, giving t he singular and the plural of each.
C o mmit to Memory.

Adj ectives have three degrees of Comparison,
called Pos itive, Com parative, and Superlative.
The Com pa rative degree of an adjective is gen erally formed by adding er to the P os itive; the
S uperlative is formed by adding est.

ADJECT IV ES .

35

A studious scholar has frequent occasion of show. less . If you
i1w wheth er he .is caref'u1or care
. would
m~ke rapiu progress, you must not shrml~ hfrol~
. d orderly sc oar
difficult lessons. A <l 1·1·igen t an
is a beautiful sight.
Copy all the nouns in the fo rego.ing sentences, giv·nrr
the sin baular and the plural of each.
l b
Commit to M e mory.

O r al R e vi e w .

R epeat the questions on page 26.
What is an adjective?
What Degrees of Comparison do adjectives have?
H ow is the Comparative degree usually form ed?
H ow is the S uperlative formed?

Many adjectives form the Comparative and
Superlative by prefixing more and most.
O ral R e vi e w .

Repeat the questions on page 26.
What is an adj ective?
. .
?
W' hat Degre~ of Comparison do adJect1v:s hav~.
H ow is the Comparative Degree usually formed .
•

LESSON XXL

J:

d 'I

How is the Superlative iorme . . .
form the
In what other way do many adj ectives
. ?.
Comparative and Super l at1ve

MANY arlj ectives, particularly those which are long,
form the Comparative and Superlative by prefixing
the words more and mo.st, instead of adding er and
est. Thus : nmnerous, more numerous, most nwnerous.

LESSON XXII.
Written Exercises.

Copy all the adjectives in the following sentences,
and give to each adj ective its three forms, P ositive,
Comparative, a nd Superlative:

THE words by which we co u~t, as one, two, three,
fifth, &c.,
Jiour, fl ve, &c., also first ' second, third,· fo urth,
·
b t th y
are called Numerals. They are adJect1ves, u
e

3G

37

LANGUA GE LESSONS.

ADJECTIVES.

have no degrees of' comparison , like the adj ectives
which yo u have already been studying.
Many other adjectives have no degrees of compariRon, because their meaning does not admit of more or
J es~. Thus : The English language, the starry heavens,
a wooden ben ch.
The following adj ectives are co mpared irregularly:

thirty additional p assengers entered the crowded
boat. Much alarm seized the merry group, b~t by
the good sense and praiseworth!. conduct of the
captain, the panic at length subsided.

Commit to Memory.

Oral Revievv.

Positive.

Comparative.

Good
Bad
Little
l\Iuch
Many

better
worse
less
more
more

Superlative.

best
worst
least
most
most.

Many other adjectives are compared irregularly,
but these five are all that you need learn at present.
Adjectives ending in y, chan ge th e y into i when er
or e8t is added. Thus : happy, happier, happiest.
Comparing an adjective means giving its three
forms, P ositive, Comparative, and Superlative.
Writ ten Exercises.

Copy all the adjectives in the following sentences,
comparing those adjectives which admit of comparison,
and telling what noun each adjective describes or
qualifies:
At the second landing, as they were going down
the swift current, at the rate of six miles an hour,

Copy all the nouns in the for.egoing sentences, giving
the siugubr and the plural of each.

Repeat the questions on page 26.
What is an adj. ective?
. .
b
?
What D egrees of Comparison do a dJect1ves av~.
How is the Comparative Degree usually formed .
How is the Superlative formed?
In what other way do many adjectives form the
. ?
Comparative and Superl at1ve.
What adjectives are called Numerals?
Are Numerals compared ?
Mention some other adjectives which are not com?
pared.
.
'Vhat five adj ectives are compared Irregularly.
Compare them.
When er or est is added to adjectives ending in y,
what change takes place ?

[To the Teacher. -At this point, the scholars s~ould t1~rn
back to Lesson XVI., and go over again all the mtervenrng
Lessons.]
4

PRONOUNS .

39

N

ote.-Adj ectives qualify or describe pronouns, as
well as nouns: The boy was good ; " good" describes
"boy." H e was good; "good" describes "he."
C o mmit t o Mem ory.

A Pronoun is a word used instead of a Noun.
Written Exerc ises.

PRONOUNS.

LESSON XXIII.
"ROBERT went into the field; Robert was seen
th ere."
This is much improved by saying : "Robert went
into th e field; he was seen there." The word "he,"
whi ch is there put for the noun "Robert," is called a
P ronou n. "Pro" means "for"; hence "Pro-noun"
mealls "for a noun."
A Pronoun is a word which is used for a noun, or
iustead of a noun.
" Wh en Mary reached school, ~Mary began stud ying
the lesson." Better thus: "·when Mary reached school,
she began stud ying the lesson." "She" is a Pronoun;
it stands for the nou n " Mary."
"The ball fell on the floo r, and H enry picked the
ball up." Better thus: "The ball fell on the floor,
and H ell ry picked it up." "It" is a Pronoun, and
stands for the noun "ball."
38

Example. - ·we saw a man in the field; he was
ploughing it.
.
d of" man. "
"He" is a pronoun, use d mstea
"It " is a pronoun, used instead of "fi<:>ld."
Copy all the pronouns in the following_ sentenc:s,
t elling what noun each one stands for, or is used mstead of:

1. The young boy said he would study the lesson,
though it was hard.
2. The girl forgot the new book ; so she ran
back for it.
3. When scholars are late, they are kept in after
school.
4. If soldiers disobey the captain, he punishes
them.
5. The unruly cows have broken into the
meadow; th ey must be driven out of it.
Copy all the nouns in the foregoing sentences, giving
the singular and the plural of each.
.
Copy all the adjectives, comparing those wluch

40

LANGUAGE LESSONS.

ad~it of comparisou, :.tnd tellin the
wl11 ch each adj ective describes. g

noun or pronoun

Oral Review.

Repea~ the questions on pages 26 and 37
What IS a Pronoun ?
·

GENDER.

'VHE:v
· Il t.o use a pronoun for th
, _ we w1s
man , n. boy, or au y animal of th e
l e name of a
" he."
ma e sex, we say
'Vlieu we wish to use a pronoun :f. ti
womau
,,- ·I .
.
or 18 nam e of a
' a o11 , o1 any an1111n.l of ti . fi
l
say "she."
. le ema e sex, we
·wh en we wish to u<e a .
r
f
, < p1 onoun 10 r the n
.
1
am e o
anyt lnng whi ch is ne'tl .
which has no sex we sa1 ~ :~t ,,ma e nor female, and
•
' · '
c J 'I
Tills distin ction iu re ard

41

is tru e also of nouns. Names of persons or of animals
of the male sex are Masculin e ; names of persons or
of animals of the female sex are F eminine; names of
things without sex are Neuter.
Sometimes we speak of persons or of animals without thinking of th eir sex, or without knowing it. Thus
we speak of a child, a servant, a scholar. These
words are said to be of the Common gender. The
obj ects named are either male or female, but we are
not certain which. They may be either.
Commit to Mem o ry.

LESSON XXIV.

r

PRON OU N S .

Gender is the distinction of words in regard to
sex.
Nouns and Pronouns have three genders, Masculin e, Feminine, and Neuter.
The .Masculin e gender d enotes th e male sex; the
Feminine, the female sex; the N euter, whatever
is without sex.
A word is of the Common gender when the
object named may be either male or female.

.

.
g,
to sex Is called GENDER
" H e" . ·a
issa1 toheofth M
1·
.
f tl F
e " ascu Ille rrender. "sh "
'
e,
o ie emiuin e ; and "it" f' ti N o
"N:r
,,
' o 18 euter.
Tl
euter means n ·a
called N
..
ci. ie1_-.
18 pronoun "it" is
1·
. . eute1' because It Is neith er M
F emmme.
ascu me nor
What has been said of the genders of the

pronouns,

Written Exerc ises.

Copy all the nouns in the following sentences, and
tell the gender of each.
Copy all the pronouns; tell the gender of each, and
th e noun for which it stands.

1. The lesson was difficult for the girl, but she
learned it.
4*

43
42

PRONOUNS.

LANGUAGE LES SONS .

2. The boy did not
d eserved it.
receive the reward, but he
3. The man had a
proved it by continual poor. memory, yet he im4 I
practice
.
.
fa
cow
gives
much
. a hia-h
pnce.
.
m1·11:,, she brings
b
5. When the unruly ox
he upset it.
was drawing the cart,
Copy_all the adjectives in the £
.
companng
those wh1'ch acl m1t
. of c oregomg
·
. sentences '•
mg what noun or ronou
o~p~nson, and telldescribes.
p
n each ad1ect1ve qualifies or
Oral Revievv

R epeat the questions on
.
What is a p .
pages 26 and 37
1 onoun?
·
What is Gender? .
ow
H
\''
! many Genders di·o nouns and pronouns have?
' t iat does the M
. .
ascu me gend . d
.
what th N
e1 enote? what th
F em mme?
.
e euter?
e
Wh en is a word of th e Common gender?

"It was Walter's book, not 'i:tary's."
"It was /rts book, not hers."

H ere "his" stands for "Vv alter's," and "hers"

stands for " Mary's."
These pronouns have also a third form, him and
her.
" H e and she were on the way to school."
"We saw him and her on the way to school."

Each of these pronouns, then, has three forms ; he,
his, him ; she, hers, her.

N ote.-The possessive hers is also written her.
The pronoun it has a possessive form its, but is not
otherwise changed.
These forms are called CASES· Th e names of the
Cases are NoMINATIVE, PossEsSIVE, and OBJECTIVE.
Commit to Memory.

Norn. he, Poss. his, Obj. him; Norn. she, Poss.
her or hers, Obj. her; Nom. it, Poss. its, Obj. it.
Nouns likewise are said to have these three cases.
But the only one you can know by its form is the
Possessive. For the present, therefore, in writing
nouns, you need not give the case unless it is in the
Possessive.

CASE.

Written Exercises.

LESSON XXV.

Copy all the nouns in the following sentences, and
tell the gender of each, and the case if it is in the

THEdo.
pronouns have a Possessive form, just as the
nouns

Possessive.

"

44
LANGUAGE LESSONS,

Copy all the pronoun s
d
of each ·
' ' an tell the gender and case

1. The

o· "r1'
r
o 1 s iace was fl 1 d
con ceal her ang er
us 1e ; she could not

2. The father t.old l118
. b
h·
oys t b ·
Im and lay it on t11e t bl
o rrng the book to
3 Th
a e.
.
e mother asked her d
aughters to read the
lesson aloud to her u 11 t"l .
1
4. L ncy wet l r . It was learne d .
1er leet 111 er ·
h
should not haw~ tt
ossrng t e brook. she
·
a
empted
to
·
·
' '
1earned its depth.
cross It until she had

LESSON XX VI.
IN the plural th e pronoun i th

genders.

s

e same for all three

"The men l1ave com e . a
.
"Th e women lH~ve co ' . iey are rn the parlor."
"The books ha v
me ' they a1e in the parlor"
·
e come · the
. ·
·
H ere "they"
'
Y ai e m the parlor "
.,
•
.
stands, first fc • "
masr;ulme. then " 1. "
or men, · which is
'
10
wome " I ·
th en for "books" 1 . h .
n, w uch is feminine.
Tl
' w 11c Is neuter
,
ie plural, then is the sa
.
Masculine, Femin/
d , me for all three genders
d
.
,
h
h
ne, an Neut'° .
vl'' an
tlus plural
as t ree forms or c
p
.
'
ases, namely N . .
ossess1ve their or theirs Ob· . , omrnat1ve they
'
uect1ve them.
,

PRONOUNS,

45

"Written Exercises.

Copy all the nouns in the following sentences, and
tell the gender, and number of each, and the case if
it is in the Possessive.
Copy all the pronouns, and tell the gender, number,
and case of each.
l. A youth's best guide is his Bible.
2. Ed ward brought his books into the school
and laid them on the table.
3. The birds built their nests among the
branches.
4. The lady taught lier daughters that they
should be careful of their manners.
5. Emma said the bag was hers; she had bought
it. The other girls said it was theirs.
Oral Revievv.

Repeat the questions on pages 26 and 37.
"\Vhat is a pronoun?
What is gender?
How many genders do nouns and pronouns have?
"\Vhat does the masculine gender denote? what the
feminin e ? what the neuter?
When is a word of the common gender?
"Which pronoun is masculine? which is feminiue?
which is neuter?
How many forms has each of these pronouns?
·what are these forms called?
What are the names of the cases?
Give the cases of he; of she; of it, (p. 43.)
Give the cases in the plural, (p. 44.)

PRONOUNS.

46

LAKGU AGE LESSONS.

Written Exercises.

LESSON XXVII.
.

47

BESIDES

the pronouns which

'OU

h

rng, there are others wl . h
)
ave been study" 'fl
llC you ought now t 1
ie man said t l ·
o earn.
0 us comrades I vdl
ent y." Here" I" is a
'
1 return pres"I Natl
.d
pronoun, standing for "m "
" ti
" 1.an sa1 to David, thott art th.e man " Han.
1ou ls a prono un, s tan d'mg for "David " ·
ere
Th

us we have two new pronouns I
.
have cases and numbers the
' and thon. These
nouns which you ha b'
same as the other prove een studying.
Commit to Memory

Singular' Nom . I ' p oss. my or mine
·
ob·
om w p
'
~· me;
Pl ura
. l ' N . e, oss. our or ours Ob'
Singular' N om · tiw·u Poss ti '
~.h'its.
thee; Plural, Nom o: P . iy or t inc, Obj.
you.
. y ' oss. your or yours, Obj.

The gender of these rono
nouns for which they sta~d uns depends upon the
"David said, I will do it." "I" .
"l\iary said' Jwi"ll do i't ;, "I" . isfimasculine.
..
"H
·d
·
is emmme
el' sa1 to the boys, you must do it" "y. " .
~Ul~
•
W
IB
ma
"H
"d
. .e sa1 to the girls, you must do it."
emmme.
"You" is
fi

Note.-The pronoun I is a1ways written as a Cap·
ital.

Copy all the no~ns in the following sentences, and
tell the gender and number of each, and the case if it
is in the Possessive.
Copy all the pronouns, and tell the gender, number,
and case of each.
Copy all the adjectives, telling whether each is posi·
tive, comparative, or superlative, and what noun or
pronoun it qualifies or describes.
Notice that some of the nouns are of the Common
gender.
1. Elizabeth's opunon is wrong, if she thinks
my father is not a good man.
2. Some pupils' attention is easily diverted.
They allow it to wander on the slightest occasion.
Do yon cultivate the habit of close attention?
3. Children, you have good reason for loving
your parents.
4. Few animals are fonder of play than kittens
and lambs. We often see them playing by the
hour.
5. Our lessons must be attended to first. When
you have learned yours, and I have learned mine,
we will go to the farmer's house, and pay him a
visit.
Oral Review.

Repeat the questions on pages 26, 37, and 45.
Give the numbers and cases of I and thou, (p. 46.)

48

LANGUAGE LESSONS,

PERSON.

LESSON XXVIII.
I, tho1i, he, she, and it are called PERSONAL PRoNOu~s.

I is said to be of the First Person. ·
Tho1i is said to be of th e Second Person.
H e, she, and it are said to be of the Third Person.
The First Person means the one speaking.
The Second Person means the one spoken to.
The Third Person means what is spoken of.
Th ese rules about Person apply to nouns as well as
to pronouns.
Written Exercises.

Copy the pronoun s in the following sentences, telling
the perso n, gender, number, and case of each.
Copy the noun s, telling the person, gender, and number ot" each, and the case if it is in the Possessive.
Co py the adjectives, telling wh ether each is positive,
co111parative, or superlative, and what noun or pronoun it qualifies or describes.

1. We had wild horses and they took fright.
Th e carriage was upset, but being new and strong
it was not broken. My mother and I escaped
with out material injury . George's left arm was
broken.
2. Scholars, if you \Vish to i1nprove in your
studies, you must be diligent.

PRONOUNS.

49

3 When the old hen saw the boys c01~in?, ~he
·
They found m it s1xleft her nest and ran away.
teen eggs.
" I · h ou
4 Frederick said to his parents,
w1s y
wo~ld let me go and hunt for my sister: I fear
. h .
he
she will be lost."
5 M brother's face was radiant wit JOY;
had. fon~d a bird's nest, and it was full of eggs.
oral Review.

R epeat the questions on pages 26, 37, andh 45. d •t
What kind of pronouns are I, thou, he, s e, an i
called?
~ 1 h nd it f
s e, a
.
Of wh a t Person is I '! thou. ie,mean?
the Second
What does the First Person
P erson '? the Third P erson?

RELATIVE PRONOUNS.

LESSON XXIX.
" THE man who is in the next ro~m." Here"who"
fior "man . ,,
.
is a pronoun, stand mg
" The book which lies on the table. Here " which "
is a pronoun, standing .l.'ior "book"
. ,,
Here "what"
"This is exactly what I wanted.
5
D

50

PRONOUNS.

LANGUAGE LE SS ONS.

is a prououn, stanJing fo r "the thing whi ch." The
meaning i:;, This is exactly the thing which I wanted.
Thus we have three new pronouns, who, which, and
what.
Th e pronouns whi ch yo u have learned before are
rnll ed Personal pronouns. Th ese three, who, which,
and wlwt, a re called RELATrvr:: pronoun s. The meaning of this name you will learn hereafter, in another
book.
Who has three cases, No mi11 at ive who, Possessive
who~e, Obj ective whom; and is th e sam e in both nu~u­
bers.
Which has a Possess ive who~e, but is otherwise un changed.
What has no chauge fo r case or number.
Th e P erso n, Gender, and Number of the R elative
pronoun s are learned frum the word::; for whi_ch they
sta nd.
Th e man who; " who " is th ird person, mascul ine,
sin gular.
Th e women who; "who" is third person, feminin e,
pl ural.
Written E xercises .

Cupy the pronouns in the follow ing sentences, telling whether they are P ersonal or Relative, and giving
the person , gender, number, and case of each.
Copy the nouns, telling whether they a re proper or
co mmon, and giving the perso n, gender, and num ber
of each, and the case if it is in the P ossessive.
Copy th e adj ectives, telling whether each is positive,

51

d hat noun or procomparati vc, or supei:lativc,_ an w ,
,, or descri bes.
noun eac h qu a1·1·
i 1 e~
If \ ll" ecti ve p ronouns occur in any
[Note to the Teacher .- , ... J .'I write them simply as adj ecof the Exercises, the ;chola10 nu y
ti ves.]

1 The rude men who came into the front /~rd.
. .
. l f the old cow. They foun' 1e1

were 111 searc l o
behind the barn.
much excite(\ ; he ex2 . H enry's mind was
glee, I have found my
claimed, in t he g reatest
n ew sled.
.
,~athers in sum3 The farmer' s crops, wh1c11 11e o ' . . . .
.
.
·ta 1t to him a n<l his fa mily 111
m er, are most impoi 1
winter.
boys, if any of you
4. The father sai,1 to the
w~;s done, tell me
who were there saw what
about it.
girls, if any of you
5 The mother said to the
was
done, t ell me
saw what
who. were th,~re
'
about it.
'o ra l Revi e w.
26 37 45 and 49.
' . ' ' ou11··?
R epeat the questions on pages
11 d R elative pron
~·

\ .Y hat t hree words are c~ e
What cases has who'! give the'.11.
?
. form does which have ·
What cl1a nge Of
d .
d number of the
H as what any change?
On what do the person, gen er, an
d •)
R elative pronouns depen .

52

LANGUAG E

PRO N O UNS .

LESS O NS .

LESSO N XXX.
ADJECTI V E PRONOUNS.

This book.
. a d clec1 to a noun and
. . H ere " this,, is
t 11ercl fol'.·ke I~ either a u adj ective, or something 'very
mu c 1 1 ·e 1t.
, '~' h e wo rdti of this k ind are generally called A n JECr n E P HONOUNS.
A l~h;re are a good many of these Adj ective Pronouns
ino- .o them t hat you need learn now are the follow~

".
Co m m it to M e m ory.

This, t hat..
Th ese, t hose.

E ach, every.
E ither, neither.
ARTI CLES.

Two other s mall words, a and the, are
ARTICL ES .

called

The Ar ticles are added to nouns, just as adJ. ectives
a re.
A is sometimes written an.
W r itte n Exercis e s .

, Copy the nouns in th e following sentences, tellin O'
"hether they are proper or common, and giving th"e
. erson
. . ' ge n d er, an d number of each, and the case if
P
it is 111 the P ossessive.

Copy the pronouns, telling whether they are personal or relative, and giving the person, gender, number, and case of each.
Copy the Adj ective pronouns and the Articles, and
t ell to what noun each is added.
Copy the adj ectives, telling whether each is positive, comparative, or superlative, and to what noun it
is added.

1. Margaret said to her brothers, you spent a
long time in my sister's house.
2. During that summer, each of us every day
told some amusing story of his early life.
3. When I had fini shed my dinner, I laid me
down on my mother's lounge, and took a good,
long nap.
4. Those nuts, which you brought into the
house in the boy's satchel, were worthless.
5. ·W illi am's horse had a poor saddle, so I took
that saddle off and put on mine. H e thanked
me, and said, I am much obliged to yon.
O ra l R e vi e w .

\Vhat is a pronoun ?
What is gender ?
H ow many genders do nouns and pronoun s have?
What does the masculine gender denote? what the
fe minine? what the neuter ?
When is a word of the common gender?
5*

54

LAN GU AGE L.ES SONS .

"Which pronoun is masculin e? whi ch feminin e?
whi ch neuter?
H ow many fo rms has each of these pronouns?
"W hat are these forms call ed ?
\Vh at are th e names of th e cases?
Gi rn th e cnscs of he ; of she ; of it; of they.
\~T hat kiud of pronouns are I, thoii, he, she, a nd it
called?
Of what person is I ? thou? he, she, au cl it?
Gi ve the cases, singular and plu ral, of I; of tlwti.
\Vh at does the first person mean? the second person ? the third person ?
\Vh at three words are called relative pronouns?
\ Vhat cases has who ? Give them.
Wh at chan ge of fo rm does which have?
H as what any change?
Ou what does the person, gender, a ud number of
th e rclati1·c pronouus depeud?
\ Vhat eight 1rnrds are call ed adj ective prono uns?
\¥h at two words are called articles?
R epeat the quest.ions on pages 26 and 37.
[No te to the Teacher. -At th is point, th e scholar should turn
b:ick to L e,-son .XXIIL, and go over again a.II th e interv enin g
L c";o ns. l fan 11 g t hus revi ewed th e chapter on Pron on11s jf
~1 e is. qnite..'·01111g, o r if he seems at all co nfm:ed or nn ceri':Lin
111 l11s 11 ot 1011s 011 th e subj ect, it will he not amiss for h i m to
heg.in agai11. al th e beg inning of th e hook, and gi\' e a seeo nJ
rev iew of i'\oun,;, Adjectives, and Pronouns before ente ri1w0
on the ~tucly of \' er bs.)
'

VERBS.

LESSON XXXI.
THE boy laughs. The boy writes a letter.
is a student. The boy is good.

Th e boy

In these sentences, if we leave out the words lctiighs,
writes, and i~, nothing is told abo ut the boy. These
words arc needed to tell what the boy does, or what
he is.
A word which is thus needed to tell that one does
something, or that one is somethin g, is called a VERB.
L aiighB, writ,es, and is are V erbs.
Written Exercises.

Copy the verbs in the following sentences :

1. Rebecca saw the procession and told her
mot.her everything abo ut it.
2. P eter digs potatoes in the garden .

3. My father is an early riser.

55

56

LANGUA G E

LESSONS .

4. I r ested all that nig ht, a nd r ose next morning at t he break of day.
5. Those men are sincer e.

Copy in separate lists a]] the nouns, pronouns, adj ectives, adj ective pronouns, and articles.
Commit t o Memory .

A VERB is a word whi ch is needed to tell that
one does something, or that one is something. Or A VERB is a word used to assert or affirm .

LESSON

xxxn.

57

VERBS.

1. H orse.
2. Dog.

3. Cat.
4. Man.
5. Woman.

6.
7.
8.
9.
10.

Fire.
Smoke.
Bee.
Gar<lener.
Sun.

.
. 11 the nouns, pronouns,
Copy in separate lists a,
d arti cles in the sen.
t'
es
adJ.
ective
pronouns,
an
d
a JeC IV ,
d
tences which you have ma e.
O ral Review.

What is a noun ?
What is a pronoun ?
·what is an adjective?
.
?
What two wor ds are called artic1es
What is a verb?

WE can say many things that the boy is, or that
the boy does, besides those named in the last lesson.
Example.- The boy is in the garden. The boy
sleeps. Th e boy f orgot his book. The boy walked to
town. Th e boy eats his breakfast. The boy resembles
his father.
Written Exe rcises.

Make up in this way five sentences about each of
the following nouns, telling what each one is or does,
and in each sentence ma rking th e verb by drawing a
line under it.

SUBJECT OF THE VERB .

LESSON XXXIII.
h
b asserts or tells somelT has been said that t e ver h'
The person or
e or of some t mg.
d th
thing of some on
h t lls about is calle
e
the thing that the verb t us e
SUBJECT of the verb.

J
writes a letter. The fact .ofh
ames
fJ
The word wh1c
Example. ames.
Wrl"t'mg a letter is asserted o

58

LAXGUAG E LE ss o s s .

VERB S .

i' s " wnte'"
.
mak es
• this assertion
1 8uBJECT
tie
of tl
·b
. ~.
,Tam es, therefore ·-.
rn ve1 wrttes
' J~
Another Example - J
·.
of b .
.
ames is a t d
. cing a stud en t is ass t cl
s u ent. The fact
whi ch makes tl .
.' c1 e of J a mes. Th e
-'
.. _
11s assertwn is ". ,,
woru
is th e SUBJECT of the ,_. b . is.
J ames, therefore
,er is.
'
Note.-The Subject
of the verb
noun or " p1·onot1n.

~nay

be e1'tirnr a

C
W r itte n Exerc ises.
opy th e verbs in th e f 11 .
what noun or J)ro110 . o owmg sentences and tell
Ull IS the S b'
u ~ ect of each' .

1. The apples h un
.
sto le t hem.
g upon t hr. tree; the t hi ef
. 2. Th e boo k fell from the t bl
a c, and th e scholar
p ic ked it up.
3. \ ~ acation is J>l easan
it ~g-rcatlv
·' t to scholars·' tl1ey en.)OJ
·
J •
4. I a m in t he cit
h
streets.
y, w ere peopl e live in crowd ed

5. He has mone

y, yo u h ave learning.

R

O ra l Review-

epeat the questions o

.
n page 57.

Co mmit to M e rn

. Th e Subj ect of a verb is
ory.
of which v~om e ti. 1111
. 0- is
. as- ted
th e noun or pronoun
0
~e r
or told.

LESSON

59

xxxrv.

THE subj ect of a verb is said to be Nominative
to it.
The N om inative of the pronouns is known by its
f orm. Thus: Nom. he, Po~s. h-i~, Obj. h·iin.
Nouns have a separate form fo r tli e P ossessive, but
not fo r the Nominative.
The only way to find out whether a noun in any
sentence is Nominative is to think whether it is the
Subject of a verb.
An easy way of finding out whether a noun is the
Subj ect of a verb is to put who or what before the verb,
and make a question .
Example.- Ph ilip, befo re entering the car, bought
a ticket.
H ere the verb is "bought."
Question: 'Vh o
bought ? Ans. Philip.
Philip, then, is the Subject of th e verb bought.
Another Example.-The tree which stood m the
meadow fell during the last storm.
H ere are two verbs, "fell," and "stood."
Wh at fell ? - . the tree. Tree is the Subj ect of fell.
What stood?- which. Which is the Subject of
stood.
Written Exercises .

Copy the verbs in the following sentences, and tell
the noun or pronoun which is the subj ect or nominative of each:

60

LA NGU <\.G

-

·

E LI:: ssoNs .

. J. Tl1 e fa rmer in sprin r-ti
1
.
with corn.
g me P an ts lus fi eld
2. TJ
Id
'
ie o est man in the city did 1
.
3. I ca me ,. you sent 10r
r
e ast rnght.
me
4. The burden of
'.
. con ·
a g reat crime 1·res on I11s
science.

5. The man wh

o

to 1

o < the cane is a thief.

Or'a l Review

Repea~ the ques tions on page 57.
What Is th e Subject of a verb? .
In what Case is the S b'
H
d
u ~ ect of a verb?
·
ow o we usuall k
noun?
y nowt118 Nominative of a proWhat easy way of finding
the Subj ect of a verb?
out whether a noun IS

VERBS .

61

Partial Definition. -A noun or a pronoun which
is thus needed to complete the meaning of a verb is,
in most instances, its OBJECT.
A noun or a pronoun which is the Obj ect of a verb
is said to be in the Obj ective Case.
The p1'1)11ouns have a distinct fo rm for the Objective case. Thus : Norn. he, Poss. his, Obj. h-im.
Noun s have no such distinct form. The on ly way
by which we can know that a noun is in the Obj ective
is by findin g out that it is the Obj ect of the verb.
An easy way to find out when a noun is the Object
of a verb is to put whom or what after the verb, and
make a question.
Examples. - James tou ched,-whom .~ Ans. P eter.
P eter, then, is the Obj ect of touched.
James touched,- whctt? Ans. Table. Table, then,
is the Obj ect of touched.
Written Exercises.

OBJECT OF THE VERB.

LESSON XXXV.
Examples.-James touched P et . J
the table.
ei. ames touched
H ore, if we leave out th e noun fi
mak e the sentence read sim I " a ter the verb, and
sense is not complete l" p y James touched," the
. 'r e must add so
d
t II I
e w rn or what it was th· t J· . c
me wor to
a ames touched.

Copy the verbs in the followin g sentences, and tell
what noun or pronoun is the Subj ect of each verb ;
also what noun or pronoun is the Object of each.

1. The youth while at home obeyed his father.
2. The cows last nig ht trampled down the
grass.
3. A good marksman kills a bird on the wing.
4. The scholar knew the lesson, and the teacher
commended him.
5. If Walter did the deed, he committed a sin.
6

62

VERBS.

LA:-; C: U AGE LESSONS .

63

4. Yon told him that your father despised a

LESSON XXXVI.

liar.
5. The hunter took a gun aml shot twelve

SOMETDrns a noun is used aft
th e sense, and yet i;; not ti Ob_er a verb to complete
~
.
ie
.i ect of the verb
• i1 oun is Inot
the Ob1·. ect of a ve1·b ' un 1eos· ·.Jt ex
n;--~e. .
.
'"" " ~omet 1111""o quit e <l"1stmct
·
·from tl , t ia e.xpressed
ll}' the nominati ve.

P

Examples. - ·walter is a ' ' : .
"writer " ·
l
'utei · H ere th e word
is ou }' another name for W 1
fo re is not the 01 ·
f
a ter, and there"V
)jCCt o the verb B t ·r I
. . somethm
u _1
say,•
' . alter
writes letters' "l ettei.s " JS
·
·
. ·
t 1st m ct from \Valtcr . d .
g quite
1 Two verb" is . d, abn JS t 11e Object
of the verb.
-,
an
ecomes very f
1
take after them ''t JlO un wh.JCI1 'means the
requent }' Ith· us
nomin[ltive, and which therefore

~b.t~~~-

~:m:o: 1~~~

ducks ..
Commit to Memory.

Completed Definition.-The Obj ect of a verb is
a noun or a pronoun which is needed to complete
the meaning of the verb, and which also expresses
something quite distinct from the nominative.
Ora l Review.

R epeat the questions on pages 57, 60.
Vvhen a noun is needed after a verb, to complete
its meaning, what, in most instances, is the noun
called?- in what Case is it?
How do we usually know the Objective case of a

The noun after such a verb is in th
the noun or pronoun before it.
e same case as

pronoun?
What easy way of finding out ,\,hether a noun is in

Written Ex erc ises.

the Objective?
May a noun ever be used after a: verb, to compl ete
its meaning, and yet not be its Object·? Give an

·ICopy th e verbs in the following sentences and t 11
"of' iat
noun I o r pronoun " th,e S ub"
' . :e
each·
.i ect or Nommat1ve
.
. , a !'O, whether the noun following each .
1s not its Obj ect.
is or

j~

1. ;r'he snow . covered all the ground.
2. Th e. man lll the uS)' lu m is· a 1una t.ic.
3. H e is a coward.

example.
'\That two verbs most frequently take after them a
noun which is not in the Objective?
In what Case is the noun after such a verb?
In order that the noun after a verb may be its
Obj ect, what must the noun express?
What is the Object of a verb? [Give the Completed D efinition.]

64

VERBS.

65

LA NGUAGE LESSONS.

Commit to Memory .
TRANSITIVE AND INTRANSITIVE
VERBS.

LESSON XXXVII.
Example. -The man strikes the table.
H ere some action passes over from the man to th e
table.
In most verbs which take au Obj ect after them, an
action or influence of some kind seems thus to pass
over from the subj ect to the obj ect. On this account,
verbs of this kind are called TRANSITIVE.
The word Transitive means passing over.
A verb which does not require an Object to complete its meaning is called I NTRANSITIVE.

A Tran siLive verb is one which needs an Object
to complete the meanin g of the verb.
An Intransitive verb is one which does not need
an Obj ect to complete the meaning of the verb.
Note. - An easy way oftentimes of finding out
whether a verb is Transitive is to try whether it
makes sense with him, her, or it after it.
Ora l Revievv.

R epeat the qu estions on pages 57, 60, 63.
·what is a Transitive verb?
What is an Intransitive verb?
What easy way of finding out whether a verb is
Transitive?

Writte n Ex e rcises .

Copy th e verbs in the follow ing sentences, and tell
which urc Transitive and whi ch are Intr:.msitive ; tell
also what noun or pronoun is th e subj ect or nominative of each verb; and what noun or pronoun is
the obj ect of each Transitive verb.

--<>-0~00---

PERSON AND NUMBER.

LESSON
1. The woodman yesterday cut the tree down.
2. William cried because the boys broke his
kni fe .
3. Birds fly in the air because th ey have wings.
4. The large tree which stands in the garden
bears fine appl es.
5. My aquarium is large ; it contains many
fishes.

-- ~...:::,.__-~~ - ·

xxxvrn.

PERSON and Number in verbs are expressed to some
extent by differences in form.
V erbs have three Persons, First, Second, and Third;
and two Numbers, Singular and Plural.
The verb is al ways of the same Person and Number
as its nominative.
6*

E

66

LAN GU AGE LESSONS.

67

VERBS.

Written Exercises.

Copy the verbs in the following sentences, and
which are Transitive and which are Intransitive;
what is the Subject or Nominative of each, and if
verb is Transitive, what is its Object ; tell also
Number and P erson of each.

tell
tell
the
the

1. I live in Philadelphia, but my sister lives in
Boston.
2. When we visited the city, my grandfather
died.
3. You are good scholars; you know your lessons.
4. Some passengers sleep, although the ei1gine
<lraws the cars so fast.
5. The sun above us shines brightly; it warms
the air.
Oral Revi e w.

Repeat the questions on pages 57, 60, 63, 65.
How are Persons and Numbers in verbs to some
extent expressed?
How many P ersons has th e verb? how many
Numbers?
The verb is always of the same Person and Number as, - what?

TENSE.

LESSON XXXIX.
First Example.- I write a letter.

This means, I

am doing it now, at this present time.

Second Example.- I wrote a letter. This means,
I did write it once, in some past time. .
By changing write to wrote, the verb is made to express a difference of time.
. .
This difference of form in the verb to express d1ffe1ences of time is called TENSE. The word Tense means
d" ffi
f
time.
There are a good many Tenses, or l erences o
time expressed by verbs, but the only ones that you
need learn now j\re two, t~e PRESENT and the PAST.
Commit to Memory .

Tense is the means by which verbs express distinctions of time.
.
The Present Tense expresses present tune.
The Past T ense expresses past time.
Th e verb Walle.
PRF,SENT TENSE.

Singular.

1 Pers. I walk.
2 Pers. Thou walkest.
3 Pers. He walks.

Plural.

1 Pers. We }
walk.
2 Pers. You
3 Pers. They

68

LAN GU A G E

LESSONS.
VERBS.

69

P AST T ENSE.

S ingulai·.

Plural.

1 P ers. I walked.
2 P ers. Thou wallcedst
3 P ers. H e walked. .

1 P ers. We
2 P ers. You
}walked.
3 P ers. Th ey

1

Written Exercises.

Copy tlrn .verbs in the following sentences, and tell
whether each verb is Transitive' or Intran8itive; what
is its Nominative; and, if it is Transitive, what is its
obj ect ; tell also its Tense, Number, and P erson.

Th e v e rb Write.
PRESENT TENSE.

Singula ...

P lural.

1 P ers. I write.
2 Pers. Thou wr-itest.
3 P er:;. H e writes.

1 P ers. We

2 P ers. You }write.
3 P ers. They

1

P AST T ENSE.

Singular.

Plural.

1 Pers. I wrote.
2 Pers. Thou wrotest.
3 Pers. H e wrote.

1 P ers. We
2 P ers. you } wrote.
3 P ers. They

1

Th e verb Aui.
P nF:SENT T ENSE.

Si11.rf11lru·.

I P ers. I arn.
2 Pers. Thou art.
3 P ers. H e is.
Singulai·.

I P ers. I was.
2 Pers. Thou wast.
3 P ers. H e was.

P!nral.

1 P ers. We
2 P ers. you } a1·e.
3 P ers. They.

1

PAST T ENSE.

Plural.

1 P ers. We
2 P ers. you } were.
3 P ers. They

1. A journey from the United States to Europe
takes some ti me; it also costs much money.
2. A voyage round Cape Horn is very tedious.
3. Foreigners every year visit America.
4. The horseman rode out of the town in great
haste, but many citizens saw him.
5. May is the month for flowers; we miss their
sweet perfumes, when .July comes with its great
heat.
Oral Review.

What is a verb?
·what is the Subject of a verb?
In wh at Case is the Subject of a verb?
H ow do we usually know the Nominat.ive ofa pro11ou n?
What easy way of findin g out whether a noun is
th e Subject of a verb?
·w hen a noun is needed after a verb to complete its
meaning, what, in most instances, is the noun called?
In what Case is it?
How do we usually kn ow the Obj ective case of a
pronoun ?
What easy way of finding out whether a noun is in
the Obj ective?

70

LANGUAGE LESSONS.

. May a n oun ever be used after
its meaning, and yet not be i 0 ~verb, to complete
ample.
ts bj ect? Give an exverbs most f"J equently tak ft
• \Vhat two
•
,\ noun
wlm:h is not 111
. tlic Ol)jCCt1ve
. . 'I ' e a er them
I
11 what case is the noun af' . ~
.
In order that the
f te1 uch a verb?
b
.
noun a ter a verb
may e its ObJCCt, what must the no
"'
.
u 11 express?
n hat is the Object 0 f
tior1.J
a verb? [Completed Definic

What is a Transitive verb? wh
What easy way of fi a· . ·
at an Intransitive?
Transitive?
n rng out whether a verb is
b
•How
. are P ersons ancl N um bers in
extent expressed?
ver s to some
H ow many Persons has the
N 11 mbers?
verb? how many
The verb is always of the same p .,
ber as,-wh at?
er~on and NumWhat is Tense?
~h at does the Present Tense ex ?
G1 ve in full tl p
press· the Past?
'
'
ie
resent and p t t
verb walk . of the
b
.
as enses of the
'
ver write; of the verb am.
the Teacher.
. the scholar should turn back
to [To
L esson
XXXI - At
d this, pomt,
·
"
., an go over a" ·
f
'
rn V erbs before proceeding [arthoa1~ cadre ully all the L essons
er rn a vance.)

ADVERBS.

LESSON XL.
Example.-The boy writes plainly.
The word plainly tells in what manner the boy
writes. So we may say, he writes neatly, rapidly, care1

lessly, swiftly.
These words that are thus added or joined to a verb
to tell how one does a thing are . called ADVERBS.
They are so called because they are added to a verb.
Written Exercises.

Copy the adverbs in the following sentences, and
tell what verb each belongs to:

1. The storm raged violently.
2. A mad bull rushed furiously through the
street.
3. The girl played on the piano very skilfully.
4. He resisted the robber manfully.
5. He acted in that matter mercifully towards
the prisoners.

71

7~

LA N GU AGE LESSONS.

LESSON XLI.
ADVERBS a re very num erous, and are of various
kinds. Th e principal kinds are th e following:
1. ADVERBS OF MANNER. Th ese, wh ich are the
most nu rn ero us, have been already described. M ost
of them end in ly.

ADVERBS.

.

73

le art immediately.
. he then hastily re-

1. I much d esire to c P.

2 . The clock struck twice'

treated.
but he left the place after3. He was there.then,
t b ck to his home.
'diately wen a
d .
h t1'ly? How can you
w ards, an imme
d
write so as
·
1
4. Why o you .
.
ou begin soon, anc
expec t to
· write well, unless y

stead~ly? ·I . nd retire late, you will
5. If you ri se em y a

Th e following arc a fo w of t hem: newly, tritly, lwtly,
coldly, flllly, sharply, surely, .solely, firmly.

p ersevere

2. ADVEHBS OP P .LACE: here, there, where, hither,
thither, wldther, hence, thence, whence, &c.

sleep little.

3. ADvmrns OF TI11rn: now, then, when, ever, never,
soon, hereaftc1., &c.

Commit to Memory.

4. ADVERBS OF QUANTITY: m1tcli, little, enough, &c.
5. ADVEFrns OF DIRECTION ·: downward, upward,
.forward, backward, &c.

. f various kinds.
Adverbs are o .
f dverbs are
those of
The principal krn~s o a
.
Pl ace, and Time.
Manner'

6. ADVERBS OF NUMBER : once, twice, tlirice, &c.
7. ADVEnBs OF APFIRMATION AND NEGATION:
yes, no, indeed, nay, doiibtless.
8. ADVERBS OP INTERROGATION: liow, why, when,
where, whither, wlience.

LESSON XLII.
[To the Teacher.- It is not in tended that the schola r should
commit to memory the for egoi ng lists. Th e object is to help
hi m in find ing out th e adverbs in the sentences which 11e exa1uines.]

Written Exerc is es.

Copy the adverbs in the following sentences, and

tell what verb each adverb belongs to :

o-h chiefly joined to verbs, are often
ADVERBS, thou,,
t other adverbs.
. .
a nd .even o The adver b tru 1y
'oined to ad.iect1ves,
J Examp1e. -A truly wise. man.
. . . ed to the adjective wise.
"dly The ad1s .JOl11
The walked very rap1
.
Exampl~.~ . y he adverb rapidly.
..
verb very is JO'.ned .to t
ualify or describe the word
A adverb is said to q
to Wnh.ICh it is thus joined.
7

74

LAN GUAG E

LESSONS.

Writte n Ex e rcises.

Copy th e adverbs in the following sentences, and
tell what word each adverb qualifies, and whether th e
word is a verb, an adjective, or an adverb:

1. The lady sang rema rka bly well.
2. A tho1·oughly trnthful man never wilfully
d eceives.
3. A much greater number was there.
4. As th ey went very seldom, it was much more
easy to refu se.
5. T o speak flu ently is vastly less important
than to speak altogether correctly.
Commit t o M e m ory.

An A dverb is a word add ed to a verb, an acljective, or another adverb , to qualify or describe it.
Oral Review.

·w h at is a Noun?
\Vhat is a Pronoun ?
Wh at is an Adjective?
·w hat eight words are called Adjective Pronouns?
w·hat two words are called Articles ?
What is a Verb?
V/lia. t is an Adverb?
\ Vhat are th e three principal kinds of Adverbs ?
R epeat fiv e adverbs of Manner; five of Place; five
of Time.

CONJUNCTIONS.

LESSON XLIII.
- John and J ames are si c~;
"
First Example.
ts the noun John
d
"
and
"
connec
H ere the wor
"
with the noun "Jame~h t cher dismissed the school,
Second Example.- e ea
and the scholars we1it horn~
tence "The teacher
H ere " and " connec~ t he sent nee " The scholars
dismissed the scl100l"w1tht esene

went home. "
.
t connect wor ds or
A word used in this way o
.
11 d CONJUNCTION.
.
d
sentences is ca e a
.
the followin g: an '
,r.
. . 1 C .unct10ns are
The pnnc1pa OllJ. .
th t therefore, wher.eJore,
r. r if since, a •
7 &
as, also, because, Jo ' ' unless, though, althoug i , c.
or, nor, but, yet, than, lest,

Writte n Exerc i ses.

.
.
in the following sentences,
Copy the ConJunctions
each one connects:
and tell what words or sentences
75

76

LAN GU AGE-

LE· S' S ONS.

1. H orace remained t
l
was not well.
o t 1e close, althoug h he
2. Philip 'an c] Tl lOmas went to tl
·
l e city together,
b ut eat; Ji (;HJ11P bacl- b l .
,
, ' " Y 111nsc lf.
3. H e assured m th t 1
fcl'tly.
e a le kn ew the lesson per: · ~1''.' i ~i ,~·ecei ve the parcel
, . 1..11 c.~ and Mary went
foot of th e c;h ss but 1'1
' ·'
iomas
alm ost to th e head.

if he sends it.
l
c own nearly to the
a d L
n

ucy went up

PREPOSITIONS.

Copy in separate li sts all th
. .
pronoun s ve rbs . l l
c n oun s, ad.i ect1ves
'
· ' · llll a< verbs.

LESSON XLIV.

C o rn m it to M c ni o Py .

A Co njun ction is a word used to conn ect
and sente nces.
words
Ora l R e vievv.

n .l' pea t. the qu estions on pao-e
~,4 •
,,, ,
b
i;it 15 a Conjun ction ?
l\cpcat fi ve Conjunctions.

Example. - Dig the ground with a spade.
Here with shows some relation between spade and
dig. One is the act, the other is the instrument.
Example. - Th e book of the t eacher.
H ere of sh ows some relation between teacher and
boolc. One belongs to the other.
Example. -The man under the tree.
H erc under shows some relation between tree and
man. It expresses the position of one in reference to
the other.
A word thus put before a noun or a pronoun, to
show its relation to some other word, is called a
P R E P OSITIO N .

I t is so called because it is put before the noun or
pronoun.
The word Preposition means something put before.
77

78

LANGUAGE LE SS ONS.

PREPOSITIONS.

The following are some of the Prepositions most
freq ueu tl y used : with, from, to, in, into, by, tlirougli, at,
of, on, over, itnder.

Oral Review.

The noun or pronoun that comes after th e prepositi on is in the Obj ective case.
Writte n Exe r c ises.

Copy the Prepositions in the following sentences,
and in connection with each Preposition tell the noun
or pronoun that com es after it in the Obj ective case:
1. He went with me to th e fields, and there we
:filled our baskets with berri es.
2. It is a part of wisdom to rem ain in silence
when iu the presence of those older and wiser
than we.

3. The man went by crook ed paths, and through
t hem he finally escaped detection.
4. A fresh stream of cold water runs by the
ga rd ener's house down into his neighbor's woods.
5. From them I learned that the ox had gored
ti 1e uuhappy girl to death with his horns.
Copy all the Transitive verbs, and tell what noun
or pronoun is the Objec t of each.
Copy all the Intransitive verbs ; all the adverbs;
all the conj uuctions.
C o mmit to M emory.

A Preposition is a word put before a noun or a
pronoun to show its relation to some other word.

79

/
•

'\That is a noun ?
Wh at is a pronoun?
. t"iv e?·
What is an a dJeC
.
?
'\That two words are called articles .
What is a ·verb?
What is an adverb?
.
What are the three principal kmds of adverbs ?
Repeat five adverbs of Manner; five of Place ;
five of Time.
What is a conjunction?
Repeat five conjunctions.
What is a preposition?
Why is it so called?
..
R epeat five of t h e prepos1 t wns most frequently
used.
In what case is
. · th e noun or pronoun that comes
after a preposition?

•

A

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ON 'l'H E

ENGLISH LANGUAGE AND LITERATURE.
DY

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L anguage -Lessons for Beginners.
Eng lish Gra mmar and Analys is.
First L esson s in Composition.
Composit ion and Rh e toric .
A Short Cours e in Literature .
A Man ual of Englis h Literatu re.
A l'.i a nual of Ame rican Literature.

D esc riptive c irc ul EH's of th e abo v e, and of
o ur· othe 1° M o d e l T ex t-Books for S c h oo l s,
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PHILADELPHIA, PA .

