1JnMana State Series

\
INTERMEDIATE GRAMMAR
PRACTICAL LESSONS
IN

THE USE OF ENGLISH

I

BY
0

MARY Ff' H YDE
"

F ORMERLY T EACHER OF COMPOSITI ON IN STATE NORMAL SCHOOL
ALBANY,

N.Y.

INDIANA SCHOOL BOOK COMPANY
INDIAN APO LIS, IND.

1893

-+-=-

CONTENT S.

PART T HIRD.
LESSON

I.
II.
III.
IV.
CO PYRIGHT, 189 3,

Bv MARY F. HYDE.

v.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
XIV.
XV.
XVI.
XVII.
XVII I.
XIX.

xx.
Typography by

J. S. Cushing & Co., Bost on .

Presswork uy Rockwell & Churchill, Boston.

XXL
XXII.

PAGE

Kinds of Sentences
Subject and Predicate
Nouns
When to Use Capital Letters
Dictation Exercise
Words Der1'ved from Proper Na mes
Study of Selection
Study of Selection. - Continued.
Composition
Review
Pronouns
Adjectives
Choice of Adjectives
Comparison
The Paragraph
Review
Verbs.
Transitive and Intransitive Verbs
Active and Passive Forms .
Adjectives that Complete Predicates
Nouns that Complete Predicates
Review

3
6
8
IO
II

I3

I6
I9
20
22

iv

CONTENTS.
CONTENTS.
LESSON

Adverbs
.•
Negatives
xxv. Position of Modifiers
XXVI. When to Use Adjectives.
XXVII . Th e Comma .
XXVIII. Review.
XXIX. Study of a Descrip.tion
xxx. Composition .
XXXI. Prepositions .
XXXI I. Choice of Prepositions
4XXIII. Conjunctions .
XXXIV. Interj ections .
xxxv. Singular and Plural Forms of Nouns
XXXVI. Possessive Forms of Nouns
XXXVII. Compound Possessives
XXXVIII. Masculine and Feminine Nouns
XXXIX. Personal Pronouns
XL. Gender Forms of Pronouns
XLI. Nominative Forms of Pronouns
XLII. Obj ective Forms of Pronouns.
XLIII. Possessive Forms of Pronouns
XLIV. Adjective Pronouns
XLV. R eview
XLVI. Sin bau]ar and Plural Forms of Verbs
XLVIL Time Expressed by Verbs
XLVIIL R egular and Irregular Verbs
XLIX. Participles
L. Composition
LI . Forms of l'Vrite
LIL Blow; D o; Come; See
XXIII.
XXIV.

r

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PAGE

4I
43
45
46
48
50
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53
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55
57
59
60
6I
63
64
66
68
70
71
72
74
76
78
80
82
83
85
86
89

•

P AGE

L ESSON

LIII .
LIV.
LV.
LVI.
LVII.
LVIII.
LIX.
LX.
LXI.
LXII.
LXIII.
LXIV.
LXV.
LXVI.
LXVII.
LXVIII.
LXIX.
LXX.
LXXI.
LXXII.
LXXIII.
LXXIV.
LXXV.
LXXVI.
LXXVII.

v

Break ; Go ; Hear ; Know
Forms of Verbs
Forms of Verbs
Lay and Lie
Sit and Set
Sita!/ and Will
Sliall and Will
Slzou.ld and Would
L earn anci Teacli
M ay and Can.
Tltink; Guess; E xpect
Stop and Stay .
L ove and L ike .
Composition
Manner of Asserting
The Infinitive .
Phrases
Clauses
Relative Pronouns
Forms of Wlto
Interrogative Pronouns
Forms of Sentences .
Analysis of Simple Sentences
Analysis of Complex Sentences.
Analysis of Compound Sentences

90
92
94
96
97
IOO
IOI
103
I04
105
io6
I 07
108
109
I09
III
II2
I I4
II5
II6
II8
II9
I2I
I22
I24

INTERMEDIATE GRAMMAR.

LESSON I.
KINDS OF SENTENCES.

The door is locked.
2. Ring the bell.
a. Did you read the letter?
4. How beautiful this poem is!
i.

How many thoughts are expressed above?
A complete thought expressed in words is called a sentence.
State the use of each sentence above - tell what it does.
A sentence that states or declares something is- called a declarative

sentence.
A sentence that expresses a command or a request is called an

imperative sentence.·
A sentence that asks a question is called an interrogative sen-

tence.
A sentence that expresses sudden or strong feeling is called an

exclamatory sentence.

LESSONS IN ENGLISH.

2

SUBJECT AND PREDICATE.

Tell how each of the following sentences is used, and what it is
called:I.
2.

3.
4.

5.
6.

7.
8.

9.
IO.

The river has a steep bank.
How clear the water is!
Ca n you row a boat ?
Fasten th e boat to the wharf.
The carriage has tw o seats.
Look at this plant.
How fragrant the leaves are!
Please close th e blinds.
H e has sold the hon:;e.
·what a sweet voice the child has!

With what kind of letter does each sentence begin?
(it>
What mark is placed after each declarative sentence? After each
imperative sentence? What mark is placed after each interrogative
sentence? What mark is placed after each exclamatory sentence ?

'

'

Every sentence should begin with a capital letter.
A period should be placed at the close of a declarative
or of an imperative sentence.
An interrogation point should be placed at .the close of
an interrogative sentence.
An exclamation point should be placed at the close of
an exclamatory sentence.
WRITTEN EXERCISE.

Write a declarative sentence, an interrogative sentence, an
imperative sentence, and an exclamatory sentence, about each of
the following : horse,
cars,
flower,
rain,
clouds,
window.

3

LESSON II.
SUBJECT AND PREDICATE.
1.
2.
3.

'

J

Robert walked to the station.
The violet blossoms in the spri ng.
The sun will set soon.

Tell what each sentence is about, and what is said abou t the thing
spoken of.
How many parts has each sentence? What does one part show?
What does the other part tell?
The part of a sentence that shows what is spoken of is called the
subject.
The part of a sentence that tells something about the thing spoken
of is called the predicate.
Name the subj ect and the predicate in each of the sentences above.
WRITTEN °EXERCISES.
I.

Copy t!te following sentences, and name the . subject and the
predicate in each. R e-a;range the words, if necessary, to show
t/ze usual declarative form : 1.

2.

3.
4.
5.
6.

Some plants are used for food.
Yonder stands the tree.
Our train was ten minutes late.
The bodies of insects are divided into three parts.
My cousin lives in Baltimore.
Down came the balloon.

4

LESSONS IN ENGLISH.

7.
8.
9.
ro.

SUBJECT AND PREDICATE.

These baskets were made in J apan.
One picture had an oak frame .
George walked to the city.
The sun will melt the snow.
llloclel. -

r. Close the door softly.
2.

3.
4.
5.
6.
7.
8.

Some plants are used for food .

Some plants is the subject; are used for food is the predicate.
II.

Copy the follo wing smtences, and tell what the subject and tlte
predicate is, in eaclt : -

5

H ear the birds sing.
T ell me what you saw.
Enter not into the path of the wicked.
Set the tree in this corner.
L ook at the shadows on the hillside.
Praise ye the L ord.
Honor thy fathe r and thy mother.
111odel. -

Close the door softly.

You, understood, is the subj ect ; close the door softly is the predicate.

- First arrange the wo rds in the form of a declarative sentence, and the n
divide the sentence into subject and predicate.
NOTE.

I.

2.

3.
4.

5.
6.

7.
8.

Are the che rries ripe?
W h en will school close?
W here do pine-apples grow ?
Are we all here?
Did th e boy fo1d his hat ?
Can you drive th e horse ?
H as th e key been found ?
Was the letter an important one ?
!lfoclel. -

Are the cherries ripe?

Tlte cherries is the subj ect; are ripe is the predicate.

IV.

Copy tltese sentences, and name tlte subject and the predicate in
eaclt: NOTE.

- Arrange the words in the form of a declarative sentence, and then divide

the sentence into subject and predicate.
I.
2.

3.
4.
5.
6.

7Ill.

S upply tlte subjects wl1iclt are understood in the following sentences, and then name tlze subject and the predicate in each : NOTE. - The subject of an imperative sentence is usually you. It is generally
not expressed. When the subje ct is expressed it is placed after th e verb.

8.

How slowly the boat moves!
What a long journey we must take !
H ow tame the swallows are !
What a strong arm th e blacksmith has!
What a delightful shower we are having !
How fresh the air seems!
H ow the bird enjoys its bath!
What an excellent likeness this is !
Model. -

How slowly the boat moves !

T he boat is the subject ; moves how slowly is the predicate.

6

7

NOUNS.

LESSO NS IN ENGLISH.

PROPER AND COMMON NOUNS.

LE S SON III.

I

i.
2.
3.

NOUNS.

4.

Mention four nam es of persons ; as, Clam, Robert.
Name three places ; as, Clticago, !Vlexico.
Give the names of five things that you see ; of five that you can hear ;·
of five that you can touch.
Name three different parts of a bird ; three parts of a fish.
Mention three different materials used in making clothing; three
materials used in building houses.
Give the name of an action ; as, skating, walking.
Give the name of a quality ; as, ki11dness, lzonesty.
Mention three words that name collections of persons or things; as,
army , swarm.
A word used as a name is called a noun.
Mention the nouns in the following sentences, and tell what each is
the name of: I.

2.

3.
4.
5.
6.

7.
8.
9.
IO.

Ralph locked the door.
Gas gives a brig ht lig ht.
The baske t wa s fill ed with peaches.
Walking is a healthy exercise.
The wind blew the chimn ey clown.
H er dress was m ade of silk.
Gold and silver q.re found in N evada.
Th e congregation was di s mi ssed.
The hous eh old were a rous ed by the barking of a clog.
Kindness win s fri ends .

Benjamin Franklin was once a printer.
This is the oldest church in the city.
We shall attend Trinity Church.
San Francisco is noted for its beautiful harbor.

In the first sentence, find a name applying to all men who follow a
certain occupation. Find the name of an individual.
What is cliurclz the name of? What is city the name of? Find the
name of a special city. What special church is mentioned?
A name that belongs to an individual person or thing is called a
proper noun ; as, H erbert,

London,

Vassar College.

A" name that applies to every one of a class of persons or things is
called a common noun ; as, boy,

city,

college.

A proper noun should begin with a capital letter.
N OT E. - When a proper noun is made up of two or more words, each word should
generally begin with a capital letter.

WRITTEN EXERCISE.

Copy these sentences, and draw l£nes under the w ords that
special p ersons or things : -

~zam e

Orang es grow in Florida.
2 . Edwa rd is learnin g to play the flute.
3. Uncle Robert has gone to Europe.
4. Umbrellas were introduced into England from China.
5. We walked through Central Park.
I.

8

9

LESSONS IN ENGLISH.

WHEN TO USE CAPITAL LETTERS.

6. Yellowston e Park contains some of the most wonderful
g eysers in the world.
7. Our fri end s are staying at the Holland House.
8. The concert was held in Steinway Hall.
9. Lake George is noted for its beautiful scenery.

When a title is applied to an individual, or when it is
used as part of a name, it should begin with a capital
letter ; as, The Mayor of Chicago,

President Lincoln,

'

Aunt Mildred.

II.

The Republicans held a meeting last evening.
Mr. Brown is a Baptist.
3. Congress meets the first Monday in December.
I.

2.

LESSON IV.

What is R epublicans .the name of? What is Baptist the name of?
What is Congress the name of?

WHEN TO USE CAPITAL LETTERS.
I.

Tell which words in the following sentences are used as titles, and
point out each title that is applied to an individual : Th e boy was welcomed by aunts, uncles, and cousins.
2 . He stood by Uncle William.
3. The fath ers and the mothers of the children were invited.
4. Here are your slippers, Father.
5. Senator Brown made a speech.
6. Two gen erals were on the train.
7. General Warren died at the battle of Bunker Hill.
8. The Governor of Vermont signed the bill.
9. The Pope lives at Rom e.
10. The eld est son of Queen Victoria is called the Prince of
Wales.

Begin with a capital letter the name of a religious sect,
of a political party, or of any special body of men; as, Presbyterian,

Democrat,

Congress.

111.

1.

' I

Find in these sentences the name of a document of special importance, the name of an important event, and the title of a book : r. The law is contrary to the Constitution of the United
States.
2 . The first great battle of the Revolution was fought at
Bunker Hill.
3. Have you read "Tom Brown's School Days at Rugby"?
Begin with capital letters words naming particular things
or events of special importance; as, The Declaration

of Independence,

The Revolution.

10

LESSONS IN ENGLISH.

of ~egin with capital letters the important words in the title
book, of a newspaper, or of any other composition.
as,•

=

,

R obinson Cntsoe,
narper s Yioung People,
My Trip to the Mountains.
IV.

Mention in the following any name or title of God: I.

2.

Th e Lord is my sh epherd.
Remember now thy Creator in the days of thy youth.

Begin with a capital letter any name or title of God; as, L ord,

Creator,

Father,

WORDS DERIVED FROM PROPER NAMES.

3.
4.
5.
6.
7.

11

The Natural Bridge is in Virginia.
The meeting was opened by Mayor Green.
We shall attend Grace Church.
How did you spend New Year's Day?
The President gave a public reception at the White House

last Wednesday.
8. Why is the Declaration of Independence sometimes read
on the Fourth of July?
9. The Pilgrims landed at Plymouth in December,

1620.

Howe'er it be, it seems to me,
'Tis only noble to be good.
Kind hearts are more than coronets,
And simple faith than Norman blood.

IO.

the Supreme Being.

Tell where capital letters are used in the following stanza : -

T ENNYSON.

"All things bright and beautiful
All creatures great and smali,
All things wise and wonderful
Th e Lord God made them :ll."

LESSON VI.
WORDS DERIVED FROM PROPER NAMES.

Begin with a capital letter every line of poetry.

Read the following sentences, and give the meaning of each word
WRITTEN EXERCISE.

Copy all tfte numbered sentences £n t4;s
'
,,,,. iesson,
and tell why
each capital letter is used.

printed in Italics : I.
2.

L ESSON V.
DICTATION EXERCISE.
I.
2.

Alice is re;ding "Little Women ."
All the Democrats voted against the bill.

3.
4.
5.
6.
7.

We speak the Engli'sh language.
He works in a Chinese laundry.
The woman bought a J apanese fan.
The American flag is respected abroad.
These table-cloths are made of Ir£slz linen.
Have you ever seen a Mexican pony?
The Ca11adian winters are enlivened by many outdoor

sports.

12

STUDY OF SELECTION.

LESSONS IN ENGLISH.

8. The German band will play at the exercises.
9. Robert Burns was a S cottis!t poet.
IO. Do not be too quick to follow French fashions.
The words in Italics are derived from proper names.

LESSON VII.
With what

kind of letter does each of those words begin?

WRITTEN EXERCISES.
I.

Use each of these words £11 a sentence: -

Mexican,
French,
Norweg ian,

Italian,
Irish,
British,

German.
African,
Chinese.

II.

DICTATION EXERCISE.

1.

2.

3.
4.
5.
6.
7.
8.

STUDY OF SELECTION.

LIITLE BELL.

Begin with a capital letter every word derived from a
proper name.

English,
Russian,
Roman,

13

He bought a Swiss watch.
Who wrote "The Barefoot Boy" ?
The English sparrow is not a gen eral favorite.
The schools were closed on Decoration Day.
Columbus made four voyages to the New World.
Who is your French teacher?
The Russian winter is long and cold.
Horses were introduced into Mexico by the Spaniards.

I.

Piped the Blackbird, on the beechwood spray,
"Pretty maid, slow wandering this way,
What's your name?" quoth he.
"What's your name? Oh, stop and straight unfold,
Pretty maid, with showery curls of gold."
"Little Bell," said she.
II.

Little Bell sat down beneath the rocks,
Tossed aside her gleaming, golden locks, " ~onny bird ! " quoth she,
"Sing me your best song, before I go."
"Here's the very finest song I know,
Little Bell," said he.
III.

And the Blackbird piped -you never heard
Half so gay a song from any bird;
Full of quips and wil es,
Now so round and rich, now soft and slow,
All for love of that sweet face below,
Dimpled o'er with smiles.

j.!

'Ii
Ii
j

I

I
I

14

LESSONS IN ENGLISH .

IV.

And the while that bonny bird did pour
His full h eart out, freely, o' er and o'er,
'Neath th e morning skies,
In the little childish heart below
All the sweetness seemed to grow and grow,
And shine forth in happy overflow
From the brown, bright eyes.

STUDY OF SELECTION.

15

Read the fourth stanza. What was the effect of the bird's singing?
Why is the apostrophe used in the second line? In the third line?
Read the fifth stanza. How many statements are made in the first
line? What is the difference between a dell and a glade? What is the
second line about? Change the order of the words, placing the subject
of the sentence first. Would looked express the meaning as well as
peeped? Why not? What else did the squirrel do? Give in ' your own
words the meaning of the third and fourth lines. What do the last two
lines tell?
WRITTEN EXERCISES.

v.
Down the dell she tripped, and through the glade Peeped the squirrel from th e hazel-shade,
And from out the tree
Swung and leaped and frolicked, void of fear,
While bold Blackbird piped, that all might hear,
"Little Bell ! " piped he.
Read the first stanza. What is this stanza about? Where was the
blackbird? Whom did he address ? What did he say? What reply
did the little girl make? Describe Little Bell. What is the meaning
of piped? Of spray? Of quoth? Of unfold? What are the marks
Why are they used?.
called that enclose the words L ittle Bell?
Read the second stanza. What was the first thing that Little Bell
did? What the second thing ? What is meant by golden locks? Why
are they said to be gleaming?
What did Little Bell ask the bird to
do? What reply did he make? What is the meaning of bonny?
What does the third stanza tell? Mention the words that describe
the blackbird's song. Wh at is the meaning of the third line? Why did
the black bird sing so sweet! y?

I.

Re-arrange the words in the followz"ng sentences, placing the subjects of the sentences first: Piped the blackbird, on the beechwood spray.
Down the dell she tripped, and through the glade.
3. Peeped the squirrel from the hazel-shade.
4. From out the tree 's wung and leaped and frolicked the
squirrel.
5. "Little Bell ! " piped he.
1.

2.

II.

Copy the following, writing the contracted words in full: What's your name?
H ere's the very finest song I know.
3. Her face was dimpled o' er with smiles.
4. That bonny bird did pour
His full heart out, freely, o'er and o'er,
'Neath th e morning skies.
1.

2.

16

LES S ONS IN ENGLISH.

III.

Copy the f ollowing, and draw 011e lz"ne under the subject and
two lines under t!te p redicate, in each sentence : 1.
2.

11

~I

I

3.
4.
5.
6.

7.
8.
9.
10.

Littl e Bell sat down beneath the rocks.
She toss ed aside her golden locks.
Sing me your best song.
What is your name ?
"Little Bell," said she.
That bonny bird did pour his full heart out.
You never heard half so gay a song.
The sweetn ess shone fo rth from the brown, bright eyes.
Down the dell she tripped.
Peeped the squirrel from the hazel-shade.

STUDY OF SELECTION'.

Great ripe nuts, kissed brown by July sun,
In the little lap drop, one by one Hark! how Blackbird pipes, to see the fun!
"Happy Bell ! " pipes he.
VII.

Little Bell looked up and down the glade:
"Squirrel, Squirrel, from the nut-tree shade,
Bonny Blackbird, if you're not afraid,
Come and share with me ! "
Down came Squirrel, eager for his fare,
Down came bonny Blackbird, I declare;
Little Bell gave each his honest share Ah ! the merry three!
VIII.

LESSON VIII.
STUDY OF SELECTION.

LITTLE BELL. - Continued.
VI.

Little Bell sat cl own amid the fern:
"Squirrel, Squirrel! to your task return!
Brin g me nut s ! " quoth she.
Up, away! the fri sky Squirrel hies,
Golden wood-light s glancing in his eyes,
And adown th e tree,

And the while those frolic playmates twain
Piped and frisked from bough to bough again,
'Neath the morning skies,
In the little childish heart below,
All the sweetness seemed to grow and grow,
And shine out in happy overflow,
From her brown, bright eyes.
IX.

By her snow-white cot, at close of day,
Knelt sweet Bell, with folded palms, to pray.
Very calm and clear
Rose the praying voice, to where, unseen,
~n blue heaven, an angel shape serene
Paused awhile to hear.

11

18

LESSONS IN ENGLISH.

x.

"What good child is this," the angel said,
"That, with happy heart, beside her bed,
Prays so lovingly ? "
Low and soft, 0, very low and soft,
Crooned the Blackbird in the orchard croft,
" Bell, dear Bell ! " crooned he.
XI.

"Whom God's creatures love,'' the angel fair
Murmured, "God doth bless with angels' care;
Child, thy bed shall be
Folded safe from harm; love, deep and kind,
Shall watch round and leave good gifts behind,
Little Bell, for th ee."

COMPOSITION.

19

Read the remaining stanzas. Who heard the child praying? What
question did the angel ask? What answer did he receive? What is
the · meaning of crooned? What is a croft?
Read the angel's words in the first two lines of the hst stanza. What
is the meaning of these lines? Wl:!at promise is made the child? Why
was this promise given?
WRITTEN EXERCISE.

Use each of tlze following words in a sentence

spray,
wandering,
leaped,
merry,
crooned,

beneath,
golden,
frisky,
cot,
orchard,

locks,
dimpled,
share,
palms,
creatures,

of your own: tripped,
peeped,
fare,
calm,
harm.

THOMAS WESTWOOD.

What was said about little Bell in the last lesson?
Read the first stanza in this lesson. What does the first line tell?
What did the little girl say to the squirrel? What did the squirrel do?
What is the meaning of frisky .2 Of lzies ? What . did the blackbird
say?
Read the next stanza. What did Little Bell say to the squirrel and
the blackbird? What did they do?
Read the eighth stanza. What is meant in the first line by the playmates twain ? Express in your own words the thought contained in
this stanza.
What does the next stanza tell? What is a cot? What word could
be used instead of palms, in the second line?

LESSON IX.
COMPOSITION.
EXERCISE I.

Write in your own words the story of Little Bell.

Where did Little Bell go? In what season of the year
did she take her walk and at what time of day? How old
was she and how did she look? What companions did she
meet? What did the three friends do? How did the little girl
close the day? Who inquired about her? What promise was
made by the angel ?

'j
I

LESSONS IN ENGLISH.

20

EXERCISE II.

T¥rite sentences illustrating tlze correct use of the following words: straight,
golden,
tripped,
peeped,
twain,

maid,
gay,
leap,
frolic,
bough,

piped,
freely,
eager,
calm,
pause,

beneath,
bright,
merry,
croon,
orchard.

3.
4.
5.
6.

Sir Walter Scott had a great affection for animals.
England is separated from France by the English Channel.
The Legislature will be in session on Monday evening.
The Governor has issued a Thanksgiving proclamation.
7. Charles is reading "The Old Curiosity Shop."
8. 0 Harry, see wh'at I have found.
9. The chimney-piece is set round with Dutch tiles, representing scenes from Scripture.
IO.

LESSON X.
REVIEW .
ORAL EXERCISE.

What is a sentence? Give an example.
Name the four kinds of· sentences.
Give original examples of declarative, interrogative, imperative, and
exclamatory sentences.
How many parts has each sentence? What are those parts called?
What is a noun? Into how many classes are nouns divid ed ? vVhat
is each class called? What is the difference between a common noun
and a proper noun? Give an example of each.
Tell why each capital letter is used in the following : 1.

2.

21

REVIEW.

This chair was made by the Shakers.
The tea-plant is cultivated in China.

"On Alpine heights the love of God is shed;
He paints the morning red,
The flowerets white and blue,
And feeds them with his dew.
On Alpine heights a loving Father dwells."
WRITTEN EXERCISE.

Write a declarative sentence about spring.
vVrite an i1zterrogative sentence about su1n1ner.
3. Write an imperative sentence about autu1nn.
4. Wr£te an exclamatory sentence about winter ..
5. D raw one line under the subject and two li11cs under the
predicate, in each of the four sentences written.
6. Write jive rules for the use of cap£tal letters, and illustrate
each with an original example.
7. Write from memory a stanza of poetry.
8. Write the names of r.

2.

three railroads,
two express companies,
three hotels,
two banks,

three colleges,
two public halls,
four newspapers,
two books.

I!

h'

22

23

ADJECTIVES.

LESSONS IN ENGLISH.

7. She laughed merrily.
LESSON XI.
PRONOUNS.

William stopped when he heard his name called.
2. Marion looked at the plant, but she could not tell
its name.
3. The soldiers are marching.
What short steps
they take!

8. Do you enjoy your work?
9. I looked for the book, but could not find it.
10. She invited us to ride with her.

i.

About whom is the first statement made? For what word is he used?
For what is !zis used?
How many things are said about Marion? Who is meant by she ?
To what does its refer?
How many sentences are there in the last example ? Tell what each
sentence does. Who are meant by t!iey?
Tell which words in the senten ces above are used for nouns.
A word used for a noun is called a pronoun.

II.

Write sentences conta£n£ng the fol!owz"ng pronouns used as the
subjects of sentences-: -

I,

we,
she,

he,

you,
they,

it.

LESSON XII.
ADJECTIVES.
1.
2.
3.

Alice has a warm cloak.
This key will not lock the drawer.
The first carriage contained four persons.

WRITTEN EXERCISES.
I.

Copy these sentences, and 1mderl£ne the pronouns: I.
2.

3.
4.
5.
6.

They are building a n ew house.
You knocked a t the wrong door.
He wrote a letter to his brother.
We took our friends to see the painting.
He is older th an yo ur son.
The fishermen are mending their nets.

What is the office of the word warm? Of the word t!zis? What
word limits the meaning of the word drawer to one particular drawer?
What is the office of the word first? Of the word four?
Which words in the sentences above are used to describe or limit the
meanings of nouns?
A word that describes or limits the meaning of another word is said
to modify that word.
A word used to modify a noun or a pronoun is called an adjective.
Name the adjectives in the sentences above, and tell what each
modifies.

24

CHOICE OF ADJECTIVES.

LESSONS I N ENGLISH.

25

WRITTEN EXEIWISES.

LESSON XIII.

I.

Use the follo wiug words in tlte statement of some fa ct.
as many sentences as y o1t can tlti11k of: -

two,
three,

four,
fi ve,

Examples. -

six,
seve n,

ten,
first,

Make

fifth,
seventh.

Th ere are seven colors in the rainbow.
July is the seventh month in the year.
II.

Write sentences contaiuiug tlte f ollowing words used as acfjectives : these,
each,
few,
both,
this,
many,
som e,
no,
that,
every,
several,
those.
Example . -

Each boy carried a flag.

CHOICE OF ADJECTIVES.

Tell the office of each worcl in Italics, in the following sentences : -

He has built a handsome house.
The rose is beautiful flower.
3.. What a pretty vase this is!
4. She is a lovely child.
5. Here the splendid ice-palace met our view.
6. The dress was trimmed with real lace.
7. This peach is delicious.
8. Look at this ugly worm.
9. Did you have a pleasant walk?
IO. , The carpet has a bright border.
1 I. The Chinese have many queer customs.
12. He felt the awful solitude of the desert.
I.

2.

Ill.

Use each of
something : -

rollin g,
burning,

t!te f ollowing w ords w a sentence, to describe

fl ying,
whistling,

Example. -

jum ping,
shinin g,

creeping,
singing.

A rolling stone gathers no moss.
IV.

Wr£te sentences containiug tlte following aqjectives: -

small,
heavy,
happy,

roug h,
smooth,
patie nt,

sad,
pleasan t,
honest,

stron g,
narrow,
industrious.

Which of these words are applied to things pleasing to the sight?
Mention three things that may be called pretty. Mention two things
that may be called handsome. To what may the word beautiful be
applied?
Find a word that is applied to something not pleasing to the sight.
·vvhat kind of child may be called lovely J Would it be right to
apply the word lovely to articles of food? To articles of dress?
Which of these words implies something showy or brilliant? Should
we use the word splendid to describe a walk or a ride?
Which of the words above implies fear and reverence? May the
word awful be applied to an article of dress?
What is meant by real lace?

26

LESSONS IN ENGLISH.

27

COMPARISON.

Notice the heights of all the boys in your class.
say of the boy that exceeds all the others in height?

WRITTEN EXERCISES.

What would you

I.

Pupil.

He is the tallest boy in the class.

Write sentences containing t!te following ac(jectives: handsome,
pretty,
lovely,

awful,
delicious,
pleasant,

real,
beautiful,
splendid,

bright,
ugly,
queer.

II.

Write sentences, using adjectives to describe the things named
below.
Choose such adjectives as will exactly express your
meaning:a dri ve,
a procession,
a companion,
an accident,
a cake,

1
.

~
If

•

a pudding,
a storm,
a horse,

a
a
a
a
a
a

snake,
toad,
bonnet,
cloak,
diamond,
fri end,

a thunder-shower,
a sunset .

.· I

LE SSON XIV.

t

ll

COMPARISON.

J

Give the name of a tall boy in the room. Give the name of another
tall boy. Compare the height of the two boys. Tell what you see.

Pupil.

Clarence is taller than Frank.

How ma~y forms of the adjective tall have you used, to express
different degrees of height?
The form of an adjective that simply expresses the quality is called
the positive; as, tall, short.
The form of an adjective that expresses a higher or a lower degree
of the quality is called the comparative; as, taller, shorter.
The form that expresses the highest or lowest d egree of the quality is
called the superlative; as, tallest, shortest.
What did you add to the word tall, to show that the second boy
exceeded the first in height?
Whjlt was added to the word tall, to show that one boy exceeded all
the others in height?
Add m· or r to most adjectives of one syllable, to form·
the coniparative; as, tall, taller ; wise, wiser.
Add est or st to most adjectives of one syllable, to form
the supm·lative; as, tall, tallest; wise, wisest .
Suppose you are speaking of two boys. You say that one is industrious, and wish to state that the second boy has more of the same
quality than the first. What will you say about the second boy?
What will you say about a boy that surpasses them both in industry?
Prefix more or less to most adjectives of more than one
syllable, to form the comparative ; as, more industrious; less
contented.
Prefix most or least to most adjectives of more than one
syllable, to form the superlative; as, most industrious; least contmted.

"'·
'

28

THE PARAGRAPH.

LESSONS IN ENGLISH.

larger,
taller,
harder,
swifter,
more industrious,
more plentiful,
more graceful,

A few adjectives of two syllables may be compared by
adding er and est; as, noble,
narrow,
handsome,

nobler,
narrower,
handsomer,

noblest,
narrowest,
handsomest.

Some adjectives use other words to express different
degrees of the same quality ; as, good,
many,
little,
bad,

better,
more,
less,
worse,

best,
most,
least,
worst.

NOTE. - These forms are called irregular; that is, they are not formed according to the usual rule.

Example. -

neatest,
worst,
best,
most faithful,
most . beautiful,
least desirable,
most useful.

Walter is taller than Henry.
Walter is the best penman in his class.

'-

LESSON XV.
THE PARAGRAPH.

WRITTEN EXERCISES.

THE BUSY BEE.

I.

Let us watch. the bees as they pass to and fro from their hive.
First of all we see some half-dozen around the door. They
are there to warn off intruders. If we approach too near the
front of the hive, one of these sentries will dash forward with
an angry buzz; and, i~ we do not wisely take the hint, the brave
littl e soldier will soon return with h elp from the guard-room to
enfo rce the command.
Th ere are three substances required in the hive, - pollen, or
bee-bread, the food of the young bees; wax to make the combs;
and hon ey for the support of the community. The bees that
are passing and repassing the sentries are not all laden alike.
Some of them have little yellow or red tufts on their .legs, others
have none. But all that return are laden. Those with tufts on

Write sentences, using the following adjectives zn comparing
two things : strong,
sweet,
neat,
heavy,

Examples. -

29

cold,
beautiful,
thick,

deep,

happy,
pretty,
patient,·
generous.

My right arm is stronger than my left arm.
II.

Use the following in comparing different things. Remember
to use the comparative degree when speaking of two things: -

30

LESSONS IN ENGLISH.

their legs have been collecting pollen from flowers. The honeygatherers and the wax-gatherers carry their stores m their
throats.
To understand how the poll en is carried, we should examine
a bee's hind leg with a microscope. The upper 'joint is flattened, and its edges are surround ed with stiff hairs, which form
a sort of basket. When the bee enters a flower, it t akes a
plun ge into the poll en . The pollen is brushed down into the·
littl e basket, till a good-sized ball is formed. If th e bee cannot
complete its load in on e flow er, it will always seek out another
of the same kind. It will not mix the pollen of t wo different
kinds of flowers.
The honey-gatherers and the wax-gatherers draw in the sweet
juices from fl owers by th eir trunks. The trunk serves as a
mouth a nd a pump. Th e liquid passes through this into the
throat, and is thus carried to the hive.

COMPOSITION.

31

WRITTEN EXERCISE.

vVrite from memory what you have learned about the Bees.
T ell What bees are first seen around a hive.
2. What three substances are required in the hive, and th e
use of each.
3. How a bee collects pollen and carries it to the hive.
4. How the honey-gatherers and the wax-gatherers collect
their stores.
1.

'- '

',

Write in paragraphs, making one paragraph fo r each heading
above.
Leave a margin half an inch wide at the left of your paper.
Leave a space !taif an inclz long at t!te beginning of t!te
first hne in every paragrap!t.

Adapted fr om Good W or ds f or tlte Young.

I.

What do we first see arou nd the door of the hive? What do these
bees do? Why are th ey called sentries? What is an intruder l
What three substances are required in the hive? What is pollen l
What is meant by the com1111mity l What are the bees that are passing
and repassing the sentries doing ?
Describe a bee's hind leg. How does a bee collect pollen?
How do the honey-gatherers and the wax-gatherers collect their
stores?
Into how many parts is this selection divided?
The different parts into which a prose composition is divided are
called paragraphs.
State the number of paragraphs in this piece, and tell what each is
about.

LESSON XVI.
REVIEW.
ORAL EXERCISE.

What
What
to point
to show
be used

is a pronoun? Mention five pronouns.
is an adjective? Mention five adjectives that may be used
out special things. Give five adjectives that may be used
how many things are meant. Give five adjectives that may
to show what kind of things are meant.

32

j

\
1.

pretty,
patriotic,
national,
piano,

psalm,
chamber,
tassel,
bath,

ugly,
laug h,
lovely,
aunt,

handsome,
path,
hearth,
laundry,

rough,
prompt,
read,
calm.

Write sentences containing the co11fpamtive of-

4.

What three forms has the adjective long? What are these different forms called?
What is the positive of prettier? Of sweetest?
What is the comparative of slow ? Of beautiful.? Of good?
What is the superlative of clear? Of generous? Of bad?
St~te two ways in which the comparative of adj ectives is formed,
and illu strate each by an example.
State two ways in which the snperlative of adjectives is formed and
illustrate by examples.
' ·
Illustrate the correct mean ing of the following words, by using
them in short sentences : -

l

33

V E RBS.

LESSONS IN ENGLISH .

deep,
plentiful,

heavy,
useful,

good,
unhappy,

happy,
patient.

5. Write sentences containing the superlative ofsweet,
hard,
6.

many,
bad,

beautiful,
pleasant,

comfortable,
careless.

Write three paragraphs about the Uses of Rivers.

,·
LESSON XVII.
VERBS.

WRITTEN EXERCISES.

T he horses ran.
Our boat moves slowly.
s. Helen opened the box.
1.

Write four declarative sentences, using one of the following
words as the subject in each: I.

I

I,

ii
I

we,

·1

he.

they,

l-Vrite three £ntenogatii e sentences, using one of these words
as the subject in each: 2.

she,

it.

3. Write sentences sltowing the correct use of the follow£ng
ad.fectivcs: ugly,
awful,
lovely,
handsome,
queer.
real,
splendid,
pretty,
I

What did the horses do?

What word tells or asserts something of

1

you,

t

2.

the boat? What word asserts something of Helen?
A word that asserts is called a ve rb.
About what is the first assertion made? The second assertion?
Who is spoken of in the third sentence?
The word that denotes the person or thing spoken of is called the

subject of the verb.
What is the subject of the verb ran 'I
verb opened 'I

I

•

Of the verb moves?

Of the

34

LESSONS IN ENGLISH.

TTIANSITIVE AND INTRAN S ITIVE VERBS.

35

Mention each verb in the following sentences, and name its subject: -

':

r. Plants need sunshine.
2. The dog welcomed his master.
3. The bluebird comes in early spring.
4. A small stream flows through the field.
5. We gathered pebbles on the beach.
6. The parrot's name is Polly.

7. Two me n stepped from the carriage.
8. He opened the gate.
9. We entered the city at ten o'clock.
IO. The hunter raised his gun.
WRITTEN EXERUISES.
I.

T¥n"te sentences, using eaclt of t!te following as verbs: -

, l
I

rises,
looked,
wrote,
was,

IS,

were,

forgot,
flew,
received,
opened,

walked,
built,
grows,
live.

TRANSITIVE AND INTRANSITIVE VERBS.

The wind blows.
2. The bell rang.
a. H enry threw the ball.
4. The kitten caught a mouse.
i.

Mention the verb in each sentence, and name its subject.
What is asserted of Henry? Which word tells what Henry threw?
\Nhich word tells what the kitten caught, or limits the action expressed by the verb?
The noun or pronoun that limits the action expressed by a verb is
called the object of the verb. Some verbs require objects to complete
the meaning. The same verb may require an object in one sentence,
and not require one in another.
Which of the verbs above require objects to make the meaning complete? Which do not require objects?
A verb that requires an object is called a transitive verb.
A verb that does not require an object is called an intransitive
verb.

II.

WRITTEN EXERCISES.

T¥rite sentences, using eaclz of t!te follo wing words as tlte subject of a verb. Underline t!te verbs: -

I.

artist,
soldier,
boy,
h e,

) \,

have,
has,

LESSON XVIII.

they,
clock,
slippers,
carpenters,

door,
carriage,
flowers,
clouds.

•

Copy these sentences. Underline tlze verbs, tlze subjects of tlze
verbs, and tlze objects of tlze transitive verbs: Edwin built the fire.
2. The boy rang the bell.
3. The whistles blow at seven o'clock.
1.

LESSONS IN ENGLISH.

ACTIVE AND PASSIVE FORMS.

4. Grace brought the paper.
5. She placed the flow ers upon the breakfast table.
6 . Th e dog growled.
7. Your brother turn ed the wheel.
8. The wh eel turn ed slowly.
9. The garde ner sold his strawberries.
IO. She sat by the table.

The object of the first verb is made the subj ect of the second verb;
the second verb represents its subject as receiving the action expressed
by the verb.
What is the subject of the verb in the third sentence? What is the
obj ect of the verb? How is car used in the fourth sentence?
A transitive verb that represents its subject as acting is called active.
A transitive verb that represents its subject as being acted upon is
called passive.
Which verbs are active in the sentences at the head of this lesson?
Which are passive?

36

II.

Write sentences, using the f ollowing as verbs. Underline the
transitive verbs in the sentences written: build,
sat,
lost,
walked,
opened,
bought,
built,
came,
h eard,
finish,
fa sten ed,
purr,
writes.
stands,
chirp,

WRITTEN EXERCISES.
I.

Copy these sentences, and under/£ne the verbs that have the
passive fo rm: I.

2.

LESSON XIX.
ACTIVE AND PASSI V E FORMS.
1.

2.

A hawk caug ht a chicken.
A chicken was caught by a hawk.

3.
4.
5.
6.
7.
8.
9.
IO.

a. Th e conductor stopped the car.
4. The car was stopped by the conductor.
In how many ways is each thought expressed in the sentences above?
What ac tion is asserted of the hawk? What is the object of the
verb caug/zt ? How is th e word clzicken used in the second sentence?

37

The Southern States export cotton.
Cotton is exported by the Southern States.
Two steamers were seen in the distance.
We saw a wild duck.
Th e trees were planted in the spring.
This bay has an inlet from the sea.
The light-house stands on a point of land.
The car was broken by the fall.
A carriage was sent to the train.
The boat arrives at six o'clock.
II.

Clzange these sentences, making the verbs p assive: I.

2.

The merchant displayed his wares.
We informed our friends of our arrival.

--- ------------- - - - ------- --------

- - -

LESSONS IN ENGLISH.

38

3.
4.
5.
6.

The girls gathered autumn leaves.
The child opened the picture-book.
The farmer reaped the grain.
The company explored the cave.
7. Th ey found many curiosities.
8. William Penn founded Philadelphia.

NOUNS THAT COMPLETE PREDICATES.

39

WRITTEN EXERCISES.

Write sentences, using the f ollowing adjectives, to complete
pred£cates. Underline the ar(jectives used and the words wMch
they modify : sweet,
blue,
la~ge,
old,

clean,
bright,
narrow,
cheerful,

patient,
sharp,
light,
heavy,

npe,
long,
kind,
mellow,

diligent,
interesting,
rough,
smooth.

LESSON XX.
ADJECTIVES THAT COMPLETE PREDICATES.

'r
I

LESSON XXL
I

1.

2.
3.

The grapes are ripe.
Your hands look cold.
She is happy.

NOUNS THAT COMPLETE PREDICATES.
1.
2.

I
I '

• I

r .,

What is asserted of the grapes? Does are alone tell anything about
the grapes? What word is used with are, to complete the assertion?
What does ripe describe?
Read the predicate of the second sentence. Name the verb. What
word is used with the verb, to complete the predicate? What does cold
describe?
What wor<l in the third sentence completes the predicate? What
does happy modify?
Adjectives used with is, are, was, were, and some other verbs, to
complete predicates, are called predicate adjectives.
A predicate adjective modifies a noun or a pronoun in the subject.

3.

Longfellow was a poet.
Bayard Taylor was a great traveller.
The willow is a graceful tree.

How many names do you see in the first sentence? What is the
office of the first name? Of the second name? Which name is used
in the predicate? To what does poet refer?
Whom is the second sentence about? What was Bayard Taylor.?
What two words in the third sentence refer to the same thing?
Which of these words is used in the predicate?
Which nouns above are used in the predicate and refer to the subjects of the verbs?
A noun used in the predicate and referring to the subject of the verb
is called a predicate noun.

•

40

ADVERBS.

LESSONS IN ENGLISH.

41

6. Re-write the following sentences, changing the verbs to the
WRITTEN EXEltCISE.

passive form : -

T¥rite sentences, uszng t!te following names as predicate
nouns:country,
vegetable,
city,
lawyer,
river,
stranger,
metal,
grocer,
inventor,
soldier,
patriot,
cousm,
hero.
building,
American,
doctor,

The strangers visited the old mansion.
The lig ht of the lantern attracted numerous insects.
Exercise strengthens th e body.
They sent the flow ers by express.
Burglars en t ered th e house.
7. Use the following adjectives in sentences, to complete predicates: smooth,

LESSON XXII.

mineral,

WJUTTEN EXERCISES.

2.

polite,

black,

comfortable.

8. Use the following nouns in sentences, to complete predicates: -

REVIEW.

I.

silent,

Write a stanza from some poem t!tat you have learned.
Make a list of all t/1e verbs found in the stanza. liVhat ts

poet,

river,

insect,

soldi er.

g. Write the name of your favorite author, and tell why you
like his or her works.

a verb ."t
3. T¥rite seutmces containing t!1e follow ing words, used as the
subjects of verbs : coal,
wheat,
4.

evening,
t ents,

stars,
they,

LESSON XXIII.

we,
you.

vV!tat is a transitive verb ."t Give an example.
Write sentences contain£11g tlze following words, used as the

5.
objects of verbs : -

ADVERBS.
1.
2.
3.

question,
trunks,

window,
breeze,

him,
them,

fog,
boat.

The ram falls gently.
Our friends soon learned the way.
The man stood here.

How does the rain fall?
Where did the man stand?

When did our friends learn the way?

What does the word gen tly do? What soon? What here?
Name the verbs in th e foregoing sentences, and tell what words
modify the meanings of those verbs.
A word that modifies a verb is called an adverb.
Mention the adverbs in the following sentences, and tell the office
of each:I.

2.

r ,
f
~

rI

NEGATIVES.

43

verb, or an adjective, or another adverb.
and t!ze words wlzich they modify : -

Underline tlze adverbs

LESSONS IN ENGLISH .

42

3.
4.
5.
6.
7.
8.
9.
ro.
rr.
12.

r 3.

The woman sews neatly.
They never found the stolen goods.
He turn ed suclclenly, and th en walked rapidly away.
She listened patiently to the long story.
Begin the work immediately.
The bell ran g twice.
I looked clown from the summit of a high rock.
The boy often came to hear the music.
This good news arrived yesterday.
You now see why the plan was changed.
We saw a sail plainly.
The iceberg drift ed slowly t owards the south.
"Come forth instantly," said the officer.

Sometimes an adverb is used to modify an adjective ; as, -

It was a very long journey.

He is so hoarse that he can scarcely speak.
Sometimes an adverb is used to modify another adverb; as, -

You read too fast.
We are almost there.
WRITTEN EXERCISE,

Use eaclz of the following words in a sentence, to modify a

neatly,
slowly,
swiftly,
quickly,
pleasantly,

to-night,
now,
yesterday,
soon,
once,

down,
back,
here,
there,
up,

quite,
very,
never,
surely,
not.

LESSON XXIV.
NEGATIVES.

Tell which of these sentences affirm, and which deny: .'

The articles will be found .
The articles will never be found.
These grapes are ripe.
These grapes are not ripe.
He knows something about the matter.
He knows little about the matter.
He does not know anything about the matter.
I told one person.
I never told you that.
I did not tell anybody.
Our climate is warmer than theirs;
Our climate is not warm .

LESS ONS IN ENGLISH.

44

POSITION OF MODIFIERS.

A sentence that affirm s is call ed· affirmative, and one that denies
is called negative.
Which of the foregoing sentences are affirmative? Which are negative?
A word that denies is called a negative.
Name the negatives in the sentences above.

III.

Use the following words in negative sentences: -

not,

didn't,

Do not use two negatives in the same sentence, unless
you wish to express an affirmation.

10.

Your m ail has come.
The boy is better.
H e will pay something for the us e of the carriage.
I did not give him anything.
Don 't t ell anybody.
Speak t o th e child.
It will do no good.
H e did not put anything into the box.
The nurse foll owed the directions given.
They said something to th e owner of the boat.
Example . -

1
1

I 1''

Use the f ollow iug words in affirmative sentences: somebody,

anyb ody,

something,

. anything,

2.
3.

What does tin describe? What kind of tin cup is spoken of?
What does bright modify?
A ns. Bright modifies the expression tin cup .
What does new describe in the second sentence? Before what word
is it placed?
What is the use of two in the third sentence? Where is it placed?
Place a modifying word as near as possible to the word
which it modifies.
WRITTEN EXERCISE.

Copy the f ollowing sentences, inserting in each the w ord at the
end. B e careful to place eaclt word so that it w ill express tlze
m eaning intended: -

Your mail has not come.
11.

I

don't.

It was a bright tin cup.
You need a pair of new boots.
She bought two pairs of gloves.

1.

Change these sentences, makiug each express a m eaning opposite
to the meaning gi·vcn: -

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

cannot,

POSITION OF MODIFIERS.

I.

2.

never,

LESSO N XXV.

WRITTEN EXERCISES.

1.

45

1.

anywhere.

2.

They live in a brick house. [large]
A cheerful lady received us. [old]

LESSONS IN E NG LISH.

46

WHEN TO USE ADJECTIVBS.

3. D o you keep straw hats? [boys']
4. Did you see a ny ladies' silk gloves? [blackJ

5. Do not forget to t ake a pair of boots. [old]
6. Edgar has t wo siker coins. [n ew J

7. W e did see the picture. [not]
8. I see two buds. [only]
9. H e rides in the mornin g. [here J
IO. Th e good are great. [alone]

What words in these sentences describe the thing spoken of?
words show how th e action is performed?

Use an adjective after such verbs as look, f eel, s1nell, taste
when you wish to describe the person or thing spoken of
Use an adverb when you wish to show how the action i~
performed.
Tell which words in Italics are used to describe persons or things
and which are used to show how actions are performed : 1.
2.

LESSON

3.

xxvr.

4.
WHEN TO USE ADJECTIVES.
i.

2.
3.
4.

5.
6.
7.

The lake looks beautiful.
The fur fe els soft.
This apple tastes bitter.
The violet smells sweet.

8.
9.
IO.

What word d escribes the appearance of the lake? What is the use
of soft? Of bitter? Of sweet?
.
Mention the words in the sentences above that are used to descnbe

!

I

the thing spoken of.
i.
2.

3.
I

i

4.

Charles looks ill.
The girl is unhappy.
The woman looked sharply at the stranger.
The bark feels rough.
Her dress looked neat.
She sews neatly.
Henry arrived safe.
I feel bad.
The work is badly done.
The bell was answered promptly.
WRITTEN EXERCISES.
I.

Write sentences containing the following ac!jectives used afte,
look, feel, smell, taste, or see1n: -

kind,
careful, .
bad,

The apple is sweet.
She sings sweetly.
This pillow is soft.
Speak softly.

Wh at is th e office of sweet ? Of sweetly ? Of soft?

Wha

beautiful,
pleasant,
sweet,

natural,
rough,
smooth,

bitter,
neat,
prompt.

n.
Form adverbs from the words in the foregoi11g hst.
Of softly l

Examples. -

kindly, carefully.

48

THE COMMA.

LESSONS IN ENGLISH.

III.

r. The sky is clear and blue.

It will be a clear, cold night.
3. Thousands of men, women, and children rushed thro1
the streets.
4. We soon forgot the hardships of the long, cold ride.
5. You will find the coat in the hall or in the closet.
6. The cart was filled with potatoes, beets, and cabbages
7. The surface of the soil is protected by blackbirds, cro
thrushes, and larks.
8. The mountains are covered with forests of pine, fir,
cedar.
2.

TVrite sentences containing tl1e adverbs fo rmed from the words
i11 the foregoing list.

J

L ESSON XXVII.

lt

THE COMMA.

The child has a bright, happy face.
2. Bats have large front teeth.
.
s. Th e grocer sells tea, coffee, and sugar.
i.

What is the office of !tappy? Of brig!tt? What mark is placed
between the two words? What does front describe ? What kind of
front teet!t do bats have?
The adjectives brig!tt and !tappy are used in the same way, - each
describes face. The adjectives in the second sentence are not used in
the same way; front describes teet!t, but large describes .Font teeth.
vVords used in the same way are said to be in the same construction.
What words in the third sentence are in the same construction?
How is each of those words used?

Words or phrases in the same construction should be
separated by commas; as, Tlze lowlands are hot, damp, and unhealthy.
NoTE. -Two words or two short ph rases in th e same construction, when connec ted by a conjun ction, should not be separated by a comma; as, He is tall and
rlender.

Tell whi ch words in the following sentences are in the same construction, and why th e commas are used or omitted : -

WRITTEN EXERCISE.

Copy the following sentences, and insert commas where ,
are needed : r. He gave a long low whistle.

The man had a newspaper a cane and an umbrella.
· 3. It was a bright sunny day.
4. Rover gave a short quick bark.
5. In the morning we.read sing and play.
6. Henry Edwin and I went to ride.
7. The boy was cold tired and hungry.
8. Stone wood and brick are used for building houses.
9. Frogs have long hind legs.
ro. Chimney swallows build their nests m caves tree:
chimneys.
1 1. The streets were crowded with men women and
dren.
12. A small round table stood in the centre of the room.
2.

)

LESSONS IN ENGLISH.

50

STUDY OF A DESCRIPTION.

3. Write sentences, using adjectives after the verbs below
modify nouns or pronouns in the subject: -

LESSON XXVIII.
REVIEW.

are,
tastes,

ORAL EXERCISE.

. I'

What do we call a word that modifies a noun? Give an example.
What do we call a word that modifies a verb? Give an example.
What besides verbs may adverbs modify?
Give a sentence in which an adjective modifies the subject of a verb;
the object of a verb.
Give a sentence in which an adjective in the predicate modifies a
noun or a pronoun in the subject.
Give a sentence in which an adverb modifies a verb ; an adjective ;
another adverb.
Give a sentence containing two nouns in the same construction; two
verbs in the same construction; three adjectives in the same construction.
Give the rule for punctuating sentences which contain words or
expressions in the same construction.

I.
Write sentmces, using the following words to modify nouns
in the subject or in tlze predicate:-

• I

'.; l

I

level,
golden,

crooked,
dutiful,

falling,
selfish,

frozen,
generous.

2.
Write smtences, using the f ollowing words to modify verbs
ad.fectives, or other adverbs: -

here,
twice,

yonder,
daily,

t o-morrow,
not,

soon,
very,

were,
seemed.

DICTATION EXERCISE.

I.

2.

'·

.'

3.
4.
5.
6.
7.
8.

James, have you finished your work?
The basket was filled with pears, peaches, and grapes.
"Good morning, Mrs. Brown," said the doctor.
Her voice was low, clear, and musical.
The room was long and narrow.
The Andes are on the western coast of South America.
Did you call me, sir ?
Fanny, Alice, and Gertrude joined the party.

LESSON XXIX.
STUDY OF- A DESCRIPTION.

WRITTEN EXERCISE.

early,
shady,

·arrived,
appear,

looks,
feels;

once,
only.

THE OLD ANGLER'S COTTAGE.

I found the old angler living in a small cottage contain
only one room, but a perfect curiosity in its method <
arrangement.
It was on the skirts of the village, on a green bank, a Iii
back from the road, with a small garden in front, stocked "'
kitchen herbs, and adorned . with a few flowers. The wh
front of the cottage was overrun with a honeysuckle. On
top was a ship for a weathercock.

52

LESSONS IN ENGLISH.

COMPOSITION.

The interior was fitt ed up in a truly nautical style, the old
angler's ideas of comfort and convenie nce having been acquired
on the berth-deck of a man-of-war. A hammock was slung
from th e ceiling, which, in th e daytime, was lashed up so as to
take but little room. From the centre of the chamber hung a
model of a ship of his own workmanship. Two or three chairs,
a table, and a large sea-chest, formed the principal movables.
The mantel-pi ece was decorated with sea-shells; over which
hung a quadrant flanked by two woodcuts of most bitte r-looking
naval commanders. His implements for angling were carefully
disposed on nails and hooks about the room . On a shelf was
arranged his library, containing a work on angling, much worn,
a Bible covered with canvas, an odd volume or two of voyages,
a nautical almanac, and a book of songs.

How .was his hammock arranged? What hung from the cent
the chamber? What movable articles of furniture did the room
tain? What decorated the mantel-piece? What hung over,it? '
is a quadrant l What is meant by the quadrant's being flanked b
two woodcuts? What hung on the nails and hooks about the re
Where was the library? Of what books was it composed?
WRITTEN

EXEI~CISES.

I.

Describe in your own words The Old Angler's Cottage.
II.

Write sentences, showing the correct use of the folloz
words: -

WASHINGTON IRVING.

i

i
'

What i ~ the title of this piece? What is an angler?
What does the first sentence tell? How many rooms were 111 the
cottage? What was a curiosity?
Where was the cotL!ge? What is meant by the skirts of the village?
Where did the cottage stand ? H ow fa r back from the road was it?
What was in front of the cottage? What did the garden contain?
What is an !terb? Mention two or three kinds of herbs that are commonly raised in gardens. What else was in the garden? What is the
meaning of adorned? What flowers do you think were growing in the
garden?
Describe the front of the cottage. What was on the top of it?
What is a weathercock ?
What does the third paragraph describe? What is the interior of a
house? What is meant by a nautical style? What led the · old angler
to fit up his cottage in the style of a seaman?

angler,
stocked,
weathercock,
hammock,
naval,

cottage,
herbs,
interior,
ceiling,
voyages,

curiosity,
adorned,
nautical,
lashed,
canvas,

arrangem
overrun,
acquired,
decorated
almanac.

LESSON XXX.
COMPOSIT IO N.

D escr£be some room that you have seen. Tell what tft1
were in the room, and how they were arranged
Wn.te a suitable heading for .vour description.

