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LEAR~D:G

TO wmTE COJIPOSITIONS;

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BY CHARLES NORTHEN D,
l'P.INC!l'A L 0 F Tl! IC El'ES GI:AM MAR SCIIOOL, BA l, EM 1 MA B B .

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Trrn pru1cipal, if not tl1e ex.elusive design of the ::rnthor of t his work
El,

to furuish a l\Ianual ·which ma.y be found helpful in carrying out

o.n olijcct regarded by him ns of high importance ; which is, to induce
youn g persons to transcribe their Compositions and Letters, both for the
sake of

~110wing

the degrees of improvement, and of preserving, in a

permanent form, Dl8,k rials fo r future reforence and gratification.

Should

this purpo:-:e ]Je met only to a limited degree, t he rernlt would still be
rnch as to ::tfforcl a Yery pleasing reward.
If 1he young \Yo n.Id ndo1Jt ·and pursue the practice of transcribing
rmcl pn::"c:rving !.heir 1ui lings, they would fin4J. it [L most powerful means

of cultin.t ing· the lll1(krstanding, improving tbe ta ste, giving ease and
capacity in composing. gaining a practical knmvleclge of themselves, and,
n.t fo e ;.;amc time, it '" oulcl secure to them the most indubitable evidence
of irnpruYcmcnt, or want of improvement.
The author lrns brou ght into a condensccl form many of the Rules,
the A1-JlircYiat ions, nrnl common signs used in writing and printing, the
meanin g uf Foreign

\~~o rcls

and Phrases, of fref1u ent occurrence, with a

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INTRODUCTORY REMARKS.

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variety of other matter, a familiar knowledge of which is necessary to
all who would acquit themselves respectably in any specimen of writing

they may wish to present to their friends or the world.
The author will merely add, that he has endeavored tv repare a
Manual which should be of service to Teachers and Pupils, and he
commends it to their attention, with the sincere desire that it may prove
a valuable auxiliary in the department for which it is designed .

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Entered according t-0 Act of Congress, in the year 1848,

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BY CHARLES NORTHEND.

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In the Clerk's Office of the District Court of Massachusetts.

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STEREOTYPED BY B. N. DICKINSON, BOSTON.

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EPISTOLARY WRITING.

[To write a letter neatly and correctly, t.o fold and superscribe it properly, are so desirable, that we
give below two or three specimens of l~ters, with some remarks upon the proper manner of folding, &c.
If the oider pupils in schools should b~equired to devote 1' portion of their time to the subject of letterwriting, it would be of great service to them.]

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i f !!ave neveP deen Q/{z. <p. ~t i f lfave ~
~ ~'cikuao, wl!ul! 1ny jat/uP co~u an excel&nt one, and d'eufu
lie ~ di atd!!oP can JNve me tfetteP Midzucaon en de dCtence o,/ num/eu
dan i f ca;n o!ta(,n wlfeze i f now fPm, NJtecUi~, arJ vzy ~t ~ id

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tlfan ~(/.

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t1clfool wl!ul! i f lfave

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r1clfool·

fol

and lie ~ tlfe ef~tzuchP mucl!, and i f
vezy~dar1andj; dout lcave?7j7,
efI l!ave a!war divecl my- if~, wtfo
k d'een vczy ffmcl and/af/t!!pl to me. i f lfo;t(} i f JJ a!war utam
a ?zat~I zecolt~twn tlfe l!erfa l!e !fad afrir.!ecl nw en my ~, and d
rc1 ac1v«-e 1te 1tad ?tven me atoue :rny conclu.ct anc1/et}~"·
/oP :Y°(//}2,1 c&dlzcn,

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~ twc,t;p ~. w£o k leen to oc&.o/ wit;/ me evMJI' clay
pP two~· can £au!~ ~ ~ t~&
Wb,f r;~ awaJI.
~
ltrz.J !tac! t'.MV8Ull C~i,t "fie!&," and oar ef '?JUtd-t not leave ti'em, and {
ef eke! not ,/eel convU?zcecl ti'rzt 'm)I /atlfe-P undez.Jtandd wtf'at u /eo-t joP

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£ow ef •t& tf'ave uoolutwn to !zew_f o/l /wm, oo
'many _ju~a.:1ant connecaO'M.
.21Jut ef Jal/ hy_ to con/nm to t~ aclv«:e o/
7n;1 cleaP nwtltez, tit& c!a;; lejhe rJlfe tkd, wtfutf waa 1wt to o-a//e-P ju~oent
eryment to otancl tn tit& '
o/ ~~ jlooc!.
ef wed ef code! vilvt _you lfw i ff'° to .21J., /ut, ao ef da/!
tf'ave on~ ttf:ue oP /ouP cbi14 m wtfto-,{ to ,tet z.eaciy-, i f mt?rJt den:;
~erf tlfe jd'eadwie o/ oee~ yet at ,ftUrJent. ef wt"!! wztte to you ooon
aj}-eP ef
rJettlec! d?wn," ancl ef rJtfall It, wjucan,1 to ~ fom you
-me,

efl" d?

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and lzothez.

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eAom rvP

affetWnaie ~

cyeo~tJ @Jt'anoon.

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c!tUot yuP dtteP to
"cau o/ ~~: ~ee~ ~f·' 2/Jzaclj/ncl
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.@feaP

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tan t-npmd du Qf wtM to enteP
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cd de oJie-nM;t o/ de jtzM&nt tezm.
if
commenced a wed°?°~~, and t£r/J if~~ 1' mac£~
awi!d:, ~£if akJ

£ave

notµ jut-"te

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enau d~ to me, ancl ttfe waJI o/ ~ ancl de mr;c/e o/"°~
au ~ cl{funt /kn dode i f£ave kn accUtJ&md to, p i f t£m,( ev~
wi/17 ~p z~ tJOOn. i f intend to Ide de dckl, co~ wd
e& ~akmo, and~ £cuu!.
i f kw dat i f £ave ,rod~

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to &a.in, and if~ to "¥zove ttfem .

i f WtM mu.c£ attaoU to ~ /6uneP

wa.d ~rt~

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de ~ do~ i f
-nuM ~, ~£ ~ alwar dad du dtfe w~ de ~tor dt;p
w~ ad, { dey juf4 coadl, eve-n { d ~ tah mud time,
and~ kuu oP clar
£azcl ~.
i f dived do11e wtfo weu cd ~ !!!ll.'d ~ wd me, and d()me
fM weu t£eu ~eP d'ue oP foP
ancl owP ~ ancl a~"
men& weze aduay4 ;i1~.
i f £ave ofon d'o~ wk a
rdman once dad to fM, w~n ~ Jee!
a few ?7UJmen& to dee de
dCtfoo!, ancl eu£ tJOmetk'n;t co-nceznM;t ~ nke, wtfo wad one
de jwfu:&;
~ u?JUatfai Mat dCtfo/au coadl 'lluz.lt a tJCtfoof jvutt:f muc£ w.£at ~
w~ d. Q/j dey wodcl /e ~ee{uf and lfma' Wt- dt;p µ~, r d

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ajteP t£0 an;y O?Z.CJ tJatd ,,-£e d«I not d;(e -£e,p rJtadtf», oP .,,£e cite/ not d;(e
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came to t!'0 dClf'oo/ we;'ttf me, and moze aze to come next tezm.

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THE

YOUNG

COMPOSER.

LETTER .W RITING.

IN every school the more advanced yupils- should be required, occasionally, to practise lett.er writing. The acquisition of a free and easy Style of writing is worthy of much
»time and attention, and every individua rna-y;-l:fyproper attention and practice, acquire the
ability to express his thoughts in a clear, natural, and interesting manner.
The specimens we have furnished may impart to learners some hints of importance,
but frequent practice in the exercise itself is the only thing that can be of real and
permanent advantage. We give below a list of subjects about which ~etters may be
written.
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SUBJECTS FOR LETTER WRITING.

1. Write to a cousin, and give a description of your studies and school.
2. Vfrite to your parents, and give them some account of your studies and deportment for
the last week or month.

3. Write to an abs~nt brother or sister, and give an a.ccount of' every thing that may be
interesting.

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4. A letter to a former school-mate, giving an account of every thing that may interest him
r especting yourself and your school.
5. A letter to your teacher, giving an account of the manner in which you have spent a
vacation.
6. A letter to some distant relative, giving all particulars of interest respecting yourself,
your school, home, &c.

K OTE. -The above are mere suggestions.

•·

Peculiar circumstances will enable the teacher

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THE

1

YOUNG

COMPOSER.

8

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5

6

S. 8. Greene, &q.

Boston,

Mtis.".

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REMARKS. - The folding and superscribing of letters are worthy of some attention. A
large portion of the letters which pass through . Post Offices, &c., are awkwardly folded and
superscribed. The above figures are given to illustrate a very neat and convenient mode of
folding. To any who may wish to see a more particular representation of the same thing,
though slightly different, we would commend an excellent work entitled "Aids to English
Composition," by R. G. P .A.RKER, Esq. This work should be in the hands of every student.

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If the teacher will, occasionally, illustrate the same thing by using the blackboard, or by
folding a letter in the presence of his pupils, it will impart a clearer understanding than can
be readily given on paper.

In superscribing a letter, the part under which the wafer is placed should be dmward,
and on the side opposite to the superscription. The names of the individu:i.I, town, an'!Tstate,
may be written in varied sizes, - the state being largest, town a trifle smaller, and the name>
of the individual smallest. (See No. 6).
.

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29

C0 MP 0 SE R•

We give below a form for a common card or note of invitation. When written in a
. formal manner, it is customary to use the third person instead of the first.

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<2/t. JZ -~~on't1 oom/trNl;f

on )Ped;i~y ~e,, 1 od e?zd.

ef?.,

140 :@o111on

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NOTE, - If the Misses Stimpson should accept the invitation, and send a reply to the
above, they might write as follows: -

eJ'tfe

Gf¥et1

Qftyg· Jaco/'"

~~ aaej4 wed~·

~d Mivdat«m fP

IJ~J'· 1od ~-

.J_p

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COMPOSITION.

SCHOLARS may commence the exercise of
by-the possession and occasional examination
writing composition at an early age, if care of' such •opies, will mply compensate for
be taken to assign simple and familiar sub- all the time and attention that may be given.
jects. It may be well, at first, to request
The following Rules from Blair's Rhet·
them to write a plain description of some ob- oric, may be found of some value~:
ject well known to them, or of some of the
1. Select a subject within your comprepictures which may be found in their books. hension.
A list of subjects iS given 15elow, most
2. Reflect on it much, and render yourself
of which are of a simple character. Teach- familiar with the ideas, before you commence
ers sometimes request scholars to write a writing.
composition and leave them to select their
3. Never write in a loose, or careless
own subject. This course may answer with manner.
4. Be careful to use such words as shall
some, but we think it a better way to assign
to a class a particular subject, and have convey your thoughts most clearly to others.
5. A void low or vulgar expressions.
that regarded as the subject about which
G. l~emember that a good sentence requires
something must be ~ritten. If scholars
the following properties~ viz. : 1. Clearness.
are left to select for themselves they .are
2. Unity. 3. Strength. 4. Harmony.
inclined to think a little upon several subOF CLEARNESS.
jects, without sufficiently,oncentrating their
~- The - words you employ must be so
thoughts upon any one. We would recomchosen as to convey your idea, without the
mend that pupils write first on their slates, .least ambiguity.
and after their work has been carefrilly
2. The words and members of the sentence
examined and corrected, it may be copied should be so arranged, as to show their precise
upon some of the blank ages __a~_~hc end _ relations to each other.
of the manual. The habit of preservin
OF UNITY.
copies f letters ana compositions will 'be
1. Unity implies, that the sentence contains
_very valuable, and the gratification afforded, but one leading idea, distinctly expressed.

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2. 'The main idea, or leading thought in
the same sentence, should be changed ·as little
as possible.
8. Whatever woula essentially disturb the
unity of a single sentence, should be divided
into two.
4. Avoid, as far as possible, a parenthesis
in the sentence.
5. 'Bring the sentence to n natural close.
That is, when the idea is distinctly expressed,
let the ·sentence end.
STRENGTH.

1. To promote the strength of a sentence,
omit all unnecessary words.
2. Use great care in placing the relatives,
conjunctions, adverbs, and prepositions, precisely where the sense requires them.
3. The principal word or words on which
the strength of thought depends, must be
placed where they will make the strongest
impression.
4. If there are several members of the
t>entence, place the less important first.
~ - Never close the sentence with a preposition, or any unimportant word._
HARMONY.

1. Harmony implies the use of such words

and combinations, as fall on the ear with an
agreeable sound.
2. Whatever is easy of utterance to the
organs of speech, is commonly most agreeable
to the ear.
3. A due intermixture of long and short
sentences promotes harmony.
4. The longest member of the sentence, and
the most sonorous words, should, if practicable,
fall at the close.

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31

CO.MPOSER.

5. It is a great beauty to embody such
words in a sentence as shall, in sound, correspond with the sentiment expressed.
SUBJECTS FOR COMPOSITION.

1. A description of the house in which
my father lives.
2. A description of .my school-house and
yard.
3. A description of the town in which I
live.
4. A description of the street in which I
live.
5. A description of a garden, with its
trees and flowers.
6. A description of a ship.
7. A description of a clock.
8. A description of the ocean and its uses.
9. Roads and their uses~
10. Railroads and -their uses.
11. The dog.
1 These and other domestio
o.nimals may form subjects
12. The cat.
for composition. A descrip13. The horse.
tion of each may be given,
thepurposesforwhicheach
14. The cow.
15. The swine.
is vnlued, and the food upon

I

which each subsists, &c.,

16. The sheep.
may be named.
17. The names of common domestic animals and an account of their habits and uses.
These and other wild
· animnls may form subjects for composition.
Their dispositions, the
countries in which they
live, the food upon
which they subsist,
their appearance, &c., may be nnmed.

18.
19.
20.
21.
22.

The elephant.
The lion.
The leopard.
The panther.
The giraffe.

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23. The names of wild animals that I
have seen, and a description of the same.
24." The whale. } Where found ; how caught;
25. The seal.
and for what valuable?

26. The names of the fishes that I have
seen, and an account of their uses, &c.
27. The names of the common domestic
fowls, and an account of their habits, uses,
food, &c.
28. An account of different birds that I
have seen.
29. Thoughts at the beginning of a year.
30. Thoughts at the close of a year.
31. Thoughts at the beginning of a term
at school.
32. Thoughts at the close of a school term.
33. Thoughts on the death of a friend.
34. Duties to parents.
35. Duties to teachers.
36. Duties to brothers and sisters.
37. Duties to school-mates and associates.
38. Duties to the poor and unfortunate.
39. Some of the ways to.promote happiness.
40. An evening at home.
41. The importance of forming good
habits.
42. Learning is better than wealth.
43. How can we best impro.ve our time?
44. Sprin"'.
0
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. und
.
Some of the pecuhnr
45. Summer.
appropriate plensures and duties of each season may be
46. Autumn.
mentioned.
47. Winter.
' 48. An account of the fruits that I have
seen growing.
49. A description of the different trees
that I have seen; .their name~, appearance,
u·ses, &c.
: 5_0. , Some of the .most common vegetables;
the manner of cultivating, uses, and .the mode ·
of using.

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51. An account of the different grains and
grasses that I have seen, &c.
52. What are some of the most troublesome weeds in fields and gardens ?
53. A description of the flowers that I
have seen.
54. What are the materials used in building
houses, and how used?
55. A description of the common articles
of furniture in a house.
56. Some of the uses of knowledge.
57. The Puritans.
58. Independent day, or Fourth of July.
59. Thanksgiving day.
60. What should we aim to be and do?
61. Importance of industry.
62. Importance of perseverance.
63. Evils of idleness.
64. Evils of disobedience.
65. Right use of time.
6G. Delays are dangerous; - why? .
67. Pleasures of school.
GS. Pleasures of home.
·69. A good scholar.
70. A bad scholar.
71. Good deportment.
72. Cruelty to animals.
73. Order, or "A place for every thing
and every thing in its place."
74. Importance of cheerfulness.
75. Importance of politeness.
76. Importance of punctuality; why should
we be punctual and seasonable at school?
77. Advantages of sickness. ··
78. Advantages of a kind and obliging
disposition.
79. The evils of war.

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Thofnas
Jefferson .Building - Research Facil ity

THE

Y ·OUNG

/

80. Thefarn
81. The blac . -th.
These and sim82. The shoe . ~er.
ilar subjects, may
83. The ta.nn
be . assigned n.s
topics for compo84. The cum....·•
sition.
Let the
85. The printer.
pupil give a de86. The carpenter.
scription of each,
87. The mason.
name the tools or
.implements nsed,
88. The cabinet maker.
&c.
89. The merchant.
90. The sailor.
91. Pleasures of travelling.

J

f

.~

~-

.

..,>:

COMPOSER.

33

92. An account of a journey to - - •
93. Honesty.
94. Truth.
95. The evils and wickedness of falsehood.
96. Thoughts on visiting a cemetery.
97. Thoughts on witnessing a funeral procession.
98. Thoughts on seeing a ship "set sail"
for a long voyage.
99. Thoughts on leaving school.
100. The past-the present- the future.

