EDITION.
· THE

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littlill LES HERB f ll :

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5 19£ ti

PREF ACE.

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En.tend, aceonling to Act or Congrou, In the 7., 18113, b7

0. L. SANDORN,

Jn the

Clwk'1 Omce of Ibo Dirnlct Court for the Dlltrict ot :ar.1-.

-ST.IUEO T1'1'J!:O A!'(J) PRll"ITBD DT

Gao. c. BAXD .... ,·saY,. CO&JIHILi.°, aoa'rOJI'.

'

Jlll.ve .. ~lnJ>sed . since Weld's "New English Grammar,''
·;i ts. .author,
wa.s presented to t\le. public. Well received as
.
n' from its first' appc:mtnce, and still enjoying an extended
·' Publishers
.
,,the
havo /elt it due to t he large circle of intelli'cl\~·
who
have
ma.do
it their. st:in'd ard text-book OD Grammar,
.
....
:t)t-still.rooreudcserv:ingof their _confidence by subjecting every
J('i:ritieal royision, improving· the plan whcrev; r the experience
!fool-room ·showed it to bo necessary, and incorporating with
eritorious features as the recent advances in school-book litcra1

'

QUA.CKENBOS'S PREFACE.

iv

has been to present the subject in o. clear, simple, and intelligible light;
to make o. text-book on Grnmmo.r which could be understood by the
youthful beginner, while it should be sufficiently comprehensive for
advanced classes. It has been sought to command the pupil's attention
from the outset, by showing him that he is not dealing with dry abstractions; but with familiar realities which he uses every moment ; to
interest him in words by means of the thoughts that they express; and
to make him, to a certain extent, comprehend their relations .BB combjned in sentences, before considering them separately. This is the
object of the simple L essons with which the volume commences.
In the rules and .definitions, clearness is aimed at, and verbiage

' C!O.NTENTS.
·,

. ".t. INTRODu'OTrON.

. .

PA.OB

'·

7
9

10
11

avoided. Exercises of a practical character have been introduced
wherever opportunity offered; and in these, the principles laid down
are applied synthetically as well as analytically, from the conviction
that it is chiefly jor synthetic application - that is, the construction

13
lli

of sentences spoken or written -

17

needed.

18
20
22
23

that a knowledge of Grammar is
With the same view of enhancing the practical value of the

work, the portion relating to Panctuation has been extended, and
particular attention g iven to the department of F alse Syntax. The
importance of saving the teacher time and labor, by presenting everything so distinctly as to reqi1ire little or no oral explanation, has been.
kept in view throughout. It is hardly necessary to say, that the be.~t·
authorities have been consulted, and that a proper use has been made
ofwho.tever seemed good in other systems.
Should o.n cxtenucd course of Parsing be ucsireu, it will be found
in Wcld's P arsiyg-Book, which has been adapted to the present volm~e; b11t it is trusted that this Grnmmar will, of itself, be found to

r::,

cover the ground completely and satisfactorily,

28
30
82

..

83

·~.

34
40

GEORGE PAYN . QUACKENBOS.

NEW YonK,Angnst

.

50
70

~

85

v

97
• 111
120

vi

CONTENTS.
PAOB

Cru.nxn

VI.-Tbe
VII.- The
VIII.- The
IX. - The

131

Adverb
Preposition
Conjunction
Interjection

137
140
143

PART III.-COM:BINATION OF WORDS DT SENTENCES.
146
luO

X.-The Elements of Sentences •
Classification of Clnnses •
Clnssificntion of PhrW!es
Contmcted Elements
:Modification of Words
Fonna for Parsing and Annlysia
XI.-The Rules of Syntax.
General Exercises
XII.- Punctuation

PART rv.-LETTERS.
XIII. - Classes, Sounds, and Combinations of Letters •
XIV. - Spelling •
List of Prefi xes
List of Sufijxes

PART V. -COMPOSITION.
XV. - Exercises in Description
Exercises in Essay-writing

PART VI.-PROSODY.
XVI . ....::. Kinds of Verse
Iambic Verse
Trochaic Verse
Anapestic Verse
Amphibrnchic Vel'8G
Dactylic Verse
XVII. - Figures
SYNOPSIS OF GitAM~Ll.TICAL RELATIONS

.A1'PJU!l;>IX ,

·.
t

~~"'

...

,

'

• •

i'

TASTE. -

SMELL.

247

Model. A. Pieco of Sealing-wax.

PART

V.

COMPOSITION.•

This piece of sealing-wax is about four inches Jong, half an inch
broad, and a quarter of an inch in thickness. It ill of a very bright red, and
stamped with the name of the manufacturer. Its surface shines like glass,
. so that I suppose it is smooth, though I cannot be sure of this without
touching it. One end is rough, as if broken, and the other is smoked from
having been in the fiame of a candle.
Describe in a similar manner the following objects : -*
An inkstand
A chair.
A book.
A pen-knife.
A sheet of paper.
A looking-glass.

CHAPTER XV.
of -CQ
position should be commenced as soon as the pupil has fairly ente
upon the study of Grammar. Rules for punctuation and capitals wi
be found in another pnrt of this book, and may be learned at the pl
are of the teacher. The pupil should apply the rules as fast as tll
are learned. At the outset, little more should be required boyond ' •·
English sentences tho.a correct spelling and general neatness. The :@ ·
ercises are progressive, and are designed to furnish object-lessons·'ila'
means of developing thought. Like all object-lessons, they should ·
commented upon and amplified by the teacher, until the pupil h
learned to think for himself. The pupil should not be allowed to pad
from one exercise to another until he has learned the preliminary ma
well. In the judgment of the Editor, there is matter enough in ~
part to furnish the pupil an exercise in composition each week for,.a
whole year. AB the pupil progresses, he should be taught to be .mo
and more critical, until he can readily apply all the rules of Syntax, ·
the directions in Exercises XIII. and_XIV.
GENERAL DIRECTIONS TO TEACHERS. -

The exercise·

EXERCISE. - SIGHT.
DIRECTION. Place an object before you.
it carefully with your eyes alone. Then write what,
have learned.

• For a portion of the following pages, the author is indebted
smnll work on Composition, published in Edinburgh, and edited by W.
Chambers.

EXERCISE II. -TASTE.
DIRECTION. - Taste

Modd.

the object, and write the result.
A Cup of Tea.

The substance in tbe cup is called tea, though, properly speaking, it
is only an infusion of the leaves of that plant. Its taste is pecullar, but
pleasant. It is naturally somewhat bitter, but the sugar prevents it from
bein g unpleasantly so. The fiavor is aromatic and agreeable.
Objects to be described : Strawberries.
Onion.
Vinegar.
Coffee.
Liquorice.
.Apples.
Potato.
Honey.
Cinnamon. Cheese.
Lemon.
Orange.
EXERCISE III. - SMELL.
DmECTION. -Exercise the sense of smell on the
given object, and write the result.

Model. A Full-blown Rose.
This benutifnl fiower is called the rose. Its buds are gradually opening, and from ench proceeds a most delightful odor. But the chief perfume
is from the petals of the full-blown fiower. The essence which ill extracted
from the rose-lenves forms n frngmnt scent termed otto of roses.
Objects to be described : ,B'urnt feather.
Strawberry.
Violet.
Pine-apple.
New-mown hay.
Geranium,
Pea.ch.
Lilac.
I!art8hom.
Tobacco-smoke.
Cologne,

248

EXERCISE IV. - FEELING.

DIRECTION.- With eyes shut, touch th~ objeot, ,and :'~!i'
'Write the result.
·"
Model.

An Octavo Volume.

what warm.
Objects to be described: -

A door.
Sponge.
Bread.

A bell.
A hnir-glove.
Mnrble.

Paper.
Silk.
A shilling.

EXERCISE V. - HEARING.

The Wind.

Objects to be described: choir.
violin.
trumpet.
drum.

The sea.
B ells.
Thunder.
Hail.

Singing of birds.
Rustling of leaves.
Sounds in a barn-yard.
Sounds in a street.

ExERCISE VI. - ALL THE SENSES.

DIRECTION. - Place the object before you, examine
it carefully with all your senses in turn. Then write
down the information which each organ has given yoU.
Finish what you have learned from one sense, before·
· 1~
'
You proceed to the next.
.,t •
Jy[odel.

A Pencil.

A flower.
An apple.
A shell.

A lemon.
A book.
A thistle.

A pen.
A ball.
A clock.

EXERCISE vll.-STATEMENTS AND EXPERIMENTS.

Lest night I listened to the wind. Sometimes it whined like_a dog,
then it gave a sort of n shrill whistle. That was followed by a hoU~w
m oaning, and then there was n loud rush like n wnterfa!L This ceased,
nnd afterwnrds there was a mixture of whistling and hissing. At last, it
died away in gentle murmurs.

A
A
A
A

nt one end, nnd tnpcring to a point at the other. Its color is a beautiful
light brown with dnrk streak!. It is nt presen t lying on a sheet of white
paper, with an old pen on one side, and n. short piece of rod sealing-wax
on the other.
2. By feeling, I perceive its shape to bo exactly that my eyes led mo
to suppose. But I ascertain something which my eyes could not tell;
namely, that the pencil is as hard as this sealing-wax. It is smooth on
one side, and rough on the other.
8. When I put it to my nostrils, I perceive that it bas a very slight
pleasant odor, like that of cedar-wood. 4. The taste is sweetish. 6. It
utters no sound.
Objects to be described: -

A coin.
An orange.
A watch.

Soap.

DIBECTION.- Strike the object, or
ral sounds, and describe what you hear.
Jy[odel.

249

STATEME:NTS AND EXPERIMENTS.

COMPOSITION.

'" ·

~ .... , ;it! j

1. My eyes toll me that the pencil i• about five inches long and a '·
quarter of an inch in thickness. Its shnpe is round like a pillar, quite..dat · .ill

DmxcTION.-Place an object before you. · Try it
with your senses, as before. Then make experiments
on it, and write down the result.
Jy[odel.

A Piece of India-rubber.

This piece of India-rubber, or caoutchouc, is three inches long, two
broad, and ono thick. It is in shape a sort of solid oblong. Its color is
nearly black, witl1 whitish or grayish parts in the middle, while some portions of it seem somewhat brown. Its smell is strong and somewhat disagreeable. It bas no peculiar ta.>te, though some boys Rre fond of chewin g
it. I shall now make soine e:cperiment:J with it. While I hold one end,
you must pull out the other.' When. you let go, it returns to its former
shape. Then I find it is e/a.:;lic. Next, I put a smaiI piec~ into the fl1tme
of n candle, and I perceive it takes fire very readily, burning with brilliant
light, white nt the bottom, nod red at the top, emitting a considerable
quantity of black smoke. I therefore ascertain that it is inflammable. By
putting it into water, I perceive it flottts; so its specific gravity must be
las than thnt of water. I further observe that i~ does not diminish its
bulk, from which I infer that it is insoluble in water. I have been informed,
llowever, that tar will dissolve it. I have found it very useful in robbing
out poncil-mnrks.
According to direction nnd model, describe, -

250.

P.A.RTS OF THINGS.

COMPOSITION.

spinning, weaving; wool-grower, sheep-Wlll!hing, shearing. Shape, color,
qual ity, &c.

1. A Small Piece of Gloss.
ns proved by the senses.
Heat.
Hardness.
Smell.
Tnste.
marking, &c.
QUALITIES,

3. Su gar.

Su:;.?esho71$. - Grocer. merch nnt, sh ip, eni1ors, oven i \~test In<lieR,
p1nntntion, negrocs, s ugur-cnne; refining.
Shape, color, size, smell,
tMte, &c.

2. Coo.l.
QUALITIES. - Size.
Shape. Color.
With wahir, with fire, with o. hammer.

251

Weight.

EXPERIMENTS. -

4 . P ar.er.

Sug,1estions. - Stn.tioncrs, paper-m aker's m ill, water or steam, rn ~ ,
boil in;.:, sizini;c, &c.; rag-merchant, linen, flux, plant, mode of prcp:iration,
&c. Shape, size, color, qu al ity.

3. A Sheet of Paper.
Shape, &c. EXPERI M F:~Ts. with fire, with pnint, with pencil, with ink.
QuALTTIF:S.- Size.

With

4. Sealing-wax.

E X ER CJS E IX. - USES OF TIIINGS.

Shape. Size. Color.
- \Yith flame, with wo.ter, &o.

Weight, &c.

EXERCISE VII.- SOURCES OF THINGS.

DrnECTION.- P hce the object before you, and think
for what purpose it is usually emp1oyed. If you do not
know, ask your teacher or consult ~ book.

DmEcTION. - Place an object before you.
from what source it came. If you do not know, ask
your ~acher or consult a book. Then put down all
that you have heard. Add an account of its appear."
ance, qualities, &c. Your description may conclude;
with some experiments.

This metal is of very great use. Water.pipes, cisterns, and roofs of
houses, are made of it. Chemists form two substances out of it, called red
and white lead, both of which are poisonous. If we mix it with tin, the
result is thnt u seful compound called pewter, of which somo l1tble-•poons
nre made. When blended with antimony, it alTords a compo•ition fi;'m
which printers' types are C!l8t.

QUALITIES.-

Model.

Mention the uses of the following objects: -

A Piece of Lead.

The substance before me is a metal called lead. I procured this pieoo
at the plumber's, and he bought it of the owner of the lead-works. Lead it
obtained by melting the ore, which is dugoutofmines by men employed for'
that purpose. Lend is bluish white, very bright when cutornewlymelted;1 ·
but it becomes dull and dim after it hM been in the air for some time. It
has no taste, but if you rub it you wilrperceive o. slight smell. It is very
soft, and mny be hammered into thin plates. It is easily melted, e.s yo!\.
mny prove by putting a piece into the fire.
' ,.

1 ;

Objects to be described: 1. A Piece of Bread.
Suggutiom. - Baker, oven, flour; milkfo, mill, stream, horses, water;
farmtr, ground, plough, harrow, horBes, men, enn, rain, harvest, thrashing ~

winnowing; soft, white, sweet, wholesome,-nutritious.
2. A Coat.
Suggutiom. - Tailor, cloth, merchant, manufnotnrer,

Modd. A Piece of Lead.

·

Iron nod steel.
Cotton cloth.
Steam-engine.

Mahogany.
Leather.
Silver.

Sheep.
'Water.
Glass.

Wood.
Gold.
Cows.

EXERCISE X. - PARTS OF THINGS.

DIRECTION. - Place the object before you. Inquire
how it came there, say where you bought it, whence the
merchant procured it, &c. Tell whether it is natural or
artificial, describe its parts, &c.
lifodel. A Penknife.
There is n, penknife on the table before me. I bought it at the cutler's. He either made it himself or procured it of the manufacturer. It
::onsists of two parts, each formed of a different substance. The handle is
of born, probably that of .a &tag. It is of a brown color, rough and hard.

252

203

COMPOSITION.

N"ARRATION.

It has several small rivets in it, for the purpose of holcling ii, sides u,.

trot, canter, and rnn. When father puts the b:iby on his back, he i• very
careful not to move fast; but 'vhcn I run mounted on him, he canters fl9
fost as I desire to have him. W c feed him on oat.• and hrry. Ile docs not
like corn, but will cat bits of bre1l<l and apples from my hltnd . He Romctimes sleeps while standing, Lut more frequently lies down to rest. Whcn6vcr I tun1 h im into t11c p::t~turc, he runs about :ts th0ngh he w:ts cr:1zy
with joy. When pro\·okccL ho rtt.tcmpts to bite nnd kick. llc knows a
great many things a.swell a.s I do, and, on a dark night, can find his way
home without any guir111.nce.
I have been informed that horses were originally brought from A<ia,
aud that no horses are native to this country, although there arc mfmy
droves of wild horses on the prairies. Tho Arabian horse is tho best for
speed, but the English cart-horse is the larges t and stoutest. On account
of his speed and strength, the horse is very useful as a beast of burdca.
According to the direction aud model, describe, -

getber. On one side there is n smnll plate, on which tho owner's name
may be eugrnven. Tbe second substance is steel, of which the blade is
composed. Steel is nu artificial metal, the result of iron prepared withchnrcoal. rt is very hard and smooth. When properly tempered, it make. ~--- 'c-"'"'~"·'
very sharp blades.
-- · ,.·.;,
Treat according to tho direction and model l. A Room.
Su9gestilms. -Floor-boards, carpet-maker, pattern, color, texture: si
walls, plaster, paper, color, figure, quality.
·

!hllp~,

2. A Book.

.

S,.gg.,ticms. - Leaves, pngcs, margins, title-pages, edges, plates, wood~"-euts, binding, author, printer, bookbinder, bookseller.
-- ·.
-.3. A Fire-place.

4. An Inkstand.

l.

EXERCISE XI.- SIMPLE

DESCRIPTIO~.

DmECTION.-Sclect some subject about whicl/ you .
.·..• . •.
ha;e or c::m_get some definite information. Whatever tfai:i'"___:obJCCt, test it by your senses as far as the subject will ad ~
mit. Ascertain its parts, qualities, sources, uses, valne,
. .
&c. If the object selected is a plant, inquire further in
regard to its structure, classification, seed, propagation, _ '
and mod~ of growth. If the object is an animal, inquire --'---· .,
st~ll further in regard to its food, habits, movements, in- . :·~·;
stmct, place of abode, means of defence, varieties, &c.
AJoi
Collect all your thoughts and classify them before com- ·"'~¥"'=
mencing to write.
_ __:_:~-~J;W"
Model. My Father's Horse.
~=::-.:'.'.i~::
My father's horse is a lnrge nnd powerful animnl. TTis body and legs ·
are covered with glossy black lmir. He has one white fnot.,...and has a white
star in his forehe:id. His hen<! is quite small.· His nostrils are lflrgc nnd
a dnrk hazol color. His earn Rre short nnd thin, and
full. Bis eyes are
nre generally erect. IIis neck is beautifully arched, and is surmounted by
n long-, thick mnne. His tnil is bushy, nncl so long that it almost sweeps

or

tho ground .
.~{~~,~
11Iy father bonght him several years ago of a trader, who liad obtained
· ··,;;'· ·
him or a farmer in Vermont. He is n prone! and very courngeous nni• .- -~ -,~~f­
3
mn.11 but is, nt the same time, gentle, kind, nnd fnithfol; He can walk,

;J,

;,':,.,.....

My writing-desk.

Suggestions. -Pnrts, legs, sides, lid, compnrtments; qualities, slrnpe,
size, color, &c.; material, uses, value.
2. A cherry-tree.

SuggestWris.-I'm-ts, trunk, roots, branches, leaves, &c.; blo5som•,
fruit, scc<l, propagation, growth, uses, &c.

3. A cow.
Suggestions. - Parts, head, body, leg-i, &c.; color, size, food, habits,
qualities, place of abode, moans of defence, use, age.
4. Our class-room.
6. An oak-tree.
8. An elephant.
5. A bird's nest.
7. A rose-bush.
!J. An eagle.
10. The house I live in.
l l. EnglanJ..

EXERCISE XII. ,--- XARRATIOX.

DmECTION. - Select for a theme some trans:lction or
event with which you arc familiar. Thiuk over all the
particulars connected with the event, ancl note them
-down. Select from these, -1. Only those particnbni
that relate di rectly to the theme; 2. Only those wl1i ch
arc necessary to convey all the information intcndc<1.
Do not, however, omit ::my necessary particuhr. ,\rrangc the part.ieularn in the onler of time. In n:irrating, it is often necessary to describe the actors or

254

~l
'

I

I

A..'i.A.LYSIS.

COMPOSITION.

scenes connected with the event, but the description:
should not be carried too far. Those themes should b(
first selected which relate to what the writer has seen,:
felt, beard, or dreamed; then those may be taken which ..
relate to the experience of others, to the history of'na.;_;
tions; to changes in nature, or to purely imagin~.
events.
. . . __
~"'
Model. ~at I did to-day.

'

_ ,, _.,,

I rose tbis morning at sunrise, and tooll:-a long walk into tbe country'.'
before breakfast. My spirits were buoyant, and everything I saw filled fu.e1
with delight. The birds sang their sweetest songs, and the fields were co'v: .
ered with beantif1tl fiowel'!!. I returned home just In time for toy brenk'! -~
fast, which I ate with a hearty relish. After breakfast, I learned my lesson
in History, and then went to school. At nine I recited the lesson which I •
had prepared, and devoted the time that remained before recess to my .
lesson in Arithmetic. At recess, wc played ball, but I am sorry to say1
that our side was beaten. Thon came my recitation in Arithmetic, which
lasted until twelve.
At noon, by permission of my parents, I dined with my cousins, and
returned at two with them. The afternoon was pleasantly spent ill study:
ing and reciting grammar. I believe that I now undel'!!ta.nd something
",
about verbs.
Aller school, I harnessed the horse to the rockaway, and drove ' ~it~ '
my sisters to the river to see a new sloop launched. When all was ready;
the master waved a flag, and tho workmen knocked away the fastening;,
and she slid like a duck into the water. Sister Ellen then hurried tis home
to tea, ruthongh neither l\1ary nor I felt hungry in the lenst. Aller tea, :we _~
went into the garden arbor, where I nm now engaged·in writing this.
According to the direction and model, narrate, -

I. How I went a-fishing.
Pa.r ticulan - Purchasing my hook nod line, searching for bait, walk:- ·
to the river, selection of a place, the first nibble, success, other inclden '. ~
return home.
·
.t ·
2. The story of King Alfred.
Particular1. -Hi• misrortunes, hls employment CUI cowherd, diJ:cction
to watch the bi.king of tho cakes, his inattention, Rnger of the woman, his
reply.
,
3. History of n sheet of paper.

Particulari. -Rags, paper-mill, bookstore, purchaser, use, present
dition.

J.

ootlJ

4. Travels of Dr. Kane.
5. Life of Willin.m Tell.
6. Growth of Corals.
IO. Destruction of T ea

255

7. Travel& of a Humming-bird.
8. My Autobiography.
9. Story of Daniel Boon.
in Boston Harbor.

EXERCISE XIII.-ANALYSIS.

Analysis is the division of the theme with reference
to its class, or to the parts which compose it. Before
analyzing, it is necessary to decide whether the theme
should be considered as a class, or as a ~ingle object composed of 1:1eparate parts. It is also necessary to determine the object which you have in view in making the
divisions.
Thus the theme Plant m~y be divided, as a class, into Flowering Pl:mts
nod Flowerless Plants; considered as a whole, it may be divided into root,
stalk, branches, leaves. These principal divisions may be again subdivided.

T he following directions will afford aid : Think long and patiently on the subject which you
have chosen. Write down the leading thoughts as fast
as they occur to you. Decide upon the object you have
in view. Arrange your thoughts so as to present only
a single th eme. IIaYc only one prin ciple of di vision at
a time. Select those particulars which arc applicable
to the encl in view. Arrange the p:irticulars in their
natural order; that is, in the order of resemblance to
each other, or in the order of nearness in position.
Arrange the subordinate parts under the principal divisions. Be careful not to omit any essential part of the
division, or to introduce as principal that which is merely
subordin:itc.
Thorough analysis is of great service in all departments of composition, but especially so in description.
When the analysis of the theme has been finished, such

.'

256

COMPOSITION.

particulars may be a.d ded as tend to introduce the
ject, to sustain interest, or to produce conviction.
analysis and such added particulars form the skeleton
the composition.
ANALYSIS 01!'

THE COMPOSITION.

of..:~...,......,..._

Sun.racrs.

THEME. - The Hor~e. Ali & class the horse may be considered with
referen-::e to, 1. Race: Arabian, Spanish, mustang, wild, &o.
2. Size: large, medium, small or ponies.
8. Color: black, white, gray, •potted, &c.
4. Uses: saddle, carriage, draught horses, &c.
6. :Movements: trotting, pacing, running, &c.
These principal divisions may be enlarged by introducing the subOrdinnte parts when appropriate; as, Arabian: 1. qualities, 2. habits, 3•. pe.
culiarities, 4. food, 6. place of abode, 6. means of defence, 7. history,.&c.
A9 a finnl step these subordinate parts mnybe again divided; as, Qualities:
l. faithful, proud, courageous; 2. speed, 3. strength, &c.
. ':,,,......,...,...,,,
Ali a composite whole, the horse may be considered with reference to ""' '
its parts: I. 1. head, 2. neck, a. body, 4. legs, 5. tail; or, IL 1. bones, _...,._ ....
2. muscles, 3. nerves, 4. skin.
-~.~.
Thcso principnl divisions mny be subdivided as in the preceding exnm·
·ples. Of course it is not expected that all these particulars should be
C:;~.
embraced in a single essay. Only thoso should be taken "which are con.·~= c~.
sistent with the enf1 in ,jcw."
Write a composition on
The Arabian horse.
The mo'"ernents of horses.
The Shetland pony.
The utility of horses.
A dray-horse.
SO'BJECT. - Duties of children.
1. Definition of duty.
4. Duty to their p!irents.
2. Duty to themselves.
6. Duty to God.
8. Duty to their fellows.
_
These may be enlarged by enumerating the several duties, and speoifY:o ing the reuons.
· ·
Write a composition 'l\•ith the aid of this anBlysis.

EXERCISE XIV. - TIIE COMPOSITION.

When the analysis has been carefully :finished, each,,...,
division of it may be enlarged and its relations distinctly

.

257

shown. Do not write merely to fill up the page; but
take heed tbat each sen\ence have some thought in
it pertaining to the subject under consideration. Avoid
nonsense.
I. MECIIANICAL EXECUTION.- Write on the first and
third pages of each sheet. Leave a margin on the lefthand side three fourths of an inch wide. Write the
subject on the first line. State wh ether yo~r object is to
describe, narrate, or prove the theme. Begin the first
p:i.ragrnph on the third line, one and a half or two inches
from the left-h and edge. Make a distinct paragraph for
every topic in the analysis, or at convenient breaks in
the thought. Write legibly. Do not make blots or
write words that require to be erased. When the compos1t10n is written, fold the paper neatly. Put y our
name and the date on one side of the f9ld near the
top.

II. GrrAilr.IL\TICAL Acci::RACY. - Gnan1 against en·ors
m Rpellin .~, in the use of capitals, in punctuation, :mJ in
syntax. l~cvise your manuscript carefully.
III. RHETomc..u, Frx1sn. - 1. After the first draught
has been ma<1e :1nc1 c:ircfully rcYiscd, re-exa.m inc, as
critically :18 possible, the meeh:rnical execution, the
orthography, capitals, punctuation, and syntax of tho
whole. ~- Try to make each sentence stronger, clearer,
and more harmonious. 3. Strike out unnecessary, unmeaning, and ill-sounding words. 4. Condense as much
as possible. 5. Make tho whole work as perfect as you
can.

IV. Now make a careful, correct, and clean transcript
of your essay.
17

---·--------258

~OM"POSITION.

LETTER-WRITING.
The Stnte in which I iive.
The story of Romulus aod Rem1lll.
The story of Damon nnd Pythias.
The history of tho steam--0ngine. _
The effects of climate on chl\racter.
The story of the Prodigal Son.
How a fretful temper may be cured.

ABBREVIA'l'I: .Ou OBED IN CORRECTING.

0.= Orthography.
C.= Capitals.
R.= Reconstruct.
T.= Taut.ology.
N.= Nonsense.

S.= Syi:itax.

P.= Pnnctuntion.
Reil,=Redundnncy.
Pl.= Pleonasm.
Obs.= Obscure.
W.= Word t.o be changed.
Y·= Omission.

259

DOscription of n lookiog-g11188.
Female heroism.
The tmdo-wiods.
Tho Argonaut!!.
The Pilgrims.
On the la.st book that I read.

EXERCISE XVI.-V.ARIETY OF EXPRESSION.

EXERCISE XV.-SUGGE.S TIVE TOPICS.

,,

.,, 'i"

II

~-t-

'

No one should attempt to write upon a subject which,.:.
he does not understand ; hence a young writer shoilld.
avoid abstract themes. He will also find it to is ·~1
vantage to select 7pecific rather than general themes.,..·
Above all, be should always bear in mind that the object"
of composition is to express thought, not to multiply
words. The preceding exercises are designed to develop thought, by suggesting inquiries as to patts,'
qualities, sources, and uses of things. These inquiries
should be made whenever it is practicable, and, l.n addi. . . '· ·*
tion, the theme should be viewed in every possible rel~
tion, so as to make the thought as exhaustive as possible.
The following topics are added as a ·means of suggesting thought. Definitions. The relation of one subject tO
another; the circumstances of the person:l concerned,
the place, the time, the principles involved, the conse- ' ·
quences and inferences, the purpose or design, compari•.
son with other similar themes, the truth or falsehood
involved, the objections proposed, historical muatrations,
effects, conclusions drawn.
Mnke analyses nnd then write compositioM on the follo-ingt'-emes::... ...
Tho city in which I live.
.My right hnnd.
The home of W11Shington.
A swnllow's nest.
,
How t.o play ball.
The st.ory of a looll.Jlf., 111.

The same idea may be expressed in different ways;
and -it will be both useful and entertaining for the
learner to practise such exercises as the f~llowing : Model.. The soul is immortal.
Tho soul will never die.
The soul will never cease to exist.
The soul will live forever.
The soul is destined to o.o endless existence.
S entences for Practice.
A wise son mnkoth a glrul father.
When we hnve finished our work, we will plny.
Intemperance is ruinous to the mind as well as t.o the body.
A wolf, let into the sheepfold, will devour tbe sheep.
True religion tench es us to be gen tie and affable.
___ My friend died last night, without a struggle or a groan.
In the same way, write in your own language stories that yon have
read. Chnnge into prose, extracts in poetical narration nnd description
like the following : Excelsior. - Longfellnw.
Burin! of Sir John Moore. - Wolfe.
Casabinncn. -Hemam.
Wreck of the Hesperus. -Longfellow.
Well of St. Kayne. - Southey. The Pied Piper of Hamelin. -Browning.
EXERCISE XVII.-LE'ITER-WRITING.

Few kinds of composition demand more care than
letter-writing, or usually receive 80 little. A letter
should be written in an easy, natural manner, adapted
to the age and attainments of the recipient, as well as

260

COMPOSITION.

the circumstances which call it forth. All letters should'
be courteous, truthful, and free from extravagant pro-.
fessions of esteem. Business letters should be brief and
to the point, and should be answered as soon as practi-.
cable after th ey have been received. In the mechanical
execution and grammatical accuracy, the utmost pains·
should be taken. When finished, the superscription
should be very plainly and neatly written. Care should
be taken not to apply to a person two titles meaning the
same thing; as, Jlfr. Robert Jones, E:;q. Dr. E. Smith;
H. D. In formal notes of invitation, both the invitation and answer should be written in the third person.
The following is a proper example for imitation, in
respect to the dating, beginning, and closing of a
le.t ter.
0w.'EY 1 June 16, 1769.
My dear Friend: I nm obliged to yon for your invitation, but being long accustomed to
retirement., which I WM always fond of, I am now more than ever unwilling to visit those noisy scenes which I never loved, and which I now abhor.
I remember yon with all the friendship I ever professed, which is as much
as I ever entertained for any man.
I love yon and yours; I thank yon for your continued remembrance
of mo, nnd shall not cease to bo their nnd your
Affectionate friend,

wII..LL\M
JOSEPH Hn.L,

COWPER.

Esq.

Write a letter announcing your intended visit to the country. Write ~
a letter recommending a person as a good servant. Write a note request- ··
ing a lonn of twenty dollars. Write a real kUer to some one of yolii<
friends.
·•

P .A.RT VI.
PROSODY.

CHAPTER XVI.
[~') Prosody treats of accent, quantity, and tho
l·,,rn .-.t .rersification.
548. Accent is a particular stress of voice laid on a
cert:iin oyllable in a word; as on the sylbLle ban in
abandon.

Accent should not bo confounded with Emphruiis. Emphn..<is is n stress
of voice on a word in a sentence, to mark its importance. Accent is a stress
of voice on a syllable in a word.

549. The Quantity of a syllable is the time which
is required to pronounce it. .A short syllable requires
half the time of a long one.
Kinds of Verse.
550. A Verse consists of a certain number of ac
cented and unaccented syllables, aITanged according to
certain rules.
551. Rhyme is the correspondence of the last sound
of one line with the last sound of another.
5.52. Blank Verse is poetry without rhyme.
553. A Stanza consists ·of several lines, and is sometimes improperly called a verse.
554. A Couplet, or distich [ p ronounced dis-ti!.;],
consists of two poetical lines which make complete
sense.
261

