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I-IARPER'S LANGUAGE SERIES.
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LANGUAGE LESSONS:
AN INTRODUCTORY

GRAMMAR AND COMPOSITION
FOR INTERMEDIATE AND GRAMMAR GRADES.

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BY

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WILLIAM SvVINTON, A.M.,
J•nOFESSOJ: OF Tllll ENOLTSI! LANGUAGE IN TllE UNIVERSITY 01r OAT.IFORNIA, AUTHOR
OF" l'ROOREBSIVE GRAMMAI:,"

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SOIJOOL OOMl'OBITION," E'fO,

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NEvV YORK:
HA It P En & ll R 0 THE R S, PU Il I, I S II ER S,
F Il A N U: L I N

S Q U A R E.

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PREFACE.

Bv PROFESSOR SWINTON.
LANGUAGE PR!llfER.

102

LANGUAGE LESSONS.

pp., 35 cents.

177 pp., 44 cents.

Tms manual forms the second book of a Language .
Series, consisting of four works : I. Swinton's "Lan. ' guage Primer ;" IL "Language Lessons ;" III. "School
Compositio11 ;" IV. "Pi·ogress.ive Grammar."
· , . ·.The author desires to state at the ·outset that tho
": p1·oscnt class-book is iu no respect a condensation of
·:. · , the Progressive Granimar. It is constructed on a plan
· ·."
. of its own. Teachers have had abundant experience
, ~£ misnamed Primary Grammars, and First Lines, and
~- · , o~her grammatical skeletons, which, as they present all
,.', tho hard rules of the larger woi·ks, unrelim·ed by illns~ration and explanation, are in reality more difficult
-~ · .. than these larger works.
, ·. ~ . : This book is an attcnipt to bring the subject of Ian·.~_, guage.·home to ch.ildrnn at the age when knowledge
::~~ :acquired in an objecti re vvay, by practice and habit,
~: mthcr than by the study of rnles and definitions. "The
,~· lanalytic form," says Whately," is, generally speaking,
. : · bctte1~ suited for introducing any science in the plainest -.
.£ ' an~. most interesting manner; while the synthetical is
. · ~ ~tho~'m(l)re regular and compendious form for technical
. ..... study." In the Lanquage Lessons, the analytic method
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_is' employed; while the synthetic is tho form adopted
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SCHOOL CO MPOS ITION.

151 pp., 44 cents.

PROGRESSIVE ENGLISH GRAMMAR.

207

pp., 65 cents.

·n" to Act of Congress, in the year 1876, by
Entere d accor d 1 "'
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HARP ER & DROTH E RS,

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In th e Office of the Librarian of Congress, at Washin gton .

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rREFACE.

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A word as to the exercises. Tlwse m·e t!ie book. They
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arc numerous and graduated, and are given from the
first with a viow to composition-the immediate object
of the grammar tanght in the common schooL Tho
author especially solicits the attention of the teacher to
theso exercises, and requests at least an experimental
fo11 owing of the directions and suggestions given. Snch
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In pursuance of this plan, tho traditional proscntation
of grammar in a bristling anay of classifications, nomenc1atnres, auJ parncliguis l1as l>ecu wholly discarded.
The pnpil is brought in contact with the livi11g lauguagc
itself: he is made to deal with speech, to turn ito-\-.e-1-·- in a Yariety of ways, to handle sentenees; so that he is
not kept back from the exercise-so profitaule and interesting-of 1.J,sing lauguago till he has mastered tho
anatomy of the grammarian. Whatever of technical
grammar is here gi rnn is evolved from work previously
done by the scho1ar.
The author is prepared to find that this p1an may
not snit the blind adherents of the old grammatical
formalism; but he is well assured that it will meet the
views of Ii vc and progressi vc teachers; for su ch teachers, in their class-room instruction, are, with remarkable
unanimity, beginning to use the kind of exercises that
form the body of this manual. To these he would say,
This is a book out of the c1ass-room; it is a grammarbook made by ind·uction (and perhaps the first ernr
thus made)-the meth d pursued having boon to collect from 1arrrc numbers of scl ool a c · t11
·m n1ties that children ct 11 cncountc1· i - s ;>C~lO' and
writing ~ nglisb, and then to meet these diflicn1tios b
r~ctice

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rmmACE.

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. .· ·a co-operation he fe els that he is entitled to ask, in view
.,... of the novelty in the p1an of the book. He is confident
that puplls who 11ave faithfully <lone the work here laid
1 down '\vill find that they haYo acquired a reasonable
mastery of English. l£ there be less of lip-service than
' in follow~11? tho okl fashion, there will assnred1y be
. more of hvmg knowledge aud available power.
W1LLIAM SwrnToN.

~'t:ACIIEn's. NOTE. - In this work three methods of correcting the
, wntten exercises nre suggested: I. The exchanging of papers· 2. The
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writing
of I etters of criticism; 3. The placing of one or more exercises
• upon the blnckboard ns 11. basis of oral class-criticism. It has not been
thought ncccssnry to indicate in crery cnse the particular plan to be
pursue~. 'l'ho tcucher shoukl rnry the mctho<l from time to time:

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C 0 NT ENT S.
PAGB

I. In tro<luctory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . l
II. The Sentence . .. .. ............... . ...... · . . ···. 3
Ill. Subject m1<l l're<licate.......................... u
IV. Lesson in Criticising..... .............. ........ 8 .
V. Subject and Predicate .......................... 11
VI. I\:inds of Words ............................ • . . . 14.
VIL Nouns ..... .. .. · · · · · · · · ·: · · • · · · · · · · · · · · · · · · · · · · 17
Vllf. Verbs . . .. ; ................. . ................... · 20
IX. Lesson on Number............................ . 22
X. Irregular Numbers ........................... .. 2{)
XI. Irregular Singulars and Plurals ... ............. . 28
XU. Letter of Criticism ... . . ....... .............. . .. 3t
XI If. .Adjectives ................ . .... .. ....... . ..... . 34
XIV. Comparison of Adjectives . .. ..... ... .......... . 3!)
XV. Sentences with .Adjectives ..................... . 42
'XVI. · Predicate .Adjectives .......................... . 45 .
XVII. Possessive Case of Nouns ........ ........... ... . . 47
XVIII• .Adverbs ................................... , . . . uO
XIX. J>Ju·nsos ....................................... . r,3
XX. Adjective nnd Advcrbinl I>Jirnscs ............ .. . r;G
XXI. Making Sentences with l'hrnscs.... ..... ....... . 58
XXII. Nouns in .Apposition .......................... . GO
XXIII. Verbs with Objects..... .. ..... . .... .... . .. .... . G3
XXIV. Hevicw of Nouns ..... . ........................ . 6G
\ · XXV. Pronouns .................... .. .. ........... . . . GD
X.."'\:VI. Relatirn Pronouns . .. ...... .. ................. · 73
·XXVH. Verbs-Simple Tenses ........ ... ......... : ... . 7G
XXVIII. Verbs-Formation of the J>nst Tense .. ... ..... . 79
XXIX. Verbs-Compound Tenses ...... .. .. .... ... .... . 81
XXX. Verbs with }Jronouns... . . ............. .. .. . . .. . 84
XXXI. Moods of Verbs . .. ....... . .................... . BG
XXXII. Passive Verbs ...... , .......................... . 8!>
XXXIII. Irregular Verbs .............................. .. !) t
XXXIV. J>Jirnses with Participles........... .. .. . ....... . !) 1
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CONTENTS.

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PAGR

LESSON

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XXXV. Conjunctions ........... · .. ·· ···· .. ···· .. · .. • !JG
XXXVI. Heview Lesson .... ... ........ · · · ··· ···· .. ··· !) 8
XXX VH. A1wlytiiS of bimple i::lc11tences . .... · · · · · · · .... 101
XXX V 111. 1\nalysis-l~nlargeu bubject ... · ... · · ... · •... 104:
XXXIX. Analysis-E nlargell l're<licate.... . · ......... . JOG
XL. Ueview of Punctuation~ = ..... ...... ... .. .... . 108
XLI. Heview of MaK.1ilg Sin11ile t ent eucc~ .. . . ..... . 110
XLII. Construction of Nouns... .... . .............. . 111
XLIII. JI ow to Parse Nouns .... . . .... . . . .......... . llG
XLl V. Coustruction of A<ljecti res ... . . .. . ...... .. . . . 120
XL V. Misused Adj ectircs . .. .. .. .. ... . ..... . ..... .. 123
XLVI. Agreement of Verbs ... . ........ . .......... . · 125
XLVII. Verbs with 'l\rn Subjects .............. ····· · 127
XL VIII. "There is" and "There are" .. . · · · · · · · · · · · · 12!)
XLIX. Syntax of Pronouns ... .... · .. · · .. · · ·· ·· · ···· 131
L. Syntax of Adverbs ...... · .. · · .. · · ··· ········ 137
13!)
LI. Compound Sentences .. .... · · · · · · · · · · · · · · · · · ·
LIL Analysis of Compound Sentences .. ·· · · ··· · ··· H,2
LIII. l\Inking Compound Sentences . .. · · · · · · · · · · · · · 14 3
14()
LlV. Complex Sentences ..... ·· ······ · ·· · ·········
14!)
L V. Analysis of Complex Sent ences·.· · · · · · · · · · · ·
L VI. Expanding and Contracting Sentences . .. .... . HiO

MIS CE LLAN EOUS ExEnOISE8 IN

Co111ros1TION. · · · · · · · · · · · · · · · · · · ·

SUPPLEl\lENT • . . · · · · · · · · • · · · · · · · · · · · · · · · · · · .. ' . .... . .. •. .. . ..

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I. INTRODUOTOHY.
· This lesson ls not to bo committed to momory. It should bo rend nloud In
the claSJJ, each sch_o lnr reading one paragraph.

: ,_ ·;. ~- j ..·We have learned to speak the English language so
, ,bs"to understand what others say to us, and to make othunderstand what we say to them. Tme, we have- not
· Jeatn~d syn~ax and ·analysis, as ·the scholars in the first
~· _ gfa~e have; but in .real talk we are able to use common
·· :,"' ~ w9r.ds v_ery well.
·
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- ·: ) 2. ;We can not onty speak our language, lint we have
.'ma.cl.a' some progress in .writing it. We have written let~r~' and s~or~ compositions.. All this knowledge _we
h,nve gniried. py hearing others talk, by talking ourselves,
and ~y 'stu,dying tho .lessons in our Readers.
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LANGUAGE LE SS 0 NS.

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· 3, But ~u1: 'totters and compositions arc not perf~ct.
·We·make mistakes_in spelling _and in using capitals; we
•Qften employ the wrong :word, or' we do not· put the right
- l~Or~s toge~her_in the right way. We also often express
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ourselves badly in talking. .

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~4: .Ye~·te~d~y-i\fary Smith said to Robert Adair," \Vlrnt

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~-. boys is\the best scholars in your class?" · and Robert an-

ew~1·~d, "Me a~cl Willie Brown are the best.'' [Teacher:
-. • ~ho c~n. tell wl~n:t is wrong in these sentences?]
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.. · ~. -'~( Mary and Robert hacl known more about langtJag~, they. would not have made these · errors. So, if
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-MISCELLANEOUS EXERCISES IN COMPOSITION.

LANGUAGE LESSONS.

155

(1.) Hencling or Date.

(2.)

(3.) Intrnclu ction.

Dear Sfr,(4.) nocly.
In 1·epl!J to your lette1· of the lOtA inst., I beg
leave to say that I niost cliem'fully accede to yow· very
1·easonablc request, etc.
(5.) Subscription.
Yours respectfully,
IIenry IL Admns.

A.-LETTER-WRITING.

S1tperscriptio11s and Subscriptions.

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AdLlr es~.*

lJfr. Jarnes F. IImnmond,
421 Broadway, 1'l. Y.

MISCELLANEOUS EXERCISES IN COMPOSITION.

The following snpcrscriptions, subscriptions, etc., of letters nro tlesigned to show what is now regarded as the most approved arrangement
and style of these parts; and they may serre ~s models, according to
circumstances.
Some of the most common forms of address are Sir, Dear Sir, My dear
Sir, Hespected Sir, Sirs, Dear Sirs, Gentlemen, Ladies, Madam, Dear
Madam, etc. ; Friend Brown, Dear Susan, My dear Friend, My dear
Mr. Smith, My dear Mrs. Smith, Mother, Brother, etc., according to the
relations of respect, intimacy, or affection existing between the parties.
Note that the form of address :.Madam, D eai· ~fadam, is as applicable
to unmarried as to 111arried ladies.
The subscription may be Yonrs, Yoms truly, Most truly yours, Very
truly yours, Yours respec tfully, Respectfully, Sincerely yours, Your friend,
Your obedien t servant, etc. ; Yonrs affectionately, Your affectionate
friend, Yom loving brother, siste1·, etc., followed by the name of the
writer. The clos.ing will vary '"ith the varying relations of the parties.
Mr., Mrs., :Miss, and Master are common titles, and should be used
unless the person has a higher title. Messrs. and Misses are prefixed
to the name of a firm, or to the names of persons collectively, and the
name is followed by Sirs, Dear Sirs, G entlemen, or Ladies, as the case
may be.
Medical men have the titles Dr. and M.D. Legal gentlemen, arti sts,
nnd sometimes others of high social standing, have the title Esq. But
this title has so completely lost nil meaning in this country that persons of good taste are wholly ceasing to use it: thus, "Mr. John Smith,"
not "John Smith, Esq." ~ Be careful never to use the fo rm "Mr.
John Smith, Esq. " :Military men have the titles Gen., Maj.-Gen., Col.,
Capt., etc., according to rank. Graduates of colleges ham some academic title, as A .B., A.M., etc. Clergymen have the titles, The Rev.,
The Rev. Dr., and , if bishops, thnt of Ht. Rev. The Hon. is the proper
title for judges, congressmen, state senators, mayors of cities, bends or
government departments, and others of similar rank; and His Excellency,
for the governor of any state, or an ambassador of the United States.
The President may be addressed His Excellency, but strict etiquette prescribes the form as included in the following models:

Cambridge, Jiass., Feb. 3, 1873.

NoTE ON PuNOTUATION.-In the beading or date, n comma is placed
ofter "Cambridge," because the full form is the phrase= This is written
in the city of Cambridge. A period is placed after Mass. because it is nu
abbreviation, und n comma after Mass. beca use it is an c1Iiptical phrase=
in the State of Massachusetts. A period is placed after Feb. for the same
r eason as in Mass. A comma is placed after 3, because in reality a phrase
= on the third day. A period closes 1873, because the end of nn ellip.
ti cal declara tive sentence= This is written in the city of Cambriclgc, etc.
In th e address, "Mr. James F. Hammond," is followed by a comma to
set off th e su cceeding elliptical phrase at No. 421 Broadway. "Broadway" is followed by a comma to set it off from the elliptical phrase in the
city of New York. N. is followed by a period because. an abbreviation,
and Y. by a period, whi ch serves both ns the sign of abbreviation and as
th e t erminal mark. The form Deai· Sir mny be followed by the comma
nnd dnsh (,-),or by the colon(:), as in the next model.. In the subscriptipn, Yours respectfully is followed by a comma, because in apposition
with the name, H enry H. Adams. ~Note that the words Dem· Sir in
the introduction begin with capitals. ·

JJiessrs. Nichols cf: Hall,
32 B1·om:field St., Boston.
Dear Sirs :

9G Pearl St. , New Yoi·lc,
July 27, 1872.

I wn, gentlemen,
Respec~fully

yours,
David B. Smith, Jr.

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*The address inside the letter should b e identical with the supcrscrip·
tion upon the envelope, and it mny be put either before the introduction
or at the bottom of the letter, on the left-hand side.

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156

LANGUAGE LESSONS.

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iilililili

15'7

J.Wy dear Sir,Yoiws, as e-vm·,
Iforace .Jfann.

Very 1·especifully,
Eclwm·d Evans.
(1.)

.Dem· 1Jfadam,-

Sincerely yours,
Henry Va1·n um.
Jfiss Anielia .D. Coolc,
18 Pemberton Squa1·e, Boston.
Jf1'. President,-

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MISCELLANEOUS EXERCISES IN COMPOSITION.
(1.)

To the Board of Education,
Chicago, Ill.
Gentlemen,- .

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NOTE OF INVITATION.

Jf1·. Stewart requests the pleasiwe of Mr. Marshall's
company at dinne1·, on 17wrsday next, at 5 o'clock.
124 Vande1·bilt Av.
Monday, 29th Sept.
REPLY.

.Afr. Jfarshall accepts with pleasure Jf1'. Stewart's invitation to dinne1·, on Tlm1·sday next, at 5 o'clock.
72 Montague St.
Tuesday, 30th Sept.

(1.)

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LETTER OF INTRODUCTION.

Chicago, Sept. 25, 1873•

I have the honor to be, Sfr,
.Your obedient se1·vant,
1.'iniothy L. T'J'Usty.
'Po the President,
Executive Mansion,
1Vasltington, .D. C.
(2.)

.Dear Sfr,-It gives m.e pleasure to int1·oduce to you my
rnucli esteemed friend, .Afr. W. P. Johnson. Any attentiohs

that you may show ldrn will be gratefully acknowledged
and chee1fully ?'eciprocatecl by
Yoiws truly,
Hon. Wm. Gmhani,
A. B. G1·over.
2 7 State Street,
Albany, N. Y.
NoTE.-It is not crnstomury to seal a Icttcl' of introduction.

Jfy dew· Friend,(5.)

Yours t1'uly,
Isaac II. Hamlin.
.Dem· Siste1· Mary,Yow· affectionate b?·othe1·,
William.
My dear Jf1·. B1'0wn,Most t1·uly yours,
A le.-cancle1· Ii-Jwx.

Exercise 56.
1. \Vritc u letter to your teachel' nal'rating youl' experiences on your
last vacation .
2. \Vrite and tell your duties at school-your amusements or recreations-your walks-books-thoughts Ol' obsel'vntions.
3. \Vritc and tell about a visit to a museum or public garden-the
objects of interest, etc.
4. \Vrite about the days of your childhood-your earliest recollections
-your first days nt school-your impresioions-your ideas about that
period of your life.

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MISCELLANEOUS EXERCISES IN COMPOSITION.

:LANGUAGE LESSONS.

5. Write and tell about an evening party-the number-the amusements-the music-the pleasures of social intercourse.
G. ·write the results of the last examination-whether you 'rere promoted-what studies you are pursuing with most interest, etc.

Nom ?N PuNCTUATION.-In the heading of bills, receipts, etc., tho
puuctuat10n obeys the principles explaincu under Letters. In tl!e cnume1:atio? of articles the names of denominations, as ycls., doz., etc., should
l.Jegm with small letters, 1.Jut the articles themselves with capitals.

1YIR.

Il.-NmVSPAP.ER PARAGRAPHS.

On the following heads write paragraphs such as yon
read in the" locals" of the newspapers:
RuNAWAY.-A horse attached to John Gilpin's beer wagon

A FmE.-Late last night our quiet town was startled by an alarm of
fire

159

SAN FRANCISCO, Nov. 1, 1872.
EDW Al{D EDSON,

To
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To BENJAMIN
10 lbs. Java Coffee,
at
5 " Green Tea,
"
12 " Brown Sugar, "
4 gals. l\Iolasses,
"

H.

FENTON,

.40
1.20

.D1·.

$4.00
6.00
1.68
1.50

.14
.37-!

$13.18

Received Payment,
PRESBYTERIAN SocIABLI>.-The Ladies' Sociable connected with the
Presbyterian Church met .
A NEW ScHOOL-nousE.-To-day the laying of the corner-stone of
the Lincoln School in this city will take place
RAILROAD AccrnENT.-Yesterday as the cars were starting from the
Broad Street Station
MARRIED.*c.-IlUSINESS ContPOSITION.

IlosToN, Oct. 17, 1872.

l\ht.

HENRY

L. STONE
Bought of GEOIWE S. Tno:11rsoN & Co.

48 yds. Muslin,
at
12 " Drilling,
"
20 " French Chintz, "

.22
.18
.40

$10.46
2.16
8.00

1 doz. Spools Thread, "

.37

37
$20.99

Received Payment,
GEo. S. TnmrrsoN & Co.

* There is l.Jut on e proper way of making this announcement, and it
is nearly al ways wrong in the ucw spapers. Sec Swinton's "School Com·
position."

.

BENJ.

H.
per

FENTON,

FRED.

C. Dow.

Exercise 57.
Make out the Lills for the following articles and receipt
them:
1. Henry Dixon bought, Feb. 3d, 1873, of Peter Brown & Co., 12 lbs.
of sugar, at 10 cts. ; 8 lbs. of coffee, at 45 cts. ; 4 lbs. of tea, at 75 cts.
2. Jameson & Son sold, April 6th, 1873, to Richard Ho by, 2 doz. men's
black b:aver hats, at $4 apiece; G doz. boys' drab hats, at $1.50 apiece;
~ doz. silk umbrellas, at $4.50; ! dm. leather satchels, at $3.50.
,
. 3. Make out a bill for labor; for articles purchased at a hardware
store; boot and shoe store ; book store; dry-goods store; grocery store;
lumber yard, etc.
RECEIPT FOR RENT.
$309J?~Po·

New York, May 15, 1873.

Received of Messrs. Iiarpe1· & B1·othe1·s, ·J'fi1·ee Huncb·ecl
Nine and 17a50 .Dollm·s, in full fo1· 1·ent of store No. 20
Canal St., to Sept. l, 1873.
_
JVilliamson & Richardson,
per Jas. H. Johnson.
NOTE ON PUNCTUATION.-ln this receipt, the commas are.accounted
for by the fact that the form consists of a succession of elliptical phrases
= "Thel'e is hereby received of Messrs. Harper & Brothers, the sum of
T~1rce Hundred Nine and l{iJ Dollars, which is the sum in full for rent
ot store No. 20 Canal St., down to Sept. 1, in the year 1873."

160

MISCELLANEOUS EXERCISES IN COMPOSITION.

LANGUAGE LESSONS.

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IiECEIPT IN FULL OP ALL DEMANDS.

$500/0\ .

Cambridge, Oct. 15, 18i2.

Receivecl of Robt. IL Jenkins, Five IIundred ancl T6lzy
JJollars, in full of all clem,ands.
Geo. H. Powell.
Exercise 58.
l\fake out receipts as above:

1. Henry A. Nichols receires, March 3<l, 18i3, of Arthur A. Andrews,
$840.25 on account. Make out the receipt.
2. Geo. R Stone, of Cambridge, this day giYes H enry Gilbert $125, in
full for one quarter's rent of house No. 10 Elm St. Make out the receipt.
3. Make out a receipt for the rent of a house; for sen-ices rendered;
for interest on n note to dat e ; for money received on account; in settlement of an account to date; for investment, etc.
OHDER FOR GOODS.

$>00.

ORDEH, FOR lllONEY.

Boston, Feb.

$33.

rn, 18i3.

jJ.fessrs. B1·own & IIoolce1·.
Gentlenien, - Please pay to T/w1nas Arub-ews, or .'
o1'der, Thirty-three Dvllars, due on my account, and oblige,' .:"'
Yours respectfully,
'..._
IIenry TV. ll71'lkins.
BANK CHECK.

No. 27.

Exercise 59.
Make out the following orders in clue form, supplying
dates:
1. Carter Brothers gire to 'Vm. II. Brown an order for 10 barrels of
flour, Genesee Extra, on Robt. L. Fuller.
2. Lewis Clarke gives Stephen Dennison an order on Brown, Lewi~,
& Co., for $2000.
3. Robt. Fulton gives to Hiram Day a check on Charfos TiiYcr National Dank for $ LOOO.
4. Order somebo<ly to pay money to somebody, or to <l<!liver goods to
somcbo<ly, and charge to your account, or to the account of somebody
else.
PROMISSOH.Y NOTE PAY ABLE TO ORDER.

$300.

Chicago, Noi-. 3, 1872.

First National Bank.
Pay to 1V1n. Il Bowlce1', or 01·cfor, Sixty-nine
Dollars.
Samuel lVclllace.

Rich1llond, Aug. 8, 18 i2 .

Ninety clays after date,fo1· value received, I promise to
z;ay Jwnes 1Jiclce1'man, 01· 01·der, Tliree Hundred Dollars.
I£enry G. Graham.
PROUISSORY NOTE PAY.ABLE TO BEARER,

Cambridge, August U, 1873 ..

Jldw. H. IIamlin will please deliver to Queen & Valentine goods to the amount of Five IIundred JJollars, and
charge the smne to
TVillico~i A. Stewart.

161

$192:ftfv·

Cincinnati, 1'fay 20, 1873.

On 01· before April 20, 187 4,fot value 1·eceived, I promise to pay Richard Rowe, or bearer, One Hundred Ninetytwo and -{1J0-u Dollars.
James TV: 1Vcl1'cl.
JOINT AND SEYERAL NOTE .

$30G I {ir'\·

Boston, Sept. 4, 18i3.

On clemand,fo1· value 'received, we jointly and sevemlly
-promise to pay lValter W!ieeler, 01· 01·der, Tliree Thousand
Sixty-one and /Jo Dollars, witli interest at 7 pe1· cent.
lVard, 1Vood, &; Co.
Exercise 60.
vVrite out the following accordiug to the models :
1. John Scott, of Cnmbridgc, owes Thomns Hooker $4:00, for which
he gives his note, pnyable to him, or to his order, in four months from
March 3d, 1873. Write the note.
~. On or before the 10th of Oct., 1873, Stephen Morse, Jr., of Boston, promises to pay to William Stickney, or bearer, $75.75. ·write the
note, and <late it April 10th, 1873 ..

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LANGUAGE LESSONS.

3. 'Write n. note, drawn by Henry S. Harrington, of Boston, in favor
of .Francis Haymond & Co., for $500, payable on demand, with interest
at 7j!-0 per cent. Date the note l!'cb. rn, l 871, and record in due form
the following indorsements: June 1, 1871, $1.50 ; Sept. 13, 1872, $200. ·
D.-N.ARRATIYES.

A profitable exercise in composition is to take a series
of detached simple sentences and put them together so
as to make a continuous narrative, using sentences of the
various sorts, simple, compound, and complex.
·
ExAMI'LE.-" In union is strength."*
An old man was on the point of death. He called his sons to his bedside. He ordered them to break a bun<lle of arrows. The young men •
were strong. They coul<l not break the bundle. He took it in his turn,
He untied it. He easily broke each arrow singly. He then turned towards his sons. He said to them, " .M ark the effect of union. United like
a bundle, you will be invincible. Divided, you will be broken like reeds."

One way of combini11g.
An old man on the point of death called his sons to his bedside, and
ordered them to break a bundle of arrows. The young men, though
strong, being unable to do so, he took the bundle in his turn, untied it;
and easily broke each arrow singly. Then turning towards his sons, he
said to them, "Mark the effect of union. United like a bundle, you will
be invincible; divided, you will be broken like reeds."

Another mode of comLining.
An old man, being on the point of death, called his sons to his bedside, and onlercd them to break a bundle of arrows. Strong as they .
were, they were unable to bwak the bundle; so he took it in his turn;
nncl, having untied it, easily broke each arrow singly. Turning towarcls.
his sons, he said to them, "United, you can not be overpowered; divided, you will be broken as easily as reeds."
· NoTE.-No two scholars will hit upon exactly the same form of ex•.
pression. Pupils must try to combine in their own way.

Exercise 61.
Do the same with the following paragraphs:
Tea.
Tea is the dried leaf of a shrub. This shrub grows chiefly in Chinn.
It is an evergreen. It grows to the height of from four to six feet. · It '
*This model is taken from Swinton's "Progrcssiyc English Grarrimar.'!

MISCELLANEOUS EXERCISES IN COMPOSITION.

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Paul Jones's Great Sea-fight.
The most desperate naval fight of the Hernlutionary \Var was the
combat between the Bon Ilomme Richard nntl the Serapis. This hattlo
took place near the coast of Scotland. The /Jon Ilomme Rich.ard wns
commanded by John Paul Jones. He was one of the most danng captains that ever trod n. deck. The Serapis carried heavier cannon than
Jones's ship. Still Jones boldly lashed his vessel to the enemy's side.
Then a fearful struggle began. It began under the light of the moon.
The mazzles of the gun; touchetl. The crews fought hand to hand, with
musket and cutlass. Thrice both yesscls were in flames. The carnage
went on for two hours. Then the British cnptain asked Jones if he had
surrendered. The little commander replied, "I have only begun my
part of the fighting." At length, after the Sem:eis had !ost ov~r two
hundred men, her captain struck his colors. The Amencan ship was
then leaking. Jones transferred hi s crew on board of the captured vessel. The next morning the Bon Homme Richard went down. Jones
sailed in triumph in the English ship to a French harbor.
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bears pretty, white flowers. · Tho flowerg resemble wild roses. In
China there are many tea farms. These are generally of small extent.
They arc situated in the upper rnllcys. They are situated ~n t~1e sloping sides of the hills: In t:1ese places the soil is light. It 1s nch. It
is well drained. The plants are raised from seed. They are generally
allowed to remain three years in the ground. A crop of leaves is then
taken from them. The leaves are carefully picked by the hand.

E.-WmTING

...

HEADS.

A more advanced exercise in writing is to give the
pupil merely the heads of a little composition, and then
reqnirc him to fill it out.

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The Cow.
Heads.-The most useful of hornetl animals; its flesh; articles made
of its skin ; uses of its horns ; the hair ; the bones ; importance of milk ;
the calf; use of its skin.
Expanded. - Of nll horned animals the cow is the most useful. Its
flesh is one of the most necessary articles of food to man ; and the purposes to which the various parts of its body are applied me almost innumerable. \Vithout its skin we could scarcely obtain covering for our
feet. the boots and shoes that we wear being almost wholly made from
the .skin, which is, besides, manufactured into an endless variety of necessary commodities. Mixed with lime, its hair serves to make mortar;
its horns nre converted into combs, knife-handles, boxes, drinking-ves-

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LANGUAGE LESSONS.

sels, spoons, an<l other useful articles; and its bones nre e<]_ually serviceable for domestic an<l ornamental purposes. The milk of the cow is one
of the most valuable of animal products, being in every-day : use ns a ~
wholesome and nourishing nrticle of diet; and it is from milk that but-· r .
ter and cheese are made. The you ug of the cow is called a calf; its .
skin is made into fine boots and shoes, parchment, and the binding of , . ·
bookt1.

Exercise 62.
Do the same with the following paragraphs:
Description of Printing.
IIeads.-First step in the process-the setting up of the types-what
the types are-how they are arranged in the case -the words are set up
letter by letter-the compositor holds in his hand a composing-stick
(what is this ?)-the lines are made into pages-the page is fixed in an
iron frame called a chase-process of inking-the roller-the paper put
over the page-the pressure stamping the characters-number of copies
of a large newspaper produced in an hour on one of the great "tencylinder" presses.

The Cotton Plant.
I:lcads.-Peculiar to warm climates-several species-all have leaves- .· ·
leaves yellow and purple-when the flowers foll off the seed-pods soon
come to maturity-when ripe they spring open-the seeds are then seen
enveloped in cotton-the cotton is picked and gathered into bags--noxt
spread out and dried-then separated from the seeds-Whitney's cotton-gin-cotton plant best cultivated in the United States-value of the
cotton crnp every year-where we send it-what. we pay England nnd •.
France for by means of cotton.
t
Sir Walter Raleigh.
Heads.-Was an Englishman-lived during the reign of Queen Elizabeth-his accomplishment;; and his talents as a courtier-anecdote of bis
readiness and tact-the queen and the velvet cloak-his promotions' and '
rewards-his voyage to America-the colony of Virginin-a failure.....: :,p ·
the importation of tobacco and potatoes into England-Raleigh arrested ,
on a false charge of treason-imprisonment in the Tower-his execution .
-what you think of Haleigh.
· ·· F .-QUOTATIONS.

In the course of a composition, it will often be nee.e s; ··
sary to represent a person as actually talking. This _is

MISCELLANEOUS EXERCISES IN COMPOSITION.

105

called direct speech. Indirect speech gives the words as
reported by another.
The words which the speaker is represented as using
arc to be inclosed in quotation-marks. Such expressions
as said I, replied he, etc., a.re not to be put in quotationmarks, but arc to be set off from the spoken words by
commas.
ExAllIPLE.-" I have lived," said the old man," a great
many years in poverty." Thrown into the indirect form,
this would read as follows:
"The old man said that he had lived a great many years in poverty."
In changing from tho direct to tho hullrect form of speecl1, Urn first per•
son becomes the third; the present tense, past; nnd the word Tms ls changed
to THAT.

Exercise 63.
Insert quotation-marks and commas m the following
paragraph where necessary:
A traveler drenched with rain and benumbed with cold nrrired nt I\
country inn which he found so full of people that he could not get near
the fire . Addressing himself to the landlord he called out take a feed of .
oysters to my horse. To your horse exclaimed the host your horse will
nerer eat them. Do as I ask you returned the traveler. All the people
rushed immediately to the stable to sec a horse eat oysters; and the
traveler being thus left alone seats himself comfortably by the fire and
warms himself at his case. Vfhen the landlord returned he said to the
traveler 1 would have wagered my head that yom· horse would not cat
oysters. Never mind replied the other put them on the table and I will
cat them myself when I am thoroughly dried.

Change the following passages from the direct to the
indirect mode of speech:
1. "I have behaved very ill," said I within myself; "but I have only
just set out on my travels, nnd shall learn better manners as I get along."
2. "I can not tell a lie," said 'Washington.
3. Says Coleridge, "I expect neither profit nor general fame by my
writings."
4-. "If it feeds nothing else," said Shylock, "it will feed my revenge."
5. Burke says, "I never knew a mnn \vho was bad fit for service that
is good."

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LANGUAGE LESSONS.

G.
The following anec<lote well illustrates the use of pnuc:
tuation-marks. Let the teacher dictate the piece, and sc~
if the scholars can write it correctly.
Exchange pnpors for correction.

A gentleman being in a town in which he was a stranger, chance<l
to pass a barber's shop, at the door of which he saw the following notice:
!
·what do you think
I'll shave you for nothing
And gi re you some drink.
Wishing to satisfy his curiosity, which was excited by this unusual announcement, he entered the shop, and, engaging in conversation with
the barber, remarked that he must surely have made a fortune by his •
business. The barber seemed surprised, and asked him what reason he
lmd for thinking so. "\Vhy," said the gentleman," because you 'can
afford not only to· shave your ·customers for nothing, but to give ~hem
drink besides." "I wish I could," replied the barber; "but that, unfortunately, is not the case.'' ''Why, then, do you make thnt announce- ·
ment at the door of your shop?" rejoine<l tho gentleman. "I do notbJ
ing of the sort," returned the barbe1·; "you hare not rood it pro~l~
"Pray, how then should it be read?" inquire<l tho other~: "'.!)~ ~ ~~
said the barber: '' 'V{hat ! do you think I'll shave y.ou fo~ noth~ngr~
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give you some drink?'"
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II.-CIIANGING Po1cTnY To Pnosi::.

Changing poetry in to the order of prose is nn exceed ,
ingly interesting and instructive exercise. As an e.x'ani - ,
ple, six stanzas of Mrs. Hemans's "Landing ,.of .th.~ · :fil-~- grims" are here given, together with two specimens ~ of..: _
transposition, made by first-grade pupils in one of o_t.1.1·-large cities.
'!'he Landing of the Pilgrims.
The breaking waves dashed high
On a stern and roek-bound coast.,
Anll the wooJs ngainst :t stormy sky
Their giant l.Jrnnchcs toss'd;

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ll!ISCELLANEOUS EXERCISES IN CO:JIIPOSITION.

167

And the heavy night hung dark,
The l1ills nnd waters o'er,
vVhen R band of exiles moor'd their bark
On the wild New Englnnd shore.
Not ns the conqueror comes,
They, tlie. true-hearted, came;
Not with the roll of the stirring drums,
And the trumpet that sings of fame;

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Not as the flying come,
In silence and In fear: They shook the depths of the desert gloom
vVith their 11,YlllllS of lofly cheer.

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What sought they thus nfar?
Bright jewels of the mine?
The wealth of seas, the spoils of war?They sought a faith's pure shrine!
Ay, call it holy ground,
The soil where first they trod;
They have left unstained what there they foundFrecdom to worship God.

Example 1.-( DONE

BADLY.)

1st. On n. stern and rock-bound coast. The Lrcaking waYes dashed
high, Their giant branches tossed, the woo<ls against a stormy sky.
2d. vVhen a Land of exiles moored their bark, a.n<l the l1eavy night
hnng dark. The hills and waters, on the wild New England shorn.
3<l. Thev came true-hearted, not us conquerors come, with the roll of
the stirring <lrnms, and tho trnmpct that sings of fame.
4th .. They shook the <lcpths of the desert gloom, with tlicir hymns of
lofty cheer, in silence and in fear. Not as the flying come.
nth. The wealth of seas, the spoils of war? Bright jewels of the
mine? vVhat sought they thus afar? They sought a faith's pure shrine!
10th. They Jrnve left 11nf'tained whnt th ere tlH'Y fomHl ; T!te soil
where first tl~ ey trod, ay, call it holy ground. .Freedom to worship God.

Example

2.-(DONE WELL.)

The breaking waves were <lashing on a stern, rock-bound coast, while
the woods tossed their giant branches against a stormy sky, and the
night low ered hcary ancl dark urcr the hills anti \Yater.~ . It wa s amid
i;11eh scenes that a. band of exiles rnoorcll their b:trk on the \Yild sl1orc of
Now E 11 gl:llld.

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LANGUAGE LESSONS.

These true-hearted men did not come as does the conqueror; for ,.
neither the roll of (lrums nor the blare of trumpets heralded their advent.
On the other hand, they did not come in fenr and silence as might fugi- :·
tives from theit· native couutry. With their hymns of lofty cheer they
mnde the depths of the desert gloom to resound.
What were the Pilgrims seeking in this for-off land? 'Vere they in
search of precious stones, or the spoils to be gained by sea or lnnd?
No; their object wns to enjoy religions liberty. This boon they found
in their new home, and , ns they have trnnsmitted it unstained to us, we ;"'"..
may well cull the soil where they first trod sacred ground.
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I. TIECAPITULATION OF INFLECTIONS.

1. Nouns.
A noun is inflected to mark the plural number and the
possessive case. (See p. 99.)
Singulm·.
Plural.
Nominative ....... .. . . . . ......... . .. boy ................ boys.
Possessive ......... .. ........... , ... boy's ....... . ....... boys'.
Objective ......... . ....... .. ...... .. boy ....... , ...... . . boys.
Nominative .......... . .......... .. , .Indy ......... . . , ... ladies.
J>ossessive .. ... ... .. .. .... ........ . . Indy's .....•. ... .. . . ladies'.
Objective ......... . .. .. .. . .. .. ... . .. lady .............. .ladies.
Nominative ... .... . ..... . ....... .... n1au ................ men.
Possessive . . ........... .. . . ......... man's ... . . .. ..... , .me1i's.
Objective ....... . ...... . .. . ......... man .... ..... .... .. men.

2. Pronouns.
Some of t1ie personal pronouns are changell to express
person, number, gender, and case. (See p. 99.)

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Singular.
Plural.
N on11nat1 ve ......... ... ...... . .... . . I .................... we.
l'ossessive ......... .. ...... . ..... . .. my . ... . ............ our.
Objective ......................... . . me . . . . ... , . ......... us~
Singular and Plural.
S econd Pc1·so11.-Nominative............... . .... . ....... you.
Possessive ..................... .... . . .. your.
Objective ....................•.... .. ... you.

Singular.

Plural.

T/1frd Perso11.-Nominative .......... he, she, it. ....... they.
Possessive ........... his, her, its ....... their.
Objective ............ him, her, it ... . ... them.
NoTE.-It will be seen that only pronouns of the third person sin·
gulnr have special fo rms for the different genders.

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