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J. (Sage & Co.'g (Ebitratioual petite. 
 
 GRAMMAR 
 
 FOR COMMON SCHOOLS 
 
 BY 
 
 B. F. TWEED, A.M., 
 Late Supervisor in the Boston Schools. 
 
 (Above authorized by the Boai-d of Education, Manitoba.) 
 
 
 TO WHICH HAS BEEN ADDED 
 
 AN APPENDIX ON COMPOSITION 
 
 FOB USE IN CANADIAN PUBLIC SCHOOLS. 
 
 TORONTO : 
 
 W. J. GAGE & COMPANY, 
 
 oyi. 
 
pE/ni 
 
 Entered accoidliiK to Act of ParHainent of Cannda, in tlio Office of the 
 Minister of Agriculture, by W. J. Gaok k Co., In the year one 
 thousand eight hundred and ninety -one. 
 
PREFACE. 
 
 (From the American Edition.) 
 
 Offlceoftha 
 he year one 
 
 In preparing this elementary grammar, it is assumed 
 that pupils, before using it, have been trained in the 
 })nmary schools and the lower classes of the s^rammar 
 schools, to use language, both oral and written, in simple 
 stones and descriptions, with considerable facility, and 
 general correctness. 
 
 In the study of grammar, language becomes the object 
 of study and investigation. 
 
 _ We take the sentence, -the only form of words express- 
 ing a complete thouglit,-and analyze it into its elements 
 according to the part that each performs in expressing the 
 .hought. These elements in o vhich all discotirse may be 
 resolved, we call the parts of speech. 
 
 Then the relation of the elements in a sentence must be 
 known m order to determine the meaning. 
 
 In many cases the arrangement furnishes the only mean« 
 of determming the relation of words and other elements of 
 he sentence. In others, the relation is shown by inflec- 
 tions, auxiliaries, or connectives, 
 
Iv 
 
 PREF .CE. 
 
 :r;::i';;c.7r,;i;." '- ^"''^"""™ "-> -'^' -"-'^ 
 
 The genemi grammatical facte remaining, I have tried to 
 
 to,f r^h° f passions, requiring a knowledge of the his- 
 do If,, .""*"'."'''' '" '""''""■ ^^ ™" as difficult and 
 be n.«,d at the discretion of the teacher. It is helioved 
 however, that the pupil should be thoroughly gromid 
 .n the general principles of gr„„„uar, beto™ Ltg Z^ 
 
 MeV """""' """ *«™" «'™"» »' *- 
 
 A form of analysis sufficient to show the relation of sub- 
 ject, predicate, and modifiers, in simple, compound and 
 complex sentences, is given, without ^pming a Ltr.ct 
 
 t *cher "■ " '""^ "^ "'"''"'^'' »' "- P'--™ "f fto 
 
 E. F. T. 
 
 APPENDIX ON COMPOSITION. 
 
 This Appendix is intended to cover all kinds of work in 
 
 the t; • '"'''T^''' ^"' suggestive, rather than exhaus- 
 rdditionVl' " ?"' '^' *'^^^^^ ^^^^ P--id« -efficient 
 
 p 1 
 
PREFACE. V 
 
 Tnouoirx, Expuession, and Form aro three essentials 
 In a written composition. Thought should be provided 
 and the pupil led to an-ange and unify it. Facility of Ex- 
 pression should be cultivated before accuracy of Expression 
 is formally insisted upon. From the first, due attention 
 should 1)6 given to the Form of the composition— title, 
 margins, etc. 
 
 Part I. endeavors to secure facility of expression and 
 correctness of form through suggestive exercises in Repro- 
 duction, Imitation. Arrangement, and Analysis of the 
 thoughts of otliers, and through descriptions of Plants. 
 Animals, Common Objects, and Pictures which the pu])il 
 has been caused to observe in an orderly manner. 
 
 Part II. aims at accurate expression. It contains such 
 instruction and such exercises on Choice of Words, Figures 
 of Speech, Rhetorical Construction of Sentences and Para- 
 graphs, and Laws of Narration and Description as will, 
 under good teaching, accomplish this aim. 
 
TABLE OF CONTENTS. 
 
 The Sentence . , 
 
 Kinds of Sentences (Exercise) 
 
 Subject and Predicate. . 
 
 Exercises 
 
 PART I. 
 
 5 
 
 G 
 . 0,7 
 7,8,9 
 
 PART II. 
 
 Nouns, Verbs (Exercise) 
 
 Personal Pronouns (Exercise II ) "" '" •• ' 
 
 Personal Pronouns (Exercise III. ) 
 
 Adjectives (Exercises) 
 
 Articles (Exercise) 
 
 Adverbs (Exercises) 
 
 Phrases . . 
 
 Prepositions 
 
 Exercise on Phrases 
 
 Conjunctions 
 
 Compound Sentences 
 
 Belative Pronouns.. 
 
 Clauses . . 
 
 Complex Sentences (Exercise) " 
 Summary of Parts of S i .eech 
 
 The same Word performing the Office of dJfY.. ' ". " " 
 of Speech . . different parts 
 
 Exercise . ' ' " * ' • • • • 25 
 
 Oo.rtta.te, SuWi„atea„dOorre,„„„,i„,c„niu„c«„„/'' I 
 
 10' 
 
 u 
 
 12, 
 13 
 14 
 15 
 16 
 • IG, 17 
 ..17, 18 
 . 18, 19 
 ..19, 20 
 . 20, 21 
 21 
 21, 22, 23 
 ..23, 24 
 24 
 .24, 25 
 
PAGE. 
 
 
 5 
 
 
 6 
 
 
 6,7 
 
 •• 7, 
 
 8, 9 
 
 
 lo- 
 
 cisej 
 
 ll 
 
 
 12, 
 
 • 
 
 13 
 
 
 14 
 
 • 
 
 15 
 
 
 16 
 
 . 16 
 
 17 
 
 ..17 
 
 18 
 
 • 18, 
 
 19 
 
 ..19, 
 
 20 
 
 . 20, 
 
 21 
 
 ■ • 
 
 21 
 
 21, 22, 
 
 23 
 
 ..23, 
 
 24 
 
 
 24 
 
 ..24, 
 
 25 
 
 xrt3 
 
 
 . , 
 
 25 
 
 ona 
 
 25, 26 
 26 
 
 CONTENTS. 
 
 PART III. 
 
 Classes of Nouns (Exercise) 
 i^erson . . 
 
 Number . . 
 
 Exercise 
 
 Gender (Exercise) 
 
 Case (Exercise) 
 
 Declension of Pei^;nal P^^nouns" ' ' 
 
 Exercise on Personal Pronouns " " 
 
 Compound Personal Pronouns (Exeroi '^) 
 Relative Proncuns (Declension) "^ 
 
 E-vercise on Relative Pronouns " 
 Compound Relative Pronouns (Exoi'cise^ 
 Interrogative Pronouns (Exercise) . 
 
 Verbs, Mode '.. ^ /^ ^ ^ I V. 
 
 Exercise on Mode 
 
 The Infinitive 
 
 Participles 
 
 Tense (Exercise) 
 Classes of Verbs 
 Regular and Irregular 
 Transitive and Intransitive 
 Active and Passive Voice. . 
 Exorcise . . 
 
 Auxiliary Verbs .. " 
 Conjugation of the Ve.b -Love'"" 
 ^ ne Infinitive 
 Conjugation of the Verb ''Be " " 
 
 The Progressive Form (Exercise) " '* '- 
 
 The Passive Voice (Exercised 
 Person and Number as commonly aVn.lied';. v.,'^ 
 Companson of Adjectives n.d Adverb 
 Adjectives Regularly Compared •' •' ^ 
 
 Pronominal Adjectives "" •• 
 
 44 
 
 • • 
 
 » » 
 
 vii 
 
 PAOK. 
 
 27 
 27 
 ..28,29 
 29 
 ..29, 30 
 • • 31, 32 
 32 
 33 
 .. 34 
 
 • • 34, 35 
 
 35 
 
 • • 35, 36 
 
 .. 36 
 
 87 
 .. 88 
 
 • ■ 38, 39 
 ..39, 40 
 ■W, 41, 42 
 .. 42 
 42 
 .. 43 
 48 
 .. 48 
 44 
 45, 46, 47 
 47 
 . .48, 49 
 49 
 ..50,51 
 51 
 .. 52 
 53 
 53 
 
vlii 
 
 CONTENTS. 
 
 PART V. 
 
 Construction and Anangeinent'. . 
 
 Rule 1. Syntax of the Subject . . ' " 
 
 Kule 2. Syntax of the Predicate 
 
 Rule a Syntax of Adjectives and Participles' 
 
 Rule 4. Syntax of Adverbs 
 
 Rule 5. Apposition 
 
 Rule 6. Intransitive and Passive Verbs ' 
 
 Rule 7. The Possessive Case 
 
 Rule 8. The Objective Case after Transitive Verbs 
 Rule 9. The Objective Case after Prepositions 
 Kule 10. Syntax of an Infinitive Phrase 
 Rule 11. Nouns; used Independently 
 Rule 12. Agreement of Pronouns 
 Rule 13. Syntax of Prepositions .. 
 Rule 14. Syntax of Conjunctions 
 Rule 15. Interjections 
 
 PU.VCTl'ATIOX. 
 
 Definition.— Characters Used 
 
 The Period. The Interrogation Point. ' Tho Exclamation 
 
 Point 
 The Comma . . 
 The Semicolon . . 
 
 The Colon .. 
 
 The Dash .. ...."".." '■ ' ■' 
 
 Use of Capitals . . .... 
 
 
 PAGE. 
 
 
 54 
 
 
 .. 54 
 
 
 55 
 
 
 55 
 
 . . 
 
 56 
 
 
 .. 56 
 
 
 56 
 
 
 .. 56 
 
 i. . 
 
 57 
 
 
 . 57 
 
 
 57 
 
 , 
 
 . 57 
 
 
 57 
 
 , 
 
 . 58 
 
 . . 
 
 58 
 . 58 
 
 59 
 
 . 59 
 60 
 61 
 62 
 62 
 
 63, 64 
 
 PART VI. 
 Table of Irregular Plurals, for Reference. . 
 
 Gender (Table) 
 
 Table of Irregular Verbs, for Ee.^rence' . . " . 
 
 „ ' : G8, G9, 7U, 71, 72, 73, 74 75 
 
 Exercises on Modes and Tenses .. .. ..75, 76; 7? 
 
 65 
 
 66, 67, 68 
 
rbs 
 
 Lmation 
 
 PAGE. 
 
 54 
 
 54 
 
 55 
 
 55 
 
 56 
 
 56 
 
 56 
 
 56 
 
 57 
 
 57 
 
 57 
 
 57 
 
 57 
 
 58 
 
 58 
 
 58 
 
 59 
 
 
 • 
 
 59 
 
 
 
 60 
 
 
 • 
 
 61 
 62 
 
 • 
 
 . 
 
 62 
 
 
 63, 
 
 64 
 
 
 
 65 
 
 66, 
 
 67, 
 
 68 
 
 % 73, 
 
 74, 
 
 75 
 
 75, 
 
 76, 
 
 77 
 
 CONTENTS. 
 
 Proper Use of Eelative Pronouns (Exercised 
 
 Simple Con^pound, and Complex Senten"? * ' - 
 
 -fc^xpandmg Wonls into Phrases 
 
 Expanding Words and Phrases into Clauses ' ' " ' 
 
 Contraction of Compound Sentences into Complex 
 Sunple Sentences Unit^ .„ ,_ Compoundr^nees ' 
 
 Compound Subject (Exercise) " ^^' 
 
 Methods of Analv<!i<s " ^' 
 
 IX 
 
 PAGE. 
 
 77, 78 
 .78, 79 
 
 79, 80 
 .80, 81 
 
 81, 82 
 .83, 84 
 81, 85 
 87, 88 
 89, 90 
 
 95, 96 
 
 96, 97 
 
 SUPPLEMENTARY EXERCISES 
 
 ""'"fiy" *'.^. M-tive, Potential, and Imperative 
 
 The Subjunctive Mode 
 
 lense .. ., •• .. 
 
 Sequence of Tenses 
 
 Verbs having Two Objects' 
 
 ;;Need"and "Dare," -Needs"as an Adverb " "' 
 
 zt!S:::?t-^^f^""HadEati:;^etc, 
 
 98 
 
 99 
 
 99 
 
 100 
 
 100 
 
 101 
 
 101, 102 
 
 Ti,a A 1 ^^ - -"'ci, -naa jttather, " etc. 10 
 
 The A„gM,,„, i,.<.„i«,^ ^^ j,^y^^.^^ ^^^JO 
 
 102, 103 
 
 ll?' ^°r '' ^""^^^SyoT "ieing Built?"' . 
 
 "T;;.;Xd^-^;rt:^^^^^^ 
 
 '"The 'more, ' the ' better » 
 
 "What with" .. 
 
 The Comparison of Two Things ' " ' " ' 
 
 itence 
 
 Ending 
 
 Parts of Speech 
 
 Exercises on Verbal Porms 
 
 ■ Preposition 
 
 103 
 
 104 
 
 104 
 
 105 
 
 105 
 
 106 
 
 106 
 
 107 
 
 107, 108 
 110 
 .. 115 
 
CONTENTS. 
 
 APPENDIX ON COMPOSITION. 
 
 i.'i ' 
 
 PART I. 
 
 Form of a Composition 
 Narration-Stories from Outlines ' *" 
 Narration-Exercises ni Imitation . 
 Letter Writing 
 
 Arrangement . . 
 
 Description— Hints 
 
 Description— Plants .. 
 
 Description— Animals 
 
 Description -Comparisons ' 
 
 Description-Common Objects 
 
 Description-Picture Lessons 
 Topical Analysis 
 
 Beproduction— Abstract 
 Reproduction— Paraphrase 
 Reproduction— Amplification 
 
 PART II. 
 Words .... 
 
 The Sentence-Classification. 
 
 The Sentence-Effects of Different Kinds 
 
 1 he Sentence— Qualities 
 
 Description . . 
 
 Narration 
 
 Figures of Speech . . 
 
 Additional Letter Forms 
 
 PAGE. 
 
 125 
 
 126 
 
 129 
 
 129 
 
 132 
 
 184 
 
 184 
 
 187 
 
 139 
 
 141 
 
 141 
 
 143 
 
 146 
 
 148 
 
 151 
 
 154 
 
 157 
 
 159 
 
 101 
 
 168 
 
 169 
 
 172 
 
 175 
 
GRAMMAR FOR COMMON SCHOOLS. 
 
 PART I-THE SENTENCE. 
 
 1. We express our thouo-hts in languag-c, by usinc 
 words in such a way as to make sense ^ 
 
 of tr.r'' """"^ '" ' '"^'^'^ '^^"^ '' ^ combination 
 ot sounds, suggesting an idea. 
 
 tion of letters, suggesting an idea. 
 
 We can form ideas of material objects ; as, a stone, 
 a flower, tvater. . ' 
 
 objccteof.ho„ght, thoagh they cannot bo porccivod 
 by^the senses ; as, anger, goodne.., l^, joy, virtue, 
 
 J2''T\ ^"^ ™ """^ "'■ '^ """^' ™ """""only 
 thmk about .t .vith reference to son.e other idea to 
 
 thouglit, and express it by the statement, " Birds fi v " 
 Iwoor more „ords are roqnir,.d to evpr^^s a 
 
GRAMMAR FOR COMMON SCHOOLS. 
 
 KINDS OF SENTENCES. 
 
 2. When the sentence tells or declares something- 
 it IS a declarative sentence; as, Birds fly. The 
 dog runs. The girl laughs. ' 
 
 ^ When the sentence commands or entreats, it is an 
 imperative sentence; as, Come here. Make haste. 
 Let me go. Do study your lesson. 
 
 When the sentence asks a question, it is an inter- 
 rogative sentence; as, Do birds fly? Are vou 
 hungry? Can you read? 
 
 ^ When the sentence expresses emotion, or feeling it 
 IS an exclamatory sentence ; as. What a pleas- 
 ant day It IS I How cold it is I 
 
 KXERCISE. 
 
 Tell Whether each of the following sentences is declarative, 
 ■ mperative, interrogative, or exclamatory. 
 
 (1) Man is mortal. (5) Study, boys. 
 
 (2) Is man mortal ? (6) Run, Fido 
 
 (3) Iron is a metal. (7) Do boys like to skate ? 
 
 (4) Is iron a metal ? (8) How sweetly it sings » 
 (9) A pretty bluebird flew to the apple-tree. 
 
 SUBJECT AND PREDICATE. 
 
 3. A sentence may be dis^ided into two parts One 
 pai-t names and frequently describes the person or 
 thmgr spoken of, and is called the subject. 
 
 The other part tells something about the person or 
 thing spoken of, and is called the predicate. 
 
 |!J 
 
OLS. 
 
 •es something", 
 rds fly. The 
 
 treats, it is an 
 Make haste. 
 
 is an inter- 
 y? Are you 
 
 or feelingf, it 
 ''hat a pleas- 
 
 is declarative, 
 
 ys. 
 
 ke to skate ? 
 itly it sings ! 
 )le-tree. 
 
 parts. One 
 
 3 person or 
 
 t. 
 
 le person or 
 
 ite. 
 
 THE SENTENCE. 7 
 
 A sentence that contains but one subject and one 
 predicate is a simple sentence; as, A rickety old 
 ^^agon earned us to the camp. 
 
 EXERCISE I. 
 
 (1) Two large black horses ran away with the coach. 
 
 (2) The carriage moved slowly up the hill. 
 
 (3) Charles wrote a letter to me. 
 
 EXEltCISE II. 
 
 tWrJ? r^";^\^^«P^^^«-te? Why? In the second? The 
 tnmli' The fourth? The fifth? 
 
 (1) A clock stopped. 
 
 (2) An old clock stopped. 
 
 (3) An old clock stopped suddenly. 
 
 (4) An old clock, that stood in a farmer's kitchen 
 stopped suddenly. ' . 
 
 (5) An old clock, that stood in a farmer's kitchen 
 stopped suddenly one summer morning. 
 
 aiESTIOWS. 
 
 (1) What is the word clock used for in these sen- 
 tences ? 
 
 Ans. To name the thing spoken of. 
 
 (2) What is the word stopped used for ? 
 Ans. To declare something about the clock, • 
 
g 
 
 GRAMMAR FOR COMMON SCHOOLR. 
 
 (3) What is the word (M used for 9 
 
 Am. To de>^crUm the clock .vitli regard to ag-e. 
 
 (4) What is the word mddenly used for. 
 Am. To tell how it stopped. 
 
 (5) What does in the farmer's kitchen tell? 
 Am. It tells where it stood. 
 
 (6) What does one mmmer morning tell? 
 Am. It tells when it stopped. 
 
 K.VCUCIME HI. 
 
 senile "'^""^ ^"' ^^^^^^^*« ^^ -^ o^ the following 
 
 on^the Mil"'" "'"'' '''" """^^^ '^^'^^^^* «^^ house 
 
 (2) The children at the farmhouse sat on the front 
 doorsteps a long time in the evening. 
 
 (3) The beautiful snow falls gently from the skv 
 
 (4) Men of sense act in a foolish manner sometimes. 
 
 <|l'i:»)TIO.\H. 
 
 diStor"'1" ""' "' '"^ '•"■■■»'"»««; on the front 
 aooisteps ; a long time ; in the evening 
 
 (3) snow; fan,; ,„,,utif„l-, ge„t,j-; f,„^ ^^e sky 
 
 I'j 
 
THE SEXTKXCK. 
 
 *d to ag-e. 
 
 tell? 
 ill? 
 
 tho following 
 it the house 
 n the front 
 
 I the sky. 
 sometimes. 
 
 ming words 
 
 the house; 
 
 the front 
 
 (1) 0!,l Cliristm.-.s, witli the sm.wy hair and ruddy 
 face, had done hi.s duly that year in the nol.lest 
 lashion. 
 
 ^ (2) The complaints of the old man excited the 
 indig-nation of tlie b\-stfinders. 
 
 (3) Over the little shelf .vas a picture of Sarah's 
 grandmother. 
 
 (4) A man with a bundle of straw for my ])ed led me 
 
 through a dark, narrow passage, into a small room. 
 
 (o) The g-ray-haired old man talked much aI)out 
 Latni and Greek. 
 
 (0) New races of animals rise into existence with 
 each succeeding month. 
 
 (7) The man of virtue and honor will Ix. trusted. 
 
 (8) In every combination of circumstances, the man 
 of faith discovers some gracious purpose. 
 
 (!>) The man of long experience is a proper person 
 to consult. 
 
 Note lo Toarlioi-s.-" Questions- similar to those f^iven in the pre- 
 
 ^Z:tZr ''T Z "^'"""""^ "'" "- -^- --••»« -^ l-d to tLr 
 aivision Into the imrts «t .siM'(M!li, 
 
 the sky. 
 manner : 
 
10 
 
 OKA.MMAU FOn (OMMoy scn( 
 
 )OLs. 
 
 PART II.-PARTS OF SPEECH. 
 i>Or>S, VKIMW. 
 
 cc^^^T. ^'" n"f"'' '''"'"'"'^ *'^ *'>'^J'- ^««. into 
 ccit.un cIu«.soH, called parts of speech 
 
 '-""•" vePDS. rhov may a so })o imoH 
 com,„„,nd. to ontrca, to ask . qnostion, or to ;!," 
 
 orw«^^ i>o>b. />o /7?re mc something-. 
 
 KXKIU'ISE. 
 
 Select the nouns and verbs in tbe following sentences. 
 
 (1) The robin flew. 
 
 (2) Birds build nests on trees. 
 
 (3) John runs and jumps. 
 
 (4) The stream comes from the mountain. 
 (o) A cold Avind piled the snow in heaps 
 (b) Wisdom is better than >vealth 
 
 (7) Virtue is the stren,nh and beauty of the soul. 
 
 sail ""'" T'^ '' ^^'"'^ ^'''''' '^' ^^^^1 '^ndle and 
 baddle, spurs, and a whip. 
 
 Select noum ami, verbs in Ex. IV., page y. 
 
 Pi 
 
LS. 
 
 ECH. 
 
 loir use, into 
 
 • 
 
 J ; AS, man, 
 
 ', goodnexs, 
 
 iulycct of ft 
 lIso be used 
 f to express 
 ■•v. Fishes 
 low strong- 
 some thing-. 
 
 Slices. 
 
 he soul, 
 ridle and 
 
 PARTS OF .RPRECH. 
 
 SIMPLE AM) i:\LAU(ii;i) SIHJKCTS AM) 
 I'KKDICATKS. 
 
 11 
 
 6. In every sentence there is u noun, or something' 
 that stands for a noun, which is called the simple 
 subject; and a verb, which is called the simple 
 predicate; as, Linnx roar. Jiirds shig. 
 
 The simple subject, with other words 'that describe 
 or limit it, is called the enlarged subject. 
 
 The simple predicate, with other words that de- 
 scribe or limit it, is called the enlarged predicate. 
 
 In the sentences Birds simj, neither the subject 
 nor the predicate is enlarged. 
 
 In the sentence, The heautiful little Urds smq 
 then- merrij song, "birds" is the simple subject, and 
 " sing- " is the simple predicate. " The beautiful litihi 
 birds" is the enlarg-ed subject, and "sing their merry 
 song " is the enlarged predicate. 
 
 JTr^^''""^ *j."'^ "" '''"f'"' •""'••''''* ''"'' I"-e(licate, and then the enlarged 
 subject and predicate. This in called «r.nl,/.l.,« the sentence. 
 
 KXKIUIiSE. 
 
 Analyze the following sentences. 
 
 (1) The boy strolled along the banks of the river. 
 
 (2) A great iire raged in London in IfifiG. 
 
 (3) The calm shade shall bring a kindred calm. 
 
 (4) The sweet breeze shall waft a balm to her sick 
 heart. 
 
 (5) The tall ship glides gracefully over the blue 
 water. 
 
 Analyze sentences in Ex. IV., page 9, 
 
^2 OKAMMAR KOH C0M>f„v ,,c„ooL.S. 
 
 -'mr,';:;;,: ';:;;r,';„:^'f r, "'■ '"•"■-"•■ "- "- -. 
 
 ^^ I.en o„o si)o.., ks to anof hor p,.,Non o, n ., 
 persons, ho doos not connnonlv eU tl m i '"' 
 
 ^•nt usos jpu, ymw, your. • -ts I w n 1 ''^ """'' 
 
 books. Those books'lre ;;,;:: "'' ^^^^ ^^^^ ^^">' 
 
 ~«..'.-In , K>et,c stylo we use ./.;,,,,.,,,,,,,,^.^ 
 
 (-') Wi Ilia 111 said, "Wlion M\r^- .>,„i r 
 we toolc om- diniu.i. with J,"' ' ' ' "■°"' '° »'^''«'l. 
 (■!) R.ys, ask your mothor if yo„ may „„ 
 
 («)Tliou art the man, tlie fault is thin, 
 
 ^.. ,0.0,1 .,ie,i:iiv::ae::.:;L:ttr^'"-^ 
 
,s. 
 
 iio (loos not 
 ■words that 
 as, / asked 
 3 me mine. 
 
 lors, lie Uses 
 
 ours. 
 
 01' to other 
 
 1 by nanio, 
 
 5 ?/^W ?/0M>- 
 
 PARTS OF SPERCH. 
 
 m 
 
 10 following 
 me, I lent 
 : to school. 
 
 QOM' gfre 
 
 , ///w^ in 
 studying- 
 
 In speaking' of a female, we may use she, her, hern, 
 in place of the iiom, ; as, Sarah said sheyvnH studying 
 her h'^aon Avhen the teacher si>okc to her. The dolls 
 wore hrr-!. 
 
 Tn speaking: of something'- neither male nor female, 
 we may use it or ifs in place of the noun ; as, The 
 house is large, and its sunny rooms nud<e it pleasant. 
 
 KXKK<'mi: II. 
 
 Select the words that stand for noiuis in the followui'^ 
 sentences. " 
 
 (1) John asked his brother if he would lend him hia 
 sled. 
 
 (:0 The lady told her dau^^hter that she mi^^ht ffo 
 with her. 
 
 (3) The boy picked up his book, and put it in its 
 place. 
 
 In speaking of more than one male, female, or 
 thing without sex, we may use they, their, theirs, 
 them, in the place of the noun ; as, 
 
 The gentlemen said, as they left the room, they 
 would take their hats with them. 
 
 The ladies said they would take their children with 
 them. 
 
 The houses were pleasant, with their large rooms 
 and rich furniture in them. 
 
 These words, l, m:/, mine, me, we, our, ours-, us, 
 you, your, yours, ye, thou, thy, thine, thee, he, his. 
 
 i: 
 'II 
 
14 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 are called pronouns, because they perform the office 
 01 nouns. 
 
 th^'h'; '"■',.r"'"' »«•'«'"'*• PPOnouns, because 
 
 soeak n^ H '■"' '''"™' '° '•"'"■'•^™' "•« Person 
 speaking, the person spoken to, and the person 
 or thingf spoken of. 
 
 »Sr 18 in the first person; tl,e^«r.so« .j«fe« 1 i„ 
 
 the second person; and the ^.™o« or M,-«y .,;«fe„ 
 of, in the third person. 
 
 i 
 
 i:.\EK<<IHK III. 
 
 toll Mhefchor they are in the first, second, or third person. ■ 
 
 (1) I saw the boy, and called him to me 
 ^^2) Joseph has some apples, and will give them to 
 
 (3) Henry's sisters were here with him 
 
 (4) Annie gave a ring to her sister, and she wore 
 It constantly. 
 
 (5) George bought the book, but has given it to 
 his brother. 
 
 (0) This knife is mine, but you may take it. 
 
 (7) They asked me to help them. 
 
 (8) When you are ready to recite your lesson, vou 
 may come to me, and I Mdll hear you. 
 
 (9) Your pencil is better than mine : please lend it 
 to me. 
 
OOLS. 
 
 '', theirs, them, 
 rform the office 
 
 ouns, because 
 It the person 
 tid the person 
 
 person spedk- 
 i spoken to, in 
 ^ thing spoken 
 
 PARTS OF SPEECH. 
 
 15 
 
 ? sentences, and 
 ird person. 
 
 me. 
 g-ivc them to 
 
 im. 
 
 and she wore 
 
 i given it to 
 ike it. 
 
 r lesson, you 
 'lease lend it 
 
 (1^) " Thy triunii)h ceased awhile, 
 
 And Hope, thy sister, ceased with thee to smile." 
 
 ADJECTIVES. 
 
 KXKKCIHK. 
 
 7. Tell what the italiciml worrla in the following sentencea 
 arc used for. 
 
 (1) He is an old man. 
 
 (2) He lives in a li-hite house. 
 
 (3) The city is supplied with pure water. 
 
 (4) Ten men were elected to serve on the com- 
 mittee. 
 
 (5) The ocean seems houndle^s. 
 
 A word used to describe or limit the meaning- of a 
 noun or pronoun is called an adjective. 
 
 Noto.-To limit (Iocs not iicccssanly si^Miify to narrow tlie meanlni?, 
 but to dt'tcnnino its extent. Tiie adjeetivo oUl in the sentence, '• He is ml 
 old man," dcscrib.x tlie man uith re.^'ard to a-e, or limitH the man smkeu 
 of, to a certain class. So with ichiW., pure, ten and botindless. 
 
 EXEltriMK II. 
 
 Analyze these sentences, and select the nouns, verbs, pro- 
 iiouns and adjectives.- 
 
 (1) The pupil deserves great praise for his industry. 
 
 (2) Diligent puju'ls receive their reward. 
 
 (3) The sweet l)reeze shakes the green leaves. 
 
 (4) Do you hear the merry bells peal forth a joyous 
 welcome. 
 
 Write ten sentences each containing an adjective. 
 
16 GBAMMAE FOR COMMON SCHOOLS. 
 
 ARTICLES. 
 
 tivt '^!;V™''''' "' ""' ""<• ^^^ "■•<' " kind of adjco. 
 tives. Thoy are called articles. 
 
 :^ "''.'"",'; <^;"«<J 'he indefinite article. 
 7A« IS called the definite article. 
 
 eoand , a, « b,rd, a great man, a unit, such a one. 
 
 ...n»„-;;S':?s!:rr° *""' "' ' '""»""«■ <"« ^^-^ «h 
 
 ^» is used before words haghmms with » v„„ , ' 
 
 \ 
 
 EXEIM'I.SE. 
 
 (1) James read the lesson from the liistory. 
 
 3 ^^V ?°r '' '"^' "" '"^^ ^'- ^^"^^ for rest 
 
 (3) Wilham has learned the useful art 
 
 (4) The umpire is chosen for the g-ame 
 
 o) The boy found the acorn under the oak 
 (H) The honest man will be trusted 
 (7) The young- man left, the hour before I did. 
 (Hj The pupil recited the lesson. 
 
 ADVERBS. 
 
 KXEitrrsf: i. 
 
 ^ J). Toll what the italicized words are used for in th. fnn 
 mg sentences. • - ^^ *^^ follow- 
 
 (1} "^he man talked /oo//.y7//y. 
 
3LS. 
 
 y 
 
 cind of adjec- 
 ele. 
 
 1 a consonant 
 , such a one. 
 
 One begins with 
 
 nth. a vowel 
 tand. 
 
 the indefiiiito 
 OYJ. 
 
 me for rest. 
 
 oak. 
 I did. 
 
 PARTS OF SPEECH. 
 
 17 
 
 I tha follow- 
 
 (2) The dog: ran here and //ie/u 
 
 (3) The judg-e decided carefulhj. 
 
 (4) The clock strikes hourly. 
 
 (5) You must not look down. 
 (C) John is a very g-ood boy. 
 
 (7) The girl behaves tolerably well. 
 
 A M'ord used to limit the meaning of a verb, an 
 adjective, or an adverb, is called an adverb. 
 
 Analyze the following sentences, and select the nouns verbs 
 pronouns, adjectives, and adverbs. 
 
 (1) A wise man acts wisely. 
 
 (2) A very wise man acts very wisely. 
 
 (3) Beauty is less desirable than goodness. 
 
 (4) How Impatiently the proud ship tosses ! 
 
 (5) Sometimes boys behave foolishly. 
 
 (6) The horse ran swiftly. 
 
 (7) Rich men should give liberally. 
 
 (8) Mother will soon be here. 
 (!)) The boy behaves very well. 
 
 Wi-ita ten sentence's, each containing an adverb. 
 
 THRASES. 
 
 10. A prudent man is respected. 
 A man of prudence is respected. 
 These sentences express the same thought. 
 In the first sentence, man is described or limited by 
 the adjective prudent. 
 
18 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 In the second sentence, the words, of prudence, 
 taken together, perform the office of the adjective 
 prudent. 
 
 The sentence was written properly. 
 The sentence was written in a proper manner. 
 These sentences express the same thought. 
 In the first sentence, was written is limited by the 
 adverb properly. 
 
 In the second sentence the words in a proper man- 
 ner perform the office of the adverb properly. 
 
 The sight of the sun is pleasant. 
 
 To see the sun is pleasant. 
 
 These sentences express the same thought. 
 
 In the first sentence, the noun sight is the simple 
 subject. 
 
 In the second sentence, to see is the simple subject, 
 performing the office of the noun sight. 
 
 Two or more words performing the office of one of 
 the parts of speech, and not having a subject and 
 predicate are called a phrase; as, a book of poetry, 
 Wopelled by steam. 
 
 A phrase that performs the office of an adjective is 
 an adjective phrase; one that performs the office 
 of an adverb is an adverbial phrase; and one that 
 performs the office of a noun is a noun phrase. 
 
 PREPOSITIONS. 
 
 11. The word that connects a phrase of which It ia 
 a part, to the word it limits, is called a preposition; 
 
r manner. 
 
 imited by the 
 
 PARTS OP SPEECH. jq 
 
 as, men of sense ; tlie house across the street ■ the 
 trees arotoid tlie house. ' 
 
 EXERf^IHK I, 
 
 inmitl^ '""^ ""''' '■''°'" '"" '"•°'^' ™^ '"••"1 ''y *o 
 
 (2) Hope is the balm of life 
 want^ Attention to business will secure us against 
 
 (4) The man went from Boston to Now York 
 
 (5) Washington had served in the arm v before the 
 >var of the Revolution. 
 
 (fi) The boy went with his father. 
 
 (7) He cannot be happy without work 
 
 (8) Up yonder hill the village murmur rose. 
 [J) ihe children roamed about the fields 
 
 (10) I sat under the spreadmg branches. 
 The following words are sometimes used as prep- 
 ositions : past for hu ■ ercpntinn f^,. ^ ^ 
 ^ ^ "y f ^'^c^pfing tQV except ; reoard- 
 
 EXERCISE II. 
 
 Select the adjective, the axlverbial, and the noun phrases in 
 the following sentences. I'xirasos, in 
 
 (1) Men of sense act with caution 
 
 S Tol"!" T"' '"'' "''"'"^^ ^"^ "^*h wisdom. 
 (3) To err is human. To forgive is divine. 
 
20 
 
 GRAMMAR FOR TOMMOX SCHOOLS. 
 
 (4) To suffer wrong- is l)ettcr tlian to do wrong 
 
 (5) A man of trutli Avill l)o believed. 
 (0) Tlie pupils listened with attention. 
 
 (7) Days of happiness pass with i-apidity. 
 
 (8) A lecture on history will be given. 
 
 (9) I saw a boy in the street. 
 
 (10) The man was in this room. 
 
 (11) I saw him at that time. 
 
 (12) At what time did he leave. 
 
 COX.ILXCTIONS. 
 
 12. George went away. William remained at 
 home. 
 
 These two sentences may be united so as to form 
 but one : thus, — 
 
 George went away, and William remained at home 
 George went away, hut William remained at home' 
 George went away, though William remained at 
 home. 
 
 ^^&^.c^p/..a.e3 in E.s. III. ana IV., pp. s ana O,anafrou tUe reading- 
 
 ^ Words used to connect sentences are called con- 
 junctions. (See note under Rule 14 of Syntax ) 
 
 In uniting sentences by conjunctions, we need not 
 repeat what is alike in each. 
 
 EXERCISE. 
 
 Unite the following sentences hj and or hut, and do not re- 
 peat what IS alike in each. 
 
 (1) Washington was a great man. Washington 
 was a good man. 
 
I'ART.S OF SPEECH. 
 
 21 
 
 from the reading- 
 
 ^ (2) A prudent man will connnonlv succood A,, 
 mdustnous n..n .vi„ eon.nonly succeed """ 
 
 (3) The youn^ ]ady plays the piano. The youn.- 
 Jady cannot sine-. -^'h. .>oung 
 
 (4) I went ,„ churcl,. U ,v„, very cold. 
 
 3hi;i "'"»"° '"'■' '"»'■ '"■« -"°'^ .-oaCod the . 
 COMPOUND SENTENCES 
 
 "K J»(, o,-, fon * '°-°"'h""<= ""junctions: 
 
 ^^a)^a„e abused her book. Mary took good care 
 
 (2) The river was wide. The current w,.s .strong-. 
 3 You must go to ,vork, Y.urfan.ily wii, starve. 
 (4) I do not fear liira. I do not avoid him. 
 
 BELITIVE PKOSOCXS. 
 
 ^ j3. I saw a ma,. Ti.e n.an was goin,. to New 
 
22 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 These sentences may be united tlius :— 
 
 I saw a man icho was g-oing- to NeAv York. 
 
 In this sentence, tcho performs the office of a pro- 
 noun and a conjunction. It means : I saw a man 
 and he was g-oljig- to New York. ' 
 
 • James lost a knife. John found the knife. 
 
 These sentences may be united by which; as, James 
 ost a knife, tcliich Jolm found. It means: James 
 lost a knife, and John found it. 
 
 This is the man. He came to our house. 
 
 We may unite these two sentences by that ; as, 
 This is the man that came to our house. 
 
 I saw the boy. His name was John. 
 
 These sentences may be united by icho>ie; as, I saw 
 the boy lohose name was John. 
 
 He is the merchant. We bought goods of him. 
 These sentences may be united by whom; as, He 
 is the merchant of whom we bought goods. 
 
 These words, who, lohose, whom, which, that, when 
 used in this way, are called relative pronouns. 
 
 The noun or pronoun that a relative pronoun stands 
 for, or relates to, is called its antecedent, because 
 It goes before the relative pronoun. 
 
 E.\EK€mE. 
 
 Unite each couplet by a relative pronoun, and teU its a^t- 
 (jedeiit, ■ ■ 
 
PARTS OF SPEECH. 
 
 23 
 
 (1) We live in a house. The liouse has been sold. 
 
 (2) You sent for a book. I will lend you the book. 
 
 hotl ^^"^ "''''' '' '""^ ^"'"'^' ^""^ ''^'^ ^'"" '^^ '""y 
 
 (4) We came in a carriagrc. The carriage went 
 dn-ectly back. ^ 
 
 (5) Here is a boy. I borrowed his sled. 
 
 CLAUSES. 
 
 A man who tells the truth will bo believed. 
 
 In this sentence, n^ho felh the truth performs the 
 office of the adjective truthful. 
 
 I saw him when he was here. 
 thZ^^"" ^^ "^""^ ^^""^ performs the office of the adverb 
 
 That you know better, is certain. 
 
 That you know letter performs the office of a noun 
 the J act. ' 
 
 A subordinate statement that performs the office of 
 Clause '' ^"^ ''^^'"^' '" ^ "'''"' '' '-'^"^^ "^ 
 
 A clause that performs the office of an adjective is 
 an adjective clause; one that performs tlie office 
 of an adverb is an adverbial clause; and one that 
 performs the office of a noun is a noun clause. 
 
 A clai^e may bo connected with the word on which 
 It depends, by a relative pronoun or a subordinate 
 
•Ji 
 
 (iU\MM\U FOR (OMMOX SOfmoLS. 
 
 Ui' 
 
 a»)II>l.KX SKMT.NCES. 
 
 „„t"'""i"''" '■"" '■"«■ '"" ""'• i'i'l. ul,.nt state. 
 
 mu.^t^.u„l ,„„. ,„. ,u„r,. d.u»,.s, is ,, complex sen- 
 
 i:\i:k(isk. 
 
 Rolect the clauses in tho following sentences, and tell whether 
 tlH.y are adjective, adverbial, or noun clauses. "''^^' ^'^^^^ 
 
 (1) The pupil that studies will learn. 
 
 (2) The hoi-se ran aAvay when his owner left him. 
 (.'5) I knoAv that he told the truth. 
 
 (0 Wlien T saAv the man, T know Mm. 
 
 (r>} That T should tell the truth, I learned from my 
 mother. -^ 
 
 (r.) Every child knows when vacation begins. 
 
 * 
 
 SUMMARY OF THE PARTS OF SPEECH. 
 
 The parts of speech include all the Mwds that 
 can ho us(!d in sentences. 
 
 A Avord used as a n^ime is a noun. 
 
 A word used instead of a noun is ^pronoun. 
 
 A word used to assert is a verb. 
 
 ^ A word used to describe or limit a noun or pronoun 
 IS an adjecfire. 
 
 ^ A word used to describe or limit a verb, an adjec- 
 tive, or an adverb, is an advet-h. 
 
PAIMN (JF SPRECH. 
 
 25 
 
 111(1 tellwboiher 
 
 nicr left him. 
 
 A word placed before a limiting word to connect it 
 witli the word it limits is a, preposition. 
 
 A word used to connect sentences is a conjunct ion. 
 
 A word used to imply emotion, without asserting- it 
 is an interjection / as, 
 
 Alas! the remedy came too lai 
 
 Oh for a lodge in some vast wilderness ! 
 
 The same word may perform the office of different 
 parts of speech. 
 
 (1) It is a calm day. 
 
 (2) There was great calm. 
 
 (3) Calm yourself. 
 
 In the first sentence, "calm" is ^xv adjective; in 
 the second, it is a mun ; and in the thir-i it is a verb. 
 
 (1) Thou hast beset me hefore and behind. 
 
 (2) The man was lefore the fire. 
 
 (3) I saw the man hefore he saw me. 
 
 In the first sentence, "before" is an adverh ; in 
 the second, a prepodtion ; and in the third, a con- 
 junction or a conjunctwe adverh. 
 
 EXEKrigE. 
 
 Make sentences in whiclx the follomng words are uaed as 
 different parts of speech. 
 
 Iron, icater, copper, snow, rain, work, hefore, 
 after, up, down. 
 
26 
 
 OltAMMAR F<m COMMON SCHOOLS. 
 
 Co-ordinate Coiijimctlons. 
 
 ^nd, yet, 
 
 however, 
 
 JU!verthcIe.s.s. 
 
 or, 
 
 nor, 
 
 but, 
 
 Siil.ordJiittte Coiijuuctlons. 
 
 i^'. lest, 
 
 "ii'f"««, than, 
 
 tliouiL,'-!!, since, 
 
 that, l)(!cause. 
 
 oorrna.u...... ..I"<'«iuu.> ,.„||,,| siilKmlinMi.. .onjuiK'tions or 
 
 fonjuiR-tlvi) mlvLThs. 
 
 %»l<'.-lo Klvo emplmsla, noarlr 
 'I tiK-s.. arc somotlmrs pivmli'd 
 corresiKJ.uIlnyoonJunetlonsjas, 
 
 both — and, 
 eith(>r — or, 
 neither — nor, 
 thoiig-li — yet, 
 whether — or. 
 
 when, 
 
 wliere, 
 
 wliile, 
 
 before, 
 
 after. 
 
 how, 
 
 why, 
 
 until, 
 
 ere, 
 
 till. 
 
 NO...-/..., ,„,,,,, ,,,„, ,,.,,^^ ^^,^^^^^ ^^^ interrogative.!., a.-c .Ivorbs 
 
CLASSES OF NOUNS. 
 
 27 
 
 uly, uro iulvorbs. 
 
 PART III— CLASSES OF NOUNS. 
 
 The name of an individual person or thin^ is a 
 proper noun; as, Charlen, Marfj, Boston, London. 
 
 Proper nouns, and words derived from them, should 
 be^n'n wltli a eapital letter ; as, England, Etiglish, 
 Englishman, America, American, Americans. 
 
 A name that may he applied to each individual of 
 a class is a common noun; as, hoy, girl, city, town, 
 ricer, mountain. 
 
 A common noun used to denote a single object 
 consisting of many individuals is called a collective 
 noun; as, army, senate, jury, school. 
 
 l\(«l|..-An amy consista of many soldiers; a senate, of senators; a 
 jury, if jurors ; a school, of pupils. 
 
 KVKKCIHE. 
 
 Select the iroier nouns, and words derived from them, tho 
 common nouns, and the rollective nouns, in the following 
 sentences. ° 
 
 (1) Boston is a large city. 
 
 (2) The English nation is po'«^^prful. 
 
 (3) Americans are proud of their country. 
 
 (4) The jury were divided. 
 
 (5) The senate was unanimous. 
 
 PERSON. 
 
 A noun used as the name of the speaker is in the 
 first person; when used as the name of the person 
 
28 
 
 GRAMMAR FOR COMMOX SCHOOLS. 
 
 TlZ *:i: '' " " ''' ^^^°"^ P«^«««' -d when 
 
 burdS;;.!';;:;^^^^^^^ to sho.ltsperso„, 
 
 10^^ ^^i:^:^^ 1-^3 -n^--a. recite yonr 
 gave the books to <te. This is ^2/ hat. Thatls j^owra. / 
 
 NUMBER. 
 
 A noun is commonly changed in form when it is 
 used to denote more than one object: as, hov, hoys • 
 girl, girls; man, men; house, houses. 
 
 A noun that denotes one object is in the singular 
 number; a noun that denotes more than ono "s in 
 the plural number. 
 
 The regular plural is formed by adding s or es to 
 he singular: as, rher, rlcers ; tree, trees- box 
 hoxes; church, churches. > ^ ees , Oox, 
 
 Some nouns form their plurals by changing f or 
 
 Nouns ending in y preceded by a consonant from 
 '!^y^};!''''l'^''}''^''^'^^^y^^^oies: ^.MdyMdies; 
 city, cities; territory, territories. 
 
 Some nouns form their plural by changing the 
 vowel or vowels of the singular : as, man, men; loose, 
 geese; tooth, teeth; foot, feet. ^ ' 
 
 Some nouns are the same in both numbers : as 
 aeer, sheep, swine, series, species. 
 
CLASSES OP NOUNS. 
 
 29 
 
 Nouns that are distinguished by quantity Instead of 
 number have no plural : as, iron, gold, silver, lazi- 
 ness, flour, anger. 
 
 Some nouns have no singular; as, riches, alms, 
 measles, bellows, scissors, jnncers. 
 
 K\EK€ISE. 
 
 Substitute the plural for the singular, and the singular for 
 . the plural, of each noun in the following sentences ; and make 
 such other changes as the sense retiuires. 
 
 (1) The pupil lost his l)ook, 
 
 (2) The star is shining- upon tlio hill and valley. 
 
 (3) The musician played on a fife. 
 
 (4) They wished to buy a loaf of bread. 
 
 (5) The bonnet suited the lady. 
 ((5) The man rode in a coach.' 
 
 (7) The goose hissed at the children. 
 
 (8) I read the motto of the hero. 
 
 (1>) We were reading the story about the turkey. 
 
 (10) The men found knives and forks on the tables. 
 
 (11) I will give y()u a key to the story of the fairy. 
 
 (12) They told the gri(>fs and sor.-ows of their lives. 
 
 (13) The towns were burned by Tories. 
 
 GENDER. 
 
 The distinction of male and female is called se.r. 
 The name of a male is of the masculine gender; 
 as, wan, boy, father. 
 
 The name of a female is of the feminine gender; 
 as, woman, girl, mother. 
 
30 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 The name of an object neither male nor female is 
 of the neuter g-ender; as, tahU, hook, tree. 
 The distinction of sex is expressed : 
 
 (1) By different words: as, hoy, girl; Jimhand, 
 loije; uncle, aunt; man, woman. 
 
 (2) By words prefixed ; as, man-servant, maid- 
 sermnt; male child, female chUd; he-goat, she-goat. 
 
 (3) By difference of termination ; as, ahhott, abbess; 
 emperor, empress; hero, heroine; widower, widow- 
 administrator, administratrix. ' 
 
 .n^^i"";"^".""™^*^ "'^^^''^^ 'P°^^" "^ '^^ '^^^"^ »fe are soid to be per- 
 sonified, and are represented by masculine or feminine pronouns. 
 
 EXERCISE. 
 
 In each of the following sentences, change the italicized noun 
 from the mas..uline to the feminine form, or from feminine to 
 mascuhne, with other changes to correspond. 
 
 (1) The man was earnest in the cause of temper- 
 ance. 
 
 (2) The lady was away from home. 
 
 (3) The judge appointed an administratrix upon 
 the estate. 
 
 (4) The boy came to thank his host. 
 
 (5) The flock had been in the charge of a shep- 
 herdess. 
 
 (6) The children were fond of their brother. 
 
 (7) These are nuptial gifts for the bridegroom. 
 
 (8) Who was the heroine of the story. 
 
 (9) A lonely tcidower sat by his flrJslde. 
 (10) Who is the heiress to the large estate ? 
 
OLS. 
 
 nor female is 
 ', tree. 
 
 irl; husband, 
 
 irvant, maid- 
 joat, she-goat. 
 %bhott, abbess; 
 ower, widow; 
 
 are said to be per- 
 ! pronouns. 
 
 italicized noun 
 rom feminine to 
 
 se of temper- 
 
 tratrix upon 
 
 2re of a shep- 
 
 other. 
 iegroom. 
 
 le. 
 
 ate? 
 
 CLASSES OF NOUNS. 
 
 31 
 
 CASE. 
 
 Case is a term used to denote the relation which a 
 noun or pronoun sustains to some other word. 
 
 There are three cases,-the nominative, the 
 possessive; and the objective. 
 
 The noun has but one change (the possessive) to 
 indicate case. But some of the personal pronouns 
 and one of the relative pronouns, have three forms to 
 show the relations of subject, object, and ownership 
 or possession. 
 
 ^;«.te.-In the sentence, " WiUiam sees James," we know that William 
 IS the subject, sin>ply by its ,«sition. If the same words we e am Z 
 thus "James sees William," "James " would be the subject ^ 
 
 by their ^'n'lT'^w""' 'Zl '""'" '''' '''' '''''' »"•«"«""« ^« «hown 
 
 The possessive case singular is formed by adding 
 an apostrophe and s to the noun ; as, Mary's, John's 
 James's. 
 
 AVhen the plural ends in s, the apostrophe only is 
 added; as, boys'. When the plural does not end in 
 •s', the possessive is formed by adding the apostrophe 
 and s, as in the singular : as, men's. 
 
 POSSESSIVE CASE. 
 
 Singular. Boy's, Man's, Lady's, 
 Plural. Boys', Men's, Ladies', 
 
 Nouns ending in ss or nee, generally take the apos- 
 trophe only: as, "for cowsdewce' sake," «'for qood- 
 ness' sake." 
 
 Hero's, 
 Heroes'. 
 
32 GRAMMAR FOR COMMON SCHOOLS. 
 
 K\E«€ISE. 
 
 (1) Tlie story was taken from tlio Fables of ^,o«. 
 (-) He IS freed from the troubles of life 
 
 (3) Tills sled belong-s to my brother 
 
 (4) Pity the sorrows of a poor old man. 
 (o) The ways of zmsdom are pleasantness. 
 
 6 I borrowed a book belonging to Anna. 
 iV The pomt of an arrow is sharp 
 (8) The points of the arrows were broken 
 (9 The shawl of the lady was handsome. ' 
 (10} The bonnets of the ladies were gay. 
 
 For viore exercises, see supplement. 
 PEESONAL PROJfOUNS.-DECLE.\SIO]V. 
 
 FIRST PERSO.V. 
 
 Singular. Plural. 
 
 ^' We. 
 
 My or mine. Our or ours. 
 
 Me. Us. 
 
 Nominative. 
 
 Possessive. 
 
 Objective. 
 
 Nominative. 
 
 Possessive. 
 
 Objective. 
 
 SECOXD ]>EKSO.\. 
 
 ronmioii Style. 
 
 Singular. Plural. 
 
 You. You. 
 
 Your or yours. Your or yoxm, 
 
 Yo^- You. 
 
-iS. 
 
 alicized nouns 
 
 es of ^sop. 
 fe. 
 
 I. 
 
 less. 
 
 nna. 
 
 ken. 
 me. 
 
 I. . 
 
 \m. 
 
 r ours. 
 
 yr yours. 
 
 Nominative. 
 
 Po.s\se,ssii'e. 
 
 Ohjecfive. 
 
 Nomijiative. 
 
 Foi^sessire. 
 
 Objective. 
 
 PROXGUNS. 
 
 Thou. Yd. 
 
 Thy o;- thine. Your o/- yours 
 You. 
 
 33 
 
 Thee. 
 
 Ma,ntline. Feminine 
 
 I^^'- Slie. 
 
 His. 
 
 Him. 
 
 Neuter. 
 It. 
 
 n(!r >n' hers. Its. 
 i^^'i'- It. 
 
 TH,R,> PKK.«> cn..n..) an ««..,„.r,. 
 
 Nominatii-e. Tliey. 
 
 Possessive, 
 
 Objective. 
 
 Tlieii- o>' theirs. 
 Them. 
 
 EXKRilSE. 
 
 (1) Manj read in J/rtrT/'.v book. 
 
 (2) Jo7<?^'*' sled is broken. 
 
 (3) The man acquired his property honestly. 
 (4; y:/o,y.s- are sometimes careless 
 
 f,\ V^"^^'? "^*^"'^ ^o^-ehssness in boys. 
 
 (6) This IS the man wliom I saAv. 
 
 (7) I g-ave the kite to 7?o?>e/'if. 
 
 (8) Then the lite was Robert's. 
 {^) The apides Avere ripe. 
 
 (10) The %.s' went to g-ather tlie apples. 
 
 For more exercises see supplement, 
 
34 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 COMI>OUi\D PERSONAL PRONOUNS. 
 
 My.self, our:<^elres^ yourself, yoursehex, thyself 
 himself, herself, itself, themselves, are called com- 
 pound personal pronouns, and are used only in 
 the nominative and objective eases; as, I myself did 
 It, You tcro?ig yourself We cannot see ourselves. 
 
 Sii]iply the proper compound personal pronoun in each of the 
 following sentences. 
 
 (1) I saw the man . 
 
 (2) We are to blame. 
 
 (3) Thou mayst see. 
 
 (4) I tell you that which you do know. 
 
 For more exercises sej supplement. 
 
 RELATIVE PRONOUNS. 
 
 A relative pronoun performs the office of a pronoun 
 and a subordinate conjunction. It is used only in 
 clauses of complex sentences. As a pronoun, it repre- 
 sents a noun or pronoun, called its antecedent As 
 a subordinate conjunction, it connects the clause in 
 which it staiids, Avith its antecedent. It is not varied 
 in form on account of person and number. 
 
 Who and which are thus declined :— 
 
 Singular and plural . 
 
 Nominative. avIio, 
 
 Possessive. whose. 
 
 Objective, whom, 
 
 Singular and Plural. 
 ■which, 
 whose, 
 "\vhich. 
 
n in each of the 
 
 PRONOUNS. 35 
 
 lliat is indeclinable. 
 
 Who is applied to persons ; as, This is the hoy who 
 sjjoke to me. 
 
 Which is applied to inrerior animals or to things 
 without life; as, I paid for the goods which were 
 fie?it me. The carriage which brought us has re- 
 turned. 
 
 That is applied both to persons and thing's; as, The 
 man that teas here has gone. The house that was 
 burned was insured. 
 
 EXERCISE. 
 
 Supply the proper relative pronoun in each of the following 
 sentences. ° 
 
 (1) The carriagfe we came in has returned. 
 
 (2) The man you saw was my friend. 
 
 (3) Tlie book I borrowed has been returned. 
 
 (4) I will g-ladly loan you the book you sent for. 
 
 (5) The g-entlcmen company we expected did 
 
 not come. 
 
 (6) The lad>' spoke to me is my sister. 
 
 For more exercises see siqyplement. 
 
 COMPOUND RELATIVE PRONOUNS. 
 
 What, whatever, lohoever, whichever, or whatso- 
 ever, whosoever, whichsoever, connect clauses like 
 relative pronouns, but are used only when the ante- 
 cedent Is omitted ; as, / know what is wanted. Who- 
 soever will may come. 
 
 These words may be regarded as implying both 
 the antecedent and the relative. 
 
bb 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 KXKKCI.SE. 
 
 (1) You have done fhaf which you should besorry for 
 
 (-} y^ve M/;^5r* '«'/^/c/i cannot be prevented must 
 be borne patiently. 
 
 (3) He 2cho cacts upriglitly will be respected. 
 (^) //^e ^;^^^^^.s• which I brought home, I gave to 
 my brother. & v^ lu 
 
 (5) This is exactly the thing that was wanted. 
 
 (6) \\e can have that ichich we prefer 
 
 had'ios?''^ ''''^ '^''^™"^^ ''' '^' ^^^''Os which they 
 (8) The man icho injures another is his own foe. 
 
 For more exercises see supplement. 
 INTERROGATIVE PRONOUNS. 
 Who, which, and tchat, when used in asking ques- 
 T^i T '^l^'^'^^'^'^^^ogmve pronouns; as, Who 
 
 Which and ..//^^ are also used as interrog-ative 
 adjectives; as. Which way did he go ? What booh 
 ham you been reading / 
 
 theSte'tr'" interrogative pronoun, or acljectives in 
 
 (1) ■ Spoke to you? 
 
 (-) did he say ? 
 
 (•^) -did you speak? 
 
 (•^) • • bat is this ? 
 
 (^) • way did he go ? 
 
 (^>) 
 
 book will you take ? 
 
ized woi-ds in 
 
 VERBS. 
 
 87 
 
 PART IV. -VERBS. 
 MODE. 
 
 The manner in wliicli a verb is used is called its 
 Moae. 
 
 There are four modes, -the indicative, the 
 potential, the subjunctive, and the imperative. 
 
 The indicative mode is used to declare the act 
 expressed by the verb ; as, / will go. The boy runs. 
 
 The potential mode is used to express possibility 
 liberty, power, will, oblig-ation or necessity, by the 
 use of may can, must, might, could, woidd, or 
 Md; as, / may go. The hoy may leave the room. 
 He can go. He might go. He could go. He should 
 go. He imuld go. He must go. 
 
 ^ The subjunctive mode is used in a clause (or sub- 
 jomed statement), to express a condition; as, I would 
 go // / tcere you. 
 
 The elliptical form {if I he, if it rain), althono-h 
 lornierly m frequent use, is now commonly used only 
 in reference to /w^«r;.e time. 
 
38 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 k 
 
 Whenever the condition refers to pre,^enf time, the 
 present indicative form slionid l)e used ; as, "If James 
 is siok (now), we must send for a doctor."' 
 
 Tlie imperative mode is used to express a com- 
 mand or entreaty ; as, Bo>/s, s-fud^ your lessons. 
 Crice us this day our daily Oread. 
 
 KXKRCIHE. 
 
 Toll the mode of the italicued verbs in the following sentences, 
 and supply what is omitted in the elliptical forms. 
 
 (1) Napoleon I. died at St. Helena. 
 
 (2) Give us this day our daiV bread. 
 
 (3) If it he fair to-morrow, I .shall go. 
 
 (4) Go/ get you g-one. 
 
 (5) Thou shalf not steal. 
 
 (<)) Let us, then, be up and doir \ 
 
 (7) It is fair weather now, but it may rain to- 
 morrow. 
 
 (•S) If it rain, I shall not go. 
 ^ (9) The humblest painter, let liim be ever so poor. 
 thinks he is an artist. 
 
 (10) Whoever thinks a faultless piece to see, 
 
 (11) Thinks what ne'er icas, nor is, nor e'er shall 
 be, 
 
 THE INFINITIVE. 
 
 An infinitive is a form of the verb that merely 
 names its action. 
 
 It performs the office of a noun, and may be called 
 a verbal noun. 
 
VKKUS. 
 
 ^ time, the 
 "It* James 
 
 3SS a cora- 
 r lessons. 
 
 3t> 
 
 a; sentences, 
 
 r /'am to- 
 
 r so poor, 
 
 3e, 
 
 ;'er shall 
 
 > merely 
 je called 
 
 Kvery verb has tw„ i.ilii,itiv,.,s. Ouv. is the simple 
 formoftho vcrh ; as, spcah; go, hear. 
 
 The slm])le form is used after may, shall, will, etc., 
 Ill forming- the tenses of verbs. 
 
 The preposition fo is often placed before the simple 
 infinitive, making- a phrase; as, (foj see, ffajhellere. 
 
 The other form of the infinitive is the same as that 
 of the im].erfect participle; as, seehig is heliemna. 
 This is called the infinitive in ing. 
 
 Infinitives, though used as nouns, may be limited 
 like the verbs from Avhicli they are derived. 
 
 In the sentence, I saw him go, "go" is a simple 
 infinitive. In, 1 told him to go, "to go" is an 
 infinitive phrase. 
 
 In, Going is as easy as standing, "going" and 
 "standing" are infinitives in ing. 
 
 Nolo. -Bain, in his "Higher Enfrlish Grammar," p. 97, says that 
 When the two fonnsof the i„,i„ltivc have the so„se;f ,Lpo'se Tlnten 
 
 In old English the i.rei^sition for was sometimes placed before the 
 Appendix! "''''" ^'"" '''"'""''^'" "'' "'""* ''''"* '"' ''"*'^''"' '" '''^ ^^^^ 
 
 PARTICIPLES. 
 
 A participle is a form of tlu; verb that performs 
 the office of an adjective, and may be called a verbal 
 adjective. 
 
 There are two participles,— the imperfect and 
 the perfect. They have no tense, but simply e^. 
 press incomplete or complete action. 
 
40 
 
 ^"'^^^^f'^« FOH COMMOV SCHOOLS. 
 
 The impn-fecf participj, alwn>-s .,uls i„ /„. 
 having- tho B.,,„o form ns tho inHnidvo i„ 'n„j ^' 
 
 The ^,;/ec^ i;rt/•^/c^>/e commonlv .muIs* in ,/ / 
 or n. ' > ' > 
 
 Imperfect Pnrtivi)^e. 
 loving-, 
 seeing, 
 teacliinii-. 
 
 Perfevt Participle. 
 Iov<'(l, 
 seen, 
 taught. 
 
 By preflxn.s: hamng to «,c ,,oi-fcct participle wo 
 form a compound perfect participle; as haJna 
 t<»'<"l,t'am>,g seen, havimj taught "• '""»>>9 
 
 l.m,tod l,ke the verbs fr„,„ wl.ici, they ar; derived. 
 
 For exercises see supplement. 
 
 TE^SE. 
 
 xrpX:r::v;tr;eUr' -^-'• 
 -uti„„i„,aetio„;a,' /;:'::;>::;""""='' ""-^ ""' 
 
 piote action ; as, / mmfe, I «■„, «,n««j. 
 
 eo:"et^aT^.lr.t^,^!"^^Jt■f- -/-» 
 
VERBS. 
 
 ■11 
 
 Tlio past perfect tense iiulicatcs mi actioii com- 
 pU'tod at soiru^ past time ; as, / had icntten, 1 had 
 been in-Jtiixj. 
 
 Tli(! future tense iiulicatcs future time and incom- 
 plete action; as, I shall ,rnte, I shall he mrltimj. 
 
 The future perfect tense indicates an action to 
 be completed nt sonu; future time; as, / shall ham 
 written, I shall hac^e been lonfing. 
 
 RVKK4IMK I. 
 
 Tell the tenso of the italic,i;5e,I vorhs in these sentences. 
 
 (1) William studle.s his lessons every day. He is 
 stiidijing now. 
 
 (2) William studied his lessons yesterday. lie 
 wan studjjincj wlien I saw him. 
 
 (3) William han studiprl lu^ lessons to-day. Ho 
 has been studying all day. 
 
 (1) William had studied his lessons before he Ccame 
 to school, 
 
 (5) William har/ been studying his lessons before I 
 met him. 
 
 (0) AVilliam tmll study to-morrow. William n:ill 
 be studying to-morrow. 
 
 (7) William idli have studied before he recites. 
 
 (8) William icill have been studying an liour before 
 recitation. 
 
 EXERCIf^E II. 
 
 Supply the proper tense of the verl, read in each of the 
 following: sentences. 
 
 time 
 
 (1) The boy- now. He at the present 
 
42 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 - to-morrow. IIo to-morrow. 
 
 - yesterday. He yesterday. 
 
 - before I saw him. He before 
 
 before this time. He till the 
 
 (2) The boy - 
 
 (3) The boy - 
 
 (4) The boy - 
 • I saw him. 
 
 (5) The boy - 
 present time, 
 
 (0) The boy before to-morrow morning. He 
 
 before to-morrow morning. 
 
 CLASSES OF VERBS. 
 
 Verbs arc divided with regard to form, into two 
 classes, — regular and irreg-ular. 
 ^ A regular verb forms its past tense of the indica- 
 tive mode, and its perfect participle, by adding ed to 
 the simple form ; or d only, when the verb ends 
 in e : as, 
 
 Present. Past. Perfect Participle. 
 
 ■ play, played, played, 
 
 love, loved, loved. 
 
 Verbs that do not form their past tense and perfect 
 participle b>' adding ed, or d when the verb ends in 
 e, are irregular; as. 
 
 Present. Past. 
 
 see, saw, 
 
 teach, taught, 
 
 forget, forgot, 
 
 A verb which can be used in but part of the modes 
 and tenses is a defective verb; as, quoth, ought. 
 
 For exercises see supplement. 
 
 Perfect Partinple. 
 seen, 
 taught, 
 forgotten or forgot. 
 
•m, into two 
 
 VERBS. 43 
 
 TRANSITIVE AND INTRANSITIVE. 
 
 A verb is called transitive when it requires a 
 noun or pronoun as the direct object of its action ; as 
 James see:-' William (or Mm.) ' 
 
 A verb is called intrarMtive when it does not 
 require a noun or pronoun - the objective case ; as, 
 James runs. 
 
 N«to.-Most verbs maybe used transitively or intransitively as The 
 inan sees tke hoy (or hi,.). Here, sees is transitive. But Ihe se' ten^e 
 The man sees clearly (meaning, ho is not bUnd), sees is intrL 'sitiv" ' 
 
 ACTIVE AND PASSIVE VOICE. 
 
 Tmnsitive verbs may be used in two ways, to 
 express the same thought, called the active and 
 passive voice. 
 
 The actice voice represents the subject as the 
 actor; as, James sees William. 
 
 The passive voice represents the subject as the 
 person or thing" acted upon; as, William is seen ' 
 oy James. 
 
 EXEUilHE. 
 
 Change the active to the passive voice in those sentences. 
 . (1) My father built a house. 
 
 (2) The boy broke the window. 
 
 (3) The stabler lets horses. 
 
 (4) The lady rang* the bell. 
 
 (5) The legislature makes laws. 
 
 (fi) W. J. Gage & Co. published the book. 
 
 (7) My father told me the story. 
 
 (8) I heard a loud noise. 
 
 For more exercises see aupidement. 
 
i 
 
 ii 
 
 44 GRAMMAR FOR COMMON SCHOOLS. 
 
 AUXILIARY VERBS. 
 
 The different modes and tenses are formed (with 
 one excel ion) by the help of one of these words: 
 do, does, did, have, has, had, shall, will, may, can, 
 must, mujht, could, would, should. 
 
 They are called auxiliary verbs. 
 
 CONJUGATION. 
 
 A connected view of ^ verb in its several modes 
 and tenses is called its conjug-ation. 
 Conjugation of the verb love in the active voice : 
 
 PRINCIPAL PARTS. 
 
 Present. Past. Perfect Participle. 
 
 love, loved, loved. 
 
 Present 
 
 IlVDirATIVE MOnK. 
 
 love, or do love. 
 
 loves, or does love, when the subject is 
 third person sinj^ular. 
 Past, loved, or did love. 
 
 In poetic style, loveth or <lotl, love, is user! ,.ith a sulyect of the third 
 person singular, present, and hath in the present perfect. 
 
 r have loved. 
 Present perfect \ has loved, when the subject is 
 
 I third person singular. 
 Past perfect, had loved. 
 Future, shall or will love. 
 Future perfect, shall or will liave loved. 
 
VERBS. 
 
 45 
 
 f'eral modes 
 
 ve voice 
 
 2ct of the third 
 
 In poetic Style, the verb or its auxiliary is varied 
 in form, when tlie subject is in the second person 
 sing-ular; as, 
 
 Present, lovest, or dost love. 
 
 Past, lovedst, or didst love. 
 
 Present perfect, hast loved. 
 
 P ast perfect, hadst loved. 
 
 Future, shalt or wilt love. 
 
 Future perfect, shalt or wilt have loved. 
 
 POTENTIAL MODE. 
 
 PreserK r,u;,y^ can, must love, 
 Past,"" iiiig-ht, could, would, should love. 
 Present perfect, may, can, must ham loved. 
 Past perfect, mig-ht, could, would, should have 
 loved. 
 
 In poetic style, the auxiliaries of the verb are 
 varied in form with a subject in the second person 
 sin^nilar. 
 
 Present, mayst, canst love. 
 
 Past, mig-htst, couldst, wouldst, shouldst love. 
 
 Present perfect, mayst, canst, have loved. 
 
 Past perfect, mig-htst, couldst, wouldst, shouldst, 
 have loved. 
 
 By reference to the conjug-ation of the verb love it 
 will be seen that the simple form of the present in- 
 
 iTh s is usually called the ^^as^ tense, hecnuse miglit, could, vt-uM 
 «^.o«W, are intteetlons of may, can. rcill, and shall. But they have now 
 tost their past si.nnHcation, and are used with the simple form of the 
 verb, In expressing present or future time. 
 
 m 
 
Ill 
 
 ran 
 
 46 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 dic^cive IS the same as the infinitive witliout the sign 
 to; as, I lore. I write. In the tliird person singular 
 present indicative, h is added to the simple form. 
 
 In declarative sentences the past indicative is formed 
 by mfiecting or changing the simple form ; as Pt-es- 
 ent, I love. Pa.t, I loved. Present, I write. Pa,t 
 J wrote. In declarative sentences the auxiliaries do 
 (doe,, did), shall, will, may, can, must, miqht, 
 coul.^ would, should, are only used immediately be- 
 fore the simple form of the verb ; as, / do go. You 
 shall stay. He must write, etc. 
 
 In declarative sentences the auxiliary ha^e (has, 
 had) IS only used immediately before the perfect 
 participle; as, I have written. He has gone. You 
 may hare recited. 
 
 The auxiliary do (does, did) is frequently used in 
 interrogative, negative, and emphatic sentences: as 
 no you wsh to see me? I do not wish to see yoii 
 I do wi^h to see you. 
 
 r>t separates the.n. "'^'^"'^" sentences the adverb 
 
 SI BJUNCTIVE MODE (Old Form). 
 
 r If I write. 
 Presents If thou or you write. 
 . If he write. 
 
VERBS. 
 
 47 
 
 ssing present 
 
 IMPERATIVE MOIJE. 
 
 This mode is used only in the present tense, with a 
 subject m the second person, and has the form of the 
 mdicativc present ; as, love, or do loce. 
 
 I\FI\ITIVES. 
 
 The infimf he, though it Iias no tense, has the forms 
 of the indicative present, and present perfect to de 
 
 IMKTIC^IPLKM. 
 
 Imperfect. Perfect. Compound Perfect 
 
 loving. loved. h-uing- loved. 
 
 Conjugation of the verb he : 
 
 PniXCIFAL PART>^. 
 
 y-'resent. Past. Perfect Participle. 
 
 ^™- ^^'as- been. 
 
 INDICATIVE MODE. 
 
 I'roseiil Toji»«>. 
 
 Am, Avith a sulyect first person singular. 
 Is, with a subject third person singular. 
 Are] with any other subject. 
 
 Singular. pj,^^^,^ 
 
 I am. v/c > 
 
 You are. 
 He is. 
 
 you [ arc. 
 
 they 
 
 J 
 
48 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 i >. 
 
 H 
 
 Past Tense. 
 
 Was, with a subject first or third person singular. 
 iVere, with any other subject. 
 
 I was. we ->! 
 
 ■you were. you I were. 
 
 He was. they J 
 
 Present Perfect Tense. 
 
 Has been, with a subject third person singular 
 Have been, with any other subject. 
 
 I have jbeen. y^e ■>! 
 
 You have been. you i have been. 
 
 He has been. they J 
 
 Past perfect, had been. 
 Future, shall or will be. 
 Future perfect, shall or will have been. 
 
 Poetic Stjle. 
 
 Present, art. 
 
 Past, wast. 
 
 Presetit pierfect, hast been. 
 
 Past 2ierfect, hadst been. 
 
 Future, shalt or wilt be. 
 
 Future perfect., shalt or wilt have been. 
 
 POTEXTIAl .HODE. 
 
 Present, may, can, must be. 
 
 Past, might, could, would, should be. 
 
 Pre,enf perfect, may, can, must hare been. 
 
 Past perfect, might, could, would, should hare been 
 
VERBS. 
 
 49 
 
 ^ In poetic style, with a subject in tlie second person 
 singular, .s-t is added to each auxiliary, except L,,.sf • 
 ^s, maysf, canst, etc. ^' P "<**r, 
 
 SI IMIIWTIVE MODK. 
 
 The subjunctive mode is the same in form as the 
 
 the vo 7^7 '"'"''.r''''''^'' ^--«Pt in the^a.^ tense of 
 the verb be. (See note, p. 38.) 
 
 Singular. pj^^^j^ 
 
 ^fl ^ If we ^ 
 
 IfyouUvere. If you L were. 
 
 ^^le ^ If they J 
 
 Poetic .style, if thou wert. 
 
 IMPERATIVE .VODE. 
 
 Present, be or do be. 
 
 1IVFI\ITIVES. 
 
 (To) be. (To) have been. 
 
 PAKTICIPLES. 
 
 Ir^H^erfect. Perfect. Comj^und Perfect. 
 
 f^emg-. been. having been. 
 
 THE PROGRESSIVE FORM. 
 
 to the Lnghsh language, called the progressive 
 
 and tltTf ' ^ P'^'^l"^ *^^ -^r^ *« - all its modes 
 and tenses to the imperfect participle of a verb; as 
 
 I am A TTj^ •^ ' 
 
 We are ^ 
 
 W arc Uvalking. You are I walking. 
 
 ^ They are J 
 
 He is 
 
i 
 
 50 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 i]|§i!li 
 
 
 E\EK('lfSE. 
 
 Put tho following sentence'^ in tlio progressive form, in ail 
 the tenses of the indicative moda 
 
 The g-irls gather flcwers. 
 The man tolls the truth. 
 Does the man tell the truth ?• 
 
 PASSIVE VOICE. 
 
 The passive voice is formed by prefixing the 
 verl) he, in all its modes and tenses, to the perfect 
 participle of a transitive verb ; as, 
 I am 1 "We are 
 
 You are )- loved. 
 He is 
 
 You are 
 They are 
 
 ' loved. 
 
 OFIXITIVE PA»i^!SIVE. 
 
 Present. Perfect. 
 
 (To) be loved. (To) have been loved. 
 
 PASSIVE PAKTItlPLES. 
 
 Imperfect. Perfect. Compound Perfect. 
 
 being loved. loved. h.iving been loved. 
 
 Noto.— The imperfect active participle is sometimes used m a passive 
 sense; as, The house is hinbUnij : aiut the perfect participle is always 
 passive ; as, The man taken (or being taken) in the act, was punished. 
 
 EXERCISE I. 
 
 Put tho following sentences in the passive voice, in all the 
 tenses of the indi(;ative mode. 
 
 James sees William. Does James see William ? 
 
VERBS. 
 
 61 
 
 form, in ail 
 
 fixing- the 
 le perfect 
 
 )ved. 
 
 oved. 
 
 ^erfect. 
 
 I loved. 
 
 I m a passive 
 )le is always 
 > punished. 
 
 !, in all the 
 Lliam ? 
 
 EXEKriSE II. 
 
 Put the same sentences in the passive v-ice, in all the tenses 
 of the potential nioda «- i tne tenses 
 
 sense that nouns a.ul,.,;;..'..!;: l^v;'" "" ''""■"" '^"^ ""°^^^^' "' ^"^ — 
 
 First PersDii Singular, 
 amo (Hove). 
 
 Second Person Singular, 
 amas fyou lo\-e). 
 
 Third Person Singular, 
 amat ijie loves). 
 
 Plural 
 ama m us (we love). 
 
 Plural, 
 amatis (you love). 
 
 Plural, 
 amant (they love). 
 
 The other modes and tenses have similar changes 
 
 of the v;rb lov^ ^^"' '" '" "'' '"°^^^ ^^ t^"«««- (See conjugation 
 
 co™e^:. 7voH::t;!;sL:r'""T?^'' *'"^* ^" ^^"^"- - ^^-^"^ the 
 
 made, and omi I^y rSnce to ^' -^^^^^^^ ^'''' ''"^'' ''"" '""' 
 changed. reierence to person aud number when the form is not 
 
 ».S;i':rr:;,ar"s:i7«™r '"- ™'° ^'™"' ™"' ■'»""' """- 
 
f 
 
 I! 
 
 52. 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 COMPARISON OF ADJECTIYES AND ADVERBS. 
 
 Adjectives are Vcaried in form to express different 
 degrees of the same quality ; as, great, greater, great- 
 est; indusfriom, more industrious, most industrious; 
 happy, less happy, lea.st happy. 
 
 The change in form to denote different degrees of 
 quality is called comparison. 
 
 There are three degrees of comparison, — the 
 positive, the comparative, and the superlative. 
 
 The positive simply expresses the quality. 
 
 The comparative expresses a higher or lower degree 
 of the quality. ' 
 
 The superlative expresses the highest or lowest 
 degree of the quality. 
 
 Adjectives of one syllable and many adjectives of 
 two syllables, express a higher and the highesO degree 
 by the addition of r or er, st or est, to the positive. 
 
 Adjectives of more than two syllables are usually 
 compared by prefixing more and most to the positive. 
 
 All adjectives that admit of different degrees of the 
 quality, are made to express a lower and the lowest 
 degree of the quality by prefixing less and least to 
 the positive. 
 
 Many adverbs are compared like adjectives ; as, 
 soon, sooner, soonest; often, opener, oftenest ; 
 pleasantly, ^ more (or less) pleasantly, most (or least) 
 pleasa?itly. 
 
 Note.— These are general rules, but not always strictly adhered to. All 
 adjectives that admit of the aesrroea of cmnjinnfion may be conipared hv 
 more and most; as, It is most trim. ITf possesses the most ample means. 
 One hoy is more industrious than another. 
 
i or lowest 
 
 ADJECTIVES AXD ADVERBS. 53 
 
 Some adjectives are irregularly compared ; as, 
 
 Suijerlative. 
 
 best, 
 worst. 
 
 Poiiitive. Comparalivc. 
 
 8"0f^, better, 
 
 bad, ill, or evil, worse, 
 little, less^ 
 
 ^^*«' later, 
 
 much or many, more, 
 
 inner, 
 
 nether, 
 
 upper. 
 
 least. 
 
 latest or last. 
 
 most. 
 
 inmost or innermost. 
 
 nethermost. 
 
 uppermost or upmost. 
 
 r/».>, that, these, those, former, latter, each, every 
 mther .,„„,., o,u<, a,u,, all, .ueh, are ,„;„ ,, ^ riv 
 classed wth the adjeciire tl,.„ with the ; ™Z „ 
 nee they will always acl.nit a noun after tC^ 1 ke 
 
64 
 
 GRAMMA U FOR COMMON SCHOOLS. 
 
 PART III— SYNTAX. 
 
 CONSTRICTION AM) AllRAN(iEMENT. 
 
 By construction is meant the grammatical rela- 
 tion oftlie Avords in a sentence. Arrangfement luis 
 reference simply to tlieir iwsition ; as, 
 
 The acquisition of Icnowledfi^o is one of the most 
 pleasing- employments of the human mind in every 
 period of life. 
 
 In every period of life, the acquisition of knowledge 
 is one of the most pleasing- enii)loyments of the human 
 mind. 
 
 In these sentences the arrang-ement is different, but 
 the construction is the same. 
 
 Rule 1. The subject of a sentence is in the nom- 
 inative case. 
 
 Xot«' 1.— The subject may be a nonn, n?, "John studies :" or a pronouu, 
 as, " lie learns; " or a plirase, as, •' To sen the sun is pleasant; " or a 
 clause, as, "That he told the truth is evident." 
 
 Xolo 2.— Tliis is important only in rcfjard to pronouns. Nouns, phrases, 
 and clauses have tlic same form In the nominative and the objective cases; 
 as. The hoys are here. I see the hoys. To see is to believe. I ^vish to see. 
 
 Xolc 3.— WHicn the verbis in the imperative mode, the subject is not 
 commonly expressed. 
 
 Note 4.— In arrangement, the subject Is generally placed before the 
 predicate. But In interrogative sentences, .and in sentences introduced by 
 there or here, the subject is placed after the verl), or between the auxiliary 
 and the verb ; as. Arc you well f Will you go with me ? There are seven 
 days in a week. Here is the book. 
 
 Kolc 5.— In the subjunctive mode, a condition may l)e expressed by in- 
 verting the subject and predicate ; as. Were it not so, I would tell yott. 
 
SYNTAX. 
 
 66 
 
 e subject is not 
 
 port': tt <■ „::;■:;:::::;; rri r r^-* 
 
 8Ul)iectis H.f.vi , ^ >t,'t, ,^ clun^'-cd when tljc 
 
 oui>jL.Lt IS tinva person Hinirni.,,. o^ 
 
 lore, P4G ^o" «"'feulai. fecc conjugation of 
 
 itaiolli.e clIilBniit i„., „„s „. H I™ ' ' °' " "« """"l" noun. 
 
 " Virtue „„„ vl™ ,,!, „«;'"";';;;"; "'"■ " ^ «« "■ «»". I. l.l..ral ,• a., 
 
 <les>irve8 Krcat pmise " ' ' ''" ''*'>'^ f«t»"«- or inotlier 
 
 KUle 3. Adjectives and participles directly Ii,n,> 
 nouns, and substitutes for nouns • L TjliT], 
 ej'temihinjr, t. 7 ^'"i"i-' , as, I he kiud kmq, 
 cj tUHling Jus hand, raixed this mipplUuit. 
 
 th?H^";;;;]It::™S:^--'"-tt..o„.ofap.^^^^ 
 
 is indirect. ' ^" *^^ '^°"'« '^''•^ connected )>y a preposition, it 
 
 witi.no^;-t^-,-;sr:^:-r"-----""-- 
 i3et^eSi:iS::n.:x^:;:^^— ^-. - 
 
 buI':Sen iti^iSSci^il^TSils '^^r ^'^^ "''"" " "-"- 
 
56 
 
 GRAMMAR FOR COMMOX SCHOOLS. 
 
 Rule 4. Adverbs directly modify verbs, adjectives 
 and^other adverbs; as, He was a very Avise man! 
 The boy acted venj foolislily. 
 
 iJl^r 'V"^^f;iT''^ inaybcaword. a phrase, or a clause ; as, The boy 
 isheie. He tain tins room. He caim before school began, 
 
 Note 2.-What are called "wlverl.s of affinnation and nefcation " (re- 
 ^ponsives) r«, no, yea, nay, perform the office of a sentence ; as, Will 
 youfjo^ res,-thatis, Ill-ill yo. »,""<■ 
 
 Note 3.- The re, when not an atlverb of place, mlds nothing to the sense 
 but snnply inverts the order of the subject and predicate, ft is an cTpTe- 
 ttve, and does not limit; as. There is a pleasure in the pathless woods 
 
 Rule 5. A noun or pronoun directly limiting- an- 
 other, and denoting the same person or thing-, is in 
 the sam.e case,; by apposition ; as, Horner the poet was 
 blind. He spoke of Howard the philanthropist. 
 We the subscribers agree, etc. 
 
 ^'1*'' ^'"^^^ '''"■'^ *"^^" separately, are often in apposition ^vith the 
 whole; ^B Ihe^men struck each other. Here each is in ap,x,sition ^vlth 
 men, denoting them separately, and other is the object of struck. 
 
 Note 2.-Parts connected l)y a conjunction may be collectively in appo- 
 sition ^^ith the whole; as, "The people dispersed, some this way, otlmra 
 that way. " 
 
 Rule 6. Intransitive and passive verbs have the 
 same case after as before them, when both words 
 denote the same person or thing ; as, /am he. It is 
 /. I know it to be him. He was called Johi. 
 
 Rule 7. A noun or pronoun denoting possession, 
 and directly limiting another noun, is in the possessive 
 case; as, Willia I's book has been badly used. 
 
 Note 1.— This is the only case-inflection of the noun. 
 
 Note a.-Two or more nouns denoting; Dint owners have the iwssessive 
 form affixed only to the last ; as, ' ' Hari)er and Sanford's pianofortes. " 
 
 Note ...-If the noo.ns denote the ?,vxvvn\ vAvwrn, the iA;Sscssivo form 
 must be siveu to each; as, " WilliumV, John's, and Mary'a books." 
 
SYNTAX. 
 
 57 
 
 . to cWicr „„„„. but not toMh Po'M'slvs .nay to appended 
 
 vert fa t Z" 'k™ • "'•'■""' '>' ™ ''"'™ "^"'"•'ive 
 
 .hf o4Vti;.rc"leSril:;" t'':?;!*?' 'r '""'«'™ ™* ""^^ 
 
 «!(«j.«,m„tomo.» '"""•'"• *««»'»» pleased me." -niewy. 
 
 Rule 9 Prepositions take the objective case after 
 them ; as, I spoke to Mm. and he replied to Z 
 
 Rule 10. An infinitive phrase may limit a verb 
 noun ad,,ective. or adverb: as, A Lre to eleel 
 used to piay with, ready to play; too rapi^y'^ 
 
 anSe'„7.: r;,' :,r,"":: ?r.: \', --' - - ™"j«. "^s - 
 ..e.e„.,ee,..„ve,.ed,;:;„:;e.::;:;'i:s:.s::L£ir 
 
 Kule 11. A noun or pronoun having no sram 
 mattcal relation to other words is used inlependery 
 
 in the nominative case. ^cuuy 
 
 Note I.— 1. Ry direct address • as '• r7)rtW^» 
 
 2. By exclamation • is " Pnl! V ,', ^^"*' '<'*' ^o^o to me." 
 
 3. By redundancy' a'' 4Zv^ ''V^ where are they now I " 
 
 and"!r„ie': ::rz Zlj^ ^^iTt' ™■"•^'• 
 
 «.w... mother. Wmiarta'kel l-^t; - ^^ 
 
«■■■ 
 
 5d 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 111. 
 
 li'j 
 
 nuSSreTouVftreSrs'at IT^r 7 fl"^^ tothcender or 
 
 the third person s'Ingular. "^ " "°* '^""^'^ '^^ ^'«»d«'-' ^-^^ept iil 
 
 claims." *^ ' "^' ^'^® to Repose the solemn hour afie 
 
 .."i'^CXyS "*' " " ■"■" " '■■ "■« "^"' «— . 
 
 wit^"i* '^' :^ f^P"''""" «™n«s a limiting word 
 w th fte word limited ; as, He spoke to me. He is a 
 man of «ense. 
 
 Rule 14. Conjunctions connect words, phrases 
 clauses and sentences; as, Four and five are nine 
 I saw tlie man in the street and at his home. He 
 came before I left. James abused his books, but 
 Sarah carefully preserved hers. 
 
 sp^et. Xtra'irirsr I'ntrsr "' r ^'"^ •^'- ^^-""^ ^^^^^ °^ 
 
 William went home » '"fsa " fh'% ^if^'^tion; as, "James a«rf 
 
 Slowly ana distinctly," "Wr^'^ir^'r ?'V'. "^^^™«Poke 
 mercy." vve aie required to deal justly and to love 
 
 co^sT^lirntetntt^^^^^^^^^ "^''t '^"'^ ^'^^^«^^^" "- ™ 
 
 (see p. 21). There are a few P.i.? , ''''""^''^ "•' contracted sentences 
 
 tlon Exists; .s:ZTa:l7ve:!T "cS^^ L^rr" ""^ ^"'^^ ^'^"''•- 
 COMj)Ze. -^ '""*• •^'*''« ""'^ <^a«e are a handsome 
 
 mI"!!.^;-'--:^'"''™' "•"" ™ r'ammatical rela- 
 
PUNCTUATION. 
 
 59 
 
 he third person, 
 
 le nouns or pro- 
 
 PUNCTUATION. 
 
 Punctuation treats of the method of dividing- written 
 languagre into sentences and parts of sentences. 
 
 CHARACTERS USED IN PUNCTUATIOJ^. 
 
 P^^iod, . , Comma, 
 
 Interrogation, 
 Exclamation, 
 Colon, 
 Semicolon, 
 
 I 
 
 Dash, 
 
 Parenthesis, 
 Quotation, 
 Apostrophe, 
 
 () 
 
 THE PERIOD. 
 Rule 1. A period should be placed at the end of a 
 declarative sentence ; as. 
 
 Life is short. 
 
 D. Webster, U. S. A., R. I., Mass., Gov. 
 THE INTERROGATION POINT. 
 
 the^^nd * t"" "''^^^"^^"°^ P^int Should be placed at 
 the end of an interrog-ative sentence ; as, 
 
 Where did you see him? 
 
 THE EXCLAMATION POINT. 
 
 Rule 1 An exclamation point should be placed at 
 ^ -d of an ex.l,vmatory sentence ; as, 
 Hurry, hurry to the field ! 
 
 the 
 
 
60 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 Rule 2. An exclamation point is nsed after words 
 or phrases expressing passion or emotion ; as, 
 Poor Indians ! where are they now? 
 
 THE COMMA. 
 
 Rule 1. A simple sentence requires no comm-i 
 When the arrangement and eonstrlion coinc~' 
 
 This destruction raged from Madras to Tanjore for 
 eighteen months without intermission. 
 
 do^no!^^- Z^'"" '^' '-^^ng-ement and construction 
 
 For eighteen months, this destruction raged with 
 out mtermission, from Madras to Tanjore. 
 
 Rule 3. Explanatory clauses are sepa-o.ted from 
 the statements or clauses on which they de nd bv^ 
 comma; as, ^ • ' ^y ^ 
 
 We see the emblem of our fate in iiowers, which 
 bloom and die. ' "^" 
 
 Rule 4. Restrictive clauses are not commonly sen 
 ara.^^^^^^^^^ 
 
 A man that steals deserves punishment. 
 
 con^rrtttn^vr'" '' ™'' '' ^^"'^^^^ '^ *he same 
 con truction reqnn-es a comma to indicate the omis-. 
 
 sion of the conjunction,- and between the las' • -. ^ 
 
 the series, though the conjunction is expresso . • ,. 
 
61 
 
 PUNCTUATION. 
 
 Happy is the man who honors, obeys, loves and 
 serves his Creator. ^ "vcs, ana 
 
 To )ive soberl^^ to speak truthfully, and to act 
 honestly, is the duty of every man. 
 
 ated W ^'f''''''''''' ^^«^'^« ^"^d phrases are separ- 
 ated by a comma ; as, 
 
 He was a g-reat poet, ])ut a had man. 
 
 Rule 7 Nouns in apposition are separated by a 
 comma wljen the word used to explain is limited by 
 otuer woi'ds ; as, ^ 
 
 his^zelV^' "''"'''' '' '.^' ^"'''''"'^ ™ eminent for 
 
 ^ Rule 8. A comma should be placed before the con- 
 junction .. when what follows it, explains, or is in 
 apposition with what precedes it ; as 
 J^heard the voice of the skipper, ^r ca. ain of the 
 
 THE SEMICOLOy. 
 
 hpl"^® \ ^;^"^^^"^^^^^^«ofa compound sentence may 
 be separated by a semicolon ; as ■■ ^ 
 
 Every gift of Heaven is sometimes abused; but 
 good sense and fine talents, by a natural law, gravi 
 tate towards virtue. ' 6 ^ '•- v i 
 
 dep 
 one 
 
 Rule 2. Clauses and phrases, 
 ay bo, separated b 
 divisible by a comma ; as, 
 
 having- a common 
 y a semicolon when 
 
62 
 
 I If 
 
 I 
 
 L 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 He Who, in the 
 
 study of 
 
 --./" science, has discvwod a 
 new means or alleviating pain ; who has mr^^,.^^ a 
 
 new method of remedying disease, -has^^ a 
 memorial of himself never to bo forgotten. 
 
 r^r^^lW "*" °' '''''^''^' intro,^acing an example, is 
 pi eceded by a semicolon, and followed by a co.uma ; as 
 We should speak the truth. 
 
 THE rOION. 
 
 mm^ ^"'^ ''^''' '' sometimes used to separate 
 parts of K. seutence, one of which is subdivided by a 
 semicolon ; nj, ^ ^^y d 
 
 The sentence Was divided into two part.: in the 
 hrst was shown the necessity of exercise ■ in thr^ 
 second, the advantage that results from T ' 
 
 THE DASH, Etc. 
 
 is inon!, ^; 7^' ^^"^ '" ^''^ '' ^^^°^^ '^^' ^ s^^tence 
 IS mcomplete ; as. 
 
 Once, upon a time, some men dressed all alike— 
 Rule 2. To denote an abrupt turn in the form of 
 the sentence, or in the sentiment ; as, 
 
 Was there ever- But I scorn to boast. 
 I said— I know not what. 
 
 Rule 3. To enclose a parenthetical phrase or 
 clause ; as, 
 
 know°-I' *'"' ""' *™'h.-<=non?h for man to 
 Virtue alone is happiness below, 
 
 11 
 
Use .veiod a 
 sucyest^d a 
 has left a 
 1. 
 
 exampl >, is 
 co/ama; as, 
 
 separate 
 vided by a 
 
 •ts: in the 
 3e ; in the 
 
 a sentence 
 
 alike — 
 e form of 
 
 hrase 
 
 or 
 
 man to 
 
 r-UNCTUATION. ^g 
 
 Marks of parenthesis denote that the words enclosed 
 
 may be omitted witliout injuring tl,o construction of 
 
 he sentence, or detracting materially from the sense • 
 
 as, ' 
 
 Know, then, this truth (enough for man to know) 
 Virtue alone is happiness below. 
 
 Quotation marks denote that the passage enclosed 
 1^ taken in the 2wrds of the author ; as, The poet 
 says, ^ 
 
 " The proper study of mankind is man." 
 An apostrophe denotes the omission of a letter or 
 letters, and is the sign of the possessive case of 
 nouns ; as, 
 
 I'm sure of it, you'll ne'er forget. 
 
 A friend should bear a friend's infirmities. 
 
 tSE OF CAPITALS. 
 
 Rule 1. The first word of a sentence should begin 
 witli a capital : as, *= 
 
 The boy studies. 
 
 Rule 2. Proper nouns, and words derived from 
 them, should begin with capitals ; as, 
 Spain, Spanish, Spaniard. 
 
 ^in^w^fh^' ^! r"""'"' ^PP^^'^ '° '^^ ^'''y «h°^id be- 
 gm with cai)itals ; as, 
 
 God. The Almighty. The Supreme Being. 
 
 ili 
 
hM. . 
 
 64 GRAMMAR FOR COMMON SCHOOLS. 
 
 Rule 4. The names of the months, and of the days 
 of the week, should begin with capitals ; as. 
 January, February ; Tuesday, Ffiday. 
 
 Rule 5. The names of i.ublic bodies should beffin 
 with capitals ; as, 
 
 The Legislature ; Toronto Temperance Society. 
 
 Rule 6. The words I and are written with 
 capitals. 
 
 Rule 7. The names of religious denominations and 
 political parties should begin with capitals ; as, 
 Baptists, Methodists, Reformers, Conservatives. 
 Rule 8. All titles should begin with capitals ; as, 
 Mr., Col., Esq., Rev., Dr. 
 
 Rule 9. A direct quotation should begin with a 
 capital ; as. They said, 
 
 " Never man spake like this man." 
 
 ^ Rule 10. The principal words in the titles or divi^- 
 ions of a book or discourse should begin with capitals • 
 as, ^ ' 
 
 Rules for Analysis and Construction. 
 
 Rule 11. The first word in every line of poetry 
 should begin with a capital ; as, 
 
 " The curfew tolls the knell of parting day ; 
 The loAving herd winds slowly o'er the lea ; 
 The ploughman homeward plods his weary yvnv 
 And' ,, - .J, 
 
 leaves the world to darkness and to 
 
 me. 
 
t' the days 
 
 IRREGULAR PLURALS. 
 
 65 
 
 )ul(l heg-iii 
 
 locioty. 
 tten with 
 
 itions and 
 as, 
 
 tives. 
 als; as, 
 
 II with a 
 
 or dit'is- 
 capitals ; 
 
 f poetry 
 
 ; lea ; 
 ry way, 
 ume." 
 
 PART VI. 
 
 Plural. 
 
 men. 
 
 Singular. 
 
 man, 
 
 woman, 
 
 child, 
 
 women, 
 children. 
 
 Singular. 
 ox, 
 
 tooth, 
 
 mouse, 
 
 Plural. 
 oxen, 
 teeth, 
 mice. 
 
 penny 
 
 j pence. 
 
 ( pennies (pieces of coin), 
 brother \ ^^'^'t'^ers (of the same family) 
 
 brethren (of the same association). 
 die I ^'Gs (used to stamp coin) 
 
 / dice (used in games), 
 g-enius I ^^";"«'s (applied to human beings) 
 ^ I ^enn (applied to spiritual beings! ^' 
 
 spoonful sZlZ IT' ^""'"'^f''^' handfuls; 
 
 -«' eo.>..!. , ,^^' ;'7""'^*-- f ded to the noun: 
 pluI;:^r~;^*-.-- W the re^nW 
 
 i 
 
 !• f^ 
 
rf 
 
 66 
 
 GP^iM.MAR mu COMMON SCHOOLS. 
 
 % 
 
 k 
 
 Words 'composed of two nouns connected by a pre- 
 position have the plural termination added to the first 
 word : .M , father-in-lazc, fathers-in-law; mn-in-law, 
 sons-in-law. 
 
 A letter or figure is made plural by adding- an 
 apostrophe and s : as, seven a's, four 9's. 
 
 Many words from foreij-n languages retain, for a 
 longer or shorter time, tlieir original plural; as,^;^^- 
 'lomenon, phenomena ; radius, radii; crisis, crises 
 etc. (See dictionary.) 
 
 ' GENDFR. 
 
 The distinction of sex is expressed : 
 
 1. By different words : as. 
 
 MaacuJine. 
 
 Femin ine. 
 
 Mane uJ ine. 
 
 Feminine, 
 
 bachelor, 
 
 maid. 
 
 husband, 
 
 wife. 
 
 beau, 
 
 belle. 
 
 king, 
 
 queen. 
 
 boy, 
 
 girl. 
 
 lad. 
 
 lass. 
 
 brother, 
 
 buck, 
 
 bull, 
 
 sister. 
 
 doe. 
 
 cow. 
 
 Ipiidlord, 
 
 lord, 
 
 man. 
 
 landlady. 
 
 lady. 
 
 woman. 
 
 drake. 
 
 duck. 
 
 master, 
 
 inistress. 
 
 earl, 
 
 countess. 
 
 nephew. 
 
 niece. 
 
 father. 
 
 mother. 
 
 Pap^ 
 
 mamma. 
 
 friar. 
 
 nun. 
 
 ram, 
 
 ewe. 
 
 gander. 
 
 goose. 
 
 or 
 
 daug liter. 
 
 gentleman. 
 
 lady. 
 
 un^ , , ■ 
 
 aunt. 
 
 hart, 
 
 roe. 1 
 
 wizard. 
 
 witch. 
 
id by a pre- 
 l to the fii-st 
 son-in-law, 
 
 adding an 
 
 ■etain, for a 
 al ; as, phe- 
 isis', crises; 
 
 Feminine, 
 
 fe. 
 
 con. 
 
 s. 
 
 idlady. 
 
 ^y. 
 
 man. 
 
 stress. 
 
 ce. 
 
 mma. 
 
 e. 
 
 igiiter. 
 
 It. 
 
 ch. 
 
 2. By difference of 
 
 Masculine. 
 abbot, 
 actor, 
 
 administrator, 
 
 aml)assador, 
 
 author, 
 
 baron, 
 
 benefactor, 
 
 bridegroom, 
 
 count, 
 
 czar, 
 
 dauphin, 
 
 deacon, 
 
 don, 
 
 duke, 
 
 omporor, 
 
 enr Iter, 
 
 executor, 
 
 giant, 
 
 governor, 
 
 heir, 
 
 hero, 
 
 host, 
 
 hunter, 
 Jew, 
 
 landgrave, 
 
 lion, 
 
 marquis. 
 
 GENDER. 
 
 termination: as, 
 
 ■P^eminine, 
 abbess, 
 actress. 
 
 administratrix, 
 ambassadress, 
 authoress, 
 baroness. 
 
 benefactress, 
 bride. 
 
 countess. 
 
 czarina. 
 
 dauphiness. 
 
 deaconess. 
 
 donna. 
 
 duchess. 
 
 empress. 
 
 enchantress. 
 
 executrix. 
 
 giantess. 
 
 governess. 
 
 heiress, 
 
 heroine. 
 
 hostess. 
 
 huntress. 
 
 Jewess. 
 
 landgravine, 
 lioness. 
 
 marchioness. 
 
 67 
 
 (.Ml 
 

 68 GRAMMAR FoR COMMON SCHOOLS. 
 
 Maaculine. 
 
 niiirgnwc, 
 
 negro, 
 
 patron, 
 
 peer, 
 
 priest, 
 
 prince, 
 
 prophet, 
 
 shepherd, 
 
 songster, 
 
 sorcerer, 
 
 sultan, 
 
 testator, ' 
 
 widower, 
 
 3. By different mnxla prefixed ; as, 
 
 Masculine. Feminine. 
 
 man-servant, maid-servant, 
 
 male-child, female-cliild. 
 
 Note.-This method of distinguishing the gender is becoming less 
 ?ol ifselZ used"''' " ""™' ""' "^^ ''''"'' ''^'•"^^-"' "^« ^-^"•- 
 
 TABLE OF IRREGULAR VERBS, FOR REFERENCE. 
 
 Present. Past. Perfect Participle. 
 
 am or be, was, been, 
 
 arise, arose, arisen, 
 
 bear (to bring forth), bore or hare, born, 
 
 bear (to uphold), bore, bare, borne. 
 
 ^^^^' beat, beaten or beat. 
 
 Mote.-Old forms In Italics. 
 
 Feminine. 
 margravine, 
 ncgress. 
 patroness, 
 peeress, 
 priestess, 
 princess. 
 proi)lK'tess. 
 shepherdess, 
 songstress, 
 sorceress, 
 sultana, 
 testatrix, 
 widow. 
 
inREOUL.VR VEUas. 
 
 ccomliig: less 
 tlie feminine 
 
 Present. 
 
 '•eg-in, 
 bid, 
 
 bite, 
 
 blow, 
 break, 
 cliido, 
 choose, 
 
 cleave (to split), 
 
 come, 
 
 do, 
 
 draw, 
 
 drink, 
 
 drive, 
 
 eat, 
 
 fall, 
 
 fly, 
 
 forbear, 
 
 forget, 
 
 forsake, 
 
 freeze, 
 
 g-ct, 
 
 8"ive, 
 
 8*0, 
 
 g-row, 
 
 hide, 
 
 hold, 
 
 know, 
 
 69 
 
 Past. 
 beg.'ui, 
 bid, J>ade, 
 bit, 
 blew, 
 
 broke, brake, 
 chid, 
 chose, 
 cloi-e, cleft, 
 came, 
 did 
 drew, 
 drank, 
 drove, 
 ate, eat, 
 fell, 
 
 flCAV, 
 
 forl)ore^ 
 
 forgot, 
 
 forsook, 
 
 froze, 
 
 g-ot, 
 
 g'ave, 
 
 went, 
 
 grew, 
 
 hid, 
 
 held, 
 
 knew, 
 
 Perfect Participle. 
 
 begun. 
 hidden, bid. 
 hiffe)i, hit. 
 blown, 
 broken. 
 chidden, chid, 
 chosen. 
 
 doven, cleft. 
 
 come. 
 
 done. 
 
 drawn. 
 
 drank, drunk. 
 
 driven. 
 
 eaten or eat. 
 
 fallen, 
 flown, 
 forborne. 
 
 fofgotten, forgot, 
 forsaken, 
 frozen. 
 gotten, got. 
 given, 
 gone, 
 grown. 
 hidden, hid. 
 held, holden. 
 known. 
 
70 
 
 ir ri. 
 
 il* 
 
 6RAMMAR FOR COMMON SCHOOLS. 
 
 Present. 
 
 lade (to load),' 
 lie (to recline), 
 ride, 
 ring-, 
 
 rise, 
 
 run, 
 
 see, 
 
 shake, 
 
 sing, 
 
 sink, 
 
 slay, 
 
 smite, 
 
 speak, 
 
 spring, 
 
 steal, 
 
 stride, 
 
 strive, 
 
 swear, 
 
 swim, 
 
 take, 
 
 tear, 
 
 throw, 
 
 tread, 
 
 wear, 
 
 write, 
 
 weave, 
 
 Past. 
 laded, 
 Jay, 
 rode, 
 
 rang, rung, 
 rose, 
 
 ran, }'un, 
 saw, 
 shook 
 
 sano, sung, 
 mnk, sunk, 
 slew. 
 
 smote, 
 
 spoke, .9paJce, 
 
 sprang, sprung, sprung 
 stole, 
 
 strode, 
 
 strove, 
 
 swore, 
 
 swam, swum, 
 
 took, 
 
 tore, 
 
 threw, 
 
 trod, 
 
 wore, 
 
 Avrote, 
 
 wove, 
 
 Perfect Participle. 
 
 laden. 
 
 lain, lien. 
 
 ridden. 
 
 rung. 
 
 risen. 
 
 run. 
 
 ceen. 
 
 shaken. 
 
 sung. 
 
 sunk. 
 
 slain. 
 
 smitten, smit. 
 
 spoken. 
 
 stolen. 
 
 stridden. 
 
 striven. 
 
 sworn. 
 
 swum. 
 
 taken. 
 
 torn. 
 
 tla-own. 
 
 trodden, or trod. 
 
 worn. 
 
 written. 
 
 woven, wove. 
 
 1 Lade, to dip, U regular. 
 
IRREGULAR VERBS. 
 
 71 
 
 IRREGULAR VERBS WHOSE 
 PERFECT PARTICIPLES 
 
 Present. 
 
 PAST TEJTSE AND 
 ARE ALIKE. 
 
 abide, 
 
 l)end, 
 
 beseech 
 
 bind, 
 
 bleed, 
 
 breed, 
 
 bring-, 
 
 burst, 
 
 buy, 
 
 east, 
 
 catch, 
 
 cling-, 
 
 cost, 
 
 creep, 
 
 cut, 
 
 dig-, 
 
 fr^ed, 
 
 feel, 
 
 fig-bfc, 
 
 find, 
 
 flee, 
 
 fling-, 
 
 grind, 
 
 Iiave, 
 
 hear, 
 
 hit, 
 
 Past. 
 
 abode, 
 bent, 
 besoug-ht, 
 bound, 
 
 bled, 
 
 bred, 
 
 brought, 
 
 burst, 
 
 bought, 
 
 cast, 
 
 caught, 
 
 clung, 
 
 cost, 
 
 crept, 
 
 cut, 
 
 dug, 
 
 fed, 
 
 felt, 
 
 fouglit, 
 
 found, 
 
 fled, 
 
 flung, 
 
 ground, 
 
 had, 
 
 heard, 
 
 hit, 
 
 Perfect Participle. 
 abode, 
 bent, 
 besought, 
 bound, 
 bled, 
 bred, 
 brought, 
 burst, 
 bought, 
 cast, 
 caught, 
 clung, 
 cost, 
 crept, 
 cut. 
 dug. 
 fed. 
 felt, 
 fought, 
 found, 
 fled, 
 flung, 
 ground, 
 had. 
 heard, 
 hit. 
 
:j jpCaniir nnmir ii(l««saatei*t^ 
 
 72 
 
 GRAMMAR FOR COMMON .SCHOOLS. 
 
 Present. 
 
 hurt. 
 
 Past. 
 hurt. 
 
 Perfect Participle. 
 hurt. 
 
 keep, 
 
 kept, 
 
 kept. 
 
 lay, 
 
 laid, 
 
 laid. 
 
 lead, 
 
 led. 
 
 led. 
 
 leave, 
 
 left, 
 
 left. 
 
 lend, 
 
 lent. 
 
 lent. 
 
 let, 
 
 let, 
 
 let. 
 
 lose, 
 
 lost, 
 
 lost. 
 
 make. 
 
 made, 
 
 made. 
 
 mean, 
 
 meant, 
 
 meant. 
 
 meet, 
 
 met. 
 
 met. 
 
 pay, 
 
 'paid, 
 
 paid. 
 
 put. 
 
 put. 
 
 JL 
 
 put. 
 
 read, 
 
 read,^ 
 
 rcad.^ 
 
 rend. 
 
 rent, 
 
 rent. 
 
 rid, 
 
 rid. 
 
 rid. 
 
 say. 
 
 said, 
 
 said. 
 
 seek. 
 
 sought. 
 
 sought. 
 
 sell, 
 
 sold, 
 
 sold. 
 
 send, 
 
 sent, 
 
 sent. 
 
 set. 
 
 set, 
 
 set. 
 
 shed. 
 
 shed, 
 
 shed. 
 
 shoe. 
 
 shod. 
 
 shod. 
 
 shoot. 
 
 shot, 
 
 shot. 
 
 shrink, 
 
 shrank. 
 
 shrunk. 
 
 shut, 
 
 shut, 
 
 shut. 
 
 sit. 
 
 sat. 
 
 sat. 
 
 
 ' Pronounced red. 
 
 
 t 
 
 t 
 
t Participle. 
 
 
 XKKEGULy^ 
 
 R VERBS. 7? 
 
 Present 
 
 «1 
 
 Past. 
 
 Perfect Participle 
 
 Sleep, 
 slide. 
 
 slept, 
 slid, 
 
 slept, 
 slid. 
 
 sling-, 
 
 slung. 
 
 slung. 
 
 slink, 
 
 slunk. 
 
 slunk. 
 
 slit, 
 
 slit. 
 
 slit, slitted. 
 
 speed, 
 
 sped, 
 
 sped. 
 
 spend, 
 
 spent. 
 
 spent. 
 
 spin, 
 
 spun. 
 
 spun. 
 
 spit, 
 
 spit, 
 
 spit. 
 
 split, 
 
 split, 
 
 split. 
 
 spread, 
 stand, 
 
 spread, 
 stood, 
 
 1 "" 
 
 spread, 
 stood. 
 
 stick. 
 
 stuck, 
 
 stuck. 
 
 sting-. 
 
 stung, 
 
 stuno-. 
 
 strike, 
 string. 
 
 struck, 
 strung, 
 
 struck, 
 strung. 
 
 sweep, 
 
 swept, 
 
 swept. 
 
 swing. 
 
 swung, 
 
 swung. 
 
 teach. 
 
 taught. 
 
 taught. 
 
 tell, 
 
 told, 
 
 told. 
 
 think, 
 
 thought. 
 
 thought. 
 
 thrust. 
 
 thrust. 
 
 thi-ust. 
 
 weep. 
 
 wept, 
 
 wept. 
 
 win, 
 
 won, 
 
 won. 
 
 wind, 
 
 wound, 
 
 wound. 
 
 wring, 
 
 wrung, 
 
 Wi'ung, 
 
74 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 The following- verbs are sometimes reP^^^Uv . ^ 
 sometimes irreirul-ir in th^ f ''-^mes leg-ular, and 
 pal parts :--^' '''' ^°'^"^^°^^ '^ *^^«"' Pnnci- 
 
 Past. pg^y-g,^ Participle. 
 
 awoke, awaked, awaked, 
 
 bereft, bereaved, bereft, bereaved, 
 
 blended, ..landed, blent, 
 
 built, builded, built, builded. 
 burned, burnt. 
 
 Present. 
 
 awake, 
 
 bereave. 
 
 Wend, 
 
 build, 
 
 burn, 
 
 cle. ve (to adhere),cleaved, clave' 
 ^J^the, elothed, clad, ' 
 
 ^^°^' crowed, crew, 
 
 dare (to venture), dared, durst 
 
 deal, 
 
 dream, 
 
 dwell, 
 
 gm 
 
 gird, 
 
 grave, 
 
 hang-, 
 
 hew, 
 
 kneel, 
 
 knit, 
 
 lig-ht, 
 
 mow, 
 
 dealt, dealed. 
 
 burned, burnt, 
 cleaved, 
 clothed, clad, 
 crowed, 
 dared, 
 dealt, dealed. 
 
 dreamed, dreamt, dreamed, dreamt, 
 dwelt, dwelled, dwelt, dwelled. 
 
 gilded, g-ilt, 
 girded, g-irt, 
 graved, 
 
 hung-, hang-ed,' 
 hcAvcd. 
 
 knelt, kneeled, 
 knit, knitted, 
 lighted, lit, 
 mowed. 
 
 pen (to enclose), pent, penned 
 T^^' quit, quitted, 
 
 ^^^^' rived, 
 
 gilded, gilt. 
 
 girded, girt. 
 
 graven, graved. 
 
 hung, hanged. 
 
 heum, hewed. 
 
 i^nelt, kneeled. 
 
 knit, knitted. 
 Jighted, lit. 
 mown, mowed, 
 pent, penned, 
 quit, quitted, 
 riven, rived. 
 
 Regular when it deno^^^I^hT^ki^ig^Tiii^ 
 
^g-ulcar, and 
 lieir priiici- 
 
 Participle. 
 id. 
 
 bereaved, 
 d, blent. 
 5uilded. 
 , burnt. 
 I. 
 
 , clad. 
 
 ealed. 
 
 1, dreamt. 
 
 welled. 
 
 ?-ilt. 
 
 2rirt. 
 
 S'l'^'^A^cd. 
 
 tng'ed. 
 
 ^wcd. 
 
 leeled. 
 
 tted. 
 
 it. 
 
 OAved. 
 
 ned. 
 
 ted. 
 
 cd. 
 
 Present. 
 
 rot, 
 
 saw, 
 
 shape, 
 
 shave, 
 
 shear, 
 
 show, 
 
 sow, 
 
 spell, 
 
 spill, 
 
 strew, 
 
 strow, 
 
 swell, 
 
 thrive, 
 
 wax, 
 
 whet, 
 
 Avork, 
 
 REGULAR AND IRREGULAR VERns. 
 
 Pant. 
 
 rotted, 
 
 sawed, 
 
 shaped, 
 
 shaved, 
 
 sheared, 
 
 showed, 
 
 sowed, 
 
 spelt, spelled, 
 
 spilt, spilled, 
 
 streAved, 
 
 strowed, 
 
 swelled, 
 
 thrived, throve. 
 
 waxed, 
 
 whet, whetted, 
 
 wroug-ht, worked. 
 
 75 
 
 Perfect Participle. 
 
 rotten, rotted. 
 
 sawn, sawed. 
 
 «bapen, shaped. 
 
 shaven, shaved. 
 
 fihorn, sheared. 
 
 shown, showed. 
 sown, sowed, 
 spelt, spelled, 
 spilt, spillod. 
 strewn, strewed. 
 strown, strowed. 
 swollen, swelled, 
 thriven, thrived, 
 waxen, waxed, 
 whet, whetted, 
 wroug-ht, worked. 
 
 ^«*e ,o Toachors -All L ,' ^^^^"ffht. Worked. 
 
 ^ r-^"- Man;- v^:^^^-:^«!;-;^^«-,l.l) a..e of An,.. 
 rtojk, xvrnugM, wrought, -i^oxy roirnln , ' ^ "'^'*' rpffular; as, 
 
 regular; ^e,eclc,mioM,i;e,u^,!:^J^f'^ ^---Oht, rau„ht,-no^ 
 
 There arealsoothers„artiallvmo<lrrniJ!, 
 In others, there is V ^^^^^^^^ 
 
 perfect participle alike, l.y reJa L t T4 o^.^T^ "" """' '"'«« ^'^ ^^ 
 EXERCISES 0. T,™,, ,,„ ,,^^^^ ^^ 
 
 The robin returns with the sprinc 
 
 sentence, putting 
 
 State 
 
 tenses 
 
 ' ^"d«;atiyo moae, .Jeclarativo form 
 
 tho 
 
 th. sentence, to the in;;;;:;-:': f:;!" ■ """ "'°" *""«» 
 
IS*^ 
 
 76 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 iff 
 
 EXERCISE II. 
 
 The pupils are studious. 
 
 to the interrogative fori! ' '" '^^"^' *^« ^^^"*^"««« 
 
 EXERCISE III. 
 
 1. The .svy^i' of the sun is pleasant. 
 
 2. The defence of our rights is lawful. 
 : t'l'i'^'J ^' becoming- to the young. 
 
 4. ^.^../ of the poor is in the power oi' wealth. 
 
 of life. """"'"' '' ^'^ ^'^"^^ ^^ *h- ^••eat object 
 
 friends^''' ^'""^ '"''''''''''' °^ '^^^^^« "^^^es them 
 
 7. His object was the acquisition of money. 
 
 jurious '^'^^^^^^^^ «^ <^^^' appetites is often in- 
 
 9. Death for one's country is sweet. 
 10. A love for wisdom makes us wise 
 
 EXAMPLE. 
 
 Charles ea;presses\m opinion modestly 
 (Charles must express his opinion 
 ( modestly. 
 
 Subjunctive. | ^^ •^I^-'i'lese.r/jm^.s' his opinion modest- 
 ( ly, he will be listened to. 
 
 Indicative. 
 Potential. 
 
es of the po- 
 he sentences 
 
 1 infinitive, 
 infinitive in 
 
 vealth. 
 3at object 
 
 «:e8 them 
 
 often in- 
 
 italicized 
 jes as the 
 
 odestly. 
 opinion 
 
 modest- 
 
 MODES AND TRXsES OF VERBS. J J 
 
 Impemthe. Charles,...^,.... your opinion modestly. 
 Aninfinifh-e.\^^^^^y^ ^"^ rcHiucstwl to exp}-em his 
 ( opniion modestly. 
 
 A partkipJe. \ C'i'i'"^;'s, expresshifi his opinion mod- 
 / estly, was eag-erly listened to. 
 
 KXEIU'ISE IV. 
 
 protif '^'"' '^''^ '''''' '""^'''^ ^'"^ ^^^* '^''^' ^^■ 
 
 tru?y ^se ^''''' ''''''^'"' ^''' '-^1'""""^°' ^^^^^ ^««0"^<3 
 
 (3) The poor man is frugal in his habits, and he 
 Will be respected. 
 
 (-i) The pupils maU g-reat efforts, and they will 
 (5) The men are industrious, and thev will thrive 
 
 hyZ:^2^tr'"'T '"^>V° '•''''■''"' "'^"'^ «"«oretionof the teacher 
 
 sLX::i^s!^ ""'''"" ^^ '^ ^"^ "'*° '-^ - "^'i oi the tense: Of t,:; 
 
 PROPER USE OF RELATIVE PRONOUNS. 
 
 7^^«^ is preferaole to icho or zc^/cA in a restrictive 
 clause ; as. The hoys that 1 saio reminded me of nn, 
 younger days. (Here the assertion is not made of ail 
 boys but IS restricted to the hoys that I saw.) 
 
 Ihat IS also preferable to who or which — 
 
 1st, After the word same. 
 
 2nd, After an adjective in the superlative degree 
 
 3nd, After the interrogative pronoun icho. 
 ^ 4th When the antecedent consists of both persons 
 and thiT^ge. Who or ,dddi is preierable to that when 
 used in explanation ; as, We see the emhlem of our 
 
^ItjMMKs,. 
 
 76 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 E\ERCI,SE. 
 
 Supply «,eM fa „;,, ,^^ ^_.^^^ ^_^^.^^ ^^__^_^^^ 
 
 /ii wv, executive chair. 
 
 diffeLr;?""""' ■™'' ""^° °^J»^"»»- -»Wae. 
 J^^ I saw a boy and sled — reminded me of old 
 
 (7) Wisdom is the best possession - 
 nave. 
 
 a man can 
 
 SENTENCES. 
 ^ A sentence may be simple^ compound, or com- 
 
 The essential parts of a sentence are the simnU 
 subject and the simple predicate ^^' 
 
 A simple sentence contains but one subject and 
 one predicate; as, A man's happiness depends «W 
 manly upon Ms disposition. ^ ^ '" 
 
 Both the subject and the predicate may be limited 
 by phrases and words • as V,-.,... / 
 
s. 
 
 Here which 
 ss, but adds 
 
 nouns, 
 esterday. 
 idolized by 
 
 respected 
 r. 
 
 would act 
 me of old 
 mthropist 
 
 man can 
 
 , or com- 
 e simple 
 
 'ject and 
 nds pri- 
 
 > limited 
 y prove 
 
 EXJt.vNsrON-. 
 
 79 
 
 sin^ 'r : r' °""'"""™' ■•"«» *o predicate 
 
 each othei . bieam serve, man, mid also desZm him 
 A compound sentence contains two or more indc' 
 
 the head of iMomphen. 
 A complex sentence contains one independent 
 
 ^^-,,erorytrovt:'::i;^zrerp:t:t^^ 
 
 fence may bo complex ; «s, Every fo„ Mr„2 J 
 
 'Sr '■"^''*''' ""•'' ^^'^ - - ^« * ™«^ 
 
 as, W'o all kmto that ei-U commumcatiom corn, J 
 good manner., and that the conujanonlToZf 
 mtmm is elemtina. '"'"I'a'mn.htj, of the 
 
 ARRANGEMENT ANB EXPBEsTo" ' 
 
 Ii5tpansi„„ of Word, to Phrases. 
 
 E-\.tMI»|,E. 
 
 ^«er^.^/r men are commonly successful 
 
 Expanded : — 
 
 Men of energ-y arc, in most cases, successful. 
 
•, .^' . 
 
 80 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 Ill 
 
 KXEmimK f. 
 
 Expand tho italicized words into phrases. 
 
 (1) Tho hushaiidman's tivmnro. „,. 
 tjearhj. "ca&urc!, are renewed 
 
 4i'r;';:::i,:"'' ""■'"" ■■-' *"■*'% - 
 
 (3) l^,im,-ta„t acta were passed by the Senate. 
 4 A «««•. man is a r..^, ralnoh/e frien.l. 
 W /'■«»,«»; scenes soothe .l,e ™uKle,l spirit 
 Large animals are c„,«„„„,y stror.o.. ' 
 
 8 L m """ "^''^ •"' '^"'•" '>«« once. 
 8 Wealthy n,e„ shonirt give /,-fem«„. 
 
 tl^e'tinlr ™" "" '*"' ™"''"^^-'' 'o -™'™ ™«nd 
 (10) The man fo«/^ .li.,cl,arfred his duty. 
 
 Tiieyi/.v,' in „i acts accoixlina- fci the ,lmt,t 
 science. dictates of con- 
 
 Expanded:— 
 The man that is jnst acts as his conscience dictates. 
 
 KXKIM'I.SK II. 
 
 I=xpand the Halici.«, „-„rt, „,„, „„ra,e, i„.„ „,„„,e,, 
 (1) ««an-,.tom„ pei-sons arc despised 
 ^ (8) _The n.a„ne,. „f ;,,, ,.^,„^,^ . _^ ^^^^^.^^^ 
 
 (3) Some persons believe the planets to be inhabited. 
 
CONTRACTrON. 
 
 renewed 
 
 'dedlij on 
 
 ienate. 
 
 lid. 
 
 spirit. 
 
 ve round 
 
 s of con- 
 
 liictates. 
 
 s. 
 
 •ofound 
 abited. 
 
 81 
 
 (') ilie battle havnuj been founht h 
 l^eg-au to estimate l,i« Joss "^ ^^'^' ' '^"^^"^1 
 
 («) No one doubts M. ;..^ 
 
 our'"'""^^''^^^-'^>--Uhe crowd rushed 
 (10) lie believed ;.e.W.^,,,,,,^^^^.^^..^^ 
 
 ig"- 
 
 T.....™a,.„e.,ono„,eh,.„.i„,.eWtoap,„.a.e. 
 On father's retu,.,, .„„ ^oy. received present. 
 
 KXKIUISE I. 
 
 ^^^)^(^e.nan,wbobada,ood trade, lost his luclc 
 
 (-') The gentleman will be pleased if im- 
 proves, pieasca w Ins son im- 
 
 / Tl \ T'wrt ■'- 
 
 can 
 
 ('■>) While Ave clinir 
 
 ofProvidenee tears them fr 
 
 fr to our friends, the unseen h 
 
 •om our embrace. 
 
 and 
 
1^ 
 
IMAGE EVALUATION 
 TEST TARGET (MT-3) 
 
 V 
 
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 ,-\ 
 
 iV 
 
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 % 
 
 V 
 
 -^. 
 
 
 '% 
 
 0- 
 

 f/i 
 
 ^^ 
 
 I" 
 
 t 
 
 t^ 
 
 o 
 
 
1^2 
 
 GRAMMAR FOft COMMON SCHOOLS. 
 
 (o) The sweet breeze, that makes the green leaves 
 dance, sliail cool thy fevered brow. 
 
 (7) He leaned back in his carriage while he was 
 carried along. 
 
 (8) When the boy spw his father, he ran to em- 
 brace hnn. 
 
 (9) When the teacher found his pupils idle he re- 
 proved them. ' 
 
 (10) After the gentleman had settled his affairs, he 
 left the country. 
 
 EXERCKK II. 
 
 ^ (1) As he walked towards the bridge, he met his 
 iriend. 
 
 (2) When he had spoken two hours, the member 
 resumed his seat. 
 
 (3) The ground is never frozen in Palestine, as the 
 cold IS not severe. 
 
 (4) Socrates declared that virtue is its own reward. 
 
 (5) When darkness broke away, the town wore a 
 strange aspect. 
 
 (G) After he had suppressed the conspiracy, he led 
 his troops into Italy. 
 
 CO There are many ills that ^ye cannot avoid. 
 
 (8) As the door was open, the boy entered the 
 house. 
 
 (!)) After he met his friend, he returned with him 
 to his house. 
 
 (10) Since I saw ynu I have heard from my father. 
 
 
CONTRACTION. 
 
 reen leaves 
 liile lie was 
 ran to em- 
 idle, he re- 
 affairs, he 
 
 he met his 
 
 e member 
 
 iine, as the 
 
 n reward. 
 vn Wore a 
 
 cy, he led 
 
 avojd. 
 tered the 
 
 with him 
 :y father. 
 
 83 
 
 Contraction of Componna Sentences into Complex 
 
 m. may be done by using a subordinate conjune- 
 Tmb^ "^"^^^ ^^'^"^^^ '^ — ^- o^f L 
 
 KXAMPLK. 
 
 When the sea had spent its fury, it became calm. 
 
 KXEKC'If^E. 
 
 ciuiioi ^LT'" ^"" ^'"^"^^' ^"^ '^^ ^^^' 
 
 (3) Nature is full of unknown things and the 
 opportunities for discovery are still great 
 
 (4} The sun rose and the gray mist evaporated. 
 
 (5) My country has done me justice, and I have 
 no reason to complain. 
 
 (6) The stars Avent out, and the wind came roaring 
 down the mountain. ^oaimg 
 
 (7) It was summer, and the heat was intense 
 
 (10) Nature had put a coat of many colors upon 
 the woodlands, and tney were gay and beautiful 
 
8i 
 
 GRAMMAR FOR COAfMON SCHOOLS. 
 
 'iiil^i 
 
 (11) Expert men can execute, and juclg-e of par- 
 ticulars, but the general counsels come best from the 
 learned. 
 
 (12) The boy Avished to secure the g-ood-will of his 
 teacher, and lie performed his duties faithfully. 
 
 (13) Dryden kr.ow more of man in his 'general 
 nature, but Pope kne^v more of him in his local 
 manners. 
 
 Simple Sentences United to Form Compound Sentences. 
 
 KXAHVLW:. 
 
 Man is a rational being. 
 
 _ Man is endowed with the highest capacity for hap- 
 pmess. ^ 
 
 Man often mistakes his best interests. 
 
 Man often pursues trifles with all his energies. 
 
 Man considers trifles as the chief objV f desire. 
 
 United and contracted :— 
 
 Man is a rational being, endowed with tlie highest 
 capacity for happiness ; but he often mistakes his best 
 interests, and pursues trifles with all his energies 
 considering them the chief object of desire. ' 
 
 EXEKCISE. 
 
 f Men of courage do not fear danger. 
 (1) -^' Tliey do not needlessly run into danger. 
 I They avoid danger except in the perfor- 
 L mance of duty. 
 
jS, 
 
 idg-e of par- 
 )est from the 
 
 d-will of his 
 1 fully. 
 
 Ills general 
 in Ills local 
 
 d Sentences. 
 
 ity for hap- 
 
 erg-ies. 
 r desire. 
 
 the hig-hcst 
 :es his best 
 5 energies, 
 
 er. 
 
 langer. 
 lie perfor- 
 
 COMPOUND SENTENCES. 
 
 85 
 
 We acquire knowledge by reading, 
 ^^e acquire knowledge by study. 
 
 M^^. acquire knowledge by observation. 
 
 hap7.hir '"•"^^" ^- ^-^-^^-ss and 
 Knowledge gives us power 
 • ^^^^' '-^dds to our self-respect. 
 
 Labor strengthens the body. 
 
 Labor promotes health. 
 
 Labor gives a relish to food 
 (3^ ^ Labor helps ns overcome obstacles. 
 Labor is rewarded by success, 
 idleness weakens the body 
 Idleness destroys the appetite. 
 Idleness brings on disease. 
 
 ""^'ntnT' ^^^" "^ *^^ -P-^ Of the 
 (43 ^ AVealth may give us the respect of the cor- 
 
 Wealth will not recommend us to the Wise, 
 n eaah will not recommend us to the good. 
 
 The soldiers fled in confusion. 
 
 The soldiers M^ere pursued by the enemy 
 
 ^ ^ - so diers escaped With difficulty. '^' 
 
 ^he soldiers entered th.. ^itv 
 L The soldiei-s shut down the gates 
 
 L 
 
 f 
 
 (6) 
 
1l 
 
 ■ ( It 
 
 iinini'' 
 
 fifi 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 Inversion. 
 
 Inverted : 
 
 EXEB'ISE I. 
 
 natur! Iw iir ''V"™''"'""^ '"« ^r^"* oracles of 
 " " ',V, • "■'•>""=""°" '0 the arts of life. 
 
 misery. '"'' "'""" "^'^ -^^n be no positive 
 
 eae>ire::i~r ■"" ^'^^ ="*" ^*»- -'* 
 
 the mpL^of" "' '■"""'"'"^ *''^™' '" '«*'"& over 
 tnepapeis Of an acquaintance. 
 
 the gllr^er "''" ^°'"™' '^ *^ '-PP-- of 
 diseSrSed!"' ■"'''^' "' ■*■•"-">■ " '^ --^ to be 
 bour? """^ "''"'""' '" '"^ «y^ ""-"" fe the sunset 
 
 I. ft 
 
LS. 
 
 ce with each 
 
 5s of animals 
 ding- month, 
 
 rs as possible, 
 
 obstacles of 
 
 no positive 
 
 'tence with 
 
 fces of Mad. 
 mths with- 
 
 3king- over 
 
 tppiness of 
 
 'ong- to be 
 
 ■he sunset 
 
 INVERSION. ^^ 
 
 E-lERCrSE H. 
 
 for their excellence. ^ ^°" P'''"'^'' "'em 
 
 (4) But whatever irnw k„ 
 ftat this declaration wiTi'd "^ ""■ "^ "'^"'■^'i 
 wrolfi.^"""'™" remonstrate. w„i,e .e are doin^ 
 
 ^_W O^nscience reproaches „s after we have done 
 
 '-^"::;C^t~-|;---Hes„,ect. 
 ^21^;^, """^ -- '- <'iff-d around hi. 
 
 (9) I knew very well th 
 
 at he could do it. 
 
 (10) We acquire icnowledge by patient 
 
 =5tudy. 
 
 m 
 
88 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 E.VEKriSE III. 
 
 Invert and punctuate as above. 
 
 no/iS Tm '"■"," "' ""^ '^ ^'"■■'■>- Christmas 
 
 (8) Among tlio Indians it is reckoned uncivil in 
 travcllmg, for strangers to enter a village XuMlv 
 without giving notice of their approach '^ ^' 
 
 off,^hat wc are secure, unless we try to guart against 
 (6) I had long before repented of my roving 
 
 rrf::::;.''"""""'^™' ''•-'"-»'- ^-''' 
 
 (6) Early in the morning, before the ftimily was 
 Btirnng, the old cloek, that had stood for fifty years 
 m the farmer's kitchen, without giving its owner any 
 cause for complaint, suddenly stopped. - 
 
 dlffirencl*""" ''""" ^'^"^ ^^"^^ '^^^'^ ^^ ^^"^^ 
 
 (8) So far as I can judge, the book is vvell written. 
 
 of hil^art'''''"'''' ''''''"" '"' instruction, a knowledge 
 
 (10) The quiet vale of Chamouni lay behind us 
 (JoDted with romantic hamlets. 
 
)OLS. 
 
 nothing- mean 
 
 rry Christmas 
 star iieralded 
 
 ed uncivil, in 
 ag-e abruptly, 
 
 igers are afar 
 ruard against 
 
 my roving 
 lind from the 
 
 ' family was 
 r fifty years 
 s owner any 
 
 ■re is little 
 
 rell written, 
 knowledge 
 
 behind us 
 
 dd 
 
 WVERSIOJ^. 
 
 Compound Subject. 
 
 to It *"° ™'^"°" ■» - '" --' '1-t ^.^atp^fae is due 
 
 Theboys mother deserves great praise. 
 The boy's father and mother deserve ^eat praise. 
 b2\^I: ''"'"™^ ■"»'"- "o no. toth deserve 
 
 W^whtr' -'"''» " ^- ^ °« o, them, without 
 ^ mer the boy. father or mother deserves great 
 
 ^J^Uher the hoy, father nor mother deserves great 
 othtr '"" »"^' '>^"- '» ^- to one o, then,, and not to the 
 pr2! """' '"°*"' >"" -' '"e father, deserves g.at 
 
 EXERCISE I. 
 
 (1) John recites the lesson well 
 James recites the lesson well 
 
 (2) Qmrles has gone to the country. 
 William has gone to the country 
 
 I ! 1:^1 
 

 dO 
 
 GRAMMAR FOR COMMO?^ SCffOOLS. 
 
 (3) Exercise promotes health. 
 
 y^^npt^rance promotes health. 
 (^) A gfentlnnan was accommodated with board. 
 
 A l^u^ was accommcKiated With l.arl "^ 
 (<>} An old man attempts to cross the river 
 
 f l>; Charles has gone to school. 
 Anna has gone to school. 
 
 ANALYSIS. 
 
 METHOD. 
 
 Kind of sentence. *' 
 
 4iosn.j::\:;n„:;^-----,,,„,e..,,-ne 
 
 Clauses: kind, and wl,a?they modify. 
 Phrases : kind, and what they modify. 
 Part of speech, and cons^^ction of words (parsing). ' 
 
LS. 
 
 \'itli l)oard. 
 
 >iivd. 
 
 iver. 
 
 tt to ?uive a 
 ircd to, but 
 merit of tlio 
 
 used, with 
 ichools, aro 
 
 )arate en- 
 underline 
 
 
 ANALYSIS. 
 
 MODELS 
 I. 
 
 91 
 
 J^A sunbeam played thro'u.h a i.ole in the roof of a 
 Simple declarative, eonJunin, one statement. 
 
 Not any. *• 
 
 hrough -hole," adv., mod. «/a«erf 
 of- bam," adj., mod. w/. 
 
 ■''&no;roS7r''''^ 
 
 sta^Zr '"'^"''™' "™'-''""'^ '- '".iependen. 
 
92 
 
 GRAMMAU F0-. COMMON SCHOOLS. 
 
 but 
 ^ I ^I not take you with him. 
 
 Not any ** 
 
 "to — exhibition, "ad V mod w;/ 
 
 day from his window •' ^ ' '^'■■° '<"'''' " «^«"-y 
 
 i' every dajT^^ ^^3 window '' "" "'"" ""'' 
 
 phat) mis the teveiler'with rapture" ,H- 
 landscape." ™pture, adj., mod. 
 
 ^Ij'l'o I sees is everv An^ <■ 
 
 "with rapture/ adv. niod%//, 
 
 ' with indifference ' adv JL 
 
 ' by him - adv 1 / '^- '•' ^^^«^^ec^. 
 
 y ium, adv., mod. ^^ regarded 
 
 ' from window,^ adv.. mod.^,,,r' 
 
)i.S. 
 
 to-morrow, 
 
 im. 
 
 t'ith rapture 
 ees it every 
 
 idependent 
 
 with rap. 
 1 wiio sees 
 
 tdj., mod. 
 "^r adj., 
 
 ANALYSIS!. 
 
 Ai\Al.VSI.S. 
 
 (1) Kind of sentence. 
 
 (2) Entire subject of sentence 
 
 (3) Entire predicate of sentence. 
 
 4) Simple subject and its modifiei^. 
 5 Snnple predicate and its modifiers. 
 
 (7) Entire subject of clause. 
 
 (8) Entire predicate of clause 
 
 MODELS. 
 
 the ba™"'""" ''"'^■'■" ""™'^" " "o'^ '" the roof of 
 
 (2) The enure subject is „ ,unl,eam. 
 
 in m^;:;t cr'^ '^ ""'"' ""•'"'^* « ** 
 
 W The si,„p,e suhjoe. is «,„,«„,, ,„„„„^, 
 
 (6) There are no clauses. 
 
 (7) . 
 
 (SJ . 
 
 93 
 
mrz- 
 
 111} 
 
 i 
 
 kmr 
 si 
 
 94 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 (9) The phrases are,— 
 
 11'^^ ff^^ ^ hole, adv., mod. played, 
 ^n the roof, adj, mod. hole 
 
 nm ;f ^^^ *^'''^' a^U-. mod. m/. 
 
 (10) Connectives are through, in, and of. 
 
 /arti '"''' '"*'' ^''J''''^' "f fl--^' *'emem ia your 
 
 (3) The entire predicate of first statr-,«„f ,• 
 
 S-o fothe exhibition to-morrow ^' ""'' 
 
 (4) Siraple subject is/„rt„. „,«,ifl,d ^ 
 
 (bj There aie no clauses. 
 
 (7) . 
 
 (8) . 
 
 (10) The connective is to. 
 
 Jkl^: """' ^'^"^'"^"' ^^ *^ «-« -' '«fe ,,<,„ 
 
 (2) Entire subject is 7«^. 
 
 . (•'^) Entire predicate is will nnf tni.. 
 mm. "'"^ ^ot take you with 
 
 (4) Simple subject is he. 
 
LS. 
 
 i. 
 
 ANALYSIS. 
 
 Of. 
 
 to-morrow, 
 ntence, con- 
 Jnt is ymiT 
 ent is, vMl 
 
 >y your. 
 led by the 
 w. 
 
 dv., mod. 
 
 take you 
 fou with 
 
 95 
 
 (5) Simple predicate is mil fnl-„ ,„„., 
 ^ynot. and modified by thi ob,W ' "'^■'"'™ 
 
 TCi-bial phrase. '""" «""' ""d "le ad- 
 
 («) There are no causes. 
 
 (') . 
 
 (8) . 
 
 and 4a. °' '" "^""™ «™'«>c« arc, fo, but, 
 
 - i^re^:^^- itdiit::: rr"^^ -•* -"■ 
 
 «very day, from his ^niZT ^ "" *° ^''^^ '' 
 conL'L'l':p:CipTf -/-'«'•««- -'»-,. it 
 (2) Entire suX f!!™ ""'''""""" 
 
 .hcleittee" '""'"'^ '^ ^'' '•^^-«: -'<> ""O rest of 
 
 tte'twoMTClri'^ptot!'' '■' '■'^'"■*''' ■""""''^■'' '^y 
 
 (<>) The clauses are tchirh mu. ,i ., 
 -^mure, adj., mod. lauCl ^"\ "' V""*''' «'* 
 
 i t; 
 
 :f 
 
 
hi' 
 
 B.» f 
 
 pi 
 
 96 
 
 GRAMMAR FOR COMMON SCHOOLS. 
 
 (8) Entire sul)ject of second clause is iclio 
 Entire predicate of second clause is seen it every 
 
 aayjrom his windoic. 
 
 (9) The phrases are,— 
 
 tcith rapture, adv., mod. fills, 
 with indifference, adv., mod. is regarded, 
 by him, adv., mod. is regarded 
 ecerij day, adv., mod. sees. 
 from his idndow, adv., mod. sees. 
 
 When pupik have beeome familiar with the rules 
 beyond their eapaeity, it seems a waste of time to ™ 
 
 b^^Zt t '™^ '"™°'™™^ ^'"'■■cise, awaken- 
 .ig I.ttie thought. Questions like those in the follow. 
 
 and tonhan^e pupUs with grammatieal principles, 
 rhese questions are given, not to be followed im- 
 
 Of :':;^;;e'r " "'""""" '^ "^ ^^ ^^ «- "--«» 
 
 EXAMPLE. 
 
 "The tall oaks whieh grow in the forest wave their 
 branches gracefully in the cold March winds " 
 
 (1) Tell the use of the following words in the 
 sentence above: «, oak., «.foyf ^Z] Zl 
 hranches, gracefully, cold, March, tcinL ' 
 
 fj;l " *' "'"^ "' "'° '''^"^' »^»<^A ff-'oeo in the 
 
.s. 
 
 li'ho. 
 
 seen it every 
 
 garded. 
 
 , with, hy, 
 
 h the rules 
 ictions not 
 time to gfo 
 vhich soon 
 !, awaken- 
 ;he follow- 
 1 interest, 
 inciples. 
 lowed im- 
 discretion 
 
 ave their 
 
 s in the 
 ', wave, 
 
 ANALYSIS. 
 
 97 
 
 U'7 
 
 (5) Write all the forms of ..«/ 
 
 eacli should be used. ' "^"'^ *^'^^ ^^hen 
 
 (6) What time is expressed hy the word 
 
 (7) What time would be '"''''' ^'''''^ 
 grew? °^^^ ^^ expressed if it ,vere 
 
 the LirfotT" """^^ "^^"^^ *«- -ouia vequi,. 
 
 fat„"i efr;™'' '"^ ^^"^-^ -- ''e .'.ade to express 
 
 (12) What is the ii<?p ni' ^u 
 
 -hen they are preLed to .l^r^ ''''' '''' ^^^ 
 
 (13) What are awa;27ea/7e^,..^ 
 
 to m the 
 
SUPPLEMENTARY EXERCISES 
 
 IN 
 
 VEEBAL FORMS. 
 
 MODE. 
 
 erlvo'.rr'"".""^" '"'■^'"' P«'-'«'P^ "e more prop 
 
 -Z™7a\\:;r"^'' '■'"■■'■---- -e. 
 
 dittn* "'^ "^ "-^-y»nct,-ve,y. .„ expros. a co„. 
 lnS/r.t^;r.:r-">--'' -■•'"« purple 
 
 ".e other, oxcep. ^C^ ""'^' " " '» -«'»"« 
 tWnr"^: i:;' f/r '";'^ "> * ^-^^ ">«" «e same 
 
 be u^ed in ;r r ':;^rentn:r """^^ "^^ 
 conditions. sratement. aud in expressing 
 
 ' but 15 u«ed for a different purpose. 
 
3ISES 
 
 more prop- 
 L to ask a 
 dent state- 
 less a con- 
 is purpose 
 
 ing either 
 '0 exclude 
 
 the same 
 ■ go if he 
 )des may 
 spressing 
 
 form of 
 pose, 
 
 SUPPLEMEI^TARY EXERCISES. r)^ 
 
 . SUBJUNCTIVE. 
 
 Gnmm says, that .-while r n 
 means I sTiall be. The Anl,//''' "^'^"'^ ^ «''^ ^-^^ 
 -^ present, but a future setfiT ''' ^'^^'^ "^'^ "^t 
 ; - only Where the form":; is n^'r ^'r' '"^"'^^-' 
 i'^ Po^er of a present fZ - 'Af""^' *^'^^ *^ ^^as 
 G^ram, p. 268.) * (^^^ FowJer's Eng. 
 
 It seems by this f-hnf ^i 
 fifg the fo^s 1> /t tr^v' '"•^°*« "f -n. 
 only ^hen reference fa Cuo f ,/ '■"'"■ '° *■="• "«« 
 tent With original usage. "''" """'• '« <=<">*. 
 
 Alth ^^"^^^ 
 
 Of '™rris?n.;tv::;:,,t"°«"^ *---nc.-o„s 
 
 "■"e Of an action is exp" If h ! '""" """ '"e 
 
 -nore commonly expressSb. 11;"" ^''^^ I' « 
 
 In fact, the present and the fX . °'' "" '■"'™'*- 
 
 ■nay be used in oxpressW „ "^ ""^ »'"'='"»-e 
 
 The potential presen/- . ^ ^ ''«-wo/vo?^,. 
 ■n expressing pre~. ^^ J;- ^-^ '««.- be n«ed 
 
f 
 
 loo 
 
 "^ SUPPLEMENTARY EXERCISES. 
 
 SKQI EX< K OF TE.VSES. 
 
 Mai/, ,hall, ^cm, are rog-ularlv used in m 
 after the preseiif Mn.] fnf. ^, - "■''^^a in clauses, 
 statement' !ndC^.'^^^r;r^^^ 'j 5'" ^"^^P-^^ent 
 the past te'nses; aJ,' ^^ ""'^' "^"^^^ '^'^-'^^^ ^^'er 
 
 I come 
 I have cornel 
 I shall come 
 I will come 
 I came 
 I had come 
 
 ] 
 
 that I may see for myself, 
 that I mi^^ht see for myself. 
 
 Veibs of askmg^, teaching-, and a few others have 
 two direct obJects,-one of the person, the lerif 
 thethng; as, I taught him grammar. 
 
 tact that they admit of two regular passim.^ • J «■ 
 
 taught h,m by me. I asked him this question Thi, 
 
 passives may bo formed thu< . ir: j. • 
 seentoruniy^,. msrur.4ZJZhf:r 
 «.w you. that you „;c;,('i« ™ "„,;Vi7 ' """ ■ '^ ' •*•" "«" 
 
d in clauses, 
 ' independent 
 -should, after 
 
 ' myself. 
 
 '!• myself. 
 
 others, have 
 the other of 
 
 own by the 
 'es; as, He 
 mmar was 
 tion. This 
 asked this 
 
 ;ain verbs, 
 or verbal 
 'un. Two 
 'ping was 
 '■' Be was 
 ' hy me. 
 
 rfept, since It 
 1, / n<iy have 
 
 ^eed and dn}'^ \.^f 
 
 =°n ^-n^ular of the p 1"?^? ■'*" *" ""'" ?«■- 
 '^""cely be .aid. AuZL^T:'""'' ^' Kneed 
 B« iUo U expressed w^f 2 '* •""''^-N^^vm.^. 
 f^-h as, It«,^,, J^fj^^ -»„d verb, the . is 
 truth. «"<i- Ho dares to tell the 
 
 Methinks is formed hv n,o • 
 meaning ..,„, „„i the d!y '""'"^™'" ''^'^ '*'«*. 
 ■•endered, it seems to Z '"'' *"'' ^ "'^■■''"y 
 
 .4^! nTiif ^itrt^-^ *f-. ^«<. «. Ud as 
 
 «'»y are idioms wWch 1!^^'™'' ""■'^'^'^s "«* 
 'toes, and abundant ^J '" '" "^'^ ^om early 
 
 by good writers. "^ " """^"^ «««'• are also used 
 SPEARE. *' """ bay the moon. "-Shake- 
 
 "^ '""*"'*''•'« "doorkeeper," etc -P, , . 
 
 And wear fha u i '"-ys^^f the slave, 
 C0WPE«. "' *° ''™<'^' 'ha,, fasten thU on hto..._ 
 
 "I'W'«a»K./«otte,asIivetobo 
 
 ^*"'^""^'''-— -'."-S..AKESPEARE. 
 
102 
 
 SBPPLEMEKTAHV EXERCISES. 
 
 it ^Xttr..-M:'cr '"*'• '^"^ ^'°- ^ *- 
 
 In Anglo-Saxon the simple infl„iH„„ 
 ceded by the preposition To ""' P™" 
 
 It was only the dative ease that was preceded by to 
 
 to^Z IZ^:^^ T' '-Ifth centary,' 
 two inflnitivetlthfl ""'""""'"™' ''"'»">« 
 ^taplefo^Jbeeltetr^nL^^™'*'- ^"'^ '"^ 
 
 rl-s:^re»-lr"=t^^ 
 
 to.%; Beady ,. ZlforZutTZ'" It'^"' 
 to do it ^for doing it. ' ^' ^^ '' *« -^i 
 
 tivf^trsL'h^rr r :5^" '"^ ""^"* '"«"'- 
 
 thin., and T^J:.^ "f t^ r'" ^ ""''^™ 
 Saxon. It first eviU ! ^ "'' *' "PPO^^d to 
 
 t method or'::::^^::^^:^^^^^^ ™^ 
 
 vcrbial mannpr t another in an ad- 
 
 andass„rdT„i„t~--:i-aeheditsel, 
 
alone ; others 
 
 s to go out of 
 ^. Emerson. 
 
 gone on pro- 
 f the Poets?" 
 
 'as not pre- 
 
 ieded by to. 
 
 th century, 
 e ; and the 
 I, and the 
 
 d from the 
 erally ex- 
 lent to for 
 7 let = for 
 s the man 
 
 ish infini- 
 a modern 
 pposed to 
 and was 
 in an ad- 
 ed itself, 
 
 SUPPLEMENTARY EXERCISES IQS 
 
 sofc. /•o.Wwr.Z "" "'■ '"'P""'='"-«n of his being 
 
 niny perform the offlir„f ^ "™" '■""' r"-«P<"'i«"n, 
 adverb. " "'^ '^ """■'■ '^" ""J^ctive. or an 
 
 ^. He «•«., ,.«<;„ Lit ":;'"' '"'"'"' """""""^ 
 
 remain silent. ^ ' """ '^'•'^ """a^* 'o 
 
 a plteTo:™:;:r;*rr" ^^ "°' »"— - ^'"- 
 
 perform the office of/ '°'"'°'' """ " """" '»«• 
 adverb. ""^ " ™""' ■-"> ■■'djeotive, or an 
 
 often used in a pU" mj«rfect active is 
 
 «ra«^^ Ihe drums are beating. 
 The evil of emplovina- tlie sa,„„ *■„ • 
 ings tes given ri e '.„ f^, „ '" '" '™ "'<'"»- 
 
 g uut. ^ he drums are being beaten. 
 These forms seem cumbrous and stiff h„, „, ' 
 now used bv m«n„ „ , . ' " "'"y are 
 
 bj many good writers. (See liai., p. j ,C). 
 
104 
 
 SUPPLEMENTARY EXERCISES. 
 
 Active forms with passive significations are found in 
 ^ell , he ^.s to hlame. The infinitive is here 1 gerund 
 
 expicssions, .swrA «,v, rt,v wawy an. 
 
 There seems, however, to bo merely an ellipsis of 
 «^^c^6.s as u^ere m my possession. That is / nave 
 
 Mm, etc. ^ ^ ^'^ '""^'"^ "^^^^ ^'^^^^^^^ 
 
 senten^T "'"P* ^'^'^'^ ^fter ««» in the following 
 Thau /rt"" ""''™ ""'"^ '*«» ^- -iue 
 
 orWdtd'Zr'T.f '"■''^'•■"' '*™« '»'. «o often 
 cr«, but are fnlly sanctioned by good nsage , as, 
 
 My two last letters. --Addison. 
 
 ■Ihe two first lines. "—Blair 
 "At the two last schools. "- Johnso.m. 
 
 The three first of his longer poen:s."-SouTHEV 
 i mold says, "Pei^ons ^Ht, first three to prevent 
 
 ^^ a Jt the ;..f;trwtn: aTZt:^nt 
 there 18 no second three." happens, 
 
are found in 
 2«/'/ hoolcH to 
 re a gerund, 
 noun in the 
 
 n ellipsis of 
 •e him such 
 t is, / gave 
 were in my 
 soj received 
 
 hat as is a 
 
 3 following- 
 was due. 
 
 he money 
 
 are often 
 isag-e; as, 
 
 ) prevent 
 ore than 
 bsurd to 
 happens, 
 
 SrjPPLKMENTARY EXERCISES. IQS 
 
 first ueartoi. ^ ^^ '"'^'''^'''' "^ ^'^J'^''*^^ '^^" ^''^ 
 
 cjoar^.. can .e ,.. o„„ .... „.,::::;-: 
 
 ^toh form, arc proper, and are used by the be.t 
 
 IS in reality another ^vord : fiueanino.! a„ 7. / 
 
 " more, 6y ,so much, the better "—R a tv'm tt; x. 
 ^w^M 6^r«mma;-, p. 35. ' ^'^^'"^ 
 
 What mth, in such sentences as, What with fh. 
 cold weather and feehle henlfh T a ^^ 
 
 j?o /^^ -h^,,.^ .. /*-(f ^^^^ /'««^^^. ///^/^-e been confined 
 10 me fiouse, IS an idiuiu, not to be analyzed but" used 
 ^8 an equivalent of the adverb partly. ^ 
 
fi"'i".-, tile cmmrati-o h! J '''" °""''' '•"■'l 
 
 J'™l-„it,v wo„r ""'^w ■ """■^'"""•»' """ 
 «"' same fonu „f co,„p!h , T "'■™" ''■^- '"""«• 
 aan two." One ),.n ' '"' "'' '"■• "«"•« 
 
 »'» "'.lost and "u';:';,,';: '"■" "'"""- ^mks Of 
 
 «« '"«, "Only inZ2 ;, " ^""""'■""'"'f 
 
 ™eh cases „«.,! indiscriru aWv ^* "^■^"•"«^. "'•-" 
 
 Th,sis,„e u,eaker of the two or' .J T "*-"'">• 
 two." °' ""^ "'« weakest of the 
 
 yiiis construction takes place with th 
 
 i he sentence sounds ^,.7^.^,^ ^^^^ 
 
■>'imtiro must 
 is )i(»t strictly 
 ntijiiijiiiy use 
 
 ' fts, f/tf. /past 
 
 3 other dn.-ii 
 'I'^Juous, aiKi 
 ed by rising' 
 "' i'ov inoro 
 n speaks of 
 
 'ic," siiys, in 
 Uer inc n of 
 ^0 has the 
 s construed 
 :rees are in 
 ty rig-htl.v, 
 ^ent of the 
 
 to Use an 
 
 i limiting- 
 'u'»j<^'ct or 
 I'Ction, an 
 
 eibs, he, 
 as, The 
 Velvet 
 
 vi'd and 
 
 HUPPLKME.VTAKV EXEHrWE.q. 
 
 
 
 A ; 107 
 
 ;Tho blow fell hmvy on the family. -Macaui a v 
 ^ rhe stream ran ./..,> and .^.a.^." ^^^^"'^^^• 
 I iie lads came back .sr//« " 
 
 " While he lived, his power stood yZm." 
 
If 
 
 108 
 
 m 
 
 SUPPLEMENTARY EXERCISES. 
 
 The practice of throwino. fi, 
 of".o sentence (espS wi' '''''P"""™ '° *^ «»d 
 
 ■>"f' ■' be expected, an oW E J^.t"'r ""■^"■"' ^"O' "^ 
 I>i tlie Jattei- part of ,i " ^ '' '"'""• 
 
 r-; Of the c,-,Le„: ' I ;7;r"* -0 'he fl„t 
 "leleg-ant. Since that time h7' , ' '^'^S^ried as 
 «o restore the Engm ZV ^ '*'" '^ '<'"'^<'»'=y 
 '-- spirited, iin 'Z'r';^, •'"""-ome anj 
 ">'■"■." 8-ives the preferoll . ^ "^ ^"«^"* Gram- 
 
 ««/ /«..„„ .,,,i :;■:::> :,,tf. -^^p---"- -. 
 
 A long ,ist of quotations from EM AT " "''■"'^'^• 
 ffivcn by ain, will show Z ^'™''«*an writere, 
 A'.v/< « te> ,„ would hlr,;:'*^ "' ""^ '™^- ^« 
 session <„ „4v;i 2r * "P^^^^y »««==- 
 bonds, eager only t;«;^l*::, "^''^"^''ed va^a- 
 
 Wm to appeal to."-MATT„tw r"'"™""* "P'"'"" «»• 
 '-.•o Vivid and romantlcIC^tS^''''^ '^ """"" 
 Tins construction isesnociallt^^ <'''» "Ppeal. 
 
 'J-ou:.e, and an idiomaSyie. "''''"''' '"'^""^'^''l 
 
 ™''I'11CE OP THE ADVERB 
 
 The place of an adverb in «,„ 
 fntence, requires much cw „ "f "8-<«»ent of a 
 bo eiven of univer "i a'n ,, ;■ *"""<' ™'^ "an 
 has a direct ob/ect te ^Jf'T""- ^« "'ben a verb 
 
ion to the end 
 with theres- 
 "8'in, and, as 
 1. 
 
 and the first 
 reg-arded as 
 fi a tendency 
 ^ersome and 
 ?Iish Gram- 
 >ressions as, 
 ? a witness. 
 an writei's, 
 'ime. That 
 by the ex. 
 Jhed vag-a- 
 reat to die 
 •pinion for 
 lis is much 
 5^ appeal. 
 colloquial 
 
 ent of a 
 rule can 
 n a verb 
 ed after 
 tnmonly 
 dances 
 
 SUPPLEMENTARY EXERCISES. ^qQ 
 
 The p,.p„,i,„„ ,: :x 2 """' '"^ "''^"'-'•■'• 
 
 taflnitive by an adverb. '"^"''""' *»■» '"e 
 
 "^'^.r^:;-?cr^ tsi- 
 attention," or "fo poIi ^P^*^^ only to call my 
 "™itstheadvU,p a:^:':r1""™'■^■''■°"'^-" 
 Soflie two sentences, "AVIIIiom 
 recite," and "Even VJu- ™'' "'^'^^'^ '» 
 different tbin,.^™™~ 
 
 - Of an adverb, and nuHeirr^Xr-- 
 (VBAMMATICAl EQUIVAIENTS. 
 
 nea.-.v the .an.e, I L ^ ^f ""r™ *" ^^'"^' " 
 mand of Ian(,,„„o fa IitM„T .7 "' '' '""'=<• °°»- 
 
 '-- «ith g,t 2, " "™ ■' "'■''"=""'" -""«-- 
 
110 
 
 SUPPLEMENTARY EXERClSES. 
 
 The most common equivalents are words, phrases, 
 and clauses : thus, a prudent man is equivalent to a 
 man of prudence, or a man who is prudent. 
 
 He reported the death of the king = He reported 
 that the kmg was dead. 
 
 The services being finished, the people dispersed = 
 When the services were finished, the people dispersed. 
 
 with:J:c™?„rrar 'ZITJ^ '^ "?; '^^^'^^^ interchangeable 
 
 PARTS OF SPEECH. 
 
 MODEL. 
 
 "He who plants an oak looks forward to future 
 ages, and plants for posterity."— W. Irving. 
 
 Select the several parts of speech in the following sentences 
 and arrange them in colunms, as in the model ' 
 
 Jl^ ".t^'"^ ^f ? ^^' ^ «^^^^™ in speech as in 
 BOHe. M«,ny people have no ear for music, but every 
 one has an ear for skilful reading. "-Emerson. 
 
3s, phrases, 
 valent to a 
 nt. 
 
 e reported 
 
 ispersed = 
 dispersed. 
 
 terchaiigeable 
 habitual act). 
 
 to future 
 
 ?HEP. CONJ. 
 
 I 
 
 to 
 for 
 
 and 
 
 sentences, 
 
 ih as in 
 ut every 
 
 'N. 
 
 SUPPLEMENTARY EXERCISES. 
 
 Ill 
 
 (2) " Whatever is begun in anger ends in shame." 
 
 (3) " The worst wheel of the cart makes the most 
 
 noise. 
 
 (4) "If pride leads the van, beggary brings up the 
 rear." 
 
 (5) "A false friend and a shadow attend only 
 while the sun shines."— Dr. Franklin. 
 
 POSSESSIVE CASE. 
 
 Change the form of these sentences, putting the italicized 
 words in the possessive case. 
 
 (1) This is the steed of the hero. 
 
 (2) These are the swords of heroes. 
 
 (3) What is the sphere of duty for teaman? 
 
 (4) This is the house of my father. 
 
 (5) The uncle of the boy paid his tuition. 
 
 (6) The fathei-s of the hoys reproved them. 
 
 (7) Does this cane belong to the gentleman ? 
 
 (8) Do these coats belong to the gentlemen ? 
 
 (9) The hoofs of horses are whole. 
 (10) The hoof of a cow is cloven. 
 
 PERSONAL PRONOUNS. 
 
 In each sentence, supply the personal pronoun, and tell 
 what person, number, and case it is. 
 
 (1) The girl must study lesson. 
 
 (2) The girls must study lessons. 
 
 (3) The man acquired property by industry. 
 
 (4) The lady was much admired by friends, 
 
112 
 
 SUPPLEMENTARY EXEKCLSES. 
 
 (5) — am pleased with -_ situation. 
 
 (6) Teach to flv k 
 
 (7) In building: a house ~_ ftnnio th. . . , 
 strong-. name should be 
 
 (S) Boats are steered by ,,,^^^^,^ 
 
 (J) You lost • books nn,] 
 
 - . ^°^^ ^»^^ brother foun^ 
 
 ^''^^or7r'^^^'*''^"f«''^"d]ig-ht 
 Of all this wondrous world see • 
 
 smile bv da V «.i ■, ' 
 
 A,, u ^-^ "«*}.- gloom bv nio-hf 
 
 Arobut..eflec«o„scaug,..f,.o„Jl,'l'l„,, 
 
 COMPOUM, PERSONA! PRONOUAS. 
 
 in each sentence, sun,)lv n,« 
 P™o„„, and ..„ what Aona'Vrirr""' ■''■""■-' 
 
 (1) The g-entleman »«■! thf.,-„ j 
 
 ae boys not to injure ' "" '"""™'«d 
 
 (2) The ^W amuses ^,vith her dolls. 
 3 The boy amuses with his cart. 
 
 (i) The children amuse with n|.„-M,- 
 
 fK\ rni „ P^flJ'thinc-S. 
 
 (5) Thou forg-et'st . • -^ h^^- 
 
 7) You wrong -_^ to write in such a case. 
 '-''J i — — saw it. 
 
 (9) You saw it. 
 
 (10) He saw it. 
 
 (11) They __ saw it. 
 
tion. 
 liig-h. 
 
 should be 
 
 s. 
 
 'Other found 
 
 ht 
 3e; 
 
 nig-ht, 
 -■" — Moore. 
 
 Jnd .persona] 
 
 1 cautioned 
 
 hing-s. 
 
 one horse. 
 
 ase. 
 
 SUPPLEMENTARY EXERCISES. Hg 
 
 KELATIYE PRONOUNS. 
 
 sentences and tell what noun or pronoun is its antecedent. 
 
 on thi sta^f '"" ""^^ "^"^ ^^^>'^ — -- -ted 
 
 (3) The boy to 1 spoke is my friend. 
 
 (4 The girl 1 spoke to is my sister. 
 
 their LaZr^ ~~ "' ^'^'"^^ ''''' ^^^ ^^^^-"^ ^^ 
 
 (6) The books of I spoke are interesting. 
 
 beautk?^ -- — leaves had turned 'were 
 
 (8) ''When I was a young fellow, I used to spend 
 
 (J most of my vacations with an uncle lived 
 
 10 m a beautiful part of Wales, and house 
 
 (11) was only a mile or two from the coast 
 
 was very precipitous." 
 
 COMPOUND RELATIVE PRONOUNS 
 
 tenceT'"^ *""' '°"'°'^' '''''''' ^^ ^^^^ '' *^« f«"owing sen- 
 
 m ^r ^!''^^'' ""''' P'"^^''^'' '^'^^Id ^e overcome. 
 {d) i hey know not they do. 
 
 (3) way he turned, he met with difficulty 
 
 W will, let him come. 
 
 (5) wishes to excel must work hard 
 
 othiri. '''' '''^^^ '''''^''y avoid — gives pain to 
 
 .!. M 
 
:f 5, ; 
 
 114 
 
 SUPPLEMENTARY EXERCISES. 
 
 S rr^"'^^^« "^Jie^ n^ust be diligent. 
 («) Take you choose. 
 
 (m r~-"^^^" /^^ ^^"^'•^■'k misrepresented the case. 
 (iKj) m situation you are, do your duty. 
 
 »fote.-"WT,08oever " isdeclinedlike "who,"thu8: 
 
 Noviinadve. Possessive. Objective. 
 
 Whosoever. whosesoever. whomsoever. 
 IIVFIIVITIVES AND PARTICIPLES. 
 
 MODEL. 
 
 I heard the bird ««(, = simple inflni.iye. 
 I tned to catch the bird = infinitive phrase. 
 • Smg,ng is a healthfnl exereise = infinitive in ina 
 
 EXERCISE. 
 
 (2) We hear life murmur, or see it glisten." 
 
 (3) "To be, or not to be, that is the question""'"- 
 
 WCrom.e,i,Iehar,etheem„,a™v:mSt 
 
 (6) The man was indicted for stealinf "'"'"""• 
 (6) The best method of acquiring facility of ev 
 P-^sion is u. practice writi„g\„def J^dSs crS: 
 
ent. 
 
 nted the case, 
 r duty. 
 
 ective. 
 
 nsoever. 
 
 ES. 
 
 ase. 
 
 ive in ing. 
 
 ! notes = im- 
 
 rases, the in- 
 the following 
 
 listen, 
 ten." 
 
 Lowell. 
 stion." 
 ikespeare. 
 ambition." 
 iJcespeare. 
 
 ity of ex- 
 ious criti- 
 
 SUPPLEMENTARY EXERCISES. I15 
 
 (7) Reading good authors, and examining critic 
 ally the structure of sentences and the choice of 
 words, will be useful in forming a good style 
 
 (8) A boy attending school should go for the 
 purpose of learning. ^ ^^^ 
 
 (9) The boy, after reciting his lesson perfectly 
 was permitted to play. ^^^^uy, 
 
 (10) To an American visiting Europe, the long- 
 voyage he has to make is an excellent pre;arative. ^ 
 
 REGULAR AND IRREGULAR VERBS. 
 
 MODEL. 
 
 n,nl^^^^'^'' '"^ "'" '^''' ^°"^ ^^^h^rd'« Almanac did 
 more than any thing else toward making him fam 1 
 larly known to the vy^U\^:~Hawthornl 
 
 ■^^^"^"^- Irregular. 
 
 appears. ^^ 
 
 Present. Pa.t. Per. Part. Present. ' Past. Per Part 
 
 appear, appeared, appeared, do. did. done 
 
 make. made. made, 
 know. knew, known. 
 
 VertTn?wo^!7 •'!!,' r''"' *'^ ^ '-^^ -^ *ho irregular 
 verbs, and words denved from verbs, n, separate colunma 
 
 EXERCIgE. 
 
 ^ealc IS that they are unable to hear. 
 
 t speak a word, for fear some one wJlJ 
 
 speak 
 
 (2) Do 
 liear you, 
 
116 
 
 SUPPLEMENTARY EXERCISES. 
 
 fZV'/''"''"''^'"''"' ^"'^ ^^^^^^ ''^' down to us 
 trom a former generation. "_ Webster. 
 
 hvlt^ ^^T^"" ^^' bounteously /'...^^/i,;^,^ out your 
 
 Wltfr '°' "'"'' '^'^'^ *'^^ ^"^^-^ ^^^^>^''- 
 
 ACTIVE AND PASSIVE VOICE. 
 
 John speaks the French language. 
 
 The French language is spoken by John. 
 
 EXERCISE I. 
 
 ^^ Change the verbs in the following sentences to the passive 
 
 (1) My brother read the book yesterday. 
 
 (2) The children gathered flowers in the garden 
 
 (3) My father plants trees for fruit and shade. 
 
 (4) The diligent make great improvement. 
 
 (5) The general sent despatches by every mail. 
 
 EXERCISE II. 
 
 Change the verbs to the active voica 
 (1) Health is promoted by exercise and temperance. 
 \ml ^^"^ ^'^^^^^ enjoyment is conferred by benevo- 
 
 (3) Mary's friends are delighted by her prudence 
 
 (4) A report of the battle was made by the general. 
 
 (5) The man's property was acquired by industry 
 
 .I'll 
 
e down to us 
 
 ^ned out your 
 yous day." 
 
 rears ago."— 
 
 !E. 
 m. 
 
 to the passive 
 
 y- 
 
 e g-arden. 
 shade, 
 ent. 
 ry mail. 
 
 3raperance. 
 by benevo- 
 
 prudence. 
 e general. 
 ■ industry. 
 
 SUPPLEMExVTARY EXERCISES. 
 
 117 
 
 Change the sentences in Exorfi\o« T nr^irr . . . 
 gative form. J^xercisos I. anrl II. to the intorro- 
 
 The officer a«e«« ^ ti.e business. The busing, 
 ■was alU.vled to by the offleer. 
 
 In such MMs, the combination shouM Iw reinr,wi .... 
 
 "He was come home. "— /rr/?«^ 
 ;; The melancholy days are cor^^y -Bryant. 
 But he IS nsen, a later star of dawn."->Fa,^,^.,,,^. 
 
 Present, 
 
 lie. 
 
 EXERCISE OJf THE VERB "LIE." 
 
 PRIWIPAL PARTS. 
 
 Imperfect Participle. Perfect Participle. 
 
 ^y'^S- Iain. 
 
 Past. 
 
 lay. 
 
 Present Ind. 
 Past Ind. 
 Present Per. 
 
 \ 
 
 MODEL. 
 
 I lie, or am lying, on tlie lounge 
 now. 
 
 I I lay, or was lying, on the lounge 
 < yesterday. 
 
 Ind. I ^ ^^^^^ ^ain, or have been lying, 
 ( on the loune-e all Ai^^r 
 
 lounge all day. 
 
11« SUPPLEMENTARY EXERCISES. 
 
 Past Per. Ind. 
 Future Ind. 
 Future Per. Ind. 
 
 I had lain, or liacl been lying 
 on the loung-o an hour before 
 you came. 
 i I shall J..^ or shall be lying, on 
 ( the lounge, after dinner. 
 I shall have lain, or shall have 
 been lying, on the lounge 
 when you come. 
 
 Fill the blanks with the proper forn. of the verb lie 
 
 (1) The book or i« 
 
 (2) The book --_ o : ~ °" f ti'^'"' "'"• 
 terday. , ''' ^" *^^« t'^^le yes- 
 
 (3) The book has or l,n« i 
 
 t^ble all day. ^ '"' ^^^" ^n the 
 
 (4) The book had or bn,i k 
 
 table a long time. ^ ^''^^ ^^^^^ 
 
 (5) The book will - or will t.« 
 
 table to-morrow. ^^ ^^ *h° 
 
 (6) The book will have - or will t. 
 
 — - on the table an hour ' ^^"' ""'''^ 
 
 jp The book may _ or may be __ on the 
 thefalir^"'"^^^^^— -^^l^tbe-^on 
 
 — rtt tat."^^^ '^^^ — ^^ -^ ^-- ^een 
 
 (10) The book might have or mi^ht b. 
 
 been on the table. ^'^^' ^^^^^ 
 
d been lying, 
 n hour before 
 
 1 be lying, on 
 • dinner, 
 or shall have 
 the lounge 
 
 erb lie. 
 
 able now. 
 table yes- 
 
 on the 
 
 OIL the 
 
 on the 
 
 have been 
 
 - on the 
 
 )e on 
 
 fiave been 
 ght have 
 
 SUPPLEMEXTAHY EXERCISES. 
 EXERCISE oy THE VERB "LAY." 
 
 119 
 
 Present. 
 
 lay. 
 
 Pas/. 
 
 laid. 
 
 I'HL\(IPAI, PARTIS. 
 
 f"'per/ert Participle. Perfect Participle, 
 
 ^'•^>'"^§^- laid. 
 
 r> MODEL. 
 
 Present P., r , ! ''"'*'' °" ""= '"■'•"«• 
 
 /.V„,.J;J -^f 'he pap<. o,u„o table. 
 
 "•«.UI,.^ have laid the p«fK,r on the 
 
 „.,, , Exeec'isE. 
 
 ■f lU the blanks witJi «-v,^ 
 
 ^'^^'^*h«P^-°Perfonnoftheverb/a^. 
 
 (1) Birds eggs. 
 
 (2) The boy ,^, ^ook on the desk 
 
 (rfj Please to — _ fjip i,,,,,,, , 
 
 )t\ r] "^ ^'''^ f^ur eggs. 
 
 find it. ~~-"^^' ^""'^ -^-y, -nd eould not 
 
 J V ^ ''''^'^^' y""'"'' b^oks. 
 
 '•'> You could — — ^^n,,,^ 1, * 
 
 — } our hat on mine. 
 
 ave 
 
 (10) You may h 
 
 (11) You should hav. 
 
 y 
 
 'our hat on the table, 
 it where it belongs. 
 
 n 
 
120 
 
 SUPPLEMEXTAH V KXERCISES. 
 
 KXLltCISE 0.\ THE VERH "SIT." 
 
 Prenent. 
 
 sit. 
 
 Past. 
 
 sat. 
 
 PKI.M'II AL PAItTf). 
 
 Imperfect Participle. Perfect Particiiile. 
 
 sitting. sat. 
 
 Pre.sent Lid. 
 Pa.st Lid. 
 
 ytfnn:i, 
 
 I sit, or am sitting-. 
 
 I sat, or AVfts sitting". 
 Pi'e.setif Per. Lid. I have sat, or have been sitting. 
 Past Per. Lid. I had sat, or had been sitting. 
 Future Lid. I shall sit, or shall be sitting. 
 
 Future Per. Lid. I shall have sat, or shall bave been 
 
 sitting. 
 
 Fill tho blanks with the proper form of the verb sit. 
 
 (1) He or is at table. 
 
 (2) We or were at table. 
 
 (3) We have or have been at table. 
 
 (4) We had or had been at table. 
 
 (5) We shall or shall be at table. 
 
 or shall have been 
 
 (6) We shall have - 
 at table. 
 
 (7) Wo may or may be at table. 
 
 (8) We may have or may have been 
 
 table. 
 
 (9) We might or might be at table. 
 
 (10) We might have or might have been - 
 
 at table. 
 
 -at 
 
8DPPLEMENTARY EXERCISES. 
 
 121 
 
 't Participle. 
 
 sat. 
 
 EXERCISE ON THE VERB "SET." 
 
 sitting", 
 tting. 
 ting:. 
 
 bave been 
 
 ) sit. 
 
 table, 
 ible. 
 ible. 
 been — 
 
 )le. 
 sn 
 
 table. 
 )een — 
 
 ■at 
 
 PKI.\€IPAL FAKTA. 
 
 Present. Past. Imi>erfect I'articiiJe. Perfect Participle, 
 
 setting-. get. 
 
 set. 
 
 set. 
 
 MOUKI.. 
 
 Present Ind. 
 Past Ind, 
 
 ( Tlu^ maid sets, or is setting, the 
 I table. 
 
 ( The maid sot, or was setting, the 
 ( plates on the table. 
 
 Present Per. Ind. \ ^ ^^^^^ ^^^^ ^''' '^'^^'^ been setting, 
 
 ( my cliair to the table. 
 
 Past Per. Ind. \ ^ '''^^ ^^^'^^ or had been setting, 
 
 ( my room in order. 
 
 Future Ind. \ ^ ^^^^^ «et, or shall be setting, 
 
 ( my room in order. 
 
 Future Per, Ind. \ ^ ^'^'^^^ ^^""^^ ^ct, or shall have 
 
 ( been setting, my room in order. 
 
 KXEUriMK. 
 
 Fill the blanks with the proper form of the verb set. 
 
 (1) I or am a trap. 
 
 (2) I or was a trap yesterday. 
 
 (3) I have or iiave been a trap. 
 
 (4) I had or had been a trap. 
 
 (5) The teacher will or will ])e a lesson. 
 
 (6) The teacher will have or will have been 
 
 ■ a lesson. 
 
122 
 
 SUPPLEMENTARY EXERCISES. 
 
 tak^^LtS;; ft^"r ;::^;;:t '^^ T^^ ^'--«' ^^c teacher .ay 
 reference to the tho^l^l'ir;" "St'olt'e?:"' '' '"' ""'^'"'^ ^"^ 
 
 ous, awakening little thought ' ^" ^''^'"^ ^•'""'*' '^"^ '"""oton 
 
 iUODKL. 
 
 "To him M'ho in the love of Nature holds 
 Communion with her visible forms, she speak« 
 A various language : for his gayer hours 
 She has a voice of gladness ; and she glides 
 Into his darker musings, with a mild 
 And gentle sympathy that steals away 
 Iheir sharpness ere he is ^w^ve^'—Bryanf. 
 
 aUESTIOXg. 
 
 (1) What is the first statement in this sentence? 
 Ans. That Nature speaks a various language. 
 
 (2) In what respects is it said to be various ? 
 Ans. She has a voice of gladness for one's g-aver 
 
 hours, and she glides into his darker musings wfth a 
 mild and gentle sympathy. ^ ^ ^ 
 
 sent^le'T """' ^^'^^^^'^^^ ^^^^ *« -^he 
 Ans. Three, 
 
 (4) What kind of sentence ? 
 Ans. Compound. 
 
 (5) What statements are complex ? 
 Am. The first and last. 
 
 m 
 
', the teacher may 
 he analyzed with 
 n; such attention 
 verbal forms. 
 
 I'd, and repeating 
 nal and monoton- 
 
 ds 
 
 e speaks 
 
 iirs 
 
 grlides 
 
 yant. 
 
 sentence ? 
 
 igruage. 
 
 ious ? 
 
 ne's gayer 
 igs with a 
 
 Its in the 
 
 SUPPLEMENTARY EXERCISES. 123 
 
 senilfr ■"^"^' ""'' -•'^' ^'"^ Of. clauses in the 
 
 Am. Three: who holds .... forms, adi ■ that 
 steals. . . .sharpness, adj.; ere ho is aware, „rf; 
 
 neete']?*^'''" '*'*' '"" "'""'" '™"' ^"^ ^ow con- 
 
 mem'ofrj **.f"«'»«'d a<=«or<li„g to the advanec- 
 ment ot the pupils, thus : — 
 
 (8) Why does Arature begin with a capital ? 
 
 (9) What do she and her refer to ? 
 
 (10) To whom does Nature speak ? 
 
 (11) Is ./,ea^ used transitively or intransitively? 
 
 (12) Is holds regular or irregular? 
 
 (13) What does s in holds show ? 
 
 (14) What two offices docs who perform? 
 
'ii- 
 
 it 
 
APPENDIX. 
 
 I ■ 
 
 PART I. 
 
 CHAPTER I.-NARRATION. 
 
 To the Teacher.-Insist, from the beginning oncorreof 
 
 I' T>f' ' T' ''^ *^' "PP"" right-hand corner. 
 
 TI,;/. '^ ""'^^^'^^ '^^^P^^« (from left to right) 
 
 i he first word and each principal word in the title musi 
 
 begin with a capital letter. ^ 
 
 3 Margin, of about an inch and a half at the top of the 
 
 page ,. of about three-quarters of an inch on the left o the 
 
 oX'arrj:^: ^^^^"' '-' - '-' ^° ^^^ ^^^^-^ 
 
 wdi Zr^f" "' '""^ "^'' °' *^^ P^^^' -^^ l-e being 
 well filled out, except, of course, the last line of a para 
 graph, which may end at any place. ^ 
 
 5. A hyphen at the right to show the division of a word 
 
 ~;::;;^^-:^-^ r^'^- containthVwhroJ 
 «. ii. syllauic must never be divided. 
 
 6. Correct terminal punctuation marks. 
 
 ^ .! 
 
126 
 
 APPENDIX. 
 
 1. Copy the fbllowing composition, observing carefully 
 the title, margim, capitals and punctuation. 
 
 The Pox and the Baven 
 
 find a place in which to eat it alorS^ " Hp flS? f f^ ^ ''"'']^ 
 and perched on the branch of a IrZ ' ^^ ^ *^^ "^"^^ 
 
 sot'o?thTchl'e^.' S: oliir^ei '^"^l " ' "^^5 *^^* ^ ^^^ 
 
 ^Tt^^ -y if KhJdtfhir^i wiif;:;fy\^arc^^^' 
 
 P umage is ! Do you know that fnever hav^hlr! ycS^s??? 
 
 fcTCbaXf %?nr ^ '""f' ' ^^^^ sing a littrfor ';fe' 
 xru iioc oe DashfuL Sing one of your favorite sones " 
 
 =.• ir ."^^*^'nt he did so the cheese fell to the ground Th^ fnv 
 seized It at once and ran off, laughing at theSh ravea 
 
 Note. -For a subsequent lesson, let the teacher write 
 this on the blackboard in solid form, leaving out quotation 
 marks and terminal punctuation marks, and require the 
 pupils to replace them properly, and to break the composi- 
 tion into paragraphs. 
 
 2. Write the story from the following outline: 
 The Bee and the Pigeon. 
 
 her life? (bee.) 
 
 t-ay.) Who had s,avod 
 
ng carefully 
 
 Did he share 
 
 L that I could 
 
 to the woods 
 
 ih that I had 
 d would not 
 1 a trick " 
 the tree, and 
 glossy your 
 ^ you sing ? 
 little for nia 
 >s. " 
 
 ery pleasing 
 to hear my 
 
 d. The fox 
 h raven. 
 
 Lcher write 
 t quotation 
 require the 
 e composi- 
 
 * (pigeon.) 
 jigeon do? 
 it) Who 
 
 )n. ) Who 
 36.) Who 
 the shot.) 
 had s.avcd 
 
 APPENDIX. 
 (3) The Monkey and the Boot& 
 
 127 
 
 ■^m.^ . "^^" ^"J^ -DOOTfS. 
 
 woods? OnanTmtrdiiT^r^ ^ho came through the 
 
 boots.) 'what dS he then I? m^ ^* '^"^ *«"* ^^ the^Le? 
 
 monkey) What di3 he do? L&'l^l-^ ^° «^^ *his? 
 
 the boots.) Whaf -a-oc ,• ?^! ,^^""iDed down and duIIpH rm 
 
 suddenly / (tS mano" What'did^he 'J^'^ ^ ^ho'^eiS^nS 
 off the boots.) Wha w-as theresu t? T!"^^^.^'^ ^ ^°^ (P^^^ 
 caught the monkey easily ? (ZtnLl^taaT^ '^^'> ^« 
 
 (4) The Good Mower. 
 
 condition „e« tL biS^f?TiijT", 'i't ,'"'*• ' I" "h" 
 them? (the mower.) Wh-t rtl^ h« i '' '';'?'«»»■) Who saw 
 nest.) Whonowflewrtowl; * 1*° ''^""^ ("'owr about tha 
 What did the oM birds doTfte^te™*''"*' (the paint.) 
 
 portion, a., are necessary .rCe *»% n" ''"f ""* 
 naderstood. *^ (oUowing lessons 
 
 moTm^lZt:^'" ""'* " °°""-'^ -->• '-• the 
 
 Migiftf feo"cr''sa.I™v'""''sb?"»' *'- ^- 
 Launch boat All lean in V ^^^P sprung leak ! " 
 
 CU. No reply. ATdt^eS th^ks^tt :S'cr '^ 
 (6) The Island. 
 -Robinson afraid wild bea^f... Ar.> 
 
 103. Now Hun.ry'TdthJ'trrSLSs'n-o^ttT 
 
128 
 
 If 
 
 II 
 
 APPENDIX. 
 
 Night now. Where go? No house, no cava Thinks of bM<, 
 
 (7) Crusoe Visits the Ship. 
 
 on?^a^;^'Sk^rotdog.''B;^rJ;^ ?°I-. f ™b 
 
 finds ship's biscuits, eats^hearS' Ml^St T^'/"^' 
 biscuits, flint and tinder carnfliifpr'a f^^ I ^"^load: 
 
 (8) Other Visits to the Ship. 
 
 Moniing, unloads, Go again. Get everything. Second 
 load : two more guns, more powder, load, kegs of nails S 
 auger, gnndstone, sails, bedding. Puts n^ tLf« «k' ^® 
 stakes. Drives them Puts thfigsTn tn? "^"'^ ''^^^^"^ 
 
 On third visit finds pair of shears, some linives a ba^ nf 
 
 risTs'^ha J^wo^r w" ^"'^ '^ ^"^^^^ better lUs,'''4rd 
 Jrfev^ Waves cover wreck, wash it away. Crusoe 
 
 (9) Crusoe Settles. 
 Twenty paces long, ten wide, no opening, ladSr 'HaSTrk 
 
 (10) The Fox and the Ghapes. 
 Tht vKungTuVof StTaU" Vh?rT^^" ^ *""- 
 
 JnZ' X'ally ie \"!^#^""^ '^, and laughed at his 
 
 «'Thn*r™«n2f f" ""^''^y ^'^'^ contempt, sayinff: 
 
 ihe grapes are too sour for me. I do not want them. '*^^ 
 
links of birds. 
 
 Seeks, finds 
 
 tid- Despair, 
 
 Eope, climb 
 
 Seeks food, 
 
 The load: 
 
 >, two guns, 
 
 nned. Only 
 
 5. Sleeps in 
 
 ig. Second 
 
 nails, large 
 
 . Sharpens 
 
 s, a bag of 
 Jtarts, wind 
 ay. Crusoe 
 
 paper, ink 
 ment where 
 nds cave in 
 ;s to cava 
 half-circla 
 Hard work. 
 
 n a trellis. 
 3 up many 
 » high that 
 
 led at his 
 ; saying: 
 em." 
 
 APPENDIX. 
 
 129 
 
 Write this fable from memory 
 
 ^ape-vine a clover-field'wh" h """ '''' ' ^"''"^^ °^ ^^^ 
 
 instead Of the birds iml^^^tr^r^'^^^ "" ''^'^^ ' 
 nnitation of The Fox and the Gi apes ' ' '^'^^ "^ 
 
 (12) The Boy and the Nfst n : .. 
 In the place of the fox fhT ^^""*^«-)- 
 
 the birds, inxagine the folwh ^^'P'"^'"^' *^^ Shapes, and 
 t-, bird-s n A girls^ 'tZ^^_ ^^ ^-« - ^o., 
 
 CHAPTEH II-LETTER-WRITING. 
 
 (1). By custom a httM- ic -^ i . 
 ing parts :- ' ^'^^^ *° ^°"«J«t of the follow- 
 
 !• HeadinsT 5 Placa 
 ^ <Date. 
 
 2. Introduction j ^ddress. 
 
 3. Body. '■ ^^^"^ation. 
 
 4. Conclusion J Complimentaiy Clausa 
 
 t fciignatura 
 
 (2) Letter of Friendship. 
 
 f Heading.) 
 (Introduction.) WINNIPEG, July IG, 1891 
 
 My dear S'-ster,— 
 
 (Body.) 
 
 ( Conclusion, j 
 Your affectionate brother, 
 
 William Smith, 
 
130 
 
 APPENDIX. 
 
 Copy this form carefully observing the position, capitals 
 and punctuation of parte, and then naake it several tin^ 
 irom memory. 
 
 (8) Business LjETTEit, 
 
 (Heading. ) 
 (Introduction.) TORONTO, OxT., July 3, 1888. 
 
 W. T, Preston, Esq., 
 
 Brandon, Man. 
 
 Dear Sir : I shall feel much obliged if you will kindly 
 favor me with such information respecting, etc. 
 
 (Conclusion.) 
 Yours respectfully, 
 
 ' A. J. Dark. 
 
 Copy this form carefully observing the positio , capitals 
 and punctuation of parts, and then make it several times 
 irom memory. 
 
 LETTER EXERCISES. 
 
 (4) John to JAMEa 
 
 fames mustfook Shem also Vrilf^*'^ ^^? °?^^ ^^y- 
 John will build them a "^ttw' "^" ''^^"^"^^ ^ P^«^««d. 
 
 Put the above in the form of a letter from .John to 
 James. Eemember the parts of a letter and their position 
 and punctuation. ^ 
 
 (5) Marv to Sara. 
 
 solution ofsome probLs CnT •' '^' TfK ^^"^ ^" ^^e 
 As soon as the work I <Snfi lnr.f l' ^f^"^ *° ^""^ ^^^^odk. 
 again unsoiled. Marv l^n\ f ^ ?^^^ ""^^^"^^ ^^e book back 
 
 ■D * ^1, T ^ ^^ ^'^ ^^^^ *° ^etura the favor. 
 
 rut the above in tbp f.-.v^r, r.t „ i.,.. „ r nr . r, 
 
 Mary to Saxa, 
 
 abpv§ in the iQXm of a letter from 
 
ion, capitals 
 everal times 
 
 y, 1888. 
 
 will kindly 
 
 ". Dark. 
 
 » , capitals 
 i^eral times 
 
 bbits were 
 ther gray, 
 be pleased. 
 
 John to 
 r position 
 
 APPENDIX. 
 
 131 
 
 ■wn, ^^^^ Henuv to Frank 
 
 ^^^.t the above in the Jo™ o£ a let,.. ,„„ He„,y to 
 
 (7) Write Prank, reply to Henry-s letter. 
 
 («) Write these letters from th^ f.ii • 
 
 ^ (From a girl to the grocet Mr wn„ ^°"°^"^fi^ ^"tlines :- 
 
 Goods received-M n!r'r™/''"'' 
 P-ters to settle her .lZ't,'"a°t'"oS"-£f. '"'1^ " ^ she 
 (10) "Wiir M "»ce— please send it by mail 
 
 ^closes twoXlarrto' W 7 T^T'^ '' MiUbrook, Ontario 
 
 of the" Weekly CSs^^f^ot 
 
 as the subscription price 
 year. Write his Kr 
 
 Superscription. 
 
 8TAM1>. 
 
 She is in 
 nd in the 
 
 her book, 
 book back 
 
 or. 
 
 toSaxa, 
 
 Miss Prances Smith, 
 
 2n Brown ^Street, 
 
1.52 
 
 APPENDIX. 
 
 KKdlSTKlt STA.Ml', 
 
 STAMP. 
 
 Mk.ssks. Potter & Cox 
 
 Box .'J17. 
 
 Portiuj- la rniirie, 
 
 Mdiiitohd. 
 
 (11) Copy the above forin^ carefully observing the posi- 
 tion and punctuation of pai-tt,. 
 
 (12) Write superscriptions, or envelope addresses, to your 
 father, your sister, your teacher; your grocer, your 
 doctor ; your friend who lives in Augusta, Georgia. 
 
 For additional forma and exercises 8&. aat pages of Appendix. 
 
 ARRAXGEMENT. 
 
 Arrange the following detached sentences properly, and 
 form connected fables: — 
 
 (1) The Fox and the Eaven. 
 
 "The favor of a song from you would doubtless show that 
 your voice is equal to your other accomplishments." A fox 
 observed a raven on the branch of a tree with a piece of cheese 
 in her mouth. The fox snatched up the cheese in triumph, and 
 left the raven to lament her vanity. The fox considered how 
 he might possess himself of this. The raven was deceived with 
 his speech, and opened her mouth to sing, and the cheese 
 dropped. ' I am glad, " said he, ' ' to see you ' "iIs morning, for 
 your beautiful shape and shining feathers are tao delight c5 m v 
 eyes. " He decided to try flattery. '' 
 
 
APPENDi:.. 
 
 HTAMI'. 
 
 188 
 
 
 ving the posi- 
 
 resses, to your 
 grocer, your 
 eorgia. 
 Appendix, 
 
 properly, and 
 
 less show that 
 ents." A fox 
 siece of cheese 
 triumph, and 
 onsidered how 
 i deceived with 
 id the cheese 
 i morning, for 
 delight of my 
 
 „. , ^ <^' THE Wolf AND THE Lamu. 
 
 turb the water ^^•luc^^ Z wn« Y- f"'''"'''^ ^''^y «he durst dk- 
 ««i;tod by the force u this truth -'"r^V '^'^« ^^°" ^^^ discSn 
 and «aid, six months ago ho h^i T n'^^"^f^ *> accusation, 
 A wolf and a lamb werf accirlentafc" ''^'^"^'?«^ by the lamb, 
 the same rivulet The vvoTf sa d tDT'^"'S ^^eir thirst at 
 amb's father, or some o her relatioJ n/^Tv."''' ^^^« ^een the 
 
 -;^s the head of the .^^^X^ at^^Jl^ 
 
 Itetermine the proper ordftr of fa ,^ 
 following. Events ^LutV ' ^""^ *°P^^« '^ the 
 
 time. Reiratk!^ 1 T "'^' °^ ^°"^««' the order of 
 last .._''"^ "^^ "P°- character and influence should come 
 
 (3) John Milton. 
 . J ohn Milton died NovemWr fi i R7 f t . . 
 te"'?r^"^' "ParadiJ^Lo^t'-^^Jhei" i««7 he published 
 Powell. His father was a scrivener M ^^ ""^^"^ ^^^y 
 Milton M-as sent to St Paul's 4r^wf ^ ^^^ ^^^ of twelve 
 and mdei^ndent He w?^ L ^^- "« ^^^ ^1™, decided 
 Powell was the daughterTf ^'o±T^^'' ^' 1«08. MaT; 
 he published ''Sampson A 'on^£f,?^?,^"-« royalist In 1671 
 chancel of St Giles. Tn^es^n nf!; a ^- ^^""^ Juried in the 
 He was the author of several Spr^^^ ''"^'''^'^ ^'^ eyesight? 
 Afrtt- >^^^« first pis nnSvlh!T ""? "^^"^ treatises 
 After the death of his motS in 1637 b«.' f IPrivate tutor, 
 first marriage he had thrla T tl ^® ^^®"t abroad. By his 
 were chiefly|olitical He ^v^ sS« '"^ . ?" ^'"^'^ ^^itVg^ 
 About the year 1661 he wS^ f^oH^'n'^ ^!:W^" ^^« ^abitl 
 S''"?f'^^'^tzerland, and Italv w°*^"^ ^i'"^" ^« visited 
 Chnst's College, Cambridl ffivnS jT ""^^P^^^^ sent to 
 
 was subsequently twice STi<xlS ^^' ^"«' h« 
 
 "nagmation, and a musicS ir'^^'^J^^^^^^^ff' ^ lofty 
 
 greatest poem in the EnS\an.niage.^'^^^^^^ Lost" is the 
 (4) Oliver GoLnsMirii 
 
184 
 
 appentdix. 
 
 settled in L..,uI.,Ti an. l" -nu ." wrtt s -V 'V'Fr ''' xV"^^'"'"' ^« 
 "Vicar of Wak.fH.ld/' uCan7 n 17^0 7i '• .^^'rr*^}' 
 
 .F>linburgh, an, V!; JorcS to S'T "T • ?*'^ ^"^ '^^^^ ^' 
 
 iiiiti 
 
 CHAPTER III.-DESCRIPTION. 
 
 To the Teacher.-ThG purpose of the following set of 
 lessons is to teach the pupils to observe carefully and to 
 express accurately the results of their observation The 
 materials and hints furnished are to be considered simply 
 as suggestive of types of profitable work. 
 
 (1) HlNTTS. 
 
 (1) Ask the pupils to observe the object carefully, then 
 to state the results of their observations, liecord these on 
 the blackboard in whatever order given by the pupils, 
 ihe need for proper arrangement of material will probably 
 become evident at once. Let the pupUs, under guidance if 
 necessary, arrange the material in proper order. Let this 
 arranged material be divided into topics suitable for para- 
 graphs. These topics will serve as hints when another 
 object of a similar kind has to be described. An oral 
 description following the order of topics should now be 
 given by one or more pupils. Next let a written descrip- 
 tion be givca by ail pupils, due attention being given to 
 
:>n foot, aiifl 
 aa ushor, ho 
 '. Ilirt novtsl, 
 1 in Ireland, 
 .77t. Wrote 
 "She Stoops 
 into debt at 
 the Templo 
 to Loyden, 
 
 ving set of 
 ully and to 
 tion. The 
 5red simply 
 
 fully, then 
 vd these on 
 he pupils. 
 11 probably 
 fuidance if 
 
 Lot this 
 i for para- 
 n another 
 
 An oral 
 d now be 
 n descrip- 
 j given to 
 
 APPRvnrx. ,«^ 
 
 object „„,, , : t „Z r;;:'; '" "■" °'-™'-" of .1,0 
 
 to the oral ami ^-^1^ '''°''' ""'''"''■ *''° »™''I 
 
 outline, ana Z tW "o tt"" ""°". ''""' *'"' ""'"^^ 
 exercises. """ "on-ection o( the wntteu 
 
 (2) Oraniiks. 
 
 United States; Ctlr:™ T'^ °' "^"^^^^ ^"^ 
 insideorpulp ssoft i, '/"^ ^" '''^ ^^'"^^^^^J 
 
 deep yellow color t ^ "^ '''''' ' ""^^''^ ''''' '' ^^ ^ 
 P yellow colo: , seeds are in to„,.h cells in the centre. 
 
 Matter arranffed br v i. vri, ^ .1, 
 
 where raised, where obr„- •^"•-".^^^^^^ ^^^^ ^^e, climate 
 pulp, seeds, cell7,Z ' '"'' '^'^' ^°^°'-' ^^^^ 
 
 'f^opical Outline. 
 f What they are. 
 I Climate where raised. 
 Where obtained. 
 
 , General appearance i sh?;I^''''^•'^*^^" ^PP^«- 
 ORANGES -^ I'Pt'arance < Nhape-nearly round. 
 
 1 (. Color— deep yellow. 
 
 fPeel—rough, oily. 
 J Julp-soft, juicy, sweet. 
 • . < heeds— many in centra 
 Cells tough, contain 
 I seerls. 
 
 ^*® • • • • Food, uncooked. 
 
 Parts 
 
136 
 
 APPENDIX. 
 
 Oranges. 
 
 Oranges are a kind of fruit raised in a warm climato in 
 different countries They are obtained from the sout lem 
 We?t I'ndfr'^' '"'^ °' '^' ^"^^ ^*^*«^' ^"d also f^om IS 
 
 In size, oranges average a little larger than apples. Thev 
 
 are nearly round, and when ripe are of\ deep, yeflow color ^ 
 
 The outside of an orange is called * e rind or peel It i^ 
 
 Sf The niln i?%r^^? ^^"^!f*^ ^^ *^« PuTp.^stds 'and 
 o!it„ ^t Pi^lP.i^so". .juicy and usually sweet; the seeds 
 are m the centre inclosed in a tough substance called ceL 
 
 pWnftoreJL^st'^^ '^^ ^"'^ "^^^ '^''y -^ - -ry 
 
 (3) Topical Outline. 
 
 What they are. 
 How they grow. 
 
 ( Size — hazel-nut. 
 
 CHERRIES- 
 
 (general appearance j Shape-nearly round. 
 
 ( Color — various. 
 
 Kinds 
 Parts 
 
 Use . 
 
 I 
 
 Wild, cultivated. 
 
 'Skin— thin, tender. 
 J Pulp— soft, .iuicy, sweet, 
 
 bitter, 
 ^ Seed— single stones. 
 
 Food, when ripe, cooked 
 or uncooked. 
 
 (4) Apples. 
 
 ^opical Outlin,.-Wh^t they are. How they erow 
 When they npen. Shape. Si.e. Color. Skin^?^ f u^; 
 
 (5) Watermelon.s. 
 Ow^ene. -, Where produced. Shape. 
 
 Seeds. 
 
 Rind. Pulp, 
 
rm climato in 
 the soutliem 
 also from the 
 
 apples. They 
 allow color, 
 or peel. It is 
 lip, seeds and 
 3et ; the seeds 
 illed cells. 
 
 ripe are very 
 
 1-nut. 
 irly round, 
 ious. 
 
 vated. 
 
 , tender, 
 juicy, sweet, 
 
 bter. 
 
 ^e stones. 
 
 ripe, cooked 
 ked. 
 
 bhey grow, 
 vin. Pulp.^ 
 
 Pulp, 
 
 APPENDIX. 
 
 137 
 
 Produced: Temperate climates, on vines. 
 Shape: Oval, short or long, round. 
 Rind: Dark green, light green, striped, thick or thin. 
 Pulp: Pale red, deep red, yellow, soft, sweet, verv juicy. 
 Seeds? Black, brown, whit^, tipped with blacky surround 
 the coie. 
 
 • (6) 
 
 («) 
 
 Nama 
 
 General appearance. 
 fEoot. 
 
 Stem. 
 Parts. ...■{ Leaf. 
 
 Flower. 
 
 epical Outlines. 
 
 Uses. 
 Where found. 
 
 Fruit. 
 
 Name, 
 Parts. 
 
 Growth. 
 Uses. 
 Habits. 
 Locality. 
 
 (0 
 Class. 
 Description. 
 
 ( Where. 
 Cultivation. ■] How. 
 
 ( When. 
 
 Uses. 
 
 Locality. 
 History. 
 
 (7) Describe according to any of the plans outlined : — 
 
 a pear, 
 a plum. 
 a berry. 
 a grapft 
 a cucumber. 
 
 a potato. 
 a beet. 
 a turnip, 
 an onion, 
 a pea. 
 
 wheat. 
 
 barley. 
 
 rye 
 
 oats. 
 
 com. 
 
 a maple, 
 a poplar, 
 an oak. 
 a ijine. 
 a cedar. 
 
 (8) DESCRIPTION OF AMMALS. 
 
 Observe a dog carefully, then write a description of it 
 under one of these outlines :— 
 
 (a) 
 Form. 
 Siza 
 
 Color and covering. 
 Parts. 
 Uses. 
 Habits. ■ 
 
 Class. 
 
 General descrii)tion. 
 
 Particular description. 
 
 Fnr)d. 
 
 Uses. 
 
 Habits, 
 
 (r) 
 Class. 
 Rtructura 
 Habits. 
 
 Locality, 
 
138 
 
 appendix. 
 (9) The Whale. 
 
 or b, Sa^SZ^^ST '''•^'^-»"-. '>y «t«dy Of .ood picture, 
 
 ^, ^o7>/caZ OutUne. 
 
 uass: Mammal, how if ,!,•«¥ 
 
 Structure: Size h V '"''' ^ ^^^^• 
 
 TfoKj* -T^ ' ^^"' covering. 
 
 Jabits: Breathing, food. ^ 
 
 How caught: Harpooned. 
 . -It IS from sixt.v fy. v,;^„..-_ , . . . 
 
 
 feet round, ^.s moutl 
 
 b pw-holes a foot long-/ "inTh/rvf''' ^?''* '^ *he head there'ara 
 Phes the place of toe h. MlovT^u^'''^^}^^ whalebone sui! 
 covering of fat called " blibW " *\«. ^°^7 there is a th cJc 
 tvventy inches thick. ''^^'^' ^^^^^^ ^^ in -some pCes 
 
 It can remain benentn +1,^ j^ . 
 
 come t. the fnrfac^tX^XZ^'^TH^in 'T>: ^"^ ^-l'^-- to 
 holes throwing up a fountain of water v-""^?^"^'*^^ ^*« ^low- 
 As It sAV'ims along, it keens it? h ^''"'^^^ ^°"'^ "^iles off 
 
 pbtamsitsfoodin^theshaSof^mSfJTlfP^"' ^""^ thus 
 5^"Xirf 'r" '" .^'^^ -KbZ" ^^^' ^°^^te^. etc., which 
 
 ^:;P^^ A number 
 
 to the harpoon is ahoufn^^^ . harpoon into it AttarW 
 
 the Esquimaux. ' '''''' *^® ^^^^ ^^ frequently eaten by 
 
 Note.— Before writinr^ i^ 
 
 observation, by Jd '; aidT/i-r" f' ^'^^'"« "^ 
 
 *" " "^ ""i<"'V about the object • 
 
APPENDIX. 
 
 139 
 
 ?0(xl pictures, 
 
 15 on that 
 is a mam- 
 ■ from one 
 ir, and in 
 
 JUt thirty- 
 there are 
 hone sup- 
 s a thick 
 
 16 places 
 
 quires to 
 its blow- 
 fnilea off. 
 ■nd thus 
 '•, which 
 
 number 
 • with a 
 ;he boat 
 k-ttached 
 ivhale is 
 t comes 
 n, dives 
 
 om the 
 actured 
 iten by 
 
 ble by- 
 object • 
 
 to be described. Arrange material according to one of tlie 
 plans or outlines given. Put separate topics in separate 
 paragraphs. Let every sentence be carefully thought out 
 before it is written. 
 
 In describing an animal, the order may be •_ 
 
 Size, shape, color. (General description. ) 
 Where found ^ 
 
 tio^T*'' ^'^'^' "''^' ^^' ^'°'' ^''*- (Particular descrip- 
 Food. 
 Hahv'+T 
 
 Ch.' r. Disposition, strength, agility, etc. 
 
 Use? > J.1 any. 
 
 ahove :~"""'^' '''^°'^^^"^' '" '"^^' ^^ ^^'« Pl-"« outlined 
 
 "- fly- a fish, 
 
 a bea a frog, 
 
 a s])ider. a clam, 
 
 a butterfly an oyster. 
 . , COMPARISOXS. 
 
 Describe the difference between a dog and a horse ; a 
 cat and a rat ; a cow and a fox ; a wolf and a pig ; a squirrel 
 an^d a hare ; an elephant and a deer ; observing these head- 
 
 Food, habits, sounds, coat or skin, peculiarity of appear- 
 ance, size, color. . 
 
 A Doo AND A Hare (Differences.) 
 
 up?n1faS^a;;dSb^ '''' ^^^^ ^"^ "^^ ' ^^^ ^aro lives 
 
 pah!:'squfalr''' ''^ ^^°^^ ^^ ^^"^-"^ -1-^ b-n when in 
 
 a cat 
 a sheep. 
 a cow. 
 a liorse. 
 
 a hen. 
 a goose, 
 an owl. 
 a hawk. 
 
 (11) 
 
140 
 
 APPENDIX. 
 
 Thfi tl ^' ^ ?°^* °^ ^^^^ ; *l^« ^^are has one of fur 
 
 size ; the hare is generally of 
 
 — ^ Q y^ica ouusiueraDXy in size • t 
 
 one size and much smaller than the doa 
 .vii.^ '^''^ ^'^^''^ ^^ «o^«r; the hare 6 
 
 white. 
 
 IS invariably brown or 
 
 (12) Plants AND Animals. (Similarity.) 
 
 things inanimata ^""^^ *^'^ ^"^ ^^h distinguished f?om 
 
 ex^t^nS and?Hk: thlS^'i^ir If^ *^ T ^^*^^" ^^^^ ^^ 
 ve, noui'ishm^nt to thTditeSTX^^^ -^^^^^^^ *« «°"- 
 
 circulation of the sau in th« m?. ^Tl°/ ^i"^'^ system; the 
 other, presenting one S the mrSw -i • ^^ °* *^" ^^"°^ ^^ ^^e 
 them. They brfathe bv mLT^ i*"^"'S analogies between 
 form the fu/ctions i ^ungfand tW iTrv'^l^^ *^^ P- 
 moisture abundantly ^ ' ^ ""^^^ ""^^^^^ ^nd exhale 
 
 animals!" Vhe^a^'euiSdV^^^^^ ^ dose resemblance to 
 frost or poison^eprivesT^^'^J^,.?^'^ and. revived by heat; 
 selves to the sitn£iZV,vS,^\tl\l''^ 
 shifting their leavP^ ni!\7rr^ T' ^^^^ ^^« placed, in closing or 
 
 other v^ays!^heTd?spTavTafe%? .^^"§^'^"' ""''^ ^" ^^"°^^^ 
 animals we calKnstinct """"^ ''"'^ ^^^« ^^** ^^ 
 
 siv^"s?5./o/liTenc?"a .^ ^'""' Passes through succes- 
 
 progres.^from St dl h'' BotrareTfi^ f'^ '^^"^-^^ ^ 
 feebla Both aco uire as tW ^A?r ^^^^ comparatively 
 
 or resistance &th must S«r I. 't' ^"^^^ T''^'' °^ ^«ti«'^ 
 under the same decav of thpfr f ^i?'" P^""]^^ °^ *^°^e' s^^k 
 '' resolved into IheeSnent?-"^ '"'^'^*^^^' ^^^^ S° ^^^^ to be 
 
 (13) Compare an owl and a duck (a) as to parts and 
 descnptxon of parts, (6) as to uses of parts, (o) as to habits 
 
 (14) Compare cork and sponge («) as to appearance, (b) 
 as to qualities, (c) as to uses which depend on those qualili s 
 KCi) as to mode of growth. 
 
 (15) Compare a blade of 
 
 grass and an oak-leaf. 
 
Efur. 
 tuft 
 
 APPENDIX. 
 
 141 
 
 5 2' 
 
 euerally of 
 
 )ly brown or 
 
 ty-) 
 
 d in the pos- 
 :uished from 
 
 tain them in 
 ssels to con- 
 system ; the 
 blood in the 
 fies between 
 3h thus per- 
 ) and exhale 
 
 emblance to 
 sd by heat ; 
 pting them- 
 1 closing or 
 I in various 
 ike what in 
 
 igh succes- 
 through a 
 iparatively 
 sr of action 
 time, sink 
 )ack to be 
 
 parts and 
 to habits. 
 
 ranee, (b) 
 qualities,. 
 
 BESCRIPTION OF COMMON OBJECTS. 
 
 (16) Topical Outlines. 
 
 («) 
 What it is. 
 What it is made of. 
 What it is used for. 
 
 (6) 
 
 Siza 
 
 Color. 
 
 Parts. 
 
 Uses. 
 
 Appearanca 
 
 Qualities. 
 
 Materials. 
 
 Process of manufactura 
 
 Uses. 
 
 (17) Describe according to any of the plans outlined • 
 
 arSr* an umbrella paper, 
 
 o 1. * plough. ^„„ 
 
 «■ ^"'SSy- a spadi gjf • 
 
 PICTURE LESSOXS. 
 
 To tiie Teacher.-For the fi,st exercises, select pictures 
 large enough for all in the class to see. Let the pupils teU 
 what the picture shows, then what it suggests. After the 
 picture has been observed carefuUy, let them make out a 
 suitable plan or outline for the story, which may then be 
 developed by each pupil in his own way. 
 
 Pictures selected from the school text-books, or cut from 
 old books and papers, will furnish ample material. Care 
 should be taken to select, as a rule, such as tell a story 
 At first there should not be many figures in the picture. 
 
 (18) Example. 
 
 What persons do you see in this picture? What is 
 
 each person doing? What animals do you see? What 
 
 is each animal doing ? What title might be given to this 
 
 picture? Give a name to each person and animal. In 
 
I k "i 
 
 142 
 
 APPRXDIX. 
 
 o°f ™';trZ;" ";C- -- .UU .e .pea. 
 these heads, J„h„ „„; ,,„ " "'f i" «'=■ Looking at 
 
 ■.o. --pupi,™.j.jrLt;tfhii'r„':'a: 
 
 WORD PICTURES. 
 
 (19) Read the following carefullv Pin 
 and t^ to see the picture clL^t " our S nd "^ W 7" 
 description of your mental picture :_ ' ^""'^ «• 
 
 . Nelly. 
 • Nelly sat under the apple tree 
 
 Gathenng sweets through the'^sunAy day 
 
 ;;'S\^S^S laid ; 
 
 ^ir-f„-n.7^iuirrer;t n^a^^^^^^^^^ ' 
 To stop and peer in her quiet face 
 
 ^HJr?*''^^* *^^* ^«^ dress was old 
 Fo?;ou\'dter"tTe IZtS:' ""''?'' ^^^ ^are ; 
 
 And her cCfe Ce^^ wlh? '""'^ 
 
 iiibsea by the summer air. 
 
 And the distant hills in their glorv k v 
 For the smile 'Xa'tl 'Z^:^'^'' 
 
 ^^rZ'JS^itnr^^^^^^ o/ an old apple tree 
 
 and folded rough brmvn'hSfL.^''°l'l ^^^ess, bare fel? 
 
 ■Far off he purple hills Calm ^1 ""'^t in on the summer air 
 everywhere ^""^^ ^^^^^ ^^^ golden suushine 2S 
 
 ej 
 tl 
 P< 
 
all we speak 
 Looking at 
 picture sug- 
 uffgested to 
 s own way. 
 
 your eyes 
 Write a 
 
 ir. 
 
 APPENDIX. 
 
 And in tho chasm aro foini and yellow sand • 
 Beyond, red roofs about a narrow wharf ' 
 In cluster ; then a mouldor'd church ; and hi-her 
 A long strtHJt chmbs to one tall-tower'd mill ° 
 And high in heaven behind it a gray down ' 
 With Danish barrows ; and a hazel-wood. 
 By autumn nutt«rs haunted, flourishes 
 Green m a ouplike hollow of the domi.-Te7iny3on. 
 
 (21) Under a spreading chestnut-tree 
 Ihe village smithy stands ; 
 ^^^ smith, a mighty man is he, 
 With large and sinewy hands ; 
 And the muscles c£ his brawny arms 
 Are strong as iron bands. 
 
 His hair is crisp, and black and long. 
 
 -His face is like the tan ; 
 His brow is wet with honest sweat ; 
 
 lie earns whate'er he can, 
 And looks the whole world in the face 
 
 J? or he owes not any mo^n.— Longfellow. 
 
 (22) The breaking waves dashed high 
 
 On a stern and rock-bound coast, 
 And the woods against a stormy sky 
 1 heir giant branches tossed ; 
 
 ''^m^,*^,®.^^''^vy night hung dark, 
 ■wn. ^^^ waters o'er, 
 
 WTien a band of i)ilgrirns moorefl their bark 
 On the wild New England shore. -Mrs. Hemana, 
 
 143 
 
 Pple tree 
 are feet, 
 y about 
 mer air. 
 iiiae are 
 
 TOPICAL ANALYSIS. 
 
 (23) The topical analysis of a selection sets forth the 
 essential ideas in each paragraph or stanza. It discovers 
 the skeleton or plan in tho author's mind when he com- 
 posed the selection. These headings may be stated in pre 
 
144 
 
 APPENDIX. 
 
 
 positional form, by a sentence; or in titular f. ^. 
 phrase or -wnvA tt t "' "^ m titular form, by a 
 
 (24) GOI.D. 
 
 ^ y GoffT'^SSX Kd ?n' ETT' -^ ^-"-^ 
 
 Peru, and Mexico. Par^ S fl 1** climates; in Brazil, 
 called the Gold Coast, Sm the auarff'^ ''"^^^^^ ^^^^^ i 
 brought down by the naS v«« f^ + i^ '^ ?^ ^^'"^ 'iust which is 
 among the ^^Jot^^nrifrita^l^^^^^ ^"^^^ ^« ^'-^o tad 
 small quantity of ^old i^ nl«;rf i^- ?r ^"^erican rivers. A 
 
 (3) By expe^rimfnt w: find to ioS''"^""^,^"'^ ^^'^^^S- 
 can be extended by beating that if tn' f?,^"«^blej that i1, 
 heavy. When thrown int^o'a fire U l!*""^^^' ^"^clous, and 
 melt : but is indestructiWe° tha?i. A ^"'^^^i *^^* ^^' ^^ will 
 
 (4) Gold is used for mlnv^nrn. ''^'^{i*r.^ consumed, 
 copper, it is used as coin and^w ^ ^^'- ^^^^ "^^^ed with 
 the latter it is well adapted botk^ ""TT^^^^ purposes. For 
 and from its not being iSe to Wnish ^'n^\T% ^^^ ^^^^7^ 
 thm leaves is employed for gilding ' ^°^^ ^'^^" ^^^n in 
 
 f ^- — Appearancb. 
 
 Analysis ■{ «• -geographical situation 
 I o. —Properties. 
 I 4.— Uses. 
 
 (25) 
 
 The House in the Meadow. 
 
 It stands m a sunny meadow, 
 
 Wit^-t,T^' r "'°'?^' ^""^ l^rown, 
 
 1^+1!^"'^''°'^ ^^^ «*o^« chimneys. 
 And the gray roof sloping down. 
 
 The tr^s fold their green arms around it- 
 The trees a century old— ""^"u^a «— 
 
 ArS'ty^\^'' chanting through them 
 And the sunbeams drop their gold. 
 
 The cowslips spring in the marshas 
 The roses bloom on the hill ' 
 
 Th^f S *^^ ^^°«^ i^ tb« pasture, 
 The herds go feeding at will 
 
 — Xp?«:,ye Chmdler MouUon, 
 
form, by a 
 in thought 
 
 brilliant. 
 i; in Brazil, 
 
 of Africa is 
 lust which is 
 is also found 
 a rivers. A 
 d Salfczburg. 
 blej that is, 
 nacious, and 
 at is, it -will 
 onsumed. 
 mixed with 
 poses. For 
 ind beauty, 
 n beaten iu 
 
 APPENDIX. 
 
 145 
 
 oultoriy 
 
 ANALYSIS - 
 
 Where it stands . | Meadow. 
 
 How It looks . , \ Mossy brown, 
 I chimneys, roof. 
 
 C herds. 
 
 I 
 
 Prepare topical analyses of the following selections:- 
 
 (26) The Grow AND THE Pitcher. 
 
 whtSrberd^t lirlSLt' tl ^t ^^y *« ^ P^*«her 
 found water, indeed b t so nSr f>, w¥" ^° ^'^^^ ^ i*. be 
 Btooping and stSin" he co"W ""^ ™^*^'''' "^''^^^^^^ 
 deavoured to overturn the piSr"5,/ft^^ '"■ He then en- 
 sufficient for thia At last nW •' ^""^ ^'^ strength was not 
 place, he cast them tL by'o^e Tto^fh^Tt f^^^^^'^ear the 
 degj-ees ra^ed up the water^^he^ilS^^LCS ^^^^^^^^ 
 
 o^^SS^J'Si^-^^^ V strengthlna: tt 
 
 (27) Excelsior. 
 
 The shades of night were falling fast 
 As through an Alpine village pfssS' 
 A youth, who bore, 'mid sntw ar3 ice 
 A banner with the strange devfce ' 
 -Excelsior ! 
 
 FlasW nil"' f ? l-^'^^ 'y' ^"^'^th 
 
 And irk« ? -f ^''^^^'°'' ^^""^ i<^« sheath. 
 And like a silver clarion runs 
 
 The accents of that unknown tongue. 
 Excelsior ! b""» 
 
 O? i^F^l ^^T' ^« «^^ *he light 
 Sio^rt:^.^^-^ gleam, warm^nd bright ; 
 AS•f^m^•S"if^^':r« «hone, 
 
 AnH fv^^l-^- '^^ glaciers shone, 
 And from his hps escaped a groan 
 Excelsior! 
 
•"•^ APPENDIX. 
 
 "Try not, the puss," the old man said : 
 
 And loud that cluru.n voice replied, 
 Excelsior ! 
 
 ';0 stay !" ,h„ maiden said, "and rest 
 Thy wary head upon U,is breast" 
 A tear stood m his bright blue eye, 
 But still he an.suere.! with a sieh 
 Excelsior! ' 
 
 "Beware the pine-tree's witheral branch ' 
 Beware the awful avalanche ! " " 
 
 1 his was the peasant's last good night 
 A voice replied, far up the h^ei^i t,^ 
 -Excelsior ! 
 
 . ^ —Longfellow. 
 
 CHAPTER IV.-REPRODUCTION. 
 
 (1) Reproduction of anothpv'^ fl,-.„ -u^ • 
 words ,„„, be given in T^Z^ltW-TT T" 
 equivalent, „,. an expanded s.atemlt ouC:: ^''''^'' " 
 
 ABSTRACT. 
 
 aeUiL a,, ^iZ ' "' ""^"^ "" '•'■'-"'^d ^-^ tl-o 
 
APPEXJHX. 
 
 aid 
 
 'I 
 lo ! " 
 
 rest 
 
 anch ! 
 •ht 
 
 Longfellow. 
 le lessons in 
 
 itr^^y to the 
 hese topical 
 hese lessons 
 outlines. 
 
 h 
 
 our own 
 
 densed, an 
 
 another's 
 3d but tho 
 
 In makin,. an abstract ^he foUowin,^ rule« 
 
 147 
 
 observed : 
 
 s should bo 
 
 2. Omitting illustrative, repetitionary and amplify- 
 
 mg detads, select only the cardinal tho^h L 
 and arrange these in the author's order 
 
 3. Consider therelative importanceof thesethoughts 
 
 and decKle how much space can be given to each 
 ^^^;;^^^ /'-^^thoughts accurately, distinctly, 
 
 (3) Thk Liox, the Wolf and rim Pox. 
 
 ^va?S"!;hhVS.e^ot^ -^*^ f«-ting, 
 
 flocked in great numfers to % ' i-^ V.. ^^' '"'"'^'*^ "^ ^hefore? 
 sion ; andlcurcely one was abS «vn''''wT'f" °" *^'« ^««^- 
 an ill-natund and maUdous a dn?nl 11 *^? ^P^' '^^^ ^^^l 
 to accuse him of dism pe^and f ,V'"'u^T^ t^ opportunit; 
 that the lion's wrath ^^:^J::^T^Z '" ''^^^^*^' ^" 
 
 ^'^^^'^^ZT^:^Jri.lTS:f '^ ^^r^^ and discovered 
 wolf's discourse.^ He t mfoi '"° overheard a part of the 
 in the following nfann r - SoTn'7 «T\7^^^,«^^"^'«i 1'™«S 
 tend great affection ?or ymir Sl^ f^^'^^ l'^"' ^''^ ' ' "'^y pre- 
 service by idle woX ^For^^-'^^^J^ti^^'^^^.^^''^^^^ ^^ 
 present myself sooner, on account .f t ^ ^"^ ^"^ble to 
 cure for your trouble T have cons ,lS ^"^^^^^"^^ *" ^^d a 
 could find, and they all a-n-ee tha? H, ^ ^''^'■^. Physician I 
 made of part of a wolf 's Ik?n t^ Li ""^^ l^"^'^^^ ^"^ ^ P'^ster 
 applied to your Majity's iSmach!'^ '''''"' '"""^ ^'' ^^^^ ^"^ 
 !•■ was immediately ao'repd tbnf +v,« 
 
118 
 
 APPENDIX. 
 
 AiinlyHls.- The sick lion, tho visitors, tho wolfs sdioma 
 againKttho abs.nt fox, tho absentee's fokunatrarrival, his 
 artful excuse, the prescription, tho exi)erin,ont, the moral 
 
 Abstract.— A sick lion was visited by all the beasts of tho 
 forest except the fox, whom the m olf accordingly accLj^lo? 
 
 that he had boen consulting the d.xitors, who were agVeLrltha 
 
 Iho wolf thus became the victim of his own wicked desieiL 
 Evil recoils upon tho oviUloer. resign, 
 
 (4) Material.-"Intheolddays(acuston 'aid aside 
 With breeclies and cocked hats) theixiople sent 
 Iheir wisest men to make tho public laws • 
 And so from a brown homestead, where the Sound 
 IMnks the small tribute of the Mianas, 
 Waved over by the wofxis of Ei ppowams. 
 And hallowed by pure lives and tranquil deaths, 
 btamfoH sent up to the councils of the State 
 Wisdom and grace in Abraham Davenport." 
 
 —Whiltier. 
 Abstract.-More than a hundred years ago it was thp 
 
 sen Tbrnb ^°"^' '^"^ '"'''''' "^^'^ ^" ""^^^ *h« 1--' so Stamforf 
 sent Abraham Davenport to the Legislature 
 
 The lessons in reading, literature, history, and geography 
 furnish sufficient materials for the making of abstracts. 
 
 PARAPHRASE. 
 
 (5) Paraphrase is the reproduction of an author's com- 
 plete thought in other language. Its object is to bring 
 out the full significance of a passage. It requires close 
 attention to every word and phrase, meaning and shade of 
 meaning. 
 
 The following rules for paraphrasing should be observed : 
 1. Study the selection word by word, thought by 
 hy thought, to secure a full and accurate 
 understanding of it. 
 
wolfs schome 
 
 arrival, his 
 ho moral 
 
 » beasts of the 
 ly a(!cuse<l of 
 t fully i)load«l 
 :e agreed that 
 tho stomach, 
 icked desigiL 
 
 lid aside 
 pie sent 
 
 ws ; 
 
 > the Sound 
 
 1 deaths, 
 rotate 
 ;)rt." 
 -Whittier. 
 
 , it was the 
 , so Stamford 
 
 1 geography 
 bstracts. 
 
 thor's corn- 
 is to bring 
 liiires close 
 id shade of 
 
 e observed : 
 thought by 
 I accurate 
 
 APl'ENDIX. 
 
 119 
 
 2. By change of expression seek to reproduce what 
 iH involved in tlie original, and no more. 
 
 ii. Lot every change be made for the sake of greater 
 clearness. 
 
 'i. Reproduce as far as possible the tone and spirit 
 of the original. 
 
 and His grace ivSch was Wo£l'" ""^ ^"^ ^ ^"' ^^'^^^ I am : 
 but I laWed nu;rrabund^t V H "T "'^^^^ "^^ '" ^^in ; 
 the grace of God whi^h vas^ith "rie ''^1,""; ^^' "u«<^ '' ^'^^ 
 wore I or they, so we p^erch, Tn^soTo bofcdT' "'^^^'^^ '' 
 
 — /. Corintliians, xv. 8-1 1. 
 
 seemWrtmpl^trM Se sSf '^' '-'' ^' ^1-"- 
 just delay, a just DliaHon f . '^^'l ^^'P^''^^"°o ^'" "lo; a 
 congregation of GcS W^^^^^^^^ of ^ho 
 
 level of the ApostlS aKmW^ ^^ '"'^ "»« ^^ow the 
 name, and makes S; f^l that ? ""^ "1"'orthy even of the 
 favor of Gal. A Svor nde^ ^^71 ''" ^ *^« undeserved 
 vain, which has issuedTn !&!''?• ^'""^ ''°^ bestowed iu 
 of all the Apostles? frimwhte„!fr£°"' ^^^ «-^°«eding that 
 exclude me; but yet, Sr all \?T^f- '''"''' '^'^^'^ ^"^^ to 
 my own st^engthf but of thfs ^n^^ T''^''''[ "^^^ *h« ^«^t of ' 
 my constant cSmianiorJ It is Tt hT' *^'""» "'^^^ "^° ^^ 
 tion between myself and the o L^^'^i however on any distinc- 
 dwell. I confine mvSf tn tl? ^Postles, that I would now 
 alike are iheZv^g't'^ ^\IT. "''^'l^"-^' "« ^^hich we all 
 foundation of your faitt 'Jj^^:!! ^^,^ '- ^^ o^ you the 
 
 (7) Materlal.- 
 
 1. 
 
 TiiK Hai'i'v Life. 
 
 How happy is he bom and taught 
 Ihat serveth not aiH)M,ov'« ,.^!l_ 
 
 Whose armour is liis lu.nest tluiu-ht 
 And snnple truth his utmost sl3u ! 
 
^^^ APPENDIX. 
 
 2. Whose passions not his masters are, 
 
 Whose soul is still prepared for death— 
 JNot tied unto the wordly care 
 Of public fame or private breath ! 
 
 3. mo envies none that chance doth raise, 
 
 Or vice ; who never understood 
 How deejiest wounds are given by praise : 
 JVor rules of state, but rules of good ; 
 
 4 Who hath his life from humours freed. 
 Whose conscience is his strong retreat : 
 W hose state can neither flatterers feed, 
 JNor ruin make accusers great. 
 
 — Sir Henry Wotton. 
 
 tion^y? ??*'"'*'*~^: ^^"^ ^^PPy- ^y b^^*h as weU as by educa- 
 aZw r^"" ^^^ '^ """^ °^^^^^ *° ^« a «lave to the will of 
 another-whose only armour is his honesty and simple ffood- 
 ness, whose best and utmosfskill lies in plafn stJaigSrlarf- 
 
 2. How happy is the man who is not the slave of his own 
 passions whose soul is always prepared for death, who LS 
 tied to the world or the world's opinion by anxiety about S 
 public reputation or the tattle of individuals. 
 
 to^kS^ h!f 'i°°:i^^^'''''^i^^ ^"''■^^^ ''^ "^^" ^ho ^as been raised 
 to rank by accident or by vicious means ; because he never 
 understood the sneer that stabs while it se^ms to praise S- 
 cause he cares nothing for rules of expediency or of poTuTy but 
 thinks only of what is good and right. l'""^y. out 
 
 4. Who has freed himself from obedience to humoum and to 
 whims, whose conscience is his sure stronghold jwhS^rank is 
 not exalted enough to draw flatterers, or to tei^Xaccuse^ to 
 build their own greatness upon his tv.U.-MeikSohn 
 
 (8) Paraphrase the following:— 
 (a) " Here rt^V i his head upon the lap of earth 
 
 A youth to fortune and to fame unknown." 
 (h) ' ' Lives of great men - 11 remind us 
 
 We can make our lives sublime • 
 And, departing, leave behind us 
 Footprints on thq sands of timo," 
 
h— 
 
 ie, 
 
 tt; 
 
 "y Wottotu 
 
 as by educa- 
 •o the will of 
 simple good- 
 ightforward- 
 
 e of his own 
 
 1, who is not 
 fcy about his 
 
 i been raised 
 Be he never 
 praise ; be- 
 ' policy, but 
 
 W 
 
 Appendix. jg- 
 
 (c) " We rise by things that are 'neath our feet 
 
 And the vanquishVl i^^ t^l t ^^^^ 
 
 ^^^ "S^Walty is still the same, 
 
 Whether it win or loso the ffame • 
 
 True as the dial to the sul'- 
 Altho itbenotshin'dupon," 
 
 T^i^ -P^ ^?^^'' ^"^°^« the snow : 
 v£t yf/^i«/omg, let him go ; 
 
 Ring out the false, ring in the t^Tia 
 
 Ring out false pride in place and blood 
 The CIVIC slander and the spite • ' 
 
 Rin^fn^c^^mri^r^,^^^^^^^^^^^^ 
 thia ^^e^!LT.M:;itTjL'^^ '^^' '^ '^^ a city 
 
 ;--! S^SgTo ?he numlrt^ ^T ^'^. ^' ^ '^'^r have 
 life, and rest inlnvisited tSs.»'^'° ^'""'^ faithfully a hidden 
 
 woSa '' ^ '''^^^''' '' ^ "i* - things ; and a wit, a juggler in 
 
 tours and to 
 hose rank is 
 accusers to 
 n. 
 
 h, 
 own. ' 
 
 AMPLIFICATION. 
 
 (9) Amplification is the opposite of tlie Abstract Tf • 
 an expanded statement of another's thougl T • ; Jj^^ 
 unsaid or only hinted at in the original are f , 
 PCS. ively expressed in the Amplifioatir MnKoi the 
 
152 
 
 APPENDIX. 
 
 U^^ 
 
 (10) MateriaL-Joliet and Marquette found themselves 
 about a mile and a-half from the Wisconsin. They^arrlS 
 
 r L:;;SrSrer' '' ^-^^ ^^^'^ ^^^^ ^-^ Jou^Ly^^t 
 
 Ampliflcation.-" After carrying their canoes a mila and 
 a-half over the prairie and through'the marsHLy WcS 
 
 flo'^dTo tha%7'r"""' ^-^?--v«ll to theTaterTK 
 tto^ved to the St. Lawrence, and coniniittod themselves to the 
 
 W t"o tw' ul?of*M^'^^ '^"Y '''''y ^'-- notXther,-per! 
 
 of CaMn ni^ t1^^^ ^''']'T '^ **'^ ^^""'^ ^^''^ ^^ th« Gulf 
 
 olbalifoima. They glided calmly down the tranquil stream 
 by islands choked with trees and inatted with entaigHniS 
 vines ; by forests, groves, and prairies, -the parks and pfea^suiS 
 grounds of a prodigal nature; by thickets^and marshes and 
 broad -are sand-bars; under the shadowing treT Ween 
 bluff ' r Sf d-vn from afar the bold brfw of some woSy 
 bluff. At night the bivouac-the canoes inverted on the 
 bank, the flickering fire, the meal of bison-fleJh Tvenison 
 the evening pipes and slumber beneath the stars : and whenTn 
 the nmrmng they embarked again, the mist hung on the W 
 like a bridal veil then melted before the sun, tUlThe fflassv 
 
 ^hi^^i Material.-Years ago a ship sailed from New York to 
 the East Indies. Among the passengers were two school 
 children gomg out to their mother whose health was failW 
 
 £Stirv^es::L^^P^^^'^°" ^^^^-^ -^ -- ^?^-aS? 
 
 for the East Indies. She was loaded with the products of 
 American industry and was expected to bring back a caSo of 
 coffee and spices. The captain was a youno- man fufl S 
 energy and ambition. He was the onl/ son°of a w d^lS 
 niother. On board were two passengers, a boy and a Sri The 
 children o missionary in India. They had been at s& in 
 America but had been summoned to their distShome H the 
 news that their mc.ther grieved so sorely over the sTpamtion 
 from her children that her life was in danger eparauon 
 
 .J^A-A^^^l ''^v"" ''''^ lengthened into weeks, but the good 
 
 tSl^. Te'^roaxrTt- J^?"*^\l'--^i ^-' no' tidings If JS^ 
 mi. .fling ^G„„el came tu cunor shore. Uti one side, an aged 
 
d themselves 
 They carried 
 journey down 
 
 is a mile and 
 hey launched 
 waters that 
 nselves to the 
 'hither, — per- 
 ea or the Gulf 
 nquil stream, 
 ngling grape 
 and pleasure- 
 marshes and 
 ees, between 
 f some woody 
 jrted on the 
 
 I or venison, 
 and when in 
 
 ■ on the river 
 
 II the glassy 
 n the sultry 
 
 New York to 
 
 two school 
 
 I was failing 
 
 r afterwards 
 
 il September 
 ^ork, bound 
 products of 
 k a cargo of 
 man full of 
 a widowed 
 d a girl, the 
 at school in 
 home by the 
 3 separation 
 
 )ut the good 
 dings of the 
 ie, an aged 
 
 APPEN^DIX. 
 
 153 
 
 ^S bTcKl boy^Ttt^oT ^^-7' ^''^ ^ *^« -. 
 moanel ''GivebLkiJy de^r ones "But 'ff' ^ ^^"^« "^°*^^«' 
 Years have rolled awav nn^f wv, .^ *^^ ^^^ S^^^e no siga 
 there is "no more sla^' bit stS T^''' have gone whfre 
 secret ' ^^^ ^^^^ ^he waves hide their nrn«l 
 
 frapog 
 loubt- 
 
 (12) Amplify the foUowing sentences : - 
 
 thitLn/justSf hlin "^''"P.^ *° ^'^-'^ «ome ; 
 less sour!ffX°rth srhlCt?"'"" '''''' *^«^ ^'^^ 
 
 -^T'^^'^n^^o:^^^^^^ having spent some 
 
 and now first throln oJiZ^'^TeyT"''^ °' '^ ™^^^--' 
 
 (13) Amplify the following paragraph : - 
 
 FatS^^^^^^^^^^^^ 
 
 mtense rays of a tronical LT% ^ ^''"'^^' scorched by the 
 The rainfil is scanty~the Sew vfr' ^'^^^^^ ^^^"^ «^«r it 
 rare and hardy plants that ;^rn!J:'» It, , ^^'"' nourishing the 
 weUs and spn^^gs are^ tt^s^^ t?eatrfo?^th1 ^r?'^" ^^« 
 
 (14) Amplify in prose the following poem :- 
 
 The Beggar Maid. 
 
 Her arras across her breast she laid • 
 
 Bni^f "^f /'°''^ *^^^ *han wonls can'sav • 
 Bare-footed came the beggar maid ^ ' 
 
 .^'^f"^^ the King Cophltua. 
 
 To m^"^ '?''" *^« Ki"g stepped down 
 To meet an.l greet her on her w • 
 It 19 no wonder, " said the lonlsT^ ' 
 fshe IS more beautiful than day." 
 
 "^Ifj^f *he moon in clouded skies, . 
 >^nr. .n hor poor attire wag seen • 
 
 n ^T"^. ^^"^ ^"Wes, one h^eyes 
 One her dark hair and loves^mTSen. 
 
164 
 
 APPENDIX. 
 
 So sweet a face, such angel grace 
 
 In all that land had niver Sen • 
 Cophetua swore a royal oS : ' 
 
 Ihat beggar maid shall be my queon. 
 
 PART II. 
 
 CHAPTER I.-WORDS. 
 
 ■' 13 by such a habit alone Jhat amS """fi'^ •» °™"'ated 
 »hat the worM could acceVtt'CS WwSti^- """^ 
 
 (1) Accurate Use. ^^ung. 
 
 Choose words that say Drecisplu ^,.T,„^ • 
 
 of the practice of Ton 7 !f™^ ^"^ '"^'^'"^ observation 
 of syno:;^! ' "''"" ^"' constant comparison 
 
 n^ay attempt anything c?rri?,fj accomphshmen^ A.. ,„e 
 The word used should Wbeinl^roV^^a'nf^^''^"^ ^^"^- 
 
APPENDIX. 
 
 155 
 
 eon. 
 
 lie lessens in 
 will furnish 
 on. 
 
 lidculty, and 
 
 minuteness, 
 oveiotated ; 
 ave written 
 
 ly." 
 
 -Oenung. 
 
 nt — words 
 ?lit. This 
 bservatiou 
 omparison 
 
 1 Me." 
 
 Xi^ ine 
 
 <»iiL tmng. 
 
 Y^'^pty^-S^'l^l,^^^^^ called in question.- 
 
 niS^p.t^-;ltrputf5oTr ^7 '- ^ -- ■ ^* i^ the 
 what they think of km^ Tfc fJ'^^'^.i^^^ ^PO'^ others ; it is 
 fair reputation who }S"s nl • ^ "'^^ ^""^ ^ "^^n to have a 
 
 although men of really gooJcharacl'f'^ \^?°^ character^ 
 bad reputation. "^ ° ^ cnaracter are not likely to have a 
 
 (2) Exercises. 
 
 properly used :- ^ ^ '"^'^^^^ ^^ ^^ich each a. 
 
 exS:' aplg^;ti:'<.'tV ^^?' r-«; «-tain, sure- 
 untruth ; find^^discover ' wan'Mi^"''?""^"' ^^^^iful 'Tfe' 
 habit ; aware, conscious delay ll*^'"^'. "^^^«« ' ^^^^o™ 
 enemy, foe ; adversary, antaS,/ • 1 ^' ' .'.*^°"°' Powerful 
 damage, hurt, harm, SiSfe! ' ' ^^'^' ^°'^^' «^il 5 injury,' 
 
 (3) Superfluous Use 
 
 Words which add nothino- f« ^i, 
 ness should be struck ott ""'"' ''^ '° ^^^ «^«-r- 
 
 (a) Do not use additional words whiVT, +1, 
 no^ require. -(Redundancy.) ^ *^' sense does 
 
 to^?fi"~Th^;;ScS "<j,'- ^«-^^ has dutie. 
 
 could the man be? ''TS W t T^^'^'^'^'^^- Where else 
 ^undant, as '' return 'Ll^'n^'Si ^^ '^"'^'"" ^^«- ^ 
 
 (tIIio;;.^ "'"^ *'^ ^^- ^^- - <^^erent words.^ 
 
 Examples, — "Tho«rT,^i 
 and greatness o/ S?/' '' G^affP^^'^f^ ^^^ "^^gnan.mity 
 translation of ''magnanimitv " fnT- °^ "'^''^" i« dimply a 
 effects and consequeSj^'tli oorrLS-^'^^^r?^"^^- " ^he 
 deploraole and ^«men<ai/e,- shS C'"-'' .^^^ cie^renerac^, are 
 effects of such coiTuption are depSabt - ^^"^ *^^^ = ' ' ^^-^ 
 
156 
 
 APPENDIX. 
 
 WM 
 
 (4) Exercises. 
 Rewrite these sentences omittmg aU s,;perfloui, words :- 
 
 to^"^^ Wtonlr'" :'^"" ''r ■ "•'! , =■""•" "ri*^' very well 
 counsel gratis and char™ you not-/„' Tl „ „ ,H™\'i',"' 
 
 jny^^i^tence. He had the .^^Jl^X^^Vi^!^ 
 
 (5) PnnSEXT AND INTELLIGIBLK Use. 
 
 ^^Choce pure English words in good, stavuiard. present 
 
 ro^, bosi, a„,„Uyjo.ly, cat u| s^ell a r^^r^SStiy's'Sf; 
 Examples,-It was „1*7/S. Havto/aSl?th^"^'»'!- 
 
 s^i.*atrjzir/Li£'^^«^>--"^^^^^ 
 
 pe!^vrne:..T.SLtett:^ht^t'^!frnC^^ -•> - 
 
 siie'of^'S S^hr-^So^^aT-Hr^o'lS^Ji TT^ *» 
 dence and there pirused tCSme^ S ^H„ *° ""f ,,"*'■ 
 
 ph^sS:sL'h ■■&y°:r^^,ii^s:? *^ "''™' ° *' 
 
 «fi!^ ^° ""u* ""^^ P°®*^<' '^^otion in prose. Do nr 
 steeds or chargers ; M-aves, billows : twili-^ht ^a 
 ire J tired, aweary; before, ere; valley, ^ale?eT 
 
 M horses, 
 . ; anger. 
 
ous words : — 
 
 rftes very well 
 let a; i react 
 >'^'' advice and 
 ivoT-ld is fitly 
 
 C5tor« Vv)lO J!<,T- 
 
 herefor<>, be in 
 hole <: urse of 
 he whole salt 
 
 3E. 
 
 •ard, present 
 
 uons. These 
 of polite dic- 
 iiocessity of 
 . — Stunning, 
 itly splendid, 
 
 unless they 
 I in English, 
 ed the savoir 
 md in every 
 
 'rds, such as 
 etc. 
 
 increase the 
 to his resi- 
 went home 
 tated," with 
 services of a 
 
 lU horses, 
 ~x" ] anger. 
 
 APPENDIX. 
 
 (6) Exercises. 
 
 157 
 
 English : - ««»tences. Rewrite the sentences in good 
 
 lovel^rSjthTnT-it's^'erf''??' "' " ^^^^ ^ ^-te too 
 passant that hfs fS ^ ZcheJ VT'' ^« '^"^^'^^ «^ 
 qua non. Uncle Eufus wa?utn h? '^' '"^^f ^^at is a sine 
 down in the mouth The house w.^ T' ^^^ *^" ^"^^ l°«ked 
 ence did'nt enthuse worth a cent Th« Sfl "'"I:- '^^^ ^''^'^ 
 Its devastating career. Hk J^Hf f,?,,^°''?,'^g^ation extended 
 t on. I r^gre^t thaT he muuffioiS,'''*^,*"'* '^^ «^^*ly habita- 
 
 cludes me f?om accepting yot-fite in vS'"^^^^^ P^^" 
 during this session was WinW invitation. Parliament, 
 
 Isla Woods into whS inmost L^^'P'"^ 7^^^ *^« Emerald 
 alone to penetratr'f hrclTnTJ' '^T^J ^^^« 'I'^^'^^d 
 
 through their most 'awful umSfi^nnTfu ^^"^ ^" S^^«"«. 
 the shadows of the old oak? ^ ' ^ ^^^""^ ^^^ ^^^^7 "i 
 
 SENTENCES. 
 
 _ (1) A sentence is a combination of words expressing. « 
 single complete thought. expressing a 
 
 (2) Grammatical Classification 
 
 (ft) A Compound sentence contains two or more inde 
 pendent statements. (See Grammar p. 79.) 
 
 (c) A Complex sentence contains one independent sfat«. 
 
158 
 
 APPENDIX. 
 
 (3) Ehbtorical Classification. 
 EhetoricaUy, sentences are knoA\ a as Loose or Periodic 
 These, according to the number of words in them, may b^ 
 Long or Short ; according to their structure they may or 
 may not be Balanced. ' 
 
 ^ (4) A Loose sentence is one that is so constructed that 
 It may be brought to a close at two or more places and 
 still be complete in sense. 
 
 Exampla -The Puritans looked with contempt on the rich I 
 and the eloquent, | on nobles | and priests. We made ou? wal 
 up the mountain, | riding in the shade of lofty bh-chesToS 
 hntillZ'^TV^' path.of some clear mo.fn?Sn s rJaS,T 
 bMor'nSt. '^ voice I and seldom even the chi^'if 
 
 (5) A Periodic sentence is one that is so constructed 
 that the complete meaning is suspended till the close. 
 
 Exampla-On the rich and the eloquent, on nobles and 
 priests the Puritans looked with contempt. On whatever s^de 
 Je^ri^vZttn.'''""' "'^^ P"-Pa% strikes us is Ss won! 
 
 (6) When similar or related elements of thought have 
 simOar forms of expression the structure is sail to be 
 Balanced. Balance may occur between phrases, clauses 
 and sentences. ' 
 
 his^S^lfS ,;^^—^°rW«, sake the Almighty had proclaimed 
 ro hit ^^ "-^ Evangdist and the harp of the 
 
 Claiises. Ex^-They habitually ascribed every event to 
 vast, for whose inspection nothing was too minute. 
 
 Sentences. Ex. —If they were unacquainted with the works 
 of philosophers and poets, they were deeply read in the 
 oracles of God. If their names were not found in the re^ster^ 
 of heralds, they were recorded in the Book of Life. I? their 
 steps were not accompanied by a splendid train of menials, 
 legions of ministenng angels had charge over them. 
 
or Periodic, 
 ^em, may be 
 ley may, or 
 
 Tucterl that 
 places and 
 
 m the rich | 
 ade our way 
 ches, I occa- 
 n stream, | 
 the chirp of 
 
 constructed 
 close. 
 
 nobles and 
 
 tiatever side 
 
 is his won- 
 
 •ught have 
 sail to be 
 s, clauses, 
 
 proclaimed 
 arp of the 
 
 ' event to 
 ng Was too 
 
 the works 
 
 ad in the 
 
 e registers 
 
 If their 
 
 I n.enials, 
 
 Appendix. ^^^ 
 
 (7) ErPECTs OF DiPPERKNT Kinds of Sentences. 
 («) The advantage of the Loose form lies in ;t« Ko- 
 
 emphasi to e^h , e 7nTl:v' >"^'™'^'' "'""-^'^^^ 
 that are of „ost impitan e 5 ^"tf - 'l'^ ''"'"'^ 
 
 essays in which ner=,oT,« nv .i.- ° ^''*""® °^ *° 
 
 -are .4 to';t::\::cL:: ertcr- "-^ 
 
 pression. Ihe Short sentence is esDeciall.r oi . iT 
 summaries, to passages where ir.loTZtL:tTt t 
 made, passages ot definition or discriminaHr . 
 
 much of tho thought hinees r:™'"""""' "' ™ which 
 
 viceahle for introLcinHlils mh^rira'^r '^ T 
 suggested thought. It gives opportu^tr IZT ' 
 
160 
 
 APPENDIX. 
 
 m 
 
 (/) Variety in sentence structure should be the aim as 
 the mind soon tires of the continuous use of any one type. 
 
 (8) r t iitxifciiai 
 
 Cihange the foUowing Periodic sentences into Loose 
 sentences : — 
 
 Unless the measure is clearly constitntinnnl T oi,„n 
 vote for it Mythology has it, that'?roStrrenlr Achilles 
 invulnerable, ho was, when a child, dipped in theStvx S W 
 every murmurer at government m'ust be prevent^ from dS^I 
 ng discontent or there can be no peace!^ TheTad shioeS' 
 the fine insight, and the amazing vividness and r,i^ln~r ^' 
 feh^tyof the style, make the " E^eminSnL'i? a J^^^SS: 
 
 (9) Change the following, Loose sentences into Pe>--odic 
 sentences : — 
 
 at^rSif 'He'^d^ei^^'^'P^''^'"' ^"^^^^ at Owen Sound 
 ut ten ociocK, tie drew as was his wont, hs rouffh manfl« 
 
 over his head ; he wrapped his face in its ample foWs became 
 
 out from tlie sheltering rock, and stood beneath the cave to 
 
 receive the Divine communication. Ho do..s not write fVm 
 
 hearsay, but from sight nnd experience; it is the see les th ^ 
 
 he has lived and labor^ arrudst that he describes W,?„ ;:„ 
 
 IS a dead letter till the spirit wUhin the pcSt SseUbShS 
 
 ^hnmgh It, gives it voice, an^ makes it^udible to th? ve^ 
 
 (10) Change the following into sentences with Balanced 
 structure : — 
 
 toThe s"me^dea?S ^""^ cormxcted by perpetual attention 
 
 rich and yet have nothing he avb^ioo^S'n'"^^' ^''''^ 
 yet be very rich. ^7 tie poor m ouu sense and 
 
 (1 1) Construct a Loose and a Periodic sentence ..bont;— 
 Iron, Frenchmen, snow, happiness, appla 
 
)e the aim, as 
 any one type. 
 
 I into Loose 
 
 , I shall not 
 Buder Achilles 
 Styx. Either 
 id from diffus- 
 sad sincerity, 
 d picturesque 
 a remarkable 
 
 into Per'odic 
 
 ; Owen Sound 
 ough mantle 
 Ids ; he canio 
 
 the cave to 
 
 t write f'-om 
 
 e scenes that 
 
 Language 
 
 self breathes 
 
 to the very 
 
 th Balanced 
 
 ;al attent7on 
 5 jontinvied, 
 ilive though 
 I he praised 
 take himself 
 i-n sense and 
 
 se abcmt:— 
 
 Ari'Exnix. 
 
 KU 
 
 hist.,ry ^anl iZS^^^ '"rtunc, sunnuer and winter 
 
 couraio, Irisl^ne;; S^jVencEr '"' ^"^''^ bravery Tnd 
 
 QUALITIES OF A (iOOI) SEIVTEXrE 
 
 (11) UxNITV. 
 
 Unity 1. that property in a sentence which keeos nil if- 
 
 and long ntheses should be avoided. The rule is "!n 
 beware of a. trarting from the effe.t of ih .'^"^*' '^' ^"^ 
 by particulars r,^f • . ^ ^^® "^^^^ statement 
 
 .> pai ticulars not immediately relevant. " 
 
 SopSi^reSJ^lilS^ '^^^ «" the 17th of 
 
 n-hle actions, ami a numeSnf f -^^ f^^ "memory of manv 
 «?ns; I one of then GeorS the'p'l'i^;.' °l -hom three ...^ 
 — as, well as to hT^nH, 'f J^^! ' ^^^ _*^»'i^ father's 
 
 virtues, as well as U.h^^rinrL! ^ ^^"^ *° *"-^ father's 
 where most of his father! f.. T ^''^*^^ ^^ Cumberland. 
 el..ted mlw^L^rr:^ ^^ ^^^^ate. .„d shortf; 
 
 after^vards el. , ted membor^'oTH^ ""^^ '^*^^*^- ''"^ shortly 
 several generation. Teturn^ this f'T'^V'' ' ^^^^^ bad fo? 
 ment." ^^urnea this family to serve in Parlia- 
 
 ^-i?h""|o'od ^tSn'lnd^e^;':ctabll^^^^^^ endowed, you 
 
 «u iebi»ectaoie lumily connections, 
 
162 
 
 APPENDIX. 
 
 !:| 
 
 tt"' trj:;? pff:.s a^xV'"^^^ *^^« ^-"^"^^^ ^^-^^^ 
 
 cation and rospoctal f unV/ ""' /''*' 1"'^'""'' •'' Soo.i «Iu. 
 
 incite ycu to loI-Tadtn'f'^,^';::;^:; ;;:;;::; ,i;"''i'f ^ ^^'-''^ 
 
 you go about tho country stealing Xclcl! ^ ' ' ''''^*^' 
 
 (15) Exercises. 
 Con-eot these sentences so as to maintain unity - 
 
 drSdMr;u.dr!jay!!;rd;^:?7^^r T"^ 
 
 smoking 'and Ka„o Ss fre h ?mm >! " ?^^''^«^^i^y wasquietly 
 story of a sailor reading l>unde:mis' m:f' ^' '""-^ *^^"^ ^ 
 short, stout man, with n m-lZi. i ,1 companion was a 
 they approached the ton T^n i V^ •''"'I -^"^'''^ ^^^^^ ! ^nd as 
 The cloctor was c^l od '^uS ^tho sicV "''" ^''^f,PT'^ "' ^^under. 
 came on, the storm her" In.. d^ inun ralhed, but as night 
 The place was apprSed 'w T '""''•^ ^^'"'^ f''"'" *hofort. 
 found' it by me3ccSn -ianr/^.^'' Pfture-field, -we had 
 the field (^T-e had toSl'f te'jSt'IheJr^fr'" ^"^""^ 
 cluster of chestnut and hickory troo^.^^'* *^^'^^^' ^^'^^^ ^'^^ ^ 
 
 (IH) CLRAKN'RSa 
 
 Clearness requires that the parts of a sentence-words 
 possibihty of doubt as to the writer's meaning. 
 
 should t; iTeT' ^"' ^^^"^^^ ^^^^ -« closely related, 
 
 the°; Iti^ "ft"' ""''' *° ^-h other as possible, tha 
 then mutual relation may clearly appear. 
 
 two birds and noZoT^ ''ulI'Z,^^'^ ^'""^'^ °^ "I^^^ 
 ^u'obiixis." -^^ **^« I'^tter. vvnte: "Igawon/2/ 
 
 (*) Phrases. Ex.— "He wont f^ * ^ • . 
 
 sheep on horseback^' ^ *° ^^^""^ "^"^'i^S ^ flock of 
 
 Corrected : — 
 
 "He went to town, on horseback, driving a flock of sheep." 
 ■ (c) Pronouns. Ex.— " Tbo fla.-. . • •,, 
 
 which we ate. " ^ " S^ v^-^re in small wooden ^owe* 
 
luntry stealing 
 JOSS a good wlu- 
 'liis fact should 
 ' i but, instead, 
 
 -mity :— 
 
 rietimos almost 
 iiy was quietly 
 he told thorn a 
 ipanion was a 
 r hair ; and as 
 als of thunder. 
 ', but as night 
 fn)in the fort, 
 ield,— we had 
 linsula joined 
 I there was a 
 
 !nce — words, 
 to leave no 
 
 3ely related, 
 >ssible, that 
 
 Does this 
 ; or "I saw 
 ' ' I saw only 
 
 ig a flock of 
 
 t; of sheep. " 
 raoden hoxe^ 
 
 Corrected : 
 
 " '^'"^^'' "■'"■'•^' ^^^ ^"^ ^ero in snuUl wocKion boxes." 
 
 W PftrticIplcH. Ex— <'T a 
 mere accident when I wn^ in t "'i ^^ "''^ whool-fellow hv 
 i"t' 'low,. Besot lUt!"' Whowf riki'^?'"'""""' "■■"k" 
 
 Corrected : — 
 
 , (e) Clan.sos. Ex.— "Ploo^„ ^.^^^ 
 
 home, I shall not huirv bml " n ^I- "'"*^^^' 'f >^he h at 
 
 hon.e please tell heii,^^r u f shauTn^^i:' "^^'"^ = /' ^^ '^^ ^' -^ 
 home " ? ' or, 1 snail not hurry back, if she is at 
 
 better than you"; i / eitW '* fj ~ ^,. *^"^^ ^e likos me 
 likes you." ^ ' ■'• '"'^^^''^ ^J'*^" y«u like mo" or " than he 
 
 (17) Exci'ciaes. 
 Correct the following sentences, pointing out the error - 
 
 bolst:;rmiy?vJhti?\,^;ilff- ^hen the Moor, seizing a 
 take that book to the ffbra"! £■ Tl '"^1^""^ l'"'" I^''' V">^ 
 became fatigued, and aftoi ?oklir J. i "' m ^Z'' ^ ^^e horses 
 no farther. The farmo™f 1 [^ ''°'}"'"^ they decided t„ go 
 his cattle were in h Ss And'tl^^^^^"' ''^"^^ *"''^ ^-^ «>!? 
 addressed. A piano for safe bt o l V'' ?^ ""^ *h« ^^''^'^^^ «ire 
 akUe S.ri'i'^ /:1^ '^^?^lt t" ••■•OSS thoChan! 
 
 11 ireshimlk does not 
 
 a|^^w.* thechua, WU. A^Q,,.,,, ^^^^;^ 
 
 (18) It is a help to Clearness, when the first n,rt of 
 the sentence preuares th*. ,., t . '"*' "'*^f Part of 
 
 middle for the end il X Z^ '^" "'^•"^ ^"'^ ^^- 
 called CW: '' "'''"'• ^^^^« ''^^^^"t - 
 
 sl.Srt:.-::T°. ff«-iP is a fault; to lib., , .^n^. • f 
 
 to s^^u^^ehim is an^^^ou^SL'^t^^jf f ?°™- ^^^^^ " 
 almost panicide ; but to crucif/E-l^Lrsha^/^i ^"jf-th is 
 

 164 
 
 APPENDIX. 
 
 h 
 
 hf 
 
 nKi 
 
 struct on >, \^^P^*° Clearness to maintain the same con- 
 struct on throughout the different parts of a sentence that 
 are jomed together in the same connection. 
 
 of the attempt. Cy acrsil' hl^^^.f ^>i-'^^*,^.f ^*^« ^^^^^ 
 bribes from) by tlie kin^^rS T •;;' ^?^ *''**^'^ (receiving 
 the city. ^ ^ ^'"^' ^"'^ «««^*«Wfl- (neglecting) to takt 
 
 "He has good reason to helieve tbnf +Tia .i i 
 accident but premedita-d amW-L f *^« '^elaj was not on 
 ^Aoughstrong both i'r«i 11/^, '^^PPosmg that the fort, 
 the treachery%f the governor nt^^l"''"?^^! 7'''''^^ ^ ^«r««<i b^ 
 itulate withhxi ^v'ei'T^ Co;rS*?"<St"' ^':^''"' *° ^^P' 
 believe that the delay was not S.' / / if f^^ ^°°^ ^«^^°n <o 
 <o «M;p;.o.e that theTofrjhon.h « f l^^'u T^"'^^*^*^' and 
 would be forced by thf ^r3rVn? th! ^°*^ ^'^ ^^* ^"^ "«^«^« 
 lence of the general to crpXlate wl'^ governor and the indo- 
 good reason /or heHevi^nathlf%,T^T ^ '^^^'^ ^^' ' ' ^o has 
 premeditated, and /r^L ,t' , ^ tta?"; W ^^t^^i'^^^tal but 
 both arfificiany and naturZy^lltl u£rJ, ?"Vf ^ '*'°"^ 
 ero,.* firouernor and indolent ne^^J^n 7 ?^ ?? ^^ *^^ ^^"«''^- 
 week." '■naotem general to capitulate within a 
 
 (20) Exercises, 
 Correct the following sentences, pointing out the errors • 
 
 crSifl^irn'Sf/an^r^iLtlSr"*'' '^"''^"■' »' 
 
 I sink into the bosom of tbpiS' •. ^'^ '^'''®"*^ ^^P Calvaiy. 
 race is run, mHamp of h^f| f7^' ^S«P«»«,to receive me, my 
 pen can describ? the tea^ the l^fl'"^-^^*''^^^!^^^^^ What 
 animated remonstrances S' the u^foXn /'"''• *^' ^S^°"^«^' *he 
 ing that his honor demanded tbi^°n?^fl^*^ pnsoners ! Believ- 
 satisfying his creditor^ he^l.^ • ^^°"^°«' and in the hope of 
 and, as sU as th Tas doneT o^^^^ ^ ^^ all his estates, 
 intention of fulfilling his nmm^•°A^^/^^«°!J^*^y• With the 
 himself from susp Sfn ^ det™'S.i^ f '''*^'''^'"? *^^« *« «l«ar 
 testimony was coU^tl^tSTell^ti^^^^^^^^^ 
 
 (21) EMPHASia 
 
 Phia.e, oi cl,u« that ,t shall have its proper distinction 
 
the same con- 
 sentence that 
 
 are naturally, 
 
 at the failure 
 
 Ihed (receiving 
 
 cting) to take 
 
 I'J was not an 
 ;hat the fort, 
 i be forced by 
 eneral to cap- 
 ood reason to 
 leditated, and 
 rt and nature 
 and *he indo- 
 Or, "He has 
 accidental but 
 lough strong 
 y the treach- 
 ite within a 
 
 tlie errors : 
 
 s death, His 
 lip Calvaiy. 
 3ive me, my 
 hed. What 
 agonies, the 
 fs ! Believ- 
 the hope of 
 • his estates. 
 With the 
 Iso to clear 
 how far the 
 prosecutor. 
 
 word, or 
 listinction 
 
 APPENDIX. jgg 
 
 worfo°L*v "f °" r™'*"« '° '*' ^i^ifleance. Any 
 
 subject belonL>. natumllv .f fi T ^ Pnncipal 
 
 and to be ^J^^Z^: ^^^^ ^ ^^ 
 position and placed towards the end X^ • "'"^^ 
 adjective or object which Li ' ^''^^'^*" ""''^^ 
 
 part of the sentenl """ "'^^"'^"^ ^" *^« ^^"er 
 
 Placed attbrh' '''"'''' '^^^""^"^ distinction by being 
 placed at the beginning. An abverbial word or nhrZ 
 whose unemphatic place is before it^ vevb ^ ' 
 
 by being placed at the end and ri I ^^J^P^asi^ed 
 
 at the beginning. ''^^ "'^'^ ^^ ^^^"8: placed 
 
 «ublL?L\XJ^icltrhZ^chrnS '^«^*^^" Here 
 
 ever side we contemplate Hr,^p"^1^ *^^'': P^''^««'«- ' ' On what- 
 
 
 ' Sweet 
 
 (c) Subject and Verl). Ex.— "Ti.av. • 
 «e«er«-a., on this earth, aVork of hn J* "'''', ^^d there 
 deservmg of examination. ' as AS^^ZZl^^^^^r^ 
 
 colSdf^^ .^-;,S^l-^ure.^^tl. ^uit 
 
 (22) Exercises. 
 
 Ohanse the following sentences so that the it.ll.- , 
 word, rnay stand in emphatic positions ~ "^ 
 
 sue.s rt? tJsfh r "^s *::/ '; '\°^ '°',''»^ «« ™ 
 
 even it ifle' noT 'Sg-'l^^f^'i;™ ''°.'="°" -"" ^n, 
 business will task yoVsl^iU and A*t/J. '■°°"' " ""■^»'- ^he 
 
I 
 
 'Oil 
 
 'l1 I 
 
 Hit 
 
 4|te 
 
 ■^^" ' APPENDIX. 
 
 (23) THE PARAGRAPH. 
 
 luting the development of a single topic 
 
 UnuTronn"'?. "' '' "^^ "'"^'^ ^' ^^i^« construction: 
 Unity, Continuity, and Proportion. 
 
 (24) Unity. 
 As a paragraph is a distinct division of the discourse 
 omplo te m xtself and exhaustive of its topic, its primary 
 requisite must be Unity. This forbids the in roductro^ 
 
 The subject of the paragraph is usually set forth in the 
 opemng sentence, which is ordinarily a comparatively 
 short one. Sometimes it is delayed till the close, following 
 the analogy of the periodic sentence. 
 
 (25) Continuity. 
 Continuity requires that the sentences making up the 
 paragraph should be so arranged as to carry the line of 
 
 Theb a mgo one thought on another should be clearly 
 
 ndicated ; and the top.c should be brought to a complete 
 
 and properly rounded conclusion "mpiete 
 
 tion^oTT''' Continuity in the paragraph, the exact rela- 
 
 the lelation between the paragraphs themselves, must be 
 distinctly indicated. The principal means by wh^h ex! 
 picit reference is made from sentence to sentence arfcon- 
 fnd tr " T^""'"" ^^™^^' ^«t-tive words 
 ^:Z:T:^'''^'''''''fr-'-^ "consequently,- a^J 
 evei thus, "moreover," "on thecontrarv/' "furtha" " 
 '•under the circumstances." "in this mannei-," etc' ' 
 
APPENDIX. 
 
 167 
 
 snces consti- 
 anstruction : 
 
 e discourse, 
 
 its primary 
 
 roduction of 
 
 '■' connection 
 
 forth in the 
 nparatively 
 J, following 
 
 ing up the 
 the line of 
 I the other, 
 be clearly 
 a complete 
 
 exact rela- 
 ei*, as also 
 «, must be 
 which ex- 
 ;e are con- 
 ive words 
 S" "how- 
 
 ' f urth 
 tc. 
 
 .Ci.', 
 
 (26) Propoution. 
 As all statements should have bulk and prominence 
 accordmg to their importance, a due proportion needs to 
 be mauitained between principal and subordinate ideas in 
 the paragraph. Every part should be so treated as to 
 show for just what it naturally is, in rank, and in its 
 relation to the whole. When a subordinate or illustrative 
 Idea Ks expanded, either in volume or emphasis, beyond its 
 proportion, it becomes a digression, and detracts from the 
 effect of the main topic. 
 
 These three qualities are illustrated in the following 
 extract from one of Addison's essays :— 
 
 m^I\ul Tw"" '^'''' """""^ ™°'''^ ''""•'^S qualities in the mind ot 
 
 earning IS pedantry and ^vifc impertinence; virtue f^ elf loofe 
 
 Prirt^v-r^;/^' ""'l' '^'?'*^ °"ly qualif,; a mar to " more 
 sprightly in errors, and active to his own prejudice. 
 
 own mrtsT,.'^''f''t^'' ''''V '''^'^ ^ "^^" '^^^ ^"aster r.f his 
 talents nf'f^o i^^^"^ '""''■ T'^^ '^^'^'-reet man finds out tho 
 talents of those he converses with, and knows how to aimlv 
 
 communSLT' r.- • ^'''''f'^'^' ^' -e look into partfcuS 
 communities and divisions of men, Ave obser\ > (hnf ^f ia +v, . 
 d...r..^ man not the witty, nor the leaS^n t he b^^^^^^^^^^ 
 who guides the conversation and gives measures to the sociew' 
 A man with great talents but void of r7^Vr./!^o^ is ifke Polv 
 tfteXnT '\-'f'f ^*^«"o and blini endued with a„irS 
 tible force, which, for want of sight, is of no use to him." 
 
 (a) In the first of these paragraphs, discretion is viewed 
 subjectively, as affecting other qualities of the mind • in 
 the second, oJ>jectively, as affecting its possessor's relation 
 zo society, j.iie subject of eaoh paragraph is set forth in, 
 the opening sentence, 
 
168 
 
 APPENDIX. 
 
 ^t«rS:/ ::t:' "°'*^- - -- •»'- 
 
 («) The Continuity is well preserved by pronouns part 
 .cte and repetitions as the italicised worls show ' ^"' 
 
 (d) Proportion is shown hv fli« K„ii, i 
 accorded the ideas In IZ fl . ^"^ prominence 
 
 Rraph aft^r f ^ " • , '' ''"'"^"" °^ *^« ^^^t para- 
 
 ^rapn, alter the topic has hepn «fofo.i +i, i 
 
 having discretion issetfoMh '"•."" '*''° "'Ivantage o( 
 «.edisadvantageo;C::itho::t-t:MerTw7; 
 
 «o.c o. the :CJn:tr:eit::rgii°s"iri-^^^^ 
 
 "xanrinedit^fhesaCnunner. "' *^'"*"'"' '"^^ '» 
 
 
 CHAPTER II.-DESCRIPTION. 
 
 (1) Description is verbal portraiture of obfect. Ti ^. 
 
 reX: f to\r"* ^'""""^ "--'.oX arat :t 
 -der w-rsi M^-o" : r:.^r *%-'"^ °' '"^ 
 
 writer originally perceived it """ ^'"* ""« 
 
 (2) Hints 
 
 »;..«..ggood;irt^^:r;:;it5Si 
 
APPENDIX. 
 
 V topic being 
 
 nouns, part- 
 ow. 
 
 prominence 
 e first para- 
 tlvantage of 
 nd sentence, 
 id. There is 
 ■es so far as 
 'n being the 
 s is deemed 
 ice is given 
 )h may be 
 
 169 
 
 It seeks 
 drawings, 
 nd of the 
 vhich the 
 
 ;ome per- 
 
 original, 
 
 icriptioni^ 
 
 (6) Assume that the person who is to read the descrip- 
 tion has never seen the object described, and wishes to 
 know how it appears and what are its distinguishing parts, 
 quahties, uses, etc, ' 
 
 (c) Select the point of view from which the object is to 
 be contemplated. The character, number, and minuteness 
 of details depend upon the nearness or remoteness of the 
 pomt of view. Everything must be examined from this 
 pomt if unity is to be preserved. 
 
 (d) Prepare an outline giving the smallest number of 
 characteristic details consistent with adequate presentation 
 Arrange these with more or less conformity to some of the 
 plans suggested in pages 136-139. The order will be that 
 which the reader would employ could he examine the ob- 
 ject described. 
 
 (e) Expand this outline into the completed description, 
 wi h due regard to unity and proportion. Think out care- 
 fully every sentence before it is written. 
 
 (/) Be sure that every descriptive word is accurately 
 used and that each adds something to the picture pro- 
 duced m the mind of the reader. 
 
 NARRATION. 
 
 (3) Narration is an orderly and connected account of 
 the particulars that make up a transaction. The order of 
 time is the general basis of every narrative. Sometimes 
 in a complex narrative this order must yield to that of 
 dependence-cause and effect determining the succession. 
 
 (;i) The particulars embraced in the account of a trans- 
 action will generally refer to the foUowing heads ; The 
 
m> 
 
 170 
 
 APPENDIX. 
 
 eZl taf"!"" ""'""" "- '•»*-"-'"•' concerned, tM 
 
 (5) HlNTa 
 
 portioned w^ rXence to Zn": ^'j** ""^ *- 
 fliaf r)^ . ^«ieience to these. Introduce no event 
 
 fe"ui„ ueioie and the one comine after in fa,.^ i 
 the details into one entire chain ^^^iC^^r 7 f 
 up as a whoJe, carry about withv ^^^ "" '^^^ 
 
 he pleases. ''^ ^'"^ ^""^ ^^^^^^ ^« iong 
 
 Biography. 
 
 W I. I>-«rip,,„„._B™f general .tat«ment of position 
 
 and cliaracter. ^ ^ 
 
 I 
 
Appendix. 
 
 icerned, the 
 ig circum- 
 
 ejices. Not 
 'tion, nor is 
 
 le by each 
 
 was (lone. 
 
 person, or 
 
 other, and 
 
 ■ect, unless 
 
 the details 
 p-e. 
 
 ^ the end 
 I and pro- 
 no event 
 md to the 
 3 the one 
 make all 
 can take 
 1 as long 
 
 bringing 
 ory. 
 
 ny plans 
 
 positioji 
 
 171 
 
 I 
 
 (&) 
 
 2. Birth and early Ilfe.-Time and place of birth ; 
 
 parentage, the surroundings of childhood' 
 anecdotes. ' 
 
 3. Education-Scaool, university; or other place of 
 
 education; companions; influences bearing on 
 the mnid; considerations leading to the choice 
 of vocation. 
 
 4. Career-Different stages and appointments; 
 
 events in public life; characteristic labors- 
 events in private life ; friendsliips ; work, etc. 
 i). Jieatli._lts cause and accompanying circum- 
 stances; age; burial. 
 
 Character-Estimate of, in detail; the lessons 
 of the life. 
 
 6 
 
 1. Degcription. 
 
 2. Narrative, including— 
 
 (a) Parentage, (b) Birth, (c) Education, (,/) 
 Events of Life, (e) Death. 
 
 3. Character. 
 
 4. Influence. 
 
 (c) The Landing op the Pilgrim Fathers. ' 
 '^"^^"'^- . Expanded Notes. 
 
 1. Time.-1620. l^escribe the state of America . 
 
 at this period. The appearauco 
 -. ^ of. the country. 
 
 2. Persons.- -The Pilgrim Wbo were they? Why were 
 Father^. they called Puritans ? Whx'did 
 
 they hmve England ? Describe 
 'i Plfl^A TV/T 1. " Characters and manners. 
 
 3. Place-Massachusetts, Describe the am^ar..... nf ..,- 
 
 .... covin try.. Its wildness. Its in^ . 
 habitants. Its apparent unfit- 
 •• »es3 for settlement. 
 
172 
 
 APPENDIX. 
 
 ii'! 
 
 4. Event.— Thelandingof 
 the Pilgrim Fathers. 
 
 5. Manner — How they 
 sailed across the Atlan- 
 tic in the Mayflower. 
 Drew up codes of laws. 
 Landed at Plymouth. 
 Winter. Indian chief's 
 present. Governor Brad- 
 ford's present in return. 
 Frightened Indians. 
 Cleared the wood. 
 Raised crops. 
 
 Pull narrative from 
 
 Describe the terrors of the voy- 
 age. The anxiety of the adven- 
 turers to reach land. Their fear 
 of the Indians. The wildness of 
 the country Their consterna- 
 tion when they received the 
 Indian s present Explain what 
 It all meant Describe the differ- 
 ent aspect of the country after 
 the settlement had been mada 
 
 these expanded notes. 
 
 CHAPTER III—FIGURES OF SPEECH. 
 
 (1) A figure of speech is a deviation from the plain and 
 
 ± igures are divided mto two classes : those that pro- 
 
 emthat^^"^ ^^' ^°^^-^--' ^^ ^^- that ,roZl 
 
 ZL ; ? ^«'«i>A^, Synecdoche, Metonymy, Per- 
 
 2 -^/f ^ and Allegory. Those that promote emiha Is 
 are, Interrogation, Hyperbole and AntitLis. 
 
 (2) Simile. 
 
 The readiest means of illustratine- «p nb^ect or ar+mn ' 
 
 b. representing it as like something else: '^:^ 
 
APPENDIX. 
 
 173 
 
 I of the voy- 
 f the adven- 
 . Their fear 
 wildness of 
 ' consterna- 
 eceived the 
 iplain what 
 Jethediffer- 
 untry after 
 )een mada 
 
 DH. 
 
 plain and 
 ter effect. 
 ;hat pro- 
 promote 
 
 3oncrete- 
 «y, Per- 
 imphasis 
 
 n:tiun IS 
 
 tpressed 
 
 I 
 
 resemblance in some one point between two objects of 
 different kinds or species is called Simile. 
 Examples. -His yords fell soft, like snow upon the around 
 
 storv'once' ^^^ ''^' 'v '"'""'- ''^ ** ^^""^^^- ^^^ toW me ht 
 ol^^A /?i I i."." ?' 'f'^ffrain of corn that had been around 
 and^ bolted had trved to individualize itself by a specZn^rra- 
 
 (8) Mei'Aphor. 
 A Metaphor is a figure in which the objects compared 
 are treated by the mind as ide7itical for the time being. 
 A simile treats them as resembling one another j and the 
 mind keeps the two carefully apart. 
 
 Example. -The wish is father to the thought Conscience 
 IS a thousand swords. The white light of truth. "^"""'"^"^ 
 Metaphor, j ^^ f f y ^^ done ; and the darkness 
 
 ( a alls from the wings of night, 
 Similft ... 5 As a feather is wafted downward 
 ( From an eagle in his flight 
 
 Be careful not to use mixed metaphors. 
 
 Exampla_"Thi3 is the arrow of conviction, which like a 
 nail dnven in a sure place, strikes its loots downwanis intJ 
 the earth, and bears fruit upwards. " "wiiwaras mto 
 
 (4) Synecdoche. 
 
 _ Synecdoche is that figure of speech by which some strik- 
 ing part of an object is put for the whole or a whole for 
 the part. 
 
 Examples. —They put to sea with fifty sail fships) He w>a«. 
 a cut-throat (murderer). Man (his body) returns to thfdust 
 The canvas glows. All hands (men) to the pun:p9 
 
 (5) Metonymy. 
 
 Metonymy names, not the object, but some accomoani- 
 ment of it so closely . ajated in idea as to be naturally 
 interchangeable with it. 
 
 -x.amples.— -The crown for the king, the ermine for the bench 
 
 &nkE)"lJnT '°^ °^""' ^"^^-- Beware o['L t«t 
 (annJsmg. ) Lend me your ear (attention ) 
 
174 
 
 APPENDIX. 
 
 l| 
 
 (6) Peuhonipication. 
 
 Personification is tlmt figure by which, under the influ 
 
 nee of strong feoIinM., wo attribute life and m nd toTrra 
 
 T.:Z %:f ''^-''^^^^^ - ^^ the. were ,:Z. 
 
 the «T/.^n4iV"Vr F;ar''" """^^ V'^'-- «« stilled 
 
 (7) Allegory. 
 An Allegory is a prolo„.;ecI .,se ot meiaphor and ,«,• 
 son,flcal,„n ■„ the fo,-n, of a s.o,,-. Bunya,', "f7i,,^,, 
 
 mrrcJr''' °" ":' '"=""'"" "- "» chr-::;:: 
 
 lite IS a i^erilous journey, is an Allegory. 
 (8) Inteurogation. 
 Interro~,tion asks a question, not for the purpo.^ of 
 
 but m , , :„ r . affirm or deny more strongly. Its cmnha 
 S.S 1,.. in lU virtual challenge to the hea,"or iadeT 
 
 «s T not to foresee, or torcseehiE ,va, I w f '^'j '""™' 
 save you from all these muleipSiLuirdlgrtr/ '" 
 (9) Hyperbole. 
 Hyperbole exaggerates for the sake of emphasis. It 
 arises from strong emotion and should be used sparingly 
 
 (10) Antithesis. 
 
 effp^ofr'''?^'''' '^^^^' ^^ °PP°^^"°^ *« ^«^ghten their 
 effect by contrast. 
 
 totaS^Ts'stSsTuf tr^i*- -f^«.--1«h, study not 
 poor, luxurious ; S.^f slnS"\irn ' wlwau'^^^^ 
 tilings, humor laughs tI-i7A them.^ ^"^"^'^ ^^ 
 
APPENDIX. 
 
 176 
 
 r the influ- 
 ind to irra- 
 
 re pei'sons. 
 
 He stilled 
 usy, white- 
 
 V .and per- 
 ' Pilgrim's 
 Christian 
 
 urpose of 
 
 of doubt, 
 
 :s empha- 
 
 ader. 
 
 be purch- 
 ^ntlemen, 
 ideavor to 
 races ? 
 
 asis. It 
 
 )aringly. 
 
 In twain, 
 an lions. 
 
 ADDITIONAL LETTER-FORMS. 
 
 The following headings, introductions, etc., of letters 
 are designed to show what is now regarded as the most 
 approved arrangement and style of these i and they 
 
 may serve as models, according to circuras, ..3 
 
 Some of the most common forms of address are Sir 
 Dear ^ir. My dear Sir, Respected Sir, Sirs, Dear Sirs,' 
 Gentlemen, Ladies, Madam, Dear Madam, etc.: Dear 
 Susan, My Dear Friend, My dear Mr. Smith, My dear 
 Mrs. Smith, Mother, Brother, etc., according to the rela- 
 tions of respect, intimacy, or affection existing between 
 the parties. Note that tlie form of address 3Iadam, Dear 
 Madam, is as applicable to unmarried as to married 
 ladies. 
 
 The conclusion may be Yours, Yours truly, Most truly 
 yours, Very truly yours, Yours respectfully, Eespectfully, 
 Sincerely yours, Your friend, Your obedient servant, etc • 
 lours affectionately. Your affectionate friend, Your loving' 
 brother, sister, etc., followed by the name of the writer 
 The casing will vary with the varying relations of the 
 parties. 
 
 96 Pearl St., New York, 
 Messrs. Nichols & Hall, ^""^^ ^^' ^^^^• 
 
 32 Bromfielfl St. , Boston. 
 Dear Sirs, — 
 
 :en their 
 
 :udy not 
 Though 
 u^hs ac 
 
 My Dear Friend, - 
 
 I am, Gentlemen, 
 
 Eespectfully yours, 
 
 David B. Smith, Jr. 
 
 Yours truly, 
 
 Isaac h, Hamlin. 
 

 IMAGE EVALUATION 
 TEST TARGET (MT-3) 
 
 
 
 11.25 
 
 
 M. ill 1.6 
 
 Sciences 
 Corporation 
 
 23 WEST MAIN STREET 
 
 WEBSTER, N.Y. 14580 
 
 (7]6) 872-4503 
 
 4^ 
 
 Jv 
 
 ?\ 
 
 
 %'^^. <>A. Wk\ 
 
 
,> 
 
 :^ 
 
 v^^ 
 
 ,<if 
 
 K^ 
 
 ^ 
 
 h 
 
u 
 
 176 
 
 APPENDIX. 
 
 To the Hon. the Minister of Education 
 Toronto, Ont ' 
 
 Sir, — 
 
 Dear Madam, — 
 
 I have the honor to be, Sir, 
 
 Yonr obedient servant, 
 
 Edward Evans. 
 
 u I 
 
 Miss Amelia D. Cook, 
 
 18 Eideau Street, Ottawa 
 
 Sincerely yours, 
 
 Henry Varnum. 
 
 My Dear Sister,— 
 
 Your affectionate brother, 
 T^ . William. 
 
 1. Write a letter to your teacher narrating vour «xnfir,-fiT,««c 
 during your last vacation. ^ ^ "xpenences 
 
 2. Write and tell your duties at school— vour amim«m«>r,fo 
 or recreat.ons-your walks, books, thoughts^robSraS' 
 
 3. Write and tell about a visit txi a mn«oiim ^« w 
 garden-the objects of interest, etc ^ ""^ P*"^^^" 
 
 4. Write about the days of your childhood-your earlie«.f 
 recoUections-your first days at school-your impresSDm 
 your ideas about that period of your lifa impressions- 
 
 5. Write and tell about an evening party— the numhflr th^ 
 amusements-the music-the pleasufes^f s'^K.ial inC^u^e. 
 
 Notes of Invitation and Reply. 
 
 Informal notes are written in the first person. 
 
 My dear Mr. Williams : ^''^"'=''' ^"^^^*^ ^' ^^^'^ 
 
 Mr. Harry Hall and a few others of our old college frifln,!.. 
 
 May I ask you to jom us on that occasion ? I am siiro +l.„f 
 all will bo much pleased to rm% you. ''"' ^"'^^ *^^*' 
 
 Sincerely yours, 
 
 Thomas QR9SSM. 
 
• • • • 
 
 D Evans. 
 
 Varnum. 
 
 fcher, 
 i^ILLIAM. 
 
 experiences 
 
 musements 
 servations. 
 
 or public 
 
 or earliest 
 •ressions — 
 
 mber— the 
 rcourse. 
 
 3, 1891. 
 
 ?e friends 
 sure that 
 
 APPENDIX. 
 
 177 
 
 My dear Mr. Crossen : ^''^''''''' ^''^'^' ^' ^^l' 
 
 nel^ihiohT\F''^ ^°'' y''"'' ^'^^ invitation for Wednesday 
 next, which I gladly accept. It always aCforis ma D-r«at 
 
 pleasure to meet old college friends. ^ 
 
 Ever yours, 
 
 A. J. W1LLIAM& 
 
 Formal notes are written in the third person. The 
 place, or date, or both, are VvTittea at the bottom, left-hand 
 side. No sigtiiture is added. 
 
 Tuesday, August 4 
 
 Mr. West respectfully acknowledges Mr. Mulock's note and 
 will wait upon him as proposed. ^^^uiock s note and 
 
 234 James Street, 
 August 4. 
 
 M^'wpIJ^"^' f^^" P""^'^^* *^«^^ compliments to Mr. and 
 ^P^;:iln^U?%^^^^^ «^ ^^^^ company^l 
 
 7 Ann Street, 
 July 3. 
 
 July 4 
 
 85 Banks Street, 
 July?. 
 
 engagement will 
 18 Elm Street, 
 July a 
 
 ♦^ J- ° ;;^, """■"«• ^i^- jonnson for 
 
 to dinner on Thursday next and regrets 
 
 that a previous 
 
178 
 
 !■)'■# 
 I 
 
 
 APPENDIX. 
 
 Exercises. 
 
 a™ SplaT'° ™"""''"« °" ""'<"*»'■ S""" clearly the 
 loss aS"'° ' "°'° °' "•"'"Jy '» y°" «<»«l» tor some thought- 
 is t sIS,%rS^iUcii^^'^ """• -*"-«I™i"S a Mend rto 
 
 hoL'^T%t-ra".'ir&r„'rf=" -"" '» •» --^ '-•> 
 
 <-^Z"Mr.Z^rCjj:';„^M^'^ - a distant town 
 eend to a Weni'° *" '^™P''"y " Christmas gift ».Joh you 
 
 State what 
 
 n-.17;™indos^'""°' °'^«--"S -™ ^^ 
 
 halg'l*aTriz?r«"!,ri'° ""«'""-«"* " Wend „„ his 
 
 nejipji'^ TXr=ryl/Sr:Sft '■ "J'«^ 
 
 yo^- .^^aS ?„S;r' CeTheTy r^d^'r "-'• "^""« 
 13. Wnte a formal note accepting an invitation to dinner. 
 
 paiya'Ie^llSTlrt.'""""^ ^^ '"""'- 'o >— 
 iiiaoi'"''^ '°"" " ''""""" as clerk state brieijy your quaU- 
 
 Jt w ^""^ " Ti °"™Si''»'-y voyage across the Atlantic, 
 la W , « °''»''^'"'« 'o'to "em a child to Santa Cla>^ 
 la Wnte Santa Claus' reply to the child 
 
 »Mt bited'tnTs; ifrt„rrter°tsj™. *at 
 
■/ 
 
 ig thanks for 
 ^ clearly the 
 3me thought- 
 a friend who 
 > away from 
 
 asking him 
 istant town 
 b w.iich you 
 
 State what 
 
 riend on his 
 
 +' a daily 
 rm. 
 
 it, inviting 
 
 I to dinner, 
 to accom- 
 
 rour quali- 
 
 9 Atlantia 
 nta Claua 
 
 sions that 
 cousin ; a 
 ■ment, the 
 
g'.' ' 
 
 
 rj I ! UN 
 
 3 3286 02604253 7 
 
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