t! 
 
JAN 261912 
 GIFT 
 
 UNIVERSITY OF CALIFORNIA. 
 
 GIFT OF 
 
 l&k.jajeojoA. 
 
 Class 
 
 i 
 
 CITY DISTRICT 
 
 ^ LIBRARY. 
 ; ^~5EfiNARDiNoS^ 
 
HAND BOOK 
 
 FOR 
 
 Teacher and Pupil 
 
 SECOND EDITION 
 
 PREPARED UNDER THE AUTHORITY OF THE 
 
 CITY BOARD OF EDUCATION 
 
 SAN BERNARDINO, CALIFORNIA 
 
 M. L. PARCELS, President 
 
 W. S. BOGGS W. C. SECCOMBE 
 
 R. A. BRYDOLF J. F. PARKER 
 
 F. W. CONRAD, Secretary 
 
JAN 261912 
 
 COPYRIGHTED BY 
 
 F. W. CON RAD 
 
 1911 
 
PREFACE TO FIRST EDITION 
 
 This handbook recognizes a want of busy people 
 who have no time to hunt up authorities in special sub- 
 jects, when a glimpse of just what they want will set 
 them right. It is the small things of life that often be- 
 come important, and it is in those very things that we 
 most frequently err. 
 
 The correct English given here has been used 
 from week to week in the class room and is really of 
 more value to the average pupil than the technical 
 grammar which is supposed to prepare him for high 
 school work. 
 
 If these expressions are used often enough, they 
 will gradually become a part of us, and we shall nat- 
 urally fall into the habit of correct speech. They are 
 also of value for reference when we are in doubt. 
 
 Distinct and proper pronunciation of words 
 should be a characteristic of well educated people, yet 
 many educated people carlessly pronounce their words 
 indistinctly and incorrectly. 
 
 The list of words here given has been looked up 
 with care and it is believed that all are the preferred 
 pronunciation given by Webster's International Dic- 
 tionary. 
 
 We have also appended some useful tables in 
 arithmetic and other items of useful information. 
 May i, 1909. F. W. CONRAD. 
 
 225467 
 
PREFACE TO SECOND EDITION 
 
 This book has been in continuous use in the schools 
 ot the city of San Bernardino, California, for the past 
 two years and has proved so helpful that a new edition 
 seems to be in demand, as the first edition is exhausted. 
 
 There is every reason to believe that it will be as 
 useful in the future as in the past, and with that belief 
 it is dedicated to the teachers and pupils of the public 
 schools. 
 
 F. W. CONRAD, 
 
 Superintendent of the City Schools, 
 Sept. i, 1911 San Bernardino, Cal. 
 
TABLE OF CONTENTS 
 
 Abbreviations $6 
 
 Ago and since 12 
 
 Agreement in gender 8 
 
 Agreement in number 7 
 
 As, as if, like 30 
 
 At 31 
 
 Bad, Badly, etc 38 
 
 Choose choice 17 
 
 Come, came, coming come 26 
 
 Differ Different 22 
 
 Do, did, doing, done 25 
 
 Doesn't and Don't 13 
 
 Double negatives 1 1 
 
 Each other one another 16 
 
 Either any 20 
 
 Expect, think believe 23 
 
 Go, went, going, gone 24 
 
 in, illy 38 
 
 In into . 17 
 
 Know,, knew, knowing, known 35 
 
 Lie, lay, lying, lain. Lay, laid, laying, laid 27 
 
 May, can, must , 20 
 
 Miscellaneous 39 
 
 Neither none 19 
 
 Nominative uses 8 
 
 Objective uses 9 
 
 Only . x . .. 18 
 
 Other others 15 
 
 Past tense followed by infinitive 22 
 
 Reference tables 51 
 
Ring, rang, ringing, rung 31 
 
 Rise, rose, rising, risen. Raise, raised, raising. ... 34 
 
 See, saw, seeing, seen 26 
 
 Shall, will. Should, would 36 
 
 Sit, sat, sitting, sat. Set, set, setting, set 34 
 
 So as 29 
 
 So that 12 
 
 Subjunctives . 14 
 
 Take, took, taking, taken 32 
 
 That those. This these 21 
 
 The split infinitive ,. . . . 37 
 
 Those them 32 
 
 Upon, onto and on 15 
 
 Words commonly mispronounced 41 
 
HAND BOOK TOR TEACHER AND PUPIL 
 
 FIRST WEEK 
 
 Agreement in Number 
 
 Am, is and was are singular verbs. 
 Are and were are plural verbs. 
 Singular subjects take singular verbs. 
 Plural subjects take plural verbs. 
 "My feet are cold." 
 "This book is brown." 
 "These books are old." 
 "We were not at home." 
 "They were all sick." 
 "Isn't he a doctor?" 
 "Aren't they all students?" 
 "Those chairs were broken." 
 "These fans are large." 
 "Weren't you afraid?" 
 
 Other verbs are used in the same way. " We 
 wrote to them;" not, "We writes to them." "They 
 sent us a letter;" not, "They sends us a letter." We 
 said "No;" not, We says "No." 
 
 Never use the plural pronoun in referring to a 
 single person or thing. Say, If any one wishes to see 
 better, let him come forward; not, "Let them come 
 forward." 
 
 "A person who wishes to succeed ought to let 
 others help him/' not, "help them." 
 
HAND BOOK FOR TEACHER AND PUPIL 
 
 SECOND WEEK 
 
 Agreement in Gender 
 
 As we have no common gender form for nouns 
 and pronouns, when the sex is unknown we should use 
 the masculine gender. 
 
 Say " Every pupil is expected to do his duty." 
 "If every person would attend to his own affairs, the 
 world would be happier." 
 
 "If any one cannot see well, let him come for- 
 ward." 
 
 "Every child was waving his flag." 
 
 Some people prefer to use the plural number in 
 such a case; as, "All pupils must present their excuses 
 by Monday." 
 
 If the female sex is referred to, the pronouns 
 should be feminine. 
 
 "Every girl present wished to do her best. Every 
 woman at the club expressed her regret." 
 
 If both sexes are referred to, both masculine and 
 feminine pronouns may be used; as, "Every boy and 
 every girl should clear his or her desk." 
 
 THIRD WEEK 
 
 Nominative Uses 
 
 Nominative forms are I, we, they, he, she, who, 
 and thou. These should be used with is, was, and be. 
 (been) 
 
 Say, "It is I." 
 
HAND BOOK FOR TEACHER AND PUPIL 9 
 
 Say, "Was it we?" 
 
 Say, "Could it be I ?" 
 
 Say, "It is we." 
 
 Say, "It was not I." 
 
 Say, "It might have been I." 
 
 Say, "It was not he who wrote it." 
 
 Say, "Was it she who said so?" 
 
 Say. "Could it have been he who stole the pen?" 
 
 Say, "It may have been she." 
 
 Say, "It was they who came so early." 
 
 Say, "It could not have been they who ran 
 away." 
 
 Say, "I know it was not thou who told the false- 
 hood." 
 
 Say, "It was ibou whom they accused, but it was 
 they who d'd the deed." 
 
 Say, "I saw him, whoever it was;" not, "whom- 
 ever." ' 
 
 Say, "Who did they say that he was?" not 
 "whom." 
 
 FOURTH WEEK 
 
 Objective Uses 
 
 Objective forms are me, us, him, her, them, and 
 whom. 
 
 These forms should not be used with is, was, and 
 be, or been. 
 
 They are used as direct or indirect objects of 
 verbs, or the object in some phrase. 
 
io HAND BOOK FOR TEACHER AND PUPIL 
 
 me." 
 
 Say, "He and I went fishing;" not, "him and 
 
 Say, "She and I are going on a picnic;" not, "her 
 and me." 
 
 Say, "They told him and me all about it;" not, 
 "he and I," or "him and I." 
 
 Say, "They gave the money to him who was the 
 poorest;" not, "to he who was tjie poorest." 
 
 Say, "She and her cousin could not come;" not, 
 "her and her cousin." 
 
 Say, "The storm drove her and her cousin into 
 the house;" not, "she and her cousin." (You would 
 not say, "the storm drove she.") 
 
 Say, "The news came to you and me very sud- 
 denly;" not, "to you and I." (You would not say, 
 "the news came to L") 
 
 Say, "Between you and me;" not, "between you 
 and I." 
 
 Say, "We boys will play you;" not "us boys will 
 play you." 
 
 Say, "She came to> us girls on the street;" not, 
 "to we girls." 
 
 Say, "There was not one among us all who did 
 not like her;" not, "among we all." 
 
 Say, "They and I were going;" not, "them and 
 me were going." 
 
 Say, "Whom did you say?" not, "who did you 
 say?" 
 
 Say, "The boy whom you told, spread the news;" 
 not, "who you told." 
 
HAND BOOK FOR TEACHER AND PUPIL 11 
 
 FIFTH WEEK 
 
 Double Negatives 
 
 No, not, notching, and never, are called negatives. 
 
 Two negatives should not be used in a sentence 
 where only one is meant. "I can't give nothing," 
 means "I can give something." 
 
 Say, "He never gave me anything;" not, "He 
 never gave me nothing." 
 
 Say, "She doesn't do anything for herself;" not 
 "She doesn't do nothing." 
 
 Say, "We haven't seen her do anything bad;" 
 not. "do nothing bad." 
 
 Say, "He never comes here;" not, "He doesn't 
 never come here." 
 
 Say, "Don't do so any more;" not, "Don't do so 
 no more." 
 
 Say, "Won't you ever say so any more?" not, 
 "say so no more." 
 
 Say, "I won't work so hard for any body;" not, 
 "for no body." 
 
 Say, "They don't care for any one." not, "no 
 
 one." 
 
 Say, "We won't call there any more;" not, "no 
 more." 
 
 Say, "I will have nothing more to do with him;" 
 not, "I won't have nothing more to do with him." 
 
12 HAND BOOK FOR TEACHER AND PUPIL 
 SIXTH WEEK 
 
 So That 
 
 Do not use that as an adverb of degree meaning 
 so. 
 
 Say, "I was so frightened I could not move;" 
 not, "I was that frightened." 
 
 Say, "The box was so long and so wide;" not, 
 "The box was that long and that wide." 
 
 Say, "I will tell you so much, but no more;" not, 
 "I will tell you that much." 
 
 Say, "She was so angry that she cried;" not, 
 "She was that angry she cried." 
 
 Say, I haven't read so far as that;" not, "I 
 haven't read that far." 
 
 Never say, "That is all the farther I have read." 
 
 Say, "The stick was so long;" not, "that long." 
 
 Say, "When I had gone so far I stopped;" not, 
 "when I had gone that far/' 
 
 Say, "I could not run so fast as that;" not, "I 
 could not run that fast." 
 
 Say, "Can you jump so high?" not, "that high." 
 
 Say, "I never expect to be so good as that;" not, 
 "I never expect to be that good." 
 
 SEVENTH WEEK 
 
 Ago and Since 
 
 The following expression is often used : "It has 
 been some time ago that I saw him." 
 
HAND BOOK FOR TEACHER AND PUPIL 13 
 
 Ago fixes some definite time in the past. Has 
 been is the present perfect tense bringing action up 
 to the present time. These two ideas are distinct and 
 should not be used in the same expression. 
 
 Say, "It has been some time since I saw him;" 
 or, "It was some time ago that I saw him." 
 
 Say, "It has been three years since he lived here/ 
 not, "It has been three years ago since he lived here." 
 
 EIGHTH WEEK 
 
 Doesn't and Don't 
 
 Don't is not the same as doesn't and should not 
 be used for it. 
 
 Doesn't is used with the pronouns he, she, it, and 
 who, which, what, and that, used in a singular sense, 
 and with singular nouns. 
 
 Don't is used with the pronouns I, we, you, they, 
 and who, which, what and that used in a plural sense, 
 and with plural nouns. 
 I don't. Don't I? 
 
 We don't Don't we? 
 
 You don't Don't you ? 
 
 They don't Don't they? 
 
 He doesn't Doesn't he? 
 
 She doesn't Doesn't she? 
 
 It doesn't Doesn't it? 
 
 Who doesn't know that two and two are four? 
 
 There are three men who don't obey the law. 
 
14 HAND BOOK FOR TEACHER AND PUPIL 
 
 Don't bother with those sticks that don't split 
 easily. 
 
 There is a horse that doesn't like barley. 
 
 I see a house which doesn't have a chimney. 
 
 NINTH WEEK 
 
 Subjunctives 
 
 There is a form of the verb be in common use and 
 we should know how to use it and the various pro- 
 nouns which are used with it, correctly. 
 The forms are: 
 
 I were We were 
 
 Thou wert (rarely used) You were 
 He were They were 
 
 Say, "If you were I, would you go ?" not, "If you 
 
 was me." 
 
 Say, "If I were you, I should go;" not, "If I was 
 you." 
 
 Say, "If I were he, I would study better;" not, 
 "if I was him." 
 
 Say, "If you were she, you would work too;'' 
 not, "if you was her." 
 
 Say, "If you were we, you would care a great 
 deal;" not, "if you was us." 
 
 Say, "Though I were they, I would not do so;" 
 not, "though I was them." 
 
 Say, "I wish I were a bird;" not, "was a bird." 
 
 Say, "O that it were cooler!" not, "was cooler." 
 
HAND BOOK FOR TEACHER AND PUPIL 15 
 
 Say, "If he were here, he would see for himself;" 
 not, "if he was here." 
 
 TENTH WEEK 
 
 Upon, Onto, and On 
 
 The expression "onto" is called by Webster, a 
 colloquialism, that is, it is used sometimes in conversa- 
 tion, but is not considered standard English and 
 should not be used. 
 
 Say, "The cat jumped upon the table;" not, 
 "onto the table." 
 
 Say, "He threw the ball upon the roof;" not, 
 "onto the roof." 
 
 Upon may mean just the same as on, as, when 
 both indicate resting, absence of motion, or motion at 
 the place indicated by the verb; as. 
 
 The book rests upon or on the desk. 
 
 The ice forms upon or on the pond. 
 
 The race was run upon or on the new track. 
 
 Upon, however, has another meaning, indicating 
 direction toward; as, He jumped upon the moving 
 train. Not on the moving train, as this would indi- 
 cate that he was on the train when he jumped. 
 
 ELEVENTH WEEK 
 
 Other Others 
 
 The expressions, "He was the smartest of all 
 others/' and "Apples are more nutritious than any 
 
16 HAND BOOK FOR TEACHER AND PUPIL 
 
 fruit," are wrong, because they do not convey the idea 
 intended. In the first sentence, "all others" makes one 
 group and "he" another. These are distinct so that 
 one is not a part of the other group. , The idea is that 
 he is the smartest of all, or that he is smarter than all 
 others. 
 
 In the second sentence more indicates a compari- 
 son of two or more groups in which "apples" are one 
 group, and other fruits the other group. The way it 
 reads, apples could not he a fruit. The correct form 
 should be, "Apples are more nutritious than any other 
 fruit," or, "Apples are the most nutritious of all 
 fruits." 
 
 Say, "Her dress was the prettiest of any woman's 
 present;" not, "of any other woman's." 
 
 Say, "America is the freest of any nation;" not, 
 "of any other nation." 
 
 Say, "He, of all people should know;" not, "He of 
 all others should know." 
 
 Say, "My knife was sharper than any other in the 
 crowd;" not, "sharper than cmy in the crowd." 
 
 Say, "He showed most knowledge of the subject 
 of any one there;" not, "of any other one there." 
 
 TWELFTH WEEK 
 
 Each Other One Another 
 Each other refers to one of two people or things. 
 One another refers to one of three or more people 
 or things. 
 
HAND BOOK FOR TEACHER AND PUPIL 17 
 
 Say, "These two sisters love each other." 
 
 Say, "All the old soldiers stand up for one 
 another." 
 
 Say, "These four trees seem bowing to one 
 another." 
 
 Say, "All pupils in this school should be kind to 
 one another" 
 
 Say, "You and / should respect our mutual friend 
 as well as each other" 
 
 Choose Choice 
 
 Do not use one of these words for the other. 
 Say, "Whose choice is it ?" not, "whose choose is 
 
 it?" 
 
 Say, "It is my choice;" not, "my choose" 
 Say, "It is your next choice'" not, "choose" 
 Say, "It was their choice;" not, "choose" 
 Say, Let me have a choice next;" not, "a 
 
 choose" 
 
 Say, "It was their choice and they chose John." 
 
 THIRTEENTH WEEK 
 
 In Into 
 
 These words are often used one for the other. 
 
 In denotes rest, or motion in a certain place. 
 
 Into denotes direction toward, the act ending 
 within a certain place. 
 
 Say, "He went into the house;" not, "in the 
 house." 
 
18 HAND BOOK FOR TEACHER AND PUPIL 
 
 Say, "He bored a hole into the tree;" not, "in the 
 
 tree." 
 
 Say, "He arose in his place and spoke;'' not, 
 
 "into his place." 
 
 Say, "Some fishes swim in the sea very fast;" 
 
 not, "into the sea." 
 
 Say, "The balloon sailed up into the sky." 
 
 Say, "The child fell into the water.'' 
 
 Say, "The boys were swimming in the water, and 
 
 rescued the child." 
 
 FOURTEENTH WEEK 
 
 Only 
 
 This little word causes a great deal of trouble. 
 It isn't the word's fault, however. In general, it may 
 be said that it should be placed next to the word it is 
 intended to modify. 
 
 If we say, "I only saw him yesterday," it means 
 that I did nothing but see him. I did not hear him. 
 
 "I saw only him yesterday," means that no one 
 else wasi seen. 
 
 "I saw him only yesterday," means that yesterday 
 was the day I saw him, and not some other day. 
 
 Say, "I paid only fifty cents for it;" not, "I only 
 paid/' 
 
 Say, "He broke only two bones in his fall;" not, 
 "He only broke." This would mean that he did not 
 twist them, nor strain them, nor bruise them. 
 
HAND BOOK FOR TEACHER AND PUPIL 19 
 
 Say, "She bought only three hats that year. ' ' The 
 idea is the number o<f hats. If we say, "she only 
 bought three hats/' the idea, is changed to buying, as 
 distinguished from borrowing, stealing, begging, or 
 receiving them as a gift. 
 
 Say, "The mercury rose to only ninety degrees 
 that day;" not, "only rose'/ as this would change the 
 idea to rising and falling instead of to the height. 
 
 FIFTEENTH WEEK 
 
 Neither None 
 
 Neither means not either and refers to one of two. 
 
 None means no one and refers to one of three or 
 more. 
 
 Say, "Neither of you two may go;" not, "none of 
 you two." 
 
 Say, "None of the many who saw, believed;" not, 
 "neither of the many." 
 
 Say, "None of all the boys was accused but these 
 two-, and neither of them was present." 
 
 Notice the singular form of the verb. The sub- 
 ject is singular, not one. The plural form of the verb 
 is used when the subject seems plural. 
 
 Say, "None of the states of the Union now be- 
 lieves in slavery;" not, "neither of the states" 
 
 Say, "Clay and Elaine each tried to be president, 
 but neither of them was elected." 
 
 Say, "Of all the trees of the forest, none is so 
 strong as the oak." 
 
20 HAND BOOK FOR TEACHER AND PUPIL 
 
 SIXTEENTH WEEK 
 
 Either Any 
 
 Either refers to one of two-. 
 
 Any refers to one of three or more. 
 
 Say, ''Any of these twenty books is just what I 
 want." The subject, any (one) is singular and requires 
 is for the verb, not are. 
 
 Say, "Any of these hundred bricks is just like 
 every other one. They are all like one another." 
 
 Say, "Either of those two boys can always be 
 trusted." 
 
 Say, "Any of that class of girls can pass the grade 
 if she tries." 
 
 Say, "Any course of sudy at school is better than 
 loafing." 
 
 Sav, "Either of these two suits will do to wear." 
 
 SEVENTEENTH WEEK 
 
 LANGUAGE 
 
 May, Can, Must 
 
 May indicates permission, or doubt; can, power or 
 ability ; and must, necessity. Do not interchange them. 
 
 "May I leave the room?" means, "Have I your 
 permission to leave the room ?" 
 
 "Can I leave the room?" means, "Have I power to 
 go out?" 
 
HAND BOOK FOR TEACHER AND PUPIL 21 
 
 "Must I leave the room ?" means, "Will you com- 
 pel me to go out?" 
 
 Say, "Do you think I can pass the grade?" 
 
 Say, "May I send you one of my books?" 
 
 Say, "Must I stay so long?" 
 
 Say, "May he go with me?" 
 
 Say, "Can he climb to the top of the tower?" 
 
 Say, "He may not tell you all he knows about it." 
 
 Say, "He can not run for he is lame." 
 
 Say, "You must do as I tell you." 
 
 Say, "I must go home for mother may be sick." 
 
 Say, "Europe must respect the Monroe Doctrine." 
 
 Say, "He may go if you will take care of him." 
 
 EIGHTEENTH WEEK 
 
 That Those This These 
 
 Remember that that and this are singular and 
 those and these are their plurals. Those and these may 
 modify plural nouns but not singular nouns. 
 
 Say, "This sort of chairs is not easy;" not, those 
 .sort of chairs are." 
 
 Say, "I like that kind of apples;" not, "those 
 kind." 
 
 Say, "You do not appreciate that kind of peo- 
 ple;" not, "those kind." 
 
 Say, "This kind of books strengthens the mind; 
 those other kinds weaken it." 
 
 Say, "This kind of days is suffocating." 
 
22 HAND BOOK FOR TEACHER AND PUPIL 
 
 Say, ".Tliat kind of people always wants help;" 
 not, "those kind." 
 
 NINETEENTH WEEK 
 
 Past Tense Followed by Infinitive 
 
 ,In the expression, "I wished to have gone," the 
 wish was in past time, the object of the wish thrown 
 still far back in time. The correct expression is, "I 
 wished to go," for at the time of wishing, its fulfill- 
 ment could be in only present or future time. 
 
 Say, "When I saw you yesterday, I hoped to 
 have better news;" not, "hoped to have had better 
 news." 
 
 Say, "When she was in New York, she wanted 
 to sing before a large audience;" not, "wanted to have 
 sung." 
 
 Say, "He hoped to be a great man;" not, "he 
 hoped to have been." 
 
 Say, "She expected her sister to come home;" 
 not, "to have come home." 
 
 Say, "Lincoln unshed the war to end;" not, "to 
 have ended" 
 
 Say, "She hoped to hear Nordica sing;" not, "to 
 have heard" 
 
 TWENTIETH WEEK 
 
 Differ Different 
 
 We differ with or differ from the opinion of some 
 one else. 
 
HAND BOOK FOR TEACHER AND PUPIL 23 
 
 All other things but opinions differ from others. 
 Say, "I respect him highly, but I differ with him 
 
 in regard to some of his ideas." 
 
 Say, "He differs from most men in his opinions." 
 Say, "One star differs from another." 
 Say, "All these trees differ from one another." 
 Say, "The Rocky Mountains differ from the 
 
 Alleghany." 
 
 Different should be followed by from. "Different 
 
 to" is a colloquialism used in some parts of England. 
 
 Never say "different than." 
 
 Say, "My convictions are different from his." 
 Say, "These trees are different from those." 
 Say, "The climate of California is different from 
 
 that of New England." 
 
 Say, "In general appearance, Lincoln was very 
 
 different from Douglas." 
 
 Say, "San Bernardino is different from Redlands 
 
 TWENTY-FIRST WEEK 
 
 Expect, Think, Believe 
 
 Expect means to look forward to, and refers alone 
 to the future. Think and believe refer to the past, 
 present and future. It is a mistake to use expect in 
 reference to conditions already past or existing now. 
 
 Say, " I think he is sick, or he \vould come;" not, 
 "I expect he is sick." 
 
24 HAND BOOK FOR TEACHER AND PUPIL 
 
 Say, "I suppose you were very happy at his re- 
 turn;" not, "I expect you were." 
 
 Say, "I believe he was elected by fraud;" not, "I 
 expect he was elected." 
 
 Say, "We presume you were pleased at the dis- 
 covery;" not, "We expect you were pleased at the dis- 
 covery." 
 
 Say, "I think you were promoted last year;" not, 
 "I expect you were promoted/' 
 
 Say, "I expect to be promoted this year, for I am 
 working for it." 
 
 TWENTY-SECOND WEEK 
 
 Go, Went, Going, Gone 
 
 Went is used alone without any helping verb. 
 Come is generally preceded by some helping verb like 
 have or had. 
 
 Say, "Why haven't you gone?" not, "Why 
 haven't you went? 
 
 Say, "I wish they had not gone so soon;" not, 
 "had not went." 
 
 Say, "He has always gone to that school;" not, 
 "has always went" 
 
 Say, "Have they gone to Los Angeles?" not, 
 "have they went?" 
 
 Say, "They h&ue gone away without being seen;" 
 not, "have went away." 
 
 Say, "Had they gone when you arrived?" not, 
 "had thev went?" 
 
HAND BOOK FOR TEACHER AND PUPIL 25 
 
 Say, "If they had gone before, it would have 
 been better;" not, "if they had went. 9 ' 
 
 TWENTY-THIRD WEEK 
 
 DO 
 Do, Did, Doing, Done 
 
 Did is used without any helping verb. Done is 
 usually preceded by have or had. 
 
 ; Say, "They did the best they could;" not, "they 
 done the best they could." 
 
 Say, "Having done this, they rested;" not, "hav- 
 ing did this." 
 
 Say, "I have never done so well before;" not, 
 "have never did." 
 
 Say, "I did my examples this morning;" not, "I 
 done my examples." 
 
 Say, "We did all of them but two;" not, "we 
 done all of them." 
 
 Say, "They might have done better;" not "might 
 have did." 
 
 Say, "I saw you when you did it;" not, "when 
 you done it." 
 
 Say, "They had never done so before;' not, "had 
 never did." 
 
 Say, "When your work is done, come to me;" 
 not, "when your work is did" 
 
 Say, "Why they did so, I never knew;" not, 
 "whv thev done so" 
 
26 HAND BOOK FOR TEACHER AND PUPIL 
 TWENTY-FOURTH WEEK 
 
 COME 
 Come, Came, Coming, Come 
 
 Came is in the past tense and is used without a 
 helping verb. 
 
 Say, "When he had come so far, he stopped;" 
 not, "had came." 
 
 Say, "Having come home, he found his friend;" 
 not, "having came." 
 
 Say, "Why haven't you come sooner?" not, 
 "haven't you came?" 
 
 Say, "He hadn't come to school all that week;" 
 not, "hadn't ca\me." 
 
 Say, "I hope they have come;" not, "have came" 
 
 Say, "They will have come by the Fourth;" not, 
 "will have came!' Do not use come instead of came. 
 
 Say, When I came home, I found it;" not 
 "when I come home." 
 
 Say, "As I came along the road, I picked it up;" 
 not, "as I come along." 
 
 TWENTY-FIFTH WEEK 
 
 SEE 
 See, Saw, Seeing, Seen 
 
 This is one of the most abused words in the 
 language. Saw should always be used without any 
 helping verb, while seen should have one. 
 
HAND BOOK FOR TEACHER AND PUPIL 27 
 
 Never use have or had with saw. 
 
 Say, "I saw him when he did it;" not, "I seen 
 him." 
 
 Say, "He saw that he could not lift so much;" 
 not, "He seen" 
 
 Say, "I have never seen a boy like him since;" 
 not, "Iwve never saw." 
 
 Say, "I have seen two presidents;" not, "have 
 saw." 
 
 Say, "I saw him running up the street;" not, "I 
 seen him." 
 
 Say, "Have you ever seen my dog?" not, "Have 
 you ever saw?" 
 
 Say, "Having seen it before, I did not care to 
 go;" not, "having saw." 
 
 Say, "I had not seen her at 4 o'clock yesterday;" 
 not, "had not saw." 
 
 Be careful also not to say see for saw. 
 
 Say, "I saw him last night sneaking up the 
 alley;" not, "I see him." 
 
 Say, "When I saw him I ran;" not, "When I see 
 him, I run." 
 
 Say, "They saw me first and took me by sur- 
 prise;" not, "They see me first." 
 
 TWENTY-SIXTH WEEK 
 
 LIE LAY 
 Lie, Lay, Lying, Lain. Lay, Laid, Laying, Laid 
 
 The confusion that arises in using these words, 
 
28 HAND BOOK FOR TEACHER AND PUPIL 
 
 comes from the fact that they are so much alike, and 
 that "lay" is one form common to both these verbs. 
 
 When they indicate present time, lie means to 
 recline, and takes no object; lay means to place, and 
 takes an object. 
 
 In past time, lay means recline, and has no object, 
 while laid means placed, and has an object. 
 
 Say, "I shall lie down to rest;" not "lay down." 
 
 Say, "I shall lay my book down." 
 
 Say, "I lay in bed till after sunrise;" not, "I laid 
 in bed." 
 
 Say. "I laid my hat on the table." 
 
 Say, "He has lain in the shade two hours;" not, 
 "He has laid." 
 
 Say, "They have laid the foundation;" not, "They 
 have lain the foundation." 
 
 Say, "May I lie on the sofa and rest?" not, "May 
 I lay on the sofa ?" 
 
 Say, "May I lay my umbrella on the porch?" 
 
 Say, "Lie down, Rover. Don't bark so much;" 
 not, "Lay down." 
 
 Say, "Lay the ball down, Rover." 
 
 Say, "When I have lain asleep an hour, wake 
 me;" not, "When I have laid asleep." 
 
 Say, "When the corner stone has been laid, you 
 may begin building;" not, "Has been lain." 
 
 Say, "By the year 2000 A. D., we shall have lain 
 in our graves many years;" not, "shall have laid" 
 
 Say, "By the year 2000 A. D., the principles^ of 
 liberty unll have been firmly laid in all the world;" not, 
 "will have been firmly lain" 
 
HAND BOOK FOR TEACHER AND PUPIL 29 
 
 Say, "He lay in a stupor for three days;" not, "he 
 laid in a stupor." 
 
 Say, "After the soldier had lain on the battlefield 
 for two days, he was laid in the grave." 
 
 TWENTY-SEVENTH WEEK 
 
 So As 
 
 So is generally used in comparisons after a nega- 
 tive. 
 
 As is used when there is no negative. 
 
 Say, "He was not so large as his father;" not, 
 "not as large/' 
 
 Say, "He is as large as his brother." 
 
 Say, "That picture is as large as life." 
 
 Say, "He was never so happy before;" not, 
 "never as happy. }} 
 
 Say, "He thought that there was nothing else so 
 good;" not "nothing else as good." 
 
 Say, "There was no other man so wise as Solo- 
 mon;" not, "as wise." 
 
 So is also used to express degree with that as a 
 correlative. 
 
 Say, "So great was the catch of fishes that the 
 boat began to sink." 
 
 Say, "So light was the load that they almost flew 
 with it" 
 
 As is also used with so to express likeness as, 
 "As a flower of the field, so he flourisheth." 
 
30 HAND BOOK FOR TEACHER AND PUPIL 
 
 TWENTY-EIGHTH WEEK 
 
 As, As If, Like 
 
 Like is frequently used incorrectly, not only by 
 uneducated people, but also by those who should know 
 better. Like should never be used as a conjunction. 
 It is provincial, inelegant, and according to the best 
 authority, incorrect. It may sometime come to be 
 good English, but it is not now. 
 
 Say, "You should play like him;" not, "like he 
 does." ' 
 
 Say, "It looks as if it were going to rain;" not, 
 "like it was going to rain." 
 
 Say, "Do as I do," not, "like I do." 
 
 Say, "I felt as if I should die;" not, "like I should 
 die." 
 
 Say, "She looks as if she were going to faint;" 
 not, "like she was going to faint." 
 
 Say, "The herd rushed on like a great tidal 
 wave;" not, "like a great tidal wave does." 
 
 Say, "It came to me like a vision;" not, "like *\ 
 vision comes" 
 
 Say, "Roosevelt did not do as other Presidents 
 did;" not, "like other Presidents did." 
 
 Say, "The meteor flashed through the heavens 
 like lightning;" not, "like lightning does" 
 
 Say, "He rushed about the house as if he were 
 crazy;" not, "like he wa-s crazy" 
 
 Say, "Sing the scale like them;" not "like they 
 
 do." 
 
HAND BOOK FOR TEACHER AND PUPIL 31 
 
 Remember that like used as an adverb or prepo- 
 sition is followed by an object as a single word, not by 
 a clause. 
 
 TWENTY-NINTH WEEK 
 
 RING 
 Ring, Rang, Ringing, Rung 
 
 Rang should never be used in place of rung. It 
 is used alone without has, have, or had. 
 
 Say, "Has the bell rung?" not, "Has the bell 
 rang?" 
 
 Say, "The bell had not rung when- I left;" not 
 "the bell had not rang" 
 
 Say, "He rang the bell twice." 
 
 At 
 
 Do not finish your sentence with "at" to denote 
 place. 
 
 Say, "Where was he?" not, "Where was he at?" 
 
 Say, "Where do you live?" not, "Where do you 
 live at?" 
 
 Say, "Where am I?" not, "Where am I at?" 
 
 Say, "I did not know where I was;" not, "I didn't 
 know where I was at." 
 
 Say, "Where will you be at 2 o'clock?" not, 
 "Where will you be at, at 2 o'clock?" 
 
 Say, "I will be at home tomorrow;" not, "I will 
 be home." 
 
 Say, "My brother is at home;" not, "is home. 
 
32 HAND BOOK FOR TEACHER AND PUPIL 
 THIRTIETH WEEK 
 
 Those Them 
 
 Do not use the pronoun them to modify a noun. 
 Those is the proper modifier. 
 
 Say, "What did you do with those books?" not, 
 "them books." 
 
 Say, "He sold me pens, pencils, and a lot of those 
 things" not, "them things." 
 
 Say, "Those boys are always in trouble;" not, 
 "them boys." 
 
 Say, "I don't understand all those figures;" not, 
 "all them figures," 
 
 Say, "I never could get along with those fel- 
 lows;" not, "them fellows." 
 
 Say, "Those seeds are not true to name;" not 
 "them seeds." 
 
 Say, "I saw that I could not buy all those plants;" 
 not, "I seen that I could not buy all them plants." 
 
 THIRTY-FIRST WEEK 
 
 TAKE 
 Take, Took, Taking, Taken 
 
 Do not use has, have, or had with took. Do not 
 use taken as the past tense. 
 
 Say, "I have taken part twice already;" hot, "I 
 have took part." 
 
 Say, "Have you taken your medicine?" not, "have 
 you took?" 
 
HAND BOOK FOR TEACHER AND PUPIL 33 
 
 Say, "He took the machine apart," not, "he 
 taken." 
 
 Say, "He has not taken his books away;" not, 
 ''He has not took." 
 
 Say, "After we had taken our lunch, we started;" 
 not, "After we had took our lunch." 
 
 Say, "They have gone away without having 
 taken their baskets;" not, "without having took." 
 
 Say, "Had you taken my advice, you would have 
 reached them sooner;" not, "had you took." 
 
 Never say "tooken." 
 
 THIRTY-SECOND WEEK 
 
 RISE RAISE 
 
 Rise, Rose, Rising, Risen 
 Raise, Raised, Raising, Raised 
 
 These two words are often confused in use. Rise 
 takes no object. Raise is a transitive verb and gener- 
 ally the object is expressed. 
 
 Say, "I expect the river to rise tomorrow;" not, 
 "expect the river to raise." 
 
 Say, "Rise to your feet;" not, "Raise up to your 
 feet." 
 
 Say, "The river rose two feet a day;" not, "The 
 river raised two feet." 
 
 Say, "We expect the wind to rise to-night;" not, 
 "wind to raise." 
 
 Say, "The wind will raise a great dust." 
 
34 HAND BOOK FOR TEACHER AND PUPIL 
 
 Say, "We shall raise melons on that land." 
 
 Say, "His promises raised false hopes." 
 
 Say, "What made you rise so high?" not, "What 
 
 made you raise up so high?" 
 
 Say, "The clouds began to rise;" not, "began to 
 
 raise." 
 
 THIRTY-THIRD WEEK 
 
 SIT SET 
 
 Sit, Sat, Sitting, Sat 
 Set, Set, Setting, Set 
 
 These two words, like lie and lay, are often con- 
 fused. If we will only remember that sit takes no 
 object, while set generally has one, expressed or im- 
 plied, it will help us. 
 
 Say, "I shall sit there for an hour;" not, "I shall 
 set." 
 
 Say, "You have sat there long enough;" not, 
 "have set." 
 
 Say, "She has set out all her besst dishes;" not, 
 "has sat." 
 
 Say, "He has been sitting there a long time;" not, 
 "had been setting." 
 
 Say, "Set a chair for your mother." 
 Say, "Let your mother sit in that chair." 
 Say; "The sour lemon set my teeth on edge." 
 Say, "They sat very still for their picture." 
 Say, "By ten o'clock we shall have sat here two 
 hours;" not, "shall have set." 
 
HAND BOOK FOR TEACHER AND PUPIL 35 
 
 Set is also used with certain prepositons ; as, "He 
 set my advice at naught." 
 
 "A price was set on his head." 
 
 "They set upon him and beat him," 
 
 "His supper was set before him." 
 
 "His heart was set against his brother." 
 
 "The post was set in mortar." 
 
 There are also these peculiar uses: 
 
 "The cement began to set." (harden) 
 
 "The machine was set going." 
 
 "He set the scheme on foot." 
 
 "He set sail on Sunday." 
 
 "He set the broken arm," etc. 
 
 THIRTY-FOURTH WEEK 
 
 KNOW 
 Know, Knew, Knowing, Known 
 
 This word troubles pupils very often. Knew is 
 the past and should be used alone. Never say has 
 knew or had knew. Known is generally used with the 
 auxiliaries, have, has or had, Never say "knowed." 
 
 Say, "I might have known he would go;" not, 
 "might have knowed" or "might have knew." 
 
 Say, "If I had known it, I might have stopped 
 it;" not, "if I had knowed it." 
 
 Say, "He has not known his lesson this week;" 
 not, "he has not knew." 
 
 Say, "I have known such people before;" not, 
 "I have knew." 
 
36 HAND BOOK FOR TEACHER AND PUPIL 
 
 Say, "They have never known what it is to be 
 poor;" not, "they have never knew." 
 
 Say, "He knew he was doing wrong;" not, "he 
 knowed." 
 
 Say, "She had never known a mother's care;" 
 not, "had never knew." 
 
 THIRTY-FIFTH WEEK 
 
 Shall, Will Should, Would 
 
 To indicate futurity without purpose. 
 I shall see. . We shall see. 
 
 Thou wilt see. You will see. 
 
 He will see. They will see. 
 
 To indicate purpose or determination. 
 I will see. We will see. 
 
 Thou shalt see. You shall see. 
 
 He shall see. They shall see. 
 
 This use indicates a command, threat, or promise 
 on the part of the person speaking. It sometimes in- 
 dicates a prophecy ; as, "A King shall arise." 
 
 In asking a question, never say "Will I" or "will 
 we," but "shall I," and "shall we." 
 
 Say, "Shall I assist you;" not, "will I?" 
 
 Say, "Shall you go to school to-morrow ?" This 
 does not indicate will power on your part, but what 
 will, in the nature of the case be likely to occur. 
 
 Say, "Shall he come with us? That is, "Do you 
 wish or allow him to come?" 
 
HAND BOOK FOR TEACHER AND PUPIL 37 
 
 Say, "Shall we sing for you?" That is, "Would 
 you like to have us sing for you?" 
 
 Say, "Shall they be punished for such a deed?" 
 That is, "Is it just that they should be punished?" 
 
 Say, "I will read this book through before I 
 sleep." This indicates determination. 
 
 Say, "You will never see him again." (Simple 
 futurity, without purpose.) 
 
 Say, "You shall never see him again." This in- 
 dicates determination on the part of the speaker. 
 
 "Will you go to* the picnic?" means, "Do you 
 assent?" "Are you willing?" 
 
 Should and would are the past forms of shall and 
 will, although they do not indicate past time. Should 
 has the additional meaning of obligation or duty. 
 
 Say, "If I should die to-night" 
 
 Say, "He would work although we tried to re- 
 lieve him." 
 
 Say, "We should always do right." 
 
 These words are difficult to write about for so 
 much depends on the emphasis used in speaking. Shall 
 when very emphatic, expresses about the same mean- 
 ing as will in denoting purpose or determination. 
 
 THIRTY-SIXTH WEEK 
 
 The Split Infinitive 
 
 The modifier of the infinitive should not be placed 
 between "to" and the verb. 
 
 Say, "To run swiftly;" not, "to swiftly run." 
 
38 HAND BOOK FOR TEACHER AND PUPIL 
 
 Say, "He tried loyally to do his part;" or, "to do 
 his part loyally;" not, "to loyally do his part." 
 
 Say, "The jury tried to decide the case justly," 
 not, "to justly decide." 
 
 Say, "The pupil tried to maintain his argument 
 boldly;" not, "to boldly maintain," 
 
 Say, "The wind began to< blow noisily through 
 the tree tops;" not, "to noisily blow." 
 
 Bad, Badly, Etc. 
 
 Pupils very often do not know whether to use the 
 adjective or the adverb in such expressions as, "he felt 
 bad" or, "felt badly." 
 
 If the idea is the quality of his feelings, meaning 
 he was sick or sad, "bad" is the word to use. 
 
 If it was the manner of his feeling toward some- 
 one, "badly" should be used. 
 
 Say, "The little child looked very sweet." 
 
 Say, "The little child looked very sweetly up to 
 her mama." 
 
 Say, "How is your brother?" "He seems quite 
 sick this morning;" not, "sickly." 
 
 Say, "Your dress looks very pretty;" not, "pret- 
 tily." 
 
 Ill, Illy 
 
 Illy is not yet authorized as a good English word. 
 
 Say, "He was ill prepared for such a winter;" 
 not "illy prepared." 
 
 Say, "He was ill dressed for such a purpose;" 
 not, "illy dressed." 
 
HAND BOOK FOR TEACHER AND PUPIL 39 
 
 Say, "He was ill treated when a boy;" not, "illy 
 treated." 
 
 MISCELLANEOUS 
 
 Do not use the word "aint" for is not, am not, 
 and are not. 
 
 Say, "Isn't this pretty?" not, "Aint this pretty?" 
 
 Say, "I am not going home yet;" not, "I aint 
 going home yet." 
 
 Say, "These trees are very large, aren't they?" 
 not, "aint they?" 
 
 Do not use the adjective some for the adverb 
 somewhat. 
 
 Say. "He is somewhat better to-day;" not, "some 
 better." 
 
 Say, "Having walked so far, I was somewhat 
 tired;" not, "some tired." 
 
 Do not use learn for teach. Learn is what we do 
 for ourselves. Teach is what we do for others. 
 
 Say, "I will teach him a lesson he will not soon 
 forget:" not, "I will learn him," 
 
 Say, "He taught his dog many tricks;" not, "he 
 learned his dog." 
 
 Say, "He is the man who taught me to read;" 
 not, "who learned me." 
 
 Do not use had with ought. 
 
 Say, "He ought certainly to go;" not, "He had 
 ought." 
 
40 HAND BOOK FOR TEACHER AND PUPIL 
 
 Say, "Why ought I to go?" not, "Why had I 
 ought to go?" 
 
 Be careful not to> use "or" for ought, or "of" for 
 have. 
 
 Say, "I think I ought to have gone;" not, "I 
 think I or to of gone." 
 
 Do not use leave for let. 
 
 Say, "Let him alone;" not, "Leave him alone." 
 
 vSay, "He will not let me be;" not, "He will not 
 le^ve me be." 
 
 Do not use most for almost, or nearly. 
 
 Say, "I am almost done now;" not, "I am most 
 done." 
 
 Say, "Aren't we nearly there?" not, "most there." 
 
HAND BOOK FOR TEACHER AND PUPIL 41 
 
 WORDS COMMONLY MISPRONOUNCED 
 
 Accent of Words Indicated by Italics 
 
 acacia a&acia (sha) second a as in ape 
 
 address ad dress 
 
 adobe a do be (e as in ape) 
 
 advertisement ad ver tise ment 
 
 advertise ad ver tize . . 
 
 aeronaut a er o nawt (accented a as in ape) 
 
 again a gen 
 
 Albuquerque al boo kare kay 
 
 almond ah mund 
 
 alternately al ter nate ly 
 
 amateur am a ter (e as in her) 
 
 anarchist an ark ist 
 
 apparatus ap pa ra tus (accented a as in ape) 
 
 appendicitis ap pend i si tis (accented i as in 
 
 ice) 
 
 apricot a pri cot (a as in ape) 
 
 area a re a 
 
 architect ark i tekt 
 
 attacked at takt (not attakt ed) 
 
 automobile aw to mo bill 
 
 avenue av e new (not noo) 
 
 baptism bap tizm 
 
 beautiful bu ti ful (last u as in full) 
 
 bronchitis bron ki tis (accented i as in ice) 
 
 brooch broch (o as in hope) 
 
HAND BOOK FOR TEACHER AND PUPIL 
 
 Buenos Ayres bway noce eye rays 
 
 buoy bwoy 
 
 burro bur TO (u as in pull) 
 
 calliope kal li o pe (i as in ice) 
 
 calm kahm 
 
 Canada kan a da 
 
 carbine kar bine (i as in ice) 
 
 cartridge kar trij 
 
 chaperon shap er own 
 
 chauffeur sho fer (e as in her) 
 
 cigarette sig a ret (e as in met) 
 
 Cincinnati sin sin nah ty (not ta) 
 
 civilization siv i li za shun (all i's as in miss) 
 
 cochineal koch i neel 
 
 Colon Ko lone 
 
 column kol um (not kol yum) 
 
 concentrate kon sen trate 
 
 confiscate kon fis kate 
 
 contrary kon tra ry 
 
 corps kore 
 
 coyote ki o te (i as in ice) 
 
 creek kreek 
 
 data day ta 
 
 deaf deff 
 
 debris day bree 
 
 decorus de ko rus 
 
 depot de po (e as in meet) 
 
 desert dez ert 
 
 dessert dez zert 
 
 Des Moines de moin 
 
HAND BOOK FOR TEACHER AND PUPIL 43 
 
 discipline dis si plin 
 
 despicable des pi ka ble 
 
 disputable dis pu ta ble 
 
 docile dos sil 
 
 donkey don key (not dawn) 
 
 drowned drownd (not drownd ed) 
 
 either e ther 
 
 electoral e lekt er al 
 
 encore ahn kore 
 
 equation e kway shun (not zhun) 
 
 equipage ek wi page 
 
 exemplary egz em play ry 
 
 expenditure eks pend i ture 
 
 exquisite ex kwiz it 
 
 extraordinary ex tror di na ry 
 
 faucet faw sett 
 
 finance fi nance (i as in it) 
 
 forbade for bad 
 
 forehead for ed 
 
 fortnight fort nite 
 
 fragile fraj ill 
 
 frontal fron tal (o as in from) 
 
 frontier fron teer (o as in from) 
 
 frontispiece fron tis pees (o as in from) 
 
 gaping gahp ing 
 
 gastritis gas tri tis (accented i as in ice) 
 
 genuine Jen u in (i as in it) 
 
 gladiolus gla di o lus (i as in ice) 
 
 gooseberry gooz her ry 
 
 granary gran a ry (a as in and) 
 
44 
 
 HAND BOOK FOR TEACHER AND PUPIL 
 
 greasy 
 
 grievous 
 
 grimace 
 
 harass 
 
 hearth 
 
 height 
 
 heinous 
 
 heroism 
 
 Himalaya 
 
 Holstein 
 
 hoof 
 
 horizon 
 
 hostile 
 
 humble 
 
 humor 
 
 hygiene 
 
 idea 
 
 ignoramus 
 
 Illinois 
 
 illustrate 
 
 illustrated 
 
 inflammable 
 
 inquiry 
 
 interesting 
 
 into 
 
 iodine 
 
 Iowa 
 
 irrefragable 
 
 irreparable 
 
 greez y 
 
 greev us 
 
 gri mace 
 
 liar as 
 
 harth 
 
 bite 
 
 liay nus 
 
 her o izm (e as in met) 
 
 hi inah la yah 
 
 hole stin e 
 
 hoof (o as in who) 
 
 ho ri zun 
 
 has till 
 
 hum ble (not um ble) 
 
 hit mer (not yu) 
 
 high ji een 
 
 i de a 
 
 ig no ray mus 
 
 il li noy 
 
 II lus trate 
 
 il lus tra ted 
 
 in flam ma ble (accented a as in 
 
 at) 
 
 in qui ry 
 in ter est ing 
 in to 
 i o din 
 t'o wah 
 ir ref ra ga ble 
 ir rep a ra ble 
 
HAND BOOK FOR TEACHER AND PUPIL 
 
 45 
 
 isolate i so late (i as in ice) 
 
 italic i tal ik (i as in it) 
 
 Italian i tal yan (i as in it) 
 
 jaunt jahnt 
 
 jugular ju gu ler (u as in Jude) 
 
 just just (not jest) 
 
 juvenile ju venill 
 
 kept kept (not kep) 
 
 lamentable lam en ta ble 
 
 Las Vegas lahs vay gas 
 
 learned lern ed (used as an adj.) 
 
 legend lej end 
 
 leisure lee zhur 
 
 lever le ver 
 
 lichen H ken 
 
 licorice Ilk o riss 
 
 lief leef 
 
 lilac li lak 
 
 Louisiana loo e ze ah na 
 
 Louisville loo is vill 
 
 Los Angeles loce ahng ha lace (The best auth- 
 
 orities give this as the correct 
 pronunciation, but however it 
 is pronounced the "g" should 
 not sound as /, and the last "e" 
 is not long.) 
 
 magazine mag a seen 
 
 Magna Charta mag na kar ta 
 
 maltreat mal treet (a as in alley) 
 
 mandarin man da reen 
 
4 6 
 
 HAND BOOK FOR TEACHER AND PUPIL 
 
 Mardigras 
 
 massage 
 
 matron 
 
 mercantile 
 
 miniature 
 
 mischievous 
 
 mirage 
 
 Missouri 
 
 mistletoe 
 
 model 
 
 mustache 
 
 national 
 
 naught 
 
 negligee 
 
 neither 
 
 nominative 
 
 nothing 
 
 oasis 
 
 often 
 
 ordeal 
 
 Palestine 
 
 Palo Alto 
 
 partner 
 
 patriotic 
 
 patron 
 
 patronage 
 
 peremptory 
 
 perfect 
 perfume (noun) 
 
 mahr de grah 
 
 mas saj 
 
 may trun 
 
 mer can till 
 
 min i a ture (not chur) 
 
 mis chy vus 
 
 me rahzh 
 
 mis soo ri (not "ra") 
 
 miz 1 tow 
 
 mod el (not modi) 
 
 mus tahsh 
 
 nosh un al 
 
 nawt 
 
 neg li shay 
 
 nee ther 
 
 nom in a tiv 
 
 nuth ing 
 
 o a sis 
 
 ofn 
 
 or de al 
 
 pal es tine 
 
 pah lo ahl to 
 
 part ner (not pard) 
 
 pay tri ot ic 
 
 pay tron 
 
 pat ron age 
 
 per emp to ry (accented e as in 
 
 tell} 
 
 per feet 
 per fume 
 
HAND BOOK FOR TEACHER AND PUPIL 
 
 47 
 
 perfume (verb) 
 
 permit (noun) 
 
 permit (verb) 
 
 persist 
 
 pianist 
 
 poem 
 
 pollen 
 
 pomegranate 
 
 Pompeii 
 
 Portugal 
 
 Portuguese 
 
 precedent (adj.) 
 
 precedent (noun) 
 
 presentation 
 
 primarily 
 
 process 
 
 progress 
 
 rather 
 
 recess 
 
 resource 
 
 rise (noun) 
 
 rise (verb) 
 
 romance 
 
 roof 
 
 rude 
 
 ruffian 
 
 sacrifice 
 
 salute 
 
 San Bernardino 
 
 San Jacinto 
 
 per fume 
 
 per mit 
 
 per mit 
 
 per sist 
 
 pi an ist 
 
 po em 
 
 pol len (o as in not) 
 
 pwn gran ate 
 
 pom pay ye 
 
 par tu gal (not chu) 
 
 por tu geese (not chu) 
 
 pre ceed ent 
 
 press e dent 
 
 prez en ta shun 
 
 pry ma ri ly 
 
 pr&ss ess 
 
 prog ress 
 
 rah ther 
 
 re cess 
 
 re source 
 
 rise (rice) 
 
 rize 
 
 ro mance 
 
 roof (oo as in boot) 
 
 rood 
 
 ruf yan 
 
 sac ri fize (last i as in rise) 
 
 sa lewt (not loot) 
 
 ber nar de no (not barny) 
 
 san ha seen to 
 
4 8 
 
 HAND BOOK FOR TEACHER AND PUPIL 
 
 San Joaquin San Ho a keen (ho a is pro- 
 nounced so rapidly that it 
 sounds like hwa) 
 
 San Jose san ho say 
 
 sarsaparilla sar sa pa ril la 
 
 sausages saw sag es 
 
 shone shown 
 
 shrine shrine (not srine) 
 
 simultaneous si mul ta ne ous (i as in high) 
 
 sinecure si ne cure (i as in high) 
 
 sinews sin ewz 
 
 sovereign suv er in 
 
 St. Augustine aw gusi teen 
 
 Stanislaus stan is lou 
 
 strychnine strick nin 
 
 tarantula ta ran tu la (not, chu la) 
 
 telegraphy te leg ra phy 
 
 Thames temz 
 
 theater the a ter 
 
 Tia Juana te a hw& na 
 
 Tokio to ke o 
 
 tomato to ma to 
 
 tortoise tor tis 
 
 tremendous tre men cms (not jus) 
 
 Tucson tu son (o as in on) 
 
 tune tune (not toon) 
 
 Tuolumne twol um ne 
 
 Vallejo val yay ho 
 
 vehement ve he ment 
 
 what hwot 
 
HAND BOOK FOR TEACHER AND PUPIL 49 
 
 wrath rahth 
 
 wharf hwarf (not warf) 
 
 wheat wheet (not weet) 
 
 wheel hweel (not weel) 
 
 why hwy (not wy) 
 
 wont o as in tone 
 
50 HAND BOOK FOR TEACHER AND PUPIL 
 REFERENCE TABLES 
 
 Liquid Measure 
 
 4 gills (gi.) make i pint (pt.) 
 
 2 pts. make i quart (qt.) 
 4 qts. make i gallon (gal.) 
 
 31 J gal. make i barrel (bbl.) 
 63 gal. make i hogshead (hhd.) 
 i gallon contains 231 cubic inches. 
 
 Long Measure 
 
 12 inches (in.) make i foot (ft.) 
 
 3 ft. make i yard (yd.) 
 
 5^ yds. or 16^ ft. make i rod (rd.) 
 
 5280 ft. or 1760 yds, or 320 rds. make i mile. 
 
 4 in. make i hand. (Used in measuring horses.) 
 
 6 ft. make i fathom. (Used in measuring depth at 
 
 sea). 
 6086 ft. make i knot. (Used in navigation.) 
 
 Surveyor's Long Measure 
 
 7.92 in. make i link 
 
 loo links or 66 ft. make i chain. 
 
 80 chains make i mile. 
 
 Cubic Measure 
 
 1728 cubic inches make i cubic foot (cu ft.) 
 27 cu. ft make i cubic yard (cu. yd.) 
 128 cu. ft. make i cord of 4 ft. wood. 
 
HAND BOOK FOR TEACHER AND PUPIL 51 
 
 i cu. yd. of earth makes i load. 
 
 24! cu ft make I perch of masonry. 
 
 40 cu. ft. of space make i ton. (Used in measuring 
 
 sea vessels.) 
 
 i cu. ft. o<f water weighs 62^ pounds, 
 i ft. of lumber is i in. thick, i ft. long, i ft. wide. 
 
 Square Measure 
 
 144 square inches (sq. in.) make i square foot (sq. 
 
 ft.) 
 
 9 sq. ft. make i square yard (sq. yd.) 
 30^ square yds. make i square rod (sq. rd.) 
 1 60 sq. rd. make i Acre (A.) 
 640 A. make i sq. mile. 
 i section of land is one sq. mile. 
 J section of land is 160 A. 
 36 Sections make i Township (Twp.) 
 
 Avoirdupois Weight 
 
 Used in Weighing Heavy and Bulky Articles 
 
 1 6 ounces (oz.) make i pound (Ib.) 
 
 loo Ib. make i hundred weight (cwt. ) or Cental (C.) 
 
 20 cwt. make i ton (T.) 
 
 2240 Ib. make i long ton. 
 
 7000 grains (gr.) make i Ib. 
 
 Troy Weight 
 
 Used in Weighing Gold, Silver and Jewels 
 24 grains make i pennyweight (pwt.) 
 20 pwt. make i oz. 
 12 oz. make I Ib. 
 
52 HAND BOOK FOR TEACHER AND PUPIL 
 Apothecaries' Weight 
 
 Used in Mixing Medical Prescriptions 
 
 20 gr. make i scruple. 
 
 3 scruples make i dram. 
 
 8 drams make i oz. 
 
 12 oz. make i Ib. 
 
 7000 gr. make i Avoirdupois Ib. 
 
 437i T r - niake i Avoirdupois oz. 
 
 5760 gr. make i Troy or Apoth. Ib. 
 
 480 gr. make i Troy or Apoth. oz. 
 
 Metric Table 
 
 10 milli make i centi. 
 10 centi make i deci. 
 10 deci make i unit. 
 10 units make i deca. 
 TO deca make i hecto. 
 10 hecto make r kilo. 
 10 kilo make i myria. 
 
 The unit may be a gram, (15.432 grains) a meter, 
 (39.37 inches) or a liter, (2.1135 pints). Thus: 
 10 decimeters make i meter. 
 10 meters make i decameter, etc. 
 To change meters to decameters, divide by 10, 
 that is, move the decimal point one place to the left; 
 as, 562.65 meters equal 56.265 decameters. 
 
 To change meters to centimeters, multiply by 100; 
 that is, move the decimal point two places to the right. 
 Thus, 65.256 meters equal 6525.6 centimeters, etc. 
 
HAND BOOK FOR TEACHER AND PUPIL 53 
 
 Miscellaneous Table 
 
 12 things make i dozen. 
 
 12 dozen make i gross. 
 
 20 things make i score. 
 
 196 Ib. make i bbl. of flour. 
 
 200 Ib. make i bbl of pork. 
 
 14 Ib. make i stone. 
 
 24 sheets of paper make i quire. 
 
 20 quires make i ream. 
 
 A Method of Finding Interest 
 
 What is the interest of $420.00 for 2 yr. i mo. 10 
 da. at 7 per cent ? 
 
 -~ of $420 is the interest for i yr. 
 
 IF of 155 of $420 is the interest for I mo. 
 
 ~W of -& f 15o of $420 is the interest for i da. 
 
 760 times -^ of .-L of JL of $420 is the inter- 
 est for 760 days or the given time. By cancellation 
 we obtain the interest, $62.07. 
 
HAND BOOK FOR TEACHER AND PUPIL 
 
 Land Measure 
 
 North 
 
 1 
 
 
 
 
 4 
 
 ? 4 
 
 3 
 
 
 3 
 
 W 
 
 13 
 
 ?o 
 
 2 
 
 1 2 
 
 4 
 
 3 
 
 San 
 
 2 
 
 Bernar 
 
 1 
 
 dino .& 
 
 1 
 
 234 
 
 Base Line 
 
 4 
 
 3 
 
 2 
 
 1 
 
 i^ 
 1 
 
 234 
 
 
 
 
 2 
 
 S 2 
 
 i 
 
 
 3 
 
 3 
 
 4 
 
 4 
 
 South 
 
 8*n Bernardino Mountains. 
 
 6 
 
 5 
 
 4 
 
 3 
 
 2 
 
 1 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 18 
 
 17 
 
 16 
 
 15 
 
 14 
 
 13 
 
 19 
 
 20 
 
 21 
 
 22 
 
 23 
 
 24 
 
 30 
 
 29 
 
 28 
 
 27 
 
 26 
 
 25 
 
 SI 
 
 32 
 
 33 
 
 34 
 
 35 
 
 36 
 
 Township 
 
HAND BOOK FOR TEACHER AND PUPIL 
 
 55 
 
 Townships are described as being east or west of 
 the San Bernardino Meridian, and north or south of 
 the San Bernardino Base Line. 
 
 Sections of a township are all numbered, begin- 
 ning at the northeast corner with No. i, and ending 
 at the southeast corner with No. 36. 
 
 A part of a section like the following is thus des- 
 cribed. 
 
 40 
 
 Acres 
 
 The S.E.J of the S.E.J of Section 24, Township 
 2 South, Range 3 West, San Bernardino Base and Me- 
 ridian. 
 
56 HAND BOOK FOR TEACHER AND PUPIL 
 
 ABBREVIATIONS 
 
 A. B. Bachelor of Arts. 
 
 A. D. In the year of our Lord. 
 
 A. M. Master of Arts. 
 
 B. C Before Christ. 
 Co. Company, County. 
 
 C. O. D. Collect on Delivery. 
 
 D. C. District of Columbia. 
 D. D. Doctor of Divinity. 
 Dr. Debtor, Doctor. 
 
 D. V. God Willing. 
 e. g. Example given, 
 et al. And others. 
 etc. And other things. 
 
 F. O. B. Free on Board. 
 
 G. A. R. Grand Army of the Republic, 
 h'dk'f. Handkerchief. 
 
 Hon. Honorable. 
 
 i. e. That is. 
 
 incog. Unknown . 
 
 inst. The present month. 
 
 LL. D. Doctor of Laws. 
 
 M. C. Member of Congress, 
 
 Messrs. Gentlemen. 
 
 M. P. Member of Parliament. 
 
 MS. Manuscript. 
 
 MSS. Manuscripts. 
 
 N. Noon. 
 
 N. B. Take Notice. 
 
HAND BOOK FOR TEACHER AND PUPIL 57 
 
 No. Number. 
 
 p. Page. (In music, soft.) 
 
 pp. Pages. (In music, very soft.) 
 
 Ph. D. Doctor of Philosophy. 
 
 Pkg. Package. 
 
 P. M. Postmaster. 
 
 P. O. Postoffice. 
 
 Prof. Professor. 
 
 prox. Next month. 
 
 P. S. Postscript. 
 
 Q. E. D. Which was to be demonstrated. 
 
 Rev. Reverend. 
 
 St. Saint, Street, Strait. 
 
 nit. Last month. 
 
 u. s. As above. 
 
 U. S. United States. 
 
 U. S. N. United States Navy. 
 
 viz. Namely. 
 
 vs. Versus. (Against) 
 
 W. R. Q Woman's Relief Corps. 
 
 yd. Yard. 
 
 Y. M. C. A. Young Men's Christian Associa- 
 tion. 
 
 Y. W. C. A. Young Women's Christian Asso- 
 ciation. 
 
YB 12462