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 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