PAEKER'S EXERCISES IN COMPOSITION. PROGRESSIVE EXERCISES ENGLISH COMPOSITION. BY K. G. PxiRKER, A. M. PRINCIPAL OF Mi FRANKLIN GRAMMAR SCHOOL, BOSTON I I., breviora reiUi tit. UC-NRLF, V ', ''3'WJ"f;^'"ni!'!7r'^'T:fwf nf !^"ii'"7'^f. $B 307 171 •v/!:lfth stereotvpe edition. BOSTON : I PT I MSIIED BY ROBEIiT S. DAVIS, AND GO^ f r>, KENDALL & LIISQOLN. SOLD BY THE 1 :UN<;IPAL EOOKSELJLRS IN T^ y^'^TED STATES. GIFT OF M^fig Sua DunhAr ^ ./ ' V J \ s^i}~^.V:kN\VV^> \ * "% ^ V ,y« No IX PROGRESSIVE EXERCISES ENGLISH COMPOSITION. BY R. G. PARKER, A. M. PRINCIPAL OF THE FRANKLIN GRAMMAR SCHOOL, BOSTON. ** Ordo et modus omnia breviora reddunt ** TWELFTH STEREOTYPE EDITION, BOSTON: PUBLISHED BY ROBERT S. DAVIS, AND GOULD, KENDALL & LINCOLN. AND SOLD BY THE PRINCIPAL BOOKSELLERS IN THR UNITED STATES, 183 7, The School Committee of the city of Boston have authorized the introduction of tliis work into the publick schools of the city. Entered, according to Act of Congress, in the year 1832, by R. G. PARKER, in the Clerk's Office of the District Court of Massachusetts. PUBLISHERS' ADVERTISEMENT TO THE TWELFTH (STEREOTYPE ) EDITION. This work has been very favourably received in England, having passed through three editions in London, within the space of one year. The English publisher has now stereotyped it. The following notice is extracted from the last London edition : — " A third edition of this little work having been called for within the present year (1834), is no small testimony of its utility, both as a guide to the Teacher, and an aid to the Pupil, in one of the most diffi- cult, though most important departments of education." Boston, Jubj^ 1835. j^ PREFACE. Zi!JL- . Two great obstacles beset the pupil in his first attempts at compo- sition. The first is the difficulty of obtaining ideas, (or learning to think ;) the second is that of expressing them properly when obtain- ed. In this volume, the author has endeavoured to afford some as- sistance to the pupil in overcoming both these difficulties. It is not unfrequently the case that the scholar is discouraged in the very on- set, and the teacher, from the want of a regular and progressive sys-. tem, finds his labours unsuccessful, and his requisitions met with re- luctance, if not with opposition. The simplicity of the plan here proposed, requires no laboured explanation. The first exercise or les- son consists in giving the pupil a word, or a number of words, and instead of asking for a definition of them, requiring him to use them in a sentence or idea of his own* From this simple exercise he is led onward through a series of Lessons in easy and regular progres- sion, from the simplest principles to the most difficult practice. Af- ter the principle of each lesson is stated, (and, when necessary, ex- plained,) a ^' Model " is presented, which is designed to show the pupil how the exercise is to be performed. The Examples for Practice furnish him with the materials with which he is expected to perform his exercise. The teacher will find no difficulty in sup- plying the deficiency, if the Examples are not sufficiently numer- ous in some cases, or in omitting what may be superfluous in others. If, on the first inspection, any of the Lessons appear too diflEicult, the Author respectfull}'' requests the tests of trial and experience before they are condemned. They have been performed, and the Models of some of those apparently the most difficult, were written by pu- pils in the school of which he has the charge. * The pupil may be permitted to write simply or familiarly at first : but the teacher should in all cases require that the sentence be the unassisted production of the pupil himself. Although a decided preference is expressed for a written exercise, yet several of the early lessons may be read from the book, at the discretion of the teacher. For some suggestions on the mechanical execution of written exercises, and the mode of correcting thera, the teacher is referred to the close of the volume. n A(^Cy(f\c^y^^M IT PREFACE. The Author is encouraged to beheve that the plan will be favour- ably received, if it leads the pupil to thlnky or removes any of the dif- ficulties which lie in the way of those, who are just turning their at- tention to Composition. Justice requires the acknowledgement that some hints have been derived, and some extracts have been taken from Walker's Teacher's Assistant, Booth's Principles of English Composition, and Jardine's Outlines of a Philosophical Education; but the plan, and the general features of the work, are believed to be new. The book is designed as the Sequel to a Grammar which will short- ly be pubhshed, on a plan, in some respects, different from any now in use. It therefore presupposes some acquaintance with syntax ; although the practical exercises under most of the Lessons, can be performed with tolerable facility by those, who have but a slender knowledge of any part of Grammar. Boston, June, 1832. ADVERTISEMENT TO,THE THIRD (Stereotype) EDITION. Within the short space of six months this work has passed through two editions, consisting of Four Thousand Copies. The publishers have now determined to stereotype it, and thus put it into a perma- nent form. The Author, desirous of rendering it more worthy the un- expected favour it l^s received, has made some additions which will supersede the necessiW of using any abridged treatise of Rhetorick in connexion with it. The Granmiar, which the Author has for some time had in prepara- tion, and which he designs as an introduction to this volume, will shortly be put to the press. A Sequel to this work is also intended j and, if the Author's aims are accomplished, the three volumes will be found useful auxiliaries to the pupil in acquiring correctness of thought and expression. Hayward Place, January, 1833. LESSON I. On the use of words. Write a sentence containing one or more of the follow- ing words: namely, contains, industrious, well, idle, neglect, reward, reprove, recognized, surprised, destitute, excel, MODEL. The school room contains many pupils. Some are industrioits, and get their lessons well. Others are idle and neglect their studies. The teacher will reward the good, and reprove the negligent. I recognized my father in the procession. I was surprised by the return of my long lost brother. A poor man is destitute of many comforts. She excels all her classmates. EXAMPLES FOR PRACTICE. The pupil will now write a sentence containing one or more of the following words, recollecting that his exercise will he more meritorious if he can employ several of the words in the same sentence. Present, exemplary, beautiful, tall, straight, erect, well, quickly, inadvertently, exalted, abandoned, animation, en- terprising/refused, admission, inspect, sagacity, fruitless, solicitation, disregarded, congratulate, acquire, delightful) ^sentiment, necessarily, comprehensive, contain, expect, fatal, infirmities, obtain, possess, prospect) unforeseen, poisonous, baneful, influence, indulgence, forbear, gentle, docile, equally, clemency,) prompt, anticipate, alienated, stimulated, promiscuous, heterogeneous, mingle, entire, complete, astonished, homage, lucubrations, nomenclature, panegyrick, paltry, palpitate, patent, posterity, regret, refute, refresh, secret, secede, shortsighted, substantial, indefinite, auxiliary, surpass, surmount, protest^ surly, suppress, with- draw, approximate, fearlessly, coerce, atrocious, invasion, fertility, inundate, preserve, commiseration, uncouth, bar- barity, productions, invincible, repugnance, verdure, fleet- ing^ ridiculous, condemn, confine, discover, anxious, solic- itude, anticipate, commendable, evince, undoubtedly) ravei- ges, menace, insignificant, reprehensible, benefits conferred. A2 PROGRESSIVE EXERCISES IN LESSON II. Use of words in phrases. Write a sentence containing one of the following phrases ^ namely, verij good, exceedingly kind, tolerably well, at length, in the best manner, in succession. MODEL. My pen is a verij good one. My teacher is exceedingly kind to me. George behaves tolerably icell. I have at length finished the first lesson in composition. I tried to perform it in the best manner. I did not use all the words in succession. EXAMPLES FOR PRACTICE. 1 In general. 2. Indeed. 3. In the most exemplary man- ner. ^4 The atrocious wickedness. 5. The inhuman barbarity. 6. The nefarious traffick. 7. The indolent habits. 8. The frightful ravages. 9. Just and generous principles. 10. ^Were mingled. 11. Great advantage may be de- " rived. 12. Menaced with a loud voice. 13. invasion of oar rights. 14. Fertility of invention. IS.'^atience and perseverance. 16. Was inundated. 17. The importance of. 18. Arc of no great consequence. 19. ,Pay particular attention to. 20. fee very anxious. 21. The acquisition of knowledge. 22. The value of education. 23. Can be useful to few persons only. 24. Naturally tend. 25. The beneficial influence. 26. The baneful effects. 27. The most important. 28. A good character. 29. JToung children are apt. 30. The" duties of children at school are. 31. By some thoughtless action or expression. 32. Has not the slightest foun- dation. 33. In order to preserve our health it is necessary. 34. We should always speak. 35. Can neither be respected noi esteemed. 36. Deserves our commiseration. 37. Is the first duty of children at school. 38. The most insignificant and trifling. 39. It is the duty of children. 40. If we wish to excel. 41. Are uncouth and disgusting. 42. Is a description of the earth. 43. Teaches us to speak properly and write correctly. 44. Are the productions of warm climates. 45. Where the sun never rises. 46. Are fleeting and changeable. 47. Are ridiculous in the extreme. 48. There is a great difference between. 40. Condemned to die. 50. Invincible repugnance. 51. He found himself surround ed. 52. How vast are the resources. 53. I would surely. 54. I had rather. ENGLISH COMPOSITION. 1 55. As far as the eye could reach. 64. Feel an anxious solicitude. 56. Overgrov/n with verdure. 65. We anticipate with pleasure* 57. Evinces remarkable sagacity. 66. The effects of intemperance. 58. After feasting my eyes. 67. Juan easily discover. 59. Commendable diligence. 68. .Shall readily find. 60.1s undoubtedly true. 69. Can easily discern. 61. Overspread with verdure. 70..'»Confine our attention. 62. Undervalue the advantages 71. Js seldom unrewarded. 63. Duly appreciate. 72. Is inexcusable. LESSON III. Use of words, continued. / Supply the words that are omitted in the following sen- tences, and make sense of the sentences. MODEL. 1. His father was to his request. 2. The boys applied themselves to their lessons with 3. No one should he enjoys. 4. Parents for the welfare of their chil- dren. 5. A faithful discharge of duty . Supplying the words omitted, the sentences may be read, 1. His father was induced to grant his request. Or, His father was obliged, (or compelled) to deny his request. 2. The boys applied themselves to their lessons with commendable diligence. 3. No one should undervalue the advantages he enjoys. 4. Parents feel an anxious solicitude for the welfare of their chil- dren. 5. A faithful discharge of duty is seldom unrewarded. N. B. The pupil is given to understand that any other words which would make good sense may be used. EXAMPLES FOR PRACTICE. 1 . We seldom forget the which are by our friends. 2. Mankind cannot without . 3. Be kind and — to your companions — not nor . 4. If you conduct yourself in a and manner, you will procure the and the of all who know you. 8 PROGRESSIVE EXERCISES IN 5. When you have a difficult to perform you must not say you cannot it ; but exert all your — . and use your best ; for what man has done can again be by man. 6. By carefully observing the proper discharge of your duties, you will gain the of your superiors; the and of your equals ; and the and of all who are your inferiors. All that know you, will and you. Your example will be as a pattern of ' and behaviour. You will be and ^ in every period, station and circumstance in your life ; and your name will be when you are in your grave. 7. Nothing can for the want of modesty; without it beauty is and wit . 8. Ignorance and are the only things of which we need be ashamed. Avoid these, and you may what company you will. 9. All men pursue and would be if they knew how. 10. Many men mistake the for the of virtue ; and are not so much as the of good- ness. 11. It is required of all men that they live^ , , and in this world. 12. The consciousness that the eye of — is always upon us should us to diligence in the of our duties, and make us remember the and the of our situation. 13. No pleasures can be unless we are willing to the full for their enjoyment. 14. If you to obtain the of others, you must not their interests or their fail- ings. Your own happiness cannot be augmented by the faults of others, neither can your be promoted by their . 15. Virtue and will secure all the of this life. Religion will us under the of the world, and us for that which is . 16. Geography teaches us* — — ■— ; it describes the ; and, in its connection with astronomy, ex- plains the difference of in the various parts of the world. ENGLISH COMPOSITION. 17. It was a delightful in the month of - The sun rising above the , had gilded the tops of the — — . The birds fearing the heat had in the The cattle, having their thirst in the were browsing on the , and the peasant had - his labours in the field. All things seemed to — J — of a love- ly day. But suddenly the began to , the be- gan — r-to look dark, the darted through the sky, the rolled, and a noise, as if all the artillery of heaven was discharged at once, spread and on all around. 18. Our eyes are dazzled by the of light. 19. Children are and . When they are older they become : but when they have arrived at the state of manhood they lay aside the of youth, and apply themselves to the which belong to their in life. 20. How many persons when they are young expect that life will afford them and ; but how fre- quently, alas, are they . The from which they expected to pleasure often proves their ruin. The from which they thought to derive the greatest sat- isfaction, often deceive them, or prove a source of bitter disappointment. 21. The only real and solid enjoyment of life is deriv- ed from . The only thing which we have real cause to dread is . 22. A school room is a place where children assemble to — ^ — and . The duties of the teacher are to and his pupils; and the pupils themselves should be and , in order that they may be benefit- ted by his instructions. They should not'- nor — nor ; but listen to what is told them; and try to show by their and that they know how to estimate the privileges which they in being allow- ed school. LESSON IV. Variety of Jlrraiigement. Sentences consisting of parts and members, and some- times very simple sentences, can be variously arranged, the sense remaining unaltered. The following sen- 10 PROGRESSIVE EXERCISES IN tences are to be written (or read) in as great a variety of ar- rangement as the pupil can invent. He may afterwards take the same words and express different ideas with them. MODEL. On the fifth day of the month, which I always keep holy, I ascend- ed the high hills of Bagdad, in order to pass the rest of the day in meditation and prayer. Sajne sentence, with the members differently arranged. On the fifth day of the month, which I always keep holy, in oraer to pass the rest of the day in meditation and prayer, I ascended the high hills of Bagdad. Same again varied. I ascended the high hills of Bagdad, in order to pass the rest of the day in meditation and prayer, on the fifth day of the month, which I always keep holy. ^gain. In order to pass the rest of the day in meditation and prayer, I ascended the high hills of Bagdad, on the fifth day of the month, w.hich I always keep holy. Jlgain. In order to pass the rest of the day in meditation and prayer, on tlie fifth day of the month, which 1 always keep holy, I ascended the high hills of Bagdad. j9gain. I ascended the high hills of Bagdad, on the fifth day of the month, wliich I always keep holy, in order to pass the rest of the day in med- itation and prayer. N. B. It is recommended to Teachers to require the pupil to tell which arrangement of the sentence he thinks the best. EXAMPLES FOR PRACTICE. 1 . John was buried here. This simple sentence may be read in twenty-four different ways, six of which will be questions. 2. The farmer Peter ardently loves the beautiful shep- herdess Mary. 3. The highwayman by force (or forcibly) took a watch from a gentleman's servant on the turnpike-road. 4. Such unusual moderation in the exercise. of supreme power, such singular and unheard of clemency, and such remarkable mildness, cannot possibly be passed over by me (or I cannot possibly pass over) in silence. N. B. The longest members of a sentence ought generally to be placed last. ENGLISH COMPOSITION. 11 5. Some gentle spirit glides with glassy foot over yon melodious wave, still pervades the spot, keeps silence in the cave, or sighs in the gale; although thou, the Muse^' seat, art now their grave, and Apollo no more delights to dwell in his favourite grotto. 6. I survey thee. Oh Parnassus, neither with the frenzy of a dreamer, nor the ravings of a madman; but as thou ap- pearest, in the wild pomp of thy mountain majesty. 7. Who with rosy light filled thy countenance, sank thy sunless pillars in the earth, and made thee the father of perpetual streams. 8. Bleached linen, the pride of the matron, the toil of many a winter night, the housewife's stores, whiter than snow, are laid up with fragrant herbs. 9. Softened by prosperity, the rich pity the poor; disci- plined into order, the poor respect the rich. 10. When April and May reign in sweet vicissitude, I, like Horace, perceive my whole system excited by the po- tent stimulus of sun-shine, and give care to the winds. 1 1 . Early one summer morning before the family was stirring, an old clock, that, without giving its owner any cause of complaint, had stood for fifty years in a farmer's kitchen, suddenly stopped. 12. Thy skies are as blue, thy groves are as sweet, thy fields are as verdant, thine olive is as ripe, thy crags are as wild, as they were in those early days when Minerva her- self graced the scene. 13. A horseman, with an oath, rudely demanding a dram for his trouble, came galloping to the dc^or, while they were at their silent meal, and, with a loud voice, called out that with a letter he had been sent express to Gilbert Ainslie. 14. By violent persecution, compelled to quit his native land, Rabbi Akiba wandered over barren wastes and dreary deserts. At last he came fatigued and almost exhausted, near a village. 15. As the threatening clouds obscured the moon, and the post boy drove furiously through the road, suddenly I heard a lamentable sound. 16. It appears that during the night a band of robbers had entered the village, plundered the houses, and killed the inhabitants. •"- • . il2 PROGRESSIVE EXERCISES IN 17. From the result of my own personal observation, I am fully convinced that there has formerly been a popula- tion much more numerous than exists here at present. 18. Leaving it entirely to the imagination to descend further into the depths of time beyond, we can trace these remains of Indian workmanship, back six hundred years, from the ages of the trees on them, and from other data. * 19. In inverted order, as well as that in which they are arranged, the various kinds of exercises should be practised, from the highest to the lowest, to effect the purpose for which they were designed. 20. To vindicate the rehgion of their God, to defend' the justice of their country, to save us from ruin, I call on this most learned, this right reverend bench. To main- tain your own dignity, and to reverence that of your an- cestors, I call upon the honour of your lordsiiips. I call upon the humanity and the spirit of my country, to vindi- cate the national character. 21. In the treasury belonging to the Cathedral,- in this city, a dish, supposed to be made of emerald, has been pre- served for upwards of six hundred years. 22. Contented and thankful, after having visited Lon- don, we leturned to our retired and peaceful habitations. 23. When the Romans were pressed with a foreign en- emy, the women voluntarily contributed all their rings and jewels, to assist the government. 24. • He had ploughed, sowed, and reaped his often scanty harvest with his own hands, assisted by three sons, ^^ho, even in boyhood, were happy to work with their father in the fields. 25. The little bleak farm, sad and affecting in its lone and extreme simplicity, smiled like the paradise of poverty, when the lark, lured thither by some green barley field, rose ringing over the solitude; and among the rushes and heath, the little brown moorland birds were singing their short songs. 26. At every step he advanced; his heart became moro and more elated, having with difficulty found his way to the street where his decent mansion had formerly stood. 27. Looking eagerly around he proceeded with joy, but of the objects with which he had formerly been conversant, he observed but few. ENGLISH COMPOSITION. 13 28. He hastened to .the palace, overwhelmed with an- guish, and casting himself at the feet of the Emperor, he cried, Great prince, I have survived my family and friends, and even in the midst of this populous city I find myself in a dreary solitude ; to that prison from which mistaken mer- cy has delivered me, graciously send me back. LESSON V. VARIETY OF EXPRESSION. A very common error of pupils just commencing compo- sition, is the frequent and unnecessary use of the conjunc- tion and. The following examples will show, that the use of the present or perfect participle will correct this fault. MODEL, with the present participle. He descended from his throne, and ascended the scaiFoId, and said, ** Live, incomparable pair." Better thus : Descending from his throne, and ascending the scaf- fold, he said, " Live, incomparable pair." Or thus : He descended from his throne, and ascending the scaf- fold, said, " Live, incomparable pair." Or thus : He descended from his t^hrone, and ascended the scaf- fold, saying, *' Live, incomparable pair." MODEL, icith the perfect participle. She was deprived of -all but her innocence, and lived in a retired cottage with her widowed mother, and was concealed moref by her modesty than by solitude. Better thus: Deprived of all but her innocence, and concealed more by her modesty than by solitude, she lived with her widowed mother in a retired cottage. Or thus : Deprived of all but her innocence, and living in a retir- ed cottage with her widowed mother, she was concealed more by her modesty than by solitude. EXAMPLES FOR PRACTICE. 1. The beauties of nature are before us, and invite us to contemplate the power, the wisdom, and the benevolence, of that great and good Being at whose word they sprang up, and presented themselves as proper objects of our admira- tion, and our gratitude. 2. The elephant took the child up with his trunk, and placed it upon his back, and would never afterward obey any other master. B 14 PROSRESSIVE EXERCISES IN 3. ^ Egypt is a fertile country : and is watered by the rfver Nile, and is annually inundated by that river, and it re- ceives the fertilizing mud which is brought by the stream in its course, and derives a richness from the deposit which common culture could not bestow. 4. He was called to the exercise of the supreme power at a very early age, and evinced a great knowledge of gov- ernment and laws, and was regarded by mankind with a respect which is seldom bestowed on one so young. 5. Geography teaches the various divisions made by man or nature, on the earth, and the productions of every climate ; and is a very useful study to the merchant and the politician, and shows the former where commerce is most advantageously pursued, and the latter the natural obsta- cles to the progress of ambition. 6. I have frequently paused in the wilderness, and con- templated the traces of a whirlwind, and wondered at the mighty force of that invisible power, which roots up the stupendous oak and lofty pine, and spreads ruin and desola- tion over the fair face of nature. 7. The celestial vault, the verdure of the earth, and the clear silvery light which danced on the surface of the " stream, delighted my eyes, and restored joy to my heart, and gave animation to my spirits, and conveyed pleasures to my mind, which exceed the powers of expression. 8. He raised his eyes, and turned to the prince and said, " Your highness will remember the fidelity with which my father has served you, and I suppose that you will pardon my presumption in thus appearing uninvited at your court, and I humbly crave permission to supplicate that protection, which it is so easy for you to afford, and so necessary to me that it should be bestowed. The enemies of our family are powerful, and are of noble blood, and are allied by peculiar ties to your highness, and may therefore be supposed to have higher claims to your favour. But 1 know that generosity to be a characteristic of your high- ness, which will disregard the suggestions of interest, and defeat the nefarious j)lans of artful dependents, and afford succour to the persecuted peasant, rather than countenance injustice and oppression. 9. I fixed my eyes on different objects, and I soon per- ceived that I had the power of losing and recovering them, and that I could at pleasure destroy and renew this beauti- ENGLISH CO.\rPOSITION. 15 ful part of my existence. This new and delightful sensa- tion agitated my frame, and gave a fresh addition to my self-love, and caused me to rejoice in the pleasures of exis- tence, and filled my heart with gratitude to my beneficent Creator. 10. She was dressed in her gayest apparel, and wore her most costly jewels, and presented a spectacle of living brilliance which scarcely the sun himself could rival. 11. The dry leaves rustled on the ground, and the chilling winds whistled by me, and gave me a foretaste of the gloomy desolation of winter. 12. He took them into the garden pne fine summer morning, and showed them two young apple trees, and said, My children, I give you these trees. They will thrive by your care, and decline by your negligence, and reward you by their fruit in proportion to the labour you bestow upon them. Edward the youngest son attended to the ad- monitions of his father, and rose early every day to clear the tree from insects that would hurt it, and propped up the stem to prevent its taking a wrong bent, and had the satis- faction in a short time of seeing his tree almost bent to the ground with the weight of the rich and racy fruit. But Moses preferred to wile away his time, and went out to box with idle boys, while Edward was labouring in the orchard, and soon found his tree destroyed by his neglect. 13. Columbus perceived that it would be of no avail to have recourse to any of his former expedients, and found it impossible to rekindle any zeal for the success of the expedition, and endeavoured to soothe passions, which he could no longer command, and gave way to a torrent too impetuous to be checked. 14. They erected a crucifix, and prostrated themselves before it, and gave thanks to God for conducting their voy- age to such a happy issue. 15. He knows that life has many trials, and believes that God has appointed this world as the preparative for another, and regards not with feelings of envy or jealousy, the more prosperous condition of others. 16 PROGRESSIVE EXERCISES IN LESSON VI. Variety of expression^ continued. The active or objective verb may be changed into the passive ; and the passive verb may be changed into the ac- tive or objective, the sense remaining unaltered. MODEL, by the active or objective verb. All mankind must taste the bitter cup which destiny has mixed. By the passive. The bitter cup which destiny has mixed, ( or which has been mix- ed by destiny,) must be tasted by all mankind. EXAMPLES FOR PRACTICE. 1. The project was received with great applause by all the company, 2. Most of the trades, professions, and ways of living among mankind, take their origin either from the love of pleasure, or the fear of want. 3. Gentleness corrects whatever is offensive in our manners. 4. The places of those who refused to come, were soon filled with a multitude of delighted guests. 5. You have pleaded your incessant occupation. Ex hibit then the result of your employment. 6. Is the eye of Heaven to be dazzled by an exhibition of property, an ostentatious show of treasures.^ 7. I need not ask thee if that hand when armed, has any Roman soldier mauled and knuckled. 8. In visiting Alexandria, what most engages the at- tention of travellers is the pillar of Pompey, as it is called, situated at a quarter of a league from the southern gate. 9. But the evening is the time to review not only our blessings but our actions. 10. We receive such repeated intimations of decay in the world through which we are passing, decline and change, and loss follow decline and change, and loss, in such rapid succession, that we can almost catch the sound of universal wasting, and hear the sound of desolation going on around us. ENGLISH COMPOSITION. 17 11. The rectitude of Dryden's mind was sufficiently shown, by the dismission of his poetical prejudices, and the rejection of unnatural thoughts and rugged numbers. 12. The youth who had found the cavern, and had kept the secret to himself, loved this damsel. He told her the danger in time, and persuaded her to trust herself to him. 13. When the subject is such that the very mention of it naturally awakens some passionate emotion; or when the unexpected presence of some person or object in a pop- ular assembly inflames the speaker, either of these will jus- tify an abrupt and vehement exordium. 14. Theocritus and Virgil are the two great fathers of pastoral writing. For simplicity of sentiment, harmony of numbers, and richness of scenery, the former is highly dis- tinguished. The latter, on the contrary, preserves the pas- toral simplicity without any offensive rusticity. 15. The relation of sleep to night, appears to have been expressly intended by our benevolent Creator. 16. The favoured child of nature who combines in her- self these united perfections, may be justly considered the masterpiece of creation. LESSON VII. Variety of expression, continued. To preserve the unity^ of a sentence, it is sometimes ne- cessary to employ the case absolute, instead of the verb and conjunction. MODEL. 1. The li^ht infantry joined the main body of the detachment, and the Enghsh retreated precipitately towards Lexington. Better thus: The light infantry having Joined the main body of the detachment, the English retreated precipitately towards Lexing- ton. 2. The class recited their lessons, and the teacher dismissed them. Better thus: The class having recited their lessons, the teacher dismissed them. EXAMPLES FOR PRACTICE. 1. The battle was concluded, and the commander in chief ordered an estimate of his loss to be made. *See Lesson 35th. B2 .18 PROGRESSIVE EXERCISES IN 2. John was in the school room, and Charles entered and thus addressed him. 3. The Monongahela and Alleghany rivers were swol- len by the continued rains; and the Ohio inundated the cities, towns and villages on its banks. 4. The trees were cultivated with much care, and the fruit was rich and abundant. 5. The love of praise is naturally implanted in our bo- soms, and it is a very difficult task to get above a desire of it, even for things that should be indifferent. 6. The rain poured in torrents upon us, and we were obliged to take shelter in a forest. 7. Offences and retaliations succeed each other in end- less strain, and human life will be rendered a state of per- petual hostilities without some degree of patience exercised under injuries. 8. His mind was the prey of evil passions, and he was one of the most wretched of beings. 9. The character of Florio was marked with haughti- ness and affectation, and he was an object of disgust to all his acquaintance. 10. The evidence and the sentence were stated, and the president put the question whether a pardon should be granted. 1 1 . Few governments understand how politick it is to be merciful ; and severity and hard hearted opinions accord with the temper of the times. 12. The Shenandoah comes up at the right, and the Potomack with its multiplied waters rends the mountain asunder, and rushes toward the sea. 13. Nature dressed the scene in the richest colours and mOvSt graceful forms, and never could the eye enjoy a rich- er spectacle. 14. I travelled through the county of Orange, and my eye was caught by a cluster of horses tied near a ruinous, old, wooden house in the forest, not far from the road side. lo. A general description of the country was given in a former letter, and I shall now entertain you with my ad- ventures. ENGLISH COMPOSITION. 19 LESSON VIII. Variety of expression^ continued. The same idea can be expressed in various ways, either by different words, or by inflections* of the same word."!" MODEL. Idleness is the cause of misery. Same idea expressed in different words. 1. Idleness is the poison of happiness. 2. Idleness is* an enemy to happiness. 3. Indolence is the bane of enjoyment. 4. Indolence is a foe to happiness. 5. Indolence destroys all our pleasures, 6. Want of occupation prevents tlie enjoyment of life. 7. Laziness opposes every effort to secure the enjoyment of life. 8. When we have nothing to do, time hangs heavily on our hands. 9. If we suffer the mind and body to be unemployed, our enjoy- ments as well as our labours, will be terminated. 10. Inactivity of mind or body stagnates the spirits, and prevents their easy and natural flow. 11. The rust of inactivity obscures the brightness of many a pass- ing hour. 12. Indolent habits lay the foundation of future misery. Another. When the school was dismissed, the children went home. Same idea differently expressed. 1. The school having been dismissed the pupils proceeded to their dwellings. 2. The boys and girls proceeded home as soon as school was done. 3. The scholars went home as soon as school was over. 4. School being closed, the children departed to the places of their residence. 5. The business of school having been completed, the masters and misses joined their friends at home. * The word inflections is here used to signify a grammatical change, such as the change of a case in a noun, or of a tense in a verb, &c. t Lessons 5th, 6th, and 7th, exhibit the method of expressing the same idea by inflections of the same words. Besides the methods here explained, the following may be practised in some sentences : viz. 1. By applying adjectives and adverbs instead of substantives. 2. By using nouns instead of adjectives and adverbs. 3. By reversing the correspondent parts of the sentence. 4. By the negation of the contrary, instead of the assertion of the thing first proposed. -5. By the use of pronouns Instead of nouns. 20 PROGRESSIVE EXERCISES IN EXAMPLES FOR PRACTICE.^ The pupil will express each of the following sentences in as many icays as he can invent. 1. To die is the inevitable lot of all men. 2. Death is the liberator of him whom freedom cannot release; the physician of him whom medicine cannot cure, and the comforter of him whom time cannot console. 3. The best season for acquiring the spirit of devotion is in early life. It is then attained with the greatest facili- ty, and at that season there are peculiar motives for the cultivation of it. 4. It will be a sacrifice superlatively acceptable to him, and not less advantageous to yourselves. 5. Oh how canst thou renounce the boundless store of charms, that nature to her votary yields? 6. Sweet was the sound, when oft at evening's close, the village murmur rose up yonder hill. 7. Beware of desperate steps, — the darkest day will on to-morrow have passed away. 8. Ha! Laughst thou, Lochiel, my vision to scorn; proud bird of the mountain, thy plume shall be torn. 9. Blame not before you have examined the matter: understand first, and then rebuke. 10. He that honoureth his father shall have long life: and he that is obedient unto the Lord shall be a comfort to his mother. 1 1 . We should always speak the truth, for a lie is wick- ed as well as disgraceful. 12. My son, help thy father in his age, and grieve him not as long as he liveth. 13. Pope professed to have learned his poetry from Dryden, whom, whenever an opportunity presented, he praised through his whole life, with unvaried liberality; and perhaps his character may receive some illustration, if he be compared with his master. 14. However virtue may be neglected for a time, men are so constituted as ultimately to acknowledge and respect genuine merit. * The teacher must be careful that the pupil makes use of his un- derstandiricr and discrimination, as well as his dictionary in the per- formance of this exercise. ENGLISH COMPOSITION. 21 LESSON IX. Variety of expression , continued, PERIPHRASIS, or CIRCUMLOCUTION. A periphrasis, or circumlocution, is the use of several words to express the sense of one. As, The glorious lumi- nai^ of daijy for, the sun — The shining orbs which deck the skies, for, th« stars, #. Plain expressions. Mankind. The sun shines. Geography. MODELS. Same in a periphrasis, Th(J human race. The source of hght spreads abroad his rays. The science which describes the earth and its inhabitants. EXAMPLES FOR PRACTICE. Tlie jj^fM 'inay now express the following ivords and phrases W^periphrasis. by three sons, who, even in boyhood, were glad to work witli their father in the field. 25. The water evaporates. 26. The grass is green. 27. Nature looks fair. 28. Winter is a desolate season of the year. 29. A contented man enjoys the greater portion of his life. 30. Life is short. 31. To confine our attention to the number of the slain, would give us a very in- adequate idea of the rav- ages of the sword. 32. Obedience is due to our pa-" rents. 33. Epistolary as well as per- sonal intercourse, ac- • cording to the mode in which it is carried on, is one of the pleasaritest, or most irksome things in the world. 34. Enthusiasm is apt to betray us into error. 1. 2. 3. 4. 5. 6. 7. 8. 9. IC. n. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Wefnlust die. DeM will G/ammar. riting. Arithmetick. A school room. Retirement. Temperance. Industry. Honesty. Vealth. A meeting house. A king. A sailor. Heaven. Solitude. Civilization. Washmgton is dead. . Syntax is the third part of grammar. The ocean is calm. The stars twinkle. Amergus was a gentleman of good estate. With his own hands he had cultivated his grounds, ssisted as they grew up 22 PROGRESSIVE EXERCISES IN 35. His actions were highly unbe- coming. 36. The air is elastick. 37. Astronomy is a delightful study. 38. God is eternal, omniscient, and omnipresent. 39. Candidates for office are fre- quently disappointed. LESSON X. Variety of expression, continued. EUPHEMISM, or SOFTENED EXPRESSION. A euphemism is a kind of periphrasis,^sed to avoid the harshness or impropriety of plain expressions. As he per' ished on the scaffold, for, he was hanged. Euphemisms are frequently made by a simple change of words without increasing their number, •ds he misrepre- sented, for, he told a lie. MODELS. Same in a euphemism. He had indulged JM|felf in li- quor. ^^ She had unfortunately lost her senses ; or, She laboured under alienation of mind. She is a lazy girl. She is not noted for her industry. Plain expressions. He was drunk. She was crazy. EXAMPLES FOR PRACTICE. The pupil ivill use euphemisms in the following sentences, instead of the ivords in Italick. 1. I luite that man. 2. He was jnad with me. 3. My mother scolded at me. 4. He was turned out of office. 5. He cheats., and she lies. 6. I believe that he stole that book. 7. He was put into gaol. 8. Charles is a coicard. 9. Henry was a great rascal. 10. John is a spendthrift. 11. That man is a very stingy fellow. 12. That woman has very sluttish vianners. 13. This person is very proud. 14. Mr. A. is a conceited fellow. 15. George is a troublesome boy. 16. ^\\e is Vi careless girl. 17. His garments were dirty and ragged. 18. He cannot digest his food. 19. That poor man was put into the mad house. 20. This fclloio must be put into the poor house. 21 . Mr. T. has no money. 22. She is a servant in my fami- ly- 23. John bought a book, and run in debt for it. 24. She icorks very hard for her living. 25. He eats very greedily, and titrns up his nose at every ikinrr. ENGLISH COMPOSITION. 23 LESSON XL ANALYSIS OF COMPOUND SENTENCES. Analysis means the separation of the parts, of which a thing is composed. A compound sentence is composed of several simple sen- tences, joined together by conjunctions, pronouns, or other connecting words. To analyze a compound sentence, (or, the analysis of a compound sentence) means to separate the simple senten- ces and phrases of which it is composed; and it is perform- ed by omitting the connecting words, and supplying the words which were omitted in the connexion. MODELS. Compound sentence. Modesty, a polite accomplishment, generally attendant on merit, is in the highest degree engaging, and wins the heart of aU^ with whom we are acquainted. Simple sentences of which the above is composed. 1. Modesty is a polite accomplishment. 2. Modesty is generally attendant on merit. 3. Modesty is in the highest degree engaging. 4. Modesty wins the heart of all with whom we are acquainted. EXAMPLES FOR PRACTICE. The pupil may now analyze the following compound sentences. 1. Nothing can atone for the want of modesty; without which beauty is ungraceful and wit detestable. 2. The smooth stream, the serene atmosphere, the mild zephyr, are the proper emblems of a gentle temper, and a peaceful life. 3. Among the sons of strife, all is loud and tempestu- ous, and consequently there is little happiness to be found in their society. 4. If one hour were like another, if the passage of the sun did not show that the day is wasting, and if the change of seasons did not impress upon us the flight of the year, quantities of duration equal to days and years would glide away unobserved. 24 PROGRESSIVE EXERCISES IN 5. The forests, the hills, the mounds, lift their heads in unalterable repose: and furnish the same sources of con- templation to us, that they did to those generations that have passed away. 6. I have seen in different parts of the Atlantick coun- try, the breast works and other defences of earth, that were thrown up by our people during the war of the revolution. 7. Pause for a while, ye travellers of earth, to contem- plate the universe in which you dwell, and the glory of him who created it. 8. This uneasiness of his mind inclined him to lay hold on every new object, and give way to every sensation that might soothe or divert him. 9. The air, the earth, and the water, teem with delight- ed existence. 10. The lady Arabella Johnson, a daughter of the Earl of Lincoln, accompanied her husband in the embarkation; and in honour of her, the ship was called by her name. She died in a short time after her arrival, and lies buried near the neighbouring shore. No stone, or other memorial, indicates the exact place; but tradition has preserved it with a careful and holy reverence. "* 11. Timid though she be, and so delicate that the winds of heaven may not too roughly visit her, yet the chamber of the sick, the pillow of the dying, the vigils of the dead, the altars of religion, never missed the presence of woman. 12. She perished in this noble undertaking, of which she seemed the ministering angel, and her death spread universal gloom and sorrow through the colony LESSON XIL SYNTHESIS OF SIMPLE SENTENCES. Synthesis is the reverse of Analysis, and is here used to signify the union of several simple sentences, to form a compound sentence. In the composition of simple sentences, there must be an ellipsis, or omission of those words, which occur more than once in the simple sentences of which it is composed; and conjunctions, pronouns, or other connecting words, substituted for them ENGLISH COMPOSITION. 25 The pupil must take particular care, that the pronouns^ verbs ^ S^c. he of the right number ^ person and gender. This caution is the more necessary, because young persons frequently make mistakes in these respects. .4 recollection of the rules relating to the vnnr of a sentence, will be needed in this lesson ; particularly the first two : wimcly, that, ** During the course of the sentence, the subject, or nominative case, should be changed as little as possible; "and that " Ideas which have so little connexion that they may well be divided into two or more senr tences, should never be crowded into one. " * MODEL. Simple sentences to be united in a compound sentence. Man is a rational animal. Man is endowed with the highest capacity for happiness. Man sometimes mistakes his best interests. Man sometimes pursues trifles with all his energies. Man considers trifles as the principal object of desire in this fleet- ing world. Compound sentence composed of the preceding simple sentences, Man is a rational animal endowed with the highest capacity for happiness ; but he sometimes mistakes his best interests, and pursues trifles with all his energies, consiAering\ them as the principal object of desire in this fleeting world. EXAMPLES FOR PRACTICE. The pupil vnll now unite the following simple sentences in a compound sentence. All the sentences belonging to one number, as expressed below, are to be joined in one com* pound sentence, if it can be done without violating the rules of unity. 1. Death is the liberator of him whom freedom can- not release. Death is the physician of him whom medicine cannot cure. Death is the comforter of him whom time cannot console. 2. Some animals are cloven footed. Cloven footed is a term applied to those whose feet are split or divided. Cloven footed animals are enabled to walk more easily on uneven ground. • See Rules of Unity under Lesson 35th. ise c c f See Lesson 5th, on the use of the participle to prevent the repe- tition of and. 26 PROGRESSIVE EXERCISES IN 3. Lochiel was the chieftain of the \^arlike clan of the Camerons. Lochiel was one of the most prominent in respect to power among the Highland chieftains. Lochiel was one of the most prominent in respect to influence among the Highland chieftains. 4. On his way he is met by a Seer. The Seer, according to the popular belief, had the gifl of prophecy. The Seer forewarns him of the disastrous event of his enterprise. The Seer exhorts him to return home. The Seer exhorts him not to be involved in certain destruction. Certain destruction awaited the cause. Certain destruction afterwards fell upon it in the battle of Culloden. 5. Fire was one of the four elements of the philoso- phers. Air was one of the four elements of the philosophers. Earth was one of the four elements of the philosophers. Water was one of the four elements of the philosophers. 6. Of all vices none is more criminal than lying. Of all vices none is more mean than lying. Of all vices none is more ridiculous than lying. 7. Self conceit blasts the prospects of many a youth. Presumption blasts the prospects of many a youth. Obstinacy blasts the prospects of many a youth. 8. The cow is a useful animal. The cow furnishes us with milk. Cheese and butter are obtained from milk. Cheese is an important article of food. Butter is an important article of food. 9. The tailor lives on the other side of the street. The tailor made the garments. I wore the garments at the meeting. The meetmg was held on Thursday. This tailor is a very skilful workman. 10. The statue of Washington is of marble. The statue stands in the state house. The state house is in Boston. Thie marble came from Italy. ENGLISH COMPOSITION. 27 Italy is a country which affords the most beautiful specimens of marble. The statue was executed by Chantrey. Chantrey is one of the most celebrated sculptors of the age. Chantrey resides in London. 11. The art of writing contributes much to the con- venience of mankind. The art of writmg contributes much to the necessity of mankind. The art of writing was not invented all at once. Mankind proceeded by degrees in the discovery of the art of writing. Pictures were the first step towards the art of writing. Hieroglyphicks was the second step towards the art of writing. An alphabet of syllables followed the use of hiero- glyphicks. At last Cadmus brought the Alphabet from Phenicia into Greece. The Alphabet had been used in Phenicia some time. A number of new letters were added* to the Alphabet during the Trojan war. At length the Alphabet became sufficiently compre- hensive to embrace all the sounds of the language. LESSON XIIL DERIVATION. Primitive and Derivative, Simple and Compound Words, Write a list of the words which are derived from the following words in the examples for practice, whether they are simple, derivative or compound. MODEL. From the word Argue, are derived Arguer, Argument, Argumental, Argumentation, Argumentative, Argued, Arguing. * See Lesson 7th, on the use of the case absolute, to avoid the repe- tition oi and. 28 PROGRESSIVE EXERCISES IN EXAMPLES FOR PRACTICE. Divide, Care, Improve, Profess, Succeed, Deduce, De- fend, Resolve, Calumny, Arm, Peace, Love, Laugh, Right, Good, Idol, Law, Author, Contract, Present, Attend, Moderate, Virtue, Use, Presume, Separate, Critick, False, Fire, Full, Frolick, Fortune, Multiply, Note, Conform, Hinder, Book, Apply, Append, Absolve, Abridge, Answer, Aspire, Pride, Blame, Bless, Caprice, Censure, Caution, Cite, Commune, Conceal, Correct, Reform, Defy, Define, Discover, Elect, Elevate, Fancy, Faction, Fault, Favour, Figure, Form, Fury, Grace, Harm, Humour, Imitate, Indulge, Moral, Mount, Open, Peace, Potent, Prefer, Presume, Proper, Pure, Reason, Motion, Rebel, Remark, Represent, Secret, Spirit, Subscribe, Suffice, Teach, Tolerate, Tradition, Tremble, Value, Vapour, Vivid, Wit. LESSON XIV. SYNONYMES. A word is the synonyme of another word when it means precisely the same thing. There are but few words which are synonymous in every sentence; but there are many which may be substituted in sentences^ without materially altering the meaning. The pupil may take each word in the examples for practice, and write a list of the words which have a similar meaning. MODEL. Write a list of words which have a similar meaning with the word think. Reflect, Consider, Suppose, Ponder, Ruminate, Be- lieve, Suspect, Imagine, Presume, Conceive, Reckon, Account, Deem, Muse.^ EXAMPLES FOR PRACTICE. Write the synonymes of the following words. Wish, Spot, Colour, Defend, Accuse, Detest, Surprise, Change, Anger, Company, Join, See, Erase, Purchase, * The pupil must understand that no one of the words enumerated in the model is an exact synonyme of the word think, but tliat they each sometimes convey a similar meaning. ENGLISH COMPOSITION. 29 Alter, Lucid, Secrete, Consume, Define, Doom, Distant, Scrutiny, Warmth, Abandon, Serious, Integrity, Indolent, Acquaint, Inform, Invest, Mention, Perceive, Abundant, Sparkle, Temporary, Way, Employ, Constitute, Becom- ing, Attachment, Assail, Assert, Commonly, Shelter, Frustrate. Substitute a synonyme ivhich will express the same, or nearly the same idea, with the words in Italick in the foU lowing sentences. MODEL. Fortune is changeable. Fortune is mutable. Fortune is variable. Fortune is inconstant Fortune is fickle. Fortune is versatile. 1. I have no desire for wealth. 2. Soldiers protect the city from the danger of capture. 3. I bought this knife at a bookstore. 4. She has expressed her ideas in a very lucid manner, 5. He is a man of intellect. 6. I design to show the difference in these words. 7. The Nile annually deluges Egypt. 8. The army has overran the country. 9. Poverty is frequently a blessing in disguise. 10. Wealth and want are both temptations. The for- mer cherishes pride, the latter produces discontent. 11. The sun sheds abroad his golden rays, and fills the earth with his vivifying influence. 12. I have no occasion for his services, and am, there- fore, umvilling to receive them. LESSON XV. TRANSPOSITION. The ideas contained in the following poetical extracts may be written in the pupil's own language in prose. MODEL. What is the blooming tincture of the skin, To peace of mind and harmony within? C 2 so PROGRESSIVE EXERCISES IN Same transposed. Of what value is beauty, in comparison with a tranquil mind, and a quiet conscience. Another, Reason's whole pleasure, all the joys of sense I-.ie in three words, — health, peace, and competence. Same idea expressed in prose. Health, peace, and competence comprise all the plea- sures which this world can afford. EXAMPLES FOR PRACTICE. 1. Honour and shame from no condition rise; Act well your part; there all the honour lies. 2. Like birds whose beauties languish half concealed Till mounted on the wing, their glossy plumes, Expanded shine with azure, green and gold, How blessings brighten as they take their flight. 3. 1 am monarch of all I survey. My right there is none to dispute; From the centre all round to the sea, 1 am lord of the fowl and the brute. 4. O, Solitude ! where are the charms. That sages have seen in thy face ? Better dwell in the midst of alarms, Than reign in this horrible place. 5. Sweet was the sound when oft at evening's close Up yonder hill the village murmur rose. 6. Here rests his head upon the lap of earth, A youth to fortune and to fame unknown. Fair science frown 'd not on his humble birth, And melancholy marked him for her own. 7. Live, while you live, the epicure would say. And seize the pleasures of the present day. Live, while you live, the sacred preacher cries, And give to God each moment as it flies. Lord! in my view let both united be; I live in pleasure when I live to thee. ENGLISH COMPOSITION. 31 8. Oh, for a lodge in some vast wilderness, Some boundless contiguity of shade, Where rumour of oppression and deceit, Of unsuccessful or successful war, Might never reach me more. 9. The evening was glorious, and light through the trees Played the sunshine and rain drops, the birds and the breeze. The landscape, outstretching in loveliness, lay On the lap of the year, in the beauty of May. LESSON XVI. ARRANGEMENT, OR CLASSIFICATION. The pupil is to be required in this lesson to arrange or classify a subject assigned. Thus, if a chapter of Proverbs, for instance, be assigned him to classify, he will put all the verses together which belong to the same subject; such as similar characters, similar virtues, con- ditions of life, &c. The following Model exhibits a clas- sification of some of the verses of the 11th chapter of Proverbs. "* MODEL. Verses relating to the righteous man. The integrity of the upright shall guide them. The righteousness of the perfect shall direct his way. The righteousness of the upright shall deliver them. The righteous is delivered out of trouble. When it goeth well with the righteous the city rejoiceth. By the blessing of the upright the city is exalted. To him that soweth righteousness shall be a sure reward. Righteousness tendetn to life; such as are upright in their way are the Lord's delight. The seed of the righteous shall be delivered. The desire of the righteous is only good. Tlie righteous shall flourish as a branch. The fruit of the righteous is a tree of life. Behold the righteous shall be recompensed in the earth. Righteousness delivereth from death. Through knowledge sla the just be delivered. • In estimating the merit of an exercise of this kind, that one should b« pref« rj which leave* the smallest number of Tcrses unclassified. l^ROGRESSIVE EXERCISES IN EXAMPLES FOR PRACTICE. 1. The pupil may now classify the remaining verses of the same chapter, by selecting those which relate to The wicked or unjustj The wisCj The liberal, The illiberal^ &c.