,transcriber's note3 ,text enclosed by underscores is in italics 7italics74 ,text enclosed by equal signs is in bold face 7bold74 ,,english ,,grammar ,,and ,,composition ,,for ,,public ,,schools4 ,,by ,g4 ,h4 ,,armstrong1 ,m4,a41 ,b4,pd41 ,principal ,borden ,st4 ,school1 ,toronto4 ,illustration ,,toronto3 ,,the ,,hunter1 ,,rose ,,co41 ,,limited1 ,,temple ,,building4 ,entered according to ,act of ,parliament of ,canada in the year one thousand nine hundred and one1 by ,g4 ,h4 ,,armstrong1 ,m4,a41 ,b4,p,d41 in the office of the ,minister of ,agriculture4 ,,preface4 ,it is not considered necessary to offer an apology for the publication of a work on ,english grammar and composition for the ,public ,schools of ,ontario4 ,the plan of the work is inductive and practical1 and the author has endeavored to make the book a useful one for the purposes of teaching4 ,every principle is presented through the observation of examples of good ,english4 ,the study of grammar aids the student to master his mother-tongue1 but its chief function is to secure mental discipline4 ,for the development of the intellectual powers1 the capable teacher1 well furnished with rational methods1 will find this study superior to all others4 ,it is a study in recognizing similarities1 in distinguishing differences1 in making abstractions1 in forming generalizations4 ,the object of ,parts ,i4-,,iv4 of this book is to contribute something to the science of elementary ,english grammar4 ,part ,v4 treats of composition4 ,the usual exercises in completing half-built sentences1 in straightening out wrecks of sentences1 in combining simple sentences into complex sentences1 in expanding phrases into clauses1 etc41 will not be found therein4 ,they have done quite enough towards fostering stupidity in our schools4 ,the art of expression is acquired through steady practice1 therefore pupils should write compositions not once a week1 but during part of every period1 about things which they understand4 ,they should be taught good form in expression1 and trained to correct their own exercises4 ,this part of the work1 though brief1 will be found suggestive4 ,teachers and pupils have not been deprived of the pleasure and profit of an independent examination of the construction of the prose selections4 ,this little volume owes something to several ,english grammars1 and the debt is hereby acknowledged4 ,g4 ,h4 ,,armstrong4 ,table of ,contents ,part ,first4 --,sentences ,classes of ,words ,lessons ,i--,,xii ,part ,second4 --,classes ,inflections of ,parts of ,speech ,lessons ,,xiii--,,lv ,part ,third4 --,syntax ,lessons ,,lvi--,,lxi ,part ,fourth4 --,analysis of ,sentences ,lessons ,,lxii--,,lxiv ,part ,fifth4 --,composition ,lessons ,,lxv--,,lxxv ,abbreviations ,index ,,english ,,grammar ,,part ,,first4 ,,lesson ,i4 ,,the ,,sentence4 ,is there a complete thought expressed in each of the following groups of words8-- #a4 ,the maple leaf is an emblem of ,canada4 #b4 ,honor thy father and thy mother4 #c4 ,who gathered these beautiful flowers8 #d4 ,how sweetly the birds sing in spring6 ,a group of words that expresses a complete thought is called a sentence4 ,which of the foregoing sentences declares something1 which expresses a command1 which asks a question1 and which expresses a sudden feeling8 ,a sentence that asserts or declares something is called a declarative sentence4 ,a sentence that expresses a command or request is called an imperative sentence4 ,a sentence that asks a question is called an interrogative sentence4 ,a sentence that expresses a sudden or strong feeling is called an exclamatory sentence4 ,,exercise ,i4 ,state the use or office of each of the following sentences1 and tell the kind of sentence3-- #a4 ,the sun rises in the ,east4 #b4 ,every door opens to a smile4 #c4 ,keep thy heart with all diligence4 #d4 ,who is the author of that book8 #e4 ,how tenderly a mother cares for her child6 #f4 ,every morn is the world made new4 #g4 ,sharpen this pencil for me4 #h4 ,what bright uniforms the soldiers wear6 #i4 ,the plowman homeward plods his weary way4 #aj4 ,how many lines have you written8 ,,exercise ,,ii4 #a4 ,write four declarative sentences4 #b4 ,write four imperative sentences4 #c4 ,write three interrogative sentences4 #d4 ,write two exclamatory sentences4 99 99 99 99 99 ,,lesson ,,ii4 ,,the ,,subject ,,and ,,the ,,predicate4 ,name the thing which is spoken of in each of the following sentences1 and what is said about it3-- #a4 ,gold is a precious metal4 #b4 ,flowers grow in the fields4 #c4 ,the sailor's home is on the sea4 #d4 ,the flag of ,england floats above the citadel4 ,the part of a sentence that expresses the thing spoken of is called the subject4 ,the part of a sentence that expresses what is said about the subject is called the predicate4 ,the subject of a declarative sentence is generally placed before the predicate1 but it is sometimes placed after the predicate2 as1 ,sweet was the sound of the evening bell4 ,over the swift rapids went the boat4 ,,exercise ,i4 ,name the subject and the predicate of each of the following sentences3-- #a4 ,the city of ,ottawa is the capital of ,canada4 #b4 ,three wives sat up in the lighthouse tower4 #c4 ,all the children were gathering flowers4 #d4 ,our friends have arrived in the city4 #e4 ,home they brought her warrior dead4 #f4 ,john ,cabot discovered ,canada in #adig4 #g4 ,all along the banks were the skeletons of canoes4 #h4 ,through this forest ran a beautiful river4 #i4 ,colder and louder blew the wind4 #aj4 ,down sunk the bell with a gurgling sound4 ,the subject of an imperative sentence is thou1 ye or you4 ,it is seldom expressed2 as1 ,listen to the singing of the birds4 ,carry these books for me4 ,praise ye the ,lord4 ,,exercise ,,ii4 ,name the subject and the predicate and state the kind of sentence of each of the following3-- #a4 ,who hath not lost a friend8 #b4 ,gather up the fragments4 #c4 ,here comes the train6 #d4 ,why did you take away my book8 #e4 ,the shades of night were falling fast4 #f4 ,how lightly she trips along6 #g4 ,in one corner of the room stood my grandfather's clock4 #h4 ,send this note to the post4 #i4 ,how strange our old home looks6 #aj4 ,at the dawn of day he ascended the hill4 ,,exercise ,,iii4 #a4 ,write four examples of an assertive sentence and name the subject and the predicate of each sentence4 #b4 ,write four examples of an imperative sentence and name the subject and the predicate of each sentence4 #c4 ,write four examples of an interrogative sentence and name the subject and the predicate of each sentence4 #d4 ,write four examples of an exclamatory sentence and name the subject and the predicate of each sentence4 99 99 99 99 99 ,,lesson ,,iii4 ,,nouns4 ,state the words that are used as names in the following sentences3-- #a4 ,the shoes worn by the soldiers were made in ,england4 #b4 ,near this tree is the grave of a pioneer4 #c4 ,chaucer is the father of ,english poetry4 #d4 ,love had he found in huts where poor men lie4 ,a word used as a name is called a noun4 ,,exercise ,i4 ,name the nouns in the following sentences3-- #a4 ,there are seven provinces in ,canada4 #b4 ,then the fly lit his lamp of fire4 #c4 ,the bloom of that fair face is wasted4 #d4 ,the boy stood on the burning deck4 #e4 ,and then my heart with pleasure fills1 ,and dances with the daffodils4 #f4 ,he goes on ,sunday to the church ,and sits among his boys4 #g4 ,i hear in the chamber above me ,the patter of little feet1 ,the sound of a door that is opened1 ,and voices soft and sweet4 #h4 ,a violet by a mossy stone1 ,half hidden from the eye6 ,fair as a star1 when only one ,is shining in the sky4 ,,exercise ,,ii4 ,write sentences containing-- #a4 ,the name of a place4 #b4 ,the name of a person4 #c4 ,the name of a tree4 #d4 ,the name of a metal4 #e4 ,the name of an article of food4 #f4 ,the name of an animal4 #g4 ,the name of a quality4 #h4 ,the name of an action4 99 99 99 99 99 ,,lesson ,,iv4 ,,pronouns4 ,name the nouns for which the words printed in italics are used in the following sentences3-- #a4 ,the teacher went home when he finished the lesson4 #b4 ,the mother kissed her boy when she received him4 #c4 ,a baby was sleeping1 ,its mother was weeping ,for her husband was far on the wild raging sea4 ,a word used for a noun is called a pronoun4 ,by the use of the pronoun1 a person or thing is referred to without naming it1 and the too frequent repetition of the same noun is avoided4 ,,exercise ,i4 ,select the pronouns in the following sentences1 and state the noun for which each is used3-- #a4 ,men find plants where they least expect them4 #b4 ,the parents returned home when they found their child4 #c4 ,the king took the hand of his friend and pressed it to his heart4 #d4 ,a boy who is always grumbling will lose the friends that he has1 and will not make many new ones4 #e4 ,the ball lies where you left it4 #f4 ,the boy's father was anxious to send him to college1 and therefore he studied the ,latin grammar till he could bear it no longer4 #g4 ,not a soldier discharged his farewell shot ,o'er the grave where our hero we buried4 #h4 ,as ,john and ,charles were walking by the river1 they both fell into it4 #i4 ,tell me what brings you1 gentle youth1 to ,rome2 ,to make myself a scholar1 sir1 ,i come4 #aj4 ,then the maiden clasped her hands and prayed ,that savd she might be2 ,and she thought of ,him who stilled the wave ,on the ,lake of ,galilee4 ,,exercise ,,ii4 #a4 ,write a sentence containing a pronoun used for the speaker4 #b4 ,write a sentence containing a pronoun used for the names of the speaker and others4 #c4 ,write a sentence containing a pronoun used for the name of a person spoken to4 #d4 ,write a sentence containing a pronoun used for the name of a person spoken of4 #e4 ,write a sentence containing a pronoun used for the names of two or more persons spoken of4 #f4 ,write a sentence containing a pronoun used for the name of a thing that has been previously spoken of4 99 99 99 99 99 ,,lesson ,v4 ,,adjectives4 ,select the words in the following sentences that are used to describe or point out the things named by the nouns3-- #a4 ,a tall man gave me this book4 #b4 ,that little boy has a kind sister4 #c4 ,i bought two sweet oranges4 #d4 ,these grassy fields are owned by a rich man4 ,the word tall describes this particular man4 ,the word this points out the particular book that is meant4 ,such words modify the nouns with which they are used4 ,a word used to modify a noun or pronoun is called an adjective4 ,,exercise ,i4 ,name the adjectives in the following sentences1 and state the use of each3-- #a4 ,i found a rusty knife with a silver handle4 #b4 ,wise ministers and brave warriors flourished during ,elizabeth's reign4 #c4 ,the sick girl was watched by a skilful nurse4 #d4 ,otters are much prized for their soft1 glossy black fur4 #e4 ,i lingered near the hallowed seat with listening ear4 #f4 ,his withered cheek and tresses gray1 ,seemed to have known a better day4 #g4 ,her aged hand on his strong young arm ,she placed2 and so1 without hurt or harm ,he guided the trembling feet along1 ,proud that his own were firm and strong4 #h4 ,his hair is crisp1 and black1 and long1 ,his face is like the tan2 ,his brow is wet with honest sweat1 ,he earns whate'er he can1 ,and looks the whole world in the face1 ,for he owes not any man4 ,model4--,the adjectives in the first sentence are a1 rusty1 a and silver4 ,a points out or indicates the species of the thing knife4 ,rusty describes the thing knife4 ,,exercise ,,ii4 ,write sentences containing adjectives used to show3-- #a4 ,what quality of thing is spoken of4 #b4 ,how many things are spoken of4 #c4 ,which thing is referred to4 99 99 99 99 99 ,,lesson ,,vi4 ,,verbs4 ,select the words in the following sentences that tell or assert something of the thing spoken of3-- #a4 ,boys play4 #b4 ,the sun shines4 #c4 ,the snow melts4 #d4 ,mountains are high4 ,a word that is used to make an assertion is called a verb4 ,note4--,the word verb is derived from the ,latin word verbum1 meaning a word1 and this part of speech is so called because it is the word1 the most important word in every sentence4 ,there can be no sentence without a verb4 ,,exercise ,i4 ,name the verbs in the following sentences1 and state what each tells or asserts3-- #a4 ,the girls gathered some water-lilies4 #b4 ,that house was built last century4 #c4 ,he slept for three hours4 #d4 ,the gardener fell from a high tree4 #e4 ,the coachman struck the horse1 and it kicked him4 #f4 ,king ,edward ,i4 nearly conquered ,scotland4 #g4 ,she must weep or she will die4 #h4 ,and still they rowed amidst the roar ,of waters fast prevailing3 ,lord ,ullin reached that fatal shore1 ,his wrath was changed to wailing4 ,,exercise ,,ii4 ,write sentences containing each of the following words used as subjects1 and underline the verbs3-- ,plants1 rivers1 paper1 gold1 pen1 fish1 birds1 stars1 flowers1 money4 99 99 99 99 99 ,,lesson ,,vii4 ,,adverbs4 ,name the words in the following sentences that modify the verbs1 that show how1 when or where actions were performed3-- #a4 ,the girls recited well4 #b4 ,the teacher often read a story4 #c4 ,i left my pencil there4 ,a word that is used to modify the meaning of a verb is called an adverb4 ,an adverb may also modify the meaning of an adjective1 as1 ,he is very quiet4 ,an adverb may also modify the meaning of another adverb2 as1 ,she writes more rapidly than you4 ,an adverb is a word that is used to modify the meaning of a verb1 an adjective or another adverb4 ,,exercise ,i4 ,state the adverbs in the following sentences1 and name the word which each modifies3-- #a4 ,here let us sit and talk of former times4 #b4 ,i never saw so clear a sky4 #c4 ,how proudly they strode along6 #d4 ,now let me die in peace4 #e4 ,the grass is too damp yet4 #f4 ,the face of the country suddenly changed4 #g4 ,the next night it came again4 #h4 ,the storm came on before its time2 ,she wandered up and down1 ,and many a hill did ,lucy climb1 ,but never reached the town4 ,,exercise ,,ii4 #a4 ,write four sentences each containing an adverb modifying a verb4 #b4 ,write two sentences each containing an adverb modifying an adjective4 #c4 ,write two sentences each containing an adverb modifying an adverb4 99 99 99 99 99 ,,lesson ,,viii4 ,,prepositions4 ,name the words in the following sentences that express the relation of a noun or pronoun to some other word3-- #a4 ,we withdrew from the room4 #b4 ,the boys ran through the hall4 #c4 ,this box is made of paper4 #d4 ,i went to school with him4 ,a word that is used to express the relation of a noun or pronoun to some other word in the sentence is called a preposition4 ,the noun or pronoun which the preposition connects in sense with some other word in the sentence1 is called its object2 as1 ,the men are in the field4 ,,exercise ,i4 ,select the prepositions1 and state the words between which each shows a relation3-- #a4 ,he threw the ball over the fence4 #b4 ,an old man fell into a pond4 #c4 ,a stranger came within our gates4 #d4 ,from many lands comes the cry for help4 #e4 ,the boat went under the water4 #f4 ,this letter was written by my sister4 #g4 ,at noon ,i went home4 #h4 ,i chatter over stony ways1 ,in little sharps and trebles4 ,i bubble into eddying bays1 ,i babble on the pebbles4 ,,exercise ,,ii4 #a4 ,write three sentences each containing a preposition expressing a relation between a noun and a verb4 ,underline the object4 #b4 ,write three sentences each containing a preposition expressing a relation between two nouns4 ,underline the object of the preposition4 #c4 ,write three sentences each containing a preposition expressing a relation between a noun and an adjective4 99 99 99 99 99 ,,lesson ,,ix4 ,,conjunctions4 ,name the words that connect sentences1 or words or phrases1 used in the same way in the following sentences3-- #a4 ,the sun shone out brightly and the mist cleared away4 #b4 ,you may go1 but ,i must remain here4 #c4 ,cold and damp was the maiden's grave4 #d4 ,the grass grows in the valley and on the mountain side4 ,note4--,a phrase is a group of related words without a verb4 ,a word that connects sentences1 or words1 or phrases1 used in the same way in a sentence1 is called a conjunction4 ,,exercise ,i4 ,select the conjunctions in the following sentences1 and tell what each connects3-- #a4 ,i went to school1 but my brother did not4 #b4 ,my books are in my bag1 or ,i have lost them4 #c4 ,the boys ran away because they were afraid4 #d4 ,though ,i fail1 ,i shall attempt to do it4 #e4 ,he was a king1 yet he was not happy4 #f4 ,the rich and the poor meet together4 #g4 ,iron is more useful than gold4 #h4 ,they had full warning1 so that they are without excuse4 #i4 ,i am sure that he did it4 #aj4 ,the morning came1 the chaise was brought1 ,but yet was not allowed ,to drive up to the door lest all ,should say that she was proud4 ,,exercise ,,ii4 #a4 ,write a sentence containing a conjunction connecting two sentences4 #b4 ,write a sentence containing a conjunction connecting two phrases4 #c4 ,write a sentence containing a conjunction connecting two adverbs4 #d4 ,write a sentence containing a conjunction connecting two nouns4 99 99 99 99 99 ,,lesson ,x4 ,,interjections4 ,name the words in the following sentences that express sudden or strong feeling3-- #a4 ,hurrah6 the work is done4 #b4 ,alas6 we were too late4 #c4 ,hush6 she is sleeping now4 #d4 ,bravo6 he has reached the boat4 ,a word used to express some sudden or strong feeling is called an interjection4 ,an interjection is not related to any word in the sentence4 ,interjections express a variety of feelings1 such as joy1 sorrow1 surprise1 pain1 contempt and strong desire4 ,,exercise ,i4 ,select the interjections in the following sentences1 and state the feeling expressed by each3-- #a4 ,oh6 my tooth is aching again4 #b4 ,alas6 he heeded not my warning4 #c4 ,hark6 what means that distant cry8 #d4 ,pshaw6 it is nothing but the wind4 #e4 ,hurrah6 for ,england's ,queen4 #f4 ,ho6 breakers on the weather bow4 #g4 ,but ,o6 eternity's too short ,to utter all ,thy praise4 #h4 ,hold6 if 'twas wrong1 the wrong is mine4 ,,exercise ,,ii4 ,write six sentences1 each containing an interjection4 ,underline the interjections4 99 99 99 99 99 ,,lesson ,,xi4 ,we have now learned all the different classes of words in our language and the name of each class4 ,since each class performs a certain office or part in the sentence1 the different classes are called parts of speech4 ,,exercise4 ,state the office of each word in the following sentences1 and tell what part of speech it is3-- #a4 ,a rolling stone gathers no moss4 #b4 ,i live for those who love me4 #c4 ,the man walked across the bridge4 #d4 ,the cherries on this tree are ripe4 #e4 ,i bring fresh showers for the thirsting flowers4 #f4 ,this boy lost his kite in a tree4 #g4 ,the village master taught his little school4 #h4 ,slowly and sadly we laid him down4 #i4 ,crash6 a terrific cry broke from three hundred hearts4 #aj4 ,i never was on the dull1 tame shore1 ,but ,i loved the great sea more and more4 99 99 99 99 99 ,,lesson ,,xii4 ,the part of speech or grammatical value of words is always determined by their use or function in the sentence4 ,,exercise ,i4 ,state the use or function of the italicized words in the following sentences1 and tell the part of speech of each word3-- #a4 ,we have a quire of paper4 #b4 ,our friends paper their walls every year4 #c4 ,he put his hat in a paper box4 #d4 ,it is a fine day4 #e4 ,magistrates fine those who break the laws4 #f4 ,the penalty is a fine of twenty dollars4 #g4 ,i know that story4 #h4 ,he has the book that ,i require4 #i4 ,we know that he is just4 #aj4 ,the word that is sometimes used to connect sentences4 #aa4 ,give him the iron pail4 #ab4 ,the girls iron the clothes in the morning4 #ac4 ,he has a piece of iron4 ,,exercise ,,ii4 ,show that the following words may have different grammatical values3-- in1 water1 ring1 pin1 cover4 round1 this1 lock1 cork1 silver4 ,model3-- ,come in4 ,an adverb4 ,my hat is in the room4 ,a preposition4 ,the word in was omitted4 ,a noun4 ,note4--,the foregoing example is printed in italics4 ,pupils will underline their examples4 99 99 99 99 99 ,,part ,,second4 ,,classes ,,and ,,inflections ,,of ,,the ,,parts ,,of ,,speech4 ,,lesson ,,xiii4 ,,classes ,,of ,,nouns4 ,select in the following sentences the nouns that are names of particular persons or things1 and the nouns that are names of all the members of a class of persons or things3-- #a4 ,these little girls live with their parents in ,toronto4 #b4 ,mary and ,harold are going to visit their friends4 #c4 ,on a little mound1 ,napoleon ,stood on our storming day4--,browning4 ,a name of a particular or individual person or thing is called a proper noun2 as1 ,mary1 ,saturday1 ,lake ,ontario4 ,proper nouns begin with capital letters4 ,a name that applies to all the members of a class of persons or things is called a common noun2 as1 girl1 desk1 river4 ,,exercise4 #a4 ,write five sentences1 each containing a proper noun1 and underline the example in each sentence4 #b4 ,write five sentences1 each containing a common noun1 and underline the example in each sentence4 ,,ii4 ,,concrete ,,and ,,abstract4 ,select in the following sentences the nouns that are names of objects which have a real and separate existence outside of the mind1 and those which are names of things that have no real existence and are only thought of in the mind3-- #a4 ,contentment is better than gold4 #b4 ,virtue is its own reward4 #c4 ,truth crushed to earth1 shall rise again1-- ,the eternal years of ,god are hers4--,bryant4 ,a noun that is the name of an object which has a real and separate existence outside of the mind1 is called a concrete noun2 as1 gold1 water4 ,a noun that is the name of something which has not a real and separate existence outside of the mind1 is called an abstract noun2 as1 truth1 justice4 ,,exercise4 #a4 ,write five sentences each containing a concrete noun1 and underline the example in each sentence4 #b4 ,write five sentences each containing an abstract noun1 and underline the example in each sentence4 ,note4--,all nouns may be classified into 7#a7 proper and common1 7#b7 concrete and abstract1 hence the two preceding classifications are perfect4 ,the classifications which follow are imperfect1 since they do not include all nouns4 ,,iii4 ,,collective ,,nouns4 ,name the nouns in the following sentences that denote a collection of objects3-- #a4 ,his family live in ,england4 #b4 ,the army advanced during the night4 #c4 ,the verdict is given by a jury4 #d4 ,a committee of six was appointed by the members4 ,a noun of the singular form that stands for a collection or number of things is called a collective noun2 as1 ,he owns a herd of cattle4 ,,exercise4 ,write five sentences each containing a collective noun1 and underline the example in each sentence4 ,,iv4 ,,verbal ,,nouns4 ,select the nouns ending in ing that are derived from verbs and have lost all verbal function in the following sentences3-- #a4 ,that is good ploughing4 #b4 ,his writing is very legible4 #c4 ,the singing was admired by all4 ,a noun ending in ing that is derived from a verb and has lost all verbal function1 is called a verbal noun2 as1 ,there is good sleighing now4 ,,exercise4 ,write five sentences each containing a verbal noun1 and underline the example in each sentence4 99 99 99 99 99 ,,lesson ,,xiv4 ,v4 ,,gender-,,nouns4 ,which of the following words denote males1 and which denote females8 boy1 man1 uncle1 hero1 emperor1 girl1 woman1 aunt1 heroine1 empress4 ,sex is one of the two divisions of animals1 male and female4 ,the distinction of sex is called gender4 ,a noun that denotes a male is of the masculine gender2 as1 father4 ,a noun that denotes a female is of the feminine gender2 as1 mother4 ,some nouns are either masculine or feminine gender2 as1 friend1 neighbor4 ,nouns that denote things neither male nor female1 have no gender2 as1 book1 tree4 ,gender is distinguished by different words2 as1-- ,masculine4 ,feminine4 gentleman1 lady1 husband1 wife1 king1 queen1 monk1 nun1 nephew1 niece1 sir1 madam1 son1 daughter1 uncle1 aunt1 bachelor1 maid or spinster1 drake1 duck1 hart1 roe1 ram1 ewe1 stag1 hind1 buck1 doe1 earl1 countess1 wizard1 witch4 ,gender is distinguished by different endings2 as1-- ,masculine4 ,feminine4 heir1 heiress1 baron1 baroness1 count1 countess1 prince1 princess1 negro1 negress1 actor1 actress1 ,jew1 ,jewess1 lion1 lioness1 governor1 governess1 abbot1 abbess1 victor1 victress1 marquis1 marchioness1 peer1 peeress1 host1 hostess1 duke1 duchess1 master1 mistress1 deacon1 deaconess1 poet1 poetess1 executor1 executrix1 hero1 heroine1 czar1 czarina1 sultan1 sultana1 infante1 infanta1 widower1 widow1 bridegroom1 bride1 fox1 vixen4 ,gender is sometimes distinguished by prefixing words2 as1-- ,masculine4 ,feminine4 man-servant1 maid-servant1 cock-sparrow1 hen-sparrow1 he-goat1 she-goat4 ,,exercise4 ,select the gender-nouns in the following sentences1 and give the gender of each3-- #a4 ,mary and her friend went for a sail on the lake4 #b4 ,the hero of this story is a young boy4 #c4 ,great authors are seldom seen by the people4 #d4 ,tell my mother that her other sons shall comfort her old age4 #e4 ,he fled with his wife and child4 #f4 ,my sister went home with her aunt4 #g4 ,both a prince and a poet were there4 #h4 ,little ,effie shall go with me to-morrow to the green1 ,and you'll be there1 too1 mother1 to see me made the ,queen3 ,for the shepherd lads on every side 'ill come from far away1 ,and ,i'm to be ,queen of the ,may1 mother1 ,i'm to be ,queen of the ,may4--,tennyson4 99 99 99 99 99 ,,lesson ,,xv4 ,,number4 ,which form of the following words denotes one thing1 and which more than one thing8-- pen1 slate1 church1 city1 tooth1 pens1 slates1 churches1 cities1 teeth4 ,the form of a word which names one thing is called singular1 and the noun is said to be in the singular number4 ,the form of a word which names more than one thing is called plural1 and the noun is said to be in the plural number4 #a4 ,the plural is generally formed by adding s to the singular form2 as pin1 pins2 book1 books4 #b4 ,some nouns form the plural by adding es to the singular form2 as1 match1 matches2 tax1 taxes4 ,note the following words3--fox1 bush1 glass1 loss1 hero1 negro1 cargo1 echo1 potato1 tomato4 #c4 ,nouns ending in y preceded by a vowel1 form the plural by adding s to the singular form2 as1 day1 days2 valley1 valleys4 ,nouns ending in y preceded by a consonant1 form the plural by changing the y into i and adding es2 as1 lily1 lilies2 copy1 copies4 #d4 ,some nouns ending in f or fe form the plural by changing f or fe to v and adding es2 as1 knife1 knives4 ,note the following3--wife1 life1 wolf1 loaf1 half1 leaf1 thief1 shelf1 calf1 self4 #e4 ,a few nouns form the plural by adding en to the singular form2 as1 ox1 oxen2 child1 children2 brother1 brethren4 #f4 ,some nouns form the plural by changing the vowel of the singular2 as1 man1 men2 goose1 geese4 #g4 ,most nouns taken from foreign languages retain their foreign plurals3 ,singular4 ,plural4 radius1 radii4 beau1 beaux4 analysis1 analyses4 index1 indices4 axis1 axes4 basis1 bases4 seraph1 seraphim4 memorandum1 memoranda4 phenomenon1 phenomena4 crisis1 crises4 erratum1 errata4 stratum1 strata4 oasis1 oases4 cherub1 cherubim4 #h4 ,some compound nouns make the principal word plural1 and some make both words plural2 as1 son-in-law1 sons-in-law2 man-servant1 men-servants4 ,,exercise4 ,write the plural of the following nouns3-- #a4 desk1 woman1 calf1 foot1 mouse1 class4 #b4 cargo1 piano1 sky1 toy1 crisis1 potato4 #c4 story1 church1 enemy1 spoonful1 chimney4 #d4 lily1 valley1 mother-in-law1 wolf1 pencil4 #e4 memorandum1 sheaf1 child1 man-of-war4 99 99 99 99 99 ,,lesson ,,xvi4 ,note the following peculiarities3 #a4 ,nouns used only in the plural3-- aborigines1 antipodes1 annals1 banns1 bellows1 breeches1 matins1 measles1 news1 nuptials1 oats1 pincers1 scissors1 shears1 tidings1 trousers1 vespers1 victuals4 #b4 ,nouns that have the same form in both numbers3-- deer1 trout1 sheep1 heathen1 perch1 grouse1 salmon1 swine1 cannon1 pike4 #c4 ,nouns with two plurals1 differing in meaning3-- ,singular4 ,plural4 ,plural4 penny1 pennies 7a number47 pence 7a sum47 pea1 peas 7a number47 pease 7a quantity47 brother1 brothers 7same family47 brethren 7same society47 die1 dies 7for stamping47 dice 7for gaming47 cloth1 cloths 7kinds of cloth47 clothes 7garments47 index1 indexes 7to a book47 indices 7in algebra47 genius1 geniuses 7men of talent47 genii 7spirits47 #d4 ,nouns with a different meaning in the plural3-- compass1 compasses1 iron1 irons1 good1 goods1 salt1 salts1 corn1 corns4 #e4 ,nouns with two meanings in the plural3-- ,singular4 ,plural4 ,plural4 custom1 customs 7habits47 customs 7revenue duties47 letter1 letters 7alphabet47 letters 7literature47 number1 numbers 7in counting47 numbers 7poetry47 part1 parts 7divisions47 parts 7abilities47 99 99 99 99 99 ,,lesson ,,xvii4 ,,case4 ,which of the italicized words in the following sentences is used as the subject of the sentence1 which to denote ownership1 and on which does the action expressed by the verb end8 #a4 ,the boy is here4 #b4 ,the boy's book is on the table4 #c4 ,he sent the boy with it4 ,the word upon which the action expressed by the verb ends is called the object of the verb4 ,point out in the following sentence a noun used as the subject of the verb1 a noun used to denote ownership1 a noun used as the object of a verb1 and a noun used as the object of a preposition3-- ,that girl's father shot a bear in the forest4 ,the relation which a noun or pronoun bears to some other word in the sentence is called case4 ,a noun used as the subject of a verb is in the nominative case2 as1 ,the slate is broken4 ,a noun used to denote ownership or possession is in the possessive case2 as1 ,mary's book is torn4 ,a noun used as the object of a verb or a preposition is in the objective case2 as1 ,he left his pencil on the desk4 ,,exercise ,i4 ,name the case of all the nouns and pronouns in the following sentences1 and state the reason for the case of each3-- #a4 ,i sailed a boat on the lake4 #b4 ,this man's hat was carried off by the wind4 #c4 ,eight horses drew the ,queen's carriage4 #d4 ,on the deck stood the captain of the ship4 #e4 ,oft ,i had heard of ,lucy ,gray2 ,and1 when ,i crossed the wild1 ,i chanced to see at break of day ,the solitary child4--,wordsworth4 ,,exercise ,,ii4 #a4 ,write four sentences each containing a noun in the nominative case1 and underline examples4 #b4 ,write four sentences each containing a noun in the possessive case1 and underline examples4 #c4 ,write four sentences each containing a noun in the objective case1 and underline examples4 99 99 99 99 99 ,,lesson ,,xviii4 ,point out the nouns in the possessive case in the following sentences1 and state how the possessive is formed3-- #a4 ,this is a girl's hat4 #b4 ,the girls' yard is very clean4 #c4 ,he found a woman's shawl4 #d4 ,the women's waiting room is a large one4 ,the possessive case of a singular noun is always formed by adding 's to the word4 ,the possessive case of a plural noun that ends in s is formed by adding the ' 7apostrophe7 only2 as boys1 boys'4 ,the possessive case of a plural noun that does not end in s is formed by adding the 's2 as men1 men's4 ,,exercise4 ,form the possessive case1 singular and plural1 of the following nouns3-- hat1 horse1 mother1 lady1 knife1 child1 servant1 grocer1 friend1 fox1 father-in-law1 country1 deer1 artist1 prince1 mouse4 ,note4--,possession is sometimes expressed by the objective case with the preposition of2 as1 ,the eyes of children are bright1 for children's eyes are bright4 99 99 99 99 99 ,,lesson ,,xix4 ,state the case of the italicized nouns in the following sentences3-- #a4 ,my hands are cold4 #b4 ,he is a lawyer4 #c4 ,smith1 the grocer1 has moved away4 #d4 ,john1 shut the door4 #e4 ,the storm having ceased1 ,i went on4 ,a noun that is used as the subject of a sentence is said to be in the subject nominative case1 or briefly in the nominative case2 as1 ,the sun shines brightly4 ,a noun that is used in the predicate with the verb to be to make a statement1 is said to be in the predicate nominative case to the verb2 as1 ,this man is a poet4 ,note4--,the verb to be 7am1 is1 are1 was1 were1 shall be1 will be1 have been1 had been1 etc417 expresses being1 never action1 and hence cannot take a grammatical object4 ,a noun that is added to another noun to explain it1 is said to be in the appositive 7apposition7 nominative case2 as ,brown1 the merchant1 is here4 ,a noun that is used as the name of a person or thing addressed is said to be in the nominative of address2 as ,i wish you long life1 my friend4 ,a noun that has no relation to any word in the sentence is said to be in the nominative absolute2 as1 ,the game being over1 ,i withdrew4 ,,exercise4 ,select all the nominatives in the following sentences1 and state the class to which each belongs3-- #a4 ,napoleon was a man of determination4 #b4 ,my friend1 the captain1 is a citizen of ,montreal4 #c4 ,good morning1 ,mr4 ,henry1 will you come in8 #d4 ,william the ,norman1 the enemy of ,harold1 crossed the ,channel4 #e4 ,the boat having disappeared1 ,i turned my face homewards4 99 99 99 99 99 ,,lesson ,,xx4 ,how many grammatical objects has each verb in the following sentences8-- #a4 ,he taught me music4 #b4 ,the tailor made him a coat4 #c4 ,i asked them the way4 #d4 ,he sent his sister a letter4 ,the object which represents that which is directly affected by the action of the verb1 is called the direct object2 as1 ,this man taught me drawing4 ,the object which represents that which is less directly affected by the action of the verb1 and a relation which may be expressed by the prepositions to or for1 is called the indirect object2 as1 ,this man taught me drawing4 ,,exercise4 ,select all the objects in the following sentences1 and classify them into direct and indirect3-- #a4 ,this girl brought me some flowers4 #b4 ,the ,queen gave him a present4 #c4 ,i told him that story4 #d4 ,my father bought me a horse4 #e4 ,she sent my uncle a guinea4 99 99 99 99 99 ,,lesson ,,xxi4 ,,parsing4 ,to parse a noun is to state the class to which it belongs1 its gender1 number1 case1 and its grammatical relation to other words in the sentence4 ,the changes in meaning and use which nouns undergo with or without a change in form1 are called their inflections4 ,the inflections of the noun are number and case4 ,,exercise4 ,parse all the nouns in the following sentences3-- #a4 ,john lost his brother's book on the street4 #b4 ,the boys have bought a new boat4 #c4 ,this little girl's doll fell into the water4 #d4 ,his son is an excellent writer4 #e4 ,mr4 ,wilson1 the tailor1 has a fine shop4 #f4 ,james1 take this book to your sister4 #g4 ,my father gave that boy a beautiful pony4 #h4 ,our friends are fond of driving4 #i4 ,sympathy is the greatest power in the moral world4 #aj4 ,but the half of our heavy task was done1 ,when the clock struck the hour for retiring2 ,and we heard the distant and random gun1 ,that the foe was sullenly firing4--,wolfe4 ,model4--,john1 a proper1 concrete noun2 masculine gender2 singular number2 nominative case1 subject of lost4 ,teacher's1 a common1 concrete noun2 masculine or feminine gender2 singular number2 possessive case1 possessing book4 ,book1 a common1 concrete noun2 singular number2 objective case1 object of the verb lost4 ,street1 a common1 concrete noun2 singular number2 objective case1 object of the preposition on4 99 99 99 99 99 ,,lesson ,,xxii4 ,,personal ,,pronouns4 ,name the pronouns in the following sentences1 and state which denote the speaker1 which the person spoken to1 and which the person or thing spoken of3-- #a4 ,he asked me to go with him4 #b4 ,you will be sorry when you see it4 #c4 ,i asked her to come with us4 ,a pronoun that shows by its form whether it denotes the speaker1 the person spoken to1 or the person spoken of1 is called a personal pronoun4 ,a pronoun that denotes the speaker or any company of whom the speaker is one1 is in the first person2 as1 ,i am here4 ,we are going soon4 ,a pronoun that denotes a person spoken to1 is in the second person2 as1 ,you look well4 ,a pronoun that denotes the person or thing spoken of1 is in the third person2 as1 ,i found it4 ,,the ,,declension ,,of ,,the ,,personal ,,pronouns4 ,first ,person4 ,singular4 ,plural4 ,nom4 ,poss4 ,obj4 ,nom4 ,poss4 ,obj4 ,i1 mine1 or my1 me4 we1 ours1 or our1 us4 ,second ,person4 ,singular4 ,plural4 ,nom4 ,poss4 ,obj4 ,nom4 ,poss4 ,obj4 thou1 thine1 or thy1 thee4 you1 or ye1 yours1 or your1 you4 ,the second person singular is used now chiefly in prayer and poetry4 ,the second person plural is used now in common speech in addressing one person4 ,third ,person4 ,singular4 ,plural4 ,nom4 ,poss4 ,obj4 ,nom4 ,poss4 ,obj4 ,masc4 he1 his1 him4 they1 theirs1 or their1 them4 ,fem4 she1 hers1 or her1 her4 they1 theirs1 or their1 them4 ,neut4 it1 its1 it4 they1 theirs1 or their1 them4 ,,exercise4 ,select the personal pronouns in the following sentences1 state the person of each1 and the noun to which each pronoun of the third person refers3-- #a4 ,i visited my friend and helped him with his work4 #b4 ,we bought some nuts and gave them to the children4 #c4 ,this woman has lost her purse4 #d4 ,i met two boys and they told me where to find you4 #e4 ,i had a little daughter1 ,and she was given to me ,to lead me gently backward ,to the ,heavenly ,father's knee4 ,that ,i by the force of nature1 ,might in some dim wise divine ,the depths of ,his infinite patience ,to this wayward soul of mine4--,lowell4 ,note4--,the possessive forms my1 thy1 her1 our1 your and their are used with nouns1 and the forms mine1 thine1 hers1 ours1 yours and theirs are used alone2 as1 ,that is my hat4 ,that hat is mine4 99 99 99 99 99 ,,lesson ,,xxiii4 ,,demonstrative ,,pronouns4 ,name the pronouns in the following sentences that point out or call attention to anything3-- #a4 ,this is a book1 and that is a roll of paper4 #b4 ,these are sheep1 and those are goats4 ,pronouns which point out or call attention to the objects for which they stand1 are called demonstrative pronouns4 ,the demonstrative pronouns are this1 and that with their plurals these1 and those4 ,this and these are used to refer to something nearer2 that and those to something farther off4 ,you is sometimes a demonstrative pronoun2 as1 ,you are the winner4 ,the personal pronoun of the third person is sometimes classed as a demonstrative pronoun1 because it is said to point out or call attention to the object for which it stands4 ,it is sometimes demonstrative1 and sometimes personal in its use4 ,compare3 ,i am sure he did it4 ,i saw your brother and he is going to come to-morrow4 99 99 99 99 99 ,,lesson ,,xxiv4 ,,compound ,,personal ,,pronouns4 ,point out the pronouns in the following sentences1 that are used to express emphasis1 and those that are used as reflexives1 that is1 as objects denoting the same person or thing as the subject3-- #a4 ,i myself wrote that letter4 #b4 ,he himself gave the cane to me4 #c4 ,we often injure ourselves4 #d4 ,they praised themselves4 ,pronouns that are used to express emphasis1 and those that are used as reflexives1 are called compound personal pronouns4 ,compound personal pronouns are formed by adding self to the simple pronouns4 ,singular4 ,plural4 ,first ,person4 myself1 ourselves1 ,second ,person4 thyself1 yourself1 yourselves1 himself ,third ,person4 herself1 themselves4 itself1 99 99 99 99 99 ,,lesson ,,xxv4 ,,relative ,,pronouns4 ,select the pronouns that relate1 or carry the mind back1 to a noun going before1 and join to that noun a modifying statement1 in the following sentences3-- #a4 ,my brother found the ball which he lost4 #b4 ,i saw the man who made that wheel4 #c4 ,mary has the book that ,i bought4 ,a sentence that is part of a larger sentence is called a clause4 ,the clause that expresses the principal thought of a sentence is called the principal or independent clause2 as1 ,my brother found the ball which he lost4 ,the clause that depends on some other part of the sentence for its meaning is called a dependent or subordinate clause2 as1 ,my brother found the ball which he lost4 ,a word that relates to a preceding noun or pronoun1 and connects a dependent clause with that noun or pronoun1 is called a relative pronoun4 ,the word to which a pronoun relates is called its antecedent4 ,the relative pronouns are1 who1 which1 that1 what1 as1 and but4 #a4 ,who is applied to persons2 as1 ,he knew the man who did it4 #b4 ,which is applied to animals and to things without life2 as ,this is the deer which he shot4 ,i want the pen which you have4 #c4 ,that is applied to persons1 to animals1 and to things2 as1 ,this is the lady that was hurt4 ,here is the knife that ,i found4 #d4 ,what does not have its antecedent expressed2 as1 ,i know what that which you require4 #e4 ,when as is used as a relative it is generally preceded by such2 as1 ,we are such stuff as dreams are made on4 #f4 ,when but is used as a relative it has a negative force1 equivalent to that not2 as1 ,there is no fireside1 howsoe'er defended1 ,but has one vacant chair4 ,note4--,some relative clauses add another fact to the antecedent2 as1 ,he owns a farm1 which he was given by his uncle4 ,other relative clauses restrict the meaning of the antecedent2 as1 ,the boy that works succeeds4 ,who and which are declined as follows3-- ,,singular ,,or ,,plural4 ,nom4 ,case who1 which1 ,poss4 ,case whose1 whose1 ,obj4 ,case whom1 which4 ,,compound ,,relative ,,pronouns4 ,pronouns that are formed by adding so1 ever1 and soever1 to the simple pronouns1 are called compound relative pronouns2 as whoso1 whichever1 whatsoever4 ,,exercise ,i4 ,name the relative pronouns1 their antecedents1 the clauses they connect1 and the case of each3-- #a4 ,i require the pencil that ,i lent you4 #b4 ,those who are down need fear no fall4 #c4 ,he gave me what ,i desired4 #d4 ,the men shot a bear which was roaming about4 #e4 ,the long ranks on which ,i looked tramped steadily on4 #f4 ,let the mighty mounds ,that overlook the rivers1 or that rise ,in the dim forest crowded with old oaks1 answer4--,bryant4 ,,exercise ,,ii4 ,classify the relatives in the following sentences into those that add new facts to their antecedents1 and into those that restrict or limit their meaning3 #a4 ,i live on the street which leads to the park4 #b4 ,those who live without a plan have never any leisure4 #c4 ,a short distance from the house ,i discovered a box1 which was made of iron4 #d4 ,i met a policeman1 who told me about the fire4 #e4 ,we were the first that ever burst ,into that silent sea4--,coleridge4 #f4 ,there1 at the foot of yonder nodding birch1 ,that wreaths its old fantastic roots so high1 ,his listless length at noontide would he stretch1 ,and pore upon the brook that babbles by4--,gray4 99 99 99 99 99 ,,lesson ,,xxvi4 ,,interrogative ,,pronouns4 ,point out the pronouns in the following sentences1 that are used in asking questions3-- #a4 ,who did this8 #b4 ,what are you going to do next8 #c4 ,which of the boys lost his knife8 ,a pronoun that is used in asking a question is called an interrogative pronoun2 as1 ,who gave you the orange8 ,the interrogative pronouns are who1 which1 and what4 ,who and which are declined like the relatives4 ,who refers to persons2 which refers to persons or to things2 what refers to things4 ,note4--,which differs from who in being selective2 as1 ,which of the books is yours8 ,,exercise4 ,select the interrogative pronouns in the following sentences1 and give the case of each3-- #a4 ,who received the first prize in your class8 #b4 ,of what is this article composed8 #c4 ,which of the girls has the pencil8 #d4 ,what are you going to do next8 #e4 ,whom did he send with the horse8 99 99 99 99 99 ,,lesson ,,xxvii4 ,point out the pronouns in the following sentences that do not stand for any particular persons or things3-- #a4 ,many went home before nine o'clock4 #b4 ,each has his work to do4 #c4 ,all are here now4 ,pronouns which do not stand for particular or definite persons or things1 are called indefinite pronouns2 as1 ,few believed him4 ,the principal words used as indefinite pronouns are all1 any1 other1 another1 both1 some1 such1 few1 many1 one1 none1 each1 either1 neither1 and words made by joining some1 any1 every and no to the words one1 thing and body4 ,,exercise4 ,select the indefinite pronouns in the following sentences1 and give the case of each3-- #a4 ,some have gone home already4 #b4 ,i knew both of the boys4 #c4 ,he has not any to give to me4 #d4 ,everybody goes to the wharf in the evening4 #e4 ,i told some one to bring it with him4 99 99 99 99 99 ,,lesson ,,xxviii4 ,,parsing4 ,to parse a pronoun is to state the class to which it belongs1 its gender1 person1 number1 case1 and its grammatical relation to other words in the sentence4 ,parse all the pronouns in the following sentences3-- #a4 ,i have the knife which you gave me4 #b4 ,he saw the letter that ,i wrote4 #c4 ,who told you they did it8 #d4 ,few shall meet where many part4--,campbell4 #e4 ,he is the freeman whom the truth makes free4--,cowper4 #f4 ,there's a divinity that shapes our ends1 ,rough-hew them as we will4--,shakespeare4 #g4 ,i have seen him buy such bargains as would amaze one4--,goldsmith4 #h4 ,ye1 therefore1 who love mercy1 teach your sons ,to love it too4--,cowper4 #i4 ,i dare do all that may become a man1 ,who dares do more is none4--,shakespeare4 #aj4 ,breathes there a man with soul so dead1 ,who never to himself hath said1 ,this is my own1 my native land4--,scott4 ,model3--,i have the knife which you gave me4 ,i1 a personal pronoun2 masculine or feminine gender2 first person2 singular number2 nominative case1 subject of have4 which1 a relative pronoun2 third person2 singular number2 objective case1 direct object of the verb gave4 you1 a personal pronoun2 masculine or feminine gender2 second person2 singular or plural number2 nominative case1 subject of the verb gave4 me1 a personal pronoun2 masculine or feminine gender2 first person2 singular number2 objective case1 indirect object of the verb gave4 99 99 99 99 99 ,,lesson ,,xxix4 ,,classes ,,of ,,adjectives4 ,,adjectives ,,of ,,quality4 ,point out the adjectives in the following sentences that express quality or kind in the objects named by the nouns with which they are used3-- #a4 ,this is a sweet apple4 #b4 ,i bought an oak table and a silver tray4 #c4 ,these girls are happy4 ,adjectives that express quality or kind in the objects named by the nouns with which they are used1 are called qualifying adjectives2 as1 ,these kind girls took some fresh flowers to a sick woman4 ,qualifying adjectives that are formed from proper nouns are called proper adjectives4 ,they begin with capital letters2 as1 ,he gave her an ,english coin4 ,,exercise4 ,select the qualifying adjectives in the following sentences1 and state the nouns they qualify3-- #a4 ,a wise man considers his words4 #b4 ,gentle1 loving ,nell was dead4 #c4 ,her sleep was beautiful and calm4 #d4 ,wonderful animals are to be seen in ,african forests4 #e4 ,with a slow and noiseless footstep ,comes that messenger divine4--,longfellow4 #f4 ,like other dull men1 the king was all his life suspicious of superior people4--,thackeray4 #g4 ,o ,caledonia6 stern and wild1 ,meet nurse for a poetic child6 ,land of brown heath and shaggy wood1 ,land of the mountain and the flood4--,scott4 99 99 99 99 99 ,,lesson ,,xxx4 ,,adjectives ,,of ,,quantity4 ,point out the adjectives in the following sentences1 that express the quantity or number of the objects named by the nouns with which they are used3-- #a4 ,this man has little strength left4 #b4 ,i wish you much success in your studies4 #c4 ,there are three boys in the yard4 ,adjectives that express the quantity or number of the objects named by the nouns with which they are used1 are called quantifying adjectives2 as1 ,he won the second prize4 ,,exercise4 ,select the quantifying adjectives in the following sentences1 and state the noun each modifies3-- #a4 ,william has twenty marbles4 #b4 ,much study is a weariness of the flesh4 #c4 ,my brother has the third place in his class4 #d4 ,this poor man has little coal for the winter4 99 99 99 99 99 ,,lesson ,,xxxi4 ,,pronominal ,,adjectives4 ,which of the italicized words are used as pronouns and which as adjectives8 #a4 ,this belongs to my brother4 #b4 ,this book belongs to my brother4 #c4 ,which is your pen8 #d4 ,which pencil will you have8 #e4 ,all are lying on the bank4 #f4 ,all men are mortal4 #g4 ,mine are in the house4 #h4 ,my slate is broken4 ,adjectives that are sometimes used as pronouns are called pronominal adjectives2 as1 ,these books are mine4 ,all boys can learn4 ,there are five kinds of pronominal adjectives4 #a4 ,possessive adjectives4 ,these are the possessive forms of the personal pronouns used as adjectives4 ,they are given in ,lesson ,,xxii41 and are as follows3--my or mine1 thy or thine1 our or ours1 your or yours1 his1 her or hers1 its1 their or theirs4 #b4 ,interrogative adjectives4 ,these are which and what when used with a noun to ask a question2 as1 ,which poem will you recite8 ,what wrong have you done8 #c4 ,relative adjectives4 ,these are the words which and what used relatively with a noun2 as1 ,i know which pen you prefer4 ,i see what course you are taking4 #d4 ,indefinite adjectives4 ,these are the words which1 when used without nouns1 are indefinite pronouns2 as1 ,few persons believe his story4 ,see ,lesson ,,xxvii4 #e4 ,demonstrative adjectives4 ,these are this1 these2 that1 those2 yon1 yonder1 when used with nouns2 as1 ,that tree is very tall4 ,yon ship is coming nearer4 ,to the foregoing list of demonstrative adjectives we may add a1 an1 and the1 since they are demonstrative in their nature1 that is they are used to point out1 but they have no pronominal use2 as1 ,the man is well again4 ,an apple is on the table4 ,note4--,an is used before a word beginning with a vowel sound2 as1 ,an orange is yellow4 ,an hour contains sixty minutes4 ,a is used before a word beginning with a consonant sound2 as1 ,a pencil is on the desk4 ,many a one has succeeded4 7,one begins with the consonant sound of w47 ,,exercise4 ,select the pronominal adjectives in the following sentences1 give the kind of each and the word it modifies3-- #a4 ,which way did he go8 #b4 ,that lady explained my lesson4 #c4 ,any other pen will do4 #d4 ,i do not know what work he did4 #e4 ,their father bought them some fruit4 #f4 ,beneath those rugged elms1 that yew-tree's shade1 ,where heaves the turf in many a mouldering heap1 ,each in his narrow cell forever laid1 ,the rude forefathers of the hamlet sleep4--,gray4 99 99 99 99 99 ,,lesson ,,xxxii4 ,,comparison ,,of ,,adjectives4 ,in the following sentences what degree of quality do the different forms of the adjective large express8 #a4 ,john has a large ball4 #b4 ,i have a larger ball than ,john's4 #c4 ,james has the largest ball in the yard4 ,in sentence number #b1 two balls are compared4 ,in sentence number #c1 three or more balls are compared4 ,hence the change of form of adjectives to express different degrees of quality is called comparison4 ,the form of the adjective1 which merely expresses the quality1 is called the positive degree2 as1 ,i have a small pen4 ,the form of the adjective that expresses a higher or lower degree of the quality1 is called the comparative degree2 as1 ,charles has a smaller pen than mine4 ,the form of the adjective that expresses the highest or the lowest degree of the quality1 is called the superlative degree2 as1 ,the teacher has the smallest pen in the room4 ,most adjectives of one syllable form the comparative by adding er to the simple form1 and the superlative by adding est to the same form2 as1 ,positive4 ,comparative4 ,superlative4 tall1 taller1 tallest4 fine1 finer1 finest4 ,note4--,if the simple form ends in e1 one e is omitted in the comparison4 ,most adjectives of more than one syllable are composed by prefixing more and most1 or less and least to the simple form2 as1 ,positive4 ,comparative4 ,superlative4 beautiful1 more beautiful1 most beautiful1 worthy1 less worthy1 least worthy4 ,the following adjectives of two syllables are often compared by adding er and est3 happy1 pleasant1 common1 noble1 able1 narrow4 ,the following adjectives are compared irregularly3-- ,positive4 ,comparative4 ,superlative4 good1 better1 best1 bad1 evil1 or ill1 worse1 worst1 little1 less1 least1 much or many1 more1 most1 far1 farther1 farthest1 7forth17 further1 furthest or furthermost1 near1 nearer1 nearest or next1 late1 later1 latest or last1 fore1 former1 foremost or first1 old1 older or elder1 oldest or eldest4 ,,exercise ,i4 ,name each adjective in the following sentences1 state its degree1 and give the word it modifies3-- #a4 ,i never saw a brighter sky4 #b4 ,it was a cruel and most unjust sentence4 #c4 ,the shores of this lake are high and rocky4 #d4 ,to-morrow'll be the happiest time of all the glad ,new-year2 ,of all the glad ,new-year1 mother1 the maddest1 merriest day4--,tennyson4 #e4 ,i sat and watched her many a day1 ,when her eyes grew dim and her locks were gray4--,eliza ,cook4 #f4 ,small service is true service while it lasts2 ,of friends1 however humble1 scorn not one4--,wordsworth4 #g4 ,look4 ,she is sad to miss1 ,morning and night ,his--her dead father's--kiss2 ,tries to be bright1 ,good to mamma1 and sweet4 ,that is all4 8,marguerite40--,dobson4 ,,exercise ,,ii4 ,compare the following adjectives3-- near1 bad1 happy1 wise1 plain1 first1 grateful1 numerous1 brief1 lofty1 rapid1 fortunate1 far1 cloudy1 handsome1 sincere1 hind1 dreary1 pale1 extraordin ary4 99 99 99 99 99 ,,lesson ,,xxxiii4 ,parse all the adjectives in the following sentences3 #a4 ,wisdom is more precious than rubies4 #b4 ,this is a wonderful scene4 #c4 ,let my little story answer this question4 #d4 ,it was lazy1 idle work1 lying in the tent all day long4 #e4 ,all work and no play makes ,jack a dull boy4 #f4 ,from a shoal of richest rubies ,breaks the morning clear and cold1 ,and the angel on the village spire1 ,frost-touched1 is bright as gold4--,aldrich4 #g4 ,every hour that fleets so slowly1 ,has its task to do or bear2 ,luminous the crown and holy1 ,when each gem is set with care4--,adelaide ,procter4 ,model4 ,these kind girls brought me some flowers4 ,these1 a pronominal adjective2 demonstrative2 modifying the noun girls4 kind1 a qualifying adjective2 positive degree2 7kind1 kinder1 kindest71 modifying the noun girls4 some1 a pronominal adjective2 indefinite2 modifying the noun flowers4 99 99 99 99 99 ,,lesson ,,xxxiv4 ,,classes ,,of ,,verbs4 ,name the verbs in the following sentences that express an action or feeling that goes out from the agent or doer to something else1 and the verbs that express an action or feeling that does not go out to anything1 but remains with the doer3-- #a4 ,james broke his pencil4 #b4 ,this boy found a knife4 #c4 ,our girls like literature4 #d4 ,the sun shines brightly4 #e4 ,the birds fly into the trees4 #f4 ,the pupils feel cold4 ,a verb that expresses an action or feeling that goes out from the agent or doer to something else1 is called a transitive verb2 as1 ,he wrote a letter4 ,we love our friends4 ,a verb that expresses being1 a state1 or an action or feeling that does not go out to anything1 but remains with the doer1 is called an intransitive verb2 as1 ,he is here4 ,she sleeps now4 ,the wind blows from the north4 ,this man feels sick4 ,,exercise ,i4 ,classify the verbs in the following sentences3-- #a4 ,my brother sold his knife4 #b4 ,the boys play ball in the yard4 #c4 ,he ran across the street4 #d4 ,this little girl cut her hand4 #e4 ,that tree is very tall4 #f4 ,the window was broken by a stone4 #g4 ,many birds build their nests in trees4 #h4 ,he told them of the river whose mighty current gave ,its freshness for a hundred leagues to ,ocean's briny wave4--,mc,gee4 #i4 ,we carved not a line1 and we raised not a stone1 ,but we left him alone in his glory4--,charles ,wolfe4 #aj4 ,i see the wealthy miller yet1 ,his double chin1 his portly size1 ,and who that knew him could forget1 ,the busy wrinkles round his eyes8--,tennyson4 ,,exercise ,,ii4 ,note4--,the same verb may be used either transitively or intransitively2 as1 ,i see the house4 ,i see through this paper4 ,some verbs have only an intransitive use because they do not express action2 as1 be1 seem1 appear1 remain1 become1 etc4 #a4 ,write sentences using the following words as transitive verbs3-- make1 paper1 water1 sharpen1 ran1 find1 paint1 reprove1 set1 study4 #b4 ,write sentences using the following words as intransitive verbs3-- ran1 sit1 was1 walks1 read1 remain1 fall1 writes1 dreams1 move4 99 99 99 99 99 ,,lesson ,,xxxv4 ,point out each verb that is used by itself to make a complete statement1 and each verb that is not used by itself to make a complete statement3-- #a4 ,the boy sleeps4 #b4 ,my task is done4 #c4 ,this rose smells sweet4 #d4 ,the girls are cold4 ,when a verb by itself makes a complete statement1 it is called a verb of complete predication2 as1 ,birds fly4 ,when a verb by itself does not make a complete statement1 it is called a verb of incomplete predication2 as1 ,this man is a merchant4 ,,exercise4 ,select the verbs of incomplete predication1 and state the word or words that complete the predication3-- #a4 ,this water is warm4 #b4 ,he became a sailor4 #c4 ,my brother studies in the evening4 #d4 ,this man has been sick for a month4 #e4 ,some murmur when their sky is clear4--,french4 #f4 ,a soft answer turneth away wrath4--,bible4 #g4 ,an idler is a watch that wants both hands4--,cowper4 #h4 ,sweet was the sound1 when oft1 at evening's close1 ,up yonder hill the village murmur rose4--,goldsmith4 99 99 99 99 99 ,,lesson ,,xxxvi4 ,,voice4 ,is the same idea expressed by the sentences in each group8-- #a4 ,i cut the paper4 ,the paper was cut by me4 #b4 ,john broke the window4 ,the window was broken by ,john4 #c4 ,he caught a bird4 ,a bird was caught by him4 ,with a certain form of the verb1 its subject names the actor2 with another form of the verb1 the subject names the thing acted upon4 ,this change in the form of the verb is called voice4 ,a transitive verb that represents the person or thing named by its subject as acting is said to be in the active voice2 as1 ,james struck the horse4 ,a transitive verb that represents the person or thing named by its subject as being acted upon is said to be in the passive voice2 as1 ,the horse was struck by ,james4 ,note 7a74--,the object in the active voice becomes the subject in the passive voice1 so that only transitive verbs can properly be used in the passive voice4 ,there are1 however1 some exceptions to this principle4 ,when an intransitive verb is followed by a phrase made up of a preposition and noun1 the intransitive verb may often be used passively with the preposition as an adverbial adjunct2 as1 ,i despair of success4 ,success is despaired of by me4 ,he shot at a bird4 ,a bird was shot at by him4 ,note 7b74--,the agent in the passive voice is indicated by the preposition by4 ,,exercise ,i4 ,name the voice of each verb in the following sentences1 and state the reason in each case3-- #a4 ,he found his knife under the table4 #b4 ,this curious bird was brought from ,africa by a traveller4 #c4 ,my friend has written two letters4 #d4 ,this ring was given to me by my mother4 #e4 ,the bird flew away into the bush4 #f4 ,the old man was sick and hungry4 #g4 ,near the moulded arch he saw low1 dark grottos within the cavern4 #h4 ,these ample fields ,nourished their harvests1 here their herds were fed1 ,where haply by their stalls the bison lowed1 ,and bowed his mand shoulder to the yoke4--,bryant4 ,,exercise ,,ii4 ,change the voice of each transitive verb in the preceding lesson4 99 99 99 99 99 ,,lesson ,,xxxvii4 ,,mode4 ,point out in the following sentences a verb that states something as a fact1 one that is used in asking a question1 one that mentions something merely thought of1 and one that expresses a command3-- #a4 ,he knows his lesson to-day4 #b4 ,are you first in the class8 #c4 ,i hope that he succeed4 #d4 ,put away your books4 ,the manner in which the verb presents the idea is called the mode of the verb4 ,a verb that is used to state something as a fact1 to ask a question1 or to express a condition relating to an actual state of things1 is in the indicative mode2 as1 ,he reads well4 ,does he read well8 ,if he was guilty1 his punishment was too light4 ,a verb that is used to express something merely thought of is in the subjunctive mode2 as1 ,i wish that he go4 ,if he were present ,i would speak to him4 ,thy kingdom come4 ,note4--,the verb in conditional sentences is in the subjunctive mode only when it expresses something merely thought of4 ,a verb that expresses a command or request is in the imperative mode2 as1 ,come into the house4 ,open your book4 ,,exercise ,i4 ,name the mode or mood of each verb1 and give the reason in each case3-- #a4 ,home they brought her warrior dead4--,tennyson4 #b4 ,what sought they thus afar8--,hemans4 #c4 ,if my standard-bearer fall1 press where ye see my white plume--,macaulay4 #d4 ,thine own friend1 and thy father's friend1 forsake not4--,bible4 #e4 ,if fortune serve me ,i'll requite this kindness4--,shakespeare4 #f4 ,the meteor flag of ,england ,shall yet terrific burn1 ,till danger's troubled night depart1 ,and the star of peace return4--,campbell4 #g4 ,backward1 flow backward1 ,o tide of the years6 ,i am so weary of toil and of tears-- ,toil without recompense--tears all in vain-- ,take them1 and give me my childhood again4--,e4 ,a4 ,allen4 ,,exercise ,,ii4 #a4 ,write three sentences each containing an example of the indicative mode4 #b4 ,write three sentences each containing an example of the subjunctive mode4 #c4 ,write three sentences each containing an example of the imperative mode4 99 99 99 99 99 ,,lesson ,,xxxviii4 ,the preceding lesson treated of verbs that are limited by their subjects as to number and person2 as1 ,i am here4 ,john is here4 ,the boys are here4 ,hence these verbs are called finite verbs4 ,this lesson will treat of verbs that are not so limited2 hence they are called infinitive verbs4 ,,the ,,infinitive4 ,select from the following sentences forms of verbs that are used 7#a7 as a noun1 7#b7 as an adverb1 and 7#c7 as an adjective3-- #a4 ,i like to sing4 #b4 ,i came to see the ship4 #c4 ,have you any water to drink8 ,the form of the verb that does not make an assertion1 and that is not limited as to person and number is called the infinitive4 ,the infinitive may be used as a noun2 as1 ,to forgive is divine4 ,the infinitive may be used as an adverb2 as1 ,i came to call you back4 ,the infinitive may be used as an adjective2 as1 ,he has no pen to write with4 ,the infinitive may be used as the complement of verbs of incomplete predication2 as1 ,he appeared to hesitate4 ,there are two infinitives1 the simple infinitive with or without to1 and the infinitive in ing2 as1 ,i like to row a boat4 ,he may go4 ,she is fond of writing letters4 ,the infinitive in ing is sometimes called a gerund4 ,the infinitive has a variety of uses4 ,its grammatical value in ,english is always determined by its function in the sentence4 ,name the infinitives in the following sentences1 tell the grammatical value of each1 and state the reason3-- #a4 ,to read well is an accomplishment4 #b4 ,i am glad to hear it4 #c4 ,this man has a house to rent4 #d4 ,there is little hope of finding him4 #e4 ,to hesitate is to fail4 #f4 ,she was about to leave4 #g4 ,poverty is hard to bear4 #h4 ,when the rain ceased to fall1 the wind began to blow4 #i4 ,i prefer to starve first4 #aj4 ,there ,honor comes1 a pilgrim gray1 ,to bless the turf that wraps their clay2 ,and ,freedom shall a while repair1 ,to dwell a weeping hermit there4--,collins4 99 99 99 99 99 ,,lesson ,,xxxix4 ,,the ,,participle4 ,select the words in the following sentences that are used to modify nouns1 and also imply action or being3-- #a4 ,on came the boy running lightly4 #b4 ,hearing the noise1 ,i went to the door4 #c4 ,i have a book written in ,old ,english4 ,a word that participates in the nature of the verb and the adjective is called a participle2 as1 ,leaving the room1 we walked into the garden4 ,i found a treasure hidden in the ground4 ,a participle qualifies a noun or pronoun1 like an adjective1 and takes modifiers like a verb4 ,a participle formed from a transitive verb takes an object4 ,a participle that is used to denote unfinished action is called a present or imperfect participle2 as1 ,jumping the fence1 ,i ran across the field4 ,a participle that is used to denote finished action is called a past or perfect participle2 as1 ,he gave me a pencil painted red4 ,,exercise ,i4 ,classify the participles in the following sentences and tell what each modifies3-- #a4 ,onward they went1 carrying death and ruin before them4--,lever4 #b4 ,i heard my own mountain goats bleating aloft4--,campbell4 #c4 ,the cuirassiers1 repulsed1 disordered1 and broken1 had retired beneath the protection of the artillery4--,lever4 #d4 ,and1 his chief beside1 ,smiling1 the boy fell dead4--,browning4 #e4 ,truth1 crushed to earth1 shall rise again2 ,the eternal years of ,god are hers4--,bryant4 #f4 ,toiling1--rejoicing1--sorrowing1 ,onward1 through life he goes4--,longfellow4 #g4 ,poor lone ,hannah1 ,sitting at the window binding shoes4 ,faded1 wrinkled1 ,sitting1 stitching1 in a mournful muse4--,lucy ,larcom4 ,,exercise ,,ii4 ,determine the grammatical value of the italicized words in the following sentences1 according to the use of each3-- #a4 ,walking is good exercise4 #b4 ,seeing me coming1 he came to meet me4 #c4 ,this building cost one hundred thousand dollars4 #d4 ,every bleaching breeze chastens her purity4 #e4 ,he gave up all hope of recovering his health4 #f4 ,the fields are covered with growing grain4 #g4 ,a miser gives up all the pleasure of doing good4 #h4 ,kneeling down1 ,i kissed the little flower4 99 99 99 99 99 ,,lesson ,,xl4 ,,tense4 ,state the time of the action in each of the following sentences1 and point out the different forms of the verb3-- #a4 ,he writes a letter4 #b4 ,he wrote a letter4 #c4 ,he will write a letter4 ,the change which takes place in the verb to mark this change of time1 is called tense4 ,there are three natural divisions of time--present1 past1 and future1 so that there are three corresponding tenses--present1 past1 and future4 ,a verb that denotes an action in the present time is in the present tense2 as1 ,i speak4 ,a verb that denotes an action in the past time is in the past tense2 as1 ,i spoke4 ,a verb that denotes an action in the future time is in the future tense2 as1 ,i shall speak4 ,besides these three simple tenses1 there are three perfect tenses1 which denote action as completed4 ,point out a verb in the following sentences that denotes an action completed in present time1 one that denotes an action completed in past time1 and one that denotes an action completed in future time3-- #a4 ,he has written a letter4 #b4 ,he had written a letter4 #c4 ,he will have written a letter4 ,a verb that denotes an action as completed at the present time is in the present perfect tense2 as1 ,i have spoken4 ,a verb that denotes an action as having been completed before a certain past time is in the past perfect or pluperfect tense2 as1 ,i had spoken before you came4 ,a verb that denotes an action to be completed before a certain future time is in the future perfect tense2 as1 ,i shall have spoken before he will arrive4 ,the present and the past tenses are indicated by the form of the verb itself4 ,the other tenses are formed by the aid of other verbs1 called auxiliary verbs4 ,,tenses ,,of ,,the ,,indicative ,,mode4 ,present4 ,i see4 ,past4 ,i saw4 ,future4 ,i shall see4 ,present ,perfect4 ,i have seen4 ,past ,perfect4 ,i had seen4 ,future ,perfect4 ,i shall have seen4 ,note4--,shall is used in the first person1 and will in the second and third persons to denote future action4 ,will is used in the first person1 and shall in the second and third persons to denote determination4 ,,exercise4 ,select the verbs1 and state the tense of each3-- #a4 ,the sailor twitched his shirt of blue1 ,and from within his bosom drew ,the kerchief4 ,she was wild4--,alice ,cary4 #b4 ,the ,christian princes felt that the scene which they had beheld weighed heavily on their spirits4--,scott4 #c4 ,the boy stood on the burning deck1 ,whence all but he had fled4--,hemans4 #d4 ,the nurse sleeps sweetly1 hired to watch the sick1 ,whom sleeping1 she disturbs4--,cowper4 #e4 ,when kindness had his wants supplied1 ,and the old man was gratified1 ,began to rise his minstrel pride4--,scott4 #f4 ,he was a man1 take him for all in all1 ,i shall not look upon his like again4--,shakespeare4 99 99 99 99 99 ,,lesson ,,xli4 ,,person ,,and ,,number4 ,point out the different forms of the verb that are used with the different subjects3-- ,singular4 ,plural4 ,first ,person4 ,i write4 ,we write4 ,second ,person4 ,thou writest4 ,you write4 ,third ,person4 ,he writes4 ,they write4 ,the different forms that a verb takes to agree with the person and number of its subject are called person and number forms4 ,observe that there is no change in the action expressed by the verb2 it has merely adapted itself to the person and number of its subject4 ,the third person singular has1 in the present indicative1 the ending s or es1 and the old form eth2 as1 ,he walks2 ,he goes2 ,he dreameth4 ,the second person singular has the ending est or st in both the present and the past tenses2 as1 ,thou lovest2 ,thou lovedst4 ,the first person singular and the plural forms for all the persons have no endings to mark person and number1 with but one exception1 the verb to be2 as1 ,i am2 ,we are2 ,i was2 ,we were4 ,,exercise4 ,write out the present tense forms1 indicative mode1 of the following verbs1 using the personal pronouns for subjects3-- live1 find1 come1 teach1 talk1 go1 run1 play1 make1 do4 99 99 99 99 99 ,,lesson ,,xlii4 ,,conjugations ,,of ,,the ,,verb4 ,point out how the past tense and perfect participle of the following verbs are formed3-- ,present4 ,past4 ,perfect ,participle4 wish1 wished1 wished4 love1 loved1 loved4 take1 took1 taken4 write1 wrote1 written4 ,a verb that forms its past tense and perfect participle by adding ed or d to the present tense form1 is a verb of the weak or new conjugation2 as1 look1 looked1 looked4 ,a verb that forms its past tense by changing the vowel of the present1 and its perfect participle by adding n or en to the present1 is a verb of the strong or old conjugation2 as1 fall1 fell1 fallen4 ,note4--,verbs of the old conjugation are called strong because they form their past tense within themselves4 ,verbs of the new conjugation are called weak because they form their past tense by the aid of an additional syllable4 ,weak verbs are called verbs of the new conjugation because the method of forming the past tense by the addition of ed or d is of more recent origin than the method of the strong conjugation4 ,if we know the present tense form1 the past1 and the perfect participle of any verb1 we can tell to which conjugation it belongs1 and can give all its inflections of person1 number1 tense1 and mode1 therefore the present tense form1 the past and the perfect participle1 are called the principal parts of the verb4 ,when we give all the inflections of a verb1 or indicate them by the principal parts1 we conjugate it4 99 99 99 99 99 ,,lesson ,,xliii4 ,,irregular ,,verbs ,,of ,,the ,,weak ,,conjugation4 ,we have learned that regular verbs of the weak conjugation form their past tense and perfect participle by adding ed or d to the present tense form4 ,point out how the following verbs form their past tense and perfect participle3 ,present4 ,past4 ,perfect ,participle4 mean1 meant1 meant4 sleep1 slept1 slept4 say1 said1 said4 cost1 cost1 cost4 ,in some verbs the ed or d of the past tense is sounded like t1 and in many cases the spelling has changed to t4 ,a few verbs shorten the vowel of the present2 as1 feel1 felt1 felt4 ,other verbs of this conjugation change the vowel before adding d2 as1 tell1 told1 told2 and a number that end in t or d make no change2 as1 set1 set1 set4 ,a ,,list ,,of ,,the ,,irregular ,,verbs ,,of ,,the ,,weak ,,conjugation4 ,present4 ,past4 ,perf4 ,part4 bend1 bent1#a bent4 bereave1 bereft1#a bereft4 beseech1 besought1 besought4 bleed1 bled1 bled4 breed1 bred1 bred4 bring1 brought1 brought4 build1 built1#a built4 burn1 burnt1#a burnt4 burst1 burst1 burst4 buy1 bought1 bought4 cast1 cast1 cast4 catch1 caught1 caught4 cleave 7adhere71 clave1#a cleaved4 clothe1 clad1#a clad4 cost1 cost1 cost4 creep1 crept1 crept4 cut1 cut1 cut4 dare1 durst1#a dared4 deal1 dealt1 dealt4 dream1 dreamt1#a dreamt4 dwell1 dwelt1#a dwelt4 feed1 fed1 fed4 feel1 felt1 felt4 flee1 fled1 fled4 gild1 gilt1#a gilt4 gird1 girt1#a girt4 have1 had1 had4 hear1 heard1 heard4 hit1 hit1 hit4 hurt1 hurt1 hurt4 keep1 kept1 kept4 kneel1 knelt1 knelt4 knit1 knit1#a knit4 lay1 laid1 laid4 lead1 led1 led4 lean1 leant1#a leant4 leap1 leapt1#a leapt4 learn1 learnt1#a learnt4 leave1 left1 left4 lend1 lent1 lent4 let1 let1 let4 light1 lit1#a lit4 lose1 lost1 lost4 make1 made1 made4 mean1 meant1 meant4 meet1 met1 met4 pay1 paid1 paid4 pen 7enclose71 pent1#a pent4 put1 put1 put4 quit1 quit1#a quit4 read1 read1 read4 rend1 rent1 rent4 rid1 rid1 rid4 say1 said1 said4 seek1 sought1 sought4 sell1 sold1 sold4 send1 sent1 sent4 set1 set1 set4 shed1 shed1 shed4 shoe1 shod1 shod4 shoot1 shot1 shot4 shut1 shut1 shut4 sleep1 slept1 slept4 smell1 smelt1#a smelt4 speed1 sped1 sped4 spell1 spelt1#a spelt4 spend1 spent1 spent4 spill1 spilt1#a spilt4 spit1 spit1 spit4 split1 split1 split4 spoil1 spoilt1#a spoilt4 spread1 spread1 spread4 sweat1 sweat1 sweat4 sweep1 swept1 swept4 teach1 taught1 taught4 tell1 told1 told4 think1 thought1 thought4 thrust1 thrust1 thrust4 weep1 wept1 wept4 wet1 wet1#a wet4 whet1 whet1#a whet4 work1 wrought1#a wrought4 ----- #a ,sometimes conjugated regularly4 99 99 99 99 99 ,,lesson ,,xliv4 ,a ,,list ,,of ,,the ,,verbs ,,of ,,the ,,strong ,,conjugation4 ,we learned in ,lesson ,,xlii4 that regular verbs of the strong conjugation form their past tense by changing the vowel of the present1 and their perfect participle by adding en or n to the present4 ,note4--,sometimes one of these characteristics is wanting2 as1 chide1 chid1 chidden2 sit1 sat1 sat4 ,present4 ,past4 ,perf4 ,part4 write1 wrote1 written4 abide1 abode1 abode4 am1 was1 been4 arise1 arose1 arisen4 awake1 awoke1#b awaked4 bear1 bore1 borne4 bare1 born4 beat1 beat1 beaten4 begin1 began1 begun4 bid1 bade1 bid1 bidden4 bind1 bound1 bound4 bite1 bit1 bitten1 bit4 blow1 blew1 blown4 break1 broke1 broken4 chide1 chid1 chidden4 choose1 chose1 chosen4 cleave1 7split71 clove1 cloven4 cling1 clung1 clung4 come1 came1 come4 crow1 crew1#b crowed4 dig1 dug#b dug4 do1 did1 done4 draw1 drew1 drawn4 drive1 drove1 driven4 drink1 drank1 drunk4 eat1 eat1 ate1 eaten4 fall1 fell1 fallen4 fight1 fought1 fought4 find1 found1 found4 fling1 flung1 flung4 fly1 flew1 flown4 forget1 forgot1 forgotten1 forgot4 forsake1 forsook1 forsaken4 freeze1 froze1 frozen4 get1 got1 gotten1 got4 give1 gave1 given4 go1 went1 gone4 grind1 ground1 ground4 grow1 grew1 grown4 hang1 hung1#b hung4#b hide1 hid1 hidden1 hid4 hold1 held1 held4 know1 knew1 known4 lie1 lay1 lain4 mow1 mowed1 mown4 ride1 rode1 ridden4 ring1 rang1 rung4 rise1 rose1 risen4 run1 ran1 run4 see1 saw1 seen4 shake1 shook1 shaken4 shear1 sheared1 shorn4#b shine1 shone1#b shone4#b show1 showed1 shown4#b shrink1 shrank1 shrunk4 sing1 sang1 sung4 sink1 sank1 sunk1 sunken4 sit1 sat1 sat4 slay1 slew1 slain4 slide1 slid1 slidden4 sling1 slung1 slung4 slink1 slunk1 slunk4 slit1 slit1 slit4 smite1 smote1 smitten4 sow1 sowed1 sown4#b speak1 spoke1 spoken4 spin1 spun1 spun4 spring1 sprang1 sprung4 stand1 stood1 stood4 steal1 stole1 stolen4 stick1 stuck1 stuck4 sting1 stung1 stung4 stink1 stank1 stunk4 strew1 strewed1 strewn1#b strown4 stride1 strode1 stridden4 strike1 struck1 struck1 stricken4 string1 strung1 strung4 strive1 strove1 striven4 swear1 swore1 sworn4 swim1 swam1 swum4 swing1 swung1 swung4 take1 took1 taken4 tear1 tore1 torn4 thrive1 throve1#b thriven4#b throw1 threw1 thrown4 tread1 trod1 trodden4 wax1 waxed1 waxen4#b wear1 wore1 worn4 weave1 wove1 woven4 win1 won1 won4 wind1 wound1 wound4 wring1 wrung1 wrung4 write1 wrote1 written4 ----- #b ,also like the weak conjugation4 ,a ,,list ,,of ,,defective ,,verbs ,,of ,,the ,,weak ,,conjugation4 ,present4 ,past4 ,perf4 ,part4 can1 could1 ---- may1 might1 ---- shall1 should1 ---- will1 would1 ---- must1 must1 ---- ought1 ought1 ---- 99 99 99 99 99 ,,lesson ,,xlv4 ,,auxiliary ,,verbs4 ,we have learned in ,lesson ,,xl4 that the verb has different forms of itself to express a difference between present and past time only1 and when we wish to express that an act took place any other time1 we use another verb to aid the principal verb4 ,state which of the italicized verbs in the following sentences is used independently1 to express its own meaning1 and which is used to aid another verb to express its meaning3-- #a4 ,i have a knife4 #b4 ,i have written the letter4 #c4 ,he was a good student4 #d4 ,he was fined for doing wrong4 ,a verb that is used to help to conjugate other verbs is called an auxiliary verb2 as1 ,we have found your book4 ,the auxiliary verbs that aid in distinguishing the time of an action are have1 shall1 will1 do and be4 ,,the ,,forms ,,of ,,the ,,verb ,,have4 ,,present ,,tense4 ,,past ,,tense4 ,,perfect ,,part4 have1 had1 had4 ,,indicative ,,mode4 ,,present ,,tense4 ,singular4 ,plural4 #a4 ,i have1 #a4 ,we have1 #b4 ,thou hast1 #b4 ,you have1 #c4 ,he has4 #c4 ,they have4 ,,past ,,tense4 ,singular4 ,plural4 #a4 ,i had1 #a4 ,we had1 #b4 ,thou hadst1 #b4 ,you had1 #c4 ,he had4 #c4 ,they had4 ,,subjunctive ,,mode4 ,,present ,,tense4 ,singular4 ,plural4 #a4 7,if7 ,i have1 #a4 7,if7 we have1 #b4 7,if7 thou have1 #b4 7,if7 you have1 #c4 7,if7 he have4 #c4 7,if7 they have4 ,,past ,,tense4 ,singular4 ,plural4 #a4 7,if7 ,i had1 #a4 7,if7 we had1 #b4 7,if7 thou had1 #b4 7,if7 you had1 #c4 7,if7 he had4 #c4 7,if7 they had4 ,,imperative ,,mode4 ,singular4 ,plural4 ,have 7thou74 ,have 7ye or you74 ,infinitives4 ,participles4 7,to7 have1 ,,imperfect--,having1 ,having4 ,,perfect--,had4 ,have is used as an auxiliary with the perfect participle of a verb1 to form the perfect tenses2 as1 ,,present ,,perfect--,i have written4 ,,past ,,perfect--,i had written4 ,,future ,,perfect--,i shall have written4 ,,perfect ,,infinitives--7,to7 have written2 having written4 ,,perfect ,,participle--,having written4 ,when have denotes possession it is an independent verb2 as ,my friends have a canary4 ,,exercise4 ,in which of the following sentences is have an independent verb1 and in which is it an auxiliary3-- #a4 ,the wheelmen have their own road4 #b4 ,i know that he has taken it4 #c4 ,england had won the sources of the ,nile6--,baker4 #d4 ,have then thy wish2 he whistled shrill1 ,and he was answered from the hill4--,scott4 #e4 ,i have obeyed my uncle until now4 ,and ,i have sinned1 for it was all through me ,that evil came on ,william at the first4--,tennyson4 #f4 ,have you the heart8 ,when your head did but ache1 ,i knit my handkercher about your brows1 7,the best ,i had1 a princess wrought it me17 ,and ,i did never ask it you again4--,shakespeare4 99 99 99 99 99 ,,lesson ,,xlvi4 ,,the ,,forms ,,of ,,the ,,verbs ,,shall ,,and ,,will4 ,,shall4 ,,present ,,tense4 ,singular4 ,plural4 #a4 ,i shall1 #a4 ,we shall1 #b4 ,thou shalt1 #b4 ,you shall1 #c4 ,he shall4 #c4 ,they shall4 ,,past ,,tense4 ,singular4 ,plural4 #a4 ,i should1 #a4 ,we should1 #b4 ,thou shouldst1 #b4 ,you should1 #c4 ,he should4 #c4 ,they should4 ,,will4 ,,present ,,tense4 ,singular4 ,plural4 #a4 ,i will1 #a4 ,we will1 #b4 ,thou wilt1 #b4 ,you will1 #c4 ,he will4 #c4 ,they will4 ,,past ,,tense4 ,singular4 ,plural4 #a4 ,i would1 #a4 ,we would1 #b4 ,thou wouldst1 #b4 ,you would1 #c4 ,he would4 #c4 ,they would4 ,the auxiliaries shall and will are used with the infinitive to form the future tense of a verb4 ,to denote simple futurity shall is used in the first person1 and will in the second and third persons2 as1 ,i shall go to-morrow2 ,you will go again2 ,he will go next year4 ,to make a promise or to denote determination1 will is used in the first person1 and shall in the second and third persons2 as1 ,i will get it for you2 ,you shall not go2 ,he shall do that work4 ,should and would have the same uses as shall and will4 ,,exercise4 ,tell how shall and will4 are used in the following sentences3-- #a4 ,the expectation of the wicked shall perish4--,bible4 #b4 ,when ye come where ,i have stepped1 ,ye will wonder why ye wept4--,e4 ,arnold4 #c4 ,well1 see to live2 ,i will not touch thine eyes ,for all the treasure that thine uncle owns4--,shakespeare4 #d4 ,he that covereth his sins shall not prosper4--,bible4 #e4 ,but in my time a father's word was law1 ,and so it shall be now for me4--,tennyson4 #f4 ,if ,i talk to him1 with his innocent prate ,he will awake my mercy1 which lies dead3 ,therefore ,i will be sudden1 and despatch4--,shakespeare4 #g4 ,the cock's shrill clarion1 or the echoing horn1 ,no more shall rouse them from their lowly bed4--,gray4 #h4 8,if you are not the heiress born1 ,and ,i10 said he1 8the lawful heir1 ,we too shall wed to-morrow morn1 ,and you shall still be ,lady ,clare40--,tennyson4 99 99 99 99 99 ,,lesson ,,xlvii4 ,,the ,,forms ,,of ,,the ,,verbs ,,do ,,and ,,be4 ,,do4 ,,indicative ,,mode4 ,,present ,,tense4 ,singular4 ,plural4 #a4 ,i do1 #a4 ,we do1 #b4 ,thou doest #b4 ,you do1 or dost1 #c4 ,he does4 #c4 ,they do4 ,,past ,,tense4 ,singular4 ,plural4 #a4 ,i did1 #a4 ,we did1 #b4 ,thou didst1 #b4 ,you did1 #c4 ,he did4 #c4 ,they did4 ,,subjunctive ,,mode4 ,,present ,,tense4 ,singular4 ,plural4 #a4 7,if7 ,i do1 #a4 7,if7 we do1 #b4 7,if7 thou do1 #b4 7,if7 you do1 #c4 7,if7 he do4 #c4 7,if7 they do4 ,,past ,,tense4 ,singular4 ,plural4 #a4 7,if7 ,i did1 #a4 7,if7 we did1 #b4 7,if7 thou did1 #b4 7,if7 you did1 #c4 7,if7 he did4 #c4 7,if7 they did4 ,imperative ,mode4 ,infinitives4 ,participles4 ,do 7thou or you74 7,to7 do4 ,,imperfect--,doing4 ,doing4 ,,perfect--,done4 ,the present and past tenses of do are used as auxiliaries with the present infinitive1 7#a7 to express emphasis2 as1 ,i do study every evening4 7#b7 ,to express a denial2 as1 ,i did not do it4 7#c7 ,to ask questions2 as1 ,did you see him8 ,when do means to perform1 it is an independent verb2 as1 ,he did his part4 ,,exercise4 ,name the sentences in which do is used as an independent verb1 and those in which it is used as an auxiliary1 and explain the use of each auxiliary3-- #a4 ,do they not err that devise evil8--,bible4 #b4 ,all their works they do to be seen of men4--,bible4 #c4 ,stone walls do not a prison make4--,lovelace4 #d4 ,and for that offense ,immediately we do exile him hence4--,shakespeare4 #e4 ,and everybody praised the ,duke ,who this great fight did win4--,southey4 #f4 ,the evil that men do lives after them4--,shakespeare4 #g4 ,so little they rose1 so little they fell1 ,they did not move the ,inchcape ,bell4--,southey4 #h4 ,if ,i do so1 it will be of more price1 ,being spoke behind your back1 than to your face4--,shakespeare4 ,,be4 ,,indicative ,,mode4 ,,present ,,tense4 ,singular4 ,plural4 #a4 ,i am1 #a4 ,we are1 #b4 ,thou art1 #b4 ,you are1 #c4 ,he is4 #c4 ,they are4 ,,past ,,tense4 ,singular4 ,plural4 #a4 ,i was1 #a4 ,we were1 #b4 ,thou wast1 #b4 ,you were1 #c4 ,he was4 #c4 ,they were4 ,,subjunctive ,,mode4 ,,present ,,tense4 ,singular4 ,plural4 #a4 7,if7 ,i be1 #a4 7,if7 we be1 #b4 7,if7 thou be1 #b4 7,if7 you be1 #c4 7,if7 he be4 #c4 7,if7 they be ,,past ,,tense4 ,singular4 ,plural4 #a4 7,if7 ,i were1 #a4 7,if7 we were1 #b4 7,if7 thou wert1 #b4 7,if7 you were1 #c4 7,if7 he were4 #c4 7,if7 they were4 ,imperative ,mode4 ,infinitives4 ,participles4 ,be 7thou or you74 7,to7 be4 ,,imperfect--,being4 ,being4 ,,perfect--,been4 #a4 ,the verb to be is used as an auxiliary with the perfect participle of a transitive verb1 to form the passive voice2 as1 ,i am hurt4 #b4 ,the verb to be is used as an auxiliary with the present participle of a verb1 to form the progressive form2 as1 ,i am writing4 #c4 ,the verb to be1 without the participle of another verb1 is used to express 7#a7 existence2 as1 ,whatever is1 is right4 7#b7 ,to act as a copula 7connecting word72 as1 ,sugar is sweet4 ,whatever is1 is right4 ,,exercise ,i4 ,state the use of the verb be in each of the following sentences3-- #a4 8,alas10 said ,i1 8man was made in vain60--,addison4 #b4 ,brevity is the soul of wit4--,shakespeare4 #c4 ,the waves were white1 and red the morn1 ,in the noisy hour when ,i was born4--,procter4 #d4 ,it was a summer evening1 ,old ,kaspar's work was done1 ,and he before his cottage door ,was sitting in the sun4--,southey4 #e4 ,it is my lady1 ,o1 it is my love6 ,o1 that she knew she were6--,shakespeare4 #f4 ,when the heart is right there is true patriotism4--,berkeley4 #g4 ,true worth is in being1 not seeming4--,a4 ,cary4 #h4 ,we are such stuff ,as dreams are made on2 and our little life ,is rounded with a sleep4--,shakespeare4 ,,exercise ,,ii4 #a4 ,write four examples of the verb be used as an independent verb4 #b4 ,write four examples of the verb be used in making the progressive form4 #c4 ,write four examples of the verb be used in forming the passive voice4 99 99 99 99 99 ,,lesson ,,xlviii4 ,,other ,,auxiliary ,,verbs4 ,in the last three lessons we have studied the auxiliaries used in distinguishing the time of an action4 ,we shall now study the auxiliaries can1 may1 must1 ought1 should and would1 which enable us to express other distinctions4 ,,can4 ,,present ,,tense4 ,singular4 ,plural4 #a4 ,i can1 #a4 ,we can1 #b4 ,thou canst1 #b4 ,you can1 #c4 ,he can4 #c4 ,they can4 ,,past ,,tense4 ,singular4 ,plural4 #a4 ,i could1 #a4 ,we could1 #b4 ,thou couldst1 #b4 ,you could1 #c4 ,he could4 #c4 ,they could4 ,can is used to denote power or ability2 as1 ,i can sing4 ,he could write very rapidly4 ,,may4 ,,present ,,tense4 ,singular4 ,plural4 #a4 ,i may1 #a4 ,we may1 #b4 ,thou mayest1 #b4 ,you may1 #c4 ,he may4 #c4 ,they may4 ,,past ,,tense4 ,singular4 ,plural4 #a4 ,i might1 #a4 ,we might1 #b4 ,thou mightest1 #b4 ,you might1 #c4 ,he might4 #c4 ,they might4 ,may is used to denote permission1 possibility1 or a wish2 as1 ,you may leave the room4 ,he might succeed again4 ,may you be there too4 ,could and might are used sometimes in a conditional sense2 as1 ,they might stay here if we could help them4 ,the phrases made by the auxiliaries may and can with the infinitive of a verb are sometimes called potential verb-phrases1 because they express that an action is possible from the subject having power to perform it4 ,,must and ,,ought4 ,must has no other form4 ,it is used to denote necessity or obligation2 as1 ,i must remain here4 ,ought is the old past of the verb owe4 ,it is used to denote duty or obligation2 as1 ,i ought to help him4 ,the phrases made by the auxiliaries must and ought1 with the infinitive of a verb1 are sometimes called obligative verb-phrases1 because they imply obligation4 ,,should and ,,would4 ,should and would are the past tense forms of the auxiliaries shall and will4 ,should and would are especially used with the infinitive of a verb to express a conditional statement2 as1 ,i should do so if ,i had the opportunity4 ,he would come if ,i asked him4 ,since the phrases formed by should and would with the infinitive of a verb imply a condition1 they are called conditional verb-phrases4 #a4 ,should and would are often used in expressing the condition itself2 as1 ,if he should be here1 they would know it4 #b4 ,they have sometimes their more independent meanings of ought and be determined2 as1 ,i should go1 ,i know4 ,she would come1 no matter what happened4 ,,exercise ,i4 ,state the use of the verbs may1 can1 must1 ought1 should and would in the following sentences3-- #a4 ,for ,i can weather the roughest gale1 ,that ever wind did blow4--,longfellow4 #b4 ,she must weep or she will die4--,tennyson4 #c4 ,we ought to obey ,god4--,bible4 #d4 ,and when he next doth ride abroad ,may ,i be there to see6--,cowper4 #e4 8,please1 ,brown10 he whispered1 8may ,i wash my face and hands80--,hughes4 #f4 ,i would not for the wealth of all the town ,here in my home do him disparagement4--,shakespeare4 #g4 ,for men may come and men may go1 ,but ,i go on forever4--,tennyson4 #h4 ,if a storm should come and wake the deep1 ,what matter6 ,i shall ride and sleep4--,procter4 #i4 ,it may be that ,death's bright angel ,will speak in that chord again1 ,it may be that only in ,heaven ,i shall hear that grand ,amen4--,procter4 ,,exercise ,,ii4 ,write sentences containing the following verbs used correctly--can1 may1 must1 ought1 should1 would4 ,state the use in each case4 99 99 99 99 99 ,,lesson ,,xlix4 ,,conjugation ,,to ,,denote ,,the ,,time ,,or ,,tense ,,of ,,an ,,action ,,of ,,the ,,verb ,,praise4 ,,active ,,voice4--,,indicative ,,mode4 ,,present ,,tense4 ,singular4 ,plural4 #a4 ,i praise1 #a4 ,we praise1 #b4 ,thou praisest1 #b4 ,you praise1 #c4 ,he praises4 #c4 ,they praise4 ,,present ,,perfect ,,tense4 ,singular4 ,plural4 #a4 ,i have praised1 #a4 ,we have praised1 #b4 ,thou hast #b4 ,you have praised1 praised1 #c4 ,he has praised4 #c4 ,they have praised4 ,,past ,,tense4 ,singular4 ,plural4 #a4 ,i praised1 #a4 ,we praised1 #b4 ,thou praisedst1 #b4 ,you praised1 #c4 ,he praised4 #c4 ,they praised4 ,,past ,,perfect ,,tense4 ,singular4 ,plural4 #a4 ,i had praised1 #a4 ,we had praised1 #b4 ,thou hadst praised1 #b4 ,you had praised1 #c4 ,he had praised4 #c4 ,they had praised4 ,,future ,,tense4 7,denoting ,future ,action47 ,singular4 ,plural4 #a4 ,i shall praise1 #a4 ,we shall praise1 #b4 ,thou wilt #b4 ,you will praise1 praise1 #c4 ,he will praise4 #c4 ,they will praise4 ,,future ,,tense4 7,denoting a ,promise or ,determination47 ,singular4 ,plural4 #a4 ,i will praise1 #a4 ,we will praise1 #b4 ,thou shalt #b4 ,you shall praise1 praise1 #c4 ,he shall #c4 ,they shall praise4 praise4 ,,future ,,perfect ,,tense4 7,denoting ,future ,action47 ,singular4 ,plural4 #a4 ,i shall have praised1 #a4 ,we shall have praised1 #b4 ,thou wilt have #b4 ,you will have praised1 praised1 #c4 ,he will have praised4 #c4 ,they will have praised4 ,,future ,,perfect ,,tense4 7,denoting a ,promise or ,determination47 ,singular4 ,plural4 #a4 ,i will have praised1 #a4 ,we will have praised1 #b4 ,thou shalt have #b4 ,you shall have praised1 praised1 #c4 ,he shall have praised4 #c4 ,they shall have praised4 ,,subjunctive ,,mode4 ,,present ,,tense4 ,singular4 ,plural4 #a4 7,if7 ,i praise1 #a4 7,if7 we praise1 #b4 7,if7 thou praise1 #b4 7,if7 you praise1 #c4 7,if7 he praise4 #c4 7,if7 they praise4 ,,past ,,tense4 ,singular4 ,plural4 #a4 7,if7 ,i praised1 #a4 7,if7 we praised1 #b4 7,if7 thou #b4 7,if7 you praised1 praised1 #c4 7,if7 he praised4 #c4 7,if7 they praised4 ,,imperative ,,mode4 ,,present ,,tense4 ,singular4 ,plural4 ,praise 7thou74 ,praise 7ye or you74 ,,infinitives4 ,present4 ,perfect4 7,to7 praise1 7,to7 have praised1 ,praising4 ,having praised4 ,,participles4 ,present or ,present ,perfect ,imperfect4 or ,perfect4 ,praising4 ,having praised4 ,,passive ,,voice4 ,the passive forms of a transitive verb are made by the aid of the auxiliary be4 ,,indicative ,,mode4 ,,present ,,tense4 ,singular4 ,plural4 #a4 ,i am praised1 #a4 ,we are praised1 #b4 ,thou art praised1 #b4 ,you are praised1 #c4 ,he is praised4 #c4 ,they are praised4 ,,present ,,perfect ,,tense4 ,singular4 ,plural4 #a4 ,i have been praised1 #a4 ,we have been praised1 #b4 ,thou hast been #b4 ,you have been praised1 praised1 #c4 ,he has been praised4 #c4 ,they have been praised4 ,,past ,,tense4 ,singular4 ,plural4 #a4 ,i was praised1 #a4 ,we were praised1 #b4 ,thou wast praised1 #b4 ,you were praised1 #c4 ,he was praised4 #c4 ,they were praised4 ,,past ,,perfect ,,tense4 ,singular4 ,plural4 #a4 ,i had been praised1 #a4 ,we had been praised1 #b4 ,thou hadst been #b4 ,you had been praised1 praised1 #c4 ,he had been praised4 #c4 ,they had been praised4 ,,future ,,tense4 7,denoting ,future ,action47 ,singular4 ,plural4 #a4 ,i shall be praised1 #a4 ,we shall be praised1 #b4 ,thou wilt be praised1 #b4 ,you will be praised1 #c4 ,he will be praised4 #c4 ,they will be praised4 ,,future ,,tense4 7,denoting a ,promise or ,determination47 ,singular4 ,plural4 #a4 ,i will be praised1 #a4 ,we will be praised1 etc4 etc4 ,,future ,,perfect ,,tense4 7,denoting ,future ,action47 ,singular4 ,plural4 #a4 ,i shall have been #a4 ,we shall have been praised1 praised1 etc4 etc4 ,,future ,,perfect ,,tense4 7,denoting a ,promise or ,determination47 ,singular4 ,plural4 #a4 ,i will have been #a4 ,we will have been praised1 praised1 etc4 etc4 ,,subjunctive ,,mode4 ,,present ,,tense4 ,singular4 ,plural4 #a4 7,if7 ,i be praised1 #a4 7,if7 we be praised1 #b4 7,if7 thou be praised1 #b4 7,if7 you be praised1 #c4 7,if7 he be praised4 #c4 7,if7 they be praised4 ,,past ,,tense4 ,singular4 ,plural4 #a4 7,if7 ,i were praised1 #a4 7,if7 we were praised1 #b4 7,if7 thou were #b4 7,if7 you were praised1 praised1 #c4 7,if7 he were praised4 #c4 7,if7 they were praised4 ,,imperative ,,mode4 ,,present ,,tense4 ,be 7thou7 praised4 ,,infinitives4 ,present4 ,perfect4 7,to7 be praised1 7,to7 have been praised1 ,being praised4 ,having been praised4 ,,participles4 ,present or ,imperfect4 ,perfect or ,present ,perfect4 ,being praised4 ,praised or ,having been praised4 ,,progressive ,,forms ,,of ,,the ,,verb ,,praise4 ,,indicative ,,mode4 ,present ,tense4 ,present ,perfect ,tense4 ,i am praising1 etc4 ,i have been praising1 etc4 ,past ,tense4 ,past ,perfect ,tense4 ,i was praising1 etc4 ,i had been praising1 etc4 ,future ,tense4 ,future ,perfect ,tense4 ,i shall be praising1 etc4 ,i shall have been praising1 etc4 ,,subjunctive ,,mode4 ,present ,tense4 ,past ,tense4 7,if7 ,i be praising1 etc4 7,if7 ,i were praising1 etc4 ,,imperative ,,mode4 ,present ,tense4 ,be 7thou7 praising4 ,,infinitives4 ,present4 ,perfect4 7,to7 be praising4 7,to7 have been praising1 ,having been praising4 ,,participles4 ,present or ,imperfect4 ,perfect or ,present ,perfect4 ,praising4 ,having been praising4 ,,exercise ,i4 ,fully conjugate the verb freeze in both voices4 ,,exercise ,,ii4 ,write out the progressive forms of the verb sing4 99 99 99 99 99 ,,lesson ,l4 ,,parsing ,,of ,,verbs4 ,to parse a verb is to state its class1 its conjugation1 its voice1 its mode1 its tense1 its person1 and number1 and its subject4 ,model4--,the boys have broken the window4 ,have broken1 a verb1 transitive2 strong conjugation 7break1 broke1 broken72 active voice2 indicative mode2 present perfect tense1 third person2 plural number1 agreeing with its subject boys4 ,model4--,if they help my friend ,i shall be glad4 ,help1 a verb1 transitive2 weak conjugation 7help1 helped1 helped72 active voice2 subjunctive mode2 present tense2 third person2 plural number1 agreeing with its subject they4 ,shall be1 a verb1 intransitive2 strong conjugation 7am1 was1 been72 indicative mode2 future tense2 first person2 singular number1 agreeing with its subject ,i4 ,model4--,being provided with tools1 they planted a row of stakes within their palisade1 to form a double fence4 ,being provided1 a present participle2 passive form1 modifying they4 ,planted1 a verb1 transitive2 weak conjugation 7plant1 planted1 planted72 active voice2 indicative mode2 past tense2 third person2 plural number1 agreeing with its subject they4 ,to form1 a present infinitive2 active voice2 used as an adverb to modify planted4 ,,exercise4 ,parse the verbs1 the infinitives1 and the participles in the following sentences3-- #a4 ,they are fond of building castles in the air4 #b4 ,on he comes1 running lightly1 with his hands in his pockets4 #c4 ,searching the pile of corpses1 the victors found four ,frenchmen still breathing4--,parkman4 #d4 ,the former target was now removed1 and a fresh one of the same size placed in its room4--,scott4 #e4 ,when summoned to surrender1 he fired at one of the leading assailants1 but was instantly overpowered4--,warburton4 #f4 ,if terror were the object of its creation1 nothing could be imagined more perfect than the devil-fish4--,hugo4 #g4 ,madeleine ordered a cannon to be fired1 partly to deter the enemy from an assault1 and partly to warn some of the soldiers1 who were hunting at a distance4--,parkman4 #h4 ,i am told that it is the custom to collect the sap and bring it to the house1 where are built brick arches1 over which the sap is evaporated in shallow pans4--,warner4 #i4 ,lives of great men all remind us ,we can make our lives sublime1 ,and1 departing1 leave behind us ,footprints on the sands of time4--,longfellow4 #aj4 ,it was the schooner ,hesperus1 ,that sailed the wintry sea2 ,and the skipper had taken his little daughter1 ,to bear him company4--,longfellow4 99 99 99 99 99 ,,lesson ,,li4 ,,classes ,,of ,,adverbs4 ,what does each adverb in the following sentences denote8-- #a4 ,soon the cavalry arrived4 #b4 ,our friends live here4 #c4 ,he walked slowly into the house4 #d4 ,we had a very pleasant outing4 #e4 ,certainly1 ,i believe it4 ,classes of ,adverbs according to their meaning3-- #a4 ,adverbs of time and succession2 as1 ,she seldom fails to call4 ,we come next4 #b4 ,adverbs of place and motion2 as1 ,john stood there for an hour4 ,they are going back4 ,note4--,the word there is sometimes used merely to introduce a sentence1 that the subject may follow the verb2 as1 ,there are two boys in the room4 ,when it is used in this manner it is called an expletive4 #c4 ,adverbs of manner and quality2 as1 ,you did it well4 ,that man acts foolishly4 #d4 ,adverbs of degree and measure2 as1 ,he is quite ill4 ,she is a very industrious woman4 #e4 ,model adverbs--those that express certainty or uncertainty2 as1 ,i shall surely come4 ,you are probably right4 ,,exercise4 ,how is each adverb used in the following sentences8-- #a4 ,this river flows rapidly4 #b4 ,i know how he acted4 #c4 ,where is your father8 ,classes of ,adverbs according to their use3-- #a4 ,an adverb that simply modifies another word is called a simple adverb2 as1 ,slowly and sadly we laid him down4 #b4 ,an adverb that not only modifies a word1 but also connects the clause of which it forms a part with another clause1 is called a conjunctive adverb2 as1 ,i shall go when he comes4 #c4 ,an adverb that is used to ask a question is called an interrogative adverb2 as1 ,why did they take it away8 ,note4--,some adverbs are compared like adjectives2 as1 ,soon1 sooner1 soonest2 swiftly1 more swiftly1 most swiftly4 99 99 99 99 99 ,,lesson ,,lii4 ,,parsing ,,of ,,adverbs4 ,to parse an adverb is to state the kind of adverb1 its degree of comparison1 if it has any1 and what it modifies4 ,model4--,now you may read it4 ,now1 an adverb of time1 modifying the verb-phrase may read4 ,model4--,i know where you put it4 ,where1 a conjunctive adverb1 showing place4 ,it modifies put and connects the clause1 where you put it with the clause1 ,i know4 ,,exercise4 ,parse the adverbs in the following sentences3-- #a4 ,he could not ever rue his marrying me4--,tennyson4 #b4 ,so those four abode within one house together4--,tennyson4 #c4 ,the boys waited eagerly for further experiments on the doctor's patience4--,anstey4 #d4 ,silently down from the mountain's crown ,the great procession swept4--,mrs4 ,alexander4 #e4 ,how closely he twineth1 how tight he clings ,to his friend1 the huge oak-tree6--,dickens4 #f4 ,there was manhood's brow serenely high1 ,and the fiery heart of youth4--,hemans4 #g4 ,aim straightly1 fire steadily6 spare me ,a ball in the body which may ,deliver my heart here1 and tear me ,this badge of the ,austrian away6--,mrs4 ,browning4 #h4 ,believe not each accusing tongue1 ,as most weak people do2 ,but still believe that story wrong ,which ought not to be true4--,sheridan4 #i4 ,again ,i looked at the snow-fall1 ,and thought of the leaden sky ,that arched o'er our first great sorrow1 ,when that mound was heaped so high4--,lowell4 99 99 99 99 99 ,,lesson ,,liii4 ,,prepositions4 ,what do the prepositions in the following sentences connect1 and what relations do they express8-- #a4 ,i came during the night4 #b4 ,he lives at home4 #c4 ,our friends came by train4 #d4 ,the oar of the boat was broken4 ,prepositions express a great variety of relations4 ,the most common relations are as follows3-- #a4 ,time2 as1 ,the scholars go home after school4 #b4 ,place or direction2 as1 ,he sat upon a stone4 #c4 ,agency or means2 as1 ,john cut his finger with a knife4 #d4 ,possession2 as1 ,the call of the shepherd was heard by his flock4 #e4 ,separation2 as1 ,james took the book from his brother4 #f4 ,association2 as1 ,a man with an axe in his hand came in4 #g4 ,opposition2 as1 ,he is against me4 #h4 ,object2 as1 ,the love of pleasure destroys many a life4 #i4 ,cause2 as1 ,they did it through ignorance4 ,note4--,there are many phrases which have the use of prepositions and are treated as such2 as1 ,we stood in front of the building4 ,a woman came out of the house4 ,he lived according to his light4 ,,parsing ,,of ,,prepositions4 ,model4--,i stood on the bridge at midnight4 ,on1 a preposition1 connecting the noun bridge with the verb stood1 and showing the relation of place4 ,at1 a preposition1 connecting the noun midnight with the verb stood1 and showing the relation of time4 ,,exercise4 ,parse the prepositions in the following sentences3-- #a4 ,the old man was killed by a falling tree4 #b4 ,the perfume of the rose is sweet4 #c4 ,a child fell into the river4 #d4 ,my brother went instead of me4 #e4 ,without a moment's hesitation1 he and his men dashed at the height4 #f4 ,now see him mount once again ,upon his nimble steed1 ,full slowly pacing o'er the stones1 ,with caution and good heed4--,cowper4 #g4 ,richard surveyed the ,nubian in silence as he stood before him1 his looks bent upon the ground1 his arms folded on his bosom1 with the appearance of a black marble statue of the most exquisite workmanship1 waiting life from the touch of a ,prometheus4--,scott4 #h4 ,beside yon straggling fence that skirts the way1 ,with blossomed furze unprofitably gay1 ,there1 in his noisy mansion1 skilled to rule1 ,the village master taught his little school4--,goldsmith4 99 99 99 99 99 ,,lesson ,,liv4 ,,classes ,,of ,,conjunctions4 ,point out in the following examples conjunctions that connect sentences or parts of a sentence of equal rank1 and those that connect sentences that are not of equal rank3-- #a4 ,men may come and men may go4 #b4 ,i have a pen and a book4 #c4 ,henry remained but we went home4 #d4 ,my father knew that ,i did it4 ,a conjunction that connects sentences or parts of a sentence of equal rank1 is called a co-ordinating conjunction2 as1 ,the night is cold and clear4 ,it was sold1 but ,i did not want it4 ,i know he came home1 and took it away4 ,a conjunction that connects a dependent or subordinate clause to a principal clause1 is called a subordinating conjunction2 as1 ,james said that he was sick4 ,i cannot go unless he come4 ,note4--,conjunctions used in pairs are called correlatives2 as1 both--and1 either--or1 neither--nor4 ,,parsing ,,of ,,conjunctions4 ,model4--,the teacher gave me a book1 and ,i read it4 ,and1 a co-ordinating conjunction1 connecting the two principal clauses1 ,the teacher gave me a book1 and ,i read it4 ,model4--,the boy is strong but lazy4 ,but1 a co-ordinating conjunction1 connecting the adjectives strong and lazy4 ,model4--,his mother said that he might go4 ,that1 a subordinating conjunction1 connecting the subordinate clause1 he might go1 to the principal clause1 his mother said4 ,,exercise ,i4 ,parse the conjunctions in the following sentences3-- #a4 ,he often looked at them1 ,and often thought1 8,i'll make them man and wife40--,tennyson4 #b4 ,the natives of the island supposed that the ships had sailed out of the crystal firmament1 or had descended from above on their ample wings4--,irving4 #c4 ,here lies his head upon the lap of earth1 ,a youth to fortune and to fame unknown4--,gray4 #d4 ,by chance it happened that in ,atri dwelt ,a knight1 with spur on heel and sword in belt4--,longfellow4 #e4 ,with a sword or a hatchet in one hand and a knife in the other1 they threw themselves against the throng of enemies1 striking and stabbing with the fury of madmen1 till the ,iroquois fired volley after volley1 and shot them down4--,parkman4 #f4 ,cheerily1 then1 my little man1 ,live and laugh1 as boyhood can6 ,though the flinty slopes be hard1 ,stubble-speared the new-mown sward1 ,every morn shall lead thee through ,fresh baptisms of the dew4--,whittier4 ,,exercise ,,ii4 #a4 ,write three sentences each containing a co-ordinating conjunction4 ,underline example4 #b4 ,write three sentences each containing a subordinating conjunction4 ,underline example4 #c4 ,write an example of correlative conjunctions4 ,underline them4 99 99 99 99 99 ,,lesson ,,lv4 ,,interjections4 ,as an interjection bears no grammatical relation to the other words of a sentence1 its parsing consists in naming the parts of speech1 and the feeling expressed4 ,model4--,hurrah6 we have won4 ,hurrah1 an interjection--expresses the feeling of joy4 ,,exercise4 ,parse the interjections in the following sentences3-- #a4 ,ah6 then and there was hurrying to and fro1 ,and gathering tears1 and tremblings of distress4--,byron4 #b4 ,news of battle6 ,news of battle6 ,hark6 'tis ringing down the street4--,aytoun4 #c4 ,oh6 ,i'm thankful you are gone1 ,mary1 ,where grief can't reach you more6--,lady ,dufferin4 #d4 ,but1 hush6 hark6 a deep sound strikes like a rising knell4--,byron4 #e4 ,and1 lo6 from far1 as on they pressed1 there came a glittering band4--,hemans4 #f4 8,alas10 said ,i1 8man was made in vain60--,addison4 #g4 8,indeed60 said ,uncle ,tim1 8pray1 what do you make of the abstraction of a red cow80--,haliburton4 #h4 8,yet give one kiss to your mother dear6 ,alas6 my child1 ,i sinned for thee40 8,o mother1 mother1 mother10 she said1 8,so strange it seems to me40--,tennyson4 #i4 ,ho6 breakers on the weather bow1 ,and hissing white the sea2 ,go1 loose the topsail1 mariner1 ,and set the helm a-lee4--,swain4 99 99 99 99 99 ,,part ,,third4 ,,syntax4 ,syntax treats of the relations which words bear to one another in sentences1 and of the order in which the words are arranged4 ,the relation of a word in a sentence is called its construction4 ,note4--,many of the leading principles of syntax have been illustrated already4 ,we shall now study them and others in a systematic way4 99 99 99 99 99 ,,lesson ,,lvi4 ,,relations ,,of ,,the ,,noun4 ,examine the construction of the italicized nouns in the following sentences3-- #a4 ,trees grow4 #b4 ,this man is a carpenter4 #c4 ,mr4 ,brown1 the merchant1 has retired4 #d4 ,boys1 close the doors4 #e4 ,the wheel being broken1 ,i walked home4 #f4 ,john lost his knife4 #g4 ,she lives in the city4 #h4 ,i bought the boy a hat4 #i4 ,we visited our mother's grave4 #aj4 ,he lived here ten years4 #aa4 ,i was taught music by my mother4 #ab4 ,this boy ran a race yesterday4 #ac4 ,i told him to be a good boy4 #ad4 ,the people chose him ruler4 #a4 ,subject nominative4 ,the noun may be used as the subject of a verb2 as1 ,boys play4 ,the subject of a verb is in the nominative case4 #b4 ,predicate nominative4 ,a noun that is used to form a complete predicate1 and refers to the same person or thing as the subject1 is in the nominative case after the verb2 as1 ,john became king4 ,a noun so used is called a predicate noun or predicate nominative4 ,the verbs be1 seem1 become1 appear1 look are followed by a predicate nominative4 #c4 ,apposition4 ,a noun added to another noun to explain its meaning is said to be in apposition to the first noun2 as1 ,mr4 ,henry1 our principal1 is sick4 7,nominative in apposition47 ,we like your sister ,mary4 7,objective in apposition47 #d4 ,nominative of address4 ,a noun that is used in addressing a person or thing1 is in the nominative case of address2 as1 ,man1 thy years are few4 #e4 ,nominative absolute4 ,a noun that is not related to any other word in the sentence is in the nominative absolute case2 as1 ,the day being bright1 ,i went for a drive4 #f4 ,object of a verb4 ,a noun or pronoun on which the action expressed by a verb ends1 is called the grammatical object of the verb2 as1 ,i broke my pen4 #g4 ,object of a preposition4 ,a noun or pronoun which a preposition connects in sense to some other word in the sentence1 is called the object of the preposition2 as1 ,he came from the country4 #h4 ,indirect object4 ,a noun or pronoun that is used to show to or for whom or what something is done1 is called the indirect object2 as1 ,he gave me a watch4 ,the word watch is the direct object of gave4 #i4 ,possession4 ,a noun that is used to denote ownership is in the possessive case2 as1 ,my friend's hat is missing4 #aj4 ,adverbial object4 ,a noun that is used like an adverb to express time1 distance1 weight1 or value1 is called an adverbial objective2 as1 ,he walked five miles4 ,it is worth eight dollars4 #aa4 ,retained object4 ,when an active verb1 taking two objects1 is changed into the passive voice1 one object becomes the subject of the passive verb1 but the other is retained as object2 as1 ,he was forgiven his offence4 #ab4 ,cognate object4 ,when the objective has a similar or cognate meaning to that of the verb1 it is called a cognate object2 as1 ,she sung us a song4 #ac4 ,predicate objective4 ,when a noun is in the predicate relation to an objective subject1 it is called a predicate objective2 as1 ,i know him to be an honest man4 #ad4 ,an objective predicate4 ,a noun that completes the meaning of a transitive verb and describes its object1 is called an objective predicate2 as1 ,they elected him president4 ,the verbs call1 make1 appoint1 choose1 elect1 and those of like nature1 take the objective predicate4 99 99 99 99 99 ,,lesson ,,lvii4 ,,relations ,,of ,,the ,,pronoun4 ,what is the gender1 person1 and number of the italicized pronouns in the following sentences8-- #a4 ,a little girl gave me her book4 #b4 ,the sword has dropped from its sheath4 #c4 ,i saw the man of whom you speak4 #d4 ,this is the woman that found your purse4 ,a pronoun must agree in gender1 number1 and person with its antecedent4 ,note4--#a4 ,the relative pronoun is not always expressed2 as1 ,i know the man 7that7 you admire so much4 #b4 ,the word it has sometimes an indefinite use without an antecedent2 as1 ,it rains4 ,it will soon be dark4 ,this is called the impersonal use4 #c4 ,the word it is sometimes used as a representative subject while the real subject follows the verb2 as1 ,it is certain that he did it4 ,it is right to defend the truth4 ,the pronoun has the same case-relations as the noun4 ,,exercise4 ,name the case and state the construction of each noun and pronoun in the following sentences3-- #a4 ,i travelled with ,smith1 the grocer4 #b4 ,we helped the lady who lost her purse4 #c4 ,it is wrong to deceive4 #d4 ,the wind having fallen1 ,i mounted my wheel again4 #e4 ,mary broke out in praise to ,god1 that helped her in her widowhood4--,tennyson4 #f4 ,set the table1 maiden ,mabel1 ,and make the cabin warm3 ,your little fisher lover ,is out there in the storm4--,aldrich4 #g4 ,my dear one6--when thou wast alive with the rest1 ,i held thee the sweetest and loved thee the best4--,e4 ,b4 ,browning4 #h4 ,but the ,christian princes felt that the scene which they had beheld weighed heavily on their spirits1 and although they assumed their seats at the banquet1 yet it was with the silence of doubt and amazement4--,scott4 #i4 ,by chance it happened that in ,atri dwelt ,a knight1 with spur on heel and sword on belt1 ,who loved to hunt the wild boar in the woods1 ,who loved his falcons with their crimson hoods4 --,longfellow4 #aj4 ,there is no terror1 ,cassius1 in your threats2 ,for ,i am armed so strong in honesty1 ,that they pass by me as the idle wind1 ,which ,i respect not4--,shakespeare4 99 99 99 99 99 ,,lesson ,,lviii4 ,,relations ,,of ,,adjectives4 ,name the adjectives in the following sentences1 that are used to modify nouns directly1 and those that are used to modify nouns as part of the predication or assertion made about them3-- #a4 ,she is a good girl4 #b4 ,i have a soft pencil4 #c4 ,he was ignorant of this fact4 #d4 ,the water is cold4 #a4 ,an adjective that modifies a noun directly is said to be in the attributive relation2 as1 ,a grand tree is the stately oak4 #b4 ,an adjective that modifies a noun as part of the predication or assertion made about it1 is called a predicate adjective2 as1 ,this apple is sweet4 ,i am glad you succeeded4 #c4 ,an adjective that is joined to a noun in a loose and indirect way is said to be used in the appositive relation2 as1 ,all history1 ancient or modern contributes towards my theory4 ,,exercise4 ,state the relation of each adjective in the following sentences3-- #a4 ,a tremendous storm came on4 #b4 ,my dear friend is ill4 #c4 ,young1 and gay1 she heeded not my warning4 #d4 ,full many a gem of purest ray serene1 ,the dark1 unfathomed caves of ocean bear4--,gray4 #e4 ,along the crowded path they bore her now1 pure as the newly-fallen snow that covered it4--,dickens4 #f4 ,sweet was the sound1 when oft1 at evening's close1 ,up yonder hill the village murmur rose4--,goldsmith4 #g4 ,i met a little cottage girl2 ,she was eight years old1 she said2 ,her hair was thick with many a curl ,that clustered round her head4--,wordsworth4 99 99 99 99 99 ,,lesson ,,lix4 ,,relations ,,of ,,the ,,verb4 ,what person and number forms are the verbs in the following sentences1 and why8-- #a4 ,the sun shines brightly4 #b4 ,the boys are in the garden4 #c4 ,i know thou lovest me4 ,the verb agrees with its subject in person and number2 as1 ,the teacher has my pen4 ,note4--,in determining the number of the verb we must consider1 not the form1 but the meaning of the subject4 #a4 ,a collective noun requires a verb in the singular when it means the collection as a whole1 and a verb in the plural when it means the separate individuals of which it is composed2 as1 ,the committee 7as a whole7 has decided it4 ,the committee 7as individuals7 have decided it4 #b4 ,two or more singular nouns connected by and take a verb in the plural2 as1 ,james and ,mary are here4 ,music and drawing were taught during the term4 ,if two or more singular nouns connected by and are preceded by each1 every1 or no1 the verb is in the singular1 because they refer to things considered separately2 as1 ,every man and woman was lost4 #c4 ,when two or more singular subjects are thought of as one thing1 the verb is singular2 as1 ,bread and butter is sufficient4 #d4 ,two singular subjects connected by either--or1 neither--nor take a verb in the singular1 but if the subjects are plural1 the verb is plural2 as1 ,either a horse or a cow is in the field4 ,neither the boys nor the girls are here4 ,,exercise4 ,what is the person and number of the verbs in the following sentences1 and give the reason in each case8-- #a4 ,wellington and ,nelson were heroes4 #b4 ,the audience was dismissed4 #c4 ,her health and strength has failed4 #d4 ,either a pen or a pencil is required4 #e4 ,the lowing herd wind slowly o'er the lea4 #f4 ,each boy and girl is to have a medal4 #g4 ,neither cries nor tears avail anything4 #h4 ,no man and no animal was seen4 #i4 ,the secretary and treasurer is present4 #aj4 ,the secretary and the treasurer are present4 #aa4 ,the enormous expense of governments has provoked men to rebellion4 #ab4 ,from the ground ,comes up the laugh of children1 the soft voice ,of maidens1 and the sweet and solemn hymn ,of ,sabbath worshippers4--,bryant4 99 99 99 99 99 ,,lesson ,,lx4 ,,relations ,,of ,,adverbs4 ,point out the use of the italicized adverbs in the following sentences3-- #a4 ,she walks rapidly4 #b4 ,my brother is quite sick4 #c4 ,he acted very honestly4 ,an adverb is used to qualify a verb1 an adjective1 or another adverb4 ,an adverb is sometimes used with the value of a predicate adjective2 as1 ,the sun is up4 ,we were there4 ,an adverb may even qualify a preposition2 as1 ,he went far beyond his instructions4 ,the thorn ran deep into his foot4 ,,exercise4 ,give the construction of each adverb in the following sentences3-- #a4 ,my sister is too sick to see you4 #b4 ,we were treated very kindly4 #c4 ,they acted more wisely than we4 #d4 ,the moon went down behind the clouds4 #e4 ,he jumped clear over the fence4 #f4 ,i wind about1 and in and out1 ,with here a blossom sailing1 ,and here and there a lusty trout1 ,and here and there a grayling4--,tennyson4 #g4 ,i've lived since then1 in calm and strife1 ,full fifty summers a sailor's life1 ,with wealth to spend1 and power to range1 ,but never have sought1 nor sighed for change4--,procter4 #h4 ,down came the storm1 and smote amain ,the vessel in its strength2 ,she shuddered and paused1 like a frighted steed1 ,then leaped her cable's length4--,longfellow4 99 99 99 99 99 ,,lesson ,,lxi4 ,,the ,,order ,,of ,,words4 ,observe the order of the words in the following sentence3-- ,the woods tossed their giant branches against a stormy sky4 ,the logical order of the parts of a sentence is3 #a4 ,the subject 7with its attributes72 #b4 ,the verb2 #c4 ,the object 7with its attributes7 or the complement2 #d4 ,the adverbial modifiers4 ,this order may be changed to secure greater emphasis1 clearness or elegance4 ,a member of a sentence may be given prominence by taking it out of its logical position and placing it first4 ,this causes the arrangement of the other members to be changed and the sentence thus acquires emphasis by the members being placed out of their ordinary positions4 #a4 ,the verb may be placed first2 as1 ,flashed all their sabres bare4 #b4 ,the object may be placed first2 as1 ,knowledge ,i do not slight4 #c4 ,the complement may be placed first2 as1 ,broad is the way that leadeth to destruction4 #d4 ,the adverbial modifier may be placed first2 as1 ,still in thy right hand carry gentle peace4 ,the subject of the sentence may follow the verb3-- #a4 ,in interrogative sentences2 as1 ,are you there8 #b4 ,in expressing a wish2 as1 ,may you succeed4 #c4 ,in imperative sentences2 as1 ,seek ye not my face again4 #d4 ,in poetry2 as1 ,then off there flung in smiling joy1 ,and held himself erect ,by just his horse's mane1 a boy4--,browning4 #e4 ,in subjunctive clauses without if2 as1 ,had ,i your advantages ,i should improve them4 #f4 ,in introducing quotations2 as1 8,pardon60 said the ,emperor4 #g4 ,in inversion for emphasis2 as1 ,flashed all their sabres bare4 #h4 ,when the real subject is a clause1 and the representative subject is it2 as1 ,it is well known that he received money4 ,the object may precede the verb that governs it3-- #a4 ,when it is an interrogative or relative pronoun2 as1 ,whom did you see8 ,i saw the man whom you want4 #b4 ,for emphasis2 as1 ,honor and fame ,i seek not4 ,attributes naturally precede the noun1 but they may follow3-- #a4 ,when they consist of a phrase or clause2 as1 ,i love the song of birds4 ,the book that ,i found is here4 #b4 ,when they consist of two or more adjectives2 as1 ,and fast through the midnight dark and drear1 the vessel swept4 #c4 ,in poetry2 as1 ,see how from far upon the eastern road ,the star-led wizards haste with odors sweet6 ,the adjectives a1 an and the always precede the noun4 ,when the noun is qualified by another adjective1 these adjectives generally precede it1 but they stand between the following adjectives and the noun to which they refer3-- #a4 ,such2 as1 ,one cannot admire such a man4 #b4 ,many2 as1 ,many a poor man's son would have lain still4 #c4 ,both2 as1 ,both the boys came home4 #d4 ,all2 as1 ,all the girls are in the room4 #e4 ,what2 as1 ,what a trial it was4 ,the relative is always the first word in its clause1 but when it is governed by a preposition1 the preposition generally precedes it2 as1 ,i found the knife which you lost4 ,i know the person to whom you refer4 ,the adverbial modifier1 when a phrase1 generally follows the verb1 or the object if the verb be transitive2 as1 ,james fell into the lake4 ,he found an apple on the ground4 ,the adverbial modifier1 when a single word1 generally follows an intransitive verb1 and either precedes a transitive verb1 or follows its object2 as1 ,this river flows rapidly4 ,he did his work well4 ,when there are a number of adverbial modifiers in a sentence1 they should be distributed over the sentence2 as1 ,at the request of my father1 ,i gladly left my studies1 to accompany him4 ,an adverb may stand in any part of the sentence1 but its meaning generally varies with its position1 hence the adverb should be placed as near as possible to the word or words it modifies4 ,observe the following example3-- ,he-only lost his book4 7,no one else lost a book47 ,he only-lost his book4 7,he did nothing else with it47 ,he lost only his book4 7,he lost nothing else47 ,he lost his only book4 7,his single book47 ,certain adverbs and conjunctions are correlative 7that is1 having a mutual relation7 to one another4 ,be careful to use the proper correlatives2 as1 ,he is esteemed not only for his accomplishments1 but also for his piety4 ,the following is a list of correlatives3-- ,adverbs4 ,conjunctions4 not only1 but also1 not1 but1 but only1 only1 not1 so1 that1 so1 as1 such1 that1 both1 and1 as1 well1 soon1 as1 neither1 nor1 either1 or4 ,the correlatives must be attached to the corresponding words and phrases2 as1 ,they gave me neither money nor shoes4 ,i assisted only in the evening1 not in the morning4 ,the preposition generally stands immediately before the word it governs2 as1 ,we live in ,toronto4 #a4 ,when the noun has attributive adjectives1 the preposition precedes the adjective2 as1 ,i walked through a beautiful park4 #b4 ,when the object of the preposition is a relative1 the preposition sometimes stands at the end of the clause2 as1 ,my brother owns the building which he lives in1 in which he lives is preferable4 #c4 ,in poetry the preposition often follows its object2 as1 ,the heavy night hung dark the hills and waters o'er4 #d4 ,when two verbs or adjectives in association are followed by different prepositions1 the prepositions must be repeated after each2 as1 ,he found him a man whom he agreed with on a few subjects1 and differed from on many2 or1 ,he found him a man with whom he agreed on a few subjects1 from whom he differed on many4 99 99 99 99 99 ,,part ,,fourth4 ,,analysis ,,of ,,sentences4 99 99 99 99 99 ,,lesson ,,lxii4 ,,the ,,simple ,,sentence4 ,model ,i4--,many brave soldiers lost their lives in that war4 ,kind1 a simple declarative sentence4 ,subject1 soldiers4 ,adj4 modifiers of subj41 many1 brave4 ,predicate1 lost4 ,object1 lives4 ,adj4 modifier of obj41 their4 ,adv4 modifier of pred41 in that war4 ,model ,,ii4--,still in thy right hand carry gentle peace to silence envious tongues4 ,kind1 a simple imperative sentence4 ,subject1 you4 ,predicate1 carry4 ,object1 peace4 ,adj4 modifier of obj41 gentle4 ,adv4 modifiers of pred41 still1 in thy right hand1 to silence envious tongues4 ,model ,,iii4--,having crossed the river1 he ran into the adjoining wood4 ,kind1 a simple declarative sentence4 ,subject1 he4 ,participial mod4 of subj41 having crossed the river4 ,predicate1 ran4 ,adv4 mod4 of pred41 into the adjoining wood4 ,model ,,iv4--,my pupils like to write stories4 ,kind1 a simple declarative sentence4 ,subject1 pupils4 ,adj4 mod4 of subj41 my4 ,predicate1 like4 ,object1 to write stories4 ,object of to write1 stories4 ,model ,v4--,the scholars gave their teacher a beautiful present4 ,kind1 a simple declarative sentence4 ,subject1 scholars4 ,adj4 mod4 of subj41 the4 ,predicate1 gave4 ,direct object1 present4 ,adj4 modifiers of direct obj41 a1 beautiful4 ,indirect object1 teacher4 ,adj4 mod4 of indirect obj41 their4 ,model ,,vi4--,it is wrong to slight your work4 ,kind1 a simple declarative sentence4 ,real subject1 to slight your work4 ,representative subject1 it4 ,predicate1 ,verb of incomplete predication1 is4 ,adj4 complement of predicate1 wrong4 ,note4--,when the predicate is completed by an adjunct describing the subject1 the completing adjunct is called the complement4 ,,exercises ,,for ,,analysis4 #a4 ,my father gave me a fine pony4 #b4 ,at this moment the noise grew louder4 #c4 ,there are eight girls in the class4 #d4 ,seek the company of the good4 #e4 ,it is a sin to deceive anyone4 #f4 ,how could he mark thee for the silent tomb6 #g4 ,crossing the field1 ,i found a knife1 rusty and broken4 #h4 ,on an eminence above the sea paces a strong1 rough ,cornishman4 #i4 ,on the eastern side of the ,nile lies the temple of ,karnak4 #aj4 ,for their lean country much disdain1 ,we ,english often show4 #aa4 ,home they brought her warrior dead4--,tennyson4 #ab4 ,bright-eyed beauty once was she4--,lucy ,larcom4 #ac4 ,do men gather figs from thorns8--,bible4 #ad4 ,the lowing herd winds slowly o'er the lea4--,gray4 #ae4 ,these are the gardens of the desert4--,bryant4 #af4 ,soon on the hill's steep verge he stood4--,scott4 #ag4 ,the ,indian knows his place of rest far in the cedar shade4--,hemans4 #ah4 ,through all eternity1 to ,thee ,a joyful song ,i'll raise4--,addison4 #ai4 ,the uncertain vacillating temper common to all ,indians now began to declare itself4--,parkman4 #bj4 ,the fine ,english cavalry then advanced to support their archers1 and to attack the ,scottish line4--,scott4 #ba4 ,so saying1 from the ruined shrine he stept4--,tennyson4 #bb4 ,yet ,fortune was bending over him1 just ready to let fall a burden of gold4--,hawthorne4 #bc4 ,on the first day of his fasting1 ,through the leafy woods he wandered4--,longfellow4 #bd4 ,raising his head1 he looked the lustrous stranger in the face4--,hawthorne4 #be4 ,at daybreak on the bleak sea-beach1 ,a fisherman stood aghast1 ,to see the form of a maiden fair ,lashed close to a drifting mast4--,longfellow4 #bf4 ,well had the boding tremblers learned to trace ,the day's disasters in his morning face4--,goldsmith4 #bg4 ,all the livelong day1 ,oliver paced softly up and down the garden1 raising his eyes every instant to the sick chamber1 and shuddering to see the darkened window4--,dickens4 #bh4 ,by ,nebo's lonely mountain1 ,on this side ,jordan's wave1 ,in a vale in the land of ,moab1 ,there lies a lonely grave4--,mrs4 ,alexander4 #bi4 ,wolfe had discovered a narrow path winding up the side of the steep precipice from the river4--,warburton4 #cj4 ,along the cool sequestered vale of life ,they kept the noiseless tenor of their way4--,gray4 #ca4 ,the silent influence of ,shakespeare's poetry on millions of young hearts in ,england1 in ,germany1 in all the world1 shows the almost superhuman power of human genius4--,mller4 #cb4 ,now see him mounted once again ,upon his nimble steed1 ,full slowly pacing o'er the stones1 ,with caution and good heed4--,cowper4 #cc4 ,by comparing the words of these inscriptions with many others1 the proper method of interpreting this peculiar language was ascertained4--,ontario ,reader4 #cd4 ,failing in this1 they set themselves1 after their custom on such occasions1 to building a rude fort of their own in the neighboring forest4--,parkman4 #ce4 ,i heard a brooklet gushing ,from its rocky fountain near1 ,down into the valley rushing1 ,so fresh and wondrous clear4--,longfellow4 #cf4 ,up from the meadows rich with corn1 ,clear in the cool ,september morn1 ,the clustered spires of ,frederick stand ,green-walled by the hills of ,maryland4--,whittier4 #cg4 ,no nightingale did ever chant ,so sweetly to reposing bands ,of ,travellers in some shady haunt ,among ,arabian sands4--,wordsworth4 #ch4 ,the ,french1 blown and exhausted1 inferior beside in weight both of man and horse1 offered but a short resistance4--,lever4 #ci4 ,looking1 looking for the mark1 ,down the others came1 ,struggling through the snowdrifts stark1 ,calling out his name4--,lushington4 #dj4 ,a voice so thrilling ne'er was heard ,in spring-time from the ,cuckoo bird1 ,breaking the silence of the seas ,among the farthest ,hebrides4--,wordsworth4 99 99 99 99 99 ,,lesson ,,lxiii4 ,,clauses4 ,the leading thought of a sentence is called the principal clause4 ,a clause that has the function of a noun1 an adjective1 or an adverb1 is called a subordinate clause4 ,select the principal clauses and the subordinate clauses in the following sentences1 and state the function of each subordinate clause3-- #a4 ,they knew who did it4 #b4 ,the book which you gave me1 is here4 #c4 ,i shall go when he returns4 ,a clause that has the function of a noun1 is called a noun clause2 as1 ,he said he knew his lesson4 ,how ,i shall reach my destination is the question4 ,a noun clause may be used3-- #a4 ,as the object of a verb2 as1 ,he knew what ,i did4 #b4 ,as the subject of a verb2 as1 ,what course he pursued is seen now4 #c4 ,as the object of a preposition2 as1 ,my friend annoyed me by what he said4 #d4 ,as a predicate nominative2 as1 ,the end of it all is 7that7 he receives his choice4 ,a clause that has the use or function of an adjective1 is called an adjective clause2 as1 ,he found the book which he lost4 ,a clause that has the use or function of an adverb1 is called an adverbial clause2 as1 ,i shall go where they are4 ,he will destroy it unless we hinder him4 ,a sentence that consists of one principal clause1 and one or more subordinate clauses1 is called a complex sentence2 as1 ,i have met the person of whom you speak4 ,a sentence that consists of two or more independent clauses1 is called a compound sentence2 as1 ,james came home1 but ,john remained there4 ,a compound sentence that is made up of complex sentences1 or simple and complex sentences1 is called a compound-complex sentence2 as1 ,we entered the building1 and a man who was working there1 gave us information about it4 ,,exercises4 ,name the clauses in the following sentences1 and state the kind and relation 7if any7 of each3-- #a4 ,whilst ,i was thus musing1 ,i cast my eyes towards the summit of a rock that was not far from me1 where ,i discovered one in the habit of a shepherd1 with a musical instrument in his hand4--,addison4 ,model4-- ,whilst 4 4 4 4 musing is an adv4 clause1 mod4 cast4 ,i cast 4 4 4 4 a rock is a principal clause4 ,that 4 4 4 4 4 me is an adj4 clause1 mod4 summit of a rock4 ,where ,i 4 4 4 hand is an adj4 clause1 mod4 summit of a rock4 #b4 ,king ,harold had a rebel brother in ,flanders1 who was a vassal of ,harold ,hardrada1 king of ,norway4--,dickens4 #c4 ,those who knew him best affirmed that this ,mr4 ,toil was a very worthy character1 and that he had done more good1 both to children and grown people1 than anybody else in the world4--,hawthorne4 #d4 ,portia1 when she returned1 was in that happy temper of mind which never fails to attend the consciousness of having performed a good action2 her cheerful spirits enjoyed everything she saw3 the moon never seemed to shine so brightly before2 and when that pleasant moon was hid behind a cloud1 then a light which she saw from her house at ,belmont as well pleased her charmed fancy4--,lamb4 #e4 ,once upon a time1 there lived a very rich man1 and a king besides1 whose name was ,midas2 and he had a little daughter1 whom nobody but himself ever heard of1 and whose name ,i either never knew1 or have entirely forgotten4 ,so1 because ,i love odd names for little girls1 ,i choose to call her ,marygold4--,hawthorne4 #f4 ,i rose and prepared to leave the ,abbey4 ,as ,i descended the flight of steps which lead into the body of the building1 my eye was caught by the shrine of ,edward the ,confessor1 and ,i ascended the small staircase that conducts to it1 to take from thence a general survey of this wilderness of tombs4--,irving4 #g4 ,all things that love the sun are out of doors2 ,the sky rejoices in the morning's birth2 ,the grass is bright with rain-drops2--on the moors ,the hare is running races in her mirth4--,wordsworth4 #h4 ,i thought of a mound in sweet ,auburn ,where a little headstone stood2 ,how the flakes were folding it gently1 ,as did robins the babes in the wood4--,lowell4 #i4 ,lightly they'll talk of the spirit that's gone1 ,and o'er his cold ashes upbraid him2 ,but little he'll reck if they let him sleep on ,in the grave where a ,briton has laid him4--,wolfe4 #aj4 ,the humble boon was soon obtained2 ,the ,aged ,minstrel audience gained4 ,but1 when he reached the room of state1 ,where she1 with all her ladies1 sate1 ,perchance he wished his boon denied3 ,for when to tune his harp he tried1 ,his trembling hand had lost the ease ,which marks security to please4--,scott4 99 99 99 99 99 ,,lesson ,,lxiv4 ,,analysis ,,of ,,complex ,,and ,,compound ,,sentences4 ,model ,i4--,love had he found in huts where poor men lie4 ,kind1 a complex sentence4 ,analysis of 7,a47 ,kind1 a principal clause4 ,subject1 he4 ,predicate1 had found4 ,object1 love4 ,adv4 mod4 of predicate1 in huts where poor men lie4 ,analysis of 7,b47 ,kind1 an adj4 clause1 mod4 huts4 ,subject1 men4 ,adj4 mod4 of subj41 poor4 ,predicate1 lie4 ,adv4 mod4 of pred41 where4 ,model ,,ii4--,tell me who did it4 ,kind1 a complex sentence4 ,analysis of 7,a47 ,kind1 a principal clause4 ,subject1 you4 ,predicate1 tell4 ,direct object1 who did it4 ,indirect object1 me4 ,analysis of 7,b47 ,kind1 a noun clause1 direct obj4 of tell4 ,subject1 who4 ,predicate1 did4 ,object1 it4 ,model ,,iii4--,he goes home when ,i return4 ,kind1 a complex sentence4 ,analysis of 7,a47 ,kind1 a principal clause4 ,subject1 he4 ,predicate1 goes4 ,adv4 modifiers of pred41 home1 when ,i return4 ,analysis of 7,b47 ,kind1 an adv4 clause1 mod4 goes4 ,subject1 ,i4 ,predicate1 return4 ,adv4 mod4 of pred41 when4 ,model ,,iv4--,it doth appear you are a worthy judge4 ,kind1 a complex sentence4 ,analysis of 7,a47 ,kind1 a principal clause4 ,real subject1 you are a worthy judge4 ,representative subject1 it4 ,predicate1 doth appear4 ,analysis of 7,b47 ,kind1 a noun clause1 real subj4 of doth appear4 ,subject1 you4 ,predicate1 verb incomplete predication1 are4 complement of predicate1 a worthy judge4 ,model ,v4--,the boy does not know this part of the wood1 but he runs on4 ,kind1 a compound sentence4 ,analysis of 7,a47 ,kind1 a principal clause4 ,subject1 boy4 ,adj4 mod4 of subj41 the4 ,predicate1 does know4 ,object1 part4 ,adj4 modifiers of obj41 this1 of the wood4 ,adv4 mod4 of pred41 not4 ,analysis of 7,b47 ,kind1 a principal clause4 ,subject1 he4 ,predicate1 runs4 ,adv4 mod4 of pred41 on4 ,model ,,vi4-- ,from yonder ivy-mantled tower ,the moping owl does to the moon complain ,of such as1 wandering near her secret bower1 ,molest her ancient1 solitary reign4--,gray4 ,kind1 a complex sentence4 ,analysis of 7,a47 ,kind1 a principal clause4 ,subject1 owl4 ,adj4 modifiers of subj41 the1 moping4 ,predicate1 does complain4 ,adv4 modifiers of pred41 from yonder ivy-mantled tower1 to the moon1 of such as1 wandering 4 4 4 4 4 4 4 4 reign4 ,analysis of 7,b47 ,kind1 an adj4 clause1 mod4 such4 ,subject1 as4 ,adj4 mod4 of subj41 wandering near her secret bower4 ,predicate1 molest4 ,object1 reign4 ,adj4 modifies of obj41 her1 ancient1 solitary4 ,model ,,vii4--,train up a child in the way he should go2 and when he is old1 he will not depart from it4--,bible4 ,kind1 a compound-complex sentence4 ,analysis of 7,a47 ,subject1 you4 ,predicate1 train4 ,object1 child4 ,adj4 mod4 of obj41 a4 ,adv4 modifiers of pred41 up1 in the way he should go4 ,analysis of 7,b47 ,kind1 an adj4 clause1 mod4 way4 ,subject1 he4 ,predicate1 the verb-phrase1 should go4 ,analysis of 7,c47 ,kind1 an adv4 clause1 mod4 will depart4 ,subject1 he4 ,predicate1 verb of incomplete predication1 is4 complement of predicate1 old4 ,adv4 of mod4 of pred41 when4 ,analysis of 7,d47 ,kind1 a principal clause4 ,subject1 he4 ,predicate1 will depart4 ,adv4 modifiers of pred41 not1 from it1 when he is old4 ,,exercises4 #a4 ,the evil that men do lives after them4--,shakespeare4 #b4 ,an idler is a watch that wants both hands4--,cowper4 #c4 ,if sinners entice thee1 consent thou not4--,bible4 #d4 8,i have it ready10 said ,bassanio2 8here it is40--,lamb4 #e4 ,i think of those upon whose rest he tramples4--,bryant4 #f4 ,it is a great day when the sled is loaded with the buckets1 and the procession starts for the woods4--,warner4 #g4 ,meantime the ,french had given way1 and were flying in all directions4--,warburton4 #h4 ,i believe there is no permanent greatness to a nation except it be based upon morality4--,bright4 #i4 ,gilliatt had thrust his arm deep into the opening2 the monster had snapped at it4--,hugo4 #aj4 ,the things we have described occupied only a few minutes4--,hugo4 #aa4 ,the ,turks spread gradually over the battlefield below us1 slaughtering as they advanced4--,forbes4 #ab4 ,there were many boys in the room by whom that little scene was taken to heart before they slept4--,hughes4 #ac4 ,general ,brock1 who had risen as usual before day-break1 hearing the cannonading1 galloped from ,niagara to the scene of action4--,miss ,machar4 #ad4 ,in walking one day up the mountain behind ,montreal1 ,i leaned over a paling which enclosed the water reservoir of the city4--,argyle4 #ae4 ,then was committed that fearful crime1 memorable for its singular atrocity1 memorable for the tremendous retribution which followed4--,macaulay4 #af4 ,she was a phantom of delight ,when first she gleamed upon my sight4--,wordsworth4 #ag4 ,he that died at ,azan gave ,this to those who made his grave4--,arnold4 #ah4 ,he sendeth the springs into the valleys1 ,which run among the hills4--,bible4 #ai4 ,thy dress was like the lilies1 ,and thy heart as pure as they4--,longfellow4 #bj4 ,a pound of that same merchant's flesh is thine2 ,the court awards it1 and the law doth give it4--,shakespeare4 #ba4 ,happy is the man whose good intentions have borne fruit in deeds and whose evil thoughts have perished in the blossom4--,scott4 #bb4 ,there was one tall ,norman knight who rode before the ,norman army on a prancing horse1 throwing up his heavy sword and catching it1 and singing of the bravery of his countrymen4--,dickens4 #bc4 ,this dashed the spirits of the ,iroquois1 and they sent a canoe to call to their aid five hundred of their warriors1 who were mustered near the mouth of the ,richelieu4--,parkman4 #bd4 ,the parent who sends his son into the world uneducated1 defrauds the community of a useful citizen and bequeaths to it a nuisance4--,chancellor ,kent4 #be4 ,the smoke which hung upon the field rolled in slow and heavy masses back upon the ,french lines1 and gradually discovered to our view the entire of the army4--,lever4 #bf4 ,as o'er the verdant waste ,i guide my steed1 ,among the high1 rank grass that sweeps his sides1 ,the hollow beating of his footsteps seems ,a sacrilegious sound4--,bryant4 #bg4 ,scarcely the hot assault was staid1 ,the terms of truce were scarcely made1 ,when they could spy1 from ,branksome's towers1 ,the advancing march of martial powers4--,scott4 #bh4 ,i made a footing in the wall1 ,it was not therefrom to escape1 ,for ,i had buried one and all1 ,who loved me in a human shape4--,byron4 #bi4 ,so the storm subsides to calm2 ,they see the green trees wave ,on the heights o'erlooking ,grve2 ,hearts that bled are stanched with balm4--,browning4 #cj4 ,he who from zone to zone ,guides through the boundless sky thy certain flight ,in the long way that ,i must tread alone ,will lead my steps aright4--,bryant4 #ca4 ,columbus tried to pacify them with gentle words and promises of large rewards2 but finding that they only increased in clamor1 he assumed a decided tone4--,irving4 #cb4 ,wolfe and the troops with him leaped on shore2 the light infantry1 who found themselves borne by the current a little below the intrenched path1 clambered up the steep hill1 staying themselves by the roots and boughs of the maple and spruce and ash trees that covered the precipitous declivity4--,bancroft4 #cc4 ,the boys1 who were twelve and ten years old1 aided by the soldiers1 whom her words had inspired with some little courage1 began to fire from the loop-holes upon the ,iroquois4--,parkman4 #cd4 ,she had told ,tom1 however1 that she would like him to put the worms on the hook for her1 although she accepted his word when he assured her that worms couldn't feel4--,george ,eliot4 #ce4 ,the beadle1 who performed it1 had filled his left hand with yellow ochre1 through which1 after every stroke1 he drew the lash of his whip1 leaving the appearance of a wound upon the skin1 but in reality not hurting him at all4--,cowper4 #cf4 ,on a rock whose haughty brow ,frowns o'er old ,conway's foaming flood1 ,robed in the sable garb of woe1 ,with haggard eyes the ,poet stood4--,gray4 #cg4 ,between the dark and the daylight1 ,when the night is beginning to lower1 ,comes a pause in the day's occupations ,that is known as the ,children's ,hour4--,longfellow4 #ch4 ,the gallant youth1 who may have gained1 ,or seeks1 a 8,winsome ,marrow10 ,was but an infant in the lap ,when first ,i looked on ,yarrow4--,wordsworth4 #ci4 ,she told me all her friends had said2 ,i raged against the public liar2 ,she talked as if her love were dead1 ,but in my words were seeds of fire4--,tennyson4 #dj4 ,the dwarf1 who feared his master's eye ,might his foul treachery espy1 ,now sought the castle buttery1 ,where many a yeoman1 bold and free1 ,revelled as merrily and well ,as those that sat in lordly selle4--,scott4 99 99 99 99 99 ,,part ,,fifth4 ,,composition4 99 99 99 99 99 ,,lesson ,,lxv4 ,,capital ,,letters4 #a4 ,the first word of every sentence should begin with a capital letter4 #b4 ,the pronoun ,i and the interjection ,o should be written in capitals2 as1 ,o father6 ,i hear the church bells ring4 #c4 ,a proper noun should begin with a capital letter2 as1 ,toronto is in ,ontario4 #d4 ,a proper adjective should begin with a capital letter2 as1 ,we speak the ,english language4 #e4 ,the first word of every line of poetry should begin with a capital letter2 as1 ,if thou wouldst view fair ,melrose aright1 ,go visit it by the pale moonlight4 #f4 ,the names of the days of the week and the names of the months of the year should begin with capital letters2 as1 ,saturday1 ,august4 #g4 ,titles of individuals1 and titles of books and newspapers should begin with capital letters2 as1 ,lord ,aberdeen1 ,governor-,general of ,canada4 ,harper's ,round ,table4 #h4 ,all names of the ,deity1 and words standing for ,his name1 should begin with capital letters2 as1 ,creator1 ,supreme ,being4 #i4 ,names of peoples and languages should begin with capital letters2 as1 ,italians1 ,greek4 #aj4 ,the first word of a direct quotation should begin with a capital letter2 as1 ,she answered1 8,this shall never be40 ,in all your reading1 note carefully how capital letters are used4 99 99 99 99 99 ,,lesson ,,lxvi4 ,,punctuation4 #a4 ,a declarative or assertive sentence1 and an imperative sentence should be followed by a period2 as1 ,your friend gave me a book4 ,open the door4 #b4 ,an interrogative sentence should be followed by the interrogation mark2 as1 ,when did you come8 #c4 ,an exclamatory word or sentence should be followed by the exclamation mark2 as1 ,but hush6 hark6 ,a deep sound strikes like a rising knell6 #d4 ,every abbreviated word should be followed by a period2 as1 ,mr41 ,rev4 #e4 ,the title of a composition1 the address and the signature of a person1 should be followed by a period4 #f4 ,words that are in the same grammatical relation should be separated by commas2 as1 ,he is honest1 capable1 and sympathetic4 ,two words that are in the same grammatical relation and connected by and1 or1 or nor1 should not be separated by a comma2 as1 ,she is kind and good4 #g4 ,words or phrases in apposition should be separated from the rest of the sentence by commas2 as1 ,lady ,aberdeen1 the wife of the ,governor of ,canada1 has gone on an ocean voyage4 #h4 ,a transposed phrase or clause1 not closely united with the sentence1 should be separated from the rest of the sentence by a comma2 as1 ,in their large cities1 the ,egyptians built massive temples4 #i4 ,words or phrases placed between closely related parts of a sentence should be separated from the rest of the sentence by commas2 as1 ,their whole army1 in fact1 did not exceed thirty thousand men4 #aj4 ,the name of a person addressed should be separated from the rest of the sentence by a comma2 as1 ,james1 hand me the brush4 #aa4 ,the clauses of a compound sentence1 when short and closely connected1 should be separated by a comma2 as1 ,i finished my work1 and then came home4 #ab4 ,the clauses of a compound sentence1 if they are contracted1 or are long1 or are not closely connected1 should be separated by a semicolon2 as1 ,man counts his life by years2 the oak1 by centuries4 ,his left hand only was free2 his open knife was in this hand4 #ac4 ,a direct quotation should be enclosed by quotation marks2 as1 ,he said1 8,i shall go40 8,he is a tall and stately king10 said ,harold2 8but his end is near40 #ad4 ,if a quotation is short1 it should be separated from the preceding part of the sentence by a comma2 as1 ,he replied1 8,i am a ,briton born40 #ae4 ,if a quotation is long1 or if it is formally introduced by as follows1 these words1 etc41 it should be separated from the preceding part of the sentence by a colon2 as1 ,he replied in these words3 8,i am a ,briton born1 and a ,briton ,i shall die40 #af4 ,when an unexpected break1 pause1 or turn occurs in a sentence1 it should be indicated by a dash2 as1 ,to-night will be a stormy night-- ,you to the town must go4 #ag4 ,explanatory words which are not necessary to the sense of the passage1 should be enclosed in marks of parenthesis2 as1 ,know1 then1 this truth 7enough for man to know71 ,virtue alone is happiness below4 #ah4 ,the parts of a compound word when they have not become united into one word1 are connected by a hyphen2 as1 to-day1 wind-organ4 ,a hyphen is also used at the end of a line when a word is divided into syllables4 99 99 99 99 99 ,,lesson ,,lxvii4 ,,the ,,use ,,of ,,words4 ,every one who desires to become a good speaker or writer must acquire a knowledge of words2 he must possess a large vocabulary1 and be master of the significance and application of the words of which it is composed4 ,to this end he should read the best authors1 converse with the educated1 and use the words he thus acquires in his own conversation4 ,the dictionary should be in daily use to learn the exact meaning and force of new words4 99 99 99 99 99 #a4 ,select the words that are familiar to the educated1 and that are used by good writers4 #b4 ,employ words in the sense they are used by the best writers and speakers4 ,this knowledge is obtained from the dictionary and from observation in reading the best authors4 #c4 ,use the word that expresses the exact meaning intended to be conveyed4 ,a knowledge of the distinction of synonyms is best acquired by keeping a list of words of nearly the same meaning1 and carefully studying the sense in which each is used4 ,,exercise4 ,distinguish the meaning of the following words1 and write sentences in which they are accurately used3-- ,sit1 set2 may1 can2 think1 guess2 expect1 suspect2 lie1 lay2 hanged1 hung2 teach1 learn2 stop1 stay2 fly1 flee2 among1 between2 each other1 one another4 99 99 99 99 99 ,,lesson ,,lxviii4 ,,the ,,sentence4 ,a complete thought expressed in words is called a sentence4 ,in a single sentence every part should be subordinate to one principal assertion4 ,,kinds ,,of ,,sentences4 ,sentences are classified into ,periodic1 ,loose1 ,balanced1 ,short and ,long4 ,a sentence that is so constructed that the complete meaning is delayed till the close1 is called a periodic sentence2 as1 ,from many lands1 comes the cry for help4 ,even on the driest day this vapor is never absent from our atmosphere4 ,a sentence that is so constructed that it may be stopped before the end1 sometimes in several places1 and still be complete in sense1 is called a loose sentence2 as1 ,those scenes1 rude and humble as they are1 have kindled beautiful emotions in his soul1 noble thoughts1 and definite resolves2 and he speaks forth what is in him1 not from any outward call of vanity or interest1 but because his heart is too full to be silent4--,carlyle4 ,a sentence that is so constructed that the different elements are made to answer to each other and set each other off by similarity of form1 is called a balanced sentence2 as1 ,in peace1 children bury their parents2 in war1 parents bury their children4 ,he defended him when living1 amidst the clamors of his enemies2 and praised him when dead1 amidst the silence of his friends4 ,a short sentence is more easily understood and more animated than a long sentence4 ,a long sentence gives more scope than a short one1 for the addition of particulars1 and for the expansion of the main thought4 ,note4--,the loose sentence is adapted to ordinary composition1 being simple and clear4 ,the periodic sentence is suitable to compositions of a forcible nature2 the balanced sentence to compositions in which characters or subjects are compared4 ,variety is secured by the due alternation of long and short sentences4 ,emphatic places of the ,sentence4 ,the natural emphatic places of a sentence are the beginning and the end4 ,if we wish to give special distinction to some particular word or phrase1 it must occupy one of these positions4 ,since the beginning and the end of a sentence are the natural places for the subject and predicate respectively1 the subject is made emphatic by placing it at the end1 and the predicate by placing it at the beginning of the sentence2 as1 ,flashed all their sabres bare4 99 99 99 99 99 ,,lesson ,,lxix4 ,,the ,,paragraph4 ,a connected series of sentences dealing with a single topic is called a paragraph4 ,it is a whole composition and is complete in itself4 ,note4--,a paragraph begins on a new line and the opening word is withdrawn towards the middle of the line4 ,,the ,,principles ,,of ,,the ,,paragraph4 #a4 ,every paragraph should possess unity1 that is1 it should have a definite subject or topic to which all parts of the structure are related1 forming elements1 in its development4 #b4 ,the sentences that compose a paragraph should follow one another in natural order1 showing a logical progress of thought4 ,this principle is called continuity4 #c4 ,the connection of each sentence in the paragraph1 with the preceding one1 should be made clear1 and also the connection between the paragraphs themselves4 ,this connection or explicit reference is secured in the following ways3-- #a4 ,by conjunctions and adverbs4 #b4 ,by demonstrative words and phrases4 #c4 ,by a clear and unmistakable connection in sense4 ,,exercise4 ,he kept his course westward taking advantage of the trade wind which blows steadily from west to east between the tropics4 7,topic sentence74 ,with this favorable breeze 7,explicit reference7 they were wafted gently but speedily over a tranquil sea1 so that for many days they did not shift a sail4 ,nevertheless the situation of ,columbus was daily becoming critical2 his crews began to grow extremely uneasy at the length of the voyage2 they were already beyond the reach of succor1 and beheld themselves still borne onward over the boundless wastes of what appeared to them a mere watery desert4 ,they were full of vague terrors1 and harassed their commander by incessant murmurs1 or fed each other's discontents1 gathering together in little knots1 and stirring up a spirit of mutiny4 ,there was great danger of their breaking forth into open rebellion1 and compelling ,columbus to turn back4 ,in their secret conferences they exclaimed against him as a mad desperado1 and even talked of throwing him into the sea4--,irving4 #a4 ,what is the topic sentence of the second paragraph8 #b4 ,how does the author make connection or attain explicit reference between the two paragraphs8 #c4 ,show that the sentences of the second paragraph follow one another in a natural and logical order4 #d4 ,in the second paragraph1 point out the means by which the author relates each sentence to the preceding one4 #e4 ,is there any statement in this paragraph that does not bear on the topic8 99 99 99 99 99 ,,lesson ,,lxx4 ,,figurative ,,language4 ,the two great divisions of composition are prose and poetry4 ,the grand distinction in form is metre or measure4 ,the chief object of prose is to instruct1 to convince1 or to persuade2 while the chief object of poetry is to give pleasure or inspiration4 ,both kinds of composition employ figurative or representative language to please1 to adorn1 to illustrate1 or to explain4 #a4 ,an expressed comparison is called a simile2 as1 ,he shall be like a tree planted by the rivers of water4 ,blue were her eyes as the fairy flax4 #b4 ,an implied comparison is called a metaphor2 as1 ,she is an angel4 ,this news was a dagger to his heart4 #c4 ,when the name of one object is put for some other1 so related that one naturally suggests the other1 the figure is called metonymy2 as1 ,the pen shall supersede the sword4 ,no man reveres the crown more than ,i do4 #d4 ,when life and mind are attributed to inanimate objects1 the figure is called personification2 as1 ,the mountains looked on ,marathon1 and ,marathon looked on the sea4 ,the smiling spring comes round once more4 #e4 ,when two unlike things are contrasted1 that each may appear more striking1 the figure is called antithesis2 as1 ,go or stay1 whichever you will4 ,success wins attention2 failure wins neglect4 #f4 ,when the mind is aroused by a contradiction between the form of the language and the meaning really intended1 the figure is called an epigram2 as1 ,the favorite has no friend4 ,genius is an immense capacity for taking trouble4 #g4 ,when something absent is addressed as if present1 the figure is called apostrophe2 as1 ,o1 death1 where is thy sting8 #h4 ,when the language expresses the contrary of what is meant1 the figure is called irony2 as1 ,no doubt but ye are the people1 and wisdom will die with you4--,job4 ,,exercise4 ,name the figures in the following passages1 and state what is gained by the use of each3-- #a4 ,some people are too foolish to commit follies4 #b4 ,youth and beauty must be laid in the grave4 #c4 ,a true friend1 like a mirror1 will tell us of our faults4 #d4 ,war flings his blood-stained banner to the breeze4 #e4 ,the light of the ,constitution shines in the palace and the cottage4 #f4 ,though gentle1 yet not dull2 ,strong1 without rage2 without o'erflowing1 full4--,denham4 #g4 ,there is a tide in the affairs of men1 ,which1 taken at the flood1 leads on to fortune4--,shakespeare4 #h4 ,sweet friends6 ,what the women lave ,for its last bed of the grave1 ,is a hut which ,i am quitting1 ,is a garment no more fitting4--,arnold4 #i4 ,ayr1 gurgling1 kissed his pebbled shore1 ,o'erhung with wild woods1 thickening green2 ,the fragrant birch and hawthorn hoar ,twined amorous round the raptured scene4--,burns4 #aj4 ,and1 as a bird each fond endearment tries ,to tempt its new-fledged offspring to the skies1 ,he tried each art1 reproved each dull delay1 ,allured to brighter worlds1 and led the way4--,goldsmith4 99 99 99 99 99 ,,lesson ,,lxxi4 ,,style4 ,the skilful adaptation of expression to thought is called style4 ,the essential qualities of style in composition are clearness1 force1 and beauty4 ,some of the means by which clearness is secured are3--7#a7 by discrimination in the choice of words2 7#b7 by explicit reference2 7#c7 by contrast2 7#d7 by the orderly arrangement of phrases and sentences4 ,the quality of force is gained by means of--7#a7 brevity2 7#b7 suggestive words2 7#c7 illustrations and comparisons2 7#d7 the use of interrogation and exclamation2 7#e7 the employment of contrast2 7#f7 the repetition of words2 7#g7 the order of words2 7#h7 the use of the particular instead of the general term4 ,the quality of beauty is secured by means of--7#a7 good taste in the use of words2 7#b7 alliteration2 7#c7 happy phrases2 7#d7 balanced structure2 7#e7 rhythm4 ,the composition must possess elevation of thought withal4 ,other qualities of style sometimes present in good writing are3--simplicity1 pathos1 picturesqueness1 humour1 satire1 and harmony4 ,,model4 ,,trailing ,,arbutus4 4 4 4 ,the ground was white in spots with half-melted snow4 ,a few whirls of snow had come down in the night1 and the air was too cold to change to rain4 ,some green leaves1 in sheltered nooks1 had accepted the advances of the sun and were preparing for the summer4 ,but that which ,i came to search after was trailing arbutus1 one of the most exquisite of all ,nature's fondlings4 ,i did not seek in vain4 ,the hills were covered with it4 ,its gay whorls of buds peeped forth from ruffles of snow in the most charming beauty4 ,many blossoms1 too1 quite expanded1 did ,i find2 some pure white1 and a few more deliciously suffused with pink4 ,for nearly an hour ,i wandered up and down1 in pleasant fancies1 searching1 plucking1 and arranging these most beautiful of all early blossoms4 ,who would suspect by the leaf what rare delicacy was to be in the blossom8 ,like some people of plain and hard exterior1 but of sweet disposition1 it was all the more pleasant from the surprise of contrast4 ,all winter long the little thing must have slumbered with dreams1 at least1 of spring4 ,it has waited for no pioneer or guide1 but started of its own self and led the way for all the flowers on the hillside4 ,its little viny stem creeps close to the ground1 humble1 faithful1 and showing how the purest white may lay its cheek in the very dirt without soil or taint4 ,the odor of the arbutus is exquisite1 and as delicate as the plant is modest4 ,some flowers seem determined to make an impression on you4 ,they stare at you4 ,they dazzle your eyes4 ,if you smell them1 they overfill your sense with their fragrance4 ,they leave nothing for your gentleness and generosity1 but do everything themselves4 ,but this sweet nestler of the spring hills is so secluded1 half-covered with russet leaves1 that you would not suspect its graces1 did you not stoop to uncover the vine1 to lift it up1 and then you espy its secluded beauty4 ,if you smell it1 at first it seems hardly to have an odor4 ,but there steals out of it at length the finest1 rarest scent1 that rather cites desire than satisfies your sense4 ,it is coy1 without designing to be so1 and its reserve plays upon the imagination far more than could a more positive way4 ,without doubt there are intrinsic beauties in plants and flowers1 and yet very much of pleasure depends upon their relations to the seasons1 to the places where they grow1 and to our own moods4 ,no midsummer flower can produce the thrill that the earliest blossoms bring1 which tell us that winter is gone1 that growing days have come6--,henry ,ward ,beecher4 ,,exercise4 #a4 ,are all the essential or cardinal qualities of style illustrated in the foregoing extract8 ,by what means does the author secure each of the qualities found in this composition8 #b4 ,what other qualities of style do you find in this selection8 ,give examples of each4 99 99 99 99 99 ,,lesson ,,lxxii4 ,,prose4 ,the chief varieties of prose composition are ,letters1 ,narrations1 ,descriptions1 and ,expositions4 ,,letters4 ,letters are of two kinds1 familiar letters or letters of friendship1 and business letters4 ,note4--,in letter-writing of all kinds1 the style should be simple1 and the manner of expression natural4 ,neatness and correctness are essential4 ,,the ,,parts ,,of ,a ,,letter4 ,the parts of a letter are the heading1 the address1 the salutation1 the body1 the conclusion1 and the signature4 ,the heading should show where and when the letter was written4 ,it should include the address of the writer in full1 and the date4 ,every important part of the heading should begin with a capital letter4 ,every abbreviated word should be followed by a period1 and the parts of the heading should be separated by commas4 ,a period should be placed at the close of the heading4 ,the heading should be placed about an inch and a half from the top of the page1 and should begin about the middle of the sheet4 ,it may occupy a part of a line1 or of two lines4 ,the address shows to whom the letter is written and his place of residence4 ,it may be placed at the beginning or at the close of a letter4 ,in business letters the best place is at the beginning1 and in familiar letters at the close4 ,the address1 when placed at the beginning of a letter1 should begin near the left margin of the sheet and one inch below the last line of the heading4 ,it should not occupy more than two lines4 ,the salutation is the greeting with which we begin the letter4 ,there is a variety of forms in keeping with our different relations4 ,the most formal salutation is 8,sir40 ,if our relations are somewhat familiar1 we use 8,dear ,sir10 8,my dear ,sir10 8,dear ,mr4 ,williams10 etc4 ,in addressing a business firm the salutation is 8,gentlemen40 ,the body of a letter begins one space below the salutation1 and just where the salutation closes4 ,a margin of one-half inch1 at least1 should be left on the left-hand side of the sheet4 ,each succeeding paragraph should begin in line with the first word of the first paragraph4 ,the conclusion consists of the complimentary close and follows the body of the letter4 ,it depends upon the relation of the persons4 ,the closing words in business letters are3--,yours truly1 ,yours respectfully1 ,very truly yours1 etc4 ,the closing words in letters of friendship are3--,yours sincerely1 ,your loving friend1 ,your affectionate niece1 etc4 ,the signature follows the complimentary close1 in the next space and to the right4 ,it should end at the right-hand side of the sheet4 99 99 99 99 99 ,a ,,familiar ,,or ,,social ,,letter4 ,illustration ,illustration3 ,note4--,in social letters the address is omitted4 ,text of illustration ,,familiar ,letter3 #ad ,grosvenor ,st41 ,toronto1 ,july #bf1 #aijj4 ,dear ,uncle3-- ,i received your kind letter on the #bjth inst4 ,i thank you very much for the gold pen you sent me by the same mail4 ,i am writing this letter with it1 and like it well4 ,i shall always think of you when ,i use it4 ,i listened to a lecture in ,massey ,music ,hall last night on ,new ,ontario4 ,this name is now given to ,northern ,ontario which comprises the districts of ,nipissing1 ,algoma1 ,thunder ,bay and ,rainy ,river4 ,the lecturer told us about the fertile soil1 valuable forests and great mineral wealth of that part of our province4 ,he described the large pulp mill at ,sault ,ste4 ,marie1 the extensive nickel deposits near ,sudbury and the rich gold mines in the vicinity of ,rat ,portage4 ,there are millions of acres of good lands which can be had free4 ,let me tell you about a book ,i have been reading4 ,it is entitled 8,what ,one ,boy ,did40 ,when the hero of the story was quite young1 his father died and his mother was not able to keep him at school4 ,the boy was determined to have an education1 and every evening1 after his day's work1 he applied himself to his studies4 ,after a few years he was able to attend college1 and later in life he became a professor in a university4 ,we all send our kindest regards to you and ,aunt4 ,your loving nephew1 ,henry ,m4 ,turner4 99 99 99 99 99 ,,invitation4 ,illustration3 ,note4--,invitations are usually written in the third person4 ,text of illustration ,,invitation3 ,mr4 and ,mrs4 ,james ,smith request the pleasure of your company at dinner on ,wednesday evening1 ,june #ba,st4 at seven o'clock4 #abd ,perth ,st4 99 99 99 99 99 ,,acceptance4 ,illustration ,text of illustration ,,acceptance3 ,mr4 ,h4 ,m4 ,reid accepts with pleasure the kind invitation of ,mr4 and ,mrs4 ,james ,smith to dinner at seven o'clock1 ,wednesday evening1 ,june #bast4 99 99 99 99 99 ,,regret4 ,illustration ,text of illustration ,,regret3 ,miss ,mary ,brown regrets her inability1 on account of a previous engagement1 to accept the very kind invitation of ,mr4 and ,mrs4 ,james ,smith for ,wednesday evening1 ,june #bast4 99 99 99 99 99 ,,application ,,for ,a ,,situation4 ,illustration ,text of illustration ,,application ,,for ,a ,,situation3 ,brampton1 ,july #bj1 #aijj4 ,messrs4 ,brown and ,hogan1 ,toronto4 ,gentlemen3-- ,in reply to your advertisement in to-day's 8,globe0 for an office assistant1 ,i beg to offer my services4 ,i was in the employ of the firm of ,messrs4 ,liman1 ,henry and ,co4 of this town until ,may last1 when they sold out4 ,i had the second position in their office1 where ,i had considerable experience in book-keeping and correspondence4 ,i enclose a copy of a testimonial from my former employers1 and shall await with interest your reply4 ,yours respectfully1 ,r4 ,w4 ,king4 99 99 99 99 99 ,,letter ,,ordering ,,goods4 ,illustration ,text of illustration ,,letter ,,ordering ,,goods3 ,,james ,,hope ,,sons1 ,booksellers and ,stationers4 ,ottawa1 ,july #e1 #aija4 ,the ,hunter1 ,rose ,co41 ,ltd4 ,toronto4 ,dear ,sir3-- ,please send us by ,canadian ,express1 at earliest possible date the following books-- #ab ,high ,school ,reader4 #bd ,mc,kay's ,euclid ,books #a-c4 #cj ,swiss ,family ,robinson4 #ab ,high ,school ,arithmetic4 ,we thank you for the promptness with which you filled our former orders4 ,enclose bill at your lowest rate4 ,yours very truly1 ,james ,hope ,sons4 99 99 99 99 99 ,note4--,fold a letter-sheet from the bottom forward1 bringing the lower edge to the top1 and then break the fold4 ,next fold twice the other way1 beginning at the left edge4 ,measure these folds so as to fit the envelope4 ,fold a note-sheet twice1 from the bottom forward4 ,if the envelope is nearly square1 a single fold of the note-sheet is sufficient4 99 99 99 99 99 ,,envelope ,,addresses4 ,illustration ,text of illustration ,,envelope ,,addresses3 ---------------------------------------- --- ---------------------------------------- - ,the ,hunter1 ,rose ,co41 ,limited1 ,temple ,building1 ,toronto1 ,ont4 ---------------------------------------- --- ---------------------------------------- --- ---------------------------------------- - ,miss ,annie ,m4 ,lawson1 #ajd ,lansdowne ,ave41 ,hamilton1 ,ont4 ---------------------------------------- --- ,note4--,in social correspondence1 the envelopes and paper should be white and plain4 ,always use black ink4 ,,exercise4 #a4 ,write a social letter to a friend1 describing a holiday that you have had4 #b4 ,you are clerking for a bookseller4 ,write a letter to a publisher1 ordering a stock of books4 #c4 ,write an invitation to a friend to attend your birthday party4 #d4 ,you have been absent from school for some days4 ,write your teacher a note of explanation4 99 99 99 99 99 ,,lesson ,,lxxiii4 ,,narration4 ,a detailed account of incidents1 real or imaginary1 is called narration4 ,narrations of fact include history1 biography1 and travels4 ,narrations of imaginary incidents are called fiction or stories4 ,,the ,,leading ,,principles ,,of ,,narration4 #a4 ,the order in which the events occurred must be followed4 #b4 ,every event must grow out of a preceding one4 #c4 ,when possible1 the whole narration should centre in one principal event4 #d4 ,when there is more than one important event1 one is brought up to a certain point1 then dropped until the others reach this particular place in the narrative4 #e4 ,the scene and the actors should seldom change1 and never without intimation4 #f4 ,only the prominent points are related1 the reader will infer the rest4 ,,models4 ,personal ,incidents4 ,i4 ,,james ,,barry ,,and ,,edmund ,,burke4 ,the father of ,james ,barry1 the ,irish painter1 was a sailor1 who was disgusted with his idle1 dreamy1 good-for-nothing son4 ,his mother perceived his natural ability1 but tried to dissuade him from study for the sake of his health4 ,he had therefore to prosecute his art studies in the face of the greatest difficulties4 ,at length1 while yet a boy1 he ventured to send to a public exhibition in ,dublin his first matured production--8,st4 ,patrick's ,arrival on the ,coast of ,cashel40 ,when the exhibition opened1 ,barry with beating heart entered it with the crowd4 ,to his infinite delight1 it quickly gathered around his picture1 and murmurs of approval arose on every side4 ,suddenly the throng made way for one whose judgment none might dispute--the orator1 statesman1 and philosopher1 ,edmund ,burke4 ,having examined the composition closely1 he praised it warmly1 ungrudgingly4 8,who is the painter80 he asked2 8,where is he80 ,then the unknown stranger1 the ill-dressed1 pallid little boy1 could contain his fierce delight no longer4 8,i am the painter60 he exclaimed from amid the crowd4 8,you1 a boy2 impossible60 was the reply from many lips4 ,but when ,edmund ,burke advanced to congratulate him1 he was overpowered4 ,he burst into a sudden gush of tears1 covered his face with his hands1 and rushed from the room4--,royal ,school ,series4 ,,ii4 ,,jenny ,,lind ,,and ,,the ,,queen4 ,there is a pretty story told of ,queen ,victoria and ,jenny ,lind4 ,it belongs to the year #ahdh1 and shows how the modesty of two women--the ,queen of ,england1 and the ,queen of song--made a momentary awkwardness which the gentle tact of the singer overcame4 ,it was on a night when ,jenny ,lind was to sing at her ,majesty's ,theatre that the ,queen made her first appearance after the memorable ,chartist day4 ,for the great artist1 too1 this was a first appearance1 for it was the beginning of her season at a place where the year before she had won unparalleled fame4 ,it happened that the ,queen entered the royal box at the same moment that the prima donna stepped upon the stage4 ,instantly a tumult of acclamation burst from every corner of the theatre4 ,jenny ,lind modestly retired to the back of the stage1 waiting till the demonstration of loyalty to the sovereign should subside4 ,the ,queen1 refusing to appropriate to herself that which she imagined to be intended for the artist1 made no acknowledgment4 ,the cheering continued1 increased1 grew overwhelming1 and still there was no acknowledgment1 either from the stage or the royal box4 ,at length1 when the situation became embarrassing1 ,jenny ,lind1 with ready tact1 ran forward to the footlights and sang 8,god ,save the ,queen10 which was caught up at the end of the solo by the orchestra1 chorus and audience4 ,the ,queen then came to the front of her box and bowed1 and the opera was resumed4--,youth's ,companion4 ,,exercise ,i4 ,examine carefully the construction of the foregoing incidents4 ,how far do they illustrate the principles of narration8 ,,exercise ,,ii4 ,write a composition of about six paragraphs on one of the following subjects3-- #a4 ,our ,sunday ,school ,picnic4 #b4 ,a ,visit to ,niagara ,falls4 #c4 ,learning to ,swim4 #d4 ,a ,snow-balling ,match4 #e4 ,a ,drowning ,accident4 #f4 ,on the ,way ,home from ,school4 #g4 ,a ,sail ,down the ,st4 ,lawrence4 #h4 ,a ,scene in ,school4 #i4 ,a ,fishing ,excursion4 #aj4 ,an ,apple-,bee4 ,note4--,before writing1 make an analysis of your subject1 and draw up a plan showing the chief topics of your composition1 arranged in natural order4 ,a plan for the first subject3-- ,,our ,,sunday ,,school ,,picnic4 ,introduction4 ,time and place of picnic4 ,the journey to the appointed place4 ,the arrival4 ,the ,story4 ,the amusements4 ,how lunch was served4 ,the return home4 ,conclusion4 ,pleasure derived from the outing4 99 99 99 99 99 ,historical ,narratives4 ,i4 ,,the ,,landing ,,of ,,columbus4 ,it was on ,friday morning1 the #abth of ,october1 that ,columbus first beheld the new world4 ,as the day dawned he saw before him a level island1 several leagues in extent1 and covered with trees like a continuous orchard4 ,though apparently uncultivated1 it was populous2 for the inhabitants were seen issuing from all parts of the woods and running to the shore4 ,as they stood gazing at the ships1 they seemed by their attitudes and gestures to be lost in astonishment4 ,columbus made signal for the ships to cast anchor1 and the boats to be manned and armed4 ,he entered his own boat1 richly attired in scarlet1 and holding the royal standard2 two other boats followed with the captains and other officers1 each with a banner of the enterprise emblazoned with a green cross1 having on either side the letters ,f4 and ,y41 the initials of the ,castilian monarchs ,ferdinand and ,ysabel1 surmounted by crowns4 ,as he approached the shore1 ,columbus1 who was disposed for all kinds of agreeable impressions1 was delighted with the purity and suavity of the atmosphere1 the crystal transparency of the sea1 and the extraordinary beauty of the vegetation4 ,he beheld1 also1 fruits of an unknown kind upon the trees which overhung the shores4 ,on landing1 he threw himself on his knees1 kissed the earth1 and returned thanks to ,god with tears of joy4 ,his example was followed by the rest1 whose hearts1 indeed1 over-flowed with the same feelings of gratitude4 ,columbus then rising1 drew his sword1 displayed the royal standard1 and assembling around him the two captains1 with the rest who had landed1 he took solemn possession in the name of the ,castilian sovereigns1 giving the island the name of ,san ,salvador4--,washington ,irving4 ,,ii4 ,,the ,,taking ,,of ,,edinburgh ,,castle4 ,while ,robert ,bruce was gradually getting possession of the country1 and driving out the ,english1 ,edinburgh1 the principal town of ,scotland1 remained with its strong castle in possession of the invaders4 ,sir ,thomas ,randolph1 a nephew of ,bruce1 and one of his best supporters1 was extremely desirous to obtain this important place2 but1 as you well know1 the castle is situated on a very steep and lofty rock1 so that it is difficult1 or almost impossible1 even to get up to the foot of the walls1 much more to climb over them4 ,so1 while ,randolph was considering what was to be done1 there came to him a ,scottish gentleman named ,francis1 who had joined ,bruce's standard1 and asked to speak with him in private4 ,he then told ,randolph that1 in his youth he had lived in the ,castle of ,edinburgh1 and that his father had then been keeper of the fortress4 ,it happened at that time that ,francis was much in love with a lady who lived in a part of the town below the castle1 which is called the ,grassmarket4 ,now1 as he could not get out of the castle by day to see the lady1 he had practised a way of clambering by night down the castle crag on the south side1 and returning up at his pleasure2 when he came to the foot of the wall he made use of a ladder to get over it1 as it was not very high on that point1 those who built it having trusted to the steepness of the crag4 ,francis had come and gone so frequently in this dangerous manner that1 though it was now long ago1 he told ,randolph that he knew the road so well that he would undertake to guide a small party of men by night to the bottom of the wall1 and as they might bring ladders with them1 there would be no difficulty in scaling it4 ,the great risk was that of being discovered by the watchmen while in the act of ascending the cliff1 in which case every man of them must have perished4 ,nevertheless1 ,randolph did not hesitate to attempt the adventure4 ,he took with him only thirty men 7you may be sure they were chosen for activity and courage71 and came one dark night to the foot of the crag1 which they began to ascend under the guidance of ,francis1 who went before them on his hands and feet1 up one cliff1 down another1 and round another1 where there was scarce room to support themselves4 ,all the while these thirty men were obliged to follow in a line1 one after the other1 by a path that was fitter for a cat than a man4 ,the noise of a stone falling1 or a word spoken from one to another1 would have alarmed the watchman4 ,they were obliged1 therefore1 to move with the greatest precaution4 ,when they were far up the crag1 and near the foundation of the wall1 they heard the guards going their rounds to see that all was safe in and about the castle4 ,randolph and his party had nothing for it but to lie close and quiet1 each man under the crag as he happened to be placed1 and trust that the guards would pass by without noticing them4 ,and while they were waiting in breathless alarm1 they got a new cause of fright4 ,one of the soldiers of the castle1 wishing to startle his comrade1 suddenly threw a stone from the wall and cried out1 8,aha1 ,i see you well60 ,the stone came thundering down over the heads of ,randolph and his men1 who naturally thought themselves discovered4 ,if they had stirred or made the slightest noise they would have been entirely destroyed1 for the soldiers above might have killed every man of them merely by rolling down stones4 ,but being courageous and chosen men1 they remained quiet1 and the ,english soldiers1 who thought their comrade was merely playing them a trick 7as1 indeed1 he was71 passed on without further examination4 ,then ,randolph and his men got up1 and came in haste to the foot of the wall1 which was not above twice a man's height in that place4 ,they planted the ladders they had brought1 and ,francis mounted first to show them the way4 ,sir ,andrew ,grey1 a brave knight followed him1 and ,randolph himself was the third man who got over4 ,then the rest followed4 ,when once they were within the walls there was not much to do1 for the garrison were asleep and unarmed1 excepting the watch1 who were speedily destroyed4 ,thus was ,edinburgh ,castle taken in the year #acac4--,scott's ,tales of a ,grandfather4 ,,exercise ,i4 ,make an analysis of the foregoing extracts4 ,what principles of narration are illustrated in each8 ,,exercise ,,ii4 ,write a composition of five or six paragraphs on one of the following subjects3-- #a4 ,the ,discovery of ,america4 #b4 ,the ,massacre of ,glencoe4 #c4 ,the ,death of ,sir ,isaac ,brock4 #d4 ,the ,capture of ,quebec4 #e4 ,laura ,secord's ,brave ,deed4 #f4 ,the ,taking of ,detroit4 #g4 ,the ,landing of the ,pilgrim ,fathers4 #h4 ,the ,relief of ,ladysmith4 #i4 ,the ,canadian ,rebellion 7#ahcg74 #aj4 ,the ,invasion of ,russia by ,napoleon4 ,a plan for the first subject3-- ,introduction4 ,columbus and party set sail2 time2 place4 ,incidents of the voyage4 ,the sighting of land4 ,the ,story4 ,the landing4 ,the natives2 appearance and actions4 ,what the ,spaniards saw4 ,conclusion4 ,how ,europe received the news4 99 99 99 99 99 ,stories4 ,i4 ,,cornelia',s ,,jewels4 ,it was a bright morning in the old city of ,rome many hundred years ago4 ,in a vine-covered summer-house in a beautiful garden1 two boys were standing4 ,they were looking at their mother and her friend1 who were walking among the flowers and trees4 8,did you ever see so handsome a lady as our mother's friend80 asked the younger boy1 holding his tall brother's hand4 8,she looks like a queen40 8,yet she is not so beautiful as our mother10 said the elder boy4 8,she has a fine dress1 it is true2 but her face is not noble and kind4 ,it is our mother who is like a queen40 8,that is true10 said the other4 8,there is no woman in ,rome so much like a queen as our own dear mother40 ,soon ,cornelia1 their mother1 came down the walk to speak with them4 ,she was simply dressed in a plain white robe4 ,her arms and feet were bare1 as was the custom in those days2 and no rings nor chains glittered about her hands and neck4 ,for her only crown1 long braids of soft brown hair were coiled about her head2 and a tender smile lit up her noble face as she looked into her sons' proud eyes4 8,boys10 she said1 8,i have something to tell you40 ,they bowed before her1 as ,roman lads were taught to do1 and said1 8,what is it1 mother80 8,you are to dine with us to-day1 here in the garden2 and then our friend is going to show us that wonderful casket of jewels of which you have heard so much40 ,the brothers looked slyly at their mother's friend4 ,was it possible that she had still other rings besides those on her fingers8 ,could she have other gems besides those which sparkled in the chains about her neck8 ,when the simple outdoor meal was over a servant brought the casket from the house4 ,the lady opened it4 ,ah1 how those jewels dazzled the eyes of the wondering boys6 ,there were ropes of pearls1 white as milk1 and smooth as satin2 heaps of shining rubies1 red as the glowing coals2 sapphires as blue as the sky that summer day2 and diamonds that flashed and sparkled like the sunlight4 ,the brothers looked long at the gems4 8,ah60 whispered the younger1 8if our mother could only have such beautiful things60 ,at last1 however1 the casket was closed and carried carefully away4 8,is it true1 ,cornelia1 that you have no jewels80 asked her friend4 8,is it true1 as ,i have heard it whispered1 that you are poor80 8,no1 ,i am not poor10 answered ,cornelia1 and as she spoke she drew her two boys to her side2 8for here are my jewels4 ,they are worth more than all your gems40 ,i am sure that the boys never forgot their mother's pride and love and care2 and in after years1 when they had become great men at ,rome1 they often thought of this scene in the garden4 ,and the world still likes to hear the story of ,cornelia's jewels4--,fifty ,famous ,stories4 ,,ii4 ,,new ,,year',s ,,eve4 ,it was ,new ,year's ,eve4 ,an aged man was standing by a window4 ,he raised his mournful eyes towards the deep blue sky1 where the stars were floating like white lilies on the surface of a clear calm lake4 ,then he cast them on the earth where few more hopeless beings than himself now moved towards their certain goal--the tomb4 ,already he had passed sixty of the stages which lead to it1 and had brought from his journey nothing but errors and remorse4 ,his health was destroyed1 his mind vacant1 his heart sorrowful1 and his old age devoid of comfort4 ,the days of his youth rose up in a vision before him1 and he recalled the solemn moment when his father had placed him at the entrance of two roads--one leading into a peaceful1 sunny land1 covered with a fertile harvest1 and resounding with soft1 sweet songs2 the other leading the wanderer into a deep1 dark cave1 whence there was no issue1 where poison flowed instead of water1 and where serpents hissed and crawled4 ,he looked toward the sky1 and cried out in his agony3--8,o youth1 return6 ,o1 my father1 place me once more at the entrance to life1 that ,i may choose the better way60 ,but the days of his youth1 and his father1 had both passed away4 ,he saw wandering lights float away over dark marshes and then disappear4 ,these were like the days of his wasted life4 ,he saw a star fall from heaven and vanish in darkness4 ,this was an emblem of himself2 and the sharp arrows of unavailing remorse struck home to his heart4 ,then he remembered his early companions who entered on life with him1 but who1 having trod the paths of virtue and of labor1 were now honored and happy on this ,new ,year's ,eve4 ,in the midst of these thoughts1 there sounded suddenly from the church-tower the music of the ,new ,year1 like distant holy hymnings4 ,the tones falling on his ear recalled his parents' early love for him1 their erring son2 the lessons they had taught him2 the prayers they had offered up on his behalf4 ,over-whelmed with shame and grief he dared no longer look toward that heaven where his father dwelt2 his darkened eyes dropped tears1 and with one despairing effort he cried aloud1 8,come back1 my early days1 come back60 ,and his youth did return1 for all this was but a dream which visited his slumbers on ,new ,year's ,eve4 ,he was still young1 his faults alone were real4 ,he thanked ,god fervently that time was still his own1 that he had not yet entered the deep1 dark cavern1 but that he was free to tread the road leading to the peaceful land where sunny harvests wave4 ,ye who still are young1 lingering on the threshold of life doubting which fate to choose1 remember that when years are passed and your feet stumble on the dark mountains1 you will cry bitterly1 but cry in vain1 8,o youth1 return6 ,o1 give me back my early days60--,jean ,paul ,richter4 ,,exercise ,i4 ,make an outline for a story which you have heard and reproduce it4 ,note4--,in connection with this exercise the teacher is advised to make use of the following books3 ,fifty ,famous ,stories 7,american ,book ,co471 ,hawthorne's ,twice ,told ,tales1 ,lamb's ,tales from ,shakespeare1 and ,stories from ,canadian ,history by ,t4 ,g4 ,marquis and ,miss ,machar4 ,,exercise ,,ii4 ,write a story on one of the following themes3-- #a4 ,the ,history of a ,kite4 #b4 ,the ,biography of a ,pen4 #c4 ,how ,harry ,won the ,prize4 #d4 ,the ,autobiography of a ,bicycle4 #e4 ,lost in the ,woods4 #f4 ,the ,story of a ,newsboy4 #g4 ,how ,ben ,earned a ,jack-knife4 #h4 ,the ,history of a ,cent4 ,note4--,a story may or may not be true1 but it must be pleasing4 ,all the incidents of the story should lead up to a final event4 99 99 99 99 99 ,,lesson ,,lxxiv4 ,,description4 ,composition that presents a picture of an object or a place is called description4 ,the three classes of objects that we most frequently desire to describe are 7#a7 material objects1 as buildings1 7#b7 natural scenery1 and 7#c7 persons4 ,,the ,,leading ,,principles ,,of ,,description4 #a4 ,a general plan of the whole should be included with the enumeration of the parts4 ,the form and magnitude of objects often furnish this plan4 #b4 ,the object or scene should be described from the most favorable point of view4 #c4 ,the most striking and interesting features should be selected and arranged so that they will easily combine into a whole4 ,aim to give the reader a distinct and vivid picture of the subject4 ,,models4 ,i4 ,,the ,,pond ,,in ,,the ,,wood4 ,as soon as you get inside the belt of wood1 and begin to go down to the pond1 the damp1 and the dusk1 and the scent of the dead leaves make you feel as if you were in a very old church4 ,plenty of wake-robin also grows in the wood1 with its leaves like spotted spearheads1 and its stumpy red and purple pencils wrapped up in faded green satin 78lords and ladies10 ,i think we used to call them when ,i was a youngster74 ,the sweet flag grows all about the pond1 and in it too4 ,the corn-flag brightens up its banks with great yellow flowers2 and the iris nods its purple blossoms on them1 looking a great deal nicer than it smells4 ,big tangled sheaves of bright green forget-me-not1 dotted with tiny stars of blue and gold1 bulge over and into1 and straggle along1 the water4 ,a great part of the pond is choked and carpeted with crow-silk and water-flannel1 and moor-ball1 spangled with glassy air-bubbles and bright-backed little beetles4 ,white water-lilies1 and yellow water-lilies spread a splendid service of china and gold on glossy green table-cloths1 for the water-fairies to take supper off by moonlight2 and yet1 for all that1 the great pond is a melancholy place4 ,big fish mope motionless in its corners1 as if they had something on their minds4 ,little fish leap through its duck-weed1 almost covered with the green scum1 not as if they did it for the fun of the jump and splash1 but to keep for a moment out of the jaws of the shark-like pike that is waiting for them4 ,the pond's great pike--it has only one1 according to village report--is said to have dragged into its waters a dog that came to lap them4 ,no one ever bathes in the pond4 ,steel-blue dragon-flies zig-zag over the water on their gauzy wings1 and two or three kingfishers flash backwards and forwards across it like streaks of variegated lightning4--,anon4 ,,ii4 ,,sunset ,,on ,,derwentwater4 ,then we went down to ,derwentwater4 ,it was a warm and clear twilight4 ,between the dark green lines of the hedges we met maidens in white1 with scarlet opera cloaks1 coming home through the narrow lane4 ,then we got into the open1 and found the shores of the silver lake1 and got into a boat and sailed out upon the still waters1 so that we could face the wonders of a brilliant sunset4 ,but all that glow of red and yellow in the north-west was as nothing to the strange gradations of colour that appeared along the splendid range of mountain-peaks beyond the lake4 ,from the remote north round to the south-east they stretched like a mighty wall2 and whereas1 near the gold and crimson of the sunset they were of a warm1 roseate1 and half-transparent purple1 as they came along into the darker regions of the twilight they grew more and more cold in hue and harsh in outline4 ,up there in the north they had caught the magic colors1 so that they themselves seemed but light clouds of beautiful vapor2 but1 as the eye followed the line of twisted and mighty shapes1 the rose color deepened into purple1 the purple grew darker and more dark1 and greens and blues began to appear over the wooded islands and shores of ,derwentwater4 ,finally1 away down there in the south1 there was a lowering sky1 into which rose wild masses of slate-colored mountains1 and in the threatening and yet clear darkness that reigned among these solitudes we could see but one small tuft of white cloud that clung coldly to the gloomy summit of ,glaramara4 ,that strange darkness in the south boded rain2 and1 as if in anticipation of the wet1 the fires of the sunset went down1 and a gray twilight fell over the land4 ,as we walked home between the tall hedges1 there was a chill dampness in the air2 and we seemed to know that we had at last bade good-bye to the beautiful weather that had lit up for us the blue water and green shores of ,grasmere4--,william ,black4 ,,exercise ,i4 ,examine each of these selections for the leading principles of description4 ,,exercise ,,ii4 ,describe the scene in a picture hanging in your school-room1 or an incident that it suggests4 ,,exercise ,,iii4 ,write a description of one of the following3-- #a4 ,sunrise at ,sea4 #b4 ,evening4 #c4 ,a ,wet ,day in the ,country4 #d4 ,the ,phases of the ,sky4 #e4 ,a ,waterfall4 #f4 ,a ,moonlight ,scene4 #g4 ,night4 #h4 ,a ,snowstorm4 #i4 ,a ,scene in ,autumn4 #aj4 ,an ,inland ,lake4 ,a plan for the first subject3-- ,introduction4 ,the occasion1 vessel1 party1 arrangements the night before4 ,coming on deck next morning4 ,sky and water before dawn4 ,details4 ,indications that the eye of day is coming4 ,the sun appears4 ,sky and water afterwards4 ,conclusion4 ,general effect of scene4 ,,models--7,continued74 ,,iii4 ,,sleepy ,,hollow4 ,not far from this village1 perhaps about two miles1 there is a little valley1 or rather lap of land1 among high hills1 which is one of the quietest places in the whole world4 ,a small brook glides through it1 with just murmur enough to lull one to repose2 and the occasional whistle of a quail or tapping of a woodpecker is almost the only sound that ever breaks in upon the uniform tranquillity4 ,i recollect that1 when a stripling1 my first exploit in squirrel-shooting was in a grove of tall walnut-trees that shades one side of the valley4 ,i had wandered into it at noon-time1 when all nature is peculiarly quiet1 and was startled by the roar of my own gun1 as it broke the ,sabbath stillness around1 and was prolonged and reverberated by the angry echoes4 ,if ever ,i should wish for a retreat1 whither ,i might steal from the world and its distractions1 and dream quietly away the remnant of a troubled life1 ,i know of none more promising than this little valley4 ,from the listless repose of the place1 and the peculiar character of its inhabitants1 who are descendants from the original ,dutch settlers1 this sequestered glen has long been known by the name of ,sleepy ,hollow2 and its rustic lads are called the ,sleepy ,hollow boys throughout all the neighboring country4 ,a drowsy1 dreamy influence seems to hang over the land1 and to pervade the very atmosphere4 ,certain it is that the place still continues under the sway of some witching power1 that holds a spell over the minds of the good people1 causing them to walk in a continual reverie4 ,they are given to all kinds of marvellous beliefs2 are subject to trances and visions2 and frequently see strange sights1 and hear music and voices in the air4 ,the whole neighborhood abounds with local tales1 haunted spots1 and twilight superstitions4 ,stars shoot and meteors glare oftener across the valley than in any other part of the country2 and the nightmare1 with her whole ninefold1 seems to make it the favorite scene of her gambols4 ,it is remarkable that the visionary propensity ,i have mentioned is not confined to the native inhabitants of the valley1 but is unconsciously imbibed by everyone who resides there for a time4 ,however wide awake they may have been before they entered that sleepy region1 they are sure1 in a little time1 to inhale the witching influence of the air1 and begin to grow imaginative--to dream dreams1 and see apparitions4--,washington ,irving4 ,,iv4 ,,view ,,of ,,lisbon4 ,lisbon1 like ancient ,rome1 is built on at least seven hills4 ,it is fitted by situation to be one of the most beautiful cities in the world4 ,seated1 or rather enthroned1 on such a spot1 commanding a magnificent harbor1 and overlooking one of the noblest rivers of ,europe1 it might be more distinguished for external beauty than ,athens in the days of her freedom4 ,now1 it seems rather to be the theatre in which the two great powers of deformity and loveliness are perpetually struggling for the mastery4 ,the highest admiration and the most sickening disgust alternately prevail in the mind of the beholder4 ,never was there so strange an intermixture of the mighty and the mean--of the pride of wealth and the abjectness of poverty--of the memorials of greatness and the symbols of low misery--of the filthy and the romantic4 ,i will dwell1 however1 on the fair side of the picture2 as ,i envy not those who delight in exhibiting the frightful or the gloomy in the moral or natural world4 ,often after traversing dark and wretched streets1 at a sudden turn1 a prospect of inimitable beauty bursts on the eye of the spectator4 ,he finds himself1 perhaps1 on the brink of a mighty hollow1 scooped out by nature amidst hills1 all covered to the top with edifices1 save where groves of the freshest verdure are interspersed2 or on one side a mountain rises into a cone far above the city1 tufted with woods1 and crowned with some castellated pile1 the work of other days4 ,the views fronting the ,tagus are still more extensive and grand4 ,on one of these ,i stumbled a few evenings after my arrival1 which almost suspended the breath with wonder4 ,i had labored through a steep and narrow street almost choked with dirt1 when a small avenue on one side1 apparently more open1 tempted me to step aside to breathe the fresher air4 ,i found myself on a little plot of ground1 hanging apparently in the air1 in the front of one of the churches4 ,i stood against the column of the portico absorbed in delight and wonder4 ,before me lay a large portion of the city--houses descended beneath houses1 sinking almost precipitously to a fearful depth beneath me1 whose frameworks1 covered over with vines of delicate green1 broke the ascent like prodigious steps1 by which a giant might scale the eminence4 ,the same 8wilderness of buildings0 filled up the vast hollow1 and rose by a more easy slope to the top of the opposite hills1 which were crowned with turrets1 domes1 mansions1 and regal pavilions of a dazzling whiteness4 ,beyond the ,tagus1 on the southern shore1 the coast rose into wild and barren hills1 wearing an aspect of the roughest sublimity and grandeur1 and in the midst1 occupying the bosom of the great vale1 between the glorious city and the unknown wilds1 lay the calm and majestic river1 from two to three miles in width1 seen with the utmost distinctness to its mouth1 on each of which the two castles which guard it were visible1 and spread over with a thousand ships--onward1 yet further1 far as the eye could reach1 the living ocean was glistening1 and ships1 like specks of purest white1 were seen crossing it to and fro1 giving to the scene an imaginary extension1 by carrying the mind with them to far distant shores4 ,it was the time of sunset1 and clouds of the richest saffron rested on the bosom of the air1 and were reflected in softer tints in the waters4 ,not a whisper reached the ear4 8,the holy time was quiet as a nun breathless with adoration40 ,the scene looked like some vision of blissful enchantment1 and ,i scarcely dared to stir or breathe lest it should vanish away4--,talfourd4 ,v4 ,,pen-,,picture ,,of ,,the ,,scene ,,at ,,st4 ,,paul',s ,,cathedral4 ,,june #bbnd1 #ahig4 ,riding three-and-three1 came a kaleidoscope of dazzling horsemen1 equerries1 aides-de-camp1 attaches1 ambassadors and princes1 all the pomp of all the nations of the earth--scarlet and gold1 azure and gold1 purple and gold1 emerald and gold1 white and gold--always a changing tumult of colors that seemed to live and gleam with a light of their own4 ,it was enough4 ,no eye could bear more gorgeousness4 ,no more gorgeousness could there be1 unless princes are to clothe themselves in rainbows and the very sun4 ,the prelude was played1 and now the great moment was at hand4 ,already carriages were rolling up full of the ,queen's kindred1 full of her children and children's children1 but we hardly looked at them4 ,down there1 through an avenue of eager faces1 through a storm of white1 waving handkerchiefs1 through roaring volleys of cheers1 there was approaching a carriage drawn by eight cream-colored horses4 ,the roar surged up the street1 keeping pace with the eight horses4 ,the carriage passed the barrier2 it entered the churchyard2 it wheeled left and then right4 ,it drove up to the very steps of the ,cathedral4 ,we all leaped up4 ,cheers broke into screams1 and the enthusiasm swelled to delirium4 ,the sun1 watery until now1 shone out suddenly1 clear and dry1 and there was a little1 plain1 flushed old lady1 all in black1 with a silver streak under her black bonnet1 and with a simple white sunshade1 sitting quite still1 with the corners of her mouth drawn tight1 as if she was trying not to cry2 but that old lady was the ,queen and you knew it4 ,you did not want to look at the glittering uniforms now1 nor yet at the bright gowns and young faces in the carriages1 nor yet at the stately princes1 though by now all these were ranged in a half-circle round her4 ,you could not look at anybody but the ,queen1 so very quiet1 so very grave1 so very punctual1 and so unmistakably every inch a lady and a ,queen4 ,it was almost pathetic1 if you will1 that small1 black figure1 in the middle of these shining cavaliers1 this great army1 this roaring multitude1 but it was also very glorious4 ,when other kings of the world drive abroad1 an escort rides close at the wheels of their carriages4 ,the ,queen drove through her people quite plain and open1 with just one soldier at the curbstone between her and them4 ,why not8 ,they are quite free4 ,they have no cause to fear her4 ,they have much cause to love her4 ,was it not all for her2 gala trappings of the streets1 men1 horses1 guns and the living walls of ,british men and women8 for the ,queen summed up all that had gone before--all the soldiers and sailors1 the big-limbed colonials1 and the strange men from unheard-of islands over the sea4 ,we know now what that which had come before all stood for4 ,we know as we had never known before what the ,queen stands for4 ,the ,empire had come together to revere and bless the mother of the ,empire2 the mother of the ,empire had come to do homage to the one ,being more majestic than she4 ,there were the archbishops1 bishops and deans1 in gold and crimson caps1 and white1 orange and gold embroidered vestments1 waiting on the steps4 ,there1 through gaps in the pillars and scaffoldings1 you could see all her ,ministers and great men1 a strange glimpse of miniature faces1 as in some carefully labored picture1 where each face stands for an honored name4 ,all stood1 and the choir sang the ,te ,deum4 ,next rose up a melodious voice intoning prayers4 ,the ,queen bowed her head1 and then the whole choir and the company outside the ,cathedral and the whole company in the stands1 at the windows1 on the house tops1 and away down the street1 all standing1 all uncovered1 began to sing the ,one ,hundredth ,psalm3 8,come ye before ,him and rejoice40 ,the ,queen's lips were tight1 and her eyes1 perhaps it was fancy1 looked dim2 but then1 8,three cheers for the ,queen10 and the ,dean1 pious man1 was wildly waving that wonderful crimson cap1 and the pillars and roofs were ringing as if they must come down4 ,then 8,god ,save the ,queen10 a lusty peal1 till you felt drowned in sound4 ,the ,queen looked up and smiled1 and the ,queen's smile was the end of it all--a smile that broke down the sad mouth--a smile that seemed half-reluctant1 so wistful1 yet so kind1 so sincere1 so motherly4--,g4 ,w4 ,steevens in ,london ,daily ,mail4 ,,exercise ,i4 ,examine each of the foregoing passages for principles of description4 ,notice the way in which the theme is introduced1 the selection and arrangement of details1 and the effective conclusion4 ,,exercise ,,ii4 ,write a description of one of the following3-- #a4 ,a ,funeral in the ,country4 #b4 ,a ,shipwreck4 #c4 ,trusty--,our ,dog4 #d4 ,a ,pasture ,field4 #e4 ,a ,castle in ,ruins4 #f4 ,laying the ,foundation-stone of a ,church4 #g4 ,a ,village ,churchyard4 #h4 ,arbor ,day4 #i4 ,an ,old ,man4 #aj4 ,early ,settlement ,life in ,canada4 ,a plan for the first subject3-- ,introduction4 ,a brief account of the dead4 ,the gathering of the people at the house4 ,leaving the house4 ,the procession to the village church4 ,details4 ,the service in the church4 ,scene at the grave4 ,how the people withdrew4 ,conclusion4 ,reflections on life and death4 99 99 99 99 99 ,,lesson ,,lxxv4 ,,exposition4 ,a composition in which the subject is explained1 interpreted1 discussed1 proved1 or illustrated1 is called exposition4 ,this division of prose composition includes essays1 speeches1 sermons1 lectures1 and debates4 ,in narrative and descriptive composition1 the materials are obtained through the senses1 but in exposition they are derived from general and abstract thought4 ,since the manner in which two minds will approach the treatment of any subject will be as diverse as the minds themselves1 no definite rules can be laid down for the guidance of the learner1 but the following hints may be given3-- 7#a7 ,having selected his subject1 the pupil should think over the exact force and meaning of the terms in which the subject is proposed1 so as to have a clear conception of the ground it covers4 7#b7 ,in the next place1 he should determine the mode in which he will treat his subject4 ,he may commence with the general statement and proceed to prove and illustrate it1 or he may commence with the examination of particulars1 and proceed to the general truth4 7#c7 ,the pupil's attention must now be given to the division of his subject4 ,the logical order of the several parts should be preserved4 7#d7 ,having decided on his plan or frame-work1 the pupil has now to obtain the necessary information under each head4 ,this he may derive from reflection1 from conversation1 and from reading4 ,as thoughts are obtained he should note them down4 7#e7 ,after the composition is written out1 the pupil should review it carefully to see if his thoughts have been expressed in the proper place1 and in the most suitable manner4 ,after a careful criticism by himself1 he should write out his composition again4 ,,models4 ,i4 ,,perseverance4 ,experience amply shows that nothing valuable is to be attained without labor4 ,exceptional cases apart1 the rule of life is that what costs us nothing is little worth1 and that what is esteemed among men is the prize of effort and self-denial4 ,the rich harvest which rewards the husbandman is the fitting sequel to a year of watchful and provident exertion2 the successful merchant reaches his envied fortune by the closest vigilance combined with the most skilful calculation2 whilst the splendid structure of knowledge which the student aspires to rear is only built up by long years of patient and sustained devotion4 ,yet it is possible that labor may end in disappointment4 ,mere capacity of working carries with it no guarantee of ultimate success4 ,for one may be always working1 and yet may achieve little4 8,one thing to-day1 another to-morrow10 indicates a fickleness of temper which has rendered many an active life well-nigh useless4 ,labor to be effective must be steady4 ,energy must be under the guidance of purpose4 ,it is the resolute concentration1 and not the fitful ebullition of effort1 which surmounts all obstacles4 ,the fabled contest of speed between the hare and the tortoise expresses in a homely way the truth which is patent to general observation1 that the cause of failure in any pursuit is more commonly to be found in want of perseverance than in want of ability4 ,most readers are familiar with the incident in the life of ,robert ,bruce1 strongly illustrative of the virtue of perseverance4 ,the ,king1 almost despairing of success in his efforts to restore freedom to his country1 was lying one day in his little cabin1 when his attention was caught by a spider4 ,the little animal1 hanging at the end of a long thread of its own spinning1 was trying to swing itself from one beam in the roof to another1 for the purpose of fixing the line for its web4 ,not till the seventh attempt did it succeed2 but its success encouraged the ,king to make one effort more4 ,his perseverance met with its reward2 for1 as he had never before gained a victory1 so he never afterwards suffered any serious defeat4 ,if1 then1 perseverance is the secret of success in life1 it is surely worth while for all to cultivate this virtue4 ,the effort may be trying and painful at first1 but repetition gradually makes it easy1 and even pleasant4 ,we should enter on the path of effort betimes1 too1 before habits of self-indulgence have been acquired1 which renders perseverance impossible4 ,nothing is more certain than that this virtue is amongst the most precious legacies which maturer years can inherit from a laborious and well-spent youth4--,james ,currie4 ,,ii4 ,,address ,,to ,,students4 ,advices1 ,i believe1 to young men--and to all men--are very seldom much valued4 ,there is a great deal of advising and very little faithful performing4 ,and talk that does not end in any kind of action is better suppressed altogether4 ,i would not therefore go much into advising2 but there is one advice ,i must give you4 ,it is1 in fact1 the summary of all advices1 and you have heard it a thousand times1 ,i dare say2 but ,i must1 nevertheless1 let you hear it the thousand and first time1 for it is most intensely true1 whether you will believe it at present or not--namely1 that above all things the interest of your own life depends upon being diligent now1 while it is called to-day1 in this place where you have come to get education4 ,diligent6 ,that includes all virtues in it that a student can have2 ,i mean to include in it all qualities that lead into the acquirement of real instruction and improvement in such a place4 ,if you will believe me1 you who are young1 yours is the golden season of life4 ,as you have heard it called1 so verily it is the seed-time of life1 in which if you do not sow1 or if you sow tares instead of wheat1 you cannot expect to reap well afterwards1 and you will arrive at1 indeed1 little1 while in the course of years1 when you come to look back1 and if you have not done what you have heard from your advisers--and among many counsellors there is wisdom--you will bitterly repent when it is too late4 ,at the season when you are in young years the whole mind is1 as it were1 fluid1 and is capable of forming itself into any shape that the owner of the mind pleases to order it to form itself into4 ,the mind is in a fluid state1 but it hardens up gradually to the consistency of rock or iron1 and you cannot alter the habits of an old man1 but as he has begun he will proceed and go on to the last4 ,by diligence1 ,i mean among other things--and very chiefly--honesty in all your inquiries into what you are about4 ,pursue your studies in the way your conscience calls honest4 ,more and more endeavor to do that4 ,keep1 ,i mean to say1 an accurate separation of what you have really come to know in your own minds1 and what is still unknown4 ,leave all that on the hypothetical side of the barrier1 as things afterwards to be acquired1 if acquired at all2 and be careful not to stamp a thing as known only when it is stamped on your mind1 so that you may survey it on all sides with intelligence4 ,there is such a thing as a man endeavoring to persuade himself1 and endeavoring to persuade others1 that he knows about things when he does not know more than the outside skin of them1 and he goes flourishing about with them4 ,there is also a process called cramming--that is1 getting up such points of things as the examiner is likely to put questions about4 ,avoid all that as entirely unworthy of an honorable habit4 ,be modest and humble1 and diligent in your attention to what your teachers tell you1 who are profoundly interested in trying to bring you forward in the right way1 as far as they have been able to understand it4 ,try all things they set before you1 in order1 if possible1 to understand them1 and to value them in proportion to your fitness for them4 ,gradually see what kind of work you can do2 for it is the first of all problems for a man to find out what kind of work he is to do in this universe4 ,in fact1 morality as regards study is1 as in all other things1 the primary consideration1 and overrides all others4 ,a dishonest man cannot do anything real2 and it would be greatly better if he were tied up from doing any such thing4 ,he does nothing but darken counsel by the words he utters4 ,that is a very old doctrine1 but a very true one2 and you will find it confirmed by all the thinking men that have ever lived in this long series of generations of which we are the latest4 ,one remark about your reading4 ,i do not know whether it has been sufficiently brought home to you that there are two kinds of books4 ,when a man is reading on any kind of subject1 in most departments of books--in all books1 if you take it in a wide sense--you will find that there is a division of good books and bad books--there is a good kind of book and a bad kind of book4 ,i am not to assume that you are all ill-acquainted with this2 but ,i may remind you that it is a very important consideration at present4 ,it casts aside altogether the idea that people have that if they are reading any book--that if an ignorant man is reading any book1 he is doing rather better than nothing at all4 ,i entirely call that in question4 ,i even venture to deny it4 ,it would be much safer and better1 would he have no concern with books at all than with some of them4 ,there are a number1 an increasing number1 of books that are decidedly to him not useful4 ,but he will learn also that a certain number of books were written by a supreme1 noble kind of people--not a very great number--but a great number adhere more or less to that side of things4 ,in short1 as ,i have written it down somewhere else1 ,i conceive that books are like men's souls--divided into sheep and goats4 ,some of them are calculated to be of very great advantage in teaching--in forwarding the teaching of all generations4 ,others are going down1 down1 doing more and more1 wilder and wilder mischief4 ,and for the rest1 in regard to all your studies here1 and whatever you may learn1 you are to remember that the object is not particular knowledge--that you are going to get higher in technical perfections1 and all that sort of thing4 ,there is a higher aim lies at the rear of all that1 especially among those who are intended for literary1 for speaking pursuits--the sacred profession4 ,you are ever to bear in mind that there lies behind that1 the acquisition1 of what may be called wisdom--namely1 sound appreciation and just decision as to all the objects that come round about you1 and the habit of behaving with justice and wisdom4 ,in short1 great is wisdom--great is the value of wisdom4 ,it cannot be exaggerated4 ,the highest achievement of man--8,blessed is he that getteth understanding40 ,and that1 ,i believe1 occasionally may be missed very easily2 but never more easily than now1 ,i think4 ,if that is a failure1 all is a failure4--,carlyle4 ,,exercise ,i4 ,examine carefully the foregoing expositions4 ,notice the definite plan on which each is constructed4 ,,exercise ,,ii4 ,write an expository composition on one of the following subjects3-- #a4 ,commerce4 #b4 ,the ,pleasures of ,conversation4 #c4 ,the ,value of ,time4 #d4 ,friendship4 #e4 ,the ,power of ,conscience4 #f4 ,peace and ,war4 #g4 ,patriotism4 #h4 ,advantages of ,travel4 #i4 ,a ,taste for ,reading4 #aj4 ,punctuality4 ,a plan for the first subject3-- ,introduction ,definition of commerce4 ,origin of commerce4 7,tell who were the first to engage in it and when74 ,discussion4 ,its history4 7,show the growth in the means of transportation74 ,great discoveries of other lands that have extended commerce4 ,conclusion4 ,advantages arising from commerce4 7,distributes the productions of the earth1 helps to educate and to civilize74 99 99 99 99 99 ,,list ,,of ,,abbreviations4 ,a4,b4 or ,bachelor of ,arts4 ,b4,a4 ,acct4 ,account4 ,a4,d4 ,in the year of our ,lord4 ,ala4 ,alabama4 ,a4,m4 ,before noon 7ante meridian74 ,a4,m4 or ,m4,a4 ,master of ,arts4 ,anon4 ,anonymous4 ,ark4 ,arkansas4 ,aug4 ,august4 ,ave4 ,avenue4 ,b4,c4 ,before ,christ4 ,b4,c4 ,british ,columbia4 ,b4,c4,l4 ,bachelor of ,civil ,law4 ,b4,d4 ,bachelor of ,divinity4 ,b4 ,pd4 ,bachelor of ,pedagogy4 ,cal4 ,california4 ,capt4 ,captain4 ,co4 ,company4 ,co4 ,county4 ,c4,e4 ,civil ,engineer4 ,c4,o4,d4 ,cash on ,delivery4 ,col4 ,colonel4 ,col4 ,colorado4 ,conn4 ,connecticut4 ,cr4 ,credit4 ,cr4 ,creditor4 ,d4,c4 ,district of ,columbia4 ,d4,c4,l4 ,doctor of ,civil ,law4 ,d4,d4 ,doctor of ,divinity4 ,dec4 ,december4 ,del4 ,delaware4 do4 ,the same 7ditto74 ,dr4 ,debtor4 ,dr4 ,doctor4 ,d4 ,pd4 ,doctor of ,pedagogy4 ,e4 ,east4 e4g4 ,for example 7exempli gratia74 ,esq4 ,esquire4 etc4 ,and others2 and so forth4 ,feb4 ,february4 ,fla4 ,florida4 ,f4,r4,s4 ,fellow of the ,royal ,society4 ,ga4 ,georgia4 ,gen4 ,general4 ,gov4 ,governor4 ,gov4-,gen4 ,governor-,general4 ,hon4 ,honorable4 ,ill4 ,illinois4 ,ind4 ,indiana4 inst4 ,instant--the present month4 ,jan4 ,january4 ,jr4 or ,junior4 ,jun4 ,kan4 ,kansas4 ,kee4 ,keewatin4 ,ky4 ,kentucky4 ,la4 ,louisiana4 ,lab4 ,labrador4 ,l4,i4 ,long ,island4 ,lieut4 ,lieutenant4 ,lieut4-,col4 ,lieutenant-,colonel4 ,lieut4-,gov4 ,lieutenant-,governor4 ,,ll4,b4 ,bachelor of ,laws4 ,,ll4,d4 ,doctor of ,laws4 ,maj4-,gen4 ,major-,general4 ,man4 ,manitoba4 ,mass4 ,massachusetts4 ,m4,b4 ,bachelor of ,medicine4 ,m4,d4 ,doctor of ,medicine4 ,md4 ,maryland4 ,me4 ,maine4 ,messrs4 ,gentlemen 7,messieurs74 ,mich4 ,michigan4 ,minn4 ,minnesota4 ,miss4 ,mississippi4 ,mlle4 ,mademoiselle4 ,mo4 ,missouri4 ,mon4 ,monday4 ,mont4 ,montana4 ,m4,l4,a4 ,member of ,legislative ,assembly4 ,m4,p4 ,member of ,parliament4 ,m4,p4,p4 ,member of ,provincial ,parliament4 ,mr4 ,mister4 ,mrs4 ,mistress4 ,ms4 ,manuscript4 ,mss4 ,manuscripts4 ,n4 ,north4 ,n4,b4 ,note well 7nota bene74 ,n4,b4 ,new ,brunswick4 ,neb4 ,nebraska4 ,nev4 ,nevada4 ,n4,c4 ,north ,carolina4 ,n4 ,dak4 ,north ,dakota4 ,nfld4 ,newfoundland4 ,n4,h4 ,new ,hampshire4 ,n4,j4 ,new ,jersey4 ,no4 ,number4 ,nov4 ,november4 ,n4,s4 ,nova ,scotia4 ,n4,y4 ,new ,york4 ,o4 ,ohio4 ,oct4 ,october4 ,ont4 ,ontario4 ,or4 ,oregon4 p4 ,page4 ,pa4 ,pennsylvania4 per cent4 ,by the hundred4 ,ph4,b4 ,bachelor of ,philosophy4 ,ph4,d4 ,doctor of ,philosophy4 ,p4,m4 ,afternoon 7post meridian74 ,p4,m4 ,post ,master4 ,p4,o4 ,post ,office4 pp4 ,pages4 ,pres4 ,president4 ,prof4 ,professor4 ,pro tem4 ,for the time being 7pro tempore74 prox4 ,next month 7proximo74 ,p4,s4 ,postscript 7post scriptum74 ,que4 ,quebec4 ,rev4 ,reverend4 ,r4,i4 ,rhode ,island4 ,r4,r4 ,railroad4 ,rt4 ,rev4 ,right ,reverend4 ,s4 ,south4 ,sask4 ,saskatchewan4 ,sept4 ,september4 ,sr4 or ,senior4 ,sen4 ,s4,c4 ,south ,carolina4 ,s4 ,dak4 ,south ,dakota4 ,sat4 ,saturday4 ss4 ,steamship4 ,st4 ,street4 ,sun4 ,sunday4 ,supt4 ,superintendent4 ,tenn4 ,tennessee4 ,tex4 ,texas4 ,thurs4 ,thursday4 ,tues4 ,tuesday4 ult4 ,last month 7ultimo74 ,u4,s4 ,united ,states4 ,u4,s4,a4 ,united ,states ,army4 ,u4,s4,a4 ,united ,states of ,america4 ,va4 ,virginia4 ,vs4 ,against 7versus74 ,vt4 ,vermont4 ,w4 ,west4 ,wed4 ,wednesday4 ,wis4 ,wisconsin4 ,wash4 ,washington4 99 99 99 99 99 ,,index4 ,abbreviations1 #aef1 #aeg ,adjectives1 #g classes of1 #cf-ch clauses1 #ih comparison of1 #ci parsing of1 #da1 #db ,adverbs1 #i classes of1 #gd clauses1 #ih comparison of1 #ge parsing of1 #gf ,adverbial objective1 #hc ,analysis1 #b1 #ic1 #id1 #ajj1 #aja1 #ajb1 #ajc exercises for1 #id1 #ie1 #if1 #ig1 #ajd1 #aje1 #ajf1 #ajg ,apposition1 #hc ,auxiliary verbs1 #eh-fg ,capitals1 #ajh ,case1 #bc ,clauses1 #ig1 #ih ,colon1 #aaj ,composition1 #ajh-aee ,compound sentence1 #ih ,complex sentence1 #ih ,complement1 #id ,comma1 #aji1 #aaj ,conditional verb-phrases1 #ff ,conjugations of the verb1 #ec weak or new1 #ec-ef strong or old1 #ec1 #ef-eh ,conjunctions1 #ab classes of1 #gh parsing of1 #gi ,dash1 #aaj ,defective verbs1 #eh ,different values of words1 #ad1 #ae ,different kinds of sentences1 #a ,description1 #aci models of1 #aci-adg exercises in1 #ada1 #adb1 #adh ,emphatic verb-phrases1 #fc ,exclamatory sentences1 #a1 #b ,exclamation mark1 #aji ,exposition1 #adi models of1 #aej-aed exercises in1 #aed-aee ,figurative language1 #aae ,gender1 #ah ,gender-nouns1 #ah1 #ai1 #bj ,hyphen1 #aaj ,imperative mode1 #df ,indicative mode1 #df ,infinitives1 #dg1 #dh ,interjections1 #ac parsing of1 #hj ,interrogation mark1 #aji ,irregularities of conjugation1 #ed1 #ee ,it1 #bh1 #id ,letters1 models1 #aba-abg ,letter-writing1 #aai-abj exercises in1 #abh ,mode1 #df ,narration1 #abh models of1 #abi-ach exercises in1 #acj-aca1 #acd-ace1 #ach ,nominatives1 different kinds of1 #be ,nouns1 #d-e classes of1 #af-ah clauses1 #ig parsing of1 #bf-bg predicate1 #hc ,number1 #bj-ba ,object1 #bc direct1 #bf indirect1 #bf of a preposition1 #aa1 #hc retained1 #hc ,objective predicate1 #hd ,obligative verb-phrases1 #ff ,order of words1 #hi ,paragraph1 #aac principles of1 #aac ,parts of speech1 #d-ad ,participles1 #di-ej ,parenthesis1 #aaj ,period1 #aji ,person1 #bh ,potential verb-phrases1 #ff ,predicate1 #b complete1 #dd incomplete1 #dd ,prepositions1 #aj1 #aa parsing of1 #gg ,progressive verb-phrases1 #gb ,pronouns1 #e-f classes of1 #bg-cd parsing of1 #cd1 #ce ,prose1 varieties of1 #aai ,punctuation1 #aji ,quotation marks1 #aaj ,relations of the noun1 #hb-hd 8 8 pronoun1 #hd-he 8 8 adjective1 #hf 8 8 verb1 #hg 8 8 adverb1 #hh ,representative subject1 #id ,semicolon1 #aaj ,sentences1 #a simple1 #ic-if compound1 #ajb-ajg complex1 #aja-ajg loose1 #aab balanced1 #aab periodic1 #aab short and long1 #aab emphatic places of1 #aac ,style1 #aaf-aag ,subjunctive mode1 #df ,syntax1 #hb-hi ,use of words1 #aaa ,verbs1 #h-i classes of1 #d-dc tense of1 #ej-eb voice of1 #dd-de mode of1 #df-dg person of1 #eb number of1 #eb conjugation of1 #ec-eh of complete predication1 #dc of incomplete predication1 #dd parsing of1 #gc-gd ,verbal nouns1 #ah 99 99 99 99 99 ,transcriber's ,notes3 ,punctuation has been corrected without note4 ,other errors have been corrected as noted below4 ,page #cj1 ,added ,third ,person4 to bottom of first column of table4 ,page #aei1 abverb1 #hh adverb1 #hh