it must agree with them in the singular. _A similar rule applies to the
agreement of the pronoun_.
CORRECT THE FOLLOWING ERRORS.
One or the other have made a mistake in their statement.
Neither the aster nor the dahlia are cultivated for their fragrance.
Either the president or his secretary were responsible.
Neither Ann, Jane, nor Sarah are at home.
To foretell, or to express future time simply, the auxiliary _shall_ is
used in the first person, and _will_ in the second and third; but when a
speaker determines or promises, he uses _will_ in the first person and
_shall_ in the second and third.
CORRECT THE FOLLOWING ERRORS.
I will freeze, if I do not move about.
You shall feel better soon, I think.
She shall be fifteen years old to-morrow.
I shall find it for you, if you shall bring the book to me.
You will have it, if I can get it for you.
He will have it, if he shall take the trouble to ask for it.
He will not do it, if I can prevent him.
I will drown, nobody shall help me.
I will be obliged to you, if you shall attend to it.
We will have gone by to-morrow morning.
You shall disappoint your father, if you do not return.
I do not think I will like the change.
Next Tuesday shall be your birthday.
You shall be late, if you do not hurry.
LESSON 96.
ERRORS IN THE FORM OF THE VERB.
CORRECT THE FOLLOWING ERRORS.
+Model+.--Those things _have_ not _came to-day_.
Wrong, because the past _came_ is here used for the past participle _come_.
The present perfect tense is formed by prefixing _have_ to the _past
participle_.
I done all my work before breakfast.
I come in a little late yesterday.
He has went to my desk without permission.
That stupid fellow set down on my new hat.
_Set_ is generally transitive, and _sit_ is intransitive. _Lay_ is
transitive, and _lie_ is intransitive.
He sat the chair in the corner.
Sit that plate on the table, and let it set.
I have set in this position a long time.
That child will not lay still or set still a minute.
I laid down under the tree, and enjoyed the scenery.
Lie that stick on the table, and let it lay.
Those boys were drove out of the fort three times.
I have rode through the park.
I done what I could.
He has not spoke to-day.
The leaves have fell from the trees.
This sentence is wrote badly.
He throwed his pen down, and said that the point was broke.
He teached me grammar.
I seen him when he done it.
My hat was took off my head, and throwed out of the window.
The bird has flew into that tall tree.
I was chose leader.
I have began to do better. I begun this morning.
My breakfast was ate in a hurry.
Your dress sets well.
That foolish old hen is setting on a wooden egg.
He has tore it up and throwed it away.
William has took my knife, and I am afraid he has stole it.
This should be well shook.
I begun to sing, before I knowed what I was doing.
We drunk from a pure spring.
I thought you had forsook us.
His pencil is nearly wore up.
He come, and tell me all he knowed about it.
LESSON 97.
REVIEW QUESTIONS.
+To the Teacher+.--See "Scheme," p. 187.
How many modifications have verbs? Ans.--_Five; viz., voice, mode, tense,
number, and person_. Define voice. How many voices are there? Define each.
Illustrate. What is mode? How many modes are there? Define each. What is an
infinitive? What is a participle? How many different kinds of participles
are there? Define each. Illustrate. What is tense? How many tenses are
there? Define each. Illustrate. What are the number and the person of a
verb? Illustrate. What is conjugation? What is synopsis? What are
auxiliaries? Name the auxiliaries. What are the principal parts of a verb?
Why are they so called? How does a verb agree with its subject? When a verb
has two or more subjects, how does it agree? Illustrate the uses of _shall_
and _will_.
+To the Teacher+.--Select some of the preceding exercises, and require the
pupils to write the parsing of all the verbs. See Lessons 34, 35, 48, 49,
and 56.
+Model for Written Parsing--Verbs+.--_The Yankee, selling his farm, wanders
away to seek new lands_.
CLASSIFICATION. MODIFICATIONS. SYNTAX.
_Verbs_. _Kind_. _Voice_. _Mode_. _Tense_. _Num_. _Per_.
*selling Pr. Par., Ir., Tr. Ac. --- --- --- --- Mod. of _Yankee_.
wanders Reg., Int. --- Ind. Pres. Sing. 3d. Pred. of "
*seek Inf, Ir., Tt, Ac. --- " --- --- Prin. word in phrase
Mod. of _wanders_.
[Footnote *: Participles and Infinitives have no _person_ or _number_.]
LESSON 98.
SENTENCE-BUILDING.
Participles sometimes partake of the nature of the noun, while they retain
the nature of the verb.
Build each of the following phrases into a sentence, and explain the nature
of the participle.
+Model+.-- ----_in building a snow fort_. They were engaged _in building a
snow fort_. The participle _building_, like a noun, follows the preposition
_in_, as the principal word in the phrase; and, like a verb, it takes the
object complement _fort_.
---- by foretelling storms. ---- by helping others. ---- on approaching
the house. ----- in catching fish.
Use the following phrases as subjects.
Walking in the garden ----. His writing that letter ----. Breaking a
promise ----.
Use each of the following phrases in a complex sentence. Let some of the
dependent clauses be used as adjectives, and some, as adverbs.
---- in sledges. ---- up the Hudson. ---- down the Rhine. ---- through
the Alps. ---- with snow and ice. ---- into New York Bay. ---- on the
prairie. ---- at Saratoga.
Build a short sentence containing all the parts of speech.
Expand the following simple sentence into twelve sentences.
Astronomy teaches the size, form, nature, and motions of the sun, moon,
and stars.
Contract the following awkward compound sentence into a neat simple
sentence,
Hannibal passed through Gaul, and then he crossed the Alps, and then came
down into Italy, and then he defeated several Roman generals.
Change the following complex sentences to compound sentences.
When he asked me the question, I answered him courteously.
Morse, the man who invented the telegraph, was a public benefactor.
When spring comes, the birds will return.
Contract the following complex sentences into simple sentences by changing
the verb in the dependent clause to a participle. Notice all the other
changes.
A ship which was gliding along the horizon attracted our attention.
I saw a man who was plowing a field.
When the shower had passed, we went on our way.
I heard that he wrote that article.
That he was a foreigner was well known.
I am not sure that he did it.
Every pupil who has an interest in this work will prepare for it.
Change the following compound sentences to complex sentences.
+Model+.--Morning dawns, and the clouds disperse. When morning dawns, the
clouds disperse.
Avoid swearing; it is a wicked habit.
Pearls are valuable, and they are found in oyster shells.
Dickens wrote David Copperfield, and he died in 1870.
Some animals are vertebrates, and they have a backbone.
Expand each of the following sentences as much as you can.
Indians dance. The clock struck. The world moves.
LESSON 99.
MISCELLANEOUS ERRORS.
CORRECT THE FOLLOWING ERRORS.
I have got that book at home.
+Model+.--Wrong, because _have_, alone, asserts possession. _Got_, used in
the sense of _obtained_, is correct; as, _I have just got the book_.
Have you got time to help me?
There is many mistakes in my composition.
+Model+.--Wrong, because _is_ should agree with its plural subject
_mistakes_. The adverb _there_ is often used to introduce a sentence, that
the subject may follow the predicate. This often makes the sentence sound
smooth, and gives variety.
There goes my mother and sister.
Here comes the soldiers.
There was many friends to greet him.
It ain't there.
+Model+.--_Ain't_ is a vulgar contraction. Correction--It _is not_ there.
I have made up my mind that it ain't no use.
'Tain't so bad as you think.
Two years' interest were due.
Every one of his acts were criticised.
I, Henry, and you have been chosen.
+Model+.--Wrong, for politeness requires that you should mention the one
spoken to, first; the one spoken of, next; and yourself, last.
He invited you and I and Mary.
Me and Jane are going to the fair.
I only want a little piece.
He is a handsome, tall man.
Did you sleep good?
How much trouble one has, don't they?
He inquired for some tinted ladies' note-paper.
You needn't ask me nothing about it, for I haven't got no time to answer.
Him that is diligent will succeed.
He found the place sooner than me.
Who was that? It was me and him.
If I was her, I would say less.
Bring me them tongs.
Us boys have a base-ball club.
Whom did you say that it was?
Who did you speak to just now?
Who did you mean, when you said that?
Where was you when I called?
There's twenty of us going.
Circumstances alters cases.
Tell them to set still.
He laid down by the fire.
She has lain her book aside.
It takes him everlastingly.
That was an elegant old rock.
LESSON 100.
ANALYSIS AND PARSING.
1. Thou shalt not take the name of the Lord thy God in vain.
2. Strike! till the last armed foe expires!
3. You wrong me, Brutus.
4. Shall we gather strength by irresolution and inaction?
5. Why stand we here idle?
6. Give me liberty, or give me death!
7. Thy mercy, O Lord, is in the heavens, and thy faithfulness reacheth unto
the clouds.
8. The clouds poured out water, the skies sent out a sound, the voice of
thy thunder was in the heaven.
9. The heavens declare his righteousness, and all the people see his glory.
10. The verdant lawn, the shady grove, the variegated landscape, the
boundless ocean, and the starry firmament are beautiful and magnificent
objects.
11. When you grind your corn, give not the flour to the devil and the bran
to God.
12. That which the fool does in the end, the wise man does at the
beginning.
13. Xerxes commanded the largest army that was ever brought into the field.
14. Without oxygen, fires would cease to burn, and all animals would
immediately die.
15. Liquids, when acted upon by gravity, press downward, upward, and
sideways.
16. Matter exists in three states--the solid state, the liquid state, and
the gaseous state.
17. The blending of the seven prismatic colors produces white light.
18. Soap-bubbles, when they are exposed to light, exhibit colored rings.
19. He who yields to temptation debases himself with a debasement from
which he can never arise.
20. Young eyes that last year smiled in ours
Now point the rifle's barrel;
And hands then stained with fruits and flowers
Bear redder stains of quarrel.
CAPITAL LETTERS AND PUNCTUATION.
+Capital Letters+.--The first word of (1) a sentence, (2) a line of poetry,
(3) a direct quotation making complete sense or a direct question
introduced into a sentence, and (4) phrases or clauses separately numbered
or paragraphed should begin with a capital letter. Begin with a capital
letter (5) proper names and words derived from them, (6) names of things
personified, and (7) most abbreviations. Write in capital letters (8) the
words _I_ and _O_, and (9) numbers in the Roman notation. [Footnote: Small
letters are preferred where numerous references to chapters, etc., are
made.]
+Examples+.--1. The judicious are always a minority.
2. Honor and shame from no condition rise;
Act well your part, there all the honor lies.
3. The question is, "Can law make people honest?"
4. Paintings are useful for these reasons: 1. They please; 2. They
instruct.
5. The heroic Nelson destroyed the French fleet in Aboukir Bay.
6. Next, Anger rushed, his eyes on fire.
7. The Atlantic ocean beat Mrs. Partington.
8. The use of _O_ and _oh_ I am now to explain.
9. Napoleon II. never came to the throne.
+Period+.--Place a period after (1) a declarative or an imperative
sentence, (2) an abbreviation, and (3) a number written in the Roman
notation.
For examples see 1, 7, and 9 in the sentences above.
+Interrogation Point+.--Every direct interrogative sentence or clause
should be followed by an interrogation point.
+Example+.--King Agrippa, believest thou the prophets?
+Exclamation Point+.--All exclamatory expressions must be followed by the
exclamation point.
+Example+.--Oh! bloodiest picture in the book of time! +_Comma_+.--Set off
by the comma (1) a phrase out of its natural order or not closely connected
with the word it modifies; (2) an explanatory modifier that does not
restrict the modified term or combine closely with it; (3) a participle
used as an adjective modifier, with the words belonging to it, unless
restrictive; (4) the adjective clause, when not restrictive; (5) the adverb
clause, unless it closely follows and restricts the word it modifies; (6) a
word or phrase independent or nearly so; (7) a direct quotation introduced
into a sentence, unless _formally_ introduced; (8) a noun clause used as an
attribute complement; and (9) a term connected to another by or and having
the same meaning. Separate by the comma (10) connected words and phrases,
unless all the conjunctions are expressed; (11) independent clauses, when
short and closely connected; and (12) the parts of a compound predicate and
of other phrases, when long or differently modified.
+_Examples_+.--l. In the distance, icebergs look like masses of burnished
metal. 2. Alexandria, the capital of Lower Egypt, is an ill-looking city.
3. Labor, diving deep into the earth, brings up long-hidden stores of coal.
4. The sun, which is the center of our system, is millions of miles from
us. 5. When beggars die, there are no comets seen. 6. Gentlemen, this,
then, is your verdict. 7. God said, "Let there be light." 8. Nelson's
signal was, "England expects every man to do his duty." 9. Rubbers, or
overshoes, are worn to keep the feet dry. 10. The sable, the seal, and the
otter furnish us rich furs. 11. His dark eye flashed, his proud breast
heaved, his cheek's hue came and went. 12. Flights of birds darken the air,
and tempt the traveler with the promise of abundant provisions.
+_Semicolon_+.--Independent clauses (1) when slightly connected, or (2)
when themselves divided by the comma, must be separated by the semicolon.
Use the semicolon (3) between serial phrases or clauses having a common
dependence on something that precedes or follows; and (4) before _as, viz.,
to wit., namely, i. e._, and _that is_, when they introduce examples or
illustrations.
+_Examples_+.--1. The furnace blazes; the anvil rings; the busy wheels
whirl round. 2. As Caesar loved me, I weep for him; as he was fortunate, I
rejoice at it; as he was valiant, I honor him; but, as he was ambitious, I
slew him. 3. He drew a picture of the sufferings of our Saviour; his trial
before Pilate; his ascent of Calvary; his crucifixion and death. 4. Gibbon
writes, "I have been sorely afflicted with gout in the hand; to wit,
laziness."
+_Colon_+.--Use the colon (1) between the parts of a sentence when these
parts are themselves divided by the semicolon; and (2) before a quotation
or an enumeration of particulars when formally introduced.
+_Examples_+.--l. Canning's features were handsome; his eye, though deeply
ensconced under his eyebrows, was full of sparkle and gayety: the features
of Brougham were harsh in the extreme. 2. To Lentullus and Gellius bear
this message: "Their graves are measured."
+_Dash_+.--Use the dash where there is an omission (1) of letters or
figures, and (2) of such words as _as_, _namely_, or _that is_, introducing
illustrations or equivalent expressions. Use the dash (3) where the
sentence breaks off abruptly, and the same thought is resumed after a
slight suspension, or another takes its place; and (4) before a word or
phrase repeated at intervals for emphasis. The dash may be used (5) instead
of marks of parenthesis, and may (6) follow other marks, adding to their
force.
+_Examples_+.--1. In M------w, v. 3-11, you may find the "beatitudes." 2.
There are two things certain in this world--taxes and death. 3. I said--I
know not what. 4. I never would lay down my arms--_never_-- NEVER--+NEVER+.
5. Fulton started a steamboat----he called it the Clermont--on the Hudson
in 1807. 6. My dear Sir,--I write this letter for information.
+_Marks of Parenthesis_+.--Marks of parenthesis may be used to enclose what
has no essential connection with the rest of the sentence.
+Example+.--The noun (Lat. _nomen_, a name) is the first part of speech.
+_Apostrophe_+.--Use the apostrophe (1) to mark the omission of letters,
(2) in the pluralizing of letters, figures, and characters, and (3) to
distinguish the possessive from other cases.
+_Examples_+.--1. Bo't of John Jones 10 lbs. of butter. 2. What word is
there one-half of which is _p's_? 3. He washed the disciples' feet.
+_Hyphen_+.--Use the hyphen (-) (1) between the parts of compound words
that have not become consolidated, and (2) between syllables when a word is
divided.
+_Examples_+.--1. Work-baskets are convenient. 2. Divide _basket_ thus:
_bas-ket_.
+_Quotation Marks_+--Use quotation marks to enclose a copied word or
passage. If the quotation contains a quotation, the latter is enclosed
within single marks.
+_Example_+---The sermon closed with this sentence: "God said, 'Let there
be light.'"
+_Brackets_+.--Use brackets [ ] to enclose what, in quoting another's
words, you insert by way of explanation or correction.
+_Example_+.--The Psalmist says, "I prevented [anticipated] the dawning of
the morning."
SENTENCES AND PARAGRAPHS.
+_To the Teacher_+.--It is very profitable to exercise pupils in combining
simple statements into complex and compound sentences, and in resolving
complex and compound sentences into simple statements. In combining
statements, it is an excellent practice for the pupil to contract, expand,
transpose, and to substitute different words. They thus learn to express
the same thought in a variety of ways. Any reading-book or history will
furnish good material for such practice. A few examples are given below.
+_Direction_+.--Combine in as many ways as possible each of the following
groups of sentences:--
+_Example_+.--This man is to be pitied. He has no friends.
1. This man has no friends, and he is to be pitied.
2. This man is to be pitied, because he has no friends.
3. Because this man has no friends, he is to be pitied.
4. This man, who has no friends, is to be pitied.
5. This man, having no friends, is to be pitied.
6. This man, without friends, is to be pitied.
7. This friendless man deserves our pity.
1. The ostrich is unable to fly. It has not wings in proportion to its
body.
2. Egypt is a fertile country. It is annually inundated by the Nile.
3. The nerves are little threads, or fibers. They extend, from the brain.
They spread over the whole body.
4. John Gutenberg published a book. It was the first book known to have
been printed on a printing-press. He was aided by the patronage of John
Paust. He published it in 1455. He published it in the city of Mentz.
5. The human body is a machine. A watch is delicately constructed. This
machine is more delicately constructed. A steam-engine is complicated.
This machine is more complicated. A steam-engine is wonderful. This
machine is more wonderful.
You see that short statements closely related in meaning may be improved by
being combined. But young writers frequently use too many _ands_ and other
connectives, and make their sentences too long.
Long sentences should be broken up into short ones when the relations of
the parts are not clear.
As clauses may be joined to form sentences, so sentences may be united to
make _paragraphs_.
A +_paragraph_+ is a sentence or a group of related sentences developing
one point or one division of a general subject.
The first word of a paragraph should begin a new line, and should be
written a little farther to the right than the first words of other lines.
+_Direction_+.--Combine the following statements into sentences and
paragraphs, and make of them a complete composition:--
Water is a liquid. It is composed of oxygen and hydrogen. It covers about
three-fourths of the surface of the earth. It takes the form of ice. It
takes the form of snow. It takes the form of vapor. The air is constantly
taking up water from rivers, lakes, oceans, and from damp ground. Cool air
contains moisture. Heated air contains more moisture. Heated air becomes
lighter. It rises. It becomes cool. The moisture is condensed into fine
particles. Clouds are formed. They float across the sky. The little
particles unite and form rain-drops. They sprinkle the dry fields. At night
the grass and flowers become cool. The air is not so cool. The warm air
touches the grass and flowers. It is chilled. It loses a part of its
moisture. Drops of dew are formed. Water has many uses. Men and animals
drink it. Trees and plants drink it. They drink it by means of their leaves
and roots. Water is a great purifier. It cleanses our bodies. It washes our
clothes. It washes the dust from the leaves and the flowers. Water is a
great worker. It floats vessels. It turns the wheels of mills. It is
converted into steam. It is harnessed to mighty engines. It does the work
of thousands of men and horses.
+_To the Teacher_+.--Condensed statements of facts, taken from some book
not in the hands of your pupils, may be read to them, and they may be
required to expand and combine these and group them into paragraphs.
LETTER-WRITING.
In writing a letter there are six things to consider--the _Heading_, the
_Introduction_, the _Body of the Letter_, the _Conclusion_, the _Folding_,
and the _Superscription_.
THE HEADING.
+_Parts_+.--The Heading consists of the name of the +_Place_+ at which the
letter is written, and the +_Date_+. If you write from a city, give the
door-number, the name of the street, the name of the city, and the name of
the state. If you are at a hotel or a school, or any other well-known
institution, its name may take the place of the door-number and the name of
the street. If you write from a village or other country place, give your
post-office address, the name of the county, and that of the state.
The Date consists of the month, the day of the month, and the year.
+_How Written_+.--Begin the Heading about an inch and a half from the top
of the page--on the first ruled line of commercial note--and a little to
the left of the middle of the page. If the Heading is very short, it may
stand on one line. If it occupies more than one line, the second line
should begin farther to the right than the first, and the third farther to
the right than the second.
The Date stands upon a line by itself if the Heading occupies two or more
lines.
The door-number, the day of month, and the year are written in figures, the
rest in words. Each important word begins with a capital letter, each item
is set off by the comma, and the whole closes with a period.
_Direction_.--Study what has been said, and write the following headings
according to these models:---
1. Hull, Mass., Nov. 1, 1860.
2. 1466 Colorado Ave.,
Rochester, N. Y.,
Apr. 3, 1870.
3. Newburyport, Mass.,
June 30, 1826.
4. Starkville, Herkimer Co., N. Y.,
Dec. 19, 1871.
1. n y rondout 11 1849 oct. 2. staten island port richmond 1877 25 january.
3. brooklyn march 1871 mansion house 29. 4. executive chamber vt february
montpelier 1869 27. 5. washington franklin como nov 16 1874. 6. fifth ave
may new york 460 9 1863. 7. washington d c march 1847 520 pennsylvania ave
16.
THE INTRODUCTION.