Title, and the Place of Business or the Residence of the one addressed--and
the _+Salutation+_. Titles of respect and courtesy should appear in the
Address. Prefix _Mr._ (plural, _Messrs_.) to a man's name; _Master_ to a
boy's name; _Miss_ to the name of a girl or an unmarried lady; _Mrs._ to
the name of a married lady. Prefix _Dr_. to the name of a physician, or
write _M.D._ after his name. Prefix _Rev_. (or _The Rev_.) to the name of a
clergyman; if he is a Doctor of Divinity, prefix _Rev. Dr_., or write
_Rev_. before his name and _D.D._ after it; if you do not know his
Christian name, prefix _Rev. Mr._ or _Rev. Dr._ to his surname, but never
_Rev_. alone. _Esq._ is added to the name of a lawyer, and to the names of
other prominent men. Avoid such combinations as the following: _Mr. John
Smith, Esq., Dr. John Smith, M.D., Mr. John Smith, M.D._, etc.
Salutations vary with the station of the one addressed, or the writer's
degree of intimacy with him. Strangers may be addressed as _Sir, Rev. Sir,
General, Madam, Miss Brown_, etc.; acquaintances as _Dear Sir, Dear Madam_,
etc.; friends as _My dear Sir, My dear Madam, My dear Mr. Brown_, etc.; and
near relatives and other dear friends as _My dear Wife, My dear Boy,
Dearest Ellen_, etc.
_+How Written+_.--The Address may follow the Heading, beginning on the next
line, or the next but one, and standing on the left side of the page; or it
may stand in corresponding position after the Body of the Letter and the
Conclusion. If the letter is written to a very intimate friend, the Address
may appropriately be placed at the bottom of the letter; but in other
letters, especially those on ordinary business, it should be placed at the
top and as directed above. There should always be a narrow margin on the
left-hand side of the page, and the Address should always begin on the
marginal line. If the Address occupies more than one line, the initial
words of these lines should slope to the right, as in the Heading.
Begin the Salutation on the marginal line or a little to the right of it,
when the Address occupies three lines; on the marginal line or farther to
the right than the second line of the Address begins, when this occupies
two lines; a little to the right of the marginal lime, when the Address
occupies one line; on the marginal line, when the Address stands below.
Every important word in the Address should begin with a capital letter. All
the items of it should be set off by the comma, and, as it is an
abbreviated sentence, it should close with a period. Every important word
in the Salutation should begin with a capital letter, and the whole should
be followed by a comma.
_+Direction+_.--Study what has been said, and write the following
introductions according to these models:--
1. Dear Father,
I write, etc.
2. The Rev. M. H. Buckham, D.D.,
President of U. V. M.,
Burlington, Vt.
My dear Sir,
3. Messrs. Clark & Brown,
Quogue, N. Y.
Gentlemen,
4. Messrs. Tiffany & Co.,
2 Milk St., Boston.
Dear Sirs,
1. david h cochran lld president of polytechnic institute brooklyn my dear
sir. 2. dr John h hobart burge 64 livingston st brooklyn n y sir. 3. prof
geo n boardman Chicago ill dear teacher. 4. to the president executive
mansion Washington d c mr president. 5. rev t k beecher elmira n y sir. 6.
messrs gilbert & sons gentlemen mass boston. 7. mr george r curtis minn
rochester my friend dear. 8. to the honorable wm m evarts secretary of
state Washington d c sir.
THE BODY OF THE LETTER.
+_The Beginning_+.--Begin the Body of the Letter at the end of the
Salutation, and on the _same_ line, if the Introduction consists of four
lines--in which case the comma after the Salutation should be followed by a
dash;--otherwise, on the line _below_.
+_Style_+.--Be perspicuous. Paragraph and punctuate as in other kinds of
writing. Spell correctly; write legibly, neatly, and with care.
_Letters of friendship_ should be colloquial, natural, and familiar.
Whatever is interesting to you will be interesting to your friends.
_Business letters_ should be brief, and the sentences should be short,
concise, and to the point.
In _formal notes_ the third person is generally used instead of the first
and the second; there is no Introduction, no Conclusion, no Signature, only
the name of the Place and the Date at the bottom, on the left side of the
page.
THE CONCLUSION.
_+Parts+_.--The Conclusion consists of the _+Complimentary Close+_ and the
_+Signature+_. The forms of the Complimentary Close are many, and are
determined by the relations of the writer to the one addressed. In letters
of _friendship_ you may use _Your sincere friend; Yours affectionately ;
Your loving son or daughter_, etc. In business letters, you may use _Yours;
Yours truly; Truly yours; Yours respectfully; Very respectfully yours_,
etc. In official letters use _I have the honor to be, Sir, your obedient
servant; Very respectfully, your most obedient servant_.
The Signature consists of your Christian name and your surname. In
addressing a stranger write your Christian name in full. A lady addressing
a stranger should prefix her title--_Miss_ or _Mrs._--to her own name,
enclosing it within marks of parenthesis, if she prefers.
_+How Written+_.--The Conclusion should begin near the middle of the first
line below the Body of the Letter, and should slope to the right like the
Heading and the Address. Begin each line of it with a capital letter, and
punctuate as in other writing, following the whole with a period. The
Signature should be very plain.
THE FOLDING.
The Folding is a simple matter when, as now, the envelope used is adapted
in length to the width of the sheet. Take the letter as it lies before you,
with its first page uppermost, turn up the bottom of it about one-third the
length of the sheet, bring the top down over this, taking care that the
sides are even, and press the parts together.
Taking the envelope with its back toward you, insert the letter, putting in
first the edge last folded. The form of the envelope may require the letter
to be folded in the middle. Other conditions may require other ways of
folding.
THE SUPERSCRIPTION.
_+Parts+_.--The Superscription is what is written on the outside of the
envelope. It is the same as the Address, consisting of the Name, the Title,
and the full Directions of the one addressed.
_+How Written+_.--The Superscription should begin near the middle of the
envelope and near the left edge-- the envelope lying with its closed side
toward you--and should occupy three or four lines. These lines should slope
to the right as in the Heading and the Address, the spaces between the
lines should be the same, and the last line should end near the lower
right-hand corner. On the first line the Name and the Title should stand.
If the one addressed is in a city, the door-number and name of the street
should be on the second line, the name of the city on the third, and the
name of the state on the fourth. If he is in the country, the name of the
post-office should be on the second line, the name of the county on the
third--(or by itself near the lower left-hand corner), and the name of the
state on the fourth. The titles following the name should be separated from
it and from each other by the comma, and every line should end with a
comma, except the last, which should be followed by a period. The lines
should be straight, and every part of the Superscription should be legible.
Place the stamp at the upper right-hand corner.
LETTER, ORDERING MERCHANDISE.
[Cursive:
Newburgh, N. Y.
Jan. 7. 1888
Messrs. Hyde & Co.,
250 Broadway. N. Y.
Gentlemen,
Please send me by Adams Express the articles mentioned in the enclosed
list.
Be careful in the selection of the goods, as I desire them for a special
class of customers.
When they are forwarded, please inform me by letter and enclose the
invoice.
Yours truly,
Thomas Dodds.]
ANSWER, ENCLOSING INVOICE.
[Cursive:
250 Broadway, N. Y.
Jan 9, 1888.
Mr. Thomas Dodds,
Newburgh, N. Y.
Dear Sir,
We have to-day sent you by Adams Express the goods ordered in your letter
of the 7th inst. Enclosed you will find the invoice.
We hope that everything will reach you in good condition and will prove
satisfactory in quality and in price.
Very truly yours,
Peter Hyde & Co.]
INVOICE.
Thomas Dodds,
Bought of Peter Hyde & Co.
3 boxes Sperm Candles. 140 lbs., @33c. $46.20
7 do. Adamantine Extra Candles, 182 lbs., "26c. 47.32
120 lbs. Crushed Sugar, "12-1/2c. 15.00
60 do. Coffee do., "11-1/4c. 6.75
-----
$115.27
LETTER OF APPLICATION.
[Cursive:
176 Clinton St. Brooklyn, N. Y.
Dec. 12, 1887
Messrs. Fisk & Hatch,
5 Nassau St., N. Y.
Gentlemen,
Learning by advertisement that a clerkship in your house is vacant, I beg
leave to offer myself as a candidate for the place. I am sixteen years old,
and am strong and in excellent health. I have just graduated with honor
from the seventh grade of the Polytechnic Institute, Brooklyn, and I
enclose testimonials of my character and standing from the President of
that Institution.
If you desire a personal interview, I shall be glad to present myself at
such time and place as you may name.
Very respectfully yours,
Charles Hastings.]
NOTES OF INVITATION AND ACCEPTANCE
(in the third person).
_Mr. and Mrs. Brooks request the pleasure of Mr. Churchill's company at a
social gathering, next Tuesday evening, at_ 8 _o'clock_.
32 _W_. 31_st Street, Oct_. 5.
_Mr. Churchill has much pleasure in accepting Mr. and Mrs. Brooks's kind
invitation to a social gathering next Tuesday evening_.
160 _Fifth Ave., Oct_. 5.
LETTER OF INTRODUCTION.
[Cursive:
Concord, N. H.
Jan. 10, 1888.
George Chapman, Esq.,
Portland, Conn.
My dear Friend,
It gives me great pleasure to introduce to you my friend, Mr. Alpheus
Crane. Any attention you may be able to show him I shall esteem as a
personal favor.
Sincerely yours,
Peter Cooper.]
A LETTER OF FRIENDSHIP.
[Cursive:
21 Dean St., Toledo, Ohio.
Dec. 16, 1887.
My dear Mother,
I cannot tell you how I long to be at home again and in my old place. In my
dreams and in my waking hours, I am often back at the old homestead; my
thoughts play truant while I pore over my books, and even while I listen to
my teacher in the class-room. I would give so much to know what you are all
doing--so much to feel that now and then I am in your thoughts, and that
you do indeed miss me at home.
Everything here is as pleasant as it need be or can be, I suppose. I am
sure I shall enjoy it all by and by, when I get over this fit of
homesickness. My studies are not too hard, and my teachers are kind and
faithful.
Do write me a long letter as soon as you get this and tell me everything.
Much love to each of the dear ones at home.
Your affectionate son,
Henry James.
[Footnote: In familiar (and official) letters, the Address may stand, you
will remember, at the bottom.] Mrs. Alexander James, Tallmadge, Ohio.]
[Illustration of Envelope: Mrs. Alexander James, Tallmadge, Summit Co.
Ohio.]
+_To the Teacher_+.--Have your pupils write complete letters and notes of
all kinds. You can name the persons to whom these are to be addressed.
Attend minutely to al1 the points. Letters of introduction should have the
word _Introducing_ (followed by the name of the one introduced) at the
lower left-hand corner of the envelope. This letter should not be sealed.
The receiver may seal it before handing it to the one addressed.
Continue this work of letter-writing until the pupils have mastered all the
details, and are able easily and quickly to write any ordinary letter.
A SUMMARY OF THE RULES OF SYNTAX.
I. A noun or pronoun used as subject or as attribute complement of a
predicate verb, or used independently, is in the nominative case.
II. The attribute complement of a participle or an infinitive is in the
same case (Nom. or Obj.) as the word to which it relates.
III. A noun or pronoun used as possessive modifier is in the possessive
case.
IV. A noun or pronoun used as object or objective complement, or as the
principal word of a prepositional phrase, is in the objective case.
V. A noun or pronoun used as explanatory modifier is in the same case as
the word explained.
VI. A pronoun agrees with its antecedent in person, number, and gender.
With two or more antecedents connected by _and_, the pronoun is plural.
With two or more singular antecedents connected by _or_ or _nor_, the
pronoun is singular.
VII. A verb agrees with its subject in person and number.
With two or more subjects connected by _and_, the verb is plural.
With two or more singular subjects connected by _or_ or _nor_, the verb is
singular.
VIII. A participle assumes the action or being, and is used like an
adjective or a noun.
IX. An infinitive is generally introduced by _to_, and with it forms a
phrase used as a noun, an adjective, or an adverb.
X. Adjectives modify nouns or pronouns.
XI. Adverbs modify verbs, adjectives, or adverbs.
XII. A preposition introduces a phrase modifier, and shows the relation, in
sense, of its principal word to the word modified.
XIII. Conjunctions connect words, phrases, or clauses.
XIV. Interjections are used independently.
+PROOF-MARKS+.
+Remark+.--The following are some of the marks used in correcting
proof-sheets for the printer:--
[Symbol: dele] De-le = Strike out.
[^] Ca-ret = Something to be inserted.
[/] This calls attention to points or letters placed in the margin as
corrections.
[Symbol: dotted circle] This calls attention to the period.
[tr.] Transpose.
[Symbol: para] Begin a new paragraph with the word preceded by [.
[No Symbol: para] No new paragraph.
[Symbol: v' ] This calls attention to the apostrophe.
+To the Teacher+.--We suggest that the pupils learn to use these marks in
correcting compositions. The following exercises are given as
illustrations:--
[Illustration: Corrected letter]
NOTES FOR TEACHERS.
AGREEMENT.
Before Lesson 8 is assigned, the pupils may be required to note, in Lessons
6 and 7, the subjects that add _s_ to denote more than one, and then to
mark the changes that occur in the predicates when the _s_ is dropped from
these subjects. In Lesson 8, the predicates may be changed by adding or
dropping _s_, and other subjects may be found to correspond. In Lesson 9,
_s_ may be dropped from the plural subjects, and other predicates may be
found to agree.
At this stage of the work we should give no formal rules, and should avoid
such technical terms as _number, person, tense_, etc. The pupils may be led
to discover rules for themselves, and to state them informally. Exercises
and questions may be so directed that the pupils may draw some such
conclusion as the following:--
When a simple form of the verb is used to tell what one thing does, _s_ or
_es_ is added (unless the subject is _I_ or _you_).
Let the pupils see that the _s_-form of the verb is used only in telling
what one thing _does_, not what it _did_; as, "The boy _runs_," "The boy
_ran_"; and that its subject always stands for the one spoken of; as, "_He
runs_," "_I run_."
Before Lesson 12 is assigned, attention may be called to the use of _is,
was_, and _has_, in Lesson 11 and elsewhere. For the predicates introduced
by these words let the pupils find subjects which name more than one, that
they may note the change of _is_ to _are_, _was_ to _were_, and _has_ to
_have_. The forms _does_ and _do_ may also be introduced, and these
exercises continued till the pupils are led to discover some such rule as
the following:--
_Is, was, has_, and _does_ are used with subjects denoting but one. _Are,
were, have_, and _do_ are used with subjects denoting more than one.
We suggest that the form of a question and the use of the question mark be
introduced after Lesson 12, and that the pupils be allowed to change the
sentences in Lessons 11 and 12 by placing the subject after the first
auxiliary. A straight line may be drawn under each subject, and a waving
line under each predicate, thus:--
~Was~ /Napoleon/ ~banished?~
The sentences given for analysis will furnish material for making
interrogative sentences, and for justifying the agreement of verbs.
In connection with Lesson 19 attention may be called to the agreement of
verbs with _I_ and _you_. Exercises may be given from which the pupils will
draw the following conclusions:--
_I_ can be used with _am, was, have_, and _do_. _You_ may mean one or more
than one, but the verb always agrees as if _you_ meant more than one.
Exercises may be given requiring the pupils to use such expressions as "You
_were_," "They _were_," "We _were_," "He _doesn't_," etc., and to repeat
them aloud till the ear is accustomed to the right form.
When predicate verbs immediately follow their subjects, there is little
danger of errors in agreement, except that _was_ is often used incorrectly
for _were_, and _don't_ for _doesn't_. The chief object of introducing
these exercises here is to train the pupils' observation so that they will
readily and naturally note the agreement of the subject and predicate when
these terms are transposed, or are separated by other words. To determine
the correct form of the verb in such cases, let the pupils see how it
sounds when placed immediately after its subject. We suggest exercises like
the following:--
1 is are
2 was were
3 has have
4 does do
5 comes come
6 goes go
7 thinks think
8 writes write
1. With what kind of letter ~(4)~ _each_ of these names ~begin~?
2. Under this rule ~(1) found~ important _exceptions_.
3. The _farm_, with all the cattle and horses, ~(2) sold~.
4. With what mark ~(4)~ imperative _sentences_ ~end~?
5. Every _effort_ of the friends of these measures (3) failed.
6. There (5) trying _times_ in every man's life.
7. _One_ of them (6) to Vassar College.
8. Not _one_ in ten (7) about this.
9. _Neither_ of you (8) correctly.
10. After this (5) the calisthenic _exercises_.
11. A _cargo_ of Delaware peaches (3) arrived.
12. There (6) the cars.
13. There (6) a _train_ of cars.
After these blanks have been filled with the verbs above, as indicated by
the numbers, the sentences may be repeated aloud till the correct form is
familiar.
Let the pupils see that in (2), Lesson 36, _were identified_ is asserted of
two things, and that in (3) _was anticipated_ is asserted of one of two
things, but not of both. Let them give other examples of connected subjects
with verbs singular in form, and with verbs plural in form. The meaning of
_singular_ and _plural_ may be explained, and the pupils may form some such
rule as the following:--
With two or more subjects connected by _and_ the verb agrees in the plural.
With two or more singular subjects connected by _or_ or _nor_ the verb
agrees in the singular.
The pupils may examine such sentences as--
1. Each word and gesture _was_ suited to the thought;
2. Every bud, leaf, and blade of grass _rejoices_ after the warm rain;
3. No dew, no rain, no cloud _comes_ to the relief of the parched
earth;--
and note that _each_, _every_, and _no_ show that the things named in the
different subjects are taken separately, and that the verbs are therefore
singular.
Such sentences as--
"In the death of Franklin, a philosopher and statesman _was_ lost to the
world"--
may be given to show that subjects connected by _and_ may name the same
thing, and so take a verb in the singular.
Such examples as the following may be given and justified:--
1. Beauty and utility _are_ combined in nature.
2. Either beauty or utility _appears_ in every natural object.
3. Here _is_ neither beauty nor utility.
4. Time and tide _wait_ for no man.
5. Wisdom and prudence _dwell_ with the lowly man.
6. _Does_ either landlord or tenant profit by this bill?
7. Neither landlords nor tenants _profit_ by this bill.
8. Every fly, bee, beetle, and butterfly _is_ provided with six feet.
9. That desperate robber and murderer _was_ finally secured.
10. That desperate robber and that murderer _were_ finally secured.
11. The builder and owner of the yacht _has_ sailed from Liverpool.
12. The builder and the owner of the yacht _have_ sailed from Liverpool.
13. A lame and blind man _was_ provided with food and lodging.
14. A lame and a blind man _were_ provided with food and lodging.
Particular attention may be called to examples 9-14, that the pupils may
note the effect of repeating _that_, _the_, and _a_.
Pupils should early learn that rules in grammar should not be followed
rigidly and blindly, as they generally have variations and exceptions.
Caution, however, should be used in presenting exceptions, lest the pupils
become confused. They may be presented in reviews after the rules and
general principles are well understood. They need not be formally stated,
but may be introduced in the way of observation lessons that appeal to the
judgment rather than to the memory. In this way such constructions as the
following may be introduced:--
1. Neither he nor _I am _going. (Better--He is not going, nor am I.)
2. Neither John nor his _sisters were_ there.
3. _Action_, and not words, _is_ needed.
4. _Bread and milk is_ good food.
5. The _committee are_ unable to agree on _their_ report.
6. The _committee has_ made _its_ report.
Other examples may be given till the pupils are led to discover that in
examples like (1) and (2) the verb agrees with its nearest subject, and
that the plural subject is usually placed next to the verb; that in (3) the
verb agrees with the affirmative subject, another verb being understood
with the negative subject; that in (4) "bread and milk" represents one
article of food; and that in (5) the individuals of the committee are
thought of, while in (6) the committee as a whole is thought of. In (5) and
(6) the agreement of the pronoun may also be noted. Pronouns may be
introduced into many of the preceding exercises and the pupils led to apply
to the agreement of the pronoun with its antecedent what has been learned
of the agreement of the verb with its subject. Let the pupils determine why
the following connected subjects are arranged in the proper order:--
1. You and I are invited.
2. Mary and I are invited.
3. You and Mary are invited.
4. You and Mary and I are invited.
WRITING NAMES--CAPITALS AND ABBREVIATIONS. [Footnote: For list of
abbreviations see p. 191.]
Pupils may copy the following list of names, and note all peculiarities in
form:--
Texas, state, river, Red River, city, Albany, New Orleans, Kansas City,
statesman, Thomas Jefferson, Thos. Jefferson, author, Charles Dickens,
Chas. Dickens, writer, George William Curtis, Geo. Wm. Curtis, Geo. W.
Curtis, poet, John Greenleaf Whittier, John G. Whittier, J. G. Whittier,
gulf, sea, Gulf of Mexico, Caribbean Sea, lake, Lake Erie, general,
General Robert Edmund Lee, Gen. Robt. E. Lee, doctor, Doctor Valentine
Mott, Dr. V. Mott, professor, Prof. Goldwin Smith.
Henry Wadsworth Longfellow wrote "The Song of Hiawatha."
John Bunyan wrote "The Pilgrim's Progress."
The subject for composition was "A Day in the Woods."
We give the following questions to illustrate our method of conducting an
+Observation Lesson+.--Are _city_ and _Albany_ both names? What difference
can you discover in meaning? What in form? Which of the names just written
are _class_ names? Which are _individual_ names? Mention an individual name
made up of two names; one of three names; one of four. How many capitals do
you find in each of the names just mentioned? Mention seven words that are
written without capitals as class names, and again with capitals as parts
of individual names. Mention a word that is shortened, or _abbreviated_, by
omitting all but the first, or _initial_, letter. Mention an _abbreviation_
containing two letters; one containing three; one containing four. What new
use of the period have you discovered in this exercise? What three words in
this exercise are used together as the title of a book? What four as the
title of a poem? What five as the subject of a school composition? Each of
these groups may be regarded as a kind of individual name. Besides the
first word, what words begin with capitals in each of these three groups?
Notice that these are the principal words.
For another exercise the pupils may copy the following sentences, noting
carefully capitals and punctuation marks:--
1. The city of Chicago is on Lake Michigan.
2. The steamer _City of Chicago_ sails from Jersey City.
3. The island of Cuba is under Spanish rule.
4. The Isle of Man is in the Irish Sea.
5. The Hon. Wm. E. Gladstone is an English statesman.
6. The subject for composition was "The View from my Window."
7. In the evening Aunt Mary entertained my cousin and me with stories of
Uncle Remus.
8. Miss Evans--afterward Mrs. Lewes--was the author of "The Mill on the
Floss."
9. We may call the Supreme Being our Heavenly Father.
10. The Old Testament points to the coming of a Messiah.
11. George I., George II., George III., George IV., and William IV.
preceded Victoria.
The teacher may find the following questions suggestive:--