WORDS
=16. How We Learn Words.=--We have now for some time been studying
about combinations of words, but we have said very little about
words themselves. This was the proper course to follow, for in our
native language we need to be told about combinations of words more
than about words themselves; about these we cannot help finding out
much by ourselves. Indeed, it is life that teaches us words,--life
and association with our fellows. We could scarcely avoid learning
rapidly the names which the people who speak our language have
given to the multitude of actual things which we see and touch,
and the common words which are customary to express our feelings
and thoughts with regard to these objects. As we grow older and
wiser, and particularly if we associate with persons of intelligence
and information, and read widely in books of all sorts, we become
rapidly acquainted also with a great mass of words that have grown
up to express the most abstract thoughts and the most delicate
shades of feeling.
Life, then, and association with our fellows, and reading will bring
to our knowledge, in due course of time, all the words we shall
ever need to use. There are a few hints to be given, however, which
will be of service to you in this process of learning the customary
words which the people of our race and nation use to express their
thoughts and feelings.
=17. The Size and Character of the English Vocabulary.=--We use
the word _vocabulary_ to express the total number of words used
by a person or group of persons. The English vocabulary, then, is
the total number of words used by the people who write and speak
English. There are more than three hundred thousand such words
collected in our dictionaries, and the number is being added to
every year. No single person would be acquainted with all these
words, for many of them have been used only rarely, or only
among little groups of people, or in connection with sciences
not understood by the people at large. The number of words that
an intelligent and educated person would understand when he saw
or heard them is not often more than sixty thousand; the number
of words that such a person would himself use is very much
less--probably not, as a rule, more than twenty thousand.
A great many of our words come from the Latin language, and you will
be greatly aided in your study of English words if you can learn
something of that language.
=18. Increasing One's Vocabulary.=--It is clear, then, that you will
greatly increase your vocabulary as you grow older and wiser. It is
also true, in general, that as your vocabulary grows you will grow,
to some extent, in knowledge of the world. It will be worth while
for you, therefore, to get into the habit of learning new words.
This could, of course, be done by reading the dictionary (and the
dictionary is by no means an uninteresting volume to pick up from
time to time), but the more natural way is to reach this result
by cultivating the habit of _attention_ to words. You might begin
the habit by noticing accurately the names of things you see or
handle,--of tools and implements, birds, animals, and flowers; the
names of different colors and shades; the names applied to persons
to describe their duties and occupations.
=Exercise 39.=--Write as many words as possible that name:--
1. Various trades and professions. 2. Vehicles used on land. 3.
Boats (from a man-of-war to a flatboat). 4. Buildings--(_a_)
churches, (_b_) public buildings, (_c_) educational buildings, (_d_)
buildings used for amusements. 5. Parts of a bicycle. 6. Tools. 7.
Birds. 8. Flowers. 9. Colors. 10. Musical instruments.
=Exercise 40.=--After each of the following nouns place a verb
that describes the sound made by the animal mentioned.
Sheep, owls, sparrows, goats, oxen, frogs, hens, bears, horses,
robins, roosters, doves, lions, parrots, ravens, monkeys, elephants,
snakes.
=Exercise 41.=--Notice the following words which might be used
in describing some one's appearance:--
_Eyes_: bright, dull, sparkling, clear, heavy,
close-set, shifting, narrow, honest, gentle, penetrating, keen,
kindly, expressive, lovely, hard.
_Forehead_: noble, high, receding, low, broad, narrow, well-shaped.
_Figure_: muscular, wiry, broad-shouldered, well-proportioned,
slender, thick-set, stout, short, tall.
1. Make a similar list to describe a person's disposition, ability,
conversation.
2. Make a list of the descriptive words used by Longfellow in _The
Village Blacksmith_.
=Exercise 42.=--Find as many descriptions of winter as you can.
Make lists of words used by the authors in describing it. Make
lists of words that you might use in describing the following:
_a picnic_; _Christmas night_; _the weather_; _the character of
Washington_; _an old house_; _a shell_; _a feather_; _a sunset_;
_Mount Washington_; _a lily-of-the valley_; _your favorite walk_.
=Exercise 43.=--The same scene may look very different to you at
different times,--for instance, a piece of woods which you visit
in company with some merry boys and girls in search of spring
flowers, and the same woods in which you wander alone, having
lost your way.
Select from the following list adjectives which you might use in
writing the first description; the second.
_Things described_: path, leaves on the ground, birds,
squirrels, trees, brook.
_Descriptive words_: lonely, crisp, solitary, chattering,
moaning, merry, mournful, timid, scolding, shady, romantic,
charming, singing, sweet-voiced, warning, sobbing, dismal,
gloomy.
=Exercise 44.=--Compare the following: 1. New York Harbor
seen by a citizen of New York who is returning home after a
long absence in some foreign country. 2. The same viewed by a
homesick Norwegian girl who has left all her friends in Norway.
Select some of your descriptive words from the following, adding
as many others as you feel that you need: _inhospitable_,
_gloomy_, _cold_, _hard_, _welcome_, _joyous_, _sad_, _bright_,
_glorious_, _fearful_, _lonely_, _pathetic_, _homesick_.
=Exercise 45.=--1. The village bell is ringing. Describe the way
it sounds to you on the following occasions:--
Calling to church service on a clear, sunny Sabbath morning;
tolling for the death of a dear friend; ringing in celebration
of a victory (suppose that we are at war with another country);
ringing to celebrate a wedding; ringing "the old year out, and
the new year in." [Read _The Bells_, by Edgar Allan Poe, before
writing.]
2. Write a paragraph telling how you felt when you heard that
you were to have some unexpected pleasure.
3. Imagine yourself living on the morning of April 15, 1865.
Describe your feelings on learning of the death of Lincoln.
=19. Synonyms.=--Synonyms are words which have the same or nearly
the same meaning.
EXAMPLES: Liberal, generous; face, countenance.
A knowledge of synonyms will be valuable to you in several ways.
First, it will enable you to avoid the too frequent repetition of a
word. By using synonyms, then, you add variety to your writing.
"When the _walk_ is over there is abundance to think about;
and the _ramble_ reviewed at night before the andirons is a
repetition of the day's enjoyment."
If you will substitute _walk_ for _ramble_ in the preceding
sentence, you will see how much the sentence loses by not using
the synonym.
=Exercise 46.=--In each of the following fill each blank with
an appropriate synonym of the italicized word in the same
sentence:--
1. Be astir at ----, then, and receive the greeting of that lover
of the _dawn_, the blackcap. 2. The ---- thickened, so that now
you waded through a condensation of _gloom_. 3. The thrush filled
every lone pathway with its sweet _music_, and I wondered that the
world should hear so little of this woodside ----. 4. The sobering
_silence_ of the night was the subject of our conversation, when
suddenly a sad, sweet song broke the ----. 5. In the _city_ these
conditions are not so well marked; but beyond the ---- limits,
nature still rules. 6. It was just the day for a _ramble_, and I
was off early for an all-day ----. 7. The _gale_ died away, and he
tried to go northward again; but again came the ---- and swept him
back into the waste. 8. And what became of the little ----, the
poor _boy_ in the pretty town of Marbach? 9. He comes up the stairs
---- and opens the door _noiselessly_. 10. When the first week had
_passed_, the queen took little Eliza into the country, and but a
short month had ---- when the king had entirely forgotten his little
daughter.
=Exercise 47.=--In the following use a synonym in place of one
of the underlined words:--
1. He has many _wealthy_ friends, although he is not a _wealthy_
man himself. 2. At his first glimpse of the _countenance_, Ernest
did fancy that there was a resemblance between it and the familiar
_countenance_ upon the mountain side. 3. Celia considered that it
would be unsafe for two young _maids_ of rank to travel in their
rich clothes; she therefore proposed that they should dress like
country _maids_. 4. When the servant of the house of Montague
met the servant of the house of Capulet, a _quarrel_ ensued; and
frequent were the _quarrels_ from such accidental meetings. 5.
Portia dressed herself and Nerissa in men's _apparel_, and putting
on the _apparel_ of a counselor, she took Nerissa with her as clerk
and set out for Venice. 6. Portia now _desired_ Shylock to let her
see the bond; and when she had read it she _desired_ him to be
merciful. 7. The importance of the arduous _task_ Portia had engaged
in gave her courage, and she boldly proceeded to perform the _task_
she had undertaken. 8. The _lady_ expressed great sorrow at hearing
this, and said she wished to see the father of Helena, a young
_lady_ who was present. 9. The mourners sat in _silence_, with only
a smothered sob now and then to break the _silence_. 10. She tried
to _comfort_ the sorrowful girl, but could think of nothing that
would _comfort_ her.
=Exercise 48.=--1. Give one or more synonyms for each of the
following words. Consult your dictionary.
Dawn, neglect, perform, astonish, collect, bestow, appeal,
destroy, attend, grieve, joy, brilliance, gloomy, happy, gentle,
calm, excitable, fond, sweet, simple, just, honorable, gloaming,
bewilder.
2. Rearrange the following list, putting together all words that
are synonyms:--
Crime, smite, maid, fault, fervent, labor, reverence, ardent,
instantly, respect, fraternal, quickly, work, glowing, entreat,
toil, honor, brotherly, beg, venerate, beseech, gloaming, waste,
importune, twilight, squander, glitter, shine, glisten, sparkle,
offense, girl, strike, lass, sincere, faithful, transgression,
true, desire, wish.
A knowledge of synonyms, then, is valuable, since it enriches your
vocabulary and enables you to give variety to your writing. There
is still another way in which this knowledge may be useful to you,
There is generally some slight difference in meaning, even in words
classed as synonyms, and a wise choice will enable you to express
your thought with more exactness.
EXAMPLE. "I frantically _begged_ a knot of sailors not to let
them perish before our eyes."
In the dictionary you will find the following synonyms for
_beg_, with an explanation of the different shades of meaning:
ask, entreat, beseech, implore, supplicate.
"One _asks_ what he feels he may fairly claim; he _begs_ for
that to which he advances no claim but pity; _entreat_ implies a
special earnestness of asking, and _beseech_, a still added and
more humble intensity. To _implore_ is to ask with weeping and
lamentation; to _supplicate_ is to ask, as it were, on bended
knees." (_Standard Dictionary._)
It would be better, then, to write,--
"I frantically _implored_ a knot of sailors not to let them
perish before our eyes."
=Exercise 49.=--Choose one of the synonyms given in each of
the following sentences. Consult your dictionary to get the
different shades of meaning.
1. They were making out to me, in an [agitated, excited, disturbed]
way that the lifeboat had been bravely manned an hour ago, and could
do nothing.
2. The thunder was loud and [ceaseless, incessant, continuous].
3. I was [perplexed, confused, distracted] by the terrible sight.
4. The excited voice went [calling, crying, clamoring] along the
staircase.
5. I was [tired, fatigued, exhausted] with traveling and want of
rest.
6. I made a most [awkward, ridiculous, absurd, grotesque] appearance.
7. A man is sometimes more [generous, liberal, open-handed] when he
has but a little money than when he has plenty.
8. Dost thou love life? Then do not [squander, waste, spend] time.
9. He [continued, admonished, warned, counseled, advised] me not to
let so good an offer pass.
10. The eagle listens to every sound, [looking, gazing, glancing]
now and then to the earth beneath.
=Exercise 50.=--Fill the blanks below with words from the
following groups of synonyms:--
I. Large, colossal, great, big, commodious, huge, vast, capacious,
immense, spacious, huge.
1. Joan of Arc rode at the head of a ---- body of troops. 2. Our
world itself is a very ---- place. 3. If a ---- giant could travel
all over the universe and gather worlds, all as ---- as ours,
and were to make first a heap of merely ten such worlds, how ----
it would be. 4. I pushed aside the heavy leathern curtain at the
entrance, and stood in the ---- nave. The ---- cupola alone is
sixty-five feet higher than the Bunker Hill Monument, and the four
---- pillars on which it rests are each one hundred and thirty-seven
feet in circumference. The awe I felt in looking up at the ---- arch
of marble and gold did not humble me. 5. The old lady drew a package
of peppermints from her ---- pocket. 6. He lived in a ---- mansion
with ---- rooms.
II. Tiny, little, small, diminutive, minute.
1. The Lilliputians were a very ---- people. 2. Each ---- point was
carefully explained. 3. I met a ---- cottage girl. 4. Far away in
the forest, grew a pretty ---- fir tree. 5. The lame boy was so ----
that they called him ---- Tim.
=Exercise 51.=--Consult your dictionary to get the exact meaning
of each word in the following two groups of synonyms. Insert
words in the blanks, using each word but once.
1. Funny, odd, strange, queer, grotesque, peculiar.
2. Brave, bold, daring, fearless, courageous, reckless.
1. He told us of many ---- happenings. 2. The bird has a ---- cry.
3. We laughed at the ---- story. 4. What an ---- stick he is, to
be sure. 5. ---- faces were carved over the door. 6. It is a ----
coincidence. 7. He was a ---- bad man. 8. The ---- soldier was
foremost in the fray. 9. The ---- deed was applauded. 10. He is
a ---- man, and never considers consequences. 11. He seems to be
perfectly ----. 12. The fireman received a medal for his ---- act.
=Exercise 52.=--Do you see any difference in meaning in
the pairs of words given below? Write sentences using each
correctly.
Artist, artisan; healthy, healthful; bring, fetch; applause,
praise; propose, purpose; in, into; distinct, clear; few,
little; defend, protect; thankful, grateful; right, privilege;
occasion, opportunity; custom, habit; brutal, brutish;
temperance, abstinence; exile, banish; excuse, apology; duty,
obligation; doubt, suspense; price, worth; interfere, interpose;
surprised, astonished; flexible, pliable.
=20. Accuracy in the Use of Words.=--Accuracy in the use of words
comes from practice. It is better to blunder by using a word without
a complete knowledge of its meaning than to be afraid to use any
but the commonest words. Some words sound very much alike and yet
have very different meanings, and some words are so nearly alike
in meaning that it is almost or quite impossible to define the
difference between them, though we may perhaps feel it. All that we
can do, then, is simply to go on learning, using new words as fast
as we get fairly well acquainted with them, and depending upon our
teachers and older friends to point out to us when we are wrong.
What we must avoid is the stupid habit of using words thoughtlessly,
after the manner of the blundering Mrs. Malaprop in Sheridan's
_Rivals_, who said:--
I would by no means wish a daughter of mine to be a _progeny_
of learning; I don't think so much learning becomes a young
woman.... As she grew up, I would have her instructed in
_geometry_ that she might know something of the _contagious_
countries; but above all, Sir Anthony, she should be mistress of
_orthodoxy_, that she might not misspell and mispronounce words
so shamefully as girls usually do; and likewise that she might
_reprehend_ the true meaning of what she is saying. This, Sir
Anthony, is what I would have a woman know; and I don't think
there is a _superstitious_ article in it.
=Exercise 53.=--Distinguish between the meaning of the following
words: _luxuriant_ and _luxurious_; _effect_ and _affect_;
_disease_ and _decease_; _descent_ and _dissent_; _principal_
and _principle_; _suspect_ and _expect_; _sensuous_ and
_sensible_; _allude_ and _elude_; _noted_ and _notorious_;
_emigrant_ and _immigrant_; _ovation_ and _innovation_; _torpid_
and _tepid_.
=21. Figures of Speech.=--There is a strange way we all have of
using words in a sense different from that of ordinary expression.
We say, for example, that a brave soldier "was a lion." Of course,
he was not a lion actually; he merely had certain qualities which we
think lions have to a particularly great degree, that is, strength
and courage. In the same way, especially in joke, we may speak of
a person as an ass, a mule, a fox, a goose, an elephant, etc. Or,
instead of saying that a soldier fought bravely, we may say that
he fought like a lion, and similarly, that he was as stubborn as
a mule, as keen as a fox, etc. We thus say either what a thing
is _not_, or what it is _like_, instead of what it _is_. Such
expressions are called =figures= (that is, forms) of =speech=. In a
metaphor, one thing is called by the name of another. In a simile,
one thing is said to be like another.
We use both the metaphor and the simile quite frequently and
naturally in our ordinary speech and writing, particularly when our
feelings are aroused in any way.
1. Bread is the staff of life. (Metaphor.)
2. The ground was an oven floor; and the breeze that passed
by, the breath of a furnace. (Metaphor.)
3. His eye glowed like a fiery spark. (Simile.)
4. The carded wool, like a snowdrift, was piled at her knee.
(Simile.)
=Exercise 54.=--Pick out the metaphors and similes in the
following sentences:--
1. In this world a man must either be anvil or hammer. 2. He beheld
the lights in the houses, shining like stars in the dusk and mist
of the evening. 3. Hearty and hale was he, an oak that is covered
with snowflakes. 4. Their lives glide on like rivers that water
the woodland. 5. Their hearts leaped like the roe, when he hears
in the woodland the voice of the huntsman. 6. Life is a sheet of
paper white. 7. Her eyes are stars; her voice is music. 8. A fat
little steamer rolled itself along like a sailor on shore. 9. He
glared at us like a tiger out of a jungle. 10. Cornwallis, speaking
of Washington, said he would "bag the old fox" in the morning. 11.
He is a little chimney and heated hot in a moment. 12. John is the
black sheep of the family. 13. She is like a gleam of sunlight on a
dark day. 14. Pleasant words are as a honeycomb, sweet to the soul
and health to the bones. 15. Her heart is as pure as the lilies.
=Exercise 55.=--Change the following similes and metaphors to
plain language:--
1. He is a Samson. 2. He is a wet blanket. 3. They are a pair of
turtle doves. 4. Never cross bridges until you come to them. 5. He
is a tower of strength. 6. You are pure gold. 7. Night's candles
are burnt out. 8. He is unstable as water. 9. He carries the world
on his shoulders. 10. What a bear he is! 11. That is a hard nut to
crack. 12. Don't be a dog in the manger. 13. Mother nature laughs
around. 14. Don't rub him the wrong way. 15. The Roman mother said
of her children, "These are my jewels."
=Exercise 56.=--Find similes or metaphors to express the
following:--
1. Time passes quickly. 2. Her eyes are very bright. 3. The boat
moved rapidly through the water. 4. She sings very sweetly. 5. The
wind makes a sound in the tops of the pines. 6. He is very cross. 7.
They are exceedingly poor. 8. Do not find fault with a gift. 9. Her
hair is fine and soft. 10. The night was very dark.
=Exercise 57.=--I. Compare the two following passages. Notice
how the account of the beginning of the boat race loses in force
by the changes from figurative language to plain language.
1. Hark! the first gun. The report sent Tom's heart into his mouth.
The crowds on the bank began to be agitated by the shadow of the
coming excitement.
Long before the sound of the starting-gun can roll up the river, the
pent-up life and energy which has been held in leash is let loose.
2. Hark! the first gun. The report made Tom nervous. The crowds
on the bank began to be agitated by the thought of the coming
excitement.
Long before the sound of the starting-gun can be heard up the river,
the life and energy which has been checked is released.
II. Rewrite the following, changing the similes and metaphors to
plain language. Notice how much the paragraph loses in force.
Isn't he grand, the captain, as he comes forward _like lightning_,
stroke after stroke? As the space narrows, the _fiery_ little
cockswain's eyes _flash_ with excitement.
=Exercise 58.=--Rewrite the following, using two or more similes
or metaphors:--
The first snow came. It covered the brown fields and green meadows.
It protected the roots of the plants hidden under it. It was very
white and clean. It covered the bushes and trees and fences with a
soft white covering.
=Exercise 59.=--Write sentences comparing the descent of an
eagle upon its prey to the fall of a thunderbolt; the falling of
rain to weeping; a cheerful face to a sunbeam; the loss of hope
to the setting of the sun; a modest little girl to a violet; a
sailing vessel to a bird; dandelions to pieces of gold; a good
book to a friend; a burst of anger to a storm; old age to sunset.
=Exercise 60.=--Write a paragraph describing something you have
seen in nature,--a brook, a meadow where cattle are grazing, a
field of daisies, a waterfall, or anything else you may choose.
Try to use at least one metaphor or simile.
=22. Mistakes in the Use of Words.=--Let us now consider the
principal errors which we are likely to make with regard to words.
=23. Spelling.=--If our letters corresponded exactly to our English
sounds, we could all spell fairly well, because we could use the
symbols that answered to our pronunciation. But our letters do
not agree well with our sounds; and there are many oddities and
inconsistencies which cause the young student a great deal of
trouble. Many plans have been proposed for simplifying our spelling,
and it is to be hoped that eventually some wise scheme will be
generally adopted, but that is not likely to come to pass for many
years, and in the meantime we must follow the established custom.
If we do not learn to spell in this way, we run the risk of being
thought unintelligent and uneducated. As a matter of fact, however,
students of your age are already over the worst of their troubles in
this respect. All they have to do is to pay careful attention to the
form of words as they read, and to keep a list of the words which
they spell incorrectly in their own compositions, making sure that
they do not make the same mistake a second time.
A set of rules which will be of service to you will be found in the
Appendix.
=24. Slang.=--By slang we mean strange words or expressions, not
employed in serious or dignified composition, whether written or
spoken. They are sometimes used in conversation, largely in jest,
by persons of intelligence and education, but more generally by
persons of defective education, who are not really acquainted with
the forms of the language used by the educated classes. There can
be no great objection to playing with words on occasions where play
is appropriate, particularly when the speakers are young or full of
boisterous fun. It is, however, unwise for young students to get the
habit of thus playing with words so firmly established that they
play when they should be serious, or that they become unfamiliar
with really good English. Particular care should be taken to avoid
slang that is vulgar or coarse.
Here is an extract which is intended to represent the natural and
playful speech of a boy of high spirits:--
"I say, East, can't we get something else besides potatoes? I've
got lots of money, you know."
"Bless us, yes, I forgot," said East, "you've only just come.
You see all my tin's been gone this twelve weeks. I've got a
tick at Sally's, of course; but then I hate running it high, you
see, toward the end of the half, because one has to shell out
for it all directly one comes back, and that's a bore."
"Well, what shall I buy?" said Tom, "I'm hungry."
"I say," said East, "you're a trump, Brown. I'll do the same
by you next half. Let's have a pound of sausages, then; that's
the best grub for tea I know of."--THOMAS HUGHES: _Tom Brown's
Schooldays_.
There is a certain vigor and picturesqueness of expression here,
and it would be absurd to expect boys, on all occasions, to speak
like dictionaries. On the other hand, you will readily see that the
italicized expressions in the following sentences would be wholly
inappropriate in serious written composition.
1. John made a bad _break_. 2. Your new hat is simply _immense_. 3.
I think that's the _limit_. 4. Children should _take a back seat_.
5. He _passed in his checks_. 6. That's only a _bluff_. 7. He's
a big _chump_. 8. The people made a big _kick_. 9. That boy is a
_fresh kid_. 10. He _chucked_ the tea overboard.
=Exercise 61.=--Rewrite the sentences given above, substituting
correct English for the slang words or expressions.
What slang expression do you use most frequently? Write a
paragraph explaining exactly what you mean by it.
=Exercise 62.=--Point out the exaggeration in the use of the
italicized words by giving the meaning of the word. Suggest
words which might be substituted for them.
1. We had an _awfully_ good time. 2. Butter is _frightfully_ dear.
3. I'm _terribly_ tired. 4. We were _horribly_ bored. 5. He is
_tremendously_ pleased. 6. This is a _magnificent_ lead pencil. 7.
You are _fearfully_ late this morning. 8. I _adore_ chocolate fudge.
9. This is _beautiful_ jelly cake. 10. What a _splendid_ apple!
=25. Errors in the Forms of Words.=--The following exercises will
give you practice in the forms of words in which young students most
often make mistakes.
=Exercise 63.=--Write sentences containing the following:--
Babies', women's, boy's, boys', girl's, children's, man's, men's,
girls', baby's, cats', cat's.
=Exercise 64.=--Write from dictation:--
1. The dog returns at John's call and rubs against his legs. He
waits while his master's horse is dozing at the post, and his master
talks within, and gossips with the other dogs, who are snapping at
the flies. Nobody knows how many dogs' characters are destroyed
in this gossip. 2. Malcolm entered the ladies' cabin and looked
for a seat. A baby, who was pulling impatiently at its mother's
dress, suddenly ran to him, crying, "Baby's papa,"--to his great
embarrassment. 3. It's now midnight. 4. Olive's skates are with
Alice's. 5. Yours is not so well prepared as ours. 6. Read Dickens's
"Christmas Carol."
=Exercise 65.=--I. Fill the blanks with _I_ or _me_. Give
reasons for your choice.
1. His lecture gave pleasure to Frank and ----. 2. He is cleverer
than ----. 3. This is for you and ----. 4. Henry and ---- went
driving. 5. Is it you? It is ----. 6. May Ethel and ---- remain
after school? 7. There is an agreement between you and ----. 8. This
story was read by ----. 9. My sister and ---- were traveling through
Yellowstone Park.
II. Fill the blanks with _we_ or _us_:--
1. ---- girls have formed a society. 2. He gave ---- boys permission
to leave early. 3. Was it ---- whom you saw? 4. You know that as
well as ----. 5. You are far nobler than ----. 6. You can do it
better than ----. 7. He has promised to take our cousin and ---- to
the circus. 8. He wishes to give ---- pleasure.
III. Fill the blanks with _he_ or _him_:--
1. It was ----. 2. All except ---- came early. 3. I can do it as
well as ----. 4. Who saw it first, you or ----? 5. I have no time
for children like you and ----. 6. What are you and ---- doing? 7.
It was either ---- or James that did it. 8. ---- who had promised
failed to fulfill his promise. 9. I thought it was ----. 10. I
should not like to be ----.
IV. Fill the blanks with _she_ or _her_:--
1. We gave ---- one more chance. 2. ---- and I are going. 3. You
read better than ----. 4. Can it be ----? 5. I am sure it is ----.
6. I will keep you and ----. 7. ---- and her friends have gone. 8.
If I were ---- I would do it. 9. The fault lies between you and
----. 10. I am going with ----.
V. Fill the blanks with _they_ or _them_:--
1. We are as good as ----. 2. Could it have been ----? 3. It was
----. 4. ---- and their company have gone. 5. We are not as well
educated as ----.
VI. Fill the blanks with _who_ or _whom_:--
1. ---- are you to believe? 2. ---- do you think it was? 3. I like
to help those ---- deserve it. 4. Do you remember ---- you saw? 5.
Can you tell ---- to believe? 6. ---- can this be from? 7. ---- do
you think this is? 8. I heard from a boy ---- was a pupil. 9. He
invited all ---- he believed to be his friends. 10. He saw a man
---- he supposed to be the minister. 11. I gave it to the one ----
seemed to need it most. 12. I hardly know ---- to believe. 13. I
have appointed a clerk ---- I believe can be trusted. 14. We know
---- you are. 15. Mary, ---- is my friend, will certainly support
me. 16. Lincoln was the man ---- liberated the slaves. 17. If I
cannot believe in her, in ---- can I believe? 18. I will give it to
the one ---- gets here first. 19. They left me in doubt as to ----
it was. 20. I have found my child ---- was lost. 21. A man ---- I
expected to meet failed to arrive. 22. He spoke to the boy ----
he pitied. 23. He helped the boy, ---- had been deserted by his
parents. 24. He was a man ---- was greatly beloved. 25. Helen, ----,
I am told, is the winner of the medal, is a very studious child.
=Exercise 66.=--I. Use some form of verb _set_ or _sit_:--
1. ---- the plant on the window sill. 2. He ---- the table. 3. The
hen is ----. 4. Harold is ---- out tomato plants. 5. The shepherds
---- on the ground in a row. 6. They were ---- there at nightfall.
7. He ---- in the front seat. 8. She was ---- by the fire. 9. We
---- under the sycamore tree.
H. Use some form of _lie_ or _lay_:--
I. ---- still and rest. 2. He ---- under the lilac bush. 3. He was
---- there when I arrived. 4. We ---- her in the cold, moist earth.
5. Mary, ---- on the couch. 6. The men are ---- a board walk. 7. We
have ---- our plan. 8. The ship is ---- in the harbor. 9. She has
---- there since seven o'clock.
III. Use some form of _do_:--
1. My work is ----. 2. He ---- (past tense) his work well. 3. We
---- (past tense) our duty. 4. Has he ---- it yet? 5. You---- (past
tense) it.
IV. Use some form of _bring_ or _take_:--
1. Horace ---- his teacher a rose. 2. Miss Klein ---- it home with
her. 3. Frank, --- -me your book. 4. He ---- it to me. 5. He has
---- it to me. 6. He ---- his dog into the garden. 7. He has ---- it
home.
V. Use some form of _learn_ and _teach_:--
1. ---- me to sew. 2. Mother has ---- me to knit. 3. I have ---- how
to sew. 4. I am ---- how to cook. 5. She ---- her brother how to
skate. 6. She is ---- him to be fearless.
VI. Use some form of _see_:--
1. I ---- the sunset. 2. I have ---- the sunset. 3. He has ---- the
procession. 4. He ---- it now.
VII. Use correctly in sentences _see_, _saw_, _seen_.
VIII. Use in sentences all forms of the following verbs:--
Go, drive, break, do, ring, run, bring, lie, lay, sit, set, teach,
read, know, take.
IX. Change the form of the verbs below from present to perfect or
past perfect:--
1. The boy runs rapidly. 2. The old man rings the bell at sundown.
3. I saw the lights of the village. 4. Tiny Tim sings very sweetly.
5. We sit by the fire in the gloaming. 6. Mr. Towne teaches drawing.
7. Mary reads well. 8. He lays fresh flowers on her grave. 9. He
sets a light in the window. 10. Mary plays the piano.