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EXERCISE.
Fill up the following
sentences by inserting in place of the dash (--) a common or a proper noun, as
may be needed.
EXAMPLE.--is planted in April.
FILLED. Cotton is planted in April.
1.--is a Confederate State.
2. Gen.--reduced Fort Sumter.
3. South Carolina is the greatest--country in the Confederate States.
4. Louisiana raises more--than any other State in the Confederacy.
5. The mountains of North Carolina are a great--of resort for--and pleasure.
6. The Sea--are pleasant and healthy.
7. Nearly all the--of America is raised in--and--.
CHAPTER IV.
PRONOUNS.
What is the word Pronoun composed of?
Pro, which means for, and noun, a name.
In the sentence, "William learns his lesson," what does his stand for?
The Name William.
Could we dispense with the word his?
Yes; by saying William learns William's lesson.
Then why do we use the word his?
Because it is shorter than the noun William, and answers the same purpose.
What do we call all words standing for nouns?
Pronouns.
Define a Pronoun.
Pronouns are used instead of nouns.
Are they always used instead of nouns?
No; sometimes they only relate to nouns, and sometimes merely point them out.
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Mention the Pronouns that stand for persons and things.
I, thou, he, she, it.
What are these called?
Personal Pronouns.
Mention those relating to nouns.
Who, which, that, and what.
Give an example.
He is the man, who captured the flag.
Mention the Pronouns that simply point out nouns.
This, that, any, one, all, such, some, both, another, none, each, every, either, neither.
Give an example.
That man is sober; both boys were to blame.
What are these called?
Adjective pronouns.
You should take sufficient notice of these pronouns to know them wherever you see them, since they are used very often in all books.
EXERCISE.
In following sentences insert pronouns to fill the dashes.
EXAMPLE. The hail has broken--corn.
FILLED. The hail has broken my corn.
1. Abraham. Lincoln led--people into war.
2. I will obey--parents.
3. The South is--native land.
4. Give me--pencil. I will return--.
5. People love the land of--birth.
6. Are--going to learn--lesson?
7. I gave the beggar--hat, and--thanked me very politely.
8. Jefferson Davis defended--country bravely, and deserves great applause for--patriotism.
9. Napoleon desired to render--name immortal by conquering Empires and extending--rule over all the world.
10. The climate of--country is soft and balmy; no-- land is more highly favored.
11. Those people--live in North Carolina hhealthy alech and delightful climate.
12. Washington, in--youth, and throughout--whole life, adhered strictly to the truth, and thus set an example, which --ought to follow.
13. The works of creation invite--to contemplate the greatness and goodness of--Creator.
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14. If--think--never do wrong--deceive-- for almost every moment--are guilty of sin.
15. General Andrew Jackson, at the battle of New Orleans, showed --valor by bravely commanding--own men, and entirely routing--of the enemy, and killing many of--on the field.
CHAPTER V.
ADJECTIVES.
What is the next part of speech called?
The ADJECTIVE.
In the sentence, "Apples are good fruit," which word is a noun?
Fruit is a noun, because it is a name.
Which word describes fruit?
Good.
What part of speech is good?
An ADJECTIVE.
An Adjective is a word used to describe or limit a noun or pronoun.
Give one or two examples.
A bad boy. A large tree. A great ox. Samuel is disobedient.
In the examples given, which words are adjectives?
Bad, large, great, and disobedient.
What other kind of adjectives do we have?
NUMERAL.
Give a few examples.
Three, seven, eight, third, seventh, eighth.
What do these words express?
NUMBER. All numeral adjectives express number.
EXERCISE.
Complete the following sentences by inserting an adjective in place of each dash. Do not use the same adjective more than once.
EXAMPLE. A--day. Putting in an adjective, a rainy day; a pleasant day; an unfortunate day.
1. In New England it is very--during winter; and-- deaths occur from the rigors of the climate.
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2. Winter in the West Indies is--and the climate is delightful for--persons.
3. Columbus was the-- man that crossed the--Ocean. He--landed on one of the West Indie islands, and performed worship to the--Creator.
4. The whale is a--animal; he often does--damage with a--stroke of his tail.
5. We live in a--mansion, which has--chimneys.
6. In the woods we may--flowers; the--rose, the--dandelion, and the--lilly.
7. Be a--boy while at school, and you may make a-- man when you are old.
8. John has studied the--lesson and deserves a--grade.
9. Remember to be--to your teachers and--to your parents.
10. William has a--book, a--slate, and a--uniform.
CHAPTER VI.
VERBS.
What is the fifth part of speech called?
The Verb.
In the sentence "Sarah reads Latin," which word tells what Sarah does?
Reads.
In the sentence, "Mary sleeps," which word tells us the state Mary is in?
Sleeps.
What do we call reads and sleeps?
Verbs.
What is a verb?
A verb is word that expresses action, or a state of being.
In the sentence "William is industrious," what part of speech is William, and why? What is is, and why? What is good, and why?
EXERCISE.
Where a dash occurs insert a verb that will complete the sense.
EXAMPLE. The trees--large roots, so as to--the winter winds.
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COMPLETED. The trees have large roots so as to resist the winter winds.
1. In autumn the farmer--his harvest, and--it away in barns. The leaves--from the trees, and the wind-- through the branches.
2. Whatever you--to do,--it quickly; never-- till to-morrow what--to-day.
3. Let us--early, and--much work.
4. Cows--milk, which we--into butter and cheese.
5. Richard--to the concert, and--Dixie's Land sung.
6. A farmer--a snake, almost frozen to death, under a hedge; moved with compassion, he--it to his house, and--it near the fire. No sooner did the heat--to revive it, than the snake--upon his wife,--one of his children, and-- the whole family into terror and confusion. "Ungrateful wretch!" --the farmer; "I find it--useless to--favors on the undeserving." With these words he--a hatchet, and-- the snake into pieces.
7. Indian tribes--in the forest. They sometimes--the white man as he--on his journey, and--goods from him.
8. The horse--a noble animal. He can--, or--, and at the same time--a man on his back, or--a wagon behind him.
CHAPTER VII.
ADVERBS.
What is the sixth part of speech called?
The Adverb.
What is the meaning of the word Adverb?
Joined to a verb.
Why are adverbs joined to verbs?
To modify them.
In the sentence "Beauregard fought bravely," what word tells how he fought?
Bravely.
Then bravely is joined to, or modifies what word?
The verb fought.
What part of speech then, is bravely?
An Adverb.
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Are adverbs ever joined to any other words besides verbs?
Yes; adverbs modify verbs, participles, adjectives, and other adverbs.
In the sentence, "Beauregard fought very bravely," what word tells how bravely Beauregard fought?
Very.
Then very is joined to bravely; what part of speech is bravely?
An Adverb.
Then since very is joined to the adverb bravely, what part of speech is it?
An Adverb.
In the sentence, "John is very diligent," to what is very joined?
To the adjective diligent.
What part of speech is it, then?
An adverb.
What is an adverb?
An Adverb is a word used to modify verbs, adjectives, and other adverbs.
Select the adverbs in the following sentences, and tell what words they modify.
1. James talks sensibly.
2. He studies very hard, and stands well in his class.
3. I like him very much.
Mention some of the principal classes of adverbs.
1. Adverbs of manner, which end for the most part in ly; as swiftly, boldly, quickly, slowly, handsomely, & c.
2. Adverbs of time; as, now, then, yesterday, to-day, to-morrow, immediately, often, always, never, ever, again, soon, seldom, hitherto, & c.
3. Adverbs of place; as, here, there, hither, thither, whither, hence, thence, where, and its compounds nowhere, elsewhere, anywhere & c.
4. Adverbs of quality; as, much, little, enough, & c.
5. Adverbs of degree; as, very, almost, nearly, & c.
What other words express manner and are liable to be confounded with adverbs of manner?
Adjectives.
What is the difference between them?
An adjective is a word used to describe a noun; an adverb, to describe or modify a verb, an adjective, or another adverb.
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How can you tell them apart?
When a word expressing manner is joined to a noun or pronoun, it is an adjective; when it is joined to a verb, adjective, or adverb, it is an adverb.
EXERCISE.
Make a list, in order, of the adjectives that occur in the following sentences.
Make a separate list of the adverbs, in order.
1. The early hours of sleep are the most sweet and refreshing.
2. The Bedouin Arabs are, for the most part, small, meagre, and tawny.
3. Quicksilver is a valuable metal; it has hitherto been imported chiefly from Spain, Germany, and Peru.
4. I will assist you most cheerfully if you will be careful and attentive.
5. Those who are virtuous may not always be happy here, but they will certainly receive their reward hereafter.
6. Large armies generally march slowly.
7. He who forms conclusions too quickly, often forms them incorrectly.
8. If you are attentive you will learn grammar very fast.
9. The Portugese were once the most enterprising navigators of Europe; they founded colonies in many parts of the world, before totally unknown.
10. I have heard better singing to-day than I ever heard before.
11. He who tries hard, seldom fails to succeed.
CHAPTER VIII.
EXERCISE ON ADVERBS.
Where a dash occurs insert an adverb that will complete the sense.
EXAMPLE. I labored--.
COMPLETED. I labored faithfully.
1. Josephine sings--, and dances--.
2. The house is--tall, and is--built.
3. We are--going to the grave.
4. I saw him--; he was running--down the hill side.
5. Listen--, and you will--be able to understand the subject.
6. General Stuart--started in pursuit; he--overtook the enemy,--led on the attack in person, and gained a complete victory.
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7. Time past--returns; improve the moments, therefore, as --as you can.
8. The horse trotted--. John ate--.
9. The lion roars--. The kitten plays--.
10. The rain began to fall--, and they were--wet.
11. The poor boy was--hurt.
12. This room will hold twenty persons very--.
13. He--gave the poor man his purse.
14. When are you going?--.
15. Do you see him? Yes he is--.
CHAPTER IX.
CONJUNCTIONS.
What is the seventh part of speech called?
The Conjunction.
When I say "Mary learns her lesson," what is the expression called?
A sentence.
What is a sentence?
Such an assemblage of words as makes complete senes.
Would "Kate to the fair," be a sentence?
No; because it would not make complete sense.
Make a complete sentence of it.
"Kate has gone to the fair."
In the sentence "James got up early and went to market," how many parts are there, and what are they?
Two; "James got up early" is one, "went to market" is the other.
What are such parts of a sentence called?
Clauses.
What word connects the two clauses in the above sentence?
And.
What does the word conjunction mean?
A connecting together.
What, then, may and, and all such words as connect clauses, be called?
Conjunctions.
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Do conjunctions ever connect any thing else besides clauses?
Yes; conjunctions connect words also.
Give me a sentence in which there is a conjunction connecting words.
"Mary turned and wept;" here the conjunction and connects the verbs turned and wept.
Give me another.
"George and Henry have gone to Raleigh;" here the conjunction and connects the nouns George and Henry.
Now tell me, what is a conjunction?
A conjunction is a word used to connect other words and clauses.
Mention some of the principal conjunctions.
And, because, if, that, or, nor, either, neither, but, lest, notwithstanding, therefore, though, unless, than, as.
What is a sentence?
What is a clause?
What is a conjunction?
EXERCISE.
Where a dash occurs, insert a conjunction that will complete the sense.
EXAMPLE. He went to the ball,--he was ordered to remain.
COMPLETED. He went to the ball, although he was ordered to remain.
1. Either you must go,--I. John--Mary are here.
2. Neither the wagon,--the carriage has arrived.
3. We will not go fishing,--it rains.
4. Hannibal took an oath--he would conquer the Romans.
5. He did not get a premium,--he did not deserve it.
6. Mary has excellent parents,--she is a bad girl.
7. Do not buy the book--you can get it for a shilling.
8. I like to see a hard shower,--I never walk out in one.
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9. My father--mother are going to Raleigh to-morrow-- it be clear.
10. Let those who stand, beware--they fall.
11. The happy often forget--others are miserable.
12. General Lee defeated the Yankees,--his army was much smaller--theirs.
13. None will deny--the hawk flies more swiftly--the pigeon.
14.--you do your duty you will not be blamed.
15. I saw my cousin--I was turning the corner.
CHAPTER X.
PREPOSITIONS.
What is the eighth part of speech called?
The PREPOSITION.
In the sentence, "William walked to Charleston," what word shows the relation between William's walking and Charleston?
To.
How is this word to placed?
Before the noun Charleston.
What does the word preposition mean?
A placing before.
What then may we call to, and all similar words?
Prepositions.
What is a Preposition?
A Preposition is a word placed before a noun or pronoun, to show the relation between it, and some other word or words in the sentence.
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Mention the principal prepositions.*
* The pupil ought to commit this list to memory.
- among
- around
- about
- above
- across
- according to
- after
- against
- amidst
- at
- before
- behind
- below
- beneath
- beside
- between
- beyond
- by
- concerning
- down
- during
- except
- for
- from
- in
- into
- instead of
- near
- of
- on
- out of,
- over
- respecting
- through
- throughout
- to
- towards
- up
- upon
- under
- unto
- with
- within
- without
EXERCISE.
Wherever a dash occurs, insert a preposition that will complete the sense.
EXAMPLE. Nothing can be accomplished--an effort.
COMPLETED. Nothing can be accomplished without an effort.
1. In Greenland, the people live-- wretched huts.
2. Steamboats run--Vicksburg--Memphis.
3. --the summer, the cattle love to lie--shady trees.
4. The camel has a hump--his back.
5. --patience and perseverance you may attain the highest station --society.
6. He gave the book--me, and I placed it--the table.
7. You must perform examples--the rule.
8. It is dark--sunset.
9. She lives--Piedmont, twenty-five miles--Salem.
10. A large rock hangs--the path.
11. The sailor likes to get--port.
12. Always keep virtue and duty--your eyes.
13. I live--my father.
14. A farmer was bitten--a snake, while he was standing -- the weeds.
15. The ferry-boat will take us--the river.
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CHAPTER XI.
INTERJECTIONS.
What is the ninth and last part of speech?
The INTERJECTION.
In the sentence "Alas! I am undone!" what word is thrown in to express the sorrow of the speaker?
Alas!
What does the word interjection mean?
A throwing in.
What, then, may alas! and similar words be called?
Interjections.
What is an Interjection?
An Interjection is a word used to express some sudden feeling of the speaker.
What are the principal feelings which are expressed by interjections?
Sorrow, triumph, disgust, wonder; there are also interjections of calling, of attention, of saluting, of taking leave.
Mention the principal interjections of sorrow.
Oh! ah! alas! alack!
Mention those expressing triumph.
Hurrah! huzza! bravo! aha!
Mention those expressing disgust.
Indeed! fudge! pshaw! tush! away! begone!
Mention those expressing wonder.
Indeed! strange! what!
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Mention those of calling.
Hallo! ho!
Mention those of attention.
Behold! lo! hark! listen! see! hush! hist!
Mention those of saluting.
O! (O is always used with a pronoun, or the name of an object addressed; as, O thou! O James!) welcome! hail!
Mention those of taking leave.
Adieu! farewell! good b'ye!
What mark is that (!) which you see placed after each of the above interjections?
An Exclamation Point.
When you write an interjection, what must you place after it?
An exclamation point.
In the exercise that follows, how will you know which of the above interjections to insert in place of the dash?
I will read the whole sentence, and put in an interjection that is appropriate; thus, if the sentence express sorrow, I will insert an interjection of sorrow; if wonder, I will insert one of wonder, & c.
EXERCISE.
Where a dash occurs, insert a suitable interjection.
EXAMPLE. --! the victory is ours!
COMPLETED. Hurrah! the victory is ours!
1. --! I am surprised at this.
2. My house is on fire; --! I am undone.
3. --! what strange figure is this that is approaching?
4. --! my friend; I am glad to see you.
5. --! the cannon are booming; the battle has begun.
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6. --!dishonest wretch; I despise thee!
7. --! our friend has conquered.
8. --! stranger; will you tell a traveller where he is?
9. --! no one can tell how much the poor suffer.
10.--! is it thus you behave?
11. I hope you may have a pleasant journey.--!
12. --! what noise was that?
13. --! poor fellow! I am sorry for him.
14. --! John, where are you going?
15. Who is that?--! he is descending the hill.
16. --! is it really so! impossible!
17. --! thou blessed sun, that spreadest gladness over the earth.
18. --! I am at the head of my class.
CHAPTER XII.
A REVIEW.
[The pupil has answered all the questions given below, as they occurred the preceding lessons; but as he may have forgotten some of them, he must look back for the answers, and learn them carefully.]
What is a letter?
What is a vowel? Name the vowels.
What is a consonant? Name the consonants.
What two letters are sometimes vowels, and at other times consonants?
When are they vowels, and when consonants?
What is a syllable?
What is a word?
How many parts of speech are there? Mention them.
What is an article? Mention the articles.
What is a noun? Give an example.
How many kinds of nouns are there? What is a proper noun? What is a common noun?
What is a pronoun? Mention the principal pronouns.
What is an adjective? Give an example.
What is a verb? Give an example.
What is an adverb? Give an example. Mention the different kinds of adverbs, and give an example of each.
What is a sentence?
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What are distinct members or parts of sentences called?
What is a conjunction? Mention some of the principal conjunctions.
What is a preposition? Mention some of the principal propositions.
What is an interjection? What are the principal classes of interjections?
Mention one of each class.
CHAPTER XIII.
MISCELLANEOUS EXERCISE.
In this lesson and the next, the pupil, wherever a blank occurs, must insert whatever part of speech is required to complete the sense. Following the spelling and punctuation of the book.
MARTINS.
Martins [gap] a kind of swallows. They feed [gap] flies, [gap] and other insects, and skim swiftly through [gap] air, in pursuit of their prey. In the morning [gap] are up by day-break, and twitter about your window, while [gap] are asleep [gap] bed. They a e [gap] harmless, and, as people do not molest them, they [gap] build their [gap] in towns [gap] villages. They are small birds, but [gap] a great deal. I will [gap] a couple of stories, illustrating their sagacity.
A pair of martins, who [gap] their nest in a [gap] porch, had some young ones; and [gap] happened that one of them, in [gap] to climb [gap] the side, fell out, and striking [gap] the stones, was [gap] killed. The old [gap] , seeing this accident, went and [gap] strong pieces of straw, and fastened them [gap] mud all around the [gap] , in order to keep the [gap] from meeting a similar [gap] .
Here is another [gap] about them. While a martin was absent from his nest one day, a [gap] cock-sparrow took possession [gap] it; when the owner [gap] and [gap] to enter, he put out [gap] bill, and commenced pecking at him. The martin, not [gap] pleased with this invasion of his [gap] , flew away, and [gap] a number of his companions. They all came [gap] the nest, with bits of clay in their [gap] , with which [gap] plastered up the [gap] to the nest; so [gap] the sparrow, unable to [gap] food and air, [gap] died.
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CHAPTER XIV.
EXERCISE.
THE DUKE AND THE GALLEY-SLAVES.
The King of Spain once gave [gap] to [gap] Duke of Ossuna to release such of the galley-slaves as [gap] might think proper. The Duke, as he [gap] among the slaves who were at the oars, asked them in succession of what crime they had [gap] guilty. They all protested innocence, and [gap] him that they had been unjustly [gap] . One attributed his condemnation to the [gap] of an enemy, another to the [gap] of his judge. At last, however, he [gap] one who admitted that, to save his [gap] from starving, he had robbed a man of [gap] , on [gap] highway. The Duke, [gap] he heard this, gave him a stroke [gap] the back [gap] his hand, and said, " Get you gone, you rogue, from the [gap] of honest men." So [gap] who confessed [gap] fault was released, while the [gap] , for their want of [gap] were compelled to [gap] at their labors.
Thus we see [gap] we are not likely to lose any thing by a [gap] admission of [gap] faults.
CHAPTER XV.
THE SUBJECT.
When I say, "Charles walks," who is it that I speak about?
Charles.
In the sentence, "The oak has been cut down," what is it that I speak about?
The oak.
What do we call Charles, oak, and all words respecting which an action or state is affirmed?
SUBJECTS.
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What is the subject of a verb?
The subject of a verb is that respecting which the action or state expressed by the verb is affirmed.
How may you always find the subject of a verb?
Put the word who or what before the verb, and the answer to the question will be the subject.
Give me an example. In the sentence, "John went to market," what is the subject?
Put who before the verb, and the answer to the question will be the subject; thus, "Who went to market?" Answer, John.
John, therefore, is the subject.
In the sentence, "Virtue is a source of happiness," find the subject in the ame manner as above.
Put what before the verb; "What is a source of happiness?'
Answer, Virtue. Virtue is the subject.
In the same manner select the subjects in the following sentences:
Bees make honey. Virginia is a large state.
Quarrels are unpleasant. Charles was late at school.
The flute makes fine music. We are tired of walking.
The machine was invented in England. You are wrong.
Gratitude is a noble feeling. Science enlarges the mind.
They are very sick. We were disappointed.
In last two sentences, what are the subjects?
They and we.
What part of speech are they and we?
Pronouns.
May pronouns, then, be subjects of a verb?
They may.
In the sentence, "To steal is base," find the subject as above.
Put what before the verb; "What is base! Answer, to steal.
To steal is the subject.
What part of speech is steal?
A verb, because it expresses action.
When a verb has to before it, we say it is in the infinitive mood; may a verb in the infinitive mood, then, be the subject of another verb?
It may.
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What mood is a verb in, when it has to before it?
A verb is in the infinitive mood when it has to before it.
How may we know when a verb is in the infinitive mood?
By seeing whether it has to before it.
Is to play in the infinitive mood? to jump? to walk? Mention six more verbs in the infinitive mood.
May a verb in the infinitive mood be the subject of another verb?
It may.
Give me several examples, and mention the subject.
To lie is dishonorable: here, to lie is the subject. To travel is pleasant: to travel is the subject.
Make three short sentences of your own, like the above, in which a verb in the infinitive mood will be the subject of another verb, and mention the subject in each sentence.
In the sentence, "Whether we shall go to Columbia is uncertain," find the subject in the manner described above.
Put what before the verb: "What is uncertain? Answer, whether we shall go to Columbia. These words, therefore, whether we shall go to Columbia, are the subject.
These words form part of a sentence; may, then, part of a sentence be the subject of a verb?
It may.
Find, as above, the subjects in the following sentences:
1. To fall from the top of a church-steeple, is certain death.
2. For a weak nation to provoke a strong one, is bad policy.
3. That even the best men commit sin, is proved by daily experience.
Now, let us see, what have we found that a verb may have for its subject?
A verb may have for its subject,
I. A noun; as, John walks;
II. A pronoun; as, they are gone;
III. A verb in the infinitive mood; as, to dig is hard work;
IV. Part of a sentence; as, doing one's duty secures happiness.
Select the subject in each of the sentences just given as examples.
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EXERCISE.
Select and write out the
subject in each of the following sentences; if you are in any doubt, put
who or what before the verb, as directed above.
EXAMPLE. Working in quicksilver mines is very injurious to the health.
Subject. Working in quicksilver mines.
1. We should improve our time.
2. Digging potatoes is hard work.
3. To reveal a friend's secrets is dishonorable.
4. Cicero was a celebrated orator.
5. Wealth does not always procure esteem.
6. Temperance and exercise preserve health.
7. Time and tide wait for no man.
8. For an ignorant person to profess to teach philosophy, only exposes him to ridicule.
9. Whether it will rain is uncertain.
10. John and I will start in the morning
11. Where are the women going?
12. To be wise in his own eyes, is the mark of a fool.
CHAPTER XVI.
EXERCISE.
Where a blank occurs, insert a subject, either a noun, a pronoun, or a verb in the infinitive mode, or part of a sentence, as may be required to complete the sense.
EXAMPLE. [gap] and [gap] lead to wealth.
Completed. Industry and frugality lead to wealth.
1. [gap] and [gap] gnaw holes in the floor.
2. [gap] , [gap] , and [gap] , are used for drawing loads.
3. [gap] *is dishonorable.
4. [gap] am going to school.
5. [gap] is a useful study.
* Here the pupil must insert a verb in the infinitive mode or a part of a sentence.
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6. Has the [gap] arrived?
7. [gap] attends carefully to his lessons.
8. Have [gap] written your exercise?
9. [gap] and [gap] are made from milk.
10. [gap] *is a proof of dishonesty.
11. [gap] *is the practice of a bad boy.
12. [gap] *is unpleasant work.
13. [gap] *is the business of the baker.
14. [gap] marched by with a fine band of music.
* Here the pupil must insert a verb in the infinitive mode or a part of a sentence.
CHAPTER XVII.
THE OBJECT.--TRANSITIVE AND INTRANSITIVE VERBS.
In the sentence, "Charles killed a fly," what word expresses the object that receives the action expressed by the verb?
The word fly.
What do we call fly, in this sentence?
Fly is the OBJ ECT of the verb killed.
In the sentence, "Children love milk," what is the object of the verb love?
Milk.
What is the object of a verb?
The object of a verb is that which receives the action expressed by the verb.
What is the object in each of the following sentences?
- Bees make honey.
- Mary kindled the fire.
- My mother loves me.
- Birds build nests.
- I have broken my knife.
- John's father scolded him.
In the last two sentences what are the objects?
Me and him.
What part of speech are me and him?
Pronouns.
May a pronoun, then, be the object of a verb?
It may.
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In the sentence, "John sleeps," it there any object?
There is not.
Does the verb sleep admit an object after it?
It does not.
Into how many classes, then, may verbs be divided?
Into two classes;
I. TRANSITIVE verbs, or verbs that express an act that may be done to an object.
II. INTRANSITIVE verbs, or verbs that do not express an act that may be doue to an object.
Are verbs that express simply a state of being, transitive or intransitive?
Verbs that express a state of being are intransitive.
Why?
Because they do not express any action at all.
Is strike transitive or intransitive and why?
Strike is a transitive verb, because it admits an object after it. Thus we may say, "I strike a man;" in this sentence, man would be the object, and hence we find that strike is transitive.
Is live a transitive or intransitive verb?
Live is an intransitive verb, because it expresses simply a state of being, and does not admit an object after it.
Is sleep transitive or intransitive? jump? hurt? eat? dream? love? see? be? walk? run?
May any other put of speech besides a verb, have an object?
Yes; a preposition may have an object.
In the sentence, "John is lying on the grass," what is the object of the preposition on?
Grass.
Make three short sentences similar to the one last given, in which there will be a preposition and its object.
How may you always find the object of a verb, or preposition?
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By putting what or whom after it; the answer to the question will be the object.
Give me an example. Tell me the object of the verb and preposition in this sentence, "The butcher killed a pig with a knife."
Put what after the verb--"The butcher killed what?" Answer, a pig; pig is the object of the verb killed. Put what after the preposition--"With what?" Answer, a knife; knife is the object of the preposition with.
EXERCISE.
Complete the following sentences by inserting an object where a blank occurs; either a noun or pronoun, as the sense may require.
1. In Egypt the Nile overflows the [gap] , and renders the [gap] fertile.
2. Boys can buy [gap] with their money.
3. I have found in the street a [gap] and a [gap] .
4. A man by honesty and [gap] will always gain the [gap] of his companions.
5. Henry's father bought him a [gap] for a Christmas [gap] .
6. When danger is nigh, a hen gathers her [gap] under her [gap] .
7. The fisherman is preparing to go to [gap] in a [gap] .
8. In building houses, they use [gap] , [gap] , and [gap] .
9. The mice have gnawed [gap] in this old [gap] .
10. The American Indians are very skilful with the bow and arrow; they can hit a very small [gap] at a great [gap] . With these weapons they often kill [gap] , [gap] , and other wild [gap] .
11. With your spare [gap] purchase books; read [gap] , profit by [gap] , and take good care of [gap] .
12. My brother loves me, and I love [gap] .
13. After we die, the grave will contain [gap] ; but our friends will remember [gap] , and shed [gap] on account of our departure.
14. Birds gather [gap] for their young, and teach [gap] how to fly.
15. The milk of the cow furnishes us [gap] and [gap] .
16. In church we see many [gap] , but should listen to the [gap] .
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CHAPTER XVIII.
PERSONAL, RELATIVE, INTERROGATIVE, AND ADJECTIVE PRONOUNS.
What is a pronoun? (See Lesson IV., if you do not remember.)
How many different classes of pronouns are there, and what are their names?
There are four classes of pronouns--Personal, Relative, Interrogative, and Adjective.
In the sentence,"I am tired," for what does the pronoun I stand? For the name of the person speaking.
What kind of a pronoun is I?
A personal pronoun.
What is a personal pronoun?
A personal pronoun is a word, which, being used in a sentence without the noun for which it stands, merely represents it, without introducing any additional idea respecting it.
Mention the personal pronouns.
The personal pronouns are as follows: I, my, mine, me, we, our, ours, us, thou, thy, thine, thee, you, your, yours, he, his, him, she, her, hers, it, its, they, their, theirs, them.
In the sentence, "The Romans, who were victorious, lost only fifty men,' to what word does the pronoun who relate; or, in other words, who are said to have been victorious?
Romans.
Then, since the pronoun who relates to Romans, what kind of a pronoun shall we call it?
A relative pronoun.
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What is a relative pronoun?
A relative pronoun is a word that relates to a noun or pronoun before it.
What is this noun or pronoun going before, to which the relative relates called?
The antecedent.
In the sentence, "The boy who is idle will be unhappy,' what is the relative, and what its antecedent?
Who is the relative, and boy is its antecedent.
Mention the relative pronouns.
The relative pronouns are who, whose, whom, which, that.
Is who always a relative pronoun?
No; sometimes it does not relate to an antecedent, but is used to ask a question, as, "Who is there?"
What kind of a pronoun is it then called?
An interrogative pronoun.
What is an interrogative pronoun?
An interrogative pronoun is one that is used to ask a question.
Mention the interrogative pronouns?
The interrogative pronouns are who, whose, whom, which and what.
What mark always follows a sentence that contains an interrogative pronoun?
The Interrogation Point (?) which ought to be placed after every question.
How, then, can you tell when who is relative pronoun, and when an interrogative?
By looking at the end of the sentence; if the interrogation point is there, it is for the most part an interrogative pronoun if not, it is a relative.
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What are adjective pronouns?
Adjective Pronouns are words that are sometimes used instead of nouns, but are more frequently followed by their nouns, which they limit, or, qualify, after the manner of adjectives.
Give me one or two sentences containing adjective pronouns.
"Hand me that book." "I have some apples." "Have you any paper?" That, some, and any are adjective pronouns.
Mention some of the principal adjective pronouns?
This, that, these, those, some, no, none, any, all, each, every, either, neither.
How can you tell adjective pronouns?
By their being followed by a noun; as, these pens, some money, each breath, either side.
EXERCISE.
Make lists of the personal, relative, interrogative, and adjective pronouns, in order, as they occur in the following sentences. The pupil will do well to make his lists according to the following.
EXAMPLE. Jane, I told you to hand me that book which is lying on the table, but you have not done it. What is the reason?
- I,
- you,
- me,
- you,
- it.
Lists.
Personal.
- Which.
Relative.
- What.
Interrogative.
- That.
Adjective
1. You say that* I am charged with a great crime. Who are my accusers? Let them stand forth, that I may see the authors of this base slander.
2. If every man would do his duty, none would have cause for complaint.
3. Can we stand patiently by, and see our property torn from us? No; each generous emotion of our hearts forbids it. Let this tyrant tremble, and all his satelites beware!
4. The men whom I saw had each a musket.
5. Wherever she went, every one seemed disposed to do her honor.
6. Look on this picture and on that.
NOTE. The word THAT, is sometimes a conjunction, sometimes a relative, and at other times an adjective pronoun; the pupil must decide which it is by the relation that it bears to other words in the sentence. In this sentence, THAT is not a relative, for it does not relate to any antecedent; it is not an adjective pronoun, for it is not joined to, or used for, any noun, but it is a conjunction, for it connects clauses.
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CHAPTER XIX.
THE RELATIVE PRONOUN AND RELATIVE CLAUSE.
What is a Relative Pronoun?
A Relative Pronoun is one that relates to a noun or pronoun going before, called the antecedent.
What is the antecedent?
The antecedent is a noun or pronoun before the relative to which it relates.
In the sentence, "He that does right will be rewarded," what is the relative and what the antecedent?
That is the relative, and he is the antecedent.
What service does the relative perform in a sentence?
The relative is used to introduce a clause for the purpose of limiting, explaining, or adding something further to what is being said.
What is a clause thus introduced by a relative, called?
A RELATIVE CLAUSE.
What is the relative clause in the sentence, "He that does right will be rewarded?"
That does right is the relative clause, because it is introduced by the relative that.
Select the relative, the antecedent, and the relative clause, in the following sentences.
1. The friends that we gain in childhood, often forget us in old age.
2. The wind, which had been shifting all day from point to point, now began to blow steadily from the south.
3. Those who are the most industrious are the most happy.
4. James, whose work was the best, received the premium.
5. I have seen the man that lives in the cave.
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The sentences given in this exercise
contain a relative and its antecedent; the pupil must complete them by inserting
the relative clause, where the blank occurs. Before attempting to insert the
clause, read the whole sentence, and then think of something that will be
appropriate. EXAMPLE. The study
that [gap] is History. Completed. The study
that I like best is History. Or, The study that I
dislike most is History. Or, The study that I find
most difficult is History. Each sentence may be
completed in a variety of ways. 1. I have broken my watch,
which [gap] . 2. The tree that [gap] , was blown down last night. 3. My father, who
[gap] , has got well. 4. Those who [gap] will be happy in this world, and still happier in the
next. 5. Horses are very useful to
those who [gap] . 6. In every school there are
boys who [gap] . 7. Thomas found the knife
which [gap] . 8. There is a boy
whose [gap] . 9. Mary is the most dilligent girl that [gap] . 10. The good boy will apply
himself vigorously to the lesson which [gap] . 11. The carriage which
[gap] has been mended. 12. Columbus was the first
man that [gap] . 13. The butterflies
which [gap] ,will all perish in winter. 14. The dog that [gap] has run away.
In the sentence, "I saw
John feeding his chickens," which word implies action, and at the same time
qualifies John? Feeding.
Which part of speech implies
action, and which qualifies nouns? The verb implies
action, and the adjective qualifies nouns. The word feeding,
then, partakes of the nature of what two parts of speech? The verb and the
adjective. What name is given to
feeding and similar words? PARTICIPLES. What is a participle? A participle is a word that
describes a noun or pronoun, by assigning to it a certain action or state. Does the participle form a
distinct part of speech? No; participles are now
classed as parts of verbs. How many participles has
every transitive verb? Five. Mention the five participles
of the verb love. Loving, loved, having
loved, being loved, having been loved. How many participles has
every intransitive verb? Two. Mention the two participles
of the intransitive verb walk. Walking, having
walked. Give me two or three
sentences containing participles, and select the participle in each. James, while walking
by the shore, saw large bass attacked by a shark. Having been deceived
once, I never trusted him again. He died, loved and
respected by all that knew him. In the last sentence, what
clause is introduced by the participles, loved and respected? "Loved and respected by
all that knew him." What is a clause introduced
by, or containing a participle, called? A PARTICIPIAL CLAUSE. Select the participial clause
in each of the three sentences given above.
Complete the following sentences by
inserting a participle in place of the blank. EXAMPLE. The day [gap] fair, we started on our journey. Completed. The day
being fair, we started on our journey. 1. Moses, [gap] his lessons, recited them well. 2. We saw a boy [gap] in the river. 3. Dinner [gap] , the party sat down. 4. The carriage [gap] , Robert has taken it to the blacksmith's, to get it
[gap] . 5. My dog [gap] sick, I could not go a hunting. 6. I have just seen a man
killed by [gap] from the top of a house. 7. My friend, while [gap] out on horseback, was thrown and seriously injured. 8. I saw the Confederate flag
[gap] from the City Hall. 9. You may often see bad boys
[gap] in the street. 10. Our house [gap] , we are about to move into it. 11. The merchant spends his
time in [gap] and [gap] goods. 12. Gas is useful for [gap] streets and houses. 13. Oxen are used for [gap] wagons. 14. Ships, while [gap] on the ocean, often encounter violent storms. 15. The weather [gap] we must have a fire [gap] . 16. From this eminence [gap] my eyes upon the vast plain that lay before me, I saw a
herd of buffaloes [gap] amid the long prairie-grass, and
a group of wild horses [gap] away in the far
distance. 17. He was a bad man, and
died, [gap] and [gap] by all that
knew him.
[For the answers to the following
questions, see Chapters XV., XVII., XVIII., XIX., and XX.] What is the subject of a
verb? How may you find the subject
of a verb? What may a verb have for its
subject?
What is the object of a
verb? What other parts of speech,
besides transitive verbs, may have an object? How may you find the object
of a verb or proposition? What is a pronoun? Name the classes of
pronouns. What is a personal pronoun?
Mention the personal pronouns. What is a relative pronoun?
Mention the relative pronouns. What is an interrogative
pronoun? Mention the interrogative pronouns. What is an adjective pronoun?
Mention some of the principal adjective pronouns. What is a relative
clause? What is the antecedent of a
relative pronoun? What is a participle? How many participles has a
transitive verb? an intransitive verb? Mention the participles of
the verb ask. Mention those of the verb dream. What is a participial
clause? Where a dash occurs, put its one or more
words, as may be required to complete the sense. Hans Christian Anderson, the
German writer, tells us the following--story of a tame bear, which broke loose
while the man --exhibiting him was--dinner. He made his way to --public
house,--, and went straight--where there was three children, the eldest--whom
was no more than six or eight--old. "The door sprang open, and in walked--. The
children were much frightened--, and crept--corners. The bear followed--, and
rubbed them with--nose, but he did not--. When the children--, they thought it
was a big dog, and they patted,--, and--. The eldest boy now--his drum, and
began to--loud noise. No sooner did the bear--, than he raised himself on--and
began to dance. This was charming. The boys had been playing at
soldiers before--, and now each -- his gun and--. They gave the bear a gun, too,
and he-- like a regular militia-man. Then they marched; what a fine comrade--!
Presently, however, the
door--again. It was the children's
mother. You should have seen her; and her face was white as-- and she
trembled with fear when saw the--. Then the smallest -- ran up to her, and
shouted, 'Mamma, mamma, we have had such--, playing soldier!'"
What is a sentence? A sentence is such an
assemblage of words as makes complete sense. How many kinds of sentences
are there, and what are they? Four kinds; declarative,
imperative, interrogative, and exclamatory. What is a declarative
sentence? A declarative sentence is one
in which something is declared; as, "It rains." What is an imperative
sentence? An imperative sentence is one
in which permission is given, or a command, an exhortation, or an entreaty
uttered; as, "Let it rain." What is an interrogative
sentence? An interrogative sentence is
one in which a question is asked; as, "Does it rain?" What is an exclamatory
sentence? An exclamatory sentence is
one that contains an exclamation; as, "How it rains!" Make two declarative
sentences; two imperative; two interrogative; two exclamatory.
What is a phrase? A phrase is a combination of
words which separately have no connection, either in construction, or
sense, with other words in the sentence, but which, when taken together,
convey a single idea, and may be construed as a single word. Thus; "James, in
short, has become a hermit," -- in this sentence, in short is a
phrase. What is a clause? A clause is a combination of
words which separately may or may not be connected in construction with
other words in the sentence: if so connected, they assert some additional
circumstance respecting the leading proposition; as,
"James, who had been on the watch, espied a sail:" if not so connected,
they assert an entirely independent proposition; as, Stephen sailed for Florida,
but he was wrecked on the voyage. In these sentences the words in
italics are clauses. What is a relative
clause? A clause containing a
relative pronoun; as, "James, for whom I felt so much anxiety, has
arrived." What is a participial
clause? A clause containing a
participle; as "The rest of the company having arrived, went to
dinner." What is an adverbial
clause? A clause that performs the
office of an adverb, and generally expresses time, place, or manner; as, "A
thousand years hence, all these things will have passed away." What a vocative clause? A clause containing the name
of an object addressed,
with its adjuncts; as, "My dear friend, I hope to meet you soon." When is one noun said to be
in apposition with another? When it refers to the same object, and is in the
same construction; as, "Paul, the Apostle"--Apostle is in apposition with
Paul. May more than one of the
clauses enumerated above, occur in the same sentence? They may. Does every sentence contain
one of these clauses? No; there are some simple
sentences that do not contain any of these clauses; as, "I love my
mother." Tell to what class each of the following
sentences belong. When a clause occurs, tell what kind of a clause it is. 1. Oh for a lodge in some
vast wilderness! 2. There are men in the
world, who are dead to every generous impulse. 3. Have you heard the news
that has just been received by the steamer? 4. Rising from his seat, the
monarch gazed around; and, darting a look of scorn on his humbled courtiers,
bade them leave his presence till they should become honest men. 5. My son, do you indulge in
anger? 6. O Romeo, Romeo! wherefore
art thou Romeo? 7. Who ever hears of fat men
heading a riot, or herding together in turbulent mobs? 8. It is chiefly through
books that we enjoy intercourse with superior minds. 9. The ship being now under
sail, the shore began to recede rapidly from our sight. 10. Lord Hastings, who had
bore himself most bravely throughout the whole battle, escaped with a slight
wound.
11. James, whom I sent to the
river an hour ago, has not yet returned. 12. What an accident! Did you
ever witness a scene like this? 13. Where Freedom rears her
banner, a new empire has arisen.
What is the term
"Composition" derived from? It is derived from two Latin
words, which signify "to put together." What is "composition"
then? It is a "putting
together." Can we speak of the
"composition" of a substance, like paste or varnish? We can. What do we mean by it? We mean "the putting
together" of the material of which the substance is made up. When we speak of the
"composition" of a picture, what do we mean? We mean "the putting
together" of the different objects which make up the picture; as,
a mountain, trees, a river, & c.When we speak of a "composition" on
any subject, what do we mean? We mean "a putting
together" of the thoughts which belong to the subject.
Suppose you were to write
"Grass is green;" "Birds sing;" "John is blind;" would that be composition?" It would not. Why? Because the thoughts are not
connected with each other, nor with a subject. Suppose you take for your
subject, "A blind boy;" and write, "John is blind; he cannot see that the
grass is green, but he can hear the birds sing:" is that "composition?" It is. Why? Because the three thoughts,
"John is blind," "Grass is green," "Birds sing," are connected with each other,
and with the subject, "A blind boy." How, then, can thoughts which
are independent of each other, often be united? By introducing another
thought which will connect them. Give an example. In the example, "John is
blind; he cannot see that the grass is green, but he can hear the birds
sing,"--the two thoughts, "he cannot see," "but can hear," connect the three
independent thoughts, "John is blind," "Grass is green," "Birds sing." Are there not many thoughts
belonging to every subject? There are. How should these be "put
together?" They should be so "put
together," that they will appear to follow each other in a natural
order.
In what, then, does
"composition" consist? It consists in "putting
together," in a natural order, thoughts belonging to a subject.
What has "Composition" been
defined to be? Composition has been defined
to be "a putting together" of thoughts under a subject. Are there not many kinds of
composition? There are. What is the first kind of
composition? "Descriptive" is the first
principal kind of composition. What is "description?" It is "a putting
together" of our impression of any object or scene. Why is this called the first
kind of composition? Because it relates to that
which we see, and that which we see, lies at the beginning of
Thought. How, only, can we learn to
describe well? By studying attentively, the
object or scene which we wish to describe. What is necessary to a good
description? That those particulars be
given, in which the object or scene differs from other objects or scenes.
If I were to ask you to
describe your kitten, and you should say, "It has whiskers, four legs, and a
tail," would that be a good description? It would not. Why not? Because it mentions only
things which are common to all kittens, and does not describe any particular
one. Suppose you were to say
instead, "It has a glossy black fur, a white diamond between its eyes, and one
white whisher," would that be a good description? It would be. Why? Because it describes
particulars which distinguish the kitten from other kittens? Do not such particulars
enable us to distinguish objects of the same kind from each other? They do. Could not a dog be
distinguished among a hundred others, by one who was familiar with it? It could. What, then, is a good rule
for describing an object? To give those particulars by
which we know it from other objects of the same kind. What is a scene? A scene is a
combination of objects. How, then, should a scene be
described? By giving those particulars,
in the objects and their arrangement; by which it is distinguished from
other scenes.
You may take the subject
which you will find upon the following page, and write your own answers
to the questions. Take each question by itself,
and do your best to answer it fully; using the same language as in speaking.
When you have done this, join these answers together in correct sentences. Your composition will then be
done, all except copying. In copying, the principal things to remember are
these: TO WRITE NEATLY. TO SPELL CORRECTLY, AND TO BEGIN EVERY NEW SENTENCE
WITH A CAPITAL LETTER. If you attend to these
directions your composition will then be ready to hand to your teacher. 1. Is not the strawberry
season always anticipated with great pleasure by the children? 2. How early does the plant
begin to show its blossoms?
3. What kind of flowers are
they? 4. When the flower
disappears, what does it leave? 5. How long are these green
clusters in ripening? 6. As soon as they begin to
turn red, what do children do? 7. Where do they hunt for
them? 8. Where do they find the
largest ones? 9. Do not the bright red
clusters look delicious? 10. Do not more berries go
into mouths, than into baskets, generally? 11. Are not strawberries a
favorite fruit with almost every one? 12. Are they not much
cultivated in gardens? 13. Do they not sometimes
grow to a large size? 14. How large have you seen
them? Strawberries are the earliest
of all the berries in summer. On this account, as well as because they are the
most delicious of all, every one looks forward with great pleasure to the time
when they will be ripe. You can mention how early children begin to watch the
buds and blossoms of this little plant in the field and by the wayside. You can
describe the clusters of white blossoms, and their gradual change into ripe, red
berries; then the joy of the children; the plans they form for their holiday
afternoons; their pleasant excursions in parties, with baskets
and tin pails, to hunt for the red treasures; in what kind of places they
look for them; where they find the largest, and how many they sometimes bring
home: also, how you like best to eat them. You can describe, too, the
manner in which this fruit is cultivated in gardens, and the size to which it
sometimes grows. 1. Do not ants seem to be
about as busy creatures as bees? 2. Are they as useful to us
as bees? 3. What do bees furnish us
with? 4. May we not, however, learn
something from the ant? 5. How do they show industry
and perseverance? 6. What kind of houses do
they live in? 7. Do they build these
themselves? 8. If any accident happens to
their dwelling, what do they do? 9. Are they ever out of
patience or discouraged? 10. Are not such accidents
very frequent? 11. How do they provide for
the future? 12. What may we learn from
them in this? 13. Are they not enterprising
little creatures?
14. Have you ever seen one
carrying a burden much larger than himself? 15. How did he manage? 16. What other facts do you
know about these little insects? Solomon, who you know was the
wisest of men, says, "Go to the ant, thou sluggard; consider her ways, and be
wise;" which shows that he himself had learned lessons of industry from this
little insect. You must observe: he says,
"Consider her ways;" which means, we must study the movements of
the little creatures, watch their going-in and their coming out,
and find out, if we can, the purpose of each movement; for you will
learn, by watching them, that each purpose has a purpose. All this you
must do; and in addition to your own observations, you should find out from
books, or by asking questions, as much as possible about the habits of this
little insect, and any interesting facts or anecdotes concerning them. In this
way, you will find more than enough material for one composition. If you choose,
you may divide the questions, and write twice upon this subject. 1. What kind of looking
creatures are frogs? 2. What sort of places do
they live in?
3. What do they live
upon? 4. What kind of a noise do
they make? 5. Is it not one of the first
sounds in spring? 6. Is it a pleasant
sound? 7. Does it not express
contentment as much as the singing of birds? 8. Is it not easy to see how
birds can be happy, hopping about in the trees? 9. Are not frogs just as
happy in dirty marshes and pools? 10. Has not God made every
creature for some particular place? 11. Would a frog enjoy
himself if he were to change places with a bird? 12. What lesson can we learn
from this thought? The peeping of these strange
creatures is one of the earliest indications of the approach of summer. On this
account, it is a delightful sound to every one. You can describe the feeling of
pleasure with which you always hear it for the first time, after winter has
departed, and all the pleasant visions it brings to your mind of the coming
summer; of blue skies, and soft, warm air; of walks in the woods, wild flowers,
and green moss. You can describe the haunts of these creatures,-- some of them
in
pleasant places; their queer noises and sudden jumps,-- what these mean. You
can compare their life with that of a bird. If you choose, instead of writing
answers to the questions, you may write a story of a discontented frog who
thought he would try a bird's life, his adventures, and how at last he became a
contented frog. 1. Are not flies the most
common of insects? 2. Do they sting like musquitoes? 3. Are they not, however,
sometimes very troublesome? 4. How are they
troublesome? 5. What do they like best to
eat? 6. Are they not most abundant
in very warm weather? 7. Is it easy to drive one
away when he makes up his mind to attack you? 8. What kind of traps do
people set for them? 9. How does the fly get
caught? 10. Are not great numbers
often destroyed in this way? 11. What is the greatest
enemy of the fly? 12. How does the spider catch
it? 13. How do flies manage to
walk on the ceiling? 14. Could a bird walk so? 15. Do flies like cold
weather? 16. What becomes of them in
winter?
You can speak particularly of
the troublesome character of this insect,--the annoying way in which it will
return, again and again, after being driven off. You can describe one of these
attacks upon yourself, and mention which at last gained the victory, you or the
fly. You can also give a full description of the manner in which the spider
constructs his web, and manages to catch the fly. If you will consider a
moment, it will seem quite wonderful to you that a fly can walk upon the
ceiling: you know a bird could not walk so. If you cannot give the reason
yourself, you should ask some one to explain it to you; and when you have
obtained a clear idea of all these particulars, you should try to describe them
accurately in your composition. 1. Where do birds generally
build their nests? 2. Why do they build them so
high? 3. What is the outside of the
nest made of? 4. What is the inside lined
with? 5. Where do birds get the
materials for their nests? 6. Do they collect it
together, and carry it in one load in their claws? 7. How do they manage it?
8. Is not a bird's-nest full
of young birds, or of little blue eggs, a pretty sight? 9. Is it not cruel to rob a
bird's nests? 10. How does the old bird
feel when any one is near her nest? 11. How does she show her
distress? 12. Do the birds leave their
nests when they fly off to the south, or do they take them? 14. Will they not build other
nests when they return in the spring? Have you ever found in the
Fall, after the cold winds had come, or in winter, half full of snow, a little
bird's nest; and examined how neatly it was woven together,-- the outside of
rough sticks and leaves, and the inside lined so delicately with soft hair? If
you have, you can describe all this in your own way, and mention where and how
you found the nest, and to what bird it probably belonged. You can describe, also, under
the questions, the process of building a nest; the appearance of a nest full of
eggs, or of little birds; the actions of the young birds while you were near the
nest; the movements and cries of distress of the mother, the manner in which the
old bird
feeds the young ones; what she gives them to eat; and what becomes of the
nest when the little birds have learned to fly. 1. What tree do these nuts
grow upon? 2. What kind of a bur are
they inclosed in? 3. When do these burs
open? 4. What becomes of the nut
when the bur opens? 5. Is not this time eagerly
watched for? 6. Are not nutting excursions
then all the fashion? 7. Are these not
delightful? 8. Is it always easy to find
the nuts? 9. What sometimes covers them
up? 10. Do not the nuts sometimes
stick in the burs? 11. Is it not great work for
boys to shake them down? 12. Is it not pleasant to
take home a good basket full of nuts? 13. What is done with them in
the evening, sometimes? 14. Are not these nutting
excursions the pleasantest things in autumn? 15. Are they not the last of
the season? 16. How do the woods begin to
look?
In mentioning the
chesnut-tree, you can compare it with the oak, and speak of the difference
between the two trees, in their general appearance and the manner in which their
branches grow, shape of the leaf, & c. You can describe the appearance of
the chesnut-tree when in blossom, the kind of flower it bears, and the clusters
of green burs which succeed the flower. Also, the effect of the frost upon these
burs, and the eagerness with which children watch for the dropping of the nuts;
the excursions into the woods which take place; the shuffling and poking among
the dry leaves; the gathering of the nuts; the pleasure of bringing them home;
then of boiling them and sharing them with friends. You can speak of these
excursions into the wood as being the last of the season, and describe the signs
of the coming winter,--cold winds, bare trees, & c. 1. What do Katy-dids look
like? 2. What color are they? 3. Is not their note very
peculiar? 4. What does it sound
like? 5. How do they make it? 6. When do we first begin to
hear them in summer?
7. Do they not seem always to
be contradicting each other? 8. What does one side
say? 9. What do the others
reply? 10. Do they ever seem to come
to any agreement about Katy? 11. Do they not take up the
same old tune every summer? 12. Has any one ever found
out yet what Katy did? 13. Do you suppose any one
ever will find out? 14. Is it likely the
Katy-dids and Katy-didn'ts ever will agree? 15. Does not this show how
hard it is for people to stop when they once begin to contradict? 16. Should it not be a
warning every one to be very careful about beginning a dispute? You can describe, very
particularly, the appearance of this curious insect, and the manner in which it
produces the peculiar sound from which it takes its name. You can speak of the time in
the summer when this note begins to be heard, and describe a concert of summer
evening sounds; the various notes which mingle with those of the Katy-did; and
the peculiar effect, like that of perpetual contradiction, produced by this
insect.
You can, if you please, write
an imaginary story of the manner in which this quarrel originated, and add any
reflections which may occur to you upon the habit of contradiction, and the
determination to have the last word in a dispute. 1. Are apple trees
graceful? 2. Are they not generally low
and crooked? 3. Are they not easy trees to
climb? 4. If they were lofty, like
the elm, would it not be difficult to gather the fruit? 5. Are not all associations
with this tree very pleasant? 6. Are they not beautiful
when they are laden with the blossoms? 7. What color are their
blossoms? 8. Have they not a delicious
fragrance? 9. When the flowers
disappear, what succeeds? 10. How long does it take for
the little green apples to ripen? 11. How does the tree look
when laden with ripe fruit? 12. When the red and golden
apples begin to drop, is it not pleasant to gather them? 13. What is the first thing
to be done every morning?
14. If there has been a high
wind, is not the ground strewn with them? 15. What is done with the
apples? You can speak of the ease
with which this tree is climbed, and of other reasons why it is a favorite with
children; and describe its appearance in the different seasons: beginning with
spring, when it is covered with its beautiful pink and white blossoms; then,
when these blossoms begin to fall, the showers of white leaves and the
delightful odors which fill the air; the curious little green things which the
flowers leave behind them; the slow growth of these into rich, ripe apples; the
appearance of the tree when the fruit is ripe, sometimes bending under its red
and golden burden; and the way it which the branches are
prevented from breaking off, when they are too heavily laden. Describe, also,
the gathering of the fruit, and mention what is done with the different kinds of
apples and all the various uses of this fruit. 1. Where does rain come
from? 2. How doos
it get into the clouds?
3. If it were not for rain,
would not every thing upon the earth die? 4. In summer, do not many
weeks often pass away without any? 5. How does every thing look
then? 6. Does not rain always come
at last? 7. Is it not delightful to
see the clouds roll up, and the drops begin to fall? 8. Does not the grass begin
to grow green again immediately? 9. How does the air feel, and
every thing look, after the shower? 10. Do not children always
like rain when it does not spoil their plans? 11. If they are planning an
excursion, do they like to see the clouds? 12. Do they not always try to
think it will not rain? 13. If the rain does come,
ought they to complain? 14. Is it not always good for
the earth? You will be able to answer
the first question; but perhaps you may not know how the rain gets into the
clouds. This you must learn by asking your Teacher. You can describe the
appearance of every thing in summer,
when several weeks have passed without rain,--so dried up; the grass scorched
and withered; and the air filled with dust, and every body uncomfortable; then
the shower, which always comes at last; the delight of every one, when the
clouds are seen rolling up; the falling of the rain; the overflowing of the
streets; then the bursting forth of the sun; the freshened air, and the altered
appearance of the landscape. You can speak, also, of the manner in which
children sometimes complain of the rain, when it interferes with their plains;
and give the reasons why this is wrong. 1. When does frost first
come? 2. Does it not make sad work
with the beautiful summer flowers? 3. Before it comes, how do
they look? 4. After it, is not
everything changed? 5. What becomes of the grass
and flowers? 6. Are not the trees the only
thing which the frost does not spoil? 7. What does it do to
them? 8. Do their bright colors
last long? 9. What do they gradually
turn into? 10. What becomes of the
leaves finally?
11. Are not the trees left
bare? 12. Do not the cold winds
begin to whistle through them then? 13. Is not this a sign that
winter is coming? 14. Is it not pleasant, then,
to gather round the bright fire in the house? 15. Do not the evenings begin
to grow long then? 16. How is it pleasant to
spend them? You can describe the gradual
signs of Jack Frost's approach in the chill September nights, growing colder and
colder, till finally he makes his appearance; then the change which comes over
every thing; the desolation of the gardens, as frost after frost passes over
them; every thing a dull, dead brown except the trees; the beautiful colors with
which these are adorned; the gradual fading of these bright leaves, till finally
they drop off; then the bare appearance of the trees; the darkened, chilly
skies; the whistling of November winds, and the freezing temperature. You can describe the
gathering round bright fires in the house, the lengthening evenings, and the
various ways in which these may be pleasantly spent.
1. What comes next after
frost? 2. Are not children always
delighted to see the snow, when it first comes? 3. Do they not get tired of
the dead grass and leaves? 4. Are they not glad to have
them covered up? 5. Do these not like to watch
the snow-flakes as they fall? 6. Do these make any noise in
falling? 7. Does it not often snow all
night, without any one finding it out? 8. Is it not a great surprise
in the morning, to see every thing white with snow? 9. How do the trees and roofs
look? 10. Is it not pleasant to
hear the sleigh-bells begin to jingle? 11. How do boys play with the
snow? 12. Do they not like it all
the better, the deeper it is? 13. Does it not seem strange,
that such a cold thing as snow can keep any thing warm? 14. Does it not keep the
earth warmer than it would be without it? 15. Would not a great many
plants die in winter, if it were not for the snow?
You can speak of the pleasant
change from the dreary, frozen earth, to the clear, white snow; the delight of
children, when they see the first white flakes floating in the air; how they
like to catch these as they fall, and see them melt in their hands; and the
various beautiful forms of these snow-flakes. You can speak of the
stillness of a snow-storm, and describe the changed appearance of every
thing after one has taken place in the night; the beautiful effect of the
morning sun upon the pure white landscape; then the jingling of sleigh-bells,
the shoveling of paths, and all the sports which snow brings with it for
children; snow-balling, forts, coasting, & c.: all these you will find no
difficulty in describing. You can mention, also, the
reasons why the earth is warmer with its snow covering than it would be without
it. 1. How is ice formed? 2. Does not water sometimes
freeze in falling from the roof of a house? 3. What does it form
then? 4. What shape are these
icicles? 5. Do we not often see great
numbers of them hanging from houses and trees?
6. How do they look when the
sun shines upon them? 7. When the weather is very
cold, what happens to the ponds and rivers? 8. Do not the boys have merry
times then, sledding and skating? 9. Is not ice very
slippery? 10. If you do not step
carefully, will you not certainly fall? 11. Even then, will you not
sometimes be over before you know it? 12. Do not children like to
find a smooth strip by the roadside? 13. Do they not always stop
to try it? 14. And sometimes, by doing
so, do they not get late to school? You can describe the various
forms which ice takes in freezing; the beautiful, delicate crystals which are
sometimes found on the top of water; the long, sharp-pointed icicles hanging in
stiff fringes from the roofs of houses and branches of trees; the silver coating
of boughs and twigs; and the beauty of all this, when the sun shines upon
it. You can describe, too, the
freezing of the ponds and rivers; then the skating parties which cover them; the
coasting down steep hill-sides; the caution one is obliged to observe in
walking upon ice, and various tumbles one gets in spite of it. You can speak of the pleasure
it gives children to find a long, smooth strip of ice by the roadside; the
manner of sliding upon it; and also of getting late to school, and its
consequences. 1. Do not all things go to
sleep at night? 2. How do flowers go to
sleep? 3. What do chickens do at
night? 4. What do children do? 5. Could any one live without
sleep? 6. Does it not sometimes seem
a pity to lose the beauty of the night? 7. Are not the moon and the
troops of bright stars beautiful? 8. Is not their light
pleasanter in summer than the glaring sun at noon? 9. Is it not pleasant to
listen to the crickets and the katy-dids? 10. Do they not seem as glad
as people are to have the sun go down?
11. Are not winter nights
beautiful, too? 12. Are not the stars
brighter then than in summer? 13. What bright light do we
often see then, in the north? 14. Does not the snow upon
the ground help make it very light? 15. At night, does it not
almost seem as if we could see heaven between the stars? 16. Does not God seem nearer
to us at night than by day? There are many thoughts
suggested by these questions, upon which you can dwell at almost any length.
Among these are,--the uses of the night to plants, to animals, and to human
beings; the thought, also, of what would become of them without this period of
repose. Then there are descriptions of the beauty of night; the glory of the
moon and stars, and all the host of heaven; the quiet of summer evenings; and
the song of the katy-did and cricket, rejoicing at the going down of the sun;
then the winter night; the clear, frosty air; the brilliant aurora borealis; the
brightness of the stars; the light of the snow: all these you may describe as
vividly as possible,-- then how, at night, we can look up into the sky, without
being blinded by the light; and the longer we look, the
farther we seem to see into the deep blue heaven. You can speak of the glory
of God, as written upon the heavens, and of his nearness to us in the still
hours of the night. 1. Is not early morning the
most delightful part of the day? 2. Is it not a pity to waste
it in sleeping? 3. What do the birds begin to
do before daylight in summer? 4. How do the roosters try to
wake up lazy people? 5. Is not the air pure and
cool in the morning? 6. Do not the flowers look
fresh, with the dew upon them? 7. Is it not pleasant to take
walks before breakfast and gather flowers? 8. Is it not best to wear
things which will not be spoiled by the dew? 9. Cannot a great deal of
time be saved by early rising? 10. Ought not every one to
form the habit of it? 11. Have not almost all great
men been early risers? 12. Have they not been able
to study more than other people?
13. By this means have they
not become distinguished for their learning, or in some other way? 14. Can you mention any of
these by name? 15. For what were they
distinguished? Every one knows, or ought to
know, that the early morning is the most beautiful part of the day. You can
mention the various reasons why it is so; the fresh appearance of every thing;
the coolness of the air; the beauty of the sunrise: and you can speak of the
foolishness of losing all this beauty by sleeping late; and of the wisdom of the
little birds, and of Roosters, in comparison with lazy children; how the
Roosters begin long before sunrise to crow, and the birds to chirp and, twitter,
as if trying to make sleepy people wake up and enjoy the beauty of the
sense. You can speak, also, of the
time that is saved by early rising, and estimate how much half an hour saved
would be at the end of a year; and you can mention, also, any great men who have
been early risers, and for what they became distinguished.
1. Would there be any beauty
in the earth, if it were not for trees? 2. Do they not cover the
mountains and fill the valleys? 3. In spring, what is the
appearance of their foliage? 4. How does it look in
summer? 5. How does it change in
autumn? 6. In winter, is it not
pleasant to look through the leafless twigs into the deep blue sky? 7. When the trees are covered
with ice, how do they look in the sunlight? 8. Do we not love trees best
in summer? 9. Are they not of more use
to us then? 10. Could we endure the heat
of summer without their cool shade? 11. After a hot walk in the
sun, is it not delightful to come to a shady grove? 12. Do not people sometimes
get up pic-nics, and take dinner under the trees? 13. Is not a grove of trees
the most pleasant dining-room in the world? 14. What is its
furniture?
Trees clothe the whole earth
with beauty, and without them it would be barren and desolate enough. You can
dwell upon this latter idea, and write, if you chose, an imaginary description
of the earth without trees, in contrast to the earth as it now is, adorned with
its beautiful plumage of green. You can describe the varied
appearance of trees, in spring, in summer, in autumn, and in winter. You can speak of the
scorching heat of the summer sun; how impossible it would be to endure this
without the shade of trees to relieve it; and the pleasure, in a summer walk, of
taking refuge in a shady grove. You can describe a pic-nic
dinner under the trees; the kind of dining-room which these form; with what it
is carpeted, and how it is furnished in other respects. 1. Could not God have made
the world without flowers? 2. Could we not have houses
to live in, and enough to eat, if there were no flowers? 3. Might not God have made
flowers all of one kind and one color? 4. Has he not given us a
wonderful and beautiful variety?
5. Has he not scattered them
in profusion everywhere? 6. Do flowers seem to have
been made for any thing except to give us pleasure? 7. Is not the grass by the
roadside often sprinkled with little flowers? 8. When we see them, ought we
not to be thankful to God? 9. Should it not teach us to
try to make others happy? 10. Cannot we make others
happy by kind words and acts, as God makes us happy with flowers? 11. Ought we not to give
these as freely as he gives us flowers? 12. Do we not often trample
upon flowers and throw them away? 13. When we do so, does God
stop giving us flowers? 14. When people are unkind to
us, then, should we stop being kind to them? 15. If we do, is that being
like God? Answer these questions in the
order in which they stand; and try to make a composition out of the thoughts
suggested, which shall show the love of God in giving us flowers. You must remember then, that
it is the question, "Why does God give us flowers?"--that you are to
answer, in
your composition; and you are to show that it is because he loves us, and
wishes us to be happy, that he scatters these beautiful things along the wayside
and in the woods; and that we ought to try to scatter kind words and acts along
the pathway of others, in order to make them happy, so that we may be like God;
and also that, as he never stops giving us good things on account of our
ingratitude, so we ought never to become discouraged or weary in well-doing by
the unkindness of others.
WHAT is Punctuation? Punctuation is the art of
dividing written language by points, in order that the meaning may be readily
understood. What are the characters used
in Punctuation? Learn these characters
perfectly, so that you can make them on the black-board. Turn to the oral
exercise at the end of the last lesson, and mention the names of the points as
they occur. Where should the period be
used? A period should be placed
after every declaration and imperative sentence; as, "The child is
asleep." The period is also used to denote an abbreviation; thus, when we
write Dr for Doctor, or Geo for George, we must use
a period--Dr., Geo. Where should the
interrogation point be used? An interrogation point should
be placed after every interrogative sentence; as, "Have you been to
Ohio?"
Where should the exclamation
point be used? An exclamation point should
be placed after ever exclamatory sentence, and every interjection except
O; as, "Alas! woe is me!" Write the following sentences, and
insert periods, interrogation points, and exclamation points, in their proper
places. EXAMPLE. Alas true
friendship has departed from earth Punctuated. Alas! true friendship has
departed from earth. 1. Hark the bee winds her
small but mellow horn 2. What art thou doing Is
revenge so sweet 3. Ha at the gates what
grisly forms appear 4. Farewell ye gilded follies
welcome ye silent groves 5. What would I have you do
I'll tell you kinsman learn to be wise. 6. Canst thou not sing Send
forth a hymn of praise 7. No more I'll hear no more
Begone 8. How dead the vegetable
kingdom lies 9. The village dogs bark at
the early pilgrim 10. Can you recall time that
is gone Why then do you not improve the passing moments 11. A brave man knows no
fear 12. Both stars and sun will
fade away but can the soul of man die 13. Oh horrible thought Ah
woe is me 14. Dr Johnson was a learned
man 15. New Holland contains many
singular species of birds
Make a colon on the
black-board. Where should the colon be
placed? The colon should be placed
between clauses that have very little connection; and after the words, thus,
following, or as follows, when reference is made by them to something
coming after; as, "The Squire next ascended the platform, and spoke as
follows:'Gentlemen and ladies,'" & c. Make a semicolon on the
black-board. For what is the semicolon
used? The semicolon is used to
separate long clauses, such as are not very closely connected; as, "I perceive
the difference; it is very obvious." Rule I. When several
long clauses follow each other all having common dependence on some other
clause, they are separated by semicolons; as, "I love to wander through the
fields; to see the vegetable world spring into life; to gaze upon the beauties
which God has so lavishly diffused; and through the creature to commune with the
Creator. Rule II. When examples
are introduced by the word as, a semicolon is placed before as;
for an example, see the preceding rule. Write the following sentences, and
insert periods, interrogation points, exclamation points, colons, and
semicolons, where they are required.
EXAMPLE. He has arrived he
sounds his bugle at the gates Shall we admit him Punctuated. He has
arrived; he sounds his bugle at the gates. Shall we admit him? 1. The warrior spoke as
follows "O man heavy with wine why dost thou keep prattling" 2. Do not insult a poor man
his misery entitles him to pity. 3. Some books are to be read
others are to be studied while many may be entirely neglected with positive
advantage 4. His last words were as
follows "Farewell may Heaven prosper thee in thy perilous enterprise" 5. If the sacred writers will
take up their abode under my roof if Milton will cross my threshold, to sing to
me of Paradise if Shakespeare will open to me the fields of imagination I shall
not pine for want of company 6. Beauty is an all-pervading
presence It unfolds in the flowers of spring it waves to the branches of the
trees it haunts the depths of the earth and sea. 7. Gentle reader, have you
ever sailed on the sparkling waters of the Mississippi MAKE a comma on the
black-board. For what is the comma
used? The comma is used to separate
short clauses, or such as are closely connected, but, in consequence of the
construction or arrangement, must be separated by some point. SPECIAL RULES. What is the
rule for placing the comma before and after clauses and phrases? Rule I. When a clause
or phrase is introduced into a
sentence without a conjunction, particularly if an inversion occurs, so that
it does not occupy its natural position, a comma should be placed before and
after it; or, if such clause stands at the commencement of a sentence, a comma
should be placed after it. The principal clauses and
phrases that fall under this rule are as follows: I. A relative clause; as,
"Ellen, who was up early, finished her lesson." But if the relative clause
restricts the antecedent, or the connection between the two is very close, there
is no comma before the relative; "Those who are good, are happy." II. A participial clause when
it does not qualify the object of a verb; as, "The Captain, seeing his danger,
avoided it." III. An adverbial clause; as,
"By the time we reached shelter, we were completely wet." IV. A vocative clause; as,
"Here I am, my beloved son." V. The phrase, in short,
in truth, on the contrary, & c. also, the words, besides, moreover,
namely, nay, firstly, secondly, & c. The conjunctions, also and
however, which should not commence a sentence, have a comma before and
after them; as, "Your cousin, in short, has become a lovely woman." "James,
however, is here." What is the rule that relates
to the subject of a verb? Rule II. When the
subject of a verb, consists of a number of words, a comma should be placed after
it; as "Close and undivided attention to any object, insures success." What is the rule that relates
to certain conjunctions? Rule III. When, to
avoid repetition, a verb, or a conjunction that connects words of the same part
of speech, is omitted, a comma should be put in its place to denote the
omission; as, "Conversation makes a ready man; writing, an exact man." In the
last clause the verb, makes is omitted, and the comma is put in its
place. "Solomon was a wise, prudent, and powerful monarch." The conjunction
and is omitted between wise and prudent, and a comma is put in
its place.
What is the rule that relates
to certain conjunctions? Rule IV. A comma
should be placed before and, or, if, but, and that, when they
connect short clauses; and before and, or, and nor, when they
connect the last two of a series of words that are of the same part of speech;
as, "You must come with me, or I will go with you." "Neither Ellen, Sarah, nor
Jane was there." What is the rule that relates
to nouns in apposition? Rule V. When a clause
of more than two words occurs, containing a noun in apposition with some
preceding noun, a comma should be placed before and after the clause; as
"Columbus, the discoverer of America, was born in Genoa." Rule VI. Words used in
pairs take a comma after each pair; as, "Poverty and distress, desolation and
ruin, are the consequences of civil war." Copy the following sentences, and insert
commas in the proper places. The rule under which the examples are given, will
direct you; refer to it, if you do not remember it. Examples under Rule I.
The Romans who conquered the world could not conquer themselves. Those who fled
were killed. Philip whose wife you have seen has gone to Albany. We saw a man
walking on the rails. A man while imprudently walking on the rails was run over
by the cars. Where we stood we could not hear a word. Wait a moment my friend.
Vice is alluring, and has many votaries; virtue on the contrary has but few.
Under Rule II. That
this man has basely deceived those who have trusted him cannot be doubted. A
long life of good works and sincere repentance can hardly atone for such
misdeeds. The author of these profound and learned philosophical essays was a
poor blacksmith. Under Rule III.
Diligence is the mother of success; laziness of
failure. The wife was a tall lean cadaverous personage; the husband was a
fine good looking sturdy fellow. Men women and children cry out and run. Under Rule IV. No one
will respect you if you are dishonest. Stephen saw his cousin coming and ran to
meet her. My horse is not handsome but he trots well. He will be here on
Wednesday Thursday or Friday. Be virtuous that you may be esteemed by your
companions. Under Rule V. Bunyan
the author of "The Pilgrim's Progress" was a tinker. Paul the Apostle of the
Gentiles wrote many epistles. I have been in Ireland ill-fated country. Cicero
the orator, is one of the most distinguished of the ancient Romans. Under Rule VI. Industry and
virtue idleness and vice go hand in hand. Summer and winter seed time and
harvest are the gifts of an all-wise Providence. Painting and sculpture poetry
and music will always have enthusiastic admirers. Copy the following extract, inserting
the punctuation points that have been described. Swans in a wild state are
found in the eastern part of Europe but they are most abundant in Siberia and
the countries that surround the Caspian Sea Under ordinary circumstances they
are perfectly harmless but when driven to act on the defensive have proved
themselves formidable enemies They have great strength in their wings an old
swan using these as his weapons has been known to break a man's leg with a
single stroke When their young are in danger they do not hesitate to engage with
large animals and not unfrequently come off victorious from the struggle A
female swan was
once seen to attack and drown a fox which was swimming towards her nest for
the purpose of feeding upon her young When sailing upon the water
which is its favorite element the swan is a beautiful bird and its motions are
graceful when on land however it presents a very different appearance its gait
being awkward and all its movements exceedingly clumsy It has been said by some
authors that the swan which during its life never sings a note sends forth when
it is dying a most beautiful strain This is no doubt a mere fable at all events
we have not sufficient evidence to establish it as a fact Swans were formerly held in
such esteem in England that by an act of Edward IV no one but the king's son was
permitted to keep a swan unless he had an income of five marks a year. By a
subsequent act those who took their eggs were punished by imprisonment for a
year and a day and fined according to the king's pleasure At the present day
swans are little valued for the delicacy of their flesh though many are still
preserved for their beauty. MAKE a dash. For what is the dash
used? The dash is used, I. To denote that a sentence
is unfinished; as, "I cannot believe that he--." II. To denote a sudden
transition either in the form of a sentence, or in the sentiment expressed, as,
"It was a sight--that child in the agony of death--that would have moved a heart
of stone."
Make a parenthesis. Make a
bracket. For what are parenthesis and
brackets used? Parentheses and brackets are
used to inclose words and clauses, that are not connected
in construction with other words in the sentence, but are suggested by them, or
explanatory of their meaning; as, Are parentheses and brackets
much used by authors of the present day? No; commas are generally
used, instead of them. Copy and punctuate the following
sentences. Dash. 1. A crimson handkerchief
adorned his head 2. Some and they were not a
few knelt down 3. His eyes how they twinkled
his dimples how merry 4. They poisoned my very soul
hot burning poisons 5. Away ungrateful wretch. A
father's curse rest Alas what am I doing I cannot curse my son 6. The friend of our infancy
has she gone forever 7. Thou merry laughing
sprite
Parentheses. 8. Let us then for we cannot
flee without disgrace boldly meet the foe. 9. Mr. Morton every old
citizen knows him well died last week of apoplexy. Are any other marks used in
writing besides those which have been described? Yes; Make an apostrophe. For what
is the apostrophe used? The apostrophe is used, I. To denote the omission of
one or more letters; as, tho' for though; 'neath for
beneath. II. When s is placed
after a noun, making it denote possession, an apostrophe is inserted before the
s; as, John's book. But when the noun ends in s, and signifies
more than one, an apostrophe alone placed after it, makes it denote possession
as, "The ladies' seats." Make quotation Marks. For
what are quotation marks used? Quotation marks are used
to inclose a passage quoted from an author or speaker, in
his words; as, Are single quotation marks ('
' )ever used? Yes; single quotation marks
are used to inclose quotations that occur within
quotations, or that are slightly altered
from the words of the author or speaker; as, "The Scripture saith,'Watch and
pray.' " Make a hyphen. For what is
the hyphen used? The hyphen is used, I. To connect two simple
words that unite to form a compound word; as, "A spirit-moving strain." II. At the end of a line,
where there is not room for the whole of a word, the hyphen is placed after one
of its syllables, to show that the remainder may be found at the beginning of
the next line; * as,
"He strove manfully." Make a caret. For what is the
caret used? When some word that has been
omitted is interlined, the caret is used to show where it should be introduced;
as, "Study this⁁ lesson carefully." Copy and punctuate the following
sentences: Apostrophe. I ll neer
forget your kindness. They sat neath a spreading willow. Tho Milton was blind
yet was his mind well stored with knowledge. Hark tis the signal gun. Where is
my fathers hat? Zenos school was one of the most celebrated in Greece. Romes
greatness has passed away. I saw the citys gates. I saw the cities gates. Where
is Janes fan. Quotation marks. Pope
says The proper study of mankind is man. When Socrates was asked what man
approached the nearest to perfect happiness he answered, That man who has the
fewest wants. The philosopher hath truly said Anxiety is the poison of human
life. The quality of mercy says Shakespeare is not strained. How much truth
there is in Franklin's maxim. One to-day is worth two tomorrows.
Hyphen. Away thou
earth polluting miscreant! He is a mischief maker. The laborer enjoys his well
earned feast. The air is full of snow flakes. Where is your eye glass? Near the
shore was a grove of spice wood. The river glides on in its serpent like
course. Caret. (In each of the
following sentences, one or more words are omitted. Introduce the omitted word
or words by means of a caret; is as, Dark⁁the path.) Labor gives a relish
pleasure. Hope, the balm life, soothes under every misfortune. Charity is one of
the virtues. Always show to the aged. Honor your father mother. Do not your
time. COPY and punctuate the following
extracts: 1. PHOCION. Phocion one of
the most illustrious of the ancient Greeks was condemned to death by his
ungrateful countrymen When about to drink the fatal hemlock he was asked if he
had any thing to say to his son Bring him before me cried he My dear son said
this magnanimous patriot I entreat you to serve your country as faithfully as I
have done and to forget that she rewarded my services by an unjust death. 2. THE SYBARITIES. We have
heard many stories of lazy people but what Athenæus tells us of the Sybarites a
nation of antiquity exceeds them all They would not allow any mechanical trade
to be carried on in their city because the noise was unpleasant and disturbed
their slumbers for the same reason to keep a rooster was a grave offence
punishable by law A Sybarite on one occasion it is said wandering out into the
country saw some men digging whereupon the sight gave him a violent strain in
the back while a friend to whom he described what he had seen caught a severe
pain in the side One of them having visited Lacedæmon was introduced to the
public table where the principal dish was black broth. Ah cried he no
longer do I wonder at the bravery of the Spartans for rather would I die than to
live on such wretched diet. 3. THE FORM OF THE EARTH.
Heraclitus supposed that the earth had the form of a canoe. Aristotle that it
was shaped like a timbrel while Anaximander proved to his own satisfaction that
it was a vast cylinder It was reserved for a later age to discover its real
shape COPY and punctuate the following
extract. THE LEPROSY IN AFRICA.
Leprosy that awful disease which covers the body with scales still exists in
Africa Whether it is the same leprosy as that mentioned in the Bible is not
known but it is regarded as perfectly incurable and so infectious that no one
dares to come near the leper. In the south of Africa there is a large lazar
house for the victims of this terrible malady It consists of an immense space
inclosed by a very high wall and containing fields which
the lepers cultivate. There is only one entrance and it is strictly guarded When
any one is found with the marks of leprosy upon him he is brought to this gate
and enters never to return Within this abode of misery there are multitudes of
lepers in all stages of the disease Dr Helbeck a missionary of the Church of
England from the top of a neighboring hill saw them at work He noticed two
particularly sowing peas in the field The one had no hands the other no feet
those members having been wasted away by the disease The one who wanted the
hands was carrying the other who wanted the feet on his back and he again bore
in his hands the bag of seed and dropped a pea every now and then which the
other pressed into the ground with his foot and so they managed the work of one
man between the two Such is the prison house of
disease. Ah how little do we realize the misery that is in the world How
unthankful are we for the blessings which God bestows upon us while he denies
them to others.
WHAT usage formerly prevailed
with regard to capital letters? To begin every noun, both in
writing and printing, with a capital. This is still the practice in the German
language. What are the rules that are
to guide us at the present day? Begin with a capital
letter: 1. The first word of every
sentence. 2. All proper nouns, and
titles of office or honor; as, Rome, Spain, President Davis, General
Washington, Henry Street. 3. Adjectives formed from
proper nouns; as, Roman, Spanish. 4. Common nouns when spoken
to, or spoken of, as persons; "Come, gentle Spring." 5. The first word of every
line of poetry. 6. The appellations of the
Deity, and personal pronouns standing for His name; as "God is the Lord; He
ruleth in His might." 7. The first word of a
quotation that forms a complete sentence by itself and is not introduced by
that, or other words which would connect it in construction with what
precedes; as, "Remember the old maxim:'Honesty is the best policy.'" 8. Every important word in
the titles of books, or headings of chapters; as "Locke's Essay on Human
Understanding." 9. Words that are the leading
subjects of discourse.
10. The pronoun I, and
the interjection O, must be written in capitals. Copy the following sentences, applying
the rules given above, and observing that where there is no rule for using a
capital you must substitute a small letter. 1. Under Rule I. Know
Thyself. honesty is the best policy. Follow virtue. It Rains. envy is a
Dishonorable emotion. avoid the appearance of evil. Improve every Moment. 2. Under Rules II. and
III. Alexander the great overran syria, persia, lydia, and hyrcania, pushing
his Conquests as far as the river indus. napoleon kept all europe at bay, until
the Fatal Field of Waterloo consigned him to st. helena. President adams
received the congratulations of the french and spanish ministers. 3. Under Rule IV.
Hail, winter, seated on thine icy Throne! Fierce war has sounded his trumpet,
And Called the peasant from the field. bland Goddess peace now smiles upon the
plain. here I and sorrow sit. Grim darkness furls his leaden Shroud. 4. Under Rules V. and
VI.
5. Under Rule VII.
This was our saviour's command: "watch and pray." Virgil says, "labor conquers
all things." "merry christmas," cried the delighted villagers. 6. Under Rule VIII.
milton's "paradise lost" only brought him five Pounds. Have you read dickens'
Account of his visit to america, which he entitles "american notes for general
circulation?" I have read with delight hervey's "meditations among the
tombs.' 7. Under Rule X. i
love thee not as once i loved, o false friend, o cruel traitor. O Heaven! i am
undone! O wretched youth! i thought i hated thee; but thy misfortune hath turned
My Hate to Pity.
What is a phrase? What is a
clause? What is a relative clause? a participial clause? an adverbial clause? a
vocative clause? When is one noun said to be
in apposition with another? What is punctuation? Name the
characters used in punctuation. Where is the period placed? What is the period
also used to denote? Where is the interrogation point used? the exclamation
point? Where should the colon be placed? What is the semicolon used to separate?
Repeat the rule for the use of the semicolon between dependent clauses; the rule
that relates to examples. For what is the comma used?
What is the rule that relates to the use of the comma in the case of clauses and
phrases? What are the four principal clauses that fall under this rule? Mention
some of the phrases that fall under it. What is the rule that relates to the
subject of a verb? to the omission of words? to certain conjunctions? to nouns
in apposition? to words used in pairs? Copy the following extracts, inserting
as may be required, capital letters, punctuation points, and the other marks
used in writing, described in Lesson XXVIII. 1. The Bushman and the
missionary. the bushmen are a very degraded and ignorant race who live in
southern africa not far from the cape of good hope A missionary who for some
time had been laboring to introduce christianity among them took occasion one
day to speak of the great objects of creation and the duties of man at last he
asked, what is the chief end of man The bushmen were silent for several moments
apparently reflecting what answer they should give to this difficult question At
length one of them who seemed inspired by a sudden idea replied, to steal
oxen. 2. The bravery of Horatius
cocles. when porsenna king of the
etrurians was endeavoring to re-establish tarquinius superbus on the throne
he attacked rome and had the good fortune to take the janiculum at the first
assault At this crisis, horatius cocles a common sentinel but a man of the
greatest courage posted himself at the extremity of the Sublician bridge and
alone withstood the whole force of the enemy till the bridge was broken down
behind him. he then threw himself into the tiber and swam over to his friends
unhurt by either his fall or the darts the enemy 3.
FOR what is the dash used?
For what are parentheses and brackets used? For what is the apostrophe used?
quotation marks? the hyphen? the caret? Repeat the ten rules for the
use of the capital letters. Copy the following extracts, inserting
as may be required, capital letters, punctuation points, and the other marks
used in writing. LIARS. aristides among
athenians and epaminondas among the thebans are said to have been such lovers of
truth that they never told a lie even in joke. atticus likewise with whom cicero
was very intimate neither told a lie himself nor could bear it in others i hate
that man achilles used to say as much as i do the gates of pluto who says one
thing and thinks another. Aristotle bears his testimony as follows liars are not
believed even when they speak the truth. Sincerity is one of the most important
virtues that man can possess. 2. THE AFFECTIONATE DOLPHIN.
during the reign of [gap]
augustus a dolphin formed an attachment to the son of a poor man who used to
feed him with bits of bread. every day the dolphin when called by the boy swam
to the surface of the water and after having received his usual meal carried the
boy on his back from baiæ to a school in puteoli, and brought him back in the
same manner The boy after a time died and the dolphin coming to the usual place
and missing his kind master is said to have died of grief The student now, having been
carried through punctuation, should be required to punctuate every sentence as
it written: thus he will readily learn to use all the points as he progresses
with the art of composition. By faithfully pointing out his mistakes, and
referring him to the rule violated, the pupil will soon become as familiar with
punctuation as with the alphabet. While the student is writing
the following exercises, he would do well to review the first twenty-four
chapters; and also the eleven chapters on Punctuation.
1. When do the trees begin to
put on their bright, warm colors? 2. Does the first frost
change them much? 3. How do the woods appear
after the first frost? 4. How after the second or
third? 5. On the hills, and in the
valleys, and by the roadside, what is seen? 6. What are the different
colors, in this bright array? 7. What tree, or shrub, or
vine puts on the most brilliant attire? 8. What color does the maple
choose? 9. What, the oak? 10. What, the chesnut? 11. What trees retain their
green dress?
12. Are not these brilliant
colors often seen in beautiful contrasts? 13. How does a group of trees
appear, in which all these colors are mingled? 14. What change passes over
these bright leaves? 15. What does the November
wind do with them? 16. Where do they all at last
lie? 17. What trees alone retain
their foliage, to shield them in winter? You can describe how the
first breath of frost is seen in the changing colors of the leaves, and how
these brilliant hues gradually spread over the hill-sides and fill the valleys;
and also the different colors assumed by the different trees. You will find, by
observing them, that these are not entirely accidental; but that each tree, from
year to year, wears nearly the same autumn dress. The maple assumes the greatest
variety of colors, while the oak and chesnut are more uniform, and present only
different hues of the same color. You can describe the effect of these colors
contrasted with one another in a group of trees-- from the dark, unchanging
evergreen, to the gayest maple-- and all the intervening shades of the other
trees, and the effect of sunlight upon these autumn colors. In studying the wondrous
changes wrought by touches of light upon this autumn scenery, a new world of
pleasure
will be opened to you, and you will be furnished with abundant material for
description. You can mention the gradual
fading of these bright leaves, till they lie scattered by November winds upon
the ground; then the sombre, desolate appearance of the
forests, as they stand waiting for the winter snow. 1. Are there not many kinds
of moss? 2. What kinds are found upon
fences, old trees, and roofs of houses? 3. Are not the most beautiful
moss found in the woods? 4. What kind do you like
best? 5. How does it grow? 6. Do you not often find many
kinds growing together? 7. Do they not then make a
beautiful carpet? 8. What kind of berries creep
over this carpet? 9. What flowers blossom upon
it? 10. What trees wave over
it? 11. What lights and shadows
dance upon it? 12. What little birds hop
over it? 13. What little forest
animals dine upon it? 14. What nuts do they find
hiding away in it?
15. Is it not often spread
out by the side of a brook or spring? 16. Is it not then the most
delightful retreat in a warm summer day? You have seen, probably, many
kinds of moss, creeping over rocks and stones, hanging from fences, and growing
upon the roofs of old houses, and upon old trees. You can dwell upon this
fondness of moss for old things, and speak of the beautiful effect it
gives to every thing it clings to. You can describe the various kinds you
remember, particularly those which grow in the woods, and which form such a
beautiful carpet by the side of a brook or spring. Nothing can be more beautiful
than this, when it is fresh and green, interlaced with running vines, and dotted
with wild flowers and bright scarlet berries. No wonder that the little birds
like to hop round upon it, or if the squirrel chooses it for a dining-room: all
this you describe in your own words, and make as pretty a picture of it as you
can. You should describe any given
kind of moss, as you would do if you wanted some for a particular purpose, and
were sending for it by a person who had never seen any. In such a case you would
endeavor to distinguish it from all other kinds, in such a way that he would be
sure to bring you the right kind of moss. This would be a very good test by
which to try your descriptions. You can speak, too, of the ornamental uses of
moss, if you know of any.
1. Are not these flowers to
be found from early in the spring till late in autumn? 2. Are they not most
beautiful in spring? 3. Is it not delightful,
after the tedious cold and snow, to see the liverworts, and the
anemones, the blue violets, and trailing arbutus and
columbines blossom one by one? 4. What kind of flower is the
liverwort, and where does it grow? 5. The anemone? 6. The columbine? 7. The trailing
arbutus or Mayflower? 8. The honeysuckle,
too, what kind of a flower is it, and where does it grow? 9. Later in the summer, what
comes? 10. Are not the laurel
bushes covered with their magnificent blossoms ? 11. What color are they, and
how do they grow? 12. What kind of flower is
the wild geranium? 13. The cardinal
flower? 14. What about the
golden-rod ? 15. The fringed
gentian, too, is it not one of the last flowers before frost? 16. When do these beautiful
summer visitants finally disappear?
You can mention by name the
various flowers, as they appear from early spring till late in the autumn, and
the reasons why spring flowers seem the sweetest. These you may describe, one by
one, as you remember them, mentioning the time of their appearance, and the
places where they are found; then in the same way the flowers of summer and of
autumn, ending with those which disappear on the arrival of frost. In speaking of these various
flowers, you should endeavor to use descriptive terms which express the most
striking quality of the flower; this may be color, as in the cardinal
flower or golden-rod; or fragrance, as in the Mayflower; or profusion of
blossoms, as in the laurel; or it may be the manner in which it grows--in
clusters, or otherwise. To seize upon this quality and express it, may often
require careful study; but in no other way can excellence in description be
attained. Very few of these beautiful
wild-flowers have, as they all ought to have, beautiful names. If
you please, you can exercise your fancy in suggesting new names for the flowers
whose old ones you do not like. Liverworts, for instance, you might call
"Spring's blue eyes," or "May's blue eyes," or simply "blue eyes," or you can
suggest any other name which may occur to you.
1. What is the rose sometimes
called? 2. Why is it called "Queen of
Flowers? 3. Does it not grow in
greater profusion and variety than any other flower? 4. Is it not more fragrant
than any other? 5. Is it not found in every
region where flowers grow? 6. How many varieties have
you ever seen? 7. Which do you think most
beautiful? 8. How many kinds of white
roses? 9. How many of pink and red
roses? 10. Are there yellow
roses? 11. Are there not many kinds
of climbing roses? 12. Which is the most
beautiful of these? 13. What kind of a flower is
the wild rose? 14. Is not the "sweet-brier"
a species of rose? 15. How does this grow? 16. In what countries are
roses most beautiful and abundant? 17. Are they not more
fragrant, also, in southern regions? 18. What delicious perfume is
obtained from them? 19. Why is this very highly
esteemed?
Every one has seen more than
one kind of rose; for there is no flower of which there are so many varieties as
this. You may give the reasons why it is called "Queen of Flowers," and also
name and describe the various kinds you have seen, speaking particularly of the
differences of color and fragrance in these, and giving the reasons for their
names. You must not forget the
moss-rose, and the beautiful variety of climbing roses. You can speak of the
luxuriant growth of these latter, the profusion of their blossoms, and the
appearance of a house or porch covered by one in full blossom. The "wild rose,"
too, and especially the "sweet-brier," you may describe, and compare them with
the garden rose. In describing any given rose,
you should endeavor to apply the rule given in the preceding instructions, and
speak of those qualities in color, size, fragrance, or manner of growth, or
whatever it may be, by which it is distinguished from other roses. You can mention, also, the
superior size and fragrance of the roses of southern regions, and the kind of
perfume obtained from them. 1. Are not these blossoms
among the loveliest objects in the world? 2. Do they not grow in
beautiful places?
3. How does a lake or pond
look when covered with them? 4. What color is the flower,
and what kind of a centre has it? 5. Do not these blossoms
appear to float upon the water? 6. What kind of leaves are
they surrounded by? 7. Where are the roots of the
plant? 8. How are the blossoms and
leaves connected with the root? 9. Is not this stem very long
and flexible? 10. At night, does this
flower close up? 11. How does it appear
then? 12. How are these flowers
gathered? 13. Is it not delightful to
go in a boat to gather them? 14. How can the long stems be
secured? 15. In reaching over for
them, must one not be careful about upsetting the boat? 16. Is not a fresh bunch of
these lilies a splendid bouquet? 17. Have they not a fresh,
delicious fragrance? No one can see these
beautiful flowers floating upon the water, without a feeling of delight and
admiration. You can describe the appearance of a lake or pond covered
with them; the freshness and purity of the white blossoms; the manner in
which they rest upon the water; the color of the outside petals, and the
appearance of the flower when closed: the pointed green buds; the shape and
texture of the leaves, and the peculiarly flat manner in which they lie upon the
water: also, the kind of stem which connects the flowers and leaves with the
roots of the plant. You can describe the life of
these flowers in the lovely places which are their favorite haunts; the banks of
the ponds and streams in which they grow; the shadows and breezes which play
over them; the little fishes which dart about among them, under the shelter of
their broad flat leaves and the little bays or coves which they cover with their
blossoms. You can speak, too, of the
way in which these flowers are gathered; how they must be pulled in order to
secure long stems; the danger, in reaching too far, of upsetting the boat; the
pleasure of drawing in the lilies, one after another; the beauty of a fresh
buoquet of them; and their delicious fragrance. 1. Is not this always the
delight of all schools? 2. At what hour does it
generally come? 3. Is not the last half hour
before recess a time of anxious watching? 5. When the bell at last
rings, what happens?
6. Is it not a scene of
confusion? 7. If it is summer, what does
every one do? 8. How is your school-room
situated? 9. What kind of a play-ground
have you? 10. What games do you play in
it? 11. In winter, how is the
recess spent? 12. What do older pupils
do? 13. What do the younger ones
do? 14. What games are then most
popular? 15. Does not recess appear to
fly by very quickly? 16. What happens when the
bell ring for study-hours again? 17. In a few minutes, is not
every thing changed? 18. What is every one
doing? This is a subject upon which
every one can write without difficulty; for recess is the delight of every
pupil. You can describe the impatience with which it is looked forward to by
all; how slowly the minutes seem to go by, before the welcome sound of the bell
for recess; then the scene which follows: if summer, the rush which is made out
of doors, and the various amusements entered into by different groups, or by the
whole together. You can describe the situation of your school-room, and the
pleasant places around it, which are the resort of the pupils at this time.
If there are any trees near it, you can give a description of these, and of the
scenes which take place under them. If there is a brook, describe that and the
sports connected with it; or, if you have only a play-ground, the groups which
cover it, and the games which are played upon it: then, as the cold weather
comes on, the changes which take place in the sports entered into: the various
in-door games which are introduced. You can mention the most popular ones, and
describe the manner in which they are played. You can speak, too, of the
swiftness with which the moments of recess fly by; the ringing of the bell for
study-hours to recommence: and the change which then takes place in the
appearance of the school. 1. Is not this one of the
most exciting games that can be played? 2. Is any one too old, or too
young to play it? 3. What is the first step to
be taken in playing? 4. How is the person to be
blindfolded selected? 5. Must not the blindfolding
be done fairly? 6. How do the others satisfy
themselves about this? 7. What then takes place? 8. What is the objection of
the person blindfolded?
9. What is the object of the
others? 10. Is it not very difficult
to catch any one who is fairly blindfolded? 11. Is it not necessary to
move about cautiously? 12. What is the danger? 13. Does not the blindfolded
person sometimes become quite bewildered? 14. If he succeeds in
catching any one, what follows? 15. If he does not succeed,
and gives up, how does the game proceed? 16. Why is it almost
impossible to play this game out of doors? This game is a great favorite
with every one, especially on Thanksgiving, or similar occasions. You may
describe the zeal with which it is entered into at such times; the curious
string of words with which the one to be blindfolded is chosen, and the meaning
of these words, if you can suggest any. You may describe, also, the various ways
which are tried to prove that the blindfolding has been fairly done: then, when
this point has been ascertained, the general running and dodging, and shouting
and screaming which takes place: the cautious groping of the blindfolded person,
and the bewildered manner in which he runs about; the devices of the others to
confuse
him, and to get out of the way when he approaches them: also what takes place
when he succeeds in catching one; the struggles of the person caught to get
free; the endeavors of the catcher to guess whom he has caught, and if he is
successful in this, the manner in which the game proceeds. You can mention the antiquity
of this game, and give an account of its origin, if you can learn anything about
it. You can speak, also, of the reasons why it is an especial favorite with
children. 1. Was the Pic-nic much
talked of beforehand? 2. What was the place fixed
upon for it? 3. What kind of a place was
it said to be? 4. What was the time fixed
upon for going? 5. What preparations were
made? 6. What were the baskets
filled with? 7. When the day came, was it
clear or doubtful weather? 8. Did you ride or walk? 9. Was the road a pleasant
one? 10. At what time did you
arrive at the Pic-nic ground? 11. How was it situated? 12. What took place upon
arriving? 13. What preparations were
made for the dinner?
14. How was the table
arranged? 15. Was not the dinner scene
a merry one? 16. What followed after
dinner? 17. How late in the afternoon
did you stay? 18. Was the ride home a
pleasant one? 19. Was there a brilliant
sunset to be seen? 20. What changes did it pass
through? Very few Pic-nics are got up
and carried through without a great deal of talking and planning; sometimes the
plan is proposed several weeks before it is carried into execution. You can mention how long
beforehand the Pic-nic you describe was talked about; the discussions with
respect to the preparations; the packing of the baskets; the doubts, hopes, and
fears with regard to the weather; the arrival of the day; the assembling of the
party; and the manner in which you rode or walked. You can describe, also, your
adventures by the way, or any amusing circumstance which may have happened; the
dispersing of the party in various groups on arrival at the Pic-nic ground; the
search for a pleasant dining-room; the different places proposed; the one
finally decided upon; its advantages over the other places; the scene which
ensued; the unpacking of the baskets; the arrangement of the table;
and the various preparations for the dinner: then the assembling of the party
at dinner, and how the afternoon was spent. You can give a description also, of
the ride home, and of a beautiful sunset seen upon the way. 1. Under what circumstances
was the ride taken? 2. Who were your
companions? 3. Was the sleighing
fine? 4. What kind of a day was
it? 5. What precautions did you
take against the cold? 6. What kind of a sleigh was
it? 7. Did you fly along
rapidly? 8. What road did you
take? 9. Was there much snow to be
seen? 10. How did the mountains and
hills appear? 11. The trees and bushes? 12. The ponds and
streams? 13. How would these have
appeared if it had been summer? 14. Was it not exciting to
feel yourself going along so fast? 15. Did you meet many
sleighs? 16. Did not fingers and toes
begin to freeze at last?
17. In spite of the cold,
however, did you not enjoy the ride? 18. Was it not pleasant to
get back again by the warm fire at home? In describing a sleigh-ride,
you can speak of the exhilarating effect of the bracing air; the clear blue sky;
the bright sun; the swiftness of the motion, and the sound of the sleigh-bells.
You can contrast, also, the scenery which you saw, with the same in its summer
dress; the bleakness of the mountains and hills; the clear, distinct outlines,
so different from the soft warm haze of summer: then the trees, with their
thousand leafless twigs, with their appearance in summer; the ponds and streams,
stiff in their icy covering, with their summer life and beauty. By calling up vividly before
your mind the landscape as it is in summer, you will be better able to describe
the changes wrought by Winter, with its frost and snow, in every part of it, for
you will feel more keenly what he has taken from it,--from the fields, from the
brooks, from the trees, the hills, the skies, and the air. You can describe, also, the
beauties of a winter landscape; the pure white snow; the sparkling of ice in the
sunbeams; the evergreens loaded with snow, and the deep blue sky above it all;
also the gradual freezing up of all ideas, and the pleasure of being again by
the warm fireside.
1. What was the arrival of
the Menagerie preceded by? 2. What did the handbills
announce? 3. Did it not awaken a great
deal of expectation and curiosity? 4. Was not the entrance of
the Menagerie a time of great excitement? 5. Did not everybody turn out
to witness it? 6. What headed the
procession? 7. What were the musicians
seated in? 8. What followed? 9. What did these cages
contain? 10. In what kind of a place
was the Menagerie exhibited? 11. How were the cages
arranged in this tent? 12. Was there not a great
crowd in attendance? 13. What animals interested
you most? 14. Did the keeper enter the
lion's cage? 15. How did he manage it? 16. What performances took
place with the monkeys? 17. What with the
elephants? 18. Was not the exhibition
fatiguing? 19. Were you not glad when it
was over?
You can describe the
handbills or advertisements which generally precede the arrival of a menagerie
in a place; the wonderful attractions they always offer, and the excitement
which this creates among the children: then the triumphal entry of the caravan
on the day appointed; the music; the magnificence of the musician's car; the
trappings of the horses and the elephants; the singular effect produced by those
of the elephants; the number of wagons or cages which follow, and the crowd
which this sight attracts: then the opening of the exhibition; the various
animals and their performances, particularly the elephant: the manner in which
he eats an apple, or anything else which is given him. You can describe the
character of the elephant, and relate any anecdotes you may have read in
illustration of any of his traits. You can speak also, of the habits of this
animal in his wild state; of the countries in which he is found; what he lives
upon; the size to which he sometimes grows; and the manner in which he is caught
and tamed. You can mention, also, the animals with which you were most pleased,
and describe them; also, the wonderful feats of the monkeys, and the way the
keeper managed the lion when he entered the cage or any thing else which
interested you.
1. Are there not many kinds
of Fairs? 2. For what different
purposes are they held? 3. What is the object of a
Horticultural Fair? 4. What does the display
consist of then? 5. What is the object of an
Agricultural Fair? 6. What takes place then? 7. Are not Fairs often held
for the purpose of raising money? 8. What does the exhibition
generally consist of? 9. How is it conducted? 10. Did you ever attend such
a Fair? 11. Did you ever assist in
getting up one? 12. How was the room
decorated? 13. How were the tables
arranged? 14. What kind of articles
were for sale upon them? 15. By whom were these
sold? 16. Was there a post-office
in the Fair? 17. How was this
conducted? 18. Were there many
visitors? 19. Were most of the articles
sold? 20. How long did the Fair
last? 21. How did it end?
You can speak of the
different objects for which Fairs are held, and mention those which are most
common, and what each of these is called. You can describe the display of
flowers, fruits, and vegetables, at a Horticultural Fair, and the manner in
which this is generally conducted; also, an Agricultural Fair, in which a cattle
show is the most prominent feature: both these afford great scop for description, particularly the latter in the variety of
animals exhibited, and the various ways in which superiority among them is
tested. If you prefer to describe this kind of fair, you can give an account of
the preparations made for it by the farmers for weeks beforehand. You can
describe also, the place where the exhibition was held, then the morning of the
fair; the trains of animals; bands of music and crowds of wagons; the different
kinds of noises; then the various parts of the exhibition, and the distribution
of prizes. Fairs are also often held, in
order to raise money for benevolent purposes. You can speak of the manner in
which these are generally got up; how the various articles to be sold are
furnished; the decorations of the rooms; the arrangement of the different
tables; the company present, & c.: also, who presided at the tables; how
long the Fair continued; and the amount raised by the sale of the
articles.
1. What is Thanksgiving? 2. By whom was this festival
first celebrated? 3. Under what
circumstances? 4. Was it not at first
celebrated only in New England? 5. Is it not now observed by
many other States? 6. How long beforehand do
children begin to count the days and weeks to Thanksgiving? 7. What preparations sre made for it in the kitchen? 8. How many kinds of pies and
puddings? 9. What kind of pie figures
most prominently? 10. What does the farmer
bring to market? 11. What is the principal
thing to be secured? 12. Are the poor forgotten in
these preparations? 13. How is the morning of
Thanksgiving day occupied? 14. After church what takes
place? 15. How does the table
look? 16. How does the dinner go
off? 17. How are the afternoon and
evening spent? 18. Is not this a great day
for family meetings? 19. Does not every one try to
be at home then? 20. Ought not this festival
always to be observed?
Every one knows that
Thanksgiving is a religious festival of rejoicing and giving thanks. In writing
upon this subject, you may mention the circumstances in which it originated, and
the manner of its first observance. You can describe, also, the present mode of
observing the day; the pleasure with which it is anticipated by every one; the
divers kinds of pies and puddings concocted for the occasion; the dreadful
slaughter of turkeys, geese, and chickens--the articles which the farmer brings
to market, the fat turkey which every one looks out for: then the manner in
which Thanksgiving day is spent; the various games which occupy the afternoon
and evening. You can describe a family party gathered on Thanksgiving evening;
the different ages of the persons who are brought together, and who all share
alike in these games. You can speak of some one occasion of this kind which you
may have enjoyed very much, and give an account of the amusements entered into,
and all the pleasant things which occurred. You can speak, also, of the manner
in which the poor are remembered on this occasion; also of the pleasant family
gatherings which always takes place at this time, and of the various beneficial
effects resulting from the observance of this festival. 1. What is the origin of this
celebration? 2. What is the date of the
event it commemorates? 3. Is it a religious
festival, like Thanksgiving?
4. Is it observed all over
the country? 5. What preparations are made
for it? 6. Do not boys begin weeks
beforehand to save their money for it? 7. What do they spend it
in? 8. How does the day open? 9. How many cannons are
fired? 10. What is this followed
by? 11. What sounds are heard
incessantly? 12. Are there not great
crowds to be seen everywhere? 13. What is seen at every
corner? 14. What is sold at these
stalls? 15. Is there not a great deal
of molasses candy sold by small boys? 16. How do they carry it
about? 17. How does the day end? 18. What sometimes take place
in the evening? 19. Does not this day
commemorate the greatest event in history? 20. Ought not its observance
to be perpetuated? The mention of this subject
brings up to every one memories of scenes which are repeated on every return of
the day; of cannons, soldiers, parades, drunken men,
fighting men, crowds of men, women and children, horses and carriages,
fire-crackers incessantly sounding, boys with molasses candy, stalls of apples
and gingerbread: from early morning, when one is wakened by the roar of the
cannons, till late at night, after the last cracker has been fired and the last
skyrocket sent up, there is no peace for eyes or ears. All these various sights
and sounds you may describe in any order you please; or you may give an account
of a Fourth of July which was celebrated in some particular manner--by a
pic-nic, or some kind of procession and describe the arrangements for the
occasion; the manner in which it passed off; the speeches which were made, &
c. You may precede your
description of the celebration of this day, if you choose, with a brief history
of the War of the Revolution, the success of our struggles, the Declaration of
Independence and the manner in which this was drawn up and signed. You will find
all these particulars in any history of the United States. 1. Is this an American
festival, like Fourth of July or Thanksgiving? 2. How did it originate? 3. What did it first
commemorate? 4. How is it observed in this
country? 5. What do children do the
night before Christmas? 6. What do they expect to
find in the morning? 7. Who are they told filled
their stockings?
8. What sort of a person is
Santa-Claus said to be? 9. How is he dressed? 10. How does he get
about? 11. What does he carry in his
sleigh? 12. How does he enter the
house in the night? 13. What does he leave in
naughty children's stockings? 14. What takes place on
Christmas morning? 15. Are the children not up
before daylight? 16. What greetings are heard
all over the house? 17. Does not Santa-Claus
sometimes get up a Christmas tree? 18. How does he manage this?
19. Is not this day observed
religiously by many? 20. How are the churches
decorated for the occasion? 21. Do they not present a
beautiful appearance? This festival is not, like
Thanksgiving and Fourth of July, of American origin, but it has been celebrated
for many hundred years as the anniversary of the most important event in the
world's history--the birth of Christ-- and because this event brought joy
to the world, it was celebrated as a day of rejoicing; at first religiously, and
it is so observed by many persons at this day: many churches are beautifully
decorated with evergreens, and opened for religious services.
With children, however, this
has become a great day for receiving gifts: they find their stockings full of
all sorts of good things on Christmas morning, and they are told that a certain
Santa-Claus, whose name was originally St. Nicholas, a little old man, queerly
dressed in furs, and driving a sleigh drawn by six little reindeer, enters the
house by coming down the chimney, and fills their stockings. Almost every one has some
fancy about this Santa-Claus and his visits. You can give a description of him
as you imagine him to be; of all the particulars of his dress; of the presents
he carries; of the size and shape of his sleigh, and the trappings of the
reindeer; or any impression you may have concerning him. You can speak also, of
the manner in which you are accustomed to observe this day.
1. What is the highest
mountain or rock you have ever visited? 2. Where is it? 3. What is its name, and why
was it so named? 4. How high is it? 5. How high is its shape? 6. Is it covered with trees,
or is it bare rock?
7. Is it connected with other
hills, or does it stand alone? 8. What is the appearance of
the range to which it belongs? 9. Is the ascent to the
mountain difficult? 10. Is the view from the top
fine? 11. At what season did you
see it? 12. At what time in the
day? 13. Was the atmosphere clear
or hazy? 14. What lay at the foot of
the mountain--a river or meadows? 15. Beyond, what was
seen--villages, lakes, or a town? 16. What bounded the view in
the horizon? 17. How does this view
compare with others you have seen? You may describe some
mountain you have visited or seen, placing its name at the head of your
composition as your subject; or, better still, you may visit some elevation in
your vicinity from which a fine prospect may be seen, and answer these questions
from the point of view itself. If you describe things as you
actually see them before you, your description will be life-like--that
is, it will portray objects as they really are, at a given time; but if you
trust to your memory, you will be apt to use only
general terms, which are not capable of conveying definite images to the
mind. Remember that, in all
descriptions of nature, it is not so much the objects themselves about
which you are to concern yourself, as these objects seen under some
particular light--for what is true of them at one time may be false at
another: the spire of a church, for, instance, under a cloudy sky, is one
uniform color, whatever it may be; while, in the rays of the setting or the
rising sun, one half will be in dazzling light, and the other half in deep
shadow, and so all objects are being continually transformed by changing lights
and shadows. 1. Is there a brook near
where you live? 2. Does it run fast or
slow? 3. Is its bed stony or
clear? 4. Is its bed noisy or
still? 5. Does it wind about
much? 6. Does it pass through woods
and meadows? 7. What kind of trees shade
it in the woods? 8. What grows on its
banks? 9. What fringes its side in
the meadows? 10. What kind of bushes mark
its course? 11. Are there any fishes in
the brook?
12. What kind are they? 13. Did you ever catch
any? 14. How did you manage
this? 15. Did you ever launch any
little boats in it? 16. What became of them? 17. Did you ever tumble in
the brook? 18. How did it happen? 19. Did you ever wade about
in the brook? 20. Is it not pleasant to do
this in a warm summer day. You may put the name of the
brook you describe at the head of your composition, as your subject; or, if it
has no name, you can invent one for it, which will have an agreeable sound and
at the same time be descriptive of some of its qualities--such a "Winding
Brook," "Stony Brook," or "Merry Brook," or whatever it may be; also, in your
descriptions of the scenes through which it passes, remember to
individualize as much as possible: that is, instead of using general
terms, such as "flower "bush," "tree," which conveys only general ideas to the
mind, name an individual flower, bush, or tree, which calls up some
particular image. It is this individualizing which gives vividness
to a description. For example, the particular terms, "blue meadow-lily,"
"golden buttercup," "red barberry bush," "dark hemlock," each convey a
distinct image to the mind, and give it a peculiar feeling of pleasure, which
it does not receive from the general terms "flower," "bush," "tree." Remember, also, that an
object must be described, not only by some striking quality, but also by some
particular aspect: thus, if you were describing a barberry-bush, in blossom, you
would not speak of it as red; and so with all other objects. 1. Did you ever visit any
waterfall? 2. Where was it? 3. What was it called? 4. Why was it so called? 5. Under what circumstances
did you visit it? 6. Was the approach to the
fall easy or difficult? 7. Was it through a
ravine? 8. What kind of a ravine was
it? 9. Was the bed of the brook
rocky? 10. Did you hear the fall
before you saw it? 11. Did you first see it from
above or below? 12. What was the scenery
around the fall? 13. Over what kind of rocks
did the water fall? 14. How high was the
fall?
15. Did it fall in one sheet,
or was it broken up? 16. How was it broken up? 17. What was the sound of the
falling water? 18. How did the stream below
appear? 19. Were there any falls
below this one? 20. What was the course of
the stream? 21. Did it come out into
quiet meadows at last? Under this subject you can
describe a visit to some waterfall, taking its name as the subject of your
composition. The approach to a waterfall
is almost always wild and picturesque, and is therefore a good subject for
description. By the term "picturesque," is meant "that which would be
beautiful in a picture;" and in the turnings and windings of a ravine there
are often a succession of little views which would make beautiful pictures if
they were painted. This succession of picturesque views you should endeavor to
bring before the mind in language. In order to do this, you should try to
imagine in what way an artist would represent the scene you wish to
describe--the lights, shadows, and colors he would use, and how he would arrange
these; and remember, that whatever can be represented in a picture, can
be expressed in language. You should have in your mind,
not merely a general, confused idea of rocks, stones, running water, wild
places, and a great deal of scrambling to be done, but a distinct
impression of each successive view in the approach to the fall, and finally
of the fall itself, and describe each as if it were a picture by itself. In this
way you will succeed in conveying to the mind of another, the impression which
the visit to the fall made upon yourself. 1. What is a spring? 1. Where does water in
springs come from? 3. What becomes of it when it
flows out of the spring? 4. What do the brooks flow
into? 5. What becomes of the
rivers? 6. Did you ever see a
spring? 7. Where was it? 8. Was it shaded by
trees? 9. Were there any flowers, or
mosses, or ferns around it? 10. Did you drink from
it? 11. Was the water pure and
cold? 12. How deep was it? 13. What became of the water
that flowed from it? 14. Is not a spring always a
stopping place for children in their rambles? 15. How do they contrive to
drink from it? 16. Is the water in all
springs cold?
17. What do you know about
the famous Hot Springs? 18. How can they be accounted
for? 19. What other kinds of
springs are there? The name of the spring you
describe you can take for the subject of your composition: or, if it has no
name, you should give it one which is descriptive of some of its qualities, or
of something in its situation. In describing it you should
bring together all that is delightful about the spring, and in the scenery
around it, so as to form an agreeable picture. You can speak of the manner in
which it is kept filled, and give an imaginary description of the sources, deep
in the earth, from which the water wells up, or trickles down into its basin;
and then of its outflowing, and the beauty and verdure which gather around its
borders. You should try to imagine that the spring itself has life, and
feels as you would, in its place; and that the trees, mosses, ferns, and
flowers which grow around it, have feeling also: this will give you a keener
perception of all that is pleasant about the places in which they live. You can describe, also, the
scenes which take place around the spring; the merry companies of children that
stop by its side; their expedients for drinking from it; the kind of cups they
make out of leaves, and the success of their experiments, and any incident
connected with these visits.
1. Was it in summer or in
winter? 2. Was the moon just rising,
or was it high in the heavens? 3. Were there any clouds in
the sky? 4. Were they touched by the
moon's light? 5. Were there any flying
clouds to be seen? 6. How did this affect the
light? 7. What were the most distant
points seen? 8. How did the light strike
upon them? 9. Nearer, what was seen? 10. Close at hand, what
appeared? 11. How would the same scene
have looked in broad day-light? 12. Were not its common-place
features invisible in the moonlight? 13. Was not all that was fine
seen in shadowy outlines? 14. Were the colors of the
landscape visible? 15. Was there any thing seen
but silvery lights and dark shadows? 16. How were these
distributed over the scene? 17. What was the effect
produced? 18. How did it compare with a
sunset scene? You may take any season you
please for this description, either summer, when the effect of moonlight
streaming
with such brilliancy, and the moon and stars are so gloriously beautiful. You
should, however, describe, a real scene and not an imaginary one? The first thing to be noticed
in descriptions of moonlight scenery is, absence of color--the sun is the
great painter of the world, the first touch of his rays upon a landscape
brings out a multitude of colors, all fresh and glowing; but the moon is like an
artist who uses only black crayons; nothing is seen in her landscapes but
silvery lights and shadows; these, however, she distributes with wondrous effect
over the scene. In your descriptions, therefore, you should be guided by the
great artist herself--the moon--and bring out in language the points which she
touches with her rays, and describe also the sombre
effect produced by those features of the scene over which she casts a dark
drapery of shadows. You can speak of the effect
upon the mind, of these deep shadows; the vague terrors of the imagination which
they inspire. You can compare, also, with respect to beauty, a moonlight with a
sunset scene. 1. What kind of day was
it? 2. In what month? 3. Were there any signs of a
coming storm? 4. What was the first
indication in the sky? 5. How did the clouds roll
together? 6. Did it grow very dark? 7. Was there a sound of
rising wind?
8. Was there distant
thunder? 9. Were there flashes of
lightning? 10. As the storm drew nearer,
did these increase? 11. Did the wind begin to
roar among the trees? 12. Did it toss their
branches? 13. How did the rain begin to
fall? 14. Did it increase
rapidly? 15. Did it fall in
torrents? 16. Did it flood the
roads? 17. Was any living creature
to be seen? 18. How long did the storm
last? 19. Did it clear away
suddenly? 20. How did everything appear
after the storm? 21. Was there a rainbow to be
seen? Under this subject you may
first give a picture of a drought which preceded the storm, and describe the
feeling of the atmosphere and the appearance of the earth. You may mention
individual plants and animals, and the manner in which they were affected
the want of rain: then the gathering of the storm, the rumbling thunder, the
rising wind, flashes of lightning, the rolling togetherr
of the clouds.
You can describe the forms of
the clouds, and the changes that took place in them till they overcast the
heavens, and poured their deluge of rain upon the earth: also, the manner in
which the wind twisted and tossed the branches of the trees; the terrific claps
of thunder and flashes of lightning in the midst of the pouring rain: then,
after the storm, the refreshed appearance of the plants you had noticed as
drooping under the drought. Also, in describing the rainbow, you can speak of
the extent of the arch, the breadth of its belt of colors, the order of their
arrangement, its brilliancy, and its fading away. You can speak of the cause of
this appearance in the heavens, and give the reasons why it does not follow
every thunder-storm. You can also allude to the promise which was once given in
connection with the rainbow, and the occasion of that promise. 1. Had the storm been long in
gathering? 2. What was the appearance of
the sky? 3. How did the air feel? 4. Was the ground hard and
frozen? 5. Was the landscape
dreary? 6. How did the flakes begin
to fall? 7. Did the storm
increase? 8. Was there any wind, or was
it still?
9. Did the snow-flakes fill
the air? 10. How did every thing begin
to appear--trees, fences, branches, twigs? 11. Were there any
drifts? 12. Were any sleighs, or any
people to be seen plunging through the snow? 13. How long did the storm
continue? 14. Did it clear off bright
and cold? 15. How did every thing look
in the sunlight? 16. Was not every twig
loaded? 17. How did the evergreens
look? 18. Did people begin to break
paths in the snow? 19. Did the sleigh-bells
begin to be heard? 20. Did not every one rejoice
that the storm was over? Under this subject you wish
first to convey to the mind an impression of the peculiar bleakness and
chilliness which generally precedes a long snow-storm. You can describe the
various indications of the coming snow, in the feeling of the air and the
appearance of the sky; the solid bank of snow clouds in the horizon; then the
gradual manner in which the storm begins; the silent, leisurely fall of the
snow-flakes, in contrast of that of rain-drops; the powdered appearance of the
earth after the first sprinkling; then the increase of the storm; the thick
flakes
filling the air; the increasing depth of the snow; the white heaps to be seen
everywhere; the wind whirling and sweeping over it, and roaring in the tops of
the trees: then the bright clearing up; the beauty of the white snowdrifts in
the sunlight; and of the loaded trees--particularly the dark evergreens, in
contrast with their white burden. Endeavor always to give
the particular aspect of whatever you wish to describe: thus, "the wind
whirls--it sweeps the edge of the drifts," is more descriptive than "the wind
blows," because the former gives not only the fact, but also the
manner of the blowing, while the latter expresses nothing but the
fact. 1. In what regions are these
displays more brilliant? 2. In what part of the
heavens do they always begin to appear? 3. Why are they called
"Northern Lights?" 4. What are they called by
inhabitants of some northern regions? 5. Why do they give them the
name of "Merry Dancers?" 6. What was the most
brilliant one you ever saw? 7. In what season did it
occur? 8. At what time in the
evening did you first see it? 9. Was the sky cloudless, or
were there clouds? 10. Was the moon visible?
11. What was the first
appearance of the Aurora? 12. In what way did it
increase? 13. Did it assume any
color? 14. Were there waves and
columns of light? 15. What was the appearance
of these waves? 16. Did the streams of light
shoot up rapidly? 17. Did they extend around
the whole heavens? 18. Was the brilliancy
variable? 19. When was it greatest? 20. How long did the display
continue? 21. Is the cause of
these appearances known? The magnificent displays of
the Aurora Borealis, or Northern Lights, occur most frequently in winter, though
they sometimes appear with great splendor in the summer season. No one has ever
accounted for them satisfactorily. We know not whence they come, nor whither
they go; and this mystery hanging over their sudden appearance and
disappearance, adds greatly to the feeling of awe and wonder with which we view
their bright visitations. You can expand this idea, or
put it in another form, as an introduction to your composition, if you choose;
and then proceed with a description of the appearance of the sky before the
Aurora began; the clouds in the northern
[gap] rizon; the manner in which the streams of light
shot [gap] t of them: the waves and columns of light
which fol- [gap] ved; the rapid changes of motion and
color in these; [gap] e extent snd
brilliancy of the Aurora; the time of its [gap]
ntinuance, and its final disappearance. You should study [gap] find a variety of terms expressing rapidity of motion
[gap] d brilliancy of color; such as--darting, shooting,
[gap] eaming, waving, glancing, kindling, flashing,
luminous, [gap] id, glowing; and make a careful use of
these in your [gap] cription. [gap]
n doing this, you will be much assisted by considering [gap] hints given in the preceding instructions. [gap]
. Was it in summer or winter? [gap]
. From what point did you watch the sunrise? [gap]
. What were the distant features in the view? [gap]
. What was nearer? [gap]
. What were close at hand? [gap]
What kind of a light preceded the sunrise? [gap]
Did this continue brighter and brighter? [gap]
What sounds were heard? [gap]
Were there any clouds in the east? [gap]
What kind of clouds were they? [gap]
How did they indicate the approaching sunrise?
12. How did they change, in
shape and color? 13. What was the first
appearance of the sun? 14. What was the first point
touched by his light? 15. What was the effect
produced? 16. Was there any dew, or
frost, or mist seen in t [gap] light? 17. How did this look? 18. Were there any long
shadows cast? 19. By what objects? 20. Did these grow shorter
and shorter? 21. How long was it before
the sun was fairly risen? The best advice that can be
given you in writing up this subject, is to describe an actual
scene--select [gap] some point which commands a
pleasant view, and giv [gap] the changes as they took
place under your own obser [gap] tion. You should mention the season
in which the sun [gap] occurred, the kind of light which
preceded the rising [gap] the sun, and the appearance of
the sky and clouds. You should also describe the
various points in the la [gap] scape as it was spread out
before you in this uniform g [gap] light; and then, the
changes which took place in each [gap] these points
successively, under the magic touch of [gap] sun's ray;
also, the morning mist, the dew drops catch [gap] the
light, the long shadows, the fresh air, the morn [gap]
sounds, and, above all, the splendor of the clouds which hung about the
pathway of the sun, and the changes which occurred in these, as he rose higher
and higher; all this is capable of being wrought in a beautiful description. Remember, it is with
description as with painting--fine touches are needed to give it beauty.
Not only the outline of the landscape, but something also of the effect produced
by lights, shadows and colors, must be conveyed to the mind, otherwise the
description will be wanting in completeness. 1. Under what circumstances
did you observe the sunset? 2. What was the season? 3. What kind of a day--clear
or hazy? 4. What was your point of
view? 5. How high was the sun when
you began to watch its progress? 6. Were there any clouds in
the sky? 7. How did these change in
shape and color? 8. What were the nearest
features in the view? 9.
Beyend these, what were seen? 10. What were the most
distant points? 11. How did each of these
appear in the rays of the setting sun? 12. Was there any haze over
the landscape?
13. What was its appearance
on the most distant hills? 14. What on those next
nearer? 15. How was it with the
nearest? 16. Were there any deep
shadows to be seen? 17. What points were
successively illuminated? 18. What gradual changes took
place as the sun sunk lower? You may take as your subject
a summer sunset. This is a glorions theme for a
description. It is a favorite with every artist who wishes to paint a beautiful
picture, on account of the brilliance of the sky, the glowing colors of the
landscape, the strong contrasts of the lights and shadows, and the haze which
fills the atmosphere, giving such a beautiful softness to every thing. In studying a scene of this
kind for the purpose of describing it, you should observe the effect of this
haze. On the most distant hills it may be a light, pearly tint, hardly to
be distinguished from the sky; on those next nearer, its color will be more
decided; and on the next, different still; while over the nearest objects, it
assumes a great variety of beautiful hues. You should also notice the
effect of strong light in changing the appearance of objects. A little cluster
of twigs, upon which the rays of the setting sun may strike, will look as if
they had been dipped in gold; and though you may know them as they really are,
you must describe them as they appear. Great care must be taken in
the selection of right descriptive terms, for this is as essential to a
fine description, as is the proper choice of colors to a fine painting. The subjects embraced in
Division III. are inexhausti [gap] e in their character,
since by changing the point of view [gap] each, the
subject itself is changed. The pupil will thus find it
an excellent exercise, to take [gap] e same subject two
or three times in succession, varying [gap] s
compositions according to the scene selected for de- [gap] ription. In the study of Nature he will find an ample
[gap] ariety of material. These exercises in
description are of the highest impor- [gap] nce, as
laying the foundation of all freshness and vivid- [gap]
ess of style. The pupil should be thoroughly trained in [gap] em before attempting any other branch of composition.EXERCISE.
CHAPTER XX.
PARTICIPLES.--PARTICIPIAL CLAUSES.
Page 40
Page 41
EXERCISE.
CHAPTER XXI.
A REVIEW.
Page 42
EXERCISE.
THE TAME BEAR.
Page 43
CHAPTER XXII.
SENTENCES, PHRASES, CLAUSES, APPOSITION.
Page 44
Page 45
ORAL EXERCISE.
Page 46
CHAPTER XXIII.
COMPOSITION.
Page 47
Page 48
CHAPTER XXIV.
DESCRIPTION.
Page 49
Page 50
SUBJECTS.
DIRECTIONS TO THE PUPIL.
SUBJECT NO. 1.
SUBJECT NO. 1.
STRAWBERRIES.
Page 51
TO THE PUPIL
SUBJECT NO. 1.
Page 52
SUBJECT NO. 2.
ANTS.
Page 53
TO THE PUPIL.
SUBJECT NO. 2.
SUBJECT NO. 3.
FROGS.
Page 54
TO THE PUPIL.
SUBJECT NO. 3.
Page 55
SUBJECT NO. 4.
FLIES.
Page 56
TO THE PUPIL.
SUBJECT NO. 4.
SUBJECT NO. 5.
BIRD'S NESTS.
Page 57
TO THE PUPIL.
SUBJECT NO. 5.
Page 58
SUBJECT NO. 6.
CHESNUTS.
Page 59
TO THE PUPIL.
SUBJECT NO. 6.
SUBJECT NO. 7.
KATY-DIDS.
Page 60
TO THE PUPIL.
SUBJECT NO. 7.
Page 61
SUBJECT NO 8.
APPLE-TREES.
Page 62
TO THE PUPIL.
SUBJECT NO. 8.
SUBJECT NO. 9
RAIN
Page 63
TO THE PUPIL.
SUBJECT NO. 9.
Page 64
SUBJECT NO. 10.
FROST.
Page 65
TO THE PUPIL.
SUBJECT NO. 10.
Page 66
SUBJECT NO. 11.
SNOW.
Page 67
TO THE PUPIL.
SUBJECT NO. 11.
SUBJECT NO. 12.
ICE.
Page 68
TO THE PUPIL.
SUBJECT NO. 11.
Page 69
SUBJECT NO. 13.
NIGHT.
Page 70
TO THE PUPIL.
SUBJECT NO. 13.
Page 71
SUBJECT NO. 14.
MORNING.
Page 72
TO THE PUPIL.
SUBJECT NO. 14.
Page 73
SUBJECT NO. 15.
TREES.
Page 74
TO THE PUPIL.
SUBJECT NO. 15.
SUBJECT NO. 16.
FLOWERS.
Page 75
TO THE PUPIL.
SUBJECT NO. 16.
Page 76
Page 77
PUNCTUATION.
LESSON XXII.
PERIOD, INTERROGATION POINT, EXCLAMATION POINT.
Page 78
EXERCISE.
Page 79
LESSON XXIV.
COLON AND SEMICOLON.
SPECIAL RULES.
EXERCISE.
Page 80
LESSON XXV.
COMMA.
Page 81
Page 82
EXERCISE.
Page 83
LESSON XXVI.
THE SWAN.
Page 84
LESSON XXVII.
DASH, PARENTHESIS, BRACKETS.
Page 85
The wisest men, (and it may be said
the best too,) are not exempt from sin.
EXERCISE.
His face was cheerful and his nose was red
With spirits feather light
Untouched by sorrow and unsoiled by
sin
Good Heavens the child is swallowing a pin
Thou imp of mirth and
joy
In love's dear chain so strong and bright a link
Thou idol of thy
parents drat the boy
There goes my ink
Page 86
LESSON XXVIII.
OTHER MARKS USED IN WRITING.
Page 87
* When
the pupil, in writing, cannot get the whole of a word in the line, and has to
carry part of it to the next, he must be careful to divide it according to its
syllables, and place the hyphen after a complete syllable.
EXERCISE.
Page 88
LESSON XXIX.
EXERCISE.
Page 89
LESSON XXX.
EXERCISE.
Page 90
LESSON XXXI.
RULES FOR THE USE OF CAPITAL LETTERS.
Page 91
EXERCISE.
in every leaf that trembles to the breeze,
i hear the Voice of god among the trees.
Trust in the lord; hath he Spoken, And shall he not do it?
these, as they change, almighty father, these
are but the varied god.
Page 92
LESSON XXXII.
A REVIEW.
WHAT is a sentence? How many kinds of sentences are there? What
is a declarative sentence? an imperative sentence? an interrogative sentence? an
exclamatory sentence?
EXERCISE.
Page 93
by wisdom tutored poetry exalts
her voice to ages and informs the page
with music image sentiment and thought LESSON XXXIII.
A REVIEW.
EXERCISE.
Page 94
TO THE TEACHER.
Page 95
SUBJECTS.
DIVISION II.
SUBJECT NO. 1.
AUTUMN LEAVES.
Page 96
TO THE PUPIL.
SUBJECT NO. 1.
Page 97
SUBJECT NO. 2.
MOSS.
Page 98
TO THE PUPIL.
SUBJECT NO. 2.
Page 99
SUBJECT NO. 3.
WILD-FLOWERS.
Page 100
TO THE PUPIL.
SUBJECT NO. 3.
Page 101
SUBJECT NO. 4.
ROSES.
Page 102
TO THE PUPIL.
SUBJECT NO. 4.
SUBJECT NO. 5.
WATER-LILIES.
Page 103
TO THE PUPIL.
SUBJECT NO. 5.
Page 104
SUBJECT NO. 6.
RECESS.
Page 105
TO THE PUPIL.
SUBJECT NO. 6.
Page 106
SUBJECT NO. 7.
BLIND MAN'S BUFF.
Page 107
TO THE PUPIL.
SUBJECT NO. 7.
Page 108
SUBJECT NO. 8.
A PIC-NIC.
Page 109
TO THE PUPIL.
SUBJECT NO. 8.
Page 110
SUBJECT NO. 9.
A SLEIGH-RIDE.
Page 111
TO THE PUPIL.
SUBJECT NO. 9.
Page 112
SUBJECT NO. 10.
A MENAGERIE.
Page 113
TO THE PUPIL.
SUBJECT NO. 10.
Page 114
SUBJECT NO. 11.
A FAIR.
Page 115
TO THE PUPIL.
SUBJECT NO. 11.
Page 116
SUBJECT NO. 12.
THANKSGIVING.
Page 117
TO THE PUPIL.
SUBJECT NO. 12.
SUBJECT NO. 13
FOURTH OF JULY.
Page 118
TO THE PUPIL.
SUBJECT NO. 13.
Page 119
SUBJECT NO. 14.
CHRISTMAS.
Page 120
TO THE PUPIL.
SUBJECT NO. 14.
Page 121
DIVISION III.
SUBJECT NO. 1.
A MOUNTAIN.
Page 122
TO THE PUPIL.
SUBJECT NO. 1.
Page 123
SUBJECT NO. 2.
A BROOK.
Page 124
TO THE PUPIL.
SUBJECT NO. 2.
Page 125
SUBJECT NO. 2.
A WATERFALL.
Page 126
TO THE PUPIL.
SUBJECT NO. 3.
Page 127
SUBJECT NO. 4.
A SPRING.
Page 128
TO THE PUPIL.
SUBJECT. NO. 4.
Page 129
SUBJECT NO. 5.
A MOONLIGHT SCENE.
TO THE PUPIL.
SUBJECT NO. 5.
Page 130
SUBJECT NO. 6.
A THUNDER-STORM.
Page 131
TO THE PUPIL.
SUBJECT NO. 6.
Page 132
SUBJECT NO. 7.
A SNOW-STORM.
Page 133
TO THE PUPIL.
SUBJECT NO. 7.
Page 134
SUBJECT NO. 8.
AN AURORA BOREALIS.
Page 135
TO THE PUPIL.
SUBJECT NO. 8.
Page 136
SUBJECT NO. 9.
A SUNRISE.
Page 137
TO THE PUPIL.
SUBJECT NO. 9.
Page 138
SUBJECT NO. 10.
A SUNSET.
Page 139
TO THE PUPIL.
SUBJECT NO. 10.
Page 140
CONCLUSION.
