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LESSONS IN ENGLISH:
A PR.\_CTICAL COURSE
OF
L_A_NGU~A_GE LESSONS
AND
ELE~fENTARY GRAM~IAR.
I
/. .r./
/,j\..
~BY
ALBERT N':'-' ..A UB, A. M., PH. D.,
PRESIDENT OF J)};LAWARg COLLEGE, NEWARK, DELA.WARE, AND AUTHOR OF'
II
RA OB'S REA Dr.Rs ,'' t' RA.OB'S PRACTICAL ENG~ISH. .GRA.MMAR/'
" PLAIN EDUCATIONAL TALKS,',. ETC.
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I
I
CHICAGO
NEW YORK
T HE WERNER COMPANY
- - - - - -n:=:iilllllll
I DI•
.
LESSONS IN ENGLISH:
A PRACTICAL COURSE
OF
LA_NGUAGE LESSONS
AND
ELEM:ENTARY GRAM1\1AR.
I
/ {/
~ fJBY
ALBERT N))*AUB, A. M., PH. D.,
PRESIDENT OF DELAWARE COL LEG E, NEWARK, DELAWARE, AND AUTHOR OF
" RA UD' S RF.ADERS/' u RAUD' S PRACT ICAL ENG LlSH GRAMMAR,"
11
PLAIN EDUCATIONAL TALKS,''. ETC!. ;· '". r' r'." 1~ . ; .
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-
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CHICAGO NEW YORK
THE WERNER COMPANY
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PREFACE.
IN the preparation of this book the author has kept
'lteadily in view the fact that the principles underlying
and regulating the use of the English language are best
taught by a inductive process. Too many attempts have
been made in the pas tO acli the science of grammar
to those unprepared for it. This method of teaching,
too, has been mainly deductive, and therefore contrary
to the law of mental development. This will, in a great
measure, account for the failures of the past, and, consequently, for much of the opposition to the study of
grammar in our schools. The teaching of language
should not differ essentially from the teaching of any
other branch of study; the first steps, therefore, should
lie synthetic, and it has been the aim to construct this
book on that idea. The design is to teach first the idea,
then the name, and lastly the definition. Following the
definition, or general principle, is its application to the
words of the language.
In this work no effort has been made to teach the
general principles of grammar. On the contrary, only
the simplest and most necessary principles are discussed
and illustrated.
The grading of the book is such as to make it not
only attractive to the pupil, but also easy to teach.
Numerous exercises follow every principle-not for the
purpose of illustration alone, but that the pupil may
Copyrfgr. t,
l\LBERT N. l\A U B, A. M. , PH . D
1880.
Copyright, 18!H, hy TU E WEI!N Klt COMPA N Y.
3
·,, I,
4
PREFACE.
make an application of his newly-acquired knowledge
and thus by practice become thoroughly acquainted with
every principle learned.
T he system of <liagra mmiug, or written au alysis which
ought to commend itself for its simplicity is the :ame SR
th.at used in the author's Practical English' Grammar. It
will he found, on trial, to require much less time than is
usually given to other sy:;tems of written ana]ygis, and
for blackboard work it will prove to be a valuahle aid
and save a great amount of labor.
]for practical purposes many pupils will never need
to study .Lcyoml wli at is cuutai11cd in this buuk, and to
those <les1rous of pu rsui ng a more a<lva nce,1 ,·uun.;e f.hif:'
elementary work will proYc of val ue iu giv ing the uccessary p~·eparatiou for a fuller stu<ly of Eugli~h grawmar
as a
SC! CU CC .
The plan of teaching the use of English entirely by
the deductive method, and the theory that grammar
because heretofore improperly taught, should be ignorecl
and condemned, are equally extreme and equally absurd.
In the preparation of this book the author has tried to
avoid both extremes, and he hopes that the unbiased
judgment of practical teachers may commend and indorse his efforts.
ALBERT N. RAUB,
TO TEACHERS.
SEVERAL important objects are to be secured in the
t.P,,aching of English. First among these is the ability
to speak the language correctly. Children learn largely
by imitation; it is therefore of great importance that the
l.€acl 1cr mou ld his own l:rn g1rnge aft.er the best models.
It. is equally important, however, that the children, in
their conversation with one an oth er, in tlicir compositions, and in their dao;s rPcitntions, use non e but correct
language. To this cud the teacher sho ul<l cnltivate a
spirit of generous criticism. E rrors of speech 011 the
playground an<l in the schoolroom should be ki ndly
criticised, either at the time or in the language class.
This criticism will tend to make all more observant and
more cautious in their use of language. It is wonderful
wit.h what keenness pupils will watch for the mistakes
of others, and with what care they will guard their own
use of language, with training of this kind under the
guidance of a judicious teacher.
A second object to be secured is that of preparation
for the study of grammar as a science. To this end it
is advised that great pains be taken to have the pupil~
understand thoroughly each of the ideas presented. The
teacher should illustrate fully; he should also see that
the pupil is capable of illustrating every principle.
Teachers, give plenty of practice with exercises. If
the number of those in the book is deemed insufficient,
add others, either original or selected.
l.
·--=-------.c --
·~
6
6
TO TEACHERS.
Let the pupils originate sentences, and thus train
them to compose. It is not the aim of language lessons to create thought or furnish the words to expreS!I
that thought, but rather to teach the proper arrangement
of language in the expression. The proper function of
le;sons in English is that of training pupils to express
themselves 111 accordai1ce with the best usage of our
language.
on obJecfB, 1f proper y con ucre<I,
of
bought.
With these should
·~·-..,.,.;.===~c=u=
I m in language. There is
uo higher o~ject of education than t hat of train ing the
child to think. The culture of th e observing powers
of the mind will do much to awaken thought, but
nothing tends more to make thought accurate than
the exercise afforded by the analysis of English sentences. Frequently in analysis a great amount of time
may be saved by using the wl'itten form. A thorough
drill should be given in written analysis-not because it
teaches specially to analyze, but because it saves much
labor and valuable time. Care must be taken, however,
that oral analysis, which is in itself a lesson in language,
be not neglected. It is well, where the written form is
used, to have the pupil analyze orally also. The teachei
is advised to add many sentences to those given in the
book.
lu making the pupil ac<p1ai11tc<l with a principle or a
law, let your process of teaching Le inductive-first the
idea, then the n:rnw, and la"tly the rlefinition.
Above all t,hiugs, oe W.XJUraLe aml wake yuur tead1iug
interesting. On this depends largely your prP.scnt, :is
W('ll w< your f'11tur(', ~111_·<·r·ss in t(·aching.
CONTENTS.
P.A.GE
PAGE
SENTENCE.... ...... .. ..... .. .. .....
Noun. ............. ....... ... ... ........
Sub.1ect ........ ..... ... ........ .. ... .. .
Pred1mtte .. ................ ...
Declarative Sentence....... ......
Interrogative Sentence.... .. .. . ..
Verb...........................
Adj ective ......... .. ....... ... ....... .
12
13
14
:~oa~;~~ '. '.'.'.'. :::: ...:::::::: . :·:: :: ::'.:
29
32
34
37
42
45
46
46
48
51
52
53
57
57
58
6l
62
Adverb.......... . ... .. ................
f'.repositio11 ........... ....... ....... ..
Co11junction ...... ............... ... .
l11 terjection ... .......... . .
l~xr lnmatory Sentence .. ........ .
l 111 ('enttive Seu tence .. ...... .... · ·
Part~ of Speech .. ..... ........... · ..
Common Noun s...... ....... ....... .
Proper Nouns ...................... .
Abbreviations ........ ... .......... ..
Transitive Verbs .................. .
Intra nsitiv e Verbs ............... ..
Obj ective Modifier .. .. ........... ..
Qualifying Adjectives ...... .. ... .
Limiting Adjectives .......... ... ..
Artic les .............. .. .......... ... . ..
Nnn1 ernl Adjectives .. ........... ..
Pnr;111\rni11n.t AcljN~tiv eR .. ... .... ..
Proper Adjectives ...... ......... .. .
How Adjectives are fo rm ed .... .
l• ~ finit.inn• of Ad,ieclives ...... ..
l\•rf.io11al i'r11111Ht!l8.
14
18
20
23
26
63
G3
63
G4
65
GG
tii
Kinds of Adverbs..................
Conjunctive Adverbs.............
How Adverbs are formed.... ...
Phrases..................... .... .......
Independent AdverbH...... ......
Co·ordinate Conjunctions.......
Subord in ate Conjunctions ..... .
Correlative Conjunctions. ......
Rules for the Use of Capital
Letters.... .........................
Rules for the Use of the Period.
Rule for the Use of the Interrogation Point ... ...... .. .. .. .. .
Rules for the Use of the Excla·
ma tion Point.....................
RulefortbeUseof theComma ..
Number.......... .. ................. ..
Rules for forming Plurals......
Irreg ular Plurals..................
Person................ ........... .. ....
Gender......... .... .. ..... .... ... ......
Case........ .. .... . .. .. .......... .......
Declension ................. .... ......
Parsing of Nouns..................
Properti es of Pronouns ......... .
Decle11sion of Personal Pronouns ..... . ...... ......... .........
Compou11d Pcr•n11al l'ro11ou11s.
Compou11d Jtclative l'ro11ou11s.
Parsi ng of Pronouns ...... .......
Compari so n of Arlj rcth·c~ ......
71
72
74
75
76
77
77
7P
83
83
83
83
83
85
86
88
89
90
93
95
99
100
101
102
lO:J
106
108
Jrr1· L!'11h r f: n rn1i · tri~nn .... ...... .. 109
I
Relative Pronouns ................ . 00 Purni 11 g uf Allj ~cti.- cs ........... . 112
fnlcrrogn.th·<'. "Prnn nnns . .. . .... . 70 Vnir~ ..... .. .. ......... ....... ......... 113
Uefinit.ion" nf Pro 1101111:-1 . .. ..... . 71 Mode .... ............ .. .. ...... .. .... ... 114
7
\
8
<iONTRN'IB.
r ,, ng
Tense .. ....... . ..... ............ . ..... .
Number nnd Perso nofVcrh, ..
Participles .. ... .. ........... ... .. ....
Regular and Irregular Verbs ..
Conjugation .. ... . ..... .... .. ...... ..
Pa rsing of Verbs ... ... ......... ...
Compnrison of Adverbs .... .....
Parsing of Adverbs .... .. ... ......
Parsing of Prepositiong ... ......
Parsing of Conjunctions .. . ......
P a rsing of Interj ections .. .......
Attribute . ... ......... ....... ..........
Nominative Case Independent.
Apposition. .. .... ........ ..... ... ... ..
Infinitives ...... . ... .. ... ........ .. ...
Analysis .... .. .... ..... .. ....... ... ....
Simple Subject....... .... .......... .
ll6
11 7
120
121
122
126
127
129
130
131
rn3
134
136
137
138
140
PAO&
Logical Snh1cct .......... .. ... ... .. .
Si111pl e Predicate ........ .. . ......
Log ical Predi cn.tc ........ ......... .
Compound Subject . ...............
Compound Prcui cnl.~ ......... ... .
Simple Sentence, ..... .. ... .. ......
Complex Scnt.en<'es ... ....... ....
Compound Sentences . ....... .....
Rul es of Syntax .. ... .... ... .. .... ..
L etter-Writing . .. ... .. .. .... .... ....
Th e Heading ...... ... ...... .. . ... ...
The ll1trouucti o11 ...... . ..
The Body of th e Letter .. .......
Th e Co nclu sion ....... .... .. .. .. ....
Th e Snper•cription ...... ... ..... .
Invita tion" ancl lleµli es ....... ..
140
140
140
141
141
143
H4
146
148
LESSONS IN ENGLISH.
164
164
166
170
171
173
175
INTRODUCTORY.
140
WHEN we see anything, we think about it.
thinking is called Thought.
Our
We make known our thought':! to others by means
of Words or Signs.
When we talk, or speak the words, it is called Spoken
Language.
When we write our words instead of speaking them,
it is called Written Language.
By putting words together we can express any thought
we wish, and make it known to others.
When the words used in speaking or writing are English, it is called the English Language.
The English language is spoken in England and in
the United States. It is spoken also in other countrie.'J
in which English or Americans live.
Lessons in English give rulr.s for speaking and writiug
the English language correctly.
9
lO
OLASS~
LlllSONS IN ENGLJ.SB..
EXERCISE.
OF WORDS.
11
EXERCISE.
1.
2.
3.
4.
6.
6.
7.
8.
9.
10.
Write something about a boy.
Write something about a gardener.
Write something about a spade.
Write something about a tree.
Write sometlling about a garden.
Write something about a house.
Tell in writing what grows in a garden.
Write something about grass.
Write something about leaves.
Write something about boys and men.
EXERCISE.
Copy the following sentences :
1. Flowers bloom in the garden.
2. Mice like cheese.
8. Bears are fond of honey.
4. Birds fly in the air.
6. Fishes swim in the water.
6. The fire burns brightly.
7. Ripe fruit is wholesome.
Write answeni to the following <1uestiomi:
I. What do you see in the picture?
2. Wlrnt is in th e mau's hand?
3. What i8 the man doing?
4. What has the man on his face?
6. What do you see in t.he boy's hands?
6. What do you see on the man's head?
7. What is near the boy and the man?
.A Sentence says something about some object.
About what object does the first sentence say something~
the 2d? the 3d? the 4th? the 5th? the 6th? the 7th?
What is said of flowers? of mice? of bears? of fish ?
of the fire? of ripe fruit?
With what does each sentence begin?
RULE.-Every sentence should begin with a capital
letter.
NOTK.-Commit all rules and definitions to memory.
Anything you can hear, see, touch, taste, smell, or third
abotd is called an Object.
12
Srww melhJ. This is a sentence, because it expresses a
EXERCISE.
thought.
Copy the following sentences :
1.
2.
3.
4.
5.
G.
7.
8.
A horse can run.
Some cows have hornR.
My brother can carry me in b i8 arms.
George has broken his sled.
.
The nir is cool this morning.
See how swiftly the bird flies over the river.
The robin s it.~ o n the buHh .
Ca n we see the sheep in th e p :L~ture?
Name t.he object<> mentioned in the foregoing sentences
Why i::; a horse an ol~ject?
Tell why the other nam es are namcH of objects.
EXERCISE.
Write the names of I.en
o~jects m
the school-room
de.Rk
chalk
se.at
stove
bench
boy
chair
girl
Write the mimes of ten objects you can :;ee4. lu a kitchen.
5. In a barn.
6. On the street.
l. ln a school -rooUl.
2. In a parlor.
3. On a farm.
EXE RC ISE.
\VriLe a sentence about cad1 one of the following
ol~jt'Ct'3:
school
bell
a horse
a cat
a boy
Pof,ai,oes new. This is not a sentence, because it does
not express a thought.
EXERCISES.
I.
Tell which of t.he following expressions are sentencee
and which are not, ancl tell why:
!J. rnvcrs flow.
Stove iron.
Birds chirp.
Dogs plriy.
Ice is hard.
Mice nibble.
Wet snow.
Rats gnaw .
The sun sh ines.
Birds fly.
Curling smoke.
15. Ashes shovel.
Serpents creep.
Diamonds sparkle. 16. \Vatcr freezes.
1. Girls Hing.
2.
3.
4.
5.
6.
7.
8.
10.
11.
12.
13.
14.
17.
18.
19.
20.
21.
22.
23.
24.
Lambs frisk.
Cattle low.
Pasture feeds.
Smoke rises.
Flowers pretty.
Flowers are pretty
Ripe fruit.
Rabbits jump.
2.
Thus:
map
bell
13
CLASSES OF WORDS.
LESSONS JN ENGLISH.
a cha ir
lire
flowers
trees
a stove
hlackhoanl
barn
play
sun
a river
hougc
road
ice
snow
11. bird
Put the name of an object in place of each of the following hhnks:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
- - swim.
--run.
--play .
- - whistle.
- - carry.
- - trots.
fly.
- - flow.
- - fr eeze.~.
- - melt.~.
11.
12.
l ::l.
14.
- - shines.
- - gliRtens.
- - upset.
I f>.
- - t.ol d.
--ran.
16. - - talk ed.
17. - - buru ed.
18. - - broke.
Ul. - - rippl eR.
20. - - flies.
21.
22.
2::\.
24.
2!i.
26.
27.
28.
29.
30.
- - skrite.
- - hunt.
- - dawns.
- -growl.
-
- roar.
- - s igh.
--low.
- - Ila.shes.
- -climb.
- - buzz.
The name of a n o~j cet, is call ed a Noun.
DEFINITION. - A Noun is the name of anything.
Read the following carefully, and name all t he nouns:
Every little flow eret,
Which growing up you see;
DEFINITION.-A Sentence is a. thought expressed
in word.a.
2
14
LF.880NS IN ENGLISH.
Every little pink shell
You've gathered from the sea;
Every little songster
That sings up i~ the sky;
Every little insect
Wa.~p, bee, or b~tterfiy,­
Every little thing that lives
In earth, or sea, or air,
God has made, and watches o'er
With loving, tender care.
SUBJECT.
In a sentence that about which something is said i.e
called the Subject.
DEFINITION.-The Subject of a sentence is that of
which something is said or asserted.
EXERCISES.
I.
Name the subjects in the following sentences:
1. Thunder roars.
2. Lightning flash es.
EXERCISE.
3.
4.
5.
6.
7.
Zephyrs blow.
Fruits decay.
Trees grow.
Boys play.
Streams flow .
8.
9.
10.
11.
12.
13.
14.
Leaves fall.
Lambs bleat.
Cattle low.
Horses trot.
Pigs squeal.
Eagles soar.
Frogs leap.
15.
16.
17.
18.
19.
Squirrels climb.
Spiders spin.
Flowers fade.
Coal burns.
Walls crumble.
20. Shadows vanish
21. Children run.
2.
Write su~ject5 in place of the f'ollowi ng blanks:
1. - - hide.
2. - - breab.
3. - - sees.
4. - - withers.
5. - - rollB.
6. - - rattle.
7. -~rlie .
8. - - learn.
9. - - talk.
10. - - h a nl e ll~.
11. - - knit8.
12. --SCWR.
rn. - - builds.
14. - - mows.
l5. --mews.
In a senLeucc t hat which is said or asserted of the
suL:jcct is called the Predicate.
DEFINI'l'ION.- -'I'he Predicate of a sentence is that
which is said or asserted of the subject.
EXERCJSES.
I.
If
1,,:
Write the name.'! o f a II th
· e ob'~ectR yon 11ee m this
picture.
Ii
Write a sentence about each object,
l
Name the nouns in your sentences.
I!
L_
In the following sentences tell whi ch JR the Rubject
and which the predicate, a11d why:
Model.-Pa1·rot& scream. Parrot..! i8 the suhject, because it Ui that
of whloh something is 8&id; and scream is th e predicate, because lt is
that which is SA.id of the subject.
16
LESSONS IN ENGLISH.
l. Monkeys chatter.
7. Paper tears.
8. V ulcanues belch.
Rain falls.
9. Wood decays.
Metals expand.
10. Iron rusts.
W a ter evaporates. 11. Pitchers break.
Students learn
12. Boys read.
2. E els wriggle.
3
4.
5.
6.
13. Dogs bark.
14. Boat.~ upset.
15. S hee p bleat.
16. Horses neigh.
17. Ducks quack.
18. H ens cackle.
2.
Write predicates iu place of the following blanks :
1. Owls - -.
2. Robins - -.
3. Snow - · .
4. Briers - - .
5. Boys--.
6. Kiugs - - .
7. Orators - -.
8. Bells - - .
9. Birds - - .
10. Flowers - - .
11. Food--.
12. Toads - - .
13. Powder - - .
14. Coal - - .
15. Butter - - .
16. Painters - - .
17. T eachers - - .
18. Pupils - -
above.
Tell why they are sentences.
.
Name the subj ect, and tell why it is the subject'.
Name the prellicale, and tell why it is the predicate.
ltlotlel.- n rater congeals.
congeals.
Explnnntion.-Thc subj ect, water, is placed above,
a nd the predicate, congeals, below, the centre of the
perpendicular line.
.
e because it is a thought expressed in words.
Bird., fly 18 a seutenc '
't . th t about which something is said.
. h
b' ct because 1 ts a
BirclR 1st -e su Je '
. , h t which is said of the dubject.
Ji'ly is the predicate, because it is t a
1. Leaves rustle.
2 Breezes blow.
3. Ravens croak.
4. Roses fade.
fJ. l'l:rnt1::1 droop.
6. Duds burst.
7. Sih-cr tarnishes.
8. Sccus germiuaLe.
~I. Potatoes !'prnnt.
10. Liom roa r.
I l. KiUt•11s 'J>ri11 g.
12. Uatt lC' graze.
13. \V3.9ps sting.
14. Crows caw.
lfi. Sngar rliflsotves.
i. r of subiecl:B for
In a similar manner wrile a numue
J
the wonll"-
run
sing
jump
whistle
Wrile a numbrr of things that horses do.
float
shine
fall
bite
Thus:
eAt.
piny.
\ rnn.
nn "e'
Write the 1.iawes of a number of things that fly.
Thus:
Birds
Bees
Bugs
Chickens
Ducks
Guineas
Bats
pl ay
trot
work
sit
stand
melts
grow
tear
Hi. Pu pils st:urly.
17. l'ubPs beat.
18. Hearts throb.
.l ki ck.
trot.
gallop.
Name the sentences you can make from the above.
fly.
T 11 why each is a sentence.
.
e
I
·
t
and
tell
why
it
is
the
subject.
N ame t 1e su1lJeC,
.
it
is
the
predicate.
.
t
and
tell
why
d
Name the pre ica e,
2.
ti<
!.·1 1.:
lllotlcl s .
EXERCISE.
Write the suqjects and the predicates of the following
sentences, :ois in t.hir-i cliagrarn:
'I
Notice that Birds jly is a sen t ence. T ell why.
.
Write
other sentenceH t Iia t may be made from the
EXE RCJSE.
Water+
17
SENTENl)E13.
B
u
18
E X E R C I SE.
EXERCISE.
In a similar manner write a number of predicates for
each of the fo ll owing words:
boys
bees
Jambs
bir<ls
hens
doves
cows
rnts
pigs
Form sentences by selecting one word from each of
these three columns :
Some
This
My
A
When a sentence says something, we may call it a
Saying sentence, or a Decla rative sentence.
Our
DEFINITION .-A Declarative Sentence is one used
His
Your
The
to affirm o r deny.
Notice that after every declarative sentence we place a
dot, or period.
R U L E. - A period should be placed afte r every declarative sentence.
EXERCISE.
T he su~ject of a sentence oftc11 consists of more than
one word; as, Studiov,~ pupils learn.
Name the entire s u ~j ect in each oft.he following senten<'.eH:
1 J. The little pl:tnl blooms.
1 ~ . Th e rlog li:irk ."'.
1:L S()mc liird.9 swi111.
1·1. Tl 11· lil t lr "hild r"'!' .
1:1. ( l11r t"'"'J1,.r cxpl:1i11 .' .
lli. Tl1i s i11k Rpi llcrl.
Ji. The p~il fell.
] 8, The J,aJl rollPd .
!!~. J\'ly b:it hrnke.
? 0 'l'hP little hfly rnn.
T
The predicate of
than one word.
wade.
ran.
broke.
quack.
rol led.
die.
upset.
burns.
tumbled.
fel l.
horse
pitcher
birds
personB
fire
ducks
pencil
book
sleigh
boy
All
glass
monkeys
pupi ls
The
l. The fire l;1ir11s.
2. The cb.'-'A rr citcH .
3. Our trcl'A grow.
4, ThP rin' r ilnwf'rl .
r.. Several I''' I'; IH J,.ft.
6. Som c rn en fought.
7. The old h orse iimp~.
8. One mau came.
9. Goo<l p11pi IH olwv.
to. Rome AnhAtHncf'A. hum.
19
COMPOSITION.
LESSONS IN ENGLISH.
a.
sentence often consists of more
EXERCISE.
Name the entire predicate in each of the following
sentences :
1.
2.
3.
4.
5.
h,
7.
R.
!I.
10.
11. They came soon.
12. Some came here.
rn. Tl1c h0ys r:i n rnpi<lly.
14. T h e wlH_'at lo okR well.
15. Rats eat cheese.
The wind blew fiercely.
Ducks eat greedi ly.
Juhn sings wrll.
Grass is green.
Snow is white.
Gnlrl i'< yrl1 0w.
Iron is httrd.
n(' )'O('kcd RL!'a(lily .
ThP llre bnrns hri"kl ,v .
Th is yn.rn tears ea~ily .
rn .
Cnt.R chnsr rnfa .
17 . P e ns we:ir ont.
lR. Snmr, wonrl burns rC'arl ily .
\! I. The sun s hin es brightly.
20. l'encils some times break.
EXEnClSES .
l.
Form ;<c11te11ces by l:'elcctillg one word from cacli ul
these threi: column s:
1-IorsPs
:')chool
Cat9
nibble
e:it
criPd
greedily.
lour!.
eAAi ly.
20
INTERROGATIVE SENTENCE.
LF.SSONS IN ENGLISH.
Mice
Snow
Lions
Glass
John
Mary
Annie
Arthur
Cold
can
roar
catch
siugs
foll
dism isRed
breaks
contracts
teaches
2.
play.
yesterday.
cheese.
school.
grain.
beau ti fully.
metals.
rats.
well.
Form sentences by selecting a wor<l or au expression
from each of these four columns :
The
Some
Six
Thus
Your
My
The
That
His
cousin
cat
girls
mice
glass
boys
book
trees
man
well.
in.
harshly.
milk.
green.
to-day.
down .
rapidly.
easily.
breaks
dropped
came
came
laps
ate
are
sing
spoke
When a sentence asks a question, it is ca lled a Queslion sentence, or au Interrogative sentence.
DEFINITION.-An Interrogative Sentence is one
used to ask u question.
RULE.- An interrogation point (7) is placed at the
end of every interrogFttive senten0e.
8. our house was built last year
4. we like to attend school
o. when was your house built
6. we are fond of our work
7. do you like to study
8. do you think study is pleasant
9. of what is steel made
10. iron is found in the earth
11. what can we make of iron
12. shall we go out to play
2.
Make an interrogative sentence of each of the followiug. Thus, "Gold is yellow." Changed, "Is gold yel
low?"
1. Iron is a metal.
2. It is very cold to-day.
3. School was dismissed at noon.
4. The fire burned in the grate.
5. That tree fell across the stream.
6. The brook sang merrily.
7. My ink was spilled in the desk.
8. Your book was torn yesterday.
9. Henry will come to see us soon.
lfl. ThP little girl can knit the mittens.
11 . .Tam f's has bonght a new slat.e.
.
12. HarriRhnrg is the capital of l'eunsylvama.
Thn~:
I ii<l :'"" t Ii,..,". ti1t' hall '/
Will the teacher come soon?
EX EHCISES.
I.
Write the followi11g sentences. Begi11 Pach witli a
capital letter, and put a perirnl or intBrrogation point
after each in if,. proper place :
1. Mrrry ra11 rra d "·e ll
2. Can S11ea1t read
21
3.
Change ench of tl 1e followinµ: iriterroga,iive sentence'
to a dechiralivc sen tenc<~ :
1. Is it very pleasant to -d:ty?
2. Did the boat float down the stream?
3. W ill .fomes com f' to visit. the school?
4. Dir! the tPacher rlismiss selino\ at noon?
5 . Was the fire burning in the Rtove?
~2
23
VERBS.
LESSONS 1.N ENGLISH.
6. Wa.'l the house built last month?
7. ~ill the teacher excuse us for being late?
8. Did the boy break the window?
4.
Copy each of the following sentences, aIHl write a full
sentence as an answer to each. Thus:
1. When will Henry come?
2 Wh
.
Ans. Henry will come on Friday.
·
en will apples be ripe?
3· Where can we buy some cloth ?
4 · Shall we go hunting to-morrow?
5. What is the name of your teacher?
6. Who ';as the first President of the United States?
7. What ~s the name of the State in whi ch you live?
8. What IB the name of the la rgest town in your State?
9. Where do we get coal oil?
10. Where do we get iron and coal?
REVIEW.
'Vrite answers to the following questions:
1. What is an object?
2. What is a noun?
3. What is a sentence ?
4. What is a declarative sen tence?
5. What is an interrogative sen tence?
6. What i ~ the ~n hjPrt of a 8 rntrnre?
7. W'hat. is the predicate of a sentence?
8. ~ith what should every seBLe 11 q 1 !u,~in?
9. Vi hat sho nl rl follow every d1•clar:tti VI' ~e11tn11ce?
10. What should be plaecd after every in terrogative sentence f
VERBS.
the sentence, "The dog barks."
What word tells what the dog does?
The word barks shows an action.
Words that express action may be called action-words,
WRITE
or Verbs.
DEFINITION.-A Verb is a word which expreRsea
action or being.
EXERCISE.
Name the verbs in the following:
1. The light shines.
2. Boys nm.
3. Pupils study.
4. Lambs frisk.
5. Streams flow.
6. Trees grow.
7. The snow falls.
8. Trouble worries.
9. The girl sews.
10. The cattle graze.
11. The children read.
12. Shall we go 1
13. Dogs bark.
14. Lions roar.
15. Time flies rapidly.
16. The boy whistled.
17. The cat sprang.
18. The horse walked.
19. The whistle sounded.
20. Dirt soils.
Read the following carefully, and name the nouns and
the verbs. Write them in two columns, the nouns in
one and the verbs in another :
THANKSGIVING DAY.
Over the river and through the wood
To grnudfather's house we go:
The horse knowA the way
'fo ciirry the Al eigh
Through t.he white :md drifted snow.
()y('r the river :rn(l through the wood,
Oh, how the winrl tlo<'H blow!
U stings th e
toeH,
And bites the noAe,
As over the ground >Y C go.
24
L1'1380Nt3 lN ENGLISH.
25
ADJECTIVES.
Over the river and through the wood
Trot fast, rny dappl e grny I
'
Spring over th e g round
Like a hunting-h ound,
For this is Thanksgiving Day I
Words which name a quality may be called
quality·
words, or Adjectives.
EXERClSES.
1.
A verb often corn•is ts of more tlian on e wor<l. as. ·"
l .
I
' , ' ,.,
Paying, iave been playing, might have been playing.
EXERCISE.
Write sentences by ns ing an expression from each of
the three following colnmns :
l.
School
Books
Laws
Farms
Water
The pupils
The fruit
The lesson
Our sleds
2.
will have been
should be
may be
should have been
have been
might have been
can be
will be
haa been
6.
3.
cul tivated.
reeited.
frozen.
taught.
preserved.
dismissed.
torn.
obeyed.
broken.
has a word placed before it to
tell some quality; as, 9001l lmys ; bad boys.
SOMETIMES the noun
In the following CX]Jl'Cs,··o io11.c·,, tell
•
w Iiat. wo1·rl s JJ a u1e
some quality of apples:
4. Rerl apples.
7.
8.
2.
Write adjectives instead of the following blanks:
l.
2
3.
4.
5.
6.
- - boys.
- - men.
girlR.
- - trees.
- - flow erR.
- - wood.
7.
8.
9.
10.
ll.
12.
- - iron.
- - carpets.
- - words.
- - school.
- - ashes.
- - bay.
13.
14.
15.
16.
17.
18.
- - winter.
- - summer.
- - house.
- - bees.
- - birds.
- - leaves.
3.
·write a number of a(ljectives t o d escribe e.acli of the
ADJEOT fV ES.
1. Large apples.
2. Sweet apples.
3· Sour apples.
l.
2.
3.
4.
5.
Name the adj ectives in the following expressions:
17. Wide rivers.
9. Deep mud.
Ripe appleH.
18.
Soft pillows.
Broken
chairs.
10.
Large houses.
11. Fragmnt fl owers. 19. Black horses.
Brick hou ~cs .
20. Cloudy weather
12. Beautiful ladi es.
Little mice.
21. Torn dress.
13. Bright boys.
White paper.
22. White wall.
Intelligent
girls.
14.
D ark night.
23. Small building.
15. Tall trees.
Hot fire.
24. Cheap books.
lG. Pretty flow ers.
Hard ice.
5. Ripe apples.
7. Small appkR.
8. Hoocl appl ea.
G. Round appl es.
9. T art a pple<1.
fi1llowing nouns :
JUodel.
Whit.e
Gm y
L a rg e
Fast
Slow
Running
Old
Wooden
horse.
26
L.ESSONS IN ENGLISH.
1. Cat.
6. Boys.
7. Men.
8. Apple.
9. Squash.
10. Barn.
2. Sheep.
3. Clock.
4. Stove.
5. House.
11. Hen.
16. Snow.
12. Dog.
13. ·weather.
14. Cloud a.
15. Ai r.
17. Ice.
18. Metul.
19. Paitlt.
20. School.
f
ho1lllee
10.
11.
12.
13.
l. Many large fish were caught.
2. Several fine farms have been sold.
3. A small dog was chased.
4. Some nice oranges were gathered.
5. Two beautiful books were lost.
6. Five little kittens died.
7. A new white apron was torn.
8. A naughty boy laughed.
9. Bad boys are punished.
10. A dear little girl cried.
11. The brave boy swims.
12. A fine l arge tree fell.
13. The white horse trots.
14. The beautiful new book was soiled.
15. The old scratched slate is broken.
wind blew.
pen writes well.
horse trots rapidly.
pumpkin was bought.
14. - - rosebud was presented.
15. - - mediciu c was unpleasant.
16. - - key waR lost.
DEFINITION.-An Adjective is a word used to limit
or qualify a Noun.
Remnrl<. -When a din.gram or written form iH u•ctl, the adjective•
may he pln.ced t.o t.he right of the words which they mo<lify.
1.
~
<fay
auooeed.!!T
h&Te
Modifier.
EXERCISES.
Writ.e two or more modifiers for each of the subjects
in the followin g <_'.X prcssious :
2.
I~ustrious
When a worJ limits or qualifies another it is called
!lo
1.
man
were bought
In the same manner diagram the following:
--- - -
JUod e ls .
An fndustrious man succeeds.
The plell.'!ant summer clay• have comP.
Four large houses were de.troyecl.
Some nice large peaches were bought.
arge
EXERCISE.
Some adjectives <lo not name a qua lity, but only liruit
the noun; as, a boy; four men; this book; some coal.
1.
2.
3.
4.
ome
peaches nice
arge
were destroyed
llcmnrlc.- Tlte pupil may use £t , an, or the wit h the a<ljectives where
necessn.ry. Th ese words also a re oolled adjeotives.
1. - - boys improve.
9. - - flam es fl ashed.
bees gather honey.
fox was caugh t.
hen was kill ed.
app le fell.
6. - - clock struck.
7. - - watch ticks.
8. - - fish W!l.S eaten.
~
our
Copy th e fo ll ow ing ex pressions, aml wriLe atUcctives
instead of th e blanks.
-- ---
4.
3.
4.
2.
3.
4.
5.
27
MODIFIERB.
oome.
The
pleMaut
summer
lUoclel .
- - pupils recited .
Scvn-al st-nd-ioits pupil• recited.
1. - - leaVPS fall.
:!. - - property waA loAt.
3. - - books were t;orn.
4. - - pencil was broken.
28
PRONOUNS.
LESSONS IN ENGLISH.
5. - - bench w11.~ up~ct.
8. - - g irls studied.
6. - - ornngcs were stolen.
9. - - pupils talked.
7. - - crows flew by.
10. - - floor was clean.
Diagram the sentences you have written.
Ii. - - -
"'"" p:1i11ted.
I. - -
\l'Cre
ca ugh t.
ii. - - · - \\';t S g:1litn('tl.
!l. - - wcrr written.
10. - - was recited.
Diagram the sc11tem:c~ yo11 lw.\·r· wri ttPn.
REVIEW.
Write sentences in answer to the following questions:
1.
2.
3.
4.
What
What
What
What
5. What
1nstead of t.he sentence, "The teacher asked .John to
give .John'A hook to the t.eacher," what would yon write1
The wor<ls which yon n~e instc:ul of nonns arc called
Pronouns.
2.
\Vritc 111odifi1'(l s11lijed.Y i11,.;t1·ad n{ tli (' fi>ll01ri1 1g lda11k s
1. - - Hing.
2. - - fl ew.
~. - - ran.
·l. - - ll'cre carried away.
5. - - rowed the boat...
29
is a verb?
au adjective1
a m odifier?
a subject?
a predicate T
is
is
is
is
DEFINITION. - -A Pronoun iR n. word used instead
of a Noun.
\\'e use pronottllR in stcall of 11 on11 s to anJi<l the unpleru;aut souml caused by repeating the noun.
EXERCISES.
1.
Copy the following sentences, wnt111g pro11ou11s 11·hnever you think they s hould take the place nf nou ns:
J. l\ln.ry ga ve l\ln.ry '8 s ister a n ew book.
2. Bertie took Bertie's new cnp tn 13crtie'R moth er.
3. John gave John's box to l'.llary'H ten,eher.
4. Gertie nnd J\lay rod e 011 Gcrt.ic's and J\lay's sled.
5. Jam es stud ies Jame~'• less011.
6. Barry and Harry's father "·c11t to s kate.
7. \V'alter a nd John nsked \V' n.lter and John'R father to buy
for Walter and John each a new sled.
8. If Willie's father buys Willie a pair of sk ates, Willie will
be very much pleased.
2.
Name the pronouns in the foll owing sentences:
PRONOUNS.
SOMETIMES, instead of using a noun, we may use
a.not.lier word mcani 11g the same ihi ng.
Thus, if I were to sa.y, "Do you k11ow your lesson?"
you would answer, "I think I do." You would not
use your own name; you would say "I" instead.
Instead of the sentence," John knows John's lesson,"
what would you write?
1. Wh en will your father buy a new book for you?
2. My fri end bas brought for me a lrn.ndsome pre.~ent.
3. I have found some more work for you.
4. Mary and her brother have new skates, and they are much
plelllle<l with them.
5. John wishes you to bring him a new slate; he will pay you
for it when you return.
3.
Write pronouns instead of the following blanks:
I. When shall - - be able to start to school?
s•
30
2.
3.
4.
l'i
6.
LESSONS IN ENGLISH.
Both Henry and - - sister are pleruicd with - - books.
- - b~oks were badly torn by - - little dog.
- - will be pleasant for - - to remain with - - a while.
Honor - - father and - - mother.
Listen to - - teacher and obey - .
ADVERBS.
31
ADVERBS.
8oMETI11£ES
a verb is modified; as, "The bird flies
rapidly."
The word rapidly tells how the bird flies.
The bird flies upward.
What word tells where the bird flies?
The bird flie.c:i now.
What word tells when the bird flies?
Words which tell how, when, or whe:re something is
done are called Adverbs.
·words that tell how denote manne:r.
Words that tell when denote time.
Words that tell where denote place.
EXERCISES.
I.
Place a number of adverbs after each of the following
expressions :
Mo1lel.
upward.
rapidly.
now.
The bird flies
away.
hither.
gracefully.
'·
Write six sentences about the above picture, each coutaining one or more pronouns.
RULE. - The pronoun I is always written as a cap·
ital letter.
well.
1. John sings.
2. The <log runs.
3. The ship sails.
4. The girl reads.
5. ·Mary knit.'!.
6. Our horse trotted.
7. The duck swims.
8. The boy walks.
9. The pupil thinks.
IO. She speaks.
111
1·1'.1
·1
t.
'1~
32
LESSONS JN
2.
Diagram the followiug t;cnLcru:es :
lllo1lel.
The little boy reads well.
he
boy
Expln11atio11.- The adj ective ruotliliern 'J'lie auu
ittle
Uttlr are placed to th e ri!'hf, of boy, which they modify ;
ant! th e a.<lvcrbial modifi er well is placed to the right
read
veil.
of rca.ds, which it modifies.
f
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
llfODJFIERS.
ENGLISH.
The snow falls st;ea<lily .
The duck swims grncefully.
Th e cold wind roars terribly.
The storm raged fearfully.
The trees grew finely.
Some pupils write bcnut.ifully.
Th e new broom swee ps well.
Some boys behaved bndly.
Our new horse ran nway.
That little boy cau always be trusted.
He always studies <liligently.
When will your fri eud come?
DEFINITION.-Analysis is the separation of a sentence into the parts of which it is composed.
Analyze the foregoing sentences orally.
.!Uodel.-" The suo1v falls sleatlily" is a seuteuce, because it is n
thought ex pressetl in words; snow is the subject, becau se it is that of
whi ch something is said; f all.< is the predicate, because it is that which
is said of the subject. Snow is modified by tlir., and f cills is modified by
Nteaclily.
A word which modifies an adverb is called an Adverb.
The sentence, "The littl e bird sabg very beantifully,"
may be written in diagram as follows:
bird
~
he
Ex11lnnntion.-Since beantifully modi ·
fies srtn!J, it is placed to the right of &ang;
nnrl since 1•rry mo1lifi cs beautif.,Uy, we place
it to the ri ght of that word.
ittle
sang
Jcantifully.
I very
EXERCISE.
Write the analysis of the following sentences by diagram:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Spring has come very early.
You read too rapidly.
The tim e passed so quickly.
Our pupils stu(ly very diligently.
The lady sews remark ab ly well.
Some h ave come too soon.
The bay horse travels quite well.
The boat shot very swiftly away.
How soon can you come?
How much has h e learned?
Tire adj ective modifier is often modified.
Thns, "A p e1fectly innocent man suffered very greatly."
A word which modifies an adjective is called au Adverb .
Tire following written form may be used for words
which modify modifiers :
A
Sometimes the modifier is modified.
Thus, "The little bird saug very beautifully." Beautifully tells how the bird sang, and very tells how beautifully. vVe therefore say that beautifully modifies sang,
and ve:ry modifies beattl'ifitlly.
33
mat
innocent
J
su ftered greatly.
I perfectly
I very
EXJ>lnnnlion. --The modifiers of
man are A and innocent, and the m od i·
fier nf ·i nnocent is perfectly. The mod i·
fi cr of snffered is greatly, aud the modi·
fier of grw.tly ts very.
Dircction.- Tn written analysis always plnce the modifier to th~
right of the word which It modifies.
c
36
2.
4. James aud his brother have come.
5. "\Ve shall leave school at noon.
6. How beau~ifnl t:he clouds are this morning I
7 · Gramma: is an rnteresti ng study.
8. Do you like your school?
9. The cold makes my fingcrn ache.
10. vVe should improrn our time carefully.
Put a or an in its proper place before each of the
following nouns :
apple
peach
n1nn
army
horse
holiday
EXERCISE.
Select worJs from each of the following eol11mrn1, and
construct sentences:
Noims and
I'ronowis.
birds
fire
we
men
boys
teacher
pupils
lark
doves
Verbs.
.A dJeeti11es.
flew
Htlldy
t.h e
si11g
late
burnH
came
govern s
came
sings
behave
a
some
some
many
six
this
37
PREPOSITIONS.
LESSONS IN ENGLISH.
Adverbs.
plant
girl
box
schoolhouse
blackboard
road
town
city
orange
OX
chair
stove
CAUTION.-Be careful not to use the pronoun them
instead of the adjective those.
Thus, say Those books, those paper&; not Them books, them papers.
Correct the errors in the following:
brightly
bea 11tif11lly
away
well
yesterday
well
too
now
badly
t. h o~e
book
bench
clock
<lesk
hero
world
1.
2.
3.
4.
5.
Them goods are sold.
Them boys have not yet recited.
I do not believe them reports.
How many of them boys are there?
Let us try to correct th em sen tences in the Grammar.
PHEPOSITIONS.
IN' the sentence, "The book lies
CORRECTJNG EHHOHS.
CAUTION
. a ancl <f.U are 11scd before nouns,
.
·- Tflien
a dis used before no1tns beginning with a consonant sound,
an nn before nouns beginning with a vowel sound.
Note.-The vowelJJ• are
'
a, e., i,· o, n, and so mct.i m e~
ot.her letters of the aiphahel arc eal lctl conso'llnnt...
1V
and
Th
.'I·
e
EXEl~CISES.
I.
Tell which of the following are correct, and why:
1
A~ oran~e, a apple, a cart,, ~n horsP, an fire, a coal, a house
a we , ban rook, an acorn, an shoYel, :m paper, a picturP a r;
man, a oy, a day, an we!'.k.
'
the table," on
lies and table.
What word shows the relation between lies aml table
m the following sentences?
011
1s said to show the relation Letweeu
1. The book lies beside the table.
2. The book lies under the table.
a. The IJook lies upon the table.
W orJs which show relation may be cal Iel l relation·
words, or Prepositions.
DEFINITION. - A Preposition is a word which
shows the relation between the Noun or the Pronoun
following it, and some other word.
88
f
J
r
.f
The preposition and the 11ou11 or l'ro11ou11 which
follows it form a phrase which lllodifics some preceding wor<l.
Thus, the ph rnses be.~irle the table, nndcr the labw,
and tipon the table, each modifies the verb lie.'J.
9. Large streams - - little fountliins flow.
10. A carriage stood - - the door.
3.
Modify the folluwiug nouns by phrm;es:
Motlel.-N igl1ls - -.
I.
Name the prepositions i11 the followiug expressions:
Tell what the plira.5es rnorlify in the preoeding sentences.
Insert prepositions in the following sentences:
fr
I
I·
I
1.
2.
3.
4.
5.
6.
7.
We found the box - - tb6 yard.
The fire burns - - the stove.
The chmch is close - - t.h e schoolhouse.
The road runs - - the ri vcr.
The bench is made - - wood.
The floor - - the school-room was covered - - paper.
The fire - - the hearth is bright.
8. Some pupils are not attentive - - class.
of winter.
..
7. llookB.
8. Houses.
9. Gates.
JO. Hours.
11. Leaves.
12. Lilies.
,
Modify the verbs in the following expressions by
phrases:
!Uotlel.-- Th ey were sent -
..
Th ey were seul to school.
1. The horse was hitched--.
We studied - - .
The tree grew - - .
The snow fell - - .
'Vhen the bell rang we ran - - .
The stream runs - - .
The dogs barked--.
The doves flew - - .
She walked - - .
The rope was placed - - ,
'
2.
3.
4.
5.
6.
7.
8.
9.
10.
:'i.
2.
i
Night,.~
Doors.
Rivers .
People.
Days.
Stream.
G. Fire.
I.
2.
3.
4.
Ii.
EXERCISES.
l. Stove.~ arc made of iron.
2. We live by the river.
3. The table is made of woorl.
4. Th e housr. by the river was ~ol•I.
5. A litt.l e hi rel sat on the bus h.
(). flchool waH cal led in Ll1 e 111orni11~ .
7. H.ow the hoat over t he riv er.
8. \Vn can lnarn at Hchool.
!). Nat.ure aboun<l8 in variety.
10. They Hat before me.
11. We went to church.
12. We went into t.he church.
13. The snow lay on the hillside.
14. Th e leaves of t.he trees have fall en.
15. Th e leaves have fall en f'rolll the treCI!.
39
MODJFIEHS.
LESSONS JN ENGJ,um.
Rewrite the following sentences, and change the italicised words to phrases :
!Uodel.-The brazm hinges were broken.
The hinges of bra.88 were broken.
1.
2.
3.
4.
5.
Iron gates protected the doors.
Wood8n fences enclose the garden.
Jlfarble steps lead to the door.
Brick houses stand on the street.
I,eather hinges held the gate.
LESSONS IN ENGLISH.
41
CORRECTIONS.
6. A paper cover protected the book.
7. A golden clasp fastened the lids.
8. Steel springs close the door.
2
3.
4.
5.
6.
6.
. . Hewri te the foll ow ing- ;;cutences, and change tht ital.
w1sccl phrases to sing le words:
7.
8.
9.
10.
I . .Men of wi.~dom will succeed .
2. Blades qf steel cut them asunder.
3. vV alls of stone ran between us.
4. Facts of interest were related.
Policemen guard the town at night.
We cannot succeed in all things.
The moon looks dow n on mai1y beautiful scenes.
My canary sings in the mornin g.
The sun gilds the gray tops of the mountains .
'Ve have often skated in winter.
The sun sets in the west in th e evening.
Houses with green blinds stood by th e wayside.
The benefits of exercise must be considered.
9.
\Vrite sentences containing one or more of the foll ow·
mg prepositions :
5. Bindings of cloth covered the books.
6. Thickets of thorn8 surrounded us.
7. Events in history were rccited.
8. Strings of cotton tied the bundle.
in
into
at
on
7.
Hcarrauge the following words so as to make se ntences :
after
before
between
among
beside
under
into
upon
CORRECTIONS.
l. Was hin gton, the, of, occurred, dcnth, 1799, in.
2. Th e, feather, camel's, broke, last, back, the.
3. Money, a, than, better, heart, merry, is.
4. Fluent, Cicero, a, orator, wa.~.
5. The, Giant, Castle, called, own er, Doubting, of, was, Despair.
6. ColumbuR, called, of, Gulileo, was, the, the, heavens.
7. Known, secret, th e, most, act, is.
8. Alexander's, was, of, name, horse, Bucephalus, the.
CAUTION.-B et'll:ecn is used w hen we ref er lo two objects
and a11'wng when we refer to more than two .
1 hus, we should say "between two boys" or "among three boys."
CAUTION.- Wh en we wish to denote entr ance we shoukl,
Hse into, instead of in.
Thus, we should s:iy "I went into the house," not "I went in the
hoU 1:iC."
8.
Write the analysis of the following sentences:
Jtemnrk. -When ·i n is uol followed by a noun or a pronoun, it is an
a !verb.
It is ri ght to say either " Come in to the hou se " or " Come in," bu1
w .i Hhonl<l neve r s:iy " Co me in the house " or" Com e into."
[nto muHl alw1tyH he followc1l by :i 1101111 or a pronoun.
1'1otlcl.
l. Our fri ends from the con11try lrnve return ed to th eir h ome~.
friends
Our
from country
I the
have returner homes. J t111·i 1
CAUTION.- We should never tt.se to for at.
Ex11lnnntion. - Tbe phase
from, cmmtry modifiesfriciu:l.!, and
th e phrase to home.s morlifies have
rrllirntd. The modifies cot. ntry,
1wtl th.e ir modifies homu.
Correct th e enors in the following:
1. L et ns go in the garden.
2.
Amon ~ y1111 :t11tl lil t'
4.
I
•
there iR no quarrel.
LESSONS IN
F:NULISH.
3. Share the apples equally bdwr:en the four boys.
4. When I am to home I li ve h:tppy.
f>. ·when will you co me in thr' house?
6. Let us decid1) the rp 1eslio11 l>eLwcen t18 four.
7. When can J li11d you to ho111 c?
8. Come iulo; I :mt glad to see you.
CONJUNUTIONt:;.
IN the se11 tc1wc ",] oh11 a11cl .fa111 cs C:tll go" wll what
word conneet.s the words J ohn and Jame:;.
\Vhen I say, liiary cmi oing and Susan can sing, I use
two sentences. I3ut. I ca11 express Lhe same idea by saying, lifciry a11cl Su::;an (':tll sing.
·wliat word eonneds the two words llfary and Susan'!
\Vonls t.hat; connect 111ay
be ca lJ ed connecting-words I
•
or Conjunctions.
DEFINITION.- A Coujun ction is a word used to conne ct words, sentences, or parts of sentences.
EXE RC 1SE.
Name the eonj1111eti o11s in th e following sentences, and
tell what tl1 ey co11 11ecL :
1. George aud Jii8 hroth cr can read.
2.
3.
4.
6.
I can read and write.
lllary cau sew neatly and rnpidly.
Either you or I can go.
A large and l1 an dsome house was destroyed.
Conjunctions may connect phrases or sentences,
EXEHCISES.
].
Name the conjunctions in the following, and tell what
they connect :
1. I will come if you wish me to come.
UONJUNC'fl0.N8.
43
2.
8.
4.
5.
6.
7.
John and Harry :trc h appy because they are goo<l.
Art is lon g and time is fl ee ting.
.
Bessie takcH music-l essons, hut she does uol practice.
If nece8sary, I will go with you.
Uoth the day and the hour were unsuitable.
Wh ether you go or stay, you must do your cluty.
8. I will call to see you, for it is my duty.
9. J~cading and writing are import:rnt studies.
HJ. Do you like geography or arithmetic best?
2.
Write conjunctions inslcad of the following blanks:
1. He was respected - - lovecl hy al l.
2. Nellie came to school, - - did not recite.
3. The ball struck him - - me.
1. Correct me - - I am wrong.
5. It was time to go, - - the sleigh was not here.
6. The building is large - - convenient.
7. Four - - two are six.
8. Go now, - - do not stay.
9. He said - - he would com e.
10. He was afraid - - you would fall.
11
a.
Rewrite the following sentences, so as to have but
one predicate or one subject :
.lUodel.-Harry is well and George is well.
Harry and George are well.
2. Eddie studies well a nd Frank studies wel~.
.
3. The sun shines brightly and the moon shmes bnghtly
4. Girls love winter and boys love winter.
o. Skating is plen.sant and driving is pleasant.
6. I can read and I can write.
7. Many can sing and many can play.
8. Either Henry can tell or William can tell.
9. I can sing, but I cannot play.
10. You can come and your sister can come.
I
Ii
I
46
ANALYSIS.
LESSONS IN ENGLISH.
"\Vhen a sentence is nsed to cornmand or entreat, it
is called an Imperative Sentence; as, ''Come here,"
"Lend me your knife."
The following written for~ of analysis may be used
for sentences containing conjunctions'.
JUodeh.
DEFINITIONS.-!. An Exclamatory S e ntence is one
used in exclamation.
L William and Mary reigned in England.
2. The rains fell, nnd covered the ground.
1.
2. An Imperative Sentence is one used to express a
command or an e ntreaty.
Explanation.-The subject_ of the
sentence William and Mary 1s com·
pound. Dotted JineR are placed .under
the conjunction and to show that 1t does
not modify o.ny other words.
/ William+.
~ - fiUll
RULES. -- 1. Th e inte rj e ction 0 is written always as
a capita l letter.
2. An exclamation p o int s hould be placAd after
every exclamation.
.
.
Mary
reign ed
3. A p eriod s hould be placed after every imperative sentence.
ii. Euglo.n<l.
2.
Uemn rl<. -The subj ect of 11 11 imperative sen tence is not meutioned;
it iR •aid f.o be thou or yon nn<l ersto0d .
Extilanation.-The predicate of the
sentence fell and covered is compoun~.
And is simply a conn ective. Covered is
modified by gro-tmd, and groond is modi·
fled by th e.
The
rains
/fell,
MAKE
COHHJCU'.l' I 0 NS.
the necessary corrections iu the following sen-
tences:
1.
2.
3.
4.
5.
6.
7.
8.
9.
The bell is ringing, boys, run
Not rundy to recite yet What does it mean
11Ie11 womeu and children,-all were drowned
Pshaw do you suppose I can be deceived
Hurrah hurrah Ob we will beat them yet
How silly it is for you to think so
Ha do you In.ugh at my mistake
Oh dear what will become of us
Welcome welcome How glad I am to see you
10. Fire, fire, fire Bring waLcr at once
Co11,i11nctio11s a11<l inte1:jcctions ne ver modify other
words, and they themsel vcs are never modi ti ed.
Conjunctions are used only to connect, an<l interjectious are independent of all of.hel' words.
47
~ .!Lll.d
covered ground.
I the
The following written form of analysis may be used
for sentences containing interjections:
Jllodels.
1 Hark I the lark sings in the meadow.
Oh horror l tremble to think of the scene.
2:
I
1. !!.'!'.r.~-'.
I
lark the
Hing~l·n
rn e:ulow . I the
Exlllnnal.ion.-The interjection
or imlepernlent part is placed above,
with a dott~d tin e, to inrlic11te that ii
docs nnt. modiry any other word.
2. Oh Jun.-_r.o_rJ
t:emb!Jto think
I of
~cene.
I the
48
E X ERCISE.
Write th e an alysis of' Lli o foll owing sentences f..>y din.·
gram:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ll.
1. 2.
Al as ! we Hlrn!I not sec yo u aga in.
Th e cool n.11d co urageo us fir ema n a ttended to his duty.
Oh, how glad he was tu see me!
Th e wind bl ows fro m t he so uth or t he so uth-wes t.
Willi a m a nd hi s brothers ca 111 e on a vi sit to th eir a unt.
AI M I h e di ed at a ve ry ea rl y age.
Hurrah f hurrah! t he battle is wo n.
H a rk f d o you hear the roa ring of th e thunder?
Hush f I cann ot liste n Lo s uch a sto ry.
Rrnvo f th at wa.s Yl"ry well done.
Wh a t! will h e nn L li,-Lc n to our storv of disas ted
Good-bye I r wi II co lli e to to wn agi{in next week.
PAH.T8 OF SPill lDCH.
TnE eigh t diHe rent classes of words which have beeu
named-Nouns, Ver/Js, A 1ijcctivcs, Pronouns, Adverb.~,
Prepositions, Co11jnnclio11s, and fnte1:j('ction.~-a rc oallcd
Parts of Speech .
E very word in om lang uage belo1Jgs to some one
th ese eight cl asses.
REVIEW.
Write answers to the foll ow ing questions :
1. ·what is a nown?
2. What is a verb t
3. Wh at is a n adj ecti:vc ?
4. Wh a t is a prononn?
5. Wh at is a n adverb ¥
6. Wh at is a prep ositum !'
49
REVIEW.
LESSONS Jl'T E NGLISH.
7. Wha t is a conJunclion f
8. Wh a t is an in l~rJeciion?
9. Wh a t is a sentence f
10. Wlrnt is th e subJecl of a sentence ?
1 L What is th e p redicate of a sentence?
12. Wh nt is n modifier f
13. Wh a t is :t declarative sentence f
14. Wh nt is a n interrogative .~entence f
15. ·wh at is a n imperative sentence .'
IG. Wh a t is a n exclam fl f.ory sentence?
R ead the foll owing poe m carefully, and put the words
in their proper places, as in the following diagram :
!Uodel.
The studion• ,,,nd careful little girl recited ber lesson in class quit.e
well; and ob, how gl ad sh e was when the teach er praised her for it I
~1~
glrl
lesson
r.la9"
Lea r.h e r
r eclted
was
praised
I
A<!feclive.J.
Th e
studious
careful
little
gl ad
the
A dverb•.
Pron.
- -
qnlte
li e r
ehe
h er
well
how
w ne n
It
Prep.
Oo»j.
In
for
and
ot
Break, break, break,
On thy cold , g m y sto nes, 0 sea I
And l would th a t my tong ue could utter
T he t hough ts th at arise in m e.
Oh well fo r the fis herm a n's b oy
'fhat h e •h ou ts with his sister at play I
Oh, well fo r the sail or !au
Th at h e sings in his boat on th e bay I
And th e stately sh ips go on
T o t he h a ven und er th e hill;
D
Jn~.
- - - and- -oh-
.')0
LF-:SSONR fN
ENOT.fSH,
But oh , for Ll1c I.ouch of a vanished haucl
Anrl the Rounrl of :i. voice that iR Rti ll 1 '
PART II.
SUBDIVISIONS
OF THE
PARTS
0 F SPEECH
NOUNS.
DEFINITION.-A Noun is the name of anything.
Many objects have two names, as in the following
sentences:
Philadelphia is a city.
The Delaware is a river.
Henry is a diligent boy.
Break, break, break,
At th e foot of thy crngs, 0 sea I
But the teuder gruce of a day that is dead
Will never come back to me.
ALFRED 'J'ENN'YRON .
One of these names is a common name, which iu
given to all things of that kind or class.
Thus, city is a name by which all cities are called,
and river is a name which is given to all large streamn
of water.
Philadelphia is the name of a particular city, Dela1care of a particular river, and Henry of some particn lar boy.
The name which belongs to all of a kind, or 1s
cmnmon to all of a kind, is called a Common Noun,
and the particular name, such as Philwlelphia, Delaware, and Henry, is called a Proper Noun.
DltlFINITIONS. -1. A Common Noun is a name
which applies to any one of a class of objects; as,
boy, yfrl , town.
61
112
LESSONS IN EN GLISH.
53
ABBREV IA'l'IONS.
2 . A Proper Noun is the name whic h applie s to a
particular one of a class, as Oc01·r1c, Ann n , Easton.
RULES. - 1. Every Prope r Noun should b egin with
a capital letter.
Rema1·k.-Sometim es a proper 11 0 1111 consi, ls of two or more
n ames taken together, as Gco 1·ge 1Vash.i11 yton, JJ nk e of Orleans, Olii.-0
Ri'Ver, Green Jlountainl!.
2. Whe n a Proper Nonn c o n s is ts of two o r m o re
names, each name mus t b e gin wit h a c a pita l le tter.
E X ER C IS ES.
1.
vVri te the followin g scntenees, and na me the common
and the proper nouns:
6.
7.
8.
9.
10.
- - ia south of - - .
- - joins - - on the west
The - - river flows into the - - .
- - and - - are both prompt.
- - and - - are our neighbors.
3.
Write fiv e proper nam es of boys.
·write fiv e proper nam es of girls.
Wri te fi ve p ro per nam es of rivers.
Wri te fi ve pro per nam es of cities.
W rite fiv e proper names of countries.
Write fi ve proper names of States.
Write fiv e proper names of mountains.
With what does each prop er name begin Y
I. Ri ce g ro ws in Georgia, and co ffi•c in Brn zil.
2. The ci ty of 'Vashi ug ton is far!h l'r south than the city of
Philadelphia.
3. N ew Y ork is th e largest city in the United S tates.
4. Tb e Mississippi anrl th e Ama zon are th e larges t rivr rR
in th e world.
5. Rice is cultivated in China and lmli n..
6. N ew J ersey iR ea~ t of Pcn11 , vlva11ia.
7. l\I:tSsacbuset.ts is noted for it~ rn a1111f!1.t:tures.
8. Coal and coal-oil aho11nd i11 l'r11 11 sylva11i a.
9. Lumber is on e of th e principa l produc ts of Maine.
10. Franco, Spain, mid Portugal \\'f'r c all visited by Mr
Thompson and his bro ther.
!!.
VVrite propPr nouns i 11 Sfl•ad of' I.he foll owing hlan ks:
1. The 11 a me of our teacher is - -.
2. My name is - - .
3. The capital of - - is - - .
4. Corn is cultivated in--.
6. The sm all est Eltate in the Union iR - -.
ABBREVIATIONS.
SoM E'l'IM ES ,
instead of wri t ing a prop er name in full,
we write only one or two letters of the name.
Thus, ins tead of writing B enjamin Franklin Taylor,
we may write B. F. Taylor.
When a word is shortened by omitting a part of it, we
call the shortened form an Abbreviation.
RULES.-1. Every abbreviation should be followed
by a period.
2. Abbrevia tions of proper names, when single letters, a.re always written in capital letters.
EXERCISES.
1.
Abbreviate such names as you can in the following,
and write the abbreviations properly:
1. George Washington Parker.
&•
' ''I .
.I
_
_ __
_
..,._ __
ICii=:=!"i::--::"'--"""".....
~ !: :
' :(II
~ ::1--!
AJ:IHitE VI A'l'IONS.
LESSONS IN E.NGLlSH.
2. Willia m Henry .Harr iso n waR President.
3. Jolm Qnincy Ada.ms was a 11ati1•c of MaH8acl111~ettR.
4. J\fy broth er, Henry c:lay ThonqJ~OIJ, left for the city yCMl.er
clay morning.
5. Franklin Bradohaw Pierce came to-day.
\Vritc your
OIVJl
nam e, properly aubrnvialc1l.
Write the f'ollowiug:
I . The name of your post-oflice.
2. The name of the county in which you Jive.
3. The na me of th e State i11 whi ch you live.
4. The names of two of the l'residc nts of the Uuited States.
5. The name of one of your school111 atc8.
6. Write your owu name as if you were signing a letter, thusJAMES
'1'.
CARPENTER.
Somcti111es abbreviations consist of more than one
h:tter; as, Dr. for Doctor.
EXERCISE.
Copy the following abbreviations and the words {o
which they arc equivalent:
Gov. - Governor.
Hou. -Honorable.
Inst. = lnstant=this month.
Lieut. - Lieutenant.
Maj. =Major.
Mr. ·- MiRtcr.
111 r8. = MiRtrcss.
Mt. ~ Mountain.
Pres. =President.
Prof. =Professor.
Rev. =Reverend.
~Saint or Street.
St.
finpt.. -S11perintenrlent.
.
Ult. - Ultimo, of last month.
I Vol.= Volume.
EXERCISE.
Write abbreviations where possible m the following
rxpressions:
1. General Zachary Taylor, President of the United States.
2 . Captain J obnson and his friencl, Lieutenant l3rooks, are
2.
Acct. -Acc01111L.
Atty. - A I.torn ey.
Capt. - Onptain.
Olk. -Clerk.
Co. -County or Company.
Col. - Colonel.
Or. - Crcd it.
Do. - Dilt.n, the samo.
Doz. - Dozen.
Dr. - Doctor or Debtor.
Esq. - Esquire.
Etc. - Et cetera - and so forth.
Gen. - General.
Sec. - Secretary.
Treas. - Treasurer.
56
-
the guests of .John Henry Norris, Esquire.
..
3. Our fri end, Professor Bates, is now at Mount J\11tchcll.
4. Mister and Mistress Walker arrived on the 10th instant.
5. Governor Crawford appointed Colonel Williams as his aid.
6. Mitchell, Smith & Company,
To Reverend Henry Carter, Debtor.
To 6 dozen eggs,
60 cents.
7. Doctor Weaver and Major Harvey appointed Honorable
John Dudley Davis, Attorney, as their lawyer.
8. The following are the officers of the Society: Eimer Ellsworth Bailey, President; John Henry Carter, Secretary; and
William Royer Peoples, Treasurer.
CAUTION.-Never add llfr. and Esq. to the same name.
Wh en an abbreviation consists of two or more separate letters, each letter is written as a capital and followed by a period.
EXERCISES.
I.
Copy the following abbreviations and the words to
which they are equivalent:
A. D. - Jn the year of our
A. M. - Forenoon.
I Loni.
n. 0. - Before Christ.
U. H.
- Court House.
C. 0. D.=Ooilecton delivery.
M:.
-Noon.
M. (1 . -MemherofC1onf!:r0RR.
M. D. .. Doctor of Medicine.
P. M. = A ftcrnoon.
P. 0.
=Post-Office.
P. S.
~Postscript.
R.R.
=Railrond.
U.S.
~ UniteJ States.
U.S. A. = United Stiites Army
',,,j,
'
i
-l'
56
57
LESSONS IN ENGLISH.
TRANSITIVE VERBS.
2.
What noun follows struck f
If the nouu mice in the first , sentence were omitted,
the verb would not make sense; it would read, "Cats
Write abbreviations in the following where possible:
1. The P ennsylvania Railroad leads from Philadel h. Lo
•
P 1a
P ittsburg.
2. My address is l\Iiltonville P ost-office Pennsylvania
:· The las~ trnin is du e .at 6 o'clock in ~he afternoo n . .
· School 1s called at 9 m th e mo rning.
' fi. ~l ex and er Steph ens, 1\lcmb cr of Con g res~
C. ro rgia.
rerirescntecl
'
fi .. The gentl?n.mn ga ve hiA LiLlc :ts M:\jor ,John Thom 1lSO n
'
of 1\:lcd1crne,. United S t.ates A nn y.
7. 1he p aper was sign ed on the 10th day of Jnly in ti 1e ,
of our Lord, 1880.
'
ye.Lr
llocto~
ltemark. - Wheu A . M.. is I' Iace <l a 1.t.cr t 1ie ua mc of a p e rson it
means ~faster of Arts, and when r. M. i,g placed after t he n u1 11 ~ of n
perRo n it m eanR Postmaster.
RULE .-~he names of the months, the days of the
week,
all important e vents ' but not th e s easons
h
s ould each begin with a capita l letter.
'
Tims, l\fard1, July; .Monday, Friclay; FourLh of
July, D eclaration of' I 11 dcpcnd cnce.
EXERCISE .
1. 'Vri te the names of the months.
2. Name anti wri te th e da.vs of Lhe week.
3. Nam e and write fi ve i1nporta11t events.
can catch."
'Vhen a verb does not make sense without placing
a noun or a pronoun after it, it is called a Transi-
tive Verb.
The noun or the pronoun which follows a transitive
verb, ancl on which the action is excrLecl, 1s call eJ an
Object.
' Yhen a verb makes sense without an object, it iB
called a n Intransitive Verb.
Thus, in the sentences, "Ice melts," "The sun
shin es," no oqjeet is needed to complete t he sense;
thP, verbs are therefore intransitive.
ltemarl<.- The word "transitive" means pcusing ovei·. Thus, in
f,h e sentence, " The boy struck his brother," the action is Haid to pass
from boy lo brother.
DEFINITIONS.-1. A Trans itive Verb is one which
r e presents an action as passing from some object to
anoth er.
2. An Intransitive V erb is one which does not r e present the action as passing from some object to an·
other.
E X ERCISES.
I.
VJ~RBS.
DEFINITION.- A V cr b.IB a word whic h expresses
action or b eing.
In the following sente1wes name the verbs :
Cats ca n ca tch mi ce.
The boy stru ck hi s brother.
Notice that a uouu fo ll ows can catch.
Name it.
Write transitive verbs in the following:
J. The boy - - his book.
2.
3.
4.
5.
6.
Some one - - my picture.
The farmcrB - - their corn.
We - - our breakfa.<Jt.
The teamster - - the coal.
The carpenter - - the house.
l
;II
68
LE<JSUN8 IN
7 I - - a letter for
j'Oll.
8. li e - - a.II his mon ey (o hif! fri end.
V. The cuw - - the hay.
10. The boys - - their work promptly.
ANAI~YSIS.
JJirection. ·- .ln written a naly sis the object·ivt mod·ifi.er sh ou ~d be
placed to th e ri):;ht of the verb, the same as au adverbial modifier.
Jllodel s.
2.
J. '!'be diligent pupil will st111 ly his lesson
2. L wil.I try now to do my duty.
Write intransitive vcrLs in the following.
1. John - - on th e elrni r.
2. Tho pe n - - fron1 my h:uul.
3. T h e lwr8c - - .i 11 (,he lidd.
4. Time - - rapidly.
5. The young man - - for hiHsister.
(). The fa rm er - - to lho fire.
7. My slate - - OJI th e table.
8. - - in to the house.
V. The hen - - over the IP. nee.
10. The pigs - - through the garden.
3.
Name the transitive and the intransitive verbs in the
following:
1. Henry has fed his cow.
2.
3.
4.
5.
6.
7.
8.
9.
10.
59
ANALYS1A.
J<~NOLLBH.
The cat sleeps under the Rtorn.
Thom!l.!l has broken his skateH.
The ice on the river is melting.
Washington commanded the American army.
Fish swim in the water.
The bees buzz in the hive.
The hunter's dog caught :i. rabbit.
My father went to town.
Th e gcntlcmrml y boy is kind to his sister.
The object following a transitive verb modifies the
verb; it is called an Objective Modifier.
'fh e
pupil
t:
2.
1.
l
dili gent
will study lesson.
I his
now
I
will try
to do
I duty. I my
EXERCISE.
Write the analysis of the fo ll owiug se11tenoes:
1. The teacher wrote a letter.
2. The liir<l caught a bug.
3. Th:i.t man lost a piece of money.
4. The thirsty boy <lra.nk some water.
5. We saw a flock of birds.
6. The horse draws the carriage.
7. H enry may build the fire.
8. ·The Hhcep will eat the grass.
9. Our pupi ls tell the truth.
10. God created the world.
'I
.il
The modifiers of intransitive verbs are always ad·
verbial.
EXERCISE .
W rile tlte analysis of the followiug sentences:
J.
2.
3.
1.
5.
6.
S now falls in winter.
·water flows in streams.
The bird chirped in the t.hicket.
That buRh grew on the hillside.
The chair stood by th e window.
H enry will come in the morning.
'
~ .
;,, i
60
7.
8.
9
10.
We may coast on the hill.
My sister plays on the piano.
Briers grow in the meadow.
This path leads to the river.
EXERCISES.
1.
Writ.e obj ective modifiers after the verbs rn j.hc fol lowing expressions:
1. I have eaten - - .
2. The woodsman sawed- .
3. The knife cut - - .
4. 'Vh cn will you do - - ?
ft. The horse kicked - -.
CT. The fire burned the - -.
7. So me man painted - - .
8. The farm er sowed - - .
!l. The littl e dog caught --- .
10. The pupil recited - -.
131
ADJECTIVES,
LESSONS IN ENOLIBH.
ADJEOTl VES.
DEFINITION.-An Adjective is a word used to limit
or qualify a Noun.
An adj cct iYe which 1lenotes a quality is called a Qual·
l'
ifying Adjective.
,,
Iii•!
EXERCISE.
Name the qualifying adjectives in the following eA:
pressions:
I. The wise teacher.
2. A good rnnn.
3.
4.
5.
6.
Four nice horses.
A sweet apple.
One brick house.
Several new books.
7. An industrious pupil.
8. This old barn.
9. Some large fish .
10. These wooden pails.
11. Growing plants.
12. Those pretty flowers.
Instead of saying, The wise teacher, we can express the
same idea in a sentence, tl111s-
Thc teacher 'is wise.
2.
'Vrit-0 modifiers after the verbs in the following Llankr.,
a111l tell w he th er they are ad vcrbial or objective modi·
tiers.
Write also the analysis of these sentences:
1. The rose grew - - .
2. William obeys - - .
:.!. The dog chased - -.
4.
5.
6.
7.
8.
9.
10.
The frog len.ped -- .
William and John played - -.
Emma remai ned - - .
The boy rode--.
He stepped - - .
We own--.
I have eeen - - .
Wh en an a<ljeetive is placed after the verb in this
way it becomes a part of the pred icate. Thus, in the
Re ntence "The teacher is wise," the predicate of the sentence is the expression is wise.
In writing the analysis of such sentences the following
form s may be used :
Jtlodel8.
2.
1.
teache~l.:he
Is wisel
apple This
Is roundT
8
, ,,<
·'
i' , ·i
·~.·
'\)',,
I
I
62
63
LESSONS TN F.NG LTSH,
AD.TOOI'IVEB.
EXERCISE.
The limiting adjeetivc.<i the and a or an are al8o called
Articles.
Write the analysis of the following sentences:
1. The dress is neat.
2. This chalk is white.
3. Those flow ers are µr e tty.
4. Gold is heavy.
5. The apple is sweet.
6. This book is new.
7. Those oranges are sour.
8. The <log is black.
9. Some apples arc red.
I 0. These boys are good.
11. The singing was beautiful
12. My gloves arc new.
13. These plants are green.
14. Th e honHe is white.
An adjective wl1i1·h does not dc1111te a f[11:tlity is called
a Limiting Adjective.
EXERCISES.
I.
Name the limiting adjecf.ivcs in the following:
5. Some flowerR are fragrant.
IL Most roses are pretty.
l. This hoy recited .
2. One roHc waR plucked.
3. Those mr11 came.
1. Th ese uooks arc new.
7. The first hoy h n~ gm1P.
8. That book i~ soiled.
2.
Sel r:et and write the limiting au<l the qualifying adj ectives in the following sentences:
l. A plea~ant dny succeeded a stormy night.
2. The yonng girl stood near a. tnll tree hy the wayside.
3. Green woods rrnd fertile fiplds cheered lite la111hcape.
·.l. That polite gentlernan assisted the lady in mannging her
fractious l1orsc.
5. The river is beautiful this morning.
6. These boys are very attenti\'e.
7. Some .:if the desks have broken lids.
8. Several odd-lookiug men stood idle.
9. The green hills and the golden harveat~ formed rt beautiful
picture.
An is used before words beginning with a vowel sound.
A is used before words beginning with a consonant
souncl.
Some limiting tH~jcctives denote number; as, one,
twenty, fourth, fifth, etc.
Limiting adjectives whi ch <lcnotc number are called
Numeral Adjectives.' .
Uircction.-When any of the num eral atljectivcs, such as first,
eecond, third, fourth, fifth, etc., are written with figures, as 1st, 2d, 3tl,
4th, 5th, no period should be placed after them, as they are not abbreviations.
A few limiting alljeetives are sometimes used to represent nouns; as, "Whose hat is this f" "You may
take either," "All are welcome."
These are called Pronominal Adjectives.
OAUTIONS.-1. '17iis and that are used when only one
i,s meant.
2. 'l'hese and those are used when more than one are
spoken of.
Correct the errors in the following:
l. The~e sort of apples are scarce.
2. How do you like those kind of fiowera?
3. JR this scissors yours?
4. Please bring me that tongs.
5. Those sort of specimens are scarce.
6 I am pleased that you like those kind of books.
OAUTION.-Use eithe1· or neither when you speak of
one of two, and any or 1Wne when you speak of one of
nwre than two.
·.:J
,,.'
·,,
6G
LESSONS IN ENGLISH.
67
PRONOUNS.
2.
In the sentence, " Yon have recited well," tl1e word
Name the nouns from which the following a(ljectives
are formed:
manful
heroic
ruinous
thaukful
quarrelsome
perilous
magical
lllt18ical
beau ti fol
blamable
merci less
fl l' lllli) c88
ymt clenotes the person spoken to.
In the sentence, "He thought we would buy the book
and read it," the worcl he denotes the person spoken of,
and the word it the thing spoken of.
mysterious
fricmll y
fanci fu I
eata ble
Pronouns which show by their form the person speakiug, the person spoken to, or the person or the thing
spoken of, arc cal Ieel Personal Pronouns.
DEFINITIONS. - 1. A Qualifying Adjective is one
which expresses quality.
2. A Limiting Adjective is one which does not express quality.
The following are the personal pronouns:
3. A Numeral Adjective is one which denote s nnm-
ber.
4. A Pronominal Adj e ctive is one which may be
used instead of a Noun.
1
They.
J and we are called the pronouns of the first person.
Thou and you are called the pronouns of the s~ond
person.
He, she, it, and they arc called t.he pronouns of the
thfrd person.
Write the following outline:
I
We,
You,
He,
name.
Adj ectives
Plural.
1,
Thott,
She,
It,
5. A Proper Adjective is one d e rived from a proper
Limiti11g
Sin gular.
A rt.i cle8,
Num eral,
Pronominal.
{
Qualifying,
Proper.
RULES.-1. The personal pronoun I must always be
written as a capital letter.
2. The names applied to God, as Lord, Jehovah,
Almighty, etc., and the pronouns used instead of them,
begin with capital lette rs.
PRONOUNS.
DEFINITION. - A Pronoun is a word used instead
of a Noun.
EXERCISE.
Som e pronouns show by t h1•ir form the person speaking, the person spoken to, or tlie persou or thing spoken
of.
In the fol lowing sentences name I.he personal pronouns:
l.
2.
3.
4.
Thus, in the senten ce, "T am rPatly lo go," the woru
I Jenotes the speaker.
l
I•
'
You an<l I can attend the lecture.
Neither he nor you can be present.
You and your brothe.r should have been here.
They have come to see the school.
G8
RELATIVE PRONOUNS.
f>.
6.
7.
8.
Henry aud l will come to see you.
It will rain to-morrow.
She had promi8ccl to bring t.hc book.
Thou shalt not steal.
RELATIVE PRONOUNS.
Cory the fol lowing sentences:
l. This is the boy tlrnl called to us.
2. The man who "poke to \1 8 is my father.
ii. Th e horse which yo11 soltl to me is J:rni e.
T ell what \\'Ord is used to represent boy 111 the fir:'I
sentence.
·
'Vhat is used to represent man i11 the second?
·w hat is used to reprcs<~nt horse in the third?
These words, that, who, and which, are cal led pronouns,
because they are usc<l to rqir1 ·sc11t no11n s, !m t they arc not
personal pronouus. They arc cal led Relative Pronouns,
because they relate to some noun or 1n·o11 01111 alreadv
name<l.
·
Th e relal.ive pronouns arc who, which, whol, and that.
Who is usetl in speaking of persons ;
Which is used in speakin g of animals and things without life;
What is used iu speaking of thi11gs;
'17wt is used in speaking of persons, animals, or things.
EXERCISES.
].
Name the relative pronouns in the following sentences
and tell the word to which each relates :
' ·
1. The lady who cRme on horseback hll!l returned.
~- The mau whom we wished to meet is here.
3.
4.
tlial
5.
G.
,.
ii.
69
A rul er who is just makes his people respect him.
This is the <log that worried the cat that caught the rat
ate the malt th:tt l:ty in the house that Jack built.
Tlw books ,~·hich I bought of you I sold again.
W e can nat the fish which we have caught.
This is the boy who was sick.
Alexanrlcr, who conquered the world, sighed for more
worlds to conquer.
9. Bless th em that curse you.
10. Ile found the ball for which you sent him.
11. ·The gate ll'hich was broken is now mended.
12. Where are the cherries that I saw you take?
2.
Insert relative pronouns in the following sentences:
1.
2.
3.
4.
5.
6.
7.
8.
9.
I 0.
This is th e book - - l have been hunting.
Here is the man - - told us.
The <log - - barked at me is savage.
Have you found th e money - - Will! lost?
This is not the snme man - - we met before.
The book - - yo u gave me is interesting.
Can you tell me - - that mau is?
:tl'ly friend - - was with me is sick.
How do you like the knife - - I gave you?
All - - heard him were pleMed.
CORRECTIONS.
CORRECT
t.he errors in the following:
I. This is not the house who we bought.
2.
3.
4..
5.
The man which we saw has left the city.
The boys which i met in the country have come to sec me.
This is the apple whnt my brother garn me.
Many of the men which came were strangers.
6. These are the same boys whi ch we saw last week.
7. The lessons what you gave us are difficult.
8. All my sisters which were here have returned home.
70
LESSO.N S J .N .B.NGLJSH.
AU VERBS.
1NTEIUWGATI VE l'HONOUNS.
SoME pro1101111s
arf~
11 srd l.11
ask (jllt:R~iow;;
as---
1. IV/rn carne last. 11i o- lit I
2. IVlur.t did yo u bu,;?
3. Wh ich iH th e book you gave me ?
'VliC' n pronouns arc lli'>cd to a.':ik 'Jll esLioui;, they are
called Interrogative Pronouns.
There are tl11·ee ·111 t crroga L'1vc prouou11s-who which
and what.
'
·'
EXERC ISE .
Name the int.crrogat.ivc pro11 ou11s 111 the followi 11 g
~entences:
1. Who di sco vered ,\ mr rica?
2. Who was h ere ?
3. Wbat shall we hri11 g l(>r you?
4. 'Vhicl1 of th e two do yo u Ii l;i• I•<'st?
5. Which of t he horsrs d o yo u prdc r ?
6. What is th e name of th e to wn iJJ which you Jive?
71
DEI<'INITIONS.- --1. A Personal Pronoun is one which
shows by its form the person , of the noun which it
represents.
2. A Relative Pronoun ia o ne which rela tes to a preceding word, phrase, or c lause, called its antecedent,
and unites with it a subordinate clause.
3. An Inte rrogative Pronoun is one that is used in
asking a question.
EXEHCISE .
f:\11pply proper pro11nuns iu Lite fulluwing sentences,
and tell t.l1t~ class of eael1 :
J.
2.
hid e
3.
4.
fi .
6.
Ca11 - · ···- rid e on Lhc home?
Wh en -·-- ha ve b cc11 1;11i 11.y of a fa11 It, 1!0 not tell a lie to
- - -.
Th e h ear - - the hunters ca11g hL 11· aH a very large one.
Wh en sh nll ·--have th e pleasure o f' ~eei ng - - ?
- - shall - - do to be saved?
Happy is Lh c ma n - - doc.~ - - duty.
7. - - is the man - - spoke to - - yesterday.
8. The general - - com ma nded the army was killed.
EXER C ISE.
Jn. t.lie followiug sent.cn<'es i:;1d cc1 t.lu' jlf' rsrn ml, t.lr e
~elat1ve, and tire interrogative prnnou 11 ,.,, a 11 d wriLe tlrem
m separate co Ium us :
l · This is the book which yo u th ought yo u had lost..
2. What h ave you dou e with the book which f bought for
you?
3 · The man who rloes no good, docs harm .
4. _EJ:e told m e that the lady who brought the preseut lives iu
the city.
5.
6.
1.
8.
Tb.c rain whi ch fe ll last nig ht will catisc a fresh et.
It is true that you a nd your brother have been appointed
·wh a t shall we do with th e berries we hav e gath ere<l 1
.
You a nd I m ay do as we please with the b k
h' J
~iveu to us.
.
oo s w IC i were
ADV~H.BS.
DElFINI'I.'ION.·-·An Adverb is a word used to modify
a Verb, an Adjective, or another Adverb.
l . Ad verbs that a11swcr the question When f are called
adverbs of Time.
2. Ad verbs that answer the q uestiou Where! are called
adverbs of Place.
3. Adverbs that answer the question How much! are
call ed adverbs of Degree.
4. Adverbs that answer the question Why f are called
adverbs of Cause.
·I
.Ii
.:"11.
l•; 1
.1!.1
I'I
'~
'~!
________ ___..J
72
LBSSONS IN ENGLISH.
A.DVERBS.
5. Ad verbs that answer the q ucstion ,I:fow 1 are called
adverbs of Manner.
3.
Some adverbs not only modify verLs, but also connect
clauses.
Thus, iu the sentence, "I will go when you come," the
llllverh when modifies will go arnl corne, hut it also oonnects the two clauses I will go and you corne.
Adverbs that connect clauses are called Conjunctive
Adverbs.
EXERCISES
I.
Name the adverbs in the following senten ces, a nd tell
whether they are adverbs of lime, place, degree, cause, or
manner:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
In t~ie following se_ntenccs name the conjunctive adverbs, and tell what they connect:
I. I do not know when I met my brother.
.
2. The poor fellow stays wh erever h e finds a fnend.
3. I will listen while yon r ecite.
4. They listen ed to us while we sang for them.
5. While we were talking the boys stroll ed away into the
garden.
6. 'Vhen your fri end comes we can start at once.
7. We shall not go until the train arrives.
8. The pupils were t alking while you re~d to them .
9. The hills were covered with green until the frosts of autumn
came.
The clause introduced by the conjunctive adverb
usually limits the preceding verb.
Write the analysis of the foregoing sentences.
lllodels.
We live happily.
Let me study diligently.
Begin immediately with your work.
Our teacher speaks correct ly.
A bad boy sometimes studi es well.
The enemy did uot exprct us to-day.
\Viii the summer never come?
This little boy is rcnrnrkabl y st.udious.
I think I know my leRso11 very well.
Th e girl wn.~ thoroughly di scouraged.
1.
tot
;lo know
2.
2.
Write sc11tences co11taining the following adverbs:
beautifully
extrem ely
rapidly
P.utirely
wholly
smoothly
swiftlv
fiercely
sweetly
badly
sadly
slowly
• lay
I~·
_,./'
(wben)---......_me~rotber.
I
Expl11 nntio11. -The curves
are used to show that when
modifies th e verb in ench
e l nu~e .
I is th e subject of a
modify in g clansc, au tl met i>
the pre<licate. Jf(et is mo<lificrl
I my by brother, nntl brother is mod· .
ifi ed by my.
ExJ>lanalion .-'l'he curves
are use<l to show that w herever
·
modifies the verb in each clause.
•OOr
H e is the sulijcct, and fin~
the predicate, of the modifying
wh erever)<he _L .
I
find-;rfri cn•1. a clause. The modifying clause
modifies the pred icate stays
he
f
fellow
wisely
well
gladly
nicely
73
DEFINITION.-A Conjunctive Adverb i~ one used ~o
·connect clauses or propositions, and modify a Verb m
each.
,,.
76
CON JUNCTIONS.
LESSONS IN ENGLISH.
CON JUNCTIONS.
DEFINITION.--A Oonjunctio~·)s a word used to oon·
nect words, sentences, or parts of sentences.
\
Write the analysis of the above sentences.
lUodel.
caught
I the
barn. I the
bird
in
Write the following sentences:
1. I will recite and James will recite .
2. I will recite if James will recite.
. Ex(llanation.-The phrase in barii mod
iJies caught, a nd the modifies barn.
The first sentence contains two statements, each of
which is independent. These statements are connected
by and.
INDEPENDENT ADVERBS.
adverbs rlo not mo<lify any other word.
are called Independent Adverbs.
SOME
I
!
8. The cat ran after the rat.
9. The mouse ran away from the cat.
10. The picture hung on the wall.
bo~yhe
77
These
Thus, in the expressions "Y<'s he will come " " Jf; ll
e,
It
'
'
e . us s tart "
' yes anrI well are independent
adverbs.
The second sentence contains two statements also,
but the second depends upon the first. These statements are connected by if.
Independent statementB or clauses are connected by
Co-ordinate Conjunctions.
·.l. If
EXERCISE.
Name the i1'.depe11<l ent a<lverbs in the following:
1. No, I will not answer your question.
2· Why, I hardly think that is true.
3. Now, let us begin the task.
4, Well, this is certainly queer.
5. Have you studied? Yes.,
REVIEW.
What is an adverb!
Name the kinds of adverbs.
What is a c01ijunctive adverb-'
Nam e two adverbs of ti:me.
Name two adverbs of place.
Name two ad1•erbs of degree.
Name two adverbs of cause,
Name two adverbs of manner.
DEFINITION.-A Co-ordinate Conjunction ls one
that connects parts of equal rank; as, "You may
play ancl I will sing."
1
I
I
. The conjunction.a which .unite dependent or modifying
clau ses to the principal clause of a sentence are calle<l
Subordinate Conjunctions.
DEFINITION.-A Subordinate Conjunction is one
that connects a modifying part to the principal or
modified part.
In the sentence, "I cannot Lell you, for you will not
listen," the second part of the sentence," for you will not
listen," answers the question Why f
What kind of element is "for you will not listen"?
What does it modify?
7•
/
/
t
ll
II'
J!
1
l
·11
78
The principal Subordinate Conjunctions are- ·
EXERCISES.
I.
~ame the co1tiunctio11s in the following expressions,
write the co-ordinate and the subordinate in separate
columns:
.
1. John will come, but Henry will remain at home.
2. I can prepare my lesson if I am not disturbed.
3. Not John, but his brother, was present.
-l. Henry and his friend have gone hunting.
5. You will be successful, but he will fail.
6. The fire will burn, but you must give it time.
7. The fire will burn if you give it time.
8. I will attend to the work if you do not.
9. I must attend to the work, for you will not.
10. Unless you stay, I will not go.
if
though
although
unless
Supply conjunctions in the following sentences:
1. He is happy - - he is good.
2. I called for you, - - you were not at home.
3. - - you will listen to Mary - - me, we will sing.
4. I believe - - he will come to-morrow.
5. The sun was shining, - - it was clear.
6. I will go - - you stay.
7. I will go, - - you. must stay.
8. - - he is poor, he is respected.
9. - - John - - Harry was prbent.
10. - - John - - Harry were present.
lest
except
whether
that
for.
since
as
than
provided
because
whereas
ina.~much
MAKE
CORRECTIONS.
any corrections that may be necessary in the
1. Playing and to sing are pleasa11t employments.
2. To get our feet wet and neglectiug to dry them may cause
sickness.
3. To eat and playing were all that he cared for.
4. He and me were not to blame.
CORRELATIVES.
Both . .
Neither
Either
If
Whether
THE following are some of tlie principal Oo-ordiru:de
O:mjundions :
still
nevertheies11
as well as
as
following:
LIST OF CON.JUNCTIONS.
but
or
else
I
Conjunctions always connect like parts; that is, nouns
or pronouns with nouns or pronouns, ve:rbs with verbs,
adjectives with adjectives, phrases with phrases, etc.
So:r.rn conjui;ictions are used in pairs.
also
either
nor
\
EXERCISE.
Write five sentencea containing co-ordinate conjunctions.
Write five sentences containing subordinate conjunctions.
2.
and
yet
neither
79
CORRELATIVE CON JUNCTIONS.
LESSONS IN BNOLISH.
".
Thus:
and.
nor.
or.
then.
or.
C01u11nctions used in pairs are called Correlative Con-
junctions.
. .
~
80
LESSONS IN F.NGLTAH.
'Vrite five sentences, each ()(Jntaining one. of the foregoing pairs' of correlative co1tjunctions.
CAUTION.-Be car<ful
to use
01·
with eithcl', and
1101·
with neither.
Nonn
Proper,
{ Common.
Verb
Transitive,
{ Intransitive.
Limiting
1.
S;~:!;~!,
Parts of Speech
Write a definition for each of the terms in the above
table.
/
Grandmothers are very nice folksThey beat all the aunts in creation :
They let a chap do as he likes,
And don't worry about education.
A little child beneath a tree,
Sat and chanted cheerily
A little song, a pleasant song,
Which was-she sang it all day long" ·when the wind blows the blossoms fall, ·
But a good God reigns over all."
3.
The night is dark, and the winter winds
Go stabbing about with their icy spears;
The sharp hail rattles against the panesi
And melts on my cheeks like tears.
4.
Within a thick and spreading hawthorn-bush,
That overhung a molehill large and round,
I heard from morn to morn a merry thrush
Sing hymns of rapture, while I drank the so~nd
With joy, and oft, an unintruding guest,
I watched her secret toils from day to day.
Adjective
(Pronominal.
{ Qualifying,
1
Proper.
Personal,
Pronoun
{ Relative,
Interrogative.
Simple,
Adverb
{ Conjunctive.
Co-ordinate,
Conjunction Subordinate,
{
Correlative.
' __...,.,
JUodel.
Grandmothers are very nice folks, etc.
Grandmothera is a common nonn ;
are Is an Intransitive verb;
11ery is an adverb of degree;
nice Is a qualifying adjective;
folka is a common noun.
2.
SYNOPSIS.
GENERAL EXERCISE.
the parts of speech in th~' follo~ing selection~
and name the subdivisions to which each belongs :
\
l. Neither you or I can be blamed.
He did not come to see either yon nor me.
Neither boys or girls are always industrious.
They have not asked us for either books nor pencil~.
I have not found either my hat nor my cap.
Neither the wise or the foolish are always happy.
81
NAME
Co rrect the errors in the following:
2.
3.
4.
5.
6.
GF..NFlRAL EXERCIBE.
5 Good sense must, in many cases, determine good breeding; but there are some general rules for it that are always
true. For example, it is extremely rude not to give proper
att;ention and a civil answer when people speak to you, or to
go away or be doing something else while they are speaking
F
I
<
'
112
....
-
....
~
----
....--
...r
.".".._
<
--
•
-
.
LF..SSONS JN ENGLISH.
REVIEW.
to yon, for that convinces them that you despise them, and do
not think it worth your while to hear or answer what they say.
It iR also very rude to take the best place in a room, or to seize
immediately upon what you like at table, without offering first
to help others, as if you considered nobody but yourself. On
the contrary, you should always endeavor to procure nil the
conveniences you can for the people yon are with. Besides he·
ing civil, which is absolutely necessary, the perfection of good
hrPP<ling is to be civil with ease and in a becoming manner.
83
REVIEW.
CAPITAL LETTER8.
A CAPITAL letter should be placed1. At the beginning of every sentence ;
2. At the beginning of every proper noun and every
proper adjective ;
3. At the beginning of abbreviations of titles ;
4. At the beginning of the names of months, days
of the week, holidays, and important events;
5. At the beginning of each name of God or the
Deity;
6. At the beginning of each line of poetry.
7. 0 and I, when used as words, should be written
as capitals.
8. Abbreviations, when single letters, should generally be written as capitals.
PERIOD.
'
l
l. A period should be placed after every declarative
or imperative sentence.
2. A period should be placed after every ·abbreviation.
INTERROGATION POINT.
An interrogation point should be placed after every
interrogative sentence.
EXCLAMATION POINT.
\Vrite
Write
Write
Write
all you
a story
a short
a short
can about this picture.
which the picture may illustrate.
description of a visit to the country.
description of life on a farm.
I. An exclamation point should be placed after every
exclamation.
2. An exclamation point should be placed after every
interjection.
. 1
i_;
RF:Vl
f ,;;;;';i.;ONl':I I N F:NO LlfH I.
111 )''H I , f'11r lli:il 1·11 11 vi111' Pc< tl1 r 111 lli:d. y ou drHpise t.'1Pn 1, :1111 1 do
11ul 1l1 i11 k ii. \\'qrlh yo11r ll' iiik t.o h1•:1r or a ns ll' e r wha t t.l11•y H:l .1'.
lll. i" al so 1·l'ry rnd c lo L:ik e t.l1n l11·s l, pl:11·1· in a ro11 111 , 11r l<> ' "i z•l
i n111 1l·ili: tl1·ly 11po 11 wh a l. yo u li kt' al. I.able, will10 11 t. oll r ri11 g linll
I 0 he lp ot.li crH, :1.H i r yn11 ('(ll1 Hicl 1· r1·d 11 ohocl y 1>11t. )'11111""< '1 r. ( )11
Ll11· co11t.r:1 ry, yn11 H!i1111ld :1.l \\':1,l" H 1·11d<':i. vn r l.11 JH O<'lll'<'. :ill I ill•
•·•rnvc 11i P11crH you cn11 l(>r l h P. pt'o pl <'. yo n :trc wit.11. l \«Hidf'" lH··
in .c>; e iYil , wh ic h i" alts11 l11t<:l,v 11 (·c•·ssary , U10 pl' rlt'<' !io11 o l' /.!'""!
1~r1 · 1 · di11 g is to hr. t:i \·il with ea~ !' an d in a h f' (' 11111i11 ~ 111:11111t •r.
.
···- ···
....
83
r.:w.
I ( E·:V I ['.:\IV.
CA Pl'l'Al, J ,JO:'l"I'E: l"/.t;.
l
I
A
CAf' TT AL leLter sl10uld be placed1. A I t.l1 c l1cg i1111i11 g of' t 'Vl~ I' ,\' se 11f.e 11c<:;
2. At tlte bcgi1111i11g nf ev ery proper
pro per adj ed ive;
:i. At
11 0 1111
the beginuing of abbrev iations of
aud every
tit l r~'l ;
1. J\ t I.li e heg i1111i11g ol' the 11 a111es of months, days
tJ1 e week, holid ays, a nd important. events;
ii. AL Lite beg innin g of each name of God or the
ll<·it.y ;
(i. AL !.111 : lic~ i1111ing of' r::iclt li11r~ of' pocl.r_y.
1
-
or
··
I
l
'i . 0 and 1,
w lu ~ 11
used as words, s ho11ld he wriUF.11
:1.o; < ~:t pit:d s.
8. A I1brnv ialions, when sing le letters, shou hl gcnr:ra l ly he wri tten as ea pi ta.ls.
PERIOD .
>,
w•·~~~::. ;
~
I
-~J~:;,. '~
I
I. J\ pcri 11cl f1hou ld lir plaecil after every tleelarat.ive
or i111pcrnLive sentence.
2. J\ peri od should be placed after every abbreviatio11 .
l NTERROGA'rION P OINT.
· -~~~1~-> -
An i11l er!'l)gat.ion poin t should be placed after every
i 11 te rrogal.i vc sc11 l.e lf( '.C.
\Vri t.e a ll yo: 1 1·;111 al1011t. tl1i s pi d 1m"
\\' rite a f; lnry wlii i: l1 Iii <' pi 1'.llll'c 111ay ill11 strat('.
I. ;\ n l'x r·l :t111 atio11 point s hu11ltl be placed af'Ler every
exc la111atiu11.
2. A u excl :unation poi11t. should br~ placed after every
i 11 te1j edio11.
Writ e a :-d i:1r: '1 l'scriptio11 llf'
rn xcLAMAT l ON POIN T.
:i
1·isif tn tlH• ('01111Lry.
\"l" ril 11 a. fl hnrt d(·sl'1·iplit111 111' li fo on a fan11 .