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The Project Gutenberg EBook of Graded Lessons in English
by Alonzo Reed and Brainerd Kellogg
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Title: Graded Lessons in English
An Elementary English Grammar Consisting of One Hundred Practical
Lessons, Carefully Graded and Adapted to the Class-Room
Author: Alonzo Reed and Brainerd Kellogg
Release Date: December, 2004 [EBook #7010]
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[This file was first posted on February 22, 2003]
Edition: 10
Language: English
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*** START OF THE PROJECT GUTENBERG EBOOK GRADED LESSONS IN ENGLISH ***
This eBook was produced by Karl Hagen, Charles Franks,
and the Online Distributed Proofreading Team.
** Transcriber's Notes **
Underscores mark italics; words enclosed in +pluses+ represent boldface;
words enclosed in /slashes/ represent underlined words. Words enclosed in
~tildes~ represent a wavy underline.
To represent the sentence diagrams in ASCII, the following conventions are
used:
- The heavy horizontal line (for the main clause) is formed with equals
signs (==).
- Other solid vertical lines are formed with minus signs (--).
- Diagonal lines are formed with backslashes (\).
- Words printed on a diagonal line are preceded by a backslash, with no
horizontal line under them.
- Dotted horizontal lines are formed with periods (..)
- Dotted vertical lines are formed with straight apostrophes (')
- Dotted diagonal lines are formed with slanted apostrophes (`)
- Words printed over a horizontally broken line are shown like this:
----, helping
'---------
- Words printed bending around a diagonal-horizontal line are broken like
this:
\wai
\ ting
---------
** End Transcriber's Notes **
GRADED LESSONS IN ENGLISH.
AN
ELEMENTARY
ENGLISH GRAMMAR,
CONSISTING OF
ONE HUNDRED PRACTICAL LESSONS,
CAREFULLY GRADED AND ADAPTED TO THE CLASS-ROOM,
BY
ALONZO REED, A.M.,
FORMERLY INSTRUCTOR OF ENGLISH GRAMMAR IN THE POLYTECHNIC INSTITUTE,
BROOKLYN
AND
BRAINERD KELLOGG, LL.D.,
PROFESSOR OF THE ENGLISH LANGUAGE AND LITERATURE IN THE
POLYTECHNIC INSTITUTE, BROOKLYN
REVISED EDITION, 1896.
A COMPLETE COURSE IN ENGLISH.
BY
ALONZO REED, A.M., AND BRAINERD KELLOGG, LL.D.
REED'S WORD LESSONS, A COMPLETE SPELLER. Designed to teach the correct
spelling, pronunciation, and use of such words only as are most common in
current literature, and as are most likely to be misspelled, mispronounced,
or misused, and to awaken new interest in the study of synonyms and of
word-analysis. 188 pages, 12mo.
REED'S INTRODUCTORY LANGUAGE WORK. A simple, varied, and pleasing, but
methodical series of exercises in English to precede the study of technical
grammar. 253 pages, 16mo, linen.
REED & KELLOGG'S GRADED LESSONS IN ENGLISH. An elementary English grammar,
consisting of one hundred practical lessons, carefully graded and adapted,
to the class-room. 215 pages, 16mo, linen.
REED & KELLOGG'S HIGHER LESSONS IN ENGLISH. A work on English grammar and
composition, in which the science of the language is made tributary to the
art of expression. A course of practical lessons carefully graded, and
adapted to every-day use in the school-room. 386 pages, 16mo, cloth.
REED & KELLOGG'S ONE-BOOK COURSE IN ENGLISH. A carefully graded and
complete series of lessons in English grammar and composition based on the
natural development of the sentence. For schools that have not time to
complete more than one book on grammar. 328 pages, 16mo, cloth.
KELLOGG & REED'S WORD-BUILDING. Fifty lessons, combining Latin, Greek, and
Anglo-Saxon roots, prefixes, and suffixes, into about fifty-five hundred
common derivative words in English; with a brief history of the English
language. 122 pages, 16mo, cloth.
KELLOGG & REED'S THE ENGLISH LANGUAGE. A brief history of the grammatical
changes of the language and its vocabulary, with exercises on synonyms,
prefixes, suffixes, word-analysis, and word-building. A text-book for high
schools and colleges. 226 pages, 16mo, cloth.
KELLOGG'S TEXT-BOOK ON RHETORIC. Revised and enlarged edition.
Supplementing the development of the science with exhaustive practice in
composition. A course of practical lessons adapted for use in high schools,
academies, and lower classes of colleges. 345 pages, 12mo, cloth.
KELLOGG'S TEXT-BOOK ON ENGLISH LITERATURE. with copious extracts from the
leading authors, English and American, and full instructions as to the
method in which these books are to be studied. 485 pages, 12mo, cloth.
PREFACE.
The plan of "Graded and Higher Lessons in English" will perhaps be better
understood if we first speak of two classes of text-books with which this
course is brought into competition.
+Method of One Class of Text-books+.--In one class are those that aim
chiefly to present a course of technical grammar in the order of
Orthography, Etymology, Syntax, and Prosody. These books give large space
to grammatical Etymology, and demand much memorizing of definitions, rules,
declensions, and conjugations, and much formal word parsing,--work of which
a considerable portion is merely the invention of grammarians, and has
little value in determining the pupil's use of language or in developing
his reasoning faculties. This is a revival of the long-endured, unfruitful,
old-time method.
+Method of Another Class of Text-books+.--In another class are those that
present a miscellaneous collection of lessons in Composition, Spelling,
Pronunciation, Sentence-analysis, Technical Grammar, and General
Information, without unity or continuity. The pupil who completes these
books will have gained something by practice and will have picked up some
scraps of knowledge; but his information will be vague and disconnected,
and he will have missed that mental training which it is the aim of a good
text-book to afford. A text-book is of value just so far as it presents a
clear, logical development of its subject. It must present its science or
its art as a natural growth, otherwise there is no apology for its being.
+The Study of the Sentence for the Proper Use of Words+.--It is the plan of
this course to trace with easy steps the natural development of the
sentence, to consider the leading facts first and then to descend to the
details. To begin with the parts of speech is to begin with details and to
disregard the higher unities, without which the details are scarcely
intelligible. The part of speech to which a word belongs is determined only
by its function in the sentence, and inflections simply mark the offices
and relations of words. Unless the pupil has been systematically trained to
discover the functions and relations of words as elements of an organic
whole, his knowledge of the parts of speech is of little value. It is not
because he cannot conjugate the verb or decline the pronoun that he falls
into such errors as "How many sounds _have_ each of the vowels?" "Five
years' interest _are_ due." "She is older than _me_." He probably would not
say "each _have_," "interest _are_," "_me_ am." One thoroughly familiar
with the structure of the sentence will find little trouble in using
correctly the few inflectional forms in English.
+The Study of the Sentence for the Laws of Discourse+.--Through the study
of the sentence we not only arrive at an intelligent knowledge of the parts
of speech and a correct use of grammatical forms, but we discover the laws
of discourse in general. In the sentence the student should find the law of
unity, of continuity, of proportion, of order. All good writing consists of
good sentences properly joined. Since the sentence is the foundation or
unit of discourse, it is all-important that the pupil should know the
sentence. He should be able to put the principal and the subordinate parts
in their proper relation; he should know the exact function of every
element, its relation to other elements and its relation to the whole. He
should know the sentence as the skillful engineer knows his engine, that,
when there is a disorganization of parts, he may at once find the
difficulty and the remedy for it.
+The Study of the Sentence for the Sake of Translation+.--The laws of
thought being the same for all nations, the logical analysis of the
sentence is the same for all languages. When a student who has acquired a
knowledge of the English sentence comes to the translation of a foreign
language, he finds his work greatly simplified. If in a sentence of his own
language he sees only a mass of unorganized words, how much greater must be
his confusion when this mass of words is in a foreign tongue! A study of
the parts of speech is a far less important preparation for translation,
since the declensions and conjugations in English do not conform to those
of other languages. Teachers of the classics and of modern languages are
beginning to appreciate these facts.
+The Study of the Sentence for Discipline+.--As a means of discipline
nothing can compare with a training in the logical analysis of the
sentence. To study thought through its outward form, the sentence, and to
discover the fitness of the different parts of the expression to the parts
of the thought, is to learn to think. It has been noticed that pupils
thoroughly trained in the analysis and the construction of sentences come
to their other studies with a decided advantage in mental power. These
results can be obtained only by systematic and persistent work. Experienced
teachers understand that a few weak lessons on the sentence at the
beginning of a course and a few at the end can afford little discipline and
little knowledge that will endure, nor can a knowledge of the sentence be
gained by memorizing complicated rules and labored forms of analysis. To
compel a pupil to wade through a page or two of such bewildering terms as
"complex adverbial element of the second class" and "compound prepositional
adjective phrase," in order to comprehend a few simple functions, is
grossly unjust; it is a substitution of form for content, of words for
ideas.
+Subdivisions and Modifications after the Sentence+.--Teachers familiar
with text books that group all grammatical instruction around the eight
parts of speech, making eight independent units, will not, in the following
lessons, find everything in its accustomed place. But, when it is
remembered that the thread of connection unifying this work is the
sentence, it will be seen that the lessons fall into their natural order of
sequence. When, through the development of the sentence, all the offices of
the different parts of speech are mastered, the most natural thing is to
continue the work of classification and subdivide the parts of speech. The
inflection of words, being distinct from their classification, makes a
separate division of the work. If the chief end of grammar were to enable
one to parse, we should not here depart from long-established precedent.
+Sentences in Groups--Paragraphs+.--In tracing the growth of the sentence
from the simplest to the most complex form, each element, as it is
introduced, is illustrated by a large number of detached sentences, chosen
with the utmost care as to thought and expression. These compel the pupil
to confine his attention to one thing till he gets it well in hand.
Paragraphs from literature are then selected to be used at intervals, with
questions and suggestions to enforce principles already presented, and to
prepare the way informally for the regular lessons that follow. The lessons
on these selections are, however, made to take a much wider scope. They
lead the pupil to discover how and why sentences are grouped into
paragraphs, and how paragraphs are related to each other; they also lead
him on to discover whatever is most worthy of imitation in the style of the
several models presented.
+The Use of the Diagram+.--In written analysis, the simple map, or diagram,
found in the following lessons, will enable the pupil to present directly
and vividly to the eye the exact function of every clause in the sentence,
of every phrase in the clause, and of every word in the phrase--to picture
the complete analysis of the sentence, with principal and subordinate parts
in their proper relations. It is only by the aid of such a map, or picture,
that the pupil can, at a single view, see the sentence as an organic whole
made up of many parts performing various functions and standing in various
relations. Without such map he must labor under the disadvantage of seeing
all these things by piecemeal or in succession.
But, if for any reason the teacher prefers not to use these diagrams, they
may be omitted without causing the slightest break in the work. The plan of
this book is in no way dependent on the use of the diagrams.
+The Objections to the Diagram+.--The fact that the pictorial diagram
groups the parts of a sentence according to their offices and relations,
and not in the order of speech, has been spoken of as a fault. It is on the
contrary, a merit, for it teaches the pupil to look through the literary
order and discover the logical order. He thus learns what the literary
order really is, and sees that this may be varied indefinitely, so long as
the logical relations are kept clear.
The assertion that correct diagrams can be made mechanically is not borne
out by the facts. It is easier to avoid precision in oral analysis than in
written. The diagram drives the pupil to a most searching examination of
the sentence, brings him face to face with every difficulty, and compels a
decision on every point.
+The Abuse of the Diagram+.--Analysis by diagram often becomes so
interesting and so helpful that, like other good things, it is liable to be
overdone. There is danger of requiring too much written analysis. When the
ordinary constructions have been made clear, diagrams should be used only
for the more difficult sentences, or, if the sentences are long, only for
the more difficult parts of them. In both oral and written analysis there
is danger of repeating what needs no repetition. When the diagram has
served its purpose, it should be dropped.
SUGGESTIONS FOR COMPOSITION EXERCISES
The exercises in composition found in the numbered Lessons of this book are
generally confined to the illustration and the practical application of the
principles of the science as these principles are developed step by step.
To break up the continuity of the text by thrusting unrelated composition
work between lessons closely related and mutually dependent is exceedingly
unwise.
The Composition Exercises suggested in this revision of "Graded Lessons"
are designed to review the regular Lessons and to prepare in a broad,
informal way for text work that follows. But since these Exercises go much
farther, and teach the pupil how to construct paragraphs and how to observe
and imitate what is good in different authors, they are placed in a
supplement, and not between consecutive Lessons of the text.
To let such general composition work take the place of the regular grammar
lesson, say once a week, will be profitable. We suggest that the sentence
work on the selections in the Supplement be made to follow Lessons 30, 40,
50, 60, 70, 77; but each teacher must determine for himself when these and
the other outlined lessons can best be used. We advise that other
selections from literature be made and these exercises continued with the
treatment of the parts of speech.
For composition work to precede Lesson 30 we suggest that the teacher break
up a short story of one or two paragraphs into simple sentences, making
some of these transposed, some interrogative, and some exclamatory. The
pupils may be required to copy these, to underline the subject and the
predicate, and to tell, in answer to suggestive questions, what some of the
other words and groups of words do (the questions on the selections in the
Supplement may aid the teacher). The pupils may then write out the story in
full form. To vary the exercise, the teacher might read the story and let
the pupils write out the short sentences.
A TALK ON LANGUAGE.
The teacher is recommended, before assigning any lesson, to occupy the time
of at least two or three recitations, in talking with his pupils about
language, always remembering that, in order to secure the interest of his
class, he must allow his pupils to take an active part in the exercise. The
teacher should guide the thought of his class; but, if he attempt to do
_all the talking_, he will find, when he concludes, that he has been
left to do _all the thinking_.
We give below a few hints in conducting this talk on language, but the
teacher is not expected to confine himself to them. He will, of course, be
compelled, in some instances, to resort to various devices in order to
obtain from the pupils answers equivalent to those here suggested.
LESSON 1.
+Teacher+.--I will pronounce these three sounds very slowly and distinctly,
thus: _b-u-d_. Notice, it is the _power_, or _sound_, of the letter, and
not its name, that I give. What did you hear?
+Pupil+.--I heard three sounds.
+T.--+Give them. I will write on the board, so that you can see them, three
letters--_b-u-d_. Are these letters, taken separately, signs to you of
anything?
+P.--+Yes, they are signs to me of the three sounds that I have just heard.
+T.--+What then do these letters, taken separately, picture to your eye?
+P.--+They picture the sounds that came to my ear.
+T+.--Letters then are the signs of what?
+P.--Letters are the signs of sounds+.
+T+.--I will pronounce the same three sounds more rapidly, uniting them
more closely--_bud_. These sounds, so united, form a spoken word. Of what
do you think when you hear the word _bud_?
+P+.--I think of a little round thing that grows to be a leafy branch or a
flower.
+T+.--Did you see the thing when you were thinking of it?
+P+.--No.
+T+.--Then you must have had a picture of it in your mind. We call this
+mental picture+ an +idea+. What called up this idea?
+P+.--It was called up by the word _bud_, which I heard.
+T+.--A _spoken word_ then is the sign of what?
+P.--A spoken word is the sign of an idea+.
+T+.--I will call up the same idea in another way. I will _write_ three
_letters_ and unite them thus: _bud_. What do you see?
+P+.--I see the word _bud_.
+T+.--If we call the other word _bud_ a _spoken_ word, what shall we call
this?
+P+.--This is a _written_ word.
+T+.--If they stand for the same idea, how do they differ?
+P+.--I _see_ this, and I _heard_ that.
+T+.--You will observe that we have called attention to _four_ different
things; viz., the +real bud+; your _mental picture_ of the bud, which we
have called an +idea+; and the +two words+, which we have called signs of
this idea, the one addressed to the ear, and the other to the eye.
If the pupil be brought to see these distinctions, it may aid him to
observe more closely and express himself more clearly.
LESSON 2.
+Teacher+.--What did you learn in the previous Lesson?
+Pupil+.--I learned that a spoken word is composed of certain sounds, and
that letters are signs of sounds, and that spoken and written words are the
signs of ideas.
This question should be passed from one pupil to another till all of these
answers are elicited.
All the written words in all the English books ever made, are formed of
twenty-six letters, representing about forty sounds. These letters and
these sounds make up what is called artificial language.
Of these twenty-six letters, +a, e, i, o, u+, and sometimes +w+ and +y+,
are called +vowels+, and the remainder are called +consonants+.
In order that you may understand what kind of sounds the vowels stand for,
and what kinds the consonants represent, I will tell you something about
the _human voice_.
The air breathed out from your lungs beats against two flat muscles,
stretched like strings across the top of the windpipe, and causes them to
vibrate. This vibrating makes sound. Take a thread, put one end between
your teeth, hold the other in your fingers, draw it tight and strike it,
and you will understand how voice is made.
If the voice thus produced comes out through the mouth held well open, a
class of sounds is formed which we call _vowel_ sounds.
But, if the voice is held back by your palate, tongue, teeth, or lips,
_one_ kind of _consonant_ sounds is made. If the _breath_ is driven out
_without voice_, and is held back by these same parts of the mouth, the
_other_ kind of _consonant_ sounds is formed. Ex. of both: _b, d, g; p, t,
k_.
The teacher and pupils should practice on these sounds till the three kinds
can easily be distinguished.
You are now prepared to understand what I mean when I say that the +vowels+
are the +letters+ which stand for the +open sounds of the voice+, and that
the +consonants+ are the +letters+ which stand for the sounds made by the
+obstructed voice+ and the +obstructed breath+.
The teacher can here profitably spend a few minutes in showing how ideas
may be communicated by _Natural Language_, the language of _sighs, groans,
gestures_ of the hands, _attitudes_ of the body, _expressions_ of the face,
_tones_ of the voice, etc. He can show that, in conversation, we sometimes
couple this _Natural Language_ of _tone_ and _gesture_ with our language of
words, in order to make a stronger impression. Let the pupil be told that,
if the passage contain feeling, he should do the same in _Reading_ and
_Declaiming_.
Let the following definitions be learned, and given at the next recitation.
+DEFINITION.--Artificial Language, or _Language Proper_, consists of the
spoken and written words used to communicate ideas and thoughts+.
+DEFINITION.--_English Grammar_ is the science which teaches the forms,
uses, and relations of the words of the English Language+.
LESSON 3
Let the pupils be required to tell what they learned in the previous
lessons.
+Teacher+.--When I pronounce the two words _star_ and _bud_ thus: _star
bud_, how many ideas, or mental pictures, do I call up to you?
+Pupil+.--Two.
+T+.--Do you see any connection between these ideas?
+P+.--No.
+T+.--When I utter the two words _bud_ and _swelling_, thus: _bud
swelling_, do you see any connection in the ideas they stand for?
+P+.--Yes, I imagine that I see a bud expanding, or growing larger.
+T+.--I will connect two words more closely, so as to express a thought:
_Buds swell_. A thought has been formed in my mind when I say, _Buds
swell_; and these two words, in which something is said of something else,
express that thought, and make what we call a _sentence_. In the former
expression, _bud swelling_ it is assumed, or taken for granted, that buds
perform the act; in the latter, the swelling is asserted as a fact.
_Leaves falling_. Do these two words express two ideas merely associated,
or do they express a thought?
+P+.--They express ideas merely associated.
+T+.--_Leaves fall_.
Same question.
+P+.--A thought.
+T+.--Why?
+P+.--Because, in these words, there is something _said_ or _asserted_ of
leaves.
+T+.--When I say, _Falling leaves rustle_, does _falling_ tell what is
thought of leaves?
+P+.--No.
+T+.--What does _falling_ do?
+P+.--It tells the _kind_ of leaves you are thinking and speaking of.
+T+.--What word _does_ tell what is thought of leaves?
+P+.--_Rustle_.
+T+.--You see then that in the thought there are two parts; something of
which we think, and that which we think about it.
Let the pupils give other examples.
LESSON 4.
Commit to memory all definitions.
+DEFINITION.--A _Sentence_ is the expression of a thought in words+.
Which of the following expressions contain words that have _no connection_,
which contain words _merely associated_, and which are _sentences_?
1. Flowers bloom.
2. Ice melts.
3. Bloom ice.
4. Grass grows.
5. Brooks babble.
6. Babbling brooks.
7. Grass soar.
8. Doors open.
9. Open doors.
10. Cows graze.
11. Curling smoke.
12. Sugar graze.
13. Dew sparkles.
14. Hissing serpents.
15. Smoke curls.
16. Serpents hiss.
17. Smoke curling.
18. Serpents sparkles.
19. Melting babble.
20. Eagles soar.
21. Birds chirping.
22. Birds are chirping.
23. Birds chirp.
24. Gentle cows.
25. Eagles are soaring.
26. Bees ice.
27. Working bees.
28. Bees work.
29. Crawling serpents.
30. Landscape piano.
31. Serpents crawl.
32. Eagles clock.
33. Serpents crawling.
LESSON 5.
REVIEW QUESTIONS.
Illustrate, by the use of _a_, _b_, and _p_, the difference between the
_sounds_ of letters and their _names_. Letters are the signs of what? What
is an idea? A _spoken_ word is the sign of what? A _written_ word is the
sign of what? How do they differ? To what four different things did we call
attention in Lesson 1?
How are _vowel_ sounds made? How are the two kinds of _consonant_ sounds
made? What are vowels? Name them. What are consonants? What is artificial
language, or language proper? What do you understand by natural language?
What is English grammar?
What three kinds of expressions are spoken of in Lessons 3 and 4? Give
examples of each. What is a sentence?
LESSON 6.
ANALYSIS.
On the following sentences, let the pupils be exercised according to the
model.
+Model+.--_Intemperance degrades_. Why is this a _sentence?_ Ans.--Because
it expresses a thought. Of what is something thought? Ans.--Intemperance.
Which word tells what is thought? Ans.--_Degrades_.
1. Magnets attract.
2. Horses neigh.
3. Frogs leap.
4. Cold contracts.
5. Sunbeams dance.
6. Heat expands.
7. Sunlight gleams.
8. Banners wave.
9. Grass withers.
10. Sailors climb.
11. Rabbits burrow.
12. Spring advances.
You see that in these sentences there are two parts. The parts are the
_+Subject+_ and the _+Predicate+_.
+DEFINITION.--The _Subject of a sentence_ names that of which something is
thought+.
+DEFINITION.--The _Predicate of a sentence_ tells what is thought+.
+DEFINITION.--The _Analysis of a sentence_ is the separation of it into its
parts+.
Analyze, according to the model, the following sentences.
+Model+.--_Stars twinkle_. This is a _sentence_, because it expresses a
thought. _Stars_ is the _subject_, because it names that of which something
is thought; _twinkle_ is the _predicate_, because it tells what is thought.
+To the Teacher+.--After the pupils become familiar with the definitions,
the "Models" may be varied, and some of the reasons maybe made specific;
as, "_Plants_ names the things we tell about; _droop_ tells what plants
do," etc.
Guard against needless repetition.
1. Plants droop.
2. Books help.
3. Clouds float.
4. Exercise strengthens.
5. Rain falls.
6. Time flies.
7. Rowdies fight.
8. Bread nourishes.
9. Boats capsize.
10. Water flows.
11. Students learn.
12. Horses gallop.
LESSON 7.
ANALYSIS AND THE DIAGRAM.
+Hints for Oral Instruction+.--I will draw on the board a heavy, or shaded,
line, and divide it into two parts, thus:
|
===========|============
|
We will consider the first part as the sign of the _subject_ of a
sentence, and the second part as the sign of the _predicate_ of a
sentence.
Now, if I write a word over the first line, thus--(doing it)--you will
understand that that word is the subject of a sentence. If I write a word
over the second line, thus--you will understand that that word is the
predicate of a sentence.
Planets | revolve
============|===========
|
The class can see by this picture that _Planets revolve_ is a sentence,
that _planets_ is the subject, and that _revolve_ is the predicate.
These signs, or illustrations, made up of straight lines, we call
+Diagrams+.
+DEFINITION.--A _Diagram_ is a picture of the offices and relations of the
different parts of a sentence+.
_Analyze_ and _diagram_ the following sentences.
1. Waves dash.
2. Kings reign.
3. Fruit ripens.
4. Stars shine.
5. Steel tarnishes.
6. Insects buzz.
7. Paul preached.
8. Poets sing.
9. Nero fiddled.
10. Larks sing.
11. Water ripples.
12. Lambs frisk.
13. Lions roar.
14. Tigers growl.
15. Breezes sigh.
16. Carthage fell.
17. Morning dawns.
18. Showers descended.
19. Diamonds sparkle.
20. Alexander conquered.
21. Jupiter thunders.
22. Columbus sailed,
23. Grammarians differ.
24. Cornwallis surrendered.
* * * * *
LESSON 8.
SENTENCE-BUILDING.
You have now learned to analyze sentences, that is, to separate them into
their parts. You must next learn to put these parts together, that is, to
_build sentences_.
We will find one part, and you must find the other and do the building.
+To the Teacher+.--Let some of the pupils write their sentences on the
board, while others are reading theirs. Then let the work on the board be
corrected.
Correct any expression that does not make _good sense_, or that asserts
something not strictly true; for the pupil should early be taught to _think
accurately_, as well as to write and speak grammatically.
Correct all mistakes in _spelling_, and in the use of _capital letters_ and
the _period_.
Call attention to the agreement in form of the predicate with the subject.
See Notes, p. 163.
Insist on neatness. Collect the papers before the recitation closes.
+CAPITAL LETTER-RULE.--The first word of every sentence must begin with a
_capital letter_+.
+PERIOD--RULE.--A _period_ must be placed after every sentence that simply
affirms, denies, or expresses a command+.
Construct sentences by supplying a _subject_ to each of the following
_predicates_.
Ask yourself the question, What swim, sink, hunt, etc.?
1. ---- swim.
2. ---- sinks.
3. ---- hunt.
4. ---- skate.
5. ---- jingle.
6. ---- decay.
7. ---- climb.
8. ---- creep.
9. ---- run.
10. ---- walk.
11. ---- snort.
12. ---- kick.
13. ---- flashes.
14. ---- flutters.
15. ---- paddle.
16. ---- toil.
17. ---- terrifies.
18. ---- rages.
19. ---- expand.
20. ---- jump.
21. ---- hop.
22. ---- bellow.
23. ---- burns.
24. ---- evaporates.
This exercise may profitably be extended by requiring the pupils to supply
_several_ subjects to each predicate.
LESSON 9.
SENTENCE-BUILDING--Continued.
Construct sentences by supplying a _predicate_ to each of the following
_subjects_.
Ask yourself the question, Artists do what?
1. Artists ----.
2. Sailors ----.
3. Tides ----.
4. Whales ----.
5. Gentlemen ----.
6. Swine ----.
7. Clouds ----.
8. Girls ----.
9. Fruit ----.
10. Powder ----.
11. Hail ----.
12. Foxes ----.
13. Water ----.
14. Frost ----.
15. Man ----.
16. Blood ----.
17. Kings ----.
18. Lilies ----.
19. Roses ----.
20. Wheels ----.
21. Waves ----.
22. Dew ----.
23. Boys ----.
24. Volcanoes ----.
25. Storms ----.
26. Politicians ----.
27. Serpents ----.
28. Chimneys ----.
29. Owls ----.
30. Rivers ----.
31. Nations ----.
32. Indians ----.
33. Grain ----.
34. Rogues ----.
34. Volcanoes ----.
35. Rome ----.
36. Briars ----.
This exercise may be extended by requiring the pupils to supply several
predicates to each subject.
LESSON 10.
REVIEW QUESTIONS.
Of what two parts does a sentence consist? What is the subject of a
sentence? What is the predicate of a sentence? What is the analysis of a
sentence?
What is a diagram? What rule for the use of capital letters have you
learned? What rule for the period?
Impromptu Exercise.
Let the pupils "choose sides," as in a spelling match. Let the teacher
select _predicates_ from Lesson 8, and give them alternately to the pupils
thus arranged. The first pupil prefixes to his word whatever suitable
subjects he can think of, the teacher judging of their fitness and keeping
the count. This pupil now rises and remains standing until some one else,
on his side or the other, shall have prefixed to his word a greater number
of apt subjects. The strife is to see who shall be standing at the close of
the match, and which side shall have furnished the greater number of
subjects. The exercise may be continued with the _subjects_ of Lesson 9.
Each pupil is to be limited to the same time--one or two minutes.
LESSON 11.
ANALYSIS.
The +_predicate_+ sometimes contains +_more than one word_+.
_Analyze_ and _diagram_ according to the model.
+Model+.--_Socrates was poisoned_.
Socrates | was poisoned
============|================
|
This is a sentence, because it expresses a thought. _Socrates_ is the
subject, because ----; _was poisoned_ is the predicate, because ----.
[Footnote: The word _because_--suggesting a reason--should be dropped from
these "+Models+" whenever it may lead to mere mechanical repetition.]
1. Napoleon was banished.
2. Andre was captured.
3. Money is circulated.
4. Columbus was imprisoned.
5. Acorns are sprouting.
6. Bells are tolled.
7. Summer has come.
8. Sentences may be analyzed.
9. Clouds are reddening.
10. Air may be weighed.
11. Jehovah shall reign.
12. Corn is planted.
13. Grammarians will differ.
14. Snow is falling.
15. Leaves are rustling.
16. Children will prattle.
17. Crickets are chirping.
18. Eclipses have been foretold.
19. Storms may abate.
20. Deception may have been practiced.
21. Esau was hated.
22. Treason should have been punished.
23. Bees are humming.
24. Sodom might have been spared.
LESSON 12.
SENTENCE-BUILDING.
+To the Teacher+.--Continue oral and written exercises in agreement. See
Notes, pp. 163,164.
Prefix the little helping words in the _second column_ to such of the more
important words in the _third column_ as with them will make complete
predicates, and join these predicates to all subjects in the _first column_
with which they will unite to make good sense.
1 | 2 | 3
-------------|-----------------|------------
Burgoyne | are | woven.
Henry Hudson | was | defeated.
Sparrows | can be | condensed.
Comets | is | inhaled.
Time | have been | worn.
Turbans | may be | slacked.
Lime | has been | wasted.
Steam | could have been | seen.
Air | must have been | deceived.
Carpets | were | quarreling.
LESSON 13.
Point out the _subject_ and the predicate of each sentence in Lessons 28,
31, 34.
Look first for the word that asserts, and then, by putting _who_ or _what_
before this _predicate_, the _subject_ may easily be found.
+To the Teacher+.--Most violations of the rules of concord come from a
failure to recognize the relation of subject and predicate when these parts
are transposed or are separated by other words. Such constructions should
therefore receive special attention. See Notes, pp. 164, 165.
Introduce the class to the Parts of Speech before the close of this
recitation. See "Hints for Oral Instruction."
See "Suggestions for COMPOSITION EXERCISES," p. 8, last paragraph.
LESSON 14.
CLASSES OF WORDS.
+Hints for Oral Instruction+.--By the assistance of the few hints here
given, the ingenious teacher may render this usually dry subject
interesting and highly attractive. By questioning the pupil as to what he
has seen and heard, his interest may be excited and his curiosity awakened.
Suppose that we make an imaginary excursion to some pleasant field or
grove, where we may study the habits, the plumage, and the songs of the
little birds.
If we attempt to make the acquaintance of every little feathered singer we
meet, we shall never get to the end of our pleasant task: but we find that
some resemble one another in size, shape, color, habits, and song. These we
associate together and call them sparrows.
We find others differing essentially from the sparrows, but resembling one
another. These we call robins.
We thus find that, although we were unable to become acquainted with each
_individual_ bird, they all belong to a few _classes_, with which we may
soon become familiar.
It is so with the words of our language. There are many thousand words, all
of which belong to eight classes.
These classes of words are called +Parts of Speech+.
We classify birds according to their form, color, etc., but we group words
into _classes_, called +Parts of Speech+, with respect to their use in the
_sentence_.
We find that many words are names. These we put in one class and call them
+Nouns+.
Each pupil may give the name of something in the room; the name of a
distinguished person; a name that may be applied to a class of persons; the
name of an animal; the name of a place: the name of a river; the name of a
mountain; the name of something which we cannot see or touch, but of which
we can think; as, _beauty_, _mind_.
Remind the pupils frequently that these _names_ are all _nouns_.
NOUNS.
+DEFINITION.--A _Noun_ is the name of anything+.
Write in columns, headed _nouns_, the names of domestic animals, of garden
vegetables, of flowers, of trees, of articles sold in a dry goods store,
and of things that cannot be seen or touched; as, _virtue_, _time_, _life_.
Write and arrange, according to the following model, the names of things
that can _float_, _fly_, _walk_, _work_, _sit_, or _sing_.
_Nouns_.
Cork |
Clouds |
+Model+.--Wood + floats or float.
Ships |
Boys |
Such expressions as _Cork floats_ are _sentences_, and the nouns _cork_,
_ship_, etc., are the subjects. You will find that _+every subject+ is a
+noun+ or some word or words used for a noun_.
Be prepared to analyze and parse the sentences which you have made. _Naming
the class to which a word belongs is the first step in parsing_.
+Model for Analysis+.--This is a sentence, because -----; _cork_ is the
subject, because -----; _floats_ is the predicate, because -----.
+Parsing+.--_Cork_ is a _noun_, because it is the name of a thing--the bark
of a tree.
LESSON 15.
Select and write all the nouns in the sentences given in Lessons 28, 31,
34.
Tell why they are nouns.
In writing the nouns, observe the following rule.
+CAPITAL LETTER--RULE.--Every proper or individual name must begin with a
capital letter+.
+To the Teacher+.--See Notes, pp. 167-169.
REVIEW QUESTIONS.
With respect to what, do we classify words (Lesson 14)? What are such
classes called? Can you illustrate this classification? What are all names?
What is a noun? What is the first step in parsing? What is the rule for
writing individual names?
LESSON 16.
VERBS.
+Hints for Oral Instruction+.--We propose to introduce you now to another
class of words. (The teacher may here refer to the talk about birds.)
You have learned that one very large class of words consists of _names of
things_. There is another very important class of words used to tell what
these things _do_, or used to _express_ their _existence_.
When I say, _Plants grow_, is _grow_ the name of anything? +P+.--No.
+T+.--What does it do? +P+.--It tells what plants _do_. It _expresses
action_.
+T+.--When I say, _God is_, what does _is_ express? +P+.--It expresses
_existence_, or _being_.
+T+.--When I say, _George sleeps_, _sleeps_ expresses _being_ and something
more; it tells the condition, or _state_ in which George is, or exists,
that is, it expresses _state of being_.
All the words that assert _action, being_, or _state of being_, we call
+Verbs+.
Let the teacher write nouns on the board, and require the pupils to give
all the words of which they can think, telling what the things named can
do. They may be arranged thus:--
_Noun_. _Verbs_.
| grow,
| droop,
Plants + decay,
| flourish,
| revive.
Each pupil may give a verb that expresses an action of the body; as _weep,
sing_; an action of the mind; as, _study, love_; one that expresses being
or state of being.
+DEFINITION.--A _Verb_ is a word that asserts action, being, or state of
being+.
The office of the verb in all its forms, except two (the participle and the
infinitive, see Lessons 48 and 49), is to +_assert_+. This it does whether
the sentence affirms, denies, or asks a question.
+To the Teacher+.--In the exercises of this and the next two Lessons, let
the pupils note the agreement of the verb with its subject. See Notes, pp.
163-165.
Supply, to each of the following _nouns_, as many appropriate _verbs_ as
you can think of.
Let some express _being_ or _state of being_.
Water ----.
Wind ----.
Pens ----.
Parrots ----.
Vines ----.
Farmers ----.
Trees ----.
Ministers ----.
One verb may consist of _two, three_, or _four_ words; as, _is singing,
will be sung, might have been sung_.
Form _verbs_ by combining the words in columns 2 and 3, and add these verbs
to all the _nouns_ in column 1 with which they appropriately combine.
1 | 2 | 3
-------|------------------|------------
Laws | has been | published.
Clouds | have been | paid.
Food | will be | restored.
Health | should have been | preserved.
Taxes | may be | collected.
Books | are | obeyed.
The examples you have written are sentences; the _nouns_ are _subjects_,
and the _verbs_ are _predicates_.
As verbs are the only words that assert, _+every predicate+ must be a
+verb+, or must contain a verb_.
Be prepared to _analyze and parse five of the sentences_ that you have
written.
+Model+.--_Laws are obeyed_. Diagram and analyze as in Lesson 11.
+Parsing+.--_Laws_ is a noun, because----; _are obeyed_ is a _verb_,
because it asserts action.
LESSON 17.
Select and write all the verbs in the sentences given in Lessons 28, 31,
34, and tell why they are verbs.
LESSON 18.
SENTENCE-BUILDING.
From the following nouns and verbs, build as many sentences as possible,
taking care that every one makes good sense.
Poems, was conquered, lambs, rebellion, stars, forests, shone, were seen,
were written, treason, patriots, meteors, fought, were discovered, frisk,
Cain, have fallen, fled, stream, have crumbled, day, ages, deer, are
flickering, are bounding, gleamed, voices, lamps, rays, were heard, are
gathering, time, death, friends, is coming, will come.
+To the Teacher+.--Before this recitation closes, let the teacher open up
the subject of Lesson 19. See "Hints for Oral Instruction."
LESSON 19.
PRONOUNS.
+Hints for Oral Instruction+.--We propose to introduce you now to the
_third part of speech_. +T.--+If I should ask who whispered, and some boy
should promptly confess, what would he say? +P.--+_I_ whispered.
+T.--+Would he mention his own name? +P.--+No. +T.--+What word would he use
instead? +P.--+_I_.
+T.--+Suppose that I had _spoken to_ that boy and had accused him of
whispering, how should I have addressed him without mentioning his name?
+P.--+_You_ whispered. +T.--+What word would be used instead of the name of
the boy _to_ whom I spoke? +P.--+_You_.
+T.--+Suppose that, without using his name, I had told you what he did,
what should I have said? +P.--+_He_ whispered. +T.--+What word would have
been used instead of the name of the boy _of_ whom I spoke? +P.--+_He_.
(Repeat these questions and suppose the pupil to be a girl.)
+T.--+If I should tell that boy to close his book, when his book was
already closed, what would he say without mentioning the word book?
+P.--+_It_ is closed.
+T.--+If I should accuse several of you of whispering, and one should speak
for himself and for the others whispering with him, what would he say? _We_
whispered.
+T--+Suppose that a boy should inform me that all of the boys on that seat
had whispered, what would he say? +P.--+_They_ whispered.
_I, you, he, she, it, we_, and _they_ are not names, but they are used
instead of names. We call such words +Pronouns+.
+DEFINITION.--A _Pronoun_ is a word used for a noun+.
+CAPITAL LETTERS--RULE.--The words _I_ and _O_ should be written in capital
letters+.
Analysis and Parsing.
+Model.--+_You will be rewarded_.
+Oral Analysis--+This is a sentence, because----; _you_ is the subject,
because----; _will be rewarded_ is the predicate, because----.
+Parsing.--+_You_ is a _pronoun_, because it stands for the name of the
person spoken to; _will be rewarded_ is a verb, because----.
1. We think.
2. She prattles.
3. We have recited.
4. I study.
5. You have been seen.
6. It has been decided.
7. He was punished.
8. They are conquered.
9. Thou art adored.
Compose nine similar sentences, using a pronoun for the subject of each,
and diagram them.
+To the Teacher.--+Call special attention to the agreement of the verb with
_I_ and _you_. See Notes, p. 164.
Before this recitation closes, explain "Modified Subject." See "Hints for
Oral Instruction."
LESSON 20.
MODIFIED SUBJECT.
+Hints for Oral Instruction.--+The _Subject_ and the _Predicate_ may be
considered as the foundation on which every sentence is built. No sentence
can be constructed without them.
You have already learned that these parts _alone_, sometimes make a
complete structure; but we are about to show you that they are often used
as the foundation of a structure, which is completed by adding _other_
parts.
I hold in my hand several pieces of metal, with letters and other
characters stamped on them. What do you say I have in my hand? +P+.--Money.
+T.--+Yes. What other word can you use? +P.--+_Coin_. +T.--+Yes. I will
write on the board this sentence: _Coin is stamped_.
The subject _coin_ is a general name for all such pieces of metal. I will
write the word _the_ before this sentence. _The coin is stamped_. I have
now made an assertion about one particular coin, so the meaning of the
subject is limited by joining the word _the_.
I can again limit the meaning of the subject by putting the word _a_ before
it. The assertion is now about one coin, but no particular one. I point to
the piece near me and say, _This coin is stamped_. I point to the one
farther from me and say, _That coin is stamped_.
When words are joined to the subject to limit its meaning, we say that the
subject is _modified_.
The words _the, a, this_, and _that_ modify the subject by limiting the
word to one coin, or to one particular coin.
We can modify the subject by joining some word which will tell what _kind_
of coin is meant.
Here is a coin dated 18--. We can say, _The new coin is stamped_. Here the
word _new_ tells what kind of coin is meant. What other words can I use to
modify _coin_? +P.--+_Beautiful, bright, new, round, silver_. +T.--+These
words _beautiful, bright, new, round_, and _silver_ modify the subject by
telling the qualities of the coin.
We call the words _the, beautiful_, etc., +Modifiers+.
+DEFINITION.--A _Modifier_ is a word or group of words joined to some part
of the sentence to qualify or limit the meaning+.
The +_Subject_+ with its +_Modifiers_+ is called the +_Modified Subject_+.
ANALYSIS.
Analyze and diagram the following sentences.
+Model.--+_The genial summer days have come_.
days | have come
=====================|=============
\The \genial \summer |
+Explanation of the Diagram.--+The lighter lines, joined to the subject
line, stand for the _modifiers_, the less important parts.
+Oral Analysis.--+This is a sentence, because----; _days_ is the subject,
because----; _have come_ is the predicate, because----; _The, genial_, and
_summer_ are _modifiers_ of the subject, because they are words joined to
the subject to modify its meaning. _The genial summer days_ is the
_modified subject_.
+To the Teacher.--+To excite thought and guard against mere routine, pupils
may, so far as they are able, make the reasons specific. For example,
"_The_ points out some particular clouds, _dark_ tells their color," etc.
Here and elsewhere the teacher must determine how far it is profitable to
follow "Models." There is great danger of wasting time in repeating forms
that require no mental effort.
1. The angry wind is howling.
2. The dead leaves fall.
3. The dark clouds lower.
4. The tall elm bends.
5. All men must die.
6. The lusty bellows roared.
7. A boding silence reigned.
8. Little Arthur was murdered.
9. The mighty oak was uprooted.
10. The fragile violet was crushed.
11. The beautiful marble statue was carved.
12. The turbid torrent roared.
13. The affrighted shepherds fled.
14. The vivid lightning flashes.
15. Those elegant Etruscan vases are broken.
REVIEW QUESTIONS.
What is a verb? Give examples of verbs of action. Of being. Of state of
being. May a verb consist of more than one word? Illustrate. Verbs are the
only words that do what? What must every predicate contain?
What parts of speech are explained in the preceding Lessons? What is a
pronoun? Give the rule for writing the words _I_ and _0_.
What is the foundation on which every sentence is built? May the subject be
modified? What is a modifier? What is the modified subject?
LESSON 21.
SENTENCE-BUILDING.
We have here prepared the foundations of sentences which you are to
complete by writing two or more suitable modifiers to each subject. Be
careful to choose and arrange your material so as to make a neat and
appropriate structure.
+Model+.---------- eminence was reached.
_That lofty_ eminence was reached.
1. ---- speaker was applauded.
2. ---- difficulties were overcome.
3. ---- leaf trembles.
4. ---- accident happened.
5. ---- books should be read.
6. ---- houses are built.
7. ---- soldiers perished.
8. ---- opinions prevailed.
9. ---- leader fell.
10. ---- task is completed.
For other subjects and predicates, the teacher is referred to Lessons 7 and
11.
Build sentences by prefixing _modified subjects_ to the following
predicates.
1. ---- frolic.
2. ---- crawl.
3. ---- are dashing.
4. ---- was caught.
5. ---- escaped.
6. ---- chatter.
7. ---- flourished.
8. ---- whistles.
Build, on each of the following subjects, three sentences similar to those
in the model.
+Model+ ------------- sun ---------------
_The bright_ sun _is shining_.
_The glorious_ sun _has risen_.
_The unclouded_ sun _is sinking_.
1. ---- snow ----.
2. ---- dew ----.
3. ---- wind ----.
4. ---- landscape ----.
+To the Teacher+.--Please take notice that the next Lesson begins with
"Hints for Oral Instruction."
LESSON 22.
ADJECTIVES.
+Hints for Oral Instruction+.--You are now prepared to consider the _fourth
part of speech_. Those words that are added to the subject to modify its
meaning are called +Adjectives+.
Some grammarians have formed a separate class of the little words _the_,
and _an_ or _a_, calling them _articles_.
I will write the word _boys_ on the board, and you may name adjectives that
will appropriately modify it. As you give them, _I_ will write these
adjectives in a column.
_Adjectives_.
small |
large |
white |
black |
straight + boys.
crooked |
five |
some |
all |
What words here modify _boys_ by adding the idea of size? What by adding
the idea of color? What by adding the idea of form? What by adding the idea
of number? What are such words called? Why?
Let the teacher name familiar objects and require the pupils to join
appropriate adjectives to the names till their stock is exhausted.
+DEFINITION.--An _Adjective_ is a word used to modify a noun or a pronoun+.
Analysis and Parsing.
+Model+.--_A fearful storm was raging_. Diagram and analyze as in Lesson
20.
+Written Parsing+.
_Nouns_. | _Pronouns_. | _Adjectives_. | _Verbs_.
storm | ---- | A fearful | was raging.
+Oral Parsing+.--_A_ is an _adjective_, because it is joined to the noun
_storm_, to modify its meaning; _fearful_ is an _adjective_, because
------; _storm_ is a noun, because ------; _was raging_ is a verb, because
-----.
1. The rosy morn advances.
2. The humble boon was obtained.
3. An unyielding firmness was displayed.
4. The whole earth smiles.
5. Several subsequent voyages were made.
6. That burly mastiff must be secured.
7. The slender greyhound was released.
8. The cold November rain is falling.
9. That valuable English watch has been sold.
10. I alone have escaped.
11. Both positions can be defended.
12. All such discussions should have been avoided.
13. That dilapidated old wooden building has fallen.
+To the Teacher+.--See Notes, pp. 169, 170.
LESSON 23.
SENTENCE-BUILDING.
Prefix five adjectives to each of the following nouns.
Shrubs, wilderness, beggar, cattle, cloud.
Write ten sentences with modified subjects, using in each two or more of
the following adjectives.
A, an, the, heroic, one, all, many, every, either, first, tenth, frugal,
great, good, wise, honest, immense, square, circular, oblong, oval, mild,
virtuous, universal, sweet, careless, fragrant.
Write five sentences with modified subjects, each of which shall contain
one of the following words as a subject.
Chimney, hay, coach, robber, horizon.
_An_ and _a_ are forms of the same word, once spelled _an_, and meaning
_one_. After losing something of this force, _an_ was still used before
vowels and consonants alike; as, _an eagle, an ball, an hair, an use_.
Still later, and for the sake of ease in speaking, the word came to have
the two forms mentioned above; and an was retained before letters having
vowel sounds, but it dropped its _n_ and became _a_ before letters having
consonant sounds. This is the present usage.
CORRECT THESE ERRORS.
A apple; a obedient child; an brickbat; an busy boy.
CORRECT THESE ERRORS.
A heir; a hour; a honor.
Notice, the first letter of these words is _silent_.
CORRECT THESE ERRORS.
An unit; an utensil; an university; an ewe; an ewer; an union; an use; an
history; an one.
_Unit_ begins with the sound of the consonant _y_; and _one_, with that of
_w_.
+To the Teacher+.--See "Suggestions for COMPOSITION EXERCISES," p. 8, last
paragraph.
LESSON 24.
MODIFIED PREDICATES.
+Hints for Oral Instruction+.--I will now show you how the _predicate_ of a
sentence may be modified.
_The ship sails gracefully_. What word is here joined to _sails_ to tell
the _manner_ of sailing? +P+.--_Gracefully_.
+T+.--_The ship sails immediately_. What word is here joined to _sails_ to
tell the _time_ of sailing? +P+.--_Immediately_.
+T+.--_The, ship sails homeward_. What word is here joined to _sails_ to
tell the _direction_ of sailing? +P+.--_Homeward_.
+T+.--These words _gracefully, immediately_, and _homeward_ are modifiers
of the predicate. In the first sentence, _sails gracefully_ is the
+_Modified Predicate_+.
Let the following modifiers be written on the board as the pupil suggests
them.
| instantly.
| soon.
| daily.
| hither.
The ship sails + hence.
| there.
| rapidly.
| smoothly.
| well.
Which words indicate the time of sailing? Which, the place? Which, the
manner?
The teacher may suggest predicates, and require the pupils to find as many
appropriate modifiers as they can.
The Predicate with its modifiers is called the +_Modified Predicate_+.
Analysis and Parsing.
Analyze and diagram the following sentences, and parse the nouns, pronouns,
verbs, and adjectives.
+Model+.--_The letters were rudely carved_.
letters | were carved
=========|===============
\The | \rudely
+Written Parsing+.--See _Model_, Lesson 22.
+Oral Analysis+.--This is a sentence, because----; _letters_ is the
subject, because----; _were carved_ is the predicate, because----; _The_ is
a modifier of the subject, because----; _rudely_ is a modifier of the
predicate, because----; _The letters_ is the modified subject, _were rudely
carved_ is the _modified predicate_.
1. He spoke eloquently.
2. She chattered incessantly.
3. They searched everywhere.
4. I shall know presently.
5. The bobolink sings joyously.
6. The crowd cheered heartily.
7. A great victory was finally won.
8. Threatening clouds are moving slowly.
9. The deafening waves dash angrily.
10. These questions may be settled peaceably.
11. The wounded soldier fought bravely.
12. The ranks were quickly broken.
13. The south wind blows softly.
14. Times will surely change.
15. An hour stole on.
LESSON 25.
ANALYSIS AND PARSING.
ONE MODIFIER JOINED TO ANOTHER.
Analyze and diagram the following sentences, and parse the nouns, pronouns,
adjectives, and verbs.
+Model+.--_The frightened animal fled still more rapidly_.
animal | fled
===================|=====================
\The \frightened | \rapidly
\more
\still
+Explanation of the Diagram+.--Notice that the three lines forming this
group all slant the same way to show that each stands for a modifying word.
The line standing for the principal word of the group is joined to the
predicate line. The end of each of the other two lines is broken, and
turned to touch its principal at an angle.
+Oral Analysis+.--This is a sentence, because----; _animal_ is the subject,
because----; _fled_ is the predicate, because----; _The_ and _frightened_
are modifiers of the subject, because----; _still more rapidly_ is a
modifier of the predicate, because it is a group of words joined to it to
limit its meaning; _rapidly_ is the principal word of the group; _more_
modifies _rapidly_, and _still_ modifies _more_, _The frightened animal_ is
the modified subject; _fled still more rapidly_ is the modified predicate.
1. The crocus flowers very early.
2. A violet bed is budding near.
3. The Quakers were most shamefully persecuted.
4. Perhaps he will return.
5. We laughed very heartily.
6. The yellow poplar leaves floated down.
7. The wind sighs so mournfully.
8. Few men have ever fought so stubbornly.
9. The debt will probably be paid.
10. The visitor will soon be here.
11. That humane project was quite generously sustained.
12. A perfectly innocent man was very cruelly persecuted.
REVIEW QUESTIONS.
What is an adjective? What are the words _an_ or _a_, and _the_ called by
some grammarians? When is _a_ used, and when _an?_ Give examples of their
misuse.
What is the modified predicate? Give an example. Give an example of one
modifier joined to another.
LESSON 26.
Select your subjects from Lesson 9, and construct twenty sentences having
modified subjects and modified predicates.
Impromptu Exercise.
Select sentences from Lessons 6, 7, and 11, and conduct the exercise as
directed in Lesson 10. Let the strife be to see who can supply the greatest
number of modifiers to the subject and to the predicate. The teacher can
vary this exercise.
LESSON 27.
ADVERBS.
+Hints for Oral Instruction+.--You have learned, in the preceding Lessons,
that the meaning of the predicate may be limited by modifiers, and that one
modifier may be joined to another. Words used to modify the predicate of a
sentence and those used to modify modifiers belong to one class, or one
_part of speech_, and are called +Adverbs+.
+T+.--_She decided too hastily_. What word tells how she decided?
+P+.---_Hastily_. +T+.--What word tells how hastily? +P+.--_Too_.
+T+.--What then are the words _too_ and _hastily?_ +P+.--Adverbs.
+T+.--_Too much time has been wasted_. What word modifies _much_ by telling
how much? +P+.--_Too_. +T+.--What _part of speech_ is _much?_ +P+.--An
adjective. +T+.--What then is _too?_ +P+.--An adverb.
+T+.--Why is _too_ in the first sentence an adverb? Why is _too_ in the
second sentence an adverb? Why is _hastily_ an adverb?
Let the teacher use the following and similar examples, and continue the
questions. _He thinks so. So much time has been wasted_.
Let the teacher give verbs, adjectives, and adverbs, and require the pupils
to modify them by appropriate adverbs.
+DEFINITION.--_An Adverb_ is a word used to modify a verb, an adjective, or
an adverb+.
Analysis and Parsing.
Analyze, diagram, and parse the following sentences.
+Model+.--_We have been very agreeably disappointed_. +Diagram+ as in.
Lesson 25.
For +Written Parsing+, use _Model_, Lesson 22, adding a column for adverbs.
+Oral Parsing+.--_We_ is a pronoun, because----; _have been disappointed_
is a verb, because----; _very_ is an _adverb_, because it is joined to the
adverb _agreeably_ to tell how agreeably; _agreeably_ is an _adverb_,
because it is joined to the verb _have been disappointed_ to indicate
manner.
1. The plough-boy plods homeward.
2. The water gushed forth.
3. Too much time was wasted.
4. She decided too hastily.
5. You should listen more attentively.
6. More difficult sentences must be built.
7. An intensely painful operation was performed.
8. The patient suffered intensely.
9. That story was peculiarly told.
10. A peculiarly interesting story was told.
11. An extravagantly high price was paid.
12. That lady dresses extravagantly.
The pupil will notice that, in some of the examples above, the same adverb
modifies an adjective in one sentence and an adverb in another, and that,
in other examples, an adjective and a verb are modified by the same word.
You may learn from this why such modifiers are grouped into one class.
LESSON 28.
ANALYSIS AND PARSING.
MISCELLANEOUS EXAMPLES FOR REVIEW.
1. You must diagram neatly.
2. The sheaves are nearly gathered.
3. The wheat is duly garnered.
4. The fairies were called together.
5. The birds chirp merrily.
6. This reckless adventurer has returned.
7. The wild woods rang.
8. White fleecy clouds are floating above.
9. Those severe laws have been repealed.
10. A republican government was established.
11. An unusually large crop had just been harvested.
12. She had been waiting quite patiently.
13. A season so extremely warm had never before been known.
14. So brave a deed [Footnote: _Can be commended_ is the verb, and _not_ is
an adverb.] cannot be too warmly commended.
LESSON 29.
SENTENCE-BUILDING.
MISCELLANEOUS EXERCISES FOR REVIEW.
Build sentences containing the following adverbs.
Hurriedly, solemnly, lightly, well, how, somewhere, abroad, forever,
seldom, exceedingly.
Using the following subjects and predicates as foundations, build six
sentences having modified subjects and modified predicates, two of which
shall contain adverbs modifying adjectives; two, adverbs modifying adverbs;
and two, adverbs modifying verbs.
1. ------- boat glides -----.
2. ------- cloud is rising -----.
3. ------- breezes are blowing -----.
4. ------- elephant was captured -----.
5. ------- streams flow -----.
6. ------- spring has opened -----.
We here give you, in classes, the material out of which you are to build
five sentences with modified subjects and modified predicates.
Select the subject and the predicate first.
_Nouns and
Pronouns. Verbs. Adjectives. Adverbs_.
branch | was running | large, that | lustily
coach | were played | both, the | downward
they | cried | all, an | very
we | is growing | several, a | rapidly
games | cheered | amusing | not, loudly, then
LESSON 30.
ERRORS FOR CORRECTION.
+To the Teacher+.--We here suggest additional work in composition, with
particular reference to the c
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