Practical lessons in the use of English for grammar schools

Preface

PUPILS whose school-life ends with the common school or the grammar school should receive such training in those schools as will best fit them for every-day life. Pupils who are to receive a more extended course of instruction should have a good foundation laid for future work. The following lessons in language have been planned with reference to the future needs of both classes.

Careful attention should be given to the language used by the pupil in all recitations — every lesson, in fact, should be a language lesson. But special training must also be given upon' certain points.

Throughout this work the aim is to lead the pupil to see for himself — to cultivate his powers of observation at every step.

From the first, the learner's attention is directed to the use of language as the expression of thought. His study is not confined to detached sentences. Selections from some of the best writers are introduced, that, from the study of these selections, he may learn certain facts about the English language, and at the same time form a taste for good literature. Many of the lessons are designed to awaken a love of nature or to deepen some moral impression.

iv PREFACE.

Each new topic is brought out by means of oral instruction. This is followed by a written exercise, aiding the pupils to remember the facts learned, and also training them to habits of independent work.

In every lesson, a definite task is laid out for the pupil. As the child remembers best that which interests him most, care has been taken to bring each exercise as near as possible to the child's own experience.

The reasons why certain forms are right and others wrong are, for the most part, omitted. The aim is to lead the pupil to use habitually the right expression.

Incorrect forms for correction are not given. It is believed that incorrect forms should not be placed before children. The child is led to avoid common errors by being trained from the first to use the correct forms.

While nearly every lesson is a lesson in oral or in written composition, or in both, special lessons in composition are also given. In these lessons, the pupil is led to see clearly, before he is required to express his thoughts in writing.

Special attention is given to letter-writing and to business forms. Care has been taken to make this part of the work practical.

. Thanks are returned to all who have aided, by suggestion, in the preparation of this work, and to the several publishers who have kindly permitted selections from their publications to be used. Particular acknowledgments are offered to Messrs. Houghton, Mifflin, & Co. for permission, by special arrangement, to use selections from the works of Longfellow, Whittier, and Lucy Larcom.

M. F. H.

Albany, N.Y., April, 1888.

SUGGESTIONS TO TEACHERS.

IT is not expected that the exact amount of work laid out in each lesson will be all that is required for every class. Such additional exercises should be given as the needs of the class may demand. Much of the work, particularly in composition, is meant to be suggestive merely. All school studies afford material for good work in composition. Whatever the pupil is interested in, whether it be a topic connected with his reading, geography, history, or some other lesson, will afford him a good subject for composition. Topics of local or of general interest will have a new meaning to the pupil if he writes about them.

Never ask a pupil to express a thought in writing until he sees clearly what he is trying to express. If one is trained from the first to express only those thoughts which are clearly seen, he will acquire greater accuracy of expression.

In dictation exercises, read each sentence slowly once, then require the class to write. Pupils must be trained not only to write correctly, but also to hear correctly.

Require all written work to be carefully done. Accept nothing but the pupil's best work.

The sentences in large type are to be used in developing the various subjects. The pupil should read these sentences from

SUGGESTIONS TO TEACHERS.

the book, and should answer orally such questions on them as may be asked. The questions in smaller type are for the use of the teacher, but they should not be followed too closely. The teacher should add such questions of her own as may be needed to make the subject clear. After the pupil has been led, by means of questions, to see the truth presented, he should, without assistance, write the exercise which follows.

PART THIRD. Lesson Page

I. Kinds of Sentences i

II. Subject and Predicate 3

III. Nouns 6

IV. When to Use Capital Letters ^8

V. Dictation Exercise 10

VI. Words Derived from Proper Names . . . . n

VII. Study of Selection . . . . . . . 13

VIII. Study of Selection. — Continued 16

IX. Composition 19

X. Review . . 20

XI. Pronouns 22

XII. Adjectives 23

XIII. Choice of Adjectives 25

XIV. Comparison 26

XV. The Paragraph ......... 29

XVI. Composition 31

XVII. Review 32

XVIII. Verbs 34

XIX. Transitive and Intransitive Verbs .... 36

XX. Active and Passive Forms 37

XXI. Adjectives that Complete Predicates .... 39

XXII. Nouns that Complete Predicates . . . . 40

CONTENTS.

Lesson Page

XXIII. Composition 41

XXIV. Study of Selection 44

XXV. Review 46

XXVI. Adverbs 47

XXVII. Negatives 49

XXVIII. Position of Modifiers 51

XXIX. When to Use Adjectives 52

XXX. The Comma 54

XXXI. Review 56

XXXII. Study of a Description 57

XXXIII. Composition

XXXIV. Composition ........ 60

XXXV. Prepositions 63

XXXVI. Choice of Prepositions 64

XXXVII. Conjunctions 66

XXXVIII. Interjections 68

XXXIX. Simple and Compound Sentences . ... 69

XL. General Review 71

XLI. Singular and Plural Forms of Nouns ... 74

XLII. Possessive Forms of Nouns . . . . . 75

XLIII. Compound Possessives 77

XLIV. Masculine and Feminine Nouns .... 78

XLV. Composition ....... 80

XLVI. Personal Pronouns 81

XLVII. Gender Forms of Pronouns 83

XLVIII. Nominative Forms of Pronouns .... 85

XLIX. Objective Forms of Pronouns . . . . 86

L. Possessive Forms of Pronouns . . . . 87

LI. Adjective Pronouns 89

LII. Review 91

CONTENTS.

Lesson Page

LIIL Study of Selection 93

LIV. Composition 97

LV. Singular and Plural Forms of Verbs ... 98

LVI. Time Expressed by Verbs 100

LVII. Regular and Irregular Verbs 102

LVIII. Participles .103

LIX. Composition . . . . . . . .106

LX. Forms of Write . . ~"~ . . . . .108

LXI. Blow; Do; Come; See . . . . .111

LXII. Break; Go; Hear; Know 112

LXIII. Forms of Verbs 114

LXIV. Forms of Verbs 116

LXV. Study of Selection 11S

LXVI. Composition . . . . . . . .121

LXVII. Lay and Lie 122

LXVIII. Sit and Set .123

LXIX. Shall and Will .126

LXX. Shall and Will 127

LXXI. Should vdA Would 129

LXXII. Learn and Teach .130

LXXIII. May and Can 131

LXXIV. Think; Guess; Expect 132

LXXV. Stop and Stay 133

LXXVI. Love and Like 134

LXXVII. Review i 35

LXXVIII. Composition 136

LXXIX. Manner of Asserting 137

LXXX. The Infinitive I39

LXXXI. Phrases 140

LXXXII. Study of Selection . . . . . .142

CONTENTS.

Lesson p AGE

LXXXIII. Composition 144

LXXXIV. Clauses i 45

LXXXV. Relative Pronouns 146

LXXXVI. Forms of Who i 47

LXXXVII. Interrogative Pronouns 149

LXXXVIII. Review 151

LXXXIX. Composition 153

XC. Study of Selection 153

XCI. Explanatory Expressions 156

XCII. Intermediate Expressions 157

XCIII. Transposed Expressions 158

XCIV. Quotation Marks 160

XCV. Indirect Quotations 161

XCVI. Study of Selection 163

XCVII. Study of Selection. — Continued . . . .167

XCVIII. Composition 170

XCIX. Dictation Exercises 171

C. Analysis of Sentences 172

CI. Study of Selection 1 74

CII. Review 179

Rules for Capital Letters 180

Rules for Marks of Punctuation . . . .181

Rules for Plurals 184

Rules for Possessives 185

CONTENTS.

PART FOURTH. Lesson

I. The Parts of a Letter

II. The Heading .

III. The Salutation .

IV. The Conclusion V. The Address

VI. The Body of a Letter

VII. The Superscription

VIII. A Business Letter

IX. Letters Ordering Periodicals

X. Change of Address

XL Letters Ordering Books

XII. Miscellaneous Orders

XIII. Miscellaneous Applications

XIV. Bills ....

XV. Bills .

XVI. Receipts .

XVII. Advertisements for Articles Lost

XVIII. Advertisements for Articles Found

XIX. Advertisements for Help

XX. Advertisements for Situations

XXI. Notices of Public Meetings

XXII. Telegraphic Despatches

XXIII. Invitations

List of Abbreviations

Part Third

lesson I.

KINDS OF SENTENCES.

i. The door is locked.

2. Ring the bell.

3. Did you read the letter ?

4. How beautiful this poem is !

How many thoughts are expressed above?

A complete thought expressed in words is called a sentence.

State the use of each sentence above — tell what it does.

A sentence that states or declares something is called a declarative sentence.

A sentence that expresses a command or a request is called an imperative sentence.

A sentence that asks a question is called an interrogative sentence.

A sentence that expresses sudden or strong feeling is called an exclamatory sentence.

LESSONS IN ENGLISH.

Tell how each of the following sentences is used, and what it is called : —

i. The river has a steep bank.

2. How clear the water is !

3. Can you row a boat?

4. Fasten the boat to the wharf.

5. The carriage has two seats.

6. Look at this plant.

7. How fragrant the leaves are!

8. Please close the blinds.

9. He has sold the horse.

10. What a sweet voice the child has!

With what kind of letter does each sentence begin?

What mark is placed after each declarative sentence? After each imperative sentence? What mark is placed after each interrogative sentence? What mark is placed after each exclamatory sentence?

Every sentence should begin with a capital letter.

A period should be placed at the close of a declarative or of an imperative sentence.

An interrogation point should be placed at the close of an interrogative sentence.

An exclamation point should be placed at the close of an exclamatory sentence.

WRITTEN EXERCISE.

Write a declarative sentence, an interrogative sentence, an imperative sentence, and an exclamatory sentence, about each of the following : —

horse, cars, flower,

rain, clouds, window.

SUBJECT AND PREDICATE.

LESSON II.

SUBJECT AND PREDICATE.

1. Robert walked to the station.

2. The violet blossoms in the spring.

3. The sun will set soon.

Tell what each sentence is about, and what is said about the thing spoken of.

How many parts has each sentence? What does one part show? What does the other part tell?

The part of a sentence that shows what is spoken of is called the subject.

The part of a sentence that tells something about the thing spoken of is called the predicate.

Name the subject and the predicate in each of the sentences above.

WRITTEN EXERCISES.

Copy the following sentences, and name the subject and the predicate in each. Re-arrange the words, if necessary, to show the usual declarative form : —

1. Some plants are used for food.

2. Yonder stands the tree.

3. Our train was ten minutes late.

4. The bodies of insects are divided into three parts.

5. My cousin lives in Baltimore.

6. Down came the balloon.

LESSONS IN ENGLISH.

7. These baskets were made in Japan.

8. One picture had an oak frame.

9. George walked to the city. 10. The sun will melt the snow.

Model. — Some plants are used for food.

Some plants is the subject; are used for food is the predicate.

Copy the following sentences, and tell what the subject and the predicate is, in each : —

Note. — First arrange the words in the form of a declarative sentence, and then divide the sentence into subject and predicate.

1. Are the cherries ripe?

2. When will school close?

3. Where do pine-apples grow ?

4. Are we all here ?

5. Did the boy find his hat?

6. Can you drive the horse ?

7. Has the key been found ?

8. Was the letter an important one ?

Model.— Are the cherries ripe?

The cherries is the subject ; are ripe is the predicate.

in.

Supply the subjects which are understood in the following sentences, and then name the subject and the predicate in each : —

Note. — The subject of an imperative sentence is usually you. It is generally not expressed. When the subject is expressed it is placed after the verb.

SUBJECT AND PREDICATE.

Close the door softly.

Hear the birds sing.

Tell me what you saw.

Enter not into the path of the wicked.

Set the tree in this corner.

Look at the shadows on the hillside.

Praise ye the Lord.

Honor thy father and thy mother.

Model. — Close the door softly.

You, understood, is the subject ; close the door softly is the predicate.

IV.

Copy these sentences, and name the subject and the predicate in each : —

Note. — Arrange the words in the form of a declarative sentence, and then divide the sentence into subject and predicate.

How slowly the boat moves !

What a long journey we must take!

How tame the swallows are!

What a strong arm the blacksmith has !

What a delightful shower we are having !

How fresh the air seems !

How the bird enjoys its bath!

What an excellent likeness this is!

Model. — How slowly the boat moves !

The boat is the subject ; moves how slowly is the predicate.

LESSONS IN ENGLISH.

LESSON III.

Mention four names of persons ; as, Clara, Robert.

Name three places ; as, Chicago, Mexico.

Give the names of five things that you see ; of five that you can hear ; of five that you can touch.

Name three different parts of a bird ; three parts of a fish.

Mention three different materials used in making clothing ; three materials used in building houses.

Give the name of an action ; as, seating, walking.

Give the name of a quality ; as, kindness, honesty.

Mention three words that name collections of persons or things ; as, army, swarm.

A word used as a name is called a noun.

Mention the nouns in the following sentences, and tell what each is the name of : —

i. Ralph locked the door.

2. Gas gives a bright light.

3. The basket was filled with peaches.

4. Walking is a healthy exercise.

5. The wind blew the chimney down.

6. Her dress was made of silk.

7. Gold and silver are found in Nevada.

8. The congregation was dismissed.

9. The household were aroused by the barking of a dog. 10. Kindness wins friends.

NOUNS.

PROPER AND COMM.ON NOUNS.

i. Benjamin Franklin was once a printer.

2. This is the oldest church in the city.

3. We shall attend Trinity Church.

4. San Francisco is noted for its beautiful harbor.

In the first sentence, find a name applying to all men who follow a certain occupation. Find the name of an individual.

What is church the name of? What is city the name of? Find the name of a special city. What special church is mentioned ?

A name that belongs to an individual person or thing is called a proper noun ; as, —

Herbert, London, Vassar College.

A name that applies to every one of a class of persons or things is called a common noun ; as, —

boy, city, college.

A proper noun should begin with a capital letter.

Note. — When a proper noun is made up of two or more words, each word should generally begin with a capital letter.

WRITTEN EXERCISE.

Copy these sentences, and draw lines under the words that name special persons or tilings : —

i. Oranges grow in Florida.

2. Edward is learning to play the flute.

3. Uncle Robert has gone to Europe.

4. Umbrellas were introduced into England from China.

5. We walked through Central Park.

LESSONS IN ENGLISH.

6. Yellowstone Park contains some of the most wonderful geysers in the world.

7. Our friends are staying at the Holland House.

8. The concert was held in Steinway Hall.

9. Lake George is noted for its beautiful scenery.

LESSON IV.

WHEN TO USE CAPITAL LETTERS.

Tell which words in the following sentences are used as titles, and point out each title that is applied to an individual : —

1. The boy was welcomed by aunts, uncles, and cousins.

2. He stood by Uncle William.

3. The fathers and the mothers of the children were invited.

4. Here are your slippers, Father.

5. Senator Brown made a speech.

6. Two generals were on the train.

7. General Warren died at the battle of Bunker Hill.

8. The Governor of Vermont signed the bill.

9. The Pope lives at Rome.

10. The eldest son of Queen Victoria is called the Prince of Wales.

"WHEN TO USE CAPITAL LETTERS.

When a title is applied to an individual, or when it is used as part of a name, it should begin with a capital letter ; as, —

The Mayor of Chicago, President Lincoln, Aunt Mildred.

i. The Republicans held a meeting last evening.

2. Mr. Brown is a Baptist.

3. Congress meets the first Monday in December.

What is Republicans the name of? What is Baptist the name of? What is Congress the name of?

Begin with a capital letter the name of a religious sect, of a political party, or of any special body of men; as, —

Find in these sentences the name of a document of special importance, the name of an important event, and the title of a book : —

1. The law is contrary to the Constitution of the United States.

2. The first battle of the Revolution was fought at Bunker Hill.

3. Have you read "Tom Brown's School Days at Rugby" ?

Begin with capital letters words naming particular things or events of special importance ; as, —

The Declaration of Independence, The Revolution.

Begin with capital letters the important words in the title

of a book, of a newspaper, or of any other composition ;

as, —

My Trip to the Mountains.

IV.

Mention in the following any name or title of God : — i. The Lord is my shepherd. 2. Remember now thy Creator in the days of thy youth.

Begin with a capital letter any name or title of God ; as,—

Lord, Creator, Father. the Supreme Being.

Tell where capital letters are used in the following stanza : — " All things bright and beautiful, All creatures great and small, All things wise and wonderful, The Lord God made them all."

Begin with a capital letter every line of poetry.

WRITTEN EXERCISE.

Copy all the numbered sentences in this lesson, and tell why each capital letter is used.

LESSON V.

DICTATION EXERCISE.

1. Alice is reading " Little Women."

2. All the Democrats voted against the bill.

WORDS DERIVED FROM PROPER NAMES. 11

3. The Natural Bridge is in Virginia.

4. The meeting was opened by Mayor Green.

5. We shall attend Grace Church.

6. How did you spend New Year's Day ?

7. The President gave a public reception at the White House last Wednesday.

8. Why is the Declaration of Independence sometimes read on the Fourth of July ?

9. The Pilgrims landed at Plymouth in December, 1620.

10. Howe'er it be, it seems to me,

'Tis only noble to be good.

Kind hearts are more than coronets, And simple faith than Norman blood.

Tennyson.

LESSON VI.

WORDS DERIVED FROM PROPER NAMES.

Read the following sentences, and give the meaning of each word printed in Italics : —

1. We speak the English language.

2. He works in a Chinese laundry.

3. The woman bought a Japanese fan.

4. The American flag is respected abroad.

5. These table-cloths are made of Irish linen.

6. Have you ever seen a Mexican pony ?

LESSONS IN ENGLISH.

8. The German band will play at the exercises.

9. Robert Burns was a Scottish poet.

10. Do not be too quick to follow French fashions.

The words in Italics are derived from proper names. With what kind of letter does each of those words begin?

Begin with a capital letter every word derived from a proper name.

WRITTEN EXERCISES.

Use each of these words in a sentence :

glish,

Mexican,

Italian,

German, issian,

French,

Irish,

African, man,

Norwegian,

British,

Chinese.

DICTATION EXERCISE.

He bought a Swiss watch.

Who wrote " The Barefoot Boy " ?

The English sparrow is not a general favorite.

The schools were closed on Decoration Day.

Columbus made four voyages to the New World.

Who is your French teacher ?

The Russian winter is long and cold.

Horses were introduced into Mexico by the Spaniards.

LESSON VII.

STUDY OF SELECTION.

LITTLE BELL.

Piped the Blackbird, on the beechwood spray, " Pretty maid, slow wandering this way,

What's your name ? " quoth he.

" What's your name ? Oh, stop and straight unfold, Pretty maid, with showery curls of gold."

" Little Bell," said she.

Little Bell sat down beneath the rocks, Tossed aside her gleaming, golden lock

" Bonny bird ! " quoth she, " Sing me your best song, before I go.' " Here's the very finest song I know,

Little Bell," said he.

And the Blackbird piped — you never heard Half so gay a song from any bird ;

Full of quips and wiles, Now so round and rich, now soft and slow, All for love of that sweet face below,

Dimpled o'er with smiles.

LESSONS IN ENGLISH.

And the while that bonny bird did pour His full heart out, freely, o'er and o'er,

'Neath the morning skies, In the little childish heart below All the sweetness seemed to grow and grow, And shine forth in happy overflow

From the brown, bright eyes.

Down the dell she tripped, and through the glade — Peeped the squirrel from the hazel-shade,

And from out the tree Swung and leaped and frolicked, void of fear, While bold Blackbird piped, that all might hear,

"Little Bell !" piped he.

Read the first stanza. What is this stanza about? Where was the blackbird? Whom did he address? What did he say? What reply did the little girl make ? Describe Little Bell. What is the meaning of piped? Of spray? Of quoth? Of unfold? What are the marks called that enclose the words Little Bell? Why are they used?

Read the second stanza. What was the first thing that Little Bell did ? What the second thing ? What is meant by golden locks ? Whyare they said to be gleaming ? What did Little Bell ask the bird to do? What reply did he make? What is the meaning of bonny ?

What does the third stanza tell? Mention the words that describe the blackbird's song. What is the meaning of the third line ? Why did the blackbird sing so sweetly?

Read the fourth stanza. What was the effect of the bird's singing ? Why is the apostrophe used in the second line ? In the third line ?

Read the fifth stanza. How many statements are made in the first line ? What is the difference between a dell and a glade ? What is the second line about? Change the order of the words, placing the subject of the sentence first. Would looked express the meaning as well as peeped? Why not? What else did the squirrel do? Give in your own words the meaning of the third and fourth lines. What do the last two lines tell?

WRITTEN EXERCISES.