.6 I57t. SAN FRANCISCO STATE NORMAL SCHOOL BULLETIN No. 15 A 5IMPLIFILD COUR5L OF 5TUDY . . . . GRAMMAR FREDERIC BURK LFFIL B. McFADDEN AND IRVING M. BRAZIER LIST Of COUUSK Of SIUDV fOR Ili[ imimM SCHOOLS These courses are published by the State through a revolving Bulletin Fund. Address all orders: Bulletin Fund, State Normal School, Buchanan and Waller streets, San Francisco. Payment in advance, by check, money order or in stamps. No. 4 (new series). — A Course of Study in Map Geography; paper bound, 52 pages. By Allison Ware. Price by mail, postpaid, SO cents; by local dealers, 35 cents. Outline maps. — In connection with Bulletin No. 4, the school publishes a series of nine outline maps from which pupils may trace outlines for use in location. These maps are 9 by 12 inches in size. They represent the following areas: North America, South America, Europe, Asia, Africa. Australia, United States, California, and the hemispheres. Price by mail, postpaid for set of nine, 15 cents; by local dealers, SO cents. No. 5 (new series). — A Course of Study In Literature for the Grammar Grades; paper bound, 103 pages. By Allison Ware. Price by mail, postpaid, SO cents; by local dealers, S5 ce^its. No. 6 (new scries). — A Course of Study in Grammar and Handbook to the State Series Text ; paper bound. 89 pages. By Frederic Burk and Effle B. McFadden. Price by mail, postpaid, SO cents; by local dealers, .■?.; cents. No. 7 (new series). — A Course of Study in History and Handbook to the State Series Advanced Text. (This course was issued when McMaster's School History was the State Series Text ; by means of a reference leaflet which accompanies the course it may be used in connection with the new State Series Text, McMaster's Brief His- tory) ; paper bound. 162 pages. By Archibald B. Anderson. Price by mail, postpaid, SO cents; by local dealers, S5 cents. No. 9 (new series). — A Course of Study in Language; 174 pages. By Effie Belle Mc- Fadden. Price by mail, postpaid, SO cents, for paper bound; by local dealers, 35 cents. No. 10 (new series). — A Course of Study and Teachers' Handbook in the Common Liter- ature of Life; 207 pages, paper bound. By Allison Ware. Price, postpaid, J,0 cents; by local dealers, {5 cetits. No 11. — A Course of Study in Formal Arithmetic and Teachers' Handbook. By David Rhys Jones. This Bulletin Is published in various parts as follows: Part I. Teachers' Handbook and exercises for integers; 109 pages, paper bound. Price by 7naH, postpaid, SO cents; by local dealers, S5 cents. Part II. Teachers' Handbook and exercises for common fractions, decimals, per- centage, denominate numbers, and mensuration ; S4 pages, pa.per bound. Price by ■mail, postpaid, SO cents; by local dealers, SS cents. Drill Exercise Books Nos. 1, 2, 3, and 4 ; paper. Price by mail, postpaid, 10 cents each; by local dealers, 15 cents. These drill books are intended to be used exclusively by pupils, and may be purchased in bulk for classes ; they contain merely the exercises from the Bulletin as follows: No. 1. Addition and Subtraction (22 pp.) ; No. 2, Multiplication and Dii-ision (23 pp.) ; No. 3. Common Fractions (15 pp.) ; No. 4, Decimals, Percentage, Denominate Numbers, and Mensuration (24 pp.) ; answers to these exercises are found in the Handbook. No. 12. — Review Courses of American History by means of Composition Topics, and Teach- ers' Handbook to the use of the California State Series Texts. By P. F. Valentine. Part I. Teachers' edition containing Introduction and directions for use of the composition method, the pupils' topics of the primary text, the pupils' topics of the advanced text, a paragraph directory to the te.xt, and a cumulative fact review of the advanced text ; 73 pages. Price, postpaid, 25 cents. Part II. Pupils' edition containing the composition outlines which follow the State primary text in history; 10 pages. Price, postpaid, 5 cents. Part III. Pupils' edition containing the composition outlines which follow the State series advanced text in history, the paragraph directory to the text, and the cumula- tive fact review for the same ; 48 pages. Price, postpaid, 10 cents. [Continued inside back cover.] 5AN FRANCISCO 5TATL NORMAL 5CHOOL BULLETIN No. 15 A SIMPLIFIED COUR5L OF STUDY IN GRAMMAR BY FRLDLRIC BURK LFFIL B. McFADDLN Supervisor of the Teaching of Language AND IRVING M. BRAZ1E.R Supervisor of the Teaching of Grammar San Francisco State Normal School SACRAMENTO FRIEND WM. RICHARDSON ------ Superintendent State Piintine 1Q12 Copyright 1912 Iiy Effie B. iJcFAmiEN 75. «f fv- THE SIMPLIflCATION Of GRAMMAR TEACHING. The proponents of teaching English grammar in the elementary schools still assume that an understanding and knowledge of language structure through a study of grammar will act as a preventive against the contraction of the disease of incorrect usage and as a cure-all for diseases already contracted. These worshipers at the shrine of grammar maintain, in the event of a child's immersion in surroundings where these contagious maladies of ill-usage exist, that a study of grammar properly potioned before or after other school meals will cure the affliction. To grant to a study of grammar all of the benefits commonly claimed for it would be folly. If a person stopped to think of the time forms of verbs before saying "I done it," or of the functions of the adjective before remarking "I did it good," a study of grammar would be of inestimable worth. But the disease of incorrect usage has crept upon the child and he fails to administer to himself the dose which his physician, the grammar teacher, has prescribed. He usually fails to make use of the grammatical principles with which he wrestled for years. His reasoning faculties usually neglect to apply these principles as an antidote for incorrect usage. Since our study of grammar has not appreciably improved his defective use of Engli.sh, let us change the prescription. A cultivation of the habit of correct usage is brought about more quickly and more surely by ear training than by an appeal to reason. Much of grammar, as at present taught, should consequently give way to language drills. If there is any value accruing from a study of grammar, it can only come from a study of those elements that have a direct and clear-cut influence on the correction of written and spoken errors and in the subsequent establishment of tlie habit of correct iLsage. There is no need of presenting those language structures in which no errors commonly occur. No treatment is ever needed for ills which do not exist. "Why teach person when no one ever heard a child, say "Mai\v studied my lesson" for "Mary studied her own lesson"? Of what value is a study of gender when such an error as "John spent her money" for "John spent his own money" is never made? Who can cite an error arising from a confusion of nominative and objective cases of nouns? Has ignorance of the factitive complement or indirect object ever led to the error of "They painted the barn whitely" or "She made I a dress"? Has a classification of verbs as transitive and intransitive ever lessened such errors as "The men was here" or "I done my work"? Has a classification of adjectives as descriptive and limiting, and of adverbs as those of time, place, manner and degree ever had any value in correcting such errors as "Tlie men did the work good" or "The rose smells sweetly"? These are but a few of the phases of gram- mar which have been taught that have absolutely no value in the correction of habitual errors. To this list can be added the study of phrases, clauses, participles and infinitives as modifiers ; the classification of nouns as concrete, abstract and collective; of conjunctions as coordinate or subcoordinate and the distinction between a declarative and imperative sentence. These elements have no value in the correction of common errors of speech and written work, for no errors arise due to a lack of their study. Why take a medicine for an affliction which has no existence except in the imagination of a few grammarians? What are the common errors of speech and written compositions in correction of which a study of grammar may prove of value? The most general are (1) lack of agreement in number (iii) between subject and predicMte; (2) lack of agreement in number between pronouns and their antecedents; (3) the use of nominative ease pronouns as objects; (4) the use of objective case pronouns as attribute complements, and occasionally as subjects; (5) the use of an adjective for an adverb; (6) the occasional use of an adverb for an adjective when the adjective is an attri- bute complement; (7) the misuse of certain time forms of verbs; (8) errors in the use of the apostrophe in possessive nouns; and (9) double comparison of adjectives. Bearing in mind the demands of efficiency, we should include in our course only those elements that have a direct value in correcting these blunders. What fundamentals, essential to the correction of lack of agreement between subject and predicate, must be studied? Clearly nothing more than a study of the number forms of nouns and of verbs. The teaching of number forms of nouns is a simple thing, Imt with verbs our problem is more diiBcult. Tlie old idea of conjugations required a tremendous expenditure of time and energy and did not accomplish the desired end. Conjugations should be simplified by teaching that a verb is singular wJien spelled in one way and plural when spelled in another. The elements of tense, or time, and person have absolutely nothing to do with the agreement in number between subject and predicate. Gender can well be eliminated, for few errors ever arise from that source. Who ever heard the expression "John told her" when the meaning is "John told him"; or "Henry brought her book" when the intent is "Henry brought his own book"? True, the possibility of error is present, and because of such possibility gend(-r lias been taught for centuries, but experience has shown that few errors of that nature arise. The contiiniance of teaching gender is merely another of the numerous fallacies handed down to us liy our [leilantic predecessors and continued by oiir no less pedantic colleagues. Past, present and future time forms of vcrlis must be taught, but not liy means of six tenses. Teach that said, have said, has said, and liail said are the definite ways of expressing past time, without burdening the child's mind with pasl. past perfect and present perfect tenses. What pupil ever realized that verl)s in the past perfect tense "express completed action at some past time," and that those in the present perfect tense "express a completed action at the time of speaking," and what good purpose in life is to be served even if he did? What has been said of verbs expressing past time is equally true of those used in future time. Teach that sliall say, will say, sliall have said and will have said are the forms which express future time, but there is no occasion to burden the child's mind with abstract definitions of future tense and future perfect tense or their conjugation forms. An ability to recognize nouns and verbs is of course essential before their number forms can be taught. The same is true of all other parts of speech. Much drill work should be inserted to accomplish this work of recognition. The common errors made in the use of the pronoun are four: (1) lack of agreement in number with its predicate; (2) lack of agreement with its antecedent; (3) the use of the nom- inative form as object of the verb, object of the preposition, object of the participle and object of the infinitive; and (4) the use of the objective form as an attribute complement, and occa- sionally also as a subject. The first two of these errors can be assisted by a study of the number forms of the pronoun, and such teaching will require but little time. The number forms should be taught as one step and the subject and ol)ject forms sliould be taught as a separate step. Gender can be omitted for reasons previously sl.-ited. (iv) In adhering to the old custom of declension we formerly tried to teach number, person, gender and case; four steps all at once, and decidedly at variance with the common sense rule of "one thing at a time." Pupils should be taught that I, you, he, she, it, ine, him and her are the singular pronouns ; and that we, you, they, us and them are the plural pronouns. Person should be omitted entirely, for few errors are due to this source. We never hear "Mary struck me" when the meaning is "Mary struck him," so why worry the pupil with a study of person? Teaching certain pronouns as nominative case pronouns might be permissible if the proper asso- ciations were made, but we are teaching a superfluous term. We can accomplish the same aim with better results by teaching the nominative case pronouns as "sub.ject" pronouns, which can also be used as attribute complements. With objective pronouns it is better to teach concretely that certain pronouns can be classed as "object" pronouns and can be used as the objects of verbs, of prepositions, of participles, and of infinitives. By doing this we leave out entirely all consideration of the term "case." With the dropping of the terms nominative case, objective case, person and gender we have done away entirely with the declension of pronouns as such. Practice .shows it to have been a profitable elimination. The argument may be advanced that if the declension of pronouns is dropped we are also omitting the pronouns in the possessive case. We do not desire to teach the possessive pronouns at the same time we are dealing with the number forms and the subject and object forms of pronouns, for it is in violation of the requirement of "one thing at a time." Let us take up first the number forms of pronouns as previously outlined, then the "subject" and "object" pronouns. Still later teach the possessive pronouns as such. My, mine, liis, her, hers, its. our. ours, you, yours, their and theirs should be recognized as pronouns which show ownership. Their number should be mentioned; but little emphasis will be necessary on this point. Person and gender can be dropped for reasons previously given. The recognition of adjectives and adverbs, and what they modify, of course, is essential. Late in the course much drill should be given in false sj'ntas to correct the errors in which an adjective is used for an adverb modifying a verb, as "Indians tortured their prisoners cruel." and where an advei'b is used for an adjective as an attribute complement, as "The rose smells sweetly" or " I feel sickly." Let us hope the time will come when these forms may be taught by language drills and the long and tiresome drills upon adjectives and adverbs may be dropped from oi^r course of study in grammar. The only value in teaching prepositions is in order that the recognition of them will assist in the j^roper use of pronouns as their objects. Absolutely no grammatical errors are due to a failure to understand what the prepositional phrase modifies, and the study of prepositional phrases as modifiers should be dropped from the course of study. A recognition of infinitives and participles is of value for two reasons: (1) to avoid the con- fusion of these forms with the predicate, and (2) that the proper form of the pronoun as their objects may be used. The study of infinitives and participles as modifiers is useless. We merely want to establish a ready recognition of their forms. Irregular verbs should be taught as spelling lessons. There is no need of introducing the terms regular and irregular. Teach that most verbs form their past form and past participle by adding d or ed. All others are to be memorized. Collective nouns need not be taught. The only value in teaching them at all is in reference to their agreement with their predicates. Since either a singular or plural verb may be used, and since either is grammatically correct, we need not bother with this form of nouns. The dis- (V) tinetion between the thoughts expressed liy a collective noiui is a nicety that we shall leave to the teachers of rhetoric. The treatment of possessive nouns is of some importance as they are the largest source of error in written composition. We must teach how to form the singular and plural possessive forms, but we do not need to mention case. Attribute complements must receive much drill in order that the sulg'ect form of the pronoun will be used after tlie vei'b he or any copula, and also that the adverb will not be used where an adjective should be the attribute complement. The comparison of adjectives and advei'bs should be included merelj' for the good that may accrue from a later study of false syntax in double comparison. ^ A study and recognition of conjunctions is of use in the selection of the correct form of the verb with a compound subject, and the proper form of the pronoun when the object of the verb or of the preposition is compound. Examples of the latter are, "She chased him and I" and "Will told it to her and I." In examples of this kind it is usually the second pronoun that is incorrectly used. Occasionally a laclv of agreement in a compound predicate is found and the study of conjunctions is of benefit in the correction of such an error. The classification of clauses as dependent and independent is another of the useless pedantries of grammar instruction. No errors are due to lack of knowledge of such a cla.ssification. Com- poiind sentences sliould be broken up into their clauses in order that a proper agreement in number is secured between subject and predicate within the clauses. By eliminating a classifica- tion of clauses as dependent or independent and by ceasing to study the clause as a modifier we have succeeded in wiping out the classification of conjunctions as conjunctive adverbs, sub- ordinate and coordinate conjunctions and have included the three former classifications under the one head of "connectives." By dropping a study of clauses as modifiers we have ceased to worry over complex sentences and now need teach only the two classes, simple and compound. Relative pronouns must be included for the sake of the correct use of wJio and whom, and for the agreement between subject and predicate in tliose clauses in wliich the relative pronoun is the subject. This course of study has not only attempted to retain all really useful material, but it has also attempted to present the useful minimum in such a way as to throw the emphasis on those principles upon which stress is needed. If any one feels that some elements have been eliminati'd that sliould be retained, let him advocate the teaching of those elements in the high school. The only justifiable defense of teaching grammar in the elementary school is to lead to a more correct use of written and spoken English. The omitted elements have no value in the correction of errors common to every day speech and written work. If a knowledge of these omitted elemeuLs is indispensable to a study of foreign language, rhetoric or grammar in the high school, it would seem that the high school can surely meet its own needs. IRVING M. BRAZIER. .State Normal School, Saa Eraueiseo, Cal. April, 1912. (vi) INSTRUCTIONS FOR USE OF BULLETIN. Oral Presentation. No written worlc, as a rule, sliould be done until after the same work has been gone over orally in class. In the first eleven exercises the oral work will consist of filling in the blanks with words which are later to be written in those blanks by the pnpil. Beginning with Exer- cise 12, and in subsequent exercises, words are to be underlined and word colnmns filled in. In exercises of the latter type (iising Exercise 12 as an illustration) the oral presentation should consist of (a) going through the sentences to select only the pronouns, (h) going through the sentences a second time and selecting only the nouns, (c) going through the sentences a third time selecting only the verbs. The teacher should not make the mistake of attempting to cover .several of the steps in going once over the sentences. Take up one element the first time over, a different element the second time over, and so on until all of the steps have been covered. It is one of the aims of the course to present the work in such a way as to focus the attention of the pupil upon one element at a time. In the exercises in which words are to be underlined there is no necessity,- in the oral lesson, of telling what marks should be placed under a given word. Determine, for example, that he is a pronoun, but do not take time in the oral lesson to saj^ that a straight line is to be placed iinder that word. The aim is not to jot down certain markings, but to recognize certain parts of speech and forms. The underscorings are nierel.y evidences of the success of this recognition. Written Work. At the close of the oral period assign the written work with instructions that only those steps covered orally in class are to be done in the written work before the next oral recitation. Thus, if there are five steps in the written work of a given exercise and only the first two have been gone over orally, the teacher should instruct pupils to do only those things called for in steps (a) and (&). The remaining steps will be written after their oral presentation on the following day. Too much emphasis can not he placed upon the necessity of performing hut one step at a time in the written uwrk. In the first eleven exercises few instructions will be needed except to direct the pupil to fill in the blanks, but in such work as is given in Exercise 12 the teacher must warn the pupil to complete step (a) before proceeding to {h), and to complete ih) before proceeding to (c) and so on. If pupils attempt to do more than one step at a time, the attention is not focused on one element but is scattered over a number of elements, and errors are much more frequent. Suggest to pupils that they place a dash ( — ) before the directions for each step when that step is completed. This will avoid the pupil's omission of any of the steps. When lists of words are to be selected by the pupil from the sentence and written down, the number of words to be so written is indicated in parentheses immediately after the direc- tions. In Exercise 17, for example, the number 16 following the directions of step (c) indicates the number of nouns to be selected from the sentences. After the pupil has selected the noun (vii) from the last sentence he should count the number of words he has written and see if he has sixteen. Any shortage will be proof that some have been omitted, and the pupil should again go over the sentences in search for such omissions. Insist vpon a 'icrittiii correction of the previous day's errors before the new day's written work is begun. Leniency in this respect may soon lead to very careless and ineffective work. Rigid enforcement of this rule will not only tend to make pupils more careful, but will enable them to profit by their former mistakes. If certain jiupils are slower than the average in doing the written work, the teacher may use her judgment in re(|uiring such pupils to take home the exercise books and doing the remaining work there. In the event of a child's absence from school, the teacher may require the absentee, upon his return, to begin the written work just where he left off prior to his absence. In this M'ay none of the work will be omitted. Provision must of cour.se be made for instruction on new phases of the work which may have been first taken up by the class during the child's absence. Correction of Work. At the conclusion of the written period, or at the beginning of the oral period of the following day, the teacher should read from her own exercise book the correct written work. If blanks have been filled in, read the entire sentence containing the words supplied in the blanks. If words are to be underscored, the teacher can read, "one straight line under he. three straight lines imder sings, two straight lines under so)igs.''' etc., thus indicating the markings of the various elements. As a pupil finds a word incorrectly inserted or incorreetl.y underscored he is to draw a V or a check through it. The total of these checks will indicate the number of actual errors made by the pupil. The teacher can have each pupil correct his own paper, or can have papers exchanged before correction, as she deems most advisable. This device of correction will save the teacher a large amount of time and labdicate, and then i)roceed to tell why it is, as "/)«*•/,• is the predicate, because it tells what is done." Bark tells what is dime, therefore /)(/*•/,■ is file in'cdicate. This error of method is responsible for the large share of difficulty in comprehending grannnatical relationship.s. It puts the cai't before the Iku'sc. The necessary order of thought is first to think what the given word does in the sentence, and when this is discovered we give the proper name. If we permit the error pujiils acciuire tlie habit of guessing the name without making any effort to find the function or relationship of the word. It follows that the pui>il soon loses all compre- hension that these are relationships, and deems that success is wholl\- a matter of happy guesses. On the other hand, our whole purpose is ft) compel his mind to focus itself upon the relationship, and once this is discovered the naming follows as a sinqile matter of (bourse. Particularly is this error common in the teaching of the parts of speech. Teachers ask, "What part of speech is ?" The child does not thinlc. but hazards a Imppy or unhappy guess, and then the teacher asks, "Why?" A mad scramble for possible or impossible reasons follow's, which in turn are merely guesses. It would he l)etter if teachers would reverse the order of ((uestioning and ask first wlnil thi' word does. Tlie naming of the class of words wliicli |)ei'forms this service of course follows. Conse((uently throughout tlii.s ('ourse of Study the language forms invariably re([uire the puyjil tirst to state tlie relationship, if there is any, and the name of the office or part of speech follows as a consiMiuence. Insist, therefore, from the beginning in a rigid adherence to the order of the language forms. (live the pupils theii' exeri'ise books for se;it work after they have tlioroiieIi]_\- mastered the language forms, (io through the first lesson sluiwiiig them just what is rccjuired. where to find the language form if they should forget it, and explain what is meant by the terms "analyze" and "diagram. " Date 191 ,\nalyze and diaijram the following sentences: 1. Dogs bark. .^_^^5^!:l£^__ tells what is done. Therefore ^'"'k is the predicate. What bark? Dogs Tllorofr^^.o dogS Therefore, Q^g^ is the subject. dogs ^ bark 2. Bears t;rowl. tells what is dom.'. TJierefore. is the predicate. What ? . Therefore, is the subject, ,\___. Roosters crow. _ tells what is done. Therefore, . is tlie predicate, (2) What ? . Therefore, is the subject. ^ ,\ 4. Fish swim. tells what is done. Therefore, is the predicate. What : ? . Therefore, is the subject. A 5. Fire burns. tells wliat is done. Therefore, is the predicate. What ? ■ Therefore, is the subject. A ? 6. Grass grows. tells wliat is done. Therefore. is the predicate. What ? . Therefore, is the subject. A '7. Ships sail. telLs what is done. Therefore, is the predicate. What ? . Therefore, is the subject. ,\ 8. Win-ds lilow. tells what is done. Therefore, is the predicate. What ? _. Therefore, is the subject. ,\ 9. Hens cackle. tells what is dmie. Therefore, is the predicate. What ? . Therefore, is the subject. J^ 10. ilules kick. tells what is done. Therefore, is the predicate. ? . Therefore, is the subject. Exercise 2. P. E. 85. A. E. . % To find till suhji ct ivlmi il n fcrs fo pir.'ioiis. Proceed in the same manner orally as in the first lesson upon the subject using irho instead of what, explaining that when the subject refers to persons the (pie.stion is formed with who instead of \rhaf. and that whiit refers only to animals and things. A little drill will simn Viring to the pupils a sense of the distinction. Give at least one day's drill upon the sentences of Exercise 1, in which what is exclusively used. For seat work use the same sentences that were used oralh'. (3) Date , 191 Analyze and diagram the following seuteiiees: 1. Boys climb. tells what is done. Therefore, is the predicate. Who ? Therefore, is the subject. A 2. Women sew. tells what is done. Therefore. is the predicate. ? Therefm-e. is the subject. 3. Gii'ls sing. tells Therefore. is the , ? There- fore. is the subject. ,\ 4. Men work. tells what is done. Therefore. is the predicate. ? Tlierefore. is the subject. 5. Children play. tells what is done. Therefore. is the Therefore, is tin? A 6. Babies cry. tells what is done. Therefore. is the -. Therefore, is the subject. 7. Pupils study. tells what is done. Therefore, is the predicate. ? . Therefore. is the subject. 8. Carpenters saw. tells what is done. Therefoi'c. is the predicate. ? Therefore, is the subject. A 9. Soldiers fight. tells what is done Therefore, is the predicate. ? Therefore, is the subject. (4) 10. Blacksmiths hammer. tells what is done ? Therefore, Therefore. A. is the predicate. is the subject. Exercise 3. P. E. 80. A- E. 7c To find the subject — misceUancuKs sentences. The purpose of Exercise 3 is to drill the pupils in determining whether the question to be asked should contain ivho or wliat. Since pupils can not always determine whether to use icho or what in finding the subject until the subject itself is first found it will be advisable for the teacher to suggest to the pupil that he ask himself a question embracing a combination of ^vho and what. Thus, in the sentence "Dcgs bark" the pupil can go through some such mental process as the following: ''Bark tells what is done. Therefore, bark is the predicate. Who or what bark? Dogs. Therefore, dogs is the subject." Having used this form mentally, his work with Exercises 1 and 2 will enable him to determine whether who or ivhat is to be used. The pupil can then analyze the sentence aloud and ask the question with what. Similarly in the sentence "Women sew" suggest to the pupil that he think of the question, "Wlio or whnt sew?" His mental answer, ivomen, will determine whether icho or wliat is to be 'used, and in the language form that is to be given orally he can give the form using ivho, he having found that what is not the proper word to use in this sentence because the subject, ivomcn, is not a thing. Date , 191 — Analyze and diagram the following sentences: 1. Boys whittle. tells what is done. 1 Therefore, Therefore, is the predicate. is the subject. 2. Snakes crawl. tells what is done. Therefore, is the predicate. Therefore, is the subject. _A_ 3. Bakers bake. tells what is done. Therefore, ? Therefore, is the predicate. is the subject. 4. Stars twinkle. subject. tells what is done. Therefore, ? Therefore, is the predicate. is the (5) 5. Wood burns. tells what is doiio. Thci'cfore. is the predicate. ? Therefore. is the snltject. \- 6. Children scream. tells what is done. Therefore, is the predicate. ? Tiierefore, is the sub.ject. _^_ 7. Wasps stinfC- tells what is done. Theivfore, is the predicate. ? Therefore. is the sub.iect. _A^ 8. Rivers flo w. tells what is done. Therefore, is the predicate. '! Therefore, '- is the subject. ^ 9. Mai'v sino's. tells what is done. Tiierefore, .. is the predicate. ? Therefore, is the subject. _jN_ 10. lioats ui)S(>t. tells what is done. Therefore. is the predicate. ? Therefore, is the subject. _j\_ Exercise 4. V. E. 140. A. E- To tcacli the complement wlien the eompJ( meut dtx x not refer to persons. When tlie class is able to analyze with some readiness sentences eontainins only predicate and subject, we may add tlie complement, usinu' the sentences of Exercise 4. Write upon the board "Cows eat grass." Have some ])upil go through the language form as far as the predicate and subject are concerned, jilacing the words properly in the diagram and extending a space for the complement, thus, :\ I Then write underneath the cjuestion formed by adding what to the subject and predicate, thus "Cows eat what?" Call iipon some volunteer to answ(>r tlie question, and then write grass in the diagram, remarking "Cows eat what?" (irass. Therefore, (/rass is the complement. (6) Drill orally with these sentences requiring that pupils shall give the complete forms, includ- ing those for predicate and subject as well as complement. This complete form, using the sen- tence, "Cows eat grass," is as follows: "Eat tells what is done. Therefore, cat is the predicate. What eat? Cows. Therefore, com's is the subject. Cows eat what? Grass. Therefore, f/ross is the complement. ' ' Before the first lesson is completed teach the spelling of "complement" (noting that it is not "compliment"), and its distinct pronunciation. Date 191 — Anah'ze and diagram the following sentences: 1. Cows eat grass. tells what is done. Therefore. subject. is the complement. _A \ 2. Horses draw wagons. tells what is done. Therefore, subject. is the complement. A 3. Fire burns wood. tells what is done. Therefore, subject. is the complement. -J\ 4. Cats catch mice. tells what is done. Therefore, 'J subject. is the complement. ^ I 5. Girls sing songs. tells what is done. Therefore, 1 subject. is the complement. A 6. Water boils egs tells what is done. Therefore, ? Therefore, Therefore, Therefore, Therefore, Therefore, Therefore, is the predicate. is the Therefore, is the predicate. is the Therefore, is the predicate. is the Therefore, is the predicate. is the Therefore, is the predicate. is the Therefore, is the predicate. is the (T) subject. ? Therefore, is the complement. ,^ ^^_ 7. Dogs eat meat. tells what is done. Therefore. is the predicate. ? Therefore. is the subject. " Therefore, is the complement. ,\ \ 8. Boys play marbles. tells what is done. Therefore, is the predicate. ? Therefore, is the subject. ? . Therefore, is the complement. ____.._ .^\ \ 9. Children play games. tells what is done. Therefore, is the predicate. ? Therefore, is the subject. ? Therefore, is the complement. . '\ ^ 10. Carpenters saw boards. tells what is done. Therefore. is the predicate. '■ . Therefore, is the subject. ■ ? Therefore, is the complement. Exercise 5. P. E. 140. A. E % To find the coinpleMeiil iclicii llu com ph. iik nf rr/V ;-.s' to persons. Develop the lesson as in tiic jirevious one, but explain that when the comiilement refers to persons we must vise whom, not irttal. P>e especially careful that the pupils use whom, not the ung'ranimatical form of irtio as the oliject of a verb. Date , 191 — Analyze and diagram the following sentences : 1. Tigers kill men. tells what is done. Tlierefore, is the predicate. . ? Therefore, is the subject. ? Therefore, is the complement. ' ,\ L (S) 2. Horses carry men. — ■ tells what is doiu'. Tlierefore, ? Therefore, subject. is the complement. A I 3. James struck Robert. tells what is done. Therefore, ? Therefore, subject. is the complement. A 4. Bloodhounds chase criminals. tells what is done. Therefore, subject. is the complement. ^V_ 5. Policemen arrest thieves. tells what is done. Therefore, Therefore, subject. is the complement. J\_ 6. Trains carry people. tells what is done. Therefore, ? Therefore, subject. is the complement. A I 7. Thieves rob people. tells what is done. Therefore, subject. -. Therefore, is the complement. 8. James met friends. tells what is done. Therefore, <). Therefore. subject. is the complement. A (9) is the predicate. is the -. Therefore, is the predicate. is the -. Therefore, -. Therefore, 1 is the predicate. is the Therefore, is the predicate. is the Therefore, is the predicate. is the -. Therefore, is the predicate. is the _. Therefore, is the predicate. is the Therefore, 9. .Mdtlicrs wnsli liabics. ti'lls what is done. Thcrefcirc, is tlie predicate. . — ? Therefore, is the subject. ? . Therefore, is the eomplernent. A \ 10. Cats scrateh children. tells what is dniie. Therefore. is the predicate. ? . Therefore, is the sub.)ect. '? . Therefore, is the complement. A \ Exercise 6. 1'. E, UO. A. E ',:;, To find 1hc coiiijilniiriil — niisrclliDK oi/s s<')ili :irrs. The purpose of Exercise 6 is to drill the pupils in ddi'i'minini;' whether the question to be asked should contain ivliom or what. Since the pupil can not determine which word is to be included in the questimi until after the complement has been found it will be advisable to tell the pupils til iiiciitally ask' "Whom or irliat'" Thns. in "Tin'ers kill men" the pupil can ask himself the question. "Timers kill whom or irlml .'" rpcin obtaining' the answer, men, he knows from a study of E.xercise 5 that the complement is a pei-son, and in his oral language form he can then ask, "Tigers kill whom?" Similai'ly in "('ows eat ha.v" the child can mentally ciues- tion, "Cows eat irJioni nv irliat.'" The answer, lioi/. slmws that the complement is not a person, and that irhat slmulil be used in the oral language form. Remember that this combination of ivho»i and irliil in disei'iininating Ijctween the two words when using them in the language form. Date , 191 Analyze anil liiagi'ani: 1. Calves drink milk. tells what is dune. Thei'efore. is the predicate. ? Therefore. is the subject. ? Therefore, is the complement. /^ \ 2. Bees stung Ileni-y. tells what is done. Therefore. is the predicate. ? . Therefore, is the subject. ? Therefore, is the complement. A ^ (10) 3. Soldiers fight enemies. tells what is done. Therefore, Therefore, subject. is the complement. ^. 4. Chickens scratch dirt. tells what is done. Therefore, subject. Therefore, is the complement. ^ 5. Girls pick tlowers. tells what is done. Therefm-e, ? Therefore. subject. is the complement. A L 6. Hogs kill snakes. tells what is done. Therefore, subject. Therefore, is the complement. _A L 7. Dogs follow men. tells what is done. Therefore, ? Therefore, subject. — is the compli'itirnt: ^ I 8. Indians scalped victims. tells what is done. Therefore, ? . Therefore, subject. is the complement. A I 9. Singers sing songs. tells what is done. Therefore, ? Therefore, subject. is the complement. A. (11) is the predicate. is the Therefore, is the predicate. is the Therefore. is the predicate. is the Therefore. is the predicate. is the -. Therefore, is the predicate. is the Therefore, is the predicate. is the Therefore. is the predicate. is the Therefore, 10. Sharks seize sailoi-s. tells what is done. Therefore. is the predicate. ? . Therefore, is tlie subject. ? Therefore, is the eoiripleinent. \ \ Exercise 7. p. E. 130. A. E. To tcavli ilic liiiKjiKKji form wlun flic soilcncc contains no C0)npIcinciit. This exercise is also a review of all previous lans'uasje forms, viz.. the predicate, subject refer- ring to per.sons. subject uot referring to persons, coniiih'inents referring to persons, and comple- ments not referring to per.sons. Teach orally by the method previously illustrated, the following form: "Balloons rise. Else tells what is done. Therefore, rise is the predicate. What rise? Balloons. Therefore, balloons is the subject. Balloons rise what? There is no answer. Therefore, there is no complement." Do not pemiit pupils at any time, or in any sentence hereafter, to omit asking the question form for the complement, although there is no complement. Later in involved sentences, in con- structions out of order, in which the complement is a phrase or clause, it will at first glance seem as if there is no complement, but by forming and answering the c[uestion the complement will be found. In tlie simple sentences of these exercises it is of course very manifest that there is no complement, for there are no extra words, but we have purposely selected sentences of this type in order easily to learn the habit of asking the question. Your goal, therefore, is to instill the hal)it of forming and answering the complement (juestion with every sentence. Date . 191 Analyze and diagram : 1. Rain falls. tells what i.s done. Therefore, is the predicate. ? Therefore, is the subject. - Thei-efore, ^V 2. Girls laugh. tells what is done. Therefore, is the predicate. ? Therefore. is the subject. — Therefore, . _\- 3. Leaves flutter. tells what is done. Therefore, is the predicate. " Therefore. is the subject. ? Therefore (12) 4. Horses eat hay. tells what is done. Therefore. subject. is the predicate. Therefore, is the . Therefore, is the complement. 5. Frogs .jump. tells what is done. Therefore, subject. - Therefore, is the predicate. Therefore. is the jV I 6. Pupils study grammar. tells what is done. Therefore, subject. is the predicate. Therefore, is the — . Therefore. is the complement. A 7. Wood floats. tells what is done. Therefore, ? . Therefore, subject. — Therefore. - is the predicate. is the 8. Indians hunt. tells what is done. Therefore, subject. Therefo 'etore, Therefore, is the predicate. is the 9. Snakes swallow frogs. tells what is done. Therefore, subject. is the predicate. Therefore. is the . Therefore, is the complement. A 10. Childreii play tells what is done. Therefore, is the predicate. Therefore, is the subject. Therefore -tV- (13) Exercise 8. P. E. 45. A. E '}t . To ilriU upon " platT." Ill the pret'eding exercises pupils have been required ti) do some diagraiiiniinii'. but in those exercises the attention was focused niiii,-e on tlie seh>ctioii of the words by use of tlie language forms tliau in tlie iilacing of them in their proper places in the diagram. We now desire to drive in and clineii in the child "s consciousness the fact that a certain word is the predicate because it occupies the jiredicate ])lace in the diagram. The same is true of the (illii'i- Iwo offices already si udied. There is danger of a persistent confusion of nouns with sulijects or complements, which will waste much time. It is helter to associate subject, predicate and complement as definite places upon the diagram, and the [larts of s] ch as words independent of location. For this reason diagi-animing. restricted to the subject, predicate and complement, is useful. To carry diagram- ming into complex relationships of modifiers confuses rather than clarifies and tends to hinder thinking rather than assist it. Place an ein])ty diagi'am upon llic board aiul quickly jmint from place to place calling for tin' names of the places, \ I Send pupils to the board and dictate sentences to them, requiring the pniiils to analyze by use of the language form. When the predicate is fnnml, ])lace it in the diagram at once. Then proceed with the language form to find the sid)ject and {)lace the subject in its place in the diagram immediately, before proceeding to find the complement. Then find the comiilement and write it in the diagram. At fii'st re(iuire the language form to be used aloud, even when dia- gramming at the board, in order that i)upils will ajqil.^' the language form in their diagramming. Analyze and di;igrain the following senleiices at tln' board, following the suggestions given above. Be sure thai each word is placed in its pro|)er place in the diagram immediately up- marbles. '4. Dogs eat meat. 4. ('ar]ienters liammi'r nails. 5. Tigers kill men. 6. Ileni'v struck .\lberl. 7. Bloodhounds chase criminals. S. Girls laugh. 9. Policemen arrest thieves. ID. ( 'ats scratch children. 11. Leaves flutter. 111. 1 logs kill snakes. 13. Dogs follow men. 14, Singers sing songs. 1"). I<''rogs .jtunp. 1(). Snakes swallii\v frogs. Write all the words of the above sentences in llie fullnwing I'orm. giving each its place in the sentence : word I place (14) word place Exercise 9. P. E. 58. A. E. ':i To teach llir recognition of verbs and nouns as parts of speech. If the i)upils now recognize the predicate, subject and complement easily and follow the language form for finding each, we are now ready to commence the recognition of parts of speech. (in) lu the following exercises we attempt merely to introduce to the pupils certain very general characteristics of the parts of speech, verbs, nouns, and pronouns. Later, more specific features and differentiations will be introduced. The definitions will, therefore, be preliminary, and not true at all times. We wish to make these terms familiar words, and we shall purposely keep out of our exercises all special, complex, or exceptional forms. The exceptions can, later, be easily taught after the simple and usual conceptions have become familiar. Tell ihe class tliat you are now going to teacli them snmething entirely new about words; that all file words in the language are classified into parts of sjieech — verbs, nouns, pronouns, adjectives, adverbs, prejwsitions, conjunctions, and interjections. You will commence with verbs and nouns and you will teach tlie otliers later. In all the sentences we liave been using tliere have lieen only two parts of speecli. verbs and nouns, and we are now going to pick out Ihe verbs and nouns. Write "vrrli" on file Ijoard and have pupils spi'll and pi'onounce it. Tell them that it is very easy to recognize the verbs we have had because they all express action ; that in the sen- tences we have had all the predicates are the verbs, but that later we shall have verbs which are not predicates and also verbs which do not express action. From several of the sentences already written, upon the board, call for the verlis. Teacli the juipils to use tliis form: " shows action. Therefore, is a verli. " For the second lesson, review a few sentences, and if the juipils can give the language form for the verbs, liegin with nouns. Explain that a noun is a name. In the sentence "Cows cat grass." cmrs is the name of a certain kind of animal. The icord which we speak or write for this kind of an animal is a noun. The real cows are not on the board and are not nouns. It is the name which we give that is the noun. Go over this explanation something in this manner with one oj' Iwn nouns, and then teach the language form ''Cows is a name. Therefore, cows is a noun." * It is not always clear to all pupils that a noun is a name. In introducing nouns as a part of speech it may l)e advisable to resort to the following device: "Children, close your eyes and try to see a four-legged animal that is about the size of a horse. This animal has horns and gives milk. Try to see this animal with your eye.s closed. Now what name can we give to this animal?" The answer, cow, will come quickly. Then enipliasize the fact that the thing you have described is a mass of flesh and bones, lint the name that we give to this animal is cow. Work as above by attempting to have pupils form mental images of a snake, lead pencil, desk, blacklioard, etc., until you are sure they realize that the name is merely the name of the object and iiul ihe object iisclf. Resort to this device at the outset, for otherwise you will find that many pupils find the statement "A noun is a name" a rather abstract proposition with little concrete significance. In the introduction of verbs as a part of siieeeli ymx will tiud that many pupils have little realization of the real meaning of the statement that verbs show action. You must, therefore, choose verbs that show clearly to pupils some physical action or movement. In the sentence "Idlers wliittle wood" show them that whittle shows action by going through the motions of whittling. In the sentence "Pupils write letters" go through the motion of writing on the board so as to associate the idea of movement with this verb. Follow this by having pupils tell you of the mental images they form from such words as run. eUnih. jump. etc. At the con- clusion of this lii-ief exei'cise you will find tliat the statement, "Verbs show action." means more to the pupils. Orrt/— Have sentences 2, 3 and 4 analyzed as a review. I'lil an empty diagram on Ihe l)oard and give rpiick drill upon the places: or send pupils to the lioard and have sentences diagrammed as they analyzi' them. (16) Date- lyi — Find the nouns and verlis in the following sentences : 1. Monkej's elinib trees. 2. Hunters shoot deer. 3. Italians sell fruit. 4. Indians threw arrows. 5. Boys run races. 6. Girls jump rope. 7. Butterflies flutter 8. Chickens eat wheat. 9. Children pla.y games. 10. Dogs chase raliliits. -. Therefore. - -. Therefore. - -. Therefore. - -. Therefore, - _. Therefore. - -. Therefore, . -. Therefore, -. Therefore. ■ -. Therefore, -. Therefore, . -. Therefore. _. Therefore, Therefore. ■ Therefore, Therefore, • Therefore, . Therefore, . Therefore. - Therefore. . Therefore, . Therefore, • Therefore. . Therefore, . Therefore, . Therefore. Therefore, Therefore, Therefore. Therefore, IS a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a is a 2— I!UL 13 (IT) Exercise 10. F. E. 45. A. E. Dnte -, 191 Analyze the following sentences orally : 1. ]\lonkeys climb trees. 2. Hunters .shoot deer. 3. Italians sell fruit. 4. Indians threw arrows. 5. Boys run races. 6. Girls jump rope. 7. Butterflies flutter. 8. Chickens eat wheat. 9. Children play games. 10. Dogs chase I'ahbits. Fill in the columns from the underlined words in the above sentences: WORD. WUAT IT HOES. PART OF SPEECH. PLACE. climb shows action verb predicate . After tilling in thr above form call attcntiim to and have jiupils learn ( 1 i that the nouns are either subjects or complements, and (2) that the verbs are always the predicate. Reverse these statements and teach (.3~) that nouns are never found in the lu'edicate jilace, and (4) that veili.s are never found in the subject oi' coiniilejiieiit )i|,-iees. ll;ive pupils learn these four facts tiioronghh'. Exercise 11. h'< ricic T(xl. P. E. 17. A. E. Date 191- (xive this exercise iirst as a written test and on the following day take up tile lesson orally, correcting all errors made in the test. If results are ])oor give a second time as a test, or at least, to those whose tii-st woil< was unsatisfaetory. (18) 1. We fiiul the predicate by finding tlie word whieli 2. The only part of speech which can be used as a predicate is a — 3. We find the subject by answering- the question formed by asking . or before the predicate. We asl-; wlicn tlie sul).ject is a person, and wlien the subject is not a person. 4. We find the eonipleineut by answering th(> question foiwiied by asliing or after the subject and predicate. We ask when the comijlenieiit is a person, and when the complement is not a person. o. The two places in which the noun can lie used in the sentence are and (j. The names of persons, places and things are 7. Verbs show . Exercise 12. P. E. 185. A. E % To tcacli tin ri ctKjiiitioii of proiiouus. It is useless for pu])ils to attempt to learn the recognition of pronouns by means of detiui- tions. The popular definition does not mean nuu-h, and is only occasionally true: in the sentence / see you. I and tjou stand, not for names, liut for the external objects, and under our definition are in fact nouns. Tlie simpler and more direct method of learning pronouns is to learn them as individuals and finally to memorize them. There are only about twenty-nine common pro- nouns, and of these we can use at present only twelve — /, me, we. us, you, lie, she, liim. her. if, they, and them. We must omit possessives until after we have taken up modifiers; and the rela- tives, who. wJiicli. that and wlieit. can not be introduced until we take up clauses, for they only occur in dependent clauses. Copy on the board the pronouns given. Explain to the pupils that these words are called pronouns, and have them recite them orally several times. Have pupils pick out the pronouns of the exercise. Have the sentences analyzed orally. Date 191 Pronouns — I. me. we, us. you, he, him, she, her, it, they, them. Analyze the following sentences orally : 1. I see. 2. He sings songs. 3. They saw her. 4. They played tennis. 5. It struck them. 6. She wrote letters. 7. John tripped me. 8. Monkeys ate it. 8. She told me. 9. We climbed trees. 11. You drink water. 12. Dogs chase them. 13. They catch rats. 14. We eat potatoes. I.5. They saw us. Hi. Boys fought him. 17. I rode. 18. He thanked her. 19. We met them. 20. He ate apples. (a) Underline all of the pronouns used in the above sentences (26). (b) Write two lines under each noun in the above sentences (12). (c) Write three lines under all verbs (20). (cl) Analyze: I see. tells what is done. Therefore, is the predicate. ? Therefore. is the subject. '? Therefore, (() Anal.yze: He sings songs. tells what is done. Therefore. is the predicate. ? Therefore, is the subject. Therefore, • is the comple- ment. (19) Oral — Write the followiim- words on the lilai'l^lm.-ird ;inil t;ive i|uirk oral drill. pointiiiL;' out the pronouns : It, cat, see, him. they. them. I. she, niiis, \t\iy. housr. me. live. them. tell, man, we, you, child, try, her, walk, us. hii'd. siie. if, he, .she. (a) Underline all llic almvc words that arc pi'onoiins (15). (b) I<'ind till' nouns and vcrlis of the above list. ' Therefore, . Therefore, Therefore, Therefore. Therefore. Therefore. Therefore. Therefore, Therefore, Therefore, Therefore. Tliercforc. IS a - is a . is a . is a - is a is a . is a . is a ■ is a ■ is a . is a . is a Write all the pronoiuis of the aliove scnti'ni'es in the followinu' form and tell the place of each in the sentence (26). jironoun place I subject (20) After the place of eaeli of the above iirmioiins lias l)eeii iiulieated. call attention, by use of the form they have filled out, that pronouns ai'e foniul only in the sulijeet and complement places. Emphasize the fact that the.se pronouns ai'e never found in the predicate place. At the conclu- sion of this see to it that every pupil can tell you that pronouns may be used either as sub,jects or as complements. Exercise 13. P. E. 28. A. E % Cumuliitirc Rfview Test. Date IHl 1. The two places in whieh prouduns can be used are and 2. The only part of speech that can be used in the predicate place is a 3. AYrite the words "Predicate." "Subject"" and "Complement" in the followinij; diagram: <\ \ 4. Words which show action are 5. A noun is the of a person, place or thing. 6. "We find the predicate by finding the word which 7. To find the subject we ask or before the predicate, and the answer is the . We ask when the subject is a person, and . when the subject is not a person. 8. To find the complement we ask or after the subject and predi- cate, and the answer is the If there is no answer there is We ask when the complement is a person, and — when the complement is not a person. 9. The two i)laces in which a noun may l)c used are '■ and Exercise 14. P. E. 117. A. E. '1 To find udjrrUn s. Write the sentence, "Wild birds fiy." and have some vohuiteer analyze it orally. The class will be unable to tell what to do with wild. Ask what word wild tells about. When you 'secure the answer dwell upon the fact for a time and make it clear by question and discussion that irild^ does not tell aljout //(/ Init about bird.s: it shows what kind of birds they are which fly. Then ask what part of speech birds is. and upon being told that it is a noun, say that then wild nuist be an adjective, for any word that tells about a noun is an adjective. Be careful that the pupils do not get the notion that it is an adjective because it tells what kind of birds, but simply because it tells about a noun. Make this point i)rrfectly clear. Illustrate with two or three other sen- (21) tciii'es fintl li.'inl to till' l;iiiL;ii;iL;r i'lirm, " U/7(/ Iclls iiliiiiit the noun, hirrjs, thri'i't'ore, wild is an adjective." Exjtlain that woi'cls which tell alioiit pi-mionns are also adjectives, hut words which tell about a vrrli or any other part of: speech e.xcept a noun or iirouonn are never adjectives. Ex]ilain tliat for some time their sentences will I'ontain only adjei'tixcs tellinu' ahout nouns, hut thai later adjectives will he shown which tell about iirououus. Uo not use the word "modify" for one nr two lessons, exeejit incidentally to remark that such and such a word tells about or "modibes" Ihe noun, and therefore is an adjective. In this man- ner aim to a.ssociate the new term with its re:il uieanine-. Extreme r:iv<' sliould be t,-iken in metliDil In make clear that a word is an adjective because it modihes a noun or [irononn, not Ijecausc it tells what kind, liow many, etc. In order to make it clear that an adjective modifies a certain noun, it is well to requiri' the pupils to tell in what way tlie adjective modifies thi' noun; thus, in tlie sentence. Wild birds fh/. irild tells what kind of liirds. But foi' the first few lesson.s it will le best not to bring forward this idea too strongly, and at all times never let the recitation taki' such foi'm that there can be any confusion as to the real reason why a word is an adjective, to wit : that it tells about or modifies some noun or pro- noun. When this point is clear it makes the iclat ionship clearer by requiring the pupils to explain ( /. (., in terms of ii-IkiI hind. Iiair iiiuiiji. /laiiii iiig out. etc) just in what way a given adjective modifies the noun ov pronoun in (piestion. For the second lesson lead up to tlu' adjective language form " ll'//(/ tells aliout the noun, birds. Therefore, wild is an adjective. The a. .Vfter the adjective has been found require the language form, "Wild tells about the noun, birds. Therefore, ii'ild is an adjective. The adjective, wild. tells ((■//(// kind (>/■ birds. " Go throueJi the sentences of the exercise first selecting the noun and then prefixing "what kind of" to the noun to find the adjective. After having gone over the seutenci's once orally in this manner the n.si' of the question "what kind of" should be used by till' pupil merely as a mental ipicstion to be put to himself. It is not a jiart of the language form, but is merely intended as a step in understanding the language rorin. Great care must be taken in the use of this device not to overlook the caution given aliovc to the effect that wild is an adjective bi(illis( it )iioilili(s tin ikiiiii. birds. ;inil not because it tells wlidt hnid. Oral — Place the following group of words on the board and ha\'c the children read them in concert. Then gi\'i' the p,-irt of speech of .-dl the noiuis and ailjecti\'es by using the language forms : wild birds hot water young dogs liungrj' cats little babies careless mice sweet milk Require an oral anal\'sis of all the following sentences of this exercise. Call for part of speech of each word, using the langiuigi' form. Date , im — (a) Find the adjectives in the following sentences: 1. W^ild birds fly. tells about the noun. Therefore, The adjective, , tells what kind of birds. (2-) IS an ail.)ective. 2. Young dogs bark. tells about the Therefore, is an adjective. The adjective, dogs. tells 3. Little babies drink .sweet milk. Therefore. tells tells about the tells about the , is an adjective. The adjective. : bailies. Therefore. -. tells tells about the an adjective. The adjective, 4. Hot water scalds. Therefore, is an adjective. The adjective, water. milk. telLs 5. Hungry cats catch careless mice. Therefore, tells about the tells is an adjective. The adjective. — cats. tells al)out the Thei'c- fore. tells - 6. Little boys chased me. Therefore, is an adjective. The adjective, mice. tells about the - is an adjective. The adjective, boys. tells about the tells 7. We ate red berries. Therefore. is an adjective. The adjective tells berries. 8. They caught large fish. Therefore, 9. Noisy hens cackle. Therefore, tells about the - is an adjective. The adjective. fish. tells about the tells 10. She likes sweet honey. Therefore, is an adjective. The adjective, hens. tells about the - tells is an adjective. The adjective. honey. tells (b) Write one line under each verli of the sentences. (c) Write two lines under each noun. (d) Write three lines under each pronoun. Exercise 15. P. E. 57. A. E. . % To teach diar/nniniiiiig of adjectives. We may now take up the diagramming of modifiers. Work with the class at the board, where mistakes may be easily noted and corrected, until the system of representing simple modifiers can be safely used. Do not permit the pupils to diagram without first using the language forms, for this error is lifting the lid to half the diseases of grammar teaching. If diagramming is to l)e used at all it nuist be used after all thinking possible has been done. (23) After the form of the diagrams has heen learned explain that a modifier in a diagram is any word or group of words wliieh is placed under another word or group of words. Adjectives are one kind of modifier, lint later we will have modifiers of verbs, of adjectives, and of other parts of speech. Show ni>on the diagram what we mean l)y modifier. Use a hlank diagram, thus A ^ for rapid drill in pointing out the places of predicate, subject, complement and modifiers, boys ^\^ ate i berries little red Pupils have been previou.sly taught how to apply the language form in diagramming sen- tences containing oidy the predicate, suliject and complement. It will now be necessary to teach the application of the language form for adjectives in the diagramming of adjective modifiers. As before, send pupils to board and dictate a few sentences containing adjectives. Require the oral analysis aloud in order that iiujiils will not attempt to fill out the diagram without using the language form. Determine in order the predicate, subject, complement and modifiers. The modifiers in this exercise are adjectives and will always be placed under either the subject or complement, but never under the predicate. Tell them that the reason for this is that adjectives modify nouns and pronouns, but never verbs. Since we find nouns and pronouns in the subject and complement places then the modifiers of those nouns and pronouns, or adjectives, will be placed under them. Oral — Have the sentences of this exercise analyzed orally following the proper language forms. If necessary have a few diagrammed at the board by the entire class. Take each word in order and have pupils discover its part of sjieech. using the proper language form. Diagi'am the following sentences: Date 191 1. Wild birds flv. ^'\ L 2. Young dogs Inirk. 3. Little babies drink sweet milk. 4. Hot water scalds. 5. Hungry cats catch carele.ss mice. _A_ 6. Little boAS chased me. (24) 7. We ate red berries. 8. They eaught large fisli. 9. Noisy hens cackle. ^_ 10. She likes sweet honey. ^- (a) Underline the pronouns in the following sentences: 1. Little boys chased me. 2. We ate red berries. 3. They caught large tisli. 4. Noisy hens cackle. 5. She likes sweet honey. (6) Write two lines under each noun. (c) Write three lines under each ad,iective. (d) Place parentheses ( ) around the verbs. Exercise 16. ' P. E. 108. A. E. % ■ To review. Oral — Analyze each of the following sentences and give the part of speech of all words. Date , 191 — (a) Underline all pronouns in the following sentences. (b) Diagram the following sentences. 1. Angry dogs growl. 2. Large tigers kill men. 3. I see wdiite clouds. 4. You study easy lessons. 5. Brave soldiers captured large cities. 6. He reads interesting liooks. (25) (. She picked red roses. 8. We drank fresh milk. It. Trained elepliants eat roasted jieanuts. It). Pluuurv ehiekens eat wheat. (c) Write two lines under eaeh ad.jective in above sentences. (rf) Write three lines under each noun in above sentences. 1. Angry dogs growl. 2. Large tigers kill men. S. I s?e white clouds. 4. You s tudy easy lessons. 5. He told them. 6. Gentle cows eat grass. 7. Small boys chased me. Pill out the form below with the underlined words in the above sentences (12) : word how used part of speech Exercise 17. P. E. 71. A. E. "l ■■ To Illicit till inJjirliris a. an. atiil lln . A. mi and Itn tell about names by pdintiiin' them out. rather than stating color, size, kind, etc. Insist upon tln' regular languauv forni fur ailjei-tives, Imt after each has lieen taken, a.sk after the language form has been given, in what way tlic [nii or a) tells about The answer should be: "It points out " Do not use this question until you are sure the pupils will not get the notion that Ihese words are adjectives "because they point out." As an oral drill upon this exercise, write a. mi. and lln uihui the Ixiard, and ask pupils to tell which sentences contain them. Analyze each sentence orally and call for part of speech of each word, reipiiring the language forms : (2(0 1. The rain fell. 2. The wind blows dust. 3. The dog chased him. -t. Au early bird catches the worm. 5. They saw a snake. 6. We caught a iish. 7. An owl catches mice. S. A strong horse draws a heavy load. 9. The pretty robin sang a song. 10. A young man stopped tlie run- away horse. Date , 191 — (a) Underline all the adjectives. (b) Write a list of all the iir(.inouns I 8 ) . (c) Diagram: 1. An early bird catches the worm. 2. A strong horse draws a heavy load. 3. The pretty robin sang a song. 4. A young man stopped the I'unaway horse. (c) Write a list of all the nouns found in Sentences 1 to 10 (16) (d) Write a list of all verbs found in Sentences 1 to 10 (10). Exercise 18. P. E. 71. A. E. S To use spccidl questioning. Oral — Proceed as in the preceding lesson to drill upon tlic, an and a. As a review the pupils should be drilled to discover the predicate, subject, and complement, using the language forms, without other direction than to analyze the sentence. But it is not necessary nor desirable that he should also memorize au order of procedure in giving the parts of speech. These matters should be brought out by special questioning. It has been an unfortunate custom to require the pupil, without special questioning, to take up in order the part of speech of the subject, of the predicate, of the complement, the modifiers of the subject, and of the predicate, etc. The drill necessary to teach this order is enormous, and better results can be reached by leaving this latter material for special questioning. The teacher may ask, "What does bird do in the sentence? (Ans. Bird is a name. Therefore, bird is a (27) noun.) Of what is ?/)/•i;77. ) What does riN/.y/ do? (Ans. A\;/7,(/ tells al>out hircl. Therefore. e«Hy is an ad.iective. ) In what way does rarh/ modify hinl.' ( Ans. Earli/ tells what kind of bird it is) " etc. The teacher slmnld now encduragp the use ef the word "modify"' by juipils instead of "tells about." Gradually introduce the use of it intci the laiitiiiaue fri})ioii iis. Require oral analysis of each sentence, with special questioning upon modifiers, and upon wliat each modifies and expre.sses. In this exercise will be found ad.jectives which "point out." which tell "how many" and which tell ■■ what kind. " If pupils find any difficulty in discovering the ad.jectives make use of the devices where "how many" and "what kind" are prefixed to the noun to ask the question. This need not be done in those cases where the adjective "points out," for the pupil should recognize those seven adjectives at sight. In the sentences of this exercise have the pupil use both the "how many" and the "what kind" questions with each noun, for if both are not used some of the adjectives may be overl(K)ked. Thus in the first sentence. "Those boys own some pretty, white rabbits." first ask. "what kind of rabbits?" The answers, wJiite and ■pretiij, will give two of the adjectives, hut not all. So then ask the question, "how many rabbits?" The answer, i'o»/H . completes the list of adjectives modifying rabbits. After finding oach adjective in this way use the language form for telling the use of adjectives. Date 191 — 1. Those bo.ys sold some pretty, white rabbits. '2. \Ye read those books. 3. You saw this boy. 4. He ate an apple. 5. Some dogs chased him. H. That boy kicked him. 7. They ran a race. .8. She called me. 9. Those men thanked us. in. Tliis liartl ball struck him. 11, It bit the boy. V2. These noisy children followed her. 13. 1 threw an orange. 14. Every lioy kicked that foot- ball. 15. Any boy eats good candy. 16. The small boy saw many wild animals. 17. All cattle eat hay. 18. No one ate the sour fruit. 19. Six pupils worked those hard exanq)lcs. 20. No horses kick colts. (a) Tell part of speech of all \niderlinci.l words by filling in the following form (29) : word how used part of speech those I modifies noun. l)oys adjective (32) (6) Write a list of all the adjectives in the above sentences which point out nouns (15). (c) Write a list of all the adjectives which tell "how many-" (8) id) Write a list of all the adjectives which tell "what kind" (8). (e) Write a list of all the pronouns found in the above sentences (13). (/■) Write a list of tlie verbs in the above sentences (20). 3 — BUL 15 (33) (gr) Write a list of the nouns in the above sentences (23). f^ Exercise 22. P. E. 54. A. E yo- Date , 191 — Cumulative Review Test. (See directions of Exercise 11.) 1. The only part of speech which can be used as a predicate of a sentence is a : 2. The parts of speech which may be used as sub.jects are and 3. The parts of speech which may be used as complements are and 4. The part of speech which shows action i.s a 5. The pai't of speech which is used to name persons, places or things is a 6. The part of speech which modifies a noun is the 7. Can a noun be used in the predicate place? — In what places in the sentence can a noun be used? and 8. Can a verb be used as a subject or complement ? What is the only place in which a verb may be used? 9. Adjectives always modify Can an adjective modify a verb? 10. The adjective "wild" always modifies a noun by telling 11. The adjective "three" always modifies a noun by telling . 12. The adjective "the" modifies a noun by 13. In what places in the sentence may a pronoun be used? and 14. What two parts of speech may be used in the subject place? and What part of speech modifies nouns and pronouns? What is the part of speech of any word which modifies a word iised as the subject ? 15. What part of speech is used as a predicate? Do adjectives modify verbs? . Can an adjective modify a word used as a predicate? 16. What part of speech may be used where a noun nuiy be used? 17. The four places of a sentence are , , and 18. In analyzing a sentence, what is the first place to find? 19. We find the predicate by finding the word which . 20. To find a subject we ask or before the pi'edicate, and the answer is the 21. To find the complement we ask or after the subject and predicate, and the answer is the complement. If thci'e is no answer there 22. Verbs, nouns, pronouns and adjectives are 23. Predicate, subject, complement and modifier are the . (34) Exercise 23. P. E. 167. A. E % . To teach adverhs. An adverb is a word that modifies a verb, an adjective, or any other adverb. We must talce each construction separately, reviewing the construction already learned. Write the sentence The tame birds fly wildly, and after pupils have analyzed the sentence as far as wildly, ask what the word is which it modifies. Bring out by questioning that wildly changes the meaning of fly, telling the manner of the flying. It does not modify birds, because the sentence tells us that they were tame birds, not wild ones. Explain that since wildly clearly tells about a verb (fly) it must be an adverb, for adverbs are the parts of speech which modify verbs. Tell the class that adverbs never modify nouns or pronouns, for words which do so, as we have already leai-ned, are adjectives. Illustrate with two or three other sentences and lead up to the language form, "Wildly tells about (or modifies) the verb, fly. Therefore, wildly is an adverb. The adverb, luildly, tells how the birds fly. " After this form has been recited ask such questions as, "In what way does wildly modify the verb?" (Ans. It tells how the birds fly.) Show the class that adverbs are diagrammed exactly as adjectives as each sentence is analyzed. With the pupils make no distinction as to adverbs of time, place, degree, etc. These distinc- tions are of no value, as no mistakes grow out of their confusion. Experience has shown that it is impractical to attempt to teach adverbs which modify adjectives and other adverbs this early in the course, for pupils find such work too difficult to grasp thoroughly. Only those adverbs which modify verbs are here given. The others will be studied later in this course. Oral — Analyze all sentences and call for part of speech of all words. The sentences of this exercise contain only those adverbs that modify verbs by telling ' ' how. ' ' As an aid to the pupil in finding these adverbs tell the pupil to first find the verb, prefix the word "how" to form a question, and the answer will be the adverb. After finding the adverb apply the language form. Illustration: In the sentence -'The tame bi7-ds fly wildly" the vevh is ' ' fly. ' ' How fly 1 Wildly. ' ' Wildly tells about the verb, fly. Therefore, wildly is an adverb. The adverb, wildly, tells how the birds fly." 1. The tame birds fly wildly. 2. The fast horse trotted slowly. 3. The noisy class sings softly. 4. The heavy elephant lifted the child lightly. 5. The express train climbed the hill slowly. 6. The older pupils wrote neatlj'. 7. The smoky lamp burned dimly. 8. The injured man smiled cheerfully. 9. The cross teacher sang sweetly. 10. The lively children played quietly. Date . , 191 (a) Find the adjectives and adverbs in the following sentences, but omit the adjective the. 1. The tame birds fly wildly. tells about the noun, Therefore, is an adjective. The adjective, , tells tells about the verb, . Therefore, IS an adverb. The adverb, , tells the birds fly. 2. The fast horse trotted slowly. , tells about the noun, Therefore, an adjective. The adjective, , tells tells about the verb, , Therefore, an adverb. The adverb, , tells . the horse trotted. 3. Tlie noisy class sings softly. tells about the noun. an adjective. The adjective tells Therefore. IS tells iil.iout the verl), an adverb. The adverb. tells 4. The heavy elephant lifted the child lightly. tells alioul the noun, an adjective. Tlie •■Hljcctive, -, tells -. Therefore, the class sings. Therefore, IS is tells about tlie vei'l an adverb. The adverb, — 5, The express train cliiulted the hill shiwly. tells alioul the noun. -, tells an adjective. The adjective, -. tells Therefore, the elephant lifted. Therefore, is IS tells about the verb, an adverb. The adverli, 6, The older pupils wrote neatly. tells about the noun, an adjective. The adjective. -, tells tells Therefore, tlie train cliiiih(>d. -, Tlierefore, is tells about the verb an adverb. The adverb, 7. The smoky lamp burned diml\-. tells about the noun, an adjective. The adjective. tells tells Therefore, the pupils wrote. -. Therefore, tells about the verb. an adverb. The adverb. 8. The injured man siiiih^^d cheerfully. tells about the nouti, an adjective. Tlie adjective. _, tells tells Therefore, tlie lamp burned. Therefore, IS tells about the verb, an adverb. Tlie adverb. 9. The cross teaclier sang sweetly, tells aljoiit the noun, an adjective. The atljective. tells tells Therefore, the man smiled. Therefore, is tells about tlie vei'b. an adverb. The adverb. -, tells (36) Therefore, the teaclier sang. 10. The lively children played quietly. tells about the noun, an adjective. The adjective, tells about the verb. an adverb. The adverb. (6) Diagram: The tame birds tlv wild! v. The fast horse trotted slowlv. tells tells -. Therefore, -. Therefore, IS the children played. The noisy class sings softlj-. (c) Draw one line under all verbs found in Sentences 1-10. {d) Draw two lines under all nouns in Sentences 1-10. Exercise 24. P. E. 125. A. E.- -. 7c- The sentences of this exercise contain adverbs expressing "where." To assist the pupil in finding the adverb tell him to select the verb, prefix "where" to form a question and the answer is the adverb modifying the verb used in the question. Thus, in "We live here," the verb is "live." Where live? Here. "Here tells about the verb, live. Therefore here is an adverb. The adverb, here, tells where we live." Date , 191 — Find the adverbs in the following sentences : 1. We live here. tells about the verb, . Therefore. is an adverb. The adverb, -. tells 2. The army moved forward. tells about the verb. adverb. The adverb. - 3. Thev went home. tells tells about the verb, adverb. The adverb, 4. They ran out. -. tells tells about the verb. adverb. The advert tells (37) we live. Therefore. the avn\\ moved. Therefore thev went. Therefore, thev ran. is au IS an is an 5. The cow stood there. tells about the verb. adverb. The adverb, 6, We looked up. -, tells tells about the verb, adverb. The adverb, 7. An old tree stands near. tells aliout the verb, -, tells adverb. The adverb. - 8. Indians live here. tells about the verb, adverb. The adverb. 9. The bell rang loudly. tells about the verb, adverb. The adverb, 10. They went in. adverb. The adverb, . tells about the verb, tells tells -, tells -, tells Therefore, the cow stood. Therefore, — we looked. Therefore, the tree stands. Therefore. the Indians live Therefore, the bell rang. Therefore. they went. Review diagramming Iw means of the blank diagram. Diagram the following: Then they ran out. IS an is an IS an IS an is an IS an An old tree stands near. The army moved forward. 1. We live here. 2. The army moved forward. 3. They went home. 4. Then they ran out. 5. The cow stood there. 6. We looked up. 7. An old tree stands near. 8. Indians once lived here. 9. The bell rang loudlv. 10. They then went in. (38) Use the following form to tell part of speech of underlined words in the above sentences (17) : word how used part of speech live shows action verb 1 [ Write a list of all the pronouns in the above sentences (5). Write a list of all the adverbs in the above sentences (13). Write a list of all the verbs in the above sentences (10). Exercise 25. P. E. 181. A. E.- Adverbs expressing "when" are to be found in the sentences of this exercise. Have the pupil assist himself in finding the adverbs by first selecting the verb. Then prefix "when" to the verb to form a question. The answer to this question is the adverb, and when the adverb is found it should be given with the language form. Illustration: In the sentence, "The postman came late" the verb is "came." When came? Late, "ia^e tells about the verb, came. There- fore, late is an adverb. The adverb, late, tells when the postman came." Oral — Analyze all sentences and call for part of speech of all words. (39) (a) Find the adjiM-tivcs ;nul adverbs in the followiiii,' sentences : Date , 191 1. The postman eaiiic hite. tells alidut the verb, Therefore, is an adverb. The adverb, , tells the postman came. 2. California lions often kill sheep. tells about the noun, Therefore, is an adjective. The adjective, , tells tells about the verb. Therefore. is an adverb. The adverb, , tells lions kill. 3. Buffaloes formerly roamed the prairies. tells about the verb, Therefore, is an adverb. The adverb. , tells buffaloes roamed. 4. Seven pupils now study j^rammar. tells about the noun, Therefore, is an adjective. The adjective, . tells pupik. tells about the verb, Therefore, is an adverb. The adverli, , tells pujiils study. 5. Then the stage came. tells about the verb, Therefore, is an adverb. The adverb, , tells the stage came. 6. John never played games. tells al>out the verb, Tlierefore, is an adverb. The adverb, , tells John played. 7. The lazy man seldom worked. tells about the uouu, Therefore, - au adjective. The adjective, . tells tells about the verb, Therefore, is an advei'b. The adverb, , tells the man worked. 8. He alway.s worked luird. tells about the verb, . Therefore, is an adverb. The adverb, , tells he worked. tells about the verb, Therefore, is an adverb. The adverb, , tells he worked. 9. The angry boy once fought two fights. . tolls about the noun, '—. Therefore, is an adjective. The adjective, . telLs tells about the verb, . Therefore, adverb. The advert). . tells . the boy fought. (40) tells about the uonn, — Therefore, is an adjective. The adjective, , tells . fights. 10. The officer soon found the lost child. tells about the verb, — Therefore, is an adverb. The adverb, , tells the officer found. . telLs about the noun. Therefore, is an adjective. The adjective, , tells 11. I worked yesterday. tells about the verb. Therefore, is an adverb. The adverb, , tells I worked. 12. The crowd came early. tells about the verb, Therefore, is an adverb. The adverb, , tells the crowd came. (6) Draw one line under each noun used in the above sentences (16). (c) Draw two lines under each verb used in the sentences (12) . (d) Draw three lines under each pronoun (2). (e) Analyze and diagram: Buffaloes formerly roamed the prairies. tells what is done. Therefore, is the predicate. 1 Therefore, is the subject. Therefore, ' is the complement. Diagram : (/') Analyze and diagram: Then they went in. tells what is done. There- fore, i.s the predicate. ? Si Therefore, is the suljject. Therefore, Therefore, Diagram : (g) Analyze: The officer soon found the lost child. tells wliat is done. Therefore, is the predicate. ? Therefore, is the subject. ^ Therefore, is the complement. Diagram : — (41) p. E. 12-t. A. E. %- Exercise 26. To revieiu adverbs. The work with the adverbs of this exercise will combine the work of the three preceding exercises, for adverbs telling "how," "when" and "where" are given. In iinding the adverbs of this and all succeeding exercises the pupil is to first find the verb and prefix, in the order given, the words "how," "when" and "where" to form que.stions. Each of the three questions must be answered with each verb in order that all the modifier.s of each verb will be found. In the sentence, "The hot flames burst forth instantly" the verb is "burst." How burst? There is no answer, and, therefore, there is no adverb modifying btnst by telling "how." When burst? Iiisfanfh/. "Insfnntly tells about the verb, burst. Therefore, instantly is an adverb. The adverb, inslantlii. tells when the flames burst." Where burst? Forth. "Forth tells about the verb, burst. Therefore, forth is an adverb. Tlie adverb, forth, tells where the flames burst." Remember that the questions "how burst?" "when burst?" and "where burst?" are not to l)e written. They are merely mental devices to find the adverb. After the adverb is found insist upon the ase of the language form. Oral — Analyze each sentence and call for part of speech of all words. (a) Find all the adverbs in the following sentences: 1. He once killed a large grizzly bear. tells about the verb, Date- Therefore, adverb. The adverb, — 2. She stood there. tells he killed. tells about the verl Therefore. adverb. The adverb. tells she stood. 3. He saw me immediately. tells about the verb. adverb. The adverb. tells Therefore, - he saw. 4. The wolves crept nearer. tells about the verb. adverb. The adverb. Therefore. tells wolves crept. 5. The.y lifted him gently. tells about the verb, adverb. The adverb. Therefore, tells thev lifted. (). This savage dog barked angrilj-. tells about the verb, - adverb. The adverb, Therefore tells the dog barked. 7. These men work h(>re. tells about the verl). adverb. The adverb, Therefore, tells the men work. 8. Every star twinkled brightly. tells about the verb. Therefore. 191- is an IS an IS an IS an IS an is an is an IS an adverb. Th (• adverb. tells - (42) the stars twinkled. 9. We saw her distinctly. tells about the verb, adverb. The adverb. -, tells Therefore, - we saw. 10. The hot flames shot forth instantly. tells about the verb, adverb. The adverb, Therefore, tells the flames shot. tells about the verb, adverb. The adverb, 11. All rivers flow downward. tells about the verb. Therefore, tells the flames shot. adverb. The adverb. Therefore, -, tells rivers flow. (&) Write one line under each noun used in the above sentences. (c) Write two lines under each pronoun used in the above sentences. Write a list of all the adjectives used in the above sentences (11). Write a list of all the verbs used in the above sentences (11). Diagram : 1. He once killed a lare;e srrizzly bear. 4. The hot flames shot forth instantly. IS an 2 The wolves continually crept nearer. 3. This savage dog barked angr: iiy- 5. All rivers flow downward. (43) Exercise 27. P. E. 299. A. E . 'i Eevicw by complete analysis of all forms studied. Complete analyses of .sentences by jmpils slionld not be required nnless some definite order of procedure is before the pnpil in black and white. This can be written eitlier on the board or on a sheet of paper, and the pupil should bi- allowed to refi>r to this in giving- his complete analysis. Otherwise much valuable time is lost, fur in most cases the pupil will spend more _ effort in attempting to remember the order of procedure than in giving the analysis itself. In writing this exercise, as it appears below, no such order of procedure need l)e written on the board or elsewhere. When .studied orally, however, the teacher should a.sk a definite question for every word. In the sentence "He once killed a large grizzly bear" the teacher should ask first for the simple analysis, then for the words used as modifiers, and, thirdly, take up each word of the sentence to ascertain its part of speech. Oral — Analyze each sentence of this exercise, call for modifiers, and have part of speech of each word given. Review diagramming by means of the blank diagram on the board, and call for the name of the places in the diagram as \'ou point to the empty places. As pupils analyze sentences orally the teacher should diagram at the front board, placing each word in its place in the diagram as i-apidly as it is found by llic pupil. Be careful not to diagram faster than the pupil analyzes. Date , 191 Analyze the following sentences, give jiarf of spe(-ch of each word found, and diagram: 1. He once killed a large grizzly bear. tells wliat is done. Therefore, is the predicate. ". is the subject. . 1 Therefore, Therefore, is the complement. The words used as modifiers art and He is a <)in( tells alioiil the Therefore, diicc is an Kith d A tells about tilt Larf/i fells about the - Orkzhj tells aliout the ■ Bear is a IJiagram : . Therefoi'c. LUltd is a Therefore, is an — ThrrcFore, lanji is an Tlierefore. (jrhzhj is an Therefore. Ix (ir is a. 2. Six fast horses trotted slowlv. is the pr(>dicafe. Th(M-efore tells what is done. Therefore, is the subject. Therefore. (44) The words used as modifiers are Six tells about the , Fast tells about the , : — Horses is a Therefore, Trotted and Slowly tells about the is an ■■ Diagram : -. Therefore, six is an -. Therefore, fast is an is a Therefore, Therefore, 3. These engines always pull many cars. is the predicate. fore. is the subject. tells what is done. Therefore, ? There- 1 -. Therefore, is the complement. The words used as modifiers ai'e These tells about the , Engines is a Therefore, engines is a -, and Therefore, these is an Always tells about the - Pull , Therefore, always is an -. Therefore, . is a Many tells about the , Therefore, many is an Cars is a Therefore, is a Diaarani : , 4. The singer sang old songs sweetly. is the predicate. tells what is done. Therefore, ? There- fore - is the subject. Therefore, is tlie complement. The words used as modifiers are . — The tells about the , Singer is a Therefore, singer is n. Sang 1 Therefore, - Old tells about the , Songs is a -, and Therefore, the is an Therefore, olrl is an Therefore, sonqs is a Sweetly tells about the Therefore, IS ail Diagram : (■15) 5. Fifty brave soldiers quickly drove back the enemy. Therefore, is the predicate. '- Therefore, is the subject. tells what is done. Therefore, is the complement. The words used as modifiers are and Fifty tells about the Brave tells about the Therefore. Therefore, Soldiers is a Therefore, soldiers is a Quickhj tells about the Drove Back tells about the — The tells about the Eneiiiij is a Diai^rani : . Therefore, qxiieldy is an Therefore, is a -. Therefore, hack is an ■ Therefore, ilie is an — Therefore, enemy is a 6. lie walked home rapidly. is the ])redicate. is the subject. Therefore. tells what is done. Therefore, ? . — Therefore. The words used as modifiers are He is a Walked and Therefore, walked is a Tlotne tells about the Rapidlij tells about the Therefore, home is an Tlierefore. Diauram : IS an IS an 7. Tlie angry boy once fought two fights. is the predicate. fore. is the subject. Therefore, _ The words used as modifiers art and tells what is done. Therefore, ? There- ? is the complement. (46) The tells about the Two tells about the Fights is a Diagram : Therefore, the is an Angry tells about the , Boy i^ a Therefore, boy is a Once tells about the , Fought ■ -. Therefore, angry is an Therefore, once is an Therefore, foiiglit is a Thei'efore, two is an Therefore, fights is a 8. I worked hard yesterday. is the predicate. is the subject. . Therefore, - tells what is done. Therefore, -1 Therefore, The words used as modifiers are 7 is a Worked and Hard tells about the Yesterday tells about the Diagram : Therefore, is a ■ Therefore, liarcl is an Therefore yesterday is an Exercise 28. P. E. 64. A. E.- %- Date- 191- Cumulative Review Test. There are three steps to be followed in using this (or any other) Cumulative Review : . (1) give questions as a written test with no previous drill; (2) use questions a»an outline for an oral review; and (3) give as a regular written lesson after the oral review has been given. For the oral review the questions are so arranged in order as to permit their use by the teacher as an outline in conducting a review of all previous work. Many of the questions seem to be mere repetitions. They are repetitions in thought, but not in wording. Pupils can often answer the question when worded in one form, but fail to answer correctly when expressed in a different form. In determining the use of a word in the sentence it is necessary some- times to speak in an active manner, again in a passive way, and at still other times it is necessary to speak in negative terms. For this reason the questions are given in tlie various forms as appear below. Do not proceed to advance work until all questions in this review have been thoroughly mastered. 1. The only place in which a verb can be used is the . 2. The only part of speech which can be used as a predicate is a r. (47) 3. What two parts of speech may be used as the subject ? 4. In what places in the sentence can nouns and pronouns be used ? and and 5. What two parts of speech may the complement be? 6. What parts of speech may modify other words? 7. Any word which modifies a verb is an 8. Any word which modifies a noun is an 9. Adverbs modify , by telling and and or 10. Adjectives modify -, by telling and by 11. What parts of speech are always modifiers 5 and Can an 12. The only part of speech wliicli can modify a verb is an 13. The only jiart of speech which can rnndifv a nonn is an . 14. Do adjectives modify verbs? Do adjectives modify nouns? — 15. Do adverbs modify verbs? Do adverbs modif.y nouns? — 16. Since the only part of speech which can be used as a predicate is a then an.y word which modifies a word used as a predicate will lie an adjective modify a predicate? 17. Can an adverb modify a woi-d used as the subject? . 18. Verbs show 19. Undei'line the pronouns in the fiilliiwiiiu' list of words: up. they. then. us. we. to. liy. him. I. you, them, no, she. sikih. her, once, it. ([uite. me, now, us, runs, he, good. boys. him. more. 20. We find the preclicate by finding the word Mlii<'li tells or a 21. We find the sul)ject liy answering tlii' ipiestiim fdrmed by asking liefore the predicate. We ask w^hen the subject is a person, and when tlie sul)ject is not a [lersou. 22. We find th inplcment l)y answering the question formed by asking the question S- or witli the subject and predicate. If there is no answer there We ask wlieii the comple- ment is a person, and wlicii the ciiiiiiilciiient is not a person. P. E. 95. A. E.. Exercise 29. TIic preposition. It is useless folly to attenqjt to teach ]Mii)ils to recognize prepositions through comprehension of a definition. No one. ]iupil or teacher, ever actually realized that prepositions "show relation." It is a pretty |)hrase, l)ut we mean nothing In* it. Tlie shortest method of learning to recognize prepositions is simply to learn that certain words are ]U'epositions as' we meet them individually in sentences. In confoi'mity with this plan, the exei-cises introduce the more connnon preposi- tions, one l)y oiu', in sentences, and by reviews the pupils will (piicldy learn to remember that siicii words ai'c pre|iositious. (4.S) To introduce ihe prepositions in anel at. Write upon the board the sentence, The girls in the yard jump rope. Call their attention to the word in. Tell them it is called a preposition, and teach the spelling of "preposition." Tell them also that the noun ijcird, the tirst noun which comes after it. is the ob.ject of the preposition in. Then ask volunteers to find a preposition in the second sentence. Ask what is the ob.ject of the preposition inf Ask the question in this form, because we wish to familiai-ize the pupils with the language form "ob.iect of the preposition . " Treat sentences in this way until nnderstood, and finally var.y your questions, asking, "What is the preposition in the sixth sentence?" "What is the noun 'desk'?" (Except the answer, "The noun desk is the object of the preposition in.") Drill in this manner until you succeed in teaching the language form " is a preposition, having for its ob.iect the noun " Finally, tell them that the preposition, its object and the modifiers of this object make up what is called a prepositional phrase. As a device send the pupils to the board and dictate sen- tences showing them how to underline the preposition and to enclose the entire phrase in parentheses. Date . 191 Oral — Analyze each sentence and call for part of speech of each word. 1. The girls in the yard jump rope. 2. The boj' in the blue suit sells papers. 3. The parrot in the cage ate a cracker. 4. The man in the store sells oranges. 5. The cat jumped at the bird in the cage. 6. We bought the candy in the store at the station. 7. The grocer delivered the apples at the house. 8. He sold fruit in boxes. 9. The horse stopped at the barn. 10. The lion in the cage roared at the children. (a) Underline all the prepositions (13). (6) Put parentheses around all the prepositional phrases (IS). (c) In is a preposition, having for its object the noun, yard. The tells about the noun. yard. Therefore, the is an adjective. In the yard is a prepositional ])hrase. Select the prepositional phrases from sentences 2 and 3 by filling in the following blanks: 2. is a preposition, having for its object the noun, tells about the noun. . Therefore. is an . tells about the noun. Therefore, is an adjective. is a prepositional phrase. 3. is a preposition, having for its object the noun. . tells about the noun. . Therefore, is an adjective. is a prepositional phrase. {d) Draw one dotted line under each verb. (e) Draw two dotted lines under each noun. Exercise 30. ' P. E. 98, A. E <7, To introduce the prepositions into, on, and over. Drill especially on the langiuige form of prepositions, but also analyze the sentences and que.stion in review concerning the adverbs and adjectives. Do not ask what the phrases modify. There are no current errors dependent upon what word a phrase modifies, and this ft>ature may be eliminated from grammar teaching, 4 — BULl.5 (49) The adjective the becomes by necessity so ofteu repeated tliat drill upon it becomes overdone. It is desirable never to question concerning it, and teach pupils the habit of omitting reference to it, as otherwise much recitation time is purely wasted. 1. The swimmer suddenly jumped into the blue water. 2. We cautiously walked into the gloomy cave. 3. He wants that book on the round table. 4. Many frightened passengers on the ship behaved foolishly. 5. The cow jvmiped over the moon. 6. The boys threw the ball over the high fence. 7. The boy fell into the water accidentally. 8. A pilot then came to the old ship. 9. The army secretly crossed over the river in boats at night. 10. ^Ye looked into the shop windows. Date , 191 — Oral — Analyze each sentence and call for part of speech of each word. (a) Unclerline all the prepositions. (b) Place parentheses around each of the prepositional phrases. (e) Fill in the following blanks by referring to the sentence of the same number above: 1. Suddenly modifies the , • Therefore, sudelenly is an 2. Cautiously modifies the Therefore cauHously is an Olooiinj modifies the , Therefore, gloomy is an 4. Frie/hteiied modifies the , Therefore, }s an 4. Foolishly modifies the , Therefore, foolishly is an 7. Accieleiitally mollifies the , Therefore, accidentally is an 9. Secretly modifies the , Therefore, secretly m an 10. Shop modifies the , Therefore, shop is an (d) Select the prepositional phrases from Sentences 1, 3, 6 and 8, and fill in the following blanks : 1. ^ is a preposition, having for its object the noun, tells about the — , • Therefore. is an adjective. is a prepositional phrase. is a preposition having for its object the noun. an adjective. tells about the noun, Therefore, is is a prepositional i)hrase. is a preposition having for its object the noun. tells about the noun, Therefore, an adjective. is a preposiliotial phrase. (50) is a preposition, having' for its object the tells aljout the noun, Therefore, IS ,n adjective. is a prepositional phrase. Caution. — In futnre work in diagramming do not assign sentences containing phrases, for we re not teaching phrases as modifiers. Diagram : The swimmer quickly swam the river. Many frightened passengers acted foolishly. Exercise 31. P. E. 126. A. E.. %- Fo introduce the prepositions by, to, and of; review of previous prepositions and also of pro- nouns. 1. An old mill stood bj' the river. 2. They came by the rough wagon road. 3. This kitten ■eeently came to us. 4. The squirrel climbed to the top of the tree. 5. I called the dog to me. I. "We finally discovered the cause of the delay. 7. The hunter shot at them. 8. He sent the etter to her by a messenger. 9. Yoi; told the truth of the unfortunate affair. 10. She threw I stone over the fence at the barking dog. 11. It drove him into the barn. Date^ 191- Oral — Analyze each sentence and give part of speech of each word. (a) Underline all the prepositions (14). (6) Place parentheses around all the prepositional phrases (14). (c) Refer to the sentences above as numbered and fill in the following blanks: 1. By tJie river is a It is introduced by the , which has for its object the , . 2. Wagon tells about the 2. Rough tells about the m 3. Recently modifies the is an 3. To us is a Therefore, ivagon is an — Therefore, rough is — Therefore, recently The preposition is . md its object is the pronoun, {d) "Write one line under the prepositions and two lines under the pronouns of the following list of words : then, at, you, by, into, she, they, to, in, I, quite, some, he, him, over, every, at, on, all, we, us, of. no. anv. her, verv, me. (51) (e) Select all the adjectives ami .-uhrrlis i'l-mii I lie above sentences and place llieni in 1 1 followini;' form (20). word how used 1 part of speech an modifies noun, mill adjective ! 1 Exercise 32. P. E. 87. A. E . % 7'(* iiilni(hi(( llic j)r< posilious \rifh. fnnn. and for. 1. lie came with us. 2. She asked fur yciu. :]. We rode with flu>m into the coinil ry. 4. I'lir returned for it. ">. He liastened to her at Hie cry of ihiniicr. (1. I carried him from the bui-i iui;- buildint;-. 7. The arm>' escaped from the daniicrous ambuscade with slif;lit loss. 8. Tin stopped for l\uicii at tin- (|uaiut hotel in tbi' viUauc !). The messenger brouglit a letter from tli genei'al In the (•nlonrj. Oni] — Analyze each sentence. Call fur part of speech of each word and give languiige fun f(U' prepositional phrases. {a) Underline all the prepositions (Ki). {!)) Place i)ai'entheses around all pi'e|iiisitii)ual phrases (Hi). {(■) See sentences as numliered and lill in Hie blanks: 1. Willi us is a . 'I'lic preposiHon is a its object is the pronoun. (52) L'. For you is a The proposition is nd its object is the pronoun. 3. With them is a With is the nd the , is its object. 3. Into the country is a • The preposition is and the . country, is its is a preposition, having for its object the , tells about the noun. Therefore, is an adjective. is a prepositional phrase. (d) Draw one dotted line under each adjective (14). i r) Write a list of all the pronouns used in the above sentences (13) Exercise 33. P. E. 125. A. E.- o introduce tlie prepositions behind, among. Iliraiiuli . ud for food. [). Swallows usually build nests under the eaves of houses. 11. The horse ran toward the barn. 2. -Jack went up the hill. 13. The boat floated noiselessly down the river. 14. 'i'lie bird tlew iiovc the hunters across the rver. 15. The rat ran under the barn. (a) Underline all the prepositions in the above sentences (19). (h) I'laee parentheses around all prepositional phrases (19). [c) Draw one dotted line under each noun (3fi). behind, me. all, too. near. good, among, I. this, tliat. before, every, between, I lieu, ns, up, we, this, under, any, you, no. ask, down, after, them, above, good, run, toward, sit, they, jump, with, girl, from, her, for. boy, he, man. in. to, and, him, conic, on. went. ]>y. slie, a. of, it, an, the, over, old, said, into, baby. at. (d) Draw one line under all prepositions in this list of words (21). (r) Draw two lines under all lu'ononns in this list (12). (r)3) (/') Diagram: 1. The happy children saw the new moon. 2. The boys nsually play baseball. 3. The old boat floated away quietly. Exercise 34. P. E. 35. A. E.. Date- -. 191- Oral — Proceed as in preceding lesson. 1. The postman came late. 2. California lions often kill sheep. 3. Rain soon fell. 4. BuffJ loes once roamed the prairies. 5. These pupils now study grammar. 1. In Sentence 1, what word expresses action? What part of speech is il. Because it modifies a What does late modify? 2. In Sentence 2, what word tells abont tht; noun. Jionsf Whv is late an adverb Wh;' part of speech is it? Why is California an adjective in this sentence? Because it modifies What word expresses action? What word modifies kill? What does often tell abont kill? It tells- -. What part of speech is it ? What part of speech is it? lions kill. expresses action. Therefore. - the rain fell. Therefore, soon is an is a verb. Soon teV is a name. Therefore, 4. is an tells about the vci'h. Therefor* Diagram : California lions often kill shee]i. Rain soon fell. (54) Buffaloes once roamed the prairies. Exercise 35. P. E. 21. A. B %- ,.„.,„ Date , 191—. Cumulative Review 1 est. 1. What parts of speech may be used as the object of a preposition ? aud 2. A prepositional phrase is made up of the . , the of the preposition, and the of the object. 3. Some phrases have no modifiers of the object of the preposition, but all phrases have a and the . ■ of that preposition. 4. The predicate must always be a 5. The parts of speech which can be used as subjects are and 6. The parts of speech which can be used as complements are and Can adverbs be used as complements? 7. Can an adverb ever modify a word used as subject ? Can an adverb ever modify a word used as a predicate ? 8. What part of speech is never modified by a modifier ? 9. Prepositions are never used without a or a as an object. 10. The modifier of a verb is always an , and the modifier of a noun is always an . Can an adjective ever modify a verb ? Exercise 36. P. E. 24. A. E.- To teach number of nouns. Number, so far as grammar is concerned, has little to do with learning the singular and plural forms. This matter is the business of language teaching, properlj', and can best be taught merely as spelling lessons. The grammatical aspect of number has for its goal the principle of agreement of verbs with their subjects and of pronouns with their antecedents. It is in these places that mistakes are made. Our present goal is to establish a ready recognition of the singular and plural forms of nouns, pronouns and verbs as a basis for establishing later the principle of agreement. Write in columns the singular and plural forms, respectively, of the following words : hat, chair, window, cow, fox, ranch, child, man, calf, knife, cherry, berry. Have pupils tell, as best they can, the difiference in meaning between hat and hats, child and children, calf and calves, berry and berries, etc. Then write "Singular Number" over one column and "Plural Number" over the other, and have the words pronounced distinctly. Teach the spelling of singular and plural. (55) Lead to the statement that the .sintiulai' iiiuiilicr is used wli(>ii we mean one jierson or thing, and the plural mimlter Avhen we mean more tlian one person oi' tiling'. Draw from the pupils a st:ttenient as to how the plural is formed from the .singular in each ease, but do not attempt to have these uiclhuds memorized. Date- -. 191- ohair.s. fox, berries, eows. hat. child, knives, calves, ranch, hats, chair, foxes, window, cherries, cow, ranches, berry, man, children. l)ei-ries, knife, men, cherry, windows. (a) Draw one line under all the nouns in the abuve list which are in the singula)' numlicr (11). (b) Draw two lines under all the nouns in the above list which ai-e in the plui-ai lunnljer (13). Exercise 37. P. E. 57. A. E. . ' ; . I'd drill iipitii iiniiibcr of iiniiiis. Assign the nouns of this exercise as a sjielling lesson to be studied at home. Kequire the spelling of both singular and plural forms to be meiuorized. (Jive as a spelling lesson the fol- lowing dav. Siiifiiilnr. child fairy knife herdsman sheep baby mouse tooth wolf potato city goose loaf .•a If oat man louse wife alle.y alumnus l)ulfalo cargo calico beef I'liinil. children fairies knives herdsmen slie('[) haliies mice teeth wolves potatoes cities geese loaves calves oats men lice \vi\'es alleys ,'dunini liulTaloes cargoes calicoes beeves Date !^'nif/tfl(i r. negro half tix deer foot branch hero spoonful leaf shelf tiiief trout dozen wonuin lady h.nlF lifr volcano radius br(uicho echo tomato torpedo veto I'hirul. negroes halves oxen dci'r feet branches hei'oes spoonfuls leaves shelves thieves t I'dUt dozeu women ladiis halves lives X'olcanoes I'adii iiriiiii'liiies (>choes tomatoes torpedoes vetoes 191- Oral — Analyze each sentence and tion.-il phrases. anguage foi-ui fur all parts of sjieech aud ju'cjiosi- (56) 1. Many children played there in the giirden. 2. Some butchers bny tender beeves for cus- tomers. 3. Any child likes stories of kind fairies. 4. The negroes bought those knives. 5. They cut the watermelon into halves. G. Tlie lierdsmen drove the oxen over the hill into the next valley. 7. The shepherds found two small sheep in the old barn. S. The deer swam rapidly across the wide river. 9. Babies cry for food. (a) Draw one straight line under each noun in the singular number (10). (6) Draw two straight lines under each noun in the plural nundier (14). (c) Draw one wavy line under each adjective (22). (d) Draw two wavy lines under each adverb (2). (e) Place parentheses around each prepositional phrase (9). Exercise 38. P. E. 52. A. E. .— . '/c Date . 191 Tu drill upon number of nouns. Oral — Analyze each sentence and call for the part of speech of each word. Give the language form for each prepositional phrase. 1. Chinese women have very small feet. 2. Those mice ate that cheese. 3. Old teeth some- times ache dreadfully. 4. :\Iany heroes fought in tlie Revolutionary War. 5. Any hungry wolf chases deer. G. He drank three spoonfuls of this bitter medicine. 7. Potatoes grow under the ground. 8. Henry built four shelves on that wall. 9. We killed many geese yesterday at the river. 10. They bought four loaves of bread for us. (a) Draw one straight line under each noun in the singular niunber (11). (&) Draw two straight lines under each noun in the plural number (11). (c) Draw one wavy line under each adjective (19). (d) Draw two wavy lines under each adverb (4). (e) Place parentheses around each prepositional phrase and draw tliree straight lines under each preposition (7). (/') Diagram Sentence 1. Exercise 39. P. E. 78. A. E. % ^ To drill on number of nouns. Have the pupils tell whetlier tlie nouns are singular or plural. If singular have them change the form to the plural, telling how tliey do it. If plural have them give the singular form. Then have the sentences analyzed and special drill given to adjectives, adverbs, and prepositional phrases with their prepositions and objects and modifiers of the object. (57) Oral — Analyze each sentence. Give language form for each part of speech and phrase. 1. The tall oak trees stand behind the old barn. 2. The white clouds float slowly above the low hills. '3. Many red boats sailed quickly down the river from the town. 4. That frightened dog ran hastily through the open door toward the teacher. 5. Some red apples lay under the tree near an old gate. Date ^ , 191 . (a) Draw one line under all nouns used in these sentences which are singular in number (8). (b) Draw two lines under all the noun.s in the plural number (5). (c) In the above nouns the jilural is formed from the singular by adding to the (d) Underline all the prepositions and place tlie phrases in parentheses. (e) Write the plural of the following nouns: liahijy ; door, . bush, ; dollar, ; peach, ; fairy, ivolf. ; leaf, : life. ; lady, tooUi, ; godse. : woman . ; teacher, (/') Nearly all nouns in the plural numln-r end \n (g) Adjectives and adverbs are never usi'd as subjects, or of sentences, but are used in the place. (/() Predicates of a sentence are always {i) The subject and complement of a seiit(Mice are never ( j) phrases always contain a preposition and its object. The object of the preposition is usually a or a {k) Draw one wavy line under each verb in the sentences of this exercise (5).- {I) Write a list of the adjectives used in Sentences 1-5 (23). (m) Draw three lines under each adverb (3). in) Underline the pronouns in the following list of words: I, John, ran, me, away, saw, he, there, you, this, these, it, she, then, we. ns. to-morrow, they, tree. them. (58) Exercise 40. P. E. 75. A. E.. r . . , . , Date . 191_. L review number of nouns, etc. Oral — Analyze each sentence, fall for parts of speech and phrases. 1. The large bear suddenly fell from the tree into the cold water. 2. The startled baby quickly threw the piece of burning paper to the ground. 3. The brothers then built a very beautiful home on the banks of the river. 4. The swift ball almost struck the small boy in the face. 5. Many exhausted soldiers fought fiercely for their lives. (a) Write the plural of all nouns found in the singnlar number (12). (&) Write the singular of all nouns found in the plural (4). (c) Suddenly tells the bear fell. Therefore, suddenly modifies the , fell. Therefore, suddenly is an . (d) Underline all the prepositions and place all the prepositional pharses in parentheses. (e) Draw two straight lines under each adjective (22). if) Draw one wavy line under each adverb (6). ig) Underline the pronouns in the following list of words: there, they, us, we, some. I. manjr, any, she, all, he, a, it, you, an, him, four, the, her, fifty, this, twenty-three, that, these, white, wicked, those, yesterday, every, now, no, then. (/(,) Draw two lines under each adjective in the above list of words (18). Exercise 41. P. E. 53. A. E.- Oral — Analyze each sentence and give part of speech of each word. Date 191—. 10 review. 1. The startled baby quickly threw the piece of burning paper to the ground. Startled modifies the , Therefore, is an QuicTily tells about the . . Therefore. is an Burning tells about the , Therefore, burning is an Ground is a noun and is the object of the preposition 2. The brotliers then built a beautiful home on the banks of the river. Then modifies the , Therefore, — an (59) Bciiiitlfiil tells nbdut the Tlieret'di'e. himilifiil is :iii Tlie noun, banJis, is the olijeet of the preposition. object of the preposition, . 3. The exhausted soldiers fought fiereel\' foi' their lives. E.rhiliist( (I tells ahoiil thi' . Therel'oi'e. is iin . (a) Write one straight line under each verb fouiiei-son, tlien the verb must be singular. If the subject refers to more than one thing or pei'son llien th(^ plural form must be used. ,\f1er this relat ionsliip has been made clear explain that there are two exceptions to this rule, that tlii' pronouns / and yon (singular) are always followed by a verb in the plural foi'm. Thus it is I ace und ijou sec. There is no need of nieiit inning "Person" when the verb is tauuht in tiiis way. Date 191 1. The eat di'inks. 2. The eats drink. :1 The winds hlnw. 4. The wind blows, r,. The dogs bark. li. 'I'he dog barks. (n) Draw one liiU' under all nouns in the siiignlai- niinilier. ( /* ) Draw one liin' under .-dl vcrlis in the singular nniiihci-. ((■) Draw two lines under all nouns in the plural number. (d) Draw two lines under all verbs in the plni'al nunilier. ((') In what letter d" all the singular vcrlis end ? (/') We use I he singular verb, driiihs. in Seiitcni-e 1 liecunsc the subject, cat. is singular, and the predicate, ilriiil.s. must .-ilsn In- in a^ree with the singular subject. ((/) We use Ihe ]iliiral verb drink in Sentence 1' liecause the subject, eats, is plural and the ])redicate must also be to agree with the jilural subject. Exercise 47. 1*. K. I(i2. A. E. Date , 191 To drill ii/>oii iniiiihir forms (//' rirhs. )ioinis mid jirojiaiiiis. Sees, blow, ring, gm-s, I'all, break, write. te;ir. does, i^-ils, urnw, begin, know, throw, llys, draw, climb, collies, drinks, gix'c, lay, loses, ride, runs, swim, set. wears. ((() Draw oni' line under (>ach singulai' verb in t he above list and two lines under each |ilnral verb. (04) He, we, they, she, it, I. (b) Draw one line under each singular pronoun and two lines under each plural pronoun. Children, fairy, negroes, knives, sheep, dogs, baby, foot, mouse, hunter, heroes, farmers, boys, tigers. (c) Draw one line under each of the above nouns that is in the singular number and two lines under each noun that is i^lural. {d) Fill in the blanks in the following sentences: 1. He (see or sees) us. 2. We (ring or rings) the school bell. 3. They (go or goes) home at noon. 4. It (fall or falls) to the floor. 5. I . (know or knows) my lasson. 6. Children . (fly or flies) kites. 7. Fairies (come or comes) to earth. 8. That negro (sing or sings) an old song. 9. These knives ■ (cut or ciTts) well. 10. That sheep (walk or walks) home. 11. Many sheep (walk or walks) home. 12. My dog (run or runs) rapidly. 13. Little babies . (drink or drinks) sweet milk. 14. His foot (ache or aches). 15. The mouse ■ : (eat or eats) the cheese. 16. The hunter : (kill or kills) many bear. 17. All heroes (fight or fights) bravely. 18. Some farmers (plow or plows) very early in the season. 19. This boy (draw or draws) very beautiful pictures. 20. Tigers often (kill or kills) men. (e) Draw one line under each ad,jective found in the above sentences. (/) Draw two lines under each adverb in the above sentences. ig) Place parentheses aroiind each prepositional phrase and draw a wavy line under each preposition. Exercise 48. P. E. 23. A. E % Date 191- To drill upon, the number of forms of verbs. 1. The horse runs. 2. The man walks. 3. The children play. 4. The girl jumps rope. 5. The boys yell. (a) Rewrite these sentences, changing the singular subjects to plural and the plural subjects 5 — BUi^ 15 (65) to singular. Then yon mnst change the predicates so that they will have the same numher as the subjects. 1. 2 3. 4. 5. Oral — Analyze and give part of speech of all words. 1. Beautiful flowers gi-ow in the garden. 2. Some roses bloom in this garden. 3. That bird flies easily from tree to tree. (a) In Sentence 1 the predicate is ijrinc and not uroics because the subject, floivers, is Therefore, the predicate must also be to agree with the subject. (5) In Sentence 2 the sul)ject, rosr, is Therefore, the predicate must also be to agree with the subject. (c) In Sentence 3 the subject, , is . Therefore, the predicate, , must be to agree with the (d) Underline all the prepositions and place parentheses around all the prepositional phrases. (e) Easily (in Sentence 3) modifies the , Therefore, easily is an '-. (f) Beautiful (in Sentence 1) modifies the , . Therefore, beautiful is an . ig) This (in Sentence 2) modifies tlie . Therefore, tltis is an Exercise 49. P. E. 57. A. E.- Date , 191 Cuniulaiive Itrciew Test. (See directions of Exercise 28.) 1. Verbs ending in .v are always in number. Nouns ending in s are usually in uiunlier. 2. A subject in the singular number must have for a predicate a verb in the luuulier. 3. We can change a verb from tlie ])lural in the singular nnnibiM- by adding to the number form. 4. The object of a ju-epositiou may be cither a or 5. Tlie only part of speech which can be used as a predicate is the 6. The only modifier a verb can have is an 7. The part of speech which may modify a noun is an . 8. Underline all the prepositions and cross out the pronouns in the following list of words: in, cow, her, into, with, he, down, the, ox. foi-. l)y. behind, across, dog, she. us, see. to. by, ovei-, thej^, at. from, she, aliout, among, it, I, up, us. after. (OC) 9. Words whicli are names are — 10. Words which show action are 11. Draw one line under each adjective in the following list that tells "how many": this, a. many, the, some, an. those, that, every, white, wicked, nanghty, all, any, black, tall, no, few, these. 12. Draw two lines under the adjectives of 11 which "point out." 13. Draw three lines under each adjective of 11 that tells "what kind." Exercise 50. P. E. 26. A. E % . 1 teacli, time form of verbs. Explain that verbs change their spelling to show time. Use the following sentences to illus- trate: I see the bird now. I saw the bird yesterdaj'. I jump over the board now. I jumped over the board yesterdaj'. I raise my hand now. I raised my hand an hour ago. I open my eyes. I opened my eyes this morning. I close my eyes. I closed my eyes. I hear a sound. I heard a sound. Show that by changing the spelling of the verb we change from the pi-esent time to past time or from past time to present time. If the pupils have heretofore used the term "yesterday words" tell them that jou wish them to learn the terms present and past time, and that nearly all verbs have different forms to show present and past time. see, heard, tastes, touched, saw, hear, ran, speak, spoke, .sang, jump, climbed, climb, catches, caught, rode, ride, rides, sing, sung, walks, walk, walked. {a) Write a list of all the verbs in the present time (12). (ft) Write a list of all the verbs in the past time ( 11 ] (c) Nouns ending in s are usually in the number. {d) Verbs ending in s are always in the number. (e) Verbs ending in d or rd usually express action in the time. Exercise 51. P. E. 138. A. E. To drill upon prescnl and past time form of verbs. Oral — Analyze each sentence and call for part of speech of each word. Pay particular atten- tion to the number forms of all nouns, pronouns and verbs. In the case of nouns and verbs call for the spelling of the opposite number form. Ask for the time expressed by each verb and have it spelled in the past form if present, or in the present form if past. (67) Date , 191 Principal Parts. "irsoit form. Past form. Past purticiple. see saw seen ea'; ate eaten STOW grew grown 1. I now SL ' the misfalre in the exanii'h-. '2. You see the snow on the mountains. 3. He sees quite distinetl\ tlirough the new spectacles. 1. I saw him yesterday. 5. We saw her yesterday. 6. She saw mv at school. 7. John sees it. 8. 'i'hey saw the moon through a telescope. 9. All rats eat cliees* . 10. The old rosebush grew over the wall. 11. We ate sandwiches for lunch. 12. The lior.sv ate the leaves of the tree. 13. Tlie dog eats with the cat. 1-t. Tlmt ivy vine grows from tlie foot of the \val] 1o the roof of tlie hnuse. 15. This pretty flower grows hy the roadside. 16. The dog ate the meat on a plate. 17. Piowers grow host in very rich soil. 18. Hungry wolves kill men. (a) Draw oue straight line under each vei'h which expresses action in the present time. (6) Draw two straight lines under each vrrh which is in the past time. (c) Draw one wavy line under each verb in the singular numlier. (d) Draw a dotted line under each verb in-the plural uumlier. (e) Draw a wavy line under each noun in tlie siii^ular numljer. (/') Draw a dotted line under each noun in the plural number. ig) Draw a wavy line under each pronoim in the singular number. (h) Draw a dotted line under each pronoun in the plural number. (i) Draw two wavy lines under each ad,jective. (,/') Draw three straight lines under each adverb. (k) Place parentheses around each prepositional i)hrase. Exercise 52. P. E. 41. A. E. To teach ihe means of ccprcfshni fiifiirc time. Explain that we have seen how- past and present time are I'xpressed by changes in the spelling of the verb; that there is one other kind of time — future time. Future time is shown, not by a change in speliiiig, but liy placing either sJiall or irill before the pi'esent form. Thus, I see, I shall see, they will see. (S7(cr7/. and will are really adverlis. but we shall call them "helpers" and treat them as part of the verb. Date , 191 1. A large old ho\ise near the ci-eek recently burned. 2. Tliey laid down the heavy bundles near the bench. 3. IMauy boxes of fresh fniil will come from the country. 4. An iron fence extends around the crumbling castle. (OS) (a) (1) Burned shows action iu the time. (2) Laid shows action in the time. (3) Will come shows action in the time. (4) Extends shows action in the time. (&) In Sentence 4 the verb is extends and not extend because the subject, , is in the number and tlie verb must also be to agree with the subject. (c) Place all the prepositional phrases in parentheses and underline all the prepositions. {d) Write a list of all the adjectives (14). (e) In Sentence 1. is an adverb because it modifies the It tells the house burned. if) In Sentence 2, is an adverb because it modifies the It tells they laid the load. (g) What helpers are used to express future time of verbs? and Exercise 53. P. E. 137. A. E. % Oral — Analyze each sentence and have pupils give part of speech of each word by applying the proper language form. Ask for the number expressed by each noun, pronoun and verb. With the nouns and verbs call for the spelling of the opposite number as in the preceding lesson. Require pupils to give the time expressed by each verb. With verbs expressing future time emphasize the fact that shall is only used when the subject is the pronouns / or we. Date , 191 1. She lives in that house with tlie tall chimneys. 2. The boy stood on tlie burning deck. 3. This little girl will sing for us. 4. The teaclier will sit behind the desk. 5. We shall find those strawberries among some weeds on tlie liill. 6. Birds fly through the air. 7. Many pupils easily write well iu copybooks. 8. The copybooks of a few pupils show extreme care. 9. Mary will play with the other children after supper. 10. They will come promptly at the appointed hour. 11. Tlie hives of these bees stand under the apple tree. 12. He will come witli us. 13. She asked for you. 14. We shall ride with them into tlie country. 1.5. They will return for it. 16. He hastened to her at the cry of danger. 17. I shall cjirry iiim from the burning building. 18. Tlie army escaped from the dangerous ambuscade with ver.y slight loss. 19. They will stop for lunch at the quaint hotel in the village. 20. The messenger will carry a letter from the general to the colonel. (69) (a) Draw one straight line under each verb expressing action in the future time. (6) Draw two straight lines under each verb expressing action in the present time. (c) Draw three straight lines under eacli verb in the past time. (d) Draw one wavy line under each noun and lu'ououn in the singular number. (e) Draw two wavy lines under eacli ikhui and in-onoun in the plural innuber. (/") Draw one line through, or cross out, each verb in the singular number. ig) Place parentheses around each verb in the pbiral number. (/() Draw one dotted line under each adjective. («) Draw two dotted lines vinder each advci'b. Exercise 54. 1". E. 117. A. E.- To teach the ways of c.rpressing past tiiiir. Explain tliat past time is shown not oiil,\- by a, change in the spelling, but by certain helpers used with a tliird form of the verb. Thus, I saw tlie book, or I Jiavc seen the book; lie ate the apple, or lie tias calen the apple. Tell Ihe pupils that the lielpers used to express past time in this way are liave, lias, and liad, and that tlie third form of the verb that is used with these helpers is called th(> past participle. Date , 191 — 1. I see the comet. L*. The boys .saw the comet. :!. The girls will sec the comet. 4. John sees the comet. 5. We shall see the couict. (i. Tlicy lunl seen the comet alread.y. 7. The boys have seen thi' comet. 8. John has seen the comet. (ff) Write all the verbs in the present time (2). (&) Write all the vcrlis in the past time with tln' licl]i(.'i's have, has or had (3). (c) Write the verbs in the past time that have no lielpers (11. (c/j Write all tlie vcrlis cxpi'cssing fiitui'c time (2j. (ej What is the in-esent form of se( .' . (/) What is the past form of see.' ig) What is tlic past partici])le rif .vrr/ ill.) Which of these thi'i'c I'oi'ins will alw.-iys lie used with the helpers haee. has, or liiul^ Explain that every vei'b has three ])arts oi- ditfcreiit forms of spelling. Exphiin that the first of these parts is known as the "Presi-nl roriii"; the second is the ''Past form"; and the third is the "Past Participle." All three of tliesc parts are called " l'riiici|)al Parts" of a verb. Do not require tlie following jirincipal jjarts to he memorized in this lesson, liiit allow pupils to refer to them when dealing with the verb forms containing the helpers havi . has and /((/(/ in the seu- tences of this ex(U'cis(>. (TO) Present form. Past form. Past participle. play played played study studied studied eat ate eaten brealc brolje broken sing sang sung raise raised raised stand stood stood write wrote written come came come Explain that in using the verb with the helpers have, had or has that it is always the third principal part, or the Past Participle of the verb that is used. Oral — Omit the anah'sis of the sentences of this exercise, and call only for the part of speech of those words that you think pupils will find difficult. Call for the time expressed by each verb, but omit calling for number of those verbs used with have, has or had for the present. Lay stress upon the fact that it is the third form of the verb that is used with the helpers in each ease. Date , 191 — 1. Those boys have played ball. 2. Four girls have studied that book. 3. Many animals eat meat. 4. That boy has broken those windows. 5. Three small children had sung some songs. G. Those soldiers have raised an old tattered flag. 7. She lives in that house with the tall chimneys. 8. The boy had stood on the burning deck. 9. This little girl has sung for us. 10. The teacher sat behind the desk. 11. We found those strawberries among some weeds on the hill. 12. Birds fly through tlie air. 13. Many pupils had written well in copybooks. 14. The copybooks of a few pupils show extreme care. 15. Mary will play with the other children after supper. 16. We shall come promptly at the appointed hour. (a) Draw one straight line under each verb that expresses past time with Jtavc, lias and had. (6) Draw two lines under each verb that expresses past time without have, Ji.as and had. (o) Draw three .straight lines under each verb that expresses future time. (d) Draw one wavy line under each noun and pronoun in the singular numlier. (e) Draw two wavy lines under each noun and pronoun that is in the plural number. (/■) Place parentheses around each prepositional phrase. {g) Draw one dotted line under each adjective. (h) Draw two dotted lines under each adverb. Exercise 55. P. E. 23. A. E.- Date : , 191 — To drill upon time form of verbs. 1. Weeds grow in the garden. 2. An oak ti-ee gre^v in the front yard. 3. An old man talked to us. 4. The polite boy kindly helped the blind man. (71) (a) Write all the vei'bs which are in the past time (3). {h) What verb is in the jd resent time? - (c) Write a list of all the adjectives (11). (d) Kindly is an adverb because it modifies the , — (f) Blind. (Sentence 4) is an . because it modifies the Write the present form of all \-erlis in the past time (8). Exercise 56. P. E. 119. A. E % To drill upon time forms of verbs . Oral — Analyze each sentence and call for part of speech of each word, using the proper language form. Require the time expressed by each verb to be given. Omit for the present the number of those verbs used with liave, has or had, but call for the number of all other verbs. Have pupils give the number of each noun and pronoun. Date , 191 1. The horse eats the lump of sugar from the liand of the little girl. 2. You have cheer- fully done a great kindness. 3. A rosebush grew by the side of tlie gate. 4. It has grown vei-y rapidly. 5. She had suddenly gone to the city. 6. We went over the liill into a very pretty valley. 7. During the night the wind tore tlie yacht from the moorings. 8. I shall write the lettei-. 9. Those ripe apples liave fallen from the tree. 10. He will probably go for the mail at an early hour. 11. The puppy has seriously torn the dress of tlie little girl. 12. The whistle promptly blew a shrill Itlast at the moment of the accident. 13. David has rung the bell. 14. A sudden gust of wind blew the sail from the mast. 15. A pistol shot rings out sharply in the still night. 16. That rope will surely l)reak under so severe a strain. 17. Some seed fall by the wayside. IS. I did it. 19. You have done it. (a) Draw one straight line under each verb that expresses past time with Juivc, lias or had. (6) Draw two straight lines under each verb that expresses past time without have, has or liad. (f) Draw one wav.y line under each verb expressing present time. (d) Draw two wavy lines under each verb expressing future time. (e) Draw one dotted line under each ad.iective. (/') Draw two dotted lines under each advrrb. (72) ig) Place parentheses around each prepositional phrase. (h) Give the number of the verbs in the sentences numbered below, and tell why its number is singvilar or plural as the case may be. (I) The verb, eats, is singular because its subject, horse ^ jg singular (3) The verb, greiv, is , because its subject, , is (6) The verb, tvent, is , because its subject, , is (7) The verb, tore, is , because its subject, , is (II) The verb, blew, is , because its subject, , is (14) The verb, rings, is , because its subject, , is (16) The verb, fall, is , because its subject, , is Exercise 57. P. E. 114. A. E. % To drill upon verb forms. Oral — Analyze each sentence and call for the part of speech of each word. Have pupils give the time expressed by each verb. Require for the present only the number of those verbs which are not assisted by have, has or had. Ask for the number of all nouns and pronouns, and with the nouns require the spelling of the opposite number form. Date , 191 1. The pencil lies behind the book. 2. The house stood among the trees. 3. The children have looked through the telescope. 4. We live near the church. 5. The pupils will arrive at school before noon. 6. The boys generally play ball after school. 7. A modest violet grew in the garden among the daisies. 8. The father has built a swing between two trees. 9. The tramp asked for food. 10. Swallows usually build nests under the eaves of houses. 11. The horse had run toward the barn. 12. Jack has gone up the hill. 13. The boat had floated noiselessly down the river. 14. The birds have flown above the hunters across the river. 15. The rats had run under the bai'n. (a) Draw one straight line under each verb in the past time that is used with have, lias or had. (&) Draw two lines under each verb in the pa.st time that is not used with /(rav\ /(r/s or /(r/f/. (c) Draw three straight lines under each verb in the present time. (d) Draw one wavy line under each verb in the future time. (e) Draw one dotted line under each noun and pronoun in the singular number. (/) Draw two wavy lines under each noun and pronoun in the plural number. (g) Place parentheses around each prepositional phrase. (/i) Draw two dotted lines under each adjective, (i) Draw three dotted lines under each adverb. (73) (j) Give the uumber of the verbs in the numl)ered sentences below, and tell wliy its number is singular or plural by filling in the blanks. (1) The verb, lies, is because its subject, .is (4) The verb, live, is . because its subject, , is (6) The verb, 'piay. is , tiecause its subject, , is (10) The verb, hnild. is , lieeause its subject, .is Exercise 58. P. E. 49. A. E. . '/o- To ieaeh the use of hiis, Jiare and luid as fa iiitinber. Teach that had can be used with either a singular or plural subject. Has can only be used when the subject is singular, and liaee can be used when the subject is I or you or is plural. Thus, The boy has seen the comet; The 1>oys Itare seen the comet; or I have seen the comet; He had seen the comet: They had seen tlic (•(unct. Have the sentences analyzed orally. (,)nestion upon the time form and number of each predicate. Have the adverbs and adjectives found by means of the language forms. Date , 191 — 1. The wind freciuently Ijlows fmni 1hc soiitli in winter. 2. The whistles blew promptly at noon. 3. The strong winds have blown off the church spire. 4. The school bell has rung for the dismi.ssal of the pupils. 5. The inonitors have rung the bell. 6. I shall ring the bell at the proper time. (a) Tell the number of each verb used in tlie above sentences by filling in the following blanks : (1) The verb, bhncs, is because its subject, , is (2) The verb, hlrir, is . l)ecaus(! its subject, , is (3) The verb, Jteive bleiirn. is , l)ecausc its subject, is (4) Tlie verl), has ninrj. is because its subject, , is (5) The verb, har( rnn;/, is , liccause its snl)ject, , is (6) The verb, sh(dl ring, is , Ijecause its subject, is (&) Tell the time; expressed by the verbs in file above sentences by filling in the following blanks : (1) Blows expresses action in tbi- time. (2) Blew expresses actinn in tiie time. (3) Have blown expresses action in the time. (4) Has mm/ expresses action in tlie time. (5) Have rung expresses action in tlie time. (6) iihedJ ring expresses action in the time. (c) Draw one straight line mider each adverb in tlie above sentences. {d) Draw two straight lines uiuler each adjective. (e) I'lace pai'cntheses around each |irei)osif ional phrase. (T4) Exercise 59. P. E. 89. A. E. % To drill upon have, has and had as to iwinihrr. Oral — Analyze each sentence and call for the part of speech of all adverbs and adjectives by using the proper language forms. Call for the number of each noun, pronoun and verb. Eeqnire pupils to give the time expressed bj' each verb. Date , 191 — 1. That angry lion has broken the bars of the iron cage. 2. The bridegroom had bought a handsome watch for his bride. 3. Those children have played in the garden. 4. JMany negroes have eaten these ripe watermelons. 5. I have studied my arithmetic le.sson. 6. The herdsmen had driven the sheep into tlie shed before dark. 7. This baby has now worn lioles in the old shoes. 8. We have told her aljout it. 9. Some pupils have finished the examination. 10. That cackling hen has laid an egg. {a) Tell the number of each verli by tilling in the following blanks: (1) Has hrokcii is because its subject, , is (2) Had bought is because its subject, , is (3) Have played is because its subject, , is (4) Have eaten is liecause its subject, , is (5) Have studied is because its subject, is (6) Had driven is because its subject, is (7) Has worn is because its subject, , is (8) Have told is because its subject, is (9) Have finished is because its subject, is (10) Has laid' is because its subject, , is (&) Draw one straight line under each noun and pronoun that is in the singular number (c) Draw two straight lines under each noun and pronoun that is in the plural number. (d) Draw one wavy line under each adjective. (c) Place parentheses around each prepositioiuil phrase. Exercise 60. P. E. 39. A. E.. Date 191 — Principal Parts. To teaeh principal parts and lime forms. Present form. Past form. Past participle. blow blew blown ring rang rung 1. The wind frequently blows from the south in winter. '2. The whistles blew in-om|)tly at noon. 3. The strong wind has blown off the church spire. 4. The school bell rang for the (75) dismissal of the pupils. 5. The monitor has runs' the bell. 6. I shall ring the bell at the proper time. (a) What form of the verb is used in Seulenee 1? (b) . What form of the verb is used in Sentence 2? ((■) What form of the verb is used in Seuteuee 3? . (d) What form of the verb is used in Sentence 4? (c) What form of the verb is used in Sentence 5? (/■) What form of the verb is used in Sentence fi? (r/) We use lias and not have in Sentence 3 because the .subject is and the verb must also be to agree \\ith the subject. (/() We use lias and not hare in Sentence 5 because the subject is and the verb must also be to agree with the subject. (0 What time is expressed in Sentence C? (j) W^hat hel]iers express future time? and (k) What form of the verb is used without a helper? (l) When the helpers has. have and had are used what form of the verb must tie used? (w) The of the verb is always usi-d with one of the helpers has. have or had. (n) Underline all the prepositions and plaee iiareutheses around the ])repositional phrases, (o) Write a list of all the adjectives, omitting- fhe (4). ip) Write a list of all the adverbs (8). {(j) Wliat parts of speech are always modifiers? and Exercise 61. P. E. 39. A. E. ^c To teaeh jiriueipul parts. Teach the term "Principal Parts'" and have the pupils read the principal parts of the verbs of the lesson. Ask all of the questions assigned for seat worli of the present and preceding lesson. Have the language foi'ms nyijilied with all the adjectives and adverbs in the lesson. Date , 191 1. We shall go with you to the city to iiKirrnw. 2. The painters had suddenly fallen from the high building. 3. He fell into the water by accident. 4. The waves broke over the dis- abled ship. 5. The ripe apples have fallen to the ground. 6. Yon will fall ujion that bard ground. 7. The boy has broken the window with a stone. (rt) What time is expressed by shall i/o? Which of the priuripal jiarts of the verb is used with sliall oi' trill to exjiress future time? (h) What time is expressed })y had falhn? Which form nf the verb is used with had to express past time? (76) (c) What time is expressed by fell? express past time without any helper? — of the verb ever used with a helper ? What form of the verb is used to Is the past form [d) What time is expressed by hroke? Is broke ever used with a helper? What form of the verb is broki (e) What time is expressed by have fallen ^ is used with have to express past time ? Wliich form of the verb (/') What time is expressed by 'will fall? What form of the verb is used with will to express future time? ((/) What time is expressed by has brokeiil What form of the verb is used with has to express past time? ■ (h) The form of the verb is always used to express present time. (i) The form of the verb is always used with to express future time. (j) When no helpers are used the time. and (k) When have, has or liad are used as helpers the the verb is always used to express past time. (i) We use the past participle of the verb with to express ■ . time. (m) We use the helper has when the subject is is Have is also used wlieii the subject is form of the verb is used to express past of or -, and have when the subject or 1 Exercise 62. To drill on principal parts. Assign the principal parts of the verbs of this exercise for memorizing. This may be given in the form of home work. Present form. Past form. Past participle. eat ate eaten grow grew grown ring rang rung blow blew blown fall fell fallen break broke broken tear tore torn write wrote written go went gone do did done begin began begun know knew known throw threw thrown fly flew flown draw drew drawn (77) J*nsriit form. climb come drink give lay lie lose ride mil set sit swim wear /'(/.v/ fiirui. climbed ciime drank gave laid lay lost rode ran set sat swam or swum wore J'dsl inirticiple. climbed come drnnk or drank given laid lain lost ridden run set sat swum •worn Exercise 63. To drill upon verb forms. J'rcxent form. blow P. E. 30. A. E.. Date Past form. blew -, 191- Past participle. blown ring rang rung break broke broken go went gone fall fell fallen 1. We .shall go with yoii to the city to-morrow. 2. The i>ainters had suddenly fallen from the high building. 3. He fell into the water by accident. 4. The waves broke over the dis- abled ship. 5. The ripe apples have fallen to the ground. 6. You will fall upon that hard ground. (a) Write the predicate of each sentence and the time it expresses (G). (b) Write each verli form and after it write which of the tlirce princi])al parts of the verb it is (6). (78) (c) Place all the prepositional phrases in parentheses and nnderline all the prepositions. (d) In Sentence 5 the verb is have fallen and not has fallen because the subject is and the verb must also be to agree with the subject. (e) Memorize the principal parts of the verbs given at the beginning of this exercise. Exercise 64. P. E. 65. A. E. To drill upon verb forms. Proceed as in the preceding lesson. Have pupils recite the principal parts memorized in the preceding lesson, or have them write tliem at the board. Date , 191 1. The boy has broken the window with a stone. 2. That boy wrote the composition after school. 3. She has written three letters during the day to friends at home. 4. I shall write all the letters before dinner time. 5. She will tear the dress upon that nail. 6. The dog has broken the chain. 7. The violent gale tore the sail into strips. 8. We went through the tunnel at night. 9. He had gone before the arrival of the visitors. 10. Who goes there? 11. The monkey does that trick quite often. 12. He did it yesterday. 13. We have finally done the work without difficiilty. Principal Parts. Present form. Past form. Past participle. write wrote written tear tore torn do did done (a) Write all the verb forms and after each write which of the thi'ee principal parts it is (13). (79) (&) Write all the predicates whieli are used with helpers and after each write the time expressed (7). (c) What helpers express future time (d) What helpers express past time? (e) What foi'Bi never has helpers? — and and (/■) What form is never nsed except with helpers? (g) Underline all the prepositions and place the phrase in parentheses. (/() Write a list of all the adjectives, omitting the (6). (,;') Memorize the principal parts given. (0 Write a list of all the adverlis (5). Exercise 65. P. K. S7. A. E Date To drill upon time and, vvmocr forms of verbs. Insert the verbs in the following sentences, expressing time a.s asked for 1. {See — present time.) He ns. 2. (»S'rf — past time without lielper.) She 3. (Sec — future time.) AVe 4. {See — future time.) Those cliildi'eu — 5. {See — past time with have.) They — 191- 6. {See — past time with had.) Many hunters 7. (Sec — pa.st time with has.) i\Iary them yesterday. - you to-morrow. you next week. this show. the bear. S. (Uine] — past time with helper.) The leacher i). (Stud It — present time.) Henry his lessons. 10. {EdI — future lime.) Those mice 11. (It'uu — present time. ) Strong boys the president. the bell. this cheese. races. (SO) 12. {Write — past time with helper.) I 13. {Tear — past time without helper.) Susan 14. {Enow — past time with helper.) We the letters. 15. {Drink — future time.) The working men 16. {Siviui — future time.) I her dress. that for a long time. the coffee. — across the river. a pretty picture. home, well. 17. {Draw — past time with has.) KoUin 18. {Go — past time with had.) They 19. {Do — past time with have.) You 20. {Fly — present time.) Douglas a very large kite. {a) Draw one line under each ad.jective in the above sentences. (6) Draw two straight lines under each adverb. (c) Write one wavy line under each noun and pronoun in the singular number. {d) Write two wavy lines under each noun and pronoun in the plural number. Exercise 66. Cumulative lieview Test. 1. The three principal parts of the verb are the and the . P. E. 82. A. E.- Date form. -, 191 — form 2. Ha^, have, and had are never used except with which form of the verb ? 3. Which form of the verb is never used with helpers? 4. Shall and will are helpers used to express time. 5. A subject in the singular number is always followed by a predicate in the number. 6. A plural predicate always follows a subject in the number. 7. Draw one line under each of the following verbs that must be used with a singular .subject and two lines under each verb that must be used with a plural subject: blows, ring, blow, ring, has blown, have rung, break, breaks, go, has, broken, have gone, goes, falls, have fallen, fall. 8. A noun usually forms its plural by adding to the singular. 9. When a noun ends in s it is usually , and when a verb ends in s the verb is always 10. The pronouns /, *'/, he, >nc, her, Itiin and she are in the number. The pronouns them, they, ive and us are in the number. 11. The plural form of the verb is always used with plural subjects, and also with the two singular subjects, and 12. Draw one line under the following adjectives that tell "how many'' and two lines under those that "point out": this, a, many, the, some, an, those, that, every, all, any, no, few, these. 13. We express present time by using the form of the verb without (J — BUL 15 (81) 1-t. We express past tiiiii' hy usin.s' the form nf the verb without, ;i helper, or by usinu' the of the verb with the helpers and . lii. We express future time b_\- usiiii; the form of tlic verb with the lielpers and . K). In ex])ressing future time we iisi- the lielper sliall only when the subject is . or "With all otlier snlijeets in future time we use the helper 17. In expressing' past time witliout the helpers we use /;a\ with a sub.iect in the . number unless the subjeet is or If the subject is / or you we use the iibiral helper. 18. Ill expressing' ;)ast time witli the helpers we use the lielper hare with all subjects in the numlier. and also with the two singtdar subjects and 1!). Win sliiiJ}/ expresses time. lias .s7/((//m/ expresses time. »?/i/f7/fs expresses ^ time. ,s7»^/.v expresses time. Ifavf studied expresse.s time. Had sliidied expresses time. 20. We us(! the past participle of the verb with the helpers , and to e.Npress time. -^. What form of the \-ei'li never h;is lieljiers.' . '22. What torm of the verb is never used exci'pt with helpers? Exercise 67. P. E. o8. A. E.. . /o lei ieeieli Ihe faniis of tlie verb he and In iiil rod iiee the atlrihitte cotnjiicment. Explain to the pupils that you are going to teach them a word which is called a verb, though it does not express action. Show the foni' forms of the iireseut and the two of the past, telling- them that am is nevei' used excejil when / is its subject. Say that he is rarely used except when i/o)f is its subject, and illustrate hy the fourth sentence. Teach that ai'e is used with plural sub- jects and also with ,'/"/'. and liiat /\ is the singular form of ro7 and is used in the singular except with / and ijott. In teaching the use of was and a'ere say that these two foi-ms are used to express past time; that a'erv is used in tiie iilui'al and with //(/(/ in the sini;ul-ii'. n'(/,s- is used in the singular anil, contrary to othei' forms, with / als {g) In Sentence 27, we iTse have been because its subject, and the verb must also be (/i) Be, is, am, was and has been are the IS . number forms of the verb, («') Are, were, and liave been are the number forms of the verb. {j) We express present time with the verb be by using ject, and with a plural subject. When the subject is / we always use with a singular sub- in the present time. When the subject is you we always use ■ in the present time. (k) In expressing past time with the verb be, without helpers, we always use with a singular subject, and with a plural subject. We also use in the past time when the subject is I. P. E. 40. A. E.. Exercise 69. To revieiv principal parts. {a) Send the pupils to the board and have them make the column headings for the principal parts ; dictate all verbs in the present that have been studied, and have them fill out the past form and past participle. This exercise may be given at the seats upon loose paper in.stead of at board. Date- 191- (6) Show how to diagram attribute complements. — 1. We shall be in San Francisco ou Tliursday. 3. Some girls will be here soon. boys were at the party. 2. I have been on the playground. 4. That hen has been in the garden again. 5. Some large (a) Select tlie verb form from the above and fill in the following form (5) : verb present form past form past participle 2. 4. 5. (b) Underline all prepositions and place the phrases in parentheses. (c) (See Sentence 3.) (S^otoc modifies the ■, is an . Here modifies the , an jS'oo)( modifies the {d) (See Sentence 4.) Again modifies the again is an (e) (See Sentence 5.) Sonic and large modify the Therefore, some and large are '-. if) (See Sentence 4.) The subject, lien, is in the — predicate, , must be (g) (See Sentence 5.) The subject, boys, is in the — Therefore, some -. Therefore, liere is Therefore, soon is an Therefore, number. Therefore, the number. Therefore, the predicate, -, must be and not (S5) Exercise 70. P. E. (il. A. E '/, To icach the use of adjectives as atlril)iit< cdiiiploiuiits. Teach that adjectives, just as nouns, may be used as attrihiile {•oinplements. hut never as o1)jeet complements. Ilhisfrate fi'cim the seiilcnces: Date 191 1. I am sh?epy. 2. Those eats are watchful. IJ. The tiuer has been noisy, 4, The lion had been quiet for a loni;' time. 5. Tlie flowers Avill lie beautiful in spriustime., (i. The sick child is better. (a) Diagram Sentences 1, 2, :{, and (i. (h) Arrange the following verbs in their pi-ii|)cT rolunui in thr blank furm bchiw and under- line: were. gone, fell, was, torn, wrote fidlm, wrnt. is. break, gi), blew, broken, am. rang, fallen, be, blown, break (19). Present form Past form Past participle ! 1 {c) Eill out the blank- simccs ahove. (S{!) Exercise 71. P. E. 96. A. E. Date , 191 — To drill upon the attribute complement. 1. I am happ.y. 2. He was Imugry. 3. We shall be fortunate. 4. They are sad. 5. He will be successful. 6. She was sick. 7. We were happy. 8. He is earnest. 9. They were very talkative. 10. You are right. 11. He was cold. 12. We are warm. 1.3. Ton were tardy. 14. We have been prompt. 15. The violet is blue. 16. The soldiers were brave. 17. I am here. • 18. The water was cold. 19. The bird is timid. 20. The fruit will be ripe. 21. You will be successful. 22. The rose is red. 23. The child was cheerful. 24. The road has been very muddy for several days. 25. The children were happy. 26. The flower is beautiful. 27. The day was cloudy. 28. The grapes were sour. 29. We are happy. (a) Draw one straight line under each attribute complement. (6) Draw two straight lines under each verb in the present time. (c) Draw one wavy line under each verb expressing jjast time. (d) Draw two wavy lines under each verb expressing future time. (e) Place a single dotted line under each singular verb. (/') Place two dotted lines under each plural verb. Exercise 72. P. E. 27. A. E. To teach the proiwun. as a complement. Explain that the subject pronouns /. Itc, site, we, and thcij are either used as the subject or the attribute complement of the sentence. They are never used as object complements. Teach that me, him, her, us and them. are. always used as object complements and never as subjects or attribute complements. Hlustrate from the following sentences: Date 191 — 1. It is I. 2. It chased me. 3. I saw him. 4. We told them. 5. It was he. 6. It was she. 7. She told her the story. 8. We often speak of her. 9. It was we. 10. It is they. 11. I told them. (a) Di'aw one line under all pronouns used as attrilnite complements and subjects. (b) Draw two lines under all pronouns used as object complements. (c) In what two places in the sentence are the following pronouns used: /, lie. she, ttietj. and ivef and (d) In what place in the sentence are the following pronouns used: dk . him. Iter, us and them? . (e) What kind of a complement always follows any form of the verb /*(.'' Exercise 73. P. E. 39. xV. E ',: Date 191 To drill upon attribute complements. Present form. Past form. Vast participle, be. is, am and arc was and were been 1. The cow is dead. 2. You be quiet. 3. I am ready. 4. We are cold. 5. He was sick. 6. The trains were late. 7. The sick man has been here. 8. The postman had been home. 9. The children have been good. (ST) ia) Draw one line under all predicates which express present time. {h) Draw two lines under all predicates which express past time without helpers. (c) Write parentheses around all predicates which expre.ss past time with helpers. {d) Wliat are the helpers which, with the past participle, express past time? and . (e) Memorize the principal parts of the verb he. if) Write one line under the following- forms of the verb be which can be used with singular subjects, and write two lines under tliose that are used with plural sub.jects: ivas. arc, am, ivere, is, he. ((/) Attribute complements always either modify or name the . (h) Be, iva.s, eun, is, are, were, have heen, has been, had heen, shall he or iviU he are never followed by complements, but if there is a complement it must be an complement. (») Draw one line under the singular verbs and two under the plural verbs: sees, is, were, see, has been, are, was, have been, grows, am. ij) The helpers which show future time arc and . (k) The helpers which always sliow past time are , and (I) The form of the verb is never used with helpers. (m) The only foi'm of the verb that is ever iised with the helpers lias, have and had is the (x) Draw one wavy line under each altributc c(im]ilement in this lesson. Exercise 74. P. E. 26. A. E % . To e.vplain thai attrihuie complemcDts tell about or modify the subject. Illustrate by Sentences 1 and 6. Show that the attribute complements in these cases really modify the subjects, while the object complements do not. Date , 191 1. The rose is red. 2. A red rose grows in tlie garden. 3. The cat ate the mouse. 4. The little girl has drawn a picture upon the pajjcr. 5. The bird has flown over tlie house. 6. The green grapes were sour. 7. The boy lias thrown the ball over the fence. («) Diagram Sentences 1, 3 and 6. (&) Underline all the adjectives. (c) In Sentence 1. we use the number of the verb. , because the subject. , is . (8S) Exercise 75. P. E. 124. A. E. %• Date- 191- To drill upon attribute and object complements. 1. That pupil laid the book upon the table. 2. The pioneer has built an old log house for a home. 3. I am happy. 4. Jones is captain of the ship. 5. He will be successful. 6. Violets are blue. 7. We found the ball there in the grass. 8. It is I. 9. It was they. 10. We have been warm. 11. The deer has climbed the side of the hill. 12. The woodchopper will cut down that tree. 13. The fruit will soon be ripe. 14. Henry will be our next class president. 15. The road has been very muddy for several days. 16. The American soldiers were brave. 17. Allen has been absent for two days. 18. I shall be ready in ten minutes. 19. John told me about her yesterday. 20. She has spoken to me about them. (a) Draw one straight line under each attribute complement. (&) Draw two straight lines under each complement not an attribute. (c) Draw one wavy line under each verb that expresses past time with a helper. {d) Draw two wavy lines under each verb that expresses past time without a helper. (e) Draw three wavy lines under each verb that expresses future time. (/) Draw one dotted line under each noon and pronoun in the singular number. (gf) Draw two dotted lines under each noun and pronoun in the plural number. {h) Write a list of all the adjectives, including those attribute complements that modify the subject (22). (t) Write a list of all the adverbs found in the sentences of this exercise (5). {j) Place parentheses around each prepositional phrase. Exercise 76. P. E. 24. A. E. . % To review all verb forms introduced. Principal P .\RTS. Date— , 191— Present form: eat Past form. ate Past pflrticiple. eaten grow grew grown know knew known throw threw thrown fl.V flew flown draw drew drawn (80) 1. We had already eateu breakfast. 2. The kiiiu' was in the eouiitiiig house. 3. The hungry cows ate green grass. 4. The days will be shorler in Deeeml)er. 5. The older piipiLs knew the life of Lincoln. 6. The house was now old. (a) Write the i)rincipal parts of all the verbs used as predicates (C). Present Past Past participle {b) Di'aw oiie line under earh attrilmtc i-oiii|ilciiii'iit. ((■) Di'aw I wo lines under eaeli object coniiilrmciit. ((I) Place iiari'ntlieses around tlic adverbs. (c) Learn the |irinci|i,'d jiai'ts of tlir vci-bs '/wrw at the lieginning of this exercise. Exercise 77. I*. E. 162. A. E.- Date -. 191- Ti) (In/I II [Ki}) nil ri rh forms sliidird. Oral — Analyze each sentence and a|)]ily la iiirua '.;■<' foians to adjectives aiul adverbs. Have pupils give llie verl). its liuic and number. Call for the number of all nouns. 1. The eiiildren iiave been in Ihe garden. 2. The butcher lias l)ought four beeves. 3. The kind fairies built some beautiful air castle. 4. The negroes brought knives. f). The herdsman has driven the o.xen over the liill into tlie next valley. f!. The shephei'ds have found two young sheep. 7. Three deer will swim neross llie river. S. The old flag will still be in the breeze. 9. The baby lias worn holes in the shoes. ](). In the valleys of California the farmers grow many kinds of fruit. 11. The fei/t of ('liinese women are very small. 12. The mice ate the cheese. Li. The hnntei-s ha\e eiit small branches. 14. Kirds li:i\e no tci-lh. 15. The icicles hung downward. l(i. The deer liavi' had little. 17. I shall drink three spoonfuls of this medi- cine, is. The fariiiei's in cold countries put |ii)tatoes into cellars during the winter. ia) Sehx't the x'erbs I'l-om the iibove sentences. I'ldl tile time expressed by each and whether it is singular or plural by tilling in the following colinnns (IS). Verb Time expressed Number . lilO) Verb Time expressed Number ■ (b) In Sentence 1, whieli of the principal parts of /*(' is nsed with liave^ (c) In Sentence 4. which of the principal pai'ts of hying is nsed without a helper to express past time? id) In Sentence 7, which of the principal parts of the verti sif'nii is used with will to express future time? {(:) In Sentence 1(1. whicli of the princiiial pai'ts of the verb (jrow is used to express present time? (/') In Sentence 14, which of the ])riiici]ial parts of have is nsed to express present time? Tlie present form of liavf is ; the past form is ; and the past participle is ig) Place parentheses around each prepositional phrase. (/() Draw one straight line under each ad.jective. (j) Draw two straight lines uiuler each adverb. (j) Draw one wavy line luider each noun in the singular number. {I;) Draw two wavy lines under each noun in the ])lui'al munlier. Exercise 78. Cuiuulntivc Review Test. 1. Attribute complements always follow tlie verl plements never follow the verb be. P. E. 96. A. E.- Date but 2. The three pm-tn of s])eech that may be used as an attribute complement are and . 3. The jiarts of speech which can be used as object comjilements are 4. The sub,iect pronouns. /, he, sJte. we and Ihetj ma.v also be used as - plements, but cau never be used as complements. 5. The ob.ject pronouns, me, him, Ik r. «.>; and Ihem are always used as plements. and can never be used as complements. (91) 191 and com- 6. Tlie three principal parts of any verb are tlie form, form, and the . 7. The present forms of the verb hr are . , and . The past forms are and . The past participle is S. In expressing present time with any verb we always use tln' form, 9. In expressinii' past time we either nse llie form of the verb withont helpers, or the with the helpers . and 1(1. In expressing future 1inic with any verb we always use the form with the helpers and . 11. Draw one line under each of the following verbs that is in the singular number and two lines under each verb tliat is in the ])lural luuiibei-: sees, are, is, were, have seen, am. be, was, has been . 12. If a subject is in the singidar number ils predicate nuist be in the num- ber. If a subject is in the phiral niiuibcr its predicate must be in the number. 13. A noun which ends in .s is usuallv . and a vci'b that en<1s in .< is alwavs 14. Draw one line under each of the folldwing verbs that expresses past time: studied, worked, see, is, were, has lieen, \vas, have gcme, had been, be, am. go, runs, shall be, are, -will go, will be. liave been, went, lost. 15. Draw two lines under each verb of 14 that expresses present time. 16. Draw three lines under each verb of 14 that expresses future time. 17. Ad.jectives modify IS. Adverbs jnoilify . til. Draw one line under tlie tollowing woi-ds that are pre]iosit ions : behind, these, that, they, amiuig, over, through, here, there, across, some, many, in, at, toward, an. a. the. evei-y. ni'ar, all. befoi'c, few, her. tlieni. between, above, nndei-. no. on. in, \)y. at. to. run. see. 2(1. Draw two lilies under each woi'd of !!• that may be used as an ad.ji'etivc. Exercise 79. P. E. 5"). A. E. J'o tciuli tlitit triii'ds iiiihIi I iji iiij adjiiliris mnl ullur iiijn rhs art also iidrirhs. Tell the class that >'oii ai'e going to tell them sometliinu- new about adverbs; that words are adverbs not only when the.v modif.\- verbs, but also when flwy modify adjectives or other adverbs. Illustrate by the sentences of the exercise. Tell them that in the earlier woi-k tln'v round that adverbs modified verbs by telling lioir, wJun and ulu r< . "When a(lvei'l)s modii'v adjectives and other adverbs, however, the adverb always modifies liy telling //(>((' only. .\s a de\ice in findine the adverb which modifies the adjective or adverb, suggest that the i)U|)ii liist lind the ad.jeetive or the adverb (which modifies the verb) and liave them prefix lane to form a i|nestioii. The answer to this ((ucstion will be the adverli modifying the given adjective or aih'ci'b. After (iudini;- the .advei'b in this way have the language form given. Illusti'ation ; In the si'iileiice "Thi' aiijile is very sweet" the adjective is swrrt. How sweet? Vir/i. Then apply the languai;c form to (■(///. In the sentence ''The boys ran \'ei-v ipiick'ly" i/iii(l,-lii is the adverb. How (puckl}'? Y'l'ii. Then a]>ply the lauuiiage form. (<)2} Date , 191 — . 1. The apple is very sweet. 2. The boys ran very quickly. 3. Very careful pupils will seldom make blots. 4. I have never read a more interesting book. 5. The water is quite hot. (1) Very modifies the , Therefore, very is an (2) Ean is a predicate. Who ran? Therefore, is the subject. Boys ran wluitf There is no answer, therefore there is no Quickly modifies the , Therefore, quickly is an It tells the boys Very modifies the , Therefore, very is an (3) Careful modifies the , Therefore, careful is an Very modifies the , Therefore, very is an (4) Never modifies the . . Therefore, never is an Interesting modifies the , Therefove, interesting is an 3Iore modifies the — • , Therefore, more is an (5) What word describes or modifies water''. Therefore, is an Qnite modifies the , Tlierefore, gn-ite is an (b) In Sentence 1, the verb, , expresses action in the time, and is in the numljer. (c) In Sentence 2, the verb. , expresses action in the time. and is in the number. {(I) In Sentence 3. the verb, , expresses action in the time, and is in the number. ■ (e) In Sentence 4, the verb, , expresses action in the time, and is in the ninnber. (/■) In Sentence 5, the verb, . expresses action in tlie time, and is in the number. • (g) In Sentences 1 and 5, sweet and tiot are complements because they follow the verb (h) In Sentences 3 and 4. blots and bm/l,- are complements because they do not follow the verb Exercise 80. P. E. 127. A. E '}c To drill upon adverbs modifying adjectives and other adverbs. Analyze orally the sentences given to pupils in their exercise books, requiring the languag forms for predicates, subjects, complements, verbs, and nouns. Diagram some of the sentences, showing how adverbs may be represented as modifying other adverbs and adjectives. Date 191 — 1. Some hunters very often miss ea.sy shots. 2. The visitor came too early. 3. I play very (luietlv 4 This machinery now runs quite easily. 5. The south wind almost always brings a ' • • (93) ■e rain. (i. The soldier eseaped quite remarkably. 7. They now visit u.s quite freqiiently. 8. A lazy horse very seldom runs away. 9. We heard her (|uite di.stinctly. 10. The_\- walked too fast. ((/) Find the part of speech of the words indicated liy filling in the blanks. (1) Some hunters very often miss easy shots. Hiditcrx is a Therefore. Imiilcff^ is a Home modifies the . . Therefore, xainc is an .17/.s',s' Thei'efoi'e. ini>is is a Ofli II modifies the . . Therefore, ofli n is an V( rji modifies the Therefore, rrry is an — ,s7(o/.s- . Therefore, shots is a Easy modifies the , Therefore, easy is an — (2) The visitor came too early. Cniiii . Therefore, vamr is a . Early modifies the , . Therefore, cniiy is an Too modities the , ; . Therefore, too is an (3) I play very quietly. Qiiiilljl modities the Therefore, y»/W?// is an Viry modifies the Therefore, err// is au (-1:) This maeliinery now runs quite easily. Miiilii III ry Therefore, iiiaihiiii ry is a Tliis modifies the , Therefore, this is an h'liiis Therefoi'e. runs is a . Xiiir modifies the . Therefore, iimr is an Easily modifies the , Therefore, iiisilii is an — (i/iiih modifies the . Therefore. 7»//r is an [ .'i ) Jie now snfl:ers very little pain. Diaui'am : Xoir tells irhiii lie suffers. Thei'cforc. nmr modifies the vcrli siifftrs and nuist be an Litlli tells how nuieli pain. Therefore, /)'///' ijiodifies a noun {I'ain} and consequently it must lie an \'< ry modifies titlli \t\ telliuL;- Iioiv litttr. and .since littli is an , very nmst be an Adverbs modify , (6) Too liasty peopli' fref|uenfly apolog'ize. Diaui-ani: anil Hasty modifies the '■■ . Therefore, hasty is an yV«) modifies the , Therefoi'e, ton is an Fn ([III iillil modifirs the . . Therefore, />((/»(/)//(/ is an . (7) She now enjoys nnidi l)etter liealtli. Diagram : — Xow modifies the . Therefore, iioir is an Better modifies the , Therefore, hdfcr is an Minli modifies the , Therefore, much is an Write a list of all the pronouns found in Sentences 1 tn 10 (6). (&) Draw one line under each singular verb and two lines under each plural verb in the sen- tences of this exercise. (c) Draw one wavy line under each singular noun or pronoun and two wavy lines under each plural noun or pronoun. Exercise 81. P. E. 200. A. E. To review adverbs, adjectives, and pronouns. For oral recitation, give complete analysis of each sentence, with special cpiestionini;' upon all parts of speech and upon what each expresses. Date ; , 191 1. He once owned a very large grizzly bear. 2. She stood there. 3. They urged us quite persistently. 4. I hardly believe it. 5. He recognized me innnediately. G. The wolves con- tinually drew nearer. 7. They lifted him gently, i 8. This savage dog barked angrily. 9. These olives grew here. 10. That book contains many very interesting stories. 11. Those boats require especially strong oars. 12, No man evei- escaped death. 1.'!. Every star shone brightl.y. 14. We saw her distinctly. 15. Stmie schools never have a spring vacation. 1(5. The poor man accepted any assistance gratefully. 17. The Hames burst forth instnntl.v. IS. Few plants endure continual shade. 19. Some lands receive too much rain. 20. All rivers flow downward. (a) Underline all the adverbs. (b) Write a list of all adverbs modifying verbs (18). (d) Write two lines under all ad.jectives. (95) (e) Write a list of all adverbs mndifyinu' ailjeetives (4). (/') Write a list of all adverbs modifying- adverbs (2). (g) Draw nue wavy line under each singular verb and two wavy lines under each plural verb. (/() Draw two straight lines under each verb in the present time. (/') Draw one dotted line under each verb in the past time. (i) Adverbs may modify , or other . (b) Adjectives can not modify . Adjectives can modify (l) An attribute complement may be a , or - An eomi)lemeut can not be an adjective. (hi) Shall and ivill are used to show time. ()() lias., have and liad are helpers which are never used except with the . (o) The past forms, ((■<;.■>•, vcn . ilid, ah, sate, etc.. can never be used with the helpers ip) We can not say "I have saw" because .w/r is the form and the form is never used with a helper. We must use the with the helper. Therefore, the sentence should be "I have . " {(j) The past participle can never he used as the predicate uule.ss it has the lielpers ■ or . If pjist time without helpers is to be given we must use the form of the verb. (r) We can not say "I seen it" because srrn is the ^ , and the is never used without helpers. We must use the form if no helpers are used. Therefore, the seiifenee should fie "I it." 1. The older pupils wrote neatly. 2. The smoky lamp burned dimly. 3. The injured man smiled cheerfully. 4. The cross teacher sang sweetly. .5. The lively children played quietly. («) Underline all of the adjectives. (h) Select all of the adverbs and give the language forms by filling- out the following blanks. (1) tells about the , . Tlierefore, is an adverb. The adverb. tells (2) tells about the , . Therefore, is an jidverb. The adverli tells (3) tells about the , Therefore. is an adverb. The adverb, . tells . (4) tells about the . . Therefore, is an adverb. Tln' adverb, , tells (5) tells al)Out the . Therefore is an adverb. The adverb. . tells Exercise 82. E. To teach llir ».<( of the lulix rs, do. did, slnill, irdl. iiKiji, can, milsl, miut the present form of the verb may be used with other helpers besides shall and wdl. The following helpers may lie used with the present form: do, did, may, can, must, might, could, would, and should. Thus in the sentence, "I ean climb the tree," the predicate is can climb. Illu.strate liy use of other sentences and drill upon the sentences to make clear that the predicate includes the helper. Casually explain the difference in meaning- offered by the various helpers, but do not insist upon memorizing these distinctions by the ])upils. Require that the list of helpers of the present form of the verb, inclusive of shall and icill, l)e memorized. Analyze the sentences with special reference to the adverbs in i-eview. Oral — Analyze all sentences with special emphasis upon attributes, helpers used, and advei'lis modifying adjectives or other adverbs. Be careful to iliscuss every jioint covered by the wi'iiteu work of the pupils, but so far as possible do not use the same form of ipu'stioning. Date , 191 Shcdl, will. do. did, does, cau. ma(i. must, mii/hl. could, wmild. and shoidd. 1. John can catch the ball vei-y easily. 2. Children siiould always In- extremely olicdient to jiarents. 3. You may go to the circus. 4. AVe nuist act vei'y (piii-kly. ."). 'J'iir ciiiniinL; rat might catch that bird. (o) Underline the predicate of each sentence. (6) "What does very in Sentence 1 modify-? What part of spiMM-h is it? (c) Diagram: Children should always be extremely obedient. What part of speech is r;&frf(V)(/ ? . What word does obediuti tell about? AVliat kind of a coiriplement is obcdioif. What does r.rf rcwK'/y modify? , What part of speech is cxlrcmehj'l (d) In Sentence 4, what does iiuiclly modify? . What part of speech is qiiicJiiy'I What does ctry modify? . What part of speech is eery-: (c) ^lemorize the helpers at the beginning of the exercise. (/■) Which of the jtrincipal parts of the verb is ne\''er used with a helper? Wiiat two forms may be used with helpers? and . 7 HLL 15 (97) Exercise 83. K. To drill ii/iini lln r< ((HjiiHain of prvdiaiU s vniilai iiiiiij. Ili< liiljKrs do. do(:S. did, can, iiiaij, iniist, iiiifilil. idiild. would. (Did .should. Date , 191 Ond — Aiiiilyzc each sentence. 1. Ydii in;iy si'e liei- sdini. 2. I did not tell liini. ."). I eei'taiidy did stnd)' my lesson. 4. lie c-in clinil) that Iree easily. 5. You must come to-moi row. 6. You could worlc that ea.sy problem in 1\vn minutes. 7. .loliii must pay for tlic> broken window. 8. You nuiy wear your new hat to-morrow. !l. Tliose lazy men Avould not work I'oi' a liviiit;'. 10. She does not learn (juickly^. 11. He could do belter worlK. 12. She can sit the table taslet'ully. lo. You nni.st do your work inniiediately. 14. (ieorne wmdd work late into tlie niuht. 1.'). The robbers miiiht kill us. ](i. The j'unni'i' unist run a long race. 17. We do study oin" lessons very hard. IS, She should w I'ite those sentences in fen minutes. ID. He may be here soon. 20. They must 1)0 home at noon. 21. I eau not be there to-iiiori(i\v. (a) Draw one straight line nnd<'r each predicate. ( h ) Draw two straight lines under each adverb. I CI Draw inie wavy line under each adjective. > id) Draw one dutted line under each subjeet pronoun. (/I Draw twn dutled lines under each object prononn. Exercise 84. E. Date , 191 '/'(/ /■( /■(( ir idlrihiilc ciniiiili iiii ills. In Iprrs. iiiiil adn rhs iiiodifijiiiij ddjiclirix and oilier adverb.^. 1. You may be enl iii'ly right . 2. TIk^ ])at ieiit was vei'y sick. 3. The l.ioy really did mean well. 4. You certainly did do it. .''). ^Ve shall be (|iii1(> fortunate. 6. The boys eau Innld a fire easily. 7. Parrots are vei'y tall^ative birds. tter path. ia) Find all the adjectives which are used as attribut(> complements, using the following forms ( 4 i : is the attribute complement, and tells about the sul)ject. is the attribute complement, and tells about the sid)ject. is the attribute comjilenient, and l<'lls about the subject. is the attribute complement, and fells about the subject, ( ?) ) Write the )iouu which is used as au ,'itlribute conipli'ment ( 1 i. ic) Find all the moditiers by tilling in the blanks. (1) juodilies the . Therefore. is an . (OS) (2) modifies the . Therefore, is an . (2) niodities the , Therefore, is an . (3) modifies the , Therefore, is an (3) modifies the . Tlierefore, (3) modilies the , Therefore, is an (4)' modifies the . Therefore, is an . (5) modifies the , Tlierefore, is an (G) modifies tlie , . Therefore, is an (6) modifies the . . Therefore, (6) modifies the , . Therefore, is an (7) modifies the , Therefore. is an ; , (7) modifies the . Therefore, is an . (8) modifies the . . Therefore, is an (9) modifies the Therefore, is an (9) modifies the . Therefore, is an (9) modifies the . . Therefore, is an (10) modifies the , . Tlierefore, is an . (10) modifies the . Th(>refore, is an , (10) modifies the , . Therefore, is an . (d) TTuderline all the jiredieates in the seiilniees aliove. (f) Write a list of all the pronouns (G). (90) 1. 1 iMMild ,'iiialyy.r tluit si'iilciicc vci'v easily. 2. Vnii slmiild not try siicli foolish lliiims. 'A. I would iKil walk so fast. 4. May wo i^n with you? 1.(1) 1 iidci'liiic thr prrdicali' of cacli sciitcniM'. {!)} W'l-ito from iiii'iiinry the twelve hel[iers that are used with the lu'e.seut foian at the V(>rl). ((■) Seutenee 1; Eaxihi iiiodifie.s the . Therefore. easiUi is an Tr/-// iiioditie.s the . Tlu'refore. v< )nj is an '/'//((/ |ioiiils out till' . ThiM-efore. IIkiI is an ((/) Sellteiice 2: Siirli niiidifies the . Therefore. ,<(((// is an FiHilisli modifies the . Therefore, foollsli (r) Fiisl moditii'S the . ■ 'I'herefcu'e. fas/ is an S(, modilies the . Therefoi'e, sii is an Xoi modifies the . . Therefoi'e. mil is an (/') Diaeram: ^la,\' we lih home now .' Exercise 85. Date . 101- ('iiiiiiihilin h'l view Trsl. 1. The two jiarts of speech that ai'e used as modifiers are and 1*. ^\dieetives ean he used ;is eompleiiients. ('an an adx'erli lie used as an altnlinte eoiiiiilement .' :!. A snlijeet in the sinuular numlier reipiires a predieale in the number. .\ sulijeet in the ]ilural uumher i-e(piires a predieate in the number. 4. \'erlis eiu.lin.e' in .v aiv always in the numbei\ ."). Till' onh' form of the \erli that can be used with the hidpers linx. hurt, and JkkI is the (i. The rorni of the verli that is used with the helpels sliiill. irill. ilii. iliil. iliii s. cini. iinisl. iiiiiilil. i-iiiilil. irmihl. and ahmthl is the 7. We can not sa\' "I ha\e did it" because (//(/ is the foi'm of file verl) ami fl^,, form of the \-ei'b is iie\'er usi'd with a hel|ier. The form to be used with luis. htirr or hull is the • Therefore. tli<' .sentence should be "I have it." S We can uo1 sa.\ ""1 done it" because iIihk is the and the is uexcr used without a helper. The form to be used without a lu'lper is the ■ Theref(n'e, the sentence should lie "I it." (toft I 9. Whieli iif the pi'iii('i]i;tl parts (if tlii' vci-li is never used witli a helper? What t\v(i foi'iiis (if the verl) may be used witli lielpers? and eoniiilenient. e(iniph>- 10. Any cdniplenient which folhiws a form nf tlie verb h< is an n. The suliji'i-t ]ir(iii(iuus. /. /((, slir, icc, and tJui/, may be used either as tiie or as the complement. The suli.jeet pronouns can not be used as eomplements. Can the subject pronouns be used as the object of a preposition ? 12. The object pronouns me. liim. Ik r. iis:. and fJn m can be used as meuts and also as the ol)ject of a 'I'lie object jirouoiuis i-an never be used as complements. IH. Draw one line under the adjectives in the followinu' list of words: l)chind. through, some, after, many, all, every, few. ovei', under, yesterday, runs. this, tliere. that. they, those, in. at. these, beyond. 14. Draw two lines under each word of 1:! that is a lu'cposition. Exercise 86. E. To hocli flic pn>i(>if pitiiiciiih . Besides the past participle thei'e is another i)artici])]e. the jH'esent ])artici)ile. It is very easy to recognize because it always ends in iiiii. It is formed by a(hIin,L;- /'//ut form of the verb, thus: go, going; write, writing: cat. rating: hlotr. blowing: etc. Date -. 191- Writp the present and past parliciploi of the followini.;' verbs in tiicir i>ro])er colunms: Prrsrul form. ■ Prr:icnf lifuilriplc. I'lhxi innikijifv. rt.y ■ fall break go d.. eat know throw ring Exercise 87. E. To leach passirc and progrcs.-iivc forms. It is unnecessary to go too far into the details of passive ami ])rogressive voice ccinjugations. It is sufficient for the pujiils to recognize these forms as predicates wlien they see them without being aide to construct them or to know their technical names. So, simply explain that to an.v form of the verb be we may add the present or past participle of some other verbs and thereby make a predicate. Thus: I am .seeing. The cliickens were eating. I am seen. The chickens were eaten. He is going. The lioys have been throwing stones. He is seen. Stones have Iieeii tiii'own by the l)oys. ( 101 I Show in the coiisl ruction of the predicates of the above sentences that the present or past participle has been added to some form of the ver)i h<\ Do not, however, attempt to have pvipils struggle to state this construction. It is suf(icient that they should recognize it and answer specific questions concerning it. Question closely ui)on all points covered by the written lesson, whii'h f()!l(i\\s. l)(i mil mention the terms "])assive"' and "progressive" to pupils. Date . 191 1. He is climliing. '1. We are writinu'. o. The man was very quickly thrown from his horse. 4. The jiigeims liaxe lieen flyiug around Hie barn. 5. The pigeon.s have Hown quite quickly ariiund llie li;irn. (>. Tlie children t.\'i'Vi' I'areles'sly thrdwing [laper about the >'ard. 7. The eyes of th<' eliildren might have Ijcen very serinusly hurt by the powder. S. The neigh- bors may be goiuu- In the city to-morrow, 0. The bell will be rung promjitly at the hour. TO. The bell will be ringing promptly at the lidur. (a) Underline the predicates of the above sentences. (6) Write a list of all Ihe present participles used (G). (c) Write a list of all the past participles used (4). (d) Write a list of all the h(4pers used (10). (r ) Draw two straight lines under each adverb. ( /') Place parentheses aroiuid each prepositional phrase. Exercise 88. E. To drill itpiin passive and jinii/ri ssirc fonus. 1. I was hit in the face by a baseball. 2. I am w riling a letter to you. '■]. You were seen in San P^-ancisco by a friend of mine. 4. You have been studx'ing that lesson diligently. 5. He was thrown severely from llie bucking horse. 0. The best composition was neatly written by ilary. 7. She was sewing an old dress. 8. The lost book has been found. 9. We are going to the jiai-k' to-morrow. 10. They have been looking at the eclipse of the moon. 11. Some men had been work'iiiu Ihm-c. ]'_'. The best compositions lia\<> bi-iMi hung ujion the wall. 1:?. The (102) men are now repairing the worst street in our city. 14. Webster was regarded as the foremost orator of his time in onr country. lo. They were sitting under the tree. 16. The largest trout was taken out by liini. 17. William is now making more effort to write neatly. 18. The bear has been put into a cage to keep her. 19. I have been thinking of sending her to spend the winter with them. 20. AVe were having a good time building little boats to sail in the bathtul). 21. The thieves were caught stealing his bicycle. 22. We might now be beginning to learn Ger- man. 23. The pie was cut into four pieces. 24. The horse will lie sold to him at a low figure. 25. We have been forbidden to go into the street to play. (a) Draw one line under the predicate of each sentence. (b) Write a list of all the present participles used as a part of the predicates in the above sentences (12). (c) Write a list of all the past participles used as a part of tlie predicates in the above sen- tences (13). (d) Write two straight lines under each ad.jective. (e) Write one dotted line under each adverb. if) Write the predicate of each sentence, the time expressed by it. and its number by tillinL in the following blank columns (25) : verb time number (103) verb time llUllllllT " " - Exercise 89. In II rii ir ri rh ftiniis. I'rrsiiif foruK in'uill dl'illU \\'r;\r l-llll Plilxcii'Ai, I'ai;ts, PdKl form. (ll-;iiik- wnrc I'iin T):lti 101- P'lsf juniiriplc. ilriiiil< ())• (li'niik Wlll'll I'liii hiiii 1. We should 111' li(M_. iiiiiii|i_. tlir work. '_'. 'I'lic liiii Idi iil: hI' llic liiiusc was lic^iiii last wi'ck. o. The raltli- lia\c l)ccii drinl-ii iil; fruiii tlic spriiiL;- in tiic iiiradiiw. 4. Tin- li'iiKinadi' was driuik liy tile pii-nicki'i's. .'). She liad liccii wcai'iiiv tln' riii'.; ior scvci'al years. (i. The riiit;' was w(irii liy lirr I'nr scvci'al years. 7. 'Pile lioys t'rdiii tlir Wasliiii.uton sehool liavi' liccii running races \\ith 1lic Imys Trdiii the l;iiiciilii si.'hodl. S. All Hie rai-rs were run in tjiiod time. 9. The soldiers may lie lyiiiL' jn the treiiehi^s. « ill) I'ndei'liiie all the jiredieates. (h) Writi' each pari ieiple used as a part of the pri'dieate and ai'ter it wi'ite llie name of the participle (!)). (1U4) (c) Place parentheses around all prepositional phrases. ((I) In Sentence 7 th(^ predicale is Iinn In ( n niiniiiifi and not has In i n nnninnj liecause the subject. . is in nniiil;ei- and tile prediciite must alsn lie to ayree with its snbjeet. (f) -JMemorize the principal parts yiven at the lieginniiiii' of this exercise. (/■) Write after each of the words below what form of the \-erli it is, oi- what ]iarticiple it is: wore^ past form lain = past participle bet>nn lie drunk ran worn began drink begin (y) Write the time expressed by the followin"- forms: was worn = past time had lain shall be besnn is Ivincf were running am drinking were begun ( /) ) We can never use the form of the verb he. form of the verb with any lielper or with any ( 10.' ) Exercise 90. T>- \i:<^ Rrxcir.vL Parts. Past f 1)11)1. Past pa)ticli)lc. In id laid set .set lost lost swjun or swum swum 191- 1 1) i'( rii If ri r/) faniis. P)'i'sciit foiin. lay set lose swim 1. I laid the hocik ou tlie table. L'. 1 have laid the liook ui>ou the tal)le. 3. The table is set. 4. We should be setting the table i'm' dinner. a. The book may have been lost for .some time. 6. The boys have been swimmint;- iii tlie river. 7. The river was quite easily swum by tlie linrses. 8. I now Lay Ihe t'ai-ts Ixd'oi-e you. (a) Underline all of the predieates. (b) We can nse laid both with the helper ami withuut the hel[)er lieeause tlie and tlie are spelh.'d the same. (c) Write eaeli partieiple used in the pi'i'dieates and tell whieh participle it is (6). Exercise 91. E To liiich the use of particiijh s not used as purls of tlic pndirah. Till J)ird. silliiifi oil a limb, is siiifjiiig a soiii/. Use this senti'nee to illustrate the fact that participles may lie used, not as a part of the predicate but like an adjective, or as a modifier. It is unnecessary to emphasize or drill upon modification because no current errors are made in the modifications of nouns l)y participles. Use the fact tliat silling modifies bird merely to bring into contrast the use of the participle singing as a i>art of the predicate in the same sentence. Drill similarls' upon the sentences of the exercise. >^iriiiuiiiiig is a liealthy c.cercise. Make use of this sentence to show tliat the participle may be uscil as a noun. An analysis of the sentence will always show this use, for if the present parti- ciple is either the subject or a complement it is used as a noun. Anain emphasize the fact that //(( present i>artieiple is never a part of tin pndicdli unless us< d. irilh some form of the verb bi : that tlic past partieiple is neecr a pari of tin predieale uiihss iiseel with some form of tJie verb be or leilli In I pers. Date . 191 1. The lioy, lyiuu on the bank of the creek, is drinking. 2. The cliildren running across the li)t ma> have bern dniu.4 sume misc-liii'f. :!. W'r saw a man lying under the tree. 4. The hat worn by the L;irl was lying cm tlir Ibior. .'). She has been wearing a ring set with diamonds. I toil G. Lost in the woods, the babes were nmniiig about from plaee to place. 7. The wide river run- ning across tlie meadow has been swnin liy the Inuiters. 8. Worn out by the long- tramp the soldiers are sleeping now. d. Water drunk from those old cups may be injurious to liealth. ID. The cement, run into the wooden frames, will be hard very soon. (a) Write two lines under all participles which are not a part of the predicate. (&) Place parentheses around all predicates and write one line under the participle that is a part of the predicate. (c) Write a list of all present participles used in these sentences (10). (d) Write a list of all past participles used in these sentences (7). (e) Write one dotted line under each adverb. Exercise 92. E. Date , 191 — To review participles not useel as a pari of tJic predicate. 1. She enjoy.s riding. 2. Rinining strengthens the muscles. 3. Singing interested the chil- dren. 4. By running rapidly John won the race. 5. B.y clindiing the tree the cat escaped from the dog. (1. Catching a ball sometimes breaks fingers. 7. Tlie king, sitting upnu a high tlirone, wore a crown. sparkling with diamonds. 8. The officer, riding a white horse, gave the signal. 9. We saw some cows drinking from the river. 10. lie cut the grass growing by the roadside. 11. Drawing the sword, the captain plunged into the thick of battle. 12. We came to a level plain reaching back to the forest. 13. Lost in the woods, the babes had lain down on the grass. 14. Tin- sick child drank the refreshing medicine. (a) Draw one straight line under each particijile that is not used as a part of the predicate. (&) Write a li.st of all the present participles used in the above sentences (13). (107) ( (• I Writr a list of mII tlir pMst |iai-tic-iplc,s i.si'il (2). ((/) Draw on (lulled line iiiiilci' cai-li pri'dirati' that is in the sinuiilai- iimiiliei'. {(') Draw two ilotti'd lines under eaeli predicate that is in the plural nunil)ei'. (/') Draw twii straiuhl lines under eaeli ailjeeti\'e. Exercise 93. Til h luli I In /Kisl /iiul III /ill irlii II [in nihil In/ tin In I in r hariiiij. "The lidv having: hist tln' liouk did not know the lesson."" Exphnii that the past partiriple when used not as :i |iai-t of the predieati' may soiiiet iiiii's take tlie hi'Iper //(/(•///ounu men. haxinu heen thrown into hnsiness life, do not know the importance oi eeonomy. ( 1/ I Dr;iw two lines uiidei- all partici]iles that ari' not a p.ai'l ol' the predieate. ( h) Draw one line under the pi'edieales. ( (• ) Find the comiilemeiits and tell what kind each is. (1) is an eompleiiient heeause it follows I lie predicate. ; 2 ) is an complement liecause it follu\vs the lU'edicate, Id) is an eompleiiient heeause it follows the pl'edil'atc, I (/ 1 Draw two wavy lines under each adverh. 1. The lai'Lic tree i^rowinu' in the school lot iiii,L;lit fall down. Ll. The strong \\\t\i\. hlowins from the west. ma\- do i-onsidei-ahle damatie. :!. The cat Inniiii: climheil to the top of the tree saw the hirds llyiiui away. 4. The word lie._:innin,e a sentence should lie^in with a capital letter. ."). The yoiniL;' hirds ha\ine tlown to the I ree wci'esafe from the cat. (10.S) (a) Wi-ite a list of all tiie present partieiples (4). (/;) Write a list of all the partieiples with the helper having (2). (c) In Sentence 5, is an eoniplement beeanse it follows the predicate. {d) Underline all the adveri)s. (e) In Sentence 5, the predicate is in n and not icus l)ecaiise the subject. , -, and the predicate must also be to agree with its subject. (/') Write a list of all the predicates (5). Exercise 94. E. To rcvii tr flie [Kisf payiiciplc irlirn preceded by liaviiKj. 1. Having' learned the lesson, the pupil laid the book uiion the tal)le. 2. Having found a suitalile place near a rixcr. tln' pioneer built a log house for a home. .S. Having swiun the river, the deer climbed the bank on the other .side. 4. The babes lost in llie woods cried bitterly. 5. Having fought in manv battles, the soldier knew no feai'. (>. We found the li;dl l\iug in the thick grass. 7. Laying the gun upon the gr(}uud. the luuiter lay down beside it. S. Having thrown the liall. he I'aught it again. I). We found him feeding the chickens. 1(1. Sitting under the trees the cliildi-eu sang several songs. 11. The child had linally lain down. 12. The road, worn by travel, iieeds new gravel. 13. The log drawn by oxen broke the gate. 14. Having eaten the lamb the lion lay down. 15. The squirrel having toi'n tin' shell off the nut climbed the tree. l(i. Bent with age the old man crossed the street. 17. Having olindied the clitf we soon came to a level plain. (a) Draw one straight line under all partii'iiiles that are not a part of the pr'edicalc. (b) Dra'w one wav.v line vuider each sinuidar predicate. (f) Draw two wavy lines nnder each plural predicate. id) Write a list of all present participles used t4). iioti) ((■) Write a list of ;ill iijii'tiriples used Avitli hav'iiuj (8). (/') Plate parentheses arcmnd all pri'imsitional phrases. (//I Di'aw one dotted line iiiidr-r each advi-rli. Exercise 95. ]-]. To tcacli a:(s, E.xplain that participles, like prcposition.s. ma.v be followed by an ob.ject thus makin^;' a jthrase, called a participial phrase, thus: "Tiie child having catcii liis diiuicr was put to sleep." Empha- size the fact that the phrase is not only made up of the ])articiple and its ob.iect, but also the modifiers of that oliject. (1111 Diite . 191 1. 'I'lii' |iii|iil liii\iiiL; niiiL; the licll wi'iit buck into tlic sclKinlrdiiin. 2. 1 s;i\v thr pii|)il fare- full>' wi'itiiiL; till" (•(iiii|Hisiti(iii. M. 'J'lic cliilili'cii Ikiviiil: hliiwii lar'iji' soap liiil)hlcs liroki' tliciii. 4. 'I'lii' llii\\(M-.s ni'dH mil; ill the uai'ilrii aiT vrr\- lirniil i Fill. -"i. Aliiry liavinu' turn the ilrcss acci- ilrlitall\ thru went liiuiii'. {(i) Write the priiKMpal [larts nf all the vcrhs ( 10). t'risiiil jiinii. J'd.il liinii. I'nst piivipl<;. {li) Write all the pai'tiriples iu the above seiileiiees that end iu /(/(/ (2). (c) Write all tlie partieiples with tlie }u-\\\fV liariiKj (3). ((/) Write all the words iiiodifvine' participles (2). (() What pari of sjieei'li are these ^^•ol■(ls which inodity pjirtieiples ? (/■) I'lace ])ari'ntlieses around all the jiarticipial phrases and underline the participles. ((/) Draw two lines under each preposil ioiui 1 phrase. Exercise 97. To rcvu'W prcriiius purl n i pKil cinisl ni,oine ol' the sentences of preceding exercises on participles. Date . 191 1. lla\iiiL; eaten Iniii-h. thi' travelci's were soon cliiiiliinu the mountain path. 2. The pupils, ha\ln^ learned the lesson, iw.iv uii out For recess. M. \'cry man.\- liil'ds can he sci'ii slowl.X' tl.vini;' ovi'r the lake. 4, 'i'lie man now comiiiL;' up the road may lie lookini;- for work. (a) Place in parentheses all parlii'ipial phrases. ( /> ) Draw two lines under all part ii-iples wliii4i are not a i)art of the predicate. ( 111.') (c) Write a list of all the predicates (4). (d) Write a list of all the prepositional phrases (4). (f ) Find all modifiers and tell the part of speech of each by filling in the following blanks (9) : (Omit the adjective ''the") (1) modifies the Tlierefore, is an (1) modifies the , Therefore, is nu (2) modifies the , Therefore. (3) modifies the , . Therefore, is an (3) modifies the , Therefore, is an (3) modifies the . . Therefore, is an (3) modifies the ~. Therefore, (4) modifies the , Therefore. ^ is an (4) modifies the , Therefore. is an Exercise 98. E. To find the past form and past participle. The principal parts of all verb.s should be recognized, but often after memorizing them there is some confusion as to which is the past form and which the past participle. To avoid such a con- fusion the devices of this exercise are introduced. A simple device to find the past form of the vei'b is to first write tlie present form of tlie verb and place / before it. Then fill in the blank with the verb in the following : I yesterday. Thus, / give: I Qave yesterday. We feel forced by the sound to say, not "I give yes- terday" nor "I given yesterday" but "I gave yesterday." The form of the verb that is supplied in the blank space in "I yesterday" will always be the past form of the verb. To find the past participle write the present form of the verb and place / before it. Thus. / (/ire. Then supply thnt form of the verb which sounds best in "I have " The form supplied in the blank is the past participle. 8— BTTI.IS (113) This ilrvirc is iidt ;i siifr >>■ Imd. is it ii [inrt of the |iredicate? . If used with tliese helpers, is it a part of the predicate? 7. Was worn expresses time aud is iu the number. Has been aecn expresses time ami is in the nutnlier. Ilmu bvot working expresses time and is in the number. Is stuihiiitii exjjresses time and is in the number, irccc ruiniiiii/ expresses time and is in the number. tSliall h( )•< iiiliiii/ expi'esses time and is in the number. \Vi rr smi expri'sses time and is in the luunber. 8. Whieh form of the \^r\) is never used with any form of the verl) be or with any helper? 9. If a pronoun is used as the objeet of a participle, nuist the subject or the object |)ronoun be used? pronoun. 10. The jiart of speech wliicli modifies a participle is an liecause partieii)les are verb forms and anythint;' that modifies a verb is an 11. If a pronoun is used as the complement of the verb be it must be one of the pronouns. 12. If a pronoun is used as the object complement, as the object of a preposition, object of a particiide or oV)ject of an intinitive it must be one of tlie pronouns. 13. Draw one line under each sinii'ular verb and two lines uiuh'i' each plural verb in the fol- lowinf;- list of words: has been, were seeinji'. was seen, are, is, have studied, does sin^. do worl<. is workint;-, are seen. 14. We may express past time l)y usinn' the form of the verb without a helper, or by nsinu- the with I he helpers , or . 15. We may express present time by usint;- the form of the verb. 16. Adverbs modify , and 17. Adjectives modifv and Exercise 100. E. To teaeh Ihe rceogiiUioit of llic inpiiitiv( . Explain that infinitives are forms of the verb, but that also in sentences they are used as sid)- jects, com])lements or modifiers. Do not teach that the intinitive is a noun (U- is an adjective as this is an uiuiecessary confusion. Have thi' sentences analyzed, and if the pupils follow Hie lang'uaii'e forms closely they should tliscover for tliemselves the offices which the infinitives hold. (Jive help oidy as needed. Insistently make clear that an infinitive always does two thini;'s — shows action and is used where a noun (name of an action) or modifier (atljective or' advei-b) can be used. As you e. llert went lo the pantry to eat pie. li. We ])lanned to "o to ('liieaeci this siniiiiii-r. 7. She has uniie to the st(n'e to buy some eandy. S. l\:\\ asked to un to the cireiis. {\ 4. To kiidw that lesson Avill require sonic memorizing. 5. By running fast John is determined to \\iii the I'ai'e'. (i. ]'>y climliing the tree the cat escaped from the dog. 7. Cow- boys have learned to throw the las.so. 8. We sonielimes may injure a man by praising him. y. AVe learn to do l)y doing. lU. (^'atching a l)all somefiines breaks fingers. 11. lie said to go swimming. (a) Place jiarentheses around all phrases. Draw one line under the prepositions and two lines under the participles and infinitives used in the phrases. (/)) "Write a list of all partici]iles used as olijects (7). ( /) ) Draw one wavy line under each verb expressing ])ast tim(.'. (c) i^raw two wavy lines under each verl) expressing action in the present time. (r/) Draw one dotted line under each verb expressing action in the future time. (( 1 Draw t\\ci dotted lines under each adverb. (/') Cross out eai'h i)articiple used as a subject. Exercise 105. E. To teacJi tin (iiinli/sis of plii'asi.s. In lieginning plirases have the children use the following (using the first sentence) : "Having eaten the lamli" is a |)iirase. introduced liy the pai'ticiiilc Uitviinf calcii. Therefore, it is a par- ticipial i>hrasc. Having eaten what? Laud). I'hei-efoi'c. /(/)/< /ms the oliject. j'V/r points out the word tainh. Therefore, the is au adjective. Later dro|) this form, and have the children say: "Having eaten the lamli" is a partii'ipial phrase, introduced by tlic particiide having eaten, liaving for its object tlie noun landi. Call upon pupils to give the principal parts of the iri'cgular verbs upon which drill lias pre- A'iously been given — sit, wor^, riding, given, saw, lay. beginning, blow, came, lost, lain, drink, cut. draw, sav, tear. (120) Date 191 — 1. The kins', sittino' xipon a hisli Ihi'din'. woiv a ei'owii sparkling- with diamonds. 2. The offieor, riding- a white horse, had given the signal to advanee. 3. We saw some cows drinking ■from the river. 4. lie is now entting the grass gro-wing- by the roadside. 5. Drawing the sword, the captain plunged into the thick of battle. 6. They lay down to sleep, completely worn out by the labor. 7. The child, beginning to tire of the toys, now wanted to blow soap bubbles. 8. Having climbed the cliff, we came to a Imcl i)lain reaching far back to the forest. 9. Lost in the woods, the babes had lain down to sleep. Kt The sick child having drunk the refreshing medicine soon sat up. 11. Little Inilties beginning to talk frecjuently say amusing things. 12. The wind now blowing a perfect gale began to tear away the sails. (a) Place parentheses around all phrases. (6) Draw one line under prepositions. (c) Draw two lines under infinitives. (d) Draw three lines under participles not a part of the predicate. (e) Write the principal parts of the following verbs: cut. draw, lie, say. Present form. Past form. I Past purliciiile. if) Write a list of all the adverbs (10). (g) Write a list of all the ad,jectives, omitting- llie (lo) (/i) Write one dotted line under each singular verb. (j) Draw two dotted lines under each plural verb. (j) Draw one wavy line under each verb expressing past time. (k) Draw two wavy lines under each verb expressing present time. Exercise 106. E. General rcvieir of iii/i)}itiius ami pariiclples. Oral — Analyze each sentence of the exercise and have puiiils tell how the partieiiiles and infinitives are used. Select each phrase and have pupils tell what kind of a phrase it is. Call for the time expressed by each verb and have its principal parts given. Require language form for all adjectives and adverbs. (121) Datr 191- 1. II:ivii]L:' cnliii the l;iiiili tlir limi Iny ilnwn to sleep. L'. 'I'lie si|iiiri'cl li;iviiii; luni otf the shell I'liiiilied the t fee ti> eat the nilt in saletw :i. Kiiii\\ilie tlie h,-iliits iif the animal tile tra|i|ter lay ill wait t(i ealeli liiiii. 4. Bent with aue the man triecl tii eross tlu' street. ."). He dicj not rare- for swimmine'. (!. (iiviiiu' alms inilisi'riminately t're(|uently does iii.jur.\'. 7. A AVdrkman. help- iiiu' t(i liiiild a iii'w limisi'. saw the driver nt a lar'-ie waumi tryine' In liai'k the horses into tin- \ard. iS. lii\iiiL: 111 a lai'ee eity otTei's many (ip|iort ii ii it ii's lo see wDiiderfiil lliines. I). Thi' earrier lia\'iiiL;' (list riliiiti'd the letters went hack to the ortii-e to olitaiii anothi'r load. lit. To cross a rail- road trael< in fronl u\' a moviiiu train invites I he ln rt Iri /il(\ I /■) Write a list of all adverhs i .") i . i) Write a list of all ad.ji-i-l i\-es. omittint;' I Ik i14). (122) Exercise 107. E. Date 191 h'cvific Ttst. 1. An infinitive is niadc nji nf the si»n and the form of the verb. 2. In an infinitive, the part of speeeh whieh foUows fn is always a In a prepo- sitional ])hrase, to is followed by a oi- a H. If the ol)jeet of an infinitive is a pronoun, should a subjeet [n'ononn or an objeet pronoun be used? pronoun. 4. Are infinitives modified by adjeetives or by adverbs :' By . 5. The present i)artiei|ile of a verli ei.insists of the form of the verb and the eiidint;' . (). When is the ]iresent participle a ])art of tlie predicate? When used with some form of as a heli)er .' 7. When is the past partieiide a jtart of llie jiredieate? When used w itli some form of . or with the helpers . and . 8. If the past partiei]ile is preceded by the helper, liariiifj. is it or is it not a part of the predicate ? . Exercise 108. E. To haih llii nil III ml ivi j'nnii. I Do not treat the im])crative as a distinct mode, or form of the verl). Sinqily teach it as the present form usi^d in uivini;' commands; that its snl}.ject is always iioii and that th(» subject is usually omitteil. Date . 1!)1 1. Drink the medicine. 2. Hun into tile yard. ^5. Come. 4. You may ei, to see her. 7). I can climl) that tree by carefully usini;' a ladder. 6. Eat the l}read without seriously complaining'. 7. You must come to visit us very soon. S. Ilavini;- broken thi^ window so carelessly you must pay for it. I), You nuiy wear your new iiat to-morrow. 1(1. She can set the table very taste- fully. 11. llaviut;- begun the work you must now finish it. 12. (Jo at once. l:i. lie might lose the opportunity by staying away. 14. ]^y eating that candy now yon might not have an appe- tite for dinner. 1."). I could easily throw the ball to you. 1(1. At the signal begin to sing. 17. George would not do anything to hurt the feelings of a playmate. 18. Swimming would give exercise. 19. Write the sentence without looking at the copy. 2(1. I can hear the singing quite l)hMnly. 21. Set the bowl of milk ujion the table without s])illing. 22. Going at the present rate, to stop too cpiiekly might kill us. 2-i. You may go to see him now. (a) Place parentheses around all jjhrases. (12.".) {h} Place oue line inulci' all prepositions. Draw two lines nndrr eaeh infinitive. Draw three lines under each participle. ( (■ ) Write a list of all the adverbs. (d) Select the verb from each predicate and give its principal parts. Underline the form that is found in the predicate (23). Picsriit fiinn. I Past form. ' Past purticiiAe. {<■) Write one dotted line under each ])redicate in the singular numln'r. (/") Write two dottrd lines undiT I'ai'h ]n-cdica(e in the ]ilural inniilKM-. {(j) In Sentence 1, midliiiu is an complement hccausc it does not follnw the verb . (/(') When the suliiect is ijou, tlii we use the singular or plural form of the verb' Exercise 109. E. To review. Expect pupils to give the priiieipal parts of verbs whose past and past participles end in cd without previous study. Date , 191 1. I did not tell him to go. 2. I certainly did intend to come more promptly. 3. I do not wish you to do that again. 1. You could finish the task in time by working rapidly. 5. Urging him at that time would have no effect. 6. He does not wish to do it. 7. He could not possiljly have arrived at this time by walking. S. The thief must have entered the house by climbing through a window. 9. Watering the plants would have saved them from dying. 10. We do hereby grant to \ou the right to use these grounds. 11. The book should have been returned more promptly. 12. They did really come after all. 13. Be seated. 14. He might at least have a.sked the privilege. 15. The fire might have been put out without raising an alarm. (a) Place two lines under all infinitives and three under participles. (6) Place in parentheses all of the infinitive and participial phrases. (f) Write the principal parts of all verbs, underlining the form that is found in the predi- cate (15). Present fonn. Post form. Pii^l pdrtieiiijc. \ (125) ( '/ ) Write M list (if ;ill till' lu'lpei'S (if till' X'itIis ill llir almNC si'iitfilces (l.i). (c) What time is exjiri'ssed liy file lielper ila! l>y the helper (/('(/ ? (/I In eXfiressiliLl jU'eselit time ill Sentence (i. we use (hiis tcisli ami not ilo Ifisli lieeaiise tllO suhjeet. is (;/) I'lace line iliitteil line miller eaeh siiiviilar predieate ami two iliitteil lines under each plural preilieate. Exercise 110. K. Tn at iiK II I of ciisc. (iiiil iHirsiiiii. Heiianliiiu the treatment of case of iinniis. we may nmit all exeepf fhe possessive ease, which is extremely impurtant, as it is the siuiree uf the most frequent eri'ors in written compositiun. If is alisiinl to force a ilistinction liefween the numiiiat i\c anil olijective case, for the distinction is a purel\' imauinary one. ami error is inijiossilile. It is inie of the amusing stupidities of Ene- lisli urammariaiis that lieeause T>atin nonns hax'e case, the L;rammai'ians have forced into Eni.zlisli grammar, already eomplex eiioimh. a distinctinii wlmlly nniiecessai'y. and at the same time vei'V coufnsini;'. ()iir priiiiiiiins change their spelliriL; to express the imminative and nli.jective cases, and we shall teach that /, In. .s7o , ii'i and IIki/ are "siihjeet'" prinioii lis (which may also he used as attriliiite cdiiiplenients I , and that iik . Iiiiii. In r. us and llnni are ■■oliject" ])rononns. .l/i/ or iiiiin. Ills. In r or Ini'.s, (»»/■ nr mirs. iimir or iiaiirs. ils. I In w nr I Inn's should lie tau.c'ht later as [lossessive prniiiiiiiis with im meiitinii made of the \\'nvi\ ciisr. '^riie terms "nomimitivo oasp'' and " iili.iect i\'e ease" need iie\er he mentioned ill the classriinm. Do not teach possessive case, hut refer 111 nonns and pninoiins showinu' ownei'ship as possessi\(' iioiiiis nr possessive ]ii'onouns. I'arsinu' is a piece of antiipic pedantry which has crept iiiifortiinately into the uranimar lessiin. The oh.ji'ct of parsiiiu is to furnish drid iipiui the inflected forms, hut to i^ive it in the pi'eseiitcil form reipiire^ Hie pupil alsn tn memorize the order of points named. Thus, our text lessons usually reipiire the order nf class, lieiider. persdii. nnmlier, case, and syntax. The oriler is useless, except as a prexeiitinn at;ainst omissinn. Vet the chief effort of tlie drill is upon rememlieriiiL; llns nnli r. IJesides. the jierson and ease (except the pnssessive) are useless distinc- tiiiiis. and the ipiestidii nf Lieiider is niih iiiipiirtaiil ill the case of a very few nniins and is rai'ely siili.jcet tn error. III order tn cet the must iiiit nf drill. We must lia\e the attention focused upon the essential point, and mie niily, or its fnrcc will lie Insl . Wc need tn know the class, nnmlier, and use nf wnrds: therefnre, let us ask fnr these, line at a time, sn that the pupils' attentimi will 111' ci'litcrcd. Thus, in the sentence. Tin In id nf I'dllh frii/li I ( in