UC-NRLF $B bEM nil 1 LOl 'V /'^ vi j ^ LIBRARY ^ OF THi: University of California. OIT^T OF^ Received yPto/ly. , iSgV- ^^0 Accession No.^S^J 3 6 • Class No. "^rh^^ ■ ^h^ :M m i ^ 2:Jy- V^"^ REVISED SERIES CALIFORNIA SCHOOL BOOKS. Edited by W. H. V. RAYMOND. REVISED ENGLISH GKAMMAR PREPARED BY MARY W. GEORGE and ANNA C. MURPHY, UNDER THE DIRECTION OF THE State Board of" E^duoation. "//I the private affairs of life as in political and international questions, he who speaTcs or writes the best will always gain an ascendancy over his fellow citizens. — Marcel. SACRAMENTO, CALIFORNIA. Printed at the State Printing Office. Entered according to Act of Congress, in the year 1S96, by JAMES H. BUDD, SAMUEL T. BLACK, CHARLES W. CHILDS, EDWARD T. PIERCE, ROBERT F. PENNELL, MARTIN KELLOGG, and ELMER E. BROWN, State Board, of E^ducation Of the State of California, for the People of the State of California. o*. _. PEEFAOE. r*^^n'€i In preparing this book it has been the purpose of the authors to adapt its earlier Lessons to pupils of about the sixth year in school, and in its further development to provide work for the remainder of the Grammar School Course. The division of the book into parts is made, not with reference to the time to be occupied in the study of the several divisions, but on the basis of the proper order and arrangement of topics. In its method the book seeks to lead the pupil to discover for himself, through the reflective study of language forms, the fundamental facts of Grammar ; to give him power in the use of language, arid an appreciation of good English. .- . It is especially intended to give practical knowledge of written and spoken expression to the mass of pupils who leave school from the Grammar Grades, while, at the same time, it aims to lay a good foundation in English for the students who reach the secondary schools. Although seeking to be thorough in the treatment of the topics presented, the authors have made no attempt to be exhaustive. Simplicity and attract- iveness have been sought in every way — burdensome details and techni- calities being omitted, as the province of the more advanced study of the subject. Conceiving familiarity with correct and elegant forms to be of greater service than rules, to those for whom the book is prepared, an attempt has been made throughout to reduce generalizations to a minimum, and to induce the habit of using good English through tlie study of good models rather than of good reasons. By means of a graded series of exercises in reproduction and in original composition, w^ork in oral and written expression keeps step with grammat- ical treatment, as its natural accompaniment and exponent. Eecognizing that the language of youth is largely imitative, the authors have kept constantly before the pupils the English of the best writers, and given for illustration only citations and adaptations from the best literature. Through the introduction of the grammatical study of connected thought in its larger relations, the authors have hoped to pave the way for freer and more natural work than would be possible by the use of mechanical illustra- tive sentences analyzed in minute detail. IV PREFACE. Exercises in the study of words have been systematically introduced throughout the book with the design of broadening the pupil's thought, enlarging his vocabulary, quickening his discrimination of the value of terms and his appreciation of beauty and vividness in expression. False syntax, often blunting rather than sharpening grammatical sensi- bilities, has been excluded, and, in its stead, practice in correct forms along lines most frequently a source of error has been substituted. In the method of organizing and presenting the material of this book, the authors, in addition to consulting conclusions derived from their own expe- rience, have diligently studied a large number of the most popular school adaptations of the day ; while for the material itself they are chiefly indebted to the English grammars of Sweet, Whitney, Mason, and Gow — the author- ities in linguistic study most generally accepted by English and American scholars. For much of whatever clearness and scientific accuracy the work possesses it is indebted to Professor Alexis F. Lange, of the University of California, who was employed by the State Board of Education to review the treat- ment of certain subjects with reference to philological soundness; and to Professor Cornelius Beach Bradley, Associate Professor of English in the same institution, who has contributed a careful and painstaking criticism of the entire work. For additional suggestions of much value grateful acknowledgment is made to Superintendents F. L. Burk, of Santa Rosa, and James L. Barr, of Stockton : to Principals Joseph O'Connor and A. L. Mann, of San Francisco ; W. L. Housh, and faculty, of the Los Angeles High School ; A. W. Scott, of the Alameda High School ; L. E. Osborne, of Watson ville ; P. M. Condit, of Stockton; Miss Annie C. Weeks, of Sacramento; B. F. Allison, of Redding; M. C. Bettinger, of Los Angeles, and to many intelligent teachers in different parts of the State who have taken a kindly interest in the work. The extracts from Longfellow, Lowell, and Whittier are used by arrange- ment with, and by special permission of, Messrs. Houghton, Mifflin & Co., the authorized publishers of their works. CONTENTS. ■>r^ rt9 «rr?^*i *^ 0? xn^ "'^^ PABT I. Page. The Sentence 1 Kinds, 3; Subject and Predicate, 12; Analysis of Simple Sen- tence, 52; Compound Subjects and Predicates, 63; Complex Sentence, 81 ; Analysis of Complex Sentence, 86 ; Compound Sentence, 87 ; Analysis of Compound Sentence, 89. The Paragkaph •. . . 5 The Stanza 7 Quotations . . ' . Review Nouns Pronouns . . Verbs Adjectives Complements Nouns and Pronouns as Modifiers Adverbs Phrases Prepositions Conjunctions and Interjections Verbals Review Composition. Letters of Friendship, 20; Paraphrasing, 26, 39; Reproduction, 45; Developing a Story, 54, 66, 68 ; Business Letters, 79 ; Study of a Selection, 92. PART II. Nouns 101 Concrete and Abstract, 101 ; Gender, 102 ; Inflection — number, 105 — case. 111; Collective, 110; Derivation and Composition, 117; Parsing, 120; Review, 121. Pronouns 127 Personal, 127 ; Compound Personal, 128 ; Interrogative and Rela- tive, 128; Demonstrative and Indefinite, 130; Inflection, 132; Agreement, 136 ; Parsing, 138 ; Review, 139. Adjectives 143 Classes, 143; Inflection (comparison), 146; Derivation and Com- position, 151. 10 15 16 23 27 32 39 46 49 55 57 61 70 95 VI CONTENTS. Page. Adverbs * 159 Classes, 159; Inflection (comparison), 160; Conjunctive Ad- verbs, 161; Derivation and Composition, 165; Parsing, 166; Review, 167. Prepositions . * 173 Derivation, 176; Parsing, 177. Conjunctions 179 Coordinating, 179; Subordinating, 180; Correlatives, 183; Pars- ing, 185 ; Review, 186. Verbs 195 Transitive and Intransitive, 195 ; Inflection — person and number, 197 — mode, 199 — tense, 201; Principal Parts, 203; Conjugation, 207; *'Lie," 210; ''Sit," 211; Auxiliary Verbs, 212; Verb- Phrases, 212, 213, 219, 221, 222, 223; "Be," 229; Derivation and Composition, 230; Parsing, 233; Review, 235. Composition. Reproduction, 122; Original, 126 ; Reproduction, 140; Description, 156; Historical Narrative, 170; Simile and Metaphor, 189; History of Words, 193 ; Paraphrasing, 237 ; Biographical Narrative, 237. PART III. What may Constitute the Subject 243 What may Constitute the Predicate 245 Constructions of Nouns and Pronouns ...... 247 Agreement of Pronouns, 250. Constructions of Adjectives and Adverbs 252 Constructions of Verbs and Verb -Phrases 254 Agreement of Verbs, 255. Constructions of Infinitives 257 Constructions of Participles 259 Constructions of Connectives 261 Conjunctions, 261 ; Relative Pronouns, 262 ; Conjunctive Adverbs, 262 ; Prepositions, 263. The Structure of Sentences 264 Loose, 264; Periodic, 264; Balanced, 264. The Qualities of Style in Composition 266 Clearness, 266 ; Unity, 267 ; Strength, 268 ; Harmony, 269. How TO Study a Selection — The Bell of Atri .... 271 APPENDIX. List of Irregular Verbs 275 Conjugation of the Verb ''Be" 279 EEVISED ENGLISH GRAMMAR LESSON 1. THE SENTENCE. The Ugly Duckling. — Part I. It was beautiful in the country. It was summer time. The wheat was golden and the oats were green. The hay was piled in great stacks in the meadows. The stork went about on his long, red legs and chattered Egyptian, for this was the language he had learned from his good mother. All around the fields and meadows were great forests, and in these forests lay deep lakes. Yes, it was beautiful in the country. In the midst of the sunshine there lay an old farm surrounded by deep canals. From the wall down to the water grew great burdocks, so high that little children could stand upright under the tallest of them. It was just as wild there as in the deepest wood. Here sat a duck upon her nest, waiting for her young brood to hatch. She had begun to think it a wearisome task, for the little ones were so long coming out of their shells, and she seldom had visitors. At last one egg-shell after another burst open. In each egg was a little creature that stuck out its head and cried, "Peep, peep." 2 CALIFORNIA SERIES. " Quack, quack," said the duck, and they all came out as fast as they could, looking around them under the green leaves. The wise duck let them look about as much as they liked, for green, you know, is good for the eyes. Read the first group of words in this selection. Does this group express a complete thought? What complete thought is expressed by the second group of words? In the third group, what is said of the wheat and oats? Read the next group of words that expresses a complete thought. A group of words expressing a complete thought is called a Sentence. Read the sentence that tells about the stork and his chattering. Read the sentence that tells about the forests and the lakes. With what kind of letter does each of these sentences begin ? Notice the following groups of words : 1. It was summer time. 6. so long coming out of 2. a pleasant old farmhouse their shells 3. At last one egg- ^hell 7. as well as they could after another burst 8. The hay was piled in open. great stacks in the 4. under the green leaves meadows. 6. chattered Egyptian Do all these groups of words express complete thoughts ? Which do not ? Which are sentences? Why? Which begin with a capital letter? Read the sentence in this selection that tells about : 1. The farm. 6. The bursting of the eggs. 2. The burdocks. 7. The creatures in the eggs. 3. The wildness of the scene. 8. The coming out of the ducklings. 4. The duck upon the nest. 9. What the wise duck let them do. 5. What the duck thought of her task. Summary. — A Sentence is a group of words tliat expresses a complete thought. Every sentence begins with a capital letter. BE VISED ENGLISH GRAMMAR. 3 To the Teacher. — The questioning in the Lessons of this book is designed only to be suggestive of a manner of investigation, and may be enlarged upon by the teacher according to the needs of the pupil. In Lesson 1 the teacher should make sure that the pupil has some definite conception of the meaning of the terms, group, group of words, thought, and complete thought. LESSON 2. KINDS OF SENTENCES. The Ugly Duckling. — Part IL "Well, how goes it? Are your ducklings all out?" So asked an old duck who had come to pay the mother- duck a visit. " No, there is one egg that takes a great deal of time to hatch. But just look at those that are out! Are they not the prettiest little ducks in the world? They are all like their father." "Let me see the egg which will not hatch. You may he sure it is a turkey's egg. I was once cheated in that way and had much anxiety and trouble with the young ones. They were afraid of the water. I could not get them to venture in. Let me see the egg. Yes, that is a turkey's egg. Let it lie there and do you teach the other children to swim." " I think I will sit on it a little longer. I have sat so long a day or two more will not matter." "Well, do just as you please. Good-bye." At last the great egg burst. "Peep, peep," said the duckling, and crept forth. He was very large and very ugly. The duck looked at him. "The others do not look like that. Can it really be a turkey - chick ? We 4 CALIFORNIA SERIES. shall soon find out. Into the water he shall go, even if I have to push him in." Read the first two paragraphs. Who are supposed to be talking ? What two things did the visitor ask the mother- duck? Sentences like these, that ask questions, are called Interrogative Sentences. What statement did the mother -duck make about one of the eggs? A sentence like this, that makes a statement, is called a Declara- tive Sentence. What did the mother -duck command or request the visitor to do? A sentence that commands or requests is called an Imperative Sentence. What mark do you find at the end of the interrogative sentence ? At tlie end of the declarative sentence ? At the end of the imperative sentence ? Read the last four paragraphs of this selection and classify each sentence. Summary. — A Declarative Sentence is one that makes a statement. An Interrogative Sentence is one that asks a question. An Imperative Sentence is one that expresses a command or a request. Declarative and Imperative Sentences are followed by periods. Interroga- tive Sentences are followed by interrogation points. Copy from your Reader six declarative, four interrogative, and two imperative sentences. LESSON 3. What kind of sentence is each of the following? Change each to an interrogative sentence, using such additional words as seem necessary: 1. It was beautiful in the country. 2. Let me see the egg that will not hatch. 3. It was summer time. 4. At last the great egg burst. 5. The wise duck let them look about as much as they liked. 6. They were afraid of the water. REVISED ENGLISH GRAMMAR. What kind of sentence is each of the following f Change each to a declarative sentence, using such additional words as seem necessary: 1. Just look at the others. 2. Can it really be a turkey -chick? 3. Are your ducklings all out? 4. Do just as you please. 5. Are they not the prettiest little ducks in the world? Use each of these words in a declarative sentence: Cinderella San Diego friend bulb poultry Use each of these words in an imperative sentence: consider listen honor remember forgive Use each of these words in an interrogative sentence: glacier St. Bernard meadow -lark Victoria Whittier Copy the following, indicating the kind of sentence: 1. When shall we three meet again? 2. Soldier, rest. 3. The eternal city shall be free. 4. Who planted this old apple tree? 5. What are the wild waves saying? 6. They grew in beauty side by side. 7. Be not like dumb, driven cattle. 8. Three fishers went sailing out into the west. 9. Who has not heard of the vale of Cashmere? 10. Hail to the chief who in triumph advances. LESSON 4. THE PARAGRAPH. Turn to Lesson 1, and answer: Into how many paragraphs is the selection divided? How many sentences are grouped in the first paragraph? What scene does this group of sen- tences describe? How many sentences in the paragraph that tells about the farm and its surroundings ? Why are not the sentences describing the farm and its surroundings put in paragraph one ? 6 CALIFORNIA SERIES. What sentence is closely connected with the one about the duck sitting on the eggs ? How is the close connection shown ? What sentence is closely connected in thought with the sentence that tells about the cracking of the eggs? Into which paragraph are these closely connected thoughts grouped? What guides us, then, in grouping sentences into paragraphs? How is the beginning of a paragraph indicated? Sumraary. — A Paragraph consists of a group of sentences closely con- nected in thought. The Beginning of a Paragraph is indicated by writing the first word on a new line and farther to the right than the first words in the other lines. Copy three paragraphs from your Reader. LESSON 5. Dictation. Let the class study in their Readers three paragraphs from some standard author; then dictate for their writing. To the Teacher. — The careful study of a portion of literature with a view to reproducing its exact form should give such mastery of the thought and its divisions, that paragraphs, punctuation, and capitals become the necessary expression of the meaning. In giving a dictation exercise first make a study of the thought of the selection with the class; then read, giving the needed instruction as to paragraphs, punctuation, capitals, etc. ; finally read a few words at a time, pausing for the class to write. The papers should be corrected in class with open books, each paper, preferably, by the pupil who wrote it. LESSON 6. Exercise in Paragraphing. Read carefully this description of the swan., then copy, separating it into four paragraphs, talcing the following topics: 1. The appearance of the swan. 3. The young swans. 2. The nest. 4. The song of the swan. REVISED ENGLISH GRAMMAR. 7 The swan is a large bird with a long, graceful neck and snow - white plumage. Its stately appearance, as it floats over the water with neck gracefully arched and wings slightly elevated, is familiar to every one, either from pictures or from direct observa- tion. The swan's nest consists of a large, loose mass of reeds, rushes, dried grass, and withered leaves. It is generally found amongst sheltering herbage bordering the water. The eggs are very large, of a dull green color, and from five to seven in num- ber. While sitting the swan gathers all the herbage within reach of its beak and adds it to its nest, so that when the eggs are hatched the structure is many inches higher than at first. The young of the swan are called cygnets. When hatched, they are clothed in a dingy -gray down, which is succeeded by blackish - brown feathers. This suit becomes gradually lighter in color, but the cygnets are more than a year old before they become entirely white. The old swans shield their young with greatest care. It is no uncommon thing to see the mother -bird, with several of her young upon her back, conveying them through the water. During its lifetime the swan is a silent bird, but there is a legend that it pours forth its dying breath in a most enchanting song. Tennyson's poem, "The Dying Swan," is founded upon this beau- tiful old story. LESSON 7. THE STANZA IN POETRY. The Parrot. A parrot from the Spanish main Full young, and early caged, came o'er With bright wings to the bleak domain Of Mulla's shore. To spicy groves where he had won His plumage of resplendent hue, 8 CALIFORNIA SERIES. His native fruits, and skies, and sun, He bade adieu. He changed these for the smoke of turf, A heathery land, and misty sky, And turned on rocks and rao-ins: surf His golden eye. But, petted, in our climate cold, He lived and chattered many a day, Until, with age, from green and gold His wings grew gray. At last, when blind and seeming dumb. He SQolded, laughed, and spoke no more, A Spanish stranger chanced to come To Mulla's shore. He hailed the bird in Spanish speech. The bird in Spanish speech replied, Flapped round the cage with joyous screech. Dropped down — and died. ^campbdi. Thought Study. — Where had the young parrot been reared? To what land was he taken while young? Was he happy in his new home? How long did he live? What roused him just before his death? How was he affected by hearing the language of his youth ? Are the parrot's surroundings in Spain described or merely suggested? What can you imagine them to have been ? What do you imagine to be the difference in appearance between a ''heathery land ".and a land of ''spicy groves"? How did the parrot's plumage change in his new home? Find all the expressions that give an idea of the parrot's appearance. How many expressions in the poem give an idea of the cheerlessness of the Isle of Mull? Study of Form. — How many groups of lines in this poem ? REVISED ENGLISH GRAMMAR. 9 Groups of lines in poetry are called Stanzas. How many lines in the first stanza; in the second stanza; in the third stanza? With what kind of letter does each line begin? What do you notice about the last words of the first and third lines in the first stanza ; of the second and fourth lines in the first stanza ? In the second stanza, what line rhymes with the first; with the second? Write in pairs the rhyming words of this poem. What do you notice about the indentation of the rhyming lines? Give three things in which the form of the second stanza is like that of the first; in which the form of the third is like that of the first and second. Name some differences between a stanza and a paragraph. Summary. — A Stanza is a group of lines in poetry. Every line in poetry should begin with a capital. The rhyming lines of poetry are generally arranged in some regular order. Copy the first three stanzas of this poem. Find two poems whose rhyming words occur in an order different from that of this poem, and copy the rhyming words. LESSON 8. EXERCISE ON STANZA -FORM. The Herons of Elmwood. Write this poem in stanzas with proper capitals and indentations. ■When written, compare with the original in Longfellow's poems: Silent are all the sounds of day ; nothing I hear but the chirp of crickets, and the cry of the herons winging their way o'er the poet's house in the Elmwood thickets. Call to him, herons, as you slowly pass to your roosts in the haunts of the exiled thrushes, sing him the song of the green morass, and the tides that water the reeds and rushes. Sing to him, say to him, here at his gate, where the boughs of the stately elms are meeting, some one hath lingered to medi- tate, and send him unseen this friendly greeting. — H. W. Longfellow. 10 CALIFORNIA SERIES. LESSON 9. QUOTATIONS. The Ugly Duckling. — Part III. The next day the weather was delightful. The duck took her whole family to the canal. Splash ! she jumped into the water, and one after another the little ducks jumped in after her. The big gray one paddled around with the rest. The mother watched him, saying, " No, he is not a turkey. See how well he uses his legs ! * He is not so very ugly, after all, if you look at him rightly." In the afternoon they all went down to the poultry- yard. " Quack, quack," said the mother. " Come, now, hurry! hurry! — do n't turn in your toes! A well-bred duckling turns his toes quite out, just like his father and mother." As they passed through the gate she whispered, " You must bow your heads to that old duck yonder. She is the grandest of all here. She is of Spanish blood. Do you see the red rag tied to her leg? That is a great honor for a duck. It shows that every one is anxious not to lose her." " Your children are all very pretty," said the old duck with the red rag on her leg, as they came up ; " all but the big gray one. I wish you could smooth him up a bit. He is really ugly." "He is not pretty, but he has a good disposition. He swims as well as the others, or even a little better. He *An exclamation point is used after any word or group of words intended to express strong or sudden feeling. REVISED ENGLISH GRAMMAR. 11 lay too long in the egg, and therefore he has not quite the right shape, but I think he will grow up pretty. He is quite strong." "Never mind," said the old duck; "the other duck- lings are graceful enough. Make yourselves at home, and bring me an eel's head, if you find one." So they all made themselves comfortable, except the poor, clumsy gray duckling. He was pushed and bitten and made fun of by all the poultry. Even his brothers and sisters were unkind to him, saying, " 0, you ugly creature, I wish the cat would get you ! " Repeat what is said by the mother -duck in the first paragraph. When the exact words of another are repeated in this way, they form a Quotation. Notice the marks before and after the quotation in the first paragraph. Repeat exactly what the mother said to the duckUngs about turning in their toes. Make and describe the marks which set off the words spoken by her. In the third paragraph read the words before and after which such marks are used. How, then, does the writer indicate that the words of another are exactly repeated or quoted? With what kind of letter does the quotation in the second paragraph begin; the quotation in the third paragraph? When a quotation maJces complete sense^ it should begin with a capital letter. Read the fourth paragraph. What words are thrown in between the parts of the quotation? By what marks is each of the parts enclosed? What quotation makes an entire paragraph? Summary. — A Quotation is the repetition of the exact words used by another person. In writing, the exact words of another should he set oflF hy quotation marks. A quotation that makes complete sense should begin with a capital letter. From Part II. of The Ugly Duckling, copy and bring to class six quotations. 12 CALIFORNIA SERIES. LESSON 10. Fill the following blanks with quotations, properly shown, of the words supposed to have been used on the occasion mentioned: 1. When George Washington's father asked him who cut down the cherry tree, George replied, 2. As Arnold Winkelreid ran toward the spears of the enemy he cried, 3. When Caesar reported his victories to the Roman Senate, he wrote, 4. In the Sermon on the Mount, Christ said of the pure in heart, Quote, according to the above models, two more sayings by cele- brated persons. In Part III. of The Ugly Duckling, copy a quotation containing an interrogative and five declarative sentences. LESSON 11. SUBJECT AND PREDICATE. 1. The great egg burst at last. 2. The big gray duckling paddled around with the rest. 3. The mother- duck stared at it. 4. One shell cracked. What is spoken of in the first sentence? (The great egg is spoken of.^ What is asserted* of the great egg? (It burst at last.) Write the part of the sentence which denotes that of which something is asserted. Write the part of the sentence that asserts something of the great egg. Into how many parts do you find that the sentence may be divided? The part of a sentence denoting that of ivhich something is asserted is called the Subject. The part of a sentence asserting something of the subject is called the Predicate. ♦ Assert means say, tell, state, or declare. BE VISED ENGLISH GRAMMAR. 13 In the second sentence, what is the subject? What is the predicate? Divide the remaining sentences into subjects and predicates. Read again the whole subject of the first sentence. Are all the words of this subject necessary to name that of which something is asserted? Which word is necessary? In the subject of the second sentence, what is the neces- sary word ? In the subject of the third sentence ? In the subject of the fourth sentence ? The whole subject of a sentence is called the Entire Subject. The part of the subject necessary to name that of which something is asserted is called the Bare Subject. Read again the whole predicate of the first sentence. Are all the words of this predicate necessary to assert something of the subject egg f Which word is necessary? In the predicate of the second sentence, which word is neces- sary to assert something of the subject ? In the predicate of the third sen- tence ? In the predicate of the fourth sentence ? The whole predicate of a sentence is called the Entire Predicate. The part of the predicate necessary to assert something of the subject is called the Bare Predicate. Summary. — The Subject is the part of a sentence which denotes that about which something is asserted. The Predicate is that part of a sentence which asserts something about the subject. Write the following sentences, placing the entire subject on the left and the entire predicate on the right of a vertical line. Underline the bare subject and the bare predicate: Model: The swan I is a large bird. 1. The stork chattered Egyptian. 2. The young swans are called cygnets. 3. The swan's eggs are very large. 4. A Spanish stranger chanced to come to MuUa's shore. 5. The old swans shield their young with greatest care. 6. The sitting swan gathers all the herbage within reach. 7. He hailed the bird in Spanish speech. 8. Your children are very pretty. 9. The hay was piled in great stacks. 10. A well-bred duckling turns his toes quite out. 14 CALIFORNIA SERIES. Copy the following sentences^ re - arranging the words so that the subject shall come before the predicate. Then divide into subject and predicate, as in the preceding exercise : 1. In the midst of the sunshine lay an old farm. 2. From the wall down to the water grew great burdocks. 3. Here sat a duck upon her nest. 4. In these forests lay deep lakes. 5. All around the fields and meadows were great forests. LESSON 12. Change these declarative sentences to interrogative sentences. Draw one line under the entire subject and two lines under the entire predicate. How does the position of the subject in an interrogative sentence differ from its position in a declarative sentence f 1. Knowledge is power. 2. My house is my castle. 3. Necessity is the mother of invention. 4. The burnt child dreads the fire. 5. April showers bring May flowers. 6. Barking dogs seldom bite. Supply the subject* understood in the following imperative sen- tences, and then underline as in the last exercise: 1. Forgive us our debts. 2. Tell no tales out of school. 3. Hitch your wagon to a star. 4. Love your enemies. 5. Consider the lilies of the field. 6. Let not your heart.be troubled. *The subject of an imperative sentence is thou, you, or ye, and is included in the verb itself. When the pronoun is supplied it is only to define or emphasize the subject. REVISED ENGLISH GRAMMAR. 16 LESSON 13. REVIEW. By Topics. — Review' the following topics as found in the sum- maries of the Lessons indicated: The Sentence (1). Kinds of Sentences (2). 1. Declarative. 2. Interrogative. 3. Imperative. Parts of a Sentence (11). 1. Subject. Bare Subject. Entire Subject. 2. Predicate. Bare Predicate. Entire Predicate. Groups of Sentences. Paragraph (4). Stanza (7). Capitalization. Of Sentences (1). Of Lines in Poetry (7). Of Quotations (9). Punctuation. Of Declarative Sentences (2). Of Imperative Sentences (2). Of Interrogative Sentences (2). Of Quotations (9). By Questions. — Name three uses of the capital letter. Name two uses of the period. Give the use of the interrogation mark. What other marks of punctuation have you learned ? Where are they used ? What is a quotation ? Of the things that you have learned, write the six that seem to you the most important. Tell why you think them so. 16 CALIFORNIA SERIES. LESSON 14. NOUNS. Hans Christian Andersen. There is scarcely a child in any civilized country that does not know the stories of Hans Andersen, of Denmark. In the story of The Ugly Duckling, Hans Andersen gives a hint of the history of his own life. He was poor and ugly and despised in his childhood, but in old age had all his heart could wish. He traveled in all the countries of Europe, and became the friend of kings, princes, poets, and artists. He was received with affection and honor, because of his gentle, childlike nature, and his marvelous gift of story -telling. His charming stories of Tuk and Ellie and Gerda and Rudy were recited everywhere to delighted audiences. A beautiful statue of Hans Christian Andersen has been erected in one of the public gardens of Copenhagen, and children play about it, and look up into the kind, homely face of the great story-teller, who stands, book in hand and finger uplifted, as if calling upon them to listen to one of his little stories. No traveler visits Copenhagen without going to see this famous statue. Give five words used as names in the first sentence of this selection. Which are names of persons? Which of places? Which is the name of things ? The names of persons, places, or things are called Nouns. In the second sentence give the name of a story, the name of a person, and four other nouns. In the next sentence, what names are given to the different periods of Andersen's life ? What other noun in this sentence ? Wliat noun in the first sentence is the name of a particular or individual REVISED ENGLISH GRAMMAR. 17 person; of a particular or individual country or place? What noun in the second sentence is the name of a particular or individual story ? Write each of these names. Such names as these, which belong only to particular persons, places, or things, are called Proper* Nouns. What name in the first sentence may be " applied to any one of a class of persons ; to any one of a class of places ? Write each name. Such names as these, which belong in common to all of a kind, are called Common Nouns. With what kind of letter do the proper nouns of this lesson begin ? Make a list of the common nouns and another of the proper nouns in the second and third paragraphs. Summary. — A Noun Is a name. A Proper Noun is the name of an individual person, place, or thing. A Common Noun is a name that can be applied to any one of a class of per- sons, places, or things. A Proper Noun should begin with a capital letter. The bare subject of a sentence is a noun, or some word or words that take the place of a noun. Copy the first six sentences in Lesson 12, drawing one line under the bare subject and two lines under the bare predicate. LESSON 15. Oive three common nouns that are names of persons; three that are names of places; three that are names of things. Give three proper nouns that are names of persons; three that are names of places; three that are names of things. Write any proper name that may represent each of the following class - names : Model: King (c^ass- name) George III (proper name). king prince poet artist story country city child pupil palace * From the Latin proprius, meaning one^s own, 18 CALIFORNIA SERIES. Copy the groups of proper nouns below and place at the right of each an appropriate class -name: Model: Jupiter, Earth, Mars, Saturn, {planet.) 1. Ganges, Danube, Mississippi. 2. Homer, Dante, Shakespeare, Goethe. 3. Siskiyou, Placer, Colusa, Kern. 4. Demosthenes, Cicero, Webster, Clay. 5. Gladstone, Bismarck, Blaine, Thurman. 6. Massasoit, Philip, Tecumseh. 7. Don Quixote, Robinson Crusoe, Ivanhoe. 8. Elizabeth, Victoria, Anne, Isabella. 9. June, March, May, April. 10. Lee, Grant, Sherman, Sheridan. 11. Juno, Minerva, Venus, Thetis. 12. Holyrood, Windsor, Luxembourg, Alhambra. LESSON 16. Write, according to the model, the proper nouns* and titles indi- cated in the following exercise : Model: A great book (Robinson Crusoe). 1. A poem. 8. A title for Grover Cleveland. 2. A picture. 9. Another name for Holy 3. A ship. Scriptures. 4. A newspaper. 10. A book that tells about the 5. A great event. United States. 6. A winter holiday. 11. A book that tells about 7. Another title for Queen Little Nell. Victoria. 12. One of Shakespeare's plays. Which words of the titles you have written begin with capital letters? Why? * A proper noun often consists of several words, each of which begins with a capital letter. REVISED ENGLISH GRAMMAR. 19 Copy from the table of contents of your Reader the titles from Lesson 1 to Lesson 21^ being careful to use capital letters correctly. Copy the following, underlining the words which refer to the Deity : * Father of all ! in every age, in every clime adored, By saint, by savage, and by sage, Jehovah, Jove, or Lord.— Popg. LESSON 17. Write in full: 1. Your own name. 2. Your teacher's name. 3. The name of the poet you like best. - 4. The name of one of your schoolmates. 5. The name of the President of the United States. Rewrite these names, using initials for the Christian name. Model: Ulysses Simpson Grant. (U. S. Grant.) What mark must follow each initial? Write the name of your : post office state capital of state county country capital of country Which of these names may be properly abbreviated? Write the abbreviations. Write the names of the months and their common abbreviations. Write the days of the week and their abbreviations. Name the words for which these abbreviations stand: Dr. Mr. Gov. Supt. P. M. Co. Rev. Mrs. Pres. D. D. A.M. A. D. Prof. Gen. Jun. P.O. R. R. B. C. * All names referring to the Deity should begin with capital letters. 20 CALIFORNIA SERIES. LESSON 18. LETTERS OF FRIENDSHIP. (Heading.) Cambridge, May 12, 1848. (Salutation.) My dear Friend : (Body of letter.) Here I am in my garret. I slept here when I was a little curly -headed boy. It is a pleasant room, facing almost equally toward the morning and the afternoon. In winter I can see the sunset, in summer I can see it only as it lights up the tall trunks of the English elms in front of the house, making them sometimes, when the sky behind them is lead - colored, seem of the most brill- iant yellow. In winter'my view is a wide one, taking in a part of Boston. I can see one long curve of the Charles, and the wide fields between me and Cambridge, and the flat marshes beyond the river, smooth and silent with glittering snow. As the spring advances and one after another of our trees puts forth, the land- scape is cut off from me, piece by piece, till, by the end of May, I am closeted in a cool and rustling privacy of leaves. I have begun upon the "Fable" again, and am making some headway. The next time you write will you give me the last line of that part of it I sent you, and let it be soon? I wish to begin to copy the additions. The sooner you let me know, the sooner you will get the rest — so there is a bribe for you to write. I hope to finish the "Fable" next week. (Conclusion.) Your affectionate friend, James Russell Lowell. In what town was this letter written? In what year? At what time of the year ? Upon what part of the page is the heading written ? How many items in this heading ? After each item what mark of punctuation do you notice ? With what words does this letter begin ? What are these words called ? On which side of the page do you find the salutation? By what mark is it followed? Into how many paragraphs is the body of the letter divided? Who wrote REVISED ENGLISH GRAMMAR. 21 this letter? With what words of aflfection does it close? What are these closing words called? Summary. — l. The Heading tells (a) where the letter was written; (h) when it was written. Each of these parts may contain more than one item. 2. The Salutation consists of words of greeting, and is usually followed hy a colon. 3. The Body of the letter consists of the subject-matter, and may contain one or more paragraphs. 4. The Conclusion consists of (a) closing words of respect or affection, and (b) the signature. LESSON 19. Write headings for letters from the items given below. Arrange and punctuate the items like those in the model letter. After items that are abbreviated, place both period and comma: 1. Santa Ana — California — November 3 — 1894 2. 112 Spring Street — Los Angeles — California — January 1 — 1895 3. Milpitas — Santa Clara County — California — February 12 4. Postoffice Box 942 — San Diego — California — March 10 — 1895 5. Washington — District of Columbia — September 9 — 1894 6. Palace Hotel — San Francisco — -California — June 7 — 1895 COMMON FORMS OF SALUTATION. Dear Son My dear Clara My dear Daughter Dear Uncle My dear Sister Dear Miss Hart Dear Edward Dear Mr. Howell Write a salutation for a letter to your: teacher mother father cousin classmate COMMON FORMS OF CONCLUSIONS. Your friend Your affectionate father Lovingly yours Your loving son 22 CALIFORNIA SERIES. Affectionately yours Ever your friend Most sincerely yours Most cordially yours Write conclusions for a letter to your: teacher mother father cousin classmate LESSON 20. THE OUTSIDE ADDRESS. 1 To whom is this envelope addressed? In what city is he residing? In what State ? At what street and number ? The outside address of a letter should consist of the name and the resi- dence of the person addressed. The residence consists of the postoffice, the county, and the State. If the person addressed lives in a large city, the number and the street should be given and the county omitted. i. Qofy the above, observing carefully the position and arrange- ment of the different items. 2. Write a letter to your teacher. Let there be two paragraphs in the body of the letter. REVISED ENGLISH GRAMMAR. 23 S. Write to an absent member of your family. Tell how you spent Christmas, and send an affectionate greeting from the other members of the family. 4. Write, as if away from home on a vacation, a letter to one of your classmates. Describe your surroundings and tell how you amuse yourself. Put each of these letters in an envelope and address it. LESSON 21. PRONOUNS. The Ugly Duckling. — Part IV. At last the ugly duckling ran away, frightening a little bird from its nest in the hedge, as he flew over the paling. " It is afraid of me, too, because I am so ugly," he said. So he closed his eyes and flew still faster until he came to a wild moor. Toward evening, he reached a poor little hut and quietly crept inside. Here lived an old woman, a cat, and a hen. The mistress called the cat Little Son. He could raise his back and purr, and even throw out sparks from his fur. The hen was called Chickabiddy Shortshanks. She laid good eggs, and her mistress loved her as if she were an own child. Early in the morning the cat and the hen discovered the duckling in their hut. The cat began to purr, the hen to cluck, and the old woman cried to them, " Why do you make all this noise, my children ? " But her sight was not very good ; therefore, when she saw the duck- ling, she thought him a fine fat duck. " 0, what a prize has come to us ! " she exclaimed. 24 CALIFORNIA SERIES. Now the cat was master of the house, and the hen was mistress. They always said, '^ We and the world," for they believed themselves to be half the world, and by far the larger half, too. ^•'Can you lay eggs?" asked the hen. . " No," answered the duckling. " Well, then, hold your tongue ! " she cried. " Can you raise your back, or purr, or throw out sparks ? " asked the cat. " No," replied the duckling. '" Then," cried he, " you have no right even to express an opinion in our presence." Par. 1. What word in the first sentence stands for the noun bird ; for the noun duckling f In the second sentence, what word stands for the noun bird f What three words stand for the noun duckling f Words like these, that stand for nouns, are called Pronouns. In the last sentence, name three pronouns that stand for the noun duckling. Par. 2. Find a pronoun in the first sentence. For what noun does it stand? In the fourth sentence, find three pronouns referring to cat. In the last sentence, what four pronouns stand for the noun Chickabiddy Short- shanks f Kead the last sentence aloud. Re-read it, repeating the noun Chickabiddy Shortshanks wherever the pronouns occur. Which is the better sentence? W^hy? Give one reason, then, for using pronouns instead of repeating the noun. Par. 3. Who discovered the duckling in the hut? In the first sentence, what pronoun refers to the cat and the hen? In the second sentence, find three pronouns; for what noun or nouns does each one stand? Find four pronouns in the next sentence. What pronoun in the last sentence stands for the names of the old woman, the cat, and the hen? What pronoun stands for the name of the old woman only ? Par. 4. Find four pronouns, each of which stands for the names of the cat and the hen. In the remainder of this selection how many pronouns do you find? To what do the pronouns you refer ; the pronouns your f To what does the pronoun she refer ; the pronoun he; the pronoun our f REVISED ENGLISH GRAMMAR. 25 Summary. — A Pronoun is a word tHat stands for a noun. A Pronoun sometimes stands for two or more nouns. The following is a list of the pronouns in common use. Which of them are not found in the above lesson ? I, i^y? mine. me, we, our, ours, us. thou, thy, thine. thee. yo^^j ye, your. yours. he, his. him. ) she. her, hers, they, their. theirs, them. it, its. ) who, whose. whom. which, what, that. LESSON 22. Good Usage in Pronouns. Copy the following sentences^ and read them aloud ten or more times, to accustom both eye and ear* to correct forms in such con- structions: It is I.t It is he. It is she. It is we. It is they. It is n't I. It is n't he. It is n't she. It is n't we. It is n't they. It was I. It was he. It was she. It was we. It was they. It was n't I. It was n't he. It was n't she. It was n't we. It was n't they. Is n't it I? Is n't it he? Is n't it she? Is n't it we? Isn't it they? Was n't it I? Was n't it he? Was n't it she? Was n't it we? Wasn't it they? Be careful never to say, It is me, It is her, It is him, It is us, It is them. * Too much stress cannot be laid upon the fact that children get hold of language through sight and hearing. Visual and auditory impressions, there- fore, should he correct, and proper forms drilled upon until these impressions become habits of the hand and vocal organs. t The pronoun T is always written as a capital letter. 3-G 26 CALIFORNIA SERIES. LESSON 23. PARAPHRASING.* The Woodpecker and the Dove. Read the following fable; imagine the surroundings of the birds, the visit of which they speak, and the appearance of their host. Then rewrite it, substituting for each numbered word the term in the list below which best expresses the thought as you understand it. Use expressions of your own, and vary the form, of the sentences if you choose, but adhere closely to the thought. A woodpecker and a dove had been visiting^ a peacock. " How do you like our host^?" asked^ the woodpecker, after they had left.* " Is he not a disagreeable^ creature? His vanity,^ his shape- less^ feet, his harsh^ voice are almost unbearable,^ are n't they? " "I had no time," answered^" the gentle" dove, "to notice^^ these things. I was occupied" in admiring the beauty" of his head, the gorgeousness^^ of his colors, and the majestic'® carriage of his train." 1. visiting 2. host 3. asked 4. left calling upon friend inquired gone paying a visit to neighbor questioned taken leave the guests of entertainer interrogated departed 5. disagreeable 6. vanity 7. shapeless 8. harsh odious self-conceit awkward shrill unpleasant admiration of unsightly discordant unattractive himself uncomely unmusical 9. unbearable 10. answered 11. gentle 12. notice not to be borne replied kindly look at not to be endured rejoined amiable observe beyond endurance responded sweet-spirited take note of 13. occupied 14, beauty 15. gorgeousness 16. majestic employed grace rich coloring proud busy shapeliness magnificence kingly engrossed fine appearance brilliant hues dignified *In the varied phraseology of this and similar lessons, it has been the inten- tion to supply approximate expressions rather than close synonyms, the idea being to enrich the child's thought by suggesting new shades of meaning, and, incidentally, to enlarge his vocabulary. REVISED ENGLISH GRAMMAR. 27 A restatement of a passage expressing the meaning of the original in another form, is called a Paraphrase. LESSON 24. VERBS. The Ugly Duckling. — Part V. After this unkind remark, the poor, ugly little duck- ling crept into a dark corner. By and by, the bright sunshine came into the room through the open door. The duckling felt a great longing for a swim on the water. He spoke of this to the hen. " What an absurd idea ! " said the hen. " You do nothing useful, therefore you have foolish fancies. If you could purr, or if you could lay eggs, they would pass away." "Ah, how delightfully the water plashes when you swim ! " cried the duckling. " How refreshingly it closes over your head when you dive down to the bottom!" " Delightful, indeed ! A queer sort of pleasure,'' said the hen. "You have gone crazy. Ask the cat what he thinks of the water ! Ask him if he likes to swim ! Ask the old woman ! Do you think she wants to swim and let the water close above her head ? " " You do not understand me," said the duckling. " We do not understand you ! Who can understand you?" cried the hen. "Do you think yourself more clever than the cat ? Or the old woman ? I will say nothing of myself. You are foolish, and it is not pleasant 28 CALIFORNIA SERIES. to have you about. I speak for your good. Forget this nonsense about the water, and lay eggs." "Ah, I must go out into the world again!" said the duckling, sadly. So he left the cottage, and soon found a lake where he could swim and dive all day long, but every creature shunned him because he was so ugly. Par. 1. What is the subject of the first sentence ? What is the predicate.? What word in the predicate asserts something of duckling f What word in the predicate of the second sentence asserts something of sunshine f Words which, like these, assert something of a subject are called Verbs. In the third sentence, find the verb that asserts something of duckling. In the fourth sentence, find a verb that asserts something of the subject he. Par. 2. In the first sentence, select the entire predicate ; the verb. In the second sentence, find the verb that asserts something of the subject you; of the second subject you. In the third sentence, give the words that assert something of the subject you; of the second subject you; of the subject they. When two or more words are used to do the work of a verb, they are called a Verb - Phrase. Find the verbs or verb -phrases for the following subjects : Par. 3. 1. water. 2. you. 3, duckling. 4. it. 5. you. Par. 4. 1. hen. 2; you. 3. you (not expressed). 4. he. 5. you (not expressed). 6. he. 7. you (not expressed). 8. you. 9. she. Par. 5. 1. you. 2. duckling. Find the subjects of the following verbs and verb -phrases : Par. 6. 1. do understand. 2. can understand. 3. cried. 4. do think. 5. will say. 6. are. 7. is. 8. speak. 9. forget. 10. lay. Par. 7. 1. must go. 2. said. 3. left. 4. found. 5. could swim. 6. (could) dive. 7. shunned. 8. was. Summary. —A Verb is a word that asserts. A Verb - Phrase is an expression containing two or more words used to do the work of a verb. The Bare Predicate of a sentence is always a verb or a verb -phrase. Nouns and pronouns, when subjects of a sentence, are also called subjects of the verb. REVISED ENGLISH GRAMMAR. 29 LESSON 26. Write sentences about birds, in which the following verbs and verb -phrases shall be used. Let six of the sentences be declarative, four interrogative J and two imperative: escaped warbled )k will sing twittered ild were observed are migrating im had been soaring has been hopping Form verb -phrases by combining the words in column 2 belovo with any word in column 3. Use these verb -phrases with all the nouns in column 1 with which they appropriately combine: (1) (2) (3) virtue are read poetry will be written health may be studied pictured has been observed newspapers have been rewarded commandments should have been preserved LESSON 26. Copy the following sentences, underlining the bare subject, and doubly underlining the verb: [For subject of an imperative sentence, see note, page 14.] 1. By cool Siloam's shady rill how sweet the lily grows.— fiefter. 2. Thus conscience does make cowards of us oM.— Shakespeare. 3. Woodman,* spare that tree.— Jform. 4. Keep cool. Anger is not argument.— TTe&si^r. 5. A thing of beauty is a joy forever.— Zea«s. 6. How sweet the moonlight sleeps upon this hd^vik.— Shakespeare. 7. Gayly the troubadour touched his gmtsn.— Bayly. * The noun Woodman is not the subject. It simply calls the attention of the person addressed, and is independent. Nouns used independently are set off by commas. 30 CALIFORNIA SERIES. 8. Can Honor's voice provoke the silent dust?— G^my. 9. The sentinel stars set their watch in the sky.— Campbell 10. The long light shakes across the lakes.— Tennyson. 11. Ring out, wild bells, to the wild sky.— Tennyson. 12. Beautiful Evelyn Hope is dead.— Browning. 13. Full knee -deep lies the winter snow.— Tennyson, 14. Naught cared this body for wind or weather.— Coleridge. 15. Hope for a season bade the world farewell.— Campbell. 16. By fairy hands their knell is rung.— Collins. LESSON 27. Good Usage in Verbs. [See direction, Lesson 22.] I do n't know. He does n't know. We do n't know. She does n't know. I hav'n't seen it. He has n't seen it. We hav'n't seen it. She has n't seen it. Does it matter ? It does n't matter. I am not ready. We are n't ready. You are not ready. You are n't ready. He is not ready. They are n't ready. One of my books is lost. Some of my books are lost. I was not there. I was n't there. You were not there. You were n't there. He was not there. He was n't there. Is there a letter for me? Are there letters for me? Be careful not to make the mistake of saying : He do n't (do not) know. She do n't (do not) know. Remember that such contractions as ain't, hain't, and wa'ii't have not the authority of good usage. REVISED ENGLISH GRAMMAR. -"^l LESSON 28. Words Used Both as Nouns and as Verbs. The classes {nouns, pronouns, verbs, etc.) into which words are divided, according to their use, are called Parts of Speech. To decide to what Part of Speech, or class, a word in any sentence belongs, we must consider how it is used in that sentence.* If it is the name of anything it is a Noun. If it asserts something about a person or thing it is a Verb. Coi)y the following sentences, indicating whether the words in italics are nouns or verbs: Model : Man wants but little here below, {verb. ) My wants are many, {noun.) 1. Whene'er I take my walks abroad, How many poor I see.— TFa«s. 2. She walks in beauty like the night.— Wordsworth. 8. The landlord's laugh was ready chorus.— ^wrm. 4. The angels laugh, too, at the good he has done.— Holmes. 5. Dare to be true, nothing can need a lie.— Oeo. Herbert. 6. I lie not; I confess nothing.— Shakespeare. 7. Wave, Munich! all thy banners wave.— Campbell. 8. The spirit of your fathers Shall start from every wave.— Campbell. 9. Love is the fulfilling of the Isiw.— Bible. 10. Love thy neighbor as thy self.- Bible. Use each of the following words as a noun and as a verb: sleep guide hope watch look wrong judge change pardon welcome * We need not inquire what a word is, we must ask what it does. Just as a bar of iron may be used as a lever, or as a crowbar, or as a poker, or as a ham- mer, so a word may be an adjective, or a noun, or a verb — just as it is used.— Meiklejohn. 82 CALIFORNIA sehies. LESSON 29. ADJECTIVES. The Ugly Duckling. — Part VI. The chill autumn came on. The brown leaves rustled on the tall trees near the lonely hiding-place of the little duckling. One frosty evening, just as the sun was setting amid radiant clouds, there came a large flock of beautiful birds out of the rushes. They were wild swans. They curved their graceful necks, and their soft plumage shone with dazzling whiteness. Then, uttering a strange note and spreading their glorious wings, they flew away to sunnier lands and warmer waters. As they disappeared the lonely little duckling felt an intense longing in his heart. He whirled himself in the water like a wheel, stretched out his neck toward them, and uttered a shrill cry that frightened even himself. the beautiful birds ! the happy birds ! When the little duckling could see them no longer he was quite beside himself with excitement, and dived down to the bottom of the lake. He did not know what the strangers were called, nor whither they had flown, yet he loved them as he had never before loved any living creature. He did not envy them ; he did not even think of wishing such beauty for himself. Poor, ugly, lonely creature! He would gladly have lived even with the ducks had they treated him well. The cold, dreary winter came on. The unhappy duck- ling had to swim about to keep the icy water from HE VISED ENGLiSH GRAMMAR. 38 freezing around him. He paddled with his legs as well as he could, but at last the discouraged, exhausted creature was frozen fast in the cruel ice. Pak. 1. Give all the nouns in this paragraph. What word describes autumn? What word describes leaves f What word describes trees; hiding- place; duckling f What little word used with autumn limits its meaning to a particular autumn ? What little word points out or limits the noun leaves f What word limits each of the other three nouns? Par. 2. What word describes evening ; clouds ; flock; birds; swans ? What noun is described by graceful; soft; dazzling; strange; glorious; sunnier ; warmer f What word limits the noun sun ; the noun rushes ; the noun evening; the noun flock ; the noun note ? Words such as frosty, radiant, a, one, and the, which describe or limit nouns, are called Adjectives. To modify a part of speech is to change or add to its meaning. ■Adjectives modify nouns by limiting or describing them. Par. 3. What three adjectives modify the noun duckling f What two adjectives modify longing f Find four other adjectives that modify nouns. Par. 4. Give the adjectives that modify the following nouns : birds • duckling lake creature creature birds bottom strangers beauty ducks Par. 5. Name the nouns modified by the following adjectives : the cold, dreary the icy the discouraged, exhausted the 'unhappy the cruel Summary. — Adjectives are words used to modify the meaning of nouns. Adjectives modify nouns by limiting or describing them. The words a, an, and the are adjectives so peculiar in their use that they are generally called by the special name — Articles. LESSON 30. ^ELECTING Adjectives. Write the adjectives in the following quotations. The number placed at the end of each indicates the number of adjectives it contains: 34 CALIFORNIA SERIES. None of us yet know what fairy palaces we may build of beautiful thoughts, bright fancies, satisfied memories, noble his- tories, faithful sayings, treasure-houses for precious and restful thoughts. ( 9 ) .— RusUn. The doe was a beauty, with slender limbs, not too heavy flanks, round body, and aristocratic head, with small ears, and luminous, intelligent, affectionate eyes. (10).— Warner. There were the points I had dreamed of — the straight, tapering legs, the small feet, the large and bony head, the tiny, sharp - pricking ears, the fine silken coat of golden bay. (16). — Description of a Horse. — Crawford. LESSON 31. Using Adjectives.* Co^y the nouns in columns 3 adjective selected from columns and Jf, modifying each by a suitable 1 and 2: (1) (2) (3) (4) huge brilliant memory outline luscious terrific picture story poisonous musical hat lesson amiable ancient friend journey blustering graceful sunset peach lifelike interesting meteor wind becoming difficult cyclone elephant faithful tiresome voice serpent gorgeous retentive ruin disposition LESSON 32. Use each of the following adjectives with the names of at least three things which possess the quality expressed : lustrous resonant spacious - vertical buoyant artificial remote gigantic aromatic palatable perilous symmetrical *The more or less inaccurate guesses of pupils as to the meaning and appli- cation of words should always be tested by reference to a good dictionary. REVISED ENGLISH GRAMMAR. 35 Copy the following adjectives, writing after each the name of some animal which it appropriately describes : ferocious obstinate huge hibernating stealthy graceful scaly extinct domestic venomous faithful patient nocturnal docile awkward fleet LESSON 33. Tell exactly what is meant by saying that a person or thing is : magnificent majestic faithless frugal industrious dangerous ignoble false courageous miserable sublime rude Use an adjective which expresses a motion to describe : a worm a cataract a vine a deer a ship a dove a stream leaves waves pines Use an adjective which expresses a sound that may describe : a bird a watch a lamb a bee a cow a baby a cannon a brook a dog a cat Use the adjectives in the poem, The Parrot, page 7, to describe persons and things not mentioned in the poem. LESSON 34. Choice of Adjectives. 1. The odd appearance of Rip Van Winkle soon attracted a crowd of women and children, 2. Mark Twain tells sl funny story about the bluejay. 3. The Mariposa lily is a beautiful wild -flower. 4. Little Nell was a lovely child. 5. The splendid Kohinoor diamond belongs to Queen Victoria. 6. Tropical birds are distinguished by their gorgeous plumage. 36 CALIFORNIA SURIHS. 7. White clover blossoms make the most delicious honey. 8. Sixty thousand persons perished in the awful earthquake at Lisbon in 1755. 9. Cerberus, a horrid three -headed dog, was supposed by the ancients to guard the entrance to the Under World. 10. The Turnus, or swallow - tailed butterfly, comes from an ugly green caterpillar. 11. If there yvere fewer saloons there would be less drunkenness. 12. The real meaning of the word candidate is wearer of a white robe. What adjective in the above sentences implies something that is pleasing to the taste? Name three objects to which this adjective may be appro- priately applied. For which of the adjectives above could you substitute the adjective amusing f For which could you substitute the adjective peculiar f Mention three things which are funny, and three things which are odd. Which of the above adjectives gives the idea of dread inspired by some- thing terrific ? Can we use this adjective to describe a pretty dress ; a hard lesson; a poor dinner? Should awful ever be used in place of very or quite f Why not ? Which of the above adjectives may be used to describe something which is both repulsive and frightful ? Name two horrid animals. What adjective used above gives you an idea of something not pleasing to the sight? Use the words horrid and ugly appropriately in describing two things. What kind of child may be called lovely f Would it be right to use this adjective in describing a pie; your teacher; a new dress; your mother? Which of the adjectives here used implies something showy or brilliant? Which one implies something rich in coloring? Should either splendid or gorgeous be used to describe one's health? To describe a walk; a sunrise; a sunset ; a king's crown; a rainbow? Which of the adjectives here used implies a small number of things ; a small quantity? With which of the following nouns should we use less? With which should we use fewer f children sugar money holidays books paper soldiers noise What adjective in these sentences is equivalent to the word truef Should we use this word to tell how pretty, how good, or how well any person or thing is ? Why not ? Write sentences containing the italicized adjectives. BE VISED ENGLISH GRAMMAR. 37 LESSON 35. Words Used Both as Adjectives and as Nouns. Copy the following sentences, indicating whether the words in italics are adjectives or nouns: Model : Just for a handful of silver he left us. (noun.) Hear the sledges with the bells, silver bells, {adjective. ) 1. There are no tricks in plain and simple isiith..— Shakespeare. 2. I will lead forth my soldiers to the plain.— Shakespeare. ' 3. Roll on, thou dSep and dark blue ocean, rolll— Byron. 4. I can call spirits from the vasty deep.— Shakespeare. 5. Who art thou that lately didst descend Into this gaping hollow ?— Shakespeare. 6. The hollow oak our palace is.— Cunningham. 7. There is a calm for those who weeip.— Montgomery. 8. I'll deliver all, and promise you calm seas.— Shakespeare. 9. For gold the merchant plows the maim.— Bums. 10. The cowslips tall her pensioners be; In their gold coats spots you see.— Shakespeare. 11. I dreamt that I dwelt in marble halls.— Bunn. 12. The soft sea -weed clings to the marble of her palaces. — Rogers. 13. Hast thou a charm to stay the morning star in his steep course?- CoZmd^e. 14. I awoke one morning and found myself famous.— ^yron. 15. Wild in the woods the noble savage ia,ia..— Dryden. 16. Music hath charms to soothe the savage breast.— Congreve. 17. Let us have faith that right makes might ; and in that faith let us dare to do our duty.— Lincoln. 18. How forcible are right words.- Bible. What similarity in meaning do you see between the italicized words in the first couplet f 38 CALIFORNIA SERIES. LESSON 36. Words Used Both as Adjectives and as Verbs. Copy the following sentences from Shakespeare, indicating whether the words in italics are adjectives or verbs : 1. I fear me you but warm the starved snake. 2. In winter with warm tears I '11 melt the snow. 8.- The weary sun hath made a golden set. 4. We weary you. You weary those th^t refresh us. 5. Drink the free air. 6. Though full of our displeasure yet yiq free you. 7. I judge by his hlunt bearing he will keep his word. 8. Blunt not his love, nor lose the good advantage of his grace. 9. Upon my secure hour thy uncle stole. 10. Full oft 'tis seen Our means secure us. 11. Moderate lamentation is the right of the dead. 12. The grief is fine, full, perfect that I taste : how can I mod- erate it ? 13. He knows me as the 6?ind man knows the cuckoo. 14. His brandished sword did blind men by its beams. Use the following words both as adjectives and as verbs : paper return separate dry trim humble blind clear Use the following words both as adjectives and as nouns: hollow straw brass sage plane noble safe marble Use the following words as adjectives, nouns, and verbs : right second light stone salt sham copper level REVISED ENGLISH GRAMMAR. 39 LESSON 37. PARAPHRASING. Jupiter and the Bee. Copy the numbered words and phrases in the fable below, and write, under each, three or more words or expressions that mean the same, or nearly the same. Then rewrite the story of Jupiter and the Bee, putting in place of each numbered expression the word or phrase from your own list which best expresses the thought. [See Lesson 23.] In days of yore^ when the world was young, a bee that had stored her combs with a bountiful harvest,^ flew up to heaven to present to Jupiter^ an offering^ of honey. Jupiter was so delighted with the gift^ that he promised^ to give her whatsoever she should ask. She therefore besought' him, saying, "0 glorious Jove, maker and master of me, poor bee, give thy servant a sting, so that when any one approaches^ my hive to take the honey, I may kill him on the spot." Jupiter, out of love to man, was angry at her request^ and thus answered'^^ her: ''Your prayer'^'^ shall not be granted in the way you wish, but the sting you ask for you shall have; and when any one comes to take away your honey and you attack him, the wound shall be fatal^^ not to him, but to you, for your life shall go with your sting." -^sop. LESSON 38. COMPLEMENTS. 1. The duckling frightened a little bird. 2. The, cat was master. 3. The mistress loved the hen. 4. He is ugly. 40 CALIFORNIA SERIES. What is the subject of the first sentence? What is asserted of the duck- Hng ? What is the verb ? Does the verb frightened complete the assertion ? What word in the predicate is needed to complete the assertion made by the verb frightened? A word used, to complete the assertion made by a verb is called a Complement.* What is the subject of the second sentence? What is the predicate? What is the verb ? What is the complement ? In the third and fourth sentences, name the subject ; the verb ; the com- plement. Summary. — A Complement is a word used to complete the assertion made by the verto. t Find the subject, the verb, and the complement in each of these sentences : 1. Ericsson built the Monitor. 2. Scott wrote Ivanhoe. 3. Csesar refused the crown. 4. Stephen was the first martyr. 5. Cleopatra was beautiful. 6. The Chinese invented gunpowder. 7. Alexander conquered the world. 8. Pasteur became famous. 9. Switzerland became a republic. 10. Hamlet seemed insane. LESSON 39. In the following exercise copy the sentences, drawing one line under each subject, two under each verb, and three under each complement : * 1. Cleon hath a million acres.— ilfacfca^/. 2. Life is earnest.— ion^/eZZow. * From the Latin complere^ meaning to fill up, or complete. t Some verbs do not make a complete assertion, and therefore cannot be predi- cates by themselves. Such verbs are called verbs of incomplete predication.— Longman. REVISED ENGLISH GRAMMAR. 41 3. Great is Diana of the Ephesians.— 5i6Ze. 4. 'T is the last rose of summer.— iJfoore. 5. The groves were God's first temiples.— Bryant. 6. Music hath chsums. — Congreve. 7. Fond memory brings the light of other days around me.— Moore. 8. Man is his own star.— Fletcher. . 9. A new commandment I give unto jovl.— Bible. 10. Sweet are the uses of aidyeYsitj.— Shakespeare. 11. He giveth his beloved sleep.— ^. B. Browning. 12. Brutus is an honorable msni.— Shakespeare. 13. Our acts our angels are.— Fletcher. LESSON 40. Write a sentence without a complement about : 1. an animal. 2. a bird. 3. a flower. Write a sentence with a complement about: 1. Columbus. 2. Washington. 3. John Smith. Fill the following blanks. Tell whether the part supplied is subject, verb J or complement : Model : showed the savages his pocket compass, {subject.) 1. Nokomis ■ the little Hiawatha. 2. Captain Smith taught the to cut down trees. 3. Confucius was the great of China. 4^ lived on a desert island. 5. Joseph had a of many colors. 6. Nathaniel Hawthorne wrote a to his daughter Una. 7. A went forth to sow. 8. Phaeton drove the of Apollo. 9. Yosemite is a beautiful 4r-G 42 CALIFORNIA SERIES, LESSON 41. Kinds of Complements. predicate adjectives and predicate nouns. 1. My hair is gray, but not with years.— Byron. 2. My name is Norval.— /o/m Home. What is the verb in the first sentence ? What word completes the asser- tion and describes the subject? What part of speech is this complement? In the second sentence, what is the verb? What word completes the asser- tion and describes the subject? What part of speech is this complement? Adjectives and nouns used as complements of the verb, and describing the subject, are called Predicate Adjectives and Predi- cate Nouns. The. number of verbs which may take as complement a predicate adjective or predicate noun is not very large. Some of the most common are as follows : be [is, am, are, was, were), seem, look, appear, become, grow, turn, feel, taste, smell, remain; thus, He is king. Boys become men. Vinegar tastes sour. She seems shy. Mankind grows better. Pinks smell sweet. The man looks old. Leaves'' turn brown.' He remained leader. Birds appear happy. Ice feels cold. From the following sentences select the predicate nouns and predi- cate adjectives: 1. Second thoughts are best. 4. Habit is second nature. 2. Order is Heaven's first law. 5. I am thy father's spirit. 3. All work is noble. 6. The virtuous are happy. Use the following words as complements of the verbs is, are, were, am, was. Indicate which are predicate nouns and which predicate adjectives: magnificent honorable squalid senator artist interesting rubicund famous capital here president honest harsh ripe peach HE VISED ENGLISH GRAMMAR. 43 LESSON 42. Kinds of Complements. OBJECTS. 1. The buttercup catches the sun in its chalice.— iowezz. 2. The warrior bowed his crested head.— if emans. 3. I saw him once before.— iToZmes. What is the verb in the first sentence ? What word completes the asser- tion and names the thing that receives the action expressed by the verb? What part of speech is this complement ? In the second sentence, what word completes the assertion by naming the thing that receives the action expressed by the verb ? What part of speech is this complement? In the third sentence, what word names the person that receives the action expressed by the verb? What part of speech is this complement? Nouns or pronouns used as complements of the verb, and naming the person or thing that receives the action, are called Objects. In the following sentences^ select the verb and the object: 1. The village master taught his little school. 2. Little strokes fell great oaks. 3. Constant dropping wears away stones. 4. I met a little cottage girl. 5. I bring fresh showers for the thirsting flowers. 6. Then Evangeline lighted the brazen lamp on the table. LESSON 43. Copy the following sentences, and indicate whether the comple- ments are objects, predicate adjectives, or predicate nouns: Model : All men are /r«e. {predicate adjective.) 1. I was a viking old.— Longfellow. 2. Bread is the staff of life.— Swift. 3. John Gilpin was a citizen.— Cowper. 4. It was a friar of orders gray.— Thomas Percy. 44 CALIFORNIA SERIES. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. lions. 21. 22. On the Grampian Hills my father feeds hi^floc'ks.— John Home. Man became a living soul.— Bible. The proper study of mankind is man.— Pope. They fought the dogs and killed the cats And bit the babies in their cradles.— i2. Browning. Diligence is the mother of good luck.— Poor Richard. I heard the trailing garments of the night. — Longfellow. I met a traveler from an antique Ismd.— Shelley. Ye outwardly appear righteous.— Bible. His hair is crisp and black and long.— Longfellow. A soft answer turneth away wrath.— Proverbs. An honest man 's the noblest worJc of God.— Pope. Procrastination is the thief of time.— Fowngr. All looks yellow to the jaundiced eye.— Po^^e. The love of money is the root of all eyil.— Bible. Speech is silvern, silence is golden.— Proverb. They were swifter than eagles, they were stronger than -Bible. Facts are stubborn things.— Smollett It is /; be not afraid.— Bible. LESSON 44. From the lists below build sentences, selecting suitable subjects, verbs, and complements. Add as many other words as may be neces- sary to make interesting sentences: Subjects. Verbs. Complements. Washington Irving commanded Mississippi Valley Thomas Jefferson assassinated Rip Van Winkle Benedict Arnold discovered New England Sappho was brave Chinese was queen Lady Jane Grey betrayed indestructible Edison are poetess Puritans wrote Declaration REVISED ENGLISH GRAMMAR. 45 Subjects. Verbs. Complements. Romans seem country General Grant explored Lincoln De Soto were artistic Alexander were progressive Greeks drafted invincible Booth are army Americans is gold Pyramids seemed California Marshall visited imitative Fremont settled inventor LESSON 45. REPRODUCTION OF MENTAL PICTURES. The dew was falling fast, the stars began to blink; I heard a voice, it said, '^ Drink, pretty creature, drink!" And looking o'er the hedge, before me I espied A snow-white mountain lamb with a maiden at its side. From '^The Pet Lamb." — Wordsworth. Does this stanza describe a scene in the city or country? What words suggest the time of day ? How many persons are indicated in the stanza ? How do you imagine each one to look? What do you imagine each one to be doing? In what country do you think this scene is laid? Why do you think so ? From your knowledge of the country, what things not mentioned in the stanza do you imagine might be seen by the person who is speaking ? Write, in your own words, a description of the picture suggested by this stanza. When you have done this, find, if accessible, the whole poem, and see whether it agrees with what you have imagined. LESSON 46. The breaking waves dashed high On a stern and rock -bound coast, And the woods against a stormy sky Their giant branches tossed- 46 CALIFORNIA SERIES. And the heavy night hung dark The hills and waters o'er, When a band of exiles moored their bark On the wild New England shore. From " The Landing of the Pilgrims." —Mrs. Hemans. Describe the mental picture suggested by these stanzas as to appearance of the sky ; appearance of the coast and trees ; appearance of the sea ; season of the year ; time of day ; ship ; people — how they look and what they are doing. The pines were dark on Ramoth hill, Their song was soft and low; The blossoms in the sweet May wind Were falling like the snow. The blossoms drifted at our feet, The orchard birds sang clear; The sweetest and the saddest day It seemed of all the year. From '^My Playmate."— Whittier. Describe the picture that may be painted from a study of these stanzas. To do this, consider the time of year; the sort of place; the kinds of trees; the wind ; the flowers ; the sounds. If the whole poem is accessible, read it, and add to your description what- ever the remainder of the poem suggests. LESSON 47. NOUNS. AND PRONOUNS AS MODIFIERS. 1. Many a hound obeyed Llewellyn's horn. 2. How dear to my heart are the scenes of my child- hood. What word in the first sentence indicates the owner or possessor? What part of speech is it ? What noun does it modify ? What mark and what letter are added to Llewellyn to denote possession ? In the second sentence, what two words denote ownership? What part Qf speech are the^ ? What nouns do they modify ? REVISED ENGLISH GRAMMAR. 47 A noun or pronoun used to denote ownership or possession is called a Possessive Modifier, The apostrophe and 5 ('s) are added to a noun to denote possession. 1. Silas Marner, the weaver, at last turned toward the fire. 2. It is I, Hamlet. What person is spoken of in the first sentence? What noun is placed after the subject to describe Silas Marner ? By what mark is it separated from the rest of the sentence ? What is the complement in the second sentence ? What noun is placed after the complement to show more clearly who is meant ? By what mark is it separated from the rest of the sentence ? A noun or pronoun placed after another noun or pronoun to describe or explain the first, is called an Appositive,* or, sometimes , an Appositive Modifier. When it does not combine closely with the modified noun, the appositive, with its modifiers, is set off by commas. LESSON 48. Select, from the following sentences, possessive and appositive modifiers, and tell what they modify: 1. Caleb, the son of the Viceroy of Egypt, entered every daj'- early and retired late.— Dr. Johnson. 2. Omar, the son of Hassan, had passed seventy -five years in honor and prosperity.— Dr. Johnson. 3. Prayer is the soul's sincere desire, Uttered or unexpressed.— ifow«flromeri/. 4. They sought a faith's pure shrine.— Hemans. 5. A sweeter woman ne'er drew breath Than my son's wife, ^lizsibeih.— Jean Ingelow. * Appositive means placed by the side of. 48 CALIFORNIA SERIES. 6. A boy's will is tlie wind's will.— Longfellow. 7. Lord Roland brought a lily - white doe To give his cousin, Lady Clare.— Tennyson. 8. Gunpowder, the black steed, passed by like a whirlwind. — Irving. 9. My country 't is of thee. Sweet land of liberty, Of thee I sing.— >s. F. Smith. 10. We, the people of the United States, do ordain and establish this constitution. 11. And through the dark arch a charger sprang, Bearing Sir Launfal, the maiden knight.— Lowell 12. Where breathes the foe but falls before us. With Freedom's soil beneath our feet And Freedom's banner streaming o'er us.— Drake. 13. In life's small things be resolute and gresit.- Lowell 14. By Nebo's lonely mountain, on this side Jordan's wave, In a vale in the land of Moab, there stands a lonely grave. — Alexander. LESSON 49. Write sentences containing the following used as possessive modi- fiers: meadow -lark friend poet blacksmith emperor professor lady fox Hawthorne children Compose sentences containing the following nouns used with appositive nouns. Look carefully to punctuation: Robinson Crusoe Longfellow Fremont Homer Jennie Wren Excalibur Harvard Shasta Golden Gate Hiawatha Victoria Venice Sacramento Yosemite Pegasus iEsop Mt. Everest Sequoias Edison Nile REVISED ENGLISH GRAMMAR. 49 Select the appositive in each of the following sentences from Words- worth. Copy the sentences, and punctuate them correctly : 1. 'T was one well known to him in former days, A shepherd lad. 2. She dwelt on a wide moor, The sweetest thing that ever grew Beside a human door. 3. She dwelt among the untrodden ways Beside the springs of Dove; A maid whom there were none to praise And very few to love. 4. My child ! they gave thee to another, A woman who was not thy mother. LESSON 50. ADVERBS. The Ugly Duckling. — Part VII. Soon a peasant passed slowly by and saw the poor ice- bound creature. He quickly broke the ice with his wooden shoe, carefully lifted the little duckling, and then carried him tenderly home. * The warmth very soon revived the seemingly lifeless duckling. The peasant's children now wanted to play with him, but the duckling feared they might do him some harm, and flew excitedly up and down, here and there, trying to get away. Finally he fluttered into a milkpan and splashed the milk about the room. Then the peasant's wife clapped her hands loudly, which frightened him still more. He flew into the butter cask, then into the meal tub, and out again. The woman 50 CALIFORNIA SERIES. screamed, and the children laughed and tumbled over one another in their efforts to catch him. It happened that the door stood open ; and the almost exhausted creature could just manage to slip out among the bushes and lie down in the snow. Par. 1. What is the subject of the first sentence? What is the first verb ? What word tells when the peasant passed ? What word tells how he passed? What word tells where he passed ? In the second sentence, name the three verbs that tell what the peasant did. What word modifies the first verb by telling how he broke the ice? How did he lift the duckling? How did he carry it? What word modifies carry by telling when? Words like these, that modify verbs by showing how, when, where, etc., are called Adverbs. Pak. 2. In the first sentence, what adverb shows when the duckling was revived ? What word tells how soon ? What part of speech is lifeless f What adverb tells how lifeless the duckling was ? Very and seemingly are adverbs. Adverbs may modify adjec- tives and adverbs as well as verbs. In the second sentence, what adverb tells when the children wanted to play with him? What five adverbs tell where he flew? What adverb tells how he flew? What adverb in the next sentence ? What does it show? Par. 3. Name four adverbs in the first sentence. Tell what words they modify and what they express. Name three in the next sentence. Par. 4. What word is modified by the adverb aZmosi .^ By the adverb just f By the adverb out ? By the adverb down ? Summary. — Adverbs are words that modify verbs, adjectives, and other adverbs. LESSON 51. Find the adverbs in the following, and tell what they modify: 1. She took up the flag the men hauled down.— Whittier. 2. Flow gently, sweet Afton, disturb not her dresun..— Burns. 3. A thousand hearts beat happily.— %ron. 4. Slowly and sadly we laid him down— Wolfe. REVISED ENGLISH GRAMMAR. 51 5. Merrily, merrily, shall I live now, Under the blossom that hangs on the hough..— Shakespeare. 6. Swiftly, swiftly, flew the ship, Yet she sailed softly, too.— Coleridge. 7. He rose up calmly, and composed the pall Firmly and decently— and left him there, As if his rest had been a breathing oieeip.— Willis. 8. A form more fair, a face more sweet. Ne'er hath it been my lot to meet.— Whittier. 9. The soft moon rose up slowly, and calmly she looked down.— Norton. 10. The door in the mountain - side shut isist.— Browning. 11. He prayeth best who loveth hest.^ Coleridge. LESSON 62. Build sentences containing the following words used as adverbs j and tell what each modifies: frequently exceedingly quietly above once yesterday entirely loudly there back afterward seldom scarcely slowly here somewhere forever almost truly thus forward yonder never much well faithfully abroad early quite very LESSON 63. From the following lists build five sentences. Underline the adjec- tive and doubly underline the adverb modifiers: Modifiers. the Monterey Subjects. nightingale cypress warrior waves Verbs. is contorted bellowed stepped dashed sings the breaking the English the clumsy an armed Modifiers. forward melodiously very loudly strangely high 52 CALIFORNIA SERIES. Using the following hare subjects and predicates as foundations, build six sentences, two of which shall contain adverbs modifying verbs; two, adverbs modifying adverbs; two, adverbs modifying adjectives. Use any other words that seem needed: rain is falling summer has come fire burns lion roars fish was caught ship sails * rivers flow nest was destroyed winter is coming LESSON 54. Good Usage in Adjectives and Adverbs. [See direction, Lesson 22.] Notice that the adjective is used to express condition of the subject, and the adverb to describe the manner of the action. The rose smells sweet. The knife looks sharp. The bird sings sweetly. The hunter looks sharply. The girl feels bad. The city looks gay. The boy acts badly. The bells rang gaily. The work seems neat. The tone sounds harsh. The woman sews neatly. The cricket chirps harshly. LESSON 55. ANALYSIS OF THE SIMPLE* SENTENCE. Model : The fearless Hiawatha heeded not her woman's warning. Kind of sentence : Declarative. Entire subject: The fearless Hiawatha. Bare subject, or noun : Hiawatha. Modifiers of subject : 1. the. 2. fearless. Entire predicate : Heeded not her woman's warning. Bare predicate, or verb : heeded. Object: warning. Modifier of verb : not. Modifiers of object : 1. her. 2. woman's. A simple sentence is a sentence consisting of but one statement. REVISED ENGLISH GRAMMAR. 53 Analyze the following sentences by the foregoing model: 1. The bees have hummed their noon -tide lullaby. 2. A little body often harbors a great soul. 3. Now the great winds shorewards blow. 4. A crooked stick will have a crooked shadow. 5. Now came still evening on. 6. Sweet is every sound. LESSON 50. Analysis Continued. Using the model given in the last lesson, analyze, orally, the fol- lowing sentences : 1. Each horseman drew his battle blade. 2. The old mayor climbed the belfry tower. 3. Act well your part. 4. Who planted this old apple-tree? 6. How beautiful is the rain ! 6. The good south wind still blew behind. 7. How fast the flitting figures come ! 8. Who would fill a coward's grave? 9. Misfortunes seldom come singly. 10. Then Fancy her magical pinions spread wide. 11. Dreams can not picture a world so fair. 12. Thou sayest an undisputed thing. 13. Leave thy low -vaulted past. 14. Am I my brother's keeper? 15. How are the mighty fallen ! 16. You should have heard the Hamelin people. 17. A single star lights the evening air. 18. The moon floods the calm fields. 19. The bonny bird did pour his full heart out. 20. You never heard a song so gay. 54 CALIFORNIA SERIES. LESSON 67. DEVELOPING A STORY. The Sad Little Lass. " Why sit you here, my lass ?" said he. " I came to see the king," said she : " To see the king come riding by, While all the eager people cry, ' God bless the king, and long live he,' And therefore sit I here," said she. " Why do you weep, my lass?" said he. '' I weep because I 'm sad," said she : " For when the king came riding by. And all the people raised a cry, I was so small I could not see. And therefore do I weep," said she. " Then weep no more, my lass," said he. " And pray, good sir, why not?" said she. " Lift up your eyes of bonnie blue, And look and look me through and through, Nor say the king you could not see : I am the king, my lass," said he. — Margaret Johnson. Read this poem thoughtfully. Who are the speakers? What questions did the king ask the little girl, and what did she reply ? How did the king comfort her? Think of the little girl ; how she set out alone to see the king ; how happy and eager she was as she hurried along. Think of the coming of the king ; his appearance ; his attendants ; the jostling and cheering of the people and the crowding back of the little girl. Think how the little girl felt when the king had gone by and the crowd had scattered, and she was left alone, tired and disappointed. Think what HE VISED ENGLISH GRAMMA H. 55 may have brought the king back and how he chanced to see the httle girl. Think of her feeUngs when the king told her who he was and she looked up into his face. Are all these things told in the poem, or are they merely suggested? Write, in your own language, the story suggested by this poem, adding any statements you wish. Be careful to bring out all the important points, but do not spend too much time on any one point, to the neglect of others. LESSON 68. PHRASES. ?1Pnip5 1. The wings of the duchling had grown. 2. The birds in the garden were swimming. 3. Three swans came /rom a thicket. 4. The duckling flew toward tlie magnificent birds. In the first sentence, what is the subject? What group of words is used as an adjective to modify wings f What is the subject of the second sentence ? What group of words, having neither subject nor predicate, is used as an adjective to modify birds f What is the verb of the third sentence ? What group of words is used as an adverb to modify came f What group of words in the fourth sentence is used as an adverb to modify flew f A group of words used as a single part of speech {and having neither subpct nor predicate) is called a Phrase.* A phrase takes its particular name from the part of speech for which it is used. Phrases used as adjectives or adverbs are called Adjective Phrases or Adverb Phrases. (For Verb -Phrases, see page 29.) In the following groups of words, change the italicized adjectives and adverbs to equivalent phrases: Model : wealthy people ( people of wealth). my country home stand here interesting facts silver vases sing joyfully industrious children * In common speech a phrase is any brief expression less than a sentence. 56 CALIFORNIA SERIES. ambitious boys my father's estate English travelers truthful men morning exercises patriotic citizens Change the following phrases to equivalent in haste with courage in all places with gentleness of no value of many colors of royalty with certainty with joy for that reason travel westward point yonder study carefully adjectives or adverbs. of brass in that place in a loud manner at this time from that place LESSON 69. Build sentences employing the following as phrases. Let ten be adjective phrases and eleven adverb phrases: to the mountains under the ground between the graves with danger over the hills beyond the seas with courage from the beginning for pleasure by the roadside in the valley across the road above the trees beside the stream among the flowers after nightfall before sunrise like soldiers except the youngest until death without malice LESSON 60. Copy these sentences, supplying adjective phrases: 1. The capital is situated on the Tiber. 2. The city was destroyed by an earthquake. 3. The people first settled California. 4. Thomas Jefferson was elected President of the United States. 5. Captain John Smith was saved by Pocohontas, the daughter . 6. The summit is covered by a great depth . 7. The story was written by Shakespeare. REVISED ENGLISH GRAMMAR. 57 8. The messenger was Mercury, the son . 9. The battle was won by Americans. 10. The Legislature meets in Sacramento. Copy these sentences , supplying adverb phrases: 1. The gorilla lives . 2. The great London bridge is built . 3. The home of Alfred Tennyson was 4. Napoleon died . 5. The Congress of the United States meets 6. The Columbian Exposition was held 7. A trip around the world can be made — 8. The American colonies fought . 9. The pyramids still stand . LESSON 61. PREPOSITIONS. The Ugly Duckling. — Part VIII. After the long, hard winter, the little duckling found himself lying in a moor. The sun now shone brightly, and the young bird felt that his wings were strong. He flapped them against his sides and rose lightly in the air. They bore him toward a large garden. The blossoming apple-trees and the fragrant elders bent their long, green branches ahove a 'pleasant stream. From a thicket of elders close by, came three swans with snowy plumage. They rustled their feathers and swam gracefully away on the water. I will fly to these royal birds, said the duckling. They will kill me because I, poor ugly creature, dare to approach them. But it is better to be killed by tliem than 5-G 58 CALIFORNIA SERIES. bitten by the ducks and pecked by the hens, or to suffer starvation in the cold winter. So he flew into the water and swam toward the magnificent swans. Instantly they rushed to meet him with out -spread wings. " Kill me," said the poor duckling, and he bent his head and awaited death. 1. The egg was lying m the nest. 2. The egg was lying by the nest. 3. The egg was lying near the nest. What phrase in the first sentence ? What word in the phrase connects the noun nest with was lying by showing a relation of place ? Give the phrase in the second sentence. What word in this phrase con- nects the noun nest with was lying f What sort of relation is shown by the preposition ? Give the phrase in the third sentence. What word in this phrase con- nects the noun nest with was lying ? What sort of relation is shown by the preposition ? The word in a phrase, which, like in, by, and near, connects the noun or pronoun with some other word in the sentence by showing relation, is called a Preposition. 1. The duckling flew ax^ross the room. 2. The duckling flew about the room. 3. The duckling flew from the room. In the above sentences, what phrases modify the verb flewf What preposition introduces each ? What noun in each phrase is connected by the preposition to the verhflew f The noun or pronoun in a phrase which is connected by the prepo- sition with some other word in the sentence, is called the Object of the preposition. REVISED ENGLISH GRAMMAR. 69 Summary. — A Preposition is a word that introduces a phrase and connects its object with some other word in the sentence hy showing relation. In the italicized phrases in Part VIII. of The Ugly Duckling^ select the prepositions and their objects, and tell with what words the prepositions connect their objects. LESSON 62. Copy the following sentences, and supply suitable prepositions: 1. Now there is Jerusalem, the sheep -market, a pool. 2. The quail has hardly ceased piping the corn, when winter the folds of trailing clouds sows broadcast the land snow, icicles, and rattling hail. 3. A gush smoke came a chimney the rear the edifice. 4. The rays the evening sun came solemnly the painted windows his head, and fell gorgeous colors the opposite wall. 5. General Washington set out Philadelphia Boston horseback the 21st June. 6. — the crossbeam the old south bell, The nest a pigeon is builded well, summer and winter that bird is there, Out and in the morning air. 7. Merrily swinging brier and weed Near the nest his little dame, the mountain side or mead, Robert Lincoln is telling his name. 8. I chatter stony ways, little sharps and trebles; I bubble eddying bays, I babble the pebbles. 9. The sun has gone down a golden glow. 60 CALIFORNIA SERIES. LESSON 63. STUDY OF A SELECTION. To A Water -Fowl. Whither, 'midst falling dew. While glow the heavens with the last steps of day, Far through their rosy depths dost thou pursue Thy solitary way ? Yainly the fowler's eye Might mark thy distant flight to do thee wrong. As, darkly painted on the crimson sky. Thy figure floats along. Seek'st thou the plashy brink Of weedy lake, or marge of river wide, Or where the rocking billows rise and sink On the chafed ocean side ? All day thy wings have fanned. At that far height, the cold, thin atmosphere. Yet stoop not, weary, to the welcome land, Though the dark night is near. And soon that toil shall end ; Soon shalt thou find a summer home, and rest. And scream among they fellows; reeds shall bend, Soon^ o'er thy sheltered nest. He who, from zone to zone. Guides through the boundless sky thy certain flight, In the long way that I must tread alone Will lead my steps aright. _ w^m^^ cuiien Bryant. REVISED ENGLISH GRAMMAR. 61 Read, thoughtfully, the goem To a Water -Fowl. {Consult the dictionary if you find words you do not understand.) Give briefly, in your own words, the question asked in the first stanza ; in the third stanza. What destination is described in the fifth stanza? To whom does the word He, in the last stanza, refer? How does the poet apply the lesson learned from God's care of the birds to his own life ? What three expressions in the first two stanzas suggest the color of the sky? What expressions in the poem suggest the time of day? Find several expressions that suggest the great height at which the bird is flying. What words give an idea of the motion of the water -fowl? Of the length of its journey? What is meant hy plashy brink ; marge of river ; rocking billows ; chafed ocean side f Describe a picture that might be painted to illustrate the first stanza. What might be added to it to illustrate the second stanza ? Describe three different pictures which might be painted to illustrate the third stanza; one picture to illustrate the fifth. Memorize and write the last stanza. LESSON 64. CONJUNCTIONS AND INTERJECTIONS. The Ugly Duckling. — Part IX. Ah ! what did he see in the clear stream below ? He saw his own image, hat it was no longer the image of a sooty -brown bird, ugly to look upon. It was that of a graceful and beautiful swan. The other swans swam around the new-comer, and, as a welcome, lovingly stroked his neck with their bills. There were little children running about in the garden, and they threw crumbs into the water. " see ! there is a new one," cried the youngest child, and then they all ran to their mother, shouting, " Hurrah ! another swan has come, a7id he is the most beautiful of all ! " 62 CALIFORNIA SERIES. The old swans were also deligh-ted with their new companion and bowed their heads before him, hut he felt quite shy a7id hid his head under his wing. He was so happy he did not know what to do or to say, yet he was not proud of his beauty or of his station. He had been persecuted and despised for his ugliness, hut now he heard them say he was the most beautiful of all the birds. He rustled his feathers and curved his slender neck, and cried joyfully from the depths of his heart, "0! I never dreamed of happiness like this." Being born in a farm -yard matters little if one is hatched from a swan's Qgg. — Adapted and abridged from Hans Christian Andersen. 1. Little children were running about the garden and they threw crumbs to the swans. 2. He was not proud of his beauty or of his station. 3. They persecuted and despised him. 4. The hens and the ducks pecked him. What two statements* are joined to make the first sentence? What word joins them ? Give two phrases in the second sentence. What word joins them ? What two verbs in the third sentence ? By what word are they joined ? What are the subjects of the fourth sentence, and by what are they joined? Words used to join clauses, 'phrases, or words, are called Con- junctions. _____ 1. Ah ! what did he see in the clear stream ? 2. Hurrah ! another swan has come. 3. ! I never dreamed of happiness lil^e this. * statements joined to other statements to make a sentence, are called clauses. REVISED ENGLISH: GRAMMAR. 63 What words in the last three sentences indicate strong or sudden feeling ? Are they necessary to the sense ? Words that indicate strong or sudden feeling are called Inter- jections. Summary. — Conjunctions are words used to join clauses, phrases, or words. Interjections are words used to indicate strong or sudden feeling. The interjection ** " should always be a capital letter. Tell what words, phrases, or clauses are connected by conjunctions italicized in Part IX. of The Ugly Duckling. Point out the interjec- tions in the same lesson. LESSON 65. COMPOUND SUBJECTS AND PREDICATES. 1. Two or more subjects connected by a conjunction form a compound subject; as, Knowledge and wisdom, far from being one, Have ofttimes no connection.— Cowper. 2. Two or more predicates connected by a conjunction form a compound predicate ; as, Somewhere, I know, on the unseen shore. They watch and beckon and wait for me.— Priest. In the same way complements and modifiers may become compound. 3. When three or more words or groups of words are joined together we may omit all the conjunctions but the last and sepa- rate the parts by commas; as, Actions, looks, and words form the alphabet by which we spell character.— Lavater. The Congress shall have power to declare war, grant letters of marque and reprisal, and make rules concerning captures on land and water.— Constitution U. S. 64 CALIFORNIA SERIES. Write sentences^ using the following groups of words as compound subjects, predicates, complements^ or modifiers: 1. Ivanhoe, Waverley, Marmion, Lady of the Lake. 2. Cyclones, blizzards, earthquakes. 3. Chloroform, ether, cocaine. 4. Understood, appreciated, rewarded. 5. England, Scotland, Wales. 6. Attacked, overwhelmed, captured. 7. Long, dark, narrow. 8. Of Mt. Shasta, of Mt. Whitney. 9. On the mountains, on the foothills, in the valleys. Copy and punctuate the following sentence : The pyramids of Egypt the tomb of Mausoleus the hanging gardens of Babylon the Colossus of Rhodes the lighthouse at Alexandria the temple of Diana and the statue of Jupiter at Olympia were the seven wonders of the ancient world. Write and punctuate three similar sentences that shall name: 1. Seven wonderful inventions of this century. 2. Seven remarkable buildings. 3. Seven wonderful works of nature. LESSON ee. Select the conjunctions from the following sentences, and tell whether they connect words, phrases, or clauses. If words, tell how they are used: 1. Blessed are the merciful, for they shall obtain mercj.— Bible. 2. The calm, gray sky of early dawn was flecked and barred with golden clouds.— ^ood. 3. Princes and lords are but the breath of kings.— Bums. 4. The heroic soul does not sell its justice and its noble- ness.— Emerson. REVISED ENGLISH GRAMMAR. 65 5. It is faith in something, and enthusiasm for something, that makes a life worth looking Sit.— Holmes. 6. He spoke of the grass and flowers and trees. Of the singing birds and the humming bees.— Whittier. 7. Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery?— Pa«HcA;iI(?nrv. 8. Few and short were the prayers we said, And we spoke not a word of sorrow; But we steadfastly gazed on the face of the dead, And we bitterly thought of the morrow.— TFoZ/e. Select the interjections from the following : 1.0! young Lochinvar is come out of the west.— &o«. 2. Alas ! how light a cause may move Dissension between hearts that love.— -Mbore. 3. Farewell! Be your thoughts better or more holdi.— Shelley. 4. ! a dainty plant is the ivy gxeen.— Dickens. 5. But oh ! the choice what heart can doubt.— JJfoore. 6. Hark! the herald angels sing.— TTesfei/. • 7. List! the strain floats nearer now.— >Sf/i«ZZe2/. 8. La! You could make an excuse if you had but a mind. — Edgeworth. The following are conjunctions in common use : therefore because unless and but for nor yet or if Write sentences, using the above words as conjunctions. LESSON 67. Good Usage in Conjunctions. [See direction, Lesson 22.] Do as I do. It looks as if it would rain. Do as he does. It appears as if it would rain. Do as she does. It seems as if it would rain. 66 CALIFORNIA SERIES. Here are pies such as your mother makes. Here are doughnuts such as your mother makes. Here are pickles such as your mother makes. The use of like for as, as if, and such as, is a very common error, and should be carefully corrected. LESSON 68. DEVELOPING A STORY. The Ugly Duckling. Tell briefly the story of The Ugly Duckling. Describe the mental picture that' you see of the farmhouse and the fields around it; of the old woman, the cat, and the hen ; of the flight of the wild swans ; of the peasant's hut ; of the blossoming garden. Why did not the great egg hatch with the others ? How did the fowls in the barnyard treat the ugly duckling? Why? What should we learn from this as to our treatment of strangers ? How do you imagine the ugly duckling felt when he ran away into the moor? Where did lie seek shelter? What questions did the cat and the hen ask him ? • Did they mean to be unkind? Is it right thus to judge others by what we can do ourselves ? How did the duckling feel toward the strange birds that he saw by the lake ? Why ? Why did he run away from the peasant's house ? Did the children intend to frighten him ? What change came over him during the winter? What were the duck- ling's feelings when he swam toward the swans in the garden ? How did he discover that he was beautiful? How was he welcomed by the swans and the children? How did he receive their praise? Why was he now admired and loved? Was he really any more worthy than when he was persecuted for his ugliness? Had his trials made him less gentle and forgiving ? In what way does Hans Andersen's own life resemble that of the ugly duckling ? Did Hans Andersen become beautiful in appearance ? If not, in what did his beauty consist ? Write upon one of the following topics. Be careful to divide properly into paragraphs, and to use correctly quotation marks and other marks of punctuation: REVISED ENGLISH GRAMMAR. 1. The nest and the hatching. 2. Visit to the duck -pond and the farm -yard. 3. The old woman, the cat, and the hen. 4. The beautiful strangers. 6. The peasant's hut. 6. The transformation. 67 LESSON 69. TABULAR ANALYSIS. Model : A thing of beauty is a joy forever. — Keats. Subject. Predicate. Bare Subject. Modifiers of Subject. Verb. Complement. Modifier of Verb. Modifier of Complement. thing 1. a. 2. of beauty. is joy forever a ! Make a diagram like the one above, and tabulate the following sentences according- to the model: 1. Autumn in his leafless bowers Is waiting for the winter snow.— WTiittier. 2. Our school - houses are the republican line of fortifi- cation.— Garfield. 3. Every hour of lost time is a chance for future misfort- une. — Napoleon. 4. On the hearth of Farmer Garvin blazed the crackling walnut log.— Whittier. 5. Fond memory brings the light of other days around me.— Moore. 68 CALIFORNIA SERIES. LESSON 70. DEVELOPING A STORY. The Departure of the Swallows. The raindrops plash, and the dead leaves fall, On spire and cornice and mould ; The swallows gather, and twitter, and call, " We must follow the summer, come one, come all. For the winter is now so cold." Just listen awhile to the wordy war, As to whither the way shall tend. Says one, " I know the skies are fair And myriad insects float in air Where the ruins of Athens stand. " And every year when the brown leaves fall. In a niche of the Parthenon I build my nest on the corniced wall. In the trough of a devastating ball From the Turk's besieging gun." Another says, '^ I prefer the nave Of the temple of Baalbec ; There my little ones lie while the palm-trees wave. And, perching near on the architrave, I fill each open beak." " Ah ! " says the last, " I build my nest Far up on the Nile's green shore. Where Memnon raises its stony crest. And faces the sun as he leaves his rest. But greets him with song no more. REVISED ENGLISH GRAMMAR. 69 " In his ample neck is a niche so wide, And withal so deep and free, A thousand swallows their nests can hide, And a thousand little ones rear beside — Then come to the Nile with me." — From the French of Theophile Gautier. Thought Study. — Read this poem thoughtfully. Answer the questions below in the form of a connected story. (Consult the dictionary for the meaning of any word you do not understand.) Who are represented as talking in this story? What are they talking about? At what season of the year do you suppose the conversation took place? Why? In what country do you imagine the swallows were at that time? Why? Why did the first swallow want to go to Athens ? In what ruined temple did she build her nest ? Why did the second swallow prefer Baalbec ? Where is this temple? Why did the third prefer Egypt? In what statue did this swallow build? LESSON 71. The Departure of the Swallows. — Continued. Form study. — How many stanzas in this selection? How many lines in each stanza ? How does each line begin ? What do you notice about the indentation of the second and fifth lines ? How are the speeches of the swallows set off from the rest of the poem ? Read the entire speech of the first swallow. Notice where the quotation marks are placed when the quotation is continued to a new stanza or para- graph. Read the quotation in the fourth stanza. Through how many stanzas .does the speech of the last swallow extend ? In the fifth stanza what break occurs in the quotation ? How is this indicated ? Parts of Speech. — Stanza 1. Find eight nouns, eight verbs, and one verb -phrase. How many conjunctions do you find? What two adverbs in the last line ? What predicate adjective ? Stanza 2. Find six verbs and one verb -phrase, and give the subject of each. What is the complement of the verb are f What proper noun do you find in this stanza ? 70 CALIFORNIA SERIES. Stanza 3. Find twelve adjectives. What proper noun is a possessive modifier? What other proper noun do you find? What three phrases tell where the nest is built? What phrase describes niche f What phrase describes trough f What phrase describes hall ? Stanza 4. Find seven nouns. Which two of them are objects? Name the proper noun. Find three pronouns. Give three phrases, and name the preposition in each. . Stanza 5. Find eight nouns. Which four are objects ? Which are proper nouns? Find six verbs, four adverbs, six pronouns. Which pronouns are possessive modifiers ? Which are subjects ? Which is an object ? Name the conjunctions and interjections. Stanza 6. In this stanza, tell what part of speech each word is. LESSON 72. VERBALS. 1. Pegasus, the winged horse, loved to soar swiftly through the heavens like a great bird. 2. Pegasus, fearing men, very seldom came to earth. What is the verb in the first sentence ? What action is named as the object of loved f In what, then, is to soar like a noun? By what adverb is to soar modified? In what, then, is it like a verb? What is the verb in the second sentence? What word derived from the verb fear is used, not to assert action or condition, but to describe Pegasus f What noun is the object of fearing? In what, then, is fearing like a verb, and in what is it like an adjective ? Words which, like to soar and fearing in the above sentences, are derived from verbs and share their nature^ but are used as nouns or as adjectives, are called Verbals. Verbals, like verbs, may take complements and modifiers. Select the verbals in the following groups of sentences, and tell whether they are used as nouns or adjectives : 1. The linnets began to sing merrily. The linnets began singing merrily. The linnet, singing his merry song, perched near my window. REVISED ENGLISH GRAMMAR. 71 2. The apple-trees begin to blossom in spring. The apple - trees begin blossoming in spring. The apple-trees, blossoming, fill the air with fragrance. Select the verbals in the following, and tell whether they are used as nouns or adjectives. Give their modifiers and complements, if any: 1. The star now blazing in the east is Sirius. 2. Joan of Arc sought to free France from the enemy. 3. Columbus, kneeling on the shore of San Salvador, gave thanks to God. 4. Our forefathers, by resisting unjust taxation, brought on the Revolutionary War. 5. William Tell dared to resist the tyrant Gesler. 6. Mary, Queen of Scots, regretted leaving France. 7. Washington, honored by his countrymen, died at Mt. Vernon. LESSON 73. Infinitives. 1. To drink at the fountain of Pirene was the delight of Pegasus. 2. Drinking at the fountain of Pirene was the delight of Pegasus. 3. Pegasus, in coming to the earth, was very shy. 4. One day he alighted and began to quaff the waters. 5. The ambition of the youth Bellerophon was to capture Pegasus. Is there any diflference in the thought expressed by sentences one and two ? What verbal names the action which is the subject of the first sentence ? What verbal names the action which is the subject of the second sentence ? As what part of speech is each of these verbals used ? Verbals which, like to drink and drinking in the above sentences j are used as nouns, are called Infinitives. 72 CALIFORNIA SERIES. How is the infinitive in sentence three used ? How is the infinitive in sentence four used? The infinitive in sentence five? An infinitive, like a noun, may be used as the subject or comple- ment of a verb J or as the object of a preposition. As will be seen by observing the above sentences, there are two infinitive forms. The first has the same form as the root* of the verb, and is called the root -infinitive. The root - infinitive usually has to put before it as its sign; as, to drink, to see, to go. The second form, which ends in ing, is called the infinitive in ing;f 2i,^, drinking, coming. The infinitive in ing is also sometimes called the Gerund. LESSON 74. Copy the following sentences, select the infinitives, and tell whether they are used as subjects, as complements, or as objects of preposi- tions : 1. Learn to labor and to wait.— Longfellow. 2. With a restless desire of seeing different countries I have always resided in the same city.— Dr. Johnson. 3. "O no, no," said the little fly, "to ask me is in vain."— fi'om'^. 4. True ease in writing comes from art, not chance.— Pope. 5. We were crowded in the cabin. Not a soul would dare to sleeip.— Fields. 6. In riding I have the additional pleasure of governing another's will.— Holmes. 7. At daybreak the bugles began to -pis, j.— Longfellow. 8. To be trusted is a greater compliment than to be loved [is]. — Macdonald. *The simplest form of the verb is called the Root. t There is sometimes danger of confusing pure nouns ending in ing with the infinitive in ing. In the sentence " The blossoming of California wild flowers begins in June," blossoming, having lost its verbal nature, is used simply as a name, and is, therefore, a noun and not an infinitive. REVISED ENGLISH GRAMMAR. 73 LESSON 75. Supply infinitives in the following sentences, and tell how they are used : 1. Stanley's purpose in to Africa was Dr. Livingstone. 2. The Puritans hoped • religious liberty in America. 3. Many lives have been lost in the North Pole. 4. and are the chief industries of California. 5. a flying machine is the ambition of many inventors. 6. One of the delights of youth should be good books. 7. — the Pyramids required time and patience. 8. Athens the most beautiful city in the world was the desire of Pericles. Build twelve sentences, using four of the following infinitives as subjects, four as complements, and four as objects of prepositions : traveling tramping to learn conquering to read to study to write to assist singing to rain to sell asking LESSON 76. Participles. 1. Bellerophon, waiting by the fountain, saw Pegasus descend. 2. Bellerophon, delighted, sprang upon the back of the beautiful steed. What is the verb in the first sentence ? What verbal is used to describe Bellerophonf As what part of speech, then, is waiting used? What is the verb in the second sentence ? What verbal is used to describe Bellerophon f As what part of speech, then, is delighted used? 6-a 74 CALIFORNIA SERIES. Verbals which, like waiting and delighted in the above sentences, are used as adjectives* are called Participles. Participles end in ing, ed (d or t), and en; as, singing, delighted, dared, lost, forsaken. Infinitives in ing must not be taken for participles ending in ing. Parti- ciples always have the use of adjectives, and are never, like infinitives, used as subjects or objects of verbs, or as objects of prepositions. Summary of Verbals. —Verbals are words derived from verbs and sharing their nature, but having in addition the use of a noun or an adjective. Infinitives are noun verbals. Participles are adjective verbals. LESSON 77. Select the participles below, and give the complement and modifiers, if any, of each participle : 1. I saw a crow perched on the edge of the nest.— Burroughs. 2. The children coming home from school Look in at the open door.— Longfellow. 3. Truth, crushed to earth, shall rise a.gsiin.— Bryant. 4. All the little boys and girls, Tripping and skipping, ran merrily after The wonderful music— Browning. 5. Ye shall find the babe wrapped in swaddling clothes, lying in a manger.— ^t6Ze. 6. The turban folded about his head Was daintily wrought of the palm -leaf hrsiid.—Whittier. 7. A word fitly spoken is like apples of gold in pictures of silyer.— Bible. 8. A noble deed is a step toward God, Lifting the soul from a common clod.— Holland. * There is a usage in which the participle form parts with its verbal nature and becomes simply an adjective. In the sentence '^Blossoming flowers dot the hills," blossoming simply tells the kind of flowers. It is, therefore, an adjective and not a participle. REVISED ENGLISH GRAMMAR. 75 9. A traveler by the faithful hound, Half buried in the snow was found, Still grasping in his hand of ice A banner with this strange device, Ex.cehiov.— Longfellow. 10. Thou shouldst desire to die, being misevsible,— Shakespeare. 11. The king of Naples, being an enemy, hearkens my brother's suit. — Shakespeare. LESSON 78. Fill the blanlcs in the following sentences with participles chosen from the list below: shipwrecked confined chosen searching banished brought sung uniting invented written containing 1. Robinson Crusoe, on a lonely island, longed for companionship. 2. Seven colors make white light. 3. The telegraph, — by Morse, connects the civilized nations of the earth. 4. Cleopatra's needle, from Egypt, stands in Central Park. 6. The Alexandrian Library, many ancient manu- scripts, was destroyed by fire in 641. 6. The name of the Man in the Iron Mask, for many years in the prisons of France, has never been revealed. 7. Napoleon, to St. Helena, died in exile. 8. Lady Franklin, for her husband, won the pity of the world. 9. George Washington, first President of the United States, died in 1799. 10. The Chambered Nautilus, by Oliver Wendell Holmes, is considered his finest poem. 11. The Battle Hymn of the Republic, at the Northern campfires, stirred the courage of the soldiers. 76 CALIFORNIA SERIES. Build sentences, using the following participles, and tell what each modifies: having been invited laughing attacked drowned being amused having gone taken thrown being elected singing overjoyed caught LESSON 79. Change the infinitives in ing to root - infinitives : 1. Exercising in the open air is beneficial. 2. Obeying promptly is the duty of every soldier. 3. Traveling is one means of education. 4. Doing one's best is all that is necessary. 5. Giving is better than receiving. Change the root -infinitives to infinitives in ing: 1. To serve his country is the duty of a citizen. 2. To know the past helps us to understand the future. 3. To use slang always betrays ill - breeding. 4. To read good books is profitable. 6. To live honestly is possible to all. LESSON 80. Copy the following sentences, indicating (a) the participles and infinitives, (b) their complements and modifiers: 1. Up rose old Barbara Frietchie then, Bowed with her four - score years and ten.— Whittier. 2. Something attempted, something done, Has earned a night's reipose.— Longfellow. 3. From street to street he piped advancing, And step for step they followed dsmcing.— Browning. 4. The Czar of all the Russias, pacing slow, followed the coffin. — Agnes McDonald. REVISED ENGLISH GRAMMAR. 77 5. I love to hear thine earnest yoice.— Holmes. 6. Cromwell, I did not think to shed a tear.— Shakespeare. 7. The owner of it blest ever shall in safety rest— Shakespeare. 8. Announced by all the trumpets of the sky, Arrives the snow.— Emerson. 9. The schoolmaster is abroad armed with his primer. — Brougham. LESSON 81. A SUMMARY OF THE PARTS OF SPEECH. What is meant hj parts of speech f How many parts of speech are there ? Name them. What two parts of speech comprise all names and words that stand for names? What part of speech asserts something of the subject? What two parts of speech are used only to modify other words ? Which one of these modifies nouns and pronouns? Which one modifies verbs, adjectives, and adverbs ? What two parts of speech are used as connecting words? Which one of these connects its object with some other word in the sentence by showing relation ? Which one simply joins the parts of the sentence ? What words expressing sudden or strong feeling only, are sometimes found in a sentence ? What class of words combines the uses of the verb and the noun, or of the verb and the adjective ? Cofy the following table of the parts of speech : 1. Nouns I 2. Pronouns .... \ ^'^'"i"^ ^°'"'i«- 3. Verbs and verb -phrases Asserting words. 4. Adjectives } 5. Adverbs S Modifying words. 6. Prepositions ) 7. Conjunctions . . . . ( Connecting words. 8. Interjections .... Unrelated words. Verbals are a class of words intermediate between verbs, on the one hand, and nouns and adjectives, on the other. 78 CALIFORNIA SERIES. LESSON 82. In the following poem arrange all the words in lists: 1. Naming words; 2. Asserting words; 3. Modifying words ; J/.. Connecting words. (Noun verbals may be placed with the naming words, and adjective verbals with the modifying words. ) Signs of Rain. 1. The hollow winds begin to blow, 2. The clouds look black, the glass is low. 3. The soot falls down, the spaniels sleep, 4. And spiders from their cobwebs peep. 5. Last night the sun went pale to bed, 6. The moon in halos hid her head. 7. The walls are damp, the ditches smell, 8. Closed is the pink -eyed pimpernel. 9. Hark, how the chairs and table crack ! 10. Old Betty's nerves are on the rack. 11. Loud quacks the duck, the peacocks cry, 12. And distant hills are seeming nigh. 13. How restless are the snorting swine ! 14. The busy flies disturb the kine. 15. Low o'er the grass the swallow wings, 16. The cricket, too, how sharp he sings. 17. Puss on the hearth, with velvet paws, 18. Sits wiping o'er her whiskered jaws. 19. Through the clear streams the fishes rise, 20. And nimbly catch the incautious flies. 21. The glow-worms, numerous and light, 22. Illumed the dewy dell last night. 23. At dusk the squalid toad was seen, 24. Hopping and crawling o'er the green. 25. The whirling dust the wind obeys, 26. And in the rapid eddy plays. REVISED ENGLISH GRAMMAR. 79 27. The frog has changed his yellow vest, 28. And in a russet coat is dressed. 29. Though June, the air is cold and still, 30. The mellow blackhird's voice is shrill. 31. My dog, so altered in his taste, 32. Quits mutton - bones on grass to feast. 33. 'T will surely rain ! I see with sorrow, 34. Our jaunt must be put off to-morrow. LESSON 83. BUSINESS LETTERS. 511 Larkin St., San Francisco, Cal., Dec. 23, 1895. Messrs. Perry Mason & Co., 201 Columbus Ave., Boston, Mass. Sirs : — Enclosed is a money -order for one dollar and seventy -five cents ($1.75), for which please send to my address a copy of " The Youth's Com- panion" for one year, beginning with January, 1896. Yours respectfully, Walter Bentley. Compare the business letter given above with the letter on page 20. Notice that in business letters the full address of the person or persons to whom you are writing is placed before the salutation. If the letter is in answer to one received, that letter should be referred to and its date given. Business letters should be short and to the point. Write and address a letter ordering one of the following period- icals : St. Nicholas, Harper^s Round Table, Scrihner^s Magazine, The Century Magazine, The Overland Monthly. Use your own name and address in the letter, and write as care- fully as if the letter were to be sent. 80 CALIFORNIA SERIES. LESSON 84. Copy the following letter. Write and address an order for three books you would like to own; for a bicycle; for a watch . Davisville, Yolo Co., Cal. Messrs. Brown & Co., San Francisco, Cal. Gentlemen : Please send me, with bill, by mail, the following books : "Birds and Bees." — Burroughs, (pap.) "The Peasant and the Prince." — Martineau. (cl.) Yours truly, Gardner Pierce. The abbreviations in parenthesis refer to the style of binding. A Letter op Introduction. A letter of introduction may have the same general form as the letter of friendship, page 20. The body may be as follows : It gives me pleasure to introduce to you my friend, Hazel King, who is visiting your city. Any kindness you may extend to her will be appreciated by me. Formal letters, such as invitations and their answers, have no address or salutation. They should be so written as to occupy the middle of the page. Invitation. 3fr. and Mrs. Hall request the pleasure of Mr. Wright's company at a social gathering, on Tuesday evening, at eight o'clock. 1210 Elm Ave., Nov. 8. Accepting the Invitation. Mr. Wright accepts with much pleasure the kind invitation of Mr. and Mrs. Hall to be present at their residence next Tuesday evening. Declining the Invitation. Mr. Wright presents his compliments to Mr. and Mrs. Hall, with regrets that it will be impossible, by reason of a previous engagement, to accept their kind invitation for Tuesday evening. REVISED ENGLISH GRAMMAR. 81 LESSON 85. THE COMPLEX SENTENCE. ^ 1. Pegasus, who had yiever before felt the weight of man, darted up into the air. 2. His frantic struggles, which would have unseated most riders, did not dismay the brave youth. 3. When, at last, Pegasus had grown weary, his fearless rider slipped a bridle over his head. 4. The beautiful, wild creature realized that he was conquered. How many statements do you find in the first sentence ? Read the state- ment you think the most important. What is the subject of this statement? Wiiat is the predicate V Read the statement in italics. What is the subject of this statement ? The predicate ? A statement which is joined with other statements to make a larger statement, or sentence, is called a Clause. Reaji the first sentence again. Which clause makes a complete assertion? Which clause is used to describe Pegasus ? To what part of speech is this clause equivalent? A clause which makes an assertion by itself is called an Inde- pendent Clause; as, Pegasus darted up into the air. A clause which enters into some other clause as a single part of speech is called a Dependent Clause ; as, Who had never before felt the weight of man. A sentence composed of an independent clause and one or more dependent clauses is called a, Complex Sentence. Read the independent clause in the second sentence. Read the dependent clause. What noun is modified by the dependent clause? To what part of speech is this clause equivalent? What name, then, may we give to this clause ? 82 CALIFORNIA SERIES. Read the dependent and the independent clause in the third sentence. What verb is modified by the dependent clause ? To what part of speech is this clause equivalent? What name, then, may we give to it? Read the dependent and the independent clause in the fourth sentence. Name the subject ; the verb. What clause is the object of the verb realized f What part of speech, then, does this clause stand for? What may we name this clause ? A dependent clause is always used as an adjective, an adverb, or a noun, and is named from its use in the sentence. The dependent clause in the second sentence above is an adjective clause ; in the third sentence it is an adverb clause ; in the fourth sentence it is a noun or substantive* clause. LESSON 86. Answer the following questions in regard to each of the complex sentences below : Is the italicized clause dependent or independent ? Why f Is it used as subject^ complement, or modifier? Is it used as an adjective, an adverb, or a noun? 1. Nature never did betray the heart that loved her.— Wordsworth. 2. Old Kaspar took it from the boy ♦ Who stood expectant by.— Southey. 3. I stood on the bridge at midnight As the clocks were striking the hour.— Longfellow. 4. A city that is set on an hill cannot be hid.— Bible. 5. A half -starved dog that looked like Wolf was skulking about the house.— Irving. 6. Our souls have sight of that immortal sea Which brought us hither.— Wordsworth. 7. He that lacks time to mourn lacks time to mend.— Taylor. 8. The evil that men do lives after them..- Shakespeare. 9. That the climate of the northern hemisphere has changed^ is the opinion of many naturalists.— iyeZZ. * When phrases, clauses, and words not properly nouns, are used in a sen- tence with the value of nouns, they are called substantives. Substantive is only another name for a noun. REVISED ENGLISH GRAMMAR. 83 10. That you have wronged me, Brutus, doth appear in this. — Shakespeare. 11. The noble Brutus hath told you [connective omitted^ Caesar was ambitious.— Shakespeare. 12. " You are old, Father William,^^ the young man cried. — Southey. 13. I remembered that youth could not last.— Southey. LESSON 87. Construct two complex sentences of each of the following pairs, first making one thought the independent clause, and then the other : 1. Franklin was in youth a poor printer's boy. Franklin became a great statesman and philosopher. Model : Franklin, who in youth was a poor printer's boy, became a great statesman and philosopher. Franklin, who became a great statesman and philosopher, was in youth a poor printer's boy. 2. The Olympic games were held every four years. The Olympic games were the delight of the Greeks. 3. The prize was a wreath of wild olive. The prize was given at the Olympic games. 4. Sappho lived 600 years before Christ. Sappho is considered the greatest poetess of the world. 6. The Israelites wandered forty years in the wilderness. The Israelites were led by Moses. 6. David was one of the kings of Israel. David wrote the most beautiful of the Psalms. 7. Ferdinand de Lesseps was a Frenchman. Ferdinand de Lesseps built the Suez canal. 8. Bismarck united the German people. Bismarck was Chancellor of the Emperor William. 84 CALIFORNIA SERIES. 9. Gladstone is the leader of the Liberal party in England. Gladstone is called the Grand Old Man. 10. Julius Caesar was the foremost man of ancient Rome. Julius Caesar was a general, a writer, a mathematician, and an orator. 11. The Pilgrims came to America to seek religious liberty. The Pilgrims landed at Plymouth Rock. LESSON 88. In the following sentences, expand the italicized participle and infinitive constructions to clauses : Model : The remains of ancient Troy, recently discovered, are of great historical interest. (Expanded.) The remains of ancient Troy, which were recently discovered, are of great historical interest. 1. The Romans, having conquered the worlds were unable to conquer themselves. 2. Sheridan, hearing the guns, galloped from Winchester to take command of the army. 3. Mary, Queen of Scots, accused of treason, was imprisoned by Elizabeth. 4. Youth is the time to sow the seeds of character. 5. Cortez, having burned his ships, knew that retreat was impossible. 6. Philip of Spain built the Armada to conquer England. In the following sentences, contract the italicized clauses to parti- ciple and infinitive constructions : 1. One hundred and twenty -three persons, who were confined in the black hole of Calcutta, died of impure air. 2. Washington resolved that he would retreat from New Jersey. 3. Napoleon, while he was fighting the allied armies, was defeated at Waterloo. REVISED ENGLISH GRAMMAR. 85 4. Lafayette, who came from France, aided America in the Revolutionary War. 5. Birds, when left undisturbed, soon grow tame. LESSON 89. In the following sentences, expand the italicized adjectives and phrases to clauses : 1. Grecian architecture has never been surpassed. 2. In the Olympian games a crown of wild olives was given to the victor. 3. The great pyramid of Egypt covers over thirteen acres. 4. The noble Portia defeated Shylock's revenge. 5. The place of Grant and Leeh meeting was Appomattox Court House. In the following sentences, contract the italicized clauses to adjec- tives or phrases : 1. The reign of Elizabeth, which was glorious, is noted for its literary productiveness. 2. The ark of the covenant, which was sacred, held the tables of the law. 3. The place where David hid was the cave of Adullam. 4. The happy time when the good Haroun Alraschid ruled is praised by poets. LESSON 90. The Relation of Clauses. Write the independent 'and the dependent clauses in the following selections, and give the use of each dependent clause : 1. Spake full well, in language quaint and olden, One who dwelleth by the castled Rhine, When he called the flowers, so blue and golden. Stars, that in earth's firmament do ^hme.— Longfellow. 86 CALIFORNIA SERIES. Model : One spake full well, in language quaint and olden, (independent clause.) Who dwelleth by the castled Rhine, (adjective clause, modifying one.) When he called the flowers, so blue and golden, stars, (adverb clause, modifying spake.) That in earth's firmament do shine, (adjective clause, modifying stars.) 2. Many dismal tales were told about funeral trains, and mourning cries and wailings heard and seen about the great tree where the unfortunate Major Andre was taken, and which stood in the neighborhood. Some mention was made, also, of the woman in white, that haunted the dark glen at Raven Rock.— Irving. 3. The post-boy drove with fierce career, For threatening clouds the moon had drowned, When suddenly I seemed to hear A moan, a lamentable sound.— Wordsworth. LESSON 91. Analysis of the Complex Sentence. To analyze a complex sentence : 1. Classify the sentence as declarative, interrogative, or imper- ative. 2. Give the independent clause, the dependent clause.* 3. Give the entire subject, the bare subject and its modifiers. 4. Give the entire predicate, the verb, the complement, the modifiers of the verb, the modifiers of the complement. Model : The ornaments of a house are the friends who frequent it. 1. This is a complex declarative sentence. 2. The independent clause in this sentence is the ornaments of a house are the friends; the dependent clause is who frequent it. 3. The entire subject is the ornaments of a house; the bare subject is orna- ments; the modifiers of the subject are the adjective the and the adjective phrase of a house. * Do not, at this stage, require the analysis of the dependent clause. REVISED ENGLISH GRAMMAR. 87 4. The entire predicate is are the friends who frequent it; the verb is are; the complement of the verb is the predicate noun friends; the complement is modified by the adjective the and the adjective clause who frequent it. Analyze, by the foregoing model, the sentences in Lesson 86. LESSON 92. THE COMPOUND SENTENCE. 1. Pegasus at once ceased to struggle, and his new- found master guided him to earth. 2. The youth, pitying his gentle captive, now set him free, hut the winged steed, after a short flight, returned to him again. 3. From this time on Pegasus remained willingly with the young hero, nor could he be tempted to leave him. How many independent clauses in the first sentence? Give each one. By what word are these clauses connected? What part of speech is and f Give the clauses and the connective in each of the remaining sentences. A sentence composed of two or more independent clauses is called a Compound Sentence. In the following sentences name each clause, and give its subject and predicate. Name the words that connect the clauses : 1. The drawbridge dropped with a surly clang, And through the dark arch a charger sprang.— iow«/Z. 2. Each heart recalled a different name, But all sang Annie Laurie.— ^a^/ard Taylor. 3. O, come ye in peace here, or come ye in war ?— Scott. 4. They toil not, neither do they sipin.— Bible. 5. Art may err, but nature cannot miss. —Dry den. 6. Men may come and men may go, But I go on forever.— Tennyson. 7. Give me liberty or give me death !— Patrick Henry. 88 CALIFORNIA SERIES. 8. Can Honor's voice provoke the silent dust, Or Flattery soothe the dull, cold ear of death 1—Gray. 9. Her ways are ways of pleasantness, And all her paths are peace.— Bible. 10. The jessamine clambers in flowers o'er the thatch, And the swallow chirps sweet from her nest in the wall. — Dimond. LESSON 93. Combine each 'pair of sentences below into a compound sentence. Note that in combining sentences^ the parts common to both are some- times omitted from one clause of the compound sentence: 1. The elm is the sovereign tree of New England. The elm is abundant in both the fields and the forests of New England. Model : The elm is the sovereign tree of New England, and is abundant in both field and forest. 2. The fern is a type of the flowerless plants. The rose is a type of the flowering plants. 3. The sequoias are the oldest and largest trees in the world. The sequoias are found only in California. 4. The Yosemite is the most wonderful natural feature of the western continent. There is no other spot in the world of such varied beauty and grandeur as the Yosemite. 5. Maize, or Indian corn, is a native of America. Maize is now one of the great food products of the world. 6. The most remarkable cavern in Europe is Fingal's cave, on the island of Staffa. The most remarkable cavern in America is the Mammoth cave, in Kentucky. REVISED ENGLISH GRAMMAR. 89 7. The Parthenon is the noblest ruin of Greece. The Coliseum is the noblest ruin of Rome. 8. The planet Saturn has eight moons. It is surrounded by beautiful rings. 1st Clause