Higher Lessons in English by Alonzo Reed and Brainerd Kellogg (popular books to read TXT) 📕

PHRASES.

On sea; in the city; by day; on land; by night; in the country; by hook; across the ocean; by crook; over the lands; along the level road; up the mountains.

*

LESSON 24.

REVIEW.

CAPITAL LETTERS AND PUNCTUATION.

Direction.+—_Give the reason for every capital letter and for every mark of punctuation used below:_—

1. The sensitive parts of the body are covered by the cuticle, or skin. 2. The degrees of A.B., A.M., D.D., and LL.D. are conferred by the colleges and the universities of the country. 3. Oh, I am so happy! 4. Fathers and mothers, sons and daughters rejoice at the news. 5. Plants are nourished by the earth, and the carbon of the air. 6. A tide of American travelers is constantly flooding Europe. 7. The tireless, sleepless sun rises above the horizon, and climbs slowly and steadily to the zenith. 8. He retired to private life on half pay, and on the income of a large estate in the South.

+Direction.+—_Write these expressions, using capital letters and marks of punctuation where they belong:_—

1. a fresh ruddy and beardless french youth replied 2. maj, cal, bu, p m, rev, no, hon, ft, w, e, oz, mr, n y, a b, mon, bbl, st 3. o father o father i cannot breathe here 4. ha ha that sounds well 5. the edict of nantes was established by henry the great of france 6. mrs, vs, co, esq, yd, pres, u s, prof, o, do, dr 7. hurrah good news good news 8. the largest fortunes grow by the saving of cents and dimes and dollars 9. the baltic sea lies between sweden and russia 10. the mississippi river pours into the gulf of mexico 11. supt, capt, qt, ph d, p, cr, i e, doz 12. benjamin franklin was born in boston in 1706 and died in 1790

+Direction.+—_Correct all these errors in capitalization and punctuation, and give your reasons:_—

1 Oliver cromwell ruled, over the english People, 2. halloo. I must speak to You! 3. john Milton, went abroad in Early Life, and, stayed, for some time, with the Scholars of Italy, 4. Most Fuel consists of Coal and Wood from the Forests 5. books are read for Pleasure and the Instruction and improvement of the Intellect, 6. In rainy weather the feet should be protected by overshoes or galoches 7. hark they are coming! 8. A, neat, simple and manly style is pleasing to Us. 9. alas poor thing alas, 10. i fished on a, dark, and cool, and mossy, trout stream.

*

LESSON 25.

MISCELLANEOUS EXERCISES IN REVIEW.

ANALYSIS.

1. By the streets of By-and-by, one arrives at the house of Never.—_Spanish Proverb_ [Footnote: By-and-by has no real streets, the London journals do not actually thunder, nor were the cheeks of William the Testy literally scorched by his fiery gray eyes. Streets, house, colored, thunder, and scorched are not, then, used here in their first and ordinary meaning, but in a secondary and figurative sense. These words we call +Metaphors+. By what they denote and by what they only suggest they lend clearness, vividness, and force to the thought they help to convey, and add beauty to the expression.

For further treatment of metaphors and other figures of speech, see pages 87, 136, 155, 156, 165, and Lesson 150.]

2. The winds and waves are always on the side of the ablest navigators.—_Gibbon_. 3. The axis of the earth sticks out visibly through the center of each and every town or city.—_Holmes_. 4. The arrogant Spartan, with a French-like glorification, boasted forever of little Thermopylae.—_De Quincey_. 5. The purest act of knowledge is always colored by some feeling of pleasure or pain.—_Hamilton_. 6. The thunder of the great London journals reverberates through every clime.—_Marsh_. 7. The cheeks of William the Testy were scorched into a dusky red by two fiery little gray eyes.—_Irving_. 8. The study of natural science goes hand in hand with the culture of the imagination.—_Tyndall_. [Footnote: Hand in hand may be treated as one adverb, or with may be supplied.] 9. The whole substance of the winds is drenched and bathed and washed and winnowed and sifted through and through by this baptism in the sea.—_Swain_. 10. The Arabian Empire stretched from the Atlantic to the Chinese Wall, and from the shores of the Caspian Sea to those of the Indian Ocean.—_Draper_. 11. One half of all known materials consists of oxygen.—_Cooke_. 12. The range of thirty pyramids, even in the time of Abraham, looked down on the plain of Memphis.—_Stanley_.

*

LESSON 26.

WRITTEN PARSING.

+Direction+.—_Parse the sentences of Lesson 25 according to this +Model for Written Parsing_.

| Nouns. | Pron. | Verbs.| Adj. | Adv. | Prep. | Conj.| Int.| |––—|––-|––-|––—|––|––-|––|–—| 1st |streets,| | |the,the.| |By,of, | | | sentence|By-and- | one. |arives.| | |at,of | | | | by, | | | | | | | | |house, | | | | | | | | |Never. | | | | | | | | ––—|––—|––-|––-|––—|––|––-|––|–—| | | | | | | | | | 2d | | | | | | | | | sentence| | | | | | | | |

TO THE TEACHER.—Until the +Subdivisions+ and +Modifications+ of parts of speech are reached, +Oral and Written Parsing+ can be only a classification of the words in the sentence. You must judge how frequently a lesson like this is needed, and how much parsing should be done orally day by day. In their +Oral Analysis+ let the pupils give at first the reasons for every statement, but guard against their doing this mechanically and in set terms; and, when you think it can safely be done, let them drop it. But ask now and then, whenever you think they have grown careless or are guessing, for the reason of this, that, or the other step taken.

Here it may be well to emphasize the fact that the part of speech to which any word belongs is determined by the use of the word, and not from its form. Such exercises as the following are suggested:—

Use right words. Act right. Right the wrong. You are in the right.

Pupils will be interested in finding sentences that illustrate the different uses of the same word. It is hardly necessary for us to make lists of words that have different uses. Any dictionary will furnish abundant examples. It is an excellent practice to point out such words in the regular exercises for analysis.

*

LESSON 27.

REVIEW.

TO THE TEACHER.—See suggestions, Lesson 16.

+Direction+.—_Review from Lesson_ 17 to Lesson 21, inclusive.

Give the substance of the “Introductory Hints” (tell, for example, what such words as long and there may be expanded into, how these expanded forms may be modified, how introduced, what the introductory words are called, and why, etc.). Repeat and illustrate definitions and rules; illustrate fully what is taught of the position of phrases, and of the punctuation of phrases, connected terms, and exclamatory expressions. How many parts of speech are there?

Exercises on the Composition of the Sentence and the Paragraph.

(SEE PAGES 153-156.)

TO THE TEACHER.—See notes to the teacher, pages 30, 150.

*

LESSON 28.

NOUNS AS OBJECT COMPLEMENTS.

Introductory Hints.+—In saying Washington captured, we do not fully express the act performed by Washington. If we add a noun and say, Washington captured Cornwallis, we complete the predicate by naming that which receives the act.

Whatever fills out, or completes, is a +Complement+. As Cornwallis completes the expression of the act by naming the thing acted upon—the object—we call it the +Object Complement+. Connected objects completing the same verb form a +Compound Object Complement+; as, Washington captured Cornwallis and his army.

+DEFINITION.—The Object Complement of a Sentence completes the predicate, and names that which receives the act.+

The complement with all its modifiers is called the +Modified Complement.+

+Analysis.+

1. Clear thinking makes clear writing.

thinking | makes | writing ============|===================== clear | clear

+Oral Analysis+.–_Writing_ is the object complement; clear writing is the modified complement, and makes clear writing is the entire predicate.

2. Austerlitz killed Pitt. 3. The invention of gunpowder destroyed feudalism. 4. Liars should have good memories. 5. We find the first surnames in the tenth century. 6. God tempers the wind to the shorn lamb. 7. Benjamin Franklin invented the lightning-rod. 8. At the opening of the thirteenth century, Oxford took and held rank with the greatest schools of Europe.

took ––– Oxford | ‘ | rank ========|=and’ ========== | ‘ ‘ held -––/

revolves

/––––

moon | / ‘ ======|== and’ | ‘ ‘ keeps | side -––––—

9. The moon revolves, and keeps the same side toward us. 10. Hunger rings the bell, and orders up coals in the shape of bread and butter, beef and bacon, pies and puddings. 11. The history of the Trojan war rests on the authority of Homer, and forms the subject of the noblest poem of antiquity. 12. Every stalk, bud, flower, and seed displays a figure, a proportion, a harmony, beyond the reach of art. 13. The natives of Ceylon build houses of the trunk, and thatch roofs with the leaves, of the cocoa-nut palm. 14. Richelieu exiled the mother, oppressed the wife, degraded the brother, and banished the confessor, of the king. 15. James and John study and recite grammar and arithmetic.

James study grammar ========= =========== =============== ‘ | ‘ | ‘ ‘and ==|== and’ ===== and’ John ‘ | ‘ recite ‘ arithmetic =========/ ===========/ ===============

*

LESSON 29.

NOUNS AND ADJECTIVES AS ATTRIBUTE COMPLEMENTS.

+Introductory Hints+.—The subject presents one idea; the predicate presents another, and asserts it of the first. Corn is growing presents the idea of the thing, corn, and the idea of the act, growing, and asserts the act of the thing. Corn growing lacks the asserting word, and Corn is lacks the word denoting the idea to be asserted.

In logic, the asserting word is called the copula—it shows that the two ideas are coupled into a thought—and the word expressing the idea asserted is called the predicate. But, as one word often performs both offices, e. g., Corn grows, and, as it is disputed whether any word can assert without expressing something of the idea asserted, we pass this distinction by as not essential in grammar, and call both that which asserts and that which expresses the idea asserted, by one name—the predicate. [Footnote: We may call the verb the predicate; but, when it is followed by a complement, it is an incomplete predicate.]

The maple leaves become. The verb become does not make a complete predicate; it does not fully express the idea to be asserted. The idea may be completely expressed by adding the adjective red, denoting the quality we wish to assert of leaves, or attribute to them—_The maple leaves become red_.

Lizards are reptiles. The noun reptiles, naming the class of the animals called lizards, performs a like office for the asserting word are. Rolfe’s wife was Pocahontas. Pocahontas completes the predicate by presenting a second idea, which was asserts to be identical with that of the subject.

When the completing word expressing the idea to be attributed does not unite with the asserting word to make a single verb, we distinguish it as the +Attribute Complement.+