Chapter IV: Part 4

_Singular_. _Plural_.
_Nom._ he, they,
_Pos._ his, their _or_ theirs,
_Obj._ him; them.

THIRD PERSON--_feminine_.

_Singular_. _Plural_.
_Nom._ she, they,
_Pos._ her _or_ hers, their _or_ theirs,
_Obj._ her; them.

THIRD PERSON----_neuter_.

_Singular_. _Plural_.
_Nom._ it, they,
_Pos._ its, their _or_ theirs,
_Obj._ it; them.

_Mine, ours, yours, thine, hers_, and _theirs_ are used when the name of the thing possessed is omitted; as, This rose is _yours_ = This rose is _your rose_.

COMPOUND PERSONAL PRONOUNS.

By joining the word _self_ to the possessive forms _my, thy, your_, and to the objective forms _him, her, it_, the +_Compound Personal Pronouns_+ are formed. They have no possessive case, and are alike in the nominative and the objective.

Their plurals are _ourselves_, _yourselves_, and _themselves_. Form the _compound personal pronouns_, and write their declension.

RELATIVE AND INTERROGATIVE PRONOUNS.

_Sing. and Plu._
_Nom._ who,
_Pos._ whose,
_Obj._ whom.

_Sing. and Plu._
_Nom._ which,
_Pos._ whose,
_Obj._ which.

_Of which_ is often used instead of the possessive form of the latter pronoun.

_Sing. and Plu._
_Nom._ that,
_Pos._ ----,
_Obj._ that.

_Sing. and Plu._
_Nom._ what,
_Pos._ ----,
_Obj._ what.

_Ever_ and _soever_ are added to _who, which_, and _what_ to form the +_Compound Relative Pronouns_+. They are used when the antecedent is omitted. For declension, see above.

LESSON 84.

POSSESSIVE FORMS.

+RULE.--The _possessive case_ of nouns is formed in the singular by adding to the nominative the apostrophe and the letter _s_ ('s); in the plural, by adding (') only. If the plural does not end in _s_, the apostrophe and the _s_ are both added+.

Write the _possessive singular_ and the _possessive plural_ of the following nouns, and place an appropriate noun after each.

Robin, friend, fly, hero, woman, bee, mouse, cuckoo, fox, ox, man, thief,
fairy, mosquito, wolf, shepherd, farmer, child, neighbor, cow.

Possession may be expressed also by the preposition _of_ and the _objective_; as, the _mosquito's_ bill = the bill _of_ the _mosquito_.

The possessive sign ('s) is confined _chiefly_ to the names of persons and animals.

We do not say the _chair's_ legs, but the legs _of_ the _chair_. Regard must be had also to the _sound_.

IMPROVE THE FOLLOWING EXPRESSIONS, and expand each into a simple sentence.

The sky's color; the cloud's brilliancy; the rose's leaves; my uncle's
partner's house; George's father's friend's farm; the mane of the horse
of my brother; my brother's horse's mane.

When there are several possessive nouns, all belonging to one word, the possessive sign is added to the last only. If they modify different words, the sign is added to each.

CORRECT THE FOLLOWING EXPRESSIONS, and expand each into a simple sentence.

+Model+.--_Webster and Worcester's dictionary may be bought at Ticknor's and Field's book-store_.

The possessive sign should be added to _Webster_, for the word _dictionary_ is understood immediately after. Webster and Worcester do not together possess the same dictionary. The sign should not be added to _Ticknor_, for the two men, Tieknor and Field, possess the same store.

Adam's and Eve's garden; Jacob's and Esau's father; Shakespeare and Milton's works; Maud, Kate, and Clara's gloves; Maud's, Kate's, and Clara's teacher was ----.

When one possessive noun is explanatory of another, the possessive sign is added to the last only.

CORRECT THE FOLLOWING ERRORS.

I called at Tom's the tinker's.
They listened to Peter's the Hermit's eloquence.
This was the Apostle's Paul's advice.

CORRECT THE FOLLOWING ERRORS.

Our's, your's, hi's, their's, her's, it's, hisn, yourn, hern.

LESSON 85.

FORMS OF THE PRONOUN.

+_Remember_+ that _I, we, thou, ye, he, she, they_, and _who_ are +_nominative_+ forms, and must not be used in the objective case.

+_Remember_+ that _me, us, thee, him, her, them_, and _whom_ are +_objective_+ forms, and must not be used in the nominative case.

+To the Teacher+.--The _eight_ nominative forms and the _seven_ objective forms given above are the only distinctive nominative and objective forms in the English language. Let the pupils become familiar with them.

CORRECT THE FOLLOWING ERRORS.

Him and me are good friends.
The two persons were her and me.
Us girls had a jolly time.
It is them, surely.
Who will catch this? Me.
Them that despise me shall be lightly esteemed.
Who is there? Me.
It was not us, it was him.
Who did you see?
Who did you ask for?

+_Remember_+ that pronouns must agree with their antecedents in number, gender, and person.

CORRECT THE FOLLOWING ERRORS.

Every boy must read their own sentences.
I gave the horse oats, but he would not eat it.
Every one must read it for themselves.
I took up the little boy, and set it on my knee.

+_Remember_+ that the relative _who_ represents persons; _which_, animals and things; _that_, persons, animals, and things; and _what_, things.

CORRECT THE FOLLOWING ERRORS.

I have a dog who runs to meet me.
The boy which I met was quite lame.
Those which live in glass houses must not throw stones.

REVIEW QUESTIONS.

+To the Teacher+.--For "Schemes," see p. 186.

How many modifications have nouns and pronouns? Name and define each. How many persons are there? Define each. How many cases are there? Define each. How do you determine the case of an explanatory noun or pronoun? What is declension? How are the forms _mine, yours_, etc., now used? What is the rule for forming the possessive case? What words are used only in the nominative case? What words are used only in the objective case? [Footnote: _Her_ is used in the possessive case also.] How do you determine the number, gender, and person of pronouns?

LESSON 86.

NOUNS AND PRONOUNS--PARSING.

+To the Teacher+.--For general "Scheme" for parsing, see p. 189.

Select and parse all the nouns and pronouns in Lesson 53.

+Model for Written Parsing+.--_Elizabeth's favorite, Raleigh, was beheaded by James I._

Elizabeth's
CLASSIFICATION. _Nouns_.
_Kind_. Prop.
MODIFICATIONS. _Person_. 3d
_Number_. Sing.
_Gender_. Fem.
_Case_. Pos.
SYNTAX. Pos. Mod. of _favorite_.

favorite
CLASSIFICATION. _Nouns_.
_Kind_. Com.
MODIFICATIONS. _Person_. 3d
_Number_. Sing.
_Gender_. Mas.
_Case_. Nom.
SYNTAX. Sub. of _was beheaded_.

Raleigh
CLASSIFICATION. _Nouns_.
_Kind_. Prop.
MODIFICATIONS. _Person_. 3d
_Number_. Sing.
_Gender_. Mas.
_Case_. Nom.
SYNTAX. Exp. Mod. of _favorite_.

James I.
CLASSIFICATION. _Nouns_.
_Kind_. Prop.
MODIFICATIONS. _Person_. 3d
_Number_. Sing.
_Gender_. Mas.
_Case_. Obj.
SYNTAX. Prin. word after _by_.

+To the Teacher+.--Select other exercises, and continue this work as long as it may be profitable. See Lessons 56, 57, 61, 64, and 65.

LESSON 87.

COMPARISON OF ADJECTIVES.

+Adjectives have one modification;+ viz., _Comparison_.

DEFINITIONS.

+_Comparison_ is a modification of the adjective to express the relative degree of the quality in the things compared+.

+The _Positive degree_ expresses the simple quality+.

+The _Comparative degree_ expresses a greater or a less degree of the quality+.

+The _Superlative degree_ expresses the greatest or the least degree of the quality+.

+RULE.--Adjectives are regularly compared by adding _er_ to the positive to form the comparative, and _est_ to the positive to form the superlative+.

Adjectives of one syllable are _generally_ compared regularly; adjectives of two or more syllables are often compared by prefixing _more_ and _most_.

When there are two correct forms, choose the one that can be more easily pronounced.

Compare the following adjectives. For the spelling, consult your dictionaries.

Model.--_Positive. Comparative. Superlative_.
Lovely, lovelier, loveliest; _or_
lovely, more lovely, most lovely.

Tame, warm, beautiful, brilliant, amiable, high, mad, greedy, pretty,
hot.

Some adjectives are compared _irregularly_. Learn the following forms.

_Positive. Comparative. Superlative_.
Good, better, best.
Bad, |
Evil, + worse, worst.
Ill, |
Little, less, least.
Much, |
Many, | more, most.

LESSON 88.

COMPARISON OF ADJECTIVES AND ADVERBS.

+_Remember_+ that, when two things or groups of things are compared, the _comparative_ degree is commonly used; when more than two, the _superlative_ is employed.

+_Caution_+.--Adjectives should not be _doubly_ compared.

CORRECT THE FOLLOWING ERRORS.

Of all the boys, George is the more industrious.
Peter was older than the twelve apostles.
Which is the longer of the rivers of America?
This was the most unkindest cut of all.
He chose a more humbler part.
My hat is more handsomer than yours.
The younger of those three boys is the smarter.
Which is the more northerly, Maine, Oregon, or Minnesota?

+_Caution_+.--Do not use adjectives and adverbs extravagantly.

CORRECT THE FOLLOWING ERRORS.

The weather is horrid.
That dress is perfectly awful.
Your coat sits frightfully.
We had an awfully good time.
This is a tremendously hard lesson.
Harry is a mighty nice boy.

+_Remember_+ that adjectives whose meaning does not admit of different degrees cannot be compared; as, _every_, _universal_.

Use in the three different degrees such of the following adjectives as admit of comparison.

All, serene, excellent, immortal, first, two, total, infinite, three-legged, bright.

+_Adverbs_+ are compared in the same manner as adjectives. The following are compared regularly. Compare them.

Fast, often, soon, late, early.

In the preceding and in the following list, find words that may be used as adjectives.

The following are compared irregularly. Learn them.

_Pos. Comp. Sup. _
----------- ---------- --------
Badly, Ill, worse, worst.
Well, better, best.
Little, less, least.
Much, more, most.
Far, farther, farthest.

Adverbs ending in _ly_ are generally compared by prefixing _more_ and _most_. Compare the following.

Firmly, gracefully, actively, easily.

+To the Teacher+.--Let the pupils select and parse all the adjectives and adverbs in Lesson 27. For forms, see p. 189. Select other exercises, and continue the work as long as it is profitable. See "Schemes" for review, p. 188.

REVIEW QUESTIONS.

How is a noun parsed? What modification have adjectives? What is comparison? How many degrees of comparison are there? Define each. How are adjectives regularly compared? Distinguish the uses of the comparative and the superlative degree. Give the directions for using adjectives and adverbs (Lesson 88). Illustrate. What adjectives cannot be compared? How are adverbs compared?

LESSON 89.

MODIFICATION OF VERBS.

VOICE.

+Hints for Oral Instruction+.--_I picked the rose_. I will tell the same thing in another way. _The rose was picked by me_. The first verb _picked_ shows that the subject _I_ represents the actor, and the second form of the verb, _was picked_, shows that the subject names the thing acted upon. This change in the form of the verb is called +Voice+. The first form is called the +Active Voice+; and the second, the +Passive Voice+.

The _passive_ form is very convenient when we wish to assert an action without naming any actor. _Money is coined_ is better than _somebody coins money_.

DEFINITIONS.

+_Voice_ is that modification of the transitive verb which shows whether the subject names the _actor_ or the _thing acted upon_+.

+The _Active Voice_ shows that the subject names the actor+.

+The _Passive Voice_ shows that the subject names the thing acted upon+.

In each of the following sentences, change the _voice_ of the verb without changing the meaning of the sentence. Note the other changes that occur in the sentence.

The industrious bees gather honey from the flowers.
The storm drove the vessel against the rock.
Our words should be carefully chosen.
Death separates the dearest friends.
His vices have weakened his mind and destroyed his health.
True valor protects the feeble and humbles the oppressor.
The Duke of Wellington, who commanded the English armies in the
Peninsula, never lost a battle.
Moses led the Israelites out of Egypt.
Dr. Livingstone explored a large part of Africa.
The English were conquered by the Normans.

Name all the transitive verbs in Lessons 20 and 22, and give, their _voice_.

LESSON 90.

MODE, TENSE, NUMBER, AND PERSON.

+Hints for Oral Instruction+.--When I say, _James walks_, I assert the walking as a _fact_. When I say, _James may walk_, I do not assert the action as a fact, but as a _possible_ action. When I say, _If James walk out, he will improve_, I assert the action, not as an actual fact, but as a _condition_ of James's, improving. When I say to James, _Walk out_, I do not assert that James actually does the act, I assert the action as a _command_.

The action expressed by the verb _walk_ has been asserted in _four_ different _ways_, or +modes+. The first way is called the +Indicative Mode+; the second, the +Potential Mode+; the third, the +Subjunctive Mode+; the fourth, the +Imperative Mode+.

Let the teacher give other examples and require the pupils to repeat this instruction.

For the two forms of the verb called the +Infinitive+ and the +Participle+, see "Hints," Lessons 48 and 49.

_I walk. I walked. I shall walk_. In each of these three sentences, the manner of asserting the action is the same. _I walk_ expresses the action as _present_. _I walked_ expresses the action as _past_, and _I shall walk_ expresses the action as _future_. As +Tense+ means _time_, the first form is called the +Present Tense+; the second, the +Past Tense+; and the third, the +Future Tense+.

We have three other forms of the verb, expressing the action as _completed_ in the _present_, the _past_, or the _future_.

_I have walked out to-day. I had walked out when he called. I shall have walked out by to-morrow_. The form, _have walked_, expressing the action as _completed_ in the present, is called the +Present Perfect Tense+. The form, _had walked_, expressing the action as _completed_ in the past, is called the +Past Perfect Tense+. The form, _shall have walked_, expressing an action to be _completed_ in the future, is called the +Future Perfect Tense+.

Let the teacher give other verbs, and require the pupils to name and explain the different tenses.

_I walk. Thou walkest. He walks. They walk_.

In the second sentence, the verb _walk_ was changed by adding _est_; and in the third, it was changed by adding _s_. These changes are for the sake of agreement with the person of the subject. The verb ending in _est_ agrees with the subject _thou_ in the second person, and the verb ending in _s_ agrees with _he_ in the third person. In the fourth sentence, the subject is in the third person; but it is plural, and so the verb drops the _s_ to agree with they in the plural.

Verbs are said to agree in +Person+ and +Number+ with their subjects. The person and number _forms_ will be found in Lessons 93, 94.

+DEFINITIONS+.

+_Mode_ is that modification of the verb which denotes the manner of asserting the action or being+.

+The _Indicative Mode_ asserts the action or being as a fact+.

+The _Potential Mode_ asserts the power, liberty, possibility, or necessity of acting or being+.

+The _Subjunctive Mode_ asserts the action or being as a mere condition, supposition, or wish+.

+The _Imperative Mode_ asserts the action or being as a command or an entreaty+.

+The _Infinitive_ is a form of the verb which names the action or being in a general way, without asserting it of anything+.

+The _Participle_ is a form of the verb partaking of the nature of an adjective or of a noun, and expressing the action or being as assumed+.

+The _Present Participle_ denotes action or being as continuing at the time indicated by the predicate+.

+The _Past Participle_ denotes action or being as past or completed at the time indicated by the predicate+.

+The _Past Perfect Participle_ denotes action or being as completed at a time previous to that indicated by the predicate+.

+_Tense_ is that modification of the verb which expresses the time of the action or being+.

+The _Present Tense_ expresses action or being as present+.

+The _Past Tense_ expresses action or being as past+.

+The _Future Tense_ expresses action or being as yet to come+.

+The _Present Perfect Tense_ expresses action or being as completed at the present time+.

+The _Past Perfect Tense_ expresses action or being as completed at some past time+.

+The _Future Perfect Tense_ expresses action or being to be completed at some future time+.

+_Number_ and _Person_ of a verb are those modifications that show its agreement with the number and person of its subject+.

LESSON 91.

CONJUGATION OF THE VERB.

+DEFINITIONS+.

+_Conjugation_ is the regular arrangement of all the forms of the verb+.

+_Synopsis_ is the regular arrangement of the forms of one number and person in all the modes and tenses+.

+_Auxiliary Verbs_ are those that help in the conjugation of other verbs+.

The auxiliaries are _do_, _be_, _have_, _shall_, _will_, _may_, _can_, and _must_.

+The _Principal Parts_ of a verb are the present indicative or the present infinitive, the past indicative, and the past participle+.

These are called _principal parts_, because all the other forms of the verb are derived from them.

We give, below, the _principal parts_ of some of the most important _irregular verbs_. Learn them.

_Present_. _Past_. _Past. Par._ Be _or_ am, was, been. Begin, began, begun. Blow, blew, blown. Break, broke, broken. Choose, chose, chosen. Come, came, come. Do, did, done. Draw, drew, drawn. Drink, drank, drunk. Drive, drove, driven. Eat, ate, eaten. Fall, fell, fallen. Fly, flew, flown. Freeze, froze, frozen. Go, went, gone. Get, got, got _or_ gotten. Give, gave, given. Grow, grew, grown. Have, had, had. Know, knew, known. Lay, laid, laid. Lie, (to rest) lay, lain. Ride, rode, ridden. Ring, rang _or_ rung, rung. Rise, rose, risen. Run, ran, run. See, saw, seen. Set, set, set. Sit, sat, sat. Shake, shook, shaken. Sing, sang _or_ sung, sung. Slay, slew, slain. Speak, spoke, spoken. Steal, stole, stolen. Swim, swam _or_ swum, swum. Take, took, taken. Tear, tore, torn. Throw, threw, thrown. Wear, wore, worn. Write, wrote, written.

The following irregular verbs are called +_Defective_,+ because some of their parts are wanting.

_Present_. _Past_. | _Present_. _Past_.
--------------------|---------------------
Can, could. | Will, would.
May, might. | Must, ----
Shall, should. | Ought, ----

LESSON 92.

CONJUGATION OF THE VERB +SEE+ IN THE SIMPLE FORM.

+PRINCIPAL PARTS+.

_Pres_. _Past_. _Past Par._ See, saw, seen.

INDICATIVE MODE. PRESENT TENSE.

_Singular_. _Plural_. 1. I see, 1. We see, 2. You see, _or_ 2. You see, Thou seest, 3. He sees; 3. They see.

PAST TENSE.

1. I saw, 1. We saw, 2. You saw, _or_ 2. You saw, Thou sawest, 3. He saw; 3. They saw.

FUTURE TENSE.

1. I shall see, 1. We shall see, 2. You will see, _or_ 2. You will see, Thou wilt see, 3. He will see; 3. They will see.

PRESENT PERFECT TENSE.

1. I have seen, 1. We have seen, 2. You have seen, _or_ 2. You have seen, Thou hast seen 3. He has seen; 3. They have seen.

PAST PERFECT TENSE.

1. I had seen, 1. We had seen, 2. You had seen, _or_ 2. You had seen, Thou hadst seen, 3. He had seen; 3. They had seen.

FUTURE PERFECT TENSE.

1. I shall have seen, 1. We shall have seen, 2. You will have seen, _or_ 2. You will have seen, Thou wilt have seen, 3. He will have seen; 3. They will have seen.

POTENTIAL MODE.

PRESENT TENSE.

_Singular_. _Plural_. 1. I may see, 1. We may see, 2. You may see, _or_ 2. You may see, Thou mayst see, 3. He may see; 3. They may see.

PAST TENSE.

1. I might see, 1. We might see, 2. You might see, _or_ Thou mightst see, 2. You might see, 3. He might see; 3. They might see.

PRESENT PERFECT TENSE.

1. I may have seen, 1. We may have seen, 2. You may have seen, _or_ 2. You may have seen Thou mayst have seen, 3. He may have seen; 3. They may have seen.

PAST PERFECT TENSE.

_Singular_. _Plural_. 1. I might have seen, 1. We might have seen, 2. You might have seen, _or_ 2. You might have seen, Thou mightst have seen, 3. He might have seen; 3. They might have seen.

SUBJUNCTIVE MODE.

PRESENT TENSE.

_Singular_. _Plural_. 1. If I see, 1. If we see, 2. If you see, _or_ 2. If you see, If thou see, 3. If he see; 3. If they see.

IMPERATIVE MODE.

PRESENT TENSE.

2. See (you _or_ thou); 2. See (you).

INFINITIVES.

PRESENT TENSE.

To see.

PRESENT PERFECT TENSE.

To have seen.

PARTICIPLES.

PRESENT. PAST. PAST PERFECT.

Seeing, Seen, Having seen.

+To the Teacher+.--Let the pupils prefix _do_ and _did_ to the simple present _see_, and thus make the _emphatic form_ of the present and the past tense.

Let _can_ and _must_ be used in place of _may_; and _could_, _would_, and _should_, in place of _might_.

Require the pupils to tell how each tense is formed, and to note all changes for agreement in number and person.

A majority of modern writers use the _indicative_ forms instead of the _subjunctive_, in all of the tenses, unless it may be the _present_. The _subjunctive_ forms of the verb _to be_ are retained in the present and the past tense. Let the pupils understand that the mode and tense forms do not always correspond with the actual meaning. _The ship sails next week. I may go to-morrow_. The verbs _sails_ and _may go_ are _present_ in form but _future_ in meaning. _If it rains by noon, he may not come_. The verb _rains_ is _indicative_ in form but _subjunctive_ in meaning.

The plural forms, _You saw, You were_, etc., are used in the _singular_ also.

LESSON 93.

CONJUGATION OF THE VERB--SIMPLE FORM.

Fill out the following forms, using the principal parts of the verb _walk. Pres., walk; Past, walked; Past Par., walked_.

INDICATIVE MODE.

PRESENT TENSE.

_Singular_. _Plural_. 1. I / _Pres_ /, 1. We / _Pres_ /, 2. You / _Pres_ /, 2. You / _Pres_ /, Thou / _Pres_ /est, 3. He / _Pres_ /s; 3. They / _Pres_ /.

PAST TENSE

1. I / _Past_ /, 1. We / _Past_ /, 2. You / _Past_ /, 2. You / _Past_ /, Thou / _Past_ /st, 3. He / _Past_ /; 3. They / _Past_ /.

FUTURE TENSE.

1. I _shall_ / _Pres_ /, 1. We _will_ / _Pres_ /, 2. You _will_ / _Pres_ /, 2. You _will_ / _Pres_ /, Thou _wil-t_ / _Pres_ /, 3. He _will_ / _Pres_ /; 3. They _will_ / _Pres_ /.

PRESENT PERFECT TENSE.

1. I _have_ /_Past Par._/, 1. We _have_ /_Past Par._/, 2. You _have_ /_Past Par._/, 2. You _have_ /_Past Par._/, Thou _ha-st_ /_Past Par._/, 3. He _ha-s_ /_Past Par._/; 3. They _have_ /_Past Par._/.

PAST PERFECT TENSE.

1. I _had_ /_Past Par._/, 1. We _had_ /_Past Par._/, 2. You _had_ /_Past Par._/, 2. You _had_ /_Past Par._/, Thou _had-st_ /_Past Par._/, 3. He _had_ /_Past Par._/; 3. They _had_ /_Past Par._/.

FUTURE PERFECT TENSE.

1. I _shall have_ /_Past Par._/, 1. We _will have_ _Past Par._, 2. You _will have_ /_Past Par._/, 2. You _will have_ _Past Par._, Thou _wil-t have_ /_Past Par._/, 3. He _will have_ /_Past Par._/; 3. They _will have_ _Past Par._.

POTENTIAL MODE.

PRESENT TENSE.

1. I _may_ / _Pres._ /, 1. We _may_ / _Pres._ /, 2. You _may_ / _Pres._ /, 2. You _may_ / _Pres._ /, Thou _may-st_ / _Pres._ /, 3. He _may_ / _Pres._ /; 3. They _may_ / _Pres._ /.

PAST TENSE.

1. I _might_ / _Pres._ /, 1. We _might_ / _Pres._ /, 2. You _might_ / _Pres._ /, 2. You _might_ / _Pres._ /, Thou _might-st_ / _Pres._ /, 3. He _might_ / _Pres._ /; 3. They _might_ / _Pres._ /.

PRESENT PERFECT TENSE.

1. I _may have_ /_Past Par._/, 1. We _may have_ /_Past Par._/, 2. You _may have_ /_Past Par._/, 2. You _may have_ /_Past Par._/, Thou _may-st have_ /_Past Par._/, 3. He _may have_ /_Past Par._/; 3. They _may have_ /_Past Par._/.

PAST PERFECT TENSE.

1. I _might have_ /_Past Par._/, 1. We _might have_ /_Past Par._/, 2. You _might have_ /_Past Par._/, 2. You _might have_ /_Past Par._/, Thou _might-st have_ /_Past Par._/, 3. He _might have_ /_Past Par._/; 3. They _might have_ /_Past Par._/.

SUBJUNCTIVE MODE.

PRESENT TENSE.

_Singular_. _Plural_. 1. If I / _Pres._ /, 1. If we / _Pres._ /, 2. If you / _Pres._ /, 2. If you / _Pres._ /, If thou / _Pres._ /, 3. If he / _Pres._ /; 3. If they / _Pres._ /.

IMPERATIVE MODE.

PRESENT TENSE.

2. / _Pres._ / (you _or_ thou); 2. / _Pres._ / (you).

INFINITIVES.

PRESENT TENSE.

To / _Pres._ /.

PRESENT PERFECT TENSE.

To _have_ /_Past Par._/.

PARTICIPLES.

PRESENT. PAST. PAST PERFECT. /_Pres./ing_. /_Past Par._/ _Having /Past Par./_

+To the Teacher+.--Let the pupils fill out these forms with other verbs. In the indicative, present, third, singular, _es_ is sometimes added instead of _s_; and in the second person, old style, _st_ is sometimes added instead of _est_.

LESSON 94.

CONJUGATION OF THE VERB BE.

In studying this Lesson, pay no attention to the line at the right of each verb.

INDICATIVE MODE.

PRESENT TENSE.

_Singular_. _Plural_. 1. I am ----, 1. We are ----, 2. You are ---- _or_ 2. You are ----, Thou art ----, 3. He is ----; 3. They are ----.

PAST TENSE.

1. I was ----, 1. We were ----, 2. You were ----, _or_ 2. You were ----, Thou wast ----, 3. He was ----; 3. They were ----.

FUTURE TENSE.

1. I shall be ----, 1. We shall be ----, 2. You will be ----, _or_ 2. You will be ----, Thou wilt be ----, 3. He will be ----; 3. They will be ----.

PRESENT PERFECT TENSE.

1. I have been ----, 1. We have been ----, 2. You have been ---- _or_ 2. You have been ----, Thou hast been ----, 3. He has been ----; 3. They have been ----.

PAST PERFECT TENSE.

1. I had been ----, 1. We had been ----, 2. You had been ---- _or_ 2. You had been ----, Thou hadst been ----, 3. He had been ----; 3. They had been ----.

FUTURE PERFECT TENSE.

1. I shall have been ----, 1. We shall have been ----, 2. You will have been ---- _or_ 2. You will have been ----, Thou wilt have been ----, 3. He will has been ----; 3. They will have been ----.

POTENTIAL MODE.

PRESENT TENSE.

_Singular_. _Plural_. 1. I may be ----, 1. We may be ----, 2. You may be ---- _or_ 2. You may be ----, Thou mayst be ----, 3. He may be ----; 3. They may be ----.

PAST TENSE.

1. I might be ----, 1. We might be ----, 2. You might be ---- _or_ 2. You might be ----, Thou mightst be ----, 3. He might be ----; 3. They might be ----.

PRESENT PERFECT TENSE.

1. I may have been ----, 1. We may have been ----, 2. You may have been ---- _or_ 2. You may have been ----, Thou mayst have been ----, 3. He may have been ----; 3. They may have been ----.

PAST PERFECT TENSE.

1. I might have been ----, 1. We might have been ----, 2. You might have been ---- _or_ 2. You might have been ----, Thou mightst have been ----, 3. He might have been ----; 3. They might have been ----.

SUBJUNCTIVE MODE.

PRESENT TENSE.

_Singular_. _Plural_. 1. If I be ----, 1. If we be ----, 2. If you be ---- _or _ 2. If you be ----, If thou be ----, 3. If he be ----; 3. If they be ----.

PAST TENSE.

1. If I were ----, 1. If we were ----, 2. If you were ---- _or_ 2. If you were ----, If thou wert ----, 3. If he were ----; 3. If they were ----.

IMPERATIVE MODE.

PRESENT TENSE.

2. Be (you _or_ them) ----; 2. Be (you)------.

INFINITIVES.

PRESENT TENSE. To be ----.

PRESENT PERFECT TENSE.

To have been ----.

PARTICIPLES.

PRESENT. PAST. PAST PERFECT. Being ----. Been. Having been ----.

+To the Teacher+.--After the pupils have become thoroughly familiar with the verb _be_ as a principal verb, teach them to use it as an auxiliary in making the +Progressive Form+ and the +Passive Form+.

The _progressive form_ may be made by filling all the blanks with the _present participle_ of some verb.

The _passive form_ may be made by filling all the blanks with the _past participle_ of a _transitive_ verb.

Notice that, after the past participle, no blank is left.

In the progressive form, this participle is wanting; and, in the passive form, it is the same as in the simple.

LESSON 95.

AGREEMENT OF THE VERB.

+To the Teacher+.--For additional matter, see pp. 163-167.

+_Remember_+ that the verb must agree with its subject in number and person.

Give the person and number of each of the following verbs, and write sentences in which each form shall be used correctly.

_Common forms_.--Does, has=ha(ve)s, is, am, are, was, were.

_Old forms_.--Seest, sawest, hast=ha(ve)st, wilt, mayst, mightst, art, wast.

When a verb has two or more subjects connected by _and_, it must agree with them in the plural. _A similar rule applies to the agreement of the pronoun_.

CORRECT THE FOLLOWING ERRORS.

+Model+.--Poverty and obscurity _oppresses_ him who thinks that _it is oppressive_.

Wrong: the verb _oppresses_ should be changed to _oppress_ to agree with its two subjects, connected by _and_. The pronoun _it_ should be changed to _they_ to agree with its two antecedents, and the verb _is_ should be changed to _are_ to agree with _they_.

Industry, energy, and good sense is essential to success.
Time and tide waits for no man.
The tall sunflower and the little violet is turning its face to the sun.
The mule and the horse was harnessed together.
Every green leaf and every blade of grass seem grateful.

+Model+.--The preceding sentence is wrong. The verb _seem_ is plural, and it should be singular; for, when several singular subjects are preceded by _each_, every_, or _no_, they are taken separately.

Each day and each hour bring their portion of duty.
Every book and every paper were found in their place.

When a verb has two or more singular subjects connected by _or_ or _nor_, it must agree with them in the singular. _A similar rule applies to the agreement of the pronoun_.

CORRECT THE FOLLOWING ERRORS.

One or the other have made a mistake in their statement.
Neither the aster nor the dahlia are cultivated for their fragrance.
Either the president or his secretary were responsible.
Neither Ann, Jane, nor Sarah are at home.

To foretell, or to express future time simply, the auxiliary _shall_ is used in the first person, and _will_ in the second and third; but when a speaker determines or promises, he uses _will_ in the first person and _shall_ in the second and third.

CORRECT THE FOLLOWING ERRORS.

I will freeze, if I do not move about.
You shall feel better soon, I think.
She shall be fifteen years old to-morrow.
I shall find it for you, if you shall bring the book to me.
You will have it, if I can get it for you.
He will have it, if he shall take the trouble to ask for it.
He will not do it, if I can prevent him.
I will drown, nobody shall help me.
I will be obliged to you, if you shall attend to it.
We will have gone by to-morrow morning.
You shall disappoint your father, if you do not return.
I do not think I will like the change.
Next Tuesday shall be your birthday.
You shall be late, if you do not hurry.

LESSON 96.

ERRORS IN THE FORM OF THE VERB.

CORRECT THE FOLLOWING ERRORS.

+Model+.--Those things _have_ not _came to-day_.

Wrong, because the past _came_ is here used for the past participle _come_. The present perfect tense is formed by prefixing _have_ to the _past participle_.

I done all my work before breakfast.
I come in a little late yesterday.
He has went to my desk without permission.
That stupid fellow set down on my new hat.

_Set_ is generally transitive, and _sit_ is intransitive. _Lay_ is transitive, and _lie_ is intransitive.

He sat the chair in the corner.
Sit that plate on the table, and let it set.
I have set in this position a long time.
That child will not lay still or set still a minute.
I laid down under the tree, and enjoyed the scenery.
Lie that stick on the table, and let it lay.
Those boys were drove out of the fort three times.
I have rode through the park.
I done what I could.
He has not spoke to-day.
The leaves have fell from the trees.
This sentence is wrote badly.
He throwed his pen down, and said that the point was broke.
He teached me grammar.
I seen him when he done it.
My hat was took off my head, and throwed out of the window.
The bird has flew into that tall tree.
I was chose leader.
I have began to do better. I begun this morning.
My breakfast was ate in a hurry.
Your dress sets well.
That foolish old hen is setting on a wooden egg.
He has tore it up and throwed it away.
William has took my knife, and I am afraid he has stole it.
This should be well shook.
I begun to sing, before I knowed what I was doing.
We drunk from a pure spring.
I thought you had forsook us.
His pencil is nearly wore up.
He come, and tell me all he knowed about it.

LESSON 97.

REVIEW QUESTIONS.

+To the Teacher+.--See "Scheme," p. 187.

How many modifications have verbs? Ans.--_Five; viz., voice, mode, tense, number, and person_. Define voice. How many voices are there? Define each. Illustrate. What is mode? How many modes are there? Define each. What is an infinitive? What is a participle? How many different kinds of participles are there? Define each. Illustrate. What is tense? How many tenses are there? Define each. Illustrate. What are the number and the person of a verb? Illustrate. What is conjugation? What is synopsis? What are auxiliaries? Name the auxiliaries. What are the principal parts of a verb? Why are they so called? How does a verb agree with its subject? When a verb has two or more subjects, how does it agree? Illustrate the uses of _shall_ and _will_.

+To the Teacher+.--Select some of the preceding exercises, and require the pupils to write the parsing of all the verbs. See Lessons 34, 35, 48, 49, and 56.

+Model for Written Parsing--Verbs+.--_The Yankee, selling his farm, wanders away to seek new lands_.

CLASSIFICATION. MODIFICATIONS. SYNTAX.

_Verbs_. _Kind_. _Voice_. _Mode_. _Tense_. _Num_. _Per_.

*selling Pr. Par., Ir., Tr. Ac. --- --- --- --- Mod. of _Yankee_. wanders Reg., Int. --- Ind. Pres. Sing. 3d. Pred. of " *seek Inf, Ir., Tt, Ac. --- " --- --- Prin. word in phrase Mod. of _wanders_.

[Footnote *: Participles and Infinitives have no _person_ or _number_.]

LESSON 98.

SENTENCE-BUILDING.

Participles sometimes partake of the nature of the noun, while they retain the nature of the verb.

Build each of the following phrases into a sentence, and explain the nature of the participle.

+Model+.-- ----_in building a snow fort_. They were engaged _in building a snow fort_. The participle _building_, like a noun, follows the preposition _in_, as the principal word in the phrase; and, like a verb, it takes the object complement _fort_.

---- by foretelling storms. ---- by helping others. ---- on approaching
the house. ----- in catching fish.

Use the following phrases as subjects.

Walking in the garden ----. His writing that letter ----. Breaking a
promise ----.

Use each of the following phrases in a complex sentence. Let some of the dependent clauses be used as adjectives, and some, as adverbs.

---- in sledges. ---- up the Hudson. ---- down the Rhine. ---- through
the Alps. ---- with snow and ice. ---- into New York Bay. ---- on the
prairie. ---- at Saratoga.

Build a short sentence containing all the parts of speech.

Expand the following simple sentence into twelve sentences.

Astronomy teaches the size, form, nature, and motions of the sun, moon,
and stars.

Contract the following awkward compound sentence into a neat simple sentence,

Hannibal passed through Gaul, and then he crossed the Alps, and then came
down into Italy, and then he defeated several Roman generals.

Change the following complex sentences to compound sentences.

When he asked me the question, I answered him courteously.
Morse, the man who invented the telegraph, was a public benefactor.
When spring comes, the birds will return.

Contract the following complex sentences into simple sentences by changing the verb in the dependent clause to a participle. Notice all the other changes.

A ship which was gliding along the horizon attracted our attention.
I saw a man who was plowing a field.
When the shower had passed, we went on our way.
I heard that he wrote that article.
That he was a foreigner was well known.
I am not sure that he did it.
Every pupil who has an interest in this work will prepare for it.

Change the following compound sentences to complex sentences.

+Model+.--Morning dawns, and the clouds disperse. When morning dawns, the clouds disperse.

Avoid swearing; it is a wicked habit.
Pearls are valuable, and they are found in oyster shells.
Dickens wrote David Copperfield, and he died in 1870.
Some animals are vertebrates, and they have a backbone.

Expand each of the following sentences as much as you can.

Indians dance. The clock struck. The world moves.

LESSON 99.

MISCELLANEOUS ERRORS.

CORRECT THE FOLLOWING ERRORS.

I have got that book at home.

+Model+.--Wrong, because _have_, alone, asserts possession. _Got_, used in the sense of _obtained_, is correct; as, _I have just got the book_.

Have you got time to help me?
There is many mistakes in my composition.

+Model+.--Wrong, because _is_ should agree with its plural subject _mistakes_. The adverb _there_ is often used to introduce a sentence, that the subject may follow the predicate. This often makes the sentence sound smooth, and gives variety.

There goes my mother and sister.
Here comes the soldiers.
There was many friends to greet him.
It ain't there.

+Model+.--_Ain't_ is a vulgar contraction. Correction--It _is not_ there.

I have made up my mind that it ain't no use.
'Tain't so bad as you think.
Two years' interest were due.
Every one of his acts were criticised.
I, Henry, and you have been chosen.

+Model+.--Wrong, for politeness requires that you should mention the one spoken to, first; the one spoken of, next; and yourself, last.

He invited you and I and Mary.
Me and Jane are going to the fair.
I only want a little piece.
He is a handsome, tall man.
Did you sleep good?
How much trouble one has, don't they?
He inquired for some tinted ladies' note-paper.
You needn't ask me nothing about it, for I haven't got no time to answer.
Him that is diligent will succeed.
He found the place sooner than me.
Who was that? It was me and him.
If I was her, I would say less.
Bring me them tongs.
Us boys have a base-ball club.
Whom did you say that it was?
Who did you speak to just now?
Who did you mean, when you said that?
Where was you when I called?
There's twenty of us going.
Circumstances alters cases.
Tell them to set still.
He laid down by the fire.
She has lain her book aside.
It takes him everlastingly.
That was an elegant old rock.

LESSON 100.

ANALYSIS AND PARSING.

1. Thou shalt not take the name of the Lord thy God in vain. 2. Strike! till the last armed foe expires! 3. You wrong me, Brutus. 4. Shall we gather strength by irresolution and inaction? 5. Why stand we here idle? 6. Give me liberty, or give me death! 7. Thy mercy, O Lord, is in the heavens, and thy faithfulness reacheth unto the clouds. 8. The clouds poured out water, the skies sent out a sound, the voice of thy thunder was in the heaven. 9. The heavens declare his righteousness, and all the people see his glory. 10. The verdant lawn, the shady grove, the variegated landscape, the boundless ocean, and the starry firmament are beautiful and magnificent objects. 11. When you grind your corn, give not the flour to the devil and the bran to God. 12. That which the fool does in the end, the wise man does at the beginning. 13. Xerxes commanded the largest army that was ever brought into the field. 14. Without oxygen, fires would cease to burn, and all animals would immediately die. 15. Liquids, when acted upon by gravity, press downward, upward, and sideways. 16. Matter exists in three states--the solid state, the liquid state, and the gaseous state. 17. The blending of the seven prismatic colors produces white light. 18. Soap-bubbles, when they are exposed to light, exhibit colored rings. 19. He who yields to temptation debases himself with a debasement from which he can never arise. 20. Young eyes that last year smiled in ours Now point the rifle's barrel; And hands then stained with fruits and flowers Bear redder stains of quarrel.

CAPITAL LETTERS AND PUNCTUATION.

+Capital Letters+.--The first word of (1) a sentence, (2) a line of poetry, (3) a direct quotation making complete sense or a direct question introduced into a sentence, and (4) phrases or clauses separately numbered or paragraphed should begin with a capital letter. Begin with a capital letter (5) proper names and words derived from them, (6) names of things personified, and (7) most abbreviations. Write in capital letters (8) the words _I_ and _O_, and (9) numbers in the Roman notation. [Footnote: Small letters are preferred where numerous references to chapters, etc., are made.]

+Examples+.--1. The judicious are always a minority.

2. Honor and shame from no condition rise; Act well your part, there all the honor lies. 3. The question is, "Can law make people honest?" 4. Paintings are useful for these reasons: 1. They please; 2. They instruct. 5. The heroic Nelson destroyed the French fleet in Aboukir Bay. 6. Next, Anger rushed, his eyes on fire. 7. The Atlantic ocean beat Mrs. Partington. 8. The use of _O_ and _oh_ I am now to explain. 9. Napoleon II. never came to the throne.

+Period+.--Place a period after (1) a declarative or an imperative sentence, (2) an abbreviation, and (3) a number written in the Roman notation.

For examples see 1, 7, and 9 in the sentences above.

+Interrogation Point+.--Every direct interrogative sentence or clause should be followed by an interrogation point.

+Example+.--King Agrippa, believest thou the prophets?

+Exclamation Point+.--All exclamatory expressions must be followed by the exclamation point.

+Example+.--Oh! bloodiest picture in the book of time! +_Comma_+.--Set off by the comma (1) a phrase out of its natural order or not closely connected with the word it modifies; (2) an explanatory modifier that does not restrict the modified term or combine closely with it; (3) a participle used as an adjective modifier, with the words belonging to it, unless restrictive; (4) the adjective clause, when not restrictive; (5) the adverb clause, unless it closely follows and restricts the word it modifies; (6) a word or phrase independent or nearly so; (7) a direct quotation introduced into a sentence, unless _formally_ introduced; (8) a noun clause used as an attribute complement; and (9) a term connected to another by or and having the same meaning. Separate by the comma (10) connected words and phrases, unless all the conjunctions are expressed; (11) independent clauses, when short and closely connected; and (12) the parts of a compound predicate and of other phrases, when long or differently modified.

+_Examples_+.--l. In the distance, icebergs look like masses of burnished metal. 2. Alexandria, the capital of Lower Egypt, is an ill-looking city. 3. Labor, diving deep into the earth, brings up long-hidden stores of coal. 4. The sun, which is the center of our system, is millions of miles from us. 5. When beggars die, there are no comets seen. 6. Gentlemen, this, then, is your verdict. 7. God said, "Let there be light." 8. Nelson's signal was, "England expects every man to do his duty." 9. Rubbers, or overshoes, are worn to keep the feet dry. 10. The sable, the seal, and the otter furnish us rich furs. 11. His dark eye flashed, his proud breast heaved, his cheek's hue came and went. 12. Flights of birds darken the air, and tempt the traveler with the promise of abundant provisions.

+_Semicolon_+.--Independent clauses (1) when slightly connected, or (2) when themselves divided by the comma, must be separated by the semicolon. Use the semicolon (3) between serial phrases or clauses having a common dependence on something that precedes or follows; and (4) before _as, viz., to wit., namely, i. e._, and _that is_, when they introduce examples or illustrations.

+_Examples_+.--1. The furnace blazes; the anvil rings; the busy wheels whirl round. 2. As Caesar loved me, I weep for him; as he was fortunate, I rejoice at it; as he was valiant, I honor him; but, as he was ambitious, I slew him. 3. He drew a picture of the sufferings of our Saviour; his trial before Pilate; his ascent of Calvary; his crucifixion and death. 4. Gibbon writes, "I have been sorely afflicted with gout in the hand; to wit, laziness."

+_Colon_+.--Use the colon (1) between the parts of a sentence when these parts are themselves divided by the semicolon; and (2) before a quotation or an enumeration of particulars when formally introduced.

+_Examples_+.--l. Canning's features were handsome; his eye, though deeply ensconced under his eyebrows, was full of sparkle and gayety: the features of Brougham were harsh in the extreme. 2. To Lentullus and Gellius bear this message: "Their graves are measured."

+_Dash_+.--Use the dash where there is an omission (1) of letters or figures, and (2) of such words as _as_, _namely_, or _that is_, introducing illustrations or equivalent expressions. Use the dash (3) where the sentence breaks off abruptly, and the same thought is resumed after a slight suspension, or another takes its place; and (4) before a word or phrase repeated at intervals for emphasis. The dash may be used (5) instead of marks of parenthesis, and may (6) follow other marks, adding to their force.

+_Examples_+.--1. In M------w, v. 3-11, you may find the "beatitudes." 2. There are two things certain in this world--taxes and death. 3. I said--I know not what. 4. I never would lay down my arms--_never_-- NEVER--+NEVER+. 5. Fulton started a steamboat----he called it the Clermont--on the Hudson in 1807. 6. My dear Sir,--I write this letter for information.

+_Marks of Parenthesis_+.--Marks of parenthesis may be used to enclose what has no essential connection with the rest of the sentence.

+Example+.--The noun (Lat. _nomen_, a name) is the first part of speech.

+_Apostrophe_+.--Use the apostrophe (1) to mark the omission of letters, (2) in the pluralizing of letters, figures, and characters, and (3) to distinguish the possessive from other cases.

+_Examples_+.--1. Bo't of John Jones 10 lbs. of butter. 2. What word is there one-half of which is _p's_? 3. He washed the disciples' feet.

+_Hyphen_+.--Use the hyphen (-) (1) between the parts of compound words that have not become consolidated, and (2) between syllables when a word is divided.

+_Examples_+.--1. Work-baskets are convenient. 2. Divide _basket_ thus: _bas-ket_.

+_Quotation Marks_+--Use quotation marks to enclose a copied word or passage. If the quotation contains a quotation, the latter is enclosed within single marks.

+_Example_+---The sermon closed with this sentence: "God said, 'Let there be light.'"

+_Brackets_+.--Use brackets [ ] to enclose what, in quoting another's words, you insert by way of explanation or correction.

+_Example_+.--The Psalmist says, "I prevented [anticipated] the dawning of the morning."

SENTENCES AND PARAGRAPHS.

+_To the Teacher_+.--It is very profitable to exercise pupils in combining simple statements into complex and compound sentences, and in resolving complex and compound sentences into simple statements. In combining statements, it is an excellent practice for the pupil to contract, expand, transpose, and to substitute different words. They thus learn to express the same thought in a variety of ways. Any reading-book or history will furnish good material for such practice. A few examples are given below.

+_Direction_+.--Combine in as many ways as possible each of the following groups of sentences:--

+_Example_+.--This man is to be pitied. He has no friends.

1. This man has no friends, and he is to be pitied. 2. This man is to be pitied, because he has no friends. 3. Because this man has no friends, he is to be pitied. 4. This man, who has no friends, is to be pitied. 5. This man, having no friends, is to be pitied. 6. This man, without friends, is to be pitied. 7. This friendless man deserves our pity.

1. The ostrich is unable to fly. It has not wings in proportion to its
body.
2. Egypt is a fertile country. It is annually inundated by the Nile.
3. The nerves are little threads, or fibers. They extend, from the brain.
They spread over the whole body.
4. John Gutenberg published a book. It was the first book known to have
been printed on a printing-press. He was aided by the patronage of John
Paust. He published it in 1455. He published it in the city of Mentz.
5. The human body is a machine. A watch is delicately constructed. This
machine is more delicately constructed. A steam-engine is complicated.
This machine is more complicated. A steam-engine is wonderful. This
machine is more wonderful.

You see that short statements closely related in meaning may be improved by being combined. But young writers frequently use too many _ands_ and other connectives, and make their sentences too long.

Long sentences should be broken up into short ones when the relations of the parts are not clear.

As clauses may be joined to form sentences, so sentences may be united to make _paragraphs_.

A +_paragraph_+ is a sentence or a group of related sentences developing one point or one division of a general subject.

The first word of a paragraph should begin a new line, and should be written a little farther to the right than the first words of other lines.

+_Direction_+.--Combine the following statements into sentences and paragraphs, and make of them a complete composition:--

Water is a liquid. It is composed of oxygen and hydrogen. It covers about three-fourths of the surface of the earth. It takes the form of ice. It takes the form of snow. It takes the form of vapor. The air is constantly taking up water from rivers, lakes, oceans, and from damp ground. Cool air contains moisture. Heated air contains more moisture. Heated air becomes lighter. It rises. It becomes cool. The moisture is condensed into fine particles. Clouds are formed. They float across the sky. The little particles unite and form rain-drops. They sprinkle the dry fields. At night the grass and flowers become cool. The air is not so cool. The warm air touches the grass and flowers. It is chilled. It loses a part of its moisture. Drops of dew are formed. Water has many uses. Men and animals drink it. Trees and plants drink it. They drink it by means of their leaves and roots. Water is a great purifier. It cleanses our bodies. It washes our clothes. It washes the dust from the leaves and the flowers. Water is a great worker. It floats vessels. It turns the wheels of mills. It is converted into steam. It is harnessed to mighty engines. It does the work of thousands of men and horses.

+_To the Teacher_+.--Condensed statements of facts, taken from some book not in the hands of your pupils, may be read to them, and they may be required to expand and combine these and group them into paragraphs.

LETTER-WRITING.

In writing a letter there are six things to consider--the _Heading_, the _Introduction_, the _Body of the Letter_, the _Conclusion_, the _Folding_, and the _Superscription_.

THE HEADING.

+_Parts_+.--The Heading consists of the name of the +_Place_+ at which the letter is written, and the +_Date_+. If you write from a city, give the door-number, the name of the street, the name of the city, and the name of the state. If you are at a hotel or a school, or any other well-known institution, its name may take the place of the door-number and the name of the street. If you write from a village or other country place, give your post-office address, the name of the county, and that of the state.

The Date consists of the month, the day of the month, and the year.

+_How Written_+.--Begin the Heading about an inch and a half from the top of the page--on the first ruled line of commercial note--and a little to the left of the middle of the page. If the Heading is very short, it may stand on one line. If it occupies more than one line, the second line should begin farther to the right than the first, and the third farther to the right than the second.

The Date stands upon a line by itself if the Heading occupies two or more lines.

The door-number, the day of month, and the year are written in figures, the rest in words. Each important word begins with a capital letter, each item is set off by the comma, and the whole closes with a period.

_Direction_.--Study what has been said, and write the following headings according to these models:---

1. Hull, Mass., Nov. 1, 1860.
2. 1466 Colorado Ave.,
Rochester, N. Y.,
Apr. 3, 1870.
3. Newburyport, Mass.,
June 30, 1826.
4. Starkville, Herkimer Co., N. Y.,
Dec. 19, 1871.