{"1": {"fulltext": "PE\\nMl\\nHARVEY S LANGUAGE\\nELEMENTARY\\nLESSONSSIN\\nLANGUAGE!^\\nANDGRAMMAR", "height": "3519", "width": "2160", "jp2-path": "elementarylesson00harv_0001.jp2"}, "2": {"fulltext": "LIBRARY OF CONGRESS.\\nChap.__..r__. Copyright No.____\\n_i_3\\nUNITED STATES OF AMERICA.", "height": "3417", "width": "2160", "jp2-path": "elementarylesson00harv_0002.jp2"}, "3": {"fulltext": "", "height": "3417", "width": "2160", "jp2-path": "elementarylesson00harv_0003.jp2"}, "4": {"fulltext": "", "height": "3417", "width": "2160", "jp2-path": "elementarylesson00harv_0004.jp2"}, "5": {"fulltext": "", "height": "3417", "width": "2160", "jp2-path": "elementarylesson00harv_0005.jp2"}, "6": {"fulltext": "", "height": "3417", "width": "2160", "jp2-path": "elementarylesson00harv_0006.jp2"}, "7": {"fulltext": "HARNEY S LANGUAGE COURSE\\nELEMENTARY LESSONS\\nIN\\nLANGUAGE AND GRAMMAR\\nBEING A REMODELED AND REVISED EDITION OF AN\\nELEMENTARY GRAMMAR AND COMPOSITION\\nBY,\\nTHOMAS W. HARVEY, A.M.\\nii\\nNEW YORK-:- CINCINNATI CHICAGO\\nAMERICAN BOOK COMPANY\\nL", "height": "3417", "width": "2160", "jp2-path": "elementarylesson00harv_0007.jp2"}, "8": {"fulltext": "TWO COPIES HECEIVEO,\\nT^^^^V Office of th\u00c2\u00ab\\n^\\\\c,^ MAY 12 1900\\nHeglstor of Oog}^rlg||fg|\\nSECOND COPY,\\nMAY 14 1908 1\\n.61428\\nCopyright, 1900, by\\nAMERICAN BOOK COMPANY,\\nELEM. LANG. AND GRAM,\\nE-P 1", "height": "3417", "width": "2160", "jp2-path": "elementarylesson00harv_0008.jp2"}, "9": {"fulltext": "PREFACE\\nAfter a test of many years successful use in schools,\\nHarvey s Language Course still holds the place it has\\nmade for itself in the esteem of teachers who look for solid\\nresults.\\nThe fact that pupils studying this course go forth from\\nthe schools with a firmer grasp of the structure of the\\nEnglish language, a surer skill in the expression of their\\nown thoughts, and a keener appreciation of expression in\\nothers, than is evidenced by students of some of the more\\nrecent books, has induced many progressive teachers to\\ncling to Harvey s works in spite of newer methods of\\npresentation.\\nTo satisfy the teachers who, while they faithfully ad-\\nhere to the excellencies of the Harvey Grammars, yet\\nappreciate the attractive features and pedagogical value\\nof some more modern text-books on the subject, the pres-\\nent revision has aimed to combine the old with the new,\\nretaining the solid substance of Harvey s work presented\\nin a form more conformable to modern demands.\\nThe work as remodeled contains, first, a graded series\\nof lessons on grammar, designed to give a clear under-\\nstanding of its fundamental principles second, a practical\\napplication of these principles in language work and\\ncomposition.\\nThe grammar lessons are developed by the inductive\\nmethod analysis precedes the parts of speech and the\\n3", "height": "3417", "width": "2160", "jp2-path": "elementarylesson00harv_0009.jp2"}, "10": {"fulltext": "4 PREFACE\\nessential functions of all the parts of speech are consid-\\nered before the properties of any one are studied.\\nPictures have been used as a basis for imaginative and\\ndescriptive work, and poems, suggestions for stories, letter-\\nwriting, topical writing, exercises in punctuation and in\\narranging and combining statements have been added with\\ncareful consideration of their usefulness as means to the\\nsupreme end in view, a ready flow of thought and a\\nready power over words spoken and written.\\nThis little book, while intended to serve as an introduc-\\ntion to Harvey s New English Grammar, will give to the\\npupil who is forced to leave school in the intermediate\\ngrades not only a habit of correct expression, but a clear\\nand complete conception of grammar in its simpler\\naspects.\\nThanks are due to Messrs. Dodd, Mead Co. for per-\\nmission to use the poem Winter s Departure, taken\\nfrom Richard Markham s Colonial Days to the W. B.\\nConkey Company for the use of A Little Lass, A\\nLetter to Mother Nature, Two Little Boys, and A\\nVery Odd Girl, taken from their juvenile publications;\\nand to the Bell Publishing Company for the poem Spring\\nHas Come.\\nLOUISE CONNOLLY.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0010.jp2"}, "11": {"fulltext": "CONTENTS\\nPAGE\\nI.\\nTopics and Paragraphs\\n7\\nXXXII.\\nII.\\nThe Sentence\\n9\\nXXXIII.\\nIII.\\nSubject, Predicate, and\\nCopula\\nTO\\nXXXIV.\\nIV.\\nSubject, Predicate, anc\\nCopula\\nII\\nXXXV.\\nV.\\nComposition\\n12\\nXXXVI.\\nVI.\\nThe Direct Predicate\\n13\\nVII.\\nElements\\n14\\nxxxvri.\\nVIII.\\nThe Proposition Simple\\nSentences\\n15\\nXXXVIII.\\nIX.\\nComposition\\ni6\\nX,\\nDeclarative, Interroga-\\ntive, and Imperative\\nXXXIX.\\nSentences\\n17\\nXI.\\nExclamatory Sentences\\nXL\\nExclamation Point\\n18\\nXLI.\\nXII.\\nLetter Writing\\n20\\nXLII.\\nXIII.\\nCompound Sentences\\n21\\nXIV.\\nCompound Elements\\n22\\nXV.\\nConjunctions\\n24\\nXLIII.\\nXVI.\\nComma and Semicolon in\\nXLIV.\\na Series\\n25\\nXLV.\\nXVII.\\nComparison\\n28\\nXLVI.\\nXVIII.\\nThe Noun\\n28\\nXLVII.\\nXIX.\\nSome Uses of Nouns\\n30\\nXLVIII\\nXX.\\nComposition\\n32\\nXLIX.\\nXXI.\\nVerbs Uses\\n33\\nXXII.\\nExercise on Verbs\\n34\\nL.\\nXXIII.\\nObjective Element\\n35\\nLI.\\nXXIV.\\nObject Noun and Predi-\\nLII\\ncate Noun\\n36\\nLIII\\nXXV.\\nTopics\\n37\\nLIV.\\nXXVI.\\nPossessive Forms o\\nLV.\\nNouns\\n39\\nLVI.\\nXXVII\\nThe Pronoun\\n40\\nLVII.\\nXXVIII\\nAppositive Nouns\\n42\\nLVI 1 1\\nXXIX\\nAdjectives\\n43\\nLIX\\nXXX\\nAdjective Elements\\n44\\nLX\\nxxxr\\nThe Article\\n48\\nLXT\\nPAGE\\nLetter Writing 49\\nThe Apostrophe and\\nContractions 49\\nThe Pronoun in Inter-\\nrogative Sentences 51\\nLetter Writing S3\\nPronouns as Subjects ani\\nPredicates 55\\nPronouns as Objective\\nElements 56\\nPronouns as Adjective\\nElements Possessives 57\\nPronouns Alike in Nomi-\\nnative and Objective\\nCases 58\\nTopics 59\\nLetter Writing 60\\nAdjective Elements and\\nAdjectives modifying\\nPronouns 60\\nReview of Pronouns 61\\nPossessive Pronouns 62\\nLetter Writing 63\\nAdverbs 64\\nInterrogative Adverbs 65\\nAdverbial Elements 66\\nAdverbs or Adjectives\\nafter Verbs 67\\nComposition 68\\nReview Analysis 68\\nAdjective Clauses 69\\nComposition 71\\nRelative Pronouns 72\\nAdverbial Clauses 73\\nAbbreviations 75\\nComplex Sentences 77\\nClauses as Objects 79\\nComposition 80\\nQuotation Marks 81\\nClauses as Subjects 82", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0011.jp2"}, "12": {"fulltext": "6\\nCONTENTS\\nPAGE\\nPAGE\\nLXII,\\nComposition\\n83\\nen.\\nPersonal Pronouns\\n122\\nLXIII.\\nClauses as Predicates\\n83\\ncin.\\nPrecedence of Persona\\nLXIV.\\nClauses as Appositives\\n84\\nPronouns\\n123\\nLXV.\\nConnectives\\n85\\nCIV.\\nPossessive Pronouns\\n123\\nLXVI.\\nReview Analysis\\n86\\ncv.\\nRelative Pronouns\\n124\\nLxvn.\\nReview^ of Nouns ano\\nCVI.\\nInterrogative Pronouns\\n125\\nPronouns\\n87\\nCVII.\\nComposition\\n125\\nLXVIII.\\nReview of Verbs, Ad-\\nCVI 11.\\nCender in Nouns\\n126\\nverbs, and Adjectives\\n87\\nCIX.\\nGender in Pronouns\\n128\\nLXIX.\\nLetter Writing\\n88\\nex.\\nPreference of Masculine\\nLXX.\\nPrepositions\\n88\\nPronoun\\n129\\nLXXI.\\nPrepositional Phrase\\n90\\nCXI,\\nNumber in Nouns\\n129\\nLXXII.\\nComposition\\n91\\nCXII.\\nNumber in Pronouns and\\nLXXIII.\\nThe Participle\\n91\\nVerbs\\n131\\nLXXIV.\\nThe Participial Noun\\n93\\nCXIII.\\nComposition\\n132\\nLXXV.\\nThe Participial Phrase\\n94\\nCXIV.\\nNumber in Adjectives\\n133\\nLXX VI.\\nPhrases\\n95\\nCXV.\\nCase in Nouns\\n134\\nLXXVII.\\nComposition\\n96\\nCXVI.\\nCase in Pronouns\\n136\\nLXXVIII.\\nThe Infinitive Phrase\\n97\\nCXVII.\\nExercise on Cases\\n137\\nLXXIX.\\nSubject Phrases\\n98\\nCXVIII.\\nLetter Writing\\n138\\nLXXX.\\nPredicate Phrases\\n99\\nCXIX.\\nParsing Nouns and Pro-\\nLXXXI.\\nObjective Phrases\\n100\\nnouns\\n139\\nLXXXII.\\nReview of Phrases\\nlOI\\nCXX.\\nParsing Adjectives an\\ni\\nLXXXIII.\\nThe Interjection\\n102\\nAdverbs\\n139\\nLXXXIV.\\nComposition\\n104\\nCXXI.\\nComposition\\n141\\nLXXXV.\\nCondensation and En\\nCXXII.\\nVerbs Tense\\n142\\nlargement\\n105\\nCXXIJI.\\nVerbs Person and\\nLXXXVI.\\nPosition of Words,\\nNumber\\n143\\nPhrases, and Clauses\\n107\\nCXXIV.\\nComposition\\n146\\nLXXX VI I.\\nParts of Speech\\n108\\ncxxv.\\nAuxiliary Verbs\\n146\\nLXXXVIII.\\nComposition\\n109\\nCXX VI.\\nRegular and Irregular\\nLXXXIX.\\nAnalysis Summarized\\nIII\\nVerbs\\n148\\nXC,\\nElements Summarized\\n112\\nCXXVII.\\nParsing Verbs\\n149\\nXCL\\nComposition\\n113\\nCXXVIII.\\nParsing Infinitives and\\nXCIL\\nKinds of Phrases\\n114\\nParticiples\\n150\\nXCIII.\\nKinds of Clauses\\n114\\nCXXIX.\\nComposition\\n151\\nXCIV.\\nComposition\\n5\\ncxxx.\\nParsing Conjunctions anc\\nxcv.\\nIndependent Elements\\n116\\nPrepositions\\n152\\nXCVL\\nExercise on Independ-\\nCXXXI.\\nIncorrect Expressions\\n154\\nent Elements\\n117\\nCXXXII.\\nAnalysis and Parsing\\n155\\nxcvn.\\nComposition\\n118\\nCXXXIII.\\nPunctuation\\n158\\nXCVIII.\\nExpletives\\n118\\nCXXXIV.\\nPunctuation\\n160\\nxcix.\\nComposition\\n119\\nCXXXV.\\nPunctuation\\n161\\nc.\\nPerson\\n119\\nCXXXVI.\\nPunctuation\\n161\\nCL\\nForms indicatingPersoi\\n120\\nCXXXVII.\\nCapital Letters\\n162", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0012.jp2"}, "13": {"fulltext": "ELEMENTARY GRAMMAR\\n3 \u00c2\u00ab4C\\nLESSON I\\nTOPICS AND PARAGRAPHS\\nBy the Seashore\\n1. This little girl seems to be having a fine time digging\\nin the sand by the seashore.\\n2. Beyond her can be seen the ocean, with several boats\\nsailing upon its broad surface.\\n7", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0013.jp2"}, "14": {"fulltext": "8 TOPICS AND PARAGRAPHS\\n3. Near her feet the waves are creeping gently down\\nthe sloping beach. Soon they will return with a quick\\nrush of green water and white foam.\\n4. The httle maiden wears a broad shade hat tied\\nsecurely under her dimpled chin, so that the breeze may\\nnot blow it away. Her skirt is turned up above her bare\\nlegs, so that the sly waves may not wet it, and her sleeves\\nare rolled up above her rounded elbows.\\n5. In her hand she holds a tiny wooden spade with\\nwhich she has been digging salt water wells, I think, but\\nshe is not digging wells now, for her face is turned this\\nway.\\n6. It is a pretty little face, with bright eyes, and a smiling\\nmouth.\\n7. If they could speak, I think those smiling lips\\nwould say, Don t you wish you could dig in the sand\\nwith me\\nThe first paragraph tells what the little girl is doing. Read it.\\nThe second paragraph describes the scene beyond her. Read it.\\nThe third paragraph describes the scene near her. Read it.\\nThe fourth paragraph describes how she is dressed. Read it.\\nThe fifth paragraph describes her position. Read it.\\nThe sixth paragraph describes her face. Read it.\\nThe last paragraph tells how she feels. Read it.\\nThe topics of these paragraphs can be arranged in an outline,\\nthus\\n1. Her occupation. 4. Her costume.\\n2. Scene beyond her. 5. Her position.\\n3. Scene near her. 6. Her face.\\n7. Her delight.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0014.jp2"}, "15": {"fulltext": "THE SENTENCE 9\\nEach of these topics is told about in a paragraph which\\ncommences a Httle to the right of the other Unes.\\nCover the printed paragraphs with paper, but leave the picture and\\nthe outline visible, and write a description of the little girL\\nLESSON II\\nTHE SENTENCE\\nWinter is coming.\\nCold winter.\\nThe first of these groups of words makes complete sense,\\nwhile the second does not.\\nThe birds are going.\\nPretty birds.\\nThey are flying away.\\nFlying far.\\nThe birds.\\nWe are sorry.\\nTell which of these groups of words make complete sense.\\nSuch a group of words is called a sentence.\\nSelect the soitences fro7n the following groups of words\\nI. I am cold. 2. A cold day. 3. Lemons are sour. 4. Sugar\\nis sweet. 5. Sweet and sour. 6. The leaves are falling. 7. Brown\\nleaves. 8. They are scattered on the ground. 9. Leaf-covered\\nground. 10. The ground was bare.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0015.jp2"}, "16": {"fulltext": "lO SUBJECT, PREDICATE, AND COPULA\\nA sentence is a group of words making complete sense.\\nA sentence should begin with a capital letter.\\nWrite five sentences about the picture on page 7, beginning each\\nsentence with a capital letter.\\nLESSON III\\nSUBJECT, PREDICATE, AND COPULA\\nIce is cold.\\nIn this sentence something is affirmed of ice.\\nWinter is coming.\\nIn this sentence what is affirmed of winter?\\nThe wind has been blowing to-day.\\nAbout what is something affirmed in this sentence?\\nThat part of a sentence about which something is\\naffirmed is called the subject.\\nSelect the subjects of the following sentences\\nI. Air is transparent. 2. Iron is heavy. 3. Nero was cruel.\\n4. Jane has been studious. 5. Walter will be tardy. 6. Mary\\nshould be kind. 7. Ellen is unhappy. 8. Martha was cheer-\\nful. 9. George should have been industrious.\\nIce is cold.\\nCo/d is that which is affirmed of the subject ice.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0016.jp2"}, "17": {"fulltext": "SUBJECT, PREDICATE, AND COPULA n\\nWinter is coming.\\nWhat is it that is affirmed of the subject winter?\\nThat which is affirmed of the subject is called the\\npredicate.\\nSelect the predicates of the sentences in the exercise on p. lo.\\nIce is cold.\\nIs is called the copula, for it is used to join the predicate to\\nthe subject, and the word copula means a link. The copula also\\naffirms that the predicate belongs to the subject. It is sometimes\\na group of words, as will be, shall have been, etc.\\nSelect the copulas of the sentences in the exercise on p. lo.\\nThe subject of a sentence is that of which something\\nis affirmed.\\nThe predicate of a sentence is that which is affirmed\\nof the subject.\\nThe copula is a word, or a group of words, used to\\njoin a predicate to a subject, and to make an assertion.\\nLESSON IV\\nSUBJECT, PREDICATE, AND COPULA\\nSelect the sjtbject, the predicate, and the copula of each of the follow-\\ning sentences\\nI. Dewey is a hero. 2. A naval battle was fought. 3. Re-\\nenforcements were expected. 4. The struggle was successful.\\n5. My old wheel will be sold. 6. The train has been slow.\\n7. This word is the subject of the sentence.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0017.jp2"}, "18": {"fulltext": "12 COMPOSITION\\nSupply copulas and predicates indicating quality for the following\\nwords used as subjects\\nIron Trees Fishes Oranges\\nPlay Books Apples Marbles\\nLead School Flowers Swimming\\nSupply subjects and copulas, using the following words as predi-\\ncates\\nsoft hard young opaque\\nwise sweet happy mellow\\nblue round square transparent\\nSupply subjects a7id predicates, rising the following words or groups\\nof words as copidas\\nis were will be\\nare am have been\\nwas shall be has been\\nLESSON V\\nCOMPOSITION\\nSpring has Come\\nSpring has come back to us, beautiful spring\\nBluebirds and swallows are out on the wing;\\nOver the meadows a carpet of green\\nSofter and richer than velvet is seen.\\nUp come the blossoms so bright and so gay,\\nGiving sweet odors to welcome the May\\nSunshine and music are flooding the air,\\nBeauty and brightness are everywhere.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0018.jp2"}, "19": {"fulltext": "THE DIRECT PREDICATE 1 3\\nThis poem describes the spring. These are the topics it tells\\nabout\\n1. Spring s coming.\\n2. Birds.\\n3. Meadows.\\n4. Flowers.\\n5. The air.\\n6. What spring brings.\\nRead each topic, and then read just as innch of the poem as tells\\nabout the topic. Cover up the poem, and write a description of spring,\\ngiving a paragraph to each topic.\\nLESSON VI\\nTHE DIRECT PREDICATE\\nFishes swim.\\nThis is a sentence. Why? Fishes is the subject. Why?\\nSwim is the predicate. Why? There is no copula expressed\\nin this sentence the predicate is affirmed directly of the subject.\\nThe one word swim expresses both the copula and the predi-\\ncate.\\nWrite sentences, using the following words as direct predicates\\nsail look loiter whine\\npur hmp listen cackle\\nrun mow study gobble\\nsing howl neigh reform\\nplay walk stand scream\\nreap work recite whistle", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0019.jp2"}, "20": {"fulltext": "14 ELEMENTS\\nTell in the following sejitences whether the predicate is a direct\\npredicate or is composed of copula and predicate\\nI. The sun shines. 2. The sun is shining. 3. The day is\\nwarm. 4. Clouds sail overhead. 5. Rain has been falling.\\n6. The heavens wept. 7. Plants grow. 8. This plant is growing.\\n9. It will be beautiful. 10. It blooms.\\nThe direct predicate is a predicate affirmed of the subject\\nwithout any expressed copula.\\nLESSON VII\\nELEMENTS\\nWe have seen that a sentence is composed of parts. These\\nparts are called elements.\\nAn element is one of the distinct parts of a sentence.\\nThe subject and the predicate are called principal ele-\\nments, because no sentence can be formed without them.\\nAll other distinct parts of a sentence are called subordi-\\nnate elements. The copula is not called an element.\\nAnalysis is the separation of a sentence into its ele-\\nments. Any sentence can be so separated.\\nAnalyze the following sentences, using this model:\\nModel. Flowers bloom.\\nThis is a sentence why\\nFlowers is the subject why? Bloom is the direct predi-\\ncate why 1,11\\nFlowers bloom.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0020.jp2"}, "21": {"fulltext": "THE PROPOSITION SIMPLE SENTENCES 15\\nI. Birds sing. 2. Tiie stream flows. 3. The children played.\\n4. My hen clucks. 5. The sun shines. 6. Our dog barks.\\n7. The boat rocks. 8. The train stopped. 9. Mary recited.\\nLESSON VIII\\nTHE PROPOSITION SIMPLE SENTENCES\\nThe rain falls, and I am sorry.\\nThe rain is a subject. What is its predicate? I is a\\nsubject. What is its predicate? What copula unites I and\\nsorry\\nThis entire sentence is made up of two parts, each of which\\nconsists of a subject and predicate united.\\nSuch a union of subject and predicate is called a\\nproposition.\\nDaylight is creeping;\\nFlowers are peeping;\\nNothing is sleeping\\nBut you, little dame.\\nThere are three propositions in these sentences. Read and\\nanalyze the first the second. Read the third. These proposi-\\ntions are separated by semicolons\\nTell how many propositions each sentefice contains:\\nI. The north wind doth blow, and we shall have snow.\\n2. Foxes have holes in the ground, and birds have nests in the\\nair. 3. I came, I saw, I conquered. 4. You rock while I rock.\\n5. I shot an arrow into the air. 6. It fell to earth I know not\\nwhere.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0021.jp2"}, "22": {"fulltext": "i6\\nCOMPOSITION\\nA proposition is a subject and predicate united.\\nA simple sentence consists of a single proposition.\\nFind the simple sentences in the exercises on p. 15.\\nWhy are the other sentences not simple?\\nLESSON IX\\nCOMPOSITION\\nAn Unexpected Meeting\\nUse the followi7ig outline\\nand write a description of this\\npicture^ giving one paragraph\\nto each nnmbered topic\\nPlace.\\nBackground. a. house. l trees.\\nChildren. a. appearance. clothing, c, position.\\nSquirrel. a. position, d. tail. c. eyes.\\nKind of children.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0022.jp2"}, "23": {"fulltext": "KINDS OF SENTENCES 1 7\\nLESSON X\\nDECLARATIVE, INTERROGATIVE, AND IMPERATIVE\\nSENTENCES\\nWhen I say, The window is open, I state a fact, using what\\nis called a declarative sentence.\\nA declarative sentence is a sentence used in stating a fact.\\nWhen I say, Is the window open? I ask a question, using an\\ninterrogative sentence.\\nAn interrogative sentence is a sentence used in asking a\\nquestion.\\nWhen I say, Clarence, open the window, I give a com-\\nmand and when I say, Do forgive me I express an entreaty.\\nIn each instance I use an imperative sentence.\\nAn imperative sentence is a sentence used in expressing\\na command or an entreaty.\\nSelect the declarative.^ interrogative^ and imperative sentejtces in the\\nfollowing list\\nI. The day is fair. 2. Will there be rain 3. Take an umbrella.\\n4. I do not need it. 5. Yes, you do. 6. Tell me why. 7. Why\\nshould I? 8. The sun will spoil your complexion. 9. Do you\\nthink so? 10. Please lend me your parasol.\\nHow do all these sentences commence? According to what\\nrule? (See page 10.) Make the punctuation mark which is\\nplaced after each declarative sentence in the paragraph above.\\nMake the mark which is placed after each interrogative sentence.\\nMake the mark which is placed after each imperative sentence.\\nAfter what kinds of sentences is the period placed? After\\nwhat kind of sentences is the interrogation point placed\\nHARV. ELEM. GRAM. 2", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0023.jp2"}, "24": {"fulltext": "1 8 EXCLAMATORY SENTENCES\\nA period is usually placed after a declarative sentence\\nand after an imperative sentence.\\nAn interrogation point is usually placed after an inter-\\nrogative sentence.\\nWrite declarative sentences about the following^ punctuating them\\ncorrectly\\nboys\\nthe buttercup\\nGeorge Washington\\nthe cat\\na lion\\nthe house\\nflowers\\nstrawberries\\nthe copula\\nWrite imperative sentences addressed to the following, punctuating\\ncorrectly\\nyour dog the teacher a car conductor\\nyour mother the janitor a policeman\\na schoolmate your father a servant\\nWrite interrogative setttences about the following, punctuating cor-\\nrectly\\nIceland cherries geography\\nlemon the lesson ice\\nschool the predicate the sparrow\\nLESSON XI\\nEXCLAMATORY SENTENCE AND EXCLAMATION POINT\\nWhen I say, Oh, that window is open again! I express\\nsome feeling or emotion, using an exclamatory sentence.\\nAn exclamatory sentence is a sentence used in express-\\ning some feeling or emotion.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0024.jp2"}, "25": {"fulltext": "EXCLAMATORY SENTENCES i,^\\nSelect the exclamatory sentences from the following\\nI. I am tired. 2. How tired you must be 3. Come to me\\nwhen you have finished your examples. 4. What Have you\\nfinished so soon 5. Ring out, wild bells 6. What progress\\nyou have made, to be sure 7. Hark to the cannons roar\\n8. And must he die, that gentle one 9. We must all die.\\n10. Did you know him? 11. Did I know him! 12. This\\nday is dark. 13. How dark it is 14. There are no matches.\\n15. What shall we do?\\nMake the pimctuation mark which is placed at the end of an ex-\\nclamatory sentence.\\nWrite an exclamatory sentence about each of the following, punctu-\\nating correctly\\nthe rain\\nthe time of day\\nthe thunder\\na rainbow\\na murder\\na baby\\na fire\\na waterfall\\na geography lesson\\nAn exclamation point is usually placed after an\\nexclamatory sentence.\\nPunctuate these sentences^ giving your reasojis for the marks you\\ninsert\\nI. The winds bring perfume 2. Where is my new book\\n3. Go to the ant, thou sluggard 4. Pshaw, go away. 5. Ne-\\ncessity is the mother of invention 6. Does God always work\\nin one way 7. Oh, how I trembled with disgust 8. Be not\\nforward in the presence of your superiors 9. Lend me your\\nwings 10. I mount 11. I fly 12. The train rolls swiftly\\nalong 13. What speed it makes 14. Do you like to go swiftly\\n15 How I do enjoy this 16. Do you. 17. I am so glad", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0025.jp2"}, "26": {"fulltext": "29 LETTER WRITING\\nLESSON XII\\nLETTER WRITING\\nThis is the letter which Frank wrote to his mother when\\nhe was six years old:\\nDear Mamma\\nI love you very much. i\\nYour loving son,\\nFrank.\\nAnd this is the answer which he received:\\nDear Frank\\nI am very glad that you love me. You may be sure that I\\nlove you just as much as you love me.\\nAffectionately yours,\\nMamma.\\nWhen you write a letter, put a colon after the name of the\\nperson to whom you write begin the letter like a paragraph\\nbegin the words above your name with a capital letter, and put a\\ncomma after them sign your name at the end.\\nWrite each day for a week a letter consisting of one short paragraph^\\nand be careful to punctuate it properly. Address your letters\\n1. To your teacher.\\n2. To your neighbor in school.\\n3. To your neighbor at home.\\n4. To your brother, sister, or cousin.\\n5. To your father or mother.\\nTake the last letter home, if you wrote it without", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0026.jp2"}, "27": {"fulltext": "COMPOUND SENTENCES 21\\nLESSON XIII\\nCOMPOUND SENTENCES\\nWheat grows in the field, and men reap it.\\nThis sentence consists of two propositions, each of which will\\nmake complete sense when standing alone. It is called a co?n-\\npound sentence.\\nA compound sentence consists of two or more connected\\npropositions, each of which will make complete sense when\\nstanding alone.\\nThe propositions of which a compomid sentence is composed\\nare called members.\\nSelect the members of the following co7npoimd sentences, and analyze\\neach member:\\nModel. The night was cloudy, and no moon shone.\\nThis is a compound sentence. The night was cloudy is the\\nfirst member; no moon shone is the second member; and\\nconnects the two members.\\nThe night is the subject of the first member; cloudy is\\nthe predicate; was is the copula.\\nNo moon is the subject of the second member; shone\\nis the predicate.\\nThe night was cloudy\\nand\\nNo moon shone.\\nI. Talent is something, but tact is everything. 2. Art is long,\\nand time is fleeting. 3. The sun shines, the flowers bloom, the\\nbirds sing, and the children are glad. 4. I am poor, you are rich", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0027.jp2"}, "28": {"fulltext": "22 COMPOUND ELEMENTS\\nI am ill, you are well yet we are equally happy. 5. The stores\\nwere closed and the hum of business was hushed.\\nWrite five compound sentences^ each containing two members.\\nChange the following compoimd sentences to sii?ipie ones\\nModel. Exercise strengthens the constitution and\\ntemperance strengthens the constitution.\\nThis compound sentence contains two members whose predi-\\ncates are ahke. It can therefore be changed to a simple sentence\\nby uniting the two subjects and using the predicate only once\\nthus, Exercise and temperance strengthen the constitution.\\nI. Behold my mother and behold my brethren. 2. I saw a\\nman in a boat and I saw a boy in the water. 3. Washington\\nwas a warrior and Washington was a statesman. 4. The man you\\nsaw was sick or he was in trouble. 5. The river was swift and\\nit was very deep.\\nLESSON XIV\\nCOMPOUND ELEMENTS\\nJames and Samuel are kind, honest, and faithful.\\nIn this sentence James and Samuel are the parts of what\\nis called a cojnpound subject kind, honest, and faithful\\nare \\\\\\\\\\\\q parts of a compound pi edicate.\\nTwo or more similar connected parts of a proposition form a\\ncompound element.\\nA compound element consists of two or more similar\\nand connected parts of the same proposition.\\nWrite five sente7ices, each containing a compound subject.\\nModel. Ellen and Lucy are my sisters.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0028.jp2"}, "29": {"fulltext": "COMPOUND ELEMENTS 23\\nWrite five sentences^ each containing a compotmd predicate.\\nModel. We run, jump, and talk at recess.\\nAnalyze the following sentences\\nModels. I. William and Henry are coming.\\nI are coming.\\nI\\nThis is a simple sentence. The subject, William and Henry,\\nis compound, consisting of the two similar parts, William and\\nHenry, connected by the word and. The predicate is\\ncoming, and the copula is are.\\n2. Mary, Charles, and James are affectionate, but\\nlazy.\\nThis is a simple sentence. The subject is compound, consist-\\ning of the three similar parts, Mary, Charles, and James.\\nThe second and third parts are connected by and, but the\\nconnecting word is omitted between the first and second parts.\\nThe copula is are. What is the predicate?\\nI. The men and boys are at home. 2. They are eating and\\ndrinking. 3. We sing and play. 4. We and our parents are\\ngoing. 5. We shall be hungry, but merry. 6. Two and two\\nare four.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0029.jp2"}, "30": {"fulltext": "24 CONJUNCTIONS\\nLESSON XV\\nCONJUNCTIONS\\nEllen and Mary study botany.\\nIn this sentence what two words are used as the compound\\nsubject? What word connects the words Ellen and Mary\\nEllen or Mary studies botany.\\nIn this sentence what two words are used as the subject?\\nWhat word connects the words Ellen and Mary\\nI may go, but I will return.\\nIn this compound sentence how many propositions are there?\\nWhat word connects these propositions?\\nEllen will study botany if Mary studies algebra.\\nIn this sentence how many propositions are there? What\\nword is used to connect these two propositions\\nThe words and, or, if, and all other words used merely\\nto join words, groups of words, or propositions, are called conjunc-\\ntions.\\nA conjunction is a word used to connect words, groups\\nof words, or propositions.\\nPoint out the conjunctiotis in the following sentences:\\nModel. Eli and Silas will improve if they study.\\nAnd is a conjunction it is a word used to connect words\\nit connects Eli and Silas. If is 2i conjunction it con-\\nnects the propositions, Eli and Silas will improve and they\\nstudy.\\nI. We moved along silently and cautiously. 2. I consent to", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0030.jp2"}, "31": {"fulltext": "COMMA AND SEMICOLON IN A SERIES 25\\nthe constitution, because I expect no better. 3. He heaped up\\ngreat riches, but passed his time miserably. 4. He is both\\nlearned and wise. 5. I shall not go if it rains. 6. Cold and\\nhunger awake not her care. 7. They submit, since they can not\\nconquer. 8. He has many faults, still he is very popular.\\n9. Emma or Susan will remain at home.\\nLESSON XVI\\nTHE COMMA AND SEMICOLON IN A SERIES\\nThe boy, his father, and his sister are here.\\nHow many parts has the compound subject of this sentence?\\nThese three parts of a compound subject form a series.\\nHow are the parts of the series separated? Between which\\nparts of the series is there a conjunction?\\nPupils should be diligent, quiet, obedient, atten-\\ntive, and orderly.\\nWhat series forms a compound element in this sentence? How\\nmany parts are there in the series? How are they separated?\\nI spoke, I called, I cried, I shouted, I shrieked.\\nDoes this series consist of words or of propositions? How\\nmany members are there in the compound sentence formed by\\nthis series? How are the members separated?\\nWhen several words are used in the same way, they are said to\\nbe of the same kind, or rank, and they form what is called a series.\\nWhen more than two words are thus used to form a series, they\\nshould be separated by commas.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0031.jp2"}, "32": {"fulltext": "26 COMMA AND SEMICOLON IN A SERIES\\nThree or more words of the same kind, or rank, used to-\\ngether and forming a series, should be separated by commas.\\nFill the blanks in the following exercises\\nI. I have in my desk.\\n2. are wild animals.\\n3. A merchant sells\\n4. I can buy of a grocer.\\n5. Have you seen\\n6. are cities in Colorado.\\n7. I can see from my window.\\n8. Violets are spring flowers.\\n9. and four and and six equal\\nIn the sentence, I saw a httle old man, /itt/e and oM are\\nused alike, but they are not separated by commas. The expres-\\nsion old man is modified by little and not the word man\\nonly. These words do not form a series. The way to test a series\\nis to insert and between the members. Little 2;^^old man\\nis not what is meant, but old and careworn man is meant in\\nthe sentence I saw an old, careworn, and delicate man.\\nPunctuate the following sentences properly\\nI. The kind old man took the poor child in his arms. 2. Plain\\nhonest truth wants no artificial covering. 3. Mary is a gentle sen-\\nsible and well-behaved girl. 4. The good man was loved esteemed\\nand respected. 5. His large old-fashioned spectacles frightened\\nthe child. 6. That httle mischievous boy is my nephew. 7. There\\nlay the dearest httle baby asleep in a big armchair.\\n8. Then here s to the oak the brave old oak\\nWho stands in his pride alone\\nAnd still flourish he a hale green tree\\nWhen a hundred years are gone", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0032.jp2"}, "33": {"fulltext": "COMMA AND SEMICOLON IN A SERIES 27\\nI have a brother. I have a sister.\\nI have a cousin.\\nThis is a series of sentences so much ahke that they can be\\ncombined into a simple sentence containing a series of words,\\nthus I have a brother, a sister, and a cousin.\\nCombine the sentences in the following paragraphs into single sen-\\ntences\\n1. I found a book. I found a pencil. I found a slate. I\\nfound a knife.\\n2. I read a story. I read a poem. I read an essay.\\n3. John walked to the lake. John walked over the hill. John\\nwalked through the forest.\\n4. The horse was old. The horse was lame. The horse was\\nWind.\\n5. The child s gown was thin. The child s gown was old. The\\nchild s gown was ragged.\\n6. WiUiam gave my sister a new book. William gave my\\nbrother ten marbles. WilHam gave me a sled.\\nThe members of a compound sentence, when short,\\nand connected by conjunctions, should be separated by\\ncommas. Thus,\\nMary set the table, Betty made the salad, and I filled the\\nglasses.\\nSemicolons should separate the members of compound\\nsentences, if the connective is omitted, or if their parts are\\nseparated by commas. Thus,\\nStraws swim upon the surface pearls lie at the bottom.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0033.jp2"}, "34": {"fulltext": "28 THE NOUN\\nLESSON XVII\\nCOMPARISON\\nA Little Lass\\nChasing the butterflies\\nThrough the long grass,\\nDirty, but happy,\\nGay Httle lass\\nDressed up for company,\\nDull hours pass\\nClean, and so wretched,\\nPoor little lass Kaybee.\\nThis is a comparison of the same little girl under different cir-\\ncumstances. It follows this oudine\\nI. In the morning. 2. In the evening.\\na. Occupation. a. Occupation.\\nb. Appearance. b. Appearance.\\nc. Condition. c. Condition.\\nReadjust so imtch of the poeui as is covered by each topic. Then cover\\nthe poe7n and talk about each topic.\\nLESSON XVIII\\nTHE NOUN\\nThe words boy, girl, city, door, book, desk, are names of objects.\\nThe words joy, fear, hate, love, sorrow, are names of feelings.\\nThe words struggle, conversation, deception, are the names of things\\ndone. The name of anything is called a noitn.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0034.jp2"}, "35": {"fulltext": "THE NOUN 29\\nA noun is a name as, boj John, railroad.\\nWhat are the words house, farm, garden, dog, horse, blacksmith,\\nmerchant? Why?\\nWhat are the words Mary, John, Washington, Chicago, Ohio,\\nAmerica Why\\nCan the name boy be applied to any boy in the school, or in\\nthe world It is a name, then, which is common to all boys that\\nis, it can be applied to each of them. So, also, the name girl is\\ncommon to all girls the name house, to all houses j the name\\ncity, to all cities. Objects of the same kind form what is called a\\nclass. The same name can be applied to each object belonging\\nto the same class. The names boy, girl, house, and city are called\\ncommon nouns, because they can be applied to any one of a\\nclass of objects.\\nA common noun is a name which may be applied to\\nany one of a class of objects as, bird, door, lightning.\\nCan the name John be applied to all boys Why not Boys\\nare called by different names in order to distinguish one from\\nanother, or to distinguish a particular boy from the rest of the\\nboys in the world. The names given to particular objects to\\ndistinguish them from the rest of their class are called proper\\nnouns.\\nA proper noun is the name of some particular person,\\nplace, people, or thing as, Sttsan, Rome, American, Mars.\\nWhat kind of noun is plow Why\\nWhat kind of noun is New York Why\\nProper nouns should commence with capital letters. A\\ncommon noun should commence with a small letter, unless\\nit is the first word of a sentence or is a word of special\\nimportance.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0035.jp2"}, "36": {"fulltext": "30\\nSOME USES OF NOUNS\\nWrite the names of five kinds of fruit of five kinds of grain; of\\nthree articles of clothing; of five games of five bad habits ofsixfarttt-\\ning iniplements of four trades; of six townships in your county; of\\nsix large cities of five large rivers of five mountains of seven of your\\nschoolmates.\\nWhat are the words you have written? Why?\\nTell which are coinmon and zvhicJi are proper 7iouns.\\nTell which are common and which are proper nouns in the following\\nlist\\nRain\\nSnow\\nCollege\\nAugusta\\nPalestine\\nBarn\\nSarah\\nMinute\\nVolcano\\nBlack Sea\\nSlate\\nOrgan\\nSteeple\\nRailroad\\nLake Erie\\nApril\\nBoston\\nChurch\\nThunder\\nIndianapoHs\\nHour\\nLesson\\nTemple\\nVesuvius\\nNiagara Falls\\nCommon nouns, in a hst of words as above, may begin with\\ncapital letters, as if each began a sentence.\\nPoi7it out all the nouns in your reading lesson^ and tell which are\\ncommon and whicJi are proper nouns\\nModel. Cicero was an orator.\\nCicero is a noun; it is a name proper it is the name of a\\nparticular person. Orator is a nomi (why?): common; it\\nmay be applied to any one of a class of objects.\\nLESSON XIX\\nSOME USES OF NOUNS\\nPupils study.\\nPupils is a noun. As what element in the sentence is it used\\nThese diligent pupils study hard.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0036.jp2"}, "37": {"fulltext": "SOME USES OF NOUNS 3 1\\nWhat is the chief word in the subject of this sentence? What\\nis the word pupils\\nOne way in which a noun may be used is as the subject\\nof a proposition. A noun so used is said to be in the\\nnominative case.\\nWrite sentences containing the following nouns used in the nomijiative\\ncase as subjects\\ngrain teacher rooster\\ncattle kitten flag\\nstars bicycle concert\\nMary is a pupil.\\nAs what element in the sentence is the noun used\\nMary is a very diligent student.\\nWhat is the whole predicate in this sentence What is the\\nchief word in this predicate? What is the word student?\\nA second way in which a noun may be used is with the\\ncopula as the predicate of a proposition. A noun so used\\nalso is said to be in the nominative case.\\nWrite sentences contaiiiing the following noiins used as predicates\\nflower river widow\\nstone child preacher\\nbook prize mountain\\nSelect the no2ins fro7}i the following sentences and tell how each is\\nused\\nI. My brother is a doctor. 2. Mrs. Flint is our seamstress.\\n3. Charles will be a lawyer, a minister, or a physician. 4. These\\nchildren are idlers, but their brother is studious. 5. My sister,\\nmy cousin, and I are musicians.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0037.jp2"}, "38": {"fulltext": "32\\nCOMPOSITION\\nLESSON XX\\nCOMPOSITION\\nPussy s summer house is\\nmade of leather, with a\\ngood thick floor to keep\\nthe water out.\\nIt has an opening at the\\ntop large enough for Pussy s\\nhead and shoulders.\\nPussy sits upright in her\\nsummer house, with her\\nhead well out. Her two\\npaws are resting lightly on\\nthe. flap of the shoe. She\\nlooks out with a very demure expression, as much as to say, I\\nam very grateful for my home. Pray don t disturb me.\\nThis description followed these topics\\n1. Material of house.\\n2. Opening of house.\\n3. Pussy s position.\\n4. Pussy s expression.\\nJ^ead each topic and iJie\\nparagraph that tells of it.\\nWrite a description of\\nPussy s Winter Honse accord-\\ning to the folloiving topics\\n1. Material of house.\\na. Outside, h. Inside.\\n2. Opening* of house.\\n3. Pussy s position.\\n4. Pussy s expression.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0038.jp2"}, "39": {"fulltext": "VERBS USES 33\\nLESSON XXI\\nVERBS USES\\nFishes swim.\\nIn this sentence the noun fishes is the subject. The word\\nswim, which is the predicate, expresses an action of the fishes.\\nThe horse stands.\\nWhat is the predicate of this sentence? Stands expresses\\nthe state of the subject.\\nMy uncle still lives.\\nThe chief word of the predicate is Hves, which expresses\\nthe existence or being of the subject.\\nThese three words, expressing, one an action, one a state, and\\none simply being, are all direct predicates. They all affirm.\\nI am here.\\nThe copula am, which affirms here of I, also expresses\\nexistence or being.\\nThese words which can affirm and which express action, being,\\nor state, are called verbs.\\nA verb is a word which expresses action, being, or\\nstate as, George writes, I am, he dreams.\\nHorses trot. Horses stand.\\nWhat is the word trot in the first sentence? Why?\\nWhat is the word stand in the second sentence\\nA verb can be used as a direct predicate.\\nWrite sentences using the following verbs as direct predicates\\nrun thinks sleeps sew smiles\\nlie talks sits writes threw\\nHARV. ELEM. GRAM. 3", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0039.jp2"}, "40": {"fulltext": "34 EXERCISE ON VERBS\\nMan is an animal.\\nIn this sentence what is the word is\\nA verb may be used as a copula.\\nWrite sentences contaifiing the following verbs used as copulas, the\\npredicates being nouns\\nwas seems is shall be might be can be\\nThe wind is moaning.\\nIs the copula, and moaning the predicate, together\\nexpress action and affirm.\\nA verb may be a group of words used to affirm and to express\\naction, being, or state.\\nWrite sentences containing the following groups of words tmited to\\nexpress and to affirm action, being, or state\\nshall be writing was written will have risen\\nwill come can write has been running\\nmay go has run may have been written\\nLESSON XXII\\nEXERCISE ON VERBS\\nSelect the verbs in the following sentences and tell whether each is\\nused as direct predicate, as copula, or whether the verb consists of a\\ngroup of words affirming and expressing action, being, or state.\\nI. We wept. 2. We were weeping. 3. We are students.\\n4. The trees are budding, and the birds sing. 5. Birds in their\\nlitde nests agree. 6. It rains. 7. The trunks will be packed.\\n8. I will pack the trunks, 9. Mine has been packed a long\\ntime. 10. We leave to-night. 11. The carriage will arrive\\nearly. 12. I will wait. 13. Here it comes. 14. I i^ay be\\nescorted home. 15. The proper time has passed.\\nI", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0040.jp2"}, "41": {"fulltext": "OBJECTIVE ELEiMENT 35\\nLESSON XXIII\\nOBJECTIVE ELEMENT\\nBoys study grammar.\\nIn this sentence the word grammar is required to complete\\nthe meaning of the predicate study. That which tells what\\nthe boys study, completes its meaning, and is called an objective\\nelement, or object.\\nAn objective element is a word or a group of words\\nwhich completes the meaning of a verb.\\nAnalyze the following sentences\\nModel. \u00e2\u0080\u0094Scholars learn lessons.\\nScholars learn lessons.\\nThis is a sentence (why?) declarative (why?)\\nScholars is the subject (why?) learn is the predicate\\n(why?). Learn is modified by lessons, an objective elonent.\\nI. Dogs hunt rabbits. 2. Jane studies botany. 3. Eli drives\\nhorses. 4. Horses draw wagons. 5. Men build houses.\\n6. Farmers sow grain. 7. Merchants sell goods. 8. Haste\\nmakes waste. 9. Soldiers fight battles. 10. Cats catch mice.\\nThe objective elements in these sentences are nouns.\\nThe third way in which a noun may be used is as an\\nobjective element. A noun so used is said to be in the\\nobjective case.\\nWrite sentences^ nsifzg the following nouns as objective elements:\\nModel.\u00e2\u0080\u0094 Fire burns wood.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0041.jp2"}, "42": {"fulltext": "36 OBJECT NOUN AND PREDICATE NOUN\\ncars grass books churches\\nlaws wood wheat elephants\\nHons boats letters geography\\ntrees debts pictures mountains\\nLESSON XXIV\\nOBJECT NOUN AND PREDICATE NOUN\\nThe boy recited his lesson\\nThe predicate is the verb recited, which is modified by the\\nobjective element, his lesson, in which the chief word is the\\nnoun lesson, used as an object.\\nThe lesson was grammar.\\nThe verb was is used as a copula, and the noun grammar\\nis the predicate, affirmed of the subject.\\nAnalyze the following seittences and select the nouns and verbs\\nModels.\u00e2\u0080\u0094 I. John resigned the position.\\nJohn I resigned the position.\\nThis is a simple declarative sentence. Why? John is the\\nsubject. Why? Resigned is the predicate modified by the\\nobjective element, the position.\\nResigned is a verb, used as a direct predicate. Position\\nis a common noun, used as the chief word of an objective element.\\n2. His name is Robert.\\nHis name is Robert.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0042.jp2"}, "43": {"fulltext": "TOPICS 37\\nThis is a simple dedai-ative setitence. His name is the sub-\\nject. Why? Robert is the predicate. Why? Is is the\\ncopula. Why\\nName is a common noun, used as chief word in the subject.\\nRobert is a proper noun, used as a predicate. Is is a verb,\\nused as copula.\\n3. The girl was winding her watch.\\nThe girl was winding her watch.\\nKind ot sentence? Why? Subject? Why? Was winding\\nis the predicate. Why? Her watch is an objective element.\\nWhy?\\nWas winding is a verb consisting of two words united to\\nexpress action and to affirm. Watch is a common noun, used\\nas the chief word of an objective element.\\nI. Viola blushed. 2. Stephen was a martyr. 3. Boys may\\nbe messengers. 4. Merchants sell goods. 5. Mechanics build\\nhouses. 6. Fishes swim. 7. James is a hero. 8. John should\\nbe a student. 9. Dogs kill sheep. 10. Henry struck William.\\nLESSON XXV\\nTOPICS\\nTwo Little Girls\\nI know a little girl\\n(You? Oh, no!)\\nWho, when she s asked to go to bed,\\nDoes just so", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0043.jp2"}, "44": {"fulltext": "38 TOPICS\\nShe brings a dozen wrinkles out,\\nAnd takes tlie dimples in\\nShe puckers up her pretty hps,\\nAnd then she does begin\\nOh, dear me I don t see why\\nAll the others sit up late,\\nAnd why can t I?\\nAnother little girl I know,\\nWith curly pate,\\nWho says When I m a grown-up girl,\\nI ll sit up late.\\nBut mother says twill make me grow.\\nTo be an early bird.\\nSo she and dolly trot away\\nWithout another word.\\nOh, the sunny smile and the eyes so blue,\\nAnd well, now that I think of it.\\nShe looks like yoii\\nThis is a comparison of two little girls.\\nThe first stanza follows these topics\\n1. Who the first little girl is.\\n2. Her actions at bedtime.\\n3. Her remarks.\\nRead what covers each of these topics.\\nMake topics for the second stanza.\\nRead what covers each of your topics.\\nMake topics for the folloiving sidyect\\nHow I Behave.\\n1. In the morning.\\n2. At night.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0044.jp2"}, "45": {"fulltext": "POSSESSIVE FORMS OF NOUNS 39\\nLESSON XXVI\\nPOSSESSIVE FORMS OF NOUNS\\nJohn s hat is torn.\\nIn this sentence the noun John s is called a possessive\\nbecause it denotes ownership. A possessive always modifies a\\nnoun denoting a different object from itself, and sometimes de-\\nnotes kind or authorship instead of ownership as, Lowell s Poems.\\nA possessive noun is used to modify a noun different in\\nmeaning from itself. When a noun is used as a possess-\\nive, it is said to be in the possessive case.\\nThe apostrophe is used to show that a noun is a possessive.\\nIn writing the possessive case of nouns remember that\\n1. When a noun denotes but one object, the letter s fol-\\nlows the apostrophe as in John s, Moses s.\\n2. When the noun denotes more than one object, and\\nends with s, the apostrophe alone is used, as in ladies\\n3. When the noun denotes more than one object, and\\ndoes not end with s, the apostrophe is usually followed by\\ns, as in mens.\\nWrite five sentences, iiwdifying tJieir sitbjects by possessive nouns.\\nPoint out the possessive nouns in the following sentences\\nI. Your father s brother is my uncle. 2. Mr. Eddy sells chil-\\ndren s shoes. 3. Our farm once belonged to your grandfather.\\n4. Her doll s dress was soiled. 5. We met on the boys play-\\nground. 6. Did you ride in the ladies car? 7. The horse s\\nfoot is lame. 8. Have you read KipHng s tales?", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0045.jp2"}, "46": {"fulltext": "40 THE PRONOUN\\nThe nest of the bird is very small.\\nIn this sentence what word may be used instead of the group\\nof the bird\\nA group of words beginning with of may frequently be used\\ninstead of a possessive noun.\\nSiibstittiie groups for the possessive nouns in the following sentejices\\nI. I grasped the boy s hand. 2. Daniel was in the lion s den.\\n3. The vessel s owner was drowned. 4. Have you found the\\nfox s den? 5. We were startled by the lightning s flash. 6. Were\\nyou at home when the barn s roof was blown off 7. An owl s\\nhoot was heard. 8. The farmer s horse was much admired.\\n9. The boy s lesson was soon learned.\\nSiibstititte possessive nonns for the groups beginning with \u00e2\u0096\u00a0of in the\\nfollowing sentences\\nI. The head of the horse was hurt. 2. We loitered by the\\nbank of the river. 3. The house of the squirrel was a hollow\\ntree. 4. The hunters came to the den of the tigers. 5. The\\nowner of the dogs was much surprised. 6. The boiler of the\\nsteamer was out of order. 7. The strength of the warrior was\\nfast failing.\\nLESSON XXVII\\nTHE PRONOUN\\nJohn put John s hat on John s head.\\nIs this a correct sentence? What word is unnecessarily\\nrepeated The sentence should be written, John put his hat on", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0046.jp2"}, "47": {"fulltext": "THE PRONOUN 4I\\nhis head. What word is here used instead of John s This\\nword is called a pronoun, which means instead of a noun.\\nA pronoun is a word used instead of a noun as, he runs,\\nshe sings, they listen.\\nUse each of the following pronouns in a sentence:\\nI my me it we him\\nyou your she its our thou\\nhe his her they us thee\\nwho them whose whom ours their\\nSubstitute appropriate pronouns for the dashes in the folloiuing sen-\\ntences\\nI. Stephen died a martyr to faith. 2. house to\\nwas a strange land. 3. said of son, is\\nbrother. 4. Let there be no strife betwixt and\\n5. Lend pen till write exercises. 6. How\\nmuch missed brother and sister. 7. say\\nare friends. 8. asked to visit\\n9. Would think right for to neglect garden\\n10. friends could scarcely believe when told\\nhad refused.\\nTi. Lives of great men all remind\\ncan make lives sublime.\\nWrite five sentences^ using pronouns as subjects.\\nModel. We are scholars.\\nWrite five sentences, using pronouns as subjects and predicates.\\nModel. was she.\\nWrite five sentences, using pronouns as objects.\\nModel. Henry admires them.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0047.jp2"}, "48": {"fulltext": "42 APPOSITIVE NOUNS\\nPoint otU the pronotins in these sentences\\nI. He is your uncle. 2. His dog worried our cat 3. She\\nlost the book which he gave her. 4. Did you tell me who they\\nare? 5. It can not find its way out. 6. Were you with them?\\n7. Yes I was with them, and can tell you who they were.\\n8. The boy who died was my cousin. 9. Sarah can not find her\\nbook. 10. Who will find it for her?\\nLESSON XXVIII\\nAPPOSITIVE NOUNS\\nMr. Jones, the mason, is here.\\nIn this sentence the noun mason means the same person\\nas Mr. Jones and modifies Mr. Jones, teUing his business.\\nGray, the famous poet, was present.\\nIn this sentence the famous poet means the same as G^y\\nand modifies Gray, telling which man named Gray is meant.\\nA noun thus used to denote the same person or thing as the\\nnoun which it modifies is called an appositive. It is said to be in\\nthe same case as the noun which it modifies.\\nAn appositive is a word or group of words used to\\nmodify a noun or pronoun by denoting the same object.\\nAn appositive is usually placed after the noun or pronoun with\\nwhich it is in apposition. Thus, in the sentence, The emperor\\nNero was a cruel tyrant, Nero is in apposition with emperor.\\nAn appositive is usually set off by a comma.\\nWrite five sentences^ inodifying their subjects by appositives.\\nModel. Mr. Tod, the mason, died yesterday.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0048.jp2"}, "49": {"fulltext": "ADJECTIVES 43\\nPoi7it out the apposiiives in the following sentences\\nI, Mr. Whitcomb, the lawyer, is out of town. 2. Whang, the\\nChinese miller, acted foohshly. 3. Milton, the poet, was blind.\\n4. Stephenson, the celebrated engineer, lived in England. 5. Have\\nyou seen Mr. Hicks, the man who sells strawberries? 6. I am\\nreading the speeches of Webster, the statesman. 7. Washington,\\nthe capital of the United States, is situated on the Potomac.\\nLESSON XXIX\\nADJECTIVES\\nThe boy is good.\\nThe predicate good is affirmed of the noun boy it ex-\\npresses a quaUty of the boy.\\nThe good boy is ill.\\nHere good is not affirmed of boy, but still modifies the\\nnoun, expressing a quality of boy.\\nIn the sentences, This book is heavy, That book is light,\\nTwo boys were sick, Three boys were idle, the words, this,\\nthat, two, and three, are modifiers of the nouns that follow them\\nbut they do not express any quality. This and that point out the\\nnouns to which they belong two and three denote number.\\nThose words which modify nouns by expressing quality, pointing\\nthem out, or denoting number, are called adjectives.\\nAn adjective is a word used to describe or define a noun\\nor a pronoun.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0049.jp2"}, "50": {"fulltext": "44 ADJECTIVE ELEMENTS\\nSometimes nouns are used to define other nouns, 3.s, John s hat,\\nMilton, the poet. Although such words have an adjective force,\\nthey are not, strictly speaking, adjectives. They are nouns used\\nas adjective elements. See Lesson XXX.\\nSelect the adjectives from the following exercise^ a7id state what 7t02ins\\nor pronouns they modify.\\nModels.\u00e2\u0080\u0094 i. Fearful storms sweep over these islands,\\nFearful is an adjective modifying the noun storms.\\nThese is an adjective modifying the noun islands.\\n2, My poor brother is lame.\\nPoor is an adjective modifying the noun brother.\\nLame is an adjective used as a predicate and affirmed of the\\nnoun brother.\\nI. Both horses are lame. 2. Ripe peaches are plentiful.\\n3. Large houses are expensive. 4. You may take either road.\\n5. That boy has a kind father. 6. Every man carried a square\\nbox. 7. This lesson is hard. 8. The brave soldier received a\\nsevere wound. 9. He is good. 10. You are brave.\\nMost adjectives derived from proper nouns should com-\\nmence v^ith capitals; as, American cotton, French customs.\\nLESSON XXX\\nADJECTIVE ELEMENTS\\nSmall lakes are abundant.\\nIn this sentence the word small modifies lakes, showing\\nwhat kind of lakes are abundant.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0050.jp2"}, "51": {"fulltext": "ADJECTIVE ELEMENTS 45\\nJohn s hat is torn.\\nIn this sentence the possessive noun John s modifies hat,\\ndenoting that it is the hat belonging to John that is torn.\\nMr. Jones, the mason, is insane.\\nIn this sentence the expression the mason modifies Mr.\\nJones, telhng the trade or business of the man who is insane.\\nThese modifying words are called adjective elements because\\nthey modify nouns.\\nAn adjective element is a word or a group of words\\nwhich modifies a noun or a pronoun.\\nRipe peaches are plentiful.\\nIn this sentence what element is ripe Why?\\nThis boy has six peaches.\\nIn this sentence what elements are this and six Why?\\nWrite five sentences, modifying their subjects by adjective elements.\\nModel. Cold weather is unpleasant.\\nWrite five sentences, modifying nouns used as predicates by adjective\\nelements.\\nModels.\u00e2\u0080\u0094 I. I am a dilige7^t pupil.\\n2. Dewey is a hero of rejiown,\\n3. America is a refuge for those who are\\noppressed.\\nWrite five sentences, modifying nouns tised as objects by adjective\\nelements.\\nModels.\u00e2\u0080\u0094 I. I shot a large bird.\\n2. The bird uttered a cry of distress.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0051.jp2"}, "52": {"fulltext": "46 ADJECTIVE ELEMENTS\\nWrite five sentences^ modifying a possessive noun by an adjective\\nelement.\\nModels.\u00e2\u0080\u0094 I. (9^^r father s horse is lame.\\n2. T\\\\i^ poor dog s leg is broken.\\n3. I saw your little sister s doll.\\nA possessive noun, since it modifies another noun, is an\\nadjective element.\\nWrite five se7itences, using possessive nouns as adjective elements.\\nModel.\u00e2\u0080\u0094 The bird s cage is open.\\nAnalyze the following sentences., selecting the subjects, the predicates,\\nand the adjective elements\\nModels. i Frank s father is a merchant.\\nfather is merchant.\\nFrank s I a\\nThis is a simple declai -ative sentence. Father is the subject\\nit is a noun, and is modified by the adjective element Frank s.\\nIs is the copula. Merchant is the predicate it is a noun,\\nand is modified by the adjective element a.\\n2. My old wheel was stolen.\\nwheel I was stolen.\\nMy I\\nold\\nThis is a simple declarative sentence. Wheel is the subject\\nit is a noun, and is modified by the two adjective elements My\\nand old. The predicate consists of a group of words was\\nstolen, which represent the action and affirm it.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0052.jp2"}, "53": {"fulltext": "ADJECTIVE ELEMENTS\\n3. Milton, the poet, was blind.\\nMilton I was blind.\\nIpoet I\\n47\\nThis is a simple declarative sentence. Milton is the subject\\nblind the predicate; was is the copula. Milton is\\nmodified by poet, an adjective element; poet by the,\\nan adjective element.\\nI. My book is an arithmetic. 2. These two birds have sweet\\nvoices. 3. Our school is a fine building. 4. The boys parents\\npraised their children. 5. A pretty song was sung. 6. Mary s\\nsister is coming. 7. She is a sweet girl. 8. The children are\\nher warm admirers. 9. My uncle, the artist, is an invalid.\\n10. That gentleman is Mr. Jones, the senator.\\nUse each of the following adjectives as an adjective element\\nMoj)m.s. Smooth ice. So77te books.\\nSmooth-\\nThat\\nFour\\nSuch\\nSweet\\nBlack\\nSome\\nMany\\nThese\\nBlue\\nOther\\nOne\\nLatter\\nEither\\nCertain\\nSour\\nOld\\nFew\\nUse the following adjectives as predicates\\nDry\\nBad\\nSoft\\nGood\\nSafe\\nWhite\\nDirty\\nLight\\nMoist\\nWarm\\nLost\\nFirm\\nRough\\nRound\\nSquare\\nSmooth\\nHigh\\nSharp\\nYonder\\nGolden\\nAnother\\nFourfold\\nEvery\\nSilent\\nSpanish\\nHealthy\\nPleasant\\nAustralian\\nGreat\\nCold", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0053.jp2"}, "54": {"fulltext": "48\\nTHE ARTICLE\\nLESSON XXXI\\nTHE ARTICLE\\nA horse was stolen.\\nIn this sentence A denotes that one horse is meant, but it\\ndoes not point out any particular horse.\\nThe horse was stolen.\\nThe denotes that a particular horse is meant.\\nThe words A and The in these sentences are adjectives,\\nbecause they modify nouns. They are also called articles.\\nA and an are different forms of the same word.\\nThe is called the definite article, because it points out\\ndefinitely the object which it restricts.\\nA or an is called the indefinite article, because it restricts\\nin an indefinite or general manner.\\nPlace a or an before the following words\\negg.\\node.\\ncart.\\ngoat.\\noven.\\nhour.\\neagle.\\nstand.\\nhouse.\\nhonor.\\nhearth,\\nhumor,\\norange,\\nturkey,\\nvulture.\\nmemory,\\nmeasure,\\nopossum,\\nelephant,\\nadvantage.\\n(/se a or an instead of the dashes in the following sentences\\nI. Temperance is virtue. 2. The house stands on hill.\\n3. loud report was heard. 4. Life is but vapor. 5. He\\nis honest man. 6. He has ax to grind. 7. Father has\\nbought horse. 8. My being child was plea for my\\nadmission.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0054.jp2"}, "55": {"fulltext": "THE APOSTROPHE 49\\nUse the proper articles instead of the dashes in the following sen-\\ntences\\nI. Such law is disgrace to any state. 2. Repeat\\nfirst four lines in concert. 3. Love took up harp of life, and\\nsmote on all chords with might. 4. fox is cunning.\\n5. days are calm. 6. wise son maketh glad father.\\nPoint out the articles in your reading lesson^ and tell what they\\nmodify.\\nLESSON XXXII\\nLETTER WRITING\\nDevonshire Terrace, London,\\nFeb. 27, 1849.\\nMy dearest Mary\\nI am not engaged on the evening of your birthday\\nbut even if I had an engagement of the most particular kind, I\\nshould excuse myself from keeping it, so that I might have the\\npleasure of celebrating at home, and among my children, the day\\nthat gave me such a dear and good daughter as you.\\nEver affectionately yours,\\nCharles Dickens.\\nWrite a letter to a friend^ telling of so?nething interesting that hap-\\npened in school this year.\\nLESSON XXXIII\\nTHE APOSTROPHE AND CONTRACTIONS\\nHow is the apostrophe used to indicate the possessive case of\\nnouns which denote but one object? In what two ways may it\\nbe used to show the possessive case of nouns denoting more than\\none object?\\nHARV. ELEM. GRAM. 4", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0055.jp2"}, "56": {"fulltext": "Use the following nouns in the possessive case\\nboy boys box\\nboxes\\ngirl girls ox\\noxen\\nman men friend\\nfriends\\nDon t fail to come.\\nIn writing or printing dorCt, an apostrophe is used be-\\ntween n and to show that the letter o is omitted.\\nTell what letters are omitted in the contracted words in these sen-\\ntences\\nI. We re going home. 2. We ll not go with you. 3. I didn t\\nknow that you told them not to go. 4. I ll help you as soon\\nas I ve learned my lesson. 5. We came from o er the sea.\\n6. They re both truants. 7. The corporal said, Bout face.\\n8. It s a fine day. 9. He s a good man. 10. She s my best\\nfriend. 11. There s many a sHp twixt the cup and the lip,\\n12. I m to be queen o the May, mother.\\n13. The play s the thing\\nWherein I ll catch the conscience of the king.\\nThe apostrophe is used either to show that a noun is\\npossessive or to show that letters have been omitted.\\nThe form isn t is a contraction of is not, as the apostrophe indi-\\ncates. The form aift t, sometimes used for a/n not, is not a con-\\ntraction of those or of any other words, and is not a correct form.\\nStill less is hain t admissible.\\nDon t is a proper contraction of do not, but not of does not.\\nThe proper contraction of does not is doesn t. Hence it is correct\\nto say, I don t care, but He don t care is incorrect.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0056.jp2"}, "57": {"fulltext": "THE PRONOUN IN INTERROGATIVE SENTENCES 51\\nIfs, the proper contraction of is, must not be confused with\\nthe possessive pronoun its. The latter has no apostrophe. Thus,\\nIt s a pity she could not come. Its boughs are laden with\\nfruit.\\nLESSON XXXIV\\nTHE PRONOUN IN INTERROGATIVE SENTENCES\\nWho is coming? John.\\nMany interrogative sentences contain pronouns which help to\\nask the questions, and which stand for nouns found in the answers\\nto the questions.\\nWho I is coming?\\nIn this sentence, Who is a pronoun used as the subject is\\ncoming is a verb formed of two words, used as the predicate.\\nWho was the captain\\nThe order of the words in this sentence must be changed before\\nthe sentence can be analyzed.\\ncaptain was Who\\nth^n\\nCaptain is a noun used as the subject, modified by the\\nadjective the, used as an adjective element; was is a verb\\nused as the copula who is a pronoun used as the predicate.\\nWhom did you see.f*\\nThe order of the words in this sentence must be changed.\\nyou I did see Whom", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0057.jp2"}, "58": {"fulltext": "52 THE PRONOUN IN INTERROGATIVE SENTENCES\\nYou is a pronoun used as the subject did see is a verb\\nformed of two words, used as the predicate whom is a pro-\\nnoun used as an objective element.\\nWhose hat have you\\nyou I have j hat\\nPWhose\\nYou is a pronoun, used as subject have is a verb, used\\nas direct predicate hat is a noun, used as objective element\\nwhose is a pronoun, used as adjective element to modify the\\nnoun hat.\\nWhat did you say.^\\nyou I did say What\\nAnalyze this sentence.\\nW^hich will you have\\nyou I will have Which\\nAnalyze this sentence.\\nWhich hat is becoming\\nhat I is becoming?\\n|Which I\\nAnalyze this sejttence.\\nWhen which is used with a noun, it is called an adjective\\nwhen it is used instead of 2i noun, it is called a pronoun.\\nWhich and what, not used as modifiers, together with who,\\nwhose, and whom, when used in asking questions, are called\\ninterrogative pronouns.\\nThe interrogative pronouns are wko, whose, whom^ whichy\\nand whaty when used in asking questions.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0058.jp2"}, "59": {"fulltext": "LETTER WRITING 53\\nThe words which and what are sometimes placed before nouns\\nin interrogative propositions. They are then called interrogative\\nadjectives.\\nAnalyze the following sentences\\nI. What did he say? 2. Who wrote that letter? 3. Which\\ntrots the fastest? 4. Whom did you call? 5. Whose house was\\nburned? 6. What can he mean? 7. Who has learned this\\nlesson? 8. Who discovered America? 9. Who borrowed John s\\nslate? 10. Whose book is this\\nLESSON XXXV\\nLETTER WRITING\\nA Letter to Mother Nature\\nYou dear old Mother Nature, I am writing you a letter,\\nTo let you know you ought to fix up things a little better.\\nThe best of us will make mistakes I thought perhaps if I\\nShould tell you how you might improve, you would be glad to try.\\nI think you have forgotten, ma am, that little girls and boys\\nAre fond of dolls, and tops, and sleds, and balls, and other toys\\nWhy didn t you I wonder, now just take it in your head\\nTo have such things all growing in a lovely garden bed\\nI d like to have the coasting and the skating in July,\\nWhen old Jack Frost would never get a single chance to try\\nTo nip our cheeks and noses and the Christmas trees should\\nstand\\nBy dozens, loaded in the woods now, wouldn t that be\\ngrand", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0059.jp2"}, "60": {"fulltext": "54\\nLETTER WRITING\\nAh what a world it would have been How could you, madam,\\nmake\\nSuch lots of bread and butter to so very httle cake\\nI d have it just the other way, and every one would see\\nHow very, very, very, very nice my way would be.\\nBut, as I cannot do it, will you think of what I say\\nAnd please, ma am, do begin and alter things this very day.\\nAnd one thing more on Saturdays don t send us any rain.\\nGood-by. If I should think of something else, I ll write again.\\nSydney Dayre.\\nWrite a letter to your sister, tellijig her what you should do if you\\ncould act just as you pleased and have whatever you wanted for a whole\\nday.\\nThis is the way to address the envelope\\nJWAhh IWxmj^ Uaj^.\\nCopy this address. Then draw an eiivehpe in the sa?ne way, and\\naddress it to your sister or to some girl friejid.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0060.jp2"}, "61": {"fulltext": "PRONOUNS AS SUBJECTS AND PREDICATES 55\\nLESSON XXXVI\\nPRONOUNS USED AS SUBJECTS AND PREDICATES\\nHe comes, go.\\nShe speaks.\\nThou art here.\\nWe know the lesson.\\nThey heard the speech.\\nWho comes\\nHow are all these pronouns used?\\nIt is he.\\nIt was\\nNo, it was she.\\nIs it thou\\nIt may have been we.\\nNo, it was they.\\nHow are all these pronouns used?\\nMake a Hst of those pronoun forms which are used as subjects\\nand of those pronoun forms used as predicates. What do you\\nnotice about these Hsts?\\nThe form of a pronoun used as a subject is called the nomina-\\ntive case of the pronoun.\\nThe nominative case of the pronoun is employed also when\\nthe pronoun is used as predicate.\\nFill each blank i7i the following exercise with the nominative form of\\na pronoun\\nI. was 2. drew the picture. 3. The\\noffender was 4. is 5. were there.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0061.jp2"}, "62": {"fulltext": "56 PRONOUNS AS OBJECTIVE ELEMENTS\\nLESSON XXXVII\\nPRONOUNS USED AS OBJECTIVE ELEMENTS\\nThe teacher scolded me.\\nShe will scold us.\\nThe Lord preserve thee.\\nWe admire him.\\nWe distrust her.\\nLet us call them.\\nWhom do you fear?\\nHow are these pronouns used?\\nThe form of a pronoun used as an objective element is called\\nthe objective case of the pronoun.\\nFill in each of the following blanks with the objective case of a pro-\\nnoun\\nI. I love 2. The birds please 3. I read\\n4. will you see? 5. The pupils like 6. These\\nchildren need 7. Our father will reward 8, Heaven\\nwill bless 9. The book dehghted 10.\u00e2\u0080\u0094 should\\nwe love?\\nTell what case of the pronoun should be used to fill each of the follow-\\ning blanks, and supply the pronoun\\nI. love 2. pleasest 3. are\\npleased. 4. is 5. are 6. Beheve\\n7. am annoyed. 8. Can be 9.\\ncan enjoy 10. was\\nAnalyze the seiitences in the paragraph above.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0062.jp2"}, "63": {"fulltext": "PRONOUNS AS ADJECTIVE ELEMENTS 57\\nLESSON XXXVIII\\nPRONOUNS USED AS ADJECTIVE ELEMENTS POSSESSIVES\\nMy pen is broken.\\nThy promise is sure.\\nHis task is ended.\\nHer dress is beautiful.\\nIts eyes are blue.\\nOur class is large.\\nYour mother is kind.\\nTheir purpose is good.\\nWhose card is that\\nHow are these pronouns used?\\nThat form of a pronoun used as an adjective element to modify\\na noun (by indicating possession), is called the possessive case\\nof the pronoun.\\nFill in each blank in the following sentences with the possessive case\\nof some pronoun\\nI. purse is light. 2. I lost purse. 3. father s\\nname is John. 4. It was brother. 5. purse is this?\\n6. horse is lame. 7. Charles is name. 8. We saw\\nfall. 9. escape was wonderful. 10. fault is it?\\nII. It is not fault. 12. Do best. 13. best is\\nnot very good. 14. I will appreciate effort. 15.\\nvoice is that 16. It is mother s voice. 17. voice\\nis sweet.\\nAnalyze the precedi7ig sentences.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0063.jp2"}, "64": {"fulltext": "58 NOMINATIVE AND OBJECTIVE CASES\\nLESSON XXXIX\\nPRONOUNS ALIKE IN NOMINATIVE AND OBJECTIVE CASES\\nIt is here.\\nThis is it.\\nI want it.\\nHow is each of these pronouns used?\\nWhich is coming?\\nWhich will you have?\\nWhich is it?\\nHow is each of these pronouns used?\\nWhat is coming?\\nWhat is it?\\nWhat will you have?\\nHow is each of these pronouns used\\nMention three pronouns^ each of whose nojninative and objective cases\\nare alike.\\nFill in the blanks in the following sente?ices analyze the sentences,\\nand tell why each form is used.\\nI. is 2. is 3. can I do?\\n4. do you want? 5. is happening? 6. will\\ndo. 7. will do? 8. I know 9. is true.\\n10. is true? 11. is that? 12. is a bell. 13. I\\nhear 14. do you hear? 15. I do not hear\\n16. of you is correct? 17. I know", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0064.jp2"}, "65": {"fulltext": "TOPICS\\n59\\nLESSON XL\\nTOPICS\\nA Remedy that Failed\\nI don t see why Charlie cries so much, said Mamma. I\\ndo, said Uncle Ned it s because of his curls. He looks so\\nmuch like a girl that he thinks he must act like a girl. And\\nCharlie listened\\nSoon you might have heard patter, patter, as a little boy mounted\\nthe stairs one step at a time, and two feet on each step.\\nThen you might have heard a scrape, scrape, as somebody felt\\nthrough Mamma s big workbasket.\\nThen a big chair was pulled up before the mirror, and some-\\nbody with short legs puffed and blew and struggled to mount it.\\nThen click, click, snip, snap went the shears, and the light curls\\ndropped one by one to the floor, leaving the funniest little cropped\\nhead you ever saw.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0065.jp2"}, "66": {"fulltext": "6o ADJECTIVE ELEMENTS\\nNow, said Charlie, in a satisfied tone, this little boy will\\nnever cry again.\\nBut he did Can you tell why?\\nMake an outline for this story and read the story to see what topic\\neach paragraph tells about.\\nLESSON XLI\\nLETTER WRITING\\nThis is the advice a mother gave to her little girl who wanted\\nto write a letter to her sister\\nI will give you a rule, said her mother my dear.\\nJust think for a moment your sister is here,\\nAnd what would you tell her? Consider, and then.\\nThough silent your tongue, you can speak with your pen.\\nFollow this mother s advice, and write a letter to an absent friend.\\nThis letter ought to be good enough to send without correction.\\nWrite the address for the envelope on paper and then copy it on aii\\nenvelope, punctuating car ef idly.\\nLESSON XLII\\nADJECTIVE ELEMENTS AND ADJECTIVES MODIFYING\\nPRONOUNS\\nI, thy mother, ask it.\\nI I ask I it.\\n[mother\\nI thy\\nThis is a simple declarative sentence. I is a pronoun, nom-", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0066.jp2"}, "67": {"fulltext": "REVIEW OF PRONOUNS 6l\\nillative case because used as the subject. It is modified by the\\nadjective element, mother, which is a noun used as an apposi-\\ntive. Mother is modified by the pronoun thy, which is the\\npossessive case, used as an adjective element.\\nThe modifier of a pronoun is an adjective element.\\nA pronoun in the possessive case is an adjective element.\\nI am weary.\\nI I am weary.\\nI\\nI is the subject it is a pronoun in the nominative case.\\nAm is a verb used as a copula. Weary is an adjective used\\nas a predicate, and affirmed of the pronoun I.\\nAn adjective in the predicate may modify a noun or a pronoun.\\nAnalyze the following sentences\\nI. I was hungry. 2. My journey was long. 3. It fatigued\\nme. 4. He, our good pastor, forgave us. 5. He forgave our\\nfolly. 6. We, poor and ill, suffered. 7. Your prayer is heard.\\n8. It was my voice. 9. Whose turn was it? 10. What can\\nhe do?\\nLESSON XLIII\\nREVIEW OF PRONOUNS\\nAnalyze these sentences, and explain the nse of the case of the nonns\\natid pronoims and the uses of the apostrophe\\nI. Thou callest. 2. I come. 3. She studies. 4. I Hke\\nher. 5. They are honest. 6. Her lesson was learned. 7. I\\nborrowed his books. 8. They have sold their farms. 9. You\\nshould study your lesson. 10. Ye are the people. 11. It can", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0067.jp2"}, "68": {"fulltext": "62 POSSESSIVE PRONOUNS\\nfind its master. 12. Thy fame hath preceded thee. 13. The\\nchild loves its nurse. 14. The nurse s love is great. 15. The\\nnurses rooms are ready. 16. It s a dark day. 17. These chil-\\ndren have lost their way. 18. Mr. Rich s dog injured its collar.\\n19. Whose picture is it? 20. It s my picture. 21. That s\\nJennie s picture. 22. They ve stolen Jack, Mr. Ross s dog.\\n23. What is its color? 24. It s a big, black, collie dog.\\n25. Thou art the man.\\nLESSON XLIV\\nPOSSESSIVE PRONOUNS\\nMy hat is white. Mine is black.\\nWhose hat is that It is mine.\\nBring my hat. Bring mine.\\nTell how the pronoun mine is used in each of these sentences.\\nWrite sentences using the pronoun thine in three ways.\\nWrite sentences using the pronouns his, hers, theirs,\\nours, yours, each as subject; as object; as predicate.\\nThese are called possessive pronouns. They do not change in\\nform to indicate the nominative and objective cases, and they\\nhave no possessive cases.\\nAnalyze the following sentences\\nI. Whose lesson was perfect? 2. Mine was good. 3. His\\nwas better. 4. We forgot ours. 5. Whose book is it? 6. It\\nis yours. 7. Mine is torn. 8. I tore mine. 9. Theirs was\\nforgotten. 10. Thine be the glory. 11. This book is hers.\\n12. Those apples are his. 13. Yours is a hard lesson.\\n14. Those marbles are mine. 15. This book is thine.\\n16, The victory is ours.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0068.jp2"}, "69": {"fulltext": "[address.]\\nLETTER WRITING 63\\nLESSON XLV\\nLETTER WRITING\\n[date.]\\nVfloAj iqoo.\\nTY\\\\a. Q^a/yyu/ Q^cfimAorv,\\nTTiaxiUumj, Oy\\nJO^XIA/ i^l/b f^\u00c2\u00b0 LETTER.]\\n\\\\L i/) Toru/ \\\\/YiXjuriLi(yY\\\\y t y InMAnX poX rrvx^\\n\u00e2\u0096\u00a0\\\\AxbXjJ\\\\fr\\\\j hjynuj.\\n(J/OIAA/) XhjuJjU^, [signature\\nWrite a letter to a distant friend or relative^ telling him yon )nean to\\nvisit him during your coming vacation.\\nAddress an envelope to accompany this letter.\\nWrite a letter to yourself from your friend or relative, saying that he\\nwill be glad to receive you.\\nAddress an envelope fold the letter, and place it in the addressed\\nenvelope.\\nWrite a letter to your friend telling hiin just when to expect you.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0069.jp2"}, "70": {"fulltext": "64 ADVERBS\\nLESSON XLVI\\nADVERBS\\nBirds sing sweetly.\\nIn this sentence the word sweetly modifies the verb sing,\\ntelling how the birds sing. Sweetly does not complete the\\nmeaning of the verb Hke an objective element.\\nVery large vessels were seen.\\nIn this sentence what is modified by very What is\\nlarge\\nHe rode too fast.\\nIn this sentence what word tells how he rode? What word\\ntells how fast he rode\\nWords like sweetly and very used to modify verbs or ad-\\njectives are called adverbs. Words like too which modify\\nadverbs are also called adverbs.\\nAn adverb is a word used to modify a verb, an ad-\\njective, or another adverb.\\nPoint out the adverbs in the following sentences\\nModel. The wind blew furiously.\\nFuriously is an advei^h it is used to modify a verb.\\nI. That vessel sails slowly. 2. He built a house there.\\n3. Emma is quite late. 4. Those mountains are so very\\nhigh. 5. We were agreeably surprised. 6. I will shortly\\nreturn. 7. You will never see him again. 8. I would\\ngladly pardon you. 9. So thought Palmyra. 10. He after-\\nward escaped.\\nPoint out the 7touns, verbs, pronouns, and adjectives in these sen-\\ntences.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0070.jp2"}, "71": {"fulltext": "INTERROGATIVE ADVERBS 65\\nPoint cmt the adverbs in your reading lesson.\\nWrite seven sentences^ modifying their predicates by adverbs.\\nModel. We should walk qttietly.\\nWrite seven sentences, modifying their subjects by adjectives., and these\\nadjectives by adverbs.\\nModel. Very loud reports were heard.\\nWrite seven sentences., modifying their predicates by adverbs., and\\nthose adverbs by other adverbs.\\nModel. He walks quite slowly.\\nLESSON XLVII\\nINTERROGATIVE ADVERBS\\nWhen will you come\\nyou I will come\\npWhen\\nAn adverb is often used to introduce an interrogative sentence.\\nSuch an adverb is called 2.n interrogative adverb.\\nAnalyze the following sentences\\nI. Where will you go? 2. When did they come? 3. How\\nsoon will the war be over? 4. Why are you angry? 5. How\\ndoes your garden grow? 6. Wherefore should we be sad?\\n7. Where did your brother the physician get his medical educa-\\ntion? 8. Whence come those rude sounds? 9. Where does\\nthe violet grow? 10. When does our long vacation begin?\\nII. Why are you laughing so heartily? 12. Whither is that bird\\nflying? 13. Whence comes the snow?\\nHARV. ELEM. (JRAM. 5", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0071.jp2"}, "72": {"fulltext": "66 ADVERBIAL ELEMENTS\\nLESSON XLVIII\\nADVERBIAL ELEMENTS\\nThe storm raged fiercely.\\nstorm I raged\\nI The I I fiercely.\\nRaged, a verb used as predicate, is modified by the adverb\\nfiercely, which tells kow the storm raged.\\nThe storm raged wz^A violence.\\nHow does the group of words, with violence, modify the\\nverb raged\\nI am very happy,\\nI I am happy.\\nI very\\nHow does the word very modify the adjective happy\\nShe was too easily persuaded.\\nShe I was persuaded.\\nHow does the word easily modify the verb was persuaded\\nHow does too modify easily\\nA word or a group of words used to modify a verb, an adjec-\\ntive, or an adverb is called an adverbial element.\\nAn adverbial element is a v^ord or a group of words used\\nto modify a verb, an adjective, or an adverb.\\nAnalyze the following sentences\\nModel. We should study our lessons carefully.\\nWe I should study j lessons\\nI I carefully our", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0072.jp2"}, "73": {"fulltext": "ADVERBS OR ADJECTIVES AFTER VERBS 6/\\nThis is a declarative sentence.\\nWe is the subject; should study the predicate. Should\\nstudy is modified by lessons, an objective element, and by\\ncarefully, an adverbial element. Lessons is modified by\\nour, an adjective element.\\nI. The ship sails fast. 2. Richard, the wagoner, drives reck-\\nlessly. ^3. I will see you to-morrow. 4. He rides too rapidly.\\n5. I was coming yesterday. 6. I read a book now and then.\\n7. My brother s horse trots well. 8. We could have sung better.\\n9. To-night I will go home.\\nA noun or a pronoun used as an adverbial element is in\\nthe objective case.\\nLESSON XLIX\\nADVERBS OR ADJECTIVES AFTER VERBS\\nShe is dressed {neat, or 7ieatly?)\\nShe holds her pencil {careless, or carelessly\\nI felt {sick, or sickly\\nThe flower smells {szueet, or sweetly?)\\nThe country looks {beautiful, or beautifully?)\\nA verb which is a direct predicate should be modified by an\\nadverb generally telling how the action of the subject is done.\\nThe first sentence is meant to state how she is dressed, hence the\\nverb dressed is to be modified and the adverb neatly is\\nused. In the second sentence the verb holds is to be modi-\\nfied therefore the adverb carelessly is used.\\nA verb which is really a copula asserting a condition of the sub-\\nject should be followed by an adjective describing the subject. In", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0073.jp2"}, "74": {"fulltext": "REVIEW ANALYSIS\\nthe third sentence it is not my feeling that is sick, but am sick.\\nIn the fourth sentence, it is the flower, not what does, that is\\nsweet. In the fifth sentence what is beautiful\\nRead all these se7ite7ices correctly.\\nLESSON L\\nCOMPOSITION\\nThe Captor Caught\\nWrite a story according to the following topics\\nI. The kitten.\\na. Appearance.\\nHabits.\\ne. Home.\\n2.\\nThe trap.\\na. Purpose.\\nArrangement.\\n3-\\nThe kitten s mistake.\\n4-\\nThe mice s triumph.\\n5-\\nThe rescue\\n6.\\nThe kitten s resolution.\\nLESSON LI\\nREVIEW ANALYSIS\\nWhat are the principal elements in a sentence? (page 14)\\nWhat is an adjective element? (page 45)\\nWhat is an adverbial element? (page 66)\\nWhat is a compound element? (page 22)", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0074.jp2"}, "75": {"fulltext": "ADJECTIVE CLAUSES 69\\nAnalyze the following sentences\\nModels. I. Mary and I are tired and hungry.\\ny I are\\nana y- and\\nI hungry.\\n2, I had a dog and two cats.\\nI I had I dog and cats.\\nI I a^ I two\\n3. The good and pretty girl knitted busily and\\nrapidly.\\ngirl I knitted\\nI The good and pretty busily and rapidly.\\nI. Where do you live? 2. My dear mother and I live to-\\ngether. 3. My house is here. 4. Here we go to and fro.\\n5. Which is your room? 6. This is mine. 7. A sweet and\\nsolemn hush pervaded the quiet forest and the shady lane.\\n8. What is this loud and turbulent noise? 9. We, your affec-\\ntionate pupils, give our very humble and most hearty thanks.\\nLESSON LII\\nADJECTIVE CLAUSES\\nA rich man owns that house.\\nWhat element is the word rich Why?\\nA man who is rich owns that house.\\nIn this sentence instead of rich we use the words who is\\nrich to modify man. These words form an adjective element.\\nWhy?", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0075.jp2"}, "76": {"fulltext": "yo ADJECTIVE CLAUSES\\nThe expression who is rich is a proposition. Why? What\\nis the subject? Why? What is the predicate? Why? What is\\nthe copula?\\nThis sentence, then, contains two propositions A man owns\\nthat house, and who is rich. The second proposition is an\\nadjective element modifying the subject of the first. These propo-\\nsitions are called clauses.\\nAnalyze the following sentences\\nModels. I. The fish which you caught is a trout.\\nfish I is trout.\\nThe I [a^\\nwhich you caught\\nThis is a declarative sentence.\\nFish is the subject; trout, the predicate is, the\\ncopula. Fish is modified by the and by the clause which\\nyou caught, both adjective elements.\\n2. I Hke a horse that is gentle.\\nI I like I horse\\na\\nthat is gentle.\\nThis is a declarative sentence.\\nI is the subject like, the predicate like is modified\\nby horse, an objective element, which is modified by a and\\nby the clause that is gentle, both adjective elements.\\nI. A very old man who is wealthy lives there. 2. I have a\\nknife that has a white handle. 3. He who studies will learn.\\n4. You have many blessings which I cannot share. 5. Solomon,\\nwho was the son of David, built the temple. 6. He is a man that\\ndeserves respect. 7. The Lord chastens him whom he loves.\\n8. They that forsake the law praise the wicked.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0076.jp2"}, "77": {"fulltext": "COMPOSITION 71\\nUse adjectives instead of adjective claiises in the following sentences\\nI. I have an apple that is rotten. 2. A little boy who is lame\\ncame to our house yesterday. 3. How far do you go with the\\nrivers that flow? 4. I like people that are honest. 5. Will you\\nbuy me a knife that has four blades?\\nUse adjective clauses instead of adjectives in the following sentences\\nI. I have an aged parent. 2. A talented pupil learns easily.\\n3. A lame horse is useless. 4. That is the kind teacher. 5. The\\ndisorderly pupils caused the trouble. 6. The broken bicycle is\\nmine. 7. An angry man should govern himself carefully. 8. A\\nvain woman is never beautiful. 9. Ripe fruit injures no one.\\nWrite five sentences^ modifying their subjects by adjective clauses.\\nModel. The boy that studies will learn.\\nWrite five sentences^ modifying their objects by adjective clauses.\\nModel.\u00e2\u0080\u0094 I have lost the knife which you gave me.\\nLESSON LIII\\nCOMPOSITION\\nThe Little Dreamer\\nA little boy was dreaming\\nUpon his nurse s lap,\\nThat the pins fell out of all the stars\\nAnd the stars fell into his cap.\\nSo when his dream was over\\nWhat should that Httle boy do\\nWhy, he went and looked inside his cap,\\nAnd found it wasn t true.\\nWrite a short account of some dream that you- remember.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0077.jp2"}, "78": {"fulltext": "72 RELATIVE PRONOUNS\\nLESSON LIV\\nRELATIVE PRONOUNS\\nA man who is rich owns that house.\\nWhat is the subject of the clause who is rich\\nWho is a pronoun standing for the noun man, and used as\\nthe subject of the adjective clause. It joins the adjective clause\\nwho is rich to the noun man, which the clause modifies.\\nThose pronouns that represent preceding w^ords or expressions,\\nto which they join modifying clauses, are called relative pronoims.\\nA relative pronoun is a word used to represent a pre-\\nceding word or expression, to which it joins a modifying\\nclause. The relative pronouns are who, wJiich, what, and\\nthat. As is also a relative after such, many, sa^ne, and\\nsome other words.\\nThe suffixes evei so, and soeve?- are sometimes added to these\\npronouns as, whoever, whoso, whosoever. _\\nA relative clause is a clause introduced by a relative\\npronoun.\\nSubstitute relative pronouns for the dashes in the following sen-\\ntences\\nI. Death lifts the veil hides a brighter sphere. 2. Blest\\nare the feasts simple plenty crowns. 3. Our God, in\\nwe trust. 4. The man paid him the money was the\\ncashier. 5. The message you sent was received. 6. No\\none can tell others may do. 7. He will do is proper.\\nPoint out the relative pronouns in the following sentences\\nModel. A man who is industrious will prosper.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0078.jp2"}, "79": {"fulltext": "ADVERBIAL CLAUSES 73\\nWho is 2^ pi onoun relative it represents a preceding word,\\nto which it joins a modifying clause. The word it represents is\\nman. The clause is, who is industrious.\\nI. Tell me whom you saw. 2. Those who sow will reap.\\n3. He that hateth dissembleth with his lips. 4. This is the\\nhouse which my father bought. 5. I gave him all that I had.\\n6. Judge ye what I say. 7. He will do what is right. 8. A\\nkind boy avoids doing whatever injures others. 9. Whoever\\nstudies will learn. 10. Whatever ye shall ask in my name, that\\nwill I do.\\nAnalyze the sentences given above\\nModel. A man who is industrious will prosper.\\nman will prosper.\\nA| _ _\\nwho is industrious\\nThis is a dee/arative sentence; Man is the subject; will\\nprosper is the predicate. Man is modified by the adjective\\nelement a and by the adjective clause who is industrious,\\nwhich is a relative clause, introduced by the relative pronoun\\nwho.\\nLESSON LV\\nADVERBIAL CLAUSES\\nFlowers bloom when spring comes.\\nIn this sentence what group of words tells when flowers bloom?\\nWhat element is this group?\\nIs this group a proposition? Why? What is the subject?\\nWhy What is the predicate Why The group is called an", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0079.jp2"}, "80": {"fulltext": "74 ADVERBIAL CLAUSES\\nadverbial clause, because it contains a subject and a predicate,\\nand is used as an adverbial element.\\nAn adverbial clause is a clause used as an adverbial\\nelement.\\nAdverbial clauses begin with when, where, while, because, if,\\nor other words similarly used.\\nThese words, when they are adverbs modifying the\\nverbs in the adverbial clauses, are called conjunctive\\nadverbs.\\nPoint out the adverbial clauses in the following sentejices\\nI. I left the spade where I found it. 2. John was whispering\\nwhile you were talking. 3. The bear growled when he saw the\\nhunter. 4. I cannot go before my father returns. 5. Henry\\nwill play with you, if you desire it. 6. We traveled slowly,\\nbecause we wished to see the country. 7. I can go now, for my\\ntask is finished.\\nA^ialyze the above sentences, rising the following model:\\nModel.\u00e2\u0080\u0094 He trembles v^hen it thunders.\\nHe I trembles\\nI I when it thunders.\\nThis is a declarative sentence.\\nHe is the subject trembles, the predicate. Trembles\\nis modified by the clause when it thunders, an adverbial ele-\\nment. When is a conjunctive adverb; it joins the adverbial\\nclause when it thunders to the verb trembles, and it is used\\nas an adverb in the clause when it thunders, modifying the\\nverb thunders,", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0080.jp2"}, "81": {"fulltext": "ABBREVIATIONS 75\\nLESSON LVI\\nABBREVIATIONS\\nDr. Vinton is a brother of Gen. Vinton, and the\\nfather of Mrs. Noble.\\nIn this sentence, the first word is doctor but in writing it\\nthe first and last letters only have been used. This is a short\\nway of writing a word, and is called an abbreviation.\\nThe word general is also abbreviated, the first three letters\\nonly being used. In abbreviating the word mistress, all the\\nletters are omitted except the first, the fifth, and the last.\\nA period should be placed after an abbreviation.\\nAbbreviations generally begin with capital letters.\\nWrite the following abbreviations and their equivalents\\nDr.\\nDoctor.\\nEsq. Esquire.\\nMr.\\nMister.\\nGov. Governor.\\nCr.\\nCredit.\\nRev. Reverend.\\nSt.\\nSaint, or Street.\\nHon. Honorable.\\nMt.\\nMount.\\nProf. Professor.\\nCol.\\nColonel.\\nPres. President.\\nGen.\\nGeneral.\\nMrs. Mistress.\\nMaj.\\nMajor.\\nAtty. Attorney.\\nLieut.\\nLieutenant.\\nCapt. Captain.\\nCo.\\nCompany.\\nSupt. Superintendent\\nMake the proper abbreviations in the following sentences\\nI. Major Whipple lives in Saint Louis. 2. Moses Johnson,\\nEsquire, is an uncle of Professor Collins. 3. Lieutenant Wilson\\nis a guest of Superintendent Furness. 4. Doctor Metz lives on\\nWood Street, next door to Colonel Clark. 5. Were Mister Jones\\nand President Tappan in the city to-day", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0081.jp2"}, "82": {"fulltext": "j6\\nABBREVIATIONS\\nN.B. Wm. Smith, Esq, lives in Utica, N. Y.\\nIn this sentence the first two letters, N.B, are the initials,\\nor first letters, of the Latin words Nota bene, and are equivalent\\nto take notice. N. Y. is the abbreviation for New York, the\\nfirst letters of each word being used.\\nWrite the following abbreviations and their equivaletits\\nA.M. Forenoon.\\nB.C. Before Christ.\\nC/. S. United States.\\nM. C. Member of Congress.\\nM.I?. Doctor of Medicine.\\nF.O. Post Office.\\nP.S. Postscript.\\n/^.J^. Railroad.\\nM. Noon.\\nP.M. Afternoon.\\nA.D. In the year of our Lord.\\nC.O.B. Collect on Delivery.\\nBbt.\\nBarrel.\\nLb.\\nPound.\\nNo.\\nNumber.\\nUlt\\nThe last month.\\nProx.\\nThe next month.\\nAdnir.\\nAdministrator.\\nWrite the abbreviations for the days of the week.\\nWrite the abbreviations for the months of the year\\nWrite the abbreviations for the states of the Union.\\nA.M., when placed after the name of a person, is equivalent\\nto Master of Arts. P.M., when written or printed in a similar\\nmanner, is equivalent to Postmaster.\\nThe abbreviations for weights and measures, as well as ult. and\\nprox., should begin with small letters, unless they stand alone, or\\nat the beginning of sentences. In some cases, small letters may\\nbe used as the abbreviations fox fo7 enoon and afternoon.\\nMake the proper abbreviations in the following sentences\\nI. Take notice. The train will leave at 3 o clock in the\\nafternoon. 2. Samuel Fish, Member of Congress, has removed", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0082.jp2"}, "83": {"fulltext": "COMPLEX SENTENCES jy\\nto Buffalo, New York. 3. Send the books to Joel Elkins, Mas-\\nter of Arts, and collect on delivery. 4. My father left for Europe\\non the seventh day of the last month. 5. Send me four barrels\\nof flour this forenoon. 6. I will pay you on the sixth day of the\\nnext month.\\nLESSON LVII\\nCOMPLEX SENTENCES\\nA sentence, any element of which is a clause, is a complex\\nsentence. A clause must contain a subject and a predicate.\\nA complex sentence is one some element of which con-\\ntains a subject and a predicate.\\nIn the complex sentence, I know where gold is found, the\\nfirst clause, I know, makes complete sense when standing alone.\\nIt is therefore called \\\\kit principal clause.\\nA principal clause is one which makes complete sense\\nwhen separated from the rest of the sentence.\\nThe second clause, where gold is found, does not make\\ncomplete sense when standing alone, and is therefore called a\\nsubordi7iate clause.\\nA subordinate clause is one which does not make com-\\nplete sense when separated from the rest of the sentence.\\nWrite five sentences ivith subordinate clauses used as adjectives^ and\\ntell what the principal clause of each is.\\nModel. The book which I have is an arithmetic.\\nThe principal clause is, The book is an arithmetic.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0083.jp2"}, "84": {"fulltext": "yS COMPLEX SENTENCES\\nWrite five sentences with subordinate clauses used as adverbs^ and\\ntell what the principal clause of each is.\\nModel. I listen when you speak.\\nThe principal clause is, I listen.\\nAnalyze the following sentences\\nModel. He that hateth dissembleth.\\nHe 1 dissembleth.\\nI that I hateth\\nI\\nThis is a complex declarative sentence it is composed of a\\nprincipal clause and a subordinate clause. He dissembleth is\\nthe principal clause that hateth is the subordinate clause.\\nHe is the subject of the principal clause dissembleth,\\nthe predicate. He is modified by the clause that hateth,\\nan adjective element, of which that is the subject, and hateth,\\nthe predicate.\\nHe builds a palace of ice where the torrents fall.\\nHe I builds palace\\nI of ice\\ntorrents fall.\\nI the I where\\nThis is a complex declarative sentence. He builds a palace\\nof ice is the principal clause where the torrents fall, the\\nsubordinate clause.\\nHe is the subject of the principal clause builds, the\\npredicate, which is modified by palace, an objective element,\\nand by the clause where the torrents fall, an adverbial element.\\nPalace is modified by a and of ice, adjective elements;\\ntorrents, by the, an adjective element; fall, by where,\\nan adverbial element.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0084.jp2"}, "85": {"fulltext": "CLAUSES AS OBJECTS ^9\\nI. He that flattereth deceiveth his neighbor. 2. The boy that\\nyou saw is my younger brother. 3. He was frightened when he\\nfirst saw a Hon. 4. I can not study where pupils make so much\\nnoise. 5. I would pay you if I had the money. 6. I can find\\nno fault when you do so well. 7. I know the boy that did this.\\nLESSON LVIII\\nCLAUSES AS OBJECTS\\nI know that the lesson is hard.\\nWhat is the subject of this sentence? What is the predicate?\\nThe proposition that the lesson is hard is the objective element\\nhence the sentence is complex. What is the principal clause?\\nWhat word in this complex sentence forms no part of either\\nclause? That is employed as a connective to join the clauses.\\nWhat is such a word called\\nHe never denied that the letter was lost.\\n(that) letter was lost.\\nHe I denied\\nthe I\\nThis is a coinplex declarative sentence, He never denied\\nis the principal clause the letter was lost, the subordinate\\nclause. That is the connective.\\nHe is the subject of the principal clause denied, the predi-\\ncate, which is modified by never, an adverbial element, and by\\nthe clause that the letter was lost, an objective element. Let-\\nter is the subject of the subordinate clause was lost, the predi-\\ncate. Letter is modified by the, an adjective element. That\\nis a connective joining the clause the letter was lost to denied.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0085.jp2"}, "86": {"fulltext": "8o COMPOSITION\\nWrite five sentences, using clauses as objects.\\nModel. I believe that the earth is round.\\nAnalyze the following sentences\\nI. The messenger reported that the brave general was dead.\\n2. The crowd believed that the poor prisoner had escaped. 3. A\\nvoice that cheered us cried that the flag was still up. 4. We\\nknow that you are waiting. 5. We know you want it. 6. I could\\ntell that he was tired. 7. He said he would come. 8. I feared\\nthat you would not know me. 9. I never doubted that the right\\ncause would prevail. 10. Those who know say the result is certain.\\nLESSON LIX\\nCOMPOSITION\\nCuriosity Satisfied\\nMake an outline for a story about these pictures, afid write the story.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0086.jp2"}, "87": {"fulltext": "QUOTATION MARKS 8 1\\nLESSON LX\\nQUOTATION MARKS\\nI said, Who are you\\nWho are you said I.\\nQuotation marks should be used in writing, when we\\nquote the exact language of a speaker or a writer.\\nSuch a quotation should begin with a capital letter.\\nI asked the man who he was.\\nWhen we state what some one says, without using his exact\\nlanguage, the quotation marks should not be used.\\nQuotations are often used as objective elements in sentences.\\nLsaid, Who are you\\nI I said\\nyou I are who\\ni\\nI\\nA quotation is generally separated from the rest of the sentence\\nby commas.\\nAnalyze the following sentences\\nI. We must take the current, says Shakespeare, when it\\nserves. 2. They laugh that win, says Shakespeare. 3. Milton\\nwrote, Evil news rides fast. 4. Silence gives consent, wrote\\nGoldsmith. 5. When Byron would praise a character, he wrote,\\nHe had kept the whiteness of his soul. 6. We know that the\\nBible forbids steahng. 7. Webster thought that good Christians\\nmade good citizens. 8. We are told that God s service is perfect\\nfreedom.\\nHARV. ELEM. GRAM. 6", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0087.jp2"}, "88": {"fulltext": "CLAUSES AS SUBJECTS\\nLESSON LXI\\nCLAUSES AS SUBJECTS\\nThat he is very sick is evident.\\n(That) he I is sick\\n^^^y is evident.\\nThis is a complex declarative sentence its subject is a clause.\\nThat he is very sick is the subject; evident, the predicate;\\nis, the copula. He is the subject of the subject clause;\\nsick, the predicate; is, the copula. Sick is modified by\\nvery, an adverbial element. That is a conjunction used to\\nintroduce the subject clause.\\nA complex sentence whose subject only is a clause, need not\\nbe separated into principal and subordinate clauses in analysis.\\nAnalyze the following sentences\\nI. That the rain will fall is probable. 2. That he is a villain\\nis my opinion. 3. A rolling stone gathers no moss is an old\\nmaxim. 4. That you are my favorite is evident. 5. That adver-\\nsity is a hard school is admitted. 6. Whatever is, is right.\\n7. That the play should succeed would not surprise me. 8. That\\nthe day is cold is unfortunate. 9. That money is scarce is true.\\n10. That you will succeed is my hope. 11. Might makes\\nright is not true. 12. Virtue is its own reward is an old\\nsaying. 13. That the earth is round is easily proved. 14. Who-\\never comes must be welcomed.\\nWrite five sentences^ rising clauses as subjects.\\nModel. Haste makes waste is a true saying.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0088.jp2"}, "89": {"fulltext": "CLAUSES AS PREDICATES 83\\nLESSON LXII\\nCOMPOSITION\\nWinter s Departure\\nThe wild March wmds have mustered\\nTheir stormy bugles blow\\nAroused from sleep, in squadrons deep\\nThey rush upon the foe.\\nThe piled-up snows of winter\\nCower, and melt, and flee\\nIn sheltered nooks the little brooks\\nOnce more splash merrily.\\nIn all the sunny valleys\\nIs heard a stirring sound\\nLittle green heads from wintry beds\\nCome peeping through the ground.\\nThe pale windflower is swaying\\nUpon its slender stalk;\\nAnd violets blue, a merry crew,\\nRipple and laugh and talk.\\nMake an outline of this description\\nOutline a description of the season of the year which you like best, and\\nwrite from your outline.\\nLESSON LXIII\\nCLAUSES AS PREDICATES\\nMy hope was that you would forget it.\\n(that) you would forget it.\\nhope I was\\n1^]", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0089.jp2"}, "90": {"fulltext": "84 CLAUSES AS APPOSITIVES\\nThis is a complex declarative sentence. The subject is hope,\\nmodified by the adjective element my. The copula is was.\\nThe predicate is the subordinate clause, that you would forget\\nit, introduced by the conjunction that. The subject of the\\nsubordinate clause is you the predicate is would forget,\\nmodified by the objective element it.\\nA complex sentence whose predicate only is a clause, need not\\nbe separated into principal and subordinate clauses in analysis.\\nAnalyze the followi7tg sentences\\nI. The question is, what do you want 2. The truth is. I\\nwant much. 3. The saying is, Haste makes waste. 4. My\\nfear was that you would be late. 5. The supposition will be that\\nthe train left too late. 6. Our hopes are that the prisoner is in-\\nnocent and worthy. 7. The fact is I am ignorant. 8. The\\nmatter is you don t know how this machine works.\\nWrite five sentences with subordinate claiises tised as predicates.\\nModel.\u00e2\u0080\u0094 The saying is, Haste makes waste.\\nLESSON LXIV\\nCLAUSES AS APPOSITIVES\\nThe fact that I was sleepy was evident.\\nThis is a complex declarative sentence the principal clause is,\\nThe fact was evident the subordinate clause is, that I was\\nsleepy.\\nThe subordinate clause, that I was sleepy, is an adjective\\nelement modifying the noun fact it means the same thing as\\nthe noun, and so is used just like an appositive noun. Hence,\\nsuch an adjective clause is called an appositive clause.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0090.jp2"}, "91": {"fulltext": "CONNECTIVES 85\\nAnalyze the fol lowing sentences, telling which clauses used as adjective\\neleniejits are appositive clauses\\nI. The question, Why should the spirit of mortal iTe proud\\nhas never been answered. 2. The truth, that honesty is the best\\npolicy, is daily proven anew. 3. The saying, Seeing is believ-\\ning, occurred to me. 4. I repeated the saying, What a strange\\nthing is man 5. The proverb, All s well that ends well, is\\nvery old. 6. The fact that the world turns around was once\\nunknown. 7. I knew the principle that water seeks its level.\\n8. The man that spoke those words is now dead. 9. The belief\\nthat God loves us is accepted. 10. The God that loves us is no\\nrespecter of persons.\\nLESSON LXV\\nCONNECTIVES\\nWhat is a conjunction\\nGive an exa7nple.\\nWhat is a relative pronoun\\nGive an example.\\nWhat is a conjunctive adverb?\\nGive an example.\\nA word which is used to join the two members of a\\ncompound sentence, or the two parts of a compound ele-\\nment is a conjunction.\\nA word which joins a relative clause to the principal\\nclause is a relative pronoun.\\nA word which joins an adverbial clause to the principal\\nclause is a conjunctive adverb. All other subordinate\\nclauses are joined to the principal clauses by subordinate\\nconjunctions.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0091.jp2"}, "92": {"fulltext": "g6 REVIEW ANALYSIS\\nAnalyze the following sentences^ and tell what the connectives are\\nI. This jDOok and that stand are mine. 2. You or I must have\\nsaid it. 3. The sky is dark, but no rain falls. 4. The clouds\\nwhich have gathered look threatening. 5. I will come when you\\ncall me. 6. I know that you will enjoy the entertainment.\\n7. When he is coming is what I ask. 8. The spot where Wolfe\\nfell is still shown. 9. That the hero fell is known, but where he\\nfell I cannot tell. 10. The story that you tell surprises m.e.\\nLESSON LXVI\\nREVIEW ANALYSIS\\nAnalyze the following sentences\\nI. The mouse that hath but one hole is quickly taken. 2. Do\\nwell and right, and let the world sink. 3. Nothing can need a\\nlie. 4. Gather ye rosebuds while ye may. 5. Words are wise\\nmen s counters, but they are the money of fools. 6. What is one\\nman s poison is another s meat or drink. 7. Never tell your reso-\\nlution beforehand. 8. They that govern the most make the least\\nnoise. 9. Old friends are best. 10. Diogenes struck the father\\nwhen the son swore. 11. Who cannot give good counsel?\\n12. All our geese are swans. 13. Turn over a new leaf. 14. The\\nworld s a bubble. 15. Your monument shall be my gentle verse.\\n16. Age cannot wither her, nor (can) custom stale her infinite\\nvariety. 17. How poor are they that have not patience 18. Her\\nvoice was ever soft, gentle, and low. 19. Let not woman s weap-\\nons, water drops, stain my man s cheeks 20. We know what we\\nare, but we know not what we may be. 21. Keep thy shop, and\\nthy shop will keep thee. 22. Blessed is the man that endureth\\ntemptation. 23. A httle leaven leaveneth the whole lump. 24. If", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0092.jp2"}, "93": {"fulltext": "REVIEWS ^y\\nthine enemy hunger, feed him. 25. A merry heart maketh a\\ncheerful countenance. 26. Architecture is frozen music. 27. If\\nthe end be well, all is well. 28. Rivers are highways that move\\non. 29. La Fontaine says, Help thyself, and God will help\\nthee. 30. I know what s what. 31. He that has patience may\\ncompass anything. 32. Everybody hkes and respects self-made\\nmen. t,t,. I repeat that all power is a trust. 34. The rose\\nthat all are praising is not the rose for me. 35. That s best which\\nGod sends. 36. Who loves not knowledge? 37. Gentle words\\nare always gain. 2 Socrates said he was not an Athenian or a\\nGreek, but a citizen of the world.\\n39. For what avail the plow or sail.\\nOr land or Ufe, if freedom fail?\\n40. When duty whispers low. Thou must,\\nThe youth replies, I can\\nLESSON LXVII\\nREVIEW OF NOUNS AND PRONOUNS\\nFind the noiuis and pronouns in Lesson LXVI, and tell how each\\nis used.\\nLESSON LXVIII\\nREVIEW OF VERBS, ADVERBS, AND ADJECTIVES\\nFind the verbs in Lesson LX VI, and tell how each is used.\\nFind the adverbs and adjectives in Lesson LX VI, and tell how each\\nis 2ised,", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0093.jp2"}, "94": {"fulltext": "S8 PREPOSITIONS\\nLESSON LXIX\\nLETTER WRITING\\nIndia Office,\\nOctober 14, 1823.\\nDear Sir\\nIf convenient, will you give us house room on Saturday next?\\nI can sleep anywhere. If another Sunday suit you better, pray\\nlet me know. We were talking of roast shoulder of mutton with\\nonion sauce but I scorn to prescribe to the hospitahties of mine\\nhost.\\nWith respects to Mrs. C,\\nYours truly,\\nCharles Lamb.\\nThis is a letter written by the author of Tales from Shake-\\nspeare. How can we tell that it was written to an intimate\\nfriend\\nWrite a letter to a relative^ \u00e2\u0080\u0094perhaps an aunt, asking if you 7iiay\\nbring your chum with you when you co7ne to pay her a short visit.\\nLESSON LXX\\nPREPOSITIONS\\nA man of wealth rode by our house.\\nIn this sentence what does the group of words of wealth\\nmodify? What element is it? Why?\\nWhat does the group of words by our house modify? It\\ntells where the man rode. What element is it? Why?\\nThe word of connects the noun wealth to the noun\\nman. The word by connects the noun house with the", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0094.jp2"}, "95": {"fulltext": "PREPOSITIONS\\n89\\nverb rode. They are said to show the relations between the\\nwords which they connect, and are called prepositions. The nouns\\nwhich follow them are called their objects.\\nA preposition is a word used to show the relation\\nbetween its object and some other word.\\nList of the Principal Prepositions\\nAboard\\nBefore\\nExcept\\nTo\\nAbout\\nBehind\\nFor\\nToward\\nAbove\\nBelow\\nFrom\\nTowards\\nAcross\\nBeneath\\nIn, into\\nUnder\\nAfter\\nBeside\\nOf\\nUntil\\nAgainst\\nBetween\\nOn\\nUp\\nAlong\\nBeyond\\nOver\\nUpon\\nAmong\\nBy\\nPast\\nWith\\nAround\\nDown\\nRound\\nWithin\\nAt\\nDuring\\nThrough\\nWithout\\nPoint out the prepositions iji the following sentences\\nModel. He came from France to America.\\nFrom is a. preposition; it shows the relation between its\\nobject and some other word. It shows the relation between\\nFrance and came. To is 2. preposition it shows the\\nrelation between America and came.\\nI. The old man was often in want of the necessaries of life.\\n2. The boy went through the gate into the garden. 3. Be not\\nforward in the presence of your superiors. 4. He was not, at\\nthat time, in the city. 5. He drove over the bridge into the\\ncity. 6. He went to the doctor for advice. 7. The path\\nbrought them to the end of the wood. 8. She turned to the old\\nman, with a lovely smile upon her face. 9. The light came\\nthrough the stained windows of the old church.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0095.jp2"}, "96": {"fulltext": "90 PREPOSITIONAL PHRASE\\nLESSON LXXI\\nPREPOSITIONAL PHRASE\\nI ran into the house.\\nInto the house is a group of words, consisting of a preposi-\\ntion, its object, and a modifier of the object. These three words\\nform a single expression used as an adverbial element to modify\\nthe verb ran.\\nThe house beside the church is a parsonage,\\nBeside the church is a group of words, consisting of a\\npreposition, beside, its object, church, and a modifier of\\nchurch, the. These three words form a single expression used\\nas an adjective element to modify the noun house.\\nA group of words consisting of a preposition and its\\nobject is called a prepositional phrase.\\nAnalyze the folloiving sentences\\nModel.\u00e2\u0080\u0094 Habits of industry will lead to prosperity.\\nHabits I will lead\\nof industrv\\nto prosperity.\\nThis is a simple declarative sentence.\\nHabits is the subject will lead, the predicate. Habits\\nis modified by the prepositional phrase of industry, an adjective\\nelement will lead is modified by the prepositional phrase to\\nprosperity, an adverbial element.\\nI. Light moves in straight lines. 2. They went aboard the\\nship. 3. I differ from you on that point. 4. The two thieves\\ndivided the money between them. 5. The ship was driven", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0096.jp2"}, "97": {"fulltext": "THE PARTICIPLE\\n91\\nupon the rocks. 6. Our sincerest laughter is fraught with\\nsome pain. 7. The young lambs are bleating in the meadows.\\n8. They came to the country of the free.\\nLESSON LXXII\\nCOMPOSITION\\nMaking Friends\\nMake a7i outline and write a description of this scejie.\\nLESSON LXXIII\\nTHE PARTICIPLE\\nJames saw the man plowing.\\nWhat is the subject of this sentence? Why? What is the\\npredicate? Why? What is the objective element? Why?", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0097.jp2"}, "98": {"fulltext": "92 THE PARTICIPLE\\nThe words the and plowing limit and restrict man.\\nThe word plowing denotes what the man was doing. It does\\nnot affirm anything of man it modifies it like an adjective.\\nThe word plowing, then, partakes of the properties of both\\na verb and an adjective. Like a verb, it expresses action like\\nan adjective, it modifies a noun. Because it partakes of the prop-\\nerties of two parts of speech, it is called a participle, which word\\nmeans partaking of.\\nA participle is a word derived from a verb, and partak-\\ning of the properties of a verb and of an adjective or a\\nnoun.\\nSeveral participles can be made from the same verb. From\\nthe verb take come the participles taking, taken, being\\ntaken, having taken, having been taken.\\nForm as many participles as possible fro7n the following verbs\\ngo\\nspell\\nlie\\nsuffer\\nanswer\\nsit\\nhope\\nmake\\nenjoy\\ndemand\\nsee\\ngrow\\nlearn\\nrecite\\nenchant\\nhelp\\ncome\\nwrite\\narrive\\nresemble\\nfind\\npaint\\nstudy\\ninquire\\nreconcile\\nPoint out all the participles in the following exercises:\\nModels.\u00e2\u0080\u0094 I. The boy, laughing, ran away.\\nLaughing is 2i participle it is a word derived from the verb\\nlaugh, and partakes of the properties of a verb and of an\\nadjective.\\n2. The lesson, studied carefully, was recited.\\nStudied is a participle why\\n3. Having recited, we were dismissed.\\nHaving recited is 2^ participle why", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0098.jp2"}, "99": {"fulltext": "THE PARTICIPIAL NOUN 93\\nI. Look at Dash playing with Rose. 2. I send you this\\nnote, written in^haste, hoping it will reach you before you leave\\ntown. 3. Here it comes sparkling, and there it lies darkling.\\n4. Having finished the task assigned me, I will rest awhile.\\n5. The boy passed on, whistling as before. 6. The fort, situ-\\nated on a high hill, was captured at daybreak.\\nLESSON LXXIV\\nTHE PARTICIPIAL NOUN\\nI like skating.\\nIn this sentence skating is a noun. It is a nmne, the name\\nof an action.\\nIt is a noun but, as it expresses action, and is derived from\\nthe verb skate, it is called a participial noun. A participial\\nnoun is also a common noun but it need not be so called in\\nparsing.\\nPoint 07 (t the participial notms in the following exercises\\nModel. Miss Gray teaches writing.\\nThis is a simple declai^alive sentence.\\nWriting is a noun (why?) participial; it is derived from\\nthe verb write, and partakes of the properties of a verb and\\na noun.\\nI. He was in danger of losing his life. 2. Let there be no\\nmore running and jumping on the lawn. 3. These strawberries\\nare of my own raising. 4. The two men commenced searching\\nfor a shelter. 5. They could not avoid being discovered.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0099.jp2"}, "100": {"fulltext": "94 THE PARTICIPIAL PHRASE\\nPoint out the participles and participial nouns:\\nI. John would have avoided meeting him, i^ he could have\\ndone so without being called a coward. 2. Looking over the\\nwall, we saw a fox caught in a trap. 3. Seeing is believing.\\n4. The poor woman stood at the door, wringing her hands.\\n5. Do you see the teacher pointing his finger at us?\\nLESSON LXXV\\nTHE PARTICIPIAL PHRASE\\nThe man cutting the grass is a good gardener.\\nCutting the grass is a group of words composed of a par-\\nticiple, its object, and a modifier of the object. The whole group\\nforms a single expression used as an adjective element, and is\\ncalled a participial phrase.\\nBeing tired, I sat down on the bench.\\nBeing tired is a group of words introduced by a participle,\\nand forming a single expression used as an adverbial element.\\nIt is called a participial phrase.\\nA group of words introduced by a participle, and form-\\ning a single expression used as an element in a sentence, is\\ncalled a participial phrase.\\nAnalyze the follo wi7ig sentences\\nModel. The window covered with frost intercepted\\nthe Hght from the lamp.\\nwindow\\nThe\\ncovered\\nintercepted light\\nthe\\nfrom lamp\\nwith frost I the", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0100.jp2"}, "101": {"fulltext": "PHRASES 95\\nWindow is the subject, modified by the and by the\\nparticipial phrase covered with frost, two adjective elements,\\nIntercepted is the predicate, modified by the object light,\\nwhich is modified by the and by the prepositional phrase from\\nthe lamp, two adjective elements. From is the preposition\\nand lamp is its object, modified by the adjective element\\nthe.\\n1. A cottage nestling among the trees peeped out upon the\\ntraveler. 2. A porch adorned with roses occupied the north\\nside of the enclosure. 3. The maiden, neatly dressed, looked\\nsweet enough. 4. At noon, being exhausted from my studies, I\\nfell asleep. 5. Having been there twice, I knew the place well.\\n6. I learned a song bristling with difficulties. 7. Mr. White s\\nnag, arching her neck, came sidling up to us. 8. A well-worn\\npathway leads to the spring. 9. The boy ran leaping and skip-\\nping merrily. 10. Sparkling with dewdrops, a fairy carpet lay\\nspread.\\nLESSON LXXVI\\nPHRASES\\nLittle Boy Blue, the boy that minds the sheep, is\\nunder the haycock.\\nThe boy that minds the sheep is a group of words forming\\na single expression, yet not a proposition, and is used as an adjec-\\ntive element in the sentence.\\nI will be there whether or no.\\nWhether or no is a group of words forming a single expres-\\nsion, but not a proposition, and is used as an adverbial element\\nin the sentence.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0101.jp2"}, "102": {"fulltext": "96 COMPOSITION\\nAny group of words of this sort may be called a phrase.\\nA phrase is a group of words properly put together so\\nas to make a single expression, but not a proposition.\\nSelect the phrases from the following sentences\\nI. That boy, small and wiry, with red hair and freckled face, is\\nthe best wrestler in our school. 2. A post six feet high marked\\nthe spot where the camp was located. 3. A squirrel with a bushy\\ntail skipped nimbly across the road in front of us. 4. Watch the\\nchildren playing in the snow. 5. I looked here and there for\\narbutus. 6. Every now and then we found some. 7. I will\\ncome by and by. 8. Little by httle all my property was lost.\\nLESSON LXXVII\\nCOMPOSITION\\nThe Mischief Maker\\nThere s a little mischief-making\\nElfin, who is ever nigh,\\nThwarting every undertaking,\\nAnd his name is By-and-by\\nWhat we ought to do this minute\\nWill be better done, he ll cry,\\nIf to-morrow we begin it,\\nPut it off, says By-and-by.\\nThose who heed his treacherous wooing\\nWill his faithless guidance rue\\nWhat we always put off doing.\\nClearly we shall never do.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0102.jp2"}, "103": {"fulltext": "THE INFINITIVE PHRASE 97\\nWe shall reach what we endeavor\\nIf on Now we more rely\\nBut into the realms of Never\\nLeads the pilot By-and-by,\\nMake an oiiiliiie of this poem. Write a story oji -Toui s Delay and\\nWhat Caj7ieof Ity\\nLESSON LXXVIII\\nTHE INFINITIVE PHRASE\\nThe desire to laugh overcame us.\\nTo laugh is an adjective element, modifying desire. It\\nis a form of the verb laugh. It expresses action, but does\\nnot affirm it, and is called an infinitive, or infinitive phrase.\\nI smiled to reassure him.\\nTo reassure him is an infinitive phrase, consisting of the\\ninfinitive of the verb reassure and the object him. The\\nphrase is used as an adverbial element.\\nInfinitives and participles are often modified by adverbial ele-\\nments and adverbs. Thus running rapidly to run rapidly.\\nAn infinitive is a form of the verb used to express action\\nwithout affirming it.\\nThe word to is usually placed before the verb, and is called\\nthe sign of the infinitive. The two parts should not be separated\\nin analyzing or parsing.\\nAn infinitive phrase is an infinitive or a group of words\\nintroduced by an infinitive, the whole expression being\\nused as some element in a sentence.\\nAnalyze the following sentences\\nI. The wish to hear her inspired my efforts to chmb the bal-\\nHARV. ELEM. GRAM. J", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0103.jp2"}, "104": {"fulltext": "gS SUBJECT PHRASES\\ncony. 2. The boy studied to learn. 3. I went to church to\\npray. 4. Those who came to scoff at him became the most\\nearnest to praise. 5. My intention to shoot the burglar was\\nfrustrated by his stooping. 6. I have a box to put pens in.\\n7. A book to cover was placed beside me. 8. I have no lessons\\nto learn to-night. 9. She was wax to receive, and marble to\\nretain.\\nLESSON LXXIX\\nSUBJECT PHRASES\\nWhat kind of elements have been the phrases so far discussed?\\nPhrases used as adjective or adverbial elements are\\ncalled adjective or adverbial phrases.\\nTo love is to obey.\\nTo love I is to obey.\\nThis is a simple declarative sentence.\\nTo love is a phrase used as the subject; to obey is the\\npredicate is, the copula.\\nDragging the sled was hard work.\\nDragging sled was work,\\n[th^l jh^d\\nThe participial phrase, dragging the sled, is used as the sub-\\nject of the sentence.\\nTo the front was a thrilling cry to hear.\\nTo front was cry\\n[the ja\\nthrilling\\nto hear.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0104.jp2"}, "105": {"fulltext": "PREDICATE PHRASES 99\\nTo the front is a phrase used as the subject of the sentence.\\nA phrase used as the subject of a sentence is called a\\nsubject phrase.\\nAnalyze the following sentences\\nI. To lie is wicked. 2. Telling white lies is poor business.\\n3. To have lost such a foe would have been poor comfort. 4. To\\nwatch the tide come in was a pleasure to us. 5. To teach the\\nyoung is a pleasant task. 6. Studying under pleasant circum-\\nstances is no drudgery to me. 7. Looking out for sails occupied\\nmuch of his time. 8. To be doing something useful delighted\\nthe children. 9. Begging from door to door is his sole occupa-\\ntion. 10. To err is human.\\nLESSON LXXX\\nPREDICATE PHRASES\\nMy purpose is to do right.\\npurpose I is to do I right.\\nIMy I\\nTo do right is an infinitive phrase used as the predicate of\\nthe sentence after the copula is.\\nWhat confuses me is multiplying by decimals.\\nWhat I confuses I me\\nis multiplying\\nI by decimals.\\nMultiplying by decimals is a participial phrase used as\\npredicate of the sentence after the copula is.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0105.jp2"}, "106": {"fulltext": "100 OBJECTIVE PHRASES\\nThe general s order will be To arms.\\norder will be To arms.\\nI generaPs\\n[The\\nThe prepositional phrase To arms is used as predicate, after\\nthe copula will be.\\nAnalyze the following sentences\\nI. To brag is to deceive no one. 2. My intention is to leave\\nearly. 3. My chief amusement is playing solitaire. 4. My wish\\nwas to go to the concert. 5. The means of support are fishing in\\nthe rivers and hunting in the woods. 6. Your ambition should\\nbe to become a great scholar. 7. To aid your fellow man is to\\nserve God.\\nLESSON LXXXI\\nOBJECTIVE PHRASES\\nI want to know him better.\\nI I want I to know him\\nI I better.\\nThe infinitive phrase to know him better is used as the\\nobject of the verb want.\\nI like sitting before the fire.\\nI I like I sitting\\nI I before fire.\\nI the\\nSitting before the fire is a participial phrase used as the\\nobject of the verb like.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0106.jp2"}, "107": {"fulltext": "REVIEW OF PHRASES lOI\\nA phrase used as the object of a verb or of a participle\\nis called an objective phrase.\\nAnalyze the following sentences\\nI. We hope to make your friend s acquaintance. 2. The pupils\\nenjoy drawing from nature. 3. The teacher intends to invite all\\nthe parents. 4. Our parents hope to be present. 5. Hike teach-\\ning music. 6. Everybody hopes to live long, yet no one desires\\nto grow old. 7. I anticipate having a good time. 8. We enjoy\\nhaving had you with us. 9. The baby dreads taking a bath.\\n10. We remember saihng our boats on the miniature pond.\\nLESSON LXXXII\\nREVIEW OF PHRASES\\nWhat is a phrase\\nWhat kinds of phrases do you know?\\nAnalyze the following sentences^ giving special aitentio7i to the phrases\\nthey contain\\n1 When Fortune means to men most good,\\nShe looks upon them with a threatening eye.\\n2. If all the year were playing holidays,\\nTo sport would be as tedious as to work.\\n3. Chiefly the mold of a man s fortune is in his own hands.\\n4. To write a verse or two is all the praise\\nThat I can raise.\\n5. My sentence is for open war.\\n6. Not to know me argues yourself unknown.\\n7. Whatever is, is in its causes, just.\\n8. To die is landing on some silent shore.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0107.jp2"}, "108": {"fulltext": "102 THE INTERJECTION\\n9. Lord, in the morning thou shalt hear\\nMy voice ascending high.\\n10. Pleased to the last, he crops the flowery food,\\nAnd licks the hand just raised to shed his blood.\\n11. But yonder comes the powerful king of day,\\nRejoicing in the east.\\n12. We must eat to live, and live to eat.\\n13. Being in a ship is being in a jail, with the chance of being\\ndrowned.\\n14. Trust that man in nothing who has not a conscience in\\neverything.\\n15. How sleep the brave who sink to rest\\nBy all their country s wishes blessed\\n16. Forbearance ceases to be a virtue.\\n17. Labor to keep alive in your breast that little spark of\\ncelestial fire conscience.\\n18. He tried the luxury of doing good.\\n19. Prayer is the soul s sincere desire.\\nUttered or unexpressed.\\nLESSON LXXXIII\\nTHE INTERJECTION\\nOh I have cut myself.\\nOh, how it bleeds\\nHah It was a fearful day.\\nAh ha he caught the ball, did he\\nThe words o/i, a/i, and /la/i are thrown into these sentences\\nmerely to express ejuotioji. A word so used is called an inter-\\njection.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0108.jp2"}, "109": {"fulltext": "THE INTERJECTION 103\\nInterjections are expressions of emotion only. They are called\\ninterjections because they are thi own in between connected parts\\nof discourse, though generally found at the commencement of a\\nsentence.\\nSelect the interjections front the following sentences\\nI. Hah it is a sight to freeze one 2. Ah ha you thought\\nme bhnd, did you? 3. Oh! Oh! tis foul! 4. O excellent\\nyoung man 5. Alas, what have I seen or known 6. Mercy,\\nhow it burns 7. Fie upon thee 8. Soft I did but dream.\\n9. Don t you hear? Don t you see?\\nHush Look -In my tree\\nI m as happy as happy can be\\nWhat punctuation mark is placed after most of the interjections\\nused in these sentences? What other mark is placed after a few\\nof these interjections? When the comma is placed after an inter-\\njection, what mark is always found at the end of the sentence?\\nFind a case in which no mark follows the interjection.\\nAn interjection is a word used to denote some sudden or\\nstrong emotion.\\nAn interjection is usually, but not always, followed by an\\nexclamation point\\nThe word O is always a capital letter.\\nSelect the interjections frojn the following, and pimctnate properly\\nI. Aha you are a truant 2. Ahem I will think about it\\n3. Hark the clock strikes one 4. Pshaw I knew that yesterday\\n5. Alas we shall see him no more 6. Tush tush man I made no\\nreference to you 7. Ay he is every inch a king 8. Oh what a\\nnoble mind is here o erthrown 9. Alas they had been friends\\nin youth 10. Hark hark the lark at heaven s gate sings", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0109.jp2"}, "110": {"fulltext": "104\\nCOMPOSITION\\nLESSON LXXXIV\\nCOMPOSITION\\nBessie and Bossy\\n^^^T\u00e2\u0080\u0094 fr-\\nBessie and Bossy seem to be great friends.\\nBessie is standing on the lower rail of the fence, leaning over to\\nfeed Bossy. She is neatly dressed, as a little girl should be, in\\na calico dress, a white apron, and a broad-brimmed hat. She\\nclings to the fence rail with one hand and holds out to Bossy with\\nthe other a large red apple which I think she gathered from the\\ntree above her.\\nBossy, too, is neatly dressed, as a little calf should be, in a\\nspotted suit of brown and white. He seems to feel no fear of\\nBessie, but puts his head boldly forward to get the fruit.\\nIn the background may be seen the frame farmhouse, shaded\\nby trees and surrounded by meadows.\\nIt is a peaceful scene\\nMake aji outline of this description.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0110.jp2"}, "111": {"fulltext": "COiNDENSATION AND ENLARGEMENT\\n105\\nBessie and Bossy {continued^\\nMake an outline^ and write a description of the scene in the fol-\\nlowing picture.\\nRead each paragraph of your description., to see whether it describes\\none topic in your outline.\\nLESSON LXXXV\\nCONDENSATION AND ENLARGEMENT\\nComplex sentences may often be reduced to simple sen-\\ntences by using single words or phrases, instead of sub-\\nordinate propositions.\\nReduce the following complex sentences to simple sentences\\nModels.\u00e2\u0080\u0094 I. A man who is wealthy, lives there A\\nman of wealth (or, a wealthy man) lives there.\\n2. We started when the sun rose We started at\\nsunrise.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0111.jp2"}, "112": {"fulltext": "I06 CONDENSATION AND ENLARGEMENT\\nI. A pupil that is studious, will learn rapidly. 2. Men who\\nare honest, are respected. 3. A boy, when he is at play, is happy.\\n4. An accident that was unavoidable, occurred at the factory this\\nmorning. 5. Franklin, who was a philosopher, was an American.\\n6. One soldier was not present when the roll was called.\\n7. They weighed anchor when the tide turned. 8. My brother\\nhas gone to the city, that he may find employment.\\nSimple sentences may often be enlarged to complex\\nsentences by using subordinate clauses instead of single\\nwords or phrases, as modifiers.\\nEnlarge the following simple sentences:\\nModel. None think the great unhappy but the\\ngreat None think that the great are\\nunhappy but the great.\\nI. A thing of beauty is a joy forever. 2. I went down to the\\nriver at ten o clock. 3. Time wasted is existence used, is fife.\\n4. Thou hast uttered cruel words. 5. The poor must work in\\ntheir grief. 6. They came here to see the country. 7. The\\nwild beasts kept for the games, had broken from their dens.\\n8. Haste to cheer my father s heart.\\nSubstitute single words or clauses for the phrases in the following\\nsentences\\nModels.\u00e2\u0080\u0094 I. Henry studies his lessons with care\\nHenry studies his lessons carefully.\\n2. Ice forms in cold weather Ice forms\\nwhen the weather is cold.\\nI. The sailors weighed anchor at sunrise. 2. The enraged\\nlion struggled in vain. 3. Flowers bloom in the spring. 4. Some", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0112.jp2"}, "113": {"fulltext": "POSITION OF WORDS, PHRASES, AND CLAUSES 107\\nseed fell on stony ground. 5. The face of the poor boy was dis-\\nfigured. 6. Our schools should be the pride and boast of our\\ncountry. 7. I have written this letter in haste.\\nLESSON LXXXVI\\nPOSITION OF WORDS, PHRASES, AND CLAUSES\\nThe meaning of a sentence may often be changed by changing\\nthe position of the single words, phrases, and clauses of which it\\nis composed.\\nIn the sentence, Only John studies algebra, only modifies\\nJohn. He is the only person that studies algebra. In the\\nsentence, John studies only algebra, only modifies algebra.\\nIt is the only branch that John studies.\\nIn the sentence, A watch was found yesterday by a schoolboy\\nwith steel hands, the phrase with steel hands modifies\\nschoolboy but in the sentence, A watch with steel hands\\nwas found yesterday by a schoolboy, the phrase with steel\\nhands modifies watch. In the first sentence, the steel hands\\nare represented as belonging to the schoolboy in the second, to\\nthe watch.\\nIn the sentence, He needs no spectacles that cannot see,\\nthe clause that cannot see is not intended to be used as a\\nmodifier of spectacles, but of the word he. It should be\\nplaced between he and needs.\\nWords, phrases, and clauses, used as modifiers, should\\nbe placed as near as possible to the modified words.\\nLocate the phrases and clauses properly in these sentences\\nI. The sled was bought by a boy going to school for a dollar.\\n2. Wanted. A horse by an EngHsh gentleman, sixteen hands", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0113.jp2"}, "114": {"fulltext": "Io8 PARTS OF SPEECH\\nhigh. 3. A man was hanged yesterday with a blind eye.\\n4. Look at those two men fishing with sunburnt faces. 5. The\\nbook was dropped by a bad boy on my head. 6. I saw a dog\\nbite a man with long ears and a white spot on his face. 7. Mr.\\nOtis needs a surgeon, who has broken his arm.\\nLESSON LXXXVII\\nPARTS OF SPEECH\\nWords have different meanings, and are used in different ways.\\nThey can be divided into classes, according to their meaning\\nand use. These classes are called parts of speech.\\nParts of speech are the classes into which words are\\ndivided according to their meaning and use.\\nThe parts of speech are nouns, pronouns, adjectives,\\nverbs, participles, adverbs, prepositions, conjunctions, and\\ninterjections.\\nA noun is a name.\\nGive exainples.\\nA pronoun is a word used instead of a noun.\\nGive examples.\\nAn adjective is a word used to describe or define a noun\\nor a pronoun.\\nGive examples.\\nA verb is a word which expresses action, being, or\\nstate.\\nGive examples.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0114.jp2"}, "115": {"fulltext": "COMPOSITION 109\\nA participle is a word partaking of the character of a\\nverb and of an adjective or a noun.\\nGive examples.\\nAn adverb is a word used to modify a verb, -an ad-\\njective, a participle, or an adverb.\\nGive examples.\\nA preposition is a word used to show the relation be-\\ntween its object and some other word.\\nGive examples.\\nA conjunction is a word used to connect words, groups\\nof words, or propositions.\\nGive examples.\\nAn interjection is a word used to denote emotion.\\nGive examples.\\nLESSON LXXXVIII\\nCOMPOSITION\\nFreaks of Jack Frost\\nThe Frost looked forth on a still, clear night,\\nAnd whispered, Now I shall be out of sight\\nSo through the valley and over the height\\nIn silence I ll take my way.\\nI will not go on like that blustering train\\nThe wind and the snow, the hail and the rain-\\nThat make such a bustle and noise in vain\\nBut I ll be as busy as they.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0115.jp2"}, "116": {"fulltext": "no COMPOSITION\\nSo he flew to the mountain, and powdered its crest\\nHe ht on the trees, and their boughs he dressed\\nWith diamonds and pearls and over the breast\\nOf the quivering lake he spread\\nA coat of mail, that it need not fear\\nThe gUttering point of many a spear\\nWhich he hung on its margin, far and near.\\nWhere a rock could rear its head.\\nHe went to the windows of those who slept.\\nAnd over each pane, hke a fairy, crept\\nWherever he breathed, wherever he stepped,\\nBy the morning light were seen\\nMost beautiful things there were flowers and trees,\\nThere were bevies of birds and swarms of bees\\nThere were cities, and temples, and towers and these\\nAll pictured in silver sheen\\nBut he did one thing that was hardly fair\\nHe peeped in the cupboard, and finding there\\nThat all had forgotten for him to prepare\\nNow, just to set them a-thinking,\\nI ll bite this basket of fruit, said he,\\nThis costly pitcher I U burst in three\\nAnd the glass of water they ve left for me\\nShall tchick to tell them I m drinking.\\nHannah F. Gould.\\nMake ail otitline of the story told in this poem.\\nWrite a story from the outline which you ifiake.\\nRead each paragraph of yonr story aloud to see whether it is about\\none topic in your outline.\\nNotice where each paragraph begins.\\nExplain the use of each capital and each period in your story.\\nExplain the use of the quotation marks in your story.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0116.jp2"}, "117": {"fulltext": "ANALYSIS SUMMARIZED ill\\nLESSON LXXXIX\\nANALYSIS SUMMARIZED\\nA sentence is a group of words making complete sense.\\nGive examples.\\nThe subject is that part of a proposition about which\\nsomething is affirmed.\\nGive examples.\\nThe predicate is that part of a proposition which is\\naffirmed of the subject.\\nGive examples.\\nThe copula is a word or a group of words used to join\\na predicate to a subject, and to make an assertion.\\nGive examples.\\nA direct predicate is a predicate affirmed of the subject\\nwithout any expressed copula.\\nGive examples.\\nA proposition is a subject combined with its predicate.\\nGive examples.\\nA simple sentence is a sentence consisting of but one\\nproposition.\\nGive exa?nples.\\nA compound sentence consists of two or more connected\\npropositions, each of which will make complete sense\\nwhen standing alone.\\nGive examples.\\nA member of a compound sentence is one of the propo-\\nsitions of which it is composed.\\nGive examples.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0117.jp2"}, "118": {"fulltext": "112 ELEMENTS SUMMARIZED\\nA complex sentence is one some element of which is a\\nproposition.\\nGh e exa])iples.\\nA clause is one of the propositions forming a complex\\nsentence.\\nGive exa?nples.\\nA principal clause is that proposition forming part of a\\ncomplex sentence which makes complete sense when sep-\\narated from the rest of the sentence.\\nGwe examples.\\nA subordinate clause is that proposition used as an ele-\\nment in a complex sentence which does not make complete\\nsense when separated from the rest of the sentence.\\nGive examples.\\nA phrase is a group of words properly put together so\\nas to make a single expression, but not a proposition.\\nGive examples.\\nLESSON XC\\nELEMENTS SUMMARIZED\\nAn element is one of the distinct parts of a sentence.\\nThe principal elements are the subject and predicate.\\nThe subordinate elements are objective, adjective, and\\nadverbial elements.\\nAn objective element is a word or a group of words\\nthat completes the meaning of a verb.\\nGive examples.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0118.jp2"}, "119": {"fulltext": "COMPOSITION\\n113\\nAn adjective element is a word or a group of words\\nthat modifies a noun or a pronoun.\\nGive examples.\\nAn adverbial element is a word or a group of words\\nthat modifies a verb, an adjective, a participle, or an\\nadverb.\\nGive examples.\\nThe copula is not an element in the sentence.\\nA word, a phrase, or a clause may be used as any element in\\nthe sentence.\\nLESSON XCI\\nCOMPOSITION\\nSanta Claus\\nMake an outline for a\\ndescription of this pic-\\nture^ and write the de-\\nscription\\nHARV. ELEM. GRAM. 8", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0119.jp2"}, "120": {"fulltext": "114 KINDS OF CLAUSES\\nLESSON XCII\\nKINDS OF PHRASES\\nWhat is a phrase\\nPhrases may be classified according to their use into\\n1. Substantive; as, To be king is my ambition.\\n2. Adjective; ?iS, Ahoy ainbitioiLsfoi^ ko7iory\\n3. Predicative; as, My hope is to get the prized\\n4. Objective as, I want to do right y\\nPhrases may be classified according to formation into\\n1. Prepositional; as, I looked throtigJi the window y\\n2. Infinitive as, I wished to see yoit^\\n3. Participial; as, The storm now threatejting may\\npass us.\\nThe rain having stopped, we went out.\\nIn this sentence the phrase, The rain having stopped, con-\\nsists of the noun, rain, with its modifier, united with the parti-\\nciple, having stopped. The phrase is not joined in any way to\\nthe rest of the sentence. It is called an absolute phrase. The\\nabsolute participial phrase is very different from the adjective\\nparticipial phrase modifying the subject, as, The rain, having\\nstopped suddenly, fell no more.\\nLESSON XCIII\\nKINDS OF CLAUSES\\nWhat is a clause\\nA clause is classified according to its use as\\nI. Subject clause as, That you saw me, rejoices me.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0120.jp2"}, "121": {"fulltext": "COMPOSITION 115\\n2. Objective clause as, I know that you will like\\nschool\\n3. Predicate clause as, Our plan was that Jie shoiddgoy\\n4. Adjective clause as We, who know you, believe\\nyou.\\n5. Appositive clause; as, The question. Will you\\ncomef troubles me.\\n6. Adverbial clause; as, I will go, if you wish it\\nClauses introduced by relative pronouns are called rela-\\ntive clauses as, The rain which fell hardly wet the\\ngrass.\\nLESSON XCIV\\nCOMPOSITION\\nA Very Odd Girl\\nIn school she ranks above her mates,\\nAnd wins the highest prizes\\nShe bounds correctly all the states,\\nAnd tells what each one s size is\\nIn class she will not prompt a friend,\\nFor she doesn t believe in telling\\nShe heeds the rules from end to end,\\nAnd never fails in spelling.\\nShe s just as odd as odd can be\\nSay all the school of Esther Lee.\\nShe keeps her room as neat as wax.\\nAnd laughs at Peter s mockings\\nShe mends Priscilla s gloves and sacks.\\nAnd darns the family stockings", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0121.jp2"}, "122": {"fulltext": "Il5 INDEPENDENT ELEMENTS\\nShe dusts the sitting room for Kate*\\nShe cares for baby brother\\nShe fashions balls and kites for Nate,\\nAnd runs for tired mother.\\nShe s just as odd as odd can be,\\nSay all at home of Esther Lee.\\nFor little, crippled Mary Betts\\nShe saves her brightest pennies\\nShe never, never, sulks or frets\\nIf she doesn t beat at tennis\\nWith happy words she s sure to greet\\nChildren in lowly by-ways\\nShe guides unsteady, aged feet\\nAcross the busthng highways.\\nShe s just as odd as odd can be\\nSay all the town of Esther Lee.\\nOtttlme this description of the character of A Very Odd Girl.\\nWrite a description of the girl from your outline.\\nLESSON XCV\\nINDEPENDENT ELEMENTS\\nAn interjection is simply an expression of emotion.\\nGive an example.\\nInterjections have no dependence upon other words.\\nJohn, come here.\\nThe Puritans^ they were a God-fearing people.\\nYou You are our candidate.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0122.jp2"}, "123": {"fulltext": "EXERCISE ON INDEPENDENT ELEMENTS 1 17\\nWhich of these italicized nouns and pronouns is used to attract\\nthe attention of the person named? Which is used to call the\\nattention of others to the person named Which is used like an\\ninterjection? Nouns and pronouns thus used are independent\\nexpressions they are said to be in the nominative absolute case.\\nA noun used in an absolute phrase is also called\\nindependent.\\nInterjections and nouns or pronouns used in direct\\naddress or in exclamation, merely mentioned, or combined\\nwith participles to form absolute phrases, are independent\\nelements.\\nThe name of the person addressed being independent,\\nthe subject of an imperative sentence is tJioit or yoii\\nunderstood.\\nLESSON XCVI\\nEXERCISE ON INDEPENDENT ELEMENTS\\nAnalyze the following^ selecting especially the iiidepeiideiit ele-\\nments\\nI. Attention 2. On, Stanley, on 3. Magnificent\\n4. A rope to the side 5. How is it now, my old friend?\\n6. Are you cold? 7. No rain having fallen, the crops were\\ndestroyed. 8. There is no danger of his falling. 9. The\\nstorm continuing, we dropped anchor. 10. Having led an\\nactive hfe, he could not endure confinement. 11. Being\\nhuman, he is not perfect. 12. Honor being lost, all is lost.\\n13. These children; they must be punished. 14. This being\\nsaid, he retired. 15. I! I cannot be wrong! 16. The boy,\\noh where was he?", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0123.jp2"}, "124": {"fulltext": "Il8 EXPLETIVES\\nLESSON XCVII\\nCOMPOSITION\\nMake an outline, and write a description of the character of some\\nperson whom you admire.\\nLESSON XCVIII\\nEXPLETIVES\\nThere is no hope for me.\\nThis sentence means, No hope is (exists) for me. In this\\nsentence hope is the subject, modified by no is is the\\ncopula; for me is the predicate. The word there serves\\nno purpose except to introduce the sentence. Such a word is\\ncalled an expletive.\\nIt is true that I am worried.\\nThis sentence means, That I am worried is true. The sub-\\nject is the clause, that I am worried the predicate is true\\nis is the copula. It, which introduces the sentence, is not\\nan element in the sentence. It is therefore called an expletive.\\nAn expletive is a word used to introduce a proposition,\\nbut not used as an element of the proposition which it\\nintroduces.\\nAnalyze the following sentences\\nI. It is a fact that the war is over. 2. There is no doubt\\nabout it. 3. While there is life there is hope. 4. There is\\na land of pure delight. 5. There comes my father 6. It is\\na pity he is so lame. 7. There is a storm coming. 8. It\\nwas midnight when we returned. 9. Where was the battle?", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0124.jp2"}, "125": {"fulltext": "PERSON\\n19\\nLESSON XCIX\\nCOMPOSITION\\nBaby s Peril\\nMake an outline and ivriie a story suggested by this picture.\\nLESSON C\\nPERSON\\nI called on you.\\nThe pronoun I stands for the person speaking, and the pro-\\nnoun you stands for the person who is spoken to.\\nThey called on us.\\nThe pronoun they stands for people spoken of; while the\\npronoun us stands for the speaker and his friends.\\nThe name of a person speaking, or a pronoun used instead of\\nthat name, is said to be oi the first person.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0125.jp2"}, "126": {"fulltext": "I20 FORMS INDICATING PERSON\\nThe first person denotes the speaker.\\nThe name of a person spoken to, or a pronoun used instead of\\nthat name, is said to be of the seco7id person.\\nThe second person denotes the person addressed.\\nThe name of a person or object spoken of, or a pronoun used\\ninstead of that name, is said to be of the third person.\\nThe third person denotes the person or object spoken of.\\nSelect the noitns and pronoiins froni the following sentences^ ajid tell\\nof each whether it is of the first, the second, or the third person\\nI. I wrote a letter to my brother. 2, John, did you write\\nto me 3. We will write to you and to your sister. 4. Who\\nstole the roses? 5. I who speak to you am the thief. 6. You\\nwho lost them are not to blame. 7. They who purchased them\\nfrom me are innocent. 8. The rose which grew in my garden\\nis a La France. 9. Our fortune is lost. 10. What do you\\nwish?\\nLESSON CI\\nFORMS INDICATING PERSON\\nI, John, speak to you.\\nJohn, come here.\\nI spoke to John.\\nWhat is the person of the noun John in each of these sen-\\ntences Nouns do not show by their form of what person they are.\\nI am the man.\\nYou are the man.\\nThey are the men.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0126.jp2"}, "127": {"fulltext": "FORMS INDICATING PERSON I2I\\nWhat is the person of the pronoun used as the subject of each\\nof these sentences? Some pronouns indicate by their form of\\nwhat person they are.\\nIt was I who came.\\nIt was he who came.\\nIt was you who came.\\nWhat is the person of the pronoun who in each of these\\nsentences\\nSome pronouns do not show by their form of what person\\nthey are.\\nam here.\\nis here.\\nOf what person must the subject of am be? Of what person\\nmust the subject of is be?\\nWe were here.\\nYou were here.\\nThey were here.\\nOf what person is the subject of were in each of these sen-\\ntences? Some verb forms indicate of what person their subjects\\nare. A verb must agree with its subject in person.\\nTell the person of each subject^ and supply the proper verb form for\\nits copula or predicate in the following\\nI. I he. 2. I, who the oldest of the family, feel\\nresponsible. 3. You the culprit. 4. You, who\\nthe leader, must be most to blame. 5. They our friends.\\n6. They, who our friends, ought to come to our aid. 7. I,\\nwho his enemy, say that he honest. 8. Cannot you,\\nwho his friend, say more", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0127.jp2"}, "128": {"fulltext": "122 PERSONAL PRONOUNS\\nLESSON CII\\nPERSONAL PRONOUNS\\nThose pronouns which show by their form whether the nouns\\nwhich they represent are of the first, second, or third person are\\ncalled personal pronouns.\\nPersonal pronouns both represent nouns and show by\\ntheir form whether they are of the first, second, or third\\nperson.\\nThe simple personal pronouns are tJiou, he, she, and it,\\nwith their forms, zve, our, us, my, mine, ye, you, your, thy,\\ntJiine, tJiee, his, him, her, its, they, their, them.\\nThe compound personal pronouns are formed by adding\\nself or selves to some form of the simple personals as,\\nmyself, yourself, himself, tJiemselves.\\nSelect the personal pronouns from the following, and tell of each the\\nperson and how used\\nI. You and he are my friends. 2. I saw them in their\\ncarriage. 3. The soldiers helped themselves. 4. Thou art the\\nman. 5. He saved thy money for thee. 6. Your father knows\\nus. 7. He himself hid your slate.\\n8. Where shall I see him? angels tell me where.\\nYou know him he is near you point him out.\\nShall I see glories beaming from his brow,\\nOr trace his footsteps by the rising flowers\\n9. O, let her stay She is by birth\\nWhat I through death must learn to be\\nWe need her more on our poor earth\\nThan thou canst need in heaven with thee.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0128.jp2"}, "129": {"fulltext": "POSSESSIVE PRONOUNS 123\\nLESSON cm\\nPRECEDENCE OF PERSONAL PRONOUNS\\nIt is polite to mention first the person to whom you are\\ntalking rather than yourself. Thus we say, The atten-\\ntion was offered to you and me You and I will go.\\nThe person to whom you are speaking should be men-\\ntioned even before a third person, and the speaker himself\\nshould be mentioned last. Thus we say, You and he\\nwill go He and I will go You and she and I will\\ngo The invitation is addressed to you and her\\nThe dinner was given to you and him and me.\\nLESSON CIV\\nPOSSESSIVE PRONOUNS\\nPossessive pronouns are words used to represent both\\nthe possessor and the thing possessed. The possessive\\npronouns are mine, thine, Ids, hers, oilvs, yotirs, theirs,\\noitr own, etc.\\nIn the sentence That book is his, the predicate is his.\\nWhy? It represents the words his book. It is a possessive pro-\\nnoun because it represents both the possessor and the thing\\npossessed.\\nIn the sentence That is his book, book is the predicate.\\nHis modifies book. It is a personal pronoun because it\\nmodifies the noun following it, and does not represent both the\\npossessor and the thing possessed. It is possessive case because it\\nis used as an adjective element but it is not 2, possessive pronoun.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0129.jp2"}, "130": {"fulltext": "124 RELATIVE PRONOUNS\\nTo denote emphatic distinction, my oivn is used for\\nmine, his ozvn for Jiis, thy oivn for tldiie, our ozvn for oii7 s,\\nyour own for yoitrs, tJieir ozvn for tJieirs.\\nSelect the possessive projwtms from the folloiving^ and tell how each\\nis used\\nI. That horse of yours is lame. 2. This sled is not yours;\\nit must be hers. 3. The money is your own. 4. Friend of\\nmine, you are welcome. 5. That garden of theirs is a very\\nfine one. 6. This book is not mine it must be his or hers.\\n7. She is an old friend of ours. 8. These books are yours,\\nnot theirs. 9. We love this land of ours. 10. The boy left\\nhis hat, and took mine. 11. You should study your own books,\\nand not borrow hers.\\nLESSON CV\\nRELATIVE PRONOUNS\\nA relative pronoun is a word used to represent a pre-\\nceding word or expression to which it joins a modifying\\nclause.\\nThe simple relative pronouns are zuho, which, zvhat, and\\nthat.\\nThat is a relative when uuho, zvhich, or whom can be used in\\nits place. As is used as a relative pronoun after such^ many,\\nand same.\\nThe compound relative pronouns are whoever, whoso,\\nzvhosoever, whichever, whichsoever, whatever, and whatso-\\never.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0130.jp2"}, "131": {"fulltext": "COMPOSITION 125\\nSelect the relative pronouns and tell Jiow each is used\\nI. He that is down need fear no fall. 2. This is the child\\nthat was lost. 3. The dog which you bought was stolen.\\n4. He will do what is right. 5. i\\\\sk for what you want.\\n6, That is the man whose house was burned. 7. This is the\\ndog that worried the cat that killed the rat that ate the malt\\nthat lay in the house that Jack built.\\nLESSON CVI\\nINTERROGATIVE PRONOUNS\\nThe interrogative pronouns are who, which, and what^\\nwhen used in asking questions.\\nAnalyze the following sentences select the interrogative pronouns^\\nand tell how each is used\\nI. Who came with you? 2. Whose horse ran away 3. Whom\\ndid you call? Mary. 4. What did you say? 5. What is\\nthat? It is a velocipede. 6. Which will you have? The\\nlarge one. 7. Who told you how to parse what\\nLESSON CVII\\nCOMPOSITION\\nTwo Little Boys\\nJoey was a country boy,\\nFather s help and mother s joy\\nIn the morning he rose early,\\nThat s what made his hair so curly", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0131.jp2"}, "132": {"fulltext": "126 GENDER IN NOUNS\\nEarly went to bed at night,\\nThat s what made his eyes so bright;\\nRuddy as a red-cheeked apple\\nPlayful as his pony, Dapple.\\nEven the nature of the rose\\nWasn t quite so sweet as Joe s.\\nCharley was a city boy,\\nFather s pet and mother s joy\\nAlways lay in bed till late,\\nThat s what made his hair so straight\\nLate he sat up every night,\\nThat s what made his cheeks so white;\\nAlways had whate er he wanted,\\nHe but asked, and mother granted\\nCakes and comfits made him snarly,\\nSweets but soured this poor Charley.\\nOlive A. Wadsworth.\\nMake an outline of this comparison of the two boys in character^ con-\\ndition^ and appearance.\\nWrite a coinpariso7i in prose according to your outline.\\nLESSON CVIII\\nGENDER IN NOUNS\\nObjects are either male or female as boy, girl, or neither male\\nnor female as, apple. Their names, therefore, may be classified\\nwith regard to sex. This distinction is called gender.\\nGender is a distinction of nouns or pronouns w^ith regard\\nto sex.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0132.jp2"}, "133": {"fulltext": "GENDER IN NOUNS 1 27\\nThere are four genders mascitline^ feminine, common,\\nand 7zeiiter.\\nThe masculine gender denotes males as, boy.\\nThe feminine gender denotes females as, girl.\\nSome words, as children, parent, etc., are used to denote either\\nmales or females. The gender of such words is said to be\\nco7nmo7i.\\nThe common gender denotes either males or females as,\\nparent.\\nThe neuter gender denotes neither males nor females\\nas, house.\\nTell the gender of the following nouns\\nCart Duke Father Nephew Countess\\nPoet Susan Joseph Milliner President\\nAunt Baker Madam Empress Administratrix\\nGive the corresponding masculine or feminine for the following\\nnouns\\nKing Uncle Francis Augusta Miss Jones\\nNiece Widow Brother Sorcerer Grandfather\\nCount Female Prophet Mediator Hen-sparrow\\nWrite five sentences^ using mascidine nouns as subjects.\\nMoDKL.\u00e2\u0080\u0094Joh7i left his book on my desk.\\nWrite five sentences, using feminine nojtns as objects.\\nModel. The teacher sent my sister home at recess.\\nWrite six sentences, using jiojms in the common or neuter gender as\\nsubjects or objects.\\nModel. A deg-gar ivighttnQd me this morning.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0133.jp2"}, "134": {"fulltext": "128 GENDER IN PRONOUNS\\nLESSON CIX\\nGENDER IN PRONOUNS\\nWho is that? My brother.\\nWho is that? My sister.\\nThe boy who was here and the girl who was with\\nhim are brother and sister.\\nRelative and interrogative pronouns have no variation of form\\nto indicate gender.\\nWe and you and they are all women.\\nWe and you and they are all men.\\nThe personal pronouns when indicating more than one do not\\nindicate gender by their form.\\nI am a man. I am a woman.\\nThou art a man. Thou art a woman.\\nOf what person is each of these pronouns? Does its form\\nindicate its gender?\\nHe is a She is a\\nIt is neither nor\\nWhat is the person of each of these pronouns? Does its form\\nindicate its gender?\\nName the gender of each pronoun in the following^ and tell how you\\nknow the gender\\nI. My lesson is learned. 2. Have you seen our old friend\\nlately? 3. Ellen, tell your sister to come home. 4. I saw him", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0134.jp2"}, "135": {"fulltext": "NUMBER IN NOUNS I29\\non the battle eve. 5. They left the plowshare in the mold.\\n6. Your horse is in our barn, Mr. Eckel. 7. He left home early\\nin the morning. 8. The man who put his horse in our stable\\nis our coachman. 9. Who s horse is this? 10. It is Jennie s.\\nLESSON CX\\nPREFERENCE OF THE MASCULINE PRONOUN\\nEvery one in this audience will do best to help\\nus. If there are only men in the audience, it is correct to\\nsay his if there are only women, it is correct to say her\\nif there are both men and women, or both boys and girls,\\nit is correct to say his, for every one means all consid-\\nered singly, and their means that all are considered to-\\ngether. So the masculine pronoun is preferred.\\nIf you say Some one who came to see me yesterday\\nasked me to give your address, and you do not want\\nto tell the sex of the visitor, you have a right to say him,\\neven though it was a girl, for them would mean several\\npeople,\\nLESSON CXI\\nNUMBER IN NOUNS\\nDoes the word/?;? denote one object, or more than one Does\\nthe word fans denote one object, or more than one?\\nWhen a noun denotes but one object, it is said to be in\\nthe singular number.\\nThe singular number denotes but one object.\\nHARV. ELEM. GRAM. 9", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0135.jp2"}, "136": {"fulltext": "130 NUMBER IN NOUNS\\nWhen a noun denotes more than one object, it is said to be in\\nthe plural number.\\nThe plural number denotes more than one object.\\nThe last sound in the word fan readily unites with the sound\\nrepresented by the letter s, and its plural is formed by adding s to\\nthe singular. The plural of any noun ending with a sound that\\nwill readily unite with the sound represented by s is formed by\\nadding s to the singular.\\nSingular: church mass box porch\\nPlural: churches masses boxes porches\\nThe plural of any word ending with a sound that will not readily\\nunite with the sound represented by s, is formed by adding es to\\nthe singular, when the singular does not end with e.\\nThese are two ways of forming plurals. There are many other ways.\\nSingular: wife knife calf half\\nPlural: wives knives calves halves\\nNouiK ending infoxfe usually change these endings to ves.\\nSingular: city valley lily trolley\\nPlural: cities valleys lilies trolleys\\nThose ending in y, with a vowel before it, add s those ending\\nin y, with a consonant before it, change y to i and add es those\\nending in o, with a consonant before it, add es.\\nA few nouns are alike in both numbers as, sheep, deer, trout, ver-\\nmin. Letters, figures, marks, and signs add V as, b s, 6V, *^s, S s.\\nWrite the plurals of the following nouns\\ndesk alley street school\\nroad child house money\\nfolly wind pencil wagon\\nbook knife vessel woman\\nchair fence potato monkey\\nox\\ncity\\ngirl\\nfish\\nboy\\nman\\ncalf\\nrose\\nbox\\nplow", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0136.jp2"}, "137": {"fulltext": "NUMBER IN PRONOUNS AND VERBS 131\\nTell the number of each noun in the following^ and spell the other\\nnu7fiber form\\nI We had a carriage and a pair of horses to go to the river on a\\npicnic with the teacher and several of her pupils. 2. The red\\ncherries which hung from the trees in the valley were a prize to\\nthe good housewife who sent the boys up to get them before the\\nchatterbox of a sparrow had had his share.\\nLESSON CXII\\nNUMBER IN PRONOUNS AND VERBS\\nI am coming. We are coming.\\nYou are coming. You are coming.\\nHe is coming. They are coming.\\nThe boy who came. The box which is here.\\nThe boys who came. The boxes which are here.\\nWho is here The boy. The boys.\\nPersonal pronouns indicate number by their form.\\nDo relative and interrogative pronouns have different forms to\\nindicate number?\\nInsert the proper verb form in the following sentences\\nI. I tired. 2. We tired. 3. I tired yester-\\nday. 4. We tired yesterday. 5. I know him and he\\nme, but they neither him nor me.\\nSome verb forms indicate the number of their subject.\\nA pronoun must agree in number v^ith the noun for\\nwhich it stands.\\nA verb must agree in number with its subject.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0137.jp2"}, "138": {"fulltext": "132\\nCOMPOSITION\\nLESSON CXIII\\nCOMPOSITION\\nTwo Points of View\\nWhat these Uttle folks wanted.\\nWhat came.\\nHow they felt.\\nHow they showed their grati-\\ntude.\\nWrite a7i account of One Point of View according to the outline\\ngiven.\\nWrite an outline\\nfor The Other Poi7it\\nof View and write a\\ncomposition from the\\noutline.\\nAfm^^^", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0138.jp2"}, "139": {"fulltext": "NUMBER IN ADJECTIVES 133\\nLESSON CXIV\\nNUMBER IN ADJECTIVES\\nA good boy.\\nTwo good boys.\\nGood, like most adjectives, has only one form, whatever the\\nnumber of the noun which it modifies.\\nThis book. That book.\\nThese books. Those books.\\nThe adjectives this and thathdcvQ plural forms.\\nThis sort of people always troublesome.\\nThese sorts of apples always sweet.\\nThe subject of the first sentence is not people, but sort.\\nPeople is a part of an adjective prepositional phrase modifying\\nsort.\\nInsert the proper verb. Insert the proper verb form in the second\\nsentence, and tell your reason.\\nThere are two boys on wheels.\\nOne s wheel is broken.\\nThe other s wheel is new.\\nOne, other, and another when used instead of the nouns which\\nthey modify have possessive forms like those of nouns.\\nFill the blanks in the following sentences\\nI. This kind of an orange sour. 2. This kind of apples\\nsweet. 3. kinds of peaches good for preserving.\\n4- kind of grapes not yet ripe. 5. That species of\\nmelons new.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0139.jp2"}, "140": {"fulltext": "134 CASE IN NOUNS\\nLESSON CXV\\nCASE IN NOUNS\\nThe sun is shining.\\nHere sun is used as the subject of a proposition.\\nEvery star is a sun.\\nHere sun is used as the predicate.\\nThe sun s rays are warm.\\nHere sun is used as an adjective element, modifying rays.\\nWe saw the sun at noon.\\nHere sun is used as an objective element, modifying saw.\\nDear is thy light, O sun\\nHere sun is used absolutely i.e. it is absolved or separated\\nfrom any grammatical connection with the rest of the sentence.\\nIn no two of these sentences has the word sun the same\\nrelation to the other words.\\nThese different relations are called cases.\\nCase is the relation of a noun or a pronoun to other\\nwords.\\nThe term case is also applied to the form of a noun or a pro-\\nnoun used independently or as a part of a sentence.\\nThere are four cases nominative^ possessive, objective,\\nand absolute, or nominative absolute.\\nThe nominative case is the use of a noun or a pronoun\\nas the subject or the predicate of a proposition as, Boys\\nskate. Horses diXQ animals y is wise.\\nThe possessive case is the use of a noun or a pronoun to", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0140.jp2"}, "141": {"fulltext": "CASE IN NOUNS 1 35\\ndenote ownership, authorship, origin, or kind as, John s\\nhat, Ray s Algebra, the suns rays, men s cloth-\\ning, her book.\\nThe objective case is the use of a noun or a pronoun as\\nthe object of a verb, or of a preposition as, Indians hunt\\nbuffaloes. They ran over the bridge. John threw\\na sto7te at me.\\nThe absolute, or nominative absolute, case is the use of a\\nnoun or a pronoun independent of any governing word\\nas, Oh, my son Soldiers, attention Washington\\nIrving.\\nA noun limiting the meaning of another noun denoting\\nthe same person or thing, is, by apposition, in the same\\ncase; as, Washington \\\\h^ general became Washington\\nthe statesman.\\nThe declension of a noun is its variation to denote\\nnumber and case.\\nThe nominative absolute case always has the same form as the\\nPlural.\\nnominative. Example\\nSingular.\\nPlural.\\nSingular.\\nNam. Fly\\nFlies\\nNom.\\nGoodness\\nPoss. Fly s\\nFlies\\nPoss.\\nGoodness\\nObj. Fly\\nFlies\\nObj.\\nGoodness\\nTell the case of each noun in the folloiving., and why\\nI. Borneo is a large island. 2. Our father Kves in Washington.\\n3. John s dog bit Clarence. 4. Johnson s farm is mortgaged.\\n5. Mr. Trowel the mason is unwell. 6. O Helen father is com-\\ning. 7. The statue fell from its pedestal. 8. Gad, a troop shall\\novercome him. 9. Jocko has stolen my spectacles. 10. Susan s\\nmother is my aunt. 1 1 Is the doctor s office open", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0141.jp2"}, "142": {"fulltext": "136\\nCASE IN PRONOUNS\\nLESSON CXVI\\nCASE IN PRONOUNS\\nam going.\\nDo not hurt me.\\nThat is my coat.\\nGive it to me.\\nTell the case of each italicized pronoun used in these sentences,\\nthe sentences so as to use all the pronouns in the pluraL\\nWrite the declension of the pronoun\\nThou art going. It is thy coat.\\nI will not hurt thee. I will give it to thee.\\nTett the case of each italicized pronoun in these sentences. Change\\nthem all to plural forms. Write the declension of the pronoun thou.\\nFIRST\\nPERSON\\nSingular.\\nPluraL\\nSingular.\\nPlural.\\nNam.\\nI\\nWe\\nNam.\\nMyself\\nOurselves\\nPass.\\nMy, mine\\nOur\\nPoss.\\nObj.\\nMe\\nUs\\nSECOND\\nObj\\nPERSON\\nMyself\\nOurselves\\nSingular.\\nPlural.\\nSingular.\\nPlural.\\nNam.\\nThou\\nYe\\nNom.\\nYou\\nYou\\nPoss.\\nThy, thine\\nYour\\nPoss.\\nYour\\nYour\\nObj.\\nThee\\nSingular.\\nYou\\nObj\\nYou\\nPlural.\\nYou\\nNom.\\nand Obj.\\nThyself\\nVnnrcplf\\nNom.\\nand Obj.\\nYourself", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0142.jp2"}, "143": {"fulltext": "EXERCISE ON CASES\\n137\\nTHIRD\\nPERSON\\nSingular.\\nPlural.\\nMAS. FEM. NEUT.\\nCOM. OR NEUT.\\nNom. He She It\\nNom.\\nThey\\nPoss. His Her Its\\nPoss.\\nTheir\\nObJ. Him Her It\\nObj.\\nThem\\nSingular.\\nPlural.\\nMAS.\\nHimself\\nNom. and Obj.\\nFEM.\\nHerself\\nNEUT.\\nItself\\nNom. and\\nCOM. OR NEUT.\\nObj. Themselves\\nSingular and Plural.\\nSingular and Plural.\\nNom. Who\\nNom.\\nWhich\\nPoss. Whose\\nPoss.\\nWhose\\nObj.\\nWhom\\nObj.\\nWhich\\nLESSON CXVII\\nEXERCISE ON CASES\\nTell the case of each pronoun in the following., and give the reason\\nfor its use:\\n1. Whom the gods love, die young. 2. For if ye love them\\nwhich, love you, what reward have ye 3. Him whom I like I\\nwill reward. 4. To him whose work pleases me will I give the\\nreward. 5. What shall I do, or to whom shall I go 6. I will\\ntell her that it is she whom I have chosen. 7. Unto us has he\\ncome, and from us who are his chosen friends he shall not depart.\\n8. There is a saying among them that he who turns back is fore-\\ndoomed. 9. It was he to whom I looked for approval", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0143.jp2"}, "144": {"fulltext": "138 LETTER WRITING\\nLESSON CXVIII\\nLETTER WRITING\\nDear Boy\\nI hope you have got the linnets and bullfinches you so much\\nwanted, and I recommend the bullfinches to your imitation. Bull-\\nfinches, you must know, have no natural note of their own, and\\nnever sing, unless taught; but will learn tunes better than any\\nother birds. This they do by attention and memory and while\\nthey are taught, they listen with great care, and never jump\\nabout and kick their heels. Now I really think it would be a\\ngreat shame for you to be outdone by your own bullfinch.\\nYou behaved yourself so well at Mr. Boden s last Sunday that\\nyou justly deserve commendation besides, you encourage me to\\ngive you some rules of politeness and good breeding, being per-\\nsuaded that you will observe them. Know then, that as learning,\\nhonor, and virtue are absolutely necessary to gain you the esteem\\nand admiration of mankind, politeness and good breeding are\\nequally necessary to make you welcome and agreeable in conver-\\nsation and common life.\\nRemember, then, that to be civil, and to be civil with ease\\n(which is properly called good breeding) is the only way to be\\nbeloved and well received in company that to be ill bred and\\nrude is intolerable and that to be bashful is to be ridiculous. If\\nyou will mind and practice all this, you will not only be the best\\nscholar, but the best bred boy in England of your age. Adieu\\nThis is a part of a letter written by Lord Chesterfield, a\\nfamous English nobleman, to his little son.\\nFind what topic each paragraph is about.\\nWrite a short letter of advice to a little friend just entering school^\\nand tell him how you know that your advice is good. See if you can\\noutline your letter when it is finished.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0144.jp2"}, "145": {"fulltext": "PARSING ADJECTIVES AND ADVERBS 139\\nLESSON CXIX\\nPARSING NOUNS AND PRONOUNS\\nThe analysis of a sentence is its separation into ele-\\nments, and the separation of those elements into their parts.\\nThe parsing of a word consists in telling what part of\\nspeech it is, and what are its properties, its form, and its\\nuse.\\nA noun or a pronoun is parsed when its class, its per-\\nson, number, gender, and case are told, and the reason for\\nits case form is given.\\nThe hero Washington turned to his men and\\ncheered them on.\\nHero is a noun, common, third person, singular number,\\nmasculine gender, and nominative case, because it is the subject\\nof the sentence.\\nWashington is a noun, proper, third person, singular num-\\nber, mascuHne gender, and nominative case, because it is an\\nappositive to the noun hero, which is nominative.\\nHis is a pronoun, personal, third person, singular number,\\nand masculine gender, because it stands for hero, and possess-\\nive case, because it modifies the noun men by indicating\\npossession.\\nParse the nouns and pronouns in the exercise on page 137.\\nLESSON CXX\\nPARSING ADJECTIVES AND ADVERBS\\nl7t parsing an adjective tell what part of speech it modifies, and in\\nthe case of the adjectives this and -that give the number.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0145.jp2"}, "146": {"fulltext": "140 PARSING ADJECTIVES AND ADVERBS\\nRemember that adjectives have no case. Thetn things is in-\\ncorrect. Why\\nIn parsing an adverb tell what part of speech it modifies.\\nAnalyze the following^ and parse the adjectives and adverbs t\\nI. I saw a very large drove of cattle lately. 2. Jane is study-\\ning modern history. 3. Fido is a Newfoundland dog. 4. You\\nmay have the smallest lemon. 5. Every man received a penny.\\n6. Either road leads to town. 7. That course was most honora-\\nble. 8. He took a twofold view of the subject. 9. What noise\\nis that? 10. Two men wanted the fourth horse very much.\\nII. We came quite often. 12. Some people learn more rapidly\\nthan others. 13. Twice I spoke to him severely. 14. How\\nfragrant are these bright red roses! 15. He seldom took two\\nshots at a deer.\\n16. Alas for those who never sing,\\nBut die with all their music in them. _\\n17. With many a curve my banks I fret,\\nBy many a field and fallow,\\nAnd many a fairy foreland, set\\nWith willow, weed, and mallow.\\n18. Anon from the belfry\\nSoftly the Angelus sounded, and over the roofs of the village\\nColumns of pale blue smoke, hke clouds of incense ascending,\\nRose from a hundred hearths, the homes of peace and content-\\nment.\\n19. Thus dwelt together in love these simple Acadian farmers.\\n20. Just above yon sandy bar\\nAs the day grows fainter and dimmer,\\nLonely and lovely, a single star\\nLights the air with a dusky glimmer.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0146.jp2"}, "147": {"fulltext": "COMPOSITION\\n141\\nLESSON CXXI\\nCOMPOSITION\\nCuriosity\\n(Description)\\nWhat the dog is doing.\\nHis position.\\nHis expression.\\nShape and size of jug.\\nPosition of jug.\\nResult\\n(Description)\\nWhat has happened\\nto the dog.\\nHead.\\nPaws.\\nTail.\\nBoy.\\nBackground.\\nOutline and write the story suggested by these pictures, putting in one\\nparagraph of description.\\nRead each paragraph of your story aloud to see whether it is about\\n07ie topic in your outline.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0147.jp2"}, "148": {"fulltext": "142 VERBS TENSE\\nLESSON CXXII\\nVERBS TENSE\\nWhat is a verb\\nWhat is an infinitive\\nThe infinitive is a form of the verb which does not refer to any\\nparticular time. To go simply names an action, but does not\\nrefer it to any time; to be going mentions the action as in\\nprogress, with no reference to any definite time to have gone\\nnames a finished action referred to no particular time\\nI breathe.\\nThe verb breathe affirms the action as present\\nI breathed.\\nThe verb breathed affirms the action as past.\\nI shall breathe.\\nThe verb shall breathe affirms the action as future.\\nAnother name for time is tense.\\nTense denotes the time of an action or event.\\nThere are six tenses: th.Q present, th.Q present perfect, the\\npast, t\\\\\\\\Q past perfect, tho, future, and ikv^ future perfect.\\nThe present tense denotes present time; as, I write\\nThe wind is blowing\\nThe present perfect tense represents an action or event\\nas past, but connected v^ith present time as, I have\\nwritten The M^ind has been blowing\\nThe past tense denotes past time as, I wrote The\\nwind blew.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0148.jp2"}, "149": {"fulltext": "VERBS PERSON AND NUMBER 143\\nThe past perfect tense represents an act as ended or\\ncompleted in time fully past; as, I had written The\\nbridge had fallen before we reached it.\\nThe future tense denotes future time as, I shall\\nwrite These seeds will sprout soon.\\nThe future perfect tense represents an act as finished or\\nended at or before a certain future time as, I shall have\\nwritten the letter before the mail closes.\\nTell the tense of the verbs in the following sentences\\nI. Emma sings. 2. I went home. 3. John ran. 4. Write.\\n5. Let him go. 6. The man shouted. 7. I had been taught.\\n8. They will succeed. 9. We shall be glad\u00e2\u0080\u009e 10. The letter will\\nhave been written. 11. If you go, I shall stay. 12. You might\\nstudy. 13. He may have written.\\nLESSON CXXIII\\nVERBS PERSON AND NUMBER\\nThe person and number of verbs are the changes which\\nthey undergo to mark their agreement with their subjects.\\nA verb must agree with its subject in person and\\nnumber.\\nThe infinitive, having no subject, has neither person nor\\nnumber.\\nThe conjugation of a verb is its regular arrangement to\\nshow the variations of form caused by such properties as\\ntense, person, and number.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0149.jp2"}, "150": {"fulltext": "144 CONJUGATION OF THE VERB TO BE\\nCONJUGATION OF THE VERB TO BE\\nINDICATIVE MODE\\nPRESENT TENSE\\nSingular Plural\\n1. I am I. We are\\n2. Thou art 2. You are\\n3. He is 3. They are\\nPRESENT PERFECT TENSE\\n1. I have been i. We have been\\n2. Thou hast been 2. You have been\\n3. He has been 3. They have been\\nPAST TENSE\\n1. I was I. We were\\n2. Thou wast 2. You were\\n3. He was 3. They were\\nPAST PERFECT TENSE\\n1. I had been i. We had been\\n2. Thou hadst been 2. You had been\\n3. He had been 3. They had been\\nFUTURE TENSE\\n1. I shall be i. We shall be\\n2. Thou wilt be 2. You will be\\n3. He will be 3. They will be\\nFUTURE PERFECT TENSE\\n1 I shall have been i We shall have been\\n2. Thou wilt have been 2. You will have been\\n3. He will have been 3. They will have been", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0150.jp2"}, "151": {"fulltext": "CONJUGATION OF THE VERB TO LOVE 145\\nCONJUGATION OF THE VERB TO LOVE\\nINDICATIVE MODE\\nPRESENT TENSE\\nSingular Plural\\nI.\\nI love I. We love\\n2.\\nThou lovest 2. You love\\n3-\\nHe loves 3. They love\\nPRESENT PERFECT TENSE\\nI.\\nI have loved i. We have loved\\n2.\\nThou hast loved 2. You have loved\\n3-\\nHe has loved 3. They have loved\\nPAST TENSE\\nI.\\nI loved I. We loved\\n2.\\nThou lovedst 2. You loved\\n3.\\nHe loved 3. They loved\\nPAST PERFECT TENSE\\nI.\\nI had loved i. We had loved\\n2.\\nThou hadst loved 2. You had loved\\n3-\\nHe had loved 3. They had loved\\nFUTURE TENSE\\nI.\\nI shall love i We shall love\\n2.\\nThou wilt love 2. You will love\\n3-\\nHe will love 3. They will love\\nFUTURE PERFECT TENSE\\n1. I shall have loved i. We shall have loved\\n2. Thou wilt have loved 2. You will have loved\\n3. He will have loved 3. They will have loved\\nHARV. ELEM. GRAM. lO", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0151.jp2"}, "152": {"fulltext": "146\\nAUXILIARY VERBS\\nLESSON CXXIV\\nCOMPOSITION\\nThe Home School\\nOutline and write a description of The Home School,\\nLESSON CXXV\\nAUXILIARY VERBS\\nI shall have gone.\\nThe verb to go is represented in this sentence by the form\\ngone, and the tense of the verb is shown by the verb forms\\nshall and have. The entire group of verb forms is called\\nthe verb.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0152.jp2"}, "153": {"fulltext": "AUXILIARY VERBS 147\\nI may be going.\\nThe verb to go is represented by the form going, and the\\ncondition of the act is shown by the verb forms may and be.\\nThe verb group is called the verb.\\nThese verb forms, used to help in expressing the meaning of a\\nverb group, are called auxiliaries.\\nAuxiliary verbs are those which are used in the conju-\\ngation of other verbs. They are do, be, have^ shall, will,\\nmay, can, must.\\nDo, be, have J and will zx^ often used as principal verbs; as,\\nHe does well I am He has money He wills it.\\nGive in the following sentences the tense, mmiber, and person of each\\nverb, and tell whether the verb coftsists of a single verb or of a princi-\\npal verb and auxiliaries\\nI. He ran. 2. You teach. 3. They have seen. 4. If he go.\\n5. They may have written. 6. Has he departed? 7. They will\\ncommand. 8; Emma will have recited. 9. The army will be\\ndisbanded. 10. America was discovered. 11. The people\\nshould be contented. 12. He has invented a velocipede.\\n13. Attend to your lesson. 14. He can go, if the carriage is not\\ntoo full. 15. The man loves to see it rain. 16. The army en-\\ncamped by the river. 17. Run for some water. 18. You must\\nrecite your lesson. 19. I will recite my lesson, if I can. 20. I\\nlike to play. 21. Hope thou in God. 22. Do let me go to the\\npicnic. 23. He should have come home. 24. Lift up your\\nheads, O ye gates 25. Were I rich, I would purchase that\\nproperty. 26. The girl sings. 27. Fire burns. 28. The mail\\nwas robbed. 29. Truants will be punished. 30. A meteor was\\nseen. 31. He should have told the truth. 32. Children love\\nplay, He has found his knife.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0153.jp2"}, "154": {"fulltext": "148 REGULAR AND IRREGULAR VERBS\\nLESSON CXXVI\\nREGULAR AND IRREGULAR VERBS\\nPresent:\\nlove\\ntry\\nwash\\nhear\\nPast:\\nloved\\ntried\\nwashed\\nheard\\nPresent:\\ngo\\nsit\\ndo\\nspeak\\nPast:\\nwent\\nsat\\ndid\\nspoke\\nMost verbs form their past tenses by the addition of d or ed to\\nthe present tense. Such verbs are called regular.\\nBut there are many verbs whose past tenses are not formed in\\nthis way. Such verbs are called irregular.\\nA regular verb forms its past tenses by adding d or ed\\nto the present indicative as, love, love-d, love-d count,\\nco7int-ed, coimt-ed.\\nAn irregular verb is one which does not form its past\\ntenses by adding d or ed to the present; as, go, went,\\ngone see, saw, seen; do, did, done.\\nWrite the past tense and the participle used with have of the fol-\\nlowing verbs according to this model\\nPresent\\nPast\\nParticiple with\\nhave\\nam\\nwas\\nbeen\\nbecome\\nbecame\\nbecome\\nbegin\\nburn\\ndig\\nfall\\nfreeze\\nbend\\nburst\\ndo\\nfeel\\nget\\nbite\\nchoose\\ndraw\\nfight\\ngive\\nbreak\\ncling\\ndrink\\nfind\\ngo\\nbring\\ncome\\ndrive\\nfly\\ngrow\\nbuild\\ncreep\\neat\\nforget\\nhang", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0154.jp2"}, "155": {"fulltext": "PARSING VERBS 149\\nhide\\nlearn\\nrise\\nshoe\\nswim\\nhold\\nlose\\nrun\\nshow\\nteach\\nknow\\nride\\nsee\\nshut\\nthrow\\nlay\\nring\\nshine\\nsit\\nwrite\\nLESSON CXXVII\\nPARSING VERBS\\nIn parsing a verb tell whether it is regular or irregtilar, and give its\\nparts tell its tense, its number and person, and its subject; tell whether\\nit is a direct predicate, a coptda, or a verb group, and if the last what\\nthe auxiliaries are tell how it is used.\\nThe heavens are telling the glory of God.\\nAre telling is a verb, irregular. Present, tell; past, told;\\nparticiple used with have, told. It is present tense, third per-\\nson, and plural number, its subject being heavens. It is a\\nverb group consisting of the principal verb telling, and the\\nauxihary are. It is used as the predicate of the sentence.\\nParse the verbs in the following sentences\\nI. The earth rings hollow from below. 2. We soon shall reach\\nthe boundless sea. 3. The night was tempestuous. 4. He should\\nbe more industrious. 5. Remember thy Creator. 6. The poor\\nmust work in their grief. 7. I could not learn that lesson. 8. He\\nwas beaten with many stripes. 9. Clarence has been chosen\\ncaptain. 10. They might have finished their task yesterday.\\nII. The crops were destroyed by grasshoppers. 12. The girls\\nwere playing croquet. 13. He did not return my umbrella.\\n14. Is he writing a letter? 15. Help us to help each other.\\n16, Shake off the dust that blinds thy sight.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0155.jp2"}, "156": {"fulltext": "I50 PARSING INFINITIVES AND PARTICIPLES\\n17. No cheating or bargaining will ever get a single thing out\\nof Nature s establishment at half price.\\n18. Count that day lost whose low descending sun\\nViews from thy hand no noble action done.\\n19. May is a pious fraud of the almanac,\\nA ghastly parody of real spring,\\nShaped out of snow and breathed with eastern winds.\\nLESSON CXXVIII\\nPARSING INFINITIVES AND PARTICIPLES\\nWhat is an infinitive\\nWhat is a participle\\nIn parsing a participle^ tell from what verb it is derived. In parsing\\neither an infinitive or a participle, tell whether it refers to any particular\\nfioun or prononn, whether it is part of any phrase^ and as what kind\\nof an element it is used.\\nThe girl toiling along so painfully is trying to carry\\ntoo much.\\nToihng is a participle from the verb to toil. It refers to\\ngirl. It introduces the adjective phrase toihng so painfully.\\nTo carry is an infinitive. It refers to girl. It introduces\\nthe objective phrase to carry too much.\\nAfialyze the following sentences^ and parse the infinitives and par-\\nticiples\\nI. We could hear them roaring and singing late into the night.\\n2. When I got to sleep I slept well. 3. Thinking busily I walked\\nalong to survey the shore. 4. Heavy sprays, flying and falling,\\nsucceeded one another. 5. I sunk back abashed to renew my", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0156.jp2"}, "157": {"fulltext": "COMPOSITION 151\\nattack. 6. The bee, having stung me to prove his skill, sunk\\ndown buzzing to experience the result of his own act. 7. Trans-\\nfigured, she rose to rebuke him. 8. Ascending the mountain, they\\nslackened their pace.\\n9. And children coming home from school\\nLook in at the open door\\nThey love to see the flaming forge,\\nAnd hear the bellows roar.\\nLESSON CXXIX\\nCOMPOSITION\\nFrogs at School\\nTwenty froggies went to school,\\nDown beside a rushy pool,\\nTwenty Uttle coats of green,\\nTwenty vests, aU white and clean.\\nWe must be in time, said they;\\nFirst we study, then we play\\nThat is how we keep the rule\\nWhen we froggies go to school.\\nMaster Bullfrog, grave and stern.\\nCalled the classes in their turn\\nTaught them how to nobly strive.\\nLikewise how to leap and dive.\\nFrom his seat upon the log.\\nShowed them how to say Ker-chog", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0157.jp2"}, "158": {"fulltext": "152 PARSING CONJUNCTIONS AND PREPOSITIONS\\nAlso how to dodge a blow\\nFrom the sticks which bad boys throw.\\nTwenty froggies grew up fast\\nBullfrogs they became at last\\nNot one dunce among the lot,\\nNot one lesson they forgot.\\nPolished in a high degree,\\nAs each froggy ought to be.\\nNow they sit on other logs.\\nTeaching other little frogs.\\nGeorge Cooper.\\nMake an outline of this poem.\\nWrite a story called Miss Diiclz s School^ telling how and what the\\nduck teaches the little ducklings.\\nLESSON CXXX\\nPARSING CONJUNCTIONS AND PREPOSITIONS\\nWhat is a preposition?\\nWhat is a conjunction?\\nConjunctions are divided into two general classes, coordinate\\nand subordinate.\\nCoordinate conjunctions are those which join elements\\nof the same rank or name; as,\\nAnd, also, moreover, but, still, or, nor, however, otherwise,\\nthen, therefore, for, because, etc.\\nSubordinate conjunctions are those v^hich join elements\\nof different rank or name as,\\nThat, if, unless, as, because, since, though, for, lest, ere, after,\\nuntil, when, where, there, how, although, than, etc.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0158.jp2"}, "159": {"fulltext": "PARSING CONJUNCTIONS AND PREPOSITIONS 153\\nIn parsing a preposition^ tell between what words it shows relation.\\nIn parsing a conjunction^ tell whether it is coordinate or subordinate^\\nand what elements it connects.\\nAnalyze the followingy and parse the nouns and prepositions\\nI. A lark reared her brood amid the corn. 2. They wan-\\ndered in throngs down the valley. 3. Emma came from the\\nvillage, through the woods, to our house. 4. We have seen\\nthe moon rising behind the eastern pines. 5. I came from\\nRichmond. 6. I went to Detroit in February. 7. John came\\nhome early. 8. They allowed themselves no relaxation.\\n9. To me the meanest flower that blows can give\\nThoughts that do often lie too deep for tears.\\n10. The locust by the wall\\nStabs the noon silence with his sharp alarm.\\nA single hay-cart down the dusty road\\nCreaks slowly, with its driver fast asleep\\nOn the load s top.\\n11. There is a tide in the affairs of men\\nWhich, taken at the flood, leads on to fortune.\\n12. Truth, crushed to earth, shall rise again;\\nThe eternal years of God are hers\\nBut Error, wounded, writhes in pain.\\nAnd dies among his worshipers.\\nAnalyze the following sentences, and parse the conjunctions\\nI. Cold and hunger are not easy to bear. 2. He came and\\nwent like a pleasant thought. 3. Wisdom is the principal\\nthing therefore get wisdom. 4. We cannot thrive unless we\\nare industrious. 5. Though he slay me, yet will I trust in him.\\n6. He was not only proud, but vain also.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0159.jp2"}, "160": {"fulltext": "154 INCORRECT EXPRESSIONS\\nLESSON CXXXI\\nINCORRECT EXPRESSIONS\\nIncorrect Pronunciation\\nThe similar sound given to two entirely different words has led\\nto the misuse of the preposition of for the auxiliary have. Thus\\nwe hear people say, I might of gone, for I might have gone.\\nA similar mispronunciation of the pronoun our makes it sound\\nUke the verb are, and so we hear, We took are wraps with us.\\nTwo Negatives\\nIf you wish to make a denial, use only one negative adverb,\\nfor two negatives would cause you to deny your denial. Thus\\nI have not got none means the opposite of I have got\\nnone therefore it must mean, I have got sonieP I can t say\\nnothing means the opposite of I can t say anything.\\nNor can, however, be used with neither, as, I can neither read\\nnor study.\\nBut 7tor must not be used in the ordinary sentence with any\\nother negative. *^I cannot read study. Since neither \\\\s\\nnot employed, the word should be or.\\nEither nor or neither can be used with not, however, if the prop-\\nosition following it be inverted. I c2i\\\\\\\\not read, neither can I\\nstudy, or, I csinnot read, nor can I study.\\nIncorrect Pronoun Forms in Separate Phrases\\nIn the sentences, The boy whom you spoke to, The boy to\\nwhom you spoke, the pronoun is just as much a part of the\\nphrase in the first sentence as in the second therefore it should\\nbe in the objective case, and the expression The boy to who you\\nspoke is incorrect.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0160.jp2"}, "161": {"fulltext": "MISCELLANEOUS EXERCISES 155\\nFill the following blanks with the correct pronoun form\\nI. The man I gave it to gave it back to me. 2. The\\nperson I thought would be there was absent. 3. The friend\\nI bved has deserted me. 4. The boy about I spoke is\\nnot here. 5. The lad I spoke about is present.\\nIncorrect Phrases\\nThere are several phrases incorrectly used in some parts of the\\ncountry, which convey no more meaning than is contained in a\\nsingle word. Thus, This here house, That there boy.\\nThis boy here is equivalent to This boy who is here or\\nwhom you see here. But in This here house, here adds\\nnothing to the force of this, and in That there boy, there\\nadds no force to that. Such expressions are incorrect.\\nLESSON CXXXII\\nMISCELLANEOUS EXERCISES FOR ANALYSIS AND PARSING\\nI. She saw a glory in each cloud. 2. Still waters are com-\\nmonly deepest. 3. To-morrow may be brighter than to-day.\\n4. Few days pass without some clouds. 5. She made acquaint-\\nance with the birds that fluttered by. 6. It was a harper,\\nwandering with his harp. 7. How long didst thou think\\nthat his silence was slumber? 8. At length the sun departed,\\nsetting in a sea of gold. 9. The smooth sea and the serene\\natmosphere are the proper emblems of a peaceful life.\\n10. Tis greatly wise to talk with our past lives.\\nAnd ask them what report they bore to heaven.\\nII. The night, methinks, is but the daylight sick. 12. Evils\\nhave been more painful to us in the prospect than in the actual\\npressure. 13. A written or printed paper, posted in a public", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0161.jp2"}, "162": {"fulltext": "156 MISCELLANEOUS EXERCISES\\nplace, is called a placard. 14. Few are qualified to shine in\\ncompany but it is in most men s power to be agreeable.\\n15. How often have I blessed the coming day,\\nWhen toil remitting lent its turn to play,\\nAnd all the village train from labor free.\\nLed up their sports beneath the spreading tree.\\n16. Alas, we think not that we daily see\\nAbout our hearths, angels that are to be,\\nOr may be if they will.\\n17. The insect tribe are here the ant toils on\\nWith its white burden in its netted web\\nGray glistening o er the bush, the spider lurks,\\nA close-crouched ball, out-darting as a hum\\nTells its trapped prey, and looping quick its threads.\\nChains into helplessness the buzzing wings.\\n18. Princes have but their titles for their glories;\\nAn outward honor for an inward toil.\\n19. My soul is an enchanted boat.\\nWhich, like a sleeping swan, doth float\\nUpon the silver waves of thy sweet singing\\nAnd thine doth like an angel sit\\nBeside a helm conducting it.\\nWhile all the winds with melody are ringing.\\n20. The year leads round the seasons in a choir\\nForever charming and forever new,\\nBlending the grand, the beautiful, the gay,\\nThe mournful, and the tender in one strain.\\n21. King David s limbs were weary. He had fled\\nFrom far Jerusalem and now he stood,\\nWith his faint people, for a little rest", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0162.jp2"}, "163": {"fulltext": "MISCELLANEOUS EXERCISES 157\\nUpon the shores of Jordan. The light wind\\nOf morn was stirring, and he bared his brow\\nTo its refreshing breath for he had worn\\nThe mourner s covering, and he had not felt\\nThat he could see his people until now.\\n22. One hour beheld him since the tide he stemmed,\\nDisguised, discovered, conquering, ta en, condemned\\nA chief on land, an outlaw on the deep.\\nDestroying, saving, prisoned, and asleep.\\n23. Whoe er amidst the sons\\nOf reason, valor, liberty, and virtue.\\nDisplays distinguished merit, is a noble\\nOf Nature s own creating.\\n24. He that attends to his interior self,\\nThat has a heart, and keeps it has a mind\\nThat hungers, and supplies it and who seeks\\nA social, not a dissipated Hfe,\\nHas business.\\n25. The timid it concerns to ask their way,\\nAnd fear what foe in caves and swamps can stray\\nTo make no step until the event is known.\\nAnd ills to come as evils past bemoan.\\nNot so the wise no coward watch he keeps,\\nTo spy what danger on his pathway creeps.\\nGo where he will, the wise man is at home\\nHis hearth the earth, his hall the azure dome.\\n26. Every worm beneath the moon\\nDraws different threads, and late or soon\\nSpins toiling out his own cocoon.\\n27. Sweet is the breath of morn, her rising sweet.\\nWith charm of earhest birds pleasant the sun,", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0163.jp2"}, "164": {"fulltext": "158 THE COMMA\\nWhen first on this dehghtful land he spreads\\nHis orient beams on herb, tree, fruit, and flower,\\nGlistening with dew.\\n28. The day hath gone to God,\\nStraight, hke an infant s spirit, or a mocked\\nAnd mourning messenger of grace to man.\\n29. It is a little thing to speak a phrase\\nOf common comfort, which, by daily use,\\nHas almost lost its sense yet on the ear\\nOf him who thought to die unmourned, twill fall\\nLike choicest music.\\n30. A song to the oak, the brave old oak,\\nWho hath ruled in the greenwood long\\nHere s health and renown to his broad green crown.\\nAnd his fifty arms so strong.\\n31. Labor is life Tis the still water faileth\\nIdleness ever despaireth, bewaileth\\nKeep the watch wound, for the dark rust assaileth\\nFlowers droop and die in the stillness of noon.\\nLESSON CXXXIII\\nPUNCTUATION\\nThe Comma\\nPunctuation is the art of dividing written discourse into\\nsentences and parts of sentences, by means of points\\nand marks.\\nThe principal marks used in punctuation are the fol-\\nlowing", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0164.jp2"}, "165": {"fulltext": "THE COMMA 159\\nComma,\\nSemicolon,\\nColon,\\nPeriod,\\nInterrogation Point,\\nExclamation Point,\\nDash,\\nParentheses\\nThe comma denotes the slightest degree of separation\\nbetween the parts of a sentence.\\nTwo or more nouns, pronouns, adjectives, verbs, or\\nadverbs, in the same construction, should be separated by\\ncommas.\\nEx. I. Spring, summer, autumn, and winter are called the\\nseasons. 2. You, he, and I were boys together. 3. David was a\\nbrave, wise, and pious man. 4. In a letter, we may advise, ex-\\nhort, comfort, request, and discuss. 5. Success depends upon\\nour acting prudently, steadily, and vigorously.\\nThe members of a compound sentence, when short, and\\nconnected by conjunctions, should be separated by commas.\\nEx. I was tired, and the road was long, but I kept steadily\\non.\\nEach couplet of words arranged in pairs should be set\\noff by commas.\\nEx. Sink or swim, live or die, I give my hand and my heart\\nto this vote.\\nWhen a verb is omitted, its place is usually supplied by\\na comma.\\nEx. War is the law of violence peace, the law of love.\\nAdverbs used independently, or modifying an entire\\nproposition, should be set off by commas.\\nEx. Indeed, you must wait a while.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0165.jp2"}, "166": {"fulltext": "l6o THE SEMICOLON AND COLON\\nNouns and pronouns in the nominative absolute case by-\\nmention or direct address, should be separated from the\\nrest of the sentence by commas.\\nEx. I Our souls, how heavily they go, to reach immortal\\njoys. 2. Take, O boatman, thrice thy fee\\nNouns in apposition are usually set off by commas.\\nEx. The butterfly, child of the summer, flutters in the sun.\\nA direct quotation should be set off by commas.\\nEx. Quoth the raven, Nevermore.\\nLESSON CXXXIV\\nPUNCTUATION\\nThe Semicolon and Colon\\nThe semicolon denotes a degree of separation greater\\nthan that denoted by the comma.\\nSemicolons should separate the members of compound\\nsentences, if the connective is omitted, or if their parts are\\nseparated by commas.\\nEx. I was tired I stopped to rest.\\nHe was courteous, not cringing, to superiors affable, not\\nfamiHar, to equals and kind, not condescending, to inferiors.\\nThe colon denotes a degree of separation greater than\\nthat indicated by the semicolon.\\nThe colon should precede an example or a lengthy quo-\\ntation, and follow the introduction to a speech.\\nEx. The Scriptures give us an amiable representation of the\\nDeity in these words God is love.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0166.jp2"}, "167": {"fulltext": "PARENTHESES l6l\\nLESSON CXXXV\\nPUNCTUATION\\nMarks ending Sentences\\nThe period denotes the greatest degree of separation.\\nThe period should be placed at the end of a declarative\\nor an imperative sentence.\\nEx. I. Many words hurt more than swords. 2. Walk quietly.\\nThe period should be used after every abbreviated word.\\nEx. H. G. Lloyd, Esq. Mich., Ind., 111. Ps. Ixxv, 6, 7.\\nThe interrogation point denotes that a question is asked.\\nEx. I. Where is Singapore? 2. Do you own this farm?\\nThe exclamation point denotes passion or emotion.\\nThe exclamation point should be placed after expres-\\nsions denoting strong emotion.\\nEx. I. Alas, poor Yorick 2. Fie on you\\nLESSON CXXXVI\\nPUNCTUATION\\nParentheses\\nParentheses are used to include an expression which\\nhas no necessary connection, in sense or construction, with\\nthe sentence in which it is inserted.\\nThe parentheses should include those words which may\\nbe omitted without injury to the sense.\\nHARV. ELEM. GRAM. 1 1", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0167.jp2"}, "168": {"fulltext": "l62 CAPITAL LETTERS\\nEx. I. My gun was on my arm (as it always is in that dis-\\ntrict), but I let the stoat kill the rabbit.\\n2. Know, then, this truth (enough for man to know),\\nVirtue alone is happiness below.\\nThe parentheses sometimes include letters or figures\\nused to enumerate subjects or divisions of a subject as,\\n(a) What it does; (d) What it is.\\nThe dash is frequently used before and after a paren-\\nthesis, the curves being omitted.\\nEx. They see three of the cardinal virtues of dog or man\\ncourage, endurance, and skill in intense action.\\nFor quotation marks, see p. 8i.\\nLESSON CXXXVII\\nCAPITAL LETTERS\\nThe first word of every sentence should begin with a\\ncapital letter.\\nThe first word of every line of poetry should begin with\\na capital letter.\\nProper names of persons, places, days, etc., should begin\\nwith capital letters.\\nTitles of honor or distinction should begin with capital\\nletters.\\nAll names of God should begin with capital letters.\\nWords denoting races or nations should begin with\\ncapital letters.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0168.jp2"}, "169": {"fulltext": "CAPITAL LETTERS 163\\nMost words derived from proper names should begin\\nwith capital letters.\\nWords of special importance may begin with capital\\nletters.\\nand (9, used as single words, should be capitals.\\nNames of the days of the week and the months of the\\nyear should be capitals, but not names of the seasons.", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0169.jp2"}, "170": {"fulltext": "", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0170.jp2"}, "171": {"fulltext": "INDEX\\nAbbreviations, period after, i6i\\nuse of, 75, 76\\nAbsolute case, 117, 135, 160\\nAdjective clauses, 69, 70, 115\\nAdjective elements, 44, 45, 57, 61, 113\\nAdjective phrases, 98, 114\\nAdjectives, after verbs, 67\\ncapitals for proper, 44\\ndefined, 43, 108\\ninterrogative, 53\\nnumber in, 133\\nparsing of, 139, 140\\nAdverbial clauses, 73, 74, 115\\nAdverbial elements, 66, 113\\nAdverbial phrases, 98\\nAdverbs, after verbs, 67\\nconjunctive, 74, 85\\ndefined, 64, 109\\ninterrogative, 65\\nparsing of, 140\\nAin t, misuse of, 50\\nAnalysis, defined, 14, 139\\nexercises for, 155-158\\nsummarized, 111-113\\nAnother, possessive form of, 133\\nApostrophe, use of, 39, 49, 50\\nApposition, defined, 42, 135\\nAppositive clauses, 84, 85, 115\\nAppositive nouns, defined, 42, 135\\ncomma after, 42, 160\\nAre used for our, 154\\nArticle, definite, 48\\nindefinite, 48\\nAs, relative pronoun, 72, 124\\nAuxiliary verbs, 146, 147\\nBaby s Peril, 119\\nBe, auxiliary verb, 147\\nBecause, conjunctive adverb, 74\\nBessie and Bossy, 104\\nCan, auxiliary verb, 147\\nCapital letters, begin sentence, 10\\nfor abbreviations, 75\\nfor proper adjectives, 44\\nfor proper nouns, 29\\nin letter writing, 20\\nCapital letters, uses of, 162, 163\\nCaptor Caught, The, 68\\nCase, defined, 134\\nexercises on, 137\\nnominative absolute, 117\\nnominative of nouns, 31, 134\\nnominative of pronouns, 58, 134,\\n136, 137\\nobjective of nouns, 35, 67, 135\\nobjective of pronouns, 58, 67, 135,\\n136, 137\\npossessive of nouns, 39, 40, 46,\\n134\\npossessive of pronouns, 57, 134, 136,\\n137\\nClass, defined, 29\\nClauses, adjective, 69, 70, 115\\nadverbial, 73, 74, 115\\nappositive, 84, 85, 115\\ndefined, 70, 112\\nobjective, 79, 115\\nposition of, 107\\npredicate, 83, 84, 115\\nprincipal, 78, 112\\nrelative, 72, 115\\nsubject, 82, 114\\nsubordinate, j-;, 78, 112\\nColon, uses of, 20, 160\\nComma, uses of, 25, 26, 27, 42, 81, 159,\\n160\\nCommon gender, 127\\nCommon nouns, 29\\nComparison, 28\\nComplex sentences, 77, 112\\nComposition, 12, 16, 32, 68, 71, 80, 83,\\n91, 96, 104, 109, 113, 115, 118, 119,\\n125, 132, 141, 146, 151\\nCompound elements, 22\\nCompound personal pronouns, 122\\nCompound relative pronouns, 124\\nCompound sentences, defined, 21, in\\npunctuation of, 27\\nCondensation of complex sentences,\\n105\\nConjugation, oi to be, 144\\nof to love, 145\\nof verb defined, 143\\n[65", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0171.jp2"}, "172": {"fulltext": "1 66\\nINDEX\\nConjunctions, coordinate, 152\\ndefined, 24, 85, 109\\nparsing of, 153\\nsubordinate, 152\\nConjunctive adverbs, 74, 85\\nConnectives, 85\\nContractions, 50, 51\\nCoordinate conjunctions, 152\\nCopula, II, 14, 34, III\\nCuriosity, 141\\nCuriosity Satisfied, 80\\nDash, use of, 162\\nDeclarative sentences, defined, 17\\npunctuation of, 18\\nDeclension, of nouns, 135\\nof pronouns, 136\\nDefinite article, 48\\nDirect predicate, defined, 13, 14, iii\\nverbs used as, 33\\nDo, auxiliary verb, 147\\nDon t, doesn t, use of, 50\\nElements, adjective, 44, 45, 57, 61, 113\\nadverbial, 66, 113\\ncompound, 22\\ndefined, 14, 112\\nindependent, 116, 117\\nobjective, 56, 112\\npredicate, 14, 112\\nprincipal, 14, 112\\nsubordinate, 14, 112\\nsubject, 14, 112\\nsummarized, 112, 113\\nEnlargement of simple sentences, 106\\nExclamation point, use of, 19, 103, 161\\nExclamatory sentences, defined, 18\\npunctuation of, 19\\nExpletives, 118\\nFeminine gender, 127\\nFirst person, use of, 120\\nFreaks of Jack Frost, 109, no\\nFrogs at School, 151, 152\\nFuture perfect tense, 143\\nFuture tense, 143\\nGender, in nouns, 126, 127\\nin pronouns, 128\\nHain t, misuse of, 50\\nHave, auxiliary verb, 147\\nHome School, The, 146\\nIf, conjunctive adverb, 74\\nImperative sentence, defined, 17\\npunctuation of, 18\\nsubject of, 117\\nI Incorrect expressions, 154, 155\\nIndefinite article, 48\\nIndependent elements, 116, 117\\nInfinitive, defined, 97, 142\\nmodifiers of, 97\\nparsing of, 150\\nInfinitive phrases, 97, 114\\nInterjections, 102, 103, 109, 116, 117\\nInterrogation point, use of, 18, 161\\nInterrogative adjectives, 53\\nInterrogative adverbs, 65\\nInterrogative pronouns, 52, 125\\nInterrogative sentences, defined, 17\\npronouns in, 51, 52\\npunctuation of, 18\\nIrregular verbs, 148\\nIsn t, use of, 50\\nIt, as expletive, 118\\nIt s, its, use of, 51\\nLetter to Mother Nature, 53, 54\\nI Letter writing, 20, 49, 53, 60, 63, 88, 138\\nI Letters, capital, see Capital letters\\nI Little Dreamer, The, 71\\nLittle Lass, A, 28\\nMaking Friends, 91\\nMasculine gender, 127, 129\\nMay, auxiliary verb, 147\\nMembers of sentence, 21, in\\nMischief Maker, The, 96, 97\\nMust, auxiliary verb, 147\\nNegatives, 154\\nNeuter gender, 127\\nNominative absolute case, 117, 135,\\n160\\nNominative case, of nouns, 31, 134\\nof pronouns, 58, 134, 136, 137\\nNor, use of, 154\\nNouns, appositive, 42, 135, 160\\ncase in, 31, 35, 39, 46, 67, 134, 135\\ncommon, 29\\ndeclension of, 135\\ndefined, 28, 29, 108\\ngender in, 126, 127\\nindependent, 117\\nnumber in, 129, 130\\nobject, 36\\nparsing of, 139\\nparticipial, 93\\nperson in, 119, 120\\npossessive, 39, 40, 46, 134\\npredicate, 37\\nproper, 29\\nuse of, 30, 31\\nNumber, in adjectives, 133\\nin nouns, 129, 130", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0172.jp2"}, "173": {"fulltext": "INDEX\\n167\\nNumber, in pronouns, 131\\nin verbs, 131, 143\\nO, capital for, 103\\nOlDJective case, of nouns, 35, 36, 135\\nof pronouns, 58, 67, 135\\nObjective clauses, 79, 115\\nObjective elements, 35, 56, 112\\nObjective phrases, loi, 114\\nOf, misused for have, 154\\nOne, possessive form of, 133\\nOther, possessive form of, 133\\nParagraphs, 7, 8\\nParentheses, uses of, 161, 162\\nParsing, adjectives, 139, 140\\nadverbs, 139, 140\\nconjunctions, 152\\nexercises for, 155-158\\ninfinitives, 150\\nnouns, 139\\nparticiples, 150\\nprepositions, 153\\npronouns, 139\\nverbs, 149\\nParticipial nouns, 93\\nParticipial phrases, 94, 114\\nParticiples, defined, 91, 92, 109\\nmodifiers of, 97\\nparsing of, 150\\nParts of speech, defined, 108, 109\\nPast perfect tense, 143\\nPast tense, 142\\n.Period, uses of, 18, 75, 161\\nPerson, forms indicating, 120, 121\\nof nouns, 119, 120\\nof pronouns, 119, 120\\nof verbs, 121, 143\\nPersonal pronouns, defined, 122, 123\\nprecedence of, 123\\nPhrases, adjective, 98, 114\\nadverbial, 98\\ndefined, 95, 96, 112\\nincorrect, 155\\ninfinitive, 97, 114\\nobjective, loi, 114\\nparticipial, 94, 114\\nposition of, 107\\npredicate, 99, 100, 114\\nprepositional, 90, 114\\nreview of, loi, 102\\nsubject, or substantive, 98, 99, 114\\nPlural number, 130\\nPosition of words, phrases, and clauses,\\n107\\nPossessive case, 39, 40, 46, 57, 62, 123,\\n124, 134\\nPossessive nouns, 39, 40, 46\\nPossessive pronouns, 62, 123, 124\\nPredicate clauses, 83, 84, 115\\nPredicate, defined, 11, 14, iii\\ndirect, 13, 14, 33, iii\\npronoun used as, 55\\nPredicate nouns, y]\\nPredicative phrases, 99, 100, 114\\nPrepositional phrases, 90, 114\\nPrepositions, defined, 88, 89, 109\\nlist of, 89\\nparsing of, 153\\nPresent perfect tense, 142\\nPresent tense, 142\\nPrincipal clauses, 77, 78, 112\\nPrincipal elements, 14, 112\\nPronouns, adjectives modifying, 61\\nas adjective elements, 57\\ncase of, 56, 57, 58, 67, 134-137\\ncompound personal, 122\\ncompound relative, 124\\ndeclension of, 136, 137\\ndefined, 40, 41, 108\\nemphatic, 56\\ngender of, 128\\nincorrect forms of, 154\\ninterrogative, 51, 52, 125\\nmasculine, 129\\nnumber in, 131\\nobjective, 56\\nparsing of, 139\\nperson of, 119, 120, 121\\npersonal, 122, 123\\nposition of, 122\\npossessive, 57, 62, 123, 124\\nprecedence of, 123\\npredicate, use of, 55\\nrelative, 72, 85, 124\\nreview of, 61 62\\nsimple personal, 122\\nsimple relative, 124\\nsubject, use of, 55\\nused as objective elements, 56\\nPronunciation, incorrect, 154\\nProper nouns, 29\\nProposition, defined, 15, 16, iii\\nPunctuation, 158-162\\napostrophe, 39, 49, 50\\ncolon, 20, 160\\ncomma, 20, 25, 26, 27, 42, 81, 159, 160\\ndash, 162\\nexclamation point, 19, 103, 161\\ninterrogation point, 18, i6i\\nparentheses, 161, 162\\nperiod, 18, 75, 161\\nquotation marks, 81\\nsemicolon, 15, 27, 160\\nQuotation marks, 8i", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0173.jp2"}, "174": {"fulltext": "1 68\\nINDEX\\nRegular verbs, described, 148\\nRelative clauses, 72, 115\\nRelative pronouns, compound, 124\\ndeiined, 72, 85, 124\\nsimple, 124\\nRemedy that Failed, A, 59, 60\\nReview, analysis, 68, 69, 86, 87\\nof adjectives, 87\\nof adverbs, 87\\nof nouns, 87\\nof phrases, loi, 102\\nof pronouns, 87\\nof verbs, 87\\nSanta Claus, 113\\nSecond person, 120\\nSemicolon, use of, 15, 27, 160\\nSentences, complex, 77, 112\\ncompound, 21, 27, iii\\ndeclarative, 17, 18\\ndefined, 9, 10, iii\\nexclamatory, 18, 19\\nimperative, 17, 18, 117\\ninterrogative, 17, 18, 51, 52\\nsimple, 16, III\\nSeries, defined, 25\\nShall, auxiliary verb, 147\\nSimple personal pronouns, 122\\nSimple relative pronouns, 124\\nSimple sentences, defined, 16, iii\\nSingular number, 129\\nSpeech, parts of, 108, 109\\nSpring has Come, 12, 13\\nSubject clauses, 82, 114\\nSubject, defined, 10, 11, in\\npronoun, used as, 55\\nSubject phrases, 98, 99, 114\\nSubordinate clauses, -t], 78, 112\\nSubordinate conjunctions, 152\\nSubordinate elements, 14, 112\\nSubstantive phrases, 98, 99, 114\\nTense, defined, 142, 143\\nThat, relative pronoun, 72, 124\\nThere, as expletive, 118\\nThird person, use of, 120\\nTo, sign of infinitive, 97\\nTo be, conjugation of, 144\\nTo love, conjugation of, 145\\nTopics, 7, 8, 37, 38, 59\\nTwo Little Boys, 125, 126\\nTwo Little Girls, 37, 38\\nTwo Points of View, 132\\nUfiexpected Meeting, An, 16\\nVerbs, adverbs or adjectives after, 67\\nauxiliary, 146, 147\\nconjugation of, 143-145\\ndefined, 33, 108\\nexercise on, 34\\nirregular, 148\\nnumber in, 131, 143\\nparsing of, 149\\nperson of, 121, 143\\nregular, 148\\ntense of, 142, 143\\nuses of, 33\\nVery Odd Girl, A, 115, 116\\nWhat, interrogative adjective, 53\\ninterrogative pronoun, 52, 125\\nrelative pronoun, 72, 124\\nWhatever, whatsoever, relative pronoun,\\n124\\nWhen, conjunctive adverb, 74\\nWhere, conjunctive adverb, 74\\nWhich, interrogative adjective, 53\\ninterrogative pronoun, 52, 125\\nrelative pronoun, 72, 124\\nWhichever, whichsoever, relative pro-\\nnoun, 124\\nWhile, conjunctive adverb, 74\\nWho, interrogative pronoun, 52, 125\\nrelative pronoun, 72, 124\\nWhoever, whoso, whosoever, relative pro-\\nnoun, 124\\nWill, auxiliary verb, 147\\nWinter s Departure, 83\\nWords, position of, 107", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0174.jp2"}, "175": {"fulltext": "Arithmetics\\nSCHOOL ARITHMETICS\\nAppletons First Lessons in Arithmetic $0.36\\nNumbers Applied .75\\nBailey s American Elementary Arithmetic .35\\nAmerican Comprehensive Arithmetic .65\\nMilne s Elements of Arithmetic 30\\nStandard Arithmetic .65\\nWhite s First Book of Arithmetic 30\\nNew Complete Arithmetic .65\\nRay s New Elementary Arithmetic .35\\nNew Practical Arithmetic .50\\nNew Higher Arithmetic .85\\nRobinson s New Rudiments of Arithmetic 30\\nNew Practical Arithmetic .65\\nNew Higher Arithmetic 1.00\\nHornbrook s Primary Arithmetic 40\\nMENTAL ARITHMETICS\\nBailey s American Mental Arithmetic .35\\nDubbs s Complete Mental Arithmetic 35\\nMilne s Mental Arithmetic 35\\nRay s New Intellectual Arithmetic 25\\nRobinson s New Intellectual Arithmetic 35\\nAIDS TO THE STUDY OF ARITHMETIC\\nBaird s Graded Work in Arithmetic.\\nFirst Book. Numbers to 20\\nSecond Book. Numbers to 100\\nThird Book. Numbers to 1,000,000\\nFourth Book. Intermediate Grades\\nDubbs s Arithmetical Problems, Teachers Edition\\nArithmetical Problems, Pupils Edition, 2 Parts\\nKirk and Sabin s Oral Arithmetic. Parts I. and II,\\nWhite s Oral Lessons in Number\\n.18\\n.18\\n.20\\n.20\\n1.00\\n.Each\\n.25\\nEach\\n.25\\n.60\\nCopies of any of these books will be sent prepaid to any address^ on\\nreceipt of the price, by the Publishers\\nAmerican Book Company\\nNew York Cincinnati Chicago\\n(4)", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0175.jp2"}, "176": {"fulltext": "Mental Arithmetic\\nBailey s American Mental Arithmetic 35 cents\\nFor Advanced Grammar Classes, High Schools, Academies, and\\nNormal Schools. Though only recently pubHshed, this book has\\nmet with the highest favor, and is already in satisfactory use in\\nthe best schools.\\nDubbs s Complete Mental Arithmetic 35 cents\\nFor use in any school where Mental Arithmetic is taught. The\\nrapid introduction of this book on its own merit is the best evidence\\nof its sterling worth.\\nMilne s Mental Arithmetic 35 cents\\nThis book follows the same inductive plan and method of develop-\\nment which has proved so successful in the author s other works.\\nRay s New Intellectual Arithmetic 25 cents\\nThe Mental Arithmetic of Ray s Series of Arithmetics.\\nRobinson s New Intellectual Arithmetic 35 cents\\nThe Mental Arithmetic of Robinson s Series of Arithmetics.\\nARITHMETIC TABLETS AND BLANKS\\nNational Number Tablets. 12 Nos. Per do^, 90 cents\\nRay s Test Example Tablets. 8 Nos. Per doz. $1.00\\nPiper s Graded Seat Work in Arith. 4 Nos. Each 8 cents\\nThese Tablets are very convenient and useful accessories iti teaching\\nArithmetic.\\nCopies of any of the above Mental Arithmetics wili be sent prepaid to\\nany address, on receipt of the price by the Publishers\\nAmerican Book Company\\nNEW YORK CmCINNATI CHICAGO\\n(5)", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0176.jp2"}, "177": {"fulltext": "School Histories of the United States\\nMcMaster s School History of the United States\\nBy John Bach McMaster. Cloth, i2mo, 507 pages.\\nWith maps and illustrations $1 .00\\nWritten expressly to meet the demand for a School History\\nwhich should be fresh, vigorous, and interesting in style, accurate\\nand impartial in statement, and strictly historical in treatment.\\nField s Grammar School History of the United States\\nBy L. A. Field. With maps and illustrations .1.00\\nBarnes s Primary History of the United States\\nFor Primary Classes. Cloth, i2mo, 252 pages. With maps,\\nillustrations, and a complete index .60\\nBarnes s Brief History of the United States\\nRevised. Cloth, 8vo, 364 pages. Richly embellished with\\nmaps and illustrations 1 .00\\nEclectic Primary History of the United States\\nBy Edward S. Ellis. A book for younger classes. Cloth,\\ni2mo, 230 pages. Illustrated .50\\nEclectic History of the United States\\nBy M. E. Thalheimer. Revised. Cloth, i2mo, 441\\npages. With maps and illustrations 1 .00\\nEg gleston s First Book in American History\\nBy Edward Eggleston. Boards, i2mo, 203 pages.\\nBeautifully illustrated ,60\\nEggleston s History of the United States and Its People\\nBy Edward Eggleston. Cloth, 8vo, 416 pages. Fully\\nillustrated with engravings, maps and colored plates 1.05\\nSwinton s First Lessons in Our Country s History\\nBy William Swinton. Revised edition. Cloth, i2mo,\\n208 pages. Illustrated 48\\nSwinton s School History of the United States\\nRevised and enlarged. Cloth, i2mo, 383 pages. With new\\nmaps and illustrations .90\\nWhite s Pupils Outline Studies In the History of the\\nUnited States\\nBy Francis H. White. For pupils use in the application\\nof laboratory and library methods to the study of United\\nStates History 30\\nCopies of any of the above hooks will be sent, prepaid, to any address on\\nreceipt of the price by the Publishers\\nAmerican Book Company\\nNEW YORK CINCINNATI CHICAGO\\nC8)", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0177.jp2"}, "178": {"fulltext": "Carpenter s Geographical Readers\\nBy Frank G. Carpenter\\nNorth America. Cloth, i2mo, 352 pages 60 cents\\nAsia. Cloth, i2mo, 304 pages .60 cents\\nThis series of Geographical Readers is intended to\\ndescribe the several continents, their countries and\\npeoples, from the standpoint of travel and personal\\nobservation.\\nThey are not mere compilations from other books, or\\nstories of imaginary travels, but are based on actual travel\\nand personal observation. The author, who is an experi-\\nenced traveler and writer, has given interesting and viva-\\ncious descriptions of his recent extended journeys through\\neach of the countries described, together with graphic\\npictures of their native peoples, just as they are found\\nto-day in their homes and at their work. This has been\\ndone in such simple language and charming manner as to\\nmake each chapter as entertaining as a story.\\nThe books are well supplied with colored maps and\\nillustrations, the latter mostly reproductions from original\\nphotographs taken by the author on the ground. They\\ncombine studies in geography with stories of travel and\\nobservation in a manner at once attractive and instructive.\\nTheir use in connection with the regular text-books on\\ngeography and history will impart a fresh and living\\ninterest to their lessons.\\nCopies of Carpenter s Geographical Reader will be sent prepaid to any\\naddress, on receipt of the price, by the Publishers\\nAmerican Book Company\\nNew York Cincinnati Chicago\\n(47)", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0178.jp2"}, "179": {"fulltext": "Standard Text-Books in Mathematics\\nALGEBRA\\n\u00e2\u0082\u00acLEMENTARY\\nMilne s Elements of Algebra\\nRay s New Elementary Algebra\\nRobinson s New Elementary Algebra\\nSensenig s Elementary Algebra\\nSabin and Lowry s Elementary Lessons in Algebra\\n60 cents\\n80 cents\\n$1.08\\n1.08\\n50 cents\\nADVANCED\\nMilne s High School Algebra $1.00\\nHall s Elements of Algebra 1 .00\\nRay s Complete Algebra 1 .00\\nRay s New Higher Algebra 1 .00\\nRobinson s Complete Algebra 1 .44\\nRobinson s New University Algebra 1 .58\\nSchuyler s Complete Algebra 1 .00\\nSensenig s Advanced Algebra 1.40\\nWhite s School Algebra 1.00\\nGEOMETRY\\nELEMENTARY\\nHornbrook s Concrete Geometry\\nSpencer s Inventional Geometry\\nEclectic School Geometry\\nHunter s Elements of Plane Geometry\\nADVANCED\\nWhite s Elements of Geometry, Plane and Solid\\nWhite s Plane Geometry (Separate)\\nStewart s Plane and Solid Geometry\\nDavies s Legendre s Geometry and Trigonometry\\nRay s Geometry, Trigonometry and Tables\\nRobinson s New Geometry and Trigonometry\\n75 cents\\n35 cents\\n60 cents\\n60 cents\\n$1.25\\n75 cents\\n$1.12\\n1.60\\n1.20\\n1.60\\nCopies of any ef these books will be sent prepaid to any address^ on receipt\\nof the price, by the Publishers:\\nNew York\\n(87)\\nAmerican Book Company\\nCincinnati\\nChicago", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0179.jp2"}, "180": {"fulltext": "Physical Geography\\nAppletons Physical Geography\\nBy John D. Quackenbos, John S. Newberry, Charles H,\\nHitchcock, W. Le Conte Stevens, Wm. H. Dall, Henry\\nGannett, C. Hart Merriam, Nathaniel L. Britton,\\nGeorge F. Kunz and Lieut. Geo. M. Stoney,\\nCloth, quarto, 140 pages $1 .60\\nPrepared on a new and original plan. Richly illustrated with engrav-\\nings, diagrams and maps in color, and including a separate chapter on\\nthe geological history and the physical features of the United States.\\nThe aim has been to popularize the study of Physical Geography by\\nfurnishing a complete, attractive, carefully condensed text-book.\\nCornell s Physical Geography\\nBoards, quarto, 104 pages $1.12\\nRevised edition, with such alterations and additions as were found\\nnecessary to bring the work in all respects up to date.\\nHinman s Eclectic Physical Geography\\nCloth, 1 2mo, 382 pages $1.00\\nBy RU5SELL Hinman. a model text-book of the subject in a new\\nand convenient form. It embodies a strictly scientific and accurate\\ntreatment of Physiography and other branches of Physical Geography,\\nAdapted for classes in high schools, academies and colleges, and ioi\\nprivate students. The text is fully illustrated by numerous maps,\\ncharts, cuts and diagrams.\\nGuyot s Physical Geography\\nCloth, quarto, 124 pages $1 .60\\nBy Arnold Guyot. Thoroughly revised and supplied with newly\\nengraved maps, illustrations, etc. A standard work by one of the ablest\\nof modern geographers. All parts of the subject are presented in their\\ntrue relations and in their proper subordination.\\nMonteith s New Physical Geography\\nCloth, quarto, 144 pages $1.00\\nAn elementary work adapted for use in common and grammar schools,\\nas well as in high schools.\\nCopies of any of the above books will be sent prepaid to any address^ on\\nreceipt of the price by the Publishers:\\nAmerican Book Company\\nNew York Cincinnati Chicago\\n(98)", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0180.jp2"}, "181": {"fulltext": "Penmanship\\nSTANDARD COPY BOOKS\\nBarnes s National Copy Books. Spencerian Revised Copy Books.\\nEclectic Copy Books. Payson, Dunton and Scribner s\\nHarper s Graded Copy Books. National Copy Books.\\nVERTICAL COPY BOOKS\\nBarnes s National Vertical Penmanship\\nNumbers i to 6 Per dozen, 75 cents\\nA new series designed to secure the highest degree of legibility, the\\ngreatest facility of execution, and the utmost beauty consistent with\\nlegibility and speed.\\nSpencerian Penmanship Vertical Edition\\nShorter Course. Numbers i to 7 Per dozen, 72 cents\\nCommon School Course. Numbers i to 6 Per dozen, 96 cents\\nIn this series of Vertical Copy Books the graceful lines and symmet-\\nrical forms which have distinguished Spencerian writing and made it the\\naccepted American Standard of Penmanship, have been applied in an\\neasy and natural way to vertical writing.\\nCurtiss s Vertical Copy Books\\nNumbers i to 6 Per dozen, 96 cents\\nA system of writing which combines in the highest degree legibility,\\nease, speed, and grace in execution.\\nCurtiss s Semi-Vertical Copy Books\\nNumbers i to 6 Per dozen, 96 cents\\nThe Semi-Vertical Edition is designed to meet the demands of many\\nteachers who are not satisfied with the old system of writing and yet are\\nnot prepared to adopt any of the new vertical styles.\\nWard s Graded Lessons in Penmanship and Spelling\\nSmall Numbers, i to 6 Per dozen, 72 cents\\nLarge Numbers, i to 6 Per dozen, 96 cents\\nSpecial Circulars and Specimen Pages of any of the above Copy Books\\nwill be sent free on application.\\nAmerican Book Company\\nNew York Cincinnati Chicago\\n(11)", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0181.jp2"}, "182": {"fulltext": "School Reading by Grades\\nBaldwin s School Readers\\nBy James Baldwin\\nEditor of Harper s Readers, Author of Old Greek Stories, 01d\\nStories of the East, etc.\\nIn method and in subject matter, as well as in artistic and mechan-\\nical execution, these new readers establish an ideal standard, equally\\nwell adapted for city and country schools. They possess many original\\nand meritorious features which are in accord with the most approved\\nmethods of instruction, and which will commend them to the best\\nteachers and the best schools. The illustrations are an important fea-\\nture of the books, and are the work of the best artists. They are not\\nmerely pictures inserted for the purpose of ornament, but are intended to\\nassist in making the reading exercises both interesting and instructive,\\nBALDWIN S SCHOOL READERS\u00e2\u0080\u0094 EIGHT BOOK EDITION\\nFirst Year, 128 pp. 25 cents Fifth Year, 208 pp. 40 cents\\nSecond Year, 160 pp. 35 cents Sixth Year, 240 pp. 45 cents\\nThird Year, 208 pp. 40 cents Seventh Year, 240 pp. 45 cents\\nFourth Year, 208 pp. 40 cents Eighth Year, 240 pp. 45 cents\\nFor the convenience of ungraded schools, and for all who may\\nprefer them in such combined form, an edition corresponding to the\\nordinary five book series of school readers will be furnished as follows\\nBALDWIN S SCHOOL READERS\u00e2\u0080\u0094 FIVE BOOK EDITION\\nFirst Year, 128 pages 25 cents\\nSecond Year, 160 pages 35 cents\\nThird Year, 208 pages 40 cents\\nCombined Fourth and Fifth Years. 416 pages 60 cents\\nCombined Sixth and Seventh Years. 480 pages 65 cents\\nCopies of either edition of Baldwin s School Reading by Grades will be\\nsent, prepaid y on receipt of the price by the Publishers:\\nAmerican Book Company\\nNEW YORK CINCINNATI CHICAGO", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0182.jp2"}, "183": {"fulltext": "", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0183.jp2"}, "184": {"fulltext": "", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0184.jp2"}, "185": {"fulltext": "", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0185.jp2"}, "186": {"fulltext": "", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0186.jp2"}, "187": {"fulltext": "", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0187.jp2"}, "188": {"fulltext": "UBRARYOFCOMCRESS", "height": "3495", "width": "2341", "jp2-path": "elementarylesson00harv_0188.jp2"}}