{"1": {"fulltext": "innirniiuwi-tutmtbj\\nl|j|{\\ntlj\\nj ih", "height": "3784", "width": "2397", "jp2-path": "newlessonsinengl00patr_0001.jp2"}, "2": {"fulltext": "LIBRARY OF CONGRESS,\\nplrnr\\nChap._ Copyright No.\\nShelfPiiS-^-\\nmo\\nUNITED STATES OF AMERICA", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0002.jp2"}, "3": {"fulltext": "r-", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0003.jp2"}, "4": {"fulltext": "", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0004.jp2"}, "5": {"fulltext": "", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0005.jp2"}, "6": {"fulltext": "BABY STUART-BY VAN DYCK", "height": "3469", "width": "2211", "jp2-path": "newlessonsinengl00patr_0006.jp2"}, "7": {"fulltext": "NEW\\nLessons in English\\na\u00c2\u00bb.\\nV\\nFOR\\nIntermediate Grades\\nBY\\nJ. N. PATRICK, A. M.\\nv\\\\\\nYou cannot, by all the lecturing in the world, enable a man to\\nmake a shoe.\\nDr. Johnson.\\nA. FLANAGAN CO., Publishers,\\nCHICAGO.\\nV.-", "height": "3469", "width": "2211", "jp2-path": "newlessonsinengl00patr_0007.jp2"}, "8": {"fulltext": "T\u00c2\u00a3m\\n65.341\\nCopyright, 1892,\\nJ. N. Patrick.\\nCopyright, 1900,\\nBY\\nA. Flanagan Co.\\n1642 2\\nLibrary of Congress\\nTwo Copies Receiveo\\nJUL 9 1900\\nCopyright ontry\\nSECOND COPY.\\nDelivered to\\nORDER DIVISION,\\nJ UL 19 190 0\u00e2\u0080\u0094", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0008.jp2"}, "9": {"fulltext": "CONTENTS.\\nPAGE.\\nCHAPTER 1.\\nThe Sentence: Kinds\u00e2\u0080\u0094Principal Parts. 5\\nPicture Study\u00e2\u0080\u0094The Anecdote.\\nCHAPTER II.\\nParts of Speech\u00e2\u0080\u0094. 19\\nPicture Study\u00e2\u0080\u0094Study of Poem.\\nCHAPTER III.\\nClassification of the Parts of Speech 49\\nLetter Writing\u00e2\u0080\u0094 Study of Selections.\\nCHAPTER IV.\\nInflection\u00e2\u0080\u0094.99\\nStudy of Picture and Selections.\\nCHAPTER V.\\nVerbals\u00e2\u0080\u0094Participles\u00e2\u0080\u0094Infinitives\u00e2\u0080\u0094 149\\nStudy of Selection.\\nCHAPTER VI.\\nPhrases\u00e2\u0080\u0094Clauses\u00e2\u0080\u0094.159\\nStudy of Selection\u00e2\u0080\u0094Picture Study.\\nCHAPTER VII.\\nThe Sentence: Elements\u00e2\u0080\u0094Principal\u00e2\u0080\u0094Subordinate\u00e2\u0080\u0094 176\\nStudy of Selections.\\nCHAPTER VIII.\\nThe Sentence: Simple\u00e2\u0080\u0094Complex\u00e2\u0080\u0094Compound\u00e2\u0080\u0094 190\\nComparative Picture Study \u00e2\u0080\u0094Letter Writing.\\nAppendix. 208", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0009.jp2"}, "10": {"fulltext": "V\\n1\\n9\\ne\\nt\\n9\\nI\\n-A\\nf", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0010.jp2"}, "11": {"fulltext": "PREFACE o\\nLessons in English was written with two facts in\\nview First, that pupils eleven and twelve years of\\nage can think. Second, that exercises which require\\nthought on the part of the pupil are the only exercises\\nwhich lead him to a correct use of language.\\nMemorizing extracts from great authors will never\\nfamiliarize pupils with the logical value of the grammatical\\nelements. It is the mastery of the sentence that enables\\none to appreciate the beautiful in literature and to ex\u00c2\u00ac\\npress thought clearly, concisely, and attractively.\\nThis book is inductive in method, direct in aim, and\\nconcise in statement. Numerous and exacting exercises,\\nrather than perplexing exceptions and comment, dis\u00c2\u00ac\\ntinguish it from most elementary grammars.\\nIt is believed that 11 Lessons in English is a proper\\nintroduction to the author\u00e2\u0080\u0099s \u00e2\u0080\u009cEssentials of English,\u00e2\u0080\u009d\\nand that these two books furnish all the grammatical\\nfacts and exercises needed in the public schools.\\nJ. N. PATRICK.\\nSt. Louis, Mo.\\nNote\u00e2\u0080\u0094 This book has been enlarged and enriched by the addition of the\\nIllustrations, the Selections and Exercises on pages 17, 18, 47, 48, 97, 98, 147.\\n148, 157, 158, 169, 170, 171, 172, 175, 186, 189, 194, 197, and the valuable instruc\u00c2\u00ac\\ntions on Letter Writing. This is the work of two experienced teachers and\\nadmirably supplements the text prepared by Prof. Patrick.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0011.jp2"}, "12": {"fulltext": "V", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0012.jp2"}, "13": {"fulltext": "LESSONS IN ENGLISH.\\nCHAPTER I.\\nTHE SENTENCE: KINDS\u00e2\u0080\u0094PRINCIPAL PARTS.\\nTHE SENTENCE.\\nThink of something you did yesterday. Tell,\\nor express, your thought.\\nWhat did you use to express your thought\\nThoughts are usually expressed by words, spoken\\nor written.\\nAny means by which thoughts are expressed is\\nlanguage.\\nThe language which we use is the English\\nlanguage.\\n1. We think. 4. Short long.\\n2. Read sing. 5. Trees houses.\\n3. Wood burns. 6. Snow is white.\\nWhich of the above groups of words make sense,\\nor express thoughts? Which do not express thoughts?", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0013.jp2"}, "14": {"fulltext": "6\\nLESSONS IN ENGLISH.\\n1. wasting his time\\n2. in the morning\\n3. all misspent time\\n4. was the first President\\n5. the air that we breathe\\nAre the words in the above groups so arranged\\nas to express some meaning Does any one of the\\ngroups express a complete thought\\nThe words are so arranged as to express some\\nmeaning, yet it is necessary to add other words to\\neach group in order to make it express a complete\\nthought Thus\\n1. The hoy is wasting his time.\\n2. We go to school in the morning.\\n3. All misspent time will he regretted\\n4. Washington was the first President.\\n5. The air that we breathe shoidd he pure.\\nWhen words are so put together as to express\\ncomplete thoughts, they form sentences.\\nA Sentence is a group of words expressing a com\u00c2\u00ac\\nplete thought.\\nEvery sentence should begin with a capital\\nletter.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0014.jp2"}, "15": {"fulltext": "THE SENTENCE.\\n1\\nEXERCISE.\\nI. Form a sentence of each of the following\\ngroups by properly arranging the words\\n1. clouds rain dark bring\\n2. Florida in grow oranges\\n3. made cream butter is of\\n4. cat claws eighteen has a\\n5. boys the playing are ball\\n6. like place home there no is\\n7. sweetly the sings robin very\\n8. paper of made rags cotton is\\n9. islands Venice eighty is on built\\n10. on lived island an Robinson Crusoe\\nII. Tell which of the following groups of\\nwords are sentences\\n1. Children play.\\n2. Is made of iron.\\n3. A burning house.\\n4. The house is burning.\\n5. The cow eats hay.\\n6. Playing on the hay.\\n7. I sent you a book.\\n8. The book that I sent.\\n9. Steel is harder than. iron.\\n10. Over the mountain.\\n11. He went over the mountain.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0015.jp2"}, "16": {"fulltext": "8\\nLESSONS IN ENGLISH.\\nIII. Add such words as will make a sentence\\nof each of the following groups\\n1\\n2\\n3.\\n4.\\n5.\\n6\\n7.\\n8\\n9.\\n10\\n11\\n12\\n13.\\n14.\\n15.\\nThe rose\\nSeven days\\nRobert Fulton\\nTwo little birds\\nElephants\u00e2\u0080\u0099 tusks\\nIndustrious pupils\\nIn 1776 the United States\\nis the first month.\\nwas a great general.\\ntell us the time of day.\\nis the most useful metal.\\ncannot breathe in the air.\\nis the largest city in the world.\\nis called the father of his country.\\nrevolves around the sun in a year.\\nIV.\u00e2\u0080\u0094Write sentences answering the following\\nquestions:\\n1. Of what use are camels?\\n2. What animal produces ivory?\\n3. How are minerals usually obtained?\\n4. What plant is most useful for food\\n5. What plant is most used in making clothing?\\n6. By whom are anvils used Saws Plows Awls\\nV. Write five sentences about your school.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0016.jp2"}, "17": {"fulltext": "KINDS OP SENTENCES.\\nKINDS OF SENTENCES.\\n1. The stars are distant.\\n2. Can you count the stars\\n3. Do not idle your time away.\\n4. How glad we are to see you\\nAre the above groups sentences Which one\\ntells something Which one asks a question Which\\none expresses a command Which one expresses\\nstrong feeling\\nA sentence which tells something is a declarative\\nsentence. To tell means to declare\\nA sentence which asks a question is an inter\u00c2\u00ac\\nrogative sentence. To ash means to interrogate\\nA sentence which expresses a command is an\\nimperative sentence. Imperative means commanding\\nA sentence which expresses strong feeling is an\\nexclamatory sentence. To exclaim means to cry out.\\nA Declarative Sentence tells something.\\nAn Interrogative Sentence asks a question.\\nAn Imperative Sentence \u00e2\u0080\u0098expresses a command or\\na request.\\nAn Exclamatory Sentence expresses sudden or\\nstrong feeling.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0017.jp2"}, "18": {"fulltext": "10\\nLESSONS IN ENGLISH.\\nEvery declarative and every imperative sentence\\nshould be followed by a period\\nEvery interrogative sentence should be followed\\nby an interrogation point\\nEvery exclamatory sentence should be followed\\nby an exclamation point\\nEXERCISE.\\nI. Tell which of the following sentences are\\ndeclarative, which interrogative, which imperative,\\nand which exclamatory\\nYouth is short.\\nWhat time is it\\nOh, how you hurt me\\nBring your book to me.\\nWhat a warm day it is\\nDid you see the sunset\\nWoodman, spare that tree.\\nHow many legs has a spider?\\nWisdom is better than rubies.\\nWhat a beautiful sunset it was\\nII. Copy the following sentences, using the\\nproper punctuation mark after each:\\n1. Can the ostrich run fast\\n2. Form good habits in youth\\n3. Idleness often leads to vice\\n4. Please let me hear you read\\n5. How many sides has a triangle\\n6. How beautiful the moonlight is\\n7. The peacock is a native of India\\n8. Oh, how I want Christmas to come\\n9. What a beautiful tail the peacock has", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0018.jp2"}, "19": {"fulltext": "KINDS OF SENTENCES.\\n11\\nIII. \u00e2\u0080\u0094Write a declarative sentence about each of\\nthe following:\\ngold\\ngrass\\nschool\\nFranklin\\nelephants\\nowls\\na doll\\nvacation\\nthe stars\\nthe Rocky Mountains\\nIV. Change the following declarative sentences\\nto interrogative sentences:\\nIt is cold.\\nI shall come.\\nYou can finish your work.\\nThe boys want to go fishing.\\nThe girl skates well. There is a nest in the tree.\\nThe stars are distant. There are books in the desks.\\nV. \u00e2\u0080\u0094Write five interrogative sentences.\\nVI. \u00e2\u0080\u0094Write imperative sentences expressing:\\n1. The command of a teacher to her pupils.\\n2. Something your mother told you to do.\\n3. The command of a father to his son.\\n4. A favor you might ask of your father.\\n5. A request made of your teacher of your mother;\\nof a schoolmate.\\nVII. \u00e2\u0080\u0094Write an exclamatory sentence about each\\nof the following\\na pretty doll the moonlight\\nbeautiful clouds a severe storm\\na flash of lightning very high mountains", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0019.jp2"}, "20": {"fulltext": "12\\nLESSONS IN ENGLISH.\\nTHE TWO PARTS OF A SENTENCE.\\n1. lions\\n2. the children\\n3. wave in the breeze\\n4. was a poet\\n5. how welcome is\\nAre these sentences? Is any thought expressed\\nabout lions About the children What wave in\\nthe breeze Who was a poet f What is welcome\\nTo make sentences of the above, it is necessary\\nto, add to each group such words as will complete\\nthe thought. Thus\\n1. Lions roar.\\n2. The children are studying.\\n3. The leaves wave in the breeze.\\n4. Was Longfellow a poet\\n5. How welcome is the rain\\nAbout what is something said in the first sentence?\\nIn the second? In the third? In the fourth? In the\\nfifth What is said about lions 9 About children\\nAbout leaves About Longfellow About rain\\nEvery sentence must have two parts\u00e2\u0080\u0094 that about\\nwhich something is said and that which expresses what\\nis said.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0020.jp2"}, "21": {"fulltext": "SUBJECT AND PREDICATE.\\n13\\nThat part of a sentence about which something is\\nsaid, is called the subject of the sentence the part\\nwhich expresses what is said about the subject, is called\\nthe predicate of the sentence.\\nThe Subject of a sentence is the part about which\\nsomething is said.\\nThe Predicate of a sentence is the part which\\nexpresses what is said about the subject.\\nEXERCISE.\\nI. Copy the following sentences, drawing\\nline under the subject (when expressed), and\\nlines under the predicate of each\\n1.\\nMusic charms.\\n2.\\nGunpowder explodes.\\n3.\\nSpeak only the truth.\\n4.\\nShun evil companions.\\n5.\\nMorse was an inventor.\\n6.\\nAre the clouds far away?\\n7.\\nCan money buy happiness\\n8.\\nPure water is the best drink.\\n9.\\nHow slowly the snail moves!\\n10.\\nRabbits burrow in the ground.\\n11.\\nWhere does coffee come from?\\n12.\\nDo you like to read good books?\\n13.\\nA wise son maketh a glad father.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0021.jp2"}, "22": {"fulltext": "14\\nLESSONS IN ENGLISH.\\n14. What a brave general Grant was\\n15. A good name is better than riches.\\n16. Outdoor exercises give us strength.\\n17. A love for the good makes us good.\\n18. The light of the sun makes the day.\\n19. The great oak grew from a little acorn.\\n20. The mill by the river runs by water-power.\\nII. Supply predicates for each of the following\\nsubjects\\nLincoln\\nfarmers\\nthe lark\\nthe miser\\ncarpenters\\ndark clouds\\nthe Esquimaux\\nIII. Supply subjects\\npredicates\\nbark\\nflashes\\nis brittle\\ndraw sledges\\ncomes from China\\nare troublesome insects\\nIndians\\nWhittier\\nthe wren\\na volcano\\npond-lilies\\nan idle boy\\ngood children\\nfor each of the following\\npurrs\\ntwinkle\\nwas a hero\\nis a mineral\\ndelivers the letters\\nare moved by steam\\nIV. Write five sentences, underlining the sub\u00c2\u00ac\\njects once and the predicates twice.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0022.jp2"}, "23": {"fulltext": "", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0023.jp2"}, "24": {"fulltext": "FEEDING HER BIRDS.\\n15", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0024.jp2"}, "25": {"fulltext": "FEEDING HER BIRDS.\\n17\\nFEEDING HER BIRDS.\\n1. Study this picture carefully.\\n2. Is the house like the houses you know?\\n3. Are the children dressed like the children in\\nyour school?\\n4. What time of year is represented?\\n5. Describe the picture orally.\\n6. Learn all you can about the artist and his work.\\n7. Write a brief description of the picture.\\n8. To what country do these children belong? How\\ndo you know?\\n9. Imagine yourself one of the children and describe\\nyour home and life.\\nNote to Teacher:\\nIn using the pictures it will be found best for the child first\\nto study the picture for himself and write the story of it as it\\nappeals to his imagination. Then the teacher may add the in\u00c2\u00ac\\nformation regarding the artist valuable to the pupil. In this way\\nthe children will learn of several masters.\\nHave both oral and written descriptions of the pictures. A\\nvariety is here presented to give the child a wide view of the pos\u00c2\u00ac\\nsibilities in the art world. Art is life. Here is a combination of\\nfact and fancy that makes for growth. Encourage pupils to bring\\nin other pictures and begin making collections.\\nJean Francois Millet.\\nJean Francois Millet was born of peasant parents in\\na little town of France, 1814. He was a fine student.\\nAt eighteen he read the Bible and Vergil in Latin. At\\ntwenty he was a cultured man.\\nMillet was one of the five famous painters of the\\nBarbizon School. It was his habit to study nature very\\nattentively, yet much of his work was done within doors.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0025.jp2"}, "26": {"fulltext": "18\\nLESSONS IN ENGLISH.\\nWith almost cruel honesty this artist has portrayed the\\nbitter drudgery of peasant life. His children, however,\\nseem happy. In this pretty scene of the mother feeding\\nher little flock, one can almost hear her caressing tones.\\nOne daring hen looks as if she might challenge the\\nbabe\u00e2\u0080\u0099s right to be fed.\\nHis Head When He Was A Boy.\\nTwo strangers once went to a museum in London.\\nThey had a guide, who showed them everything that was\\nremarkable. Together with many other things he showed\\na skull, and told them it was that of Oliver Cromwell.\\nNow, as this skull was quite small, one of the\\nstrangers said: \u00e2\u0080\u009cHow could so great a man have so\\nsmall a head?\u00e2\u0080\u009d \u00e2\u0080\u009cAh, well!\u00e2\u0080\u009d said the guide, \u00e2\u0080\u009cthat was\\nhis head when he was a boy.\u00e2\u0080\u009d\\nANECDOTES.\\nNote to Teacher:\\nThe use of the anecdote is to promote the story-telling\\npower of the child. Have these anecdotes told orally, then writ\u00c2\u00ac\\nten from memory. The teacher may tell the story and have the\\nclass reproduce orally or on paper. At other times the teacher\\nmay dictate an anecdote and then direct the pupil to compare his\\nwork with the text in the book for the purpose of correcting his\\nmistakes. This is a most valuable exercise as a training in con\u00c2\u00ac\\ncentration, self-reliance and exactness. This work trains the\\nmemory, promotes self-possession, strengthens the conversational\\npowers, and assists in spelling, capitalization and punctuation.\\nInduce the children to relate these anecdotes at home and to bring\\nback reports of the home interest in them. Induce them to bring\\nin new stories; to try writing up incidents that happen on the\\nplayground, on the way home or at home. The baby\u00e2\u0080\u0099s quaint\\nsayings afford a great variety of pretty thoughts.\\nThis original work in story-telling opens a new world to the\\nchild through observation and invention.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0026.jp2"}, "27": {"fulltext": "CHAPTER II.\\nPARTS OF SPEECH.\\n1. boys rain trees\\n2. play falls grow\\nIs either of the above groups of words a sen\u00c2\u00ac\\ntence Notice that all the words in the first group\\nare of one kind (name-words), and that all those in\\nthe second are of another kind (action-words).\\nBoys play. Rain falls. Trees grow.\\nHow many sentences are there above How\\nmany kinds of words in each? Every sentence must\\nhave at least how many kinds of words\\nIn order to add other ideas to these sentences,\\nstill other kinds of words must be added. Thus\\nHappy boys play merrily.\\nThe rain falls from the clouds.\\nTrees grow, hut they grow very slowly.\\nThus it is found that different kinds of words\\nare needed to make sentences. Sentences form lan\u00c2\u00ac\\nguage, or speech; hence these different kinds of words\\nare called parts of speech.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0027.jp2"}, "28": {"fulltext": "20\\nLESSONS IN ENGLISH.\\nNOUNS.\\n1. Stars twinkle.\\n2. Tell the truth.\\n3. Tea grows in China.\\n4. Your mind will improve.\\n5. John laid his book on the table\\nMention the words that are used as names in the\\nabove sentences. Which word is the name of a per\u00c2\u00ac\\nson Which the name of a place Which words are\\nthe names of things Which two name things that\\ncannot be seen\\nWords used as names are called nouns. Noun\\nmeans name.\\nA Noun is a word used as a name.\\nEXERCISE.\\nI. Find fifteen nouns in the .following list\\nof words:\\nof\\nnew\\neat\\nis\\nday\\nsing\\n80ft\\ntrue\\nripe\\nsong\\nknife\\nvoice\\nwater\\npencil\\nmusic\\nplease\\nflower\\nsponge\\nrapidly\\npleasure\\nperfume\\nwealth\\nlabored\\npleasant\\nEngland\\nwealthy\\nlaborer\\nconscience", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0028.jp2"}, "29": {"fulltext": "NOUNS,\\n21\\nII. Write the names of\\n1. Five kinds of trees\\nFive kinds of birds\\nFive kinds of flowers;\\nFive kinds of wild animals\\nFive kinds of domestic animals.\\n2. Five things in a church;\\nFive things in a grocery store\\nFive things in a dry goods store\\nFive things in your school-room\\nFive things seen on your way to school.\\n3. Five different parts of a tree\\nFive different parts of a clock\\nFive different parts of a house\\nFive different parts of your body;\\nFive different parts of a train of cars.\\n4. Five occupations\\nFive agricultural products;\\nFive manufactured articles\\nFive materials used in making clothing\\nFive materials used in building houses.\\nIII. \u00e2\u0080\u0094Copy the following sentences, and under\u00c2\u00ac\\nline the nouns:\\n1. Silk is made in France.\\n2. Longfellow wrote poems.\\n3. Wood and coal are used for fuel.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0029.jp2"}, "30": {"fulltext": "22\\nLESSONS IN ENGLISH.\\n4. Tanners prepare leather from hides.\\n5. The violet is admired for its sweet odor.\\n6. Hope springs eternal in the human breast.\\n7. Parrots are brought from Africa by sailors.\\n8. Webster, the statesman, had a great mind.\\n9. We believe that the soul lives after the body is dead.\\n10. The poet says the fragrance of the flower is its\\nthought, which lives after it.\\nIY. Use the following nouns in sentences\\nglass\\ncork\\nyear\\nearth\\nflash\\necho\\nknives\\ntides\\nlight\\nprairie\\npaws\\nscent\\npanthers\\nwatches\\nreport\\nWrite five\\nsentences,\\nand underline\\nnouns.\\nPRONOUNS.\\n1. May said to mamma, \u00e2\u0080\u009cMay loves mamma.\u00e2\u0080\u009d\\n2. Little Jessie says, \u00e2\u0080\u009cJessie wants Jessie\u00e2\u0080\u0099s doll.\u00e2\u0080\u009d\\n3. The girls took the girls\u00e2\u0080\u0099 lunch with the girls.\\n4. John took off John\u00e2\u0080\u0099s hat when John came in.\\n5. Mary has a kitten. Mary loves the kitten\\nvery much.\\nDo the above sentences sound right? Can you\\ntell what is wrong with them", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0030.jp2"}, "31": {"fulltext": "PRONOUNS.\\n23\\nThe sentences sound right when we use certain\\nwords in place of some of the nouns. Thus:\\n1. May said to mamma, love you.\u00e2\u0080\u009d\\n2. Little Jessie says, 61 1 want my doll.\u00e2\u0080\u009d\\n3. The girls took their lunch with them.\\n4. John took off his hat when he came in.\\n5. Mary has a kitten. She loves it very much.\\nWhat words are used to take the place of nouns?\\nName the noun for which each italicized word stands.\\nWords used in place of nouns are called pro\u00c2\u00ac\\nnouns. Pronoun means for a noun.\\nA Pronoun is a word used in place of a noun.\\nThe noun for which a pronoun stands is called\\nits antecedent.\\nThe pronoun I should be written as a capital\\nletter.\\nEXERCISE.\\nI.\u00e2\u0080\u0094 Copy the following sentences, using pronouns\\nto avoid the repetition of nouns\\n1. John has a book and John will lend the book.\\n2. Janies will buy a pony if Janies can buy a pony cheap.\\n3. Harry loves Harry\u00e2\u0080\u0099s mother and Harry\u00e2\u0080\u0099s mother\\nloves Harry.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0031.jp2"}, "32": {"fulltext": "24\\nLESSONS IN ENGLISH.\\n4. Fannie asked Fannie\u00e2\u0080\u0099s brother Tom to lend Fannie\\nTom\u00e2\u0080\u0099s knife.\\n5. When Mary had finished reading Mary\u00e2\u0080\u0099s book, Mary\\nput the book away.\\n6. The whale looks like a fish, but the whale is not,\\nfor the whale cannot breathe in the water.\\n7. The pupils are in order. The pupils have the pupils\u00e2\u0080\u0099\\nbooks ready to study the pupils\u00e2\u0080\u0099 lessons.\\n8. William promised Gertrude that William would lend\\nGertrude William\u00e2\u0080\u0099s grammar, that Gertrude might study\\nGertrude\u00e2\u0080\u0099s lesson.\\n9. George and Tom took George\u00e2\u0080\u0099s and Tom\u00e2\u0080\u0099s sleds\\nand went coasting. George and Tom stayed until George\\nand Tom\u00e2\u0080\u0099s mother called George and Tom.\\nII. Copy the following sentences, and under\u00c2\u00ac\\nline the pronouns name the antecedent, if given:\\n1. I wrote a letter, but it was brief.\\n2. Ruth, you have not finished your work.\\n3. The boys asked their mother to excuse them.\\n4. Did you give me permission to read your book\\n5. Our friends came, and we were glad to see them.\\n6. The horse is not afraid of its master, because he is\\nkind to it.\\n7. John was here. He left word for you to meet him\\nat his office.\\n8. Cyrus knew all the soldiers of his army, and could\\ncall them by their names.\\nIII. \u00e2\u0080\u0094Write five sentences containing pronouns.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0032.jp2"}, "33": {"fulltext": "ADJECTIVES.\\n25\\nADJECTIVES.\\nroses\\ngirls\\nflowers\\nboy\\nmen\\nmoney\\nDo you know what roses are meant What\\ngirls What flowers Which boy How many\\nmen How much money May not each of these\\nnouns mean anything of its kind in the world\\nA certain kind of words may be added to the\\nnouns to change, or modify, their meaning. Thus\\nred roses\\ngood girls\\npretty flowers\\nthat boy\\nseven men\\nsome money\\nName the words used to modify the meaning of\\nthe nouns. Is there a difference between roses and\\nred roses Between girls and good girls\\nWords used to modify the meaning of nouns are\\ncalled adjectives. Adjective means something added.\\nAn Adjective is a word used to qualify the mean\u00c2\u00ac\\ning of a noun.\\nAn adjective used in the predicate may modify\\nthe meaning of a pronoun in the subject; as,\\nHe is tall.-\\nThey are happy.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0033.jp2"}, "34": {"fulltext": "26\\nLESSONS IN ENGLISH.\\nEXERCISE.\\nI. Copy the following sentences, and underline\\nthe adjectives tell what each adjective modifies\\n1. All people have unhappy hours.\\n2. A feeble old man has a tottering gait.\\n3. Lions are called carnivorous animals.\\n4. Grant was a firm, courageous, patriotic man.\\n5. The average human life is thirty-one years.\\n6. Last week he set out forty young pine trees.\\n7. We should pity that poor little ragged beggar.\\n8. White, fleecy clouds float in the bright blue sky.\\n9. The feathery frost-work makes beautiful pictures.\\n10. Much harm may be done by a few thoughtless words.\\n11. They had a stormy passage across the great ocean.\\n12. A cat has four padded feet and eighteen sharp,\\nhidden claws.\\n13. Those grand old oak trees have been growing many\\nlong years.\\n14. This beautiful, gay butterfly was once an ugly,\\ncreeping caterpillar.\\nII. Write sentences containing the following\\nnouns, using one or more adjectives to describe what\\neach names\\nbird\\nlion\\neyes\\nsnow\\nwheat\\nmoon\\npupil\\napple\\nberries\\ndiamonds\\nsoldier\\ndisposition", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0034.jp2"}, "35": {"fulltext": "ADJECTIVES.\\n27\\nIII. Write sentences containing the following\\nwords used as adjectives\\nten\\ntiny\\nreal\\nblue\\nfresh\\nsteep\\nshady\\nglossy\\ngloomy\\nbright\\nseveral\\nsmiling\\nhandsome\\nstudious\\nfragrant\\ndelicious\\nbeautiful\\ninteresting\\nIV. Copy the following words, and write oppo\\nsite each a word of opposite meaning\\nold\\nlegal\\nsad\\ntrue\\nsoft\\nbusy\\ndeep\\nbrave\\nhigh\\nwarm\\nkind\\nheavy\\ntame\\nweak\\nshort\\nhonest\\nmany\\nnoisy\\npolite\\ncorrect\\nrough\\nsweet\\nregular\\ncareful\\nV.\u00e2\u0080\u0094 Think of as many adjectives as you can\\nthat might be used with each of the following nouns\\nrose\\nwater\\noranges\\nweather\\nchildren\\nstone\\nclouds\\nhouses\\nclothes\\nWashington\\nVI. Write five sentences, each containing one\\nor more adjectives.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0035.jp2"}, "36": {"fulltext": "28\\nLESSONS IN ENGLISH.\\nVERBS.\\n1. a horse 4. she happy\\n2. the pupils 5. ants insects\\n3. John a letter 6. velvet soft\\nAre the above groups sentences Is anything\\nsaid about a horse About the pupils About\\nJohn About she f About ants About velvet\\nIn order to make sentences of these groups, it\\nis necessary to use in each a word that says, or\\nasserts something. Thus\\n1. A horse trots. 4. She is happy.\\n2. The pupils study. 5. Ants are insects.\\n3- John wrote a letter. 6. Velvet feels soft.\\nName the words that are used to assert some\u00c2\u00ac\\nthing. Name the word in each sentence about which\\nsomething is asserted.\\nWords used to assert (tell, ask, command) some\u00c2\u00ac\\nthing of some person or thing, are called verbs.\\nVerb means simply a word.\\nA Verb is a word used to assert something of\\nsome person or thing.\\nEvery sentence must contain a noun or its equiva\u00c2\u00ac\\nlent, and a verb, alone, or with other words. (See\\ndefinitions of subject and predicate page 13.)", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0036.jp2"}, "37": {"fulltext": "VERBS.\\n29\\nThe verb may consist of more than one word as,\\nA horse can trot.\\nThe pupils are studying.\\nJohn should have written a letter.\\nEXERCISE.\\nI. Copy the following sentences, and under\u00c2\u00ac\\nline the verbs\\n1. Coffee is a berry.\\n2. Bats are not birds.\\n3. Tides rise and fall.\\n4. Were there many present?\\n5. Have animals a language?\\n6. The cuckoo builds no nest.\\n7. What strange things history tells!\\n8. How many years make a century?\\n9. Keep thy heart with all diligence.\\n10. The moon reflects the light of the sun.\\n11. Will you deliver the note which I am writing?\\n12. How sweet the moonlight sleeps upon this bank\\n13. And the rain descended, and the floods came, and\\nthe winds blew, and beat upon that house and it fell not,\\nfor it was founded upon a rock.\\n14. Woodman, spare that tree\\nTouch not a single bough!\\nIn youth it sheltered me,\\nAnd I\u00e2\u0080\u0099ll protect it now.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0037.jp2"}, "38": {"fulltext": "30\\nLESSONS IN ENGLISH,\\nII.\u00e2\u0080\u0094From the following list of words, make\\ntwelve sentences of two words each\\nhens\\nsoar\\nlambs\\nreign\\nfood\\nkings\\nburst\\nfrisk\\ngraze\\ncattle\\ncackle\\ncement\\neagles\\nglisten\\nsparkle\\nnourishes\\nflashes\\nhardens\\nteachers\\nlightning\\ninstruct\\ndiamonds\\ndew-drops\\nsoap-bubbles\\nIII.\u00e2\u0080\u0094Use the following words as subjects of\\nverbs\\nlion\\nkings\\nbees\\nsilver\\nfarmer\\nbirds\\ngrapes\\nrivers\\ncooper\\nthunder\\nkerosene\\nflowers\\nlizards\\nsquirrels\\nislands\\nVictoria\\ncarpenters\\nAmerica\\nIY. Use the following verbs in sentences\\nplow\\nswim\\nwas\\nsow\\nfalls\\nlived\\nhum\\nsews\\nfloat\\ncrawl\\nwere\\nshod\\ndawns\\nblooms\\nseem\\nchirp\\nshines\\nappear\\nwrung\\nscamper\\ndiscovered\\nremained\\ntastes\\nscratches\\nY.\u00e2\u0080\u0094Write five sentences, and underline the\\nverbs.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0038.jp2"}, "39": {"fulltext": "ADVERBS.\\n31\\nADVERBS.\\n1. John came.\\n2. The bird flew.\\n3. Some men work.\\nDo the verbs in the above sentence tell all that\\nwe wish to know Might we not ask when John\\ncame 9 Where the bird Jlew How some men work 9\\nTo answer these questions, it is necessary to add\\nto the verbs certain words which modify their mean\u00c2\u00ac\\ning. Thus\\n1. John came early\\n2. The bird flew down.\\n3. Some men work rapidly.\\nWhat word modifies the meaning of the verb\\nin the first sentence In the second In the third\\nWords used to modify the meaning of verbs are\\ncalled adverbs. Adverb means added to a verb\\nAdverbs are also used to modify the meaning\\nof adjectives and other adverbs as,\\nThey are extremely happy children.\\nGrace sang unusually well.\\nThe river flows very swiftly.\\nAn Adverb is a word used to modify the mean\u00c2\u00ac\\ning of a verb, an adjective, or an adverb.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0039.jp2"}, "40": {"fulltext": "32\\nLESSONS IN ENGLISH.\\nEXERCISE.\\nI. \u00e2\u0080\u0094Write as many adverbs as you can that\\ndenote\\n1. How birds sing.\\n2. How people walk.\\n3. How pupils recite.\\n4. How we may speak.\\n5. How work may be done.\\nII. Copy the following sentences and underline\\nthe adverbs; tell what each adverb modifies\\n1. Come immediately.\\n2. Here are your books.\\n3. The fire burns cheerily.\\n4. There are kind people everywhere.\\n5. Diamonds are extremely hard stones.\\n6. How softly and silently the snow falls\\n7. Few persons speak perfectly correctly.\\n8. The ostrich is an exceedingly swift runner.\\n9. Always obey your parents promptly and cheerfully.\\n10. Winter is almost gone it will soon be summer.\\n11. We saw the balloon go up, but not come down.\\n12. The little bird opened its mouth wide, and hastily\\nswallowed the worm.\\n13. The crocus blooms early in the spring; the chrys\u00c2\u00ac\\nanthemum late in the fall.\\n14. That very industrious boy does his work remark\u00c2\u00ac\\nably well, and greatly pleases his teacher.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0040.jp2"}, "41": {"fulltext": "PREPOSITIONS.\\n33\\nIII. Change the following sentences so that\\nadverbs may be used instead of the italicized\\nadjectives\\n1. He is a swift runner. [He runs swiftly.\\n2. She is a graceful skater.\\n3. The bee is a busy worker.\\n4. John does accurate work.\\n5. His actions are strange.\\n6. Mary\u00e2\u0080\u0099s writing is beautiful.\\n7. The girl sang a sweet song.\\n8. The boy made a complete failure.\\n9. He gave us an interesting talk.\\n10. The snail has a slow motion.\\n11. That horse is a rapid walker.\\nIV. Write five sentences, each containing one\\nor more adverbs.\\nPREPOSITIONS.\\n1. Will you come us\\n2. Here is a flower you.\\n3. The boy ran the house.\\n4. The book the desk is mine.\\nHave these sentences any meaning Is there\\nany relation between come and us Between flower\\nand you V Between ran and house Between booh\\nand desk", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0041.jp2"}, "42": {"fulltext": "34\\nLESSONS IN ENGLISH.\\nA certain kind of word must be used in each\\nof the above sentences to show a relation between the\\ndisconnected ideas. Thus\\n1. Will you come with us?\\n2. Here is a flower for you.\\n3. The boy ran into the house.\\n4. The book on the desk is mine.\\nName the words used to show relation. Tell\\nbetween what the relation is shown in each sentence.\\nWords which join nouns or pronouns to other\\nwords by showing relation, are called prepositions.\\nPreposition means placed before.\\nThe noun or pronoun following a preposition,\\nand related by it to some other word, is called the\\nobject of the preposition.\\nA Preposition is a word used to show the relation\\nof its object to some other word.\\nEXERCISE.\\nI.\u00e2\u0080\u0094Copy the following sentences, underlining the\\n\u00e2\u0080\u00a2prepositions once, and their objects twice also tell\\nto what each preposition relates its object\\n1. Do not lean against the wall.\\n2. The ship sails across the ocean.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0042.jp2"}, "43": {"fulltext": "PREPOSITIONS.\\n35\\n3. Italy is a country beyond the sea.\\n4. I called for her and she came with me.\\n5. The house on the hill belongs to him.\\n6. The nest of the bird is in a tree by the brook.\\n7. Their home, near the city, was destroyed by fire.\\n8. A book with pictures in it is liked by children.\\n9. The pencil rolled off the table and fell to the floor.\\n10. The lark rises from the earth and soars toward the sky.\\n11. You cannot go over the mountains without a guide.\\n12. The boat came up the river and landed at the wharf.\\n13. He went into the garden, and now walks in the\\ngarden.\\n14. The reign of Queen Elizabeth is noted for its lit\u00c2\u00ac\\nerary achievements.\\n15. George III. was born about three months after the\\nbirth of Washington.\\nII. Write each of the following sentences as\\nmany times as you can use (correctly) a different\\npreposition to fill the blank\\n1. The pencil is the book.\\n2. The bird flew the tree.\\n3. He has a home the sea.\\n4. The boat went the river.\\n5. I received news my friends.\\n6. The cottage the hill is pretty.\\nIII. Write five sentences, each containing one\\nor more prepositions.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0043.jp2"}, "44": {"fulltext": "36\\nLESSONS IN ENGLISH.\\nCONJUNCTIONS.\\n1. The sun shone. The water sparkled.\\n2. The man is poor. He is contented.\\n3. Rule your tongue. It will rule you.\\n4. He will succeed. He works faithfully.\\n5. The rainbow will appear. The sun comes out.\\nHow many sentences here Do so many short\\nsentences together sound well Are any two of the\\nsentences related in thought, or is each an independ\u00c2\u00ac\\nent statement?\\nA certain kind of word may be used to connect\\neach pair of the sentences given above, and to show\\na relation in thought between them. Thus\\n1. The sun shone and the water sparkled.\\n2. The man is poor, but he is contented.\\n3. Rule your tongue, or it will rule you.\\n4. He will succeed, because he works faithfully.\\n5. The rainbow will appear, if the sun comes out.\\nHow many sentences here Name the words\\nused to connect the independent sentences and bring\\nthem into relation.\\nWhen two or more sentences are thus combined,\\nthey form compound sentences, as in 1, 2, and 3, or\\ncomplex sentences, as in 4 and 5.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0044.jp2"}, "45": {"fulltext": "CONJUNCTIONS.\\n37\\n1. We study and we recite.\\n2. John studies and Mary studies.\\n3. William works slowly, but he works steadily.\\n4. You have slates, and you have books, and\\nyou have pencils.\\n5. He is a kind boy, and be is a polite boy, and\\nbe is an industrious boy.\\nDo these sentences sound well? Is there not\\ntoo much repetition\\nThe sentences may be improved by using but once\\nparts that are alike, and connecting parts that are\\nunlike. Thus\\n1. We study and recite.\\n2. John and Mary study.\\n3. William works slowly, but steadily.\\n4. You have slates, books, and pencils.\\n5. He is a kind, polite, and industrious boy.\\nName the words used to connect the parts of\\nsentences.\\nWords used to connect sentences or parts of\\nsentences are called conjunctions. Conjunction\\nmeans joining together\\nA Conjunction is a word used to connect sen\u00c2\u00ac\\ntences or parts of sentences.\\nNote. Three or more words following one another, and\\nused alike in a sentence, as in 4 and 5, are said to form a series.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0045.jp2"}, "46": {"fulltext": "38\\nLESSONS IN ENGLISH.\\nWords in a series, unless they are all connected\\nby conjunctions, should be separated by commas.\\nEXERCISE.\\nI. Copy the following sentences, and underline\\nthe conjunctions also tell whether the conjunction\\nconnects sentences or words, and when words, what\\npart of speech\\n1. Time and tide wait for no man.\\n2. The teacher spoke kindly, but firmly.\\n3. The plant grows, blooms, and dies.\\n4. Truthful and honest men are respected.\\n5. Faith, hope, and charity are virtues.\\n6. I will not go, since it is raining.\\n7. She leads a gay but an unhappy life.\\n8. Cease to do evil and learn to do well.\\n9. The farmer raises wheat, corn, hay, and oats.\\n10. I shall not go unless you go with me.\\nII. You cannot reap if you do not sow.\\n12. The lecture was interesting, though it was long.\\n13. The boy goes to school, but he does not study.\\n14. Obey Nature\u00e2\u0080\u0099s laws, or you will suffer her penalties.\\n15. John will succeed, because he is industrious and\\npersistent.\\n16. We know that the earth is round, for men have\\nsailed around it.\\n17. The day is cold and dark and dreary;\\nIt rains, and the wind is never weary.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0046.jp2"}, "47": {"fulltext": "CONJUNCTIONS\\n39\\nII. Use an appropriate conjunction to connect\\neach of the following pairs of sentences\\n1. Buy the truth. Sell it not.\\n2. He is afflicted. He is patient.\\n3. I honor him. He is a good man.\\n4. Wood floats. It is lighter than water.\\n5. Croesus was wealthy. He was not happy.\\n6. Life is short. You should improve the time.\\n7. Keep your promises. You will not be trusted.\\n8. There is no harvest. There is no seed-time.\\n9. I do not think it will rain. The clouds are very dark.\\n10. Take care of the cents. The dollars will take care\\nof themselves.\\nIII. \u00e2\u0080\u0094Combine each of the following sets of\\nsentences into one sentence, using as few words as\\npossible\\n1. Coal is found in Missouri. Iron is found in Missouri.\\n2. Electricity produces light. Electricity produces heat.\\n3. The merchant buys goods. The merchant sells goods.\\n4. The farmer plows. The farmer sows. The farmer\\nreaps.\\n5. The day was bright. The day was cool. The day\\nwas pleasant.\\n6. Diamonds are precious stones. Rubies are precious\\nstones. Emeralds are precious stones.\\n7. Lincoln was a good man. Lincoln was a wise man.\\nLincoln was a patriotic man.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0047.jp2"}, "48": {"fulltext": "40\\nLESSONS IN ENGLISH.\\n8. Furs are obtained from Alaska. Fish are obtained\\nfrom Alaska. Lumber is obtained from Alaska.\\n9. He reads slowly. He reads silently. He reads\\nthoughtfully. He reads understandingly.\\n10. The Southern States export cotton. The Southern\\nStates export sugar. The Southern States export rice. The\\nSouthern States export tobacco.\\nIV. Write five sentences, each containing a\\ndifferent conjunction.\\nINTERJECTIONS.\\n1. There they come.\\n2. I am so glad to see you.\\n3. We have not heard from him.\\nDo these sentences express any strong or sudden\\nfeeling\\nBy using a certain kind of words with the above\\nsentences, we add to them the idea of strong feeling,\\nor emotion. Thus\\n1. Ah There they come.\\n2. Oh 1 I am so glad to see you.\\n3. Alas! We have not heard from him.\\nName the words that are used to express emotion.\\nWhich word expresses surprise Which joy? Which\\nsorrow Do these words form a part of the sub\u00c2\u00ac\\njects of the sentences A part of the predicates", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0048.jp2"}, "49": {"fulltext": "INTERJECTIONS.\\n41\\nWords which are thrown into sentences to express\\nsome emotion, are called interjections. Interjection\\nmeans thrown into the midst of.\\nAn Interjection is a word used to express emotion.\\nAn interjection should usually be followed by\\nan exclamation point.\\nThe interjection O should be written as a cap\u00c2\u00ac\\nital letter.\\nNote. The interjection oh begins with a capital only at\\nthe beginning of a sentence. Oh is always followed by a comma\\nor an exclamation point; O is generally followed by the name of\\nwhat is addressed, after which the exclamation point is used.\\nEXERCISE.\\nI. Copy the following sentences, and underline\\nthe interjections tell what emotion is expressed\\n1. Ha I see you.\\n2. Pshaw! I am not afraid.\\n3. Oh How you frightened me\\n4. O Father Will you come\\n4. Hurrah We have a holiday.\\n5. Fie Fie I do not believe it.\\n6. Hark I hear strains of music.\\n7. Ah I have sighed to rest me.\\n8. Awake, O bell! Proclaim the hour.\\n9. The joys of youth, alas will not return.\\nII. \u00e2\u0080\u0094Write five sentences containing interjections.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0049.jp2"}, "50": {"fulltext": "42\\nLESSONS IN ENGLISH.\\nSUMMARY OF THE PARTS OF SPEECH.\\nWe have found eight kinds of words, each doing\\na different work in the sentence. These are all the\\nkinds that are ever used hence there are but eight\\nclasses of words, or parts of speech. Every one of the\\nmany thousand words in our language belongs to one\\nor another of these classes.\\nThe following summary may help to fix in the\\nmind the names of the parts of speech, and their\\noffices in the sentence\\nNouns, words used as names.\\nPronouns, words used in place of nouns.\\nVerbs, words used to assert something.\\nAdjectives, words used to modify nouns.\\nAdverbs, words used to modify verbs, adjectives,\\nand adverbs.\\nPrepositions, words used to connect words be\u00c2\u00ac\\ntween which they show relation.\\nConjunctions, words used to connect sentences\\nand parts of sentences.\\nInterjections, words used to express emotion.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0050.jp2"}, "51": {"fulltext": "WORDS DIFFERENTLY USED.\\n43\\nWORDS DIFFERENTLY USED.\\nThe same word is not always the same part of\\nspeech. The office of a word, the work which it does\\nin a sentence determines to what part of speech it\\nbelongs. As a word may have different offices in\\ndifferent sentences, it may belong to two or more\\nparts of speech. Thus.:\\n1. The boy threw a stone\\n2. A stone wall was built.\\n3. Stone the reptile to death.\\nIn the first sentence, stone names an object;\\nhence it is a noun. In the second, it modifies a noun\\nhence it is an adjective. In the third, it asserts an\\naction; hence it is a verb.\\nNote the use of the italicized words in the\\nfollowing sentences:\\nThey live near the city. [Preposition.]\\nDo not fear, mother sits near [Adverb.]\\nAs we near the city, we see smoke. [Verb.]\\nWhat a near approach to drowning! [Adjective.]\\nWe can hut try.\\nBut is a conjunction.\\nThey are hut children.\\nNo one was there hut him.\\nHe is poor, hut he is honest.\\n[Adverb.]\\n[Noun.]\\n[Adjective.]\\n[Preposition.]\\n[Conjunction.]", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0051.jp2"}, "52": {"fulltext": "44\\nLESSONS IN ENGLISH.\\nEXERCISE.\\nDetermine to what part of speech the italicized\\nwords in the following sentences belong:\\n1. Hope is the balm of life.\\n2. I hope it will not rain.\\n3. He should act better.\\n4. I do not know a better boy.\\n5. Can you better your condition?\\n6. The man yet lives.\\n7. I can do little, yet I will try.\\n8. The dog ran after the boy.\\n9. I will go after you return.\\n10. The book will be read in after years.\\n11. The span of the bridge is long.\\n12. Can you span the distance\\n13. That is not more than a span long.\\n14. We help one another.\\n15. She could not get help.\\n16. Help 7 I am drowning\\n17. She came, for we sent for her.\\n18. The mouse ran under the box.\\n19. The ship went under with all on board.\\n20. The under side of the board is rough.\\n21. The mountain is grand.\\n22. Waves mountain high broke on the reef.\\n23. The good alone are great.\\n24. Good men are beloved.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0052.jp2"}, "53": {"fulltext": "", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0053.jp2"}, "54": {"fulltext": "CHORISTER BOYS.\\nFROM PAINTING BY ANDERSON. 1847.\\n46", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0054.jp2"}, "55": {"fulltext": "QUESTIONS ON CHORISTER BOYS.\\n47\\nQUESTIONS ON CHORISTER BOYS.\\n1. Do you like this picture?\\n2. Describe the boys. Which face do you prefer?\\n3. Why does the little boy look perplexed?\\n4. Describe the picture orally.\\n5. Write a paper, imagining yourself in a cathedral,\\nand describe the building, the music and the feeling\\naroused in you.\\nNote to Teacher:\\nThe children who have seen the beautiful and impressive ser\u00c2\u00ac\\nvice in the Catholic or Episcopal churches will readily find orig\u00c2\u00ac\\ninal material for composition work suggested by this beautiful\\npicture of Anderson\u00e2\u0080\u0099s, exhibiting, as it does, the variety of spirit\u00c2\u00ac\\nual awakening in child-nature.\\nYOUR PLACE.\\nJust where you stand in the conflict,\\nThere is your place!\\nJust where you think you are useless,\\nHide not your face!\\nGod placed you there for a purpose;\\nWhate\u00e2\u0080\u0099er it be,\\nThink he has chosen you for it;\\nWork loyally.\\nGird on your armor! be faithful\\nAt toil or rest,\\nWhiche\u00e2\u0080\u0099er it be, never doubting\\nGod\u00e2\u0080\u0099s way is best.\\nOut in the fight, or on picket,\\nStand firm and true;\\nThis is the work which your Master\\nGives you to do,", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0055.jp2"}, "56": {"fulltext": "48\\nLESSONS IN ENGLISH.\\nYOUR PLACE.\\n1. What are the duties of a soldier?\\n2. Do you wish to be one?\\n3. To fight battles, must one be in the army?\\n4. What battles have you ever fought\\n5. Which is more difficult, to stay at home or to go\\nforth into battle?\\n6. Write a paper expressing your thoughts on read\u00c2\u00ac\\ning this poem. _\\nA Modest Eequest.\\nIt was a hot day, and a young man on foot making\\nhis way to the distant city was very tired. He wished\\noften that he could have a chance to ride with some one.\\nAt length he saw a gentleman coming behind him in a\\ncarriage. This young man was a witty fellow, and he\\nthought he would try his wit with this gentleman, who\\nseemed to be a friendly man and who even spoke a few\\nwords to him.\\nHe asked the gentleman if he would be so kind\\nas to take his coat with him to the gate of the next city,\\nwhich they could see in the distance. \u00e2\u0080\u0099T will gladly\\ndo so,\u00e2\u0080\u009d said the gentleman in the carriage, \u00e2\u0080\u009cbut I cannot\\nsee how you will get it again, unless you can run as fast\\nas my horse.\u00e2\u0080\u009d \u00e2\u0080\u009cO,\u00e2\u0080\u009d said the young man, \u00e2\u0080\u009cas to that,\\nthat is easy enough; if you have no objection, I will\\nremain in my coat.\u00e2\u0080\u009d The gentleman thought the wit\\ndeserved a reward, and he took him with him to the city.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0056.jp2"}, "57": {"fulltext": "CHAPTER III.\\nCLASSIFICATION OF THE PARTS OF SPEECH.\\nKINDS OF NOUNS.\\nCommon and Proper Nouns.\\nThe man is a poet.\\nThey live in a city.\\nA river rises in a state.\\nIn the above sentences, do you know what man\\nis meant What city What river What state\\nAre man city river state, names of particular objects,\\nor is each of these words a name belonging in com\u00c2\u00ac\\nmon to all of a large class of objects\\nWhittier is a poet.\\nThey live in Chicago.\\nThe Mississippi rises in Minnesota.\\nIn these sentences, which word names a particular\\nman Which a particular city Which a particular\\nriver Which a particular state", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0057.jp2"}, "58": {"fulltext": "50\\nLESSONS IN ENGLISH.\\nNouns like man city river and state, which are\\nnames common to all of a large class of objects, are\\ncalled common nouns.\\nNouns like Whittier Chicago Mississippi and\\nMinnesota which name particular persons, places, or\\nthings, are called proper nouns.\\nA Common Noun is a name common to all of\\na class of objects.\\nA Proper Noun is the name of a particular per\u00c2\u00ac\\nson, place, or thing.\\nEvery proper noun should begin with a capital\\nletter.\\nWhen a proper noun consists of more than one\\nword, each important word should begin with a\\ncapital letter; as,\\n6rulf of Afexico Xocust Street\\nifocky Afountains i?ank of Commerce\\ni^alpli Waldo Emerson Central ATigh School\\nThe following are proper nouns, and should\\nbegin with capital letters\\n1. Names of the days, the months, and the\\nprincipal holidays as,\\nATonday January\\nChristmas .Fourth of July", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0058.jp2"}, "59": {"fulltext": "KINDS OF NOUNS.\\n51\\n2. Names of religious sects and political par\u00c2\u00ac\\nties as,\\nGatholic .Methodist .Democrat Tory\\n3. Names of important historical events; as,\\nWar of the .Doses the Reformation the Rebellion\\n4. Names of books, papers, etc.; as,\\n\u00e2\u0080\u009cTittle Women\u00e2\u0080\u009d \u00e2\u0080\u009cThe Touth\u00e2\u0080\u0099s Companion\u00e2\u0080\u009d\\n5. All names referring to God as,\\n-Almighty Our Rather the Rternal Ooodness\\nUncle James Secretary Blaine\\nWm. Jones, Esq. Sir Walter Scott\\nMr. and Miss Smith Gen. W. T. Sherman\\nWhat words are used in the above proper names\\nto show respect, or to denote office What words\\nare not written out in full\\nWords used with proper names to show respect\\nor to denote office, are called titles.\\nWhen a word is shortened, it is abbreviated, and\\nthe shortened form is an abbreviation.\\nTitles of office or honor used as parts of proper\\nnames should begin with capital letters.\\nA period should be placed after every abbrevi\u00c2\u00ac\\nation.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0059.jp2"}, "60": {"fulltext": "52\\nLESSONS IN ENGLISH.\\nEXERCISE.\\nI.\u00e2\u0080\u0094Name the common and the proper nouns in\\nthe following sentences notice the use of titles and\\nabbreviations\\n1. Gen. U. S. Grant was a great general.\\n2. Rev. H. W. Beecher died March 8, 1887.\\n3. She is a Presbyterian, and he a Unitarian.\\n4. A doctor was called, and Dr. Fraser came.\\n5. The Statue of Liberty is on Bedloe\u00e2\u0080\u0099s Island.\\n6. The Pacific Ocean was discovered by Balboa.\\n7. Yellowstone Park contains wonderful geysers.\\n8. The largest lake in the world is Lake Superior.\\n9. There are six states in the New England States.\\n10. You should read \u00e2\u0080\u009cA Child\u00e2\u0080\u0099s History of England.\u00e2\u0080\u009d\\n11. The boy asked his Uncle Frank to tell him a story.\\n12. They have moved from that street to Pine Street.\\n13. Supt. A. G. Lane is superintendent of the schools\\nin Chicago, Ills.\\n14. Our friends live in Cleveland, O., at 305 Euclid Ave.,\\na very beautiful avenue.\\n15. At the close of the Revolutionary War, Lord Corn\u00c2\u00ac\\nwallis surrendered to Gen. Washington.\\n16. In the poem, \u00e2\u0080\u009cThe Children\u00e2\u0080\u0099s Hour,\u00e2\u0080\u009d Longfellow\\nspeaks of his daughters, Alice, Allegra, and Edith.\\n17. For the love of God is broader\\nThan the measure of man\u00e2\u0080\u0099s mind,\\nAnd the heart of the Eternal\\nIs most wonderfully kind.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0060.jp2"}, "61": {"fulltext": "KINDS OF NOUNS.\\n53\\nII. Write the names of the days of the week\\nthe names of the months the names of the princi\u00c2\u00ac\\npal holidays.\\nIII. After each of the following common nouns,\\nwrite two proper nouns belonging to the class which\\nthe common noun denotes\\nboy\\nsea\\nstate\\nboat\\ngirl\\ncity\\nschool\\nbank\\nlake\\nocean\\ncountry\\ncapital\\npoet\\nstreet\\ngeneral\\nteacher\\nriver\\nisland\\npresident\\nmountains\\nstrait\\ninventor\\ndiscoverer\\nexposition\\nIY.\u00e2\u0080\u0094Write sentences containing the following\\nabbreviations used before names\\nMr. (Mister.)\\nDr. (Doctor.)\\nGen. (General.)\\nMrs. (Mistress.)\\nRev. Reverend.)\\nCol. (Colonel.)\\nCapt. (Captain.)\\nProf. (Professor.)\\nHon. (Honorable.)\\nMessrs. (Gentlemen.)\\nY. Write sentences containing the following\\nabbreviations used after names\\nJr. (Junior.) D. D. (Doctor of Divinity.)\\nSr. (Senior.) M. D. (Doctor of Medicine.)\\nEsq. (Esquire.) U. S. A. (United States Army.)\\nP. M. (Postmaster.) M. C. (Member of Congress.)", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0061.jp2"}, "62": {"fulltext": "54\\nLESSONS IN ENGLISH.\\nVI. Capitalize and punctuate the following sen\u00c2\u00ac\\ntences, using proper abbreviations\\n1. he lives in kansas city missouri\\n2. the city is in the western part of missouri\\n3. have you read hawthorne s tanglewood tales\\n4. bunker hill monument is in boston, massachusetts\\n5. the hudson river is the principal river in new york\\n6. remember now thy creator in the days of thy youth\\n7. doctor kimbal is one of the most successful doctors\\nin the place\\n8. I live at 307 wentworth street do you know where\\nthat street is\\n9. the mayor of saint louis welcomed the president of\\nthe united states\\n10. we shall have a holiday thursday because it is\\nthanksgiving day\\n11. we spent several days with aunt ellen our aunt who\\nlives in the country\\n12. the prince of wales will succeed queen victoria on\\nthe throne of england\\n13. the mountains of western south america are an\\nextension of the rocky mountains\\n14. napoleon was defeated at the battle of Waterloo\\nand banished to the island of st helena\\n15. in the contest for governor governor fifer repub\u00c2\u00ac\\nlican candidate was re-elected in illinois\\n16. the strait of gibraltar is a strait connecting the\\nmediterranean sea with the atlantic ocean\\n17. vassar college is a college attended only by young\\nwomen it is situated at poughkeepsie new york", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0062.jp2"}, "63": {"fulltext": "KINDS OF NOUNS.\\n55\\n18. the quakers first settled Philadelphia Pennsylvania\\nPennsylvania was named for william penn\\n19 a company of soldiers is commanded by a captain\\na regiment by a colonel and an army by a general\\n20. general blank colonel richards captain barnes hon\u00c2\u00ac\\norable t e fulton and mister and mistress pierce are at the\\nmetropolitan hotel\\nVII.\u00e2\u0080\u0094Write five sentences, each containing both\\na common and a proper noun.\\nAbstract and Collective Nouns.\\nBeauty is admired.\\nKindness is a virtue.\\nThe man has great strength.\\nName the italicized nouns in the above sentences.\\nHave you seen something beautiful Can you think\\nof beauty by itself Have you known kind people\\nCan you think of kindness without thinking of a\\nperson Do you know a strong man Is strength\\nsomething you can think of as separated from any\\nobject\\nNouns like beauty kindness strength which name\\nqualities that are separated, or abstracted from the\\nobjects to which they belong, are called abstract\\nnouns.\\nAn Abstract Noun is the name of a quality.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0063.jp2"}, "64": {"fulltext": "LESSONS IN ENGLISH.\\nThe army has lost its leader.\\nA JlocTc of birds flew over us.\\nThe class in grammar is large.\\nName the italicized nouns in the above sentences.\\nAre there many men in an army Can you think\\nof the whole army as one thing Can you think of\\na number of birds together as one flock Is a class\\none thing, made up of several pupils\\nNouns like army flock class which name a col\u00c2\u00ac\\nlection of things taken together, are called collective\\nnouns.\\nA Collective Noun is the name of a collection\\nof things.\\nNote. Both collective and abstract nouns are common\\nnouns.\\nEXERCISE.\\nI. Name the abstract and the collective nouns\\nin the following sentences\\n1. Hopefulness is a virtue.\\n2. Congress has adjourned.\\n3. Vanity goeth before a fall.\\n4. The man has great wisdom.\\n5. A committee of three was appointed.\\n6. The jury has not rendered its verdict.\\n7. The congregation rose and sang the hymn.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0064.jp2"}, "65": {"fulltext": "KINDS OF NOUNS.\\n57\\n8. The world is full of poverty, vice, and crime.\\n9. Youth longs, manhood strives, age remembers.\\n10. The company were entertained by a recitation.\\n11. The goodness of the Creator is seen everywhere.\\n12. The band of robbers showed courage and discretion.\\n13. Industry, honesty, and temperance, are three essen\u00c2\u00ac\\ntials of happiness.\\nII.\u00e2\u0080\u0094Make an abstract noun from each of the\\nfollowing adjectives, and use ten of the nouns in\\nsentences\\ntrue\\nsad\\npure\\nglad\\ngood\\njust\\nwide\\nhigh\\nbrave\\nwise\\nsweet\\npoor\\nsimple\\nangry\\nyoung\\ngreat\\ncheerful\\nproud\\nhonest\\nfierce\\npleasant\\nfragrant\\nwealthy\\ndistant\\nprosperous\\nambitious\\nimpatient\\ntruthful\\nIII.\u00e2\u0080\u0094Write an appropriate word after each of\\nthe following collective nouns use ten of the nouns\\nin sentences\\nherd of\\nflock of\\ngang of\\ndrove of\\nbunch of\\nswarm of\\ncouple of\\nfleet of\\nsuite of\\nclass of\\ncrowd of\\ngroup of\\nregiment of\\nassemblage of\\ntribe of\\ncrew of\\nteam of\\nbevy of\\nsquad of\\nfamily of\\ncollection of", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0065.jp2"}, "66": {"fulltext": "58\\nLESSONS IN ENGLISH.\\nKINDS OF PRONOUNS.\\nPersonal Pronouns.\\nI am going.\\nAre you going\\nShe did it well.\\nHe has finished them\\nWhich one of the pronouns used above repre\u00c2\u00ac\\nsents stands for the person speaking Which one\\nrepresents the person spoken to Which two repre\u00c2\u00ac\\nsent persons spoken of Which two represent\\nthings spoken of\\nPronouns which represent by their form the\\nspeaker, the person spoken to, or the person op\\nthing spoken of, are called personal pronouns.\\nA Personal Pronoun is one which represents by\\nits form the speaker, the person spoken to, or the\\nperson or thing spoken of.\\nPronouns which represent the speaker are of the\\nfirst person, those which represent the person spoken\\nto are of the second person, and those which repre\u00c2\u00ac\\nsent what is spoken of are of the third person.\\nThe pronouns in most common use, such as\\nyou, he, she it, we they, etc., are called the simple\\npersonal pronouns.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0066.jp2"}, "67": {"fulltext": "KINDS OF PRONOUNS.\\n59\\nPronouns formed by adding self or selves to cer\u00c2\u00ac\\ntain simple personal pronouns, as my self f yourself\\nhimself ourselves themselves, etc., are called com\u00c2\u00ac\\npound personal pronouns.\\nEXERCISE.\\nI.\u00e2\u0080\u0094Name the personal pronouns in the follow\u00c2\u00ac\\ning sentences, and tell whether they are of the first,\\nsecond, or third person also whether they are sim\u00c2\u00ac\\nple or compound\\n1. I, myself, saw him.\\n2. Did you enjoy yourselves?\\n3. Charity vaunteth not itself.\\n4. She told me about it herself.\\n5. We did not see them ourselves.\\n6. If you want a thing done, do it yourself.\\n7. The man gave himself up when he was caught.\\n8. John studied at home. Did he know his lesson?\\n9. Did you see her She was here and left her package.\\n10. I received some books, but I have not yet read them.\\n11. When you see your father, give him our regards.\\n12. The bird has a worm in its mouth. It will feed the\\nyoung birds.\\n13. Indians are treacherous in their character. They\\ncannot be trusted.\\nII. Write three sentences, each containing one\\nor more simple personal pronouns three, each con\u00c2\u00ac\\ntaining a compound personal pronoun.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0067.jp2"}, "68": {"fulltext": "60\\nLESSONS IN ENGLISH.\\nRelative Pronouns,\\nHe studies. He will learn.\\nI received the letter. You wrote it.\\nYou have a book. I want to read it.\\nHow many sentences above Are any two of\\nthem connected, or is each an independent state\u00c2\u00ac\\nment, or assertion?\\nEach pair of the above sentences may be com\u00c2\u00ac\\nbined into one sentence containing an independent\\nand a dependent assertion. Thus\\n1. He who studies will learn.\\n2. I received the letter ivhich you wrote.\\n3. You have a book that I want to read.\\nDoes the italicized part in each of these sen\u00c2\u00ac\\ntences make sense, alone Does the part not itali\u00c2\u00ac\\ncized make sense without the other What, then,\\nis the independent assertion in each sentence What\\nthe dependent assertion What word joins the de\u00c2\u00ac\\npendent assertion to the rest of the sentence in 1\\nIn 2 In 3 Do who which and that also repre\u00c2\u00ac\\nsent nouns They then belong to what part of\\nspeech\\nPronouns used as in the above sentences to\\nrepresent, or relate to, nouns or pronouns to which\\nthey join dependent assertions, are called relative\\npronouns.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0068.jp2"}, "69": {"fulltext": "KINDS OF PRONOUNS.\\n61\\nA Relative Pronoun is one which represents a\\nnoun or a pronoun to which it joins a dependent\\nassertion.\\nThe antecedent of a relative pronoun is the noun\\nor pronoun which it represents.\\nThe simple relative pronouns are who (ivhose,\\nwhom), which that and sometimes as.\\nWho is used to refer to persons, which to things\\nthat and as may refer to either persons or things as,\\n1. The man who was here has gone.\\n2. I saw the house which was sold.\\n3. Here is the boy that you want to see.\\n4. The book that was lost has been found.\\n5. Such tools as I have you may use.\\n6. Such a boy as he is, will always succeed.\\nThe most usual compound relative pronouns are\\nwhoever whichever what and whatever.\\nThe compound relative usually includes its ante\u00c2\u00ac\\ncedent as,\\nI hear what [that which you say.\\nWhoever \\\\lie who] wants to come may do so.\\nTake whichever the thing which you like.\\nWhatever [anything which] he does, he tries\\nto do well.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0069.jp2"}, "70": {"fulltext": "62\\nLESSONS IN ENGLISH.\\nPronouns that are used to ask questions are\\ncalled interrogative pronouns as,\\nWho is that\\nWhat are you doing\\nWhich will you have\\nThe antecedent of an interrogative pronoun is\\ncontained in the answer as,\\nWho was here John\\nWhat do you want? Water.\\nWhich is your favorite season Spring.\\nEXERCISE.\\nI. Name and classify the pronouns in the fol\u00c2\u00ac\\nlowing sentences; also name the antecedents of the\\nrelative pronouns\\n1. He who is honest is noble.\\n2. That is the dog which I lost.\\n3. Which is your favorite study?\\n4. What is the price of the goods?\\n5. Do good to them that hate you.\\n6. What he said was of no interest.\\n7. To whom did you give the letter?\\n8. Such a day as this is, cheers one.\\n9. You may have whichever you choose.\\n10. Who first circumnavigated the globe?", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0070.jp2"}, "71": {"fulltext": "KINDS OF PRONOUNS.\\n63\\n11. Evil falls on him who goes to seek it.\\n12. The evil that men do lives after them.\\n13. I will send a boy whom you can trust.\\n14. I will reward whoever will catch the thief.\\n15. The girl whose mother is ill is very dutiful.\\n16. We acquire the strength that we overcome.\\n17. He that getteth wisdom loveth his own soul.\\n18. Whatever is worth doing, is worth doing well.\\n19. The friend whom we were expecting has come.\\n20. Lincoln, who was our most beloved president, was\\nassassinated.\\n21. London, which is the largest city in the world, is\\nthe capital of Great Britain.\\nII. Fill the blanks in the following sentences\\nwith appropriate relative pronouns\\n1. I know the boy was here.\\n2. I know the boy you sent.\\n3. That is the horse was lame.\\n4. Take the road leads to the right.\\n5. He will not work, should not eat.\\n6. Use well the opportunities you have.\\n7. Is that the lady has been to Europe?\\n8. Those are the children we saw before.\\n9. You have not sung the song I like best.\\n10. The child mother is dead is unfortunate.\\n11. Can you see the bird is singing so sweetly?\\n12. The flowers bloom in the spring are beautiful.\\n13. The man took the money is one all trusted.\\n14. Dogs bark loudest are not always the bravest.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0071.jp2"}, "72": {"fulltext": "64\\nLESSONS IN ENGLISH.\\nIII. Combine each of the following pairs of\\nsentences into one sentence containing a dependent\\nassertion introduced by a relative pronoun:\\n1. The boy brought the note. He is waiting.\\n2. Some fish are eyeless. They live in caves.\\n3. The fur warmed a bear. It warms a monarch.\\n4. I saw the house. It was blown down by the winds.\\n6. The church was destroyed by fire. It has been\\nrebuilt.\\n6. Many animals have white fur. They live in the\\narctic region.\\n7. Cotton is a soft, wooly substance. It grows round\\nthe seed of a plant.\\n8. Goldsmith wrote \u00e2\u0080\u009cThe Deserted Village.\u00e2\u0080\u009d He was\\nborn at Pallas, Ireland.\\n9. The chairman introduced the speaker. The speaker\\nwas warmly welcomed.\\n10. Cornwallis surrendered to Washington at Yorktown.\\nCornwallis was commander of the British army.\\n11. The vessel was called \u00e2\u0080\u009cThe Mayflower.\u00e2\u0080\u009d It brought\\nthe Pilgrim Fathers from the old world to the new.\\n12. The Kohinoor is one of the most valuable diamonds\\nin the world. It is in the possession of the British Crown.\\nIV. \u00e2\u0080\u0094Write three sentences, using who which\\nand that properly as relative pronouns three, using\\nwho which and what properly as interrogative pro\u00c2\u00ac\\nnouns three, using in each a compound relative\\npronoun.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0072.jp2"}, "73": {"fulltext": "KINDS OF ADJECTIVES.\\n65\\nKINDS OF ADJECTIVES.\\nQualifying and Limiting Adjectives.\\nGood children obey their parents.\\nThe small flower has a sweet odor.\\nWithered grass revives after a rainy day.\\nWhich of the adjectives in the above sentences\\ntell what kind f What kind of children is mentioned\\nWhat kind of flower What kind of odor What\\nkind of grass What kind of day Does each of\\nthese adjectives denote a quality in the object named\\nby the noun\\nAdjectives like good, small, sweet, withered,\\nrainy, which tell what kind, or denote a quality in\\nthe object named by the noun, are called qualifying\\nadjectives.\\nA Qualifying Adjective is one which denotes a\\nquality in the object named by the noun.\\nThe Indian shot an arrow.\\nEach pupil has Jive problems.\\nThis tree bore several peaches.\\nMuch time is wasted by those boys.\\nWhich of the adjectives in the above sentences\\nmerely point out what the noun names Which tell\\nhow much or how many Does each of these\\nadjectives make less general, or limit the meaning\\nof the noun?", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0073.jp2"}, "74": {"fulltext": "66\\nLESSONS IN ENGLISH.\\nAdjectives used to point out what is named, or\\nto tell how much or how many, because they limit the\\nmeaning of nouns, are called limiting adjectives.\\nA Limiting Adjective is one which points out\\nthe object named by the noun, or tells how much or\\nhow many.\\nThe limiting adjectives a, an, and the are called\\narticles; the is the definite article a and an are the\\nindefinite articles.\\nA is used before words beginning with consonant\\nsounds and an before words beginning with vowel\\nsounds as,\\na house an apple a tree an effort\\nA limiting adjective standing alone, representing\\na noun understood, is an adjective pronoun; as,\\nThis is yours.\\nSome are left.\\nAre there many\\nI will take either.\\nThat will do.\\nFew are choosen.\\nHave all finished\\nEach must do his part.\\nAn adjective used to ask a question is an inter\u00c2\u00ac\\nrogative adjective as,\\nWhich road shall we take?\\nWhose pencil was left here?\\nWhat book do you like best", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0074.jp2"}, "75": {"fulltext": "KINDS OF ADJECTIVES.\\n67\\nNouns and pronouns used to show ownership\\nare possessive adjectives as,\\nJohn\u00e2\u0080\u0099s slate is broken.\\nThe sun\u00e2\u0080\u0099s rays are hot.\\nMy book is on your desk.\\nHe wrote his name on their slates.\\nQualifying adjectives derived from proper nouns\\nare called proper adjectives; as,\\nAn English vessel was lost.\\nThe American people are independent.\\nTV r e are studying a Shakespearian play.\\nEXERCISE.\\nI. Name and classify the adjectives in the\\nfollowing sentences, and tell what each adjective\\nmodifies\\n1. Which horse won the first race?\\n2. A merry heart makes a smiling face.\\n3. Last night the moon had a golden ring.\\n4. Minnie\u00e2\u0080\u0099s fine large Maltese kitten is lost.\\n5. In whose care did you direct that letter?\\n6. Public measures were discussed by eminent men.\\n7. An inquisitive person is an unpleasant companion.\\n8. Innocent child and snow-white flower\\nWell ye are paired in your opening hour.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0075.jp2"}, "76": {"fulltext": "68\\nLESSONS IN ENGLISH.\\n9. He was a pious, just, humane, temperate, and sin\u00c2\u00ac\\ncere man.\\n10. The ocean eagle soared from her nest by the white\\nsea\u00e2\u0080\u0099s foam.\\n11. Three large whaling vessels were destroyed in the\\nrecent severe storm.\\n12. The Vikings were a bold, piratical tribe from the\\nScandinavian peninsula, who infested the coast of the\\nBritish Islands in the tenth century.\\n13. Those evening bells Those evening bells\\nHow many a tale their music tells,\\nOf youth, and home, and that sweet time,\\nWhen last I heard their soothing chime.\\nII. Write sentences containing the following\\nnouns, using one limiting adjective and two or more\\nqualifying adjectives to modify the meaning of each\\nday\\ngems\\nboy\\nfire\\nbook\\nhouse\\ngirl\\ndogs\\ndress\\nforest\\nroom\\nstorm\\nocean\\npeach\\nsnake\\nclouds\\nmountain\\nlaborer\\nponies\\ngeneral\\nIII! Form\\na proper adjective from each of the\\nfollowing proper nouns,\\ntives in sentences\\nand use five of the adjec-\\nRome\\nAlps\\nAsia\\nIreland\\nSpain\\nChina\\nChrist\\nGermany\\nItaly\\nRussia\\nLuther\\nScotland\\nFrance\\nPortugal\\nNorway\\nSwitzerland", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0076.jp2"}, "77": {"fulltext": "KINDS OF ADJECTIVES.\\n69\\nIV.\u00e2\u0080\u0094Write sentences containing the following\\nwords preceded by a or an\\none\\nunit\\nharp\\newer\\nounce\\nuncle\\nhour\\neagle\\nonion\\nurchin\\nhonor\\neulogy\\norphan\\numpire\\nhunter\\nelephant\\nEuropean\\nuniform\\nhundred\\nenvelope\\nV.\u00e2\u0080\u0094Determine which of the italicized words are\\nlimiting adjectives, and which adjective pronouns\\nI have some.\\nAll men are brothers.\\nI remember that day.\\nBoth books are here.\\nPlease give me another.\\nVI. Determine which\\nare interrogative adjectives,\\npronouns\\nWhose are those\\nWhich book do you want?\\nWhat paper are you reading\\nTo what do you refer?\\nSome people are slow.\\nAll are present.\\nThat is enough.\\nYou may have both.\\nAnother time will do.\\nof the italicized words\\nand which interrogative\\nWhose hat is lost?\\nWhich did you get?\\nW hat have you there\\nTo what place is he going\\nVII. Write three sentences, each containing\\na qualifying and a limiting adjective three, each\\ncontaining an adjective pronoun three, each con\u00c2\u00ac\\ntaining an interrogative adjective three, each con\u00c2\u00ac\\ntaining a possessive adjective.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0077.jp2"}, "78": {"fulltext": "70\\nLESSONS IN ENGLISH.\\nKINDS OF VERBS.\\nComplete and Incomplete Verbs.\\n1. Flowers bloom. 3. John saws\\n2., The sun shines. 4. Carpenters build\\n5. The child is\\n6. The men are\\nWhich of the above groups of words are com\u00c2\u00ac\\nplete statements After which groups do you nat\u00c2\u00ac\\nurally ask what In which, then, do the verbs form\\ncomplete predicates In which do the verbs not\\nform complete predicates?\\nVerbs which may be used alone as predicates\\nare complete verbs.\\nVerbs which require one or more words to com\u00c2\u00ac\\nplete the predicate are incomplete verbs.\\n1. John saws wood.\\n2. The child is happy.\\n3. The men are farmers.\\nWhat is the complete predicate in each of the\\nabove sentences Which completing word shows\\nwhat the action asserted by the verb affects Which\\none denotes a quality in the subject of the verb\\nWhich one denotes the same thing as the subject\\nNote. \u00e2\u0080\u0094Adjectives used like happy in 2, are called predicate\\nadjectives. Nouns used like farmers in 3, are called predicate nouns.\\nBoth predicate adjectives and predicate nouns describe the subjects.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0078.jp2"}, "79": {"fulltext": "KINDS OF VERBS*\\n71\\nThe word, or words, which completes a predi\u00c2\u00ac\\ncate by showing what the action asserted by the verb\\naffects is called the object of the verb.\\nThe word, or words, which completes a predicate\\nby describing what the subject of the verb names is\\ncalled the complement of the verb.\\nThe Object of a verb is the word, or words, which\\nshows what the action asserted by the verb affects.\\nThe Complement of a verb is the word, or words,\\nwhich completes the predicate by describing what\\nthe subject of the verb names.\\nEXERCISE.\\nI. Tell which of the verbs in the following\\nsentences are complete, and which incomplete also\\ntell whether the incomplete verbs require objects or\\ncomplements\\nFire blazes\\nHe is a lawyer\\nThe sea was calm\\nThe earth trembled\\nII. Use an object to\\nof the following sentences\\nCats eat\\nBirds build\\nDiamonds cut\\nThe girl swept\\nElephants are large\\nDavid killed Goliath\\nArtists paint pictures\\nThe brook murmurs gently\\ncomplete the verb in each\\nGod created\\nShe has read\\nLongfellow wrote\\nThe hunter killed", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0079.jp2"}, "80": {"fulltext": "LESSONS IN ENGLISH.\\nn\\nIII. Use a complement to complete the verb\\nin each of the following sentences\\nIron is\\nLions are\\nThe earth is\\nThe men were\\nLongfellow was\\nQuadrupeds are\\nSalt is\\nLilacs are\\nThe ocean is\\nA volcano is\\nMy pet bird is\\nThe cat\u00e2\u0080\u0099s claws are\\nTransitive, Intransitive and Copulative Verbs.\\n1\\nIce melts.\\n5.\\n2.\\nWood floats.\\n6.\\n3.\\nHorses eat hay.\\n7.\\n4.\\nSmiths pound iron.\\n8.\\nFlowers are pretty.\\nVelvet feels smooth.\\nSnakes are reptiles.\\nGrant became president.\\nWhich of the verbs in the above sentences are\\ncomplete Which require objects to complete their\\nmeaning Which require complements\\nVerbs which require objects to complete their\\nmeaning, as in 3 and 4, are called transitive verbs.\\nTransitive means passing over. The action passes\\nover from the subject to the object.\\nVerbs which do not require objects to complete\\ntheir meaning, as in 1, 2, 5, 6, 7, and 8, are called\\nintransitive verbs. The action does not terminate\\non an object.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0080.jp2"}, "81": {"fulltext": "KINDS OF VERBS.\\n73\\nVerbs which require complements that describe\\nwhat their subjects name, as in 5, 6, 7, and 8, are\\ncalled copulative verbs. Copulative means joining.\\nA copulative verb joins the complement to the\\nsubject.\\nA Transitive Verb is one which requires an\\nobject to complete its meaning.\\nAn Intransitive Verb is one which does not\\nrequire an object to complete its meaning.\\nA Copulative Verb is one which requires a com\u00c2\u00ac\\nplement that describes what the subject names.\\nNote. Transitive verbs are always incomplete. Intransitive\\nverbs are either complete or incomplete (copulative).\\nMany verbs may be used both transitively and\\nintransitively; as,\\nI see clearly.\\nI see a house.\\nThe wind blows cold.\\nThe wind blows the dust.\\nThe sun sets in the west.\\nHe sets the vase on the shelf.\\nWrite correctly.\\nWrite the example.\\nJohn studies well.\\nJohn studies grammar.\\nHe struck the ball.\\nHe struck at the ball.\\nThe abstract verb be is the pure copula-verb.\\nA few other intransitive verbs are copulative such\\nas, appear look see?n f become feel taste smell.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0081.jp2"}, "82": {"fulltext": "74\\nLESSONS IN ENGLISH.\\nEXERCISE.\\nI. \u00e2\u0080\u0094Name the verbs in the following sentences;\\ntell which of them are transitive, which intransitive,\\nand name the object of each transitive verb\\n1. The rain falls softly.\\n2. The lightning flashed.\\n3. Columbus discovered America.\\n4. The rain refreshes the flowers.\\n5. How peacefully the child sleeps.\\n6. Whitney invented the cotton-gin.\\n7. The sun set and the stars came out.\\n8. The astronomers foretold the eclipse.\\n9. The India-rubber tree grows in Brazil.\\n10. The iceburg drifts slowly toward the south.\\nII. What general conquered the known world?\\n12. In the Bay of Fundy the tides rise very high.\\n13. Volcanoes sometimes emit fire, smoke, and lava.\\n14. The physician prescribes medicine for the invalid.\\n15.. Johnnie beat the drum, and Willie carried the flag.\\nII.\u00e2\u0080\u0094Name the copulative verbs in the following\\nsentences name the complement of each verb, and\\ntell whether it is an adjective or a noun\\n1. Glass is brittle.\\n2. Quartz is a mineral.\\n3. Phidias was a sculptor.\\n4. He may become president.\\n5. Idleness is the key of beggary.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0082.jp2"}, "83": {"fulltext": "KINDS OF VERBS.\\n75\\n6. The water of the ocean is salt.\\n7. Longfellow and Bryant were poets.\\n8. Truthfulness and honesty are virtues.\\n9. Children are happy, playful, and innocent.\\n10. Are not the eggs of the humming-bird small?\\n11. The peach looks beautiful and tastes delicious.\\n12. The girl\u00e2\u0080\u0099s manners seem lady-like and refined.\\n13. The flowers appear refreshed after the shower.\\n14. Farmers are usually honest and industrious men.\\n15. Victoria became queen when she was a young woman.\\n16. The elephant is a clumsy creature, but he is very\\nintelligent.\\nIII. Determine in which of the following sen\u00c2\u00ac\\ntences the verbs are used transitively, and in which\\nthey are used intransitively\\nWater freezes.\\nHe freezes cream.\\nThe clock stopped.\\nWe stopped the clock.\\nJohn rode the horse.\\nWe rode on the train.\\nBoys sail toy ships.\\nShips sail on the ocean.\\nThe soldiers fought bravely.\\nThe soldiers fought a battle.\\nI return your pencil.\\nIn spring the flowers return.\\nIV. Use tha following intransitive verbs in\\nsentences:\\nsit\\nis\\nlie\\ngrow\\nlive\\nare\\nwent\\nstand\\nsleep\\nwas\\nflows\\nfrowns\\nshines\\nwere\\nsqueal\\nlaughed", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0083.jp2"}, "84": {"fulltext": "76\\nLESSONS IN ENGLISH.\\nV.\u00e2\u0080\u0094Write sentences containing the following\\nwords used transitively\\nlay\\nled\\nset\\ndig\\nhelp\\nrows\\nmade\\nopen\\nthrew\\ncalled\\nfinish\\nhoist\\nfasten\\nadmire\\npraises\\ndiscover\\nknocked\\nconceal\\nerected\\npurchased\\nVI.\u00e2\u0080\u0094Write sentences, using the following verbs\\n1) intransitively, 2 transitively\\nshot\\nread\\nsing\\njump\\nturns\\nswim\\nspeak\\nlearn\\nburns\\nwrites\\nsweeps\\ndrowned\\nVII.\u00e2\u0080\u0094 Use the following adjectives as comple\u00c2\u00ac\\nments of copulative verbs\\nclear\\nsharp\\nbrave\\nuseful\\ncostly\\nglossy\\ndreary\\ngrateful\\nplayful\\nfierce\\nroguish\\ndiligent\\nvicious\\nvaluable\\nconvenient\\npoisonous\\nVIII. Use the following nouns as complements\\nof copulative verbs\\nguest\\ncrime\\ntools\\nartist\\npupils\\ninsects\\nmineral\\npatriot\\nteacher\\nreptile\\nstatesman\\nreformer\\ninventor\\ngeneral\\nquadruped\\nvegetables", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0084.jp2"}, "85": {"fulltext": "KINDS OF ADVERBS.\\n77\\nIX.\u00e2\u0080\u0094 Use an adjective to complete the predi\u00c2\u00ac\\ncate in each of the following sentences\\nI feel\\nYou look\\nThe pear tastes\\nThe flower smells\\nX.\u00e2\u0080\u0094Supply two or\\ncomplete the predicate\\nsentences\\nFoxes are\\nMy dog is\\nSome boys are\\nSome girls are\\nGood pupils are\\nShe seems\\nHe became\\nThe country looks\\nThe children appear\\nmore suitable adjectives to\\nin each of the following\\nThe day was\\nThese roses are\\nWashington was\\nThe apples were\\nNiagara Falls are\\nKINDS OF ADVERBS.\\nAdverbs of Time, Place, Manner and Degree.\\n1. He came yesterday.\\n2. The girl stands there.\\n3. They fought nobly.\\n4. He works very hard.\\n5. It is extremely warm.\\nWhich of the adverbs in the above sentences\\ntells when Which tells where Which tell how\\nWhich tell how much", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0085.jp2"}, "86": {"fulltext": "78\\nLESSONS IN ENGLISH.\\nAdverbs that tell when are adverbs of time\\nthose that tell where are adverbs of place; those\\nthat tell how are adverbs of manner; those that\\ntell how much are adverbs of degree.\\nAdverbs, therefore, are classified according to\\ntheir meaning as,\\n1. Adverbs of Time now, soon, (hen, often,\\nearly, next, formerly, etc.\\n2. Adverbs of Place here, out, above, back,\\ndown, hence, everywhere, etc.\\n3. Adverbs of Manner how, thus, well, gently,\\nslowly, so, otherwise, etc.\\n4. Adverbs of Degree too, very, more, nearly,\\nenough, quite, etc.\\nAn adverb which shows the manner of the\\nassertion, thus modifying the meaning of the whole\\nsentence, is called a modal adverb as,\\nI shall not go.\\nPerhaps I will go.\\nHe will certainly come.\\nThat is indeed beautiful.\\nYou are surely mistaken.\\nTmdy, I cannot go with you.\\nThere will undoubtedly be a storm.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0086.jp2"}, "87": {"fulltext": "KINDS OF ADVERBS.\\n79\\nAn adverb which introduces a dependent asser\u00c2\u00ac\\ntion is called a conjunctive adverb as,\\nI came when I was called.\\nTell me why you are unhappy.\\nMake hay while the sun shines.\\nThat is the house where he was horn.\\nI have not seen her since you were here.\\nAn adverb used to ask a question is an inter\u00c2\u00ac\\nrogative adverb as,\\nWhere has he gone\\nWhen will they return\\nWhy did you do that\\nHow are you going\\nEXERCISE.\\nI. Name and classify the adverbs in the fol\u00c2\u00ac\\nlowing sentences, and tell what each modifies\\n1. Where is Madagascar?\\n2. Presently she returned.\\n3. Always speak the truth.\\n4. Truly I have not seen her.\\n5. The horse walks very slowly.\\n6. The train is probably delayed.\\n7. How often has this happened?\\n8. It is an oppressively warm day.\\n9. They very seldom see snow there.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0087.jp2"}, "88": {"fulltext": "80\\nLESSONS IN ENGLISH.\\n10. Mary plays while her sister sings.\\n11. Do yonr work promptly and accurately.\\n12. How strangely easy difficult things are\\n13. People were running hither and thither.\\n14. I never before heard so eloquent a sermon.\\n15. This is the window where the sun shines in at noon.\\nII. Change the following adjectives to adverbs\\nby adding ly to each, and use the adverbs in\\nsentences\\nneat\\ncalm\\neasy\\nheavy\\nangry\\nvivid\\ngentle\\nnimble\\nregular\\nterrible\\nfaithful\\nimmediate\\nIII. \u00e2\u0080\u0094Write\\nsentences containing the following\\nwords used as modal adverbs\\nnot\\nsurely\\nperhaps\\ntruly\\ncertainly\\nprobably\\nindeed\\npossibly\\nundoubtedly\\nIY. Write\\nsentences containing the following\\nwords used (I) as conjunctive adverbs, 2 as inter-\\nrogative adverbs\\nhow\\nwhy when\\nwhere\\nV.\u00e2\u0080\u0094Write three sentences containing adverbs\\nof time three containing adverbs of place three\\ncontaining adverbs of manner three containing ad\u00c2\u00ac\\nverbs of degree.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0088.jp2"}, "89": {"fulltext": "CONJUNCTIONS.\\n81\\nKINDS OF CONJUNCTIONS.\\nCo-ordinate and Subordinate Conjunctions.\\n1. John and James came.\\n2. You may stand or sit.\\n3. The girl works slowly but neatly.\\n4. The wind blows, for the leaves stir.\\n5. The sun shone, but the day was cold.\\nWhat does each of the conjunctions in the above\\nsentences connect Are the connected parts in each\\nsentence of the same importance, or of equal rank f\\nNote. The different parts of a sentence are called its\\nelements.\\nConjunctions which connect elements of equal\\nrank, as above, are called co-ordinate conjunctions.\\nCo-ordinate means of equal order or rank.\\n1. I shall not go if it rains.\\n2. We did not know that he had gone.\\n3. You cannot succeed unless you work hard.\\n4. The lecture was interesting, though it was\\nsomewhat long.\\nWhat is the principal assertion in each of the\\nabove sentences What is the dependent assertion\\nin each What conjunction connects the principal\\nand the dependent assertion in each sentence Are\\nthe parts connected of equal or unequal rank", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0089.jp2"}, "90": {"fulltext": "82\\nLESSONS IN ENGLISH.\\nConjunctions which connect elements of unequal\\nrank, as in the preceding sentences, are called sub\u00c2\u00ac\\nordinate conjunctions. Subordinate means of lower\\norder or rank.\\nA Co-ordinate Conjunction is one that connects\\nelements of equal rank.\\nA Subordinate Conjunction is one that connects\\nelements of unequal rank.\\n[Relative pronouns are used as subordinate con\u00c2\u00ac\\njunctions as,\\nThe man who was arrested is a thief.\\nStudy the lesson which you had yesterday.\\nI have read the book that you sent me.\\nThey that touch pitch will be defiled.\\nHis father gives him ichatever he wants.\\nSuch flowers as they have are seldom seen.\\nConjunctive adverbs are also used as subordi\u00c2\u00ac\\nnate conjunctions as,\\nI do not know when he is going.\\nThe reason why he went is plain.\\nI will remain while you are gone.\\nThey played until they were tired.\\nThis is the place where we saw him.\\nThe country whence he came denied him freedom.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0090.jp2"}, "91": {"fulltext": "EXERCISE.\\n83\\nEXERCISE\\nI. Name the conjunctions in the following sen\u00c2\u00ac\\ntences, tell what they connect, and whether they are\\nco-ordinate or subordinate\\n1. Shall you walk or ride?\\n2. She left before you returned.\\n3. Many profess, but few practice.\\n4. Men who are true are respected.\\n5. I saw my friend while I was out.\\n6. Seek wisdom, for wisdom ennobles.\\n7. John will go, but Henry will remain.\\n8. The lady walks firmly but gracefully.\\n9. Sweet is the hour when daylight dies.\\n10. The evil that men do lives after them.\\n11. India-rubber is elastic and compressible.\\n12. I have not heard from her since she left.\\n13. If you want friends, you must be friendly.\\n14. The waves ran high because the wind blew.\\n15. Obey your parents, or you will be unhappy.\\n16. Columbus believed that the earth is a sphere.\\n17. Keep your shop, and your shop will keep you.\\n18. We reached school in time, though we had to hurry.\\n19. Alexander, Caesar, and Napoleon were great generals.\\n20. Unless you are industrious and persistent, you will\\nnot succeed at anything.\\nII.\u00e2\u0080\u0094Write three sentences, using in each a\\nco-ordinate conjunction three, using in each a sub\u00c2\u00ac\\nordinate conjunction.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0091.jp2"}, "92": {"fulltext": "84\\nLESSONS IN ENGLISH.\\nSUMMARY OF CLASSIFICATION.\\nWe have found the following subdivisions of\\nthe parts of speech\\nNouns.\\nCommon\\nGeneral.\\nAbstract.\\nCollective.\\nProper.\\nPronouns.\\nPersonal Simple.\\nL Compound.\\nRelative (Simple.\\nL Compound.\\nInterrogative.\\nAdjective.\\nAdjectives.\\nQualifying.\\nLimiting.\\nPossessive.\\nInterrogative.\\nVerbs.\\nComplete J Intransitive.\\nIncomplete (transitive.\\nL Copulative.\\nTime, Place, Manner, Degree.\\nModal.\\nConjunctive.\\nCo-ordinate.\\nConjunctions.\\nfPure Conjunctions.\\nSubordinates Relative Pronouns.\\nIConjunctive Adverbs,", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0092.jp2"}, "93": {"fulltext": "EXERCISE.\\n85\\nEXERCISE.\\nDetermine to what part of speech each of the\\nitalicized words in the following sentences belongs\\n1. Will you come early\\n2. The early bird catches the worm.\\n3. How far is it to yonder hill?\\n4. Yonder is the man you want to see.\\n5. They live in a cottage.\\n6. I met a little cottage girl.\\n7. The first boy may recite.\\n8. John may recite first.\\n9. The first shall be last.\\n10. They waited until evening.\\n11. They waited until the sun had set.\\n12. What are you doing?\\n13. From what book is the quotation?\\n14. I knew not what I was playing.\\n15. Please hand me the round box.\\n16. Round the corners off.\\n17. Fasten the chain round your neck.\\n18. She enjoys a daily round of pleasure.\\n19. Do not wait so long.\\n20. So we get there in time, I do not care.\\n21. His step was light, because his heart was so.\\n22. We started before daylight.\\n23. We started before the sun was up.\\n24. We had to wait for a long while.\\n25. While away the time while I am gone.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0093.jp2"}, "94": {"fulltext": "8G\\nLESSONS IN ENGLISH.\\n26. That is the picture.\\n27. I did not know that you called.\\n28. Days that are gone seem the brighest.\\n29 That that is not needed in the sentence.\\n30. The house is still there.\\n31. Still the troubled waters.\\n32. Still waters run deep.\\n33. He has all he needs, still he is not happy.\\n34. We like to hear good music.\\n35. Your son looks like you.\\n36. The like was never seen before.\\n37. Like causes produce like effects.\\n38. Why can you not come?\\n39. I do not know why he went away.\\n40. Never mind the why and wherefore.\\n41. Who lives above?\\n42. The above lines are from Tennyson.\\n43. The leaves danced above our heads.\\n44. Poetry is from the above.\\n45. She wore a beautiful gem.\\n46. Stars gem the sky.\\n47. The idle are unhappy.\\n48. An idle man is useless.\\n49. Do not idle away your time.\\n50. The what is more important than the how", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0094.jp2"}, "95": {"fulltext": "LETTER WRITING.\\n87\\nLetter Writing.\\nMAILS\u00e2\u0080\u0094THE POST OFFICE\u00e2\u0080\u0094POSTAGE STAMPS\u00e2\u0080\u0094\\nCARRIERS\u00e2\u0080\u0094PARTS OF A LETTER.\\nA great many things are carried in the mails.\\nAmong these are letters, papers, books, magazines and\\nmerchandise of all sorts. The government pays for\\ncarrying the mails. Sometimes they are carried on\\nmen\u00e2\u0080\u0099s backs, sometimes on horses, sometimes in coaches,\\nand sometimes on the railroad trains. The mail is\\nplaced in strong pouches or bags fastened by a lock.\\nThe postmasters have keys with which to unlock the\\nmail bags.\\nAlmost every boy and girl knows where the post=\\noffice is, and that people of the small towns and villages\\ngo there to get their mail. In the large cities, however,\\nthe mail is delivered at the houses by the mail carriers.\\nThe same men, or others, gather the mail from iron\\nboxes at the different corners. By putting the mail to\\ngo away in these boxes, people are saved a long trip to\\nthe post-office.\\nDid you ever write a letter to a friend? Did you\\nhelp the government to pay for carrying the letter?\\nHow did you do this? Does it cost any more to send\\na letter to a town in another state than to one near by\\nWhere did you buy your postage stamps? How much\\ndoes a stamp for one letter cost? Can the person who\\nreceives the letter use the same stamp to pay for the\\nreply? Why not? Are all postage stamps alike? Have\\nyou ever seen the postage stamps of another country\\nDo people have to pay the same for carrying papers and\\nmerchandise that they pay for carrying letters? Why?", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0095.jp2"}, "96": {"fulltext": "88\\nLESSONS IN ENGLISH.\\nTHE PARTS OF A LETTER.\\nTo write a letter properly, one should know (1) the\\nparts of a letter; (2) how the parts of a letter should\\nbe arranged.\\nThe parts of a letter are (1) the Heading; (2) the Ad\u00c2\u00ac\\ndress; (3) the Salutation; (4) the Body of the Letter; (5)\\nthe Conclusion.\\nThe Heading of a letter contains the place and date\\nshowing where the letter was written and when it was\\nwritten.\\nHEADINGS.\\njQ \\\\jrvxnlho, JPtp., ^aa/yio I, I cjOO.\\nBtu// JlxxJvo, chwmlKpxlyb Co., CaX.,\\nhrWixJv 10, ISCjCj.\\n2-lo3 llTahaAhy Mis.,\\nTTWi^ 3, I c|00.\\nP. C/. Beva 3 l 4 r (Ltta/vvta,, Cpcu,\\nTlo^. 2lo, I SCjS.\\nCoVruXL li/yuA) cjJtAoco, TL Ijy.,\\nJ^a/vu 20, I 8^.\\nThe Address of a letter contains the name, the title\\nand the residence or place of business of the person to\\nwhom the letter is written.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0096.jp2"}, "97": {"fulltext": "LETTER WRITING.\\n89\\nADDRESSES.\\nP \u00e2\u0080\u0098Uxjy. (jxiAv. IS l.ObOTl/,\\nTloVmoX, SflJLbs.\\nLCjo (L. S ta/nxax^ayrv Co.,\\n12 -IoIq li/ctlMaAlv O/XKy.,\\nClviOOCpo, ML\\nTlbiAO Cd/rvo GXLe/rv,\\nQ/huxxo-cL, To^xx/kv Co., CaC\\nNote:\\nIn letters to relations or friends, the address is sometimes\\nplaced at the close of the letter, to the left of and below the sig\u00c2\u00ac\\nnature. The same address must be placed on the envelope that\\nis written on the letter.\\nThe Salutation of a letter contains the opening words\\nof respect or affection.\\nFORMS OF SALUTATION.\\nIn business letters or letters to strangers:\\njQoa/v s lA/,\u00e2\u0080\u0094 CyuYhLU/yru/rv\\nThxxdxx/rvv,\u00e2\u0080\u0094 jQoa/v Thxxdxx/yvv,\u00e2\u0080\u0094\\njQxxx/v j3 iAs RoxKAX/nxh^tA/,\u00e2\u0080\u0094", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0097.jp2"}, "98": {"fulltext": "90\\nLESSONS IN ENGLISH.\\nIn letters to relatives or friends:\\njdt/ClA/ lYlxy$\\\\AA\\nTR/bp cUxxA/ jSUJaA\\njCUxxA/ WtXEixxmv,\u00e2\u0080\u0094\\njdexxA/ CLu/nAs fCcutt\\n\u00c2\u00a3UxiA/ TYVu\\njdexiA/ L uvbp,\u00e2\u0080\u0094\\nThe Body of a letter consists of whatever the writer\\nmay say to the person or persons to whom the letter is\\nwritten. It follows the salutation.\\nThe Conclusion of a letter contains the closing words\\nof respect or affection and the name of the writer.\\nFORMS OF CONCLUSION.\\nFor business letters:\\nIjxMAAA t/UjJsLjs,\\nhjxVU/b y TH/l/bp t/buXO-p,\\nhjxMAAA/\\ntxdjdtXt/bp xpcvuAA/,\\nFor letters to relatives or friends:\\n1jxMA/u toAM/rbcp dxuAxphfct V,\\nOJXVUAA\\nl/tA/bp ^TU2^vl/bp,\\nUXMXA/ fdbt/Vbcl/,\\nC/imA/ ^pcvuAA-,\\nIlxvuAA/", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0098.jp2"}, "99": {"fulltext": "LETTER WRITING.\\n91\\nEXERCISES.\\nWrite headings for five letters, all different. Write\\naddresses to be used in letters written to\u00e2\u0080\u0094\\na boy, a married lady,\\na girl, an unmarried lady,\\na physician, a business firm,\\na minister, a business man.\\nWrite salutations for letters to:\\nYour teacher, Your mother,\\nYour sister, Your cousin,\\nYour uncle, One of your classmates,\\nA stranger who is a lady, A business firm.\\nWrite conclusions for letters to the same persons to\\nwhose letters you have just written the salutations.\\nMODEL LETTERS.\\n32C|0 SoaaaXL CUk/.,\\nr \\\\Ybay\\\\jy I ^00.\\nlOUyoAs 7lLa/m/rmo\u00e2\u0080\u0094\\nS iaxixXua L tfvto cvfcxp\\nbxipo tt/i^mx/ri/Cp a /v\\\\xL j^ou/nxt\\nCo-oUu/rv jQXcit/ a/ruL tfiiAs cpi/ilA/\\nu x/i/ti/Yvcp oX- t bjo cUyjoot- to r rvJuX\\nYYXAj. S tInyOUXjJvt X- C^LoXb It/i/TUct\\nt/W t^lX/TTl/ ClA^ X UXlA TVoi- QAAj-\\ntcu/w J) U (OuXct ayVU/XHy tocla/bp.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0099.jp2"}, "100": {"fulltext": "92\\nLESSONS IN ENGLISH.\\nJ) hxxAs x jalXoA^wtX-t 7 u/jo.\\ncxvrutu/cXoA/ tolct TvUy \u00c2\u00a3woyyU/ t/w-\\nt iKaaXa/yxx^ jxxxitk/ aAouX- CA/oXo-I\\nJ!oA/cIaam ILo, QA^xmx^aAbtey a /rub\\nBloooriAoax^toTv; a/mt tXu^ yuaaMu-\\nXoa^ ojyjA uxt to Lc/mxt rwo a/n/Lp\\nVY\\\\ /^aj^A/rus \\\\\\\\ju fvcuct.\\nc3l U/ eowvvtVLp tA n eAA^ Xtciiu/J\\ntt^uX ruouo. ^i/jojao^ tX- bAA/YY\\\\A\\nt(J^AAlAAx}lr^ \u00c2\u00a3u to CU CpL/l!/ U luO\\n1 ti/uxt o|/ tooXimx^ aX- tXu/\\nXxmaA^A t/w cu f Xcp c^X/bp. JX-\\n$u^yyvuxt Xo uaX- m to tool?/ ouX-\\no|/ tX^ caA/ u Xnxtouo a/mt (UA/\\ntrU/ c^A^e/w j^uXclA/ a/mt u/oocUi\\nJI.o/vyv ti/uxt a/mt \u00c2\u00a3dXey|a/bp, \u00c2\u00a3u\\nJ) ft/wouo t^ou/ uottt uxxmaA^ tAX\\nXuovX- titteA. J! umXL tlA^ to\\nu 4ttt/ mx U/ toTrioVu u\\nThyuv. Ct. 16 (XuAtt/vv,\\nCJtu/axpo, c9tt.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0100.jp2"}, "101": {"fulltext": "LETTER WRITING.\\n\\\\2T\\\\ C/m/vvuvtl-\\n\u00c2\u00a3Ua1mjxs^jm, Slo-xixv, ^aajy\\\\Aj H, I cjOO.\\n3to CL. 3 ta/max^a/vv Co.,\\n.2tolo dJalModv Qyv-o.,\\nCldeocjo,\\nQoKvttomon/:\u00e2\u0080\u0094\\nPtcxUU/ su/wct mo\\nI \u00e2\u0080\u009c3tuy Ttloltdvcp. ojy JtHwi/,\\n(dp Poof, cLCe/rvVi^ j^oIm/vv;\\nI \u00e2\u0080\u009cSaiitA/ otou/t (Xa/ttyO iA\\nWp CLtay liJa Ao, do. ext.;\\nI \u00e2\u0080\u0098\u00e2\u0080\u0098CyuxxA- QyrnX/Wioyriy JItuLuA^-\\nt/UUA/, 1/ot. I, dotty.\\nuddv ttxAX/ tooltA/ j!oV\\nmAjy ouyyv Ltt-AxxA/bp. J! TIOtO\\ntxVXKy tu 4/tO/txjy jCaKy OotuyTTUyfiiy\\nl/W tt-. PtiXXA^y tiOnxL t- Xjy ttuy\\n(XoOOX/ldxi/VV C. O jQy.\\ndjyOU/b y t lyUyPlJy,\\nCLtt-iAyt Qa c3aXtotL.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0101.jp2"}, "102": {"fulltext": "94\\nLESSONS IN ENGLISH.\\n1. Write a letter of friendship to some relative in\\nanother city.\\n2. Write a business letter to A. C. McClurg Co.,\\n215 Wabash Ave., Chicago, Ills., ordering the following\\nbooks for the little library which your father is helping\\nyou to obtain: 1 Ellis\u00e2\u0080\u0099s \u00e2\u0080\u009cStories from American History,\u00e2\u0080\u009d\\ncloth; 1 \u00e2\u0080\u009cEarly History Stories of North and South\\nAmerica,\u00e2\u0080\u009d cloth; 1 \u00e2\u0080\u009cBlack Beauty,\u00e2\u0080\u009d cloth.\\n3. Write a business letter to the Vaughan Seed Co.,\\n84 Randolph St., Chicago, Ills., ordering 1 pkt. Sweet\\nPeas, 1 pkt. Dwarf Nasturtiums, 1 pkt. Four O\u00e2\u0080\u0099Clocks,\\nfor your flower garden. Enclose forty cents to pay for\\nthem.\\nTo the Teacher:\\nOnly one letter should be assigned for a lesson. The pupils\\nshould be required to point out the parts of each letter, and to\\nshow where replies or packages should be sent in answer to the let\u00c2\u00ac\\nters. The teacher should explain about paragraphing and indi\u00c2\u00ac\\ncate the reasons why the parts of a letter are arranged as they\\nare. Punctuation, capitalizing, spelling and penmanship should\\nbe taught mostly by example.\\n4. Write a letter to Perry Mason Co., Boston,\\nMass., enclosing $1.75 and renewing your subscription\\nto the Youth\u00e2\u0080\u0099s Companion for one year from Jan. 1,\\n1900.\\n5. Write a letter to the Century Co., Union Square,\\nN. Y., directing them to change the address of your\\ncopy of \u00e2\u0080\u009cSt. Nicholas\u00e2\u0080\u009d from one place to another place.\\n6. Write a letter to a friend at a distance, describ\u00c2\u00ac\\ning your school. Tell the number of pupils, the studies\\nyou have and any other things that are of special\\ninterest to you.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0102.jp2"}, "103": {"fulltext": "\u00e2\u0080\u00a2r\\nV\\n1\\n\u00e2\u0096\u00a0T\u00c2\u00bb\\n\u00e2\u0080\u00a24\\nt\\nT-\\nc\\nf\\n4", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0103.jp2"}, "104": {"fulltext": "95\\nDANCE OE THE NYMPHS.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0104.jp2"}, "105": {"fulltext": "COROT.\\n97\\nCOROT.\\nJean Baptiste Camille Corot was born in Paris, July\\n20, 1796. He was the gentlest of painters, the most\\nlovable of men, so high-minded in his work, so true to\\nhis friends that his memory is ever held in tender rever\u00c2\u00ac\\nence.\\nThis great soul\u00e2\u0080\u0099s childhood was passed amid common\\nsurroundings. His father was a barber and his mother\\na dressmaker. But there must have been gentle blood\\nindeed in this mother since she helped the little Jean\\nto accomplish so much.\\nThe spirit of love and the spirit of work dwelt side\\nby side in this youth. Yet many, many years he toiled\\nat his chosen profession unknown and poor. Up to his\\nfiftieth year he could scarcely find a purchaser for his\\npictures.\\nAt length, however, he came to be appreciated by\\nart lovers, and his friends began to notice that he was\\na great artist. He was called the leader of the new\\nschool of landscape painting. Artists called him Pere\\nCorot, and he was truly a father to all in distress; he\\nnever turned away a troubled soul from his door. When\\nhis friend Millet died, he gave Madame Millet $3,000 to\\nhelp her out of financial trouble.\\nThis beautiful picture, the Dance of the Nymphs, is\\none of his many silvery landscapes. In his early life\\nwhen the rest of the family slept, Corot often remained\\nleaning out of the window contemplating the sky and the\\ntrees. In these days he was absorbing the grandeur of\\nnature until, filled with the beauties of the outer world,\\nhe painted his pictures with this inner light. This pic\u00c2\u00ac\\nture is full of the rare beauty of summer time. The", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0105.jp2"}, "106": {"fulltext": "98\\nLESSONS IN ENGLISH.\\nforest is peopled with the wood-nymphs; we can almost\\nimagine their play to be, \u00e2\u0080\u009cRing Around the Roses.\u00e2\u0080\u009d\\nSome one has said of Corot: \u00e2\u0080\u009cHe could invest every\\nlandscape with a romanticism and charm which were\\nwonderful.\u00e2\u0080\u009d\\nLike our own sweet poet Whittier, the poet-painter\\nCorot never married. He loved all people and was well\\nbeloved. When he died in 1875, the world mourned.\\nBecoming Young Again.\\nA lady had a little daughter about five years old, who\\nloved her mother and grand-mother equally well. On\\nthe birthday of the latter, the mother asked her little\\ndaughter Emma (that was her name) to pray to God that\\nhe would bless dear grandmother, and that she might\\nbecome very old. Emma looked at her mother in sur\u00c2\u00ac\\nprise. The mother noticed the look of her child, and\\nasked again: \u00e2\u0080\u009cWell, will you not pray to God that your\\ngrandmother may become older?\u00e2\u0080\u009d The little girl an\u00c2\u00ac\\nswered with child-like simplicity; \u00e2\u0080\u009cDear mother, grand\u00c2\u00ac\\nma is already very old; I should rather pray to God that\\nshe may become young again.\u00e2\u0080\u009d\\nBe good, my child, and let who will be clever;\\nDo noble deeds, not dream them all day long,\\nAnd so make life, death and that vast forever\\nOne grand, sweet song.\\n\u00e2\u0080\u0094Charles Kingsley.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0106.jp2"}, "107": {"fulltext": "CHAPTER IV.\\nINFLECTION.\\n1. This boy is younger than the other boys.\\n2. The host and hostess greeted us.\\n3. He was there, for I saw him.\\n4. I am strong but you are stronger.\\n5. I see it now, and I saw it yesterday.\\nWhat words in these sentences show a change\\nin meaning by a change in form What word in\\n(3) has different forms to show a difference in its*\\nuse \u00e2\u0080\u0094as subject and as object of a verb?\\nWords that change in form to denote different\\nmeanings or uses, are said to be inflected. Infection\\nmeans bending into a different shape.\\nInflection is a change in the form of a word to\\nadapt it to a change in its meaning or use.\\nOnly nouns, pronouns, adjectives, verbs, and\\nadverbs are inflected.\\nC.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0107.jp2"}, "108": {"fulltext": "100\\nLESSONS IN ENGLISH.\\nFORMS OF NOUNS.\\nNumber-Forms.\\nThe booh is new.\\nThe leaf withers.\\nThe lady has gone.\\nThe man is working.\\nThe boohs are new.\\nThe leaves wither.\\nThe ladies have gone.\\nThe men were working.\\nCan you tell by the form of each noun used\\nabove whether it denotes one or more than one\\nName the nouns that denote one. Name those that\\ndenote more than one.\\nThe form of a word by which it denotes one or\\nmore than one, is called number.\\nA word which denotes one is in the singular\\nnumber.\\nA word which denotes more than one is in the\\nplural number.\\nMost nouns are inflected for number. The fol\u00c2\u00ac\\nlowing are the general rules for forming the plural\\nof nouns\\n1. The plural of most nouns is formed by adding\\ns to the singular as,\\nboy girl horse roof piano\\nboys girls horses roofs pianos", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0108.jp2"}, "109": {"fulltext": "FORMS OF NOUNS.\\n101\\n2. The plural of nouns ending in x s, z sh\\nand c/i (soft), is formed by adding es to the sin\u00c2\u00ac\\ngular as,\\nax kiss dish bench adz\\naxes kisses dishes benches adzes\\n3. Nouns ending in y preceded by a consonant\\nare made plural by changing y to i and adding es; as,\\nfly lady lily fairy\\n1 lies ladies likes faines\\nIf a vowel precedes the final y, the word is made\\nplural simply by adding s as,\\nday turkey valley delay\\ndays turkeys valleys delays\\n4. Some nouns ending in or fe are made\\nplural by changing to v and adding es as,\\nleaf wife wolf knife\\nleaves wives wolves knives\\nBesides those given, the following nouns are made\\nplural according to rule 4 other nouns ending in\\nare made plural by adding s\\ncalf\\nbeef\\nelf\\nlife\\nhalf\\nthief\\nself\\nloaf\\nstaff\\nsheaf\\nshelf\\nwharf\\nSome\\nnouns ending\\nin o are\\nmade plural by\\nadding es as, hero, heroes.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0109.jp2"}, "110": {"fulltext": "102\\nLESSONS IN ENGLISH.\\nThe most common nouns following rule 5 are\\necho\\nmotto\\ncargo\\nhero\\nnegro\\npotato\\ntomato\\ntornado\\ncalico\\nbuffalo\\nvolcano\\nmosquito\\nThe plural of the\\nfollowing\\nnouns is formed\\nirregularly\\nman\\nfoot\\nox\\nchild\\nmen\\nfeet\\noxen\\nchildren\\ntooth\\nmouse\\ngoose\\nwoman\\nteeth\\nmice\\ngeese\\nwomen\\nEXERCISE.\\nI. Form\\nthe plural of each\\nof the following\\nnouns by adding s or es\\nf\\nsea\\nfox\\nshoe\\nscarf\\nglass\\ncliff\\nwaltz\\nostrich\\nartist\\nguide\\nmotto\\nmonarch\\npotato\\nbridge\\ncircus\\nspoonful\\nsoldier\\ncupful\\nwitness\\nhandkerchief\\nII. Use\\neach of the following nouns in sen-\\ntences, first in\\nthe singular, then in the plural:\\nway\\njoy\\nsky\\nally\\nbuoy\\nduty\\nruby\\nalley\\nstory\\nartery\\ndaisy\\nmonkey\\ndonkey\\ndisplay\\nSunday\\nmystery\\ncentury\\nbalcony\\nchimney attorney", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0110.jp2"}, "111": {"fulltext": "FORMS OF NOUNS.\\n103\\nIII. \u00e2\u0080\u0094Change the italicized nouns in the follow\u00c2\u00ac\\ning sentences to the plural form, and make such\\nother changes in the sentences as are necessary:\\n1. The Turk wears a fez.\\n2. Put the dagger in its sheath.\\n3. A galley is a low, flat vessel.\\n4. The buggy has a broken shaft.\\n5. The foot of the goose is webbed.\\n6. A bundle of wheat is called a sheaf.\\n7. The atlas contains a map of the country.\\n8. The tomato was once thought unfit to eat.\\nGender-Forms.\\nObey your father and your mother.\\nThe hunter killed a lion and a lioness.\\nThe Icing is dead and the queen reigns.\\nWhat nouns used above denote the sex of the\\nobjects which they name? Which name objects of\\nthe male sex Which name objects of the female\\nsex\\nThe form of a word by which it denotes sex is\\ncalled gender. Gender means hind or sex.\\nWords which denote males are of the masculine\\ngender.\\nWords which denote females are of the feminine\\ngender.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0111.jp2"}, "112": {"fulltext": "104\\nLESSONS IN ENGLISH.\\nA few nouns are inflected to distinguish sex as,\\nhost hero widow Paul\\nhostess \\\\\\\\Qvoine widows Pau line\\nDifferent words are used to distinguish sex as,\\nboy\\nwife\\nduck\\nstag\\ngirl\\nhusband\\ndrake\\nhind\\nEXERCISE.\\nI. Write opposite each of the\\nword of opposite gender\\nfollowing words\\nson\\nlad\\ncow\\nbeau\\nman\\ncock\\nhorse\\nwizard\\naunt\\nJesse\\nsister\\nmadam\\nbride\\ngoose\\nnephew\\nbachelor\\nmaiden\\nmaster\\nlandlord\\ngentleman\\nII. Form the feminine of each of the follow\u00c2\u00ac\\ning nouns by changing its termination\\nheir\\nJew\\nczar\\nactor\\ntiger\\nduke\\nnegro\\nsongster\\ngovernor\\nprince\\nemporer\\nmurderer\\nJoseph\\nshepherd\\nenchanter\\nIII. Write three sentences containing nouns of\\nthe masculine gender three containing nouns of the\\nfeminine gender.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0112.jp2"}, "113": {"fulltext": "FORMS OF NOUNS.\\n105\\nCase-Forms.\\nThe home of the man was sold.\\nThe knives of the boys are dull.\\nHave you seen the. books of the children\\nWhich of the nouns used above names the\\nowner of the house Which names the owners of\\nthe knives Which names the owners of the books\\nWhat preposition is used in each sentence to show\\nthe relation of ownership between the owner and what\\nis owned\\nThe relation of ownership may be expressed,\\nwithout the preposition, by changing the form of\\nthe noun which names the owner. Thus\\nThe man s home was sold.\\nThe boys knives are dull.\\nHave you seen the children s books\\nNotice the changes that are made in the nouns\\nto make them show ownership.\\nThe form of a word by which it shows its rela\u00c2\u00ac\\ntion to other words is called case.\\nWords which show the relation of ownership,\\nor possession are in the possessive case.\\nNouns are inflected to show relation only in the\\npossessive case.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0113.jp2"}, "114": {"fulltext": "106\\nLESSONS IN ENGLISH.\\nThe possessive case of nouns is formed\\n1. By adding apostrophe and s (\u00e2\u0080\u0099s) to singular\\nnouns and to plural nouns not ending in s as,\\ngirl\u00e2\u0080\u0099s dress George\u00e2\u0080\u0099s book lady\u00e2\u0080\u0099s bonnet\\nmen\u00e2\u0080\u0099s gloves children\u00e2\u0080\u0099s hour ivoman\u00e2\u0080\u0099s work\\n2. By adding only the apostrophe to plural\\nnouns ending in s as,\\ngirls\u00e2\u0080\u0099 dresses ladies\u00e2\u0080\u0099 bonnets\\nhoys\u00e2\u0080\u0099 school teachers\u00e2\u0080\u0099 meeting\\nEXERCISE.\\nI. Use nouns in the possessive case instead of\\nthe parts italicized in the following sentences\\n1. The tongues of cats are rough.\\n2. Beware of the nest of the hornet.\\n3. The tusks of elephants are ivory.\\n4. We keep clothing for men and boys.\\n5. The feathers of the turkey are glossy.\\n6. Mt. Vernon was the home of Washington.\\n7. Have you read the fables written by Aesop\\n8. The house owned by Dr. Blank is for sale.\\n9. A monument for the soldiers will be built.\\n10. Cloaks suitable for ladies and misses for sale here.\\nII. The crown that is worn by Queen V.ctoria is set with\\ncostly jewels.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0114.jp2"}, "115": {"fulltext": "FORMS OF NOUNS.\\n107\\nII. Change each of the italicized nouns in the\\nfollowing sentences to the plural possessive form\\nmake such other changes as are necessary:\\n1. Where are the girVs hats?\\n2. A horse s hoof is horny.\\n3. My brother s store is closed.\\n4. The bird s songs are enjoyed.\\n5. Did you see the boy s mother?\\n6. The baby s carriage is broken.\\n7. The buffalo s horns are short.\\n8. A monkey s eyes are bright.\\n9. Our uncle s children are our cousins.\\n10. You will find a hornet s nest there.\\n11. A child s manners shows its training.\\n12. Nothing could be seen of the thief s tracks.\\n13. The fox s bark was heard in the distance.\\nIII. Write the singular and plural possessive\\nforms of each of the following nouns\\nfly\\nbox\\nox\\nboy\\npony\\nfish\\nwaif\\nwolf\\nwatch\\ndwarf\\nhorse\\nnegro\\nmouse\\neagle\\nwoman\\ndonkey\\nthrush\\nsociety\\nattorney\\nmosquito\\nIY.\u00e2\u0080\u0094Write three sentences containing singular\\nnouns in the possessive case three containing plural\\nnouns in the possessive case.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0115.jp2"}, "116": {"fulltext": "108\\nLESSONS IN ENGLISH.\\nFORMS OF PRONOUNS.\\nNumber-Forms.\\nI am here.\\nDid you see him\\nShe gave it to me.\\nWe are here.\\nDid you see them\\nThey gave them to us.\\nWhich of the pronouns used above denote one\\nWhich denote more than one? Which, then, are in\\nthe singular number Which in the plural number\\nPersonal pronouns are inflected to denote number.\\nThe number of a pronoun must be the same as\\nthat of its antecedent as,\\nA boy was here. He left a note.\\nWhere is the bird It has flown.\\nThe girls came, but they have gone.\\nThe children took their books with them.\\nTwo singular antecedents connected by and gen\u00c2\u00ac\\nerally require a plural pronoun as,\\nJohn and Charles have their books open.\\nEllen and Lucy take their lunch with them.\\nTwo singular antecedents connected by or or nor\\nrequire a singular pronoun as,\\nEither John or Charles has his book open.\\nNeither Ellen nor Lucy takes her lunch with her.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0116.jp2"}, "117": {"fulltext": "Forms of pronouns.\\nioO\\nThe singular form of pronoun should be used\\nafter each, every, either, neither, not one, any one,\\netc. Thus\\nEach of the girls took her books home.\\nEvery one of the boys failed in his lesson.\\nNeither of these books has all its leaves.\\nEither of the women will do her part.\\nNot one of the men does as much as he can.\\nHas any one of the pupils forgotten to bring his\\nbooks with him\\nGender-Forms.\\nShe went away.\\nI have not seen him.\\nHe gave the book to her.\\nWhich of the pronouns used above show by\\ntheir forms that they denote males Which show\\nthat they denote females Which, then, are of the\\nmasculine gender? Which of the feminine gender?\\nTwo personal pronouns have gender forms.\\nThe gender of a pronoun must be the same as\\nthat of its antecedent as,\\nWhen Mary left, she gave me her books.\\nThe king expects his subjects to support him.\\nEvery woman contributed as much as she could.\\nThe man was chopping wood, and he cut his foot.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0117.jp2"}, "118": {"fulltext": "iio\\nLESSONS IN ENGLISH.\\nWhen the gender of the antecedent is indefinite,\\nthe masculine form of the pronoun is used as,\\nEach one of them did his best.\\nEverybody must look out for himself.\\nThere is no one but has his troubles.\\nIf any one wants to go, let him raise his hand.\\nPerson-Forms.\\nI am ready.\\nAre you going\\nHe sent it to her.\\nWhich of these pronouns represents the speaker\\nWhich represents the person spoken to Which two\\nrepresent persons spoken of Which represents a\\nthing spoken of.? Which, then, is of the first person?\\nWhich of the second Which are of the third\\nPersonal pronouns are inflected to denote person.\\nA pronoun must agree with its antecedent in\\nperson. The antecedent of a pronoun of the first\\nperson is the name of the person speaking that of\\na pronoun of the second person is the name of the\\nperson spoken to that of a pronoun of the third\\nperson the name of the person or thing spoken of; as,\\nJohn, saw these things.\\nArthur, you must help me.\\nThe boy has a rabbit. He feeds it leaves.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0118.jp2"}, "119": {"fulltext": "FORMS OF PRONOUNS.\\nIll\\nCase-Forms.\\nI am ready, send me.\\nWe saw him, but he did not see us.\\nThey called for her and she went with them.\\nDid John leave his pencil on your desk\\nWhich of these pronouns are used as subjects\\nof verbs Which as objects of verbs Which as\\nobjects of prepositions Which denote ownership\\nNotice the changes in form to show the different\\nrelations.\\nThe subject of a verb is in the nominative case.\\nThe object of a verb or of a preposition is in the\\nobjective ,case. Words which denote ownership, as\\nwe have learned, are in the possessive case.\\nMost personal pronouns are inflected to denote\\nthe nominative, the objective, and the possessive case.\\nPronouns used as complements of copulative\\nverbs are in the nominative case as,\\nIt is I.\\nThis is he.\\nThat was she.\\nI think these are they\\nWas it we that you called?\\nIt may have been she who came.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0119.jp2"}, "120": {"fulltext": "112\\nLESSONS IN ENGLISH.\\nThe relative and interrogative pronoun who is\\ninflected for case as,\\nI see a boy who is idle.\\nThis is the girl whose father died.\\nThe man ivhom you describe was here.\\nWho is going i\\nWhose are these books\\nWhom did you call\\nDeclension of Pronouns.\\nWe have found that pronouns have number,\\ngender, person, and case forms. The orderly ar\u00c2\u00ac\\nrangement of the inflections of a pronoun is called\\nits declension. Thus\\nNominative.\\nPossessive.\\nObjective.\\nFirst\\nJ Singular.\\n.1\\nmy or mine\\nme\\nPerson.\\nPlural\\n...we\\nour or ours\\nus\\nSecond\\nf Singular.\\nthou\\nthy or thine\\nthee\\nPerson.\\nPlural.\\nye or you\\nyour or yours\\nyou\\nf Sing. Masc...\\n...he\\nhis\\nhim\\nThird\\nSing. Fem...\\n...she\\nher or hers\\nher\\nPerson.\\nSingular.\\nit\\nits\\nit\\nPlural.\\nthey\\ntheir or theirs\\nthem\\nSingular or Plural\\n...who\\nwhose\\nwhom\\nThe pronouns you, your and yours are used in\\nthe singular, though plural in form.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0120.jp2"}, "121": {"fulltext": "FORMS OF PRONOUNS.\\n113\\nThe forms thou, thy, thine, and ye are not\\nused in ordinary speech, but in what is called solemn\\ndiscourse, as in prayer and some kinds of poetry.\\nThe possessive forms, my, our, thy, your, her,\\ntheir, are used before nouns when no noun is\\nexpressed, mine, ours, thine, yours, hers, and theirs\\nare used as,\\nThis is my hat. This hat is mine.\\nIs that her cloak. Is that hers\\nThat is your pencil. That pencil is yours.\\nThese are our books. These books are ours.\\nA pronoun used as the subject of a verb or as\\nthe complement of a copulative verb, is in the\\nnominative case.\\nA pronoun used as the object of a verb or of\\na preposition, is in the objective case.\\nA pronoun must agree with its antecedent in\\nperson, gender, and number.\\nEXERCISE.\\nI.\u00e2\u0080\u0094Determine the number, gender, person, and\\ncase of each pronoun in the following sentences\\n1. He and I are brothers.\\n2. My friend took her and me.\\n3. We thought that it was she.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0121.jp2"}, "122": {"fulltext": "114\\nLESSONS IN ENGLISH.\\n4. You cannot go, nor they either.\\n5. She can do the work as well as they.\\n6. There is the book. Please hand it to him.\\n7. There is no ill-feeling between her and me.\\n8. He is taller than I, but I am older than he.\\n9. You, he, and I, are members of the same class.\\n10. Bees gather honey for themselves, and men rob\\nthem of it.\\nII. Choose the correct form of pronoun, and\\nthen repeat or copy each sentence several times\\n1. John and (I, me) will go.\\n2. It is (I, me) that am reciting.\\n3. You are older than (we, us).\\n4. You can write as well as (he, him).\\n5. Will you take William and (I, me\\n6. It was (he, him) that went past.\\n7. I do not think that is (she, her).\\n8. Do you suppose it was (they, them\\n9. Was it (we, us) you wanted to see?\\n10. I was playing with Alice and (she, her).\\n11. They invited (she, her), but not (I, me).\\n12. Give the flowers to (he, him) and (she, her).\\n13. Was it not Mary and (she, her) who called?\\n14. The invitation is for (he, him) and (I, me).\\n15. It was (she, her) and (I, me) that were whispering.\\n16. There were present only (they, them) and (I, me).\\n17. They asked my friend and (I, me if we could walk\\nas fast as (they, them).", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0122.jp2"}, "123": {"fulltext": "FORMS OF PRONOUNS.\\n115\\nHI.\u00e2\u0080\u0094Use in each blank the correct form of who\\n1\\n2\\n3.\\n4.\\n5.\\n6\\n7.\\n8\\n9.\\n10\\n11\\n12\\nwas here?\\ndid you see?\\nwas it that came?\\ndid the boy strike?\\nWith were you walking.\\nAt house is she staying?\\nTo is the letter directed\\nI will send a boy is honest.\\nI will send a boy you can trust.\\nThe man was here has gone.\\nThe man you saw was my father.\\nThe woman died was one all loved.\\nIY. Fill blanks with pronouns of correct num\u00c2\u00ac\\nber and gender:\\n1. Not one of us did best.\\n2. No one should neglect work.\\n3. All the pupils had lessons.\\n4. Each of the pupils had lessons.\\n5. Every tree is known by fruit.\\n6. Some man or boy has lost hat.\\n7. If any one knows, must not tell.\\n8. Everyone must learn lesson for\\n9. Let anyone guess this riddle if can\\n10. Neither one of the girls brought lunch.\\n11 I will let each of you recite in turn.\\n12. If Ned or Frank is whispering, must remain.\\n13. If Ned and Frank are whispering, must remain.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0123.jp2"}, "124": {"fulltext": "116\\nLESSONS IN ENGLISH.\\nFORMS OF ADJECTIVES AND ADVERBS.\\nComparison of Adjectives.\\nMary is hind. I have a short stick.\\nJane is hinder. You have a shorter stick.\\nRuth is hindest. He has the shortest stick.\\nWhat quality has each of the girls Kindness.]\\nHow many forms of the adjective hind are used to\\nexpress different degrees of the quality Which\\nform denotes merely the quality Which a higher\\ndegree of the quality Which the highest degree of\\nthe quality? What adjective is changed in form to\\nexpress different degrees in the length of the sticks\\nWhich form expresses the quality alone Which a\\nlower degree of the quality Which the lowest\\ndegree of the quality\\nThe change in the form of an adjective to express\\ndifferent degrees of quality, is called comparison.\\nThe form of an adjective which expresses merely\\nthe quality, as hind short is the positive degree.\\nThe form of an adjective which expresses a higher\\nor lower degree of the quality in one object than in\\nanother, as hinder shorter is the comparative degree.\\nThe form of an adjective which expresses the\\nhighest or lowest degree of the quality, as hindest\\nshortest is the superlative degree.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0124.jp2"}, "125": {"fulltext": "FORMS OF ADJECTIVES.\\n117\\nAdjectives are compared regularly by adding r\\nor er to the positive to form the comparative st or\\nest to the positive to form the superlative as,\\nwise\\nwiser\\nwisest\\nswift\\nswifter\\nswifted\\nsmall\\nsmaller\\nsmaller\\nA few adjectives are compared irregularly as.\\ngood\\nbetter\\nbest\\nlittle\\nless\\nleast\\nhad or ill\\nworse\\nworst\\nmuch or many more\\nmost\\nAdjectives of more than one syllable are usually\\nnot inflected, but are compared by placing before\\nthem the adverbs more or less for the comparative,\\nmost or least for the superlative as,\\nhonest\\nmore honest\\nmost honest\\ntruthful\\nmore truthful\\nmost truthful\\nhonorable\\nless honorable\\nleast honorable\\nNote. A word of two syllables is compared regularly, when\\nthe terminations can be added to it without making an awkward\\nword as, pretty, prettier, prettiest; noble, nobler, noblest.\\nA few qualifying adjectives are not compared;\\nas round square equal chief, principal.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0125.jp2"}, "126": {"fulltext": "118\\nLESSONS IN ENGLISH.\\nThe comparative form of an adjective is used\\nwhen comparing two objects, the superlative form\\nwhen comparing more than two as,\\nWhich is older John or Frank\\nWhich is oldest John, Frank, or Tom\\nThe young man is taller than his father, and the\\ntallest of three brothers.\\nOnly two adjectives this and that \u00e2\u0080\u0094are inflected\\nfor number; as,\\nThis man works. These men work.\\nThat girl is studying. Those girls are studying.\\nBe careful to use the right number form of the\\nadjective with the singular nouns sort and kind as,\\nThis [not these~\\\\ kind of apples grows here.\\nI do not like that [not those~\\\\ sort of people.\\nComparison of Adverbs.\\nMost adverbs that admit of comparison are com\u00c2\u00ac\\npared by the use of more and most or less and\\nleast as,\\nquickly ^quickly \u00c2\u00a3},\u00e2\u0080\u009eickly\\ndistinctly distinctly distinctly", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0126.jp2"}, "127": {"fulltext": "FORMS OF ADVERBS.\\n119\\nA few adverbs are inflected for comparison; as,\\nsoon\\nsoone?\u00e2\u0080\u0099\\nsoon est\\noften\\noftener\\noftenes\u00c2\u00a3\\nfew adverbs are irregularly compared\\nwell\\nbetter\\nbest\\nmuch\\nmore\\nmost\\nlittle\\nless\\nleast\\nfar\\nfarther\\nfarthest\\nbadly or ill\\nworse\\nivorst\\nEXERCISE.\\nI. Determine the degree of each qualifying\\nadjective in the following sentences\\n1. Truth is stranger than fiction.\\n2. Diamonds are the costliest gems.\\n3. Of the two roads, choose the shorter.\\n4. John is the youngest of five brothers.\\n5. Empty vessels make the loudest noise.\\n6. Which is larger, Illinois or Missouri?\\n7. Which is largest, Texas, California, or New York?\\n8. Which has the sweeter odor, the violet or the rose\\n9. By persistent effort, the hardest task becomes easy.\\n10. Julia is the older and the more domestic of the two.\\n11. South Carolina is a small state, Delaware is smaller\\nthan South Carolina, and Rhode Island is the smallest state\\nin the Union.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0127.jp2"}, "128": {"fulltext": "120\\nLESSONS IN ENGLISH.\\nII. Compare each of the following adjectives\\nfew\\nsoft\\nrich\\nable\\nfine\\nbrave\\nfoolish\\ncruel\\nhappy\\nbright\\npatient\\nunkind\\nuseful\\nformal\\ngraceful\\nwealthy\\nfertile\\ncareless\\nhandsome\\nbeautiful\\nIII. \u00e2\u0080\u0094Choose the correct form in each sentence\\n1. I prefer (this, these) kind of pencils.\\n2. Were you weighed on (that, those) scales?\\n3. I do not trust (that, those) sort of friends.\\n4. Of all lakes, Superior is the (larger, largest).\\n5. Which is (taller, tallest), Harry, Ned, or Tom?\\n6. (That, those sort of companions will benefit you.\\n7. Do you want some of (this, these) kind of apples?\\n8. Which do you like (better, best), spring or fall?\\n9. Which is (more, most) desirable, health or wealth?\\n10. The (younger, youngest) of the two girls is the\\n(prettier, prettiest).\\nIV. Determine which of the italicized words\\nare adjectives, and which adverbs tell the degree\\nof each\\nYou came latest.\\nI ate breakfast early.\\nThe girl is less than I.\\nThis is the fastest train.\\nHe spoke longer than usual.\\nWe walked farther to-day.\\nYou are the latest arrival.\\nI ate an early breakfast.\\nThe man works less now.\\nThis train runs fastest.\\nI want the longer string.\\nThey live in the farther house.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0128.jp2"}, "129": {"fulltext": "FORMS OF VERBS.\\n121\\nFORMS OF VERBS.\\nNumber and Person Forms.\\nwork s\\nThe child\\nstudies\\nis busy\\nwas late\\nhas a pen\\nThe children\\nwork\\nstudy\\nare busy\\nwere late\\nhave pens\\nWhich of these verbs are used with a singular\\nsubject Which with a plural subject Notice the\\nchanges in the form of the verbs.\\nA verb may change form to agree with the\\nnumber of its subject, hence verbs are said to have\\nnumber.\\nivork\\nstudy\\nI am busy\\nwas late\\nhave a pen\\nWhich of these verbs are used with a subject of\\nthe first person Which with a subject of the second\\nperson Which with a subject of the third person\\nNotice the changes in the form of the verbs.\\nA verb may change form to agree with the per\u00c2\u00ac\\nson of its subject, hence verbs are said to have\\nperson.\\nyou\\nwork\\nstudy he\\nt she\\nare busy Qr\\nwere late it\\nhave a pen\\nwork s\\nstudies\\nis busy\\nteas late\\nhas a pen", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0129.jp2"}, "130": {"fulltext": "122\\nLESSONS IN ENGLISH.\\nWe see that the verb has few inflections for per\u00c2\u00ac\\nson and number. The following are all the changes\\nin ordinary speech The verb be has different forms\\nam, is, are ivas, were to denote differences in\\nthe person and number of its subjects other verbs\\nchange form to agree with the person and number\\nof their subjects only in the third person singular,\\nwhen have is changed to has, or s or es is added to\\nthe verb.\\nA verb must agree with its subject in person\\nand number.\\nTwo or more singular subjects generally require\\na plural verb if connected by and a singular verb\\nif connected by or or nor as,\\nJohn and James go to school.\\nJohn or James goes to school.\\nMary and her sister have their lessons.\\nNeither Mary nor her sister has her lessons.\\nWhen two or more singular subjects connected\\nby and have a singular meaning, or are preceded\\nby each, every or no, they require a singular verb; as,\\nThe soldier and statesman is dead.\\nEach boy and girl has a book.\\nEvery man, woman, and child ivas lost.\\nNo day and no hour is without its duties.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0130.jp2"}, "131": {"fulltext": "FORMS OF VERBS.\\n123\\nBe careful not to violate the preceding rule\\nwhen the position of the subject is changed, or when\\na noun of a different number comes between the\\nsubject and the verb as,\\n1. Yonder come John and James.\\n2. Not one of the boys is absent.\\n3. Neither of the men works hard.\\n4. There go the children from school.\\n5. Every one of the pupils lias a pencil.\\n6. Each of these expressions is incorrect.\\n7. There were left only my brother and I.\\n8. Do your father and mother expect to go\\n9. The appearance of the clouds indicates rain.\\nSometimes the meaning of a word, rather than\\nthe form, determines whether it should have a sin\u00c2\u00ac\\ngular or a plural verb as,\\n1. News is scarce.\\n2. No pains icas spared.\\n3. A great number were injured.\\n4. The number injured icas ten.\\n5. The deer are in the park.\\n6. The deer is a beautiful animal.\\n7. The class [as a whole] is large.\\n8. The class [as individuals] are studying.\\n9. The \u00e2\u0080\u009cArabian Nights\u00e2\u0080\u009d icas once his delight.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0131.jp2"}, "132": {"fulltext": "124\\nLESSONS IN ENGLISH.\\nEXERCISE.\\nI. Choose the correct form of verb in each\\nsentence, and tell why it is correct\\n1. (Was, were) you there?\\n2. One of those horses (is, are lame.\\n3. Either of you (is, are able to lift it.\\n4. (Has, have) Mary and Lucy been ill?\\n5. (Was, were) Florence or Fannie here?\\n6. Neither of the boys (read, reads) well.\\n7. (Is, are) either of your friends coming?\\n8. The jury (was, were) divided in opinion.\\n9. Which of these sentences (is, are) correct?\\n10. Each of the States (has, have) two senators.\\n11. No house, no fence, no tree (was, were) left.\\n12. What sounds (has, have) each of the vowels\\n13. Either you or your brother (was, were) there.\\n14. Both you and your brother was, were there.\\n15. Here (come, comes) my friend and her husband.\\n16. Each man, woman, and child (has, have) duties.\\n17. Frank, Robert, and Ned (live, lives) in the city.\\n18. Every branch and twig (is, are covered with snow.\\n19. Neither Ned nor Tom (have, has) (his, their) books.\\n20. The fragrance of many flowers (fill, fills) the air.\\n21. A variety of pleasing objects (charm, charms) the eye.\\n22. The ebb and flow of the tides (was, were) explained.\\n23. The jury (has, have) rendered a verdict of guilty.\\n24. Has, have there been many failures in business\\n25. There (is, are) a book, an apple, and a pencil on\\nmy desk.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0132.jp2"}, "133": {"fulltext": "FORMS OF VERBS.\\n125\\nII. Change the person or number of each\\nitalicized word, and make such other changes in the\\nsentences as will be necessary\\n1. All men have their faults.\\n2. We are industrious pupils.\\n3. Are you going to the fair?\\n4. She has a slate on her desk.\\n5. The bird was building its nest.\\n6. There is an apple on the table.\\n7. Are the covers of the books blue?\\n8. Has there been a wretk on this rock?\\n9. The men who do their duty are happy.\\n10. The boys help their father in the store.\\n11. The man that rows the boat has a strong arm.\\n12. The fern seeks the shade and shuns the sunshine.\\n13. This is the best exercise that has been written.\\n14. At the signal, each of the pupils rises to his feet.\\n15. All the girls who have their lessons may be excused.\\n16. The trees that grow on the lawn furnish us shade.\\nIII. Use the following verbs in sentences 1\\nwith singular subjects, (2) with plural subjects:\\ndo\\ngo\\ncry\\nlay\\nrun\\nsee\\nplay\\ndeny\\ndelay\\nreply\\nperch\\nrustle\\nmarch\\ncreep\\ncrouch\\nscreech\\nbelong\\ninvade\\ntarnish\\nprepay.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0133.jp2"}, "134": {"fulltext": "126\\nLESSONS IN ENGLISH.\\nMode-Forms.\\n1. I go to school. 5.\\n2. I may go to school. 6.\\n3. Go to school. 7.\\n4. If I go I will learn. 8.\\nJohn runs.\\nJohn can run.\\nRun John.\\nIf John run, he will fall.\\nIn which of these sentences is the action asserted\\nas a fact In which is it asserted as a possibility\\nIn which is it commanded In which is it asserted\\nas doubtful, or conditional\\nThe manner in which the verb makes the asser\u00c2\u00ac\\ntion is called mode. Mode means manner.\\nA verb which asserts something as a fact is in\\nthe indicative mode.\\nA verb which asserts something as possible or\\nnecessary is in the potential mode.\\nA verb which asserts a command is in the imper\u00c2\u00ac\\native mode.\\nA verb which asserts something as doubtful or\\nconditional is in the subjunctive mode.\\nThe indicative mode is the one most used as,\\nTime Jlies. Are you going\\nCaesar conquered Have you a pencil\\nStudents will learn. Did he learn his lesson", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0134.jp2"}, "135": {"fulltext": "FORMS OF VERBS.\\n127\\nThe potential mode is expressed by the use of\\none of the helping verbs, may, can, must, might\\ncould, would, or should, with the simple form of the\\nprincipal verb as,\\nYou way read.\\nHe can do the work.\\nWe must study hard.\\nJohn might write better.\\nCan you help me\\nMay I ask a favor\\nWould that he right\\nThey could see the bird.\\nThe imperative mode is used only with subjects\\nin the second person in expressing requests or com\u00c2\u00ac\\nmands as,\\nCome to me. Please sing for me.\\nThe subjunctive mode has almost gone out of\\nuse in our language. It is used in subordinate\\nassertions to express doubt a supposition contrary to\\nfact or a wish as,\\n1. If she he there, she will not sing.\\n2. Though he fail he will not despair.\\n3. Provided the pupil study he may remain.\\n4. Unless he have friends, he cannot succeed.\\n5. If John tell a falsehood, he will be punished.\\n6. I would not go, if I were you.\\n7. If he were willing, I would help him.\\n8. I wish that my mother were here.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0135.jp2"}, "136": {"fulltext": "128\\nLESSONS IN ENGLISH.\\nVerbs in the indicative mode are used to express\\nwhat is assumed as a fact as,\\n1. If he is needy, we must help him.\\n2. Though he is lame, he walks fast.\\n3. If he was severe, he was not unjust.\\n4. If he wishes to see me, he must come here.\\n5. If she intends to apply, she must do so soon.\\nTense-Forms.\\n1. We play. 4. He goes to school.\\n2. We played. 5. He went to school.\\n3. We shall play. 6. He will go to school.\\nDo the verbs used above express time Which\\ndenote present time Which past time Which\\nfuture time.\\nThe form of a verb by which it expresses time\\nis called tense. Tense means time.\\nAll time is divided into present, past, and future;\\nhence there are three principal tenses of verbs\u00e2\u0080\u0094the\\npresent tense, the past tense, and the future tense, s\\nThe Present Tense of a verb denotes present time.\\nThe Past Tense of a verb denotes past time.\\nThe Future Tense of a verb denotes future time.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0136.jp2"}, "137": {"fulltext": "FORMS OF VERBS.\\n129\\nThey have learned their lessons.\\nThey had learned their lessons when they came.\\nThey will (or shall have learned their lessons\\nbefore class-time.\\nWhich of these verbs represents an action as\\ncompleted at the present time Which represents\\nan action as completed at a certain past time\\nWhich represents an action as completed at a cer\u00c2\u00ac\\ntain future time\\nAn action completed is perfected hence we have\\nthe present-perfect tense, the past-perfect tense, and\\nthe future-perfect tense.\\nThe Present-perfect Tense of a verb represents\\nan action as completed at the present time.\\nThe Past-perfect Tense of a verb represents an\\naction as completed at a certain past time.\\nThe Future-perfect Tense of a verb represents an\\naction as completed at a certain future time.\\nThe indicative mode has all of the six tenses.\\nThe potential mode has four tenses\u00e2\u0080\u0094the present,\\nthe past, the present-perfect, and the past-perfect.\\nThe subjunctive mode has two tenses\u00e2\u0080\u0094the present\\nand the past.\\nThe imperative mode has but one tense the\\npresent.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0137.jp2"}, "138": {"fulltext": "i perative Subjunctive Potential Indicative\\nMode. Mode. Mode. Mode.\\n130\\nLESSONS IN ENGLISH.\\nSummary op Mode and Tense Forms.\\nPresent. love sing.\\nPast. love d, sang.\\nFutul e S ^J[ jfoue, sing.\\nPresent-Perfect.^ave j- loved, sung.\\nPast-Perfect. had love d, sung.\\nFuture-Perfect.| have love d, sung.\\nPresent\\nmay\\ncan\\nmust\\nPast\\nPresent-Perfect.\\nmight\\ncould\\nwould\\nshould\\nmay\\ncan\\nmust\\nlove, sing\\nhave love d, sung.\\nmight 1\\nPast-Perfect.would f ave loved, sung.\\nshould J\\nPresent love, sing\\nPast. love d, sang.\\nPresent\\n5\\nlove, sing", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0138.jp2"}, "139": {"fulltext": "FORMS OF VERBS.\\n131\\nWe see by the table that there are few inflec\u00c2\u00ac\\ntions for mode and tense. The only changes in the\\nverb itself are in the past tense, indicative and sub\u00c2\u00ac\\njunctive, and in the perfect tenses, indicative and\\npotential.\\nThe imperative mode has but one form, the\\nunchanged form, or root of the verb.\\nThe subjunctive mode has forms different from\\nthe indicative only in the following cases\\n1. In the present tense be is used instead of\\nam is and are in the past tense, were is used\\ninstead.of was. [See page 157.]\\n2. Have is used instead of has and other verbs\\ndrop s or es in the third person singular, present\\ntense. [See page 107.]\\nThe form of a verb used after has have, or\\nhad in the perfect tenses, is called the past-participle\\nof the verb.\\nThe three forms, the present-indicative the past-\\nindicative, and the past-participle are called the\\nprincipal parts of a verb as,\\nPresent Indicative. Past Indicative. Past Participle.\\nlive lived lived\\nsee saw seen\\nNote. The regular arrangement of all the different forms of\\na verb is called its conjugation.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0139.jp2"}, "140": {"fulltext": "132\\nLESSONS IN ENGLISH.\\nBe careful not to use the past-participle for the\\npast tense of the verb, or the reverse as,\\nI saw [not seen~\\\\ him yesterday.\\nI have never seen [not saw~\\\\ him.\\nI Jc?ieiv [not hnowed~\\\\ he would come.\\nWe should have written [not wrote] our exercises.\\nHe never did [not done~\\\\ such a thing in his life.\\nAuxiliary Verbs.\\nThe verb itself has few inflections, but there are\\ncertain helping verbs, as the table shows, which are\\nused with the principal verb to express the different\\nmodes and tenses.\\nVerbs used to help form the different modes and\\ntenses of other verbs, are called auxiliary verbs.\\nAuxiliary means helping.\\nThe principal auxiliaries are\\nPresent, do be, have shall, will may, can, must.\\nPast, did, was, had, should, would might, could.\\nDo, be, have, and will are also used as principal\\nverbs.\\nNote. The combination of the principal and the auxiliary\\nverb is sometimes called a verb-plirase or verb-term.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0140.jp2"}, "141": {"fulltext": "FORMS OF VERBS.\\n133\\nAlways use the proper auxiliary\\nMay expresses permission or possibility as,\\nMother says I may go.\\nThe sun may shine to-morrow.\\nThe Governor may pardon the convict.\\nCan expresses ability; as,\\nHe can read. I think I can go.\\nMust expresses necessity as,\\nHe must go. It must he true.\\nMight and could the past tenses of may and\\ncan follow the rules for may and can as,\\nHe might come (possibility).\\nHe could come (ability).\\nShall in the first person, expresses simple\\nfuturity in the second and third persons, compul\u00c2\u00ac\\nsion. Will in the first person, expresses purpose\\nin the second and third persons, simple futurity; as,\\nI shall go (simple futurity).\\nYou shall go (compulsion).\\nHe shall go (compulsion).\\nI will go purpose\\nYou will go simple futurity\\nHe will go (simple futurity).", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0141.jp2"}, "142": {"fulltext": "134\\nLESSONS IN ENGLISH.\\nShould and ivould, the past tenses of shall and\\nwill follow in general the rules governing the uses\\nof shall and will as,\\nI thought I shoidd go.\\nI determined I would go.\\nI feared he woidd fail.\\nI demanded that he should come.\\nDo is used as an auxiliary in making the\\nemphatic form of a verb, and also in interrogative\\nand negative sentences as,\\nI do try.\\nHe did come.\\nWe do feel sorry.\\nDid you write this\\nI do not know how.\\nWe did not hear you.\\nDo you live here He does not want to go.\\nBe is used as an auxiliary in making the pro\u00c2\u00ac\\ngressive form of a verb as,\\nI am reciting.\\nYou were writing.\\nHe is studying his lesson.\\nFannie has been riding this morning.\\nThe boy should have been solving his problems.\\nNote. Be is also used as an auxiliary in making the pas\u00c2\u00ac\\nsive form of a verb.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0142.jp2"}, "143": {"fulltext": "KINDS OF VERBS.\\n135\\nRegular and Irregular Verbs.\\nThey shout aloud. I break the stick.\\nThey shouted aloud. I broke the stick.\\nThey have shouted aloud. I have broken the stick.\\nWhat forms of the verb shout are here given\\nWhat forms of the verb break Which of these\\nverbs forms its past tense and past participle by\\nadding ed to the simple form, or root Which does\\nnot form its past tense and past participle by adding\\ned to the root\\nVerbs which form their past tense and past\\nparticiple by adding d or ed to the root, are regular\\nverbs.\\nVerbs which do not form their past tense and\\npast participle by adding d or ed to the root, are\\nirregular verbs.\\nNote. For a list of irregular verbs and their principal parts,\\nsee page 158.\\nEXERCISE.\\nI.\u00e2\u0080\u0094Tell the mode and tense of each verb (or\\nverb-term) in the following sentences tell which\\nare principal and which auxiliary verbs\\n1. I do see it. 4. He was reading.\\n2. Hope cheers. 5. The sun has set\\n3. I will not go. 6. Napoleon fought,", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0143.jp2"}, "144": {"fulltext": "136\\nLESSONS IN ENGLISH.\\n7.\\nHe could tell us.\\n19.\\nIf it rain, I shall stay.\\n8.\\nCan I assist you?\\n20.\\nShall I bring it to you?\\n9.\\nDid the star fall?\\n21.\\nYou should have seen it.\\n10.\\nI may have lost it.\\n22.\\nWill you come with me?\\n11.\\nWe furled the sail.\\n23.\\nI wish that it were done.\\n12.\\nStudy nature\u00e2\u0080\u0099s laws.\\n24.\\nI intend they shall work.\\n13.\\nThe bells are tolling.\\n25.\\nThe moon will have risen.\\n14.\\nMay we go with you\\n26.\\nHe had gone when I came.\\n15.\\nHave the boys come\\n27.\\nIf he be ill, he will not go.\\n16.\\nYou must come soon.\\n28.\\nIf he is poor, he is honest.\\n17.\\nLook before you leap.\\n29.\\nIf he was slow, he was sure.\\n18.\\nHe does go there often.\\n30.\\nIf he were here, I could go.\\nII. \u00e2\u0080\u0094Choose the correct word, or words, in each\\nof the following sentences\\n1. Though she (is, be) firm, she is not unkind.\\n2. If he (is, be) there, I (will, shall) be surprised.\\n3. Though she (was, were) there, I did not see her.\\n4. If I (was, were) there, I (would, should) help you.\\n6. If the weather (be, is) pleasant, (may, can) we go?\\n6. What (would, should) you say if you (was, were)\\nasked\\n7. Though I (be, am) discouraged, I (will, shall) not\\ngive up.\\n8. If he (disobey, disobeys) me, he (will, shall) be\\npunished.\\n9. If wishes (was, were) horses, beggars (might,\\ncould) ride.\\n10. Unless it (turn, turns) colder, you will not need\\nyour cloak.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0144.jp2"}, "145": {"fulltext": "FORMS OF VERBS.\\n137\\n11. If I (was, were) strong enough, I (could, might)\\nhelp you.\\n12. If he (be, is) at home, tell him I (would, should)\\nlike to see him.\\n13. Though the bill pass, passes), the law (will, shall)\\nnot be enforced.\\n14. Supposing she (was, were) here, she (would,\\nshould) be no help to us.\\n15. If he (expect, expects) to go with us, he (should,\\nwould) be making preparations.\\nIII. Change the verbs in the following sen\u00c2\u00ac\\ntences, first to the past tense, then to the future\\ntense\\n1\\nThe sun shines.\\n6.\\nThe buds burst.\\n2.\\nThe boys skate.\\n7.\\nHe catches the ball.\\n3.\\nI cut the apple.\\n8.\\nShe knows the place.\\n4.\\nI break the stick.\\n9.\\nThe waves dash high.\\n5.\\nThey blast the rock.\\n10.\\nWe study our lessons.\\nIV. Change the tense of the verbs\u00e2\u0080\u0094the present\\nto the present-perfect,\\nthe\\npast to the past-perfect,\\nthe future to the future-perfect\\n1\\nHe reads much.\\n6.\\nCan you forget it?\\n2.\\nShould I write?\\n7.\\nIt would not grow there.\\n3.\\nThey go to town.\\n8.\\nMary broke her promise.\\n4.\\nI was busy all day.\\n9.\\nI shall finish by that time.\\n5.\\nHe will sleep long.\\n10.\\nA thief may steal the money.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0145.jp2"}, "146": {"fulltext": "138\\nLESSONS IN ENGLISH.\\nV. Write each of the following sentences ten\\ntimes, using the verb in all the tenses of the indica\u00c2\u00ac\\ntive and the potential modes tell which of the verbs\\nare transitive and which intransitive\\n1\\nWe raise our hats.\\n7*\\nI lie in the hammock.\\n2.\\nI recite my lesson.\\n8.\\nI lay the pencil down.\\n3.\\nThey do their duty.\\n9.\\nWater rises in the well.\\n4.\\nA boy drowns a cat.\\n10.\\nJohn rides the horse home.\\n5.\\nHe knows the poem.\\n11.\\nThe farmer threshes wheat.\\n6.\\nWe sit on the bench.\\n12.\\nI set the box on the table.\\nVI. Change the verb in each sentence to the\\nprogressive form, and tell its mode and tense\\n1. I work. We write. He thinks.\\n2. It rained hard. They rowed fast.\\n3. The pupils had studied their lessons.\\n4. The ship will then sail across the sea.\\n5. I can get ready. He may deceive you.\\n6. The farmer might have hoed the weeds.\\n7. In June, she will have taught five years.\\n8. The boys had cut and carried wood all morning.\\n9. The animal must have watched as we rode along.\\n10. The men raised their hats. The river rose to-day.\\n11. We set the box on the table. The box sat on the\\ntable.\\n12. The book lies on the desk. I lay the book on\\nthe desk.\\n13. The watch should not lose time. It has run\\nregularly.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0146.jp2"}, "147": {"fulltext": "FORMS OF VERBS.\\n139\\nVII. Change each of the following to the\\nemphatic, the interrogative, and the negative form\\nYou replied.\\nWe improve.\\nHe makes hay.\\nJohn skates well.\\nIt drew the blood.\\nTime brings changes.\\nThey fight for liberty.\\nThe children copy the words.\\nVIII. Give the principal parts of the following\\nverbs tell which are regular and which irregular\\ndo\\ngo\\nsew see\\nlie\\nfly\\nsay\\nwear draw\\nlay\\nfall\\ngive\\nchew fancy\\nsit\\npull\\nwipe\\nleave teach\\nset\\nbegin\\nswim\\ndelay learn\\nrise\\ncover\\nthrow\\nforget retire\\nraise\\nIX. \u00e2\u0080\u0094Use\\nthe principal parts of\\neach of\\nthe\\nfollowing verbs\\nin sentences\\neat\\nbuy\\nsaw\\ntear\\nbite\\nbeat\\ndraw\\nshow\\nblow\\nring\\ntake\\nknow\\nbring\\ndrink\\nhurt\\nwring\\nshake\\nwrite\\ncame\\nchoose\\nx.\u00e2\u0080\u0094 Write\\nten sentences containing verbs in\\nthe indicative\\nmode\\nten containing\\nverbs in\\nthe\\npotential mode\\nfive\\ncontaining verbs\\nin the\\nsub-\\njunctive mode\\nthree containing verbs in the impera-\\ntive mode.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0147.jp2"}, "148": {"fulltext": "140\\nLESSONS IN ENGLISH.\\nVoice-Forms.\\n1. He shot.\\n2. He was shot.\\n3. Bees make honey.\\n4. Honey is made by bees.\\n5. John strikes the ball.\\n6. The balls are struck by John.\\nIn which of these sentences are the subjects\\nrepresented as acting In which are the subjects\\nrepresented as being acted upon Do the verbs\\nchange form to show whether their subjects act or\\nare acted upon?\\nThe form of a verb which shows whether its\\nsubject acts or is acted upon is called voice.\\nVerbs which represent their subjects as acting\\nare in the active voice.\\nVorbs which represent their subjects as being\\nacted upon are in the passive voice.\\nThe passive voice of a verb in any tense is\\nformed by using the form of be in that tense with\\nthe past participle of the verb as,\\nI am hurt. He mag be appointed.\\nYou are loved. John was bitten by the dog.\\nNote. Only transitive verbs have voice forms.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0148.jp2"}, "149": {"fulltext": "FORMS OF VERBS.\\n141\\nEXERCISE.\\nI-\u00e2\u0080\u0094Change the verbs in the following sentences\\nform the active to the passive voice, or the reverse:\\n1. Heat expands metals.\\n2. Electricity moves the car.\\n3. Burglars entered the house.\\n4. Flies are caught by spiders.\\n5. The work shall be finished for you.\\n6. William Penn founded Philadelphia.\\n7. Heavy rains have swollen the rivers.\\n8. I was very much amused by the story.\\n9. Reading good books benefits the mind.\\n10. Somebody should attend to the matter.\\n11. The steam engine was invented by Watt.\\n12. The drowning child was rescued by the dog.\\n13. These exercises will be written by the pupils.\\n14. These truths are held by us to be self evident.\\n15. They found many beautiful shells on the shore.\\n16. We are kept alive by food, exercise, and sleep.\\n17. Longfellow wrote the beautiful poem \u00e2\u0080\u009cEvangeline.\u00e2\u0080\u009d\\n18. The colonists claimed that England taxed them\\nunjustly.\\n19. In 55 B. C., Britain was invaded by the Romans\\nunder Julius Caesar.\\n20. The Atlantic Ocean is crossed by fast steamers in\\nless than seven days.\\n21. We call Lincoln the Emancipator,\u00e2\u0080\u009d because the\\nslaves were liberated by him.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0149.jp2"}, "150": {"fulltext": "LESSONS IN ENGLISH.\\n142\\nII.\u00e2\u0080\u0094Write sentences, using the following verbs\\nin the active voice; then change the sentences,\\nusing the verbs in the passive voice\\nkill build wrote began\\nmoved learned mends arrested\\ncaught destroyed defeated discovered\\nIII.\\nTell the\\nform\\nof each of the following\\nverb-terms, and use\\neach\\nin a sentence\\n1\\nthink\\n14.\\nare reaping\\n2.\\nbrings\\n15.\\nwere defeated\\n3.\\nfancied\\n16.\\nis being made\\n4.\\ncan use\\n17.\\nshould be kept\\n5.\\ndo read\\n18.\\nmay have fallen\\n6.\\nis built\\n19.\\nwill be covered\\n7.\\nshall ride\\n20.\\nhad been rowing\\n8.\\nmight hear\\n21.\\nhas been raised\\n9.\\nam working\\n22.\\ncould have heard\\n10.\\ndid recite\\n23.\\nwill have finished\\n11.\\nhas driven\\n24.\\nmust have been earning\\n12.\\nis raging\\n25.\\nwould have been pleased\\n13.\\nwas stolen\\n26.\\nshould have been attending.\\nIY. Correct the following sentences tell why\\nthe words in italics are incorrect:\\n1\\nWho done that?\\n5.\\nHe laid down to rest.\\n2.\\nYour dress is tore.\\n6.\\nLet the box set there.\\n3.\\nCan I be excused?\\n7.\\nWill I bring it to you?\\n4.\\nWe shall assist you.\\n8.\\nHas the dike broke yet?", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0150.jp2"}, "151": {"fulltext": "FORMS OF VERBS.\\n143\\n9.\\n10\\n11\\n12\\n13.\\n14.\\n15.\\n16.\\n17.\\n18.\\n19.\\n20\\n21\\n22\\n23.\\n24.\\n25.\\n26.\\n27.\\nI shall do my very best.\\nOur club was badly beat.\\nI never seen that before.\\nMy mother says I can go.\\nHe run as fast as he could.\\nThe work is not yet began.\\nWhat will we do with this?\\nHow long has it laid there?\\nI should help you, if I could.\\nI would have went if I could.\\nWe will be gone several days.\\nI would like very much to go.\\nThe paper is laying on the table.\\nIs the t\u00c2\u00a3ble standing in the corner?\\nI wish I had chose a different seat.\\nYou should not lay on the ground.\\nThe leaves were shook off by the wind.\\nSet by me here. Sit out a chair for her.\\nWe would be delighted if you should come.\\nSUMMARY OF INFLECTION.\\nWords are inflected to show\\n1. Number the form of a word which ex\u00c2\u00ac\\npresses one or more than one.\\n2. Person the form of a pronoun which de\u00c2\u00ac\\nnotes the person speaking, the person spoken to, or\\nthe person or thing spoken of.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0151.jp2"}, "152": {"fulltext": "144\\nLESSONS IN ENGLISH.\\n3. Gender the form of a noun or a pronoun\\nwhich denotes sex.\\n4. Case the form of a noun or a pronoun\\nwhich shows its relation to other words.\\n5. Comparison the form of an adjective or\\nan adverb which shows a greater or less degree of^\\nquality or intensity.\\n6. Mode\u00e2\u0080\u0094the manner in which a verb expresses\\nbeing, action, or state.\\n7. Tense the form of a verb which denotes\\nthe time, or the degree of completeness, of being,\\naction, or state.\\n8. Voice the form of a transitive verb which\\nshows whether the subject acts or is acted upon.\\nNouns are inflected to show...\\nPronouns are inflected to show...\\nNumber.\\nGender.\\nPerson.\\nCase.\\nAdjectives\\nAdverbs\\nare\\ninflected to show J Comparison.\\nNumber.\\nPerson.\\nVerbs are inflected to show. Mode.\\nTense.\\nVoice.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0152.jp2"}, "153": {"fulltext": "", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0153.jp2"}, "154": {"fulltext": "146\\nFROM PAINTING BY LANDSEER.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0154.jp2"}, "155": {"fulltext": "SAVED.\\n147\\nSAVED.\\n1. Study this picture carefully.\\n2. Describe the scene.\\n3. What kind of a dog is pictured?\\n4. What birds are flying above?\\n5. Notice the difference in the sky in this picture\\nfrom that in the picture by Corot, The Dance of the\\nNymphs.\\n6. Tell the story as if you had witnessed the rescue.\\n7. Relate anecdotes of brave deeds.\\nWISHING.\\nDo you wish the world were better?\\nLet me tell you what to do\u00e2\u0080\u0094\\nSet a watch upon your actions,\\nKeep them always straight and true.\\nRid your mind of selfish motives,\\nLet your thoughts be clean and high;\\nYou can make a little Eden\\nOf the sphere you occupy.\\nDo you wish the world were wiser?\\nWell, suppose you make a start\\nBy accumulating wisdom\\nIn the scrap-book of your heart.\\nDo not waste one page on folly;\\nLive to learn and learn to live;\\nIf you want to give men knowledge,\\nYou must get it ere j^ou give.\\nDo you wish the world were happy?\\nThen remember, day by day,\\nJust to scatter seeds of kindness\\nAs you pass along the way;\\nFor the pleasures of the many\\nMay be ofttimes traced to one,\\nAs the hand that plants an acorn\\nShelters armies from the sun.\\nNote to Teacher Ella Wheeler Wilcox.\\nStudy this poem for mood of verbs.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0155.jp2"}, "156": {"fulltext": "148\\nLESSONS IN ENGLISH.\\nTwo Painters.\\nThere was once a man who thought he was a great\\npainter. One day he wished to paint his hall very beau\u00c2\u00ac\\ntifully. He spoke to another painter about it. \u00e2\u0080\u009cFirst,\u00e2\u0080\u009d\\nsaid he, \u00e2\u0080\u009cI shall whitewash it as nicely as possible, and\\nthen paint it.\u00e2\u0080\u009d His friend, who was a great artist as\\nwell as a wit, answered mischievously: \u00e2\u0080\u009cAllow me to\\ngive you a word of advice; you had better paint it first,\\nand then whitewash it.\u00e2\u0080\u009d\\nA Good Bargain.\\nTwo men made a journey one day in summer. It\\nwas a very hot day, and, as they were very tired, they\\nbought a horse together. The question now was, who\\nshall ride the horse? One then said to the other: \u00e2\u0080\u009cWhen\\nI ride, you shall walk, and when you walk, I will ride;\u00e2\u0080\u009d\\nand the other was perfectly satisfied with the bargain!\\nKindness Brings Happiness.\\nJohn and Harry, while on their way to school, saw\\nan old lady with a basket of apples, which she was car\u00c2\u00ac\\nrying to market. Harry proposed throwing the basket\\nover when the woman set it down to rest, for it would\\nbe such fun to see her run after the apples.\\nJohn\u00e2\u0080\u0099s eyes flashed. \u00e2\u0080\u009cNo, let us rather ask to carry\\nthe basket for her,\u00e2\u0080\u009d said he. The woman was very\\nthankful when they offered to carry her basket, and\\nas she walked behind them it was hard to tell which\\nof the three was the happiest.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0156.jp2"}, "157": {"fulltext": "CHAPTER V.\\nVERBALS PARTICIPLES INFINITIVES.\\n1. The boy speaks distinctly.\\n2. The man speaking is earnest.\\n3. A word spoken cannot be recalled.\\n4. To speak is not always wise.\\nWhat is the verb in the first sentence? Can\\nyou find in each of the other sentences a word formed\\nfrom the same verb Do speaking spoken to speak\\ndenote action Could they be used alone to assert\\nanything.\\nWords like speaking spoken to speak which\\ndenote action without asserting it, are called verbals.\\nVerbals may be formed from almost every verb\\nin the language. Thus\\ngive\\ngiving\\ngiven\\nto give\\nthink\\nthinking\\nthought\\nto think\\nlaugh\\nlaughing\\nlaughed\\nto laugh", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0157.jp2"}, "158": {"fulltext": "150\\nLESSONS IN ENGLISH.\\nPARTICIPLES.\\nI saw a boy running.\\nThe bird singing is a thrush.\\nThe man injured cannot live.\\nName the verbals used above. Does running\\ndescribe boy Does singing describe bird Does\\ninjured describe man 9 Since the words running,\\nsinging, and injured express action and also modify\\nthe meaning of nouns, they share the nature of what\\ntwo parts of speech\\nVerbals which share, or participate in, the nature\\nof verbs and of adjectives, are called participles.\\nA Participle is the form of a verb which shares\\nthe nature of a verb and of an adjective.\\nSimple participles are of two kinds\\n1. Present or imperfect, ending in ing; as,\\nloving, seeing walking, sleeping.\\n2. Past or perfect, ending usually in d, n, or t;\\nas, loved, seen, walked, slept.\\nCompound participles are formed by combining\\nsimple participles with the auxiliaries being, having,\\nhaving been as,\\nbeing loved\\nhaving loved\\nhaving been loved\\nhaving been loving", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0158.jp2"}, "159": {"fulltext": "PARTICIPLES.\\n151\\nA participle, on account of its verb nature,\\nmay take\\n1. An adverbial modifier; as,\\nThe oarsman pulling steadily will win.\\nHaving worked rapidly, be has finished.\\nThe tree, firmly rooted stands the storm.\\n2. An object as,\\nThe boy driving the horse is careful.\\nHaving been plowing corn, he is tired.\\nThe thief, having stolen the money, escaped.\\n3. A complement; as,\\nHe, being a stranger, was not admitted.\\nJohn, having been ill, is not able to go.\\nHaving become president, he did his duty.\\nA participle may be used\\n1. As a verbal adjective as,\\nThe boat leaving goes north.\\nThe soldier wounded will die.\\n2. As a verbal noun; as,\\nWalking is good exercise.\\nThe boys enjoy skating", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0159.jp2"}, "160": {"fulltext": "152\\nLESSONS IN ENGLISH.\\n3. As an adverbial modifier as,\\nHe came crying\\nThey stood amazed.\\n4. As a pure adjective as,\\nThe running brook is clear.\\nShe has a cultivated voice.\\nHe is kind and forgiving.\\n5. As a pure noun as,\\nThe singing of birds delights us.\\nWe heard the roaring of the waves.\\nINFINITIVES.\\nTo row is tiresome.\\nHe hopes to improve.\\nOur desire is to learn.\\nName the verbals used above. Which one is\\nused as the subject of a verb Which as object of\\na verb Which as complement of a copulative verb\\nDo to row to improve to learn name actions They\\ndo the work, then, of what part of speech\\nVerbals used to name actions, forming verbal\\nnouns, are called infinitives.\\nAn Infinitive is the form of a verb having the\\nproperties of a verb and of a noun.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0160.jp2"}, "161": {"fulltext": "INFINITIVES.\\n153\\nThe simple infinitive is the root of the verb\\nbefore which to is generally used other infinitives\\nare compound. In regard to time, infinitives are\\n1. Present; as, to live to see to hope.\\n2. Present-perfect; as, to have lived, to have\\nseen to have hoped.\\nAn infinitive, on account of its verb nature, may\\ntake\\n1. An adverbial modifier as.\\nTo act honorably is a duty.\\nHe tries to decide impartially.\\n2. An object; as,\\nTo help others is a pleasure.\\nWe are commanded to love our enemies.\\n3. A complement; as,\\nTo he cheerful is sometimes difficult.\\nThe boy seems to have been studious.\\nHis one desire is to become a soldier.\\nAn infinitive may be used\\n1. As a verbal noun; as,\\nTo walk is healthful.\\nAll boys like to play.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0161.jp2"}, "162": {"fulltext": "154\\nLESSONS IN ENGLISH.\\n2. As an adjective modifier as,\\nThere is a time to play.\\nHis ability to manage is excellent.\\n3. As an adverbial modifier as,\\nWe came to learn\\nI am afraid to go.\\nIt is too late to return.\\nAfter the verbs bid dare let hear, feel, make,\\nneed, see, and some others, the to is usually omitted\\nbefore the infinitive as,\\nI dare not go. Bid him come.\\nWe saw them start You need not stay.\\nA modifier should not be used between to and\\nthe infinitive as,\\nI meant never to do [not to never do] that again.\\nYou ought at least to be [not to at least be]\\ngrateful for it.\\nVisitors are requested not to handle not to not\\nhandle] the articles.\\nAnd should not be used instead of to before an\\ninfinitive as,\\nI must try to go [not try and go].\\nCome to see me [not come and see me].", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0162.jp2"}, "163": {"fulltext": "INFINITIVES.\\n155\\nThe present-perfect infinitive should not be used\\nwhere the present infinitive expresses the meaning; as,\\nI intended to write [not to have written~\\\\.\\nI hoped to he [not to have heen~\\\\ able to go.\\nI expected to call [not to have called sooner..\\nEXERCISE.\\nI.\u00e2\u0080\u0094Name the participles and the infinitives in\\nthe following sentences, and tell how each is used\\nin the sentence tell which have objects, which\\ncomplements, and which adverbial modifiers\\n1\\n2\\n3\\n4\\n5\\n6\\n7\\n8\\n9\\n10\\n11\\n12\\n13\\n14\\n15\\nSeeing is believing.\\nTo despair is to fail.\\nAvoid reading hurriedly.\\nI do not dare go again.\\nShe has lessons to learn.\\nThe dog ran away howling.\\nWe visited a ruined castle.\\nHe likes to read good books.\\nA sower went forth to sow.\\nHis ambition is to be elected.\\nTelling lies hardens the heart.\\nHe is too gentle to hurt a fly.\\nBe swift to hear, slow to speak.\\nThe daring are the successful.\\nRunning water does not stagnate.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0163.jp2"}, "164": {"fulltext": "156\\nLESSONS IN ENGLISH.\\n16. To speak correctly is difficult.\\n17. To save time is to lengthen life.\\n18. The woman seems to have fainted.\\n19. He, being weary, lay down to rest.\\n20. There is pleasure in helping others.\\n21. The horse driven yesterday is tired.\\n22. Having been duly warned, they escaped.\\n23. The boat, heavily loaded, left the wharf.\\n24. The instinct to hoard money is not noble.\\n25. They live in a house overlooking the river.\\n26. The branches of the elm are long and drooping.\\n27. The child, being much disappointed, began to cry.\\n28. As soon as young birds are strong enough to fly,\\nthey must learn to use their wings.\\nII.\u00e2\u0080\u0094 Form the present and past participle and\\nthe present and present-perfect infinitive of each\\nof the following verbs\\nsail\\nknit\\ntell\\nfall\\nwind\\nbend\\ndrink\\nfreeze\\nwhip\\ndance\\nswing\\nsatisfy\\nregret\\nshrink\\nstrive\\nscream\\nforgive\\ndestroy\\nborrow\\nforsake\\nIII.\u00e2\u0080\u0094Write sentences, using infinitives (1) as\\nsubject, 2 as object of a verb, 3 as complement\\nof a verb, (4) as an adjective, (5) as an adverb.\\nIY.\u00e2\u0080\u0094Write three sentences, using a participle\\n1) as a verbal adjective, 2 as a verbal noun, 3\\nas an adverbial modifier.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0164.jp2"}, "165": {"fulltext": "f HE PEBBLE AND THE ACORN.\\nTHE PEBBLE AND THE ACORN.\\n\u00e2\u0080\u009cI am a pebble! and yield to none!\u00e2\u0080\u009d\\nWere the swelling words of a tiny stone.\\n\u00e2\u0080\u009cNor time nor ages can alter me;\\nI am abiding while ages flee.\\nThe pelting hail and the driveling rain\\nHave tried to soften me, long, in vain;\\nAnd the tender dew has sought to melt\\nOr touch my heart; but it was not felt.\\n\u00e2\u0080\u009cThere\u00e2\u0080\u0099s none that can tell about my birth,\\nFor I\u00e2\u0080\u0099m as old as the big, round earth.\\nThe children of men arise, and pass\\nOut of the world like blades of grass;\\nAnd many a foot on me has trod,\\nThat\u00e2\u0080\u0099s gone from sight, and under the sod!\\nI am a Pebble! but who art thou,\\nRattling along from the restless bough?\u00e2\u0080\u009d\\nThe Acorn was shocked at this rude salute,\\nAnd lay, for a moment, abashed and mute;\\nShe never before had been so near\\nThis gravelly ball, the mundane sphere;\\nAnd she felt, for a time, at a loss to know\\nHow to answer a thing so coarse and low.\\nBut to give reproof of a nobler sort\\nThan the angry look, or keen retort,\\nAt length, she said, in a gentle tone:\\n\u00e2\u0080\u009cSince it has happened that I am thrown\\nFrom the lighter element, where I grew,\\nDown to another, so hard and new,\\nAnd beside a personage so august,\\nAbased, I will cover my head in dust,\\nAnd quickly retire from the sight of one\\nWhom time, nor season, nor storm, nor sun,\\nNor the gentle dew, nor the grinding heel,\\nHas ever subdued, or made to feel!\u00e2\u0080\u009d\\nAnd soon, in the earth, she sank away,\\nFrom the comfortless spot where the Pebble lay.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0165.jp2"}, "166": {"fulltext": "158\\nLESSONS IN ENGLISH.\\nBut it was not long ere the soil was broke\\nBy the peering head of an infant oak:\\nAnd, as it arose, and its branches spread,\\nThe Pebble looked up, and wondering said:\\n\u00e2\u0080\u009cA modest Acorn! never to tell\\nWhat was enclosed in its simple shell!\\nThat the pride of the forest was folded up\\nIn the narrow space of its little cup!\\nAnd meekly to sink in the darksome earth,\\nWhich proves that nothing could hide its worth.\\n\u00e2\u0080\u009cAnd ^h! how many will tread on me,\\nTo come and admire the beautiful tree,\\nWhose head is towering toward the sky,\\nAbove such a worthless thing as I!\\nUseless and vain, a cumberer here,\\nI have been idling from year to year;\\nBut never, from this, shall a vaunting word\\nFrom the humble Pebble again be heard,\\nTill something, without me or within,\\nShall show the purpose for which I have been.\u00e2\u0080\u009d\\nThe Pebble its vow could not forget,\\nAnd it lies there wrapped in silence yet.\\n1. Study the poem and read as a whole.\\n2. Paraphrase it.\\n3. What is a fable?\\n4. The Pebble and the Acorn are personified. What\\nis personification?\\n5. Personify the geranium and the oak tree and\\nwrite a conversation between them.\\nNote to Teacher:\\nAlso study this poem for the application of work on ad\u00c2\u00ac\\njectives, participles and infinitives.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0166.jp2"}, "167": {"fulltext": "CHAPTER VI.\\nPHRASES CLAUSES.\\nPHRASES.\\n1. He walks rapidly.\\n2. He walks with rapidity\\n3. A wise man spoke.\\n4. A man of wisdom spoke.\\n5. We enjoy rowing\\n6. We enjoy rowing on the river\\n7. To love is natural.\\n8. To love the good ennobles.\\nWhat expression in 2 does the same work as the\\nadverb rapidly in 1 What expression in 4 does the\\nsame work as the adjective wise in 3 What expres\u00c2\u00ac\\nsions in 6 and 8 do the same work as the verbal\\nnouns rowing and to love in 5 and 7\\nAn expression consisting of a group of words\\nwithout subject and predicate, and used as a single\\npart of speech, is called a phrase.\\nA Phrase is a group of words, not containing\\nsubject and predicate, and doing the work of a noun,\\nan adjective, or an adverb.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0167.jp2"}, "168": {"fulltext": "160\\nLESSONS IN ENGLISH.\\nA phrase which does the work of a noun is called\\na substantive phrase.\\nA substantive phrase may be used\\n1. As the subject of a verb as,\\nTo overcome a difficulty strengthens us.\\nWriting a good letter secured him the place.\\n2. As the object of a verb as,\\nHe desires to improve the time\\nHe confesses having taken the money\\n3. As the complement of a verb as,\\nThe greatest victory is conquering self\\nMy purpose is to finish the work\\n4. As the object of a preposition as,\\nWe were about to start homeward\\nYou can succeed by making an effort\\nA phrase which does the work of an adjective\\nis an adjective phrase; as,\\nA desire to help others is noble.\\nThe flowers of spring have returned.\\nI have a knife with a broken handle,\\nA ship riding the waves is a beautiful sight.\\nThen appeared the Czar, guarded by soldiers.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0168.jp2"}, "169": {"fulltext": "PHRASES.\\n161\\nA phrase which does the work of an adverb is\\nan adverbial phrase; as,\\nWe drove over the bridge.\\nThe birds return in the spring.\\nCrowds came to witness the sight.\\nPhrases are distinguished with regard to form\\nas prepositional participial, and infinitive.\\nA prepositional phrase is one introduced by a\\npreposition a participial phrase is one introduced\\nby a participle an infinitive phrase is one introduced\\nby to followed by a verb.\\nNote.\u00e2\u0080\u0094A verb with its auxiliaries is often called a verb-\\nphrase. [See page 112.]\\nCLAUSES.\\nA man who is wise is respected.\\nAll believe that the man is honest.\\nThe birds leave when summer is gone.\\nDoes the expression who is wise describe man f\\nIt does the work, then, of what part of speech Is\\nthe expression that the man is honest the object of the\\nverb believe? It is used, then, as what part of speech?\\nDoes the expression when summer is gone modify the\\nmeaning of the verb leave It is used, then, as\\nwhat part of speech", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0169.jp2"}, "170": {"fulltext": "162\\nLESSONS IN ENGLISH.\\nA group of words containing subject and predi\u00c2\u00ac\\ncate, and used as a single part of speech, is called\\na clause.\\nA Clause is a group of words, containing subject\\nand predicate, and doing the work of a noun, an\\nadjective, or an adverb.\\nA clause which does the work of a noun is called\\na substantive clause.\\nA substantive clause may be used\\n1. As the subject of a verb as,\\nWhy he is going is not known.\\nWhat he says makes no difference.\\nThat work is beneficial needs no proof.\\nWhoever finishes first may be excused.\\n2. As the object of a verb as,\\nTell us how you did it.\\nWe will do whatever you wish.\\nColumbus believed that the earth is round.\\n3. As the complement of a verb as,\\nLife is what you make it.\\nThe question was who would go.\\nPilate\u00e2\u0080\u0099s words were, What is truth?\u00e2\u0080\u009d", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0170.jp2"}, "171": {"fulltext": "CLAUSES.\\n1G3\\n4. As the object of a preposition; as,\\nYou are judged by what you do.\\nWe must move from where we are.\\nPersevere in whatever you undertake.\\nA clause which does the work of an adjective is\\nan adjective clause as,\\nA pupil who studies will learn.\\nI have a book which you should read.\\nYouth is the time when habits are formed.\\nUneasy lies the head that wears a crown.\\nThe place where the hero fell is marked by a stone.\\nA clause which does the work of an adverb is\\nan adverbial clause; as,\\nHe died where he fell.\\nHe acted as a man should act.\\nMake hay while the sun shines.\\nHe went home because he was ill.\\nIf you persevere you will succeed.\\nThe work is harder than he can do.\\nNote.\u00e2\u0080\u0094A substantive clause may be introduced by a sub\u00c2\u00ac\\nordinate conjunction, a relative pronoun, or a conjunctive adverb\\nan adjective clause may be introduced by a relative pronoun or an\\nadverb used relatively an adverbial clause may be introduced by a\\nsubordinate conjunction or a conjunctive adverb.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0171.jp2"}, "172": {"fulltext": "164\\nLESSONS IN ENGLISH.\\nTwo expressions which have the same meaning\\nare equivalent; as,\\na wealthy man a man of wealth a man who\\nis wealthy.\\nSometimes a word may be changed\\n1. To an equivalent phrase as,\\na Boston man a man from Boston\\nworks earnestly works with earnestness\\na hot-house flower a flower grown in a hot-house\\n2. To an equivalent clause as,\\na man who lives in Boston\\nworks as if he were in earnest\\na flower which grew in a hot-house\\nSometimes a phrase may be changed\\n1. To an equivalent word as,\\ncame behind time came late\\nbreezes from the ocean ocean breezes\\nanswered without delay answered promptly\\n2. To an equivalent clause as,\\na man without a home a man who has no home\\nnews to tell you news which I wish to tell you\\nwire made of brass wire which is made of brass", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0172.jp2"}, "173": {"fulltext": "EXERCISE.\\n165\\nSometimes a clause may be changed\\n1. To an equivalent word; as,\\na candidate who was defeated a defeated candidate\\na box that was made by the Japanese a Japanese box\\ndelays which can not be avoided unavoidable delays\\n2. To an equivalent phrase; as,\\nthe man who lives there the man living there\\ncame that we might see you came to see you\\nthe house which is on the hill the house on the hill\\nEXERCISE.\\nI.\u00e2\u0080\u0094Name the phrases in the following sentences;\\ntell which are substantive, which adjective, and which\\nadverbial; also tell of what form each is\\n1. He is working for the prize.\\n2. Revenge dwells in little minds.\\n3. Crowds came to view the ruins.\\n4. My desire is to see Niagara Falls.\\n5. To become a scholar requires study.\\n6. Is this a time to be cloudy and sad?\\n7. The moon shines with borrowed light.\\n8. The view from the hilltop is beautiful.\\n9. The paths of glory lead but to the grave.\\n10. In ancient times, France was called Gaul.\\n11. Returning good for evil is a Christian trait.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0173.jp2"}, "174": {"fulltext": "166\\nLESSONS IN ENGLISH.\\n12. A basket bolding apples stood on the table.\\n13. They are building a home for the friendless.\\n14. I could not avoid expressing my disapproval.\\n15. The philanthropist wishes to relieve suffering.\\n16. Her favorite pastime was playing on the violin.\\n17. He wrecked the train by leaving the switch open.\\n18. The ship, abandoned by its crew, lay tossing wildly.\\nII.\u00e2\u0080\u0094Name the clauses, and tell which are sub\u00c2\u00ac\\nstantive, which adjective, which adverbial:\\n1. I will come when you call.\\n2. While life lasts, there is hope.\\n3. He laughs best who laughs last.\\n4. What is done cannot be undone.\\n5. He did what was requested of him.\\n6. Sweet is the hour when daylight dies.\\n7. I will have finished before you return.\\n8. If you want friends, you must be friendly.\\n9. They sleep the sleep that knows no waking.\\n10. Much depends upon who undertakes the work.\\n11. The pupil explained why the divisor is inverted.\\n12. I judge from what he reads that he is a scholar.\\n13. The place where the pilgrims landed is Plymouth.\\n14. I have not heard from Fannie since she went away.\\n15. The fact is that we make much of our own trouble.\\n16. Nerves are white cords which run through all parts\\nof the body.\\n17. Some animals which are now extinct were larger\\nthan elephants [are].", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0174.jp2"}, "175": {"fulltext": "EXERCISE.\\n167\\nIII. Change the italicized words to equivalent\\nphrases\\nflew skyward\\nwas seen there\\ncultured people\\nwrote carelessly\\nthe ocean\u00e2\u0080\u0099s roar\\nbeardless youths\\na public highway\\nan influential man\\na golden chain\\nfinished it easily\\nsoutherly breezes\\nhand-made shoes\\nan orphan asylum\\nwas extremely cruel\\na temperance lecture\\nthe Saint Louis mail\\nIV.\u00e2\u0080\u0094Change the italicized phrases to equivalent\\nwords\\nsuits for boys\\nfish without eyes\\na man of courage\\ncars for passengers\\nfound in this place\\nstories about fairies\\na cottage by the sea\\na spoon made of wood\\na work of value\\nwent toward home\\nspeaks with fluency\\ntreats all with respect\\ndiamonds from Brazil\\na hat belonging to Tom\\nthe house of Mr. Smith\\nran without taking heed\\nV.\u00e2\u0080\u0094Change the italicized words and phrases to\\nequivalent clauses\\n1. An aimless life is useless.\\n2. I came down to attend the lecture.\\n3. People of intelligence like to read.\\n4. A man without friends is to be pitied.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0175.jp2"}, "176": {"fulltext": "168\\nLESSONS IN ENGLISH.\\n5. We started on onr journey before sunrise.\\n6. A New York merchant bought the picture.\\n7. The burning building makes a bright light.\\n8. Please hand me the book with the blue cover.\\n9. Having finished his address he took his seat.\\n10. The man killed by the train was a switchman.\\n11. People living in the flooded districts had to leave.\\nVI. Change the italicized clauses to equivalent\\nwords or phrases\\n1. He looks as if he were happy.\\n2. I desire that I may please you.\\n3. It is a building that will not burn.\\n4. He bore the pain as a hero would.\\n5. A stone that rolls gathers no moss.\\n6. She has a doll which has flaxen hair.\\n7. I found a nest which had nothing in it.\\n8. They did not return until the sun had set.\\n9. Oranges which grow in Florida are the best.\\n10. That is a boat which has a wheel on the side.\\n11. I received a note which was written in German.\\nVII. \u00e2\u0080\u0094Write three sentences, each containing a\\nsubstantive phrase three, each containing an adjec\u00c2\u00ac\\ntive phrase three, each containing an adverbial\\nphrase.\\nVIII. \u00e2\u0080\u0094Write three sentences, each containing a\\nsubstantive clause three, each containing an adjec\u00c2\u00ac\\ntive clause three, each containing an adverbial\\nclause.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0176.jp2"}, "177": {"fulltext": "THE SPIDER AND THE FLY.\\n169\\nBY MARY HOWITT.\\nI.\\n\u00e2\u0080\u009cWill you walk into my parlor?\u00e2\u0080\u009d said the Spider to the Fly;\\n\u00e2\u0080\u0099Tis the prettiest little parlor that ever you did spy.\\nThe way into my parlor is up a winding stair,\\nAnd I have many curious things to show when you are there.\u00e2\u0080\u009d\\n\u00e2\u0080\u009cOh no, no,\u00e2\u0080\u009d said the little Fly; \u00e2\u0080\u009cto ask me is in vain,\\nFor who goes up your winding stair can ne\u00e2\u0080\u0099er come down again.\u00e2\u0080\u009d\\nII.\\n\u00e2\u0080\u009cI\u00e2\u0080\u0099m sure you must be weary, dear, with soaring up so high;\\nWill you rest upon my little bed?\u00e2\u0080\u009d said the Spider to the Fly.\\n\u00e2\u0080\u009cThere are pretty curtains drawn around; the sheets are fine and\\nthin,\\nAnd if you like to rest awhile, I\u00e2\u0080\u0099ll snugly tuck you in!\u00e2\u0080\u009d\\n\u00e2\u0080\u009cOh no, no,\u00e2\u0080\u009d said the little Fly, \u00e2\u0080\u009cfor I\u00e2\u0080\u0099ve often heard it said,\\nThey never, never wake again who sleep upon your bed!\u00e2\u0080\u009d\\nIII.\\nSaid the cunning Spider to the Fly: \u00e2\u0080\u009cDear friend, what can I do\\nTo prove the warm affection I\u00e2\u0080\u0099ve always felt for you?\\nI have within my pantry good store of all that\u00e2\u0080\u0099s nice;\\nI\u00e2\u0080\u0099m sure you\u00e2\u0080\u0099re very welcome\u00e2\u0080\u0094will you please take a slice?\u00e2\u0080\u009d\\n\u00e2\u0080\u009cOh no, no,\u00e2\u0080\u009d said the little Fly; \u00e2\u0080\u009ckind sir, that cannot be:\\nI\u00e2\u0080\u0099ve heard what\u00e2\u0080\u0099s in your pantry, and I do not wish to see!\u00e2\u0080\u009d\\nIV.\\n\u00e2\u0080\u009cSweet creature!\u00e2\u0080\u009d said the Spider, \u00e2\u0080\u009cyou\u00e2\u0080\u0099re witty and you\u00e2\u0080\u0099re wise;\\nHow handsome are your gauzy wings! how brilliant are your\\neyes!\\nI have a little looking-glass upon my parlor shelf;\\nIf you\u00e2\u0080\u0099ll step in one moment, dear, you shall behold yourself.\u00e2\u0080\u009d\\n\u00e2\u0080\u009cI thank you, gentle sir,\u00e2\u0080\u009d she said, \u00e2\u0080\u009cfor what you\u00e2\u0080\u0099re pleased to\\nsay,\\nAnd, bidding you good morning now I\u00e2\u0080\u0099ll call another day,\u00e2\u0080\u009d", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0177.jp2"}, "178": {"fulltext": "170\\nLESSONS IN ENGLISH.\\nV.\\nThe Spider turned him round about, and went into his den,\\nFor well he knew the silly Fly would soon come back again:\\nSo he wove a subtle web in a little corner sly,\\nAnd set his table ready to dine upon the Fly;\\nThen came out to his door again, and merrily did sing:\\n\u00e2\u0080\u009cCome hither, hither, pretty Fly, with the pearl and silver wing;\\nYour robes are green and purple; there\u00e2\u0080\u0099s a crest upon your head;\\nYour eyes are like the diamond bright, but mine are dull as\\nAlas, alas! how very soon this silly little Fly,\\nHearing his wily, flattering words, came slowly flitting by;\\nWith buzzing wings she hung aloft, then near and nearer drew,\\nThinking only of her brilliant eyes and green and purple hue,\\nThinking only of her crested head. Poor, foolish thing! at last\\nUp jumped the cunning Spider, and fiercely held her fast.\\nVII.\\nHe dragged her up this winding stair, into his dismal den,\\nWithin his little parlor\u00e2\u0080\u0094but she ne\u00e2\u0080\u0099er came out again!\\nAnd now, dear little children, who may this story read,\\nTo idle, silly, flattering words, I pray you, ne\u00e2\u0080\u0099er give heed;\\nUnto an evil counselor close heart and ear and eye,\\nAnd take a lesson from this tale of the Spider and the Fly.\\nTHE SPIDER AND THE FLY.\\n1. Select the clauses.\\nGive the use of the various clauses.\\n2. Note throughout the poem the nominative case\\nby address. Compare the adjectives. Note their attrib\u00c2\u00ac\\nutive use. Select the various adverbs and state uses.\\n3. Select the eight parts of speech.\\nSelect the different noun uses.\\nSelect the participles and infinitives.\\nState the word each participle describes,", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0178.jp2"}, "179": {"fulltext": "THE BRAVE SOLDIER*\\n171\\nANECDOTE.\\nThe Brave Soldier.\\nWhen the French were storming Batisbon, the great\\ngeneral, Napoleon, stood at a distance watching the\\nmovement of the troops.\\nSoon he saw riding rapidly toward him a young sol\u00c2\u00ac\\ndier. When he had reached the emperor, the youth dis\u00c2\u00ac\\nmounted.\\n\u00e2\u0080\u009cSire,\u00e2\u0080\u009d he cried, \u00e2\u0080\u009cyour soldiers have won! We have\\ntaken Ratisbon for you! The eagle is on the walls,\u00e2\u0080\u0094and\\nI placed it there!\u00e2\u0080\u009d\\nThe eyes of the general flashed and hope sprang\\nhigh in his soul. He dreamed of future victories and\\nof the success of his armies. But soon he thought of\\nthe lad who had brought the glorious news and his look\\nsoftened. He turned to the brave, young soldier who\\nhad been clinging to his horse and was faint with an\\nawful wound in his breast.\\nIn pity the great emperor said: \u00e2\u0080\u009cWhy, my lad, you\\nare wounded!\u00e2\u0080\u009d \u00e2\u0080\u009cNay, sire,\u00e2\u0080\u009d proudly replied the gallant\\nyouth, \u00e2\u0080\u009cI am killed!\u00e2\u0080\u009d and fell dead at the feet of his\\ngeneral.\\nRobert Browning, the great English poet, has written\\na beautiful poem about this valiant deed and called it\\n\u00e2\u0080\u009cAn Incident of the French Camp.\u00e2\u0080\u009d\\nA wise man went to see a king and said he knew the\\nsecret of happiness. For a large sum he told the secret.\\nIt is: \u00e2\u0080\u009cDo a kindness to some one every day.\u00e2\u0080\u009d The\\nking tried to follow the advice, and was soon a happy\\nand contented man.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0179.jp2"}, "180": {"fulltext": "172\\nLESSONS IN ENGLISH.\\nPICTURE LESSON.\\nCan\u00e2\u0080\u0099t You Talk\\nI.\\nORAL EXERCISE.\\nLook at the picture carefully and be ready to answer\\nthe following questions:\u00e2\u0080\u0094What is the name of this pic\u00c2\u00ac\\nture? Why so named? Can you think of a better\\nname? Where is the child? What is he doing? Is\\nhe talking, or does he look as if he would like to speak\\nto the dog? How old do you think this baby is? Can\\nhe walk? Do children talk before they are able to\\nwalk? How is the baby dressed? How did it come\\nhere on the stone steps? Is it summer or winter? Is\\nit morning or evening? Does the child seem to be\\nafraid of the dog? What kind of a dog is this? What\\ndogs are noted for their kindness and devotion to their\\ncharges? Are dogs always kind to very little children?\\nWhy are they so often selected as pets for children?\\nAre they apt to be friendly with cats Where is the\\ncat? Why does it not follow the child out of doors?\\nDoes the picture tell or suggest a story? If so, tell it.\\nII.\\nWRITTEN EXERCISES.\\nWrite the story you read in this picture. Tell what\\nhappened when the baby awoke that morning. Also how\\nhe got out of doors and enjoyed his visit to the dog.\\nTell what the child, the dog and the cat said, or would\\nhave said if they could. Remember the quotation\\nmarks. What do you think the mother said when she\\nfound her baby?", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0180.jp2"}, "181": {"fulltext": "173\\nCAN\u00e2\u0080\u0099T YOU TALK", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0181.jp2"}, "182": {"fulltext": "", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0182.jp2"}, "183": {"fulltext": "PICTURE LESSON.\\n175\\nIII.\\nCORRECTED WORE\\nLook your paper over carefully. Does every sen\u00c2\u00ac\\ntence begin with a capital letter? How is each sentence\\nended? Have you used quotation marks with borrowed\\nwords or sentences\\nRead your story silently. Have you described the\\npicture or told a story Does the word and occur more\\nthan once in any sentence? How can you improve\\nthe long sentences? How can you shorten them?\\nRewrite and try to shorten them.\\nRead the story aloud. Can you give the thought in\\neach long sentence in other words Which is the better\\nway? Why?\\nAMONG THE NOBLEST.\\n\u00e2\u0080\u009cYes, well your story pleads the cause\\nOf those dumb mouths that have no speech,\\nOnly a cry from each to each\\nIn its own kind, with its own laws;\\nSomething that is beyond the reach\\nOf human power to learn or teach.\u00e2\u0080\u009d\\nThus spake the poet, with a sigh;\\nThen added, with impassioned cry,\\nAs one who feels the w T ords he speaks,\\nThe color flushing in his cheeks,\\nThe fervor burning in his eye;\\n\u00e2\u0080\u009cAmong the noblest in the land,\\nThough he may count himself the least,\\nThat man I honor and revere\\nWho, without favor, without fear,\\nIn the great city dares to stand\\nThe friend of every friendless beast.\u00e2\u0080\u009d", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0183.jp2"}, "184": {"fulltext": "CHAPTER, VII.\\nTHE SENTENCE ELEMENTS.\\nGood pupils are always studious.\\nMany birds build very ingenious nests.\\nSmoke from the factories rises over the city.\\nThe waves which now ripple roll high when it\\nstorms.\\nWhat two parts has every sentence See page\\n12.] Read, in each sentence above, only the words\\nnecessary to make a complete thought. What, then,\\nis the principal word in each subject What is the\\nprincipal word, or words, in each predicate What\\nwords, phrases, or clauses are used as modifiers\\nThe parts of which a sentence is composed are\\nits elements.\\nThe entire subject of a sentence is the logical\\nsubject; the entire predicate is the logical predicate.\\nThe principal word in the logical subject is the\\ngrammatical subject; the principal word, or words,\\nin the logical predicate is the grammatical predicate.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0184.jp2"}, "185": {"fulltext": "ELEMENTS OP SENTENCES.\\n177\\nThe grammatical subject and the grammatical\\npredicate of a sentence are its principal elements.\\nThe parts of a sentence which modify the prin\u00c2\u00ac\\ncipal elements are its subordinate elements.\\nThe grammatical subject may be a word, a\\nphrase, or a clause as,\\nMan is mortal. To do right is a duty.\\nThey went away. Studying hard benefits us.\\nThe good are great. That she came is certain.\\nThe grammatical predicate is the verb or verb\\nphrase), alone, or with its complement or object; as,\\nTime Jlies. Riches take wings.\\nYou must study. Fruit is wholesome.\\nHe should have gone. Fixed stars are suns.\\nThe noun complement of a copulative verb may\\nbe a word, a phrase, or a clause as,\\nThat is John. Her desire was to go soon.\\nHe was made leader. My idea is that he has gone.\\nThe object of a verb may be a word, a phrase,\\nor a clause as,\\nMiners dig ore. I finished reading the hook.\\nWe shall see her. I feared that he would fail.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0185.jp2"}, "186": {"fulltext": "178\\nLESSONS IN ENGLISH.\\nNote. The subject and the object of a verb, the noun com\u00c2\u00ac\\nplement of a copulative verb, and the object of a preposition, a\\nparticiple, or an infinitive, are always substantive elements, or\\nnoun-terms.\\nThe grammatical subject may be modified by a\\nword, a phrase, or a clause as,\\nTen men were sent.\\nKind words are remembered.\\nA desire to help others is noble.\\nThe way of the transgressor is hard.\\nThe man steering the boat is the pilot.\\nThe officer who ivas killed was brave.\\nThe object of a verb, the noun complement, or\\nany noun in the sentence, may be modified in the\\nsame manner as the subject.\\nNote. \u00e2\u0080\u0094Words, phrases, and clauses used to modify nouns\\nare adjective elements, or adjective-terms.\\nThe verb may be modified by a word, a phrase,\\nor a clause as,\\nHe is often late. He is working to win the prize.\\nShe sings sweetly. I will tell her when I see her.\\nWe went up the hill. After frost comes the nuts fall.\\nThey live in the city. We shouted till the woods rang.\\nNote.\u00e2\u0080\u0094 Words, phrases, and clauses used to modify verbs,\\nadjectives, or adverbs, are adverbial elements, or adverb-terms.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0186.jp2"}, "187": {"fulltext": "ELEMENTS OF SENTENCES.\\n179\\nAn element that is not modified is called a\\nsimple element; as,\\nGood men are respected.\\nDays of childhood are bright.\\nMen who are good are respected.\\nAn element that is modified by another element\\nis called a complex element; as,\\nRemarkably pleasant weather favored us.\\nChildren enjoy building houses with blocks.\\nWe spent the day in a quiet grove near the city.\\nIt is easy to find reasons why she should stay.\\nThose who come in summer when everything is\\ngreen like the place.\\nAs we have seen [page 33], two or more ele\u00c2\u00ac\\nments used in the same relation in the sentence may\\nbe joined by a conjunction, thus forming a compound\\nelement; as,\\nTides ebb and flow.\\nI prefer roses violets or lilies-of-the-v alley.\\nThis worthy but unfortunate man needs aid.\\nThey went dozen the valley and up the hill.\\nWill you not tell me where you are going and\\nwhen you will return", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0187.jp2"}, "188": {"fulltext": "180\\nLESSONS IN ENGLISH.\\nNames of persons and things addressed, exclam\u00c2\u00ac\\natory words and phrases, and words and phrases\\nmerely introductory, since they are not grammatically\\nrelated to other parts of the sentences in which they\\nthey are used, are independent elements as,\\nJohn have you a knife\\nWell what are you going to do\\nI think, my friend you are wrong.\\nAlas Poor child he is left alone.\\nBy the way I saw your friend to-day.\\nThe natural order of the elements is\\n1. Subject, preceded by word modifiers and\\nfollowed by phrase and clause modifiers. 2. \u00e2\u0080\u0094Predi\u00c2\u00ac\\ncate\u00e2\u0080\u0094the verb followed by its modifiers, complement,\\nor object. Elements, however, are often changed\\nfrom their natural order as,\\nDown it came.\\nWhat is the news\\nA mighty king was he.\\nThere comes my friend.\\nBlessed are the pure in heart.\\nHow unsearchable are Thy ways\\nIt is sad to be forgotten.\\nNote. \u00e2\u0080\u0094The real subject of the last sentence above is to be\\nforgotten. It is merely introductory.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0188.jp2"}, "189": {"fulltext": "ELEMENTS OF SENTENCES.\\n181\\nModifiers must be so placed as to show exactly\\nwhat they are intended to modify. They should\\ngenerally be placed as near as possible to the words\\nwith which they are connected. Thus\\nA basket of fresh eggs [not fresh basket].\\nI have only five minutes to wait [not only have].\\nI see dearly how it happened not how it\\nhappened dearly.\\nHe reads with interest the book you gave him\\nnot the book you gave him with interest\\nThe man who is diligent is most likely to succeed\\n[not is most likely to succeed who is diligent\\nSUMMARY.\\nElements are classified with reference to\\nPrincipal.\\nSubordinate.\\nIndependent.\\n2\\nStructure.\\nword.\\nphrase.\\nclause.\\nf Simple.\\nComplex.\\nCompound.\\n3.\\nUse.\\nNoun-terms.\\nAd j ective-ter ms.\\nVerb-terms.\\nAdverb-terms.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0189.jp2"}, "190": {"fulltext": "182\\nLESSONS IN ENGLISH.\\nEXERCISE.\\nI. Analyze each of the following sentences by\\ndoing the work indicated 1 Name the logical\\nsubject and the logical predicate. (2).\u00e2\u0080\u0094 Name the\\nprincipal elements. (3). Name the subordinate\\nelements, and tell what each modifies. (4). Tell\\nwhether each element is a word, a phrase, or a clause,\\nand what work it does in the sentence\\n1. I think that he will come.\\n2. The little bee works busily.\\n3. She dislikes to ask a favor.\\n4. God created heaven and earth.\\n5. That news is toq good to be true.\\n6. No one can tell what influence is.\\n7. He was a sadder but a wiser man.\\n8. The probability is that it will rain.\\n9. A small leak may sink a great ship.\\n10. That the earth moves was once denied.\\nII. Those who sow in youth reap in old age.\\n12. A desire to improve is to be commended.\\n13. The person who does no good, does harm.\\n14. The laws of nature are the thoughts of God.\\n15. Making money absorbs the time of many men.\\n16. The gentlemanly boy answered very courteously.\\n17. Vicious people generally corrupt their associates.\\n18. What we do, not what we think, makes saints of us.\\n19. Sponges are the skeletons of small marine animals.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0190.jp2"}, "191": {"fulltext": "EXERCISE.\\n183\\n20. The drowsy cattle lie under the oaks by the brook.\\n21. To help the poor is a duty which none should shirk.\\n22. Thought and language act and react on each other.\\n23. The moonlight, falling on the river, make a beautiful\\nsilvery track.\\n24. The stories that we read should instruct us while\\nthey amuse us.\\n25. Sparkling water from a cool spring refreshed the\\nthirsty travelers when they stopped to rest.\\nII. Change each of these sentences to the\\nnatural order, and analyze as in I\\n1. Away flew the bird.\\n2. What man dares, I dare.\\n3. A lovelier scene I never saw.\\n4. How mournfully coos the dove\\n5. Can success come without effort?\\n6. It is thought that he was killed.\\n7. Slowly and sadly we laid him down.\\n8. What a beautiful flower the rose is!\\n9. It is your duty to obey your parents.\\n10. Uneasy lies the head that wears a crown.\\n11. What shall be the reward of the faithful?\\n12. Having lost his position, he returned home.\\n13. Where the heart is there will the treasure be.\\n14. He is a good man, whom fortune makes better.\\n15. Gone are the birds that were our summer guests.\\n16. The rose\u00e2\u0080\u0099s glowing breast the honey-bee now seeks.\\n17. Across the unknown sea steered the brave Genoese.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0191.jp2"}, "192": {"fulltext": "184\\nLESSONS IN ENGLISH.\\nIII. Name the independent elements in the\\nfollowing sentences\\n1. Father, who makes it snow?\\n2. There is no place like home.\\n3. Now, Barrabas was a robber.\\n4. To be honest, I do not like him.\\n5. I do not know, sir, where he has gone.\\n6. The fault, dear Brutus, is not in our stars.\\n7. Ah, then there was mounting in hot haste.\\n8. Alas Poor Yorick I knew him, Horatio.\\n9. Roll on, thou deep and dark blue ocean, roll!\\n10. Sweet Auburn Loveliest village of the plain.\\nIV. Improve each of the following sentences\\nby changing the position of the part italicized\\n1. All books are not instructive.\\n2. The woman only has one child.\\n3. I meant to never do that again.\\n4. He needs no spectacles, that cannot see.\\n5. The boat only goes down in the morning.\\n6. She received a beautiful pair of ear-rings.\\n7. In the riot, many were injured on both sides,\\n8. He almost seemed as if he were ready to cry.\\n9. I should like to have you visit me very much.\\n10. He took a book from the library that he wanted.\\n11. We came very near being killed more than once.\\n12. Ants are very industrious insects as well as bees.\\n13. Handsome men\u00e2\u0080\u0099s dressing rooms will be fitted up.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0192.jp2"}, "193": {"fulltext": "EXERCISE.\\n185\\n14. The birds have almost all gone, which cheered us\\nin summer.\\n15. The weary traveler sank down to rest, overcome\\nwith fatigue.\\n16. It has been reported that she was to be married\\nseveral times.\\n17. I have read the book which you sent me with\\nmuch pleasure.\\n18. Balboa discovered the Pacific Ocean, climbing to\\nthe top of a hill.\\n19. The boat was thought to be lost, which carried\\nthe excursionists.\\n20. The Laplander defies the severity of his climate,\\nwrapped in his deerskins.\\n21. We have a school-house large enough to accomo\u00c2\u00ac\\ndate five hundred pupils, three stories high.\\nV. Write three sentences, using words as\\nprincipal elements three, using phrases (1) as\\nsubject, (2) as complement, (3) as object of a verb\\nthree, using clauses (1 as subject, (2) as comple\u00c2\u00ac\\nment, (3 as object of a verb.\\nVI. Write three sentences, using words to\\nmodify the principal elements write four sentences,\\nusing phrases to modify (1) the subject, (2) the\\nverb, (3) the complement, (4) the object of a verb\\nfour, using clauses to modify 1) the subject, 2 the\\nverb, (3) the complement, (4) the object of a verb.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0193.jp2"}, "194": {"fulltext": "186\\nLESSONS IN ENGLISH.\\nTHE BAREFOOT BOY.\\nBlessings on thee, little man,\\nBarefoot boy, with cheeks of tan!\\nWith thy turned up pantaloons,\\nAnd thy merry whistled tunes:\\nWith thy red lips, redder still\\nKissed by strawberries on the hill;\\nWith the sunshine on thy face,\\nThrough thy torn brim\u00e2\u0080\u0099s jaunty grace:\\nFrom my heart I give thee joy,\u00e2\u0080\u0094\\nI was once a barefoot boy!\\nOh, for boyhood\u00e2\u0080\u0099s painless play,\\nSleep that wakes in laughing day,\\nHealth that mocks the doctor\u00e2\u0080\u0099s rules,\\nKnowledge never learned of schools,\\nOf the wild bee\u00e2\u0080\u0099s morning chase,\\nOf the wild-flower\u00e2\u0080\u0099s time and place.\\nHow the tortoise bears his shell,\\nHow the wood-chuck digs his cell,\\nAnd the ground-mole sinks his well.\\nHow the oriole\u00e2\u0080\u0099s nest is hung,\\nHow the robin feeds her young,\\nWhere the whitest lilies blow,\\nWhere the freshest berries grow,\\nWhere the ground-nut trails its vine,\\nWhere the wood-grape\u00e2\u0080\u0099s clusters shine.\\nOf the black wasp\u00e2\u0080\u0099s cunning way,\\nMason of his walls of clay.\\nCheerily, then, my little man,\\nLive and laugh, as boyhood can,\\nThough the flinty slopes be hard,\\nStubble-speared the new-mown sward,\\nEvery morn shall lead thee through\\nFresh baptisms of the dew;\\nEvery evening from thy feet\\nShall the cool wind kiss the heat;\\nAll too soon these feet must hide\\nIn the prison cells of pride,", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0194.jp2"}, "195": {"fulltext": "IM iMB\\nTHE BAREFOOT BOY.\u00e2\u0080\u009d\\n187", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0195.jp2"}, "196": {"fulltext": "", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0196.jp2"}, "197": {"fulltext": "THE BAREFOOT BOY.\\n189\\nLose the freedom of the sod,\\nLike a colt\u00e2\u0080\u0099s for work be shod,\\nMade to tread the mills of toil,\\nUp and down in ceaseless moil.\\nHappy if their track be found\\nNever on forbidden ground;\\nHappy if they sink not in\\nQuick and treacherous sands of sin.\\nAh! that thou couldst know the joy,\\nEre it passes, barefoot boy!\\nSuggestions for Composition Work.\\nDescribe the barefoot boy,\u00e2\u0080\u009d\u00e2\u0080\u0094his clothing, his face.\\nWhat did Whittier know about barefoot boys? Tell\\nfive things the boy knew. How had he learned them?\\nWhere do the freshest berries grow? What will happen\\nto him \u00e2\u0080\u009call too soon?\u00e2\u0080\u009d What are the \u00e2\u0080\u009cprison cells of\\npride?\u00e2\u0080\u009d What is Whittier\u00e2\u0080\u0099s wish for the boy? What\\ndoes the use of \u00e2\u0080\u009cthee,\u00e2\u0080\u009d \u00e2\u0080\u009cthy,\u00e2\u0080\u009d indicate? Select the four\\nlines (or more) you like the best in the poem.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0197.jp2"}, "198": {"fulltext": "CHAPTER. VIII.\\nTHE SENTENCE: SIMPLE \u00e2\u0080\u0094COMPLEX \u00e2\u0080\u0094COMPOUND.\\nThe studious boy improves.\\nThe boy who studies improves.\\nThe boy studies and he improves.\\nWhich of these sentences has but one subject\\nand one predicate Which sentence contains a prin\u00c2\u00ac\\ncipal and a subordinate assertion? Name the subject\\nand the predicate of each. Which sentence contains\\ntwo assertions of equal rank Name the subject and\\nthe predicate of each.\\nA sentence which contains but one subject and\\none predicate is a simple sentence.\\nA sentence which contains a principal assertion\\nand one or more subordinate assertions, or clauses,\\nis a complex sentence.\\nA sentence which contains two or more asser\u00c2\u00ac\\ntions of equal rank is a compound sentence.\\nOnly words and phrases can enter as elements\\ninto simple sentences.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0198.jp2"}, "199": {"fulltext": "EXERCISE.\\n191\\nThe clause which makes a sentence complex, as\\nwe have seen, does the work of a noun, an adjec\u00c2\u00ac\\ntive, or an adverb.\\nThe sentences joined by co-ordinate conjunctions\\nto form a compound sentence are called members; as,\\nBuy the truth and sell it not.\\nVirtue elevates the mind but vice debases it.\\nGovern your passions or they will govern you.\\nTime is short hence it should be improved.\\nThe connective may be omitted between the\\nmembers as,\\nUnited we stand, divided we fall.\\nCease to do evil; learn to do well.\\nHis dark eye flashed, his proud breast heaved,\\nhis cheek\u00e2\u0080\u0099s blood went and came.\\nWords that can be easily supplied are often\\nomitted from clauses or members as,\\nYou are taller than I [am].\\nHe is poor but he is honest.\\nI did not know [that] you were here.\\nWhile [he was] walking, he met a friend.\\nSome went on the train, some [went] by water.\\nNote. Treat the members of compound sentences as separate\\nsentences.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0199.jp2"}, "200": {"fulltext": "192\\nLESSONS IN ENGLISH.\\nEXERCISE.\\nI. Tell what kind of sentence each of the fol\u00c2\u00ac\\nlowing is, and analyze it as in exercise I, page 149\\n1. Wisdom is better than rubies.\\n2. He studies what he likes best.\\n3. Woes cluster; they love a train.\\n4. A wise son maketh a glad father.\\n5. Politeness goes far, yet costs little.\\n6. Where Homer was born is unknown.\\n7. A small unkindness is a great offence.\\n8. The sleep of the laboring man is sweet.\\n9. The wicked flee when no man pursueth.\\n10. The belief is that all the planets revolve.\\nII. We learned that the moon causes the tides.\\n12. Keep your shop and your shop will keep you.\\n13. It is a rule of manners to avoid exaggeration.\\n14. Sweet flowers are slow, but weeds make haste.\\n15. To deliberate with your conscience is not wise.\\n16. He leadeth my soul where the still waters flow.\\n17. He is the free man whom the truth makes free.\\n18. The merchant who acts honorably obtains credit.\\n19. The king must win, or he must forfeit his crown.\\n20. Most politicians advocate whatever seems popular.\\n21. The soldiers, following their leader, pressed onward.\\n22. The bride kissed the goblet, the knight took it up.\\n23. Gaining victory from defeat is the test of strength.\\n24. Every fact that is learned becomes a key to other\\nfacts.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0200.jp2"}, "201": {"fulltext": "EXERCISE.\\ni93\\n$5. They have nothing to do; therefore they are un\u00c2\u00ac\\nhappy.\\n26. Straws swim on the surface; pearls lie at the\\nbottom.\\n27. Though a liar speak the truth, he will not be\\nbelieved.\\n28. The ornaments of a home are the friends that fre\u00c2\u00ac\\nquent it.\\n29. Language was given us that we might express our\\nthoughts.\\n30. The greatest men very frequently have striking\\npeculiarities.\\n31. The proper business of friendship is to inspire life\\nand courage.\\n32. We obey the laws of society, because they are the\\nlaws of virtue.\\n33. A successful man controls circumstances, and is\\nnot controlled by them.\\n34. A little mind attends to several things at once,\\nbut a great mind gives itself solely to one thing at a time.\\n35. \u00e2\u0080\u009cI can climbs to the mountain top,\\nOr plows the billowy main;\\nHe lifts the hammer in the shop,\\nAnd drives the saw and plane.\\nII.\u00e2\u0080\u0094Write five simple sentences; five complex\\nsentences five compound sentences.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0201.jp2"}, "202": {"fulltext": "194\\nLESSONS IN ENGLISH.\\nBy the River.\\n1. Study the picture carefully.\\n2. Compare the foliage in this picture with that in\\nCorot\u00e2\u0080\u0099s Dance of the Nymphs.\\n3. What does this comparison suggest as to the\\nseason of the year in each picture\\n4. Do you like the picture more because of the fig\u00c2\u00ac\\nures in the foreground?\\n5. Imagine yourself walking upon the river-path,\\nand write a paper describing the scenes and incidents\\nof your walk.\\nTHE RAVEN.\\nBY EDGAR ALLAN POE.\\nI.\\nOnce upon a midnight dreary, while I pondered, weak and\\nweary,\\nOver many a quaint and curious volume of forgotten lore,\u00e2\u0080\u0094\\nWhile I nodded, nearly napping, suddenly there came a tapping,\\nAs of some one gently rapping, rapping at my chamber door.\\n\u00e2\u0080\u0099Tis some visitor,\u00e2\u0080\u009d I muttered, \u00e2\u0080\u009ctapping at my chamber door\u00e2\u0080\u0094\\nOnly this, and nothing more.\u00e2\u0080\u009d\\nII.\\nAh, distinctly I remember, it was in the bleak December,\\nAnd each separate dying ember wrought its ghost upon the floor.\\nEagerly I wished the morrow: vainly I had sought to borrow\\nFrom my books surcease of sorrow\u00e2\u0080\u0094sorrow for the lost Lenore\u00e2\u0080\u0094\\nFor the rare and radiant maiden whom the angels named Lenore\u00e2\u0080\u0094\\nNameless here for evermore.\\nIII.\\nAnd the silken, sad, uncertain rustling of each purple curtain\\nThrilled me\u00e2\u0080\u0094filled me with fantastic terrors never felt before;\\nSo that now, to still the beating of my heart, I stood repeating,\\n\u00e2\u0080\u0099Tis some visitor entreating entrance at my chamber door,\u00e2\u0080\u0094\\nSome late visitor entreating entrance at my chamber door;\\nThat it is, and nothing more.\u00e2\u0080\u009d", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0202.jp2"}, "203": {"fulltext": "BY THE RIVER\\n195", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0203.jp2"}, "204": {"fulltext": "d", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0204.jp2"}, "205": {"fulltext": "THE RAVEN.\\n197\\nIV.\\nPresently my soul grew stronger; hesitating then no longer,\\n\u00e2\u0080\u009cSir,\u00e2\u0080\u009d said I, \u00e2\u0080\u009cor madam, truly your forgiveness I implore;\\nBut the fact is, I was napping, and so gently you came rapping,\\nAnd so faintly you came tapping, tapping at my chamber door,\\nThat I scarce was sure I heard you\u00e2\u0080\u009d\u00e2\u0080\u0094here I opened wide the door:\\nDarkness there, and nothing more.\\nThe Kaven.\\n1. These four stanzas from the poem, The Raven, by\\nEdgar Allan Poe, are to be used for the study of the\\nparticiple.\\n(a) The participle with an adverb modifier;\\n(b) With an adverbial phrase modifier;\\n(c) With an object.\\n2. The participle\u00e2\u0080\u0094\\n1. Modifying the subject;\\n2. As object of a preposition;\\n3. As predicate complement;\\n4. As an attribute of the subject.\\nNote the pure adjective use of \u00e2\u0080\u009cdying\u00e2\u0080\u009d in II.\\n3. Study this poem, too, for use of attributive, apposi-\\ntive and qualifying adjectives. State the uses of\\nnouns, phrases and clauses.\\nNot at Home.\\nLessing knocked at his door when he came home\\none evening. His servant, who was in the house, looked\\nout of the window; but, as it was dark, he did not recog\u00c2\u00ac\\nnize him, and said: \u00e2\u0080\u009cThe professor is not at home.\u00e2\u0080\u009d\\nLessing, who had his thoughts elsewhere, replied: \u00e2\u0080\u009cNo\\nmatter, I will call again some other time,\u00e2\u0080\u009d and went\\naway.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0205.jp2"}, "206": {"fulltext": "198\\nLESSONS IN ENGLISH.\\nLetter Writing.\\nADDRESSING AN ENVELOPE\u00e2\u0080\u0094STUDY OF THE HEADING AND THE\\nADDRESS\u00e2\u0080\u0094VARIOUS LETTER FORMS.\\nBefore a letter is mailed, it must be neatly folded\\nand placed in a suitable envelope. It is not considered\\ngood taste to crumple or soil a letter in folding it. The\\nenvelope should be sealed and then addressed. The\\nstamp should be placed upon the upper right hand cor\u00c2\u00ac\\nner. Following is a picture of an envelope correctly\\naddressed for the letter on page 91:\\nm/lA, Gy. 13 GyUy vbi/rV,\\n(DOS 0 TKbcVTlAXHy Q/T C\\nClx/WlOXpO-,\\nWhen the person to whom the letter is sent lives in\\na small town or village, or receives mail at a country\\npost-office, the street address is not given. Instead,\\ngive the name of the county after the post-office address.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0206.jp2"}, "207": {"fulltext": "LETTER WRITING.\\n109\\nDraw four rectangles, the length being a little more\\nthan twice the width. Let these represent four envel\u00c2\u00ac\\nopes. Write upon them the correct addresses for the\\nletters on pages 91 and 93, being careful to write the\\naddress in the proper place.\\nTHE HEADING.\\nThe Heading consists of the time when and the\\nplace where the letter was written. Study carefully the\\narrangement, capitals and punctuation of the headings\\non page 88.\\nFor convenience in writing dates, the names of cer\u00c2\u00ac\\ntain months are usually abbreviated. Thus we write\\nJan. for January, Sept, for September. May, June\\nand July should not be abbreviated.\\nWrite and punctuate twelve dates, each containing a\\ndifferent month.\\nIn order that the reply to a letter may the more cer\u00c2\u00ac\\ntainly reach the writer, the place from which the letter\\nis sent should be stated as definitely as possible. Thus,\\nit is not sufficient to say State St., Chicago, III., for the\\nreason that State Street is several miles long and a post\u00c2\u00ac\\nman cannot well hunt the whole length of it. The\\nnumber of the house should be given.\\nIf temporarily residing in a place, or the street\\nnumber is not known, it is well to have your letters\\nsent in care of some well-known firm or institution, of a\\nhotel, or of some post-office box. Thus:\u00e2\u0080\u0094", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0207.jp2"}, "208": {"fulltext": "200\\nLESSONS IN ENGLISH.\\n7TW TlLaA/bp jCL. c)Lx^cU/,\\nClvu^cw^cv TloA/m/aX j3c$\\\\ax L,\\nCAUTIONS.\\nDo not omit the name of the state from the heading.\\nDo not write d, th, or st after the number showing\\nthe day of the month.\\nDo not abbreviate the name of a city, county, in\u00c2\u00ac\\nstitution or hotel.\\nTHE ADDRESS.\\nThe address consists of the name of the person or\\nfirm to whom the letter is written; the title, if any; and\\nthe residence or place of business. You should exercise\\nthe same care in writing the address that was used in\\nwriting the heading. [Review the hints given.] Busi\u00c2\u00ac\\nness men complain that many persons are so careless in\\ntheir correspondence as to cause much trouble and\\nannoyance.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0208.jp2"}, "209": {"fulltext": "LETTER WRITING.\\n201\\nTITLES AND ABBREVIATIONS BEFORE NAMES OF PERSONS!\\nMr., Messrs., Rev., Hon.,\\nMrs., The Mrs., Very Rev., Col.,\\nMiss, Misses, Dr., Gen.,\\nMaster, Masters, Prof., Capt.,\\nMadame, Mesdames, Judge, Gov.\\nThe Miss Smiths; The Masters Arnold.\\nTITLES AND ABBREVIATIONS USED AFTER NAMES!\\nEsq., A. B., M. D., Ph.D., D. D.,\\nJr., A.M., D.D.S., Ph.M., LL.D.,\\nMgr, S.J, D.O, M.S, LL.M.\\nNote 1.\u00e2\u0080\u0094The teacher should explain the meaning and use of these\\ntitles and abbreviations.\\nNote 2.\u00e2\u0080\u0094A lady, in writing to a stranger, should always prefix\\nMrs. or Miss in signing her name, so that the person\\nreceiving the letter may know how to address the\\nreply. Thus,\u00e2\u0080\u0094\\nUAAs AM/l/bp\\n(THAz^.) C. l^x uynx^.\\nADDRESSES.\\n1. Write the address for a letteT to a physician.\\n2. Write the address for a letter to the Superin\u00c2\u00ac\\ntendent of your schools.\\n3. Write the address for a letter to three married\\nladies of the same name; of different names.\\n4. Write the address for a letter to a member of\\nCongress.\\n5. Write the address for a letter to a graduate from\\na dental college.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0209.jp2"}, "210": {"fulltext": "202\\nLESSONS IN ENGLISH.\\nTHE BODY OF A LETTER.\\nThe body of a letter should convey the thought of\\nthe writer clearly. The style of a letter is determined\\nby its character.\\nA business letter should be concise, definite, accurate\\nand courteous. It should be written on one side of the\\npaper only; names of articles or figures should be plainly\\nwritten, and the writer should keep a copy of the letter.\\nA friendly letter should be written in an easy con\u00c2\u00ac\\nversational style, avoiding slang, vulgarity and gossip.\\nAll letters should be respectful\u00e2\u0080\u0094but especially those\\nto superiors and inferiors. They should be carefully\\nwritten. A slovenly written letter, or one upon soiled\\npaper, or one carelessly folded, is discreditable to the\\nwriter and discourteous to the recipient. Errors in\\narrangement, spelling, capitals and punctuation; loose\u00c2\u00ac\\nness of expression, and the omission of important de\u00c2\u00ac\\ntails all mark the writer as careless, if not illiterate.\\nThe body of a letter may begin on the same line\\nwith and immediately following the salutation; but it\\nusually begins on the first line below it. It is custom\u00c2\u00ac\\nary to leave a margin of a quarter or a half-inch on the\\nleft of each page. If a letter is of some length, it is\\nusually begun about an inch or an inch and a half from\\nthe top of the page; but if the body consists of only a\\nfew lines, the letter is begun nearer the center of the\\npage, so as to leave the top and bottom margins about\\nthe same.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0210.jp2"}, "211": {"fulltext": "OTHER BUSINESS AND SOCIAL FORMS.\\n203\\nOther Business and Social Forms.\\nTELEGRAMS.\\nSending telegrams and cablegrams is expensive, as\\ntelegraph companies usually charge so much per word,\\nor so much for ten words and so much for each addi\u00c2\u00ac\\ntional word. It is important, therefore, .to make each\\nmessage as brief as clearness will permit.\\nCopy the following telegram:\\nCairo, Ills., June 5, 1900.\\nMrs. Jno. L. Stevens,\\n236 Dearborn Ave.,\\nChicago, Ills.\\nTrain wrecked. Am uninjured. Will reach home\\nto-morrow afternoon.\\nJno. L. Stevens.\\nCondense the following telegrams into ten words or\\nless:\\n1. I have arrived at my destination safe. I will\\nreport conditions and prospects by mail.\\n2. What credit do you instruct me to give Jones\\nEstes? Telegraph me your reply.\\n3. Grandma is no better. She is growing worse\\ndaily. I think you had better come at once.\\nWrite five telegrams of ten words each.\\nLETTERS OF INTRODUCTION.\\nA letter of introduction is one in which a friend\\nor an acquaintance is introduced to another friend or\\nacquaintance. It is intended to be carried by the party\\nintroduced. It should not be sealed. It should have\\nupon the lower left hand corner of the envelope the\\nword \u00e2\u0080\u009cIntroducing,\u00e2\u0080\u009d followed by the name of the person\\nto be introduced.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0211.jp2"}, "212": {"fulltext": "204\\nLESSONS IN ENGLISH.\\nCopy the following letter of introduction:\\nDes Monies, Iowa, Feb. 3, 1898.\\nJudge Thos. B. Reed,\\nMadison, Wis.\\nMy dear Sir\\nThis will be handed you by my friend,\\nAlexander Hobart, of this city. You will find him a\\nbright business man and a genial gentleman.\\nAny courtesies extended to him will be gratefully\\nremembered by\\nYours very truly,\\nWilliam Mason.\\nWrite three letters introducing friends to other\\nfriends.\\nLETTERS OF RECOMMENDATION.\\nThe usual purpose of a letter of recommendation is\\nto assist some one to secure employment. It should\\nnot be sealed.\\nCopy the following recommendation:\\nDayton, O., June 20, 1900.\\nTo whom it may concern:\\nWe take pleasure in stating\\nthat the bearer, Floyd Jones, has been in our employ\\nas book-keeper for eight years and that we have found\\nhim faithful, competent and honest. We commend him\\nto the favorable consideration of any to whom this may\\nbe presented.\\nVery truly,\\nThompson, Brown Co.\\nWrite a letter of recommendation for Edward Mason,\\nwho has been a good boy and a bright scholar, and who\\nis seeking to obtain a position as clerk in the store of\\nWallace McCullough. Sign it as his teacher.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0212.jp2"}, "213": {"fulltext": "FORMAL AND INFORMAL NOTES.\\n205\\nMrs. A. R. Patrick is a housekeeper. Mary Stewart\\nhas been in her employ as a domestic for four years.\\nMrs. Patrick desires to recommend her to the public\\nas competent, neat, careful and honest. Write the recom\u00c2\u00ac\\nmendation.\\nFORMAL AND INFORMAL NOTES.\\nIn formal notes of invitation, acceptance, regret,\\ncongratulation, etc., the writer refers to himself by\\nname instead of using a pronoun. Such notes should\\nbe written upon small note paper and, if possible, con\u00c2\u00ac\\nfined to the first page. If too long for this, they may\\nbe continued upon the third page. In such notes the\\naddress and conclusion are omitted. The place and date\\nare written at the left, below the note. The place given\\nis usually the street number or the local name of one\u00e2\u0080\u0099s\\nresidence; and the date includes the day of the week\\nand the day of the month. When the letters R. S. V. P.\\nare written upon an invitation, they signify that an\\nanswer is requested.\\nInformal notes are simply plain, friendly notes, writ\u00c2\u00ac\\nten in familiar language and using the first person.\\nCopy the following formal notes:\\nMr. and Mrs. J. A. Hilliard request the pleasure\\nof the company of Mr. and Mrs. Thos. R. Nelson at\\nluncheon on Friday, April 10, at twelve noon.\\n264 Maywood Ave.,\\nWednesday, April eighth.\\nMr. and Mrs. Thos. R. Nelson accept with pleasure\\nMr. and Mrs J. A. Hilliard\u00e2\u0080\u0099s invitation for Friday\\nnoon.\\n159 Arch St.,\\nThursday, April ninth.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0213.jp2"}, "214": {"fulltext": "206\\nLESSONS IN ENGLISH.\\nMr. and Mrs. Thos. E. Nelson regret that, owing to\\na previous engagement, they are unable to accept Mr.\\nand Mrs. J. A. Milliards kind invitation for Friday\\nnoon.\\n159 Arch St..\\nThursday, April ninth.\\nCopy this informal note:\\n4603 Monroe Ave.\\nMy dear Miss Knapp\\nWe are to have several of\\nthe young people out tomorrow evening to meet Miss\\nVirginia Morris, of New York; and, incidentally, to\\ntake a boat ride upon the lake, followed by a luncheon\\nand games. I should enjoy having you with us.\\nCan t you come? We start for the lake at five o clock\\nsharp.\\nSincerely yours,\\nJune 10, 1900. Margaret Badger.\\nGENERAL EXERCISE.\\n1. Write a letter to Laird Lee, 253 Wabash Ave.,\\nChicago, Ills., ordering 1 copy \u00e2\u0080\u0098\u00e2\u0080\u0098Lee\u00e2\u0080\u0099s Guide to Paris,\u00e2\u0080\u009d\\nsilk cloth, 50c.; 1 copy \u00e2\u0080\u009cTwo Chums,\u00e2\u0080\u009d $1.00; 1 copy\\n\u00e2\u0080\u009cThe Heart of a Boy,\u00e2\u0080\u009d $1.25; 1 copy \u00e2\u0080\u009cYellow Beauty,\u00e2\u0080\u009d\\nnew edition, 50c. Enclose money order for $3.25 and\\ntell how you wish the books sent.\\n2. Write an application for a position as clerk in\\none of the stores of your town.\\n3. Write an application for a position as farm hand,\\nemployment to be by the month and for the entire year.\\n4. Write a note to a friend inviting her to take tea\\nwith you the following Friday.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0214.jp2"}, "215": {"fulltext": "GENERAL EXERCISE.\\n207\\n5. Write three telegrams on different subjects, each\\nto be of ten words.\\n6. Write a letter to a young friend in another place,\\ndescribing a picnic you recently enjoyed.\\n7. Write a note of invitation. Of acceptance. Of\\nregret.\\n8. Write a letter introducing one friend of yours to\\nanother friend.\\n9. Write a letter thanking a gentleman for a let\u00c2\u00ac\\nter of recommendation.\\n10. Write A. Flanagan Co., 266 Wabash Ave.,\\nChicago, asking for a copy of their Teacher\u00e2\u0080\u0099s Catalogue.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0215.jp2"}, "216": {"fulltext": "APPENDIX.\\nConjugation of the Verb Be.\\nPrincipal Parts.\\nPresent: am. Past: was. Past Participle been.\\nINDICATIVE MODE.\\nPresent Tense.\\nPast Tense.\\nFuture Tense.\\nSing.\\n1. am\\nPlu.\\nSing.\\n1. was\\nPlu.\\nSing, and Plural.\\n2. are\\n3. is J\\nare,\\n2. were\\n3. was J\\nwere.\\nshall or will be.\\nPresent Perfect.\\nPast Perfect.\\nFuture Perfect.\\nSing, and Plu.\\nSing, and Plu.\\nSing, and Plu.\\nhave been\\nhad been\\nshall\\nor will have been\\nhas been (3d per. sing.).\\nPOTENTIAL MODE.\\nPresent may, can, must be. Past might,\\ncould, would, should be. Pres. Perfect: may, can,\\nmust have been. Past Perfect might, could, would,\\nshould have been.\\nSUBJUNCTIVE MODE.\\nPresent be. Past were.\\nIMPERATIVE MODE.\\nPresent: be (with subject in second person).\\nPARTICIPLES.\\nPresent being. Past been. Perfect having been.\\nINFINITIVES.\\nPresent (to be. Perfect (to have been.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0216.jp2"}, "217": {"fulltext": "LIST OF IRREGULAR VERBS. 2C9\\nLIST OF IRREGULAR VERBS.\\nThose marked with an R are also used as regular verbs.\\nPres. T.\\nPast T.\\nl\\nPast P\\nPres. T.\\nPast T.\\nPast P.\\nAbide\\nArise\\nabode\\narose\\nabode\\narisen\\nCleave\\nf clove\\ncleft\\ncloven\\ncleft\\nAwake\\nBe or am\\nawoke, R\\nwas\\nawaked\\nbeen\\nClothe\\nCome\\nclad, R\\ncame\\nclad, R\\ncome\\nBear\\nbore\\nborn\\nCost\\ncost\\ncost\\nBear\\nbore\\nborne\\nCreep\\ncrept\\ncrept\\nBeat\\nbeat\\nbeaten\\nCrow\\ncrew, R\\ncrowed\\nBegin\\nbegan\\nbegun\\nCut\\ncut\\ncut\\nBend\\nbent, R\\nbent, R\\nDare\\ndurst, R\\ndared\\nBereave\\nbereft, R\\nbereft, R\\nDeal\\ndealt, R\\ndealt, R\\nBeseech\\nbesought\\nbesought\\nDig\\ndug, R\\ndug, R\\nBet\\nbet, R\\nbet, R\\nDive\\ndove, R\\ndived\\nBless\\nblest, R\\nbid,\\nbade\\nblest, R\\nDo\\nDraw\\ndid\\ndrew\\ndone\\ndrawn\\nBid j\\nbidden\\nDream\\ndreamt, R\\ndreamt, R\\nBind\\nbound\\nbound\\nDress\\ndrest, R\\ndrest, R\\nBite\\nBleed\\nbit\\nbled\\nbitten\\nbled\\nDrink\\ndrank\\ndrank\\ndrunk\\nBlow\\nblew\\nblown\\nDrive\\ndrove\\ndriven\\nBreak\\nbroke\\nbroken\\nDwell\\ndwelt, R\\ndwelt, R\\nBreed\\nbred\\nbred\\nEat\\nate\\neaten\\nBring\\nbrought\\nbrought\\nFall\\nfell\\nfallen\\nBuild\\nbuilt, R\\nbuilt, R\\nFeed\\nfed\\nfed\\nBurn\\nburnt, R\\nburnt, R\\nFeel\\nfelt\\nfelt\\nBurst\\nburst\\nburst\\nFight\\nfought\\nfought\\nBuy\\nbought\\nbought\\nFind\\nfound\\nfound\\nCast\\ncast\\ncast\\nFlee\\nfled\\nfled\\nCatch\\ncaught, R\\ncaught, R\\nFling\\nflung\\nflun 6\\nChide\\nchid\\nchidden\\nFly\\nflew\\nflown\\nChoose\\nchose\\nchosen\\nForsake\\nforsook\\nforsaken\\nCling\\nclung\\nclung\\nFreeze\\nfroze\\nfrozen", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0217.jp2"}, "218": {"fulltext": "210 LESSONS IN ENGLISH.\\nPres.T.\\nPast T.\\nPastP.\\nPres. T.\\nPast T.\\nPast P.\\nGet\\ngot\\ngot,\\ngotten\\nMow\\nPass\\nmowed\\npast, R\\nmown, R\\npast, R\\nGild\\ngilt, B\\ngilt, R\\nPay\\npaid\\npaid\\nGird\\ngirt, R\\ngirt, R\\nPen\\npent,#\\npent, R\\nGive\\ngave\\ngiven\\nPut\\nput\\nput\\nGo\\nwent\\ngone\\nQuit\\nquit, R\\nquit, R\\nGrave\\ngraved\\ngraven, R\\nRap\\nrapt, R\\nrapt, R\\nGrind\\nground\\nground\\nRead\\nread\\nread\\nGrow\\ngrew\\ngrown\\nRend\\nrend\\nrent\\nHang\\nhung\\nhung\\nRid\\nrid\\nrid\\nHave\\nhad\\nhad\\nRide\\nrode\\nridden\\nHear\\nheard\\nheard\\nran\\nrung\\nHeave\\nhove, R\\nhoven, R\\nRing\\nrung\\nHew\\nhewed\\nhewn, R\\nRise\\nrose\\nrisen\\nHide\\nhid\\nhidden\\nRive\\nrived\\nriven, R\\nHit\\nhit\\nhit\\nRun\\nran\\nrun\\nHold\\nheld\\nheld\\nSaw\\nsawed\\nsawn, R\\nHurt\\nhurt\\nhurt\\nSay\\nsaid\\nsaid\\nKeep\\nkept\\nkept\\nSee\\nsaw\\nseen\\nKneel\\nknelt, R\\nknelt, R\\nSeek\\nsought\\nsought\\nKnit\\nknit, R\\nknit, R\\nSeethe\\nsod, R\\nsodden, R\\nKnow\\nknew\\nknown\\nSell\\nsold\\nsold\\nLade\\nladed\\nladen, R\\nSend\\nsent\\nsent\\nLay\\nlaid\\nlaid\\nSet\\nset\\nset\\nLead\\nled\\nled\\nShake\\nshook\\nshaken\\nLeave\\nleft\\nleft\\nShape\\nshaped\\nshapen,R\\nLean\\nleant R\\nleant, R\\nShear\\nsheared\\nshorn ,R\\nLeap\\nleapt, R\\nleapt, R\\nShave\\nshaved\\nshaven, R\\nLend\\nlent\\nlent\\nShed\\nshed\\nshed\\nLet\\nlet\\nlet\\nShine\\nshone, R\\nshone, R\\nLie\\nlay\\nlain\\nShoe\\nshod\\nshod\\nLight\\nlit, R\\nlit, R\\nShoot\\nshot\\nshot\\nLose\\nlost\\nlost\\nShow\\nshowed\\nshown, R\\nMake\\nmade\\nmade\\nShrink -j\\nf shrunk,\\nshrunk\\nMean\\nmeant\\nmeant\\nL shrank\\nMeet\\nmet\\nmet\\nShred\\nshred\\nshred", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0218.jp2"}, "219": {"fulltext": "LIST OF IRREGULAR VERBS.\\n211\\nPres. T. Past T.\\nPast P.\\nShut\\nshut\\nshut\\nSing\\n/sang,\\n\\\\sung\\nsung\\nSink\\nsunk,\\nJ sank\\nsunk\\nSit\\nsat\\nsat\\nSlay\\nslew\\nslain\\nSleep\\nslept\\nslept\\nSlide\\nslid\\nslidden\\n\\\\slid\\nSling\\nslung\\nslung\\nSlink\\nslunk\\nslunk\\nSlit\\nslit\\nslit\\nSmite\\nsmote\\nsmitten\\nSow\\nsowed\\nsown, R\\nSpeak\\nspoke,\\nspake\\nspoken\\nSpeed\\nsped\\nsped\\nSpend\\nspent\\nspent\\nSpin\\nspun,\\nspan\\nspun\\nSpit\\nspit,\\nspat\\nspit\\nSplit\\nsplit\\nsplit\\nSpread\\nspread\\nspread\\nSpring\\nsprang,\\nsprung\\nsprung\\nStand\\nstood\\nstood\\nStay\\nstaid, R\\nstaid, R\\nSteal\\nstole\\nstolen\\nStick\\nstuck\\nstuck\\nSting\\nstung\\nstung\\nStride\\nstrode,\\nstrid\\nstridden,\\nstrid\\nStrike\\nstruck\\nstruck,\\nstricken\\nPres. T.\\nPast T.\\nPast P.\\nString\\nstrung\\nstrung\\nStrive\\nstrove\\nstriven\\nStrow\\nstrowed\\nstrown,R\\nSwear\\nswore,\\nsworn\\nSweat\\nsweat, R\\nsweat, R\\nSweep\\nswept\\nswept\\nSwell\\nswelled\\nswollen, R\\nSwim\\nswam\\nswum\\nswum\\nSwing\\nswung\\nswung\\nTake\\ntook\\ntaken\\nTeach\\ntaught\\ntaught\\nTear j\\n1 tore,\\ntare\\ntorn\\nTell\\ntold\\ntold\\nThink\\nthought\\nthought\\nThrive\\nthrove, R\\nthriven, R\\nThrow\\nthrew\\nthrown\\nThrust\\nthrust\\nthrust\\nTread\\ntrod,\\ntrodden\\nWax\\nwaxed\\nwaxen, R\\nWake\\nwoke, R\\nwoke, R\\nWear\\nwore\\nworn\\nWeave\\nwove\\nwoven\\nWed\\nwed, R\\nwed, R\\nWeep\\nwept\\nwept\\nWet\\nwet, R\\nwet,R\\nWhet\\nwhet, R\\nwhet, R\\nWin\\nwon\\nwon\\nWind\\nwound, R\\nwound\\nWork\\nwrought ,R wrought ,R\\nWring\\nwrung\\nwrung\\nWrite\\nwrote\\nwritten\\nA few verbs, usually regular, are sometimes spelled with t\\ninstead of ed; as spelt spilt learnt smelt, blent, spoilt.", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0219.jp2"}, "220": {"fulltext": "", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0220.jp2"}, "221": {"fulltext": "", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0221.jp2"}, "222": {"fulltext": "", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0222.jp2"}, "223": {"fulltext": "", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0223.jp2"}, "224": {"fulltext": "", "height": "3480", "width": "2168", "jp2-path": "newlessonsinengl00patr_0224.jp2"}}