{"1": {"fulltext": "Hi", "height": "3698", "width": "2257", "jp2-path": "briefstudyinengl00morr_0001.jp2"}, "2": {"fulltext": "^W*-c\\nflpg\\nIP\\n^C\\nc\\n\u00c2\u00ab3C\\nr c\\nCC\\nC\\ncc\\nc c\\ncc\\ncc\\ncc\\nc c\\ncc\\nXc\\nS\u00c2\u00a3\\n*rc\\nCC\\nc c\\ncc\\nC c\\nC\\nc c\\nZ, cc\\n^v\\n5 s^g.\\ncc\\nsk\\nV\\nc\\n1\\nsc cc\\ncc\\nc^\\nc\\nc cc\\nc\\ncc\\nc-\\nc 3\\nc\\nC 1\\nC\\nC\\nc\\ni\\nLIBRARY OF CONGRESS.\\n?EUV\\\\\\ntfoap. .,__. Copyright No.\\nShelf,. A.J 2.\\nUNITED STATES OF AMERICA.\\n1\\nVVc\\n*g\\nc C\\n5\\niis^\\nS CC\\ni qj\\nc c\\n4\\nC Cr-\\nC t\\nc\\nC i\\nJ cc\\nc\\n5 cc\\nc\\n^C\\nc\\ns\\nr c\\nc c.\\n1 c V\\nc\\nss\\nc\\nV\u00c2\u00ab\\n1 S\u00c2\u00a3\\nc: c\\n^c\\nC\\nc\\nCc\\nr\\nCC\\n^_\\nCC\\ncr\\nC\\nCC\\ncccc\\nCC c\\nCC c\\nc\\n^f~\\nc\\nc\\ncc\\nC\\nCC\\ncc\\nc\\nCC\\ncc\\nc", "height": "3698", "width": "2257", "jp2-path": "briefstudyinengl00morr_0002.jp2"}, "3": {"fulltext": "c\\ngC3a\\nfill?\\nwm\\n55 c", "height": "3698", "width": "2257", "jp2-path": "briefstudyinengl00morr_0003.jp2"}, "4": {"fulltext": "", "height": "3689", "width": "2239", "jp2-path": "briefstudyinengl00morr_0004.jp2"}, "5": {"fulltext": "", "height": "3689", "width": "2239", "jp2-path": "briefstudyinengl00morr_0005.jp2"}, "6": {"fulltext": "", "height": "3689", "width": "2239", "jp2-path": "briefstudyinengl00morr_0006.jp2"}, "7": {"fulltext": "", "height": "3689", "width": "2239", "jp2-path": "briefstudyinengl00morr_0007.jp2"}, "8": {"fulltext": "", "height": "3689", "width": "2221", "jp2-path": "briefstudyinengl00morr_0008.jp2"}, "9": {"fulltext": "BlBriet Stubs\\nliN t\u00c2\u00a3* t t\u00c2\u00a3 te*\\njEnglisb\\nrooooooooo\\nBY\\nGEO. KL MORRIS, Ph.B-,\\nSuperintendent of Schools,\\nAmanda, Ohio.\\nOHIO KAQLC PRINT, LANCASTER.", "height": "3689", "width": "2221", "jp2-path": "briefstudyinengl00morr_0009.jp2"}, "10": {"fulltext": "", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0010.jp2"}, "11": {"fulltext": "76.\\nMX\\nA BRIEF\\nSTUDY IN ENGLISH^\\nBY GEORGE M. MORRIS, Ph.B.^\\nM\\nSUPERINTENDENT OF SCHOOLS,\\nAMANDA, OHIO^ jt Jt jt", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0011.jp2"}, "12": {"fulltext": "^\u00c2\u00a3\\\\\\\\U\\nJUL 19 1900\\nsecond copy,\\nad to\\nOROfK BMSFON,\\nLS\u00c2\u00a3\u00c2\u00a3_l_i900\\nPRESS OF THE\\nOhio Eagle Printing House,\\nlancaster, ohio,\\n1900.\\n73:", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0012.jp2"}, "13": {"fulltext": "PREFACE. j\u00c2\u00bb j* j* j* j\u00c2\u00bb\\n^HIS little book has been prepared as an aid\\nin the study of English. In its preparation\\nthe author has no apologies to offer. It is\\nnot without its imperfections, but it certainly is\\nsuggestive of the right way to study and to teach\\nEnglish.\\nThe plan of the book is original, but the mater-\\nial, in part, has been gathered from various sources.\\nThe method as presented in this book, has been used\\nby the author for several years with satisfactory re-\\nsults, and it is because of this fact that he, with\\nsome degree of confidence, submits it to the teachers\\nand students for their thoughtful consideration and\\ncriticism.\\nWith an honest hope of aiding the teachers and\\nstudents in the study of English, this little book is\\npresented to my fellow-teachers.\\nGEO. M. MORRIS.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0013.jp2"}, "14": {"fulltext": "", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0014.jp2"}, "15": {"fulltext": "SUGGESTIONS.\\n1. The outlines should be memorized and repro-\\nduced on the black board.\\n2. The student should be able to recite the outline\\nfrom the first topic to the last, and give examples of each\\ntopic.\\n3. The student should be exact in definitions.\\n4. The student should have several good gram-\\nmars, a few good language books, and a good rhetoric or\\ntwo*\\n5. The student should often consult Webster s\\nInternational Dictionary.\\n6. Learn some good system of diagramming\\nIrish s is the best.\\n7. Learn to punctuate by observing the use of\\npunctuation marks, as well as learning the rules of\\npunctuation.\\n8. The amount of work, as well as the kind of\\nwork, should depend on the ability of the class.\\nDr. Brooks in his Normal Methods, says Gram-\\nmar has been more poorly taught than any other branch\\nin the public schools. It has been too abstract and theo-\\nretical. It has been taught as matter of memory and not\\nof judgment and understanding. It has been a commit-\\nting and a repeating of definitions, and not a study of the\\nrelations of words in sentences. It has been a memorizing\\nof abstract definitions and rules, instead of a practical\\napplication of them to the improvement of a pupil s\\nlanguage. The trouble is, our method has been radically\\ndefective.\\nAnother cause of failure is that we have too often\\ntried to convey a complete knowledge of every part of the\\nsubject before the faculties were prepared for grasping\\nsuch an amount of knowledge. For example We have\\nattempted to teach everything about the noun before call-\\n*Among the best texts on grammar are: Whitney, Williams, Maxwell, Rig-\\ndon, Parke and Harvey,\\n(5)", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0015.jp2"}, "16": {"fulltext": "6 A BRIEF STUDY IN ENGLISH.\\ning the pupils attention to the verb. We have tried to\\nexhaust the subject of etymology, before presenting any\\nform of Syntax or Prosody. Our text books on Grammar\\nhave been constructed upon the same false principle. Is\\nit not time to begin, if we have not already begun, to\\nteach grammar as we teach other subjects, by presenting\\nonly a part at a time as the pupil is able to comprehend\\nit. Let us not forget that the method of teaching should\\nbe suggestive and inductive, and that there is a difference\\nbetween teaching and learning.\\nWhen should the teaching of correct speech begin?\\nIt should begin as soon as the child begins to put its words\\ninto sentences. Language teaching in the schools should\\nbegin the first day and continue all through the pupil s\\nschool life.\\nTwo kinds of language teaching oral and written\\nshould be carried on simultaneous from the first. Oral\\nwork gives to the pupil a working vocabulary, and the\\nability to use it in accordance with good usage. Writ-\\nten work gives to the pupil the ability to write sentences\\nexpressing his thoughts logically. To gain this ability a\\nfew steps are necessary.\\nFirst Have the pupils copy script.\\nSecond Have the pupils copy print in script form.\\nThird Have the pupils write from memory.\\nFourth Show the pupils a picture or an object and\\nhave them write their thoughts in simple sentences.\\nFifth Have the pupils write from dictation.\\nSixth Read a simple story to the pupils, then have\\nthem write the story in their own language.\\nSeventh\u00e2\u0080\u0094 Have the pupils learn the use of capital\\nletters and marks of punctuation.\\nNo book on language is needed at this stage of the\\npupils progress, but they need to be lead by a skillful\\nteacher. A skillful teacher is one who can draw out his\\npupils by questioning them on pictures and objects as to\\ntheir form, color, dimensions, origin, value, manufacture,\\nand substance which enter into their composition and can", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0016.jp2"}, "17": {"fulltext": "A BRIEF STUDY IN ENGLISH. 7\\nlead them to converse with him on a great number of\\nthings, which cannot fail to increase their vocabulary and\\nenlarge their world of ideas.\\nLanguage should have a place in the daily school\\nprogram, and should receive attention in all school exer-\\ncises. In all exercises pupils habits of speech are in\\nprocess of formation, and should be continually guarded.\\nThey should learn what to say and how to say it.\\nAlways require pupils to answer questions in com-\\nplete sentences. Illustration\\nTeacher. What do you see?\\nPupil.\u00e2\u0080\u0094 I see a tree.\\nTeacher. What is on the tree?\\nPupil. Apples are on the tree.\\nTeacher. What is the color of the apples.\\nPupil. The color of the apples is red.\\nLanguage teaching will not be a success until this\\nhabit is established in both oral and written work.\\nThe teacher should require the pupils to write fre-\\nquently on subjects, and he should insist on correct\\nspelling, capitalization, punctuation and neatness of\\nform.\\nFollowing are some suggestive exercises that can well\\nbe adapted to the work of the 5th, 6th, 7th and 8th grade\\npupils. Many such can be prepared by the teacher. This\\nkind of work will prepare the pupil for the advanced\\ngrammar, as well as bettering his language.\\nEXERCISES.\\nI\\nWrite twelve sentences properly using, Is, Are, Was,\\nWere.\\nII\\nWrite twelve sentences properly using, This, That,\\nThese, Those.\\nIll\\nWrite twelve sentences properly using, A, Ad, The.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0017.jp2"}, "18": {"fulltext": "8 A BRIEF STUDY IN ENGLISH.\\nIV\\nWrite ten sentences properly using, There is, There\\nare.\\nV\\nWrite twelve sentences properly using, Each, Every,\\nEither, Neither.\\nVI\\nWrite ten sentences properly using, Has and Have.\\nVII\\nWrite twelve sentences properly using, Sit, Set, Sit-\\nting, Sat.\\nVIII\\nWrite ten sentences properly using, Lie and Lay.\\nIX\\nWrite ten sentences properly using, Less and Fewer.\\nX\\nWrite twelve sentences properly using, Do, Does, Did.\\nXI\\nWrite twelve sentences properly using, May, Can,\\nMust.\\nXII\\nWrite twelve sentences properly using, Might, Could,\\nWould, Should.\\nXIII\\nWrite ten sentences properly using, Shall and Will.\\nXIV\\nWrite twelve sentences properly using, Don t, Doesn t,\\nIsn t, Aren t.\\nXV\\nWrite twelve sentences properly using, In, Into, On,\\nUpon.\\nXVI\\nWrite three simple declarative three simple impera-\\ntive, and three simple interrogative sentences. Diagram\\neach.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0018.jp2"}, "19": {"fulltext": "A BRIEF STUDY IN ENGLISH. y\\nXVII\\nWrite three complex declaratives, three complex\\nimperative, three complex interrogative sentences, and\\ndiagram each.\\nXVIII\\nWrite five compound sentences and diagram them,\\nXIX\\nWrite five complex sentences the first containing a\\nnoun clause subject; the second a noun clause predicate; the\\nthird a noun clause object of a transitive verb; the fourth\\na noun clause object of a preposition the fifth a noun\\nclause appositive. Diagram each.\\nXX\\nWrite five complex sentences each containing an\\nadjective clause introduced by who, which, ivhat, that and\\nas. Diagram each.\\nXXI\\nWrite five complex sentences each containing an\\nadverbial clause introduced by conjunctive adverbs.\\nDiagram each.\\nXXII\\nWrite five complex sentences each containing an ad-\\nverbial clause introduced by a subordinate conjunction.\\nniSCELLANEOUS EXERCISES.\\nI\\nFill the blanks with set, sat, sit, sitting or setting.\\n1. The hen is on her nest.\\n2. The sun behind the hills.\\n3. Who the basket on the floor?\\n4. The basket is on the floor.\\n5. Will you on the sofa?\\n6. I have there as long as I wish to.\\n7. John the box on the table, and it will there\\ntill he takes it away.\\n8. Where were you when you your watch.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0019.jp2"}, "20": {"fulltext": "10 A BRIEF STUDY IN E.NGLISH.\\nII\\nFill blanks with rise, raise, rose, raised, or risen.\\n1. The river has a great deal.\\n2. Will you from the floor?\\n3. I should have earlier.\\n4. Be so kind as to the lamp.\\n5. I at six o clock.\\n6. Farmers corn.\\n7. The sun has\\n8. The money will be today.\\nIll\\nCombine the following groups into complex sentences:\\n(a) They saw several other islands. They held on\\ntheir course. There was a chance of being starved to death\\nin an open boat. There was a risk of being killed and\\neaten by savages. They preferred the former.\\n(b) They had no firearms. Some stones happened\\nto lodge in the boat. They threw these back. This was\\ntheir only defence. They could make no other.\\n(c) They steered along this reef. They at length\\nfound an opening. They passed through it into smooth\\nwater. There they were aide to rest from their toil.\\n(d) Daylight came. Their limbs were benumbed\\nwith cold. They could scarcely continue the work of bal-\\ning. The lives of all depended on their doing so.\\nIV\\nWrite the following adjectives in a column, and\\nafter each write a word meaning the opposite\\nthick late deep\\nsoft wide sharp\\ncool fast even\\nright smooth large\\nhigh old broad", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0020.jp2"}, "21": {"fulltext": "A BRIEF STUDY IN ENGLISH. 11\\nCombine the folloioing statements into continuous sentences.\\n1. The next morning the battle began in terrible\\nearnest.\\nThe next morning was the 24th of June.\\nThe battle begun at daybreak.\\n2. Columbus returned to Spain in 1493.\\nHe had spent some months in exploring the de-\\nlightful regions.\\nThese regions had long been dreamed of by many.\\nThese regions were now first thrown open to\\nEuropean eyes.\\n3. We diverged towards the prairie.\\nWe left the line of march.\\nWe traversed a small valley.\\n4. The Romans defeated Hannibal.\\nHe was, perhaps, the greatest general of antiquity.\\nIt was at Zama they defeated him.\\nVI\\nChange these sentences to express past time\\n1. I lay the book on the desk.\\n2. We lie down to sleep.\\n3. The mason lays the bricks.\\n4. The cows lie in the shade.\\n5. The old man lies on the floor.\\nVII\\nWrite the correct abbreviation of each of the following\\nwords: Sunday, Wednesday, September, Mister, postmas-\\nter, principal, superintendent, barrel*, dozen, interest,\\nmonth, number, post-office, first, second, fourth.\\nWrite sentences containing the following words used (1)\\nas nouns and (2) as verbs: Man. load, work, play, hand,\\nwhip, heat, chain, stand, fly, strap, point, milk, fan, iron,\\nwater, fire.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0021.jp2"}, "22": {"fulltext": "12 A BRIEF STUDY IN ENGLISH.\\nVIII\\nCombine the following into sentences forming a continuous\\nparagraph:\\nA crow stole a piece of cheese. It had lain in a cot-\\ntage window. She had discovered it there. She flew into\\na tree. The cheese was in her beak. A fox observed this\\nHe came near. He sat under the tree. He began to\\npraise the crow. He said this Your feathers are\\nof a lovely color. I never saw any so beautiful.\\nThis is true. You have a fine shape. Your air is\\nquite elegant. I never heard your voice. It must\\nbe sweet. I am sure of it. A melodious voice always goes\\nalong with such beauty. In that case no other bird can\\ncompare with you. The crow was delighted. She wrig-\\ngled about on the branch. She put on graceful airs. She\\nthought My voice is as fine as my feathers. I will\\nshow this to the fox. She opened her mouth. She was\\ngoing to sing. The cheese dropped. The fox was watch-\\ning for this. He caught the cheese. It had not yet touch-\\ned the ground. He ran off with it to his hole. His family\\nwere there. They all ate it together. He told them the\\nstory. They laughed at the crow s silly vanity.\\nIX\\nWrite sentences containing the word but used as (1) a\\nconjunction, (2) a preposition, (3) an adverb, (4) an ad-\\njective.\\nX\\nIn the following sentences distinguish the difference in\\nmeaning.\\n1. That is a very ingenious explanation.\\nThat is a very ingenuous explanation.\\n2. He purposed uniting the two classes.\\nHe proposed uniting the two classes.\\n3. He suggested a practical method.\\nHe suggested a practicable method.\\n4. He made three successive attempts.\\nHe made three successful attempts.\\n5. You referred to it in your sermon.\\nYou alluded to it in your sermon.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0022.jp2"}, "23": {"fulltext": "A BRIEF STUDY IN ENGLISH. 13\\nXI\\nWhich italicized word is preferable, and why?\\n1. Excessive use of wine is a bad habit.\\nExcessive use of wine is a bad custom.\\n2. As soon as you have eaten enough we (will, shall)\\nleave.\\nAs soon as you have eaten sufficient we (will, shall)\\nleave.\\n3. I am sure that I apprehend your meaning.\\nI am sure that I comprehend your meaning.\\n4. The whole house is occupied.\\nThe entire house is occupied.\\n5. We begged our friends to help us.\\nWe asked our friends to help us.\\nXII\\nParaphrase the following\\n1. To err is human to forgive, divine.\\n2. To thine own self be true, and it must follow as\\nthe night the day, thou canst not then be false to any\\nman.\\n3. Of thy unspoken word thou art master thy spok-\\nen word is master of thee.\\nXIII\\nWhich of the bracketed ivords is correct, and why?\\n1. (Will, shall) you be sorry to leave Boston?\\n2. (Will, shall) I be allowed another trial?\\n3. He has decided that he (will, shall) not return\\n4. He offers a prize to whoever, (will, shall) guess\\nit.\\nit.\\n5. We (would, should) be glad to have you call and\\nsee it.\\n6. What (would, should) we do without you?\\n7. He promised that it (would, should) not occur\\nagain.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0023.jp2"}, "24": {"fulltext": "14 A BRIEF STUDY IN ENGLISH.\\nERRORS TO BE AVOIDED.\\nLess. Relates to quantity, fewer to number.\\nJlay. Distinguish from can.\\nNew. Say a pair of new boots, not a new pair of\\nboots.\\nNice. Do not say a nice hat, a nice picture, nice\\napples, etc., though a nice point, it was nicely done,\\netc., is correct.\\nParty. Do not use for person.\\nPerpetual. Distinguish from continual.\\nPosted. Do not use for informed.\\nPropose. Distinguish from purpose.\\nSome better. Should say somewhat better.\\nStop. Distinguish from stay.\\nXIV\\nFALSE SYNTAX.\\nCorrect, giving reason for each correction\\n1. Them boxes must be removed.\\n2. Neither of them were there.\\n3. Was you with him on Sunday.\\n4. This is longer nor that.\\n5. You done that too quickly.\\n6. Every one of them are black.\\n7. Come here quick.\\n8. I haven t been nowheres.\\n9. Have either of you a pencil?\\n10. That dress looks badly.\\n11. They done the work pretty well.\\n12. The army marched rapid.\\nXV\\nEXERCISES IN ENGLISH NUMBERS.\\n1. Write the plurals of the following:\\n1 Tree 6 mouse\\n2 bird 7 sheaf\\n3 calf 8 woman\\n4 goose 9 ox\\n5 knife 10 man", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0024.jp2"}, "25": {"fulltext": "A BRIEF STUDY IN ENGLISH. 15\\n11 tooth 16 fancy\\n12 foot 17 negro\\n13 clock 18 church\\n14 cow 19 wolf\\n15 lady 20 monkey\\nXVI\\nCorrect where necessary, the following plurals\\n1 monies 6 halfs\\n2 flys 7 monkeys\\n3 chimnies 8 foxs\\n4 oxes 9 birchs\\n5 vallies 10 gooses.\\nXVII\\nName the nouns and tell the number of each\\n1 What is the news this morning?\\n2 Are the tongs in the kitchen?\\n3 Name four words which add es to form the plural.\\n4 Write the singulars of mice, teeth, oxen.\\n5 Name a word which adds ren to form the plural.\\nXVIII\\nEXERCISES IN ENGLISH CAPITAL LETTERS.\\n1. Copy the following words, putting capitals where\\nnecessary:\\n1 Saturday 6 elm avenue\\n2 good friday 7 enjoyment\\n3 the reformation 8 Saratoga\\n4 the gulf of mexico 9 blacksmith\\n5 the battle of Santiago 10 republicans\\n2. Write a sentence requiring three capital letters.\\n3. Write a sentence containing the name of a friend.\\n4. Write the name of some association.\\n5. Write the names of three churches.\\n6. Write a sentence about a public holiday.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0025.jp2"}, "26": {"fulltext": "16 A BRIEF STUDY IN ENGLISH.\\n7. Re-write, correcting all errors\\n1 rudyard kipling.\\n2 806 broadway, new york.\\n3 the united states of america.\\n4 John jones lives in Chicago.\\nXIX\\nEXERCISES IN ENGLISH SUBJECT AND PREDICATE.\\nWrite suitable predicates for the following subjects\\n1. Two strong men\\n2. Several sheep\\n3. A bucket of water\\n4. Her little brother\\n5. A cloud of dust\\nWrite a suitable subject for the following predicates\\n1. drives the horse.\\n2. runs very rapidly.\\n3. was hurt yesterday.\\n4. ran home.\\n5. rolled down the hill.\\nUnderscore subject and predicate in the following\\nsentences\\n1. John ran home.\\n2. The cross dog is dead.\\n3. A beautiful doll was given to the girl.\\n4. I see the star.\\n5. Seethe bright moon.\\nXX\\nComposition subjects for young people.\\nThe sun The Horse A Chair\\nMy Dog Coal A Doctor\\nThe Cow Wood Easter\\nThe Stove Glass Fourth of July\\nSnow Butter Spring\\nWater Honey The Stars\\nFlour My Teacher A Rainy Day\\nOur Cat A Visit I made Summer Time", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0026.jp2"}, "27": {"fulltext": "A BRIEF STUDY IN ENGLISH. 17\\nThe Moon Our Picnic The Clouds\\nAn Apple Going to a Party Paper\\nCooking\\nWhat I saw in the City.\\nWhat I saw in the Country.\\nA ride on the Cars.\\nA Day at the Circus.\\nA Day at the County Fair.\\nLazy People.\\nIndustrious People.\\nA Drunkard.\\nMaking Bread.\\nMaking a Snow Man.\\nCaring for Flowers.\\nThe Honey Bee.\\nThe Babbit.\\nA Day in the Woods.\\nBeing Prompt.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0027.jp2"}, "28": {"fulltext": "c\\n3\\nbfi\\na\\ne\\n3\\n4\\nE\\no\\nen\\no\\n7!\\nO\\nX\\no\\no\\no\\nSubject of is.\\nI red. Comp. of\\nis.\\nObj. of to.\\nCO\\nO\\nIll\\n6 X j\\n55 X j X i\\nM\\nH\\nPQ\\ns\\nj 1 X j j\\nco\\no\\nCO\\nW\\nPm\\nS I X X X I\\nw i\\n3\\nIndeter-\\nminate.\\nX\\n9\\nS\\nr=H 1\\nX X\\nCO\\nW\\nCO\\nCO\\nO\\nd\\no\\nS\\na\\no\\nO\\npi\\nJ I\\no\\ns\\nX X\\no\\nj X j\\nP\\no\\n15\\nCharles\\nboy\\nscholars", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0028.jp2"}, "29": {"fulltext": "m\\nta\\nCO\\nbS 1\\npi\\n1\\nP.\\n6 j\\n5Z5\\nPh\\npq\\nP\\nI I.!::.;.:::..:\\n05 1 i i\\nO\\nCO\\nPm\\nd\\n1\\np4\\nP\\nis\\n05\\nPI\\nfc\\nft\\nEh\\niS\\na\\nw\\no\\nH\\nH\\n1\\nCO\\nM\\nCO\\nCO\\no\\npq\\nP\\nCO\\no o\\na ft\\nft\\na\\nCO\\nco\\nCO\\nCO\\nHi\\no\\nII\\na\\n1 i i i i i i\\nft\\np\\nO\\nft\\no\\nM\\nPh", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0029.jp2"}, "30": {"fulltext": "p\u00c2\u00abn[J\\ni^inSuis\\nPh\\nP^8\\npnc\\n18\\n8\\nCO\\nH\\nJ.I3J \u00e2\u0080\u00a2inj\\njjaj *sbj\\nJ-iaj saij\\nIRI\\nl^dL\\nS9IJ\\nQ\\nC\\njni\\nqns\\n3AISSBJ\\n1\\n8AIJ0V\\nCO\\nH\\n05\\n0\\ng\\nOh\\nWd %^d\\n\u00e2\u0080\u00a2\u00e2\u0080\u00a2\u00e2\u0080\u00a2^bj auasajj\\n1SBJ\\n1U9S9JJ\\nCO\\nittinSaiii\\niBinSaa\\nH\\nin\\nP\\nO\\nH\\nCO\\nsubhui\\nsubix\\n3", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0030.jp2"}, "31": {"fulltext": "J3\\nO\\nC\\nSo\\nE\\nJ3\\nu\\nH\\nH\\nCO\\nH\\no\\no\\nCO\\ns\\n\u00e2\u0096\u00a0si\\n\u00c2\u00b0o\\n03\\nP\\ni 0)\\nCO\\na\\no\\nD\\n1\\nCO\\nCO\\nCO\\nJ\\nP\\nO\\nw\\np\\nCO\\nas\\nid\\nd\\no\\na\\no\\np\\nCO\\nW\\nCO\\nCO\\nO\\nP\\nO\\np\\nD\\nP", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0031.jp2"}, "32": {"fulltext": "J*\\nt\\no\\nC\\n55\\nu\\nE\\no\\nGO\\nw\\ns\\no\\no\\nS\\nS g\\no\\nW\\nP\\np.\\nGO\\nP.\\na\\no\\no\\no\\nCO\\n03\\n9\\na\\n6X\\nO\\nD Ah\\no\\nis\\n3\\nM\\n\u00e2\u0096\u00a03\\no\\no\\nbo\\np\\neg\\no\\n3\\nU\\nri\\ns\\n9\\np\\n3", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0032.jp2"}, "33": {"fulltext": "A BRIEF STUDY IN ENGLISH.\\n23\\nThis is a Scheme for fliscellaneous Written Parsing. We\\nShall Designate it the Brace System.\\nExample: The dog bit the old man.\\nThe -f ad del art\\n(modifies dog.\\nfC. N.\\nI Neut.\\nA J 3rd.\\nd \u00c2\u00b0S Sing.\\nJ Norn. C.\\nI Sub. of\\nold\\nf Adj. des.\\nJ old, older, oldest.\\nI less old, least old.\\nI Modifies man.\\nbit.\\nman\\nI\\nbit\\nY.\\ntrans.\\nfC. N.\\nmas.\\n3d.\\nsing.\\nobj. C.\\ntobj. of bit.\\nbite, bit, biting, bit.\\nActive V.\\nInd. M.\\n3d.\\nSing.\\n_ Agrees with dog.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0033.jp2"}, "34": {"fulltext": "i A BRIEF STUDY IN ENGLISH.\\nI 1 The Noun.\\nI 2 Definition.\\n2 2 Etymology of noun.\\n3 2 Classes.\\nI 3 Proper.\\n2 s Common.\\nI 4 Class.\\n2 4 Abstract.\\nI 5 How formed?\\n3 4 Collective.\\n4 4 Verbal\\n4 2 Properties, or Accidents.\\nI 3 Gender.\\nI 4 Definition.\\n2 4 Masculine.\\n3 4 Feminine.\\n4 4 Neuter.\\n5 4 Common\\n6 4 How determined?\\n2 3 Person.\\nI 4 Definition.\\n2 4 First.\\n3 4 Second.\\n4 4 Third.\\n3 3 Number.\\n1 4 Singular.\\n2 4 Plural.\\n3 4 Definition.\\n4 3 Case.\\nI 4 Definition.\\n2 4 Nominative.\\n1 5 Dependent.\\nI 6 Subject of a finitive verb.\\n2 6 Complement of a copulative verb^\\n3 6 Complement of a participle.\\n4 6 In apposition.\\nI 7 With a word.\\n2 7 With a phrase.\\n3 7 With a sentence.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0034.jp2"}, "35": {"fulltext": "A BRIEF STUDY IN ENGLISH. 25\\n2 5 Absolute construction.\\nI 6 By direct address.\\n2 6 By exclamation.\\n3 6 By pleonasm.\\n4 6 With a participle.\\n5 6 By inscription.\\n6 6 By position.\\n7 6 In apposition.\\n3 4 Possessive.\\nI 5 Limiting a noun of same signification.\\n2 5 Limiting a noun of different signification.\\n3 5 Definition.\\n4 4 Objective.\\nI 5 Definition.\\n2 5 Object of a transitive verb.\\n3 5 Object of a preposition.\\n4 5 Subject of an infinitive.\\n5 5 Complement of an infinitive copula whose\\nsubject is objective.\\n5 5 In apposition.\\n6 5 By pleonasm.\\n5 2 Declension.\\n6 2 Parsing.\\n1. What is a concrete noun? Write a list of concrete\\nnouns.\\n2. What is a gerund*. Write a list of gerunds.\\n3. Write ten infinitives used as nouns.\\n4. What is an abstract noun? Hoy/ are abstract\\nnouns formed?\\n5. Write twenty abstract nouns with different\\nendings.\\n6. Are verbal nouns abstract nouns?\\n7. How is a common noun made proper?\\n8. How is a proper noun made common?\\n9. What is a collective noun? Write ten collective\\nnouns.\\n10. Write five collective nouns the subjects of some\\nform of the verb u be.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0035.jp2"}, "36": {"fulltext": "26 A BRIEF STUDY IN ENGLISH.\\n11. Are proper nouns ever collective nouns?\\n12. How determine whether any word is a noun?\\n13. What may become a noun?\\n14. Write five compound nouns.\\n15. Can a noun consist of more than one word?\\nIllustrate.\\n16. Write five sentences in which a noun is in appo-\\nsition with an other noun.\\n17. Write four sentences in which a noun is in appo-\\nsition with a pronoun.\\n18. What is meant by pleonasm? Illustrate.\\nPERSON.\\n1. Write six sentences containing nouns in the first\\nperson.\\n2. Write five sentences containing nouns in the\\nsecond person.\\n3. Write four sentences containing nouns in the\\nthird person.\\n4. How may you determine what person a noun is?\\n5. Give examples of the third person used for the\\nfirst.\\n6. What is the person of a noun complement of a\\ncopulative verb*.\\n7. Give the person of the nouns and pronouns in\\nthe following\\na. I, Patrick Henry, say again Give me lib-\\nerty or give me death.\\n6. I want you, John, to stay.\\nc. John, come to me.\\nd. Lucy reads well.\\ne. I am the man.\\nThou art the man.\\ng. He is the man.\\nh. Mr. Jones sends his compliments, etc.\\n8. In what person is the predicate noun?", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0036.jp2"}, "37": {"fulltext": "A BRIEF STUDY IN ENGLISH. 27\\nNUflBER.\\n1. What does number denote?\\n2. How is the plural of nouns regularly formed?\\nIllustrate.\\n8. Give some plurals formed irregularly.\\n4. Write all the rules for forming the plurals of\\nnouns.\\n5. Write a list of nouns that are always singular\\nnumber.\\n6. Write a list of nouns that are always plural.\\n7. Form the plurals of a, x, 4, if, and, no, yea, nay,\\n8. Write a list of nouns that are alike in the singu-\\nlar and plural numbers.\\n9. Spell the plurals of Rebus, city, court-martial,\\noutpouring, lady, prodigy, motto, gas, genius, seaman,\\ntalisman, Henry, step-son, bandit, index, father-in-law,\\nay, madam, no, ignisfatuns.\\n10. Write ten words that have two plural forms.\\n11. Write in sentences the plurals of spoonful, hand-\\nful, wagon-load, Miss Brown, Mrs. Smith, Mr. Jones.\\n12. What is the plural of goose, a tailor s iron.\\n13. Use the plurals of these nouns Gas, trio, two,\\naxis, staff, Cherub, piano, money, if, fungus.\\nWhich form of the word should be used\\n1. The members of the committee heard this, these\\nnews.\\n2. Tidings, was, were brought to us.\\n3. The assets are, is $10,000.\\n4. Politics is, are like a stone tied around the neck\\nof literature.\\n5. Have you seen my pincers? I have lost it, them.\\n6. This, these scissors is, are not sharp.\\n7. Please pour this, these suds on the plants.\\n8. His tactics was, were much condemned.\\n9. Please pass that, those molasses.\\n10. I like, this, these kind of shoes.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0037.jp2"}, "38": {"fulltext": "28 A BRIEF STUDY IN ENGLISH.\\n11. The news was, were heard.\\n12. The ashes was, were hot.\\n13. His lungs is, are strong.\\n14. Oats is, are good food for horses.\\n15. The shears are, is dull.\\n16. The wages of the men are, is not high enough.\\n17. Measles are, is a dangerous disease.\\n18. Feed the horse some of that, those oats.\\nGENDER.\\n1. How many methods are there for distinguishing\\nsex? Give them.\\n2. Write a list of words whose genders are distin-\\nguished by different words.\\n3. Write a list of words whose genders are distin-\\nguished b}^ different terminations.\\n4. Write a list of words whose genders are distin-\\nguished by prefixes and suffixes\\n5. What is personification? Illustrate.\\n6. Write sentences to show the masculine or femi-\\nnine gender of sun, time, moon, earth, death, ship, oak,\\nwar, peace, night, anger, fortune, fear, hope and winter.\\n7. When objects are personified, how determine the\\ngenders?\\n8. Name some masculine nouns that have no corres-\\nponding feminine.\\n9. Name some feminine nouns that have no corres-\\nponding masculine.\\n10. Give the corresponding genders of beau, spinster,\\nfriar, hart, sir, witch, lord, Mr., Charles, Augusta, hero,\\ntutor, tiger, landlord, negro, Mr. George.\\n11. What is the gender of dog, horse, child, dandy,\\nherd, army, jury, and pig.\\n12. What gender have abstract nouns?\\n13. What gender have collective nouns!\\n14. What does gender denote?\\n15. To what does gender belong?", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0038.jp2"}, "39": {"fulltext": "A BRIEF STUDY IN ENGLISH. 29\\nGive the gender of the nouns in the following sen-\\ntences and give reasons for same\\n1. The sun is the center of the solar system.\\n2. The moon is our satellite.\\n3. The sun is in his glory.\\n4. The moon is in her wane.\\n5. The child cried.\\n6. The child cried in its cradle.\\n7. The dog barked.\\n8. The dog followed his master.\\n9. The horse was sold for $500.\\n10. The horse knows his master.\\n11. Mary is a girVs name.\\n12. I like the name Mary.\\n13. I saw the boy named Henry.\\n14. The boy was named John.\\n15. His name, John, was accepted.\\n16. John sings.\\n17. I, Charles, do say it.\\n18. We, the people of the United States, etc.\\n19. Mary is her name, and it is a good name.\\n20. Mary is a girl, and she is a good girl.\\n1. Abstract nouns have no plural.\\n2. The names of material substances, names of art\\nand sciences, and the names of some diseases have no\\nplurals.\\n3. Seamstress, laundress, milliner, baker, dandy,\\nbrewer, carpenter, and lawyer have no corresponding\\ngender.\\nCASE.\\n1. How distinguish the case of a noun?\\n2. How may the possessive case be known from the\\nother cases?\\n3. What is the rule for forming the possessive case\\nof all nouns?\\n4. Show the possessive case of son-in-law and sons-\\nin-law.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0039.jp2"}, "40": {"fulltext": "30 A BRIEF STUDY IN ENGLISH.\\n5. Give the possessive singular and plural of Mary,\\nfox, ox, fly, child, mouse, wife, James, lass, Miss and\\ngoose.\\n6. Give the possessive singular and plural of negro,\\nlady, foot, bamboo, father-in-law, German, sheep, ox-cart,\\ncup-ful, 9, and x.\\n7. Write in sentences to show the possessive case of\\nXerxes, Jesus, Morris, goodness, and conscience.\\n8. What does declension of nouns mean?\\n9. Decline goose, fly, arm, and Mussulman.\\n10. Write sentences, illustrating the use of the noun\\na. In apposition with a sentence\\nb. In apposition with the subject;\\nc. In apposition with a possessive\\nd. In apposition with a predicate noun\\ne. In apposition with a pronoun.\\nWhen a noun or a pronoun is used independently, it,\\nin fact, has no case, but as the nominative form is always\\nused, it is said to be in the nominative absolute case.\\nDistinguish the difference in meaning between the\\nfollowing\\n1. The president s reputation. The reputation of\\nthe president.\\n2. A mother s love. The love of a mother.\\n3. A sister s care. The care of a sister.\\n4. A boy s picture. The picture of a boy.\\n5. Charles and Harry s toys. Charles and Harry s\\ntoys.\\n6. Let me tell you a story of Mr. Henry, (Henry s.)\\n7. Charles and Henry s work was the same. Charles\\nand Henry s work was the same.\\n8. I heard of the man (man s) coming.\\n9. We saw the lady (lady s) crossing.\\n10. Trust to John (John s) being on time.\\nCorrect the following\\n1. A dog and a cat s head are differently shaped.\\n2. It is neither the captain nor the messenger s duty.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0040.jp2"}, "41": {"fulltext": "A BRIEF STUDY IN ENGLISH. 31\\n3. How do you like Webster, Stormouth and Wor-\\ncester s dictionary?\\n4. Do you like Hawthorne better than Irving s style?\\n5. John, Henry and William s nose resembles one\\nanother.\\n6. The novel is one of Scott.\\n7. I saw him at Mr. Smith the tailor s.\\n8. He was sorry for his boy doing wrong.\\n9. Paul s the Apostle s epistle.\\n10. He stopped at Foster s Co s.\\nContrast the meaning of the following words\\n1. House, home party, person.\\n2. Statement, assertion verdict, testimony.\\n3. The whole, all acceptance, acceptation.\\n4. Access, accession proposal, proposition.\\n5. Allusion, illusion, delusion.\\n6. Avocation, vocation observation, observance.\\nParse the nouns and diagram the sentences\\n1. William, come here.\\n2. For the sake of goodness!\\n3. Our fathers, where are they.\\n4. Harris grammars.\\n5. The train having left us, we had to walk.\\n6. Wilson, the teacher having over bid us, we failed\\nto get the horse.\\n7. She wanted John and Henry to go.\\n8. We heard Charles say it.\\n9. I saw Brown, the banker.\\n10. I saw that at Smith s the grocer.\\n11. I asked the boy his name.\\n12. I told the man a story.\\n13. He made the log a boat.\\n14. I sent my friend a present.\\n15. She made the girl a dress.\\n16. They called the boy John.\\n17. They called the boy and John.\\n18. John the farmer s wife named the girl Mary.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0041.jp2"}, "42": {"fulltext": "32 A BRIEF STUDY IN ENGLISH.\\n19. He was asked a question.\\n20. The girl was taught History.\\n21. The good alone are great.\\n22. We pity the poor.\\n23. We made him president.\\n24. Man became a living soul.\\n25. He was considered a miser.\\n26. Good boys become good men.\\n27. Who became president?\\n28. Become a worthy scholar.\\n29. They elected him chairman.\\n30. He is called the speaker.\\n31. No one heard of that man asking for office.\\n32. The writer being a worthy man is not doubted.\\n33. Brown being sick prevented his going.\\n34. The captain of the Fulton s wife died last year.\\n35. John the teacher s mother is old.\\n36. His father seems old.\\n87. He is the Washington of our time.\\n38. Are you going to the Falls this summer?\\n39. His name is John.\\n40. I like to hear the singing of the children.\\nTell the difference in meaning of\\n1. He is a man of great ability (capacity.)\\n2. A good character, (reputation) is an excellent\\npossession.\\n3. It is his habit (custom) to speak rapidly.\\n4. That was a great discovery (invention.)\\n5. He was elected by a (majority) plurality.\\n6. His death was caused by the doctor s neglect\\n(negligence.)\\n7. This man has a plenty and (abundance.)\\n8. Please copy this receipt (recipe.)\\n9. They have found the site (situation) of the\\ntemple.\\n10. I have many relations (relatives.)\\n11. I was amazed at her deceit (deception.)\\n12. This is a queer organism (organization.)", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0042.jp2"}, "43": {"fulltext": "A BRIEF STUDY IN ENGLISH. 66\\nI 1 The Pronoun.\\nI 2 Definition.\\n2 2 Etymology.\\n3 2 Classes.\\nI 3 Personal.\\nI 4 Simple.\\n2 4 Compound.\\n2 3 Relative.\\nI 4 Simple.\\n2 4 Compound.\\nB 4 Double\\n4 4 Compound double\\n3 3 Interrogative.\\nI 4 Definition.\\n2 4 Indefinite.\\n4 3 Demonstrative.*\\nI 2 This, that; these, those.\\n5 3 Indefinite.*\\nI 2 One, none, some, any, other, either,\\nneither, each, every, aught, naught,\\nelse, sundry, several, all, certain, with\\ntheir various compounds.\\n4 2 Properties.\\nI 3 Gender.\\nI 4 Masculine.\\n2 4 Feminine.\\n3 4 Neuter.\\n4 4 Common\\n2 3 Person.\\nI 4 First.\\n2 4 Second.\\n3 4 Third.\\n3 3 Number.\\nI 4 Singular.\\n2 4 Plural.\\n4 3 Case.\\nI 4 Nominative.\\nI 5 Dependent.\\n*The demonstratives and indefinites when used to modify the meaning of\\nnouns, are adjectives.\\n(3)", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0043.jp2"}, "44": {"fulltext": "34 A BRIEF STUDY IN ENGLISH.\\nI 6 Subject of a finitive verb.\\n2 6 Complement of a copulative verb.\\n3 6 Complement of a participle.\\n4 6 In apposition.\\nI 7 With a word.\\n2 7 With a phrase.\\n3 7 With a sentence.\\n2 4 Possessive.\\n3 4 Objective.\\nI 5 Object of a transitive verb.\\n2 5 Object of a preposition.\\n8 5 Subject of an infinitive.\\n4 5 Complement of an infinitive whose\\nsubject is objective.\\n5 5 In apposition.\\n6 5 By pleanasm.\\n5 2 Declension.\\n6 2 Parsing.\\n1. To what is the term antecedent applied? Why is\\nit so called f\\n2. What aro the simple personal pronouns? Name\\nthem.\\n3. What is a relative pronoun? Name them.\\n4. Write all the relative pronouns in sentences.\\n5. Name the interrogatives and give sentence con-\\ntaining them.\\n6. How are we to tell whether the pronoun is inter-\\nrogative or relative in indirect sentences?\\n7. Is the answer to a question, the antecedent of an\\ninterrogative pronoun f\\n8. How is the editorial we used?\\n9. Decline I thou he she it.\\n10. Is we the plural of If\\n11. What is the antecedent of we?\\n12. What is a responsive pronoun? Illustrate.\\n13. Give examples of reflexive pronouns.\\n14. What may the antecedent of a pronoun be? Give\\nexamples.\\n15. Has the relative ivhat an antecedent?", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0044.jp2"}, "45": {"fulltext": "A BRIEF STUDY IN ENGLISH. 35\\n16. Contrast the uses of the personal and relative\\npronouns.\\n17. Which relative pronoun is never used in explana-\\ntory clauses?\\n18. Which relative pronouns are used in explanatory\\nclauses?\\n19. What are the uses of the compound personal\\npronouns?\\n20. Give the history of its.\\n21. Discuss the uses of as it; what mine thine\\nwhatever ye thou thy ours hers which.\\n22. Give the antecedent of the following pronouns\\n(1) It, is, I. (2) It is a man. (3) It is a girl. (4) It is\\na tree. (5) It rains. (6) It talks. (7) It is we. (8) We saw\\nit. (9) We are here. (10) You are a man. (11) You come\\nto me. (12) Who is it? (13) I lost that hat of mine. (14)\\nThat horse of mine is lame. (15) Give me what you have.\\nInsert I, me, or myself in the blank spaces in the\\nfollowing\\n1. Taking the train, my brother and went to\\nthe city.\\n2. The walk was beneficial to both Mr. A and\\n3. Between you and affairs are not as they\\nshould be.\\n4. He is taller than\\n5. May John and go for water f\\n6. Please let Mary and go home.\\n7. They met Karl and on the road.\\n8. Who is there? Only\\n9. It was who saw you do it.\\n10. I was beside\\n11. Would you go if you were\\n12. All have gone except you and\\n13. Was it that you heard?\\n14. Is it that you wish to see?\\n15. Its being should make no difference.\\n16. She knew it to be by my step.\\n17. He wished to be", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0045.jp2"}, "46": {"fulltext": "36 A BRIEF STUDY IN ENGLISH\\n18. It could not have been\\n19. No one is here but you and\\n20. I saw it\\nParse the pronouns and diagram the sentences\\n1. That horse of mine is lame.\\n2. Ours are as good as yours.\\n3. You must blame yourself for your loss.\\n4. Them that honor me, I will honor.\\n5. I myself am to blame.\\n6. He thought I was she.\\n7. They themselves deem it wise.\\n8. It is I and not he.\\n9. It is he, but it should have been she.\\n10. You yourself know it to be him.\\n11. I myself am your friend.\\n12. I wish to be he.\\n13. I wish you to be him.\\n14. It came to a fight.\\n15. Go it while you are young.\\nInsert he, him, or himself in the blanks in the fol-\\nlowing\\n1. John wrote the letter.\\n2. You are as tall as\\n3. I know that it is\\n4. I know it to be\\n5. It was\\n6. James can run as fast as\\n7. Let who did it answer.\\n8. Whom can we trust, if not\\n9. Was it or whom you saw?\\n10. I said it was\\nInsert she, her, or herself in the following\\n1. It was that did it.\\n2. Are you sure that it was\\n3. If anyone is on time it is sure to be\\n4. I am as good as\\n5. Girls like are good company.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0046.jp2"}, "47": {"fulltext": "A BRIEF STUDY IN ENGLISH. 37\\n6. She did it.\\n7. Would you wish to be\\n8. Mary does not seem today.\\n9. It is just like\\n10. Henry is older than\\nInsert they, them, themselves in\\n1. and their children came to town.\\n2. We are as rich as\\n3. Was it\\n4. They did it\\n5. It was that saw it.\\nInsert who, whom, whoever, or whomever in\\n1. were you going to send it to?\\n2. do men say that I am?\\n3. do men think me to be?\\n4. am I thought to be?\\n5. do you think will get the prize?\\n6. I do not know to compare him to.\\n7. is that for?\\n8. did you say is going with you?\\n9. did you take me to be?\\n10. do you think it was that came?\\n11. did you think it was?\\n12. Give it to seems to be most in need of it.\\n13. I do not know to ask for.\\n14. did he refer to, he (him) or I (me)?\\n15. I do not know to ask.\\nDiagram the above sentences and parse all the most\\ndifficult words in the same.\\nDiagram the sentences and parse italicized words.\\n1. It is I ivhom you consider rich.\\n2. He and I whom all esteem ought to do right.\\n3. I am staying at her home whose mother I love.\\n4. Who are the persons that talk so loudly?\\n5. The horse on which you rode is my father s.\\n6. He sold xohat was left.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0047.jp2"}, "48": {"fulltext": "38 A BRIEF STUDY IN ENGLISH.\\n7. Whatever is, is right.\\n8. Take whichever you like best.\\n9. Do you see what I have?\\n10. He saw what I did.\\n11. He asked what I did.\\n12. Do you know what I have?\\n13. Tell me what to say.\\n14? I know what to say.\\n15. I care not what he thinks.\\n16. Give me what you have.\\n17. Give me what money you have.\\n18. Whatever he found he kept.\\n19. Whatever money he found he kept.\\n20. WTiosoever will may come.\\n21. I do not know who is in the house.\\n22. I do not know the man ivho is in the house.\\n23. Such as I have, give I unto you.\\n24. What did you say?\\n25. Who are you\\nIn the above, be careful to distinguish the indefinite\\ninterrogatives from the relative pronouns.\\n1. In what person and number are the interrogative\\npronouns\\n2. Discuss as to the correctness of the following\\n(a.) Who come there? (b) Who go there? (c) Who\\nare at the fair? (d) Who are with him? (e) What are on\\nthe desk? What are in the basket? What are in front\\nof you?\\n3. Contrast the use of which and what.\\n4. With what does the interrogative pronoun agree?\\n5. Does the answer to the interrogative pronoun de-\\ntermine the gender, person, and number of the interroga-\\ntive pronoun?\\n6. Carefully study the following as to gender, person\\nand number\\n(a) Who is at the door? I.\\n(b) Who is coming? We.\\n(c) Who comes there? The boys.\\n(d) Who comes there? The girls.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0048.jp2"}, "49": {"fulltext": "A BBIEF STUDY IN ENGLISH. 39\\n(e) What do you see? A man.\\nWho is with him? John and Mary.\\n(g) What am I? A teacher.\\n(K) Who is there? We, the boys.\\n(i) Which will you have? Henry.\\n7. What is an indefinite interrogative pronoun t\\n8. Give tests of the relative and indefinite interroga-\\ntive pronouns.\\nDiagram the sentences following and parse the pro-\\nnouns\\n1. I know John who comes.\\n2. I know who comes.\\n3. I saw him who plays ball.\\n4. I saw who plays ball.\\n5. I know the man who found the book.\\n6. I know who found the book.\\n7. I know who discovered America.\\n8. I saw what you have.\\n9. I know what he has.\\n10. He asked me what I wanted.\\n11. I am what I am.\\n12. I can tell whom you see.\\n13. I see what is most just.\\n14. He asked who was there.\\n15. She inquired what he was going to do.\\n16. I know who did it.\\n17. I know whose fault it is.\\n18. I know whom you blame for it.\\n19. I know which of them did it.\\n20. Who are your friends?\\n21. Who art thou? Who am I?\\n22. Tell me what to say.\\n23. He said that that that that that boy parsed, was\\nnot that that that that boy was to parse.\\n24. She asked what he was going to do.\\nWhich form is preferable and why?\\n1. I heard of him (his) coming home.\\n2. What is the good of your (you) going now?", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0049.jp2"}, "50": {"fulltext": "40 A BRIEF STUDY IN ENGLISH.\\n3. Do you remember me (my) speaking to you?\\n4. Trust to me (my) being on time.\\n5. Are you surprised at it (its) being he (him.)\\n6. Look at him (his) reading a book.\\n7. You (your) writing so neatly secured for you the\\nposition.\\n8. He depends on us (our) passing the examination.\\n9. There is no use in me (my) trying to learn.\\n10. Do you look for me (my) coming.\\nI 1 The Adjective.\\nI 2 Definition.\\n2 2 Etymology.\\n3 2 Classes.\\nI 3 Descriptive or qualifying.\\nI 4 Common.\\n2 1 Proper.\\n3 4 Participial.\\n2 3 Definitive.\\nI 4 Article.\\nI 5 Definite.\\n2 5 Indefinite.\\n2 4 Numeral.\\nI 5 Indefinite.\\n2 5 Definite.\\nI 6 Cardinal.\\n2 6 Ordinal.\\n3 6 Multiplicative.\\n3 4 Pronominal.\\nI 5 Distributives.\\n2 5 Demonstratives.\\n3 5 Interrogatives.\\n4 5 Indefinites.\\n4 2 Property or Comparison.\\nI 3 Kinds.\\nI 4 Ascending.\\n2 4 Descending.\\n2 3 Degrees.\\nI 4 Positive.\\n2 4 Comparative.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0050.jp2"}, "51": {"fulltext": "A BRIEF STUDY IN ENGLISH. 41\\n3 4 Superlative.\\n3 3 Methods.\\nI 4 By different terminations.\\n2 4 By different words.\\n3 4 By prefixes.\\n1. Do little and much limit singular or plural nouns?\\nIllustrate.\\n2. Show that any, such, all, some, same, latter,\\nfarmer and own may be used with either singular or\\nplural nouns.\\n3. Are many, several, both, and few, used with\\nsingular or plural nouns? Give examples.\\n4. Which adjectives cannot be compared?\\n5. Compare famous, amiable and lovely.\\n6. When are adjectives said to be redundant? Give\\nexamples.\\n7. Compare bad, ill, much, little, and many.\\n8. When are adjectives said to be defective? Il-\\nlustrate.\\n9. Compare far, fore, near, hind, out, up, in, low,\\nand late.\\n10. Define diminutive degree and give examples.\\n11. Would you say the first two, or the two first?\\nWhy?\\n12. Which is right to say page twenty or page\\ntwentieth.\\n13. Distinguish between older, oldest, and elder,\\neldest.\\n14. What is the difference between later, latest, and\\nlatter, last.\\n15. Distinguish between farther, and further.\\n16. What adjectives do not admit of comparison?\\nTell the difference in meaning between\\n1. The (a) house is being built.\\n2. I heard (the) shouts on the hill.\\n3. (The) teacher and (the) pupil are in the house.\\n4. A young and a strong girl.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0051.jp2"}, "52": {"fulltext": "42 A BRIEF STUDY IN ENGLI8H.\\n5. The wise and (the) good people.\\n6. The black and (the) white dog.\\n7. The farmer, (the) soldier, (the) statesman.\\n8. A president and (a) secretary.\\n9. A cotton and (a) silk ribbon.\\n10. The tenth and the last row.\\nInsert the proper article in the following\\n1. He suffered from want of food.\\n2. Did he die of heart disease?\\n3. I studied fourth and pages.\\n4. I saw a black and white boy today.\\n5. lion is king of beasts.\\n6. whole is greater than any of its parts.\\n7. children of poor are sadly in need of food.\\n8. Here are two cups, one full of red liquid\\nand other empty.\\n9. They were seen both on hill and in\\nvalley.\\n10. life in camp in time of war is not de-\\nsirable.\\n1. Give examples of other parts of speech used as\\nadjectives,\\n2. Give a list of adjectives that do not admit of\\ncomparison.\\n3. Form proper adjectives from Spain, Britain, Aus-\\ntria, Ireland, Mexico, Holland, Egypt, Germany, Asia,\\nOhio, Pale, Europe.\\n4. What is a predicate adjective? Give examples.\\n5. What is a factitive adjective? Illustrate.\\n6. What is an appositive adjective? Give examples.\\nUse correctly the following.\\n1. Good, well near, nearly less, fewer, smaller.\\n2. Most, almost some, somewhat, something.\\n3. First, second, secondly this these that, those.\\n4. Healthy, healthful, wholesome scared, afraid.\\n5. Grand, gorgeous, awful, splendid, elegant, lovely,\\nmagnificent.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0052.jp2"}, "53": {"fulltext": "A BRIEF STUDY IN ENGLISH. 43\\nDiagram these sentences and parse the principal\\nivords\\n1. To be good is to be happy.\\n2. To be called cruel is to be deemed bad.\\n3. Being old is being feeble.\\n4. The apple is good. To love is right.\\n5. That we should be good is true.\\n6. He made the ball round.\\n7. The ball was made round.\\n8. The ride made me sick.\\n9. She was made sick.\\n10. The boy became good.\\n11. The boy will be good.\\n12. For you to be called rich seems proper.\\n13. The dead tree appeared alive.\\n14. He seems honest.\\n15. They made the boy happy.\\n16. He, kind to those he met, became a hero.\\n17. The aged man spent with toil came home.\\n18. The boy stiff with cold cried.\\n19. He, courted and nattered, soon lost his senses.\\n20. He made the door fast.\\n21. He painted the house red.\\n22. He was deemed wise.\\n.23. Man became lost.\\n.24. Good boys make good men.\\n.25. The milk turned sour.\\n26. He was found to be right.\\n27. He is anxious to succeed.\\n28. He was ordered to sit down.\\n29. The water tastes warm.\\n50. They found him dead.\\n31. He struck the man dead.\\n32. He was struck blind.\\nWhich is preferable? Give reasons.\\n1. Write careful, (carefully.)\\n2. Speak slow (slowly) and distinct (distinctly.)\\n3. He behaved bad (badly.)\\n4. I am tolerable (tolerably) well today.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0053.jp2"}, "54": {"fulltext": "44 A BRIEF STUDY IN ENGLISH.\\n5. He writes plainer (more plainly) than I do.\\n6. She dresses suitable (suitably) to her station.\\n7. I live free (freely) from care.\\n8. Walk as quiet (quietly) as you can.\\n9. We found the way easy, (easily.)\\n10. It looks well (good.)\\n11. His hat looks good (well.,)\\n12. This carriage rides easy ^easily.,)\\n13. How sweet (sweetly,) these flowers smell.\\n14. We arrived safe (safely.,)\\n15. This milk tastes sour (sourly.)\\n16. This coat goes on easy (easily.,)\\n17. Luther stood firm (firmly.)\\n18. The cry sounded shrill f shrilly.,)\\n19. Larks sing sweet (sweetly.)\\n20. She works good (well) and neat fneatly./\\nI 1 The Verb.\\nI 2 Definition.\\n2 2 Etymology.\\n3 2 Classes.\\nI 3 As to relation to subjects.\\nI 4 Finite.\\n2 4 Infinite.\\nI 5 Infinitives.\\n2 5 Participles.\\n2 3 As to relation to objects.\\nI 4 Transitive.\\n2 4 Intransitive.\\n3 3 As to completeness of predication.\\nI 4 Attributive.\\n2 4 Copulative.\\n4 3 As to form.\\nI 4 Regular or Weak.\\n2 4 Irregular or Strong.\\nI 5 Complete.\\n2 5 Redundant.\\n3 5 Defective.\\n5 3 As to rank.\\nI 4 Principal.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0054.jp2"}, "55": {"fulltext": "A BRIEF STUDY IN ENGLISH. 45\\n2 4 Auxiliary.\\nI 5 Of voice am.\\n2 5 Of mode may, can, must.\\n3 5 Of tense have, had, shall, will.\\n4 5 Of style\u00e2\u0080\u0094 do.\\n4 2 Parts.\\nI 3 Principal.\\nI 4 Present Indicative.\\n2 4 Past Indicative.\\n3 4 Present Participle.\\n4 4 Past Participle.\\n2 3 Auxiliary.\\n5 2 Properties.\\nI 3 Voice.\\nI 4 Active.\\n2 4 Passive.\\nI 5 How formed?\\n2 5 How distinguished?\\n35 Why used?\\n2 3 Mode.\\nI 4 Incidative.\\n2 4 Subjunctive.\\n3 4 Imperative.\\n4 4 Infinitive.\\n5 4 Potential\\n6 4 Participial\\n3 s Tense.\\nI 4 Primary.\\nI 5 Present Simple.\\n2 5 Past Emphatic.\\n3 5 Future-^ Progressive.\\n2 4 Secondary.\\nI 5 Present perfect f Simple.\\n2 15 Past perfect Emphatic.\\n3 5 Future perfect (Progressive.\\n4 3 Person.\\n5 3 Number.\\n6 2 Conjugation.\\nI 3 Active voice.\\n2 3 Passive voice.\\n7 2 Parsing.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0055.jp2"}, "56": {"fulltext": "46 A BRIEF STUDY IN ENGLISH.\\n1. Give the meaning of transitive, intransitive and\\ncopulative verbs.\\n2. What are weak and strong verbs? Why are they\\nso called.\\n3. What is a complement of a verb?\\n4. What may be a complement of a verb? Give\\nexamples.\\n5. Of what use is the passive voice?\\n6. What verbs have voice? Why?\\n7. Show the difference between finite and infinite\\nverbs.\\n8. What are auxiliary verbs? Why are they so\\ncalled?\\n9. How use the auxiliaries has, had, have, hast and\\nhadst.\\n10. What is meant by the principal parts of a verb?\\n11. Give the meaning of mode.\\n12. What is a personal verb? An impersonal verb?\\nGive examples.\\n18. Give examples of verbs that are usually transi-\\ntive, being used intransitively.\\n14. Give examples of verbs that are usually intrans-\\nitive, being used transitively.\\n15. What is the important point of difference be-\\ntween the indicative mode and the subjunctive model\\n16. Why is the participle so called?\\n17. What is the original meaning of shall? Of will?\\n18. How are the perfect tenses formed? The pro-\\ngressive tenses? The future tenses? Give examples of\\neach.\\nParse the verbs in the following\\n1. I study. I study history.\\n2. She sings. She sings a song.\\n3. She can look daggers.\\n4. The book was disposed of.\\n5. He cast up the account.\\n6. He laughed at me.\\n7. We were laughed at.\\n8. They say the man came to.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0056.jp2"}, "57": {"fulltext": "A BRIEF STUDY IN ENGLISH. 47\\n9. Did you see the horse try to get up!\\n10. We laughed ourselves hoarse.\\n11. He drank himself drunk.\\n12. He broke the pen.\\n13. The pen was broken.\\n14. The man plowed the field.\\n15. The field was plowed.\\n16. The boy is hurt. The boy was hurt.\\n17. I am seen. I was seen.\\n18. She walks a queen.\\nChange the verbs in the following to the other tenses\\n1. I beseech you to hear me.\\n2. The wind blows furiously.\\n8. I do it myself.\\n4. The enemy flee before us.\\n5. The door flies open.\\n6. The birds fly away.\\n7. The river overflows its banks.\\n8. Charles sees me coming.\\n9. Mr. Adams shoes my horse.\\n10. The sun wakes me in the morning.\\n11. The bell rings at six o clock.\\n12. She sings sweetly.\\n13. He lights the lamps.\\n14. The birds light on the tree.\\n15. He flees at the sound of voices.\\n16. He comes in and lays his coat on a chair.\\n17. He drinks water freely.\\n18. Armed men spring up on all sides.\\n19. The ship sinks with all on board.\\n20. I bid you come in.\\n21. He bids $40 on the horse.\\n22. The cat lies on the rug.\\n23. He swims well.\\n24. John runs a race.\\n25. I am in the house.\\n26. I see a man.\\n27. He smites me on the face.\\n28. They forsake one another.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0057.jp2"}, "58": {"fulltext": "48 A BRIEF STUDY IN ENGLISH.\\n29. I know the way to town.\\n30. They write letters home.\\nbe:\\nDiscuss the following\\n1. The pen was broken by the boy.\\n2. My pen has been broken for a week.\\n3. He is without a home.\\n4. He is homeless.\\n5. He is in health. Health is in him.\\n6. He is in Chicago. Chicago is in him.\\n7. He is in the house.\\n8. Predicate complements of incomplete verbs may\\n(a) A noun or pronoun.\\n(6) An adjective.\\n(c) An infinitive phrase.\\n(dj A prepositional phrase.\\n(e) A noun clause.\\nGive examples of each.\\n9. May and can.\\n10. Sit, sat; lie, lay.\\n11. Subjunctive mode.\\n12. Gerunds and participles.\\n13. I go a fishing.\\n14. The number and person of a verb.\\n15. Form of the verb in the subjunctive mode, and\\nwhen I or you is subject.\\nStudy shall and will as is suggested by the following\\noutline\\nl 1 Signs of the future tense.\\nI 2 Shall.\\nI 3 Original meaning of\\n2 3 Used in the first person.\\nI 4 To merely foretell.\\n2 4 To ask permission.\\n3 4 To ask questions with the personal pro-\\nnouns of the first person.\\n3 8 Usod in the second and third person.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0058.jp2"}, "59": {"fulltext": "A BRIEF STUDY IN ENGLISH. 49\\nl 4 To express a promise.\\n2 4 To express a command.\\n3 4 To express a threat.\\n2 2 Will.\\nI 3 Used in the first person.\\nI 4 To express a resolution.\\n2 4 To express a promise.\\n2 3 Used in the second and third person.\\nI 4 To express simple futurity.\\n3 3 Used in the second person in interrogative\\nsentences.\\nI 4 To express a wish or intention.\\n4 3 Never used with nominative case in inter-\\nrogative sentences.\\nDistinguish in meaning between\\n1. I will (shall) meet you.\\n2. Will he come? Shall he come?\\n3. You will (shall) repent of this.\\n4. He will (shall) not see us.\\n5. Shall (will) we stay at home?\\n6. Shall (will) you stay at home?\\n7. He shall (will) not be left.\\n8. I will (shall) be the last to go.\\n9. He said he would (should) not go.\\n10. The man will (shall) speak.\\n11. We will (shall) be avenged.\\n12. We will (shall) go, nothing can prevent us.\\n13. I think it will (shall) rain today.\\n14. Will f shall) you stay with us today?\\n15. I shall fwili; read awhile.\\n16. Shall (will) I see him?\\n17. Shall (will; I read?\\n18. You shall (will; have these pens.\\n19- I shall (will) be happy to accept your invitation.\\n20. If I should (would) strike him, he would\\n(should) fall.\\n(4)", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0059.jp2"}, "60": {"fulltext": "50 A BRIEF STUDY IN ENGLISH.\\nDistinguish in meaning between\\n1. I wrote and I was writing.\\n2. I had suDg, and I have sung.\\n8. I shall see, and I shall have seen.\\n4. I play, and I am playing.\\n5. I shall write, and I shall be writing.\\n6. I do write, and I write.\\n7. I wrote, and I did write.\\n8. I hit the ball, and the ball was hit.\\n9. The house stood (has stood) 20 years.\\n10. The man came (has come) to town.\\n11. He should stay (have stayed) here.\\n12. He ought to go (have gone.)\\n13. I could go (have gone) alone.\\n14. He must be (have been) tried.\\n15. It rained (has rained) for two weeks.\\n16. He appeared to be (have been) crying.\\n17. We need not go. We need not have gone.\\n18. He may go (have gone.)\\n19. He saw (had seen) the show.\\n20. He will see (shall have seen) the man at ten\\no clock.\\n21. I may go, and I can go.\\n22. May I leave the room, and can I leave the room?\\n23. He may read, and he can read.\\n24. Could I go, and might I go?\\n25. I might go, and I might have gone.\\nA study outline of the subjunctive mode:\\nl 1 Subjunctive mode.\\nI 2 Definition.\\n2 2 Etymology.\\n3 2 How introduced.\\n4 2 What it may express.\\nI 3 A future event about which we are uncer-\\ntain.\\n2 3 A wish.\\n3 3 An intention.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0060.jp2"}, "61": {"fulltext": "A BRIEF STUDY IN ENGLISH. 51\\n4 3 A condition regarded as untrue or uncer-\\ntain.\\n5 3 A consequence that is untrue because a con-\\ndition is untrue or uncertain.\\n5 2 Note the points of difference between the sub-\\njunctive mode and the indicative mode.\\nWhat thought is expressed in the following sentences?\\nGive mode of verbs.\\n1. Take heed, lest thou fall.\\n2. Though it rain fire, I will go.\\n3. I wish I were there.\\n4. The decision is that you go to school.\\n5. I shall not come, if it should rain.\\n6. If he had listened to me, he would now be well.\\n7. I would go, if I were he.\\n8. I will sing, if you listen.\\nIf a verb expresses a fact it is in the indicative mode.\\nDiagram the following sentences and parse the verbs\\n1. If he had come, we would have listened.\\n2. As is the teacher, so is the school.\\n3. Were death denied, fools would wish to die.\\n4. If the book, be in the library, you can have it.\\n5. If the book were in my library you could have it.\\n6. If the book is in my library, you can have it.\\n7. If it rain, you shall go.\\n8. If it rained, you should not have gone.\\n9. If it rains, I will not go.\\n10. If he was there, he fought bravely.\\n11. I may go to town tomorrow.\\n12. I think it will be thine.\\n13. We be twelve brethren.\\n14. Lord, if thou hadst been here, my brother had\\nnot died.\\n15. Had I met you in the city, I would not have\\nknown you.\\n16. If thou be the Son of God, come down.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0061.jp2"}, "62": {"fulltext": "52 A BRIEF STUDY IN ENGLISH.\\n17. Law wills that all be known.\\n18. They decked it with gold, that it move not.\\n19. If he do not hear, I am mistaken.\\n20. If he does not hear, now, I am mistaken.\\n21. If it were not so, I would have told you.\\n1 The Verbals.\\nI 2 Gerund.\\nI 3 Definition and Etymology.\\n2 3 How used?\\n2 2 The Infinitive.\\nI 3 Definition and Etymology.\\n2 3 Use.\\nI 4 Substantive.\\n2 4 Adjective.\\n4 4 Adverbial.\\n3 3 Subject.\\nI 4 Sometimes omitted.\\n2 4 Case.\\n3 4 May be.\\nI 5 Noun.\\n2 5 Pronoun.\\n3 5 Adjective,\\n4 5 Participle.\\n5 5 Infinitive.\\n6 5 Clause.\\n4 3 Predicate complement.\\nI 4 Case.\\nI 5 Nominative.\\n2 5 Objective.\\n2 4 May be.\\nI 5 Noun.\\n2 5 Pronoun.\\n3 5 Adjective.\\n4 5 Participle.\\n5 5 Infinitive.\\n6 5 Clause.\\n5 3 Properties.\\nI 4 Tense.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0062.jp2"}, "63": {"fulltext": "A BRIEF STUDY IN ENGLISH. 53\\n2 4 Mode.\\n3 4 Voice.\\n6 3 Infinitive form of Abridgment.\\nI 4 Used in abridging.\\nI 5 Adjective clauses.\\n2 5 Adverbial clauses.\\n3 5 Substantive clauses.\\n7 3 Constructions.\\nI 4 As a noun in\\nl 5 The nominative case.\\nI 6 Subject of a finite verb.\\n2 6 Predicate of a finite verb.\\n3 6 In apposition with a word.\\n4 6 In apposition with another infinitive.\\n2 5 The objective case.\\nI 6 Object of a verb.\\n2 6 Object of a participle.\\n8 6 Object of a preposition.\\n4 6 Subject of another infinitive.\\n5 6 Predicate, objective of another infin-\\ntive.\\n3 5 The absolute case.\\nI 6 With a participle.\\n2 6 By pleonasm.\\n3 6 By exclamation.\\n4 6 In apposition with a word in the ab-\\nsolute case.\\n2 4 As an adjective.\\nI 5 Limiting a noun directly.\\n2 5 With the use of predicate complement.\\n3 4 As an adverb.\\nI 5 Limiting a verb.\\n2 5 Limiting an adjective.\\n3 5 Limiting an adverb.\\n8 3 How determine the constructions?\\nI 4 By arranging the elements in natural\\norder.\\n2 4 By dropping expletives and apparent\\nsubject.\\n3 4 By supplying ellipsis.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0063.jp2"}, "64": {"fulltext": "54 A BRIEF STUDY IN ENGLISH.\\n4 4 By comparing similar known construc-\\ntions.\\n5 4 By changing the infinitive to the third\\nclass element from which it was abridged.\\n3 2 The Participle.\\nI 3 Definition.\\n2 3 Etymology.\\n3 3 Classes.\\nI 4 Present.\\nI 5 Use.\\nI 6 Substantive(?)\\n2 6 Adjective.\\n3 6 Adverbial\\n2 5 Formation.\\n2 4 Perfect.\\nI 5 Use.\\nI 6 Adjective.\\n3 4 Compound.\\n1 5 Formation.\\n2 5 Origin.\\n3 5 Use.\\nI 6 Substantive\\n2 6 Adjective.\\n3 6 Adverbial\\n4 3 Constructions.\\nI 4 *As a noun\\nI 5 In the nominative case.\\n1 6 Subject of a finitive verb.\\n2 6 Predicate complement after a fini-\\nite verb.\\n3 6 In apposition with another partici-\\nple.\\n2 5 In the objective case.\\nI 6 Object of a verb.\\n2 6 Object of a preposition.\\n3 6 Objective subject of an infinitive.\\n4 6 Objective predicate of an infinitive.\\n3 5 In the absolute case.\\n*It is better to consider this construction not participles but gerunds.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0064.jp2"}, "65": {"fulltext": "A BRIEF STUDY IN ENGLISH. 55\\nl 6 By pleonasm.\\n2 6 With another participle.\\n3 6 In apposition.\\n4 6 By exclamation.\\n2 4 As an adjective.\\nI 5 Limiting a noun directly.\\n2 5 Used as a predicate complement.\\n3 4 As an adverb\\nI 5 Limiting an adjective\\n2 5 Limiting a verb\\n5 3 Participial form of abridgment.\\nI 4 Used to abridge\\nl 5 Substantive clauses.\\n2 5 Objective clauses.\\n3 5 Adverbial clauses.\\nI 3 Of time.\\n2 6 Of cause.\\n3 6 Of condition.\\n6 3 Case of a noun used as subject of predicate\\nof a participle.\\n7 3 Difference between a participle with the\\nconstruction of a noun and a participial\\nnoun\\n8 3 Difference between a participle with the\\nconstruction of an adjective and a partici-\\npial adjective\\n1. Write in sentences all the participial and infini-\\ntive constructions of see, go, come, do, sing, blow, fly, and\\nstrike.\\n2. What is a gerund? Give examples.\\n3. How many forms has the infinitive Give ex-\\namples.\\n4. Have all finite verbs subjects? Why?\\n5. Have all infinitives and participles subjects?\\nWhy?\\n6. When is the infinitive sign, to, omitted?\\n7. Is to in, to see, a preposition? Why?\\n8. How may a verb in the active voice be changed\\nto the passive?", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0065.jp2"}, "66": {"fulltext": "56 A BRIEF STUDY IN ENGLISH.\\n9. What is meant by objective subject, and objective\\npredicate? Illustrate.\\n10. The infinitive has how many tenses?\\nThe objective subject and objective predicate.\\nProofs.\\n1. Compare the definitions and the say sos of the\\nbest authors.\\n2. Reason from the standpoint of voice. It is a fact\\nthat if we change a verb from the active to the passive\\nvoice, its object in the active becomes its subject in the\\npassive, and its subject in the active becomes the object\\nof a preposition in the passive.\\n3. Study carefully the following\\n(a) John struck him.\\n(6) He was struck by John.\\n(a) It is wrong for him to strike John.\\n(b) It is wrong for John to be struck by him.\\n(a) For him to strike John is wrong.\\n(b) For John to be struck by him is wrong.\\n(a) I wish that he was a teacher.\\n(b) I wish him to be a teacher.\\n(a) I told him that he should go.\\n(b) I told him to go\\n(a) I told him that he should be a teacher.\\n(b) I told him to be a teacher.\\n(a) That he should lie is base.\\n(b) For him to lie is base.\\nwell.\\nDiagram the sentences and parse\\n1. He thinks it to be wrong to steal.\\n2. I think it not to be to die to sleep.\\n3. To whisper, having been forbidden, all went\\n4. Delightful task, to rear the tender thought\\n5. To go or not to go, that is the question.\\n6. Time to come is called future.\\n7. Those goods are to be sold.\\n8. He came to assist me.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0066.jp2"}, "67": {"fulltext": "A BRIEF STUDY IN ENGLISH. 57\\n9. That fruit is good to eat.\\n10. Wishing to see my brother, is what brings me\\nhere.\\n11. Paul was about to open his mouth.\\n12. To die to escape from this existence is dreaded\\nby all.\\n13. His desire to teach is now gratified.\\n14. It is light enough to go.\\n15. It is not to die to sleep.\\n16. These apples are to be eaten.\\n17. I wish to be he.\\n18. To kill your brother Shame Shame\\n19. I like to study my lesson.\\n20. I wish you to be a preacher, but I wish to be a\\nteacher.\\nDiagram the sentences and parse\\n1. It is hard work to plow.\\n2. He thinks it to be hard work to teach.\\n3. I desire him to teach.\\n4. I told him to teach.\\n5. Those apples are good to eat.\\n6. I think it to be wrong to steal.\\n7. I bought a book for you to read.\\n8. It is better to fight tor the good than to rail at\\nthe ill.\\n9. We expect John to see us.\\n10. They expected him to be a preacher.\\n11. They are eager to hear the news.\\n12. It is gain for me to die.\\n13. I think it base to lie.\\n14. I wish to be Caesar whom do you wish me to be?\\n15. Hope shows it to be the shadow of an infinite\\nbliss to come.\\n16. It is natural for man to indulge in the illusions\\nof hope.\\n17. To be a thief is criminal.\\n18. It is greater to be a man than, being a man, to\\nbe a king.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0067.jp2"}, "68": {"fulltext": "53 A BRIEF STUDY IN ENGLISH.\\n19. To become a brother of the insensible clod, to\\ndie is that, that frightens us all.\\n20. To teach a man to be an orator is little less than\\nto teach him to be a poet.\\n21. I am going out in the new boat.\\n22. Viola will teach the boy how to use the fuel.\\n23. He will allow them to take any mule they ask for.\\n24. He or you laid the coil of rope on the new couca.\\n25. I will give you the bureau for half the money in\\nthe bank.\\n26. I fail to see how you are right in taking the cow\\nthey own.\\n27. It will be to our advantage to know each item in\\nthe bill.\\n28. He and she live an ideal life, though they fail in\\nloyalty to the empire.\\n29. Isaac will allow us to use half the income of th\u00c2\u00a9\\nfarm in Illinois to go to China.\\n30. Though it will be out of my power to go, I hop^\\nyou will all enjoy the voyage to Cuba.\\n31. It is impossible for us to be in the city soon,\\n32. Esty is as anxious as Jessie to satisfy us.\\n33. The subject itself seems to me to suit the speech.\\n34. I am sorry to see several of the boys smoking.\\n35. Because of such errors he has to vacate his office.\\n36. In his speech to the police he will speak specially\\nof the spies.\\n37. Special laws looking to the safety of savages\\nwill soon be in force.\\n38. James says it will be an impossibility to revise\\nhis speech in six hours.\\n39. My son has as many books on the subject as he\\nhas time to peruse.\\n40. I assume the assets of the house are such as will\\nsuffice to satisfy Ezra.\\nDiagram the sentences and parse\\n1. Playing ball is good exercise.\\n2. They are playing ball.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0068.jp2"}, "69": {"fulltext": "A BRIEF STUDY IN ENGLISH. 59\\n3. Dying, passing from an animate to an inanimate\\nstate, is dreaded by all.\\n4. You may commence playing ball.\\n5. Are you fond of writing stories?\\n6. He thought reading history to be understand-\\ning it.\\n7. Singing or not singing, that is the question.\\n8. Delightful work, teaching the young\\n9. The man seeing his mistake, corrected it.\\n10. The boy lies sleeping on the ground.\\n11. The field is not worth plowing.\\n12. The scholars came running into the room.\\n13. The man, seen by you is my father.\\n14. He seems well taught.\\n15. Having been there is having had a hand in the\\naffair.\\n16. He thinks having been there to be having had a\\nhand in the business.\\n17. After having been repulsed, the army retreated.\\n18. Having been there, or not having been there,\\nwhat is the difference?\\nI 1 The Adverb.\\nI 2 Definition and Etymology.\\n2 2 Divisions.\\nI 3 As to use.\\nI 4 Simple.\\nI 5 Limiting.\\nI 6 Interrogative.\\n2 6 Eesponsive.\\n3 6 Modal.\\n4 6 All others not conjunctive.\\n2 5 Independent.\\n2 4 Conjunctive.\\n3 4 Adverbial phrases.\\n2 3 As to meaning.\\nI 4 Time.\\n2 4 Place.\\n3 4 Cause.\\n4 4 Manner.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0069.jp2"}, "70": {"fulltext": "60 A BBIEF STUDY IN ENGLISH.\\n5 4 Degree.\\n6 4 Doubt.\\n7 4 Affirmation.\\n8 4 Negation.\\n3 2 Comparison.\\n4\u00c2\u00b0- Parsing.\\n1. Write five conjunctive adverbs in sentences.\\n2. What is a relative adverb f Give examples.\\n3. Give a list of adverbs that admit of \u00e2\u0080\u00a2omparison.\\n4. What is an interrogative adverb t Write five in\\nsentences.\\n5. When is the an adverb? Give examples.\\n6. Write a list of adverbial phrases.\\n7. Words that are ordinarily nouns are sometimes\\nused as adverbs. Write ten such in sentences.\\n8. Words that are ordinarily adjectives, sometimes\\nbecome adverbs. Write ten such in sentences.\\n9. Words ordinarily used as adverbs, occasionally\\nbecome nouns. Write five such in sentences.\\n10. Are adverbs ever used as predicate complements?\\n1. Adverbs should be placed as near as possible to\\nthe words which they modify. Show this to be true by\\nexamples.\\n2. Discuss only in the following sentences\\n(a) I only saw three mice.\\n(b) I saw only three mice.\\n(c) I saw three mice only.\\n(d) Only I saw three mice.\\n3. Discuss He went to town, driving a flock of\\nsheep, on horseback.\\n4. Adverbs are often confounded with adjectives, as\\nboth modify words, and both have the same form. Verify\\nthis by giving examples.\\n5. Parse the italicized words in the following sen-\\ntences\\n(a) The time passed pleasantly. (6) He is poorly.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0070.jp2"}, "71": {"fulltext": "A BRIEF STUDY IN ENGLISH. 61\\n(c) She reads better, (d) She seems better, (e) The horse\\ntravels well. The horse looks well, (g) He feels bad.\\nDiagram and parse\\n1. I once had a pet rat.\\n2. Be wise today, tis madness to defer.\\n3. We see the old man walking rapidly.\\n4. That fellow is remarkably tall.\\n5. The horse runs very swiftly.\\n6. She is much the tallest.\\n7. The deeper the well, the cooler the water.\\n8. There was a boy named Henry.\\n9. I know the man over there.\\n10. She speaks very loud.\\n11. He came from abroad.\\n12. Drink wine for your often infirmities.\\n18. The good man is here.\\n14. Such as I have, give I unto thee.\\n15. He is as tall as his father.\\n16. He is not old enough to go.\\n17. He lives just over the hill.\\n18. He knows when it is school time.\\n19. The place where you live is beautiful.\\n20. I will go where you go.\\nImprove the arrangement in the following sentences\\n1. I will only mention some of the best.\\n2. He only spoke to me, not to you.\\n3. Lost, a dog, by a gentleman, with his ears cut\\nclose.\\n4. Canteens were issued to the soldiers with short\\nnecks.\\n5. He went to the sea-shore for a little fresh air\\nfrom the city.\\n6. Lost, an umbrella, by a gentleman with a gold\\nhead.\\n7. A piano for sale by a lady about to cross the\\nchannel in an oak case with carved legs.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0071.jp2"}, "72": {"fulltext": "62 A BRIEF BTUDY IN ENGLISH.\\n8. Lost, a cow, by an old woman with brass knobs on\\nher horns.\\n9. I found this knife coming up the road.\\n10. I scarcely ever remember to have had a rougher\\nwalk.\\n11. He promised to earnestly try to do better.\\n12. His political enemies tried to in this way impeach\\nthe courage of the President.\\nI 1 The Preposition.\\nI 2 Definition.\\n2 2 Kinds.\\nI 3 Simple.\\n2 3 Compound.\\n3 3 Complex.\\n3 2 Terms of relation.\\nI 3 Antecedent.\\nI 4 A verb.\\n2 4 A noun.\\n3 4 A pronoun.\\n4 4 An adjective.\\n5 4 An adverb.\\n6 4 An interjection.\\n4 2 Object.\\nI 3 A noun.\\n2 3 A pronoun.\\n3 3 An adverb.\\n4 3 An adjective.\\n5 3 An infinitive.\\n6 3 A participle.\\n7 3 A phrase.\\n8 3 A clause.\\n5 2 Parsing.\\n1. The principal compound prepositions are, out of,\\nas to, as for, from under, from among, over against, from\\nbefore, from among, from between, but for, aboard of,\\nfrom off, round about.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0072.jp2"}, "73": {"fulltext": "A BRIEF STUDY IN ENGLISH. 06\\n2. The principal complex prepositions are, in place\\nof, in consideration of, in opposition to, in spite of, on\\naccount of, instead of, contrary to, according to, the ex-\\ntent of, with respect to.\\n3. Examples illustrating the antecedent term of a\\npreposition.\\n(a) Sunday is the first day of the week.\\n(6) You should be diligent in your business.\\n(c) The captain wanted him upon the deck.\\n(d) He went into the house.\\n(e) I hear a bird singing in the tree.\\n(f) He came agreeably to his promise.\\n4. Do like and as ever fill the office of a preposition?\\nInvestigate.\\n5. When use the following prepositions? Among,\\nbetween; at, in; beside, besides; by, with; different from,\\ndifferent to in, into in, on on to, onto wait for, wait\\non.\\n6. Tell the difference in meaning between\\n(a) She confides in (to) her sister.\\n(6) He differs from (with) me.\\n(c) He is in (at) Columbus.\\n(d) He waited on (for) his father.\\n(e) We are disappointed of (in) our guests.\\n7. Insert the necessary prepositions in the following\\nsentences\\n(a) Whatuse is this piece of cord?\\n(b) It is unworthy your notice.\\n(c) He lives the other side the street.\\n(d) He is not home today.\\n(e) She could not refrain shedding tears.\\n8. Strike out the unnecessary prepositions in the\\nfollowing sentences\\n(a) I met a man of about sixty years old.\\n(b) No one can help from liking the story.\\n(c) The boy fell off of the house.\\n(d) The pupils copy after the teacher.\\n(e) At about what time will you go?\\nLook out of the window.\\n(g) The dog followed on after his master.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0073.jp2"}, "74": {"fulltext": "64 A BRIEF STUDY IN ENGLISH.\\n\\\\,h) We must examine into this matter more care-\\nfully.\\nDiagram these sentences and parse the prepositions\\n1. He went aboard the ship.\\n2. The boy went in spite of his father s dictations.\\n3. He walks ten miles every day.\\n4. The hat is worth a dollar.\\n5. The tree is sixty feet high.\\n6. He desires nothing except to live.\\n7. We had talked concerning how they had lived.\\n8. He will sail the seas over.\\n9. The panther s track is fresh in the snow.\\n10. He runs like a deer.\\n11. He has gone a fishing.\\n12. He came to where I was.\\n13. The house is good enough for us.\\n14. I am without money.\\n15. John is in the house.\\n16. Mary is in good health.\\n17. He came from over the hill.\\n18. He is laughing at the boy.\\n19. The scholars came out of the house.\\n20. He threw up the job.\\nI 1 The Conjunction.\\nI 2 Definition.\\n2 2 Etymology of the word.\\n3 2 Classes.\\nI 3 As to use.\\nI 4 Coordinate.\\n2 4 Subordinate.\\n2 3 As to meaning.\\nI 4 Copulative.\\n2 4 Adversative.\\n3 4 Alternative.\\n4 4 Casual.\\n5 4 Conditional.\\n6 4 Correlative.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0074.jp2"}, "75": {"fulltext": "A BRIEF STUDY IN ENGLISH. 65\\n4 2 Other parts of speech used as conjunctions.\\nI 3 Relative pronouns.\\n2 3 Conjunctive adverbs.\\n3 3 Prepositions.\\n4 3 Copulative verbs.\\nStudy the correct use of the following words, and in-\\nsert in each blank Like, as\\n1. You should do I do.\\n2. He fears a dog you fear a snake.\\n3. I wish I could run he can.\\n4. I will be a doctor may father.\\n5. I will be a teacher my father was.\\n6. He acted (if) he were guilty.\\n7. He treated me a cat treats a rat.\\n8. Mp top is yours.\\nExcept, without, unless\\n1. Do not come I tell you.\\n2. I will not go you go.\\n3. I will not \u00c2\u00a30 the teacher s consent.\\n4. you study better you will fail.\\n5. They cannot go money.\\n6. Do not write you feel well enough.\\n7. He had no fault idleness.\\n8. He had no money two dollars.\\nCorrect the faults in these sentences.\\n1. Chas. is as old or older than Henry.\\n2. Chestnut is more durable but not so hard as oak.\\n3. She is older but not so large as her sister.\\n4. Though not so large, he is older than his brother.\\n5. The gods are either angry or nature is too\\npowerful.\\n6. He either is stupid or insolent.\\n7. He was not only accused of robbery, but of trea-\\nson.\\nS. The man was weak both in body and mind.\\n(5)", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0075.jp2"}, "76": {"fulltext": "66 A BRIEF STUDY IN ENGLISH.\\nMISCELLANEOUS EXERCISES.\\nI.\\nSlips of Tongue and Pen.\\n1. When, while. When means at the time; while\\nmeans during the time.\\n2. Nor, or. Nor goes with neither; or goes with either.\\n3. Except, unless. Use except as a preposition and\\nunless as a conjunction. Unless he come, I cannot leave\\nis correct. They all go except me is also correct.\\n4. Like, as. Like should be used as a preposition, not\\nas a conjunction. It is considered incorrect to say sing\\nlike I sing this should be sing as I sing.\\n5. Wait on, wait for. Distinguish clearly between\\nthese two phrases. To wait on means to attend on, while\\nto wait for means to stop or delay for. It is incorrect to\\nsay Let us wait at the corner on Will.\\n6. Among, bet ween. Among is used when the reference\\nis to more than two; between when the reference is made\\nto two only. It would be incorrect to say Divide it\\ntween the three.\\n7. Real, really. Real means genuine, not counter-\\nfeit, as real pearls. Use really in such phrases as really\\nremarkable, really sad.\\n8. Human, humane. Human denotes what pertains\\nto man as man as human nature. Humane means com-\\npassionate.\\n9. Leave, let. Do not use leave in the sense of let; as\\nleave me alone. Say let me alone.\\n10. Most, almost. Do not use most for almost; as, He\\ncomes most every day; say almost.\\n11. Stop, stay. To stop means to cease to go forward,\\nto leave off; to stay means to abide, to tarry, to dwell. He\\nmay stay, not stop, at home, at a hotel, with a friend.\\n12. Alone, only. Alone is often improperly used for\\nonly; that is alone which is unaccompanied that is only of\\nwhich there is none other.\\n13. Healthy, wholesome. The first of these two words", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0076.jp2"}, "77": {"fulltext": "A BRIEF STUDY IN ENGLISH. 67\\nis often improperly used for the second. A man may be\\nhealthy but the food he eats is said to be wholesome.\\n14. Propose, purpose. To propose means to put for-\\nward or to offer for the consideration of others hence, a\\nproposal is a scheme or design, a proposition. Purpose\\nmeans to intend, to resolve hence, a purpose is an inten-\\ntion, an aim.\\n15. Seem, appear. What seems is in the mind what\\nappears is external. Things appear as they present them-\\nselves to the eye they seem as they are represented to the\\nmind. When things are not what they appear, our senses\\nare deceived when things are not what they seem our judg-\\nment is at fault.\\n16. Mad, angry. Do not use mad in the sense of\\nangry. Mad means insane.\\n17. Decided, decisive. A decided opinion is an opinion\\nwhich is strongly upon one side a decisive opinion is one\\nthat is final.\\n18. Many, much. Many refers to numbers, much to\\nquantity.\\n19. Both, each, every. Note carefully the use of these\\nwords. Both means two considered together. Each means\\nall of any number considered one by one. Every means\\nall of any number considered as composing a class or\\ngroup. Each is more explicit as to the number than\\nevery.\\n20. First, second, secondly. Firstly is never used.\\nFirst is both adjective and adverb. Second is an adjec-\\ntive, secondly an adverb third is an adjective, thirdly an\\nadverb.\\n21. Also, likewise. Also is applied to things and quali-\\nties and denotes mere addition likewise is applied to states\\nof being or of action and denotes agreement or connection\\nbetween the ideas expressed in the words it joins. Thus,\\nwe say, He is a prince and also a musician but, He is\\na poet and likewise a musician.\\n22. Ability, capacity. Ability is the power of doing\\nsomething- capacity is the faculty of receiving something.\\nAbility is often used instead of capacity.\\n23. Brief, concise. An article is brief when it is", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0077.jp2"}, "78": {"fulltext": "68 A BRIEF STUDY IN ENGLISH.\\nmerely short; it is concise when it is short and also con-\\ndensed.\\n24. Character, reputation. Character is our real in-\\nner worth; reputation is the world s opinion of character.\\nA man of badcharacter may have a world-wide reputation.\\n25. Apparent, obvious. Do not say The truth of\\nthat is apparent use obvious or evident. Apparent is the\\nopposite of real; obvious is the opposite of ob-\\n26. Appreciate. Do not use appreciate for value h\\nTo appreciate is to value correctly or justly.\\n27. Afraid, fear. We say I fear it will rain\\nI am afraid it will rain.\\n28. Couple, two. We speak of a happy couple but\\nnot a couple of dollars. Couple should be used only when\\nthe persons or things spoken of are joined, either literally\\nor figuratively.\\n29. With, of. People do not die with diseases but of\\nthem.\\n30. Going to. Do not use going to for about to, as I\\nam about to do it.\\n31. Situation, site. Situation embraces all the local\\naspects in which a thing i3 placed: site is the actual\\nground selected for location.\\n32. Sewage, sewerage) The former refers to the\\ntents of sewers, the latter to the system of Bewe\\n33. Majority, plurality. These words are often\\nfused. A man has the majority of the votes when lie has\\nmore than half of the whole number cast he has a\\nrality when his votes exceed those of any other candid\\nA plurality is not necessarily a majority when there are\\nmore than two candidates.\\n34. Lot. This word is frequently misused lot m\\na distinct part or parcel as, There are fifteen lots of\\ngoods. The word does not mean a great number, and is\\nimproperly used in I have lots of money. There w\\nlot of people present, etc.\\n35. Custom, habit. Custom denotes the frequent re-\\npetition of the same act, and may be used of a numb\\npersons taken together; habit is the effect of custom in a\\nperson.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0078.jp2"}, "79": {"fulltext": "A BRIEF STUDY IN ENGLISH. 69\\n36. Affect, effect. To affect is to change to effect is to\\naccomplish.\\n37. May, can. In asking permission do not say Can\\nI, etc. The correct word is may.\\n38. Worse. It is an error to use ivorse in the sense of\\nmore, as, He disliked salt worse than pepper.\\n39. Of, to. It is considered better to use of than to\\nin such expressions as It is a quarter of ten.\\n40. Persuaded^ convinced. We are convinced by argu-\\nment and persuaded by entreaty.\\n41. To be. The verb to be (am, was, been) takes the\\nsame case after it as before it; as, Was it he who did the\\nwork? If I were he I would do it. If I were she I\\nwould not go. I don t think that it was he.\\n42. Done. This word, when used correctly, is preced-\\ned by is, ivas, has, had, have, etc. as, I have done the\\nwork.\\n43. Had ought. Had is unnecessary in such expres-\\nsions as the following: He had ought to go. They had\\nought to have replied at once.\\n44. Had have. Omit have in such expressions as the\\nfollowing Had I have known. Had you have seen\\nit.\\n45. At length. With reference to time at last is the\\nproper phrase as, At last we heard from him (not at\\nlength.)\\n46. Of any. This phrase is often used when of all is\\nmeant; as, This is the largest of any I have seen.\\n47. We, us, they, who, whom. Errors in the use of\\nthese pronouns are frequent. Us boys enjoy holidays\\nsay We boys. Who is it for? Say Whom. Was\\nit themV Say They. Be careful who you trust say\\nwhom.\\n48. Ain t. There is no such word.\\n49. Don t. The correct word after singular subjects\\nis doesn t as, He doesn t come often.\\n50. Collective nouns. When the idea of unity is\\nprominent collective nouns take singular verbs as, The\\nfleet was under orders to sail. There -was a large crowd\\nin the building. Your committee begs leave to report.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0079.jp2"}, "80": {"fulltext": "70 A BRIEF STUDY IN ENGLISH.\\nWhen the idea of plurality is prominent collective nouns\\ntake plural verbs as, The public are requested to be\\npresent.\\n51. Prepositions. The needless insertion of a prepo-\\nsition is to be avoided as, In what latitude is Boston\\ninV Care must be taken to connect prepositions with ap-\\npropriate verbs and nouns as, This book is different\\nto (say from) that. I was followed with (say by) a\\ncrowd.\\n52. Shall, will. Will expresses the will or pleasure\\nof the subject; shall subordinates the will of the subject\\nto that of the speaker. We ivill go means We are\\nwilling to go. We shall go means We have decided\\nupon going. Never say Witt I do so and so? The lit-\\neral meaning of such an expression is Am I willing to\\ndo, etc.\\n53. All over. Over all the country, not all over the\\ncountry.\\n54. And. Say Try to go, not Try and go.\\n55. As. Say Not that I know instead of Not as\\nI know of.\\n56. Beautifully. The room looked beautiful, not\\nbeautifully.\\n57. Blacking. This word is not blackening.\\n58. Well. I am feeling very well, not I am feeling\\nvery good.\\n59. Returned back. The prefix re means back.\\n60. Granary. There is no such word as g\\nII.\\nWords, phrases and expressions to be avoided\\nGuess for suppose or think.\\nFix for arrange or prepare.\\nRide and drive interchangeable. (Americanism.)\\nReal as an adverb in expressions real good for\\nreally or very good, et cetera.\\nSome or any in an adverbial sense for example,\\nI have studied some for somewhat I have not studi-\\ned any for at all.\\nSome ten days for about ten days.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0080.jp2"}, "81": {"fulltext": "A BRIEF STUDY IN ENGLISH. 71\\nNot as I know for that I know.\\nStorms for it rains or snows moderately.\\nTry an experiment for make an experiment.\\nSingular subject with contracted plural verb for ex-\\nample She don t skate well.\\nPlural pronoun with singular antecedent.\\nEvery man or woman do their duty; or if you\\nlook any one straight in the face they will flinch.\\nExpect for suspect.\\nFirst rate as an adverb.\\nNice indiscriminately.\\nHad rather for would rather.\\nHad better for would better.\\nRight away for immediately.\\nParty for person.\\nPromise for assure.\\nPosted for informed.\\nPost graduate for graduate.\\nDepot for station.\\nTry and go for try to go.\\nTry and do for try to do.\\nCunning for smart, daintv.\\nCute for acute.\\nFunny for odd or unusual.\\nAbove for foregoing; more than for beyond.\\nDoes it look good enough for well enough.\\nThe matter of for the matter with.\\nLike I do for as I do.\\nNot as good for not so good as.\\nFeel badly for feel bad.\\nFeel good for feel well.\\nBetween seven for among seven.\\nSeldom or ever for seldom if ever or seldom or\\nnever.\\nTaste and smell of when used transitively.\\nMore than yyu think for for more than you\\nthink.\\nThese kind for this kind.\\nNicely in response to an inquiry.\\nHealthy for wholesome.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0081.jp2"}, "82": {"fulltext": "72 A BRIEF BTUDY IN ENGLISH.\\nJust as soon for just as lief.\\nKind of, to indicate a moderate degree.\\nI 1 The English Sentence.\\nI 2 Definition.\\n2 2 Kinds.\\nI 3 As to rank.\\nI 4 Principal.\\n2 4 Subordinate.\\nI 5 Substantive.\\nI 6 The subject of a verb.\\n2 6 The object of a verb.\\n3 6 The object of a preposition.\\n4 6 The complement of a copula.\\n5 6 In apposition.\\n6 6 Independent.\\n2 5 Adverbial.\\nI 6 Modifying an adverb or an adjective\\nto express degree.\\n2 6 Modifying a verb to express\\nl 7 Time.\\n2 7 Place.\\n3 Degree.\\n4 7 Cause.\\n5 7 Manner.\\n6 7 Condition.\\nV Reason.\\n8 Concession.\\n3 5\\nAdjective.\\n1 G Restrictive.\\n2 Explanatory.\\n2 3 As to form.\\nI 4 Simple.\\n2 4 Complex.\\n3 4 Compound.\\n4 4 Partial-compound.\\n8 3 As to use.\\nI 4\\nDeclarative.\\n2 4\\n3 4\\nImperative\\nInterrogative.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0082.jp2"}, "83": {"fulltext": "A BRIEF STUDY IN ENGLISH. 78\\n4 4 Exclamatory\\n4 3 As to the Rhetorical classification.\\nI 4 Periodic.\\nI 5 Definition.\\n2 5 Use.\\n2 4 Loose.\\nI 5 Definition.\\n2 5 Use.\\n3 4 Balanced.\\n1 5 Definition.\\n2 5 Use.\\n4 4 Short.\\n5 4 Long.\\n3 2 Elements.\\nI 3 As to rank.\\nI 4 Principal.\\nI 5 Subject.\\n2 5 Predicate consisting of\\n1 6 Copula.\\nI 7 Pure.\\n2 7 Impure.\\n8 7 Complex.\\n2 6 Attribute, that may be\\nI 7 A Noun.\\n2 7 Pronoun.\\n3 7 Participle.\\n4 7 Infinitive.\\n5 7 Clause.\\n2 4 Subordinate.\\n2 3 As to form.\\nI 4 Simple.\\n2 4 Complex.\\n3 4 Compound.\\n4 4 Partial-compound.\\n3 3 As to use.\\nI 4 Adjective.\\n2 4 Adverbial.\\n3 4 Objective.\\n4 4 Subjective.\\n5 4 Attendant.\\n6 4 Connective.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0083.jp2"}, "84": {"fulltext": "74 A BRIEF STUDY IN ENGLISH.\\nI 5 Co-ordinate.\\nI 6 Co-ordinate conjunctions.\\n1 T Copulative.\\n2 Adversative.\\n3 7 Alternative.\\n4 Illative.\\n2 5 Subordinate.\\nI 6 Subordinate conjunctions.\\n2 6 Relative pronouns.\\n3 6 Conjunctive adverbs.\\n4 6 Relative adverbs.\\n5 6 Prepositions.\\n4 3 As to class.\\nI 4 First class.\\nI 5 A single word.\\n2 4 Second class.\\nI 5 A phrase.\\n3 4 Third class.\\nI 5 A clause.\\n4 2 Synthesis.\\n5 2 Analysis.\\nI 3 Kinds.\\nI 4 Diagram.\\n2* Oral.\\n3 4 Written.\\n2 2 Steps.\\nI 3 Read the sentence.\\n2 3 Tell what kind.\\nI 4 As to form.\\n2 4 As to use.\\n3 3 If complex, point out the principal and\\nsubordinate clauses.\\n4 3 Name the complex subject.\\n5 3 Name the simple subject.\\n6 3 Point out the modifiers.\\nI 4 As to form.\\n2 4 As to office.\\n3 4 As to class.\\n7 3 Name the complex predicate.\\n8 3 Name the simple predicate.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0084.jp2"}, "85": {"fulltext": "A BRIEF STUDY IN ENGLISH. 75\\n9 3 If any, name the copulative and attribute\\nor complement.\\n10 3 Point out the modifiers of the simple pred-\\nicate and describe them as to form, office\\nand class.\\nII 3 Name and describe the attendant elements\\nand the pure connectives.\\n1. Of what does Syntax treat?\\n2. What is meant by the relation of words in sen-\\ntences.\\n3. What is meant by the agreement of words?\\n4. What is meant by government of words in sen-\\ntences?\\n5. Define Analysis; Synthesis.\\n6. What is a phrase? Give a list of phrases used\\nas different kinds of modifiers.\\n7. What is a preposition?\\n8. Distinguish between a proposition and a sen-\\ntence.\\n9. What is a clause? Classify clauses.\\n10. What is ellipsis? Illustrate.\\n11. What is a complex subject? A complex predi-\\ncate? A complex element? Illustrate.\\n12. What is a complex-compound sentence? Write\\none.\\n13. What is a compound-complex sentence? Write\\none.\\n14. What is a supplement of a verb? Illustrate.\\n15. What is a factitive object f Illustrate.\\n16. What is concord?\\n17. What is an exclamatory declarative sentence?\\n18. What is an exclamatory interrogative sentence?\\n19. What is an exclamatory imperative sentence?\\n20. What is a substantive clause?", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0085.jp2"}, "86": {"fulltext": "76 A BRIEF STUDY IN ENGLI8H.\\nSIHPLE SENTENCES.\\nDiagram the following sentences and parse principal\\nwords\\nN. B. Note carefully the punctuation.\\n1. Despair not, soldier, citizen, statesman.\\n2. Macaulav, essavist, historian, and statesman,\\ndied in 1859.\\n3. The Roman amusements were the stage, the cir-\\ncus, and the arena.\\n4. Shakespeare s and everybody s ideal, Portia, was\\namiable and noble, and loved her husband truly and\\npassionately.\\n5. From every bush, from every fence, from cannon\\nand musket, a pitiless storm poured upon the retreating\\nBritish.\\n6. To spare the submissive and to war clow,\\nproud was to recognize and to obey the teachiiiL-\\nRome.\\n7. The King s horses, saddled and bridled, and\\nabout to start and follow the chase, stood pawing the\\nearth and champing their bits.\\n8. Obeying the precept, to watch and to pray, and\\noverlooking our neighbor s speaking, ill of us and doing\\nus wrong constitutes the severest test of Christian virtue.\\n9. To tell the truth and not to exaggerate, speaking\\nhonestly, and not dissembling, no man has ever stood this\\ntest perfectly.\\n10. Yeast is added to dough merely to convert, or,\\nputting it in other words, to change, by chemical action,\\nsome of the starch into sugar, and to raise and lighten\\nthe loaf by thus dispersing the liberated carbonic acid gas\\nequally throughout the mass.\\n11. Indigo is a blue dye obtained from the leaves of\\nseveral species of plants largely cultivated throughout\\nthe warm regions of Asia.\\n12. At the dawn of day, on the 12th of October, 1492,\\nColumbus saw before him a level island, several leagues\\nin extent, and covered with trees like a continuous or-\\nchard.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0086.jp2"}, "87": {"fulltext": "A BRIEF STUDY IN ENGLISH. 77\\n13. We, the people of the United States, in order to\\nform a more perfect union, established justice, insure do-\\nmestic tranquillity, provide for the common defence, pro-\\nmote the general welfare, and secure the blessings of lib-\\nerty to ourselves and to our posterity, do ordain and\\nestablish this Constitution for the United States of\\nAmerica.\\n14. The Senate of the United States shall be compos-\\ned of two Senators from each state, chosen by the Legis-\\nlature thereof, for six years.\\nCOMPLEX SENTENCES.\\nDiagram, parse, and note punctuation\\n1. It is faith in something and enthusiasm for\\nsomething that make life worth looking at.\\n2. A verb is a word whereby the chief action of the\\nmind is expressed.\\n3. The valley of Chamouni is a place where the\\ntraveler loves to linger for days and even for weeks.\\n4. The one great corruption to which all religion is\\nexposed is its separation from morality.\\n5. The bran of wheat, which is the covering of the\\nkernel, is made up of several layers, and is broken into\\nscales in grinding.\\n6. The waves of sound do not move so rapidly as\\nthe waves of light.\\n7. As the twig is bent, the tree is inclined.\\n8. Milk is one of the most important foods, since\\nit contains all the elements of nutrition in the most di-\\ngestible form.\\n9. The more we know of ancient literature, the\\nmore we are struck with its modernness.\\n10. Tea increases the waste in the body, since it\\npromotes the transformation of food without supplying\\nnutriment, and increases the loss of heat without supply-\\ning fuel.\\n11. Know ye not that a little leaven, leaveneth the\\nwhole lump.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0087.jp2"}, "88": {"fulltext": "73 A BRIEF STUDY IN ENGLISH.\\n12. God gave two-thirds of all the beauty to Eve,\\nis a saying of the Mohammedans.\\n13. New rice must be inferior to old, inasmuch as it\\nis less digestible.\\n14. Astronomers are certain that the planet Jupiter\\nis not inhabited by creatures like ourselves.\\n15. Behavior is a mirror, in which everyone shows\\nhis image.\\n16. There are times when every active mind feels\\nitself above any and all human books.\\n17. We paint such qualities as we do not possess.\\n18. Thrice is he armed that hath his quarrel just.\\n19. Charles Lamb, reading the epitaph in the church-\\nyard, inquired. Where be all the bad people buried?\\n20. I attempt to impress nothing upon you, except\\nBe careful still of the main chanc\\n21. We could not understand why he left so sud-\\ndenly.\\n22. Toll me not in mournful numbers,\\nLife is but an empty dn\\nCOMPOUND SENTENCES.\\nDiagram and parse\\n1. Wisdom is the principal thing, therefore get\\nwisdom.\\n2. Our memories are most retentive in youth, con-\\nsequently geography, history and the modern languages\\nshould be studied then.\\n3. The camel has been termed the ship of the d\\nthe caravan may be termed his fleet.\\n4. Histories make men wise; poets witty: math-\\nematics, subtle; natural philosophy, deep; mora!, grave.\\n5. To be bold against an nnemy is common, but the\\nprerogative of man is to be bold against himself.\\n6. Train up a child in the way he should go, and,\\nwhen he is old, he will not depart from it.\\n7. Speak the speech, I pray you, as I pronounced\\nit to you, trippingly on the tongue, but, if you mouth it,", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0088.jp2"}, "89": {"fulltext": "A BRIEF STUDY IN ENGLISH. 79\\nas many of you players do, I had as lief the town-crier\\nspoke my lines.\\n8. Pride hardens the heart, but humanity softens\\nit.\\nHISCELLANEOUS.\\nDiagram the sentences, analyze the thought, parse\\nthe principal words, justify the punctuation, etc.\\n1. One today is worth two tomorrow.\\n2. Sunday is the golden clasp that binds the vol-\\nume of the week.\\n3. Sands from the mountains moments make the\\nyear.\\n4. Spare moments are the gold-dust of time.\\n5. Let your life be like a snow-flake, which leaves a\\nmark, but not a stain.\\nG. This life is only the portico of life.\\n7. Your character cannot be essentially injured, ex-\\ncept by your own acts.\\n8. Lost, yesterday, somewhere between sunrise and\\nsunset, two golden hours, each set with sixty diamond\\nminutes. No reward is offered, for they are gone forever.\\nHorace Mann.\\n9. Count that day lost whose low decending sun\\nViews from thy hand no worthy actions done.\\n10. Live truly, and thy life shall be a great and no-\\nble creed.\\n11. The diminutive chains of habits are seldom\\nstrong enough to be felt until they are too strong to be\\nbroken.\\n12. Himself the greatest of agitators, Napoleon be-\\ncame the most repressive of tyrants.\\n13. His opposing the measure, an action attributed\\nto his dislike of the originator, proved to be the salvation\\nof the party.\\n14. That the earth is a spheroid, a fact unknown to\\nthe ancients, is one proof of its having been a molten\\nmass.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0089.jp2"}, "90": {"fulltext": "80 A BRIEF STUDY IN ENGLISH.\\n15. Teaching men to be orators is little less than\\nteaching them to be poets.\\n16. One ounce of gold is worth sixteen ounces of\\nsilver.\\n17. His desire to speak was now gratified.\\n18. The rope is twenty feet long.\\n19. I being in the way, the Lord led me to the house\\nof my master s brother.\\n20. This he did for Herodia s sake, his brother,\\nPhilip s wife.\\n21. I think the earth s being a spheroid, a fact un-\\nknown to the ancients, a good proof of its former molten\\ncondition.\\n22. But a few years ago, Garfield the martyred\\nPresident, was a boy teaching a country school.\\n23. He went to the war a private but returned a\\ngeneral.\\n24. He tried to ascend the mountain, an act which\\ncost him his life.\\n25. It is greater to be a man than, being a man, to\\nbe a king.\\n26. Leaves have their time to fall, and flowers to\\nwither at the night wind s breath.\\n27. What man dare, I dare.\\n28. Fools build houses wise men live in them.\\n29. All the world s a stage, and all the men and wo-\\nmen merely players.\\n30. The age, without question, produces daring pro-\\nfligates, and hypocrites of an insidious character.\\n31. To pull down the false and to build up the true,\\nand to uphold what there is of true in the old, let this\\nbe our endeavor.\\n32. To spend too much time in studies is sloth to\\nuse them too much for ornament is affectation.\\n33. If we keep to the golden mean in everything, we\\nshall at least avoid danger.\\n34. Men, like peaches and pears, grow sweet a little\\nwhile before they are ready to fail.\\n35. It fell not, for it was founded on a rock.\\n36. When, in the course of human events, it becomes", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0090.jp2"}, "91": {"fulltext": "A BRIEF STUDY IN ENGLISH. 81\\nnecessary for one people to dissolve the political bands\\nwhich have connected them with another, and to as-\\nsume, among the powers of the earth, the separate and\\nequal station to which the laws of nature and of nature s\\nGod entitle them, a decent respect to the opinions of man-\\nkind requires that they should declare the causes which\\ncompel them to the separation.\\n37. We hold these truths to be self evident that\\nall men are created equal that they are endowed by their\\nCreator with certain inalienable rights that among these\\nare life, liberty, and the pursuit of happiness.\\n88. That, to secure these rights, governments are\\ninstituted among men, deriving their just powers from\\nthe consent of the governed that, whenever any form of\\ngovernment becomes destructive of these ends, it is the\\nright of the people to alter or abolish it, and to institute\\na new government, laying its foundation on such princi-\\nples, and organizing its powers in such form, as to them\\nshall seem most likely to effect their safety and happi-\\nness.\\n39. The more successful teachers are, so much the\\nmore condescending they should be to be humble.\\n40. A man who dedicates his life to knowledge be-\\ncomes habituated to pleasure which carries with it no re-\\nproach. Sydney Smith.\\n41. I know of nothing in the world tenderer than\\nthe pity that a kind-hearted young girl has for a young\\nman who feels lonely. Holmes.\\n42. Take each man s censure, but reserve thy judg-\\nment. Hamlet.\\n43. Seek the good of other men, but be not in bond-\\nage to their face or fancy. Bacon.\\n4A. Books are the legacies that a great genius leaves\\nto mankind, which are delivered down from generation to\\ngeneration Addison.\\n45. The first time I read an excellent book, it is to\\nme just as if I had gained a new friend when I read over\\na book, I have perused before, it resembles the meeting\\nwith an old friend. Goldsmith.\\n(6)", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0091.jp2"}, "92": {"fulltext": "82 A BRIEF STUDY IN ENGLISH.\\n46. Let every man, if possible, gather some good\\nbooks under his roof, and obtain access for himself and\\nfamily to some social library. Almost any luxury should\\nbe sacrificed to this. Dr. Channing.\\n47. Kindness in woman, not their beauteous look,\\nshall win my love. Shakespeare.\\n48. Woman, in accordance with her unbroken, clear-\\nseeing nature, loses herself and what she has of heart, and\\nhappiness in the object she loves. Jean Paul Richter.\\n49. Look not thou upon the wine when it is red,\\nwhen it giveth its color in the cup, when it rnoveth aright\\nAt the last it biteth like a serpent, and stingeth like an\\nadder.-Prov. 23: 31, 32.\\n50. If these women had their way, and they intend\\nto have it, the taint of alcohol and nicotine would not be\\non any lip or on any atmosphere of city, town, or village,\\non this globe. Francis E. Willard.\\n51. Young men, my advice to you is, that you culti-\\nvate an acquaintance with and a firm belief in the Holy\\nScripture this is your certain interest. Benjamin Frank-\\nlin.\\n52. I have always said, and always will say, that\\nthe studious perusal of the sacred volume will make bet-\\nter citizens, better fathers, and better husbands. Thom-\\nas Jefferson.\\n53. There are no songs to be compared with the songs\\nof Zion, no orations equal to those of the prophets, no\\npolitics like those which the Scriptures teach. John\\nMilton.\\n54. When the people of France pulled down both\\nGod and the Church, and set up reason in their place, all\\nthe infernal elements of human nature held their brief\\nhigh carnival. J. G. Holland.\\n55. He who makes the laws of the universe can so\\nselect, combine, contrast and modulate any Dumber of\\nten million laws, of which we know nothing, as to bring\\nwhat notes he pleases from the great key-board of life.\\nDr. Geikie.\\n50. God s sweet dews and showers of grace slide off\\nthe mountains of pride and fall on the low valleys of", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0092.jp2"}, "93": {"fulltext": "A BRIEF STUDY IN ENGLISH. 88\\nhumble hearts and make them pleasant and fertile.\\nAnon.\\n57. When the divine Artist would produce a poem,\\nhe plants a germ of it in the human soul, and out of that\\nsoul the poem springs and grows as from the rose-tree the\\nrose. James A. Garfield.\\n58. Any good book, any book that is wiser than\\nyourself, will teaoh you something a great many things,\\nindirectly and directly if your mind is open to learn.\\nThomas Carlyle.\\n59. The golden beams of truth and the silken cords\\nof love, twisted together, will draw men on with a sweet\\nviolence whether they will or not. Cudworth.\\n60. Whoever yields to temptation debases himself\\nwith a debasement from which he can never arise. Hor-\\nace Mann.\\n61. No pain, no palm; no thorn, no throne; no cross\\nno crown. Wm. Penn.\\n62. Sunday is the golden clasp that binds together\\nthe volume of the week. Longfellow.\\n68. Education is a better safe-guard of liberty than\\na standing army. Edward Everett.\\n64. A Bible and a newspaper in every house, a good\\nschool in every district all studied and appreciated as\\nthey merit, are the principal supports of virtue, morality\\naud civil liberty. Franklin.\\n65. Education is to unfold nature; to strengthen\\ngood and conquorevil; to give self-help; to make a man.\\nF. W. Roberston.\\n66. If human experience proves anything, it is that\\nevery life needs the personal and practical help the di-\\nrect touch and word of One who is divinely powerful and\\ndivinely patient. E. P. Roe.\\n67. Bear ye one another s burdens, and so fulfill the\\nlaw of Christ.\u00e2\u0080\u0094 Gal. 6:2.\\n68. A friend in need is a friend indeed. Franklin.\\n69. They seem to take away the sun from the world\\nwho withdraw friendship from life for we have received\\nnothing better from the Immortal Gods, nothing more\\ndeligh tf ul Cicero.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0093.jp2"}, "94": {"fulltext": "84 A BRIEF STUDY IN ENGLISH.\\n70. Standing beneath this serene sky, overlooking\\nthe broad fields now reposing from the labors of the wan-\\ning year, the mighty Alleghanies towering before us, the\\ngraves of our brethren beneath our feet, it is with hesita-\\ntion that I raise my poor voice to break the eloquent si-\\nlence of God and Nature. Edward Everett.\\n71. I thank God for my mother as for no other gift\\nof his bestowing. Francis Willard.\\nI 1 Punctuation.\\nI 2 Definition.\\n2 2 Kinds.\\nI 3 Grammatical.\\nI 4 Characters used.\\nI 5 The Comma.\\nI 6 Used to separate similar words.\\n2 5 Used to separate pairs of words or\\nphrases.\\n3 6 Used to set off transposed words.\\n4 6 Used to set off parenthetical words.\\n5 6 Used to set off phrases or clauses.\\n6 6 Used to set off appositive elements.\\n7 6 Used to set off independent elements.\\n8 6 Used to set off unrestrictive clauses.\\n9 6 Used to mark the end of a long sub-\\nject.\\n10 6 Used to mark an ellipsis.\\nII 6 Used to prevent ambiguity.\\n12 6 Used to set off short quotations.\\n14 6 Used to separate grammatical ex-\\npressions forming a series.\\n15 6 Used to separate words forming a\\nseries.\\n2 5 The Semicolon.\\nI 6 Used to separate members of com-\\npound sentences that are sub-divid-\\ned by comas.\\n2 6 Used to separate members of com-\\npound sentences when members are\\nloosely connected.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0094.jp2"}, "95": {"fulltext": "A BRIEF STUDY IN ENGLISH. 85\\n3 6 Used before such words as, namely, as,\\nviz, eg, etc, when used to introduce\\nexamples.\\n4 6 Used to separate clauses and expres-\\nsions having a common dependence.\\n3 5 The Colon.\\nI 6 Used after a salutation or formal ad-\\ndress.\\n2 6 Used after an expression that intro-\\nduces a direct quotation, or an enum-\\neration.\\n3 6 Used when the connection between\\nthe members of a compound sentence\\nis slight.\\n4 6 Used when the members of com-\\npound sentences contain semicolons.\\n5 6 Used before yes and no, when in an-\\nswer to a question.\\n4 5 The Period,\\nl 6 Used after declarative and impera-\\ntive sentences.\\n2 6 Used after abbreviations and initial\\nletters.\\n3 6 Used after Roman numerals.\\n4 6 Used after pounds sterling.\\n5 6 Used before cents in U. S. money.\\n6 6 Used after headings and signatures.\\n5 5 The Interrogation Point.\\nI 6 Used at the end of every direct ques-\\ntion.\\n6 5 The Exclamation Point.\\nI 6 Used at the close of every sentence\\nor grammatical expression, intended\\nto convey strong emotion.\\n2 6 Used after an interjection.\\n7 5 The Quotation Marks\\nI 6 Used to enclose the exact words of\\nanother.\\n2 6 Single marks are used to mark\\na quotation within a quotation.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0095.jp2"}, "96": {"fulltext": "86 A BRIEF STUDY IN ENGLISH.\\n8 5 The Brackets.\\nI 6 Used to enclose an explanation, cor-\\nrection or a deficiency.\\n9 s The Marks of Parenthesis.\\nI 6 Used to enclose words having little\\nor no connection with the sentence.\\n10 5 The Ellipsis.\\nI 6 Characters used.\\nI 7 or or used\\nto denote the omission of letters,\\nwords, sentences and paragraphs.\\n2 7 The Caret N or blunderer s\\nmark.\\nI 8 Used to show accidental omis-\\nsion.\\nII 5 The Index and the Asterism\\nl 6 Used to point out something very\\nimportant.\\n12 5 Other marks.\\nI 6 The Asterisk, Obelisk, Double Ob-\\nelisk, Section, Parallels, and the\\nParagraph.\\nI 7 They are used for marginal refer-\\nences.\\n2 3 Rhetorical.\\nI 4 Characters used.\\nI 5 The Dash,\\nI 6 Used when a part is abruptly broken\\nor followed by something unexpect-\\ned.\\n2 5 The Macron, Breve, Cedilla, Tilde,\\nDieresis and the Bars.\\nI 6 They are used to mark the sounds of\\nletters.\\nNote It is very important to know how to punctuate, and the\\nbest way to learn how is to learn a few simple rules and then no-\\ntice how they are applied by the best writers. All do not punctu-\\nate alike.\\nLet the teacher read exercises and have the pupils write and", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0096.jp2"}, "97": {"fulltext": "A BRIEF STUDY IN ENGLISH. 87\\npunctuate them. Drill the pupils till they have mastered, at least,\\nthe simplest punctuation\\nl 1 Letter Writing.\\nI 2 Importance.\\n2 2 The Form of a Letter.\\nI 3 Parts.\\nI 4 The Heading.\\nI 5 Place.\\n2 5 Date.\\n2 4 The Introduction.\\nI 5 Addresses.\\n2 5 Salutation.\\n3 4 The Body of the Letter.\\n4 4 The Conclusion.\\nI 5 Complimentary Close.\\n2 5 Signature.\\n5 4 The Superscription.\\nI 5 Name of Writer.\\n2 5 Place.\\nLetter Writing is one of the most important divisions\\nof composition work, and it is the most practical. All\\nthrough life there will be occasions for writing letters of\\nfriendship and of business. Therefore, it is important to\\nknow what are the requisites of a good letter. It is a bad\\nreflection on the teachers of the public schools to allow\\nboys and girls to go from them deficient in this impor-\\ntant subject. Letter-writing, and the writing of formal and\\ninformal notes, invitations and acceptances, due-bills, a\\nfew legal forms, etc., should be taken up early in the\\ncourse and frequent practice given it. This can be done\\nin connection with composition-writing. The teacher\\nshould be prepared to teach the pupils the various forms\\nof the letter, capitalization, punctuation, folding the let-\\nter, placing the letter in the envelope, addressing and\\nstamping the envelope, etc.\\nInsist on neatness, correct spelling, and grammatical\\nexpressions.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0097.jp2"}, "98": {"fulltext": "A BRIEF STUDY IN ENGLISH.\\nA Few Short Exercises.\\n1. Write a note to a friend, returning thanks for a\\npresent just received.\\n2. Write a letter renewing your subscription to\\nyour paper, or magazine.\\n3. Write a short friendship letter to a school\\nfriend.\\n4. Write a due-bill.\\n5. Write a promissory note.\\n6. Write an informal note congratulating a friend\\non his having passed a good examination.\\n7. Write a Christmas greeting to an absent friend.\\n8. Write a receipt on receiving $5.00 from John\\nNoble.\\n9. Write a formal note accepting an invitation to\\ntea.\\n10. Write an informal note inviting a friend to take\\na ride with you. Name the day and hour.\\n11. Apply for a situation as clerk. Name your\\nqualifications.\\n12. Write a note of apology to your teacher for some\\nthoughtless act.\\n13. Write to some person of influence, asking for a\\nrecommendation with a view of obtaining a situation.\\n14. Write a recommendation for a friend, who seeks\\na situation.\\n15. Write a letter ordering a book from the Ameri-\\ncan Book Company.\\n16. Write a letter to a sick friend.\\n17. Give an account of your last visit.\\n18. Decline an invitation to accompany a friend on\\na pleasure trip.\\n19. Write a composition on Letter-writing, Letter-\\nfolding and Addressing and Stamping the Envelope/\\nComposition-Writing.\\nThe writing of compositions should be encouraged by\\nall teachers. In fact it should be as much a part of\\na school course as Arithmetic or Grammar. Pupils should\\nLtft", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0098.jp2"}, "99": {"fulltext": "A BRIEF STUDY IN ENGLISH.\\n89\\nearly learn to talk with pencil and pen. We learn to do\\nby doing is a true maxium. It has been said that a day\\npassed by a pupil in school, who has not put one hundred\\nwords, at least, into sentences must be counted a day lost\\nhj the pupil. This may be putting it a little strong, but\\nall thoughtful teachers agree, there is nothing that will\\ncause a pupil to think more, and that will awaken a\\ngreater interest than to write on interesting subjects. If\\nthe teacher has not tried composition-writing, let him try\\nit and see if he does not add new interest to his school.\\nEncourage originality most pupils have it, but they may\\nnot know it by that name. Let the pupils write on fa-\\nmiliar subjects. Try historical subjects in the history\\nclass; geographical subjects in the geography class, etc.,\\nand note the results.\\nA List of Subjects for Compositions.\\nBad Habits.\\nManners.\\nEvenings at Home.\\nHealth.\\nKindness at Home.\\nEarly Rising.\\nHousekeeping.\\nSmiles.\\nChristmas Day.\\nA Story the Dollar Told.\\nGood Taste.\\nA Good School.\\nThe Use of Slang.\\nA Good Temper.\\nWhy I go to School.\\nA City Life.\\nA Country Life.\\nWitchcraft.\\nWhat Pays?\\nExtravagance.\\nGossip.\\nLoafing.\\nSwearing.\\nOur Responsibilities.\\nOur Ideas.\\nFatal Mistakes.\\nReading Aloud.\\nA Model Home.\\nA Dream.\\nA Puzzle.\\nMy Favorite Author.\\nThe Telegraph.\\nThe Telephone.\\nOld Customs.\\nThe Two Roads of Life.\\nHigh Aims.\\nForce of Habit.\\nThe Tariff.\\nThe Clouds.\\nYes and No.\\nCommon Sense.\\nWhat is Education?\\nBiography of Great Men and\\nWomen.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0099.jp2"}, "100": {"fulltext": "90 A BRIEF STUDY IN ENGLISH.\\nEXAMINATION QUESTIONS.\u00e2\u0080\u0094 Grammar.\\n1. How can the number of nouns, which have the\\nsame form in both numbers, be learned? Illustrate by-\\nsentences.\\n2. What rules of Syntax are violated in the follow-\\ning? Why?\\n(a) My left foot is the coldest.\\n(6 Do not go any further than the bridge.\\n3. Give the construction of the italicized words and\\nwhy.\\n(a) He came quarrelling.\\n(b My blood ran cold.\\nc) I want him to appear decent.\\n(d) I want to appear decent.\\n4. Frame sentences illustrating the use of the past\\ntense of the following verbs fly, raise, wear.\\n5. Fill the blanks with shall or will, and tell\\nwhy?\\n(a) It rain and we get wet.\\n(b) I be greatly obliged if you do me the favor.\\n6. Change the singular to the plural.\\n(a) The ox knocked my tooth out with his foot.\\n(6) The workman has a very smart wife.\\n(c) The Indian tribe has a fierce chief.\\n(d) A deer or a chamois is a gentle animal.\\n7. Change the following sentences to express j)ast\\ntime.\\n(a) I lay the book on the table.\\n(b) The mason lays the bricks.\\n(c) The cows lie in the shade.\\n8. Which is better? Why?\\n(a) He felt very badly (bad) at being beaten.\\n(b) The rose smells sv-\\n9. Answer the following ad\\nWanted: A boy to deliver messages must be punct-\\nual, prompt, polite. G. N. W. Telephone Co., Rochester,\\nN. Y.\\n10. Diagram the following sentence and give con-\\nstruction of each clause:", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0100.jp2"}, "101": {"fulltext": "A BRIEF STUDY IN ENGLISH. 91\\nWhen a mounting skylark sings\\nIn the sunlit summer morn,\\nI know that heaven is up on high\\nAnd on earth are fields of corn.\\n1. Form sentences, using as. (a) As a Relative\\nPronoun. (6) Conjunction, (c) Adverb, (d) Preposi-\\ntion, (e) Part of a Prepositional Phrase. Part of a\\nConjunctive Phrase.\\n2. Write a sentence containing a participle used as\\n(a) A noun; (b) An adjective.\\n3. Name three conjunctions which are used to con-\\nnect clauses of equal rank. Give an example of the use\\nof one of them.\\n4. Fill the blanks with who or whom and give rea-\\nsons for so doing.\\n(a) do you think that he is?\\n(b) do you think him to be?\\n(c) He is the man was thought to be you.\\n(d) He is the man you were thought to be.\\n5. Give the difference in meaning, if any, in the fol-\\nlowing sentences\\n(a) My brother, who lives in Kansas, came to see me.\\n(b) My brother, that lives in Kansas, came to see me.\\n6. As to the manner of modification, there are three\\nkinds of adjectives name three of them, and use sentences\\nillustrating the use of each.\\n7. Is is always copulative? Diagram the following\\nsentences: (a) He is in the house, (b) He is without a\\nhome.\\n8. Diagram the following sentences and give the\\nconstruction of italicized words\\n(a) The slave stepped upon the block to be sold.\\n(b) The auctioneer stepped upon the wagon to be sold.\\n9. Write in the passive in two ways the sentence, I\\nashed him a question, changing in each case the subject\\nbut not the meaning of the sentence.\\n10. Diagram the following\\nThere is no class of persons that I dislike so much as\\nthose who slander their neighbors.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0101.jp2"}, "102": {"fulltext": "92 A BRIEF STUDY IN ENGLISH.\\n1. Fill the blanks in the following sentences with\\nsafe or safely and tell what part of speech you use and\\nwhy The ship reached port We passed\\nthrough the rapids. The bridge was made\\n2. Conjugate come in the indicative mode.\\n3. What is an abstract noun? Tell what abstract\\nnouns are derived from man, girl, long, hero, and fine.\\n4. Define copula, subjunctive mode, complex sen-\\ntence, gender and synthesis.\\n5. How do you distinguish the perfect participle\\nfrom the verb in the past tense Illustrate by using say\\nand set.\\n6. Write the relative tenses of get and take. How do\\nyou teach this to your pupils?\\n7. Diagram At the Centennial Exposition held in\\nPhiladelphia in 1876, Old Abe, the war eagle of the\\nEighth Wisconsin Volunteers, occupied a prominent place\\non the west side of the Agricultural Building.\\n8. Give reason for the capital letters in the 7th sen-\\ntence.\\n9. What place should Language and Grammar have\\nin a course of study Why?\\n10. Parse italics in The apple tastes good. Do you\\nwish to be hel Give me what you have. You can do it as\\nwell as I.\\n1. Give me your plan of teaching the subject and\\npredicate to young pupils.\\n2. Use have, has or had in a sentence with some part\\nof sing, sit, set, come or fetch\\n3. Give the gender of italics in (a) It is (b) The\\nname of the boy is John, (c) The ship glides smoothly\\nby. (d) Frances is here.\\n4. What does different authority say about such\\nwords as the italics, in U I wish him to be a teacher*\\n5. What are dependent clauses? Write one of each\\nconstruction.\\n6. Define pleonasm, apposition, reciprocal, finite mode t\\nand gerund. Illustrate the use of each.\\n7. Give the etymology and syntax of the words in", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0102.jp2"}, "103": {"fulltext": "A BRIEF STUDY IN ENGLISH. 93\\nitalics in (a) He was deemed wise, (h) He was named\\nJohn, (c) The child grows pretty, (d) He made the door\\nfast, (e) Water tastes ivarm.\\n8. So great is my veneration for the Bible, that the\\nearlier my children begin to read it the more confident will\\nbe my hopes that they will prove useful citizens to their\\ncountry, and respectable members of society. Q.\\nAdams.\\n(a) Classify the clauses in the above sentence, (b)\\nGive construction of italics in the 8th.\\n1. Prepare a lesson for your language class.\\n2. How would you teach to your pupils, the uses of\\nplenty and plentiful; healthy and healthful?\\n3. Give the principal parts of the verbs climb and\\nsing. Which of the parts do you always use in the rela-\\ntive tenses?\\n4. Give the gender of italics in the following: It is\\nJohn. His name is Henry. The sun is hid, while the\\nmoon smiles down upon us. The spinster was at the party.\\n5. Punctuate and give reasons Time present is\\ncalled present time time in the future future time time in\\nthe past past time.\\n6. What relation exists between the subject and\\npredicate of a copulative verb?\\n7. Give the etymology and syntax oiwhat in, What\\ndid you say? Give me what you have. Give me ivhat\\nmoney you have. Tell me what to say.\\n8. Diagram In this wondrous world wherein we\\nlive, which is the world of nature, man has made to him-\\nself another world hardly less wondrous, which is the\\nworld of art.\\n1. Analyze by diagram or otherwise the following\\nsentence: The veteran regiment of the English army\\nwhich were now sent across the Atlantic would have\\nscorned to fight under the orders of an old American\\nmerchant.\\n2. In the following sentence parse laid, herself give\\nthe part of speech and syntax of Perceiving, empty, quietly.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0103.jp2"}, "104": {"fulltext": "94 A BRIEF STUDY IN ENGLI8H.\\nPerceiving that grandfather s chair was empty, puss\\nlaid herself quietly down upon the cushion.\\n3. Conjugate see in the present indicative passive.\\n4. Correct the following sentences and give the rea-\\nson for each correction.\\n(a) Here is the egg that was lain by the speckled hen.\\n(6) Mother will not let me go without it stops raining.\\n(c) Come in and set awhile, neighbor.\\n(d) He don t know who it is.\\n(e) The oldest daughter married a banker whom they\\nsay is very wealthy.\\n5. Write sentences containing (a) A proper noun\\nused as the object of an infinitive, (b) The comparative\\nof ill. (c) The compound personal pronoun in the 3d\\nperson plural, (d) An infinitive used as the object of a\\nverb, (e) A subordinate conjunction.\\n6. Make a complex sentence of the following: I\\npursued my walk. I pursued it to a door. The door was\\narched. It opened. It opened on the interior of the abhy.\\n7. What parts of the verb are principal, and why\\nso named? How are the principal parts of a regular\\n(weak) verb formed? Give an example.\\n8. In the following sentences change (a) The par-\\nticipial phrase into an adjective clause, (b) The infini-\\ntive phrase into a noun clause, (c) The prepositional\\nphrase into an adverbial clause.\\nThe boy, seeing the bear, thought to shoot him, but\\ntrembled so from fright that he could not take aim.\\n1. Discuss ellipxi* and abridgement.\\n2. Discuss personal and relative pronouns.\\n8. What can you say of etymology and syntax of\\ngrammar?\\n4. What can you say of substantive and r\\nclauses?\\n5. Use these, those, this or that in the following sen-\\ntences (a) Bring me pencils, (b) I like\\nkind of pens. \\\\c) sort of flowers is pretty, (d)\\n-kind of fruit is healthful, (e) Pass me mo-\\nlasses.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0104.jp2"}, "105": {"fulltext": "A BRIEF STUDY IN ENGLISH. 95\\n6. Write in sentences the perfect participle of hear,\\ngo, teach, study and see.\\n7. How are the parts of speech inflected Which\\nparts of speech are not inflected?\\n8. Correct, if necessary, (a) I seen the man who\\nyou thought to lazy to work. (6) The Jones was all\\nthere and learned us how to skate, (c) He builded an\\nhouse with two stories, (d) Whom do you think the\\npeople thought you was? (e) He ought to have went ere\\nthey bid him to go.\\n9. Diagram\\nUpon the white sea-sand there sat a pilgrim band,\\nTelling the losses that their lives had known.\\n1. Define a clause a phrase a conjunctive adverb.\\n2. What is a dependent clause? An independent\\nclause? Illustrate each.\\n3. Punctuate the following and captalize the first\\nmessage ever sent by a recording telegraph was forwarded\\nMay 1844 between Washington and baltimore in these\\nsublime words what hath god wrought\\n4. Many of the afflicted having lost faith in their\\nphysicians, came to these celebrated springs, hoping to be\\nhealed of their diseases. Parse italicized words.\\n5. Abridge the following When Moses had per-\\nformed God s orders, Pharaoh was willing to grant liberty\\nto Israel. If you are worthy, you need not fear results.\\nIt is a truth worthy of all belief, that wisdom is superior\\nto knowledge.\\n6. Diagram Victor Hugo declared that he was\\nsure he should live beyond the grave, because he felt his\\nsoul to be full of hymns and poems he had not had time\\nto write.\\n7. Define and write a complex sentence. Define\\nand write a compound sentence composed of two complex\\nsentences. Classify sentences as to structure and use.\\n8. Correct errors in the following sentences\\nI bought this book at Arnold s Johnson s store.\\nMr. Jones gave John and I tickets for the lecture. They\\nthat obey me, I will reward. He saw who he wanted.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0105.jp2"}, "106": {"fulltext": "JUL 19 1?00\\n96 A BKIEF STUDY IN ENGLISH.\\n1. When should we use that Give a sentence\\nfor each use of that.\\n2. How are clauses classified with refi their\\nuse and position in sentences.\\n3. Write a sentence for each use of the clause and\\nunderline the example.\\n4. Parse the words in italics in the following:\\nWe believe him to be mistaken.\\nThey want Paul to .sing for them.\\nNo man can wade deep in learning without discovering\\nthat he knows nothing thoroughly.\\nAlthough we seldom follow advice, we are all ready\\nenough to ash it.\\n5. What is punctuation? Punctuate the following\\nRev J W Jones preached from Math XIII 12 I mot Thos\\nJones Esq at East Saginaw Saginaw Co Mich Feb 23 1895.\\n6. Write one sentence containing three relative pro-\\nnouns, each in a different person and case.\\n7. What is a Finite Verb, and what is an Infinitive\\nVerb? Define Synopsis of a verb. Conjugation. Declension.\\n8. When a pronoun has two antecedents, one of\\nwhich is plural, how should the antecedents be placed?\\nWrite such a sentence.\\n1. What properties have nouns?\\n2. In what does parsing consist?\\n3. Parse words in italics John bought him a book\\n4. What properties have verbs?\\n5. When is a verb in the active or passive voice?\\n6. How many tenses in each of the modes?\\n7. How is the passive voice formed?\\n8. What is the conjugation of verbs? The synopsis?\\n9. W r rite a synopsis of the transitive verb write in\\nthe indicative and subjunctive modes, active voice.\\n10. Diagram The Cynic who twitted Aristippus by\\nobserving that the philospher who could dine on the herbs\\nmight despise the company of a king, was well replied to\\nby Aristippus, when he remarked that the philosopher\\nwho could enjoy the company of a king, might also de-\\nspise a dinner of herbs.", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0106.jp2"}, "107": {"fulltext": "", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0107.jp2"}, "108": {"fulltext": "", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0108.jp2"}, "109": {"fulltext": "", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0109.jp2"}, "110": {"fulltext": "", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0110.jp2"}, "111": {"fulltext": "", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0111.jp2"}, "112": {"fulltext": "y\\ni\\nJ\\ni\\n5\\ny\\nJ\u00c2\u00bb\\n3\\nj\\n30)\\n^r\\nTl\\n3\\nX\\n_\\n3\\nj j\\no:\\nafO ji\\no\\nJ2\\nj^\\nJ a\\n]R\\nr\\nJig J j J3\\n^P^\\nJ^\\n^3^\\ni*\\nyj", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0112.jp2"}, "113": {"fulltext": "3Q 9JP\\n^issolz* 5x\\n5^ fefe\\na5:\\nf\\n33\\n^O 1\\nj\u00c2\u00bb.\u00c2\u00bb\\n)i\\n3\\nx\\nx .v\\n3 X5o", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0113.jp2"}, "114": {"fulltext": "LIBRARY OF CONGRESS\\nIII! II I Ml 11\\n003 182 331 6\\nfiiiim\\nWttk\\nIfffQvvMBHv", "height": "3689", "width": "2165", "jp2-path": "briefstudyinengl00morr_0114.jp2"}}