{"1": {"fulltext": "", "height": "3731", "width": "2406", "jp2-path": "newessentialsofe00unse_0001.jp2"}, "2": {"fulltext": "LIBRARY OF CONGRESS.\\nTEIIII\\nCliap._Copyright No._\\nShelf..TP.iS\\n_ I Ooo\\nUNITED STATES OF AMERICA.", "height": "3433", "width": "2146", "jp2-path": "newessentialsofe00unse_0002.jp2"}, "3": {"fulltext": "", "height": "3433", "width": "2146", "jp2-path": "newessentialsofe00unse_0003.jp2"}, "4": {"fulltext": "", "height": "3433", "width": "2146", "jp2-path": "newessentialsofe00unse_0004.jp2"}, "5": {"fulltext": "", "height": "3433", "width": "2146", "jp2-path": "newessentialsofe00unse_0005.jp2"}, "6": {"fulltext": "4\\nTHE SHEPHERDESS", "height": "3433", "width": "2146", "jp2-path": "newessentialsofe00unse_0006.jp2"}, "7": {"fulltext": "THE FLANAGAN EDUCATIONAL SERIES\\nNEW\\nn\\nESSENTIALS OE ENGLISH\\nGRAMMAR AND COMPOSITION\\nSCHOOLS, ACADEMIES AND INSTITUTES\\nChildren are not to be taught by rules, which will be\\nslipping out of their memories. What you think it necessary for\\nthem to do, settle in them by an indispensable practice.\u00e2\u0080\u0094 Locke.\\nA. FLANAGAN CO\\nCHICAGO.", "height": "3433", "width": "2146", "jp2-path": "newessentialsofe00unse_0007.jp2"}, "8": {"fulltext": "7E ui\\n33380\\nLibrary of Cotuj^se\\nTwo Copses *eu to\\nAUG 11 1900\\nCopyright entry\\nAUG 11 1900\\nu.a.,w .\u00c2\u00b13.\\nSECOND COPY.\\nDelivered to\\nORDER DIVISION,\\nSEP 11 1900\\n69679\\nCopyright, 1900,\\nBY\\nA. Flanagan Co.", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0008.jp2"}, "9": {"fulltext": "PREFACE.\\nNo demand exists for more language text-books on\\nthe plan of those now in use, but the lack of interest in\\nthe study of English and the meagre results obtained\\nindicate that the ideal method has not yet been found.\\nThe method of this book is constructive throughout.\\nAs soon as a principle is stated, the pupil is required to\\napply it in the construction of sentences. It is the appli\u00c2\u00ac\\ncation, not the memorizing, of a principle that gives it\\nlasting value.\\nA pupil can make but little progress in expressing\\nthought until he has become familiar with the structure and\\nthe uses of phrases, clauses, and sentences. It is self-\\nevident that the flow of thought increases with the ability\\nto express thought.\\nIn language-work, guiding principles should be learned\\nthrough the use of the matter that contains them. Method\\nshould lead the pupil to work from the thought outward\\nto its appropriate formal expression. Use will unfold and\\nfix the principles.", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0009.jp2"}, "10": {"fulltext": "4\\nESSENTIALS OF ENGLISH.\\nThe ability to quote the entire text of a common\\nschool grammar would not improve the speech of the\\nunthinking. The science of grammar must grow out of\\nthe art of language, as arbitrary rules and definitions\\nmean nothing to those \u00e2\u0080\u009cwho have not acquired a some\u00c2\u00ac\\nwhat reflective use of words.\u00e2\u0080\u009d\\nNo effort has been made to produce an exhaustive\\ntreatise for the few, but a book of essentials for the many;\\nnor has any attempt been made to speculate upon language\\nor to exhibit a knowledge of detail. The pupil\u00e2\u0080\u0099s need is\\nnot theory and comment, but illustration and practice.\\nThe text is strengthened by artistic, half-tone, full-\\npage illustrations; by biographical and other selections;\\nand by a method of using these that stimulates the\\nimagination, promotes thought, and in other ways aids\\nthe pupil to a lively application of the principles taught.\\nThese suggestions for written exercises will be found at\\nthe close of each chapter.\\nEspecial thanks are due Prof. H. R. Greene, Brooklyn,\\nN. Y., for permission to use some of the illustrative\\nmatter of Greene\u00e2\u0080\u0099s English Language.", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0010.jp2"}, "11": {"fulltext": "CONTENTS\\nCHAPTER I.\\nThe Sentence\u00e2\u0080\u0094Classification\\nSentence.\\nSubject.\\nPredicate\\nDeclarative Sentence\\nInterrogative Sentence\\nImperative Sentence\\nExclamatory Sentence\\nSimple Sentence\\nComplex Sentence\\nCompound Sentence\\nGeneral Review\\nUse of the Anecdote and Incident\\nCHAPTER II.\\nWords\u00e2\u0080\u0094Parts of Speech\\nNouns\\nPronouns\\nAdjectives.\\nVerbs.\\n\u00e2\u0080\u00a2Adverbs\\nPrepositions\\nConjunctions\\nInterjections\\nGeneral Review\\nCHAPTER III.\\nWords\u00e2\u0080\u0094Inflection\\nInflection\u00e2\u0080\u0094Nouns\\nInflection\u00e2\u0080\u0094Pronouns\\nInflection\u00e2\u0080\u0094Adjectives\\nInflection\u00e2\u0080\u0094Verbs\\nGeneral Review\\nIllustration\u00e2\u0080\u0094Study of Selection\\npage\\n11- 15\\n11\\nM\\n12\\n12\\n12\\n13\\n13\\n13\\n14\\n14\\n15\\n16\\n18\\n18\\n19\\n21\\n23\\n26\\n27\\n28\\n30\\n31\\n35\\n36\\n40\\n42\\n43\\n50\\n55", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0011.jp2"}, "12": {"fulltext": "6\\nESSENTIALS OF ENGLISH.\\nCHAPTER IV.\\nVerbals: Participles\u00e2\u0080\u0094Infinitives\\nVerbals.\\nParticiples.\\nInfinitives\\nReview Exercise\\nCHAPTER V.\\nPhrases\u00e2\u0080\u0094Clauses\\nPhrases.\\nClauses.\\nReview Exercise\\nLiterary Selections and Exercises\\nCHAPTER VI.\\nGrammatical Terms\\nGrammatical Terms\\nNoun-Terms\\nAdjective-Terms\\nVerb-Terms\\nCopula\\nComplement\\nAdverb-Terms\\nReview Exercise\\nCHAPTER VII.\\nThe Sentence\u00e2\u0080\u0094Principal Elements; Subordinate Elements;\\nIndependent Elements\\nPrincipal Elements\\nSubordinate Elements N\\nIndependent Elements\\nExercise.\\nAnalysis of Selection for Thought and Structure\\nCHAPTER VIII.\\nThe Sentence\u00e2\u0080\u0094Simple; Complex; Compound\\nThe Simple Sentence.\\nThe Complex Sentence\\nThe Compound Sentence\\nReview of Sentences.\\npage\\n57\\n57\\n57\\n62\\n67\\n69\\n69\\n73\\n75\\n78\\n82\\n82\\n82\\n85\\n89\\n90\\n90\\n91\\n95\\n98\\n98\\n103\\n107\\n109\\n111\\n113\\n113\\n118\\n128\\n132", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0012.jp2"}, "13": {"fulltext": "CONTENTS.\\n7\\nCHAPTER IX.\\nPAGE\\nThe Sentence\u00e2\u0080\u0094Equivalents\\nEquivalents.\\nExpanding Simple into Complex Sentences\\nExpanding Simple into Compound Sentences\\nExpanding Complex into Compound Sentences\\nContracting Compound into Complex Sentences\\nContracting Compound into Simple Sentences\\nContracting Complex into Simple Sentences\\nEllipsis\\nGeneral Exercise on Sentence Equivalents\\nIllustrated Selection\u00e2\u0080\u0094Study and Analysis\\n136\\n136\\n137\\n139\\n140\\n140\\n141\\n141\\n143\\n146\\n154\\nCHAPTER X.\\nThe Sentence\u00e2\u0080\u0094Concord.159\\nCase after Transitive Verb, etc.160\\nCase of Subject of Infinitive 161\\nCase of Appositives 161\\nAgreement of Subject and Verb 161\\nAgreement of Pronoun and Antecedent 165\\nHarmony of Tenses 167\\nTense of Infinitive after Past Tense of Verb 168\\nAgreement of Adjectives and Nouns 168\\nConstructive Exercise Illustrating Principles 169\\nIllustrated Selection for Study 172\\nCHAPTER XI.\\nThe Sentence\u00e2\u0080\u0094Order .176\\nPosition of Adjectives 178\\nPosition of Adverbs 180\\nPosition of Phrases and Clauses.184\\nPronoun and Antecedent.186\\nExercise\u00e2\u0080\u0094Value of Arrangement 188\\nIllustrated Sketch\u00e2\u0080\u0094Study of Picture 190", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0013.jp2"}, "14": {"fulltext": "ESSENTIALS OF ENGLISH.\\nCHAPTER XII. PAGE\\nThe Sentence\u00e2\u0080\u0094Capitalization\u00e2\u0080\u0094Punctuation 194\\nCapitalization 194\\nPeriod.\u00e2\u0080\u00a2 198\\nInterrogation Point; Exclamation Point 197\\nColon 198\\nSemicolon 199\\nComma 200\\nDash; Quotation Marks 202\\nParenthesis; Brackets; Apostrophe 203\\nHyphen.204\\nTest Exercise. 205\\nCHAPTER XIII.\\nThe Sentence\u00e2\u0080\u0094Analysis 210\\nIllustrated Selection for Study.219\\nCHAPTER XIV.\\nLetter-Writing 224\\nExercise.232\\nl\\nCHAPTER XV.\\nComposition-Work. 236_\\nThe Paragraph 237\\nOutlining.238\\nReproduction; Paraphrase.240\\nAbstract 241\\nDevelopment; Narration 243\\nDescription; Suggestions.244\\nExercise 245\\nIllustrated Selection for Study 253\\nIrregular Verbs.258", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0014.jp2"}, "15": {"fulltext": "TO TEACHERS.\\nThe special mission of this book is the mastery of the\\nsentence. A methodical drill in sentence-making is neces\u00c2\u00ac\\nsary to impress pupils with the forms and uses of the\\ngrammatical elements. If analyzing and parsing the\\nproductions of others are helpful exercises, thinking gram\u00c2\u00ac\\nmatical facts into sentences is surely more helpful.\\nAs there is little of inflection in English, pupils should\\nspend part of every day in composition work\u00e2\u0080\u0094in sentence\u00c2\u00ac\\nbuilding, in writing paraphrases, biographies, descriptions\\nand narrations. Interest in the study of language is pro\u00c2\u00ac\\nportional to the thought-content of the exercises.\\nThe minimum of theory with the maximum of practice\\nis the only method that yields a working knowledge of\\nEnglish. \u00e2\u0080\u009cAs grammar was made after language, so\\nought it to be taught after language.\u00e2\u0080\u009d \u00e2\u0080\u009cGrammar is not\\nthe stepping-stone, but the finishing instrument.\u00e2\u0080\u009d\\nThe method requires little of the teacher, but much\\nof the pupil. It requires the pupil to write that he may\\nlearn to write. Memorizing grammatical facts is drudg\u00c2\u00ac\\nery, but using those facts in composition is a pleasure.", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0015.jp2"}, "16": {"fulltext": "10\\nESSENTIALS OF ENGLISH.\\nIn assigning subjects for compositions, do not select\\nthose above the comprehension of the pupil. The object\\nof the exercise should be to draw out the thoughts the\\npupil already has rather than have him search libraries\\nfor the information needed, if assigned difficult themes.\\nThe exercises require enough constructive thought to\\nrender the principles of the language familiar and perma\u00c2\u00ac\\nnent, and to convert an irksome study into a pleasant\\nand profitable exercise. Use two-thirds of the recitation-\\nhour in \u00e2\u0080\u009cdoing the exercises.\u00e2\u0080\u009d What you wish the pupil\\nto understand, fix in him through practice..\\ni", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0016.jp2"}, "17": {"fulltext": "ESSENTIALS OF ENGLISH.\\nCHAPTER I.\\nTHE SENTENCE \u00e2\u0080\u0094CLASSIFICATION.\\nA Sentence is a group of words expressing a\\nthought; as,\\n1. God is love.\\n2. Honor thy father and thy mother.\\n3. What is so rare as a day in June\\n4. Truth fears nothing but concealment.\\n5. IIow swift is the glance of the mind!\\nThe Subject of a sentence is the part about\\nwhich something is said; as,\\n1. Words give wings to thoughts.\\n2. A useless life is an early death.\\n3. Can a mother forget her child\\n4. Hitch your wagon to a star.\\n5. How strange are the freaks of memory!", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0017.jp2"}, "18": {"fulltext": "12\\nESSENTIALS OF ENGLISH.\\nThe Predicate of a sentence is the part which\\nexpresses what is said about the subject; as,\\n1. Words give wings to thoughts.\\n2. A .useless life is an early death.\\n3. Can a mother forget her child\\n4. Hitch your wagon to a star.\\n5. How strange are the freaks of memory\\nA sentence, logically considered, has but two parts\\n\u00e2\u0080\u0094subject and predicate.\\nWith respect to use, sentences are Declarative\\nInterrogative, Imperative, and Exclamatory.\\nA Declarative Sentence tells something; as,\\n1. Life is a responsibility.\\n2. \u00e2\u0080\u0099Tis the mind that makes the body rich.\\n3. Nature forever puts a premium on reality.\\n4. We acquire the strength that we overcome.\\n5. Sin has many tools, but a lie is a handle that\\nfits them all.\\nAn Interrogative Sentence asks a question; as,\\n1. Is not life a responsibility?\\n2. What matter how the night behaved?\\n3. Shall not the Judge of all the earth do right?\\n4. Canst thou not minister to a mind diseased\\n5. What shall it profit a man if he gain the whole\\nworld and lose his own soul", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0018.jp2"}, "19": {"fulltext": "THE SENTENCE \u00e2\u0080\u0094CLASSIFICATION.\\n13\\nAn Imperative Sentence expresses a request or\\na command; as,\\n1. Regard life as a responsibility.\\n2. Shun evil companions.\\n3. Please let me hear you read.\\n4. Give us this day our daily bread.\\n5. Do unto others as ye would that they should\\ndo unto you.\\nAn Exclamatory Sentence expresses emotion; as,\\n1. What a responsibility is life\\n2. Oh, lam so glad to see you\\n3. How use doth breed a habit in a man\\n4. With what a glory comes and goes the year\\n5. How strange it seems, with so much gone\\nof life and love, to still live on\\nWith respect to structure, sentences are Simple\\nComplex and Compound\\nA Simple Sentence contains but one assertion; as,\\n1. Right prevails.\\n2. Character is a perfectly educated will.\\n3. Do we gather strength from irresolution?\\n4. Every aspiration after goodness is worship.\\n5. O, there is sweetness in the morning air!", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0019.jp2"}, "20": {"fulltext": "14\\nESSENTIALS OF ENGLISH.\\nA Complex Sentence contains one principal asser\u00c2\u00ac\\ntion and one or more subordinate assertions; as,\\n1. That right will prevail is certain.\\n2. We know not what a day may bring forth.\\n3. The belief is that the soul is immortal.\\n4. Happy is the house that shelters a friend I\\n5. When she had passed it seemed like the ceas\u00c2\u00ac\\ning of exquisite music.\\n6. Consider the character of the person who com\u00c2\u00ac\\nmends you before you set a value on his esteem.\\nA Compound Sentence contains two or more co\u00c2\u00ac\\nordinate assertions; as,\\n1. Art is long and Time is f eeling.\\n2. Be silent or say something better than silence.\\n3. We talk of choosing our friends but friends\\nare self-elected\\n4. Though truth is fearless and absolute yet she\\nis meek and modest.\\n5. Duty and to-day are ours; results and futurity\\nbelong to God.\\n6. The clouds may drop down titles and estates\\nWealth may seek us; but wisdom must be sought.", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0020.jp2"}, "21": {"fulltext": "EXERCISE.\\nx\\n1. Separate the illustrative sentences in this chapter into\\ntheir logical elements.\\n2. Write three simple declarative sentences, and under\u00c2\u00ac\\nline the logical subjects.\\n3. Write three simple declarative sentences, and under\u00c2\u00ac\\nline the logical predicates.\\n4. Write three simple interrogative sentences; three\\nsimple imperative sentences; three simple exclamatory sen\u00c2\u00ac\\ntences.\\n5. Write three complex sentences, each containing one\\nsubordinate assertion.\\n6. Write three complex sentences, each containing two\\nsubordinate assertions.\\n7. Write three compound sentences, each containing\\ntwo assertions.\\n8. Write three compound sentences, each containing\\nthree assertions.\\n9. Write three compound sentences, using different con\u00c2\u00ac\\nnectives.\\n10. Write three compound sentences, omitting the con\u00c2\u00ac\\nnectives.\\n11. Write three simple declarative sentences and change\\nthem to the interrogative form; to the imperative form; to\\nthe exclamatory form.", "height": "3471", "width": "2207", "jp2-path": "newessentialsofe00unse_0021.jp2"}, "22": {"fulltext": "16\\nESSENTIALS OF ENGLISH.\\nSELECTIONS FOE CONSTRUCTIVE WORK.\\nSolomon\u00e2\u0080\u0099s Wisdom.\\nWhen the Queen of Sheba came to visit Solomon,\\namong the beautiful things she brought with her were\\ntwo bouquets, one of natural and the other of artificial\\nflowers, so skillfully made that if was impossible to tell\\none from the other.\\nShe stood before the king holding one in each hand,\\nand asked him to tell her which were the ones made by\\nnature. The wise king hesitated. So much alike were\\nthey, it seemed impossible to decide. In his perplexity\\nhe raised his eyes to the window, and saw a bee upon\\nthe lattice. Turning to an attendant, he said: \u00e2\u0080\u009cThrow\\nopen the window and admit some fresh air.\u00e2\u0080\u009d The bee\\ncame in through the open window, flew straight to one\\nof the bouquets, and buried itself in the lovely flowers\\nunseen by any eyes save those of the Wise Man. \u00e2\u0080\u009cThe\\nflowers in thy left hand, O Queen, are the ones fair\\nnature has formed; those in thy right, though beautiful,\\nare the work of man.\u00e2\u0080\u009d The astonished queen mur\u00c2\u00ac\\nmured, \u00e2\u0080\u009cTruly, thy wisdom is wonderful.\u00e2\u0080\u009d\\nWhat is the lesson taught by this anecdote?\\nPlanting Trees.\\nA very poor old man had only a little hut, around\\nwhich was a small piece of land. One day, while he was\\ndigging, a man much younger than he passed and asked\\nwhat he was doing. The old man looked up, leaned on\\nhis spade and answered: \u00e2\u0080\u009cI am planting trees.\u00e2\u0080\u009d \u00e2\u0080\u009cTrees!\u00e2\u0080\u009d\\nreplied the younger man, \u00e2\u0080\u009cyou certainly cannot expect\\nto eat the fruit of them.\u00e2\u0080\u009d \u00e2\u0080\u009cI cannot and do not expect\\nto eat the fruit of these trees; but I have during all my", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0022.jp2"}, "23": {"fulltext": "PLANTING TREES.\\n17\\nlife eaten fruit, and I like it now. Some one planted\\ntrees before I was born, and I have eaten the fruit\\nthereof. I am now planting trees that others may eat\\nthe fruit, and that a sign of my gratitude may be left\\nwhen I am gone.\u00e2\u0080\u009d\\nThe Marquis at the Observatory.\\nAn elegant Marquis was going to conduct some ladies\\nto the Paris Observatory to see an eclipse of the sun.\\nThe ladies having been rather a long time at their toilet,\\nthe party arrived late and were told at the gate that the\\nphenomenon had passed. \u00e2\u0080\u009cNever mind, ladies,\u00e2\u0080\u009d said\\nthe Marquis, \u00e2\u0080\u009clet us go up nevertheless. The astron\u00c2\u00ac\\nomer is a friend of mine, and I am sure he will begin\\nagain to oblige me.\u00e2\u0080\u009d\\nWhat do you see in this incident to amuse you?\\nTo the Teacher:\\nTHE ANECDOTE.\\nSome one has said: \u00e2\u0080\u009cTile longer I live and the more I know\\nof men, the more thoroughly I believe that the noblest deed man\\never does is to see something worthy and then tell of it truthfully\\nand in an interesting way.\u00e2\u0080\u009d\\nThe thought in anecdote work is to arouse in the child a will\u00c2\u00ac\\ningness to contribute his naturally dramatic interpretation to his\\nassociates. It is one of the helps in guiding him to adjust himself\\nas a social being to his classmates. He goon learns his responsi\u00c2\u00ac\\nbility in holding the attention and the interest of the class. He be\u00c2\u00ac\\ncomes a speaker to an audience.\\nThe anecdotes given are but suggestive. They are to be\\nrecited orally, then written from memory. The pupil should be\\nrequired to recite them at home, to bring new ones to the class\\nand to tell of incidents in his own daily life, in an interesting and\\ndramatic way.\\nThe anecdotes in this book may be used for comparative study\\nof style. Let the pupil write the story from memory and then\\ncompare his English with that of the book. The writings serve\\nalso as exercises in spelling, capitalization and punctuation.\\nIt is not intended that the suggestions for written exercises\\nsummed up at the end of each chapter should be used as steady re\u00c2\u00ac\\nview work for a week or more at a time, but rather that the teacher\\nme these helps every day for assigning outside work in synthesis.\\nThe same thought is intended to apply in letter-writing and story\u00c2\u00ac\\ntelling. All are to be in constant use.\\nUse all the aphorisms in this book for both oral and written\\nparaphrasing. Independence, power and fluency are thus ob\u00c2\u00ac\\ntained.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0023.jp2"}, "24": {"fulltext": "CHAPTER II.\\nWORDS \u00e2\u0080\u0094PARTS OF SPEECH.\\nWords are divided, according to their use, into\\neight classes called parts of speech.\\nThe eight parts of speech are Nouns, Pronouns\\nAdjectives, Verbs, Adverbs, Prepositions, Conjunc\u00c2\u00ac\\ntions, and Interjections.\\nNOUNS.\\nA Noun is a word used as a name; as,\\nfamily,\\nlife,\\nhope.\\ngoodness,\\nLincoln,\\nBoston.\\nman,\\ntree,\\nsilver,\\nNouns are classified as Proper and Common.\\nA Proper Noun is the name of a particular\\nindividual or object; as,\\nJames,\\nWhittier,\\nSt. Louis,\\nBartholdi Statue,\\nMississippi Biver,\\nDistrict of Columbia,\\nCentral High School,\\nBank of Commerce.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0024.jp2"}, "25": {"fulltext": "WORDS \u00e2\u0080\u0094PARTS OF SPEECH.\\n19\\nA Common Noun is a name common to all of a\\nclass of objects; as,\\nboy, house books\\nteacher, king water,\\niron, conscience, affection\\nUnder common nouns are included:\\n1. Collective Nouns,\u00e2\u0080\u0094names which, though singu\u00c2\u00ac\\nlar in form, denote more than one object; as,\\nherd, group, crowd,\\nassembly, army, jury,\\ndozen, people, tribe v\\n2. Abstract Nouns,\u00e2\u0080\u0094names of qualities as,\\nbrightness, youth, beauty,\\nhonor, bravery, piety,\\nwisdom, justice, falsehood.\\nPRONOUNS.\\nA Pronoun is a word used in place of a noun; as,\\nI received a letter; it was from my mother.\\nJohn was here; he left word for you to see\\nhim at Ms office.\\nThe lady was not at home when her friends\\ncalled, so she did not see them.\\nThe noun for which a pronoun stands is its\\nantecedent.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0025.jp2"}, "26": {"fulltext": "20\\nESSENTIALS OF ENGLISH.\\nPronouns are classified as Personal, Relative,\\nand Interrogative.\\nA Personal Pronoun represents by its form the\\nspeaker, the person spoken to, or the person or\\nthing spoken of; as,\\nI am not going. Are you going\\nHe has gone. She did it well.\\nGive them to us. They sent us to him.\\nThe personal pronouns are:\\n1. Simple,\u00e2\u0080\u0094 I, thou, you, he, she, it.\\n2. Compound, myself, thyself, yourself, himself,\\nherself, itself.\\nA Relative Pronoun represents a noun or a pro\u00c2\u00ac\\nnoun to which it joins a dependent assertion; as,\\nThe pupil who studies will learn.\\nI received the letter which you wrote.\\nHe that getteth wisdom loveth his own soul.\\nSuch as I have give I unto you.\\nThe relative pronouns are:\\n1. Simple,\u00e2\u0080\u0094 Who, which, that, as.\\nWho refers to persons, which to things, that and\\nas refer to either persons or things.\\n2. Compound,\u00e2\u0080\u0094 whoever, whosoever, whichever,\\nwhichsoever, what, whatever, whatsoever.\\nThe antecedent of a compound relative pronoun\\nis not usually expressed; as,", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0026.jp2"}, "27": {"fulltext": "WORDS \u00e2\u0080\u0094PARTS OF SPEECH.\\n21\\nThat is what I thought.\\nWhoever said so is wrong.\\nChoose whichever you want.\\nAn Interrogative Pronoun is one used to ask a\\nquestion; as,\\nWho is there? What have you?\\nWhich will you have? Whom did you see?\\nWhose is it? To whom was it given?\\nWhich and what are also used as interrogative\\nadjectives; as,\\nWhich road shall we take?\\nWhat kind of bread is this?\\nADJECTIVES.\\nAn Adjective is a word used to qualify or limit\\nthe meaning of a noun; as,\\nthe girl, ten houses,\\na severe storm, running water,\\nripe apples, American people.\\nAdjectives are classified as Qualifying and\\nLimiting.\\nA Qualifying Adjective\\nobject named by the noun;\\ngood boys,\\nidle children,\\nsweet apples,\\nbeautiful flowers,\\nrunning brooks,\\ndenotes a quality in the\\nas,\\nrainy days,\\nindustrious people,\\nivhite cherries,\\nivithered roses,\\nsmiling faces.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0027.jp2"}, "28": {"fulltext": "2\\nESSENTIALS OF ENGLISH.\\nQualifying adjectives derived from proper nouns\\nare also called proper adjectives; as,\\njE nglish vessels, Roman soldiers.\\nA Limiting Adjective points out the object\\nnamed or tells how much or how many; as,\\nthis book, much money, a boy,\\neach person, ten men, an arrow,\\nsome apples, the first line, few people.\\nLimiting adjectives are classified as:\\n1. Articles,\u00e2\u0080\u0094 a, an, the.\\n2. Demonstratives, this, that, these, those, for\u00c2\u00ac\\nmer latter, same.\\n3. Distributives,\u00e2\u0080\u0094 each every, either, neither.\\n4. Numerals,\u00e2\u0080\u0094\\n(1.) Definite; as, one, ftoo, A r6 second, two\u00c2\u00ac\\nfold, triple, etc.\\n(2.) Indefinite; as, any, some, all, another, such,\\nnone, etc.\\nA limiting adjective standing alone, representing\\na noun understood, is an\\nThis is yours.\\nSome are left.\\nI will take either.\\nAre there many?\\nadjective pronoun; as,\\nThat will do.\\nEach must do his part.\\nHave all finished?\\nFew are chosen.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0028.jp2"}, "29": {"fulltext": "WORDS \u00e2\u0080\u0094PARTS OF SPEECH.\\n23.\\nNouns and pronouns in the possessive case may\\nbe regarded as possessive adjectives.\\nVERBS.\\nA Verb is a word that asserts being, action, or\\nstate| as,\\nIt is I.\\nWe are here.\\nGod exists.\\nThey work.\\nHe reads the book.\\nI wrote a letter.\\nThe child sleeps.\\nShe seems happy.\\nWith respect to use, verbs are classified as\\nTransitive Intransitive and Copulative.\\nA Transitive Verb requires an object to com\u00c2\u00ac\\nplete its meaning; as,\\nWe met him.\\nHe bought a book.\\nThe hunter killed a deer.\\nDid you receive the money?\\nGod created heaven and earth.\\nAn Intransitive Verb does not require an object\\nto complete its meaning; as,\\nHe walked. Stars twinkle.\\nThey went early. The earth trembled.\\nThe tree grows. The sun shines brightly.\\nMany verbs are used both transitively and intran\u00c2\u00ac\\nsitively; as,\\nHe sees a house. He studies faithfully.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0029.jp2"}, "30": {"fulltext": "24\\nESSENTIALS OF ENGLISH.\\nHe sees clearly. The wind bloivs the dust.\\nJohn studies his lesson. The wind blows cold.\\nA Copulative Verb is one that requires a com\u00c2\u00ac\\nplement which describes the subject; as,\\n1. Sugar is sweet. 5. It feels soft.\\n2. They are students. 6. lie seems happy.\\n3. He was a slave. 7. Grant became president.\\n4. She appears bright. 8. They looked beautiful,\\nWith respect to form, verbs are classified as\\nRegular Irregular, Redundant, Defective, and Aux\u00c2\u00ac\\niliary.\\nA Regular Verb is one whose past tense and\\npast participle are formed by adding d or ed to the\\nroot; as,\\nlove\\nloved\\nloved.\\ntrade\\ntraded\\ntraded.\\nstudy\\nstudied\\nstudied.\\nwait\\nwaited\\nwaited.\\nwalk\\nwalked\\nwalked.\\nAn Irregular Verb is one\\nwhose past U\\npast participle are\\nnot formed by adding d\\nthe root; as,\\ngo\\nwent\\ngone.\\nsee\\nsaw\\nseen.\\nthink\\nthought\\nthought.\\ndraw\\ndrew\\ndrawn.\\nNote.\u00e2\u0080\u0094F or a list of irregular verbs, see page 222.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0030.jp2"}, "31": {"fulltext": "WORDS \u00e2\u0080\u0094PARTS OF SPEECH.\\n25\\nThese three parts, the present indicative, the\\npast indicative, and the past participle are called the\\nprincipal parts of a verb.\\nA Redundant Verb has two forms for the past\\ntense, the past participle, or both; as,\\nawake\\nawaked\\nawoke\\naioaked.\\nmow\\nmowed\\nmowed.\\nmown.\\ndream\\ndreamed\\ndreamed.\\ndreamt\\ndreamt.\\nclothe\\nclothed\\nclothed.\\nclad\\nclad.\\nA Defective Verb lacks one or more of its prin\u00c2\u00ac\\ncipal parts; as,\\nmay might\\ncan could\\nmust\\nbeware\\nought\\nAuxiliary Verbs are those used in the conjugation\\nof other verbs. The usual auxiliaries are:\\nPres. Do be have shall, will may can must.\\nPast. Did, was had should ivould might,\\ncould,", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0031.jp2"}, "32": {"fulltext": "26\\nESSENTIALS OF ENGLISH.\\nAn Impersonal Verb is used in the third person\\nonly, with it as subject; as,\\nIt snows.\\nIt seems to me.\\nIt rains.\\nIt appears so\\nADVERBS.\\nAn Adverb is a word used to modify the meaning\\nof a verb, an adjective, or an adverb; as,\\nHe walks slowly.\\nRead thoughtfully.\\nShe is very happy.\\nShe sang unusually well.\\nThe Merrimac is a swiftly flowing river.\\nAdverbs are classified, according to their mean\u00c2\u00ac\\ning, as:\\n1. Adverbs of Time,\u00e2\u0080\u0094 now, soon, then, often,\\nearly, next, formerly etc.\\n2. Adverbs of Place,\u00e2\u0080\u0094 here, out, above, back,\\ndown, hence, everywhere, etc.\\n3. Adverbs of Cause,\u00e2\u0080\u0094 why, wherefore, therefore,\\naccordingly, hence, etc.\\n4. Adverbs of Manner, how, thus, well, slowly,\\nso, otherwise, etc.\\n5. Adverbs of Degree, too, very, more, nearly,\\nenough, quite, etc.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0032.jp2"}, "33": {"fulltext": "WORDS \u00e2\u0080\u0094PARTS OF SPEECH.\\n\u00e2\u0080\u00a227\\nA Modal Adverb shows the manner of the\\nassertion; as,\\n1. He will certainly come.\\n2. Perhaps he will come.\\n3. He will not come.\\n4. Probably I will go.\\n5. Doubtless he is at fault.\\n6. You surely do not mean that.\\n7. Yes, I will be there.\\nInterrogative Adverbs are those used in asking\\nquestions; as,\\n1. Why did you do so?\\n2. Where has he gone?\\n3. IJow are you going\\n4. When will they return?\\n5. Wherefore art thou troubled?\\n6. Whence come these strains of music?\\nPREPOSITIONS.\\nA Preposition is a word that shows the relation\\nof its object to some other word; as,\\n1. He sailed on a ship of war.\\n2. We went according to directions.\\n3. A man of culture is respected by all.\\n4. The seTmon was concerning our duty to others.\\n5. The exercise in singing was heard ivith pleasure.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0033.jp2"}, "34": {"fulltext": "28\\nESSENTIALS OF ENGLISH.\\nPrepositions are classified as:\\n1. Simple,\u00e2\u0080\u0094 of, /or, by, in, with, about, before\\ntoward, etc.\\n2. Compound,\u00e2\u0080\u0094o/, instead of, from between,\\nfrom under, round about, as to, over against, etc.\\n3. Participial, during, touching, concerning,\\nrespecting, saving, notwithstanding, etc.\\nWhen a preposition forms an essential part of a\\nverb-term it is called a separable particle as,\\nIt was objected to.\\nHe was laughed at.\\nThat is better than we had hoped for\\nCONJUNCTIONS.\\nA Conjunction is a word used to connect sen\u00c2\u00ac\\ntences or elements in sentences; as,\\n1. You may stay or go.\\n2. John and James were here.\\n3. Slowly but surely it was accomplished.\\n4. He will succeed because he works hard.\\n5. We learn by observation and by experience.\\n6. The floods came, and the wind blew, but it\\nfell not.\\nConjunctions are Co-ordinate and Subordinate,\\nCo-ordinate Conjunctions connect elements of\\nequal rank; as,\\n1. John will go, but Henry will remain.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0034.jp2"}, "35": {"fulltext": "WORDS \u00e2\u0080\u0094PARTS OF SPEECH.\\n29\\n2. The day was spent in reading or writing.\\n3. He is polite to the poor, as well as to the rich.\\n4. The boy and the girl are brother and sister.\\nCo-ordinate conjunctions are classified as:\\n1. Copulative, \u00e2\u0080\u0094those which connect elements in\\nharmony with each other; as, and also, besides\\nlikewise too.\\n2. Alternative, those which offer or deny a\\nchoice; as, or, nor, either neither, else, otherwise.\\n3. Adversative, \u00e2\u0080\u0094those which imply that the\\nparts connected are opposed to each other; as, but\\nyet, however, still, only, nevertheless, notwithstanding.\\n4. Causal, \u00e2\u0080\u0094those which connect elements, one\\nof which is the cause, reason, or result of the other;\\nas, for hence therefore, consequently.\\nSubordinate Conjunctions connect elements of\\nunequal rank; as,\\n1. I will go if it is best.\\n2. He who is honest is noble.\\n3. We will go wheji you return.\\n4. We thought that you had gone.\\n5. While there is life there is hope.\\n6. Whither I go, ye cannot come.\\n7. Ask whether the train has gone.\\n8. They played until they were tired.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0035.jp2"}, "36": {"fulltext": "30\\nESSENTIALS OF ENGLISH.\\n9. I knew not what I was playing.\\n10. This is the place where we saw them.\\n11. Sweet is the hour when daylight dies.\\n12. Days that are gone seem the brightest.\\n13. Youth, which is short, should be improved.\\nA subordinate connective may be a pure con\u00c2\u00ac\\njunction, as in 1, 4, 7; an adverb, as in 3, 5, 6, 8, 10,\\n11; a relative pronoun, as in 2, 9, 12, 13.\\nWhen conjunctions are used in pairs, they are\\ncalled Correlative Conjunctions; as,\\n1. A man\u00e2\u0080\u0099s nature runs either to herbs or to weeds.\\n2. Neither a borrower nor a lender be.\\n3. He was not only just, but also generous.\\n4. I domot know whether he will go or not.\\n5. Though you fail, yet you have striven nobly.\\nINTERJECTIONS.\\nAn Interjection is a word used to express emo\u00c2\u00ac\\ntion; as,\\n1. Alas! it is true.\\n2. Oh! how glad I am.\\n3. Ila! ha! he laughed.\\n4. Adieu! my native land.\\n5. Ah! I feared it would be so.\\n6. 0 misery! will the day never end?\\n7. Hush! a deep sound strikes like a rising knell.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0036.jp2"}, "37": {"fulltext": "EXERCISE.\\nNote to the Teacher: It is self-evident that the value of\\nthese composition exercises depends upon the character of the\\nillustrative sentences, hence you should insist upon a careful\\npreparation of the lesson.\\nFormal recitations of definitions and rules do not interest\\npupils, nor improve their speech. The recitation-room has too\\nlong been a dissecting-room where the thoughts of others have\\nbeen tortured into grammatical elements by formal grammarians.\\nNever permit a pupil to recite the language of the text-book,\\nexcept in giving definitions. We do not think, act, nor live by for\u00c2\u00ac\\nmal rules. The recitation is the heart of school-life, and should\\nafford an opportunity for pupils to express themselves in their\\nown language and style.\\nThe aim is to make these exercises interesting and profitable\\nby omitting detail, and presenting only points of general import\u00c2\u00ac\\nance. They compel thought, but do not tax the memory. A\\ngrammatical relation applied in the construction of original sen\u00c2\u00ac\\ntences will be remembered long after technical terms are forgotten.\\nThe use of language should accompany the study of its structure.\\nThe exercises are a complete review of the text, and should be made\\ntopics for real language lessons\u00e2\u0080\u0094oral and written.\\nIn every recitation, the best illustrations should be written\\nupon the black-board for the inspection of the class, as theory\\nwithout practice is almost valueless. Mere memory-work leads\\npupils to believe that they have learned more than they really\\nknow; for, without much practice, principles lie in the memory\\nas dead statements. We do not study grammar to learn to parse\\nwords and analyze sentences, but to learn to express thought\\nclearly and logically. Good language becomes a habit only\\nthrough a persistent and systematic use of it.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0037.jp2"}, "38": {"fulltext": "32\\nESSENTIALS OF ENGLISH.\\n1. Write, in yonr own language, definitions of the parts\\nof speech.\\n2. Explain, in writing, the difference between a common\\nand a proper noun.\\n3. Write three sentences containing both common and\\nproper nouns;\\n4. Write your own definition of a collective noun; of\\nan abstract noun.\\n5. Write three sentences, containing collective nouns;\\nthree, containing abstract nouns.\\n6. Explain, in writing, the difference between a collective\\nand an abstract noun.\\n7. Explain, in writing, the difference between a personal\\npronoun and a relative pronoun.\\n8. Write three sentences containing personal pronouns;\\nthree, showing the correct use of who which and that.\\n9. Write three sentences containing compound personal\\npronouns; three, containing compound relative pronouns.\\n10. Write three sentences containing both qualifying and\\nlimiting adjectives.\\n11. Explain, in writing, the difference between a qualify\u00c2\u00ac\\ning and a limiting adjective.\\n12. Write three sentences containing adjective pronouns;\\nthree, containing proper adjectives.\\n13. Write three sentences, each containing both a noun\\nand a pronoun used as possessive adjectives.\\n14. Explain, in writing, the difference between a transi\u00c2\u00ac\\ntive and an intransitive verb; illustrate the use of each in\\nsentences.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0038.jp2"}, "39": {"fulltext": "EXERCISE.\\n33\\n15. Write three sentences containing verbs used transi\u00c2\u00ac\\ntively; three, containing the same verbs used intransitively.\\n16. Explain, in writing, what you understand by a copu\u00c2\u00ac\\nlative verb.\\n17. Write three sentences containing copulative verbs;\\nthree, containing auxiliary verbs.\\n18. Write three sentences, using the principal parts of an\\nirregular verb; three, using the principal parts of a regular\\nverb.\\n19. Write three sentences containing adverbs of time;\\nthree, adverbs of place; three, adverbs of cause; three,\\nadverbs of manner; three, adverbs of degree.\\n20. Write three sentences containing adjectives modified\\nby adverbs.\\n21. Write three sentences containing adverbs modified\\nby adverbs.\\n22. Explain, in writing, what you understand by an inter\u00c2\u00ac\\nrogative adverb; by a modal adverb.\\n23. Write three sentences containing modal adverbs.\\n24. Write sentences illustrating the uses of the different\\nkinds of prepositions simple, compound, and participial.\\n25. Explain, in writing, what you understand by co-ordi\u00c2\u00ac\\nnate and subordinate conjunctions.\\n26. Write three sentences illustrating the use of co-ordi\u00c2\u00ac\\nnate conjunctions.\\n27. Write three sentences illustrating the use of subordi\u00c2\u00ac\\nnate conjunctions.\\n28. Explain, in writing, what you understand by copula\u00c2\u00ac\\ntive, adversative, alternative, and causal conjunctions.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0039.jp2"}, "40": {"fulltext": "34\\nESSENTIALS OF ENGLISH.\\n29. Write three sentences illustrating the use of copula\u00c2\u00ac\\ntive conjunctions.\\n30. Write three sentences illustrating the use of adver\u00c2\u00ac\\nsative conjunctions.\\n31. Write three sentences illustrating the use of alterna\u00c2\u00ac\\ntive conjunctions.\\n32. Write three sentences illustrating the use of causal\\nconjunctions.\\n33. Write three sentences, using adverbs as subordinate\\nconjunctions.\\n34. Write three sentences, using relative pronouns as sub\u00c2\u00ac\\nordinate conjunctions.\\n35. Write three sentences, each containing a co-ordinate\\nand a subordinate conjunction.\\n36. Write three sentences illustrating the use of correla\u00c2\u00ac\\ntive conjunctions.\\n37. Write sentences illustrating the use of interjections.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0040.jp2"}, "41": {"fulltext": "CHAPTER III.\\nWORDS \u00e2\u0080\u0094INFLECTION.\\nInflection is a change in the form of words to\\nadapt them to a change in their meaning and use.\\nTo the Teacher. \u00e2\u0080\u0094In the English language, changes in form\\nto denote differences of meaning are few and simple. The routine\\nnecessary to acquire Latin endings does not apply to our language:\\ncompared to the Latin, the English is inflectionless.\\nThe classics have many case-forms: the English uses separate\\nwords prepositions\u00e2\u0080\u0094to indicate relations.\\nIn the classics, adjectives have number, case, and gender-forms:\\nin English, only two adjectives have number-forms, and none have\\ncase or gender-forms.\\nThe Latin verb has a special form for each person and number:\\nthe English verb seldom changes its form to denote person or num\u00c2\u00ac\\nber. In the classics, person, number, mode, tense, and voice forms\\nare incorporated into the verb itself: in English these forms are\\nexpressed by separate words.\\nThe total of inflection in the verb may be summed up as follows:\\ns is added to the indicative, present, third, singular; have is changed\\nto has in the indicative, present-perfect, third, singular; be has a\\nspecial form in the first and third person, singular, present and past\\nindicative. These are the only changes in all the modes and tenses.\\nIf pupils must conjugate verbs, they should know how little it means.\\nInflection includes\\nThe Declension of nouns and pronouns.\\nThe Comparison of adjectives and adverbs.\\nThe Conjugation of verbs.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0041.jp2"}, "42": {"fulltext": "36\\nESSENTIALS OF ENGLISH.\\nWords are inflected to show:\\n1. Number,\u00e2\u0080\u0094the form of a word which ex\u00c2\u00ac\\npresses one or more than one.\\n2. Person, the form of a pronoun which de\u00c2\u00ac\\nnotes the person speaking, the person spoken to, or\\nthe person or thing spoken of.\\n3. Gender,\u00e2\u0080\u0094the form of a noun or a pronoun\\nwhich denotes sex.\\n4. Case,\u00e2\u0080\u0094the form of a noun or a pronoun\\nwhich shows its relation to other words.\\n5. Comparison, the form of an adjective or\\nan adverb which shows a greater or less degree of\\nquality or intensity.\\n6. Mode,\u00e2\u0080\u0094the manner in which a verb expresses\\nbeing, action, or state.\\n7. Tense, the form of a verb which denotes\\nthe time, or the degree of completeness, of being,\\naction, or state.\\n8. Voice,\u00e2\u0080\u0094the form of a transitive verb which\\nshows whether the subject acts or is acted upon.\\nINFLECTION OF NOUNS.\\nNouns are inflected to show Number, Gender\\nand Case", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0042.jp2"}, "43": {"fulltext": "WORDS INFLECTION.\\n37\\nNUMBER.\\nDistinction in number is made:\\nI. By terminations.\\n1. The plural of most nouns is formed by adding\\ns or es to the singular; as,\\ngirl, box, valley, hero,\\ngirls, boxes valleys heroes\\npiano, church, glass, cuff,\\npianos churches glasses cuffs.\\n2. The plural of nouns ending in y preceded by a con\u00c2\u00ac\\nsonant is formed by changing y to i and adding es; as,\\nlady, lily, fairy,\\nladies lilies fairies.\\n3. The plural of most nouns ending in or fe is\\nformed by changing/to v and adding es; as,\\nleaf, wife, sheaf,\\nleaves wives sheaves\\n4. The plural of letters, figures, signs and words,\\nused simply as words, is formed by adding apostrophe\\nO and s; as,\\nVs. 3 s. -f 9 s. Oh s.\\n5. The plural of most compound nouns is formed by\\nadding the plural termination to the part described; as,\\nson-in-law, aide-de-camp,", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0043.jp2"}, "44": {"fulltext": "38\\nESSENTIALS OF ENGLISH.\\nsons-in-law,\\nwagon-load,\\nwagon-loads,\\naides- de-camp,\\nmerchant-tailor,\\nmerchant-taz Zors.\\n6. Nouns from foreign languages frequently retain\\ntheir original plurals; as,\\naxis,\\nfocus,\\ndatum,\\naxes\\nfoci,\\ndata,\\ncrisis,\\nbeau,\\nvirtuoso,\\ncrises\\nbeaux\\nvirtuosi\\nII. By different words; as,\\nman,\\nchild,\\nmouse,\\nmen,\\nchildren\\nmice.\\ntooth,\\nfoot,\\nwoman,\\nteeth,\\nfeet,\\nwomen.\\nGENDER.\\nDistinction\\nin sex is made:\\nBy different words; as,\\nbrother\\nhusband, duck,\\nking,\\nsister\\nwife, drake,\\nqueen.\\nBy terminations; as,\\nabbot.\\nhero. actor.\\nexecutor.\\nabbess,\\nheroine, actress,\\nexecut?^x.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0044.jp2"}, "45": {"fulltext": "WORDS INFLECTION.\\n39\\n3. By joining words one of which denotes the\\nsex; as,\\ngrand-/a^Aer,\\ngrand -mother,\\nschool-master,\\nschool-m\u00c2\u00absteess\\nmaw-servant,\\nmafcZ-servant,\\nland-tert?,\\nIand-?ac7y,\\nCASE.\\nNouns change form to show relation only in the\\npossessive case.\\nThe possessive case of nouns is formed:\\n1. By adding apostrophe and s (\u00e2\u0080\u0099s) to singular\\nnouns and to plural nouns not ending in s as,\\nGeorge s book, men s gloves, lady s bonnet,\\nchildren s hour, girl s dress, woman s work.\\n2. By adding only the apostrophe to plural\\nnouns ending in s; as,\\nladies bonnets, teachers meeting,\\ngirls dresses, hoys school.\\nThe possessive of compound nouns, and of groups\\nof words used as such, is formed by adding the sign\\nof the possessive to the last part of the word; as,\\nSon-in-tewr\u00e2\u0080\u0099s house.\\nMan-of-zrar\u00e2\u0080\u0099s rigging.\\nJones and Brothers shop.\\nBishop of Durham s residence.\\nThe Queen of England s palace.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0045.jp2"}, "46": {"fulltext": "40\\nESSENTIALS OF ENGLISH,\\nINFLECTION OF PRONOUNS.\\nThe simple personal pronouns are inflected to\\nshow Person Gender Number and Case.\\nDECLENSION.\\nFIRST PERSON.\\nNominative.\\nSingular. Plural.\\nI. We.\\nPossessive.\\nMy or mine. Our or ours.\\nObjective.\\nMe. Us.\\nNominative.\\nSECOND PERSON.\\nSingular. Plural.\\nYou. You.\\nPossessive.\\nYour or Yours. Your or Yours.\\nObjective.\\nYou. You.\\nNominative.\\nTHIRD PERSON Singular.\\nMasculine. Feminine.\\nHe. She.\\nPossessive.\\nHi 8 Her or hers. Its.\\nObjective.\\nHim Her. It.\\nTHIRD PERSON Plural, Both Genders.\\nNominative.\\nPossessive.\\nObjective.\\nThey.\\nTheir or theirs.\\nThem.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0046.jp2"}, "47": {"fulltext": "WORDS INFLECTION.\\n41\\nThe compound personal pronouns are inflected\\nto show number only; as,\\nSingular.\\nMyself.\\nThyself.\\nYourself. J\\nHerself. 1\\nHimself.\\nItself. J\\nPlural.\\nOurselves.\\nYourselves.\\nThemselves.\\nOf the simple relative pronouns, who only is\\ninflected and that only to denote case; as,\\nSingular and Plural.\\nNominative. Who.\\nPossessive. Whose.\\nObjective. Whom.\\nWhoever and whosoever are declined like who.\\nWhose is sometimes used as the possessive of which.\\nThe adjective pronouns this and that are inflected\\nto denote number, as,\\nSingular. Plural.\\nThis. These.\\nThat. Those.\\nOne, other and another have the same form for\\nthe possessive as nouns; as,\\nOne s discretion.\\nAnother s interests.\\nOthers faults.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0047.jp2"}, "48": {"fulltext": "42\\nESSENTIALS OF ENGLISH.\\nINFLECTION OF ADJECTIVES.\\nSome adjectives are inflected to *show Compari-\\nson;* as,\\nsweet,\\nsweeter,\\nsweetest.\\nmany,\\nmore,\\nmost.\\nbad,\\nworse,\\nworst.\\nThe degrees of comparison are:\\nThe Positive, expressing the mere existence of\\nthe quality; as,\\nMary is kind.\\nJohn is a good boy.\\nSouth Carolina is a small state.\\nThe Comparative, expressing the quality in a\\ngreater or less degree in one object than in another;\\nas,\\nMary is kind, but Jane is kinder.\\nGeorge is a better boy than John.\\nDelaware is smaller than South Carolina.\\nThe Superlative, expressing the quality in the\\ngreatest or least degree; as,\\nWilliam is the best boy in school.\\nRhode Island is-the smallest state in the Union.\\nMary is kind, Jane is kinder, but Emma is the\\nkindest girl I know.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0048.jp2"}, "49": {"fulltext": "WORDS INFLECTION.\\n43\\nAdjectives are compared regularly by adding r or\\ner to the positive to form the comparative; st or est\\nto the positive to form the superlative; as,\\nwise,\\nwiser,\\nwisest,\\nswift,\\nswifter,\\nswifted.\\nfew adjectives\\nare compared\\nirregularly\\nmuch or many.\\nmore.\\nmost,\\nlittle,\\nless,\\nleast,\\ngood.\\nbetter.\\nbest.\\nAdjectives of more than one syllable are not usually\\ninflected, but are compared by placing before them\\nthe adverbs more or less for the comparative, most or\\nleast for the superlative; as,\\nhonorable, more honorable, most honorable,\\nhonest, less honest, least honest.\\nA few adverbs are compared in the same manner\\nas adjectives; as,\\nlate later, latest,\\nwell 9 better best,\\nf badly, worse, worst.\\nill,\\nINFLECTION OF VERBS.\\nVerbs are inflected to show Numbef, Person\\nMode, Tense and Voice.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0049.jp2"}, "50": {"fulltext": "44\\nESSENTIALS OF ENGLISH.\\nNUMBER AND PERSON.\\nVerbs are inflected, to a limited extent, to agree\\nwith their subjects in person and number; as,\\nI love. Thou lovest.\\nHe is here. We are here.\\nThe child studies. The children study.\\nThe man has worked. The men have worked.\\nMODE.\\nThere are four modes,\u00e2\u0080\u0094the Indicative, the Poten\u00c2\u00ac\\ntial the Subjunctive and the Imperative.\\nThe Indicative Mode expresses being, action,\\nor state as a fact; as,\\nI shall go. He has gone early.\\nThe sun shines. They will he here.\\nHe came yesterday. I have finished the work.\\nIf he was here, he has gone.\\nThe Potential Mode expresses being, action, or\\nstate as possible, necessary, obligatory, or contin\u00c2\u00ac\\ngent; as,\\nHe may go. They might have come.\\nI can do it. The boy should study.\\nYou must try. I would do it, if I could.\\nThe auxiliaries may can must might could\\nshould and would are the signs of the potential mode.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0050.jp2"}, "51": {"fulltext": "WORDS INFLECTION.\\n45\\nThe Imperative Mode expresses being, action,\\nor state as willed or desired; as,\\nHear me for my cause.\\nGive us this day our daily bread.\\nThe Subjunctive Mode is used in subordinate\\nclauses to express a future contingency, a supposi\u00c2\u00ac\\ntion contrary to fact, or a wish; as,\\nIf I were you, I should go.\\nI wish my mother were here.\\nHe cannot be pardoned unless he repent.\\nIf God send thee a cross, take it up willingly.\\nNote.\u00e2\u0080\u0094T he subjunctive mode has a comparatively limited use,\\nthe indicative or the potential mode being generally used to ex\u00c2\u00ac\\npress conditionality.\\nTENSE.\\nThere are six tenses,\u00e2\u0080\u0094 The Present The Past\\nThe Future; The Present-Perfect The Past-Perfect\\nThe Future-Perfect.\\nThe Present Tense of a verb expresses being,\\naction, or state in present time; as,\\nI am. You study. He sleeps.\\nThe Past Tense of a verb expresses being, ac\u00c2\u00ac\\ntion, or state in past time; as,\\nI was. You studied. He slept.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0051.jp2"}, "52": {"fulltext": "46\\nESSENTIALS OF ENGLISH.\\nThe Future Tense of a verb expresses being,\\naction, or state in future time; as,\\nI shall or vrill he.\\nYou shall or will study.\\nHe shall or will sleep.\\nThe Present-perfect Tense of a verb expresses\\nbeing, action, or state as completed at the present\\ntime; as,\\nI have been. You have studied. He has slept\\nThe Past-perfect Tense of a verb expresses be\u00c2\u00ac\\ning, action, or state as completed at or befofe some\\npast time; as,\\nI had been there before you.\\nYou had studied before you came into the class.\\nHe had slept some time before he was awakened.\\nThe Future-perfect Tense of a verb expresses\\nbeing, action, or state that will have been completed\\nat or before some future time; as,\\nI shall have been there.\\nYou will have studied much before you finish school.\\nHe will have slept six hours when the clock strikes.\\nThe Indicative Mode has six tenses,\u00e2\u0080\u0094 t\\\\iQ present,\\nthe present-perfect; the past the past-perfect; the\\nfuture the future-perfect.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0052.jp2"}, "53": {"fulltext": "WORDS INFLECTION.\\n47\\nThe Potential Mode has four tenses,\u00e2\u0080\u0094the present,\\nthe present-perfect the past and the past-perfect.\\nThe Subjunctive Mode has separate forms in but\\ntwo tenses,\u00e2\u0080\u0094the present and the past.\\nThe Imperative Mode has one tense,\u00e2\u0080\u0094th o.present.\\nUSES OF THE AUXILIARIES.\\nShall in the first person, expresses simple futurity\\nin the second and third persons, compidsion. Will,\\nin the first person, expresses purpose; in the second\\nand third persons, simple futurity; as,\\nI shall go (mere futurity).\\nYou shall go (compulsion).\\nHe shall go (compulsion).\\nI will go (purpose).\\nYou will go (simple futurity).\\nHe will go (simple futurity).\\nMay expresses permission or possibility; as,\\nMother says I may go.\\nThe sun may shine to-morrow.\\nThe Governor may pardon the convict.\\nCan expresses ability; as,\\nHe can read.\\nI think I can do the work.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0053.jp2"}, "54": {"fulltext": "48\\nESSENTIALS OF ENGLISH.\\nMust expresses necessity; as,\\nHe must go. It must be so.\\nMight and could the past tenses of may and can\\nfollow the rules for may and can. Might expresses\\npossibility and could expresses ability; as,\\nHe might come (possibility).\\nHe could come (ability).\\nShould and would the past tenses of shall and\\nwill follow in general the rules governing the uses of\\nshall and will; as,\\nI thought I should go.\\nI determined I would go.\\nI feared he would fail.\\nThey promised they would help us.\\nMight could would and slioidd are also used in\\nconditional sentences; as,\\n1. He might ride if he would.\\n2. He coidd ride if he would.\\n3. He ivould sing if he could.\\n4. If you would help me, I should be obliged.\\n5. If they should send for us, we would not go.\\nNote.\u00e2\u0080\u0094A careful study of the auxiliary verbs is necessary to\\na clear expression of the meaning intended. Much of the time spent\\nin conjugating verbs would yield better results if spent in a reflec\u00c2\u00ac\\ntive use of the auxiliary verbs. Beyond an acquaintance with the\\nprincipal parts of the irregular verbs conjugation in English\\ncounts for little or nothing.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0054.jp2"}, "55": {"fulltext": "WORDS INFLECTION.\\n49\\nVOICE.\\nTransitive verbs have two forms to express voice,\\n\u00e2\u0080\u0094the active and the passive.\\nVerbs are in the Active Voice when they repre\u00c2\u00ac\\nsent the subject as acting; as,\\nHe loves.\\nJohn struck James.\\nThe children are studying their lessons.\\nVerbs are in the Passive Voice when they repre\u00c2\u00ac\\nsent the subject as being acted upon; as,\\nHe is loved.\\nJames was struck by John.\\nThe lessons are being studied by the children.\\nThe Progressive Form of a verb is made by\\ninserting one of the forms of be before the present\\nparticiple; as,\\nI am writing. You were studying.\\nHe will be sleeping. They have been calling.\\nShe had been reading. We shall have been looking\\nThe Emphatic Form of a verb is made by insert\u00c2\u00ac\\ning do in the present tense and did in the past tense\\nbefore the unchanged form of the verb; as,\\nI do write. I did write. You do study.\\nYou did study. He does sleep. H q did sleep.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0055.jp2"}, "56": {"fulltext": "EXERCISE.\\n1. Write your own definition of inflection.\\n2. Write sentences illustrating the different ways in which\\nthe plural of nouns is formed.\\n3. Write sentences illustrating the different ways in which\\nthe gender of nouns is formed.\\n4. Write three sentences containing nouns in the posses\u00c2\u00ac\\nsive case, singular; three, containing nouns in the possessive\\ncase, plural.\\n5. Write three sentences containing plural nouns that end\\nin s, in the possessive case; three, containing compound nouns\\nin the possessive case.\\n6. Write three sentences containing personal pronouns\\nin the nominative case; three, containing personal pro\u00c2\u00ac\\nnouns in the objective case; three, containing personal\\npronouns in the possessive case.\\n7. Write three sentences, using the relative who in the\\nnominative, the possessive, and the objective case.\\n8. Write three sentences, using the three forms of an\\nadjective compared regularly; three, using the three forms\\nof an adjective compared irregularly.\\n9. Write three sentences, using the three forms of an\\nadjective compared by the use of more and most; three,\\nusing the three forms of an adverb.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0056.jp2"}, "57": {"fulltext": "EXERCISE.\\n51\\n10. Write three sentences containing verbs in the indica\u00c2\u00ac\\ntive mode, present tense; change the sentences to the\\ninterrogative form.\\n11. Write three sentences containing verbs in the indica\u00c2\u00ac\\ntive present; change to the progressive form; to the\\nemphatic form.\\n12. Write three sentences, using verbs in the indicative\\npast; change to the progressive form; to the emphatic form.\\n13. Write three sentences containing transitive verbs in\\nthe jDresent-perfect indicative; change to the progressive\\nform.\\n14. Write three sentences containing verbs in the future-\\nperfect indicative; change to the interrogative, negative\\nform.\\n15. Write three sentences containing verbs in the present\\nindicative; change to the present potential.\\n16. Write three sentences containing verbs in the present-\\nperfect indicative; change to the present-perfect potential.\\n17. Write three sentences, using verbs in the present\\npotential, each having a different auxiliary to express the\\nmode; change to the past potential.\\n18. Write three sentences containing verbs in the past-\\nperfect indicative; change to the past-perfect potential.\\n19. Write four sentences, using verbs in the four tenses of\\nthe potential mode; change to the negative, interrogative\\nform.\\n20. Write three sentences illustrating the use of the sub\u00c2\u00ac\\njunctive mode.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0057.jp2"}, "58": {"fulltext": "52\\nESSENTIALS OF ENGLISH.\\n21. Write three sentences in which the indicative mode\\nis used to express conditionality; three,in which the poten\u00c2\u00ac\\ntial mode is used to express conditionality.\\n22. Write three sentences illustrating the correct use of\\nshall in the first person; in the second; in the third.\\n23. Write three sentences illustrating the correct use of\\nwill in the first person; in the second; in the third.\\n24. Write three sentences illustrating the correct use of\\nmay can, must.\\n25. Write three sentences illustrating the correct use of\\nmight could would.\\n26. Illustrate the use of might could would and should in\\nconditional sentences.\\n27. Write three sentences, using verbs in the imperative\\nmode; change to the emphatic, negative form.\\n28. Write three sentences containing verbs in the imper\u00c2\u00ac\\native mode; change sentences to the interrogative form.\\n29. Write three sentences containing verbs in the indica\u00c2\u00ac\\ntive, present-active; change to passive form.\\n30. Write three sentences containing verbs in the indica\u00c2\u00ac\\ntive, present-perfect, active; change to the passive form.\\n3 1. Write three sentences containing verbs in the indica\u00c2\u00ac\\ntive, past-passive; change to the active form.\\n32. Write three sentences containing verbs in the indica\u00c2\u00ac\\ntive, past-perfect active; change to the passive form.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0058.jp2"}, "59": {"fulltext": "", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0059.jp2"}, "60": {"fulltext": "MICHEL ANGELO.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0060.jp2"}, "61": {"fulltext": "MICHEL ANGELO. 66\\nMichel Angelo.\\nMichel Angelo, that master-minded man, poet, painter,\\nsculptor and architect, was born in the beautiful city of\\nFlorence, Italy, in 1475\u00e2\u0080\u0094over five hundred years ago.\\nToday he is held in memory by thousands of people:\\nhis pictures and sculpture have made his name immortal.\\nIn school the little Michel was thought a lazy boy,\\nfor he spent most of his time in drawing and in visiting\\nthe studios of the different artists of the city. Finally\\nhe became the pupil of a great painter, Ghirlando. His\\nmaster had undertaken to paint the choir of the church,\\nSanta Maria Novella. One day, when the painters were\\naway, Angelo, then between fifteen and sixteen years of\\nage, drew the scaffolding with all who worked upon it\\nso perfectly, that Ghirlando exclaimed when he saw it,\\n\u00e2\u0080\u009cThis youth understands more than I do myself.\u00e2\u0080\u009d\\nHis head of the great statue, David is known the\\nworld over. The original statue is in Florence, Italy,\\nand reproductions of it are to be seen in all the galleries\\nof the world. _\\nWEARINESS.\\nYou look to the sky at evening, and out of the depths of blue\\nA little star, you call it, is glimmering faintly through.\\nLittle! He sees, who looks from His throne in the highest place,\\nA great world circling grandly the limitless realms of space.\\nSo with your life\u00e2\u0080\u0099s deep purpose, set in His mighty plan,\\nOut of the dark you see it, looking with human scan.\\nLittle and weak you call it. He from His throne may see\\nIssues that move on grandly into eternity.\\nSow the good seed, and already the harvest may be won,\\nThe deed is great in the doing that God calls good when done.\\n\u00e2\u0080\u0099Tis as great, perhaps, to be noble as noble things to do;\\nAnd the world of men is better if one man grows more true.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0061.jp2"}, "62": {"fulltext": "66\\nESSENTIALS OF ENGLISH.\\nThe Frenchman in England.\\nA Frenchman was once traveling in England. Here,\\namong other strangers, he met an English soldier who\\nhad on his breast a medal in memory of the battle of\\nWaterloo. The Frenchman, a little vexed, sneered at\\nthe English government for bestowing such a trifle\\nwhich was not worth three francs. The Englishman,\\nproud of the honor of the medal and ready with a retort,\\nmade this apt reply: \u00e2\u0080\u009cIt may be as you say in regard to\\nthe value; I am not certain. But what I do know for\\ncertain is, that it cost the French government a Napo\u00c2\u00ac\\nleon.\u00e2\u0080\u009d The words of the Englishman have, as may\\neasily be seen, a double meaning; but, very likely, the\\nFrenchman took that which concerned him. At least,\\nwe hear of no reply from him.\\nExplain the double meaning. Can you relate an occurrence\\nand use a word in a similar double sense? If not, can you quote\\na similar use?\\nPulling the Wrong Tooth.\\nA man named Snow was going along the street hold\u00c2\u00ac\\ning his handkerchief to his cheek. He met an acquain\u00c2\u00ac\\ntance who asked him what was the matter with his face.\\n\u00e2\u0080\u009cI have a terrible toothache and my face is swollen,\u00e2\u0080\u009d\\nreplied Mr. Snow. \u00e2\u0080\u009cWhy, that is nothing,\u00e2\u0080\u009d said the\\nother, \u00e2\u0080\u009cgo to dentist and have it drawn.\u00e2\u0080\u009d \u00e2\u0080\u009cWell, I\\nhave just been to a dentist to have my tooth drawn, but\\nhe made a mistake.\u00e2\u0080\u009d \u00e2\u0080\u009cHow a mistake?\u00e2\u0080\u009d asked the\\nfriend. \u00e2\u0080\u009cHe drew the wrong tooth, and I was angry\\nenough, I can assure you.\u00e2\u0080\u009d \u00e2\u0080\u009cAnd what did he say\\nthen?\u00e2\u0080\u009d \u00e2\u0080\u009cWell, that is all settled; he did not charge\\nanything for it,\u00e2\u0080\u009d was the answer. \u00e2\u0080\u009cI knew it would end\\nthat way. You are always in luck.\u00e2\u0080\u009d\\nWhich of you regards Mr. Snow as in luck?", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0062.jp2"}, "63": {"fulltext": "CHAPTER IV.\\nVERBALS PARTICIPLES\u00e2\u0080\u0094INFINITIVES.\\nVerbals are the forms of a verb which express\\naction or state without asserting it; as,\\n1. I like to read good books.\\n2. I saw the boy going to town.\\n3. Giving is better than receiving.\\n4. To hesitate in a crisis is to fail.\\n5. The gentleman speaking is an educator.\\nThere are two forms of verbals, Participles and\\nInfinitives.\\nPARTICIPLES.\\nA Participle is the form of a verb having the\\nproperties of two parts of speech a verb and an\\nadjective, or a verb and a noun.\\nParticiples are of two kinds:\\n1. Present or imperfect, ending in ing; as,\\nloving,\\ngiving\\nseeing,\\nwalking,\\nthinking,\\nsleeping.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0063.jp2"}, "64": {"fulltext": "58\\nESSENTIALS OF ENGLISH.\\n2. Past or perfect, ending usually in d, n, or t;\\nas,\\nloved, walked,\\ngiven, thought,\\nseen, s/epZ.\\nCompound participles are formed by combining\\nthe simple participles with the auxiliaries being, Aav-\\nsnp or having been; as,\\nhaving loved, having been loving\\nbeing loved, having been loved,\\nhaving done, having been doing.\\nParticiples, because of their verb nature, may\\nhave:\\nI. Adverbial modifiers as,\\n1. Working rapidly, he soon finished.\\n2. Words, once uttered, cannot be recalled.\\n3. Reading without reflection profits us little.\\n4. I saw the general, seated upon his horse.\\n5. He remained standing where we left him.\\nII. Objects as,\\n1. Saving time is lengthening life.\\n2. Fighting custom with rules avails little.\\n3. Expecting to see you, I did not write.\\n4. The man denies having taken the money.\\n5. Having answered what he was asked he left.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0064.jp2"}, "65": {"fulltext": "VERBALS PARTICIPLES.\\n59\\nIII. Complements; as,\\n1. Being weary, I retired early.\\n2. Having been ill, he is unable to go.\\n3. He, being a stranger was not admitted.\\n4. Having become president, he did his duty.\\n5. Human nature being what it is, we must ex\u00c2\u00ac\\npect errors.\\nNote.\u00e2\u0080\u0094P articiples taken together with their objects, comple\u00c2\u00ac\\nments, and modifiers, are called participial phrases.\\nParticiples, in their use as nouns, may be modi\u00c2\u00ac\\nfied by possessives; as,\\n1. His going away was unexpected.\\n2. Pardon my leaving you so abruptly.\\n3. I was not aware of John s being there.\\n4. By their singing, birds delight us.\\n5. His being defeated did not discourage him.\\nA participle, ora participial phrase, maybe used:\\nI. As the subject of a verb; as,\\n1. Walking is good exercise.\\n2. Talking overmuch is a sign of vanity.\\n3. Being criticised is unpleasant.\\n4. My toeing away should make no difference.\\n5. His having been absent is greatly regretted.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0065.jp2"}, "66": {"fulltext": "60\\nESSENTIALS OF ENGLISH.\\nII. As the object of a verb; as,\\n1. Children enjoy playing.\\n2. Avoid reading in the twilight.\\n3. He remembers having been there.\\n4. He did not anticipate being defeated.\\n5. I cannot excuse your being tardy so often.\\n6. The boy regrets having disobeyed his mother.\\nIII. As the complement of a copulative verb; as,\\n1. Seeing is believing.\\n2. These facts are surprising.\\n3. Doing right is doing good\\n4. His occupation was teaching.\\n5. The only difficulty is getting started.\\n6. Giving to the poor is lending to the Lord.\\nIV. As the object of a preposition; as,\\n1. She spends much time in reading.\\n2. The mind gains strength by being used.\\n3. After having traveled a year he returned.\\n4. The danger lies in trifling with temptation.\\n5. Tired of playing the child lay down to rest.\\n6. The hope of society is in man s being educated.\\n7. From having been private he rose to be general.\\n8. Weary with watching so long she wishes to rest.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0066.jp2"}, "67": {"fulltext": "VERBALS PARTICIPLES.\\n61\\nV. As an adjective modifier; as,\\n1. Error, wounded writhes with pain.\\n2. Being very sleepy I retired early.\\n3. Truth, crushed to earth shall rise again.\\n4. The army, having been defeated vanished.\\n5. The man rowing the boat is a good oarsman.\\nVI. With a noun of pronoun in the absolute\\nconstruction; as,\\n1. The weather permitting we shall go.\\n2. The signal being given the class arose.\\n3. She having given her consent we started.\\n4. A deep snow having fallen we were delayed.\\n5. The enemy having been defeated peace reigned.\\nVII. As an adjunct of the predicate, yet\\nlogically qualifying the subject; as,\\n1. They stood amazed\\n2. He was found drying.\\n3. He went away sorrowing.\\n4. The place lay deserted for years.\\n5. The tree stands firmly rooted in the soil.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0067.jp2"}, "68": {"fulltext": "62\\nESSENTIALS OF ENGLISH.\\nVIII. As a mere adjective or a mere noun; as,\\n1. We visited a ruined castle.\\n2. The singing of birds delights us.\\n3. Running water does not stagnate.\\n4. The roaring of the billows could be heard.\\n5. The burning of the ship caused the loss.\\nINFINITIVES.\\nAn Infinitive is the form of a verb having the\\nproperties of a verb and of a noun.\\nThe simple infinitive is the root of the verb, be-\\nfore which to is generally used;\\ncompound.\\nother infinitives are\\nInfinitives are:\\n1. Present; as,\\nto live\\nto see\\nto be\\nto hope\\nto run\\nto think\\nto jump\\nto climb\\n2. Present-perfect; as,\\nto have lived\\nto 7*ave seen,\\nto have been\\nto have hoped\\nto have run\\nAave thought\\nto have jumped,\\nAave climbed", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0068.jp2"}, "69": {"fulltext": "VERBALS-INFINITIVES.\\n63\\nInfinitives, like finite verbs, may have:\\nI. Adverbial modifiers; as,\\n1. To act honorably is a duty.\\n2. He tries to decide impartially.\\n3. To look at thee unlocks a warmer clime.\\n4. We hope to go when the weather moderates.\\nII. Objects; as,\\n1. To help others is his creed.\\n2. We are commanded to love our enemies.\\n3. The man seems to believe what he says.\\nIII. Complements; as,\\n1. She tries to be agreeable.\\n2. The boy seems to be studious.\\n3. To be cheerful is a virtue.\\n4. He desires to become president.\\nNote.\u00e2\u0080\u0094 Infinitives, with or without their objects, com\u00c2\u00ac\\nplements and modifiers, are called infinitive phrases.\\nAn infinitive or an infinitive phrase may be used:\\nI. As the subject of a verb; as,\\n1. To err is human.\\n2. To be contents his natural desire.\\n3. To be virtuous is to be happy.\\n4. To have been defeated would have disgraced him.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0069.jp2"}, "70": {"fulltext": "64\\nESSENTIALS OF ENGLISH.\\nII. As the object of a verb; as,\\n1. We wish to improve.\\n2. Learn to labor and to wait.\\n3. The invalid hopes to be cured.\\n4. By practice, yon will learn to write with ease.\\nIII. As the complement of a copulative verb; as,\\n1. To see is to believe.\\n2. His desire was to be remembered.\\n3. Caesar seems to have been ambitious.\\n4. The man appears to have lost something.\\nIV. As the object of a participle; as,\\n1. Fearing to start, we waited.\\n2. Asking to be excused, they left.\\n3. We sometimes fail by trying to do too much.\\nV. As an adjective; as,\\n1. A desire to learn is commendable.\\n2. Leaves have their time to fall.\\n3. His right to hold that opinion is not disputed.\\nVI. As an adverb; as,\\n1. He studies to learn.\\n2. We went to see her.\\n3. That is not easy to do well.\\n4. He is too wise to have been deceived.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0070.jp2"}, "71": {"fulltext": "VERBALS\u00e2\u0080\u0094INFINITIVES.\\n65\\nVII. As an appositive, or as the real subject\\nwith it as the anticipative subject; as,\\n1. It is natural to love life.\\n2. He has yet one comfort, to hope.\\n3. It is not pleasant to he criticised.\\n4. Delightful task! to rear the tender thought.\\nVIII. With an assumed subject as the object of\\na verb; as,\\n1. We knew it to be him.\\n2. We expected him to come.\\n3. They invited us to remain.\\n4. I know him to he an honest man.\\nThe infinitive is also used, with an assumed sub\u00c2\u00ac\\nject, after the preposition for; as,\\n1. For me to do so would be wrong.\\n2. His order was for you to come quickly.\\n3. It is difficult for me to understand him.\\n4. There is not time enough for you to go.\\n5. God never made his works for man to mend.\\nAfter the verbs hid, dare, let, hear, feel, make,\\nneed, see, and some others, the to is usually omitted\\nbefore the infinitive; as,\\n1. I dare not go. 2. Bid him come.\\n3. We saw them start. 4. You need not stay.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0071.jp2"}, "72": {"fulltext": "66\\nESSENTIALS OF ENGLISH.\\nThe following summary of facts, gleaned from the\\nm\\nillustrative sentences of this chapter, should be help\u00c2\u00ac\\nful to the pupil:\\nFirst. That participles are, in their nature, verbal ad\u00c2\u00ac\\njectives, for they modify nouns and pronouns; but they\\nmay be used as nouns and as adverbs.\\nSecond. That a participle or a participial phrase used as\\nthe subject of a verb, as the object or substantive complement\\nof a verb, or as the object of a preposition does the work of\\nan abstract noun.\\nThird. That the attributive complement of a participle\\nmodifies the word which the phrase, as a whole, limits.\\nFourth. That the noun complement of a participle\\nis an appositive describing the noun or pronoun which the\\nphrase, as a whole, modifies.\\nFifth. That transitive participles take the same objects\\nand modifiers as transitive verbs.\\nSixth. That infinitives are, in their nature, verbal\\nnouns, for they are names of actions or states; but they may\\nbe used as adjectives and as adverbs.\\nSeventh. That an infinitive used as the subject of a verb,\\nas the object or substantive complement of a verb, or as the\\nobject of a participle or preposition does the work of an\\nabstract noun.\\nEighth. That the attributive complement of an infini\u00c2\u00ac\\ntive describes the subject of the infinitive.\\nNinth. That the noun complement of an infinitive de\u00c2\u00ac\\nscribes the subject of the infinitive, hence is an appositive.\\nTenth. That transitive infinitives take the same objects\\nand modifiers as transitive verbs.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0072.jp2"}, "73": {"fulltext": "EXERCISE.\\n1. Write your own definition of a participle.\\n2. Explain, in writing, the difference between verbs and\\nverbals.\\n3. Write three sentences containing present participles;\\nthree, containing past participles.\\n4. Write three sentences containing participles with\\nadverbial modifiers; with objects; with complements.\\n5. Write three sentences containing participles modi\u00c2\u00ac\\nfied by possessives.\\n6. Write three sentences, using participles as subjects\\nof verbs; as objects of verbs.\\n7. Write three sentences, using participles as comple\u00c2\u00ac\\nments of copulative verbs.\\n8. Write three sentences, using participles as objects of\\nprepositions.\\n4k\\n9. Write three sentences, using participles as adjectives.\\n10. Write three sentences, using participles in the abso\u00c2\u00ac\\nlute construction.\\n11. Write three sentences containing participles which\\nare adjuncts of the predicate, yet logically qualify the\\nsubject.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0073.jp2"}, "74": {"fulltext": "68\\nESSENTIALS OF ENGLISH.\\n12. Write three sentences,using participles as mere nouns;\\nthree, using participles as mere adjectives.\\n13. Write your own definition of an infinitive.\\n14. Write three sentences containing infinitives with adver\u00c2\u00ac\\nbial modifiers; three,containing infinitives with objects.\\n15. Write three sentences containing infinitives with com\u00c2\u00ac\\nplements.\\n16. Write three sentences, using infinitives as subjects of\\nverbs; three, using infinitives as objects cf verbs.\\n17. Write three sentences, using infinitives as comple\u00c2\u00ac\\nments of copulative verbs.\\n18. Write three sentences, using infinitives as objects\\nof participles.\\n19. Write three sentences, using infinitives as adjectives;\\nthree, using infinitives as adverbs.\\n20. Write three sentences, using infinitives in apposition\\nwith nouns.\\n21. Write three sentences, using infinitives in apposition\\nwith the introductory it.\\n22. Write three sentences, using infinitives with assumed\\nsubjects as objects cf verbs.\\n23. Write three sentences, using infinitives with assumed\\nsubjects after for.\\n24. Write three sentences, using infinitives without to.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0074.jp2"}, "75": {"fulltext": "CHAPTER V.\\nPHRASES \u00e2\u0080\u0094CLAUSES.\\nPHRASES.\\nA Phrase is a group of words, not containing\\nsubject and predicate, and doing the work of a noun,\\nan adjective, or an adverb; as,\\n1. She received a letter from home.\\n2. The flowers of spring have returned.\\n3. He has a library filled with rare books.\\n4. To do anything well requires persistent effort.\\n5. Desiring great wealth leads to much dishonesty.\\nAccording to their use, phrases are distinguished\\nas Substantive, Adjective, and Adverbial.\\nA Substantive Phrase does the work of a noun; as,\\n1. For you to speak so is unkind.\\n2. My purpose is to finish the work.\\n3. The greatest victory is conquering self.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0075.jp2"}, "76": {"fulltext": "70\\nESSENTIALS OF ENGLISH.\\n4. Gaining victory from defeat tries us.\\n5. To love the good is a Christian trait.\\n6. To overcome a difficulty strengthens us.\\n7. The man denies having taken the money.\\n8. His leaving so soon was a surprise to all.\\n9. You will succeed by making sufficient effort.\\n10. He wisely desires to spend his time profitably.\\n11. Writing a good letter secured him the position.\\nAn Adjective Phrase does the work of an adjec\u00c2\u00ac\\ntive; as,\\n1. A desire to help others is noble.\\n2. Denying himself he became rich.\\n3. A ship gliding over the waves is beautiful.\\n4. We saw a vessel laden with fruit sail away.\\n5. The laws of nature are the thoughts of God.\\n6. A love for learning is a step toward culture.\\n7. Belief in the immortality of the soul is natural.\\nAn Adverbial Phrase does the work of an ad\u00c2\u00ac\\nverb; as,\\n1. Keep thy heart with all diligence.\\n2. The birds will return in the spring", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0076.jp2"}, "77": {"fulltext": "PHRASES.\\n71\\n3. The children obey him through fear.\\n4. Children study to improve their minds.\\n5. Time is too valuable to he wasted thus.\\n6. The darkness falls from the wing of night.\\n7. I shall be glad to assist you in your work.\\nPhrases are also distinguished as prepositional,\\nparticipial, and infinitive, and as simple, complex,\\nand compound distinctions in regard to form\\nmerely.\\nA Prepositional Phrase consists of a preposition\\nand its object; as,\\nStand by me.\\nHe is about to go homeward\\nMuch depends upon who is going.\\nA Participial Phrase is one introduced by a par\u00c2\u00ac\\nticiple as,\\nThe boys playing ball are happy.\\nForsaken by his friends he was defeated.\\nReturning good for evil ennobles one s character.\\nAn Infinitive Phrase is one introduced by to fol\u00c2\u00ac\\nlowed by a verb; as,\\nTo think is to improve.\\nThe boy went to please his mother.\\nHe never fails to accomplish what he undertakes.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0077.jp2"}, "78": {"fulltext": "72\\nESSENTIALS OF ENGLISH.\\nA Simple Phrase is a single phrase unmodified; as,\\nWe arrived on time.\\nI saw the girl gathering flowers.\\nTo save time is to lengthen life.\\nA Complex Phrase is one modified by another\\nelement; as,\\nHe met with an early death.\\nTalcing his gun on his shoulder, he started.\\nIt is easy to flnd reasons why others should be patient.\\nA Compound Phrase is two or more phrases\\njoined by a conjunction; as,\\nThey went down the valley and up the hill.\\nClimbing up and peeping in he saw the birds.\\nWe should strive to do good and to help other s.\\nThere are many idiomatic phrases; as,\\nby the by,\\nout and out,\\nstep by step,\\nas yet,\\nby far,\\nat last,\\nat all,\\nat first,\\nwalked side by side,\\nfought hand to hand,\\nthrough and tltrough,\\nincrease year by year\\nat present,\\nat random,\\nNote. \u00e2\u0080\u0094The relation of an idiom to the sentence with which\\nit is used is logical, not grammatical hence it cannot be ana\u00c2\u00ac\\nlyzed in the usual way. Usage determines the propriety of many\\nexpressions that cannot be assigned definite grammatical relations.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0078.jp2"}, "79": {"fulltext": "CLAUSES.\\n73\\nCLAUSES.\\nA Clause is a group of words, containing sub\u00c2\u00ac\\nject and predicate, and doing the work of a noun,\\nan adjective, or an adverb; as,\\n1. He who is honest is noble.\\n2. All believe that he will succeed.\\n3. The evidence is that he is guilty.\\n4. That he is honest is not doubted.\\n5. When doctors disagree, who shall decide?\\nClauses are distinguished as Substantive, Ad\u00c2\u00ac\\njective, and Adverbial.\\nA Substantive Clause does the work of a noun; as,\\n1. Tell us how you did it.\\n2. Life is what we make it.\\n3. We will do whatever you think best.\\n4. Persevere in whatever you undertake.\\n5. Galileo taught that the earth is round.\\nG. That work is beneficial, needs no proof.\\n7. Fearing that he might be late, he hurried.\\n8. We are not able to decide who is to blame.\\n9. One is often judged by who his friends are.\\n10. The question is to whom should the prize be given.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0079.jp2"}, "80": {"fulltext": "74\\nESSENTIALS OF ENGLISH.\\nAn Adjective Clause does the work of an adjec\u00c2\u00ac\\ntive; as,\\n1. He who does the best he can does well.\\n2. They that touch pitch will be defiled.\\n3. Is this the friend whom you expected?\\n4. I have something which I wish to tell you.\\n5. There is no reason why you should be late.\\n6. Youth is the time when habits are formed.\\n7. She wore a gem of which she was justly proud.\\n8. He dreamed of the places where he had played.\\nAn Adverbial Clause does the work of an ad\u00c2\u00ac\\nverb; as,\\n1. Beware lest you fall.\\n2. He died where he fell.\\n3. Whither thou goest I will go.\\n4. Make hay while the sun shines.\\n5. He went home because he ivas ill.\\n6. If you persevere you will succeed.\\n7. The work is more than he can do.\\n8. When his country called he obeyed.\\n9. The mind will not grow unless it is used.\\n10. Since you do not ivish to go, you need not.\\n11. Thoughts are but dreams till their effect is tried\\n12. Live as if life were earnest and life will be so.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0080.jp2"}, "81": {"fulltext": "EXERCISE.\\n1. Write your own definition of a phrase.\\n2. Write three sentences containing adjective phrases.\\n3. Write three sentences containing adverbial phrases.\\n4. Write three sentences, each containing two preposi\u00c2\u00ac\\ntional phrases one adjective, one adverbial.\\n5. Write sentences using prepositional phrases to modify\\n(1) the subject, (2) the object of a verb, (3) the comple\u00c2\u00ac\\nment of a copulative verb.\\n6. Write three sentences, using participial phrases as\\nsubjects.\\n7. Write three sentences, using participial phrases as\\nobjects of the verbs.\\n8. Write three sentences, using participial phrases as\\ncomplements of copulative verbs.\\n9. Write three sentences containing participial phrases\\nintroduced by possessives.\\n10. Write three sentences, using participial phrases to\\nmodify (1) the subject, (2) the object of the verb, (3) the\\ncomplement of a copulative verb.\\n11. Write three sentences, using infinitive phrases as\\nsubjects.\\n12. Write three sentences, using infinitive phrases as\\nobjects of the verbs.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0081.jp2"}, "82": {"fulltext": "70\\nESSENTIALS OF ENGLISH.\\n13. Write three sentences, using infinitive phrases as\\ncomplements of copulative verbs.\\n14. Write three sentences,using infinitive phrases as ob\u00c2\u00ac\\njects of participles.\\n15. Write three sentences containing infinitive phrases\\nused as adjectives.\\n16. Write three sentences, using infinitive phrases to\\nmodify the verbs.\\n17. Write three sentences, using infinitive phrases to\\nmodify adjectives.\\n18. Write three sentences, using infinitive phrases to\\nmodify adverbs.\\n19. Write three sentences containing phrases modified\\nby other phrases.\\n20. Write a sentence containing a substantive, an adjec\u00c2\u00ac\\ntive, and an adverbial phrase.\\n21. Write your own definition of a clause.\\n22. Explain, in writing, what is meant by a substantive,\\nan adjective, and an adverbial clause.\\n23. Write three sentences, using clauses as subjects.\\n24. Write three sentences, using clauses as objects of the\\nverbs.\\n25. Write three sentences, using clauses as complements\\nof copulative verbs.\\n26. Write three sentences, using clauses as objects of\\nprepositions.\\n27. Write three sentences, using clauses as objects of\\nparticiples.\\n28. Write three sentences, using clauses as objects of\\ninfinitives.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0082.jp2"}, "83": {"fulltext": "EXERCISE.\\n77\\n29. Write three sentences, using clauses to modify the\\nsubjects.\\n30. Write three sentences, using clauses to modify the\\nobjects of the verbs.\\n31. Write three sentences, using clauses to modify the\\ncomplements of copulative verbs.\\n32. Write three sentences each containing an adjective\\nclause.\\n33. Write sentences, using clauses that denote time, place,\\nmanner, cause, condition, result.\\n34. Write three sentences, using clauses to modify adjec\u00c2\u00ac\\ntives; three, using clauses to modify adverbs.\\n35. Write a sentence containing an adjective^and an ad\u00c2\u00ac\\nverbial clause.\\n36. Write three sentences containing clauses introduced\\nby compound relatives.\\n37. Write three sentences containing adjective clauses\\nintroduced by conjunctive adverbs.\\n38. Write three sentences containing clauses in apposition\\nwith it used as subject of the sentence.\\n39. \u00e2\u0080\u009cAy, call it holy ground,\\nThe soil where first they trod\u00e2\u0080\u0094\\nThey have left unstained what there they found,\\nFreedom to worship God.\u00e2\u0080\u009d\\nSelect and show use of phrases and clauses.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0083.jp2"}, "84": {"fulltext": "78\\nESSENTIALS OF ENGLISH.\\nTHE LAST LEAF.\\nBY OLIVER WENDELL IIOLMES.\\nI.\\nI saw him once before\\nAs he passed by the door,\\nAnd again\\nThe pavement stones resound,\\nAs he totters o\u00e2\u0080\u0099er the ground\\nWith his cane.\\nII.\\nThey say that in his prime,\\nEre the pruning knife of Time\\nCut him down,\\nNot a better man was found\\nBy the Crier on his round\\nThrough the town.\\nIII.\\nBut now he walks the streets,\\nAnd he looks at all he meets\\nSad and wan,\\nAnd he shakes his feeble head,\\nThat it seems as if he said,\\n\u00e2\u0080\u009cThey are gone.\u00e2\u0080\u009d\\nIV.\\nThe mossy marbles rest\\nOn the lips that he has prest\\nIn their bloom,\\nAnd the names he loved to hear\\nHave been carved for many a year\\nOn the tomb.\\nV.\\nMy grandmamma has said\u00e2\u0080\u0094\\nPoor old lady, she is dead\\nLong ago\u00e2\u0080\u0094\\nThat he had a Roman nose,\\nAnd his cheek was like a rose\\nIn the snow.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0084.jp2"}, "85": {"fulltext": "", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0085.jp2"}, "86": {"fulltext": "OLIVER W. HOLMES.\\n80", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0086.jp2"}, "87": {"fulltext": "THE LAST LEAF.\\n81\\nVI.\\nBut now his nose is thin,\\nAnd it rests upon his chin\\nLike a staff,\\nAnd a crook is in his back\\nAnd a melancholy crack\\nIn his laugh.\\nVII.\\nI know it is a sin\\nFor me to sit and grin\\nAt him here;\\nBut the old three-cornered hat,\\nAnd the breeches, and all that,\\nAre so queer!\\nVIII.\\nAnd if I should live to be\\nThe last leaf upon the tree\\nIn the spring,\\nLet them smile as I do now,\\nAt the old forsaken bough.\\nWhere I cling.\\nThe Last Leaf.\\n1. Read the poem carefully.\\n2. Commit and recite it.\\n3. Tell the story in prose. Has it a moral?\\n4. Select the substantive, adverbial and adjective\\nclauses. State their uses.\\n5. Note the us\u00c2\u00a3 of a clause as one word\u00e2\u0080\u0094a noun.\\n6. Write a paper describing the life and work of\\nthe author.\\n7. Illustrate each stanza with a drawing of the word-\\npicture.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0087.jp2"}, "88": {"fulltext": "CHAPTER VI.\\nGRAMMATICAL TERMS.\\nA Grammatical Term is any word, or group of\\nrelated words, which performs a distinct office in the\\nstructure of a sentence.\\nBut four grammatical terms can enter into a\\nsentence, namely: Noun-Terms, Adjective-Terms,\\nVerb-Terms, and Adverb-Terms. Each of these terms\\nmay be, in form, a word, a phrase, or a clause.\\nNOUN-TERMS.\\nAny word, or group of related words, which does\\nthe work of a noun is a noun-term.\\nThe word-form of the noun-term is always a\\nnoun, or another part of speech used as a noun.\\nI. A noun; as,\\n1. Iron is a metal.\\n2. Napoleon fought.\\n3. Strive to gain wisdom.\\n4. He went with his family.\\n5. Hope is the balm of life", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0088.jp2"}, "89": {"fulltext": "THE NOUN-TERM.\\n83\\nII. A pronoun; as,\\n1. It is she.\\n2. He went away.\\n3. Have you seen him?\\n4. They hope to see her.\\n5. I was not expecting you.\\n6. We will go without them.\\nIII. An adjective; as,\\n1. Do your best.\\n2. Is there any more?\\n4. We are doing little.\\n3. He agrees with few.\\n5. The good are happy.\\n6. To finish all is impossible.\\nIV. A verb; as,\\n1. His step is slow.\\n2. It is only a short walk.\\n3. Taking a ride helped her.\\n4. They escaped by a retreat.\\n5. The soldiers made a march\\nV. An adverb; as,\\n1. He^replied no.\\n2. We pass there\\n3. Now is the time.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0089.jp2"}, "90": {"fulltext": "ESSENTIALS OF ENGLISH.\\nVI. A participle; as,\\nSeeing is believing.\\nWe heard singing.\\nHe is tired of reading.\\nBy working you will succeed.\\nVII. A preposition; as,\\nBy may introduce a phrase.\\nDo not end the sentence with for.\\nThe np s and down\u00e2\u0080\u0099s of life are many.\\nThere are too many of s in the sentence.\\nVIII. A conjunction; as,\\nAnd is a conjunction.\\nThe clause begins with if.\\nBut connects adversative sentences.\\nIX. An interjection; as,\\nAlas! was heard.\\nHe began with ah!\\nShe exclaimed \u00e2\u0080\u009cO/i/\u00e2\u0080\u009d\\nThe phrase-form of the noun-term may be:\\n1. A participial phrase; as,\\nHelping othei s helps ourselves.\\nHis specialty is teaching language.\\nWe enjoy listening to good music.\\nShe takes pleasure in reading good books.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0090.jp2"}, "91": {"fulltext": "ADVERB-TERMS.\\n85\\n2. An infinitive phrase; as,\\nTo love is to live\\nTo do right is a duty.\\nHer desire is to become a scholar.\\nHe hopes to make a success of the work.\\nFearing to be honest, he said nothing.\\nHe seems cruel by trying to be just.\\nThe noun-term may be a clause; as,\\n1. Character is what ive are.\\n2. Whosoever is idle will fail.\\n3. Home is wherever the heart is.\\n4. How he can do so is a marvel.\\n5. Man can do what man has done.\\n6. Who steals my purse steals trash.\\n7. My wish is that you may be happy.\\n8. Have birds any sense of why they sing?\\n9. That you have wronged me doth appear in this.\\n10. They are debating whether they will go or not.\\n11. From whatever source it comes it is welcome.\\n12. It is not always best to speak what we think.\\nADJECTIVE-TERMS.\\nAny word, or group of related words,which does\\nthe work of an adjective is an adjective-term.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0091.jp2"}, "92": {"fulltext": "86\\nESSENTIALS OF ENGLISH.\\nThe word-form of the adjective-term is always\\nan adjective, or another part of speech used as an\\nadjective.\\n1\\nAn adjective; as,\\nJive boys,\\nthis book,\\npure water,\\nfragrant flowers,\\n2.\\nA noun; as,\\nMary s hat,\\nglass bottles,\\nangel visits,\\nstone walls,\\nbrass rods,\\nstudent s lamp.\\n3.\\nA pronoun; as,\\nmy book,\\nhis knife,\\ntheir play,\\nour house,\\nwhat day,\\nwhose pencil.\\n4.\\nA verb; as,\\nrace course,\\nplay ground,\\nstudy hour,\\nwork shop.\\n5.\\nA participle; as,\\nsinging birds,\\nraised bread,\\ncultured mind,\\nimproved land,\\ntwinkling stars,\\nflowing brooks,\\nploughed lands,\\nfollowing lines.\\n6\\nAn adverb; as,\\nfar country,\\nonly one,\\nfarther side,\\nupward glance.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0092.jp2"}, "93": {"fulltext": "THE ADJECTIVE-TERM.\\n87\\n7. A preposition or a conjunction; as,\\nby path,\\nthrough train,\\nif clause,\\nafter times,\\nunder current,\\nbut dreams.\\nThe phrase-form of the adjective-term may be:\\n1. A prepositional phrase; as,\\nMen of wealth.\\nFight for the right.\\nTrip to New York.\\nJourney by boat.\\nVisit with friends.\\nDiscourse on language.\\n2. A participial phrase; as,\\nTruth crushed to earth.\\nThe youth unknown to fame.\\nThe bird having a broken wing.\\nA carriage drawn by four horses.\\nAlexander, hawing conquered the world.\\nThe wind, sighing through the branches.\\n3. An infinitive phrase; as,\\nA desire to help others.\\nThe time to begin work\\nA book to be read thoroughly.\\nThe ability to carry out his plan.\\nAn ambition to gain a reputation.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0093.jp2"}, "94": {"fulltext": "88\\nESSENTIALS OF ENGLISH.\\nThe adjective-term may be a clause; as,\\n1. I saw him the day before he left.\\n2. The boy who was here is my son.\\n3. This is a book that you should read.\\n4. This is the place where you left him.\\n5. The flowers which you sent are roses.\\n6. Sweet is the hour when daylight dies.\\n7. The girl whose mother is ill is dutiful.\\n8. He visited the city in which he was born.\\n9. The statement, as you made it is questionable.\\nThe adjective-term sometimes takes the form of\\nan appositive; as,\\n1. John, the disciple.\\n2. The poet, Whittier.\\n3. These gay idlers, the butterflies.\\n4. Thought, that cobweb of the brain.\\n5. We boys should study our lessons.\\n6. The question, \u00e2\u0080\u009cIs life worth living?\u00e2\u0080\u009d\\n7. The gentleman is John Jones, treasurer.\\n8. Hooper Co., auctioneers failed yesterday.\\n9. The old saying, Honesty is the best policy\\n10. Two useful virtues, temperance and industry.\\nNote.\u00e2\u0080\u0094A n appositive term is one which, as a whole, means\\nthe same as the term it modifies.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0094.jp2"}, "95": {"fulltext": "THE VERB-TERM.\\n89\\nVERB-TERMS.\\nA verb-term is a single verb, or a verb-phrase,\\nwith or without a complement.\\nThe word-form of the verb-term is always a verb,\\nor another part of speech used as a verb.\\n1. A verb; as,\\nHe is. He loves. They study.\\nYou are. We stood. Children play.\\n2. A noun; as,\\nArm yourselves.\\nShip the goods.\\nMan the boat.\\n3. An adjective; as,\\nHas thinned it.\\nCannot parallel it.\\nIdle the time away.\\nHeads the movement.\\nStars gem the sky.\\nSinner it or saint it.\\nWarm yourself.\\nBetter his condition.\\nWorsted in the conflict.\\n4. An adverb; as,\\nFurther an enterprise. While away the time.\\nForward the movement. Away to the war.\\nDown! minions, down! Up with the flag!\\nPrepositions and adverbs sometimes form a part\\nof the verb-term; as,\\nburn up, keep on, make up,\\ninsist on, lay up, account for.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0095.jp2"}, "96": {"fulltext": "90\\nESSENTIALS OF ENGLISH.\\nOr, two or more words, idiomatically combined,\\nmay form the verb-term; as,\\nget rid of. look down upon,\\ndo away with. have to do with.\\nThe verb-term may be a verb-phrase; as,\\nHe has loved.\\nWe are going.\\nThey will study.\\nJohn was loved\\nHe had been punished.\\nHe did write the letter.\\nChildren should be playing.\\nWe might have been reading.\\nTHE COPULA.\\nA Copula-verb joins the complement to the\\nsubject of the sentence; as,\\nGod is good. It tastes sweet.\\nDo you feel bad He became a leader.\\nThe children seem happy. They appear honest.\\nThe abstract verb be is the pure copula-verb.\\nA few other intransitive verbs are copulative; such\\nas, appear, look, seem, become, feel, taste, smell.\\nTHE COMPLEMENT.\\nA Complement is a word, or a group of related\\nwords, joined with a copula to complete a predica\u00c2\u00ac\\ntion; as,\\n1. It is John.\\n2. God is good.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0096.jp2"}, "97": {"fulltext": "THE COPULA.\\n91\\n3. He was a hero.\\n4. She seems amiable.\\n5. They appear beautiful.\\n6. He will become a physician.\\n7. His life will be what he makes it.\\n8. My hope is that you will succeed.\\n9. The intention is to go in the morning.\\nComplement terms are:\\n1. Attributive\u00e2\u0080\u0094having the value of an adjective;\\nas,\\nSnow is white. They seemed pleased.\\nI am unfortunate. He looks thoughtful.\\nThe apple tastes delicious: The work is satisfactory.\\n2. Substantive\u00e2\u0080\u0094having the value of a noun; as,\\n1. It was I.\\n2. That was John.\\n3. He was made president.\\n4. His theme was miracles.\\n5. The question is, who is going?\\n6. The truth is that you are wrong.\\n7. His ambition is to improve the schools.\\nADVERB-TERMS.\\nAny word, or group of related words,which does\\nthe work of an adverb is an adverb-term.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0097.jp2"}, "98": {"fulltext": "92\\nESSENTIALS OF ENGLISH.\\nThe word-form of the adverb-term is always an\\nadverb, or another part of speech used as an adverb.\\n1. An adverb; as,\\nvery wise,\\nreads correctly,\\n2. An adjective; as,\\nall unsuspecting,\\nnone the less true,\\nsings most sweetly,\\nexceedingly beautiful.\\nsing louder,\\nlittle lower.\\n3. A noun; as,\\nsky blue, day older,\\nmilk warm, hour late,\\nmile wide, inch taller.\\n4. A verb; as,\\nCrack went the whip.\\nSnap brdke the cord.\\nBoom thundered the cannon.\\n5. A preposition; as,\\ngoes up and down. flies over.\\nrides to and fro. runs around.\\n6. A conjunction; as,\\nHe is yet living.\\nThere were but three present.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0098.jp2"}, "99": {"fulltext": "THE ADVERB-TERM.\\n93\\nThe phrase-form of the adverb-term may be:\\n1. A prepositional phrase; as,\\n1. Go in haste.\\n2. He came on time.\\n3. She did well for her.\\n4. She is better by half.\\n5. He is sad in the extreme.\\n6. John died of his wounds.\\n7. Mary spoke with firmness.\\n8. She seems beautiful beyond description.\\n2. An infinitive phrase; as,\\n1. It is difficult to do well.\\n2. He strives to please his patrons.\\n3. It seems too true to be doubted.\\n4. He called to tender his resignation.\\n5. They were slow to make the report.\\n6. Education tends to improve mankind.\\nThe adverb-term may be a clause; as,\\n1. They went after you left.\\n2. John goes because he must.\\n3. He died that we might live.\\n4. He started when the time came.\\n5. He works as if he were in earnest\\n6. James worked harder than he should.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0099.jp2"}, "100": {"fulltext": "94\\nESSENTIALS OF ENGLISH.\\nA Modal Adverb shows the manner of the asser\u00c2\u00ac\\ntion, and modifies the sentences as a whole; as,\\n1. That is, indeed a sad sight.\\n2. Perhaps I may go with you.\\n3. It is really too bad you cannot go.\\n4. They will certainly come this way.\\n5. Truly I think you are in the wrong.\\nA sentence may become a grammatical element\\nin the structure of another sentence; as,\\n\u00e2\u0080\u009cIt is I,\u00e2\u0080\u009d said he.\\n\u00e2\u0080\u009cZ)o you want to go?\u00e2\u0080\u009d he asked.\\nThis is the Bible\u00e2\u0080\u0099s command, Honor thy\\nfather and thy mother\\nLongfellow says, Our to-days and yesterdays\\nare the blocks with which we build P\\nSentences used in this way are direct quotations.\\nBy changing the independent sentence to the clause-\\nform, the quotation becomes indirect. Thus:\\nHe said that it was he.\\nHe asked if we wanted to go.\\nThe Bible commands that we should honor our\\nfathers and our mothers\\nLongfellow says that our to-days and yester\u00c2\u00ac\\ndays are the blocks with which we build.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0100.jp2"}, "101": {"fulltext": "EXERCISE.\\n1. Define, in writing, a grammatical term.\\n2. Define, in writing, the four grammatical terms.\\n3. Write sentences illustrating the U3e of different parts\\nof speech as noun-terms.\\n4. Write sentences illustrating the different uses of par\u00c2\u00ac\\nticipial phrases as noun-terms.\\n5. Write sentences illustrating the different uses of in\u00c2\u00ac\\nfinitive phrases as noun-terms.\\n6. Write sentences illustrating five different uses of\\nclauses as noun-terms.\\n7. Write sentences illustrating the use of different parts\\nof speech as adjective-terms.\\n8. Write sentences, using prepositional, participial and\\ninfinitive phrases as adjective-terms.\\n9. Write five sentences containing clauses used as ad\u00c2\u00ac\\njective-terms; three sentences, using nouns as appositives.\\n10. Write sentences illustrating the use of different parts\\nof speech as verb-terms.\\n11. Write three sentences containing verb-phrases.\\n12. Write five sentences, using in each a different verb\\nas copula.\\n13. Write three sentences, each containing an attributive\\ncomplement; three, a substantive complement.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0101.jp2"}, "102": {"fulltext": "96\\nESSENTIALS OF ENGLISH.\\n14. Write sentences illustrating the use of different parts\\nof speech as complements.\\n15. Write three sentences,using phrases as complements;\\nthree, using clauses as complements.\\n16. Write sentences illustrating the use of different parts\\nof speech as adverb-terms.\\n17. Write sentences illustrating different uses of prepo\u00c2\u00ac\\nsitional and infinitive phrases as adverb-terms.\\n18. Write five sentences containing adverbial clauses\\nintroduced by different conjunctions.\\n19. Write five sentences containing modal adverbs.\\n20. Write three sentences containing sentences used as\\ngrammatical elements.\\n21. Write three sentences containing direct quotations;\\nchange the quotations to the indirect form.\\n22. Write two sentences, using a noun as an adjective\\nand an adjective as a noun; two,using the same word as a\\nverb and as a noun.\\n23. Write three sentences, using the same word as a noun,\\nas a verb, and as an adverb.\\n24. Write two sentences, using the same word as an ad\u00c2\u00ac\\njective and as a verb; two,using an adjective as an adverb,\\nand an adverb as an adjective.\\n25. Write two sentences, using the same word as a pre\u00c2\u00ac\\nposition and as a conjunction; two,using the same word as\\na conjunction and as an adverb.\\n26. Write two sentences, using but as a preposition and\\nas a conjunction; two sentences, using as as a relative\\npronoun and as a conjunctive adverb.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0102.jp2"}, "103": {"fulltext": "EXERCISE.\\n97\\n27. Write two sentences, using so as an adverb and as a\\nconjunction; two sentences,using yet as an adverb and as\\na conjunction.\\n28. Write four sentences, using that as a noun, as an ad\u00c2\u00ac\\njective, as a pronoun, and as a conjunction.\\n29. Write two sentences, U3ing about as a preposition and\\nas an adverb.\\n30. Write four sentences, using above as a noun, as an\\nadverb, as an adjective, and as a preposition.\\n31. Write sentences illustrating the use of since before\\nfor after and except as two different parts of speech.\\n32. Write three sentences, using all as an adjective, as a\\npronoun, and as an adverb.\\n33. Write three sentences, using while as a noun and as\\na verb; using near as three different parts of speech.\\n34. Write sentences, using like as four different parts of\\nspeech; using fast as four different parts of speech.\\n35. Write sentence, using than in various ways.\\n36. Write sentence,using a as an article and as a pre\u00c2\u00ac\\nposition; the, as an article and as an adverb.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0103.jp2"}, "104": {"fulltext": "CHAPTER VII.\\nTHE SENTENCE.\\nPRINCIPAL ELEMENTS \u00e2\u0080\u0094SUBORDINATE ELEMENTS\\nINDEPENDENT ELEMENTS.\\nPRINCIPAL ELEMENTS.\\nThe Principal Elements of a sentence are the gram\u00c2\u00ac\\nmatical subject and the grammatical predicate \u00e2\u0080\u0094the\\nwords necessary merely to express the thought; as,\\n1. Boys play.\\n2. Snow is white.\\n3. Birds build nests.\\n4. Caesar was a conqueror.\\n5. The blue face of ocean smiled.\\n6. He who is studious will learn.\\n7. Our thoughts are heard in heaven.\\n8. A small leak may sink a great ship.\\n9. Coming events cast their shadows before.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0104.jp2"}, "105": {"fulltext": "THE SENTENCE \u00e2\u0080\u0094PRINCIPAL ELEMENTS. 99\\nThe grammatical subject may be:\\nI. A word; as,\\n1. He is not here.\\n2. The good alone are great.\\n3. Boohs are good companions.\\n4. Writing maketh an exact man.\\n5. A soft answer turneth away wrath.\\n6. Hone but the brave deserve the fair.\\nII. A phrase; as,\\n1. To know her is to love her.\\n2. To save time is to lengthen life.\\n3. Speaking evil of the absent is unkind.\\n4. His being promoted was not expected.\\n5. Beading good boohs improves the mind.\\n6. To have done right gives one satisfaction.\\nIII. A clause; as,\\n1. Thai music hath charms is true.\\n3. Whatever you ash shall be granted.\\n4. Whoever would- succeed must work.\\n5. Whether I will go or not is undecided.\\n6. What influence is cannot be described.\\n7. When letters were introduced is unknown.\\n8. How the accident happened remains a mystery.\\n9. Whom we select for friends is an important matter.\\nLore.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0105.jp2"}, "106": {"fulltext": "100\\nESSENTIALS OF ENGLISH.\\nThe grammatical predicate may be:\\nI. A single verb; as,\\n1. Time flies.\\n2. The eagle soars aloft.\\n3. Bryant wrote Thanatopsis.\u00e2\u0080\u009d\\n4. After life\u00e2\u0080\u0099s fitful fever he sleeps well.\\n5. The plowman homeward plods his weary way\\nII. A verb-phrase as,\\n1. I am writing.\\n2. He has gone.\\n3. Should we have coined\\n4. The pupil does not study.\\n5. They might have been here.\\n6. The work will have been finished.\\n7. Thanatopsis\u00e2\u0080\u009d ivas written by Bryant.\\nIII. A copulative verb and its complement; as\\n1. Art is long.\\n2. He was sick.\\n3. My desire is to go.\\n4. Spenser ivas a poet.\\n5. He was thought wise.\\n6. The trees are leafless.\\n7. The belief is that he was killed.\\n8. His favorite amusement is dancing.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0106.jp2"}, "107": {"fulltext": "THE SENTENCE COMPLEMENT.\\n101\\nThe complement may be:\\nI. A word; as,\\n1- It is an oak.\\n2. He appears a hero.\\n3. She is a good girl.\\n4. He was thought wise.\\n5. His hair was cut short.\\n6. The day seems bright.\\n7. Grant was made leader.\\n8. The woman looks very sad.\\nII. A phrase; as,\\n1. *Love is of God.\\n2. My mission is doing good.\\n3. *She seems in good health.\\n4. Our desire is to please you.\\n5. *His criticisms are of little value.\\nIII. A clause as,\\n1. It seems we are lost.\\n2. Life is ivhat we make it.\\n3. It appears that he is right.\\n4. Pilate\u00e2\u0080\u0099s words were What is truth\\n5. The question is whether 1 should go or stay.\\n*Note.\u00e2\u0080\u0094 The attributive complement may take the phrase-form\\nas in 1, 3, and 5 in II. It is then a predicate, adjective-phrase\\nthe equivalent of the word-form of the predicate adjective.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0107.jp2"}, "108": {"fulltext": "102\\nESSENTIALS OF ENGLISH.\\nIV. A transitive verb and its object; as,\\n1. He teaches grammar.\\n2. Give me the book.\\n3. *She refused him admission.\\n4. tShe made him happy.\\n5. fThey painted the house red.\\n6. called the child Mary.\\n7. tThey elected John president.\\nThe object of a verb may be:\\nI. A word; as,\\n1. A miser loves money.\\n2. Fortune favors the brave\\nII. A phrase as,\\n1. All like to hear good music.\\n2. I have finished reading the booh\\nIII. A clause; as,\\n1. I asked what you said.\\n2. I think that he will come.\\n3. Tell me when you are going.\\n\u00e2\u0099\u00a6Note 1.\u00e2\u0080\u0094Some transitive verbs take both a direct and\\nan indirect object, as in (2), (3) under IV. The indirect object\\nhas the logical value of an adverb hence piay be regarded as\\nthe representative of an adverbial phrase.\\nfNoTE 2.\u00e2\u0080\u0094There are still other transitive \\\\,erbs which take\\nan object with an adjective complement as in (4), (5); or a\\nnoun in apposition as in (6), (7).", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0108.jp2"}, "109": {"fulltext": "THE SENTENCE \u00e2\u0080\u0094SUBORDINATE ELEMENTS. 103\\nNote.\u00e2\u0080\u0094S ome grammarians claim that the predicate is the\\nverb only; others, that it is the complement only; still others, that\\nit is the verb plus the completing term. It seems clear to me\\nthat the last opinion is the correct one.\\nSUBORDINATE ELEMENTS.\\nSubordinate Elements are those which modify\\nprincipal elements; as,\\n1. Happy boys play merrily.\\n2. The blue face of ocean smiled.\\n3. He who is studious will learn.\\n4. Our thoughts are heard in heaven\\n5. A small leak may sink a great ship.\\n6. Coming events cast their shadows before\\n7. Life is an enigma which none can solve.\\n8. He seems great because his associates are little.\\nThe grammatical subject may be modified by:\\nI. A word as,\\n1. Every little helps.\\n2. This book is yours.\\n3. Ten men were sent.\\n4. Kind words can never die.\\n5. The early bird catches the worm.\\n6. A cultured mind is the best riches.\\n7. Murmuring brooks make gentle music.\\n8. A man s manners often affect his fortune.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0109.jp2"}, "110": {"fulltext": "104\\nESSENTIALS OF ENGLISH.\\nII. A phrase; as,\\n1. A desire to do good actuated him.\\n2. The way of the transgressor is hard.\\n3. A ride on the train brought us here.\\n4. Faith in goodness is a proof of goodness.\\n5. A love for wisdom makes him studious.\\n6. Truth, crushed to earth will rise again.\\n7. His resolution to reform his conduct failed.\\n8. Being a resolute man Columbus succeeded.\\n9. The boy studying his lesson is the best pupil-\\nIII. A clause as,\\n1. The power wherewith he rules is love.\\n2. Such as I have is at your service.\\n3. He who would have friends must be friendly.\\n4. The fur that warms a monarch warmed a bear.\\n5. A life which has no purpose accomplishes little.\\n6. The man whose heart is in his work is happy.\\n7. Thrice is he armed who hath his quarrel just.\\n8. The country whence he came denied him liberty.\\n9. The trials through which he has passed have\\nperfected his character.\\nAny noun in the sentence\u00e2\u0080\u0094the object of a verb,\\nthe substantive complement, or the principal word\\nin a phrase may be modified in the same manner\\nas the subject.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0110.jp2"}, "111": {"fulltext": "THE SENTENCE \u00e2\u0080\u0094SUBORDINATE ELEMENTS. 105\\nThe grammatical predicate may be modified by:\\nI. A word as,\\n1. Get thee hence.\\n2. He is often late.\\n3. They arose early.\\n4. She sings sweetly.\\n5. Are you going away\\n6. I will be prepared hereafter.\\n7. Freely do I grant your request.\\nII. A phrase as,\\n1. He spoke with earnestness.\\n2. We will go in the morning.\\n3. He reads to weigh a.d reflect.\\n4. He is working to win the prize.\\n5. He succeeds by working earnestly.\\nG. The balloon sailed over the tops of the trees.\\n7. They will meet us either in Paris or in London.\\nIII. A clause; as,\\n1. Go where glory waits thee.\\n2. I will tell her when I see her.\\n3. He came that he might learn.\\n4. They shouted till the woods rang.\\n5. After the work is done you may go.\\n6. If you are obedient, you shall be rewarded.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0111.jp2"}, "112": {"fulltext": "106\\nESSENTIALS OF ENGLISH.\\nNouns are frequently used with the logical value\\nof adverbs to denote measure, time, distance, value,\\nweight, etc. Nouns so used are called adverbial\\nobjectives.\\nThe adverbial objective is used:\\nI. With a verb; as,\\n1. It cost a dollar.\\n2. We studied an hour.\\n3. They walked two miles.\\n4. It weighs several pounds.\\n5. We came a long distance.\\nII. With an adjective; as,\\n1. The river is a milr wide.\\n2. The fence is three feet high.\\n3. He is a year older than you.\\n4. The sermon was an hour long.\\n5. That should be a pound heavier.\\nIII. With an adverb as,\\n1. He lives a mile away.\\n2. She reads all day long.\\n3. Try to speak a tone lower.\\n4. That was done a year ago.\\n5. You should have come a moment earlier.\\ni", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0112.jp2"}, "113": {"fulltext": "THE SENTENCE \u00e2\u0080\u0094INDEPENDENT ELEMENTS. 107\\nINDEPENDENT ELEMENTS.\\nIndependent Elements are those which are not\\ngrammatically related to the sentence in which they\\nstand.\\nElements may be independent:\\nI. In address; as,\\n1. Yes, sir, I will.\\n2. John come here.\\n3. Children, obey your parents.\\n4. I think, my friend, you are wrong.\\n5. The fault, dear Brutus, is not in our stars.\\nII. In exclamation as,\\n1. There! that will do.\\n2. What! must you go so soon?\\n3. Ah me! how bitter sweet is love.\\n4. Alas, poor Yorick! I knew him, Horatio.\\n5. Banished from Borne what\u00e2\u0080\u0099s banished but set\\nfree from the things I hate?\\nIII. In the figure called pleonasm; as,\\n1. The smith a mighty man is he.\\n2. Whatever s lost it first was won.\\n3. The beautiful flowers, where are they?\\n4. Thy rod and thy staff, they comfort me.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0113.jp2"}, "114": {"fulltext": "108\\nESSENTIALS OF ENGLISH.\\nIV. In absolute constructions; as,\\n1. Hope lost, all is lost.\\n2. The rain having ceased, we departed.\\n3. This done, there will be no difficulty.\\n4. The cyclone passed, ruin in its track.\\n5. The teacher being ill, we have no school.\\n6. The sun having risen we continued our journey.\\nWords and phrases merely introductory are\\nindependent; as,\\n1. Well, I must go.\\n2. Why, that cannot be.\\n3. In fact, he has not tried.\\n4. How, Barrabas was a robber.\\n5. There is no place like home.\\n6. To be honest, I do not like her.\\n7. By the way, I saw your friend to-day.\\nParenthetical expressions are sometimes inde\u00c2\u00ac\\npendent; as,\\n1. You know, come ivhat may, I am your friend.\\n2. The ship, as it were, leaps from wave to wave.\\n3. Religion\u00e2\u0080\u0094 who can doubt it? \u00e2\u0080\u0094is the noblest\\nof themes.\\n4. I know that in me (that is, in my flesh)\\ndwelleth no good thing.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0114.jp2"}, "115": {"fulltext": "EXERCISE.\\n1. Explain in writing what is meant by the principal\\nelements of a sentence.\\n2. Write three sentences,using words as subjects; three,\\nusing phrases as subjects; three, using clauses as subjects.\\n3. Write three sentences containing single verbs; three,\\ncontaining verb-phrases.\\n4. Write three sentences containing attributive comple\u00c2\u00ac\\nments; three, containing substantive complements.\\n5. Write three sentences containing phrase complements.\\n6. Write three sentences containing clause comple\u00c2\u00ac\\nments.\\n7. Write three sentences, using words, three, using\\nphrases, three, using clauses, as objects of the verbs.\\n8. Explain in writing what is meant by subordinate\\nelements.\\n9. Write three sentences, using words, three, using\\nphrases, three, using clauses, as modifiers of the subjects.\\n10. Write three sentences, using words, three, using\\nphrases, three, using clauses, as modifiers of the substan\u00c2\u00ac\\ntive complements.\\n11. Write three sentences, using words, three, using\\nphrases, three, using clauses, as modifiers of the objects of\\nthe verbs.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0115.jp2"}, "116": {"fulltext": "no\\nESSENTIALS OF ENGLISH.\\n12. Write three sentences, using words, three, using\\nphrases, three, using clauses, as modifiers of the verbs.\\n13. Write sentences illustrating the use of the adverbial\\nobjective with (1) a verb, (2) an adjective, (3) an adverb.\\n14. Explain, in writing, what is meant by independent\\nelements.\\n15. Write three sentences containing elements independ\u00c2\u00ac\\nent by address.\\n16. Write three sentences containing elements independ\u00c2\u00ac\\nent by exclamation.\\n17. Write three sentences containing elements independ\u00c2\u00ac\\nent by pleonasm.\\n18. Write three sentences containing elements independ\u00c2\u00ac\\nent by absolute construction.\\n19. Write three sentences containing words and phrases\\nmerely introductory.\\n20. Write three sentences containing independent par\u00c2\u00ac\\nenthetical expressions.\\nSaid the cunning Spider to the Fly: \u00e2\u0080\u009cDear friend, what can I do\\nTo prove the warm affection I\u00e2\u0080\u0099ve always felt for you?\\nI have within my pantry a store of all that\u00e2\u0080\u0099s nice;\\nI\u00e2\u0080\u0099m sure you\u00e2\u0080\u0099re welcome\u00e2\u0080\u0094will you please to take a slice?\u00e2\u0080\u009d\\n\u00e2\u0080\u009cOh, no, no,\u00e2\u0080\u009d said the ltttle Fly, \u00e2\u0080\u009ckind sir, that cannot be:\\nI\u00e2\u0080\u0099ve heard what\u00e2\u0080\u0099s in your pantry, and I do not wish to see!\u00e2\u0080\u009d\\nName the phrases and clauses in this selection, and\\ntell their use.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0116.jp2"}, "117": {"fulltext": "LEARNING TO WRITE\\n111\\nLearning to Write.\\nBY EDWARD EVERETT HALE.\\n1. In learning to write, our first rule is: Know what\\nyou want to say. The second rule is: Say it. That is,\\ndo not begin by saying something else which you think\\nwill lead up to what you want to say. I remember, when\\nthey tried to teach me to sing, they told me to \u00e2\u0080\u009cthink\\nof eight and sing seven.\u00e2\u0080\u009d That may be a very good rule\\nfor singing, but it is not a good rule for talking or\\nwriting.\\n2. Thirdly and always: Use your own language. I\\nmean the language you are accustomed to use in daily\\nlife. If your every day language is not fit for a letter\\nor for print, it is not fit for talk. And if, by any series\\nof joking or fun, at school or at home, you have got into\\nthe habit of using slang in talk, which is not fit for\\nprint, why, the sooner you get out of it the better.\\n3. Remember that the very highest compliment\\npaid to anything printed, is paid when a person\\nhearing it read aloud, thinks it is the remark of the\\nreader made in conversation. Both writer and reader\\nthen receive the highest possible praise.\\n4. A short word is better than a long one. Here\\nis a piece of weak English. It is not bad in other re\u00c2\u00ac\\ngards, but simply weak.\\n\u00e2\u0080\u009cEntertaining unlimited confidence in your intelligent\\nand patriotic devotion to the public interest, and being-\\nconscious of no motives on my part which are insepar\u00c2\u00ac\\nable from the honor and advancement of my country, I\\nhope it may be my privilege to deserve and secure, not\\nonly your cordial cooperation in great public measures,\\nbut also those relations of mutual confidence and regard\\nwhich it is always so desirable to cultivate between\\nmembers of co-ordinate branches of the government.\u00e2\u0080\u009d", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0117.jp2"}, "118": {"fulltext": ".112\\nESSENTIALS OF ENGLISH.\\n5. Take that for an exercise in translating into\\nshorter words. Strike out the unnecessary words, and\\nsee if it does not come out stronger. I think this sen\u00c2\u00ac\\ntence would have been better if it had been couched in\\nthirty-five words instead of eighty-one.- I think we\\nshould have lost nothing of the author\u00e2\u0080\u0099s meaning if he\\nhad said\u00e2\u0080\u0094\\n\u00e2\u0080\u009cI have full trust in you. I am sure that I seek only\\nthe honor and the advancement of the country. I hope,\\ntherefore, I may earn your respect and regard, while w T e\\nheartily work together.\u00e2\u0080\u009d\\n6. I am fond of telling the story of the words which\\na distinguished friend of mine used in accepting a hard\\npost of duty. He said\u00e2\u0080\u0094\\n\u00e2\u0080\u009cI do not think I am fit for this post. But my\\nfriends say I am, and I trust them. I shall take it, and\\nw T hen I am in it, I shall do as well as I can.\u00e2\u0080\u009d\\n7. It is a very grand speech. Observe that it has\\nnot one w r ord which is more than one syllable. As it\\nhappens, also, every word is Saxon,\u00e2\u0080\u0094there is not one\\nspurt of Latin in it.\\nLEARNING TO WRITE.\\n1. Study the selection for thought and structure.\\nNote the strength of the style through the use of con\u00c2\u00ac\\ncise English.\\n2. Try to state briefly and clearly the main points\\nin the selection.\\nd. Select clauses; give uses. Select infinitives, par\u00c2\u00ac\\nticiples and verbal nouns; give their uses. \u00e2\u0080\u009cA word is\\nthe part of speech its use implies.\u00e2\u0080\u009d\\n4. Find other selections containing long words and\\nsimplify them.\\n5. Write a composition relating a dialogue between\\nyourself and a friend.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0118.jp2"}, "119": {"fulltext": "CHAPTER VIII.\\nTHE SENTENCE.\\nSIMPLE \u00e2\u0080\u0094COMPLEX \u00e2\u0080\u0094COMPOUND.\\nTHE SIMPLE SENTENCE.\\nA Simple Sentence contains but one subject and\\none predicate; as,\\n1. Beauty pleases.\\n2. Time brings changes.\\n3. Is not amendment repentance\\n4. Every man\u00e2\u0080\u0099s task is his life-preserver.\\n5. How enthralling is the power of habit!\\n6. Evil communications corrupt good manners.\\n7. Affectation in any part of our behavior lights\\na candle to our defects.\\n8. The flowering moments of the mind drop half\\ntheir petals in our speech.\\nThe simple sentence is the unit of expression:\\nall other sentences are but combinations of the\\nsimple sentence.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0119.jp2"}, "120": {"fulltext": "114\\nESSENTIALS OF ENGLISH.\\nThe subject of a simple sentence is always a\\nnoun, or another part of speech or a phrase used\\nas a noun; as,\\n1. Man is mortal.\\n2. Parting is pain.\\n3. He thinks for himself.\\n4. The strongest must survive.\\n5. Returning good for evil is a Christian trait.\\n6. To appear discouraged is the way to become so.\\nThe predicate of a simple sentence is always a\\nverb, alone or with its complement or object; as,\\n1. Time flies.\\n2. His friends have departed.\\n3. Every natural action is graceful.\\n4. Procrastination is the thief of time.\\n5. Necessity never made a good bargain.\\nThe subject of a simple sentence may be modi\u00c2\u00ac\\nfied by:\\nI. Adjectives as,\\n1. This book is yours.\\n2. Studious pupils learn.\\n3. Five pounds were sold.\\n4. Great results are slowly achieved.\\n5. All thinking men are progressive.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0120.jp2"}, "121": {"fulltext": "THE SIMPLE SENTENCE.\\n115\\nII. Possessives; as,\\n1. Heaven s decrees are just.\\n2. Two dollars worth was bought.\\n3. Longfellow s poems are popular.\\n4. Teachers supplies are sold here.\\n5. Children s manners show their breeding.\\n6. Smith and Brown s store has been closed.\\n7. Webster s and Worcester s dictionaries are used.\\nIII. Appositives; as,\\n1. The river Nile is muddy.\\n2. You yourself must do this.\\n3. We boys must do our best.\\n4. The emperor Napoleon was a conquerer.\\n5. William Shakespeare, poet, died in 1616.\\n6. Youth, life s springtime should be improved.\\n7. Swift, the satirist was the poet Dryden\u00e2\u0080\u0099s cousin.\\nIV. Prepositional phrases as,\\n1. The trees on the lawn were blown down.\\n2. The love of money is the root of all evil.\\n3. The roses by the roadside perfume the air.\\n4. The path through the woods is cool and shady.\\n5. A bird in the hand is worth two in the bush.\\n6. Beauty without grace is a hook without bait.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0121.jp2"}, "122": {"fulltext": "116\\nESSENTIALS OF ENGLISH.\\nY. Participial phrases as,\\n1. A youth wasting his time is a sad sight.\\n2. The house, founded upon a rock fell not.\\n3. Overcome by fatigue he* lay down to rest.\\n4. Beauty devoid of virtue is an odorless flower.\\n5. Reasoning thoughtfully at every step man mis\u00c2\u00ac\\ntakes his way.\\n6. A bridge, spanning the East River, connects\\nNew York and Brooklyn.\\nVI. Infinitive phrases; as,\\n1. A desire to win approval is natural.\\n2. His effort to gain the victory failed.\\n3. The command to go forward was obeyed.\\n4. The struggle to overcome evil strengthens us.\\n5. The way to do many things is to do one at a time.\\n6. The effort to be happy often prevents happiness.\\nThe verb may be modified by:\\nI. An adverb-word; as,\\n1. He speaks slowly.\\n2. The eagle soars aloft.\\n3. Presently he returned.\\n4. The soldiers fought bravely.\\n5. He hastily untied the package.\\n6. The mounting wave will roll us shoreward.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0122.jp2"}, "123": {"fulltext": "THE SIMPLE SENTENCE.\\n117\\nII. A participle; as,\\n1. He went away sorrowing.\\n2. She came forward trembling.\\n3. The spectators stood amazed.\\n4. The question remains unanswered.\\nIII. A prepositional phrase; as,\\n1. We learn by experience.\\n2. Overcome evil with good.\\n3. There is no excellence without great labor.\\n4. By others faults wise men correct their own.\\nIV. An infinitive phrase; as,\\n1. She is invited to go with us.\\n2. He falls, like Lucifer, never to hope again.\\n3. We went to Washington to see the President.\\n4. The knight went forth to battle for the right.\\n5. Every act or thought tends to create character.\\nV. An adverbial objective; as,\\n1. Wait a moment\\n2. He returned home.\\n3. He traveled a year.\\n4. The book cost two dollars.\\n5. She walks a mile every day.\\n6. He weighs two hundred pounds.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0123.jp2"}, "124": {"fulltext": "118\\nESSENTIALS OF ENGLISH.\\nThe object of a verb, and the substantive\\ncomplement of a copulative verb, may be modified\\nin the same manner as the subject.\\nTHE COMPLEX SENTENCE.\\nA Complex Sentence contains one principal asser\u00c2\u00ac\\ntion and one or more subordinate assertions; as,\\n1. We know not what we shall be.\\n2. The triumph of my soul is that I am.\\n3. Who lives to nature rarely can be poor.\\n4. The coin that is most common among mankind\\nis flattery.\\n5. That a historian should not record trifles is\\nperfectly true.\\n6. He who neglects the present moment throws\\naway all he has.\\n7. Grave science tells us that man is a micro\u00c2\u00ac\\ncosm or little world.\\n8. How vain are all the hopes of theory ivhen\\nunsupported by actual practice.\\n9. He that cannot forgive others breaks the bridge\\nover which he himself must pass.\\nThe clause which makes a sentence complex\\ndoes the work of a noun, an adjective, or an\\nadverb.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0124.jp2"}, "125": {"fulltext": "THE COMPLEX SENTENCE.\\nID\\nTHE NOUN-CLAUSE.\\nThe noun-clause may be:\\nI. The subject of a verb; as,\\n1. Whosoever ivill may come.\\n2. That might makes right, is untrue.\\n3. Who the author is, cannot be learned.\\n4. What reason weaves by passion is undone.\\n5. How well he will succeed, remains to be seen.\\n6. Whatever is worth doing, is worth doing well.\\nII. The object of a verb; as,\\n1. Show me where you found this.\\n2. No man has done what man may do.\\n3. I do not know whether or not I shall go.\\n4. The heart, distrusting, asks if this he joy.\\n5. How long we live, not years but actions tell.\\n6. Some claim that the Shakespearian plays were\\nwritten by Lord Bacon\\nIII. The complement of a copulative verb; as,\\n1. Home is where the heart is.\\n2. Pilate\u00e2\u0080\u0099s words were What is truth? 1\\n3. Your neighbor is whoever needs your help.\\n4. The wonder was how he obtained the money.\\n5. We are not what we were before transgression.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0125.jp2"}, "126": {"fulltext": "120\\nESSENTIALS OF ENGLISH.\\nIV. The object of a participle; as,\\n1. Regretting what is past is a waste of time.\\n2. Having found where he was we sent for him,\\n3. Feeling that he was right he spoke fearlessly.\\n4. Success is simply doing what you can do well\\nand doing well whatever you do.\\n5. We, wondering why we are not happy forget\\nto look for the cause in ourselves.\\nV. The object of an infinitive; as,\\n1. I fail to see how it will do any good.\\n2. Learn to read only what will benefit you.\\n3. Her desire is to help whomsoever she can.\\n4. I write to ask whether or not you are coming.\\n5. To feel that life is earnest is difficult for some.\\n6. It is better to die a pauper than to gain ivliat\\nis not rightfully yours.\\nVI. The object of a preposition; as,\\n1. You err in that you think so.\\n2. We must move from where we are.\\n3. She is grateful for whatever she receives.\\n4. Much depends upon who your friends are.\\n5. Men should be judged by what they are not\\nby what they have.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0126.jp2"}, "127": {"fulltext": "THE COMPLEX SENTENCE.\\n121\\nVII. An appositive; as,\\n1. It is strange that he should do so.\\n2. It is ^doubtful whether I will go or not.\\n3. Remember the old maxim, there are no gains\\nwithout pains.\\n4. It is hard that a man cannot enjoy the fruits\\nof his own labor.\\n5. Still the wonder grew, that one small head\\ncould carry all he knew.\\n6. The words of Froude, that mistakes are often\\nour best teachers should encourage us.\\n7. You should take for your motto the saying,\\nthat genius is only another name for labor.\\nTHE ADJECTIVE-CLAUSE.\\nThe adjective-clause may modify:\\nI. The subject of a verb; as,\\n1. The evil that men do lives after them.\\n2. They never fail who die in a just cause.\\n3. The, plan by which he escaped is unknown.\\n4. The friend for whom we were looking has come.\\n5. The credulity which has faith in goodness is\\na sign of goodness.\\n6. The reason why the seven stars are no more\\nthan seven is a pretty reason.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0127.jp2"}, "128": {"fulltext": "122\\nESSENTIALS OF ENGLISH.\\nII. The object of a verb; as,\\n1. Use well the gifts that heaven lends.\\n2. Such as I have give I unto you.\\n3. I venerate the man whose heart is warm.\\n4. Let me know the day when you will start.\\n5. We acquire the strength that we overcome.\\n6. I had a dream which was not all a dream.\\n7. Have you seen the person of whom I speak\\n8. I know a bank whereon the wild thyme blows.\\n9. God wrought a plan whereby all may be saved.\\n10. Charity, like the sun, brightens every object\\non which it shines.\\nIII. The complement of copulative verb; as,\\n1. This is the place where he fell.\\n2. Sweet is the hour when daylight dies\u00e2\u0080\u0099.\\n3. An idler is a clock that wants both hands.\\n4. There are many reasons why I could not go.\\n5. Emerson says, \u00e2\u0080\u009cA friend is a person with\\nwhom I may be sincere.\u00e2\u0080\u009d\\n6. Death is the season which brings oxer affections\\nto the test.\\n7. Kindness is the golden chain in which society\\nis bound together.\\nThe play is the thing wherein TU catch the\\nconscience of the king.\\n8.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0128.jp2"}, "129": {"fulltext": "THE COMPLEX SENTENCE.\\n123\\nIV. Any noun or pronoun in the sentence; as,\\n1. Do good to them that liate you.\\n2. Heaven is for those who think of it.\\n3. Evil falls on him who goes to seek it.\\n4. Having done all that he can he is content.\\n5. Our duty is to do the work which lies nearest.\\n6. We came unto the land whither we were sent.\\n7. The days are made on a loom whereof the warp\\nand woof are past and future time.\\n8. We cannot judge of an act unless we know\\nthe motive by which it was prompted.\\n9. Mark the majestic simplicity of the laws where\u00c2\u00ac\\nby the operations of the universe are conducted.\\nThe antecedent of the relative is not always a\\nword. It maybe a phrase, a clause, or a sentence;\\nas,\\n1. He did not come, which I greatly regret.\\n2. You have done the work, which is all I ask.\\n3. He said that he could not come, which I feared.\\n4. We have, what is greater, an inalienable right.\\n5. He goes when he is called, as is often the case.\\n6. His love extends from the richest to poorest,\\nwhich includes all.\\n7. We are commanded to love our neighbors as\\nourselves, which is a Christian duty.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0129.jp2"}, "130": {"fulltext": "ESSENTIALS OF ENGLISH.\\n124\\nTHE ADVERBIAL-CLAUSE.\\nThe adverbial clause may modify:\\nI. A verb; as,\\n1. When duty calls we must obey.\\n2. While there is life there is hope.\\n3. Since you insist upon it I will go.\\n4. What is a tall man unless he fight\\n5. Fools rush in where angels fear to tread.\\n6. Love not sleep, lest thou come to poverty.\\n7. She remains at home that she may rest.\\n8. He whistled as he went for want of thought.\\nII. The attributive complement; as,\\n1. I am glad that you came.\\n2. The world is better than it was.\\n3. The girl appears older than she is\\n4. She seems happier than I expected.\\n5. He is worse than he was yesterday.\\nIII. An adverb; as,\\n1. He works harder than he should.\\n2. He acts better than he once did.\\n3. TV ashington was as good as he was great.\\n4. Pain is no sooner over than it is forgotten.\\n5. He walked so slowly that he could not Iceep up.\\n6. The book is more praised than it deserves.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0130.jp2"}, "131": {"fulltext": "THE COMPLEX SENTENCE.\\n125\\nThe adverbial clause may denote:\\nI. Time; as\\n1. Work while it is yet day.\\n2. He left before you returned.\\n3. He was speaking as I entered.\\n4. Seize the opportunity ere it passes.\\n5. After the work is done you may go.\\n6. They did not reach home until the sun had set.\\n7. We have not heard from her since she left.\\n8. Rich gifts wax poor wh i givers prove unkind.\\nII. Place; as,\\n1. He lay where he fell.\\n2. Go where glory waits thee.\\n3. Whither I go ye cannot come.\\n4. Wherever he went he was welcome.\\n5. The man returned whence he had gone.\\n6. Wheresoever the carcass is, the buzzards are.\\nIII. Manner; as,\\n1. He died as he lived.\\n2. As the tree falls so it lies.\\n3. As is the teacher so is the school.\\n4. So live that you may not regret the past.\\n5. He worked as if his life depended upon it.\\n6. As night to stars woe luster gives to man.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0131.jp2"}, "132": {"fulltext": "126\\nESSENTIALS OF ENGLISH.\\nIV. Degree; as,\\n1. He is taller than she is.\\n2. He is not so well as he was.\\n3. We rise in glory as we sink in pride.\\n4. Life is so short that we can do bvt little.\\n5. The work is as pleasant as it is profitable.\\nY. Cause; as,\\n1. I cannot go, as I am not ready.\\n2. Freely we serve, because we freely love.\\n3. He is studious, for he knows his lessons.\\n4. Since you recommend it I will read the book.\\nVI. Result or purpose; as,\\n1. Beware, lest you fall.\\n2. He died that we f might live.\\n3. Judge not that ye be not judged.\\n4. They screamed till they were hoarse.\\n5. He behaved so badly that he was expelled.\\n6. Language was given us in order that we might\\nexpress our thoughts.\\nVII. Condition or concession; as,\\n1. Though I do not want to I will go.\\n2. I shall not go unless you go with me.\\n3. So we get there in time I do not care.\\n4. If you have tears prepare to shed them now.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0132.jp2"}, "133": {"fulltext": "THE COMPLEX SENTENCE.\\n127\\nNote I.\u00e2\u0080\u0094Adverbial clauses expressing condition should be\\nintroduced by unless, not by except or without y those expressing\\ncomparison or exclusion should be introduced by than, not by\\nbut, except or besides.\\nNote II. \u00e2\u0080\u0094On account of its extent and frequent use, the\\nadverb-clause merits special notice. An absolute classification can\\nnot be made, as the clauses shade into each other in meaning. It is\\nbelieved, however, that the classification here given is sufficiently\\ncritical for all purposes.\\nThe connective is sometimes omitted before a\\nclause; as,\\n1. All I have said is true.\\n2. This is the book you want.\\n3. I did not think he woidd do so.\\n4. It is too bad you were disappointed.\\n5. That is the reason we did not come.\\n6. Tell me not in mournful numbers, life is hut\\nan empty dream.\\nThe clause is sometimes used parenthetically; as,\\n1. He is, if I mistake not a dishonest man.\\n2. I want to say, while I think of it, I saw your\\nfriend yesterday.\\n3. He says, though I do not believe it that he\\ncan do the work.\\n4. Whittier, who is now quite old is America\u00e2\u0080\u0099s\\ngreatest living poet.\\nI should like to ask, if you will pardon me,\\nwhere you are going.\\n5.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0133.jp2"}, "134": {"fulltext": "128\\nESSENTIALS OF ENGLISH.\\nTHE COMPOUND SENTENCE.\\nA Compound Sentence contains two or more\\nassertions of equal rank; as,\\n1. Keep your shop and your shop will keep you.\\n2. Youth longs manhood strives age remembers.\\n3. Drive your work or your work will drive you.\\n4. A soft answer turnetli away wrath but a\\ngrievous word stirreth up anger.\\n5. Crafty men contemn studies simple men ad\u00c2\u00ac\\nmire them and wise men use them.\\nThe sentences which are joined by co-ordinate\\nconjunctions to form compound sentences are called\\nmembers.\\nThe members of a compound sentence may\\nexpress:\\nI. Continuous thought; as,\\n1. Buy the truth and sell it not.\\n2. Light has spread and bayonets think.\\n3. He was a great general likewise a great man.\\n4. The pupil is regidar in attendance he is studi\u00c2\u00ac\\nous moreover he is well behaved.\\n5. A friend cannot be known in prosperity and an\\nenemy cannot be hidden in adversity.\\n6. Some are born great some achieve greatness\\nand some have greatness thrust upon them.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0134.jp2"}, "135": {"fulltext": "THE COMPOUND SENTENCE.\\n129\\nII. Contrast; as,\\n1. I do not wish to go; nevertheless, I must do so.\\n2. Virtue elevates the mind, but vice debases it.\\n3. The time is short; however, much may be done.\\n4. It was an unpleasant task still he performed\\nit willingly.\\n5. Work has been called a curse; yet work is\\nnecessary to happiness.\\n6. The memory of the just is blessed but the name\\nof the wicked shall rot.\\n7. A fool speaks all his mind but a wise man\\nreserves something for hereafter.\\nIII. Alternation; as,\\n1. I have no tears, else would I weep for thee.\\n2. You 7nust help me, otherwise I can not succeed.\\n3. Govern your passions, or they will govern you.\\n4. The rcme is not to the swift, nor the battle to\\nthe strong.\\n5. Obey the laws of nature, or you will suffer her\\npenalties.\\n6. Either Hamlet was mad, or he feigned mad\u00c2\u00ac\\nness admirably.\\n7. Tis not the whole of life to live; nor all of\\ndeath to die.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0135.jp2"}, "136": {"fulltext": "130\\nESSENTIALS OF ENGLISH.\\nIV. Inference; as,\\n1. I think therefore I am.\\n2. I have seen therefore I believe.\\n3. Time is short hence it should not be wasted.\\n4. The book is much praised hence it must be\\nworth reading.\\n5. They have nothing to do consequently they\\nare unhappy.\\n6. The pupils do not understand what they recite;\\nfor that reason it does them no good.\\n7. The shadow of the earth in every position is\\nround; consequently, the earth is a globe.\\nThe connective is often omitted between the\\nmembers; as,\\n1. United we stand, divided we fall.\\n2. Cease to do evil; learn to do well.\\n3. This is not my fault; it is my destiny.\\n4. Just men alone are free; the rest are slaves.\\n5. Do not look for wrong or evil; you will find\\nthem if you do.\\n6. The way was long, the wind was cold,\\nThe minstrel was infirm and old.\\n7. You cannot dream yourself into a character;\\nyou must hammer and forge yourself one.\\n8. Duty and to-day are ours; results and futurity\\nbelong to God.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0136.jp2"}, "137": {"fulltext": "THE COMPOUND SENTENCE.\\n131\\nOne or more members of a compound sentence\\nmay be complex; as,\\n1. Attention is the stuff that memory is made of\\nand memory is accumulated genius.\\n2. If thine enemy hunger give him bread to eat;\\nif he he thirsty give him water to drink.\\n3. He that ohserveth the winds shall not sow, and\\nhe that regardeth the clouds shall not reap.\\n4. He who receives a good turn should never\\nforget it; he who does one should never\\nremember. it.\\nThe members of a compound sentence may be\\ncompound; as,\\n1. He spoke and it was done; he commanded\\nand it held fast.\\n2. Run if you like but try to keep your breath;\\nWork like a man but don t he worked to death.\\n3. Trust men and they will he true to you treat\\nthem greatly and they will show themselves\\ngreat.\\n4. The sea licks your feet its huge flanks purr very\\npleasantly for you; but it will crack your\\nhones and eat you for all that.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0137.jp2"}, "138": {"fulltext": "EXERCISE.\\n1. Define a simple sentence.\\n2. Write five simple sentences, using different parts of\\nspeech as subjects.\\n3. Write three simple sentences, using infinitive phrases\\nas subjects.\\n4. Write three simple sentences,using participial phrases\\nas subjects.\\n5. Write three simple sentences in which the subjects are\\nmodified by normal adjectives.\\n6. Write three simple sentences in which the subjects are\\nmodified by possessives.\\n7. Write three simple sentences in which the subjects are\\nmodified by appositives.\\n8. Write three simple sentences, using prepositional\\nphrases to modify the subjects.\\n9. Write three simple sentences,using participial phrases\\nto modify the subjects.\\n10. Write three simple sentences,using infinitive phrases\\nto modify the subjects.\\n11. Write sentences illustrating the different forms of the\\nunmodified predicate.\\n12. Write three simple sentences in which the verbs are\\nmodified by normal adverbs.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0138.jp2"}, "139": {"fulltext": "EXERCISE.\\n133\\n13. Write three simple sentences, using participles to\\nmodify the verbs.\\n14. Write three simple sentences, using prepositional\\nphrases to modify the verbs.\\n15. Write three simple sentences, using infinitive phrases\\nto modify the verbs.\\n16. Write three simple sentences in which the verbs are\\nmodified by adverbial objectives.\\n17. Define a complex sentence.\\n18. Write three sentences, using clauses as subjects.\\n19. Write three sentences,using clauses as complements of\\ncopulative verbs.\\n20. Write three sentences, using clauses as objects of\\nverbs.\\n21. Write three sentences,using clauses as objects of parti\u00c2\u00ac\\nciples.\\n22. Write three sentences, using clauses as objects of\\ninfinitives.\\n23. Write three sentences, using clauses as objects of\\nprepositions.\\n24. Write three sentences,using clauses in apposition with\\nnouns.\\n25. Write three sentences, using clauses in apposition\\nwith it used as subject.\\n26. Write three sentences, using clauses to modify the\\nsubjects.\\n27. Write three sentences, using clauses to modify the\\ncomplements of copulative verbs.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0139.jp2"}, "140": {"fulltext": "134\\nESSENTIALS OF ENGLISH.\\n28. Write three sentences, using clauses to modify the\\nobjects of verbs.\\n29. Write three sentences, using clauses to modify the\\nobjects of participles.\\n30. Write three sentences, using clauses to modify the\\nobjects of infinitives.\\n31. Write three sentences, using clauses to modify the\\nobjects of prepositions.\\n32. Write three sentences, using clauses to modify the\\nverbs.\\n33. Write three sentences,using clauses to modify attribu\u00c2\u00ac\\ntive complements.\\n34. Write three sentences, using clauses to modify\\nadverbs.\\n35. Write three sentences containing adverbial clauses\\nthat denote time.\\n36. Write three sentences containing adverbial clauses\\nthat denote place.\\n37. Write three sentences containing adverbial clauses\\nthat denote manner.\\n38. Write three sentences containing adverbial clauses\\nthat denote degree.\\n39. Write three sentences containing adverbial clauses\\nthat denote cause.\\n40. Write three sentences containing adverbial clauses\\nthat denote result or purpose.\\n41. Write three sentences containing adverbial clauses\\nthat denote condition or concession.\\n42. Write three sentences containing clauses introduced\\nby different compound relatives,", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0140.jp2"}, "141": {"fulltext": "EXERCISE.\\n135\\n43. Write four sentences containing clauses introduced by\\ndifferent relative pronouns.\\n44. Write three sentences containing clauses in which the\\nconnective is omitted.\\n45. Write three sentences, using clauses parenthetically.\\n46. Write sentences, using as to introduce a relative\\nclause, also adverbial clauses denoting time, manner, and\\ndegree.\\n47. Write sentences,using that to introduce a substantive,\\nan adjective, and an adverbial clause.\\n48. Write sentences, using since to introduce an adjective\\nclause, also adverbial clauses denoting time and cause.\\n49. Write sentences,using when where before and after to\\nintroduce both adjective and adverbial clauses.\\n50. Define a compound sentence.\\n51. Write three compound sentences in which the\\nmembers express continuous thought.\\n52. Write three compound sentences in which the\\nmembers express contrast.\\n53. Write three compound sentences in .which the\\nmembers express alternation.\\n54. Write three compound sentences in each of which\\none member is inferred from the other.\\n55. Write three compound sentences in each of which one\\nor both members are complex.\\n56. Write three compound sentences in each of which one\\nor both members are compound.\\n57. Write three compound sentences in each of which\\nthe connective is omitted.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0141.jp2"}, "142": {"fulltext": "CHAPTER IX.\\nTHE SENTENCE \u00e2\u0080\u0094EQUIVALENTS.\\nWords, phrases, and clauses having the same\\nlogical value, though differing in construction, are\\nGrammatical Equivalents; as,\\n1. He walks rapidly he walks with rapidity.\\n2. Walking is healthful to walk is healthful.\\n3. A unse man a man of wisdom a man who\\nis wise.\\n4. She looks unhappy \u00e2\u0080\u0094she looks as if she ivere\\nunhappy.\\n5. A hot-house plant \u00e2\u0080\u0094a plant grown in a hot\u00c2\u00ac\\nhouse\u00e2\u0080\u0094 plant which grew in a hot-house.\\n6. This is the time to study this is the time\\nfor studying this is the time that ice\\nshould study.\\n7. Subduing our passions is the noblest conquests\\nto subdue our passions is the noblest conquest.\\ni", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0142.jp2"}, "143": {"fulltext": "THE SENTENCE \u00e2\u0080\u0094EQUIVALENTS. 137\\n8. He hopes to go he hopes that he may go.\\n9. She requested that he should leave sh.Q\\nrequested him to leave.\\n10. When the rear was over, the soldiers returned\\nhome the war being over, the soldiers\\nreturned home.\\n11. The crime was great and the punishment\\nshould have been severe as the crime was\\ngreat, the punishment should have been\\nsever e=the crime being great, the punishment\\nshould have been severe.\\nThus it is seen that equivalents are variously\\nused\u00e2\u0080\u0094that the form of a sentence may be changed\\nwithout changing its meaning.\\nSimple sentences are made complex:\\nI. By expanding words into clauses; as,\\n1. Spoken words cannot be recalled words which\\nlijave been spoken cannot be recalled.\\n2. Entering, she spoke to those present when\\nshe entered, she spoke to those present.\\n3. It was an unavoidable delay=it was a delay\\nthat could not be avoided.\\n4. An honest man is the noblest work of God\\na man who is honest is the noblest work\\nof God.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0143.jp2"}, "144": {"fulltext": "138\\nESSENTIALS OF ENGLISH.\\nII. By expanding phrases into equivalent clauses.\\n(1.) Prepositional phrases; as,\\n1. A man without principle is despised a man\\nwho has no principle is despised.\\n2. We waited until sunset =we waited until the\\nsun had set.\\n3. By being industrious and economical he became\\nrich as he was industrious and economical\\nhe became rich.\\n(2.) Participial phrases; as,\\n1 Having finished his ivorJc he went home\\nwhen he had finished his ivork he went home.\\n2. Those living in glass houses should not throw\\nstones those who live in glass houses\\nshould not throw stones.\\n3. Beauty devoid of grace is a hook without\\nbait beauty which is devoid of grace is\\na hook without bait.\\n(3.) Infinitive phi ases; as,\\n1. To become rich is his desire =that he may\\nbecome rich is his desire.\\n2. The man looks to be innocent the man looks\\nas if he were innocent.\\n3. We came early to see you before school-time\\nwe came early that we might see you before\\nschool-time.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0144.jp2"}, "145": {"fulltext": "THE SENTENCE EQUIVALENTS. 139\\n(4.) Phrases in the absolute construction; as,\\n1. He being away we cannot go on we cannot\\ngo on because he is away.\\n2. The rain having ceased we departed =when\\nthe rain had ceased we departed.\\n3. The day being bright many were present as\\nthe day was bright many were present.\\n4. All things else being destroyed virtue could\\nsustain itself though all things else were\\ndestroyed virtue could sustain itself.\\n(5.) Infinitive phrases with subjects; as,\\n1. She requested him to come she requested\\nthat he should come\\n2. I desire it to be done quickly =1 desire that\\nit may.be done quickly.\\n3. I recommend you to accept the position I\\nrecommend that you accept the position.\\nSimple sentences are made compound by expand\u00c2\u00ac\\ning phrases into independent assertions; as,\\n1. Youth being short it should be improved\\nyouth is short and it should be improved.\\n2. Finding you busy I did not disturb you 1\\nfound you busy and I did not disturb you.\\n3. The school, being founded upon public sentiment\\nsucceeded=7/*e school was founded upon public\\nsentiment therefore it succeeded.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0145.jp2"}, "146": {"fulltext": "140\\nESSENTIALS OF ENGLISH.\\nComplex sentences are made compound by ex\u00c2\u00ac\\npanding clauses into independent propositions; as,\\n1. If you do your duty you will be happy do\\nyour duty and you will be happy.\\n2. Unless you govern your passions they will\\ngovern you =govern your passions or they\\nwill govern you.\\n3. Since man has a moral sense he is an\\naccountable being man has a moral sense\\nand, therefore, he is an accountable being.\\nCompound sentences are made complex by con\u00c2\u00ac\\ntracting independent propositions into clauses; as,\\n1. We grow older and we grow wiser as we\\ngrow older we grow wiser.\\n2. Trust men and they will be true to you if\\nyou trust men they wilUbe true to you.\\n3. We assumed the soldier but we did not lay\\naside the citizen when we assumed the\\nsoldier we did not lay aside the citizen.\\nCompound sentences are made simple by con\u00c2\u00ac\\ntracting independent propositions into phrases; as,\\n1. Truth is mighty and it will prevail truth being\\nmighty it will prevail.\\n2. The house was founded upon a rock and it fell\\nnot being founded upon a rock the house\\nfell not.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0146.jp2"}, "147": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094EQUIYALENTS.\\n141\\n3. He found he could not escape, hence lie surren\u00c2\u00ac\\ndered\u00e2\u0080\u0094 finding escape impossible, he surrendered.\\nComplex sentences are made simple:\\nI. By contracting clauses into equivalent phrases.\\n(1.) Prepositional phrases; as,\\n1. If you are patient, you will succeed with\\npatience, you will succeed.\\n2. They fought that they might gain freedom\\nthey fought for freedom.\\n3. I had not heard that ydu were going away=\\nI had not heard of your going away.\\n(2.) Participial phrases; as,\\n1. She regrets that she did not read \u00c2\u00ab7 she\\nregrets not having read it.\\n2. As he returned with a victorious army he was\\nhonored returning with a victorious army,\\nhe was honored.\\n3. Truth, though it be crushed to earth will rise\\nagain truth, crushed to earth, will rise\\nagain.\\n4. When he had conquered the world Alexander\\nlonged for more worlds to conquer having\\nconquered the world, Alexander longed for\\nmore worlds to conquer.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0147.jp2"}, "148": {"fulltext": "142\\nESSENTIALS OF ENGLISH.\\n(3.) Infinitive phrases; as,\\n1 I expected that I should he gone I expected\\nto he gone.\\n2. We came that ice may he instructed =we\\ncame to he instructed.\\n3. He is extravagant because he roastes his money\\nhe is extravagant to waste his money.\\n4. That one does not speak correctly denotes a\\nlack of culture=no\u00c2\u00a3 to speak correctly denotes\\na lack of culture.\\n(4.) Phrases in the absolute construction; as,\\n1. Since the rain is over you may go the rain\\nbeing over you may go.\\n2. When shame is lost all virtue is lost\\nshame being lost all virtue is lost.\\n3. The cavalry advanced while the infantry re\u00c2\u00ac\\nmained behind the cavalry advanced, the\\ninfantry remaining behind.\\n(5.) Infinitive phrases with subjects; as,\\n1. We desire that you will come we desire you\\nto come.\\n2. I believe that he is honest I believe him to\\nbe honest.\\n3. I expected that it ivoidd end so I expected\\nit to end so.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0148.jp2"}, "149": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094EQUIVALENTS. 143\\nII. By contracting clauses into equivalent words;\\nas,\\n1. Read books that instruct you read instructive\\nbooks.\\n2. He spoke of days that are gone he spoke of\\nby-gone days.\\n3. Many things which are lawful are not expedient\\n=many things lawful are not expedient.\\n4. It sank to a depth which cannot be fathomed\\nit sank to a fathomless depth.\\nSentences are also contracted by ellipsis.\\nI. Two or more sentences are combined into one\\nby using but once the words common to both; as,\\n1. John is a good student. Mary is a good stu\u00c2\u00ac\\ndent John and Mary are good students.\\n2. We respect a good man. We love a good\\nman \u00e2\u0080\u0094we respect and love a good man.\\n3. All admire the good. All admire the true.\\nAll admire the beautiful all admire the\\ngood, the true, and the beautiful.\\n4. She gave me a beautiful rose. She gave me a\\nlarge rose. She gave me a red rose she\\ngave me a beautiful large red rose.\\nWe are made happy by what we are. We are\\nnot made happy by what we have we are\\nmade hai^py by what we, are, not by what\\nwe have.\\n5.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0149.jp2"}, "150": {"fulltext": "114 ESSENTIALS OF ENGLISH.\\nII. Two or more short, related sentences are\\ncombined by omitting words and contracting inde\u00c2\u00ac\\npendent sentences into words, phrases, or clauses; as,\\n1. Benjamin West was a painter. He was born\\nin Pennsylvania \u00e2\u0080\u0094Benjamin West, the pain\u00c2\u00ac\\nter, Avas born in Pennsylvania.\\n2. Thanatopsis is a beautiful poem. It AvasAvrit-\\nten by Bryant. It Avas written in his eigh\u00c2\u00ac\\nteenth year=Bryant wrote the beautiful poem?\\nThanatopsis, in his eighteenth year.\\n3. A dog saAv a child in the Avater. The dog\\nsprang into the Avater. The dog brought the\\nchild safely to the shore a dog, seeing a\\nchild in the Avater, sprang into the Avater\\nand brought the child safely to the shore.\\n4. Paul Revere was an acti\\\\ r c patriot. The British\\nhad started for Lexington. He Avas sent to\\ntell Adams and Hancock this Paul Revere,\\nan active patriot, was sent to tell Adams\\nand Hancock that the British had started\\nfor Lexington.\\n5. Columbus saw a distant light. This Avas about\\ntwo hours before midnight. He A\\\\ T as stand\u00c2\u00ac\\ning on the forecastle. He pointed the light\\nout to Pedro. Pedro Avas a page of the\\nqueen\u00e2\u0080\u0099s Avardrobe about two hours before\\nmidnight, Columbus, standing on the fore\u00c2\u00ac\\ncastle, saAv a light, which he pointed out to\\nPedro, a page of the queen\u00e2\u0080\u0099s wardrobe.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0150.jp2"}, "151": {"fulltext": "THE SENTENCE \u00e2\u0080\u0094EQUIVALENTS. 145\\nIII. Words that can be easily supplied are often\\nomitted from dependent clauses, or members of\\ncompound sentences; as,\\n1. He looks as if [he were] angry.\\n2. He is poor, but [he is] honest.\\n3. You are taller than I [am tail].\\n4. My heart whispers [that] God is nigh.\\n5. To live in hearts [that] we leave behind is\\nnot to die.\\n6. Some find their bliss in action, some [find\\ntheir bliss] in ease.\\n7. Our life is not so much threatened as our\\nperceptions [are threatened].\\n8. Washington is called the \u00e2\u0080\u009cFather of his coun\u00c2\u00ac\\ntry,\u00e2\u0080\u009d and [he is] justly so [called].\\n9. Once I took most delight in Montaigne\\nbefore that [I took 7nost delight] in Shake\u00c2\u00ac\\nspeare.\\nNote. Equivalents deserve special attention, since, by their\\nuse, greater variety of expression is gained. Without ellipsis\\nlanguage would be cumbersome in the extreme. The most\\nthoughtful writers make the freestruse of ellipsis. Logical force\\ndoes not require grammatical completeness.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0151.jp2"}, "152": {"fulltext": "EXERCISE.\\nI. Change the following simple sentences to equivalent\\ncomplex sentences:\\n(1.) I have many things to tell you.\\n(2.) Happiness shared is perfected.\\n(3.) That was the work of a life-time.\\n(4.) Every truly great man is unique.\\n(5.) Noisest fountains run soonest dry.\\n(6.) His trials ended, he rests in peace.\\n(7.) I was not aware of your being away.\\n(8.) Positive men are most often in error.\\n(9.) The end of learning is to know God.\\n(10.) Being but dust, be humble and wise.\\n(11.) Life\u00e2\u0080\u0099s great results are something slow.\\n(12.) Frequent the company of your superiors.\\n(13.) I don\u00e2\u0080\u0099t wonder at his being discouraged.\\n(14.) He was pardoned on account of his youth.\\n(15.) I was happy to learn of your safe arrival\\n(16.) We must love our neighbor to get his love.\\n(17.) Ten times conquered, still you may be victor.\\n(18.) Criminals are punished for the safety of society.\\n(19.) In the race of life, the cradle is the starting place.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0152.jp2"}, "153": {"fulltext": "EXERCISE.\\n147\\n(20.) Gentleness corrects all things offensive in our habits.\\n(21.) Good, the more communicated, the more abun\u00c2\u00ac\\ndant grows.\\n(22.) All our faculties may be improved by use.\\n(23.) By doing the right, we come to like doing it.\\n(24.) We often deceive ourselves by trying to deceive\\nothers.\\n(25.) Peace of mind being secured, we may smile at\\nfortune.\\n(26.) No way has been found for making heroism easy,\\neven for the scholar.\\n(27.) A man without earnestness is a mournful and per\u00c2\u00ac\\nplexing spectacle.\\n(28.) Here was the chair of state, having directly over\\nit a rich canopy.\\n(29.) The king\u00e2\u0080\u0099s persisting in such a plan, was the height\\nof folly.\\n(3Q.) My story being done, she gave me for my pains a\\nworld of sighs.\\nII. Change the following complex sentences to equiva\u00c2\u00ac\\nlent simple sentences:\\n(1.) It came as the winds come.\\n(2.) I shall see you when I return.\\n(3.) I believe that he is an honest man.\\n(4.) I cannot go unless she goes with me.\\n(5.) As time is short, we must not waste it.\\n(6.) He that hath knowledge spareth his words.\\n(7.) The bird that is cautious avoids the snare.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0153.jp2"}, "154": {"fulltext": "148\\nESSENTIALS OF ENGLISH.\\n(8.) The year when Chaucer was born is uncertain.\\n(9.) While I was seated there, I heard a loud noise.\\n(10.) He that loves flowers cannot be wholly vicious.\\n(11.) Socrates declares that virtue is its own rewared.\\n(12.) If we set our desires too high, we cannot compass\\nthem.\\n(13.) My strength is as the strength of ten because my\\nheart is pure.\\n(14.) One should never refuse to own that he has been\\nin the wrong.\\n(15.) If we would divine the future, we must study the\\npast.\\n(16.) Only when we are true do we gain the esteem of\\nothers.\\n(17.) Mercy but murders, since it pardons those who\\nkill.\\n(18.) All time which has been misspent will one day be\\nregretted.\\n(19.) If you would hit the mark, you must aim a little\\nabove it.\\n(20.) He that despairs measures Providence by his own\\nlittle model.\\n(21.) Kindness to those who are wronged is never with\u00c2\u00ac\\nout its reward.\\n(22.) Beauty, when it is unadorned, is adorned the most.\\n(23.) White garments, as they reflect the rays of the\\nsun, are cool in summer.\\n(24.) Our forefathers held that taxation without repre\u00c2\u00ac\\nsentation was unjust.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0154.jp2"}, "155": {"fulltext": "EXERCISE.\\n149\\n(25.) When he had finished his speech, the speaker de\u00c2\u00ac\\nscended from the platform.\\n(26.) It is believed that sleep is a dimunition in the supply\\nof blood to the brain.\\n(27.) The tolling of the bells announced that President\\nGarfield had died.\\n(28.) \u00e2\u0080\u009cThe Grand Old Man\u00e2\u0080\u009d is the title which an admir\u00c2\u00ac\\ning people have given to Gladstone.\\n(29.) If we are at peace with God and our own con\u00c2\u00ac\\nscience, what enemy among man need we fear?\\n(30.) If one would speak perfectly well, he must feel\\nthat he has got to the bottom of his subject.\\nIII. Change the following simple or complex sentences\\nto equivalent compound sentences:\\n(1.) A pretended patriot, he impoverished his country.\\n(2.) The sun rises, the darkness disappearing.\\n(3.) The house fell not, because it was founded upon\\na rock.\\n(4.) The infantry advanced, the cavalry remaining\\nbehind.\\n(5.) When the sea had spent its fury, it became calm.\\n(6.) As she was entirely evereome with grief, she wept\\naloud.\\n(7.) If you take care of the minutes, the hours will take\\ncare of themselves.\\n(8.) Though we desire to live long, we do not want to\\nbe old.\\n(9.) If you do not fill your mind with good thoughts,\\nbad ones will find entrance there.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0155.jp2"}, "156": {"fulltext": "150\\nESSENTIALS OF ENGLISH.\\n(10.) Winged thoughts flit through the heart, each leav\u00c2\u00ac\\ning its little seed of good or evil.\\n(11.) The school, by enabling a child to compare himself\\nwith others, assists him in finding his place.\\n(12.) Human progress, which has always been at war\\nwith the masses, owes nothing to the timid or the contented.\\n(13.) If conditions were not disturbed by the compell\u00c2\u00ac\\ning power of suggestion from an occasional thinker, we\\nshould remain at rest.\\n(14.) Hands of angels* hidden from mortal eyes, shifted\\nthe scenery of the heavens, dissolving the glories of the\\nnight into the glories of the dawn.\\n(15.) He who is false to the present duty, breaks a\\nthread in the loom, the effect of which will be seen when\\nthe weaving of a life-time is unraveled.\\nIV. Change the following compound sentences to equiv\u00c2\u00ac\\nalent complex or simple sentences:\\n(1.) The shower is over, and we can go on.\\n(2.) Trust men, and they will be true to you.\\n(3.) They are idle, therefore they are unhappy.\\n(4.) The premises were admitted, and the couclusion\\nfollowed.\\n(5.) He made quick use of the moments, and therefore\\nhe gained much time.\\n(6.) Energy is a good thing, but it must be guided by\\ndiscretion.\\n(7.) He was often warned of his danger, but he persisted\\nin his course.\\n(8.) I heard that you wished to see me, and I lost no\\ntime in coming to you.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0156.jp2"}, "157": {"fulltext": "EXERCISE.\\n151\\n(9.) Nature is full of unknown things, and the oppor\u00c2\u00ac\\ntunities for discovery are still great.\\n(10.) We tread upon life\u00e2\u0080\u0099s broken laws, and murmur at\\nour self-inflicted pains.\\n(11.) The school compels co-operation with others, and\\nthus it disciplines the child to sacrifices.\\n(12.) The constant struggle for petty victories contracts a\\nman\u00e2\u0080\u0099s mental range, and unfits him for the attainment of\\ngreat success.\\n(13.) The boy was going to school, he saw a drove of\\nhorses in the street, and he stopped to look at them.\\n(14.) All at once the sun came out, and poured a very\\nflood of glory about, and gladdened everything upon which\\nit shone.\\n(15.) He descended from his throne, and ascended the\\nscaffold, and said, Live, incomparable pair.\u00e2\u0080\u009d\\nV. Do the following work in expanding, contracting, and\\ncombining sentences:\\n1. Write three sentences containing adverbs expand\\nthe adverbs into equivalent phrases.\\n2. Write three sentences containing infinitives change\\nthe infinitives to participles.\\n3. Write three sentences containing participial phrases;\\nchange the phrases to equivalent infinitive phrases.\\n4. Write three sentences containing adjectives; expand\\nthe adjectives into equivalent clauses.\\n5. Write three sentences containing prepositional phrases;\\nexpand the phrases into equivalent clauses.\\n6. Write three sentences containing participial phrases\\nexpand the phrases into equivalent clauses.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0157.jp2"}, "158": {"fulltext": "152\\nESSENTIALS OF ENGLISH.\\n7. Write three sentences containing infinitive phrases\\nexpand the phrases into equivalent clauses.\\n8. Write three sentences containing phrases in the abso\u00c2\u00ac\\nlute construction; expand the phrases into equivalent clauses.\\n9. Write three sentences containing infinitive phrases\\nwith subjects; expand the phrases into equivalent clauses.\\n10. Write three simple sentences; expand them into\\nequivalent compound sentences.\\n11. Write three complex sentences; expand them into\\nequivalent compound sentences.\\n12. Write three compound sentences; contract them into\\nequivalent complex sentences.\\n13. Write three compound sentences; contract them into\\nequivalent simple sentences.\\n14. Write three complex sentences; contract the clauses\\ninto equivalent prepositional phrases.\\n15. Write three complex sentences; contract the clauses\\ninto equivalent participial phrases.\\n16. Write three complex sentences; contract the clauses\\ninto equivalent infinitive phrases.\\n17. Write three complex sentences; contract the clauses\\ninto equivalent independent phrases.\\n18. Write three complex sentences; contract the clauses\\ninto equivalent infinitive phrases with subjects.\\n19. Write three complex sentences; contract the clauses\\ninto equivalent words.\\n20. Write three sentences, using an equivalent word,\\nphrase, and clause.\\n21. Write a simple sentence expand it into an equiva\u00c2\u00ac\\nlent complex sentence; into an equivalent compound\\nsentence.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0158.jp2"}, "159": {"fulltext": "EXERCISE.\\n153\\n22. Write a compound sentence; contract it into an\\nequivalent complex sentence; into an equivalent simple\\nsentence.\\n23. Write two sentences; combine them into one sen\u00c2\u00ac\\ntence containing a compound subject.\\n24. Write two sentences; combine them into one sen\u00c2\u00ac\\ntence containing a compound verb.\\n25. Write three sentences combine them into one sen\u00c2\u00ac\\ntence in which the object of the verb is compound.\\n26. Write three sentences combine them into one sen\u00c2\u00ac\\ntence having a compound modifier.\\n27. Write two sentences; combine them into an equiv\u00c2\u00ac\\nalent simple sentence.\\n28. Write three sentences; combine them into an equiv\u00c2\u00ac\\nalent simple sentence.\\n29. Write two sentences; combine them into an equiva\u00c2\u00ac\\nlent complex sentence.\\n30. Write three sentences; combine them into an equiv\u00c2\u00ac\\nalent complex sentence.\\n31. Write three sentences illustrating the use of ellip\u00c2\u00ac\\nsis in dependent clauses.\\n32. Write three sentences illustrating the use of ellipsis\\nin members of compound sentences.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0159.jp2"}, "160": {"fulltext": "154\\nESSENTIALS OF ENGLISH.\\nTHE VILLAGE BLACKSMITH.\\nBY HENRY W. LONGFELLOW.\\nI.\\nUnder a spreading chestnut tree\\nThe village smithy stands;\\nThe smith, a mighty man is he,\\nWith large and sinewy hands;\\nAnd the muscles of his brawny arms\\nAre strong as iron bands.\\nII.\\nHis hair is crisp, and black, and long;\\nHis face is like the tan;\\nHis brow is wet with honest sweat-\\nHe earns whate\u00e2\u0080\u0099er he can,\\nAnd looks the whole world in the face,\\nFor he owes not any man.\\nIII.\\nWeek in, week out, from morn to night,\\nYou can hear his bellows blow;\\nYou can hear him swing his heavy sledge,\\nWith measured beat and slow,\\nLike a sexton ringing the village bell\\nWhen the evening sun is low.\\nIV.\\nAnd children, coming home from school,\\nLook in at the open door;\\nThey love to see the flaming forge,\\nAnd hear the bellows roar,\\nAnd catch the burning sparks that fly\\nLike chaff from a threshing-floor.\\nV.\\nHe goes on Sunday to the church,\\nAnd sits among his boys;\\nHe hears the parson pray and preach;\\nHe hears his daughter\u00e2\u0080\u0099s voice\\nSinging in the village choir,\\nAnd it makes his heart rejoice.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0160.jp2"}, "161": {"fulltext": "", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0161.jp2"}, "162": {"fulltext": "THE VILLAGE BLACKSMITH.\\n156", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0162.jp2"}, "163": {"fulltext": "THE VILLAGE BLACKSMITH.\\n157\\nVI.\\nIt sounds to him like her mother\u00e2\u0080\u0099s voice,\\nSinging in Paradise!\\nHe needs must think of her once more\u00e2\u0080\u0094\\nHow in the grave she lies;\\nAnd with his hard, rough hand, he wipes\\nA tear out of his eyes.\\nVII.\\nToiling, rejoicing, sorrowing,\\nOnward through life he goes;\\nEach morning sees some task begin,\\nEach evening sees it close;\\nSomething attempted, something done,\\nHas earned a night\u00e2\u0080\u0099s repose.\\nVIII.\\nThanks, thanks to thee, my worthy friend,\\nFor the lesson thou hast taught!\\nThus, at the flaming forge of life,\\nOur fortunes must be wrought;\\nThus, on its sounding anvil, shaped\\nEach burning deed and thought!\\nTHE VILLAGE BLACKSMITH.\\nStudy the poem carefully.\\nRead it aloud.\\nParaphrase it.\\nCommit the poem to memory.\\nDescribe the blacksmith as you know him.\\nStudy the poem, stanza by stanza, as to kinds of\\nsentences, clauses and phrases.\\nTell what each clause denotes.\\nTell what each phrase describes.\\nNote the use of adjectives as predicate-complements.\\nNote adverbial use of \u00e2\u0080\u009cweek in \u00e2\u0080\u009cweek out\u00e2\u0080\u009d", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0163.jp2"}, "164": {"fulltext": "158\\nESSENTIALS OF ENGLISH.\\nObject of \u00e2\u0080\u009ccan hear\u00e2\u0080\u009d? Syntax of \u00e2\u0080\u009cbellows\u00e2\u0080\u009d?\\nSyntax of \u00e2\u0080\u009chim swing his heavy sledge\\nSyntax of \u00e2\u0080\u009chim\u00e2\u0080\u009d? Syntax of \u00e2\u0080\u009csledge\u00e2\u0080\u009d?\\nParticipial use of \u00e2\u0080\u009cringing\u00e2\u0080\u009d? \u00e2\u0080\u009ccoming\u00e2\u0080\u009d?\\nAdverbial use of \u00e2\u0080\u009chome\u00e2\u0080\u009d?\\nSyntax of \u00e2\u0080\u009cto see the flaming forge\u00e2\u0080\u009d?\\nSyntax of \u00e2\u0080\u009ccatch\u00e2\u0080\u009d? Syntax of \u00e2\u0080\u009csinging\u00e2\u0080\u009d?\\nCase of \u00e2\u0080\u009cheart?\u00e2\u0080\u009d Case of \u00e2\u0080\u009cheart rejoice?\u00e2\u0080\u009d\\nUse of participles in VII?\\nName other poems Longfellow has written.\\nHenry Wadsworth Longfellow.\\nHenry Wadsworth Longfellow was born in Portland,\\nMe., February 27, 1807. His father and mother were of\\nEnglish stock, his mother being a descendant of \u00e2\u0080\u009cJohn\\nAlden and Priscilla\u00e2\u0080\u009d.\\nLongfellow early showed a taste for reading, as also\\na disposition to compose. The \u00e2\u0080\u009cBattle of Lowell\u00e2\u0080\u0099s\\nPond\u00e2\u0080\u009d was his first poem, written when he was thirteen.\\nHe entered Bowdoin College at the age of fourteen,\\ngraduating in 1825. Shortly after graduating he was\\nelected Professor of Modern Languages in his Alma\\nMater. Previous to entering upon this work, he spent\\nthree years in study and travel in Europe. After teaching\\nfive and one-half years in Bowdoin, Harvard University\\nin 1834 elected him to the chair of JYXodern Languages,\\nwhich position he held for nineteen years.\\nOn resigning this position he devoted his entire time\\nto literature. \u00e2\u0080\u009cEvangeline\u00e2\u0080\u009d.and \u00e2\u0080\u009cHiawatha\u00e2\u0080\u009d are consid\u00c2\u00ac\\nered the best of his longer poems. Longfellow is\\nconsidered the typical American poet. He died at\\nCambridge in 1882.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0164.jp2"}, "165": {"fulltext": "CHAPTER X.\\nTHE SENTENCE \u00e2\u0080\u0094CONCORD.\\nConcord is the proper relation of words used\\nin a sentence.\\nNote. In English there are comparatively few changes in\\nform to denote agreement. The construction of the sentence de\u00c2\u00ac\\npends, not upon word-forms, but upon the laws of order and of\\nreason.\\nThe following are the principal rules for the\\nagreement of words:\\nI. The subject of a finite verb* is in the nomi\u00c2\u00ac\\nnative case as,\\n1. She is taller than I.\\n2. That is not for such as we.\\n3. He cannot go nor she either.\\n4. You can do it as well as she.\\n5. Who do you think called to-day?\\n6. I will give this to whoever w T ants it.\\n7. What were you and he talking about?\\n8. They that seek me early shall find me.\\n9. I saw the man who it is believed did it.\\n10. She and her mother are coming to-morrow.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0165.jp2"}, "166": {"fulltext": "1G0\\nESSENTIALS OF ENGLISH.\\nII. The verb to be takes the same case after it\\nas before it; as,\\n1. It is\\n2. That was not she.\\n3. I took you to be him.\\n4. I believe it to be them.\\n5. Is it we you want to see\\n6. I cannot think it was they.\\n7. Who do you think it was\\n8. Whom did you suppose it to be?\\n9. This woman might have been she.\\n10. It could not have been he who said that.\\nIII. The object of a transitive verb, of a preposi\u00c2\u00ac\\ntion, or of a participle, is in the objective case;\\nas,\\n1. She called him and me.\\n2. Is this for him or her\\n3. Whom can I trust, if not her?\\n4. Whom does your son look like?\\n5. I do not know whom we shall see.\\n6. Them that honor me, I will honor.\\n7. To whom does he refer, you or me?\\n8. The ocean lies between them and us.\\n9. Trusting her I have been deceived.\\n10. They did not think of seeing him or me.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0166.jp2"}, "167": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094CONCORD. 161\\nIV. The subject of an infinitive is in the objec\u00c2\u00ac\\ntive case; as,\\n1. She requested him to come.\\n2. We invited them to go with us.\\n3. He ordered it to be brought up.\\n4. Why did you not ask her to do it?\\n5. For me to do so would not be right.\\n6. There is still time enough for him to go.\\nV. Appositives are in the same case as the\\nnouns which they modify as,\\n1. Your friend, he whom you expected, has come.\\n2. It was Miss E., she who was here once before.\\n6. I met Miss E., her of whom we were speaking.\\n4. Ask your mother, her who is your best friend.\\n5. He was the son of Dr. West, perhaps him who\\npublished Pindar at Oxford.\\nVI. The verb must agree with its subject in\\nperson and number; as,\\n1. The fish swims.\\n2. He is here.\\n3. I am not sure.\\n4. She writes well.\\ni\\n5. I was late.\\n6. Thou reasonest well.\\nThe fishes swim.\\nSThey are here.\\nAre you sure?\\nThe girls write well.\\nWe were late.\\nYou reason well.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0167.jp2"}, "168": {"fulltext": "162\\nESSENTIALS OF ENGLISH.\\nIt should be remembered that the meaning rather\\nthan the form of the subject determines whether\\nthe verb shall have the singular or the plural form;\\nas,\\n1. News is scarce.\\n2. The deer are in the park.\\n3. The deer is a beautiful animal.\\n4. Enough is as good as a feast.\\n5. Enough were present to make a quorum.\\n6. Several species grow near here.\\n7. This species grows in warm climates.\\n8. Mathematics is his favorite study.\\n9. A number of persons were injured.\\n10. The number of persons injured was ten.\\n11. The class [as a whole] is a large one.\\n12. The class [as individuals] are all studying.\\n13. No pains was spared to make it a success.\\n14. \u00e2\u0080\u009cThe Adventures of Captain Bonneville\u00e2\u0080\u009d was\\nwritten by Washington Irving.\\nWhen, by transposition or intervention of parts,\\nthe subject is somewhat obscured, care must be\\ntaken not to violate this rule; as,\\n1. There go John and James.\\n2. Yonder come my neighbor and his daughter.\\n3. There were left only my brother and I.\\n4. Do your father and mother expect to go soon?", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0168.jp2"}, "169": {"fulltext": "THE SENTENCE-CONCORD.\\n163\\n5. Not one of the boys is absent.\\n6. Within stand two cloaked figures.\\n7. Every one except two has the lesson.\\n8. What sounds has each of the vowels\\n9. Each of these expressions is incorrect.\\n10. Whence came all this strife and bloodshed\\n11. The appearance of the clouds indicates rain.\\n12. A variety of pleasing objects charms the eye.\\n13. The condition of the roads was such that we\\ncould not go on.\\nIn general, two or more singular subjects con\u00c2\u00ac\\nnected by and require a plural verb; connected by\\nor or nor they require a singular verb; as,\\n1. Either she or her sister has it.\\n2. To be or not to be is the question.\\n3. Does he or his brother expect to go?\\n4. The father or the son goes every day.\\n5. Honor and shame from no condition rise.\\n6. Were he and John ready when you arrived\\n7. To profess and to possess are different things.\\n8. Neither poverty nor great wealth is desirable.\\n9. Our peace and happiness depend upon ourselves.\\n10. Do not our safety and welfare demand unity?\\n11. Life, liberty, and the pursuit of happiness are\\ninalienable rights.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0169.jp2"}, "170": {"fulltext": "164\\nESSENTIALS OF ENGLISH.\\nWhen connected subjects have a singular mean\u00c2\u00ac\\ning, when they are taken distributively, or when one\\nis more prominent in thought than the others, the\\nverb is singular; as,\\n1. Why is dust and ashes proud?\\n2. The poet, essayist, and critic ivrites as follows.\\n3. A great hue and cry ivas raised.\\n4. Not a day, not an hour but has its duty.\\n5. Every man, woman, and child was lost.\\n6. Her grace, her wit, her beauty charms all.\\n7. He, and also his brother, has gone.\\n8. All work and no play makes Jack a dull boy.\\n9. Not failure, but low aim, is crime.\\n10. Morality, as well as vice, is a growth.\\nWhen there are two or more subjects of differ\u00c2\u00ac\\nent numbers and persons, the verb generally agrees\\nwith the one nearest it, or with the one most prom\u00c2\u00ac\\ninent in thought; as,\\n1. Neither you nor he comes often.\\n2. Either you or I am in the wrong.\\n3. John or his sisters are going.\\n4. Are you or your brother coming?\\n5. He, and not I, is to blame.\\n6. They, as well as he, have made errors.\\n7. Thought, not the schools, makes the scholar.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0170.jp2"}, "171": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094CONCORD.\\n165\\nVIII. A pronoun must agree with its antece\u00c2\u00ac\\ndent in person, gender, and number; as,\\n1. Every man has received his pay.\\n2. Not a woman is here but will do her part.\\n3. The soldier was borne to his rest.\\n4. The nightingale was singing her song.\\n5. The books were not put into their places.\\n6. Each of the books must be put into its place.\\n7. Cyrus knew all the soldiers of his army and\\ncould call them by their names.\\n8. The friends that thou hast and their adoption\\ntried, grapple them to thy soul.\\nWhen the gender of the antecedent is indefinite,\\nthe masculine form of the pronoun is used; as,\\n1. If any one can answer, let him do so.\\n2. Each one must do his work for himself.\\n3. No one knows how hard it is until he has tried.\\n4. Eyery citizen should love his own country.\\n5. There is no body but has his trials.\\n6. Let every one in favor raise his hand.\\n7. If any pupil has finished his work, he may go.\\n8. Every one complains of his memory, but no\\none of his defective judgment.\\nWhen the pronoun represents two or more\\nsingular antecedents, it is generally:", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0171.jp2"}, "172": {"fulltext": "166\\nESSENTIALS OF ENGLISH.\\nI. Plural, if the antecedents are taken collec\u00c2\u00ac\\ntively; as,\\n1. You and I must do our part.\\n2. John and Mary are studying their lessons.\\n3. Purpose, perseverance, and industry will have\\ntlieir reward.\\nII. Singular, if the antecedents are taken dis\u00c2\u00ac\\ntributive^; as.\\n1. Neither John nor James has his lesson.\\n2. Each day and each hour brings its duties.\\n3. Every man, woman, and child does his part.\\n4. I never loved a tree or flower but it was the\\nfirst to fade away.\\n5. Not an officer, not a soldier, not a camp fol\u00c2\u00ac\\nlower, escaped injury to his health.\\nWhen the antecedent is a collective noun, the\\npronoun is singular if the noun gives the idea of\\nunity, plural if the individuals are considered; as,\\n1. The army has lost its leader.\\n2. Every family has its peculiarities.\\n3. The family are on their way to Europe.\\n4. The congregation are in their pews.\\n5. Each congregation likes its minister the best.\\n6. The committee has made its report.\\n7. The committee could not make up their minds.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0172.jp2"}, "173": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094CONCORD. 167\\nWhen the pronoun represents two or more an\u00c2\u00ac\\ntecedents of different persons or numbers, it agrees\\nwith the one nearest it, or with the one most prom\u00c2\u00ac\\ninent in thought; as,\\n1. Neither you nor he has his book.\\n2. Either she or her sisters brought their work.\\n3. John, but not the others, has his lesson.\\n4. If he or his brothers are there tell them this.\\n5. The father, as well as the sons, does his duty.\\n6. Neither he nor his friends spend much of their\\ntime reading good books.\\n7. They, and you also, should have given their\\nattention to this matter.\\nVIII. The tense of the verb must \u00e2\u0080\u00a2harmonize\\nwith the time indicated by other parts of the sen\u00c2\u00ac\\ntence as,\\n1. I saw him yesterday.\\n2. I have not seen him to-day\\n3. He said that he was not going.\\n4. I should be glad if she would do it.\\n5. I had hoped you would be my friend.\\n6. If this should be done, I would leave\\n7. If you are not careful you may drop it.\\n8. I shall be much pleased if you will finish it.\\n9. Last week he was absent several days, and\\nthis week he has been absent every day.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0173.jp2"}, "174": {"fulltext": "168\\nESSENTIALS OF ENGLISH.\\nWhen a general truth is to be expressed the\\nverb should be in the present tense, irrespective of\\nany other verb in the sentence; as,\\n1. The infidel denied that God exists.\\n2. He began to realize that life is short\\n3. Galileo maintained that the earth moves.\\n4. He taught that virtue is its own reward.\\n5. He proved that gold is heavier than iron.\\nIX. After the past tense of the verb the present\\ninfinitive should be used, except when the time\\nindicated by the infinitive is prior to that indicated\\nby the verb; as,\\n1. I intended to write you.\\n2. I hoped to be able to go sooner.\\n3. I expected to call before this time.\\n4. I meant to visit Paris while abroad.\\n5. He appeared to have seen better days.\\n6. I believed you to have been misrepresented.\\n7. He rejoiced to have been born in America.\\nX. Adjectives that imply number must agree\\nin number with the nouns which they modify.\\n1. I prefer this kind of apples.\\n2. I do not like that sort of hats.\\n3. That kind of friends is worth having.\\n4. I have not seen him these twenty years.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0174.jp2"}, "175": {"fulltext": "EXERCISE.\\nNote.\u00e2\u0080\u0094U se pronouns in the exercises illustrating case.\\n1. Write three sentences illustrating the principle that\\nthe subject of a finite verb is in the nominative case.\\n2. Write three sentences illustrating the use of the\\nnominative case after the verb be.\\n3. Write three sentences illustrating the use of the\\nobjective case after the verb be.\\n4. Write three sentences illustrating the principle that\\nthe object of a transitive verb is in the objective case.\\n5. Write three sentences illustrating the use of the\\nobjective case after prepositions.\\n6. Write three sentences in which appositives are used\\nin the nominative case.\\n7. Write three sentences in which appositives are used\\nin the objective case.\\n8. Write three sentences, using subjects in the third\\nperson singular; change to plural.\\n9. Write three sentences, using singular subjects modi\u00c2\u00ac\\nfied by adjuncts containing plural nouns.\\n10. Write three sentences, using as subjects words\\nwhich are plural in form but singular in meaning.\\n11. Write three sentences, using as subjects collective\\nnouns that require singular verbs.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0175.jp2"}, "176": {"fulltext": "170\\nESSENTIALS OF ENGLISH.\\n12. Write three sentences, using as subjects collective\\nnouns that require plural verbs.\\n13. Write three sentences illustrating the use of a\\nplural verb after two or more singular subjects connected\\nby and.\\n14. Write three sentences illustrating the use of a\\nsingular verb after two or more singular subjects\\nconnected by or or nor.\\n15. Write three sentences illustrating the correct use\\nof the verb after two or more subjects that are singular\\nin meaning.\\n16. Write three sentences, using in each two or more\\nsubjects taken distributively.\\n17. Write three sentences showing the correct use of\\nthe verb with two or more subjects when one is more\\nprominent in thought than the others.\\n18. Write three sentences showing the correct use of\\nthe verb with two or more subjects of different numbers.\\n19. Write three sentences showing the correct use of\\nthe verb with two or more subjects of different persons.\\n20. Write three sentences illustrating the agreement\\nof the pronoun with its antecedent.\\n21. Write three sentences illustrating the use of the\\npronoun with antecedents of indefinite gender.\\n22. Write three sentences showing the agreement of\\nthe pronoun with two or more antecedents taken collec\u00c2\u00ac\\ntively.\\n23. Write three sentences showing the agreement of\\nthe pronoun with two or more antecedents taken distribu\u00c2\u00ac\\ntively.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0176.jp2"}, "177": {"fulltext": "EXERCISE.\\n171\\n24. Write three sentences in which singular pronouns\\nrefer to collective nouns.\\n25. Write three sentences in which plural pronouns\\nrefer to collective nouns.\\n26. Write three sentences in which pronouns refer to\\ntwo or more antecedents of different persons.\\n27. Write three sentences in which pronouns refer to\\ntwo or more antecedents of different numbers.\\n28. Write three sentences in which present infinitives\\nare used after the past tense of the verbs.\\n29. Write three sentences in which present perfect\\ninfinitives are used after the past tense of the verbs.\\n30. Write three sentences illustrating the agreement\\nof the verbs with time indicated in other parts of the\\nsentences.\\n31. Write three sentences illustrating the agreement of\\nthe principal verbs with those in subordinate clauses.\\n32. Write three sentences in which the principal verbs\\nare in the past tense, and those in subordinate clauses\\nstate general truths.\\n33. Write three sentences showing the agreement of\\nadjectives with the nouns which they modify.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0177.jp2"}, "178": {"fulltext": "172\\nESSENTIALS OF ENGLISH.\\nCHRISTMAS BELLS.\\nX. Study this picture carefully.\\n2. Describe it orally, then write your thoughts.\\n3. Notice the swirl of motion passing from the bells\\ninto the figures of the angels,\u00e2\u0080\u0094the heralds of \u00e2\u0080\u009cGood-will\\nto man!\u00e2\u0080\u009d\\n4. What do the birds flitting about suggest?\\n5. Notice the carved gargoyle in the foreground that\\nsuggests the cathedral. You can almost hear the Christ\u00c2\u00ac\\nmas chimes ring out their joyous peals.\\n6. Can you express thoughts and feelings in a pic\u00c2\u00ac\\nture that cannot be expressed in words? Explain.\\nTHE NEW YEAR.\\nRing out, wild bells, to the wild sky,\\nThe flying cloud, the frosty light;\\nThe year is dying in the night;\\nRing out, wild bells, and let him die.\\nRing out the old, ring in the new,\\nRing, happy bells, across the snow;\\nThe year is going, let him go:\\nRing out the false, ring in the true.\\nRing out the grief that saps the mind,\\nFor those that here we see no more;\\nRing out the feud of rich and poor,\\nRing in redress to all mankind.\\nRing out a slowly dying cause,\\nAnd ancient forms of party strife;\\nRing in the nobler modes of life,\\nWith sweeter manners, purer laws.\\nRing out false pride in place and blood,\\nThe civic slander and the spite;\\nRing in the love of truth and right,\\nRing in the common love of good.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0178.jp2"}, "179": {"fulltext": "CHRISTMAS BELLS", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0179.jp2"}, "180": {"fulltext": "", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0180.jp2"}, "181": {"fulltext": "THE NEW YEAR.\\n175\\nRing out the want, the care, the sin,\\nThe faithless coldness of the times;\\nRing out, ring out my mournful rhymes,\\nBut ring the fuller minstrel in.\\nRing out old shapes of foul disease;\\nRing out the narrowing lust of gold,\\nRing out the thousand wars of old,\\nRing in the thousand years of peace.\\nRing in the valiant man and free,\\nThe larger heart, the kindlier hand;\\nRing out the darkness of the land\\nRing in the Christ that is to be.\\n\u00e2\u0080\u0094Alfred Tennyson.\\nTHE NEW YEAR.\\n1. Read the poem carefully; get the thought per\u00c2\u00ac\\nfectly, and then commit it to memory. Why be sure of\\nthe thought before committing it to memory\\n2. State the mood of the verbs.\\n3. Give syntax of \u00e2\u0080\u009cbells,\u00e2\u0080\u009d \u00e2\u0080\u009csky,\u00e2\u0080\u009d \u00e2\u0080\u009ccloud,\u00e2\u0080\u009d \u00e2\u0080\u009clight.\u00e2\u0080\u009d\\n4. Syntax of \u00e2\u0080\u009chim\u00e2\u0080\u009d in last line of first stanza.\\n5. Give syntax of following words in second stanza:\\n\u00e2\u0080\u009cold,\u00e2\u0080\u009d \u00e2\u0080\u009cnew,\u00e2\u0080\u009d \u00e2\u0080\u009cbells,\u00e2\u0080\u009d \u00e2\u0080\u009csnow,\u00e2\u0080\u009d \u00e2\u0080\u009cfalse,\u00e2\u0080\u009d \u00e2\u0080\u009ctrue.\u00e2\u0080\u009d\\n6. In third stanza, give syntax of \u00e2\u0080\u009cthat saps the\\nmind;\u00e2\u0080\u009d of \u00e2\u0080\u009cthat\u00e2\u0080\u009d and \u00e2\u0080\u009cmind\u00e2\u0080\u009d; of \u00e2\u0080\u009cto all mankind.\u00e2\u0080\u009d\\n7. What kind of sentence is the fourth stanza?\\nWhy? Give syntax of \u00e2\u0080\u009cout,\u00e2\u0080\u009d \u00e2\u0080\u009cslowly,\u00e2\u0080\u009d \u00e2\u0080\u009cof party strife.\u00e2\u0080\u009d\\n8. Compare and give degree of \u00e2\u0080\u009csweeter,\u00e2\u0080\u009d \u00e2\u0080\u009cpurer,\u00e2\u0080\u009d\\n\u00e2\u0080\u009cnobler.\u00e2\u0080\u009d\\n9. In seventh stanza give syntax of \u00e2\u0080\u009crhymes.\u00e2\u0080\u009d\\n10. In eighth stanza give syntax of sorrowing,\u00e2\u0080\u009d\\n\u00e2\u0080\u009cwars,\u00e2\u0080\u009d \u00e2\u0080\u009cyears,\u00e2\u0080\u009d \u00e2\u0080\u009cof peace\u00e2\u0080\u009d\\n11. In ninth stanza give syntax of \u00e2\u0080\u009cdarkness;\u00e2\u0080\u009d of\\n\u00e2\u0080\u009cthat is to be.\u00e2\u0080\u009d\\n12. Write the thoughts of this poem in prose.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0181.jp2"}, "182": {"fulltext": "CHAPTER XI.\\nTHE SENTENCE \u00e2\u0080\u0094ORDER.\\nOrder is such an arrangement of words in the\\nsentence as will most clearly and forcibly express\\nthe meaning intended.\\nSince there is but little inflection in English,\\nrelation is shown by the position of the grammatical\\nterms; order is, therefore, a matter of great\\nimportance.\\nThe natural order of the sentence is:\\nI. Subject, preceded by word modifiers and fol\u00c2\u00ac\\nlowed by phrase and clause modifiers;\\nII. Predicate\u00e2\u0080\u0094the verb followed by its comple\u00c2\u00ac\\nment or object and modifiers; as,\\n1. The gentle rain refreshed the thirsty flowers.\\n2. The love of the beautiful is taste.\\n3. A beautiful grove of oranges grew near.\\n4. Many ills that we hoard in our hearts are ills\\nbecause ive hoard them\\n5. Only the noble lift willingly with their whole\\nstrength at the general burden.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0182.jp2"}, "183": {"fulltext": "THE SENTENCE-ORDER.\\n177\\nThe natural order of the sentence may be\\nchanged:\\nI. To ask questions, to give commands, or to\\nexpress emotion; as,\\n1. What is the news\\n2. When shall we be free\\n3. Go to the ant, thou sluggard.\\n4. Oh, what a cruel fate is mine!\\n5. How unsearchable are His ways!\\n6. Come unto me, all ye that labor.\\nThe interrogative, imperative,, and exclamatory\\nforms of the sentence are frequently introduced\\ninto discourse merely to arrest attention, or to\\nheighten rhetorical effect.\\nII. To give greater strength, variety, and beauty\\nto expression; as,\\n1. A mighty king was he.\\n2. There comes your friend.\\n3. What man dares, I dare.\\n4. Blessed are the pure in heart.\\n5. A lovelier scene I never saw.\\n6. The bribe I scorn, and you I despise.\\n7. Uneasy lies the head that wears a crown.\\n8. Down swept the chill wind from the north.\\n9. Sweet it is to have done the thing one ought.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0183.jp2"}, "184": {"fulltext": "178\\nESSENTIALS OF ENGLISH\\nSentences out of their natural order are inverted\\nor transposed. Great liberty is allowed in the\\nmatter of transposition so long as clearness is not\\nsacrificed.\\nA general rule for order is that emphatic\\nwords should be given prominent positions usually\\nat the beginning or at the end of the sentence.\\nClearness requires that all modifiers be so\\nplaced as to throw their force unmistakably upon\\nthe words which they are intended to modify.\\nPOSITION OF ADJECTIVES.\\nAdjectives usually precede the words which\\nthey limit or describe; as,\\nA little learning is a dangerous thing.\\nA great man is a neio statue in every attitude.\\nThe silken sad uncertain rustling of each purple\\ncurtain thrilled me.\\nAdjectives may follow the words which they limit\\nor describe:\\nI. Wlien they are complicated; as,\\nA foeman worthy of his steel.\\nA man wi$e in his own conceit.\\nA face more fair a form more sweet.\\nHis wife, stout ruddy and dark browed.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0184.jp2"}, "185": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094ORDER.\\n179\\nII. For the sake of emphasis or euphony; as,\\nThis is the forest primeval.\\nThat will he joy unspeakable.\\nAll things are directed by a power divine.\\nAyr, gurgling kissed its pebbled shore,\\nO\u00e2\u0080\u0099erhung with wild woods, thickening green.\\nA series of adjectives of equal rank are usually\\narranged in order of their length, beginning with\\nthe shortest; as,\\nA tall, graceful beautiful girl entered.\\nIt was a dark stormy terrible night.\\nHe had a shy sensitive unassuming disposition.\\nIn a series of adjectives of unequal rank,\\nthe one most closely modifying the noun should\\nstand next to it; as,\\nI heard a beautiful little bird singing.\\nTwo intelligent young men were elected.\\nThat unfortunate old blind man deserves pity.\\nAdjectives should be placed near the words\\nwhich they limit or describe; as,\\n1. A basket of fresh eggs [not afresh basket].\\n2. Ladies\u00e2\u0080\u0099 silk gloves [not silk ladies\u00e2\u0080\u0099 gloves].\\n3. The first three lines [not the three first lines].\\n4. A pair of beautiful vases [not a beautiful pair].\\n5. Birds\u00e2\u0080\u0099 siveet voices [not sweet birds\u00e2\u0080\u0099 voices].", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0185.jp2"}, "186": {"fulltext": "180\\nESSENTIALS OF ENGLISH.\\nPOSITION OF ADVERBS.\\nThe adverb may either precede or follow the\\nverb according to the sense or the sound; as,\\n1. Sow the seed early.\\n2. He slowly left the room.\\n3. He left the room slowly.\\n4. She always obeys her parents.\\n5. She obeys her parents cheerfully.\\n6. The lad early showed signs of genius.\\n7. The pupil answers the questions promptly.\\n8. The pupil generally answers the questions.\\nFor the sake of emphasis, the adverb is often\\nplaced at the beginning of the sentence; as,\\nHere I stand.\\nDown it came.\\nMerrily we roll along.\\nSilently the years go by.\\nGaily rode the hunters homeward.\\nSlowly and sadly we laid him down.\\nIn compound tenses the adverb usually comes\\nbetween the parts of the verb; as,\\nHe has recently been appointed.\\nYou must carefully correct your errors.\\nThe subject of an imperative sentence is not\\nusually expressed.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0186.jp2"}, "187": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094ORDER.\\n181\\nBut adverbs should not separate the parts of\\nan infinitive; as,\\n1. He has to wait patiently [not to patiently wait].\\n2. We hope to land safely [not to safely land].\\n3. I meant never to do that again [not to never\\ndo that again].\\n4. You ought at least to be grateful [not to at\\nleast be grateful].\\n5. Visitors are requested not to handle the\\narticles [not to not handle the articles].\\nOnly whether used as an adjective or as an\\nadverb, is very often misplaced.\\nIt should generally immediately precede the\\nword or words which it modifies; as,\\n1. Read only the best books.\\n2. I saw only him [no one else].\\n3. I saw him only a few minutes.\\n4. I have read my lesson only once.\\n5. We have only five minutes to wait.\\n6. I only saw him [did not speak to him].\\n7. I have only read my lesson [not studied it].\\n8. I have read only my lesson [nothing else]\\nEven merely scarcely chiefly, at least and\\nsome other words, require similar care in placing\\nthem so that the meaning can not be mistaken.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0187.jp2"}, "188": {"fulltext": "182\\nESSENTIALS OF ENGLISH.\\nNot is sometimes made to modify the predicate\\nwhen it should modify the subject; as,\\n1. All that glitters is not gold [meaning that gold\\ndoes not glitter].\\n2. Not all that glitters is gold the meaning\\nintended].\\n3. Every thing he says can not be believed\\n[nothing he says is true].\\n4. Not every thing he says can be believed [he\\nsays some things that are not true].\\n5. Every one that comes is not admitted [exclud\u00c2\u00ac\\ning all].\\n6. Not every one that comes is admitted [exclud\u00c2\u00ac\\ning some].\\nIn adversative sentences not must follow the\\nwords that apply to both the contrasted parts; as,\\n1. He desires not wealth, but fame.\\n2. I wish not to be unkind, but to correct a fault.\\n3. It is our desire not to injure him, but to\\nrestrain him.\\n4. 1 he purpose of the school is not to destroy\\nthe child\u00e2\u0080\u0099s individuality, but to cultivate it.\\n5. The success of the enterprise depends, not upon\\nskill, but upon daring.\\n6. Teachers should wish not to be masters, but\\nsympathetic guides and companions.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0188.jp2"}, "189": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094ORDER.\\n183\\nSimilar care must be taken as to the position\\nof not only but, not\u00e2\u0080\u0094but only not only\u00e2\u0080\u0094but\\nalso; as,\\n1. I have seen not only him, but also his brother.\\n2. I have not only seen him, but heard him.\\n3. I have read not only this book, but also others.\\n4. I have not only read the book, but I have\\nstudied.it carefully.\\n5. I did not read the book, but only glanced it\\nover a little.\\nAdverbs must be so placed that the meaning\\nwill be perfectly clear; as,\\n1. I have often thought of joining the church [not\\nhave thought of joining the church often.]\\n2. He has several times come near dying [not\\ncome near dying several times\\n3. His escape seems almost miraculous [not almost\\nseems miraculous].\\n4. Customers have gradually ceased going there\\n[not have ceased going there gradually].\\n5. I see clearly how it happened [not how it\\nhappened clearly].\\n6. I fully appreciate your kindness to me [not\\nappreciate your kindness to me fully].\\n7. That will unquestionably cause trouble [not\\nwill cause trouble unquestionably].", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0189.jp2"}, "190": {"fulltext": "184\\nESSENTIALS OF ENGLISH.\\nPOSITION OF PHRASES AND CLAUSES.\\nPhrases and clauses, both adjective and adver\u00c2\u00ac\\nbial, must be so placed as to avoid ambiguity\u00e2\u0080\u0094\\ngenerally as near as possible to the words which\\nthey modify.\\nThe following errors are due to a disregard of\\nthe foregoing rule:\\n1. The earth appears to be flat on the map.\\n2. He examined the book which was given him\\nwith great interest.\\n3. It has been my intention to finish the work\\nevery day this week.\\n4. I saw the procession pass by the house, stand\u00c2\u00ac\\ning in the yard.\\n5. A charitable lady wishes to adopt a little boy\\nwith a small family.\\n6. The child ran and screamed the moment it\\nsaw the dog trembling from head to foot.\\n7. The boy received a large reward for his\\nbravery and the praise of all.\\n8. He took a book from the library that he had\\nnever read.\\n9. He hath made him to be sin for us, who\\nknew no sin.\\n10. I could not tell you, if you should ask me,\\nwhat I want.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0190.jp2"}, "191": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094ORDER.\\n185\\nThe sentences should read:\\n1. On the map the earth appears to be flat.\\n2. He examined with great interest the book\\nwhich was given him.\\n3. It has been my intention every day this week to\\nfinish the work.\\n4. Standing in the yard I saw the procession\\npass by the house.\\n5. A charitable lady with a small family wishes\\nto adopt a little boy.\\n6. The child, trembling from head to foot ran\\nand screamed the moment it saw the dog.\\n7. The boy received, for his bravery a large\\nreward and the praise of all.\\n8. He took from the library a book that he had\\nnever read\\n9. He hath made him who knew no sin to be\\nsin for us.\\n10. If you should ask me I could not tell you\\nwhat I want.\\nThe word which a participial phrase modifies\\nshould not be omitted from the sentence; as,\\n1. Climbing to the top of the hill a ship was\\nseen far out at sea.\\n2. Hoping to hear from you soon believe me,\\nvery truly yours.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0191.jp2"}, "192": {"fulltext": "186\\nESSENTIALS OF ENGLISH.\\n3. Being early killed, I sent a party in search of\\nhis mangled body.\\n4. Desiring an early start, the horse was saddled\\nby five o\u00e2\u0080\u0099clock.\\n5. Beaching the top of the mountain, a most\\nbeautiful scene met our view.\\nThe corrected sentences are:\\n1. Climbing to the top of the hill, we saw a ship\\nfar out at sea.\\n2. Hoping to hear from you soon I am yours\\nvery truly.\\n3. He being early killed I sent a party in\\nsearch of his mangled body.\\n4. The traveler desiring an early start, the\\nhorse was saddled by five o\u00e2\u0080\u0099clock.\\n5. Reaching the top of the mountain, we beheld\\na beautiful scene.\\nPRONOUN AND ANTECEDENT.\\nThe antecedent of a personal pronoun must be\\nclearly indicated. The following sentences are\\nambiguous:\\n1. Elsie\u00e2\u0080\u0099s mother died when she was very young.\\n2. The boy asked his father how old he was.\\n3. If the girl has deceived her mother she will\\nbe unhappy.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0192.jp2"}, "193": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094ORDER.\\n187\\n4. If fresh milk does not seem to agree with\\nthe child, boil it.\\n5. John met an old school-mate the other day,\\nand he knew him at once.\\n6. The horses were speedily harnessed by two\\nsmall boys, and then they ran off to a game\\nof foot-ball.\\nAmbiguity may be avoided sometimes by repeat\u00c2\u00ac\\ning the antecedent, sometimes by changing an\\nindirect to a direct quotation, and sometimes by\\nrecasting the sentence; as,\\n1. Elsie\u00e2\u0080\u0099s mother died when Elsie was very\\nyoung.\\n2. The boy asked, \u00e2\u0080\u009cHow old are you, father?\u00e2\u0080\u009d\\n3. If the girl has deceived her mother, her\\nmother will be unhappy; or, the girl will be\\nunhappy if she has deceived her mother.\\n4. If fresh milk does not seem to agree with the\\nchild, boil the milk.\\n5. The other day John met an old school-mate,\\nwhom he knew at once.\\nThe horses were speedily harnessed by two\\nsmall boys, and then the boys ran off to a\\ngame of foot ball.\\n6.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0193.jp2"}, "194": {"fulltext": "EXERCISE.\\n1. Explain why order is of great importance in the\\nEnglish sentence.\\n2. Write three sentences in the natural order; change\\nthem to the interrogative form.\\n3. Write three sentences in the natural order; change\\nthem to the imperative form.\\n4. Write three sentences in the natural order; change\\nthem to the exclamative form.\\n5. Write three sentences introduced by adverbs.\\n6. Write three sentences introduced by attributive\\ncomplements.\\n7. Write three sentences in which the objects come\\nbefore the verbs.\\n8. Write three sentences containing nouns preceded\\nby adjectives.\\n9. Write three sentences containing nouns followed by\\nadjectives.\\n10. Write three sentences containing a series of adjec\u00c2\u00ac\\ntives of equal rank.\\n11. Write three sentences containing a series of adjec\u00c2\u00ac\\ntives of unequal rank.\\n12. Write three sentences illustrating the correct use of\\nthe adverb after the verb.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0194.jp2"}, "195": {"fulltext": "EXERCISE.\\n189\\n13. Write three sentences in which the adverbs properly\\nprecede the verbs.\\n14. Write three sentences, using adverbs to modify verbs\\nin compound tenses.\\n15. Write three sentences containing adverbs which\\nmodify infinitives.\\n16. Write three sentences illustrating the correct use of\\nonly.\\n17. Show how the meaning of a sentence may be varied\\nby changing the position of only.\\n18. Write three sentences in which not properly modifies\\nthe subject.\\n19. Illustrate the correct use of not in adversative sen\u00c2\u00ac\\ntences.\\n20. Show how the meaning of a sentence may be changed\\nby changing the position of not.\\n21. Write sentences illustrating the correct use of not\\nonly but not\u00e2\u0080\u0094but only not only\u00e2\u0080\u0094but also.\\n22. Show how the meaning of a sentence may be changed\\nby changing the position of not only butj not~-but only or\\nnot only\u00e2\u0080\u0094but also.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0195.jp2"}, "196": {"fulltext": "190\\nESSENTIALS OF ENGLISH.\\nSir Edwin Landseer.\\nSir Edwin Landseer, the famous painter of animals,\\nwas born in London, in 1802. From his earliest child\u00c2\u00ac\\nhood he loved animals and he loved the open fields.\\nThese two delights made him a keen observer of all his\\nsurroundings.\\nAt the age of six he made sketches of animals that\\nwere considered remarkably clever. He would sketch\\nin the fields for hours at a time. All animals loved him\\nand seemed to know at once that he was their friend.\\nHis father taught him to etch, and at seven he drew\\nand etched the heads of a lion and a tiger. At the age\\nof thirteen he drew a magnificent St. Bernard dog. One\\nwriter says: \u00e2\u0080\u009cIt is really one of the finest drawings of a\\ndog that has ever been produced.\u00e2\u0080\u009d The story is told\\nthat when a large dog entered the room where the picture\\nwas hung, he became greatly excited and growled as if\\nface to face with an enemy.\\nIn 1837 he painted the picture \u00e2\u0080\u009cThe Highland Shep\u00c2\u00ac\\nherd\u00e2\u0080\u0099s Chief Mourner.\u00e2\u0080\u009d It represents the interior of a\\nHighland home, the coffin of the shepherd in the center\\nof the room.\\nHis only mourner is the dog who rests his head upon\\nthe coffin. A well-worn bible is on a stool in front with\\na pair of spectacles. Buskin calls this picture \u00e2\u0080\u009cone of\\nthe most perfect poems or histories of modern times.\u00e2\u0080\u009d\\nNote the close pressure of the dog\u00e2\u0080\u0099s heart against\\nthe wood; the convulsive clinging of the paws, which\\nhas dragged the blanket partly off; the powerlessness of\\nthe head, laid close and motionless upon its folds; the\\nfixed and tearful fall of the eye in its utter hopelessness;\\nthe rigidity of repose which shows that there has been\\nno motion nor change in the trance of agony since the\\nlast blow was struck on the coffin lid; the undying faith\u00c2\u00ac\\nfulness of a great dog.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0196.jp2"}, "197": {"fulltext": "", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0197.jp2"}, "198": {"fulltext": "192\\nTHE HIGHLAND SHEPHERD\u00e2\u0080\u0099S CHIEF MOURNER.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0198.jp2"}, "199": {"fulltext": "SIR EDWIN LANDSEER,\\n193\\nSIR EDWIN LANDSEER.\\nNote to Pupil:\\nStudy this beautiful picture carefully. Be able to describe\\nit so perfectly that one who has not seen it will imagine the scene.\\nDescribe the objects in the room. What is the central object? Do\\nyou think most of the dead shepherd or of the mourning dog?\\nWhat is gained by having the hat and stick upon the floor in the\\nforeground? Does the chair at the left add anything to the effect?\\nWhere is the window? Notice the light and shade in the picture.\\nTry to describe this picture in a composition. Try to draw a\\nscene from your own experience and surroundings which will tell\\na story as vividly as Landseer does in \u00e2\u0080\u009cThe Highland Shepherd\u00e2\u0080\u0099s\\nChief Mourner.\u00e2\u0080\u009d Read more about this great artist and make a\\ncollection of his pictures.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0199.jp2"}, "200": {"fulltext": "CHAPTER XII.\\nTHE SENTENCE \u00e2\u0080\u0094CAPITALIZATION-\\nPUNCTUATION.\\nCAPITALIZATION.\\nThe following are the principal rules for the\\nuse of capital letters:\\nBegin with a capital\\nI. The first word of every sentence.\\nII. The first word of every line of poetry.\\nIII. The first word of a quotation, maxim, or\\nquestion, introduced in the direct form; as,\\nEmerson sa}^s, 44 Trust thyself.\u00e2\u0080\u009d\\nRemember the maxim, \u00e2\u0080\u009cTime is money.\u00e2\u0080\u009d\\nAsk yourself this question Am I making the\\nmost of my opportunities\\nIV. The first word of each statement in a series,\\nwhen formally enumerated as,\\nThe essay will be marked on the following\\nthings 1. Thought; 2. Composition; 3.\\nConciseness; 4. Neatness.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0200.jp2"}, "201": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094CAPITALIZATION. 195\\nProper nouns or words directly derived from\\nproper nouns; as,\\nEmerson. William Cullen Bryant.\\nCape of Good Hope. Jeffersonian simplicity.\\nVI. Names applied to Deity, and usually pro\u00c2\u00ac\\nnouns referring to God; as,\\nJeliovali. The Eternal Goodness.\\nOur Father. O Thou that hearest prayer!\\nVII. Names of months, days of the week, and\\nholidays; as,\\nJanuary Sunday.\\nT h anksgiving. Christmas.\\nVIII. Every important word in the title of a\\nbook, essay, poem, etc.; as,\\nThe Forest Hymn.\\nThe Dignity and Value of Knowledge.\\nThe Decline and Fall of the Roman Empire.\\nIX. The name of an important event in history\\nor of an epoch of time; as,\\nThe Rebellion. The War of the Roses.\\nThe Middle Ages. The Centennial Exposition.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0201.jp2"}, "202": {"fulltext": "196\\nESSENTIALS OF ENGLISH.\\nX. Titles of office or honor, when applied to\\nparticular persons or used in connection with proper\\nnames; as,\\nLord Byron.\\nUncle John.\\nMadame de Stael.\\nXI. The name of a\\nparty; as,\\nMethodists.\\nA Catholic.\\nChief Justice Marshall.\\nlion. Charles Sumner.\\nAlexander the Great.\\nreligious sect or a political\\nThe Tories.\\nThe Republican party.\\nXII. Common nouns, strongly personified; as\\nO Life! how pleasant is thy morning.\\nHail, Winter, seated on thine icy throne!\\nAll orators are dumb when Beauty pleads.\\nXIII. Any point of the compass, when it denotes\\na section of country; as,\\nThe West is being rapidly developed.\\nThey went from the East to the South.\\nThe words I and O should always be capitals.\\nPUNCTUATION.\\nTHE PERIOD.\\nThe period is used:\\nI. To mark the completion of a declarative or\\nan imperative sentence; as,\\nEach day is a little life. Love all, trust few.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0202.jp2"}, "203": {"fulltext": "THE SENTENCE-PUNCTUATION. 197\\nII. To denote an abbreviation; as,\\nU. S. Aug. 5. Gen. U. S. Grant.\\nProf. J. H. Canfield, A. M., University of Kansas.\\nIII. After headings, titles, or signatures; as,\\nEnglish Grammar. The Noun. John Smith.\\nTHE INTERROGATION POINT.\\nThe interrogation point is used:\\nI. After interrogative sentences; as,\\nWhat time is it\\nWho is the greatest living author\\nII. After questions that are quoted in the direct\\nform; as,\\nShe asked, \u00e2\u0080\u009cWhom do you want to see?\u00e2\u0080\u009d\\nI enquired \u00e2\u0080\u009cCan I do any thing to help you?\u00e2\u0080\u009d\\nIII. After interrogative expressions within the\\nsentence; as,\\nWas it horror?\u00e2\u0080\u0094or ecstasy? or both in one?\\nTHE EXCLAMATION POINT.\\nThe exclamation point is used:\\nI. After exclamative sentences; as,\\nHow blessings brighten as they take their, flight!\\nO that men should put an enemy into their mouths\\nto steal away their brains!", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0203.jp2"}, "204": {"fulltext": "198\\nESSENTIALS OF ENGLISH.\\nII. After interjections and exclamative phrases\\nexpressing strong emotion; as,\\nOh, how shall we escape!\\nO Winter! I crown thee king of intimate delights.\\nPr\u00e2\u0080\u0099ythee see there! behold! look! lo!\\nTHE COLON.\\nThe colon is used:\\nI. To separate the two principal members of a\\ncompound sentence, if either member contains a\\nsemicolon; as\\nHomer was the greater genius; Virgil, the better\\nartist: in the one, we most admire the man;\\nin the other, the work.\\nII. To separate from a complete sentence an\\nexplanatory clause; as,\\nDo not expect perfect happiness: God grants\\nno such thing to any mortal man.\\nNever flatter people: leave that to puch as mean\\nto betray them.\\nIII. After the formal introduction of a quotation\\nor a series of statements; as,\\nRemember these wise words of Franklin: \u00e2\u0080\u009cDost,\\nthou love life? Then do not squander time,\\nfor that is the stuff life is made of.\u00e2\u0080\u009d\\nThe merits of the book are these: first, it contains\\nvaluable information; second, it is well\\nwritten; third, it is beautifully printed.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0204.jp2"}, "205": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094PUNCTUATION.\\n199\\nTHE SEMICOLON.\\nThe semicolon is used:\\nI. To separate members when the connection in\\nthought is not close; as,\\nCease to do evil; learn to do well.\\nI was born an American; I shall live an Ameri\u00c2\u00ac\\ncan; I shall die an American.\\nII. To separate phrases and clauses in a series,\\nhaving a common grammatical dependence; as,\\nTo give an early preference to honor above gain;\\nto despise every advantage which cannot be\\nattained without dishonest arts to brook\\nno meanness and stoop to no dissimulation,\\nare the indications of a great mind.\\nScience declares, that no particle of matter can\\nbe destroyed that each atom has its place\\nin the universe; and that, in seeking that\\nplace, each obeys a certain fixed law.\\nIII. Before as, to-wit namely etc., when introduc\u00c2\u00ac\\ning illustrative clauses; as.\\nThe simplest form of the sentence consists of two\\nwords; as, Birds fly.\\nGreece has given us three great historians; namely,\\nHerodotus, Xenophon, and Thucydides.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0205.jp2"}, "206": {"fulltext": "200 ESSENTIALS OF ENGLISH.\\nTHE COMMA.\\nThe comma is used:\\nI. Between short members of compound sentences,\\nwhen closely connected in thought; as,\\nDuties are ours, but events are God\u00e2\u0080\u0099s.\\nProsperity gains friends, and adversity tries them.\\nII. To separate the subject from the predicate\\nwhen the former is long or complicated; or when\\nthe subject ends, and the predicate begins, with a\\nverb; as,\\nWhatever he does is well done.\\nHe who comes up to his own idea of greatness\\nmust have a very low standard.\\nTo maintain a steady course amid all the adver\u00c2\u00ac\\nsities of life marks a great mind.\\nIII. To set off adjective phrases or clauses when\\nthey are not restrictive; as,\\nA book is a friend, always ready at your leisure\\nI, that denied thee gold will give thee my heart.\\nThe diamond, ivliich is carbon is a brilliant gem.\\nIV. To set off inverted, parenthetical, or inde\u00c2\u00ac\\npendent elements; as,\\nThis done the worst is finished.\\nSimplicity is, after all, the highest art.\\nWhen beggars die there are no comets seen.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0206.jp2"}, "207": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094PUNCTUATION.\\n201\\nV. To separate contrasted elements; as,\\nHe is firm, yet kind.\\nPrudence, as well as courage, is necessary.\\nSuccess comes from effort, not from chance.\\nVI. To mark ellipses; as,\\nTo err is human; to forgive, divine.\\nDeath but entombs the, body; life, the soul.\\nVII. Before short, informal quotations; as,\\nLongfellow says, \u00e2\u0080\u009cLife is real, life is earnest.\u00e2\u0080\u009d\\nSays Emerson, \u00e2\u0080\u009cWe have a great deal more\\nkindness than is ever spoken.\u00e2\u0080\u009d\\nVIII. To separate from each other words and\\nphrases in the same construction, forming a series; as,\\n1. Alone alone u7/, alone!\\n2. Now abideth faith hope and love.\\n3. He was a brave pious patriotic man.\\nIX. To set off appositional elements; as,\\n1. Time, the tomb builder.\\n2. We, the people of the United States.\\n3. Alexander Bain, LL. D., Professor of Logic\\nin the University of Aberdeen.\\nIn general, commas are used wherever their\\nommission would cause ambiguity.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0207.jp2"}, "208": {"fulltext": "202\\nESSENTIALS OF ENGLISH.\\nTHE DASH.\\nThe dash is used\u00e2\u0080\u0094\\nTo show an abrupt change in the construction\\nor the thought of a sentence; or to set off appos-\\nitional elements; as,\\nI will tell you no I will wait.\\nBut my feelings words cannot express them.\\nNapoleon says, \u00e2\u0080\u009cThere are two levers for moving\\nthe hearts of men interest and fear.\u00e2\u0080\u009d\\nThe four greatest names in English poetry are\\nalmost the first we come to Chaucer,\\nSpenser, Shakespeare, and Milton.\\nQUOTATION MARKS.\\nQuotation markes are used:\\nI. To enclose a quotation when the exact lan\u00c2\u00ac\\nguage of another is used; as,\\nPope says, \u00e2\u0080\u009cAll seeming evil is universal good.\u00e2\u0080\u009d\\nA quotation within a quotation is indicated by\\na single pair of quotation marks; as,\\nHe said, \u00e2\u0080\u009cI cannot fully understand Pope\u00e2\u0080\u0099s words,\\n\u00e2\u0080\u0098All seeming evil is universal good.\u00e2\u0080\u0099\u00e2\u0080\u009d\\nII. Sometimes to enclose the name of a book; as,\\nWho wrote \u00e2\u0080\u009cHouse of Seven Gables?\u00e2\u0080\u009d\\n\u00e2\u0080\u009cBleak House\u00e2\u0080\u009d was written by Dickens.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0208.jp2"}, "209": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094PUNCTU^ TION.\\nMARKS OF PARENTHESES.\\n203\\nMarks of parenthesis are u^ecl to enclose an\\nexplanatory clause that is nearly or quite independ\u00c2\u00ac\\nent of the principal sentence a^,\\nI have seen charity (if charity it may be called)\\ninsult with an air of pky.\\nFor I know that in me (that is, in my flesh)\\ndwelleth no good thing\\nBRACKETS. L\\nBrackets are used to enclose what is introduced\\ninto the language of another by way of explanation,\\ncorrection, or to supply an omission; as,\\nI do not like those [that] kind of apples.\\nWords are contracted by the elision [omission] of\\none or more letters.\\nHis [Longfellow\u00e2\u0080\u0099s] artistic sense is so exquisite,\\nthat each of his poems is a valuable study.\\nTHE APOSTROPHE.\\nThe apostrophe is used:\\nI. To show the omission of one or more letters;\\nas,\\nI\u00e2\u0080\u0099ll go.\\nPity \u00e2\u0080\u0099tis, \u00e2\u0080\u0099tis true.\\nWhat\u00e2\u0080\u0099s in a name\\nHaven\u00e2\u0080\u0099t you time", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0209.jp2"}, "210": {"fulltext": "294\\nESSENTIALS OF ENGLISH.\\nII. To show the possessive case; as,\\nThe girl\u00e2\u0080\u0099s hat, Ladies\u00e2\u0080\u0099 gloves.\\nThe sun\u00e2\u0080\u0099s rays, A boys\u00e2\u0080\u0099 school.\\nIII. To indicate the plural of letters, figures,\\nsigns, and words used simply as words; as,\\ni\u00e2\u0080\u0099s; 9\u00e2\u0080\u0099s; x\u00e2\u0080\u0099s; your if\u00e2\u0080\u0099s and your and\u00e2\u0080\u0099s.\\nTHE HYPHEN.\\nThe hyphen is used:\\nI. To separate the parts of compound words; as.\\nSea-shell. Day-dream.\\nMany-colored. Semi-annual.\\nII. To divide a word into its syllables; as,\\nBeau-ti-ful. C om-pli-men-ta-ry.\\nCour-te-sy. En-thu-si-asm.\\nIII. To mark the division of a word at the end\\nof a line; as,\\nThe light shineth in darkness, and the dark\u00c2\u00ac\\nness comprehendeth it not.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0210.jp2"}, "211": {"fulltext": "EXERCISE.\\nI. Capitalize and Punctuate the following:\\nPOLISHED MARBLE.\\nI consider a human soul without education like marble\\nin a quarry which shows none of its inherent beauties until\\nthe skill of the polisher fetches out the colors makes the\\nsurface shine and discovers every ornamental cloud spot\\nand vein that runs throughout the body of it education\\nafter the same manner when it works upon a noble mind\\ndraws out to view every latent virtue and perfection which\\nwithout such helps are never able to make their appear\u00c2\u00ac\\nance\\nJoseph Addison.\\nII. Capitalize and Punctuate the following:\\nESSENTIALS FIRST.\\nThe principle of dealing with essentials mainly should\\nprevail in all the work of education we have too much to\\ndo to spend time fooling over complicated arithmetical\\npuzzles which abound in some books questions which no\\none should undertake to solve till well versed in algebra\\nand geometry at the proper stage of education such puz\u00c2\u00ac\\nzles which are a discouragement to the young scholar\\nbecause he thinks them essential to the subject will be\\nsolved in the natural progress of his work they are an\\nannoyance and discouragement simply because they are\\nintroduced before their time before the study of the prin\u00c2\u00ac\\nciples on which their solution depends\\nPaul A. Chadbourne.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0211.jp2"}, "212": {"fulltext": "20G\\nESSENTIALS OF ENGLISH.\\nIII. Capitalize and Punctuate the following:\\nSELF, NOT ANCESTORS.\\nFeel something of thyself in the noble acts of thy ances\u00c2\u00ac\\ntors and find in thy own genius that of thy predecessor\\nrest not under the expired merits of others shine by those\\nof thine own flame not like the central fire which enlight-\\neneth no eyes, which no man seeth, and most men think\\nthere is no such thing to be seen add one ray unto the\\ncommon lustre add not only to the number but the note of\\nthy generation and prove not a cloud but an asterisk in\\nthy region Sir Thomas Browne.\\nIV. Capitalize and Punctuate the following:\\nOF BOOKS.\\nIt is chiefly through books that we enjoy intercourse\\nwith superior minds and these invaluable means of com\u00c2\u00ac\\nmunication are in the reach of all in the best books great\\nmen t lk to us give us their most precious thoughts and\\npour their souls into ours god be thanked for books they\\nare the voices of the distant and the dead and make us\\nheirs of the spiritual life of past ages books are the true\\nlevellers they give to all who will faithfully use them the\\nsociety the spiritual presence of the best and greatest of\\nour race no matter how poor i am no matter though the\\nprosperous of my own time will not enter my obscure\\ndwelling if the sacred writers will enter and take up their\\nabode under my roof if milton will cross my threshold to\\nsing to me of paradise and Shakespeare to open to me the\\nworlds of imagination and the workings of the human\\nheart and franklin to enrich me with his practical wisdom\\ni shall not pine for want of intellectual companionship and\\ni may become a cultivated man though excluded from what\\nis called the best society in the place where i live\\nW. E. Channing.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0212.jp2"}, "213": {"fulltext": "EXERCISE.\\n207\\nV. Capitalize and Punctuate the following:\\nCULTIVATED MANNERS.\\nManners are the happy way of doing things -each one a\\nstroke of genius or of love now repeated atfcl hardened\\ninto usage they^form at last a rich varnish with which the\\nroutine of life is washed and its details adorned if they are\\nsuperficial so are the dewdrops which give such a depth to\\nthe morning meadows manners are very communicable\\nmen catch them from each other consuelo in the romance\\nboasts of the lessons she had given the nobles in manners\\non the stage and in real life talma taught napoleon the art\\nof behavior genius invents fine manners which the baron\\nand baroness copy very fast and by the advantage of a\\npalace better the instruction they stereotype the lesson\\nthey have learned into a mode the power of manner is\\nincessant an element as unconcealable as fire the nobility\\ncannot in any country be disguised and no more in a\\nrepublic or a democracy than in a kingdom no man can\\nresist their influence there are certain manners which are\\nlearned in good society of that force that if a person have\\nthem he or she must be considered and is everywhere\\nwelcome though without beauty or wealth or genius give\\na boy address and accomplishments and you give him the\\nmastery of palaces and fortunes where he goes he has not\\nthe trouble of earning or owning them they solicit him to\\nenter and possess Ralph Waldo Emerson.\\nVI. Capitalize and Punctuate the following:\\nA PLEA FOR PUBLIC SCHOOLS.\\nYou have been educated in the public schools and the\\npublic has the right to expect that you will ever have a\\ngood word to say for them in behalf of the free public\\nschools of america it may be urged", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0213.jp2"}, "214": {"fulltext": "208\\nESSENTIALS OF ENGLISH.\\nThey are the poor mans friend they bring to the cottage\\nlifes greatest treasures knowledge and wisdom the mass\\nof people are and ever have been poor life for them is a\\nstruggle education is a boon because it puts the poor mans\\nson into possession of power it lifts him from the low\\nplane of ignorant animalism develops his reason and enables\\nhim to begin life more nearly upon terms of equality with\\nthe rich mans son education levels up\\nThey are the rich mans opportunity one of the greatest\\nprivileges of wealth is the opportunity to help the poor\\nit is more blessed to give than to receive the best gift\\npossible to an earnest ambitious girl or boy is an education\\nwhereby he may help himself the surest preventive of the\\nevils of poverty is a practical education that renders an\\nindividual independent and self-reliant it is better to build\\nschoolhouses than almshouses there is no better scheme\\nfor utilizing wealth and of giving it the widest possible\\ndistribution than the public-school system the socialism of\\nculture is the panacea for nihilism and anarchy\\nThey are the safeguards of liberty a free people must\\nbe an intelligent people ignorance and freedom are incom\u00c2\u00ac\\npatible a government of the people for the people and by\\nthe people cannot be maintained long without universal\\neducation the public-school system of america is the best\\nmeans ever yet devised in the whole course of h,uman\\nhistory for the education of the whole people they are for\\nall not for the few no other system ever did reach the\\nmasses and no other ever will if the people are to be educa\u00c2\u00ac\\nted the people must do it if our republic is to endure it must\\nbe by the beneficent work of the public schools\\nThey are the nurseries of a genuine democracy they are\\nthe peoples schools in the public schools no caste is known\\nno class distinctions are recognized except those that arise", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0214.jp2"}, "215": {"fulltext": "EXERCISE.\\n209\\nfrom merit and scholarship in the school all meet on a com\u00c2\u00ac\\nmon level rich and poor high and low the aristocrat and the\\npauper all races creeds colors and social classes enter these\\nhalls on the same plane the honors are to the meritorious\\nmerit wins equality is the watchword that is at once a spur\\nto the rich sluggard and an encouragement to the humblest\\nchild of poverty\\nThey are american nothing perhaps is so distinctively a\\nproduct of the soil as\u00c2\u00bbis the american school system in these\\nschools all speak a common language race distinctions give\\nway to national characteristics mutual respect and esteem\\ntake the place of class hatred and suspicion old country tra\u00c2\u00ac\\nditions are displaced by a new patriotism the pupils may\\nenter heterogeneous aliens they emerge homogeneous ameri-\\ncans individualism freedom culture are agents of wondrous\\ntransforming power\\nThey are training-schools of character a broad intelli\u00c2\u00ac\\ngence is the foundation upon which they build but intelli\u00c2\u00ac\\ngence is only a foundation the public schools foster industry\\norder neatness punctuality regularity thoroughness respect\\nfor authority and obedience to law these are of the essentials\\nof school life they develop a love of truth for truths sake and\\ninsist on fidelity to trusts they awaken self-respect independ\u00c2\u00ac\\nence of thought and beget the habit of regulating the life in\\naccordance with reason and conscience they call out respect\\nfor the rights of others and regard not only for the rights of\\nproperty but also for the right of conscience they awaken\\nlove for the true the beautiful and the good reverence for law\\njustice and god they develop thus robust manly characters\\nand fit their students for lives of honor happiness and useful\u00c2\u00ac\\nness Thomas J. Morgan.\\nTo the Teacher. \u00e2\u0080\u0094Supplement the work of this chapter with\\nselections written upon the blackboard without either capital\\nletters or punctuations marks, for the study of the class as a class.\\nRequire the pupils to punctuate and capitalize the selections,\\ngiving reasons therefor.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0215.jp2"}, "216": {"fulltext": "CHAPTER XIII.\\nTHE SENTENCE \u00e2\u0080\u0094ANALYSIS.\\nAnalysis, in grammar, is separating a sentence\\ninto its component parts.\\nI. Separate each of the^ following sentences into\\nits logical elements \u00e2\u0080\u0094subject and predicate.\\nII. Name the grammatical subject and the gram\u00c2\u00ac\\nmatical predicate of each.\\nIII. Name (1) the substantive phrases (2) the\\nadjecf ve phrases (3) the adverbial phrases.\\nIT. Name (1) the substantive clauses (2) the\\nadjective clauses (3) the adverbial clauses.\\nV. Note anything peculiar in the construction or\\nir the order of a sentence.\\nSIMPLE SENTENCES.\\n1. Books are the true levelers.\u00e2\u0080\u0094 Charming.\\n2. To grow is a law of our being.\u00e2\u0080\u0094 J. M. Greenwood.\\n3. The real difference between men is energy.\u00e2\u0080\u0094 Fuller.\\n4. Every man\u00e2\u0080\u0099s task is his life-preserver.\u00e2\u0080\u0094 Emerson.\\n5. I love to lose myself in other men\u00e2\u0080\u0099s minds.\u00e2\u0080\u0094 Lamb.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0216.jp2"}, "217": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094ANALYSIS.\\n21J\\n6. Moral reform is the effort to throw off sleep.\u00e2\u0080\u0094 Thoreau.\\n7. All progress comes through mistakes and corrections.\\nJ. M. Greenwood.\\n8. The logic of literature is the logic of actual life.\\nRichard Edwards.\\n9. In every life, the post of honor is the post of duty.\\nChapin.\\n10. The elevation of the mind ought to be the principal\\naim of all our studies. Burke.\\n11. Now the bright morning star, day\u00e2\u0080\u0099s harbinger, comes\\ndancing from the east. \u00e2\u0080\u0094Shakespeare.\\n12. The human heart refuses to believe in a universe with\u00c2\u00ac\\nout a purpose. Kant.\\n13. Attention, on the part of the learner, is the condition\\nof knowledge. J. M. Greenwood.\\n14. The welfare of all depends upon the base of the\\ngreat pyramid of humanity. Robert Allyn.\\n15. Only as educated beings do we live a conscious life\\nin the high sense of the word. W. T. Harris.\\n16. There exists in the economy of nature an insepar\u00c2\u00ac\\nable connection between duty and advantage.\\nWashington.\\n17. To neglect the education of the country boys and girls\\nis to invite a terrible national danger.\\nRichard Edwards.\\n18. The great object of all our education is to fit the\\nindividual to combine with his fellow man.\\nW. T. Harris.\\n19. It is irrational to pass by the moral and religious\\nnature of children in our scheme of education.\\nNewton Bateman.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0217.jp2"}, "218": {"fulltext": "212 ESSENTIALS OF ENGLISH.\\nCOMPLEX SENTENCES.\\n1. When you doubt, abstain.\u00e2\u0080\u0094 Zoroaster.\\n2. Earth\u00e2\u0080\u0099s highest station ends in Here he lies.\u00e2\u0080\u009d\\n3. A friend is a person with whom I may be sincere.\\nEmerson.\\n4. Whatever children understand, they like to do.\\nJ. M. Greenwood.\\n5. He is not a free man, whom the passions lead at\\ntheir will. Robert Allyn.\\n6. Through the wide world, he only is alone who lives\\nnot for another. Rogers.\\n7. Write it on your heart that every day is the best\\nday of the year. Emerson.\\n8. Whoever makes the fewfest persons uneasy, is the\\nbest bred in the company. Swift.\\n9. If we compare life in the family with life in society,\\nthe difference is vast. J. M. Greenwood.\\n10. It is easier to suppress the first desire than to satisfy\\nall that follow it. Franklin.\\n11. Our Christianity, though gaining, is still a small fac\u00c2\u00ac\\ntor in our rule of living. Robert Allyn.\\n12. Readers ought to acquire the habit of weighing the\\nreason of what they read. \u00e2\u0080\u0094Richard Edwards.\\n13. If there is a virtue in the world at which we should\\naim, it is cheerfulness. Bulwer.\\n14. That the climate of the northern hemisphere has\\nchanged, is the opinion of many naturalists.\u00e2\u0080\u0094 Lye\\\\l.\\n15. Not every man who is lauded by the crowd is fit to\\nbe held up to the admiration of children.\\nRichard Edwards.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0218.jp2"}, "219": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094ANALYSIS.\\n213\\n16. People seem not to see that their opinion of the\\nworld is also a confession of character.\u00e2\u0080\u0094 Emerson.\\n17. Be admonished by what yon already see not to\\nstrike leagues of frendship with any cheap person.\\nEmerson.\\n18. If there is any thing at which education should aim,\\nit is the equipping a man for the battle of life.\\nHorace Greeley.\\n19. A narrow basis of character or purpose must he have,\\nwho fears to stoop to the comprehension of his\\nlearners. George Howland.\\n20. The nation that proclaims itself a government of all\\nthe people by all the people is necessarily founded\\non virtue and intelligence. W. T. Harris.\\n21. No sublimer discovery has rewarded the investigation\\nof the ages than that the powers of the soul are\\nin the grasp of laws, harmonious, changeless, and\\ninexorable. Newton Bateman.\\n22. Our modern philanthropy has not discovered any\u00c2\u00ac\\nthing that will produce self-help in the criminal\\nand pauper classes except education, intellectual\\nand moral. W. T. Harris.\\nCOMPOUND SENTENCES.\\n1\\nNature is a revelation of God;\\nart is a revelation of\\nman.\\nLongfellow.\\n2.\\nWhere shall wisdom be found,\\nand where is the place\\nof understanding\\nBible.\\n3.\\nNot only strike while the iron is hot, but make it\\nhot by striking.\\nCromwell.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0219.jp2"}, "220": {"fulltext": "214\\nESSENTIALS OF ENGLISH.\\n4. How short our happy days appear; how long the\\nsorrowful. Jean Ingelow.\\n5. To relieve the wretched was his pride,\\nAnd e\u00e2\u0080\u0099en his failings leaned to virtue\u00e2\u0080\u0099s side.\\nGoldsmith.\\n6. The plays of children are nonsense, but very educa\u00c2\u00ac\\ntive nonsense. Emerson.\\n7. There is nothing great in this world but man, and\\nnothing great in man but mind .\u00e2\u0080\u0094Sir Wm. Hamilton.\\n8. True eloquence consists in saying all that is necessary,\\nand nothing that is not necessary.\\nLa Rochefoucauld.\\n9. A good name is rather to be chosen than great\\nriches, and loving favor than silver and gold.\\nBible.\\n10. Falsehoods not only disagree with truth, but generally\\nquarrel among themselves. Daniel Webster.\\n11. Thefts never enrich; alms never impoverish; murder\\nwill speak out of stone walls. \u00e2\u0080\u0094Emerson.\\n12. There is a contagion about moral qualities: moral\\nhealth is contagious as well as moral disease.\\nRichard Edwards.\\n13. He that wrestles with us strengthens our nerves and\\nsharpens our skill; our antagonist is our helper.\\nBurke.\\n14. He that is slow to anger is better than the mighty;\\nand he that ruleth his spirit than he that taketh a\\ncity. Bible.\\n15. The world will little note nor long remember what\\nwe say here; but it can never forget what they\\ndid here. Lincoln.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0220.jp2"}, "221": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094ANALYSIS.\\n215\\n16. Read no mean book; read no book less than a year old,\\nand read no book that you do not like.\u00e2\u0080\u0094 Emerson.\\n17. The activity of the mind must work for itself, but\\nalways under the guidance of a superior wisdom\\nand authority. \u00e2\u0080\u0094Robert Allyn.\\n18. Education is the one living fountain which must\\nwater every part of the social garden, or its beauty\\nwithers and fades away. Edward Everett.\\n19. Noble examples stir us up to noble actions, and the\\nvery history of large and public souls inspires a\\nman with generous thoughts. Seneca.\\n20. There is surely a higher end for man than happiness,\\na truer nobility than to labor to make men merely\\ncomfortable. Robert Allyn.\\n21. The spirit of investigation is contagious, and to this\\nI ascribe much of the progress that has been made\\nduring the present century. J. M. Greenwood.\\n22. Conscience is that feeling which prompts us to do\\nwhat we believe to be right; and which commends\\nus when we obey it, and condemns us when we\\ndisobey it. Edwin C. Hewett.\\n23. The government of a republic must educate all its\\npeople, and it must educate them so far that they\\nare able to educate themselves in a continued\\nprocess of culture extending through life.\\n\u00e2\u0080\u0094W. T. Harris.\\n24. Heaven is not reached at a single bound,\\nBut we build the ladder by which we rise\\nFrom the lowly earth to the vaulted skies,\\nAnd we mount to its summit round by round.\\nJ. G. Holland.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0221.jp2"}, "222": {"fulltext": "ESSENTIALS OF ENGLISH.\\nPROMISCUOUS SENTENCES.\\nAn action, not a thought, is the end of life.\u00e2\u0080\u0094 Aristotle.\\nIt is not all of morals to moralize.\u00e2\u0080\u0094 George Howland.\\nNature and books belong to the eyes that see them.\\nEmerson.\\nReading without purpose is sauntering, not exercise.\\nBulwer.\\nThe hero is a man who is immovably centered.\\nEmerson.\\nNo fountain is so small but that heaven may be\\nreflected in its bosom. Hawthorne.\\nIt is doing, not believing, that unlocks both the inside\\nand the outside world.\\nThat country is the fairest which is inhabited by the\\nno,blest minds. \u00e2\u0080\u0094Emerson.\\nStrive to keep alive in your heart that little spark\\nof celestial fire called conscience. Washington.\\nOnly what we have wrought into our characters dur\u00c2\u00ac\\ning life can we take away with us. Humboldt.\\nWhen children introspect, not morbidly, but properly,\\nthey are character building. \u00e2\u0080\u0094J. M. Greenwood.\\nCorrect expression must come, if at all, from intelli\u00c2\u00ac\\ngent and definite thought. George Howland.\\nPoliteness promotes beauty in him who possesses it,\\nand happiness in those about him. \u00e2\u0080\u0094Beecher.\\nA very large element in our education of the race is\\nto dignify labor and to discountenance idleness.\\nRobert Allyn.\\nEducation alone can conduct us to that enjoyment\\nwhich is, at once, best in quality and infinite in\\nquantity. \u00e2\u0080\u0094Horace Mann.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0222.jp2"}, "223": {"fulltext": "THE SENTENCE\u00e2\u0080\u0094ANALYSIS.\\n217\\n16. Impure men see life as it is reflected in opinions,\\nevents, and persons. Emerson.\\n17. The whole world of the past is made, by education,\\nthe auxiliary of each man, woman, and child.\\nW. T. Harris.\\n18. The only sound and healthy description of assisting is\\nthat which teaches independence and self-exertion.\\nGladstone.\\n19. The noble, generous soul is never envious, and never\\nwishes another evil. J. M. Greenwood.\\n20. The true patriot fights for a party, against a party,\\nand sees no party in the elected.\\n21. Our greatest glory consists, not in never falling, but\\nin rising every time we fall. Goldsmith.\\n22. I could never think well of a man\u00e2\u0080\u0099s intellectual or\\nmoral character, if he was habitually unfaithful to\\nhis promises. Emerson.\\n23. By constant attention to the ethical qualities of all\\nour words and actions, we form the habit of obey\u00c2\u00ac\\ning conscience in all things. Edwin G. Hewett.\\n24. Our national safety demands that the fountains of\\npolitical power be made pure by intelligence, and\\nkept pure by vigilance. Garfield.\\n25. The true test of civilization is not the census, nor\\nthe size of the cities, nor the crops,\u00e2\u0080\u0094but the kind\\nof men the country turns out. Emerson.\\n26. Every one is forward to complain of the prejudices\\nthat mislead other men and parties, as if he were\\nfree and had none of his own. Bacon.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0223.jp2"}, "224": {"fulltext": "218 ESSENTIALS OF ENGLISH.\\n27. There are two ways of increasing our happiness \u00e2\u0080\u0094we\\nmay either diminish or wants, or increase our\\nmeans. Franklin.\\n28. You can accurately measure the civilization and the\\nreligion of any age by the estimate it puts upon\\nwomen and children and workmen .\u00e2\u0080\u0094Robert Allyn.\\n29. It is as unphilosophical as it is impossible to found\\nmorals in Christian nations upon any other basis\\nthan the Christian faith. Newton Bateman.\\n30. If a habit of intelligent and productive industry be\\nnot the parent of moral virtues, it is, at least, their\\nfostering mother and most approved nurse.\\nGeorge Howland.\\n31. The education of a human being must be controlled\\nby laws as fixed and orderly as the movements of\\nthe heavenly bodies, or of the life and death of\\nflowers. J. M. Greenwood.\\n32. Only by education do we go out beyond ourselves as\\nmere individuals and enter into our heritage of\\nthe life of the race. W. T. Harris.\\n33. I have no patience with that self-respect which pro\u00c2\u00ac\\nfesses to despise and* neglect politics, either as a\\nscience or as an art of managing a nation\u00e2\u0080\u0099s affairs.\\nRobert Allyn.\\n34. It is surprising to what simple terms the profoundest\\nand grandest ideas can be reduced, by a great\\nthinker who has perfectly mastered his subject.\\nNewton Bateman.\\n35. The one great need of our schools, public or private,\\nis that spirit of h umanity and culture which shall\\nmake their life healthful, happy, and progressive.\\n13 \u00e2\u0080\u0094George Howland.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0224.jp2"}, "225": {"fulltext": "", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0225.jp2"}, "226": {"fulltext": "SIR GALAHAD.\\n220", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0226.jp2"}, "227": {"fulltext": "SIR GALAHAD.\\n221\\nSir Galahad.\\nKing Arthur, the great legendary King of Britain\\nbefore the time of chronicled history, had a round table\\nmade up of many knights, able, valiant and strong.\\nOf all these many knights the bravest and truest was\\nSir Galahad. He was so pure and lovely in his living\\nthat a spiritual look even dwelt in his face and shone\\nthrough his eyes.\\nThough he stood first in favor with the great king,\\nnone was jealous of him because he was so tender, so\\nloving and so true.\\nAnd next beside him in noble doing was Sir Perci-\\nvale, high also in the king\u00e2\u0080\u0099s esteem.\\nOne night a great storm arose and a thunderbolt\\ncrashed through the roof of the long hall where all the\\nknights were gathered, and with it flashed a stream of\\nsilver light and in that light was seen a streak of red.\\nLo! in the red gleamed a veiled vision of the \u00e2\u0080\u009cHoly\\nGrail,\u00e2\u0080\u009d the cup from which Christ drank at the last\\nsupper.\\nKing Arthur was absent from the table when this\\nmarvelous vision was shown to the knights. They all\\nswore to search for the Holy Grail, for it was said that he\\nwho should find it would bring the greatest good to his\\ncountry and eternal life to himself. Great was the\\nexcitement! Sir Galahad and Sir Percivale swore to fol\u00c2\u00ac\\nlow the holy cup; Sir Lancelot and the good Sir Bors\\nswore and Sir Gawain swore louder than the rest.\\nThe king returned to find his knights in greatest\\ntumult. He tried to dissuade them from their course,\\nsaying that Sir Galahad and Sir Percivale were pure\\nenough to search for it; but the other knights were not", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0227.jp2"}, "228": {"fulltext": "222\\nESSENTIALS OF ENGLISH.\\nyet good enough, though they were brave and courage\u00c2\u00ac\\nous, and able to wrestle with the strong to protect the\\nweak and the wronged.\\nKing Arthur urged them thus: but they had sworn\\nthe vow and could not but seek. He asked who had\\nseen the vision, and Sir Galahad said: \u00e2\u0080\u009cI, Sire, I saw the\\nvision; I saw the Holy Grail.\u00e2\u0080\u009d Sir Percivale said: \u00e2\u0080\u009cI\\nsaw the dazzling radiance, but the cup was veiled.\u00e2\u0080\u009d\\nSo at length the knights started forth, all armed and\\nready for the long and difficult quest.\\nIn this great picture of Watts is shown Sir Galahad\\nthe pure knight, in his armor, ready to mount his white\\ncharger. Yet, ere he starts, he prays. Note the far\u00c2\u00ac\\naway look in his face, his attitude of reverence and awe,\\nhis spiritual beauty.\\nSUGGESTIONS.\\n1. The teacher should read the story to the pupils.\\n2. After this reading, the class should reproduce the story\\norally and in written papers.\\nNote: This work in reproduction ultimately leads to produc\u00c2\u00ac\\ntion, just as imitation leads to creation.\\n3. Compare adjectives in above prose selection. Name the\\nattributive and predicate adjectives.\\n4. Give mood and tense of the verbs.\\n5. Select the prepositional phrases and give their syntax.\\n6. Name the substantive clauses.\\n7. Name the adjective clauses.\\n8. Select and give syntax of the infinitive phrases.\\nIn the following selection from the Holy Grail by\\nTennyson, Sir Percivale tells the story:\\n\u00e2\u0080\u0098Ah, Galahad, Galahad,\u00e2\u0080\u0099 said the King, \u00e2\u0080\u0098for such\\nAs thou art is the vision, not for these.\\nThy holy nun and thou have seen a sign\u00e2\u0080\u0094\\nHolier is none, my Percivale, than she\u00e2\u0080\u0094", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0228.jp2"}, "229": {"fulltext": "SIR GALAHAD.\\n223\\nA sign to maim this Order which I made.\\nBut ye, that follow but the leader\u00e2\u0080\u0099s bell\u00e2\u0080\u0099\\n(Brother, the King was hard upon his knights)\\nTaliessin is our fullest throat of song,\\nAnd one hath sung and all the dumb will sing.\\nLancelot is Lancelot, and hath overborne\\nFive knights at once, and every younger knight,\\nUnproven, holds himself as Lancelot,\\nTill overborne by one, he learns\u00e2\u0080\u0094and ye,\\nWhat are ye? Galahads?\u00e2\u0080\u0094no, nor Percivales\u00e2\u0080\u0099\\n(For thus it pleased the King to range me close\\nAfter Sir Galahad); \u00e2\u0080\u0098nay,\u00e2\u0080\u0099 said he, \u00e2\u0080\u0098but men\\nWith strength and will to right the wronged, of power\\nTo lay the sudden heads of violence flat,\\nKnights that in twelve great battles splashed and dyed\\nThe strong White Horse in his own heathen blood\u00e2\u0080\u0094\\nBut one hath seen, and all the blind will see.\\nGo, since your vows are sacred, being made:\\nYet\u00e2\u0080\u0094for ye know the cries of all my realm\\nPass through this hall\u00e2\u0080\u0094how often, O my knights,\\nYour places being vacant at my side,\\nThis chance of noble deeds will come and go\\nUnchallenged, while ye follow wandering fires\\nLost in the quagmire! Many of you, yea most,\\nReturn no more: ye think I show myself\\nToo dark a prophet: come now, let us meet\\nThe morrow morn once more in one full field\\nOf gracious pastime, that once more the King,\\nBefore ye leave him for this Quest, may count\\nThe yet-unbroken strength of all his knights,\\nRejoicing in that Order which he made.\u00e2\u0080\u009d\\n1. What do you know of the artist, George Frederick Watts?\\n2. What do you know of Tennyson and his poems?\\n3. Write your thoughts about this picture of Sir Galahad.\\n4. Try to write a poem of your own about Sir Galahad.\\n5. Do you think Sir Galahad ever found the \u00e2\u0080\u009cHoly Grail?\u00e2\u0080\u009d\\nWhy?\\n6. Could you find the Holy Grail? How?", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0229.jp2"}, "230": {"fulltext": "CHAPTER XIV.\\nLETTER-WRITING. BUSINESS FORMS.\\nNote. \u00e2\u0080\u0094The teacher should here thoroughly review the work\\non this subject found in New Lessons in English pages 89-94 and\\n198-207. Sufficient practice should be given to insure thoroughness\\nin all the ordinary forms of Letter-Writing. Every business man\\nknows that many teachers are careless about their letters. What\\nthe teacher does not emphasize by precept and example, the pupil\\nwill not learn or practice.\\nThe more common forms of communication are Bus\u00c2\u00ac\\niness and Social Letters, Letters of Introduction, Letters\\nof Recommendation, Formal and Informal Notes, etc.\\nOther and equally valuable forms of communication\\nare Telegrams, Advertisements, Notices, Bills, Receipts,\\nOfficial Communications and Applications.\\nNote. \u00e2\u0080\u0094Models for these forms are given below. Teachers will\\nbe able to add zest and interest to this work if they will procure\\nactual telegraph blanks, bill heads, blank receipts, sheets with\\nprinted letter heads and newspaper blanks, and put these into\\nthe hands of pupils. The exercise should be made real, not\\nmerely perfunctory.\\nTELEGRAMS.\\nThe fact of sending a message by wire or cable indi\u00c2\u00ac\\ncates that it is important. To save expense, the mes\u00c2\u00ac\\nsage must be condensed. It should not be so condensed,\\nhowever, as to leave doubt as to its meaning in the mind\\nof the recipient.\\nNote and correct the errors in the following messages:", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0230.jp2"}, "231": {"fulltext": "LETTER-WRITING.\\n225\\n1. A gentleman telegraphed his wife:\\n\u00e2\u0080\u009cI shall not reach home tonight on account of a railroad\\naccident.\u00e2\u0080\u009d\\nThe pupil will observe that more words are used than\\nare necessary. Also that the mind of the wife is left in\\na state of anxiety and uncertainty, fearing that her\\nhusband has been injured.\\n2. A business man telegraphed the Chicago agent of\\nthe Pullman Company:\\n\u00e2\u0080\u009cReserve lower berth in sleeper from Chicago to New York.\u00e2\u0080\u009d\\n3. There are two books in the series of Arithmetics\\nby Prof. Rich. A bookseller telegraphed the publishers:\\n\u00e2\u0080\u009cExpress today thirty copies Rich\u00e2\u0080\u0099s Arithmetic.\u00e2\u0080\u009d\\nWrite five telegrams, being careful to condense, but\\nto omit no important detail.\\nADVERTISEMENTS.\\nNewspapers usually classify Advertisements under\\ntwo heads: Classified Advertisements and Display Ad\u00c2\u00ac\\nvertisements. The former are brief, usually consisting\\nof a few lines only, and are found under such heads as\\n\u00e2\u0080\u009cSituations Wanted;\u00e2\u0080\u009d \u00e2\u0080\u009cMale Help Wanted;\u00e2\u0080\u009d \u00e2\u0080\u009cBusiness\\nChances;\u00e2\u0080\u009d \u00e2\u0080\u009cTo Rent;\u00e2\u0080\u009d \u00e2\u0080\u009cBusiness Specials,\u00e2\u0080\u009d etc. In\\nmost daily papers the classified advertisements are set\\nin uniform type. Display advertisements occupy more\\nspace, use type of different sizes and kinds, and frequently\\ncontain illustrative \u00e2\u0080\u009ccuts.\u00e2\u0080\u009d The writing of such adver\u00c2\u00ac\\ntisements is now quite an art. All advertisements\\nshould state their purpose clearly.\\nAdvertisements for Situations:\\nBright, honest, energetic boy desires work. Age 15. Has\\ngood testimonials. Writes legible hand.\\nNeat, prompt, experienced lady stenographer desires situa\u00c2\u00ac\\ntion. Writes good English. Spells and punctuates correctly.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0231.jp2"}, "232": {"fulltext": "226\\nESSENTIALS OF ENGLISH.\\nAdvertisements for Help:\\nOffice boy wanted. Must be neat, reliable, write a good\\nhand and have no bad habits. Position permanent, with\\nchance to grow.\\nWANTED\u00e2\u0080\u0094A girl for general housework. Must be good\\ncook. References required.\\nAdvertisements of Articles Lost or Found:\\nLOST\u00e2\u0080\u0094On 60th St., between Grand Bvd. and Washington\\nAve., lady\u00e2\u0080\u0099s purse. Has monogram R. H. S. in silver on out\u00c2\u00ac\\nside. Reward paid for its return to 5940 Monroe Ave.\\nFOUND,\u00e2\u0080\u0094 1 On Euclid Ave., valuable diamond ring. Owner\\nmay recover on proving property and paying for advertise\u00c2\u00ac\\nment.\\nMiscellaneous Classified Advertisements:\\nFOR RENT\u00e2\u0080\u0094In \u00e2\u0080\u009cThe Mabel,\u00e2\u0080\u009d 3001 Calumet Ave., desir\u00c2\u00ac\\nable 6-room flat.\\nFOR SALE\u00e2\u0080\u0094A beautiful colored and tiger-striped cat. Has\\nother distinguishing and valuable features.\\n$200 pays for a fine full-sized, well located building lot. $50\\ndown; $10 per month. Clear title.\\nNOTICES.\\nWrite five notices similar to the following:\\nThe annual meeting of the Board of Directors of the Jackson\\nPark Sanitarium will be held in the office of the Secretary, at the\\nbuilding, on Monday, May 5th, 10 A. M. As plans for increasing\\nthe funds are to be discussed, all members are urged to be present.\\nThe Ladies\u00e2\u0080\u0099 Aid Society of the Warren Memorial Church will\\ngive an entertainment and festival on the lawn of Judge Thos.\\nBrown, Tuesday afternoon and evening, June 10th. Admittance,\\nincluding refreshments, for adults 25 cents, for children 15 cents.\\nBILLS.\\nA Bill differs from a Statement. A bill contains the\\nitems, the price of each article, and the totals. A state\u00c2\u00ac\\nment is usually made out the first of the month, con\u00c2\u00ac\\ntains no items, and is simply a reminder of a debt and\\nthe amount due.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0232.jp2"}, "233": {"fulltext": "LETTER-WRITING.\\n227\\nNew York, Mar. 10, 1900.\\nMiss Mary D. Corrigan,\\nTo E. L. Kellogg, Co., Dr.\\n5\\n3 Story of Longfellow, paper, 15c,\\n45\\n1 George\u00e2\u0080\u0099s Busy Work for Little People,\\n15\\n1 Bass\u00e2\u0080\u0099s Stories for Opening Exercises, clo.\\n60\\n10\\n4 Great American Industries, Vol. 1, bds.,\\n36c,\\n1\\n44\\n1 Purkhiser\u00e2\u0080\u0099s Easy Lessons in Drawing,\\nNo. 1,\\n10\\n1 Hull\u00e2\u0080\u0099s Drawing Book,\\n25\\n$2\\n99\\nBig Rapids, Mich., June 1, 1900.\\nThos. D. Bryan,\\nBought of Roberts White, Grocers:\\n[Use this form and make out a bill of\\nseven items bought at one time.]", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0233.jp2"}, "234": {"fulltext": "228\\nESSENTIALS OF ENGLISH.\\nJ. D. WESTVILLE CO.,\\nDealers in Groceries, Fruits and Meats,\\n29 Chicago St.\\nCarmi, Ill., May 15, 1899.\\nSold to William Towne:\\n[Use this form of bill-head and make\\nout a bill of seven items bought at different\\ndates. Suppose yourself to be a clerk of\\nthe firm and receipt this bill.\\nRECEIPTS.\\nA receipt is a written acknowledgement of money or\\ngoods received.\\n$25. Augusta, Me., Nov. 1, 1899.\\nReceived from Mary C. Goodwin Twenty-five Dollars, for\\nboard to date.\\nMrs. W. E. Pulsifer.\\n$30. Pittsburg, Pa., Dec. 1, 1899.\\nReceived of Robert Alexander Thirty Dollars for rent of\\ndwelling No. 235 Alleghenv St., for the month ending January 1\\n1900.\\nGeo. W. Brown.\\nOFFICIAL COMMUNICATIONS.\\nIn official correspondence the office is addressed\\nrather than the official occupying it. The conclusion is\\nmore formal than in ordinary business letters and the\\nsignature is usually followed by the official title.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0234.jp2"}, "235": {"fulltext": "LETTER-WEITING.\\n229\\nChicago, Ills., April 5, 1900.\\nThe Superintendent of Education,\\nand the Board of Education,\\nChicago, Ills.\\nGentlemen,\u00e2\u0080\u0094\\nWe beg leave to call your attention to, c.\\n(Body of Letter.)\\nAll of which is respectfully submitted.\\nJas. D. Wilson,\\n_ R. J. Allen.\\nWashington, D. C., June 25, 1900.\\nTo the President:\u00e2\u0080\u0094\\n(Body of Communication.)\\nVery respectfully,\\nYour obedient servant,\\nJas. D. Long,\\nSec\u00e2\u0080\u0099y of the Navy.\\nEvanston, Ills., Jan. 6, 1898.\\nTo the Archbishop of Chicago.\\nMost Reverend Sir:\u00e2\u0080\u0094\\n(Body of Communication.)\\nVery respectfully submitted,\\nP. J. O\u00e2\u0080\u0099Donnell,\\nDirector Working School for Boys.\\nAPPLICATIONS,\\n927 Fourth Ave.,\\nLouisville, Ky., July 19, 1898.\\nHarbison Sperry,\\nChicago, Ills.\\nGentlemen:\u00e2\u0080\u0094\\nHaving seen your advertisement for an office boy,\\nI desire to apply for the place. I am fourteen years old and have\\njust completed the course of study in the grammar schools of this\\ncity. This letter is a specimen of my handwriting. Enclosed\\nwill be found testimonials as to my character and habits from my\\nteacher and from two business gentlemen who know me well. I\\nexpect to be in Chicago on a visit in about a week, and should", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0235.jp2"}, "236": {"fulltext": "230\\nESSENTIALS OF ENGLISH.\\nyou desire it, I should be pleased to call upon you at such time as\\nyou may appoint.\\nHoping for a favorable consideration, I am\\nYours very respectfully,\\nEdward Milligan.\\n[This is an answer to an advertisement on page 226.]\\nWrite three applications, each to a different firm and\\nfor a different position.\\nSUGGESTIONS.\\nWhen writing a letter, do the best you can.\\nUse good, but not conspicuous, stationery.\\nHave something definite to say, and say it.\\nFinish one subject before taking up another.\\nWrite formal notes only for formal occasions.\\nBusiness letters should be short and to the point.\\nLetters of friendship should be simple, natural,\\nand characteristic.\\nDo not use postal cards except for brief business\\ncommunications.\\nDo not use figures except for writing dates and\\nsums of money.\\nUse the character only when writing the\\nnames of business firms.\\nLeave a narrow margin on the left side of the\\npage, and properly indent the paragraphs.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0236.jp2"}, "237": {"fulltext": "SUGGESTIONS.\\n231\\nAvoid hackneyed phrases, improper abbrevia\u00c2\u00ac\\ntions, omissions, and apologies.\\nMake it a rule to answer letters promptly, especi\u00c2\u00ac\\nally business letters.\\nEnclose a stamp for reply when asking a special\\nfavor. Acknowledge all favors immediately.\\nWhen writing to a stranger, a woman should\\nprefix (Miss) or (Mrs.) to her signature.\\nDo not write on the margins of your letter. Use\\nanother sheet of paper.\\nPlace the stamp carefully, right side up, on the\\nupper right-hand corner of the envelope.\\nBe neat. A soiled, blotted, slovenly written, or\\nawkwardly folded letter is an insult to the recipient\\nand a reflection upon yourself.\\nBe accurate. Errors in arrangement, grammar,\\nspelling, punctuation, or capitalization brand you as\\ncareless, if not illiterate.\\nBe cautious as to what you write. Remember,\\n\u00e2\u0080\u009cWords spoken are trifles, words written are things.\u00e2\u0080\u009d", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0237.jp2"}, "238": {"fulltext": "232\\nESSENTIALS OF ENGLISH.\\nEXERCISE.\\n1. Arrange properly the following headings, using abbre\u00c2\u00ac\\nviations where possible:\\n(1) 1889, New Mexico, October 9, Silver City.\\n(2) Illinois, December 27, Madison County, 1890, Moro.\\n(3) 1602, Chestnut Street, 1891, Philadelphia, January,\\nPennsylvania.\\n(4) West Hotel, 1890, Minneapolis, July 10, Minnesota.\\n(5) University of Kansas, September 5, Lawrence, 1891,\\nKansas.\\n(6) St. Louis, Room 211, June 31, Odd Fellows\u00e2\u0080\u0099 Hall,\\nMissouri, 1891.\\n2. Write a letter to a friend, describing any event which\\nyou have recently enjoyed.\\n3. Write a letter to an absent school-mate, telling\\nabout school matters.\\n4. Write to a cousin, telling him or her how you spent\\nthe Christmas holidays.\\n5. Write a letter to your aunt, thanking her for a book\\nwhich she has sent you. Give the name of the book and\\nyour opinion of it.\\n6. Suppose your father to be absent. Write to him,tell\u00c2\u00ac\\ning all the home news.\\n7. Imagine yourself visiting in the country in summer.\\nWrite to your mother, describing your visit.\\n8. Learn all the facts you can about the following cities,\\nthen write a letter from each, telling for what the city is\\nnoted, its points of interest, etc.: St. Augustine, Florida;\\nSalt Lake City, Utah; Tacoma, Washington; New Orleans,\\nLouisiana; Washington, D. C.; St. Louis, Mo.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0238.jp2"}, "239": {"fulltext": "EXERCISE.\\n233\\n9. Write a letter, describing a real or an imaginary visit\\nto the sea-shore, the mountains, or Niagara Falls.\\n10. Write a letter, describing a visit to the World\u00e2\u0080\u0099s Fair;\\ntell why it is held, and the results of such an exposition.\\n11. Write a letter, renewing your subscription to \u00e2\u0080\u009cThe\\nYouth\u00e2\u0080\u0099s Companion.\u00e2\u0080\u009d State how much money you enclose\\nand in what form.\\n12. Write to the publishers of a local newspaper, asking\\nthem to change your paper to a new address.\\n13. Write a letter for your mother to B. Nugent Bro.,\\nCor. Broadway and Washington Ave., St. Louis, Mo., ask\u00c2\u00ac\\ning for samples of dress goods. State the kind you want\\nand the price you are willing to pay.\\n14. Write an application for a position as teacher. State\\nbriefly your qualifications and experience, and give refer\u00c2\u00ac\\nences.\\n15. Write an answer to an advertisement for a steno\u00c2\u00ac\\ngrapher. State your experience, and give references.\\n16. Write to a person of influence, asking for a recom\u00c2\u00ac\\nmendation.\\n17. Write a note for your mother, asking your teacher\\nto excuse your absence from school.\\n18. Write to the president of a college, asking for inform\u00c2\u00ac\\nation in regard to attending the school over which he pre\u00c2\u00ac\\nsides.\\n19. Write a letter to Messrs. Houghton, Mifflin Co.,\\nBoston, Mass., asking for price list of their publications.\\n20. In the name of your mother, write a formal note to\\na gentleman and his wife, asking them to spend an even\u00c2\u00ac\\ning at your home. Write a formal acceptance to this note;\\nalso a formal regret.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0239.jp2"}, "240": {"fulltext": "234\\nESSENTIALS OF ENGLISH.\\n21. Condense the following telegram into ten words: We\\nhave received your letter. The goods which you wish will\\nbe in to-morrow. We will fill your order as soon as they\\narrive.\\n22. Condense into as few words as possible the following\\ntelegram: Our train was too late to make connection with\\nthe train which leaves here at seven o\u00e2\u0080\u0099clock. We will come\\ndown on the next one, and will arrive there about noon.\\n23. Write a telegram of not more than ten words to your\\nfather, telling of your mother\u00e2\u0080\u0099s illness and asking him to\\ncome home.\\n24. Write to a grocer in your town, ordering a bill of\\ngroceries. Ask him to charge it to your account.\\n25. Write to John L. Boland, 610 Washington Ave., St.\\nLouis, asking him to send you three books which you would\\nlike to-have. Have the books sent by express, C. O. D.\\n26. Write the letter of a girl or a boy who has spent\\nThanksgiving-day at \u00e2\u0080\u009cGrandpa\u00e2\u0080\u0099s\u00e2\u0080\u009d in the country. Use any\\nnames and places you wish.\\n27. Write to Ginn Co., publishers, 110-112 Wabash\\nAve., Chicago, asking them to send you a copy of Mont\u00c2\u00ac\\ngomery\u00e2\u0080\u0099s Leading Events of American History. Enclose\\npayment.\\n28. Write a letter to a friend whom you have just visited,\\ntelling of your arrival home, how much you enjoyed your\\nvisit, and expressing thanks for courtesies.\\n29. Write to a friend, inviting her to go to a pic-nic. Tell\\nher your plans for spending the day.\\n30. Write an imaginary letter from a doll to her mistress.\\n31. Write an imaginary letter from a dog to his master.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0240.jp2"}, "241": {"fulltext": "EXERCISE.\\n235\\n32. Write a note to accompany a birthday gift to a friend.\\nWrite the note of thanks in reply.\\n33. Write a letter of introduction for a friend to another\\nfriend who lives in a neighboring city.\\n34. Write a letter to one who has assisted you in securing\\na position, expressing your thanks for his assistance.\\n35. Write a letter to a friend, describing a visit to the St.\\nLouis Exposition.\\n36. Write the letter of a boy or a girl who is away\\nfrom home at school for the first time. Tell his or her\\nimpressions of the school, school-mates, etc.\\n37. Write to James Vick, Rochester, N. Y., ordering five\\nvarieties of flower seed, ten cents a package. Enclose pay\u00c2\u00ac\\nment by postal note.\\n38. Answer an advertisement for a position in a business\\noffice. Say where you saw the advertisement, state your\\nage, school advantages, how much pay you will expect, and\\ngive references.\\n39. Suppose you have received word form the Postmaster\\nat St. Joseph, Mo., informing you that an unclaimed pack\u00c2\u00ac\\nage of books is held there subject to your order and nine\\ncents postage. Write to the Postmaster, enclose postage, and\\nask him to forward the books to Miss Mary Arnot, Colum\u00c2\u00ac\\nbia, Mo.\\n40. Write a letter to a school-mate, telling what you would\\nlike to become when you have finished school, and give\\nyour reasons.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0241.jp2"}, "242": {"fulltext": "CHAPTER XV.\\nCOMPOSITION \u00e2\u0080\u0094WORK.\\nMost of the exercises in this book require the\\nconstruction only of independent sentences. Such\\nwork should be supplemented by exercises in con\u00c2\u00ac\\nnected composition.\\nTo the Teacher.\u00e2\u0080\u0094A thorough drill under the follow\u00c2\u00ac\\ning headings will familiarize the pupil with the essential\\npoints in essay-writing. However, facility of expression\\ndoes not depend upon fixed rules, but upon information\\nand a mastery of the structure of the sentence.\\n1. Copying 2. The Paragraph. 3. Outlining.\\n4. Peproduction from Memory. 5. The Paraphrase\\n6. Abstract.\\nI. Copying carefully both prose and verse from\\nthe works of the best authors is a valuable drill.\\nIt cultivates accuracy in the mechanical part of com\u00c2\u00ac\\nposition-work, and accustoms the mind to beautiful\\nthoughts and to the best forms of expression.\\nTo the Teacher. Have pupils copy selections from\\ntheir readers, or selections of your own choosing written\\non the black-board. Insist upon neatness and accuracy\\nin the transcriptions. Do not accept work that has been\\ndone hurriedly or carelessly.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0242.jp2"}, "243": {"fulltext": "THE PARAGRAPH.\\n237\\nII. A Paragraph is a group of related sentences\\npertaining to the same topic.\\nIllustration:\\n\u00e2\u0080\u009cGrammatical studies, although they do not necessarily\\nimpart the power of expression so effectually as the imita\u00c2\u00ac\\ntion of the great models, furnish the student with the\\nmeans of entering into the secrets of composition, of ex\u00c2\u00ac\\nploring the mysterious laws of creative genius, and of\\nsubmitting his own productions to the control of reason\\nand of established principles. It is then that theory be\u00c2\u00ac\\ncomes a useful auxiliary to practice.\\nA familiarity with the national grammar will be the\\nbest preparation for a similar study in the foreign language,\\nas the learner will find in the grammar of that language\\nthe same technical denominations and the same definitions.\\nIt also assists in translating from the native into the foreign\\ntongue, because, in order to ascertain what is the foreign\\nexpression corresponding to the native, one must know\\nthe nature of the words to be translated and their function\\nin the sentence.\u00e2\u0080\u009d\\nThe subject of the first paragraph above is gram\u00e2\u0080\u00a2\\nmatical studies in general; of the second, the study\\nof national grammar\\nThe first line of every paragraph should be in\u00c2\u00ac\\ndented. All the sentences in a paragraph should have\\na clear connection with the central thought, and they\\nshould be so arranged and connected as to carry the\\nline of thought smoothly forward. Both very long\\nand very short paragraphs should be avoided.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0243.jp2"}, "244": {"fulltext": "238\\nESSENTIALS OF ENGLISH.\\nTo the Teacher. Require pupils to give the main\\ntopics of the paragraphs in their reading or other lessons.\\nWrite the sentences of a paragraph on the black-board,\\nchanging their order, and let the pupils arrange them\\nproperly. Write on the black-board, as one paragraph, a\\nselection which contains several paragraphs. Have the\\npupils copy it and indent the paragraphs. Give pupils topics\\nabout which to write paragraphs. Correct these with refer\u00c2\u00ac\\nence to unity and to continuity of thought.\\nIII. An Outline, or a topical analysis, of a writ\u00c2\u00ac\\nten production is a list of its leading and distinct\\ntopics so arranged as to present, in small compass,\\na clear and well ordered view of the whole. A\\nfull outline includes the subordinate topics under\\nthe general divisions.\\nIllustration\\nBAD COMPANY.\\nA farmer who had just sown his fields placed a net to\\ncatch the cranes that came to steal his corn. After some\\ntime he went to look at the net, and in it he found several\\ncranes and one stork. \u00e2\u0080\u009cO, sir, please spare me,\u00e2\u0080\u009d said the\\nstork; \u00e2\u0080\u009cI am not a crane, I am an innocent stork, kind\\nto my parents, and The farmer would hear no more.\\n\u00e2\u0080\u009cAll that may be very true,\u00e2\u0080\u009d he said, \u00e2\u0080\u009cbut it is no busi\u00c2\u00ac\\nness of mine. I found you amongst thieves, and you must\\nsuffer with them.\u00e2\u0080\u009d\\nr The net.\\nThe captives.\\nThe stork\u00e2\u0080\u0099s plea.\\nThe farmers\u00e2\u0080\u0099s reply.\\nThe lesson.\\nOutline", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0244.jp2"}, "245": {"fulltext": "OUTLINING.\\n239\\nABOU BEN ADHEM.\\nAbou Ben Adhem (may his tribe increase\\nAwoke one night from a deep dream of peace,\\nAnd saw, within the moonlight of his room,\\nMaking it rich and like a lily in bloom,\\nAn angel writing in a book of gold:\u00e2\u0080\u0094\\nExceeding peace had made Ben Adhem bold,\\nAnd to the presence in the room he said,\\nWhat writest thou 1 The vision raised its head,\\nAnd with a look made all of sweet accord,\\nAnswered, \u00e2\u0080\u009cThe names of those who love the Lord.\u00e2\u0080\u009d\\n\u00e2\u0080\u009cAnd is mine one?\u00e2\u0080\u009d said Abou. \u00e2\u0080\u009cNay, not so,\u00e2\u0080\u009d\\nReplied the angel. Abou spoke more low,\\nBut cheer\u00e2\u0080\u0099ly still; and said, \u00e2\u0080\u009cI pray thee then,\\nWrite me as one that loves his fellow-men.\u00e2\u0080\u009d\\nThe angel wrote and vanished. The next night\\nIt came again with a great wakening light;\\nAnd showed the names whom love of God had blessed,\\nAnd lo Ben Adhem\u00e2\u0080\u0099s name led all the rest.\\nOutline\\nAdhem awakened.\\nWhat he saw.\\nHis question.\\nThe angel\u00e2\u0080\u0099s reply.\\nAdhem\u00e2\u0080\u0099s request.\\nThe result.\\nIn making an outline, choose as few general topics\\nas possible, but let those be such as cover the whole\\nsubject. Do not raise minor points to the rank of\\ntopics, and avoid repetitions. State the topics briefly,\\nbut definitely, and arrange them carefully. An out\u00c2\u00ac\\nline should be a simple, clear, logical framework.\\nTo the Teacher. Give pupils much exercise in\\noutlining. After they can outline what they have heard or\\nread, have them make outlines for original compositions.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0245.jp2"}, "246": {"fulltext": "240\\nESSENTIALS OF ENGLISH.\\nTV. Reproduction is the expression of another s\\nthoughts in one\u00e2\u0080\u0099s own language.\\nAfter reading, or hearing read, several times, a\\nparagraph, a poem, a short story, an event in history,\\na passage from some work of fiction, or a scene\\nfrom a play, the pupil should make a brief outline\\nof it, and then write it out from memory. Much\\nof this kind of work should be done, for it yields\\nability to grasp thought and facility in expressing it.\\nV. A Paraphrase is a reproduction in which the\\noriginal thought is closely followed, but the form of\\nthe expression is changed by the use of equivalent\\nlanguage.\\nIllustrations:\\n1. Original. Mammon wins his way where seraphs\\nmight despair.\\nParaphrase. Money gives people entrance where\\nthose of the noblest qualities might long in vain to go.\\n2. Original. \u00e2\u0080\u0094There is no man but has his weaknesses.\\nParaphrase. (1). No man is entirely free from\\nfoibles. (2). Every man has some failings. (3). Frailties\\nare the common possession of all men.\\n3. Original. \u00e2\u0080\u0094Not enjoyment, and not sorrow,\\nIs our destined end or way;\\nBut to act that each to-morrow\\nFind us farther than to-day.\\nParaphrase. The purpose of life is not merely that\\nwe should be happy or miserable here, but that we should\\nlive each day in such a manner as to be wiser and better\\nthe next.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0246.jp2"}, "247": {"fulltext": "241\\nTHE PARAPHRASE.\\nThe passage given for paraphrasing may be a\\nsentence, a couplet or stanza of poetry, a paragraph,\\na short poem, or a prose sketch. The pupil then\\ntranslates it into his own words. This tests his\\nunderstanding of the passage, teaches him to dis\u00c2\u00ac\\ncriminate carefully in the use of words, increases his\\nvocabulary, and enables him to vary his manner of\\nexpression.\\nIn order to write a paraphrase, the pupil\\nshould use his dictionary freely; but merely substi\u00c2\u00ac\\ntuting synonymous words is not enough. He must\\nread the passage to be paraphrased until he has the\\nthought clearly in mind, and then express the\\nsense of it, using different words whenever possible.\\nFigurative language should be changed to plain\\nlanguage. In paraphrasing poetry, the meter and\\nrhyme should be concealed, and such words and\\ninversions as are peculiar to poetry avoided.\\nVI. An Abstract is a reproduction in which only\\nthe leading points of another\u00e2\u0080\u0099s thoughts are given.\\nIt differs from an outline in being expressed in\\ncomplete sentences.\\nIllustration:\\nFOOLS ENRICH LAWYERS.\\nTwo cats, having stolen some cheese, could not agree\\nabout dividing their prize. In order, therefore, to settle\\nthe dispute, they consented to refer the matter to a monkey.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0247.jp2"}, "248": {"fulltext": "242\\nESSENTIALS OF ENGLISH.\\nThe proposed judge readily accepted the office; and pro\u00c2\u00ac\\nducing a balance, put a piece of the cheese into each scale.\\n\u00e2\u0080\u009cLet me see,\u00e2\u0080\u009d said he, \u00e2\u0080\u009cthis lump outweighs the other.\u00e2\u0080\u009d\\nSo he bit off a piece, \u00e2\u0080\u009cto reduce it to a balance,\u00e2\u0080\u009d as he\\nobserved. The opposite scale had now become the heavier,\\nwhich gave the judge reason for a second mouthful.\\n\u00e2\u0080\u009cHold, hold,\u00e2\u0080\u009d said the two cats, who began to be alarmed,\\n\u00e2\u0080\u009cgive us our shares, and we are satisfied.\u00e2\u0080\u009d \u00e2\u0080\u009cIf you are\\nsatisfied,\u00e2\u0080\u009d replied the monkey, \u00e2\u0080\u009cjustice is not; a case of\\nthis intricate nature is by no means so soon settled.\u00e2\u0080\u009d\\nUpon which he continued to nibble first on one piece and\\nthen another, till the cats, seeing their cheese gradually\\ndiminishing, entreated him to give himself no- further\\ntrouble, but deliver to them what remained. \u00e2\u0080\u009cNot so fast,\\nI beseech you, friends,\u00e2\u0080\u009d replied the monkey; \u00e2\u0080\u009cwe owe\\njustice to ourselves as well as to you. What remains is\\ndue to me in right of my office.\u00e2\u0080\u009d Upon which he crammed\\nthe whole into his mouth and made off, leaving the poor\\ncats to comfort themselves as they best could.\\nOutline.\u00e2\u0080\u0094 Two cats dispute ask monkey to decide\\nthe monkey\u00e2\u0080\u0099s trickery\u00e2\u0080\u0094the cats\u00e2\u0080\u0099 protest \u00e2\u0080\u0094the monkey\u00e2\u0080\u0099s\\ndecision\u00e2\u0080\u0094the result.\\nAbstract.\u00e2\u0080\u0094 Two cats quarreled over the division of\\nsome cheese. They referred the matter to a monkey for\\ndecision. He divided the cheese, but under pretext of\\nbalancing the pieces, took a bite first off one piece and\\nthen off the other. The cats protested, but the monkey con\u00c2\u00ac\\ntinued to nibble, saying justice was not yet satisfied. At last\\nthe cats entreated him to give them what remained, but he\\nclaimed that also as a reward for his services. He crammed\\nit into his mouth and made off, leaving the cats without\\nanything.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0248.jp2"}, "249": {"fulltext": "DEVELOPMENT.\\n243\\nPupils should be required to condense long sen\u00c2\u00ac\\ntences, or paragraphs; to summarize lessons; to\\nreproduce the main points in a story, a play, a lec\u00c2\u00ac\\nture, or a sermon, which they have heard or read.\\nThis teaches them to select important points and\\nto omit detail, cultivates conciseness of expression,\\nand enables them to- reduce to compact form the\\nsubstance of another\u00e2\u0080\u0099s thoughts.\\nFor more independent composition work, pupils\\nshould have exercises in Development Narration\\nand Description.\\nDevelopment is an enlargement upon another\u00e2\u0080\u0099s\\nthoughts. The leading thoughts being .given, the\\ndetails are filled in by the pupil\u00e2\u0080\u0099s imagination. An\\noutline, a quotation, a short poem, or a suggestive\\npicture may form the basis for development.\\nA Narrative is an orderly and connected ac\u00c2\u00ac\\ncount of an incident or a series of incidents. Exer\u00c2\u00ac\\ncises in narrative-writing may comprise accounts of\\npersonal experiences, biographical and historical\\nsketches, and imaginative narratives.\\nNarration requires special attention to the order\\nof events. Sufficient points must be given to make\\na clear and connected account, but unimportant\\ndetails should be omitted. A narrative should be\\ntold in a fresh, interesting, and characteristic manner.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0249.jp2"}, "250": {"fulltext": "244\\nESSENTIALS OF ENGLISH.\\nA Description is a picture presented to the\\nmind by means of words. It may be that of an\\nobject, a process, a place, a person, or a landscape.\\nThe requisites of a good description are clear\u00c2\u00ac\\nness, accuracy, vividness. Nothing can be w T ell de\u00c2\u00ac\\nscribed that is not clearly seen by the writer. To\\nbe able to describe well, one must learn to observe\\nclosely and to choose fitting and forcible words.\\nSUGGESTIONS FOR COMPOSITION-WRITING.\\nChoose a subject in which you are interested.\\nNarrow your subject as much as possible.\\nFully inform yourself about your subject.\\nMake notes of thoughts as they come to you.\\nAlways make an outline to guide you.\\nThink each sentence through before writing it.\\nPunctuate carefully as you write.\\nUse words in their proper sense.\\nUse the least number of words that will clearly\\nexpress your thought.\\nAvoid high-sounding terms, slang, and all inele\u00c2\u00ac\\ngant expressions.\\nBeware of too many \u00e2\u0080\u009cand\u00e2\u0080\u0099s,\u00e2\u0080\u009d and see that the\\nreference of your pronouns is clear.\\nCorrect and re-write often. \u00e2\u0080\u009cGenius is but\\nanother name for the ability to labor.\u00e2\u0080\u009d", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0250.jp2"}, "251": {"fulltext": "EXERCISE.\\n245\\nEXERCISE.\\n1. Copy accurately the following:\\nJUNE.\\nThere is no price set on the lavish summer,\\nAnd June may be had by the poorest comer.\\nAnd what is so rare as a day in June\\nThen, if ever, come perfect days;\\nThen Heaven tries the earth if it be in tune,\\nAnd over it softly her warm ear lays:\\nWhether we look, or whether we listen,\\nWe hear life murmur, or see it glisten;\\nEvery clod feels a stir of might,\\nAn instinct within it that reaches and towers,\\nAnd, groping blindly above it for light,\\nClimbs to a soul in grass and flowers;\\nThe flush of life may well be seen,\\nThrilling back over hills and valleys;\\nThe cowslip startles in meadows green,\\nThe buttercup catches the sun in its chalice,\\nAnd there\u00e2\u0080\u0099s never a leaf nor a blade too mean\\nTo be some happy, creature\u00e2\u0080\u0099s palace;\\nThe little bird sits at his door in the sun,\\nAtilt like a blossom among the leaves,\\nAnd lets his illumined being o\u00e2\u0080\u0099errun\\nWith the deluge of summer he receives;\\nHis mate feels the eggs beneath her wings,\\nAnd the heart in her dumb breast flutters and sings.\\nHe sings to the wide world, and she to her nest;\u00e2\u0080\u0094\\nIn the nice ear of nature, which song is the best?\\nThe breeze comes whispering in our ear,\\nThat dandelions are blossoming near,\\nThat maize has sprouted, that streams are flowing,\\nThat the river is bluer than the sky,\\nThat the robin is plastering his home hard by;", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0251.jp2"}, "252": {"fulltext": "246\\nESSENTIALS OF ENGLISH.\\nAnd if the breeze kept the good news back,\\nFor other couriers we should not lack;\\nWe could guess it all by yon heifer\u00e2\u0080\u0099s lowing,\u00e2\u0080\u0094\\nAnd hark! how clear bold chanticleer,\\nWarmed with the new wine of the year,\\nTells all in his lusty crowing!\u00e2\u0080\u0094 Lowell.\\n2. Copy the following, dividing it into four\\nparagraphs:\\nThere are two classes of people to whom life seems\\none long holiday,\u00e2\u0080\u0094the very rich and the very poor; one,\\nbecause they need do nothing; the other, because they\\nhave nothing to do; but there are none who understand\\nthe art of doing nothing and living upon nothing, better\\nthan the poor classes of Spain. Climate does one-half,\\nand temperament the rest. Give a Spaniard the shade in\\nsummer and the sun in winter, a little bread, garlic, oil,\\nand garbances, an old brown cloak and a guitar, and let\\nthe world roll on as it pleases. Talk of poverty! with him\\nit has no disgrace. It sits upon him with a grandiose style,\\nlike his ragged cloak. He is a hidalgo, even when in rags.\\nThe \u00e2\u0080\u009csons of the Alhambra\u00e2\u0080\u009d are an eminent illustration of\\nthis practical philosophy. As the Moors imagined that the\\ncelestial paradise hung over this favored spot, so I am in\u00c2\u00ac\\nclined at times to fancy that a gleam of the golden age\\nstill lingers about this ragged community. They possess\\nnothing, they do nothing, they care for nothing. Yet,\\nalthough apparently idle all the week, they are as obser\u00c2\u00ac\\nvant of all holy days and saints\u00e2\u0080\u0099 days as the most laborious\\nartisan. They attend all fetes and dancings in Granada and\\nits vicinity, light bonfires on the hills on St. John\u00e2\u0080\u0099s eve,\\nand dance away the moonlight nights on the harvest-home\\nof a small field within the precincts of the fortress, which", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0252.jp2"}, "253": {"fulltext": "EXERCISE.\\n247\\nyields a few bushels of wheat. Before concluding these\\nremarks, I must mention one of the amusements of the\\nplace, which has particularly struck me. I had repeatedly\\nobserved a long, lean fellow perched on the top of one of\\nthe towers, manceuvering two or three fishing-rods, as\\nthough he were angling for the stars. I was for some time\\nperplexed by the evolutions of this aerial fisherman, and\\nmy perplexity increased on observing others employed in like\\nmanner on different parts of the battlements and bastions;\\nit was not until I consulted Mateo Ximenes that I solved\\nthe mystery. It seems that the pure and airy situation of\\nthis fortress has rendered it, like the castle of Macbeth, a\\nprolific breeding place for swallows and martlets, who sport\\nabout its towers in myriads, with the holiday glee of urchins\\njust let loose from school. To entrap these birds in their\\ngiddy circlings, with hooks baited with flies, is one of the\\nfavorite amusements of the ragged sons of the Alham\u00c2\u00ac\\nbra,\u00e2\u0080\u009d who, with the good-for-nothing ingenuity of arrant\\nidlers, have thus invented the art of angling in the sky.\u00e2\u0080\u0094\\nW. Irving.\\n3. Outline and reproduce the following:\\n(1.) A humming-bird met a butterfly, and being pleased\\nwith the beauty of his person and the glory of his wings,\\nmade an offer of perpetual friendship.\\nI cannot think of it,\u00e2\u0080\u009d was the reply, as you once\\nspurned me and called me a drawling dolt.\u00e2\u0080\u009d\\n\u00e2\u0080\u009cImpossible exclaimed the humming-bird. \u00e2\u0080\u009cI al\u00c2\u00ac\\nways had the highest respect for such beautiful creatures\\nas you.\u00e2\u0080\u009d\\ntl Perhaps you have now,\u00e2\u0080\u009d said the other; \u00e2\u0080\u009cbut when\\nyou insulted me, I was a caterpillar. So let me give you\\na piece of advice. Never insult the humble, as they may\\nsome day be your superiors.\u00e2\u0080\u009d", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0253.jp2"}, "254": {"fulltext": "248\\nESSENTIALS OF ENGLISH.\\n(2.) THE NOTARY\u00e2\u0080\u0099S STORY.\\n\u00e2\u0080\u009cOnce in an ancient city, whose name I no longer\\nremember,\\nRaised aloft on a column, a brazen statue of Justice\\nStood in the public square, upholding the scales in its\\nleft hand,\\nAnd in its right a sword, as an emblem that justice\\npresided\\nOver the laws of the land, and the hearts and homes\\nof the people.\\nEven the birds had built their nests in the scales of\\nthe balance,\\nHaving no fear of the sword that flashed in the sun\u00c2\u00ac\\nshine above them.\\nBut in the course of time the laws of the land were\\ncorrupted;\\nMight took the place of right, and the weak were\\noppressed, and the mighty\\nRuled with an iron rod. Then it chanced in a noble\u00c2\u00ac\\nman\u00e2\u0080\u0099s palace\\nThat a necklace of pearls was lost, and erelong a\\nsuspicion\\nFell on an orphan girl who lived as maid in the\\nhousehold.\\nShe, after form of trial condemned to die on the\\nscaffold,\\nPatiently met her doom at the foot of the statue of\\nJustice.\\nAs to her Father in heaven her innocent spirit\\nascended,\\nLo! o\u00e2\u0080\u0099er the city a tempest rose; and the bolts of\\nthe thunder\\nSmote the statue of bronze, and hurled in wrath from\\nits left hand\\nDown on the pavement below the clattering scales of\\nthe balance,.\\nAnd in the hollow thereof was found the nest of a\\nmagpie,\\nInto whose clay-built walls the necklace of pearls was\\ninwoven.\u00e2\u0080\u009d Longfellow", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0254.jp2"}, "255": {"fulltext": "EXERCISE,\\n(3.) BRUCE AND THE SPIDER.\\nKing Bruce of Scotland flung himself down\\nIn a lonely mood to think;\\n\u00e2\u0080\u0099Tis true he was a monarch, and wore a crown,\\nBut his heart was beginning to sink.\\nFor he had been trying to do a great deed,\\nTo make his people glad;\\nHe had tried, and tried, but couldn\u00e2\u0080\u0099t succeed,\\nAnd so he became quite sad.\\nHe flung himself down in low despair,\\nAs grieved as man could be;\\nAnd after a while, as he pondered there,\\n\u00e2\u0080\u009cI\u00e2\u0080\u0099ll give it all up,\u00e2\u0080\u009d said he.\\nNow just at the moment a spider dropped,\\nWith its silken cobweb clew,\\nAnd the king in the midst of his thinking stopped\\nTo see what the spider would do.\\n\u00e2\u0080\u0099Twas a long way up to the ceiling dome,\\nAnd it hung by a rope so fine,\\nThat how it would get to its cobweb home\\nKing Bruce could not divine.\\nIt soon began to cling and crawl\\nStraight up with strong endeavor;\\nBut down it came with a slipping sprawl,\\nAs near to the ground as ever.\\nUp, up it ran, nor a second did stay,\\nTo utter the least complaint,\\nTill it fell still lower; and there it lay,\\nA little dizzy and faint.\\nIts head grew steady again it went,\\nAnd travelled a half-yard higher;\\n\u00e2\u0080\u0099Twas a delicate thread it had to tread,\\nAnd a road where its feet would tire.\\nAgain it fell, and swung below;\\nBut again it quickly mounted,\\nTill up and down, now fast, now slow,\\nSix brave attempts were counted.\\n\u00e2\u0080\u009cSure,\u00e2\u0080\u009d cried the king, \u00e2\u0080\u009cthat foolish thing\\nWill strive no more to climb,\\nWhen it toils so hard to reach and cling,\\nAnd tumbles every time.\u00e2\u0080\u009d", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0255.jp2"}, "256": {"fulltext": "250\\nESSENTIALS OF ENGLISH.\\nBut up the insect went once more,\u00e2\u0080\u0094\\nAh me! \u00e2\u0080\u0099tis an anxious minute;\\nHe\u00e2\u0080\u0099s only a foot from his cobweb door,\u00e2\u0080\u0094\\nOh say, will he lose or win it?\\nSteadily, steadily, inch by inch,\\nHigher and higher he got,\\nAnd a bold little run at the very last pinch\\nPut him into his native cot.\\n\u00e2\u0080\u009cBravo! bravo!\u00e2\u0080\u009d the king cried out;\\n\u00e2\u0080\u009cAll honor to those who try!\\nThe spider up there defied despair;\\nHe conquered, and why shouldn\u00e2\u0080\u0099t I?\u00e2\u0080\u009d\\nAnd Bruce of Scotland braced his mind,\\nAnd gossips tell the tale,\\nThat he tried once more, as he tried before,\\nAnd that time he did not fail.\\nPay goodly heed, all ye who read,\\nAnd beware of saying, \u00e2\u0080\u009cI can\u00e2\u0080\u0099t;\u00e2\u0080\u009d\\n\u00e2\u0080\u0099Tis a cowardly word, and apt to lead\\nTo idleness, folly, and want.\\nWhenever you find your heart despair\\nOf doing some goodly thing,\\nCon over this strain, try bravely again,\\nAnd remember the spider and king. Eliza Cook.\\nPoems suggested for reproduction;\\nSheridan\u00e2\u0080\u0099s Bide,\\nThe \u00e2\u0080\u009cOne-Hoss Shay,\u00e2\u0080\u009d\\nDarius Green,\\nVagabonds,\\nPaul, Revere\u00e2\u0080\u0099s Ride,\\nBuilding of the Ship,\\nOrder for a Picture,\\nLittle People of the Snow,\\nThe Leak in the Dike,\\nA Legend of Bregenze,\\nThe Choice of King Midas,\\nGrace Darling,\\nRead.\\nHolmes.\\nTrowbridge.\\nTrowbridge.\\nLongfellow.\\nLongfellow.\\nAlice Cary.\\nBryant.\\nPhoebe Cary.\\nAdelaide Procter.\\nSaxe.\\nWordsworth.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0256.jp2"}, "257": {"fulltext": "EXEKCISE.\\n251\\nProse selections for reproduction may be found in Haw\u00c2\u00ac\\nthorne\u00e2\u0080\u0099s Wonder Book, Tanglewood Tales, and Twice Told\\nTales; in the Youth\u00e2\u0080\u0099s Companion and Saint Nicholas; in\\nMiss Alcott\u00e2\u0080\u0099s works; selections from Pilgrims Progress and\\nsome of the Bible narratives may also be used.\\n4. Paraphrase the following:\\n(1.) The borrower is servant to the lender.\\n(2.) Procrastination is the thief of time.\\n(3.) That life is long which answers life\u00e2\u0080\u0099s great end.\\n(4.) Necessity is the mother of invention.\\n(5.) Never cross a bridge till you come to it.\\n(6.) \u00e2\u0080\u009cHabit is a cable,\u00e2\u0080\u0094we weave a thread of it each\\nday, and at last we cannot break it.\u00e2\u0080\u009d\\n(7.) \u00e2\u0080\u009cPrecept is instruction written in the sand. The\\ntide flows over it, and the record is gone. Example is\\nengraved upon the rock.\u00e2\u0080\u009d\\n(8.) \u00e2\u0080\u009cThe rank is but the guinea\u00e2\u0080\u0099s stamp,\\nThe man\u00e2\u0080\u0099s the gold for all that!\u00e2\u0080\u009d\\n(9.) \u00e2\u0080\u009cThe flowering moments of the mind\\nDrop half their petals in our speech.\u00e2\u0080\u009d\\n(10.) \u00e2\u0080\u009cOur to-days and yesterdays\\nAre the blocks with which we build.\u00e2\u0080\u009d\\n(11.) \u00e2\u0080\u009cIf little labor, little are our gains;\\nMan\u00e2\u0080\u0099s fortunes are according to his pains.\u00e2\u0080\u009d\\n(12.) \u00e2\u0080\u009cNow came still Evening on, and Twilight gray\\nHad in her sober livery all things clad.\u00e2\u0080\u009d\\n(13.) \u00e2\u0080\u009cWe are spirits clad in veils;\\nMan by man was never seen;\\nAll our deep communing fails\\nTo remove the shadowy screen.\u00e2\u0080\u009d", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0257.jp2"}, "258": {"fulltext": "ESSENTIALS OF ENGLISH.\\n(14.) Build thee more stately mansions, O my soul,\\nAs the swift seasons roll!\\nLeave thy low-vaulted past!\\nLet each new temple, nobler than the last,\\nShut thee from heaven with a dome more vast,\\nTill thou at length art free,\\nLeaving thine outgrown shell by life\u00e2\u0080\u0099s unresting\\nsea! Holmes.\\n(15.) DAYBREAK.\\nA wind came up out of the sea,\\nAnd said, \u00e2\u0080\u009cO mists, make room for me.\u00e2\u0080\u009d\\nIt hailed the ships and cried, \u00e2\u0080\u009cSail on,\\nYe mariners, the night is gone.\u00e2\u0080\u009d\\nIt hurried landward far away,\\nCrying, \u00e2\u0080\u009cAwake! it is the day.\u00e2\u0080\u009d\\nIt said unto the forest, \u00e2\u0080\u009cShout!\\nHang all your leafy banners out.\u00e2\u0080\u009d\\nIt touched the wood-bird\u00e2\u0080\u0099s folded wing,\\nAnd said, \u00e2\u0080\u009cO bird, awake and sing.\u00e2\u0080\u009d\\nAnd o\u00e2\u0080\u0099er the farms, \u00e2\u0080\u009cO chanticleer,\\nYour clarion blow: the day is near.\u00e2\u0080\u009d\\nIt whispered to the fields of corn,\\n\u00e2\u0080\u009cBow down and hail the coming morn.\u00e2\u0080\u009d\\nIt shouted through the belfry tower,\\n\u00e2\u0080\u009cAwake, O bell! Proclaim the hour.\u00e2\u0080\u009d\\nIt crossed the churchyard with a sigh\\nAnd said, \u00e2\u0080\u009cNot yet! in quiet lie.\u00e2\u0080\u009d\\nLongfellow.\\nFor more extended paraphrase the following\\nselections are suggested:\\nThe Barefoot Boy, Whittier.\\nThe Day is Done, Longfellow.\\nSelections from \u00e2\u0080\u009cSnow Bound,\u00e2\u0080\u009d Whittier\\nNobility,. Alice Cary.\\nDescription of \u00e2\u0080\u009cEvangeline,\u00e2\u0080\u009d Longfellow.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0258.jp2"}, "259": {"fulltext": "", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0259.jp2"}, "260": {"fulltext": "WILLIAM CULLEN BRYANT.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0260.jp2"}, "261": {"fulltext": "WILLIAM CULLEN BRYANT. 253\\nWilliam Cullen Bryant.\\nWilliam Cullen Bryant was born in Cummington,\\nMass., November 3, 1794.\\nHis father was a doctor and no doubt hoped to have\\nhis son follow in that profession, for he named him after\\na great medical authority, William Cullen.\\nYoung William was exceedingly delicate, and his\\nhead was so big that his father felt most anxious. One\\nday an inspiration flashed across his mind: \u00e2\u0080\u009cDip Wil\u00c2\u00ac\\nliam daily into a spring of clear, cold water,\u00e2\u0080\u009d he said.\\nThis was done and, marvelous to relate, the head was\\ngradually reduced to normal size.\\nAs he grew up his father helped much in his educa\u00c2\u00ac\\ntion, training him in the art of making verse. At the\\nage of thirteen he wrote The Embargo or \u00e2\u0080\u009cSketches\\nof the Times.\u00e2\u0080\u009d It was published in 1814.\\nPeople doubted that so young a lad had written this\\npoem, but his friends certified that it was true and that\\nthe youth had remarkable talent. In his eighteenth\\nyear he wrote his masterpiece, Thanatopsis a vision\\nof death.\\nThe thoughts for this exquisite poem came as he\\nwandered in the primeval forests about his home. Here\\nwere scattered gigantic trunks of fallen trees, moulder\u00c2\u00ac\\ning for long years and suggesting remote ages.\\nThe poem was sent to the \u00e2\u0080\u009cNorth American Review.\u00e2\u0080\u009d\\nThe editor, Mr. Dana, found it to be so fine that he\\ndoubted whether the author was an Aiherican.\\nSome of his favorite poems are, The Fringed Gen\\nHan \u00e2\u0080\u009cTo a Water-Fowl and The Death of the\\nFlowers His descriptions are beautiful; for he loved\\nnature, and to him the earth was a theatre upon which\\nthe great drama of life was ever playing.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0261.jp2"}, "262": {"fulltext": "254\\nESSENTIALS OF ENGLISH.\\nWilliam Cullen Bryant was one of the fathers of\\nAmerican literature.\\nTHANATOPSIS.\\nBY WILLIAM CULLEN BRYANT.\\nTo him, who, in the love of Nature holds\\nCommunion with her visible forms, she speaks\\nA various language; for his gayer hours\\nShe has a voice of gladness, and a smile,\\nAnd eloquence of beauty, and she glides\\nInto his dark musings with a mild\\nAnd gentle sympathy, that steals away\\nTheir sharpness ere he is aware.\\nWhen thoughts\\nOf the last bitter hour come like a blight\\nOver thy spirit, and sad images\\nOf the stern agony, and shroud, and pall,\\nAnd breathless darkness, and the narrow house,\\nMake thee to shudder, and grow sick at heart;\\nGo forth into the open sky and list\\nTo Nature\u00e2\u0080\u0099s teaching, while, from all around\\nComes a still voice:\\n\u00e2\u0080\u009cYet a few days, and thee,\\nThe all-beholding sun shall see no more,\\nIn all his course; nor yet in the cold ground,\\nWhere thy pale form was laid, with many tears,\\nNor in the embrace of ocean shall exist\\nThy image. Earth that nourished thee, shall claim\\nThy growth, to be resolved to earth again;\\nAnd, lost each human trace, surrendering up\\nThine individual being, shalt thou go,\\nTo mix forever with the elements,\\nTo be a brother to the insensible rock,\\nAnd to the sluggish clod, which the rude swain\\nTurns with his share, and treads upon.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0262.jp2"}, "263": {"fulltext": "WILLIAM CULLEN BRYANT.\\n255\\n\u00e2\u0080\u009cThe oak\\nShall send his roots abroad, and pierce thy mold.\\nYet not to thy eternal resting-place,\\nShalt thou retire, alone\u00e2\u0080\u0094nor couldst thou wish\\nCouch more magnificent. Thou shalt lie down\\nWith patriarchs of the infant world, with kings,\\nThe powerful of the earth, the wise, the good,\\nFair forms, and hoary seers of ages past\u00e2\u0080\u0094\\nAll in one mighty sepulchre.\\n\u00e2\u0080\u009cThe hills,\\nRock-ribbed, and ancient as the sun; the vales,\\nStretching in pensive quietness between;\\nThe venerable woods; rivers that move\\nIn majesty, and the complaining brooks\\nThat make the meadows green; and, poured round all,\\nOld ocean\u00e2\u0080\u0099s gray and melancholy waste,\\nAre but the solemn decorations all\\nOf the great tomb of man. The golden sun,\\nThe planets, all the infinite host of heaven,\\nAre shining on the sad abodes of death,\\nThrough the still lapse of ages.\\n\u00e2\u0080\u009cAll that tread\\nThe globe, are but a handful to the tribes\\nThat slumber in its bosom. Take the wings\\nOf morning and the Barcan desert pierce,\\nOr lose thyself in the continuous woods,\\nWhere rolls the Oregon, and hears no sound\\nSave its own dashings\u00e2\u0080\u0094yet the dead are there;\\nAnd millions in those solitudes, since first\\nThe flight of years began, have laid them down\\nIn their last sleep\u00e2\u0080\u0094the dead reign there alone.\\n\u00e2\u0080\u009cSo shalt thou rest; and what, if thou shalt fall,\\nUnnoticed by the living; and no friend\\nTake note of thy departure? All that breathe\\nWill share thy destiny. The gay will laugh\\nWhen thou art gone; the solemn brood of care\\nPlod on; and each one as before will chase\\nHis favorite phantom; yet, all these shall leave", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0263.jp2"}, "264": {"fulltext": "256\\nESSENTIALS OF ENGLISH.\\nTheir mirth, and their enjoyments, and shall come,\\nAnd make their bed with thee. As the long train\\nOf ages glides away, the sons of men,\\nThe youth, in life\u00e2\u0080\u0099s green spring, and he, who goes\\nIn the full strength of years, matron and maid,\\nThe bowed with age, the infant, in the smiles\\nAnd beauty of its innocent age cut off\u00e2\u0080\u0094\\nShall, one by one, be gathered to thy side,\\nBy those who, in their turn, shall follow them.\\n\u00e2\u0080\u009cSo live, that when thy summons comes to join\\nThe innumerable caravan that moves\\nTo the pale realms of shade, where each shall take\\nHis chamber in the silent halls of death,\\nThou go\u00e2\u0080\u0094not like the quarry-slave at night,\\nScourged to his dungeon\u00e2\u0080\u0094but, sustained and soothed\\nBy an unfaltering trust, approach thy grave,\\nLike one who wraps the drapery of his couch\\nAbout him and lies down to pleasant dreams!\u00e2\u0080\u009d\\nTHANATOPSIS.\\n1. A vision of death, written by Bryant at the age of\\neighteen. The teacher should read the poem to the\\nclass. The class should read it aloud, paraphrase it\\nstanza by stanza, and commit it to memory during the\\nweek or two of study on the poem.\\n2. What kind of a sentence is the first stanza?\\nSelect the propositions. (Propositions are the principal\\nelements; clauses are the subordinate elements).\\n3. Select the clauses and give use of each one. Give\\nthe syntax or construction of \u00e2\u0080\u009cto him\u00e2\u0080\u009d What two func\u00c2\u00ac\\ntions has the relative pronoun \u00e2\u0080\u009cWho\u00e2\u0080\u009d? (Case and con\u00c2\u00ac\\nnecting power.)\\n4. Give syntax of nouns in the stanza. How many\\nkinds of clauses in first stanza? Write eight kinds of\\nadverbial clauses: time, place, manner, condition, con-", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0264.jp2"}, "265": {"fulltext": "THANATOPSIS.\\n257\\ncession, purpose, result, reason or cause. Give mood\\nand tense of the verbs.\\n5. Give mood of verbs in second stanza. Syntax of\\n\u00e2\u0080\u009cthee object of \u00e2\u0080\u009cmake.\u00e2\u0080\u009d What word is supplied after\\n\u00e2\u0080\u009cvoice\u00e2\u0080\u009d?\\n6. Syntax of \u00e2\u0080\u009cthee\u00e2\u0080\u009d in third stanza? Of \u00e2\u0080\u009csun\u00e2\u0080\u009d?\\nWhat part of speech is \u00e2\u0080\u009cno more\u00e2\u0080\u009d? Syntax of \u00e2\u0080\u009civhere\\nthy pale form teas laid with many tears\u00e2\u0080\u009d? Why adjec\u00c2\u00ac\\ntive? Syntax of \u00e2\u0080\u009cimage\u00e2\u0080\u009d? Syntax of \u00e2\u0080\u009cto he resolved\u00e2\u0080\u009d?\\nSyntax of \u00e2\u0080\u009ctrace\u00e2\u0080\u009d? Why absolute? What does \u00e2\u0080\u009csur\u00c2\u00ac\\nrendering\u00e2\u0080\u009d modify \u00e2\u0080\u009cTo mix\u00e2\u0080\u009d modifies what? To he a\\nbrother\u00e2\u0080\u009d modifies what? Case of \u00e2\u0080\u009cbrother\u00e2\u0080\u009d?\\n7. What is the degree of \u00e2\u0080\u009cmore magnificent\u00e2\u0080\u009d in\\nfourth stanza?\\n8. What is the subject of \u00e2\u0080\u009care\u00e2\u0080\u009d in fifth stanza?\\n9. Give syntax of clauses in sixth stanza. Give\\nmood and tense of verbs. Syntax of \u00e2\u0080\u009csave\u00e2\u0080\u009d? Syntax\\nof \u00e2\u0080\u009chut\u00e2\u0080\u009d?\\n10. Kinds of sentences in seventh stanza? Give\\nmood and tense of verbs. Syntax of nouns.\\n11. Structure of clauses in eighth stanza? Struct\u00c2\u00ac\\nure of phrases? Syntax of \u00e2\u0080\u009cscourged\u00e2\u0080\u009d? \u00e2\u0080\u009csustained?\u00e2\u0080\u009d\\n\u00e2\u0080\u009csoothed\u00e2\u0080\u009d?\\n12. Write your thoughts of the poem after this\\nstudy.", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0265.jp2"}, "266": {"fulltext": "258\\nESSENTIALS OP ENGLISH,\\nLIST OF IRREGULAR VERBS.\\nThose marked with an R are also used as regular verbs.\\nPres. T.\\nPast T.\\nPast P.\\nAbide\\nabode\\nabode\\nArise\\narose\\narisen\\nAwake\\nawoke, R\\nawaked\\nBe or am\\nwas\\nbeen\\nBear\\nbore\\nborn\\nBear\\nbore\\nborne\\nBeat\\nbeat\\nbeaten\\nBegin\\nbegan\\nbegun\\nBend\\nbent, R\\nbent, R\\nBereave\\nbereft, R\\nbereft, R\\nBeseech\\nbesought\\nbesought\\nBet\\nbet, R\\nbet, R\\nBless\\nblest, R\\nblest, R\\nBid\\nbid,\\n.bade\\nbidden\\nBind\\nbound\\nbound\\nBite\\nbit\\nbitten\\nBleed\\nbled\\nbled\\nBlow\\nblew\\nblown\\nBreak\\nbroke\\nbroken\\nBreed\\nbred\\nbred\\nBring\\nbrought\\nbrought\\nBuild\\nbuilt, R\\nbuilt, R\\nBurn\\nburnt, R\\nburnt, R\\nBurst\\nburst\\nburst\\nBuy-\\nbought\\nbought\\nCast\\ncast\\ncast\\nCatch\\ncaught, R\\ncaught, R\\nChide\\nchid\\nchidden\\nChoose\\nchose\\nchosen\\nCling\\nclung\\nclung\\nPres. T.\\nPast T.\\nPast P.\\nCleave\\nf clove\\ncleft\\ncloven\\ncleft\\nClothe\\nclad, R\\nclad, R\\nCome\\ncame\\ncome\\nCost\\ncost\\ncost\\nCreep\\ncrept\\ncrept\\nCrow\\ncrew, R\\ncrowed\\nCut\\ncut\\ncut\\nDare\\ndurst, R\\ndared\\nDeal\\ndealt, R\\ndealt, R\\nDig\\ndug, R\\ndug, R\\nDive\\ndove, R\\ndived\\nDo\\ndid\\ndone\\nDraw\\ndrew\\ndrawn\\nDream\\ndreamt, R\\ndreamt, R\\nDress\\ndrest, R\\ndrest, R\\nDrink\\ndrank\\ndrank\\ndrunk\\nDrive\\ndrove\\ndriven\\nDwell\\ndwelt, R\\ndwelt, R\\nEat\\nate\\neaten\\nFall\\nfell\\nfallen\\nFeed\\nfed\\nfed\\nFeel\\nfelt\\nfelt\\nFight\\nfought\\nfought\\nFind\\nfound\\nfound\\nFlee\\nfled\\nfled\\nFling\\nflung\\nflung\\nFly\\nflew\\nflown\\nForsake\\nforsook\\nforsaken\\nFreeze\\nfroze\\nfrozen", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0266.jp2"}, "267": {"fulltext": "LIST OF IRREGULAR VERBS. 259\\nPres. T.\\nPast T.\\nPastP.\\nGet\\ngot\\ngot,\\n(gotten\\nGild\\ngilt, B\\ngilt, R\\nGird\\ngirt, R\\ngirt, R\\nGive\\ngave\\ngiven\\nGo\\nwent\\ngone\\nGrave\\ngraved\\ngraven, R\\nGrind\\nground\\nground\\nGrow\\ngrew\\ngrown\\nHang\\nhung\\nhung\\nHave\\nhad\\nhad\\nHear\\nheard\\nheard\\nHeave\\nhove, R\\nhoven, R\\nHew\\nhewed\\nhewn, R\\nHide\\nhid\\nhidden\\nHit\\nhit\\nhit\\nHold\\nheld\\nheld\\nHurt\\nhurt\\nhurt\\nKeep\\nkept\\nkept\\nKneel\\nknelt, R\\nknelt, R\\nKnit\\nknit, R\\nknit, R\\nKnow\\nknew\\nknown\\nLade\\nladed\\nladen, R\\nLay-\\nlaid\\nlaid\\nLead\\nled\\nled\\nLeave\\nleft\\nleft\\nLean\\nleant R\\nleant, R\\nLeap\\nleapt, R\\nleapt, R\\nLend\\nlent\\nlent\\nLet\\nlet\\nlet\\nLie\\nlay\\nlain\\nLight\\nlit, R\\nlit, R\\nLose\\nlost\\nlost\\nMake\\nmade\\nmade\\nMean\\nmeant\\nmeant\\nMeet\\nmet\\nmet\\nPres. T.\\nPast T.\\nPast P.\\nMow\\nmowed\\nmown, R\\nPass\\npast, R\\npast, R\\nPay\\npaid\\npaid\\nPen\\npent.R\\npent, R\\nPut\\nput\\nput\\nQuit\\nquit, R\\nquit, R\\nRap\\nrapt, R\\nrapt, R\\nRead\\nread\\nread\\nRend\\nrend\\nrent\\nRid\\nrid\\nrid\\nRide\\nrode\\nridden\\nRing\\nj rang,\\nrung\\nrung\\nRise\\nrose\\nrisen\\nRive\\nrived\\nriven, R\\nRun\\nran\\nrun\\nSaw\\nsawed\\nsawn, R\\nSay\\nsaid\\nsaid\\nSee\\nsaw\\nseen\\nSeek\\nsought\\nsought\\nSeethe\\nsod, R\\nsodden, R\\nSell\\nsold\\nsold\\nSend\\nsent\\nsent\\nSet\\nset\\nset\\nShake\\nshook\\nshaken\\nShape\\nshaped\\nshapen,P\\nShear\\nsheared\\nshorn ,R\\nShave\\nshaved\\nshaven, R\\nShed\\nshed\\nshed\\nShine\\nshone, R\\nshone, R\\nShoe\\nshod\\nshod\\nShoot\\nshot\\nshot\\nShow\\nshowed\\nshown, R\\nShrink\\n/shrunk,\\nshrank\\nshrunk\\nShred\\nshred\\nshred", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0267.jp2"}, "268": {"fulltext": "260 ESSENTIALS OF ENGLISH.\\nPres. T.\\nPast T.\\nPast P.\\nShut\\nshut\\nshut\\nSing\\n/sang,\\n\\\\sung\\nsung\\nSink\\nsunk,\\nsank\\nsunk\\nSit\\nsat\\nsat\\nSlay\\nslew\\nslain\\nSleep\\nslept\\nslept\\nSlide\\nslid\\nf slidden\\n\\\\slid\\nSling\\nslung\\nslung\\nSlink\\nslunk\\nslunk\\nSlit\\nslit\\nslit\\nSmite\\nsmote\\nsmitten\\nSow\\nsowed\\nsown, R\\nSpeak\\nspoke,\\nspake\\nspoken\\nSpeed\\nsped\\nsped\\nSpend\\nspent\\nspent\\nSpin\\nj spun,\\nspan\\nspun\\nSpit\\ni 8 Piti\\nspat\\nspit\\nSplit\\nsplit\\nsplit\\nSpread\\nspread\\nspread\\nSpring\\nsprang,\\nsprung\\nsprung\\nStand\\nstood\\nstood\\nStay\\nstaid, R\\nstaid, R\\nSteal\\nstole\\nstolen\\nStick\\nstuck\\nstuck\\nSting\\nstung\\nstung\\nStride\\nf strode,\\nt strid\\nstridden,\\nstrid\\nStrike\\nstruck\\nstruck,\\nstricken\\nPres. T.\\nPast T.\\nPast P.\\nString\\nstrung\\nstrung\\nStrive\\nstrove\\nstriven\\nStrow\\nstrowed\\nstrown,!?\\nSwear\\nswore,\\nsworn\\nSweat\\nsweat, R\\nsweat, R\\nSweep\\nswept\\nswept\\nSwell\\nswelled\\nswollen, R\\nSwim\\nswam\\nswum\\nswum\\nSwing\\nswung\\nswung\\nTake\\ntook\\ntaken\\nTeach\\ntaught\\ntaught\\nTear j\\ntore,\\ntare\\ntorn\\nTell\\ntold\\ntold\\nThink\\nthought\\nthought\\nThrive\\nthrove, R\\nthriven, R\\nThrow\\nthrew\\nthrown\\nThrust\\nthrust\\nthrust\\nTread\\ntrod,\\ntrodden\\nWax\\nwaxed\\nwaxen, R\\nWake\\nwoke, R\\nwoke, R\\nWear\\nwore\\nworn\\nWeave\\nwove\\nwoven\\nWed\\nwed, R\\nwed, R\\nWeep\\nwept\\nwept\\nWet\\nwet, R\\nwet, R\\nWhet\\nwhet, R\\nwhet, R\\nWin\\nwon\\nwon\\nWind\\nwound, R\\nwound\\nWork\\nwrought, R wrought, R\\nWring\\nwrung\\nwrung\\nWrite\\nwrote\\nwritten\\nA few verbs, usually regular, are sometimes spelled with t\\ninstead of ed; as spelt, spilt learnt smelt blent spoilt", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0268.jp2"}, "269": {"fulltext": "", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0269.jp2"}, "270": {"fulltext": "i -1 lGflfi\\nAUG 11 1900\\n5", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0270.jp2"}, "271": {"fulltext": "", "height": "3551", "width": "2276", "jp2-path": "newessentialsofe00unse_0271.jp2"}, "272": {"fulltext": "LIBRARY OF CONGRESS", "height": "3613", "width": "2313", "jp2-path": "newessentialsofe00unse_0272.jp2"}}