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T irt, %^,-\'U
HARVARD COLLEGE
LIBRARY
GIFT OF THE
GRADUATE SCHOOL
OF EDUCATION
^e
-&--/M
^6
3 Ffcj
3 2044 097 053 094
KEY
Containing Diagrams
or THB
SENTENCES GIVEN FOR ANALYSIS
IN
Reed and Kellogg's Graded Lessons in English,
and Higher Lessons in English.
Alonzo Reed, A.M.,
AND
Brainebd Kellogg, AM,
NEW YORK
CHARLES E. MERRILL CO
^-A^*~T -|r r o ,*n ^M-^
AAKVARD CniLtGE 11*.'. AW
GIFT •>>' HE
Owl U ]*oO
PUBLISHERS' NOTICE,
Fob some years Messrs. Reed and Kellogg have been engaged upon
a reference book for teachers and students of English. They are
pushing it on to completion as rapidly as possible. Of that book this
"Key, which is now issued separately and in advance, will form a
part.
The reference book is designed primarily for teachers, but an edition
of it without the "Key" will be printed for general use. The work
will contain, in addition to the "Key,"
(1) A short history of our Alphabet ;
(2) A succinct account of the English Language ;
(3) A history of the several Parte of Speech in their development
from the Anglo-Saxon ;
(4) A discussion of those grammatical difficulties not treated by
the authors in their Lessons in English ;
(5) A short treatise on Punctuation ;
(6) An appeal to the usage of the best modern writers for judgment
respecting words, phrases, and constructions condemned by critics,
and respecting many not condemned by them. As is seen, this (6)
compels immense and careful reading, and will show not what some
think should be good English, but what really is.
The work thus outlined will, it is hoped, settle some questions that
are disquieting not only teachers but many writers and speakers —
Questions that these persons have not the time nor the means to settle
independently and for themselves.
CoFTmeHT, 1880, by Alonxo Rssd ajscd Bbainebd Kklloog.
TO TEACHER&
We hope that no teacher will permit this "Key" to limit his
exercise of the right to individual judgment.
Without being ambiguous or faulty in any way, a writer's lan-
guage may often admit of slightly different interpretations requiring
different analyses. In the analysis of sentences, peculiar construc-
tions are frequently found, concerning the exact logical force of which
it would be imprudent to dogmatize. In cases where the grammatical
form and the logical force do not correspond, some teachers would
be guided by the form, others by the force. From failing to recog-
nize these facts there sometimes arise discussions that result only
in serious loss of time and much unpleasantness.
We would not, however, discourage the closest consideration of
questions leading to a more careful examination of the logical and
the grammatical construction of the sentence.
The analyses indicated by the diagrams in this book have been
made with care, and we have reasons for our conclusions ; yet we
are aware that in some of these conclusions we differ from other
students of language for whose scholarship and judgment we have
the highest regard.
Of the teachers using our Lessons in English there are many
who, while not lacking in scholarship or in ability to think for them-
selves, find it a satisfaction to know how far their judgment on
certain questions may coincide with ours. Our inability to meet by
personal correspondence the natural and legitimate requests of this
rapidly increasing host of friends has led to the issue of this book.
Reed and Kellogg,
ADVANTAGES OF THE DIAGRAM.
The utility of diagrams is so generally conceded that any
vindication of their employment seems almost needless.
We feel confident that no teacher who has used them would
willingly forego their use. Almost every modern text-book
on grammar contains some system of diagrams, partial or
complete. Many of the older authors have felt compelled
to rewrite their books and to introduce them. Even con-
servative Englishmen have heard the call for them, and
have responded to it in some of their recent and most
scholarly works on language. It seems to be thought that
diagrams are as much needed in teaching grammar as maps
in teaching geography, or figures of triangles, circles,
parallelograms, etc., in teaching geometry. We give here
a few of the advantages that result from their use*
I. To the Pupil.
1. The diagram compels the pupil to follow the natural
method in his analysis of sentences. If the sentence is
simple, he must ascertain what part is subject and what is
predicate before he goes on to determine what are the modi-
fiers and what words of subject or predicate these modify.
If the sentence is complex or compound, he must resolve it
into clauses, settle in his mind which of these are independ-
ent, which are subordinate, what the subordinate modify,
and what are the connecting words, before he treats each
clause as the simple sentence is treated. Not a line is
drawn until he has done all this. He is obliged to study
the sentence as a whole before he considers its parts and
the parts of these parts. This seems to be the true and
philosophical method of studying it.
2. The diagram fastens in the pupil's memory, as no analy*
lis without it can fasten, the component parts of a sentence,
The Diagram.
and these in their relation to each other ; and is invaluable
to him (1) in grasping an author's meaning, (2) in the
exercise of reading aloud, and, above all, (3) in his own
work of composition.
3. As he cannot diagram what he cannot analyze, his
attempt to fit a diagram to the sentence reveals to him
what, if any, are his difficulties in the analysis. It shows
him clearly what he knows, or thinks he knows, and what
he does not know, — a matter of vital importance at every
stage of his work.
4. The necessity which the pupil feels of placing every
word of the sentence somewhere on the diagram drives him
to a searching analysis that leaves no nook or corner of
the thought unexplored.
5. The diagram records for the pupil whatever, at any
step of the analysis, he has mastered, and leaves him his
whole attention for that concerning which he is in doubt or
in complete ignorance. Often he is thus enabled to do
what without the diagram would be impossible.
6. The diagram of a sentence is a picture of it that
appeals to the eye. The making of it is alluring, and spurs
the pupil to an effort that oftentimes reaches a success in
the analysis not otherwise attainable.
. IL To the Teacher.
L The diagram enables the teacher to see at a glance the
pupil's error or difficulty in the analysis, and directs him to
the very spot where correction or assistance is needed.
2. It withdraws his attention from points already well
understood by the pupil, further questioning upon which
would be profitless and would kill the interest of the class
in the recitation.
3. It expedites work in the class-room, both with the ad-
vance lesson and with the review, and so secures to the teacher
time for matter not included in the analysis of sentences.
The Diagram.
4. The teacher that calls to his aid the black-board and the
crayon will explain a difficult construction far better than
he will who stands before his class and simply talks about it.
The Reed and Kellogg System of Diagrams.
A method of illustrating grammatical analysis by right-
line diagrams was devised about twenty-five years ago by
several teachers connected with the Polytechnic Institute
of Brooklyn. These diagrams were improved, extended,
and wrought into a system by Alonzo Reed, who, in associa-
tion with 0. H. Hall, secured a copyright on them in 1868.
Brainerd Kellogg purchased Mr. Hall's claim, and these
diagrams appeared in the first edition of Reed and Kellogg's
''Graded Lessons in English. " On the publication of
"Higher Lessons in English " they appeared again, with
additional forms devised by Messrs. Reed and Kellogg. On
the revision of the Higher Lessons in 1885, other forms
were introduced and were copyrighted.
The immense success attending the use of these diagrams
has led to many imitations of them, some of which claim to
be improvements. The improvement consists, generally,
in using two lines where Reed and Kellogg use one 1 Imi-
tators are obliged to sacrifice simplicity in their attempt to
avoid infringement.
It is generally acknowledged that the Reed and Kellogg
diagrams present, in the simplest manner possible, a com-
plete map or picture of all the parts of a sentence and of all
the relations of these parts, — a single straight line being the
simplest means to represent an element of a sentence.
Very few principles are involved in these diagrams, and
these can be easily learned.
The symbol is made subordinate to the thing symbolized.
The diagrams are naturally and easily wrought into sym-
metrical and beautiful figures that give the pupil exercise
in free-hand drawing and that discipline his taste.
Graded Lessons in English.
LESSON 20.
1# wind j * fowling
1
ft x *-
9.
pa* . was unrooted
^
2.
haves . /a//
1Q t?io/g< , was crushed
t\
3.
clouds . fottwr
11 *<«*«* «><w carved
V\\\\
• \\
«/m , bends
men . ww< tfii
>
^ fte&ngg . roargtf
T%
^ forrg»< . rogrgtf
T
fc
^ shepherds . fled
17 rifensg . reigned
*j lightning flashes
^
*
o Arthur . was murdered
>
15.
t>a*« . are 6no^»
A
Graded Lessons in English.
LESSON 22.
l.
morn , advances
w%
2. 000n t was obtained
^\
fj greyhound , was released
■ \*y
8. rain . is falling
1
& ^\t
v
g, firmness . tpqg displayed
1
» \*
9.
tflttfoft , £g* 6een aoftf
1
«*\
iarl^ , smiles
1
Hq # 7 ■ have escaped
\
\
g, voyages . aw* ma<fo
11» positions . ggn fe defended
\
12.*-
discussions .should have "been avoided
\\
fc mastiff , must be secured
13, building , has fatten
W^
* See note 1.
Graded Lessons in English.
3
LESSON 24.
He , spoke
8. clouds , org moving
1
tffo . chattered
\
9.
tooM* , do«A
1
%
3.
TA^y , searched
\
jq # questions . may be settled
%
\
4.
6.
7.
I^shaZlkrww
\
bobolink i sing*
1
■1 ^
crowd , cheered
^
%
v ictory t wos won
r v i \v
^
a.
soldier . fought
T
\. \*
12.
ranfo , wereftrofon
t
13.
flifU? . &&H00
14,
TT>
Titmgg , «>fff change
%
15. Ao«r . *fok
v^
Graded Lessons in English.
LESSON 25.
c rocus . flowers
1
7.
wind . sighs
2.
tetf , is budding
> v..
S.
\
o man t have fought
g Quakers . ware persecuted
>
g <feM , will be paid
¥
A« I will return
^q # visitor i «rf# 6^
v^>
TTtf , laughed
++ project , wo* sustained
6.
¥
leaves \ floated
\
jo man ■ iflfl* persecuted
^
Graded Lessons in JlngKs>k>
LESSON 27.
1 plough-toy I plods
•a
\*
^ operation . was performed
«
&
2. water . gushed
^ patient .^ suffered
>
3.
to n* I <fla» wasted
si
9.
Jtory *w as foftf
T
ffftg . deci ded
10.
story | wag fota
^ N
^ Jot* . sfaw ftf #«to»
XL
ffri<tt , was paid
X
&
(5 # sentences « mwf te farfff
&
12.
totfy i dresses
1
t
T
vV
3
Graded Lessons in English*
LESSON 28.
l.
You , mus ^ diagram
2.. sheaves i are gathered
1
t
8.
9.
clouds , are floating
fata* i ftflflg 6*g» repealed
TX
3 wheat ■ i g garnered
1
m government , was established
iu. ■ v I
^ fairies , tggfg gaggrf
1
1 Ni
\
U crop I &acf 6<?gw harvested
5.
12. #fe i ftatf fern waiting
^
:%
6.
adventurer , Jldw r^ft/metf
1
13.
^
season i fax*? fe rn hnow n m
A
7.
tpoocfe , rang
n
14.
• deed \ can be commended ^
\*
Graded Lessons in English.
LESSON 31.
gorilla , fives
t
Africa
2.
72 i rain*
\\«
^!7»P<
g, Pilgrims , landed
$
Plymouth
grasi
J , sparkled
^
i
\
5. AtiooA; i ran
1
*
%
t ^
bridge
1
s
7.
steeples , pierced.
T
+
^
fog
g # yfoom , settled
1
■i
wtn««r \ ^Wj/thtng
9.
breeze i Wow*
south
10 # temple t trgg destroyed
\_A \ I
I
jSWomon
11.
T
top i i* covered
mountain
^
mow
22. Continental Congress . convened
ft Burgoyne x surrendered ' v^ \«, '
Saratoga
Philadelphia
8
Graded Lessons in English.
LESSON 34.
1. Ziwtfg . glow
T
sunset
g landscape . toy
w»
^ Columbus i w as born
Genoa
a forces ; were routed-
Hannibal \ Scipio
7, narM8 I ttovld begin
1
%
■0«* \ Utten
\
q ,4{r . is composed
gates
Q portion .
ffaf
nv
tropic*
&>ulA America \£
*
, ft capital , i#
10 # laurels . mu st be
New Fork \ Hudson
warrior \ times \ ifox*
11 f worrf . should begin
sea
T
Y^
«enfenos \ fetter
\
\
Y
\
22, JttfaVc* . is placed
\
sentence
V
%
predicate
Graded Lessons in English.
1.
Shine
Rhone
\
LESSON 35.
IS*
rise
6.
seasons
Switzerland
1
came
wet*
«- Time
tide >]
wait
man
T
7.
Pride
poverty
fashion
can live
\\
house
T\
■^ Washington
Lafayette &
fought
a tables |
Independence
\ Hone
were east
.i X ftw*«»
ground
shrieked
fluttered
ground
raged
\ roared
g # Silver
*>+
*>*<* IX
10. -P^
months
years
ages
will be received
payment
wit', c ircle
%
10
Graded Lessons in English.
1 band
LESSON 36,
was overpowered
a war
o Lightning
electricity
. were identified
Franklin
began
ended
Lexington
Yorkiovm
7. . A*"
hove I lias fled
ope
3, SUCCeSS
V\\
failure
*
1
^
tgflw anticipated
8.
4A
J | am surprised
news
^
4, men
55 l
^
■8
•8.
are
found
men
i
>
communities
\
k Vapors . A
IX Si
r^
! faU
ocean
%
1
*
land
>
9.-0*.
tog 1 1 gflgg drow n
10, r P»*<M0
y<w . grg dreaming
llr -ffwraft
field- . is won
T
Graded Lessons in English.
II
LESSON 39.
•L Cauar . cro^d , p.,m^ 7. tggfer . is y ta»t*l,*»
%__ Morse . lnm****# , teUaranh
^
9. ifawt* I flf* \ ortuvful
10.
'A | is \ deliciouM
U. -..Eft itotoy prodig al
^
A _ Antony . behsadad . m+*~>
15L Oflfey j I,
\ Uuaiwip pi
12 G faded Lessons in English.
LESSON 42.
1 Brutut i ttabbtd i Ccuar "> Man | u *■ a**™'* ,
3 Washington . captured , CornwaUts
^ TPcgingftm . defeated , Napoleon
Faferfoo
Y g. Jgflg&og . discovered i Pacific ocean
6 , Vulcan » tag* \ blacksmith 7 summer » fla* fean v rginy
o » Columbus I matfg t voyages
New WoftS,
o rt«m 1 rg/fecfe 1 »yM > — V7
V V v x *
«m»
>
in vice-president . tgaw \ JohnJLdams
jj^ * \ Untied State*
^
■frwr TT|g<fl»w 1 tig* v founder >@
Rhode Island
♦See note 2.
1 » 1 -*^wra^^»*
Graded Lessons in Enrlish.
13
12. Harvey . discovered t circulation
>
6fo*f
i.q Diamonds , are \ combustible
l± Napoleon . rfjgtf \ prisoner
1/ j^ shipload . tpgg
Y^
landed
St. Helena
slaves \* \ Jamestoion
1619
LESSON 44*
3i earth
n^ jg \ 1 are \ flfomte
moon i y
T
5.
1 scenery j fo v picturesque
Jefferson , igag chosen \ p resident
— ' \Wv
\ Unii
United State*
^
A | Nathan Hale ■ tfiid \ »>grf:
liberty
v. man 1 stood \ speechless
*
8. ^g^or 1 disgraces i man
>
^^»*^^^"*^"^
H
Graded Lessons in English.
<). Aristotle
Plato
were
antiquity
10.
Jbsephus , wrote i histo
11, maw | seems \ leader
%
Jean
\
party
completes t predicate
12. complement ■ / <?! \&
^ \& \| belongs
%
subject
\
i&
Zortf CornwaUis ^ . became \ governor
defeat
^
Bengal
14. multitude ,
ran
At'wt
strewed i bi'anches
way
\
Graded Lessons in English.
traded
IS
15.
Peter Minuits
Indian*
bought i island
a vl
\\v
dollars
Manhattan
LESSON 45.
9. Caear | defeated i Pompey £/ 8 rfiamonrf . U \ oei
\ Pharsalig *
£ra?fo j too* i Troy
>
si
stratagem-
continent
6.
5 ca&fe I unites t
\
Qtottfa i joined i army w
T
America
Old World
T
1
crossed t Atlantic
V 7 # Columbus |
j landed
X men x
San Salvador
16
Graded Lessons hi English.
\ ft Vulcan . made i arms
Achillea
^ 9. Cromwell . gained \ victory
Royalist*
\
10 Columbus i tog* \ naflttt
"• i \ ^
^
Genoa
Vll. God . tempers , tpfotf
ipgra , wind
12. flour I fta* i gold
\3
> 13. mm
mouth
1
grinds
\| V N qriTids
\fiod£_
ponder
11. farmer ■ bought- \
yo^g
V
COW*
>
OZ8»
j fa>m
', IK. _ «AmiHig i has furnished t
T
tobacco
j potato
¥
com
Graded Lessons in English.
LESSON 46.
17
~1
V 2. navy . brought 1 0oftf
Hiram. _ \ QpAtr
3, carter | ma* v short
CtonueeZZ
^ ranges 1 rem v
roBtf
*\ *
^
axwf
T
6. , fr*. }
fi frrffw 1 presided
Vo Umbrellas . wire introduced
Y v« i fay* » 'gfl*
settlement
was made
social
10. evirit , is \ / * ' ftifltf
11 summits . org c overed
TV V^
^ \; cheerful
religion
\
Alps
mow
\
1
*
i8
Graded Lessons in English.
12. months . were named
July
August
JuKut Caesar
] Augustus Qatar
/i
13. kings , are called \ JPharaoh
Egypt \ Scripture
shade
14. bamboo ■ furnishes i
notice*
^^^
j weapons
dothing
\ Cfttno
LESSON 48.
.'1. «{r& i k \ goUa/
2. general f ferf i oflqc*
flfcoiigM
/rtfnl
T
3.
+
JJDOSlOSt
Noting
J I "Wealth | wiUvrove \ curse
'ire*
%
clouds
\
Graded Lessons in English.
19
5.
sun . dispelled ■ mitts
surrendered
ma deleted
90***
1
~ They . boarded t •«•**
> Hi
ftotifror
8.
te rritory « "ft* «««■* a *8h» Netherlands
erritorv 1
\
XHifc*
T
Tftw&iwflrfof* . attacke d 1 Hessians
V^t'iig crowed t Delaware . >^
IVenton
/lO. Suraoyne . surrendered
«o free* wWwwM \ tf«u gafe»
'Saratoga
Sfc
"\\^
jo^ft .Royfe
L
20
Graded Lessons in English.
12. shrug . loses \ force
Related ^
shoulders «
\_. \ word*
$ N
13. arml et i do awaken t admiration
\ \S~ yterid \
England
%
battle s
Europe
LESSON 49.
l.
M
come
Yyv
2--M
I i rejoice
talk
hear t it
3. desire . leads
:© ^
V 1 . 2?r. Franklin i was sent
\
g hands I r>
h
g/hgtg
7.. > / \ j " v
\ colonies
1~
all
>
I|/e
Graded Lessons in English. 2 *
x
obt ain ± freedom
g # Puritans i desired i s\ ^
^
|/ g # Romans ■ wire \ tmoftfo
^ Y«»»« conquered , «>orM \~2fi!2LX *«■■■*«
10, Narvaez i sailed
, y *flg«firi« | Zap* i /\ V
^ 4/Hoa
v> Andrew Jackson r trcw inaugurated
& . . V*
^Tcted
1829
\3B
LESSON 53.
* planet ^ Jupiter ) . has I m<yng
\
2 # Emyeror {Nero} i wq* \ tyrant
22
Graded Lessons in English,.
a mother i lav \ sick
<*.
d. ostrich . outruns i horse
JGVCT
>
%
*\
thron*
T
6 # Iflttott ( poet ) i ^gfflo \ blind
poet ), tec
v Ccssar ■ grow i daughter (Julia )
Pompey
marriage
g # London ( capital ) . is \
TV
JSngland
1
cily
toorfaZ
1
9^ «ft>Mpft ( jon ) | was sold
Iahmaelites
brethren \P
^
7*
10. Alexander the Great \ was educated
k
philosopher (Aristot le)
Graded Lessons in English.
11. Friends i tie i purses
thread
12. Cottar i married i Cornelia (daughter)
O&M
ill, /ofe 1 was\ deplorable
\
14 Love i rede* i kingdom
sword
n
LESSON 55.
^ i # tootf I spends i winter
>
V?
*
1
rtate
2 Piri<fe t betrays \ mind
beauty
dress
i,- 3 # ci/i/ | fa y situated
\\
London
river Thames
1
i Napoleon Bonaparte ■ wag torn
Jfetftferranean
T
24
Graded Lessons in English.
5 opinions , vary
%.
(j. Ammonia i is found
and
interest*
~A«
juices
T
<r»e«
vegetables
V 8. ^ | trusted i Aim
praise
V%
Che ater
1
»tn/y 6gen deceived
S
o u^w>/? ( author) j toag x *fapg
10. -flfrp* I cotw^
JSeop*s fUbles
>& \ cfaar i fawr
«h«2m
T
V
X
11. CTtwcte | are ^ collections
report
12.
relieve \ wretched
atr
S*^i^^^^^^"
Graded Lessons in English.
25
'13.
Greece ( country ) 1 exceeded > haff
LESSON 56.
nature
learn
riff A* 1 is admitted
instruct , rqnreaentdtwea
^
ft
V 4 quantity ■ presents t displa
Firtftt*
diligence
industry
■ must be \ means
26
Graded Lessons in English.
A. People . were \ source
V y/«<g v Quaker*
men
7 Mayflower < brought i
8.
Edward
Wing/told ( man ).tw\ i»wi<fen<
9.
JbAn Cabot
iS X I discovered i continent
son ( Sebastian } x $ / \ \% \
^ ^*»*- \ America
commimon
10. worth
T
+■
^
^
modest
retiring
\
Henry VII.
11. «7onoA ( prophet ) . preached
prophe
JVumm&
■^■^ »»^— »!^rp^r
^W»^— i j pi» . u i
Graded Lessons in English.
27
1ft. * soldier
^\\
sat
JZ*.
talked i night
,4\
•23L
V*
z:
LESSON 57.
1. life I may read
\
\
\
thaiw runs
animal
o Man * is \ an
*v,A *>
that
\
laughs
weeps
3 Senry Hudson t discovered 1 ritw
4 J5fe . remains \ weak
tohich\ . ftgarg 1 name
wAo V ■ fries 1 «cgrflo»
\
g. J5fe I »ttt*< be ruled
5 meridians 1 are \ circles
& *
<Aa<\t extend
rock
who\ 1 Wig ft€ rttfetf * S^
1 > \- "
rudder
♦See note 3.
28
Graded Lessons itflTLnglish.
•m I pi J
7 J
Animals t ar« gaflft* \ vertebrates
that \ i have ■ ftac*fc>W
g . Jteotf i Zte* \ Uneasy
x
that \> wgar* i crotgn .
1 Y
mkft t are caused
TT**
N \ \ wafers
TW
whlch\\ nrevaU
V3
Guy Stream.
neighborhood
Neujfoundland
■jD power i Ao/<fo j <arfl»
which\* brings i gift
• \ y
ground
.or&tt
>
i grg \ they
1 \
which\, kneels
gate
tell i us
V*
\.
Graded Lessons in English.
29
■ * JL ' i 1 ."" '
LESSON 59.
1 dew 1 glitters
v\
sun \ shines
\*
f
2.
Printing , was y unknown
* or
\
Homer \
> spider ■ amfa 1 poison
bee \ sucks 1 fawny
^A
4. /w [ *&<»# Pfl^
f
\
many j\ meet
5,
Ai , will send
devil \ can come
6.
they ( all ). y ^
slumbered
bridegroom \ tarried
7.
Fools . rw ft
\ <rea< f \
\ J
angels 1 Yfegr 1 x\
9. emotion t dies
o Jfoaeg I oom«8
tale i\ i* doubled
V
bricks
10. fflgro J speaks
* \
grwrt
fa \ Mlnfa
30
Graded Lessons in English.
11. n* , died
foot \ dieth
*
T
12. sceptre ■ gftqff depart
\ Judah
\
Judah \?i
ShUoh \ coma
LESSON 61 .
Tftflrf
1* Scotch i arii \ people
^
^
T&rf
2. wyofl ii to rnadf^
/\
^
i fa acknowledged
Z±
cheese
is believed
That
■
a Jttfltt* CVgggr 1 1 invaded , Britain
X\ | fa y /acg
^\*
%
V
boys
girls
that
That
■
4. children i? should obey \ parents
4
Zl
fa
precept
5.
Redeemer ,i fttttlA
^
J I foUMfl
^
"&
\
A
Graded Lessons in English.
31
that
6.
soul 1!
fa \ immortal
that
— 1 —
Plato 1 taught 1 A
he Wknew 1 Lord
1 T ^
ijr # Ptf^r 1 denied 1
ftaf
8. mountain , \ would move
1
*
T
Mahomet 1 found 1 x\
«Aa<
vT. \
intention . is \ x\
tta*
9 # taxation ■? ia \ uniust
representation
principle . w<w v x\
$^
Stained
colonies
T
11 t tfg#tre
prayer
that
you .\may be saved
4
«m A
A.
<%a<
<A«r«
12. reiwrarffon 1! is
^ V ' I
ftgfll/ t toga X\
&uftluc6e»
T
32
Graded Lessons in English.
LESSON 62.
.1.
Morning t dawns
n
| and
clouds I disperse !
\
T
3.
answer i tumeth i wrath
>._ — _
%
1
&
2.
Prayer , leads \ heart
! and
God
He ■! listens
\
a Power i tporfo
*• I !
\
UhI-, ns
fretting , te i\ confession
weakness
5.
3fawy | ywi^ i gods
I
&iif
few . gqft/fe !i them
6.
TTe i got
— n —
[** ^ live
we \ do live
X \ eat
8.
7.
«on i m aketh i father
i
son, , ! is v 7ieaviness
satellite s . revolve
■ n
^
rootftgr
I
planets
orbits
>
planets i i mow
0tM
"1
«
Graded Lessons in English,
33
\ live
g^ man , desires \
£*
>
! but
man . would be\ \ old
V
10. i^**** I 0<m<&
*pir» t X ! V destruction
ft ,
/all
U # Towers \ are measured
i and
men • x x {
\
shadow
calumniator*
\
12.
Wort h ■ wmfeg i man
[and V
want
LESSON 64.
t TRdtetfwigg i fa fwotfg \ substitute
wi<
g # Alfred i wag \ prince
1 \* \ x \ond\jd
»
I%a*
4 toAofe j
is \ equal
« q <Aron^ . trembles
Demosthenes \smaks
sum
/\ i fa x oariom V V.
1 Y* V
>
porta
34
Graded Lessons in English.
Graded Lessons in English.
35
liberty
3 mind i is \ field
\ sow . U I ^
liberty
2. crimes ■ an committed
%
name
Z\
% LSS *1
^
+
is '^ husbandry
4. tfay i fa x feaf
% N
^
We
history
~1
%
6. x | Jfafe . few
sun ,\ sh ines
that
6. Ag . ; had d iscovered i continent
Columbus I did know , yV
7. TTAo . invented i i>rinrtwfy
*ttffec< wag \ /\
i
inquiry
9.
//y
*
g. tongue . is co vered
a*
thousands
sat
cones
cute
T
said , >y M
fottmy
chariot-wheel
V
toroaJ
Y
36
Graded Lessons in English.
lL
10. Sir Humphrey Gilbert , went
■ 7 v<
Charity . begins \ ^?
mid-ocean
l_Jntt
it | should stay
'T\\
recros8 , Atlantic
home
\ ceg aef ( Squirrel )
12. ffl<?r» , Mflflbf
LESSON 100,
1.
Jowt ( God )
take \ name
v^
\
Brutus
foe
T
1
w x%.
j\ ggpfrw
3. You . wo»<7 i mg
Graded Lessons in English.
37
4.
we i Shall gather , strength
irresolution
g we ■ stand \ idle
inaction
6.
■ Give i liberty
Lord
me
i death
ctoude ■ poured i toafer .
■sTvTC
dfcfcg . sent \ , sound _
/«
10.
\ « w i*i \ heavens
f N \*
faithfulness .1 reacheth ^
\ clouds
g heavens ■ declare i righteousness
■ age ii yfory
»
\ objects
\ and\
38
Graded Lessons in English.
11.
4
1!
12. man i does \ That
Vt
give i /ftwr
\V¥ X: x i bran \*
beginning \
you | flTintf\i corn
^
/oo* i rfte* i\which
•\
0«*
tf
end
^
j^ JSTgrtcia i commanded i army
14. ,/lrw I tgottta ogflwtf i
I
i and
burn
£Aq/ \i wow broug ht
1 v .*
«
oxygen
animate . j would die
^
15 # Liquids
press
X \ X acted upon
gravity
( or )
x octet?
* See note 4.
Graded Lessons in English.
39
16. Matter ■
exists
\S
state*
state
17. blending . produces i /ifl^l
l
colors
\
^V%
\
X8. Soap-bubbles , ' exhibit i rinffg
\
;%
<tey |\ are exposed
V
■f
light
Higher Lessons in English.
At
LESSON 12.
Svanlsh Armada i was destroyed
9 # I * gftmtf tf rajflter
peopfe i should be educated
*• ^
Lib erty Sell i too* rw
jq nature . rejoices ,
V
1^ oppfeg i were ptetetf
^ Vfc
i
,* \^ \» \\ \t
- library twos burned
A
fc
g 5tamp ^ i *0«* repealed
7.
citiz en ■ should vote
\
%
o Ebosae Tunnel t is completed
in day< i AfltM come
m
j3 # soldier l i returned
WW
Y^ \ v*
«.
■I ^ M#fr . tote been freed
jk bridges , have been built
V
42
Higher Lessons in English.
LESSON 14.
2 Charter Oak i was blown
\%
3 # Jhtritan* i worshiped
W%vl
\
4.
daisies . pggp
03 \«i
5 Aoifrg , should be wasted
g suggestion . wg* received
7.
TF<g i turned
a entertainment \ was provided
\wZ \ « '1
*&
9. mfertainmifll i a;qg enjoyed
1
*
10. jJgQftfe i «>iff exaggerate
■+
^TT
11. P<m i ftq<? 5egw reached
\
4
^
12, Wfr . travel
^
iim.
ia
_he_tspoke
\
14.
Fqm i w ill be welcomed
+
V*
&
&
IB.
gale . Aaa «g<a<
16.
rs^ | was drilled
W
Higlier Lessons in English.
43
LESSON 17.
■> OvV Stream , can be traced „ North Poie ,hae been a pproached
water
United State
£ Hudson j
¥
#07 \S
rnUar
6. Zteflfl I «? a*
North ToU
**
»•
T
5 morning, tftetf
nooit
&.£ottu
Mississippi
7 # CbflJ i Aqg originated
\%
g # Genius . can breathe
***** \" decoy
plants
10 goto i jumps
g Suspension Bridge ■ fa stretched
.«. »»j-lj. l. vi w> "ii*. 1 -jy jji .uakLunu-i 1
44
Higher Lessons in English.
11 9 army . was formed 19. observatory . was erected
tf
middle
13. tails i stretch
\ eometg \
Saracens
Seville
T
distance
\L \& \„ 14. _ fto^y i waw carried
&
•FVtmed
S*. Hefota
Napoleon
LESSON 20.
2.
«>«
5.
n«rtra
1
may advise
S x
exhort
! x
comfort
I x
request
« x
discuss
letter
^
3^ powers >are J mproved
v\
use
came
passes
V brain \ froeifc
spreads \» \» \&
g nerpgg ■ are interposed
'TV V"
body
mind
eyeball
n
man
W '^.JJ" ! '.« _• __i_"r
^ ■■ . VI ■^*— !
Higher Lessons in English.
45
7.
forma
v^:
lever i&
^
kinds ^ !/
Wtv
ft development . ig miaw/
perfection
10.
1
-Pggrf iSfeo I fa seen
&
Itafc fU«A
ifo«n< of Olives
11.
^
V , wlff appe ar
1 V-
%
*
12. «w<
wasused
gunpowder
men
did
14. Feudalism
15. opinions . are Quoted
kV\ \ • \ onrf
1
tf
press \ port \ capital
T^^
4 6
Higher Lessons in English.
LESSON 22*
2 W» . c limbed
hurries
^ procession i tcgg cfoagtf
\A \& ' \ dignitaries
5. r
women
children
stare
cry
run
>
success
ss
7ifc
brother$
business
realm
\*
6. i^^il
wow written
g rAg<. relates
9.
Hebrew i is otffetf
Y
names
animals
things
sex
* See note 5.
Arabic
Phoenician
\
Chaldee
Y
Higher Lessons in English.
47
in We i sailed
were fastened
^
were fed \_ggz«
12. ^ph*?
13^ buildings , stand
LESSON 25.
2. tpfo<fo
1. one I, arr ^ ve8
*
t/;ave«
3.
^
tfreete \ home
T
By-nruUty \ if«wr
«iefe
T
navigators
axts
sticks
^
center
totm
4 8
Higher Lessons in English.
is colored
4 Spartan ■ boasted
Thermopyla
glorification
%
knowledge N& \fi* pleasure
x \l paw
6. {»«"*»• I reverberate, e ^fa , «,^ ^cA^
g study
in. _ Arabian. Empire
Indian Ocean
Caspian sea v
T
Higher Lessons in English.
49
11 half , consists
• \% X \
N x materials \ oxygen
12.
range
looked
^
pyramid. \
v\
Memphis
^brahan
LESSON 28.
2 AusUrlitz ■ JMgaf i ■»« ? townflott ■ datroyei \ feuddHtm
\ V
\ gunpowder
^ Ziarg . afawta tote i memories
' "W - Wg t /fotf i surnames
\ century
g god . tempers \ wind x .
Benjamin FranUin\ invented \ lightning-rod
4
Y
took
8.-222*±4
revolves
q s moon
T
N f* us
5o
r
Higher Lessons in English.
rings , bell
10, Hunger j XJ ^
orders i coal s
puddings
12. _ *tatt
displays |
figure
* ' proport ion
MY; \»
\o. \i harmony
reach ^
11 * Jtlchelieu
JxUedt__mother
f
oppressed t wife
i degraded , &n>ta*r
s§i f
\i banished i confessor
| * See note 4.
Higher Lessons in English*
SI
LESSON 29.
9 s ' a 1 u v ~!
fascinating
«
4. trordg I are \ y ^
H
simple
homely
^ vg ^[ substantial
English
5.
*\
Hix+^
grand
tranquil
lovable
words \.
elegant
dignified
artificial
English
6 ior i fa \ gateway
«enl*nt«
g Good-breeding ■ fa v surface. Christianity
T
fa \ p/gnl
XO. outcome . fa \ simplicity
\
culture
iSKfuU
n Stillness
12, «>intf I x -g;
jperson is
steadiness
are\ marks
w
good-breeding
courage
uts t stamina
man \ tf/u/wranoe
T
feature*
52
Higher Lessons in English.
13.
wind
is y hopeful
promise
£! adventure
15, wind , is \ ,/ttg
longing
unrest
suggestion*
peevishness
«! rheumatism
! grumbling
one
chim ney-c orner
LESSON 30.
bright
^ \*
midday
3.
Fe/wtf
/life \ smooth
looks \
rich
glossy
5.
Plato
tall
4. ffte ^l grew\ / j queenly
Aristotle
!£>+
el
g| beautiful
are called \ head-springs
T>
philosophy
<«•-.
Higher Lessons in English.
tU
as
g^ son i was regarded\\ slave
Taw
%
as
o book . is presented \! foten
^
V
you
7.-J^4
ggmg \ foe
li returned \ friend
8. * I am I . cm y present
>
estetltl
J gratitude
10. m**** 7 ^ I / g ^ v COTflgg
tastes
bed
\ 11.
dtfW
1
'! smells
delicious
io * Zoty? Darnley t turned out K husband
io weights . ^Mn<7 v speechless
\?
fable
Discontented Pendulum
T
j j brightness
freedom !Z \|
!^v , see med \ incarnate
8>rrT+
:• \8-
lived
jk Sir Philip Sidney ^
* See note A.
\3
■ZV ctp Learning \ Sir Thoma* More
1^^ x * v -- v -
«
darling
TV
gentleman \»
Court
& itfo/
<tme
1
%
54
Higher Lessons in English.
LESSON 31.
2. owi I has called s window i ey e
^
^
soul
T
3. Destiny . had made y schoolmaster \ "Mr. Churchill
4. President Hayes . cAogg >> Secretary of State \ Hon. Wm. M. Evarts
5. ^ James I. . created / Duke of Buckingham \ VlUiers
ftreoft
*?
fc
Ztn«
CM
years
T
nobility
6 TPfe ■ should consider A trust \ time
«
>
y # Ophelia
T
P6toniu8 '
! thought / insa ne i Hamlet
T " *-T^ '
8.
President
W !s \ | appoint / ministers \ men
Senate I
%
courts v*
Higher Lessons in English.
55
g Shylock % would have struck / dead \ Jessica
v
htm
blunt
2o. Custom . renders /
>
i feelings
callous / ^
•jj Socrates . styled / tyranny \ beauty
12. Madame de Stael . co/fr / mtirfg i architecture
v \
1a They | named / New York \ state
CM
•M Henry the Great ■ consecrated A ark \ Edict of Nantes
eonrftfulum
^
LESSON 33.
features . are derived
a St. Paul ( apostle \was beheaded
5T
reign
T
Nero
translation \ version
Bible
\
l".ViM!-,W-' VU Vi. ' »~IjJ
V
56
Higher Lessons in English.
4. fo# i is shot
or
ft. fatf/wfe (iPoUiiooo ). becomes^ fma
ft frrain . u \ workshop
«>8
was born
7.
Mahomet (^fohammed). A\ \*i
" \i\ M \v«*r (569)
Xl died N'W
552
9.
&^g ( each \communi*ai* x * *^
10. /amp . fl/z* . ti^fa
brain
blood
breath
H. back-bone
breast-bone !
*A<s»
12.
began
7 X*
1658
Higher Lessons in English.
w*
57
namely
Russia
13. nations
v%
dismemberment
TV
14. John ( disciple )■ lay
half
Poland
^
15. Pttab | dose
fc.
weather
daiay (day's-eye)
LESSON 35.
3.
i?ig | ggn^ i daughter
ave i cfo//ar
9 w<? . jpgy , $50,000
United States
T
5.
Shakespeare , was \ old
day
^>
years
death
^
%
s«
Higher Lessons in English.
7.
Charter Oa k i fell
(J. Serpents ■ cast \ skin
(or) -fflL- ~
Hartford \ Aug. 21, 1856
Conn.
21
Yy.
1855
8. Zawtf , should yield i bushels
W
ow««r \ acre
oont
o* attendants . brought , cup yt . v v
> \ \ \ * \ tgg<er
\% \% X
X. 22,1586 V %
life i <7flt?6 i tggfe r
11- *OQ |
t
t a*
lives vi /e*ft
\£ \! breathes
means
12. (frft^ <£Mfer i asked , fapor
1 ^ V*
■yfagr ^4Aaaueruj
gi/to 1ft Aristotle ■ tattyAJ i philosophy
Alexander the. Great
14. aflar . te v wariA
Y%
15, PufflHtils .have
♦For date ace (7), above.
'.J *_■ js.r
Higher Lessons in English.
59
LESSON 37.
2. /a< ■ U \ fud
4 Van TtoiOer , sat
\ chair ,
5 Zentulus , had amused i populace * \* \y
^ 1 \\ ve. ^,\1
%
«porfe
TSi
T
S
6. natives . gqmi y /\ \ \ 7. ^ | lu * \ /\
8. y^v [ stood v /\
\h**
v
9. pMlosopher I *ql \ ^A, \s
thought
11 Jft , kept / y\ I m*
s
Ws(e<Z
13. iR I owned s y\ I himself
14. _ oh* i *<Mg
\»'nm riot \& >fr
J" \* ^ V% 16.
A t fear*
>
6o
Higher Lessons in English.
T » Tim ^mav imagine, ^K i m*%
\z
\
Mm
^
17.
dire/ | found y A I himself g
\injLU
LESSON 38.
2* Portions t may be cut
/fag I patn
( or )% £!2 ^?*lJje2*
AT?
q Coliseum , tpqg \ capable .
4.
Success i depends
^"~1 *Hff | JMT«WM
» Tffr , should avoid \
' K You i can sympathize
'" ^ U \"ing\ feelings
a **»g suffered
suffering
* See note ?.
Higher Lessons in English.
6\
o A i v>iU depend
\ffivin„
read.
». — i_;
. is \ accomplishment
*
>
10. ,«****"? | fflNwi | *<»>»« ^ campaign . w<» v flfrfr
\
12. silencing ' \ is \ assumption
\ v vy
\ \ <ftacn«um \ in/aUJbilUy
fc
kj. — r ^
bridge
14
*ft»g |<wy
>i«ft<q&ttto
grain i ./W7
\rwer
Y
15. %M
\
you \ have heard
exercise
\ eouree \
constitutionals
\
62
Higher Lessons in English.
LESSON 40.
2. *Mfe I reatsa
3. Jfony . v mt defeated
attempts _
$
OMasttinaUs t William tK* /Sbmt
anempu
A We . WiU*t.rl«*
5.
^rt
ft, -&&wton* . fan?
delv e
k Wi^ias^u" r.-S^^sxSs*
g. Yankee
wanders
ft. ^ gflPfe* I ar* ^ Wjru>
MMMgl i are *
ii A *. «. » ' ,A
Higher Lessons in English. - 63
\ forgive
hSL vengeance . i* . J\
\ ft* v innocent ^ ***? [ """^v A
14. - R* I see med v | X\ | ^%
> v
V
LESSON 41.
°P en 1 «*QM<^ W \'
.0*
2. J'gtt/ .«(Mv i /\ t
K Optf I marl*
1 1
<*4
Higher Lessons in Engtisk<
X
feg iBm
X
v
ittueione
8.
It (S\) i Y* \ way ••
\ argue , viee
\ ittu eit
It (s\) | fa v natural
\ live
10.
v
11.
We
\ teach i
young
fawft ( Xx ) i may become \ delightful
\
12. He I »wfltfg
toaft
IX
WW
X
&« lowered
* r "~ f "T
\«f .
15.
7 | *atg ^^^x i featxw |
X
X-
iyero r catuatf / A I mother (Agrippind)
16. x*™ [
>
^rvuocfad
X
Jgipgg
Higher Lessons in English. 6$
LESSON 42.
1, \ Hicrofary \^l
X o aM^ . to i facet \*v"*
Look XVI.
4- ^ .fc, ,tt«db 5. "» | r^*»i I ***** ■
^ Jgrtf V \ prefect i Wfr
^S \ summer \£ V
~ Mntoux . ** v difficult % ^
\»
g # I \ ? V eMa*
g # Cbn<cte>H M . 2teg \ X\
law
ty—" A ^§1***. ^w
66 Higher Lessons in English.
10. ^ *^L **<* i * * ™"*°" -
v \ be \ gentleman
11, I \ swvosed >A i him
12. Jfaxf \ Is \ necessity
V *
T? — *T^t
-*=* ?* g /tporm | ft
7 twill teach , IHdfc ^
" \
t
\
^" \ drown \ hene\f
^ \ throw \ herself
a.
14. i8A< i threatened i x^X N & \ wtwfow
~\a \ curl
«08
15. awwd/ jwra/rfjttv x\ y*
V* v.
\ ciffairt
\
Higher Lessons in English.
6 7
LESSON 44
1 Ton thing* ■ are - ehadowt
Ffty
^
life
g SAto I to v revenge
2. Intellects
intellects
Then
are
intellects
sky-light*
^ZPing
4h
3.
IF?
t0O9
%
Well
r. — ifiis— j-
is^forest
JTow titov
8.
poo/ i to
\ aKeep-market
J Jfopg
n \ speak habits i org v enemies
5.
tmiih
*
he i is \ man
\
10. tog > sftflff arriw
X
68
r
Higher Lessons in English.
then
11. _ MhtX* I tDtut
1 \JWp
12. Jfr.JVw&fai TxshaU enter
teacher \ Friday
\
13.
Oerw
q/fairt
But
14. ' f um ^*
T
«^lfoflKfo
flMIl \
frraimy
*caff<Ad
oh
16. . Q^faew Ate .man fl^tf, m/rffe*
uxman
mm*
lfi, -retreat
Oct. 19. /M>
Higher Lessons in English. 69
LESSON 46.
Then o murderer , does strike
2; muraerer j
1 accidents , are ^ >& \^ r-^L
providence »"*"» \fT v %
re
\ blow
\b* betrayed V
6 tow
^*i.»
^
a x 1 iSygr /A 1 yourselves a advent . is \ wonderful
%
\ spring
-^- *Aa« labor
thou
+^i
day \si >|L
^IteBaiufor *A« <7r«a* i died
7. ^««c»>iqgr t/t« b^Bog 1
a sickness % enlarges \ dimensions \ Baib \i Um _ YS;. ^\"7
\ hbneeV \ eetf
L^t
7o
Higher Lessons in English.
shalt take
%
o Thou i shall take i nam<
\ wi, \Xorrf (gorf)
\ \^ n # planet (Saturn ) . Aaw i Hwg»
^
V
12 Power i gAqtf blanch i <notfl
dtaraefer
11 wiotg i wag v beautiful
1& laws i are \ thoughts
N \ nafora x
Ofel
^V«»g
V
16.
carried f flag
who
days
\
bearded \ lion ^ $^\ \&.
* \_--Jf X ^*
i \fc
*™*"*°" \i IHTf
Ml
hills
W
Higher Lessons in English.
71
LESSON 47.
eloquence
■p* ' "Poetry 1 to \
Aw \ ^ ! enthusiasm
religion
\
of Richelieu . tcott/d permit \
ttand \bareheaded
pretence
^
au<Aor
\ST»^\
ft » Qwgn i to- \
piece
\ heraldry
potentate
^ palate ■ hankers
Pericles
glory
5.
wr«ce*
T
*Soe note &
f See note 8.
72
Higher Lessons in English.
6. flfe g * tfrg
7 admiration t puts i eye
. to \ flfa
o Things I
Thistle
^^V
v
Z««A
S
*J*
■ become \ noble
TV
cuwdation
hey
11 memory ( Ruth )i
gpfrfen i grain
found / A rt
Higher Lessons in English.
73
n AnafqfW*
3.
LESSON 48.
1.
man
realizes \ fable
S \\ carries i winds
meant vg >^
fable
winds i brains
doses t ease
S^ \ redraw | baUtnee
existence v
^
Old X
1
4.
na si i i s v evidence
5.
organ* .
74
Higher Lessons in English.
Aim I are \ image
despotism
SS
sublimity
X
be \ wtftmimiw
%
look
\ x "ff
\
\ tow t myself
8. 7 I Um I,
7.
7 ■ wan* /A iftw&gntf ^
minds
care
banishes i /4i
o' Cheerfulness
+■
soothes
% \j discontent^ .
|{ \ i passions
^ composes / \fr
X
discover \ nature
r%\
comets
™ y\
has proved v
\
oauier
j i ■ \ gefewcg
1L
\ wtw I victories
\\ '
Authors i must e xpect i y\ >f
1 ^^ VH=feLi
somersets
soldiers
\
avr
Higher Lessons in English. 75
LESSON 59.
2 lever i Is \ printing-press
\ ftaMif
him
who\. drinks t it
SS
a Photography | Is \ art \*** , v ***
n T\
geniuti
whlch\\ enables * >y i mediocrity
K Louis XIV, . rfynitf , ordinance
jggg \
\
<Ag< V revoked i igtficl q/" Nantes
7 fl^tf< 1 rw to
' TV v
\ «lfln»»frg cfe ' \ Jota AsmIjm
colonies . tg«rg nwftfetf \fc \
^^ ^ \^. "^N r-y
^trttfio
Samuel Adams i framed i \ ir/fcfcJfc * \a v.
Ghitnan
j. * x i if juBm_ma muu ' -L ' jja>m g \. j. _uuj t. ™ T
7 6
Higher Lessons in English.
9. tPirtl | to y matter
T-t
Tv *
tpg i act \
h v
\
\
\
which\
in. It i was\ book
I i referred
VA
u. &*« i tow v
Wimf
la Attention , to y <<mjT
V \
memory » to 'mg<fo \
*. \
19 Grouchy ,dld arrive
\ V ,
\ time
*\
Napoleon , needed i JUw» \
\ \ \
V \ that \
14. A | to \P
7 . gp goifc\
tfatf
15. /< | «ra* \ me=I
he i received I information\
^ \ v
fAat
iff. Islands , are \ to/w
ir.
v
\ 6flM i ie
&«*
man , to \ Unhappy
\ mother i tfogg mqite ^ interesting i mothers
\ooean_
T
Higher Lessons in English.
77
LESSON 60.
1 Trillions i s £\
V \ %
\ waves \§
infer t eye
i
^
X{ hit i riling
ft ma
you I fafo ^
>
smith
c%
x
■ takes \ name
tmooth j . .
— m n 9 i m etal*
n-JL
breathe
he t «yrfo \
ft Socrates i wo* \ <wg
i fo i chasteneth i x
eagee
*^\
toorft* i saw i\ x
A* X | betrays \ itself
«
too*
JTAq<\. to \ /afoi \ \T
world
thaw
\
rt swan i achieved ■ x
\
©aw , com^iv^ \what
goosi
g. mg» i teir* \ <r«*
\
\
A« .ngdt\Wfta<
10; J | ^
o x , .is ennobled
Whoever\ t does i deed x ^
T\
.. whichever\\ was\ x
\
♦See note 9.
■r r ■ - !>
78
Higher Lessons in English.
XL
is \ despotism
ML Be i raised i mala
I Whatever\» crushes \ individuality
i rats
1
11 Youth . U ^ UmA
%
iht |\ butt
¥ V A
seeds . are sow n\
\ character
in Shylock i would giv e , reason:
<?u£e
& &« V/frgMflgrf i ji/|<
x . Mark j simplicity
^ \ feu*
Antonio >
operations , \an? conducted
s v —
untveras
T
LESSON 62.
* \ l "
\who, vied \ reign
2. ^Sofomon i togg v «oa ^ \ exploit* x y^.
\ Y V. \chitf %
»pfa>\. flai/l ! Temple \_£avid_ \& ^
JTiwflr ^rttar
"~ -. J*
!"3T?"—«; JU»V ..• \ il ' jp.j n«iP|p^w«J
Higher Lessons in English.
79
4 You i have \ right
\ \ deeid * l
who\ i are v interested *
3 brother i caught i ./foA
V\ \* \ ,
A «ra I Afltf i\which
hook >A
y V \ \ break/att
'red
^F
5.
Those t are \ foolish
\
t«^i cttrtow
%
grammar
6.
Constitution , fa \ sheet-anchor
Tl
fad
T
father*
libe rties
1
1
*
8.
7* / i <w > \ spi rit f .
1 Va? \o» \ «"»2fc I night
undervalue i advantages
K
\
\\
9. _£!&.
x I8 \ ■ have knelt
children \/ y£
\\
form
"^
$
V«n<sfl
feet \ fAreaAofJ
lOKfoicAood ^ \ \i Vsfenafa Chamber
; orphanage
♦ Sec note 8.
8o
Higher Lessons in English.
LESSON 63.
i* Cato
■ event i night
1 \ \ . \*
2 Europe * was
war
\
Louis XIV. \ reigned
read
x ng \ Plato'* Immortality
he \dur s t give t stroke
himself \
Blueher
6.
5. r a r k u i
7 A crossed i tt>qgi
arrtfled
+
^w
^ Wellington Awas meeting \ onslaught
field ^^ ^
&
Napoleon
Waterloo
freedom i to
7.
jnotfl \ falls
a Pope i shimmed i crazm
ftg . could find\\ it
9 Ht —
tt \ listeth
jq Washington ■ fgow v yoorf
he I tga* \\ flygo^
11 te ■ became k humbler
he t grew*\ wiser
♦See note 10.
J
Higher Lessons in English.
83
13.
\be \ right
better
\ be y jyreafcfenf \^
+
A . x y x\
15. ^ 1 wa8 K ^^^
\ freeze 1 mgreury \^
1"7 # JEfe . ggggd
\resounded
•jg breeding . shows \ itself
X . x\i X
reWytow
ii it . tocw y co/rf
iwarctf ry \ froze
16. /\ , to v ^fl^
+
*eof /T
*wg
it <$
18.
A . fay
easier
\practiee ^
LESSON 64.
l.
I&tdied
' ^
\%*
to f
«««*
2 man I *******
8o
Higher Lessons in English.
s
a he I smoke
™**\ Watt
\~
4 man . will be
roU
8Uf£\
roUs
£-f
1
7.
Slang % is \ vulgar
\
\%
** I **\\ way
1 V
y * v
flftxx? j^Arowtf i impurities V *£~
¥
q jwopfe . ventilate . fw>m*
T 1 S^\
worttug
tt ^combines
air
& X! exerci se
bcnefitt
n
\
Higher Lessons in English.
83
11. Wheat . is y
y% Ood 1 was y angry
V
^* \ ff ra * tu
he t overthrev>,\ them
T\
ftrearf i\ to made
It/rati
T
13, Tobacco
tato
3>+^t
flour
v products
\^\
Baleiah . foundw them >£
\
around \ is v tpil
T
worwtny
T
jr Tffr y \,mttalfr?\ cuckoos
( all
±>
V—
we J build\i homes
LESSON 65.
Mrrfo
^
1.
fart r is evolved
2.
+
wi i prose
t produce \Combustion \
air i\to compressed
thought .\ pacfo
tWM
84
Higher Lessons in English.
4 # harborg
rivers
3. V° u I have i lma<7<g
you i sawm crow
1 V'
wouldbebloclted
speaker
listener
\& kingbird
him
it . Were\
waters
:. fat I Is thrown
¥
a \a.
Guff Stream
body \ ^ \ keep ( furnace
T
ggffg i \ Should be neglected
Y\
hunger
have i cyga
v
c Language , tow giflin
«?g ( each), might say, i l&iwgtt
other >\
\
* See note 10.
0.
Higher Lessons in English.
85
air
W
1\
draws \ vapors
sea
Zaiui
v ! rain
retains i Item
* <
Mem \y
cisterns
itse\f
X
cloud*
11.
ttte
do feel i ttteigfr
1q # one sixth ■ fa ginl
^
atmosphere t \ presses
brain i\ fa v one fortieth
body
it i arrested i
13*
progress
\ V. year*
\ \*
io foolishness . wiU depart
War of Hoses ,\did destroy t .freedom
i \vi ^
*
\\.
\
Atw
Ifara ^shouldst bray i /<x>?
■f
\S
morfar
*See note 11.
86
Higher Lessons in English.
14. *ft«y
. are v sufficient
v
ttuJoe i low
V*
rivers \ftow \ — ^-
V \MedUerramean T
evaporation
T
LESSON 71.
tfW
2. «w<* i
'ft
is used
TV* \V*_
\man \
XX I to y singula r
a 7 . have done i What
asked
4.
discoverer . tp<wv TTAa
-America
Xx I to determined
5 felfere . «wrg watf
w^
AtrforutfM
xx ■ to known
8. 4tef f brother ) . to
1
Xx i wiofe i sar*
Higher Lessons in English.
87
9.
quit t buaijtes*
w
quit | buttneat
mjoy i wealth
( ory A 1 toypro6few x
grease that
*iaf* k dishes
^\
table
. Esquimau 1 /ggfr 1 /\
ytw 1 are k who
Iq world \witt lnquire\/K
H t yo« 1 can do t What
12.
1? I toig tuft
i
peacock^ struts
1
J 1 tore 1 tail
ZiZLL
aW\
\*vo*
He .does know 1
14. -2<-|
A«i wttZtffe
on* 1 can tell 1 X\
*
\«
f=rr— tc-tbc— s — r— *■
.*■,.» i .'Jl'.' V**-* L. A Wt ',* "J
88
Higher Lessons in English.
whether
1
wUl t has !i control
fr+
15. Philosophers ■ are debating \ /\
V^
current
1
%
¥
fftongM
LESSON 72.
ccrasiftf
T
1. tt 1 1 Aaw i words
peculiarity , (g v y\
English
NS>
\
\
2. vov I an
going
question , was v y\
i
do i What
\\
*■«
X
3. f I q ^N
i exist
Hereafter '
question . is \ ^s.
T
ian<2>
— Aft
fort \\
4. w<w i is \ piece
exclamation ■ wow
fAai
T
\
^ A » \
toorh
5^ Ai i ! was k invulnerable
part
\*
T
Achilles
heel
Higher Lessons in English.
7.
that
— r"
sleep . { is caused
\ diminutu
It (/\). U believed \ "&>%
^^i v^
g*\ brain
blood \fc
8 9
8.
mould
yeast
mildew j X.iargv plants
fact ( s\"),18k wonderful
Napoleon . turned \ road
thai
1
(or) turned
* A*
I 1 \© \
order
7HJ\
he \mjght save % tree
o n&d
Castor
10 candles 1 org &wrn<
v \
metaphor (/\) . is \ one
¥
Ktoratortt
9°
Si. Ambrose
Higher Lessons in English.
U.
advice
X
do
\
Vt Pomans\ do
■ gave \that
tubHomet
8t. Augustine \V
c \5 conformity
custom thai
\fc, ./tow* . ! depends
There
12.
^
14. dispute . has been
present
we ■ ftwotp i ffftto (yV) x Sa"
>& \% who i wrote i Shakespeare's Plays
15. *» | «" v <*rtefa m •
>
16. ^ ( atf ) I arg \ anxious
sea tlsurroundst Pole
"T
success
Z^
1»/ Sandwich Islander t is \ confident
\^t \ strength
that
' - * - . i -. ' . . ij. ii, «_"■ ' -^ ' ,.jt
■JL- UHiJ 1
Higher Lessons in English.
LESSON 76.
91
Hamilton . smote 1 rock
[and
It
stre ams tj crushed
j wig» , dies
"*~ IT
>J jjhtf
memory ■' /itm
rMOHTOW
1
^\
3.
<Sfrwi* I org torn \ grid
Lx
1
<owk . achieve ii greatness
+
i V
[and V 1 ***
\i*2!!L
«?mg 1 have\y y\^ t greatness
6.
writing , mato t writing
writing x brings \\ writing
5.
x 1 _ 2\tf _ ■ trust
JWj X
\
x J put 1 money
money
\
trutt
»* x 1 Be \ temperate
or\ \uorfh
♦See note 10.
X
you .; will have to be v abstinent ( or j will have 1
5» \ a6«<6w»l
9 2
Higher Lessons in English.
& -Pfa°«* i ar * ^ d ^*
vl>
w\
^Lse£
^
-i
i
they ■ I are \warm
«
tummer
o Hamlet .was \ mad
! i
ftg , fHgned\i madness
1
lO iteqpfe i are carrying i
umbrellas
L_x_.
il t rowl ft* rainingl
\
ig Altera I ar< \ fwwfer
12 # came? I i* \ aftij?
¥
1 ^T ^
j x \ oeean
reindeer i is \\ camel
¥
•and
desert
word i fa I v matter N&L
¥
•now
ia' ship i feaj»
ttUow
cm \ billow
it .! fggrg
IP. Ji»flto» i to \
trAo ■ caw doubt \
it \themea V
\
intellect
Higher Lessons in English.
93
father
1ft. grave . contains \ A&\ ^
T«
these i are y words
! son
%
>
T^
WeHnley
\ PUt$
LESSON 78.
1* <Sfin ■ fta» i took
1
but
*\
fl« ■ i?r ! y handle ^
"V 1 \ \*
which\\ /Us t taaro (ag)
that
2. gon<7 ildiottftf
%
% \*
tee I fffrafl gather
owa I Jfca* said \ /\
i _.
*See note 11.
m ■ **W "
■T'W ^J» « ^
94
Higher Lessons in English.
3 t Some . have passed \
\ twaeoto \ bowl* *
that
— |—
\ \ \ „ , ■
\ \ \ which | are
admired
4 # head \\could carry \ all
\
v \ tpfltefl, . iq r< decorated
X
X
*
he ■ fomg i\ x
\ which _ i j aogr
wonder (A) i orag
%
5.
1
millions
% xor
pour
tubes
\
and
man |\ becomes \ o verheated
is bathed
body 1 1 > ^
\% \4 N * x cooferf
f&af
T
g fo ,\ did educate [ daughters
1 ' VvA \*
» »
MUton i Jgfcf i x\
languages x\
tongue \was \ enough
woman
Higher Lessons in English.
7.*,
Glaciers i obey \ law
TV
\ riven
\
<
?*
i
i
and !
r ! x
v-*»
^
center
w
¥
X
sides \ x
wear I things
w\ •%.■%
q* /\ i to \ maxim
^ ^TT *
^ Xwfttoft . to di sputed
i\ x x
catechism
95
♦See note 12.
96
Higher Lessons in English.
9.,
stork , la protected
^ K x « x
Jrof/B
worms
that\\ would injure \ dikes
10.
both i! /orm i element (water)
+
^fr«e«f
V6 \
^ \which , to ^destructive
% ■ *
«
hydrogen ,\js \ Inflammable
i
land
/fog
\
oxygen » te jy supporter
i2 (x\) .fa\on <
oomfttuMim
facta
world
Higher Lessons in English.
97
i
98
Higher Lessons in English.
comes
2 - \ H
LESSON 80.
steps
x
board
takes i helm
\ drives i locomotives
which^ > g ^
^ xl forces i steamships
^ toavee
T
steers
Maelstrom
i
demon \. finds i ship
\t\\\ \ -
i>runieiine*0
8.
^
scene
%
4.
W&rt • fc
I w v bolder
X
ne ck-cloth I x \\
which\i takes t thief
— \ v V'
ttroa< ^\
is loved
one
labor \ /Sritf \ garden \ orcftarei
vt-
&
Higher Lessons in English.
99
k* sun i
t
stretched
rods
v! smote \
rivers
£ brooks^
and
, as
i -f-
they i became \\^\ blood
\j ponds
3.
\
a tf (y/^O , wire ^martyrdom
o. ir ^irj r r \^
\
\
happiness \Were apprehended
T
world
\*
Tft«r*
1
'eliciiies \
? v
r.-*^
1
oratory
1
m«
.MJ
place v manory
Patrirk Henry
*See note 18.
IOO
Higher Lessons in English.
9.
evil
were mottled
a cheeks
& X! * streaked
have taken \ toll
which\^ seemed s, /\ \^ everything
(hoi
robb
-t ln ff i race
1
«» \a
mfefic*
1 \ l *9 | ctyr«wo»
'* \e*
opinion
1
%
V
mouth
■ffiy
\^
JoAnson
10.
y\
i«
i
i
i
i
he
I knocks ! i you
1 \ \o» \ „
%\\
Otttt
\**
\
\
\
T
va.
Weithink
xoordt
11 wg i focfc 1 1 thoughts
\ *
we i\ lack i «wtf#
1 >
ft
j?feto? i\ misses i /ire
Higher Lessons in English,
IOI
that
— i —
he ■ » h as got
13. one I must feel \
speak
tias got
y*y \ bottom
TV
vqg-
1& Office | confers i Aonor
I \ man
who\, is \ worthy
it i itoig disgrace i maw
4
i7
A
«?no\i te v
^
flWn
14. men i respect \ whom\ \ \*are\
women
1
women I approve \ whom\
T\
frwn
women
tgAo\ i 6fegj i species
102
Higher Lessons in English,
LESSON 81.
X, ruier
sins
whether
i
2. saltness ,\ was \ wife
who\ appoint s * man
V \ \
\ Office \*, X
. \ \» ^
1
Dead Sea
We I wondered i /\
$olution
There
fltey . any afraid
ue
roof t will corns
^ foqrfo i are y more
ypM x \ sweep \ cobwebs
coronets , x \ x
ijand
v«=»
/qiflfc . i x \ x
^ \*
Wood I x y\ x
5 thinas , obey i virtue
\ men.
\
%
\
\
plough
A build
^ sail
which
Higher Lessons in English.
103
3* I I fear \ newspapers
1 \-fli \«*.
^ \
ot He 1 must complain
' \ \ \
\ \S
\ \ be \ worm \
that \i allows 1 Vv \
\ x 1 bayonets
himself
he ,\i8 trodden on
* See note 12.
t See note 3.
104
Higher Lessons in English.
11.
breath t Is \ better
12.,
We i are \ near
gag x
r^
Mt
heaven
&.
la. language , eon bring I &»*
flia£\i <%m weft i it/ieis
11 x , Commend \ me
preacher
tr — — wroncr -\ is \\ what
iUs i are \ what
who\i has learned \
I
15 &* | lwayg<A
\ V N
-SE2*2«
\ mads
tcfto i tooaO i tw
loveth
i off
\
tpAo\i ft>pg<A I things
Higher Lessons in English.
105
LESSON 85.
. , M - a the v 1 make s mad 1 x
1 x 1 steals 1 frflgft 6. * \ 1 ™ ' \
1. -r-^ \^
Who s w steals 1 grara*
— 1 ~ -^
gods . would destroy\\Whom
g # 7 ( myself ^i know \
who > stole 1 puree
y # WAarf 1 wag said .
!an<2
I
- 1
tt>fto I gaitf fi U
\
« 77tey 1 knew \
house 1 was robbed
a He I feqrtf 1
what\* was said
which 1 belongs
o hono r 1 belongs
8 - ^ ' I <«
icAom
jjg (A)i is known
9.
/8%« 1 ggtg r 0^
ft You | ftgpg guessed 1
A_ V5S-
1U.— -r-i
\
Whatever\ 1 i* doni
io6
Higher Lessons in English.
LESSON 104.
% Mount Mar cy, is \ high
Mount Washington , x \\ x
2 I I found i attar
I i\ passed
VMcnptvm
q 7Z i rottal Sg raining
\%
twin . ore carryin^\umbrettas
a I ce i /fogfa
* r-^T
water \ expands
fttming
5 lessons ^ slip
\ x
icicle
f
6.
A«
. is \ free
\
moment
\
1
%
lungs \breathe i air
>
^ 'beggars i rofoAl H<to
\
2222
wishes i \ tggyig \ fa>r»?J
g. om i! i* \ missing
\
Who
Pleiadt
■ Jfcnotpg i/\
g # ifrgM i continues
\*. \
loinj/
flights i ar^\.\ higher
Dryden
1
lent
in Rustia h may erujanger\ rule
England i .frgr* i y\ ^ v JW8a.
Higher Lessons in English.
107
Watch
11..
v N gj pray
\
ye X enter
10 * years . have gone
Pyramids \ were built
temptoeim
1 -- " i l l 1 1 » n ■»
^
- |o i? I ww< te raining
\
men yare carrying \ umbrellas
14 they 1 were persecuted
Puritans ,\ could be convinced
¥
T
LESSON 105.
j PharUm ■ aanfeaf 1 god g mUh , ^ uny< , , <>wt
«. \ »**. \ wafer \& >3»
fo x\W08 \ like • \ Sf
' V \
* \ men
he \may harden 1 it
% Vesuvius 1 threw \ lava
that
he
was
Herculaneum ^
Pompeii
**
\ were buried
• * See note 11.
+
who\\ might be employed
\ ^
Socrates ■ said \ /\
^^T?^ I— i- >1 -HI 1* H JW.-HI - .. J _w» 1 » w 1 i,
idle
io8
Higher Lessons in English.
k We j tell i secrets
%
\
in we \ may expect \ what
that\, mtmv
%
people
them
judges ■ gccgpi \, bribes
\
Aztecs x we re astonished
a. ^ %
r — ^
Ifey i \ jg«> I horses
11 tf&tf i instituted i inquiry
11. . | j-™ i vnr
\
November i to \ m onia
wheels i \ i protested ,' i innocence
weights
i
&
t
efegr i\ sheds \ horns
19- ora i knows | jgfacg
ilfogi* X was buried
future i\ fa ^ uncertain
13. i/bm i waw buried
X
0..
race* i
■ fe_/y i uijto
A | is \ Question
%
u om | h as been
x\ I is \ Question
Jfweg i\ «;aw buried
Higher Lessons in English.
ik Napoleon , was \ genius
' ' i V
10 body I ** rebuilt
while
Wellington \\was \ man
1
^
talents
17.
I V
^
x ?
Charles L \had \ traits
LESSON 106.
1. Casar i jwl i crown
* \
V *
if I becomes \carnage
1 T "-
he rwould have had \i it
^
IO9
honor
imagination
poetry
war
3.
he 1 must flee
\
crime i\has been discovered
1
a you 1 will die
%
■*— -*— UJ 1.
hhij i .u u im* m
no
Higher Lessons in English.
5.
H
gel i wisdom
\9
1n Washington , is \ rebel
10 - Ht * ^
wisdom \ is ti \ *Aiw<
T
would go
you I fafe \| grandeur
+
«• - aflL h<ii
\T
v x! x kiss i wounds
commons \ could hear\\ testament
T
>^f
y J/igw I are carrying i umbrellas
\
il i\ to raining
cause
T
11 diamond i fa \ flwn
1 TT ^"
TV
tgftteA\i fa \carfto»
*
8..
too*
\ \ see /A
\
\
them
19 i< I can be \ worse
Nat
i/g I Aqpi\i «!«>
&
ftratcf
>
IM
tgg i\ should fail
9. traitor i /itra*
Senate tknows^Ti this
¥
[atu^
sM
C&m«/ i ! *m i M
1
there
1ft England i would have been
\
Plantagenets \had succeeded
JFVanos
j - . u .
i j. "i ' 1 a i^lWB^^MCT
Higher Lessons in English.
ill
14..
I I could do | more 1ft / , could gratify , reader
1 \* V *
^ \ him
fo i\wgrg v. brother
1 Vl
7 i\werg y disvosed
\
1fi» more frigates, tcould be founds y\ ^
foorf
\
7 i\were \
[■ifltow-qj JTefron]
T
moment
LESSON 109.
i He ■ tfftf i nothing
-^\*p*
3 fopi I equals \ x
2.
that
— I —
crystal .j is k ice
hard
There
A nobody ■ is
\
me
it \can be thawed
— p- —
It (s\) iwae supposed ^
gggfo«d
* Sec note 14.
112
Higher Lessons in English.
There
a breeze • % g
\
12. ^ 1 had amassed \ fortune
_x \i whispers
name
industry \ economy
7.
H/fe i is y tfay
ttJ _^
bund | <Agl
Q » W%g< ■ x
\c
ted i\ fotw | boughs
11 One | should eat \ x
n \
fe€ i KJteg \\what
There
Q ft/« i is v ftmg
15. *pfr I '*
which \\ answers \ end
Wf\
face
\
\ gravity
What
ia It | was \ &*>*
10.-J_|-lJl.
vessel
that \ i would have seemed \disdain
¥
\
2*
fl 7 i jfaraft* otey i Whom
17. ife i came
thee
*Seenotel5.
return
Higher Lessons in English.
"3
\ know I X
V \
LESSON 120.
l.
what^A h appen ed
^.j happen*
tgg i \ «wg flora
r ^imog (herdsman), was \ son
\u
child
y\ , jg v \A^ ^ ^ g w<?c«gg i tog* \ remarkable
fe t *
^-| w jy \ .Roman
2.
J
i agflgtf i him
be
f n Sfmade \ prisoner
3.
» x i Worship i Creator (God)
i+
gra \ tpggifc
\^\*i
i\ x anointed \ king
l < *? M '_
x i obey \ j Son
4
King
W1
Saviour
a x i tia* \ reliance
\
, o ye ( one )t Bear \ burdens
ww% — ' ^
What\\ made / man i Cromwell
1
fr V*
\
<Aop<
9*
*See note 10.
thou i art \ What
— 4 —
% v
that\ I tfaml advance
<**4 Higher Lessons in English.
o
10. r* (Wto) you (mm)
^ Everybody i acknowledges , y\ x Shakespeare
12. ****** -i could feel i jgy
*
taon I ThinPet i y\
13. forefather* i Aotf fe/f i wgttgA/
11 1 ( myeelf ). wUl attend
\ \ * \/ '
1« Aantf i mean* i TTAa< * V%> V \»
Tt^ V<L
\ 6rw
brmtt
NOTES.
1. Sentences (11) and (12), Less. 22, as here given, will appear in
future editions of Graded Lessons in place of "We both wept" and
" We all consented." " Both " and "all" may be treated as adjectives
belonging to we. In Old English they were adjectives in form, and
were allowed to precede the pronoun ; as, "all we," "both we." But
many teachers prefer to treat these words, when they follow pronouns,
as appositives, or explanatory modifiers. Since explanatory modifiers
appear later in our book, we prefer to change these sentences, to avoid
confusion in teaching. We also drop all, Less. 25 (5) and Less. 28 (1).
2. A prepositional phrase is sometimes so used that it may be
referred to either of two words without materially changing the sense.
In such cases the diagrams here given express only our interpretation.
Often, when the two words in question are a verb and its complement,
the phrase may be joined to the verb, not as belonging to the verb
alone or in its widest sense, but as modifying the verb after it has
received its complement. See Graded Less. 45 (8, 9), 46 (4), 49 (4),
53 (5), etc. ; Higher Less. 28 (8), 30 (14), 31 (9), 40 (12), 60 (6), 71 (15),
72 (5), 78 (5), etc.
3. The analysis of " bade (= bidden) to stay " (G. Less. 56 (12) ), and
"doomed to walk" (H. Less. 62 (7)) will be better understood after
examining the active forms "He bade the soldier stay," "Richelieu
would permit no eminent author to stand bareheaded " (H. Less. 47(2)),
"I told him to bring" (H. Less. 60 (10)), "that allows himself to be a
worm" (H. Less. 81(9)).
When a verb of petitioning, commanding, or permitting is followed
by a noun or pronoun and an infinitive, the infinitive may be treated
as object comp. naming the thing commanded or permitted, and the
noun or pronoun as indirect object naming the one to whom the com-
mand or permit is given. When these expressions are made passive,
the infinitive may be subject, the indirect object being retained after
u6 Notes.
the verb; as, "To stand bareheaded was permitted to no eminent
author; " or the indirect object may be made the subject and the infini-
tive retained after the verb as object comp. ; as, "No eminent author
was permitted to stand " (see H. Less. 130). This will explain why the
infinitives after the passive participles "bade" and "doomed" may
be regarded as objects.
Some teachers prefer to treat "to stay" and "to walk," in the
expressions above, as attribute comp., and some would call them
adverb modifiers. These positions are not indefensible.
It may be claimed with reason that, in ordinary analysis and pars-
ing, the distinction between such constructions as " He told me to go,"
and "He made me go," is too nice to be preserved ; that it is some-
times extremely difficult to tell just where one construction shades off
into the other ; and that, although " He told me to go " is contracted
from "He told me that I should go," "me" has come to be thought
of as the assumed subject of " go."
What occurs in inflected languages, when "He told me that I
should go" is abridged, is, apparently, (1) the thing told not being
represented by a plain substantive, the name of the person told takes
its place in thought as the direct object, and has the accusative end-
ing ; (2) the subject of "go," being the same word as the object of
"told," is not repeated, and so the infinitive is attracted to the preced-
ing pronoun.
Notice that, in "Suffer not yourselves to be betrayed" (H. Less.
46(3)), the infinitive is passive, and that "yourselves," representing
the persons betrayed, is its assumed subject and not a dative object of
" suffer." Compare " Suffer not any one to betray you."
4. When one term stands in the same relation to two or more other
terms, its diagram may be repeated with initial letters, as in G. Less.
100 (14). No x being here used, the diagram does not represent the
phrase as "understood" with the second term. The teacher may
prefer this device to the forms given in the diagrams H. Less. 28 (13).
5. In future editions of H. Less., example 4, p. 51, will be omitted
from the Direction in Lesson 22. The term introduced by "or" is, in
form, co-ordinate with the preceding term, but logically it is explana-
tory. The construction will be better understood after explanatory
modifiers have l»een treated.
Notes. n j
6. In thought, " out " here unites with " turned," helping to express
the verb notion ; but, as it does not unite in form, it may, if the
teacher prefers, be treated as a separate adverb. See also G. Less.
100 (15) and others.
7. The diagram of " producing pain" and of similar phrases (H.
Less. 38 (1)— (5) ) may, if the teacher prefers, be placed on a support ;
but the form here used is simpler, and leads to no confusion, as it
would if adopted for the subject or the complement phrase.
8. T°ose that prefer to be guided by the form rather than by the
logical force, in disposing of "only" and "simply" (H. Less. 47(1),
(3)), will join these words to the preceding verbs. For this they can
find excellent authority, and perhaps reasons based on the relations
of the words. It seems to us that the logical force of "only "and
"simply" is carried over to the following nouns, adding to them the
idea of exclusion, and making the things named stand, in thought,
separate from all other things.
9. Words and phrases adverbial in form and meaning often com-
bine with nouns from the dropping of a participle ; as, "the remark
above," "this world below" "the man in the moon" The teacher
may supply the ellipsis, or not, as he chooses.
10. "Durst give" (H. Less. 63(4)), "need sail" (H. Less. 65(8)),
"darest advance " (H. Less. 120 (9) ), and " ought to go " may be treated
as quasi-potential forms. If analyzed, the infinitives "give," "sail,"
"advance," and " to go" may be regarded as objects — "dared (an act
of daring, t. e.) to give (= giving)." This object is a development of
the cognate object, repeating more specifically the idea of the verb.
"Will have to be" (H. Less. 76 (7)) may be treated as a future tense
of the periphrastic potential "have to be." If we analyze this form
and give "have "its original meaning, "to be," with accompanying
words, is object.
Teachers may prefer other ways of disposing of these terms.
11. In " a hundred" (H. Less. 65 (13)), "a great many " (H. Less.
78(1)), and similar expressions, "hundred "and "many "are adjec-
tives; yet they seem to have a substantive nature, permitting "a" and
"great" to be joined as adjectives.
Some, however, would prefer to treat "a" and "great," in "a great
many tools," as ad verbs. According to Dr. Murray (Hist. Diet.), this
n8 Notes.
expression is analogous to " a few," "a many tools," meaning "some
few, " ' ' rather many, " and ' ' great " is a modern insertion. This would
make "great" seem more like " very," a word of emphasis.
12. Degree clauses like those in H. Less. 78 (7), (8) ; 81 (8), may, if
the teacher chooses, be expanded more fully than indicated in our
diagrams ; as, " faster than the lower surface flows fast," " as little as
any verse in the catechism is disputed little." The conjunctive adverbs
would then join to "fast" and "little" understood.
13. Teachers may regard our analysis of the last clause of j(5) H.
Less. 80, as too great a departure from the history of the expression.
A different analysis is suggested by the following : "became (came to
be in such likeness) as blood (is)."
14. " Admiral Nelson " (H. Less. 106 (16)) is no part of the quoted
sentence. It may be omitted from the diagram. See "Brackets,"
H. Less. 148.
15. The ellipsis in H. Less. 109 (8) may be supplied in different
ways — " What happens if," etc., " What matters if," etc.
HINTS FOR THE STUDY OF THE EXTRACTS.
Page 148, Higher Lessons.
The pupil has now reached a point where he can afford to drop the
diagram — its mission for him is fulfilled. To continue its use with the
sentences on p. 148 and pp. 269-276, except, perhaps, to outline the
relations of clauses or to illustrate some peculiar construction, would
be needless, for it would be a mere repetition of forms with which he is
already familiar.
Nor are these sentences given for a full and minute analysis. This
also would be profitless, and for the same reason. One gains nothing
in continuing to do what he already does well enough — progress is not
made in climbing the wheel of a treadmill. How often have we wished
that the teachers who in our youth doomed us to the endless round of
the old-fashioned parsing had understood this !
But while the pupil should be held to some grammatical work upon
these sentences, might he not be required also to look at the thought
of the author, and to the manner in which it is expressed ? Could he
not thus be led to take a step or two himself over into the field of
literature ? If the attempt is made, one condition seems imperative —
the pupil should thoroughly understand what the author says. We
know no better way to secure this than to exact of him a careful
reproduction in his own words of the author's thought. The infe-
riority, both in matter and in manner, of the pupil's work to the
original, will give the skilful teacher the very opportunity he desires.
All that it seems needful for us to do here is to notice some of the
difficulties met in analyzing these sentences, to say a few words con-
cerning the rhythm, meter, etc., of the poetical extracts, and to point
out some of the qualities of style characteristic of the authors from
whom we have quoted.
120 Hints for the Study of the Extracts.
1. Extract from Holmes. — For let it folly see note 3, "Key."
2. Extract from Longfellow. — In the third line read chirped as
they would chirp if, etc. ; Their . . . be is a noun clause = the prin-
cipal word in a prep, phrase ; Knowing modifies crows; and us and
day are used adverbially.
8. Extract from Whittier. — To stem is subject of is understood ;
Better completes (is) ; than (to) lie ...by(is good) is a degree clause
modifying Better; Unmindful completes lie; on . . . strand modifies
lie; and by is an adverb. The construction of the last sentence
is similar to that of the first.
4. Extract from Lowell. — Then modifies side; the time clauses
when . . . crust and Ere . . . just (compound) qualify Then; and Then
. . . chooses and while (= but) . . . crucified (complex) are ind. clauses.
The prevailing foot in 1, 2, and 3 is the iambus — the commonest
foot in English verse. It is dissyllabic, and takes the rhythm-accent
on the second syllable. We select the first line to illustrate it : —
\j 4. \J 4. \J 4. \J 4.
Speak clear | ly if | you speak | at all.
The upright marks divide the line into feet, and the oblique, over
the horizontal, denote the accented syllables. All the feet in this line
are iambic. But Clamored, the first foot in the sixth line of 2, is a
4. W
trochee — a dissyllabic foot accented on the first syllable. Knowing in
the next line, and Better in the first line of 3, and Better in the fifth,
are also trochees. The third foot of the second line of 2 is an anapaest
— a trisyllabic foot accented on the third syllable. It is made up of
the second and third syllables of blossoming and the first syllable of
\-/ W 4.
orchard — soming or. The third foot of the sixth line of 2, the fourth
foot of the third line of 3, and the fourth foot of the seventh line also
are anapsests. The second foot of the eighth line of 3 is an amphi-
brach — a trisyllabic foot accented on the second syllable. It is com-
V/ 4. \J
posed of like in godlike and power — like power. The anapaest or the
amphibrach may take the place of any foot in iambic verse, but the
trochee only of the first iambus in a line. To place it elsewhere would
be to bring together two accented feet — a conjunction not allowed.
Hints for the Study of the Extracts. 121
Extract 4 is trochaic — a rare verse in English. The fifth foot of the
second line is a dactyl — a trisyllabic foot accented on the first syllable.
It is the word prosperous. By running together (slurring, it is called)
the second and third syllables, the foot can be kept a trochee— prosprous.
Possibly the anapaests and the amphibrach in 2 and 3 may thus be
contracted to iambuses. The last trochee in each line of 4 is clipped
of a syllable.
The five different feet in English verse have now been explained
and illustrated. We shall notice the foot called monosyllabic.
The caesural pause, affording a rest for the voice, is very noticeable
in 4. It is found after the fourth foot. It is not so much needed —
perhaps does not exist — in the shorter lines of 1, 2, and 3.
The meter of 1 and of the first six lines of 3 is tetrameter, i. e., each
line is composed of four feet. That of 2 and of the seventh line of 3
is pentameter — five feet ; the last line of 3 is hexameter — six ; 4 is
octameter— eight.
The order of words in these extracts is nearly that of prose. The
fourth line in 2 is transposed, however. But the transposed — some-
times, but improperly, called the poetic— order will be better illus-
trated hereafter.
We ask your attention to the choice of words. How apt are Carve
in 1 ; piping, chirped, Clamored, piteous, and ravens, in 2 ; and in the
last line of 2, where bread is asked for, how pertinent is Lord, whose
etymology makes it mean Joa/-warden or keeper !
How striking and abundant is the imagery especially in 3 ! Notice
the metaphors in stem, tide, flowery strand, drifting, naked, needles,
goading, and lap. How finely truth is personified in 4 ! For explana-
tion of lines three and four in 2, see Matthew, chapter 10, and Luke,
chapter 12.
Note the vigor of thought in some of these quotations. And this,
too, though poetry is a fine art, whose mission, it is thought, is, in the
main, to please, to feed the taste, to nourish the aesthetic nature.
Pages 269-76, Higher Lessons,
1. Extract from De Quincey. — The noun clauses that . . . strata,
that . . . zone, and that . . . reach are explanatory of Jl ; the adj. clauses
122 Hints for the Study of the Extracts.
which . . . latitude and which . . . rest modify stars; glittering is objec-
tive comp. of see; the adverb broadcast modifies have been sown; as
. . • threshing-floor is a degree clause modifying as ; close completes
lying ; geometry and radii are subjects of would become; but = only;
which relates to the first center and belongs to the second ; far mod-
ifies too, and too, distant; for any vision . . . to reach modifies too,
vision to reach being the principal term (see Less. 41 (4)).
De Quincey's fondness for the Latin words in English and for long
sentences, the stateliness of his style, and the dignity that his grand
manner lends to simple things — illustrated in applying naked and
armed to vision — are seen in this quotation.
2. Extract from Webster. — On . . . principle and the time clause
while . . . off modify raised; to which modifies be compared; for pur-
poses modifies is ; the second power follows against ; over is an adverb ;
and whose relates to power.
This eloquent sentence, uttered in a speech on the floor of Congress,
was composed, as W. confessed, while sitting on a cannon on Durham
Terrace, Quebec, and musing on the power of England. Note the
vividness and the vigor derived from W.'s choice of the concrete rather
than of the abstract, and his use of specific words instead of generic.
3. Extract from Ruskin. — The complex clauses that . . . arose and
that . . . Jewels are objects of can imagine; the time clause while . . .
slave modifies may attain and (may) be ; mother, introduced by as, is
explanatory of she ; and saying modifies she.
This passage is poetical ; fragrant of the East ; and for Ruskin is
highly optimistic. Golconda is a town in India, famous for diamonds.
The Heathen mother is Cornelia, daughter of Scipio Africanus Major,
and wife of Sempronius Gracchus. Pointing to her sons, afterwards
the celebrated Gracchi, she said to a lady who was showing her some
jewels, Hcbc ornamenta mea sunt
4. Extract from Macaulay. — For And see foot-note, p. 174 ; when
. . . fate, when . . . continents, when . . . England, and when . . . masts
modify will survive ; chanted and (to) wash are objective complements
of shall hear and (shall) see ; and the degree clause as . . . principle
modifies immortal.
Hints for the Study of the Extracts. 123
The sentence is clear, ttrong, and oratorical. Is the river of the ten
thousand masts the Mersey or the Thames ?
5. Extract from Bryant. — The compound time clause When . . .
heart modifies Go and list ; like is an adverb ; Earth, waters, and
depths are explanatory of all ; and (wound modifies all or an omitted
participle.
This is from the remarkable poem Thanatopsis, written when its
author was in his eighteenth year. The prevailing foot of this and of
the extracts which follow (except Whittier's) is the iambus. The
fourth foot of the second line, ible forms, is an anapaest. So also the
second foot of the third line, rious Ian. Into in line six, Over in line
ten, and Go forth and under in line fourteen, are trochees.
6. Extract from Longfellow. —To lie is explanatory of it; the
compound time clause when . . . low modifies lie ; the adj. clauses
Where . . . go and where . . . move modify scene ; between boughs mod-
ifies come and go ; and Alternate — alternately.
The license of transposition allowed poets is here seen.
The prevailing foot in this, as was said above, is the iambus. But
the first foot of line one and of line four and all the feet of lines five
and eleven are trochees. The third foot of line nine is an anapaest.
7. Extract from Saxe. — Caught modifies worm; it is understood
before Served ; and right is an adverb.
The last foot of line four, and the last of line five, in this witty
extract, may be scanned as amphibrachs.
8. Extract from Taylor. — Scarce = scarcely ; the adj. clauses
Where . . . weal, where . . . great, and Where . . . meditates modify
communities; hand in hand modifies some word understood, as walk-
ing ; of God's gift completes was ; some phrase, as to him, is under-
stood after gift ; means and highway are explanatory of Supremacy ;
Whilst . . . meditates, a time clause here used as co-ordinate with the
preceding clause ; and from first and to last modify some word under-
stood, as counted.
The first foot in line four and in line six is a trochee. Unless
slurred, the third foot in each of the lines two, five, and ten is an
1$4 Hints for the Study of the Extracts.
anapaest. Where power and fo power, in lines seven and nine, axe
amphibrachs, unless power is here a monosyllable.
The license allowed poets in respect to ellipsis is here illustrated.
In this and in 9 there is scarcely any imagery, and the thought is kept
uppermost.
9. Extract irom Wordsworth. — Visitants, ind. with being under-
stood ; sheep, stone-chat, and sand-piper, complements of (being) ; hour
is adverbial ; how lovely H is, object clause of seest ; and beauteous
completes becoming understood.
The first foot of lines one and seven is a trochee. The last foot of
seven and the second of line thirteen are anapaests. Unless slurred,
the first foot of twelve is an amphibrach.
10. Extract from Tennyson. — Brethren . . . Accompanying, an abso-
lute phrase ; slowly and with bent brows modify Accompanying ; Full-
summer, an adverb ; whereon . . . lay, an adj. clause ; length, a noun,
adverbial ; Loyal belongs to creature; servitor is explanatory of crea-
ture; eyes Winking and face twisted are absolute phrases; farewell, an
imperative used interjectionally ; and all (— wholly) modifies in tears.
The last foot of line three and of line ten is an anapaest. The first
foot in line eight, in nine, and in fifteen is a trochee. The fourth of
line fourteen is an amphibrach.
11. Extract from Shakespeare. — Dear my lord = my dear lord;
who relates to he understood; And, in line seven, connects makes to
Robs.
The third foot of line two is an anapaest, and the first of line six
may be a trochee.
12. Extract from Milton. — The time clause When . . . chide mod-
ifies ask ; how . . . wide and talent are objects of consider ; to hide
which, subject of is; the participle Lodged is completed by useless;
supply is before bent; lest . . . chide, purpose clause and modifies To
serve and (to) present; light denied is an absolute phrase ; and also
emphasizes They.
This noble sonnet, personal and pathetic at the beginning, takes on
a grandeur, as it nears the close, that stamps it as Milton's. The last
line is often quoted.
Line ten begins with a trochee.
Hints for the Study of the Extracts. 125
18. Extract from Whittier. — Restored is objective comp. of sees;
and round his board modifies restored.
It moistens the lips merely to read these homely lines. The prevail-
ing foot is the anapaest. But the first foot of line two, of four, of
seven, and of eight is an iambus. Lines seven and eight can be scanned
in other ways — the first three feet as amphibrachs, and the fourth as
an iambus ; or the first as an amphibrach, the second as an iambus,
and the third and fourth as anapaests. Ah of line one may be a
monosyllabic foot, and the second foot an iambus — if you choose.
14. Extract from Shelley. — Moon is objective comp. of caU;
strewn modifies floor; only modifies angels; Like is an adverb ; on
high modifies me; and each is explanatory of river, lakes, and seas.
\J JC KJ JL \J \J J. \j J. \j
That orb | ed maiden | with white | fire laden,
\j J. \j J. \j JL
Whom mor | tals call | the moon,
\J J. \j \J J. \J J. \J JL
Glides glim | mering o'er | my fleece- | like floor,
\J \J J~ \J JL \J JL
By the mid | night bree | zes strewn ; ,
%j \jJ.\J\JJL\J\jJ. \J JL
And wherev | er the beat | of her un | seen feet,
\j j- v/ \j •&• \j jl
Which only | the an | gels hear,
\J \J JL \J \J JL \j \j JL y,/ JL
Hay have bro | ken the woof | of my tent's | thin roof,
\j j. \j \j j- \j \j j-
The stars | peep behind | her and peer ;
\J \J JL \J JL V J- \J JL
And I laugh | to see | them whirl j and flee
\,9 \J JL \J JL \j JL
Like a swarm | of gold | en bees,
\J \JJL\J\JJL\j\JJL \j JL
When I wid | en the rent | in my wind- | built tent,
\J \J JL \J \J JL yj JL
Till the calm | river, lakes, | and seas,
\J JL \J \J JL \j \j JL SJ \j A,
Like strips | of the sky | fallen through | me on high,
\J \J J- \J \J JL \J JL
Are each paved | with the moon | and these.
1 26 Hints far the Study of the Extracts.
This stanza is a product of the pure imagination. Its flight is lofty.
It has none of the vagueness and crudity of the other stanzas of the
poem and of so much of Shelley's other poetry. It is crowded with
audacious, and yet exquisite, imagery.
Its rhythm is so varied that we have thought it best to insert the
stanza here, and to mark its feet. The variety of rhythm is restful and
pleasing to the ear. Make the first foot of line one and of line three
an amphibrach, and the first of six an iambus — if you choose.
15. Extract from Goldsmith. — As . . . slow, a time clause modifying
came; swain, herd, geese, children, voice, and laugh, all repeated by
These, are ind. by pleonasm.
These lines, and those from Cowper, below, are pitched in a lower
key than Shelley's. The teacher will meet with no trouble in scanning
them.
16. Extract from Byron. — The five inf. phrases, repeated by This,
are ind. by pleonasm. Between To and trace, slowly is inserted. There
is usage for this, though the prevailing custom among writers is
against it. Unseen and alone complete climb and lean.
This kkid of stanza, invented by Edmund Spenser, is called the
Spenserian stanza. It has nine lines — the last line having an extra
foot. Note what lines rhyme.
17. Extract from IiOwelL— ( Thai) It . . . forth is a result clause
modifying so ; (that) the dark . . . forth is explanatory of It ; long
modifies siege; And connects had gathered and had cast; and binding
belongs to castle.
Another brilliant stanza glittering with imagery.
The rhythm is so varied that we insert the lines and scan them*
\S ' X. \J X. \J \J X. \J X.
The draw | bridge dropped | with a sur | ly clang,
\J X. \j \J X. \j X. \J X.
And through | the dark arch | a char | ger sprang.
X. \J \J X. \j \J X. \J X.
Bearing | Sir Launfal, | the maid | en knight,
\j \J X. \J X. \j X. \J X.
In his gild | ed mail, | that flamed | so bright
\J X. \j \J X. \J \J X. \S X,
It seemed | the dark cas | tie had gath | ered all
Hints far the Study of the Extracts. 127
Those shafts | the fierce sun | had shot o | ver its wall
\J \j X. \J \J X. \J X. \S~ X.
In hi? siege | of three hun | dred sum | mers long,
\j X. \j\JX.\J\JX,\jX.
And, bind | ing them all | in one blaz | ing sheaf,
\J ' X. \J X. \J X. \J X*
Had cast | them forth ; | so, young | and strong,
vy x, \j x. \j x. \j x.
And light | some as | a lo | cust leaf,
\J X. \j \J X. \j \j X. \j X.
Sir Launfal | flashed forth | in his un | scarred mail
\j X. KJ U X. \J \j X, \J X.
To seek | in all climes | for the Po | ly Grail.
18. Extract from Oowper. — Be . . . weaftnesg is a concessive clause;
the meaning of it, in line one, is made clear by lines two, three, and
four ; and that of scene, in line three, by the last ten lines of the page.
But these lines are not grammatically explanatory of the two words.
And, line four, connects is&nd the second feels ; none = no sight; watt
and name subsisting, bench destroyed, and ones Playing are absolute
phrases ; unbuttoned and hot are adjectives belonging to ones ; and
connects Playing and (playing) ; while deep employed and Tho 9 • . .
hewed are contracted clauses ; to kneel, (to) draw, (to) knuckle, To pitch,
and (to) drive modify happy ; and That . . . again is a result clause,
modifying Such.
•
19. Extract from Carlyle. — Considering, used absolutely, has, as
objects, the noun state and the two how clauses ; upwards, an adverb
connected by and to the adverb phrase for . . . years; only and also
modify the clauses in which they stand ; expand more fiercely than
ever into burns more fiercely than ever it burned; and for so that,
introducing a result clause, see foot-note, p. 114.
Beading Carlyle is like riding over a corduroy road. It is tonic and
invigorating — if done intermittingly.
20. Extract from Ohanning. — The participles tearing, breaking,
sentencing, and extorting are objective complements of see and belong
to word; for myriads . . . to make, see note 3, " Key" ; and calling
%nd means are objective complements of make.
128 Hints for the Study of the Extracts.
These sentences are clear and flowing. The judgment they pro*
nounce is temperate and just.
21. Extract from Emerson. — The clause wherein . . . perfection and
the when clauses modify days; to desire completes is; and of = con-
cerning.
These are the words of a rhetorician and the thoughts of a poet.
22. Extract from Holmes. — The clause nobody . . • (it has lain) is
parenthetical ; grass growing is the principal term of the phrase intro-
duced by with, and this phrase modifies had lain; as it were, paren-
thetical ; all (= completely) modifies round; brown completes is done;
enough modifies brown; and the degree clause introduced by than
modifies sooner.
This is a brilliant and characteristic passage ; idiomatic, and full of
familiar illustrations enforcing lofty lessons.
23. Extract from Greeley. — Wherewith is a conjunctive adverb ;
as the Editor's sphere is ephemeral; though . . . it is a compound
concessive clause modifying demands, which has, as objects, ear, heart,
and pen; and centuries is adverbial, modifying ago.
The closing lines are full of satire.
24. Extract from Irving. — To sweeten, an inf. phrase of purpose
modifying was laid; and expedient is explanatory of the clause which
. . . ceiling.
The genial humor of Irving, the best loved of all our authors, is seen
in this passage, though it is not seen here at its best.
One-Book Course in English. 129
REFERENCES TO SENTENCES GIVEN FOR ANALYSIS
IN REED AND KELLOGG'S
One-Book Cotjbse in English.
Note.— Ab the sentences given for analysis in One-Book Coubse in English,
are found in either Graded Lessons in English or Higher Lessons in English,
the following references to their diagrams as already given in the preceding pages of
this book will be of service.
The Lesson and Sentence numbers on the left of page refer to One-Book
Course. The other references explain where in this book the diagrams may be
found.
One-Book Course in English. Reference to
f 1. 2, 3,
I 8, 9*, 1
Sentence. Lesson. P f??m 0F
TEXT.
4 Graded Lessons, 20 1
Lbsson 25.... \ 6, 7 " " 22 2
10* Higher Lessons, 12 41
f 2, 3, 6 Graded Lessons, 25 4
4 " " 24 3
Lbsson it J 5, 7,io Higher Lessons, 14 42
IjBSSON 31.... i g 9 Graded Lessons, 27 5
11, 12 Higher Lessons, 14 42
I3,f 14 Graded Lessons, 28 6
'2, 5 Graded Lessons, 31 7
3t
6, 7 Graded Lessons, 34 8
8, 10 Higher Lessons, 17 43
9§
Lbsson 37 ... .
1
. 10
44,45
Lesson at J 2 ' 5 » 7 ' 8 Graded Lessons, 36
I 3, 4, 6, 10, ii, 12 Higher Lessons, 20
LK8SON46.... \l'l Higher Lemons, 20.... 45
(3,4 44 67,68
* The wording differs, but the diagram is the same,
t Simply add lines for not and recently to the predicate line of (9), Graded Lessons, 28.
9 You (understood) is the subject. % What modifies the subject, chorus.
130
One-Book Course in English.
Lesson 48 . . .
{
Lesson 49
Lesson 50
Lesson 53
Lesson 55
Lesson 56 ... . -
Lesson 63 . . .
Lesson 66 . . .
Lesson 68 . . .
Lesson 72 . .
Lesson
Lesson
1 10
in
SlNTBNCB.
2, 6, 8, 9, 10, 11 Higher
3, 5 Graded
7 "
(2 Graded
3,4 Higher
5 Graded
6 Higher
7, 11 Graded
8,9. 10 "
1,4 Graded
2, 3, 5 "
6 Higher
7,8,9 "
2 Higher
3, 5, 6, 10, 11 Graded
4, 7, 8
9
2, 3 Higher
4, 5, 6, 7 Graded
8 "
10, 11, 12 Higher
" 2, 3 Graded
4, 5, 6, 8, 9, 10 Higher
12, 14
1 13
2, 3, 4, 9 Graded
5, 7, 8 Higher
11, 12, 14 "
2 Higher
3, 4, 5 Graded
. « 6 "
7, 9» *° Higher
[ n "
2, 6, 9 .....Graded
3,4, 7,8 Higher
10, 12 "
2, 4 Graded
3 "
5 "
6, 7, 8, 9 Higher
Higher
Higher
{
Lbsson.
Lessons, 28
Lessons, 42
" 45
Lessons, 39
Lessons, 46
Lessons, 42
Lessons, 29
Lessons, 44
" 46
Lessons, 44
" 45
Lessons, 30
29
Lessons, 33
Lessons, 53
" 55
65
Lessons, 37
Lessons, 48
56
Lessons, 38
Lessons, 49
Lessons, 40
" 4i
42
Lessons, 57
Lessons, 59
" 60
Lessons, 63
Lessons, 59
64
Lessons, 64
65
Lessons, 61
Lessons, 71
" 72
Lessons, 62
65
64
Lessons, 76
Lessons, 31
Lessons, 25
page or
TBXT.
49,
50
12,
13
• •••••
16
• ■»•••
II
69,
70
• •••••
12
• •••••
51
. ... 13.
14
. ... 17,
18
. ... 13,
14
... 15.
16
• •»•••
53
• ••*••
5i
• •••••
56
22,
23
• • • • •
24
• ••••»
35
• *••••
59
....18,
19
• •••••
26
•••••*
60
• •••••
20
....62,
63
• •••••
64
• •••••
65
. ... 27,
28
...-75,
76
. ... 77,
78
• •••••
80
• •••••
29
••••••
33
....81,
82
■ ■•••»
84
... 30,
31
. ... 86,
87
. ... 88,
89
• •••••
33
• •••••
35
• •••••
34
• •••••
92
. ... 54.
55
57.
58
One-Book Course in English,
«3«
PAGB OF
TEXT.
17 43
25.... 47,48,49
20 44, 45
28 50
29 51
SO 53
33 56,57
47 71, 72
46 69, 70
44 68
65 36
37 59.6o
42 65, 66
38 60, 61
44 68
46 69
100 39
47 72
40 62
42 65, 66
41 63,64
120 113
48 74
47 71
59- ..--. 75,76
60 77, 78
63 8o, 81
64 82, 83
65 • • • • 83, 84, 86
71 86, 87
72. . . . 88, 89, 90
78..94,95,96»97
80 100
81. X02, 103, 104
80 ioo, xoi
LlMOR.
Lesson 112 .. .
Lesson 1x3
Lesson
114
1,2 Higher Lessons,
3.6,7
4. 5
9. 10
11, 12
fc i3. 15. 16, 17
1, 2, 3, 4 Higher Lessons,
5.6
8, 13, 14. 15
9, 10, 11, 12
1 Graded Lessons,
2, 3, 4, 6, 7, 8. . . .Higher Lessons,
9. *5
11, 12, 14, 19 ....
13
16
17 Graded Lessons,
18 Higher Lessons,
«
«
<<
<<
<«
«
«
it
it
tt
tt
It
it
it
tt
it
it
tt
it
tt
Lesson 115 .. .
1 Higher Lessons,
2,17,18,19
3, 4, 7, 9, 12, 13,
15, 16
5
6
a
tt
a
tt
tt
tt
tt
tt
JO
tt
tt
Lesson 116 .. .
1, 2, 3, 4, 8, 9. . . .Higher Lessons,
5, 6, 7, 10, 11, 12,
13, 14, 15, 17...
<(
a
Lesson 117
a
tt
Lesson 118 .. .
Lesson 119
Lesson 120...
2, 3. 4, 5. 6, 7, 9.
10, 11, 12 Higher Lessons,
13. 14. 15
16, 17, 18, 19 ... .
1, 2, 3, 4. 5 Higher Lessons,
6, 7, 8, 9, 10, 11,
13, 14, 15. 16 . .
tt
a
1. 4. 5. 6, 7, 9, 10. .Higher Lessons,
8
<(
tt
1, 2, 3, 4, 5, 6, 7,
8, 9, 10 Higher Lessons,
11, 12, 13, 14, 15,
16
tt
a
iTOW-
wp
x ~i
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