Higher Lessons in English - Alonzo Reed and Brainerd Kellogg (uplifting novels TXT) 📗

VIII. had become a despot.

+Direction+.—_Using these nouns as attribute complements, write three sentences in the usual order, and then transpose them_:—

Rock, desert, fortress.

+Direction+.—_Restore these sentences to their usual order by moving the adjective complement and the verb to their customary places_:—

1. Happy are we to-night, boys. 2. Good and upright is the Lord. 3. Hotter grew the air. 4. Pale looks your Grace. 5. Dark rolled the waves. 6. Louder waxed the applause. 7. Blood-red became the sun. 8. Doubtful seemed the battle. 9. Wise are all his ways. 10. Wide open stood the doors. 11. Weary had he grown. 12. Faithful proved he to the last.

+Direction+.—_Transpose these sentences by moving the adjective complement and the verb_:—

1. My regrets were bitter and unavailing. 2. The anger of the righteous is weighty. 3. The air seemed deep and dark. 4. She had grown tall and queenly. 5. The peacemakers are blessed. 6. I came into the world helpless. 7. The untrodden snow lay bloodless. 8. The fall of that house was great. 9. The uproar became intolerable. 10. The secretary stood alone.

+Direction+.—_Write five transposed sentences, each with one of these adjectives as attribute complement, and then restore the sentences to the usual order_:—

Tempestuous, huge, glorious, lively, fierce.

 

*

 

LESSON 54.

ARRANGEMENT—TRANSPOSED ORDER.

+Direction+.—_Restore these sentences to the usual order by moving the adverb and the verb to their customary places, and note the loss_:—

1. Then burst his mighty heart. 2. Here stands the man. 3. Crack! went the ropes. 4. Down came the masts. 5. So died the great Columbus of the skies. 6. Tictac! tictac! go the wheels of thought. 7. Away went Gilpin. 8. Off went his bonnet. 9. Well have ye judged. 10. On swept the lines. 11. There dozed the donkeys. 12. Boom! boom! went the guns. 13. Thus waned the afternoon. 14. There thunders the cataract age after age.

+Direction+.—_Transpose these sentences by moving the adverb and the verb_:—

1. I will never desert Mr. Micawber. 2. The great event occurred soon after. 3. The boy stood there with dizzy brain. 4. The Spaniard’s shot went whing! whing! 5. Catiline shall no longer plot her ruin. 6. A sincere word was never utterly lost. 7. It stands written so. 8. Venus was yet the morning star. 9. You must speak thus. 10. Lady Impudence goes up to the maid. 11. Thy proud waves shall be stayed here.

+Direction+.—_Write ten sentences in the transposed order, using these adverbs_:—

Still, here, now, so, seldom, there, out, yet, thus, never.

+Direction+.—_Restore these sentences to the usual order by moving the phrase and the verb to their customary places, and note the loss_:—

1. Behind her rode Lalla Rookh. 2. Seven years after the Restoration appeared Paradise Lost. 3. Into the valley of death rode the six hundred. 4. To such straits is a kaiser driven. 5. Upon such a grating hinge opened the door of his daily life. 6. Between them lay a mountain ridge. 7. In purple was she robed. 8. Near the surface are found the implements of bronze. 9. Through the narrow bazaar pressed the demure donkeys. 10. In those days came John the Baptist. 11. On the 17th of June, 1775, was fought the battle of Bunker Hill. 12. Three times were the Romans driven back.

+Direction+.—_Transpose these sentences by moving the phrase and the verb_:—

1. The disciples came at the same time. 2. The dreamy murmur of insects was heard over our heads. 3. An ancient and stately hall stood near the village. 4. His trusty sword lay by his side. 5. Pepin eventually succeeded to Charles Martel. 6. The house stands somewhat back from the street. 7. Our sphere turns on its axis. 8. The bridle is red with the sign of despair. 9. I have served in twenty campaigns. 10. Touch proper lies in the finger-tips and in the lips.

+Direction+.—_Write ten sentences in the usual order, using these prepositions to introduce phrases, and then transpose the sentences, and compare the two orders_:—

Beyond, upon, toward, of, by, into, between, in, at, to.

+Direction+.—_Write six sentences in the transposed order, beginning them with these words_:—

There (independent), nor, neither.

 

*

 

LESSON 55.

ARRANGEMENT—INTERROGATIVE SENTENCES.

If the interrogative word is subject or a modifier of it, the order is usual.

+Examples+.—Who came last evening? What star shines brightest?

+Direction+.—_Write five interrogative sentences, using the first word below as a subject; the second as a subject and then as a modifier of the subject; the third as a subject and then as a modifier of the subject_:—

Who, which, what.

If the interrogative word is object complement or attribute complement or a modifier of either, the order is transposed.

+Examples+.—Whom did you see? What are personal consequences? Which course will you choose?

+Direction+.—_Write an interrogative sentence with the first word below as object complement, and another with the second word as attribute complement. Write four with the third and the fourth as_ complements, and four with the third and the fourth as modifiers of the complement:—

Whom, who, which, what.

If the interrogative word is an adverb, the order is transposed.

+Examples+.—Why is the forum crowded? Where are the flowers, the fair young flowers?

+Direction+.—_Write five interrogative sentences, using these adverbs_:—

How, when, where, whither, why.

If there is no interrogative word, the subject stands after the verb when this is simple; after the first word of it when it is compound.

+Examples+.—_Have you_ your lesson? Has the gentleman finished?

+Direction+.—_Write six interrogative sentences, using these words_:—

Is, has, can learn, might have gone, could have been found, must see.

+Direction+.—_Change the sentences you have written in this Lesson into declarative sentences_.

 

*

 

LESSON 56.

ARRANGEMENT—IMPERATIVE AND EXCLAMATORY SENTENCES.

The subject is usually omitted in the imperative sentence; but, when it is expressed, the sentence is in the transposed order.

+Examples+.—_Praise ye_ the Lord. Give (thou) me three grains of corn.

+Direction+.—_Using these verbs, write ten sentences, in five of which the subject shall be omitted; and in five, expressed_:—

Remember, listen, lend, love, live, choose, use, obey, strive, devote.

Although any sentence may without change of order become exclamatory (Lesson 46), yet exclamatory sentences ordinarily begin with how or what, and are usually in the transposed order.

+Examples+.—_How quietly_ the child sleeps! How excellent is thy loving-kindness! What visions have I seen! What a life his was!

+Direction+.—_Write six exclamatory sentences with the word how modifying (1) an adjective, (2) a verb, and (3) an adverb—in three sentences let the verb follow, and in three precede, the subject. Write four sentences with the word what modifying (1) an object complement and (2) an attribute complement—in two sentences let the verb follow, and in two precede, the subject_.

 

*

 

LESSON 57.

CONTRACTION OF SENTENCES.

+Direction+.—_Contract these sentences by omitting the repeated modifiers and prepositions, and all the conjunctions except the last_:—

1. Webster was a great lawyer, a great statesman, a great debater, and a great writer. 2. By their valor, by their policy, and by their matrimonial alliances, they became powerful. 3. Samuel Adams’s habits were simple and frugal and unostentatious. 4. Flowers are so fragile, so delicate, and so ornamental! 5. They are truly prosperous and truly happy. 6. The means used were persuasions and petitions and remonstrances and resolutions and defiance. 7. Carthage was the mistress of oceans, of kingdoms, and of nations.

+Direction+.—_Expand these by repeating the adjective, the adverb, the preposition, and the conjunction_:—

1. He was a good son, father, brother, friend. 2. The tourist traveled in Spain, Greece, Egypt, and Palestine. 3. Bayard was very brave, truthful, and chivalrous. 4. Honor, revenge, shame, and contempt inflamed his heart.

+Direction+.—_Write six sentences, each with one of these words used four times; and then contract them as above, and note the effect of the repetition and of the omission_:—

Poor, how, with, through, or, and.

+Direction+.—Expand these sentences by supplying subjects:—

1. Give us this day our daily bread. 2. Why dost stare so? 3. Thank you, sir. 4. Hear me for my cause. 5. Where hast been these six months? 6. Bless me! 7. Save us.

+Direction+.—_Expand these by supplying the verb or some part of it_:—

1. Nobody there. 2. Death to the tyrant. 3. All aboard! 4. All hands to the pumps! 5. What to me fame? 6. Short, indeed, his career. 7. When Adam thus to Eve. 8. I must after him. 9. Thou shalt back to France. 10. Whose footsteps these?

+Direction+.—_Expand these by supplying both subject and verb, and note the loss in vivacity_:—

1. Upon them with the lance. 2. At your service, sir. 3. Why so unkind? 4. Forward, the light brigade! 5. Half-past nine. 6. Off with you. 7. My kingdom for a horse! 8. Hence, you idle creatures! 9. Coffee for two. 10. Shine, sir? 11. Back to thy punishment, false fugitive. 12. On with the dance. 13. Strange, strange! 14. Once more unto the breach. 15. Away, away! 16. Impossible!

+Direction+.—_Contract these by omitting the subject or the verb_:—

1. Art thou gone? 2. Will you take your chance? 3. His career was ably run. 4. Are you a captain? 5. May long life be to the republic. 6. How great is the mystery! 7. Canst thou wonder? 8. May a prosperous voyage be to you. 9. Are you here?

+Direction+.—_Contract these by omitting both subject and verb, and note the gain in force and animation_:—

1. I offer a world for sale. 2. Now, then, go you to breakfast. 3. Sit you down, soothless insulter. 4. I want a word with you, wife. 5. Those are my sentiments, madam. 6. Bring ye lights there. 7. It is true, sir. 8. We will drink a health to Preciosa. 9. I offer a penny for your thoughts. 10. Whither are you going so early?

+Direction+.—_Construct ten full sentences, using in each, one of these adverbs or phrases or nouns, and then contract the sentences by omitting both subject and verb_:—

Why, hence, to arms, silence, out, to your tents, peaches, room, for the guns, water.

 

*

 

LESSON 58.

REVIEW.

TO THE TEACHER.—See suggestions, Lesson 16.

+Direction+.—_Review from Lesson_ 51 to Lesson 57, inclusive.

Illustrate the different positions—Usual and Transposed—that the words and phrases of a declarative sentence may take; illustrate the different positions of the parts of an interrogative, of an imperative, and of an exclamatory sentence; illustrate the different ways of contracting sentences.

Exercises on the Composition of the Sentence and the Paragraph.

(SEE PAGES 162-165.)

TO THE TEACHER.—See notes to the teacher, pages 30, 150.

 

*

 

LESSON 59.

COMPLEX SENTENCE—ADJECTIVE CLAUSE.

+Introductory Hints+.—The sentences given for analysis in the preceding Lessons contain each but one subject and one predicate. They are called +Simple Sentences+.

A discreet youth makes friends. In Lesson 17 you learned that you could expand the adjective discreet into a phrase, and say, A youth of discretion makes friends. You are now to learn that you can expand it into an expression that asserts, and say, A youth that is discreet makes friends. This part of the sentence and the other part, A youth makes friends, containing each a subject and a predicate, we call +Clauses+.

The adjective clause that is discreet, performing the office of a single word, we call a +Dependent Clause+; A youth makes friends, not performing such office, we call an +Independent Clause+.

The whole sentence, composed of an independent and a dependent clause, we call a +Complex