Combine in as many ways as possible each of the following groups of sentences :

Example.

- This man is to be pitied. He has no friends.
1. This man has no friends, and he is to be pitied.
2. This man is to be pitied, because he has no friends.
3. Because this man has no friends, he is to be pitied.
4. This man, who has no friends, is to be pitied.
5. This man, having no friends, is to be pitied.

6. This man, without friends, is to be pitied.
7. This friendless man deserves our pity.

1. The ostrich is unable to fly. It has not wings in proportion to its body.

2. Egypt is a fertile country. It is annually inundated by the Nile. 3. The nerves are little threads, or fibers. They extend from the brain. They spread over the whole body.

4. John Gutenberg published a book. It was the first book known to have been printed on a printing-press. He was aided by the patronage of John Faust. He published it in 1455. He published it in the city of Mentz.

5. The human body is a machine. A watch is delicately constructed. This machine is more delicately constructed. A steamengine is complicated. This machine is more complicated. steam-engine is wonderful. This machine is more wonderful.

A

You see that short sentences closely related in meanBut young

ing may be improved by being combined. writers frequently use too many ands and other connectives, and make their sentences too long.

Long sentences should be broken up into short ones when the relations of the parts are not clear.

180-19. Wisdom, judgment, prudence, and firmness were predominant traits.

180-20. Rural employments are certainly natural, amusi and healthy.

180-21. He had a good mind, a sound judgment, and a viv imagination.

The direct object is compound.

181-28. During our voyage, we whiled away our time reading, in writing a journal, and in studying navigation.

The phrases, in reading, in writing a journal, and studying navigation, form a compound adverbial elemen modifying whiled.

181-29. That the climate of the northern hemisphere ha changed, and that its mean temperature nearly resembled tha of the tropics, is the opinion of many naturalists.

The two subordinate clauses form the compound sub ject of the main clause. The sentence may be diagramed as follows:

we shall drop the dialogue form, but we expect the teacher to continue it. A poor teacher does all the talking, a good teacher makes the pupils talk.

The teacher may here refer to his talk about the classification of birds, and show that, after birds have been arranged in great classes, such as robins, sparrows, etc., these classes will need to be subdivided if the pupil is to be made thoroughly acquainted with this department of the animal kingdom. So, after grouping words into the eight great classes, called Parts of Speech, these classes may be divided into other classes. For instance, take the two nouns city and Brooklyn. The word city is the common name of all places of a certain class, but the word Brooklyn is the proper or particular name of an individual of this class. We have here then two kinds of nouns which we call Common and Proper.

Let the teacher write a number of nouns on the board,

and require the pupil to classify them and give the reasons for the classification.

To prepare the pupil thoroughly for this work, the teacher will find it necessary to explain why such words as music, mathematics, knowledge, etc. are common nouns. Music, e.g., is not a proper noun, for it is not a name given to an individual thing to distinguish it from other things of the same class. There are no other things of the same class—it forms a class by itself. So we call the noun music a common noun.

CLASSES OF PRONOUNS.

The speaker seldom refers to himself by name, but uses the pronoun I instead. In speaking to a person, we often use the pronoun you instead of his name. In speaking of a person or thing that has been mentioned before, we say he or she or it. These words that by their form indicate the speaker, the hearer, or the person or thing spoken of are called Personal Pronouns (Lesson 19).

Give sentences containing nouns repeated, and require the pupils to improve these sentences by substituting pronouns.

When we wish to refer to an object that has been mentioned in another clause, and at the same time to connect the clauses, we use a class of pronouns called Relative Pronouns. Let the teacher illustrate by using the pronouns who, which, and that (Lesson 57).

When we wish to ask about anything whose name is unknown, we use a class of pronouns called Interrogative Pronouns. The interrogative pronoun stands for the unknown name and asks for it; as, "Who comes here?" "What is this?"

"Both men were wrong." Let us omit men and say, "Both were wrong." You see the meaning is not changed both is here equivalent to both men, that is, it performs the office of an adjective and that of a noun. It is therefore an Adjective Pronoun. Let the teacher further illustrate the office of the adjective pronoun by using the words each, all, many, some, such, etc.

DEFINITIONS.

CLASSES OF NOUNS.

A Common Noun is a name which belongs to all things of a class.

A Proper Noun is the particular name of an individual.

CLASSES OF PRONOUNS.

A Personal Pronoun is a pronoun that by its form denotes the speaker, the one spoken to, or the one spoken of.

A Relative Pronoun is one that relates to some preceding word or words and connects clauses.

An Interrogative Pronoun is one with which a question is asked.

An Adjective Pronoun is one that performs the offices of both an adjective and a noun.