5 fF & Ry 7 ¥ ae SISE AS 2a ES BS ne DAMM One : Ee BPS a ag Wee UNIVERSITY OF AH NAH AUT WATT ATT A A 030702879LIBRARY OF THE UNIVERSITY OF VIRGINIA FROM THE BOOKS OF FRANCIS LEWIS BERKELEY 1859—1942BLUE BOOK of Grammar and Composition REGENTS PUBLISHING CO., INc. Turrty-one Union Square - New York CITyCopyright, 1927 by REGENTS PUBLISHING CoMPANY, INC. eece @@ee PRINTED IN THE UNITED STATES OF AMERICAI a ea Oe Care PREFACE This little book is an attempt to teach Grammar and Composi- tion inductively. It is based on the principle: Teach first the idea and then the word. Instead of giving definitions and rules and explaining them later, the process is reversed. A few sentences are presented; the student’s attention is called to similarities and contrasts from which he learns the idea. When the rule or defi- nition is stated later, explanations are unnecessary. Another idea the authors had in mind was not to pump knowl- edge into the pupil but to stimulate him to seek it for himself. The material is arranged in question and answer form. The ques- tions are definite, thought provoking and graded. The answers ate written in simple language that the pupil can understand with- out a teacher’s explanation. The exercises are varied and com- prehensive. The aim has been to make this a self-teaching book. The teaching of Composition is taken up in detail. The pupil is led to build up a composition with sentences, words and para- graphs. In selecting the material for composition, the authors made provision for a variety of interest and laid special emphasis on letter writing. It is hoped that this book will prove useful to both teacher and pupil. To the teacher it should point out the essentials of the subject and an efficient method of presentation. To the pupil it should offer aid in acquiring correct English speech habits and skill in expressing himself.TABLE OF CONTENTS GRAMMAR Recognition of the Parts of Speech: PAGE Peer ea es BS aohk Ls, cS ats «ope Raa Gn: ely ee Pronouns Adjectives MM EM oo. oops e Soc ecadiubng ives nie tsasb is to De a ee ee Adverbs SonimNctons <...........:. cla ee eae en 6 15. «cis sys Spadyen sore snihs Dee opesent viv cbunduatog car ee tens ae ene Piet SUC bo 12s. ivonjidans<-\ -d.c dn eee ee ee RE ere 8 Beemerewre the. Parts of Speech..-2.....0.:,...5.:.csetnp ites mb eerie 9 WBE TTCHICS 60 oe ase oes eka taadsSias bagi cs nie es Lae eee 10 MESME RTILCO CES: ails. oi leccesssschacshich. (sike suns csacshla taada sss degen ee ee 10 Subjects and Predicate 12 MAURICE 880. oF Pc e dpa cassie, Suscaicses edness aces donde enths 14 MONTE toh hk ON Os ash cciseces cebu ph aed tateat eee ce Gate: eae 16 PUR NOISES 5 UN had ces Bai eads osecesbe Bed cp aoa ete 17 Changes in Spelling of Nouns: Mates ee RC a NE eat 0 re a 19 Rem A Ae COME: 1s. Oi ee eye tole calesjs eteui a ee eran Meee pas, Changes in Spelling of Pronouns: Person 23 Number 23 Gender 25 Gase: HERG SSEV CW ev cee hve otae Alen fageavasdn eats eee eons 26 Nonsimative and )pyjective Casésa 2... da enue 27, Changes in Spelling of Nouns: i omunative anes Obiective Cases (4008. c1.c..cchit i ose ecestoeg ity ree 30 Gin VMN OTTaMIAGIN HO PA COEESS. ees hi sr sfels sp ecesceveancanossaees cae isee meets Snes 31 PO TEP OSTEO cl ps2: hci vhg she sarees aeeeseavdeoca\vnchedosencodsoaeh oaksroentnaniness exer 3 Pee ee TOM ORS hoes isk elses foes eduncbuctos je cvsdeceoseeet caeinePehanakes 32 ETS OE APOE VB soos esn cnt arsidcgrscsecke ces Sank enpedesdeades dang tiadegs steamedTABLE OF CONTENTS (Continued ) Moods and Tenses of Verbs: PAGE Mood 38 Tense 39 Participles 44 NCREGE eos eek ec eek ee 47 Infinitives 48 TREO: EPUB VOP DE asics, docls aie aloe gehen hea pee 55 AGlaSSCSe Ol. s COMI URC UIONS 8A aces pint ot cit) ncathisk wes teaeeae SOF RAS Be oo ee heat Ae Ace eet ia Pos acctescsae la eee 59 ALTE oe ee ieee eee ris Scr feeb: Bc OTe bins ve ass ee 61 Sentences Classined According to Structure 2 .:8..8... Se 64 COMPOSITION Essentials of a Good Composition..........cccccccccsseeceeee yp haehssceay es nae 68 WW ting, Conreetssentencescs = air mea poy li seca nate toate 69 Wiealsinos (orrect Seltetices: bettet i: fac kaki soe koececs 76 NESE OtonGa pital eCHLOL Sie ses iicacs et Ss he ee ee 79 Been eNcOlen eet eae noe er pre Bi en et gory oP ss eS RS 80 MT my NIE ess aie alas ccadeeay oc saccct gies his 85 WR A Wigs is rakes 97 Br OMT REE os esha ni ook oss croton nk 100 My time te ACommosition trom the Plati....3605000566 acco. ke 101 Pe ie ee ra Sh eg ee 102 a ONS ta cer ee eh a 103 Mee SOR 1s Eee i ye ee 108 ie Prey a On ee ee aE eh tee 112 Waites sicetter cou ede ieee es : Bc eee by, Wed ER TE UB oe eh Gas ee SS pay We ore tee ae 3usiness LettersGRAMMARRECOGNITION OF THE PARTS OF SPEECH NOUNS 1—John told his teacher, Miss Johnson, that he had bought the books in New York. Which words in the above sentence are the names of persons, places, or things? John, teacher, Miss Johnson, books, New York. 2—What do we call words that are the names of per- sons, places, or things? Nouns. 3—The truth should guide us throughout life. In the above sentence, pick out the nouns that are names of ideas. Truth, life-—A noun is the name of a person, place, thing or idea. 4—Pick out all the nouns in the following sentences: 1. I sat in my seat and watched Tom writing on the blackboard. 2. Mother sent me to the store to ask the butcher to send our order at once. 3. It is hard to find fish in Lake George. 4. His bravery brought him grati- tude and praise from the father of the boy he had saved. 5. Lying doesn’t pay. 1. Seat, Tom, blackboard. 2. Mother, store, butcher, order. 3. Fish, Lake George. 4. Bravery, gratitude, praise, father, boy. 5. Lying. EXERCISE 1 Pick out all the nouns in the following sentences: 1. Paris is one of the most famous cities in the world.Z THE BLUE BOOK OF GRAMMAR ano COMPOSITION 2. Lafayette was a Frenchman who helped our country dur- ing the Revolution. 3. A pen and a notebook were given Andrew on his birthday. 4. Armistice Day occurs in Novem- ber. 5. We do not attend school on Saturday. 6. What kind of fish did your grandfather catch in the lake? 7, He caught pickerel and bass. 8. The policeman has a busy time directing traffic on Main Street. 9. There is no easy road to learning. 10. The darkness of the night caused the chauffeur to lose his way. 11. The value of the diamond depends on its purity and its brilliancy. PRONOUNS 5—John hung John’s coat in John’s closet. John then said to John’s friend: “John is now ready to read John’s book to John’s friend.” Write the above sentences in a better way and tell what changes you have made. John hung his coat in his closet. He then said to his friend: “T am now ready to read my book to you.” To avoid the unpleasant repetition of the noun John, I have used other words in place of John. 6—What do we call words used in place of nouns? Pronouns.—A pronoun is a word used in place of a noun. 7—Pick out all the pronouns in the following sen- tences: 1. I went to my teacher. 2. She said: “Go to the window and open it.” 3. A little later Tom said that he felt a draught. 4. He asked her to lend him a book. 5. They came to visit us. 1. I, my. 2. She, it. 3. He. 4. He, her, him. 5. They, us. EXERCISE 2 Pick out all the pronouns in the following sentences: 1. Whenever our country asks for help, we must answer her call. 2. As all the girls had now come, they started on their hike, 3, George was looking for his pen when I came in andat en eee er ak = THE BLUE BOOK OF GRAMMAR anp COMPOSITION: 3 saw him. 4. Will your teacher go with you to the play? 5. The car broke down on its first trip, but father wrote to us saying that they had not been hurt. 6. We watched for them on the day of their return. 7. He told me that she had given it to the blind man, 8. The man thanked her. ADJECTIVES 8—Metal pencils are bette: than wooden pencils. The little girl with golden curls is the granddaughter of the old gray-haired man. In the above sentences pick out the words that de- scribe nouns. Metal, wooden, little, golden, old, gray-haired. 90—What do we call words that describe nouns? Adjectives. 10—That boy may take this seat. One boy in the second row was talking. In the above sentences pick out the adjectives that make the meaning of the nouns more definite by pointing them out or giving them a number. That, this, one, the, second. 11—He is ill. She is good. In the above sentences pick out the adjectives that describe pronouns. Ill, good.—An adjective is a word that describes a noun or pronoun or makes its meaning more definite. 12—Pick out the adjectives in the following sen- tences: 1. That boy in the brown suit is the brightest boy in the seventh grade. 2. She is happy. 3. They are popular. 4. This young man received a serious injury in the rail- way accident. 5. An apple each day keeps the doctor away. 1. That, the, brown, the, brightest, the, seventh. 2. Happy.4 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 3. Popular. 4. This, young, a, serious, the, railway. 5. An, each, the. EXERCISE 3 Write down all the adjectives in the following sen- tences: 1. Eugene is an active, little fellow. 2. He is four years old. 3. He is the cnly boy in a large family. 4. We should follow that road. 5. This road leads to a pathless forest. 6. The gorgeous colors of the sunset—crimson, orange, and violet—compelled us to remain on deck until the last gleam of the fiery ball had disappeared into the heaving sea. 7. Some people say that all work and no play makes Jack a dull boy. VERBS 13—Water runs down hill, Girls sew. Books give pleasure. Boys play ball. The city spends a great deal of money. In the above sentences, pick out the words that tell what persons, places, or things DO. _ Runs, sew, give, play, spends. 14—What do we call words that tell what persons, places, or things DO? Verbs. 15—Our team was beaten by two runs. The leaves were blown about by the wind. In the above sentences pick out the verbs that tell what IS DONE to persons, places, or things. Was beaten, were blown. 16—The rose is beautiful. We are anxious. Wash- ington was our first President. Belle will be a teacher. In the above sentences pick out the verbs that tell that a person, place, or thing IS something. Ts, are, was, will be —A verb is a word that tells what is done by a person, place or thing or what is done to it; or that a person, place or thing is something.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 17—Pick out the verbs in the following sentences: 1. Jack works. 2. We painted the fence. 3. St. Louis is a large city. 4. Dinner is ready. 5. The fish were caught by the boy. 6. Jane will be promoted. 7. Our canary is singing. 8. Where did that pen come from? 1. Works. 2. Painted. 3. Is. 4. Is. 5. Were caught. 6. Will be promoted. 7. Is Singing. 8. Did come. EXERCISE 4 Pick out the verbs in the following sentences: 1. The carpet is on the parlor floor. 2. Mark Twain wrote many books. 3. Roosevelt was one of our famous presidents. 4. We have lived'on this street a long time. 5. Five boys were asked to see the principal. 6. Violets grow in obscure places. 7. The Boy Scouts will leave for camp to-day. 8. We shall finish the book this week. 9. The marines have left for China. 10. They are going without delay. 11. An airplane has been circling about us for some time. 12. The Puritans had been perse- cuted in England. 13. Washington did not visit France. 14. Was the teacher scolding you to-day? 15, Has Marjorie received her present? ADVERBS 18—John spoke here yesterday. John spoke cheer- fully. Pick out the words that make the meaning of the verbs more definite. Here, yesterday, cheerfully. 19—What de we call words that make the meaning of a verb more definite? Adverbs. 20—He is very bright. This chair is too big. Pick out the adverbs that make the meaning of the adjectives more definite. Very, too.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 21—Did he speak so clearly? The brook runs almost silently. Pick out the adverbs that make the meaning of the adverbs more definite. So, almost-—An adverb is a word that makes more definite the meaning of a verb, adjective, or another adverb. 22—Pick out the adverbs in the following sentences: 1. The rain sometimes comes through the very leaky roof. 2. I stepped back very quietly. 3. My coat is too heavy. 4. I saw him twice in one day. 5. George is thoroughly reliable. 1. Sometimes, very. 2. Back, very, quietly. 3. Too. 4. Twice. 5. Thoroughly. EXERCISE 5 Pick out the adverbs in the following sentences: 1. I am very much obliged. 2. Douglas Fairbanks is an exceedingly entertaining actor. 3. He telephoned again. 4. Your work is remarkably good. 5. My grandmother does not visit us very often. 6. The old house was formerly occupied by the most prominent citizen in the town. 7. She certainly looked much better. 8. They searched everywhere for the strangely miss- ing pearl. 9. We shall probably not remain very long. 10. They were nearly run over when they recklessly crossed the street. CONJUNCTIONS 23—John and Mary went to school. Take this or that seat. Which words in the above sentences connect other words? And connects John and Mary. Or connects this and that. 24— What do we call words that connect other words? Conjunctions. 25—Take the medicine at night but not in the morn- ing. It was late when he came home.THE BLUE BOOK OF GRAMMAR awnp COMPOSITION 7 In the above sentences pick out the conjunctions that connect groups of words. But connects at night and not in the morning. When con- nects it was late and he came home. A conjunction is a word that connects words or groups of words. 26—Pick out the conjunctions in the following sen- tences: 1. Jack and Jill went up the hill. 2. The oldest sister was old but ugly. 3. He could not eat or sleep. 4. I will do this for you but not for him. 5. He will go if it doesn’t rain. 1. And. 2. But. 3. Or. 4. But. 5. If. EXERCISE 6 Pick out the conjunctions: 1. Baby was hungry and cross. 2. Arithmetic or grammar will be studied first. 3. He came home tired but happy. 4. The gem was really in the box but sna secret bottom. 5. The mice will play when the cat’s away. 6. I know a place where violets can be found. 7. John won't go unless Tom will go. 8. She remained at home all day though the weather was pleasant. 9. Jane bought her mother a present but father mislaid it. 10. Brother came in as we were sitting down for dinner. PREPOSITIONS 27-——~The inkwell stands.....the desk. The book fell...... the table. The policeman ran......him. They bowed down......her. With what different words should you fill in the blank spaces in the above sentences? On, under, after, before. 28—What do these words do to complete the meaning of the sentences? On connects desk with stands. It also shows the relation. be- tween them, i.e., that the inkwell stands on the desk and not8 THE BLUE BOOK OF GRAMMAR anp COMPOSITION under or beside it. Under connects table with fell. It also shows the relation between them, i.e., that the book fell under the table and not upon it. After connects him with ran. It also shows the relation between them, i.e., that the running was done after him and not before him. Before connects her with bowed. It also shows the relation between them, i.e., that the bowing was done before her and not behind her. 29— What do we call these connecting words that also show relation? Prepositions—A preposition is a word that connects a noun or pronoun following it with another part of the sentence, and shows its relation to that part. 30—Pick out the prepositions in the following sen- tences: 1. Washington is the capital of my country. 2. The book on the top shelf was presented to me for good work in reading. 3. He fought against the Indians. 4. He stood upon a box near the door. 1. Of. 2. On, to, for, in. 3. Against. 4. Upon, near. EXERCISE 7 Pick out the prepositions in the following sentences: 1. Atlantic City is famous for its boardwalk. 2. I jumped into the wagon after my father. 3. I walked with great en- joyment through the woods. 4. Balboa stood astonished at sight of the Pacific Ocean. 5. He spent over two hours on his lessons. 6. Lincoln spoke about government of the people, for the people, and by the people. 7. They dashed up hill and down dale. 8. The prisoner walked with one guard before him and another behind him. 9. Above him glistened the moon, beneath him gleamed the lake. 10. He left the house without his umbrella. 11. She divided the cake between the two children. INTERJECTIONS 31—Oh! how happy I am! Alas, poor Yorick, I knew thee well!THE BLUE BOOK OF GRAMMAR anp COMPOSITION 9 Which words in the above sentences are used inde- pendently to express the feelings of the speaker? Oh, alas. 32—What do we call words used independently to express the feelings of the speaker? Interjections——An interjection is a word used independently to express the feelings of the person speaking. 33—Pick out the interjections: 1. Hurrah! we are to have a holiday! 2. Ouch! that hurts. 3. Well! you astonish me! 4. What! this is great news. 1. Hurrah! 2. Ouch! 3. Well! 4. What! EXERCISE 8 Pick out the interjections: 1. Hush! he is asleep. 2. Oh! look at the beautiful sunset! 3. Hey! come over here. 4. Nonsense! I can’t believe that. IDENTIFYING THE PARTS OF SPEECH 34—-In the following sentences what parts of speech are the words in italics? 1. His talk on India proved interesting. 2. They talk too much. 3. Jim was digging in the garden. 4. The garden door was open. 5. We are having warm weather now. 6. Warm the milk. 1. Noun. 2. Verb. 3. Noun. 4. Adjective. 5. Adjective. 6. Verb. 35—Why are the words talk, garden, and warm in sentences 1, 3, 5 different parts of speech from the same words in sentences 2, 4, 6? Because of their different use in the sentence. In sentence 1 talk is used as the name of something, in sentence 2 it is used to denote action. Garden in 3 is used as a name of a place, in10 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 4 it is used to describe the door. Warm in 5 is used to de- scribe the weather, in 6 it is used to denote action. THE WAY A WORD IS USED IN A SENTENCE TELLS US WHAT PART OF SPEECH IT Is. EXERCISE 9 What part of speech is each word in italics? 1. They lived in separate houses. 2. Separate those two little rascals. 3. Copper nails don’t rust. 4. Copper is a useful metal. 5. Use a linen towel. 6. This is a fine piece of linen. 7. I work hard. 8. I like my work. 9. Father has just come in. 10. They were in the garden. 11, Speak to her. 12. I have her book. THE SENTENCE 36—Why are the expressions in the first column sen- tences, and the expressions in the second column not sentences? 1. He went home. 4, On the table. 2. John is playing the piano. 5. Over the fence. 3. The world is round. 6. Coming out of the room The expressions in the first column express complete thoughts. The expressions in the second column express only incomplete thoughts. 37—What is a sentence? A sentence is a group of words expressing a complete thought. 38—Which of the following are sentences? 1. After the rain. 2. Tuesday will be a holiday. 3. All the way down the hill. 4. Never again. 5. Boys like books of adventure. 6. When will he come? 7. Sit down. 8. When the sun sets. 9. In the daytime the watchman sleeps. 2,0, 0, #7 KINDS OF SENTENCES 39—In what respect are the sentences in the first group different from those in the second group?THE BLUE BOOK OF GRAMMAR anp COMPOSITION 11 Group 1 Group 2 What is your name? Blood is red. Who came in? Columbus discovered America. Is it raining? I don’t like it. The sentences in Group 1 ask questions, while those in Group 2 make statements or give information. 40—In what respect are the sentences in Group 3 dif- ferent from those in Group 4 and from those in Groups 1 and 2? Group 3 Group 4 Leave the room. How beautiful she is! Don’t do that. The ship is on fire! Let me go. Will father never come! The sentences in Group 3 express commands or plead for something. Those in Group 4 express deep feeling. They are different from Groups 1 and 2 in that they do not ask ques- tions or give information. 41—Name the four groups into which sentences are divided and define them. Interrogative sentences are those that ask questions (Group 1). Declarative sentences are those that make statements (Group 2). Imperative sentences are those that command or entreat (Group 3). Exclamatory sentences are those that express strong feeling (Group 4). 42—-Classify the following sentences: 1. We never said a word. 2. Please pass the salt. 3. Why is she crying? 4. Three times two are six. 5. How wond- erfully he acts! 6. Isn’t he coming? 7. Oh! it’s terrible! 8. Paint the box red. 9. Nobody knows who he is. Declarative—l, 4, 9. Interrogative—3, 6. Imperative—2, 8. Exclamatory—5, 7.12 THE BLUE BOOK OF GRAMMAR anp COMPOSITION a SUBJECT AND PREDICATE 43—-The teacher of the eighth grade class was absent today. Whom does this sentence talk about? The teacher of the eighth grade class. 44—-_What does the sentence tell us about the teacher of the eighth grade class? Is absent to-day. 45—Into what two parts can every sentence be divided? The subject—the person or thing the sentence speaks about ; and the predicate—what the sentence tells about the person or thing. 46—The symphony concerts on the radio give great enjoyment to millions of people. Divide this sentence into subject and predicate. Subject: The symphony concerts on the radio. Predicate: Give great enjoyment to millions of people. 47—Divide the following sentences into subjects and predicates: 1. The Easter vacation will begin on Friday. 2. We like vacations more than work. 3. Cheese is a valuable food. 4. She ran all the way home. 5. A public official should be an honest man. 6. The color of the building could not be distinguished in the darkness. Subject Predicate 1. The Easter vacation : will begin on Friday. 2. We : like vacations more than work. 3. Cheese : isa valuable food. 4. She : ran all the way home. 5. A public official : should be an honest man. 6. The color of the building : could not be distinguished in the darkness.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 48—The teacher of the eighth grade class was absent to-day. We of the city know little about the country. Which is the most important word in the subject in each of these sentences? Teacher, we—The most important word of the subject is called the subject word. It must be either a noun or a pronoun. 49—Which is the most important word in the predi- cates of the above two sentences? Was, know.—The most important word in the predicate is called the predicate verb for it is always a verb. 50—Pick out the subject words and predicate verbs in the following sentences: 1. The blue curtains make the room beautiful. 2. The trees are all bare. 3. The main road leads to Denver. 4. The most important division of the parade will start from Pine Street. 5. The cities of ancient Greece have not all kept their fame. Subject Word Predicate Verb 1. curtains make ne Brees are 3. road leads 4. division wil start 5. cities have kept 51—Name the subject of the following sentence: Go home. You understood. The subject of an imperative sentence is never expressed. EXERCISE 10 Pick out the subject word and the predicate verb in each of the following sentences: 1. We never said a word. 2. The school opens at eight o'clock. 3. Edison is a great in- ventor. 4. I do not like this book. 5. Have you done your homework? 6. Did your hat cost much? 7. The mayor of the town resigned. 8. The American flag on the roof indicated the14 THE BLUE BOOK OF GRAMMAR anp COMPOSITION presence of an American official. 9. The long hidden tomb of the Egyptian king has now revealed its marvels. 10. Lend me your pencil. COMPLEMENTS 52—Complete the following sentences: © I saw. John is. Can you speak? She ts. I saw him. John is a healthy boy. Can you speak French? She 1s beautiful. 53—(a) What part of the sentence do the added words complete? (b) What do we call such words? (a) The predicate. (b) Words that complete the predicate are called complements. 54—Pick out out the complements in the following sentences: 1. My friend is ill. 2. The policeman blew his whistle. 3. Did you see them? 4. Her face looked pale and tired. 5. This is my lucky day. 1. Ill. 2. His whistle. 3. Them. 4. Pale and tired. 5. My lucky day. EXERCISE i1 Select the complements in the following sentences: 1. [hear the typewriter. 2. It isa portable typewriter. 3. She doesn’t look well. 4. The principal made an interesting speech. 5. Lincoln was a very lovable man. 6. “Babe” Ruth’s home run record is most remarkable. 7. America is the home of the brave and the land of the free. 8. Inventions make life more comfortable. 9. This is not true of all inventions. 10. He painted a picture of people swimming, 55—In what way do the complements in Group 1 differ from the complements in Group 2? Group 1 Group 2 John hit his brother. Whittier was a poet. I am drinking coffee. It is I. He will chop the wood. The grass will be wet.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 15 The complements in Group 1, /is brother, coffee, and the wood, follow a verb of action. They are called object com- plements or simply objects. The complements in Group 2, poet, I, and wet, follow a verb of being. They are called predi- cate nouns, predicate pronouns, or predicate adjectives. 56—What can help you to distinguish an object from a predicate noun, a predicate pronoun, or a predicate adjective? An object is the person or thing that the subject acts upon. In Group 1, John performed the action of hitting upon his brother; I am performing the action of drinking upon the coffee; he will perform the action of chopping upon the wood. A predicate noun or pronoun has no action performed upon it by the subject but is the same person or thing as the subject. A predicate adjective describes the subject. In Group 2, poet is the same person as Whittier; I is the same person as it; qwet describes grass. 57—Pick out the complements in the following sen- tences and state whether they are objects, predicate nouns, predicate pronouns, or predicate adjectives: 1. John saw a good moving picture. 2. The teacher is our guide. 3. His mother sent him on an errand. 4. Washing- ton loved his country. 4. They were nearly late this morn- ing. 6. Miss Webster always seems absent-minded. Fett was I. 8. John Ross will be the next president of the class. 1. Picture-object. 2. Guide-predicate noun. 3. Him—object. 4. Country-object. 5. Late—predicate adjective. 6. Absent- minded-predicate adjective. 7. [—predicate pronoun. 8. Presi- dent—predicate noun. EXERCISE 12 Pick out the complements in the following sentences and state whether they are objects, predicate nouns, predi- cate pronouns, or predicate adjectives: 1. I own fifty books. 2. Some of these are books of travel. 3. Have you ever visited our museum? 4. John is a member of our team. 5. He looked very well yesterday. 6. I will pay him for his16 THE BLUE BOOK OF GRAMMAR anp COMPOSITION services. 7. He has earned his money. 8. This house is ours. 9. Be brave, my boy. 10. Never tell a lie. 11. Has she ever been a studious girl? 12. Early this morning I observed her in the garden. 13. A man’s honor is his richest possession. 14. In the jungles of Yucatan they discovered the ruins of old tem- ples. 15. They packed them in one big box. 16. The postage was sixteen cents, 17, What an amazing story he told! MODIFIERS 58—Big strong boys nearly always make the most suc- cessful athletes. Pick out the words in this sentence that are not the subject word, the predicate verb or the complement, tell what parts of speech they are and what they do in the sentence. Big and strong are adjectives describing the noun boys. Always is an adverb making the meaning of the verb make more def- inite. Nearly is an adverb limiting the meaning of the adverb 4 always. The is an adjective pointing out the noun athletes. Successful is an adjective describing the noun athletes. Most is an adverb making more definite the meaning of the adjec- tive successful. 59—What part do adjectives and adverbs play in the sentence? They are modifiers, that is, they describe, they point out, they make the meaning more definite or they limit the meaning. 60—Pick out the modifiers in the following sentences; state what part of speech they are and what they modify: 1. The cloudy sky foretells a wet day. 2. The other team scored five runs. 3. Fringed gentians are very beautiful flowers. 4. That brown silk dress is not so cheap. 5. He won easily. 1. The and cloudy are adjectives modifying the noun sky; a and wet are adjectives modifying the noun day. 2. The and other are adjectives modifying the noun team; five is an ad-THE BLUE BOOK OF GRAMMAR anp COMPOSITION 17 jective modifying the noun runs. 3. Fringed is an adjective modifying the noun gentians; beautiful is an adjective modi- fying the noun flowers; very is an adverb modifying the ad- jective beautiful. 4. That, brown and silk are adjectives modi- fying the noun dress; cheap is a predicate adjective modifying the noun dress; not and so are adverbs modifying the adjec- tive cheap. 5, Easily is an adverb modifying the verb won. EXERCISE 13 Pick out the modifiers in the following sentences, tell what parts of speech they are and what they modify: 1. The ten boxes completely filled the metal safe. 2. The best place in which to perform your great deeds is your own home. 3. She recited the fine lines from Shakespeare beautifully and expressively. 4. This record book contains two hundred pages. 5. The green lawn was bordered with all kinds of attractive flowers. 6. The thrifty, many-sided Franklin retired from business early in his long life to devote himself to generous deeds and public-spirited acts. 7. He had done his work so thoroughly and well that every boy in his class applauded the high praise given him by the teacher. 8. He never visited him again. CLASSES OF NOUNS Common - Proper - Collective 1 2 61—Tom boy Nashville city Fido dog Martha Washington woman Leviathan ship What is the difference between the nouns in the first column and the nouns in the second column? The nouns in the first column name an individual or particular person, place or thing. They are called proper nouns. A proper noun always begins with a capital letter. The nouns in the second column name a whole class or kinds of persons, places or things. They are called common nouns.THE BLUE BOOK OF GRAMMAR anv COMPOSITION 62—Write a proper noun for each of the following common nouns: holiday, month, teacher, book, battle. Thanksgiving Day, June, Miss Sprague, Fvangeline, Gettys- burg. 63—Write a common noun for each of the following proper nouns: Monday, Treasure Island, Abraham Lincoln, Ama- zon, Chevrolet. Day, novel, president, river, automobile. EXERCISE 14 Pick out the common and proper nouns, listing them in separate columns: 1. This couch will be more comfortable when the cushions are ready. 2. The orchestra played “Faust” with great skill and effectiveness. 3. The trouble was caused by a weak axle. 4. The airplane “America” crossed the Atlantic Ocean without a single mishap. 5. My father has just been elected a member of the Lions Club. 6. One of the qualities of a good citizen is interest in his community, 1 2 64—sailor crew cow herd What is the difference between the common nouns in the first column and those in the second? The common nouns in the first column name one member of a group. The common nouns in the second column name a group. A common noun that names a group of persons, places or things is called a collective noun. 65—Pick out the collective nouns: I. The jury declared the man guilty. 2. Congress ad- journed. 3. The militia paraded on Memorial Day. 1. Jury. 2. Congress. 3. Militia.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 19 EXERCISE 15 Pick out the collective nouns: 1. A flock of wild geese flew past just now. 2. The American army fought well in the World War. 3. A library committee was formed in my class. CHANGES IN SPELLING OF NOUNS Number 66—boy boys box boxes day days city cities man men In what respect are these two lists of nouns dif- ferent? The nouns in the first list name only one person, place, or thing. They are in the singular number. The nouns in the second list name more than one person, place, or thing. They are in the plural number. 67—What is the usual way of changing a noun in the singular number to one in the plural? By adding s to the singular. When, however, it is impossible to sound the plural by adding s only, we add es to the singular and make another syllable. Words like box, church, mass and dish are examples. Plural: boxes, churches, masses, dishes. 68—How is the plural of nouns ending in y formed? 1. When the y is preceded by a vowel, an s is added to the singular. Singular Plural day days boy boys 2. When the y is preceded by a consonant, the y is changed to i and es is added to the singular. Singular Plural city cities cry criesNeen inns ceeiaemeeeicelinmana. ee td 2 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 69—In what other ways is the plural formed? 1. By internal change: Singular Plural man men woman women tooth teeth foot feet goose geese MOUSE mice 2. By changing f to v and adding s or es: Singular Plural knife knives life lives wife wives wolf wolves leaf leaves 3. By keeping the same form in both singular and plural: Singular Plural * deer deer sheep sheep 4, By adding en or ren to the singular : Singular Plural ox oxen child children 5. By adding the s to the most important part of a compound noun: Singular Plural Spoonful spoonfuls father-in-law fathers-in-law EXERCISE 16 Write the plurals of the following nouns: Pen, pencil, gas, lily, turkey, house, bird, witch, watch, ferry, life, leaf, deer, pulley, navy, monkey, tax, sash, kitchen, auto, peach, jelly, brush, knife, sheep, alley, miss, penny, copy, woman, tooth, child, man, foot, goose, wife, wolf, sister-in-law, tea- spoonful,THE BLUE BOOK OF GRAMMAR anp COMPOSITION Possessive Case 70—Martha’s pen broke. The doctor’s car stood before the door. What do the nouns Martha’s and doctor’s tell us about pen and car? They tell us to whom pen and car belong. Nouns showing ownership or possession are said to be in the possessive case. (By case is meant the use of a noun or a pronoun in the sentence ). 71—Pick out the possessive nouns: 1. I like to watch a monkey’s antics. 2. One day’s snow makes a whole week’s mud. 3. You may use father’s rod. 4. Great men are a country’s pride. 1. Monkey’s. 2. Day’s, week’s. 3. Father’s. 4. Country’s. 72—The possessive nouns in the last question are in the singular number. Write them in the plural number. 1. Monkeys’. 2. Days’, weeks’. 3. Fathers’. 4. Countries’. 73—What is the rule for writing the singular and the plural of possessives? The possessive singular of nouns is formed by adding an ’s to the ordinary singular form of the noun. The possessive plural is formed by adding an apostrophe (’) to the ordinary plural form of the noun. Arranging the above nouns in columns we get: Ordinary Singular Possessive Singular monkey monkey s day day's week week's father father’s country country’ s Ordinary Plural Possessive Plural monkeys monkeys’ days days’ weeks weeks’ fathers fathers’ countries countries’THE BLUE BOOK OF GRAMMAR anv COMPOSITION 74.-How do we form the plural possessive of nouns whose plurals do not end in s? By adding an ’s to the ordinary plural. Examples: men’s, women’s, deer’s, children s. EXERCISE 17 Write the singular and plural possessives of the follow- ing nouns, also giving the ordinary singular and plural forms. Use four columns with singular forms in the first and second columns, and the plural forms in the third and fourth: bird, singer, sparrow, clip, jockey, month, sister, Caesar, Jones, woman, child, gypsy, daisy, class, benches, Dickens, college. 75—-Give sentences containing the possessive case of the following nouns: brother-in-law, Mayor of Stratford. He used his brother-in-law’s sweater. The Mayor of Strat- ford’s visit made us think of Shakespeare. Note that the sign of the possessive is found at the end of the compound ex- pression. 76—Give a sentence containing the possessive of Smith and Walker used as the name of a business. Smith & Walker's clothing store is only one block away. Since Smith and Walker own the same store only one possessive sign should be used. 77—Give a sentence saying that you read the speeches of Roosevelt and of Wilson, using the presidents’ names in the possessive. I have read Roosevelt's and Wilson’s speeches. Since the two presidents did not write the speeches together each one’s name should be in the possessive. EXERCISE 18 Write sentences containing the possessive singular forms of the following: father-in-law, mother-in-law, Thecna ee eriienerinanilhidemaneeteeaReanEERIREEnEIEeanaaaieamemEEREEEe eT z Ete THE BLUE BOOK OF GRAMMAR anp COMPOSITION 23 National City Bank, Commander-in-chief, Kenney and King, Jefferson and Hamilton principles. CHANGES IN SPELLING OF PRONOUNS Person 78—I left the cap at home. You will be chosen captain. She will be here soon. It is an interesting book. For each of these sentences state what the pronoun stands for. I stands for the person who is speaking. J is said to be in the first person. You stands for the person spoken to. You is said to be in the second person. She stands for the person spoken about. She is said to be in the third person. /¢ stands for the thing spoken about. Jt is said to be in the third person. 79—In what person are the pronouns in the following sentences? 1. Yours is bigger than theirs. 2. If we do what our parents tell us to do, they will be pleased with their chil- dren. 3. “Here am I,” said my uncle to me. 4. He then told his story, which you already know. 5. Your pen writes better than mine. 6. She told him her tale. 7. These books are ours but Alice doesn’t like them as much as hers. 8. This old machine has lost its reputation for speed. 9. The garage man said that they couldn’t last forever. First Person Second Person Third Person we my yours theirs him our me you they her Us mine your their them I ours he hers his its she they Number 80—In what way do the pronouns in the two columns differ? I spent ten dollars. We spent ten dollars. He spent ten dollars. You spent ten dollars.— et = Bie ies THE BLUE BOOK OF GRAMMAR anp COMPOSITION She spent ten dollars. They spent ten dollars. It dropped to the floor. They dropped to the floor. The pronouns in the first column are in the singular number. The pronouns in the second column are in the plural number. 81—In the following sentences what pronouns are singular, and what are plural? 1. When the teacher scolded us, he was particularly severe with me. 2. Will you take this book to my friend? 3. She lives in the house next to ours. Singular Plural he my us me she our you EXERCISE 19 What is the number of each pronoun? 1. You may go now, boys. 2. May I use your pen? 3. I have lost mine. 4. My friend sits next to yours and hers. 5. They sent him to their farm to regain his health. 6. It begins to crow as soon as the dawn appears. 7. When he and she begin to talk we may as well go home. 8. Sally told her that our street will be paved soon. 9. After father sees them, he will have something to tell us. 10. Whether or not these bushes are ours or theirs doesn’t mattter. 11. Only its little paws could be seen as it crouched behind the curtains hiding from me, Correct Usage 82—Fill in the spaces with the correct pronoun and give the reason. Every boy should do........ work well. 2. A person should pay........ debts. 1. His. A singular pronoun is required because the noun it stands for, boy, is singular. 2. His (or her). A singular pro- noun should be used as the noun it stands for, person, 1s singular. Rule—A pronoun must agree with its noun in number,THE BLUE BOOK OF GRAMMAR anp COMPOSITION 25 EXERCISE 20 Fill in the spaces with the correct pronouns and in each case, give the reason: 1. Every one must decide in........ own way. 2. A person may make........ ill by worry. 3. Everything should be put in........ proper place. 4. Every pitcher throws the ball in........ own way. 5. Has anybody forgotten........ books? Gender 83—He is a good-natured boy. She is a gentle cat. It 1s an apple tree. To what sex does each of the pronouns in the above sentences refer? He refers to a person of the male sex. He is said to be of the masculine gender. She refers to an animal of the female sex. She is said to be of the feminine gender. Jt refers to no sex. It is said to be of the neuter gender. Gender is the sex of the person, animal or thing represented by a pronoun. 84—Tell the gender of the pronouns in the following sentences: 1. I gave him a pen. 2. She told me about you. 3. We found them hiding in her room. 4. They are very good spoons. 1. J—masculine or feminine; him—masculine. 2. She—fem- inine; me—masculine or feminine; you—masculine or fem- inine. 3. We—masculine or feminine; them—masculine or feminine; her—feminine. 4. They—neuter. EXERCISE 21 Group the pronouns in the following exercise accord- ing to their gender: 1. George told me that he was going to see them in their room at Boys High School. 2. I told him that they would not be there. 3. His reply was “You are going to be mistaken, Tom’. 4. Charlotte traveled with us to the mountains where we met friends of ours. 5. “You will never be sorry, Lucy, because you helped her family”, she said. 6. The weather is unseasonable; it is too cold. 7. These stories of hers are funny ; we always laugh when we think of them.26 THE BLUE BOOK OF GRAMMAR and COMPOSITION Case Possessive Case 85—1. My pen is useless. 2. Lend John your pen. 3. Here is his pen. 4. Her pen is on the desk. What is common to the pronouns in the above sen- tences? They are used to express ownership. In each instance we are told who owns the pen. Pronouns that express ownership are said to be, like nouns, in the possessive case. 86—Why are the possessive pronouns given in the preceding question spelled differently? Because they are used to indicate different persons and gen- ders. My is in the first person, your is in the second, /is and her are in the third. His is the masculine form and her is the feminine form. 87—The possessive pronouns given in the two pre- ceding questions are in the singular number. Write their plural forms. 1. Our. 2. Your. 3. Their. 4. Their. 88—Pick out the pronouns in the possessive case: 1. I have just lost my collar button. 2. Our motor boat will soon reach its pier. 3. Their shoes are always polished. ; 1. My. 2. Our, its. 3. Their. EXERCISE 22 Pick out the pronouns in the possessive case and tell why they are in that case: 1. We should love our country. 2. Their country house is near her uncle’s house. 3. I like his pitching. 4. This book is not yours, but mine. 5. This picture is poor because its plot is not true to life. Correct Usage 89—Fill in the spaces correctly with it’s or its and give the reason for your choice:eee a or I will stay at home. CHANGES IN SPELLING OF NOUNS Nominative and Objective Cases 98—In what cases can nouns be used? Nouns can be used in the same cases as pronouns. The spell- ing of the nominative and objective cases is alike. Only the possessive case has its own spelling. 99—In the following sentences give the case of each noun, and the reason for its use: 1. Tom was a sick boy in Chicago. 2. The wagon transported our furniture to Uncle’s house. 1. Tom is in the nominative case, subject of the verb was. Boy is in the nominative case, complement of the verb was. Chicago is in the objective case, object of the preposition in. 2. Wagon is in the nominative case, subject of the verb trans- ported. Furniture is in the objective case, object of the verb trans- ported. Uncle’s is in the possessive case to denote whose house it is. louse is in the objective case, object of the preposition to.THE BLUE BOOK OF GRAMMAR anp COMPOSITION EXERCISE 27 What is the case of each noun in the following sen- tences? In every instance give the reason for its use: 1. The plants in our garden supply us with many beautiful flowers. 2. James is returning these papers for revision. 3. His name is John. 4. We were engineers. 5. Not far from the lake is Gunhill Road. 6. They were not very old shoes. 7. The children will bury the shells deep in the sand by the seashore. The Nominative of Address 100—Boys, I am glad to see you. O trusty sword! be faithful still! What use is made of boys and sword in the above sentences? The speaker in each sentence speaks directly to boys and sword. These words have nothing to do with the thought of the sentence and are therefore considered independent words. They are called nouns of direct address, and are con- sidered to be in the nominative case. 101—Pick out the nouns in the nominative by direct address: 1. Mother, may I go out to swim? 2. You may, my darling daughter. 3. What did you say, sir? 1. Mother. 2. Daughter. 3. Sir. EXERCISE 28 Pick out the nominatives by direct address: 1. Mr. Miller, I am ready. 2. Ruin seize thee, ruthless king. 3. O friend! I know now which way I must look. 4. I'll be here on time, Dick. Nouns in Apposition 102—1. My teacher, Mr. Mann, sent me a beautiful card. 2. I, John Dunn, do swear that this is a true statement. Explain the use made of Mr. Mann and John Dunn in the above sentences. Mr. Mann explains more clearly who is meant by the noun teacher. Mr. Mann is said to be in apposition with teacher.32 THE BLUE BOOK OF GRAMMAR anp COMPOSITION Mr. Dunn explains more clearly who is meant by the pro- noun J. Mr. Dunn is said to be in apposition with J. 103—In what case are nouns in apposition? They are in the same case as the nouns or pronouns they are in apposition with. Mr. Mann is in the nominative case, because it is in apposition with teacher which is in the nom- inative case. John Dunn is in the nominative case because it is in apposition with J which is the nominative case. 104—In what cases are the nouns in apposition in the following sentences, and why? 1. I saw my teacher, Mr. Mann, this morning. 2. I received a card from my teacher, Mr. Mann. 1. Mr. Mann is in the objective case because it is in apposi- tion with teacher which is in the objective case. 2. Mr. Mann is in the objective case because it is in apposition with teacher which is in the objective case. 105—In what case then, is a noun in apposition? In the same case as the noun or pronoun it is in apposition with. When it is in ap yposition with a noun or pronoun in the nominative case it is in the nominative case. When it is in apposition with a noun or pronoun in the objective case it is in the objective case. EXERCISE 29 Pick out the words in apposition in this exercise and, in each instance, state the case: 1. The present English King, George V, was once a sailor. 2. Edward, Prince of Wales, is fond of sport. 3. I am reading a very famous book, Treasure Island. 4, Have you seen my ‘broth 1er, Tim, to-day? CLASSES OF PRONOUNS Personal -Relative - Interrogative 106—What kind of pronouns is in the following sentences? I. I ran to school. 2. You were lazy to-day. 3. She ateTHE BLUE BOOK. OF GRAMMAR anp COMPOSITION too much candy. 4. He lives near the corner. 5. It is a good book. Personal pronouns. A personal pronoun is a pronoun whose spelling indicates what person it refers to,—first, second, or third. 107—1. Here is a lady. 2. The lady wants to see mother. 3. Here 1s a lady who wants to see mother. Explain what changes have been made in Sentences 1 and 2 by bringing them together in Sentence 3. The noun Jady in sentence 2 has been dropped and the pro- noun who used in place of it. 108—What else does who do besides representing lady? It joins wants to see with here is a lady. A pronoun that joins two groups of words is called a relative pronoun. 109—Pick out other relative pronouns in the follow- ing sentences: 1. Here is the man whom you want. 2. This is the house that Jack built. 3. I saw the girl whose foot was hurt. 4. The farmer owned land which bordered on the river. 5. I told John what I wanted. 1. Whom. 2. That. 3. Whose. 4. Which. 5. What. EXERCISE 30 Pick out the relative pronouns in the following sen- tences: 1. I know the man that must hear me. 2. I like the music which you just played. 3. The tree whose branches sheltered me has disappeared. 4. I gave him whatever he wanted. 5. The boy w 5 tries the hardest will receive a prize. 110—Who rang the bell? Which of these pens is yours? What kind of pronouns is who and which? They are interrogative pronouns because they introduce in- terrogative sentences,34 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 111—Pick out the interrogative pronouns: 1. What kind of cheese will you have? 2. Whose cap is this? 3. Whom will I ask for? 1. What. 2. Whose. 3. Whom. EXERCISE 31 Pick out the interrogative pronouns: 1. Who will volun- teer? 2. Which answer is correct? 3. What should I do with a boy who tells lies? 4. Whose voice do I hear? 5. Whom will they visit? Correct Usage 112—Fill in the spaces correctly with who or whom and give the reason. Lied BROW «is. $18; 2, EF RUNOW.....45: you mean. 3. ........ did you speak to? 4. ........ do you see? 1. Who. A pronoun in the nominative case is needed as the predicate pronoun with the verb is. 2. Whom. A pronoun in the objective case is needed as the object of the verb mean. 3. Whom. A pronoun in the objective case is needed as the object of the preposition to. 4. Whom. The object of the verb do see requires a pronoun in the objective case. EXERCISE 32 Fill in the blanks correctly with who or whom and give the reason: 1. Did he tell you........ it was? 2. I am he........ you sent for. 3. They forget........ they are. 4. ........ was it that BOOKET al ce should we ask? 6. ........ should we write to? 113—Fill in the blank correctly with they or them and give the reason: W A810. ae that spoke to you? They, because a pronoun in the nominative case is needed as predicate pronoun after was. EXERCISE 33 Fill in the blanks correctly with they or them and give the reason: 1. Boys such as........ should be working. 2. Who asked for me? ........ 3, VOU and: 3. i: should be friends. 4. ITHE BLUE BOOK OF GRAMMAR anp COMPOSITION 35 am going with you and......... 9. There is going to be a game between the Brown boys and 114—-Fill in the blank space correctly with these, those or them and give reason: Give me........ marbles. These or those. A word that points out is needed, not a pro- noun in the objective case. EXERCISE 34 Fill in the spaces correctly with these, those or them and give reason: 1. Give me........ books. 2. Where did you ite. papers? 3. If you care for........ pencils you may have Sos . 4. Who are........people? 5. I am sending........boxes of candy to Walter and........ to Al, 115—Which of these sentences is incorrect? Why? 1. These are the things that I wanted. 2. These are what I wanted. 3. These are the things what I wanted. The third. The pronoun what means that which. The sen- tence is equivalent to this is the thing that which I wanted. Such a sentence makes no sense. Never use the relative pro- noun what with the noun it stands for. EXERCISE 35 Use the correct relative pronoun (that, which, what) and give the reason: 1. The kind of cake........ I like best is Strawberry shortcake. 2. The merchant agreed to take half of i the bankrupt owed. 3. This is the tree........1 used ta climb. 4. I work hard for....... Eoget: 5. Te gphi I deserved. 6. Engineering is the profession........ I am going to follow. COMPARISON OF ADJECTIVES 116—What is the difference in meaning of the itali- cized adjectives in the following sentence? : John is a bright boy, Tom is a brighter boy, but Dick is the brightest boy.36 THE BLUE BOOK OF GRAMMAR anv COMPOSITION Bright expresses the idea bright to an ordinary extent, brighter expresses the same idea in a higher degree and brightest ex- presses it in the highest degree. ; . Bright is said to be in the positive degree of comparison. Brighter is said to be in the comparative degree of comparison. Brightest is said to be in the superlative degree of comparison. 117—-Compare these adjectives: white, black, large, small. Positive Comparative Superlative white whiter whitest black blacker blackest large larger largest small smaller smallest 118—-Compare the adjectives fine, sunny, hot. Positive Comparative Superlative fine finer finest sunny sunnier sunniest hot hotter hottest 119—What changes in spelling. were made in the above three adjectives before er and est were added? f was dropped. Y was changed to7z. JT was doubled. 120—-Compare beautiful, studious, capable. Positive Comparative Superlative beautiful more beautiful most beautiful studious more studious nost studious capable more capable most capable The words more and most are used instead of the endings er and est to produce a pleasanter sound. Beautifuller is cer- tainly less pleasant and more clumsy than more beautiful. 121—Compare good, bad, much, little. Positive Comparative Superiative good better best bad WOrSE worst much more most little less leastTHE BLUE BOOK OF GRAMMAR anp COMPOSITION oF These adjectives and a few others are said to be compared irregularly because they form the comparative and superla- tive degrees not by adding er and est or more and most but by using different words. EXERCISE 36 Compare the following adjectives: Weak, strong, neat, yellow, big, tidy, clumsy, awkward, wise, dull, honest, cheap, pure, safe, charming, extraordinary. Correct Usage 122—Fill in the blank spaces with the correct form of the adjectives in parenthesis and give the reason: Pe is. the... (taller, tallest) of the two. 2, Ties the 4 (taller, tallest) boy in the class. 3. He is the ee (most kindest, kindest) boy I know. 4. I never met a....,,.. (finer, more finer) person. 1. Taller, because the comparative degree is to be used when only two are compared. 2. Tallest, because the superlative degree is to be used when more than twe are compared. 3. Kindest, because most kindest is a double superlative and should never be used. 4. Finer, because more finer is a double comparative and should never be used. EXERCISE 37 Fill in the spaces with the correct form of the adjectives in parenthesis and give the reason: 1. It is hard to decide who iS....... (greater, greatest), Washington or Lincoln. 2. a 16.05 (more badder, worse) than Jack. 3. Which car ee (more, most) useful, a Ford or a Packard? 4. I think that this bag is the........ (cheapest, cheaper) of the three. 5. Of these two boxes, choose the one you Lake 1%. (better, best). 6. Dolly was the........ (most happiest, happiest) baby in the world. 123—-Which of the following sentences is incorrect? Give the reason: aa 1. I like these kind of apples. 2. I like this kind of apples. 3. I like apples of this kind.38 THE BLUE BOOK OF GRAMMAR anp COMPOSITION The first sentence, because the noun kid is in the singular number and requires the singular form this to agree with it. This and that are the only adjectives that change their form to agree with their nouns in number. The plural of this is these; the plural of that is those. EXERCISE 38 Correct the following sentences and give the reason in each case: 1. How long have you been reading those kind of books? 2. I have not been reading these kind for more than two months. 3. I think that pictures of these kind should be seen by everybody. MOODS AND TENSES OF VERBS Mood 124—1. John walked to school. 2. Did John walk to school? 3. If John had walked to school, he would have saved money. 4. If he walk to school, he may keep the money. 5. John, walk to school. In what manner does the verb walk refer to John in each of these sentences? In the first sentence, the verb walks states a fact about John. In the second, it asks a question about him. In the third, it expresses an idea about John that is contrary to the actual fact. The fact is that John did not walk to school. In the fourth sentence, walk expresses a condition containing some uncertainty. In the fifth sentence walk is used to command or entreat John to go to school. A verb that is used to state a fact or ask a question is said to be in the indicative mood. (Sentences 1 and 2). (Mood means manner). A verb that expresses an idea contrary to fact or a condition of uncertainty is said to be used in the subjunctive mood. (Sentences 3 and 4). A verb that expresses a command or an entreaty is said to be used in the imperative mood. (Sentence 4), :THE BLUE BOOK OF GRAMMAR anv COMPOSITION 39 125—State the mood of the verb tel/J in each of the following sentences and give the reason: 1. Always tell the truth. 2. He did not tell the truth. 3. Had he told the truth he would have been happier. 4. He had told the truth to me but he told a different tale to father. 5. Did he tell the truth? 6. If he tell a lie, he will lose my confidence. 1. Tell is in the imperative mood, expressing an entreaty. 2. Did tell is in the indicative mood, expressing a fact. 3. Had told is in the subjunctive mood, expressing an idea con- trary to fact. 4. Had told is in the indicative mood expressing a fact. 5. Did tell is in the indicative mood, asking a question. 6. Tell is in the subjunctive mood expressing a condition of uncertainty. EXERCISE 39 State the mood of each verb in the following sentences and give the reason in each case: 1. The ciock struck nine. 2. After supper, I will read to you. 3. I wish 1 were young again. 4. I shall be thirteen years old to-morrow. 5. If he be in the room call him out. 6. When did Lincoln die? 7. Bad teeth produce illness. 8. Now is always the best time to do your duty. 9. Do not neglect your teeth. 10. Were Wash- ington to come to life again, he would be delighted at the greatness of our country. 11. Charity begins at home. 12. If you had waited, you would have seen me. 13. Explain the causes of the American Revolution. 14. If a law work harm, elect people who will repeal it. Tense 126—1. I own this house. 2. I owned this house. 3. I shall own this house. (a) In what respect are these sentences different in meaning? (b) What words show these differences? (a) In regard to the time of owning the house. The first sentence tells us that I own the house now ; the second, that I owned it at some past time; the third, that I shall own it at some future time.40 THE BLUE BOOK OF GRAMMAR anp COMPOSITION (b) The verbs indicate these differences. Own indicates present time. Owned indicates past time. Shall own indicates future time. Ozwmn is said to be in the present tense, owned in the past tense, and shall own in the future tense. Tense means time. 127—What is the tense of each of the verbs in the following sentences? 1. I like these grapes. 2. I sold three cars. 3. I shall buy a blue suit. 4. John has only one ticket. 5. Tom will give him another. 6. The book belonged to me. 1. Present. 2. Past. 3. Future. 4. Present. 5. Future. 6. Past. 128—Group 1 Group 2 Present Past Present Past play played think thought believe believed go went suffer suffered take took receive received write wrote What is the difference in the method of forming . the past tense between the verbs in the first group and those in the second? The verbs in the first group add d or ed to the present and are called regular verbs. The verbs in the second group change the spelling of the present and are called irregular verbs. 129—Classify the verbs in the following sentences in two groups,—regular and irregular: 1. I spent too much time fooling. 2. I regarded him as an honest man. 3. He never broke his word. 4. The other day an airplane circled over us. 5. All the children shouted with glee. 6. We were sorry when it flew away. 7. Caesar said: “I came, I saw, I conquered.” Regular Irregular regarded spent said circled broke came shouted were SAW conquered flewTHE BLUE BOOK OF GRAMMAR anp COMPOSITION 41 EXERCISE 40 Classify the verbs in the following sentences in two groups,—regular and irregular. 1. The exercises began with a reading from the poems of Longfellow. 2. Mary ran after her hat when the wind blew it away. 3. Father punished us because we came in late. 4. We ate supper after we did our homework. 5. Miss Webb gave us careful instructions before we started out. 6. When we reached the woods we walked until we found a good camp- ing place. 7. We made a fire and cooked our dinner, 130—I gave Tom a bat. 2. I have already given him two books. 3. He has given me a dollar a week since last Christmas. In what way are the tenses of the verb give in the above sentences different? In the first sentence, gave expresses an action performed en- tirely in the past. It is in the past tense. In the second sen- tence, have given expresses an action begun in the past and finished at the time of speaking. The verb is said to be in the present perfect tense. (Perfect means finished). In the third sentence, has given expresses an action begun in the past and still continuing. It is also in the present perfect tense. Note that have and has are helping verbs that are always used in forming the present perfect tense. 131—Pick out the verbs in the present perfect tense: 1. I have read five novels so far this year. 2. They have been here a long time. 3. He has had a hard time of it. 4. You have shown remarkable strength. 5. It has rained steadily all day. 6. Have you lost anything? 1. Have read. 2. Have been. 3. Has had. 4. Have shown. 5. Has rained. 6. Have lost. 132—A ndy swept the whole room. 2. Andy has swept the whole room. 3. Andy had swept the whole room before his mother came down for breakfast. In what way is the tense of the verb sweep in theTHE BLUE BOOK OF GRAMMAR anp COMPOSITION third sentence different from the tenses of the same verb in the other sentences? Had swept expresses an action begun in the past and finished in the past before another action was begun. Sometimes this second action 1s expressed, as in the sentence given; some- times it is understood but not expressed, as in J had just eaten my supper. \We may not know what new action is going to be mentioned, but we do know that some new action will be. A verb that expresses an action or state of being begun in the past and finished in the past before another action or state of being is mentioned is said to be in the past perfect tense. Had is the helping verb used with this tense. 133—Pick out the verbs in the past perfect tense: 1. He had just completed his preparations when the boys arrived. 2. He was studying the lesson that his teacher had just explained. 3. The compass was unknown in Europe till long after it had been used in China. 1. Had completed, 2. Had explained. 3, Had been used. 134—1. I shall send the trunks at once. 2. By the time you reach Philadelphia, I shall have sent the trunk, In what way does the future tense of the verb send in the second of the above sentences differ from the future tense of that verb in the first sentence? Shall have sent expresses an action that is to be completed in some definite future time,—“‘by the time you reach Phila- delphia.” Shall send in the first sentence indicates nothing of the time when the action of sending will be completed. A verb that expresses action or state of being that is to be completed at some definite future time is said to be in the future perfect tense. Shall have and will have are the helping verbs used with this tense, 135—Pick out the verbs in the future perfect tense: 1. If nothing unfavorable happens, in two days the aviators will have reached the coast, 2 They will have asco THE BLUE BOOK OF GRAMMAR anv COMPOSITION 43 been in the air forty-eight hours. 3. On May 20, you will have served the city ten years. 1. Will have reached. 2. Will have been. 3. Will have served. EXERCISE 41 Pick out every verb in a perfect tense (present, past, or future) and state what tense it is in: 1. You have been late at least six times. 2. Our car has traveled five thousand miles without a mishap. 3. By next Sunday, we shall have covered over six thousand miles. 4. By the time he was five, Mozart had composed beautiful music. 5. We had never seen the ocean until last summer. 6. I think it is true that most of our presidents have never visited Europe. 7. I have long wished to see a football game. 8. Our team had won seven straight games before it met defeat. 9. It is hard to believe that on February 22, 1932, two hundred years will have elapsed since the birth of Washington. 136—Correct the errors in tense in the following sen- tences, giving the reason in each instance: 1. I am in this country five years. 2. I have written the letter last Monday. 3. We were working in the garden about an hour when father came. 4. I lost my keys and can’t find them. 5. You did not tell me where Niagara Falls was. 1. I have been in this country five years. Reason: The present form am is incorrect because the writer wants to express a time begun in the past and not yet exhausted. For such a purpose the present perfect form have been must be used. 2. I wrote the letter last Monday. Reason: The present per- fect form have written is incorrect because the time men- tioned in the sentence is wholly past without reference to the present. Hence, the past form wrote should be used. 3. We had been working in the garden about an hour when father came. Reason: The past form were working is incor- rect because the time of the first action (an hour) was com- plete when another act, the coming of father, is announced. Hence, the past perfect form had been working must be used. ee z ~44 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 4. I have lost my keys and can’t find them, Reason: The past form lost is incorrect because the idea is that the keys are still unfound. When the consequences of an act performed in the past still remain, the present perfect tense should be used. Hence, have lost is the correct form. 5. You did not tell me where Niagara Falls is. Reason: The past form was is incorrect because Niagara Falls still exists, A statement that is true at all times should be expressed by means of the present tense, Hence is should be used 137—Define briefly the six tenses and illustrate them. Present—expresses an action or a state of being in the present time. I go. Past—expresses an action or state of being in past time. I went. Future—expresses action or state of being in future time. I shall go. Present perfect—expresses an action or state of being begun in the past and finished at the time of speaking, or still con- tinuing. I have gone. Past perfect—expresses an action or state of being finished in the past before another action or state of being. I had gone. Future perfect—expresses an action or state of being that will be completed at some definite future time. I shall have gone. Participles 138—1. The fire is burning brightly. 2. They are choos- ing officers. 3. The hills are seen from the steeple. 4.We have already written the letter. 5. She was loved by all her classmates. In what respect are the predicate verbs in the above sentences alike? ae one consists of two words: a helping verb and a parti- ciple,THE BLUE BOOK OF GRAMMAR anp COMPOSITION 45 Helping Verb Participle 1. is burning 2. are choosing 3. are seen 4. have written 5. was loved 139—Into what classes may participles be divided? 1. Present participles—those ending in img, as: burning, choosing. 2. Past participles—in regular verbs ending in d or ed, as: loved and in irregular verbs changing the spelling of the verbs, as: seen, written. 3. Present perfect participles consisting of a past participle preceded by the present parti- ciple of the verb is or have as in the following sentence: Having seen the policeman he ran away. 140—In the above sentences the participles are used as verbs. In the following sentences they are not used as verbs. As what parts of speech are they used? 1. Typewriting is a commercial necessity. 2. Do you enjoy walking? 3. The burning house lit up the whole street. 4. Every nation thinks it is the chosen people. 5. Here is a jar of preserved cherries. Typewriting and walking are used as nouns; burning, chosen and preserved are used as adjectives. A participle is a word derived from a verb and used either as a verb, a noun, or an adjective. 141—Pick out the participles in the following sen- tences and tell how they are used: 1. The cup was filled to the brim. 2. The fire has burned itself out. 3. It was like “a painted ship upon a painted ocean.” 4. Having apologized, I was forgiven. 5. Singing is good for those with speech defects. 1. Filled—verb. 2. Burned—verb. 3. Painted—adjective ; painted—adjective. 4. Having apologized—adjective; for- given—verb. 5. Singing—noun.46 THE BLUE BOOK OF GRAMMAR anp COMPOSITION EXERCISE 42 Classify the participles as present, past or past per- fect and tell whether they are used as verbs, adjectives, or nouns: 1. Spoken English presents many difficulties in pronunciation. 2. Have you offered him much money? 3. By earning his own living, a man keeps his self-respect. 4. Hav- ing recited, I took my seat. 5. Painting is a noble art. 6. We were planning a short vacation. 7. Floods have caused great losses in the Mississippi Valley. 8. A shouting mob came tearing through the gates after the exciting game had been won by a sudden rally on the part of the home team. Progressive Forms Group 1 Group 2 142— 1. He studies his lesson. 1. He is studying his lesson. 2. They played ball. 2. They were playing ball. 3. We shall work hard. 3. Weshall be working hard. (a) What difference in tense is there between the verbs in the first group and the verbs in the second group? (b) What is the difference in meaning be- tween the verbs in the first group and the verbs in the second group? (a) No difference. (b) The verbs in the second group of sen- tences tell of actions that are going on, or progressing—is studying, were playing, shall be working. They are called progressive forms of the tenses. They are formed by using the present participle with some part of the verb is. Part of VerbIs_ Present Participle Tense Ws studying present were playing past shall be working future 143—Pick out the progressive forms of the verbs in the following sentences and tell what tenses they are: 1. He was writing a letter when I came in. 2. He always bothers me when I am practicing. 3. He will be waiting for us at the station.oo THE BLUE BOOK OF GRAMMAR anp COMPOSITION 47 1. Was writing (past). 2. Am practicing (present). 3. Will be waiting (future). EXERCISE 43 Pick out the progressive forms of the verbs and tell what tenses they are in: 1. He doesn’t know what he is talking about. 2. He wasn’t aware that I was watching him. 3. The boys have been packing their things for the trip. 4. It has been snowing all day. 5. While you were sleeping, the little rascal slipped out of the house. 6. Didn’t you write that you were paying for everything? 7. We have been traveling in a country where there are few people. 8. We shall be living together next fall. Voice 1441. Charley broke the window. 2. The window was broken by Charley. What is the difference in the way the verbs in these two sentences express action in regard to their sub- jects? The verb in the first sentence expresses an action performed by the subject; the subject is active and the verb is said to be in the active voice. The verb in the second sentence expresses an action performed upon the subject. The subject does not act—it is passive and the verb is said to be in the passive voice. (Voice here means simply the manner of speaking. ) 145—Explain how passive verbs are formed. Passive verbs are formed by using the past participle (broken) with some part of the verb is (was). 146—In separate columns indicate what verbs are ac- tive and what verbs are passive: 1. I left my book at home. 2. John was hurt in an auto- ° mobile accident. 3. You will be promoted. 4. The house is built on a firm foundation. 5. He has earned his high marks. 6. These examples have been made difficult pur- posely. Active Passive left was hurt is built has earned will be promoted have been made48 THE BLUE BOOK OF GRAMMAR anp COMPOSITION EXERCISE 44 In separate columns indicate what verbs are active and what verbs are passive: 1. Sally has been chosen captain. 2. They elected him secretary. 3. I am going to the seashore. 4. The cost of this book has increased. 5. This book will be sold for two dollars. 6. Where have you been hiding? 7. The house was burned to the ground. 8. My book is gone. 147—Change the active verbs to passive verbs without changing the meaning of the sentences: 1. King George rules England. 2. The boy wrote the letter. 3. Mr. Johnson will win the election. 4. I am teaching his little brother. 5. The foreman of the jury has already announced the verdict. 1. England is ruled by King George. 2. The letter was written by the boy. 3.The election will be won by Mr. Johnson, 4. His little brother is being taught by me. 5. The verdict has already been announced by the foreman of the jury. EXERCISE 45 Change the active verbs to passive verbs without chang- ing the meaning of the sentences: 1. College men play football. 2. Prof. Smith is writing a history of America. 3. He has answered the question. 4. Did Marie spill the ink? 5. His mother will find him. 6. The English won the French and Indian war. 7. Is he editing this journal? Infinitives 148—1. I will go. 2. I intend to go. (a) What is the difference in meaning between these sentences? (b) How is the word go used in the second sentence? What is it called? (a) None. (b) Go in the second sentence is used with the word to as a noun object of the verb intend. It is not a verb although it comes from a verb. With the word to it is called an infini- tive. Infinitives may also be used as adjectives or adverbs: I have a horse to sell (adjective, modifying horse) ; I have comeTHE BLUE BOOK OF GRAMMAR anp COMPOSITION 49 to study (adverb, modifying come). Sometimes, a verb be- comes an infinitive without using to: Let him go. Go is the infinitive. 149—-Pick out the infinitives in the following sen- tences and tell whether they are nouns, adjectives, or adverbs: 1. To teach is not to my liking. 2. My father has gone to the country to rest. 3. It is time to leave. 4. The picture made me cry. 1. To teach—noun, subject of is. 2. To rest—adverb modify- ing has gone. 3. To leave—adjective modifying time. 4. Cry— noun, object of made. EXERCISE 46 Pick out the infinitives and tell whether they are nouns, adjectives, or adverbs: 1. She isa girl to love. 2. Here is an example to solve. 3. No language is easy to learn. 4. I do not care to play. 5. To see is to believe. 6. My coat needs to be repaired. 7. The boys have gone out in a launch to fish. 8. Alas! he came home to die. 9. To fight is a soldier’s busi- ness. 10. Did you see him go? 11. I helped mother cook. 12. I shall watch him fly. Correct Usage 150—Fill in the blank spaces correctly with was or were and give the reason: 1. One of the boys........ absent. 2. Every one in the crowd :......- shouting. 1. Was. The subject one is singular. A verb must agree with its subject in number. The noun or pronoun nearest the verb is not always the subject. 2. Was. The subject one is singular. A verb must agree with its subject in number. EXERCISE 47 Fill in the blank spaces correctly with one of the verbs in parenthesis and give the reason: l. One of the books (was, were) lost. 2. Each of the girls (is, are) making a dress. 3. Every one of the soldiers (carry, carries) a gun. 4. All thea ae 50 THE BLUE BOOK OF GRAMMAR anp COMPOSITION candidates of our party (has, have) been elected. 5. The shouts of the crowd (was, were) heard a long distance. 151—Fill in the blanks correctly and give the reason: (a) Began or begun. 1. He........ his flight yesterday morning. 2. The games have......... (b) Blew or blown, 1, The wind........ the tree down. 2. The policeman had ee his whistle. (c) Came or come. 1. George........1n early: 2, You have........ just in time. (d) Did, done. a my lessons this afternoon. 2. The deed is......... (a) 1. Began, because the past tense of begin is required. 2. Begun, because the past participle of a verb is needed with the helping verb have to form the present perfect tense. (b) 1. Blew, because the past tense of blow is needed. 2. Blown, because the past participle of a verb is needed with the helping verb had to form the past perfect tense. (c) 1. Came, because the past tense of come is required. 2. Come, because the past participle of come is needed with has to form the present perfect tense. (d) 1. Did, because the past tense of do is required. 2. Done, because the past participle is needed with is to form a verb in the passive voice, present tense. EXERCISE 48 Fill in the blanks correctly with the verbs in parenthesis and give the reason: 1. Franklin (began, begun) his career as a poor boy. 2. The leaves were (blew, blown) everywhere. 3. He (came, come) in to tell me the time. 4. The boys (did, done) their best. 5. Have you (began, begun) your lessons? 6. The soldiers have (came, come). 7. The foghorn (blew, blown) all night. 8. My work is (did, done). 152—Fill in the blanks with the proper form of the verb and give the reason: ia) Gave, piven. <1. 1 c:.3.. you five cents yesterday. 2 Your son has... me much trouble. (b) Went, gone. t: The. boys,....:., home. 2. They have........to the game. ty Man, sure: 1. Tom... «, with the engines. 2. He had ek all the way. (d) Saw, seen. 1. I........him on the corner. 2, I have just...... a lively baseball game.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 5] (a) 1. Gave, because the past tense of give is required. 2. Given, because the past participle of give is needed with has to form the present perfect tense. (b) 1. Went, because the past tense of go is required. 2. Gone, because the past participle of go is needed with have to form the present perfect tense. (c) 1. Ran, because the past tense of run is required. 2. Run, because the past participle of run is needed with had to form the past perfect tense. (d) 1. Saw, because the past tense of see is needed. 2. Seen, because the past participle of see is needed with have to form the present perfect tense, EXERCISE 49 Fill in the blanks with the correct form of the verbs in parenthesis and give the reason: 1. Nathan Hale (gave, given) his life for his country. 2. Our boys were (gave, given) a handicap in the race. 3. Has she (went, gone)? 4. Margaret (went, gone) to her aunt’s house. 5. The boy was (run, ran) over. 6. Dick has (run, ran) for our school many times. (7) Down through the valley the river (run, ran) on its way to the sea. 8. I (saw, seen) an airplane to-day. 9. I have (saw, seen) two scouts this morning, 153—Fill in the blanks with the proper form of the verb and give the reason: (a) Sang, sung. 1. The school........ the anthem with great Berit, 2.:1. have........ ‘“‘America”’ every day of my school fre. (bh). Sank, sunk. 1. The boat........ before our eyes. 2. The submarine had........ many ships. (c) Threw, serown, 1. The pitcher........ a low ball. 2. The cowboy BN os... by the little bronco. (d) Wrote, written. a poyee: Kilmer........ “Trees.” 2. “Hiawatha” was........ by Longfellow. (a) 1. Sang, because the past tense of sing is required. 2. Sung, because the past participle of sing is needed with have to form the present perfect tense. ‘ (b) 1. Sank, because the past tense of sink is needed. 2. Sunk,52 THE BLUE BOOK OF GRAMMAR anv COMPOSITION because the past participle of sink is needed with had to form the past perfect tense. (c) 1. Threw, because the past tense of throw is needed. 2. Thrown, because the past participle is needed with was to form the past tense in the passive. (d) 1. Wrote, because the past tense of write is needed. 2. Written, because the past participle of write is needed with was to form the past tense in the passive EXERISE 50 Fill in the blanks with the correct form of the verb in parenthesis and give the reason: 1. The “Ti Titanic” was (sank, sunk) on its first trip. 2. Billy (threw, thrown) the stone that broke the window. 3. Whenever Caruso (sang, sung) the opera houses were crowded. 4. The book was (wrote, written) in one week. 5. I (wrote, written) the letter in a hurry. 6. By mistake, he had (threw, thrown) the screw into the furnace. 7. Have you ever (sang, sung) this song? 8. He had (sank, sunk) for the second time when help came. 154—Fill in the blanks with the proper verb and give the reason: (s). Cee. mar. tis... you do this example? 2. ........ I leave the room? (b) Bring, take. 1,..::.... this note to the principal. 2. ........your homework to me. (c) Got, mave.. 1, di. a nickel in my pocket. 2. I........ a nickel from my father. (a) 1. Can. The meaning is Are you able to do this example? Can means to be able. Hence, can should be used. 2. May, because a word meaning permission to do somethin ig is needed. (b) 1. Take, because one must go away from the person speak- ing to go to some other person or place. 2. Bring, because one must come toward the person who wants what he has asked for. (c) 1. Have, because it denotes possession. 2. Got, be- cause it means oblaine d. EXERCISE 51 Fill in the blanks with the proper verb and give the reason: |. (Can, May) we go to the game? 2 oY ou (can, ateTHE BLUE BOOK OF GRAMMAR anp COMPOSITION 53 ———_——— may) play ball this afternoon,” said his mother. 3. The mes- senger (brought, took) us a telegram. 4. John (can, may) play ball very well. 5. He waited to (take, bring) an answer to Mr. Hubbard. 6. Harry (got, have) the pen from Joan. 7.1 (got, have) four lemon drops in this bag. 155—Study the principal parts of the two verbs lie (to recline) and Jay (to place). Present lie lay Past lay laid Present participle lying laying Past participle Jain laid Select the correct form of Jie or Jay for the following sentences and give the reason: qi down. 2. He........on the grass. 3. He was........ on the floor. 4. He........the book on the shelf. 5. He 1s:..:...: a rug in my room. 6. This rug has....... on the floor un- swept for a week. 7. They have....... him in his grave. Lie, because the meaning is recline in the present tense. Lay, because the meaning is recline in the past tense. Lying, because the meaning is reclining, present participle. Laid. because the meaning is placed in the past tense. Laying, because the meaning is placing, present participle. Lain, because the meaning is reclined, past participle. Laid, because the meaniny is placed, past participle. NDR ON es c EXERCISE 52 Select the correct form of Jie or Jay and give the reason: J. ...... those bricks here. 2. He........ his head on the pillow. Mary has........ the package on the table. 4. No one nas... in this bed for a month. 5. I like to....... on the sand. 6. He was Bria: out the stones in the form of a circle. /. It ia Hot 4.2m the sun. 156—Select the correct verb and give the reason: (a) Learn, teach. 1. Did she....... you grammar? 2. I eign a great deal about seeds from father. (b) Leave, let. ae Se Gs 2. 3. the room. (c) Lend, borrow. me ten cents. 2. May L....... your book?54 THE BLUE BOOK OF GRAMMAR anp COMPOSITION (a) 1. Teach, because the meaning is to give knowledge. 2. Learn, because the meaning is to acquire knowledge. (b) 1. Let, because the meaning 1s to permit or allow. 2. Leave, because the meaning is depart from. (c) 1. Lend, because the meaning is to give for atime. 2. Bor- row, because the meaning is to take for a time. EXERCISE 53 Select the correct verb and give the reason: 1. Tom (learned, taught) me how to play tennis. 2. I (learned, taught) him a new way to throw a ball. 3. It did not take her long to (learn, teach) how to swim. 4. Will you (leave, let) me play? 5. (Leave, let) him remain here. 6. (Lend, borrow) me your umbrella. 7. I want to (lend, borrow) a dollar to pay my fare. 157—Fill in the blanks with the correct verb and give the reason: ca) Sit, wat set. f...... down. 2. He........0n the fence. ee the table. (b) Stood, stayed. 1. He........at my house over the week-end. 2. .He......the whole time because there was no vacant seat. (c) Rob, steal, 1. Marner was accused of........ money. 2. They........the bank. : : (a) 1. Sit, because the meaning is to take a seat. Sat, because the meaning sis to take a seat. It is the past tense of sit. . Set, because the meaning is to place or arrange. . Stayed, because the meaning is remained. — Stood, because the meaning is to be stationary on one’s feet in an erect position. — Stealing, because that which is taken is stolen. Robbed, because the meaning is the place from which something is taken. (b) Baa Go (c) ee EXERCISE 54 Fill in the blanks with the proper verb and give the reason: 1. They (sat, set) on the grass. 2. (Sat, set) that case in the corner. 3. Mother forgot to (sit, set) a place atCee nnn nn Nee ne miliaxibanitdiemaanaeninRtneenmemtimaaeaaameen ane —_ THE BLUE BOOK OF GRAMMAR anp COMPOSITION 55 the table for Billy. 4. We (stayed, stood) at Atlantic City for a week. 5. I (stood, stayed) in the car all the way home be- cause the seats were wet. 6. He was arrested for (stealing, robbing) three private homes. 7. He declared that he had not (stolen, robbed) any jewels. f 5 158—Correct the following sentences and give the reason: 1. I ain’t going to school. 2. I ain’t got no time. 3. John ain’t sick. 4. Tom don’t study very hard. 5. I says to him that he should meet me after school. 1. I am not going to school, because ain’t is a vulgarism hav- ing no meaning in good usage. Am is the required verb to complete the present progressive form of go. 2. I have no time, because ain’t got has no meaning in good usage, and a word meaning possess is required. 3. John isn’t sick. Amt has no meaning in good usage. The sense of the sentence requires isn’t (is not). 4. Tom doesn't study very hard, (does not). Does is the correct form of the third person singular, present indicative of do. 5. I said to him that he should meet me after school, because what was said was said in the past. Furthermore, says should be used only in the third person singular, present indicative. EXERCISE 55 Correct the following sentences and give the reason: 1. Ain’t you going to see the parade? 2. They ain’t got no sense, 3. I ain’t seen him in a month. 4. I ain’t got much money. 5. They ain’t been in school to-day. 6. I ain’t bright in arithmetic. 7. This book don’t help me much. 8. It don't tell me anything about aviation. 9. Dad don’t know of any other book. 10. When you says a thing you should mean it. COMPARISON OF ADVERBS 159—Compare these adverbs: swiftly, soon, early. Positive Comparative Superlative swiftly more swiftly most swiftly soon sooner soonest early earlier earliest 4 a ; 3] |a nr ae rreneanenioaeemenentienmenssmmenesendeattiiescesniiimeeetmmmmaatmeadinmanss "Te 56 THE BLUE BOOK OF GRAMMAR anv COMPOSITION 160—In what respects does the method of comparing adverbs differ from the method of comparing adjec- tives? In no respect. As most adverbs, however, are longer than most adjectives, the more common form of comparison is that employing more and most. Where changes of spelling occur, adverbs follow the same rules as adjectives. Like adjectives, too, there are certain adverbs that are irregularly compared. Some of them are Positive Blo muictine Superlative well better best badly worse worst little less least much more most 161—Compare hurriedly, hard, beautifully. Positive Comparative Superlative hurriedly more hurriedly most hurriedly hard harder hardest py” beautifully more beautifully most beautifully EXERCISE 56 Compare the following adverbs: speedily, slowly, fast. quickly, sluggishly, independently, happily, humbly, far. Correct Usage 162—Correct the errors in the use of adverbs and adjectives in the following sentences, and give the reason: 1. He doesn’t feel good. 2. I feel badly about his hard luck. 3. She acted generous. 1. He doesn’t feel well. Reason: Good usage makes it neces- sary to use well instead of good after a verb of being when a person’s health is referred to. 2. / feel bad about “his hard luck. Reason: A predicate adjective is required after the verb of being feel. 3. She acted generously. Reason: As generous is not an adverb, and an adverb is necessary as aTHE BLUE BOOK OF GRAMMAR anv COMPOSITION 57 modifier of acted, the adverbial form generously should be used. EXERCISE 57 Correct the errors in the use of adverbs and adjectives in the following sentences, and give the reason: 1. She looks good. 2. This flower smells sweet. 3. She spoke pleas- ant. 4. Caruso sang good. 5. Isn’t her hat trimmed pretty! 6. Write legible. 7. Your problem wasn’t done accurate. 8. Mother always treats us so gentle. 9. You behaved bad to-day. CLASSES OF CONJUNCTIONS Group 1 163—1. Mary and Jane are sisters. 2. I remained all evening but I did not dance. Group 2 3. I left him when we arrived at the theater. 4. I shall go if it doesn’t rain. Show how these conjunctions in the first group differ from those in the second group. Name and define the two kinds of conjunctions illustrated in these sentences. And connects Mary and Jane, words of the same importance in the sentence. But connects I remained all evening and I did not dance, groups of words of the same importance. A conjunction that joins words or groups of words of the same importance is called a co-ordinate conjunction. (Co-ordinate means of the same order, rank, importance). When joins two groups of words that are not of the same importance. J left him is the main thought because the second group of words introduced by when indicates a less important idea,—the time of leaving; the main fact is I left him. In the same way if joins the more important idea I shall go with a group of words of less importance expressing a con- dition. A conjunction that joins two groups of words of different importance is called a subordinate conjunction. (Subordinate means of less importance).yuku € THE BLUE BOOK OF GRAMMAR anp COMPOSITION 164—Classify the conjunctions in the following sen- tences as co-ordinate or subordinate: 1. Edith played the piano while Eugene danced. 2. I will not keep you in; however, you must bring a note from home. 3. I hurt myself because I was careless. 4. Neither Billy nor Joe could answer the question. 5. I know of a place where you can buy fishing tackle. Co-ordinate: while, however, neither-nor. (These last are called correlative co-ordinate conjunctions because they go in pairs). Subordinate: because, where. EXERCISE 58 Classify the conjunctions in the following sentences as co-ordinate or subordinate: 1. Life is short and time is fleeting. 2. Not creed but deed counts in the difficult moments of life. 3. Baby either fell asleep on the floor or fell out of bed. 4. Lincoln succeeded because he was thorough and de- termined. 5. If Washington had not lived we might still be a part of the British Empire. 6. When the cat’s away the mice will play. 7. He was in the wrong, yet he would not admit it. 8. He figured that the batter would hit and run; therefore he took a long lead. 9. He will not be promoted unless he does better work. 10. Though the weather was decidedly raw, my little brother would not wear a coat. Correct Usage 165—Correct the following and give the reason: 1. My cap is different than yours. 2. He holds his bat like I do. 3. She doesn’t look like her mother does. 1. My cap is different from yours. A preposition is required because yours is the object of a preposition. Than is never used as a preposition. 2. He holds his bat as I do. A conjune- tion is required to join two groups of words—he holds his bat and I do. Like should never be used as a conjunction. 3. She doesn’t look like her mother. Like should not be used as a conjunction but as a preposition.THE BLUE BOOK OF GRAMMAR anv COMPOSITION 59 EXERCISE 59 Correct the following and give the reason: 1. The old man found his native town different than it used to be. 2. He said that it wasn’t like it used to be. 3. John talks like his father does. 4, Mary is different than her sister. PHRASES 166—1. To the schoolhouse. 2. Leaving the door open. 3. To earn his living. (a) Why are these groups of words not sentences? (b) What are these groups of words? Define and classify them. (a) They are not sentences because they contain no subject and predicate. (b) They are phrases, which are groups of words without subjects and predicates. The first phrase is a prepositional phrase because its principal word is a preposi- tion: the second is a participial phrase because the principal word is a participle; the third is an infinitive phrase because the principal part is an infinitive. 167—-Classify the phrases in the following sentences and explain their structure: 1. The hill is west of the city. 2. Taking his hat and books, he silently left the room. 3. Having done his work quickly and accurately, the clerk went home early. 4. To learn a language rapidly and thoroughly is impos- sible. 5. They taught him to read books rapidly. 1. Of the city—prepositional phrase, consisting of a preposi- tion of with an object city and an object modifier the. 2. Tak- ing his hat and books participial phrase, consisting of a participle taking with an object hat and books and its modi- fier his. 3. Having done lis work quickly and accurately— participial phrase, consisting of a participle having done with an object work, object modifier his, and modifiers of the participle quickly and accurately. 4. To learn a language rapidly and thoroughly—infinitive phrase, consisting of the infinitive to learn with its modifiers rapidly and thoroughly and an object language with its modifier a. 5. Him to read60 THE BLUE BOOK OF GRAMMAR anp COMPOSITION books rapidly—infinitive phrase, consisting of the infinitive to read, its modifier rapidly, an object books and a subject him. The subject of an infinitive is in the objective case because it is also the object of the predicate verb of the sentence. 168—What are the two ways of classifying phrases? 1. According to structure, whether they are prepositional, participial or infinitive. This we studied in the above two questions. 2. According to use, whether they are used as nouns, adjectives or adverbs. Sometimes they are used independently. We shall now study phrases according to use. 169—Explain the use of each prepositional phrase in the following sentences: 1. I noticed a book with a red cover. 2. He took his umbrella with him. 3. We found it, after all. 1. With a red cover is an adjective phrase, modifying book. 2. With him is an adverbial phrase modifying took. 3. After all is independent, having no grammatical connection with the rest of the sentence. 170—Explain the use of each participial phrase in the following sentences: 1. Hanging pictures properly requires taste. 2. By losing this game, he forfeited the cup. 3. Having paid his initia- tion fee, he was made a member of the club. 4. Gen- erally speaking, I study two hours a day. 1. Hanging pictures properly is a noun phrase subject of requires. 2. Losing this game is a noun phrase object of by. 3. Having paid his initiation fee is an adjective phrase modi- fying he. 4. Generally Speaking is independent, having no grammatical connection with the rest of the sentence. 171—Explain the use of each infinitive phrase in the following sentences: 1. It isn’t possible to cross the lake in such a storm. 2 ~-. He begged me to remain with him. 3. I wished to sendTHE BLUE BOOK OF GRAMMAR anp COMPOSITION 61 him a book. 4. My object was to encourage him. 5; An opportunity to visit Europe soon presented itself. 6. He went to Paris to study art. 7. The prince was fortunate to escape with his life. 8. It is stretching the truth, to say the least. 1. To cross the lake in such a storm is a noun phrase in ap- position with it. 2. Me to remain with him is a noun phrase the object of begged. 3. To send him a book is a noun phrase the object of wished. 4. To encourage him is a noun phrase predicate nominative after was. 5. To visit Europe is an adjective phrase modifying opportunity. 6. To study art iS an adverbial phrase modifying went. 7. To escape with his life is an adverbial phrase modifying fortunate. 8. To say the least is independent, having no grammatical connection with the rest of the sentence. EXERCISE 60 In the following sentences, classify each phrase accord- ing to structure, and explain its use: 1. Having found my way’ to the house after a long and weary search, I deter- mined not to abandon my quest. 2. His desire to go to the game was not strong enough to overcome his father’s objec- tions. 3. They sold the house with the enclosed porch to pay a debt. 4. Reading a book about swimming will not teach you how to swim. 5. We need not take the train as we intend stopping at several places along the way. 6. Constantly work- ing at one’s occupation without recreation of any kind is not good for one’s health. 7 It was necessary to his self-respect to make an apology. 8. On leaving for Europe, Irving did not know that he would remain abroad so many years. CLAUSES 172—1. When he was walking in the street. 2. Who was hurt yesterday. (a) Why are the above groups of words not sen- tences? (b) In what respect are they like sentences? (c) Name and define these groups of words. (a) Because they do not express a complete thought. (b)62 THE BLUE BOOK OF GRAMMAR anv COMPOSITION They are like sentences because they have a subject and a predicate: Subject Predicate Sentence 1—He : was walking in the street. Sentence 2—Who : was hurt yesterday. (c) They are called clauses. A clause is a part of a sentence containing a subject and a predicate. 173—1. John’s hat was blown off when he was walking in the street. 2. I know the boy who was hurt yester- day. Pick out the clauses in the above sentences, tell how they are used, name and define them. 1. John’s hat was blown off—used to express the main part of the thought of the sentence and is called a principal clause. When he was walking in the street—used to express the less important part of the. thought of the sentence and is called a subordinate clause. 2. J know the boy—used to express the main part of the thought. It is called the principal clause. Who was hurt yesterday—used to express the less important me part of the thought. It is called the subordinate clause. A principal clause expresses the main part of the thought of a sentence. A subordinate clause expresses the less important part of the sentence. Note :—A subordinate clause, as a rule, is introduced by a subordinate conjunction or a relative pronoun. Examples: In the above sentences, when is a subordinate conjunction, who, a relative pronoun, 174—-Classify the subordinate clauses in the following sentences according to their use: 1. This is the shell that I found this morning. 2. He asked what I was doing. 3. We pitched our tent while George prepared lunch. 4. As I said before, the class has done very well. 1. That I found this morning—adjective clause, modifying the noun shell. 2. What I was doing—noun clause, object of the verb asked. 3. While George prepared lunch ' adverbialTen nnn ae o — THE BLUE BOOK OF GRAMMAR anp COMPOSITION 63 clause, modifying the verb pitched. 4. As I said before— independent clause, used parenthetically, and having no gram- matical connection with the rest of the sentence. Note:—Subordinate clauses have the same uses as single words used as nouns, adjectives, or adverbs. For example, a noun clause may be a subject, a predicate noun, an object of a verb or a preposition or a participle or an infinitive, or in apposition. 175—Pick out the principal clauses in the above sen- tences: 1. This is the shell. 2. He asked what I was doing. (Ina sen- tence containing a noun clause the whole sentence is the prin- cipal clause and the noun clause is the subordinate clause. ) 3. We pitched our tent. 4. The class has done very well. 176—Classify the subordinate clauses in the following sentences, and give your reasons: 1. Where he has gone is a mystery. 2. She looked as if she would faint. 3. This is the place where I saw him last. 1. Where he has gone—noun clause, subject of 48. 2. Ale she would faint—adverbial clause, modifving looked. 3. 2 oD Where I saw him last—adjective clause, modifying place. 177—Pick out the principal clauses in the above sen- tences: 1. Where he has gone is a mystery. 2. She looked. 3. This is the place. 178—1. Mary likes books while her brother hates them. 2. Franklin was a poor boy but he died a rich man. What kind of clauses are in these sentences? Ex- plain. All the clauses are co-ordinate because they are of equal importance. Mary likes books and her brother hates them express ideas unrelated grammatically but related in thought. Mary’s liking for books is not due to her brother’s dislike of books; his dislike of them is not due to her iiking for them. a ai. ———7~ Teen nn en enEEntLieenenaamcdaeemematn a 64 THE BLUE BOOK OF GRAMMAR anp COMPOSITION Franklin’s being a poor boy is not the cause of his dying rich. The two clauses in that sentence are unrelated gram- matically, but connected in thought because both refer to Franklin. Co-ordinate clauses are clauses of equal importance unrelated grammatically but related in thought. (Co-ordinate means of the same rank). EXERCISE 61 Classify all the clauses in the following sentences as principal, co-ordinate or subordinate. If it is subordin- ate, state whether it is a noun, adjective or adverbial clause: 1. We paid a visit to the castle where so many his- toric events had occurred. 2. I was told that he was an aviator. 3. Seeing that he was unwelcome, Johnson never visited Chesterfield again. 4. He was permitted to choose whatever he desired. 5. The truth is that he has seldom really studied. 6. I honor him for what he has done. 7. When coal is hard to get, it is expensive. 8. This is the man who hit me. 9. Some children laugh; some children weep. 10. J will not go to the beach if the weather does not become milder. 11. It wasn’t long before my little brother’s shoes were worn Hh Oil through. 12. The man whom I just left was my teacher. 13. The colonists would not pay taxes without having something to say about it; therefore, they went to war with England. SENTENCES CLASSIFIED ACCORDING TO STRUCTURE Simple—Compound—Complex 179—1. I am planning now for my winter vacation. 2. The weather is pleasant but there are some clouds in the sky. 3. I remember the book that you mentioned. Which of these sentences has no clauses? What do we call such a sentence? Sentence 1. It is called a simple sentence. A simple sentence is a sentence that expresses a complete thought by means of a single subject (J) and a single predicate (am planning now for my winter vacation).a a aa ~ THE BLUE BOOK OF GRAMMAR anp COMPOSITION 65 180—What is the difference in structure between Sen- tence 2 and Sentence 3? What do we call such sen- tences? Sentence 2 contains two co-ordinate clauses and is called a compound sentence. The first clause is the weather 1s pleas- ant; the second is there are some clouds in the sky. A com- pound sentence is a sentence in which the clauses are co- ordinate. Sentence 3 contains a principal clause I remember the book and a subordinate clause that you have mentioned. It is called a complex sentence. A complex sentence is a sentence that contains a principal clause and one or more subordinate clauses. 181—Classify the following sentences according to their structure, and give your reasons: 1. He speaks and reads Italian. 2. Jim Hawkins is a hero whom all boys like. 3. John started for home and I went to the store. 4. Both skill and endurance are re- quired in playing tennis. 1. Simple, because it contains no clauses. 2. Complex, because it contains a principal clause Jim Hawkins is a hero, and a subordinate clause whom all boys like, modifying the noun hero. 3. Compound, because it contains two co-ordinate clauses—John started for home and I went to the store con- nected by and. 4. Simple, because it contains no clauses. Sentence 1 has a compound predicate and sentence 4 has a compound subject but not two subjects nor two predicates. EXERCISE 62 Classify the following sentences according to their structure and give your reasons: 1. As there was little wind, we made little headway. 2. He failed because he tried to do too much. 3. Washington was not only a great soldier but a great statesman. 4. I am glad that you have come. =e! don’t know when they are coming back. 6. What a fine fellow he is! 7. Are you going to the commencement exercises? 8, — > q66 THE BLUE BOOK OF GRAMMAR anv COMPOSITION Please open the window. 9. This picture was purchased by an American who is very wealthy. 10. The sky darkened, the zig-zag lightning flashed, the thunder rolled and rumbled, but only a few drops of rain fell. 11. Not everybody knows that some car wheels are made of paper. 12. How the aviators perished may never be found out. 13. We may never learn how the aviators perished. 14. Scientists are working to dis- cover how cancer can be cured. 15. From what the teacher told us school will close on Thursday. 16. The fact is that success demands work.COMPOSITIONNeen enn aaa WT Ee ESSENTIALS OF A GOOD COMPOSITION 182—Why is the following a good composition? A Day in the Country Recently I spent a lively day on my uncle’s farm. My uncle had allowed me to invite whatever boys I pleased. I selected three of my classmates and five other boys from the neighborhood. We took the train at Grand Central, and, after a pleasant journey, arrived at the village where my uncle met us with his Ford. We drove over hills and through valleys until finally we reached the farm. Our morning was full of interest. Some of the boys had never seen a poultry yard; when Uncle pointed out the egg plant in the garden to them, they thought that eggs came from it. We saw all the garden and orchard and Uncle let us eat all the fruit we could pick up from the ground. At last I led the way over to the mill-dam. It was not long before we were all splashing about in the water. The sound of the lunch bell sent us back to the house at our best speed. When we finished the meal, we decided to play base- ball. We divided up, and started a game with two half- teams. It was the end of the fourth inning, with the score six to six, when one of the boys hit a screaming ball into the woods. A home run, of course: but it was the only ball we had, and we all turned in to look for it. We heard Uncle’s call, with the ball still unfound. There was nothing to do but leave the ball there, and hurry back 68THE BLUE BOOK OF GRAMMAR anv COMPOSITION 69 to the wagon. Just at sunset we landed in our neighbor- hood again, and separated to our homes. This composition is good for many reasons: 1. All the sen- tences are well-constructed,—correct in grammar, spelling, punctuation, capitalization. ‘They also have variety,—not all are the same kind: some are simple, others compound or com- plex ; some are short, others long. In this way the writer has avoided being tiresome to the reader. 2. The words are cor- rectly used and well-chosen. The writer has taken care not to use the same words over and over again. He has used words that make us see and hear what is happening. Finally, he has refrained from using hackneyed words, words used so often by everybody that they have lost interest and meaning. 3. The paragraphs are well-constructed, each has a definite topic, a topic sentence (a sentence announcing the topic), ap- propriate sentences developing the topic, and a rounding-off sentence. 4. The whole composition is well-planned and prop- erly worked out. There are three paragraphs, the first telling who went along and how they went; the second telling what happened in the morning; the third telling what happened in the afternoon. In each paragraph are given many definite, interesting details. At the end we find a rounding-off sentence properly finishing the whole composition. 183—-What are the essentials of a good composition? 1. A good plan for the whole composition. 2. Well-chosen words. 3. Well-constructed and varied sentences. 4. Well- constructed paragraphs. WRITING CORRECT SENTENCES 184—-Tell what is wrong with the following sentence, and then correct it: ; We have our camp in the woods, in front 1s a lake a mile long. There are really two sentences expressed as one without any connection being shown. The error may be corrected in two ways: 1. We have our camp in the woods. In front 1s a lake a mile long.70 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 2. In front of our camp in the woods is a lake a mile long. A sentence should express only one complete thought, not more than one. EXERCISE 63 Rewrite the following in correct form: 1. The wind blew as hard as it could, the harder it blew the tighter the man drew his coat about him. 2. There are many places of interest here, perhaps the one you will like best is the aquarium. 3. The ride to Rainbow is beautiful, all along the route the fields are white with daisies. 4. The captain was a large and heavy man, he had a cut on his cheek. 5, They sailed south- ward till they reached Brazil, there they were overtaken by a furious storm, 185—Tell what is wrong with the following and correct it: There are two good hotels. One at the north end and one at the south. The second part is not a complete sentence—a verb is lack- ing. This part really belongs to the first part. Corrected: There are two good hotels,—one at the north end and one at the south. 186—Tell what is wrong with the following and correct them: 1. The train slowed up and stopped. Which was just what we wanted. 2. I cannot begin to tell of all the fun we had. The picnics, the rowing and the swimming. 3. Donald was chosen captain. He being the oldest. The second parts of the above expressions are not sentences. They should be joined to the first parts. Corrected: 1. The train slowed up and stopped, which was just what we wanted. 2. I cannot begin to tell of all the fun we had,—the picnics, the rowing and the swimming. 3. Donald was chosen captain, he being the oldest. EXERCISE 64 Rewrite the following, in each case giving the reason: 1. The skating on the pond is seldom good. The reason beingTHE BLUE BOOK OF GRAMMAR anpb COMPOSITION aA that the ice is thin. 2. No doubt this statement is true. Since few wealthy boys take part in sports enthusiastically. 3. As the crew were suffering from the heat and lack of water- They blamed the captain. 4. ‘ather began his story. By telling me how they climbed the mountain. 5. I saw two of them. One was tall and thin, The other short and stout. 187—Tell what is wrong with the following sentence, and then correct it: Tom, he told me to go home. The pronoun he is unnecessary because the subject noun is Tom. Corrected: Tom told me to go home. EXERCISE 65 Correct the following sentences, in each case giving the reason: 1. These books they are very interesting. 2. The little top that I played with yesterday, it cost me five cents. 3. My teacher when she came in this morning she looked very angry. 4. The picture that you are looking at, 5. The flowers in the window ll. it is a portrait of my father. box in our room they are growing very we i88—Tell what is wrong with the following sen- tence, and then correct re: When I tried to enter the train, so the doors closed. The use of so as a connective. So may properly be used to mean on condition that, if, so long as, Ot therefore. None of these is proper here. The sense of the sentence demands that it be omitted: When I tried to enter the train, the doors closed. EXERCISE 66 Correct the following sentences, in each case giving the reason: 1. When I went into the room so nobody was there. 2. When John came so I was delighted. 3. After you grad- uate so what will you do? 4. If I graduate, so | will go to high school. 5. While I was eating dinner so the bell rang.72 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 189—Point out the errors in the following and correct them: 1. The day was warm and I was nearly overcome by the heat. 2. John lost his ticket and could not see the play. In both sentences the ideas are improperly related because the wrong connective, and, is used. It is necessary to sub- stitute another connective and make other alterations: 1. The day was so warm that I was nearly overcome by the heat. 2. John could not see the play because he lost his ticket. Never use and except when it means plus. It should be used only to add like ideas together. EXERCISE 67 Correct the following sentences, in each case giving the reason: 1. The day was pleasant and we went to the beach. 2. Harry did not study and he was not promoted. 3. Jane was called on to answer and she did not know her lesson. 4. I went to see him and he was out. 5. It was rain- ing and I had to remain at home. 190—Tell what is wrong with the following sentence and correct it: The little boy was dressed to resemble George Washington in a uniform of 1776, with a white wig tied behind in a queue carrying a sword as he marched bravely along trying to keep step with the soldiers who looked down at him with amusement. This sentence is a poor one because it rambles on and on, attempting to give too many statements all at once. It should be broken up into two sentences: The little boy was dressed to resemble George Washington wearing a uniform of 1776 and a white wig tied behind in a queue. As he marched bravely along carrying a sword and trying to keep step, the soldiers looked down at him with amusement. ‘To avoid the confused, rambling form of statement write several short clear sentences rather than one long one,THE BLUE BOOK OF GRAMMAR anp COMPOSITION 73 EXERCISE 68 Correct the following sentences, in each case giving the reason: 1. The old woman looked like a fairy god- mother and her cane tapped the pavement as she walked while her face was kindly though wrinkled. 2. Rip Van Winkle was a shiftless fellow who had a sorely tried wife who was always scolding him for not working but he always went to the inn when she did this. 3. My sister practices on the piano many hours daily because she likes music which she hopes to make a living by some day as there is a great deal of money to be made by one who is a good musician. 191—Correct the following sentences and account for the errors: 1. John told James he must go. 2. He learned that he had obtained permission to go and that he would meet him at the station. 1. John told James that the latter must go. Or, John said to James, “You must go.” 2. He learned that Tom had obtained permission to go and would meet him at the station. The sentences in the question lack clearness because of the care- less use of pronouns. Every pronoun should refer clearly and unmistakably to the noun for which it stands. EXERCISE 69 Correct the following sentences, in each case giving the reason: 1. Kate told Martha to bring her hat. 2. Mother gave sister a cake to take to her friend. 3. When John threw the ball to Rich he ran to second base to be ready for a double play. 4. After we had taken their hats and coats we invited them to stay to dinner. 192—Correct the following sentence and account for the error: They built the house on a narrow lot which was six stories high. They built the house, which was six stories high, on a narrow lot. A modifier— which was six stories high,—was mis-74 THE BLUE BOOK OF GRAMMAR anp COMPOSITION placed. The rule is that a modifier should be placed next to what it modifies and if possible before it. 193—Correct the following sentences: 1. I saw an airplane looking up into the sky. 2. I can only eat one potato. 1. Looking up into the sky, I saw an airplane. 2. I can eat only one potato. 194—-Correct the following sentence and account for the error: Riding up to the inn, the package was handed to the landlord. Riding up to the inn, I handed the package to the landlord. The word J which the participial phrase, riding to the in, modifies is not in the sentence at all. The word modified by a participial phrase must always be expressed. 195—Correct the following sentences: 1. Drinking the wine down in one gulp, the glass was soon empty. 2. Turning a switch, the lamps suddenly lit up the place. 1. Drinking the wine down in one gulp, John soon emptied the glass. 2. As the butler turned a switch, the lamps sud- denly lit up the place. EXERCISE 70 Correct the following sentences, in each case giving the reason: 1. Rowing out to midstream, the body was thrown overboard. 2. The umbrella was lost by a stout woman with a fancy handle and ivory ribs. 3. I found this dime crossing the street. 4. I only bought a pound of flour. 5. The pencil only cost three cents which was a good one. 6. Having driven seven hours, the car needed more gasoline. 196—Correct the following sentences, giving the rea- son for each correction: 1. Hunger is because the body needs food. 2. Wash-THE BLUE BOOK OF GRAMMAR anv COMPOSITION To ington’s Birthday is when Washington was born. 3, Indigestion is usually where one eats too much. 1. Hunger 1s an uncomfortable feeling caused by want of food. 2. Washington's Birthday is the anniversary of the day when Washington was born. 3. Indigestion is a difficulty in digesting food, usually caused by overeating. The errors in these three sentences are of the same kind. It is always in- correct to explain a word by means of the expressions 1s because, is when, is where (also ts how). 197—Correct the following sentences, giving the reason for each correction: 1. I am telephoning to him so that he might be ready on time. 2. I telephoned to him so that he may be ready on time. 3. He said he can’t come on time. 1. I am telephoning to him so that he may be ready on time. 2. I telephoned to him so that he might be ready on time. 3, He said that he couldn’t come on time. The errors in the in the question are of the same kind. The tenses of the verbs in each sentence are not in harmony. The rule is that when a present tense is used in one part of a sentence it should be used in the other as well; if a past tense is used in one part, it should also be used in the other. It is proper to have the present and the present perfect tenses in the same sentence, or the past and past perfect tenses. It is improper to have a present tense of any kind and a past tense of any kind in the same sentence. For example, He asked me what I had done is correct because the verbs asked and had done are both in the past though asked is past and had done is past perfect. sentences given EXERCISE 71 Fill in the blanks with the right tense of the verb in- dicated, and in each case give the reason: 1. He went to the bookcase and (take) out a book of poems. 2. I received Me hooks which I (order). 3. Father declared that he (per- mit) her to go. 4. I dressed quickly because I (want) to catch an early train. 5. I am going away SO that I (may) obtain rest76 THE BLUE BOOK OF GRAMMAR anp COMPOSITION and fresh air. 6. The chairman said that he (thanl ) the com- mittee for its aid. 7. Tom wrote that he (have) built a log house. 8. The teacher always speaks well of George because George ee) always done his work with a desire to please. 9, WI nile he was waiting for her, he (look) at the pictures. 10. The value of the painting was so considerable that no one present (can) buy it. MAKING CORRECT SENTENCES BETTER 198—(a) Without changing the meaning, rewrite the following sentence first by substituting for the itali- cized expression a phrase, and then a clause. He isa kind-hearted man. (b) What are the advantages to be gained by knowing how to make such substitutions? (a) He is a man with a kind heart. He is a man who has a kind heart. (b) There are three advantages: 1. We can experiment to find the best way to express our thought. 2. In a long composition we can avoid tiring the reader with too many sentences constructed in the same way. 3. A variety of sentences makes a composition interesting. 199—-For the italicized expressions, substitute words, phrases, or clauses, and state whether or not the sub- stituted expression is better than the original: 1. I understood his meaning. 2. Those who were to fly now stepped forward. 3. The auto of Mr. Park was ihet 1. I understood what he meant. The two forms are equally good. 2. The aviators now stepped forward. Perhaps the original is more exact. 3. Mr. Park’s auto was smashed. This form is better. EXERCISE 72 For the italicized expressions substitute words, phrases, or clauses, and state in each case, whether or ‘not the substitution is better than the Parente 1. This book’s value is not to be measured in money. 2. A boy who is lazy will not make an active man, 3. Margaret bought a darkTHE BLUE BOOK OF GRAMMAR anp COMPOSITION 77 green silk dress. 4.He was a nationally known man. 5. The North Polar flight was a remarkable feat. 6. Trans- atlantic air travelling will be an ordinary affair in a few years. 7. 1 was filled with a fear impossible to express in words. 8. He left at once. 9. I like to read fiction books, but I don’t care for travel books or novels dealing with history. 200—Without changing the thought, combine the fol- lowing sentences into a sentence free from unneces- sary words; then state the advantages of sentence combination: At nine o’clock the examination began. It lasted three hours. It was very trying. The day was hot. The examination, which began at nine o'clock and lasted three hours, was very trying because of the hot weather. The advantages of sentence combination are that: 1. Short, choppy sentences are avoided. 2. There is no unnecessary repetition. 3. Ideas belonging together are fastened together. EXERCISE 73 Without changing the thought, combine each group of sentences into one sentence free from unnecessary words: 1. He was once a carefree young man. He liked adventure. He likes pleasure. 2. Boys and girls enjoy Long- fellow’s poems. He wrote simply. He wrote interesting stories. He wrote about Miles Standish and Evangeline. 3. The sun shone brightly. There was not a cloud in the sky. Everyone was eager for the game to begin. 4. Every player was ready. The batter was knocking the dirt trom his heels with his bat. The umpire shouted “Play ball ie 201—Rewrite the following sentences, avoiding unnecessary or unpleasant repetition of words or sounds. 1. I like peaches, especially in peach pie. 2. He re- mained on the pier until the ship disappeared from view.78 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 1. I like peaches, especially im pie. 2. He remained on the pier until the ship was lost to view. EXERCISE 74 Rewrite the following sentences, avoiding unnecessary or unpleasant repetition: 1. When I remarked that my mark in arithmetic was ninety-five, my sister, whose marks were always high, expressed astonishment because her mark in arithmetic was only eighty. 2. One of the boys told me that one of the teachers, Mr. Smith, had been hurt one day last week. 3. I said, “How much does this ball cost?” The storekeeper said “Twenty-five cents.’’ “This is more than I can pay,” said I. “Well, then,” said the storekeeper, “Come back when you have twenty-five cents.” 4. I spent quite a few days last summer at Lake Mohonk where I did quite a lot of fishing and altogether had quite a nice time. 202—1. Regions of continual ice and snow are found far to the north and equally far to the south. 2. Far to the north and equally far to the south, are regions of continual ice and snow. (a) In what way do these sentences differ? (b) Which is the better sentence, and why? (a) They differ in the arrangement of the parts of the sen- tence. In the first sentence the subject comes first, the predi- cate after it. This is the natural and usual order of sentence parts in English. In the second sentence the subject is placed after the predicate. This arrangement is called the inverted or transposed order. (b) The second—the inverted or trans- posed order preserves the reader’s interest longer, it is more emphatic, and in compositions of some length, can be used with sentences written in the natural order to prevent the reader from becoming weary with sentences all written in the same order. sc Aa ala the following sentences in transposed order: 1. I was ready when morning came, 2. The aviatorTHE BLUE BOOK OF GRAMMAR anp COMPOSITION 79 entered his plane after adjusting his parachute. 3. Many well-known people were in the audience. 1. When morning came I was ready. 2. After adjusting his parachute, the aviator entered lis plane. 3. In the audience were many well-known people. EXERCISE 75 Rewrite the following sentences in transposed order: 1. You must study ten long years after leaving high school if you want to become a physician. 2. June 30th will be the last day of school. 3. I go to the children’s room whenever I visit the library. 4. I played tennis on the Fourth of July. 5. I saw nothing but daffodils as far as my eyes could reach. 6. The hum of a motor suddenly broke the silence. 7. I rec- ognized the sound at last as coming from an airplane though I could see nothing in the darkness. USE OF CAPITAL LETTERS 204—In the following sentences substitute capital letters wherever correct usage demands them. (a) birds fly. (b) We know that thursday, june 21, 1923, was the beginning of Summer. (c) I met him at the corner of elm street and oak road. (d) I remember andrew jackson, the democrat, came from the south, and later on went west. (e) He received his high school education at Bushwick high school. (a) Birds fly. A capital letter must begin every sentence. — (b) We know that Thursday, June 21, 1923, was the begin- ning of summer. Days of the week and months of the year must begin with a capital letter ; but the names of the seasons begin with a small letter. (c) I met him at the corner of Elm Street and Oak Road. All words in the names of streets begin with capital letters. (d) I remember Andrew Jackson, the Democrat, came from the South, and later on went west. All proper nouns and ad-nee ne aa aan eee 80 THE BLUE BOOK OF GRAMMAR anv COMPOSITION jectives begin with a capital letter. The words East, West, etc., start with a capital, when they refer to a section of the country or of the world; when they reter to a direction, they are not capitalized. (e) He received his high school education at Bushwick High School. Common nouns and adjectives, when they refer, not to a class of objects, but to an individual object, distinguished from every other object in the world, become proper nouns and adjectives, and require capital letters, 205—In the following sentences substitute capital letters wherever correct usage demands them. (a) The book is “short aids in English composition.” (b) I said, “will you let me go?” (c) He cried, “o Tom, i didn’t mean to.” (d) Ah, wait not till the May shall bring the birds and bees: return, return, I pray! (a) The book is “Short Aids in English Composition.” Every word in the title of a book or theme, except articles, conjunctions, and prepositions, must begin with a capital letter. (b) I said, “Will you let me go?” The first word of a direct quotation begins with a capital letter. (c) He cried, “O Tom, I didn’t mean to.” The pronoun I and the interjection O are written with capital letters. (d) Ah, wait not till the May Shall bring the birds and bees; Return, return, I pray! The first word of every line of poetry must begin with a capital letter. PUNCTUATION 206—Punctuate correctly the following sentences, and give reasons for your punctuation: (a) Birds fly (b) Mrs A L Jones and Dr H L Brown were awarded the degree of Ph D by Iowa College yesterday. (c) Are you going, TomTHE BLUE BOOK OF GRAMMAR anp COMPOSITION (d) I asked Tom if he was going? (e) My What a big fish (a) Birds fly. A period is used at the end of every sentence stating a fact, to make it clear that the statement is ended. (b) Mrs. A. L. Jones and Dr. H. L. Brown were awarded the degree of Ph. D. by Iowa College yesterday. The period is used to indicate abbreviations. (c) Are you going, Tom? The question mark is used after a direct question. (d) I asked Tom if he was going. The period is used after an indirect question. (e) My! What a big fish! An exclamation point must be used after an interjection or any group of words denoting exclamation. 207—In the following sentences, necessary commas have been omitted. Supply them, with a reason for each addition. (a) Mary went to the store to order bread potatoes onions matches string beans and canned soup. (b) When we plan to go it rains. (a) Mary went to the store to order bread, potatoes, onions, matches, string beans, and canned soup. The comma is used to separate words in a series, in order to make clear that the items are to be taken separately. Without the commas, we could not tell whether Mary was to order string and beans, two separate objects, or string beans. (b) When we plan to go, it raims. The comma is used to separate an adverbial clause, beginning the sentence, from the rest of the sentence. 208—Supply the missing commas in the following sentences, stating the reason for each addition. (a) John get your hat. (b) Henry Jones the mayor was the chief speaker. (c) It takes they say all sorts of men to make the world. (d) I want four things namely a roof, a bed, a meal, and the great outdoors.82 THE BLUE BOOK OF GRAMMAR anp COMPOSITION (a) John, get your hat. The comma is used to separate words of direct address from the rest of the sentence. (b) Henry Jones, the mayor, was the chief speaker. The comma is used to separate the words in apposition from the rest of the sentence. (c) It takes, they say, all sorts of men to make the world. The comma is used to set off parenthetical expressions from the rest of the sentence. (d) I want four things—namely, a roof, a bed, a meal, and the. great outdoors. The expressions namely, for instance, for example, and that 1s should be preceded by a dash, and followed by a comma. 209—Correct the punctuation of the following sen- tences, and give reasons for your changes: (a) The ruble, which was used in Russia, dropped al- most to the vanishing point, but the dollar remained normal. (b) John said “TI will’. (c) The following were present Morgan Swift Tomson and Marvin. (a) The ruble, which was used in Russia, dropped almost to the vanishing point; but the dollar remained normal. A semi- colon is used to separate co-ordinate clauses in a compound sentence, when either clause contains a comma. (b) John said: “I will.’ The colon is used after expressions introducing a direct quotation. The comma may also be used here. (c) The following were present: Morgan, Swift, Tomson 7 Marvin. The colon is used after expressions introducing a list. - 210—Complete the punctuation of the following words, and explain why the changes are necessary: fly paper, lamp post, weather board, Jand grant. Fly-paper, lamp-post, weather-board, land-grant. The hyphen is used between the parts of some compound words. The only way to be certain in such cases is to consult any standard dictionary j 7THE BLUE BOOK OF GRAMMAR anv COMPOSITION _ 33 211—-Correct the punctuation of the following sen- tences, and explain why you make the changes: (a) Mr. Jones said to him, You are the man we want. (b) Mr. Jones told him “that he was the man they want. (c) “I will go, said Tom, if Harry goes along. (d) Cain asked, “Am I my brother’s keeper ? ” (a) Mr. Jones said to him, “You are the man we want.” Direct quotations must be set off by quotation marks. (b) Mr. Jones told him that he was the man they want. Where the quotation is not direct, that is, where the exact words of the original are not used, the quotation marks are unnecessary. (c) “I will go,’ said Tom, “if Harry goes along.’ Quota- tion marks are used at the beginning and end of every part of a direct quotation, including conversation. (d) Cain asked, “Am I my brother's keeper?” Quotation marks end a direct question as well as begin it, 212—Correct the following sentences, supplying the omitted apostrophes, with reasons for your changes: (a) Where is the boys father? (b) Where are the boys fathers? (c) “She doesnt know ; she didnt see it happen,” he said. (d) Your 4s and 7s are almost as hard to distinguish as your ns and us. (a) Where is the boy's father? In the possessive singular of nouns, an apostrophe is placed between the word and the termination -s, the sign of the possessive case. (b) Where are the boys’ fathers? In the possessive plural of nouns, an apostrophe is placed after the -s which shows the plural. If the plural does not end in -s, ’s must be added, as in such plural possessive forms as men’s, children’s. (c) “She doesn’t know; she didw’t see it happen,” he said. The apostrophe is used to indicate contractions in a word, \d) Your 4’s and 7’s are almost as hard to distinguish as your n’s and u’s. The plural of conventional signs, figures, and letters, is made by adding ’s.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 213—In what places could you divide the following words at the end of a line? Use a hyphen to indicate the division points. Why would you divide at these points? (a) middle, abandon, little. (b) abject, ablaze, instep, unusual. (c) restive, government, comparable, liking. (d) running, hidden, dimmer, maddest. (a) mid-dle, a-ban-don, lit-tle. Where two consonants come together, the division is generally between them. (b) ab-ject, a-blaze, in-step, un-u-su-al. Where a prefix has been added to a word-stem to form a word, the division occurs just after the prefix. (c) rest-ve, gov-ern-ment, com-par-a-ble, lik-ing. Where a suffix has been added after a word-stem to form a word, the division usually occurs just before the suffix. (d) run-ning, hid-den, dim-mer, mad-dest. Where a single consonant terminating the word-stem has been doubled before a suffix, the division usually comes between the doubled consonants, 214—In what places could you divide the following words at the end of a line? Use a hyphen to indicate the division points. Why would you divide at these points? (a) hysteria, hysteric, deposit, deposition. (b) dimmed, should, night, dreamed. (a) hys-te-ri-a, hys-ter-ic, de-pos-it, dep-o-si-tion. Division into syllables follows rules of common sense. Where a vowel is long, as in the second syllables of hys-te-ria and dep-o-si- tion, the division usually comes after the long vowel. Where a vowel is short, as in the second syllables of de-pos-it and hys-ter-ic, and the first syllable of dep-o-si-tion, the division usually comes after the consonant. Consult the dictionary in all doubtful cases. (b) dimmed, should, night, dreamed. Words of one syllable can never properly be divided by a hyphen; division requires at least two syllables,eee nan nea ete eiasam sia"? cape THE BLUE BOOK OF GRAMMAR anp COMPOSITION 85 215—Supply the correct punctuation, capital letters, apostrophes, and hyphens in the following sentences: i said mr jones will you buy me three things that is a baldwin apple a fruit cake and a h arpers week ly what now o yes 1 must have them now for i need them I said: “Mr. Jones, will you buy me three things—that is, a Baldwin apple, a fruit-cake, and a ‘Harper's Weekly?” “What, now?” : “O, yes, I must have them now; for I need them.” EXERCISE 76 Supply the correct punctuation, capital letters, apos- trophes, and hyphens in the following sentences: i think this is a swamp said harry look at my torn clothes sighed jim i know its what they call a brier patch oh boys i called out look at this lovely purple flower it was hard to pull off and how it stung when i got it off thats a stinging nettle 1 saw one in a book consoled harry im going to pick some of those pretty flowers CHOOSING THE BEST WORD 216—The following sentences do not present the thought accurately because of the vulgar, slangy, or careless use of the italicized words. Substitute for these words, others that will convey the real mean- ing: 1. Waiting for trains is awful. 2. I am crazy about fudge. 3. I had a dreadful headache last night. 4. He is an elegant ball player. 5. I have a fierce teacher. 6. Some of the loud speakers I have seen are very funny. 7. This is a grand day for a picnic. 8. It was a great game. 9. Castor oil tastes horrid. 10. I love pickles. 11. The teacher was mad this morning. 12. I made a sweet dress. 1, Waiting for trains is tiresome. 2. Fudge is my favorite candy. 3. I had a very bad headache last night. 4. He is an at# « 86 THE BLUE BOOK OF GRAMMAR anp COMPOSITION excellent ball player. 5. 1 have a severe teacher. 6. Some of the loud speakers I have seen have very odd shapes. 7. This is a perfect day for a picnic. 8. It was a thrilling game. 9. Castor oil is so disgusting. 10. I like pickles. 11. The teacher was angry this morning. 12. I made a very attractive dress. 217—Find the most important meaning of each of the italicized words in the preceding question, and use one correctly in a sentence. 1) Awful: impressing with great fear or reverence. Be- ing all alone on the ocean in a rowboat is awful. 2. Crazy: insane. The crazy man was sent to an insane asylum. 3. Dreadful: arousing fear. The roar of the onrushing flood sounded dreadful in our ears. 4, Elegant: dainty; tasteful; refined. She wore an elegant dress, rich but not gaudy. 5. Fierce: furious; savage. Indians on the war-path paint their faces in order to look fierce. 6. Funny: comical; causing laughter. The actions of the clown are very funny. 7. Grand: high in dignity or power; noble in character. One of the grand- est marches in music is found in the opera, “Tann- hauser.” 8. Great: large; illustrious; noble. Shake- speare was a great writer. 9. Horrid: dreadful. I was filled with the most horrid feelings as I watched the flames devour the apartment house. 10. Love: to regard with strong affection. Mothers love their children more than children love their mothers. 11. Mad: insane. The policeman shot the mad dog. 12. Sweet: tasting like sugar, Children like sweet foods, EXERCISE 77 Use each of the italicized words of the two preceding questions correctly in sentences of your own invention. Let your sentences be entirely different from those shown above. 218—Explain the differences in meaning of the words in each of the following groups. Use each word ina sentence:fae BLUE BOOK OF GRAMMAR anp COMPOSITION 87 1. accept, except 10. majority, plurality .2. balance, rest, 11. most, almost remainder 12. much, many 3. capital, Capitol 13. party, person 4. center, middle 14. principal, principle 5. conscience, 15. receipt, recipe consciousness 16. respectfully, 6. drive, ride respectively 7. formally, formerly 17. stationary, 8. healthy, healthful stationery 9, journey, voyage 18. statue, stature, statute 1. Accept means to receive with approval, except is a prep- osition meaning omitting, leaving out. I accept his apology. All of the boys went except John. 2. Balance is the unpaid part of an account, or the difference between what one has to his credit and what he owes. Rest is what is left over from a number of things. Remainder is what is left over from one thing. I will pay the balance in thirty days. Give me two pencils and keep the rest. During the fall, winter and spring I live in Florida; during the re- mainder of the year in New York. 3. Capital is a city chosen as the seat of government. Capitol is the building occupied by Congress, or by a state legislature. Washington is the capital of our country. The Capitol at Washington is a magnificent building. 4, The center is a point equidistant from the circumference of acircle. The middle is a point or a part equidistant from two extremities. The dancer stood in the center of the room. The boundary line between the two states runs through the middle of the river. 9. Conscience is what urges us to do right. Consciousness is the state of being aware of what is going on. Tommy re- turned the dime he had stolen because his conscience troubled him. He lost consciousness from the pain of his wound. 6. To drive means to make a vehicle go. To ride means to be carried along in a vehicle. I drove the car to the beach. I rode back in uncle’s car. ] 7. Formally means with great ceremony. Formerly means 1n times past. The ambassador was received formally by the88 THE BLUE BOOK OF GRAMMAR anp COMPOSITION king. Formerly, the horse was the most useful means of traveling by land. 8. Healthy means in a sound condition. Healthful means helping to make one healthy, wholesome. We always regard a chubby, red-cheeked baby as a healthy child. Oatmeal is a very healthful food. . 9. A journey is a trip by land, especially a long one. A voyage is a trip by water, especially by sea. a railroad journey across our continent takes three days. The famous voyage of Columbus revealed a new world. 10. A majority means more than half of a number of votes, people, etc. A plurality means the largest number of votes, but less than a majority. If three candidates receive the fol- lowing votes at an election A—30, B—25, and C—40, C has a plurality but no majority. 48 votes would constitute a majority. 11. Most means in the greatest degree. Almost means nearly. We had a most enjoyable time. He almost fell down stairs. 12. Both much and many refer to quantity, but much refers to it in the mass, while many is used when the quantity is made up of individuals. The garden had many bushes and much grass. 13. A party is a term used in law to refer to a person con- cerned in a suit or trial or contract. It should not be used as an ordinary substitute for person. We should not say A party was here to see you this afternoon, but A person or Somebody, etc. 14. A principal is the chief or head. A principle is a rule. My principal is a kind man. A good principle to follow is “Do each day’s work each day.” 15. A receipt is a written acknowledgement for something obtained. A recipe is a prescription or formula of ingredients for mixing things. Here is your receipt for the rent. Did you follow ma’s recipe for baking spaghetti ? 16. Respectfully means in a respectful manner ; respectively means in the order named. Respectfully is used at the close of a letter. Washington, Adams and Jefferson were respec- tively the first, second and third presidents of our nation. As he left the room. he bowed respectfully.a/. Stationary means fixed, not moving. Stationery means pertaining to writing materials. Some lighthouses have sta- tionary lights, others have moving ones. I went to the sta- tionery store to buy some pens. 18. A statue is a piece of sculpture; stature means height, and a statute is a law. The Volstead Act is a federal statute prohibiting the use of intoxicating liquors. That statue of Lincoln shows that the noble president was of considerable stature. EXERCISE 78 Fill in the blanks in the following sentences with one of the words in parenthesis and explain your choice: 1. He did not (accept, except) the invitation because he had to visit his grandparents. 2. After giving one third of the marbles to John, another third to Dick, he kept the (balance, rest, remainder). 3. After practicing one hour, he spent the (balance, rest, remainder) of the morning in play. 4. The (capital, capitol) of New Jersey is Trenton. 5. His (con- science, consciousness) troubled him after he stole the money from his mother. 6. In the (center, middle) of the ring stood a pole. 7. He (drove, rode) the cart to the stable. 8. These plants are in a (healthy, healthful) condition. 9. They were not at all seasick during the (journey, voyage). 10. (Form- ally, Formerly), men wore much gayer clothing than they do now. 11. It is not easy to win by a (majority, plurality) when many candidates are running for the same office. 12. She was (most, almost) suffocated in the crowded train. 13. (Much, Many) people stayed away because of the inclem- ent weather. 14. “Think of others” is a good (principal, principle) to live by. 15. Will you write down the (receipt, recipe) for making orange pie? 16. Buy your pad at the (stationary, stationery) store on the corner. 17. In (statue, stature, statute) he was six feet, one inch. 18. I wouldn’t buy from that (party, person) for anything. EXERCISE 79 Write one correct sentence for each of the following: except, balance, capitol, consciousness, middle, ride, journey, THE BLUE BOOK OF GRAMMAR anp COMPOSITION 89" 4, THE BLUE BOOK OF GRAMMAR anp COMPOSITION formally, plurality, party, most, much, receipt, principal, re- spectively, stationary, statue, statute. 219—Opposite each of the words in the first column write two synonyms (words almost the same in meaning). Adjectives— Adverbs— Nouns— Verbs— Word bad beautiful big brave bright busy good great high interesting fast immediately lately often slowly book friend game occupation sorrow begin come decide drink eat fall go kall laugh like Synonyms evil, harmful pretty, handsome large, bulky courageous, bold brilliant, clever active, industrious honest, favorable huge, considerable tall, lofty entertaining, delightful rapidly, speedily instantly, at once recently, not long since frequently, usually gradually, deliberately volume, work acquaintance, chum amusement, pastime employment, profession grief, woe commence, start arrive, approach choose, determine sip, gulp devour, swallow slide, slip move, travel murder, slay smile, roar enjoy, take pleasure inTHE BLUE BOOK OF GRAMMAR anp COMPOSITION 91 make construct, form run rush, flee say reply, tell see view, gaze strike hit, dash against walk plod, swagger want desire, wish EXERCISE 80 Substitute for the italicized words in the following sentences synonyms not in the list given in the preced- ing question: 1. Your work is very bad. 2. What a beau- tiful sunset! 3. It was a brave deed to attack against such odds. 4. His bright remark made every one laugh. “5. He was a good old man. 6. He walked fast. 7. The stranger expressed himself slowly in the unfamiliar tongue. 8. He chose the law as his occupation. 9. He fell one thousand feet in his parachute. 10. They killed all the insects. 11. He Jaughed when he was recognized. 12. John made ten dollars, 13. He ran as fast as his little legs could carry him. EXERCISE 81 Write as many synonyms as you can find for each of the following words: afraid, agreeable, blow, blunder, blunt, break, bring, broad, care, clear, clever, cold, comfort- | curious, dark, difficult, dull, easy, faithful, able, correct, cruel, fear, firm, friendly, full, gay, gentle, give, hard, hear, heavy, light, little, long, low. help, hot, hurt, important, joy, lesson, 220—Write opposite each word in the following list two antonyms (words opposite in meaning). Word Antonyms modern, up-to-date ancient capture liberate, set free cowardice bravery, courage fat lean, bony forget remember, recall front back, rearTHE BLUE BOOK OF GRAMMAR anv COMPOSITION lazy active, diligent powerful weak, powerless rich poor, impoverished true false, disloyal EXERCISE 82 Write as many antonyms as you can for each of the following: Civilized, enemy, freedom, handy, hope, lost, open, prompt, right, rude, shallow, smooth, varning. 221—Write opposite the general words listed below, appropriate specific words. What is the special value of specific words? General Specific General Specific animal cow vegetable beet statesman Washington vine ivy tree oak reddish crimson substance gasoline officer corporal metal gold fish mackerel Specific words call up in the mind exact and definite pictures or ideas, instead of vague and indefinite ones. They make what you write more clear and interesting, EXERCISE 83 Write opposite the following general words appropriate specific words: Drink, food, color, book, game, bird, pic- ture, light, airship, country, liquid, mineral, thought, solid, profession. EXERCISE 84 Choose the word in parenthesis that will make your sentence clearer or more interesting: 1. On the table were some beautiful (flowers, roses). 2 . 2. I saw a splendid (jewel, ruby). 3. He was seated in a (chair. armchair). 4. A (building, school) stood on the corner. 5. In the (launch, boat) were two people. 6. He held a (football, ball) in his hand.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 93 222—-Explain the meaning of each of the following prepositions. For each meaning given write a sen- tence: 1. about 5. beside 9. from 13. off 2. among 6. _ besides 10. in 14. on 3. around 7. between 11. into £5: 6 4, at 8. by 12. like 16. without 1. about: nearly; all around. He was about ten years old. He played about the house. 2. among: in the group with. Among the books was an old dictionary. 3. around: on all sides. Airplanes have shortened the time of traveling around the world. 4. at: in; toward. Don’t point your gun at me. He did not stay at home long. 5. beside: close by. A reading lamp was placed beside the bed. 6. besides: in addition to. Besides the couch and a chair the hut contained a little table. 7. between: in the group composed of. Used only of two things. He divided his share between Joe and Harry. 8. by: next to; not later than; through the action of; past and beyond. He stood by his chair. You should reach town by five o’clock. The car drove by the house at great speed. 9. from: away. He has just come from school. 10. in: within the bounds or limits of. He found a sealed bottle in the surf. 11. into: to the inside of. He plunged into the water. 12. like: similar to. Never to be used as a conjunction. Your bat is just like mine. 13. off: separation from. Never to be used with of. He took a book off the shelf. 14. on: in contact with the upper surface; at the time of; along. Tom sat on the fence. They are expected on Tues- day. They walked on the tracks. 15. fo: in the direction toward a person or thing. page twenty. 16. without: lacking, not having. brella. Turn to He left without his um- MW94 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 223—Opposite each preposition given below write one antonym: Preposition Antonym Preposition Antonym above below over under after before toward from behind before up down for against with without inside outside within without 224—The prepositions in the following sentences are incorrectly used. Substitute correct prepositions and give your reason for so doing. 1. He took it off me. 2. In two years around there will be another election. 3. Look on the blackboard. 1. He took it from me. Off refers to removing from the top of something. From refers to removing; it is more general in its use than off. Nothing was taken from the top of a person; hence, from should be used. 2. In two years there will be another election. Around is incorrect because its meaning, on all sides, makes nonsense in the sentence. 3. Look at the blackboard. At is correct because the idea is action in the direction of and not action upon the board. EXERCISE 85 The prepositions in the sentences following are in- correctly used. Substitute correct prepositions and give your reason for so doing. 1. I paid a visit by my grand- mother. 2. He sent it at my house. 3. She is pleased on everything. 4. I got ten cents off my father. 5. He took my top on me. 6. Excuse me from being absent. 7. I came up with the train. 8. In two years around she will go to college. 9. As the door was open the dog ran in the room. 10. He arrived to New York. EXERCISE 86 Some of the following sentences omit necessary prep- ositions, while others contain more than are necessary. Correct the sentences, in each case giving the reason.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 93 1. Come over my house. 2. The cat fell off of the fence. 3. Where are you going to? 4. I graduated school. 5. What number is the house? 6. It is no use to speak like that. 7. He returned the book to whom it belonged to. 8. In which house does she live in? 9. Mother is home. 10. Will you come up my house? 11. She is dearer to me than you. 12. To whom did you give it to? 13. From what shelf did you take the book from? 225—Correct the following sentences and give your reasons for so doing: 1. He neither drinks tea nor coffee. 2. He both gave me a pen and a pencil. 3. Not only is he a famous aviator but also a modest man. 1. He drinks neither tea nor coffee. 2. He gave me both a pen and a pencil. 3. He 1s not only a famous aviator but also -a@ modest man. The conjunctions neither, both, and not only are out of place. They should be placed immediately before what they are intended to join. EXERCISE 87 Correct the following sentences and give your reasons: 1. He gave neither help to John nor to Mary. 2. You either must give up smoking or die. 3. He paid both for a ticket and dinner. 4. He not only was a teacher but also a writer. 226—Correct the following sentences and give reasons for so doing: 1. He likes neither grammar or arithmetic. 2. Re tay eled till Los Angeles. 3. You wont be promoted with- out you study. 4. Do like I do. 5. Study like you meant it. 6. This bat is different than mine. 7. 7 do not know i; i can come. 1. He likes neither grammar nor arithmetic. correlative for neither 1s nor. 2. He traveled as far as Los Angeles. Till is incorrect, be- cause it refers to time. Place and not time is mentioned here, The proper96 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 3. You won't be promoted unless you study. Without is incorrect because it is used only as a preposition. A conjunc- tion is needed. 4. Do as I do. Like should never be used as a conjunction. 5. Study as if you meant it. Like should not be used as a conjunction. 6. This bat is different from mine. Than should never be used with different. 7. I do not know whether or not I can come. If is incorrect because it should be used only when there is no alternative or possible way out of a situation. The thought we are try- ing to express contains an uncertainty,—I may be able to come and I may not be able to come,—with two possibilities, EXERCISE 88 Find the error in each of the following sentences and correct it: 1. She is not so good like Daisy. 2. Will you do like I asked you? 3. I am not sure if my teacher will excuse me. 4, [ll walk with you till the corner. 5. They would not travel by airplane without the weather was very clear. 6. Washington had neither traveled in Europe or gone to College. 7. Parents are no different now than what they used to be, 227—Write at least two synonyms for each of the fol- lowing conjunctions: and, but, if, because, therefore, when. Conjunction Synonyms and in addition to, moreover, furthermore, while. but yet, however, still, nevertheless, notwithstand- ing. if provided, unless, in case, on condition that. because for, since, as. therefore hence, consequently, when whenever, as. EXERCISE 89 Substitute for the words in parenthesis other words: 1. The young flyer met difficulties from the very start. HeTHE BLUE BOOK OF GRAMMAR anv COMPOSITION 97 had a hard time getting money for his purpose (because) he was unknown. 2. He had to wait some time for favorable weather. (And), when he did take the air he flew alone, with no one to relieve him during the long flight. 3. (If) he had failed, he would soon have been forgotten. 4. He did not fail. (Therefore), he was received everywhere with the greatest enthusiasm. 5 (When) he left his hotel, he had to face a crowd of admiring people. EXERCISE 90 Use each of the following conjunctions properly in a sentence: After, although or though, as though, belore, even if, except, in order that, save, so that, until or till, wherever. WRITING A GOOD PARAGRAPH 228—(a) What is a paragraph? (b) Give an example. (a) A paragraph is a group of sentences developing a single topic. (b) I had an enjoyable day at Coney Island last week. Half a dozen of the members of my class went out on the boat the first thing Saturday morning. We rented bathing suits, and spent the morning in the water. One of the boys, Tom, was an excellent diver; none of us could perform all the tricks he showed us. In swimming, I was better than he. After we ate our lunch, we visited some of the amusements. Finally, with our pocket-money spent and the day gone, we returned home. 229—-Why is the paragraph in the above question a good one? For the following reasons: 1. It develops a single topic,—a day 0 opening sentence states the topic. 3. Every sentence has something to say concerning the topic. 4. The last sentence is a good rounding-off sentence making the paragraph ap- pear finished. 5. It is indented,—the first word begins one half inch from the margin. at Coney Island. 2. The ikeTHE BLUE BOOK OF GRAMMAR anp COMPOSITION 230—(a) What do we call the sentence that announces the topic? (b) What should it do? Illustrate. (a) The topic sentence. (b) In addition to announcing the topic it should hint or suggest in what way the topic will be treated. For example, in the paragraph given above, the topic sentence J had an enjoyable day at Coney Island last week announces the topic a day at Coney Island and also informs us that the paragraph will show that the day was enjoyable. 231—In the following topic sentences point out the topic of each, and any suggestions indicating the manner of development: 1. Fishing for brook trout is a difficult sport. 2. I wit- nessed an amusing scene on my way home to-day. 3. Roosevelt was more the man of action than Harding. 4. The woods are never as full of birds as in the spring. 1. Topic: Fishing for brook trout.. Hint of development: To show that it is difficult. 2. Topic: An amusing scene. Hint _ of development: To tell what I saw. 3. Topic: Roosevelt and Harding. Hint of development: To show that Roosevelt was more a man of action. 4. Topic: Spring birds. Hint of development: To show how full the woods are. 232—Write a topic sentence for each of the following topics: 1. The school clock. 2. The third baseman. 3. A ride. 4. An accident. 5. My radio. 1. Although the hands of the school clock never leave its face, it sees a great deal of what happens during the day. 2. The position of third baseman is a very important one. 3. I took an unexpected ride one day last summer. 4. Three years ago I met with an accident that taught me a lesson. 5. The best radio set is the one you make yourself. 233—(a) Develop one of the topic sentences given in the answer to the preceding question. (b) Show that it is a good paragraph.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 99 (a) Three years ago I met with an accident that taught me a lesson. I was standing, one Sunday, before my house when a trolley car came along with no one on the rear platform, not even the conductor. I ran after the car and managed to catch on, crouching out of sight. Not more than a minute later, the conductor appeared. | jumped, fell on my head and fainted. When I came to, I was on a couch at home. The doctor was talking about a fractured skull. Fortunately, he proved to be mistaken, but for the following two weeks I had a bump on my head the size of a door knob. You may be sure that the next time I boarded a trolley I paid my fare and took a seat like a gentleman. (b) The above is a good paragraph: 1. Because it develops a single topic,—An accident. 2. The opening sentence is a topic sentence. 3. Every sentence has something to do with the accident. The first announces the topic. The second indicates the time, the place, the trolley car with the empty rear platform. The third tells that I ran after the car and caught it. The fourth sentence tells us that the conductor appeared. The fifth relates the accident itself. The sixth brings in the doctor; the seventh, the bump. The concluding sentence neatly states the lesson, thus returning to the first sentence where a lesson was hinted at. 4. The paragraph is indented. EXERCISE 91 Write topic sentences for each of the following topics: 1. Watching monkeys. 7. My own garden. 2. Promotion day. 8g. At a big league game. 3. The relay race. 9. The rescue. 4. A Boy Scout meeting. 10. Watching ants. 5. Bobbing for apples. . Killing mosquitoes. 6. School citizens. 12, The traffic policeman. EXERCISE 92 Write paragraphs on five of the topic sentences con- structed from the topics in the preceding exercise.100 THE BLUE BOOK OF GRAMMAR anv COMPOSITION PLANNING A COMPOSITION 234—-(a) Make a plan for a three paragraph composi- tion of at least 150 words on the topic: My little brother. Use main topics and sub-topics. Begin by stating your purpose. (b) Why is such a plan useful? (a) Topic: One day in the life of my little brother. Purpose: To show how often he gets into trouble. Plan: I. Morning. (b) A 1. Piety II. III. A. Garden hose turned on. 3. Brother’s and friend’s clothes soaked. C. Clothes changed first time. Afternoon. A. Storm. B. Brother gets shoes wet. C. Brother gets slippers wet, and clothes in rain. D. Put to bed. E. Fresh clothes once more. Evening. — A. Brother goes to friend’s house. B. Mud pies. C. Punished. D, Put to bed for the night. plan like the one just made is useful because: It tells me what I am to write. it tells me in what order I should present my thoughts. It tells me the paragraph divisions. By stating purpose I am helped to keep to the sub- ject all the way through. EXERCISE 93 Make plans for two, three or four paragraph composi- tions on the following topics: 1. How to use the tele- phone. 2. A recent invention. 3. A picture I like. 4. A day in the life of a race horse (told by himself). 5. The building of a snow fo7tTHE BLUE BOOK OF GRAMMAR aAnp COMPOSITION WRITING THE COMPOSITION FROM THE PLAN 235—-Write the composition from the plan given in Question 234. Select an appropriate title, a good in- troductory sentence, and a good closing sentence. A Busy Day My little five year old brother, Eugene, during his waking hours, keeps us occupied trying to prevent him from coming to harm. One hot day not long ago he was in and out of trouble from morning to night. Many shouts of joy drew us to a window to discover the cause of the glee. In the garden below we saw brother with a playmate getting the full benefit of a sprinkler hose bath with all their clothes on. 30th were pretty well soaked. Sending Herbert, companion in guilt, home we hauled Eugene into the house and changed his clothes. He remained dry for the rest of the morning. During luncheon, a brief rainstorm prepared the scene for the activities of the afternoon. Eugene was permitted to play outdoors but warned to stay out of the wet. Half an hour later, he walked in with his second pair of shoes full of water and the seat of his trousers in much the same condition. “Now, Master Eugene, you will have to remain indoors, because you have no dry shoes. Put on your slippers and don’t leave the porch.” He obeyed,—for ten minutes until friend Herbert appeared once more. This time we found him in the garden at the rear with his trousers and waist wet from a light rain that was falling —and his bedroom slippers soaked, As there was now nothing dry ready to wear, he was put to bed. A short time before supper, he was dressed and he succeeded in keeping respectable through supper. _ Immediately after supper, he disappeared in the direction of Herbert’s house. When bedtime approached, I went to bring asion there was an improvement. He wasn’t wet; he was muddy—hands, shoes and seat. You needn’t ask what happened to him this time. He received sample of what Paddy gave the drum, was cleaned up, anc hustled to bed. Thus ended a busy day. Man arnt ry hic ve lim home. On tais oce Bik weA THE BLUE BOOK OF GRAMMAR anp COMPOSITION 236— Why is this a good composition? 3ecause it is interesting and well written. It is interesting because the subject, my little brother, appeals to all of us who know how little boys act ; and because there are many specific details of his actions. It is well written because it is well planned, with correct paragraph division, topic sentences, sentence structure, and vocabulary. Furthermore, there are no errors in spelling, punctuation, or capitalization. REVISING COMPOSITIONS 237—How would you revise your written composition to free it from mistakes of all kinds? would go over it to see . That the whole composition dealt with only one subject. That each paragraph was about only one topic. . That each sentence was only one complete thought. . That the sentences and paragraphs were properly con- nected. 5. That in my choice of words I used synonyms to avoid repetition, that I substituted fresh words for overused ones, that I used specific words instead of general words, wherever possible. 6. Whether the spelling was correct, referring to the diction- ary when in doubt. 7. Whether the capital letters were used in the right way. 8. That all the needed punctuation marks were correctly used. 9. Whether there were mistakes in grammar. I would be especially careful to eliminate “run-on sentences,’ or sentences overcrowded with clauses: to complete incomplete sentences; to make sure that nouns, pronouns, and verbs agreed properly with each other ; and that the proper tenses were used. Most of all I would remember that REVISI( YN, OR SELF- CORRECTION, IS THE MOST IMPORTANT PART OF THE WORK IN COMPOSITION. My rule would be: EXAMINE FOR ONE ERROR AT A TIME, EXERCISE 94 Write a composition for each of the plans made by you in answer to Exercise 93,THE BLUE BOOK OF GRAMMAK anp COMPOSITION EXERCISE 95 Revise each of your compositions in accordance with the directions given in Question 237. WRITING A STORY 238—(a) What is the first step in writing a composi- tion on a personal experience, such as City Boys in the Country? (b) Write an outline for such a com- position. (a) The first step in writing a composition upon “City Boys in the Country” is to decide what chief point your composition ‘s to show—in other words, the point of your story. The point of this particular story might be the necessity for the city boy to learn things about the country, before experiment- ing too much with wild things. (b) City Boys in the Country I. The Plants and Trees. A. Through the Swamp. 1. Soaked Shoes. 2. What the Briers Did. B. Tom and the Nettle. C. That Pretty Poison Ivy. II. Food and Drink. A. Don’t Forget the Water. B. In the Orchard. 1. Green Apples. 2. The Owner’s Arrival. C. The Return. 239—Write the composition from the outline sub- mitted in answer to Question 238(b). City Boys in the Country ‘est friends, Harry Levy and Jim Don- e of the country we con- like real pioneers, Although my two | nelly, like myself, knew very littl ceived the adventurous idea of setting out, —104 THE BLUE BOOK OF GRAMMAR anp COMPOSITION to explore the great unknown. We bought round-trip tickets costing exactly a dollar each, and noticed that they read “Eden, N. J.” Having arrived, we set out briskly walking toward a high hill. The ground got wetter and wetter, until our shoes were soaked. “I think this is a swamp,” said Harry. “Look at my torn clothes,” sighed Jim. “I know it’s what they call a brier patch.” “Oh, boys,” I called out, “look at this lovely purple flower !” It was hard to pull off—and how it stung, when I got it off! “That’s a stinging nettle; I saw one in a book,” consoled Harry. “I’m going to pick some of these pretty leaves.” He had gathered an armful of the pretty red leaves, when a country boy, who had been watching us, called out: “What are you fellows going to do with that poison ivy?” That was what Harry had picked with such care! We walked on and on. We became thirsty ; and we had forgotten to bring any water. “Never mind,” said Jim. “I have heard that an apple is as good as a drink—and there are some on a tree!” A good apple may be as good as a drink: but these green ones were as bad as poison. We all were groaning with pain, when a man came running, followed by three growling dogs. “You boys get right back where you came from!” he shouted. “I’d sic these pups on you, if green apples weren't worse.” We finally took the train for home, with our bruises, stings, swellings and pains. We decided to visit the country first through some ‘“‘Book of Nature,” before we experimented with it at first hand Note: Review the rules for the use of Quotation Marks, in the answer to Questions 211 and 215. Conversation adds in- terest to a story. 240— Write an outline for a composition upon A Busi- ness Experience, indicating first the point of your in- tended story. The point of the story will be the profit that comes through locating an unfilled business need, and filling it.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 105 A Business Experience I. The Idea and the Start. A. What Father Needed. 1. The Out-of-the-way Store. 2. The Proposition. B. The First Dozen Patrons. 1. Need for More Profits. 2. Where I Found Them. C. The First Month’s Profits. II. The Result of a Summer. A. Cash Returns. 1. In the Bank. 2. The Sale of Good Will. B. The Business Lesson. 241—Write the composition called for by the outline submitted in answer to Question 240. A Business Experience ed to an outlying part of Two years ago, my family mov being opened. The build- 3rooklyn, where stores were just ing was on Hood Avenue, about four blocks from the subway. One summer night father turned to me and said, “Tom, I missed my subway train again this morning—the second time in a week. And all because I had to go a block out of my way to get the morning paper at Hauser’s. You say you want to earn twenty dollars for a radio set; I'll give you ten cents a week, above the cost of the papers, if you will get my paper daily for me before breakfast.” ‘Won’t Hauser deliver them?” I asked. “Too much rheumatism, he says. At th earn more than a dollar this summer.” "Ti dow!” An idea had entered my head. The dollar and forty cents I might make from father would not go far toward that radio set: but others in the apartment house might want their papers delivered, on the same terms. That night I went to see all the other tenants, and signed up eleven at once. I began deliveries at rate, you would106 THE BLUE BOOK OF GRAMMAR anp COMPOSITION the next morning, and by the end of the first week had twenty- seven taking papers from me regularly. At the end of the first month, I had deposited ten dollars and fifty cents in the bank. All summer I kept at it. There were always new customers to take the places of the few who dropped out. In September, when school reopened, I had thirty-four dollars in the bank. This taught me the important business lesson that profit comes through finding an unfilled business need, and fill ing it. 242—-Write an outline for a composition upon some historical incident, indicating first the point of your intended story. “The Discovery of America’ is chosen, as an incident with which the writer is familiar. The point of the story will be that persistence in the face of obstacles brings its reward The Discovery of America I. Obstacles on Land. A. Columbus Believes the Earth Is Round. ; 1. Why He Studied the Question. i ; 2. Toscanelli’s Map. B. Appeal for Aid in Portugal. if C. Appeal for Aid in Spain. ' 1. The Refusal. 2. The Queen’s Messenger. II. Obstacles at Sea. A. The Compass Misbehaves. B. The Sea of Grass. C. How Columbus Acted. $1) Tie Discovery. A. Signs of Land. 1. Land Birds. 2. The Ocean’s Gift. B. “Land Ho!” 243—Write the composition called for by the outline submitted in answer to question 242.THE BLUE BOOK OF GRAMMAR anp COMPOSITION _ 107 The Discovery of America Just before 1490 Christopher. Columbus, an Italian sea- captain living in Portugal, became convinced, from a study of geography, that the earth is round. He had taken up the study because the eastern trade routes to Asia, the home of spices, silks, and jewels, had been closed by the Turks. He was aided in his decision by a map sent him by an Italian geographer, Toscanelli, which indicated that Asia could be reached by sailing westward. On fire with this vision, Columbus asked aid first from the King of Portugal ; but his plea was refused. He next begged help from Queen Isabella of Spain and her husband ; but again his plea was rejected. In despair, he had just set out on the road to France, when a messenger from the Queen told him she would furnish ships and men for his voyage. 3. 1492, his three small ships set sail: Lae On August sailors were filled with forebodings of evil. The compass soon armed them more than ceased to point due north, which al casso Sea, a mass of floating ever. They came to the Sarg seaweed, grass, and crabs, which seemed endless. In the face of these obstacles, Columbus persisted - his constant order was, “Sail on! Sail on!” On October 11th small land birds were sighted, which in- dicated that the coast was near. The ocean itself brought encouragement, in the shape of floating wood and land weeds. During that night, Columbus saw a light moving in the dis- tance. At 2 o’clock, the same night, a lookout shouted “Land! Ho!” Dawn revealed an island right before them, on which Columbus at once disembarked. He still thought he had found Asia. but his achievement was far greater: he had discovered America. EXERCISE 96 T, select one, construct an f at least 150 words, and Do the same with regard From the topics in Group. outline for a composition 0 then write the composition. to the list of topics in Group 14: nt of my younger years. Group I: 1. An incide 2. An experience in school. *108 THE BLUE BOOK OF GRAMMAR anp COMPOSITION Carrying an important message. Earning my first dollar. An accident. The Battle of Lexington. The first steamboat trip on the Hudson. . The story of the gold rush of 1849. An account of the surrender of Lee. . The assassination of Lincoln. REVISE YOUR COMPOSITIONS in accordance with the instructions given in answer to Question 237, Group II: a SL Sr Se Son WRITING A DESCRIPTION 244—-What are the two kinds of description? There are two kinds of description, differing according to their purpose. (1) Description to give information and (2) description to convey a feeling or an impression. 245—Make an outline for a description of the first class, for the purpose of giving information, concern- ing the exterior of a watch. My Watch I. The Front. A. The Open Case. B. The Characters. C. The Hands. D. The Name. II. The Back, A. The Design. B. The Monogram. 246—Write the composition from the outline sub- mitted in answer to Question 245. My Watch My watch is an old-fashioned open-faced Elgin. The watch case is made of gold. The numbers of the hours are in black Roman numerals (I, II, ITI, etc.) ; the minute numbers are inTHE BLUE BOOK OF GRAMMAR anp COMPOSITION _ 109 red Arabic numbers (5, 10, 15, etc.) ; the second numerals are ‘n black, with the Arabic notation (10, 20, 30, etc). The long minute hand is straight and of uniform width; the shorter hour hand has a heart-shaped swelling near its point; the second hand is straight and of uniform width, except for an enlarged circular head at the end opposite the pointing end. The name “Elgin” appears in thin capital letters below the numeral XII. The back is gold, with a design of interwoven ivy leaves al- most touching the edge. In the center is a plain monogram, consisting of the letters “A. B.” in script, three-quarters of an inch high. 247—(a) Write a description for the purpose of giving information leading to the recovery of the above watch, which has been lost. (b) What details should be included, and what omitted, ina description of a lost article for this purpose? (a) Lost, in Main Park, an open-faced gold watch, with “Elgin” in thin capitals on the front, and a three-quarters inch script monogram “A. B.” within interwoven ivy leaves on the back. (b) In the description of a lost article, only those details are included which distinguish the particular object lost from other objects in the same class. You assume that the reader knows what a watch, umbrella, satchel, etc., is; you tell how this particular object differs from other objects in the same class. EXERCISE 97 Write a description, for the purpose of giving informa- tion, of one or more of the following subjects, first making a brief outline: (1) A pencil. (2) An umbrella. (3) A boat. (4) A garment. es Write a description, for the purpose of giving the nec- essary information, and no more, leading to the recovery of the following lost articles: (5) A pocket-book. (6) A hand-satchel, giving its contents. (7) A package from a store. (8) A dog.110 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 248—(a) Write a proper beginning for the second kind of description in which the purpose is to convey a feeling or an impression. (b) How should such a de- scription start? (a) The woods in September are a blaze of colors. (b) Such a description should begin with a statement of the general impression to be conveyed. 249--(a) Make a list of details that will convey the impression in the answer to Question 248. (b) Ar- range these details according to their relation to one another, (a) Golden rod, golden maple leaves, bright blue sky in early afternoon, red fruit in the orchard, blue asters, fleecy white clouds, dark red sumach spikes, brown oak leaves, (b) Flowers: golden rod, blue asters, 5 Trees: golden maple leaves, red fruit in the orchard, dark red sumach spikes, brown oak leaves. Sky: bright blue in afternoon, fleecy white clouds. / = a . . . ‘* 250—Rearrange the details given in answer to Ques- tion 249(b) so as to form an outline for a composition. September Colors I. The Sky. A. In Blue Afternoon. B. The White Cloud-Masses. II. The Trees. A. Red Fruit in the Orchard. B. Scarlet Sumach Bushes. C. Golden Maple Leaves. D. Brown Oaks. III. The Flowers. A. Blue Asters. B. Golden Rod. 251—Write the composition called for by the outline given in answer to Question 250.THE BLUE BOOK OF GRAMMAR anp COMPOSITION ill September Colors The woods in September are a blaze of colors. The sky is usually very clear, and very blue, especially during the after- noon. If it is at all cloudy, it is usually covered by small white clouds that are very attractive. The brilliance from the sky falls upon a scene equally as brilliant. First of all, there are the orchard lands, with their bright red apples. Next to these are the low sumach bushes, with gaudy leaves turned to yellow and scarlet, and dark red spikes of berries. 3eyond these are the maples, in all shades of orange and red. Higher and higher are the yellow leaves of the oak trees, slowly turning brown. On the very ground we find September’s colors. Blue asters, of many different hues, are seen on every side. Along the sides of the roads, and in every field, the armies of the golden rod are seen, turning the whole landscape to a golden picture. Note: Having decided upon the impression to be called out in the reader, the details used will be those, and those only, that will contribute to the impression. In the composition above, the impression sought to be conveyed was one of color ; the words used, as far as possible, appeal to the sense of sight, and especially that of color. 252--What sort of details would you select to convey the following impressions? (a) A fragrant flower garden. (b) Bird song at dawn (c) An appetizing bakery. (d) The Christmas dinner. (e) A kitten. (£) The appearance of a building. (b) The sounds of d chiefly their he food and ps sound (a) The odors of the various flowers. the birds. (c) The sight of baked objects, an smell. (d) Appearance of the dinner, odors of t taste of the food. (e) The touch, sight, and perha and smell of the kitten. (f) The size, shape, color, light, shadow, etc., of the building. EXERCISE 98 What sort of details would you select to convey the following impressions? (1) A picture with which you are112 THE BLUE BOOK OF GRAMMAR anv COMPOSITION familiar. (2) A foggy day on the river. (3) The seashore. (4) Some city street at noon and midnight. (5) A hot day. (6) The changing views as you climb a hill. (7) City noises. (8) My father. EXERCISE 99 Write one or more compositions from subjects listed in the above exercise, remembering (1) To begin with a statement of the general impression to be conveyed. (2) To list only such details as will convey the impression. (3) To rearrange your details in groups and then in a final outline. (4)To use sense-impression words that appeal to the senses. WRITING AN EXPLANATION 253—Make an outline for a composition on the topic How I polish my shoes. How I Polish My Shoes. I. Dirty shoes unpleasant. II. Polishing the shoes. A. Brush off dust and dirt. B. Apply blacking. C. Brush to get a shine. D. Apply rag to get a high polish. E. Repeat for a still higher polish. IIT. Conclusion—only a little time, blacking, and energy required. 254—From the above outline write the composition entitled How I Polish My Shoes. How I Polish My Shoes It isn’t pleasant to see a man wearing a neat suit, clean shirt, and attractive tie with shoes that are gray with dust and dirt. It must be just as unpleasant to see a neatly dressed boy with shoes in the same unpolished condition. It is easy enough to have well-shined shoes if you are willing to go to a little trouble. The first thing to do is to brush the dust and loose dirt away, not neglecting the corners or the uppers. After finish- ing the dry brushing, I apply the blacking, making sure toTHE BLUE BOOK OF GRAMMAR anp COMPOSITION © 113 cover every part of the shoe except the laces. I now use the dry brush once more to rub the blacking into a shine. Finally, I take a flannel rag of the kind used by bootblacks, and holding it at the ends with the rough surface down, I run it along pressing heavily at first and then lightly, to obtain a high polish. When I want a still higher polish, I repeat the operations, with the blacking, brush and rag. There is no good reason for not having neat looking shoes. All that is required is five minutes a day, a very little blacking, and some “elbow grease”, otherwise known as muscle energy. Note the interesting introduction and also the closing sen- tences. EXERCISE 100 Write compositions on at least two of the following topics. Don’t forget to make outlines, and try to have interesting introductions and conclusions. 1. How to become a good citizen. 2. How to become strong and healthy. 3. How to catch trout. 4. How to remove stains from linen. 5. How to clean windows. 6. How to sweep a room. 7. How to build a camp fire. 8. How to take off and put on a ie 255—Write a composition on How to build a shelt. How to Build a Shelf Measure the wall space to find out the length of the shelf you plan to make. Saw a piece of lumber of the required length and width. Get two wall brackets, five inches wide and at least as high; screw these to the bottom of the shelf. Paint or stain the shelf the desired finish. After the shelf is thoroughly dry, screw it to the wall, taking particular care to see that it is perfectly horizontal. Your work is then completed. EXERCISE 101 Write at least two compositions upon topics listed below: 1. How to make ice cream. 2. How to make a bird house. 3. How to make a telephone stand. 4. How to make an apron. 5. How to build a snow fort.na tnetiaeeenrenenoecene iinet RRR 114. THE BLUE BOOK OF GRAMMAR anp COMPOSITION 256—-Give directions for going (a) from a railroad station to a house three blocks away, (b) from a cross- roads to a pond a mile away. (a) To get from the 125th Street Station to Dr. Jones’s house, turn to he right after leaving the station, and walk two blocks along 125th Street to Fifth Avenue. Turn here to your right, “and walk along Fifth Avenue to 126th Street. Without crossing this street, turn right again. The house is third from the corner, numbered 6 East 126th Street. (b) To get to the Mill Pond, start from the place where the Albany Post Road crosses the Croton Aqueduct in Irvington. Take the uphill part of the Post Road, and continue about a half mile until you reach the railroad tracks. Turn off beyond these on your left to the first country road you see, just on the other side of an old barn. Follow this road beyond the second house; then turn to your right on the path along the side of the hill. Follow this until you reach the pond. i Note: In giving directions, avoid using west, cast, north, south, because these terms are apt to confuse people. Instead, use to the right, straight ahead, along Broadway, and wherever « . possible mention conspicuous landmarks. Be careful of your prepositions. EXERCISE 102 i Give directions for the following: 1. Going to the prin- | cipal’s office from your classroom. 2. Going to the post office from your home. 3. Going to the Public Libr: ary from your home. 4. Going to a brook ‘about two miles from a crossroads. 257—Write a composition on The effect of climate upon human beings. Precede your composition by an outline. Climate and Human Beings Outline I. Man in the frigid zone. A. Dress. B. Housing. C. Food. D. Occupations.THE BLUE BOOK OF GRAMMAR anp COMPOSITION | 115 Il. Man in the torrid zone. A. Dress. B. Housing. C. Food. D. Occupations. III. Man in the temperate zone. A. Most favorable climate. B. The most progressive civilization. Climate and Human Beings Climate affects human beings in many ways and differently in different climates. It affects his dress, his housing, his food, his occupations and his customs. The Eskimo dresses in furs and skins. He lives in snow houses. He feeds on the flesh and fat of the seal and the polar bear because there is little else to be had. He cannot engage in agriculture because snow covers the ground most of the year. He cannot build and operate factories. Only hunting and fishing are possible. The dwellers in the Torrid Zone, on the other hand, use very little clothing. Their houses are open to the air and built of the lightest wood. Their food consists of fruits and vegetables growing around them in abundance. The exces- sive heat makes men lazy. The Temperate Zones are the only ones favorable for the work required in civilized communities. There is almost no limit to the variety of food. There is equal variety in the material and style of the houses. The clothing varies with the season. Agriculture, manufactures, and commerce flour- ish. People feel like working. Therefore, we find the most advanced civilizations in these zones. EXERCISE 103 Write one or more compositions drawn from the fol- lowing topics. Begin by making an outline. 1. The effect of climate upon animals or plants. 2. The effect of the Civil War upon the South. 3. Why the United States is one of the most important countries in the world. 4. Why the West is so attractive to tourists. 5. The difficulties of long dis- tance flying.116 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 258—Prepare an outline on the following topic and then write the composition: Becoming an American citizen. Becoming an American Citizen I. Declaration of intention. II. Application for citizenship. III. Rights of naturalized citizens. IV. Persons excluded from naturalization. Becoming an American Citizen A foreigner who wants to become an American citizen must go to a state or a federal court and solemnly swear that it is his intention to become a citizen of the United States. In addition, he must give up all allegiance to any other country, especially to the country in which he was born. Finally, he must swear to support the Constitution of the United States. This is popularly known as “getting the first papers”. In not less than two years and not more than seven years after declaring his intention, he must apply to a state or a federal court for full citizenship. He is then briefly examined by the judge to discover whether he has been a resident of the country for five years, whether he can speak and read English and write his name, whether he knows enough about the American government, and whether he is a person of good character. If he proves satisfactory in all these partic- ulars, he is granted citizenship. The certificate of citizenship 1s popularly known as the “‘second papers”, As a naturalized citizen he is entitled to all the rights of a native born American except that he may not become the President or the Vice-President of the United States. Chil- dren of such a citizen, who are living in the United States and are under twenty-one at the time their parents are naturalized are also considered citizens. The only people who may not become citizens are foreign- born Chinese and Japanese, and anarchists, who are people opposed to all kinds of organized government.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 117 EXERCISE 104 Prepare outlines and write compositions on the follow- ing topics: 1. How Congress makes laws. 2. How shoes are made. 3. How paper is made. 4. How cotton is grown. 5. How cities obtain their drinking water. 259-——What are the different parts of a letter called? Illustrate. 1373 Bedford Avenue, Albany, N. Y., Heading December 23, 1925. Hampton Stamp & Coin Co., 83 West 54th Street, New York, N. Y. Superscription Gentlemen : Salutation Enclosed find a post office money order for $2.50 for which please send to my Body address one copy of “‘Scott’s Stamp Cats © alog for 1926”. Yours truly, Patrick Moran. Signature Formal conclusion WRITING A LETTER 260—Write the proper heading for a friendly or a business letter. 120 Fourth Avenue, Philadelphia, Pa., May 21, 1927. Note.—The same heading is used for either type of letter. 261—Write the proper superscription or inside ad- 3 to an individual, (b) to dress for a business letter (a) t a partnership, (c) toa corporation.sure 118 THE BLUE BOOK OF GRAMMAR anp COMPOSITION (a) Mr. Thomas Y. Davis, 21 Edgecomb Street, New York City. (b) Messrs. Scott & Scott, Palymyra, N. Y. (c) The Standard Steel Company, 200 Ninth Avenue, Lroy, Nyy. 262—Write proper salutations to follow the inside ad- dress, for a business letter (a) to a man, (b) to a woman, (c) to a firm. (a) Dear Sir: (b) Dear Madam: (c) Gentlemen: (a) and (b) may also be worded My dear Mr. Brown and My dear Mrs. Smith, if the persons are slightly known; or Dear Mr. Brown and Dear Mrs. Smith, if they are well known to the writer. 263—Write proper salutations to (a) a classmate, (b) a teacher, (c) a relative, (d) a man known slightly, (e) a man known well. (a) Dear Tom: (b) Dear Miss Jones: (c) Dear Cousin Jane: (d) My dear Mr. Dunton: (e) Dear Mr. Stanley: Note.—The comma is sometimes used in place of the colon. 264—Write formal conclusions appropriate to (a) a business letter, (b) a friendly letter to a teacher or older person than yourself, (c) a friendly letter to a classmate or relative. (a) Yours truly, Very truly yours, Yours sincerely, (b) Respectfully yours, Yours very respectfully, (c) Faithfully yours, Yours with love, Your loving son. Note.—Only the first word of the formal conclusion is begun with a capital, 265—Write proper signatures closing a letter for (a) a business letter by an unmarried woman, (b) a busiTHE BLUE BOOK OF GRAMMAR ann COMPOSITION 119 ness letter by a married woman, (c) a business letter by a man, (d) a friendly letter to an intimate friend or relative, (e) a friendly letter to a person not inti- mate. (a) (Miss) Jane Osgood. (b) (Mrs.) John P. Jones. (c) John T. Wiley. (d) Tom. (e) Tom Senn. Note.—The signature of a woman should indicate how she wants to be addressed; hence, the use of Miss or Mrs. in addition to her name. 266—Address an envelope for (a) a friendly letter, (b) a business letter to a firm. (a) Mr. Edward J. Howard 21 Hope Road, Albany, N. Y. (b) The Smith Motor Company, 463 Third Avenue, New York City. ’ The address on the envelope is the same for a friendly letter as for a business letter. Note.—It is wise for the writer to place his name and ad- dress in the upper left-hand corner of the envelope, or on the top flap at the back. This applies to both friendly and busi- ness letters, 267—Supply the omitted punctuation and capital let- ters in the following letter: 145 south st yonkers ny june 14 1922 rev o p beavers d d 62 main street hoboken n j my dear dr beavers may i write to commend your fine letter to the hoboken blade concerning the condition of our highways that is120 THE BLUE BOOK OF GRAMMAR anp COMPOSITION our streets drives and boulevards when you say this dis- grace must be remedied i am in hearty accord with you have you appeared before the board of aldermen on the matter they meet next friday can you be there Sincerely yours elbert t crawford president realtors association The corrected letter follows: 145 South St., Yonkers, N. Y., June 14, 1922. Rev. O. P. Beavers, D. D., 62 Main Street, Hoboken, N. J. My dear Dr. Beavers: May I write to commend your fine letter to the “Hoboken Blade,” concerning the condition of our highways—that is, our streets, drives, and boulevards? When you say: “This disgrace must be remedied!” I am in hearty accord with you. Have you appeared before the Board of Aldermen on the matter? They meet next Friday. Can you be there? Sincerely yours, ELBert T. CRAWFORD, President, Realtors Association. PERSONAL LETTERS 268—Write a letter congratulating your cousin on having won the hundred yard dash. 408 Macon Avenue, Poughkeepsie, N. Y., May 14, 1927. Dear Clem: Good for you! How did you do it? A year ago you were running so poorly that I told you you had no chance in any race. Now you tell me that you were the winner in the hun-THE BLUE BOOK OF GRAMMAR anp COMPOSITION 12] dred yard dash. Am I glad to hear it? No, sir. ’m delighted ! Pll give you a chance to show your sprinting ability when you visit me this summer. In the meantime, I congratulate you. Your loving cousin, WILL. Note that this is not a dry, unfeeling letter of congratulation. Though short, it tries to tell in writing what the writer would have said by word of mouth if he had been talking to Clem. 269—Write a letter of condolence to your teacher who has lost her mother. 83 Highland Terrace, Fort Wayne, Indiana, April 14, 1927. Dear Miss Tulser: Miss Bannard told me this morning the sad news of your mother’s death. I am so sorry. Please accept my deepest sympathy. Very respectfully, MARGARET PATTON. Note the shortness of the letter and the simple language. 270—Write a letter to your uncle thanking him for sending you a set of “The Book of Knowledge.” 34 Hartford Terrace, Hartford, Conn., February 3, 1927. Dear Uncle Matthew: Thank you for your wonderful gift. I never expected to like books of any kind. When, however, I began looking through the volumes of “The Book of Knowledge”, I almost forgot I had a book in my hand. There are so many pictures, the print is large and the articles are so interesting,—just the122 THE BLUE BOOK OF GRAMMAR anp COMPOSITION kind of information a boy wants to find—that I have already gone through many of the articles. It was kind of you to send me such a handsome present. I will make good use of it. Give my regards and those of all of us here to Aunt Sally and Uncle Harry and keep some for yourself, Your affectionate nephew, GEORGE. Note that this kind of letter should show that you are pleased with the gift. The method presented in the letter is a good way to show it. 271—Write a letter inviting a friend to stay with you over the Thanksgiving holidays. 92 Elm Avenue, Rossiter, Penn., November 19, 1927. Dear Bob: I am going to have such a good time during the coming Vhanksgiving holidays that I want you to share it with me. We haven't seen each other since the summer. I want to get at you with the gloves on, and so do Roger Hawkes and Joe Trimble, who also think they know how to box. Here is the program. On Thursday afternoon, we shall see the football game between our high school and Pittston High. It ought to be a thriller, for these teams are evenly matched. On Friday, we shall go in the car to Philadelphia where father has some business to attend to. On Saturday, we shall go to our new “movie” theater to see a Douglas Fair- banks picture. If this program suits you, meet me at the station at 5.40 next Wednesday afternoon. Your faithful friend, RoyAL. Note once more the simple, but lively language.ee eee — a 7 Ea em THE BLUE BOOK OF GRAMMAR anp COMPOSITION 123 272—Write a letter accepting the invitation given in the preceding letter. 501 Lehigh Street, Scranton, Penn., November 21, 1927. Dear Royal: Of course I’ll come. I don’t want to miss any good time, especially the kind you have prepared. But I want to con- tribute something too. Therefore I am going to take along a new baseball game that I received for my birthday. It is played in such a way that you can keep as complete a score as in real games. I’ll tell you all about it when I see you next Wednesday afternoon. Thank you for asking me to come. Your faithful friend, Bos. 273—Write a letter to a friend asking her to lend you some books. 222 Harcourt Road, Spencer, Mass. June 25, 1927. Dear Marjorie: You have always been so kind to me when I have asked you for anything that I am going to ask you for another favor. Will you lend me Louisa Alcott’s “Little Women” and “The Old-Fashioned Girl” before you leave on your auto trip to Niagara Falls? I'll take the best care of the books and return them as soon as you get home. I hope that you and Dolly, as well as your father and mother will have a very enjoyable time. Your grateful friend, DoroTHY.124 THE BLUE BOOK OF GRAMMAR anv COMPOSITION 274—Write a letter of apology to your teacher for having been disorderly during recess. 44 Melville Street, Hawarden, New Jersey, March 3, 1927. Dear Mr. Spaight: You have not asked me to write this letter, but I have been so uncomfortable since yesterday morning that I cannot wait till Monday morning to tell you how sorry I am for behaving so badly and causing you so much trouble. I cannot find any - reason for my conduct. I just felt like doing something and I did it. You have always been so fair and good to me that I feel very much ashamed of what I have done. Please accept my apology. Respectfully, JAMES Morcan. Note the straight-forward, honest tone of this manly letter. EXERCISE 105 Write the following letters: 1. To a friend, congratulating him or her on being elected to the Good Citizen Club. 2. To your aunt, thanking her for the pleasant time you had during your stay with her. 3. To your music teacher, whose father has just died. 4. To a friend, inviting him or her to stay with you a week during the summer vacation. 5. The answer to the invitation in the preceding letter, 275—Write a letter to your cousin in which you relate an unusual experience of your own. 562 Putnam Avenue, Brooklyn, New York, uly 10, 1927. Dear Al: July What kind of fisherman are you? You should know better than to get a hook in your hand when you throw your lineTHE BLUE BOOK OF GRAMMAR anp COMPOSITION 125 out. Save your money and buy a rod. Besides being safer, it is more fun. I’m giving good advice, but perhaps you won't think so much of your wise cousin after reading about the joke I played upon myself. I took an unexpected ride last week. I was sitting on the stoop one morning doing nothing in particular when I spied a covered ice-wagon down the street. “A piece of ice—just the thing this warm day,” thought I. I walked toward it cautiously to discover whether the iceman was about. He wasn’t. I approached the rear of the wagon, stepped upon the footboard to pick up a piece of ice. The wagon was empty except for a few pieces at the front behind the driver’s seat, which, you know, is separated by a partition from the part of the wagon reserved for the ice. I climbed into the wagon, went forward, and got the ice. At the same moment, the wagon began to move! And I began to yell! The driver did not hear me because of the clatter of the wagon as it rattled over the rough pavement. I yelled again,—in fact, four or five times, and not before the wagon had turned the corner did the man hear me and pull up. I lost no time in clambering out without stopping to listen to the speech of the driver who was telling me what he thought of me. I must have looked pretty foolish to any one seeing me, and I laugh about it now ; but I saw nothing funny in the situation at the time. I hope your hand is all right again. Get a rod, and spend I think I can coax my father to take a few days with me. Then you'll see some us along on one of his fishing trips. real fish. Your faithful friend, LARRY. Note the way of beginning and ending, and the lively subject matter. EXERCISE 106 Write the following letters: 1. To your parents, from camp, telling what you and your campmates did on a certain rainy day. -2 To one of your friends at home, telling 1n- teresting experiences at camp. who is convalescing after a long il 3. To a friend in a hospital, Iness, Tell how you felt126 THE BLUE BOOK OF GRAMMAR anp COMPOSITION when his condition was serious, how glad you were when you heard that he was recovering, pleasant news of school and friends, and your intention of visiting him soon. 4. To some adult friend or relative very much interested in you, telling of your life at the seashore, and especially of your interest in shells. 5. To a teacher, telling of a visit to some building of historical interest, or to a museum containing many his- torical relics. Describe some of the striking objects seen. 6. To a cousin, telling of an interesting animal moving picture you have seen. BUSINESS LETTERS 276—Boy, industrious, reliable in the office of a manu- facturing firm. S105 Times. Write a letter of application in answer to the above advertisement, 423 West Ninetieth Street, New York City, Feb. 1, 1927. S 105 Times, Dear Sir: Please consider me for the position of office boy referred to by you in to-day’s Times. Information you may desire follows: Age: Fourteen years. Education : I have just been graduated from Public School 42, Amsterdam Avenue and Ninetieth Street. Business experience: None. References: Mr. Myron Rorr, Principal of Public School 42; Miss Mary Starr, teacher of arithmetic and Miss Sarah Burns, teacher of English in the same school. I shall be glad to call on you at any time that may suit your convenience. Yours truly, Epwin Morrison.THE BLUE BOOK OF GRAMMAR anp COMPOSITION _ 127 Note.—The above letter is a good illustration of the sort of letter a grammar school boy or girl should be able to write. Such a letter should be neat in appearance, well-penned, ab- solutely perfect in spelling and punctuation, honest and busi- ness-like in its statements. The busy man who rapidly opens and glances at the forty or fifty answers he receives to his advertisement, will surely lay aside for further consideration Jd a letter that possesses the qualities just mentioned. 277—Stenographer, 2 or 3 years’ experience, good education. Give references and state salary. E 654, Standard Union. Write a letter of application in answer to the above advertisement. 9 Underhill Avenue, Brooklyn, N. Y., June 17, 1927. E 654, Standard Union, Dear Sir: Please consider me an applicant for the position of sten- ographer referred to in today’s Standard Union. My quali- fications are as follows: Age: Eighteen. Education: Graduate of Girls Commercial High School, four year course. I specialized in shorthand and typewriting. Experience: Six months in The Second National Bank of Brooklyn. One year and a half with The Broadway Hat Company. : References: Mr. Edward Parker, Cashier Second National Bank, 18 Montague Street, Brooklyn; Mr. Roger Tilden, Broadway Hat Company, 901 Broadway, Brooklyn. Salary: $25. Yours truly, (Miss) RuTH PENDLETON. EXERCISE 107 of the following advertisements, Write answers to two , and pick out the exchange them with your classmates128 THE BLUE BOOK OF GRAMMAR anp COMPOSITION letters that stand the best chance of being replied to: 1. Girl for tabulating and mimeograph work in a newspaper office. Experience not necessary. 43 Transcript. 2. Girl as cashier in tea-room. Good references required. Box 11 Herald. 3. Boy to make himself generally useful in a bank- ing office. Excellent chance for a bright, steady, reliable boy. Reliable, 76 Times. 4. Boy 16 to help fill orders in wholesale drug company. Must be alert, careful and steady. Drugs, 14 Tribune. 5. Find an appropriate advertisement in the morn- ing paper and answer it. 278—Order by letter the following articles from T. H. Hood and Company, 132 Wabash Avenue, Chicago, Illinois: a ball, a bat, a fielder’s glove. 78 Michigan Avenue, Evanston, Illinois, July 26, 1927. Messrs. T. H. Hood and Company, 132 Wabash Avenue, Chicago, Illinois. Gentlemen: Please send to my address, by parcel post the following articles as listed in your 1927 catalog: 1 Whitesox baseball No..765 $1.25 1 Champion bat No. 999 1.00 1 Johnson fielder’s glove, left hand, No. 123 1.50 $3.75 I enclose a money order for $3.75. Yours truly, FRANK MILLER. Note.—An order letter must describe exactly each article so that there may be no mistake. Ordering by catalog is simple because the number indicates what you want. When order- ing without number, you must state size, color, brand, qual-THE BLUE BOOK OF GRAMMAR anp COMPOSITION 129 ity, etc. in addition to the quantity and, when you know it, the price. Example: 1 dozen White ladies’ linen handker- chiefs, plain, $3.50 Note too, that you must state how you want the articles sent, by parcel post, express, freight. Finally, you mention the method of payment,—by money order or check, which you enclose; or “collect”, which is to pay the postman or expressman when you receive the articles. 279-—Order from R. H. Macy & Company, Broadway and 34th Street, New York City, the following ar- ticles: Two tubes of tooth paste, three pounds of coffee, and one pound of cocoa. 16 Homer Lea Avenue, Hollis, L. I., New York, June 13, 1927. Messrs. R. H. Macy & Company, Broadway and 34th Street, New York City. Gentlemen : Please send me the following articles : 2 tubes Whittaker’s tooth paste, large size 3 pound cans Huber’s King coffee, ground 1 pound jar of Beekman’s cocoa. Charge these items to my account. Yours truly, (Mrs.) JULIA EMERY. ive shipping instructions in Note.—It is not necessary to § ; ns | Macy & Co. delivers in its the above letter because eae se own trucks. EXERCISE 108 Write the following order letters: Stamp and Coin Co., 197 W 1: Tovthe Hammond est 23rd Street, New York City,130 THE BLUE BOOK OF GRAMMAR anp COMPOSITION for a copy of their latest stamp catalog. 2. To Sears, Mar- shall and Co., 500 Michigan Avenue, Chicago, Illinois, order- ing five articles by parcel post, from their mail order catalog, and enclosing money order. 3. To the Boston Department Store, 80 Boylston Street, Boston, Mass., ordering three articles of dry groceries to be delivered by the firm’s own wagons. 4. To the American Radio Company, ordering radio tubes. 5. To the Farmers and Gardeners Seed Com- pany of Pitt Avenue, Pittsburgh, Penn., ordering grass seed and three kinds of flower seeds, 280—Write a letter of complaint to The United Edi- son Co., of Elwood, New Jersey, concerning a mistake in the light bill. 932 Linden Avenue, Elwood, New Jersey, September 10, 1927. The United Edison Co., Elwood, New Jersey. Gentlemen: I find that a mistake has been made in my August bill for electric light. The bill as rendered is $4.80, from August 3 to September 3. As our house was closed and the family was away from August 1 to September 1, we used no light during most of that time. Please give this matter prompt attention. Yours truly, Henry Brace, Note.—In making a complaint, state the object of it and your reasons. Throughout, write in a courteous manner,THE BLUE BOOK OF GRAMMAR anp COMPOSITION | 131 EXERCISE 109 Write the following letters of complaint: 1. To a de- partment store, asking for articles ordered but not sent. 2. To a sporting goods house, complaining of a defective baseball glove, which you are returning by parcel post and asking for a new glove or the return of your money. 3, Lo the postmaster of your town or neighborhood, complaining of poor service. 4. To the manufacturer of a radio set you own, complaining of your difficulty in tuning in properly. 281—Write a letter enclosing payment of a bill from Johnson and Johnson, 54 Main Street, Wilmington, Delaware. 864 Delaware Avenue, Wilmington, Delaware, July 28, 1927. Messrs. Johnson and Johnson, 54 Main Street, Wilmington, Delaware. Gentlemen: Enclosed you will find my check for $10.50, in payment of the accompanying bill. Yours truly, RoNALD FLINT. Note.—A letter of payment consists of a statement of what accompanies it—the check or money order, and the bill. The amount of the check or money order is also given. Don’t pay in money or in stamps, unless requested. EXERCISE 110 Write letters of payment to: l. Horace Waters, 1002 Broadway, New York City for a camping outfit. 2. Bryce, Harding and Co., 1234 Arch Street, Philadelphia, Pa., in part payment for a bicycle bought on the installment plan. se132 THE BLUE BOOK OF GRAMMAR anp COMPOSITION 282—-Write a receipt for payment of $20.50 by Mel- ville Fuller, for a set of Dickens’ works. Trenton, N. J., July 18, 1927. Received of Melville Fuller ee EE a ee eo ced hh 50/100 Dollars For one set of the Works of Dickens. $20 50/100. CHARLES ELLERY. EXERCISE 111 Write receipts to: 1. Alfred Maurer, in payment of $7.85 for a desk lamp. 2. The Fredericks Company which has paid you $102.75 for plumbing fixtures. 283—Write a letter of inquiry asking for informa- tion about renting a boat for the season from Arnold Jansen of 37 Beach Street, Beach Haven, Conn. 7 Yale Avenue, New Haven, Conn., June 14, 1927. Mr. Arnold Jansen, 37 Beach Street, Beach Haven, Conn. Dear Sir: I want the use of a good, flat-bottomed row boat including an anchor with plenty ‘of rope, from July 1 to Septem yer 7. I shall want to keep it at our own landing place in front of our cottage, 432 Bay View Boulevard. If you rent boats for the season, what will you charge? Yours truly, Harry Bircu.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 133 EXERCISE 112 Write letters of inquiry to: 1. A sporting goods house asking about the best kind of tackle to use in fishing for fluke and blackfish in Jamaica Bay. 2. A publisher or book- seller asking about the latest books on camp life. 3. A friend asking for detailed information about a camp he attended last summer. Ask about the name, the situation, the cost, the equipment and anything else that is sensible. 284—Write a letter of subscription to The Camp Magazine. 17, Oak Street, Dover, Maryland, May 15, 1927. The Camp Magazine, 1760 Seventh Avenue, New York, New York. Gentlemen: Please find enclosed a money orde kindly send me The Camp Magazine with the May number. r for $3.00, for which for one year beginning Yours truly, Wirsur Morris. + a check, never money OF Note.—Enclose a money order 0 never 1 bscription 15 to run stamps. Always state how long your su and with what number it 1s to begin. EXERCISE 113 1. Write a letter of subscription to The Popular Science Monthly. 2. Write a letter subscribing to Youth’s Com- panion, enclosing payment, but asking that the magazine be sent to Andrew Ordway, 15 Park Avenue, Spring- Seld, Illinois.Typical Regents Examinations ° in Grammar and CompositionTYPICAL REGENTS EXAMINATION IN GRAMMAR AND COMPOSITION No. I 1—Answer any two of the questions a, b and c: Of all the creatures on this earth the one whose life is most like our own is the ant. It might almost be said that we have no form of activity which he has not, unless it is the invention of tools. He builds cities, constructs highways, digs tunnels and wages wars. He trains other insects, using them for his own purposes. He keeps cows: he seems to have pets. And most re- markable of all, perhaps, he makes slaves of his own race. a Select from the above paragraph (1) a noun clause, (2) an adjective clause, (3) an adverbial clause. Give the syntax of each clause selected. 6] b Give the part of speech of each of three of the follow- ing words as used in this selection and the syntax of each word chosen: earth, own, almost, using, them. [6] c Write the sentences called for below: [The answer to this question is to be rated oa sentence construc- tion, capitalization and punctuation.] - [6] (1) Tom was sent to buy gome stockings. The clerk made a mistake in the size. Tom, a kind, polite boy, returned them. Write in one sentence what Tom said to the clerk. (2) Jack and Tony were watching the building of a new bridge. The old bridge had been the scene of many an accident on account of the sharp curve leading up to it. Tony said, “Do you think the State ought to spend so much money in building this bridge?” Write Jack’s reply. 1. (a) That we have no form of activity—noun clause in apposition with the pronoun it. Whose life is most like our own,—adjective clause modifying the pronoun one. Unless it is the invention of tools — adverbial clause modifying the adjective no. (b) Earth, noun object of the preposition on. Almost, adverb modify- ing the verb be said. Them, pronoun object of the participle using. 2—Answer either a or DB: a Copy eight of the following sentences, selecting in each case from the words in parenthesis the one that makes the sentence correct: [8] 136THE BLUE BOOK OF GRAMMAR anv COMPOSITION 137 (1) The book (lay, laid) on the shelf yesterday. (2) The scissors (lie, lies) on the table. (3) Everyone (know, knows) how hot it has been, (4) We (shall, will) go tonight. (Determination) (5) He (shall, will) go tonight. (Future time ) (6) (May, Can) we go tonight? (Permission) (7) Both Jane and Anna (play, plays) the piano. (8) Either Ned or his sister (row, rows) across the river every day. (9) The captain spoke to Elizabeth and (I, me). (10) Do you remember (me, my) asking you to go? b Answer both (1) and (2): (1) Rewrite four of the following sentences correctly capitalized and punctuated: [4] (a) We visited new york the largest city in america (b) The declaration of independence john was read in chapel this morning (c) The children having left the french class we closed the door (d) Can you go to rochester on the fourth of july (ce) If you come on sunday bring the book i loaned you on friday (2) Change two of the following compound sentences to complex sentences, using in each complex sentence one of the words in the parenthesis: [4] (a) The door opened, and three little children stepped out. (when, until, because ) (b) Tom can not go tomorrow, and I am very much dis- appointed. (because, if, until) (c) You are not studying and you will not pass the ex- amination. (if, until, although) (1) The book Jay on the shelf yesterday. (3) Every one knows how it has been. (4) We will go tonight. (5) He will go tonight. (6) May we go tonight? (7) Both Jane and Anna play the piano. (9) The captain spoke to Elizabeth and me. (10) Do you remember my asking you to go? 3_Answer either a or b: [°°] a Write a letter to C. H. Marcy and Company, Fifth ir of blankets of Avenue, New York City, ordering a pal definite size and color and asking to have them sent C-O.D: b Imagine that you must secure permanent employment138 THE BLUE BOOK OF GRAMMAR anp COMPOSITION next month. Write a letter to some business man in your city or in a near-by community, asking for work for which you are fitted. 3a. 42 Greenwich Avenue, New York City, June 15, 1925. Messrs. C. H. Marcy and Company, Fifth Avenue, New York City. Gentlemen : Please send me C. O. D. one pair of plain, white woolen blankets for a full size double bed, and priced at fourteen dollars. Yours truly, (Miss) FrRaANcES WALSH. 4—Write a paragraph containing about 150 words on one of the following topics: [25] a Our new neighbors. b The last meeting of our club. c A game we play in our club. d The day everything went wrong. e What I would do if I had 10 dollars. f If I were the teacher of our class. g My junior home project for this year. h What a polite boy (or girl) does or dces not do. 4, Our New Neighbors a. Our new neighbors are an interesting family. Besides the parents, there are three children,—a boy, Harvey, about seventees years old, who goes to work; another boy, Jamesie, who goes to high school; and a girl, Helen, who is in the graduating class with me. I never knew a family so much alike in appearance and manners. The three children resemble both their father and their mother. They have the father’s brown hair and eyes, and the mother’s facial features. They are all well-built, too, like their parents. They live together most pleas- antly and peacefully. Though I have seen them together both in- side and outside of their house, I have never heard any of them utter a harsh word. The parents are very friendly and companionable but, at the same time, they are obeyed without argument. This, I think, is remarkable, because in my own family, though we all get along to- gether pretty well, there are, every now and then, disputes that some- times lead to little quarrels. Morever, we do not always obey our parents. Our family is very much like other families. The family of our new neighbors is very unusual. STYPICAL REGENTS EXAMINATION IN GRAMMAR AND COMPOSITION No. II 1—Answer both a and Bb: (a) Our national flag is a piece of bunting lifted high in the air; but it speaks sublimely and every part has a voice. Its stripes of alternate red and white proclaim the original union of the thir- teen states to maintain the Declaration of Independence. Its stars of white on a field of blue proclaim that union of states constituting our national constellation, which receives a new star with every new state. The two together signify union past and present. Give the part of speech and the syntax of each of three of the following words in the above selection: piece, high, it, every, proclaim. [®] (b) Write the sentences called for below: [The answer to this question is to be rated on the thought expressed, sen- tence structure, capitalization and punctuation.] [®] (1) James was sent to the bakery to buy a dozen Vienna rolls. All the Vienna rolls had been sold, so James bought Parker House rolls instead. Write in one sen- tence what James said to his mother when she asked why he did not bring Vienna rolls. (2) Ned’s mother saw a woman on the street whom she supposed to be Miss Brown, Ned’s teacher. When his mother described the lady, Ned knew it was Miss Jones, the teacher of the next higher grade, and he corrected his mother. Write in one sentence what Ned said to his mother, when correcting her mistake. 1. (a) Piece, predicate noun after the linking verb is. Jt, pronoun subject of the verb speaks. Every, adjective modifying the noun part. (b) 1. I bought Parker House rolls because there were no_more Vienna rolls. 2. The teacher you saw, mother, was not Miss Brown but Miss Jones, the teacher of the next grade. 2—Copy eight of the following sentences, selecting in each case from the words or expressions in parenthesis the one that makes the sentence correct: [8] a Be careful not to (loose, lose) your way. b (Lie, Lay) aside your knitting and go with us. c (Doesn’t, Don’t) he know that dogs bite? 139THE BLUE BOOK OF GRAMMAR anp COMPOSITION 3b. d Which river is (longer, longest), the Mississippi or the Missouri? e There is every reason for (him, his) telling the truth. f He divided the fruit (in, between, among) the four other boys of his class. g Jane, (sit, set, sat) the dish on the table. h He gave tickets to John and (I, myself, me). i Jack (sees, saw, seen) the race last week. yj He (should of, should have) opened the door for the woman. k. The man (drew, draw, drawed) his hand from the glove. Be careful not to lose your way. Lay aside your knitting and go with us. Doeswt he know that dogs bite? d Which river is longer, the Mississippi or the Missouri? 2 There is every reason for his telling the truth. He divided the fruit among the four other boys of his class. g Jane set the dish on the table. He gave tickets to John and me. 3—Answer either a or b: [?°] a Suppose that during a game of ball on the playground of your school, a window is cracked in a neighboring house. The owner lives out of town. Write a letter to him ex- plaining the accident and arranging to pay for a new glass. Write the kind of letter you would like to receive if you owned the property. Suppose that you wish to give your father a magazine subscription for his birthday. Write a letter to the Peer- less Publishing Company, Springfield. Ohio, ordering the magazine. Mention the name of the magazine that you desire, indicate the amount you are inclosing, state the issue with which the subscription is to begin and give definite directions as to your father’s name and address. 78 Auburn Avenue, Albany, New York, January 8, 1926. Peerless Publishing Company, Springfield, Qhio. Gentlemen : I enclose a money order for $2.50, for which please send to Mr. | Samuel Hawkins of the above address The Golf Magazine for one H year beginning with the January number. Yours truly, ArTHUR HAWKINS.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 141 4—Write a composition containing about 150 words on one of the following topics: [?°] a A day with the Campfire Girls or the Boy Scouts. b The person I should like to be. c Why I want to go to high school. d What to do on rainy Saturdays. e How I earned money for Christmas. f Our new school. 4d. Though a rainy Saturday is unpleasant, it is not very difficult to find pleasant things to do. I like to make and mend things. When bad weather keeps me indoors, I spend my time in such work as mak- ing an airplane, or a telephone stand, or a bookrack. A few weeks ago, I made a cigar-stand with a drawer and a lower shelf, and pre- sented it to my father as a birthday gift. I also try my hand at making simple electrical instruments. For instance, I constructed a current detector and a microphone, not the broadcasting kind, but one that magnifies sound so that you can hear the noise of a feather as it is brushed across the instrument. I also reserve for rainy Saturdays, little house repairs that I am called upon to do. If a chair needs a little glue, or a lamp needs new wiring, or the faucet requires another washer, I enjoy myself doing something that I like and which needs to be done.TYPICAL REGENTS EXAMINATION IN GRAMMAR AND COMPOSITION No. III 1—Answer any two of the questions, a, b and c: (a) An acorn is not an oak tree when it is sprouted. It must go through long summers and fierce winters; it has to endure all that frost, and snow, and thunder, and storm, and side-striking winds can bring, before it is a full-grown oak. These are rough teachers, but rugged schoolmasters make rugged pupils. So a man is not a man when he is created; he is only begun. His manhood must come with years. A man who goes through life prosperous, and comes to his grave without a wrinkle, is not half a man. Give the part of speech and the syntax of each italicized word in the above selection. [®] (b) 1. We hurried home from school. We found that mother had gone away. (Combine to form a com- plex sentence.) [7] 2. I thought I should be unable to reach the station in time. I called a taxi. (Combine by using a par- ticiple.) [7] 3. Save some of the money that you would otherwise spend in some foolish way, and give it as a gift to some form of charity. (Rewrite this sentence, omit- ting unnecessary words.) [7] (c) I have forgotten what the crime of Sisyphus was, but his punishment seems to me the most tiresome task of which I have ever heard. He had to roll a stone, so large that he could move it only by exerting all his strength, up a long hill. Always when he neared the top, the gods caused the stone to slip from his grasp and roll down to the bottom of the hill. Then he was compelled to hasten after it and at once recommence the toilsome ascent. Day and night, year in and year out, century after century, he labored without rest or pause for breath. Rewrite the above selection, substituting for each ital- icized word a word that means the same (synonym). [®] 1. (b) 1. After we had hurried home from school, we found that mother had gone away. 2. Thinking that I should be unable to reach the station in time, I called a taxt. 3. Save some of the money that you would otherwise spend in some foolish way, and give it to charity. (c) I have forgotten what the crime of Sisyphus was, but his punish- ment seems to me the most wearisome task of which I have ever heard. He had to roll a stone, so big that he could move it only by using all 142THE BLUE BOOK OF GRAMMAR anp COMPOSITION 143 his energy, up a long hill. Always when he approached the top, the gods made the stone slip from his hold to the foot of the hill. Then he was forced to hurry after it and at once recommence the toilsome ascent. Day and night, year in and year out, century after century, he worked without rest or pause for breath. 2—Answer both a and b: a Copy four of the following sentences, selecting in each case from the words in parenthesis the one that makes the sentence correct: [#4] (1) I know it was (he, him) who played so well yesterday. (2) What is the cause of (him, his) going? (3) Didn’t you know (who, whom) she was? (4) She wants to take you and (I, me) for a ride. (5) Every one of his school friends (was, were) planning to go. (6) Both Margaret and John (are, is) older than I. b Select from the following the sentences that are incor- rect and rewrite them correctly: [4] (1) I told him to go. (2) I might of known better than that. (3) Her sister plays on our school team. (4) The rose smells sweetly. 2. a (1) I know it was he who played well yesterday. (3) Didn’t you know who he was? (4) She wants to take you and me for a ride. (6) Both Margaret and John are older than I. b (2) I might have known better than that. (4) The rose smells szweet. 3—Answer either a or b: [1°] a Suppose that you have just received a camera which you recently ordered and you find that it has been broken in sending. Write to the Cheeseman Camera Company, 212 Chestnut Street, Philadelphia, Pennsylvania, explain- ing the damage and asking them to send you another camera in place of the broken one. b Imagine that your new radio has suddenly refused to work. Write a letter to the manufacturer, describing as well as you can the trouble and asking him to send directions for adjusting the set. 3a. 874 Grand Avenue, Jersey City, New Jersey, August 15, 1925. Cheeseman Camera Company, 212 Chestnut Street, Philadelphia, Pa.144. THE BLUE BOOK OF GRAMMAR anp COMPOSITION Gentlemen : The camera that I ordered on August 6, a Number 4 Kodak, arrived to-day, but in a damaged condition. The shutter is broken and the case is split. Please send me another camera in place of this one. Yours truly, HaroLtp SMITH. 4—Write the talk that you would give on one of the follow- ing topics, using about 150 words: [7°] a A joke on me. b If I were rich. c How we earned money for pictures in our school. d The kind of school I would like. Ac. How We Earned Money for School Pictures When our graduating class voted to present two large pictures of Wilson and Roosevelt to the school, three of us boys, Richard, Eugene and I made up our minds to try to earn our contributions, one dollar apiece. Richard went about among his relatives to find out how many would buy the Saturday Evening Post from him every week until June. Two uncles and a cousin consented. He then inquired among his neighbors and obtained promises from a sufficient number to make him confident that he would have no trouble in earning his dollar. He ordered as many copies as he needed and actually made more than one dollar. Eugene and I worked together to earn our money. We determined to become gardeners for our parents. We would turn over the ground in the vegetable patches, and where the flowers grew and take care of the ground until the seeds were planted. When we laid our plans before our fathers, they willingly agreed. We did more than our bargain called for. We trimmed the hedges and cut the grass. For this we received an extra half dollar each. I think that Eugene and I worked harder for our money than Richard worked for his, but all of us had the satisfaction of feeling that we had done something worthwhile. 5—Write five different incorrect expressions that you have heard. Correct each. [°] 5. (a) Incorrect: I ain’t got no time. Correct: I have no time. (b) Incorrect: I like those kind of shoes. Correct: I like that kind of shoes. (c) Incorrect: Leave go. Correct: ‘Eet go. (d) Incorrect: Give me them marbles. Correct: Give me those marbles. (e) Incorrect: Can I speak to John? Correct: May I speak to John?TYPICAL REGENTS EXAMINATION IN GRAMMAR AND COMPOSITION No. IV 1—Answer any two of the questions, a, b and c: (a) The nations of the world have become neighbors. It is to their interest that they should understand each other. In order that they may understand each other, it is necessary that they should agree to help in a common cause and that they should act justly. Select from the above passage an illustration of each of the following: [®] [In each case label your illustration. ] 1) An infinitive. 2) An adjective phrase. 3) An adverbial phrase. 4) A transitive verb. (5) A possessive pronoun. (6) An adverbial clause. (b) Rewrite the following sentences as directed: (1) He passed the test. He was excused from work. [Combine to form a simple sentence, using a par- ticiple.] [?] (2) You have finished your work and you may go home. [Change to a complex sentence. | [7] (3) A column of smoke came from the spotless white yacht which was black as night. [Place the subordinate clause as near as possible to the word it modifies.] [7] (c) Copy each of the following sentences, using from the list below the verb that expresses the thought exactly: [®] (1) The soldier — proudly to the music of the fife and drum. floor to her father’s waiting arms. (2) The baby —across the ‘Coy Nee peacock — majestically about the farmyard. (4) The tired farmer — wearily homeward after the day’s work. (5) The frightened horse — madly past us. (6) The happy child — gaily by his mother’s side. galloped marched toddled plodded skipped strutted 1. a (1) to help—infinitive. (2) of the world adjective phrase. (3) in @ common cause—adverbial phrase. (4) should understand—transitive verb. (5) their—possessive pronoun. : (6) In order that they may understand each other—adverbial clause. 145146 THE BLUE BOOK OF GRAMMAR anp COMPOSITION b (1) Having passed the test, he was excused from work. (2) Since you have finished your work, you may go home. (3) From the spotless white yacht came a column of smoke which was black as night. 2—Copy eight of the following sentences, selecting in each case from the words in parenthesis the one that makes the sentence correct: [8] a My brother (don’t, doesn’t) like olives. b I (sat, set) in this seat last year. c He (had ought, ought) to go to the city tomorrow. d He plays tennis very (good, well). e You will not need (no, any) help. f Anna (saw, seen) many pretty pictures in the gallery. { g She bought some candy for you and (I, me). h The teacher (taught, learned) us a lesson on fractions. 4 No man (can, may) serve two masters. 7 My mother didn’t object to (me, my) going. a My brother doesn’t like olives. b I sat in this seat last year. c He ought to go to the city tomorrow. d He plays tennis very zvcll. e You will not need any help. f Anna saw many pretty pictures in the gallery. g She bought some candy for you and me. h The teacher taught us a lesson on fractions. N 3—Answer either a or b: [?°] a Write a letter to a hardware store, ordering some paint. Give necessary details as to color, price and amount. Tell how the paint is to be sent and payment made. b Write a letter to the publishers of a magazine or paper that you take, asking them to send your copies for the months of June, July and August to your summer ad- dress instead of to your home address. Be sure to make your letter plain and specific. 3b. 192 Homer Avenue, Brandon, Vermont, June 2, 1927. Boy Scout Magazine, 80 Fifth Avenue, New York, New York. Gentlemen : _ Please send the July, August and September numbers of the Boy Scout Magazine to which I am a subscriber, to my summer address, 14 Ocean Avenue, Manchester, Mass. : Yours truly, RALPH BrsHop.THE BLUE BOOK OF GRAMMAR anp COMPOSITION 147 4—Write the talk you would give on one of the following topics, using about 150 words: [75] a A day of mishaps. b Just in time. c Why I joined the Red Cross. d Student government. e When the fire alarm rings. f A walk through the woods. 4a. A’ Day of Mishaps One Saturday last November, things went wrong with me all day long. Several of us planned to spend the day in Prospect Park play- ing football and hockey. | awoke late, about nine o’clock. This left me only one hour in which to dress, eat my breakfast, prepare my lunch, gather whatever else I was going to take along, and meet the boys at ten sharp. By rushing, I succeeded in being on time. Then my troubles began. On the trolley car that was taking us to the park we were fooling with one another when one of the boys accidentally stuck his finger in my eye. It was nothing serious, but my eye was’ sore until we reached the park where I forgot about it. We played football in the morning and everything was going well until it came my turn to kick the ball. I made every preparation for a great kick, and kicked,— but not the ball. I kicked the ground and stubbed my big toe. I retired for the remainder of the morning. After lunch we got ready to play hockey. For a little while we just practiced hitting the ball. One of the younger boys, Billy Campbell, wanted to improve his stroke and I showed him how to do it. Then he got ready to try. I stood behind him and told him to swing when I counted three. “One! Two! Three!” Billy struck with so much force that his stick swung half way behind him and caught me on my cheek bone. Did I yell! The boys crowded around me anxious to help, but they couldn’t take away the pain or the swelling or the black and blue mark the size of a silver dollar. That finished me for the day. I left for home at once and reached it without further trouble. Why was I so unlucky that day? Was it because I started the day wrong by getting up late?TYPICAL REGENTS EXAMINATION IN GRAMMAR AND COMPOSITION No. V 1—Write correctly a simple sentence, a compound sentence, a complex sentence [®]. Name and give the syntax of a dependent clause you have used [*]. 1. Simple: J lost my hat yesterday. Compound: The teacher asked me a question but I could not answer it. Complex: J found a dime while I was walking on the avenue. Dependent Clause: While I was walking on the avenue, an ad- verbial clause modifying the verb found. 2—Give the principal parts of the verb to be. Write three sentences, each of which shall contain a different one of the following forms of the verb to be: (a) first person past subjunctive, (b) the present participle, (c) third person past perfect indicative. [1°] 2. Principal Parts: Present—am; past—was; past participle—been. a I wish I were home. b My little brother.is very impatient while his face is being washed. c They had been in the house only five minutes when the accident occurred. 3—-Name the eight parts of speech [4] and from the follow- ing sentence select and label an illustration of each of six different ones [®]: Professor Louis Agassiz was a great scientist who taught natural history at Harvard University. His skill in correctly classifying birds, fish or insects was remarkable. 3. Parts of speech: noun, pronoun, adjective, verb, adverb, preposi- tion, conjunction, interjection. Noun—sctenttst ; pronoun—who ; ad- jective—great; verb—was; adverb—correctly; preposition—at. 4—-Using the form of analysis to which you are accustomed, analyze the following sentence: [1°] It was high noon and the rays of the sun, that hung poised directly overhead in an intolerable white glory, fell in straight lines upon the roofs and streets of the city. 4. Compound complex declarative sentence. First clause, /t was high noon, second clause is the rest of the sentence; connected by and. Sub- ject of first clause Jt, predicate verb was, predicate noun noon modified by adjective high. 148THE BLUE BOOK OF GRAMMAR anp COMPOSITION 149 Second clause is complex. Its principal clause is the rays of the sun fell Mm straight lines upon the roofs and streets of the city. The rest of the sentence is a subordinate clause modifying sun. Subject noun of principal clause rays, modified by the and phrase of the sun. Predicate verb fell modified by phrases in straight lines and upon the roofs and streets of the city. Subject of subordinate clause that. Predicate verb hung modified by overhead which in turn is modified by directly. Predicate adjective poised modified by phrase in an intolerable white glory. 5—Answer both a and BD: a Write a letter to a friend, telling how you would like to spend the summer vacation. [1°] b Write a letter to Smith & Company, 369 Wabash Avenue, Chicago, Illinois, inquiring about prices of parts for a radio set and the time necessary for delivery after the order is received, [1°] bas 123 Fourth Street, Irvington, New York, June 13, 1927. Dear Louise: I am glad that you are going to have an enjoyable vacation. An auto trip to Yellowstone Park is a treat, and I certainly should be delighted if I were going. However, if I were asked to choose between that and going to camp, I would pick the camp. An auto trip is very interesting. You see new and wonderful places and meet all kinds of people, but it is very tiring traveling all the time. I prefer the outdoor life of a camp. There I should have the opportunity to swim, hike, play basket ball, and also to learn how to play tennis. I should meet many nice girls and perhaps, make a lasting friend of one or two. Unfortunately, I must remain at home. The cost of spending a summer at camp is more than my father can afford, at least this year. In two or three years things may be different. My best wishes for a good time. Your loving friend, JOAN. 5b. 26 Hunt Road, Kingston, New York, June 13, 1927. Messrs. Smith & Company, 369 Wabash Avenue, Chicago, Illinois.150 THE BLUE BOOK OF GRAMMAR anp COMPOSITION Gentlemen: Will you please tell me what you charge for the following: Loud speaker, Western Electric Company; Tubes, Radiotron; Transformers. Will you also let me know how long it should take for the delivery of these parts after you receive the order? Yours truly, WiLLiAM KAVANAGH. 6—Write a composition of about 150 words on one of the following topics: [7°] a Value of correct health habits. b A favorite character from some book I have read. c My favorite recreation. d What I hope to do as a life work. 6c. My Favorite Recreation. Of all my amusements, I like baseball best. I enjoy other games too, such as basket ball, football, and hockey; but there are many things about baseball that make it my favorite. In the first place, I am better at this game than at any other. I am a good fielder and catcher, I run well, and bat very well. In the second place, it is an outdoor sport played during the pleasantest part of the year, the summer time. Basket ball is usually played indoors. Football and hockey are sports for the colder weather when you have to bundle up too much for the free play of your arms and legs. Besides, you feel the cold if you aren’t in action. I like the warm weather. Finally, nearly every boy and man is interested in the game. The papers always report ball games and news of the great players. I enjoy reading about “Babe” Ruth, Walter Johnson, and Hornsby. When I, myself, am playing, I try to imitate them. In fact, I like the game so much that I sometimes think that I should like to become a professional player,Blue Books are now issued in the following subjects: For High Schools BIOLOGY PIPy SiCS CHEMISTRY FRY SIGAL GEOGRAPHY FRENCH SPANISH LATIN ANCIENT AND MEDIEVAL HISTORY MODERN HISTORY AMERICAN HISTORY RIVICS ECONOMICS ELEMENTARY ALGEBRA ENGLISH (3rd and 4th year) LITERATURE For Elementary Schools (7th and 8th Grades) ARITHMETIC SPELLING GRAMMAR GEOGRAPHY Un Se HISTORY CIYICS