Higher Lessons in English, Alonzo Reed and Brainerd Kellogg [best ebook reader android txt] 📗

snowy geese was riding in an adjoining pond, convoying whole fleets of ducks. 11. Regiments of turkeys were gobbling through the farmyard. 12. Guinea fowls fretted about, like ill-tempered housewives, with their peevish, discontented cry. 13. Before the barn-door strutted the gallant cock, clapping his burnished wings, and crowing in the pride and gladness of his heart—sometimes tearing up the earth with his feet, and then generously calling his ever-hungry family of wives and children to enjoy the rich morsel which he had discovered.

+The Uses of Words and Groups of Words+.—In the first sentence seemed asserts something about what two things? Every goes with what word or words? What word or words does the phrase of the vast barn make more definite in meaning? The two words window and crevice are joined together by what word? The group of words bursting forth with the treasures of the farm describes what? Notice that bursting also helps seemed to say something about window and crevice. Seemed does not make sense, but seemed bursting does. What does forth modify? What does with the treasures of the farm modify? In the third sentence what two nouns form the subject of skimmed? What connects these two nouns? In the fourth what word tells what the rows were enjoying? In the fifth turned up as if watching the weather describes what? As if watching the weather goes with what? The expression introduced by as if is a shortened form. Putting in some of the words omitted, we have as if they were watching the weather. They were watching the weather, if standing by itself, would make a complete sentence. You see that one sentence may be made a part of another sentence. What does each of the two phrases under their wings and buried in their bosoms describe? What connects these two phrases? In the seventh sentence were is understood before cooing and before bowing. How many predicate verbs do you find, each asserting something about the pigeons represented by others? Why are these verbs not separated by commas? What two nouns form the principal part of the phrase in the eighth sentence? What connects these two nouns? Read the ninth sentence and put the subject before the predicate. You may now explain as if to snuff the air, remembering that a similar expression in the fifth sentence was explained. In the tenth sentence convoying whole fleets of ducks describes what? Does convoying assert anything about the squadron? Change it into a predicate verb. In the twelfth sentence find one word and two phrases joined to fretted. Clapping, crowing, tearing, and calling, in the thirteenth, all describe what? Notice that all the other words following the subject go with these four. Find the three words that answer the questions made by putting what after clapping, tearing, calling. What phrase tells the cause of crowing? The phrase to enjoy the rich morsel which he had discovered tells the purpose of what? Which he had discovered limits the meaning of what? The pronoun which here stands for morsel. Which he had discovered = He had discovered morsel. Here you will see a sentence has again been made a part of another sentence. Notice that without which there would be no connection.

TO THE TEACHER.—It may be well to let the pupils complete the examination of the structure of the sentences above and point out nouns, verbs, pronouns, adjectives, and adverbs.

It will be noticed that in the questions above we especially anticipate the regular lessons that follow Lesson 27. This we do in all such “Exercises.”

+The Beauty and the Force of the Description above+.—Why may we say that this farmyard scene is surrounded by an atmosphere of plenty, happiness, and content? Which do you prefer, the first sentence above, or this substitute for it: “The large barn was entirely full of the products of the farm”? Give every reason that you can find for your preference. We often speak of a barn or storehouse as “bursting with plenty,” or of a table as “groaning with a load of good things,” when there is really no bursting nor groaning. Such expressions are called +Figures of Speech+. Examine the second sentence and compare it with the following: “The men were busy all day pounding out the grain with flails.” Do the words busily resounding joined to flail bring into our imagination men, grain, pounding, sound, and perhaps other things? A good description mentions such things and uses such words as will help us to see in imagination many things not mentioned. In the third sentence would you prefer skimmed to flew? Why? Compare the eighth sentence with this: “Large fat hogs were grunting in their pens and reposing quietly with an abundant supply of food.” Sleek, unwieldy porkers would be too high-sounding an expression for you to use ordinarily, but it is in tone with the rest of the description. In the repose and abundance of their pens is much better than the words substituted above. It is shorter and stronger. It uses instead of the verb reposing and the adjective abundant the nouns repose and abundance, and makes these the principal words in the phrase. Repose and abundance are thus made the striking features of the pen. Arrange the ninth sentence in as many ways as possible and tell which way you prefer. Is a real squadron referred to in the tenth sentence? and were the geese actually convoying fleets? These are figurative uses of words. What can you say of regiments in the eleventh? In the twelfth Guinea fowls are compared to housewives. Except in this one fancied resemblance the two are wholly unlike. Such comparisons frequently made by as and like are called +Similes+. If we leave out like and say, “Guinea fowls are fretting housewives,” we have a figure of speech called +Metaphor+. This figure is used above when flocks are called “squadrons” and “fleets.” In the thirteenth sentence notice how well chosen and forceful are the words strutted, gallant, burnished, generously, ever-hungry, rich morsel. See whether you can find substitutes for these italicized words. Were the wings actually burnished? What can you say of this use of burnished?

SUGGESTIONS FOR COMPOSITION WORK.

The sentences in the description above, when read together, have a somewhat broken or jerky effect. You may unite smoothly such as should be joined. The fourth, fifth, sixth, and seventh can all be put into one. There is danger of making your sentences too long. Young writers find it difficult to make very long sentences perfectly clear in meaning.

TO THE TEACHER.—While the pupils’ thoughts and style are somewhat toned up by the preceding exercises, it may he well to let them write similar descriptions drawn from their reading, their observation, or their imagination.

If the compositions contain more than two or three short paragraphs each, it will be almost impossible to secure good work.

Exercises on the Composition of the Sentence and the Paragraph.

FROM FRANKLIN’S “AUTOBIOGRAPHY.”

1. I was dirty from my journey, my pockets were stuffed out with shirts and stockings, and I knew no soul nor where to look for lodging. 2. I was fatigued with traveling, rowing, and want of rest; I was very hungry; and my whole stock of cash consisted of a Dutch dollar and about a shilling in copper. 3. The latter I gave the people of the boat for my passage, who at first refused it on account of my rowing; but I insisted on their taking it.

1. Then I walked up the street, gazing about, till near the markethouse I met a boy with bread. 2. I had made many a meal on bread, and, inquiring where he got it, I went immediately to the baker’s he directed me to, in Second Street, and asked for biscuit, intending such as we had in Boston; but they, it seems, were not made in Philadelphia. 3. Then I asked for a three-penny loaf, and was told they had none such. 4. So not considering or knowing the difference of money, or the greater cheapness and the names of his bread, I bade him give me three-penny worth of any sort. 5. He gave me, accordingly, three great puffy rolls. 6. I was surprised at the quantity, but took it; and, having no room in my pockets, walked off with a roll under each arm, and eating the other.

 

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+The Uses of Words and Groups of Words+.—Break up sentence 1, paragraph 1, into three distinct sentences, and tell what changes this will make in capitals and punctuation. Do the same for 2. Which read more closely together, and are more closely connected, the parts of 2, or of 1? How is this shown to the eye? Analyze the first two sentences you made from 1. Find two object complements of knew, one a noun and the other a group of five words. Find in 2 a phrase whose principal part is made up of three nouns. What have you learned about the commas used with these nouns? In making separate sentences of 3 what words do you change or drop? Are these the words that bind the parts of 3 together? What noun is used adverbially after gave? Supply a preposition and then tell what phrases modify gave. Find the object complement of gave. What modifies refused by telling when? What, by telling why?

In 1, paragraph 2, who is described as gazing about? What does gazing about modify? Read the group of words that tells how far or how long Franklin walked up the street. Notice that this whole group is used like an adverb. Find in it a subject, a predicate, and an object complement. Drop till and see whether the parts of 1 make separate sentences. What word, then, binds these two sentences into one? Read 2 and make of it three distinct sentences by omitting the first and and the word but. The second of these three sentences just made contains several sentences which are not so easily separated, as some are used like single words to make up the main, or principal, sentence. In this second part of 2 find the leading subject and its two predicates. Find a phrase belonging to I and representing Franklin as doing something. Put what after inquiring and find the object complement. What phrase belongs to went, telling where? He directed me to (whom) belongs to what? Who is represented as intending? Intending such as we had in Boston belongs to what? As we had in Boston goes with what? Notice that it seems is a sentence thrown in loosely between the parts of another sentence. Such expressions are said to be parenthetical. Notice the punctuation.

Notice that gazing, inquiring, intending, considering, knowing, and having are all modifiers of I found in the different sentences of paragraph 2. Put I before any one of these words, and you will see that no assertion is made. These words illustrate one form of the verb (the participle), and look in 1, paragraph 1, illustrates the other form (the infinitive), spoken of in Lesson 11 as not asserting. Change each of these participles to a predicate, or asserting form, and then read the sentences in which these predicates are found. You will notice that giving these words the asserting form makes them more prominent and forcible—brings them up to a level with the other predicate verbs. Participles are