3. There is a cla.s.s among us so conservative that they are afraid the roof will come down if you sweep off the cobwebs.--_Phillips_.

4. Kind hearts are more than coronets; and simple faith, than Norman blood.--_Tennyson_.

5. All those things for which men plow, build, or sail obey virtue.--_Sall.u.s.t_.

6. The sea licks your feet, its huge flanks purr very pleasantly for you; but it will crack your bones and eat you for all that.--_Holmes_.

7. Of all sad words of tongue or pen the saddest are these: "It might have been."--_Whittier_.

8. I fear three newspapers more than a hundred thousand bayonets.

--_Napoleon_.

9. He that allows himself to be a worm must not complain if he is trodden on.--_Kant_.

10. It is better to write one word upon the rock than a thousand on the water or the sand.--_Gladstone_.

11. A breath of New England's air is better than a sup of Old England's ale.--_Higginson_.

12. We are as near to heaven by sea as by land.--_Sir H. Gilbert_.

13. No language that cannot suck up the feeding juices secreted for it in the rich mother-earth of common folk can bring forth a sound and l.u.s.ty book.--_Lowell_.

14. Commend me to the preacher who has learned by experience what are human ills and what is human wrong.--_Boyd_.

15. He prayeth best who loveth best all things both [Footnote: See Lesson 20.] great and small; for the dear G.o.d, who loveth us, he made and loveth all.--_Coleridge_.

LESSON 82.

REVIEW.

Show that an adjective may be expanded into an equivalent phrase or clause.

Give examples of adjective clauses connected by _who, whose, which, what, that, whichever, when, where, why_, and show that each connective performs also the office of a p.r.o.noun or that of an adverb. Give and ill.u.s.trate fully the Rule for punctuating the adjective clause, and the Caution regarding the position of the adjective clause. Show that an adjective clause may be equivalent to an Infinitive phrase or a participle phrase.

Show that an adverb may be expanded into an equivalent phrase or clause.

Ill.u.s.trate the different kinds of adverb clauses, and explain the office of each and the fitness of the name. Give and explain fully the Rule for the punctuation of adverb clauses. Ill.u.s.trate the different positions of adverb clauses. Ill.u.s.trate the different ways of contracting adverb clauses.

LESSON 83.

REVIEW.

Ill.u.s.trate five different offices of a noun clause. Explain the two different ways of treating clauses introduced by _in order that_, etc.

Explain the office of the expletive _it_. Ill.u.s.trate the different positions of a noun clause used as object complement. Show how the noun clause may be made prominent. Ill.u.s.trate the different ways of contracting noun clauses. Give and ill.u.s.trate fully the Rule for quotation marks.

Ill.u.s.trate and explain fully the distinction between direct and indirect quotations, and the distinction between direct and indirect questions introduced into a sentence. Tell all about their capitalization and punctuation.

LESSON 84.

REVIEW.

Ill.u.s.trate and explain the distinction between a dependent and an independent clause. Ill.u.s.trate and explain the different ways in which independent clauses connected by _and, but, or_, and _hence_ are related in sense. Show how independent clauses may be joined in sense without a connecting word. Define a clause. Define the different kinds of clauses.

Define the different cla.s.ses of sentences with regard to form. Give the Rule for the punctuation of independent clauses, and ill.u.s.trate fully.

Ill.u.s.trate the different ways of contracting independent clauses.

Ill.u.s.trate and explain the difference between compound and complex word modifiers; between compound and complex phrases; between compound and complex clauses. Give participle phrases, absolute phrases, and infinitive phrases, and expand them into different kinds of clauses. What three parts of speech may connect clauses?

GENERAL REVIEW.

TO THE TEACHER.--This scheme will be found very helpful in a general review. The pupils should be able to reproduce it except the Lesson numbers.

Scheme for the Sentence.

(_The numbers refer to Lessons_.)

+PARTS.+

+Subject.+ Noun or p.r.o.noun (8).

Phrase (38, 40).

Clause (71).

+Predicate.+ Verb (11).

+Complements.+ +Object.+ Noun or p.r.o.noun (28).

Phrase (38, 40).

Clause (71).

+Attribute.+ Adjective (29, 30).

Participle (37).

Noun or p.r.o.noun (29, 30).

Phrase (37, 40).

Clause (72).

+Objective.+ Adjective (31).

Participle (37).

Noun (or p.r.o.noun) (31).

Phrase (37, 41).

+Modifiers.+ Adjectives (12).

Adverbs (14).

Participles (37).

Nouns and p.r.o.nouns (33, 35).

Phrases (17, 37, 38, 40, 41).

Clauses (59, 60, 63, 64, 65).

+Connectives.+ Conjunctions (20, 64, 65, 71, 76).

p.r.o.nouns (59, 60).

Adverbs (60, 63, 64).

+Independent Parts+ (44).

+Cla.s.ses.+ +Meaning.+ Declarative, Interrogative, Imperative, Exclamatory (46).

+Form.+ Simple, Complex, Compound (76).

Additional Selections.

TO THE TEACHER.--We believe that you will find the preceding pages unusually full and rich in ill.u.s.trative selections; but, should additional work be needed for reviews or for maturer cla.s.ses, the following selections will afford profitable study. Let the pupils discuss the thought and the poetic form, as well as the logical construction of these pa.s.sages. We do not advise putting them in diagram.

Speak clearly, if you speak at all; Carve every word before you let it fall.--_Holmes_.