^ijsisi^^^: IB ST BOOK V> ?. r ■ i:^'^ COMPOSITieN. APPLYING THE PRINCIPLES OF CiRAMMAR TO THE. ART OF COMPOSING: Af,9<,\ QIVING J^ULL DIRECTIONS FOR t>UNCTUATION ESPECIALLy DESIQSED FDR THB 08B OF SOUTnjBRN SCHOOtS, BY ll BRANSON, A, M. r?i sdfc«:«"Va«iMMiWv— S^t^-isr^ ^/.V3///^/;7 PERKINS LIBRARY Uulce University Karc DooKi u I ^"KJWilWlimm FIRST BOOK IN COMPOSITION, APPLYING THE PRINCIPLES OF GKAMMAR TO TUS AIIT OF COMPOSING': ALSO, GIVING FULL DIRECTIONS FOR PUNCTUATION ; ESPECIALLY J)EyiGNED FOR TUE USE OF SOUTHERN SCHOOLS-; BY L. BRANSON, A. M. RALEIGH : UltAJ^SON, FARRAR & CO 1863. £Dt«r«d aooording to Act of CongiCBt in tlie Year 1862 . BY L. BRANSON, A. M., In the Cl«rk*B Oflic* ol the District Court of the Confederate Stateu, for the Eastern District of North Carolina. JL M. 90aMAM. PRUraVtL ^^^i -#^5- PREI^^CE. No subject is more difficult to the mind of the Pupil, than that of Composition ; and ycf, strange as it may seem, he is usually ex- pected to compose without any assistance whatever from books.— Teachers have sometimes objected to the use of works on Composi- tion, lest the mind of the pupil should be cramped, or the style should become artificial, but these are groundless objections. Every stu- dent's style is compelled to be more or less artificial in acquirement and yet it may be perfectly natural in its dis2)osition. To acquire a love of the subject, is a great point gained in the ac- quisition of any science. This work is designed to make the art of composing both easy and agreeable. As soon as the student can read intelligibly, he may commence the study of jthis Book. The exercises found, will naturally lead him to the habit of writing, and gradually draw out the mind to the practice of thinking, and finally to that of independent composition. This Book if studied before English (grammar will greatly aid the pupd in the acquisition of that science, while the more advanced stu- dent may find it altogether prt)fitable. In the hope that it may be useful to the young of our great rising Confederacy, ihe work is respectfully offered to the public. V CONTENTS." CHAPTER. PAGE. CHAPTER. PAGE. II. ITI. IV. V. VI. VII. VIII, IX. X XL XIL xni. XIV. Letters, Vcvcls, Conso- nants, Syllables. 9. Words, Articles. 10. Nouns,. 12. Pronojns. 13. Adjectives, 15. Verbs, IG. Adverbs, 17. Exercise on Adverbs, 19. Conjunctions, Prcpos'.tions, Interjections, A Review, Miscellaneous else, MiscelLancous cise, Excr- Exer- 20. 22. 24. 20. 27. 23. XV. The Subject 28. XVI. Exercise, ' 81, XVII. The Object — Transi- tive & Intransitive Verbs, 82. XVIII. Personal, Relative, Irf- terogative and Adjec tive Pronouns, 35. XIX. The Relative Pronoun and Relative Clause, 83 XX. Participles — Participial Clauses, 80. XXI. A Review, 41. XX[I. Sentence's, Phrhses, Clauses, Apposition, 43 X'XIII. Composition, 40. XXIV. Description, 48, SUBJECTS, No, r.\G E.- PAGE, 1. Strawberries, 50 *' 9. Ram, 02 2, Anls, 52 " 10. Frost, 04 8. Frogs, 53 '' 11. Snow, CO 4. Flics, 55 " 12. Ice, , 07 5, Bird's-ncsts 50 *• 13. Night, 00 G. Chcsnuts,^ • 58 " 14. Morning, 71 7.- Knty-dids, 59 " ]5. Trees, 78 8. Apple Trcor., 01 '' 10. Flowers. U ▼I CONTENTS. PUNCTUATION. LESSON. PAGE. LESSON. PAGE. 1. Pcriofl, Interrogation Point, Exclamation Point, 77 2. Colon. and Semicolon, 79 8. Comma, 80 4. Exercise in Punctuation, 82 5. Dash, Paienthcsi.s, Brack- ets, 84 C. Other Marks usea in Wri - ting, 86 7. Exercise in Punctuation, 87 8. Exercise in Punctuation, 88 9. Rules for the use of Capi- tals, . 90 10. A Review, 92 11. A Review, 93 DIVISION IL PAGE. PAGE. ^0. 1. Autumn Leaves, 95 No. 8. A Pic- Nic, 108 ♦• 2. Moss, 97 " 9. A Sleigh Ride, 110 " 8. Wild- Flowers, 99 " 10. A Menagerie, 112 " 4. Roses, 101 •' 11. A Fair, 114 " 5. Water- Lilies, 102 " 12. Thanksgiving, IIG " C. Recess, 104 "■ 13. Fourth of July, 117 ♦• 7. ' Blind Man's Buff, lOG " 14. Christmas, 119 DIVISION III, PAGE. No. 1. A MouTitain, 121 No. o A ]Jrr)f)k, 12a " 7. :]. A Watc'inill, 125 *' 8. 4. A Spring, 127 " 9 0. A M< onlight Sc( no, 12n " 10. PAGE. A Thunder Storm, 130 A Snow Storm, 132 An Aurora Boreal is, 134 A Sunrise, 130 A Sunset. 1^8 id FIRST BOOK IN COMPOSITION. CHAPTER I. LETTERS, VOWELS, CONSONANTS, SYLLABLES. What is a litter? A letter represents a sound. How nan J letters are uied in the Enflish Language? Twenty-six. Repeat them. A, b, Cy d, e, /, g, h, i, Jy Jc, I, m, n, o, p, q, r, «, t, m, v, What are the letteri called, when taken all together? ' Thi Alphabet. How are these letters claasified ? Into two distinct •lassei. What are these classes called ? Vowelft and consonants. Whick represent the heavier tones ? Tkt Tonics — a, t, i, o, u, and w and j, not toMinencinf a syllable. What are Tonic sounds ? Soundi made with tke mouth op«n and the tongue not raised. Which letters represent the next heavier sounds ? Tke Subtonics — c, d, g, j, 1, m, ng, r, v, w, y, i, wh, th, and w and y btginning a syllable. What are Suh-Tonic sounds ? Sounds made farther down th« throat, and lefs diftinol than the T«nic. 10 FIRST BOOK IN COMPOSITION. Which letters represent the wpirations, or breathings? The At-Tonlcs, f, h, ft, p, q, s, t, th. What are At-Tonic sounds? Sounds without any tone, simply breathings. Of how mafiy sounds is the word goodneas composed ? Two, good and nesi. . What are scpall words, when used to compose larger ones, called ? Syllables. What is a syllable? One of the natural divisions of a word. How many syllables does a wotd generally have? One for each distinct vowel sound ; el-e-phant. Are all words of more than one syllabic really compound words' They are. When is a syllable compeund? When it is composed of more than one letter, as, a-word, What do letters compose ? Syllables. What do syllables compose ? Words. What do words compose ? Members or dauses. What do members compose ? Sentences. What do sentences compose? Chapters. CHATTER II. WORDS — ARTICLES. How do you convey your thoughts ? By Words. What does a word indicate when spoken ? An Idea. riRST BOOK rV GOMPOSTTIOy. II Through whit iTwedium does it convey an idea to the minJ ? The ear. What does a word indicate when written ^ An Idea. Through what medium ? The eye. Note. We hear spoken words, and sec those which are written. How are words divided ? Into parts of speech. Why are they thus divided ? For convenience. How many parts of speech and what are ttity called ?» Nina: viz., Article, Noun, Pronoun, Adjective, Verb, Adverb, Conjunction, Preposition, and Interjection. Which is the simplest part of speech ? The Article. What is an Article? An Article is a word placed before another word to limit its meaning. How many Articles are there ? , Two ; A and The. When we say the man, what do we mean ? Some particular rnan. / When we say a man, what is meant? Any man. What is the called? A definite Article. Why? . Because it points, out some person or thing definitely. What is a called ? An indefinite Article. ^V^hy ? Because it points out some person or thing -in defi nit ely . ^ Why is 71 used after a frequently, as a?i enemy ? To prevent two tonic sounds from coming together. l2 FflAT BOOK Mr OOMPOSirfOW. "Where ie a uied ? A is need before words commencing with sub-tonic sounds, as, % cat, a goat, m man, a unit, a eulogy. Where is n uied after the a f Before words commencing with a tonic sound; as, an enemy, an hour. CHAPTER III. NOUNS. What is the next part of speech in order ? The Noun. Wkat are the names of all persons and things ? Nouns. What is North Carolina? A Noun.- How do you define a Noun ? A Noun is the name of any person, place, or thing ; as, John, Raleigh, Btok. How many classes of nouns are there ? Two ; Common and Proper. What is a conmon noun ? A common noun is a common name ; as, towriy city^ tree, eow. Define a Proper noun. A Proper noun is a proper or particular name ; as, Ohtirles Fisher, Newhern, Yadkin, How do proper nouns always commence? With a capital letter. Is Tennessee a common or proper noun ? A Proper noun, because it is a particular name. What kind of a noun is State f A common noun, because it is a name giveti to all States. FIRST BOOK IN COMPOSITION, Id EXERCISE, Fill up the following sentences by inserting in plate of the dash ) iv^ common or a proper noun, as may be needed. ExAXPLi. is planted in April. » FiLLBD. CotUn is planted in April. « 1. \ — is a Confederate State. 2. Gen. reduced Fort Sumter. 3. South Carolina is the greatest country in the Confede- rate States. 4. Louisiana raises more than any other State in tho Con- federacy. 5. The mountains of Nor£h Carolina are 9, great of reiort for and pleasure. 6. The Sea are pleasant and healthy. 7. Nearly all the of America is raised in and — . CHAPTER IV. PRONOUNS. What is the word Pronoun composed of? Pro, which means for, and noun, a name. In the sentence, '* Willis/m learns hit Utioriy^^ what does his stand for ? ^ The Name William. Could we dispense with the word his f Yes; by saying William learns Willian^'s lesson Then why do we use the word his? Because it is shorter than the noun William, and an- swers the same purpose. What do we call all words standing for nouns ? Pronouns. , Define a Pronoun. Pronouns are used instead of nouns, ^ Are they always used instead of nouns? No ; sometimes they only relate to nouns, and some- # times merely point them out. it FlKSl litJUU IN COM! 031ilu:>. Mention the Pronouns that stand for persons and things J, thoUy he, sJie, it. AVhat a.re these called ? Personal Pronouns. Mention those relating to nouns. Who, which, that, and what. Giro an example. JTe is the man, who captured the flag. Mention the pronouns that simply 2^oint out nouns; This, that, any, one, all, such, soone, both, another, none, ^ach, every, either, neither. Give an example. That man is sober ; both boys were to blame. What are these c-alled ? * ' - Adjective pronouns. You should take sullicicnt notice of these pronouns to know thtni wherever you see thcni, since they arc used very often in all books. EXERCISE. Ill the following sentences insert 2>ro?wuns to fill the dashes. ExAMPLB. The hail has broken corn. FiLLRi). The hail has broken mp corn. I. Abraham Lincoln led people into war. 2. I will obey parents. '.i. The Soutb is nalire land. 4. Gire ni« «— pencil. 1 will tctnrn . 5. People love the land of birth. 0. Are g^'ino l"^ learn lesson ? 7. I gave the beggar hat, aiul thanked me very po- litely. 8. Jefferson Davis dcfendeil Country bravel^'jland deserves great applr.u> FIKST BOOK TX f'0MP0aiTIO«. 9. My father mother are going to Raleigh to mort'ow M be clear. 10. Let those who stand, beware they fall. ] 1 . The happy often forget others are miserable. 12. General Lee defeated the Yankees, his army was much SQialler ^ theirs. 13. None will deny the hawk flies more swiftly the pi- geon. 14. you do your duty you will not be blamed. 15. I saw my cousin I was turning the corner. CHAPTER X. PREPOSITIONS. What is the eighth part of speech called? The Preposition. In the sentence, " William walked to Charleston^'''' what word shows the relation between William\s iralJcin^ and Charleston? . To, How is this word to placed ? i3efore the noun Charleston. What does the word preposition mean ? A placing before. What then may we call to^ and all similar words? Prepositions. What is a Preposition? A Preposition is a word placed before a noun or pro- noun, to show the relation between it, and some other word or words in the sentence. ■■"'.'i>lA>:!?« FIRST BOOK IN COMPOSITION. 23 Mention the principal prepositions.* among behind for through around below from throughou* about beneath in c to above beside into towards across between instead of up according to beyond . near' upon after by of under against concerning on unto amidst down out of, with at during . over within before except respecting without EXERCISE. . Wherever a dash occurs, insert a preposition that will complete the sense. Example. Xothing can be accomplished an effort. Completed. Nothing can be accomplished icithout^n effort. 1. In Greenland, the people live wretched huts. 2. Steamboats r^in — — Vicksburg Memphis. 3. the summer, the cattle love to lie shady trees. • 4. The camel has a hump ■ his back. 5. • patience and perseverance you may attain the highest sta- tion seciety. 6. He gave the book me, apd I placed it the table. 7. You must perform examples the rule. 8. It is dark* sunset. 9. She lives Piedmont, twenty -five miles Salem. 10. A large rock hangs the path. 11. The sailor likes to get port. 12. Always keep virtue and duty your eyes. 13. I live my father! 14. A farmer was bitten — — a snake, while he was standing • the weedvS. \ 15. The ferry-lBoat will take us the river. •^•TlKj pupil 6.. ! dif.hoiif- L wretoli ; I despise thee! ■ 7. ! our friend ha'^ ronquered. H, 1 stranger; will you tell a Iravollor where he i? ? 9. ! no one can tell how much the j^oor suffer. 10. ! Is it thus you behave? ]1. T hope you may have a pleasant journey. ! 12. ! what noise was that ? 13. ! poor fellow I I am sorry for him. 14. ! John, where are you going? 15. Who is that? ! ho is descending the hill. 1%. ! is it really so! impossible! 17. ! thou blessed sun, that spreadest gladness over the earth. 18. ! I am at the head of my class. CHAPTER XTI. A REVIEW. [The pupil has answorod all the questions given below, ns tbfly occurred \u the preceding lessons; but as ho mij' have foVgotton some of them, he must look back for the answers, and loarn them carefully.] What ^8 a letter? ^\'hat is a vowel? Name the vowpIs. What is a consonant? Name the consonants. What two letterj are somoiimep vowels, and at other times consonants? *'«'hen are they vowels, and when consonants? Whnt is a syllable ? ,, ^''b&t is a word ? ll'iw many parts of fpeecb are there? Mention tliem. What is an article? Mention the articles. , A" hat is a noun 1 Give an exannplo. Iluw many kinds of nouns are there? What is a proper noun? What is s romrnon noun ? Whnt is a pronoun? Mention the principal pronouns. What is an adjective ? Give an example. What is a verb ? Give an example. What is an adverb? Give an example. Mention the different Id'ndfl of adverbfj, and give an example of each. V^bai is a ientence '-' * What are distinct members or parts of sentences called? "What is a conjunction? Mention some of the principal conjimctiona. Wliat is a prepofiition ? Mention some of the principal prepositions. What is au interjection? What are the principal classes of interjections? Meotion on^c of ^ach class. CHAPTER XIII. MISCELLANEOUS EXERCISE. In thifl lesson and the next, the pupil, wherever a blank occurs, must insert whatever part of speech is reqiaired to complete the sopse. Following th« spelling sad puactuation of the book. Martins. Martins a kind of swallows. Tliey feed .fJies, , and other insects, ami skim swiftly therugh ' air, in pursuit of their proy. In the morning are up by day-break, and twitter about your window, while are asleep bed. They a e harm- less, and, as people do not molest them, they . build their in towns villages. They are small birds, but a great deal. I will a couple of stories, illustrating their sagacity* A pair of martins, who- their nest in a porch, had some young ones; and happened that one of them, in to climb the side, fell out, and striking the st«nes, was killed. The old , seeing this accident^ went and strong pieces of straw, and fastened them mud all around the , i.i order to Iceep the fro'ixi meeting a similar Here is ^mother about them. AVhile a martin was absent from bis nest, one day, a cock-sparrow took possession it ; when the owner and to enter, he put out bill, and com- menced pecking at him. The martin, not • pleased with this in- vasion of his , flew away, and a number of his companions. They aK came the nest, with bits of clay in their , with which plastered up the to the nest; so the sparrow, unable to foo^J and air, died. 28 ♦ FJE8T BPOK IN OOMPOSITfON, CHAFER XIV, EXERCISE. The Dukb and the Galley- Slaves. TDbe King of Spain once ga?e to Duke of Ossuna to re- lease such of the galiey-siaves as might think- proper. The DxlkQ^ as he among the slaves who were at the oars, asked thera in succession of what crime they had guilty. They all pnijcsted innocence, and him that they had been unjustly On€ attributed his condemnation to the of an enemy, another to tie of his judge. At last, however, he one who admit- ted that, to save his from starving, he had robbed a man of , on highway. The Duke, he heard this, gave him a sfroke the back his band, and said, "Get you gon^ you rogue, from the of honest men." So who confessed fault was. released, while the , for their want of were compelled to at their labors. fPhus we see we are not likely to, iose any thing; by a. ad;- nnkssion of faultF, CHAPTER XV. THE SUBJECT. "When I Fay, " Charles walks'' who is it that I Bpeak about? Charles. ' In the eeDtdncfif **The oak Jias been cut down," what is it that I epeak: about? The oak. * What do we call Charles, oak, and all vTorda respecting whioh «,n actioa. or state 18 affirmed? FUEJECTS. FIRST BOOK IN COMPOSITION, 29 What is the sabjeot of a verb ? The subject of a verb is that respecting which the action or «tate expressed by the verb is affirmed. How may you always find the subject of a verb f Put the word toho or what before the verb, and the answer to the <^uestion will be the subject. Give me an example. In the sentence, "John went to market,'^ what is the subject? Put wAo before the verb, and the answer to the question will be the subject; thus, " Who went to market?" Answer, John. Johfij therefore, is the subject. In the sentence, " Vwtue is a source of happiness," find the subject in the a me manner as above. Put toJiat before the verb; "PTAa/is a source of happiness?' Answer, Virtue. Virtue is the subject. In the same manner select the subjects in the following sentences : Bees make honey. ' Virginia is a large state. Quarrels are unpleasant. Charles was late at school. The flute makes fine music. We are tired of walking. The machine was invented in England. You are wrong, ixratitu^e is a noble feeling. Science enlarges the mind. They are very sick. We were disappointed. In the Ia«t two sentences, what are the subjects? They and we. What part of speech are they and we ? , Pionouns. May pronouns, then, be subjects of a verb ? They may. In the sentence, " To steal is base/* find the subject as above. Pat what before the verb; " What is base ! Answer, to steal- To steal \s the subject. Whaticart of speech is steal ? '■ A verb, because it expresses action. ' . . When a verb has to before it, we say it is in the infinitive inood; may a verb In the ipfiniitive mood, then, be the subject of another verb ? It e subject. Make throe short sentences of your own,, like the above, in which a verb- in the infinitive mood will be the subject of another verb, and mention the subject in each sentence. ' In the sentence, " Whether w c shall go to Columbia i» uncertain," find the subject in the manner described above. . Put what before the verb : " What is uncertain ? Answer, whether we shall go to Columbia. These words, therefore, wheth- er we shall go to Columbia; are the subject. These words form part of a sentence; may, then, part of a sentence^be the subject of a verb? It may. Find, us above, the subjects in the following sentences ; 1. To fall froiji the top of a church steeple, is certain death. 2. For a weak nution to provoke a strong one, is bad policy. S That even the best men commit sin, is proved by daily experi- ence. Now, lot us see, what have wo found that a verb may havo for its subject? A verb may have for its subject, I. A noun ; as, John walks ; • II. A pronoun; &s, t hcg are gone ; . HIT A verb in the infinitive niood; as, to dig is hard work ; IV. Part of a sentence ; as, doing one's duty secures haj^pl- ness. Select the subject in each of the sentences just given aa examples. FIRST COOK IX OOMl'OSITIOX. SI EXERCISE. Select and write out the subject in each of the following sentences; K" you are in any doubt, put who or ichat before the verb, as direct- ed above. Example. Working in quicksilver mines is very injurious to the health. Subject. Working in quicksilver mines. 1. We should improve our time. 2. Digging potatoes is hard work. 3. To reveal a fii end's secrets is dishonorable. 4. Cicero was a celebrated orator. 5 Wealth does net always pi;ocure esteem. 6. Temperance and exercise preserve health. 7. Time and tide wait for no man. 8. For an ignorant person to profess to teach pliilosophy, only exposes him to ridicule. 9, Whether it will rain is uncertain. 10. John and I will start in the morninT. 11. Where are the women going ? 12. To be wise in his own eyes, is the mark of a fool. CHAPTER XVI. EXERCISE. Where a blank' occurs, insert a subject, either a noun, a pronoun, or a verb in the infinitive mode, or part of a sentence, as may be re quired to complete the sense. • Example. and lead to wealth. Completed. Industry and frugality lead to wealth. 1. and gnaw holes in the floor. 2. • , ,and _, are useti for drawing loadp. 3. * is dishonorable. 4. am going to school. 5. is a useful study. ♦Here the pupil must insert a verb in the infinitive mode or a part of a sentence. , / 32 FIRST BOOK IN COMPOSITION'. 6. Has the arrived ? 7. attends carefully to his lessons. 8» Have written your exercise ? 9. and are*niade from milk. 10. * is a proof of dishonesty. 11. * is the practice of a bad boy. 12. * is unpleasant work. 13. * is the business of the b:iker. 14. marched by with a fine band of music. CHAPTER XVIL THE OBJECT.— TRANSITIVE AND INTRANSITIVE VERBS. In the aentOQC?, " Charles killed a fly," what word exprewes the object that receives tb« action ex pressed by the verb f The word Jly. "What do we call fly, in this sentence? JFhj is the OBJ ect of the verb killed. In the sentence, " Children love milk t" what is the object of the verb loven Milk. What is the object of a verb ? The object of a verb is that which receives tbe action express-. ed by the verb. What is the cbjoot in each of the following sentences? Bees make honey. Birds; build nesfs, Mary kindled the fire. I have broken my knife. My mother loves me. John's father scolded him. In the last two sentences what are the objects? Me and him. What part of speech are me and 7«m? Pronouns. May a pronoun, then, be the object of a verb? ^ It Mav. *Here the pupil must insert a verb in the infinitive mode or a part of a eevtence. ymST BOOK IN COMPOSITION 35 Co tho sentdnoe, " John sleeps," is there any object? There is not. Does tb« rerb sleep admit ao object after it ? It does not. Into bow many classes, tben, may verbs be divided ? Into two classes ; I. Transitive verbs, or verbs that express an act that may be done to an object. » II. Intransitive verbs, or verbs that do not express an act that may be doue to an object. Art verbs that express simply a state of being, transitive or intraof itiv* f Verbs that express a state of being are intransitive. Why! Because they do not express any action at all. Is strike transitive or intransitive, and why / Strike is a transitive verb, because it admits an object after it Thus we may say, *' I strike a man ;" in this sentence, man would be the object, and hence we find that strike is transitive. Ii live a transitive or intransitive verb ? Live is an intransitive verb, because it expresses simply a state of being, and does not admit an object after it. Is sleep transitive or intransitive ? jump? hurt? eat? dream ? love? tee? be? walk? run? May any other part of speech besides a verb, have an object f Yes ; a preposition may have an object. In the sentence, "John is lying on the grass," what is the objeet of tht preposition on? Grass. . Make three short sentences similar to the one last given, in which there will be a preposition and its object. How may you always find the objeet of a verb, or preposition f 34 FIRST BOOK IN COMPOSITIOX. By putting what or whom after it; the answer to tbe question will be tbe object. , Oire me an example. Toll me tbe object of tbe verb and preposition in thi< tenteDco, " The butcher killed a pig with a knife." Pat w>Aa< after the verb — "The butcher killed wltat?^^ An** •wer, a pij j pif/ is the object of the verb killed. Put what Af- ter the preposition — "With ivhat?" Answer, a /:w//V ; knife \a the object of the preposition with. EXERCISE. Complete the /ollowing sentences by inserting an object where a blank occurs.; either a noun or pronoun, as the sense may require. 1. In Egypt the Nile overflows the , and renders the fer- tilBw 2. Boys can buy with their money. 3. I have found in the street a and a 4. A man by honesty and will always gain the of his companions. , 5. llenry's father bought him a for a Christmas 6. "When danger is nigh, a hen gathers her under her 7. The fisherman is preparing to go to in a 8. In building houses, they use *, , and 9. The mice have gnawed in this old 10. The American Indians are very skilful with the bo^^ and ar- row ; they can hit a very small at a great . With these weapons they often kill , , and other wild 11. With your spare purcha«.e books; read , profit by , and take good care of 12. My brother loves me, and I love 18. After we die, the grave will contain ; but our friends will remember , and shed on account of our departure. 14. Birds gather for their young, and teach how to fly. 15. The milk of the cow furnishes us and 16. In church we see many , but should listen to the FIRST BOOK IN COMPOSITION. 35 . • CHAPTER XVIII. . PERSONAL, RELATIVE, INTERROGATIVE, AND ADJEC- TIVE* PRONOUNS. What is a pronoun ; (See Lesson IV., if you do not remember.) How many different classes of pronouns are there, and what are th«if names 1 - There are four classes of pronouns— Personal, Relative, Inter- rogative, and Adjective. _ . In th« aentence, " J am tired," for what does the pronoun / stand ? ^ For the name of the person sj^caking. "What kind of a pronoun is / ? A personal pronoun. What is a personal pronoun ? A personal pronoun is a word, which, being used in a sentence without the noun for which it stands, merely represents it, with- out introducing any additional idea respecting it. Mention the personal pronouns. The personal pronouns are as follows : /, my, mine, me, wc, our, ours, us, thou, thy, thine, thee, you, your, yours, he, his, him, she, her, hers, it, its, they, their, theirs, them. I-n the sentence, " The Romans, who were nktorious, lost, only fifty men; to what word does the pronoun who relate; or, in other words, who are said to hate .been victorious? ' Romans. 9 Then,' ilnce the pronoun who relates to Romans, what kind of a pronoun shall we call it ? * . A relative pronoun. • : ' 36 urst booe ik composition. What is a relative pronoun f A relati?e proaoaa is a word that relates to a douq or pronoan before it. \ybat is this noan or pronouD going before, to whioh the relative relate*^ called ? The antecedent. In the sentcDoe, " The boy toho is idle loill be unhappt/f ' what is the rel»« live, and what its antecedent ? Who is the relative, and hoy is its antecedent. Mention the relative pronouns. The relative pronoans are whoy whose, whom, which, that Is who always a relative pronoan ? No ; sometimes it does not relate to an antecedent, but is useJ to aak a question, as, " Who is there P^ What kind of a pronoun is it then called ? An interrogative pronoun. , What is an interrogative pronoan ? An interrogative pronoun is one that is u&ed to aak a question. Mention the interrogative pronouns ? The interrogative pronouns are who, whose, whom, which and what. What mark always follows a sentence that contains an interrogative pr(h- soanl The Interrogation Poiit (?) which ought to be placed after t^tiy question. How, then, can you tell when who is a relative pronoan, a»d when ao lnt«rrogative ? By looking at the end of the sentence; if the interrogation point is there, it is for the most part an interrogative pronoun ; if Do^ it is a relative. FIRST BOOK I* COMPOSITION. *ff? What are adjective pronouns ? Adjective Pronouns are words that are Bomttimes Hitd insttad of nouns, but are more frequently followed by their nouns, which they limit, or qualify, after the raanner of adjectiv^es. Give me one or two sentences containing adjective prononns. " Hand me that book." " I have some apples." " Hare von any paper ?" That^ some, and ani/ are adjective pronouns. ' Mention some of the principal adjective pronouns ? ThiSf that J these' those, some^ no^ none, any, all, each, every, «'• ther, neilJier. * How can you tell adjective pronouns t By their being followed by a noun ; as, these pens, some money, each breath, either side. EXERCISE. Make lists of the personal, relative, interrogative, and adjective pronouns, in order, as they occur in yie following sentences. The pupil will do well to make his lists according to the following Example. Jane, I told you to hand me that book which' is lying on the table, but you have not done it. What is the reason f Lists. Personal. * Relative, Interrogative, Adjective' r, you, me, ) Which. What That, you, it. \ 1. You say, that* I am charged with a great crime. Who are my Accusers ? Let them stand Ibrth, that I may see the authors of thia base slander. 2. If every man would do his duty, none would have cause for complaint. 3. Can we stand patiently by, and see our property torn from us ? No; each generous enaotion of our hearts forbids it. Let this tyrapjt tremble, and all his satelites beware ! 4. The men whom I saw had each a musket. 5. Wherever she went, every one seqmed disposed to do her honor, 6. Look on this picture and on that. ♦Note. The word that, is eometim^sa eoniunction, sometimes a relative, and At other times an adjective pronoun ; the pupil must decide which it 1b by the fe- tation that it bears to other words in the sentence. In this sentence, that is not a relatfve, for it does not relate to any antecedent ; it is not an adjective pronoun, for It is not joined to, or us^d for, any noun, but it is a coi^uiction, for it conntaet4 clauses. 38 YMMJ DOOK IH 00UP08ITI0N. CHAFTER XIX. THE RELATIVE PRONOUN AND RELATIVE CLAUSE. What ii a Relatlre Pronoun ? A Relative Pronoun is one that relates to a noun or pronouo going before, called the antecedent. What ii tb« aateeedent ? The antecedent is a noun or pronoun before the relative to which it relates. lo the Bentenee, '* He that does right leill be rewarded," what is tho rela- tive and what the antecedent T * Th'tf is the relative, and he is the antecedent. What porvice doei th« relative perforoi in a sentence ? The relative is used to introduce a clnnse for tho purpose of liniiiin;^, explaining, or adding something further to wlmt is bein*^'" said. What \t a clause Ibaa introdaoed by a relative, anllad? A Relative CLAfs*^. What is the relatlTe clause in the eentence, ** He that does right will tii retoarded .^" Tlidt (loe$ right is the relative clause, because it is introduced by the i dative that. Select the relative, the antecedent, and the relative clause, in the ro]low> ing tenteDcei. ]♦ The friends that we gain in childhood, often forget us in old age. 2. The wind, which had been shifting all day from point to point, now began to blow steadily from the south. 3. Those who are the most industrious are the most happy. 4. James, whose work was the best, received the premimn. 0. I have seen the man that lives in the cavt. FIRST BOOK IN COMPOSITIoy. 39 EXERCISE. The sentences given in this exercise contain a relative and its an- tecedent^ the pupil must complete them by inserting the relative clause, where the blank occurs. Before attempting to insert the clause, read the whole sentence, and then think of somethi'ng that will be appropriate. EiiXPLE. The study that is History. Completed. The study that / lile lest is History. Or, The study that I dislihe most is History. lOr, The study that I Jind most di1]icult is History. Each sentence may be completed in a variety of ways. 1. I have broken my watch, which ' . 2. The tree that , was blown down last night. S. My father, icho , has get well. 4. Those tr/io will be happy in this world, and still happier in the next. 5. Horses are very useful to those who C. £n every school there are boys who 7. I'homas found the kaife ichich 8. There is a boy tchose 9. Mary is the most di-liigent girl that 10. The good boy wili apply himself vigorously to the lesson which 11. The carriage which has been mended. 12. 'Columbug was ihe tirst man that 13. The butterflies v^kich .. will all perish in winter. H^. The dog that has run away. CHAPTER XX. PARTICIPLES.^PARTJGIPIAL CLAUSES. <■> . • in tiie sentence, " I saw John fepdipg his chickens," which word impliea «ctioD, and at the same ti me, 9ualifi.ee J.ohc ? Ftedmg, 4.) FIRST BO1IX TS' r.'/MP09ITI0K, Which part nf speech implies action, ami which qualifier nouna ? The verb implies action, and the adjective qualifies nouns. The word feeding, thon, partakes of the nature of what two parts of tpeech ? The veib and tie adjective. "What nnme is given to feeding, and similar words? Particitlks. What is a participle? A participle is a wo^d that describes a noun or pronoun, bjr assigning to it a certAiii action or state. Doee the participle form a distinct part of speech ? No; participles are now classed as parts of verbs. How many participles has every trnnsilive verb? Five, Mention the Tire participles of the verb love, J.'jviiiij^ iorcd, Iinvhif/ loveJ, hebuj loved^ Imviiuj been loved^ Kr>w many participles haa every inirapi?itive verb .' 'Jsvo. Mention \\ie two pnrtioiples of »bo inlrnnsitiTC verb walk. Wu!/:irif/^ huvhui walkfd, (iive ine two cr three ?entcnce> cimtaiiiing partitijiles, jird select the par., ticiple in each. .TamcR, while vulkivq I v the .*>hore, saw a iMrsje bass attached by a shark. Ifavhfj been deceived once, I never trusted him again. He died, loved anc' rcapected by oil that knew him. In •' ttlast sentence, what cUufe is introduced by t}i« partieiylej, loved and .'. ■^'•Udf " . . ,(/ and r'csp(f(J(d by aU that kvcw himj^ Wj, •. .. "'..i,c(3 introduced by, or coutaininf, a partieLpJe, called ? A 1 " .' ' '- Clause. Self*., lUe I..,' . ^ > I clause in each of t' e ttree BeateofCB g1ve» abov«'* FiaST BOOK IN COMPOSITION. 41 EXERCISE. Complete the following sentences by inserting a participle in place of th6 blank. Example. The day fair, we started on our journey. Comphted. The day leing fair, we started on our journey. 1. Moses, his lessons, recited them well. 2. We saw a boy in the river. 8. Dinner , the party sat down. 4. The carriage , Robert has taken it to the blacksmith's, to get it 5. My dog sick, I could not go a hunting. 6. I have just seen a man killed by from the top /)f a house. 7. My friend, while out on horseback, was thrown and seri. ously injured. 8. I saw the Confederate flag fr*om the City Hall. • 9. You may often see bad boys in the street. iO. Our house , we are about to move into it. • 11. The merchant spends his tfme in and goods. 12. Gas is useful for streets and houses. 18. Oxen are used for wagons. 14. Ships, while on the ocean, often encounter violent storms 15. The weather we must have a fire 16. From this eminence my eyes upon the vast plain that lay befor* me, I saw a herd of buffaloes amid the long prairie- grass, and a group of wild horses away in the far distance. ^ 17. He was a bad man, and died, and by all that knew him. CHAPTER XXI. A REVIEW. [FcT the answers to '{bu following questions, see Chapters XV., XVIL, XVIII., XIX., and XX.] . "What ia the subject of a verb? How may you find the suVijectof a verb? Wh*t Esay a \erb havo for its subject? 42 FIRST BOOK IN COMPOSITION. What is the object of a verb ? What other part* of speech, besides transitive verbs, may have tm object T How may you find the object of a verb or proposition ? What is a pronoun ? Name the classes of pronouns. What ia a personal pronoun ? Mention the personal procoucs.. Wh at is a relative pronoun ? Mention the relative pronouns-. What is an interrogative' pronoun? Mention the interrogative pronouns. What is an adjective pronoun ? Mention some of the principal adjective pronouns. What is a relative clause ? What is-the antecedent of a relative pronoun ? What is a participle ? How many participles has a transitive verb? an intra-nsitive verb ? Mention the participles of the verb ask- Mention those of thJ COMPOSITION. • 49 oaother. You should have seen her ; and her face was white as aind she trembled with fear when saw the ► Then the small- ^t ran up to feer, and shouted, ' Mamma, mamma, we hare had such -, playing soldier !' " . CHAPTER XXIL SENTENCES, PHRASES, CLAUSES, APPOSITION. What is a sentence? A sentence is such an assemblage of words as makes complete sense. How many kinds of sentences are there, and what are they? Four kinds ; declarative,' imperative, interrogative, and exclamatory. What is a declarative sentence ? A declarative sentence is one in which something is declared ; as, " It rains." What is an jmperp,tive sentence ? An imperative sentence is one in which "permission is givftri, or a command, an exhortation, or an entreaty ut- tered ; as, " Let it -rain." What is an interrogative sentence ? An interrogative sentence is one in which a question is asked ; as, '' Does it rain ?" What is an exclamatory sentence ? An exclamatory sentence is one that contains an excla- mation ; aSj *' How it rains !" Make two declaratire sentences: two imperatiTc; two interroga- tive; two exclamatory; 44 FIRST BOOK IN rOMPOSITION. ► What i§ a phrase? A phrase is a combination of words which separately .have no connection, either in construction or sense, with other words in the sentence, but which, when taken to- gether, convey a single idea, and may be construed as a single word. Thus ; *' James, in short, has become a her- mit," — in this sentence, in short is a phrase. What is a claase ? * A clause is a combination of words which separately may or may not be connected in construction with other words in the sentence : if so connected, they assert some additional circumstance respecting the leading proposition; as, " James, who had been on the tvatch, espied a sail :" if not so connjectcd, they assert an entirely independent proposition; as, Stephen sailed for Florida, h\x.t he wa9 wrecked on the voyage. In these sentences the words in italics are clauses. What is a relative clause ? A clause containing a relative pronoun ; as, " James, for whom I felt so much anxiety, has arrived." What is a participial clause ? - A clause containing a participle ; as, " The rest of the ompany having arrived, we went to dinner." AVhat is an adverbial clause? A clause that performs the office of an abvcrb, and gen- erally expresses time, place, or manner ; as, "-4 thousand ycum hence, all these things will have pas3%d away." What is a vocative clause? A clause containing the name of an object addressed, FIRST BOOK IN COMPOSITION. 45 with its adjuncts ; as, " My dear friend^ I hope to meet you soon." When is one noun said to be in apposition with another f When it refers to the same object, and is in the same construction ; as, *' Paul, the Apostle " — Apo%tlevA in ap- position with Paul. May more than one of the clauses enumerated above, occur in the same sentence ? They may. Does every sentence contain one of these clauses ? No ; there are some simple sentences that do not con- tain any of these clauses ; as, " I lore my mother." ^ Oral Exercise. Tell to what class each of the following sentences belong. When A clause occurs, tell what kind of a clause' it is. 1. Oh lor a lodge in some vaRt wilderness I 2. There are men in the world, who are dead to every geaeroua impulse. 8.* Have you heard the ne^vs that has just been received by th« steamer ? 4. Rising from his seat, the monarch gazed arotind ; and, darting a look of scorn on his humbled courtiers, bade them leave his pres- ence till they should become honest men. 5. My son, do you indulge in anger ? 6. Romeo, Romeo ! wherefore art thou Romeo ? 7. Who ever hears of fat men heading a riot, or herding together in turbulent mobs ? 8. It is chiefly through books that we enjoy intercourse with sa* perior minds. 9. The ship being now under sail, the shore began to recede rapid- ly from our sight. 10. Lord Hastings, who had bore himself most bravely throufb* out the whole battle, escaped with a slight wound. i 40 ~ FIRST nOOK IN COMPOSITION. 11. James, whom I sent to the river an hour ago, has not yet re- turned. I 12. TVhat an accident ! Did you ever witness a scene like this ? 13. Where Freedom rears her banner, a new empire has arisen. CHAPTER XXIII. COMPOSITION. What is the term " Composition " derived from ?' It is derived from two Latin words, which signify " to put together,** What is " composition " ihsn ? It is " a putting together.' ' Can we speak of the '* composition " of a substance, like paste or varnish ? • ^ ' We can. What do we mean by it ? We mean " the putting together " of the material of which the substance is made up. When we speak of the "composition" of & picture, what do we* mean ? Wc mean ^^the putting together** of the different ob- jects which make up the picture ; as, a mountain^ trees, a river, J'C. When we spoak of a *' composition " on any auhjecC^ what do wo mean ? We mean ^^ a putting together*' of the thoughts which « belong to the subject. FfRgT BOOK IN COxMrOSITlON. 47 Suppose you were to write "Grass is green;" "Birds sing;' *' John is blind ;" would that be composition ?" It would not. • •* Why? Because the thoughts are not connected with each other, nor with a subject. Suppose you take for y«ur subject, "J. hllnd &oy ;'' and write, ** John is blind ; he cannot see that the grass is green, but ho can hear th« birds sing :" is that '* composition ?" It ijB. . Why? Because the three thoughts, "John is blind," "Grass is green," " Birds sing," are connected with each, other, and with the subject, " A blind boy." How, then, cun thoughts which are independent of each other, often be united ? By introducing another thought which will connect them. • Give an example. ' In the example, " John is blind ; he cannot see that the grass is green, but he can -hear the birds sing," — the two thoughts, " he cannot see," " but can hear," connect the three independent thoughts, "John is blind," " Grass is green," " Birds sing." Are there not many thoughts belonging to erery subject ? There are. How should these be *' put together ?" Tli^y should be so "j:)wi together^'' X\\ht they will ap- pear to follow each other in a natural order. 48 FIRST BOOK IS COMPOeiTION. Id what, then, does " composition " coDsist? It consiBts in " putting together," in a natural order^ thoughts belonging to a subject. CHAPTER XXIV. DESCRIPTION. What has " CompMition " beon defined to be ? Composition has been defined to be " a putting togeth- • er" of thoughts under a subject. Are there not many kinds of composition ? There are.» What is the first kind of oomposition ? * " Descriptive " is the first principal kind of composition- What is " description ?" • It is "a putting together *' of our impression of any object or scene. Why is this called the first kind of composition f Because it relates to that which wo see, and that which) we tety lies at the beginning of Thought. How, only, can we learn to describe well ? By studying attentively, the object or scene which wo» wish to describe. What is necessary to a go6d description V That those particulars be given, in which the ol)ject or scene differs from other objects or scenes. FIRST BOOK IM COMPOIITIOir. 49 , If I V7er« to ask j«u to describe jour kitten^ and jou should say, It has whiskers, four legs, and a tail," would thtc be a gtod d«s~ 'criptioQ. It would not. Why not ? Because it mentions only things whioh are oomAon to ftll kittens, and- does not describe any particular one. Suppose you were to say instead, ^' It has a glossy black fur, a white diamond between its eyes, and one white whisher," would that be a good description ? It would be. Why? Because it describes particulars which distinguish the kitten from other kittens ? • Do not such jSarticuIars enable us to distinguish objects of tha same kind from each other ? They do. Could not a dog be distinguished among a hundred others, by 4>ne who was familiar with it ? It. could. . What, then, is a good rule for describing an ebJQot ? To give those particulars by which ■ we know it ftrom i)ther objects of the same kind. What is a tcenef A scene is a combination of objects. How, then, should a scene be described ? By giving those particulars, in the objects and theiy arrangement, by which it is distinguished from other scenes. 60 ir.iVt BOOK IN COMPOSITION. SUBeTECTS, DIRECTIONS TO THE PUPIL. ■SUBJECT NO.l. You may take the subject which you -will find upon the following page, and write your own ansivers to the ques- tions. Take each question by itself, and do your best to an- swer it fully ') using tlie same language as in speaking. \Vhen you have done this, join these answers together in correct sentences. Your composition will then be done, all except copying. In copyins:, the principul things to remember are these : To \> IlITl; NEATLY, Tasi';:i/i- oorukctly, and To BK(iIX EVEKY NHW SENTENCE WITH A CAPITAL LETTER. If roil attend to these directions your composition will then be ready to. hand to your teacher. * S U B J E Cl^ NO. 1 . STRA WBERRIEii. 1. I« not the strawberry season always anticipated with great pleasure by the children ? 2. How early them in this ? 13. A: ... ^ 1. ' oMterprising little creatures? riRST BOOK IN COMPOSITION. 5S 14. Have you ev*^r seen one carrying a burden much lar- ger than hito self ? 15. How did he manage ? . * 16. What other facts do you know about these little in— isects ? TO TEE PUPIL. SUBJECT NO. 2. Solomon, who you know was the wisest of men, says^ " Go to the ant, thou sluggard ; consider her ways, and. be wise ;*' which shows that he himself had learned lessona of industry from this little insect. You must observe: he says, '''' Con%iderhQV ways;"" which means, we mw^t study the movements of the little creatures, watch their going in and their coming out, and ifind out, if we can, the pitrpose of each movement ;' for you will learn, by watching them, that each purpose has a purpose. All this you must do ; and in addition to your own observations, you should find out from books, or by asking questions, as much as possible about the habits of this little insect, and any interesting facts or anecdotes concerning them. In this way, you will find more than enough material for one composition. If you choose, you ;may divide the questions, and' write twice upon this subject. SUBJECT NO. 3. FPOGS. 1. What kind ©f looking creatures are frogs ? 2. What sort of places do they live in ? 54 FIRST BOOK IN COMPOSITION. 8. What do they live upon ? 4. What kind of a noise do they make ? 5. Is it not one of- the first sounds in spring ? 6. Is it a pleasant sound? 7. Does it not express contentment as much as the sing- ing of birds ? 8. Is it not easy to see how birds can be happy, hopping about in the trees ? 9. Are not frogs just as happy in dirty marshes and pools ? , 10. Has not God made every creature for some partic- ular place ? 11. Would a frog enjoy himself if he were to change places. with a bird? 12. What lesson can we learn from this thought ? TO THE PUPIL. SUBJECT NO. 3. . The peeping of these strange creatures is^ one of the earliest indications of the approacfi of summer. On this account, it is a delightful sound to every one. You can describe the feeling of pleasure with which you alw^-ys hear it for the first tim-e, after winter has departed, and all the pleasant visions it brings to ^\\x mind of the com- ing summer ; of blue skies,. and soft, warm air ; cf walks in the W(XK&, wild flowers, and green moss. You. can des- cribe tho haunts of thcie creatures, — some of t^em in. first' book in compg-sition. 55 pleasant places ; their queer noises and sudden jumps,— what these mean. You can compare their life with th;n, of a bifd. If you choose, instead- of writing answers i«» the questions, you may write a story of a discontentc'l frog who thought he would try a bird's life, his adven- tures, and how at lapt he became a contented ^rog. S U B J E C T NO . 4. FLIES. 1. Are not flies the most common of insects ? 2. Do they sting like musquitoes ? 3. Are they not, howe^jer, sometimes very troublesome ? • 4. How are they troublesome ? . 5. What do they like best to eat ? 6. Are they not most abundant in very warm weather? 7. Is it easy to drive one away when he makes up his mind to attack you ? 8. What kind of traps do people set for them ? 9. How does the fly get caught ? ' ' . 10* Are not great numbers often destroyed in this way ? 11. What is the greatest enemy of the fly ? ^ 12. How does the spider catch it ? 13. How do flies manage to walk on the ceiling*? 14. Could a bird walk so ? 15. Do flies like cold weather ? 16. What becomes of them in winter ? 68 FIRST BOOK I!l COMPOSITION. TO THE PUPIL, SUBJECT NO. 4. You can speak particularly of the troublesome charac- ter of this insect, — the annoying way in which it will re- ■ turn, again and again, after being driven off. You can describe one of these attacks upon yourself, and mention which at last gained the victory, you or the fly. You can also give a full description of the manner in which the spider constructs his web, and manages t© catch the fly. If you will consider a moment, it will seem quite won- derful to you that a fly can walk upon the ceiling : you know a bird could not walk so. If you cannot give the reason yourself, you should ask some one to explain it to you; and when you have obtained a clear idea of all these particulars, *you should try to describe them accurately in your composition. SUBJECT NO. '5. BIRD'S NESTS. 1. Where do birds generally build their nests ? , 2. Why do they build them so high ?* 3. What is the outside nf the nest made of? 4. What is the inside lined with ? 5. Where do birds get the materials for their nests ^ 6. Do they collect it together, and carry it. in one load in their claws ? 7. How do they manage it ? FIRST BOOK Hf COMPOSITION. iJT" 8. Is not a bird's-nest full of young birds, or of little blue eggs, a pretty sight ? , ;9. Is it not cruel to rob a bird's nests ? 10. How does the old bird feel when any one is near her jaest ? 11. How doee she show her distress ? 12. Do the birds leave their nests when they fly off to the south, or do they take them ? 14. Will they not build other nests when they return in the spring ? TO THE PUPIL. SUBJECT NO. 6. Have you ever found, in the Fall, after the cold winds ,had come,, or in winter, half full of snow, a little bird's nest ; and examined how neatly it was wovep together, — the outside of rough eticks and leaves, and the inside lined so delicately with soft hair ? If you have, you can describe all this in your own way, and mention where and how you found the nest, and to what bird it probably belonged. You ca,n describe, also, under the (Questions, the process of building a nest; the appearance of a nest full of eggs, Or of little birds ; the actions of the young birds while you were near the nest ; th6 movements and cries of dis- tress of the mother ; the manner in which the old bird 68 ' ' PIE8T BOOK IN COXflPOSITJON. feeds the young ones ; what she gives them to cat; and what hccomes of the nest when the little birds have learned tofly. SUBJECT NO. 6. GHESNUTS. 1. What tree do these nuts grow upon ? 2. What kind of a bur are thev inclosed in ? * 3. When do these burs open ? 4. What becomes' of the nut when the bur opens ? 5. Is not this time eagerly watched for ? 6. Are not nutting excursions then all the fashion ? 7. Are these not delightful ? 8. Is it always easy to find the nuts ? 9. What sometimes covers them up ? 10. Do not the nuts sometimes stick in the burs ? 11. Is it not great work for boys to shake them dt)wn? 12. Is it not pleasant to take tome a good basket full of nuts ? 15. What is done with them in the evening, sometimes ? 14. Are not these nutting excursions the pleasantest things in autumn ? 16. Are they not the last of the season? 16. How do the woods begin to look ? FIRST BOOK IN COMPOSITIOH. 54> TO TEE PUPIL. SUBJECT NO. G. In mentioning th^ chesnut-tree^ you can compare it with the oak, and speak of the difference between the two- trees, in their general appearance and the manner in which their branches grow, shape of the leaf, &c. You can des- cribe the appearance of the chesnut-tree when in blossom, the kind of ftowev it bears, and the 'clusters of green burs which succeed the flower. Also, the effect of the frost I ... upon these burs, and the eagerness with which children watch for the dropping of the nuts ; the excursions into the woods which take place; the shuffling and poking among the dry leaves ; the gathering of the nuts ; the pleasure of bringing them home ;-then of boiling them and sharing them with friends. « You can speak of these excursions into the wood as be- ing the last of the season, and describe the signs of the. coming winter,- — cold winds, bare trees, &;c. • SUB*JECT NO. 7. KAfY-DIDS. 1. What do Katy-dids look like ? 2. What color are they ? 3. Is not their note very peculiar ? 4. What does it sound like ? 5. How do they make it ? 6. When, do we first begin to hear them in summer ?. ^0 FIRST BOOK IN COMPOBITIOIf. 7. Do tliej not seem always to be contradicting each other ? 8. What does one side say ? 9. What do the others reply ? 10. Do they ever seem to come to any agreement about Katy ? 11. Do they not take up the same old tune every summer ? 12. Has any one over found out yet what Katy did ? 13. Do you suppose any one ever will find out ? 14. is it likely the Katy-dids and Katy-didn'ts ever will agree ? 15. Does not this'show how hard it is for people to stop when they once begin to contradict ? 16. Should it not be a waaoing to every one to be ve:^y careful about beginning a dispute ? TO TEE PUPIL. SUBJECT N^O. 7. You can describe, very particularly, the appearance of this curious insect, and the manner in which it produces the peculiar sound from which it takes its name. You can speak of the time in the summer when this note' begins to be heard, and describe a concert of summer evening sounds; the various notes which mingle with those' of the Katy-did ; and the peculiar effect, Ifke that of per-' petual contradiction, produced by this insect. • ■ FIRST cOvrii. xaN composition. Oi 'J T ■ You can, if you please, write an imaginary story of tae manner in whioh this quarrel originated, and nM any re- flections which may occur to you upon the habit of con- tradiction, ^,nd the determination to have the last word ir^ a dispute. V ,S U B J E G T NO . 8. APPLE-TREES. 1. Are apple trees graceful ? 2. Are they not generally low and crooked ? 3. Are they not easy trees to climb ? 4. If they wer^ lofty, like the elm, would it not be diffi» ^ult to gather the fruit ? , 6, Are not all associations with this tree very pleasant ? 6. Are they net beautiful when they are ladpn with the blossoms? 7. What color are their blossoms ? 8. Have they not a delicious fragrance ? 9. When the flowers disappear, what succeeds ? 10. How long ;does it take for the lltjtle green applet to ripen ? ll.|How does the tree look when laden with ripe fruit ? 12. When th<2 red and golden apples begin to drop, is it not pleasant to gather them J IS.^What is the fir^t thing to be done every morning ? t)2 - riRST BOOK IN coMPOsmoiT. 14; If there has been a high wind, is not the grou* behind them ; the slow growth of these into rich,^ ripe apples ; the appearance of the tree when the fruit is ripe, sometimes bending under its red and golden burden ; and the way it which the branches are prevented from breaking off, when they are too heav- ily laden. Describe, also, the gathering of the fruit, and mention what is done with the different kinds of apples aaad all the v^.rious uses of this fruit. * SUBJECT NO. fi . RAIN, 1. Where does rain come from ? 5. How does it get int© the clouds 1 I. . i •;Ji''A.» FIRST BOOK IN C0MP08ITI0N. 63 3. If it were not for rain, would not every thing upon the earth die ? 4. In S'lmmer, do not many weeks often pagg away "with- out any ? 5. How does every thing loojc then ? 6. Does not rain always come at last ? 7. Is it not delightful to see the clouds roll up, and the dnops begin to fall ? 8. Does R€t the grass begin to gr^w green again im- •mediately ? 9. How dees the air feel, and every thing look, after the shower ? 10. Do not children always like rain when it does not t spoil their plans ? 11. If they are planning an excursion, do they like to see the clouds ? - 12. Do they not always trj" to think it will not rain ? 13. If the rain does come, ought they to complain ? 14. Is it not always good 'for the earth ? TO TEE PUPIL. SUBJECT NO. 9. You will be able to aAiiswer the first question ; but per- Sibaps you may not know how the rain gets into the clouds. . This you must learn by asking your Teacher. Xau.can describe the appearance of every thing in sum- Oi i-lRSr UOUX IN CUMl'Ual'i'lON. mer, Tvlien several weeks have passcd'without rain, — so driid up ; the grass scorched and withered ; and the air filled with dust, and every body uncomfortable ; then the sh wer, ^^hich alwajs comes at lafet ; the delight of every (jne, wh(jri the clouds are seen rolling up; the falling of the rain ; tbe overflowing of the streets ; then the bursting forth of tlio Run ; the fresliened air, and the altered ap- pearance of the landscape. Yon can speak, also, of the manner in which children sometimes complain of the rain, when it interferes with their plains ; and give the reaaons why this is wrong. SUBJECT NO. 10. FROST. 1. When does frost first come ? 2. Does it not make sad work with the beautiful summer flowers ? 8. Before it comes, how do they look ? 4. After it, is not everything change(^ ? 5. What becomes of the grass and flowers ? 6. Are not the trees the only thing which the frpsj; does not spoil ? 7. What does it do to them ? 8. Do their bright colors last long? 9. What do they gradually turn into ? 10. What becomc,g pf the leaves finally ? FIRST BOOK IN COMPdSIlIOJT 66 li. Are not the trees left bare ? • 12. Do not the cold winds begin to whistle through them then ? 13. Is not this a sign that winter is coming ? 14. Is it not pleasant, then, to gather round the bright fire in the house ? 15. Do not the evenings begin to grow long then ? 16. How is it pleasant to spend them ? TO THE PUPIL. SUBJECT NO. 10. You can describe the gradual signs of Jack Frost's ap- proach in the chill September nights, growing colder and colder, till finally he makes his appearance ; then th^ change which comes over every thing ; the desolation of the gardens, as frost after frost passed over them ; every^ thing a dull, dead brown except the trees ; the beautiful colors with which these are adorned ; the gradual fading of these bright leaves, till finally they drop ofi"; then the bare appearance of the trees; the darkened, chilly skifes * the whistling of November winds, and the freezing tem- perature. You can describe the gathering round bright fires in the hdiise, the lengthening evenings, and the various ways in ivhich these may be pleasantly spent. CG- riRf5T BOOK nc composition. SUBJECT 1^0. 11. SNOW. 1. What conies next after frost ? 2. Are not children always delightod to see the snow*^. •when it Srst comes ? 3. Do they not get tired of the dead grass and leaves t 4. Are they not glad to have them covered up ? 5. Do these not like to watch- the snow-flakes as thejr fall? 6. Do these make any noise in-falling ? 7. Does it not often snow all night, without any one finding it out ? 8. Is it not a great surprise in the morning, uo see every thing white with snow ? 9. How do the trees and roofs look ? 10. Is k not pleasant to hear the sleigh-bells begin to» jingle ? . 11. How do boys play with the anow ? 12. Do they not like it all the better, the deeper -it is,«? 13. Does it not seem strange, that such a cold thing- as snow can keep any thing warm ? 14. Dees it not keep the earth warmer than it woulcfbe without it ? 15. Would not a great, many plants die in winter;^ if •it. . were no^ for the snow l SFIRST BOOK IN COMPOSITION. TO TE'E PUPIL, . V SUBJECT NO. 11. 'You can speak of the pleasant change from the dreary, frozen eartli, to the clear, white snow ; the delight ot children, when they see the first white flakes floating in the air ; how they like to catch these as they fall, and see them melt in their hands ; and the various beautiful forms of these snow-flakes. You can speak of the Btitlness of a snow-storm, a-nd describe the changed appearance of ^very thing after one has taken place in the night ; the "beautiful effect of the morning sun upon the pure white 'landscape ; then the iingling of sleigh-bells, the shovel- ling of paths, a^id all the sports which snow brings with it for children ; snow-balling, forts, coasting, &c. : all 'sfchese you wiM^and no difficulty in describing. You can jnention, also, the reasons why the earth is warmer with its snow covering than it would be without it. SUBJECT NO. 12. ICB. * 1, How is ice formed ? 2, Does not water sometimes freeze in falling from the roof of a house ? 3, What does it form then ? 4, What shape are these icicles ? 5.vI)o we not often see great numbers of them hanging from houses and tr^es ? 68 FIRST BOOK IN COMPOSITICN. 6. How do they look when the sun shines upon them.? 1. When the weather is very cold, what happens to the ponds and rivers ? S. Do not the boys have merry times then, sledding and skating ? 9, Is not ice very slippery ? 10. If you do not step carefully, will you not certa,inly fan? 11. Even then, will you not sometimes be over before you know it ? ,12. Do not children like to find a smooth strip by the roadside ? 13. Do they not always stop to try it ? 14. And sometimes, by doing bo, do they not get late 'to school ? TO TEE PUPIL. SUBJECT NO. 11. You can describe the various forms which ice takes in freezing ; the beautiful, delicate crystals which are some- times found on the top of water ; the long, sharp-pointed icicles hanging in stiff fringes from the roofs of houses and branches of trees ; the silver coating of boughs and twigs ; and the beauty of all this, when the sun shines upon it. You can describe, too, the freezing of the ponds and rivers ; then the skating parties which cover them ; the FIRST BOOK IW OOttPOStVlOV. 69 coasting down steep hill-sides ; the caution one is obliged to observe in walking upon ice, and various tumbles one gets in spite of it. You can speak of the pleasure it givei children to iSnd ^ €k long, smooth strip of ice by the roadside ; the manner le 'are to have the sun go down ? 70 FIRST BCTDK IN COMPOSITION. 11. Are not winter nights beautiful, too ? 12. Are not the stars brighter then than in summer ? 13. VVhat bright light do "we often see then, in the north ? 14. Does not the show upon the ground help make it very light? 15. At night, does it not almost seem as if- we could see heaven between the stars ? 16» Does not God seem nearer to us at night than bj day ? TO THE PUPIL, SUBJECT NO. 13. Thcr^e are many thoughts suggested by these questions, upon whieh you can dwell at almost any length. Among these are,— the uses of the night to plants, to animals, and to human beings ; the thought, also, of what would become of them without this period of repose. Then there are descriptions of the beauty of night ; the glory of the tooon and stars, and all the host of heaven j the quiet of summer .evenings ; and the song of the katy-did and cricket, rejoicing at the .going down of the sun ; then the winter night ; the clear, frosty air ; the brilliant aurora borealis ; the brightness of the stars ; the light of the snow: all these you may» describe as vividly as possible,— r then how, at night, we can look up into the sky, without b«iDg blinded by the light ; and the longer we look, the FIRST BOOK IN COMPOSITION. Vl farther we seem to scq into the deep blue heaven. You can speak of the glory of God, as written upon the heavens, and of his nearness to us in the still hours of the night. SUBJECT NO. 14. MORNING, 1. la not early morning the most delightful part of the day? 2. Is it not a pity to waste it in sleeping ? 3. What do the birdB begin to do before daylight in summer ? 4. How do the roosters try to wake up lazy people ? 6. Is not the air pure and cool in the morning ? 6. Do not the flowers look fresh, with tlfe dew upon them ? ' T, Is it not pleasant to take walks before breakfast and gather flowers ? ' 8. Is it not best to wear things which will not be spoiled by the dew ? 9. Cannot a great deal of time be saved by early rising ? 10. Ought not every one to form the habit of it ? 11. Have not almost all great men been early risers ? 12. Have they not been able to study more than other people? 12 yiRST BOOK IN COMPOSITIOW. 13. By this means have they not bocome distinguished for their learning, or in some other way ? X4, Can you mention any of these by name ? |5. Far what were they distinguished ? TO TEE PUPIL. SUBJECT NO. 14. Every pne knows, or ought to know, that the early morning is the most beautiful part of the day. You can mention the various reasons why it is so ; the fresh ap- pearance of every tting ; the coolness of the air ; the beauty of the sunrise : and you can speak of the foolishness of losing all this beauty by sleeping l^te ; and of the wisdom of the little birds, and of Roosters, in comparison with lazy children ; how the Roosters begin long before sun- rise to croWj^nd the birds to chirp and twitter, as if try. ing to make sleepy people wake up and enjoy the beauty of the sense. You ean apeak, also, of the time that is saved by early rising, and estimate how much half an hour saved would be at the end of a year ; and you can mention, also, any great men who have been early riaers, and for "wkat they became distiji^uished* 7IRST BOOK IN COilFOSITIOM SUBJECT NO. 15. TEJ^3S. 1. Would there be any beauty in the Qarth, if it were n 10. Olin you recall time that is gone Why then do yon not iir>- prove the passing momenta 11. A braT« man knows no (car 12. Both stars and sun will fade away ; but can tbe soul of man di* 18. Oh horrible thought Ah woo is me 14. Dr Johnson was a learned miin 15. New iloUand contasna man^ir ^rvgular Evycc!«» of birds- rilAT BOOK IN OOMPOSITIOK. VO LESSON XXIV. COLON AND SEMICOLON. Make & -colon on th« blacksboard. Where -should the colon be placed ? The colon should be placed between clauses that have Terj little connection ; and after the words, thvA^ following^ 'Or as follows^ when reference is made bj them to something ^•coming after ; as, " The Squire next ascended the plat- form,, and spoke as follows : ' Gentlemen and ladies,* " &c. Make a semicolon on the black-board. For what is the semicolon used ? 'The semicolon is used to separate long clauses, such aeare not very clos<3ly connected ; as, *' I perceive the difference; it* is very obvious." SPECIAL RULES. Rule I, When several long clauses foUow each other all having common dependence on some other clause, they are separated by secnicolons ; as, "I love to wander through the fields ; to see the vegetable world spring into life ; to gaze upon the beauties which God has so lavishly diffused ; and through the creature to commune with the Creator, Mule IL When examples are introduced by the word as, a semicolon is placed before as ; for an example, see the preceding rule, * ' EXERCISE. - Write the following sentences, and insert periods, inter rogatiod points, exclamation points, colons, and semico- lons, where they are required. 80 FIRST DOOK IV COMPOSITIOK. « Example. IJc has arrived he sounds his bugle at the gates Shall wc admit him Punctuated. He has arrived ; ho sounds his bugle at the gates. Shall we admit him ? 1. The warrior spoke as follows "O man heavy with wine wh]^ dost thou keep prattling" 2. Do not insult a poor man his misery entitles him to pity. 8. Some books are to be read others are to be studied while many may be entirely neglected with positive advantage 4. His last words were as follows " Farewell may Heaven prosper thee in thy perilous enterprise" 6. If the sacred writers will take up their abode under my roof if Milton will cross my threshold, to sing to me of Paradise if Shakspeare will open to me the fields of imagination I shall not pinfe for want of company 6. Beauty is an all-pervading presence It unfolds in the flowers of ppring it waves in the branches of the trees it haunts the depths of the earth and sea. 7. Gentle reader, have you ever sailed on the sparkling waters of the Mississippi LESSON XXV. COMMA. Make a comma on the black board. For what is the comma used ? The comma is used to separate short clauses, or such as are closely conuected, but, in consequence of the con- struction or arrangement, must be separated by some point. fi^i'FciAL RuLis. "What is the rule for placing the comma before and after clauses and phrases ? flule J. TVbfn a clause or phrase is introduced into a F33«T lOOK IN COMPOSiTlO*. 81 centence -without a conjunction, particularly if aft inver- sion occurs, go ttat it does not occupy its natural position, a ccmraa should be placed before and aftef it ; or, if 8u«h clause stands at the commencement of a sentence, a com- Sna should be placed after it. The principal clauses and phrases that fall under this Tule are as follows : I. A relative clause ; as, *' Ellen, who was up early, finished her lessen." But if the relative clause restricts the antecedent, or the connection between the two is very close, there is no comma before the relative ; "Those who are good, are happy." II. A participial clause ivhen it does not qualify the object of a yerb ; as, "The Captain, seeing his danger, .woided it." III. An adverbial clause ; as, "By the time we reached shelter, ^e were completely wet." IV. A vocative clause ; as, "Here I am, my beloved son." V. The phrase, in shorty in truths on the contrary, &c. ; also, the words, 5€»trftoe«er, which should not commence a sen* tence, have a comma before and after them; as, "Your Cousin, in «hort, has become a lovely weman." "James, however, is here." What is the rule that relates \o the subject of a verb ? RuU II. When the subject of a verb consists of a number of words, a comma should be placed after it ; .as ** Close and undivided attention to any object, insures success." What is the rule that relates to cert&in conjunctions? Mule 111. When, to avoid repetition, a verb, or a con- junction that connects words of the same part Of speech, is omitted, a comma should be put in its place to denote the omission; as, "Conversation makes a ready man ; writing, an exact man." In the last clause the verb, makes is omitted, ahd the comma is put in its place, ** Solomon was a wise, ^riident, and powerful monarch." The conjuiitttrAn and is omitted between wise and prudent^ and a comma is put in its place. 82 FIRST BOOK IN C0MP08ITiaN\ "What is the rule that relates to certain conjunctions ? Rule IV. A comma should be placed before and^ oVj if^ hut, and that, "when they connect short clauses ; and before and, or, and nor, when they connect the last two of a series of words that are of the same part of speech ; fts, " You must come with me, or I will go with yon." " Neither Ellen, Sarah, nor Jane was there." What is the rule that relates to nouns in apposition ? > » Hule V. When a clause of more than two words^oc- curs, containing a noun in apposition with some preceding noun, a comma should be placed before and after the clause ; as, " Columbus, the discoverer of America, was born in Genoa." Mule VI. Words used in pairs take a comma after each pair ; as, " Poverty and distress, desolation and ruin, are the consequences of ciril war." EXERCISE. Copy the following sentences^ and insert commas in the proper places. The rule under which the examples are given, will direct you ; refer to it, if you do not re- member it. ExMmpleB under Rule I. The Romans who conquered the world could not conquer themselves. Those who fled were killed. Philip whose wife you have seen has gone to Albany. We saw a man walking on the rails. A man -while imprudently walking on the rails was run orer by the cars. Where we stood we could not hear % word. Wait a moment my friend. Vice is alluring, and has many TOtaries ; virtue on the contrary has but few. Under Ruh JL That this ukan has basely deceived those who have trusted him cannot be douWted. A long life of good works and sincere repentance can hardly atone for such misdeeds. The author of these profound and learned pl^ilosophical essays was a poor blacksmith. • Under Rul$ III. Diligence is the mother of success; laziness of FIRST BOOK IN COMPOSITIOW. 83" failure. The wife was a tall loan cadaverous personage ; the hgsband was a fine good looking sturdy fellow. Men women and children cry out and run. Under Rale IV. No one will respect you if you are dishonest. Stephen saw his cousin coming and ran to meet her. My horsfe is not handsome but he trots well. He will be here on Wednesday Thursday or Friday. Be virtuous that you may be esteemed by your companions. Under RuU V. Bunyan the author of " The Pilgrim's Progress" was a tinker. Paul the Apostle of the Gentiles wrote many epistles. I have been in Ireland ill fated country. Cicero the orator, is one of the moat distinguished of the ancient Romans. Under Rule VI. Industry and virtue idleness and vice go hand in hand. Summer and winter seed time and harvest are the gifts of an all-wise Providence. Painting and sculpture poetry and music will always heve enthusiastic admirers. ^ LESSON XXTI. Copy the following extract, inserting the punctuation points that have been described. The Swan. Swans in a wild state are found in the eastern part of Europe but they are most abundant in Siberia and the countries that surrouad the Caspian Sea Under ordinary circumstances they are perfectly harmless but when driven to act on the defensive have proved them- selves formidable enemies They have great strength in their wings an old swan using these as his weapons has been knawn to break a man's leg with a single stroke When their young are in danger they do not hesitate to engage with large animals and not unfre- quently come off victorious from the struggle A female swan was 84 TIRBT BOOK IN coupormowT. •nee geen to attack and drovrn a fox which, was swimming towards. h»r nest for the purpose of feedin;^ upon her young When sailing upon the water which is its favorite element the swan is a beautiful bird and its motions arc graceful when on landi howeTcr it presents a very different appearance its gait being awk- ward and all its movements cxceedin[]!ly clumsy It has been said by some authors that the swan which during its^ life never sings a note sends forth when it is dying a most beautiful strain This is no doubt a mere fable at all events we have notsuflBcient evidence to establish it as a fact Swans were formerly held in such esteem in England that by ao act of Edward IV no one but the king's son was permitted to keep a swan unless he had an income of five marks a year. By a subse* quent act those who took their eggs were punished by imprisonment for a year and a day and fined according to ihe king's pleasure At the present day swans are little valued for the delicacy' of their fiesb> though many are still preserved for their beauty. LESSON XXVII. DASH, PARENTHESIS, BRAeKBTS. Make a dash; For what is the dash used ? The dash is used, . I. To denote that a sentence is unHiiished ; as, '^ I can- not believe that he ." II. To denote a sudden transition cither in the form of" a sentence, or in the • sentiment expressed, as, " It was a sight — that child in the agony of deal li — that would have- moved a heart of stone." " He had no malice in his mind — No ruffles on his shirt.' FIRST BOOK IN COMPOSITION. 85 Make a parenthesip. Mako a bracket. For what are parenthesis and brackets used ? Parentheses and brackets are used to inclose words and clausCvS, that are not connected in construction with other words in the sentence, but arQ suggested by them, or ex- planatory of their meaning ; as, '" Know, then, this truth, (enough for man to know,) Virtue alone is* happiness below." " The wisest men, (and it may be said the best too,) are not exempt from ein." ' Are parentheses and bi'ackets much used by authors of the pre- fient day ? No ; commas are generally used instead of them. EXERCISE. ' , ' • Copy and punctuate the following sentences, Daslu 1. A crimson handkerchief adorned his head 'His face was cheerful and his nose was red 2. Sonne and they were not a fevv knelt down 3. His eyes how thc3^twinkled his dimples bow merry 4. They poisoned my very soul hot burning poisons 5. Away ungrateful wretch. A father's curse rest Alas whatam I doing I cannot curse my v^on 6. The frieod of our infancy has she gone forever 7. Thou merry laughing sprite With spirits feather light Untouched by sorrow and unsoiled by sin Good Heaveps the child is swallowing a pin Thou imp of mirth and joy- In love's dear chain so strong and bright a link "Thou idol of thy parents drat the boy . There goe§ my ink 8fi FIRST BOOK IN COMPOSITION. Parentfieseft. 8. Let us then for we cannot flee without disgrace boldly meet the foe. 9. Mr, Morton every old citizen kno^ him well died last week of apoplexy. LESSON XXVIII. OTHER MARKS USED TN WRITING. Are any other marks used in writing besides those which have been described? Yes; ■ *. . . ■ ■ g Apostrophe, ' , Hyphen, . Quotation Marks, " '' Caret, y\ Make an apostrophe. For what is the apostrophe used ? The apostrophe is u^ed, I. To denote the omission of one or more letters ; as, tho' for though ; 'neath for beneath, II. When 5 i« placed after a noun, mnking it denote possession, an apostrophe is inserted before the « ; as, John 8 book. But when the noun ends in «, rind signifies more than one, an apostrophe alone placed after it, makes it denote possession; as, "The ladies' seats." Make quotation Marks. For what are quotation maiks used ? Quotation marks are used to inclose a passage quoted from an author or speaker, in his words ; as, " To err is human ; to forgive, divine.*' Are single quot.ntion marks ( ' ' ) ever used ? Yes; single quotatioh marks are used to inclose quota- tions that occur within quotations, or that are slightly al. FIKST BOOK INo'OMPOSlTIOar 87 tered from the words of the author or speaker ; as, ^* The Scripture saith, 'Watch and pr?^y.' " Make a hyphen. For what is the hyphen used ? The hyphen is used, I. To connect two simple words that unite to form a compound word ; as, " A spirit-moving strain." II. At the end of a line, -wlrere there is not room for the whole of a word, the hyphen is placed after one of its syllables, to show that the rem:under may be found at the beginning of tlie next line ;* as, " He strove man- fully." Mak« -a caret. For what i^ the caret used ? When some word that lias been omitted is interlined, the caret ia used to show where it should be introduced; lesson as, " Study this carefully." EXERCISE. Copy and punctuate the following sentences : A^yostrophe. Ill neer forget your kindness. They sat neath a spreading willow. Tho Milton was blind yet. was his mind well stored with knowledge. Hark tis the signal gun. Where is my fathers hat ? Zenos schoGl was one of the most celebrated irj Greece. Romes greatness has passed tiwiiy. I saw the citys gates. I saw the cities gates. Where is Janes fan. • Quotation marls. Pierb ? to the omission of words ?* to cer- tain conjunctions ? to nouns in apposition? to words used in pairs ? ' EXERCISE. ^ Copy the following extracts, inserting ns may be re- quired, capital letters,- punctuation points, and the pther marks used in -writing, described in Lesson XXVIII. 1. The Bushman and the missionary, the bushmcn are a very de- graded and ignorant race who live in southern africa not far from the cape of good hope A missionary who for some time had been la- boring to introduce Christianity among thera took occasion one day to speak of the great objects of creation and the duties of man. at laBt he asked, what is the chief end of man The bushmcn w«re si- lent for several moments apparently reflecting what answer they shculd give to this difficult question At length one of them who - seemed inspired by a s ddcn idea replied, to steal oxen. 2. The bravery o<" iJoratius codes, when porseuna king of the yiBST B©ai»inonda8 among the tfcebans arc said to have been sucL lovers of truth ihat they never told a lie even in joke, atttleus likewise .with whom c.cerQ was v^y intimate neither told a lie Mmaelf nor cauld bear 1t*n oth^ i hateihat man achille^ used to say as much as i do tbe gates ol' plutowhG Bays one thing and thinks another. Aristotle bears his testiujony as follows liars are not believed a^en when to^ Bpe«fcl£ ibe truth. Sincerity i. one of the most important yivine^ihU »W can possess. , . ^# i ,,. -,-i_ 2, The AFFrcTiONATE DoLPni.N. duri-^ t««r«i2nor i.^ .«» r 1)4' FIRflT BOOK IK C0MP08ITI0K. augustus A dolphin formed an attachment to tho son of a poor maK who used to feed him with bits of bread, every day the dolphin when called by the boy swam to the surface of the water and after having received his usual meal carried the boy €n his back from baise to a school in puteoli and brought him back in the same man- ner The boy alter a time died and the dolphin coining to the usual place and missing his kind master is said to have died of grief TO THE TEACHEK. The student now, having been carried through punctuation, should be required to punctuate every sentence as it written : thus he will readily learn to use all the points as he progresses with tho art of composition. By faithfully pointing out his mistakes, and referring him lo the rule violated, the pupil will soon become as /familiar with punctuation as with the alphabet. . Whilfe the student is writing the following exercises, he would do well to review the first Xwcnty-four chapters ; and also the-elev.ea chajvters on Punctuation. • • yiUST BOOK m eOMPOSITIGHf. 96 SUBJECTS, DIVISION II SUBJECT NO. l; AUTUMN LEAVES. I. When do the trees begin to put on their bright, warm colors t 2. Does the first frost change them much ? 8. How do the woods appear after the first frost ? ' 4. How after the second or third ? 5, On the hills, and in the valleys, and by the roadside, what is seen ? 6. What are the different colors, in this bright array ? T, What tree, or shrub, or vine puts* on the most bril- liant t-ttire ? 8. What color does the maple choose ? 9. What, the oak ? 10. What, the chcsnut ? II. What trees retsuin their green dress^? P6 wnat mxm iv coMPo§mov. 12« Are not these brilliant colors often seen in beautiful contrasts? 18. How does a group of trees appear, in wflich aTl tribes© colors are mingled ? 14. What change pj^sses over these bright leaves? 15. What does the November wind do with them ? 16. Wh^e do they all at last lie ? 17. What trees aione^ retain their foliage, to shield theso in winter ? TO TBB PUPIL, SUBJECT HO. 1. You can describe how the first breath of frost is seen i© the changing colors of the leaves, and how these brilliant hues gradually spread over the hill-sides and fill the val- leys ; and also the difi'erent colors assumed by the difierentf trees. You will find, by observing them, that these are not entirely accidental* but that each tree, from year to year, wears nearly the same autumn dress. The maple assumes the greatest variety of colors, while the oak and chesnut are more uniform, and present only difierent hues of the sairfe color. Yon can describe the effeet of these colors contrasted with one another in a group of t-oes— ' from the dark, unchanging evergreen, to the gayest ma-^ pie — and all the intervening shides of the other trees,. and the effect of sunlight upon these autumn colors. In studying the wondrous changes wrought by touches of light upon this autumn scenery, a new world of pleas' . ... iA WM..a'OSlTI0N. ure will be opened to you, and you will be furnished with abundant material for description. You can mention the gradual fading of these bright leaves, till they lie scattered by November winds upon the ground ; then the sombre, desolate appearance of the forests, as they stand waiting for the winter snow. SUBJECT NO. 2. MOSS, 1. Are there not many kinds of moss ? 2. What kinds are found upon fences, old trees, and roofs of houses ? 3. Are not the most beautiful moss found in the woods ? 4. What kind do you like best ? 5. How does it grow ? 6. Do you not often find many kinds growing together ? 7. Do they not then make a beautiful carpet ? 8. What kind of berries creep over this carpet ? 9. What flowers blossom upon it ? 10. What trees wave over it ? 11. What lights and shadows dance upon it ? 12. What little birds hop over it ? 13. What little forest animals dine upon it ? 14. What nuts do they find hiding away in it ? I y6 >..-ii" uuij.. ly ocnMi'osrriux. 15. Ifl it not often spread out by the sifle of a brook or spring ? 16. Is it not then the most delightful retreat in a "warm summer day ? TO THE PUPIL. SUBJECT NO. 2. You have seen, probably, many kinds of moss, creeping over rooks and stones, hanging from fences, and growing upon the roofs of old houses, and upon old trees. You can dwell upon this fondness of moss for old things, and speak of the beautiful effect it gives to every thing it .clings to. You can describe the various kinds you remem- ber, particularly those which groW in the woods, and which form such a beautiful carpet by the side of a brook •or spring. Nothing can be more beautiful than this, when it is fresh and green, interlaced with running vines, and dotted with wild flowers and bright scarlet berries. No wonder that the little birds like to . hop round upon it, or if the squirrel chooses it for a dining-room ; all this you describe \i\ your own words, and make as pretty a picture of it as you can. You should descril'C any given kind of moss, as you would do if you wanted some for a particular purpose, and were sending for it by a person who had never seen any. In such a case you would endoavor to distinguish it from all ether kinds, in such a way that he would be sure to bring you the right kind of moss. This would be a very good test by which to try your descriptions. You can speak, too, of the ornamental uses of. moss, if you know of any.. FIRBT :. :)0K IN' COMPOSITIOIT. tjO" SUBJECT NO. ,3. WILD-FLOWERS. 1. Are not these flowers to Be fourtd from early in the spring till late in autumn ? 2. Are they not most beauiiful in spring ? 3. Is it not delightful, after the tedious cold and snow, to see the liverworts, and the anemones, the blue violets, and trailing arbutus and columbines blossom one by one ? 4. What kind of flower is ihelivcrivort, and where does it grow ? 5. The anemone ? 6. The columbine ? 7. The trailing arbutus or Mayflower ? 8. The honei/sucJde, too, w*hat kind of a flower is it, and 'where does it grow ? 9. Later in the summer, what comes ? 10. Are not the laurel bushes covered with their magtiifi- cent blossoms;? 11. What color are they, and how do they grow ? 12. What kind of flower is the wild geranium ? 13. The cardinal flower ? 14. What about the golden-rod f 15. The fringed gentian, too, is it not one of the 'last flowers before frost ? * IG. When do these beautiful suramoj visitants fiijaJly dis- appear ? %00 7IR8T BOOK IN' COMPOSITION. TO THE PUPIL. SUBJECT NO. 8. You can mention by name the variolis flowers, as they appear from early spring till late in the autumn, and the reasons why spring flowers seem the sweetest. These you may describe, one by one, as you remember them, men- tioning the time of their appearance, and the places where they are found ; then in the same way the flowers of sum- mer and of autumn, ending with those which disappear on the arrival of frost. In speaking of these various flowers, you should endeav- or to use descriptive terms which express the most striking quality of the flower ; this may be color^ as in the cardinal flower or golden-rod ; or fragrance, as in the Mayflower ; or profusion of blossoms, as in the laurel ; or it may be the manner in which it grows; — in clusters, or otherwise. To seize upon this quality and express it, may often re- quire careful study ; but in no other way can excellence in description be attained. Very few of these beautiful wild-flowers have, as they all ought to have, beautiful names. If you please, you can exercise your fancy in suggesting new names. for the flowers whoso old ones you do not like. Liverworts, for instance, you might call ** Spring's blue eyes," or " May's blue eyes," or eimply "blue eyes,", or you can sugg^s^ anv other numc wliich may occur to you. FIRST B®OK IN COMPOSITlOK. 101 SUBJECT NO. 4. ROSES. 1. What is the rose sometimes called ? 2. Why is it called " Queen of Flowers ? #3. Does it not grow in greater profusion and variety than any other flower ? . 4. Is it not more fragrant than any other ? 5. Is it not found in every region where flowers grow ? 6. HoTT tnany varieties have you ever seen ? 7. Whieh do you think most beautiful ? 8. How many kinds of white roses ? 9. How many of pink and red roses ? 10. Are there yellow roses ? 11. Are there not many kifids of climbing roses ? 12. Which is the most beautiful of these ? 13. What kind of a flower is the wild rose ? 14. Is not the " sweet-brier " a species of rose? 15. How does this grow ? 16. In what countries are roses most beautiful and abun- dant ? • 17. Are they not more fragrant, also, in southern regionf? ? 18. What delicious perfume is obtained from them ? 19. Why is this very highly esteemed ? 20^ FIRST LOOK 15 tOMVOtilTlO'J. TO ThE P U P IL.. SUBJECT NO. 4.* Ercrj one has seen more than one kind of re so ; for'' there is no' flower of which tkore are so many varieties a§ this. You may give the reasons why it is called *' Queen of Flowers," and also name and describe the various kinds you have seen, specJving particularly of the differences of color and fragrance in these, and giving the reasons for their names. You must not forget the moss-rose, and the beautiful variety of climbing roses. You can speak of the luxuri- ant growth of these latter, the pxofusioD of their blos- soms, and the appearance of a house or porch covered by one in full blossom. The " wild rose," too, and especially the "sweet-brier,'* you may describe, and compare them with the garden rose. In describing any given rose, you should endeavor to apply the rule given in the preceding instructions, and speak of those qualities in col©r, size, fragrance, or man- ner of growth, or whatever it may be, by which it is dis- tini^uished from other roses. You can mention, also, the superior size and fragrance of the roses of southern regions, and the kind of perfume obtained from them* SUBJECT NO. 5. WATER-LILIES, 1. Are not these Blossoms among the loveliest obj i- in th^ world ? 2- Do they not grow in beautiful places? FIHBT 1IOOK IN COMPOBITION 103 3. How does a kke or po?wi look when covered with •them ? 4, What color is the flower, and what kind of a centre 'ihas it ? ' 5. Do not these blossoms appear to float upon the ^v!lter ? 6, What kind of leaves are they surrounded by ? 7* Where are the roots of the plant ? 8. How are the blossoms and leaves connected with tho' root ? * • 9. Is not this stem very long and flexible ? 10. At night, does this, flower close up ? 11. How does it appear then ? 12. How are these flowers gathered ? 18. Is it not delightful to go in a boat to gather them ? 14. How can the long stems bo secured? 15. In reaching over for them, must one not be careful about upsetting the boat ? 16. Is not a fresh bunch of these lilies a splendid bouquet V 17. Have they, not a fresh, delicious fragrance ? TO THE PUPIL. S U K J K C T NO. n No one can see these beautiful flowers floating upon the wiitci, \vithout a feeling of delight sind admiration. You can describe tlie nrsrearanc^ of a, l-il:" r** -o'^.^'i ^-v---.. 104 , FIRST HOOK IX C0MP08ITI0W. with them ; the freshness and purity of the white bios- eoms ; the manner in wliich they rest upon the ^vater ;. the color of the outside petals, and the Appearance • of the flower when closed : the pointed green buds ; the shape and texture of the leaves, and the peculiarly flat manner in which they lie upon the water : also, tl^e kind of stem which connects- the flowers and leavea with the roots of the plant. You can describe the life of these flowers in the lovely places which are their favorite haunts ; the banks of the * ponds and streams in which they grow j the shadows and breezes which play over them ; the little fishes which dart about among them, under the shelter of their broad flat leaves and the little bays or coves which they cover with iheir blossoms. You can speak, too, of the way in which these flowers are gathered ; how they must be pulled in order to secure long stems ; the danger, in reaching too far, of upsetting the boat ; the pleasure of drawing in the lilies, one after another ; the beauty, of afresh buoquet of them ; and their delicious fragrance. SUBJECT NO. 6. UEGESS. \. Is nof this always the delight of all Bohools ? 2. At what hour does it generally come ? • . T), Is not tho last half hour before recess a time ot anxious "wiitching ? 6. Whea tho ])f.(ll at last rings, what happens i^ FIRST BOOK IN COMPOSITION. 105 6. Is it not a scene of confusion ? 7. If it is summer, what does every one do 2 8. How is your school-room situated ? 9. What kind of a play-ground have you ? 10. What games do you play in it ? ^ 11. In winter, how is the recess spent ? 12. What do older pupils do ? 13. What do the younger ones do ? 14. W hat games are then most popular ? 15u Does not recess appear to fly by very quicMy ? 16. What happens when the bell rings for study-hours again ? 17. In a few minutes, is not every thing changed ? 18. What is every one doing ? TO THE PUPIL, SUBJECT NO. 6. This is a subject upon which every one <5an write with- out difficulty ; for recess is the delight of every pupil. You cai^ describe the impatience with which it is looked forward to by all ; how slowly the minutes seem to go by, before the welcome sound of the bell for 'recess ; then the scene which follows : if summer, the rush which is made out of doors, and the various amusements entered into by different groups,. or by the whole school together. You can describe the situation of your school-room, and the ion FlicST DOOK IN' COMroSITION'. pleasant plicos around it, whlcli arc tlio resort of tlie pupils at this time. If there are aivy trees near it, you ' can ;r\yct a description of these, and of the scenes which .take place under them. If there is a brook, describe tliat,*and the sports connectT^d with it ; or, if you have only a play-ground, the groups which cover it, and the games which are^ played upon it: then, as the cold weather comes on, the changes which take )lace in the sports entered in- to : tlie various in-djor games which are introduced. . You can mention the mosli popular ones, and describe the man- ner in which they are played. You can speak, too, of the swiftness with which the moments of recess fly by ; the ringing of t!ie bell for 'study-hours to recommence: and the change which thc:^» takes place in the appearance of the sc;hool. SUBJECT NO. 7. J] LIN I) il/yl^Y'/7 nUFF. 1. Is not this one of trie most cxcltin person blindfolded? FIRST EOOK IN COMrOSlTlON. 107 0. What is the object of the others ? * 10. Is it not very difficult to catch any one who is fairly blindfolded? 11. Is it not necessary to move about cautiously ? 12. What is the dan^xer ? 18- Docs not the blindfolded person sometimes become quite bewildered ? 14. If he succeeds in catching any one, what iollows? 15. If he does not succeed, and gives up, how does A^ game proceed ? iPf IG. Why is it almost impossible to play this game out of doors ? " » TO TUE PUPIL. SUBJECT !^0. 7. This game is a great favorite with every one, especially on Thanksgiving, or similar occasions. You may describe the zeal with which it is entered into at such times; the curious string of words with which the one to be blind- folded is chosen, and the moaning of these words, if you can suggest any. You may describe, also, the various ways which are tried to prove that the blindfolding has been fairly done: then, when this point has been ascer- tained, the general running and dodging, and shouting and screaming which takes place : the cautious groping of the blindfolded person, and the bewildered manner in which he funs about ; the devices of the others to confuse 108 FIRST BOOK IN COMPOSITION. him, and to get out of the way when he approaches them r also what takes place when he succeeds in catching one ; the struggles of the person caught to get free ; the en- deavors of the catcher to guess whom he has caught, and if he is successful in this, the manner in which the game proceeds. You can mention the antiquity, of this game, and give an account of its origion, if you can learn anything about it. You can speak, also, of the reasons why it is an es- pecial favorite with children. peci8 I t SUBJECT NO. 8. A PIG-NIG. 1. Was the Pic-nic much talked of beforehand.? 2. What was the place fixed upon for it ? 3. What kind of a place was it said to be ? 4; What was the time fixed upon for going ? 5. What preparations were made ? 6. What were the baskets filled with ? , • 7. When the day came, was it clear or doubtful weather ? 8. Did you ride or walk ? 9. Was the road a pleasant one ? 10. At what time did you arrive at the Pic-nic gro'und?' 11. How was it situated ? 12. What took place upon arriving ? 13. What preparations were made for the dinner'.?. PmST BOOK IN COMPOSITION. 109 14. How was the table arranged ? 15. Was not the dinner scene a merry one ? 16. What followed after dinner ? 17. How late in the afternoon did you stay ? 18. Was the ride home a pleasant one ? * 19. Was there a brilliant sunset to be seen ? 20. What changes did it pass through ? TO THE PUPIL, SUBJECT NO. 8. Very few IJjc-nics are got up and carried through with- out a great deal of talking and planning ; sometimes the plan is proposed several weeks before it is carried into execution. » You can mention how long beforehand the Pic-nic you describe was talked about; the discussions with respect to the preparations ; the packing of the baskets ; the doubts, hopes, and fears with regard to the weather ; the arrival of the day ; the assembling of the party ; and the man- ner in which you rode or walked. You can describe, also^ your adventures by the way, or any amusing circum- stance which may have happened ; the dispersing of the painty in various groups on arrival at the Pic-nic ground ; the search for a pleasant dining-room ; the different places proposed ; the one finally decided upon ; its advantages over the other places ; the scene which ensued ; the un- packing of the baskets ; the arrangement of the table ; 110 FTIIST DOOK IN' COMPOSITION'. anfUho various preparations for the dinner : then the as- sembling of the part/ at dinner, and how the afternoon >va3 spent. You can give a description, also, of the ride home, and of a beautiful sunset seen upon the way. SUBJECT NO.. 9. A SLEIGH-EIDE. . 1. Under what circumstances was the- ride taken ? 2. Who were your companions ? 3. Was the sleighing fine ? 4. What kind of a day was it ? ^ 5. AVhat precautions did you take against the cold ? 6. What kind of a sleigh was it ? 7. Did you fly along rapidly ? ^ , ' 8. What road did you take ? 9. Was there much snow to be seen ? 10. How did the mountains and hills appear ? 11. The trees and bushes ? 12. The ponds and streams? 13. How would these have appeared if it had been summer? 14. Was it not exciting to feel yourself going along so fast? 15. Did you meet many sleighs ? IG. Did not fingers and toes begin to freeze at last ? FIRflT nOOK IN COMPOSITTOS' Hi 17. In spite of the cold, however, did you not enjoy tho ride ? 18. Was it not pleasant to get baqk again by the warm -fire at home ? TO THE PUPIL. SUBJECT .NO." 9. In describing a sleigh-ride, you can. speak of the exhil- arating eifect of the bracing air ; the clear blue sky ; the bright sun ; tbe swiftness of the motion, and the sound of the sleigh-bells. You can contrast, also, the scenery which you saw, with the same in its summer dress ; the bleakness of the mountains and hills f the clear, distinct outlines, so different from the soft warm haze of summer : then tho trees, with their thousand leafless twigs, with ' their appearance in summer ; the ponds and streams, stiff in their icy covering, with their summer life and beauty. By calling up vividly before your mind the landscape as it is in summer, you will be better able to describe the changes wrought by Winter, with his frost and snow, in every part of it, for you will feel more keenly what he has taken from it, — from the fields, from the brooks, from the trees, the hills, tlie skies, and the air. You can describe, also, the beauties of a winter land- scape ; the pure white enow; the sparkling of ice in the sunbeams ; the evergreens loaded with snow, and the deep blue sky ab(^ve it all ; also the gradual freezing up of all idesLS, and the pleasure ef being again by the warm fireside. 112 • FIEST BOOK IJf COMPOSITION. SUBJECT NO. 10. A MENAGERIE. 1. What wag the arrival of tho Menagerie preceded by ? 2. What did the handbills announce ? 3. Did it not awaken a great deal of expectation and curiosity ? 4. Was not the entrance of the Menagorie a time of great excitement ? 5. Did not everybody turn out to witness it f G, What headed the procession ? * 7. What were the musicians seated in ? 8. What followed ? 9. What did these cages contain ?' • 10. In what kind of a place was the Menagerie exhibited ? 11. How were t^e cages arranged in this tout ? 12. Was there not a great erowd in attendance ? 13J What animals interested you most ? 14. Did the keeper enter the lion's cage t 15. How did he manage it, ? 16. V/hat performances took place wi:h tl^iso- ixwnkeys 't 17. What witji the elephants ? 18. Was not the exhibition fatiguing? 19. Were you not glad wUcn it was, over-'? FIRST BOOK IN COMPOSE ilOS. i 13 TO THE PUPIL. SUBJECT NO. 10. tou can describe the handbills or advertisements which ^nerally precede the arrival of a menagerie in a place ; th€ wonderful attractions they always oifer, and the ex- citement which this creates among tho children : then the triumphal entry of the caravan on the day appointe- ; the music ; the magnificence of the musician's car ; the trappings of the horses and the elephants ; the singular effect produced by those of tho elephants ; the number of wagons or cages which follow, and the crowd which this sight attracts : then the opening of the exhibition ;the va- rious animals and tkeir performances, particularly the olephant; the manner in wnich he eats an apple, or any thing else which is given him. You can describe the character of the elephant, and relate any anecdotes you may have read in illustration of any of his traits. You can speak, also, of the habits of this animal in his wild state; of the countries in which he is found; what ho lives upon ; the size to which he sometimes grows; and the manner in which he is caught and tamed. You can mention, also, the animals with which you were most pleased, and describe them; also, the wonderful feats of the mookeys, ajad the way the keeper managed the lion when he entered the cage, or any thing else which inter- «cstedyou. 114 FIIiST UOOX IN COMrOSlTlOff- SUB JECT NO. 11. A FAIR. 1. 'Arc there not many kinds cf Fairs ? 2. For what different purposes are they held ? \ 3. What is the object of a Horticultural Fair t ^ 4. What does the display consist of then ? 5. What is the object of an Agricultural Fair ? 6. "^Yhat takes place then ? 7. Are not Fairs often held for the DurDosc of raising; money ? 8. What docs the exhibition generally consist. c<£? 9. How is it conducted ? 10. Did yau ever attend such a Fair ? . 11. Did you over assist in getting up one ? 12. How was the room decorated ? • 13. How were the tables arranged ? 14. What kind of articles were for sale upon ihavtx 't 15. By wh-om were these sold ? 16. Was there a post-office in the Fair ? 17. How was this condueted ? v 18. AYere there many visitors ' li>. Were most of 'the articles- sold f 20. How long did the Fair last I 21. How did it end? ' FIRST nOOK W 0OMPv)STrTOK. 115 TO TEE rrpii: s u B J E c T :n . 1 1 . You can speak of the different objects for which Fairs arc held, and mention those which are most common, and %vhat each of these is called. You can describe the dis- play of flowers, fruits, and vegetables, at a Horticultural Fair, and the' manner in which this is generally conducted; also, an Agricultural Fair, in which a cattle snow is the most prominent feature : both these afford great scop for description, particularly the latter, in the variety of ani- mals exhibited, and the various ways in which superiority among them is tested. If you prefer to describe this kind of fair,'you can give an account of the preparations nade for it by the farmers for weeks beforehand. You cnn des- cribe, also, the place where the exhibition was held then the morning of the fair ; the trains of animals ; ban Is of m«sic and crowds of wagons ; the different kinds of noises ; then the various parts of the exhibition, and the dis ribu- tion of prizes. Fairs are also often hold, in order to raise mono / for benevolent purposes. You can speak of the manr or in which these are generally got up; how tho various ait idea to be sold are furnished; tho decorations of the r( oms ; the arrangement of the different tables ; the comj»any present, &c. '.also, who presided at the tables; how long the Fair continued ;and the amount raise 1 bv the sal j of tlie articles. ■• 116 FIRST BOOK IV COMPOSITION. - SUBJECT NO. 12. THANKSOIVINO, 1. What is Thanksgiving ? 2. Bv whom was this festival first celebrated ? 3. Under what circumstances ? 4. Was it not at first celebrated only in New England ? 5. Is it not now observed by many other States ? 6. How long beforehand do children begin to count the days and weeks to Thanksgiving ? 7. What preparations sre made for it in the kitchen ? 8. yow many kinds of pics and puddings ? 9. What kind of pie figures most prominently ? 10. What does the farmer bring to market ? 11. What is the principal thing to be secured ? 12. Are the poor forgotten in these preparations ? 13. How is the morning of Thanksgiving day occupied t 14. After church what takes place ? 16. How does the table look ? 16. How does the dinner go off ? 17. How are the afternoon and evening spent ? 18. Is not this a great day for family meetings ? 19. Does not every one try to be at home then ? 20. Ought not this festival always to be observed? S-IRST DOOK IN COMPOSITION. lit TO TEE FUPIL. SUBJECT NO. 12. - Every one knows that Thanksgiving is a religious festi- val of rejoicing and giving thanks. In writing upon this subject, you may mention the circumstances in which it originated, and the manner of its first observance. You can describe, also, the present mode of observing the day; the pleasure with which it is anticipated by every one ; the divei^s kinds of pics and puddings concocted for the occasion ; the dreadful slaughter of turkeys, geese, and chickens — the articles which the farmer brings to market, the fat turkey which every one looks out for : then the manner in which Thanksgiving day is spent ; the various games which occupy the afternoon and evening. You can descjribe & family party gathered on Thanksgiving evening ; the difierent ages of the persons who are brought together, and who all siare alike in these games. You can speak of some one occasion of this kind which you may have enjoyed very much, and give an account of the amuse- ments entered into,' and all the pleasant things which oc- curred. You can speak, also, of the manner in which the poor are remembered on this occasion ; also of the pleas- ant family gatherings which always takes place at this time, and of the various beneficial efiects resulting from the gbservance of this festival. SUBJECT NO. 13. F OUR TH OF JULY, 1. What is the origin of this celebration ? 2. What is the date of the event it commemorates ? 'i. Is it a religious festival, like Thanksgiving V .10 118 I'IKST BOOK IN COMPOSITION* *J 4, Is it observed all over the country ? 6. What preparations are made for it ? 6. Do not boys begin weeks beforehand to save their money for it ? 7. What do they spend it in ? 8. How does the day open ? 9. How many cannons are fired ? 10. What is this followed by ? 11. What sounds are heard incessantly ? 12. Are there not great crowds to be seen everywhere ? 13. What is seen at every corner ? 14. What is sold at these stalls ? 15. Is there not a great deal of molasses candy sold by small boys ? 16. How do they carry it about ? 17. How does the day end ? 18. What sometimes take place in the evening ? 19. Does not this day commemorate the greatest event in history ? 20. Ought not its observance to be perpetuated ? TO THE PUPIL. • SUBJECT NO. 13. The mention of this subject brings up to every one memories of scenes which are repeated on every return of the day ; of cannons, soldiers, parades, drunken men- FIRST BOOK IN COMPOSITION ll9 fighting men, crowds of men, women and children, horses and carriages, fire- crackers incessantly sounding, boys with molasses candy, stalls of apples and gingerbread : from early morning, when one is wakened by the roar of the -cannjons, till late at night, after the last cracker has been fired and the last skyrocket sent up, there is no peace for eyes or ears. All these various sights and sounds you 'may describe in any order you please ; or you may give an account of.a Fourth of July which was celebrated in some particular manner — by a pic-nic, .or 'some kind of proces- sion; and describe the arrangements for the occasion ; the manner in which it passed ofi*; the speeches which were made, &c. You may precede your description of the celebration of this day, if you choose, with a brief history of the War of the Revolution, the success of our struggles, the Decla- ration of Independence, and the manner in v/hich this. was drawn up and signed. You will find all these particulars in any history of the United States. SUBJECT NO. 14. CHRISTMAS. 1, Is this an American festival, like FcTurth of July or Thanksgiving ? 2. How did it originate ? o. What did it first commemorate ? 4. How is it observed in this country? . 5. What do children do the night before Christmas? C. What do they expect to find in the morning ? 7. Who are they told fillerl their stockings ? 120 FIRST BOOK IN COMPOSITION. 8. What sort of a person is Santa-Claus said to be. ? 9. How is he dressed? 10. llo\Y does he get about ? 11. What does h^ carry in his sleigh ? ■ 12. How does he enter the house in the night ? 13. What does he leave in naughty children's stockings ? 14. What takes place on Christmas morning ? 15. Are the children not up before daylight ? 16. What greetings are iieard all over the house? 17. Does not Santa-Claus sometimes get up a Cliristmas tree ? 18. How does he manage this ? 19. Is not this day observed religiously by many ? 20. How are the churches decorated for the occasion ? 21. Do they not present a beautiful appearance ? TO THE PUPIL. SUBJECT NO. 1,4. This festival is not, like ThanksGjivinf]: and -Fourth of July, of American origin, but it has been celebrated for many hundred years as the anniversary of the most im- portant event in the world's history — the birth of Christ — and because this event brought joy to the. world, it was celebrated as a day of rejoicing ; at first religiously, and it is so observed by many persons at this day : many churches are beautifully decorated with evergreens, and opened for religious services. FIRST BOOK IN COMPOSITION. 121 With children, ho^^ever, this has becomo a i^reat d:\y for receiving giftfe ; they find their stockings full of all sorts of good things on Christmas morning, and they are told that a certain Santa-Claus, whose name was originally St. Nicholas, a little old man, vjueerly dressed in furs, and driving a sleigh drawn by six little reindeer, enters the house by coming down the ohimney, and- fills their stockings. Almost every one has some fancy about this Santa- Claus, and his visits. You can give a description of him as you" imagine him to be ; of all the particulars of his dress ; of the presents he carries ; of the* size and shape of his sleigh, and the trappings of th6 reindeer ; or any impression you may have concerning him. You can speak also, of the manner in which you are accustomed to ob- serve this day. DIVISION III. SUBJECT NO. 1. • A MOUNTAIN. 1. What is the highest mountain or rock you have ever visited ? ' 2 Where is it? 3. What is its name, and why was it so naijied ? 4. How hisrh is it ? 5. How high is its shape ? 6. Is it covered with trees, or is it bare rock ? 122 FIRST DOOK IN COMPOSITION. 7. Is it connected with other hills, or docs it stand alone ? 8. What is the appearance of the range to which it be- longs? 9. Is the ascent to the mountain difficult ? 10. Is the view from the top fine ? 11. At what season did you see it ? 12. At what time in the day ? 13. Was the atmosphere clear or hazy ? 14. What lay at the foot of the mountain — a river or meadows ? 15. Beyond, what Was seen — villages, lakes, or a town ? 16. What bounded the view in the horizon ? 17. How does this view compare with others you have seen ? ^ • TO THE PUPIL. S U B J E C T .N . 1 . You may describe some mountain you haVe visited or seen, placing its name at the head of your composition as your subject ; or, better still, you may visit some eleva- tion in your vicinity from which a fine prospect may be seen, and answer these questions from the point of view itself. , If you describe things as you actually see them before you, your description will be life-lihe — that is, it will por- tray objects as they really arc, at a given time ; but if you trust to your memory, you will be apt to use only FIRST BOOK IN COMPOSITION. l2S general terms, which are not capable of conveying defi- nite images to the mind. Kemember that, in all descriptions of nature, it is not so much the objects themselves about which you are to con- cern .yourself, as these objects seen under some particular ligJit— for what is true of them at one time may be false at another ; the spire of a church, for instance,under a cloudy sky, is one uniform color, whatever it may be ; while, in the rays of the setting or the rising sun, one half will be in dazzling light, and the other half in deep shadow, and so all objects are being continually transformed by chang- ing lights and shadows. SUBJECT NO. 2. A BROOK. 1. Is there a brook near where you live ? 2. Does it run fast or slow ? 3. Is its bed stony or clear ? 4. Is its bed noisy or still ? 5. Does it wind about much ? 6. Does it pass through woods and meadows' 7. What kind of trees shade it in the woods ? 8. What grows on its banks ? 9. What fringes its side in,the meadows? 10. What kind of bushes mark its course? 11. Are there any fishes in. the brook? X24 FIU8T BOOK IN COMPOSITION, 12. What kind are they ? • 13. Did you ever catch ahy ? ' 14. How did y/)U manage this ? 15. Did you ever launch any little boats in it ? 16. What became of them ? 17. Did you ever tumble in the brook ? 18. How did it happen ? • 19. Did you ever wade about in the brook ? 20. Is it not pleasant to do this in a warm summer day. . TO TEE PUPIL. SUBJECT NO. 3. You may put the name of th€ brook you describe at the head of your composition, as your subject; or, if it has no name, you can invent one for it, which will have an af^reeable souud and at the same time be descriptive af somo of its qualities — such as " Windins; Brook," " Stony Brook," or ''Merry Brook," or wliatever it may be; also, in your descriptions of tke scenes through w'hich it passes, remember to individualize as much aS possible : that is, instead of using general terms, such as "flower "bush," "tree," which canveys only general ideas to the mind, V me nnzncZmt^^ta? flower, bush, or tree, which calls up ; >.^e particular image. It is this individualizing which gives vividness to a description. For. example, the par- ticular terms, " blue meadow-lily," " golden buttercup," "red barberry bush," " dark hemlock," each convey a FIRST BOOK IN COMPOSITION. 125 i distinct image to the mind, and give it a peculiar feeling of pleasure, which it does not receive from the general teriifs "flower," '^bush," "tree." Remember, also,' that an object must be described, not only by some striking quality, but also by someparticu- lar aspect: thus, if you were describing a barberry-bush, in blossom, you would not speat of it as red ; and so with all other objects. SUBJECT NO. 2. A W A TERFALL. -*■ 1. Did you over visit any waterfall ? 2. Where was it .^ ' 3. What was it called ? 4. Why was it so called ? 5. IJjider what circumstances did you visit it? 6. Was the approach to the fall easy or difficult ? 7. Was it through a ravine? 8. What kind of a ravine was it ? 9. Was. the bed of the brook rocky ? 10. Did you hear the fall before you saw it ? 11. Did yoii first see it from above or below? 12. What was the scenery around the fall ? 18. Over what kind of rocks did the watjr: fall ? 14. How high was the fall ? . • 12G pirst book in composition. 15. T)id it fall in one sheet, or was it broken up ? 16. How was it broken up ? 17. What was the so.und of the falling water ? 18. How did the stream below appeal ? 19. Were there any falls below this one ? 20. What was the course of the stream ? ^1. Did it come out into quiet meadows at last ? TO TEE PUPIL. SUBJECT NO. 8. Under this subject you can describe a visit to some waterfall, taking its name as the subject of your composi- tion. The approach to a waterfall is almost always wild and picturesque, and is therefore a good subject for description. By the term *"' picturesque^'' is meant ''^ that wJiich would he beautiful in a picture ;'' and in the turnings and wind- ings of a ravine there are often a succession of little views w^hich would make beautiful pictures if they were painted. This succession of picturesque views you should endeavor to bring before the mind m language. In order to do this, you should try to imagine in what way an artist would represent the scene you wish to describe — the lights, shad- ows, and colors he would use, and how he would arrange these ; and remember, that whatever can be represented in a picture^ can be expressed in language. You should have in your mind, not merely a general^ confused idea'of rocks, stones, running water, wild pla- ces, and a great deal of scrr^mhling to be done, but a die- FIRST BOOK IN COMFOSITION. 12T tinct impression of each successive view in the approach to the fall, and finally of the fall itself, and describe each as if it were a picture bj itself. In this way you will succeed in conveying to the mind of another, the impress- ion which the visit to the fall made upon yourself. SUBJECT NO. 4. A 8PRII^G. 1. What is a spring ? 2. Whore does water in springs come from ? 3. What becomes of it when it flows out of the spring ? 4. What do the brooks flow into ? 5. What becomes of the rivers ? 6. Did you ever see a sprifig? 7. Where was it? 8. Was it shaded by trees ? ' . 9. Were there any flowers, or mosses, or ferns around it ? 10. Did you drink from it*? 11. Was the water pure and cold? . 12. 'How deep was it ? 13. What became of the water that floWed from it ? 14. Is not a spring always a stopping place for children in their rambles ? 15. How do they contrive to drink from it ? 16. Is the water in all springs cold ? l2o FIKST BOOK IN COMPOSITION. lY. What do you know about the famous Kot SpriDgs? 18. How can they be accounted for ? 19. What other kinds of springs are there ? TO TEE PUPIL. S U B J E C T N . 4 . • Th© name of the spring you describe you can take for the subject of your composition : or, if it has no name, you should give it one which is descriptive of some of its qual- ities, or of something in its situation. In describing it you should bring together all. that is delightful about the spring, and in the scenery around it, so as to form an agreeable picture. You can speak of 'the manner in which it is kept £lled, and give an imaginary description of the sources, deep in the earth, from which the water wells up, or trickles down into its baain ; and then of its outflowing, and the beauty and verdure which gather around its borders. You should try to imagine that the spring itself has life, and/eeZs as you would, in its place ; and that the trees, mosses, ferns, and flowers which grow ^around it, have feeling also: this will give you a keener perception of all that is pleasant about the plac€3 in which they live. • You can describe, also, the scenes which take place around the spring ; the merry companies of children that stop by it's side ; their expedients for drinking from it ; the kind of cups they make out of leaves, and the suc- cess of their experiments, and any incident connected with these visits. ' • i^IRST BOOK IN COMPOSITIOls* 129 SUBJECT NO. 5 . A MOONLIBET SCENE. i. Was it in Bumm^ or in winter ? 2. Was the moon just rising, or was it high in the heavens t 3. Were there any clouds in the sky ?J 4. Were they touched hy the moon's light ? 5. Were there any^flying clouds to be seen ? 6: How did this affect the light ? 7. What were the most distant points seen ? 8. How did the light strike upon them ? 9. Nearer, what was seen ? 10. Close at hand, what appeared? 11. How would the same scene have looked in broad day-light ? 12. Were not its common-place features invisible in the taoonlight ? 13. Was not all that was fin0 seen in shadowy outlines T 14j Were the colors of the landscape visible ? 15. Was there any thing seen but silvery lights and dark shadows ? 16. How were these distributed over the scene f 17. What was the effect produced ? 18. How did it compare with a sunset scene ? TO THE PUPIL. SUBJECT NO. 5. . You may take any season you please for this description^ either summer, when the effect of moonlight streaming through the openings in the heavy foliage is so enchanting ; or winter, when the ground, covered with snow, reflects it 11 130 FIRST BOOK IN COMPOSITIOIf. with such brilliancy, and the moon and stars are so glo- riously beautiful. You should, however, describe, a real Bcene, and not an imaginary one ? The first thing to be noticed in descriptions of moon- light scenery is, absence of colot — the sun is the great painter of the world, the first touch of his rays upon a landscape brings out a multitude of ^lors, all fresh and glowing; but the moon is like an artist who uses only black crayons, nothing is seen in her landscapes but sil- very lights and shadows; these, however, she distiib- uets with wondrous effect over the scene. In your des- criptions, therefore, you should be guided by the great artist herself — the moon — and bring out in language the points which she touches with her rays, and describe also the sombre effect produced by those features of the sceno- over which she casts a dark drapery of shadows. You can speak of the effect upon the mind, of these deep shadows ; the vague terrors of the imagination wHich they inspire. You can compare, also, with respect to beauty, a moonlight with a sunset sr.ene. SUBJECT NO. ti. A 2 UUNDER-STOKM. 1. What kind of day was it ? 2. In what month ? 3. Were there any signs of a coming storm ? 4. What was the first indication in the sky ? \ 6. How did the clouds roll together ? 6. Did it grow very dark ? 7. Was there a sound of risin;:r wind ? FIRST BOOK IN COMrOSITIOJT. 131 8. "Was there distant thunder ? 9. Were there flashes of lightning ? 10. As the storm drew nearer, did these increase ? 11. Did the wind begin to roar among the trees ? 12. Did it toss their branches ? 13. How did the rain beajin to fall ? 14. Did it increase rapidly ? 15. Did in fall in torrents ? 16. Did it flood the roads ? 17. Was any living creature to be seen ? 18. How long did the storm last ? 19. Did it clear away suddenly ? 20. How did everything appear after the sform ? 21. Was there a rainbow to be seen ? TO THE PUPIZt, SUBJECT NO. 6. ■ Under this subject you may first give a picture oi a drought which preceded the storm, and describe the feel- ing of the atmosphere and the appearance of the earth. You may mention individual plants and animals, and the manner in .which they were afi'ected by .the want of rain : then the gathering 6f the storm, the rumbling thun- der, the rising wind, flashes cf lightning, the rolling to- getherr of the clouds. 188 PIRST BOOK IN (JOMPOSlftON. You can describe the forms of the clouds, and the changes that took place in them till they overcast the heayens, and poured their deluge of .rain upon the earth, : also, the manner in which the wind twisted and tossed the , branches of the trees ; the terri-fic claps of thunder and flashes of lightning in the midst of the pouring rain : then, after the storm, the refreshed appearance of the plants you had noticed as drooping under the drought. Also, in describing the rainbow, you can speak of the extent of the arch, the breadth of its belt of colors, the order of their arrangement, its brilliancy, and its fading away. You can speak of the cause of this appearance in the heavens, and give the reasons wUy it does not follow every thunder-storm. You can also allude to. the promise which was once given in connection with the rainbow, and the occasion of that promise. SU B JECT NO. 7. A SNOW-STORM. 1. Had the storm been long, in gathering ? 2. What was the appearance of the sky ? 8. How did the air feel ? .4. Was the ground hard and frozen ? 5. Was the landscape drejiry ? 6. How did the flakes begin to fall ? 7. Did the storm increase ? 8. Wa3 there any wind, or was it still ?. ' FIRST B0(t6 1» COMPOSITION. \%t( 9. Did the snow-flakes fill the air ? 1§, How did every thing begin to appear — trees, fenceSy branches, twigs ? 11. Were there any drifts ? 12. Were any sleighs, or any people to be seen plunging through the snow ? 13. How long did the storm continue ? 14. Did it clear off bright and cold ? 15. How did every thing look in the sunlight ? 16. Was not every twig loaded ? 17. How did the evergreens look ? ^ 18. Did people begin to break paths in the snow ? 19. Did the slcigh-bclls begin to be hoard? ■'20. Did not every one rejoice that the storm was over ? TO TEE PUPIL. ' SUBJECT NO, T. ^ Under this subject you wish first to convey to the mind an impression of the peculiar bleakness and chilliness which generally preced^ a long snow-storm. You can describe the various indications of the Coming snow, in the feeling of the air and the appearance of the sky ; the solid bank of snow- clouds in the horizon ; then the grad- ual manner in which the storm begins ; the silent, leisurely fall of the snow-flakes, in contrast of that of rain-drops ; the powdered appearance of the earth after the first sprinkling ; then the increase of the storm ; the thick flakes 134 FIRST BOOK IN COMPOSITION. filling the air ; the increasing depth of the snow ; the ' white heaps to be seen everywhere ; the wind whirling and sweeping ov^r it, and roaring in the tops of the trees : then the bright clearing up ; the beauty of the white snow- drifts in the sunlight, and of the loaded trees — particular- ly the dark evergreens, in contrast with their white burden. Endeavor always to give the 'particular aspect of what- ever you wish to describe: thus, ^'the wind whirls — it sweeps the edge of the drifts," is more descriptive than *' the wind blows," because the former gives not only the fact^ but also the manner of the blowingj^ while tho latter ezpresses nothing but the fact. "^ ;SUBJECT NO. 8. AN AURORA BCREALIS. 1, In what regions are these displays more brilliant ? a. In what part of the heavens do they always begin to appear ? 3. Why are they called "Northern Lights?" 4. What are they called by inhabitants of some north- ern regions ? 5. Why do they give them tho name of *' Merry Dan- cers?" . • 6. What was the most brilliant one you ever saw ? 7. In what season did it occur ? 8. At what time in the evening did you first see it ? 9. Was the sky cloudless, or were there clouds ? JO* Was the moon visible ? • / FlKbT BOOK IN COMl'OSrflOJJ. ' 185 11,, What was the first appearance of the Aurora? 12. In what way did it increase ? 13. Did it assume any color ? 14. Were th^re waves and columns of light ? 15. What was the appearance of these waves ? 16. Did the streams of light shoot up rapidly ? 17. Did they extend around the whole heavens'? 18. Was the brilliancy variable ? 19.' When was it greatest ? 20. IIow long did the display continue ? r 21. Is the cause of these appearenccs known ? TO THE PUPIL. SUBJECT NO. 8 . The magnificent displays oi the Aurora Borealis, or Northern Lights, occur most frcvjuently in winter, though they sometimes appear with great splendor in the sum- mer season. No one has ever accounted for thoan satis- factorily; We know not whence they come, nor w*hither they go ; j\nd this mystery hanging over their sudden ap- pearance and disappearance, adds greatly to the feeling of awe and wonder wdth which we view their bright visi- tations. You can expand this idea, or put it in another form, as an introduction to your composition, if you choose ; and then proceed with a description of the appearance of the sky before the Aurora began ; the clouds in the northern 136 FIRST BOOK tV CotJ^OSmON. horizon ; the manner in which the streams of light shot * out of them : the "waves and columns of light which fol- lowed ; the rapid changes of motion and color in these ; tiie extent end brilliancy of the Aurora ; the time of its continuance, and its final disappearance. You should study to find' a variety of terms expressing rapidity of motion and brilliancy of color ; such as — darting, shooting, streaming, waving, glancing, kindling, flashing, luminous vivid, glowing ; and make a careful use of these in your description. In doing this, you will be much assisted by considering the hints given in tho preceding instructions. SUBJECT NO. 9. A SUREISK 1. Was it in summer or winter ? 2. From what point did you watch the sunrise ? ft. What were the distant features in the view ? ; . What was nearer ? 5. "^^'joat were close at hand? 6. What kind of a light preceded the sunrise ? 7. Did this continue brighter and brighter ? 8. What sounds were heard ? 9.* Were there any clouds in the cast ? 10. What kind of clouds were they ? 11. How did they indicate the approaching sunrise t F1R9S BOO? IS OOMPOSITIOU. 1S7 12. IIow did they change, in shape and color ? 13. What was the first appearance of the sun ? 14. What was the first point touched by his light ? 15. What was the efi'ect produced? 16. Was there any dew, or frost, or mist seen in the light ? 17. IIow did this look ? 18. Were there any long shadows cast ? 19. By what objects ? 20. Did these grow shorter and shorter ? 21. IIow long was it, before the sun was fairly risen? TO TEE rUPIL. SUBJECTN0.9. Tha best advice that can be given you in writing upon this subject, is to describe an actual scene — selecting some point which commands a pleasant view, and giving the changes as they took place under your own observa- tion. You should mention the season in which the sunrise occurred, the kind of light which preceded the rising of the sun, and the appearance of tlio sky and clouds. You should also describe the various points in the land- scape, as it was spread out before you in this uniform gray light ; and then, the changes which took place in each of these points successively, under the magic touch of the sun's ray ; also, the morning mist, the dew-drops catching the light, the long shadows, the fresh air, the morning '^iiM^^jL^JlM* TOO FIRST BOOK IN COMPOSmoW. th.s . capable of being wroughtin a beautiful desTr ^io " Kemember, U :s ^ith description as with painting^I Ime of the landscape, but something also of the effect produced by Lghts, shadows and eolo'^rs, must be conveyed the mmd, otherwise the description will be wanting in completeness. ^ SUBJECT NO. Jo. A SUNSET. 1. Under what circumstances did you observe the sun- . . 2. What was the'season 1 3. What kind of a day— clear or hazy ? 4. What was your point of view ? 5. How high was the sun when you began to watch it. progress ? ^ 6. Were there any clouds in the sky ? 7. How did these change in shape and color ? 8. What were the nearest features in the view ? 9. Beyend these, wha|(^ were seen ? 10. What were the most distant points ? ^tiig s^nT '^'^ '''^' '^ '^"''' "^P^"^ ^^ "^'^ '^^y' ^f ^^^ set- 12. Was there any haze over the landscape ? FIRST BOOK IN COMPOSITION. 139 13. What was its appearance on the mogt distant hills ? 14. Wli it on those next nearer ? 15. How was it with the nearest ? 16. Were there any deep shadows to- bo seen ? IT. What points were euccessively illuminated ? 18. What gradual changes took place as the sun sunk lower ? TO TEE PUPIL. SUBJECT NO. 10. You may take as your subject a summer sunset. This is a glorions theme for a description. It is a favorite with every artist who wishes to paint a beautifillt^picture, on ac- count of the brilliance of the sky, tt^iev^owing colors of the landscape, the strong contrasts of^.i-he lights and shad- ows, and the haze which fills the atmosphere, giving such a beautiful softness to every thing. In studying a scene of this kind for the purpose of dc* scribing it, you should observe the effect of this haze. On the most distant hills it may be alight, pearly tint, hardly to be distinguished from the sky j on those i^ext nearer, its color will be more decided ; and on thc.next, IjijQferent still ; while over the nearest objects, it assumes a great variety of beautiful hues. You should also notice the effect of strong light in chang- ing the appearance of objects. A liWle cluster of twigs, upon which the rays of the setting sun may strike, will look as if they had been dipped in gold ; and though you may know them as they really are, you must describe them as they api^ear. Great care must be taken in the selection of right de- scriptive terms, for this is as essential to a fine description, as is the proper choice of colors to a fine painting. CONCLUSION. Qjie subjects embraced in Division III. arc inexliausti*i' ble in their character, since by changing-the point of view in each, the subject itself is changed. The pupil will thus find it an excellent exercise, to take the same subject two or three times in succession, varying- his compositions according to the scene selected for de- scription. In the study of Nature he will find an ample^ variety of material. These exercises in description are of the highest itnpor-f tance, as laying the foundation of all freshness and vivid- ness of style. The pupil should be thoroughly trained in them before attempting any other branch of composition. . ,ir!ia^:iiLi!ilBiiiJf'iL'Jttiikf!%^ V 4 se of Prcparatorj Schools. Tho snbject is made easy to the ^ pupil by the practice of easy auii progre^MVe Weaone, The Book can be used to '. ^ advantage ae eoon ae th« BtuC'mt can read well, and earlier than it is netessary to ^ commence English QramiDar. Grammar is rendered much e«^r to children, by ^ leapBing the Composition first. ■ ^ Tfit ELEMENTARY SPELLING BOOK, f Rerised from Webber and adapted to Soatherii Scboolfl. Webster's Elementary, ^ ieavtog out all the Yankee phraset* and illaelonB, la still a very good speller tor ^ Southern children. V * ' $ Such revisions and improvements have been made, as were necessary to make '^ it fully Southern. , ' ^ ^ THE DIXIE PRIMER, | ms gone through the second editioa witb great popularity and s^iecees. THE PEIMxYRY OEOGRAPHT m B Isreatly needed everywhere, will not be ^^ajed much longer. . A complete Ge- ^ ography can not be taade until the,war la ihetuvi Ixyundary lines establidjed. ^ ^ATTJRi^" PIIILOSOPHY FOR COMHON' SCHOOL?.,/ i There is great difficulty in preparing a book of thla kto (" at present, on account ^ of the numerous ents needed Steady energy however, can overcame all IJieee things, and glv« to our children, aii tho booka necessary. '^' M HISTORICAL SCRIP^TOE QUESTIONS, | For Sabbath Schools, for our soldiers, and for peopb generally, who are not wdl ^ versed In tha Bible. These Questions give a general knowledge of both C. I and W New Testameuti, without meddling with any particular doctrines. ^ Twenty-five per cent, off to wholesaio purchaserj^^^ , ^ The above Publications will be forwarded as faa! i« the orders can be filled, by ^ mall or Express, to all parte of the country. §| BRANSON, |t^RBAiff& Co., Pablishers, i^ niUsbl^iS'; Street, Raleigh, 1^. C. >:i .^L.