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other alternately, but be varied so as to avoid all appearance of studied formation; the greatest beauty of language being, that it flow simply, gracefully, and naturally.

Strength consists in so disposing of the words and members of every sentence, as to give to each its due weight and force. To attain this requisite, the pupil must be careful not to place a weaker assertion or proposition after a stronger one, and must avoid all redundancy of words and members, the too frequent use of the conjunction “and,” or concluding his sentence with any weak or inconsiderable expression.

By Unity is meant, that one leading thought should connect all the parts of the sentence, and be kept clearly before the mind from the beginning to the end. To effect this, care should be taken not to crowd into one sentence things having so little connexion, that they may be

Who-whosewhom—which-that.
This--that-these-those.
Is-was-has been had been shall be will be.
Shall have been &c.
Has-had-has had had had will have-will have been &c.

Walk-love-reador any other verb, may then be used in the same manner; after which, words of any class may be given. A few selected from those at the heads of the lessons in the Second and Third Reading Books, would answer the purpose.

Another exercise at this period is, the selecting of a root,---pono, mitto, or any other, requiring the pupils to write on their slates as many of its derivations as they can conveniently select, which they embody into sentences of their own construction. The same is done with adjectives and verbs. A noun (suppose boy) having been selected, they write all the adjectives and verbs which can be made to apply to it; then form them into sentences,--taking care that each word be properly applied. By means of these exercises, the pupils increase their stock of words and phrases, and obtain a facility in forming them into sentences. They are next exercised on variety of expression, and transposition, thus :

Truth commands esteem.
Vamed.-Truth secures for us the esteem of men.

We secure the respect of men by a strict adher

ence to truth.

divided into two or three sentences; to change the scene or actor as little as possible; and to avoid the too frequent repetition of pronouns, or introduction of parenthetical clauses.

Harmony consists in a smooth and graceful flow of all the words and members, and is the effect of a good and attentive ear. To ensure this quality, the words, besides being well chosen, must be arranged in the manner most agreeable to the ear; and care should be taken that the cadence, or close of the sentence, be not unmusical or abrupt.

Such is an outline of the chief requisites of style. The limits to which this work is necessarily confined, preclude the possibility of entering more minutely into the subject.

The motion of the stars, it is said, is regulated by

immutable laws. Transposed.-Immutable laws regulate, it is said, the motion of

the stars. Here, too, they are required to change poetry into prose; after which, short, interesting narratives are read slowly for them, which they are required to produce in their own words. When they have arrived thus far, they will find little difficulty in composing on a given subject. That they may do this with facility, and in a regular form, they are told that it must consist of, at least, the five following parts :

1. The definition. 2. Whether good or evil. 3. Why—(here may briefly be introduced authority in confirma

tion of their opinions). 4. Fact (if any) having reference to their subject, and tending to

illustrate their views. 5. Conclusion-recommending the thing, if good ; exhorting to

avoid it, if evil. These five parts are deemed sufficient for the composition of any ordinary subject. The pupils, at this period of their exercises, are made acquainted with the nature of style, the requisites of a good style, and the faults to which, in composing, young persons are generally liable.

THE END.

CONTENTS.

Preface,.......

Historical Introduction, ..

ORTHOGRAPHY,.....

ETYMOLOGY,...

Nouns,....

................................

Person,.........

....................................

Number,............

...................................

Gender, ............

Case,.........

..............................................

Adjectives,........

,...........................................

Articles ...............

.......................................

Pronouns,...............

VERBS, ...........

Moods,..........

.........................................

Tense or Time,...

Participles, ...:: :
Conjugation of the Verbs To Have, and To Be.......

of the Active Verb To Teach, and of the

Passive Verb To Be Taught,........
Irregular Verbs, .................................
Adverbs,.........

.........................
Prepositions,.. : .......

..................................
Conjunctions,......

...................................
Interjections, .......
Connexion of the different parts of speech with one another,

Exercises to be Parsed.
EXERCISES on the Article and Noun,......

Article, Adjective, and Noun,..............

Pronoun, Verb, &c.,......

- Adverb, Preposition, Conjunction, &c.,........
Examples in which the same word becomes a different part?
of speech,..........

............................
ELLIPTICAL EXERCISES in Parsing,......
Ellipsis of the Article,.......

of the Noun,.......
of the Adjective, ...................
of the Pronoun,..........

Page

Ellipsis of the Verb,....

of the Adverb, ...........
of the Preposition, ......

of the Conjunction, ......
MISCELLANEOUS EXERCISES,.....
SHALL and WILL,
Exercises,........
DERIVATION,...
SYNTAX,.........

RULES OF SYNTAX.

Subject and Predicate.
ROLE I........

Subordinate rule.........

Examples and Exercises, .................
RULE II,....

Subordinate rules-two,..................

Examples and Exercises...........
RULE III,........

Examples and Exercises, ...........
RULE IV,.......

Subordinate rulestwo,...

Examples and Exercises, ............
RULE V, ......

Examples and Exercises, ..
RULE VI,........

Subordinate rule, Examples, and Exercises,......
RULE VII,........

Examples and Exercises, .....................
RULE VIII,......

Subordinate rules four,........
Examples and Exercises,.......

Nouns and Pronouns.
RULE IX,........

Subordinate rules---four,..

Examples and Exercises,...
RULE X,..............******

Subordinate rules-four,...........

Examples and Exercises, ......................
RULE XI,......................

Subordinate rules-three, .......

Examples and Exercises,.........................
RULE XII,...

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Page
Subordinate rules--five, .......
Examples and Exercises, ...........

.79, 80
es and Articles.
RULE XIII,........

Subordinate rules--four, ................

Examples and Exercises, ................
RULE XIV,......................

Subordinate rules—six, ........

Examples and Exercises,................
RULE XV,..................

Subordinate rules-four,.......

Examples and Exercises,......
RULE XVI,.........

Examples and Exercises,...
RULE XVII, .......

Subordinate rules-eight, .......
Examples and Exercises, ...

Verbs.
RULE XVIII,........

Subordinate rule, Examples, and Exercises, .......
RULE XIX,......

Subordinate rule, Examples, and Exercises, ........
RULE XX,..........

Subordinate rules-seven,......................

Examples and Exercises,.........
RULE XXI,.......

Subordinate rule, Examples, and Exercises,......
RULE XXII,......

........
Subordinate rule, Examples, and Exercises, ........
RULE XXIII,......
Examples and Exercises, .......................

Adverbs.
RULE XXIV,........

Subordinate rules--two, ............................

Examples and Exercises, ...........
RULE XXV,................

......
Subordinate rules-seven, ..........

.......................
Examples and Exercises,........ ..................96,

Prepositions.
RULE XXVI, .........
Subordinate rules-three,........
Examples and Exercises, ..

.....

.....................................

...........

..........

98
ib.

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