that when the second verb is expressed, as and not like should be used: "He runs like a deer;" but, "He runs as a deer runs; He runs as a deer does.") Noun. Like produces like. We shall not look upon his like again.

Verb. Employers like punctuality.

Adj. The land lies low. Keep your voice low.
Adv. She speaks low and distinctly.

Adj. Ye are of more value than many sparrows.

Adj. Pronoun. They that would have more and more can never have enough.

Adv. Honesty is more valuable than brilliancy.

Adj. The scenes of my childhood are near and dear to me.
Adv. Do not come near.

Prep. The ship passed near the bar.

Verb. The ships near the shore.

Adv. He must needs (necessarily) go through Samaria.
Noun. A boy must watch his employer's needs.

Verb. Man daily needs rest.

Adj. Only men of industry succeed.

Adv. One can only try.

Adj. Is that so?

Adv. He was so noble that all admired him.

Conj. He was noble; so they admired him.

Noun. Give me a dollar or so. (An idiom; perhaps it is

more nearly an adverb: - "a dollar or about so much money.")

Adj. That boy will succeed who is industrious.

Adj. Pronoun. That is the book I prefer.

Conj. They died that we might be free.

Expletive. We know that we are free.

Rel. Pronoun. The boy that is industrious will succeed.
Article or Adj. The boy that thinks first of others is

unselfish.

Adv. The more the better. (An idiom.)

Conj. Adv. Make hay while the sun shines.

Noun. That is worth while (adverbial objective).
Verb. Music whiled away the evening pleasantly.
Adj. Nobility is worth more than money.
Noun.

Worth makes the man.

Verb. Woe worth (be to) the day.

131. GENERAL REVIEW.

TEST QUESTIONS. 1. How do you determine whether a group of words is a phrase, a clause, or a sentence? 2. What punctuation should not be used to close sentences? 3. When should a declarative sentence not be marked at its close by a period or an exclamation point? 4. How are words classified as parts of speech? 5. What part of speech does the predicate always contain? 6. What part of speech is used chiefly to connect? 7. What kind of verbs are used as connective words? 8. What parts of speech are used as modifiers? 9. In the expression A new dress does the word new increase or diminish the number of objects fo which the word dress may be applied? Why? 10. When are two or more adjectives, used with one noun, not separated by commas?

II. What is the literal meaning of the word infinitive? 12. Wherein do infinitives and participles agree? 13. How do they differ in form? 14. Which form of the participle is never used as a noun? 15. Of what importance is the classification of nouns as concrete and abstract? As common and proper? 16. What eight uses of the noun require a capital letter? Illustrate. 17. How is the case of nouns determined? 18. In the sentence All the air a solemn stillness holds why is the case of the nouns air and stillness not clearly made known? 19. How many different forms of pronouns may be used to complete the sentence He saw ? 20. Name the tenses of the indicative mode, and tell how each is formed. 21. What is the difference in meaning between I waited and I was waiting? Between I waited an hour and I have waited an hour? Between I shall wait and I will wait?

EXERCISE.

Classify the following sentence as to use and as to structure; tell the part of speech and give the syntax of each word; select four phrases, and tell how each is used; change the sentence to the declarative form, arrange the words in their natural order, and then diagram.

O what a glory doth this world put on

For him who with a fervent heart, goes forth
Under the bright and glorious sky, and looks
On duties well performed, and days well spent!

- Longfellow.

II. COMPOSITION.

PART I.

NARRATIVES AND LETTERS.

SHOW CHARACTER.

ACTS THAT
PUNCTUATION.

1. "HOW TO WRITE."

In the making of a composition, or essay, success is possible only when the writer observes a few fundamental principles. This lesson, which is merely to be read and talked over in class, is to call attention to these principles.

Whether composition writing is a task or a pleasure depends primarily upon the pupil's knowledge of his subject. Therefore,

Choose a Familiar Subject.

Every young person has both seen and taken part in unnumbered incidents and experiences. If he writes of these he will have familiar subjects, for he knows all about them. He tells of these experiences freely and effectively when talking to his parents and companions. A little practice will enable him to write about them no less freely and effectively.

The subject being chosen, the next step is to determine what to say about it. The things that made an

experience interesting to you will make it interesting to others. Study the experience; determine exactly the incidents, the acts, the motions, the colors, the odors, the sounds, the things said, that attracted and held your attention. You will often be surprised to find that little and seemingly unimportant things had much to do with the interest. These are the things you should tell of when you write. Doctor Edward Everett Hale1 says: Know What You Want to Say.

Having determined what you wish to say, your next duty is,

Say It.

This seems too simple to be stated. Yet every writer often finds himself tempted to tell of something not directly connected with his subject. To say all that one wishes to say, to say it clearly, and to say nothing more, is to carry out this principle. In saying it,

Use Your Own Language.

This means that you must not try to use "book language." If If you make your composition sound like a book, it will not sound like you. It will not be natural. It is better to use almost the language you use when talking. Do not feel that pen and paper require a special vocabulary or sentence construction. The way you tell your mother of an experience is probably the best possible way for you to write of it. To write sentences wrong end first; to use "'tis" and "'twas" and "ne'er" and "e'er"; to say you "retired" when you really "went to bed"

1 This principle is taken from "How to Write," in Doctor Hale's volume "How to Do It," as are the principles that follow in the chapter. Teachers will do well to read and discuss Doctor Hale's chapter with their classes. The volume is published by Little, Brown, & Co., Boston.

all this weakens your work. You do not talk in this manner; why write so? The next principle grows out

of this one:

Leave Out All Fine Passages.

Such passages are not a part of your conversation. When you find that you have used them, omit them.

Young people often feel, too, that the use of words with many syllables is a sign of power. This is not true. Therefore, remember that

A Short Word is Better Than a Long One.

The same principle that demands short words, also demands few words. To express a thought in twenty words is better than to express it in thirty, or in twentyfive, or in twenty-one, for the reason that it requires less exertion to read and understand twenty words. Very" and other modifying words may often be omitted. They weaken rather than strengthen. The principle is :

The Fewer Words the Better.

66

The final direction is based on the fact that one's best work is never done at the first trial. Write; then go over your work and omit unnecessary words and expressions, change the location of sentences and paragraphs, substitute phrases for clauses and clauses for phrases, make clear the antecedents of pronouns, use words that are more exact and more suggestive, be sure that your punctuation marks really add to clearness. Keep your compositions, and after several months again examine each one and make the corrections that you failed to make earlier. Constant writing and continuous wise revision will result in an ability to write effectively. This principle Dr. Hale states thus:

Cut It to Pieces.

TWO.-15