5. The children sat by the window that opened upon the veranda.

6. The child that was most loved died soonest.

7. I stood on the bridge at midnight,

As the clocks were striking the hour.

8. Jack and Jill lived in a little house that stood at the foot of the hill.

9. Character carries with it an influence that commands the confidence and respect of mankind.

10. The young moon hung in the purple west,

When the sun had gone to rest.

11. I admire a boy who has manliness and courage.

12. We stood upon the ragged rocks,

When the long day was nearly done.

13. The bark that is vainly tossed by the tempest may founder in the calm.

14. Winter dies when the violets awake.

15. He who laughs at crooked men should walk very straight.

16. New knowledge that we discover for ourselves, always gives pleasure.

17. Roses were blooming in the gardens of the old Southern houses that stood along the bay.

18. The swimmer bravely breasted the waves, which every moment threatened his destruction.

ANALYSIS OF THE COMPOUND SENTENCE.

81. The commanders arranged their men, and the battle began immediately.

In the spring a fuller crimson comes upon the robin's breast;

In the spring the wanton lapwing gets himself another crest.

EXERCISE 21.-Study the model given above, and analyze the following compound sentences :

1. The child nestled in the corner, and the wind blew the rain away from her.

2. The cattle are quietly feeding in the pastures, and the people are resting in their pleasant homes.

3. The mountain slopes of Switzerland are covered with vineyards, and pleasant villages fill the valleys.

4. Men may come and men may go,

But I go on forever.

5. I love my wife, I love my friend,

I love my children three.

6. Now the lost has found a home,

And a lone hearth shall brighter burn.

7. We enjoyed our walk, although the rain fell fast.

8. The wind was blowing over the moors,

But the sun shone bright upon the heather.

9. The storm had cleared the air, and a heavenly calm succeeded.

10. A torn jacket is soon mended; but hard words bruise the heart of a child.

PART II.

CHAPTER I.

THE DIVISIONS OF GRAMMAR.

82. Grammar tells us how words are formed, how they are classified, how they are joined to form sentences, how sentences are classified, and the relations that both words and sentences bear one to another. (16.)

83. Hence, grammar has to do,

1. With words separately considered; that is, not united to express thought.

2. With words joined in sentences.

84. A spoken word is a sound, or a combination of sounds, having a meaning.

85. When a word is written or printed, certain characters called letters are used to represent the sounds of the spoken word.

86. DEFINITION.-Orthography is that part of grammar which treats of the correct representation by letters of the sounds that make up a word.

The word orthography is derived from two Greek words, meaning right or true, and writing. It means, therefore, correct writing.

(59)

87. In the study of grammar, words are first classified according to the way in which they are used in sentences. This has led to the division of all the words in our language into eight classes, called parts of speech. It will be found, however, that nearly all of these classes or parts of speech may be further subdivided. This process of arranging the words of a language in classes is called classification.

88. Again, if you will look carefully at a sentence, such as, Charles rode on his father's horse, you will notice that three of the words, rode, his, and father's, are modifications of other words, and that each modification is made in order to express a variation of meaning. Rode is a modification of ride, to indicate that the event took place in past time. His is a modified form of he, and 's is added to father, in both cases to show possession. All such changes are called inflections.

89. DEFINITION.-Inflection is any change in the form of a word to indicate variation in meaning or

use.

90. Inflections may be made in four ways:

1. By an internal change in the word; as, ride, rode; see, saw; man, men.

2. By adding a letter or a syllable; as, learn, learns, learned; book, book's, books; straight, straighter, straightest.

3. By the use of auxiliary or helping words; as, learn, will learn, have learned, had learned; happy, more happy, most happy.

4. By the use of a word quite different in spelling and sound; as, be, am, is, was; good, better, best.

91. That form of a word to which inflections are added is called the stem. Thus learn is the stem to which s and ed are added to form learns and learned.

92. The inflections of nouns and pronouns are called declensions; of adjectives and adverbs, comparisons; of verbs, conjugations. Prepositions, conjunctions, and interjections are not inflected.

93. Then again, in studying words, we may consider not only the classes into which they are divided, and the changes they undergo in order to express our meaning, but also their growth and structure.

94. Some words are prime; that is, they can not be traced back to any simpler words in the language; as, man, bush, tree. Others are compound; that is, are composed of two or more simple words; as, rose-bush, apple-tree.

Others are derivative; that is, are built up by adding prefixes (syllables placed before) or suffixes (endings) to simple words; as, befriend and friendship, from friend.

95. Word-formation deals with the study of the growth and structure of words.

Summing up, we may say that words are studied as to their classification, as to their inflection, and as to their formation. These are the main divisions of that part of grammar known as Etymology.

96. DEFINITION.-Etymology is that part of grammar which treats of the classification, inflection, and formation of words.

The word etymology comes from two Greek words, meaning