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The Author is encouraged to believe that the plan will be favourably received, if it leads the pupil to think, or removes any of the dif. ficulties which lie in the way of those, who are just turning their attention to Composition. Justice requires the acknowledgement that some hints have been derived, and some extracts have been taken from Walker's Teacher's Assistant, Booth's Principles of English Composition, and Jardine's Outlines of a Philosophical Education ; but the plan, and the general features of the work, are believed to be new.

The book is designed as the Sequel to a Grammar which will shortly be published, on a plan, in some respects, different from any now in use. It therefore presupposes some acquaintance with syntax; although the practical exercises under most of the Lessons, can be performed with tolerable facility by those, who have but a slender knowledge of any part of Grammar.

Boston, June, 1832.

ADVERTISEMENT TO THE THIRD (STEREOTYPE) EDITION.

Within the short space of six months this work has passed through two editions, consisting of Four Thousand Copies. The publishers have now determined to stereotype it, and thus put it into a permanent form. The Author, desirous of rendering it more worthy the unexpected favour it has received, has made some additions which will supersede the necessity of using any abridged treatise of Rhetorick in connexion with it.

Hayward Place, January, 1833.

ADVERTISEMENT TO THE SIXTEENTH EDITION. The flattering success which has attended this work, in every section of the United States, is sufficient evidence of its peculiar merits. The fact may also be stated, that it has been very favorably received in England, having been stereotyped, and passed through six large editions in London, within the space of two years.

The following notice is extracted from the London edition:

“ A third edition of this little work having been called for within the present year, (1834) is no small testimony of its utility, both as a guide to the teacher, and an aid to the pupil, in cne of the most difficult, though most important departments of education."

O A Second Part, or Sequel to this work, designed to treat of the subject in its higher departments, which has been long in the course of preparation, will soon be completed and given to the public; and, if the Author's aims are accomplished, the Publisher feels confident in the assurance that it will prove as useful as its predecessor.

Boston, March, 1838.

LESSON 1.

On the use of words. Write a sentence containing one or more of the following words: namely, contains, industrious, well, idle, neglect, reward, reprove, recognized, surprised, destitute, excel.

MODEL.

The school room contains many pupils.
Some are industrious, and get their lessons well.
Others are idle and neglect their studies.
The teacher will reward the good, and reprove the negligent.
I recognized my father in the procession.
I was surprised by the return of my long lost brother.
A poor man is destitute of many comforts.
She exccls all her classmates.

EXAMPLES FOR PRACTICE.

The pupil will now write a sentence containing one or more of the following words, recollecting that his exercise will be more meritorious if he can employ several of the words in the same sentence.

Present, exemplary, beautiful, tall, straight, erect, well, quickly, inadvertently, exalted, abandoned, animation, enterprising, refused, admission, inspect, sagacity, fruitless, solicitation, disregarded, congratulate, acquire, delightful, sentiment, necessarily, comprehensive, contain, expect, fatal, infirmities, obtain, possess, prospect, unforeseen, poisonous, baneful, influence, indulgence, forbear, gentle, docile, equally, clemency, prompt, anticipate, alienated, stimulated, promiscuous, heterogeneous, mingle, entire, complete, astonished, homage, lucubrations, nomenclature, panegyrick, paltry, palpitate, patent, posterity, regret,refute, refresh, secret, secede, shortsighted, substantial, indefinite, auxiliary, surpass, surmount, protest, surly, suppress, withdraw, approximate, fearlessly, coerce, atrocious, invasion, fertility, inundate, preserve, commiseration, uncouth, barbarity, productions, invincible, repugnance, verdure, fleeting, ridiculous, condemn, confine, discover, anxious, solicitude, anticipate, commendable, evince, undoubtedly, ravages, menace, insignificant, reprehensible, benefits conferred.

LESSON II.

Use of words in phrases. Write a sentence containing one of the following phrases, namely, very good, exceedingly kind, tolerably well, at length, in the best manner, in succession.

MODEL.
My pen is a very good one.
My teacher is exceedingly kind to me.
George behaves tolerably well.
I have at length finished the first lesson in composition.
I tried to perform it in the best manner.
I did not use all the words in succession.

EXAMPLES FOR PRACTICE.

ner.

1. In general.

31. By some thoughtless action 2. Indeed.

or expression. 3. In the most exemplary man- . 32. Has not the slightest foun

dation. 4. The atrocious wickedness. 33. In order to preserve our health 5. The inhuman barbarity.

it is necessary. 6. The nefarious traffick. + 34. We should always speak. 7. The indolent habits.

35. Can neither be respected nor 8. The frightful ravages.

esteemed. 9. Just and generous principles. 36. Deserves our commiseration. 10. Were mingled.

* 37. Is the first duty of children at 11. Great advantage may be de school. rived.

38. The most insignificant and 12. Menaced with a loud voice.

trifling. 13. Invasion of our rights. 39. It is the duty of children. 14. Fertility of invention.

40. If we wish to excel. 15. Patience and perseverance. 41. Are uncouth and disgusting. 16. Was inundated.

42. Is a description of the earth. 17. The importance of.

43. Teaches us to speak properly 18. Are of no great consequence.

and write correctly. 19. Pay particular attention to. 44. Are the productions of warm 20. Be very anxious.

climates. 21. The acquisition of knowledge. 45. Where the sun never rises. 22. The value of education. 46. Are fleeting and changeable. 23. Can be useful to few persons 47. Are ridiculous in the extreme. only.

48. There is a great difference 24. Naturally tend.

between. 25. The beneficial influence. - 49. Condemned to die. 26. The baneful effects.

50. Invincible repugnance. 27. The most important.

51. He found himself surround28. A good character.

ed. 29. Young children are apt.

52. How vast are the resources. 30. The duties of children at 53. I would surely. school are.

54. I had rather.

*55. As far as the eye could reach. 64. Feel an anxious solicitude.

56. Overgrown with verdure. 65. We anticipate with pleasure. +57. Evinces remarkable sagacity. 66. The effects of intemperance. 58. After feasting my eyes.

67. Can easily discover. 59. Commendable diligence. 68. Shall readily find. 60. Is undoubtedly true.

69. Can easily discern. 61. Overspread with verdure. 70. Confine our attention. 62. Undervalue the advantages 71. Is seldom unrewarded. 63. Duly appreciate.

72. Is inexcusable.

LESSON III.

Use of words, continued. Supply the words that are omitted in the following sentences, and make sense of the sentences.

MODEL.

1. His father was

to

his request. 2. The boys applied themselves to their lessons with 3. No one should

he enjoys. 4. Parents

for the welfare of their children.

5. A faithful discharge of duty Supplying the words omitted, the sentences may be read, 1. His father was induced to grant his request. Or, His father was obliged, (or compelled) to deny his request. 2.' The boys applied themselves to their lessons with commendable diligence.

3. No one should undervalue the advantages he enjoys.

4. Parents feel an anxious solicitude for the welfare of their children.

5. A faithful discharge of duty is seldom unrewarded.

N. B. The pupil is given to understand that any other words which would make good sense may be used.

EXAMPLES FOR PRACTICE.

1. We seldom forget the

- which are

- by our friends,

2. Mankind cannot without

3. Be kind and to your companions not 4. If you conduct yourself in a - and

manner, you will procure

the and the of all who know you.

nor

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5. When you have a difficult to perform - you must not say you cannot

it; but exert all your and use your best ; for what man has done can again be by man.

6. By carefully observing the proper discharge of your duties, you will gain the of your superiors; the

and of your equals; and the and - of all who are your inferiors. All that know you, will and

you. Your example will be as a pattern of and behaviour. You will be and in every period, station and circumstance in

your

life

; and your name will be

when you are in your grave. 7. Nothing can — for the want of modesty; without it beauty is and wit

8. Ignorance and are the only things of which we need be ashamed. Avoid these, and you may what company you will. All men pursue

and would be

if they knew how. 10. Many men mistake the

for the of virtue; and are not so much

of good

as the

ness.

11. It is required of all men that they live and

in this world. 12. The consciousness that the eye of - is always upon us should

us to

diligence in the of our duties, and make us remember the and the

of our situation. 13. No pleasures can be

unless we are willing to the full for their enjoyment. 14. If you - to obtain the

of others, you must not their interests or

their failings. Your own happiness cannot be augmented by the faults of others, neither can your be promoted by their 15. Virtue and will secure all the

of this life. Religion will us under the

of the world, and

us for that which is 16. Geography teaches us

; it describes the

; and, in its connection with astronomy, explains the difference of

in the various parts of the world.

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