Find an element denoting comparison of inequality; a clause modifying a dependent one; a partially compound sentence; a simple sentence; a sentence element; a participle of concomitant action; two participial adjectives; two nouns used as adjectives.

Change 1 to a simple sentence; the same with the first sentence of 2; the same with the second part of 2; the same with 3; change 4 to a complex sentence; change 6 to a simple sentence; change the opening of the door to a when-clause. Make she opened her eyes in 7 the principal clause of this part of the sentence. Abridge the whichclause in 8, and the that-clause.

LESSON LXVII.

1. I do then with my friends as I do with my books. 2. I would have them where I can find them, but I seldom use them. 3. We must have society on our own terms, and admit or exclude it on the slightest cause. 4. I cannot afford to speak much with my friend. 5. If he is great, he makes me so great that I cannot descend to converse. 6. In the great days, presentiments hover before me in the firmament. 7. I ought then to dedicate them to myself. 8. I go in that I may seize them, I go out that I may seize them. 9. I fear only that I may lose them receding into the sky, in which they are now only a patch of brighter light. 10. Then, though I prize my friends, I cannot afford to talk with them and study their visions, lest I lose my own. Essay on Friendship.

Emerson's

QUESTIONS.

1. What are compared in this sentence? What relation does with show? What one word might be used for do with? 2. What is the

antecedent of them? What mode is would have? What kind of sentence is this, as a whole? Is seldom compared? 3. How must we have society? How must we admit or exclude it? What is it? What mode is admit? 4. Change to speak to another form. 5. What conditional clause in the sentence? What depends on this condition? How great is so great? What does the that-clause de note? Is to converse a verb? 6. What hover? Where? When? 7. Who are them? To what does then refer? 8. What mode is may seize? What kind of sentence, as a whole? 9. What does only modify in each instance? 10. What does then modify? Is the thoughclause principal as to the following clause? What does the lestclause modify? My own what?

What can you say of these sentences, as compared with those of any preceding extract? Can you commit these to memory easily? Can you connect 1 and 2 into one sentence? Are 9 and 10 in any way connected now?

1. Soon after the arrival of the rangers, a party of Indian chiefs and warriors entered the camp. 2. They proclaimed themselves an embassy from Pontiac, ruler of all that country, and directed, in his name, that the English should advance no farther until they had had an interview with the great chief, who was already close at hand. 3. In truth, before the day closed, Pontiac himself appeared; and it is here, for the first time, that this remarkable man stands forth distinctly on the pages of history. 4. He greeted Rogers with the haughty demand, what was his business in that country, and how he dared enter it without his permission. 5. He listened with attention to the explanation of the

English, but he only replied that he should stand in their path until morning. 6. Having inquired if the strangers were in need of any thing which his country could afford, he withdrew with his chiefs, at nightfall, to his own encampment. Parkman's Conspiracy of Pontiac.

QUESTIONS.

1. Is this a simple sentence? If so, make it complex. Is party singular or plural? 2. What did they proclaim? What did they direct? What does in his name modify? Change the until-clause to a before-clause. What is the relation of time between the clauses as they stand? What after the change? What does close modify? What is the simple predicate of the who-clause? 3. What do these modify in truth, for the first time, distinctly? What remarkable man is this man? Put the real subject of the second sentence in the place of it and read the whole; does it sound right? If not, better it. 4. What does the with-phrase denote? The without-phrase? What is the relation of the what-clause and the how-clause to each other? 5. What kind of sentence as a whole? What does only modify? What part of speech is English? 6. Make this into two distinct sentences; make it compound; and explain all the changes. Which is the best form?

Find a double object; a sentence element; an abridged clause; three indirect quotations and change each to direct; one or more indirect objects; a clause dependent on a subordinate clause. Substitute for each pronoun its antecedent. Select all the clauses and phrases denoting time; the same with adverbs of time. Select all the elements which denote manner.

Write the plural number of all the singular nouns? Is farther compared? Change the object of proclaimed in 2 to a that-clause. Make a list of the regular and of the irregular verbs, and compare their number. Make a list of the adverbs, and give the class of each.

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20.

LESSON LXIX.

FITZ JAMES was brave. Though to his heart
The life-blood thrilled with sudden start,
He manned himself with dauntless air,
Returned the chief his haughty stare,
His back against a rock he bore,

And firmly placed his foot before;

"Come one, come all! this rock shall fly
From its firm base as soon as I."

Sir Roderick marked-and in his eyes

Respect was mingled with surprise
And the stern joy which warriors feel
In foemen worthy of their steel.

Short space he stood, then waved his hand :
Down sunk the disappearing band;

Each warrior vanished where he stood,
In broom or bracken, heath or wood;

Sunk brand, and spear, and bended bow,
In osiers pale and copses low:

It seemed as if their Mother Earth

Had swallowed up her warlike birth.

Scott, in Lady of the Lake.

QUESTIONS.

1. To what is the though-clause opposed? 2. Compare sudden. 3. What kind of object is himself? 4. Antecedent of his? Compare haughty. 5. Express the sense of this line in another way. 7, 8. What are these lines the object of? What are compared in 8? How do they compare? What rock is this rock? 9. Marked what? 10. Has respect a plural? Has surprise? What are the adjective forms

of these words? 11. How is the explained? 12. Is steel used in a literal sense? 13. Supply a connective. Is it necessary to the sense? 14. What does down add to the meaning? 15. Could vanished and disappeared change places in these lines? 16. Is another conjunction necessary? 17. What preceding word does sunk correspond with? Would another word do as well here? 18. Why are the adjectives placed after the nouns? 19. Supply the ellipsis between as and if. What does it mean? 20. What is the force of up?

Give the composition of all the compound words. Mention all the adverbs, and compare such as admit of it. Give the meaning of thrilled, haughty, base, stern, bracken, brand, osier, copses. Give the noun-form of these adjectives; sudden, dauntless, haughty, firm, stern, worthy, short, pale, low. Make a list of the copulative and the attributive verbs, and compare their number.

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LESSON LXX.

He ended frowning, and his look denounced
Desperate revenge, and battle dangerous
To less than gods. On the other side up rose
Belial, in act more graceful and humane.
A fairer person lost not heaven; he seemed
For dignity composed and high exploit.
But all was false and hollow, though his tongue
Dropt manna, and could make the worse appear
The better reason, to perplex and dash

Maturest counsels; for his thoughts were low,
To vice industrious, but to nobler deeds
Timorous and slothful. Yet he pleased the ear,
And with persuasive accent thus began.

Paradise Lost, Book II, 106 seq.