than as part of the predicate (13). Tell which of the principal parts of the verb each is, how it is used, and what it is called.

c. Select the possessive nouns (5). Tell whether each is singular or plural, and how it is formed. d. Diagram sentences 1-3. Analyze sentences 5-8. 175. A COMPOSITION

Read again the story of Napoleon's life on St. Helena. Copy from the story groups of words that will help you write a more pleasing account; as, "with the greatest indignation," "seriously considered," "A man ought to live out his destiny; I will fulfill mine."

There are many words that begin with capital letters. Copy those you do not know how to spell.

Notice how the dates are written. Find also an expression of the time of day; several numbers; three words containing hyphens; an abbreviation.

Make a list of the difficult words and study them until you can spell every one without looking at the list.

For each paragraph write a sentence that will give the central thought. Then, using these sentences as an outline, and the expressions you copied to help you tell your story in a more interesting way, write the account. After you have finished, open your book and read the story through. Now read what you have written. Have you omitted any detail that is necessary to make the account clear or interesting? Does each sentence tell what you meant to say?

There is one mistake that you are very liable to make. It is that of using one capital letter and one period for two sentences. The following is incorrect: "On the thirtieth of July, 1815, Napoleon received a note telling of the decision he was very much enraged and humiliated.". There are two sentences here instead of one. What word begins the second sentence?

Now read your composition through again and look carefully for such mistakes. How many did. you find?

176. A LANGUAGE LESSON

Natural Bridge

Though several natural bridges are known in this country, there is but one that is famous the world over. It is the one that spans Clear Creek, Virginia. It is two hundred and fifteen feet above the water, and is a solid mass of rock forty feet thick, one hundred feet wide, and ninety feet in span. Thomas Jefferson owned it. George Washington scaled its sides and carved his name on the rock a foot higher than any one else.

Once a youth wanted to cut his name above Washington's. When halfway up he found, to his horror, that he must keep on to the top. He had left behind him no resting places for his feet at safe distances, making return impossible. He climbed on and on, cutting handhold and foothold in the rock, until he reached the top. His knife blade was worn to a stump.

Near the bridge flows the famous Lost River. The saying is, that any one who drinks from it must sometime return to it. Beneath the arch is a dark stain which resembles a flying eagle. During the Revolution

a French officer saw it, and thought it a sign of success to the nation that used the eagle as its symbol.

The Mohegan Indians knew of this wonderful bridge. Once they were pursued to this point by the enemy. On reaching it, they found themselves on the edge of a precipice too steep at that point to be descended. Behind them was the foe; before them was the chasm. They fell on their knees to implore the Great Spirit for deliverance, and when they again looked about, there stood the bridge. Their women were hurried over. Then the warriors formed in line across this dizzy highway and gave battle. Knowing there was a safe retreat for them in case they were overcome, they fought with such good heart that the enemy was defeated.

The grateful Indians named the place the Bridge of God.

From Myths and Legends of Our Own Land, by C. M. SKINNER

Study the above account for dictation thus: Make a list of the words difficult to spell, and study them in groups of three until you can write each group correctly from memory.

Make a list of the names that begin with capital letters, and be ready to give the reason for the capital in each case.

Notice that the numbers are spelled out. Why? Find the place in which there is used as an expletive; as an adverb. The possessive adjective their is also used several times. Write it and, opposite it, the word it modifies. Notice that as a possessive adjective their is spelled t-h-e-i-r. The expletive or adverb is spelled t-h-e-r-e.

Find how two is used and tell the part of speech.

What does too modify? Give its part of speech. Find to as the sign of an infinitive; as a preposition. Find the places where commas are used.

Notice the paragraphs. Try to think of a short subject that will remind you of the content of each paragraph; as, "Description of the Bridge" for the first paragraph.

When you have finished writing the account from dictation, compare your work with the book and mark the number of errors you have made in each of the following topics:

177. SUBJECT AND OBJECT PRONOUNS

In the following sentences tell the use of the pronouns in italics.

MODEL: I saw her. "I" is a pronoun, the subject of the verb "saw."

1. I saw her.

2. She asked to come.
3. We have visited them.
4. I am not she.

5. He hit the bull's eye.

6. They brought us.

7. He saw you.

8. It hit him.

9. It must have been he.
10. Are you coming?
II. He ate it.

12. They went with us.
13. She sent me away.

14. Will he try to help me?

a. Find in the list on page 212 the pronouns (7)

that may be used in sentences as subjects.

b. Find the pronouns that may be used in sentences as predicate pronouns (7). How does this list compare with the first list?

c. Find the pronouns that may be used in sentences as objects of verbs, prepositions, participles, infinitives, gerunds (5).

d. Find the two pronouns that are used either as subjects or objects:

e. Write in one column the pronouns in the singular number (8). In another column write the pronouns that are in the plural number (5).

178. A DRILL EXERCISE

a. Tell whether the words in italics in the following sentences are subject or object pronouns, and how they are used.

MODEL: I have asked Mary to tell her. "Her" is an object pronoun, the object of the infinitive "to tell."

1. George likes to bring him to school.

2. Finding it, John kept it.

3. I wish you to put it back.

4. Losing it accidentally made no difference.
5. By telling them, John escaped punishment.

6. They should have seen us helping them.

7. To tell her now would not help.

8. Do not hurt us.

9. I should not like to be he.