morning he came for me early, and ran me round again for a long time. I had scarcely had an hour's rest when he came again for me, with a saddle and bridle and a new kind of bit. I could never quite tell how it came about. He had only just mounted me on the training. ground, when something I did put him out of temper, and he chucked me hard with the rein. The new bit was very painful, and I reared up suddenly, which angered him still more, and he began to flog me. I felt my whole spirit set against him, and I began to kick, and plunge, and rear as I had never done before, and we had a regular fight. For a long time he stuck to the saddle and punished me cruelly with his whip and spurs, but my blood was thoroughly up, and I cared for nothing he could do if only I could get him off. At last, after a terrible struggle, I threw him off backward. I heard him fall heavily on the turf, and without looking behind me I galloped off to the other end of the field. There I turned around and saw my persecutor slowly rising from the ground and going into the stable. I stood under an oak tree and watched, but no one came to catch me. The time went on, and the sun was very hot. The flies swarmed round me and settled on my bleeding flanks, where the spurs had dug in. The afternoon wore on, and the sun got low. I saw the other colts led in, and I knew they were having a good feed.

"At last, just as the sun went down, I saw the old master come out with a sieve in his hand. He came along quietly, now and then shaking the oats about that he had in the sieve, and speaking cheerfully and gently to me, 'Come along, lassie. Come along, lassie. Come along, come along.' I stood still and let him come up. He held the oats to me, and I began to eat without fear. His voice took all my fear away. He stood by, patting and stroking

me while I was eating, and seeing the clots of blood on my

side he was very much vexed. 'Poor lassie! It was a bad business, a bad business!' Then he quietly took the rein and led me to the stable. Just at the door stood Samson. I laid my ears back and snapped at him. 'Stand back,' said the master, 'and keep out of her way. You've done a bad day's work for this filly.' He growled out something about a vicious brute. 'Listen,' said the master, 'a bad-tempered man will never make a goodtempered horse. You've not learned your trade yet, Samson.' Then he led me into my box, took off the saddle and bridle with his own hands, and tied me up. He called for a pail of warm water and a sponge, took off his coat, and while the stable man held the pail he sponged my sides a good while, so tenderly that I was sure he knew how sore and bruised they were. 'Whoa! my pretty one,' he said. 'Stand still, stand still.' The skin was so broken at the corners of my mouth that I could not eat the hay; the stalks hurt me. He looked closely at it, shook his head, and told the man to fetch a good bran mash and put some meal into it. How good that mash was! and so soft and healing to my mouth! He stood by while I was eating, stroking me and talking to the man. 'If a highmettled creature like this,' said he, 'can't be broken in by fair means, she will never be good for anything.'

"After that he often came to see me, and when my mouth was healed, the other breaker, Job, went on training me. He was steady and thoughtful, and I soon learned what he wanted."

From Black Beauty, by ANNA Sewell

Near the beginning of the story, in reply to Black Beauty's question, Ginger uses these words: Because it has all been so different with me. Notice that the next sentence enlarges this thought.

Find and

read the sentences that enlarge still more this same thought. How many of the sentences in the next paragraph expand the thought: I saw the old master come out with a sieve in his hand?

Prepare to tell this incident in the life of Ginger as if it were one you really know about. Make it a story about a horse. In telling it in this way you should use she and her instead of I and me. What part of the story must you omit to make it seem real? Invent a suitable beginning.

37. A LANGUAGE LESSON

Two boys were on their way to school.

"Fred," asked one of them, "have you ever been in New York?"

"Yes, Allen," answered Fred, "I went during the Easter vacation last April, with Mr. Smith."

"Did he show you the Brooklyn Bridge across the East River?"

"Yes, but I suppose you know that East River is n't a river at all."

"Of course, I do," said Allen. "It's only a strait connecting Long Island Sound with the Atlantic Ocean. I crossed the Hudson River when I went to Jersey City with Dr. Martin to visit Grandma Brown."

Study the paragraphs above for dictation as follows:

Study the difficult words for spelling; find the ways in which capital letters are used; two contractions; the divided quotations; the quotations that end with question marks; the name of a person spoken to and the punctuation required for such a name; a possessive adjective.

After dictation, correct the errors and record them under these headings: capital letters; periods; question marks; quotation marks, commas, and contractions.

38. THE DIAGRAM FOR ADVERBIAL MODIFIERS

a. Be ready to tell the part of speech of the words in italics in the following sentences:

1. The fat boy ran quickly.

2. That cross woman spoke pleasantly.
3. Our big fields yielded bountifully.

4. We climbed the stairs slowly.
5. Many bells ring sharply.

6. Four eagles flew rapidly.

b. What name is given to the part of speech that modifies a verb?

c. Select the adverbs (6) in the sentences above, following the model in lesson 35.

Adjectives modify nouns. Therefore, on the diagram they are placed below the nouns they modify. Adverbs modify verbs. Therefore, they are placed below the verbs they modify; as, The little children ran slowly:

children
little

The

ran

slowly

d. Diagram the sentences above.

39. ADVERBS THAT TELL WHERE

Adjectives modify nouns by telling what kind, how many, and by pointing out; as, ripe apples, four

boys, that hat. Some adverbs modify verbs by telling how; as, flew wildly. Some adverbs modify verbs by telling where; as, came here.

a. Tell the part of speech of the words in italics. in the following sentences. Find the words that modify the verbs. In what way do they modify the verbs?

1. They work here.

2. The train moved back.
3. She looked everywhere.

4. Many good sailors went ashore.
5. The hopeful children came near.

6. Some little babies fall down.

b. Tell, in writing, the part of speech of the words in italics in the sentences below.

MODEL: They came here. "Here" modifies the verb "came." Therefore, "here" is an adverb. The adverb "here" tells where they came.

1. The little children went in.

2. The fire bell rang loudly.
3. She walked slowly forward.

4. His ship sailed northward rapidly.

c. Copy sentences 1 and 2.

d. Draw one line under each noun (3).

e. Draw two lines under each adjective (5).

f. Diagram sentence 4.

40. A REVIEW

a. Use the form on the next page to tell the parts of speech of the words in italics in the sentences that follow it.