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THE PARTICIPLE AND ITS HELPERS

172

THE MODIFIERS OF A PARTICIPLE

173

PARTICIPIAL PHRASES

174

AN ACCOUNT TO Give. The Panama Canai

176

A LANGUAGE DRILL. *Use of Does n't" and "Don't'i

179

THE GERUND

180

THE GERUND, ITS MODIFIERS AND PHRASES .

182

THE GERUND, DIAGRAM, AND REVIEW

183

AN ACCOUNT TO WRITE. The Panama Canal

184

A LANGUAGE REVIEW.

185

A WRITTEN REVIEW

THE INFINITIVE

187

THE MODIFIERS OF THE INFINITIVE

188

A LETTER TO WRITE .

A LANGUAGE LESSON.' Contractions

191

THE SIGN OF THE INFINITIVE

192

OMISSION OF THE SIGN OF THE INFINITIVE

194

AUXILIARIES USED WITH THE INFINITIVE

195

A STORY TO FINISH. Attacked by the Indians

196

A LANGUAGE LESSON. Adjective or Adverb

PARTICIPLES, INFINITIVES, GERUNDS

198

A WRITTEN REVIEW

199

A GRAMMAR REVIEW

AN ACCOUNT TO GIVE Orally. The Famous Prisoner of

St. Helena

A LANGUAGE Lesson. ' Adjective or Adverb with the participle 203

POSSESSIVE NOUNS

205

A DRILL ON Possessive Nouns, AND Review

206

A GRAMMAR REVIEW .

207

AN ACCOUNT TO WRITE. 'The Famous Prisoner of St. Helena 208

AN EXERCISE IN. DICTATION. Natural Bridge

209

SUBJECT AND OBJECT PRONOUNS

A DRILL ON THE USE OF PRONOUNS

THE POSSESSIVE PRONOUNS

213

A LETTER TO WRITE.

A LANGUAGE LESSON. Pronouns, and Review

215

THE ANTECEDENT

217

COMPOUND PRONOUNS .

217

A WRITTEN REVIEW

219

A STORÝ TO TELL. The Enchanted Waterfall

219

A LANGUAGE LESSON. The Use of Singular and Plural

Pronouns

223

A Drill EXERCISE

224

THE ANALYSIS OF A PHRASE

224

A REVIEW OF VERB FORMS.

225

A STORY TO WRITE. The Enchanted Waterfall :

226

A LANGUAGE EXERCISE. The Darning Needle; in the Attic 228

COMPARISON OF ADJECTIVES.

229

COMPARISON OF ADJECTIVES AND ADVERBS

231

IRREGULAR COMPARISONS

232

.

A FOREWORD

THIS
HIS volume of the McFadden Language Series pro-

vides a course in language, which consists of a summary and review of the lower grade work, a course in composition adapted to seventh and eighth grade pupils, and a course in grammar.

The course in grammar is divided into two parts, a minimum course including those principles, a knowledge of which is essential in correcting the common errors of everyday speech and writing; and a maximum course, including the usual grammatical constructions and inflections heretofore taught in elementary schools. The nomenclature agrees with that to be found in the report of the Joint Committee on Grammatical Nomenclature appointed by the National Education Association. The book is published either with or without the maximum

The orderly introduction of one fact at a time, many sentences for drill, and constant review assist in giving the pupils a complete mastery of the subject, and make a large number independent of the teacher's help. Language drills teach the children to use their knowledge of grammar in correcting errors in writing and speaking. A review of language forms assists in establishing habits of correct usage.

The methods suggested to help the pupil correct his work not only relieve the teacher of labor that can be profitably avoided, but become potent factors in securing accuracy, since they bring forcibly to the pupil's attention particular points to which he must devote more study.

A variety of illustrative material is presented, including subject-matter from history, geography, and suitable

course.

literature, as well as from the pupil's own life experiences.

The author is indebted to the following publishers and individuals for permission to use the material indicated:

Everybody's Magazine for “Two Short Stories"; Little, Brown and Company for a letter from Little Women, by Louisa May Alcott; J. B. Lippincott Company for “Natural Bridge,” from Myths and Legends of Our Own Land, by C. M. Skinner; E. W. Howe for “Something Going On"; Whitaker and Ray-Wiggin Company for "Columbus," by Joaquin Miller; Doubleday Page and Company for a letter from The Story of My Life, by Helen Keller; Moffat, Yard and Company for “The Children's Festival" from The Five Senses, by Angela M. Keyes; P. F. Valentine for "Cortés and the Aztecs," from Difficulties of History Texts Simply Explained; and Mrs. William Archibald McFadden for the letters from Mexico and California.

The selection from True Bird Stories from My Notebook, by Olive Thorne Miller, and “The Wreck of the Hesperus," by Henry Wadsworth Longfellow, are used by permission of and special arrangement with the Houghton Mifflin Co., Boston.

The selection, “How a Brakeman Became President of a Railroad,” by Edward Mott Woolley, was taken by permission of author and publisher from The Junior Partner, published by E. P. Dutton and Company.

Grateful acknowledgments are due Dr. Frederick Burk of the San Francisco State Normal School, under whose direction and with whose assistance a large part, of the material in this book was prepared. Thanks are also . due the members of the Language Department of this school, who have freely given aid in preparing and carrying out lesson plans.

THE AUTHOR

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