Sheldon’s Advance Language Lessons Answer Key

Lesson I
Only one ques+on is asked, answers will vary

Lesson II
1. Impera+ve (Exclamatory would also be an acceptable answer since it is a command
being given in the form of an exclama+on)

2. Declara+ve
3. Exclamatory
4. Declara+ve
5. Interroga+ve
6. Exclamatory
7. Impera+ve
8. Interroga+ve
9. Declara+ve
10. Declara+ve

11. Interroga+ve
12. Interroga+ve
13. Declara+ve
14. Declara+ve
15. Exclamatory

A period (.) is placed at the close of a declara+ve sentence.

An interroga+on point (ques+on mark) (?) is placed at the close of an Interroga+ve sentence.
An exclama+on mark (!) is placed at the close of an exclamatory sentence.

Lesson III
The first group of sentences is part of the introductory paragraph. In these sentences we are
told who the ar+cle is about and the seRng (when and where it takes place). The text states
that William Penn met the Red Men 200 years ago (the exact year was 1682) under an elm tree
on the banks of the Delaware. He was unarmed and therefore we can assume that he was
mee+ng them peacefully.
The second group of sentences form the second paragraph. The subject is William Penn. The
second paragraph consists of Penn’s statement. Penn was making a peace treaty. He was
mee+ng in faith and good will. He stated, “My friends, we have met on the broad pathway of
faith and good will. We are all of one flesh and blood. Being brethren, no advantage shall be
taken on either side. When disputes arise, we will se]le them in council. Between us there shall
be nothing but friendship.”
The Indian Chiefs are the subject of the third paragraph. They express agreeance with the prior
statements of Penn and his peace treaty. They said, “While the rivers run, and the sun and
moon shall shine, we will live at peace with William Penn and his children.”
The treaty is the subject of the fourth paragraph. The advantage of the treaty is that it was
never broken and the Quakers and Indians lived in peace.
There are four principal divisions (paragraphs) in the story.

Lesson IV
1/2 Answers will vary; however, they will be nouns (people, places, or things). Examples: car,
tree, desk, etc.
3. Answers will vary; however, they will be proper nouns (a noun iden+fying a single en+ty, in
this case a person) with a capital le]er. Examples Joe, Bob, Be]y etc.
4. Answers will vary. Examples air, love, etc.

Lesson V
1. In the first sentence the word to assert is “sing.”
2. In the second sentence the word to assert is “fly.
3. The third sentence tells us that “birds build nests”. There are 3 words in the sentence.
The word “birds.” The second word “build” is a word to assert. Otherwise known as a
verb.
Complete the following sentences by supplying verbs:
Answers will vary. Examples are provided below:
1. Grow
2. Shine

3. Blows
4. Strikes
 5. Roars
6. Shines
7. See
8. Swim
9. Make
10. Chimes
11. Rings

12. Play
13. Smell
14. Are working
15. Hit
16. Freezes
17. Is coming
18. Despise
19. Am wri+ng
20. Is singing

Lesson VI
1. “Cool” water is spoken of in the first sentence (“cool”). A “refreshing” drink is men+oned
(“refreshing”).
2. The “fiih” example is spoken of in the second sentence (“fiih”). The word “fiih” limits
the noun “answer.”
3. In the third sentence “early” tells a par+cular morning’
4. In the fourth sentence “red” apples are spoken of. The word “red” qualifies the noun
“apples.” The word “large” qualifies the noun “basket.”
Point out the adjec;ve in the following sentences:
1. Black, tall
2. Small
3. Sly
4. Some
 5. Shiny, black
6. Graceful
7. Beau+ful
8. Foolish
9. Coveted
10. Mischievous
11. Silly

12. Insincere
13. Wise
14. Some, good
15. Bit, good

Lesson VII
1. Memorize
2. Answers will vary: some nouns found in the exercise are: crow, tree, cheese, fox,
breakfast, form, voice, song, praise, fables, advice.
3. Answers will vary: some verbs found in the exercise are: sat, held, wanted, praised,
wished, sing, hear, fell, seized, ran, finished, beware, wrote, closed
4. Answers will vary

Lesson VIII
The brook runs “noisily.” The word “noisily” tells us how it runs. The brook will reach the river
“soon.” The word “soon” tells us when. The river flows “onward.” The word “onward” tells us in
which direc+on the river flows.
The following answers will vary. Examples are given:
1. Soundly
2. Barely
3. Bright
4. Beau+fully
5. Furiously
6. Hard
 7. Suddenly
8. Loudly
9. Quickly
10. Silently
11. Surely
12. Anxiously
13. Northward, rapidly

14. Excitedly
15. Merrily

Lesson IX
1. “Pleasant” describes” the day. “Very” modifies the adjec+ve.
2. “Here” is the adverb telling where the carriage is, “almost” modifies the adverb.
3. “Too” and “fast” are the adverbs modifying the verb “drive.”
4. “Two” is the adjec+ve modifying hours. “Only” is the word modifying the adjec+ve.

Point out the adverbs in the following sentences:

1. Visible (modified by “almost”)
2. Several, good (“good” is modified by “very”)
3. Good (modified by “fairly”)
4. Excellent (modified by “some” and “very”)
5. Many (modified by “too”)
6. Onward (modified by “right”)
7. Audible (modified by “scarcely”)
8. Northward (modified by “directly”)

Lesson X
1. The student will write the story in their own words using descrip+ve language. Answers
will vary.
2. The student will give an account of a similar incident using descrip+ve language.
Answers will vary.
Lesson XI
1. Dogs. The sentence tells us what dogs do, they “bark.”
2. The second sentence is about birds.
3. “The shadows of the clouds” is of what something is being said in the fourth sentence.
4. Dogs “bark”. The birds “flew away.” The children “skate gracefully.” The shadows of the
clouds “rest on the mountain.”
Complete the following sentences by suppling the predicates:
Answers will vary. Examples are provided.
1. Grow rampantly
2. Is very dangerous
3. Is late
4. Are hand picked
5. Is not long
6. Is waving

7. Is broken
8. Is worn and rusty
Complete the following sentences by suppling the predicates:
Answers will vary. Examples are provided.
1. Every single sentence
2. Children
3. Birds
4. Spiders
5. A rosaceae

6. Bugs
7. Many Nastur+um
8. Some delicious wheat
9. A bat
10. The cricket
Lesson XII
Rewrite the following sentences in declara;ve form and tell the subject and predicate of each:

1. Audubon was a great naturalist.

Subject: Audubon
Predicate: was a great naturalist
2. He had a very kind heart
Subject: he
Predicate: had a very kind heart
3. His dog could have caught the mother duck
Subject: his dog

Predicate: could have caught the mother duck

4. You would have given back the ducklings
Subject: you
Predicate: would have given back the ducklings
5. Some animals are very intelligent
Subject: some animals
Predicate: are very intelligent
6. Your dog is very brave
Subject: your dog

Predicate: is very brave

Men;on the subject and predicate of each of the following sentences:
1. Subject: you
Predicate: keep a secret
2. Subject: I
Predicate: tell you the whole story
3. Subject: you
 Predicate: come with me
4. Subject: we
Predicate: go home now
5. Subject: next year
Predicate: be leap year
6. Subject: the thrush
Predicate: has a beau+ful song

7. Subject: the lion

Predicate: is a king among beasts
8. Subject: You
Predicate: seen the falls of Niagara
9. Subject: we
Predicate: have a na+onal park
10. Subject: every line of poetry
Predicate: begin with a capital

Lesson XIII
Write impera;ve sentences, using the following as predicates or parts of predicates:
Answers will vary, examples are provided.
1. Sing as if no one is listening.

2. Remember to do your homework.

3. Come to the party.
4. Think about the consequences of your ac+ons.
5. Don’t touch your face.
6. Whisper in the library.
7. Try to do your best work.
8. Always tell the truth.
9. Go home.
 10. Listen to your parents.
11. Ask God for help.
12. Knock soily on the door before entering.

Lesson XIV
1. Declara+ve

Subject: it
Predicate: cannot be done
2. Interroga+ve
Subject: we
Predicate: what shall do
3. Impera+ve
Subject: you
Predicate: come here quickly
4. Impera+ve

Subject: solider
Predicate: rest
5. Declara+ve
Subject: The Eternal City
Predicate: shall be free
6. Declara+ve
Subject: my na+ve land
Predicate: this is my own
7. Impera+ve

Subject: thou/Ship of State

Predicate: sail on
8. Declara+ve
Subject: I
Predicate: was once a barefoot boy
 9. Declara+ve
Subject: Saturday night
Predicate: how pleasant is
10. Impera+ve
Subject: woodsman
Predicate: forbear thy stroke

Lesson XV
The student will write a composi+on. The student will focus on the hints given in order to write
the composi+on.

Lesson XVI
The word in the subject of the first sentence which tells us what stopped is “great wheel.” The
word “wheel” is the principal word; it is a noun. The word “great” modifies the noun “wheel.”
The verb “stopped” tells us what the wheel did.
The subject of the second sentence is “dusty old mill.” “Mill” is a noun, the adjec+ves which
modify it are “dusty,” “old” and “s+ll.”
The subject of the third sentence is “first le]er.” The principal word in the subject is “le]er.” The
first two words “William’s first” modify the word “le]er.”
1. Simple subject: trees
Modified subject: tallest trees
2. Simple subject: trees

Modified subject: largest trees

3. Simple subject: arbutus
Modified subject: trailing arbutus
4. Simple subject: stones
Modified subject: precious stones
5. Simple subject: squirrels
Modified subject: five li]le squirrels
6. Simple subject: parents
 Modified subject: their busy parents
7. Simple subject: ferns
Modified subject: most delicate ferns
8. Simple subject: name
Modified subject: good name
9. Simple subject: clouds
Modified subject: sunset clouds

Complete the following sentences by supplying suitable modifiers for the simple subjects:
Answers will vary. Examples are provided.
1. Fluffy white
2. Soi classical
3. Some old
4. Bright red
5. Fresh cut
6. Uncle Henry
7. The early

8. Some gigan+c
9. Lovely wild
10. Quiet and peaceful
11. Snow covered
12. My favorite

Lesson XVII
The predicate of the first sentence is “falls soily.” The word “soily” modifies the verb in the
first sentence. Yes, the two words together tell more about the subject than the verb alone.
The predicate of the second sentence is “blows furiously.” The modifying word is “furiously.”
Yes, these two words together make a more complete asser+on about the subject than the verb
alone does.
Men;on the simple predicate and the modified predicate in each of the following sentences:
Simple predicate:
 1. Blossoms
2. Tro]ed
3. Was
4. Rises
5. Sang
6. Speak
7. Thundered

8. Flashed
9. Died away
10. Soared
Modified predicate:
1. Never blossoms twice
2. Tro]ed steadily homeward
3. Was here just now
4. Rises slowly
5. Sang soily

6. Speak unkindly
7. Thundered louder
8. Flashed vividly
9. Died away gradually
10. Soared con+nually higher
Complete the following sentences by supplying suitable modifiers for the simple predicate:
Answers will vary. Examples are provided.
1. Steadily
2. Beau+fully
3. Us fran+cally

4. Now
5. At noon
 6. Suddenly, loudly
7. Please, here, now
8. Quickly, seeds
9. Now, with you
10. Surprisingly slowly
11. Usually, long
12. Towards the sta+on

Lesson XVIII
Review:
1. Words used to modify nouns are called adjec+ves. The “brown” cow moos.
2. Words used to modify verbs are called adverbs. The boy gets dressed “quickly.”
3. Words used to modify adjec+ves and adverbs are called modifiers. It was a “very”
pleasant day.
4. Wild, every, well-trained, old, li]le, deeply, great.

5. Every sentence must be divided into a subject and a predicate. The white snow (subject)
falls soily onto the grass (predicate).
6. The simple subject is the noun doing the ac+on (example in the prior sentence “snow”).
The modified subject is the noun as well as the adjec+ve modifying it (example in the
prior sentence “white snow”).
7. The simple predicate of the sentence is the ac+on being done, it includes the verb. The
simple predicate of the prior sentence is “falls.) The modified predicate is the verb as
well as the adverb modifying it (example in the prior sentence “falls soily”).
8. Answers will vary

Lesson XIX
The predicate of the first sentence is “play.” It describes what the lambs do. The asser+on is
complete.
Trees “grow.” The asser+on is complete.
The simple predicate in the second sentence is “found,” the modified predicate is “found a
nest.” The verb alone doesn’t make a complete asser+on. We could not say “The girls found…”.
We have to state what the found, the words “a nest” complete this asser+on.

Men;on the simple predicate in each sentence below, and tell its objec;ve compliment:
1. Simple predicate: climbed
Compliment: the steep stony path
2. Simple predicate: see
Compliment: the river below
3. Simple predicate: obscured
Compliment: the sun
4. Simple predicate: covered

Compliment: the fields

5. Simple predicate: saw
Compliment: the clouds
6. Simple predicate: gathered
Compliment: the hay quickly
7. Simple predicate: rustled
Compliment: the poplar leaves
8. Simple predicate: sought
Compliment: their leafy shelter

9. Simple predicate: welcomed

Compliment: the shower
10. Simple predicate: see
Compliment: the bright rainbow
11. Simple predicate: hear
Compliment: the sparrow’s happy song
12. Simple predicate: market
Compliment: a glad father
13. Simple Predicate: turneth
Compliment: away wrath

14. Simple Predicate: enjoyed

Compliment: the vaca+on
 15. Simple Predicate: improve
Compliment: each shining hour

Lesson XX
The student will write a composi+on. Answers will vary.

Lesson XXI
The verb does not make a complete asser+on about the subject in the first sentence. The noun
“physician” is necessary to complete the asser+on. The compliment in the first sentence is
“physician.”
The noun “girl” is complimented in the second sentence. It is complimented because we are
told that she “became an ar+st.”
The noun “child” is complimented in the third sentence. It is complimented because we are told
that the child “will be a builder.”
Men;on the predicates in the following sentences, and tell the predicate noun belonging to
each:
1. Predicate: was a Dane
Predicate noun: Dane
2. Predicate: was his home
Predicate noun his home
3. Predicate: was the children’s favorite story teller
Predicate noun: story teller.

4. Predicate: is his “Ugly Duckling”

Predicate noun: “Ugly Duckling”
5. Predicate: was really a cygnet
Predicate noun: cygnet
6. Predicate: became a beau+ful swan
Predicate noun: swan
7. Predicate: be a hero
Predicate noun: hero
 8. Predicate: was a great man
Predicate noun: man
9. Predicate: became President
Predicate noun: President
10. Predicate: was a Roman mother
Predicate noun: mother
11. Predicate: were her sons

Predicate noun: sons

12. Predicate: becomes a bu]erfly
Predicate noun: bu]erfly
13. Predicate: is a joy forever
Predicate noun: forever

Lesson XXII
The predicate of the first sentence is “is straight.” It asserts a quality of the tree. The adjec+ve
“straight” tells us something about the tree.
The predicate of the second sentence is “are beau+ful.” The subject isn’t “doing” something, it
is being described. The fields are being asserted as “beau+ful.” The word “beau+ful” is an
adjec+ve.
The predicate of the third sentence is “should be obedient.” The word “obedient” completes the
asser+on. The word “obedient” is an adjec+ve; it is modifying the word “children.”
Men;on the predicate in the following sentences: point out the aEribu;ve compliment in each
case, telling whether it is a predicate adjec;ve or a predicate noun.
1. Predicate: Oien seem chilly

A]ribu+ve compliment: chilly (predicate adjec+ve)

2. Predicate: looks cheerful
A]ribu+ve compliment: cheerful (predicate adjec+ve)
3. Predicate: are pleasant
A]ribu+ve compliment: pleasant (predicate adjec+ve)
4. Predicate: is sublime
A]ribu+ve compliment: sublime (predicate adjec+ve)
 5. Predicate: is always cold
A]ribu+ve compliment: cold (predicate adjec+ve)
6. Predicate: should be kind
A]ribu+ve compliment: kind (predicate adjec+ve)
7. Predicate: is wonderful
A]ribu+ve compliment: wonderful (predicate adjec+ve)
8. Predicate: is an evergreen

Predicate compliment: evergreen (predicate noun).

9. Predicate: is strong
Predicate compliment: strong (predicate adjec+ve)
10. Predicate: become brown
Predicate compliment: brown (predicate adjec+ve)
11. Predicate: was a sacred tree
Predicate compliment: tree (predicate noun). The tree is also complimented by the
adjec+ve “sacred”

Lesson XXIII
The predicate of the first sentence is “reads many stories.” The predicate of the second
sentence is “are ripe.” The predicate of the third sentence is “is a gentle creature.”
The compliment of the predicate in the first sentence is “many stories.” It is a predicate noun.
The word “stories” is a noun which is complimented by the adjec+ve “many.”
The compliment of the predicate in the second sentence is “ripe.” The compliment of the
predicate in the third sentence is “gentle creature.” It is a predicate noun. The word “creature”
is a noun which is complimented by the adjec+ve “gentle.”

Complete the following sentences by supplying the simple predicate with suitable compliments.
Tell in each instance whether the compliment supplied is objec+ve or a]ribu+ve.
1. been glorious
2. Into various places
3. Boring
4. Eternal
5. Me posted
 6. Very civilized
7. Delaware
8. Quite agreeable
9. Extremely wealthy
10. To be kind
11. Shining brightly
12. The pa+ence and love to con+nue

13. Ever forgiving

14. We

Lesson XXIV
The student will write a composi+on. Answers will vary.

Lesson XXV
“I” stands for the person (singular) speaking. “Him” is the object of the verb in the masculine
singular form.
“He” is used in place of a masculine singular noun. “His” is the possessive form of “he”. “He”
does not represent the person speaking. It is a third person pronoun.
“She” is used in place of a feminine singular noun (person). “Her” is the possessive form of
“she.” “She” does not represent the person speaking. It is a third person pronoun.

“We” represents the people (plural) speaking. “It” represents a singular noun, usually an object
or animal.
Men;on the pronouns in the following sentences:
1. Their
2. They
3. They
4. Our
5. She, it, you, your, she
6. Us, we, our

7. They, them, their

 8. I, my, its, they, I
9. Thy, thy
Copy the following sentences, filling the blanks with suitable pronouns:
Several acceptable suitable answers are given as examples. In some instances, other suitable
answers exist. If there is only one suitable answer it is given in red.
1. My father said I should write you a le]er.
Your father said you should write me a le]er.

2. You know he will keep his promise.

I know you will keep your promise.
3. Have you ever seen puss carry her/its ki]ens in her/its mouth?
4. You might think it would hurt but you do not cry.
I might think that it would hurt but I do not cry.
5. We can fly our kites today but we must mend them first.
You can fly your kites today but you must mend them first.
6. Our/my teacher explained to us/me how a partridge tries to protect its/her chickens
when a person comes near them.

7. See that tall pine: It has a crow’s nest on one of its highest branches.
8. Let me/him take the knife. I/he will sharpen it.
9. The boys are going fishing. May I go with them.
10. Our/My neighbors will move into their new house next week.
11. Ask Henry if his watch is right.
12. The tree sends its roots deep into the earth.
13. Alice thinks that she has wri]en her exercise without a mistake.

Lesson XXVI
1-3 answers will vary
4. A simple predicate is the verb which accounts for the ac+on in a predicate. A complete
predicate is similar to a modified predicate in that it consists of both the verb of a sentence and
the words around it; the words that modify the verb and complete its meaning.
5. The objec+ve and a]ribute compliments in the sec+on “A Tender-hearted Solider” are as
follows:
Saw a li]le ki]en on the ba]lefield, shot and shell were falling around him, sprang from his
horse, saved the ki]en, became the pet of company, took its nap on top of a cannon, are the
kindest, is always cruel to those weaker than himself, kills flies, steps on caterpillars, pulls off
bu]erflies’ wings, thinks it fun to torment ki]ens, whip horses, trips up small boys, teases his
sisters, touches anything big enough to hurt his back, does not know that
6.A word used instead of a noun is called a pronoun. The pronouns from “William Penn’s Treaty
with the Red Man are as follows:

He, his, them, he, my, we, we, we, them, us, we, his, they, his

Lesson XXVII
1. The word “near” is a preposi+on, it is modifying the word “lake.” The word “lake” is a
noun.
2. The word “to” is modifying the word “us”. The word “us” is a pronoun.
3. The word “under” is telling us the loca+on of the elm. The word “elm” is a noun.

Give for each of the following sentences two or more preposi;ons that may be successively used
in the blank.
1. Under/during
2. To/for
3. For
4. On/under
5. To/above
6. Near/to
7. To/above

Lesson XXVIII
The children “in the grove” are happy. “In the grove” are the three words which tell what
children are happy and are taken together to modify children.
The words “among the trees” tell us where they are playing. These words taken together modify
the verb playing.
The words “with them” tell us the place where you would like to be.
Point out the phrases in the following sentences, and tell what word each one modifies, and
whether it is used like an adjec;ve or an adverb.
 1. Of the ocean, adjec+ve
2. Into the ocean, adverb
3. Toward the sea, adverb
4. In Chile, adverb
5. In Mexico, adverb
6. In The United States, adjec+ve
7. Of homes, adjec+ve

8. At the door, adverb

9. A word of three syllables, adjec+ve
10. A season of rest, adjec+ve
11. Chiefly upon lichens, adverb
12. On the lake, adverb
13. On the Profile Lake, adverb
14. From the East, adjec+ve
15. In the city of Naples, adverb

Lesson XXIX
The word “and” connects the words “men” and “women.” The word “or” connects the words
“wagons” and “on horseback.” The word “un+l” connects the words “remained” and “night.”
The word “but” connects the words “happy” and “all were +red.”
Men;on the conjunc;ons in the following sentences, and tell what each connects:
1. and (+me, +de)
2. since (been well, I saw you)
3. or (diamond, crystal of quartz)

4. but (cardinal flower, did not find it)

5. or (at home, in Boston)
6. for (be pleasant, is bright)
7. unless (will be dry, we have rain soon)
8. before (will not rain, we go home)
 9. though (I have read the en+re le]er, the handwri+ng is not plain)
10. and (spiders catch flies, wasps catch spiders)
11. if (you will help me, we can do it)
12. because (poplar leaves rustle easily, their stems are fla]ened sidewise)
13. for (blessed are the meek, they shall inherit the earth)
14. and (looked up with its eye of blue, asked the sky for rain and dew)
Copy the following sentences supplying suitable conjunc;ons in place of the blanks:

1. and
2. but
3. and/or
4. if
5. if
6. un+l
7. and
8. and
9. since

10. or

Lesson XXX
The student will write a composi+on. Answers will vary.

Lesson XXXI
1. Hark

2. Hurry
3. Halloo
4. Wait
5. Hush
6. Come, come
7. Well, well
8. Hurrah
 9. Why
10. Indeed
11. No, indeed
12. O Mary
13. Ah
14. Oh
The student will write 12 sentences using interjec+ons. Answers will vary. The student should
keep in mind the use of the exclama+on point (!) aier the interjec+on when necessary.

Lesson XXXII
In the first sentences “a man” is not speaking of a par+cular man. In the second sentence “the
man” means a specific man. The expression “the orange” is talking about a specific orange.
However, the expression “an orange” is talking about an unspecific orange.
Complete the following sentences by supplying ar;cles. Give a reason for the one you use in
each blank.

1. A (not specific)
2. An (not specific)
3. The (specific), a (not specific)
4. The (specific, there probably aren’t many post offices to choose from in a short distance)
5. The (a specific le]er you are wai+ng for)
6. The, the (specific)
7. The (specific), some, a (unspecific)

Lesson XXXIII
The words pines, birches, spruces and hemlocks are all nouns.
The words great, wide, beau+ful, and wonderful are all adjec+ves.
The words run, jump, dance, and shout are all verbs.
Combine the following sets of sentences into single sentences, and insert commas:
1. Tobey was a bright, li]le, shaggy, brown dog.
2. He was polite, handsome, quiet and jolly.
3. We bring coffee, sugar, spices, and dyestuffs from the West Indies.
 4. Intemperance leads to poverty, crime, and degrada+on.
5. Abraham Lincoln was a great, good, and noble man.
6. A heavy, cold, dense, penetra+ng mist came from the sea.

Lesson XXXIV
Bonaparte is also known as Napoleon. In 1793 he wished to send a dispatch. He found a
sergeant who could write and he wrote a le]er to his dicta+on. While he was wri+ng a cannon
ball fell between them and covered them with dust. The sergeant remarked “Gentlemen I am
much obliged to you; I did not think you were so polite. I was just wan+ng some sand for my
le]er.” Junot received a promo+on for his coolness. This happened over 200 years ago.
The student can research the names of Napoleon’s marshals, what ba]les Napoleon won, and
Waterloo. The student will also write a descrip+on of the coolness of General Junot using
equivalent expressions.

Lesson XXXV
Doctor is shortened to Dr.
Knight is shortened to K.
South is shortened to S.
County is shortened to Co.
Missouri is shortened to Mo.
A period is places aier each ot these shortened forms.
The student will write 10 sentences using the abbrevia+ons listed. Answers will vary.

Lesson XXVI
In shortening “do not” to “don’t” the second “o” is lei out and the apostrophe is placed where
the “o” originally was placed.
The words “it” and “is” are shortened to make the word “it’s” and the second le]er “I” is
omi]ed. The apostrophe is placed in place of the le]er “I.”
The short form of “I will” is “I’ll.” Two le]ers are omi]ed, the “w” and the “i.” The apostrophe is
placed in the place of the “wi.”
The short form of “we will” is “we’ll.” Two le]ers are omi]ed, the “w” and the “i.” The
apostrophe is placed in place of the “wi.”
The student will memorize the contrac+ons.

Lesson XXXVII
Note about the word “inclosed”: It was once accepted, about two centuries ago, but not
anymore. "Inclosed" is old, out of use, and this is also why you won't find it in any notorious dic+onary
today. Officially, nowadays "inclose" and "inclosed" are considered misspellings of the original word,
“enclosed". (grammar.com)

1. Said Harry
2. The direct quota+on in the second sentence is “Oh, it is from aun+e, I know!”
3. The second quota+on is enclosed in quota+on marks.

4. In the third sentence the words not spoken are said Harry. These word divide the
quota+on into two parts and each part is enclosed in quota+on marks.
5. The 1st, 2nd, and 3rd quota+ons begin with a capital.
The student will copy the text.

Lesson XXXVIII
These two sentences say the same thing. The first sentence uses an indirect quota+on in the
third person and the second sentence uses a direct quota+on. The exact words of the speaker
are not given in the first sentence; however, they are his exact words in the second sentence.
Quota+on marks are not used in the first sentence. Quota+on marks are used in the second
sentence.
An ox was grazing in the field when a fly alighted on one of his horns. Presently the fly said,
“does my weight inconvenience you?”
The ox did not no+ce her un+l she spoke again, saying, “I am willing to fly away if you think I’m
too heavy.”
Then the ox replied, “You might make yourself quite easy, for I had not known you were
alighted, and probably should not know when you think best to fly away.”

Lesson XXXIX
The student will read the composi+on and write a similar composi+on recalling a similar
incident.

Lesson XL
Jus;fy the use of the capitals in the following.

All sentences should begin with a capital and therefore is the jus+fica+on of the capital
beginning each sentence.
1. Subject of a composi+on
2. Appella+on of God and Jesus Christ
 3. Proper noun
4. Subject of a composi+on, word derived from proper noun, proper noun, month of the
year
5. Only first word of a sentence
6. Month of the year
7. Quota+on
8. Honor and respect, proper name, +tle of composi+on, +tle of composi+on

9. Appella+on of God, quota+on

10. Quota+on
11. Proper name, proper name, words derived from proper nouns, words derived from
proper nouns
12. First word of evert line of poetry

Lesson XLI
1. A preposi+on is a word used in a phrase to show the rela+on of a noun or pronoun that
follows it to the word which the phrase limits.
2. Two or more words taken together and used to limit or modify, as an adjec+ve or adverb
is used, are called a phrase.
3. A phrase modifies as an adjec+ve or adverb is used. For example: They are playing
among the trees. The phrase “among the trees” indicates where they are playing.
4. Phrases that modify in General Junot:
A sergeant, who could write
Wrote a le]er, to his dicta+on
Covered the paper with dust

The expression and coolness (of the sergeant)

Was the brave Junot (he)
Whose name was so offend found in the annals of French campaigns (he)
5. A conjunc+on is a word used to connect words, phrases, clauses, or sentences.
6. And, that, from, and, if, and, and, where, and, and, indeed, because, but, though
7. Answers will vary, examples are given:
I would help you, but I am busy.
 I like cookies and ice-cream.
Juan was at the party; however, he forgot to bring a present.
8. The three ar+cles which are considered adjec+ves are a, an, and the. A and an differ
from the because they are indefinite ar+cles. The is a definite ar+cle used with
something specific.
9. A comma
10. Answers will vary an example is given:

The Dr. wrote a prescrip+on for penicillin for the child.

11. Answers will vary an example is given:
I’ll take you to the store, but I won’t buy you any candy.
12. Answers will vary an example is given:
I told him, “I will not go to the concert with you.” He was not pleased.
13. Answers will vary an example is given:
She says her prayers every night and gives thanks to God. In February she plans to make
her first communion.

Lesson XLII

The student will write a le]er. Answers will vary.

Lesson XLIII

1. Study-verb, words-noun, always-adverb of frequency, most valuable-adjec+ve,

intellectual-adjec+ve, its-pronoun, inves+ga+on-verb, into-preposi+on, meaning-
adjec+ve, them-pronoun, is-verb, indispensable-adjec+ve, of thought-adverb, it-
pronoun, becomes-verb, spontaneous-adjec+ve, almost-adverb, mechanical-noun,
unconscious- noun, sound-adjec+ve, dis+nc+ons-noun, between-pronoun,
par+cular-adjec+ve, he-pronoun, is-verb, not-adverb, subject-noun, analysis-noun.

Lesson XLIV
1. No you cannot tell from the first sentence alone, what city and state are meant.
 2. You can tell from the second sentence, what city and state are meant.
3. Proper nouns (the names of the city and state in this instance) begin with capitals.
4. Florence is the name of a par+cular individual, girl is not, many individuals may be called
“girl.”
5. In the fourth sentence “Huron” is a par+cular name. The noun “lake” is a common noun
which may be applied to other things of the same sort. Proper nouns begin with capitals.
Answers will vary: the student will write 10 sentences containing a proper noun and 10
sentences containing a common noun and state the reason for each. An example of each is
given:
Proper noun: James (name or a par+cular individual) called his mother yesterday to ask if she’d
accompany him on a business trip to New York (name of a par+cular place).
Common noun: We went to the park (may be applied to other similar things) today.
Men;on the nouns in the following sentences. State of each whether it is common, or proper,
and why.
1. town-common, Salem-proper, Massachuse]s-proper, seaport-common, ships-common,
harbor-common, world-common (Earth, however, is a proper noun)

2. meadows-common, corn-common, September-proper, spires-common, Fredrick-proper,

hills-common, Maryland-proper.
3. Hudson-proper, Catskill Mountains-proper
4. rice-common, Hindu-proper, wheat-common, European-proper, banana-common,
na+ves-common, tropical islands-common
5. German race- proper, robin-common, Scotch/French-proper, wren-common
6. All nouns are common-midsummer, blossoms, song, and nigh+ngales
7. Longstone-proper, Grace Darling-proper, mother-common, father-common
8. soul-common, Jonathan-proper, David-proper
9. cherries-common, Kent-proper, season-common, Christmas-proper

10. East-proper, wind-common, caves-common, Atlan+c-proper

11. acre-common, Middlesex-proper, principality-common, Utopia-proper
12. American/Thoreau-proper
13. barge-common, Loch Katrine, proper
 14. catbird-common, seasons-common, North America/Florida/Canada-proper, Atlan+c
coast-proper, Pacific Ocean-proper
15. tower-common, church-common, winds/storms-common, years-common, bell-common

Lesson XLV
1. “Flock” is the name of several things. “Commi]ee” means a number taken together.
“Family” is naming several people.
2. “Politeness” is quality of a person. “Kindness” is the name of a quality as well. “Beauty”
is the name of an a]ribute. “Pride” is the name of a quality.
3. “Ska+ng”, “Coas+ng”, “Walking”, and “Rowing” are the names of ac+ons.

State whether the nouns in the following sentences are proper, common, collec;ve,
abstract, verbal and why.

1. man-common, being-common

2. weeping-verbal noun, heart-common

3. a]en+on- abstract, stuff-common, memory-common, genius-abstract
4. walking-verbal, healthful-abstract
5. weapon-common, obstacles-common, science-common, pa+ence-abstract
6. wounds-common, bow-common
7. Gio]o-proper, goodness-a]ribu+ve, pain+ng-verbal
8. European species-proper
sweetness, tenderness, and melody-abstract, mocking bird-common, na+ve haunts-
collec+ve, South-proper, bird-common

fluency, variety, and execu+on-abstract

9. men-collec+ve, wilderness-common, lives-collec+ve, thought-abstract, prayer-noun
10. hearts-collec+ve, men-collec+ve, pathos-abstract, music-common,
peace and freedom-abstract
beauty, love and longing-abstract
life and death-abstract
11. walls-common, pictures-common, stories-common,
 mercy, hope, courage, faith and charity-abstract
12. boast-abstract, heraldry-abstract, pomp-abstract, power-abstract
beauty-abstract, wealth-abstract, hour-abstract, paths-common, glory-abstract,
grave common.

The student will write sentences. Answers will vary. One example of each is given:

The women gathered near the exit. –collec+ve

He was inspired by her beauty. –abstract
Singing is a wonderful pas+me. –verbal

Lesson XLVI

1. Yes, Edison invented the first electric doll. The law of gravita+on has technically
existed; however, it was not properly stated or introduced. The verbs in these
sentences are similar because they both denote the beginning of something. The
verbs are different because something that is “invented” did not previously exist,
something that is “discovered” did previously exist.
Complete the following sentences by supplying the proper words:
1. Discovered
2. Invented

3. Discovered
4. Invented
5. Invented
6. Discovered
7. Invented
8. Discover
9. Discovered
10. Invented
 11. Discovered, invented
12. Invented

Lesson XLVII
The student will write a composi+on about carrier pigeons sta+ng what they learned. Answers
will vary.

Lesson XLVII
1. In the first line the objects are all masculine, in the second line the nouns are feminine.
The objects in the third line are without gender (neuter). The objects in the fourth line
are of common gender they have a gender; however, it is not defined.
Make a list of nouns from the following sentences:
Masculine: father, Charles V, St. Juste, fisherman, boy, Colombus,
Feminine: Mary, Mother, sister, wives,

Neuter: bed, garden, word, ear, name, throne, monastery, mechanical arts, lighthouse, tower,
lamps, sun, chisel, block, island, lighthouse, co]age
Common: weaver (although the gender is revealed through the pronoun), keeper (although the
gender is revealed through the pronoun), family

Lesson XLIX
Be prepared to write the following of the following nouns by adding ess:
Quakeress Jewess prioress baroness poetess heiress

Giantess priestess countess tailoress patroness lioness

Be prepared to write the feminine of the following nouns by changing the ending er,or, er into
ress:
Foundress actress enchantress arbitress proprietress sorceress
Adventuress traitress benefactress ambassadress idolatress
Protectress

Lesson L
The student will study the selec+on and write their own composi+on following the instruc+ons
given. Answers will vary.

Lesson LI
The noun in the first sentence is “girl”, it denotes one. The noun in the second sentence is
“girls”, it denotes two. The noun in the third sentence is “man”, it denotes one. The noun in the
fourth sentence is “men” it denotes more than one.
Point out the noun in the following sentences. Tell the kind and number and give reasons:
1. mind-singular, abstract halls-plural, common giis-plural, common
pictures-plural, common
2. fes+vals-plural, common Christmas-singular, proper associa+ons-plural, common

3. New England-singular, proper Roman ruins-plural-proper

founda+ons-plural, common houses-plural, common
ashes-plural, common civiliza+on-singular, common
4. order-singular, abstract nymph-singular, common child-singular, common
beauty-singular, abstract wisdom-singular, abstract a]endants-plural, common
comfort, neatness, and ac+vity- all are singular, abstract abode-singular, common
valley-singular, common happiness-singular, abstract
5. moon-singular, common shadows-plural, common mows-plural, common
elm-singular, common boughs- plural, common

6. marigolds, poppies, hollyhocks, sunflowers-plural, common

garden- singular, common
7. heats-plural, common
friends- plural, common
tent- singular, common
8. crows-plural, common
pool-singular, common
birds-plural, common
year- singular, common
sake-singular, abstract
clime-singular, common
guests- plural, common
sea-singular, common
twos/threes- plural, common
ca]le- plural, common
day- singular, common
leaves-plural, common
folks-plural, common
valleys- plural, common
summer- singular, common
winds-singular, common
knees-plural, common
summer-singular, common
trees-plural, common

Lesson LII

1. The le]er “s” is added to boy, lesson, house, town, to form the plural.
 2. The noun “glass” ends in the le]er “s.” The word “watch” ends in the le]ers “ch.”
The noun “bush” ends in the le]ers “sh.” The noun “fox” ends in the le]er “x.’ The
plural of each of these is formed by adding the le]ers “es.”

1. The student will write a sentence with each of the following nouns. The plural is
given:
Benches, chairs, mosses, matches, boxes, circuses, pens, blushes, lights, suffixes,
rushes, patches.
2. The student will copy the plurals
3. The student will write a sentence using each of the following nouns. The plural
form is given:
Enemies, juries, poppies, colonies, ferries, ci+es, furies, dairies, copies
4. Gulfs, fifes, lives, wives, proofs, safes, loaves, beefs, grieves, strives, knives,
halves, dwarfs/dwarves, rooves/roofs, selves, thieves,
5. Quartos, provisos, calicos/calicoes, tomatoes, palme]os/palme]oes, cantos,
gro]oes, cargoes/cargos, mementos, tyros, torpedoes, negroes, folios, pianos,
buffaloes/buffalos, potatoes, halos, solos, tornados, vetoes

Lesson LIII
The stamps could be counted. The maple sugar could be weighed.
The word fewer means less in number. The word less refers to something that cannot be
counted.

Remember: numbers=fewer quan+ty=less. The student will write 3 sentences using

each. An example of each is provided.

It rained less this Spring than it normally does.

I have fewer pairs of shoes than my sister.

Lesson LIV
The student will write one of the tales in their own words while observing the use of quota+on
marks.
Lesson LV
The simple subject in the first sentence is “rain,” it is a noun. The simple predicate is “falls”, it is
a verb. The predicate noun in the second sentence is “poet,” it refers to the same person as the
subject.
1. Subject nomina+ve-“summer” is subject of the verb “sigh”

2. Predicate nomina+ve-state of being of the subject

3. Predicate nomina+ve-state of being of the subject
4. Predicate nomina+ve-state of being of the subject
5. Predicate nomina+ve-state of being of the subject
6. Predicate nomina+ve- June is telling what kind of night
Subject nomina+ve- “moon” is subject of the verb “rode”
7. Predicate nomina+ve-state of being of the subject
Predicate nomina+ve-state of being of the subject
8. Predicate nomina+ve-state of being of the subject

Subject nomina+ve- “wind” is subject of the verb “blows”

Subject nomina+ve- “sea” is subject of the verb “flash”

Lesson LVI
1. The subject of the verb “covered” is “leaves.” The leaved covered the ground. Ground is
not a predicate noun. It is used in the predicate to name that on which the ac+on is
expressed by the verb; therefore, it is the object of the verb.

2. The simple predicate of the second sentence is “jumped,” it is modified by the noun
“path” and its preposi+on “across.”
Object of the verb: noun used to name on which the ac+on is expressed
Object of the preposi+on: noun with a preposi+on to form a limi+ng phrase
Objec+ve case: noun used as the object of a verb or a preposi+on
Name the case of each noun in the following sentences, giving the reason in every instance:
1. Object of the verb: flowers were directly killed by the frost
2. Object of the verb: England was conquered
 3. Object of the preposi+on: preposi+on “on”
4. Object of the preposi+on: preposi+on “near”
5. Object of the preposi+on: preposi+ons “across” and “to”
6. Object of the preposi+on: preposi+on “into”
7. Object of the preposi+on: preposi+on “of”
8. Object of the preposi+on: preposi+on “on”, “through,” “by”
9. Object of the verb: rainbow unrolled

Object of the proposi+on: preposi+on “of”

10. Object of the preposi+on: “on”
Object of the verb: striking the hour
Object of the preposi+on: “o’er”, “behind”
11. Object of the verb: gilded the mountain tops

Lesson LVII
The student will write a composi+on from the outline. Answers will vary.

Lesson LVIII
1. The simple subject of the first sentence is Arthur. The word “Arthur’s” is put in the
possessive case indica+ng that “Arthur” is the owner of the bicycle. The le]er “s” and an
apostrophe are added to the subject in order to indicate possession.
2. The le]er “s” and an apostrophe are added to the noun “storm” to denote the origin.
3. “Children’s” books are for sale. An apostrophe and the le]er “s” are added to denote
that the books are suitable for children.

The possessive nouns in the sentences are indicated along with their case:
1. Ship’s- possession
2. Clock’s- possession
3. Frank’s-possession
4. Mother’s-origin
5. Man’s-possession
6. Year’s-origin
7. Temple’s-possession
 8. Soldier’s-fitness

Lesson LIX
The possessive singular is formed by adding an apostrophe and the le]er “s.” The possessive
plural is formed by placing an apostrophe aier the le]er “s” which is part of the word formed
as a plural.

The plural forms are: girls, fairies, lassies… these nomina+ve plurals end in the le]er “s”. The
possessive is formed by placing an apostrophe aier the “s”.
Write both the possessive singular and the possessive plural of each of the following nouns:
Oxen foxes bu]erflies scholars wasps companies parents
Angels teachers farmers friends Indians
State the difference in meaning between these pairs of expressions and tell what makes the
difference:
In all of the ques+ons the first example is referring to a single individual, the second is referring
to a group of the same kind.

The first ques+on is done for you:

1. Pupil’s-one single individual
Pupils’-several students

Lesson LX
“Man’s voice” and “the voice of a man” are similar expressions. A man’s voice is used in
modern spoken English whereas the voice of a man is a more poe+c form. A possessive noun is
used in the first form whereas a preposi+on is used in the second. “Man’s” is a possessive form.
“Of a man” is a phrase with a preposi+on which is used to show possession.
“A lion’s roar is a possessive noun equivalent to “the roar of a lion.” The change is made into a
phrase with a preposi+on.
The noun leaves is modified by the possessive noun “tree’s in the first expression and by “trees”
in the sixth expression.
Rewrite the following expressions, using an equivalent phrase in place of each possessive noun:
The rays of the sun The history of America
The end of the story The compass of the navigator
The wing of the bird The crew of the ship

The beak of the parrot The love of a mother

The perfume of a lily
The cup of the acorn
The petals of the flower
The bed of the river
The reputa+on of a man
The cover of a book
The height of the mountain
The waves of the ocean
The care of father
The skill of the doctor
The shade of a forest
The popula+on of a city

Rewrite the following, using an equivalent possessive noun in place of each italicized phrase:
1. City’s streets
2. Music’s sweetness
3. River’s depth
4. Castle’s walls
5. Swallow’s nest
6. Boyhood’ dreams
7. Fairy’s wand
8. Watch’s hands

9. Prisoner’s cell
10. Jury’s verdict
11. Man’s conscience
12. Rainbow’s colors
13. Singer’s voice
14. Landscape’s beauty
15. Childhood friends
16. Child’s blue eyes

Lesson LXI
The student will study the words in the pairs and make two sentences for each word. One
example of each is given.
There were peaceable demonstra+ons outside of the government offices.
The ducks on the lake looked peaceful.
I thought a lot about which essay I was going to write.
I guessed the lo]ery number and won a lot of money.
I like to go fishing on Fridays.
I love my dog.
The milk jug was empty.
I hoped to find the airplane restroom vacant.

Lesson LXII
The student will read the essay and write an account of his/her experience.

Lesson LXIII
1. The word “poet” is used to explain the noun Longfellow. This word helps to dis+nguish
the one we mean.
2. In the second sentence the word “city” means the same as Cambridge and explains it.
3. The noun poet is in opposi+on with the noun Cambridge.
4. Longfellow is a proper noun in that case making poet a proper noun as it is the noun
with which it is in apposi+on. Cambridge is also a proper noun in that case making city a
proper noun as it is the noun with which it is in apposi+on.

Tell the case of each noun in the following sentences, and give the reason. Give the
reason for each punctua;on mark.

1. Swii and author are in apposi+on-they are proper nouns accompanied by modifiers
set off by commas
2. musician and frogs are in apposi+on-they are common nouns

3. lark and musician are in apposi+on-they are common nouns accompanied by

modifiers set off by commas
4. Miss Alco] and author are in apposi+on-they are proper nouns accompanied by
modifiers set off by commas
 5. Sir Walter Sco], novelist, and poet are in apposi+on, they are proper nouns
accompanied by modifiers set off by commas
6. Hall of William Rufus and hall are in opposi+on; they are possessive nouns
accompanied by modifiers set off by commas.

Lesson LXIV
1. Flowers always turn towards the light. You can make a plant show flowers on all sides by
turning the pot a li]le to face the window every day.
2. Some flowers close at night.
3. The bee became imprisoned in the tulip.
4. A daisy closes as night and it forms a li]le green ball similar to a pea. It is called a daisy
because it opens in the morning to see the first day’s light.
5. The dandelion closes its golden flowers every night.
6. Some flowers droop at night as if hanging their heads to sleep. Certain flowers open at a
par+cular hour of the day, such as the Primrose. Throughout the seasons we have
different flowers which bloom at an appointed +me of year.
The following answers will vary. The student will write his or her observa+ons.

Lesson LXV
No wri]en exercise is given.

Lesson LXVI
1. I, you, he, him, his, and it are all personal pronouns. I, you, and he are in the first person.
Him is an object pronoun in the third person. His is a possessive pronoun in the third
person.
Point out the personal pronouns in the following sentences:

1. We, us
2. I, my, thee, thine
3. Your, it
4. She, his, their, he
 5. We, his, he, us, we, ours
6. Thine, thy
7. Our, thee,

Lesson LXVII
Point out the personal pronouns in the following sentences: Give the person, number, gender,
and case of each:
1. Us- first person, plural, neutral, object
2. I-first person, singular, neutral, subject
Me-first person, singular, neutral, object
3. We-first person, plural, neutral, subject
Us- first person, plural, neutral, object
Our-first person, plural, neutral, possessive
4. Their-third person, plural, neutral, possessive
Them- third person, plural, neutral, object

5. Her-third person, singular, feminine, object

6. Your-second person, singular, neutral, possessive
Him-third person, singular, masculine, object
7. He-third person, singular, masculine, subject
His- third person, singular, masculine, possessive
Him-third person, singular, masculine, object
8. I--first person, singular, neutral, subject
His- third person, singular, masculine, possessive
He-third person, singular, masculine, subject

9. Ye-second person, plural, neutral, subject

10. Its-third person, singular, neutral, possessive
11. They-third person, plural, neutral, subject
12. You-second person, singular, neutral, subject
Its-third person, singular, neutral, possessive
 13. Our- first person, plural, neutral, possessive
14. I-first person, singular, neutral, subject
Their-third person, plural, neutral, possessive

Lesson LXIX
The student will write a le]er. Answers will vary.

Lesson LXX
Other compound personal pronouns include “herself” or “itself.”
The compound personal pronoun of the masculine gender is ‘himself.” The compound personal
pronoun of the feminine gender is “herself.” The neuter compound personal pronouns used for
either gender include “myself,” “yourself,” “ourselves,” “itself,” and “themselves.”
“Myself” and “ourselves” in the first person. “yourself” is in the second person. All of the other
compound personal pronouns are in the third person.

“Myself,” “yourself,” “himself,” “herself,” and “itself” are singular.

“Ourselves” and “themselves” are plural.
The compound personal pronouns men+oned are in the objec+ve (reflexive) case.
Tell the gender, person, number and case of each compound personal pronoun in the following
sentences:
1. Yourself- neutral, singular, second person
2. Ourselves- neutral, plural, first person
3. Myself-neutral, singular, first person
4. Itself-neutral, singular, third person

5. Himself- masculine, singular, third person

Lesson LXXI
The first sentence uses “my,” which is a possessive adjec+ve. The second sentence uses “mine,”
which is a possessive pronoun. They mean the same thing. The word mine in the second
sentence takes place of the word “house,” as do all of the other possessive pronouns in the
following sentences.

Rewrite the following sentences, subs;tu;ng an appropriate absolute possessive pronoun for
the italicized words:
 1. Yours
2. Mine
3. Theirs
4. Mine
5. Yours
6. Mine
7. Yours

8. His
9. Thiers
In each of these answers (mine, hers ours was lost) the absolute possessive is in the nomina+ve
case (since it is being used as the subject). In the following sentences (mine, hers, ours, yours,
theirs) the pronoun is in the objec+ve case (since it is being used as the object).
Write a similar set of answers to each of the following ques;ons, and state whether the
pronouns are in the nomina;ve or objec;ve case (pronouns chosen in the answers may vary;
however, the case may not).
1. Ours was burned (nomina+ve).

2. Theirs were struck by lightning (nomina+ve).

3. His are the best in the harbor (nomina+ve).
4. The fault was hers. (objec+ve).
5. The dog is mine (objec+ve).
6. Mine were blighted by the storm (nomina+ve).
7. They are mine (objec+ve).
8. Ours was used (nomina+ve)
9. In mine (nomina+ve)
Point out the possessive pronouns and the absolute possessives in the following sentences. Give
the person, number, gender, and case of each.

1. My-first person, singular, neuter, possessive

2. Ours- first person, plural, neuter, objec+ve
3. Thine-second person, singular, neuter, possessive
4. Mine-first person, singular, neuter, objec+ve
 5. Yours-second person, singular, neuter, objec+ve
Ours-first person, plural, neuter, objec+ve
6. Thine-second person, singular, neuter, objec+ve
7. Their-third person, plural, neuter, possessive
8. Our-first person, plural, neuter, possessive
Your-second person, singular, neuter, possessive
My-first person, singular, neuter, possessive

Lesson LXXII
The student will tell the story in his/her own words. Answers will vary.

Lesson LXXIII
Explain the use of the comma in the following sentences:
1) Word in a series with a conjunc+on
2) Words in a series without a conjunc+on
3) Words in a series with a conjunc+on
4) Words in a series with a conjunc+on
5) Words in a series without a conjunc+on

6) Words in a series with a conjunc+on

7) Words in a series with a conjunc+on
8) Words in a series severally connected by a conjunc+on without a comma
9) Words in a series without a conjunc+on
10) Words in a series without a conjunc+on
11) Words in a series with a conjunc+on
12) Words in a series without a conjunc+on
13) Words in a series without a conjunc+on
14) Words in a series without a conjunc+on
 15) Connec+on of two phrases with a conjunc+on
16) Pairs of words in a series connected by a conjunc+on
17) Words in a series with a conjunc+on
18) Pairs of words in a series connected by a conjunc+on
19) Connec+on of two phrases without a conjunc+on
20) Pairs of words in a series without a conjunc+on
21) No comma

Note: prior knowledge or further inves+ga+on is needed to answer the ques+ons highlighted in
red.

Lesson LXXIV
“His,” Him,” and “he” are used in the place of “the man.”
“Her” and “She” are used in place of “the woman.”
“Their,” Them,” and “they” are used in place of “the men.”
The antecedent of “his,” he,” and “him” is “the man.” The gender of the man is masculine. The
person is third. The number is singular.
In the second sentence the person is third. The number is singular and the gender is feminine.

In the third sentence the person is third. The number is plural and the gender is masculine.
(they, there, and them are all the same as for men).
Point out the antecedent of each personal pronoun in the following sentences, and give the
person, number, and gender of both the antecedent and the pronoun:

1. It-carol (third, singular, neuter)

2. Thee-country (country may would be considered third person; however, since we are
singing “of thee” or directly to the country it is second person) (singular, neuter)
3. He-a man (third, singular, masculine)

4. They- God’s ways (third, plural, neuter)

 5. Me-I (first, singular, neuter)
6. Me-I (first, singular, neuter
You-comrades (second, plural) (most likely masculine since soldiers of the +me were
men)
7. He-man (third, singular, neuter)
8. Their-spiders (third, plural, neuter)
9. Yours, you-life (third, singular, neuter)

Their-stars (third, plural, neuter)

Lesson LXXV

The antecedents of “their” are Ethel and Ester. Each antecedent is singular. They are
connected by the word “and.” The connec+ve makes us consider both girls together to
make a plural significance. The pronoun “their” is plural.

In the second sentence her has two antecedents and the number of each is singular; however,
the antecedents are connected by the word “or” therefore this connec+ve makes us consider
the girls separately. This sentence means that one had her picture taken. “Her” is singular.
Men;on the antecedents of the pronouns in the following sentences, and tell in what number
each is. Tell in what number each pronoun is, and why.
1. James and Edward-their-plural
2. James or Edward-his-singular
3. Maple and chestnut-their-plural
4. Elm or maple-its-singular
5. James nor Harry-his-singular
6. James or Henry-his-singular
7. Ichabod and his steed- they- plural

Lesson LXXVI
The student will tell the story in his or her own words and write a similar story. Answers will
vary.

Lesson LXXVII
The answer to the first ques+on is Henry. The word “who” represents Henry; therefore, it is a
pronoun. The word in the second sentences which represents Henry is “which.”

“Which” in the third sentence represents the books. The pronoun “what” represents “the box”
in the fourth sentence.
Point out the interroga;ve pronouns in the following sentences, tell the case of each, and give
the reason:
1. Which-nomina+ve
2. Who-nomina+ve
3. Who-nomina+ve
4. What-nomina+ve
5. Which-nomina+ve

6. What-nomina+ve
7. Who-nomina+ve
All are nomina+ve because the answer to the ques+on would be a nomina+ve pronoun: for
example, number 1: (It) the lily is lovelier.

Lesson LXXVIII
Men;on the rela;ve pronouns in the following sentences, state the antecedent of each, read the
clause that it introduces, and tell what case the rela;ve is and why:
1. It-the oak, nomina+ve
Clause-: which resists it
2. Who-they, nomina+ve

Clause-who die
3. That-the heart, nomina+ve
Clause-that loved her
4. Whose-stream, possessive
Clause-whose murmuring wave did play
5. What-is given, objec+ve
Clause-what is given to you
6. Who-he, nomina+ve
Clause-he who would search
7. That- stream, nomina+ve

Clause-That shine between the hills

8. Who-men, nomina+ve
Clause- who hold its many blessings dear
9. Which-most he needs, objec+ve
Clause: that which most he needs
10. What- man, nomina+ve
Clause-what man has borne before
11. That-he, nomina+ve
He that lacks

12. Which-+de, nomina+ve

Clause- which, taken at its flood
13. Who-Thoreau-nomina+ve
Clause-who has a strange faculty
14. Which-the gii, nomina+ve
Clause-for which the poet
15. Which-a voice, nomina+ve
Clause-which says
Which-a hand, nomina+ve
Clause-which beckons me away

16. Which-flowers, nomina+ve

Clause-those which grew
 Lesson LXXIX
The comma is omi]ed because the rela+ve clause restricts the meaning of the
antecedent