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è è 1 ac com mo dà tion

am pli fi ca tion con cat e na tion clar i fica tion con gratu la tion clas si fi ca tion con tin u a tion

grat i fi ca tion com mem o ra tion ed i fi ca tion cor rob o ra tion

jus ti fi ca tion dis sim u la tion mod i fi ca tion ges tic u la tion rat i fi ca tion ex pos tu la tion rec ti fi ca tion ex ten ua tion sanc ti fi ca tion in oc u la tion

è 1 in ter pre ta tion de nom in a tion in ter ro ga tion pre des ti na tion per am bu la tion

pro cras ti na tion
His father was a lab'ring man,

And Philip was a sprightly boy ;
And how to educate him well,

Did many an anxious thought employ.
We'll give him learning, wife, said he,

And so they sent him to a school :
But after he had been a while,

His love of books began to cool,
He hated studying all the time,

And play'd with every hoy he could :
His father talk'd ; his mother wept,

But all did not make Philip good,
One time some wicked fellows said,

Come, Philip, we are going off,
We'll hide till folks are gone to bed,

And then we can get fruit enough.
Philip agreed to go with them,

And so they all went of at night :
His parents knew not where he was ;
And they were almost wild with fright.

10

At ten o'clock, some men and boys

Brought Philip in upon a bed : His mother caught a hasty look ; He's dead, she scream'd, my child is dead.

[graphic]

No, said a man, he is not dead,

But he has met a heavy stroke; He climb'd my wall ; a weighty stone

Fell off, and both his legs are broke. The surgeon came and cut them off;

His friends could give him no relief; His parents mourn'd their lives away,

And sunk and died in hopeless grief. An alms house now was Philip's home,

And sad enough, poor boy, he far'd; Whole nights he lay and groan'd with pain;

But no one knew, and no one car'd. At length when many a tedious month

Had pass’d, they made him wooden legs, And now, with crutches for his help,

He hobbles round the streets and begs. Geo. Where's my hat? I'll off to school

This instarit, and you sha'n't complain About my playing truant Ma,

Or seeking idle boys again.

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Explanation of the pauses and other marks.
A comma, requires that the reader stop, while he

could pronounce one syllable. ; A simicolon, requires double the pause of a comma.

A colon, requires that the reader should stop while

he conld pronounce three syllables. A period, finishes a sentence, and requires a fall of

voice, and a pause equal to the time of pronouncing

four syllables. ? An interrogation point, is placed after a question ; as

Who is that? ! An exclamation point, is placed after a word or sen

tence expressing wonder, surprise, joy, or any sud

den and violent emotion of the mind. These two points, require a pause equal to that of the

period, but no fall of the voice. o A parenthesis, includes an occasional remark, whick

serves to illustrate the author's meaning, but is not necessary for the grammatical construction of the sentence :-- It should be read quicker and with a

lower tone of voice. An apostrophe, marks the possessive case, as, John's

book : or, it denotes a contraction, as, us'd for used; I'll for I will.

A quotation includes a passage taken from some other author in his own words. A hyphen, shows that the syllables separated by it,

belong together; it is used mostly when words are

divided at the end of a line. ^ The caret, is used only in writing ; it shows the

place where a letter, word, or sentence, omitted by

mistake, should be inserted.
The accent, shows that the greatest stress of voice

should be on the syllable over which it is placed.
A dash, placed before a quotation, shows that only
a part of a sentence is quoted ; between letters, it
shows that a part of the word is omitted, as, K-
for king : at the end of a sentence, it denotes an ab-
rupi pause.

An index, points to a remarkable passage. TA paragraph, begins a new subject. **| An asterisk, and other references, point to a note

in the margin, at the foot of a page. [ ] Crotchets, include a word or sentence inserted for

explanation.

planks

sen tries

ju ry

EXAMPLES OP DERIVATION.

Formation of Plurals. chain chains

grave graves spear spears

street streets leak leaks

plank sail sails

snare snares cheaf sheaves

Jife lives leaf leaves

knife knives wife wives

half halves thief thieves

calf calves beau ty beau ties pen al ty pen al ties fiy flies

fam i ly fam i lies cry cries

sen try duty du ties

dep u ty dep u ties ju ries

per ju ry per ju ries brush brush es horse grace

gra ces noise price pri ces

church

church es fish

box Irregular Plurals. ax es

lan tith e sis an tithe ses ba sis ba ses ar ca numar ca na cri sis

cri te ri on cri te ri a calx

child

child ren da tum da ta em pha sis em pha ses louse lice ef flu vi um ef flu vi a mouse mice

er ra tum

er ra ta man men foot feet hypothesis hy potheses goose geese

ra đi.us OX

oxen phenomenonphenomena tooth teeth Istra tum

stra ta el lip sis el lip seslvor tex

vor ti ces

hor ses noi ses

fish es

box es

ax is

cri ses cal ses

genus

gen e ra

ra di i

cold er

loving

be tray

Comparison of Adjectives by er. and est.
Pos.
Com.

Sup.
bold
"bold er

bold est bright bright er

bright est cold

cold est clean clean er

clean est brave bra ver

bra vest wise wis er

wis ost warm

warm er warm est Formation of Participles from regular verbs, verb

pr. par.

per. per. love

lov ed be tray ing be tray ed cre ate cre a ting

cre a ted de ceive de ceiv ing

de ceiv ed con tra dict

con tra dict ing con tra dict ed in ter cede

in ter ce ding in ter ce ded

Participles from irregular verbs. bring bring ing brought bind

bound be gin ning be gun build build ing

built drive show show ing

shown shine

shone make

made smite

smit ten sink

sunk teack

taught speak speak ing write

writ ten think think ing

thought spend

spend ing spent weave

weaving WO ven slay

slay ing slain

11

bind ing

be gin

dri ving

drives

shin ing mak ing smi ting sink ing teaeh ing

spoken

writing

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