phrases, one of them may be used to introduce the sentence thus: In the winter of 1812, Napoleon invaded Russia with a great army.

9. Punctuation of Introductory Phrases.

Rule.- Introductory adverbial phrases, unless very short, are pointed off by a comma.

EXERCISES.

Complete and punctuate the following:

1. In the winter of 1620, Plymouth

2. In the year 1607, Jamestown

3. In the year 1492,

4. On the Fourth of July, 1776,

10. Emphatic Order.

If we wish to make a phrase emphatic, we place it first in order in the sentence.

ILLUSTRATIONS.

1. With a small detachment, Arnold and Allen captured Ticonderoga.

2. Of the laboring classes we know little.

3. With the deepest interest we watched the combat.

11. Order of Parts.

1. The common or grammatical order of the main parts of a simple declarative sentence is as follows:

2. Interrogative sentences are introduced by the helping verbs be, do, may, can, must, shall, will, have, etc., and the subject comes

METHODS OF TEACHING.

between the helping verb and the principal verb; as,
hear?

Do you

3. The neuter verb to be, denoting present or past time, comes first in interrogative sentences; as, Is he sick?

4. Exclamatory sentences are introduced by such words as how and what; as, How beautiful is the rain! What a hot day it is! 5. In imperative sentences, the verb is placed first, and the subject is, in general, understood; as, Go [you] into the house. In poetry the grammatical order is often inverted.

EXERCISE I.

Change into interrogative sentences:

1. We are going to-morrow.

2. We shall start in the morning.

3. He was doing wrong.

2. Westward the course of empire takes its way. 3. In their ragged regimentals

Stood the old Continentals.

4. Beneath her torn hat glowed the wealth Of simple beauty and rustic health.

12. Idiomatic "There."

In many English sentences the word there is used to introduce the sentence, the subject coming after the verb.

EXERCISES.

Change the following sentences into the more elegant form introduced by there:

1. A man is in the house.

2. Plenty of money is in the market.

3. No mercy is in his heart.

4. No terror is in your threats.

5. No luck is about the house.

SECTION II. -THE COMPLEX SENTENCE.

1. Oral Exercise.- Conjunctions.

Teachers will require each pupil, in turn, around the class, to make up an oral sentence containing the conjunction if; such a sentence must be complex. In the same manner require each pupil to compose a sentence with though; with because, that, than, as.

1. If you go, I will go too.

2. I was absent, because I was sick.

Models. 3. She said that she would stay.

4. I am older than you are.

5. I will do as you direct.

METHODS OF TEACHING.

2. Oral Exercise.-Relative Pronouns.

Require each pupil, in turn, to compose an oral sentence containing the relative pronoun who; a sentence with which, with what, with that.

DIRECTION.

Make only declarative sentences. Interrogative sentences may be simple sentences. Do not use any one of the co-ordinate conjunctions, and, but, or, nor, because the sentence would then become compound.

1. The man who was sick is dead.

2. I know who stole the apples.

Models. 3. The horse which I bought ran away.
4. I know what you want.

5. I go to the same school that you do.

3. The Relative "That."

1. The word that is a difficult part of speech to deal with, because

it has a variety of uses; as,

1. He said that I was wrong [subordinate conjunction].

2. Please give me that book [adjective].

3. That is my father's house [adjective pronoun].

4. He is the same man that you spoke of [relative pronouì].

2. That is correctly used as a relative pronoun instead of who or

which

1. After the adjective same.

2. After an adjective in the superlative degree.

3. To prevent the repetition of who.

ILLUSTRATIONS.

1. This is the same lesson that we had yesterday.

2. He is the tallest man that I ever saw.

3. It is not always the person who [that] knows most who

makes the best teacher.

EXERCISE.

Require each pupil to compose an oral sentence similar to 1; to 2; to 3.

4. Oral Exercise.-Relative Adverbs.

Let each pupil, in turn, compose an oral sentence with each of the following relative adverbs: when; where; why; how.

DIRECTION.

Do not make an interrogative sentence, because the adverbs would then become interrogative instead of relative, and the sentence might be a simple sentence.

1. I will go when you are ready.

2. We do not know where he is.
3. Tell me why you are sad.
4. I know how you got it.

Leading signs of the complex sentence:

1. If, because, than, that, as [subordinate conjunctions]. 2. Who, which, what, that [relative pronouns].

3. When, where, why, while, how [relative adverbs].

Require pupils to write, with each of the signs, a complex sentence. Pupils will exchange papers and correct under the direction of the teacher.

Note.-That, as a conjunction, is used to introduce objective clauses after such transitive verbs as see, hear, feel, think, wish, hope, fear, ask, say, tell, state, report, deny, direct, etc.

5. Order of Parts.

The grammatical order of elements in the complex sentence is like