The Preposition:

A word that shows the relation between a noun or a pronoun with which it is used and some other word in the sentence is called a preposition (p. 85).

(g) The Conjunction:

A word (not a preposition) used to connect words or groups of words of the same class is called a conjunction (p. 94). (1) A conjunction that joins words of equal rank, phrases

of equal rank, or the clauses of a compound sentence is called a coördinating conjunction (p. 96). (2) A conjunction that joins a subordinate clause to a principal clause is called a subordinating conjunction (p. 96).

(h) The Interjection:

A word used to express sudden or strong feeling, not connected in construction with the rest of the sentence, is called an interjection (p. 101).

6. Construction (Case-use):

The way in which a word is used in a sentence is called its construction (p. 49).

Variation in the form of nouns and pronouns to indicate their construction is called case (p. 50).

The constructions that a noun or a pronoun may have in a sentence are called case-uses (p. 51).

(1) Nominative case-uses:

The use of a noun or a pronoun as the subject of a sen

tence or a clause (p. 51).

The use of a noun in direct address (p. 51).

The use of a noun in exclamation (p. 52).

The use of a word as a predicate noun or a predicate pronoun (p. 60).

(2) Accusative case-uses:

The use of a noun or a pronoun as direct object (p. 70). The use of a noun or a pronoun with a preposition (p. 85).

(3) Dative case-use:

The use of a noun or a pronoun as the indirect object of a transitive verb (p. 74).

(4) Genitive case-uses:

To show possession and to show connection (p. 103).

7. Forming Plurals:

(a) Most nouns ending in o preceded by a consonant add es to form their plurals (p. 37).

(b) The plurals of some nouns are formed by a change of vowel

(p. 37).

(c) A few nouns have two plural forms (p. 53).

(d) A few nouns have the same form for both singular and plural (p. 53).

(e) Proper names form their plurals in various ways (p. 53).

8. General Language Facts:

(a) In writing a conversation, the words of each speaker make a paragraph (p. 27).

(b) Words that end with corresponding sounds, preceded preferably by different consonants, are said to rime (p. 63). (c) Lines that rime in pairs are called couplets (p. 63).

(d) Sentences that give the idea of denial are called negative statements (p. 101). Two negatives should not be used in making a statement (p. 102).

1. Reading.

CHAPTER SIX

LESSON 83 - LITERATURE

THE GREAT STONE FACE

One afternoon, when the sun was going down, a mother and her little boy sat at the door of their cottage, talking about the Great Stone Face. They had but to lift their eyes, and there it was plainly to be seen, though miles away, with the sunshine brightening all its features.

The Great Stone Face was a work of Nature in her mood of majestic playfulness, formed on the perpendicular side of a mountain by some immense rocks, which had been thrown together in such a position as, when viewed at a proper distance, precisely to resemble the features of the human countenance. It seemed as if an enormous giant had sculptured his own likeness on the precipice. There was the broad arch of the forehead, a hundred feet in height; the nose, with long bridge; and the vast lips, which, if they could have spoken, would have rolled their thunder accents from one end of the valley to the other.

It was a happy lot for children to grow up to manhood or womanhood with the Great Stone Face before their eyes, for all the features were noble and the expression was at once grand and sweet, as if it were the glow of a vast, warm heart, that embraced all mankind in its affections, and had room for more.

As we began with saying, a mother and her little boy sat at their cottage-door, gazing at the Great Stone Face, and talking about it. The child's name was Ernest.

"Mother," said he, "I wish that it could speak, for it looks so very kindly that its voice must needs be pleasant. If I were to see a man with such a face, I should love him dearly."

"If an old prophecy should come to pass," answered his mother, "we may see a man, some time or other, with exactly such a face as that."

"What prophecy do you mean, dear mother?" eagerly quired Ernest. "Pray tell me all about it!"

So his mother told him a story that her own mother had to her, when she herself was younger than little Ernest. purport was that at some future day a child should be b hereabouts, who was destined to become the greatest and nob personage of his time, and whose countenance, in manh should bear an exact resemblance to the Great Stone Face. "O mother, dear mother!" cried Ernest, clapping his har "I do hope that I shall live to see him!"

His mother was an affectionate and thoughtful woman, a felt that it was wisest not to discourage the generous hopes her little boy. So she only said to him, "Perhaps you ma

And Ernest never forgot the story that his mother told h It was always in his mind whenever he looked upon the Gr Stone Face. He spent his childhood in the log-cottage where was born, and was dutiful to his mother, and helpful to her many things, assisting her much with his little hands, and m with his loving heart. In this manner, from a happy, yet of pensive, child, he grew up to be a mild, quiet, unobtrusive b sun-browned with labor in the fields, but with more intelliger brightening his aspect than is seen in many lads who have be taught at famous schools. Yet Ernest had had no teacher, sa only that the Great Stone Face became one to him. When t toil of the day was over he would gaze at it for hours, until began to imagine that those vast features recognized him a gave him a smile of kindness and encouragement, responsive his own look of veneration.

How far from Ernest's home was the mountain which the Great Stone Face was formed?

What expression did the face wear?

Why was it a "happy lot" for children to grow u where they could see the Great Stone Face?

Why did Ernest want to hear those great lips speak