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Title: World War I Service Record for Frank Anson Churchill, p. 1
Date: 0192-05-15
Text: Note - This document is to be bound and preserved as a permanent record. Please fill it out completely, accurately, and neatly, either in ink or by
Show moreNote - This document is to be bound and preserved as a permanent record. Please fill it out completely, accurately, and neatly, either in ink or by typewriter. Leave blank space where nothing is to be entered. Wesleyan University Service Record Compiled by the Wesleyan Alumni Council, to be printed in book form, originals to be filed in The Wesleyan Library as a permanent memorial of the deeds of Wesleyan men in the service of the United States or Allied governments during the World War. This questionnaire should be completed so far as possible and sent at once, with photographs and additional notes and letters, to the Wesleyan Alumni Council, Middletown, Conn. Name in full: Churchill (family name) Frank (first name) Anson (middle names) Class: 1912 Date of birth: November 21, 1899 Place of birth: Southington (town) (county) Conn. (state) U.S.A. (country) Name of father: Jay Anson Churchill Birthplace: U.S.A. Maiden name of mother: Jennie F. Edwards Birthplace: U.S.A. Relatives who are Wesleyan men, and class: Prepared for college at: New Britain High School, New Britain, Conn. Entered college: 1910 ; graduated (or left): 1912 Fraternity: Phi [?] Alpha (Syracuse) ; Class Societies: Academic degrees: B.S. (degree) Wesleyan Univ. (institution) 1912 (date) Honors and distinctions after graduation Married: to Lillian R. Dowdell (maiden name) of Baltimore on 21 Dec. 1921(date) Children: (name) born (date) Occupation before entry into service: Engineer ; employer: Western Electric Company Residence before entry into the service: 6909 Thirty-Fourth St. (street number) Berwyn (town) Cook Co. (county) Ill. Present address: 730 Carpenter Av. (street number) (town) (county) (state) Permanent address: (street number) Oak Park (town) (county) Illinois (state) NOTE - Write additional information on separate sheet of same size.
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Title: World War I Service Record for Frank Anson Churchill, p. 3
Date: 0192-05-15
Text: WAR RECORD First went into action St. Mihiel Participated in the following engagements, and in what capacity St. Mihiel Meuse-Argonne 25 Sept. 1918 to
Show moreWAR RECORD First went into action St. Mihiel Participated in the following engagements, and in what capacity St. Mihiel Meuse-Argonne 25 Sept. 1918 to 11 November 1918 Cited, decorated, or otherwise honored for distinguished services (give circumstantial accounts of exploits including dates and places where performed, also by whom and in what manner the honors were bestowed): Killed in action, killed by accident, died of wounds, died of disease, wounded, gassed, shell-shocked, taken prisoner: Nature of casualty Place Date Under medical care:- Name of hospital Location From (date) to (date) Base Hospital No. 8, Savenay, From 7 November 1917 (date) to 19 Jan 1918 (date) Permanently disabled (through loss of limb, eyesight, etc.) Arrived at: Hoboken on West Virginia 14 Jan 1918 from Brest Located at: Fort Hancock engaged in: Located at engaged in till Discharged from service at: Fort Hancock, 25 Jan. 1919 as a: 2nd Lieut F.A. (rank) (unit) RETURN TO CIVIL LIFE Occupation after the war: Engineer If a change of occupation was occasioned by reason of disability acquired in the service, describe the process of re-education and readjustment, and indicate the agencies or individuals chiefly instrumental in furnishing the new occupation. NOTE-Write additional information on separate sheet of same size.
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Title: World War I Service Record for Frank Anson Churchill, p. 4
Date: 0192-05-15
Text: ADDITIONAL INFORMATION What was your attitude toward military service in general and toward your call in particular? I went with the First Ill.
Show moreADDITIONAL INFORMATION What was your attitude toward military service in general and toward your call in particular? I went with the First Ill. Artillery in 1916 to the Border in order to prepare for the expected Great war. What were the mental and physical effects of your army experience on yourself? Some effects that were mental I noticed for two years after discharge from the service. What elements of your college life and work were most valuable to you in service? The ground work I had in science I found particularly valuable while I was taking instruction from French engineers in heavy artillery, and thereafter, as well of course. What is your present feeling regarding universal military training, etc.? I am convinced of the necessity of universal military service in the United States; it would not cause only our foreign problems to vanish, but it would so make for better citizenry that many of our acute internal troubles which now result as many think from too high a proportion of foreign born would not arise. If you took part in the fighting, what impressions were made upon you by this experience? I can not say anything trite in this matter. Photographs-If possible, enclose one taken before entering the service and one taken afterwards in uniform, both signed and dated - also interesting snapshots taken in camps or overseas. A likeness to be mailed later. Additional data, Signed at: Oak Park, Illinois on: 15 March 1922 Frank Anson Churchill, Civilian The information contained in the record, unless otherwise indicated, was obtained from the following persons or sources: NOTE-Write additional information on separate sheet of same size.
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Title: World War I Service Record for Frank Anson Churchill, p. 2
Date: 0192-05-15
Text: WAR RECORD Entered service on: 6 May 1917 at Fort Sheridan, Illinois , as a: Candidate for Commission in the: Artillery, Field section of the:
Show moreWAR RECORD Entered service on: 6 May 1917 at Fort Sheridan, Illinois , as a: Candidate for Commission in the: Artillery, Field section of the: National Army or in the: Assigned originally to: (or) Trained or stationed before going to Europe: - School, camp, station, ship From: (date) to: (date) 1st R.O.T.C., Fort Sheriden From: 6 May 1917 (date) to: 15 Aug. 1917 (date) Transferred to: - Company Regiment Division Ship Date New Location Promoted to:- Commissioned 2nd Lieutenant F.A.U.S.R. 15 Aug. 1917 Embarked from: Hoboken, N.J. on: Kroonland About 10 Sept. 1917 and arrived at: Liverpool, England about 1 Oct. 1917 Proceeded from: Liverpool to: Southampton immediately From: Southampton to: Le Havre immediately From: Le Havre to: Saumur, near Angers about Oct. 2nd Trained or stationed abroad:- Country Place From(date) to(date) France, Field Artillery School of Instruction, From 4 Oct. 1917 (date) to 13 April 1918 (date) France, Vincennes, Heavy Artillery Tractor School, From 13 April 1918 (date) to 18 May 1918(date) St. Emilion, France, 60 Art C.A.C. From 18 May 1918 (date) to 14 July 1918 (date) Libourne, France, 57 Art C.A.C. From 14 July 1918 (date) to 7 Sept. 1918 (date) NOTE-Write additional information on separate sheet of same size.
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Title: Augustus W. Smith Papers, 1832-1859
Date: 1832

Title: Joseph Cummings Papers, 1851-1899
Creator: Cummings, Joseph, 1817-1890
Date: 1851

Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, back cover
Date: 1869
Text: am: ‘5‘ 3,.

Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 8
Date: 1869
Text: r J OF ENGLISH GRAMMAR. Abutere QUOUSQUE l2,d 12,d 2 Abuse How LONG ]2,d, 12‘d z: Abutere TANDEM 12,d 12,d 2 Abuse THEN 12,d, 12,d : (Tu) ABUTERE 10,y
Show morer J OF ENGLISH GRAMMAR. Abutere QUOUSQUE l2,d 12,d 2 Abuse How LONG ]2,d, 12‘d z: Abutere TANDEM 12,d 12,d 2 Abuse THEN 12,d, 12,d : (Tu) ABUTERE 10,y patientia 10,y :: Willyou ABUSE 10,y patience lO,y : (O) CATILINA 3 3 = (O) CATELINE 3 3 z Abutere PATIENTIA 6 6 2 Abuse PATIENCE 6 5 :- r NOSTRA? l,a patientia 1,a 2 _ OUR ? 13a patience l,a = Eludet QUAMDIU 12,d 12,d = Evade How LONG l2,d 12'd 2: Tu abutere } ETIAM l furor nos 16 You will ALSO fury will 16 Patlentia 16,g } cludet i ’g abuse patience i 16,g i evade us i g FUROR 2,): eludet 2,): = FURY 2,x evade 2 X = ISTE I,a furor l,a = THIS ],a fury 4,a = TUUS l,a furor l,a == THY l,a fury 1,a === assesses ( =—~ terrains =—- Furor ELUDET? 10,y nos 10,y = Fury WILL EVADE? lO,y us 10,y 2 QUEM ],a ﬁnem l,a 2 WHAT l,a end l,a = Jactabit AD 14,g ﬁnem l4,g = Will carry To 14,g end 14,g 1: Ad FINEM 7 7 To END 7 7 =2 $13212: g } SESE 8,6 = 82:3;ch g }ITSELF 6,8 =. EFFRENATA l,b audacia l)b UNBRIDLED 1,b audacity 1,b = Audacia J ACTABIT 10,y sese lO,y 2 Audacity WILL CARRY 10,y itself == AUDACIA? 2,): jacabit 2,): = AUDACITY? 2,X will carry 2,}: :2 ONE SENTENCE AND ONE PROPOSITION. X Y . . -~ Now two young boys walk slowly there. AND II = RELATION AND PARSING OF ‘WORDS. Walk Now 12.D 2 Two LA boys 2 YOUNG l.B boys =— BOYS 2.X walk 2 Boys WALK 9.Y :2 Walk SLOWLY 12.0 2 Walk THERE l2.E = NOTE.——The Tables, like those in arithmetic, must be perfectly committed before the learner can use them, and this can be done by practising on these lessons; and by the time he has them committed, he will be able to apply them in practice in all cases. Remember that education means comparing with a known standard and forming cor- rect conclusions.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 2
Date: 1869
Text: ,a— As this plan dramatizes the theory of grammar. re~ ducing it to dialogues, in which the teacher and pupils each act their parts, the teacher will
Show more,a— As this plan dramatizes the theory of grammar. re~ ducing it to dialogues, in which the teacher and pupils each act their parts, the teacher will ask the following ques— tions : What is an object ?——an impression ?—-an expression @— an 1dea?——a word 3 &c. The class reading the responses in concert from page 2d, the teacher explaining the relation between words, ideas and obJects. The class will now proceed to scan the Burial of Sir John Moore, analyze and parse the words in the title page, com— paring the sentence, propos1tion, and each idea and word < in it, with its correspondent in the key, thus : TEACHER—-—“ Now Z” CLAss——“Walk now” equals “moves slowly.” If “slowly” is an adverb, modifying “ moves,” then “now” is an adverb modifying “walk.” TE ACHER———T\vo ? CLASS—“Two boys” equals “ cold day.” If “ cold” is an adjective qualifying day, then “two” is an adjective qualifying boys, &c., going through with each word in the same manner. - They will now turn to page 6, and go over the dialogue, thus : Tram—Word? CLAss——“.Now.” Tina—Relation? OLAss ———-“ Walls now.” TEA. Idea 2 CLAss~——“Time,——Now is an adverb of time, telling us when they walk,” etc., dis— posing of each word in the same manner, going over it again and again, until the lesson is perfectly engmaoed on the memory. In the same manner go over the rest of the exercise from the 3d to the 15th page, the class reading in concert. By this process, committing, meeiting, applying, and understanding the deﬁnitions and rules of grammar are cOmbined in the same operation, and the student is com- pelled to teach himself, saving half the labor and time to both teacher and student, usually spent in learning it in the old way.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 7
Date: 1869
Text: 3"“ 4 ORAL AND OBJECT TEACHING RULE 3.-—~Arrange the words in columns, and re-dupﬁ- cate so as to give each word its natural relation, and preﬁx
Show more3"“ 4 ORAL AND OBJECT TEACHING RULE 3.-—~Arrange the words in columns, and re-dupﬁ- cate so as to give each word its natural relation, and preﬁx to each word the proper sign to indicate its idea and relation. Was Nor” heard, 12 == ALA drum 1,A=—— 'DRUM'2,X Was heard 2,X= ?Drum WAS HEARD“,Y 11,Y—_—_ W Was N’(or)1‘2 heard (h) 12: Drum was ’0R16,G note was . 16,6}= A1,A note 1, A: FUN’RAL1,B note 1,B= NOTE9,X(was heard)2,X_—= Note was, 860, A816,G we hur- ried, &c. l6,G= (John Moore) 8His5,B corse 8,5,B= Hurried CORSE6 : 6= Hurried T014,G ramparts 14,5}: THEIA ramparts 1,A———— To RAMPARTS7,E 7,14]: (Soldiers) 8WE9,X hurried 8,2,X= (h) “Nor” is a contraction of “not” and "'0r”——-n(ot)or. We HURRIED‘°,Y corse lO,Y= W Discharged N 0T12 12:: A1,A soldier 1,A=—_ S0LDIER9,X discharged 2,X= Soldier DISCHARGEDIOJ shot 10,Y=- mar—r Soldier, SHIS5,B shot 8,5,B= FAREWELL1,B shot 1,B= Discharged SHOT6 6= Discharged O’ER14,G grave l4,Gr—-= THE1,A grave 1,A= O’er GRAVE",E 7,13: Discharged WHERE19,E (in which) 12,E= Soldier, 8OUR5,B hero 8,5,B== Buried HERO6 6= (Soldiers) 8WE9,X buried 8,2,X= We BURIED10,Y hero 10,Y= ‘ N (0t)’ is a negative adverb, “ denying that the subject is in the predicate,” and ‘or’ is a conjunction, con- necting two principal propositions, RULE 4.——-Place the “Key to the Grammar of all Languages” so as to form an equation between the signs in the lesson and the key, i.e., 12 = 12, 1,A 2 1,A, &c., and you will experience no diﬂiculty in classifying the words, or analyzing the sentences. OICERO versus OngLINE. Quousque tandem abutere, Catilina, patientia nostra‘?==-= Quaindiuetiam furor iste tuus nos eludet Quem ad ﬁnem sese eﬁ'renata jactabit audacia 2:... 2......
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 5
Date: 1869
Text: DEFINITION OF TERMS. OBJECTS—«Things obvious to the senses. _ IMPRESSION—A picture of these objects on the bra.n. IDEAS—The complements of an
Show moreDEFINITION OF TERMS. OBJECTS—«Things obvious to the senses. _ IMPRESSION—A picture of these objects on the bra.n. IDEAS—The complements of an impression, being the seven parts into which the impreSSIOn 1S dIVIded. EXPRESSION—The act of pressing out these ideas in words. ‘WORDs———Articulate sounds, used as signs of ideas. LETTERS—Marks, representing the sounds which the , human voice is capable of making. PROPOSITIONw—A judgment of the mind, expressed in words. All judgments must be either afﬁrmative, X IS ":Y.’ 01‘ negatiVea X IS NOT INY: EASE-- The relation, which the noun has to other words. PARTS on SPEECH—T he relation which words have to nouns _fX——SUBJEoT———The thing we are talking about. 'Y-m-PREDICATEwWhat is said about the subject. PHILoSOPHY on LANGUAGEwThe relation existing between ideas and words. There are ten different kinds of ideas, the expression of which constitutes language. Seven of these are primary, and three are relative. ‘ PRIMARY IDEAS can be expressed by a single word. They are : r IDEAS, quantity, quality, matter, motion, time, manner, place. WORDS, Two young boys walk now slowly there. The RELATIVE IDEAS are incomplete when standing alone, servmg only to connect two of the primary ideas, and are always used in dependent propositions and phrases. Direction, Comparison, Connection. -——-from-—-to——-; ——-—--—erthan—-—; ——--when———-—. Before the above words can express any ideas, the elipses must be ﬁlled with primary ideas. Entered according to Act of Congress, in the year 1869, by SOLOMON Burma-r, in the Clerk’sOﬂice of the District Court of the U. S., for the Southern District 0 f N ew York.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 15
Date: 1869
Text: ORAL AND OBJECT TEACHING 12 182 2E 23 .1198: Edam 1:953 :3» 28 Filed: 33m 688388 053 255 gov 6ng 383m 335m .sgzmgm‘ u .3le do . 93: an. fill 25 .8 .
Show moreORAL AND OBJECT TEACHING 12 182 2E 23 .1198: Edam 1:953 :3» 28 Filed: 33m 688388 053 255 gov 6ng 383m 335m .sgzmgm‘ u .3le do . 93: an. fill 25 .8 . ,ilmwlzmﬁw Us: 6@ a PE: ’98: 350% .5 1:33:23 C3 Iliad: 2:95 3:95 1:95: :3 38 1.13.3 3:8 338 .1135: KENS 1132 £32 IIIEEE E o r , , Jﬂiz. .2?” EH 8 {LEE éwﬁdmﬁqoo Adouoﬁaoo .Awﬁdﬁpqoo .830388 was 253 gov 083 umwa .Sv 2:3 uwsm gov 983 gamma .SV .3ng 63ng ,3sz 6%ng 353m Serum uwwm . amen $8.5m gamma .mmmmfw ho wmemB £03.89 353% L 6.355% .oZﬁnuqH J m 88.8% “nah N 638mg 35m m .9395 s A" 533 m .NSESQAN .oﬁmmam 9 6:8me .3 § 503.89 umomoam mu. d>$§oQEH 633335 0 ﬁnng r . .azmmmmm #594055 .m>§~mz<mazH .3830 _ .oﬁmwwmmom d 3 .anOwﬂw a. m 63Hqu m , 5396 m . gopsoz £§B§§~§N m m 38 w W .Bgouwm m. 23.3%ng .mﬁnzigoz . . .sswauﬁm u 533 m .mzibogﬁ .wmmmrP Q24 mZDOZ wZHmm<m mom Hammad“ .wﬁ . in: aliens a 98 .5on III! 6me £33: ,awsoﬁ n: S3 98 “ $2 émﬁsﬂqu 08$ .Sv $335 E395 gSQSmiw :8 mgpwmﬁ 225,80 :8 .«393 Qt?» and 358.85 23 we wsﬁaﬁoﬁﬁa a8 oawowﬁam ESE vaﬁazm: gov SEan 68% @E 652588 .SV 33689:; 68% :aqoﬁc -noo 6050.35 .54 o>$omsﬁsm 63:4 AoEWmmog gov #wﬁqgom 68% Awmtﬁooc .5”. 355.3qu . mQOOS a 633 M. 33 : 352% W4 BNVNOxl F 2%; 383 u 0 Ragga : 0.9V m .ngd :mwom :
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 9
Date: 1869
Text: EXERCISES ON THE RELATION AND PARSING OF WORDS. Word? “Now.” Relation? “Walk new?” Idea? Timed 12. (l. “Now” is an adverb of time, telling us wken
Show moreEXERCISES ON THE RELATION AND PARSING OF WORDS. Word? “Now.” Relation? “Walk new?” Idea? Timed 12. (l. “Now” is an adverb of time, telling us wken they walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and other adverbs. Word? “Two. Relation? “Two1 boys.” Idea? Quantitya l. a. “Two is an adjective of quantity, telling now many boys walk. RULE 1. Adjectives qualify nouns. Word? “Young,” Relation? “ Y owng1 boys.” Idea? Qaality.b l. 6. “Young” is an adjective of quality, telling what kind of boys walk. RULE 1. Adjectives qualify nouns. Word? “Boys,” Relation? “ Boys-9 walk.” Idea? ill/liter.r 2, a. “ Boys ” is a noun, or name. Common, a general name. Masculine gender, of the male race. Tnirol person, spoken of. Plural number, denoting more than one. Noniinalive case, placed before the verb. RULE 2. The nominative case is the subject of the verb. Word? “ Walk.” Relation ? “ Boys walleg” Idea? JIotionf 9. y. “ lValle ’ is a [verb of motion (or rest.) Regular, it forms its past tense in eel. Intraneitioe, having no objective case. [ndieatire mood, indicating positive, motion or rest. Present tense, denoting present time. Third person, plural, to agree with its nomina~~ tive, (“ bog/8”). RULE. 9. A verb agrees with its nominative case in number and person. "Word ? “Slowly.” Relation? “ W’alk SZOQUZQ ,1?” Idea? Manner.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 19
Date: 1869
Text: 1'6 ORAL TEACHING OF ENGLISH GRAMMAR. There is no sentence, proposition, phrase, idea or word in any language that is not equal to one of those
Show more1'6 ORAL TEACHING OF ENGLISH GRAMMAR. There is no sentence, proposition, phrase, idea or word in any language that is not equal to one of those in the e . 'll‘rhe learner must repeat these exercises until they are printed on MS brain, (so that the printed exercises can be dispensed with,) without regard to the length of time re- quired to commit them; for unless this be effected, no at» tempt can be successful. INDUCTION signiﬁes leading into knowledge, and this A can ' be effected only by a constant repetition of the exercises. Reasoning, (or comparing,) is the only Key, which, ﬁtting all the wards in the lock, opens the door of the Temple of Science, no matter on what subject the reasoning may be employed. ‘ - ' The use of mathematical signs for the solution of gram- matical problems will be found of the highest value in these exercises, as they will enable the scholar to prove his ana- lysis and parsing to be correct, and render all disputes impossible. S. BARRETT. No. 8 COLLEGE PLACE, N. Y., ' JUNE, 1869 ' + . OPINIONS OF THE PRESS. We are well pleased with another part Of his plan of instruction—he not only conveys a knowledge of the principles of the language, but endeavors also to convey some idea of its beauty and harmony. The English is really an elegant and harmonious tongue; but by an entire neglect of its prosody and poetry, it is, in the mouths of the great mass of the population, a rough uncouth jarg0n.-—-—HAMDEN,SIDNEY COLLEGE. This work comes to us recommended by the highest authorities in litera- ture on this continent as the simplest, and consequently the best system of Grammar ever published. He has brought together their correSpondencies with marvellous ingenuity, and has constructed a plan which is the Key to the Grammar of all Languages. We are happy to learn that Mr. Barrett is meeting with that favorable reception to which his meritorious labors original ideas and method of instruction eminently entitle him.——MONTREAL HERALD.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 10
Date: 1869
Text: ORAL AND OBJECT TEACHING 7 12. 0. “Slowly” is an adverb of manner, telling how they walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and
Show moreORAL AND OBJECT TEACHING 7 12. 0. “Slowly” is an adverb of manner, telling how they walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and other abverbs. Word? “ Tia/ere.” Relation? “Walk themed?” Idea? Place.e 12. e. “T/zere” is an adverb of place, telling where the boys walk. RULE 12. Adverbs modify verbs, and compare adjec- tives and other adverbs. THE PARSING OF THE \VORI)S ON TABLE IV. Word? “ Cold.” Relation? “Uold‘day.” Idea? Quality.b l. 6. “Cold” is an adjective of Quality, telling the kind of day. RULE 1. Adjectives qualify nouns. Word? “1mm.” Relation? “Man? walks.” Idea? Mat ter.‘ 2. a. “Man ” is a noun, or name, Common, a general name, Masonlme gen ale/r, of the male race. Third person, spoken of. Sengnlar number, denoting out one. .ZVomznatwe case, placed before the verb. RULE 2. The nominative case is the subject of the verb. Word? “Man.” Relation? “0, man .’3” Idea? Matter. 3. (Parse same as above, except—-—) Second person, spoken to. Nominat/ioe case independent. RULE 8. All nouns, of the second person, are in the case independent. Word? “Man.” {elation ? “1}[an4 being killed.” Idea? Matter." , 4. (Parse like “ Man” above, except--—) Nominative case absolute, before the participle.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 12
Date: 1869
Text: W, i .-y x -: m . r. w! ‘f q." , a - 36s,,” l" > I J, ,u” .‘,l' v" . ,. ,~' ,y . r. y m or ENGLISH GRAMMAR. \ 9 Word? “
Show moreW, i .-y x -: m . r. w! ‘f q." , a - 36s,,” l" > I J, ,u” .‘,l' v" . ,. ,~' ,y . r. y m or ENGLISH GRAMMAR. \ 9 Word? “ Conquered.” Relation? “Scott conquered10 Memco.” Idea? ﬂfotion.y 10. g. “Conquered ” is a verb of motion (or rest). Regular, it forms its past tense in ed. Transitive, governing the object, “Mewico.” Indicative mood, indicating positive motion. Past tense, representing past time. T/zird person, singular, to agree with its nomina- tive, (“ Scott”) RULE 9. A verb agrees With its nominative case in num- ber and person. Wbrd? “ IV as conquered.” Relation ? “ Mexico was con- guered.”11 Idea? ﬁlotionﬁ' 11. g. “ 'Was conquered ” is a verb of motion (or rest.) Regular, it forms its past tense in. ed. Passive, having a passive nominative. Indicative mood, indicating positive motion Past tense, representing the past time. T bird person, singular, to agree With its nomina- tive, (“Meccico.”) RULE 9. .Averb agrees, &c., (same as above. , \Vord ? “ Slowly.” Relation? “Moves slowly.”12 Idea? Manner.“ .12. c. “ Slowly” is an advert of manner, telling us how (it) moves. RULE 12. Adverbs qualify verbs, &c. W'ord? “ 0f.” ' Relation? “Book of‘3 Fate.” Idea? Con nection.g 13. g. “ 0f” is a preposition, connecting “Boole” and “Fate,” and showing the relation between matter and quality. RULE 13. Prepositions, connecting ideas of matter and quality, give their phrases an adjective relation to the pre- ceding noun. Word? “ O’er.” Relation? “Smiles o’er“ repose.” Idea? Connection.g 14. g. “O’er” is a preposition, connecting “smiles” and
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 22
Date: 1869

Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 21
Date: 1869
Text: before an intelligent idea is obtained of their use and application, is but the acquiring of a knowledge of grammar in the hardest and most unfavor-
Show morebefore an intelligent idea is obtained of their use and application, is but the acquiring of a knowledge of grammar in the hardest and most unfavor- able manner. Beyond this, all that need be said is, that a pupil instructed on Mr. Bar- rett’s plan will always be a thorough grammarian.———NEW YORK EVENING POST. ‘w W... -___.. __ ) [‘— Ofﬁce of JOHN F. HENRY, ‘: £01353... ur‘éh‘ousr .:-_Jno_{. Hengy ’S " ed 5 2'” Untt ’ (Med- (Successor to DEMAS BARNES & CO.) . . N. . .nitqd ﬁtness ediritw Warehouse, .- 8 COLLEGE PLACE, I? mm A} 57: Bet. Park Place 8: lVIurray Street, NEW YORK- The above Map of a section of the City of New York shows the location of the U. S. Medicine \Varehouse of JOHN F. HENRY, which is known as the largest establishment of the kind in the world, in which are kept all the valuable medicines of both American and European production. At this place, WHICH Is NOT A BOOK‘ SToRE, we have established the Depot for BARRETT’S GRAMMARS. We have done this in order to con- trol our own publications, and furnish the books to teachers and others direct from the press, at the lowest possible price it can be afforded. The Series consist of—BARRETT ON THE LANGUAGES—ENGLISH, LATIN, GREEK, GERMAN, SPANISH AND FRENCH—~including a POLYGLOT ARRANGE- MENT OF PART OF THE GOSPEL OF ST. MATTHEW, and a DICTIONARY OF MODERN LANGUAGES, for the use of Editors, Clergymen, Lawyers, Physi- cians, Druggists, Teachers and private learners, pp. 750. Price, $3 A GRAMMAR OF THE ENGLISH LANGUAGE, for the use of Schools, pp. 240. In boards, ‘75 cents. . A KEY TO THE GRAMMAR OF ALL LANGUAGES, being a Chart 36 x {34 inches; on muslin, $1 50, or on paper, $1. ORAL AND OBJECT LESSONS DI ENGLISH GRAMMAR, being a Pamphlet. Price 15 cents. A CARD, WITH A KEY To THE GRAMMAR OF ALL LANGUAGES, 10 cents. A large discount from these prices for quantities of one dozen or“ more of each of the above. Orders respectfully solicited. B. S. BARRETT, AGENT, NO. 8 College Place, New Y
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 16
Date: 1869
Text: OF ENGLISH GRAMMAR. ' 13 “ THAT-ALL-VEGETABLES-ARE-COMBUSTABLEx ” IS TRUE’ . The above proposition performs the ofﬁce of a noun in the nominative
Show moreOF ENGLISH GRAMMAR. ' 13 “ THAT-ALL-VEGETABLES-ARE-COMBUSTABLEx ” IS TRUE’ . The above proposition performs the ofﬁce of a noun in the nominative case. : HEx SAIDy “ THAT-JOHN-HAD-GONE—To-NEW—YORK.” This proposition supplies the place of a noun in the ob- jective case—complement of action. “ To-BE-Goonx ” is “ To-BE-HAPPYY.” WMv~—-wqr— ’- No'rE.——Propositions commencing with the conjunction “that,” and the inﬁnitive mood, supply the place of nouns, either in the nominative or objective. EXERCISES IN PARSING. SENTENCE z—Mar , bring me the book! PARSING. Word? “Mary.” Relation? “0! Mary?” Idea? .‘ , Matte 3. “ Mary” is a noun, the name of a person. Proper, an appropriated name. Feminine gender, of the female race. Second person, spoken to. Singular number, it denotes but one. lVominative case independent. RULE 3d. Word? “Bring.” Relation? “(Thou) bring10 book.” Idea? Motion.y 10. y. Bring is a verb of motion (or rest) . Irregular, it does not form its past tense in ed. Transitive, governing the object (600.76.) Imperative mood, used for commanding, &c. Present tense, representing present time. Second person, singular, to agree With thou. RULE 9th. ,_ Word? “Me.” Relation? “ (GTeacher,) Me8——-(to) me.” Idea? Place.8 8. 7. “Me” is a personal pronoun, of the ﬁrst person. singular number, standing for the speaker, and 1p) the objective case governed by the preposmon to.
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Title: Model lessons in oral and object teaching of English grammar:
Subtitle: adapted to the key to the grammar of all languages, for the use of schools, p. 17
Date: 1869
Text: 14 ORAL AND OBJECT TEACHING RULE 7. Word? “ T/te.” Relation? “ T/ze1 Book.” Idea? (None) 1. “ The” is a deﬁnite article (or adjective) and be- longs
Show more14 ORAL AND OBJECT TEACHING RULE 7. Word? “ T/te.” Relation? “ T/ze1 Book.” Idea? (None) 1. “ The” is a deﬁnite article (or adjective) and be- longs to 600k. RULE 1. Adjectives (or articles) qualify nouns. Word? “Book.” Relation “Bring 120076 /6” Idea? 007n- plement of an Action 6. Parse like “ Man‘ﬁ” except— Neater gender, it denotes neither race, &c. SENTENCE : ———-~A1 book? lies9 on” the1 table". . — Word? “A.” Relation? “A‘ book.” Idea? Quantity. 1. “A” is an indeﬁnite article (or adjective) and be- longs to 600k. RULE 1. As above. Norm—The words “a ” and "' the” will have the same relation, and express the same ideas, whether we call them adjectives or articles. SENTENCE—~Will the sun rise? — . ‘ Yes. . —— II. = “ Yes” is a declarative sentence, and a universal afﬁrm— ative proposition, expressing a udgment of the mind, that the “Subject is in the predicate.” SENTENCE—-Will your friend come to-morrow ?——=No.=III= “N0” is an abbreviated universal negative principal prOp- osition, being equal to “(John will) No(t return to-morrow.)” ¥AJA rYV‘ EXERCISES IN PROSODYuPARSING AND ANALYZING. BURIAL OF SIR JOHN MOORE. Not a drum | was heard I nor a fun’ | rail note i As his cOrse I to the ram | parts we him I riéd, Not :1 s61 | diér discharged | his fare- I Well shot O’er the grave | Where our he I r6 We bar | iéd. N6 use | léss cofl fin enclosed | his breast, | Nor in sheet I nor in shrOud | Wé bound | him; But he lay I like a War rior ta I king his rest, With his mar I tizil cloak I around | him. Irvom'f “(f
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