1. I don't care, and he does n't care, which one of us wins. 2. You ought to care. You ought to have prepared better. 3. You ought not to have let him beat you at all.

4. If you were given another chance, would you try harder?

5. If I were in your place, I should. If I were you, I should try hard. 6. I got a pair of skates for my brother. He has them now.

7. Have you skates? Can you skate? May you go skating to-night?

5. The following sentences are mainly a review of the correct uses of pronouns. Read them frequently, noticing every pronoun. 1. It is he. It is he whom I see. It is she whom I hear.

2. Who will go with him? With whom will he go? Whom will he go with?

3. That's he. Those are they. I see him. I see them.

4. She went with her and me. He gave both him and me a present. 5. This is for her. It is for me, too. It is for her and me.

6. She and I read the book together. It was given to her and me. 7. He hurt himself on the same machine on which they hurt themselves.

6. Observe, as you read the following sentences repeatedly and rapidly, pronouncing the words distinctly, that every verb is in the passive form and ends, therefore, with the perfect participle the third of the principal parts of the verb:

1. The rope is broken. The window was broken. The boy's arm is broken.

2. The water is all drunk. The milk has been drunk, too.

3. What has been done by these children? Is their work all done? 4. Is your letter to your uncle written? Yes, it is written.

5. This piece has been spoken before. It was spoken by Mary.

6. A present was given to every child in the room. What was given them?

7. The boy's coat is torn. It was torn when the fence was climbed.

7. Make interesting sentences that contain the passive verbs used in the preceding sentences.

3. Game-Using Principal Parts of Verbs 17

This game is played exactly like an old-fashioned spelling match except that, instead of spelling words, pupils fill with verbs the blanks in the following sentences.

Before the game begins, the teacher should put at least fifty common verbs, such as see, do, come, ring, sing, drink, go, lie, lay, sit, on the front board. Then in the center of the board should be written the following incomplete sentences:

The blanks in these sentences are to be filled with the proper forms of the verbs listed on the blackboard. Each pupil, when his turn in the game comes, takes the verb that follows the one just used by the pupil who preceded him, and fills the above blanks with the correct forms of that verb. It is evident that all the principal parts of each verb are brought into play. If the verb needs an object or predicate word to help it complete the sentence, this too should be supplied by the pupil.

4. Additional Sentences for Study

Oral Exercise. Point out in the following sentences the subject and the verb of each clause, and their modifiers:

1. When Woodrow Wilson was reëlected president in 1916, readers of the newspapers could not be certain of this fact until several days had passed.

2. From the first, some newspapers emphatically claimed the election of Hughes, who was the Republican nominee, and others just as emphatically asserted the reëlection of the President.

3. The result of the presidential contest between Hayes and Tilden was not certain until the day before the inauguration of Hayes, in 1877.

4. When Blaine and Cleveland were running for the presidency in 1884, greatly contradictory reports of the result were circulated for two or three days after the first count of the votes.

5. The United States of which Washington became president in 1789 by the unanimous vote of the presidential electors was a far different country from the United States of to-day.

6. When Jefferson took the oath of office, the city of Washington, which was the new capital of the United States, was a straggling village of a few hundred inhabitants.

7. Washington, for whom the city was named, had himself chosen the ground.

8. When Lincoln became president, he made the journey to Washington secretly on a special night train because his friends feared for his safety.

9. Those were times when trouble and war seemed very near.

10. Jefferson Davis, who was born in Kentucky, became a resident of Mississippi, which state he represented in Congress in 1845.

11. When America is truly and enthusiastically on the side of peace we may feel proudest of our country.

12. Was there ever before a time in the history of the world when millions of soldiers of half a dozen great nations were in arms?

13. There are many kinds of people in the world, and the ways of some of them are not like our ways; but they may be good people for all that.

14. Peace is the condition in which the affairs of men are settled without violence.

15. The time will surely come when wisdom and coöperation will count for more than force.

16. How does a government whose soldiers are fighting provide for all the extra service and expense of war?

17. War taxes, which provide the money for the tremendous expense of war, may be levied upon every citizen's income and property.

A preposition is a word that shows the relation of a noun or a pronoun to some other word in the sentence.

The bird flew toward me.

The bird flew around me.

The bird flew to me.
The bird flew from me.

Observe that the words in italics make all the differences of meaning among the sentences above.

The following list includes most of the common prepositions :

Some of the words in the preceding list are either prepositions

or adverbs, according to their use in sentences. Thus:

Look out below. (ADVERB)

Below them was the valley. (PREPOSITION)

You go in first. (ADVERB)

A book was in his pocket. (PREPOSITION)

Such expressions as by means of, in spite of, on account of, in addition to, are phrases used as single prepositions. They are most conveniently treated as single prepositions, and not separated into their parts.

They may be called compound prepositions.

Exercise. Make short sentences containing the prepositions in the preceding list.

The noun or pronoun with which a preposition forms a phrase is called the object of that preposition.

Although a preposition is usually placed before the noun or pronoun with which it forms a phrase, it sometimes (and not incorrectly) follows its object. This is true in poetry and in sentences like the following:

What do you do it for?
What are you aiming at?

(What is the object of for.)
(What is the object of at.)

Exercise. I. In the following sentences point out the prepositions with their objects. Tell what part of speech each object is. Do you notice that it is always an object pronoun that is used when a pronoun is the object of a preposition?

1. After school the boys of Miss Smith's room, one of whom was Tom, went down the road to the river.

2. Among the bushes they had hidden their canoe.

3. They put the light craft of wood and canvas into the water, and paddled across the stream.

4. Without a word of explanation to any one, they started into the woods for nuts.

5. After tramping about for several miles, they came to some fine trees full of walnuts ready to drop to the ground.

6. The tree of largest size stood at one edge of the clump.

7. Coming to this tree, the boys were delighted.