INDEX

A, modifying a pronominal adjective, [194].
About, modifying an infinitive, [125], note.
Absolute phrase, [134];
without a participle, [135];
after with or without, [135];
containing a prepositional phrase, [152];
stereotyped, [197].
According as, introducing a clause of degree, [90].
According to, a preposition, [154].
Adverbs, modifying prepositional phrases, [156], [194];
modifying nouns, [195];
used independently, [202];
as sentence modifiers, [209].
Adverbial noun, function of, [189];
modifying a prepositional phrase, [156], [190];
an adjective, [190];
an adverb, [190];
a clause, [190].
Ago, modified by an adverbial noun, [191].
All but, [221].
All the quicker, [193].
Analysis, method of, [38], [51], [66].
And, introducing a sentence, [106].
Anticipative subject, there, [49];
it, [44].
Appositive, a noun clause, [47];
function of, [161];
with base-word a noun, [162];
an adjective, [163];
a pronoun, [163];
a pronominal adjective, [163];
a participle, [163];
an infinitive, [114];
a gerund, [141];
what it modifies, [164];
introductory word, [164];
case and number of appositive noun, [165];
position of appositive phrase, [166].
As, introducing an appositive, [165];
a relative pronoun, [32];
a subjective complement, [178];
an objective complement, [181];
a proposition used independently, [204];
a phrase or clause modifying a sentence, [210].
As for, introducing an independent noun, [202].
As if, as though, introducing a modal clause, [64].
Ask, followed by two direct objects, [172].
As long as, as soon as, introducing a clause of time, [56].
As to, a preposition, [154];
introducing an independent noun, [202].
As well as, a coördinating conjunction, [106].
At a loss, [124].
At the best, [193].
At their wits’ end, [125].
Be, meaning go, [123], note.
By and by, [196].
But, a relative pronoun, [32];
introducing a noun clause, [45];
a clause of result, [75];
a sentence, [107];
used adjectively, [195].
Can but, cannot but, [125], note.
Clauses,--
Adjective, function of, [28];
classification, [29];
restrictive, [30];
unrestrictive, [30];
introductory word, [30];
what they modify, [33];
position of, [35];
introduced by subordinating conjunction that, [33];
modifying it, [34];
modifying a proposition, [34].
Adverbial, modifying nouns, [195];
of time, [53];
introductory word, [54];
what it modifies, [56];
of place, function of, [59];
peculiarities, [60];
introductory word, [60];
of manner, function of, [62];
introductory word, [63];
position of, [64];
of cause, function of, [68];
what it denotes, [69];
connective, [70];
what it modifies, [70];
position of, [71];
reason clause used independently, [205];
of purpose, [73];
connective, [73];
of result, [74];
of condition, [78];
what it modifies, [80];
introductory word, [80];
of concession, [82];
introductory word, [83];
of degree or comparison, [87];
classification, [88].
Substantive, [42];
function of, [42];
uses, subject, [43];
object of verb, [44];
objective complement, [45];
object of preposition, [45];
appositive, [47];
subjective complement, [47];
after a preposition understood, [47];
introductory word, [47].
Compound sentences, [18], [97];
members of in same line of thought, [97];
one imperative, one declarative, [98];
in contrast, [98];
in alternation, [99];
second member a consequence, [99];
an inference, [100];
an explanation, [100];
omission of conjunction in, [101];
number of members in, [101].
Conjunctions, coördinating, joining dissimilar elements, [106];
subordinating, introducing participial phrases, [132].
Conjunctive adverbs, introducing adjective clauses, [35];
noun clauses, [48];
participial phrases, [131].
Correlatives, [108];
whether--or, [48], [83], [165];
when--then, [55];
where--there, [60];
as--so, [63];
so--that, [74];
though--yet, [85];
either--or, [99], [108];
by as much--by so much, [90];
neither--nor, [108];
both--and, [108];
not only--but, [108];
so--as, [121].
Day by day, [196].
Ellipses, cause of, [214];
in adjective clauses, [215];
in adverbial clauses of time, [215];
of manner, [216];
of condition, [216];
of concession, [217];
of degree, introduced by than, [218];
by as, [220];
resulting in a participial phrase, [218];
in independent propositions, [222];
in compound sentences, [222];
in answers to questions, [222].
Even, modifying a prepositional phrase, [156].
Exclamative sentences, [26];
used independently, [204];
introduced by would, [223].
Far from, introducing a sentence modifier, [211].
For, as coördinating conjunction, [100];
introducing an objective complement, [181];
an independent element, [205].
Gerund, nature, [139];
forms, [139];
uses, subject, [140];
object, [140];
objective complement, [141];
subjective complement, [141];
appositive, [141];
object of preposition, [141];
adverbial noun, [141];
adjective, [141];
peculiar constructions, [141].
Go, followed by an infinitive, [123].
Good and strong, an idiom, [191], note.
Had rather, [117], note.
Have, followed by an infinitive, [117].
If, introducing clause of concession, [84].
Imperative sentences, [25];
used independently, [204].
Independent elements, noun of address, [201];
pleonastic noun, [202];
adverb, [202];
interjection, [202];
prepositional phrase, [203];
imperative sentence, [204];
exclamative sentence, [204];
clause of reason, [205].
Indirect object, function of, [186];
position of, [186];
becoming subject of passive verb, [187];
after certain verbs, [188].
Infinitives, nature of, [112];
forms, [113];
uses, adjective, [114];
appositive, [114];
subject, [114];
after anticipative subject, it, [116];
object of verb, [116];
part of double object of verb, [117];
of preposition for, [125];
subjective complement, [120];
adverbial modifier, of verb, [121];
of adjective or adverb, [123];
object of preposition, [125];
independent, [125];
sign to omitted, [117].
In other words, introducing an appositive, [165].
In proportion as, introducing clause of degree, [90].
Instead of, a preposition, [154].
Interjection, [202].
It, modified by an adjective clause, [34];
used as anticipative subject before a noun clause, [43];
before an infinitive, [116].
Just the same, [194].
Let, introducing clause of condition, [80].
Like, is it a preposition? [154.]
Make believe, followed by object, [173].
Make free, followed by an infinitive, [182].
Make up your mind, followed by an object, [173].
Mine, as subjective complement, [176].
Namely, introducing an appositive, [164].
Near, next, next door, [155].
Nevertheless, coördinating conjunction, [99].
Night through, the, [157].
No less than, a coördinating conjunction, [107].
No matter, introducing clause of concession, [83];
remaining after an ellipsis, [222].
No wonder, [222].
None the less, [193].
None the worse, [193].
Not, as an abridgment of a proposition, [223].
Notwithstanding, introducing clause of concession, [84].
Now that, introducing clause of time, [56].
Object, direct, a noun clause, [43];
nature of, [169];
cognate, [172];
reflexive, [173];
of preposition, [151];
a noun clause, [45].
Objective complement, function of, [179];
a noun clause, [44];
gerund, [141];
participle, [182], note;
after certain verbs, [181];
introduced by as or for, [181];
position of, [182].
Off hand, [196].
Only, a coördinating conjunction, [99].
One behind the other, [197].
Or, introducing an appositive, [165].
Ought, followed by an infinitive, [117].
Out of, a preposition, [154].
Owing to, a preposition, [154].
Participles, introducing clause of condition, [80];
nature of, [129];
forms, [130];
seeming passive, [130], note;
uses, mere adjective, [131];
substantive, [131];
instead of adjective clause, [131];
of adverbial clause, [132];
in absolute phrase, [134];
accompanying a verb, [135];
part of double object, [136];
adverbial, [136];
independent, [136];
in peculiar constructions, [142];
as prepositions, [154];
as base of objective complement, [182], note;
remaining after an ellipsis in a clause, [217].
Partly, modifying prepositional phrase, [156].
Prepositions, omitted before noun clause, [46];
two in succession, [151];
as part of verb phrase, [153];
compound, [154];
modified by adverbs, [157];
position of, [157].
Prepositional phrases, function of, [146];
used adjectively, modifying nouns, [148];
completing intransitive verbs, [150];
noun complement, [150], note;
adverbial modifier, of verb, [150];
of adjective, [151];
modifying alas, [151], note;
object of preposition, [153];
part of absolute phrase, [152];
with adverb or adjective for object, [154];
modified, by a noun, [156];
by an adverb, [156], [193];
used independently, [203];
as sentence modifiers, [209].
Propositions, constituent parts of, [7];
classification, [11];
principal or independent, [12];
tests for, [13];
subordinate or dependent, [12];
function of, [14];
independent, [204].
Provided, providing, introducing clauses of condition, [80].
Quite the contrary, [193].
Relative pronouns, introducing adjective clauses, [31];
as and but, [32];
position in clause, [35];
omission of antecedent, [35];
introducing noun clauses, [47].
Say, introducing clause of condition, [80].
See fit, followed by an infinitive, [182].
Sentences, classification, according to structure, [18];
according to form, [23];
difficult to classify, [19];
simple, [18];
complex, [18];
compound, [19];
complex-compound, [19];
partially-compound, [20];
declarative, [23];
interrogative, [23];
imperative, [25];
exclamative, [26].
Sentence modifiers, adverbs, [209];
prepositional phrases, [210];
phrases introduced by as, [210];
clauses introduced by as, [211].
Side by side, [197].
So, as subjective complement, [177].
So far as, introducing clauses of degree, [91].
Still, as coördinating conjunction, [99].
Subjective complement, function of, [175];
a noun clause, [47];
an infinitive, [119];
a participle, [130], note;
a gerund, [141];
a prepositional phrase, [176];
after certain verbs, [177];
introduced by as or for, [178].
Such, modified by an as-clause, [32].
Suffice, introducing a sentence, [223].
Suppose, supposing, introducing clauses of condition, [80].
Teach, followed by two direct objects, [172].
Tell, followed by noun and infinitive, [119].
Than, joining coördinate elements, [107];
introducing infinitives, [124].
Thanks to you, [204].
That, subordinating conjunction introducing adjective clauses, [33].
That is, introducing an appositive, [165].
That is to say, [122].
The, modifying an adjective or adverb, [193].
Think best, followed by an infinitive, [182].
Though, joining coördinate elements, [107].
Time out of mind, [197].
To wit introducing an appositive, [165].
Transitive verbs, nature of, [170].
made so by addition of adverb or preposition, [172].
Upside down, [197].
Used, followed by an infinitive, [123].
What, retained in infinitive phrases, [116];
modifying prepositional phrases, [156].
What if, [222].
Which, retained in infinitive phrases, [116].
While, introducing clauses of concession, [84];
as coördinating conjunction, [98], [99].
With, without, followed by an absolute phrase, [135].
World over, the, [157].
Worth, followed by a gerund, [141];
by a noun, [190].
Would, introducing exclamative sentences, [223].
Wrong side out, [197].
Year round, the, [157].

ADVERTISEMENTS

GARNER’S GOVERNMENT
IN THE UNITED STATES

By JAMES W. GARNER, Professor of Political Science,
University of Illinois
With Special State Editions

MERITS the special consideration of teachers in secondary schools because in the first place it includes the most recent governmental problems of interest and importance, and in the second it devotes an unusual amount of space to a practical account of the workings of our government. The treatment, which is simple and interesting, proceeds from the simple to the most complex, presenting in turn the local, state, and national forms of government.

¶ The book shows how our governmental system has been affected by the direct primary movements, the initiative and referendum, the commission form of municipal government, and new legislation regarding publicity of campaign expenditure and corrupt practices at elections. It is, however, the spirit and actual workings of our government that are emphasized, rather than its mere mechanism, thus adding to the interest of the student as well as to the value of the study.

¶ The book is up to date in every respect. Statistics used are from the latest census. It describes the most recent changes in the organization and activities of the national, state, and municipal governments. For example it deals with the recent reorganization of the federal courts, the establishment of postal savings banks, the parcels post question, the question of second class postal rates, primary elections, the new federal corporation tax, and the income tax amendment.

¶ Unusual attention is devoted to the important subject of citizenship, and to state and local governments. Wider reading among students is encouraged by the frequent lists of references to collateral reading, the documentary or source materials, the numerous search questions, etc.

AMERICAN BOOK COMPANY

OUTLINES OF ANCIENT
HISTORY

By WILLIAM C. MOREY, Professor of History and
Political Science, University of Rochester

THIS course in ancient history, from the earliest times to Charlemagne, meets fully the requirements of the College Entrance Examination Board, and of the New York State Education Department. The same vital features which have made the author’s Greek History and Roman History so successful, have been retained in this book. The same topical method of treatment, the same arrangement by paragraphs, the same simple, direct style, and the same clear and graphic presentation, are among its chief characteristics.

¶ The book indicates the historical relations of the various countries to one another, and the contributions which each has made to the progress of mankind. Throughout the author has aimed to develop in the pupil’s mind a scientific spirit, by emphasizing the continuity of history, and by making clear the relation of special facts to general movements, the relation of these general movements to the growth of the national character and institutions, and the relation of each nation’s career to the general progress of mankind.

¶ The usual division of ancient history into Oriental, Greek, and Roman has been followed, and great care has been taken in each case to lay emphasis on those particular features which have distinguished one nation from another, and which have given it the peculiar place it holds in history.

¶ The important relation of geography to history has constantly been kept in view. More than twenty progressive maps are given to show the successive changes which took place in the development and decline of the different nations. Each chapter is followed by a synopsis for review, while at the end of the book there is a list of references for reading.

AMERICAN BOOK COMPANY

NEW MEDIEVAL AND
MODERN HISTORY

From Charlemagne to the Present Day

By SAMUEL BANNISTER HARDING, Ph. D., Professor of European History, Indiana University.

Based upon the author’s “Essentials in Mediaeval and Modern History,” prepared in consultation with ALBERT BUSHNELL HART, LL.D., Professor of History, Harvard University.

WHILE based on the author’s previous Essentials in Mediaeval and Modern History, in the present volume the plan has been so reorganized, the scope so extended, and the matter so largely rewritten, that the result is practically a new book. The present volume reflects the suggestions of many teachers who have used the previous work in their classes. The aim of this book has been to increase the emphasis on social, industrial, and cultural topics and to enable the student to understand modern conditions and tendencies.

¶ The narrative is brought fully up-to-date, including such recent events as the British Parliament Act of 1911, the Italian-Turkish War, and the Balkan War, 1912-1913. Each topic is made definite and concrete, and such important subjects as the unification of Italy and the unification of Germany are treated in separate chapters.

¶ The teaching apparatus has been made as useful as possible by the arrangement and the typography of the text and by the addition of chronological tables, lists of important dates, suggestive topics and questions for the pupil to investigate, and brief directions for general reading.

¶ Adequate illustrations and maps are inserted profusely throughout the text. Variety and color are imparted to the narrative by frequent quotations from the sources, and by striking characterizations from modern works.

AMERICAN BOOK COMPANY

FOUNDATIONS OF GERMAN

By C. F. KAYSER, Ph. D., Professor of German, Normal College of the City of New York; and F. MONTESER, Ph. D., Head of German Department, De Witt Clinton High School, New York.

THIS course reduces to a minimum all preparatory work, and introduces the learner at the earliest possible moment to the literature of the language. Among its distinctive features are:

I. It includes only topics absolutely essential for any progress whatever, and it presents them as briefly as is consistent with perfect clearness.

II. It makes large use of “the living grammar.” In this way it enlivens instruction in grammar, stimulates self-activity, and develops the feeling for correctness, which is the chief thing to be looked for in all language study.

III. It lends itself excellently to conversational practice. The vocabulary has been selected very carefully from everyday language, and the phrases of the German exercises are all of a colloquial and strictly idiomatic character. While primarily intended to illustrate definite grammatical phenomena, their tone and language are so natural that whole exercises may be turned into impromptu conversation, thus combining drill in speaking and in grammar. This is still more true of the connected readings, which are very simple.

IV. It offers a firm foundation on which a solid superstructure can be erected. The lessons are steadily progressive; no attempt is made to minimize difficulties at the beginning. The English exercises give the pupil a chance to test his knowledge and power, while the exercises in word formation stimulate his interest in the building up of his vocabulary, which will be of great service in future sight reading.

AMERICAN BOOK COMPANY

FRANÇOIS’ ESSENTIALS
OF FRENCH

By VICTOR E. FRANÇOIS, Ph.D., Associate Professor
of French, College of the City of New York.

A COURSE for beginners, whose acquirement of a foreign language is often hampered by an incomplete mastery of English grammar. The development here proceeds from the known English form to the unknown French form, with constant comparison and contrast of the two languages. This system will tend to fortify students by forcing them to notice and analyze the English as well as the French forms of expression.

¶ The models precede the rules, the salient features being made prominent by heavy type. The rules cover the necessary facts of the language as simply and completely as possible, but the student is not confused by masses of exceptions, peculiarities, and idioms rarely seen and still more rarely used. The vocabulary, of moderate extent, is composed of ordinary words likely to be used in everyday conversation, and is increased slowly, care being taken to repeat the words again and again in succeeding exercises.

¶ The first lessons have been made short and simple, in order to allow for the initial difficulties. The exercises are composed of sentences connected in sense so far as this is possible without detriment to the application of the principles and repetition of words. Each lesson includes generally four exercises: a review, a portion of French text, a set of questions based on the text and usually followed by a grammar drill, and an English exercise based entirely on the text and on the rules developed in the lesson. Reading lessons are introduced at intervals and may serve also as exercises in pronunciation, dictation, conversation, or review of rules.

AMERICAN BOOK COMPANY

MILNE’S STANDARD
ALGEBRA

By WILLIAM J. MILNE, Ph.D., LL.D., President of
the New York State Normal College, Albany, N. Y.

THE Standard Algebra conforms to the most recent courses of study. The inductive method of presentation is followed, but declarative statements and observations are used, instead of questions. Added to this kind of unfolding and development of the subject are illustrative problems and explanations to bring out specific points, the whole being driven home by varied and abundant practice.

¶ The problems are fresh in character, and besides the traditional problems include a large number drawn from physics, geometry, and commercial life. They are classified according to the nature of the equations involved, not according to subject matter. The statement of necessary definitions and of principles is clear and concise, but the proofs of principles, except some important ones, are left for the maturer years of the pupil.

¶ Accuracy and self-reliance are encouraged by the use of numerous checks and tests, and by the requirement that results be verified. The subject of graphs is treated after simple equations, introduced by some of their simple uses in representing statistics, and in picturing two related quantities in the process of change, and again after quadratics. Later they are utilized in discussing the values of quadratic expressions. Factoring receives particular attention. Not only are the usual cases given fully and completely with plenty of practice, but the factor theorem is taught.

¶ The helpful and frequent reviews are made up of pointed oral questions, abstract exercises, problems, and recent college entrance examination questions. The book is unusually handy in size and convenient for the pocket. The page size is small.

AMERICAN BOOK COMPANY

PLANT LIFE AND
PLANT USES

By JOHN GAYLORD COULTER, Ph. D.

AN elementary textbook providing a foundation for the study of agriculture, domestic science, or college botany. But it is more than a textbook on botany—it is a book about the fundamentals of plant life and about the relations between plants and man. It presents as fully as is desirable for required courses in high schools those large facts about plants which form the present basis of the science of botany. Yet the treatment has in view preparation for life in general, and not preparation for any particular kind of calling.

The subject is dealt with from the viewpoint of the pupil rather than from that of the teacher or the scientist. The style is simple, clear, and conversational, yet the method is distinctly scientific, and the book has a cultural as well as a practical object.

The text has a unity of organization. So far as practicable the familiar always precedes the unfamiliar in the sequence of topics, and the facts are made to hang together in order that the pupil may see relationships. Such topics as forestry, plant breeding, weeds, plant enemies and diseases, plant culture, decorative plants, and economic bacteria are discussed where most pertinent to the general theme rather than in separate chapters which destroy the continuity. The questions and suggestions which follow the chapters are of two kinds; some are designed merely to serve as an aid in the study of the text, while others suggest outside study and inquiry. The classified tables of terms which precede the index are intended to serve the student in review, and to be a general guide to the relative values of the facts presented. More than 200 attractive illustrations, many of them original, are included in the book.

AMERICAN BOOK COMPANY

ESSENTIALS OF BIOLOGY

By GEORGE WILLIAM HUNTER, A. M., Head of Department of Biology, De Witt Clinton High School, New York City.

THIS new first-year course treats the subject of biology as a whole, and meets the requirements of the leading colleges and associations of science teachers. Instead of discussing plants, animals, and man as separate forms of living organisms, it treats of life in a comprehensive manner, and particularly in its relations to the progress of humanity. Each main topic is introduced by a problem, which the pupil is to solve by actual laboratory work. The text that follows explains and illustrates the meaning of each problem. The work throughout aims to have a human interest and a practical value, and to provide the simplest and most easily comprehended method of demonstration. At the end of each chapter are lists of references to both elementary and advanced books for collateral reading.

SHARPE’S LABORATORY
MANUAL IN BIOLOGY

IN this Manual the 56 important problems of Hunter’s Essentials of Biology are solved; that is, the principles of biology are developed from the laboratory standpoint. It is a teacher’s detailed directions put into print. It states the problems, and then tells what materials and apparatus are necessary and how they are to be used, how to avoid mistakes, and how to get at the facts when they are found. Following each problem and its solution is a full list of references to other books.

AMERICAN BOOK COMPANY

WEBSTER’S SECONDARY
SCHOOL DICTIONARY

THIS NEW DICTIONARY is based on Webster’s New International Dictionary, and therefore conforms to the best present usage. It presents the largest number of words and phrases ever included in a school dictionary—all those, however new, likely to be needed by any pupil. It is a reference book for the reader and a guide in the use of English, both oral and written. It fills every requirement that can reasonably be expected of a dictionary of moderate size.

¶ This new book gives the preference to forms of spelling now current in the United States, in cases of doubt leaning toward the simpler forms that may be coming into use. In the matter of pronunciation such alternatives are included as are in very common use, but the one that is preferred is clearly indicated. Each definition is in the form of a specific statement accompanied by one or more synonyms, between which careful discrimination is made.

¶ In addition, this dictionary includes an unusual amount of supplementary information of value to students: the etymology, syllabication and capitalization of words; many proper names from folklore, mythology, and the Bible; a list of prefixes and suffixes; all irregularly inflected forms; rules for spelling; 2329 lists of synonyms, in which 3518 words are carefully discriminated; answers to many questions on the use of correct English constantly asked by pupils; a guide to pronunciation; abbreviations used in writing and printing; a list of 1200 foreign words and phrases; a dictionary of 5400 proper names of persons and places, etc.

AMERICAN BOOK COMPANY

DESCRIPTIVE
CATALOGUE OF HIGH
SCHOOL AND COLLEGE
TEXTBOOKS

Published Complete and in Sections

WE issue a Catalogue of High School and College Textbooks, which we have tried to make as valuable and as useful to teachers as possible. In this catalogue are set forth briefly and clearly the scope and leading characteristics of each of our best textbooks. In most cases there are also given testimonials from well-known teachers, which have been selected quite as much for their descriptive qualities as for their value as commendations.

¶ For the convenience of teachers this Catalogue is also published in separate sections treating of the various branches of study. These pamphlets are entitled: English, Mathematics, History and Political Science, Science, Modern Foreign Languages, Ancient Languages, Commercial Subjects, and Philosophy and Education. A single pamphlet is devoted to the Newest Books in all subjects.

¶ Teachers seeking the newest and best books for their classes are invited to send for our Complete High School and College Catalogue, or for such sections as may be of greatest interest.

¶ Copies of our price lists, or of special circulars, in which these books are described at greater length than the space limitations of the catalogue permit, will be mailed to any address on request.

¶ All correspondence should be addressed to the nearest of the following offices of the company: New York, Cincinnati, Chicago, Boston, Atlanta.

AMERICAN BOOK COMPANY

Transcriber’s Notes:

New original cover art included with this eBook is granted to the public domain.

Variations in spelling and hyphenation are retained.

Perceived typographical errors have been changed.