conclusion as the following:--

When a simple form of the verb is used to tell what one thing does, _s_ or
_es_ is added (unless the subject is _I_ or _you_).

Let the pupils see that the _s_-form of the verb is used only in telling
what one thing _does_, not what it _did_; as, "The boy _runs_," "The boy
_ran_"; and that its subject always stands for the one spoken of; as, "_He
runs_," "_I run_."

Before Lesson 12 is assigned, attention may be called to the use of _is,
was_, and _has_, in Lesson 11 and elsewhere. For the predicates introduced
by these words let the pupils find subjects which name more than one, that
they may note the change of _is_ to _are_, _was_ to _were_, and _has_ to
_have_. The forms _does_ and _do_ may also be introduced, and these
exercises continued till the pupils are led to discover some such rule as
the following:--

_Is, was, has_, and _does_ are used with subjects denoting but one. _Are,
were, have_, and _do_ are used with subjects denoting more than one.

We suggest that the form of a question and the use of the question mark be
introduced after Lesson 12, and that the pupils be allowed to change the
sentences in Lessons 11 and 12 by placing the subject after the first
auxiliary. A straight line may be drawn under each subject, and a waving
line under each predicate, thus:--

~Was~ /Napoleon/ ~banished?~

The sentences given for analysis will furnish material for making