IMAGE EVALUATION TEST TARGET (MT-3) 1.0 I.I ItilZB M2.5 ■^ ISii 12.2 g IAS 12.0 iy& IIIIISSSSSSS Hi ss^^BB IIIII^B^^B ^ 6" ^ Hiotographic Sciences Corporation 4j(^ ^"^ 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 872-4503 •SW CIHM/ICMH Microfiche Series. -'0: CIHM/ICMH Collection de microfiches. Canadian Institute for Historical Microreproductions / Institut Canadian de microreproductions historiquas Technical and Bibliographic Notas/Notas tachniquaa at bibiiographiquas Tha l^atituta haa attamptad to obtain tha baat original copy availabia for filming. 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This item is filmed at the reduction ratio checked below/ Ce document est film* au taux de reduction indiqu* ci-dessous. 10X 14X 18X 22X 26X 30X y 12X 16X 20X MX 28X 32X Th« copy filmad h«r« has b««n r«produe«d thanks to ths gsnsrosity of: D. B. Waldon Library Univtrsity of WMtem Ontario (Ragional History Room) Ths Imsgss sppsaring hsrs ars ths bsst quality possibis eonsidsring ths condition and Isgibility of ths original copy and in icasping with tha filming contract spacificationa. L'axamplaira film* fut raproduit grica k la g^nArosltA ds: D. B. Weidon Library University of Western Ontario (Regional History Room) Lss imsc^s suh/sntss ont 4t4 rsproduitss avac la plua grand soin. compta tanu da la condition at da la nattati da I'axampiaira fiimA, at an eonf ormitA avac las condltiona du contrat da fllmaga. Original copiaa in printad papar covars ara filmad baginning with tha front covar and anding on tha laat paga with a printad or illuatratad impras- •ion, or tha back covar whan appropriata. All othar original copiaa ara filmad baginning on tha firat paga with a printad or illuatratad impras- slon, and anding on tha laat paga with a printad or illuatratad impraaaion. Laa axamplairaa originaux dont la couvartura •!% papiar aat imprim4a tont filmto sn commsn^ant par la pramiar plat at an tarminant soit par la darnMra paga qui comporta una amprainta d'impraaaion ou d'illustration, soit par la sacond plat, salon la cas. Tous lss sutrss sxsmplsirss originaux sont filmis sn commsnpsnt psr la pramlAra paga qui comporta una amprainta dlmprassion ou d'lllustrstion st sn tsrminsnt par la darnlAra paga qui comporta una taila amprainta. Tha laat racordad frama on aaeh microficha •hall contain tha symbol «^ (msaning "CON- TINUED"), or tha symbol y (msaning "END"), whichavar appliaa. Un daa symboiss sulvsnts apparaitra sur la damlAra imaga da chaqua microficha. salon la caa: la •ymbda -^> signifia "A SUIVRE", la symbols ▼ signifis "FIN". Mapa. platas. charta. ate., may ba filmad at diffarant raduction ratloa. Thoaa too larga to ba antlraly includad in ona axpoaura ara filmad baginning in tha uppar laft hand comar, laft to right and top to bottom, aa many framaa aa raquirad. Tha following diagrama illustrata tha mathod: Laa cartaa. planchas, tablaaux. stc, psuvsnt Atrs filmte i dss taux da rMuctlon diff^rants. Lorsqus Is documsnt sst trop grsnd pour Atrs rsproduit sn un ssul cilchA, 11 sst flimi A psrtir da I'angia supArisur gaucha, da gaucha k droita, at da haut an baa, sn prsnsnt Is nombrs d'imsgss nicssssirs. Lss diagrammas suivants llluatrant la mAthoda. 1 2 3 1 2 3 4 5 6 I^a/ h^^Y'*^^^ .1 -■•* xmi - /■! / p ^* 'Iftl- TO ANALYTICAL ▲■D M^?-k' i>'^l :.^>^a:^. PRACTICAL GRAMMAR '■i,'^^ .;■" -; .'^ '5)V.i i*->n Of THB fVS'N- -V- ''?-'■■ ENGLISH LANGUAGE, WITH :e!zeroises in analysis and parsing. ^ ■"'^;.' .■'■!' ^r-., ,■'. -;-■ , • . a fi^tl^Wi - u(t\'^ Hi 5*;. ■'5fs> bt r«t. peter bullions, d. d., , AUTHOB OV THE 81BIX8 OV OBl.MMi.B8. BVaLlSH, LATIlf, AND 0BBBK, OH THB SAMB VLAB. i* 0eronb CanaMan (Sbition, BXTIBBD AND ADAPTBD TO THB UfB Of OAVADIAIT iOXOOIJ. TORONTO: PUBLISHED BY ADAM MILLER, :^;# LONDON : ^ W. L. GARRY. 1866. f \.& *V' '-- "I" '^.^'fJj^- r. 4 1 v ?•/ V ?: .<" • W • i i / ;. ; ' t 3 w;! k> « Bntered, according to the Act of the Provincial Parliament, in tite year one thousand eight hundred and sixty-six, by Adam Millbb, in the office of the Registrar of the Province of Canada. .*■•"' j-!»4 Vi-- .^1 i. "» t.f >;/ xm: r&09 INTRODUCTION TO TBI SECOND CANADIAN EDITION. I> preienting this reyised edition of the " Introduction to Bullion's Analytical and Practical Grammar," the Bditor would remark that) while in simplicity of style and arrangement, suitableness and fulness of practical exercises, and general completeness. Bullions' Grammars cannot easily be surpassed, it has been generally felt among .teachers, that considerable improrement might be made in the wording of many of the definitions and rules, and in the treatment of some important branches of the subject. In making alterations, however, it has been an object steadily kept in view, to disturb as little as possible the general fieatureS of the book, and yet to make such changes as would remove inaccuracies, supply deficiencies and render it more generally acceptable and serviceable to Canadian teachers. Special attention has been directed to the Infinitive and Parti- ciple ; — a new rule accompanied by illustrations and explanations has been given for the construction of each. Considerable care, also, has been taken to present " shall " and " will " in their pro- per relation and use in the conjugation of the verb. Many 4>f the Rules of Syntax have been changed, and important additions made to the exercises on most of the lessons. The selections in prose and poetry taken from the " Progressive Exercises in Analysis and Parsing," which have been appended, will add greatly to the value of the book, as it does away with the neces- sity and inconvenience which has hitherto existed, of introducing the " Progressive Exercises,*' in connection with the Grammar at an additional expense of almost as much as the grammar itself. As to the best method of using the book, every experienced teacher will himself be the best judge. It may be well, however, before leaving the subject, to remind those who may not have had the advantage of experience, that it is by no means intended (at least by the Canadian Editor) that in commencing a class in BQglliJi jgniiDinar, the subject should be introduced by assii^ing :'>;■... IV INTBODUGTION TO THE the " First Leison '^ in the book, and then the " Second," and so on neither turning to the right hand nor to the left, till, groping th« way amid the increasing darkness, the last lesson has been tri- umphantly repeated. There is, perhaps, no better way of introducing the subject, than by a conyersation accompanied if ith questions on the classi- fication of trees, or of men, according to their different trades or occupations, or of something else equally familiar to the class, — — proposing questions respecting the different kinds of trees,— how they distinguish one from another, — how many difibrent kinds they can enumerate, — the different trades that men fol- low, — the names they give to each to distinguish them,— how they know the one from the other, &c. Then, telling them to open their books, ask if they notice any such difference among the words, the teacher, informing them as he accompanies them in the inrestigation, that, although they may not at first notice it, yet the difference between the words is not less than the difference between the maple and the beech tree, or between the trade of a shoemaker and of a carpenter. Having, in this man- ner, awakened an interest and fixed the attention of the class, go on to inform them (when they have, with the assistance of the ■ teacher, to some extent observed the distinction between them), that the words may all be put into eight different classes, ex- plaining each, and comparing the one with the other, in a very general way, at first, and in the most simple manner. Then, to keep the lesson as practical as possible, (and secure the advan- tage which will be gained by leading the class to see, that they really do know, and have already learned, a good deal about grammar (though they may never have been in a grammar class), call upon them to name the various things they see in the room, then to enumerate their qualities, continuing this conversation, questioning, and exercise, till the difference between the noun and the adjective is clearly perceived. — Then, turning to the selections, page 87 and 88, or at the end of the book, let them piek out the nouns on any page, (and ^o the same with each of the other parts of speech when they have been suf&cieutly ex- plained; and continue the exercise till they are somewhat expert at it. And now, reminding them again of the4iature and office of the adjective, go over the same nouns again, stopping at each to point out the adjectives, if any, that define or qualify it In this manner all the Adjectives, and the purpose for which they are used, will be brought under notice. These nouns, each with its adjectire attached, might then be written on the slate, in » BlOOiri) OAVADUn ISITIOK. us man- column headtd nosni and adjectives. A short exercise of this kind might, at the close of the lesson, be assigned to be prepared for the next lesson. Then take up ihe Pronoun in the same way ; then, the Noun, Adjeetire and Pronoun together, giving out a short exercise each day to be prepared for the following lesson. The Verb would come next. The lesson on it might be intro- duced by calling on the class to make statements about the various things around them, requiring them, to point out the Verb in each sentence, and the p»erson or thing about which the asser- tion is made, directing attention to the fact that they must, and idways do, use a verb when they make a statement about any- thing. They will now be quite prepared to understand the con- nection betwen the Verb and its subject, and the distinction between transitive and intransitive verbs, and, hence, to point out on any page the nouns and pronouns which stand as nomine- tives and objectives to verbs, and to illustrate these distinctions by examples of their own. The Adverb would properly engage the attention next, — and then the Preposition. After noticing that every preposition must have its noun or pronoun, depending on it to make sense, this objective should be pointed out by the class in connection with each preposition, and after explaining that this preposition with its objective, is used, in every instance, to complete the meaning of some other word ; the preposition and its object taken together should then be connected with the word which it completes. Lastly, proceed with the conjunction in the same manner, pointing out and illustrating, at the same time, the connecting office of relative pronouns and conjunctive adverbs. These exercises should be continued till the class have obtained a good idea of the classification of words, and the gen- eral relations to each other that exist among them when combined in sentences. If the subject be introduced in some such manner as t ds, and these exercises and conversations l^e followed up in a spirited manner, depend upon it, the attention of the class will soon be thoroughly aroused, and the result will tell as favourably Ob the intellectual progress of the pupils as on their advancement in the more immediate subject of study. Let this intellectual ground-work be thoroughly laid, and little anxiety need be felt for the rest. In conclusion, the Canadian Editor would only fur- ther recommend and strongly urge, that the exercises on each lesson be thoroughly performed; and that after the Verb has been reached in the regular order of the book, the Third part be taken up and carried forward nmuUaneously with the Sicomd, either in alternate lessons, or by dividing the time of each lesson (when it is an hour) between each, ToBOiTO, Oanada West, April, 1861. PBBFAOB TO AMBJIICAN EDITION. Tnt littJU work but beAn prepared to lerre as an Introduetion to the A-othor^i " ▲nalrtioal and rraotical Grammar of the EngUeh Lanf^uagfl.** The clefinitlooe and rules are the same, througbodt, •a in tMt work, and are arranged in the same order. The work ii dirided into Lessons, eaoh of which is devoted to •MM one topie. The arrangement in eaoh Lesson, is the same tiuronghout ; except ^at the Questions on each Rule of Syntax: are left to be fk«med by the teacher. That order is the following :— The Definitions and Rules belonging to the Lesson, and intended to be committed to memory, are placed first, in large type. Next to tiieee, any subordinate matter r^arded as proper for so brief a com- pend, is subjoined in smaller type, to be earefitUy fad and Uudied with the Lesson. Then a series of Questions so framed that cor* reet answers will bring oat all the leading facts ooutained in' the preceding text. And lastly, practical Exercines are subjoined, for the purpose of reducing immediately to practice, the knowledge •equire^ and fixing it, in the easiest and most e£feotual manner, u the understanding. Prefixed to thcRules of Syntax, there has been introduced a num- bf r of Lesio^ on the Analysis of Skntxnoxb. This u^ful exercise if presented in such a way as to be easily understood : and to an fgi^cn^ sufficient for beginners; andthc^ole illustrate^ by a num* bfr of MoDiLS Of Analtbis, which will serve as a guide to the pupil fas preparing his lessons in thie depa,rtment. 4)t it is of great importance to keep the acquisitions of pupils already made, always at hand, and to impress them indelibly on weir ei^nds by repeated reviews of previous Lessons, it will be seen that (^{elections are ^yen at the b^mning of each Lesson, for carrying tt4* vsefffl practice into effect. Another feature in this work is, that with the principles of Gram- mar, at every step, are combined instructions and exercises in the •lemeatary principles of Oomposition. Analysis and Oomposition «re cariied'On top^ether. Directions for parsing eaoh part of speedi, with accompanying examples for practice, are given as soon as it has been treated of. And, in like manner, the proper method of «>mbining words for the purpose of expressing our ideas, is pointed out, and Exorcises are devised, as soon as the pupil has been made IMqualnted with the classes of words capable of being combined. One Exercise of this kind, smnetlmes more, is connected with al- most every Rule of Syntax, as at once an exercise on the Rule, and a praxis on Oomposition. TaoT, N. T., August, 186S. '?*:,; ..,«j«^i' «/.*;♦ m^' CONTENTS/ ■ » *' '. f» introductioD to Seoood OanadiAn Edition LBMOir 1 Definition and DlTision t PART FIRST.— ORTHOGRAPHY. % Ooneernlng Letters and Syllables 7M PART SECOND.— ETTMOLOGT. 4 Of Nouns 6 Of Person^ « 6 Of Gender * , 7 Of Number 8 Of the Oases of Nouns. .\ < , , 9 Of the Adjeetiye ^ «.... 10 Of the Article 11 Oomparison of Adjectives < 12 Of the Pronoun *..... ^ ....... . 18 Of Relative Pronouns 14 Of Adjective Pronouns. ...» * .(.... 10 Exercises on Nouns; Articlesi Adjectives, and Pronouns. . 16 Of Verbs .....: 1*7 Division of Verbs «... «....,. .^ ... . 18 Inflection of Verbs. ..*!*^«,,»tf»«*»«4»4,«:.... .!>.«.... 19 Of the Moods. ......44..... ••r4<«.»« , ,». 20 Of Tenses, or Distinctions of Time ;«.... 21 Of the Participles... 4* 88 Of Number and Person < .«.*.... < 28 Of the Oonjuffation of Verbs ^ . « . . . . 24 The Verb " To Love " 26 Negative Form of the Verb .••'•..• 86 Interrogative Form of the Verb. « « 87^ Progressive Form of the Active Voice 28 Passive Voice « 89 Of Irregular Verbs « 80 Defective and Impersonid Verbs *,*..» 81 Of Adverbs 82 Of Prepositions ., 88 Of Conjunctions 84 Of Interjections 86 How to Distinguish the Parts of Speech 86 Parsing.... V.. 87 Model of Parsing «....* < . . 88 Exercises in Parsing 10 18 18 14 16 80 n 84 86 88 88 W 87 4Q 48 48 47 60 61 68 67 68 •4 66 66 70 76 76 78 80 81 88 84 86 86 fiu oovmrrf. PART THIRD.— STFTAZ. LuMV Pam 80 0«i«r«I PrineiplM of SjnUx 18 40 Analjiit of SentMOM— Simpio St nttnoM If 41 Thodnbjtet 90 45 Modifloatlooi of the Subieot flfl 48 Modifioatioo of the Modifying Wordt 91 44 The PredioAte 9t 40 Modifloatione of the Prediotte 94 46 Oompound Sentences 9i 47 Oonneetion of Olaueei 99 48 Abridged Proposition! 9t 49 Dlreenons for Anelysis— Model 98 BO Oonstmetion of 8entenoe»— Parts of Syntax 109 61 Rdlb I. Substantires in Apposition 108 62 II. An Adjective and Substantire 104 68 III. The Article ^......'106 64 lY. Personal Pronouns 106 66 y. Relatiye Pronoun — Special Rules 108 66 YL The Subject NominatiTe 109 6Y YII. The Nominatire Absolute 109 68 Yin. The Yerb and its NominatiTe 1 10 69 Yerb and iU Subject Ill 60 DC The Predicative Substantive Ill 61> X. . The Objective alter a Thrndtive Yerlc. ... 119 69 XL The Olyective after a Preposition 114 68 Xn. Prepositions after certain Words 116 64 XIIL The Possessive Oase Ill 66 XIY. The Subjunctive Mood 118 66 XY. The Infinitive Mood 119 67 XYL The Construction of Participles 191 68 XYIL The Order of Time 124 69 XYIIt Construction of Adverbs 116 10 XIX. Conjunctions 127 71 XX. Interjections 181 72 General Ruie 181 78 BUipsis 188 74 Ellipsis not allowable 188 76 Promiscuous Exercises on the Rules of Syntax. 184 76 Punctuation 186 77 Capitals 186 PART FOURTH.— PROSODY. 78 Prosody. Elocution, Yersification -. 187 79 CoHFbsmoir 188 Sdlections in Preee and Poetry for Analysis aud Parsing. . 141 <■ '; iWeihSi 4P— t- n ENGLISH GRAMMAR. Lesson h—DeJlnition and DMnon, [Oommit Definitions and RuIm aeourately to momory.J English Orammab teaches the art of speaking and writing the English Language with propriety. It is divided into four parts ; namely, Or- thography^ Etymology ^ Syntax^ and Prosody. m [Review the preoeding Lesion.] MftT EIE8T.— ORTfiOGttAPfiT, LeiMon 2,^Letter» and I^Uahlei. Obthography treats of letters, and the mode of combining them into syllables and words. A LiTTiR it a cbaraoter representing a particular sound of the hnman Toioe. There are Ttotnty'tiac letters in the English Alphabet* Letters are either Towels or Consonants. A Vowel is a letter which represents a simple inarticulate so und and, in a word or syllahle, may be sounded alone. The rowels are; a, §f if 0, u, and «o and y not before another vowel sounded in the same syUable, as in low» bajf, A Oomonant is a letter which represents an articMlatt sound ; and in a word or syllable is never sounded alone, but always in connection with a voweL Hie consonants are 6, e, d^ /, g, h, j. JSr, /, m, n, p, 9, r, «, t, v, x, s^ and to and y before a vowel sounded in the B$mb syllable, as in vatf you(A. A Biphthong is the union of two vowels in one sound ; ap, ou in oMf, ot in oil. They are of two kinds, Proper and Improptr. iNTHOsrcTioir to aitalttioal obammab. A Proper Diphihcng is one in which both the vowels are sounded ; as, oy in 5oy, ou in rounds oi in oil, ow in cow. An Improper Diphthong is one in which only one of the vowels < is sounded ; as oa in boai. A JViphth&ng is the union of three vo^reis in one sound ; as «au in beauty. .^ A Syllable is a distinct sound uttered hj one impulse of the voice, and represented by one or more letters; farm, fmrm^ert ea-gle, a-e-ri'oL A word of one syllable is 'Sailed a Monosyllable, : ^A word of two ftyllables Is called a Dissyllable. i< A word of three syllables is called a Trisyllable, i ;v. v'i O^i A word of more than three syllables is called a PolysyllabUi Spelling is the art of expressing a word -^ by its proper letters* 4 :'A ,.^p. ,V\^.S;\5'r^lV>rvv\5 QUESTIONS, What is English Grammar f Into how many parts is it divided f Mention them. What is Orthography t What is a letter I How many letters are there in English I Bow are they divided f What is a vowel t>~a oonsonant 9 Name the vowels. When are w and y vowels t When, consonants t What is a diphthong I — a proper diphthong t — an improper diphthong f — a triphthong t— What is a Sllalle t What is a word of one syllable termed ?— of two t— of ree !— of fbur or more ! What is spelling ? <^:.4ftf,-»», .V- -^ i->*-i*5?:*rJr » '^ --^sr^i^*..'^.. ?..*.»■*;« j(,'(f,ii' _^u».i»,.? jt- j.i/1 ij.-'v.Vf ,"4-*- *\y * <.vjl ■■ /.I f s ,'^blOW'. «*» i* ii^'^r' PART SECOND.— ETYMOLOGY. [Review the preoeding lessons and answer the questions.] Iiesson 3. — Division of Words, •> ^ ■ ^*^ •n. Etymology treats of the diflferent sorts of words, their various modifications, and their derirations. . . , ; A WORD is an articulate sound used by common consent as the sign of an idea. Words are divided into different classes, called ./^f^i -'T^'a'-' ikrtti-trt ,i«(t. 4^ti6/./iri PAETS OF BFBEOH. :' b^m cuuo/i ' Of these, the Noun, Pronoun, and Verb, are declined; the rest are indeclinahle. * '- A Substantive is a noun, or any word or phrase used as a noun. jfev Obs. a DeclinabU word is one which undergoes oertain ohaoges of form or termination^ to express the different relations of gender, nnmber, ease, person, &c., usually termed in Gramnaar Aooidxmts; as man, mtn ; love, lovet, loved. An Indeclinable word is one which undergoes no change of fom ; as, goodt some^ perhapt. ILLUSTRATION.-r^o epeak is to say what we think. What one says in speaking is called epeeeh or language. All speech is made up of words, each one of which has its own meaning and nae. Any number of words properly arranged so as to express a tboujg^ht, or make complete sense, is called a eentenee. Words are divided into different sorts or classes called parte of epeech^ according to their meaning, and use in speaking, i. e. Some words are names of things and are called noune ; sooae qualify or limit the meaning of nouns, and are called adjeetivee } some stand instead of nouns, and are called jproMowM, dinable f What is Parsing t 12 INTBODUOTIOir TO AITALTTIOAL OBAMXAB. [Review the two preceding Lessons, and answer the qae8ti<»s.] Le8ER>n 4.^Noun». A Noun is the name of anything ; af,. Treey Toronto, kindness. Nouns are either Proper or Common. A Proper Noun is the name applied to an individual only ; as, John^ Canada, the St. Lavorence. V A Common Noun is a name applied to all. things of the same class or kind ; as, mddt, taUe^ book. A Substantive is a noun, or any word or phrase used as a noun (100). niLXrSTRATION.^Every thing of which a person can 8peak». hear, or think, has a name ; that name in gramiAar is eaUad a ntmn. Names wmmon to all things of the same sort or clai!% ate ealledi €hiMmtk Hour)* ; as, JTan, vtoman^ day^ rivtr, dly, eokntry. Karnes applied only to individnals of a sort or class, and not fomaum to all, are called Ptontr novm; as, John, Luey, .^WdSsy, OnMrio, Mcntrtal, England, CbmiHon ndiins, then, distingnish sorts or eUuses ; Pruper nouns distinguisli individnals. Thns, the nonn ** Han** is the name of a class or species, and is applied equally to all, or is eammon to all the individnaU in that class. Bat " John " is a nitme that beldngs only to'c^rtain indiiidnali of that dass, and not to others ; it is therefore not Common but Proper^ i. e. behng- ing to an individual, A word that makes sense afte^ an ar all notins ; beoanse erery objecti whether person or thing, may |»fi spoken of. ILLUSTRATION.— PxssoH ma|[eanoehange either in the mean- ing or, the form of a noun, but simply denotes the manner in which it is used; so that the same noun, without chAuge, may be in the first person, or the second, or the third, aocordiug as it denotes the speaker, the person spoken to, or the person or thing spoken of. itoreorer, as the name of the speaker or of the person spoken to, is ^ seldom expressed (the pronoun / or thou being used in its stead), a noun is very seldom in the first person, not often in the second, and almost never in either, unless it be a proper noun, or a common noun ' personified. For this reason, the mention of penon as a property of the noun, may be omitted in parsing, except when it is of the first or second person, always taking it for granted, that it is of the third, unless otnerwise mentioned. The distinction of nouns into proper and common, may also be ondtted ; because no use is made of the distinction in the construction of a sentence. QUESTIONS. What is a person! How many persons are there! What does the first denote ! — the second !— Uie third ! To what sort of nouns do the first and the second person belong t Why ! To what does tht third belong ! Why ! Does person make any difference in the meaning or the form of the noun ! What then does it denote ! la the aakne of the speaker, or the person spofc»n to, often mentioned t What words are used instead of them ! [Reyiew the two precedbg Lessons, and answer the questions.] Lesson B.—Gender, Gekdeb is the distinction of nouns with regard to Sex. There are three genders, the Ma&culine, Feminine^ and Neuter. N(mn8 denoting mcUee are MtMCuline ; as, man, bay^ hing^ lion. Nouns A&XkxAm^ females are Feminine ; as, ttHMfMHi, girl^ queent lioness. eiirsiB. 15 Nouns denoting neither ma^« nor/ ne{>hew, niece, tincle, shepherd, Eaper, pen, ink, parent, neighbor, friend, lion, widow, aron, negro, hero, house, tree, bird, mouse, fly, &c. ■uJi, •[Review the three preceding Lessons, and answer the questions.] Lesson 1, —Number, Number is that property of a noun by which it expresses one, or more than one. Nouns have two numbers, the Singular and the Plural, The Singular denotes one ; the Plural, WMW'^ ^Aa?^ (w^^• VVUBWM*o'p ij?0T 17 GENERAL RULE. The Plural is commonly formed by adding 8 to the singular ; as book, books, SPECIAL BTJLES. 1. Nouns in «, sh^ ch soft, z^ x^ or o, form the plural by adding ea; as Jfm, Misses; brushi brushes ; match^ matches ; topaz, to- pazes : foXf foxes ; hero^ heroes. Exo. Nouns in eo, to, and yo, and in eh sounding k, have • only i as, eameoj eamoes; folio, folio* ; vMmarch, monarehi. Also canto has eantot; bul other nouns in o after a consonant now eomodonly add M ; as grotto, gratto€$ ; ' tyro, tyroe$, ^ .-"^^ •¥ See An. and Pr. Gr., 166-16a 1. Some nouns form the plural irregularly. They are the fill- lowing: Singular. Pftifai.'*^'^^ Singular. Plural Man men Tooth 1 teeth Woman women Goose geese Child children ^ouse p_ w' mic9 1 18 IKTBOSITOTIOir TO AVlfiTTIOAL OIUJIMAB. Bingular, Foot Ox PlwaU feet oxen Brother (one of the lame family) Brother (one of the same aooiety) Sow or swine Die (for gaming) Die (for ecnning) Aid-de-camp Oonrt-martial Oousin-german Father-blaw, Ao. ■ J.V. * (' • Singular, Plural Louse lioe Penny pence Plural, brothers brethren sows or swine diee dies , Itids-de-eamp conrts-martial ^y..%fh:^^^ cousms-german fathers*in>law, ftc. 2. Words from foreign languages generally retain their original plural As a general rule nouns in um or on have a in the plural ; but it in the singular, is changed into ei ; 4x and ix, into ice*; us intoi(164:F;as, .«i» Bing. Plur. Sing, Areronm arcana Crisis automatic Apex Axis axes Magus Plur, crises apices magi Jt ' si" M 8. Proper names have the plural, only when they refer to a race or femily, as the Stewart ; or to sereral persons of the same name i as, the twelre Ccnar (161) * »^^ 4. Names ci metals, virtnes, yices, and things weighed or measured, are mostly singular ; as, gold, mtelauttf UmperanM, milk, ntgar, &c. ii wvn 6. Some nouns are plural only ; as, annalt^ data, bellovft, scii- •orf,'&o. 6. Some nouns are alike in both numbers; as, dur, ihetp, trout* »ahnon,dui, 7. Some nouns are plural in form ; but in construction, either singular or plural ; as, amendt, nuant, net§rf rich§»,pain»; and the namesof sciences; u, ma QUESTIONS. •>'- 'q aft-? :v?f,;. What i« meant by number t How many numbers are there! What does the singular denote ? — the plorai t How ii the plural commonly formed? When is the plural formed by adding Mt* How do nouns in y after a consonant, form the plural ?— «fter a Towel t — nouns m f or fef When have proper names a plural t What noubsare mostly singular t What nouns are plural only I What nouns are alike in both numbers I What nouns are plural in form, but either singular or plural in oonstruotlou I '^t EXERCISES. J.- rr 1. Put the following words in the plural, and ^ve the rule for forming it ; thus, " CAotr, plural chatra." Ruli. ** The plural is commonly formed," i^c. ; " Fox^ plural Joxa" R. ** Noma in t Chair, fox, table, cat, dog, horse, house, band, finger, arm, boy, girl, dtsh, church, box, miss, sky, body, key, day, toy, leaf, knife, wife, loaf. An apple (Obs. 8, aboye) a pear, a cherry, a bush, a church, a bell. 2. Write or spell the singular of the following plurals, and pre* fix the Indefinite article : Elies, boxes, leaves, brushes, knives, marshes, bays, tables, bushes, trees, dogs, ducks, geese, wives, duties, churches, matches, mice, days, keys, staves, horses, mules, cows, sheep, goats, &c. v ^ 8. Tell the plural of the following irregular nouns : v^; 'Man, woman, child, ox, tooth, foot, goose, penny, mouse'; father-in-law, mother-in-law, court-martia), fian- erman, washerwoman, cousin-german, <&o. 4. Tell the gender and number of the following nouns; give the p»lnral and the rule for forming it; thus, " House,** a noun, neuter, singuUur ; plural, ' * houses.** ** The plural is commonly formed," Ac. House, boy, stone, boat, father, king, knife, aun^, emperor, governess, pen, lioness, baron, sister, brother, lord, box, bush, rush, goose, bachelor, doe, bride, fly, loaf, study, coach, toy, mouth, watch, hero, church, tree, WSJ, wife, half, fish, table, mother, apple, cherry, star, 8^ moon, planet, earth, sky, mountain, river, sea, &o. r IVTBOSTJCTIOir TO AVALTTIOAL GB1.1C1CAB. r ^•-, ^ [Re? iew the three preceding Leseoni, and answer the qaettioni.] Lesson 8. — Cam of Nouns. ,i udW Case is the relation of nouns and pro-!^ ' nouns to other words. ' ^ »'t Nouns have three cases ; the Nominative^ r Posaessivei and Objective. V The Nominative case expresses that of which something is said, or declared ; as, The «w» shines (1640. t^^t« a^ The Possessive case denotes that to which ' something belongs; as, The lady*s fan (165). ' The Objective case denotes the object of | soi^e action or relation; as, James assists^ Thomas; they live in Guelph (166). ' ^ The nominative and objective of nouns are alike, t The possessive singular is formed by add-^ ing an apostrophe (') and s to the nomina- ]> tive ; as, Johns. When the plural ends in «, the possessive" is formed by adding an apostrophe only ; as, t Ladies\ > •^a* -r. NOUNS ARE THUS DECLINED: '^U^^ * N€^. Lady Ladies John ^— ^ ^ ^ Po99, Lady's Ladies' John's - — — • ^ " Ohj. Lady Ladiea John Proper names generally want the plural^ :^:-' ^ Paesing.— A noun is parsed by temng its hMt gender^ 'person^ number ^ and case; M OAii 07 irouvs. 21 thus. Lady's, a noun common, feminine third, singular, and in the possessire case» OBSERVATIONS. 1. When the nominatiye singular ends in ««, or'letters of a simi^ lar sound, the » after the apostrophe is sometimes omitted, in order to aToid too olose a euoeesslon of hissing sounds ; as, " for goodness'' sake ;*' ** for eonsoienee' sake." This, howeyer, is seldom done, unless* the word following begins with «; thus we do not saj " the prince- feather,'* but the "prinee's feather." '^^ 2. The objectiye case, with of before it, is generally equlyal'ent to the possessiye ; thus, " the rage of th§ iyrantj* and ^ilu tyrant^ 9 rage" mean the same thing. Sometimes, howeyer^ the meaning will be different. [See An. A Pr. Or. 176.1 . , QUESTIONS. What is case t How many eases haye nouns f What dof»e the noihinatiye ease express t—the possessiye!'— the objeetiyef What two caees are alixe f How is the possess! ye singular formed t— the possessiye plural? iy EXERCISES. v>-^i^^^ t^ Parse the foUowiag nouns, by telling their kind, gender, person, number, and ease*, thus, ** Father," a noun, common, maseulioe, third, singuUu*, in the nominatiye.* ,« Men's ideas often differ. The sun sHines. The man is a bezo. Temperance promotes (wealth, intemperance destroys it. All human happiness contains some imper- fection. Thomas supports nis father. I have John's hat. The flowers of spring are beautiful. Death brings r:^^- * In using the aboye exercises, it will saye much time, which is all important, if the pupil be taught to say eyery thing belong- ing to the noun in the fewest words possible; ana always in the same order as aboye. It will also be a profitable exercise for him to asngn a reaeon for eyery part of his description ; thus. Father^ a wnm^ beeause the nam* of an object; mtumdin*^ because it de- notes the vmU mx; tingulart because it denotes but one; plural, fathers. Rule— *' The plural is commonly formed by adding • to the singular.** :l^ ;«^.: , 22 I5TBODU0TIOV TO AJTALTTIOAL 0]IAlClffi.B. btppineii to ffood men. This world's proiperity often bnngs pain. A wise man's anger is of short continuance. [Royiew the vhol« thoroughly from the beginniog, answering aeonrately all the queetione.] •' »• / / ?y^ Lesson 9. — ^e Adjective* An Adjective is a word used to qualify or limit a substantive; as, A good boy; that box; ten dollars. He is poor. To lie is base (196). For the word SnbstantWe, see Lesion 4. Adjectives denoting number, are called Niimeral adjectives. Of these, there are two classes ; the Cardinal, and the Ordinal. Th^ Cardinal are one, two, three, &c., and express how many — ^written in figures, thus, 1,2,8, &c. The Ordinal, are first, second, third, &c., and express which one of a numbers-written in figures, thus, 1st, 2nd, 3rd, 4th, &c. ILLUSTRATIONS. — A noun, or the name of a thing being men- tioned without qualification, brings before, the mind the idea of the thing itself. Thus, the word '* horse," for example, suggests the idea of the animal so called. But, if we wish to describe or point out a particular horse more defioiteJy, and to distinguish it from others of the same species, we qualify the term, (196) ; i. e., we connect with the name or noun a word denoting some property, or quality, or eireumstance by which it may be known or distingtii»h> ed; as, "a little horse;" "an old hone i^' **a blael horse;" *' a Canadian horse," &c. Words used for this purpose are called Adjectivett Sometimes several of these may be joined with the THB ABTIOUI. » tame doud ; Mi when tre mj, ** & litiUdd black hoiM ;**<'» tmooih whiU round itone ; " ** the ffitod old waj." In any phrue or tentenoe, the adjeetive qualiJVing a oouo may ffenerally oe found by preGxitnf the ex[ > eBsioo, ** What,** or '* What kind of, to Uie noun in ttie fui m of a question ; ati Wfaitt kind of a honet What kind oi a itone? What kind of away? The word containing the aniwer to the qneetion is an adjeotive. It may assist the ** young beginner* alio to remember, that a word which makes sense with the word thing after it, is an adjee- tiye ; thus, good, had, little, rounds mar be adjectives, because we can say a good thing, a bad thing, a tUlh thing, Ac. OBSERVATIONS. 1. The Acfjtetive Pronount, when used with nouns, are not pro- nouns, but btfinitivt AtljecHvM, Other parta of speech, when used to qualify or limit a noun, or pronoun, perform the part of an adjecdve, and should be parsed as such; as a gold ring, a ht bear, the thin king, the abovt remark, &o. 2. AdjectiTei are often used as nouns; fts, ^'God rewar good and punishes the bad." " The Hrtuom are the most happy.'' Adjecti?<» thus used are regarded as plural, because tl^qr denote more than one. ^,v^h%i QUESTIONS. . ! ..,j t^, K iniat is aa liaj^cll^et WbAt are a^l^M^yk ^4ii^mig"i^ttiier called t What is a numeral adjeotiye I How n^anv dassea of nu- meral adjectives are there! What are the cardinal numbers t Wbat do they express! What are the ordinal numbers! What do thejy express ! When do nouns or other parts of speech become adjectives ! Are adjectivea «ver uaid as noum ! Of what Bom- ber are they oopsidered !n-'{r f: {w chair, a small book, a sharp knife, white paper, dirhr books. Ugly faces, a beautiful flower, a rich man, ft«sh fish, a wild horse, a short man, an old hat, A fierce dog, a good pen, a wise king, an honest man, tame rabbits, a fine day, a sweet apple, a long stick, a little handsome old woman, a thick square book, a large white cat, a new !^4 INTBODUCTIOV TO AKALTTI9AL OBi.MMAB. * book, a clean white froe¥, a full cup, an empty mtig, a warm room, a wet towel, a cold rainy night, a cloudy sky, windy weather, hard frost, deep snow. 2. Id the above Ezeroises, let the pupil take each noun and pre' fix to it as many adjeotives as he can think of, so as to make ftense ; as, for example, '* table,'* high table, low table, li 8. Let him take each adjective, and add to it as many nouns as he can think of, so as to make sense ; as " round," a round ball, a round hoUj a round fiouse, a round eakt, ftc, and put the emphasis on the noun. .''■*'S;.'*,(';K t.,i- V* iO-^ !v''4'' .' ff^'f^l S ',ft}}'' •', '^4C i-sr • ;t , rv*;^ Lessoii 10, — The Article, •-i'kM ■i>,.-. ' An Article is a word put before a noun, to limit its meaning ; and is, therefore, a limiting Adjective ; as, a man, t^^e man. There are two articles, a or an, and the. A or an is called the Indefinite Article^ because it limits its noun to one of a class,, but no particular one ; as, a kmg, i. e., any " ■..-».■ .■■-.." « f ■ ■■ '»■"■*',? *^' :„ The is called the Definite article, because it limits its noun to a particular one of the class ; as, the kmg, i. e., some particular Kmgy known or described. - A noun without an article, is taken in its widest sense ; as, Man is moVtal ; i. e.. All mankind: Or, in an indefinite sense; as. There are men destitute of all shame, i. e., some men. it-^rr^vl '"■(• • I I t . Th9 is sometimes put before a noun denoting the species ; as, tht- oak ; th€ lion (192). t-(j-ir-.... '< ..'.-iHt- i '*'. THE ADJECTIVE. ^ 25 .4,. I ''i.i ;;■:■'] "ji 'f-viiJ _ OBSERVATIONS. 1. A if used before ii coDSonant ; as, A book, a house, a tree. Also before words begiDDing with u long, aod eu, because they sound as if beginniug with the consonant y ; thus, A unit^ a uae^ a eulogy, — pronounced as if written, a yunit, a yme, a yeulogy. H '• 2. A^^ is used before a vowel or siievl h ; as. An age, an hour, "' 8. A or an is used before the singular number only *, the^ before either the singular or the plural. ■* ^ ^ :\..:--\ >■' ' Pausing. — The article is parsed by stating whether it ^s definite or indefinite, and men- tioning the noun to which it belongs ; thus, A book. A is an article, indefinite, and belongs to " book." ' *t i QUESTIONS. What is an article ? How many articles are there ? What is A' or An called? Why? What is The called? Why? In what sense is a noun without an article taken ? What is A used before ? What is An used before ? How is the article parsed ? • u ' - *\^^.^w'} ^c, »^y<..^ , 'EXERCISES. ^ <^''^''' ^ ^'^*>"i^=f^^ *^^> i l.i : |8 it proper to say a map, or an man ? and why ? a apple, or an apple ? and why? ..►» .wfj :} ^vvm ««;ix4,^- .^ a house, or an House ? and why ? ' ' ^ ■ ^,(. V ; ; \xt.\ i ^ v^ V. cv A a hour, or an hour ? and why ? ^^' v Prefix the indefinite article in the proper form to the following words: Chair, table, borse, cart, book, house, garden, bird, owl, egg, ear, eye, tree, cow, uDit, use, old man, young man, word, book, pot, bench, open waggon, round stone, old hat, penny trumpet, ice house, house, honor, hopeful Boy, honest man, &c. See An. & Pr. Qr. 187. Correct the following errors, and give a reason for the change ; parse the articles. « , ..^. An cup, an door, a apple, an pear, an hat, an wig, an eulogy, a honor, an crow, a ostrich, an pen, a ugly beast, an pretty beast, an pretty thing, an huge monster, a upper room, a ice house, an nice house, an humorous poem, a open waggon, an hard nut, &c. ,.. . 26 IKTRODUOTIOir TO AITALITIOAL QBAMMJlB. [Review the preceding Lesson, and answer the questions.] Iiesson lln^^Chmparison of Adjectives, '^ The comparison of adjectives is the vari- ation by which they express three degrees of quality ; the JPositive^ Comparative, and Superlative, " ^-^ ? The Positive expresses the quality simply ; ' ^ ^ - ^ < The Comparative expresses the quality in a higher degree in one object than in another ; The Superlative expresses the quality in the highest degree in one object compared with two or more. ,10- "vtij ^mU'-K Adjectives of one syllable form the com- parative by adding er to the positive ; and .the superlative, hj ix§^^^ CBt i v^ noeety sweeter y sweetest. . Adjectives ending in e mute, drop e before er and est ; as, large, larger, largest (68), Adjectives of more than one syllable are commonly compared by prefixing more and most; as, beautiful, more beautiful, most beautiful. To these rules there are some exceptions. — Adjectires of two Byllables are sometimes compared by er and est ; as, our temhreat eares;" a happier state ; and adjeoUves of one syllable are some- times compared by prefixing more and mo»t ; as, more im««, moit fit,&o, /, _ ;, ,_,, OBSERVATIONS. :-^:^r^i^ :.m'. !.l''V:l''"l 1&' 1. Dissyllables in le after a mute, are generally compared by er and e$t; as, able^ abler, ablest. After a consonant, y is changed into t before er and est; as, (2ry, drier^ driest; happy, happier, happiest. But y with a vowel before it is not changed ; as, gay, gayer, gayestj*. M/^Ah^^- ■^-i'&i'^^''':^ iyr^m-' W^^ r^^i'^'H J5,tXl?m*r? 2. Some adjectives form the superlative by adding moi< to the end of words ; upper^ uppermost. So, undermost^ foremost, hind- most, utmost. 7-f } ,4JA^> 0OUFAB1809 OP ADJECTITES. Ort'f'^l 27 >--.?V*:i *• m^r***-^ I ''I r- ''i^'l l^'""' 3. When the positive ends in a simple ooosonant preceded by a single Yowalf the consonant is doubled before tr and eU; as, hotf hotter^ hoUett (60). 4. Some adjectives do not admit of comparison, viz : ,.. Ist. Such as denote number ; as, ime, two; thirds fourth. 2d. — figy>r9 or thape; as, circular, tquarc. '•lii 8d. poiture or pontUm; as, perpendicular^ '>9 horizontal, 4th Those of an absolute or superlative signification ; as, ..?»' -^^>r^tr? better '-""^^^'i^^'^' '*■' worse < leas : ^^p '' more *' ' . ' later ''^*-^.*^ >f .^^ ^ nearer - '; '.; ■'■'■■ farther or further former ,, , older or eldest t^f • t «• . , i-*fj!„. ,-^^iM,'* Superlative, ", beet K,*''''^'^f^^jJ worst -^ least -^'-^^^'"^^^^ '■ moBt-t^^^> ^(^^^•^'^•5'$ latest or laat '^^ nearest or next farthest or furthest foremost or first oldest or eldest > us 6. 3/ue% is applied to things weighed or meaeured; many to those that are numbered. Elder and eldest are applied to persons only ; older and o/d^«< to either persons or things. QUESTIONS. How many degrees of comparison are there ? What does the positive denote ? — ^the comparative?— the superlative ? How are monosyllables compared? — words of more tnan one syllable 9-— dissyllables in f« after a mute?— in y after a consonant? What sort of adjectives double the final consonant before er and est f What adjectives are not compared f What adjectives are compared irregukrly? ,,.,,,, j . s jr..' ',./ I- ■' < ,f ,' i\; > >»j,i,. I 4 i-i sj \-' i i Parsing. — Adjectives are parsed by stat- ing their class, the degree of comparison,^ and the nouns to which they belong. HI tirxfidDUOTION TO AKALTTICAL aUAMMAB. ' iJ Point dQifh« mdjeetivtt in tbe following Exercise ; parse them j number, and ease, as directed ; thus, *' father," a noun, masculinei in the nominative singular. A good father, a wise man, a more beautiful girl, wild horses, young colts, a sweeter apple, the wisest princO) green trees, the honest farmers, the most virtuous people, the richer tradesman, the better scholar, the tallest girl, the finer sheep, large oranges, the merriest fellows, the old soldier, pretty dogs, an ugly calf, the tamest rabbits, the little mouse, the longest stick, u wider table, a most excellent thing, the highest house, the most fruitful garden. NuMEBALS. — ^Fbur men, the fourth day, six days, the seventh day, 365 days, ten horses, the first time; — of four houses, the first is of wood ; the second of stone ; the third and fourth, of brick. 8. Turn back and go over the adjectives in the exercise. Lesson 18, in the same way. 4. In both exercises, change singular nouns into plural, and plural into singular ; give the rule for the plural, and then read the phrase so changed ; thus, Father^ ^\. fathers. "The plural is commonly formed by adding a to the singular ;" good fathers, <" ii.. yr \ii [Review the two preceding Lessons, and answer the questions}. •i'!:il"fi'.M;i:> ;*Av/W laesson 12. — Pronouns. iy. rvt ■H- A Pronoun is a word used instead of a noun ; as, John is a good boy ; he is diligent in his studie^'^^'^^" Pronouns may be divided into four classes ; Personal; Relative^ Interrogative^ and Ad- jecti/oeMCffm^ ^4o H'^rm^ly -mif ■ .H*!fU*>" i ' :nu ILLUSTRATION.*— P&ONOUMS are used simply to avoid the too frequent and consequently disagreeable repetition of the .g.^mjh.: PBESOiTAL PBONcyuNS. nm^M'^m 29 nouns for which they stand. ' Thns, instead of saying, John is a good boy ; John is diligent in Jofin'a studies; we use the pronoun, and say as above, ** John is a good boy ; A** is dihgent in his studies." In the use of pronouns, care should be taken to arrange the sen- tence in such a way us to leave no doubt to what noun a pronoun refers. The four classes of pronouns are ased in different ways, as will be seen under each. w, .1 i-.n^'ii -.VVt- The Accidents of Personal, Relative, and Interrogative pronouns, like nouns, are Per-i soriy Gender^ Number^ and Case. ■A .'.f. '^m PERSONAL PRONOUNS. Personal Pronouns are those which dis- tinguish the person by their form. They are either simple or compotrnd, .^^,^Z7^^'Z-.u !• The simple personal pronouns are IJ thou, hey she, it ; with their plurals, we^ ye or yoUf they^i^ .-, •. .> -^^^ . -* . ^ ..-^^ &^f.»^^„ /is of the first person and denotes the speaker. Thou is of the second person, and denotes the ferson addressed. He, she, it, are of the third person, and denotes the person or thing spoken of. The personal pronouns are thus declined : SINGULAB. JVom. Poss. ObJ. 1. m. or/. I my or mine me 2. «i. or/. Thou thy or thine thee 3. masc. fie his him 3. fern. She her or hers her 8. neut. It its it PLURAL. ^om. Poss. ^ Obj, We our or ours us You your or yours touc; They their or theirs them They their or theirs them They their or theirs them OBSERVATIONS. K The Ist form of the Possessive Case of the Personal Pro- nouns—my, thy, his, her, our, your, their, is used when the noun IS expressed; as, my book. Ihe second form— mine, thine, hers, ours, yours, thejrs, is used when the noun is omitted ; as, this is ti INTBODUOTIOK TO AKALTTtOAL OBAMtfAB. your book, not mine. Hjt is need either with or without the nouo. 2. The word ovm folIowiDg the Possessiye Oase of the pronoaos, may be taken with the proneuo as forming a compound emphatic possessiye; as, his oton nook. "" "^ '""" 8. In proolamalions, charters, editorial articles, and the like, toe is frequently applied to one person. 4. In addressing persons, you is commonly put both for the sin^ gular and the plural, but has always a plural verb. Thtm is used in addresses to the Deity, or any important object in nature, or to mark special emphasis; or in the language of contempt. The plural form ye^ is now but seldom used. 4. The pronoun t7, besides its use as the neuter pronoun of the third person, is also used indefinitely with the verb to be in the third person singular, for all genders, numbers, and persons ; as, it is /, it is we, it t» you, it it they ; It wa» th'-f &o. 5. Hern, itttOur»,yourt, theirSt should never be written her*»t *'<*« our*8 your^9. theirs. ' 2. The compound personal pronouns are Myself i thyself i himself ^ herseljy itself; with their plurals, ourselves^yourselves^themselves. These pronouns are used, without change of form, in the nomi- native and objective case. In the nominative they are emphatic, and are added to their respective personal pronouns or nouns, or are used instead of them , as, '* I myself did it ;" " himaelf shall come." In the objeetive, they are refiexive^ showing that the agent is also the object of his own act ; as, ** Judas went and hanged Attn- «0(^." Ournelf and yourself Skxe used as compounds corresponding to we and ^ou applied to individuals ; as, " We oi PBOVOUVB. 81 thou f— he, sfu, it? What does the first person denote I— the second ?— the third ? To what class do myulf^ thyself, &c., belong t In vrhtit oasefl are they used ? How are they applied in the nomi- native H — in the objeotive ? How is you applied l—-thou /•— 1< ? ^ EXERCISES. 1. Go over the following list of pronouns and tell their person. Oo ov.er them again and tell their gender ; again, and tell their number; again, and tell their ca<«; and lastly, tell their gender,, nM»n6*r, and c. I, ibou, we, me, us, thine, he, him, she, hers, they, thee, them, its, theirs, you, her, ours, yours, mine, his, I, me, them, us, we, thou, thine, ye, ours, yours. Him- self, yoursel?es, herself, themselves, ourself, yourself. ,:^' ...» k 2. Point out the pronouns in the following Exercise. Parse them by telling their gender, person, number, and ease ; thus, *'me," a pronoun, masculine, first person, singular, in the olgective. 3. Point ont the nouns and parse them ; the adjectives and parse them. Compare them. 4. Read over each sentence, and tell what each of the pronouns stand for; thus, me stands for the speaker; you for the person spoken to, Ac.,- „ ■■ ;;i.?;-'i*if!- i'S 'r^^s^i ■ :nj, -i-u ^^vi ■■^•i ■■^%j Give me the pears you hought of him ; I like them bet- ter than the apple he bought ; it was sour. She told us what we said to her, and they heard her. Put it on, will you ? He likes them because they are sweet. Take them to John. I gave them to her. We will do it, if you wish. The men said they would do it. The girl said she did not know them. The boy thought he knew them. You and I went with them to meet her after she had seen him. He and I can do it, though you can not. James bought that book; it is therefore his, and not hers. "Kemember thy Creator in the days of thy youth." « Honor thy father and thy mother, that thy days may be long in the land which the Lord thy God giveth thee." "As ye would that others should do to you, do •fe even so to them.*'., ? f ^ u ^ u?^ w 5, Take an easy reading lesson, and go over it in the same way. i2 ' INTBODUOTIOK TO AKAtYl>rOAL aSAMMAB. '■^iV ^M- [Review the preeediog Leiton, and answer the questions.] ii^f— Iiesson 13. — Relative Pronouns. 1. A Eelative Pronoun is one that re- lates to, and connects its clause with, a noun or pronoun before it, called the antecedent; as, " The master who taught us." The antecedent is commonly a noun or pronoun ; sometimes a phrase, or clause of a sentence ; as, The boy who reads; ^ ' .J^^i'^'^w ,H:it^,:\VM^ .,'r^^.i^ ► f;fie who does well will be rewarded: ,«'.• jt'^^/ - .Kii -^ .) »:-(r!*.0/ ,ii!>*^ Janui ia aick, which accounts for his absence. 2. The relative pronouns are who, wl that, and what. Who and which are alike in both numbers ; and are thus declined : Sing, and Plural. Sing, and Plural. Kom. Who Which Poss. . , , V _ t , Whose . .• , ,|, , Whose .^ obj. .::^:'^*^=^^^^^ Whom ■ ■:;;":? which ^^^.. 3. ?FAo IS applied to persons ; as, the boy who reads: ^^''it.i-.^m i:- -'•::{ mii-M^^:^^^^^^^^ ^' And also to inferior animals, and things without life, when they are represented as speaking, and acting as rational beings. *'' 4. Which is applied to inferior animals, and things without life ; as, the dog which barks ; the book which was lost : ' And also to collective nouns composed of persons ; as, *' the court of Spain, which ;" " the company which." And likewise after the name of a person used merely as a word ; as, " The court of Queen Elizabeth, which was but another name for prudence and economy.*' Which was formerly applied to persons as well as things, and is so used in the common version of the Scriptures. 5. That is often used as a relative, instead of who or lohich. It is indeclinable, and ap-* plied both to persons and things. «' - ^^ •iL'v: IiriEBItOGATITE FB0N0VN8. ilTVi 88 at re* i noun 1 dent; m H itimes a H ■ H ,11% H ohiciy M alike 9 3d: ■ Plural. m le boy W >^ni m m they 1 mals, 1 vhich m i ' V^ r^Tit ^^H le court |H fter the |B ' Queen S nomy." S , and is » stead H lap.* ■ • ' 6. WTiat is applied to things only, anc* is never used but when the antecedent is onu«/- ted; as, "This is what I wanted " = ^Aa^ which I wanted. I 'J .' ,1 # V J. .*■,«-* ,1 • » J. ;,< ».x ,1 , 'Ui'.'J I . ,, OBSERVATIONS ON THE RELilTlVB, ,,jjr) j 1. The office of the relative is twofold. — let. It is used to connect its clause -with the antecedeut for the purpose of further desoribioff it. Thus used, it is said to be additive ; ai>, '' Light is a body which moves with great celerity** — and it movea, &c. 2nd. It is used to connect its clause with the antecedent for the purpose of limiting or restricting it like an adjiective or adjunct. Thus used, it is said to be reetrictive as, '* The man who is good is happy" — The good man is happy (267). 2. "Whoever, whosoever, whatevetf and whatsoever, are used as compound relatives, and are equivalent to the relative and a gene- ral, or indf^finite aateccdeut ; as, " Whosoever committeth sin, is the eervant of sin ;" that is, " any one/* or ** everg one who committeth sin," <&c. " Whatsoever things are of good report f i.e. ** All things (without exception) which are of good report" [See An. ^ v ^ WhOy which, and what, when used in ask- ing questions, are called Interrogative pronouns. ->• ■■ ■''■ •^^'-" ■:»■"- '^-^ ^^oK-iia^yi ,!■■; /'.-.Vi ■ DMf?t:i. 'As interrogatives, who is applied to per- sons only ; which and what, either to persons or things. What is indeclinable. ■•^? h ft'. ; A *i''^n:j 84 l5TBODrOTION TO ANALYTICAL OBAMMAB. r WhOy which, and what, used responsively, are indefinite pronouns ; as, " I know who wrote that letter." j* ~ ' • ; ^ Parsing. — The relative is parsed by stat- ing its gender, number, case, and antecedent; (the gender and number being always the tsame as those in the antecedent) thus : , " The boy who." — " Who is a relative pronoun, masculine, in the BominatiTe siogular, and refers to *' boy** as its antecedent. . ' f f^i ■ QUESTIONS. I>-? If s. . What is a relative pronoun f What is the word to which it re> lates called t What is the proper use of the relative pronoun if What are the relative pronouns ? What is vfho applied to t What !b whieh applied to ? why is thai used as a relative ? To what is it applied 9 What sort of a relative is what f What does it in- tlnde 9 What sort of words are wlwever, &c If When which and what are followed by nouns, what part of speech are they 9 What are the interrogative pronouns 9 Why are they called interroga- tive 9 As an Interrogative, what is who appl'cH to 9 — whieh f — In parsing the relative, what is mentioned 9 How are the gender and the number of the relative known. W,'4i«l« «■■ .:.rt,«'. .fTS'ldii i>. !V/' EXERCISES. \V'.i' ^V:■a I ,1 « 1. Is it proper to say — the man who, or the man which 9 why ^ the dog who, or the dog which 9 why 9 '■ " ■•—'■■ the tree who, or the tree which ? why 9 the family who, or the family which 9 why 9 2. In the following sentences, point out the relative, and the word to which it relates ; also the interrogatives. 8. What is the use of the relative in the first sentence 9 in the second 9 in the third 9 &c. (See Obs. 1, p. 31.) The boj who studies will improve. I love the man who tells the truth, but all hate him who deals in false- hood. Do you remember the man whom we met P There is the book which you lost It is the same book which you bought. That is the lady who has been kind to us^ and whose hand is ever open to the poor. It is the hand of the diligent that maketh rich. He that giveth to the poor lendeth to the Lord. The temple which Solomon ,UyVM. ADJKOXryi FBONOUVS. •ffOJ^i'' built. Who gave you that book, which you prize so much? Which house is yours? He who preserres me. to whom I owe my being, whose I am, ana whom I serve, is eternal. '.•T — •o-xvv. K» >W J'}) JiUi [Review the two preceding LeiiBons, and ans^ver the questiont.] ' ' Lesson 144 — Adjective Pronouns, di ■^Muvr.nk There are three sorts of Adjective pro- nouns ; viz., the Distributive, Demonstrative 1. The Distributive pronouns represent objects as taken separately. They are each^ every , either^ neither. (See An. & Pr. Gr» 297-301). 2. The Defhonstrativei^vorioyxxL^^^ objects definitely. They are this and that^ with their plurals, these and those. ^^ .^^, ,«^.t 3. The Indefinite pronouns denote persons or things indefinitely. They are none^ any^ alii suchy whole, some, both, few, many, seve* ral, one, other. The last two are declined like nouns. — » -- •W'lr. t » ; ; OBSERVATIONS. 1. The words included in these three classes should be regarded as pronouns only when they stand fornouns; as, All must die. When followed by the noun, they are not joronoMni but adjectivtu; as, TVioM ftoo** ai-e yours. , ,,,i^, ^ . ., ,^ ,^^^ ,,,,^ ^,1^ ^ ,,,^: 2. That is sometimes a demonstrative, sometimes a relative, and sometimes a conjunction. It is a demonstrative when it points out a Doun ; as, That book is mine. It is a relative when it can be changed into who or which ; as, It is the book thai I bought It is a conjunction when it connects sentences ; as, I read, UmA I may learn. 89 INTBOSnOTIOK TO AVALTTIOAL OBAMMAB. Bow nftOT lorts of td jective prooouns are there f Vame them. VHuX i* A distributive pronoun t Name them — A demoostratiTe pronoun t Name them— An indefinite pronoun ? Name them. Id DOW many different ways is *'that*' used? Give examples show* ing the ufe of that. In the sentence, *' I thinlc that, that that, that that boy parsed, is a oonjunctioD ;*' state how each that is used. When are these words not pronouns, but adjeetives t Qiye examples showing their use as adjeotiTss and as pronouns, i '>^ L -r t* tU, WCVVf '4ft- i^- EXERCISES. 1. In the following Exercise, point out the adjeetiyes, the pro- nouns, and the nouns, and parse tnem. My book, her shoes, your horse, their father, his bro* ther, everj hour, that table, these quills. This is my •book ; that book is yours. Where is my hat P These apples are good ; give some to your brothers. I will give one to each. 1 have given them all away, every one. Every day try to do good to some person. This book will do as well as that one. Every boy should keep bis own books. Do good to all men — injury to none. :P Iiesson 10. — Hxerdsea on Nowm, Articlea, Adjectivea, ftffi^^r^'-ia 4li>^tvv»'' and Pronottns, \^vs.-;\ .4;rr k 1. In the following Exercise, point out the nouns,^ and parse them; — the adjectives, and parse them; — the pronouns, and parse them : I found my hat upon your table ; but where is yours? Who put that glove in my cap P Have you seen the book which my father gave ta me? Thiat rod of yours is longer than mine, but not so long as John's. Those trees have lost their leaves. Every book on that shelf is mine ; I will give you a list of them. Keep this knife for my sake ; it is a good one. All men are mortal ; time waits for no one ; a wise man will improve every moment to some useful purpose. An idle man will come to poverty ; but he that is diligent increases his store. The^ that walk with the wise shall be wise ; but a com- panion of fools shall be destroyed. Give to him that asketh thee, and from him that would borrow of thee, turn not thou away. «r;U«AMo TAOT TBBBl. .T FrOlTi'JtTOJITS^l 87 [1. R«vlew thoroughlf from Lestoo 10» aiitw«rii^ promptly and accurately all the questions. 1 1,^,^ ^^^ ^yf .♦ ^j^/ . ,^,^ -,*diiv«'. 2. Review from the beginning, reciting accurately all the defini- tions and rules, nnH RBswering the queations. This may require two or threo recitalioDti.] . ■ ' ' ■ ' f ..r.^, ,,^.,^, ,..,..^, ,.,. ; r»>i()^f V-i^iio;* 'Jilt T;u Lesson 16.— Ftfr&t. ,^ v j..t. " ^ vi^ 1. A Verb is a w6rd lisefl to affirm the act, being t or 5^a^^ of its subject ; as, I write; lie is; tisnQ flies, ^^j...*.**!*.!.^-*.^/. ^i*«..v.-ir.^A/'t^ v • 2. Verbs, divided according to the sense they express, are of two kinds ; Transitive and Intransitive. ^^^,^ ^ ,„,,,,, 3. A Transitive Verb in the Active Voice expresses an act which passes from the subject to a person or thing called the object; as, James strikes the table. And when used in the Passive Voice, expresses an act done to the subject ; as, The table is 'struck, , ,. .J, ii 4, An Intransitive Verb expresses the being or state of its subject, or an act not done to another ; as, I am, he sleeps, you run. ,■ 'v/ ;. tT ■nr i? .''r -^t .■ *'^ OBSERVATIONS. ; r .hFT. - : ^ ':r> 1. The use of the rerb is to affirm or declare. That of which it affirms or declares is called its iuhjeet, or nonunative. * ""' i ««<*** 2. TVanntive verbs include all those which express an act tliat ptuaei over from the actor to an object acted upon; as, H* loTea ut. Here, '^jETe" is the actor, "loveB** eKpressea the act, and im^ the ob- 88 IVTBODrOTION TO AKALTTIOAL GBAMMAB. j«et loved, or acted upon. The tame thing can be expressed by another form ; thus, " We are loved by hiro." Of these two forms of the verb, the first is called the active yofce, and the second, the poitive voice. Intransitive verbs include all verbs not transitive, whether they express action or not; and they have only one form, namely, that of the active voice ; as, I am; you walk; they run. A few have the passive form, but the sense is the same in both ; as, ''/ am corner And, "I have come" 8. Intransitive verbs are sometimes rendered transitive, by, add- ing a nouti of the same» or similar signification with themselves, as an object ; thus, intransitive, I run ; transitive, I run a race. 4. The same verbs are used sometimes in a transitive, and some- tlmee io an intransitive sense; thus, transitive, "Charity thinketh no e?il ;" intransitive, " 7%tnA: on me " 5. Transitive and intransitive verbs may be distinguished by the BCDse, as follows : l8t.— A transitive active verb requires an object after it to complete , the lense; as, The boy studies grammar. An Intransitive verb requires no object after it, but the sense is complete without it; as, He iits, you ride» 2d.— Every transitive verb can be changed into the passive form ; thna, ** James strikes the icable," can be changed Into " The table . ii struck by James." But the intransitive verb can noi be so changed ; thus, I «mt7e, can not be changed into I am smiled. 8d — In the use of the transitive verb, there are always three things implied ; the ocfor, the actf and the object acted upon. lu the use of the intransitive, there are only ^tso— the eulject or thing spoken of, and the state or action attributed to it. ILLUSTRATION.— The verb is the most important part of speech. It is a necessary word in every sentence. Without it, we can neither affirm nor deny, nor express any faot or thought. It is therefore called the Vbbb, that is, the toordt by way of emi- neoce, or of ail others the most important. As we wish to express an act or state in a great variety of ways; as present, past, future, Miual, contingent, conditional, ^.i «. t ■., I'-J ! ) 1. Id the following Exercises, point out the verbs^ and tell how you know them to be verbs; thus, "learn" is a verb because it makes an at^pertion about its subject, boys; "rides" is a verb, be- cause it makes au assertion about its subject, man, dice. ,;j ^; ,, ', 2. Tell which verbs are tranntive, and which intransitive, and how you know them to be so ; thus, " learn " is transitive, because it affirms what "boys" do to lesson; "rides" is intransitive, be. cause what " a man " does, is not done to any other person or thing. Boys learn lessons. A man rides. We read a book. My dog barks. The fire burns. The fire burns me. He took their apples. You saw them. We touched it. They strike ber. I threw a stone at his window. They killed my rabbit. The horses eat their corn. The cows drink water. I can ride well. A ride improves the health. That man walks fast. A long walk tires me. I love ber and you. In the following sentences, it takes twOj and sometimes three word* to make the verb ; and these two or three are always pafsed together as one word. ^ ,. S-^t^atf; ^iJ?i'*5*.J: mmi I will water the garden. Barnes can write a letter. Tou may ride on my horse. Kobert will give a book to you. Yes, he will give you a book. You must light the candle. Your lather has sold his horse. I have bought him. John will brush your coat. He should have brushed it before. James will have written his letter before night. He may have written it already. ■*3; [Review thoroughly the preceding Lesson.] . , Lesson 17. — Division of Verbs, , 1. In respect of form, verbs are divided into Regular y Irregular^ and Defective. 2. A Regular Verb is one that forms its JPaat tense in the Indicative active, and its Past participle by adding ed to the Present ; *;: i U ?r AUXILIABY TBBBS. 41 as, Present, act; Past, acted; Past parti- ciple, acted. Verbs endiog in « mute drop e before ed; as, Iwe^ loved, loved. 3. An Irregular Verb is one that does not form its Past tense in the Indicative ac- tive, and its Fast participle hy adding ed to the Present; as. Present, write; Past, wrote; Past participle, written. A Defective Verb is one in which some of the parts are wanting. To this class be- long cMefly Auxiliary and Impersonal verbs. '•->! AUXILIARY VERBS. The Auxiliary, or helping verbs, are those by the help of which verbs are inflected. They are the following, which, as auxili- aries, are used only in the present and the past tense, viz.: Prefu Do, have, shall, \vill, may, can, am, must. Ptut. Did, had, should, would, might, could, was, •— — . The verb to be is used as an auxiliary in all its tenses to form the Passive Voice, and the Progressive J^orm of the Active; as, "The letter is written; I am writing.*^ BCi do, and have, are also principal verbs. :L..,ix ,lJ•^\\\n^v' ■r_''?>i^; J' ■'■ .:• , •■■>:.• OBSERVATIONS. > ' :& - 1. The auxiliary (or belpiug) verbs are so oalled, because, by their help, the verb is enabled to express varieties of time and manner of acting or being, which it could not do without them. 42 INTEODUOTION TO ANALYTICAL GRAMMAR. The auxiliary always stauda before its verb, and the two are re- garded in parsing as one word; as, I toill write, he has written^ we mny write, &c. 2. Of the auxiliaries, shall implies duty or obligation; will, pur- pose or resolution ; may, liberty; can, ability. The past tense of these verbs is should^ would, mighty could; they, however, express time very indefinitely. v . > ^ ^ 3. In affirmative sentence?, will, in the first person, intimates resolution and promising; as, *' I will go;" in the second and third it commonly foretells ; as, " You will be happy." Shall, in the first person, only foretells ; as. *' I shall go to-mor- row ; " — in the second and third, it promises, commands, or threat* ens ; as, " Thou shall not steal " (835—341). QUESTIONS. How are verbs divided in respect of form ? What is a regular verb ? — an irregular verb ?— a defective verb ? What are the principal defective verbs ? Why are auxiliary verbs so called ? What verbs are principal vei-bs as well ds auxiliary ? How are the auxiliaries shall and will distinguished ? ' EXERCISES. 1 . Put the foUowiog regular verbs into the Fast tense and Past participle : Fear, love, look, hope, show, learn, move, wash, clean, walk, desire, return, oblige, form, force, punish, support, turn, touch, disturb, place, try, deny, cry, delay. 2. Change the following verbis from the Past tense into the Present : . . . Marked, protected, composed, favored, turned, hated, mixed, believed, wounded, rushed, preached, hunted, crushed, warned, pleaded, loved, ended. 8. In the following list, tell which verbs are regular, and which are irregular; and why: m^j^.- o^ I-.vJ;?r»'V --i Ji^v -v^it .v^f-d i' ,1; .iim'it- 3tf«ii:;i,g- ■,':■ v^ jj if'-v'fT ":;«!* ?0 I^Sf 'Nf LECTION OF VEBBS. 43 Paft. ; J^atit Pitt tici pie. spoiled went took _ . spoiled gone taken wrote written hoped hoped ran run froze frozen ' spied ^ - ''' obeyed spied obeyed PreMtit. Spoil Go Take U^rite Hope Bun Preeze ^J Obey [Review the two preceding Lessons.] .j, ;,a: Lesson 18. — Inflection cf Verbs, J, r,,l^. The Accidents of Verbs are Voices ^ Moods , Tenses^ Numbers ^ and l^ersons, •'•''• OF VOICE. •■';■ ^'' '-Nm'^;-^ Voice is a particular form of the verb, which shows the relation of the subject, or thing spoken of, to the action expressed by the verb. ,,,., . ..,,..,... ....^ »....,:,. ^% Transitive verbs have two voices, call(63 the Active and the Passive, .^^^^ 1. The Active Voice represents the sub- ject of the verb as acting upon some object ; as, James strikes the table. Here the verb "strikes" in the active voice, indicates what its subject, '*James'* does to the object, table. 2. The Passive Voice represents the sub- ject of the verb as acted upon ; as, The table is struck. See Lesson 28. . . ,, .^i^ Here the verb, " is strttck,'^ in the passive voice, indicates what is done to the subject, *' table," ... v *. , . . .. 44 INTEODUCTION TO ANALYTICAL GEAMMAE. 3. Intransitive verbs have not a passive voice. A few admit a passive form, but not a passive sense ; thus, I am come, means the same thing as, I have come, 4. When a verb, usually intransitive, is made transitive [Lesson 16, Obs. 3,] it is then capable of a passive voice ; as, " My race e^ r^^7^." ,, : ILLUSTRATION". — Both the active and the passive voice ex- press precisely the same act, but each in a different way. With tbe active voice, the subject, that is, the person or thing spoken of, does the act, or is active; with the pasoive voice, the subject is acted upon, or is pauive. The words active and pamve then strictly / belong to the subject, but are properly used to distinguish those voices or forms of the verb which show that the subject acts or is acted upou : that is, the form of the verb which represents its sub- ject as active, is called the Active voice ; and that which represents its subject as passive, ia called the Passive voice. Remembering, then, that the subject or nominative of a verb is the person or thing spoken of, when, in any sentence, we see that that subject aets^ we know that the verb is in the active voice; thus when we say, '* Csa^ar conquered Gaul," we see that '* Osesar/' the persrii spoken of, is represented as acting, and therefore ** con- quered,** is in the active voice. Again, when we say, "Oaul was conquered by Csssar," the subject or thiug spoken of Is Gaul ; it ia represented as acted upon, and therefore " was conquered" is in the passive voice. -^ QUESTIONS. • ''* What belongs to the inflection of verbnt What is meant by voice? How many voices has the transitive verb in English? What are they I How does the active voice represent its subject? Huw does the passive voice represent it ? What voice have in- transitive verbs? Have they ever a passive form? Have they ever a passive sense ? When intransitive verbs are made transi- tive, can they be used in the passive voice? EXERCISES. ' * lu each of the following sentences, the pupil may be questioned, as on the first, in the following manner : Who is the pei-son 8p9ken of in this sentence ? Aus. — John. What is said of John ? Ans. — He studies. Does the word studies represent John as actin;?, or as acted upon? Ans. — As acting. In what voice then is "studies?'' HOODS. 4$ Ana. — Active voice. Change the sentence bo as to make " gram- mar " the thing spoken of, and express the same meaning. Ans. — " Qrammar is stadied by John." Analyze this sentence in the same way as the other. ; , , yi_';' John studies grammar. Cain slew Abel. Noah built the ark. The temple was built by Solomon. Columbus discovered America. Pride ruins thousands. Most men are governed by custom. I have written a letter, vr. [Review the preceding Lesson, and answer the questions.} ' > ; Lesson 19. — Moods, ,o i v Mood is the manner in which the action, or state is represented. Verhs hare six moods ; namely, the Indi-- cativey Potential, Subjtmctwe, Imperativey Infinitive, and Par^^icipiql„ l.^The Indicative mood simply declar6»' the fact expressed hy the verh, or interro- gates lespecting it ; as, He loves ; He is lov* ed ; Does he love? - -iv »~ ^v -.: ,< 2. The Potential mood declares, (or asks a question respecting), not the fact expressed by the verb, but only its posaihility ; or the liberty, power, will, or obligation, of the sub- ject in regard to it; as, , ,. ^ ,.;«.. . hJ The wind may blow ; I can 8wim[; May weJwalkjf^Must Igo,? 3. The SuBJTJNCTivE'mood represents the fact expressed by the verb, not as actual, but as conditional, desirable, or contingent ; as, '•If thy presence go not with us, carry us not^up hence." — ^"0 that he were wiser This mood is subjoined to another verb, and dependent on it. ,V 4. The Imperative mood commands, ex- horts, entreats, or permits; as, E 40 lyTBODUCTION TO ANALYTICAL GBAMMAB. r. f Do this ; Remember i\\y Creator ; Hear^ my people ; Qo thy way for this time. .>^." m 5. The Infinitive mood is a form of the yerh with "^o** before it, (expressing the action or state of the verb in its most unlim- ited sense) used as a verbal noun; as, ^y^^,,,,.. I lore to skate ; To attempt it would be vain ; A desire to learn is praiseworthy. 6. The Paticipial mood embraces those forms of the verb called Participles, when used as verbal adjectives and verbal nouns ; as, M^1nf>'*'■'n^m >^^ '^yYf^f^. '^-^ There is a boy amxmng himself; Devoted io study he soon ex- celled iu every branch of knowledge ; On seeing me he fled ; There is glcry in dying for one's country. In the above examples, "am«ttn^" and ^^ devoted** are verbal acUMtivM. ai^d^' stfftnjr" and **dging*^ are verbal nouns. • "-^ OBSERVATIONS. 1. The subjunctive mood differs from the indicative only in the second and in the third person singular of the present tense. The verb "to be** differs also in the past tense. <)! r>ii ;-tnoK i • h'> 2. The imperative mood, striotly speaking, has only the second person^ singular and plural; because, in commandmg, exhorting, Ac, the language of address is always used ; thus, " Let him love," is equivalent to, ** Let thou him love ;" where Let is the proper im- perative, and love the infinitive governed by it. [See Lesson 66, 1, 2.] The verbal noun in the form of the infinitive mood, may be used as nominative or Objective, but not as a possessive. [See Lesson 66, Sub-rules 1 and 2.] ••! *s'%ns^- j.;>n. ■i t iJiM f^ln'^K^'il^ QUESTIONS., -\,JX Jill .i9 What h mood I How many moods are there ? How does the Indicative mood express an action or state f — the Potential f — the Subjunctive? — the Imperative? — the Infinitive? — the Pavtioipiall In what parts does the Subjunctive differ from the Indicative I How many persons has the Imperative mood ? How is the Infini- tive mood used V As a verbal noun, in what cases may it stand ? N. B, — Exercises on this and the following Lessen will be better understood after the pupil has gone through Lesson 28. They are therefore omitted here. , •a'??i,s /. '*!', ;>'^tlST%9" i?it''0' TENSES, OB DISTINCTION OP TIMS. 47 :;i)- [Review the twu preceding Leasona.] Lesson 20. — Tenses or Distinctions of Time, . . 'Tenses are forms of the verb, which serve to point out the distinctions of time. '. Time is naturally divided into Fretent, Patt, and J^Utare ; and an aotion may be represented, either as inoomplete and continuing, or as completed at the time spokeii of. This ^iyes rise to six tenses, only two of which are expressed in English by a distinct fotrm of the verb. The others are formed by the aid of auxiliary verbs; thus, ^^h■:^'^m^r'l 'j'y.f.if '"= •;.>•>{/ ')y\nt P KNT ^ -^'''•ow continuing; as, I love, I do love, I am loying. rBxsB . "I j^gfiQj^ completed; as, I have loyed. p 5 Action continuing ; as, I loved, 1 did love, I was loving. rAST. -j j^g^if^ completed; as, I had loved. , -, j ^c/ton con^inttiw^ / as, I shall or will love. ^-iilS^^ JPUTURE.^ "I Action completed; I shall have loved. The tenses in English are six ; namely, the Preserlty the Fresent-perfect^ the Past, the Past-perfect, the Future, and the Future' perfect. ^ . . jC :■ . . i. TENSES OF THE INDICATIVE MOOD. "''"^W • '' ** ' '^ The indicative mood has all the six tenses; they are used as follows : * 1. The Present tense expresses what is going on at the present time ; as, I love you. I am lovpd. " ■ -'^^^^^^ 2. T) J Present-perfect tense represents an action or event as completed at the pre- sent time ; or in a period of which the pre- sent forms a part ; as, " John has cut his finger." " I have sold my horse." " I have done nothing this week." . ^ ,. ; 3. The Past tense expresses what took place in past time ; as, " God said, let there •.j>*f 48 INTRODUCTION TO ANALTTICAL OBAMMA.R. be light ;*' " The ship sailed when the mail arrived, ^^ 4. The Past-perfect tense represents an action or event as completed at or before a certain past time; as, "I hadioalked six miles that day ;*' "All the judges had taken their ' places before Sir Roger came." ':ii,i 5. The Future tense expresses what will take place in future time; as, **I will see you again, and your hearts shall rejoice," ^' 6. The Future-perfect intimates that an action or event will be completed at or before a certain time, yet future ; as, " I shall have got my lesson before ten o'clock to-morrow." NoiPB. — The tenses injQected without tbe auxiliary have, are called Simple, or Indefinite tenses; those wich the auxiHary havt, in its various ten?c8, are called Compound, or Definite tenses. In the Active Voice, the Perfect or Past Parlieiple is used only in forming the Compound or Definite tenses. , TENSES OF THE OTHER MOODS. • 7. The Potential mood has, properly ^ all the six tenses; the Present, the Present- -perfect, the Past, the Past-perfect, the Fu- ture, and the Future-perfect. - v ^^t Th^ future and future perfect, conjugated, with will in the first person and shall'm the second and third, express a promise, deter* mination, or authority ; they are, therefore, properly Potential^ and Are here placed as tenses of the, Potential Mood. The tenses in this mood indicate the time, not of the act expressed 4)y the verb, but of the liberty, power ^ wilt, or obligation, expressed hy the auxiliary, or sign of the tense ; thus, " I may write," does not express the act of writing as present, but only the lihert\f to "Wi'ite, expressed by the auxiliary may. y|.f>> Hence the time expressed by the verb in this mood is less defi* . JQite, and depends not so much on the tense as on other words with TBKBES, OB DISTIVOTIONS OF VIM£. 49 which it atandii oonaectod. ThU ia the case especially with the Past tenie. [See An. A Pr. Gr. 428—482.] 8. The Subjunctive mood, in its proper .form, has only the present tense. The verb to be has the present and the past; the Subjunctive, however, generally takes the same form as the Indicative and Potential. Lesson 65. 9. The Imperative mood may always be regarded as present ; i. e. the command, &c., is present, though the doing of the act com- manded is future. 10. The Infinitive mood has two tenses ; the Present and the Perfect. .,^ , ^ ^af^^^f » '^^ ' OBSERVATIONS ON THE TENSES, r ,. - aS^S 1. The Present tense is used to express, Ist — the simple exTsl- ence of the fact ; os, " He ipisaks" 2d — what is habitual or always true ; as, ** He takes snuff." 8d— In historical narration, it is used for the past ; as, Caesar leave» Gaul,*' for " Caesar left Gaul." 2. The Present'perfeot is used, Ist— To express what has taken place at the present time, or in a period of time of which the pre* sent forms a part ; as*, " My father has arrived." 2d — To express an acb or state continued through a period of time reaching to, and including the present; as, "He hat [now] ttudied six months." Sd— To express an act long since completed, when the reference is not to the act of finishing, but to the thing finished as still existing ; as, " Cicero Aa« i0n7f0n orations." 8. The time indicated by the Past tense is regarded as entirely past, however near ; as, ** I saw him a moment ago." It is also used to express what was customary in past time ; as, " She attended church regularly " 4. The Past tenses of the Potential, and the Subjunctive mood, are less dfifinite in regard to time, than the same tenses in the Indicative. :&'■■. 50 INTllODUCTION TO ANALYTICAL OllAMMAIt. QUESTIONS. Wlmt nro tenses? How is time naturnlly divided } In each of these, how may an action or state be represented ? How many tenies are there in the English verb ? How mnoy has the Indica- tive mood ? What are they f What doe« the present tense expreos ?— the Present perfect ?— the Past ?— Past perfect ? — the . Future?— the Future-perfect ? .,/._,..».. .» ; ? :..,<: \ t.' How many tenses has the Potential mood ? — the Subjunctive t — the Imperative t — the Infinitive I In what different ways is the Present tense used ? — tlie Present*perfect t— -the Past ? Which are called the simple or indefinite tenses? Which the compound or definite ? In what tenses only, is (he perfect participle used in the active voice. \ '! I (? .1 ,. «.V •' k »h1 ''{■(•'■\.-}Yi.• 52 INTHODTTOTION TO ANALTTIOAL GBAIIMAB. ■ fp' ^ ■'"iJr. :"•: OBSEIlVATiONa'" '' 'tf'^^'f-.:':, > 1. The first, second, and third persons plural, are always like the first person singular. . ,» ; •? 2. The second person singular of the present indicative active, ends in st or e»t ; as, thou loveat ; thou readest ; — of the past, gene* rally in st ; as, thou lovedst. All the other persons in both numbers in this tense are alike. . 8. Verbs that end in «, sh, ch, z, x, or o, form the third persoa singular of the present indicative active, by adding es, or, in the grave style, eth ; as, He teaehet^ or teacheth. All others add « in the common style, and th or eth, in the grave style; as he love», or loveth ; — read»t readeth. 4. Verbs in y with a consonant before it, change y into t before the terminations est, ««, eth^ ed; but not before ing; as, try, triest^ triet, trielh, tried, trying. v yt- ' \ r^ { QUESTIONS. ^ * How many numbers has each tense ? How many persons are in eaeb number ? What mood has only the second person ? Of whom does the first person assert! "What is the subject in the singular f —in the plural ? Of whom does the second person assert ? What is its subject in the singular % — in the plural ? Of whom or what does the third person assert. What is its subject? What parts in each teuRC are alike ? How is the second person singular formed in the present indicative ? — in the past tense ? When is the third person singular of the present indicative formed by adding e«, or tffA/— When by adding «, or th, or eth / How is it formed when the verb ends in y after a consonant ? ' V '' * ' , .*. t s ,*4: s EXERCISES. 1. Tell the second person singular of the following verbs, and how it is formed. 2. Tell the third person, and how it is formed. <"« ' » ^ * • 8. Prefix thou to each verb, when put in the second person sin- gular; as, ''thou tellest'," and he to each, when put in the third; as, "he tells." Tell, speak, sleep, walk, read, learn, smell, see, he'ar, taste, touch, handle, write, pay, eat, drink, warm, teach, go, do, fiill, play, stand, sell, buy, study, copy. 4. In the following word?, tell which are in the first pereon, and why ;— in the second, and why ; — m the third, and why. .jMA.' •-ij'.-rr---''' •^--■}y. Kuu^^,. CONJITGATIOir OF TEEBB. , ,,,,^, 58 5. l*refix to each verb, in the following list, the pronouns of the same person and number as the verb; as, /loye, thou loyest, (be. Love, lovest, loves, runs, runnest, sleep, teach, preach- es, teachest, writes, write, eats, goes, goest, go, tell, teaches, speaks, read, readest, sews, pay, look, walks, jump, hop, skip, laughs, sing, cry, criest, study, studies. ->i yff-'^ '-t'i: m^ 1 4 Lesson 23. — Conjugation cf Verbs, The pupil should be thoroughly drilled in this Lesson, till he is able to tell every part at once and correctly — and to give promptly any part of the verb that may be required.] 'i''\' ,•' 1 1. The Conjugation of a verb is the r%u- lar combination and arrangement of its sev- eral moods^ tenses, numbers, and persons, 2. In the active voice, most verbs have two forms ; the Common ; as, I read ; and the Progressive; as, I am reading. See Lesson 27, note. - : „ , *; • \i^m i .: Besides these, in the present and the past indicative active, there is a third form called the Emphatic; as, I do read, I didread. The other tenses are rendered emphatic i;y placing a greater stress of voice on the first auxilliary ; as, I Jiave read — I am reading — it is read. ■.,-■..'! .f..„ >. , ■■.- The Verb TO BE. The intransitive irregular verb To be, is inflected thro]igh all its moods and tenses, as follows: .,, „, ,l;f 7 PBINOIPAL PARTS. \ Pretent, am, .u Pasty was. Past Participle, been. ^'» INDICATIVE MOOD. t^ , , ., ; , PRESENT TENSK. J »y ,,' Singular. -I ,>,...,,- Plural. ! .vVv'm^ic; 1. lam. *"' "' ■■ f- '■-'' 1. We are. ■ ■- ■'■■ '.^•^' ^.toJi-x? 2. Thou art. ' ^ 2. You are. •'• , i 40! ■- 3. He is. 8. They are. ^4, 54 INTBOSirOTlOK TO AKALTTIOAL GBAMMAB. 1. I Lave been. ""^ '^ •* 2. Thou hast been* ^^^ 3. He has bcen,!i^^ .5 v 1. I was. 2. Thou wast.* \ 8. He was. :[l fy 1. 1 bad been. 2. Thou hadst been. S. He had been. PREBENT-PSBFRGT TENSK. Sign, have. 1. We have been. •>'j 2. You have been. V ■ :> ; :*tK« 8. They have been. PAST TBNSK. sji?>nf>^r;*v-;^ 1. We were. • -—"' 2. You were. 8. They were. PAST-PERFECT TENSE. li^-' . t-A. ■^- Sign, had. J'-^ii" h;^;^.?'*-'^' ,; -xrr: » 1. We had boen. j '.< ':;>p?ii*j 2. You had been. 8. They had been. ■■^'ihi 7^'^.' i.i ;fj. q^'ii ,<;Trii - f ^, FUTURE TENSE. ii^x^'ii..^^ (When used simply to express futurity.) i fc?>l!?*iV Signs, thall, in the Ist — teillt in the 2d and 8d. ^ ix,^o 1. I shall be. . 1. We shall be. > ,. 2. Thou wilt be. ^ i" " B ilC 2. You wW be. > t 8. They will be. FUTURX-PERFEOT TSNSE. «.- ''^fyXii." I 8. He will be. Signs, «jia// have, in the let — will hdve^ in the 2d and 8d. 1. I shall have been. 1. We shall have been. 2. Thou wilt have been. 2. You will have been. ■\f.M.fr'^ ,8. He will have been. 8. They will have been. ,|f»f ,^||i *;{> s;;i 75 POTENTIAL MOOD. '.\''4"""-'''- ''*'■''' ' '■ ■ PRESENT TENSE. i: it ^: . ^' Signs, may, can, must. — Infleot with each. V; t; l Singular. " ^(f f' ^ Plural. 1^ 1. 1 may be. 1. We may be. . ^. ' 2. Thou mayst be. '>v '; 2. You may be. ^-lOii; 8. He may be. 3. They may be. f ';|0'ti 111 PRESINTPERFEOT TENSE. Signs, may Aav«, can have, or mt^st Aave. — Inflect with eacbw 1. I may have been. 1. We may have been. ' 2. Thou mayst have been, 2. You may have been. 4'i¥^"' 8. He may have been. 3. They may have been. * We have not introduced ''^ouwas" in the conjugation ; but analogy) national usage, und the authority of many of the first writers and grammarians, would have fully warranted us in intro* ducing it. We might quote, at any leuglb, such names as Walker, Webster, Jeffrey, Pope, Gay, Boswell, Judge Paiker, &Q.&C., in de* fence and support of it. .)'.tVM^.iy> THE YEBB TO BE. a I 55 FAST TENSE. Signs, mighty could, would, should. — Inflect with each. 1. I might be. 2. Thou mightst be. ^. He might be. 1. We might be. 2. You might be. , 3. Thoy might be. »■'! PAST-PERFECT TENSE. Signs, might have^ could have, would have, should have. — Inflect with each. 1. I might have been. 1. We might have been. 2. Thou mightst have been. 2. You might have been. 3. He might have been. 3 They might have been. FUTURE. (When used to express a determination, promise, authority, &q.) Signs, toill, in the Ist— «Aa2/, in the 2d and 8d. 1. I will be. 1. We will be. ; ; ; ' f ^ 2. Thou shalt be, 2. You shall be. ' ' 3. He shall h«. - '«^^^ ' 8. They shall be. A > ' '--^ ,~ •'"■""■''"•'} " FUTURE PERFEOT. ' ''''''' 1*^ ;',/,'''" ' (When used i ' ..|>ress a determination, promise, authority, dec.) Signs, toill have, in the lBi-—shaU have, in the 2d and 8d. 1. We will have been. } 2. You shall have been. S. They shall have been. : r ' > 1. I will have been. 2. Thou shalt have been, ^ 3. He shall have been. JT? ..(,". V > i I M • .' .J J I . I " • V ■ ^r*>ji> ,;i- ' ^suBjummvB MOODi " ■" PBitSENT TENSB. — {SutjuncHve fotm.)* Singular, ^ Plural. 1. If I he. Vfi 1 !' 1. ^webe. ?/, 2. If thou be. ., ,,; 2. If you be. 8. ij^ he be. S. Jf they be. rf jt.^i PAST TENSE.— (/Su*/l«n«/U»« /bflM.)* , 1. //■ I were. 1. //" we were. 2. If thou were or wert. 2, If you were. 3. If he were. 3. If they were. * The indicative form of the subjunctive in all the tenses is the same as the indicative, and the potential form the same as the po- '-' tential, with the conjunction B' prefixed, except in the Future, ■ .r if .i>M .•■..;5 write, If you will write, If he will write. / ,•,»,.'•*»')»»"< ^j •• isii^Si. -iitj ■.;.■. -l;. 56 INXEOi)U0TION TO ANALYTICAIi GBAMMAB. Singular. '-.■''' IMPERATIVE MOOD. Plural. 2. Be, or be thou. - ' ; ' ■•> . 2. Be, or be ye or you. PRESENT TKNSE. To be. INFINITIVE MOOD. ; V , t PERFECT TENSB. To have been. ;:^ PARTICIPLES. ' Paesknt, Being..'. ,' Past, Been. Perfect, Haying been. EXERCISES. 1. Let the pupil tell the tense, mood, person, and number of the following words — parts of the verb to be; thus, "Am," first, gin- gular, present, indicative. zf 2. Let him parse the same words; thus, "Am" is a verb, irreg* ular; am, was, been, intransitive; in the first, singular, present, indicative. , Am, is, art, wast, I was, they were, we are, hast been, has been, we have been, hadst been, we had been, you have been, she has been, we were, they had been. I shall be, shalt be, we will be, thou wilt be, they shall be, it will be, thou wilt have been, we have been, thej will have been, we shall have been, am, it is. I can be, mayst be, canst be, she may be, you may be, he must be, they should be, mightst be, he would be, it could be, wouldst be, you could be, he may have been, wast. We may have been, mayst have been, they may have been, I might have been, you should have been, wouldst have been ; (if) thou be, we be, he be, thou wert, we were. _ _ i , .;......;.„. ...u. Be thou, be, to be, being, to have been, if I be, be ye, been, having been, if we be, if they be, to be. ' , 3. In the following sentences, parse the words in order ; thus, "Snow** is a noun, the nominative singular, because the subject of " is'* ^^Is** is a verb, irregular ; am, was, been, intransitive ; in the third, singular, present, indicative. " White *' ia an adjective, qoal- fjlng snow ; eompsLved, white, whiter^ whitett V !,/;>• r THE TEBB TO LOTE. '^:>u(a.CJilTil 57 Snow is white ; he was a good man ; we have been younger ; she has been happy ; it had been late ; we are old ; you will be wise ; it will be time ; if they be thine ; be cautious ; be heedful youth ; we may be rich. Iiesson 24. — The Verb to love. The regular verb to love, in the common form, is inflected through all its moods and tenses, as follows : Lore. Singular. 1. IloTe. 2. Thou lovest. ACTIVE VOIClfi. PRINOIPAL PARTS. Loved. _' '■■ INDICATIVE MOOD. PRBBBHT TBMSI.*^' / Plural. 1. We love. 2. You love. '''ri; 8. He loves (or loveth). 3. They love. .. PRISBNT-PKBrai^T TXNBK. ,^ Sign, have, 1. I have loved. , / ^„ 1, We have loved. 2. Thou hast loved. ^ ' '• 2. You have loved. 3. He has or hath loved. 3. They have love8. , , , PAST TBNSE.f 1. I loved. 1 . We loved. 2. Thou lovedst. 2. You loved. 3. He loved. 3. They loved. Loved. '1 » itr ; •pRBBBNT TENSE. {Emphatic form). :• 1. I do love. 1. We do love. * 2. Thou dost love. 2. You do love. 3. He does or doth love. ]^. They do love. f PAST TXNBB. {EmpluUic form). 1. I did love. 1. We did love. 2. Thou didst love. 2. You did love..w 8. He did love. . , 3. They did love. f'^. 'r^. '■V: Is,.,, . INTBODUOTIOK TO ANALTTIOAL OBAMMAR. 1. I had loved. 2. Thou hadst loved. 3. He had loved. PAST-PBRFEOT TBNSB. •'t ; : ?v ,. / Sign, Aad. , , 1. We had loved. 2. You had loved. 3. They had loved. ' • FUTURS TXN8B. (When need to ezpresB simple futurity.) Signs, ihall, in the Ist — vrill, in the 2d and 3d. 1. I shall love. 1. We shall love. 2. Thou wilt love. . n ., 2. You will love, f . 3. He will love. ' • "" 3. They will love. v.t ill IT n FUTDBE-PERFXCT TENSE. ^ " '^ ' -'" ' (When used to express simple futurity.) Signs, ihall have, in the 1st— >t(n/2 have, in the 2d and 3d. 1. I shall have loved. 1. We shall have loved. 2. Thou wilt utive loved. 2. You will have loved. 8. He will have loved. 3. They will have loved. P0TE17TIAL MOOD. ^ PBESENT TENSE. Signs, may, can, must. — Inflect with each. 1. I may love. ^ , 1. We may love. .; ^^^ IS. Thou mayst love. 2, You may love. " 8. He may love. '"^ ' 8. They may love. PRXSENT-PEBFXOT TENSE. Signs, may have, can have, must have. — Inflect with each. 1. I may have lifted. * 1. We may have loved. t. Thou mayst have loved. 2. You may have loved. 3. He may have loved. 3. They may have loved. PAST TENSE. , ; Signs, might, could, would, should. — Inflect with each. 1. I might love. 1. We might love. 2. Thou mightst love. ~*v 2. You might love. 3. He might love. , .. ', 3. They might love. PAST-PERFECT TEt .. ;*''■ ' ''''' ""'.' Signs, might have, could have, would ^ k should have. — Inflect with each 1. I might have loved. 1. Wj might have loved. 2. Thou mightst have loved. 2. Y u might have loved. 3. He might have loved. 3. They might have loved. h'l- THE VEBB TO LOYB. ■' f i: •/ I 59 FUTURE. ■r,T (When used to express a determination, promise, authority, kc.) Signs, mill, in the 1st — shall, in the 2d and 3d. ^ 1. I will love. 1. We will love. 2. Thou shalt love. ,, 2. You shall love. ,, ^ 3. He shall love. ,| 8. They shall love. ' :\ .,,' ^^■V. ■ i\.jf,, y.i' ?• FUTURK- PERFECT. ■ -. :,.i , .,.• m .■■ (When used to express a determination, promise, authority, Ac.) Signs, will have, in the 1st — shall have, in the 2d . \^ 3d. 1. I will have loved. 1. We will have loved. ,;try- 2. Thou shalt have loved. 2. You shall have loved. 3. He shall have loved. 3. They shall have loved. SUBJUNCTIVE MOOD. .^ ,. ; PRESENT TENSE {StAjuitcHve form)* 1. If I lore. 1 1. i/" we love. n% 2. If thou love. 2. If you love. 3.^ he love. 3. if they love. ' PRESENT TENSE {Indicative form). ^ '■ '^ 1. J/ I love. I. If we love. 2. If thou lovest. 2. i/" you love, ' ^ S. If he loves (or loveth.) 3. If they love. PRESENT-PERFECT TENSE. 1. If I have loved. 1. if we have loved. 2. ^ thou hast loved. 2. /f you have loved. 3. If he has or hath loved. 3. If they have loved. PAST TENSE. 1. if I loved. ^ 2. If thou lovedst. 3. If he loved. 1. /f we loved. 2. If you loved. 3. If they loved. PAST-PERFECT TENSE. 1. If I had loved. 1. If we had loved. 2. If thou hadst loved. ' 2. If you had loved. 3. If he had loved. 8. If they had loved. •■f „ . * The Present subjunctive is here given in two forms : Ist in the vubjunetive or elliptical form, used when both contingency and futurity are implied ; and 2d. the indicative form, used when con- tingency only, and not futurity is implied. The subjunctive might be extended through the potential, as it is used subjunc- tively as well as the indicative, observing the difference in the use of shall and will. /i\ eo INTBODUOTIOK TO AKALTTIOAL OBAMMAB. FUTUaS TENSR, 1. If I shall love. 1. // we shall love. 2. If thou shalt love. 2. If you shall love. • ' \ 3. If he shall love. 8. If thej shall love. VUTUaEFKRFECT TENSE. ' 1. If I shall have loved. 1. If wq sha " have loved. 2. // thou shalt have loved. 2. If you shall have loved. 3. if he shall have loved. 8. If they shall have loved. IHPERATIVB MOOD. Singular. Plural. Common form, 2. Love, or love thou. 2. Love, or love ye or you* Emphatic form. 2. Do thou love. 2. Do ye or you love. INFINITIVE MOOD. Present, To love. Perfect, To have loved. PARTICIPLES Present, Loving. Past, Loved Perkkct, Having loved. Parsing. — A verb is parsed by stated its form (whether regular or irregular), its kind (whether transitive or intransitive), princi- pal parts if irregular, its person, number, tense, mood, and voice, if passive, and its agreement with its subject : thus, " He loves." Loves is a verb, regular, transitive, third, singu- lar, present, indicative ; agreeing with its subject, he. "He writes a letter." Writes is a verb, irregular; from write, wrote, written; transitive, third, singular, present, indicative, agreeing with its subject, he. N.B. It is well in parsing, to state everything belonging to a word in as few words as possible, and always in the same order. QUESTIONS. What is the conjugation of a verb ? How is a verb conjugated ? Conjugate the verb love in the active voice. Say the indicative present— past — future — the present-perfect — the past-perfect— fu- ture-perfect. Say the first person singular, in each tense — the second- the third — the first person plural — the second— the third. Say the emphatic form, in the present— in the past. What are the signs (or auuiliaries) of the present-perfect? — the past-per- fect? — thefuture? — the future-perfect?— the subjunctive present? — present-perfect? — past? — past-perfect? &c. What is the sign of the infinitive ? What does the future indicative express ? Take THE TBRB TO LOTS. 61 it throus:h the tense. What does the future potential express ? Take it through the tense. Extend the subjunctive through its potential form. , t ^ .,;.', i EXERCISE I. 1. Go over the following Exercise, and tell the tense, mood, and voice of each verb ; thus, " He /ot;««," preseut, indicative, active. 2. Go over it again, and tell the person and number ; thus, /ovc<, third person, singular. 3. Go over it again, and join these together ; and so tell the per- son, number, tense, mood, and voice ; as, loves^ third, singular,, present, indicative, agreeing with its nominative, naming the nominative. K.B. — The pronoun is no part of the verb, but helps to show its person and number ; and the auxiliaries (or tigns) are not usually taken separately, though they might be ; so that the two words, and sometimes three, as in the past perfect potential^ are parsed together as one word ; thus, have lovedf the present-perfect, indica- tive, active. N.E — This Exercise should be repeated till the pupil can do it correctly, rapidly, and easily, and without making mistakes, either in the number or order of, the things to be stated. He loves, if they love, I have loved, if you will love, tbou teachest, they will learn, he shall teach, he has written, if I had given, James will go, if John may come, he might read, they would have studied, children play, boys studied, they did study, write thou, come ye, to sing, to have played, reading, sleeping, running, loved, learned, having loved, having gone, birds fly, horses galloped, the fire burns, the sun did shine, the moon bas- changed, if you be, if I were, if he do, if they shall go, if they will be, if I can come, if he could have gone, he will come, he shall come, I know, I do know. N.B. — Pupils may be required to make exercises of this kind for themselves. s EXERCISE II. Before beginning this Exercise, let the pupil go back and review thoroughly Lesson 16, and the exercises on it; then 1. Tell which words are verbs, and why ; and whether transitive or intransitive, and why. 2. Tell their tense, mood, voice, person, and number, as in the preceding Exercise. , , ,, 3. Go over it again, and parse each verb by putting all these to-^ 62 INTEODUCTION TO A.KALITICA.L GRAMMAR. ^^ together ; thu8, lovestf ia a Terb, regular, transitive, third, - singular, present, indicative. He loves us, I will love him. Good boys will study their lessons. Children love play. The dog killed my rabbit. James Has written a letter. Cows eat hay. A fire warms the room. Bring some wood. I have studied grammar. Girls may write letters. Tour sister shall sing. He would like to hear a song. Give that book to me. I will give this book to you. Lend me your pen. Children should obey their parents ; they should love God. Hemember the Sabbath day, to keep it. All men must die. Time waits for no man. Do good to all men. John will mend my pen ; I will th&nk him. Tou would oblige me by assisting me to learn this lesson. Tell Henry to shut the door. *' And he opened his mouth, and taught them, saying, Blessed are the poor in spirit : for theirs is the kingdom of heaven. Blessed are they that mourn : for they shall be comforted. Blessed are the meek t for they shall inherit the earth. Blessed are they which do hunger and thirst after righteousness : for they shall be filled." r-V^'uI:. .ir-u. ■ ■' EXERCISE III. . ,,,^^^ .,, ^.,^^^,,..^ f 1. The Nominative Case, < N.B. — A verb in the active voice, declares or asserts the action or state of some person or thing. That person or thing then is its subject, and is in the nomioatiye case ; thus, in the first sentence of the preceding Exercise, the word ** loves" asserts what *'Ae" does ; he, therefore, is its subject, and is in the nominative case. Point out the verb in each sentence of the preceding Exercise ; tell what word is its subject, and why. What case is the subject in ? 2. The Objective Case. A transitive verb in the active voice asserts what its subject does to some person or thing. That person or thing is the object of the verb, and is in the objective case. Thus, in the above sen- tence, ** He loves us," loves is a transitive verb, and asserts what its subject, he, does to us. Us, then, is its object, and is in the objective case. The nominative, or subject, is usually before the verb ; the ob- jective is usually after it. Point out the transitive verbs in the preceding Exercise. Tell what word is the object in each sentence, and what case it is in. '-*?.. J/ NEOATIYE EOBlf OF THE YSBB. ^iTT.'I 68 EXERCISE IV. Parsing. * \ Go over the preceding Exercise, and parse each word in order ; the nouns as directed, Lrsbon 8 ;— the adjectives as directed, Lia* SON 11 ;— the proiMuns as directed, Lksson 12 ; and the verbs as directed in this Lksson. laesson 25. — Negative Form of the Verb, The verb is made to deny by placing the word not after the sim- ' pie form ; as, *' Thou lovest not ;" and between the auxiliary and the yeru in the compound form ; as, '' I do not lore." When two auxiliaries are used, not is placed between them ; as, I would not have loved. With the infinitiye and participles, the negative is put first ; as, Not to love ; not loving. The simple form is seldom used with the negative. In the pre- sent and the past tense, the compound or emphatic form is moro common. The following synopsis will show the manner of using the negative. '■' INDICATIVE MOOD. ' ■' * -^ ^'' miiH Pbksbnt. 1. 1 do not love. 2. Thou dost not love, dko. Pass. Pkrf. 1. 1 have net loved. 2. Thou hast not loved, &c. Past. Past Pert. Future. FuT. Pkrf. 1. 1 did not love. 1. 1 had not loved. 1. I shall not love. 1. 1 shall not have .... loved. 2. Thou didst not love, &c. 2. Thou hadst not loved, &c. 2. Thou will not love, &c. 2. Thou wilt not have loved, &e. ■'■''' POTENTIAL MOOD. ' '''^'* Present. 1. 1 can not love. 2. Thou canst not love, Ac. pREa. Pkbf. 1. 1 may not have 2. Thou mayst not have loved, , loved. &c. Past, 1. 1 might not love. 2. Thou mightst not love, &c. Past. Perf. 1. 1 might not have 2. Thou mightst not have loved, loved. 1 «\V» 1. Put the verb, in the following aentencei, into the negative 2. Put the verb, in the following sentences, into the interroga- tive form. 3. Distinguish the different parts of speech, and parr ) them, aa In the preceding Exercise, IV. I love you. You loved me. James studies grammar. Your father has come. He will go soon. The ship four» dered at sea. John would eat apples. Apples will grow on this tree. The horse will run a race. The fox had catched the p:oose. Babbits eat clover. Study oti- €omcs most difficulties. Labor promotes h alth. Weath makes the man. Poverty scatters friends. The ships sail. The sun has set. The moon rose. The stars will shine. N.B. — Let the pupils make similar exercises for themselves, and parse them. Xiesson 27. — Vrogressive form of the Active Voice, The Progressive form of the verb is in- fleeted by prefixing the verb to be, through all its moods and tenses, to the present par- ticiple; thus, Present. 1. am writing. 2. Then nrt. writing, c." ■ ,-_ ■ ''i 6G INTEODUOTION TO ANALYTICAL GEAMMAE. •>.\ 1. Gbange the following verbs from the simple into the pro- gresflive form : ?, .,> He writes, they read, thou teachest, we have leaned, he had written, tney go, you will build, I ran, John has done it, we taught, he stands, he stood, they will stand, they may read, we can sew, you should study, we might have read. 2. Change the following, from the progressive into the simple form: "We are writing, they were singing, they have been riding, we might be walking, I may have been sleeping, they are coming, thou .art teaching, they have been eat- ing, he has been moving, we have been defending, they had been running. 3. Parse the above verbs in the progressive form ; thus, "PFe are toriting ;" " are writing" is a verb, irregular ; wriief wrote, written f transitive, form. ' first, plural, present, indicative, progressive • Iiesson 28.. — Passive Voice. The Passive voice is inflected by adding the past participle to the auxiliary verb to be, through all its moods and tenses ; thus. Pres.j Am loved. Singular. 1. I am loved. 2. Thou art loved. 3. He is loved. 1. I have been loved. 2. Thou hast been loved. 3. He has been loved. 1. I was loved. 2. Thou wast loved. 3. He was loved. Pastj Was loved. INDICATIVE MOOD. PRESENT TEMSE. Plural. 1. We are loved. 2. You are loved. 3. They are loved. PRESENT PERFECT Ti:N?«JS. Sign, have. Past Part. J Loved. 1. We have been loved. 2. You have been loved. 3. They have been loved. PAST TENSE. „ 1. We were loved. 2. You were loved. 3. Tb.y were loved. PA.SSIYE VOICE. ■'.^■>n 67, CM PAST-PEarEGT TENSE. Sign, had. 1. I had been loved. 1. We had been loved. 2. Thou hadst been loved. 2. You had been loved. S. He had been loved. 3. They had been loved. » ^ rUTUBB TENSE. Signs, shall, in the 1st — will, in the 2d and 3d. (Expressing simple futurity.) • ,, y 1. 1 shall be loved. 1. "We shall be loved. ^ ; -r 2. Thou wilt be loved. 2. You will be loved. ;: 3. He will be loved. 3. They will be loved. lUTUaE-PEBFEGT TENSE. . . . Signs, shall have, in the 1st — will have, in the 2d and 3d. > (Expressing simple futurity.) . ; ,, 1. I shall have been loved. 1. We shall have been loved. 2. Thou wilt have been loved. 2. You will have been loved. 3. He wilt have been loved. 8. They will have been loved. POTENTIAL MOOD. ' v i PRESENT TENSE. Signs, may, can^ must. — Inflect with each, Singular. Plural. 1. I may be loved. ~ 1. We may be loved. .- . 2. Thou mayst be loved. 2. You may be loved. ' 8. He may be loved. 8. They may be loved. • PEBSENT-PBRFECT TENSE. Signs, may have, can have, must have. — Inflect with each. 1. I may have been loved. 1. We may have been loved* 2. Thou mayst have been loved. 2. You may have been loved. 3. He may have been loved. 3. They may have been loved. PAST TBNSB. Signs, might, could, would, should. — Inflect with each. 1. I might be loved. 1 . We might be loved, 2. Thou mightst be loved. 2. You might be loved. 3. He might be loved. 3. Thoy might be loved. PAST-PERFEOT TENSE. Signs, might have, could have, would have, should have. — Inflect with each. 1. 1 might have been loved. 1. We might have been loved. 2. Thou mightst have been loved. 2. You might have been loved. 3. He might have been loved. 3. They might have been loved. i'-, w > 68 INTEODUOTION TO AITALTTICAL GRAMMAB. . FUTURE. (Expressing a determination, authority, promise, kc.) 1. I will be loved. 1. We will be loved. 2. Thou Shalt be loved. 2. You shall be loved. 3. He shall be loved. 8. They shall be loved. FUTURB-PBRPBCT. (Expressing a determination, authority, promise, &c.) 1. I will have been loved. 1. We will have been loved. 2. Thou Shalt have been loved. 2. You shall have been loved. 3. He shall have been loved. 3. They shall have been lovedy SUBJUNCTIVE MOOD. PRESENT TENSB (SuhJuncUve form). Singular. ^ Plural, 1. If I be loved. 1. //" we be loved. 2. If thou be loved. 2, If yoir be l^oved'. \ 8. J/ he be loved. 8. ij^ they be loved- PAST TENSE {SubjuncUve form).* 1. jy I were loved. 1. If we were loved. 2. If thou were or wert loved. 2. If you were loved. 8. 1/ he were loved. 8. If they were loved. IMPERATIVE MOOD. Singular. Plural. 2. Be thou loved. 2. Be ye or you loved. _ INFINITIVE MOOD. Present, To be loved. P^rf. To have been loved. PARTICIPLES. Present, Being loved. Past. Loved. Perfect. Having been loved. ' - EXERCISE I. " On ihe Passive Voice, 1. Tell the tense, mood, person^ and number of the following words in the passive voice; — change them into the active form. 2. Go over the Exeroiee again, and parse each word in order. *The indicative form in all the tenses is the same as the indica- tive with the conjunction "?/" prefixed, and the potential form the same as the potential, except in the case of " shall " and " will,'* as already pointed out; thus, If I am loved, If I have been loved. If I was loved, If I had been loved, If I shall be loved, If I shall have been loved, If I may be loved, If I may have been loved, If I might be loved, If I might have been loved, bred Bring '^ / ' brought Build rtf. ^ '^^ -built R Burn V >:;! / burnt R i ' Burst j'fif-v!: I bid, bidden bound "* bitteo^ bit bled - blown broken, broke bred, brought • built R ' burnt R :. burst 1 bought cast ' ' ' 'h. * Those verbe which are conjugated regularly as well as irr^;u> •larly, are marked B, ., ^ j^j M ■} n IBBEGULAB YEBBS. 71 Present. Catch Chide ■"'-■ Choose Cleave, to adhere Cleave, to split Cling Clothe Come be- Cost , Crow Creep Cut Dare, to venture Dare, to challenge Deal Dig Do miS' uri' Draw Dream Drink Drive Dwell Eat Fall be- Feed Feel Fight Find Flee Fling Fly Fort ftf Forget \ . Forsake I'reeze Get he' for- Gild ' Gird be- en- Give for- mis- Go -^ Grave en- a Grind * Grow Hang Past. caught a chid chose clave B clove or cleft clung clothed, dad came cost crew R crept cut durst dared dealt R dug B did drew dreamt drank drove dwelt R ate, eat fell fed felt fought found iled flung flew forbore | forgot forsook froze gat or got gilt a girt B gave went graved ground grew hung • 1 .1! »'f M.»^. » Past Participles. caught R .^ chidden, ehid ^''^f chosen cleaved cloven or cleft clung clad a ' ' come cost crowed crept cut dared dared dealt R **' dug B done drawn dreamt r drunk driven dwelt B eaten fallen fed felt fought found fled flung flown forborne forgotten, forgot * forsaken frozen gotten or got gilt R girt B given gone graven a . ground grown hung* N i.V' ■ft '•*. ,1 ■(, I". i]J 1 ■,; * Sanfft to take away life by hanging, is regular ; as, The rob- ber was nangedf but the gown was fmng up. / > ( '*':,.:-.. ^ INTBODUOTIOir TO ANALTTIOAL OBi.MMA.B. •.•J- 1 t I i. Present, ■ ^ Have Hear Heave Hev Hide Hit ' Hold be- %nth- Hurt Keep Kneel Knit s; ^v' Kno\^ >^ Lade Lay Lead m««- ^ Leave , Lend Let Lie, to lie down Light Load Lose Make Mean Meet Mow Pjy re- Pen to inclose - Put "Quit Read» Rend Rid ' , Ride Ring Rise a- ^ J Rive Run Saw Say See » Seek Seethe ^ell"* \-:--.t*<:: Past. had heard hove R hewed hid hit held hurt kept knelt a knit R knew liuledl laid led left lent let lay lighted or lit loaded lost made meant met mowed paid pent B put quit B read rent rid rode rang or rung rose rived ran sawed said saw sought sod E sold >v ; Past Participle. had heard hoven r hewn R hidden, hid hit held or holdeu hurt kept knelt R knit or knitted known laden laid led left lent let. Iain or lien lighted or lit ladien r lost made meant met mown u paid pent B put quit r lead rent rid rode, riddta* rung risen riven r , ••un . ' sawn B said seen sought sodden r sold '■(i: 1 ) ■O Myj ■'^f'.^ ;u J * Ridden is nearly obsolete. .\;«^ '^ift»>'- ■■'n ^fitF ;. .'. i^, ^-H'-An-:. ,( 1* IBBEGULAB TEBB8. >'%^)j. 78 Present, Send Set be- Shake Shape mi»' Shave Shear Shed Shine Shoe Shoot Show* Shrink Shred Shut Sing Sink Sit Slay Sleep Slide Sling Slink Slit Smite Sow Speak ie- Speed . Spell Spend mi»- Spill^ — *-^pin* Spit be- . Sp^t -^Spread be- Spring Stand with- Steal i Stick ^ Sting Stride be- Strike Strlftg* ^C Past. Past PartieipU, , sent , sent set set shook shaken .;, ; shaped shapena shaved shaven a shore a shorn ^ , shed shed ■ shone a shone a shod shod . . shot shot showed shown a shrank or shrunk shrunk (shred shred shut shut sang or pung sung sank or sunk sunk sat sat or sittenf slew slain slept slid slept slidden, slid slang, slung slung slunk slunk ] ^ ^ Blit slit or slitted 1* "^ smote smitten , ['. sowed sown a ; "'^-u^ spoke or spoke spoken t sped BP«d ^ ; ■ spelt a spelt a ', J spent spent spilt R split a span, spun spun ^ *' spat, spit . spit split split spread ^spread sprang or fprung sprung stood f stood stole stolen stuck stuck stung. stung strode or strid stridden struck struck, stricken strung strung ' ' ^ ♦ Shew, shewed, shewn, — pronounced show^ Ac. • %* 4 Sitten and spitten are nearly obsolete. ' '^* X Strew and shew are now giving way to strow and «AoiO| as thejf . are pronounced. * . .,;^^^^,. . liU 74 INTR0DUCTI02T TO ANALYTICAL OBAMMAB. Pr€»9nt. Past. Patt Participle. Strive strove striven Stre-wJ be- strewed strewed or Strow be- Btrowed strown, Btrowed Swear swore, sware sworn Sweat sweat & sweat a Sweep swept swept Swell swelled swollen a Swim swam or swum swum Swing swung swung Take be- &o. took taken Teach mis- re- taught taught Tear un- tore or tare torn Tell told told Think be- thought ,/-— - / • throve a ^ t>' ^ thought Thrive thriven a Throw threw thrown Thrust thrust thrust Tread trod trodden, trod Wax waxed waxen a Wear wore worn Weave wove woven Weep wept wept Wet wet a wet a Whet , whet a whet a Win won won Wind wound a . wound Work wrought R wrought, worked Wring wrv.ag a wrung Write wr» . t 5 Lesson 32. — Prepositions, A Preposition is a word which shows the relation between a noun or a pronoun de- pending upon it, and some other word in the sentence; as, , *• Before honour is humility." " They speak concerning virtue." In these sentences, the preposition, " bejorej^' points out the rela- tion between "honor" and "humility;" and '* concerm'ngr" points out the relation between " speak'' and " virtue." ,•; f^vtioiu j NoTK. — Instead of a noun or pronoun, a preposition may be fol- lowed by any word or phrase, or a clause of a sentence, used as a substantive ; as, *' We are about to depart." — " Honored for having done his duty." — The crime of being a young mail" An A Pr Or. 640. - .- ^iiZ-^^^ PR£1*0SITI0N8. soDta 79 The words coninionly tired al PrepofitionB ftr« e^tatned in the following lint : About Above Aoro!)» After Against Along Amid ) Amidst [ Among ) Amongst > Around At Athwart Bating Before Behind Below Beneath Beflide ) Besides ) Between Betwixt Beyond But By Concerning Down During Ere Except Excepting For From Through In Throughout Into Till Notwith^tandingTo Of Off On Out of Over Past Pending Regarding Respecting Round Save Since Touching Toward ) Towards ) Under Underoeath Until Unto Up Upon With Within Without .M 11 OBSERVATIONS ON PREPOSITIONS, 1.' Every preposition requires the noun or pronoun depending upon it to be in the objective ceue. When any word in the pre* ceding list does not govern an objective case, it is not in that par- ticular instance a prepv>8ition, but an adverb or a conjunction, as the case may be. 2. In such phrases as east up^ hold out, fall on^ the words tfp, "'•.■':, out, on, may be considered aa a part of the verb, rather than as prepositions or adverbs. ■ " > " ' ' «^^ « '' ■ • -* *>'f ' -* " -• J Viiy'f' 8. Of the words related, that before the preposition is called the anttcedent term of the relation ; and that which follows it ia called ; the tubsequent term, or the regimen of the preposition, because ^}^ governed by it in the objective case. - , . , , , ;^ . • ,, , .n^y^j Parsing. — The preposition is parsed by stating what part of speech, and the words between which it shows the relation ; thus, "Before honor is humility." "Before" is a prep^Uion; and ) shows the relation between '' honor/' and *' humility." QUESTIONS. .£ What is a preposition f In what case is the noun or pronoun depending on a preposition ? When an objective does not follow a word commonly used as a preposition, what part of speech will it I % i\ M I- 80 lyTROteCTION TO AKALYTICAL OUAMMAB. be ? What is the related word before the preposition called »— the uue after it ? EXERCISES. 1. Point out the prepositions in the following exercises. 2. Point out the nouu or pronoun depending on the preposition, and the word to which it is related ; thus, " I went from Albany to New York," The preposition from shows tho relation between the verb "went " and Albatiy. So also, to shows the relation be* tween the verb went and New York. I went from London to Bath. The King walked about the garden with his son. They dined without me. I fell oflf a ship into the river near (to) the bridge. This box of wafers is for you. Charles put it upon the table against the inkstand. Turn down the lane through the gate. I shall go up the road after him. Bun to that tree near the house. It stands between tho trees. Put it on the table at the side of the house. I found the knife among the ashes under the grate. Sit by me. John is at School. They all went except me. 8. Parse the words in the preceding Exercises. k V ■ ''"'"' • • • % . i- ^ * Lesson 33. — Conjunctions, A Conjunction is a word used to connect words, phrases, or sentences ; as, *' You and I roust study ; but he may go and play." " Two and two make four." Of him, and through him, and to him, are all things. Conjunctions are of two kinds ; Copidative and Disjunctive. ^ - * t • • #- - A LIST OF CONJUNCTIONS. ' • 1* CopuLATiYE. — Also, and, because, both, for, if, since, that, then, therefore, wherefore. 2. DrsjuNCTiVE. — Although, as, as well as, but, either, except, lest, neither, nor, not- withstanding, or, provided, so, than, though^ unless, whether, yet, still. m^^^ ^^/i.^'A^iv' OOKJUKOTIONS. m Obs. The copulative coDJunctions ooDnect tbingB that ar« to be taken together ; as, " Tou and 1 (i.e. both of ub) must go." The diejunctive conjunctions connect things that are to be taken sepO' rately, or one to the exclusion of the rest ; as, " Tou or I (i.e. the one or the other, but not both) must go" , ^ , . /-u s» Parsing. — Conjunctions are parsed by stating to what class they belong, and the words or sentences which they join togeth- er; thus, " You and I must study." ^nd is a eooj unction, copulative, and connects You and I. ^ QUESTIONS. ^ : ' .. ? What is a conjunction ? How many kinds of conjunctions are there t What are the copulative ? — the disjunctive f How do these two classes differ? How are conjunctions parsed! EXERCISES. t. h ' VT.y^i yiVt 1. Point out the conjunctions in the following Exercise, the class to which each belongs, and the words or sentences which they connect. 2. Parse all the words in order. Henry aud Charles read tbeir lessons. I or he will be there. I will be with you unless yoi^call. I slept well though the dog barked. Bead thatyou may learn. John says that he will do it. As hetr«rirites» so do I read : for I am fond of reading. Neither the boys nor the girls are asleep. I would call if I could, but I can not. Take care lest you fall. Two and two make four. He is better than 1 thought he was, though he behaved ill. Since that has happened I must go. Do to others as you would that they should do to you. ,> . —i /.J r-;r ■ ■ i t Lesson 34. — Interjections, An Intekjegtion is a word used in ex- clamations, to express some emotion of the V F "■r:'^?y ^'',Y^^^J^'»•gJ•■■7^_)■!• r»-< ,.*»" 82 INTBOgrOTIQK TO ANALYTICAL GBAMMAB. mind ; as, Oh ! what a sight is here ! Well done ! ■ ..; > -w. ♦-.:;!• A LIST OF INTERJECTIONS. ' . ; ' ' Adieu ! ah ! alas ! alack ! away ! aha ! be- gone! hark !-hol ha! he! hail ! halloo ! hum! hush ! huzza ! hist ! heydey ! lo ! O ! Oh ! O strange ! O brave ! pshaw I see ! well-a-day ! &c. - OBSERVATIONS ON INTERJECTIONS. '^■! 1. The Interjection is thrown in among th«l other words in a sen-^ tence, but does not affect their construction . 2. is us^d to express wishing or exclamation, and should be prefixed only to a noun or a pronoun^ in a direct address ; as, " O- yirtue ! How amiable thou art!" Oh is used detached from the word, with a point of exclamation after it. It implies an emotioa of pain, sorrow, or sui'prise ; as, " Oh ! what a sight is here." - Parsing. — Interjections are parsed by naming them as such, stating why, and the emotion expressed. .!-■ i ... QUESTIONS. What is an Jn^er/gc^ton ? Name ^ome of them. Does the inter- jection flffect the construction of the other words in a sentence? How do O rind Oh diflfer in meaning-? How, in the manner of writing them ? How^ are interjections parsed ? EXERCISES. 1. Point out the Interjections in the Exercises. 8. Name all the other parts of speech, and parse them. Hah ! I am glad to see you- Well-a-day ! I did not expect this. Aias ! I am rained. Indeed ! is that true? What ! is it possible ? Lo ! there he is. Hem ! J do not think so. Ah ! you are a happy fellow, Hu^h ! what was that ? Ha, ha, ha, how laughable that is ! Ho I eome this way ? Ah ! poor fellow, he is to be f^tied. Hurrah! we liave finished our lesson. Qom^ ! now for the next. O king ! hear me. Oh ! he ia killed. HOW TO DISTINOITISH THE PARTS 01* SPBECiH, 88 Xiesson 35, — How to d^'stinffuish the ^Parts of Speech, 1. The pronouns, prepositions, conjunctions^ and interjections, are IBO few in number that they may be easily committed to memory ; and, should any .one of the list be, at an^ time, used as a different part of speech, the manner in which it is nsed, as compared with the definitions will readily show to which class it belongs. 2. The other four, namely, the noun, adjective, verb, and adverb, -will be best distioguii^hed by comparing their meaning and use with the definitions of these parts of speech in their place; thus, Ist. Every word that is the name of anything, is a Noun; because " A noun is the name of anything." 2d. A word that qualifies a noun by describing, limiting, or distin- guishing it, is an adjective; because, ''An adjective is a word used to qualify or limit the meaning of a noun." 8d. A word that affirms what a persom or thing does, or is, or what is done to a person or thing, is a verb ; because, '' a verb is a word used to afiirm the act, being, or state of its subject." 4th. A word that modifies another by expressing a circumstance of time, place, manner, &o., is an Adverb; because "An adverb, >aie/' i Adverb ; as, " It is much better to give than to receive " MuoH, <^Adjective ; as, "In mwcA wisdon is muvslj gritf." ( Noun; as, " Where much is given. rr/'%i. 's required.'' i Conjunction ; as, ^^ Since we must purt" Preposition ; as, " Since that time." Adverb ; as, " Your friend has gone long since.** I Conjunction; as, " Poor &u^ honest" But, "I Preposition ; as, "All but one." ( Adverb ; as, " Ue has but just enough." QUESTIONS, How may we most readily distinguish pronouns, prepo8iti?T:'jB, conjunctions, and interjections? How do you distinguish the noun from other parts of speech ? — the adjective ?— the verb !— the abverb. ^t v "^^ •:^ f. II ^ i' 84 INTRODUCTION TO ANALYTICAL GRAMMAE, Xiesson 36. — Parsing. -' ; Parsing is the resolving of a sentence into its elements, or parts of speech, stating their accidents or properties, and pointing*^ out the connection between them, or the rela- tion which they bear to each other. GENERAL PRINCIPLES. In order to parse a sentence, it is necessary to understand it. The sentence being under- stood, in parsing it, let the following general principles be remembered, viz., 1 . Every Adjective, and Adjective word^ belongs to some noun or pronoun, expressed or uaderstood. 2. The subject of a verb, i.e , the person or thing spoken of, is in the nominative case. 8. Every verb must have a subject or nominative, i.e., something of which it afSrms, expressed or understood 4. Every transitive verb in the active voice, and every preposi- tion, governs a noun or pronoun in the objective case ; and every objective case is governed, either directly or indirectly, by a tran- sitive verb in the active voice, or by a preposition. 6. Every infinitive mood is a verbal noun used as the subject of a verb, governed as any other nouA by a verb^noun, or prepo- sition. S e QUESTIONS. What is parsing ? What is necessary before parsing a sentence ? To what does every adjective and adjective word, &c , belong ? In what case is the subject of a verb? When a noun qr pronoun in the nominative ca?e is spoken of, what must itVave ? What must every verb have ? What case does every transitive verb in the active voice, and every preposition govern ? By what is the objective case always governed ? hvX- }•". v' MODEL OF FABSnrOi 85 {1 : 1 IiesSGQ 37. — Model of Parsing. " Give instruction to a wise man, and lie will be yet wiser." '* Give" is a verb; irregular, givCj gave, given, transitive, secoDd, eioeular, present, imperative; agreeing with its subject Mow understood ; according to /2u/e ( y II). Repeat the rule. " Instruction " is a coun ; common, neuter, third, singular, and ob- jective of give ; according to Rule (X). Repeat the rule. " To " is a preposition, expressing the relation between give and man, "A" is a definitive adjective, or idefiDite article, belonging to man, {Rule III.) " Wise " is an adjective ; positive degree, compared, wise, wCser, wisest; and belongs to man, {Rule it) ** Man " is a noun ; common, masculine, third, singular, objective of "to." (RuleXl.) "And" is a conjunction connecting the two sentences. Give in- struction, &c. ''He*' is a personal pronoun ; masciiline. third, singular, to agree with its antecedent man, (according to Rule lY.) and nomi- native case, the subject of will be. {Rule VI.) ** Will be " is a verb ; irregular, am, iohich ihe logical subject ? Point out the subject and the predicate in each. The fear of the Lord is the beginning of wisdom. All men have not faith. The memory of the just is blessed. Happy is the man that findeth wisdom. The I. M0DIFI0ATIUK8 OF TUE BUBJKCT. 01 »HI imple ; a an exam- sen te ices What 5» ience I— lef—give be predi- J f— give ? What an exam' example. phrases t and why, is short, be sure. :reen. either of, unlim- together r defined. s vanity," lan at his connected huiue; as, md "which wisdom. I just is D. The blessing of the Lord maketh rich. Wise men lay up knowledge. A man's pride shall lay him low. II. The subject of a proposition is either simple or compound, A simple subject coniiets of one subject of thought, either an. limited, or modified as in the preceding exercises; ns, Constant labour is the lot of man ; 1\> labour for subsistence is the lot of man; Labouring is my lot; That we must labour is evident. A compound subject consists of two or more simple si.bjecte, to which belongs but one predicate ; as, You and 1 nre frieuds. Tim* and tide wait for no man. Two and thiee are five. EXERCISES. In the following, point out the iubjecia and the predicates. State whether simple or compound — limited or unlimited. Distinguish the grammatical or logical. Time and tide wait for no man. The rich and the poor meet together. Two and three are five. AVealth makes many friends. James and John are cousins. Ta be angry is to be mad. Obeying the will of God is the happiness of a christian. That we shall not agree is manifest. laesson 42> — Modifications of the Subject. A grammatical subject, being a noun, may be modified, limited, or described in various ways; as, 1. By a noun in apposition ; as, " Milton, the poet^ was blind.'* 2.- By a noun in the possestiive case ; as, '*jiaron*8 rod budded." 8. By an adjunct ; as, *• The works of Nature are beautiful.'* 4. By an adjective word (i.e., an article, adjective, or partici* pie) ; as, " A good name is better than riches." 6. By a relative pronoun and its clause; as, ""Be who does no goody does harm." 6. By an infinitive mood ; as, "A desire to learnh praiseworthy." '7. By a clause of a sentence ; as, " The fact that he was a scholar was manifest." 6. Earh grammatical subject will, of course, have such modi- fications, and as many as the sense requires. These are the 3 '■1 i' i t ^^^ ^^^^o. w \r ^ > IMAGE EVALUATION TEST TARGET (MT-3) ^ _^; 1.0 Us 1.25 ■tt Uii 12.2 lit w u 14.0 U 11.6 ■ - , '. if 1 w ^\ :i--*. Photografiiic Sdences Corporation 23 WIST MAIN STRUT WliSTn,N.Y. 14SM> (716)S73-4S03 ^ IKTB0DTJCTl02r TO AKALYTIOAL OBAMMAB. ^*^- various modifications common to nouns generally, whether standing in the position of the grammatical subject or not. EXERCISES. .'.r ^^.ii::.^^- What modifications nss^ the subject, when a noun, have t Gire any example of each. Write four sentences giving the subject of each, as many of the same, and of different kinds of modifications as yon ean. In the following sentences, point out the grammatical subject--* the logical— and state how the grammatical subject is modined. " A wise mau foreseeth t < il. Wisdom's ways are pleas- antness. Treasures of wickedness profit nothing. He that walketb uprightly, walketh surely. Nature does nothing in vain. Socrates, the philosopher, died by poison. A desire to excel will stimulate to exertion. The report that the enemy was approaching soon spread. William, having conquered Harold, ascended the throne. ^^ liOSSon 43. — Modification of the Modifying Words. Modifying or limiting words may them- selves be modified. 1. A noun modifying another, may itself be modified in all the ways in which a noun, being a grammatical sulgect, is mod- ified. 2. An adjective qualifying a noun may itself be modified : — i.af,; 1. By an adjunct ; as, *• Blessed are the pure m heart" ' 2. By an adverb; as, "A truly good man hates evil." f$ »v r M*'^^ 8. By an infinitive; as, "Be swift to hearf slow to speak." 8. Again, an adverb may be modified :— ay i,h. t^JMs?? « tH .s 1, By a J adjunct; as, '* Agreeably to JVa/iire." g^ 2. By another adverb ; as, •* Yours very sincerely." . »» V EXERCISES. : '^ : j;-'"^ In the following sentences, by what words are the modifying nouns modified ? — the adjectives f — the adverbs t '' xsj The rich man's wealth is his strong city. The very V test remedy for certain evils is exercise. Truly great , men are far above worldly pride. Your very kind letter has been received. • . THE r^BDICATB. > ■ ^ 03 " I. The predicate, like the subject, is either grammatical or logical. The Grammatical predicate consists of the attribute and copula^ not modified by other words. The attfihute, which together with the copula, forms the predi- cate, may he expressed by a noun ov pronoun, an eutjeetive, npar- tieiph^ a prepontion teith Um eaae^ an infinilive, a clause of a sen- tence, and sometimes by an adverb ; as, James is a teholar, James is diligent. James is learned. James is in health. To obey is to enjoy. The order is thai we mutt go, John is not »o. The attribute and copula are, however, more freauently ezprbsa ed by one word ; as, ** The fire bum»^is burningj" *'God retgnaj ** Columbus discovered America." 88' ;''"W(' The Logical predicate is tlie grammatical, together with all the words, phrases, &c. &c. that modify it ; thus : ^^l&>^^ -Hjiiri^ ; Nero was cruel to his subjects — Orateinfttical preafdis< tinguish the grammatical and the logical predicate — show in what way the grammatical subject is modified in the logical. HiB father and'mother are dead : they died a year ago. Hannibal crossed the Alps. A truly diligent man will prosper A person diligent in business will succeed*^ A desire to see the world is natural. Livy and Tacitus were Eoman historians. A person deserving respect will generally secure it. His intention was to destroy the fleet. Time flies rapidly. Sincerity and truth are the basis of every virtue. 1 wish that he would come soon«i A person more truly desirous of accomplishing good does not live. , The wish to rest the heart upon an object of love is universal. Virtue is truly immortal. Ta> whom will you apply ? James and Mary read theiiff Bible. I'j - -if'*^ ''*'*ir ;**■ Iiesson 46. — Compound Sentences. A compound sentence consists of two or more simple sentences, or propositions, con- nected together ; as, T- -^ ;,, w,^.« ™f .i " If {ime \i money, wasting it must be prodigality.** " '*"*)^ ^*| The propositions which make up a compound sentence are culled numUrt or cltiutet. They are either independent^ or dependent—- sometimes called co-ordinate aud eubordinate. An independent clause is one that is not introduced to complete another clause, but makes complete sense by itself. A dependent clause is one that is introduced to complete or modify something in the proposition with which it is counectei^^v and therefore makes complete sense only in connection with the clause on which it depends ; thus, ** We left when the sun f>et.*' '* We left/' is an independent clause ; ** when the sun set,** is a dependent one. The dependent clause often stands first. ^:^; EXERCISES. i't- -a"* In the following sentences, stato which are simple, and which 9& IITTBODUOTION TO ANALTTIOAL GBA.MMAB. are compound. Id the compound, point out the members or clauses — state ivhich are independent, and which dependent, and analyze them. The carriage was brought to the door, and we set out on our journey. The sun had set before we got home. When we arrived, 1;hey greeted us with a cordial wel- come. Though he slay me, I will trust in him. The Buhjunctive mood is used when both doubt and futurity are implied. Train up a child in the way he should so, and when he is old he will not depart irom it. If thine enemy hunger, feed him. Some lay down, hid their eyes, and wept. Peevishness disgusts us, pains ua, and mortifies us. Integrity and goodness belong to his character, and adorn it. Milton and Cowper were distinguished poets, and good men. Love, faith, and patience, prompt and sustain mighty efforts. The lightning flashed, and the thunder roared. Beauty soon fades, but virtue lives forever. Those who provide not for want, will find trouble. He returned immediately, although it was inconvenient. When no listener bends his ear, the dread Niagara roars. ■i^C- ^^^ f*am.o*X. Iiesson ^1, '^Connection of Clauses, t; Clauses of the same kind, whether inde- pendent or dependent, are connected by such conjunctions as and, or, nor, but, yet, &c. ; "The harvest is past, the summer is ended, and we are not saved/* -• ...^ h.-"'.-:^,^ -- In these the connective is sometimes omitted. ' ' ' ' In compound sentences containing depen-^ dent clauses, the dependent clauses are usually connected withtheir principal clauses by relatives, conjunctions, or adverbs ; thus, JRelative.'^" That which can not be euredy must be endured." C7on;ttnef»on.— '* The miser lives poor, that he may die rich," Aa. ^ ABBIDOED PfiOPOSITlONB. ***?»* ''^ 97 '• Jdifm.--'' Wt will go y^BEvthecari arrive:* ' ^ ^, , ^ See Analytical and Practical Grammar, 645, 646, •a:(!»S !j»:^<»*^^tC}f^t^ EXERCISES. jv- Id the following compound sentences, state which contain only independent clauses ; and which, dependent ones. Puint out the dependent clauses, and also on what leading clauses thej depend. Name the connecting words. Fear God and keep his commandments. Hear in- struction and be wise, and refuse it not. He that ia surety for a stranger, shall smart for it. The wicked flee when no manpursueth. When I was a child, X spake as a child. Where thou goest, I will go. If thou be wise, thou shalt be wise for thyself. Th« connecting word is sometimes omitted. In the following imtenoes, point ont the dependent clause, and state what coonec- tire is omitted, ^.^iiiv^^ ,. ijj» »*, ' ' The injuries we do, and those we suffer, are seldom weighed m the same balance. See thou do it not. Your father thinks you ought to study more. . .,.» ft if .XfAni^m Lesson 48. — Ahridged Propositions, ^r^^^l^^^^ A compound sentence may sometimes be converted into a simple one, by abridging its dependent clause. ' ^' '^^ **^^^ A dependent olauee is frequently abridged by omitting the con- necting word, and changing th? ^furb Qf the predicate into a parti- ciple or infinitive : Thus — " When the boys have finished their lessons, they will play ; " abridged, " The boys, having finished ibei^ lessons, will play." " I know that he is faithful ;"• abridged, " I Icnow him to be faithful." '—',■-■.;,:„....:„.,,-,.... EXERCISES. ...=.:-■■ ...-^ ..-. -^ --.i^. .■; 1. Abridge the following compound sentences into simple one^: When our work ia finished, we will play. When I had visited Europe, I returned to America. It is said, that "the love of money is the root of all evil ;" daily observation shows that it is so. 2. Extend the following simple sentences into compound ones : %. •]V il :>!■ t\ w INTBOBUOTION TO AVALITIOAL GBAMMAB. Connect tbe following sentences. Time past can never be recalled. The road leading to the castle was blocked up. I know it to be genuine. You know bim to be your friend. We hold these principles to be self- eyident. His being successi\il is doubtful. The war being ended, trade revived. IieSBOn 49. — Directions /or Analysi$, t^i*'4< State Tvhether tbe sentence is simple, or compound. ^^)!^'v>)i^!i( If fimple, niune tbe logical subject, and tbe logical predi'Mtte. ^^^^ ^ame the grammatical subject ^ Show by what words or phrases, ifany, it is modified in the logical. Show by what modifying words, if any, each modifying word is modified. Kame the grammatical predicate. Show by what words or phrases, if any, it is modified in the logical. Show by what modifying words or phrases, if any, each modifying word is modified. If the sentence is compound, mention the members, or clauses.' ^'^ State whether they are independent, or dependent >'^' Show how tbe members are connected. Analyze each member as a simple sentence, by showing its subject, predicate, &c., as above. n-kamqim'} A .>,,, Models of Jnalysis,^^ ,j^>^^,^j^^r^^ 1. " God is good.'* f^J>i:i^y|<* if^^Ykr-au^.vf^ ...4'" This is a simple sentence, because it contains a subject and a pre* dicate. Ood is the logical subject, because it is that of whidi the quality is affirmed. I» good is the logical predicate, becanse it affirms a quality of its subject la is the verb or copula, and good is the attribute. -^ -^ In this sentence, the graniimatical subject and predicate are the same as the logical, because they are not modified by other words. Or, more briefly, thus : — The logical subject is God. The logical predicate is is good, in which i» is the verb or copula and good the attribute. The grammatical subject and predicate are the same as the logical. 2. '* The fear of the Lord is the beginning of wisdom.*' •#<,S%^''''* S^:5SS.,^if5^*K' «»•'<% Mv tiKMiffi MODILB OT AKALTIXl. M This ia a limple tentenoe. ^^ ; The logical subject ia Thtftat of tht Lord* The logical predicate ia i§ th€ btginning of loiWom. The grammatical subject is/rar. It is modified hj the adjunct of th$ Lord^ and shown to be limited by the article the. The grammatical predicate is U btginning^ in which, i% is the rerb or copula, and beginning the attribute. It is modified by the ad- juDcty of mtdam^ and shown to be limited by th», 8. Two and two make four. This is a simple sentence with a compound mbjeet. '^ The logical subject ia two and tu>o, compound. The logical predicate is Mttit* /our. 1 M4 The grammatical subject is the same as the logical The grammatical predicate is make ; it is modified by its object/our. i^. Truth is great and will prevail. This is a simple seotence with a oompound predieate. ^^ '»«it(»«' . The logical subject ia truth, ^ ^ The logical predicate is ts great and will prevail^ compound. ^^'^^ The grammatical aubiect is the same as the logical. ' '^ '^ '--^^ The first grammatical predicate is «« great; the secondlls imTT jprr- ««t7, they are connected by and, 5. Bemember now thy Creator in the days of thy jpu^h. This is a simple sentence, imperative. ■ ^ ^4 , ,, ^^ . f ^. j The logical subject is thou understood. The logical predicate ia i2einc^ii<^?r non thu ffreatar^m the day^ oj thy youth, ^ ^ .^/,Sn The grammatical subject ia the same as the logical. .i^f.^.*.^^if^r The grammatical predicate is Remember, It is modified by now an adverb of time, hlso by its object Creator limited by the pos- sessive thy. It is farther modified by the adjunct in the daj^ of thy ^outh. In the first of these ncyuncts, the term day» ia limited by the second adjunct, and shown to be so by the defi> niteardcle the. '' t i;^^ 6. Bighteousness ezalteth a nation; but sin is H re* proach to any people. This is a compound sentence, consisting of two independent or co'ordinate clauses. The first clause, ** Righteousness exajteth a nation " is a simpl» independent sentence. Of this * The logical subject is Righteouaneu v«y'j,i y I; Mi.:' 11 :lit J '■ '■'1 ■it'- OT5S' '. «•?>■?' fi^f*^ 10 100 IKTB0DX7CTfdiPVb AVALTTIOAL dBAMMAB. The logioal predicate is txolteth a natton* , . ,-p The graminaticftl ■ubjeot is the same at the logical. The grammatieal predicate is ewalteth. It is modified by its object '• natioM, and this is sbowD to be used indefinitely by the artiolt • prefixed. , 'V - ;^ The second clause, tin it a reproach to anv people, is also a simpU independent sentence, and connected with tne preceding clause by the adversative conjunction but^ expressing contrariety or opposition. Of this sentence ' <^^mft<^^fimi&fmi ..J The logical eubjoct is tin, ^, ,,„i^\ „j ^j, r The logical predicate is it a reproach to any people, i^ (k^^,^^ ,), > The grammatical subject is the same as the logical, The grammatical predicate is t« reproach of which t« Is the copula, and reproaeh the attribute, shewn to bo used indefinitely by the '^'article a prefixed. It is modified by the adjunct to any oeople. In this aqjunot, the word people is used in a general or unlimited tense as intimated by the indefinite adj. any prefixed. 7. Whoso (=**he that" or "the man that") loyeth instruction loveth knowledge. This is a eompound sentenee, containing one independent, and ont dependent clause. The independent clause is He loveth knowledge. Of this the logical .M^jeet ii St or the man, implied in the compound pronoun wvnoeo. The logical predicate is loveth knowledge, ^ '*^ ^'^^J^ The grammatical subject is the same as the logical. " "'" ' ' "' ' The grammatieal predicate is loveth. It is modified by its object kwnwledge. The dependent clause is that loveth inttruction. It is connected «. with the preoeding clause by the relative that restrictive of he its antecedent. The logical subject is the relative that, " %-"^ . ^^^ >'*^^ The logical predicate is loveth tnttructton. • , ./ ^^ji v,]^ The grammatical subject is the same as the logical. The grammatical predicate is loveth. It is modified by its object " inttruetion, ' ' ■•.ui, .,^. .,,,:,-;«<,,f .■ , -, ■■: , ^- - ; -^ ■ _ .<. , , 8. When all thy mercies, tfmy God ! '^ ^^^'''^^ my nsingaoul surveys. _ .^ ^.,^i.,r.^.y Transported with the view, I'm lofi>t , in wonder, love, and praise This is a compound sentence consisting of one independent clause or sentence, and one dependent. It is inverted, the independent 'StmiBili.&M- ■•i^V-il; M A » OOHSTBUOTIOV OF BBNTBirO£8. f-:\'(% TV , 101 olanse being placed last. It may be resolTed and arranged in the natural order; thus, O mj soul 1 wben my riiingeonl turveye all thy mercies, I, trans- ported with the view, am lost in wonder, (in) love, and (in) praise. The independent clause arranged in natural order it, "I, trans- ported with the view, am lost in wonder, (in) love, and (in) praise." In this simple sentence, • '" The logical snbject is, i, tran»porttd toith tht vUw. The l(^oal predicate i?, am hit in toondarf lov9 and praite. The fframmatioal subject is /, denoting the speaker. It is descri- bed by the verbal adjective transported, and this again is modi- fied by the adjunct 6y the view. In this adjunct, the term view is shown to be used definitely by the definite article the. The grammatical predicate is, am loeL It is modified by the ad- juncts in wondeTt (in) love^ and (m) praiee ; these three ad- juncts are connected by the conjunctive and^ understood after the first, and expressed oefore the last The second clause is a dependent simpU sentence, arranged thus in natural order: " 1FA«n my ruing eoul turveye all thy merctee" It is connected with its principal by *he conjunctive adverb Whkn, connects the two clausei, and modifies the verb of each. The logical subject of this clause is, my rising soul. The logical predicate is, surveys all thy mercies. The grammatical subiect is soul. It is described by the verbal adjective rising^ and limited or qualified by the possessive my— my rising soul. The grammatical predicate is surveys. It is modified by its object mereies: and this again is qualified by the indefinite adjective allf and the possessive thy. The sentence is introduced by the interjectional invocation, my God I which has no grammatical connection with the sentence. See Lesson 71. iMV oiX£ROIS£iS« " 'i Thus analyse the following : — Man is mortal. All men- are mortal. The hand of the diligent maketh rich. Time is money. The love of money is the root of all evil. A friend in need, is a friend indeed. He that trusteth in his riches, shall fall. When pride cometh, then cometh shame. When the rain ceased, and the wind lulled, and the sea^ became calm, the ship raised her sails. He delayed his move- ments till the moment had passed. There is no such thing as witchcraft. I took notice, in particular, of a very profligate fel- low who, I did not doubt, camjB loaded :^itb hi^ 9r^me8 ;. r/ ^n •.'?> 102 IVTROSrOTIOir to AlTALTTldAt GRAMlfAB. but, upon looking into his bundle, I found that, instead of throwing his guilt from him, he had only laid down bis memory. KoTE. — The ■elections in prose and poetry ^hioh hnve been appended to this edition, will furnish suitable matter for further exercises io Aualyitis, to any extent that may be thought uecessary. These exercises in Annlysis Hhould now be carried on in ooDDeotioo with exercises 00 the rules of syntax. - '; Vvi I'U'.i Lesson 50. — II. Conbtbuotiov ov Sbktenobs. WoiiDS are arranged in sentences, accord- ing to certain rules,calledthe JBi«/e« of Syntax. GENERAL PRINCIPLES. 1. In erery sentence, thei'e must be a V4rb and its nominative (or snbjftct), expressed or understood. 2. Etrery adjeotire, or word used as an adjeotive, must have a iubstantive to which it belongs, expressed or understood. ^'^^ 8. Every subject nominative has its own verb, expressed or nnderstooa. 4. Every finite verb, (that is, every verb not in the infinitive or ipartieipial niood) has its own nominative, expressed or understood. 6. Every possessive case is governed by a noun or substantive 'denoting the thing possessed. v^ 5<>; [,:c >\.) 6. Every objective ease is governed either directly or indirectly by a transitive verb in the active voice, or by a preposition ; or denotes circumstances of time, value, weight or measure. The exceptions to these general principles will appear in the Bales of Syntax. • : jvh { ^'■^i i;n^i ^v <■} ' • PARTS OP SYNTAX, [^t^o.-^ h: ^isU The rules of Syntax may all be referred to three heads ; viz., Concord or agreement^ Qovernmenty and Position, '^" ^'*-^"' Concord is the agreement one word has with another in gender, person, number, -case, and torm* - .,,.itf,„4;«;4#'tw ^a ^i-i^Ai ^ Government is the power which one word ItaB in determining the mood, tense, or case 14 A aUBSTAVTIVXS IN APFOBITIOV. 108 or of another word. The word governed by another word is also called its regimen. ^ •*'/ Position means the place which a word occupies in relation to other words in a sen- tence. In the Eoglith language, which haibut few infleotion$i, the roeiin* Ing of a sentence oftco Uependi much on the poiition of the words of which it Gonaiets. Leaaon 61, — Subatantivet in apgontii^j^.-.^.\,. t.if,.^i,fvti ■;»i^..-*\^'*-^. *.%■._. '^■'' .0 <•■'■- EXPLAN ATION. — A noun it plaoed io apposition after another nouni to express some attribute, dfteription^ or appellatianf bt'longr ing to it. Both nouns must be in the same memlMir of the sentencer that is, in the subject, or the predicate. This rule applies to all words used substaurively, and it in only when the word in apposi* lion ie a pronoun, thsit there if* any danger of error, because in pronouns uiiiy, the noininatiTe and objective are different in form. The word in. apposition is sonietimett connected with the preceding, by the words tu. beintu and the like. 'iif^. " • ■ ' ' EXERCISES.* " ' ' 1. In the following Exercise, point out the words in apposition. See if they are in the same cose. If they are, the sentence is right ; if not, it is wrong, and must be uurrected. In the following, some sentences are right, others wrong.., , ,. , , .. w, , . ,«, Tour brother has returned, him who went abroad. I Dought this paper from a bookseller, he who lives oppo- site ; will you please to give it to that boy, he that stands by the door ? Is your sister well, her that was />**N.B.— Throughout the Exercises in Syntax— first, correct the errors; secondly, analyze orally the sentences corrected; thirdlyi parse any word or words to which the rule referc. Ir^l I I f ^ 104 INTBODUOTION TO AKALYTICAL GBAMMAB. lately sick P Hand that book to John, he who reads so well. The premium for the best writer is given to Thomas, he who took so much pains to excpl. I refer to Newton the grer.i; philosopher of modern days ; he who pierced Nature's recesses; he who forced from matter the law which governs it ; he who bound Science with her own chain. , . ,,. ,. . ^.. , \ 'Ti •* ■ ; 1 . v-, -. 2. In this maDoer, write correct sentenoes eontaining nouns, or a noun and its pronoun, in apposition. Lesson b2,^-'Adjective and Substantive, BuLE II. — 1. Adjectives and adjective words belong to the nouns which they qualify or define; as, "A good man;" "These books '*■'"'''"* ■* Ji>"^^i*nL:- :^x'^yTA^)' \iill f)1';'';;> 2. Adjectives denoting one belong to nouns in the singular — adjectives denoting moee THAN ONE belong to nouns in the plural; aa» " This man."—" These men."—" Six feet." Obi. 1. Adjectives denoting one, are thitt thtU^ one, each, every, eUKer,neUher ; and the ordinal numerals, >Sr«<, Mcond, third, Ac. ■- Obs. 2, Adjectives denoting more than one, are theee, thoee, manjf, several; and the cardinal numerals, ttoOf three, four j ^ THE ARTICLE. - ' " ' ' >« 105 Obs. 7. Comparison. When two objects are compared, the com- parative degree is commonly used; when more than two, the superlative ; as, " He is taller than his father." " John is the tallett amongst us." '•^^'^^■^'^ i^^i^vfh ^;-a>:h,; p^j- -.v^f-il ,»^vi^.!a» Obs. 8. Double comparatives and superlatives are improper, thus, " James is more taller than John," — omit more. " He is the moet* wisest of the three,'* — omit moat. For varieties and exceptions, see An. dc irr. lir. .ij.... i.-,.i[u-'. - > jgi^i un t :: .^t^' <■ EXERCISES. 1. In the following Exercise, point out the adjectives, and the substantives which they qualify. Tell which denotes one, and which more than one, and make the substantives singular or plural as the adjectives require. ' < -• i., .. . - ■..'*. >•<; .-j ,;..■-,. -wjj4 A well six fathom deep. A pole ten foot loDg. A field twenty rod wide. I have not seen him this ten days. Those sort of people are common. These kind of things are useless. You will find the remark in the second or third pages. Each have their own place, and they know it. The second and third page were torn. 2. Write short sentences, each of which shall contain an adjec- tive of number, (see Obs. 1, 2, 8,) and a substantive in the number required by the adjective. Thus, Sveryman had a pole tucfeet long*' " "V ■■■.'',',.-- ..- --■,>-.■ -,iy,-4,... ;yM;?v/ ii'vi: Iiesson 53, — The Article, - ..ir,| v '--ft Rule III. — 1. The article a or an be^, longs to nouns of the singular number only^ or to nou/ns denoting plurality of objects in one aggregate ; as, '*A man," — *'An apple," **^ milliOIl." >'i'V Ki «n'^^ ,iv-.^ •« .'i^)' |«;«V; •,;■('//• .'^ 2. The article the belongs to nouns either in the singular or plural number ; as •* The sun rises," — "2%^ citizens are enterprising." EXPLANATION.— It is impossible to give a precise Rule for the use of the article in every case. The best general rule is, to observe what the sense requires. The following UHages may be noticed. (For others, see An. t-c ■{«: '? f.r,i;\ ■'•^fiVi Obs. 2. The last of two nouns after al comparative, should hayt no article when they both refer to one person or thing ; as, He is a better reader than writer. Obs. 8. When two or more adjectives, or epithets, belong to ihe tame subject, the article should be placed before the first, and omitted before the rest; but when they belong to different subjects, the article is prefixed to each ; thus, ''A red and white rose," indi- cates on« rose, partly red and partly white. " Johnson, the book- seller and stationer," denotes one person. " Johnson, the book- ••ll#r, ihmI the stationer," denotes two, i. t^e following sentences are wrong only In tise of the article, ■how why they are wrong and correct them. A great talents without a virtue are dangerous. A man is mortal. A time flies. The money is scarce. John is a better farmer than a scholar. The black and the white spaniel runs fastest. The black and white spaniel run together. The time and the tide wait for no man. A red and a white rose grows on this bush. The black and white man came together. Smith, the tanner and currier, entered into partnership. Smith, the tan- ner and the currier, is a man of a great industry. 2. Write short sentences, each of which sha contain the article a, or an J or the; — others, which shall contai^i nouns without an article. • * Xiesson 54. — Fersonal Pronouns^ B/ULE IV. — Pronouns must agree with their antecedents^ in gender^ number, and person ; as, All that a man hath, will he FJBB805AII PBONOUSS. '■! ■'nxr 107 fgive for his life, — ^The book which was lost is found, i ? .1' ; 1 re: •?■ »•;'"? PERSONAL PRONOUN— SPECIAL RULES. Rule 1. — Whtn a pronoun refers to two .■_.. ;, ,nv.v t a' ,"*i. 4 Obs. 2. The word containiug the answer to a question, must be in the name case as the word that asks it ; as, ** Who said that t" Ans. <' I (said it)." " Whose books are these )*' Ans. "John's." For other Notes and Observations, see An. i ^-'^w !i**ft^afr' Iiesson 55. ♦•*'*^^'*'^^ '•f**^ 'j^^i^fii- RELATIVE PRONOUN— SPECIAL RULES. •-^' ' Rdle 1. — Who is applied to pertona^ or things personified ; as, "The man who" — "The /ox who had never aeen a lion." Rule. 2. — Which is applied to things^ and inferior aninuds} w, " The houne which /' " The dog which:* See Lesson 18, 4. RuLB 3. — ^That, as a relative ^ is used instead of who or which—' 1. After a Boperlative degree, the words, same^ all, and some- times nOf some, and any; and generally in restrictive clauses; as, " It is the best that can be got" 2. When the antecedent includes both persons and things ; aa, ** The man and the horse that we saw yesterday." 8. After the interrogative loAoj and sometimes after the personal " Who that knows him will believe it." <• I ;,t; pronouns; as, that speak in righteousness." 6. Generally, when the propriety of who or whtch^ as, " The child that was placed in the midst" For other remarks, see An. & Pr. Or. ^^ is doubtful. EXPLANATION.— The relative stands instead of the noun or pronoun called its antecedent, and al&o connects the idea expressed in its clause with the antecedent, either for the purpose of further describing it, or of limiting and restricting it. [See Lesson 18, Obs. 1]. Consequently, the relative is always regarded as of the same gender, person and number as its antecedent ; and if the nom- inative to a verb, the verb will be of the same number and person also. For remarks respecting the antecedent, and the use of xoho' and which, see Lesson 18. - 1 V' , I ; • uHti''*.' IV'^i'4'i»^*.»»' .••ir'- EXERCISES. '4 \n. ma, f,< 1. Point out the relative, and the noun or pronoun to which it refers. Tell the use of the relative and its clause in each sentence. Alter the relative, if necessary, as required by its antecedent, ac- cording to SuB-RuLB 1. If the relative is in the Domioative, put its verb in the same number and person as the relative or the an- tecedent. Give a reason for each change. V, .The friend wbich I love. The vice vihom I hate. There is the dog who followed us. They which seek wisdom, find it. AH which beauty, all which wealth e*er gave. ** I who speak unto you, am he.'* It is the best situation which can be got. The man and the horse whom we saw. a-: -**'^^* FOMlWATirE ABgOLUTll*'^^^^^*^«T^T XOt '^i aft, H. Write a few short ^senteDcea, eaoh of whioh shall conUun on« of the following oouns or proDouos limited bj a relatire and its clause ; vis. JUarit house, dog^ tree^ fields hat^ boot, ehuir; I, thou, Atf, we, you, they ; thus, *' There is the man who makes baskets." Parse the senleuoes, and tell the number and person of the relative, and >»hy. "■- •- ■ ■ , ■- . ■ V':-:' .: ,.:ifl'iu^>t:ATH..^ad.J V';\i.i 'ifi-j. Xiesson 56. — Subject Nominative. ■"' BiULE VI. — The subject of a finite verb must be in the nominative ; as, " / am.*' — *'Thou art."— "JZ^ is.'*-^*« 2%^^ are.'^y^. The subject of a finite verb maj be a noun, a pronoun, ofi'tn/fn- tive, a partieipU, or a elauee ofauntenee,^.., i>Ai,'*>i.-y,i ti^.u./ EXERCISES.-^ *^^^'**5i^^^^^'i*^ ^<^i>J* 'i-iJ In each sentence, point out the verb and its subject. If the sub* ject is not in the ri^ht case, change it Him and me are of the same age/ Si/j^pdie you and me go. . Them are excellent. It is probable that her and me will return. Bobert is taller than me, but I am as strong as him. I am older than him ; but he is taller • than me, , ■'nA-<.h:k.'l7.% Lesson 57 . — Nominative Absolute, • m*^ ^<*^ Rule VII. — A substantive whose cme ae* pends on no other word, is put in the nomi' native, independent or aJb8olute,f'^'^^^l^':'^..- ;v;i« ,n'r:i'Ki^ j^ii^ »««« SPECIAL RULES.'*^*J >jir«yf|i^4itefa Jvt'ii Rule 1. — A substantive with a participle, whose case depends on no other word, is put in th* nominative absolute to express a eause, reason, or attendant eircumstanee ; as, " He being gone, only two remain. The day being stormy we remained at home. The sun having risen, we departed on our journey. ^^ ^^,,, .j. .^^i,i^„ RuLK 2. — Whfn a direct address is made find the nouri or pro" noun has no dependence on the rest of the sentence it is in the nom- inative, absolute by address ; as, " I remain, dear «tr, yours truly." '* P/afo, thou reasonest well.'* ■t is (■! ^' './" ^11 !.» -^7^#iO / 110 INTBODUCTIOK TO ANALTTIOAL OSAMMAB. BuLX 8.— Whe9i a noun or pronoun U wed merely to eatpren af» Mo/ama^ton, it is put in the nominaiivej abeolute by exclamation ;^ M, " Oh the timee /— the mannere I " Rule 4.— When the eubject of remark ie introduced and left independent of the sentence it ie tn the nominative, abeolute by pile" onatm ; as, ** Tour fathers, where are they V* The prophete, do they lire forever. Under these rules, a mistake can be made only in the case of pronouns. ....s^.,,,^.,,^,. * ^„„«,«t,« ^'v i.>'.'«%swu. - ^ ' EXBRCISES. Point out the word in the case absolute or independent ; if wrong, put it in the right case, and state why it should be in the nominatiTe. Me being absent, tbe business was neglected. Thee being present, be would not tell me what he knew. Oh t happy us, surrounded with so many blessings. Thee too ! Brutus, my son ! cried Csesar oyercome. Religion, what treasures untold reside in that heavenly wordt He that hath ears to hear, let him hear. ^x '4V^_^'.il U-. .^-Mi:^^: ■■HT />.>j'i.'*iri= uH u Iiesson 58. — Verb and iU Nominative. :« Rule VIII.— ^ t?^r6 agrees with itssulh j^et nominative in number and person ; as». « I read;' "Thou readest^' " He reads,'' &c. Explanation. — This Rule means, that a rerb must always be in the same number and person with its subject or nominative. This Rule and the Special Rules under it apply, also, when the subject 18 an infinitive niood, or clause of a sentence, &c. See under Rule „vt.evt: ::-':' ^^^ S. EXERCISES. ••-'■'^ ' • ^^-■■--■^■^' 1. In the following Exercises, tell which words are verbs — which the nominatives — whether the verb and its nominative agree — and if not, make them agree by putting the verb in the person and number of its nominative. Tou was there. They was absent. Tour brothers has been abroad. Has your sisters come home ? "Was you present ? The letters has come. Fair words costs- nothing. There is no roses without thorns. 2. Take the verb to write, and make it agree with /—with thou —with he — with they — in all the tenses of the indicative mood.. Take any other verb, and do the same. ... , , jr>,> PBBDICATX BUBBTAHTIYE. ?fi*Hf^?y7 III (s- ix :\i) Iiesson 59. — Verb and iU Subject* ^i^ > r SPECIAL RULES UNDER RULE VIIL <^r\ Rule 1. — A singular noun used in a plural sense^ hat a vffb in the plural ; as, " Ten sail are ia eight." ., :, Bulk 2. — 7*100 or more substantives singular^ taken together, haiee- tt verb in the plural ; as, •* James and John are here." ''^'^*\ vf . ; y Exo.— But -when substantives connected by and, denote one person or thing, the verb is singular ; as, " Why is dust and ashes proud t ..<:>ii tu ,r\: ■•.;•; Vliltf, ',-IJ,i ']',•■.'■ tl ■:rr.H-\\<':Al U)i'>K'iil Rule 4.— 'T^oor more substantives singular^ taken separately, or one to the exclusion of the rest, have a verb in the singular ; as " James or John attends" Rule A.— 'When subitantives taken together, are of different per- sons, the verb agrees with the one next to it ; *' James or I am in the wrong?" Better, " James is In the wrong, or I am." Obb. So also when the substantives are of different numbersi in, whloh ease the plural number is usually placed lant '''^^''^'> '^•^^ -"/^ Rule 6. — I. A collective ^noun expressing many, coneid^red as ov* WHOUB, has a verb in Vie singula^ ; £s, "The company wts large." 2. But %ehen a collective noun expresses many, considered as isbi- VIDUAL8, the verft must be plural ; as, " My people do not consider.** ■■'r.-'^f :'.:-J ■ '■ EXERCISES, 'r .^" / "" '"': "' '-r,/'!! In tihe following Exercises, pat the verb in the number re(}uired by the Rule, and give the Rule for the correction. ^^ ^ , . ^1 ... „ ( 1 ) Forty head of cattle was grazing in tnie meadow. Twelve (>raee of pigeons was sold for one dollar. (2) Life and death is in the power of the tongue. Out of the same mouth proceedeth blessing and cursing. (8) Either the boy or the girl were present. (4) I or thou am to hlarae. (5) The people was very numerous. r/. Lesson 60. — The predicate Substantive. Rule IX. — Intransitive verbs, and verbs in the passive voice, take the same case after them as before them, when both words refer to the same person or thi/ng ; as, " It is J. »>' li' 112 IVTBODUOTIOH TO AKALTTIOAL 0XAMK4B. — " He shall be called John:'—'* I took it to be Aim.**— "iifo»i^ has been styled the prince of poets.*' EXPLANATION. — Verbs h»?inff th« Bame ease after as before thenii are chiefly those wbioh signify- to 6e, or to become; passiTe verbs of naming, moActng, dU>on'n^, and the lilce ; as, **John oecame a tcholar ;** *' David was made JHng.** The nomioatiTe before the finite verb is the evbjeet, the one after it is the predicate^ and the yerb is the copula. Hence they all form a simple aentence ; and though tiie nouns denote the same peri>on or thing, and are in the same case, they ore not in apposition as in Rulb I ; but the noon after a verb is predicated of U»e substantive before it, or which if ito subject. " EXERCISES. *^''^^«-^ *»p«»«l|" Im the following Exercises, in each sentence, point out the verb to which the Rule applies, and the noun or pronoun before and after it. Tell the oat e of the one before, and why. Put the one -after the verb in the same ease as the one before It, give the Role for the change, and show how it applies. Tell the subject and |>re^ dicate in ea<» sentence. ! ^^ ^ , | y' It is me. It could not have been them. I am certain it was not me. That is the man who I thoueht it to be. Is that thee % Whom did they say it was r I under- stood it to have been he. Was it me that said so? It •could not have been me ; but it might have been him, or her, or both. Who do you think nim to be f It may have been them, but it was not me. ' ' ' 8* Write similar correct sentences, in each of which shall be one of the following verbs, with the same case after it as before it, viz., ««, are^ became ^ was made^ shall be chpten^ to 6«, to be eedUd, to be -appointed. Apply the Rule as above. k.*v .| uJijutu iii*i«^ *wi Lesson 61,— Objective after a Transitive Verb. ''^^* lltTLE X. — A transitive verb in the active voice governs the objective case ; as, " We ioire him."—'' Whom did they send?** ^^'^ EXPLANATION.— The transitive verb in the active roice, al- ways affirms whatits subject or nominative does to some other person or thing, called its object. The rule means, that this objea mukt alwi^s be put in the objectin cote. This rule is liable to be vio- >i OBJIOTITE AITEB ▲ TBAHUTITI YIBB 11» '>H* i^mn lated only whtn the object isa jTTonoim, beeanee in all other wordsr the nominative and the objective case are alike. Nouns and peramial pronouns in the objective case, are usually placed after the verb— relative and interrogative pronouns, usually oefore it. EXERCISES. 1. In the following Exereises, point out the transitive verb— it» inbjeot— its object— put that object in the pro))er case —tell what that ease is, and why. • He loves her and I. Did they hurt ye ? "We knoTT her and they. He and they we Know. The friend who I loTe. Take care who you admit. I will not ^ve y& up. He who you ignorantly worship, declare I unto you?- 2. Write a number of sentences, each of which shall contain an active transitive verb ; such as, do, Aave, touchf hurtf love, Ao., fol- lowed by a personal pronoun in the proper case. Parse Uiem, and give the Rule. SPECIAL RULES. " RuLi 1.— w^ intratuitive verb doet not govern an objective cote ;; as^ " Repenting him of his design,*' — omit him. Rdlx 2. — Intraneitive verbs in a transitive sense (Lesson 16, Obs. 8), govern the objective case; as, " He runs a race.** RuLx 8. — Intransitive verbs do not admit a passive voicef except •when used transitively (Lesson 18, 6) ; as, " My race is run.** Rdli 4. — A transitive verb does not admit a preposition after it ;. as, *' I will not allow 0/ it'*— omit o/. ilRuiii 6.«~- Verbs signifyir^ to name, appoint, oonbtitute, and the like, generally govern two objectives, viz. : the dirbct, denoting the person or thing acted upon ; and the indibxot, denoting the result of the act expressed ; as, '* They named him John.** ^ EXERCISES UNDER THE SPECIAL RULES. ^^ Show how the rule is violated in each of the following sentences,. {jllid correct the error. (1) Bobert plays himself with his lessons. He lies him down on the grass. (2) They expatiated themselves largely. Planters grow cotton. Sit thee down. (3)^ I am resolved to go. Is your father returned ? He is almost perished with cold. (4) They do not want for anything. His servants ye are, to whom ye obey- False accusation cannot diminish from his real merit.. (6) He was chosen for a Senator. m ''^. ?■;>! ■Tl ^1 ;il ttiu^iJ,.- U4 IITTBODVOTIOH TO ANALTTICAL aOAMMAB. .% MOM fit Ai iiiil% LeMOn 62. — Objective after a Preposition, id. BuLE XI. — A preposition governs the ob' Jectivecase; as, *' To whom rmxGh. is given, of him much shall be required." EXPLANATION.— This Rale meaos, that the noun or pronoon after a preposition, must be put in the objeetiye case. This Rule «an be violated only in the use of pronouus* Obs. 1. Whom and vhieh are sometimes goTemed by a preposi- tion at some distance after them. But thiR should generally be avoided ; thus, " This is he vhom I gave it i' «^m Obs. 2. The preposition is sometimes omitted. It Is then said to be understood ; thus, '' Give (to) me that book." Here, ** me" ia governed by " to,** understood. SPECIAL RULE. RULR— ilToiMM dtnoHng TIMB,yALDB, WKIOHT, MKASUaX, DISTAVOR, •or DiBR€fnoN| are commonly put in the objective eaee without a goV' ontitig word; as, *' He was absent six moiUhe last ytfar.'* — *' It eost a sAwfnjr.'*— •* It is not worth a cent." — " It wei)(hs a pound.** — *' They had gone three miles."—** He went south."— "The wall is ■is feet high, and two feet thick." This may be called the objective of rt d^i />*f>vr>W^ ' Obs. 8. — When the prepositions /o, at^ in, stand before names of places, the following usage should be carefully observed. 1. To— is used after words denoting motion toward ; as, ** He went to Spain ;" but in this case, it is omitted before home^ ft.. as, ** He went home,** «.ji,!jiv. ,»» '^iitfj*. ^.V^Wi'-''-'^ .i;Hi»(B-f ,.•.-' i*.^ A-Vf VSIPOBITI0H8 AITBB OIBTATIT ffOBDB. lis u •aid me" 8. ,t'.. At 2. At — Is used before nnmei of Aouset, villaget^ townt, ADd/or^ *ign cititt; as, ** He resides at the Mansion bouse — at Geneva— at Lisbon." 7n— is used before tbe names of eountriet and largt eititt :. as, " He lives in England — in London." But before these, at is used after tbe verbs foi£ ,V; .l\^-^,.:^i. Compare iw'<^ or tlolenoe,— /or another Needo/*. -^ DIflFer /rom. Observation o/. ^'♦' Diffioulty in. Prejudice aguinat. Diminish /rom, — diminution of. Prevail (to penuade) utith, OHt Disappointed in what we have, — upon, — (to overcome ) ovir, of what we expect. againtt, Discoursge /Vom. Profit 6y. '^ i Discouragement to. Protect ( others ) from, -^ ('yy*\'^\Vv>\ 1. Ohangethe preposition where necessary in each of the follow- ing sentences, for that required by the rule. . V He was accused with robery, and acquited from the charge. I have been calling upon an old friend. Call in the post office. I differ with you in that matter. John died by consumption, Henry died of the sword, and Robert is sick with the jaundice. Try to profit from experience. You have a taste of poetry. Conversant in eqt hot] ^>.'j .rfAUtSi. TBI FOMIMXTI OAll. 117 men and thingi. Compare this piece to that, and aee which in the best. I could ne?er bear the taste for tobacco. This is an exception against the general rule. 2. Wii'd tbort MOtAneM, eaoh of wbioh thall contain oat or more of the wordi in the prtcediog table, followed by tbe appro'^ priato prepoBitioD. ni •»':. M :f.r LeSflon 64. — The Pouemve Caee, ' BuLE XIII. — The Possessive Case ie governed by the Noun^ which denotes the thing possessed; as, "Ftr^K^** reward." — '* John's books."— "The sun's rays." • BXPLANATION.— Tbe noun or pronoun in tbe poeeeMire, always limits tbe noun tbat go?eros it; Thus, " Virtue's reward 'f*^ the latter word does not mean reward in general, or any indefinite reward, but a partioular reward, fii., Virtue's. This Rule applies to the relative pronoun, and to the possessive ease of the personal pronoun, when tbe noun denoting Uie thing possessed is under* stood ; as, " That book is min*:* Obs. 1.— When several nouns oome together In the possesslTe ease, implying common pcssession, the sign of tbe possessive (*s) is annexed to tbe last, and understood to tbe rest ; as, ** Jane and Lucy's books," i.e., books tbe common property of Jane and Lucy. Bat if common possession is not implied, or if several words inter* Teoe, the sign of the possessive should be annexed to each ; as, ** Jane's and Lucy's hooks^" ie;, books, some of which are Jane'a and others, Lucy's. '/A'ff*'^' ' ^.r^ ♦^i, ,-a„. .-, % Obh. ft;— When a name is complex, consisting of more termt than one, the sign of the possessive is annexed to tbe last only ; as, " Julius CsBsar's Oommeutaries,*' — ** The bishop of Loudon*s Obarge/* .« ^^J'- \; -.vvt^'i *:.i.i.:.''-^ t'^i^A^^^ hfj^v^^. _ \\ Osa. 8. — Tbe noun limited by the possessive is frequently under- stood ; ns, *'*He stays at bis father'a " (huuse.) ^, Oss. 4. — The preposition o/; with the objective, is frequently equiviilent to tbe possessive, but not always. |n tbe use of it, both harshness and ambiguity should be avoided. O ' (■ ■ ;1 118 INTBODUCTION TO ANALYTICAL OBAHMAB. For spyeral of the minutiie beloDging to this Rule, eee An. A Pr. Gr. i ; liii:i IJU(?4,V EXERCISES. 1. In the following Exercises, point out the noun or pronoun which limits, and the noun whose signification is limited by it ; and if understood, supply it. Put the limiting word iu the pos- Bessive case. When several words coming together should be in the possessive, or when the name is complex, add the sign of the possessive ('e) to the proper term. The boys book. The girls bonnet. The Ladjs book, a birds nest, a bear skin. A mothers tenderness, and a fa- thers care, are natures gifts for mans advantage. A horse tooth. James and Thomas feet are cold. Williams aiid Marys reign. Sheldon & Company's bookstore is in New York. James loss is Thomas gain. The Fariners Guide. The Scholars Companion. The Court's session is put off. The meeting's president was appointed. ^^ , Write short sentences, each of which shall contain a noun or Sronoun denoting the possessor of something. Put the word enoting the possessor in the proper case. i:m "ff-iii*^ -;>! I i.^^-Ww ' »»fev»*- >f Lesson 65. — Subjunvtive Mood, BULE XIV. — ^1. The elliptical or subjimc- tiveformis used in dependent clauses^ con^ nected by if^ when both contingency/ or doubt, and futurity are expressed ; as, " If he con^ ti/nue to study, he will improve." 2. The indicative form is used in depen dent clauses, connected hi; if, when contin- gency or doubt only, and not futurity is implied; as, "If he has money, he keeps it." If he is come, let me know. EXPLA.NATION.— Doubt and futurity are both implied when the auxiliary shall or should, roleriiiig to future time, can be in- serted before the verb without changiDg the meaning ;thu8," Though' he fall," and " Though he should faU,'^mean the same thing. It is ..»<..., MM ;fVi*iP INEINITIYE MOOD. ^'miv.ii: 119 ■ 1 1 1 only in thd present tense and third person singular, that there is , danger of error under this Rule, except in the verb to be, REMARK. — Many of the best writers, and some distingaishe'd grammarians, often use the subjunctive present, when mere doubt ov ooutingenoy is expressed, and not futurity. A contrary practice '. . ?^:.,.ii ; SuB-RuLB. — Lest ancf that, annexed to a command, require the sub- junctive mood ; as, *' Love not sleep, lest thou come to poverty." " Take heed that thou epeak not to Jacob, either good or bad." „ - Obs.— -The subjunctive mood, In the past tense, expresses a sup- position with respect to something present, but implies a denial of the thing supposed ; as, " If I were a nightingale, I would sing *,'* implying, ** I am not." . „ ^ EXERCISES. ^ ' ' ' " In the following sentences, state whether the verb following " if" or " though " should be in the subjunctive or indicative mood, and why; and make the necessary correction. If there be a rule it should be observed. Though he be rich, he is not happy. If the mail arrives to-morrow^ we shall have letters. If he studies diligently when he goes to school, he will improve. If he is discreet wheu he goes abroad, he will gain friends. If he have money, he must have earned it. i ill .1 1, Lesson 66. — Infinitive Mood. , Bttle XV. — The infinitive mood is a ver- bal noun ; and token not the subject ofaverb^ or governed, as wny other noun, by a verb^ noun, or preposition, is governed by the sign ''to:' As, To speak In that manner Is wrong — " to speak " subjeet of the verb is. I desire to /earn— " to learn,"— the verb objective 120 IKTBOSUOTIOK TO AVALTTICAL OBAMHAB. to " deaire." I have a desire " to learn "—to learn, — in appoeition with the noun " desire." I am in haste to depart — " to depart '* gOTemed by the preposition for, understood, or without supplying anything governed by the sign " to." I am ready to begin the work — " to begin " governed by for, understood, or by the oign ** to." He is about to return — " to return," governed by the preposition "about." He lived so as [he would live] to refute scandal — ''to refute" governed by "for" or by the sign "to." He aims higher than to reign [is high] — "to reign," nomioalive to is. He commanded the men to march — " to march," object of commanded. Tou are to blame — " to blame," predicate, nominative after the copula, " are." The use of the infinitive is fully illus- trated in these examples. u>; »; . ^ ■.-. it? ;-». ^ ,];.,, i * EXPLANATION.— The infinitive mood, in relation to the word that governs it, that is, the word on which it depends, lias always the construction of a noun, as is shown in the above examples ; but it is a verbal noun. Like the participle, it lacks the essential char- acteristic of the verb, that is, it is never used as the verb to make an assertion, and hence has no agreement in person and number with any word as its nominative. With this important exception, it possesses every attribute, and takes every modification of the verb. It is true, it expresses action, therefore there must be an actor; but observe, the word which represents the actor has its own construction independent of any connection with the infinitive, and the further relation of such word as the doer of the act expres* sed by the injinitive, is super-added and incidental. Take, for ex- ample, the sentence, — " /am ready to begin the work immediately** " /" is the doer of the act, expressed by the infinitive " to begin," but '* /" has its construction independent of this, as nominative to the verb " am." " To begin," in its verbal character, lilie any other transitive verb, has, as a matter of course, its objective, " work ;" and also, in its verbal character, is modified by the adverb " im- mediately." Again : " He commanded the men to lead their horset up the hill." " To lead " is the object of " commanded ;" " men " is the doer of the act, expressed by the infinitive " to lead," but " men " has its construction independent of this as the direct objec- tive of " commanded ;" " horses " is objective of " to lead ;" " up the hill" is an adjunct, modifying " to lead." V V t I ^ > Vv'h SPECIAL RULES. RuLC 1. — When the infinitive is governed by the verbs bid, dark, NEXD, MAKE, SEE, HEAB, FEEL, or LET, in the active voic&, and by let tn the pcusive^ the sign " to" ii omitted be/ore it ; ae, " I saw him do it ;" not " to do it" Bid him go. Hear me epeak. i *■ OOKBTBUOTION 07 P1.BTICIPIE8. m RoLS 2. — The infinitive it eometimea u$ed abiolutely ; a$, " To proceed with my story." EXERCISES. 1. In tbe following exercises point out the construction of the infinitives. Insert or omit the sign *' to** and give a reason fur io> serting or omitting it. Oive the construction of all the words that depend on or modify the infinitives. Strive learn. Cease do evil. Learn do well. He needs not to virrite. He showed an eagerness to learn. I would make you to take care. He dares not to do a wicked action ; nor will he dare do it. It is lawful for us to give tribute. I heard him to saj so. To make believe. He was heard say so. Let «fameB to do this. Bid him to speok to me. He knows not how to learn. Did you see him to do that? No, but I heard him to do it. Did you hear the bell to ring ? He stood up for to read. Make him to go. To confess the truth. . He was made go. An object so high as to be inac- tsessible. I read to learn. Whom do you suppose him tobe? 2. Write short sentences, in each of which shall be one verb la the infinitive mood, as the subject of another verb— as the object — to express the end or design— with to properly omitted — with a subject of its own in the objective case — in apposition with a noan in the predicate nominative, (Sec. Lesson Bl»— Construction of Participles. Rule XVI. — The participle when not joined with the verb " have,^* or " to he^ «»rf taken as a verb, has always the construction of a verbal noun or verbal adjective; as, Se loving his work performed it. Esteem^ ing themselves wise, they became fools. Af- ter dejeatimg his army, he took possession of the King. Writing letters is my occupation in the morning. H •♦i. fc 122 INTaODVCTION TO ANALTTICAL GBAMMAB. In the first, two of the above examples the participles are Terbal adjectives. In the other two they are verbal oouns. • v >y .; It will be seen bj these examples that while the verb formally asserts or. declares the fact the participle assumes it. We are thus, with the greatest advantage, enabled to condense what we have to say by abridging the dependant clauses. The explanatory remarks on the infinitive in the preceding lesson apply equally to the parti' ciples. SPECIAL RULES. i BuLE 1. — When a noun or pronoun in the possessive ease ia govern- ed by a participial noun expressing the thing possessed^ the noun or pronoun must have its possessive form ; as, " Much depends on the pupils composing ive{{\iAn\\y. , / , .. RuLS 2. — Whm the present participle used as a noun^ hat an ae- TiOLS or ADJECTIVE befoTc tj, the.preposition of follows ; as, " By the observing of these rules. — '* A complete forsaking o/'the truth." , ir EXPLANATION.—- When used io this way, the partioiple is re- garded as a noun simply, and has not the government or modifioa- tions of the verb. .^^^^^-'iyi^r ^■m^'^^^ Obs. 2.-<-The sense will often be the same, if both the article and the preposition be omitted: but the one should not be omitted without the omission of the other; thus, ''By observing these rules." In some cases, however, these two modes express very different ideas, and therefore attention to the sense is necessary, as directed in the following rule. Rule 3. — When the verbal noun expresses something of which ihe noun following denotes the doer, it should have the article and the preposition ; as, '* It was told in tfie hearing of the witness." — But when it expresses som£thing of which the noun following does not denote Ihe doerj but the object, both should be omitted^ a<, " The court spent much time in hearing the witness." Obs. 3. — Of cfiu never be used after the verbal noun when apre« position follows it ; thus, '' By attending to these rules," can not be changed into, " By the attending of to these rules." Rule 4. — The past participle^ and not the past tense^ should be used after the auxiliaries have and be ; as " I have written** (not wrote) — " The letter is written'* (not wrote), . Rem. — ^^0 also, the past participle should not be used for the past tense ; as, •* ge ran ;" not " He rwn." '' I taw ;" not '* I seen,* %^ 0OK8TBV0TION OV FABTIOIPLES. 128f ^* EXPLANATION.— This Rule can be yiolated only vhen the past tenee aod past partioiple differ in spelling. ^ , Obs. 4.— The participle in ing is sometimes used in a pas^Te sense after the verb to 6e, to express the continued suffering of an action ; as, ** The house is building f not t< hting built EXERCISES. ' ^^ In the following exercise, point out the construction of the par- ticiples. Give the construction of all words that depend on or modify the participles. Correct all errors, and give the Rules. ^! • My brother being sick, is th6 cause of his absence. A man making a fortune, depends partly on him pursu* ' ing a proper course. John attempting too much, was the cause of his failure. Hers going away was not ob- served . Learning of anything well, requires application. The doing our duty is commendable. By reading of good books the mind is improved^ Of the making many books there is no end. By exercising of our faculties they are improved. The giving to every man his own is a sacred duty. At hearing the ear, they shall obeyi^' Because of provoking his sons and daughters, the Lord abhorred them. The greatest pain is felt in the cutting of the skin. He should have wrote. Have you spoke to the mpBter? I am almost froze. She has just began to read. James has broke his arm. You should have drove more slowly. He has drank too much, and should be took home. He might have rode if he had chose. I seen him an hour ago. I done what you told me. James run a mile in ten minutes and had not began to be tired. The school begun yesterday. He ought to have went, or at least to have wrote. That is wrong, you had not ought to do it. 8. Write short sentences, in each of which shall he one of the following verbs, in the present-perfect or past-perfect indicative active, viz., begitif run, wrilef freeze, eat^ drink. Parse the senten< ces, and apply the Rule. 4. Write short sentences, with the following verbs in the pas^ve voice ; viz., write, begin, shake, ainkt speak, give. Parse them, and apply the Rule. ■ v, -i:; } k r -?_ 124 IVTBOBV^tiOir 90 ilTALTllOAL GBAMMAS. Lesson 68.— TAe Order of Time, • HuLE XVII. — In the use of verbSy and words that in point of time relate to each other y the order of time must be observed ; as« " I have known him. these many years" — ^not, " I know him these many years." BXPLANATION.— This Rule ia general, and here also the sense is the best guide. The following principles may be noticed in this place : 1. That which is always true, is expressed in the present tense* 8. That which is past, but viewed as continued in the present, b expressed in the present perfect tense. 8. Verbs haying the auxiliaries ihally ufill, may^ ean^ can be as- sociated in a sentence with other verbs In the present only ; those with miffht, couldf vould, nhoutd, with verbs in the past <4. The present infinitive expresses what is contemporary with, w sabsequent to, the time of the governing verb ; the perfect infin- itive expresses what is antecedent to that time. ■J..' EXERCISES. it 1. In the following sentences, point out the verb which is wrong in respect of tense. Put in the proper tense, and tell why it is changed. It was said that fever always produced thirst ; that heat always expanded metals ; and that truth was im* mutable. He is now absent a week. I have been abroad last year. If be would lend me that book, I will be obliged to him. He can do it if he would. I intended to have written ; but 1 still hoped he would have come. Borne is said to be built seven hundred years before the Christian era. Nero is said to per^e^ ute the Christians. He has been gone long before I knew it. 2. Write (ihort sentences, and express, in each, something which yon hoped, f ear erl^ desired^ intended, to do yesterday, before yester- day ; — which you, hope, JeaVy lU/ OONSTBUOTiaV OF ADYEBBB. 125 Lesson 69. — Conttructidk of Adverbi, . ?«r* EvLE XVIII. — Adverbs modify verbs, ADJECTIVES, and other adverbs ; as " John speaks distinctly ; he is remarkably diligent^ and reads very correctly J^ SPECIAL RULES. Bulk 1. — Adverbs should not be used as adjectives^ nor adjectives as adverbs ; as, " The preceding (oot the above) extract." Bulb 2. — Two negatives are eqithalent to an affirmative^ and should not be used unless affirmation is intended; as, "I can not drink any (not no) more ;" or, " I can drink no more." BuLE Z,— Adverbs are for the most part placed be/ore atffeetives, after a verb^ where there are no auxiliaries, and after the first atuc iliary in the auxiliary forms ; as, " He is very attentive, behaves we//, and is mucA esteemed." • ^- »; - ^^^ - ..,^ ..*i,^.^ EXPLANATION. — This is to be considered only as a general rule, to which there are many exceptions. Indeed no rule for the position of the adverb can be given, Avhich is not liable to exoep* tioDS. The best direction for the use of this rule, is to place the adverb where the sense requires, having due regard to the harmony of the sentence. This rule applies to adjuncts, or adverbial phrases as well as to adverbs. ..* v . :. , ,. ; * A,i=.'^<* Obs. 1. — TFAere should not be used for in which, except when tlia. reference is to place ; as, *^ The situation in which (not ^here) I left him ; " because '* situation " does not here refer to place. . Obs. 2. — So^ is often used elliptically for an adjective, a noun, or a whole sentence ; as, " They are rich; we are not so** — He is a good scholar f and I told you so." ,., Obs. 8. — Only^ solely, chiefly, merely, too, also, and perhaps a few others, are sometimes joined to substantives ; as, ** Not only the men, but the women also were present." Obs. 4. — A negative is often made by the syllables dis, m, im, tm, 'kQ.y prefixed to a word. When this is the case, another negative, is sometimes used, to express a diminished kind of affirmation ; as *' He was not unkind." The negative terms are such as no, not, neither-, nor, never, Ac. Ik- I KXEROISES. V, Adverbs being undeclinable, mistakes are liable to be made- dhiefljr in their position ; or in using as adverbs, words that are not so; or in using adverbs where other words are required, Correct the errors in the following sentences, as the Rules require: — (Rule 1.) — 1. Point out the modifying words in the following sentences. If not adverbs, make them so, and give the Rule. Come quick. James does that verj good. That was done excellent. Time moves rapid. Apparent slow people accomplish much if sui&cieiit steady. You can read excellent well. It is real cold." . 2. In the following point out the adverb improperly used. Show why it is so ; change it for the proper term, and give the Rule. Thine often infirmities. Come the soonest day poss- ible. The soonest time will be late enough. The then ministry opposed the measure. The condition where I found him was truly bad. He was here last year, since when I have not seen him. . 8. Write short sentences, each of which shall contain an adverb- (see Lesson 81), modifying a verb or adjective, and see that it is placed as directed in Rale 8d and Explanation. (RuLi 2V — 1. Point out the two negatives in the following sen- tences. Show why tliey are wrong ; correct them, and give the Rule. I 6an not eat no more. He is not able to walk no further. We can not do that in no T^ay. He will never be no taller. Never do nothing of the kind. Time and tide will not wait for no man.' No man never did that. You must not drink no more. ' ' 2. Make short sentences, each of which shall contain one of the following words : worthy^ jutt, dUcreet, kind, obliging, agreeahUy happy, firm, dtc. Then prefix to these words the appropriate negative prefix mentioned above. Then insert a negative word in each sentence, and mark the difference of meaning with each change ; thus, *' He is a worthy man, " He is an unworthy man, , " He is not an unworthy man." (Rule 8). — 1. In the following sentences, place the adverb as the Rule directs, provided the sense will thereby be clearly expressed. verl pet coi noi fiat pre mal uoti i.*«^jM»t^ k4 ooirjmroTiONB. HriJixiojirvii 127 A man industrious eminently. Hp '^ agreeable always. He sweetly sings, charmingly convei.ds, and prudently conducts nimself on all occasioDs. lie unafiPectedly spoke. He manfully has contended for the prize, and certainly will obtain it. Time will wait never. He could have not done it. He will be always trusty. That dis- aster might have easily been prevented. That piece was executed beautifully. ^#^» u;tm^ mt !,% > .. .v^te^v fo^i.v;; 2. The following sentences have the adverb placed aoeording to the Rule, but the sense and barmcny of the Beutence evidently re* quire it to be in a different position. Men contend frequently for trifles. I only saw three persons. Of the books I sent him, he only read one. James can very well iread. You should slowly write. He might plainly have told him. He not only saw her pleased, but greatly pleased, .^^i ,Wa«*n.us»i« ^.\ ..^ 8. Write a number of short sentences, each of which «haU con- tain one or more adverbs correctly placed. [See List, LessoD 81.] 4, Write' short sentences, each of which shall contain one of the following adverbs, viz., onljff merely, solely ^ ehie^y, first, at least, and tell the word which they modify. Place the adverbs in as many different positions, in each sentence as you can, so at t* make sense, and mark the change of meaning. '>><}•/ ^.^)'.iA'; ill i: Lesson 70. — Conjunetiom, BuLE XIX. — Conjunctions connectwOBDSf PHRASES, or SENTENCES ; as, " He and I must go ; but ypu may stay." ' SPECIAL RULES. HcLB 1. — Conjunctions connect the same moods and tenses of verbs, and eases of nouns and pronouns ; as, " Do good, and seek peace.*'~"Honour thy /a mative. In respect of case, errors occur chiefly in the use of pror .. nouns. -m '•■>■ Ji 1^ IHTBODUOTIOK TO AVALTTIOAL OBAMMAB. Om. 1. Wlien MDJunotiom connect different moodt And tenicc, or when a contrMt ie etated with but, not, though^ ^c, the nomin»> tive is generally repeated ; ^e, '* He may return, but A« will not remain.'* ■> >i Obs. 2. The relative after ihikn, is uiualty in the objectifc ease; at, ** Alfred, than loAom, Ac. Om. 8. After Tcrbs of dofuhting, ftmring, denying, the oonjun#> tion tkmt should be used, and not hit, bui, but that; as, " They feared that (not Utt) he wduld die." Om. 4. In the tensM formed by auxiliaries, ycrbi connected in the same tense, hare the auxiliary expressed with the first, and understood to the rest; as, *' John can read, write, and spell." When different tenses are connected, the auxiliary roust always be expressed ; as, " He ha» comei but he wili not stay.** RuL« 2. — Certain words in the anteetdent member of a **ntinti, ' t*fuir« corrtiiponding oonnietiitti in tht iubnequent om : thus, 1. In clauses or words simply connected— JSoth requires and ; as, " Both he and 1 came.*' ^,. ^ : ,, XithiT or ; as, ** Either he or I will come." '. ' "" * Neither nor ; as, " Neither he nor I came." - or; as, " Whether he or I came." '}fet; as, '* Though he slay me, yet will I trust ik* !iim'" I Whether Though NotofUg but eileo; as» ** Not only he, but alto his brother goes." 2. In clauses connected so as to imply comparison. ' ''*'''^^ !>^ >;? The eomparative degree requires than ; as, " He is taller than I am." Other requires ihan; as, ** It is no other (Aofi.he." than ; as, " What e/«« do you expect than thist" OM (expressing equality) ; as, ** He is ae tall as »ie:i lam." so (expressing equality); as, " ^« thy day it, «o shall thy strength b«." OS (with a negatiye, expression inequality ; m, " He is not §o learned a% his brotliei ." ^ that (expressing consequence) ; as, *' He is to weak, that be cannot walk." ae (expressing stmilarity; as, **He or eueh ae he." Kotx. — As and eo, in the members of a comparison, are properly eoojunctive adverba. EXPLANATION.— This Rule means, that when any of tlie oor- responding terms aboTC, stands in one member of a sentence, the other term should staniid in tlie other member. After " though^^^ ** yet " is sometimes understood. JBUe Ae Ae 8o So^ Such U' ■lf,^ are 2. n<>et< Putt Ac. 9.1 ST k UflMk' OOVJUVOTIOVS. * ' '^^"^^ 1*^ ItuLB Z.—'Whin a iubufutnt ^m»»t, or part of a tenttiu u tommon to two differont but ooniueted ani§e0dent elaunet, it *> >*at bt equally apfjiieablt to both ; ai, ** Th»t work alwaya has bveu^ and always will be, adtnirkL** EXPLANATION. — In order to see whether sentenoes.are eor> reet according to this Rule, joiD the member of the senteDoe eom- mon to the two elausee, to eaeh of (hem separately, so as to make two sentenoes. If both of the sentences are gnimmiitically correct^ and exprcas the sense intended, the sentence is right— if not, it ia wrong, and mast be corrected. Thus, for example, '* He has not, and he can nut, be censured," is wrong, because if you add the member ^* be centured.** to the first clause, it will make ** He ha» not bo etnuured!* which is incorrect, sccording to Sub Rule 4 under Knle XVI. This must be corrected by iusertioff "been** after "has not," so as to read, ** He has- not bet^n, and be cannot be, censured." The different clauses should be correctly marked by panetuation. This Rule is often Tiolated in sentences In which there are two comparisons of a different nature and ^oTcrnmedt. Thus, '* Ue was more beloTcd, but not so much admired as Ginthio." Here. *' m Cinthvt.'* is applicable to the daufle *' so much admired,** but can not be connected with ** more beloeed.^ In such sentf>ncet as this^ the proper way is to complete the construction of the first member, ' 1 and ieava that of (he second understood ; as, ** He was more bo- love^ than Ointhic, but not so much admired" («• CVwlAio). ^^^!^'' EXERCISES. . :; (Rule I.)— 1. In the following., point out the connected verba. ,■ If they have the same nominative, put them in the same mood and tense. If tliey must be in diflbreut moods or teusee; repeat the nominative ; and if that is a noun, repeat it by its pronoun. Point out the connected nouns or pronouus, and put them in the sant f case. .-''/'• T"»ff> He reads and wrote well. If he gay it, and does it, I am content. If he be at home, and is well, give him. the letter. My father has read the book, and will re- turn it to-morrow. Jumea and. me ran all the way. That is a small matter between you and I. Him and I are great friends, and so are Mary and me. Nobody , knowd that better than her and me. « 2. Write short sentences, in which two or more verba are con- ^ n<>eted in the same mood and tense; and notice particularly Obs. 4. Pot the verbs in thopreteni—iQ (hepa.s<~and in the preteiit- perfect, ^ Ac* Express the same ideas, with the verba in the passive voice. 8. Write sentence!* containing two or more verbs in different * I !l |"*i ISO IVTBODUOTION TO AlSfLLJIlOkL OBA.Mlfi.B. moodf and t«niM, paying aitectfon to Om. 1 ; write othert, oon* taiDing two or more oouiif or proDouu ooontcted in tbe tama oasa. (RuLB 2.)— 1. i^oint out the corresponding terms in the followitag aentences, make the second correspondent to tbe first, or the first to the second, as the sense reauires. Supply the correspondent term where improperly omittea. He will not do it himielf, nor let another do it for him. Though he slay me, bo will I trust in him. That is so far as I am able to go. This book is equally good as that one. Nothing is so bad as it can not be worse. He was not only diligent, but suoceasful in his studies. It is neither cold or hot. 2. Write correct sentences, each of which shall contain one pair of the corresponding terms abore, and state what they express. 8. lu the following sentences, point out the coroparativo degree, or other correspondent terms, and make the one correspond to tbe other, according to the Rule. mmivmrn.^ James writes better as I do. There were more besides him engaged in that business. No more but two can ^It^j at this game. The days are longer in summer be- ' sides they are iu winter. Has James no other book but this? This is such conduct that I did not expect. Dl can be no other but he. They had no other book except this one. I would rather read as write. He had no sooner done the mischief but he repented. ''*!> 2. Write short seotenoes, eaeh of which shidl oootaio a word ia the comparative degree, or the word othir or aueh followed by the proper correspondent term. ^^-rrv (RuLs 8.) — Make trial of the following sentences, as directed in the explanation. If either of the clauses, when joined with the member of the sentence common to both, makes a grami latical error, point it out and correct it. He always has, and he always will, be puuctual. Thej might, and probably were, good. James is taller, but not so strong as his brother. His book is not so good, though larger than I expected. This house is larger, but not so convenient as that one. I ever have, and I ever will say so. " He depends and confides in me," is as correct as, ** He confides and depends upon me." I am older, but not so feeble as Thomas. Warm weather is pleasant, ..^y^M^r^Jro ^iieBVIBAI* BUIfB* tiiiUonTfll 181 but not BO bracing as cold. Iron is more useful, but not so valuable as gold or silver. '^^^ 'nvt'vi^'i^^i ; Lesson 71. — Interfeetiont. Btj^e XX. — Interjections have no grcm- matical connection with the other words in a sentence. Ktiet interjeotioni, pronouDS of the firit person are commonlj ia the objective case ; those of the second, in the nominatiye ; at, ** Ah me I" — '* O thou 1" In neither, howeyer, does the case depend on the interjection. In the objective there is an ellipsis of the govern log word; as, "Ah (pity) met" In the nominative, they are ii the nominatiye independent, denoting the person addressed. m 'y. ;Jr>^. ' Iiesson 72. — General Bule. '** In evert/ sentence, the toords employed, and the order in which they are arranged, should be stu)h as clearly and properly to express the idea intended; and, at the same time, all the parts of the sentence should correspond, and a regular and dependent construction be ob* served throughout. ^ See Analytical and Practical Grammar, 978 to 976. EXPLANATION. —This may be regarded hs a general rule, applicable to every case, and therefore comprehending all the pre- ceding rules. ;v-'^»>;(*^> ,AV:>*^;^^\, v^^h;^*" v^\)"K'^s>,j ., Among the evils to be guarded against under this Rule, are the foUowing :— 1. The use of words which do not correctly or properly convey the idea intended, or which convey another with equal pro- " ^ priety, 2, The arrangement of words or clauses in such a way that their relation to other words and clauses is doubtful, or diffleolt to be perceived. ■;.W '*! Jl- Mi 182 IKTRODUOTIOK TO AVALTTIOAL OBAMMAB. ,^.S. Theseparatingofadjancts from their priDoipals, and plaoiog tl em BO that they may be joined to words to which they do not belong. 4. The separating of relative claases improperly from their ao- teoedenls. 5. Ufting iojudioiously, or too frequently, the third person of a personal pronoun, especially in indirect discourse. .Though these Rules embrace almost everything belonging to the proper construction of sentences, yet there will sometimes occur, instances of impropiiety in the use, and arrangement, and connection of .words, for the avoiding or correcting of which no very specific rules can be given. EXERCISES. i) _. The following sentences are not grammatically incorrect, but from some of the causes mentioned above, are obscure, Inelegant, ambiguous, or unintelligible. Point out the impropriety, correct it, and give a reason for the correction. (1) The Greeks fearing to be surrounded on all sides, wheeled about, and halted with the river on their back. {2) Parmenio bad served, with great fidelity, Philip, the tiather of Alexander, as well as himself, for whom he first opened the way into Asia. (3) Lost, a new umbrella belonging to a gentleman with a curiously carved ivory head. (4) Claudius was canonized among the gods, who scarcely deserved the name of man. (6) A farmer went to a lawyer and told him that his bull had gored his ox. ' " ■'• > Lesson 73 • — Ellipsis. Rule i. — An Ellipsis ^ or omission oj words, is admissible, when they can be sup- plied by the mind with such certainty and readiness as not to obscure the sense. Thus, Instead of saying, " He was a learned man, and he was a wise man, and he was a good man ;" we say, ^' He was a learned, wise and good man." BLLKSid. U' 189 )laoIog hey do leir ao- lon of a ;in^ to netimes ent, and hich no set, but elegant, , correct I sides, r back, lip, the he first mbrella jd ivory ds, who er went , his ox. Ion of e 8up' y and Thus, as a wue Ded, wise EXPLANATION. — There is a constant tendency among men to ezprese their ideas in the fewest words possible. Whenever, there- fore, a word can be spared from a sentence, without obscuring its meaning, that word is often left out. This is called tf//tpst>. Thus, instead of the full form of the sentence, as follows, *' I rise at six hours of the clock in the morning, I breakfast at 7 hours of the clock in the morning, I go to school at nine hours of the dock, and study till twelve hours of the clock," we can say (and be equally well nnderstood), " I rise at six, breakfast at seven, go to school at nine, and study till twelve.'* This is the origin of abbreviated sen- tences ; and in order to parse sueh, or to understand their gram- maUeal construction, the words left out must be supplied. ''' "* ■ '■' EXERCISEa ■' ' ' '^ 1. In the following sentences, leave out such words as may be omitted without obscuring the sense. , : He had an affectionate father and an affectionate mother. You may read, or you may write, as you please. Will you study, or will you not study ? I have been at London, and I have seen the Queen. A house and a garden. He would neither go, nor would he send. 2. In the following sentences, supply the words left out, so as to show their full construction. It is six o'clock ; we may study till seven. We have done it, but you have not. John will read, and Thomas write letters. This apple is larger than that, but not so sweet. Give this apple to James, that to Bobert, and the other to Mary. I have heard and read much ahout Wellington and Napoleon. *'Sun, stand thou still upon Gibeon; and thou. Moon, in the valley of Ajalon. » Lesson 74. — Ellipsis not Allowable, Rule 2. — An ellipsis is not allowable ^ when it would obscure the sentence, weaken itsforcCi or be attended with an impropriety; for example, — '* We speak that we do know, and testify that we have seen," should be, "We speak that which we do know, and testify quire. Having found the error, correct it, and give the Rule for tne correction. These Exercises, when corrected, or at the time of correcting, may be used as Exercises in parsing. 1. John writes beautiful. I shall never do so no more. The train of our ideas are often interrupted. Was you present at last meeting 2 He need not be in 80 much haste. He dare not act otherwise than he does. Him who they seek is in the house. George or I is the person. They or he is much to be blamed. The troop consist of fifty men. Those set of books was a valuable present. That pillar is sixty foot high. His conduct evinced the most extreme vanity. The trees are re- markable tall. 2. He acted bolder than was expected. This is he who I gave the book to. Eliza always appears amiable. kf U * a PUKOTVATIOir. •r'..-.V'\'' imi M Who do you lodge with now f He was born at London, but he died in Bath. If he be sincere, I am satisfied. ^ Her father and her were at church. The master re- *^ quested him and I to read more distinctly. It is no more but his due. Flatterers flatter as long, and no , longer than they have expectations of gain. John told the same story as you told. This is the largest tree which. I have ever seen. 3. Let he and I read the next chapter. She is free of pain. Those sort of dealings are unjust. David the son of Jesse^ was the youngest of his brothers. You was very kind to him., he said. Well, say I, what dost thou think of him now ? James is one of those boys that was kept in at school, for bad behaviour. Thou, James, will deny the deed. Neither good nor evil come of themselves. We need not be afraid. It is all fell down. 4. He expected to have gained more by the bargain. You should drink plenty of goat milk. It was him who spoke first. Is it me that you mean ? Who did vou buy your grammar from ? If one takes a wrong method at first setting out, it will lead them astray. Neither man nor woman were present. I am taller than you;' She is the same lady who sang so sweetly. After the most straitest sect of our religion, I lived a Pharisee., Is not thy wickedness great? and thine iniquities infinite ? There is six that studies grammar. ,.,, . ' Lesson 76. — PuncttMtion. Punctuation is the art of Dividing a written composition into sentences, or parts of sentences, by points or stops, in order to con* ▼ey to the reader the exact sense, and assist him in the proper delivery. The principal stops are the following : — The comma ( , ) the semicolon ( ; ) the colon ( : ) the period or full stop ( .) the note of interrogation (?) the note of exclamation ( ! ) the pa^renthesis ( ) and the dash ( — ) The comma represents the shortest pause ; the semicolon, a pause double that of the comma ; the colon, a pause double that of the semicolon ; and the period, a pause double that of the colon. The duration of the pauses must be left to the taste of the reader or speaker. ; — ; i v i 186 nrfBosuonoir to utaltttoas orammab. The OoMiiA nraally tcparates thoM parto of a Motenea wfaieh ^ Ihoiigb yery dosel j conneeted in sense and ooostruotion, require a f pause between tiiem. % Tlie SsMiooLoa is used to separate the parts of a sentenee, which are less closely connected than those which are separatod by a eomma. The OoLON is used to divide a sentence into two or more parts^ less connected than those which are separated by a semicolon ; but not so independent as to require a period. The PiaioD is used when a sentence is complete, with respect to the construction and the sense intended ; as, **God made all thii^;s.* ;J **By disappointments and trials, the violence of our passions is ; lamed." ** In the varieties of lifs^ we are inured to habits of both ^ the active and the passive virtues." ^ The period must be used after all abbreviations ; as, ** A.D.'* "M.A." "Fol« 5 Jbr rules of punctuation, see An. ^ Pr. Gram. • '^ ' .-^^i^^M-^ ■•*«?'■' .X* ' Lesson 77. — Capitals^ r^t hk composition the following wordsliegin with capital lettem : 1. The first word of every book, chapter, letter, note, or other pieee of wtitiog. 2. The first word after a period ; also after a note of interroga- tion, or exclamation, when the sentence before, and the one after ]t| are independent of each other. 3. Proper names, that is, names of persons, places, ships, iic 4. The pronoun /, and the interjection Q. 6. The first word of every line in poetry. A. The appellations of the Deity; as, Ood, Most High, the Al* mighty, the Supreme Being, ' % ' ■ ■ i',\ * V' : , * ■ h »» mvi':'^ ■ :-'/^'"v -" m: '■"- :. ; ■ sf- ■■'.■• ' ,: ■/ ir ..i .„/iifj^;'A'*t.'f ii ■ tii PART FOURTH— PROSODY. £■688011 78. — Prosody. Prosody oonsists of two parts; Blocwtum and Versification, I. ELOCUTION. Elocution is correct pronunciation, or the proper management of the voice in reading or speaking, and comprises Accent^ Quantity y Em^phasia^ Inflection^ Pause, and Tone. ■ '- % 7^ n. VERSIFICATION. ^^ Versification is the arrangement of a certain number of long and short syllables according to aertain rules. Gomposition so arranged is called Verse or Poetry. : ! Veksb is of two kmda ; Rhymt and JBlanh Vent, Rbyoit is a '^'limilarity of sound in the last syllables of two or more li^MS arranged in a certain order. Poetry consisting of such Iin«8 is sometimes called Rhyme. Blank Vkesb is poetry without rhym«. Every verse or line of poetry oonsists of a cet in number of puts called Feet, The arrangement of these feet in a line accord- ing to the accent, is called Metre; and the ^viding of a line into its component feet, is called Scanning. All feet used in poetry are reducible to ^ight kinds; fonr of two syllables, and four of three syllables : the long syllable being marked by a straight line ( — ) and the short bj a curve (w),iis follows: OISSTLLABLS. TBI8STtLAB]:.B. A Trochee — v-' A Dactyl — . ^-' >-» An Iambus *-» — An Amphibrach v-* — w^^ j;^4s. A Spondee — — An Anapsst w »-• — ^jif j ' A Pbyrrio ^^ ^^ A Tribrach >—»-'—/ In English, accented syllables are long, unaccented are Aott ' The Metres in most common use, are the /amdtV, Troehaitt aod Anapetetie. t$BB ^^^0^^ v.';i">s' v-i''. OOliPOBITION. -;f/.i Iambic Mbtbk is adapted to graye and serious subjects ; it has the second, fourth, aud other even syllables, accented or long ; and the first third and other uneven syllables unaccented, or short. Of this Terse there are various kinds, some having two feet, some three, tome four, some five. This last is called Heroic measure, and is the same that is used by Milton, Toung, Thomson, Pollok, yllable. ANAP.SSTIO Metre consists of lines of two, three* four Metres or AnapoBsts, with sometimes an additional syllable. f. w ,fe ■>■ Lesson 79, — Composition, 3^mi Composition is the putting of words together in sentences, for the purpose of expressing our ideas in writing, in the best manner, according to the Rules of Grammar, and the best usage of the UuBgnage. i , ;•, Almost all the Exercises in the preceding Grammar, and especi- ally those under the Rules of Syntax, hav^ been framed with a Tiew to exercise the pupil in the elementary parts of composition, b^ leading him to vary his ideas, and to express the same idea in different forms ; to detect and correct errors which often occur in -the construction of sentences ; and so to put him on his guard against similar errors ; and also to form correct sentenees for him- aelf, according to the particular directions laid down under the Tarious Rules. In committing his own ideas to writingt in the form of compoeitions, then, all he has to do, is to endeavour to seleet the proper words, and to combine these so as to express bis meAning correctly, according to the Rules with which he is already supposed to be fiuniliar. The few following hints may be useful. GENERAL DIREOTIONS TO YOUNG COMPOSERS. 1. Spell every word correctly. Pay proper attention to the use of capitals ; always using them where they should be, and never where they should not be. [See Lesson 78]. 2. Carefully avoid all vulgar expressions and cant phrases, and never use words which you do not understand, or which do not correctly express your meaning. la* J^sil^^ftS #r* •. 8. At the end of the line, never divide a word of one syllable. < i i « < < < C h ■ *■■• ff-w'wr \ii ■ r»,. IKTBODUOTION TO JlSJLLTTIOAL obammah. 180 )r r. le- !i- a % a n le le id e d Dt 1«» nor any word in the middle of a syllable. If there should not be room at the end of the line for the whole sv liable, do not begin U at all, but carry it to the next line. 4. When you have written what you intended, look oyer it car^"^ fntly ; see if you can improve it by a better choice of words, or by a better arrangement of them, so as to express your meaning more clearly, and mark the ehangeis proposed. 6. Gopy the whole over in as neat, distittol, and ptain a manner as you can, guarding against blots and erasures, which disdgure any writing, dotting your t9, crossing vour f«, and pointing the whole in the Ibest manner you can, so that any person may easily read and understand it. 6. Try to make every new composition better than the one be^ fore it. Never write carelessly, and though it may be a Uttl*,. difficult at first, a little practice will soon make it easy. ; fif #S i^!r?^ EXERCISES IN COMPOSITION.,. '''l\ !f1iemf>i*e simple the exercises in composition kre,' tot yooti|^ ' beginn<«rs, the better. They should not be required to write about any thing with which they are not somewhat familiar. '^* 1*'*^ 1. The following is a very simple and easy exercise, A clatfs bf pupils may be directed to look at a certain picture in the Spelling Book or Geography, or any other book at hand : and the teacher may excite their attention^y asking some questions, or telling ^em something respecting it, and then direct each one, either in bis seit or at home, to write a description of the picture, together with adV , ideas that occur to him on the subject. This meUiod will fumfiui an endless variety of easy and useful exercises. ,|^ 2. From pictures, the attention may be turned to real objectik The class may now be directed to any object or objects within their view, which they may be required to describe and give their ideas about, as before ; for example, the school-house and its furniture— the business of the day, in tiie form of a journal — the principal objects in view to the south of the school-bouse — to the north—- to the east— to the west» Each may be directed to describe his ewn house, and the leading objects in view from it in different directions, or any object which he may choose to select. . 8. Anotn«r class of easy and interesting subjects may be found in describing familiar objects in natural history — the various seasons of the year, with their employments rod amusements — the various operations of the farmer, and diffei ent mechanic arts — narratives of any accidents, or striking events that may haye occar;>ed. 4. Short familiar epistolary correspondence, real or imaginary. One pupil may be directed to write to another concerning anything 'eases. A post'office. might be set ud in the school —''^^ '-'^- pU 1 ; t«1 (■■; up 11 I 140 .i^fiH(mt.. ooMFOBiTioir. st^rr£)-aa:gai'4i l«Uer*box, to be opened at stated seaionti, and its oontenti read for tbt tmutement and insti uotiou of the school. This ezereise, beeause Tdantary, irould be entered into with spirit, ami prove of great benefit* 6. Themes oo familiar sobjeets may next be assigned, such a» the following : ^ Point out the evils of the following vices and improprUties, and^ inake sueb remarks respecting them as you think proper; vi&, Lying, Stealing, Swearing, Di^obeditnce to Parents, Sabbath break* ing, Discontenttlnent, Intemperance, 111 nature. Violent pAssions^ Penuriousness, Idleness, Oriielty to Animals, Bad Oompanv, he. Point out the benefits arising from Truth. Honesty, Sobriety, Love to God, Love to men. Good nature. Industry, Oi>ntentment, Kindness to the Poor, Keeping Good Oom|Miny, Proper amusements, Ae., and make such remarks as you think proper respecting them. Jn all cases with beginners, it is better to require them to gtrm ' their own thoughts on familiar subjects, than to give them sub- jects of an abstract nature, or of whldi they can not l>e supposed to have much knowledge. In the former case, they will be likely to give their own thoughta in their own way ; in the latter, thef^ wiU have to resort to Moks, and instead of giving their own ideas,, will be apt to copy the writings of others, without perhaps, well nbderstandinff them. 9. When the compositions are prepared,^ the errors in Grammar,^! should be pointed out and ezplaiued; n^^stakes in orthogrnphy, eapitall^ punctuation, &c., corrected, or pointed out to be ourrected, aiid then the whole copied, in a correct aud plain manner, into m^ book kept for that purpose. Having gone through these Lcfisons, pupils, though youo§^ will be well prepared ror taking up, with ease and advantage, the "Analytical and Practical Grammar of the Boglish Language,** anA for going through a more thorough and critical course. w#*,ift rM0m To^my ^ . ■ . ig^i'j:#^.-v" ■f*: ■:im0Jfi.'- ^-m^ f 'f a* ^^^ »'«!' '* f^m\ liui, !<» : ^'kxi ..^ ■ .nial -oCit V* . f<>;» tj,*-i- .vv^i'vfef^ • ''"• >^.^ ."'■,■. ... . s."'^' i --:'; '-m^-^^^- ■ .. ; ■ijyr.V ,ja imu ijqiaj ?«4iO. p:^^ "*'Wii;'-^"<.;ikQSi-T^ t • • • ■•«;: .It -.1 ■■W SELECTIONS I ■ , PKOSE AND POETRY, xmnmBKD to n vvmd a» (Bmdm itt ^mlplt mA l^min^, ▲n> TO 7UBMIBH 8UITABLB MATTER FOB TH9 YABIOUB BXBB0I8B8 WHICH THB INOBNUITY OF THB TBAOHBB MAT BUQOBST. , i ■ jti Select Senteneee. ' 1. The great bnsineM of man ia to improTO hia mind aod gorera iitomannera. Tlie whole oniyene it hia library ; eonreraation his li?iDg etudiea ; and remarks upon them are his best tutors. Learning is the temperanee of youth, the eomfort of old age, and the only sore guide to honor and preferment. 2. Aristotle eays, that to become an able man in any profeesioa wlntever, three things are neeessarj— which are, nature, study, Mid praotiee. To endure present evils with patience, and wait for expected good with long suffering, is equally the part of the Ohristion and the hero. 8. Adyersity overcome, is the highest glory ; and willingly un- dergone, the greatest yiitue: jufferings are but the trials of gal- lant spirits. Fttver employ yourself to discern the faults of others, but be careful to am«nd and prevent your own. There is an odious spirit in many persons, who are better pleased to detect a fault than to commend a virtue. The worthiest people aro most injured by slanderers; as we peoally find that to be the beat fruit, which the knrdt have been picking at. Si 142 I5TB0DrCTI05 TO ANALTTIOiLL 0BAM1£A.B. i, 5. When a man loses his integrity, he loses the foundation of * his virtue. A ooDten^iBd mind is a continual feast ; and the pleasure of the banquit is gr?atly augmented, by knowing that each man may be- come his own enteitainer. 6. Man is bom for society, without which virtue would have no follower*, the world would be without allurements, and life with- out pleasures. It is natural for us to contract the passions as well as the habits of those with whom we are familiar ; to follow their vices, as well as to imitate their virtues. s/': ; ; (^ ' 7. Be sincere in all your words, prudent in all your actions, and obliging in all your manners. He who begins au affair without judgment, ought not to be sur- prised if it end without success. If justice direct you in the pi;r!:iit. of gain, tranquility will attend you m the enjoyment of it i U }f jy >««: » U c mmi V 8. We isre i.oo e indebted to ou; oarents than to all the world besides. To othr: ■ persons we may owe much, but to them we owe ourselves. If ing-vatitude to others, therefore is hateful, that which is. shown to parents is most horrid and detestable. Make a proper use of your time, and remember that when it is oDoe gone it can never be recalled. «;* ^^jmimi'^^ i^'^v:^ i^&$' a 9. Attend diligently to thy bi 5i< ess; it will keep thee from wickednesi, from poverty, and fro it shame. He who harbors malice in his heart will find, to his sorrow, that a viper has been nourished in his bosom. * Men make themselves ridiculous, not so much by the qualitiot'' [which] they have, as by the affectation of those tliey have not 10. To say little and perform much, is the characteristi'^ of ■ '' great mind. ' No preacher is so successful as time. It gives a turn to thought to the aged, which it was impossible to inspire while they were ^^ young. ;.:- v'.'.:;', ^ .^-f r"iF jfi^'i The injuries we do, and those we suffer, are seldom weighed in the same balance. - *# Jiid '^^'mi'^ :^ .^1 i-^ a}: , -lit? t)J I^<1jij?5_ 1. That every day has it pains and sorrows is uhiVerSally ex- ' perienced, and almost universally confessed. But let us not attend only to mournful truths ; if we look impartially about us, we shall find, that every day has likewi&'e. its pleasures and its joys. ^ tmsmt^ .at Mr u\ 8XLEOTION8 IN PROBE. JIT Hi 1^ 1\ 'iy*-fl >* >j?'> '4' 2. We should oherith sentimeDts of charity towards all meo. The Author of all good, nourishes much piety and virtue in hearti that are unknown to us ; and beholds repentance ready to spring up among many whom we consider as reprobates. yt 8. No one ought to consider himself as insignificant in the sight ' of his Creator. In our several stations we are all sent forth to be laborers in the vineyard of our heavenly Father. Every man has his work allotted, his talent committed to him ; by the dne im« provement of which he may, in one way or other, serve Ood, pro- mote virtue, and be useful in the world. 4. The love of praise should be preserved under proper subor- dination tu the principle of duty. In itself, it is a useful motive to action; but when allowed to extend its influence too far, it corrupts the whole character, and produces guilt, disgrace, and misery .r To be entirely destitute of it, is a defect. To be gov- erned by it, is depravity. The proper adjustment of the several priLciples of action in human nature is a matte that deserves our highest attention. For when any one of them becomes either too weak or too strong, it endangers both our virtue and our happiness. 6. The desires and passions of a vicious man, having once obtained an unlimited swaf , trample him under their feet. They make him feel that he io Subject to various contradictory and imperiooa masters, who often pull him different ways. His soul is rendered the receptacle of many repugnant and jarring dispo* sitioni ; and resembles some barbarous country, cantoned out into different principalities, which are continually waging war on one another. 6. Diseases, poverty, disappointment, and shame, are far from being, in every instance, the unavoidable doom of man. They are much more frequently the offspring of his own misguided choice. Intemperance engenders disease, sloth produces poverty, pride creates disappointment, and dishonesty exposes to shame. The ungoverned passions of men betray them into a thousand follies ; their follies into crimes ; and their crimes into misfortunes. ^. When we reflect on the many distresses which abound in human life; on the scanty proportion of happiness which any man is here allowed to enjoy ; on the small difference which the diversity of folrtune makes on that' scanty proportion ; it is sur- prising, that envy should ever have been a prevalent passion among men, much more that it should have prevailed aihong Ohristians. Where so much is suffered in common, little room is left for envy. There is more occasion for pity and sympathy, and an inclination to assist each other. 8. At our first setting out in life, when yet unacquainted with the world and its sneres, when every pleasure enchants with its smiles, and every object shines with the gloss of novelty, let us beware of the seducing appearances which surround us, and reool 144 IITTBODVOTIOK TO JLVALTTIOAL 0BAH1C1.B. Icet what others hare lafrarcd from the powor of h«ad«lroar detir*. If we allow any patiton, even though it be eeteemM InnoeeDt, to acquire an abiolute asoendant, our inward peaoe will be impaired. But if any which hirn the taiut of guilt, take earlj poaseMion of our mind, we may date, from that moment, the rain of our tranquility. 9. Efery man haa eome darliogpfleslon, which generally afforda the firit introduction to yice. The irregular gratiflcationi Into which it occasionally leduccf him, appear under tne form of ? enial weiiknessea ; and are indulged in the beginning, with sorupuloua- Beaa and reserve. But, by longer practice, these restraints weaken, and the power of habit grows. One yice brings in another to ita aid. By a sort of natural affinity, they connect and entwine themselTca; till their roots come to be spread wide and deep OTar all the soul. f>' V'T 'f'ih'^'u Moral JBeJleetioni, -i>.*.«. 1. Whence arises the jnisery of this present world ! It is not owing to our cloudy atmosphere, our changing seasons, and in- clement skies. It is not owing to the debility of our bodies, or to the unequal distribution of the goods of fortune. Amidst all disadyantagea of thia kind, a pure, a steadfast, and enlightened mind, possessed of strong yirtue, could enjoy itself in peace, and amile at the impotent assaults of fortune and the elements. It is within ourselyea that misery has fixed its ^leat. Onr disordered hearts, our guilty passions, our yiolent prejudices, and misplaced deairea, are the inatruments of the trouble which we endure. Theae aharpen the darta which adyersity would otherwise point in Tain agamat ua. 2. Whilat the yain and the licentious are reyelling in the midst of extravagance and riot, how little do they think of those scenes of aore dietresa which are passing, at that moment, throughout the world ; multitudes struggling for a poor subsistence, to support the wife and children whom they love, and who look up to tnem with eager eyes for that bread which they can hardly procure ; multitudes groaning under sickness in desolate cottages, untended and unmourned; many, apparently in abetter aituation of life, pining away in secret %vith concealed griefs ; families weeping over the beloved friends whom they have lost, or, in the bitterness of anguish, bidding those who are just expiring the last adieu. 8. Never adventure on too near an approach to what is evil. Familiarise not yourselves with it, in the slightest instances, with- ont fear. Listen with reverence to every reprehension of con- science; and preserve the most quick and accurate sensibility to right and wrong. If ever your moral impressions begin to decay, .' >. M Ml i giLionoyi iir pbobx. * " >^ t- 14S kOf ith- con- to cay. and your Datural abhorrence of guilt to leMon, you baT« ground to dread that the ruin of virtue i« faet approaching. > *. 4. By ditappointments and trials, the yiolence of our paealona ie tamed, and our mindi are formed to sobriety and reflection. Id the varieties of life, occasioned by the Tioisiitudes of worldly fortune, we are inured to habits lioth of the active and of the luflTering virtues. How much soever we complain of the vanity of the world, facta plainly show, that if its vanity were less, it could not answer the purpose of salutary discipline. UnsaUs- factory as it is, its pleasures are still too apt to corrupt our hearte. How fatal, then, must the consequences have been, had it yielded QB more complete enjoyment 1 If, with all its troubles, we are In danger of being too n«uch attached to it, bow entirely would it have seduced our affections, if no troubles had been mingled with ita pleasures f ,,. 6. In seasons of distress or diflSculty, to abandon ouraelvei to dejection, carries no mark of a great or a worthy mind. Instead of sinking under trouble, and declaring ^ that his soul is weary of life,^ it becon^ >8 a wise and a good man, in the evil day, with firmDess t( maintain his post — to bear up Against the storm — to have recourse to those aavantages which, in the worst of timet, are always left to integrity and virtue — and never to give up the hope that better days may yet arise. 0. How many ^ounp^ persons have at first set out in the world with excellent diitpositions of heart; generous, charitable, and humane: kind to their friends, and amiable among all with whom they had intercourse 1 — and vet how often have we seen all those fine appearances unhappily blasted in the progress of life, merely through the influence of loose and corrupting pleasures, and those very persons who promised once to be blessings to the world, sunk down, in the end, [so as] to be the burden and nuisance of society. The most common propensity of mankind, is to store futurity with whatever is agreeable to them ; especially in thoifc perioda of life when imagination is lively, and hope is ardent. Looking forward to the year now beginning, they are ready to promise themselves much from the fuundalions of prosperity which they have laid, from the friendships and connexions which they liave eeeured, and from the plans of conduct which they have formed. Alas I how deceitful do nil these dreams of happiness often prove ! 'While many are saying in secret to their hearts, " To-morrow shall be as this day, and more abundant," we are obligCvi io turn to say to them, " Boast not yourselves of to-morrow, for you know not what a day may bring forth,** • ■■*• r> f , -■. - 1 . - * r *, .li 146 INTBODUOTION TO JLITALTTICIAL aBAlflCAB. f^Stivn- «■•.'. rik 7i''i& "Mjixi'^ "iii *r.i.tmit(Mi:-!fi &«^''ti'!:-i 'ik^;^ l*/^^. SELECTIONS IN POETEY. 0^- % ■\^i ■i-a. fTii-jB^i/ijtif- iV !:(^ ' ,*;■! ■mati ; ..i i , •<,!««»,■ r.i!CJ^(J^>T?-,(*Wt5^«j;(^*;. -Mjli •«■ TsAKSFOsmoN.— As the style is usually more inverted in Poetry than in Prose, it will sometimes be proper, before analysing or parsing a sentence, to reduce it to the prose order, and to supply ellipses, that the grammatical dependence and construotion of the seyeral parts, as well as the meaning of the author, may be more clearly perceived. -T. ■ ■'■■ ■ . "■ ' .^ a -t; " ■ "- ■ '-ii-i .'•':' -ky^'-' j^ii\ :mm'-''::. •i A,1 ; :ie. ,.:>* 8RLK0T 6BNTEN0E8. Charity. 1. Soft peace she brings wherever she arives, , . . She builds our quiet as she forms our lives ; Lays the rough path of peevish nature even, • And opens in«eaoh breast a little heaven. .".-U-'l-i'- •it u Jfle jir ■'■ 'L».V: 1 . r :.•(.» Zot>« o/Praife. -»t'' ' 2. The love of praise, howo'er concealed by art, Reigns more or less, and glows in every heart ; The proud to gain it, toils on toils endure, The modest shun it — ^but to make it sure. Beauty of Expreiuon. 3. Thy words had such a melting flow, ' '' " And spoke of truth so sweetly well. They dropped like heaven's serenest snow, And all was brightness where they fell. Man and Wmnan, ?: . ; ,;' 4. Man is the rugged lofty pine. That frowns o'er many a wave-beat shore ; Woman's the slender, graceful vine, ,, Whose curling tendrils round it twine, And deck its rough bark sweetly o'er, 1, 1" Virtiunu Activity. , ., 6. Seize, mortals! seiz^the transient hour; Improve each moment as it flies : Lire's a snort summer — man a flower ; He dies — Alas ! — how soon he dies ! ; ,v . ' I ■ . j!/ ,'1 ' ! ■ wil.i'T/ SELECTIONS IN POBTET.S^^OillWri X4S. \ y^- . . vi> Tht Source of ffappinets. »'> "S^'' ; 6. BeosoD^B whole pleasure, all the joys of sense. Lie iD three words : health, peace, and competenoa. But health consists with temperance alone ; And peace, 0, virtue, p^ace is all thy own. Bliii of Celestial Origin, 7. Restless mortals toil for naught ; j:^; -^s ^Hj Bliss in vain from earth is sought: ' < '" •>' Bliss, a iitetive of the sky, ■^^'^^^ ^"-^^^ Never wanders. Mortals, try ; ' 'T .^ ;^;v*':: d There you cannot seek in vain, For to seek her is to gain. '■'X f-'sA' ■'K^. -::■ -^ti^m. '*«-!5 m The Paanone. - ■ -i 8. The passions are a num'rous crowd, Imperious, positive, and loud, Ourb these licentious sons of strife ; ^' Hence chiefly rise the storms of life ; If they grow mutinous and rave, They are thy mastere|, thou their slave. ^^'^^^^ im^'-^^^\' Epitaph. 9. How loved, how valued once, avails thee not :' ,;^', To whom related, or by whom begot ; ^., ^ ^^t » A heap of dust alone remains of thee ;" ' *^ *''"* Tit all thou art, and all the proud shall be. "^ ^ Dum vivimus vivamus. — While we live^ let ue live, 10. *• Live while you live," the epicure would say, *' And seize the pleasures of the present day." ** Live while you live," the sacred preacher cries, " And give to God each moment as it flies." Lord ! in my views, let both united be ; I live in pleasure when I live to thee ! < ^ aH v^ru Confidence in Divine Protection, 11. Man may trouble and distress me, 'Twill but drive me to thy breast ; Life with trials hard may press me. Heaven will bring me sweeter rest ; Oh ! 'tis not in grief to harm me, While thy love is left to tne ; Oht 'twere not in joy to charm me, . Were that joy unmix'd with Thee. «■ , \' 148 nrTBOSUOTION to JLSALYTieJLL QRAMUAM, BWfMOS PABAQIUPHS. ■fettiJ* mi:&fSi:-M1> Mutie, ^^^ 1. Ihep as the murmurs of the falling floods, Sweet OS the warbles of the vooal woods; The listeniDg passions hear, and sink, and i As the rich harmony or swells or dies ! The pulse of •avarice forgets to move ; A purer rapture filk the breast of love; ' Devotion lifts to heav'u a holier eye. And bleeding pity heaves a softer sigh. »*,, 2. 8. Spring, V V From the moist meadow to the withered hill, Led by the breeze, the vivid verdure runs, And swells, and deepens ; to the cherished eye. The hawthorn whitens ; and the juicy groves ; Put forth their buds unfolding by degrees, Till the whole leafy forest stands displayed Ibi full luxurience, to the sighing gale& ,-. • ri . :- Summer, ■ ■ . ^^*^'' '^^''''' The bright effulgent sun, Rising direct, swift chases from the sky The short liv'd twilight, and with ardent blaze Looks gaily fierce through all the dazzling air : He mounts his throne ; but kind before him send»— Issuing from out the portals of the morn— The general breeze, to mitigate his fire, - , } And breathe refreshment on a fainting world. , . 4; ''>f^'f)'-%tH''^f\ f.--?. Autumn, Now the leaf Incessant rustles from the mournful grove. Oft startling such as, studious, walk below, And slowly circles through the waving air. Flpd is the blasted verdure of the fields, And, shrunk into their beds the flowery race Their sunny robes resign. E'en what remainM Of stronger fi'uits, falls from the naked tree ^ And woods, fields, gardens, orchards, all around. The desolated prospect thrills the soul. Wivtm ' ■'-'■ - • '" '■ ■ 6; The horizontal sun, Broad o'er the Eouth, hangs at his utmost noon And, ineffeotoal strikes the gelid cliff: BILICTIOVB nr POITST. tf^%i 149 His azure glois the mountain ttill maintain«, Nor feels the feeble touch. Perhaps the yale Relents a wiiile to the reflected ray ; Or from the forest falls the clustered snow, Myriads of gems, that in the waving gleam. Gay twinkle as they scatter. Thick around Thunders the sport of those, who, with the gun And doe impatient, bounding at the shot. Worse ttian the Season desolate the fieloi. Sunrise. irymr^!. 6. But yonder comes the powerful king of day, Rejoicing in the East. The less*nin^ cloud The kindling azure, and the mountains brow, '. ' " IIIumM with fluid, his near approach, . '\. Betoken glad. Lo, now, apparent all ' ^ Aslant the dew-bright oarlh, and colored air. He looks in boundless majesty abroad ; .' v And sheds the shinning day, that burnished plays On rocks, and hills, and towers, and wand'ring streaoM, ll-f High gleaming from afar. tji f ' *£ JReputaiiofi. [vt -f': 7. Oood name in man and woman, Is the immediate je^i^el of their souls : Who steals my purse, steals trash ; 'tissomethingi nothing ; 'Twas mine, 'tis his, and has been slave to thousands; But he that filches from me my good name, Robs me of that which not enriches him. And makes me poor indeed. "^-^^ Bvening Smin^. hvi 8. Sweet was the sound, when oft, at evening's close, . Up yonder hill the village murmur rose ; There as I poss'd with careless step and slow^- The mingling notes came ffoften'd from below ; The swaiu responsive as the milk maid sung. The sober herd that low'd to meet their young, The noisy geese that gabbled o'er the pool. The playful children just let loose from school. The watch-dog's voice that bay'd the whispering wind, And the loud laugh that spoke the vacant mind,— These all in soft confusion sougbt the shade. And fill'd each pause the nightingale had made. rUfO IITTBOPUCIION TO ANALYTICAL aBAHMAB. ■■■;S ■ ■-■*■;■ > ■ 9. » Morning Soundt* ^ ' Up springB the lark, ' Shrill-voic'd, and loud, the messenger of morni^ Ere yet the shadows ny, he mounted sings ' ; ; Amid the dawning clouds, and from their haunts Calls up the tuneful nation. The^black'bird whistles from the thorny brake', The mellow bulfioch answers from the ffrove ; Nor are the linnets, o'er the flowering furxe Pour'd out profusely, silent. Join'd to these* Innumerable songsters, in the freshening shade Of new-sprung leaves, their modulation mix ' ^ Mellifluous. The jay, the rook, the daw, i^a ' And each harsh pipe, discordant heard aloile, Aid the full concert ; while the stockdove breathea A melancholy murmur through the whole. ,& tn The 8abbath.^WiLLiB. It was a pleasant morning in the time When the leaves fall— and the bright sun shone out As when the morning stars first sang together<— So quietly and calmly fell bis light , , Upon a world at rest. There was no leaf f In motion, and the loud winds slept, and '"■^. All was still. The laboring herd was grazing/ Upon the hill-side quietly — uncalled %^ ' ' By the harsh voice of man ; and distant sound - Save from the murmuring waterfall, came not 10 As usual op the ear. One hour stole on, ^^^ ^ ^ And then another of the morning, calm And still as Eden ere the birth of man. And then broke in the Sabbath chime of bells, And the old man and his descendants went ; ' 16 Together to the house of God. I joined { The well-appearled crowd. The holy man Rose solemnly, and breathed the prayer of faith ; And the grey saint, just on the wing of heaven,— And the nir maid, — and the bright-haired youns man,—- 20 And the child of euiling locks, just taught to close The lash of its blue eyes the while, — all knelt In attitude of prayer ; and then the hymn, ' Sincere in its low melody, went up * ''^'^'- To worghlp God. ^ ;-;>^ ^ ■^^^^r ' I^f' ^■^'?y : 10 16 ( nan,— '20 le ^■: ■■■:^', "W '-'A: -* ::;... t >ut ' '+'.