IMAGE EVALUATION TEST TARGET (MT-3) 1.0 I.I 11.25 :if li£ 12.0 1.4 6" 1.6 v: V] 7 PhotDgraphic Sciences Corporation 23 WEST MAIN STREET V.'EBSTER.N.Y. 14580 (71A) 872-4503 1."^ > \ •N? \\ "% V <^ %.^' (meaning "CON- TINUED"), or the symbol y (meaning "END"), whichever applies. Maps, plates, charts, etc., may be filmed at different reduction ratios. Those too large to be entirely included In one exposure are filmed beginning In the upper left hand corner, left to right and top to bottoti?. as many frames as required. The following diagrams illustrate the method: 1 2 3 L'exemplaire film* fut reprodult grAce k la gAnArositi de: Bibliothdque nationale du Quebec Les Images suivantes ont 4t6 reproduites avec le plus grand soin, compte tenu de la condition et de la nettetA de rexemplaire f llmA, et en conformity avec les conditions du contrat de filmage. 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Les diagrammes suivants illustrent la mAthode. 1 2 3 4 5 6 jH T-»-_ r\T» l-^TZ-lTOi * T T\ * flTri/^XT T T 'T* T1 T» O T< ^ BIBLIOTHEQVE flia fila c for reading in schools, with notes. 12ino., 116 pp., cloth. 35 cents. By professor DAREY, M.A., Professor of the French Language and Literature in the University of McGill College. The Dominion Phrase Book, or the Student's Companion for pratically acquiring the French and English Languages. 30 cents. Cours de Lectures Francaise ; A Selection from the Classic Writers of France, containing many from the leading Authors of the present day, with a copious vocabulary. 75 cents. Principes de Grammaire Francaises ; A com- plete Grammar with Exercises and Examples. 50 cents. By N. DUVAL, B.A., hor many years Teacher of the French Language in the Schools of the Procestant Commissioners of Education for the City of Montreal. An Elementary French Grammar ; Containing a Selection of General Rules from the most approved French Grammars, with exercises in French and English, illustrating the Rules given. 25 cents. A Juvenile French Course ; Comprises a Collec- tion of Phrases for acquiring the Rudiments of the French Language, with exercises in French and English. 10 cents. Juvenile French Course ; first year. 10 cents. Juvenile French Course ; second year. 10 cents. Lectures choisies pour la Jeunesse; Con- tenant une foule d'Anecdotes amusantes, d'His- toriettes, de Contes et de Fables, etc., avec un Dictionnaire des mots Fran9ais traduits en Anglais. 30 cents. r% A \x/Oi^ivi DDr\T"LJr?DO MM m/^ ^i s j^^^-t* A lAtiVtCy 5^ J^^ae^^ 2%^- BULLIONS'S SCHOOL GRAMMAR. WITH PRACTICAL LESSONS AND EXERCISES IN COMPOSITION AND ANALYSIS. «•■ ■• * • • • • • - * • • • • * • k • • • • <> • t » 'mi • > * • • * » • • » * *■ • % • * • • • t . » • • • % » • • .BY: PETER BULLIONS, D.D., lUTHOB OP THB SERIES OP ENGLISH, LATIN, AND GREEK GRAMMARSr LATIN AND GBBEK EKAOERS, ETC. MONTREAL: DAWSON BROTHERS, PUBLISHERS. 1884. 15!"?' ■^ y T.»^— . ^!>, * :vWV; tr^-v *••'•• A *'.• \ s::^ ..^ 4^ nil. \ ^ \ N. ;k ::\ v-Jlji;;; ill: i • ;; ll tiii::;i: ■ :;i;';:i;i;i:;:: :'. ■ ;! ''ii-ji'lj ■.'!••.■.::::;: iliili : (•jsp''' m \ PREFACE (^^-^/"^At/ i. 1 ;;*i|;;;:.;.j : V iiii:!:!;;;!:;; ■ ; 1 :•'<••;!'.;!'•'; < • • ii'':;-:;;;:;:^i, i--^^'''' \ '»' •Mi*' ;:;;:!• If:;!;;;;;: :!!' Tins book has been carefully revised, in onler to have it s^rvo more completely as a school-book for those pupils Avho .ave not time allowed, in their school studies, for a profit- aole use of all contained in a treatise such as the author's »• Analytical and Practical Grammar of the English Lan- :, lage.'"' To pupils who may be favored with time for a "/ore extended course of instruction, and who may require .3 larger book in higher classes, this little book will be rvioeablo ; as in both books the Definitior3 and Rules are ^bstantially the same throughout, and are presented in the i me order. Each " Lesson" of this book presents one topic for study, '•> such a method as will secure an intelligible comprehen- . on and a practical application of the principles of Grammar <::;.ntained in the lesson. (See Lesson 10, page 19.) After the Jiiirge type, which presents the subject in concise language, i;: an "Illustration," which, in simple, familiar language, :: ;iplains the full, practical meaning of the definitions. The ■ Observations " are to bo used at the option of the teacher. The "Questions " are so framed as to bring out the loading ;'xts contained in the preceding text. [It is recommended, i.i;jxt so far as practicable, the pupils be encouraged to recite ■ ^pically," without the formal use of the questions.] Fol- LiV/ing the questions are many and varied ** Exercises'* !T:r the practical application of the knowledge acquired, and k fix it in tlie most effectual manner on the understanding. ;i:r.3 importance of these exercises can not be over estimated, :;.:id they should on no account be neglected. Subjoined is i;i;a requirement that the pupils are to construct language iiliiiJHi accordance with the principles, etc., under consideration, • :i -d thus show to the teacher their understanding of the les- :,;r^i. By this last feature, *' Composition " soon becomes ;i":i.;asing and profitable to pupils. oQOOn > IV PREFACE. I A simple and practicable system of Ana!i/s1s of Sen- tence8, which has been found so useful in the Analytical and Practical Grammar, is presented in this book in its proi)er place. After a pupil has studied Etymolojry, he will easily understand this "Analysis," and can readily api)ly its principles throughout Syntax, when correcting the " Exer- cisers " on the Kulee, etc. Tlie lessons on "Punctuation," "Capitals," etc., have been enlaigod, and practical exorcises and suggestions may be added at the discretion of the teacher. ^ Some Introductory Exercises have been inserted as pre- liminary to the more formal study of the Etymology. These Exercises will interest l^eginners in the um of correct lan- guage, and prepare their minds for the regular " Lessons." Some classes may be profitably entertained by frequent use of these and similar exercises from the teacher. In making new plates for the i^resent edition, the pub- lishers have taken occasion to present it in more attractive form. Its improved typographical appearance will commend it to its many friends. fi^^ The numbers in parenthesis, in the text, in full- faced figures, refer to the current numbers in this Gram- mar. "Where fuller explanation is derirable, the foot-notes refer to the sections of the Analytical and Practical Gram- mar, and the manual of Analysis, i'arsing, and Composition. May, 1870. Int Dki Of or or Pr< (I ] or Infi( The The i Irre Deft Ad^ Pr< Con Int Ho Pai ! u i\ i i ^ ^ CONTENTS *»* The fiQurca in full-Jaced type are the numbers qf the paragraphs. Introductory Exercises iii Dbpinition and Divisiok, 1—5 1 PART URST.-ORTHOGRAPHY. Ii«ltera and ISyllableN, 6—96 2—4 PART SECOND.-ETYMOLOGY. BlvlNlon of Words, 27—30 4 Parts of Spooch, 31—35 4 Of Nouns, 36 5 Person, 43— 53 7 Gomlor, 53— 61 ' ' ' 9 Number, 62— 77 " ■■ 11 Case, 7.S— 90 .;..■.; 15 Of the Article, 91—101 17 Of the Adjective, 102-126 10 Comparison of, HBl 22 Pronouns, 127 ^ 2;j Personal, 135 2G Compound, 145 27 Relative, 148 2 ) Interrogative, 162 32 Adjective, 167 34 Exercises on Nouns, Articles, Adjectives, and Pronouns 36 Of Verbs, DiTislon of, 178 37 Forms of , 191 40 Inflection— Voice, 202—212 43 Of the Moods, 213 45 vTenses, 226 47 Number .and Person, 256 52 Conjugation, 268 gf The Verb " To Be," 273 55 The Verb " To Love." 274 5S Negative Form of the Verb, 278 64 Interrogative Form, 281 ft5 Progressive Form of the Active Voiie, 285 : 67 Passive Voice, 287 6S Irregular Verbs, 288 72 Defective and Impersonal Verbs, 290—292 79 Adverbs, 293 80 Prepositions, 303 83 Conjunctions, 311 85 Interjections, 317 87 How to Distinguish the Parts of Speech, 331 88 Parsingr, 326 90 Model of, 328 ...'.*.'.... ..." 92 Exercises in, 330 93 VI CONTENTS. PART TtlTnD.-SYNTAX. AnalyNiM of R<>ntcno't, Definitions, 331 9ft Parts of a Sonfonco, 340 96 CliiHses of Sontencofl, S.'iO 98 SiuKlo Sontonooa, 853 99 SuiuKCT OK A Srntknck, 360 100 Modifications of, 30H 101 Modifications of Modifying Words, 370 102 Thk Pukuiuate, 372 103 Modification of, 381 104 105 ■ 107 108 109 Liniiti Clauses, 3H Compound Sontonces 309 Classification of Sentences Directions for Annlyiils* 403 Models, 401 109 ConMtrnctlon of SontcncoN, 405 113 Parts of Syntax, 407 ... 114 iRulcs of Nyntax, 411-n43 114 I.— Substantives in Ai-positton, 411 114 II.— Adjective and Sub.stantivk, 414 115 III.— Thk Article, 424 •Ill IV.— PEnsONAL Pronoun.s, 42». 119 v.— Relativb AND Antkcedi NT, 435 120 VI.- -Subject Nominative, 441 122 VII.— Nominative Absolute, 444 122 VIII.— Verb and ith Subject, 449 123 IX.— The Predicate Substantive, 458 125 X.-Object ok a Verb, 460 126 XI.-ObJECTIVE AKTEIi A PREI'OSITION, 469 ..^. ]M XII.— Prepositions after Certain Words, 4 < 5 l._^;) XIII.-The Possessive Case, 479 1.32 XIV.— Subjunctive Moon, 486 !•<;? XV.— Infinitive Moud, 492 ..■■ hio XVI.— Construction op Participles, ttOl 13& XVII.— The Order of Tinie, 51 4 . . . . ^ 139 XVIIL— CuWSTRUCTIO-N OF A D VERBS, 51 HU XIX.— Conjunctions, 525. XX.— Prepositions, 540 . XXL— Interjections, 542 General Rule, 544 Ellipsis, 547 Not admissible, 549 143 148 148 149 150 151 Syntactical Parsing, Model of, 551. 152 Promiscuous E.\crcisos, 552 Punctnation, 553 Capitals, 581 Composition, 583 Construction of Sentences, 592. Exercises in Composition, 609 PART FOURTH -PROSODY. Elocution, 611 Yersification, 621 Appendix 154 155 15» 101 loa 168 171 172 174 SUaCrESTIONS TO TEACHERS. • • • • (7lF ■ .... 96 ■ 98 ■ .... 99 ■ .... 100 ■ .... 101 ■ ....102 ■ .... 103 ■ ....104 ,1 ....105 1 ....107 1 .... 108 m .... 109 I ....109 1 ... 113 1 .... 114 1 ....114 1 ... 114 1 .... 115 1 ...117 1 .... 119 • 1 .... 120 1 ...122 1 ....122 I ....123 1 .... 125 1 ....126 1 ....128 1 .... 1?M ! 1 . ... 1.32 1 .... 1.33 1 .1.35 1 ...136 J ... 139 .... 140 . ... 143 . . . . 148 .... 148 .... 149 .... 150 .... 151 r .... 152 .... 154 .... 155 .... 15» . .. IGl .... 163 .... 168 • 1 ....171 \: ....172 t> .... 174 ■ ;,i A mniuinl of KiiK'Ii."a('hin^', are submitted, esixjcially to tho consideration of teachers of limited experience, 1. The first essential is tfiorouf/h proparafion by the tcaclior, involving familiarity with each su])je(;t, and with tlies '"pe and relation of tiie whole. Wo cannot teach bet- ter tluvn we know ; and this i)rei)aration involv(>.s not simi)ly such a knowledge of (Irammar as shall aid us ourselves in the corrett use of language, but that fuller and more exhaustive study which will enable us to adapt its teachings to the comprehension of those who look to us for instruction. 2 Each new subject should be varefallif illustrated be- fore the i)upil undertakes the task of committing to memory the formal definitions, in order that he may clearly api)rehond its meaning, and that unnecessary obstacles may be removed. 3. Copious blackboard illustrations and examples should always accompany tlio lessons, especially giving judi- cious classifications of principles, division*, and distinctions of the several subjects of study, and showing the relation of parts to each other. ysMa t vni SUGGESTIONS TO TEACHERS. Generally, there are three stages in every recitation : (1.) Brief revieiv of the itreceding lesson, (if related to the current one,) tracing its connection and l)(3aring. (^;.) Hecitation and thorough discussion of tlie les' son of the day, the teacher at first eliciting any additional thoughts or illustrations the pupils have to give, and then enlarging as the case demands, until It is thojoughly com- prehended. The teacher should not be con 3nted wi'tli the simnle fact that the pupil has recited a lesson verbatim ; but will see to it, also, that he has an intelligent notion of \\\\bX it is designed to teach. Lessons should be assigned and explanations given suited rather to the least intelligent than to the brightest members of a class, and the recitation and instruction should reach the individuals of the class so far as may be practicable. (3) Assigning the next dag's lesson, as before sug- gested. This, it will be seen, in some degree goes over each lesson threo times in three successive days, and should result in its masterv. 4. Any skillful study of English grammar must give spe- cial prominence U) 2yvactical exercises in cotnposition, applying the principles illustrated and enforced in the seve- ral lessons. The very full and explicit directions for such exercises accompanying each lesson in this manual, will not fail to commend themselves to the judicious teacher. They should be extended as the practical necessities of the class may seoni to re(jaire. 5. Every teacher usmg this Manual should also be provided with a copy of the Practical Grammar and of the Aualgsis, and should mpke use of the foot-notes to give further illus- tration and elaboration to subjects that may scorn to need it. 6. It is recommended that the Manual of " Analysis, Parsing, and Comi'Osition" be taken up in connection vith the Grammar, in such portions as shall best illustrato and enforce the teachings of the several lessons, or aid in their practical application. INTEODUOTOEY EXEECI^ES. jjanguage, either spoken or written, is made up of V)ords, Each word is the sign of some idea ; and by the proper selection and arrangement of words, we are enabled to express our ideas in a correct and intelligent manner. By careful attention to the meaning and relation of words, as they are used in writing or speaking, we find that- some are employed to express the names of things, others to indicate their qualities ; some express action or state cf some person or thing, and others are used in connection with these to poiiit out the time, place, manner, degree, etc., of such action or state; some denote certain relations of things to each other, and others again are used chiefly to connect the different parts of a sentence to each other. CLASSIFICATION OF WORDS. Thus, although there are many thousand words in the English language, all are classified grammatically into only nine different kinds, called Parts of Speech, A word is of one kind or another, according to its use in a sentence. Let us now observe the uses and names of the different kinds of words in the following Sentbkcb.— " The boy rolled a round stone upon the floor, and oh ! how swiftly it did go." [*fr* The teacher will write this sentence on the blackboard.] Q. Is there any person named in this sentence ? Q. Is there any place named? Q, Is there any thing named ? Q. What, then, are the words " boy," " floor," and "stone? " Am. They are names. X CLASSIFICATION OP WORDS. Mention other names : Of things you can see,^ Of things you can hear^ Of things you can think o/,^ In Grammar, names are called JV^ouns or Substantives. Q. What, then, is a noun ? Am. A noun is the name of any person, place, or thing (36). r^ Exercise the pupil on nouns by asking him to write a number on tao slate or blackboard ; also by giving him sentences in which they occur, and reqmrmg him to point them out. For Exercises see page 7. Do Ue name xovth the other Parts of Speech, as they are defined.] Q. What word is before boy in this sentence?— before round fttone f Q. Why, then, is " the " put before *' boy ? " (94. ^ Q. Why is " a " put before " round stone ? " (95.) Q. Can you give other nouns and put these little words a or the before them ? [Let the pupil turn to page 19 (Exercises) and prefix these word« in th« eame way. to the ^yords in the list, beginning with " chair."] Q. What word instead of a do you put before the word o\v 1 . —Does this word mean the same as a J* Q. Can you tell the difference between a man and the man?" «. A\hat are these words "the" and "a," and what do they in wv wf* ^^^^^ ^T^ Articles, and show the manner in which the nouns " boy " and "stone" are used. C What, then, is an artide ? Ans. An article is a ivord put before a noun to ^how the man- ner %n which it is used. [Lesson 9.] For Exercises see page 19. reposition f Q. This sentence has two p&rtSi^connected by one word. Name the parts. Ans, (1.) "The boy rolled a round stone upon the floor." (2.) "Oh ! how swiftly it did go ! " Q. What word joins these two parts of the sentence ? Words that join words and sentences are called Conjunct tions, Q. A\aiat, then, is a conjunction? Ans. A conjunction is a ivord which connects ivords, phrases, or sentences. [311,) Q. What is "oh!" here? Ans. It is a word expressing sur- prise at seeing the stone rolling. Such words are called Interjections, {317,) Write five sentences containing interjections. Q. How many kinds of words are there in this sentence ? Ans. Nine. Q. What are they called in English Grammar ? Ans. They are called Parts of Speech, {31,) Q. Can all the words in our language bo classed under these nine Parts of Speech ? Ans. Yes. cunifitance swiftly. Id " very" round." ery," are itence ? )or" ancl will read " : relation on of the 303.) tie word, a round iid go ! '\ >njunc- iion is a {311.) sing sur* ence? ier these CLASSIFICATION OF WORDS. Xiii Q. What are you going to learn by studying Grammar? Ans. The way to put these Parts of Speech properly together, so as to speak and write the English language correctly. Note.— Let the teacher take other appropriate sentences and go over them in the same way until the pupils can readily tell the Parts of Speech in their ^implest uses. Examples of the Parts of Speech. The teacher may now write upon the blackboard a sen- tence witli illustrations, similar to the following : Carlo was a noble dog ; he swam bravely towards the shore ; but aias ! he was drowned. 1. Noun as, wheat, dogs, etc. . . . Carlo Cwa|) ' 2,. Article a, an, the « ^ 3. Adjective . . . first, larger, etc ... . noble (dog) 4. Pronoun ... I, they, who, etc . . • he 5. Verb walks, has gone, etc.swaw 6. Adverb here, largely, etc. • • bravely 7. Preposition . on, from, into, etc . - towards (the shore) S. Conjunction, and, both, or, etc . .6m« 9. Interjection . oh ! ah! etc alas ! (he was drowned.) [Write upon the blackboard the definition of each ^^ ^^^^ P*'**^^^ speech, in a series of lessons, and illustrate each f ully-the pupil com raitting the definition thoroughly to memory.] After an exercise like the foregoing, it may be profitable to build up a sentence, by successive additions of words,, to illustrate the difi'erent parts of speech, and to exercise the pupil in discriminating the use of words m simple com- ^'commence with some noii-ri, as "birds," and," by suitable questions, let the oupils add successive elements, e.g., What part of speech is i-L Is? XVI 1 The substantive in the subject (nominative case) is of . itself often instimeient, and the. fitness of the predicate is frequently determined by the limiting words ; as, A generous man .... will be honored. A selfish man. . . . will be despised. 2. Similarly, although the verb is the P^^^^^/j^^^;^^^^^ the predicate, it may be so modified by other words, that, w h Z sime verb, the sei^e of the predicate shall be essentially changed. (1.) By an adverb ; as. The man walked doivly. The man .... walked rapidly (2.) By an objective ; as, He.... wore a hat. He wore a ca^?. (3.) By an a<«ri&ie#oA,m i«.,^^,,,,jy^^. the expression of them bv Ufferl 3. Ei.glisli Orammar is the art of speaking and mtino- the Knglish Language with propriety. 4. It is divided into four parts; namelv Ortho mphij, FAijmology Si/ntax, and Frosodi/. 15' f '*"»««rapl.y treats of letters (Oj ; EtyaioK rLl/'^f f ^'' '*^"'*^ or sentences [HSIU and rosoay of e^O('w^?,on and versification (610). htten? wi .mA V"! !:''"^"*''""- What is Spoken Language? Itax? Pr,.s„,ly? ^^*'»^d"<^*<^>rnu.Kraphy treat of? Etymology? 1 2 LETTERS AND SYLLABLES. PART FIRST. - ORTHOGtRAPHY. LESSON 2.— Letters and Syllables. «. OriUograpUy treats of letters and the proper mode of combining them into syllables and words. 7 A letter is a mark or character used in forming a word, and denotes a sound of the human voice, as b-a-d bad, g-o go, p-u-i)-i-l pupil. ^ 8. Some letters represent severed sounds, as a in able, cedar, fall, mat; c in cedar, call. 9. Sometimes two or more letters are used to repre- Bent a sound, as ch in cMld, ough in though, sh m Mish. 10. When a letter in a word is not usoa in pronuncia- tion, it is called a silent letter, as h in hour, c m peace. 11. There are about forty Elementary Sounds in the English Language, represented in writing or in print by twenty-six letters called the Alphabet : 13. Written Seetters.— 'Capitals. Written SB&tters. — Small, alc^ef glijTolmnop qr8tuvw>yz.. 13. ROMAN LETTERS-CAPITALS. ABCDEFGHIJKLMNOPQRSTUVWXYZ. Roman Letters. —Small. ^ a b c d e f g h i j k 1 m n o p q r s t u V w X y z. ITALIC LETTERS.— CAPITALS. ABCDEFGHIJKLMNOPQRSTVVWXYZ. Jtolic Lettcrs.—SmaU. ahcdefghi j k I m nopqrstu v w x y z. ■REiiJ^KS.-Italic letters arc generally used for emph kas^s. LETTERS AND SYLLABLES. 3 14. Letters am either Vowels or Consonants. 15. A fowel inakeH a free, full sound of itself. 10. A Consonant cannot be fully sounded without a vowel. ** 17. The VoweisEve a e i o u; also, w and y, not before another vowel sounded in the same syllable as in law boy. ' 18. All the other letters are Consonants; also w and 2/, before a vowel sounded in the same syllable Ji in war, youth. ' 19. A Diphthong is the union of two vowels in one sound, as ou in out, oi in oil. 20. A Triphthong is the union of three vowels in one sound, ae eau in beauty. SI. A Syllable is a distinct sound, uttered by one im- pulse of the voice, and represented by one or more letters, aa farm, ea-gle, a-e-ri-al. 22. A word of one syllable is a Monosyllable, as man. 23. A word of two syllables is a Dissyllable, as man-ly. 24. A word of three syllables is a Trisyllable, as man- 25. A word of /o«*r or more syllables is a Polysyl- table, as ±.m-i-gra-tion, In-mlt-or-di^na-tion. 26. Spelling is the art of expressini,^ words by their proper letters.' ' WESTIOJfS—What is Orthography? What is a letter? When is lish? How'^^'^'t'I ^'"^ --y Elementary Sounds are th reTn En^! hsh? How many Letters are there? How are they divided ? What is a Vowel ?-a Consonant? Name the Vowels. When are! and^votes? When Consonants? What is a Diphthong? A TrinJLn J? Avrf- Syllable? What is a Word of onelvlIaZeUedr 0^^^^^^^^ o'ttre? Of four or more? What is Spelling? ^unreer » Anal. & Practical Grammar— 51-76. % Kfil^l !rii ti.fll^H )i K:^^^| H »'j ^^1 M PAUTS OF SI'EErU. «.tct- or „ '>' i;; -tlrni: r:luL.r.o .tia »- -cop; familu,r.,m..um.,«n.lbl« kb.mrrt „,ievi,« ll.e pui.ll of may bo fully "i'l'«''""'"'*~""', 'fir hi lo perform it undcr-tandingly. U.l„b,,rJ,ut,.f u,a.flcct.on and by derivation. 88 futlecHou in the change of form or termination whirh a word undergoes to express the different relations of tense, eto.;^as^^^ great men; a greater man saw him. 20 D^rirafion is the change in a word from its simple primitive word ; '^ thus, mmly, umnhood, manAmcZ are de- rived from " man." 30. n'or^ls, in respert to their meaning and use, are divih 33. Tu grammar, thoin flection of ^\mns, Pronouns and Verls i^' nsnally treated of as *' Acci dents' [4=5, 13^, 202). ^ ^ 34. Farming is the taking of the words ^f^a^^n- Analysis, Parsing A Composition. — :£25"24'3« NOUNS. § toiico HojiJiratoly to toll Ut wlial class each bclonga, juul then (loscribin^^ it (384). 35. Ii.iA'sTUATioN.— " r//r had hoy .Htriken John" is a wn- tence. Each of t^u^^^^ words in a part of speech, and holds a certain relation to otlior words in tho Mont(^n('e. We parse these words when we tell what parts of sjKHHth they are and descriht^ them. Thus, the is an article and l)elongs to hoi/; had is an adjective (lualifyin*; or descTihing boy; hoy im aconiinon noun, and is the sul)j(M't of strikes; strikes is a verb, and telle what the boy dinis. John is a noun, and is the subject of tlu^ verb strikes. qiJESTIONS.-Whaf docs Etymology treat of? What is Inflection? What is Derivation ? Wiiat arc the nine chisscs of words called ? Name them Which are inflected? Under what other name is the Inflectio* of Words treated of? What is Parsing? Wiiat does etc. (88) moan? LESSON 4.— Nouns. [Reriew the two preceding Lesmns, and answer the (jtU'stionsJ] 36. A ^oiiii is the iiunie of any person, place, or thing; as, John, Lmdon, book. 37. Nouns aiv eithe;' Common or Proper. 38. A Coiiiiiion IVoiiii is a name applied to ail things of the same sort ; as, hoy, city, river. 39. A Proper Noun is the name applied to an liMliTidiiHl ])erson or thing onlj' ; as, John, Lmidm, the Ohio. 40. A Noun is also called a ISub^tantiTe. 41. A Substantive is a noun, or any word or part of a sentence used as a noun. Thus : The man has gone. He reads. To read well requiree much practice. Tlmt industry leads to success needs no prooC Tlieee sulistantives are subjects of the several verbs " has gone," " reads," " requires," " needs." (See Leeson 39.) 6 NOUNS. ^1 I 42. ILLUSTRATION.-I. Every thing of which a person can speak, hear, or think, has a name ; that name in grammar Is called a noun. Names common lo all things of the same sort or class, are called Common Nouns ; us, man, woman, day, river, city. 2 Names applied only to individuals of a sort or class, and not common to all, are called Proper Nouns ; as, John Friday, TJiames, London. Common nouns, then, distmguish sorts or classes; Proi^cr nouns distinguish individuals. Thus, the noun " 3£an " is the name of a class or species, and is applied equally to all, or is common to all the individuals m that class. But "John'' is a name that belongs only to certain individuals of that class, and not to others; it is therefore not Common but Proper. 3. A word that makes sense after an article (91), or the phrase speak of, i& a noun ; A man; I speak of moneij. Observations, 43. Common nouns are divided into several classes, such ae 1. Class names ; as, hook, scholar. 2. Collective nouns, or nouns of multitude ; as, people. 3. Names of m,aterials ; as, iron. 4. Names of tneasures ; as, foot, yard. {1. Names of qualities ; as, goodness. 2. Names of actions; as,. flight. 3. Names of states ; as, sleep. 44. Names of actions derived from verbs, are sometimes called verbal nouns ; as, reading, writing, etc. 45. The Accidents of Nouns are Person, Gender, :^vv l(r. ti d Ca. (33, 38.) [Appendix IV, 1.] Note.— These accidents belong also to personal and rela- tive pronouns (132). QUESTIONS.— What is a noun ? How many kinds of nouns are there ? — . . . o \iru„i. ;« ~ ««^»>n« TimiTi '? Whnt nn.rt, of soeech are names of things ? What is a collective noun ?— an abstract noun I PERSON. •*-a verbal noun ? Are these nouns proper or common? What Accidents belong to nouns? EXERCISES. [Point out the nonns in the following sentences ; say why they are nouns. Tell whether "they are proper or comnfton, and why. Exercises of this kind may be taken from any book.] The table and chairs in this room belong to Robert. The houses and streets in New York are larger than those in Albany. Tlie principal cities in the State of New York, are New York, Brooklyn, Albany, Rochester, and Buffalo. Wheat, corn, rye, and oats, are extensively cultivated. ^^Apples, pears, cherries, plume, and other fruits abound. George is older than John ; they both study arithmetic and grammar. No man can serve two masters. Know- ledge is the treasure of the mind. The proof of the pud- ding is in the eating. Use soft words and hard arguments God tempers the wind to the shorn lamb. [Write a list of all the nouns in your reading lesson. Write additional sentences, taking care in all instances to begin proper nouns with a capital letter. (13.)] LESSON 5.— Person. \Review the three preceding Lessons, and answer the questions.} 46. Person, in grammar, denotes the distinction of a noun or pronoun to denote the speakej-, the person or thing spoken to, or the person or thing spoken of. 47. The persons are three, First, Second, and Third. 48. A noun or a pronoun is in the first person, when it denotes the speaker or writer; as, *'I Paul have written it." — " We are ready to go." 49. A noun or a pronoun is in the second person, when it denotes something spoken to ; as, J. liGU, (tOu, &QC6t me. — jlGU may go, bous.' !' "I it 8 PERSONS. 50. A noun or a pronoun is in the third person, when it denotes sometliing spoken of; as, '• Truthis mighty."—" The dog followed me." 51. The first and second persons can belong only to nouns denoting individuals, or things regarded as individuals, because such only can speak or be spoken to. The third person may belong to all nouns, because every individual or object may be spoken of. 53. Illustkation. — Person makes no change cither in the meaning or the form of a noiui, but simply denotes the manner in which it is used. Moreover, as tlie name of the speaker or of the person spoken to, is seklom expressed (the pronoun I or thou being used in its stead), a noun is very rarely in the first or the second jx^rson.^ I EXERCISES. [In the following exercises point out the nouns and pronouns (126), arid t ': I r eir persons . ] The teacher said to Jane, I an pleased with your progress. —Thou art the man.^ John, where are you going? Mary, does James study grammar? We, the people of the State, do ordain. Go along, Josei)h. Tlie earth is a round ball. Earth and sky! how beautiful ye are.. Man is the servant of God. Hence ! homo ! ye idle creatures I Gazing upon the same moon that smiles for you, the Indian lover wooed his mate. QUESTIONS.— What does person denote ? How innny persons are there? When is ii noun in the first person? When in the second? Wlienin the third? To what sort of nouns do the fii-st and the second persons belong? Why? To what does the third belong? Why? Does person make any ditferonce in the meaning or the form of the noun ? What th'.n docs it denote ? Is the name of the speaker, or the person spoken to, often mentioned ? What words are used instead of them? I A. ife P. Gr.-119,120. GENDER. LESSON 6.— Gender. [Bevieiv the two preceding Lessons, and answer the questions.'] 53. Oeiider is the distinction of nouns and pro- nouns with regard to Sex. There are three gen- ders, the Masculine, Feminine, and Muter. 54. Nouns and pronouns denoting malei^ are MaNCiiliue; as, 7nan, hoy— king, lion — I— he. 55. Nouns and ]ii-onouns denoting feuiales are Fein iiii lie ; as, ico7nan, girl — queen, lioness— I— she. 56. Nouns and pronouiH denoting neither mnles nor females arc Xeiiter; as, hooks, houses, it. 57. The masculine and feminine genders of nouns are distinguislied in three ways — 1. By different coiTespoiiding words; as, Muscullnc. Feminine. Mdaughter Schoolmaster achooh nistress Peacock pea/t^n Grmnifather gT'dudmother m ■i^ 10 GENDER. 2. By a difference of termination ; as, Masculine, Feminine. Abbot abbess Actor actress Administrator administratrix Ambassador ambassadress Maaculine. Feminine. Duke duchess Emperor empress Enchanter enchantress Executor executrix Arbiter Author Augustus Baron Benefactor Bridegroom Count Deacon Negro Patron Peer Poet Priest Prince Prophet Shepherd arbitress authoress Augusta baroness benefactress bride countess deaconess Negress patroness peeress poetess pries tesB princess prophetess shepherdess Governor Heir Hero Host Jew Lion MarquiB Mayor Songster Sorcerer Sultan Tiger Traitor Tutor Votary Widower governess heiress heroine hostess Jewess lioness marchioness mayoress songstress sorceress sultana tigress traitress tutoress votaress widow 3. By adistinguisUing word prefixed; as, Sparrow Goat Servant Cliikl Descendants Wilson Masculine, Cock sparrow He goat Man servant Male child Male descendants Mr. Wilson Master Wilson Feminine. Hen sparrow She goat Maid servant Female child Female descendants Mrs. Wilson Miss Wilson Ohservations. 58. Some nouns denote either a male or a female ; as parent, servant, neighbor. Such are said to be of the commofi NUMBER. 11 50. Some masculine nouns have no corresponding feminine ; as baker, brewer ; and some feminine nouns have no corresponding masculine; as, laundress, seamstress. 60. Some nouns, generally of the neuter gender, have masculine or feminine pronouns when personified ; that is, when the thing they represent is considered to have life ; as, " The mn is bright, but how does lie make the day ?" " The M,p was admired as 8he sailed past." ^ 61. The names of animals of inferior size, or whose sex is not known, are often considered neui^r, ai^d are followed by the neuter pronoun ; as, " The cat caught a mouse and ate QUESTIONS.— What is gender ? How many genders are there ? What nouns are said to be masculine ? What, feminine ? What, neuter ? How are the masculine and feminine genders of nouns distin- guished ? When a noun denotes either a male or a female, of what gender is it sometimes said to be ? Name some nouns that have no corres- ponding gender. When is a noun, generally neuter, personified? The names of what animals are often considered of the neuter gender? EXERCISES. [1. In the preceding lists, tell the feminine of each masculine noun, and the masculine of each feminine. Tell the gender of each noun and pro- noun in the exercises. Lesson 4 and 5. 2. Tell the part of speech and gender of the following words ; thus, house, a noun, neuter ; bopt a noun, masculine, etc] House, boy, stone, boot, cow, father, mother, sister, brother, daughter, aunt, nephew, niece, uncle, shepherd, paper, pen, ink, parent, neighbor, friend, lion, widow, baron, negro, hero, horse, tree, bird, mouse, fly, landlord, bride, songster, madam, etc. LESSON 7.— Number. [Bcvieiv the three preceding Lessons, and answer the questions.} 62. Number is that proj)erty of a noun by which it expresses one, or more than one. ^ A. , plural cA^iVs." lluLK,"The pluralis commonly formed," etc (64) ; " Fox, plural foxes:' Rulk, " Nouns in «, sh ," etc. («5).] Chair, fox, table, cat, dog, horse, house, hand, finger, arm, boy, girl ; dish, church, box, miss, sky, body, key, day, toy, leaf, knife, wife, loaf. An apple (f>«), a pear, a cherry, a bush, a church, a bell. [2. Write the slngnlar of the following plurals :] Flies, 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, etc. [3. Tell the plural of the following irrejpnlar nouns :] Man, woman, child, ox, tooth, foot, goose, penny, mouse ; father-in-law, mother-in-law, court-martial, fisherman, wash- erwoman, cousin-german, etc. lA. &P. Gr.— 709. OASES OF NOUNS. 1{^ [4> Tell thd K«nd«r and the number of the following nouns : give the plural and the rule for forming it ; thus, *' House," a noun, neuter* singular; plural, " houses." "The plural is commonly formed," etc] House, boy, stone, boat, father, king, knife, aunt, 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, way, wife, half, fish, table, mother, apple, cherry, star, sun, moon, planet, earth, sky, mountain, river, sea, etc. [5. Write short sentences, each containins at least one of the nouns in the preceding list.] LESSON 8— Oases of Nouns. [Review the three preceding Lessons, and answer the qiiestions.J 78. Case is the state or condition of a noun with respect to the other words in a sentence. 79. Nouns have tliree cases; the Nominative^ Possessive, and Objective. 80. The ]N'oniinatiYe case commonly expresses that of which something is said, or declared; ^ as, The sun shines. He is a scholar. 81. The PossessiTC case denotes that to which niething belongs ; ^ as, the lady's fan. (479.) 83. The Objective case denotes the object of some action in relation; "^ as, James assists Thomas; they live in Albany. 83. The noinhiative and objective cases of nouns are alike in form, 84. The possesfiive singular is formed by adding an apostrophe (') and .s*, to the nominative ; as John^s book. 1 Anal.— 145, 146^ A. & P. Gr.-a64. 2 Anal.— 149. ^A. AF.Gr— 165. 3166. 16 CASES 01 NOUNS. t t^ 85. When the plural ends in .s tho possessive ie formed by adding an apostrophe oithj ; as Ladies' hats. Inflixtion of Nouns. 80. Nouns are tlnis declined: Suignlm'. rii"'«l. Siiwular. Norn. Lady Ladies Joiui ; j\„,. Lady's Ladies' John's - Obj. Lady Ladies John - 87. ProiK^.r names generally have no plural. rAKSlNC. OK THE NoUN. 88. A noun is parsed elymologlcally, by tell- ing its gcnder^ nwnber, and case; thus, ''The lady's fan is lost." Lady's, a noun, fembilm', in the posmmve lingular. OhscrrafioHS. 89. When the nominative singular ends in ss, or letters of a similar sound, the . after the apostroplie is sometnnes omitted, in order to avoid too close a succession ot hissing sounds; as, "for goodness' sake;" ''for cons<-iem.. sake This however is seldom done, unless the ^vord following begins with ..; thus we do not say " the prince' feather, buf the '' prince's feather." NoTE.-A noun in the possessive case limits the noun to which it is joined. , .. /. n 90. The objectire case, with of before ,f, followmg another noun,' is generally e.iuivalent to i\^^ possessive ; thus, '' the rage of the Vjrant " and " the UjranV^ rage mea^ the same thing. Sometimes, however, the meaning will be different.^ OUFSTIONS.-What is case? How many cases have nouns? What , • i- „„c«nvnrP«^'>— the no<- . i> v. o_^u„ „„«. two cases arc alike? How is the possessive sin^uhvr formed?-the pos- sessive plural? — — " 1 A. .V P. Ur.-1T6. THE ARTICLE. 17 EXERCISES. Gender, Number, and Casb. [Parse tho following nouns by telling their gender, numb«»T and case ; thus, "Father,'* a noun, masculine, in tho nominative singular, j * Father, mother, sister's husband, brother's wife, uncle's house, Tom's books, city, virtue's reward, brother's widow ; Washington the hero, the statesman, the father of his country ; carpenter, farmer, lawyer's fees, teacher's manual, scholar's assistant, laxlies' gloves ; beane, peas, plums, cherries, houses. The farmer plants potatoes in his field. Flowers grow in the garden. {^Revie^v the whole thoroughly from the beginning, answering accurately all the questions.'] LESSON 9.-The Article. 91. An Article is a word put before a noun, to shov7 the manner in which it is used. 92. There are two articles, a or an, and tlie. 93. A or an is called the Indefinite Article, because it shows that the noun is used indefinitely, and not limited to a particular person or thing; as, a king, an eagle, meaning any king, any eagle, 94. Tlie is called the Definite Article, because it shows that the noun is used definitely, and refers * In using the above exercises, it will .save much time, which is all important, if the pupil be taught to say every thing belonging to tho noun in the fewest words possible ; and always in the same order as above. For the same reason, the distinction of nouns into proper and common may be omitted. And sis person has nothing to do with the form of a noun, but only with its nse, and as nouns are almost always of the third person, the mention of person may be omitted, unless the noun is in tho first or the second person. It will also be a profitable exercise for him to assign a reason for every part of his description ; thus, Fatli'v, a mtun, because the name of an object ; masvidine, because it denotes the male s'x ; lingular, because it denotes but one ; plural, fathem. Rule, " The plural is commonly termed by adding « to the singular." 18 THE AUTIOIiB. t-. a ,.u-ticnla,. pcsou or thin,; -^'^'^''^f^^ some particular km.j, known or doscvlu.cl. [A. ' bni.iX IV, a.] ObHervationn- •*' Msolefl'll. bo,inning .Ul, » Ion., and .». Z^^JI^y «ound as if i.o,innin« .ill. t"";™-!-^; thus, .1 ar.;., a w,e a „M3;/,-!>r«nouncod as .f written, ijunit, a yu8C, a yculogy. OA Instead of a, rr>/ is usod before an adjective or noun, ..S^^^^^^^^^^^ or « .7... U; as, «n «,.. ..., an acorn, an hov,r. „i„. 07 -1 or an is used before the singular number only , the, before either the sh^afar or the plural. lift C nerally, a noun .f'/f/*oiff f/H arfMe is taken in itf^;.^ . L^ as, 3/^.n is mortal, n.eaning ^/^ ..|^'/^«^ : oUn ^^^ ;,..f.//i;i7. sense; as, There are men destitute of all Bha:ae, meaning some men. o«f wrk, a wider table, a most excellent thing, the highest house, the most fruitful garden. Numerals. — Four men, the fourth day, six days, the seventh day, 365 days, ton horses, the first time; — of four houses, the first is of wood ; the second, of stone ; the third and the fourth, of brick. [Turn back, and go over the adjectives in the exercise, Lesson 10^ in the same way. 2. In both exercises, change singuhir nouns into plural, and plural into singular ; give the rule for the plural , and then read the phrase so changed ; thus, Father, pl./Kthcm. " Tho plural is commonly formed by adding s to the singular," go'td fathers. 5, Write Sentences* containing any of the adjectives in the preceding- list, or any others you can think of. Teacher may give a new list to be used in the same way.] LESSON 12.— Pronouns. [Beriew the two preceding Leasom^, and enisirer the questions.'] 127. x\. PronouM is a word used instead of a noun ; as, John is a good boy ; he is diligent in his studies. The boi/ who studies will learn. 128. The word to which the pronoun relates, and for which it stands, is called its antecedent. 139. Sometimes a pronoun is used as a substantive^ {4(y} in a .general sense, without any antecedent expressed • as, He who studies will learn. IStO. A pronoun sometimes has another pronoun for its antecedent ; as. You and /attend to our duties.'^ lai. Pronouns maybe divided into fonr elasse.s; Personal, Belative, Interrogative, and Adjective. 132. The Accidents of Personal, Relative, and Interro- gative pronouns, like those of nouns, are Person, Gender^ K'tnnber, and Case, [Aitendix IV, '^•l 133. Tllustratiox.— Generally pronouns are used to avoid the too frequent repetition of the nouns for which they stand.. If!' A.&P. Gr.-ll09. 1730. 26 PRONOUNS. Thus, instead of saying, .Tokn i« a good boy ; John is diligent in John's studies ; ^o say, " John is a good boy ; he is d.hgent in Jiis studies." 134. Some pronouns relate to nouns or bubstantives ; as, ^' He .r/io studies .vill learn ;" otlmre are used to a^k qiiesti^^^^^^^^^ as '' mat did lie say ? " and others are used, like adjectives, ^'connection with nouns ; as, '' My book," " Tkat hors." But though a pronoun may indicate a noup, it does not express any quality of it as an adjective does J,— Personal Pronoaus, 135. Personal Pronoiiiis a:-o those which dis- tinguish the person l.y tlieir form. They arc either simple or compound. They stand direethj for the nouns which they represent. The place of any personal pronoun may be supphed by its noun. ^ , , 136. The simple personal pronouns are 1, tliou, ne, she, it; with their plurals, we, ye or you, they. One n d in a general sense to represent a person, may l)e regarded as a personal pronoun ; as, " One can never know, etc." 137. / is of the first person, and denotes the speaker. 138. Thou is of the second person, and denotes the person spoken to. 139. He, she, if, are of the third person, and denote the person or thing spoken of. 140. The pei-sonal pronouns are thus inflected : SINGULAR. Norn. Poss. 1. m. or/. 2. m. or/. 3. masc. 3- fern. 3. neut. I Thou He She It mine thine his liers its ObJ. me thee liim her it yom. We You They They They PLURAT-. Pons. ours yours theirs theirs theirs OhJ. us you them them them. PRONOUNS. 21 Observations, 141. In proclamations, charters, editorial articles, and the like, tre is frequently applied to one person ; thus an editor writes, " We think." 143. In addressing persons, you is commonly put both for the singular and the plural, and has always a plural verb. Thou is used only 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. 143. The pronoun it has a variety of u^es : 1. lief/ularlff as the neuter pronoun of the third person; as. Life is short ; it should be improved. 2. As an indefinite subject of the verb to be^ followed by a substantive in any person or number ; as It is I. It is you. It is they ; or after the verb in interrogative sentences; as, Who is it f 3. As an introfl\ictor\j subject before a verb followed by a substantive clause ; ^ as. It is certain that he will never mend. It is wrong to he idle. 4. Indefinitely before impersonal verbs, (*^.9i); as, It hails, it rains, etc. 5. As a mere expletive ; as, Come and trip it as you go. 144. The possessive case of the pronoun can not, like the possessive of the noun, be followed by the name of the thing possessed. Thus, we can say, Man/s book, but not " herf^ book ; " and yet we can say equally well, " It is 3/ar?/'.s,'* or " it is /i<^r.s." In both these last expressions, the name of the thing possessed is not expressed but implied.'^ \* jFTtT."?, its, ours, yours, theirs, should never be written h^r^s, it's, our's, your's, theifs. Compound I^ersonal Pronouns. 145. The compound personal pronouns aro lAnal. 120,121. 2A. &P. Gr. 241. 28 PRONOUNS. Myself, thyself, Uimself, herself, Iteelf ; with thoiv plurals, ourselves, yourselves, themselves. 14«. Those pronouns are used, without change of form, in tho nornuJ^nve and the objecHve cases They have no possessive. In tlie nominative tliey are .mytoftc, and are added to tl>eir respective pergonal pronouns o' ™"»=; "^^ 'sed instead of tVem; as, " I m,,.// did it;" "!«f;» come." In the objective they are refler^ve, showmg tlmt the .^Tnt is also the oV« of his own act; as, "Judas went and handed himself" ,. Olnelf and yourself are used as compounds correepondmg to « Ind you applied to individuals; as, " We o«r..tfwill follow." " You must do it yourself" Parsing. 147. The personal pronouns may be parsed briefly thus; / is a pronoun of the first person, masculine (or feminine), in the nominative singular. I ; ; 1 Vrwhat doca the first person denote ?-thc second ?-the thou ?-he, she, it 1 ^\ hat docs tne n i ^^^^^ ^^^ third? To what class do ?H2/w(/, "tl/««/' ett^-. »^i*>'" • , ^u;„„Hxr«? they used? How are they applied in the nominative ?-m the objective? How is you applied ']—thoa /—it ? EXERCISES. ri Go over the following list of pronouns and tell theiri;.mm. Go oyer them a'arand oil their aender ; again, and tell their number ; again and telirelr ca;c ; and lastly, tell their oender, number, and case, togethe .] I, thou, we, me, us, thine, he, him, she, hers they thee, them, its, theirs, you, her, ours, yours, mine, his I, me, them, us' wo, thou, tliiue, ye, ours, yours. Himself, yourselves, herself, themselves, ourself, yourself, itself. r2 Point out the pronouns in the following Exercise. Parse them hy temngrir person, gender, number, and case; thus, "me," a pronoun, fir^t Der«on masculine, in the objective, singular. 3 rdirourthc «oii«« and parse them; the adjectives and parse themVcomPiire and tell the degree of comparison. RELATIVE PRONOUNS. 29 4. Read over each sentence, and toil for what each of t' ronouns stands ; bus, me stands for the speaker ; you for the perdou x)oken to, etc. I Give me the pears you bought of him ; I like them better 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. " Remember 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 yo would that others should do to you, do ye even so to them." " He who loves money more than honor, will rate it above honesty." "One that is perfectly idle will be perfectly weary." " Praise not the unworthy, though they roll in riches." I [5. Take any easy reading lesson, and go over it in the same way. 6. Read the preceding exercises, using nouns instead of pro> nouns.] LESSON 13.— II. Relative Pronouns. [Revieiv the preceding Lesson, and answer the questions.l 148. A Relative Pronoun is one that relates to, and connectB its clause with, a noun or pronoun before it, called the antecedent; as, " The master who taught us." 149. 1. The antecedent is commonly a noun or pro- noun; sometimes a phrase [SSii) or a clause {S3d). 2. The i'mtecedent is always limited or explained by the relative clauses ; ^ as, 1 Anal.— 115. m iLj^^iKsemmi ■■■m'^immm 30 RELATIVE PRONOUNS. The hoy who reads ; He who does well, will bo rewarded ; James u nek, which accounts for his absence. 150. Kelative Pronouns aro Simple or Compound. 151. The simple relative pi-onouns are wUo, ^Ulcli, tUat, and wluit. Who and which are alike in both rmmbeis ; and are thus intloeted: S'liia- 'i" « '' ^^^^.^^ j.^s it induce ■ ^ ^^^^^^ What sort of a relative is^ ,^,^ ^^^^^ ,^,;,,,, Tr 1X1 are men- th» troe who, or *» tree w '' ^ , „h, , thetoUywUoorth« _,^^^^„,^ 2 In the following sentence., „olnt out the ,U,itre.ates. . ^,„,,,,,e in the ftr»t .entenee 7 in the »eeond» 3 What is the use of the relative to fte third? etc.] a'S-) i love the man who The hoy who .Uuhes -;^\.™PX deals in fakehocKh 1 o telte the truth, httt all hate Inm w) T,,ero is the hook !!ou remember the »*" ^^■*'°"\' !:,rthat you bonght. That S you lost. It is «-.^--,t;rncl Jhose hantl is ever is the lady who l^'^^^ '.^^ V^^J^rf be diligent that maketh open to the poor " '^^^'^^ '>"" „ ,e„d6th to the Lord. The y^. He that giveth to the poo ^^^^^^^ ^^^_ ^^ ^^ rr. temple which Solomon hudt Ife ^^' P^ ^ ^^^^.^^ ;, ,t,rnal. I owe my heing, whose I am, ami ^^^ ^^,^„ ; in the preceding sentences wherevev.0^^^^^^^^^^^ ,,,, ^, «l»n«e tor an adjective i as, The n y write out the sentences.1 lea. Who, wUlcli, ana ^^^^^ pronouns. ing questions, are called *«— -■=- INTERROdATIVK I'ttONOUNS. 33 ame iline, itoce- jord to )iioun ? Vhixt is pplied? : sort of ! noutiSf re inen- e doter- rby? fhy 'i yhy? ^0 word to e second? nan who 00(1. 1)0 the book hi That id is over it maketh ord. The ^, to whom eternal, le relative )W8 boy ; and 103. Tlio antecedent of an intorrogativo pronoun is found in tlio tmswer in i\u\ (jUiAHtion; &.h/' UVjo did thiB? John diy Avliom that house was huilt? Is that the man who built that house? Which book is yours? Do you know which book is yours? What is wanted? 1 know what is wanted. [2. Write sentences, eacli of which shall contain one of these pro- nouns in one or other of these different senses.] • • - H lA. JkP. Gr.— 284. /I ! i^ 34 ADJECTIVE PRONOUNS. LESSON 14.-Adjective Pronouns. lRe^iew the two precedmg Lessons, and answer the qv^stions,} 167. Adjective Pronouns are words used some- times like adjectives to qualify a noun, and some- times like pronouns to stand instead of nouns. There are four sorts ; viz., the Fossessive, Distributive, Demonstrative, and Indefinite. 168 The Possessive pronouns are such as de- note possession. They are my, tUy, Uis, Her, its, our, your, tlieir.^ 169 The Distributive pronouns represent ob- jects as taken separately. They are eacH, every, either, neitlier.^ 170 The Demonstrative pronouns point out objects definitely. They are tUis and that, with their plurals, tliese and tliose. 171. The Indefinite pronouns denote j^^^'S^^ or things indefinitely. They are none, any, AW,' such, whole, some, both, one, other, another. The three last are inflected like nouns. Observations. 172 These pronouns are called adjective, because, like adjectives, they either are, or may be, followed by a noun which they limit. _ j,^3^ Possessive pronouns have the same meaning as the possessive case of the personal pronouns to which they relate, but are used differently. The possessive pronoun must always have a noun after it, the possessive case of the personal, never, ^s it always refers to a noun previously ex- pressed ; thus, A. &P. Gr.-ia»8-«»5. 2»v6.aOl« ADJECTIVE PRONOUNS. 35 ons.} une- )ine- uns. tive^ de- its, ob- ery, out their Jier. •■Jijy^^ !e, like noun eaning ihthey ronoun of the 3ly ex- Posseeaive Pronoun. Tliis is mij book ; Tliat is her pen ; This is your hat ; It is their house ; Poaaeaaive Caae. This book is mine. That \y&n is hers. This hat is yours. The house is thi'lr!>. Note.— The word own (properly an adjective) is somet'iiie^ .-irlded to a possessive to make it emphatic ; as, " mv own," " their oi n, ' t';c b<>y'» ctvn book."— A. & P. Gr. 295. 174. His and Jter, followed by a noun, are possessive pronouns ; not followed by a noun, they are personal i»ro- nouns. 175. That is sometimes a demonstrative, sometimes a relative, and sometimes a conjunction ; thus, Dem. That book is mine. Bel It is the book that I bought. Conj. I read, that I may learn. 176. Among indefinites may also be reckoned such words as no, few, many, several, etc. ;— the compounds wJio- ever, tvhatever, whichsoever, etc., and who^ which, and what, in responsive sentences.^ {163,) \* JV^one is used in both numbers ; but it can not be joined to a noun. Parsing. 177. Adjective pronouns are parsed by stating their •clasH, and the word which they qualify ; thus, " My book." My is a possessive adjecti'' e pronoun ; and qualifies book. QUESTIONS.— How many sorts of adjective pronouns are there? Name them. AVhy called adjective pronouns ? What is a possessive pronoun? Name the possessive pronouns. What is a distributive pro- noun ? Name them.— A demonstrative pronoun ? Name them.— An indefi- nite pronoun ? Name them. In what are possessive pronouns and the possessive case of personal pronouns the same? In what do they differ? Give an example of the use of each. How is "own" used? When are Jiia and her possessives ?— when personals ? In how many different ways is " f //of "used? How is "none" used? How are adjective pronouns parsed? iA. AF. Gr.— 384. 1.5 n !.■ hi ir ^ ji 36 EXERCISES. ' i EXERCISES. a. In the following ^-cise, point out the^^^^^^^^^^ and parse them ; the nouns, and parse them. Point nouns in the poMfMice case.] i- +i,«^ i.ia hrother. My book, her shc.s your --'J^;,^,^ * ^iJ^^^X'^i r^ry^ur-wkri^n^.atrxLJ apple's a. S^/ivermetoyour brothers.— IwUUHve one oea^^ i_lLe given then, all -ay, -^ one^E ery day try to do good to some person. This booh, w"' .7t5iat one Ever^' boy should keep his own books. as tnat onw. ^w. . j nni ,•„ v>nnk is mine — Bo good to all men-injury to none. This book that is yours. LESSON 15.— Exercises. Nouns, Articles, Adjectives, and Pronouns. ^ • ^;„* nnt the articles, and piirHe them ; [1. In ,ho fo^^o-^-^^^llZ'-T^^i^*"'-' »•' ■■•"- """" ••-*' ~.the nouns, and parse them , mo «• j pronouns, and parse them: J I found my hat upon your tahle^bu^^wl^re ,s^-o . _ ^•hich "?y **^^f /^^\^„*°„'^: ^ joi,„>s.— Those trees have iTtS^ e^ :^Ev r book on that shelf is n.ine ; I will r4 ym Hstof them.— Keep this knife for n^- sake ; it fsa .o^d one.— AH men ai« mortal ; time waits for no one; ::>« man will improve every moment to ^o,^ "-^J^ P^^ pose—An idle man will ^<^^::Zi^:^^Z diligent increases his store. ^^^^^/^^ ^ n i,« .Ustroved shall be wise- but a companion of fools shall be destroyed. "!:^G^oZ:un that asketh thee, and from him that would borrow of thee, turn not thou away. write other sentences containing the parts of speech above named, and parse them as directed. ^ _ „„,^«.5n. nromptly and accu- [I, Review thorougiiiy irom licasu" ^'h - lately all the questions. VERBS. 3t 2. Review from the beginning topically, reciting accurately all the defi- nitions and rules. This may require two or three recitations. Write additional exercises under each lesson.] LESSON 16.— Verbs. 178. A Verb is a word or words used to express the act, being, or state of its subject ; as, I write ; grass is green ; the letter has been written. 179. The subject of a verb is that person or thing whose act, being, or state the verb expresses. Classification of Verbs, 180. 1. In relation to their meaning and office in a sentence, verbs are of three kinds : Transitive, Intransitive, and Attributive. 2. In relation to iheir form verbs are Regvlar, Irregular, and Defective {101). 3. In the formation of Compound tenses they are dis- tinguished as Principal and Auxiliary. — {230.) [Appendix IV, 5.J Meaning and Use of Verbs, 181. A Transitive Terb expresses an act done by one person or thing to another; as, James strikes the table ; The table is struck by James. 183. An Intransitive Verb expresses the bein^ or state of its subject, or an act not done to another j as, I am ; he sleeps ; you rtin. 183. An Attributive Verb asserts and connects an attribute with its subject ; ^ as, Snow is white. Observations, 184. Transitive verbs are those which express an act that passes over from the actor to the person or thing acted upon ; as, lie loves us. Hero, " He " is the actor, " loves " '"lA. k P. Gr.~319. ill 38 VERBS. expresses the act, and w, the object loved, or actr ' upon. The samo thing can be expressed by another form; thus, "We are loved by him." Of theeo two forms of the verb, tlio first is called the active voice, and the second, the pasm'c voice. {204,) 185. Intransitive verbs are verbs not transitive, whether they express action or not. They may form of them- selves a complete predicate {340); and they have only one form, namely, that of the active voice ; as, I am ; you walk ; they run. 180. Attributive verbs require, to complete the predi- cate, some word or words expressing a quality or circumstance affirmed of the subject, 187. Sometimes a verb, usually intransitive, becomes transitive by being followed by a noun of a similar signifi- cation ; as, intransitive, " I run ; " transitive, " I run o. race." Also by the addition of another word ; as, intransitive, " I laugh ; " transitive, " I laugh at him." 188. A transitive verb is sometimes used in an intrant sitive sense, when the nature of the act and not its effect is considered; thus, transitive, "The boy reads a book;" intransitive, " The boy reads well." 189. Transitive, intransitive, and attributive verbs may be distinguished by the sense, as follows : let. A transitive verb in the active voice {205) requires an object after it to complete the sense ;. as. The boy studies grammar, in the passive voice the person or thing that re- ceives the act becomes the subject. An intransitive verb requires no object after it, but the sense is cojiplete without it; as, He sits; you ride. An attributive verb requires after it, to complete the sense, some word, phrase, or clause, not an object, to limit or explain the subject; as, "The sun is bright." oA Tj^ i]^Q -Qfs^Q Qf the transitive verb, there are .Iways three things implied; the actor, the act, and the object VERBS. 39 acted upon. In the use of the intransitive, there are only two— the subject or thing spoken of, and the state or action ascribed to it. In the use of the attributive verb, there are three— the subject, the verb, and the attribute, 190. Illustration.— The verb is a necessary word in every sentence {346). Without it, we can neither affirm nor deny, nor express any fact or proposition. As we wish to express an act or state in a variety of ways; as, present, past, future, actual, contingent, conditional, etc., so there is a variety of forms assumed by the verb in order to express these things. Two important things must be attended to : 1. Distinguish the verb from every other part of speech. This can easily be done, if the pupil will only re- member that every word that tells us what a person or thing is or does, or what is done to a person or thing, is a verb. Thus, when we say, " John writes," we know that "urites" is a verb, because it tells us what " John" does. 2. Discriminate when a verb is transitive, when intransitive, and when attributive, as described above {189). QIJESTIOXS — What is a verb? What is the subject of a verb? How are verbs divided, in relation to their manner and use?— in relation to their form?— in the formation of compound tenses? What is a tran- sitive verb ?— an intransitive ?— an attributive ? What do transitive verbs express? In how many forms can a transitive verb express any thing? What are these forms called ? How many forms have intransitive verbs ? Does a verb usually intransitive ever become transitive ? How ? Are some verbs used transitively and intransitively ? What requires an object after it to complete the sense ? What requires no object after it ? What does an attributive verb require after it to complete the sense? In the use of the transitive, what three things are implied ? What in the use of the intransitive verb ? What in the use of the attributive verb ? How do you know which Avord in a sentence is a verb? How do you know whether the verb is transitive— intransitive— attributive? EXERCISLS. [1. In the following Exercises, point out the verbs, and tell how you know them to be verbs ; thus, '* learn " is a verb, because it tells us what •• boys " do ; " rides " is a verb, because it tells us what " a man " does, etc. 2: Toll which verbs nro fmntiit ire, which intransitive, and Avhich aftrthutire, and how you know them to bo such ; thus, " learn " is transiti\ e, because 40 FORMS OF VERBS. \ \ it tells what " boys " do to lessons ; " rides " is intransitive, because what "a man" docs is not done to any other person or thing; ta^.c? is attributive, because it affirms the attributive or quality sour of the subject "apple."] Boys learn lessons. A man rides. The apple tas^tes sour.— We read a book. My dog barks. The fire l^urns. The fire burns me. He took their apples. You saw them. ^We touched it. They strike her. 1 threw a stone at his window. They killed my rabbit.— The horses eat their corn. The cows drink water. 1 can ride well. A ride improves the health.— That man walks fast, America was discovered by Columbus. A long walk tires me. 1 love her and you. Sheep are animals. [In the following sentences, it takes two, and sometimes three words to make the verb; and these two or three are alwa>s par.ed together as one word.] J imll water the garden. James can write a letter.— You may ride on my horse. Robert will give a book to yon. Yes, he will give you a book. You must ligl.t the candle Your father has sold his horse. 1 have oought him John will brush your coat. He should hare brushd it before. James will have written his letter before niglit. He may have written it already. He should be told *f hi« mistake. He may have be^n misinformed. LESSON 17. — Forms of Verbs. [RcTkw thoroughly the preceding Lesson,] 1al verbs : As Principals-I am a man ; I do the work ; I hare a horse. As Auxiliaries— I am loved; I do speak; I have heard. Observations, 198. The ftuxilmru (or helping) verbs are so called, 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. The auxiliary always stands before its verb, and the two are regarded iu parsing as one word; as, I will vrite, he has iiritten, we may urite.'^ k ^A.&P. Gr.— 60. ^^AnaL—aoi— ail. 42 FORMS OF VERBS. i 199, Of the auxiliaries, fiJiall implies duty or obligation; vnll, purpose or resolution ; may, liberty ; can, ability. The past tense of these verbs is should, would, might, could; but in this tense these verbs express the idea of time very indefinitely.! SOO. In affirmative sentences, will, in the first person, intimates resolution and promising; as, " I vMl go;" in the second and third, it commonly foretells ; as, " You will be happy." aOl. Shall, in the first person, only foretells ; as, " I shall go to-morrow;"— in the second and third, it promises, com- mands, or threatens; ^ as, " Thou shall not steal." QUESTIilNS.— How are verbs divided in respect of form? What is a regular verb ?— an irregular verb ?— a defective verb ? W hat are the principal defective verbs? Why arc auxiliary verbs so called? What verbs are principal verbs as well as auxiliary? How are the auxiliaries thall and will distinguished? EXERCISES. [Write the Past tense, and Past participle of the foUowinsr regular verbs as in the succeeding exercise No. 3 :] 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 verbs from the Past tense into the Present :] Marked, protected, composed, favored, turned, hated, mixed, belioved.wounded, rushed, preached, hunted, crushed,warned, pleaded, loved, ended. [3. In the following list, tell which verbs are regular, and which are irregular ; and why :] Pant. spoiled went took wrote hoped ran froze spied Present. Spoil Go Take AVrite Hope Run Freeze Spy ()!»ov obeyed Vast Participle. spoiled gone taken written hoped run frozen spied obeved ' A auL •-£!;. -'A. Ac P. Ur.— 333— ii-li. INFLECTION OF VERBS. 4S LESSON 1 8.— Inflection of Verbs. [Review tie two preceding Lessons J S02. The Accidents of Verbs are Voicets, JlfoodB^ Tenises, lumbers, and Perisons (33). Of Voice. 203. Voice is a particular form of the verb, which, shows the relation of tlie subject, or thing spokea of, to the action expressed by the verb. S04. Transitive verbs have two Toices, called the Active and the Passive. 305. The Active Voice represents the subject of the verb as acting upon some subject; as, James strikes the table. 306. Here the verb " strikes,^' in ihe active voice, indica,tes what its subject, ^^ James," does to the object, taile. 207. The Passive Voice represents the subject of the verb as acted upon by some person or thing ; as, The table is struck by James (287). 208. Here the verb " is struck," in the passive voice, in- dicates what is (lone to the subject, " table," by James. 200. Intransitive verbs have the form of the active^ voice. A few admit a passive form, but not a passive sense • thus, I am come, means the same thing as, I have come. 210. When a verb, usually intransitive, is nuide tran^ sitive {187)f it is then capable of a 2^assive voice; as, "My race is run." " He is laughed at by me." 211. Illustration. — Both the active and the passive voice express precisely the same act, but each in a different way. With the active voice, the subject does the act, or is active ; with the passive voice, the subject is acted upon, or is passive. Tlie words active and passive then strictly belong to the subject, but are properly used to distinguish tliose voices: 44 INFLECTION OP VERBS. 4 .ii or forms of the verbs which whow that the subject acts, or is acted upon : that is, the form of tlie verl) which repivwcnts its subject as active, is called the Active voice ; and that \yhich represents its subject as passive, is called the Pamve voic?- 213. Remembering, then, that the subject of a verb is the person or thing spoken of, when, in any sentence, we see that that subject acts, we know that the verb is in the active voice; thus, when we say, " Cain killed Abel," we see that " Cain," the person spoken of, is represented as acting, and therefore ''killed" is in the active voice. Again, Avhen we say, "Abel was killed by Cain," the subject or thing epoken of is Abel- it is represented as acted npoHy and therefore " was killed " is in the passive voice. NoTK.— Xotwithstanding the same net may be exprepsed by the active and the passive voice, the writer or speaker makes choice of the one or the other, according as he wishes to give prominence to the actor, the act, or the person or thing affected by the act (see Analysis 288). QUESTIONS.— What belongs to the inflection of verb.« ? What is meant by voice f How many voices has the transitive verb in English? What are they ? How does the active voice represent its subject ? How does the passive voice represent it ? What voice have intransitive verbs ? Have they ever a passive form ? Have they ever a passive sense .' AVhen intransitive verbs are made transitive, can they be used in the passive voice ? EXERCISES. [In each of the following sentences, the pupil may be questioned, as on the first, in the following manner": Who is the person spoken (»f in this sentence? ^H9.-John. What is said of John? /lrt».-IIe .^tiidles. Docs the word " studies " represent John as acting, or as acted iipo:) ? I,,;, —As acting. In what voice then is " studies "? .4nv— Active voice Change the sentence so sis to make *' grammar" the thii.g spoken of, and express the same meaning. An8.—" Grammar is studied by John.'* Analyse this sentence in the same way as the other.] John sudies grammar. Cain slew Abel. ^^'oah built tii^ ark. The temple was built by Solomon. Columbus discovered America. Pride ruins thousands. Most men are governed by custom. 1 have written a letter. Them that honor me, I will honor. Perseverance overcomes all 01-. n 4- .!. n I ^ o f W MOODS. 45 LESSON 19.-Moods [/^('lieir the preceding I^emotiy aiui anmrer the questions.'] 313. Moo^ continuing; as, I shall or will love. I Action completed; as, I shall have loved. Note.— The time of the action expressed by a verb, may be forther dis- tinguished by an adverb ; as, " He came yeaterdav ; " " He wiD come toon." 4 4 In m-H 48 TENSES. I 338. The tenses in English are six; namely, the Present, the Present-perfect, the Past, the Past-perfect, the Future, and the Future. perfect. Tenses of the Imlicative Mood, 339. The indicative mood has all the six tenses ? they are nsed as follows : 330. The Present tense expresses what is going on at the present time; as, I love you; I am loved, 331. The Present-perfect tense represents an action or event as completed at the present time; or in a perloLl of which the present forms a part; as, *' John has cut his finger." ''I have sold my horse." *' I have done nothing this week." 333. The Past tense expresses what took place ir past time; as, *'God said, let there be light;" *' The ship sailed when the mail arrived.'' 333. The Past-perfect tense represents an action or event as completed at or before a certain past time; as, "I had walked six miles that day;" "All the judges had taken their places before Sir Koger came." 334. The Future tense expresses what will take place in future time; as, ''I will see you again, and your hearts shall rejoice." 335. The Future-perfect intimates that an ac- tion or event will be completed at or before a car- tain time, yet future ; as, " I shall have got my lesson before ten o'clock to-morrow." 336. The tenses inflected without an auxiliary, are called Si ill pie tenses; those with an auxiliary are called Covfi^ pound tenses. {180, 3.) TENSES OP THE OTHER MOODS. 49 LESSON 21.-Tenses of the Other Moods PreL? t, ^r"""' """^ ""'' ^°"- t-^«« ; the Pa^Si'^'-'"*''*-*''''-*-*' '^^ «•-*. and the 2»8. Tho tenses in this mood indicate the time not of he act expressed by the verb, but oft,^ libJiTpoZJ yi, or oni,„„tlon, expressed by the a«:«««iaryf orTn of tl,e tense; thus "I may write," does not express the act otn.r .-era. .ith M-hich it stands conne- ted Thtst the c^ especially witli the Past tense.' 840. The Subjunctive mood in its proper fo,-m ha« only the present tense. The verb to be has the present and the past. The indicative and potential moods are also used in deiwndent clauses. {484.) S41. The Imperative mood may always be re- garded as present; i.^e. the commandfot? is future '^''^ *''' ''""^' °^ '^^ ''' commanded is wi*' ?° I»fi«i"ve mood has two tenses; the Present and the Perfect. aK^f,*U'^!""!f ° "'" '° ■"""'' '"'^'''^*« '>>« '™^ of the action as Its state-the present, incomplete or indefinite- the Slf '"T'-"" "' '""•^^'^ "' '»>« *-« indicated by tt pnncipal verb or some other word with which it is connected 844. The Participial mood has throe tenses ; the Pr^ent, ■the^ast^nd the Perfect; as, Active, ^ A. & P. Gr.-428-432/ ~' (• If 1 50 TENSES OF THE OTHER MOODS. Lmng, loved, lu^in, M-^ P'-'-' ^'''"^ ""'''' ^ loved, having been loved. ' , , .„, „<»,.,„ but S4k Since the P«*>P>f ^^ .frbir^Hfa tlt'of enl,a.su,.e,auac=t.ono^^^^^^^^ .ualite the the character ot the aaj*im* > «- «w6jt'c« to ^vhich it refers. Observations on the Tenses. ozi« Tbft Pi-e.sei»* tense ib used to express, Ist-the «o "TTp 7m . 130,457. TENSES OP THE OTHER MOODS. 51 is never nscxl except in connection with the auxiUary have or had; as, He lias concealed a dagger under his cloak; — In the passive voice, its signification is passive ; as, He has a dagger concealed under his cloak.^ <. *^* Teacher illustrate this difference fully. 252. The Perfect Participle is ahvaj^s compound, and has an active signification in the active voice, and a passive signification in the passive voice. 253. The participle in -/i*al or participial noun, having the nominative and the objective case, but not the possessive. In this character, the participle of a transitive verb may still retain the f/overnment of the vei'h, or it may be divested of it by inserting an article before it, and the preposition o/ after it; as, In keeping his commandments, or. In tlie keeping of his commandments, there is a great reward*'-^ 254. Some participles, laying aside the idea of time, and simply qualifying a noun, become participial adjectives, and as such admit of comparison; as. An ammbuj—si more amusing — a most amusing story. A most devoted friend. 255. A participle may take a prefix and become a verbal adjective; as, " n< authorized use of liis credit." QUESTIONS.— What are tenses? How is time niiturally divided? In each ofthcso, how may an action or state be represented? How ni.my tenses are ther in the Enplish verb? How ni;iny has the Indictative mood? What are they? What dues the Present tense exprc^^s?— tho Past?— the Future? What does the Present-perfect tense represent?— the Past-perfect? What does the Futiire-i)erfect tense intimate? How many tenses has the Potential mood? — the Subjunctive? — the Im- perative ?— the Infinitive?— the Particii)ial? In what dilTeront ways is the Present tense used? — the Present-perfect? — the Past? Has the participle in ing ever a passive signification ? Give an exami)le. How ia the perfect participle used? Describe the use of the present participle as a verbal noun? How do participles become adjectives? What are such adjectives usually called ? Do they admit of comparison ? Give an example of a verbal adjective derived from a participle. [Before proceeding to the next Lesson, review thoroughly from the beginning in two or three recitations.'] M A.kV. (Jr.— ! 459. 2 462. fW 52 Number and person. :.i LESSON 22.— Number and Person. [Revinv the three preceding Lessons, and ansiver the questions.J 256. Every tense of the verb, except in the Infini- tive and Participial moods, has two Ifumbers, the Singular and the Plural; and each of these has three Persons, except in the Imperative, which has only the Second.^ 257. The singular number is used with a subject in the singular, and the plural number with a subject in the plural {44(i). 258. The First ])erson asserts of the person speaking ; its subject is always I in the singular, and we in the plural ; as, I write ; we write. 259. The Second person asserts of the person Hpoliien to ; its subject is always thou in the singular, and ye o:- you in the j)lural; as, T/ioM writest ; ye or you write. 260. In the second person the plural form is generally used for the singular ; as, John, you are idle. 261. The Tliird person asserts of the person or thing spoken of; its subject is any noun, or the pronoun he, she, it, or they, or any substantive clause ^ used as a noun; as, John reads; /le walks; they r\in-f TUJLt I said so, is most true ; To succeed in business- rc(. aires close attention. Observations, 262. Tlie forms of the verl) in the first, second and third persons plural^ are ahvays I'dr the first person sing ular. ♦Stdctlyspeaking, the verb itself has neither number nor person, but certaiu/on/w to correspond with the nuuiber and person of the subject. 1 Anal.— 120. NUMBER AND PERSON. 53 > 263. Tho second person singular of the present indica- tive active, ends in st or est; as, thou lovest; thou readest;-^ of the past, generally in st; as, thou lovedst. All the other persons in both numbers in this tense are alike. 264. Verbs that end in s, sh, cli, z, x, or o, form the third person singular ol the present indicative active, by- adding es; (f;,>) as. He teaches. All others adds; as, he lovef^,— reads. (See 274^ 265. An ancient form, now little used except in solemn address, has the ending eth in the third person singular ; as, teache^/i, dioetli, ssiith; as, "All that a man hath will he give for his life." 266. Verbs ending in ?/ with a consonant before it, change 2/ into * before the terminations ^.s^, es, eth, ed; but not before ing; as, try, trlcst, tries, triet!', tried, trying. Verbs ending in e silent preceded by i change ie into y before ing; as, He, lying. 267. Tlie Infinitive mood, or any substantive clause sometimes expresses that of which a person speaks, and is therefore the subject of the verb. When it does so it is always regarded as the third person, and a pronoun stand- ing instead of it is in the neuter gender; as, To play is pleasant ; it promotes health. QIJESTIOWS.— How many numbers has each tense? "What mood haa no distinction of number or person ? How many persons are in each num- ber? What mood hiis only the second person? Of whom does the first person assert? "What is its subject in the singular?— in the plural ? Of whom docs the second person assert ? What i£ its subject in the singular? —in tho plural ? Of whom or what does the third person assert? What is its subject ? What parts in each tense 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 es, or eth /—When by adding s, or th, or ethf How is it formed' when the verb ends in ?/ after a c-nsonant ?— in ie f EXERCISES. ^ [1. Tell the seeoml person singular of the following verbs, and how it is formed. lA.&P. Gr.— 869. ii m f-.=(3C!r.^ai!«*l*1 54 CONJIMIATION OF VERBS. • 2. Tell the tlilird person, and how it is formed. ^ 3. Prefix thon to each verb, when put in tho second person singular; OS, " thou tellest ; " and he to each, when put in the third; as, "he tella." i ;9tea"iv of thou, use the pronoun i/ou, and change tho verb to the proper form. Write out these exercises. 4. Write Sentences, each of which shall contain one of the following verbs. J Toll, spo.ak, sleep, walk, read, learn, smell, see, hear, taste, touch, lumdle, Avritis pay, eat, drink, warm, teach, ). 270. Besides these, in the present and the past indicative active, there is a third form called the emphatic ; f s, I do read, I did rend. The other tenses, and also the proor*: ;-assive form, ar(3 rendered emphatic by placing a greater stress of voice on the lirst auxiliary; as. I have read — I am reading — it is read. THE VERB TO BE. b5 5871. The j^rindpal parts of the verb are the Present Tense Indieative, the Present Participle, the Past Tense Indicative, and Past Participle, In parsing, the mentioning of these parts is called conjuijating the verb. Presmi. Preient Purl. P«at. Pant Pnrt. i AcTiVE, Love, Loving, Loved, Loved. Passive, Am lo\ed, Being loved, Was loved. Been loved. 272. A synopsis of a verb consists of the fi person singular of each tense in the finite moods, and tht^ lorms of the several tenses of the infinitive and participial moods. The Verb TO BE. 273. The attributive irregular verb To Be is inflected through all itw moods and tenses, as follows: Principal Parts. Present, Rm. Prfwnf PaW., being. Pa.s^, was. Past Part, boeiL Indicative Mood. PRESENT TENSE. Plural. 1 . AVe are. 2. You are. 3. They are. PRESENT-PERFECT TENSE. tSgn, hare. 1. AVe have been. 2. You have been. 3. Thov have been. Si7igitlar. 1. I am. 2. Thou art. 3. lie is. 1. I have been. 2. Thou hast been. 3. He has been. 1. I was. 2. Thou wast. 3. He was. PAST TENSE. 1. AVe were. 2.' You were. 3. They were. 56 THE VERB TO BE. i PAST-PERFECT TENSE. Sign, had. Plural. 1. We had been. 2. You had been. 3. They had been. FUTURE TENSE. Signs, .- ; thus, " Am." present, mdioa- tive, first i)erson, siii^'iilir. 2 Lot him parse the same ^y'^ . • Am" is a verb, attributive, Irregular; am, wanj^ni; in the present, indicative, first person, aingular.l Am, is, art, wast, I was, tboy were, wo are, hast been, has been, wo havii ])ooii, luulst boon, wo had been, you have been, she has boon, wo were, they had been. I shall be, shalt bo, wo will bo, thou wilt 1)0, they shall be, it will be, thou wilt have boon, wo have been, they will have been, we shall have been, am, it is. .1 I can be, mayst ])e, canst be, she may be, you may be, he must be, they should bo, mightst be, he would bo, 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 boon, wouldst have been ; (if) thou be, we be, ho be, thou wert, we were. Be thou, bo, to be, bein^^ to have been, if I bo, be ye, been, having been, if we be, if they be, to be. [3. In the following sentences, parne tlie word« in order; thu3, " Snow " is a noun, neuter, the nominative singular, because the subject of "i« " "/«" is a verb attributive irregular; am, l»ln(j,waH, been : in the present, indicative, third person, singular. ''White" is an adjective, qualifies snow; compared, «»/a7t', whiter, whitent.] 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. LESSON 24.— The Verb TO LOVE. 374. The regular verb To liOve, in the common form, is inflected through all its moods and tenses, as follows : N.. TTIK VERB TO LOVE. 59 -A.OTI^/"EJ "VOIOE], I^rincipal Parts, Present, \o\e. Preff. Part.,\o\\r\v:. Pa.s^, loved. Past Part.,\o\ei» Indicative Mood. PRESENT TENSE.* Sinnulnr. Plural. 1. I love. 1. We lo\ jk 2. Thou lovest. ?. You love. 3. He \ovi..i {or lovetli). 3. They love. PKESENT-PERFECT TENSE. Sign, have, 1. I have loved. 1. We have loved. 2. Thou liast loved. 2. You have loved. 3. He has or hath loved. 3. They have loved. 1. I loved. 2. Thou lovedst. 3. He loved. 1. I had loved. 2. Thou hadst loved. 3. He had loved. PAST TENSE. I 2. We loved. 2. You loved. 3. They loved. PAST-PERFECT TENSE. Sign, Jiad. 1. We had loved. 2. You had loved. 3. They had loved. * PRESENT TENSE, {Emphatic form.) 1. I do love. 1. We do love. 2. Thou dost love. 2. f ou do love. 3. lie does or doth love. 3. Ihey do love. t I'AST TKN3K. {Emphatic form .) \. I did love. 1. We did love. 2. Thou didst love. 2. You did love. ..Hi ■ % 3. He did love. 3. They did love. f- It i' •60 THE VERB TO LOVE. FUTURE TENSE. Signs, shall, will. — Inflect with each. 1. I shall love. 1. We shall love. 2. Thou Shalt love. 2. You shall love. S. He shall love. 3. Thoy shall love. FUTURE-PERFECT TENSE. Signs, shall have, imll have. — Inflect with each. 1. I shall have loved. 1. We shall have loved. 2. Tlioii shalt have loved. 2. You shall have loved. ■3. Ho shall have loved. 3. They shall have loved. Potential Mood. PRESENT TENSE. Signs, may, can, i,vxsL — Inflect with each. 1. I may love. 1.' We may love. 2. Thou mayst love. 2. You may love. 3. He may love. 3. They may love. PRESENT-PERFECT TENSE. Signs, may have, can have,'^ muf^t have. — Inflect with each. 1. I may have loved. 1. We may have loved. 2. Thou mayst have loved. 2. You may have loved. 3. He may have loved. 3. They may have loved. PAST TENSE. Signs, might, coidd, ivoiild, should. — Inflect with each. 1. I might love. 1. We might love. 2. Thou iiiightst love. 2. You might love. 3. He might love. 3. They might love. PAST-PERFECT TENSE. Signs, might have, c<>vld nave, would have, should have. — Inflect with each. 1. I might have loved. 1. We might have loved. 2. Thou mightst have loved. 2. You might have loved. 8. Ho might have loved. 3. They might have loved. * Can have iS not used in afl5riiiative sentences. THE VIRR TO LOVE. 61 Sinoulnr. 1. // I lovo. 2. If thou love^ 8. 7/ he love. Subjunctive Mood.* PRESENT TENSE. Plurul. 1. If we love. 2. ij^you lovo. 3. If they love. Imperative Mood. Singular. Plural. Common form. 2. Love, or lovo thou. 2. Love, or love ye or you* Emphatic form. 2. Do thou love. 2. Do ye or you love. Infinitive Mood. PRBBBNT, To love. Pbefect, To have loved. Participial Mood, (or participes.) Present, Loving. Past, Loved. Perfect, Having loved* Parsing. 275. A verb is pai-sed by stating its kind (i. e.^ whether transitive, intransitive, or attributive) ; its form, (whether regular or irregular) ; eoiijug^atinis- It, and telling in what tense, mood, voiee, num* ber and person, it is found ; also its subject ; thus, "He loves us," Loves is a verb, transitive, regular; love, loving, loved, loved ; found in the present, indicative, active ; third person, singular ; and affirms of its subject, he. N.B.— It is important in parsing to state every thing belonging to a ^ord i n as few Avords as possible, and always in the mme order. *The present subjunctive or ellipticul/orm, is used wh«n both con- tingency and futurity are implied; the Indicative is used when con- tingency only, and not futurity is implied. In parsing, the latter may be called the " indicative used subjunctively," being the indicative mood in form, tind rendered subjunctive only by the conjunction prefixed. This is true also of the other tenses in this mood. The emphatic forms of the present subjunctive are. If 1 do love, if thou do love, if he dit love, etc. ; of the past, 1/ 1 did love, if thou didst love, etc. , as in the indicative. i li fl 62 EXERCISES ON THE VERB. ^tJESTIONS — What is the conjugation of a verb? How is a verb conjugated ? Conjugate the verb lota in the active voice. Say the indica- tive-present— i)ast— future— the present-perfect — the p;^st-perfect— future perfect. Say the first i)cr.soa singular in each tense— the second— the third— the first jjcrson i)lural— the second— the third. Say the emphatic form, in the ])rescnt— in the i)iist. Wliat are the signs (or auxiliaries) of the present-perfect?— Iho past-pcrfcct?— the future?— the future-per- fect ?— the subjimctivo i>resent? etc. What is the sign of the infinitive? Name the i)articii)les. EXERCISE I. [1. Go over the foIh>wing Exercise, and tell the teuHO, luoml, and voice of each verb ; thus, " He / >/t,s," present, indicative, active. 2. Go over it again, and tell tlie person and number; thus, lovea, third i)ers('n, singular. 3. Go over it again, aiii'nin is no part of the verb, but helps to show its person and number; and the auxiliaries (';/• /ii{/ns) are not ^aken separately, but always with the verb ; so that the two words, and sometimes three, a.s in the past-perfect potential, are parsed together as one word; thu.s have loved, the present-perfect, indicative, active. *** This Exercise should be repeated till the pupil can do it correctly, rapidly, and easily, and without missing, either in the number or order ot the things to be stated.] He loves, they love, I have loved, you will love, thou teachcst, they will learn, he has written, I had given, James will 1:0, John may come, he might read, they would have studied, they did study. Write thou, come ye. — To love, to sing, to have played, reading, sleeping, running, love, learned, having loved, having gone, birds fly, horses galloi^ed, the fire burns, the sun did shine, the moon has changed. [N.B.— Pupils may be required to write out exercises of this kind for themselves, and parse them as directed above.] * In the imi>orative, omit the tense, and say thus, love thou, imperative, aiCtive, second person, singuhir. In the infinitive, omit the person and number, and say thus, To love,' present, infinitive, active. In the participle, name only the tense and voice ; thus, lortiw ; i)resent participle, itctive. EXERCISES ON THE VERB. KXERCLSE 11. 63 t^rt7JJt^^^^^^^^ '^' ^"^•^' «'> '^-«k a,,d review xnorouKhly Llsson lb, and the exercises on it; then toUu.«i«vI' '""'t"« '■'^'' *'"'^' ^'^^^'' ''^^^^ whether transitive, intransitive, or attributive, and why. Exerlise.*^''' ''"''' "'''^' ''''"' ''''^^'"' "''^ "'""'^^'•' '^ "' ^he preceding «eiher^T '^ r*'""- """'^ 'f '" '''°^ ^"'■'^ by p«tti..s all tl.cs« to- ^etner, thus /<>,.., is a verb transitive, regular, in the present, indica- tive, active, third person, singular.] He loves us I will love him.— Good boys will study thoir lessons.— rinldren love play.— The dog killed my rabbit. James has written a letter. Cows eat hay. A fire ^■arms the room.— Bring some wood.— I hive studied gramma.— Gids may write letters.— Your sister can ^ng.— He would like to hear a song. Give that book to TTiV' ^''^^ *^"' ^^^^ ^^ >'^"- L«^^^ "^« yo^ir pen. — -Uiildren should obey their parents ; they should love God.— Kemember the Sabbath day, to keep it. All men must die.— Time waits for no man. Do good to all men. ^^John will mend my i)en ; I will thank him. You would oblige me by assisting mo to leiirii this lesson. Tell Henry to shut the door. Snow is white— The apple tastes sweet. —Washington was a wise and just man. "And he ope,ned his mouth, and tauglit them, sayincr Blessed are the poor in sj,irit: for theirs is the kingdom of heaven —Blessed are they that mourn: for they shall be tiTettr r^^'^f '" '''' "^'^'= ''' '"''-y «^-'^ -^-^^' the e.irth. Blessed are they whic-h do hunger and thirst alter righteousness : for they siiall be filled." EXERCISE III 1. THE KOMINATIVE CASE. 270. A verb in the active voice telle what some person or thing does. That i)erson or thing then is its subj i \ ^. NEGATIVE FORM. .ooas, . always in t.e — ;- 2'^/ '« tt ::n.;'a--,"^tcrrit; s.^.., and . . ... nominative case. ^.receding Exercise; tell -^^:^^^°^^-'-'-'''' , .^;™^r"r!ct-rvoice .oils .hat its 877. A transitive verb m the activ ^^ ^^^.^^ subject does to some P^^r"" Jis in the objective case. Thus, istl.eoW^c«ofthevero,.nd.smthe_ ^J^^^ ;, a transitive IT^^Z:^:::^^ ^-^^-t. ,.. does to «. ^, U.en,is its case generally follows it. EXERCISE n Parsing. 1 nav«<» eacb worft in oraer ,— S'lr^ed/aCf'th"^^^^^ a. directed, (1«): »d the «*. a» directed, (375.)] LESSON 25.-Negative Form. ^S. .be verb is made ^^:^^:^ ^^r^^l after the simple form; as Thou ^^^^ ^'^^.^ ^s, " I do ^^^ io\w. uT«,.ow?d not /tare loved. ~;::h;::;.^«--nd .«W.oi..Mhe ne,ati. ,3 put first; as m *« l-'e^^ «^, ^,, «,« negative. 380. The simple form is seiaom u ^ ^^. lu the present and the P-t J-e, * o — ^^^^^.^ rihnfic form is more common, xi*^ ^mshow the manner of using the negative. INTKRIUXJATIVE FORM. 65 I Present. pRES. Pbrf. Past. Past Pbrf. Future. FuT. Pbrf. INDICATIVE MOOD. 1. 1 do not love. 2. Thou dost not love, etc. 1. I have not loved. 2. Thou hast not loved, etC 1. I did not love. 2. Thou didst not love, etc. 1. I had nc/t loved. 2. Thou hadst not loved, etc 1. I will not love. 2. Thou wilt not love, etc. 1. 1 shall not have 2. Thou shalt not have loved, loved. etc. POTENTIAL MOOD. Present. 1 . T can not love. 2. Thou canst not love, etc pRBS. Perf. 1. I may not have 2. Thou mayst not have loved. loved, etc. '^ Past. 1. 1 might not love. 2. Thou mightst not love, etc Past Pbrf. 1. 1 might not have * Jhou mightst not have loved. loved, etc. SUBJUNCTIVE MOOD. Present. 1. ij'' I do not love. 2. If thou do not love, etc IMPERATIVE MOOD. 8ing. 2. Love not, or do not thou Flur. 2. Love not, or do not ye love. love. INFINITIVE MOOD. Present. Not to love. Perf. Not to have loved. PARTICIPIAL MOOD. Present. Not loving. ;^Past. Not loved.) Pbrf. Not having loved. r1. LESSON 26.— Interrogative Form. 281. The verb is made to ash a question by placing the subject after the simple form ; ab, Lovest thou ? and between the auxiliary and the verb in the compound forms; as, Do I love? When there are two auxiliaries the subject is placed between them ; as, Shall I have loved ? Mr ■* «,M <^ ^ »l »^ ■■(l ll^ ll ■ll^ ■ « -|l » »■.l l ll . .^l^^l>«■TO^■».^,^ Ge INTERROGATIVE FORM. I ii I 383, The subjunctive, imperatite, and infinitive n-oods, and the participles, can not have the interrogative forms. S83. The simple form of the verb is seldom used inter- rogatively. The following synopsis will show how the verb is put into the interrogative form. v Present. 1. Do I love ? Prbs. Perf. 1. Have I loved ? Past. Past Perf. FUTXJRE. FuT. Perf. 1. Did I love? 1. Had I loved? 1. Shall I love? 1. Shall I have loved ? 2. Dost thou love ? etc. 2. Hast thou loved ? etc. 2. Didst thou love ? etc. 2. Hadst thou loved ? etc. 2. Wilt thou love ? etc. 2. Wilt thou have loved? etc. POTENTIAI- MOOD. 1. May I love? 2. Canst thou love ? etc. 2. Canst thou have loved? etc. 2. Couldst thou love ? etc. 2. Could«t thou have loved? etc. Present. Prbs. Perf. 1. May I have loved ? Past. 1. Might I love? Past Perf. 1. Might I have loved? 384. Obs. Interrogative sentences are made negative by placing the negative either before or after the nominative; as, Do I not love ? Do not I love ? QUESTIONS.— How is a verb made negative f Where is the negative placed in the simple form? Where, in the compound form? Where, when there are two auxiliaries ? Whore, in the infinitive and participles? Say the indicative present in the negative form throughout ;— the other tenses. How is the verb made interrogative? Where is the nominative placed in the simple form? Where, in the compound form? Where, when there are two auxiliaries ? What parts of the verb can not be used interrogatively ? Say the indicative present throughout, interrogatively? Say the other tenses. EXERCISES. n. Put the verb, in the following sentences, into the negative form. 2. Put the verb, in the following sentences, into the Intei-rogaliv© fonn, and write out the exercise. 3. Distinguish the different parts of speech, and parse them, as in the preceding Exercise, IV. (277.) ] PROGRESSIVE FORM. 6t I love you. You loved me. James studies grammar. ■ Your father has come. He will go soon. Tlie ship foundered at sea. John would eat apples. Apples will grow on this tree. The horse will run a race. The fox had caught the goose. Rabbits eat clover. Study over- comes most difficulties. Labor promotes health. Wealth makes the man. Poverty scatters friend? The ships sail. The sun has set. The moon rose. The stars will shine. M.B.— Let tho pupils write similp.r exercises for themselves, and parse then). LESSON 27.— Progressive Form. Active Voice. 385. The ProgressiTe form of the v.^ib is inflected by prefixing the verb to be, through all its moods and tenses, to the present participle; thus, Present. 1. 1 am writing. 2. Thou art writing, etc. Prbs. Pbrf. 1. I have been writ- 2. Thou hast been writing, ing. etc. Past. 1. 1 was wriHng. 2. Thou wast writing, etc. Past Perf. 1. I had been writ- 2. Thou hadst been writ- ing, ing, etc. Future. 1. I shall be writing. 2. Thou shalt be writing, etc. Put. Perf. 1. I shall or will have 2. Thou shalt or- vnlt Imve been writing. been writing, etc. [lu this manner go through the other moods and tenses.] 286. Note. Verbs, which in the common form imply continuance, do not usually admit the progressive form ; thus, "I am lo^^nn," (if proper) would mean nothing more than, "liJo?'^.'* EXERCISES. [Change the following verbs from the simple into the progressive form:] ji III :» ! f "I 68 PASSIVE VOICE. I ■' He writes, they read, thou teachest, we have learned, he had wricten, they 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. [Change the following, from the progressive into the simple form:] V\^e 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 eating, he has been moving, we have been, defending, they had been run- ning. [3. Parse the above rerbs in the progressive form; thus, "We are writino;" "are to ritim," is a verb, trans., irreg. ; write, writhir,, lorote, written; (386) in the present, indicutlvc, active, firct person, plural, pro- gressive form.] LESSON 28.— Passive Voice. 387. The Passive ¥oice is inflected by adding the past participle passive to the auxiliary verb to be, through all its moods and tenses ; thus, present. Am loved. Present Part. Being loved. Past. Was loved. Past Part. Loved.* Indicative Mood. PRESENT TENSE. Singular. Plural. 1. I am loved. 1. We are loved. 2. Thou art. loved. 2. You are loved. 3. He is love^. 3. They are loved. PRESENT-PERFECT TENSE. Sign, have. 1. I have been loved. 1. We have been loved. 2. Thou hast been loved. 2. You have been loved. 3. He lias been loved. 3. They have been loved. ♦The past i»artlcii>le is used by itself in a passive sense without aa auxiliary. [See Appendix II.] PASSIVE VOICE. 69 PAST TENSE. Singular. 1. I was loved. 2. Thou wast loved. 3. He was loved. Plural. 1. We were loved. 2. You were loved. 3. They were loved. PAST-PERFECT TENSE. Sign, had. 1. I had been loved. 1. We had been loved. 2 Thou hadst been loved. 2. You had been loved. 3. He had been loved. 3. They had been loved. FUTURE TENSE. i Signs, shall, mZ^.— Inflect with each. 1. I shall be loved. 1. We shall be loved. 2. Thou Shalt be loved. . 2. You shall be loved. 3. He shall be loved. 3. They shall be loved. FUTURE-PERFECT TENSE. Signs, shall have, ivill / > ^^. ^J^ JV" *^.V^ ..V > "W O 7 ». Photographic Sciences Corporation 33 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 872-4503 4? V iV "% V ^1\/^^ '^it o rn-xp '^ n UtREaULAR TEBB8. Present. Paat. Past Participle. Breed bred bred Bring brought brought Build re- built re- r built re- r Burn r burnt r burnt Buy bought bought Catch caught r caught r Cling clung clung Come he' came 6e- come fee- Creop crept crept Deal dealt r dealt r Big dngr dug r Dream r dreamt r dreamt Dress r drest r drest Dwell dwelt r dwelt r Feed fed fed Feel felt felt Fight fought fought Find found found Flee fled fled Fling flung flung Gild rgilt f gilt Gird he- en- r girt 6e- en- r girt fee- en- Grind ground ground Hang hung hung Have had had Hear heard heard Hold he- tuithr held fee- loith* heldjholden be-with/r Keep kept kept Kneel r knelt knelt r Lay be- laid fee- laid fee- Lead mis- led mis- led mis' Lean r leant r leant Leap r leapt '»* leapt Learn r learnt r learnt Leave left left Lend lent lent IRBEQULAB VERBS. 75 present. Piut. Past Partioiple. Lie lied lied Light rlit flit Losd lost lost Make made made Mean meant meant Meet met met Pass r past r past Pay re- paldre- paid re' Pen, to enclose r pent r pent Rend rent rent Ride rode rode, ridden Run ran run Say said said Seek sought iought Sell sold sold Send sent sent Shine shone r shone r Shoe shod shod Shoot shot shot Sit sat sat (sitten, obsolete Sleep slept slept Sling slung slung Slink slunk slunk Smell r smelt r smelt Speed sped sped Spell r spelt r spelt Spend mis' spent mis' spent mis' Spill r spilt r spilt Spoil spoilt r r spoilt Stand with- etc. stood with" stood tuith' Stave r stove r stove Stay r staid r staid Stick stuck stuck Sting stung stung Strike struck struck, stricken String strung strung IB^^^H ''i 16 IRREGULAR VERBS. 1 Preaeni. Past. PaM Parti'iiple. HI) Sweep swept swept I^^^^B Bwing swung swung Teach wia- taught mta- taught mit- ^^^^^^^H|m» Tell told told I^^^^^^B*lfl Think 6e- thought fee- thought fee- Weep wept wept Win won won < Wind wound r wound r ^^HH 1 Work . wrought r wrought r Wring r wrung wrung *• 3. Those which have three forms for the parts given ; viz. : | ^^Bi' Am was been Arise arose arisen j Awake awoke r awaked Bake baked r baken Bear, to bring forth bare, bore born Bear /or- bore, bare /or- borne /or- Begin began begun ^^^^^^^^^^Hl Bid bade, bid bidden, bid 1 Bite bit bitten, bit ! Blow blew blown t Break broke, brake broken, broke 1 -Chide chid chidden, chid Choose chose chosen Cleave, to adhere r clave cleaved Cleave, to split clove, cleft cloven, cleft Clothe clothed, clad r clad Crow r crew crowed ^ Dare, to venture V durst dared Dive r dove dived Do mis- UU' did mis- un- done mis- un- •> Draw drew drawn ^^^H Drink drank drunk ^^^1 Drive drove driven ^; Eftt ate, eat \ eaten * IRREGULAR VERBS. » w Present. Part. Past Participle Fall be fell be- fallen be- Fly flew flown Forbear forbore forborne Forget forgot forgotten, forgot Forsake forsook forsaken Freeze froze frozen Freight freighted fraught r Get be- got, gat he- gotten, got 6e- Give /or- wiV g&\efor- mis* given /or- min' Go went ' gone Grave t'W- graved eii- r graven en- Grow grew grown Heave r hove r hoven Hew hewed j'hewn Hide hid hidden, hid Know knew known Lade laded laden Lie, to lie down lay lain Load loaded r laden Mow mowed r mown Ring rang, rung rung Rise a- rosea- risen a- ' Rive rived r riven Sa«^ sawed rsawn See saw seen .Seethe r sod r sodden Shake t shook shaken Shape mis' \ shaped mis- r shapen wiia* Shave shaved r shaven Shear r shore shorn Show showed r shown Shrink . shrunk, shra,nk shrunk, shrunken Sing , sung, sang sung Sink sunk, sank sunk Slay slew slid r ' % slain Slide slidden, slid r - 1M< I ■■1 t8 * Present. Sling Smite Sow Speak he- Spin Spring Steal Stride fee- Strive Strew fee- Swear Swell Swim Take he- under- Tear Thrive Throw Tread Wax Wear Weave Write IRREGULAR VERBS. Poet. slung, slang smote sowed spoke, spake fee- spun, span sprung, sprang . stole strode, strid 6e- r strove ' strowed he- r swore, sware swelled T swiim, swam took he- under- tore (tare, ohsolete) r throve r threw r trod (trode, ohs.) waxed r Past Participle. slung smitten, smit sown r spoken fee- spun sprung stolen stridden, strid fee- striven strown fee- sworn swollen swum taken he-under- torn thriven thrown r trodden, trod waxen wore worn wove woven wrote (writ, ohs.) written (writ, ohs.) •What are irregular verbs ? Into how many classes ? What are they ? Are any verbs both regular and example. Since there is no list of regular verbs , how verbs are regular? Is " am " regular or irregular ^rESTioirs.— may they be divided irregular ? Give an may we know wha* and why ? EXERCISE I. [1. Name the present and past tenses, indicative mood, and the present and past participles of the following verbs ; thus, Take, took, taken. 2. Write a sho. lentence on the slate or blackboard, with each verb, in the present tense— in the perfect tense— in the past tense— in any tense ; thus, We take breakfast early. John took my hat. I have taken his coat.J Take, drive, creep, begin, abide, buy, bring, arise, catch, bereave, am, burst, draw, drink, fly, flee, fall, get, give, go, feel, forsake, grow, have, hear, hide, keep, know, lose, pay, DEFECTIVE AND IMPERSONAL VERBS. 19 rid3, ring, shake, run, seek, sell, see, sit, slay, slide, smite, speak, stand, tell, win, write. [3. In the sontonoes made as directed No. 2. tell which verbs are tran- sitive, and which are intransltive-md why. Point out the subject JToZtivP T ',; *^^'^ I"' *^' ^'"'" '' ^^'"« ^P°^^° ^^' ^^^ P^'-^^d in the nominative Tell which nouns or pronouns are in the nominative-and wny ;— in the objective— and why. 4. In each sentence, put the verb in the em!>lintic form-in the progressive farm-in the negative form-in the interroirative form— in the ne«rative-interrog:ative form.] EXERCISE[ r. n . In the following Exercise, point out which verbs are reeular. and which are irregnlar— and why. -f; ^'"u ^^""l^ sentences with each verb, as in the preceding Exercise, and do with each as there directed, in Nos. 2, 3, 4.] Love, hope, trust, weep, throw, keep, brush, hunt, count, reckon, ask, sleep, eat, drink, spin, save, go, teach, wipe, am, draw, bruise, water, know, wash, spoil. JtJ'^A^ *u ^ sentences containing transitive verbs, and express the same idea by the passive form ; thus, suppose the sentence to be, James loves praise ; " passive form, " Praise is loved by James." 4. irarse the sentences so changed.] LESSON 30.— Defective and Impersonal Verbs. aoo. Defective Terbs are those in which some of the parte are wanting. They are irregular, and chiefly auxiliary. These are,— Present. Past Past Part. Present. Can could Shall May might Will Must Wig Ought ought Witor-i Quoth quoth Wot J Pout. should would wist wot Past Part. Imperative, — Beware. ^^** Impersonal Terbs are those which assert the existence of some action or state, but refer it to no M M ". -i 80 ADVERBS. particular (subject. They are preceded by the pronoun it, and are always in the third person singu- lar : as, it seems; it becomes^ etc. SS9)3. To this head may be referred such expressions as^ It hails, it snows, it rains, it thunders, it behooveth, it irketh, and perhaps also> methinks, mdhought,meseems,mescemed,m which, instead oiit, the first personal pronoun in the objective case, me, is prefixed to the third person singular of the verb. ^IJESTIONS.— What is a defective verb ? Are they regular or irre- gular ? What are they ? What tenses do the most of them have ? What ♦. use has must?— ought? Is it proper to say "I had ought to read?" *Why? What is an impersonal verb ? By what are they preceded? In What person and number are they ? What other word besides " it " U gometimes put before impersonal verbs? LESSON 31.— Adverbs. {RevieiD the preceding Lesson.] 203. An AdTCrb is a word used to modify a verb» an adjectiTe, or another adverb, or to denote some circumstance respecting it; as, Ann speaks distinctly: she is remarkably diligent, and reads very correctly. [Appendix IY, 6.] 394. Adverbs have been divided into various classes, ac- ■ cording to their signification. The chief of these are such as denote, 1. Qtiality or Manner simply ; as, well, ill, bravely, pru- dently, softly, with very many others, formed from adjectives by adding ly, or changing le into ly ; thus, tame, tamely; tensible, sensibly, etc. 2. Place; as, here, there, where; hither, thither ; hence. 3. Time; &b, now, then, when; soon, often, seldom ; ever. 4. Direction; as, upward, downward, backward, forward. 5. Affirmation ; as, verily, truly, undoubtedly, yea, yes. 6. Negation ; as, nay, no, not, nowise, never. 7. Interrogation ; as, how, why, when, wherefore. 8. Comparison; &8, more, most; less, least; as, so, thus. ADVERBS. 81 9. Quantity; as, mvch, little, enough, sufficiently. 10. Order; aa, first, secondly, thirdly. 11. Uncertainty ; as, perhaps, peradventure, per' -nee, 12. Conjunctive Adverbs; as, when, where, h. JdU. Observations, 295. The chief use of adver])s is to shorten discourse, by expressing in one word what would otherwise require two or more ; as, here, for " in this place ; " nobly, " in a noble manner." 296. Some adverbs admit of comparison, like adjeo- tives, as, SOOT? , sooner, soonest; no'>ly,more nobly, most nobly. A few are compared irregularly; as, well, better, best; badly, or ill, worse, worst. 297. Some words become adve-bs by prefixing a, which signifies at, or on ; as, abed, ashore, afloat, aground, apart. 298. In comparisons, the antecedents as and so are usually reckoned adverbs; the corresponding as and so are adverbs also; thus. It is as high as Heaven. 299. Circumstances of time, place, manner, etc., are often expressed by two or more words constituting an adverbicU phrase; as, m short, in fine, in general, at most, at least, at length, not at all, by no means, in vain, in order, long ago, by and by, to and fro, which may be parsed together as adverbs, or by supplying the ellipsis; thus, in a short space; in a general way. 300. A Conjunctive Adverb is one that modifies two different words, and connects the clauses to which they belong ; as, " I will see you when you come." " He is happj' where he is." ^ 301. There, commonly an adverb of place, is often used as an introductory eocpletive to the verbs to be, to come, to appear, etc. ; as, " There is no chance." " There are five bovfc here." 2 ^ lA. & P. Gr.— 534. 2 529. 6 V >l 1 ! ill I 1 "1 ■ '1 ■' I r 82 PREPOSITIONS. Parsing. aoa. ^n advorh is pa.'«c,l by stating its clas«, and 4V,H woi.l wlilcli It moaillci; tluis, ' " aZb As distinctly." l>:tir.Uo is an adverb of manner, and niodifios " spaaks." distinctly." which is tho adverb I Why ? nto _how m >^^ ^^^^^^_^^^ adverbs commonly divided? ^a^ th^f^^^^ ^.^^^„ adjectives? next three-tho h>^t three. Hovv are ' J^^'*''^ ^'^^^^.^^i^^ ,,,„,arcd like What is the chief use of ^f «^.^ J^^^f^rj^J ;rc«ularly? Give an adjectives ? Give an example A e ny c'^P^ ^^ j^,,^, ,,, ,,eh :=i^,^:rr::aT trs^^^^^^ .--. stand? .o.. Lrcuaod? How are adverbs parsed? EXERCISE I. tl. In the foUoW,„, V.i of ,«lverbs, ..olnt out the «.»» to which each •"ll'Smimre those that '«l-it"'°°;j:S";f,uich shall contam on. sufficiently, wisely, somewhere. EXERCISE IT. ■ a. In the following sentences, tell what wonls a^^^^ ^l'X-^:XZnl are nonns, and why-adjectives and ^^yT'^^^Z^^rZLe.nl.r, and why-whether transitive or intrans., and why regular "'Vich words are adverbs ?-why? Whatdo they modify? Parse] z. w nic.1 ^ . , , She went away yesterday.— Tl.ey came t,> Y ^^^^f^r.— Slie sang ,ome to-mor^w.—Ye ha k o ^ ^.^_^,,,^ ,„,« np f::^f ZTtht tC tave enough may soundly sleep.— C: n^^edly slw his brother.— I saw hnn -g a.o.— He is a very good man.— Sooner or later all must You read too little. They talk too much. PREPOSITIONS. 88 LESSON 32— Prepositions. 303. A Prepoisitioii is a word which nIiowh th© relation between a noun or a pronoun following it and Home other word in the sentence ; as, "The ])ook is upon the table." "The book is under the table." " They spoak concerning virtue." [Appendix IV, 7.] 304. In these sentences, the propositions, "upon'' and "under,'' show the relation between "table" and "book;" and " concerning " shows the relation between " virtue" and " speak. '^ 305. NoTK.— A preposition may be followed by an Inflnltlve mood, a plirase, or a olnuse, used as a substantive ' instead of a noun or pronoun; as, "Wo aie about to depart."— " Honored for /laving done hit d-Jtty."—" Tho crime n/helng a younu man." 300. The principal words of this class are contained in the following — List of Pt*epo8itions, About Above Across After Against Along Amid "I Amidst i Among Amongst Around At Athwart Bating Before Behind "St J Below Beneath Beside ) Besides J Between Betwixt Beyond But By Concerning Down During Ere Except Excepting For From In Into Notwithstanding Of Off On Out of Over Past ' Pending Regarding Respecting Round Save Since Through Tiiroughout Till To Touching Toward ) Towards J Under Underneath Until Unto Up Upon With Within Without Observations on Prepositions. 307. Every preposition requires the noun or pronoun, which is its object after it, to be in the objective mse ; lA. &P. Gr.—140. mm li m m lei 84 PREPOSITIONS. as, T g^Lve the paper to him. Whon any word in the pre- ceding list is not followed by an objective case, it is generally an adverb ; as, He rides about. »08. But, in such phrases as caat n/p, hold out, faU on, the words up, out, on, may bo considered as a part of the verb, rather than as prepositions or adverbs. a09. 1. Of the words related, that before the preposition is called the antecedent term of the relation; and that which follows it is called the subsequent term, or the regimen of the prei)osition. Tlio i)reix)sition and its regimen together const\t\it& a, jn'epositional pJirase. (»V55.) 2. The antecedent term is always limited by the pre-^ positional phrase, which is in character, adjective or adverbial, according as the antecedent is a substantive or some other word; ' as. He walks with great rapidity. It is a WORK of much ment. The e was another large of under- standing. Note— For a fuller discussion of prepositions, their uses and classifloa* tion, see A. & P. Gr. 538-554. Parsing. 310. The preposition is p.'irsod by stating what part of speech it is, an.— God is good.— -Life is short, «nTi slLld bo well improved. Trntl. ^v.U prevad.— Bi'l sleep in the open air, and awaKe early in the mornmg To bo sure The gra>.s of the pruirirs ,s good food for robe sure. <■' = . ^^ ^d (•ajtlg. How many men wore iiuie. advice. LESSON 39.— Parts of a Sentence. 340. Evoiy sentoneo consists of two parts, -the Subject and the Predicate. 341. The Sitbject is that of which the affirmation is made ; J* Life is short." " Birds sing." " IM' make^ w,,ste. 348. The subject of a ««»*«»-/%-"'7;X' Is^^^i^ • «ro,..tm, or a clause nsod as a substantive ; as, fforf ^o«l , I does good.-ro be a good scholar is an ^^"^'^-^^^ ,„orW«a^;.m,has been abundantly shown - Du^t art, to dml returnest, was not spoken of the soul. »/•» ThePrediCftfe is that which is affirmed of the sub- ject; as, " Lite M xhort." " Rome vxis not bmlt %n a day. 344.' The predicate properly consists of two P^rts-the „Uribute affirmed of the subject, and the copula, by which The affirmation is mado. Thus, in the sentence, God is love," g"^Ts the subject, and is l<^c is the predicate, in which love is the attribute, and is the copula. 345. In the analysis of a sentence, first find the entire samct, and the entire predicate, before any discussion :Sdual words; foralthough there is genera^^ale^^ substantive, and always a principal verb, yet for the purposes S^^^urse' the affirmation is made not of the noun simp 5^ but of all the words, phrases, and clauses that limit it ara aulough it is the verb that affirms, yet the affirmation .3 tnSete unless we also take into account all the elements that modify the verb. The following are examples : PARTS OF A 8KNTENCE. 97 Suhjevt. Grass Good boys A good man A bad man The lazy boy The active boy The man whom you saw The industrious man Predicate. flv. is greon. obey their parents. is respected by all. is not respected. moves slowly. moves rapidly. came while you were gono. enjoys the fruit of his labor. NoTi:.— Tho teacher should illustrate fully by use of the blackboara, questioning the pupils until this distinction is perfectly understood. 340. The attribute and copnla are often expressed by one word, which in that case must be a verb; as, " The fira hums,'' = " The fire is burning:' Hence, 347. The attribute may be a noun or pronoun, an adjco live, a preposition with its case, an adverb, an infinitive or pari of a sentence, connected with the subject by an attributive verb as a copula.^ 348. The attributive verbs are such as, be, become^ seem, etc. ; and the passive forms of deem, call, name, con- aider, etc. ; as. He became wise. He was called a benefactor."* 349. The Verb of the predicate is called the Affirmer^ EXERCISES. [I:i the following aenteneea mention the aflirnier of each predicate— the attribute— the copula. Mention the subject of each— the predicate of each.] Snow is white. Ice is always cold. Birds fly. Homo should be pleasant. The fields are green in the spring. Bo sure that truth will prevail. Does he go to school ? To learn a lesson well is commendable. The man saw him. Horses eat hay. John and Jane will co:ne, if invited. Crows are never the whiter for washing themsolves. Between virtue and vice, there ia no middle path. [Write additional sentences, with another predicate for each of these subjects, and another subject for each predicate.] A.&P. Gr.— 1603. ^605. ^Anal.— 49, 2. i lU ■| i i :*,. i I 96 CLASSES OP SENTENCES. LESSON 40— Classes cf Sentences. 350. Sentences aH to the Form of tlio affirmation or mode of cxpresRinir it, are divided into four classes, viz. : 1. Declaratory, or such as declare a thing ; as, " ( Jod i.s love." 2. Interrogatory, or such as ask a question ; as, " Lovcst thou me?" 3. Imperative, or such as ex oress a command, entreaty, etc. (2 IS) ; as, " John, go home " " Grant me my request." 4. Exclamatory, or sucli as contain an exclamation; as, " See how he runs ! " 351. Sentences are Transitive, Intrausitivr, ( r Attributive, according to the kind of verb in the i)red:- cate. {ISl, 182,183,) 35S. As to the iWumber of PropositionH tliey contain, sentences are divided into two classe. , imiigle and Compound. 353. A Single Sentence^ expresses only one proposi- tion ; as, " John runs."—" Jolm runs faster tlian the dog."— "I will go if the sun shines."— "John and James left tlie table." 354. A Compound Sentence consists of two or more single sentences so united as to express several related propositions ; ^ as, " John runs and James walks."—" The wicked flee when no man pursueth, but the righteous are as bold as a liun." EXERCISES, [State which of the following sentences are single, which componnd, and of each whether declaratory, interrogatory, imperative , or exclamatory, and why ?— transitive, intransitive, or attributive, and why?] Birds fly. Do any fish fly ? He is a gentleman and a scholar. Bring me the book and I will read it. Write SINGLE SENTENCES. 99 to me. Ah I I soo it. The tide rises twice in twenty- four liours. Tlie land is good, but the hnildin^s are old. Do yon intend to buy the farm? Yes ; and I slmll build a house on it. By imj-rovinK the land I shall have bettor crops. Who made the noise? Charles, sir. LESSON 41.— Single Sentences. S55. fi»liiglc SciitciiceN (exproHsin^ijj only one coni])loto proposition) are of throe kinds, viz., Simple, CoiiipoMite, and Complex. 356. A Simple Sentence contains but one subject, one allirmor, and, if transitive or attributive, one object or attri- bute; as. Horses run.—John strikes Thomas.— Sujjar is sweet— The boy roads (the paper). 357. The Simple Sentence may be enJarge*«i!l!Jpet,of.^ yropo.sitio'Ais either simple or compounds. , ,. . ,,.^ ....... .. > ,>• 306 A 'siH'^ple''si6l)^ect'conBm^ of onV:<«ubject of thought ; as. Snow is white. The boiler of the steamboat exploded. 367. A compound subject consists of two or more simple subjects, to which belongs the same predicate; as, You and I are friends. — Time and tide wait for no man. — Two and three are five. EXERCISES. [In tho following sentences, which i?) the grrainmatlcal, and which -115. MODIFICATIONS OF THE SUBJECT 101 the lojcloal subject? State whether simple or compcvnd— limited or unlimitcf/. Pistinguiph the simple and the compound subject. Point out the subject and the predicate in each.] The foar 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 blessing of the Lord maketh rich. Wise men lay up knowledge. The ri(!h and the poor meet together. A^'ealth makes raany friends. James and John are cousins. A gram- matical subject is unlimited. Some dogs are savpge. The white horse died. [Write pred:ca-es to the following compound subjects :] John and James. He and she. You and L The rich and poor. Virtue and vice. Heat and cold. LESSON 43.— Modifications of the Subject. 368. A grammatical isiibject, being a noun or pronoun, 7nay he modified, limited, or described in various ways ; as, -^ 1. By a noun in apposition ;^ as, " Milton, the 2^0('t, was blind." 2. By a noun in the possessive case; as, " Aaron\^ rod budded." 3. By fva arljunct phrase ; as, "The works of Nature are beautiful." /-4. By an adjective word (i.e. an article, adjective, adjective pronoun, or participle); as, ''A (jood name is better than riches." 6. By a relative and its clause ; as, " He who does no good, does harm." 6. By an infinitive clause; as, "A desire to learn is praiseworthy." 7. By a clause in apposition; as, "The fact that he wafi a rcholir, was manifest." 1 A. it P. Gr.— 668. i I 1: ' li,; -i " ! I u M 102 MODli'ICATIONS OF THE MODIFYING WORDS. 8. Each grammatical subject may have several modifica- tions ; as, " Several stars of less magnitude ivhich ice had not observed before now appeared." 309. When the grammatical subject is an infinifAve, or a participle used as a noun, it may be modified like the verb in the predicate {384). EXERCISES. rin the following sentences, point out the gri^ammatical subject — the losifial— and state how the grammaticfil subject is modified.] A wise nia,n foreseeth evil^j Wisdom's w^^ are pleasant- ness. T£eii|^es (^f wickeaness^rofit nothing. ]^^(^at walketh upr^htl^walketh surely. Nature does nothing in vain.--Yr.SQfirales, the ]:»hil^opher, died by poison. A 4esir efto exc^ \.ill stimulate to exertion. LESSON 44.— Modifications of the Modifying Words. 370. Modifying or limiting words may them- selves be modified. 1. A iiouti modifying another may itself be modified in all the ways in which a noun, being a grammatical subject, is modified. 2. An adjective qualifying a noun may itself be modified — (1.) By an adjunct phrase; as, ''Be a man just w your dealings." (2.) By an adverb ; as, " A truly good man hates evil." (3.) By an infinitive ; as, " Be swift to hear, slow to speak." 3. An adverb may bo modified — (1.) By an adju^iet phrase; as, "Agreeably to Nature." 371. A modified grarmnatical subject regarded as •tPWiMIMffiMWMIiRH i THE PREDICATE. 103 a complex idea, may itself be modified ; ^ as, " The old hlack horse is dead; " " Tho first two lines are good." EXERCISES. rin the following senf ences, by what words are the modifyiNj^ nouns modified?— tho adjectives?— the adverbs?] Great wealth properly used is a blessing. The very best remedy for certain evils is exercise. Truly great men are far above worldly pride. Your very kind letter has been received. The river flows very rapidly. LESSON 45.— The Predicate. 372. I. The predicate, like the subject, is either grammatical or logical. 373. The grammatical predicate consists of the attri- lute and copula, not modified by other words. 374. The attribute, which together with the copula forms the predicate, may be expressed by a noun or jyro- r^oww— James is a scholar— J smies is he; an adjerthu — James is diligent; a. participle— ^ times is learned ; a 2>re- positioH with its regimen— James is in health; and sometimes an adverb— John is not so. 375. The attribute is also expressed by an infinitive or other dependent clause; as, ''To obey is to en jo ij."—'' The order is tJiat u-c must go." 370. The fof/ical predicate is the grammatical, together witli all tho words and phrases and clauses that modify it :— Tims, " Xero was cruel to his subjects,'"— grammntical predi- cate, " was cruel ''—logical, " was cruel to his sul>joct8.'' 377. When tho grammatical prodicato. has no modifying terms connected with it, tho graniiiiatical and logicr.l predi- cates are tlio same ; as, ''Life is short.''—'' Tim.\fU(>\" 378. II. The prediciite, like the Hubject, is citlier simpit or compound. lA. JcP.Gr.— 089. ■ I i • ■* I r^ 1 H I I I 304 MODIFICATIONS OF THE PREDICATE. 379. A shnple predicate ascribes to its subject but one attribute; as, " Truth -is migr/if?/." 3$0. A compound predicate consists of fnm or more simple predicates, affirmed of the same subject ; as, " Truth is migJity and will prevail" EXERCISES. [In the following sentences, name the subject and the predicate — state whether the predicate is simple or compound— tell what is the grammatical, and what is the logrical predicate.] The wind blows. The fire burns. Man is mortal. — Wisdom is the principal thing. He that tilleth liis land shall be satisfied with bread. The way of a fool is right in his own eyes. A soft answer turneth away wrath. The fields are green. Cfesar came, saw, and conquered. John roads and writes well- The cities of the enemy were plundered and burned to the ground. The night was dark and rainy. He is a colonel in the regular army. LESSON 46.— Modifications of the Predicate. 381. A grammatical predicate ma}^ be modi- fled or limited in various wavs. •182. Wlien the attribute in the grammatical p:-edi- eato i.s a noun, it is modified — 1. By a noun or pronoun, limiting or describing the iittributo; as, -'He is John tJte Baptist.''^ — " ilo \i-> viy friend." — **He is mij father^ s friend." 2. By an (tfljective or j}artici pic limiting the attribute; r.s, " Solomon was a idfte king." 383. When the affii-mer {3Jrf)) contains the attribute, it may be modified — 1. By a noun or jtronoun in the objective case, as the jeci oi iiiu \uru ; uk, wuiuvu niul. — t>0iiii rOaQu Homer. j> LIMITING CLAUSES. 105 2. By an adverb ; as, " John reads welV 3. By an adjunct ; as, " They live in London:' 4. By Sin infinitive; as, "Boys love to play:' 5. By a substantive clause; as, "Plato taught that the soul is immortal." :184. An infinitive or participle may be modified in all respects ae the finite verb in the predicate. \* The object of a transitive sentence, or any substantive in the objective case, may be modified in all the ways in which a subject may be modified. 3S5. A modifi/inf/ clause , if a dependent proposition, may be modified in both its subject and predicate as otlier propositions. 386. All other modifying tvords may themselves be modified, as similar words are, when modifying the subject. 3S7. Several modifications are sometimes connected with the same predicate ; as, " He reads a good book care- fully every evening. " EXERCISES. [In the following sentences, distinguish the grammatioal i>r(>cli" cate — statewhether the attribute is a noun, orwhether it is cootainc l in the affirmer or verb— state how it is modified. " His father and mother are dead : they died a year ago. Hannibal crossed the Alps. Livy and Tacitus were Romjin histonians. His intention was to d.estroy the fleet^— ^^imo .flies rapidly. Sincerity and truth .axe-, the l^asi* of every virtue. 1 .^iali that he would come sooii. LESSON 47.— Limiting Clauses. 388. Clauses limiting single sentences, or the members of compound sentences, may be classified as to their office into substantive, adnominal, and adverbial. "7 lOG LLAIITING CLAUSES. 380. A suhstanfive clause perforins the office of a Sfi iioiin ; as, ^^Tfiat I said so is most true."— -** He loves to do "'I riglity ho I &00. An adnominal clause limits like an fidjective ; as, "The boy who studies will improve."— "Tlie master directed liim to stmlij."—'' Admired, he became vain." 391. An adverbiiil clause performs the office of an adverb ; as, " He goes to school to learn."—'' He is wiser than his brother." 393. The clause on which another depends is called the leading clause, its subject the leading subject, and its predicate the leading predicate. 393. In a complex single sentence, the dependent clauses are usually connected by relatives, conjunctive adverbs, or conjunctions; thus — Relative.—" The apples that are in the basket are sold." Conjunctive Adverb.—" We shall go when the cars go." Conjunction.—" The miser lives poor that he may die rich." 394. The connectkig ivord is sometimes omitted: as " This is the book (which) I lost." ' 395. A dependent clause is frequently abridged by omitting the conmecting word and changing the verb of the predicate into a participle or infinitive; as, " When we have finished our lessons, we will play."— Adridged, " Having finished our lessons, we will play." 396. When the dependent clause is the object of the verb in the leading clause, it may often be changed for the infinitive ivith a subject,- as, ''I know that ho is a scholar."— Abridged, " I know him to he a scholar." 397. When in such cases the subject of the dependent clause IS the same as the subject of the principal dauw^, it is ojmtfed in the abridged form; as, « I wished that I might fifo."- Abridged, " I wished to go.'' 398. A dependent clause may be abridged by sub- COMPOUND SENTENCES. lor stUvfiiig an equivalent qualifying word or an adjunct; as, "The man vho is honest will be resi^ected." — Abridged, "The honest man will be respected." EXERCISES. [1. Abridgre the following propositions, and write them out:] AVhen our work is finished, we will play. When I had visited Europe, I returned to America. It is said that " the lovG of money is the root of all evil ;" daily observation shows that it is so. [2. Extend tho following abridged propositions, and write them :] Time past can never be recalled. The road leading to the castle was blocked up. 1 know it to be genuine.- You know him to bo your friend. We hold these prin- ciples to be self-evident. His being successful is doubtful. The war being ended, trade revived. LESSON 48.— Compound Sentences.>)^ 399, A eompoiind sentence consists of two or more single sentences so united as to express several related propositions ; as, "■ The man walked, and the boy ran." 400, The propositions which make uj) a compound sentence are called members. 401, The rnenihers of a compound sentence are (jraiti- nuiflcallij independent of each other; each w^ill make sense by itself. */' After stating the members, and how they are con- nected, analyze each as if it were a single sentence. 40S. The members of a comjtoiind sentence are cori' necfed by such conjunctions as and, or, nor, but, yet, etc. ; as, '^ The harvest is j^assed, the summer is ended, and we are not saved." In such sentences, the connective is often omitted. ill tl: it '1 1; !! i t 108 COMPOUND SENTENCES. EXERCISES. fl. In tho following sentences, state which are Hing^lc, and whic'i are compoiind. la the compound sentences, point out the ineiiibor!':.J We may not always liave time to read, but \vo always have time to reflect. Time passes quickly, thougli it appears to move slowly. Care for yourself, and others will care for you. The eyes of the Lord are in e\ory place beholding the evil and the good. Righteousness exalteth a nation. John is taller than I, though I am older than he. [2. In ihe following compound sentences, name the members— name the connecting words.] The weather was fine, and the roads were excellent, but we were unfortunate in our companions. Beauty attracts admiration, as honor (attracts) applause. Time is ever advancing, but it leaves behind it no traces of its flight. When I was a child I spake as a child, but when I became a man I put away childish things. He may go, or hfj may stay. He was not a good speaker, yet he was an admirable writer. Classification, of Sentences, w 1. FOKM 2. Nature OF Affirm ATi ox. Declaratory. IntcrrogatO: Imperative. Exclamatorij. Transitive. transitive. Attributive. r Tn Ini 3. Number of Propositions. Single , • • • • O I Simple. Composite. Complex. - Siibjoct. I Aliirmer. I Object. Attribute. lu Compound . ^No logical relation. ^Logical sequence. DIRECTIONS FOR ANALYSIS. , 109 LESSON 49.--Directions for Analysis. 403. 1. State whether the sentence is Hingle or com- pound ; whether transitive, intranaitiv, , or attrihU" tive ; whether declaratory , interrogatory , itupera- tive, or exclafnatory, 2. If single, state whether it is simple, co-mpoalte, or complex, 3. Name the logical subject and the logical predicate, 4. Name the granim>atical subject, 5. Show by what words, phrases, or clauses, if any, the grammatical subject is modified in the logical. 6. Show by what modifying words, if any, each modify- ing word is modified. 7. Name the grammatical predicate, 8. Show by what words, phrases, or clauses, if any, it ia modified in the logical. 9. Show by what modifying words, phrases, or clauses, if any, each m,odifying word is modill ;l. 10. If the sentence is com>pound, mention the tnem,bers, 11. Show how the members are connected, 12. Analyze each member as a single sentence, by showing its subject, predicate, etc., as above. N.B. — In analyzing sentences, it will be neco^sary always to supply words left out by ellipsis, and to supply the ante- cedent to the relative what, and to the compound relatives whoever, whosoever, whatever, whatsoever; making also the change which is necessary in the relatives themselves, when the antecedent is supplied.^ Models of Analysis, 404. 1. God is good. This is a single sentence, simple, because it contains a single affirmation ; declaratory hecsmse it declares something; attributive — it aiirms the attribute good of the subject God. ^' ; ■ . t ,iA.&P.Gr.— 266. * 110 MODELS OF AN.VLYSIS. % it .:\ • U : |l God is the logical subject, because it is that of which tlie quality good is affirmed. Js good is the logical predicate, because it afllnns of its subject. Is is the verb or copula, and gootl is the attribute. In this sentence, the grammatical 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 Ood, Tlie logical predicate is is good, in which is is the verb or copula, and good the attribute. The grammatical subject and predicate are the same as tlie logi(!al. 2. The fear of the Lord ia the beginning of wisdom. This is a sm(//r sentence, simple , declarator [/, attribu^ I tive. The logical subject is The fear of the Lord. The logical predicate is is the htginning of wisdom. The grammatical subject is fear. It is limited })y the adjunct, of the Lord, and shown to be limited by the article the. {368, 4.) The grammatical predicate is is beginning ^ in which is is the verb or copula, and beginning the attribute. It is modified by the adjunct of wisdom, and shown to be limited by the, {382). 3. Two and two make four. This is a single sentence, composite (with &componyid subject), declaratory, transitive. The logical subject is two and two, comjKJund. The logical predicate is make four. The grammatical subject is the same as the logical. The grammatical predicate is make ; it is modified by its ^ object /owr. 4. Will the king fight and not conquer ? This is a single sentence, composite (with a compound predi- ' cate), iiiterrogatGry, used intransitively, (object omitted.) MODELS OF ANALYSIS. Ill Tho lopcai suhjoct is the Icing, The logical prodicato is will fight and not conquer, cmn^ pound. Tho Kramni-Mcal subjert is tho Hamo as tho logical. Tho first grammatical predicato is trill fight ; the second in not conquer; they are connected ])y and, 5. KeniembcrnowthyCreatorinthodaysofthyyouth. Tliis is a aiwfir^e sentence, simple, imperative, transitive, Tlio logical subject is thou understood. Tho grammatical subject is the same as the logical. Tho logical predicate is Remember now thy Creator in the days of thy youth. The grammatical i>redicate is Hememher, It is modified by now, an adverb of time, also by its object Creator, limited by the possessive adjective pronoun thy. It is further modi- fied ])y the adjuncts in the days of thy youth. In tl.o first of these adjuncts, the term days is limited by tlio second adjunct, and shown to be so by the definite article the. 6. A good man does what (= that which) is right, from i)rinciple. This is a single sentence, complex, declaratory, transitive, con- taining one leading aflirmation and one dependent clause, connected by which. The logical subject of the whole sentence is A good man ; tho logical predicate is does what is right from principle. The leading afiJirmation is A good 7nan does that from principle. The dependent clause is which is right, and is restrictive of that in tho leading proposition, the antecedent to which, the connecting word. In the first or leading clause — The logical subject is A good man. The logical predicate is does that from principle. The grammatical subject is maji, qualified by ^ooc^, ana shown to be indefinite by a. •ammatieal prodicato is does, modified by its object that, Tlio g"^ ii .1^ 112 MODELS OF ANALYSIS. ^•! * and tlie adjunct /rom principle ; that is modified by tlie rela- tive clause. In tlie second or dependent clause — The logical subject is vhich. It also connects its clause with the antecedent that, and restricts it. The logical i)redicate is is right, in which is is the verb or copula, and rigJtt is the attribute. The grammatical subject and predicate are the same as the logical.^ T. Ri.iclitoousnefls exalteth a nation; but sin is a reproach to any people. Tliis is a compound sentence, consisting of two members, (;on- nected by hut. Declaratory. The first member, " Righteousness exalteth a nation," is a single, simple sentence, transitive, of which The logical subject is Righteousness, The logical predicate is exalteth a nation. The grammatical subject is the same ae the logical. The grammatical predicate is exalteth {'-iiWi). It is modified by its object nation, and this is shown to be used indefinitely by the article a prefixed. The second member, sin is a reproach to any people, is also a single, simple sentence, attributive, and connected with the preceding member by the conjunction but, expressin*: con- trast or opposition. Of this member, the logical subject i.« sin. The logical predicate is is a reproach to any people. The grammatical subject is the same as the logical. The grammatical predicate is is a reproach, of which is is the copula, and reproach the attribute, shown to bo used indefi- nitely by the article a prefixed. It is modified by the adjunct to any people. In this adjunct, the word people is used in a general or unlimited senso, as intimated by the indefinite adjective pronoun any prefixed. 1 A. k P. Gr.— 610, 024. CONSTRUCTIOX OF HENTENCES. 113 EXERCISES. [Thus analyze tho following sentences:] Man is mortal. All mon aro mortal. Tho man and woman arrived to-day. Ho sold his horso and wagon. Tho hand of tho diligent makoth rich. The lovo of money IS tho root of all ovil. A friend in need is a friend indeed. Ho that trustoth in his riches shall fall. If I do not go you must. Tho firo l)urns fiercely when tho wind blows it. It was I who wrote tho letter, and ho carried it to tho post-office. Ho gave the book to some one, I know not to whom. LESSON SO.—Oonstruction of Sentences. 405. Words aro arrauKed in sontoncos, accord- ing to certain rules, called tho Mules of Syntax. 406. General rrineiples. 1. In every sentence there must bo a verb and its sub- ject, expressed or understood. 2. Every article, adjective, adjective j^ronoim, or participle, must have a substantive, expressed or under- stood. 3. Every siibject has its own verb, expressed or under- stood. 4. Every finite verb (that is, every verb not in tho infini- tivo or participial mood) has its own subject in the nomina- tive case, expressed or understood. 5. Every imssessive case limits a noun or substantive. 6. Every objective case is the object of a transitive verb in tho active voice, or of a preposition ; or denotes circum- stances of time, value, weight, or meamre. {473,) 7. The infinitive mood depends upon a verb, noun or adjective. ' 8. Every adverb limits a verb, adjective, or adverb. 8 114 SUBSTANTIVES IN APPOSITION. ^^ 1 1:^ 9. Conjunct ions unite words and phrases that stand in the samo relation in a sentence. They also Borvo to connect members £\nd clauses in complex and compound sentences. \^ The exceptions to these general principles will appear in the Rules of Syntax. Parts of Syntax. 407. The Rules of Syntax may all be referred to three heads ; viz., Concord, or agreement, Government, and Position. 408. Concord is the agreenient one word has with unother in gender, number, case, or person. 409. Government is the itoiver which one word has in determining the mood, tense, or case of another word. The word governed by another word is called its regimen. ( 3 09 . ) 410. rosition means the jUace which a word occupies in relation to other words in a sentence. *^* In the English language, which has but few inflections, the ineaiiing of a sentence often depends much on the 2>osiftow^ of its words. LESSON 51— Substantives in Apposition. r 411. Rule T. — SubstaiitiYe^ denoting the ^ame person or thing, agree in case; as, Cicero, the orator. Carlo, the large dog, is dead. 412.. Words thus used are said to be in apposition, 41S. Explanation. — A noun is placed in apposition after another noun, to express some attribute, description, or appellation, belonging to it. Both nouns must bo in the same member of the sentence, that is, in the subject, or tlie predicate. Tliis Rule applies to all words used substantively, and it is only when the word in apposition is a pronoun that there is any danger of error, because in pronouns only the nominative and objective are different in fonii, Tl>oword iA. &P Gr.— 341, 735, 759, 832. ADJECTIVE AND SUBSTANTIVE. 115 in apposition is sometimes connected with the preceding by the words as, being, and the like. EXERCISES* [1. In the following Exercise, point out the words in apposition. See if they are in the same case. If they are, the sentence is right ; if not, it is wrong, and must be corrected. In the following, some sentences are rlgbt, others wrong.] First in the hearts of his countrymen is Washincrton, tlie hero, the statesman, and the patriot. La Fayette, the friend of Washington, is no more. Your brother lias returned, him who went abroad. 1 Iwught t..is paper from a bookseller, he who lives opposite; will you please to give it to that boy, he that stands by the door? Is your sister well, her that was lately sick? Hand tiu-.t b(X)k to John, he who reads so well. The premium for the best writer is given to Thomas, he who took so much pains to excel. Brutus slew C?esar, him wlio was the great conqueror. Solomon, king of Israel, built a temple for Jehovah, his Lord. The President, Lincoln, was assas- sinated Us, boys, were there. Him, being a child, was forgiven. [2. Write correct sentences, each to contain a noun, or a noun and its pronoun, in apposition.] LESSON 62.-~Adjective and Substantive. 414. PtLLE II.— 1. An adjectiTC or a participle qualifies the substantive to ichlrh It heloiKjs ; iis, '' A good man." " A horse ivearled bv labo]'.'' An adjective used as an attribute (54-/) in the predicate must qu alify the subject ;i as, " Sugar is sweet." * N.B.— Throughout the Exercises in Syntax— first, correct the errors, and write the exercises as corrected ; second, analyze orally the sentences corrocted ; thirdly, par.«e any word etymologicaUy ; and, lastly, parse syiuacLlcaliy the word or words to which the rule refers. (53a.) lA. JcP.Gr.-684. i 116 ADJECTIVE AND SUBSTANTIVE. M tft. 11'^ 13 ti' 2. Adjectives denoting one qualify nouns in the isiu-> gular — adjectives denoting more than one qualify nouns in the plural; as, " This man." " These men." '' Six feet." 415. Explanation.— This Rule applies to all adjective words, namely, adjectives, adjective pronouns, and participles. Those being indeclinable in English, there ie danger of error only in the use of such as imply number. Observations, 416. Adjectives denoting one are this, that, one, each, every, either, neither ; and the ordinal numerals,^rs<, second, third, etc, 41'7« Adjectives denoting more than one are these, those, many, several; and the cardinal numerals, two, three, four, etc. 418. Some adjectives implying number can be joined with either singular or plural nouns, according to the sense ; as, some, no, etc. ; thus, Some man — some men. 419. Exception. — "When a nouu following the numeral is used in an adjective sense {100), it has not the plural termination; thus, we say, A four inch plank; a three /oo« wall ; a four horse team ; a ten acre field, etc. 430. Adjectives should not be used as adverbs ; thus, miserable poor ; sings elegant, should be, miserably poor ; sings elegantly} 431. When two or more objects are contrasted, this and these refer to the last mentioned, that and those to the first ; as, " Virtue and vice are opposite qualities ; that ennobles the mind, this debases it." 433. Comparison.— 1. When two objects are com parody the comparative degree is commonly used ; when more than tivo, the superlative ; as, "He is taller than his father." " John is tallest amongst us." 2. Double com^paratives and superlatives are imprope: ; lA. &P. Gr.— 684. >» THE ARTICLE. 117 thns, '' .Tnmo.s is more taller than John,"-omit more, - He is the most unsest of the three,"— omit most, 423 PosiTioN.-An adjective is generally put before its noun ; but in the following instances it isput «/L T^Y^H quahfies ^pror.o^m. 2. When other words depend on the adjec ive 3. When the qualUy results from the aluZ expressedby the verb. 4. When th. adjective is ^ree^icS t ** For other varieties and exceptions, see A. & P. Gr. 677-706. J EXERCISES. n. In the following Exercise, point out the fuii«^<>#i^^c , ,, substantives (41) which they oualifv TpU r'**!., ' ^"'^ *^* A well six fathom deep. A pole ten feet long. 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 ihird pages. Each have their own place, and they know "•' -^^^ second and third page were torn. xive 01 number ^16-^18), and a substantive in the number reauired hv the adjective. Thus, Every man had a pole siv feet long. j LESSON 53.-The Article. 424. EuLE ITL_1. The article a or an is put before common nounn in the Niugular number, when used indefinitely ? as, '' A man "— '^ An api)le ;" that is '' my man "— " any apple." ' 2. The article the is put before common nouns, cither lingular or plural, when used definitely • as, '' The sun rises "—'' The city of JS^ew York." fnw?^' ExPLANATioN.-It is impossible to give a precise Rule lorthe^u se of the article in every case. The best general rule 1 A. k P. Gr.-705. ~ It' I 118 THE ARTICLE. h is, to observe what tho sense requires. '"^ le following usages may be noticed. (For others, see A. c^ 1\ (xr. 707-72S.) Observation s, 430. The article is oinltted before a noun that is nn" limited, or that stands for a whole fipcciefi; us, Man i^ mortal ; and before the names of minerals, metals, arts, etc. Some nouns denoting the species have the article always jirofixed ; as. The dog is a more grateful animal than tJie cat. The lion is a noble animal. Others never have it; thus, Lead is softer than iron. Wood is lighter than stone. 427. The last of two nouns after a comparative, should have no article when they both refer to one person or thing ; as, He is a better reader than writer. 428. When two or more adjectives, or epithets, are used to qualify the same noun, 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," indicates one rose, partly red and partly white. '* A red and a white rose," means tivo roses, one red and one white. "Johnson, the bookseller and stationer," denotes one person. " Johnson the bookseller, and the stationer," denotes two. EXERCISES. [1. The following sentences are wrong only in tho use of the article. Show 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 scar(!e. John is a better farmer than a scholar. The black and the whit© 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 tanner and the currier^ is a man of a great industry. [2. Write short sen tenoeN, each of which shall contain the article a Orally or the;— others, which shall contain nouns without an article. PERSONAL PRONOUNS. 119 LESSON 64.— Personal Pronouns. 430. Kt:le IV. — Personal pronouns agree with the tconis for which they stand, in gender, iininber, <7m/ person; as, All that a man hath, will he give for Iiis life. Explanation. — Only personal and possessive pronouns have (lifferent forms for tlio several genders, numbers and j)ersons, and this Eule means, tliat Avhen any of tliese pro- nouns is used, it must l)e of the same gender, number, and person, ^vith the noun for which it stands. Special Hides, 430* Ki'LE 1. When a j^ronoun rrfcrff to tiro or tnore words ffdien tofjether^ it hccomoi plural, and if the words are of different j)crRons^ it prefers the first ^ erson to the second, and the second to the third : as, " lie and she did THEIR duty." — " John and you and /will do our duty." i 4S1. Rule 2. When a j^ronoun refers to ttro or inore words in the sitigular, taken separately ; or to one of them fxclusivelii, it must be sinf/ular ; as, "A clock or a ^vatc]l moves merely as it is moved." 4SS. IluLE 3. B^it if either of the words referred to is plural, the pronoun must be jtlural also ; as, " Neither he nor they trouble themselves." Observations, 433. A pronoun referring to a collective noun in the sin- gular, expressing many as one whole, should be in the neuter singular ; but when the noun expresses many as individuals f the pronoun should be plural; as, "The army proceeded on its march." — " The court were divided ia their opinions." 434« The n'ord containing tlie ansirer to a question {103), must be in the same case as the Avord that asks I ,: 1120 RELATIVE AND ANTECEDENT. Itl; iii it; as, "Who .said that?" Ans. " I (said it)." "Whose books are these ?" Ans. " John's." [*•* For other Notes and Observations, see A. & P. Gr. 7.1^—741.] EXERCISES. [Tn the following Exercise, point out the personal and posHensive pronouns (168) and the nouns for which they stand. Change the pronoun, if necessary, for one of the same gender, number, and nerson, with its noun.] 'jivc to every man their due. Answer not a fool accord- :oher folly. Take handfuls of ashes and sprinkle it Uward heaven. Kebecca took raiment and put them upon Jacob. Thou and he shared it between them. Who is there? Me. Who did that? Him. AVhom did you meet ? He. Whose pen is that ? Her or mine's. Virtue forces her way through obscurity, and sooner or later it is sure to be rewarded. LESSON 55.— Relative and Antecedent. •435. EuLE V. — The rclatiTe agrees with its ante- cedent m gender, number anrZ person ; as, ''Thou who speakest." — ''The book which was lost." 436. Explanation.— The relative stands instead of the "noun or pronoun called its antecedent, and also connects the idea expressed in its clause with the antecedent, either for the pi pose of further descrihing it, or of limiting mid restricting it. {158,) Consequently, the relative is always regarded as of the same gender, person, and number as its antecedent ; and if the subject of a finite verb, the verb will ^be of the same number and person also. Tho relative has the same form in all genders. ■For remarks respecting the antecedent, and the use oi who and which, see Lesson 13. Special Rules, ^43*7. KuLB 1. — Who is applied to persons or things per^ RELATIVE AND ANTECEDENT. 121 sonified ; as, " The man ivho:^-- The fox who had never seen a hon." 438. Rule 2.— llliich is ajyplied to things, and inferior animals; as, " The house which /' " The dog which:' 439. Rule S.—That, as a relative, is used instead of who or which — i 1. After the superlative degree, the words same, all, and sometimes tio, some, and any ; and generally in restrictive clauses; as, "It is the best that can be got." 2. When the antecedent inclmdes both persons and things; as, "The man and the horse that we saw yesterday." 3. After the interrogative tvho, and sometimes after the personal pronoun ; as, " Who that knows him will believe it."—" I that speak in righteonsness." 4. Generally, when the propriety of who or nMch, is doubtful; as, "The child that was placed in the midst." 440. Remark.— The relative as the object of a verb, gen- erally precedes the verb on which it depe.nds ; as, " Tlie man whom I saw, is here."—" I have found that wiiicii I lost:' [♦** For other remarks, see A. Sc P. Gr. 743—759.] EXERCISES. [1. Point out the relatlTe, and the noun or pronoun to which it refers. Tell the use of the relative and its clause in etich sentence. Alter the rela- tive, if necessary, as required by its antecedent, according to Sub-Rule I. (437.) If the relative is in the nominative, put its verb in the same number and person as the relative or the antecedent. Give a reason for each change.] The friend which I love. The vice whom I hate. There is the dog who followed us. They which seek wis- dom, find it. All 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. I. ) n f 122 S i: B J E C T NO M I N ATI ^' F, . I!! [2. Write ten Hhort sentences, each of wh^c^ shall contain one ormoreof the following nouns or pronouns limitt'd b: a relative and its chiutject in number and person ; as, "1 read;'' ^' Thou readest :'' "Ko reads:" "Worn///," etc. 450. Explanation.— This Rule means, that a verb must take the form or torinination denoting the same number and person with its su!)joct. This Rule and the Special Rules under it apply, also, when the subject is an infinitive or other clause. See under Rule A"I. lA. & P. Gr.- -1044, 2. ;) II 1' 124 Verb and its subject. EXERCISES, [1. In the following Exercises, tell which words are verbs— which the •«bj<'cts— whether the verb and its subject jigrec— imuI if not, mako them agree by putting the verb in the person and number of its subject.] You was there. They was absent. Your brother has iDeen abroad. Has your sisters come home ? Was you present ? Tlio letters has come. Fair words costs nothing. There is no roses without thorns. So much of abihty and merit are seldom found. In tlio work of education the order of studies are important. The value of the jewels are very great. [2. Take the verb to irrife, and make it agree with /— wiUi j/oit— with he — with the}/— in all the tenses of the indicative mood. Take any other verb, ^nd do the same.] LESSON 69.— Verb and its Subject, Special Mules under Mule VIII, 451. Rule l.—A singular noun used in a plural sense, has a verb in the plural; as, "Ten f^ail (meaning ships) are in sight." 453. Rule 2. — Two or more substantives singular, taken together, have a verb in the plural; as, "James and Joh7t, •are here." 453. Exc. — But when substantives connected by and denote one person or thing, tho verb is singular ; as, " Why is dust and ashes proud ?" 454. Rule 3. — Tivo or more substantives singular, taken separately f or one to the exclusion of the rest, have a verb in the singular ; as, " James or John attends.''^ — " The dog or the cat makes the noise." 455. Rule 4. — ^Vhen substantives taken together are of dif- ferent 2^er sons, the verb agrees with the one next toil; as, ■** James or I am in the wrong." Better, "James is in the wrong, or I am." i 456. Oijs. — When the substantives are of different num- THE PREDICATE SUBSTANTIVE. 125 bers, the plural number is generally placed last ; as, " Neither the captain nor the sailors were saved." 457. Rule 5.— 1. A collective noun expressing many, con- sidered as one whole, has a verb in the singular ; as, '' The company vxis large." 2. But when a collective noun expresses many, conmdered as individuals, the verb must be plural; as, " My people do not consider." EXERCISES. [In the following Exercises, put the verb in the number required by the Rule, and give the Rule for the correction.] (1.) Forty head of cattle was grazing in the meadow. - Twelve brace 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. (3.) Either the boy or the girl were present. (4.) I or you am to blame. (5.) The people was numerous. The deer were caught. [2. Write the sentences as corrected-] LESSON 60.— The Predicate Substantive. 458. Rule IX.-— The predicate substantive after an attributive verb, is put in the same case as the subject before it; as, ''It is i:'—^'m shall be called John."—" I took it to be him." 459. Explanation.— Verbs having the same case after as before them, are chiefly those which signify to be, or to become; passive verbs of naming, making, choosing, and the like ; as, " John became a scholar ;" " David was made king.'' The substantive before the finite verb is the subject, the one after it is the predicate, and the verb is the copula. Hence they all form a simple sentence ; and though the nouns denote the same person or thing, and are in the '5amo case^ they are not in apposition, as in Hvj.e I; but the substantive after a verb is predicated of that before it. lit* I i i n 126 OBJECT OF A VEttH. I i i» EXERCISES. [I. In the fdllowinpr KxcrcisoH, in each sentence, point out the v<'rb to which the Rule iipplies, luul the noun or |)ronoun before iiml after it. 2. Tell the c.iHe of the one Ijefore, and why. Put the one iifter the verb in the Nanio oawe as the one l)eforo it.Kivo the linle for tho climj^c, sind show liow it applie.«. Tell the subject and predicate in each sentence.] It i.s me. It onihl iiotlmvo ])oeii thoiu. 1 imi c'Ttain it -Nvas not luo. Tluit is tlio mail who 1 tliou;rht it to be. Is tluit tlioo? Wiiom (lid tlioy Stay it avun? 1 understood it to have l)oon lio. Was it mo that said so? It could not have l)Pion mo ; Imt it might havo boon him, or hor, or l)oth. [3. Write Nimilar oorreot NentoneeN, in each of wliich sliall be one of the following verbs, with the same ca*o after it ns before it, viz., is, arc, became, waa viade, nk J.'- 1 * .. , , T, V ^ . "' " 'i>"Oxi, ncnrj diou oi rne sword, and Robert IS sick with the jaundice. Try to profit from I I' 132 THE POSSESSIVE CASE. exi)eri( ^ce. You have a taste of poetry. Convorsant ia inoii and things. Compare this piece to that, and see W'liich is the best. 1 could never bear the taste for tobacco. This is an exception against tlie general rule. [2. Write short sentences, each of which shall contain one or m»re of the words in the preceding table, followed by tbe appropriate preposition.] LESSON 64.— The Possessive Case. 479. EuLE XIII.— ^ stibstantiTe that limits the signification of another, denoting a different person or thin J, ^ must he put in the possessive case ; as, " Vir- tue's reward." — '^John's books." — "The sun's rays." 480. Explanation. — The noun or pronoun in the poS' sessive, always lunits the noun that governs it, and denotes a different person or thing : Thus, " Virtue's reward ;" the latter word does not mean reward in general, or any indefinite reward, but a particular reward, viz., Virtue's. This lUile applies to the relative pronoun, and to the posses- sive case of the personal pronoun, when the noun denoting the thing possessed is understood; as. "That book is mine." When expressed, the possessor is denoted by the possessive adjective pronoun ; '^ as, " That is my book." Ohservntions. 481. When several nouns come together in the possessive case, implyhig common possession, the sign of the pos- sessive ('s) is finnexed to the last, and understood to the rest; as, ** Jane and Lucy's books," i. e. b«oks the com- mon prox)erty of Jane and Lucy 482. But if common possession is not implied, or if several words intervene, the bign of the possessive should be annexed to each; as, "Jane's and Lucy's books," i.e. books, some ^f which are Jane's and others, Lucy's. 1 Anal.— 149. 2 A. Jt P. (Jr.— 842. » SUBJUNCTIVE MOOD. 133 483. When a namo is complex, consisting of more terms tlian one, tbo sitp,, of tho possessive is annexed to the last only ; ns, '' JuHns Gesar's Commentaries."—" The Bishop of London's Charge." 484. Tho uotni Hmitod by the possessive is frequently imderstood : as, " He stays at his lather's " (house). 485. Tho preposition o/, with the objective, is frequently equiv.tfenf to tJw jwssfsslvr,, but not always ; as, Aj^ic- ture of my father means a portraitof him. My father's j) id ure may mean a picture belonging to him. B@^ For several particulars belonging to this Rule, see A. & P. Gr. S4:0-856. 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 the latter IS understood, supply it. Put the limiting: word in the iHtssessive case. When several words coming together should be in the possessive, or when the name is complex, add the sign of the possessive Cs) to th© proper term. Write out the exercises when corrected.) The boys Iwok. The girls bonnet. Tlie Ladys book, a birds nest, a bear skin. A mothers tenderness, and a fathers care, are natures gifts for man;j advantage. A horse tooth. James and Thomas feet are cold. Wil- liams and Marys reign. Sheldon's & Company's bookstore is in New York.' James loss is Thomas gain. The Farmers Guide. Tho Scholars Companion. The Court's session is put off. Tho meeting's President was appointed. [2. Write short sentences, ei«ch of which shall contain two nouns, one limiting the other. Put the limiting word in the proper ca*e.] LESSON 65.— Subjunctive Mood. 486. ItULE XIY. — TA6 8iil>jiiiictiTe mood ?'^ iised in dependent clauses, tchen both eoK^tingeney or doubt, and futurity are expressed; as, " If ho con- tinue ii) atady, lie will improve.' M 1 ^A. &P. Gr.— 85T— Se-I. i Anal.— 222— 224. il f i i n 134 SUBJUNCTIVE MOOD. 1^ 487. When contingenctj or doubt only, and not futimty, is implk'd, the indicative or potential is used; as, " If lio has money, he keeps it." 48S. Explanation.— Doubt and futurity are botli implied when the auxiliary shall or should, referring to future time, can ho inserted before the verb without changing the moan- ing;; thus, "Though he fall," and "Though he should fall," mean tlie same thing. It is only in the present tense and third person singular, that there is danger of error under this Rule, except in the verb to he. 480. Remabk.— Many of the best writers, and some dis- tinguished grammarians, often use the subjunctive present, w!ien mere doubt or contingency is expressed, and not futur- ity. A contrary practice of using the indicative where both doubt and futurity are implied, now begins to prevail; thus, " If he continues to study, he will improve." But the weight of good authority still is evidently in favor of the preceding Rules. A general adherence to them would have this advan- tage, that the mood used would be a certain guide to tha sense intended. 490. Sub-Rule. — Lest and that, annexed to a commandf require the subjunctive mood ; as, " Love not sleep, le«t thou come to poverty."—" Take heed that thou speak not to Jacob, either good or bad." 491. The subjunctive mood, in the past tense, ex- presses a supposition with respect to something present, but implies a denial of the thing supposed ; as, " If I were a nightingale, I wouM sing ;" implying, " I am not." EXERCISES. [In the following sentences, state whether the verb following " if " or " though " should be in the subj nnctlYe 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 Bhali have letters-^ If he studies diligently when he goea INFINITIVE MOOD. 135 to scliool, he will improve. Tf he is discreet when he goes ahroad, he will gain friends. If he have money, he must have earned it. LESSON 66.— Inflnitivo Mood. 492. EuLE XY.— rA6inflnitlTeiiiood is governed by rerha, nonn», or adJectlTes;^ as, ''I desire to learn."— ''A desire to lesLrn:'—" Anxious to learn." Special Mules, 493« Rule l.—One verb being the subject of another, i? put in the infinitive; as, " To study is profitable." 494. EuLB 2.— A verb in the infinitive may be the object of another verb ; ^ as, " Boys love to play." 495. Rule S.—The infinitive, as the subject or object of a verb ^ sometimes has a subject of its own in the objective case; as, "For us to do so, would be improper."— " I know him to be prudent." 496. When the subject of the infinitive is not the same as that of the principal verb, it is always in the objective case. The subject is not repeated when it is the same as that of the principal verb; as, "J desire to play." 497. Rule 4. — Tlie infinitive is used as a predicate nomi- native after any verb as a copula; as, " You are to blame." 498. Rule 5.— To, the sign of the infinitive, is not used after the verbs bid, dare, need, make, see, hear, feel, and let, in the active voice, nor after let in the passive; as, "I saw him do it ;" not " to do it." 499. Rule 6. — The infinitive is used to express the purpose, end, or design of the preceding act ;^ as, "Some who came to scoff, remained to pray." 500. Rule 7.— Jn comparisons, the infinitive mood is put after so— is, too, or than ; as, " Be so good as to read this." — * Too old to loarn." — " Wiser than to undertake it." 1 Anal -155. 2a. &P. Gr.-802-871. 8!i2. 2 Anal.-136, 1S2, 6. II I 136 CONSTRUCTION OP PARTICIPLES. EXERCISES. n. In tho following sentences, tell which verb i.s in the innnitive mood, and upon what it depends. State whether it is the subject or Object of tho principal verb. Insert or omit to, tho sign of tho infhii- tive, and give a reason according to tho Rule. J Strive learn. Cease do evil. Learn do well. He needs not to write. [ would miike you to take care. Ho dares not to do a wicked action ; nor will he dare do it. Ilieard him to say so. He was heard say so. Lot James to do this. Bid him to S2)eak to me. Did you eee him to do that ? No ; but I heard him to do it. Did you hoar the bell to ring? Make him to go. He was made go. [2. Write short sentences, in each of which shall be one verb in the infinitive mood, as tho subject of another verb— as the object— to ex- press the end or design— with to properly omitted— with a subject of it8 own in the objective case.] LESSON 67.— Construction of Participles. 501. EuLE XYL — Participles have the construc- tion of nonns, adjectivei^, and verbs.^ 50S. Remark.— To participles used in these ways, the Rules of Syntax for nouns, adjectives, and verbs may gen- erally be applied.' Sjyecial Mules, 503. Rule l.— When the present or perfect xyartieijyle is uskJ ff.s a noun, a noun before if isjmt in the posses- sive' case ; as, " Much dei)ends on the jmpiVs comjmsing fre- quently." 501. Explanation.— The present participle is used as a verbid noun, whenever it is the subject of a verb or the object of a transitive verb or preposition. Under this Rule, the verbal noun may be modified in all respects as the verb. 505. A pronoun before the verbal noun must be the possessive pronoun, and not the possessive case ; as, *' Much depends on your composing frequently," (not youri^.) ' 1 Anal. -1.36. 2A. & P. Gr.— 891— DOT. CONSTRUCTION OF PAIITICIPLES. 137 506. Rule 2.-117/^71 the premu partiviplr vscd as a noun, has an article or affjrcfive before it, the preposition of follows; as, " By the observing of those rules."-" A com- plete forsaking of the truth." ^ 507. ExPLANATioy.-When used in this way, thoparticiple IS regarded as a noun simply, and lias not the govern- ment or modifications of the verb. 508. 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 oiher; thus, "By obsery. mg 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. 500. Rule 'i.— When the verbal noun expresses mme- thing of which the noun follouing denotes the doer, it should hare the article and the 2)reposition ; as, "It was told in the hearing of the witness."-;?w« when it expresses some- thing of which the noun following does not denote the doer but the object, both should be omitted; as, " The court spent much time in hearing the witness." 510. Of, when followed by another jtreposit ion, can never l)o used after the verbal noun ; thus, " Bv attending to these rules," can not bo changed into, " Bv the attending oftothepe rules." ' 511. Rule 4.— (1.) The past jnirticiple, and not the pns^t tense, should be used after the auxiliaries have and be : as, "I have written " (not wrote).—'' The letter is written " (not wrote). (2.) So also, the 2*re- aent tense ; as, Vice produces misery. 2. That which is past, but viewed as continued in the 2»resentf is expresse 1 in the 2^r€sent-perfect tense ;» as, I have been at scIk -ol six months. 3. Verbs having the auxiliaries sJiall, will, tnay, can, can be associated in a sentence witli other verbs in the pre- sent only ; those with m ight, could, tvould, should, ' A. & P. Or.— 911. 140 CONSTRUCTION OF ADVERIJS. witli vorhs in tho past ; as, I f/onow that I may ])o in liino.— I went that I m'ujid be in time.' 4. Tho prcHcnt in/iulfirroxprosmHwhat iscotomporary with, or subHoquent to, tho tinio of tho i^'ovcrnin;^ vorb ; tlo perfect in/initive oxprossos wliat is untocodont to that time.'^ EXERCISES. [1. Tn the following sentences, point out tho verb which is wrun? in respect of tcnnc. Put it in tho proj)er tense, and toll why it is chiinfftJ.] It was said that fovor always i)roducod thirst; tliat liont always oxpanded niotals ; and thnt trnth was iinnuital>lo. IIo is now absent a wook. 1 liavo ])Oon abroad last year. If ho would lend mo that book, I will 1)0 ol)li{^'ed to him. Ho can do it if ho would. 1 intondod to have writton ; but I still hoi)od ho would havo come. Rome is said to bo built seven hundred years before the Christian era. Nero is said to persecute the Christians. IIo has been p)no long before I know it. [2. Write xliort NcntenoeN, and express, in each, somothinff Avhich yo\x.hi>tmi,f tared, (htireil, intcmlcd, to do yesterday, before yesterday ;— which you /«>/«■, fear, etc., to do to-day, to-morrow. Also what some one dtW yesterday, —before yesterday,— always does,— dees now,— luts jusL now done,— will do to-morrow,— before to-morrow night.] . LESSON 69.— Construction of Adverbs. 510. PtULE XVIII.— Adverbs modify verliw, adjectives, and other adverbs ;^ as, '' John speaks distmctlij ; he is remarkably diligent^ and roads very correctly.'' Special Mules, 517. Rule 1.— Adverbs should not be used as adjec^ tlves, nor adject Ives as adverbs ; as, '^ Tho jmrcdinr; (not the «7^o?r) extract." {420.) 518. Kuij; 2. — 7Vf' > uer/ath'cs arc rquimlnit to an A..t P. Gr.— 1916. 2 920, «»21, a 93a. 92^^ CONSTRL'OTION OF ADVERBS. lU that an atihmativo, and shotUd not he used unless afirmntion t> intmdi'd; as, "I can not drink any (not no) moro;" or, " I can drink no more." 0I9. Kri-n '^.^Adrerhs are for the most part placed before adjccUves, after a verb in the simple form, and after the first auxiliary in the compound form ; as, " He is vvri/ atten- tive, ])oliavos well, and is much esteemed.^ 52i, or a whole sentence : as, •' They are rich; we are not .90."—" He is a good scholar, and I told you so." 533. Only, solely, chiefly, merely, too, also, and perhaps a few others, are sometimes Joined to substan- lives ; as, "Not onln the men, but the women also were present." A prepositional phrase used as an adverbial adjunct of a verb, may, as a whole, be limited by an adverb; as, " He went nearly over the hill:' Rrmark.— In composition, great care must be exercised in tho;90»t^ioM of the adverbs only, merely, solely, chiefly, and a few others ; as, " Only acknowledge their iniquity ; acknow- ledge only their iniquity." 534. A negative is often made by the syllables dis, in, iin, UH.Gtc , prefixed to a word. Wlien this is the case, lA. & P Gr.— 940. i^ 142 CONSTRUCTION OF ADVERBS. another negative is Bometimes used, to express a diminished kind of affirmation ; as, " He was nut wnkind." The negative terms are such as no, not, neither, nor, never, etc. [For a fuller account of the construction and use of adverbs, see A. & P. Gr. 928—941.] EXERCISES. [Adverbs being undeclinable, mistakes are liable to be made chiefly in their position ; or in using as adverbs, words that aro nut so; or in using adverbs where other words are required. Correct the errors in the following sentences, as the Rules require : (RuLR 1).~1. Point out the modifying^ words in the following sen- tences. If not adverbs, make them so, and give the Rule.] Come quick. James does that very good. That was done excellent. Time moves rapid. Api)arent slow people accomplish much if sufficient 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 possible. The soonest time will be late enough. The then min- istry opposed the measure. The condition where I found him was truly bad. He was here last year, since when I have not seen him. [3. Write short sentences, each of which shall contain an adverb (S93— 302), modifying a verb or adjective, and see that it is placed as directed in 519, 520. (Rule 2).— 1. Point out the two mesatives in the following sentences. Show why they are wrong ; correct them, and give the Rule-] I can not eat no more. He is not able to walk no further. We can not do that in no way. 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 mUiSt not drink no more. [2. Write short sentences, each of which shall contain one of the fol- lowing words: worthy, just, diwreet, kind, obliging, ugrecahle, happy, firm, etc. Then prefix to these words the appropriate negative prefix men- tioned above. Then insert a negative word in each sentence, and mark tixC fiifferc-nce <:f meaning with each change : thus, *' lie is a worihy m.i:i," " He is an unworthy man," " He is not an unworthy man." CONJUNCTIONS. 143 Show (Rule 3.)— 1. In the following sentences, place the adverb as the Rule directs, provided the sense will thereby be clearly expressed.] A man industrious eminently. He is agreeable always. He sweetly sings, charmingly converses, and prudently conducts himself on all occasions. He unaffectedly si)oko. He manfully has contended for the prize, and certainly will obtain it. Time will wait never. He could have not done it. Ho will be always trusty.— That disaster might have easily been prevented. That piece was exe- cuted beautifully. [2. The following sentences have the adverb placed according to the Rule, but the sense and harmony of the sentence evidently require it to be in a different position. Make the change.] Men (!ontend frequently for trifles. 1 only saw three persons. Of the books I sent him, he only read one. James can read very well. You should slowly write. ■ He might plainly have told him. Ho not only saw her pleased, but greatly pleased. [3. %^ rite a number of short sentences, each of which shall contain one or more adverbs correctly placed. (See List, 294.) 4. Write short sentences, each of which shall contain one of the following adverbs, viz., only, merely, solely, chuAv, 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 as to make sense, and mark the change of meaning.] LESSON 70.— Conjunctions. 5S5. EuLE XrX. — ConjuuctioiiN connect words, phrases, or sentences ; as, " He and I must go j hut you may s^^ay." ^ {315, note.) Special Rules, 526. Rule 1. — Conjunctions connect the same moods and tenses of verbs, and tlie same cases of notttis and 2>fO- nouiis; as, '' Bo good, and seek peace."—" Honor thy father and mother.''— '^ lie and /saw it." 1 lA. » » Though requires yet; as, " TUugh he slay me, yet will I trust in him." Not only hut also ; as, « m only he, but also his brother goes." 534. In clauses connected so as to imply comparison^ The comparative degree requires than ; as, " He is ialler than I am." Other requires «/ia?i,. as, "It is no other than he." Else than ; as, " What else do you expect than this." as (expressing equality) ; as, "He is as tall as I am." so (expressing comparison) ; as, " As thy day is, so shall thy strength be." as (with a negative, expressing in- equality) ; as, " He is not so learned as his brother." that (expressing consequence) ; as, " He is so weak, that he cannot walk." as (expressing similarity) ; as, " He, or such as he." that (with a finite verb to express a ^''^^^^^^^^cf ) ; as, " The difference is such that all will perceive it." 535. NoTE.-^s and so, in the members of a comparison are properly adverbs. ^ ' 536. ExPLANATioN.-This Rule means, that, when any of the corresponding terms above stands in one member of a sentence the other term should «tand in the other mem- ber. After " though," " yet " is sometimes understood. 537. Rule ^.— Whcn a subsequent clause, or part of a sentence, IS common to two different hut connected antecedent causes. It must be equally applicable to both; as, "That work always has been, and always will be, admired." 10 As As So So Such Such I \ '■ . t ; 5' ! ^ . t I ;i^ 14G CONJUNCTIONS. 538« Explanation. — In order to see whether sontonres are correct according to this Paile, join the member' of the sentence com,mon to the two clauses, to each of them, separately, so as to make two sentences. If both of the sentences are grammatically correct, and express the sense intended, the sentence is right— if not, it is wrong, and must be corrected. Thus, for example, " He has not, and he can not, be censured," is WTong, because if you add the member " he censured," to the first clause, it will make " He has not be censured," which is incorrect, according to Sub-Rule 4 under Rule XYI. This must be corrected by inserting " been " after " has not," so as to read, " He has not been, and he can not be, censured." The different clauses should be correctly marked by punctuation. 539. This rule is often violated in sentences in which there are two comparisons of a different nature and govern- ment. Thus, "He was more beloved, but not so much admired as Charles." Here, "as Charles," is applicable to the clause "so much admired," but can not bo connected with "more beloved." In such sentences as this, the proper way is, to complete the construction of the first member, and leave that of the becond understood ; as, " Tie was more beloved than Charles, but not so mucli admired " {as Charles). EXERCISES. [(Rule 1.)— 1. In the following, point out the connected verbs. If they have the same subject, put thein ia the same inooti and tense. If they must be in different moods or tenses, repeat the subject ; and if that is a noun, repeat it by its pronoun. Point out the connected nouns or pronouns, and put them in the same case.] He reads and wrote well. -If he say it, and does it, I am content. If he be at home, and is well, give him the let- ter. My father has read the book, and Avill return it to- morrow. James 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 knows that better than her and me. CONJUNCTIONS. 1-iY [2. Wrilo short sentences, in which two or more verbs are con- nected in the same mood nnd tense, and notice particularly 531. Put the verbs in the jtracnt — in the jjo^^ — and in the present-perfect, etc. Express the same ideas, with the verbs in the passive voice. S. Write sentences containing two or more verbs in dllTerent moods and tenses, paying attention to 528 ; write others, containing two or more nouns or pronouns connected in the same case. (RuLK 2.)— 1. Point out the corresponding terms in the following sen- tences, make the second correspondent to the first, or the first to the second, as the sense requires. Supply the correspondent term where improperly omitted.] He Avill not do it himself, nor let another do it for him. Thoii;j;li lie slay me, so will I trust in him. This is s ) far as I am ahle to go. This book is eciually good as that one. Nothing is so bad as it can not be worse. lie was not only diligent, but successful in his studies.- cold or hot. -It is neither [2. Write correct sentences, each of which shall contain one pair of the corresponding terms above, and state what they express. 3. In the following sentences, point out the comparative degree, or other correspondent terms, and make the one correspond to the other, according to the Rule.] James writes better as I do. There wa3 more besides him engaged in that business. No more but two can i)lay at this game. The days are longer in summer besides they are in winter. Has James no other book but this ? This is such conduct that I did not expect. It can be —They had no other book except this I would rather read as write. He had no sooner no other but he. one.— done the mischief but he repented. [2. Write short sentences, each of which shall contain a w rd in the comparative degree, or the word other or snch followed by the proper correspondent term. (Rule 3).— Make trial of the following sentences, a^ directed in the explanation. If either ot' the clauses, when joined w;ih the member of the sentence common lu both, makes a grammatical error, point it out and correct it.] He always has, and he always will, be punctual. They might, and probably were, good. Jaiues is taller, but not I i-1 •> ; 148 PKEPOSITIONS AND INTERJECTIONS. SO Strong as, his brother His book is not so good, though larger than I expected— This house is larger^ but not ^a convenient ^ that ona_I ever have, and ! eWr wm sa^ « hT~ «^ ^^'fl """^ '""^^^^ '° ™'" i^ ^ correct as He confides and depends upon me." 1 am older but no so feeble as Thoma..— Warm weather is pleasani.but not so bracing as cold— Iron is more useful" but not so valuable as gold or silver. LESSON 71.-Prepositions and Inteijections. 540. EuLE XX.— A preposition shows the relation bet^oeen the subsequent term ofitsphrase andthe word whicli the phrase limits 5 as, "The book lies on the to* e. '-" The fear or the Zord is the beginning or wisdom."-" I am confident op success." 541. ExPLANATioN.-Whatever word is Umitea or de- the objective casfrrrbsea^ntTrTrir^ei: IS most frequently a verb; as, " He Hrcs in Bo ton^^S, a^nou.;as,"The.o..ofwisdom." Sometimes an adjea!^ as, .here was another large of understanding." The pre- positional phrase usually follows the antecedent; but itts Of mahng many books there is no snd." 543. Rule XXI.-i„tcrJectlons Aa^e no gram- matical connection loith the other words in a sentence. 543. After interjections, pronouns of the first person are commonly in the objective case; those of "he sT^n^Z the rwmvnatU,e; as, "AIi me!"-"0 thou!" In neither however, does the case depend on the interjection. In the' object.™ there is an omission of tlie governing word; as, Ah (pity) mo !" In the nominative, they are in tlie nUil «. V .i^eni, aenotiiig tne iHsrsou addressed. GENERAL RULE, 149 »• LESSON 72.-General Rule. B44. T,i evenj sentence, the words employed, and , .« •rder tn which they are arranged, should be such as ^lT'!V »'•"»«••'*' *<" '^Press the idea inteUed; and, at the same time, all the parts of the sentence should correspond, and a regular and dependent construction be preserved th ighout. -Bm;^, applicable to every caso, and therefore comprehend- ng all the preceding. Though these embrace almost e^ry- there%vnr""V° ''"^^^^ oonstruction of sentence ,3 t there « ill sometimes occur instances of impropriety in the iise, and arrangement, an« M state Its relation to other words in fl « »» » ' "^ ^ the rules by which these rolatioZt'^ 1 rT^nus- rate his more clearly, the sentence parsed etymologicS (S28) IS here parsed syntactically. "'ogicaiiy yet Si./' ''""*"" '" ' "'" '""■'- '-^"'^ ^--" '- ^■^ '^.^ ''^'■^ transitive, irregular ; give, givin- .^ave given ; in the imperative, active, sicond ;:Zn singular and agrees with its subject thou, under-' stood. Rule VIII. "A verb agrees," etk Instmetion . .is a noun neuter, in theobjective singular, object ofpt.*;. EuleX. "A substantive being Ihe Ob- J GC Lj 6tC. ^' if/'^ preposition, and expresses the rolation nhlT^'f ^^ '^''u ^''' ^^^^ ^«^' ^' the .emote object of the verb.^ Rule XX. '^1 preposition shows the relation," etc. ^ ''^'' ^.f^^«' indefinite, belongs to man, and shows It to be used indefinitely. Rule III. Ih ejj-ticl^ g or an ia put," etc. ^Anai.— S3, 2. MODEL OF SYNTACTICAL PARSING. 153 ^'"^ ^s an adjective, compared, wise, wiser, uise.ot; and expresses a quality of man. Rule II. " An adjective or a jjarticiple," etc. ^^^ is a noun, masculine, in tlie objective singular, the object of 1g age and culture may take up the regular study of the manual of ** Analysis, Parsing , and Composition,^' prepared to accompany this series. 1 n *.■ 154 PROMiarrous exerpises. i. words are ar vanned in the order which the Rules require. Having found the error, correct it, and give the rule for the correction. These Exercises, when corrected, or in the time of correcting, may be written oiitf analyzed, and parsed. 1. John writes beautiful. 1 shall never do so no more. The train of our ideas are often interrupted. Was you present at last meeting ? He need not bo in so 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 remarkable tall. 2. He acted bolder than was exjMBcted. This is ho who I gave the book to. Eliza always apixjars amiably. Who do you lodge with now ? He was l)orn at London, but he died in Bath. If he be sincere, I am satisfied. The master requested It is no more but his Her father and her were at church, him and I to read more distinctly 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 ho 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, says I, what does thou think of him now? James is one of those boys that was kept in PUNCTUATION. 155 at school, for had hehavior. Thou, James, will dony the deed. Neither pood nor (nil come of themsolvos. We need not to ho afraid. It in all fell down. 4. Ho exiiected to liavo ^'ained more hy the hargain. Yon should drink plenty of goat milk. It was him who Bpoke first. Do you like ass milk? Ts it me that you niqan? Who did you huy your grammar from? If one takes a wrong method at lirst setting out, it will load them astray. Neither nuin nor woman were present. I am more taller than you. Sho is the same lady who sang Bo sweetly. After the wiost straitost sect of our religion, I lived a riiarisee. .'s not thy wickedness great? and thine iniquities infinite? There is six that studies grammar. LESSON 77.— Punctuation. 553. runrf nation i« the art ©ff//t>lfZt**flr a written com- pusition into sentences, or parts of sentences, l)y points or stops. 554. The design of tliese points is to show the meaning more clearly, and also to serve as a f/uUle to thepaiises and inflections required in reading. 555. The pvineipal niaihs used for theso purposes are as follows : The eonima ( , ), the semicolon ( ; ), the colon ( ; ), the period or full stop ( . ), the note of intev rogation ( ? ), the note of exclamation ( .' ), the parenthesis ( ), and the dash ( — ). 550. No very definite rule can l)o given for the length, in reading, of the pauses indicated hy these marks. As a gen- eral rule, however, the comma represents the shortest pause ; the semicolon, a pause douhle that of the comma ; a colon, a pause double that of the semicolon ; and a period, a pause double that of the colon. Comma, 557. The comma usually separates those parts of a sen- tence which, though v.^?y closely connected in sense and con- struction, require a pause between them. ii 156 PUNCTUATION. a' ^^ 1. In short simple sentences, the comma is not used ; as Hope IS necessary in every condition of life." ' 2. When the logical subject of a verb is long, a comma is usually inserted before the verb ; as, " A steady and undivided attention to one subject, is a sure mark of a superior mind." 3. A comma is generally used between the members of a compound sentence ; as, " Crafty men contemn studies, simple men admire them, and wise men use them." _ 4. Two words of the same class connected by a conjunc- tion have no comma between them ; as, « The earth and the moon are planets." "He is a wise and good man." When the conjunction is not expressed a comma is inserted • as He IS a plain, honest man." ' ' 6.^ More than two words of the same class connected by conjunctions expressed or understood, have a comma after tr.-H^h ; as, " Poetry, music, and painting, are fine arts." But when the words connected are adjectives, the last should have no comma ; as, " He was a brave, wise and prudent man." 6. Nouns in apposition are usually separated by a comma • as, Paul, the apostle of the Gentiles." But a noun in appo-' eition, unhmited, is not so separated; as, " Paul the apostle." 7. The nominative independent and the nominative abso- lute with the clauses depending upon them, have a comma after them; as, " I am. Sir, your obedient servant." " The time of youth being precious, it should be improved. " 8 A comma is generally placed after an adverb or adver- bial phrase at the commencement of a sentence; as " First Secondly, In general. Indeed,". ' ' \ ^i^^n a verb is understood, a comma must be inserted • ts, Reading makes a full man; conversation, a ready man • and writing, an exact man." ^ ' Semicolon, _S58^_The_semic^^^^^^ the parts of a ^ A. & p. Gr.— 989— 1006. PUNCTUATION. 15T sentence, which are less closely connected than those which are separated by a comma. 559. The parts of a sentence separated by a semicolon should contain in themselves a complete and independent proposition, but still having a connection with the other parts ; as, " Straws swim upon the surface ; but pearls lie at the bottom." ^ Colon. 560. The colon is used to divide a sentence into two or more parts, less closely connected than those which are sep- arated by a semicolon ; but not so independent as to require a period ; as, " Study to acquire the habit of thinking : no study is more important." It is also used before a direct quotation. * JPeriod» 501. The period is used when a sentence is complete, with respect to the construction and the sense intended ; as, " God made all things." " Have charity towards all men." 563. A period must be used at the end of all books, chapters, sections, etc., also after all abbrevations ; as, A.D., M.A., Art. IL, Obs. 3., J. Smith, etc. 563. But no pause is used between the different portions of a person's name when not abbreviated. Thus, we must not write, John, A. Smith, or James. Brown : but John A. Smith : James Brown. 564. Such expressions, however, as, 1st, 2nd, 3's, 8vo,etc., being not strictl: abbreviations, do not require a period after them. Note of Interrogation. 565. The note of interrogation is placed at the end of a sentence in which a question is asked ; as, " What have you done?" ^i I \ ■■ A. & P. Gr.— 1 1007—1012. 3 1018—1017. 158 m a- f i. Am PUNCTUATION. Note of Exclamation, 566. The note of exclamation is used after expressionB of emotion or passion, and after solemn invocations ;\ as, " Hail ! holy light ! " " Offspring of heaven first-born ! **. " Oh, that he would come I " The Bash. 567. Tlie dash is used where a sentence is left unfinished : also to denote a significant pauee— an unexpected turn in the sentiment— or that the first clause is common to all the rest; as in this definition. Other Characters used in Writing, 568. Parenthesis ( ) includes a clause inserted in the body of a sentence, but which may be omitted without injur- ing the construction of the sentence; as, "Know ye not, brethren, (for I speak to them that know the law,) how that the law hath dominion over a man as long as he liveth ? " 569. Brackets [ ] are used to enclose a word or phrase, explaining, correcting, or supplying a deficiency in a sentence; as, " James told John that he [John] was to study." "; 570. The Apostroiihe ( ' ) is used wlien a letter or letters are omitted ; as, e'er for ever, tho' for though, or to mark the pos- sessive ease. 571. Quotation marks ( ** ^^ ) enclose words and pas- sages quoted from another. 573. The Hyphen ( - ) is used to connect compound words; as, lap-dog, horse-jockey : but in permanent comi)ounds, the hyphen is not used. Also at the end of a line to sliow tl lat one or more syllables of the last word are carried to the next line. 573. Section ( § ) is used to divide a discourse or chapter into portions. 574. raragraph ( \ ) denotes the beginning of a new subject. CAPITALS. 159 5*75. The Brace ( --^-s ) is used to connect words whicU nave one common term, or three lines in poetry having the 0ame rhyme, called a triplet. 576. Ellipsis ( ) or ( * * * ) is used when some letters are omitted ; as, K g or K**g for King. STT. The Caret ( A ) is used to show that some word is •ither omitted or interlined. 578. The Index ( fi^" ) is used to point out anything that requires special attention. 570. The vowel marks are: the Dixresis {") on the last of two concurrent vowels show'ing that they are not to be pronounced as a diphthong : the Acute accent ( ^ ) : the Grave ( ^) : the long sound ( " ) : the short sound ( " ). 680. The marks of reference are: W\'q> A^tnhlz (*); the Dagger ( f ) ; the Double Dagger ( J ) ; the Parallel ( \\ ), sometimes also the §, f, also small letters or figures referring to notes at the foot of the page. LESSON 78.— Capitals. 581. The letters commonly used in printing are dis^ tinguished and represented as follows : (1.) CAPITAL LETTERS. (2.) Small Capitals. (3.) Italic Letters. (4.) Lower case* (small letters.) 582. In composition, the following words begin with capital letters : 1. The first word of every book, chapter, letter, note, or any other piece of writing ; for examples, see the first word of this book, its chapters, etc. 2. The first word after a period ; also after a note of interrogation, or exclamation, when the sentence before, and the one after it, are independent of each other ; ^ as, " Love is * So ciilied bj' printerf". ■'A..fcP. Gr. -««,... f : H ^^1 ^^^1 ^^^^^^1 ^H ^1 ^^^^^1 ! j^^l .^^^^H ^^^H 1 H ^^^1 .^^^1 ^^^^^1 ^ ^1 i '^^1 f ^^^H l^fl 1 j^^^^^^H i .l^^H ■. ^H ^ iH 1 ^^^1 1 ^^H - B ■ I 1 ! •• 1 4 :| 1 i^ i M 160 CAPITALS. i Btronger than death." " What did he to thee ? How opened he thine eyes?" "Gone to be married ! Gone to swear a peace ! Gone to be friends I " 3. Proper names , that is, names of persons, places, ships, etc. ; ^ as, George Washington, General Grant, Judge Story, Rir Walter Scott, America. The Ohio. Sheldon & Co., Broadway, New York. 4. The pronoun I, and the interjection O, aio written in capitals ; as, my Country ! how I love thee ! 5. ThQ first word of every line in poetry ; as, ^ Life is real, life is earnest, And the gra^y is not the goal : " Dust thou an, to dust returnest" Was not spoken of the «oul. 6. The appellations of the Deity ; as, God, Most High, the Almighty, the Supreme Being, etc. 7. Adjectives derived from the proper names of places ; as, Grecian, Roman, English, etc. 8. The first tvord of a direct quotation, when the quota* tion^ would form a complete sentence by itself; as. Always remember the maxim, *' Know thyself ; " Solomon says, " Pride goeth before destruction." But when the quotation is indirect, so as not to form a complete sentence by itself, tho first word does not begin with a capital ; as, Solomon says that pride goeth before destruction. 9. Common nouns, when personified ; ' as, " Col lo, gentle /Spring." 10. Every substantive and principal word in the titles of books ; as, " Euclid's Elements of Geometry ; " " Goldsmith's Deserted Village." 11. Historical eras, remarkable eveuta, extraordinar - phT- sical phenomena, and generally, all words which are ^ed in a specialized sense ; as, The Iron Age, Magna Charta, The Declaration of Independence, The Polar Sea, Aurora Borealis, etc. A. &P. Gr.=l77*3, 2IX2S* 21046, COxMPOSITION. 161 Note.— Other words besides the preceding may begin with capitals, when they are remarkably ein|»hatic, or the principal subject of the composition. ^ EXERCISES. [In the following Exercises, corvect the mistakes, and give a reason for the correction ; also, punctuate properly.] in the begini-ing god created the heavens and the earth dear sir your note is received sorry am i to be told of your sickness i hope you may speedily recover the boston courier makes fun of a learned disquisition in the Philadel- phia press goorge Washington was the greatest general of his age yonder comes the powerful king of day haste thee nymph and bring with thee mirth and youthful jollity hail holy light offspring of heaven holy holy holy lord god of sabaoth macauleys history of engiand prescotts coiKiuest of moxico dickens household words the evan- gelical monthly the edinburgh review remember the saying that is writ+en death is swallowed up in victory the grecian sages were more learned than the roman— the erie canal passes through the state of new york be it €tiacted by the senate and house of representatives etc— ^ — o my country how i weep for thee unto thee do i lift up mine eyes o thou thatdwellest in the heavens lessons at home in spelling ind reading part 1 price 8 cents the resource* of California comprising agriculture mining etc. LESSON 79.— Composition. 583. Connposition is the putting of words together in sentences, for the purpose of expressing our ideas in ivrltingf in the best manner, according to the Rules of Grammar, and the best usages of the language. 584. Almost all the Exercises in the preceding Grammar, and especially those under the Eules of Syntax, have been t! I lA. &P. Gr.-=77. 11 3 Wl 1 ^t. 162 COMPOSITION. framed with a view to exercise the pupil in the elementary parts of composition : 1. By leading him to vary his ideas, and to express the same idea in different forms. 2. By enabling him to detect and correct errors which often occur in the construction of sentences ; and so to put him on his guard against similar errors. - 3. By the exercise of forming correct sentences for him* self, according to the particular directions laid down under the various Rules. 585. In committing hie own ideas to writing, in the form of compositions, then, all he has to do, is to endeavor to select the proper words, and to combine and arrange these so as to express his meaning correctly, according to the Rult>s with which he is now supposed to be familiar. The few fol- lowing hints may be useful : General Directions to Young Coinj)osers, 586. S2)ell every word correctly."^ Pay proper atten- tion to the use of capitals ; always using them where they should be, and never where they should not be. (See 5S2,) 587. 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. 588. At the end of the line, never divide a word of one syllable, nor any word in the middle of a syllable. If there should not be room at the end of the line for the whole syllable, do not begin it at all, but carry it to the next line. 580. When you have written what you intended, look over it carefully ; 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 (544) ; and mark the changes proposed. * For the principal rules for spelling derivatives, consult the dictionary, or A. & P. Gr.— 51— 76. ^t. CONSTRUCTION OF SENTENCES. 163 590. Copy the tvhole over in as neat, distinct, and plain a manner as you can, guarding against blots and erasures, which disfigure any writing, dotting your i',s, crossing your fs, and pointing the whole a» well as you are able (55.9), so that any person, as well as yourself, may easily read and understand it. 591. Try to make every new composition better than the one before it. Never write carelessly, and though it may be somewhat difficult at first, a little practice will soon make it easy. \* For additional suggestions and directions, see "Analysis, Paesing and Composition," p. 181, and the "Analytical and Practical Geammah," of this series. LESSON 80.— Construction of Sentences. 593. Although no excellence in composition is attainable ■without adequate notions of the sul)ject of which we write, and intellifjent thought in determining and adjusting the relatione of ideas and in selecting the proper words to express them ; yet practice in the mechanical construction of simi^le sentences may render important aid, and give facility, ease, and elegance to our style. 59S. Let the following and similar Exercises be used judi- cious! v in connection icith the study of the regular lessons in the grammar. The teacher may extend these Exercises, and should in all cases seek to furnish new and fresh material. 594. A single proposition requires for its enunciation at least two words, sometimes three ; as, John comes. Paper is white. 595. The subject in its simplest form, may be expressed : 1. By a noun ; as, " Gold is heavy ; " 2. By si. pronoun : as, " She is wise ; " 3. By an infinitive : as, To play is pleasant; 4. By a participle ; as. Walking is a beneficial exercise. 164 CONSTRUCTION OF SENTENCES. 596. The predicate in its simplest form consists of the copula and an attribute ; as, God is good : or it may- consist of only a verb, containing in itself both copula and attribute; as, John walks (=is walking). {346—348,) 597. The attribute may be, 1. A noun ; as, Music is an art; 2. An adjective ; as, Solomon was ufise ; 3. Apar~ ticiple; as. The boy was injured ; 4. An infinitive; as, I am to go ; 5. K prepositional clause; as, The aflfair is of consequence. EXERCISES. [Compose simple sentences, employingtho following words as Miibjeots:] Example. — The bread is wholesome. Bread — fruit— school —books — pens —pencils — pupils — children— exercise— water— plants— to study— we— carpet — work — to play — copper — gold — the dog — the horse — the elephant, etc. [Write simple sentences, using the following words as attritoutes in the predicate] Example. — The sky is blue. Tall— short— narrow— wide— white— green— bright — nice — sweet— strong — idle — diligent. [Put the following verbs in the predicate, and write out che sentences.] Spoke — screamed — wrote— ran— saw — will come — may be allowed — must study. [*** These lists maybe enlarged at the discretion of the teacher.] In the sentences written as above, point out the subject and predicate ; name the principal word in each. Extension of Subject and Predicate, 598. Both the subject and jy^'edicate may be erda rged or expanded in various ways by words limiting or explaining the principal elements. {368, 381.) 599. When such limiting words are necessary to express any complete sense, they are called complements ; as, John wrote a letter. — He became mck. CONSTRUCTION OF SENTENCES. 165 000. When they are added at tlie pleasure of the speaker, and may be omitted and still leave a complete proposition, they are called adjuncts y as, The old black horse ran rapidly along the road. 001. Complements and adjuncts are not necessary to the sense of all propositions. We may sometimes express our- selves intelligibly without them. There are, however, many instances in which their omission would leave the souse vory indefinite or obscure; as, " An avaricious man is a miseral)le being." Take away " An avaricious " and " miserable," and the remainder, " 3fan is a being," will convoy but an indefinite signification. Similarly, " The love of money is the root of all evil," becomes, when deprived of its complements, " Luvc is root" EXERCISES. [Write sentences, employing the following expressions as com" plements, or as adjuncts.] Examples. — The little bird is singing. The practice of virtue brings its reward. Little — of virtue — in the school — at home — this young — the kind — his father — an honest. [*♦* Extend these examples at pleasure.] Complements for Predicates. 003. Predicates of sentences may, it is evident, he extendedf at the will of the speaker, in an almost endless variety of ways. Thus, take the proposition '' lie gave." We may ask. What did he give? He gave bread— to whom?— to the poor — when ?— during the winter season— how?— kindly. With all these additions, we have the following : " He kindly gave bread to the poor during the winter season." EXERCISES. fWrite sentences, in which the extension of the i»re :> ^^ 1' — — .,,^ w IMAGE EVALUATION TEST TARGET (MT-3) 1.0 1^ I 15.0 ^ 1^ 2.5 2.2 U i^"^ IIIM i.8 11.25 III 1.4 ill 1.6 6" 4 ///// ^^

roMn«. Common. proper.. ^ Sensible, f rin89n(tmi'ir««i»lve«, Voiirrtolvofl, / Thoin.sclvos. t/2 o Pi Relative. Si>iij)lc CumpuuniL- S Who, ( Which. That, What ( Who(sn)evcr, '] \Vhich{s())e\'er, ( Wh!U(do)ovor. Interrogative Who? licli .A:.ahly. 12. Connection (Conjunotivo Advcrba, 300.) 7. Table of rtepoMifiorts. t'^'"*'' t'i as, Ho is in the house. ^fotion to or from, JIo wont into tho house. Iif:st or inolion. . . . Over. o_.jj«jj,p, ^Time a^r.iX place . At noon, at tho tablo, " \ Time only Till noon. 3. Agent or Lvstrumk.nt By his power. ^- Causk For my sake. Ml.SCELLANEOUS IDEAS Separation- . fnclination.- . Avcraioji.. . . . , Substitution. . Possession... . lieference • . . , I \Opj^oi»i\i Witliont. For. Ag-alnst. Instead of. Of. Tonchinft^. !^ O I—' 1-5 o o Copulative •I i I**, IQpiio*t»i>u'. .•.<.....'/, Against.. . J »',.»• I • » , » . J » « » , , • , , itlf.' 'ThUe' 6f ^oliiiiNictims} •;. •» ,' • ' • - • . ... , ' .• \ • ' '£ 3C't>s»««(»Ve.: . : . . J i.s, j Jfnrl.«rtl? . itmuative ... DlSJUNCTIVK. I Before, where, after, / if, unless, until, etc. \ Or, nor. } Either, neither. f Distributive I Adccnative ^ 5"*' nevertheless. ( let, still, whereas, etc. *fc. V,.- 180 APPENDIX. 9» Table of the Parts of Speech, *** The Parts of Speech and their most ccmmon characteristics and acci- dent3, may be presented at one view, as follows: g Ph Nonnt).. Cb?nwion Proper^ Pronoun A , [ Verbs.. Use Class names. Collective names. Names of materials. Names cf measures. (Qualities. Abstract.. < Actions. (States. Personal • Relative. Intervgntive. I Adjtctive. f Transitive. S^f^>^. 1 Intransitive, I Attributive. ( Regular. Form ) Irregular. V. Defective. Oon,nection Principal. Auxiliary. Person*: Gender. ■ First. Second. Third. Ma?c. Feni. 'Neuter. Number. »;j,"P- . ( I'lurai. ; Xomin. Case < Posse?. 'Objoc . I S Simple. S ( Compound. 1 f Po.«sePsive. 1. ) ])i.«tributive. I "] Demonstrative. J I Indctinite. Ir dicative. Potential. Subjunctive. Imperative. Infinitive. Participial. ' Adjectives ftp i Articles [ Ailverl^s . MS?; Ho a I c:on.jftnctioni| FrepoiiiUions . 1. Of Quality. 2. Of Quantity. 3. Circumstantial. 4. Participial. S Definite. ) Indefinite. ( Place. ) lime. 1 AfiiraiatiAjT. , I ,>jinii.'^'r. eic. ' (20' "(' n * ^\■„r. '* ' ^ Connective. ! Copulative......... ^......^ Cuntinuativc. j -,. . . ■ • • • . J^^ig-j-ilijutivc. V J.^junf^txve ;••,•,;•,•• I Adversative. Place. Time. Agent, or Instrument. Cause. Miscellaneous. 1 1 a: various emotions. corH •j< ^ Interjections, =^ i «W I Expletives, or Words of Kuphony. rr.H and acci- ( First. { Second. ( Third. ( Maec. < Fem. < Pouter. \ L^inp. I pluiai. ; Xomin. , I Posse?. ^Objec . nd. re. live, trative. te. ve. il. !tive. live. re. pial. tive. native. utive. lative. I \i I r By THOMAS RICHARD JOHNSON, A Text Book on Book-keeping ; Double Entry made easy. 8vo. cloth. $1.25 The treatise is based upon an experience of twenty-nine years as a book-keeper accountant and auditor, ana is in- tended to enable any person of ordinaiy intelligence to overcome the mysteries of book-keeping by double entry. The first twenty pages of the volume are devoted to ex- planations and rules, and the rest is principally bccupied with a specimen set of books from which the student may make a new set for hiVnself, changing names of persons and goods to suit his own views. The Spencerian Series of CopyBooks ; A Sys- tern of Penmanship, very extensively used m the United Slates and in the Dominion of Canada. The Svstem, which is comprised in twelve Num- bers, is divided into four distinct Series, viz :•— Common School Series - - - Nos. 1, 2, 3, 4 & 5, Business Series Nos. 6 & 7. Ladies' Series Nos. 8 & 9. Exercise Series Nos. 10, 11 & 12. These Copy Books are engraved in the best style, printed on good paper, and ruled so as to assist the Pupil. Bach book contains 24 pages, with full directions printed on the wrappers. Price per No., 10 cents. By J. D. MORELL, LL.D., A Co nplete Mannal of Snelling on the Principles of Contrast and Comparison ; with numerous Exercises. 30 cents. Canadian Elementary School Atlas ; for the use of Junior Glasses, containing 16 Maps. 25 cts. A Cheap and yet very complete elementary Atlas. The Maps, which are similar to those in Keith Johnston's elemen- tary Atlases, are clear and attractive. 10 cents. 10 cents. Lennie's English Grammar. Carpenter's Spelling. M. MAGVIG- R, Ph.D., LL.D., Principal of the State Normal School, Potsdam, N. Y. Handbook of the MacVicar Tellurian Globe ; for the use of Teachers, Schools and Famibes, containing a complete course of illustrations and problems in Geography and Astronomy. 60 cents. DAWSON BROTHERS, Pubiishers. 1-^ M {^.^t^-'^yt'^^^^ M^^^;^'^ \.^ By LOUIS FASQUELLE, LL.D., A Course of the French Language introduc- tory to Fasquelle's larger French Course. 40 cts. Introductory French Course ; Part 1. 15 cents. Introductory French Course ; Part 2. 15 cents. Introductory French Course ; Part 3. 20 cents. By henry H. miles, M.A., LL.D., Formerly Secretary to the Department of Public Instruction for the Province of Quebec. The School History of Canada; Prepared for use in the Elementary and Model Schools, with many Wood Engravings, a Map of New France and New England, and new Map of the Operations of the siege of Quebec in 1769, with appendices, giving an outline of the Constitution of the Dominion of Canada, a Table of Chronology and Questions for Examination. 60 centg. The Child's History of Canada; Prepared for the use of Elementary Schools, with Maps and Illustrations. 30 cents. Histoire du Canada pour les Enfants; A I'usage des Ecoles Elementaires— Traduit de TEdition Anglaise, par L. Devisme, B A. The History of Canada under the French RHgime, 1535-1763. This volume is recommended as a Reading Book in the higher Academies. It is a volume of 535 pages and is illustrated by Maps and Plans. An Ap- pendix is given containing Notes and Documents explana- tory of the Test. 2nd edition. ^ u xu r. m This series of Histories has been approved by the ^ouncil of Public Instruction for use in the English and French Schools. By F. G. EMBERSON, M.A., Late Commissioner to inspect the Model and High Schools of the Province of Quebec. The Art of Teaching ; A Manual for the use of Teachers and School Commissioners. 12mo. eOc. New edition revised and partly re-written, with a paper by Dr. S. P. Robins, on " Object Lessons." Publishers. ■^ A. X X I Cl ^"^ ^'f