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Lee exempleiree origineux ddnt la couverture on papier eet imprim*e sont filmte en commenpant pat^ la premier plat at an tarminant soit par la derniAra paw^//.— Formation of all the tenses in the Indica- tive Mood of the Active Voice. Parts of which the compound tenses are made up (§§ 204-209; 257). Exercise 21. Change the verbs in the following sentences into each of the other tenses of the Indicative Mood, Active Voice, success- ively ; naming the tenses as you do sc : — A. Strong Verbs. He throws a stone. We draw water. You see the house. He gives me an apple. She strikes her brother. He breaks his word. He drinks some ale. The soldiers fight bravely. I hold the reins. The sun shines. The cock crew. He slew his foe. It lay on the ground. We took good care. We stood in the street. Tliey ate some bread. He seethes the flesh. B. Weak Verbs. She spills the water. The dog was barking. We crept into bed. The man knelt down. He bleeds to death. He tells a lie. They spent their money. You sold your horse. The servant sweeps the room. We met our friend at his house. I read many books. XIII. Tense Forms of the Passive Voice. Preliminary Lesson. — Formation of the various tenses of the Indicative Mood of the Passive Voice (§ 187 ; 257). Exercise 22. Change the verbs in the following sentences Into each of the other tenses successively of the Indicative Mood in the Passive Voice ; naming the tenses as you do so : — A. Si roil i^ Verbs. A stone was thrown. The wine was drunk. W^e siiali be struck. ' He was slain. The letter will be written. Money has been tp'ren I $4 ENGLISH GRAMMAR. out of the till. Goods have been stolen. Kind words are spoken. The sheep will be shorn. B. Weak Verbs. The wine was spilt. The sparrow is caught. The house will be built. The children are scolded by the nurse. The report is spread. Meat had been sold by the butchers. XIV4 Mutual Belation of the Active and Passive Voices* Preliminary Lessoji. — When an action is described by means of the Passive Voice instead of the Active, the object of the verb in the Active Voice becomes the subject of the Verb in the Passive* (§ 186). Exercise 23. Change all the following sentences so as to use passive verbs instead of active verbs. Thus for " The dog bit the cat," put " The cat was bitten by the dog " : for " I am writing a letter " put " A letter is being written by me " : — The cat killed the rat. John broke the window. That surprises me. This will please you. The men are drinking the beer. We have received a letter. The boys have eaten the cake. They had not counteu the cost. I'he men will have finished the work before night. The men will be carrying the hay to-morrow. We were gathering nuts in the wood. The servant had swept the room. Exercise 24. Make a dozen sentences containing a transitive verb in the active voice, and then alter them as in the last exercise. Exercise 25. Change all the following sentences so as to use active verbs instead of passive verbs in the same tense : — The sparrow was caught by the boy. We were overtaken by a storm. A new house will be built by my brother. The children had been scolded by the nurse. The wine had been drunk by the butler. The door was opened by me. Too much was expected by them. The letter was written by us. Mice are caught by cats. Exercise 26. Make a dozen sentences containing a transitive verb in the passive voice, and then alter them as in the last exercise. Exercise 27. Write out the following sentences, and draw one line under those verbs which are in the active voice, and two lines under those which are in the passive voice (§§ 187, 205) : — Arrows are shot by the archers. The archers are shooting arrows. He is • Bjware of the mistake of saying that the subject of the verb in the Active Voice becomes the object of the Verb iit the Passive Vulce. A verb in the Passive Voicfi has no direct object. It does not cease, however, to be a Transitive Verb. All ordinary passive verbs are transi- tive. The object of an action need not be expressed by \}m grammatical object of a verb. EXERCISES. 185 i i running. He is gone. He is spending all the money. The men are come. The town was taken by assault. The troops were being led across the nver. The officer was leading the troops across the river. I shall be blamed for this. I shall be travelling all night. We were travel- ling all day. The wine was being drunk. The men are drmkmg beer. Ihe gardener has been mowing the lawn. The money will have been spent m vain. We are losing time. Time is being wasted. XV. Gender of Noiuis. rreh'mmary Lesson.- Signific'dtion and formation of Genders (§§39-46). Exercise 28. State the gender of each of the following nouns :— Cow, horse, dog, man, girl, ship, house, Robert, Jane, London, Thames, goose, hen, cock, bird, sheep, pig, boar, fox, uncle, nephew, John, vixen, lass, ox, form, desk, tree, servant, footman, maid, boy, nursemaid, baby, slate, gander, elephant, tiger, lioness, Maria, France, Naooleon, cart, mtant, brother, lady, pen, lord, king, sovereign, queen ruler judge, author cousin, sister, mother, aunt, box, speaker, William. The Victory. The Agamem- non. The Maria. Exercise 29. Give the feminine nounS that correspond to the masculine nouns, and the mascuUnc nouns that correspond to the feminine nouns in the following list : — ^ Nun Daughter. Ram. Earl. ' Duchess. Doe. Boar. Bachelor. Girl. Sister. ' Drake. Bull. Hind. Aunt. WitcTi. Nephew. Lady. Sir. Buck. Hart. Empress. Votstry. Mistress. Lass. Actor. Governess. Giant. Author. Caterer. Mirrderess. Exercise 30. Write down i. Ten masculine common nouns. 2. Ten masculine proper nouns. 3. Ten feminine common nouns. 4. Ten feminine proper nouns. 5. Ten neuter common nouns. 6. Ten neuter proper nouns. 7. Ten nouns of ambiguous or common gender. XVI. Parsing. Preliminary Lesson. — To parse a word you must state i. to what part of speech, and to what subdivision of that part of speech it belongs ; 2. what the function of the word is, that is, the kind of work that it does in the sentence ; 3. the accidence of the word ; 4. the construction of the word in the sentence. Examples of Farsing. c»^////«/r '' fOnr^^C' uriftncr rtuo jt/ttr John's is a Proper Noun of the Masculine Gender [because it 1 86 ENGLISH GRAMMAR. is the name of a male person and is that person's own name*]. It is in the Singular Number, and in the Possessive Case depending on (or in the attributive relation to) the noun 'brother' [because it denotes that 'John' possesses some- thing, namely * brother']. Brother is a Common Noun o?the Masculine Gender [because it denotes a male person, and may denote any other of the same class]. It is in the Singular Number, and is in the Nomi- native Case because it is the subject of the verb ' has found' [that is, because it stands for the person about whom the verb tells something]. Has found is a Transitive Verb of the Strong Conjugation — (find, found, found). [It is a verb because it tells us some- thing about John's brother, and it is transitive because it denotes an action which is done to some object.] It is in the Active Voice, Indicative Mood, Present Perfect Tense, and is in the Singular Number and the Third Person to agree with its subject * brother.' It has * shilling ' for its object. Shilling is a Common Noun of the Neuter Gender [because it is the name of something which is not a hving being, and may be used for any other thing of the same class]. It is in the Singular N umber, and is in the Objective Case because it is the object of the transitive verb ' has found ' [that is, because it stands for that to which the action denoted by the verb is directed]. *//t' will please w^." He is a Demonstrative Pronoun of the Third Person and Mas- culine Gender [because it stands for a male person who is neither the speaker nor the person spoken to] in the Singular ^ . umber and in the Nominative Case because it is the subject of the verb * will please' [that is, because it stands for the person about whom the verb tells something]. *Will please ' is a transitive verb [because it denotes an action which is directed to an object], of the Weak Conjugation (please, pleased, pleased). It is in the Active Voice, Indicative Mood, Future Indefinite Tense, and is in the Singular Number and the Third Person to agree with its subject ' he.' Me is a Personal Pronoun of the First Person and of Comment Gender. [It stands for the speaker without naming him, or her]. It is in the Singular Number, and in the Objective Case because it is the object of the transitive active verb * will please.' • When pupils have grained some readiness in parsing, and when parsing is written, such explrtnations as those in brackets may be omitted ; but in oral workj and for beginners they are of the utmost importance. t Substitute Masculine or FttHtnirtf, if the context shows whether the speaker is a male or n female person. i ■ VI Iv a h n T n c tl I \ i EXERCISES. 187 1 ; ^ 4) " / shall be seen." * I ' is a Personal Pronoun of the First Person of common* (or ambiguous) gender. 1 1 is in the Singular Number, and is m the Nominative Case because it is the subject of the verb shall be seen ' [that is, stands for the person about whom somethmg is said by means of the verb]. « Shall be seen Ms a Transitive Verb [because it denotes an action that is directed to an object], in the Passive Voice, Indicative Mood, Future Indefinite Tense, and in the Singular Number and First Person to agree with its subject * I.' " Lend me a shilling^ 'Lend' is a Transitive Verb [because it denotes an action which is done to something], in the Active Voice, Imperative Mood, Plural Numbert and Second Person, to agree with its subject ' you ' understood. * Me ' is in the Objective Case, because it is the Indirect Object of the verb ' Lend ' {See Section xi). Exercise 31. Parse all the verbs, nouns, and pronouns in the following sentences, except those in italics :— The hunters caught a hare. The hunters were chasing hares. The hare was being chased. The house was pulled down. The masons are building a house. Many new houses have been built. He was running away. Ihey called her back. She gave met "a shilling. I lent the man^ a pound. We have heard the news. You have lost the sight. John's sister has told me; the news. We saw Henry's cousin yesterday. Mary's frock was torn by the dog. The girl's frock will be mended. You will be overtaken by \h^ st»rm. 1 he men will soon have finished the work. She had been bitten by the dog. Ihe cat has scratched her. Henry's father will give hert a new book. Hand me; the bread. Read the letter. Tell me % the news. Go thou and do likewise. Hear ye, Israel. § Get thee behind me. John,§ hand mej the bread. Exercise 32. Parse the nouns, pronouns, and verbs in Exercises 19, 20, and 22. XVII. Adjectives of Quality. Preliminary Zm^«.— Nature and use|l of a Qualitative Adjec - * ^Yo^^\^t\i'^y%^ grammatical plural, even when it "-efer? to p««? person. Of course if the singular 'Thou' is exijressed or understood, the verb is singular; but the subject which is usually understood is the plural ' you.' ' :^j;^,rt ohieci X In parsing this word state that it is in the objective case, because it is the indirect object of the verb (See Section xi , Ex. 19.) 1 88 ENGLISH GRAMMAR. tive (or Adjective of Quality) ; Attributive and predicative use of Adjectives (§§ 80-84; 90). Exercise 33. " The girls wore smart bonnets!^ * Smart ' is an Adjective of Quality. It shows of what sort the * bonnets ' are. It is joined attributively to the noun * bonnets.' " The girls bonnets are smart." Here * smart' is an Adjective of Quality joined predicatively to the noun ' bonnets.' Pick out the Adjectives of Quality in the following sentences, and treat each of them in the same way as * smart ' in the above examples : — He rides a black horse. The bird has white feathers. The bird's feathers are white. Idle boys hate lessons. Ripe fruit is wholesome, Tom's horse is brown. Rude boys are disagreeable. Dogs are faithful. Dogs are faithful animals. Thin ice is dangerous. The poor little bird is dead. Sinful pleasures are often alluring. The girls are ready. He is a ready speaker. The naughty children ate some apples. He is a vulgar little boy. The girl has large black eyes. The cat caught a great black rat. He rode a strong, bony, black horse. He wore a great, heavy, woollen cloak. XVIII. Adjectives of Quantity. Preliminary Lesson. — Nature and use of Adjectives of Quantity, or Quantitative Adjectives (§§ 91-94)- Examples. " John bought twelve pears." * Twelve ' is an Adjective of Quantity. It tells us how many pears we are speaking about. " / will i^iveyou sofue money." * Some ' is an Adjective of Quantity. It tells us (indefinitely) how much money we are speaking about. Exercise 34. Write out the following sentences, and draw one line under the Adjectives of Quality, and two lines under the Adjectives of Quantity, and treat each of the latter in the same way as ' twelve ' and * some ' in the above sentences. The naughty, greedy little boy ate twenty pears. The poor woman has many troubles. Great* riches bring much care. I have little f hope of success. My little brother is ill. Many men possess great riches. Hold out both hands. We waited several hours in the cold room. I have no money. Much money brings much care. We travelled all night. Many men love vicious pleasures. Have you any money ? Will you have some bread ? Few men can resist strong temptation. XIX. Demonstrative Adjectives or Adjectives of Relation. Preliminary Lesson. — Nature and use of Demonstrative Adjec- tives. Different sorts of Demonstrative Adjectives (§ 95). • Mind that * f^ai' and ^ smalV are Adjectives of Quality. They do not tell \xs,hov> much of a thing we are speaking about, but they describe its size. t '^ Little' is used for Doth purposes, and is therefore sometimes an Adjective of Quality, and sometimes an Adjeitive of Quantity. EXERCISES. 189 1 " Give me that book^^ * That * is a Demonstrative Adjective, or Adjective of Relation. It points out a certain book without describing it. It qualifies the noun * book.' " He lent me his knife.^^ *Hi8* is a Possessive Pronominal Adjective or Possessive Adjective Pronoun. It points out a certain knife, without reference to quality or quantity. It qualifies (or is joined attributively to) the noun ' knife.' Exercise 35. Write out the following sentences, and draw one line under the Adjectives of Quality, two lines under the Adjectives of Quantity, and three hnes under the Adjectives of Relation (or Demon- strative Adjectives), bearing in mind that several adjectives belong (with a slight difference of meaning) sometimes to one class, sometimes to another. (See §§ 92, 166, 169.) Look carefully at the definitions. Indicate what noun each adjective belon^^s to, or qualifies, by putting the same numeral over both the adjective and the noun, thus : — I 23123 4 \. *' We heard of the poor old man's sudden death." Give me that large book. Ring the bell. Bring me my new boots. This boy is idle. These sheep are fat. Look at the second line in this page. She will have the last word. We walk every other day. You will know better one day. No other course is possible. Any man could tell you that. Some people like this loud music. Each child received a penny. Every device has been tried. Either alternative is disagreeable. My apple is ripe. His first attempt was a failure. She is my first cousin. She was my first lore. He has but little discretion. He has a large head and little eyes. A little leaven leaveneth the whole lump. A little child might lead him. An enemy hath done this. That last song was capital. Neither version of the story is correct. Those little boys are my cousins. Some * thief has stolen my watch. We had some t beef for dinner. Any* fool might see that. Have you any + money? I have not the least appetite. He spent half a day with me. John is his half brother. Second thoughts are best. We arrived on the second day. I went to see him one day lately. I have but one brother. There was no other way left. Which Ij: wine do you prefer? What J news have you heard? What X nonsense he talks ! XX. Comparison of Adjectives. Preliminary Lesson. — Study §§ 1 05-1 16. • Here this word is a detnoHstrativt pronominal adjertive (or indefinite adjective pro- noun). f H^re tHis word relates to QHciHtit^^ \ Mind tiiat Interrogative Pronominal Adjectives (or Interrogative Adjective Pronouns) belong to the class of Adjectives of Relation (or Demonstrative Adjectives) t90 KNGLISH GRAMMAR. Exercise 86. Write down the comparative and superlative degrees of the following adjectives, or their substitutes :— Large, great, high, fierce, lovely, full, tame, rich, happy, handsome, com- men, merry, near, gay. cold, holy, healthy, bright, big, red. rich, monstrous, winsome, sad, mad, beautiful, fresh, dull, hearty, quarrelsome, blithe, splendid, clever, idle, gentle. Write down all three degrees of the following adjectives :— Prettier, rudest, sweetest, justest. gentler, finest, steeper, tenderer, worst, slenderest, duUer, gentlest, wittier, slower, tidiest, wealthier, handsomest, tprightlier, mightiest, nastiest, rudest, brightest, crudest, better, more, last. XXI. Parsing of Adjectives. Preliminary Zesson.—To parse an adjective state what sort of adjective it is, in what degree of comparison it is, and to what noun it is attached either attributively or predicatively (§§ 89, &c., 84). Lastly, state its three degrees of comparison. Bzamples. " His numerous virtues won much esteem* His :— A Demonstrative (or Pronominal) Adjective. {It points out certain virtues, but does not describe or enumerate them.] It is joined* attributively to {or qualifies) the noun ' virtues.' Numerous :— An Adjective of Quality in the Positive Degree. [It describes the virtues spoken of.] It is attached attributively to {or qualifies) the noun * virtues.' Much:— An Adjective of Quantity. [It denotes how much esteem is spoken of.] It is in the Positive Degree, and is attached attributively to the noun 'virtues.' (Much, more, most.) " These men are richer than those.^^ These:— A Demonstrative Adjective in the Plural Number, joined attributively to the noun ' men.' [' These 'points to the men, but does not describe or enumerate them.] Richer :— An Adjective of Quality [it describes certain men], in the Comparative Degree, joined predicatively to the noun ' men.' (Rich, richer, richest.) Those:— A Demonstrative Adjective in the Plural Number, qualifying the noun men understood (see § 96). • Au adjective is often said to ' qualify ' a noun. This expression is legitimate only if the phrase ' to qualify a noun' means 'to denote some quality of that for which the noun standi, or ' to limit the application of a noun,' it does not in the least alter xhQ meaning of the noun, /0-- » o- \ A .__ 11.. ..-'"1 '* crpoolri cfrnnorlv of the hliindpr of savine that ' an adiectwe describes the quality of a noun.' If the term is uwd, therefore, thus mistake must be carefully guarded against. EXERCISES. 191 < Which hand will you have f " Which :-A Demonstrative Adjective or Interrogative Adjective Pronoun. [ 1 1 points interrogatively to a certain hand, but does not describe it, or refer to its quantity.] It is joined attribu- tively to the noun ' hand.' Exercise 37. Parse all the adjectives (including the articles) in the following sentences. Those in italics qualify a noun which is understood. Supply the noun when necessary. Attend carefully to those examples where there is a noun in the possessive case, and see which nouns the adjectives qualify (§§ 96, 97). A The wisest men are sometimes mistaken. A dense cloud hid the sun. Give me some more meat. Will that little boy have any more fruit ? Give me the other volume. He has gained many more prizes than his elder brother. My youngest brother has gained the second prize m his class. Every one was quiet: Each boy shall have a great piece of cake. That little girl has no milk. My younger sister is ill. Your elder brother lost some money yesterday. Ripe apples are nicer than sour* ones. That is the least atone- ment he can make. Few and brief were the prayers we said. Few men are his superiors. His few remaining acres were sold. Some persons are too hasty. You will know some day or other. Some careless person has upset the ink. These are my children. Give me the other hand. Here are two books, tvhich will you have? That is the ripest pear. Whtch of these books is yours ? Where are the others ? + John is the cleverest % m the c ass. She is the prettiest of all my cousins. I went to see him one day lately. Have you any other sisters? Of these'wines I prefer the r.^ to the w^^/^. The poor suffer more than the rich. Will you have hot or cold milk ? Which boy is the cleverest ? Here is bread, will you have some ? No, I will not have any. B. He keeps a large boys' school. The little girls' frocks were torn. eirls' schools are well managed. The girls' lessons are too long. He is a ladies' man. He took a three days' journey. I have done a good work. I have had a whole day's anxiety. He teaches at the large school The elder boys' behaviour was excellent. She wore a large hat on her head. The large Unen-draper's shop at the corner is on fire, tall corporal's hat was knocked off. He fitted a Chubb's patent lock desk. He cropped the black horse's taiL He bought the handsomest dress in the shop. The quite day's boys' man's The to his lady's Exercise 38. When this and that are not attached to a noun expressed or understood, they must be parsed as Demonstrative Pronouns (not as Demonstrative Adjectives)^ of the Neuter Gender, and in the Nominative or Objective case (§ I4S)« • An adjective may be attached to a pronoun as well as to a noun. ' One ' is an Indefinit* Substantive Pronoun. _ ..... ^-^ j ». ^v j„.«<««. \ ' Others ' (in tlie plural) is a Substantive Pronoun, which is herequulified by the demon- strsitivc sidicctivc * the* 1 An article always belongs to some noun expressed or understood. When no noun can be tonvcnieiUly sup" t wiin snq aujcunvc, luc aujcC-.ir,; iv:^^.. ...-^. — --o substantive (§ 98}. 19^ ENGLISH GRAMMAR. ir '■ Parse the words in italics in the following sentences :— TAis quite altered our plans. TAai was a great disappointment to us. How dare you tell me iAaif I cannot undertake Mw. I can never believe iAaf. This is the very coinaf e of your brain. He does not frighten me by that. I shall be content with / lat. Exercise 89. The demonstratives * this,' * that,' and ' it ' may stand, I. for a noun ; 2. for an infinitive mood or gerund with its adjuncts ; 3. for the act or fact stated in a sentence ; 4. for the gerund or infinitive that denotes such an act or fact in an abstract form. ' It ' often stands for an infinitive mood, a gerund, or a sentence that is going to be used. ' This ' and * that ' are sometimes employed in a similar manner. State clearly what the words in italics stand for in the following sentences : — There is a pen, give it to me. I hoped to get here before noon, but I could not manage it. Our duty is to obey the dictates of conscience, however difficult it may be. To comply vi'ith your request is difficult, if it be not absolutely impossible. He said that the matter was self-evident, but I could not see it. We all knew that the attempt was hopeless, but he would not believe it. I will help you if // is possible. I will call upon you to-morrow if it is convenient. // would have been better for him if he had never known that man. // grieved him to lose so much money. It is impossible to tell what the result will be. // is of no use trying to help him. I think it best to hold my tongue about the matter. // vexes me that he should act in this way. It is very likely that he will come to-morrow. I think it very strange that he did not tell me. If you do not give up these bad habits, you will suffer for it. He thought of enlisting as a soldier, but this I would not allow. He asked me to surrender my claim, but I would not consent to that. Read these letters to your father ; that will amuse him. His father threatened to disinherit him, and that brought him to his senses. XXII. Abstract Nouns. Preliminary Lesson. — Nature and formation of Abstract Nouns (§§32, 33» 314, 329)- Exercise 40. Give the abstract nouns which correspond to the following adjectives : — Pure, simple, good, bad, worthy, splendid, just, meek, temperate, large, wide, broad, slow, quick, red, blue, sour, sharp, sweet, distant, near, soft, able, innocent, durable, brilliant, merry, brief, white, long, able, humble, popular, obstinate, wicked, pious, poor, sad, infirm, jovial, silent, wise, prudent, abun- dant, useful, jealous, monstrous, dead. B. Give the abstract nouns derived from the following nouns : — Friend, son, father, man, child, king, martyr^ priest, widow, relation, infant, sovereign, regent, leader, magistrate, mayor, sheriff^ captam. colonel. EXERCISES. 193 the i C. Give the Adjectives from which the following Abstract Nouns are derived : — « Nobility, stupidity, fickleness, suppleness, height, depth, acidity, dependence, sleepiness, greenness, rigidity, ductdity, sonority, infirmity, patience, prosperity, wisdom, elegance, strength, valour, magnanimity, elevation, candour, dura- bility insipidity, heroism, grandeur, width, breadth, senility, health, youth, dearth, ponderosity, legibility. D. Form Abstract Nouns (not ending in 4ng) corresponding to the following verbs : — Offend ; condescend , derange ; arrange ; complete ; protect ; suspend ; deride ; conceal ; steal ; deceive ; invent ; invert ; destroy ; multiply ; crown ; weigh ; hate ; justify ; move ; sing ; abstract ; advance ; measure ; erase ; proceed ; depress ; interrogate ; deviate 5 degrade ; displace .; debase ; con» tract ; dissect ; convene ; exact ; please ; fix ; absolve ; treat ; dtpart j seize i thieve ; steal. E. Give the adjectives or nouns from which the following abstract nouns are formed : — Fickleness ; suppleness ; height ; depth ; acidity ; patience ; dependerice ; impertinence ; elegance ; uprightness ; strength ; weakness ; mortality ; durability ; grandeur ; width ; death ; wisdom ; infirmity ; amplitude ; con- venience; piety; humility; brevity; rascality; mayoralty; shrievalty; boredom ; girlhood. F. Give the verbs from which the following Abstract Nouns are derived : — Intrusion ; reflection ; estrangement ; seclusion ; injection ; thought ; flight ; thrift ; growth ; tilth ; decision ; coercion ; defence ; conception ; adaptation ; derision ; judgment ; addition ; composition ; declension ; pressure ; action ; suction J laughter. Exercise 41. Write out the following sentences, and draw one line under the nouns used in their abstract sense, and two lines under those used in their concrete sense, and explain the difference of mean- ing in each case : — I admire nobility of character. He aspired to enter the ranks of the nobility. The sculptures over the porch are very fine.. Sculpture is one of the fine arts. He has the gift of poetry. Some poetry is hardly worth reading. That is the nature of the animal. The vast field of nature is open to our gaze. Can you tell me the age of that child ? This has been the case in all ages. The steeple is of immense height. We soon reached the summit of the height. He made a solitude and called it peace. Nothing relieved the solitude of his existence. Painting was his chief pursuit. I bought a splendid painting yesterday. These alms-houoes are tus rsiUgs Ox Oi--i "gs and poverty 194 ENGLISH GRAMMAR. XXIII. Adverbs. Preliminary Lesson. - Nature and use of Adverbs. Adverbs of Manner answer the question ' How ? ' Adverbs of Degree show * to what degree or extent ' the meaning of a verb, adjective, or other adverb is to be taken. Adverbs of Time answer the questions 'When?' 'How long?' 'How often?' Adverbs of Place answer the questions ' Where ? ' ' Whence ? ' ' Whither ? Adverbs are usually said to modify* the verb, adjective, or adverb to which they are attached (§§ 259-265). Examples. « dhe mountain rises abruptly from the plain." Abruptly is a word that shows how the mountam risM (or answers the question ' How does the mountain rise ? ) fore it is an Adverb of Manner, modifying the verb ** That is too bad:' ^ Too is a word which shows to what degree * that or answers the question 'how bad?' Therefore Adverb of Degree, modifying the adjective ' bad. *♦ He came yesterday." Yesterday is a word that shows when he came (or answers the question ' When did he come ? '). Therefore it is an Adverb of Time, modifying the verb ' came.' •* We seldom see him." Seldom answers the question ^ How often do we see him?* Therefore it is an Adverb of Time modifying the verb * see.' " My uncle lives there," There shows the place where my uncl'^ li^eR ' or answ?rr the There- rises. is bad; it is an question ' Where does my uncle live Place, modifying the verb ' lives.' Lt s an Adverb of Exercise 42. Deal as in the above examples with each of the Adverbs in the following sentences :— I s^i^r him yesterday. John often writes to us. We went thither. They soon retuv t d. Mary plays beautifully. We lay down to sleep. Now attend to me. M/ friends live yonder. He went away. They rode along together. The troops fought splendidly. She is upstairs. The children played indoors. I will go thither directly. He went straightway. He always contradicts me. • To • modify ' a verb is to state some modt or condition, in or under which the action danoted by the verb is performed. I ZXERCISES. I9S He walked backwards. Stand .o. I placed my »^f* ^"^.J^'J 'PiJ'*^,,*^ rapidly. He is very leatiictl. I am almost penmlesfc The bird is quite dead. I am much oUiged to you. He was an extremely wicked man. I am very much obliged to you. We have tjot thus far on our journey. Oh I I am 10 Url^d Do nol tell so many stories. He is far too extravagant. I am very much surprised. They very'soon returned. The project was monstrously foolish. Exercise 43. Make half a dozen sentences to illustrate the use of each sort of adverb contained in the preceding examples. Bxerciee 44. State the Degree of Comparison of each of the adverbs in italics in the following sentences, and pomt out what verb, adjective, or adverb it modifies (^§ 274-276). John reads well, but Thomas reads better. He is';«(7j^ careful in ^s conduct Ili acted ;//(>r. prudently than his friend. He walked /ar//4.r than I did. He worksllv/^ tlL ever.' They get up very early. I get ^^ ^1^^-:^^^^^^^ You write worse than your brother. He often comes here. He C'^Jje* J;^^^ than ever. He is les restless to-day. He is more composed. He was the Zl alarmed of all. He is most attentive to his work Mj^'^^^- ^j;;- last. I would rflM^-z-not go. I would sooner die. The children were here soonest. That poor man is the worst hurt. Exercise 45. Make ten sentences containing adverbs in the com- parative degree, and ten containing adverbs in the superlative degree. Paraine of Adverbs. * To parse an Adverb state to which class of!d%'e"bs^t1efonrwhatitsd?g^^^ of comparison i^^^^^^^^^ comparison), giving the three degrees, and what verb, adjective, or adverb it modifies. Exercise 48. Parse the Adverbs in Exercises 42 and 44. XXIV. Nouhb used Adverbially. Preliminary Lesson.-k noun in the objective case with an adjective or some equivalent phrase, or even standing by itself oflen does duty for an adverb. The noun should be parsed as being in the Adverbial Objective, modifymg (either singly, or when taken with its adjective) some verb or adjective (§§ 37o, 3 i 267). Exercise 47. Parse the nouns in italics in the following sentences :- He travelled all night. Many a time have I played ^i* to. I^hav^^ ^^Z Tliee He comes buliieniig me aay unci "»>• -^-'^ " " , ".r"„ t ._ t \my: tSs is many degrees better than that. He is a year older than I a». I 196 ENGLISH GRAMMAR. could not come a day sooner. The town is ten miles distant. We travelled day and night. He came forth bound hand and foot. He arrived post- haste, XXV. Adjectives used Adverbially, and Adverbs reduced to the form of Adjectives. Preliminary Lesson. — Many adjectives, especially those of Quantity, are used as substantives, it being impossible to supply any particular noun with them. These (like nouns) are often used with an adverbial force. They once had the dative inflexion. It is better now to par§e them as simple adverbs. When they are used ar subjects or objects of verbs, or after prepositions, they should be parsed as substantival adjectives, or (more simply) as substantives. On the other hand, many adverbs which once ended in -e have lost that inflexion, and become identical in form with adjectives. " Much has been revealed^ but more remains behind.^^ Here * much ' and ^ more' are substantives, the subjects of the verbs that follow them. '''■ I do not much admire him.'' ^^ He is not much happier." Here ' much ' is an adverb, modifying (i) a verb, (2) an adjective. '■''He is no better." Here ' no' \s an adverb modifying the adverb ' better.' "//6' has not much money; his brother has more." Here ^much ' is an adjective qualifying ' money,' and ' more ' is an adjective qualifying * money ' understood. Exercise 48. Parse the words in italics in the following sen- ences, carefully distinguishing the adjectives proper^ the substantival adjectives^ and the adverbs : — 1 have enough, I gave him all I had. In general I approve of his pro- ceedings. Much depends upon his answer. He knows more than he tells. Here is some wine, will you have a little ? He told me less than his brother. Do not let us hear more of that. You know most about it. The long and the short of it is, that I had my jjains for nothing. I will follow you through thiik and thin. He is my best friend I did my best. He is the best dressed man in the room. He slept all niglit. He has lost a//, y^// bloodless lay the untrodden snow. That is fl// nonsense. He is a// powerful here. We have /««^A tause for thankfulness. He is much worse to-day. Much remains to be done. I am much happier. He has more ability than hi*i brother. He is more con- Icilicu. i wuni in.di /«<,• /•,-rf/c. iic 13 rtO W! tnan uciore. Iia\ Vc HQ IHiC • 'No,' as an adverb, may be taken as the simple adverb 'na' ■= never (A.S.). EXERCISES. 197 con- He shows but me gratitude. We expect not a lUtU from him. He is but little better. That is a most lovely prospect. Nobody ,^/f^ was there. I have not meat enough.\ I have enough and to spare. He is /«j restless than he was yesterday. He ran all round the park. You know best. Do your best. The future is hidden from our gaze. In >/«;v times he will be famous. That decision was n^^/^/. ^^ ^^.*^f^^^ through the helmet. Hear the right, O Lord. We have a choice between p-W and ill. Ill weeds thrive apace. The house is '^'/uilt he farth turns round. He wears a round hat. Such a round of pleasures Bwearisome. That is a pretty picture He \s pretty .nr. of the prize He was a very thunderbolt of war. You are very kind. That is the very least you can do. Do not take more trouble. He is more to U^mcih^nl am You are t'^-v /««^/4 in fault. 1 cannot say z^^?;-^. I ask for_Ba^^^^> and I will lake no less^ I will take one^^er. iglass He bou.^ht two ^.r. loaves Will you lake some [j more wine. I fi\ not take any- more Take «^ more^ trouble., He has no more ** sense than a goose. I heard a I I heard a// the speech. The orn was scattered ^over the yard. He sailed all round the world. .^';/^«^-/^ has been done. Tliey have money .«^«^-A. ^^^\^'^'V^''^\ brother. He swore //>&^ a trooper. I ne'er shall look upon his M^ again, i am your equal. We' were just starting. He was discoursmg about the t^e and the just. There is but a step from the subhme to the ridiculous. We are «^flr neighbours. Come «/?ar the fire. w^ «roc I will accept nothing less.XX We heard nothing more of him. He was more friphtened than hurt. Whoever is most diligent wdl meet with most success He is not any more diligent than ^e was before. He is no wiser than I He v.no more contented than he used to be. I cannot write a;/j/ ^./^.r. He is a better v^nier than I am. I have heard a little about that affair, let me heL ...«. more. You must take me for better or worse. Ihe ^forev^ri^'^^y^^ not wherefore they were come together. The more the merrier (§ 265, 5). She •s 7;^;/ tall. The cry did knock against my very heart. I did my best. He is A\r best friend. I love John best. XXVI. Prepositions. Preliminary i>w^«.— Nature and use of Prepositions. Rela- tions which they indi cate. Words which they join (§§ 277, 278). \ : ' Sugh ■ 'rbrstTaSl'an adverb, meaning. • in sufficient abundance/ except when it " t • No • 1;' h're an adverb modifying ' more.' An adjective used as a substantive may still ^^"S5: ■ is'here'araJverb. modifying the verb ' will .ake.' The sense is :-' I will t..ke /« ^iw,lroneKl,ls/ (Compare the German noch and the French .«c^r^. ) A httk reflection wir-^ho7haf-m^^^^ have no meaning as a quantitative adjective when joined to ^ SgnU noun like ' glass. The construction of this sentence is our guide to that of the four next. ; itr^: -r t;::;^!":!^/^!- what you have takem. ' Mbre ' does not measure the ^''t^Xr' mC^ doe'mSr.re the whole quantity of sense.' and therefore is a quantita- tiveaJjective attached t^ 'n^'never') is an adverb modifying ' T/ When ' like ' denotes /^r.^«^/.resemblance, it is an adjective. When it denotes that one « resembles another, It IS ail adverb. . , »• i „„.i,;„,r »' nothmtr inferior in tt This word is an adjective qualifying the substantive nothin?. nothing mlenor m amount." The next example is different ;' more ' is equivalent to furtnet I 198 ENGLISH GRAMMAR. r Examples. A. " I see a mouse on the floor. ^ * On * is a preposition governing the noun * floor ' in the objective case, and joining it to the noun * mouse.' It shows the relation of one thing (mouse) to another (floor). B. " He leaped over the wall" * Over * is a preposition governing the noun 'wall' in the objective case, and joining it to the verb * leap"i.' It shows the relation of an act (leaping) to a thing (wall). C. "//i? is afraid of <:ie.''^ * Of* is a preposition governing the pro- noun ' me ' in the objective case, and joining it to the adjective ' afraid.' It shows the relation of an attribute (afraid) to 2i person (me). Exercise 49. Parse the prepositions in the following sentences in the same way as in the above examples : — Pick up the books on the floor. I saw Jane in the kitchen. My father lives in London. People in trouble often go to him. He works at the factory. I am fond of music, The tub is full of water. I am anxious about his safety. A blow on the head knocked him down. We saw the men in armour. Grief at the loss of his money turred him crazy. The love of money is the root of all evil. Dick rode to York. Do not sit on the table. Do not touch the books on the table. I am weary of work, He spoke of me. He spoke to me at the close of the meeting. We arrived the day before yesterday. We shall start the day after to-morrow. He shrank from the danger. I have in my hand a letter from my father. Exercise 50. Make ten sentences in which a preposition shows the relation of a thing to a thing j ten in which it shows the relation ot an action to a thing j and ten in which it shows the relation of an attribute to a thing. di so A ai XXVII. Adverbs and Prepositions. Preliminary Lesson.— -l^YiO. same word is often used both as an adverb and as a preposition. When it governs a noun or pro- noun, it is a preposition. When there is no noun or pronoun governed by it, it is an adverb (§§ 279, 284). Exercise 51. Parse the words in itaUcs in the following sen- tences : — He got up behind. There is a garden behind the house. Do not lag behind. He departed before my arrival. I told you all that before. Run round the table. The earth turns round. I rode imide the omnibus. He rode outside. He ran after me. That comes after. The box was painted toithin and without. d-...-j r. :.. iU ~ U 'zuiirun iuc iiuuoc. walked by the river. The storm passed by. I will come by and by. He cut a piece ^the loaf. The stick is too long ; cut a piece off. ''Three thousand EXERCISES. 199 WTt ducats we freely cope your courteous pains «/»^>%a/."* "Nothing c. aes amiss, so money comi withal." " I must wait and watch withai:' " Her cause and yours, I'll perfect him withalJ* Exercise 52. Find a dozen words which may be used either as Adverbs or as Prepositions, and make sentences to illustrate their use. XXVIII. The Infinitive Mood. Preliminary Lesson.— K. Nature and use of the Simple Infinitive (§§ 194, 195)- ShaU, wiU, may, and do as notional and as aux- iliary verbs (§ 184). Mustt and can are always notional verbs. Examples. ^^ I 'will never forget you^^ « Will':— A defective (notional) verb; in the Active Voice, Indicative Mood, Present Tense ; and in the ^Singular Num- ber and First Person, to agree with its subject /. * Forget ':— A Transitive Verb in the Active Voice, and in the (simple) Infinitive Mood, depending on {or the object of) the verb ' will' " Thoii Shalt not stealP • , » . ,r • t j- « Shalt ' is a defective (notional) verb ; in the Active Voice, Indi- cative Mood, Present Tense ; and in the Singular Number and the Second Person, to agree with its subject ' thou: 'Steal' is a Transitive Verb, in the Active Voice, and in the (simple) Infinitive Mood, depending on (or governed by) the verb ' shalt: « You may go:^ _ *May' is a defective (notional) verb, m the Active Voice, In- dicative Mood, Present Tense ; and in the Plural Number, and the Second Person to agree with its subject you. Go' is a Transitive Verb, in the Active Voice, and in the (simple) Infinitive Mood, depending on (or governed by) the verb ^?nay: ^ He did his duty:' . , ^ . „ . •Did' is a notional Transitive Verb, in the Active Voice, Indicative Mood, Past Indefinite Tense, and m the Singular Number and the Third Person to agree with i ts subject He. • 'Withal,' when used as a preposition, never precedes the word which it govems, but is placed at the end of the sentence. . „„,• „ t The so-called Potential Mood is a perfectly unnecessary invention. 200 ENGLISH GRAMMAR. " / shall soon depart." Here * shall * is an auxiliary (not a notional) verb. The simple infinitive 'depart* depends upon it in the same manner as in tho preceding examples. The two verbs 'shall' and * depart ' may be parsed separately, or the compound phrase 'shall depart ' may be parsed as the future tense of the verb ' depart.' " He will come presently ^^ Here * will' is a mere auxiliary of the future tense. The notion of voHtion is entirely lost sight of. It may be treated like * ^^(3!//' m the last example. " You do assist the storm." " Did you hear the rain f " In these examples * do * and * did ' are mere auxiliaries. * You do assist ' does not differ in the least m sense from ' you assist.' The verb does not itself constitute an emphatic form. The compound form is emphatic only when an emphasis is laid upon the ^ do.^ But then any form is emphatic when it is emphasized. *' He does this that he may 'vex me.^ Here * may * is a mere auxiliary of the Subjunctive Mood, and is in the Subjunctive Mood itself. The notion of power or permission has altogether vanished. It does not assert that he is able or is permitted to vex me. Exercise 53. Parse all the verbs in the following sentences, and specify in the case of the finite verbs whether they are used as notional or as auxiliary verbs : — We can dance. You may go. You might have gone an hour ago. I shall stay. I will go with you. You must go directly. He could not reply. He would not come when I called him. You shall not have it. He shall not know of it. I dare not go back. He will soon return. You need not stay. He durst not go home. I could leap over that wall once. They would keep on making a noise. You need not be alarmed. "You do * assist the storm. The cry did J knock against my very heart. You would not have my help when you might. I will do my best. He did what he could. I cannot do what I will. That boy shall be made to hold his tongue. Does your father know of this? May I come in? Thou shalt not steal. We will never yield to threats. When shall f you see your brother ? Wherewithal shall a young man cleanse his way ? I did not call yesterday lest I might seem intrusive. He says that he will not come. He said that he would not come. He said that he did not choose to come. • When ' do ' is a mere auxiliary (whether emphatic or unemphatic) it may be parsed separately, or else taken with the dependent infinitive, and the compound form may be parsed in the same way as the simple tense for whie:h it is a substitute. Thus be treated as equivalent to ' knocked. ' See the preceding examples. t See \ 2IO. Did knock ' may t C t a EXERCISES. 201 Preliminary Lesson.— B. Nature and use of the gemndial infini- tive, or infinitive witii ' to' (§§ 194, 196). As the subject or object of another verb it does the work of a substantive. When it denotes the purpose or cause of an action or state, it does the work of an adverb. The neuter pronoun 'it' is often used as a temporary or pro- visional subject or object, to shuw that an infinitive is coming, and to indicate its construction. " // is useless to make the attempt^' « It ' is a Neuter Demonstrative Pronoun of the Third Person, in the Singular Number and Nominative Case, forming the temporary subject of the verb * is.' * To make ' :— A Transitive Verb in the Active Voice, and in the Present Indefinite Tense of the Infinitive Mood, forming the real subject of the verb 'is,' and governmg * attempt' in the objective case. " He thinks it better not to co7ne:' Here ' it ' is the temporary object of the verb ' thinks,' and the infinitive ' to come ' is the real object. " He ran to meet me.'' Here ' to meet ' is a transitive verb in the Present Indefinite Tense of the Infinitive Mood, Active Voice, used with the force of an adverb modifying the verb ' ran.' Exercise 54. Parse the verbs in italics and the word * it ' in the following sentences in the way indicated above :— To ohev is better than sacrifice. To work hard is the way to succeed. // is useless to ask him. // is easy to see that. We found it advisable /^ return. He hopes to hear from you soon. He dislikes to be kept waitrng. He came to ;>^.. me some money. He did his best /^ r«m me. I am deh|hted /^ .^^ you. He is anxious to do* his duty. The water is not fit to drink. I am happy to find* you so much better. They are come to stay with us. We found ^/ im- possible to go on. 1 am glad to hear* it. I shall be sor^^ to leave. He is too clever to make * such a mistake. Such a fellow is not fit to hve. The boys had a long task /^ «'c^. I was not prepared ^^ -4^ar that news. The master called the boy to say his lesson. She was overjoyed to hear* of her son s return. He was rude enough to contradict * me. I am sorry to hear that. Help me io carry this. We went up to the man to ask our way. Exercise 55. Make ten sentences in which a gemndial infinitive is the subject of a verb ; ten in which it is the object of a verb ; and ten in which it does the work of an adverb. • In these cases the gerundial infinitive does the work of an adverb and modines the preceding IdjStTve. Sometimes it expresse. th« cam* of the sute denoted by the adjective. 202 ENGLISH GRAMMAR. XXIX. Gerunds and Participles. Preliminary Lesson. — Study §§ 197-202, Exercise 56. Write out the following sentences, and draw one line under the Abstract Nouns in -ing; two lines under the Gerunds ; three lines under the imperfect (Active) participles : — Seeing * is l}elievin£j. He went to see the hunting of the snark. I see a man riding on ^lorscback. I like reading. I like reading history. The excessive reading of novels is injurious. He hates lying. A lying witness ought to be punished. In keeping Thy commandments there is great reward. His conduct is in keeping with his professions. We arrived there first through taking a short cut. We fell in with a ship sailing to America. He is delighted at having succeeded + in his design. We were late in consequence of having lost+ our way. He was angry at my going away. No good can come of your doing that. Oblige me by all leaving the room. On some opposition being made he withdrew his demand. I lay a thinking. | Forty and six years was this temple in building. We started before the rising of the sun. By sedulously doing his duty he gained the approbation of all. Quitting the forest, we advanced into the open plain. There was a great deal of shouting and clapping of hands. My noble partner you greet with great prediction of noble having. By the pricking of my thumbs, something wicked thio way comes. He died in conse- quence of pricking his hand with a poisoned dagger. He strode up the hall bowing right and left to his guests. *' You do draw my spirits from me with new lamenting § ancient oversights " {Shaksp.)i XXX. Parsing of Participles. Preliminary Lesson. — Participles proper. Participles used as ordinary Qualitative Adjectives. Participles used absolutely (§§ 201 ; 202; 282; 370, 5). '''• Fanned by the wind^ the fire blazed fiercely. ^^ ' Fanned ' is the Perfect (or Past) Participle of the verb ' fan,' qualifying the noun ' fire,' to which it is joined attributively. *' My honoured master bade me tell you this." ' Honoured' is the Perfect Participle of the verb * honour,' used as an Adjective of Quality, qualifying the noun * master.' " Smiling faintly, he pressed my hand." 'Smiling 'is the Imperfect Active Participle of the verb 'smile, qualifying the pronoun ' he.' • When the verbal noun in -ing does not govern an object it may be treated as a simple abstract noun. ♦ This must be treated as a compound gerund. It is impossible to construct the abstract noun m -tug with a past participle. t Here ' a ' is a preposition (= at <>r in). ' Thinking ' had better b« tAten \n sueh construc- tions as the Abstract Noun in -ing^. § There is here a confusion between the Abstract Noun, and the Gerund. EXERCISES. 203 " Considering all things, he has done very well." ' Considering ' is the Imperfect Active Participle of the verb ' con- sider ' used absolutely (§ 282). ' Things ' is a noun in the objective case, the object of the transitive participle considering. ^' Hail, smiling Morn." , . -i , * Smiling ' is the Imperfect Active Participle of the verb smile used as an ordinary (2ualitative Adjective, joined attributively to the noun ' Morn.' Exercise 57. Parse the Participles in the following sentences :— Hope deferred maketh the heart sick. He bought a deferred annuity. Sn^line scornfully, he strode into the circle. Look at that smiling villair. STnerally speaking he dines at home. Considering your age you have done very well. I cau|ht sight of the thief climbing in at the window A fe con, towering in her pride of place, was by_ a mousing owl hawked at and kiUed Accoutred as I was, I plunged in. Being apprised of our approach, the whole neighbourhood came out to meet their minister, dressed m their fine clothes ancl preceded by a pipe and tabor. The genera rode m front, counted on a splendid charger. A wounded spirit who can bear ? *' Why gather Sleep, fest thou in smoky cribs, upon uneasy Pallets stretching thee and hushed ^^^^^^ buzzing night flies to thy slumber, than in the perfumed chambers of the great. Barring accidents, we will be with you to-morrow. Exercise 58. Study § 214, and separate the following sentences into two groups, one containing those in which the verb j^^ and the pel feet participle form a tense of the passive voice,* the other contain- iiig those in which the participle is a mere qualitative adjective :— The ship was built by contract. The ship was built of iron. He was stretched upon the rack. He was stretched upon his bed. The string is stretched 00 S. The captives were already slain They were slain by order of the caotain The poor man is badly hurt. The poor man was hurt. The troops S surpH ed V the enemy.' I was surprised by his behaviour I am rurprisecUhat you do not see that. The prisoner was starved to death. The children are famished. XXXI. Interrogative and Negative Sentences. Preliminary Lesson.— Th^. elements of an Interrogative sentence are related to each other in the same way as those of the declarative sentence which would be its complete answer. Compare ' Did you hear?' and ' I did hear' ; t * Who told you so? ' and ' He told me so'; 'Whom did you meet?' and 'I met John,' &c., 'Where do you live ? ' and * I live there,' &c. Use of the verb ' Do.' . Tn t>,.cp we get a statement of the actual doing of a certain act, in the second class wft n ^' Sid 'Tnd ^ Say bV^se^separately, or uken together as equivalent to 'heard.' ao4 ENGLISH GRAMMAR. Exercise 59. Give the complete sentences which are answers to the following questions, and then parse all the words in each : — Are you happy ? Did you say so ? Have you any money ? Did your brother do that? Does your sister sing well? Will your father return to- morrow? Shall you be afraid to go? (See ^ 210.) Will you meet me there to-morrow? Did the man go away? Have the boys hurt themselves? Exercise 60. Take the answers to the preceding questions, and turn them into the negative form. Exercise 61. Parse the verbs and the interrogative pronouns and adverbs in the following sentences (§§ 152-154 ; 270). [In the first few sentences (s) is put after the subject and (0) after the object of the verb, when it is an interrogative pronoun, and the same numeral is placed after an interrogative pronoun and the prepo- sition that governs it, and after an interrogative adverb and the word that it modifies ; and (a) is placed after those interrogative pronouns (or pronominal adjectives) which qualify the nouns that they precede.] Who {s) called me ? What (0) did you say ? Which [a) way is the shortest ? What (0) did you eat for supper? On what (a) day do you set out? What (i) do you hope for (i) ? Whom (2) are you writing to (2) ? Where (3) do you live (3) ? How (4) far (4) did you walk ? What comes next? Which boy made that noise? What author do you like best ? Whom are you waiting for ? Whom did you see ? On what day do you set out? Where did you find that book? Whither are you going? Whose * pen is this ? What happened yesterday ? What ails you? In which house does your uncle live? What poet's writings please you most ? On what day do you set out ? When t will you come ? How t did you do that ? How f many persons were present ? How t often do you write home ? Why + do you say that ? How t soon will you come ? Where J are you going to ? Where J do you come from ? Write answers to all the questions in this exercise in full, and then turn these answers into the negative form. XXXII. Imperative Sentences. Preliminary Lesson. — Study § 191. " Go thou and do likewise." * Q-o * is an intransitive verb in the Active Voice, Imperative Mood, Second Person Singular, to agree with its subject 'thou.' I L Let can • Parse ' wh se ' is an interroKative pronoun of common gender, in the possef sive case depending on the noun 'pen.' t Mind that an interrogative adverb modifies either the verb of the sentence in tvhich it occurs., or some adjective or adverb. t In cases like this, 'where ' should be taken as doing duty for an interrogative ptonoun, governed by the preposition * to ' or ' from.* li n EXERCISES. 205 « Do ' is parsed in the same way, except that it agrees with a subject ' thou ' understood. " Let me see that J' •Let ' is a transitive verb in the Active Voice, Imperative Moo(t,. and in the second person plural, to agree with its subject you understood.* •See' is a transitive verb in the Active Voice, '-^"^1/^ the (simple) iutinitivc mood depending on (or governed by) the verb ' let.' , * Me ' is in the objective case, governed by ' let.' Exercise 62. Parse all the words in the following sentences :— Let me go. Come hither, boys ?t Be ihou familiar, but by no "^^ans vulgar Let him see it. Lot us be spared this annoyance. Let us pray. Let me be cautious in the business. Do be quiet, boys. XXXIII. Relative or Conjunctive Pronouns. Preliminary Zmt;;/.— Study §§ 144—164. ^^ He is a 7nan who is beloved by everybody:' 'Who' is a Relative Pronoun, of the Mascuhne Gender, in the ^nnilar Number and of the Third Person, to agree with is . ccedent ' man.' It is in the nominative case because it is ;Te subject of the.verb ' is beloved.' ^ It joins the clause who is beloved by all ' to the noun ' man. " That is the lady whose husband you met yesterday P •Whose' is a Relative Pronoun of the Feminine Gender in the Singular Number and of the Third Person, to agree wi h ks antecedent 'lady.' It is in the Possessive Case depending t oMor qualifying) the noun 'husband.' It joins the^ clause ' whose husband you met yesterday to the noun lady. " Here is the man whom you wished to see.'' Here * whom ' is in the objective case, the object of the verb 'to see.' " You have not brought me the book that I asked you for." 'That 'is a Relative Pronoun of the Neuter Gender, in the Singular Number and of the Third Person, to agree with its antecedent ' book.' It is in the ^^Y""'"''^ .^Ti nf V^d vou by the preposition ' for.; It joins the clause that I asked >ou for' to the noun ' book.' * ' You ' is always a graininntkal plural. -. . , , + Parse; boys • - a Vocative or N on. n^^ ^^^^^^^^_ .^ ^^^^^^ _d must b . dealt with as an adjective. 2o6 ENGLISH GRAMMAR. The construction of a relative clause is word for word the same as that of the clause which results when a demonstrative pronoun or the antecedent noun is substituted for the relative. Thus ' That i asked you for ' is like * I asked you for it (or the book) ' : ' Whose husband ySh met yesterday ' is like ' you met her husband yesterday.' Exercise 63. Parse all the Relative Pronouns in the following sentences, and test the construction by substituting demonstratives for the i^latives as in the above examples : — 'Ihe man whom you met is my brother. The artist who painted that picturR died last year. I'never saw the man whom you speak ot. Where is the pen w nch I gave you ? 1 who am poorer than you are, am contented Thou, who wast my friend and guide, hast forsaken me. You, who have done the damage, must repair it. We who are \\ell ofl should pity and help the poor. He IS a man whose appearance is j rei osse>sing. The bo>s who.^e \\oik is Imished may go oi;t to play. He thai is down need fear no fall. I will show you the horse whicli I i,ought yesterday. The picture which pleased you so muc.i was painted by my brciher. You have not brought me the volume that 1 asked lor. He is the yery man that I was speaking of. Their soricws" shall be multiplied th.nt hasten after another God. It is that that griexes me. I us that you tell me is incredible. " Why, Harry, do I tell thee of my foes, \yhich art "ly near St and dearest enemy ? " ''I am that very duke which was thrust from Milan." " Whosoever * hath, to him shall be given." " liles.^ed IS he whosoever shaP not be offended in Me." He dgth sin that doth belie the dead. Whose hatred is covered by c'eceit, his wickedntss shall le showed belore the whole congregation. Thty are but faint-hearted whose courage fails in time of danger. He to-day that sheds his blocd with me shall be my brother. This is the priest all shaven and shorn, that married the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog ikai worried the cat that killed the rat that ate the malt that lay in the house that Jack built.' Exercise 64. The antecedent of the neuter relative 'which' is often the fact stated in a previous sentence, or the (implied) gerund or infinitive which expresses that act or fact in an abstract manner, as, '' The king's two sons are stolen away and fled, which (namely, the fact that the king's two sons are stolen awav and fled) puts upon them suspicion of the deed." State clearly \\hat ' w/uc/i' stands lor in the following sentences : — He promised to follow my advice, which was the best thing he could do. We studied hard all the morning, after which we went for a walk. "And, Nvhich is more than all these boasts can be, I am beloved of Hermia." " I see thee still, and on thy blade and dudgeon gouts of blood which was not so before. " Thou didst smile, which raised in me an undergoing stomach (i.e. courage fo endure)." Exercise 65. Supply (and parse) the relative pronouns which are omitted in the following sentences (see § 164). j Tile parsing of tliese compound relatives does not differ from that of the simple relatives. They should be described as compound, or indefinite relatives. EXERCISr.S. 207 me as or the IS Pay me the money you owe me. You Imvc not sent the goods I hnught ye&terday. Have you received the money I sent you ? That is the place I went to. You are the verv man I was looking for. '* I have a mind presages me such thrift, that I should questionless be fortunate." That is not the way I came. Those are the very words he used. Is the task I set you hnished yet ? He is not the man I expected. Make a dozen sentences in which a suppressed relative mav be supplied. Exercise 06. When ' which ' accompanies and qualifies a noun, it should be parsed as a ' Conjunctive Pronominal Adjective.' It then generally refers to the ' general sense' of the last sentence, but has no special antecedent in place of which it stands. Parse ' which ' m the following sentences : — I may be detained longer than I expect, in which case do not wait for rne. I hope you will stay till Tuesday, on which day I expect my brother. He made a humble confession, by which means he averted his lather s displeasure. Exercise 67. Supply the antecedents which are understood in the following examples : — Who steals my purse, steals trash. Who was the thane, lives yet. Whom we raise we will make fast. I may neither choose whom I would, nor refuse whom I dislike. And whom he strikes, his cruel tushes slay. Whoever ^said that, told a falsehood. "Whosesoever sins ye remit, they are remitted. I dread what * is coming. I hear what you are saying. That is not what 1 sent you for. You are telling me what is incredible. I cannot consent tot what you ask. That is just what I cannot understand. You have not done what you promised. Have you found what you were look.ng for ? What astomshcti me most was his imprudence. What pleases you will please me. XXXIV. Relative (or Conjunctive) Adverbs. Preliminary Zm^«.— Study §§ 262—265. Conjunctive adverbs modify a verb, adjective, or adverb in the clause which they introduce, and Join that clause to the predicate of the principal clause. If a conjunctive adverb is equivalent to a relative pronoun pre- ceded by a preposition (§ 406) it joins its clause to the antecedent noun. Exercise 68. Parse the conjunctive adverbs in the following sentences : — * Parse 'what' as a neuter Relative Pronoun relating to a suppressed antecedeut when- ever llic sense 01 the sentence rciii;uiis the s^mc i! <'<■•. •'•.-■•^•r 7. """"rV";; V,f trv ' -,.;k '^ hut + Mind that this preposition docs njt govern ' what ' (which is the object of to ask >, but its suppressed antecedent 'that.' ao8 ENGLISH GRAMMAR. r*^% I was not at home when you called. I shall see you when I return. He still lay where he had fallen. I will follow you whithersoever you go. This is the house where 1 live. Tell me the reason why you left the room, uo back to the place whence you came. Show me the shop where you bought that. Wherever he lives, he will be happy. I go to see him whenever 1 can. Exorcise 69. In the followinu sentences substitute pronouns pre- ceded by prepositions for the adverbial compounds. (See § 146.) Herein do I exercise myself. Thereon I pawn my credit. She dares not thereof make discovery. My heart accords thereto. 1 will hereupon confess I am in love. Present to her a handl.erchicf, and bid her tiry her weeping eyes therewith. Whereunto shall I liken this generation ? Wherewithal shall a young man cleanse his way ? You take from me the means whereby I live. Exercise 70. Make the reverse change in the following sentences : — I long to know the truth of this at large. Thy food shall be withered roots anil husks in ivhich the acorn cradled. The earth is the Lord's and its lulness. Take this chain, and bid my wife disburse the sum on the receipt of it. XXXV. Conjunctions. rrcliminary Lesson. — Study the definition and classification of Conjunctions (§§ 285 — 295). To parse a conjunction state what Part of Speech it is, and of what class, and state what words or sentences it couples together. The pairs 'both— and,' 'either — or,' and 'neither — nor,' may be taken together and parsed as correlative and co-ordinative conjunctions, joining such and such words or sentences. Subordinative conjunctions usually join the clause which they introduce to the predicate of the principal clause. The conjunction ' than ' joins its clause to the preceding comparative adjective or adverb. Exercise 71. Parse the conjunctions in the following sentences : — A. He is poor, but he is contented. He neither came nor sent an excuse. He went out quickly and slammed the door. He shot a hare and two rabbits. Both John and Henry came to see me. I will both lay me down in peace and [I will] sleep. Either I am mistaken, or you are. I can neither eat nor [can 1] sleep. B. I have heard that he said so. He told me that he had no money. You will be punished if you do that. If I had seen him, I would have spoken to him. He would not help me, though he knew that I was in need. Though hand join hand in hand, the wicked shall not be unpunished. You will lose the prize unless you work harder. Take heed lest you fall. He spoke loud that I might he.ir him. I cannot give you' any money, for I have none. My brother is taller than you are. He is richer than his brother [is]. He comes oftener than [he] ever [came]. As that is the case, I will come. EXERCISES. 209 Exorcise 72. Parse the words in ital'cs In the following sentences, bearing in mind that words like before, after, since, &c., when followed by a noun or pronoun in the objective case, are prepositiom, but are conjunctions when followed by a clause containing a finite verb with its subject : — John arrived after his brother. He walked before me. Do not ^o before I come. We left after the concert was over. He was sorry ajter he had said it. SifH-e you say so, I must believe it. He has not smiled sittee his son died. W c have not eaten since yesterday. They will in) away /u-Jore nij^ht. They stayed tot/it the next day. I will wait unfit you return. They stayed m 1 aris untit their money was spent. All ,xa-/>t John were present, £xce/>t ye repent, ye shall all likewise perish. There is nolwdy but me at home. You may go, but 1 will stay. Exercise 73. Parse the word ' t/int' wherever it occurs in the following sentences. (Look at §§ !44> H5> H^, 289.) Show me that picture. He did not say that. That book is mine. He is the very man lliat 1 want. Play me the tune that I like so much. He says that we shall never succeed. He does that that he may vex me. I am afraid that he says that, that he may deceive me. They that will be rich fa 1 into temptation. There is not a man here that I can trust. I lent you that book that you might read it. I hear that he has lost that book that I lent hint. You ought to know that that '//m/'* that you see at the beginnmg of the clause is a conjunction, because I told you that before. Exercise 74. Make five or six sentences to illustrate each use of the word ' that.' ■ Exercise 75. Parse the words in italics in the following sentences, carefully distinguishing the conjunctions from the relative or conjunc- tive adverbs, and the latter from the adverbs which have no syntactical connecting force, but merely nfer by their meaning to something that has gone before : — Come 7o/ien I call you. He came because I called him. He left ,oou after I came. I will go m7o. No7a you are here, you may as well stay. He is very rich ; neveM-ss he is unhappy. He is contented, and theirjore he is never unhappy. 1 believed, t/tcrefore have I spoken. He is ast stingy «. he "s ich He^wasted his time in pby ; consegucntty \.^ lost the pnze 1 hat is true and also new. I have no money, else ( = otherwise) I would give you some. XXXVI. The Subjunctive Mood. Preliminary Zm^;/.— Nature and use of the Subjunctive Mood (§§ 192, &c., 423; 430, &c.) t When''aV's\mcd twice over corrciatlv.ly. the first 'as' is ..Iways demonstratwc, the second conjunctive. . 210 ENGLISH GRAMMAR. I Exercise 78. Parse the verbs in italics in the following sentences, and explain in each case why the subjunctive is used : — Take care that dinner b:' ready for me by two o'clock. Beware lest some- thing worse happen to you. Live temperately that you may live (§ 423) lung. If you 7fi.7v generous, you. too tdii help me. If yo\x had sent for m^, 1 ivoiild have come. If he ivere to swear to it, 1 ivoti'l not believe it. If I had any money, I would giv-: it to you. Oh ! that it ivere with me as in days that are l)ast. If this were true he would not deny it. I would have done it if I had h\'n able. He could noX. be kinder if he rwr^.my brother. Except the Lord build the house, they labour in vain that build it. Peace be to his ashes, a south-west blow o\\ ye, and blister you all o'er. I would! were a weaver. I coidd sing psalms or anything. Exercis3 77- Parse the verbs in italics in the following sentences, carefully distinguishing the moods and noting whether the verb relates to what is actual fact, or expresses one of the subjunctive ideas. The use of a past form \\\ relation to present time, or of a past perfect, when there is no reference to any other event, merely to denote past time, is one of the marks of the Subjunctive Mood : — "V\)u /;/ ly * go. You may keep the book. He says that thnt he may vex me. The boys would not be quiet when I begged them to be so. He would not tell me if 1 asked liim. The old man mi^ht be seen daily sitting in the porch. He came that he might beg money of me. He may\ have been in the house, but I did not see him. He would be angry if he kvrw of it. He would have been angry if he had known of it. I had just flnis,,cd when you came in. " Had I l)ut died an hour before this chance, 1 haa lived a blessed time." He wcid i He ivould open the door if you knocked. had knocked. You should % not tell lies. ne\er forgive him. If he did that he deSi-rves to be punished. If he had done it, he would have confessed it. If he did it, he would seriously displease me. If that was his reply, it was a very foolish one. If he were to make such a reply it would be very foolish. If he ha I heard the news, lie kept it all to himself. If he had heard the news, he ivould not have kept it to himself. He cotild not do that if he tried. He could not do it when he tried. He might have come if he had wished {i.e. it 7i)ould have been in his power, &c). It tnay be very strange {i.e. it is possible \}i\aX. it is very strange), but it is quite true. It may have been my fault {i.e. it is possible that it was my fiult). You wight have won the prize if you had been more diligent. This herb may be met witii almost everywhere. Last winter roses might be found blooming at Christmas. However bad the weather tuight be, he woidd take a walk every day. not open the door when I knocked. He would have opened the door if you If he has betrayed his trust, I will Exercise 73. Make ten sentences in which the indicative is used after ' if^ and ten in which the subjunctive is used. Ui * ' May,' 'would,' &c., in the indicative mood must be parsed as notional, not as auxtuary verbs See Seciion XXVIII. t Th.1t is, • it is pissil)ie that he was in the house.' X This use of ' should ' is peculiar. It is past in form, referring to present time, and yet it is indicative. It follows the analogy of ' ought ' and the other preterite-p'-esent verbs. p:xercises. 211 XXXVII. Apposition. Preliminary Lesson. — When a noun is attached without a con- junction to another noun or pronoun, to give a more complete description of the person or thing meant, it is said to be in apposition to it, and is in the same number and case.* Exorcisa 79. Parse the words in itaUcs in the following sentences : — He has gone to see liis aunt Jane. My brother Robert is expected. Pan- dulf, the rope's legate, ca-ne to England. You, .he author of that report, are responsible. Fetch your wide John's spectacles. He has alienated even you, his earliest friend. A noun is often tised to represent the fact stated in a previoys sen- tence. It then stands in a kind of apposition to the sentence, summin<^ up and repeating its import in a single noun which serves as the antecedent to a relative ; as, " He attempted to ascend the moun- tain without a guide, an act which nearly cost him his life. Exercise 80. Explain and parse the nouns in itahcs in the fallowing examples : — The general made a vigorous onset on the left of the line, a inano:iivre which distracted the enemy's attention from the main attack. He energetically declared that he knew nothing about the matter ; a de^iuil for which 1 was not prepared. The counsel for the defendant argued that there was no cj^,- to go before a jury ; a view which was supported by the summing-up ot the judge. I trod upon his corns, an accident for which I apologi/.ed. XXXVIII. Attributive Adjuncts. Preliminary Zm^//.— Nature and classification of Attributive Adjuncts. Phrases that do the work of Adjectives. (§§ 3^2 —364.) Exercise 81. Point out the attributive adjuncts of nouns and pronouns in the following examples, and in each case state ot what {hey consist, and to what they are attached. When two or more adjuncts are attached to the same noun,. distinguish them carefully :- • That is. provided t4le case is the nominative or objective. One noun in the possessive is never put n ^pos.t.on to another, but the t^vo nouns are treated -^ ^^^f^'X^i^C"^^ I and th^e posses^ve inflexion is only put after the second of the two nouns, tji^at ^, M^ the e^nd | ^^inUnA-'ln^ be'^^ed 1^ a^n^o^nd';:^o^r n^>. inthe poss;;s^ive cas^i depending on j 'do£ 212 ENGLISH GRAMMAR. John's coat is seedy. My cousin Henry died last week. A rattling storm came on. I see a man walking* in the garden. My brother Tom's pony is lame. A man clothed* in a lonn^ white robe came up to me. We soon reached the top of the mountain. The prisoner's guilt is manifest. The friends of the prisoner are very rich. Fearing to be caught in the rain, we returned. This is no time fc- trifling. I saw a house to let further'on. Whose hat did you take ? I borrowed William's big two-bladed knife. A bird in the hand is worth two in the bush. A friend in need is a friend indeed. He obtained permission to go. Leave of absence was refused him, Give me now leave to leave thee. His right to the property was disputed. His right to adopt that course was challenged. XXXIX. Adverbial Adjuncts. Preliminary Lesson. — Nature and classification of Adverbial Adjuncts. Words and phrases which do the work of Adverbs, by modifying verbs, adjectives or other adverbs. (§§ 370 — 372.) ^'i t If' Exer'^ise 82. State to what verb, adjective or adverb the ad- verbiii' adjuncts in italics in the following sentences are respectively attached : — A. We started early. He spoke eloquently. Do not talk fast. Come quickly. You are extremely kind. He is in an jiniisnally good temper. Where will you find a truer friend ? How many persons were' there ? Why did you go a'vay ? B. Tom struck vCkC with his fist. We were talking about your brother. I am fond of reading. He came to see tne.f I shall be glad to hear the news. You ^XQ in fault. You ixre. to blame. I am to take jou home. You o.xc to return fo-mornnv. He is ■worthy of admiration. I have a great deal to say to you. I was given to understand that you had left town. To save time let us walk across the park. He came forth bound handX vcc\(\ foot. Go that way % (i.e. by that way). He is not a bitX better (i.e. by a hit) He is ;;/«t7z | (i.e. by much) richer than I am. He will be none (= by nothing) the wiser. I am none the worse. He is a little better to-day. It is [by] many degrees X colder. He is [by] a great deal X worse. He is worthy of your love. The book is worth a guinea.X H*^ left the very day that X{-= on wliich) I came. That is the reason thatX {^for which) I did it. This is the hour thatX (= (it ivhich) Madam Sylvia entreated me to call. What X {=^ for Tohat purj^ose) rvt^A wq any further witness? Thy image doth appear in the rare semblance that (= in xvhich) I loved it first. * The attributive adjunct consists of the adjective or participle together with nil the words and pJimscs that are attached to it. Thus in the above sentences the attributive adjuncts are ' walking in the garden,' ' clothed in a long white robe," &c. A complex attributive adjunct of this kind may contain a noun which has adjuncts of its own attflched to it. Thus 'a,' * long,' and ' white ' are adjuncts of the noun ' robe.' + Select from Exercise "< all the exam'^les of the Gcrundial Infinitive used adverbiallv. t In these examples a noun (or substantive pronouni in the objective, without a preposition before it, constitutes an Adverbial Adjunct. Collect all the sentences in Exercise 48 which contain adverbial adjuncts. t EXERCISES. 213 -^ t t * C. We went to the theatre last night. It rained all day. I shall see your brother next week. This flower blooms all the year round. It rained every day last week. They walked barefoot. He advanced cap in hand. The wall is fifty feet high. D. I gave the /"V a book on his birthday. I wdl pay you vour account soon. \\(t\%\\V(^ his father. Pass ;«^ the salt. Do w^ the favour of hearing what I have to say. I will paint ;'cw a picture.* E. The horses bein^ exhausted we could not proceed. The rest must perish, their i^reat leader slain. Six frozen winters spent, return with welcome home from 'banishment. The battle over, the troops withdrew. F. I have fought a good fight. He slept an untroubled sUep. We cannot live our lives over again. He was promised a rocking-horse. I was asked this question. He was forgiven his past offences. We' were told our faults. He was paid his bill. The dead were refused burial. Exercise 83. Point out the adverbial adjuncts in the following sentences ; state of what they consist, and to what verl), adjective or adverb they are att?ched : — They arrived yesterday. They will be here to-night. He prayed for a speedy deliverance. I am much displeased with your conduct. He is not like his sister. He accompanied us most of the way. You are to come home directly. He approached me dagger in hand. He built a wall ten feet thick. There is a church a mile distant from the town. You are spending your time to no purpose. I am not disposed to sell the horse. On reaching home we found that the rest had arrived before us. We were all talking of the accident. We live in constant fear. 'Wait a bit. We had nothing to do. What is the matter with you ? He is too ready to take offence. I am content to be silent. We are glad to see you. Why did you say that ? \N here were you on duty last night? He comes here every day. My pony being lame, I cannot ride to-day. My object having been attained, I am satisfied. To reign is worth ambition. . The cloth is worth a guinea a yard. He is a year older than I am. " Bloodshot his eye, his nostrils spread, The loose rein dangling from his head, Housing and saddle bloody red. Lord Marmion's steed rushed by." Exercise 84. In the rase of the following complex adverbial adjuncts, first point out to what the entire group of words is attached, and tiien show what words are modified by the subordinate adjuncts which the entire group contains. Thus in, " We were talking about the accident that happened to your brother yesterday," the words * about the accident that happened to your brother yesterday ' constitute an adverbial adjunct to the verb * were talking"; while ' to your brother and ' yesterday ' are adjuncts of the verb ' happened.' We started very early. He spoke unusually well. Do not talk so fast. Come more quickly. I am fond of riding on horseback .t I sh all be glad to * Add to these examples all those in Exercise iq which contain an Indirect Object. \ Gerunds may be modified by adverbs as well as any other forms of the verb. 214 ENGLISH GRAMMAR. hear of your safe arrival. He escaped by leaping over the ditch. I am fond of going to the theatre. I am luoking at the man standing with his back to the window. You should do your best to repair your fault by working harder. He did nothing towards helping me out of my difficulties. We arrived an hour too late. I cannot walk a step farther. He was in too much haste to mind what he was about. Exercise 85. In the following examples show which of the phrases made up of a preposition and a noun do the work of an adjective (see § 362, 4), i.e. are attributivi; adjuncts, and which do the work of an adverb (see § 2)7^y 2\ that is, are adverbial adjuncts ; and show to what word each is attached. He shot a great quantity of game on the moor. What is the use of all this fuss about the matter? I am delighted to see you in good health. We were vexed by his rudeness to you. The advantages of travelling in foreign coun- tries are very great. He is a man of great industry. He accomplished the task by unflagging industry. A man addicted to self-indulgence will not rise to greatness. He is fond of angling. That is a good stream for angling. I am fond of the pastime of angling. I must express my displeasure at your be- haviour. You have displeased me by your behaviour. He is not prone to behaviour of this kind. We rely on your promise. Reliance on his promises is useless. Do your duty to him. What is my duty to my neighbour? He adhered to his determination to make the attempt. He is too feeble to make the attempt. He gave hnn his best wine to drink. The place abounds in good water to drink. Do you see that man on horseback ? He has given up riding on horseback. The master praised the boy at the top of the class. He shouted to the boys at the top of his voice. t Exercise 86. Make a dozen sentences in which a preposition followed by a noun or pronoun forms an attributive adjunct, and a dozen in which it forms an adverbial adjunct. N XL. Parsing of Adverbial Adjuncts. Exercise 87. Nouns occurring in adverbial phrases, and not go- verned by prepositions, must be parsed as being in the Adverbial Objec- tive Case (i.e., the Objective Case used adverbially), except those in the absolute construction, which must (now) be parsed as being in the nominative absolute. What is called the Cognate Object is really one kind of adverbial objective. (See §§ 370— 372.) Parse the words in italics in the following sentences, carefully distinguishing the adverbial objective from the other uses of that case : — I will pay you next 7veek. We shall spend next week in London. Papa goes to London every day. He spends every other day in London. He spends the half of everv dav in bed^ We sat up half the nu^ht. We have lost half the day, I see him most days. Most days are joyless to me. Every evening we have a rubber. Every evening next week is engaged. We are engaged 1 EXERCISES. 215 He MH ^ every evening next ivfek. We went over dry foot. Come this way. Lead the WAV. i have told him that twenty times. I cannot count the times that I have told him that. The horses having been harnessed, we started. ' * The rest must perish, their great leader slain. Exercise 88. Parse the words in italics in the following sen- tences : — He will have the expense besides all the trouble. He will have the expense and the trouble besides. Both John and I were present. Both brothers were present. I will both lay me down in peace and sleep All those present heard it. He sat up all night. All is lost. He is all powerful at court. We have other things to attend to. Others may believe it, but I cannot. You may break him, but you will never bend him. He spoke to all but me. There was but a minute to spare. I would do it but that I am forbidden;- There is no one but pities him. Parse ' but ' in the last sentence. Either road is difficult. I never drink either beer or wine. I do not believe either's account of the matter. lie knows something about it, else* he would not look so mysterious. I have nobody else to look to. They gave us trouble etiough.-V We have not enough to eat. They have bread enough and to spare. He even insulted me to my face. It is an ez>en chance. Nothing can or shall content my soul till I am rjen\i with him. You are sent for. They sent for you. You must go, for you are sent for. We have wasted half the day. _ I am //.///inclined to believe it. I have not told you one halfoi what was said. It is not that he loves me more, but that he fears me less. Less .than that would have been enough. You must spend less money. Give him more an*. He would have said more if I had not stopped him. He knows iftost about the matter. ^ He need not be afraid. He needs strict oversight. His needs will be well supiilied. He must needs pass through Samaria He told, me much of what had haiipened. I am much pleased with you. I have not much time. He left mxt day. What shall we do next ? He sat next me at dinner. Who comes next ? He has lost his otily son. We have only four shillings left. Do what you please, only be quick about it. All save one perished. It was built wme 1 ten years ago. I have someivhat to say unto thee. I feel some- what indisposed. Be well assured of that. Well, sir, and what did you do next > I am not well. What need we any further witness ? What shall we need in this business? What I Did you not get my letter? He wants to know the %vhy and the wherefore of everything. Why! he is as rich as Croesus. Exercise 89. Parse the following sentences, paying special attention to the constrictions that are not obviously consistent with the rules: — The multitude were of one mind (§ 376). He takes the medicine every three hours {\\ 173, 47 1)- ^ came to pass about an eight days after. these sayings He lived ten years there. He lived a hundred years (§ 362, 2). He bought three score sheep {\\ 362, 2 ; 55 ; 54). There were a dozen men there Some || twenty persons were present. The battle was fought on this * Else is always a mere adverb. It means either ' besides,' or 'otherwise.' t ' Enough ' may be a substantive, but it is never an adjective. It is usually an adverb II • Some' had better be taken as an adjective, ' Some men {i.e. a certain number of men- namely twenty.' 2l6 ENGLISH GRAMMAR. side* the river. He passed six months aboan; the ship. The passengers are all on board the ship. I must sec him, and that quickly. f Leave the room this instant. 'Who riseth from a feast with that keen appetite that J he sits down [Shaksp. Macb.). ' Thy image doth appear in the rare semblance that % I loved it first' (/endent sentence beginning with a demonstrative o"^" °ccii« 7.,^. fore'is not acon- .rfmmatical connection, as Mbeliev.M^M.r.^^^ j^inction, but a demonstrative adverb, meaning fo "-^^^.l^^^^"^- ^^^^^^ they often involve an Gr'mi,' o?a,,y »io,, be!w«a participk., and vertal noun.. 2l8 ENGLISH GRAMMAR. Exercise 94. Separate the following sentences into two groups, one consisting of those in which there is a grammatical object of the pre- dicate verb, the other consisting cf those in which there is not a grammatical object. Then take the sentences in the first group and set down separately the object of the verb in each, and the several attributive adjuncts of the object. Thus : John sent to us an amusing account of the proceedings." Object :—' Account.' Attributive adjuncts of Object :—i. 'An'; 2. 'amusing'; 3. 'of the pro- ceedings,' My cousin arrived last night. We were greatly amused by his story. He told us a droll story about his brother. Have you read this author's last work ? Whom did you see at the concert? The gid is admired by everybody. Everybody admires John's little sister. Thus ended a war* of ten years' duration. This ended that most unpleasant J 4ness. Down came the rain. I saw a soUlier on horseback. f I met some \_^ ,ies in my ramble. The master praised the boy at the top of the class. The man struck the poor little boy on the head. The boys were rewarded for their diligence. My horse fell down in the road. Deep drank Lord Marmion of the wave. On the top of the hill stinds a stone cross. We were strenuously advised to turn back. We rajMdly turned round in the direction of the report. He sent his hat round to collect contiibutions. The boys have been forbidden to enter the orchard. They shook the depths of the desert gloom with their hymns of holy chter. He had the impudence to tell me to hold my tongue. Exercise 95. Take the sentences in the last three exercises, and write down the several adverbial adjuncts of the predicate in each. Exercise sentences :— John's account of the affair alarmed me. Every finite verb in a sentence has a subject. My brother Henry told met that. I saw the occurrence through a gap in the wall. That lazy boy did not go out of doors all the morning. Have you heard the news ? Have § those little boys finished their Latin exercises during my absence ? I desire nothing more ardently. Crying will not help you out of the difficulty. To act thus will displease his father. To do this properly requires time. Who spoke last ? Whom did you hear at church this morning? Hoping to find an easier road, we left our companions at the brid.s,re. How || did you find your way ? He used a stick to support his steps. You say so to tease me. Considering his age he has done pretty well at the examination, Verylf few men could have done that. Howli much money will be enough for you? What foolish notion possesses you? A little girl's voice was heard in the garden. A large dog's bark was * Mind that the subject very oh&n follows the verb. t Observe that this phrase does not show where the act of seeing took place. Contrast this sentence with the next. } Look at \ 370,. 4. § In questions the subject is often so placed as to break the predicate (when it is a com- pound form of the verb) mto two parts. To see the construction properly, give the comMete nttsv.iev to the "uestion. j' o i- C Remember that ' how ' is an adverb, II Take c-ire in the analysis not to separate attributive words from the adverbial adjuncts that may be attached to them. 98, Give the complete analysis of the following EXERCISES. 219 heard in the distance An empty bird's nest was found. The tall lady s dress was torn. Some ladies' silk dresses were sold by auction. My cousins return inteinipted our game Here shall be done a deed of dreadful note. We had a purpose to be his purveyor. He found his brother lying fast asleep. We have bought a pretty little calf a month old His wrath may find some wor>e way to our destruction. Wiiat more do you desire > Whom did you find walking' in the ^aidcn? Whose umbrella did you take ? Whose exercise has the fewest faults ? The poor man s wife died last nighr. He fell head foremost into the river. They advanced step b)^ step. Give mo * a cup of tea. I return you * my best thanks. •' 1 ake tliee that too " I told you* all that anJiour ag'»t. He died a happy death.; This said he sat. There h.y Dui.can, his silver skin laced with his golden blood. The poor wren will fight, her young ones in lier nest, against the owl. Downward they move, a melancholy band. Conceit, in weakest bodies, strongest works. Forth at your eves, your spirits wildly peep. Who ever experienced any- thin.r like kindness at his hands? Who but a fool would talk hke that ? What have you done with the money? What arrant nonsense that foolish min talks! Which [horse] of these horses is to l)e sold? He eats^ his food like § a hog. He was taught Greek (§ 372) by his uncle. ^ ' Tef^h "le thy statutes.' 'Teach erring man|l to spurn the rage of gain. Ihe dead v\ere refused burial (§ 372). Ex-i^'oise 97. Take the following pairs of subjects and verbs and biild up sentences by puttin^^ in objects, where they are wanted, and cnlar^incr the subjects, predicates, and objects, with as many adjuncts, attributive and adverbial, as you can. Thus, from ' Men rob,' you may make ' Men of weak character, led astray by temptation, some- times rob their unsuspecting friends shamefully.' Birds build. Ship carries. Boy lost. Loaf was bought. Brother left. Sister came. Children went. Men found. We arrived. Man struck. Hor^e threw. Exercise 98. Make a dozen other sentences in a similar way with subjects and verbs of your own choosing. Exercise 99. Parse all the words in Exercises 94 and 96. XLII. Verbs of Incomplete Predication. Preliminary Lesson.—^^Xwx^ and construction of Verbs of Incomplete Predication (§§ 391—396). Mode of analysing sen- tences in which they occur (§§ 493, 498—500). I * ^Ago^'isl^shortened form of 'agone.' The phrase originally formed a nominative (or objective) absolute. X Lookat § 371. iJHie'mlnMmdVtTer be taken as the direct object, 'teach"' having the sanie kind of sciis^' as ' train ' or ' instruct' 220 ENGLISH GRAMMAR. Exercise 100. Analyse the follnwinj^ sentences containing Subjec- tive Complements of verbs of Incomplete I'rcdication : — He is insane. They are honest. He is an honest man. He became my friend. He became very rich in a short time. He grew rich suddenly. Me was called an enthusiast by his friends. He is not thought a fool. The prisoner was pronounced guilty of homicide. He is my cousin's friend. He IS considered a pretty good player. We got quite tired. The wiiu' tastes sweet. She looks very i)retty. That appears very plausible. He was e'ected Kmperor. He stood silent (see § 391). They entered laughing. The dog ran away howling. He felt tired. The air feels keen. He stood rubbing his eyes. The boys rushed shouting into the playground. I am sure of pleasing you in this. He sat twiddling his thumbs. ExarciselOl. Parse the preceding sentences. In accordance with § 393 (which see) account for the case of the complement either by saying that the verbs ' be," become,' i&c, take the same case after them as before them, or (better) by saying that the complement is in the predicative relation to the subject. (See § 374.) Exercise 102. The verb fo be is a verb of incomplete predication when it is employed in making a compound tense of a verb in either the active or the passive voice, as * He is going ;' ' I was saying ;' 'He is gone ;' ' He was struck.' But when used to form a tense 'of another verb, it IS usually called an Auxiliary Verb. In such cases the com- pound form denotes the performance, the continuance, or the comple- tion of an action. When the state that is the result of the action is denoted, the participle that follows is merely an adjective' of quality. When It IS not accompanied by a complement of some sort, to be is a verb of complete predicatiojt, or (as it is sometimes called) the * verb of existmcc: {N.B.- An adverb or adverbial phrase is not a complement.) Point out carefully the various uses of the verb in the following examples : — He is in the parlour. He is going away. Such things have been. The tmie has been, that when the brains were out, the man would die We are ready. I am in doubt about that. The boy was blamed for that. The poor man was starve 1 to death. The children are half starved. He was wounded by an arrovv. The poor soldier is badly wounded. I am trying to do it. This delay is trymg to our patience. I am delighted to see you. We were delighted by the concert. He is named John. He was called a fool for his pains. Where are you ? Where have you been all the morning ? ^ Exercise 103. Analyse the following sentences containing Objec- tive Complements of verbs of incomplete predications (^ 391, 395) :— He painted the wall white. He made us all merry. I think him clever. He considers this course expedient. They made Henry king. He called the man a liar. You have made your hands dirty. The jury pronounced the prisoner guilty We consider him a fine player. W^e deem this step very imprudent. 1 his measure rendered the plot abortive. I pronounce the wine I V. r-XF.uc:sKS. 221 excellent. He made the hear dance.* He made his horse canter. He set the audience laughing. Let us pray. Let fall thy blade on vulnerable crests. He bade the man wait. I lorbid you to touch that. He ordered the man to wait He directed the man to wait. He instructed the man to wait. I Ic told the man to wait He asked me to come. They besought us to come to their help. They invited us to come. They urged us to come, t Exercise 104. Analyse the following sentences, in which the subjec- tive complement is a verb in the infinitive mood (§ 394). Show where the complementary infinitive has itself a complement. These secon- dary complements, as well as the primary ones, are m the predicative relation to the subject. Do not confound the object of a verb witn its complement. He is believed to have perished . They arc supposed to have lost their way. He is thought to have poisoned the man. He is believed to be mad. I hat step was considered to be very imprudent. He was ordered to sit down. He was bidden to stand aside. This kind oflife is not to be endured. Exercise 105. Parse the pr^'ceding sentences. Exercise 103. Analyse the following sentences containing Infinitive Complements.: (See § 396.) Show carefully whether adverbial ad- juncts are to be attached to the verb cf incomplete predication, or to its complement (Sc c § 493.) They can write well. We can sing. They may depart. We must make haste. You shall be rewarded. I will be answered. I must go home. I can- not hear you. They may take the money I will return shortly, i hey shall have a good scolding. That cannot be allowed. Nothing could be more un- fortunate. You might h..ve found an easier way. I do so long to see him. Indeed [ did not say so. He ought to pay me. He ought not .0 do this. You ought to be more cautious. That may perhaps be true. Exercise 107. Analvse the following sentences, carefully distin- guishing those cases in which a verb is followed by a complement from those in which it is followed by an adverbial adjunct. See whether the word in question denotes' the cofidition of that which is spoken about, or the manner in which an action is done. That looks pretty. The bell sounded cracked. He spoke loud. The cry sounded clear and shrill . His voice sounded feebly. His voice sounded feeble. He has travelled far and wide. They have not made the street wide enougli. The people wept sore. It grieved me sore. The stones have made my leet * In parsing an infinitive mood of this sort it must be described as the complement of the verb of incomplete predication, and in the attributive relation to the noun which is the object °V^^nmany of these constructions, this gerundial infinitive is scarcely distinguishable from an adverbial adjunct expressing purpose. In sentences like '* How am I to do it ? Yc are to be quiet," the infinitive is certainly adverbial. % p.pu n**rit£ ^rc predication. ceriauiiy auvcruiai. , /• • i in reality in the Objective Relation to the verbs of incomplete //I n Hi Hi 222 ENGLISH GRAMMAR. sore. He rubbed his face hard. The water is frorcn hard. He nibbed his face sore. They came late. This delay will make us late. The binl sang clear. The ship passed clear of the rock. The water nms clear. Her voice sounds clear. The trees whispered :oft and low. The whisper came soft and low to our ears. XLIII. Complex Objective Phrases.* Preliminary Lesson. — Study § 397. Exercise 108. Analyse the following sentences containing ob- jective intinitive phrases : — He heard t the wind roar through the trees. I heard the man say so. We saw the thief try to pick a gentleman's pocket. I wisht you to come to-morrow. I believet the man to be innocent. I feltt the air fan my cheek. I have heard [people] say that he is very rich. Have you ever knownf the man confess being in fault ? The duke will never grant this forfeiture to hold. I liket a knave to meet with his deserts. I expectedt the travellers to be here by this time. The wind sits fair forj news to go to Ireland. It is too late forj the travellers to arrive to-night. The task was too difficult forj him to hope to succeed. XLIV. Complez Sentences. Substantive Clauses. Preliminary Lesson, — Nature, form, and structure of substantive clauses (§§ 401 — 405). Exercise 109. In the followi: t, sentences a substantive clause (or noun-sentence, as it is often termed) is the subject. Analyse the sen- tences in the mode indicated in § 515, &c. When 'it' is employed as a temporary, or provisional subject, set it down as such, and place after it the substantive clause as the real subject. Analyse the sub- stantive clauses separately, remembering that the conjunction ' that ' does not enter into the structure of the clause which it introduces, but that interrogative words do, being either pronouns or adverbs. * These infinitive phrases are often scarcely distinguishable from infinitive moods used as objective complements ; but it will be seen on consideration that there is the Lame kind of distinction between ' He made the child cry ' and ' He saw the child fall,' that there is between ' He made the man angry' and 'He found the man dead. See note on § 395. In constructions of this sort the verb in the infinitive mood may be parsed as being the verb in an objective infinitive phrase, having the preceding noun or pronoun in the objective case as its subject. In the example given in § 547 it is quite possible that we ought to regard 'this proud Sarazin to meete me ' as an infinitive phrase of the same kind u^ed as the (real) subject of ' chaunced,' and represented provisionally by 'it.' In that case the analysis of the sentence will of course be different. + Notice that the meaning of this verb is quite complete in itself. The whole of the following purase is tuc object of it. * Here the Infinitive phrase is governed by a preposition. EXKRCISES. 223 ob- Before analysing the sentences in this and the succeeding:: Exercises, draw a hne * under the entire set of words which form the subbtantive clause, icinembering that you have not got a complete substantive clause, or noun-sentence, unless it has a subject and a finite verb, with all the adjuncts that may be attached to either of these. (See § 512, note.) That he ilid the deed is (|uite certain. That he said so is undeniable. "Who can have t(jld yoii that, iniz/lcs me. How long I shall stay here is uncertain. What we are to do next is the question. What his capacity is signifies nothhig. How I fii^rii iiub a pfuiiuimiiai lurcc. \ ri^u-^' convinced him wit/i respect to this point.' § That IS ' I am sorry on this account, or as regards thit* EXERCISES. 225 How to do it is the difficulty. I taught him how to do it. Where to get the money puz^.les me. He never knows when to go. I am considering what tu do next. I know not where to get food. I know not how to thank you sufficiently. The difficulty is how to get there. XL v.— Adjective Clauses. Preliminary Zm^« —Nature, form, and construction of Adjec- tive Clauses (§§ 406—413). Exercise 115. Underline the adjective clauses in each of the fol- lowing sentences, then analyse the entire sentence, and lastly amd>se the adjective clause separately* :— The serpent that did sting thy father's life, now wears liis crown I coukl a Hie unfold whose lightest word would i--»vrow up thy soul. i he its \i.e., 'tooi ' sTabour which is not used for you. He had many heavy bimlens o he'r the iSessuie of which nearly crushed him. Thrice is he armed that hath hirmnr?e iust I saw the captai^i in whose ship you will sai . Do you know ?i^:i^Sit eman io whom this pkrk belongs ? Infected be the air whereon t t^^y ride. Thy food shall be husks wherein the acorn cradled. ^).^f /^^^ ^"^^ was that therewith my brother held you in the cloister? IJ:"«;^ ^.f^^ whereon the wild thyme blows. Thou speak'st to such a man that is no Sev 11° te 1 tale. Unto bad causes swear such creatures asj men doub . You tiU so^n^find :;ch peace which it is not in the powei^ of the -Hd o g.v. His behaviour is not sucli [behaviour] a^^Ih^e.^ou are welcome to y T.^in <;nrh is.^ it is This cloth is not such [cloth] as I asked lor. i nave noi west. Exercise 116. Deal in a similar way with the sentences in Exer- cise 61. Exercise 117. Supply the relatives which are omitted in the sen- tences in Exercise 62, and then analyse the sentences. Make (or find^ a dozen sentences containing adjective clauses in whkh the rel^ive is expressed, and a dozen in which it is omitted, and then analyse them. Exercise 118. Analyse the following sentences in which the Adi^ectJve Clauses have a Relative Adverb in place of a Relative Pronoun governed by a Preposition (§ 400). parsed as a compound adverb ^ ^^ equivalent to a relative i-ronoun. I ThVclaus'e'' as it is ' isbthe auHbu^ive rJlat.on to ' i>clp/ and the ^ua^^reiauve - as xs the complement of the predicate in its cwn clause, 226 ENGLISH GRAMMAR. I will show you the shop where I bought these apples. The reason why you cannot succeed is evident. Return to the place whence you came. I can remember the time when there were no houses here. Do you know the source whence he obtained this information ? The fortress whither the defeated troops had fled was soon cajjtured. Exercise 119. Analyse the following sentences, in which the Adjective Clauses arc attached to (and explain) the neuter demonstra- tive pronouns //", that, and this. It was John who said so.* It was the owl that shrieked.f Who was it that thus cried ? It is the eye of childhood that fears a painted devil. Is this a dagger which+ I see before me, the handle towards my hand ? That which hath made them drunk hath made me bold. Was that your brother who knocked at the door? Is that a scar that you have on your hand? It was a gun-shot that killed him. Exercise 120. Analyse the sentences in Exercise 65. You may eitlier supply the suppressed antecedents, or treat the clauses as Adjective Clauses used siibst actively (§ 408). Exercise 121. The word ' what ' sometimes introduces an adjective clause, and sometimes an indirect question, which is a substantive clause. What is interrogative when it cannot be replaced by ' that which ' (§ 409). Analyse the following sentences, carefully distinguishing the sub- tantive clauses from the adjective clauses, and then parse the sen- tences :— Repeat what you have just said. You have only told me what I know already. I know what you said about me. Go, and find out what is the matter. Do what you can in this business. Pray tell me what ails you. You must not dictate to me what I am to do. This is what he did. He soon repented of what he had done. He knows well enough what he ought to do. That is precisely what he ought to have done. I cannot make out what you are saying. I do not understand what you are saying. Exercise 122. Make (or find) a dozen sentences illustrating each use of ' what,' and analyse them. Exercise 123. The pronouns 'who' and 'which,' and the pro- nominal adverbs 'when,' 'where,' &c., have the same twofold use ; the adverbs, when used as the equivalents of relative pronouns governed by prepositions, having a relative force. • That is, " It (the person) who said so, was John." t riiril Is, " It [the creature) that shrieked, was the owi." t The adjecliv - clause ' which— hand ' is attached to ' this.' 'The handle towards my hand ' is a nominative absylute belonging tq the adjective clause. n y r u c d EXERCISES. 227 Analyse the following sentences :— Find out who did that. Whom we raise we will make fast. I co aid not make out whom he was alluding to. That h where*^ I live. Tell me where Tu live. Tell me why you are so angry. That is why* I am angry I do not know when they will arrive. I knew when* seven justices could not take UD a qurrrel I have seen when,* after execution, judgment hath repented o^ei his doom. Tell me where he is. See where* he looks out of the wi^ dow. That is howf he always treats me. That is why* I did it. Exercise X24. Analyse the following sentet ls, treating the clauses containing a relative not as adjective clauses, but as independent sen- tences ; as though 'and' with a demonstrative pronoun were substi- tuted for the relative (§ 413) : — I the matter will re-word, which madnesg would gambol from. Being shown into a grand apartment, I delivered my letter, which he reai. We travel ed tTethfr as f u as Paris where we parted company, In London he made the a/qu^n ance of my bro'ther, whom he visited frequently. This modest stone, what few vain marbles can, May truly say, 'Here lies an honest man. By his timJwe had traversed half the distance, when a loud clap of thunder warned us to Quicken our steps. Next day they renewed the fight, which lasted ti Ihe evSg Honourable ladies sough? my love, which I denying, t they fell sick and died. Exercise 125. Deal in a similar way with the sentences in Exercises 63 and 65. XL VI. Adverbial Sentences, Preliminary Z^^j^;/.— Nature, form, and structure of Adverbial Clauses (§§ 414^435)- 1. Adverbial Clauses relating to Time (§ 416). Exercise 126. Analyse (and parse) the following sentences, after firS underlining the Adverbial Clauses, and then analyse these clauses separately § T will tell vou the secret'! when I see you. W^hen you durst do it, then you were a man. Tdkt no? know that till you told me. While he is here we shall have no peace. ^ • In the analysis supply an antecedent noun, was HI appupuion. . .•- nm......... -. - - ;■ , i ij Ug describtd as a connective adverb, w 228 ENGLISH GRAMMAR. I \ A plague [be] upon it, when thieves cannot be true to one another. What signifies asking, when there's not a soul to give you an answer ? I'll charm the air to give a sound while you pexform your antic round. He arrived after we had left 1 shall be gone before you are up. He left the room as I entered. You may come whenever you please. 2. Adverbial Clauses relating co Place {^ 417). Exercise 127. Analyse and parse the following sentences : — He still lay where he fell. Where thou dvvellest, I will dwell. Wherever you go, I will follow you. There,* where a few torn shrubs the place disclose, the village preacher's modest mansion rose. Whithersoever I went, he followed me. Seat yourselves wherever there is room. 3. Adverbial Clauses relating to Manner and Degree (§ 418). Exercise 128. Analyse and parse the following sentences : — As the tree falls, sot it will lie. Do as I tell you [to do]. He is asj avaricious as his brother is generous. The§ higher you climb, the wider will be the prospect. The longer I know him, the less I like him. The more he has, the more he wants. Hovv|| far the substance of my praise doth wrong this shadow, so far this shadow doth limp behind the substance. How a bright star shooteth from the sky, so glides he in the night from Venus' eye. She is as good as she is beautiful. We do not always write as we pronounce. He always does as he promises [to do]. 4. Adverbial Clauses relating to Cause, Purpose, and Con- sequence (§ 421—423). Ex3rcise 129. Analyse and parse the following sentences : — He came because I sent for him. I cannot tell you his age, for I do not know it. Because Thou hast been my help, therefore in the shadow of Thy wings will I rejoice. Since you say so, I must believe it. As he has begged my pardon, I will forgive him. When I am determined I always listen to reason, because then it can do no harm. The fool is happy that he knows no more. He is aware that I did not come. He toils hard that he may get rich. I called on him that I might tell him about that matter. He retired to his own room that he might study quietly. Take care that all be ready. Take heed lest ye fall into temptation. I am soU tired that I am ready to drop. He is so weak that he cannot stand. He is such a bar that nobody believes him. It is so dark that we cannot see. • ' There' and the clause ' where— disclose ' are co-o^dinate adverbial adjuncts of 'rose.' i- ' So ' and the clause ' as the tree falls ' are co-ordinate adverbial adjuncts of ' will He.' _ X The first * as ' is demonstrative, the second relative. Each modifies the adjective in its clause. § Mere the main clause is the second one. The first 'the' is relative, the second demon- strative. (See § 420.^ The fi-st modifies 'higher', the second modifies 'wider.' The second ' the ' and the adverbial clause are co-ordinate adverbial adjuncts of ' wider,' tl plaining the indefinite meaning of ' the.' How ' is a relative or connective adverb modifying ' far,' and joining the adverbial clause (which is co-ordinate with ' so *) to the second * far.' II The demonstrative 'so' and the adverbial clause are co-ordinate adverbial adjuncts of 'tired.' Pi EXERCISES. 229 5. Adverbial Clauses relating to Condition. Hypothetical and Concessive Clauses (§§ 424 — 434.). Exercise 130. Analyse the following sentenc-s :— If vou call you will see him. I would have called on you, if I had known Your'address. You will not succeed unless you try harder. I will not come unless you invite me. Except ye repent ye shall all likewise pensh. 1 hough he is rich he is not contented. You will see him though 1 sha 1 not [see himj. An (=- if ) I have not ballads made on you all, and sung to filthy tunes, let a cup ot sack be my poison. So* 1 lose not honour in seeking to augme.it it, I shall be counselled I doubt not but to die a fair death for all this, if I escape hanging for killingt that rogue. Whatever may be the consequence, I will do what i have said Whatever he may say,t I shall not believe him Say [he] what he will [say] he will never convince me. Do [he] what he can [do], he never Dleases the man. Whenccsoever the money comes it is welcome However creat his abilities may be, he cannot succeed without industry. Be he ne er so vile this day shall gentle his condition. The lady's fortune must not go out of the family ; one mav find comfort in the money, whatever one does [find] in the wife. Cold^ as'it is, 1 shall go out. Big as he is, I am not afraid of him Had 1 knownll this I should have acted differently. Were you my brother I could not do it for you. I would have finished the work had it been possible. XLVIIi Complex Subordinate Clauses. Exorcise 131. In the following sentences a substantive clause contains a subordinate clause within it. Analyse the sentences, first treating'- the substantive clause as a whole, and afterwards analysing it separarely. UnderUne the clauses in the way shown in § 5 14 and in the first few sentences : — He said i) he would return 2) the boo k when he had read it. I wish i) the boy would finish the task 2) I set him. Tell i) me how old you were 2 ) ^^^ ' (2) when your father died. But i) that my foot slipped 2) as I turned the corner, (i) (3) ^ ^ ^[:__z:ziz: a''°"X ?. f ' So- hns r.^dverb al relation to any word in the clause vshich it introduces, ^f Mind thai ' for kilfinrifnot an adverbial adjunct of * escape.' but an attnbut.ve adjunct ^VpoS^'^und tn^c^list^u^ntith that of such a sentence as ' I believe whatever he ^y^'-'v A'l^'^l'it,.'!'::"; ;., ^in. and th*- fallowing sentences is very peculiar. 'Cold; is in reality thl compleme'ntof' li^c preJicate. The instruction u the .ame as if we had "however coid it is.' . , J, U 'If is omitted v§ 434.' ^ y^ I 11 V 230 ENGLISH GRAMMAR. I should have won the race. Where they most breed and haunt, I have (I) — . (2) = -•" observed* i) the air is 2) delicate. Who told you that I built the house which you see? He fears that his father will ask him where he has been. But that I told him who did it, he would never have known. Nor failed they to express how much they praised that for the general safety he despised his own. I think he will soon retrieve his misfortunes if he sets to work with good-will. I should like to know how your friend found out where I live. . Now methinks you teach me how a beggar should be answered. I'll see if I can get my husband's ring, which I did make him swear to keep for ever. Exercise 132. Analyse on similar principles the following sen- tences, which contain complex adjective clauses : — The person i) who told 2) you that I said so, is mistaken. A child i) "* w::^= that does not mind 2) when he is spoken to, must be punished. There are men '■) (., : i) who care 2) not what they say. ** My foolish rival i)" that her father likes (2) 2) only for his possessions are so huge, is gone with her. The man i) who ■ (1) • (2) " : does the best 2) that he can [do] deserves praise. I should report that i) which ^ (,) (2) — (2) I say 2) I saw.t The house where I lived when I was in town has been pulled down. I have only done what I told you I would do. They fear what J yet they know must follow. I have secret reasons which I forbear to mention because you are not able to answer those of which I make no secret. The time has been that when the brains were out the man would die. The right valiant Banquo walked too late, whom you may say, if it pleases you, Fleance killed, The eighth •appears, who bears a glass which shows me many more. Exercise 133. Analyse the following sentences which contain complex adverbial clauses : — I will not leave i) till I know 2) that he is out of danger. I wrote i) to him (I) (2) • This clause breaks up the continuity of the substantive clause. In analysis put ' I have observed the air is delicate ' first. t Ohseive tiiat the substantive clause is broken by ' I say.' The construction is the same as in: ' I say [that] I saw it,' X ' What' is in the nominative case, the subject of* must.' The construction will be best geen by substaqting thg demonstrative : — 'they know [that] that must foUo\y.* ^ EXERCISES. 231 immediately because I knew 2) how anxious he was. I shall be much obliged (I) v: (2) i) if you will repeat the story 2) which you have just heard. « u) He soon left the house when he heard that I was coming. You will be punished if you do not come when you are called. Don t let us make imaginary evils, when we know we have so many real ones to encounter. He seldom drinks wine because he finds that it disagrees with him. Exercise 134. Analyse the following sentences, each of which contains a subordinate clause containing a second, which in its turn contains a third :— I was trricved when I heard how he had obtained the character which he bore among his neighbours. I know that he would never have spread such a report if he had not believed what your brother told him. Men who see clearly how they ought to act when they meet with obstacles, are mvaluabie helpers It would be well if all men felt how surely ruin awaits those who al^u-e their gifts and powers. It was so hot in the valley that we could not endure the garments which we had found too thin when we were higher up among the mists. I will give you no more money till I see how you use what you have. XL VIII. Compound Sentences. These present no new features. The two or more co-ordinate sentences which make up the compound sentence siinply have to be analysed separately, with the omission of the conjunction that joins them. (§ 436-) XLIX. Contracted Sentences. Prdimiimry Zm^«.— Study carefully §§ 439j 44°, 55^— 5 5^. Exercise 135. Test the accuracy of the following contracted sentences in the manner shown in § 440 : then fill them up and analyse them separately :— You must either be quiet or [you must] leave the room. Our purer essence then will overcome the noxious vapour of these raging fires, or [our purer essence,] inured, [will] not feel [the noxious vapour of these ragmg^ fires] Our greatness will appear then most conspicuous when great things of small fthinis we can create, when] useful [things] of hurtful [things we can create, when] prosperous [things] of adverse [things] we can create. „ . , ,, My day or night myself I make, wh ^e'er I ^leep or play. He yields neither t to force nor t to persuasion. 1 have not decided whether I will go • Two or three are filled up by w.ay of example. , • ,• ^ , t Stress tL coujuncth'e portion of Hcither-*nor\^y substituting not-noU 232 ENGLISH GRAMMAR. or not. He allowed no day to pass without either writing or declaiming aloud. If you pursue this course you will not injure me, but you will ruin yourself. He pursued, but could not overtake the retreating enemy. " Bad men boast their specious deeds on earth, which glory excites, or close ambition varnished o'er with zeal." "What praise could they receive, what pleasure I, from such obedience paid ? " " Two principles in human nature reign, self-love to urge, and reason to restrain." " Nor this a good, nor that a bad we call." *' Who wickedly is wise or madly brave. Is but the more a fool, the more a knave." " See the sole bliss Heaven could on all bestow, which * who Vjut feels can taste, but thinks can know." He grows worse and worse. W^ould you rather drink wine or beer ? " Nor steel nor poison, malice domestic, foreign levy, nothing can touch him further." " Freely they stood who stood, and fell who fell." When you return come and tell me the news. As she sat in the old arm-chair she pondered with bitter grief over the past, and thought of the future with shuddering fear. As the years went on, scandals increased and multiplied. Unless you alter your conduct you will offend your friends and bring disgrace upon yourself. That discovery relieves, but scarcely removes my suspicions. I may forgive, but I can never forget his ingratitude to me " Wiles let them contrive who need, or when they need, not now." "Why should I play the Roman fool, and die on mine own sword ?" *' Swords I smile at, weapons laugh to scorn, brandished by man that's of a woman born." *' Wh.at's Hecuba to him, or he to Hecuba ? L. Sentences containing Elliptical C] nses. Preliminary Lesson. — Study §§ 443, 557 — 564. Exercise 136. Analyse the following sentences, having first sup- plied the words that are understood, in the way indicated in the first few examples. [Let the pupil study and practise these, till he can fill up the ellipses when the elliptical sentences are dictated.] He looks as stupid as an owl [looks stupid]. He is not so clever as his brother [is clever]. I had rather die than [I would soon] endure such a dis- grace. He is better to-day than [he was well] yesterday. It is better to die than [it is good] to live in such misery. I have as good a right to the money as you [have a good right to thf' money]. As [matters stand] for me, I will have nothing to do with it. 01 f as he is [old] he is hale and hearty. He was so kind as [a man would be knid] to give me this book. He is as brave a man as [a brave man] ever lived. (That is, ' He is a man in that degreehrdi\Q in which degree brave a man ever lived. ) The boy played truant as [it is] usual. He stood aside so as [a man would stand aside] to let me pass. He looked as [he would look] if he could kill me. I'd rather be a dog and bay the moon than [I would soon be] such a Roman. He told me that wisdom is better than wealth [is good] as [he would tell me] if I did not know that l)efore. I'll shed my dear blood drop by drop in the dust, but X I will rai.se the down-trod • 'Which ' object of the verb 'taste' ; to be repeated as the object of the verb 'know.' ' Feels ' and ' thinks ' are intransitive. t The logical intention of an attributive adjunct is often greater than its mere grammatical force. The full meaning here is : — " lAlthough he is soj old as he is [old]." X The whole phrase, ' but I will King ''is an adverbial adjunct of ' will shed', consisting of a preposition (-but) followed by a substantive clause. The sense is . — ' Leavmg out the case that I will raise king (that is, ' in default of my raising .... king'), I'll shed my dear blood ' &c, EXERCISES. 233 Mortimer as hich in the air a.^ this untliankful kiny [is high in the air]. An W e not^as go•, in s'upposing) I did it. What [will happen] if don t Tell yiu? His wages as J [L isj a labourer amount to twenty shdlmgs a week. Exarcise 1S7. Analyse the following sentences, having first filled up the ellipses : — I speak not as in absolute fear of you. Rather than be less he cared not to be at all. What can be worse than to dwell here ? Present fears are le^s than or^ ble imamninps. He died as one that had been studied -n his dea h to thiwary t^ Lrest thin^^ he owed (= owned), as 'twere a careless tr.fle. Mo""is"u^e than more than all can pay. Art thou not sensible to feehng as to iiehl How could you make such a blunder as to suppose I did t ? None could be found so bold as to oppose him. They dreaded not more the adven- tu e than Ws voice forbidding. The people of Paris are much fonder of In^neers that have money than of those that have wit. My pupil understood he aft of guiding in money matters much better than I He procured a room as near ^he prison as cndcl conveniently be found. About him all the sancti- tL of Hea^n stcod thick as stars. He recommended me as a pe-n very fit for a travelling tutor. He is as a great a rascal as ever hved My ee aie as cold as a .tone. I never attend to such requests as that The boy s more troublesome than evor. He is no happier than before. He is more agile than is brotC but not so strong. He is fonder of play than of work, but not so fnnr of nlav as of idleness. He is as tall a man as ever I saw. Vou are no l°"eohan%our brother. Will you be so good as to lend me tliat kmfe ? He was wiser than to risk his money in that undertaking. I am "ot such a fool as to do that. As to your proposal, I cannot assent to it. As to what ou tell me t msses belief. This is better than if we had lost everything It Totob^d to suffer misfortune as to deserve it. He is better to-day than veste-dav He looked as if he could kill me. He spoke to me as if I were a [hier He told me that wisdom was better than weahh ; as if I did not know hat befme Wnh other notes than to the Orphean lyre I sang of chaos and eternal night. I should tarn more as a crossing-sweeper, /or none made weeter melody than did the poor blind boy. Herein fortune shows herself mo e k nd than i Lr custom For myself alone I would not be so ambitious as to wSh myself much better. He accompanied me as far as to the end of the Teet When he s best, he is a little worse than a man ; and when he is worst, hel little be ter than a beast. Wisdom is ofttimes nearer when we stoop than iihen we soar! If time improve our wit as well as wme, say at what age a poet grows divine. • ProviMonal object, .bowing the construction cf the !:^^1 S\^,\,;'d°„Y°Se'e^§'i6 of the txer< -^ , should be piped •CjfHih. Rev. IV, /.). 234 ENGLISH GRAMMAR. MISCELLANEOUS EXAMPLES FOR ANALYSIS AND PARSING. i I. Lightly nnd brightly breaks away The morning from her mantle gray. 2. Right sharp and quick the bells all night Rang out from Bristol town. 3. The gallant king, he skirted still The margin of that mighty hill. 4. All alone by the side of the pool A tall man sat on a three-legged stool, Kicking his heels on the dewy sod, And putting in order his reel and his rod. 5. The soul's dark cottage, battered and decayed. Lets in new light through chinks that time has made. 6. His daily teachers had been woods and nils. 7. Love had he found in huts where poor men lie. 8. Waiting till the west wind blows. The freighted clouds at anchor lie. 9. Here in cool grot and mossy cell We rural fays and fairies dwell. 10. The sable mantle of the silent night Shut from the world the ever-joysome light. 11. Now fades the glimmering landscape on the sight, And all the air a solemn stillness holds,* y Savet where the beetle wheels his droning flight, And drowsy tinklings lull the distant folds. 12. From yonder ivy-mantled tower The moping owl does to the moon complain Of such X as, wand'ring near her secret bower, Molest her ancient, solitary reign. 13. Beneath those rugged elms, that yew-tree's shade, Where heaves the turf in many a mould'ring heap, Each in his narrow cell for ever laid,§ The rude forefathers of the hamlet sleep. 14. Perhaps in this neglected spot is laid Some heart once pregnant with celestial fire ; Hands that the rod of empire might have swayed. Or waked to extasy the living lyre. • Look carefully to see which is the subject here. t Supply 'those regions ' (or something of that kind). The last two lines form an adverbial liunct Tnodifvin*'" 'all'. t Supply ' persons,' and take 'as ' as a relative pronoun (§ 164). I Take ' each— laid ' as a nominative absolute. mc se( EXERCISER. 235 ^JQ. / ^' 'i 15. 16. 17. 18. 19. 20. 21. :rbial There, at the foot of yonder nodding beech, That wreathes its old fantastic roots so high, His listless length at noontide would he tretch. And pore upon the brook that babbles by. In climes beyond the solar road. Where shaggy forms o'er ice-built mountains roam, The Muse has broke the twilight gloom To cheer the shiv'ring native's dull abode. There is a tide in the affairs of men Which, taken at the flood, leads on to fortune : Omitted,* all the voyage of their life Is bound in shallows and in miseries. Night, sable goddess, from her ebon throne In rayless majesty now stretches forth Her leaden sceptre o'er a prostrate world. If we were base enough to desire it, it is now too late to retire from the contest {i.e., 'for retiring,' &c.). He that is down need fear no fall, He that is low no pride. Blow, blow, thou winter wind ; > Thou art not so unkind As man's ingratitude.t Thy tooth is not so keen. Because thou art not seen. Although thy breath be rude. Our sport shall be to take what J they mistake. My hour is almost come, When§ I to sulphurous and tormenting flames Must render up myself. But that II I am forbid To tell the secrets of my prison house, I could a tale unfold whose lightest word Would harrow up thy soul. We are not weak if we make a proper lise of those means which the God of nature hath placed in our power. Him the Almighty Power Hurled headlong, flaming, from the ethereal sky With hideous ruin and combustion down To bottomless perdition. . He that fights and runs away, May live to fight another day. ^^______ • Supply 'which' before 'omitted.' Then 'which omitted' is a nominative absolute, modifying the verb 'is bound,' and the wholt lentence '[wlnbh] omitted -m series is a second adjective clause qualifying " tide.' ^ . , n c , 1 Sec § 5C0 : See § 529- § See § 406. 1! See § 5=4- 22. 23- 24. 25. 26. * 27 2^6 ENGLISH GRAMMAR. i' I if I 28. The evil that men do H\es after them. 29. I am content so thou wilt have it so. 30. Now, night descending, the proud scene was o'er. 31. When they do choose They have the wisdom by their wit to lose. 32. I must freely have the half of anything that this same paper brings you. 33. When I did first impart my love to you, I freely told you [that] all the wealth [which] I had Ran in these veins. 34. I would [that] you had won the fleece that he hatli lost- 35. Duller should'st thou be than the fat weed,* That roots itself in ease on Lethe wharf, Would'st thou not stir in this.t 36. Thus do we of wisdom and of reach With windlasses and with assays of bias By indirections find directions out. 37. Their perfume lost,t take these again. 38. The great man down,]: you mark his favourite flies ; The poor advanced makes friends of enemies. 39. How his audit stands,§ who knows, save Heaven? 40. Do you not come your tardy son to chide, That, lapsed in time, and passion, lets|| go by The important acting of your dread command ? 41. Lay not that flattering unction to your soul. That IT not your trespass, but my madness speaks. 42. The night is long that never finds the day. 43. How dangerous is it that this man goes loose (see § 516). 44. When sorrows come, they come not single spies, But in battalions. 45. That we would do, we should do when we would (§ 459). 46. Breathes there the man with soul so dead, Who never to himself hath said, *This is my own, my native land'?** 47. So may I, blind Fortune leading me, Miss that which one unworthier may attain. •§ee|s63. !, t^ I ^^*- J See § 370, s- •*« s/;^^''^^^"- • • I! See §395. II See §521. See 5 A.01 ' ^"" " "" ~ ~ — " •j^t~,'^-"<- t»"«jr, ti xa uicrciy a complex suDstantiv*. • 'I so* a f A fSe § N EXERCISES. «37 QstantivAi 48. Benighted wanderers the forest o'er Curse the sjivcd candle and unopening door } While the gaunt mastiff, growling at the gate, Affrights the beggar whom he longs to eat. 49. He that claims either for himself or for another the honours of perfection, will surely injure the reputation he designs to assist (§ 459). 50. These honours peace to happy Britain brings. 51. Whilst light and colours rise and fly Lives Newton's deathless memory (§ 551). 52. How* far the, substance of my praise doth wrong the shadow in underprizing it, so far this shadow doth limp behind the substance. 53. If this will not suffice, it must appear that malice bears down truth. 54. It doth appear you are a worthy judge. 55. Repent t but you that you shall lose your friend, And he repents not that he pays your debt. 56. Herein Fortune shows herself more kind than is her cus- tom (§ 563). 57. Your wife would give you little thanks for that, if she were by to hear you maket the offer. 58. You take my house when you do take the prop That doth sustain my house ; you take my life When you do take the means whereby I live. 59. I'll see if I can get my husband's ring, which I did make him swear to keep for ever. (//■= whether), 60. You shall perceive them make a mutual stand, Their savage eyes§ turned to a modest gaze By the sweet power of music. 61. As fruits, ungrateful to the planter's care, On savage stocks inserted, learn to bear, The surest virtues thus from passions shoot, Wild nature's vigour working at the root. 62. While from the purpling east departs The star that led the dawn, Blithe Flora from her couch upstarts, For May is on the lawn. • ' How * is here relative or conjunctive. The entire clause ' How— it ' b co-ordinate with • so • and is an adverbial adjunct to the ' far' that follows ' so.' _ * A 'r„.„r,fV,er;r:-.l rbi.isfi without ' if.' Qmit • and ' m the analysis^ A nypuiijci X See § 397. , , • . ji. « 1 § Nominative absolute, forming an adverbial adjunct to make. N ii 238 ENGLISH GRAMMAR. 63. When through life unblest we rove, Losing all that made life dear, . Should* some notes we used to love In days of boyhood meet our ear. Oh ! how welcome breathes the strain ! Wakening thoughts that long have slept, Kindling former smiles again In fading eyes that long have wept. 64. In my former days of bliss Her divine skill taught me this, Thatf from everything I saw I could some invention draw ; And raise pleasure to her height Through the meanest object's sight. 65. Go, lovely rose ; Tell her that wastes her time and m^ That now she knows When X I resemble her to thee How sweet and fair she seems to be. 66. [He] Who thinks that Fortune cannot change her mind Prepares a dreadful jest for all mankind. * 67. To friends, to fortune, to mankind a shame,§ Think how posterity will treat thy name ; And buy a rope, that future times may tell Thou hast at least bestowed one penny well. Shall one whomjl Nature, learning, birth conspired To form not to admire but be admired, Sigh, while his Chloe, blind to wit and worth. Weds the rich dulness of some son of earth ? Adieu ! If this advice appear the worst, E'en take t^-'e counsel which I gave you first ; Or, better precepts if you can impart, Why % do ; I'll follow them with all my heart. You'd think [that] no fools disgraced the former reign, Did* not some grave examples yet remain, Who scorn [that] a lad should teach his father skill, And having once been wrong will be so still. 68 69 70 • Hypothetical clause without 'if modifying the verb ' breathes.' Supply 'which ' before we used.' ">-iun; t Substantive clause in apposition to ' this.' Supply the relative ' that ' before ' I saw ' Before 'raise' repeat ' that I could.' t The adverbial clause 'when- thee' modifies 'seems.' § In apposition to 'thou,' the suppressed subject of the imperative 'think ' II A contracted compound Adjective Clause. Separate it into (i) 'Whom Nature- conspired not to form to admire.' (2) 'Whom Natm e - consnired to form tn h^ acimu'ea.' " "" 5 Take ' why ' as an interjection. After ' do ' supply ' impart better precepts.' •" Hypothetical clause without 'if.' r.- j ,- *.*.«. EXERCISES. ^39 mind, 71. Had ancient times conspired to disallow What then was new, what had been ancient now ? 72. Of little use the man,* you may suppose, Who says in verse what others say m prose. Yet let me show a poet's of some weight, And, though no soldier, useful to the State. 73. The zeal of fools offends at any time, But most of ail the zeal of fools in rhyme.t Besides, a fate attends on all I write, Thatjt when I aim at praise, they say I bite. 74. Then too we hurt ourselves, ^vhen to defend A single verse we quarrel \v a a friend. 75. I heard a thousand blended notes. While in a grove I sate reclined. In that sweet mood when pleasant thoughts Bring sad thoughts to the mind. 76. The nightly hunter, lifting a bright eye / Up towards the crescent moon, with grateful heart * Called on the lovely wanderer who bestowed That timely light, to share his joyous sport 77. But know we not that he who intermits The appointed task and duties of the day, Untunes full oft the pleasures of the day. Checking the finer spirits, that refuse To flow, when purposes are lightly changed? 78 Yet I will praise Thee with impassioned voice. * My lips, that may forget Thee in the crowd, Cannot forget Thee here, where Thou hast built For Thy own glory in the wilderness. 70 In sooth, with love's familiar privilege You have decried the wealth that is your own. Among these rocks and stones methinks I see More than the heedless impress that belongs To lonely nature's casual work. 80 Verily, methinks. Wisdom is oft-times nearer when we stoop Than when we soar. • In full— 'You may suppose that the man is oflittle use, &c. t That it ' the zeal of fods expressed in rhyme.' j A substantive clause in apposition to fate. 240 ENGLISH GRAMMAR. f l-ll FAULTY SENTENCES FOR CORRECTION. Correct the foUowing sentences, giving reasons for each corr2C- tion: — 1. You and me will take a walk (§ 287). 2. Let you and I take a walk (§§ 191, 395)* 3. The effluvia was disgusting (§ 57). 4. The intention of these peisons are uncertain (§ 374). 5. Six months' interest are due (§ 374)« 6. Neither John nor Henry were at church {§ 386). 7. Either he or I are in fault (§ 386). 8. Neither of them are better than they ought to be (§ I75)- 9! Our own conscience, and not other men's opinions, constitute our respon- sibility ($ 374)- 10. John is a better writer than me (§ 487)- 11. Is he older than her? (§ 487)- 12. Where was you all last night? (§ 374)' 13. What signifies promises without performance ? (§ 374). 14 "How pale each worshipful and reverend guest Rise from a clergy or a city feast ! " (§ 175)- 15. Every man and boy showed their joy by clapping t^eir hands (§ 175). 16. No sound but their own voices were heard (§ 374)- 17. Good order and not mean savings produce great profit f § 374). 18. Are either of those pens yours? (§ I75)- 19. Let each esteem other better than themselves (§ 175). 20. Johnson's ' Lives of the Poets' are reprinting (§ 376). 21. Nor want nor cold his course delay (§ 386). 22. There are many ways of dressing a calves' head. 23. You did not ought to do that (§§ 184, 231). 24. He was one of the wisest men that has ever lived (§§ 447, 374). 25. In modern English two negatives destroy one another. 26. Everybody has their faults (§ i75)' Having finished the chapter the volume was shut (§§ 35i. 362). He is not one of those who interferes in matters that do not concern him (§ 24). I do not like those kind of thiv What sort of a man is he? This is the greatest error of all the rest (§ 109). "'Twas Love's mistake, who fancied what it feared" C§ 464). 27. 28. 29. 10. 31 32 40. 41- i2. 43. 44- I 45. ^ 46. F 47- 48. 49. 50- 51. 52. 53. ^ 54. ^ 55. ( 56. I EXERCISES. 241 N. corrsc- ar respon- ds). oncem him 33. Homer as well as Virgil were studied on the oanks of the Rhine (§ 386), 34. There is sometimes more than one auxiliary to a verb (§ 374). 35. Nothing but grave and serious studies delight him (§ 374), 36. Who do you think I met this morning ? (§ 366). 37. Whom do you think called on me yesterday ? (§ 379). 38. He is a man whom I think deserves encouragement (§ 379)« 39. Such a man as him would never say that (§ 487). 40. The fleet are under orders to sail (§ 376). 41. The peasantry wears blouses (§ 376). ^2. I have read the second and third chapter (§ 454). 43. Nor eye nor listening ear an object find (§ 386). 44. I, whom nor avarice nor pleasure move ($ 386). 45. Not you but John are in fault (^ 374). 46. Parliament have been prorogued (§ 376). 47. A numerous party were assembled (§ 376). 48. Shakspere ib greater than any dramatist. 49. He is the moiit admired of all the other dramatists ($ 109). 50. These kind of people are my abhorrence. 51. He wore a large and a very shabby hat (§ 454). 52. Can you see a red and v/hite flag ? I can see neither (§ 454). 53. A hot and cold spring were found near each other (§ 454). 54. The love of drink is of all other follies the most pernicious (§ 109). 55. Call at Smith's the bookseller's ($ 72). 56. My friend, him whom I had treated like a brother, has turned against me {§ 448, 2). 57. This injury has been done me by my friend, he whom I treated like a brother (§ 450, 3). 58. He told John and I to come with him (§ 287). 59. Between you and I, he is a great fool (§ 287). i6o. Who can this letter be from ? (§ 277). 61. Men are put in the plural because they are many. 62. His father's and his brother's lives were spared. 63. He was angry at me asking him the question (§ 484). 64. What is the use of you talking like that ? (§ 484). 65. Somebody told me, I forget whom (§ 487). 66. I heard that from somebody or other, I forget who (§ 487). 67. Divide that cake between you four. \ju. ^iiciu 13 iiuitiiiiL; tu aiiOVr rriiv/ iiictL uvivrujja i.--r \y ^ j / ft 69. A versifier and poet are two different things (} 454). 2A2 ENGLISH GRAMMAR. 7a I cannot tell you how much pains have been spent on him. 71. I wish to cultivate a further acquaintance with you. 72. I do not know who to send ($ 366). 73. Whom do men say that he is ? '§ 379). 74. Who do men declare him to be ? (§ 394). 75. I little thought it was him (§ 394). 76. I feel coldly this morning (§ 393). 77. She looked cold on her lover (§ 393)- 78. They seemed to be nearly dressed alike. 79. He is not only famous for his riches, but for his wisdom ($ 440). 80. A nation has no right to violate the treaties they have made (§ 464). 81. A man may see a metaphor or an allegory in a picture, as well as read them in a book (§§ 464, 386). 82. Nobody in their senses would have done that (§ 464). 83. She sings bettter than me (§ 487). 84. I have my aunt, my uncle, and my father's leave (§ 449). 85. He did no more than it was his duty to have done. 86. The fact of you having said so is enough for me (§ 484). 87. You have weakened instead of strengthened your case (§ 278). 88. He raved like one out of their mind (§ 464). 89. The Atlantic separates the Old and New World (§ 454). 90. Here lies John Brown, born Jan. i, 1824, died Sept. 5, 1874 (§ 378). 91. When will we get there? (§§ 209, 210). 92. He has not yet began his exercise (§ 226). 93. These flowers smell very sweetly (§ 393). 94. This is the greatest misfortune that ever has or could happen to me (§ 440). 95. Each strives to cheat the other in their own way {§§ 175, 464)' 96. It is me that say so (§ 461). 97. It is I that he fears (§ 461). 98. I would like to see him (§§ 209, 2io). 99. I think I will be gone by the time you come (t3.). 100. Nobody gives so much trouble as he does. ici. Sincerity is as valuable, and even more so, as knowledge (440). 102. He was as rich or even richer than his father (§ 440). 103. I hoped to immediately succeed. 104. I expected to have been at home when you called. 105. He not only ought but shall do it ( j 44o)- EXERCISES. 243 464). ell as read (§ 378). jpen to me ). 108. 109. ^11 be 112. "3- 114. ». 106 While walking m my garden, an idea suddenly occurred to me. 107* Let us not increase our hardships by dissensions among each other.^ This dedication may serve for almost any book that has, is, or s. published (§ 440). Doth he not leave the ninety and nine, and goeth mto the wilderness and seeketh that which is gone astray ? (§ 440)- no The centres of each compartment are ornamented with a star (§ I75)- III". Valerie's was one of those impulsive, eager natures that longs for a con- fidante (§ 456). , . V ^ , The service was impressive, but it lacked either grandeur or beauty. More than one emperor prided himself upon his skill as a swordsman (§ 456). V . His younger days were spent in England, waiting for an opportumty to get to France (§ 362, i). ' 1 t u /x a t\ 115. Hoping to hear from you soon, believe me yours truly, J. B. ($ 302. ^h 116 No civil broils have since his death arose (§ 226). 1 1 7. We trust that by supplying a genuine and most superior class of article, to increase the confidence so many years bestowed on Mr. M. When I get home I see the being than whom nobody in the world loves another as I love her (§ 487)- O Thou my voice inspire, Who touched Isaiah's hallowed lips with fire (§ 456). For ever in this humble cell, , „ o c^\ Let thee and I, my fair one, dwell (§§ 287, 366). These plantations are lain out by rule and line (§ 226). Severe the doom that length of days impose (§ 456). Profusion as well as parsimony are to avoided. Let the same be she that thou has appointed (§ 394). Of all men else I have avoided thee. 126. It is no use talking so. 127. He wrote a moderately sized volume. 128. He drew a line of about six inches long (§ 278). 129 I was going to have written him a letter. 130. Regard is to be had to every one's circumstances, healths and abilities. The Thames is derived from the Latin Thamesis. He is a boy of nine years old (§ 287). In reading you should sit as uprightly as possible. He made another joke which she did not hear, suppressed (§ 439). 135. I can tell you this much. 136. He has only done that much of his task. 118. 119. 120. 121. 122. 123. 124. 125. 131- 133- 134. and had bettter be to AVOW OONMVatON, ASK 90M MILLER'S SWINTOirS LANQUAQE LESSONS, 'The new Authorized Grammar, MILLER'S SWINTON'S LANGUAGE LESSONS, BT J. A. McMillan, b. a. The only Edition prepared aa an Introductory Text Book to MS LANGUAGE LESSONS is authorized by the Education Department of UntariOj is adopted by the Schools of Montreal, is authorited by the Council of Public Instruction, Manitoba. To the President and Members of the County of Elgin Teachers Association : In accordance with a motion passed at the last regular meeting of the Association, appointing the ukider signed a Committee to con- aider the respective merits of different English Grammars, with a view to suggest the most suitable one for Public Schools, we beg leave to report, that, after fully comparing the various editions that have been recommended, we believe that "Miller's Swinton's Language Lessons" is best adapted to the wants of junior pupils and would urge its authorization on the Government, and its intro- duction into our PuMic Schools. St. Thomas, Nov. 80th, 1878. A. P. BUTLBB, Co. Inspector. J. McLEAN, Town Inspector. J. MILLER, M.A., Head Master St. Thomas High School. A. STEELE, B A,; N. M. CAMPBELL, Aylmer High School. Oo. of Elgin Model School. It was moved and seconded that the report be received and adopted.— Carried unanimously. Price, Olotli £:xtx*a» - 2So. ADAM lEZLLEB & CO. The New Inlheriied Elementary (j^rammAr. Nupanee* Straihroy. IVfndtor, ieafortli. BrorkYllle, Meafordf CUnten* lUtowelt MILLER'S SWINTON'S LAHCUACE LESSONS. Miller's Swinton's Language Lessons is used exclu- sively in nearly all the Principal Public and Model Schools of Ontario. Among them are Ottawa, Hamilton, Whltl>7, PortHopa, Cobonrg, Mitchell, Iilndsay, St. Catharlncst Vxbrldge, Brantford, St. Thomas, Perth, Bracebrldse, Belleville. AAapUA by the Protestamt 8ehools of Montreal and levl College* Hucbee, Schools of TFtnnlpeg, Manitoba, and St. John's, New Foundland. Resolution passed unanimously by the Teachers' As Bociation, (North Huron), heldat Brussels, May 17, 1878 " Resolved, That the Teachers at this Convention are oi opinion that 'Miller's Swinton Language Lessons, by McMillan, is the best introductory work on Grammar for Public School use, since the definitions, classification and general treatment are extremely simple and satis- factorv." In my opinion the best introductory Text-book to Mason's Grammar. All pupils who intend to enter a High School or to become students for Teachers' Certifi- cates, would save time by using it. W. J. CARSON, H. M., Model School, London. the definition's in " Miller's Swinton Language Les- ions" are brief, clear and exact, and leave little to be tinlearned in after years. The arrangement of the sub- jects is logical and progressive, and the book admirably helps the judicious teacher in making correct thinkers and ready readers and writers. B. W. WOOD, Ut A Provincial -ff., P.S., Trenton Falls. Ha carofnl f ask for MILLER'S SIVINTON, as oih«r editions are in the market* ENGLISH GKAMMAE BY C. P. MASON, B.A., F.C.P,, Fellow ot Uniyxmitt Oollbgi, Lomdov, With Examination Papers 1^ W. Houston, M.A« PBIOB 7ff GENTS. T ALBZ. SIM, M^. H. M., H. S., OakvillA Upwards of three years ago I asked a grammar scbool nspectoi in tne old eoimtry to send me the best grammar publi hed there. He immediately sent me Mason. A. P. ENIGHT, M.A^ H.M., Kingston Oollegiate Institute. Incomparably the best tezt book for the senior classes of onr high schools that has yet been offered to the Canadian public. J. KINO. M.A.. LJID.. Principal, Caledonia, H. S. Mason's grammar will be found a most valuable class-book os pecially for l^e instruetion of advanced classes in EngUah. The chapter on the Analysis of dilBcult sentences is of itself sufficient to place the work far beyond any English grammar hitherto be- foxe the Canadian publio. RIOHABD LEWIS, H. M.,Dufferin School Toronto. As a philosophical iareatise its discussion of doubtful points and its exe^ent methods and definitions cannot fail to give it a high rank in the estimation of the best judges of such works— the school teachers of the country. It has reached a twenty-first edition in England and 1 have no doubt it will meet with the same high ap- preciation in this Province. JOHN SHAW, H. M., H. S., Omemee. « * • Mason's Grammar is just such a book as many teachers have been hoping to see introduced into owe schools, its method being to teach the subject by explanation, definition and abvm- dant illustrations without stereotyped rules thereby making the study even attractive. D. CMaoHENET, B. a., H.M. -^obourg Col. Institute. Iti is an excellent and reliable work. It will be well received by teachers and advanced pupils. JOHN JOHNSTON, P. S. I., Belleville and.South Hastings. Of all the grammars that I have seen, I consider Mason's the best. J. MOBBISON, MJL, M.b., Head Master, High School. Newmarket. I have ordered it to be used in ^.his school. I consider it by far the best English grammar for high school purposes that has yet appeared. With " Maaon" and "Fleming^' nothing more seems to Mdssirwd. Mental Arithmetic. By J. A. McLELLAN, M.A., LL.D , Inspectot of High SehooU, Ont. PART 1. -FUNDAMENTAL RULES, FRACTIONS, ANALYSIS. PRICE, SOo. PART ll.-PERCENTAbE, RATIO, PROPORTION, ftC PRICE, 45G. W. D. DIMOOK, A.B., H.M. ProYlnoial Model Sohool, Nova Sootia. Dr. MoLellan'8 Mental Arlthmetio supplies a want that we should have had supplied in our Schools long ago. Same progress cannot b« made in Mathematical work, unless what we call Mental Arithmetic is thoroughly and ■ystematioally pursued. A boy who is oon- Tersantwith the principles of Mental Arith- metlc, as given in this little text-book, is worth M a clerk or accountant 50 per cent mora than the prodigy who can boast of having " gone" through his written arithmetic half a doien times. J. 8. DEACON, Principal Ingersoll Model School. Dr. MoLellazi'B Mental Arithmetio, Part I., is a eredit to Canadiana, and it Bupplies a long-feW vant. It is Just ^hat iB -pranted for "w«dng up mind" In the sohool room. Alter two weeks use ol the book with my daefl I am convinced that it is mneh superior to any ol the American texts that have been used here both as to the grading ol ques- tions and the style ol the problems. J. A. CLABKE. M. A., H. M. H. 8., Piotpiu Dr. McLellan'B Mental Arithmetio oontaUw a neat number ol uselul problems well adapted to aevelop by regular gradationn tiie thinking powMS ol the pupil, and to suggest smiilar example! lor the use ol the teaoher. D. J. GOGQIN, Head Master Model and Fablio Schools, Port Hope. Simple In its arrangement, vwrited in its JW" ^ Bractioal questions and sugggestive in its methods, it is the best book ol its kind that I have exammed. From THE WESLEY]SHaUfax,Nova Scotia. The series bids lair to take a good place in scho. lastle work. l^ W IW aMMj i JMi i ^ji •'.•f' mrvfm --' v vv j One of the most pepuUr Text Books erer published. NEW ELEB'^KHTARY ARITHMETIC ON TEE UNirARY METHOD. By Thomas Kirkland, M.A., Science Master Normal School, and William Scott, B.A., Head Master Model School, Toronto. Intended a» an Introductory Text' Booh to UambUn Smithes Arithmetic. Oloth Bztra, 176 Fagea. Frloe 26 Cente. Highly recommended by the leading Teachers of Ontario. Adopted in many of the best Schools of Quebec. Adopted in a number of the Schools of New- foundland. Authorized by the Council of Fnblie Instmc- tion, Prince Edward Island. Authorized by the Council of Fnblio Znstniotion, Manitoba. Within one year the 40th thousand hat been isaued. ADAM MILLER & Co., TOBONTO. NEW ELEMENTART ARITHMETIC ON THE UNITARY METHOD. By Thomab Kirkland, M.A., Science Master Normal School, and WiLLUM Scott, B.A., Head Master Model School, Toronto. Intmded at an Introductory T«»t-Booh to HamhUn Smith'i ArttMistio. Oloth Extra, 176 Pages. Prloe 25 OeiAM. W. D. DIIIOCK, AJ3., Head Master Provlnolal Model Schools, Nova Scotia. The Elementary Arithmetic by Kirkland and Scott I can heartily recommend to our teachers. As a preparatory Arith- metic I have not seen its equal. The young pupil, ty the tUTange- ment of the principles presented and the exercises laid down, is led almost unconsciously to the great field ol the unknown, by a ■tep, that makes his earlier arithmetical studies a pleasure and a profit. A. H. McKAT, Principal ol Piotou Academy and Pnblie Schools. I have examined your Elementary Arithmetic on the unitary ■vstem by Kirkland and Scott, and have no hesitation in saying that I consider it the best Elementary Artthmettc which I have vet seen. It is admirably adapted to the requirements of grades l8t. 2nd and 3rd of our schools, as it offers, in addition to our present text-book, a copious and weU selected assortment of ex- ercises, a good arrangement and eonoisenesi in definition and explanation. W. B. SPRAQUB, Head Master, Model and Public Bchooli, Cobourg. Since failures in Arithmetic are mainly due to a want of power in independent analysis— to a lack of knowledge of tbe unitary method and of skill in its application-this volume which discusses the problems'on indep«n sities of our public schools. The exercises are admirable, and th« examination papers are invaluable as aids to teachers in thorough training. They wUl also prove of great service to pupils desiroiu of passing the grade tests. The author appears not to relv so mucb on set rules as upon explanations and the clearing of seeming obscurities, so that pupils may readily comprehend the questions and proceed to the solutions. I cordially recommend its use to aU Ihose desirous of obtaining an acquaintance with this branon of luefnl knowledge. 0. F. ANDBBWS, Inspector for Queen's Oc, K9if% Bootta. * I havo much pleasure in certifjrlng to the superiority o* tte Canadian edition of Hamblin Smith's Arithmetic over any text book on that subject that has yet come under my notice, it if nractical, complete and comprehensive. The appendix and exam- taa&ion papers are important and valuable fearaxes. I ■nail M pleased to recommend Its early introduction." W. B. DAMAQR, MJL, Inspector of Schools, Cumberland, K. & HAiCBiiiN Smtth's Abithmbtio.— "It has a value for candidate* preparing for public examination, as the examples have been mostly culled nom Examination papers, indeed I may say that I have not seen any other work on this branch that is so speciaUy •aloulatod to assist the student in passing with credit official tstta. I therefore think that HambUa Bmlttai Arithmetio sluraOd iM ylaoed on the ottMoriMd Hst o< books for vnbUo <)0^* CSEiaSTOirS EPOCHS 07 SNQLISH HISTOBIT O. W. JoHHiow, H. M. M. 8., Hamilton. •• tirand hrt« t»"»« Wm. WiiiKiNSOK, M.A.. Head Master Brantford Central School. " I am quite conscientious in saying that it is one of the best di- gests of History that I have seen. It is remarkably clear and con- cise, and deserves especial commendation for giving just what the pupil ought to know without any extraneous matter, and without any attempt at rhetorical flourishes, so much out of place in a test- book on this subject.'* E. K. Oeh. B.A., H. M. H. and P. Schools, Brighton, Ont. " I have read them through carefully and consider them the best works on the subject for the use of schools that I have ever seen. I am particularly pleased with their simplicity of stylb and fair method of stating occunences. I shall introduce them in the schools here and encourage their use in those of the vicinity.** G. D. Platt, B.A., I. P. S., Picton. " Am led to express my admiration of the very concise and syste- matic method of arrangement adopted in them, rendering them particularly suitable for students, and tending in no small degree to nrn^iote a better system of pursuing this important study." ROBT. DouOAH, B.A., Principal High School, LindBay. " ± am glad to see these brief serials authorized by the Minister of Education. They are clear and succinct in statement and convey a large amount of information. They have the advantage of con- fining the attention of the learner to definite periods, and thus enabling him to master difficult historical subjects without attempt ing to digest and memorize too much at once. I shall be happy to see them in the hands of all my pupils.'* BEATTY & CLARE'S BOOK-KEEPING. ATKB.T... OM 8IWI..AND DOUB.B Entky Boo.-Keep.no. FOR us, IM HioH AND Public Schooli. OAMUBKw j^^^^^j School, Torontto. Srd Ed., PRICE, - 70 CENTS. ^«M'"'? ^ ??: S"«?S«pf ll:^*iSJ; Manila. FROM NOVA SCOTIA AND MANITOBA. A C A DOANE, Insp. P. Schooli. Shelburne Co.. Nova Scotia. A. C. A. UUAWB, IF Clare's Bookkeeping, and "I have "."fSrihSiuciwJf fhe oJtnne.the oractical beartng of rt^^nSk-atdV*" o^^^^^^^^^^ ^ ^"°"'''^^ °' *'^" important branch." . T D. McGILLIVRAY, Insp. Schoolw, Co. Hants.. Nova Scotia. "L ^ n, .o»'« RnnKKEBPiNO.— " Besides looking over this book C T ANDREWS, Inspector for Queen's Co., Nova Scotia. si'i.'^s^^Vutc^ertt^^^^^^^^ L. S. MORSE, M.A., Insp. Schools, Annapolis Co.. Nova Scotia. .. T hav.. examined Beatty & Clare's Bookkeeping and find it to be an «ce lent work The definitions, fomib, and transactions therein con- Sfnfd are plain and simple, ye^, com^prehenslve and practical. It u well idapted for use in the public sch ools.^ D H. SMITH, A.M., Insp. Schools. Colchester County. Nova Scotia. " Beatty & Clare's Bookkeeping is an admirable wojk, ito simpUci^r alone is sutent to secure for xL book a place in our schools throughout (he Domini'^n." __«.« W S DANAGH, I- ^pector for Cnmberland, N. S. uih,ve^o;kedint.B tt^^^^^^ S""S« i^rs^r? Ume\:^^^^^ fit them fo?busines..- REV JOHN AMBROSE, M.A,, Supt. of Schools, Digby, N. S. "I am very much pleased with Uie aimplicity and thoroughhess of Beatty & Clare's Bookkeeping. THOS. HART, M.A^ Winnipeg. " Several months affo we introduced Mason's English Grammar inta