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i
IIsTTIS/OIDTJOTIOISr
TO THE
ANALYTICAL
AND
PRACTICAL GRAMMAR
OP THE
ENGLISH LANGUAGE.
By Rev. PETER BULLIONS, D. D.,
authoe op the series oe geammars, bkgli8h, latin, akd
geeee:, on the same flan.
BEYISED EDITION.
TORONTO:
ADAM MILLER. 62 KING STREET EAST.
1865.
-*X.
Bnllions' Series of Grammars, etc.
INTRODUCTION TO ANALYT. AND PRAC. GRAMMAR.
ANALYTICAL AND PRACTICAL ENGLISH GRAMMAR.
EXERCISES IN ANALYSIS AND PARSING.
LATIN LESSONS, by Spencer, introductory to Bullions*.
LATIN GRAMMAR.
LATIN READER.
LATIN EXERCISES.
CJESAR. CICERO. SALLUST.
LATIN ENGLISH DICTIONARY, (v^ith Synonyms).
GREEK LESSONS. GREEK GRAMMAR.
GREEK READER. COOPER'S VIRGIL.
The Normal Mathematical Series.
STODDARD'S JUVENILE MENTAL ARITHMETIC.
STODDARD'S INTELLECTUAL ARITHMETIC.
STODDARD'S RUDIMENTS OF ARITHMETIC.
STODDARD'S PRACTICAL ARITHMETIC.
STODDARD & HENKLE'S ELEMENTARY ALGEBRA-
STODDARD & HENKLE'S UNIVERSITY ALGEBRA.
KEY TO S.'S INTELL. AND PRAC. ARITHMETICS.
KEY TO S. & H.'S ELEMENTARY ALGEBRA.
KEY TO S. & H'S. UNIVERSITY ALGEBRA.
Physiology, Logic, Astronomy, etc.
FIRST BOOK.
RHETORIC.
HOOKER'S HUMAN PHYSIOLOGY.
WHATELY'S ELEM. OF LOGIC.
THOMPSON'S LAV7S OF THOUGHT.
WAYLAND'S INTELLECTUAL PHILOSOPHY.
BBOCKLESBY'S ASTRONOMY. METEOROLOGY.
PALMER'S PRACTICAL BOOK-KEEPING.
COMSTOOK'S NAT, PHILOSOPHY. CHEMISTRY.
hio
Jl****..
AR.
AB.
Uoy^'gJG*^.^ PREFACE.
lUST.
"■■*
!•
lA.
BOOK.
RIC.
LOGY.
SiRY.
This little work has been prepared to serve as an Introduction to
the Author's *' Analytical and Practical Grammar of the English
Language." The definitions and rules are the same, throughout,
as in that work, and are arranged in the same order.
The work is divided into Lessons, each of which is devoted to
some one topic. The arrangement in each Lesson, is the same
throughout ; except that the Questions on each Rule of Syntax are
l«ft to be framed by the teacher. That orde is the following : —
The Definitions and Rules belonging to the Lesson, and intended to
be commited to memory, are placed first, in large type. Next to
these, any subordinate matter regarded as proper for so brief a corn-
pond, is subjoined in smaller type, to bt carefully read and itudied
with the Lesson. Then, a series of Questions so framed that c<|-
rect answers will bring out all the leading facta contained in the
preceding text. And lastly, practical Exercises are subjoined, foy
the purpose of reducing immediately to practice, the knowledge
acquired, and fixing it, in the easiest and most effectual manner, in
the understanding.
The Exercises in most of the Lessons, are capable of being used
in a variety of ways ; and ample directions are giyen,as to the man-
ner in which they are intended to be used.
In Etymology, " Illustrations" are occasionally thrown in, to
show in what manner important principles in Grammar may be sim-
plified to the young learner; and, in Syntax, a plain and familiar
"Explanation " is subjoined to each Rule, for the same purpose.
Prefixed to the Rules of Syntax, there has been introduced a num-
ber of Lessons on the Analysis of Sentences. This useful exercise
is presented in such a way as to be easily understood ; and to an
extent sufficient for beginners ; and the whole illustrated by a num-
ber of Models of Analysis, which will serve as a guide to the pupil
in preparing his lessons in this department.
As it is of great importance to keep the acquisitions of pupils
already made, always at hand, and to impress them indelibly on their
IV
PEERAGE.
U
minds by repeated reviews of previous Lessons, it will be seen that
directions are given at the beginning of each Lesson, for carrying
this useful practice into efifect.
Another feature in this work is, that with the principles of Gram-
mar, at every step, are combined instructions and exercises in the
elementary principles of Composition. Analysis and Compositiou
are carried on together. Directions for parsing each part of speech,
with accompanying examples for practice, are given as soon as it
has been treated of. And, in like manner, the proper method of
combining words for the purpose of expressing our ideas, is pointed
out, and Exercises are devised, as soon as the pupil has been made
acquainted with the classes of words capable of being combined.
One Exercise of this kind, sometimes more, is connected with al-
most every Rule of Syntax, as at once an exercise on the Rule, and
a praxis on Composition.
As Orthography belongs more strictly to the Spelling Book, and
Prosody is a study for more advanced pupils than those for whom
tjis work is intended, they are introduced here only for the sake of
form, and of course little is said respecting them. Though this work
is not intended to be a complete treatise on English Grammar, no
pains have been spared to render it useful so far as it goes. It
contains as much as any work of its size, presented in a neat and
perspicuous manner; and moreover, possesses some new and pecu-
liar features, whioh claim the candid attention and examination of '
all who feel an interest in simplifying the process of education to
the youthful mind, and doing the most good in the shortest time,
in the simplest and most pleasing manner, at the earliest period
and at the least expense.
Those who commence the study of Grammar after the age of
twelve or fourteen, stand in no need of this work. They should
commence at once with the Analytical and Pra.^tioal Grammar,
which contains a complete ecnrse of English Grammar, without any
other book, and is sufficiently simple for pupils of that age. But
young pupils, by going through this, will enter, even at an earlier
period, on the study of the larger Grammar with great advantage.
N.B. The numbers in parentheses, as (109) p. 10, refer to the
current numbers in the Analytical and Practical Grammar, where
the subject is more fully treated.
TaoT, N. Y,, August, 1862.
■..!..- .
^^-^^^^jg^ssfftT'ifi^imaUMrM
CONTENTS.
Lesson. Page*
1 Definition and Division, *?
PART FIRST.— ORTHOGRAPHY.
2 Concerning Letters and Syllables, ., 'J
PART SEOOND.—ETYMOLOGY. .
8 Division of Words, 8
4 Of Nouns, JJ
5 Of Person, H
6 Of Gender, 12
7 Of Number, 1*
8 Of the Cases of Nouns, • ^8
9 Of the Article, 20
10 Of the Adjective....... 22
11 Comparison of Adjectives, 24
12 Of the Pronomi 26
13 Of Relative Pronouns, 30
14 Of Adjective Pronotms, 83
16 Exercises on Nouns, Articles, Adjectives, and Pronouns,. . 35
16 Of Verbs • 36
11 Division of Verbs , 39
18 Inflection of Verbs,. 41
19 Of the Moods, 43
20 Of Tenses, or Distinctions of Time, 44
21 Of the Participles, 48
22 Of Number and Person, 49
23 Of the Conjugation of Verbs, 61
24 The Verb "To Love," 67
26 Negative Form of the Verb, 61
26 Interrogative Form of the Verb, 62
27 Progresaive Form of the Active Voice, 68
28 Passive Voice, 64
29 Of Irregular Verbs, 68
30 Defective and Impersonal Verbs 78
31 Of Adverbs, '?4
32 Of Prepositions J6
33 Of Interjections, ^8
84 Of Conjunctions, ^^
36 How to Distinguish the Parts of Speech, 81
86 Parsing, 82
87 Model of Etymological Parsing, 84
88 Exercises in Parsing, 86
n
CONTENTS.
ilf
PART THIRD— SYNTAX.
Lessok.
89 General Principles of Syntax,
40 Analysis of Sentences,— Simple Sentences.*.*!
41 The Subject,
42 Modifications of the Subject, .....!*.! 1 *!'..* *.
43 Modification of the Modifying Words^, .'.'.* * * .'
44 The Predicate *
45 Modifications of the Predicate, ...!.*!!!!!.'.'
46 Compound Sentences [[\\
4*7 Connection of Clauses, !.'!!!.*.'.'
48 Abridged Propositions, !.*.*.!!!!.*
49 Directions for Analysis.—Model, ....!!.'!!!
60 Construction of Sentencesj—Parts of Syntax,
51 Rule I. Substantives in Annnaif.mn
52
II.
53
III.
54
IV.
55
V.
56
VI.
57
VII.
58
VIII.
59
60
IX.
61
X.
62
XI.
63
XII.
64
XIII.
65
XIV.
66
XV.
67
XVI.
68
XVII.
69
XVIU
70
XIX.
71
XX.
Substantives in Apposition
An Adjective with a Sustantive, . . '. . . . ]...
The Article and its Noun, .' .* '
Personal Pronouns, .'.*,'.*.'!.'
The Relative and its Antecedent. !!!!!!!.".
The Subject Nominative,
The Nominative Absolute or Independent..* .*
The Verb and its Nominative,.
Special Rules under Rule VIII., .* .*
The Predicative Nominative, <feo., . . . ! .W ! !
The Objective Governed by Verbs,
The Objective Governed by Prepositions, . .
Prepositions used after certain Words,
The Possessive Case, ',','.'/,
The Subjunctive Mood, .... ,
The Infinitive Mood, , . . . , *.*.'.*.**.'**
The Participles, .......!!!!!.*!!!!![
Connection of Tenses, '..'.*.'.!.'.'*!!
XVIU. Construction of Adverl», ...,,!...'.'*.!!.* *
'"" Construction of Conjunctions, .....!!.*!.*.'!!
Interjections, !!.'!!!
72 General Rule of Syntax,.
73 Ellipsis, Rule 1.— An Ellipsis admissible'
74 '* « 2.— Ellipsis not aUowable, .
75 Model of Syntactical Parsing,
76 Promiscuous Exercises for Correction,
77 Punctuation, , ,
78 Capitals, ...!..'
PART FOURTa—PROSODT.
79 Prosody. Elocution, Verslficatioiv
80 CoVFORiTrow , "it
u
«.*...
Fagb.
. 87
. 88
. 89
. 90
. 90
. 91
. 92
. 93
. 94
. 95
, 96
100
, 101
102
103
104
106
107
107
108
109
109
110
112
118
U5
116
117
118
121
122
125
128
129
180
181
182
183
184
185
186
« Ate
d^
4
J?* -^■-■" ■ ■'-S'JiS S i ai
MUM
«*SSa«!3*±«SHteB,
«aM
■MM
ENGLISH GRAMMAR.
Lesson 1. — Definition and Division.
[Commit Definitions and Rules accurately to memory.]
English Geammab is the art of speaking
and writing the English Language with pro-
priety. ^ ^
It is divided into four parts ; namely, Or"
thography, Etymology. Syntax, and Prosody.
PART EIR8T.— ORTHOGRAPHY.
Ijesson 2. — Letters and Syllables,
[Review the preceding Lesson.]
Orthography treats of letters, and the
mode of combining them into syllables and
words.
A Lkttbb is a character representing a particular sound of the
human voice.
There are Twenty-six letters in the English Alphabet.
Letters are either Vo\rels or Consonants.
A Vowel is a letter which represents a simple inartieulistf sound ;
and, in a word or syllable, may be sounded alone. The voWels we
a, e, i, 0, u, and w and y not before another vowel sounded m the
same syllable, as in lato, bay.
A Consonant is a letter which represents an ariiculaie sound;
and in a word or ey 11 able is never sounded alone, but always m
connection with a vowel. The consonants are 6, c, dyft jr, h,j, «,
I, m, n, p, q, r, », t, w, ar, «, and w and y before a vowel soaoded m
the same syllable, as in watt youth.
A DiphtJiong is the union of two vowels in one sound ; ae, <;»« In
wt, oi in ail. They are of two kinds, Proper and Improper,
8
1
K
Hi
i!M
n.TIlOBt7CTION TO ANALITIOAL OBAMMAB.
in ta^f ^""^ '■' ""> -"'o" "' "■'- vowels in „„« ,„„„d , „ ^
^otf'^flU^^J:^X Tet tr l"^ """ !?■?>"" «" ""'
«<i-j/«, o.«-nW. ^ * "' "»™ le"«r»; /arm, /orm.«r,
A word of one .yllable i, called a Mo^o^jUm,
A word of two eylhble, i, caUed a Di..yllZ
A word of three syllable, is ealJed a Trl,l,aiL
A word of .ore than three syllables is cliled a Poly^lla^u.
by Uf/d^r «^ -P-^. a word
„. . . „ ,. QOESTIONS.
MeS{Ll^''Ct'^Ttio^a^h'7"A"7-"^'^^
paany letters are there in EnffUshf ^?i . ^?f ' ".? '«"«■• ' How
IS a vowel ?-a eonsonant ?%™, tti^I"1 "leydirided ! What
vowels » When, oonMnants » ^^t Tl"^- J^^ "« " "d V
^PfaftoDgJ-an improper SphtwJ!.''»S?'"''8'-» P"P«
syllable? What i. a word of one s^IiIm-. J*^ '''?8'-^''»« 's a
ttree ?-of four or more ? Wto is^X g^" '""'' "" '-"
PART SECOND.-ETYMOLOGY.
Lesson Q.—DiviHon of Words.
^ovew the preceding Lessons, and answer the qaestions.l
S^v^ttT '''^'"' ^^d^oatioBs. and their
A woED 18 an articulate sound used W
common cons^t as the sign of Tn idS^
Words are divided into ^J^^l.^.l^^-
called ' """•-^^iii' iJiasses,
^ V,..
PAETS OF SPEECH.
PARTS OF SPEECH.
The parts of speech in the English lan-
guage are nine ; viz., The Nmn^ Article, Ad-
jective, Fronotm, Verb, Adverb, Preposition,
Interjection, and Conjunction.
Of these, the Notm, Fronomi, and Verb,
are declined ; the rest are indeclinable.
A Substantive is a noun, or any word or
phrase used as a noun.
Obs. a Declinable word is one which undergoes certain changes
tf/orm or termination, to expreBS the diflferent relations of gender,
number, case, person, Ac, usually termed in Grammar Accidents ;
as man, men ; love, loves^ loved.
An Indeclinable word is one which undergoes no change of form ;
OS, good, some, perhaps, .
ILLUSTRATION.— To speak is to say what we think. What
one sajs in speaking is called speech or language. All speech is
made up of words, each one of which has its own meaning and use.
Any number of words properly arranged so as to express a thought,
or make complete sense, is called a sentence. Words are divided
into diflferent sorts or classes called parts of speeclh according to
their meaning, and use in speaking, i. e. Some words are names df
things and are called nouns; some qualify or limit the meaning of
nouns, and are called adjectives ; some stand instead of nouns, and
are called pronouns, &c, [See above and the definitions of the diff-
erent parts of speech.] To take the words of a sentence separately,
and tell to what class of words each belongs and describe it, is
called Parsing. Hence,
Parsing is the resolving of a sentence into
its elements or parts of speech.
QUESTIONS.
What does Etymology treat of? What are words ? What are
they divided into I What are these classes^called ? How many
parts of speech are ih<^e ? Name theiii. Vf hich are aecimauio f
Which are indeclinable ? What is a declinable word ?— -an inde-
clinable? What is Parsing?
•♦■«>i,.»,4
*-v..
! .
ii
10 WTBOBUOIION 10 AKALTTICAL OBAMMAK.
Lesson 4.— iV^o^^^^.
Nouns are either Pr«p,^ or Common.
uudiomy, as, .A?^^^, London, the Ohio
A ?,;/.,,? «»rt ; as, «,«„, «fe, 500*.
hear, or think, has a name f tLt n5r„ -"^^''^ ^ ?«''««'» «an speak,
Names common to all thb% of tSrs^m^^^^ '' ^^"^^^ * «<>««
^r^'^- no..,; as, ^/«n!lU«L^V74^^^^^^^^ «'ass are called
Names applied onlv fn L^- -a . . • ' *'^' country.
^^^mes, London, Enalatid cLJ^ ' ^^' '^^^^^ Lucy, Friday
orclasses; Pro^;Sns^ii,fe
"ira« ' 18 the name of a class or^^^ciesan^t'* ^>T '^' »«"»
all, or IS common to all the indiviEl 1' f? .".^PP^^^^ ^^"ally to
18 a name that belongs onl v to cUS inSt -f '^''; ^"'^ " 'Tohn-
OBSERVATIONS.
TTnder common n„„„s are usually mnked,
.' ^r;zro~: :^-'"'"^«= -. -y. peop.o.
3. V»b<a noun,, or Z~ "f,''"'.""'' «'• P-'^'r. "iokednesa.
^^The accidents of nouns are P^r^nn «..^.„
^^wrrioer, and Uase. i^'^"-*-,!,
■»*imiinm' "v.fc^
■iiS^a ig l!! ;" ' '"*" ' * "*'
PBESON. '
u
QUESTIONS,
wvint ifl ft noun \ How many kinds of nouns are there ! What
is^commLnor! What is a proper noun ! What part of speeeh
L^e n^Tof things? What is a collective noun?-an abstract
Soun!-a verbal nouni Are these nouns proper or common?
What Accidents belong to nouns ?
EXERCISES.
Point out the nm'n.^ in the following sentences ; say why ^^ey are
nouns. Tell whether they are proper or common, and why. Exer-
cises of this kind may be taken from any book. ^ ^ , .
The table and chairs in this room belong to Eobert.
The houses and streets in New-Tork are J^rger Jhan
those in Albany. The principal cities m t^e Stat^^^^^^
New-York, are New-York, Albany, Utica, Eochester,
and Buffalo. Wheat, corn, ry^, and oats, are extensively
cultivated. Apples, pears, cherries, 'plunj^, and other
fmits abound.' George ^is older than John ; they both
study arithmetic and grammar.
Lesson 5,— Person.
[Review the thr«e preceding liesaons, and answer the questions.]
Person, in grammar, denotes the relation
of a noun or pronoun to what is said in dis-
course. CI ^ A
The persons are three. First, Second, and
Thivd,
A noun is in the first person, when it
denotes the speaker or writer ; as, " I Paul
have written it.*' i, -i.
A noun is in fhe second person, when it
denotes the persoa or thing addressed ; ^ as,
« Thou, Ood, sees* me"—" Hail Liberty.
A noun is in the third person, when it
denotes the person or thing spoxieii Oi ; aSj
^«2Vf^^^ is mighty."
\ ■
.^•
k..^
.'»-
«m «peak or be spoken ,0. neaTr"""' ' ''"""'» ™ch only
spoken of. ' J ■> blether person or thing, L, J
first peraoD L, if' ''* ^'"^ dou^^ without oh. '"*™<''"''>^'>i<!i>
proper ami 11 "^"^''^ '"^^tioned. -The dfS t-"^' '^** ^' » of the
Wh.f • QUESTIOIfs.
*» iiat IS a Derson i tt«
tA^^i 'Jo --"dT fhra "rwr; ^'■'" "-
Nouns denotiiia-/J.«,v.7.„._. ^
i; !
t?^:^^
GEN DEB.
13
Nouns denoting neither males mov females
are Neuter ; as, boolc^ house , field.
There are three ways of distinguishing the
sexes.
1. By diflferent words ; as,
Masc.
Fern,
Masc.
Fern.
Bachelor
maid
Hart
roe
Beau
belle
Horse
mare
Boy
girl
Husband
wife
Brother
sister
King
queen
Buck
doe
Master
'mistress
Bull
cow
Nephew
niece
Drake
duck
Ram, buck ewe
Father
mother
Son
daughter
Friar
nun
stag
hind
Oauder
goose
Uncle
aunt
2. By a difference of Termination ; as,
Masc.
Fsnu
Masc,
Fern,
Abbot
abbess
Jew
Jewess
lioness
Actor
actress
Lion
Arbiter
arbitress
Patron
-:.. , patroness
Baron
baroness
Peer
peeress
Bridegroom bride
Poet
poetess
Puke
duchess
Prince
princess
Emperor
empress
Shepherd
shepherdess
Enchanter enchantress
Sorcerer
sorceress
Executor
executrix
Tutor
tutoress
Heir
heiress
Viscount
viscountess
Hero
heroine
Widower
widow
Host
hostess
3
1, By prefixing a
distinguishing word ; as,
Masc.
' Fern.
A eock sparrow
A hen sparrow
A he goat
t
'A 9he (;oat
A man servant
A maid servant
<
A male child
Male descendants .
1
i
A/0ma20ehild
Female descendants
OBSERVIJIONS.
1. Some nouns are either masculine or feminine ; ub, parent, ««r-
vanty neighbor. Such are aometim iaid to be of the eomman gender
I !
1 !
i'
. .
14 INTEODTIOTION TO AKALTTICAL OBAMMAb:
the sun, ^^He is setting ;'' f the I' J ?^^^^ 'Y^^- ^e say of
ship, "^A. sails." "^^emooD, ^A. is echpsed ;" and of a
8. Animals of inferior size, or whose sex i« nnf t
spoken of as neuter. Thus of a <^hZ ^"'''^°' "« <>ft«°
creature." ' "^^ * '^'^^ '^^ "^^^ s^J, " It is a lovely
QTIESTIOiys.
What is a srender ? TJn-m
the m.«cuJi«e gender denote S I™?"-" T *«"' What doe.
non„8 are saidto be masouUne ? wSTl'T'hf "ju'er 8 Wha?
they J When a poim denotes eithfr»„ ?'•*?''' What ate
gender ia it jometimee eaidtobe whS. t '"' " '^'""'«' »' ''^^
IfcowD, of what gender are their name. I '"^ ""^ «nin,al.i. not
' EXERCISES.
.«.:?;«erf c^ar„tr..i^t«". -^
paper, pen. ink. parent, nef^rfri;^^?' '''"'P.'«»<'»
taron. negro, hero, house, tltb^mol's;^ ^0'°"'
«iif
|\|
Reason 1. -^number.
[Beview the three preceding le,3on. and answer the questions.]
wmch It expresses one. or more than one. ^
tfie wural, more tk/^^^'^ "'""'*' **^'"
KUMBEB.
16
GENERAL HULE.
The Plural is commonly formed by adding
s to the singular ; as book, books.
SPECIAL RULES.
1 . Nouns in s, sh, ch soft, z, x, or o, form
the plural by adding es ; as, Miss, Misses ;
brush, brushes; match, matches; topaz, to-
pazes ; fox, foxes; hero, heroes,
Exo. Nouns in ep, »o, and yo, and in ch sounding A;, have < only ;
as, cameo, cameos; folio, folios; monarch, monarchs. Also canto
has cantos ; but other nouns in o after a consonant now commonly
Add es ; &B grotto, grottoes ; tyro, tyroes, &Q.
2. Nouns in y after a consonant, change y
into ies in the plural ; as Ladi/, ladies.
Nouns in y after a vowel, follow the gene-
ral rule ; as Day, days.
Also, all proper nouns in y ; as, the Pom-
peys; the Tullys.
3. Nouns in/ or /^, change/ otfe into ves
in the plural ; as. Loaf, loaves ; life, lives.
Exo. But dwarf, BCJ ^\ ief, chief, grief; kerchief, handkerchief,
mischief ; gulf, turf, surf .rife ; proof, hoof, roof, reprod^ fol-
low the general rule. A:m . ans inj^ have their plural in »; as*
muff, muffs; except Uaff, which has sometimes staves,
OBSERVATIONS.
See An. and Pr. Gr., 165-160.
1. Some nouns form the plural irregularly. They are the fol-
lowing : —
Singular. Plural, Singular. Plural
Woman
Child
women
children
Qoose
Mouse
teeth
mice
I I
i\
16 ^ mTnOJ>VClO^ TO A^ALIIICA, oaAMMAB.
Singular.
Foot
Ox
-Plural.
feet
oxen
lice
pence
Singular.
Louse
Pennj
-Plural.
brothers
brethren
sows or swine
dice
dies
aids-de'camp
courts-martial
cousins-german
fathers-in-law, cfec.
Singular.
Brother (one of the same family)
Brother (one of the same society)
feow or swine
Die (for gaming)
Die (for coining)
-A id-de-camp
Court-martial
Cousin german
Father-in-law, (fee.
2 ^ '""-"ers-m-iaw, cfec.
b-t .-.. i. the iXT^:^^::':::::-" •- "'^.'"""" =
into t (164) ; as, ' ^^ '^^^ **» »«*<> ices; tis
Automaton 8„t„„«t, ^^
^«« , . .we, M^^3 «?'«««
■»«.e; «, the twelve cj;!'; (,6,) '''™' P'"™' »' "■« »me
J.^Z:""'"' "* ""^« ■•» •»«" -be™ , as. .„, .,«^. ,„„,
-e. or 3eieooe,;a:rr;;;^'x: r- ^'"'■-'- ^-^ '-^
S. The article a or a« before a 6in«,l» 1 ... _
"■" P-ffl; «8, eiDgalar, a «<.»,- plural mm7""' " "'"'''**' '~^'"'*
'■il
BAMMAE.
Plural,
lice
pence
rs
3n
!• swine
oanip
Qartial
german
in-law, <fec.
in their original
« in the plural ;
^. into ice«; us
Plur.
crises
apices
■' magi
refer to a race
3 of the same
» weighed or
, temperanee,
bellawSt icM-
slieep, trout,
>n, either sin-
««; and the
pped before
NUMBEE.
QUESTIONS.
If
What is meant by number? How many numbers are there?
Whardoes the singular denote ?-the plural ? How is the plural
commonly Lmed? When is the plural f<^»;?jf2U^iXr J
How do nouns in y after a consonant, form the pluraU— alter a
vowel ?-Zn8 in f ov fe? When have proper names a i)lural
What nouns are mostly singular ? What nouns are plural only
What SZs are alike ^in both numbers? What nouns are plural
in form, but either singular or plural in construction ?
EXERCISES.
1. Put the following words in the plural, and give the rule for
forming it; thus, ^' Chair, plural ehairsr Rule, The plural is
comSy formed,'' Ac; ">ox, plural /ox«." R. "Nouns m (r,
Chair, fox, table, cat, dog, horse, house, hand, finger,
arm, boy, girl ; dish, church, box, miss, sky, body, key,
day, toy, leaf, knife, wife, loaf. An apple (Obs. 8, above)
a pear, a cherry, a bush, a church, a bell.
2. Write or spell the singular of the following plurals, and pre-
fix the indefinite article :
Mies, boxes, leaves, brushes, knives, marshes, bays,
tables, bushed, trefes, dogs, ducks, geese, wives, duties,
churches, matches, mice, days, keys, staves, horses*
mules, cows, sheep, goats, &c.
8. Tell the plural of the following irregular nouns :
Man, woman, child, ox, tooth, foot, goose, penny,
mouse ; father-in-law, mother-in-law, court-martial, fish-
erman, washerwoman, cousin-german,^&c.
4. Tell the gender and number of the following nouns; give the
plural and the rule for forming it; thus, "House," a noun, neuter,
singular ; plural, *' houses." " The plural is commonly formed," Ac
House, boy, stone, boat, father, king, knife, aont,
emperor, governess, pen, lioness, baron, sister, brother,
lord, box, bush, rush, goose, bachelor, doe, bride, fiy»
way, wife, half, fish, table, mother, apple, cherry* star,
moon, planet, earth, sky, mountain, river, se% &o.
planet,
B
I
■ii.
I
18
INTEODUCTION TO ANAITIIOAL OBAMMAS;
Lesson 8.~Ca,es of Nmm.
[Renew the three preoedtag Lesson,, and answer the questions.J
; Case is the state or condition of a noim
wx^ respect to the other words in a sentenT
p.ssfrn^ssLsr^*^''^-^--^-^
^i^^H*^?^*^^^*'^^ case commonly exDresspq
-«i^® ^*^^<'«»e case denotes the obiect of
Sr*'?? «';.r«¥io'»; a., James isis?s
2%0OTa#; they live in Albany (166)
are^e.""^^*'''® ^^^ °^j^''*i^« of ^o«na
iT. J?® possessive singular is formed by add-
is S^T^*^ P]^^ ®'''^' ^ *' *^« possessive
LS ^ '^^^ "" apostrophe only ; as.
Kmn.
1*098,
Obj,
IfOUNS ARE THUS DECLINED ;
I^ady Ladie8 John
I^dy'8 Ladies' John's
Lady Ladies John
Proper names generaUy want the plural.
iM^h^^T^'?'^ '® P^^^d etymologi.
caUy, by tellmg its gender, number, and e?e^^/
..^^; K-^J
CASE OV !ffOTn?S«
10
thus, Lady's, o, no\m, femmine, inthei)OS-
sessive singular.
OBSERVATIONS.
1 When the nominative singular ends in »», or letters of a Bim-
ilar'sound, the » after the apostrophe is sometimes otnitted, in order
to avoid t^ close a succession of hissing sounds ; as, " for goodness
sake-" "for conscience' sake." This however is seldom done, unless
the wd following begins with s ; thus we do not say " the pnnce
feather," but the " prince's feather." , -
2. Tl^e objective case, with of before it, is ge'^^'^'Wy «^7^^^^^*
to tke possessive ; thus, « the rage of the tyrant^ and "the tyrant .
rage " mean the same thing. Sometimes, however, the meaning
will be diflferent. [See An. & Pr. Gr. 176.]
QUESTIONS.
What is case ? How many cases have nouns ? What ^oes^e
nominative case express ?-the possessive ?- he objeoUve ! What
?wo cases are alike ? How i^the possessive singular formed ?-the
possessive plural f
EXERCISES.
Gender t Number ^ and Caee.
Parse the following nouns by telling their gender, number wjd
caseTthus, " Father,'' a noun, masculine, in the nominative smgu-
father, mother, slater's husband, brother's fife, un-
cle's house, Tom's books, cit y, virtue's reward, brother's
•In using the above exercises, it will save m«c\ ^ime, whidi
is all important, if the pupil be taught to say everj tbmg belong-
ing to the noun in the fewest words possible; and al^ay^/^ t^«
s^e order as above. For the ^e'eason,thedi8Unctaonof n^^
into proper and common maj ^ omitted. And as person toas
nothing to do with the form of a noun, but only with its ««e; and
as nouSs are almost always of the third person, the mention of per-
son may be omitted, if the teacher chooses ; but when the noun is in
the first or the second person, it should be mentioned. It will also
be a profitable exercise for him to assign a reason for every part
object; mofcirfine, because it ^^^o^^^^"'i'f^''u:^^lZ*.At
came it denotes but one; ^\xxvo\, fathers. Rule, "The plural is
commonly formed by adding « to the singular. n
2^ INTnODUCTION TO ANALYTICAL GEAMMAB.
widow, Washington the hero, the statesman, the father
ot his country ; carpenter, farmer, lawyer's fees, teacher's
manual, scholar's assistant, ladies' gloves ; beans, peas,
plums, cherries, houses, lands, rivers, mountains, sun
moon, stars ; Heaven, earth, sky, &c.
riteyiew the whole thoroughly from the beginning, aoswerinfr
accurately all the queatioos.J "^ "»'^«iing
,!/;"("!
Lesson 9.— The Article,
An Article is a word put before a noun,
to show the manner in which it is used.
There are two articles, a or an, and the.
A or an is called the Indefinite Article,
because it shows that its noun is used inde-
finitely y and not limited to a particular per-
son or thing ; as, a king, i. e., any king.
^ The is caUed the Definite article, because
it shows that its noun is used definitely, and
refers to a particular person or thing ; as, the
king, i. e., some particular King, known or
described.
A noun without an Article, is taken in its
widest sense; as Man is mortal; i.e., All
mankind: Or, in an indefinite sense; as,
There are men destitute of all shame, i. e.,
some men,
oi^^tZ «Stl92) ^"^ ^^^**^^ ^ "'''"' denoting the species ; as, the
OBSERVATIONS.
i, Ai& used before a consonant; as A hook, a home, a tree.
Also, before words beginning with u long, and *w, because they
n, the father
363, teacher's
beana, peas,
mtaina, sun,
ing, answering
^^^f•^r » n
,, , ,!jya»>fti:w»-
JU.
e a noun,
used.
nd the.
? Article,
Lsed inde-
jular per-
Hng.
, because
iielt/, and
J ; as, the
[nown or
cen in its
i. e., All
Qse ; as,
me, i. e.,
ecies ; as, the
, a treei
because they
■'d
sound as if beginning with the consonant y; thus, A unit, a me, a
^„/o^y -pronounced as if written, a yunit, a yuse, a yeulogy.
2. An is used before a vowel or sitent h ; as, An age, an hour.
3. A or an is used before the singular number only ; th€, before
either the singular or the plural.
Parsing.— The article is parsed by stating
whether it is definite or indefinite, and men-
tioning' the noun to which it belongs ; thus,
A book. A is an article, indefinite, and belongs to " booJe»
QUESTIONS.
What is an article ? How many articles are ther«? What U ^
or An called? Why? What is The called? Why! In what
sen^ is a noun without an article taken! What is ^ used before?
What is An used before ? How is the article parsed ?
EXERCISES.
la it proper to say a man, or an man ? and why f
a apple, or an apple? and why?
a house, or an house ? and why f
a hour, or an hour? and why?
Prefix the indefinite article in the proper form to the following
words: •
Chair, table, horse, cart, book, house, garden, bird,
owl, egg, ear, eye, tree, cow, unit, use, old man, young
man, word, book, pot, bench, open waggon, round stone,
old hat, penny trumpet, ice house, house, honor, hopeful
boy, honest man, &c. See An. & Pr. Gr. 187.
Correct the followmg errors, and give a reason for the change ;
parse the articles.
An cup, an door, a apple, an pear, an hat, an wig, an
eulogy, a honor, an crow, a ostrich, an pen, a ugly beast,
^^ ~.»4-4~.r KAoof on nvioffv fViinor. ATI hllfire monst^. a
upper room, a ice house, an nice house, an shumorouB
poem, a open wagon, an hard nut, &c.
til)
3* nrraoBTCTiON to AirAitrroAii ohammab.
Lesson 10.— The Adjective.
Ak Adjective is a word used to qualify
a substantive; as. A good boy ; a square box •
fe»doUars. mis poor. To'lieisL/(19?):
For the word SubstanUTe, see Lesson 4.
Adjectives denoting number, are called
Numeral adjectives. Of these, there are two
classes ; the Cardinal, and the Ordinal.
The Cardinal are one, two, three, &c.. and
iTsT &r ^^y-^i^te"^ ^ figures, thus!
The Orditial, are first, second, third, &c
idea of the animal ^o called BuUf 'we wish L Sl^' ^^^^''^ ^>^
out a particular horse more dffini el^a^i 1 r r'^"?l°.'' P^^°*
others of the same SDeoiea wf S ^l l^ distinguish it from
connect w^th ♦h.TamroTniun TorTi^iV*"""' (^®^>5 '' «" ^«
«d; as, "a % he- >^ «or;^??!: ^^^J^^ ^own or distinguish-
Americal b^3.,» &cf ' WcS5s12flS; fh> ^'"'^ ^orsej^'an
A^ecHve., Sometimis severd of Ihfse mav ^P^«^»r^<?Ue<^
same noun; as, when we el^^^iitii^J/t?^ ?^ J°^°®^ ^»'h *he
..A.V. remni stine j-Uhe^J^ oW w^f *'"'* ^°"« '" "^ ««o«'^*
hTr^r WhiTldnTo/a sl'n^^^^^ WhatkindoTa
conning the iSl^r'Lte^i^^^^^ "^« ^^^
^Itmay assist the "young beginner" also to r-memW fi... » ^._,i
say a good thing, a 6ai thing/a^ST/e thiSgf Ar"* ^''*"'' ""^ *^
THE ADJUOTIVB.
OBSERVATIONS.
1 Other parts of speech, when used to qualify or limit a noun,
or pronoun, perform the part of an adjective, and should be parsed
a> Buch ; as, a gold ring, a he bear, the then king, the above remark,
2 Adjectives are often used as nouns; as, " God rewards the
good and punishes the hadP " The virtuous are the most happy.
Adjectives thus used are regarded as plural, because they denote
more than one.
QUESTIONS.
What is an adjective? What are adjectives denoting number
caUed? What is a numeral adjective? How maiiy classes of nume-
ral adjectives are there ! What are the cardinal numbers f WJai
do they express f What( are the ordinal numbers ? What do they
exnress ? When do noOns or other parts of speech become adjec-
S^s! Are adjectives ever used as nouns ? bf what number are
they considered ?
EXERCISES.
1. In the following Exercise, let the pupil first point out the nouns
and then the adjectives; and tell how he knows them to be so.
A round table, a pretty dog, a little mouse, a low chair,
a small book, a sharp knife, white paper, dirty books, ugly
face8,a beautiful flower,a rich man,fresh fish,a wild horse,
a short man, an old hat, a fierce dog, a good pen, a wise
king, an honest man, tame rabbits, a fine day, a sweet
apple, a long stick, a little handsome old woman, a thick
square book, a large white cat, a new book, a clean white
frock, a full cup, an empty mug, a warm room, a wet
towel, a cold rainy night, a cloudy sky, wmdy weather,
hard frost, deep snow.
2. In the above Exercises, let the pupil take each nonn and pre-
fix to it as many adjectives as he can think of, so as to make sense ;
as, for example, *' table," high table, low table, /on^ table, &c., Ac,
and in reciting put the emphasis on the adjective.
8. Let him take each adjective, and add to it as many nojnj aa
he can think of, so as to make sense ; as, " round," a round 6«rf/, ft
round hole, a round hvuw^ a round calce, Ac., and put the emphasis
on the noon.
24k
INIEODUCTION TO ANALYTICAL GBAMMAE.
Lesson 11.— Comparison of Adjectives.
[Review the piecediBg Lesson, and answer the questions.]
Adjectives for the most part have three
torms, called degrees of comparison ; the
eosihve. Comparative, and Superlative.
The Potitim expresses the quality simply •
ob^et tTiltZST^'^'^ "" l"""'^ '» » "'S''" ''^g'- i» one
r,n;t?^^''*i.''^'i'!.°''^'y^^^l«'f«^m the com-
parative by adding er to the positive; and
the superlative, by adding est; as sxoeet,
sweeter, sweetest. '
Adjectives ending in e mute, drop e before
er and est ; as, large, larger, largest (68)
Adjectives of more than one syllable are
commonly compared by prefixing more and
fit, <tc. prenxing mow and moti; as, more »«««, moU
OBSERVATIONS.
1. Dissyllables in U after a mute, are generally compared by et
into, before «• and «<; as, dry, dntr, drie,: ; uZy, k„J„
happ.„t. Bnty with a vowel before it i, not ehaS- aTlv
gayer ygaye&t. "»"Seu, as, ^ay,
2. Some adjectives form fhft «n««»i„*:„« u_ ...i, . . .
pnH nf w/^«^„" i---x«..xTc wj, ciuuing »i(>«f lo the
MMAE.
stives.
questions.]
lave three
Lson; the
ative.
f degree in one
best degree in
the com-
ive; and
as stoeet,
> e before
^t (68).
lable are
wre and
^ul, most
3tives of two
our tenderest
le are some*
'e wisef mo»t
pared by er
I is changed
>y» happier,
Bd ; as, ffay,
i'/iosi to the
wostf hind-
OOMPABISON or ADJECTIVES.
25
•f
8 When the positive ends in a simple consonant preceded by a
single vowel, the consonant is doubled before er and est ; as, hot,
hotter, hottest (60).
4. Some adjectives do not admit of comparison viz :
Ist Such as denote nwrn6<?r ; as, one, two; third, fourth.
2d . . .Jigureov shape: VLB, circular, square.
gj* ^posture or position; as, perpendicular,
horizontal. , ,
4th. Those of an absolute or superlative signification ; as, true,
perfect, universal, chief, extreme, &c. (224).
6. Seme adjectives are compared irregularly, as follows :
ADJECTIYES OOMPAEED lEBEGTJLARLY.
Positive.
Good
Bad, evil or ill
Little
Much or many
Late
Near
Far
Fore
Old
Comparative.
better
worse
less
more
later
nearer
farther
former
Superlative*
best
worst
least
most
latest Of last
nearest or next
farthest
foremost or first
oldest or eldest
older or elder
6. Much is applied to things weighed or measured; many to those
that are numbered. Mder and eldest are applied to persons only ;
older and oldest to either persons or things.
QUESTIONS.
How many degrees of comparison are there ! What does the
positive denote?— the comparative ?--the superlative? How are
monosyllables compared ?— words of more than one syllable <--
dissyllables in /c after a mute?— in y after a consonaatf What
sort of adjectives double the final consonant before er and estf
What adjectives are not compared ? What adjectives ar6 com-
pared irregularly ?
Parsing.— Adjectives are parsed by stat-
ing their class (if numerals), the degree of
coniparisoii, anu ints nouub vviiiv;ii j>ii^^.
qufijily. ;
G
m If!
26 INTEODIJOTION TO ANALYTICAL GEAMMAE.
EXERCISES.
1. Point out the <i(fyw</«M in the following Exercise; parse them-
comparejthem; thus, a good father ; " Good/' an ad& ve p^^^
degree, qualifies •. father » compared irregularly, ^r^r^^^^^^^^
2. Point out the nouns, and parse them by telling their cender
A good father, a wiser man, a more beautiful ffirL wild
horses young colts, a sweeter apple, the wisest prince,
green trees, the honest farmers, the most virtuous people
the richer tradesman, the better scholar, the tallest girl
the finer sheep, large oranges, the merriest fellows, the
old soldier, pretty dogs, an ugly calf, the tamest rabbits,
the little mouse, the longest stick, a wider table, a most
ardir ' ^^g^e&t house, the most fruitful
\ NuMEEALs.—Four men, the fourth day, six days, the
Beventh day, 365 days, ten horses, the first time?-.of
four houses, the first is of wood ; the second, of stone ;
the third and fourth, of brick. '
4. In both exercises, change singular nouns into plural, and plural
TcZ^^^a' ;r' '^%r^' ^""A" P^"'^'^' ^°^ ^^^^ read the pS
?«^^T 'a}^^' -^f^l^' V}' fathers. ^ The plural is oonSionly
formed by adding a to the singular," good fathers.
Iiessoxi 12.— PronoMJw.
[Review the two preceding Lessons, and answer the questions]
A Pkonoun is a word used instead of a
noun ; as, John is a good boy ; he is diKeent
in his studies.
Pronouns may be divided into four classes ;
Personal, EelatJ/ce, Interrogative, and Ad-
jective.
ILLUSTRATION.— Pronouns are used simply to avoid the
too frequent and oonsequenUy disagreeable repetition of the
jxercise, Lesson
PEBSONAIi PBONotNS.
27
r v,VK thpv Btand Thus, instead of B&yiug,^John!pBla,
nouns for which they Btana. ^"" ' , gtu^i^s; we nse the {pro-
rl1U^^US"a Crrr?rr<.ouMto.hatnou.a
"XTo^'ltaes of pronoun. «r. used in different ,ay„ ns will
be seen under each. -..-ij.* ^^A
The Accidents of Personal, Uelative, and
Interrogative pronouns, like nouns, are Per-
son, Oender, Number, and Case.
PERSONAL PRONOUNS.
Personal Pronouns are those which dis-
tinguish the person by their form. They
are either simple or compound,
1 The simple personal pronouns are J,
tho^, he, she, it; with their plurals, we, ye
or you, they.
I is of the first person, and denotes the speaker.
Thau is of the second person, and denotes the person addremd^
J3#, she, it, are of the third person, and denote the person or thing
'^°The personal pronouns are thus declined:
■W%-TTfW> »T..
1. m.oxf.
2. m. or/.
S. masc.
8. fem.
3. neut.
SINGULAR.
N(m. Poss.
I
Thou
He
She
It
mine
thine
his
hers
its
Obj.
me
thee
him
her
it
Nom.
We
You
They
They
They
PLUBAL.
Poss.
ours
yours
theirs
theirs
theirs
06j.
us
you
them
them
them
OBSERVATIONS.
1. In proclamations, charters, editorial articles, and the like, roe
is frequently applied to one person, ^ v .i. * *i,. a\r^
2. In addressing persons, y<m is commonly put bothjor the sin-
gular and the plural, and has always a plural verb. Thou u usea
only in addresses to the Deity, or any important object m nature;
I **y*''
■'tiiliif
,1 ■
OT IKTEODXTOTIOM" TO ANALYTICAL (lEAMMAE.
or to mark special emphaais ; or, in the language of contempt.
The plural form, ye, is now but seldom used.
8. The pronoun it, besides its use as the neuter pronoun of the
third person, is also used indefinitely with the verb to he in the third
person singular, for all genders, numbers, and persons; as, it i%I^
it t» we, it is you, it is they ; It was she, <fec.
4. The possessive case of the pronoun cannot, like the possessive
of the nouD, be followed by the name of the thing pessessed. Thus,
we can say, Mary's book, but not " hers book ;" and yet we can say
equally well, « It is Mary's," or, « it is hers." In both these last ex-
pressions, the name of the thing possessed is not expressed but im-
plied. [See An. & Pr. Gr. 241.]
6. ITers, its, ours, yours, theirs, should never be written her\ it's,
our's, your's, theirs.
2. The compound personal pronouns are
Myself, thtjself, himself, herself itself; with
their plurals, ourselves^yourselves, themselves.
These pronouns are used, without change of form, in the nomi-
native and the objective case. In the nominative they are emphatic,
and are added to their respective personal pronouns or nouns, or
are used instead of them; as, "Iwyse// did it; « ^imwl/ shall
come." In the objective, they are reflexive, showing that the agent
is also the object of his own act ; as, "Judas went and hanged him-
•el/:* Ourself and yourself are used as compounds corresponding
to we and you applied to individuals; as, " We owrw//' will follow."
*• You must do it yourself."
Parsing. — ^The personal pronoun may he
parsed briefly thus : Jis a pronoun of the
first person, masculine for feminine) in the
nominative singular.
QUESTIONS.
Ttru.i. :» - - a »T ...
TT^:. « a pruuuuu! 0.0^ ai'e monouos divided? What is a
personal pronoun f Why is it calleS personal ? What are they f
j;)eclme the first— the second— the third. Of what person is i/—
PEONOUNS.
29
uage of contempt.
written /t«r'», «<'#,
EXERCISES.
3. Go over the Mowing «st of ^P^^^^^^^^^^ T^if ^12'^
r^fag^^ia Sfth'eli TZVA4 tell their .«.*r.
nMm6«r, and case, together.
T T«o fViPm US we, thou, thine, ye, oura, jfuuxo.
skryou^eC, herselt; themselve., oumlf, yourself.
itself. _ . ^.„.
2 Point out the pronouns in the '»«<>^»? ^fXa '^^e"
ii»?sdrsse«nTe'^^:»* -'■
8. Point out the ««.«. and parse them; the ««««.« aod para.
them. Compare them.
4. Read over each sentence, -g^^tel^:^^^t^^^^^
stands for; thus, me stands for the speaker, you v
spoken to, &c.
Gwe me the pears you bought of him ; I l'k« t^«"l^«*-
ter than the apple he bought ; it ^«« ^°"p J^^ *f^
what we said to her. and they heard ^er. J"* i* "".^
vou? He likes them because th^ are sweet. Take teem
tn Johi I save them to her. We will do it, if you wish.
The m^; saifthey would do \^^%^tzt Y^t
not know them. The boy thought he knew them. Xou
and I went with them to meet her »"«' *« Mf^"
Sn. He and I can do it. though you ^^^^X^^
bought that book i it is therefore his, and not he|^
"Eemember thy Creator in the days of thy youth."
«HoShy Wand thy mother, tta' % <ky^^7
brtonjt in the land which the Lord thy <Jod giveth
thee?" <V^s ye would that others should do to you, do
ye even bo to them.*
6. Take an easy reading lesson, and go over it in the same way.
0*
80
INTRODUCTION TO ANALYTICAL OEAMMAE.
Lesson 13.— Relative Pronouns.
[Review the preceding Lesson, and answer the queitions.]
1. A R ELATivE Pronoun is one that relates
to, and connects its clause with, a noun or
L'Tr ^^^T '\'^^^^^ *^^ mtecedent;
as, ' 1 he master ^l?^o taught us "
The boy who reads ;
/r« who does well will be rewarded j
J'amu M ncic, which accounte for his absence.
2. The relative pronouns are who, which,
thai, and what. Who and which aie aS
m both numbers ; and are thus decUned :
Norn. ««?-»d^'"r«;. Sir^^i Plural.
Pom wi W'''<*
«Aore^s':''*^^^'''^*°P''''°'' as, the boy
«e^™^rri:dt;^:.sj^:!rctir^^^^^^ '-^
*«t+i,^'^^* is applied to mferior animals,
and thrnp without Ufe ; as, the dog wZk
barks ; the book which was lost •
of^„^,S'chT"t'r"Tw'is'c^»<''frr.' -^"'Jf «-"."
name of a person used mprSv«a « J ^"1 likewise after the
^be^.^wMch7^pri:?:aa-r^^^
5. 2%a^isoften used as a relative, instead
Tii.-r^Tu 7, T'"^'*- ^^ is maecimabie, and ap-
plied both to persons and things. ^
^1
IITTBEBOQATIVE PE03I0UNS.
81
ID ; eometimes a
6. What is applied to things only, and i8
never used but when the antecedent is onut-
ted; as, *'This is what I wanted == that
which I wanted.
OBSERVATIONS ON THE RELATIVE.
1. The office of the relative is twofold.-lBt It is used to connect
its clause with the antecedent for the purpose of ^l^^^^^ ^'l'^'^^
it Thus used, it is said to be additive; as, <' Light is a body «,A.cA
move, with great celerity' Wni it moves, fo, 2d. It is used to
connect its luse with the antecedent for t^e purpose of bmiing
or restricting it like an adjective or adjunct. Thus used, it is sa^
to be restrLive as, "The man toAo « i^ooi is happy"-.The good
"^"'^^ZfS^^^^^ ^natever, and roHatsoever, are -d ^
compound relatives, and are equivalent to the rela ive and a gene-
rXor indefinite antecedent; as, '« Whosoever committeth sm. is the
servantof sin" that is, "any one," or '' ^'^y ^^^^r!"' Z2m1
8in,>' Ac ^^ Whatsoever things are of good report;" i.e. "^««^»»^*
(without exception) which are of good report. [See An. & Pr.
^'s.'' TfLa and v>hat are sometimes used as adjectives, and have a
nomi following them; as, "Tell me what books you are reading;
.. Which things are an allegory." In this sense, which applies either
to persons or things, and in meaning is equivalent to^^.s or these.
4. Who, and also which and what, without a noun following, are
sometimes used as indefinite pronouns; as. I do not know who wiU
be our next President.
Interrogative Pronouns,
Who, which, and what, when used in ask-
ing questions, are called Interrogative
pronouns.
As interrogatives, who is applied to per-
sons only ; which and what, either to persoixS
or things. What is indeclma;ble. .
I i
■im
K-
;[i
11 It
82
IMBODtrCTION TO ANALTIIOAL OBAMMAR.
^
«.I^^^' ^''^^' ^""^ '''^«^' "sed responsiyely,
in Jlt^^'''^-~"^^^ f ^^*^^« ^s parsed by Stat,
mg Its gender, number, case, a^d antecedent •
(the gender and number being always the
same as thnsR of +i.» »„+ J._P^ f^^'^J^ »^e
in the
OB us anteoedent.
QUESTIONS.
What ie „A,oA appuTto'f WhTil /»3 "' J' "*" fPP'''-^ *»»
what is it aonlieSV Wh.t . * ^ " , '. "''^ "^ » re afive » To
the gender an§ oSo^'of ^'K^own r''°"'' ' ^"^ "^
EXERCISES.
1. Is it proper to say-the man who, or the man which t why 1
the dog who, or the dog which ? whv?
the tree who, or the tree which ? wh»
2IotI,.f„n • *'"^*""'y»'">.»tl'efemllywhioh(why
sJ;nd?^LVrdrii''''(S'S^,'?'J«3f;'-tencennthe
itt ?°r\^?'?«°'''erthe man whom we mi?f ifc
l^A^t^ I' T- " ^''^ '«dy who has been kind to ns
^iT''i^1?-^i" ?^«'.°P«" to the poor. It is^he Ch
-- v«« uiiigcai, cnat maketh rich. He thnf mV^fU 4.« iiT"
poor lendeth to the Lord. The tem^kwl^att
■■ii'4lM»ll
I aBAMMAR.
1 responsively,
" I know who
arsed by stat-
id antecedent;
ig always the
t) thus :
in, masculine, in the
antecedent.
rord to which it re-
• relative pronoun?
3 who apph'ed tot
as a relative % To
vshatf What does
tfec. f When which
f speech are they f
e they called inter-
plied to ?—wAecA/
tioned ? How are
a which ? why ?
which ? -why %
3 which ? why ?
nily which? why?
relative, and the
sentence? in the
love the man
deals in false-
emet? There
ime book that
en kind to us,
[t is the hand
i giveth to the
bich Solomon
ADJIBOTIVB PROKOTJNB.
built Who gave you that book, wbicb you prize so
S? Whifh bouse is yours? He wbo preserves
r, to wbom I owe my being, wbose I am, and whom I
serve, is eternal.
Lesson lA^—Adjective Pronouns.
[Review the two preceding Lessons, and answer the questions.]
There are four sorts of Adjective pro-
nouns; viz., the Possessive, Distributive,
Damonstrativey and Indefinite.
1 The Possessive pronouns are such as
denote possession. They are my, thy, his,
her, our, your, their, its, own,
2 The Bistrihutive pronouns represent
obiects as taken separately. They are each,
every, either, neither. (See An. & Pr. trr,
297-301). . ^ .
3. The Demonstrative pronouns point out
objects definitely. They are this and that,
with their plurals, these and those,
4. The Indefinite pronouns denote persons
or things indefinitely. They are none, any,
all, such, whole, some, both, one, other. iJie
two last are declined like nouns.
OBSERVATIONS.
1. These pronouns are called arf;>c<iDe, because, like adjectives,
they either are, or may be, followed by a noun which they qualify
or Umit.
2. Possessive nronouns have the same meaning as the possessive
case of the personal pronouns to which they relate, but are used
diflferently. The possessive pronoun must always have a noun
m
INTBODUOTION TO ANALYTICAL GBAMMAE.
«;i
\im
after it, the possessive case of the peMonal, never, as it always
refers to a noun previously expressed ; thus,
Possessive Pronoun, Possessive Case.
This is my book ; This book is mine.
That 18 her pen ; That pen is hers.
This is your hat ; This hat is yours.
It is their house ; The house is theirs.
NaTE.-.Ou,n is added to another possessive to make it emphatic :
as, my own," « their own," " the boy's own book."
B,ms and A^, followed by a noun, are possessive pronouns;
not followed by a noun, they are personal pronouns.
4. TTtat is sometimes a demonstrative, sometimes a relative, and
sometimes a conjunction ; thus,
Dem. That book is mine.
Hel, It is the same that I bought
Conj. I read, that I may learn.
6. Among indefinites may also be reckoned such words as no
few, many several, and the like;-the compounds whoever, u,hat~
7eli^{n^^^^^ '^'" ^""^ ''^''' "'^''^' ^°^ "'*'''• '° responsive sen-
6. None is used in both numbers; but it cannot be joined to a
noun. •'
Parsing.— Adjective pronouns are parsed
by stating their class, and the word which
they qualify; thus,
fies ^book?!"'" ^^ " * possessive adjective ptonoun ; and quali.
QUESTIONS.
How many sorts of adjective pronouns are there ? Name them
l^.t:if^'''^' P'^°""°^^ ^*»»* " « possessiveTr^nouTi
N^e S^nT n'""^ VronoxiT^B. What is a distributive proSoun
JXame them— A demonstrative pronoun ? Name them— An inrlifi
mte pronoun? Name them. In what are poL^Live V^^^^^^^^^
useS? wL^'^%"" '^r.P^^ ^^*^« ^^ ^^^^^' How is 'W
used ? Whenare Ai« and her possessives ?-wh«n D«r««noTo » ?.
How are adjective pronouns parsed ?
lMMAB.
er. ae it always
Case.
is mine.
8 hers,
yours.
Is theirs.
ke it emphatic ;
3ive pronouns;
I.
a relative, and
words as no,
ohoever, tehat-
Bsponsive sen-
i)e joined to a
re parsed
rd which
1 ; and qaali-
Name them,
^■e pronoun 9
ve pronoun ?
:— An indefi-
)ronouns and
lu whal do
ow is ** own**
•flnnola 9 T^
,..,„ J _.j^
tone'* medl
PE0N0TJ5B.— OENEEAL BXEE0I8B3.
EXERCISES.
35
1 In the following Exercise, point out the adjective pronouns,
and parse them ; the nouus, aud parse Ihem :
My book, her shoes, your horse, t^«!r/^*HSt^?«^!?;
ther, every hour, that table, these S^^^^^; , ^,*^p^^ '^.^^
book • that book is yours. Where is my hat ? These
*nnlea are ffood ; ffive some to your brothers. I will
Soneto'"^^ 'l have given th'em all away, eve^ one
Sverv day try to do good to some person. This book
wm Wwell as that one. Every boy should keep his
Twn books. Do good to all men-mjury to none.
Lesson Ib.—JExerdses on Nouns, Articles, Adjectives,
and Pronottns*
them;— the pronouns, and parse them:
I found my hat upon your table ; but where ia yours ?
Who put that glove £i my cap ? Have you seen the book
S^my failer gave 'to me? That rod « your, is
longer than mine, but not so long as John s. Those
trets have lost their leaves. Everjr book on that shelf
is mine; I will give you a list of them. Keep this knife
for my sake ; i| is a good one. All men are morta^ ;
time waits for no one; a wise man will improve every
moment to some useful purpose. An idle man will come
to poverty ; but he that is diUigent mcreases his store.
They that walk with the wise shall be wise ; but a com-
panion of fools shall be destroyed. Give to him that
asketh thee, and from him that would borrow of thee,
turn not thou away.
[1. Review thoroughly from Lesson 10, answering promptly and
accurately all the questions. ,i ., j c •
- « -_• r. iu^ \.^ir,nir^t* vM*it\nff accuratelv all the aemu-
to ^rr:i«:i;nr.;;;;i^Dg ttV qu7eti«n,. This m.y reqnire
two or three recitations.]
36
INTBODUOTION TO ANALYTICAL GBAMMAE.
m
I
Lesson IQ,— Verh'.
1. A Verb is a word used to express the
act.being, ov state of its subject ; as, I write;
he t8 ; time Jlies.
2. Verbs are of two kinds ; Transitive and
Intransitive,
3. A Transitive Verb expresses an act
done by one person or thing to another: as,
James strikes the table; The table is struck
by James.
4. An Intransitive Verb expresses the
being OT state of its subject, or an act not
done to another ; as, I am, he sleeps, you run.
OBSERVATIONS.
1. The use of the verb in simple sentences is, to affirm or deelarei
2. Tranuthe verbs include all those which express an aet that
Here, ^. ,8 the actor, «';ot;«» expresses the act, and «*, the ob-
jeet loved, or acted upon. The same thing can be expr ssed by
anoU^er form ; thus. " We are loved by him." Of these two forms
of the verb, the first is called the active voice, and the second,™!
passive voice. -"^uu, mty
Intramitive verbs include all y«be not tranritive, whether ftef'
«p«sa a^Uoa or not; and they have only one form. namety.S
of the active vo.ce; a,. I am; you «ali; they run. A few h.v»
the p«8,ve form, but the sense is the same in both j as, "Um ««n.»
and, "I have come." •
8. Intransitive verbs are sometimes rendered transitive, by add-
mg a noun of the same, or similar signification with themselves, as
tixus, intrausitlye, I run; trinsitlve, 1 run a race.
' - - * '- '•- "<«• * V) A. # c*T* u race.
4. Ihe same verba are used sometimes iu a transitive, and aome^
TEBBS.
37
timw In an intransitive senBe; thus, transitive, "Charity thiukelk
no evil;" intransitive, ''Think on me."
6. Transitive and intransitive verba maybe distinguished by the
sense, as follows : . i *
1st. A transitive active verb requires an object after it to complete
the sense ; as, The boy studies grammar. An intransitive verb
requires no object after it, but the sense is complete without It;
as, He ait», you ride.
2d. Every transitive active verb can be changed into the passive
form; thus, "James strikes the table," can be changed into "The
table is struck by James." But the intransitive verb can not be
so changed ; thus, I tmile, can not be changed into I am amited.
8d. In the use of the transitive verb, there are always three things
implied ; the aetor, the act, and the object acted upon. In the
use of the intransitive, there are only <ioo— the aubjeet or thing
spoken of, and the state or action attributed to it,
ILLUSTRATION.— The verb is the most important part of
speech. It is a necessary word in every sentence. Without it, we
can neither aflSrm nor deny, nor express any fact or thought. It
was therefore called the Verb, that is, the toord, by way of emi-
nence, or of all others the most important. As we wish to express
an act or state in a great variety of ways ; as present, past, future,
actual, contingent, conditional, <tc., so there is a great variety of
forms assumed by the verb in order to express these things. It is,
therefore, very necessary for the pupil to be well acquainted with
this part of speech. At this stage, two things must be attended to ;
both of them very important.
1. The first thinsr is, to distinguish the verb from every other
part of speech. This can easily be done, if the pupil will only
remember that every word that tells us what a person or thing^
does, or what is done to a person or thing, is a verb. Thus, when
we say, " John writes ;" " the boys study ;" " the dog was killed ;""
we know that ** writes" is a verb, because it tells us what " John'^
does ; that " study" is a verb, because it tells us what " the boys'"
do ; and that " was killed" is a verb, because it tells us what waa
done to " the dog ;'' and so of others.
2. The second thing is, to know when a verb is transitive, and
when intransitive. Now, when the verb tells what one person or
thing does to another, or what is done to dne person or thing by
another, the verb is transitive. Thus, when it is said, "James eats
apples :" we know, first, that " *a<«" is a verb, because it tells
what James does; and secondly, that it is transitive, because it
tells what James does to the apples.
4
38 INTBODUOTION TO ANALYTICAL GRAMMAH.
oth^erV'rtVo^'kT^^^^^^^^ il-t done to ao^
tence, ^. James runs? we kBo^tha^^^^^^^^^ ^^"\^° ^'^^ ««°-
tells what Jaraee (/o./andZf if • -T *.^a ^erb, because it
James does is notto^ tol^^lfr iV^oT^^ ^^ ^^^t
3. Verbs that denote merely to 6e or e.ist, are always intransitive.
. QUESTIONS.
is a t?ati^i:7::^b^ f-anis;iiTr wh^^^^^ r *^^^^ ' ^^*t
in simple sentences ? What?« h J k- .^^^ '' '^^ "«« ^^ 'he verb
the transitive verb?-the nt Se r HowT ""^"^ ^^^°"« ^'^^
word in a sentence is a yevhi ml a t^ ^"^^ know which
transitive or intransitive ? '^'' ^^^ ^"^'^ ""^"^^^^^ it is
EXERCISES.
It tells what « boys" do to lessons- "r,-i?o'»- • ^^^^jt'^e. because
what ... „.„- jes. is noe'arti .:^ytc;^z':r&j^''-
drink water. I can rirlo ™=li a j ." ■'"ecows
health. That man wa7t, fif A ""^® '?!"''"'«« *''»
I love her and y"u! " "^ '""^ walk tires me.
together a. one word ' "" '"" "■"« *'« "'"^y pawed
I taill water the earden Ttimao — -^ ■
Tou may ride on my horse kT f •?, ""** " '^"«■••
Tou Yes hn w,?^ „• ^o''«''' will give a book to
bought him John t.l^f k u '^ *"' ''°"«- I have
ha J Med it hi:'" \'"!.''. y°"f, '-:°»'- He *Ao„;rf
letter before ni.hr-ff^ """rate'^AtritS/'
DIVISION or VEEBS.
89
ajs intransitive.
Lesson 17. — Division of Verbs,
[Review thoroughly the preceding Lesson.]
1. In respect of form, verbs are divided
into Begular, Irregular, and Defective.
2. A Regular Verb is one that forms its
Past tense in the Indicative active, and its
Past participle by adding ed to the Present ;
as. Present, act; Past, acted; Past parti-
ciple, acted.
Verbs ending in « mute drop e before ed; as, love, loved, loved.
3. An Irregular Verb is one that does
not form its Past tense in the Indicative ac-
tive, and its Past participle by adding ed to
the Present; as, Present, write; Past, wrote;
Past participle, written.
A Defective Verb is one in which some
of the parts are wanting. To this class be-
long chiefly Auxiliary and Impersonal verbs.
auxiliary verbs.
The Auxiliary, or helping verbs, are those
by the help of which verbs are inflected.
They are the following, which, as auxili-
aries, are used only in the present and the
past tense, \iz. :
Pres Do, have, shall, TviU, may, can, am, must.
Pmt Did, had, should, would, might, could, was, -— .
The verb to be is used as an auxiliary in
aii its iCiiO^ia. ^
Be, do, and have, are also principal verbs.
40 INTBODUOTION TO ANALYTICAL GRAMMAB.
OBSERYATIONS.
1. 'I^e auxiliary (or helping) verbs are 80 called, because, by their
help, the verb is enabled to express varieties of time and manner
of acting or being, which it could not do without them. The auxi
hary always stands before its verb, and the two are regarded in
parsing as one word; as, I will write, he hai written, we may writeM.
2. Of the auxiliaries, shall implies duty or obligation ; will pur-
pose or resolution ; may, liberty ; can, ability. The past teise of
these verbs is should, would, might, could; but still they exnress
time very indefinitely. ^ ^^^^
8. In affirmative sentences, will, in the first person, intimates
resolution and promising ; as, '• I will go ;" in the second and third.
It commonly foretells ; as, " You will be happy."
Shall, in the first person, only foretells; as, " I shall go to-mor
row ;"-iD the second and third, it promises, commands, or threat-
ens, as, "Thou Shalt not steal" (386--844).
QUESTIONS.
How are verbs divided in respect of form ? What is a regular
verb f-an irregular verb ?~a defective verb f What «? thi
Fincipal defective verbs? Why are auxiliary verL so c^ledl
What verbs are principal verbs as well as ai^iliary ? How are
the auxiliaries shall and will distinguished ?
EXERCISES.
paJtic^ple?" ^^"^^'"^ '"S*^^*^ ^«rb« »°to the Past tense and Past
r.1^^1' ^?''®' ^?^' ^°??.' ^^°^' ^^*^°' '"ove. wash, clean,
walk, desire, return oblige, form, force, punish, support
turn, touch, disturb, place, try, deny, cry, delay. ^
PrLS'r"^^ *^^ following verbs from the Past tense into the
Marked, protected, composed, favored, turned, hated,
mixed, believed, wounded, rushed, preached, hunted
crushed, warned, pleaded, loved, ended. '
are ir^^trt a^d ';iiy!^ *^" "'^°' "^^^ ^'^ '^o-Ur, and which
.'•i'il,'!
tense and Paafc
lar, and which
Present.
Spoil
Go
Take
Write
Hope
Bun
Freeze
Spy
Obey
INFLECTIOK OF TEEBS.
Pant.
spoiled
went
took
wrote
hoped
ran
froze
spied
obeyed
41
Pant Participle.
spoiled
gone
taken
written
hoped
run
frozen
spied
obeyed
Lesson IQ,— Inflection of Verba,
[Review the two preceding Lessons.]
The Accidents of Verbs are Voices, Moods,
Tensesy Numbers, and Fersons ;— also Par-
ticiples.
OF VOICE.
Voice is a particular form of the verb,
which shows the relation of the subject, or
thing spoken of, to the action expressed by
the verb *
Transitive verbs have two voices, called
the Active and the Passive.
1. The Active Voice represents the sub-
jectof the verb as acting upon some object ;
as, James strikes the table.
Here the verb « Urikes," in the active voice, indicates what its
subject^ " Jamei,'* does to the object, table, >
2. The Passive Voice represents the sub-
ject of the verb as acted upon by some per-
son or thing ; as. The table is struck by
Here the verb, "is struck^ in the passive voice, indicates what
is done to the subject, " table," by James.
« llTTItODTJOTION TO ANAlTTIOAt 8BAMMAB.
3. Intransitive verbs hare not a passive
voice. A few admit a passive form, but not
a passive sense ; thus, I am come, means the
same thing as, I have come.
r.hJl^^'':^- ""^r^ ""'^^^^y intransitive, is
made transitive [Lesson 16, Obs. 3,1 it h
then capable of a passive voice ; as, « Mv
race is run." ' ■^'
«.« «cfi« voice, tLTbjeoc that i8 S. n.™ ^'""^^^ "^^^ "^'^
does the act, or is active -with til P'"°" t' """8 'Poken of.
acted upon, or is iaML'Thii,^ pafsive voice, the subject is
belong to t^iesuCt but art n T'""^"^ '■'''"•''' '''™ «rfetl7
acted upon : that is, the form of .1.. tl.K k-*^ '"''J°"=' *«'» «»■ »
jeot M a'ctive, is called the ^(I'l^*!::'''"^-^^^^^^^ if ««b.
•es subject as passive, is calfed the Pa«-rvoice '^'''' "^"^''*'
*k^T^trtli:t^^^l}':»f - ""--'-o of a verb is
thatlbject acft "werow that' Ae v^ biM^ Z'Tf^'- "'■"* P"
^hcD we say. - 0»s.r conquered Gaul » we s^e Ct'- r°"" ' .?r
person spoken of. is reD?Men..,1 „. T- . Ceesar," the
QtJESTIOlfS.
«o.^*''H.w"S.n': voUfr''".'!.'''.™''''' ^' i' -««nt by
mat arXyT'C'does th'o actlvl""''"'" ^*''' " ^°«''»^^
How.does th.%asS™voi« represent uf ■SFr'".''' 1""^^^ '
transitive verbs J Have thLTl '• ^ha' »oi«e have in-
«ver a passiv™ enfef m7„ ^^T ° f^"" f"™ ' Have they
.itive, cSn thl^ C^J, inXa^rvScM"*" "" """" ''-•
EXERCISES.
of in this sentenflfi i a «„ _t° iZ «i.' r."^^ '.^ t**e person spoken
He studies. Does th#»' 'wnr.,1 "ir^"* " ^^'^ '^ ^'*'*^ ***' ^o^° » Ans.—
*oted upon ? ins -Aral'^^'f 'Tf '*"? "^^^^^ ^ *<'ting, or as
F" -ans.-A8 acting. In wW 7oice then is "studies r
"#
i
HOOBB.
tf
ot a passive
)rm, but not
<?, means the
transitive, is
bs. 3,] it h
>; as, "My
passiro voice ex-
rent way. With
p thing spoken of,
26, the subject is
sme then strictlj
distinguish those
subject acts or is
epresents its sub-
which represents
t-mi
A„o Active vo'ce Change the sentence so as to make ''gram-
^ 'Tluf thfnrsDoken of aod express the same meaning. Ans—
TralartftXd'b/john » Laly^e this s^itence in the same
""^'hrstildies grammar. Cain slew Abel. Noah built
the ark. The temple was built by Solomon. Columbus
discovered America. Pride ruins thousands Most men
are governed by custom. I have written a letter.
Lesson 19.— Moods.
[Review the preceding Lesson, and answer the questions.]
Mood is the mode or maimer of expressing
the signification of a verb.
Verbs have^i?^ moods ; namely, the la^di-
cative, Potential, Subjunctive, Imperative,
and Infinitive,
1. The Indicative mood declares the fact
expressed by the verb simply, and without
limitation ; as. He loves ; He is loved.
2. The Potential mood declares, not the
fact expressed by the verb, but only its possi-
bility ; or the liberty, power, will, or obliga-
tion, of the subject with respect to it ; as,
The wind may blow; We way walk or ride; I can swim; He
iimild not stay ; You shmdd obey your parents.
3. The Subjunctive mood represents the
fact expressed by the verb, not as actual, but
as coi\ditional, desirable, or contingent ; as,
« If thy presence go not with us, carry us not up hence."—"
that he were wise!" ,^ , •, j ^ •«.
This mood is subjoined to another verb, and dependent on it.
4i. The Imperativjs muod couiiii.an-KAS,
horts, entreats, or permits ; as,
rv^^^
■\\iv
-*4 lNTBO.ncX,ON TO ...„„„,, ,,,^^^^_
without^ disVn^tiVpfCor r^^^^'
and comn^only has io befofeTat'^otS
OBSERVATIONS.
1. The subjunctive mood differs fm™ .1, • j.
~»«.d .pd the third pereon ZlC^o'll"^'"' ""'' '" "■»
v«b «,„ J... differs .1.0 i„ the XZl "■" """"' "»»»• ^h.
^ the J«»guag.«f ad'dressisX, u " -T'^'r- '^'"'"-«'
» equivalent to, -Ut then him tote "w.; ^^^^ '"" '''^<'
Pfflative, and /«„the infinitivl^„t! ' ^T " ■^'" " ""^ P^P*' im-
The infinitive mood mafb/fn ™ > tSeeLEsso»66, l.a]
the nominative and the Zel? k"" "" " ^*''»' »<«»■. "-"^nr
l-e-ce it is used eithetll? r^^a"' 1"' "■' '^''•- ' »^
J-" «^'er it. fSee W» es! trruTerran" r/"' " " ""* •"-
QITESTIONS.
""deWSThe" pi';5 h°al t'L^'^"""'"? J^««««> will be better
therefore omitted here. ^""^ "'"•'Sl' I-eseon 23. The/arl
'■''"rRef^f"^^^"''^''-'-^^
f««"«''"'e two preceding tes«,ns.]
TENSES, OR DISTINCTIONS OF TIMB.
45
my people; ffothy
Ttme is naturally divided into Present, Past and FtUure : and
an acTon m^be fepreaented, either as incomplete and coDtmuing,
5? Ts comXted at tfe time spoken of. This gives rise to six tenses
onlv rrS whic^^ are expressed in English by a distinct form «f
?heVerb TLotbers are^formed by the aid of auxiliary verbs ;
**""'' ( Action continuing ; as, I love, I do love, I am loving.
Peksent. ^ j^ction completed; as, I have loved. .
I l/lon continuing; as, I loved. I did love. I was loving.
*^^^^* 1 Action completed; as, I had loved.
_ Action continuing ; as, I shall or will love.
^^"*'- ( Action completed ; I shall have loved.
The tenses in English are six ; namely, the
Present, the Present-perfect, the Past, the
Past-perfect, the Future, and the Future-
perfect.
TENSES OF THE INDICATIVE MOOD.
The Indicative mood has all the six tenses ;
they are used as follows : ^
1. The Present tense expresses what is
going on at the present time ; as, I love you.
I am loved,
2. The Present-perfect tense represents
an action or event as completed at the pre-
sent time ; or in a period of which the pre-
sent forms a part ; as, " John has cut his
finger." " I have sold my horse." " I have
done nothing this week."
3. The Past tense expresses what took
place in past time; as, "God said, let there
be light;" « The ship sai^^c^ when the mail
arrived.^^
4. The Past-pereect tense represents an
action or event as completed at or before a
certain past time; as, "I had walked six miles
*6 I^TB0B,70TI„N TO ANAlmOAL OEAMMAE.
tie p'lSs^rLT^r^f it -J.^"
you ag^in and your hearts i ^-oT^.?^''
b. ^^e FuTUBE-PEKFECT intimates that ««
action or event will be compIeteTat or Ke
a certain time, yet future • a« « 70*77/
gotmyWnbLretSVoJkto'^^^^^^^^
TENSES OP THE OTHER MOODS.
andr£Ti!^:,^:r^-^-/-^. the P«.,.
by the aaaliary, or «J!^V^J7' ""'L "' '''''Slion, expressed
not expreg, the act of ^rW„l J'""' ' *"! ' " ^ "V ^rite." doe.
. Jhieh it etaode connecter tZ^.k "''''''' ^ °*" "»<!' ^Uh
Past tense. {See ZTi,. Gr. 428-/32T *''""''"' "'"' *«
8. The Subjunctive mood, in its nron^^
M preset, tliou^h the «■,. ^^S^^*"-
GEAMMAE.
ad taken their
Jses what will
> "I will see
dl rejoice."
mates that an
'd at or before
" I shall have
to-morrow.**
oxy, are called Sm-
?OMpouNo tenses.
ODS.
four tenses;
i, the Fasty
r the act expressed
igation^ expressed
t raaj write," does
)nlj the liberty to
mood is less defi-
other words with
pecially with the
its proper
The verb
t. The in.
5 Subjunc-
always be
^and, &e.,
TENSES, OE DISTINCTIONS OP TIME,
47
10. The Infinitive mood has two tenses ;
the P^^esent and the Perfect.
11 Participles have three tenses ; the Pre-
sent, the Past, and the Perfect; as, Lomng,
loved, having loved,
[See Analytical and Practical Grammar, 455].
OBSERVATIONS ON THE TENSES.
1 The Present tense is used to express, Ist-the simple exist-
ence of the fact; as. - He speaker 2d-wh:it is habitual or always
true ; as, « He takiB snuff." 3d-ln historical narration, it is used
for the past ; as, Cffisar leaves Gaul," for " CfBsar lejt Gaul."
2. The Present-perfect is used, l«t— To express what has taken
place at the present time, or in a period of ti.ne of which the pre-
sent forms a part; as. « My father has arrived:* 2d-To express
an act op state continued through a period of time reaclung to, and
including the present; as, "He has [now] studied six months.
3d— To express an act long since completed, when the reference is
not to the act of finishing, but to the thing finished as still existing;
-as, " Cicero has written orations."
3. The time indicated by the Past tense is regarded as entirely
past, however near; as, **I saw him a moment ago." It ia also
used to express what was customary in past time ; as, " She attended
church regularly."
4. The Past tenses of the Potential, and the Subjunctive mood,
are less definite in regard to time, than the same tenses in the
Indicative.
QUESTIONS.
What are tenses ? How is time naturally divided ? In each of
these, how may an action or state be represented? How many
tenses are there in the English verb ? How many has the Indica-
tive mood? What are they? What does the present tense ex-
press?— the Present-perfect ?— the Past ?—Pa8t.perfect ?— the Fu-
ture ?— the Future-perfect ?
Hnw manv tenaea has the Potential mood?— the Subjunctive ?—
the Imperative ?-the Infinitive ?-the Participles? In what different
ways ia the Present tense used?— the Present-perfect?— the Past!
^^-^.r
^ INTBODUOTION
TO ANALYTICAL GBAMMAE.
Lesson 2l.-~Participlea.
[Revie,^ four preceding Lessons., and answer Bromrfl, a
A Participie is a word which as a vp^j,
jective, quahfies a noun or substantive; as.
-reird^ffi-'Xt'-j;; ^^ci t:^^^^ - ^«-
fl,. P 'J'^''^ *^-«e participles ; the Present
the Past, and the Perfr^t • «= t ■ ■^'^V ^^"^^
been UTd ' ''""^ ^"^'^^ ^<^ed, having
OBSERVATIONS.
dagger under hig cloak —In the nn,*; * • ' . ^^ <^onceaUd a
P-;. .. He .aa . dlggt IS^ ^'1^-™ ''
passive Toice. ' "^ * P**'™ ««»ifioation in the
possessive. In this charae Ir ^^» ""^f^J**™ «««. but not the
"ay .till retain the goZtent of r 7'' "' ' ''""»"''« ^"b
.fit by inserting aort^lTe l:'^!:! " " ""^ *" ■^'''='«»
it fSee e^.„p,es, An. & PrGr 4627 '"'°'' ""^ *""
of comparison: as. A„ „«....".''" "diectivee, and as euoh admit
•torr. ■ A mo,« dW;/ wradr" ""^' '"""'"9-^ '-o,t amuHng.
'.4
KUMBBB AND RBB80N.
4»
Jromptly sDd oor.
QUESTIONS.
Whati.ap«tWpl.l How "^J. P-jSP^r.^Oivran ex^m-
"TBlfo«7rS to the n„t Le„oye,iew t..,ou«b.y ..»
the beginning in two or three recitations.]
Lesson ^%— Number and Person.
peview the three preeeding Lessons, and answer the questions.]
1 Every tense of the verb, except in the
Infinitive mood, has two Numbers, the Sing-
ular and the Plural; and each of these has
three Persons, except in the Imperative,
which has only the Second.
2 The PiRST person asserts of the person
speaking; its subject is always I in the Sin-
gular, and we in the plural; as, I write ; we
write.
3 The Second person asserts of the per-
son'spoken to ; its subje6t is always thou m
the singular, and ye or you in the plural ; as,
Thou writest ; ye or you write.
4 The Third person asserts of the person
or thing spoken of; its subject is any noun,
or the pronoun he, she, it, or they, used in-
stead of it; as, Jb^ii reads; ^^ walks; theyxun.
OBSERVATIONS.
1. The first, second, and third persons plural, are always like
the first person singular.
ii i
50
I si's fl
■ ill
INTBODUOTION TO ANALYTICAL OBAHWAB.
2. The second person eingnlor of the nresent !nrf;...-
.nd, ,„ ., 0, „, . ,,_ ,^„„ il • P^ «•" '"<^««t.re active^
».4:tr;re:,:;;t.f;/;-:\^^^^^^^^^^
gra-ro style, M; »s. He ,«M«, or Zla AH T' °\'; "■"
*■ Verbs in y with a oonsr.niuit beforn » „!.»
the terminations «,, „, .„, ,,,. Lt n„U V ^'^ " '"^ ' ^''"'^
lri». truth, tried, trginff. ' ''"^°''* "^' "• "if. M'K
prel?t;i"!;'"hrrp;r::: :'""r "'!,""'•"«'• •°-'»- »■
of the verb. When t CT "riaV"' '" """"'" «" '"''J"''
person, and a pronoun st „di " „s,ea toTV' "":' " "" ""■'•"
der; a. ro ,,., i, p,_, ^^.; -^^J - '^ene.er ^„.
869. Alao, Lesson 66, Sub-rule IJ. L^n. 4 P. Qr,
QUESTIONS.
tin^io" oTi^?XtonT HoT ' ^^'^^ ^^^ ^^ "o dis,
number ? What moo5 fas only th^selT/ P'T°^ ^'^ ^^ ^^^h.
the first person assert f WW , f h! k- P!"°" ' ^^ ^hom do«s
the plural ? Of whom do^ the Innr^J''* ^" ^^« ^•"g"!*^'' »-3a
subject in the singular ?!!„ the oluraFr'nr'f'^' * What is its
the third person Issert; What ilu![ k^^ ^^^^ ««• what does
t:^i^!!-f^^^i HuTs^t^\^o1.d"tl^..!*:'!^^p-'-i-
each tense are alike ? How is 7he 'se^rud "nT"' ' .^^"^ P'^'*'* ^^
indicative f-in the p'sT^e^S^'wl'^ ^^^'"^d
T of the present in J^L':!r.lLT,h«" ^the third
m the present
person 8ingula;7f 'irrpr'^ent'inrnJ-'''^ ^ When IsThrthird
J/A^~Whfn by addingTor"! or S'rH:"'^ f*^."^*^*"^ « o?
the verb ends ,n y aftel- a consonant ^^"^ " '* ^^^«»«5 ^hen
EXERCISES.
hol-iris"fit:r' ^"^°" singular of the follow'ng' '^erbe, and
2. Tell the third person, and how it is formed
gular; ar-to^u^dl't-'^lt r^te^l," ^ ^^^^ P-- Bi-
as, J' he tells." ' ""'' ^'' ^^ «^^h» ^vhen put in the third i
Teii.
«peak, «leep. walk, read, learn. «mell, «ee. he«
CONJUGATION OF TERB8.
51
I taste, touch, handle, write, pay, eat, drink, warm, teach,
i CO, do, fill, play, stand, sell, buy, study, copy,
i 4. In the follov;ing words, tell Tvhich nre in the first person, and
I vby —in the second, and why ;-ia the third, and why.
5 Prefix to each verb, in the following list, the pronoun of th^
same person and number as the verb: as. 1 love, thou lovest, Ac.
Love, lovest, loves, runs, runnest, sleep, teach, preach-
es, teachest, writes, write, eats, goes, goest, go, tell,
teaches, speaks, read, readest, sews, pay, look, walks,
jump, hop; skip, laughs, sing, cry, criest, study, studies.
M
M
Lesson ^Z.— Conjugation of Verba.
FThe pupil should be thoroughly drilled in this Lesson, till he i»
able to tell every part at once and correctly— and to give prompt-
ly any part of the verb that may be required.]
1. The Conjugation of a verb is the regu-
lar combination and arrangement of its sev-
eral moods, tenses, numbers, and persons.
2. In the active voice, most verbs have
two forms; the Common; as, I read; and
the Progressive; as, I am reading. See.
Lesson 27, note.
Besides these, in the present and the past indicative active, there
is a third form called the Emphatic ; as, I do read, I did read. The
other tenses, and also the progressive and the passive form, are
rendered en^phatic by placing a greater stress of voice on the first
auxiliary ; as, I have read— I am reading— it is read.
3. In parsing, a verb is conjugated by
giving its principal parts, as follows :
A^onvB.
Passive.
Present.
Love,
Am loved.
Past.
Loved,
Was loved,
Past Part,
Loveu.
Been loved.
52 iNTBODuonojsr to analytical geammab.
The Verb TO BE.
The intransitive irregular verb To be, is
inflected through all its moods and tenses,
as lollows ;
PRINCIPAL PABTS.
Past, was. Past Participate been.
Present, am.
Singular,
1. I am.
2. Thou art.
8. He is.
INDICATIVE MOOD.
PRESENT TENSE.
Plural
1. We are.
2. You are*
8. Thejare.
PRESENT-PfiEFEOT TENSE.
Sign, have.
1. I have been i, ^^ ,, ^^
I' ^Z^t ^''"- 2. You have been.
3. He has been. g. They have been.
!• I was.
2. Thou wast.
8. He was.
1. I had been.
2. Thou hadet been.
3. He had been.
1. I shall be.
2. Thou Shalt be.
8. He shall be.
PAST TENSE.
1. We were.
2. You were.
3. They were.
PAST-PERFEOT TENSE.
Sign, had^
1. We had been.
2. You had been.
3. They had been.
FUTURE TENSE.
Signs, shall, mW.— Inflect with each.
1. We shall be.
2. You shall be.
8. They shall be.
PUTURE-PERFEOT TENSE,
Signs, shall have, will Aawe.— Inflect with each.
1. I shall have been. i. We shall have been,
iuou snaic iiave faeea
a mi-
8. He shall have been.
2. You shall have been.
8. They shall have been.
THE VBBB TO BE.
68
■5*,'
4*
POTBKTIAL MOOD,
FSB3ENT TENSE.
Signs, may, «a«, mM««.— Inflect with each.
8if,gular. -Pf«'«'- ^
■r u 1 We may be.
PBKSENT-PBEFEOT TENSE.
Signs, may have, can have, or must have. --InM with each.
1. I Say have have'been. 1. We may have b«e°
2 Thou mayst have been. 2 You may have been.
I He may Lve been. 3. They may have been.
FAST TENSE.
Signs, might, could, vxmld, «Ao«W.--Inflect with each.
1. I might be. 1. ye might be.
2. Thou mightst be. 2. You mi^^t be.
8. He might be. 3. They might be.
PAST-PE&FSOT TENSE.
Signs, migU have, could have, would have, should Aav*,— Inflect
with each.
1. I might have been. 1. 5^ might have been.
2. Thou mightst have been. 2. You mi^ht have been.
3. He might have been. , 8. They might have been.
Singular,
1. // 1 be.
2. If thou be.
8. Jf he be.
SUBJUNCTIVE MOOD.
PEESBNT TENSE {SuhjUUCtive fotm).
Plural.
1. //we be.
2. ^ you be.
8. If they be.
PAST TENSE {Subjutictive form).*
1.^ I were. 1. ijrwewere.
2. Jf thou were or wert. 2. If you were.
8. If he were. 8. If they were.
* The indicative form in all the tenses is the same as the indica-
tive witii a conjunction prefixed; thus, If I am, If I have been. If
I wat. If I had been. If I ehall or will be, If I shall have been.
B
I
61 INTBODUCTION TO AJTALTTICAL OBIMMAE.
Singular,
2. Be, or be thou.
P&K3BNT TBN8E.
To be.
Pbesbnt, Being.
IMPERATIVE MOOD.
Plural.
2. Be, or be ye or you.
INFINITIVE MOOD.
PERFECT TENSK.
To have been.
PARTICIPLES.
Past, Been. Perfect, Having been.
EXERCISES.
1. Let the pupil tell the tense, mood, person, and number of the
folloMTing words— parts of the verb to be; thus, "Am," present,
indicative, first person, singular.
2. Lot him parse the same words ; thus, « Am" is a verb, intran-
sitive, irregular; am, was, been; in the present, indicative, first
person, singular. '
Am, is, art, wast, I was, they were, we are, hast been,
has been, we have been, hadst been, we had been, you
have been, she has been, we were, they had been.
I shall be, shalt be, we will be, thou wilt be, they shall
be, it will be, thou wilt have been, we have been they
will have been, we shall have been, am, it is. '
I can be, mayst be, canst be, she may be, you may be,
he must be, they should be, mightst be, he would be, it
could be, wouldst be, you could be, he may have been
wast. '
We may have been, mayst have been, they may have
been, I might have been, you should have been, wouldst
have been ; (if) thou be, we be, he be, thou wert, we
were.
Be thou, be, to be, being, to have been, if I be, be ye,
been, having been, if we be, if they be, to be.
uJ' -^S.*^® following sentences, parse the words in order ; thus.
Snow IS a noun, neuter, the nominative singular, because the sub-
leotoi "i«." *'/«" is a verb infi«ans.;tii»/» .'^^^ — 1«-. ..^
m the present indicative, third person, lingular. "TFAtV is an
adjective, qualifies mow; compared, white, whiter, whitest.
Vtl-ltiil^si^-^l^i
}BA.HMAB.
THE VEBB TO LOTB.
55
ye or you.
been.
iFEOT, Having been.
, and number of the
IS, "Am," present,
tt" is a verb, intran-
nt, indicative, first
e are, hast been,
3 had been, you
had been.
ilt be, they shall
have been, thej
it is.
be, you may be,
he would be, it
may have been,
they may have
e been, wouldst
thou wert, we
I, if I be, be ye,
5 be.
ds in order; thua,
, because the sub>
S.I j U7/'£f XCTCC?! uCCTi /
. "TTAtVisan
r, whitest.
Snow is white ; he was a good man ; we have been
younger ; she has been happy ; it had been late ; we are
lold ; vou will be wise ; it will be time ; if they be thme ;
be cautious ; be heedful youth ; we may be rich.
Lesson 24^— The Verb to love.
The regular verb to love, in the common
form, is inflected through all its moods and
tenses, as follows :
ACTIVE VOICE.
PRINCIPAL PARTS.
iFreaent, love. Past, loved. PoBt participle, loved
UfDIOATIVB MOOD.
PRESENT TBNSE.*
Singular.
L Hove.
I. Thoulovest.
\. He loves (^or lovetb).
Plural.
1. We love.
2. You love;
3. They love.
PRB8ENT-PEEFE0T TENSB.
1. I have loved.
'2. Thou hast loved.
8. He has or hath loved.
ll. I loved.
P2. Thoulovedst.
3. He loved.
Sign, have.
1. We have loved.
2. You have loved.
3. They have loved.
PAST TENSE -f
1. We loved.
2. You loved.
8. They loved.
•present TENSE. {Emphatic form).
1. I do love. 1. We do love.
2. Thou dost love. 2. You do love.
8. He does or doth love. 3. They do love.
fpAST TENSE. {Emphatic form.)
1. 1 aia i0V6. i« VTCUiUiuvc.
2. Thou didst love.
8. He did love.
2. You did Idve.
8. They did lave.
56
IKTBOB¥CTIOir TO AlfALTTlOl-L OBAMMAB.
'm
I . \
f s
1. I had loved.
2. Thou hadst loved.
8. He had loved.
PAST'PERFEOT TENSE.
Sign, Jiad.
1. We had loved.
2. You had loved.
3. Ihey had loved.
FUTURE TENSE.
Signs, ahallf will. — Inflect with each.
1. I shall love. 1. We shall love.
2. Thou shalt love. 2. You shall love.
8. He shall love. 8. They shall love.
FUTUaE-PERFECT TENSE.
Signs, hhcdl have^ mil ^av0.— Inflect with each.
1. 1 shall have loved. 1. We shall have loved.
2. Thou shalt have loved. 2. You shall have loved.
8. He shall have loved. 8. They shall have loved.
POTENTIAL MOOD.
PRESENT TENSE.
Signs, may^ can, mwafc—Infleot with each.
1. I may love. i. We may love.
2. Thou mavst love. 2. You may love.
8. Ho may love. 8. They may love.
PRESENT-PERFECT TENSE.
Signs, may have, can have* mutt *avtf.— Inflect with each.
1. 1 may have loved. l. We may have loved.
2. Thou mavst have lovod. 2. You may have loved.
3* He may have loved. 8. They may have loved.
PiST TENSE.
Signs, miffhtf eouldf would, should. — Inflect with each.
1. I might love. l. We might love.
2. Thou mightst love. 2. You might love.
8. He might love. 8. They might love.
PABT-PERFEOT TENSE.
SigDBi might have^ could have, wotdd have, should Aavtf,— lofleot
with each.
1. I might have loved. l. We might have loved.
2. Thou mightst have loved. 2. You might have loved.
9. Axc might havo loyed. S. They might have loved.
* Can have is not used in affirmative sentences.
IBAMMAB.
THE VBEB TO LOYB.
sr
nid Aaw*— loflecfe
SUBJUNCTIVE MOOD.
PBBSBNT TBN3E {SubjUncHve fomy
1. //Hove.
2. J7 thou love.
S. J/ he love.
1. // we love.
2. j^'' you love.
8. j^ they love.
\. Jfl love.
2. ^ thou lovest.
8. j^ he loves (or loveth.)
PEESENT TENSE {Indicative fo*m.)
1. i/ we love.
2. // you love.
8. ijr they love.
I. I/I have loved,
2. //tLou hast loved.
3. if he has or hath loved.
1. If Iloved.
2. Irthoulovedst.
i8. ^ he loved.
PRE3EMT-PEEFECT TENSE.
1. If we have loved.
2. If yovi have loved.
8. 7/ they have loved.
PAST TENSE.
1. // we loved.
2. If you loved.
8. If they loved.
PAST-PEBFEOT TENSE.
FUTUEE TENSE.
1 // 1 Shall or will love. 1. If we shall or will love
// thou Shalt or wilt love. 2. 7/ you shal or will love.
Z\ i/he shall or will love. 2. // they shall or wiU love.
FUTURE-PEEFECT TENSE.
1 in shall or will have loved. 1. // we shall or will have loved.
2 #tioushaltorwilthaveloved.2. 7/ you shall or wi have loved.
t |he Tall or will have loved. 8. //they shall or will have loved..
•The Present suhjunctive is here given in two forms : Ist. in the
wbjunctive or elliptical form, used when both contingency and
ffity are implieS ; and 2d. the indicative form, used when tontm-
gency only, and not fiturity is implied. In narsmg. the later should
le called the " indicative used subjunctively, ' being the indicative
mood in form, and rendered subjunctive only by the conjunction
prefixed. This is true also of the other teases m this mood.
fn.^ *m«i,of?n fnrms of the Dresent are. If I do love, if thou do
lo^,ifhe7olove,eiQ. ; of the past, If I did love, if «Aott a%m tove,
etc., as in the indicativei
56
IKTBODTTOTIOir TO ANALYTICAL OBAMMAB.
IMPERATIVE MOOD.
Singular. Plural.
Common form. 2. Love, or love thou. 2. Love, or love ye or yon.
Emphatic form. 2. Do thou love. 2. Do ye or you love.
Paesknt, To love.
IinPINITIVB MOOD.
Febfeot, To have loved.
PAEXrOIPLES.
P&ESKNT, Loviug. Past, Loved. Peefkct, Having loved.
Parsing. — ^A verb is parsed by stating its
kind (i.e., whether transitive or intransitive) ;
its form, (whether regular or irregular) ; con-
jugating if, and telling in what tense, mood,
voice, number and person, it is found ; also
its subject : thus,
"Heloyes." Loves is a verb, transitive, regular; love^ lovedt
loved; found in the present, indicative, active ; third person singu-
lar ; and affirms of its subject, he.
N.B. ^ It is important in parsing to state •verything belonging to
a word in as few words as possible, and always in the same order.
QUESTIONS.
What is the conjugation of a verb ? How is a verb conjugated I
Conjugate the verb love in the active voice. Say the indicative
present — past — future — the present-perfect — the past-perfect — fu-
ture-perfect. Say the first person singular, in each tense — the
second—the third — the first person plural — the second — the third.
Say the emphatic form, in the present — in the past. What are the
signs (or auxiliaries) of the present-perfect ? — the past-perfect ? — the
future ?-the future-perfect I —the subjunctive present ?— present-per-
fect f — past I— past perfect ? &,o. What is the sign of the iofiaiti ve f
EXERCISE L
1. Oo over the following Exercise, and tell the tense, mood, and
Toice of each verb : thus. " He loves.'* present indicative^ active-
2. Go over it again, and tell the person and number ; thus, loves,
third person, singular.
mAMMAB.
THE TEEB TO LOVE.
59
Hural.
2, or love ye or yon.
re or you love.
ave loved.
r, Having loved.
3jr stating its
atransitive) ;
Bgular) ; con-
tensey mood,
found ; also
Bgular; love^ loved,
third perBOQ siugu-
^thing belonging to
in the same order.
\ verb conjugated I
Say the indicative
e past-perfect — fu-
i each tense — the
second — the third.
ist. What are the
past-perfect ? — the
»ent ?— present-per-
n of the iofiaitifref
) tense, mood, and
: indicative, actives
imber ; thus, love$,
1, Go over it again, and oin these together; and so tell tbe tense,
mood, void, number, and person; and always m this order,
as, loie8, present, indicative, active, third person, singular,
the imperative, omit the tense, and say thus, love thmt, impera-
tive, active, second person, singular,
the infinitive, omit the person and number, and say thus, To love;
present, infinitive, active,
the participle, name only the tense and voice; thus, loving;
present participle, active.
N. B —The pronoun is no part of the verb, but helps to show its
jrson and number ; and the auxiliaries (or signs) are not taken
,para*^^ely, but always with the verb; so that the two words, and
metimes three, as in the past-perfect potential, are parsed to-
ither as one word ; thus, have loved, the present-perfect, indicative,
itive, Ac. .
N B —This Exercise should be repeated till the pupil can do it
eorrectiy, rapidly, and easily, and without missing, either in the
number or order of the things to be stated.
He loves, they love, I have loved, you will love, thou
-jachest, they will learn, he has written, I had given,
lames will go, John may come, he might read, they
' ould have studied, children play, boys studied, they
d study. Write thou, come ye. To love, to smg, to
ve played, reading, sleeping, running, loved, learned,
»4ving loved, having gone, birds fly, horses galloped, the
re burns, the sun did shine, the moon has changed.
N. B.— Pupils may be required to make exercises of this kind
ir themselves.
EXERCISE II.
I Before beginning this Exercise, let the pupil go back and review
,§ioroughly Lesson 16, and the exercises on it; then
Tell which words are verbs, and why ; and whether transitive or
intransitive, and why.
Tell their tense, mood, voice, person, and number, as in the pre-
ceding Exercise.
Go over it again, and parse each verb by putting all these to-
gether ; thus, loves, is a verb, transitive, in the present, indica-
tive, active, third person, singular.
He loves us, I will love him. Q-ood boys will study
fheir lessons. Children love play. The dog killed my
abbit. James has written a letter. Cows eat bay. ^ A
:e warms the room. Bring some wood. I have studied
60
INTBODTJOTION TO ANALYTICAL GRAMMAR.
*ilj!
m
I'i'ji.
,i,;i!ii
'■^ii
grammar. Q-irls may write letters. Tour sister can
sing. He would like to bear a song. Give that book
to me. I will give this book to you. Lend me youp
pen. Children should obey their parents ; they should
love God. Eemember the Sabbath day, to keep it. AU
men must die. Time waits for no man. Do good to all
men, John will mend my pen ; I will thank him. You
would oblige me by assisting me to learn this lesson.
Tell Henry to shut the door.
"And he opened his mouth, and taught them, saying,
Blessed are the poor in spirit : for theirs is the kingdom
of heaven. Blessed are they that mourn : for they shall
be comforted. Blessed are the meek: for they shall
inherit the earth. Blessed are they which do hunger
and thirst after righteousness : for they shall be filled.**^
EXERCISE III.
1. STie Nominative Case. '
N. B. A verb in the active voice tells what some person or thing
does. That person or thing then is its sutgect, and is in the nomi-
native case; thus, in the first sentence of the preceding Exercise,
the word "loves" tells what "he" does; Ae, therefore, i» its subject,
and is in the nominative case.
Point out the verb in each sentence of the pr-^eeding Exercise ;
tell what word is its subject, and why ? What case is the subject in ?
2. The Objective Caae.
A transitive verb in the active voice tells what its subject does
to some person or thing. That person or thing is the object of the
verb, and is in the objective case. Thus, in the above sentence,
'* He loves us," loves is a transitive verb, and tells what its subject,
he, does to iis. Us, then, is its object, and is in the objective case.
The nominative, or subjeot. Is usually before the verb ; the ob-
jective is usually after it.
Point out the transitive verbs in the preceding Exercise. Tell
what word is the object in each sentence, and what case it is in.
EXERCISE IV.
Parsing.
Go over the preceding Exercise, and parse each word in orde**;
tJie nouns as directed. Lesson 8, p. 18; — the ar/tV/«« as directed,.
Lesson 9, p. 21 ; — the adjectives as directed, Lesson 11, p. 25 ; — the
pronouns as directed, Lesson 12, p. 28 ; and the verbs as directed
in this Lesson, p. 68.
AMUAR.
BEOmVB JOBM OP THE YEEB.
61
Lesson <ib.-Negative Form of the Verb
The verb is .ade to <J™, by e«;»| tU:n\h:':* ^
pie form ; as, " Thou love.t «o< , and bet ^^^^ „ jn.en two
LrS;^treT:o?"";aoAtwee„ the.-, a. I»o.i.not
'Tlretfinitive and participles, the negative is put first. a..Kot
*"r:iitrisse,do™»ed^^*^^^^^^
^::^%CLS'^%-:^^^^^ show L n-aooer of u..og
the negative.
INDICATIVE MOOD.
Present.
Pass. Phep.
Past.
Past Perf.
Future.
FuT. Perf.
n T Ar. nnt love 2. Thou dost not ove, &o.
1. I do not iove. . ^^^ j^^^j^ ^q.
1. I have not loved. 2. inou ^^^
1. I did not ove. 2. Thou didBt ^^^^. ^^^
1. I had not loved. 2. 1 hou naa ^^
I: 'illilJntoJrve 2. ?h:urha{tnothaveloved,&c.
loved.
POTENTIAL MOOD.
i 1 o Thon canst not love, Ac.
Peksknt. 1 . I can not love 2. ^ou c^nst ^^^ ^^^^ ^^^^^
Pebb. Perf. 1. I may not have 2. inou m y
SUBJUNCTIVE MOOD.
. 1 7/ I do not love. 2. // thou do not love. Ac.
We other tenses are the same as in the indicative.
IMPERATIVE MOOD.
SU.,. 2. Love not, or do not thou J>lur. 2. I^v^e^not, or do not ,e
luve.
Present.
INFINITIVE MOOD.
Not to love. Perf. Not to have loved.
PARTICIPLES.
Present, isot loving.
Pbrf. Not having loved.
^!;!
11
Wesson 2e.~I„terroffative Form of n \r r
The verb i. mado .„ . t -^ ''^ ^"•*-
I3fDlOATIVB MOOD.
I*11K8BNT. 1 J)q 2 1 .
jBEs. Pbb,. i! Have I loved ? o' 2"'* ^^«" ^^^e ? &c
^^. PiCBK. J. Shall I have loved f 2 wl ^" 1^^^ ^ ^^
^' ^'^^ ^«" have lov^d^ ,fec.
POTENXIAI MOOD.
Pbksent. 1. Mav I love ? o n
Jem. Picbf. 1. Maj i have loved ? o P*"'f ![^°" ^«^«? <fec.
Past Pebf. l. Might I have g' S? **^" ^^« ? ^^c-
loved ? ^' ^"^^^^ thou have loved ? Ac
. QUESTIONS.
the ZXZ^r^lZitlL ^''•' » «"> -«g««™ placed in
there are two anxiliTrip/f' wv* "ompound form ! mlrTll
pies I SaytheiSZ'' ^J"«. i" the mnm.ZiXti^
-the other tenses. '^"'°"" '° «■« "egi'ive form throu^houn
■f
fw.
PB08M881T111 POBK OF THB AOTITB TOIOE. 68
EXERCISES.
1. Pot lb. «rb. m the following seatences, into tbe negative
'TVut the yerb, in the following .entenoee, into the interrogaUye
'T'DietinguUh the different part, of .peech. and parse them. a.
'" rCyou ' "W me. Jame. studies grammar
Yoli feffias come. He wiU go --. ^"^Vf/--
deredatsea. John would eat apples. Apples wiu grow
on Ais tree. The horse will run a race. The fox had
catched the goose. Babbits eat clover. St^oy over-
comes most dSficulties. Labor promotes health. Wedtt^
makes the man. Poverty scatters fnends. The ships sau.
?he sun has set. The Loon rose. The stars wdshme
N. B. Let the pupil, make .imilar exereisee for themselves, and
parse tbem.
Lesson 21— Progressive Form of the Active Voice.
The Peogressive form of the verb is in-
flected by prefixing the verb to be, through
aU its moods and tenses, to the present par-
ticiple; thus,
Prmknt 1. 1 am writing. 2. Thou art -j^riting, &c.
Pees piuF. 1 I have been writing. 2. Thou hast been wnUng, <fcc.
Pkes. f erf. 1 2. Thou vast writing. Ac.
pIstPeuf. 1 I had been writing. 2. Thou hadst been writing Ac.
TAST rEEF. 1. X writing. 2. Thou shalt be writing, Ac.
^STJef. l:i:hSu::mhf;e 2.Thou.BhaUo.wiltha.ebeen
been writing. writing, &c.
In this manner go through the other moods and tenses.
Note. Verbs which, in the common ^^"^ ^^^P^J f ^jf'J''^;*^! ?S
not usually admit the progressive form; thus. "I am loving' (it
proper), would mean nothing more than, 1 love.
EXERCISES.
1. Change the following verbs from the simple into the progrea-
»ive form :
\k.
m
64, OTEODUOTION TO AlfTALYTICi^L OBA^MMAB.
''Toie the foUo^ing. from the pr.gve»lve int. 0.. simpU
"we are writing, tbey were BingV"^';^*^ '''/eS
riding, we rui^ht I w"^ -S;I,-y l^i; ,' ^S^lt
t7XS mS r&ee/defending, they
firet pereon, plural, progreMive form.
Lesson 28.— Passive Voice. ^
The PASSIVE voice is inflected by addmgl
the past participle to the auxihary verb to
^through all its moods and tenses ; thus.
PrL. Am loved. P«,. Wa»,oved. Pa^ ParUU..ei.
2
* 8
Stngutar.
1. I am loved.
2. Thou art loved.
8. He is loved.
INDICATIVE MOOD.
raEBENT TBN8B.
Plural.
1. We are loved.
2. You are loved.
8. They are loved.
PEESKNT-PBEFKOT TENSB.
Sign, have.
1 J 1 We have been loved.
1. I have been loved. 1. "^^^^^^ ^een loved.
2. Thou haat been loved. 2. ^« »^aj« been loved.
8. He has been loved. »• ^^^y "^^^ "*'
1. I was loved.
% Thou wast loved.
8. He was loved.
PAST TENSE.
1. We were loved.
2. You were loved.
8. They were loved.
A.MMA.B.
e bave learned,
[ run, John has
they will stand,
itudy, we might
ive into the simple
they have been
e been sleeping,
J have been eat-
defending, they
8 form; thus, *'W«
ee, irregular ; wriUy
. indicative, active,
oice*
od by adding
dliary verb to
tenses; thus,
Patt Part^ Loved.
3ved.
loved,
loved.
been loved,
e been loved,
ve been loved.
Q loved,
pe loved.
9re loved.
PA.BSIYE TOICE.
PACT PKEFEOT TENBl!.
Sign, had,
, J 1 We had been loved.
1. I had been loved • ^^^ ^^^^ ^^^^^
2. Thou hadst been loved. ^. ^^^^ ^^^^^
8. He had been loved. ». i"«j
FUTOEE TKN8B.
Signs, Ml ti,i«.-Inflect xvith each.
„, , °i 1 We shall be loved.
1. 1 shall be loved. 2 You shall be loved.
a. Thou Bhalt be loved. 2- ^^l\^^^^ ^e loved.
«. He shall be loved. »• ^""J
FUTUEK-PKEIKCT TENSE.
Signs, Ml have, will Aai;».-Inflect vrith each.
oiguB, •' , , 1 We shall have been loved.
1. I shall have been loved. 1. ^^^^^^^^ y^^^^ been loved,
2. Thou Shalt have been loved. 2. You^BhaU have ^^^^^^
8. He shall have been loved. 8. Ihey snaii nav
POTENTIAL MOOD.
FRESENT TENSE.
Sign,, ma,, c.«.m«.«.-Me^^ «*«»*•
' PEESENT-PBRFEOT TENSE.
He may have been loved. 8. ihey may nave uoc«
PAST TENSE.
Signs, might, cmld, would, .Aoti/A-Mect with each.
T • tf u« \L^A 1. We might be loved.
tTu' mXrt be'loved. I You mi|bt be l.y.d
:: ^mi^fto loved. 8. They might be lored.
FABT-FEEFEOT TENSE.
Signs, might have, could have, would have, should Aaw.-Inflect
^ " with each.
i. I mi^ht have been loved. . 1. ?* ""fl^A^Jl'^fr^Ti
Thonmtehttt have been iovea. a. lou migut .i=t= .j-— -r- --;
Bto mrgfi have been loved. 8. They might have been loved.
■ill
ee
m
i
mpiHHii''
lOTBODirOTION 10 ANALMICAL OEAMMAR.
SUBJUNCTIVE MOOD
Singular ""'" ™' C6'«i>n..eW^^^^^
2. // thou be loved. 9 I ^^ ^^ ^P^®^'
8. 1/ he be loved. o* £ ^f" ^^« ^?^^d.
3. If they be loved.
PAST TKNss {Subjunctive form)*
l.Jfl were loved. i /^ ^
2. //• thou were or wert loved I' If ^^'^ ^?''^^-
S. If he were loved '^^'*' o' % Xf " ^^''^ \«^ed.
8. If they were loved.
Singular,
2; Be thou loved.
IMPERATIVE MOOD.
Plural.
2. Be ye or you loved.
PreBent. To be loved.
INFINITIVE MOOD.
Perf To have been loved.
PARTICIPLES.
Present, Beiag loved. p^,^^ j^^^^^
Perfect, Having been loved.
EXERCISE I.
1 Tell th ^'^ '^* Pamve Voice.
words in the paSv; TZtl'S' T '^-T*'; °^ *^« ^^"owing
^^ 2. Go over the exeSTt«?n^ ^S^"" '"*^ *^« ^^^^ive form. ^
thus ^^Theyru a p'onrn o?Te'tMrd LT ''^'^ ^''^ ^° o^'^^^';
wme). m the riomfnative nlnr^l r ^1®.^^°°' masculine (or fem-
^ot;*<i"isaverb,traSe ?S ^^ "i^'l'",^ ^^ ^''^ ^'>«^'^; "are
person, plural, Uuat Is' ufc^^^^^^^^ P«««ive, third
Thftv o,.« 7 J ouuject, ;/i<?y, ,g third person, n^ura]
• ■■'ti
lEBEGULAB VEBLB.
67
TT« n^r^ be loved ; thou mayst be loved ; she must be
Biv6 form.
EXERCISE n.
0„ rt. ;«,»». Article, Adjective, Pr«.<m«. f «'». P'«"^^^^
proper or common— and why ;— smguiar or pi
^rhSua^'elHslesson. I loved him because he was
good! A good man will forgive those who p^aj have m-
fwed him. Love your enemies ; do good to them that
C« vnu Eemember your Creator in the days of your
; ulh^rVfaTc^mmlnded to We our^^^^
ourselves. That book was printed in New Tork. ine
wiSer has been cold, but the ground was covered w^th
low Columbus discovered America. Amenca was
dle^iered b^Columbus. I have been studying gram-
mar It is never too kte to learn that which is good
Td^nsefid Peter Parley has written some pleasing
books. Good boys love riding. Study to understand
what you read. ,_ j • ^^a^^
4. Go over the preceding Exercise, and parse each word m order,
as directed in preceding Exercises.
N B-It will now be important to review thoroughly and re-
peatedly from Lessen 23.pa?ticularly Lessons 28, 26. and 28 w^^^^^
fh^Ucises under them. This rl^-Zr^oToirw^^^^^^^^
t^^, ^^t^rm:m£7^eifrc5ul^ -^^^ '^^ -^
portions daily as the teacher may direct.
r
>■*%■<'
^ INTEODFCTION TO ANALYTICAL GBAMMAB.
Lesson ^Q,— Irregular Verba,
1. An Irregular Verb is one that does not
lorm both its^j^^^ tense ^nA past participle bv
adding ^c^ to the present ; as. Am, was, been
Prefent
Abide
Am
Arise
Awake
Bake
Bear, to
Bear, to
Beat
Begin
Bend
Bereave
Beseech
Bid
Bind vn*
Bite
Bleed
Blow
Break
Breed
Bric^^
Build re*
Bum
Burst
Buy
Oast
Oatch
Ohide
Ohoose
Oleave, to
Cleave, to
Oling
Clothe
Come be-
Cost
Crow
Creep
Past.
abode
was
arose
awoke r*
baked
bring forth bare or bore
carry
adhere
split
bore or bare
beat
began
bent E
bereft
besought
bade, bid
bound
bit
bled
blew
broke, brake
bred
brought
built B
burnt(%
burst
bought
cast
caught R
chid
chose
clave E
clove or cleft
clung
clothed, clad
came
cost
crew E
crept
Past Participle.
abode
been
arisen
awaked
baken a
bom
borne
beaten or beat
begun
bent E
bereft e
besought
bidden, bid
bound
bitten, bit
bled
blown'
broken, broke
bred
brought
built E
burnt E
burst
bought
cast
caught R
diidden, chid
chosen
cleaved
cloven or cleft
clang
clad E
come
cost
crowed
crept
* Those verbs which are coniuirated
larly, are marked with an B. ^
regularly as well as irregu-
GBAMMAB.
IEBBGUI1A.B TEBBS.
5 that does not
^participle by
Im^ was^ been.
i8t Participle.
3D
sen
aked
sen a
•n
ne
ten or beat
UQ
tE
eft&
DUght
[Jen, bid
nd
en, bit
I
m'
:eD, broke
I
ight
bK
ttB
t
:bt
htB
ien, chid
m
'^ed
n or olefb
B
)d
!0ut
Dare, to venture
"Daxe, to challenge,
Deal
Dig .
Do mts- ti«-
Draw
Dream
Drink
; Drive
-| Dwell
lEat
^Fall be-
peed
f;,iFeel
Fight
Find
Flee
;3Fling
K
orbear
brget
orsake
i*reeze
Jet be- for-
Hid
Hrd be- en-
tire for- mis-
fOo
lOrave en- &
[Grind
|Grow
[Hang
[Have
[Hear
Heave
Hew
Hide
Hit
Hold be- mth-
Hurt
Keep
Kneel
Knit
Pait.
cut
durst
is B dared
dealt B
dug B
did
drew
' dreamt b
drank
drove
dwelt B
ate, eat
fell
fed
felt,
fought
found
fled
flung
flew
forbore
forgot
forsook
froze
gat or got
gilt B
girt B
gave
went
graved
ground
grew
hung
had
heard
*" hove B
hewed
hid
hit
held
hurt
kept
knelt B
knitB
Past Participle,
cut
dared
dared
dealt B
dugB
done
drawn
dreamt b
drunk
driven
dwelt B
eaten
fallen
fed
felt
fought
found
fled
flung
flown
forborne
forgotten, forgot
forsaken
frozen
gotten or got
gilt B
girt B
given
gone
graven b
ground
grown
hung*
had
heard
hoven b
hewn B
hidden, hid
hit
held or holden
hurt
kept
knelt B
knit or knitted
* ffang, to take away life by hanging, is regular ; as. The rob-
ber was hanged, but the gown was hung up.
70 INTEODUOTIOW TO ANALYTICAL GEAMMAB.
Present,
Know
Lade
Lay
Lead mi»-
Leave
Lend
Let
Lie, to lie down
Light
Load
Lose
Make
Mean
Meet
Mow
Payr«.
Fen, to inclose
Put
Quit
Bead
Rend
Kid
Ride
Ring
Rise a-
Rive
Run
Saw
Say
See
Seek
Seethe
Sell
Send
Set be-
Shake
Shape mt<-
Shave
Shear
Shed
Shine
Shoe
Shoot
Past.
knew
laded
laid
led
left
lent
let
lay
lighted or lit
loaded
lost
made
meant
met
mowed
paid
pent R
put
quit a
read
rent
rid
rode
rang or rung
rose
rived
ran
sawed
said
saw
Bought
sod B
sold
sent
set
shook
shaped
shaved
shore r
shed
shone e
shod
shot
Past Participle,
known
laden
laid
led
left
lent
let
lain or lien
lighted or lit
laden e
lost
made
meant
met
mown E
paid
pent R
put
quitE
read
rent
rid
rode, ridden*
rung
risen
riven B
run
sawn E
said
seen
sought
sodden e
sold
sent
set
shaken
shapen e
shaven e
shorn
shed
shone e
shod
shot
SI
SI
;S]
[Si
(Bi
S
S
S
S
8
1
« THJJ.
-snacwTTi IS neany ouaolete.
IRREGULAB VERBS.
71
Present.
Show*
Shrink
J Shred
[Shut
[Sing
Sink
Sit
Slay
Sleep
Slide
i Sling
Slink
[Slit
ISraite
fSow
Speak be-
[Speed
Spell
tSpend miS'
hpill
)pin
3pit be-
Split
Spread be-
Spring
Stand with- &c.
Steal
Stick
; Sting
Stride be-
Strike
'-^ String
Strive
Strew^: be-
Strow be-
Swear
Sweat
Sweep
Swell
Swim
Swing
Take be- &c.
Past
ehowed
shrank or shrunk
shred
shut
sang or sung
sank or sunk
sat
slew
slept
slid
slang, slung
slunk
slit
smote
sowed
spoke or spake
sped
spelt R
spent
spilt R
span, spun
spat, spit
split
spread
sprang or sprung
stood
stole
stuck
stung
strode or strid
struck
strung
strove
strewed
strowed
swore, aware
sweat R
swept
swelled
swam or swum
swung
took
Past Participle.
shown R
shrunk
shred
shut
sung
sunk
sat or sittenf
slain
slept
slidden, slid
slung
slunk
slit or slitted
smitten
sown R
spoken
sped
spelt R
spent
spilt R
spun
spit
split
spread
sprung
stood
stolen
stuck
stung
stridden
struck, stricken
strung
striven
strewed or
strown, strowed
sworn
sweat R
swept
swollen R
swum
swung
taken
* Shew, shewed, shewn, — pronounced show, <fec.
f Bitten and spitten are nearly obsolete.
I Strew and «A«o are now giving way to strow and «Aow, as they
are pronounced.
72
in
m sd Axi
x.ui\/xr t^ VAAvrj.1 ^\f j^i.tj^
,. ^. — ^«. ,y^
Present,
Pott.
Past Participle.
Teach mt«-
re- taught
taught
Tear tin-
tore or tare
torn
Tell
told
told
ThiDk he-
thought
thought
Thrive
throve r
thriven r
Throw
threw
thrown
Thrust
thrust
thrust
Tread
trod
trodden, trod
Wax
waxed
waxen r
Wear
wore
worn
Weave
wove
woven ^
Weep
wept
wept ■
Wet
wet R
wet R H
Whet
whet R
whet R fl
Win
won
won H
Wind
wound B
wound ■
Work
wrought R
wrought, worked 9
Wring
wrung R
wrung H
Write
wrote
written H
Obs. The
preceding list contains
nearly all the simple irregular 9
verba in the
English language
QUESTIONS.
What is an irregular verb t Are any verba both regular and
irregular t Give an example. Since there is no list of regular
verbs, how may we know what verbs are regular ? Is " am " regor'
lar or irregular — and why I
EXERCISE I.
1. Name the past tense and past participle of the following verbs;
Thus, Take, took, taken. [This is called conjugatin;?, the verb.]
2. Make a short ser.tence on the slate or blac! board, with each
verb, in the present teoi^e — in the perfect tense -va the past tense
— in any tense ; thus. We take breakfast early. Jiihn took my hat.
I have taken his coat.
Take, drive, creep, begin, abide, buy, brmg, arisC)
catch, bereave, am, burst, draw, drink, fly, ii. i^, fall, get,
give, go, feel, forsake, grow, have, hear, hide, keep, know,
lose, pay, ride, ring, shake, run, seek, sell, see, sit, slay,
slide, smite, speak, stand, tell, win, write
8. In the sentences made as directed. No. 2, toll which verbs are
transitive, and which are intransitive — and why. Poiat out the sub*
ject in each sentence, that is, the person or thing spoken of, and
}BAMHAB.
ast Participle,
ught
pn
Id
ought
riven k
rown
rust
>dden, trod
ixeD K
)rn
)ven
jpt
it&
let a
>Q
mod
■ought, worked
•ung
:itteQ
he simple irregular
m both regular and
no list of regular
ar? Is "am" r^fu-*
the folio wing verbs ;
jatin;^ ihe verb.]
icli board, with each
- vui the past tense
John took my hat.
ly, briag, arisei
ly, jil. e, fall, get,
ide, keep, know,
ill, see, sit, slay,
te
iili which verbs are
Poiat out the sub-
bing spoken of, and
DEFECTITE AND IMPEHSOKAL VEEBS.
73
i-call that the nominative. Tell which nouns or pronouns are m the
^t .nominative-and why ;-in the objective-and why.
4 In each sentence, put the verb in the emphatic form— in the
progressive form--ia the negative form-in the interrogative form
—in the negative interrogative form.
EXERCISE II.
1. In the following Exercise, point out which verbs are regular,
and which are irregular— and why.
2 Make short sentences with each verb, as in the preceding
Exercise, and do with each as there directed, m Nos. 2, 3, 4.
Love, hope, trust, weep, throw, keep, brush, hunt,
<jount, reckon, ask, sleep, eat, drink, spin, save, go,
Ifceach, wipe, am, draw, bruise, water, know, wash, spoil.
8 Take the sentences containing transitive verbs, and express the
■same idea by the passive form ; thus, suppose the sentence to be
I James loves praise ;" passive form, "Praise is loved by James.
4. Parse the sentences so changed.
liesson 30. — Defective and Impersonal Verbs.
Deeective verbs are those in which some
i)f the parts are wanting. They are irregu-
lar, and chiefly auxiliary. These are, —
^resent.
)an
_ lay
fMust
■Ought
,>r^uoth
Past.
could
might
Past Part.
r
jts^
quoth
7^
Present.
Shall
Will
Wis
Wit or )
Wot S
Past.
should
would
wist
wot
Past Part,
Imperative, — Beware.
2. Impersonal verbs are those which
assert the existence of some action or state,
but refer it to no particular subject. They
are preceded by the pronoun it, and are al-
ways in the third person singular; as, U
seems, it becomes, &c.
74
INTBODUCTION TO ANALYTICAL GEAMMAE.
To this head may be referred such expressions as, It hails, ii
snow8f it rains, it thunders, it behooveth, it irketh ; and perhapg
also, methink, methought, meseems, meaeemed, in which, instead of
t7, the first personal pronoun in the objective case, tnCf is prefixed
to the third person singular of the verb.
QUESTIONS.
What is a defecti 76 verb ? Are they regular or irregular ? What
are they ? What tenses do the most of them have ? What tense
has must ? — ought ? Is it proper to say, " I had ought to read t "
"Why ? What is an impersonal verb ? By what are they preceded!
In what person and number are they ? What sort of words are
methinks, meseems, &q, t
ii^
"fa'
■'
1 I
ml
•■ #il ! i I
Lesson 31. — Adverbs.
[Review the preceding Lesson.]
An Advekb is a word joined to a rt'r^, an^
adjective, or another adverb, to modify it, or
to denote some circumstance respecting it ;
as, Ann speaks distinctly ; she is remarkably
diligent, and reads very correctly.
Adverbs have been divided into various classes, according to
their signification. The chief of these are such as denote,
I. Quality or Manner simply ; as, well, illy bravely, prudently^
softly^ with innumerable others, formed from adjectives by adding
iy, or changing le into ly ; thus, tame, tamely ; sensible, sensibly, <fec.
2. Place ; as, here, there, where : Jiither, thither ; hence^ &c.
3. Time ; as, now, then, when ; soon, often, seldom ; ever, <fec.
4. Direction ; as, upward, downward, backward, forward, Ac.
5. Negation ; as, nay, no, not, nowise, never.
6. Affirmation ; as, verily, truly, undoubtedly, yea, yes.
7. Uncertainty ; as, perhaps, peradventure, perchance,
8. Interrogation ; as, how, why, when, wherefore, &c.
9. Comparison ; as, more, most ; less, least ; as, so, thus, &c.
10. Quantity; as, much, little, enough, sufficiently,
II. Order; fi%, first, secondly, thirdly, <fec.
12. Conjunctive Adverbs ; as, when, where, how, while, &c.
OBSERVATIONS.
1 . The chief use of adverbs is to shoi ten discourse, by expressing
OBAMMAB.
isBioDB as, It hails, it
irketh; and perhaps
, in which, iDstead of
case, 7ntf, ia prefixed
' or irregular ? What
have ? What tens*
ad ought to read?"
t are they preceded!
at sort of words are
ADVEBBS.
75
>n.] ^
[ to a ':erby an
) modify it, or
respecting it ;
is remarkably
tly.
lasses, according to
ih as denote,
, bravely, prudently,
idjectives by adding
tengible, iensihly, <&c,
hither ; hence^ &c.
seldom ; ever, <fec.
Dardf forward^ Ac.
r.
*dly, yea, yes.
f, perchance.
irefore^ &c.
; as, sOy thus, kc,
iently,
how, while, &c.
ourse, by expressing
in one word what would otherwise require two or more ; as, here^
for " in this place ;" nobly, for '♦ in a noble manner," &o.
2 Some adverbs admit of comparison like adjectives ; as, soon,
Sooner, soonest; nobly, more nobly, most nobly. A' fe.^ are com-
pared irregularly; as u>ell, better, best; badly, or til, worse w<yrst
3. Some words become adverbs by prefixmg a, which signifies
i/, or on ; as, abed, ashore, afloat, aground, apart. ^, , .
: 4. In comparison, the antecedents as and so are usually reckoned
idverbs; the corresponding as and so are adverbs also; thus. It
ll as high as Heaven.
: Circumstances of time, place, manner, <fec., are often expressed
two or more words constituting an adverbial phrase ; as, tn short,
w fine, in general, at most, at least, at length, not at all, by no means,
In vain, in order, long ago, bye and bye, to and fro, &c., which, taken
gether, may be parsed as adverbs, or by supplying the ellipsis ;
lUB, in a short space: in a general way, &c.
6. A Conjunctive Adverb stands for two adjuncts, one of which
--ntains a relative pronoun, and the other its antecedent; as, "I
)m see you when you come, i. e., •' at the time at which:* Tell me
j|0o it is doneP i. e. the manner in which.
, Pausing.— An adverb is parsed by stating
is class, and the word which it modifies ;
^us,
"Ann speaks distinctly ." Distinctly is an adverb of manner, and
Modifies '^ speaks."
; QUESTIONS.
*t What is an adverb? In the sentence, "Ann speaks distinctly,"
lihich is the adverb ? Why ? Into how many classes are adverbs
Commonly divided 1 Name the first three— the second three—the
iiext three— the last three. How are adjectives changed mto
adverbs? What is the chief use of adverbs? Are any adverbs
jompared like adjectives ? Give an example. Are any compared
irregularly ? Give an example. What is an adverbial phrase \ ^
iive examples. How are such phrases to be parsed ? How are
.dverbs parsed ? For what do conjunctive adverbs stand ?
EAiliivVJiOJli 1.
1. In the following list of adverbs, point out the class to which
^ach belongs.
76
INTEODUCTION TO ANALYTICAL GEAMMAB.
m
ill
.<! -'
2. Compare those that admit of oomp«' *, 'y,
8. Make a number of short sentences, each of which i^Bill eon.
tain one or more of the adverbs in the following list ; and parse the
sentences so made.
Here, there, softly, boldly, wisely, seldom, upward,
once, twice, hitherto, yesterday, bow, more, little, se-
condly, enough, perhaps, yes, no, truly, not, already,
hence, wbence, better, sufficiently, wisely, somewhere,
EXERCISE II.
1, In the following sentences, tell what words are articles — what
words are nouns, and why — adjectives, and why — pronouns, and
why — verbs, and why — whether transitive or intransitive, and why
—regular or irregular, and why.
2. Which words are adverbs ? — and why I What words do tlipy
modify ? Parse.
Peter wept bitterly. He is here now. She went away
yesterday. They came to-day. They will perhaps buy
some to-morrow. Ye shall know hereafter. She sang
sweetly. Cats soon learn to catch mice. Mary rose up
hastily. They that have enough may soundly sleep.
Cain wickedly slew his brother. I saw him long ago.
He is a very good man. Sooner or later all must die.
You read too little. They talk too much.
Xiesson 32. — Prepositions.
A Preposition is a word which shows the
relation between a noun or a pronoun follow-
ing it, and some other word in the sentence ;
as,
''Before honor is humility." "They speak concerning virtue."
In these sentences, the preposition, " be/ore" points out the rela-
tion between *' honor" and " humility ;" and " concerning'* pointa
out the relation between "virtue" and "speak."
Note. — Instead of a noun or pronoun, a preposition may be fol-
lowed by an infiaitive mood, a phrase, or clause of a sentence, used
"as a substantive ; as, " We are about to depart." — " Honored for
having done his duty!* — **The crime of being a young man}* An.
& Pr. Gr, 540.
mAMMAB.
[)f v'hich bi)all con-
; list ; and parse th«
seldom, upward,
more, little, se-
ly, not, already,
3ely, somewhere,
I are articles — what
hy — pronouus, and
transitive, and why
iVhat words do thej
She went away
vill perhaps buy
after. She sang
. Mary rose up
' soundly sleep,
w him long ago.
ter all must die.
sh.
ch shows the
moun follow-
he sentence;
concerning virtue."
points out the rela-
concerning'* points
)OBition may be fol-
! of a sentence, used
rt." — " Honored for
young man." Ad.
pliEPOSITIONS.
77
The principle word« of this class are contained in the following-
LIST OF PREPOSITIONS.
From Through
T Throughout
Into Till
Notwithstanding To
About
Above
j| Across
>After
'' Against
1 Along
I Amid )
■} Amidst S
AmonfT I
Amongst J
Around
At
Athwart
Bating
I^Before
fltBehind
m
Below
Beneath
Beside )
Besides )
Between
Betwixt
Beyond
But
S^ •
Concernmg
Down
During
Ere
Except
Excepting
For
Of
Off
On
Out of
Over
Past
Pending
Regarding
RespeclitJg
Round
Save
Since
OP
Touchin^
Toward )
Towards }
Under
Underneath
Until
Unto
Up
Upon
With
Within
Without
AWti
OBSERVATIONS ON PREPOSITIONS.
1 Every preposition requires the noun or pronoun after it to be
In mLUco... When any word in the precedmg hs o
pot govern an objective case, it becomes an adverb; as. He ridea
2 But iDSUch , rases as cast up, hold out, fall on, the words
uptout. m. may be considered as a part of the verb, rather than as
prepositions or adverbs. . n j 4U«
8 Of the words related, that before the preposition is called he
antecedent term of the relation ; and that which follows it is called
the mUequent term, or the regimen of the preposition, because
governed by it in the objective case.
Parsing.— The preposition is parsed by
stating what part of speech, and the words
between which it shows the relation ; thus,
"Before honor is humility." -Before** is a preposition, and
Bhows the relation between " honor," and " humility.
QUESTIONS.
What is a preposition? In what case is the noun oj pr^onoun
after a preposition ? W heu au oDjeciive uoxs ""V^ wV«t' U tL
sition, kat part of speech is it to be considered? What is the
delated word Wore the preposition called ?-the one after it?
MtKMlMMMHM
-MM
78 ITTTEODIIOTIOIT TO ANiLLYTIOAL OEA.MMAE.
EXERCISES.
1. Point out the prepositions in the following exercises.
2. Point out the noun or pronoun after the preposition, and the
word to which it is rehited ; thus, •' I went from Albany to New
York." The preposition from, stands before Albany, and sliows
its relation to the verb, **went.'" So also, to stands before JVeto
York, and shows its relation to " went.
I went from London to Bath. The King walked about
the garden with his son. They dined without me. I
fell off a ship into the river near (to) the bridge. This
box of wafers is for you. Charles put it upon the table
against the inkstand. Turn down the lane through the
gate. I shall go up the road after him. Bun to that
tree near the house. It stands bet-, een the trees. Put
it on the table at t^e side of the house. I found the
knife among the ashes under the grate. Sit by me.
Jobn is at school. They all went except me.
8* Parse the words in preceding Exercises.
Xiesson 33. — Interjections.
An Interjection is a word used in ex-
clamations, to express some emotion of the
mind ; as, Oh ! what a sight is here ! Well
done!
A LIST OF INTERJECTIONS.
Adieu ! ah ! alas ! alack ! away ! aha ! be-
gone! hark! ho! ha! he! hail! halloo! hum!
hush ! huzza ! hist ! heydey ! lo ! O ! Oh !
strange ! O brave ! pshaw ! see ! well-a-day !
&c.
OBSERVATIONS ON INTERJECTIONS.
i. The Interjection is thrown in among the other words in a sen-
tence, but does not affect their construction.
2. O is used to express wishing or exclamation, and should be
prefixed only lo a noun or a pronoun, in a direct address; as, *' O
CONJUNCTIONS.
79
. TT -.Wfl thou art**' OA is used detached from the
irir; 'r e'i: Jln after it It i.pUe. an e.noU.a
TfplT Borrow, or surprise -, a,, " Oh , what a ..ght u l,ere^
PAnsiNG.-Interjectioas are parsed by
naming them as such, statmg why, and the
emotion expressed.
QUESTIONS.
What is an /n.er;..^on; Name-me^^^^^ f^Ts^i^t
wriTing them ? How are interjections parsed?
EXERCISES.
1. Point out the Interjections in the Exereises.
S. Name all the other parts of speech, and parse them
Hah ! I am glad to see you. Well-a-day ! I j^d not
expect ihis Alas II am ruined. Indeed! is that true?
WhatV sit possible? Lot there he is., ^^"^l^t
^t think so.^ O what a benefit education is ! Ah ! you
are a happy fellow. Hush ! what was that ? ^ffioor
how laughable that is 1 Ho ! come this way. f ^] PO^J
feZw, he is to be pitied. Hurrah ! we have finished our
lesson. Come ! now for the next.
Lesson S4'^Conjunctions.
A Conjunction is a word wMdi connects
words, phrases, or sentences ; as,
« You and I must study ; 6«« he may go and ply." "J^J^^U
two make four." Of him. and through him, and to him, are au
things.
Conjunctions are of two kinds ; Copulative
and Disjunctive*
•■I
m
' ""•'" ■ iwmr ii wi ii n nj n j
f
SO INTEODXTCTIOlSr TO ANALYTICAL GHAMMAB.
A LIST OF CONJUNCTIONS.
1 Copulative.— Also, and, because, both,
for,'if, since, that, then, therefore, wherefore.
2. Dlsjunctive.— Although, as, as well
as, but, either, except, lest, neither, nor, not-
withstanding, or, provided, so, than, though,
unless, whether, yet, still.
Ona The copulative conjunctions connect things that are to be
taken%o^''^'r; a' "You ind I (i. e. both of us) must go." The
dliunct've conjunctions connect things that are to be taken sepor
S or one to the exclusion of the rest; as. " You or I (.. e. the
one or the other, but not both) must go.
Pabsing.— Conjunctions are parsed by
stating to what class they belong, and the
words or sentences which they join togeth*
er; thus,
*' You and I must study." And is a conjunction, copulative, and
connects You and Z.
QUESTIONS.
W^it is a conjunction? How many kinds of conjunctions are-
there ? What are the copulative ?— the disjunctive ? How do these
two clv^&ea differ ? How ure conjunctions parsed ?
EXERCISES,
1, Point out the conjunctions in the following Exercise, the class
to which each belongs, and the words which they connect.
2. Parse all the words in order.
Henry and Charles read their lessons. I or he will
be there. I will be with you unless you call. I slept
well though the dog barked. Head that you may learn.
John says that he will do it. As he writes, so do I read ;
for 1 am fond of reading. Neither the boys nor the
girls are asleep. I would call if i could, but I can liot.
Take care lest you fall. Two and two make four. He
is be+ter than I thought he was, though he behaved ill.
,ion, copulative, and
HOW TO BISTINOXriSH THE PABTS OT SPEECH. SI
Since that has happened I must go. Do to others a»
you would that they should do to you.
Lesson Sb.-How to distinguish the Parts of Speech.
*"" rXother four namely, the noun, adjective, verb, and adverb
used to qualify a substantive.
Sd I W ibi expresses 'bat. person or thing d^^^^^^ or ..or
4th A Tford that modifle. another by expressing a aronmstance
of LTplace, manner, &o is an Adverb; because "An adrerb,
Ac " fSee definition. Lesson 31.J
i S The following technical method, though neither very accu-
Le nor cer aZ may assist the young pupil in distn.gmshing these
lour parts of speech ; but the preceding should always be preferred.
1st A word that makes sense after ar. :»;ticle or the phrase « /
speak o/r is a Noun ; as, A man ; I speak ot money.
2d A word that makes sense before the word thing, is commonly
kn Adjective ; as, A good thing ; an old thmg.
8d. A Verb makes sense with /, thou, he, or to before it; as, I
write ; he vorites ; to teach.
4th. The answer to the question. How? When? Where? i^ gene"
rally an Adverb; as, How do you do? F^ry mil When did
you aiTive ? Yesterday. Where is your book ? It is here.
OBSERVATIONS.
1. Many words are sometimes to be regarded as one part of
speech, and sometimes as another, according to their meaning an*
use in the place where they are used; thus,
t T\ i *:..y, Ti^^^MtM . oa <' fJivfi me that book."
Relative Pronoun; as, "It is the same that I bought.
Conjunction ; as, " I am glad that you are come.
liil
T l'-"t~"
i :;«
'iM
f K
■■?>.
82
INTEODUOTION TO AKALTTICAL QEAMMAB.
( Jdverb ; as, " It is mnch better to give than to receive."
Much, k Adjective; a?, "In much -wisdom is much grief."
( Noun ; as, " Where much is given, much is required."
( Conjunction ; as, '^Since we must part."
Since, k Preposition ; *'>S«ice that time."
( Adverb ; as, *' Your friend has gone long since.^*
( Conjunction; as, "Poor hnt honest."
BtJT, < Preposition ; as, " All but one."
( Adverb; as, '* He has hut just enough."
2. When the same word is sometimes a preposition and some-
times a conjunction, let it be remembered that the preposition is
followed by an objective case; the conjujction is not."
QUESTIONS.
How may we most readily distinguish articles, pronouns, prepo-
sitions, conjunctions, and interjections ? How do you distinguish
the noun from other parts of speech ? — the adjective ? — the verb ?
the adverb ?
Lesson 36^^^ — Parsing.
Parsing is the resolving of a sentence
into its elements, or parts of speech. Words
are parsed two ways; Etymologically and
Syntacticallg ,
1. In Etymological parsing the pupil is required to state the
part of speech to which a word belongs, and to describe it by its
accidents and uses.
2. In Syntactical parsing, the pupil is required, besides parsing
the word etyraologically, to state its relation to other words in the
sentence, and the rul** >v which these relations arj governed.
N". B. Before proce a, jg to Syntax, the pupil should be expert
in etymological parcing. This he can hardly fail to be, if he has
attended, in the manner directed, to the exerciser already given.
The reading lessons in the spelling book, or sentences from any
plain writer, may now be analyzed and parsed as already directed.
To assist further in this, observe the following
to
GENERAL PRINCIPLES.
In order to parse a S3nteiice, it is
understand it. The sentence being
necessary
under-
GEAMMAR.
HOW TO DISTINGUISH THE PAETS OF SPEECH.
83
U
Stood, in parsing it, let the following general
principles be remembered, viz.,
1 Every Article, Adjective, Adjective pronoun, or Participle, be-
long8 to some noun or pronoun, expressed or understood _
2 The subject of a verb, i.e., the person or thing spoken of is
usually in the nominative, and is said to be the « nominative to the
verb "
3 'Every noun or pronoun, in the nominative case, when spoken
of is the subject of a verb, expressed or understood, i.e., it is that
of which the verb affirms. To this there are a few exceptions.
4 Every verb in the indicative, potential, or subjunctive mood,
must have a nominative or subject expressed or understood, i.e.,
something of which it affirms.
5 Every transitive verb in the active voice, and every preposi-
tion governs a noun or pronoun in the objective case; and every
objective case is governed by a transitive verb in the active voice,
-or by a preposition.
i 6. Every verb in the infinitive mood is governed by a verb or
Ldjective; sometimes by a noun ; and sometimes it stands after
j'the conjunction, than or as.
QUESTIONS.
What is parsing ? How many kinds of parsing are there ? What
is done in etymological parsing ?-in syntactical parsing ? What is
necessary before parsing a sentence ? To what does every article
lidiective, &c., belong? In what case is the subject of a verb?
When a noun or pronoun in the nominative case is spoken of, wha,t
must it have ? What must every verb in the indicative, potential,
or subjunctive mood have ? What case does every transitive ^erb
in the active voice, and eve- preposition, have -^fter it ! By what
Is the objective case alwa- joverned? When a verb i3 m the in-
finitive mood, by what is it governed ?
For the answer to the following questions, go back to the pages
indicated.
How is a noun parsed ? p. 18,— an article ? p. 91.— an adjective ?
p. 25,— a pronoun? pp. 28, 32, 34,— a verb ? p. 58,— an adverb? p.
76,— a preposition? p.'ZT,- an interjection? p. 19,— a conjunction I
p. 80. Parse all these as directed in the places referred to, and
as described in the next Lesson.
»f/rf
84
INTHODirOTION TO ANALYTICAL GEAMMAB.
I
Xiesson 37. — Model of Etymological Parsing,
" Give instruction to a wise man, and he will be yet
wiser."
" Give " is a verb, transitive, irregular ; ^rjw, gave, given; in the
imperative, active, second person, singular. Its subject is thou
understood, and its object, instruction.
"Instruction" is a noun, neuter, in the objective singular ; the ob-
ject of give.*
" To " is a preposition ; it points out the relation between its object,
man, and give.
"A" is an article, indefinite, belongs to man,
" "Wise " is an adjective ; compared, toise^ wiser, wisest ; and ex-
presses a quality of man,
" Man " is a noun, masculine, in the objective singular ; pi. men.
" And " is a conjunction, and connects the clauses.
"He " is a pronoun of the third person, masculine, in the nomina-
tive singular ; the subject of will be, and stands for man.
" Will be" is a verb, intransitive, irregular; am, was, been; in the
future, indicative, third person, singular, and affirms of its
subject, ?ie.
" Yet " is an adverb, modifying wiser.
" Wiser " is an adjective, comparative degree ; wise, wiser, wisest ;
and belongs to 7nan, or is predicated of he.
As a further exercise, the pupil may be
required to give a reason for everything
affirmed in the preceding model ; thus,
Why do you say that give is a verb ? Why transitive ? Why
irregular ? Why the imperative ? Why the second person ? Why
singular ?
Why do you say that instruction is a noun ? Why neuter ? Why
singular ? Why the objective ? <feo.
* The person and class of the noun are omitted for reasons stated,
Illustrat on, p. 12.
G^BAMMAB.
EXEEOISES IN PABSlNa.
85
^e singular ; the ob-
a between its object.
ser, wisest ; and ex~
wise^ wiser ^ wisest ;
Why neuter ? Why
d for reasons stated^
Lesson 38, — Exercises in Parsing.
After the same manner as in the preced-
ing Lesson, parse and practise on the fol-
lowing Exercises.
MAXIMS FOR YOUNG AND OLD.
I Eablt Piett.— Remember now thy Creator in the
days of thy youth ; while the evil days come not, nor
the years draw nigh, when thou shalt say, I have no
pleasure in them.
Children, obey your parents ; honor thy father and
mother, is the first commandment with promise.
A wise son heareth a father's instruction, but a scorner
heareth not rebuke. The eye that mocketh at his father,
and despiseth to obey his mother, the ravens of the val-
ley shall pluck out, and the young eagles shall eat it.
A wise son maketh a glad father, but a foohsh son is
the heaviness of his mother. Whoso loveth instruction
loveth knowledge, but he that hateth reproof is brutish.
II. EDUoATiON.--\-ain up a child in the way he
shouid go, and when he is old he will not depart from it.
Quintilian recommends to all parents the timely edu-
cation of their child en ; advising to train them up in
learninp;, r^ood manuors, and virtuous exercises; since
we comma ily retain those things in age which we enter-
tained in youth.
*Tis education forms the common mind ;
Just as the twig is bent, the tree 's inclined.
An industrious and virtuous education of children is
a better inheritance for them than a great estate.
III. Pbospebity and Abvebsitt.— If I must make
choice either of continual prosperity or adversity, I would
choose the latter j for in adversity no good man can want
comtort, whereas, in prosperity, most uiuu .vvaiiu uiov^w-
tion. Adversity overcome, is the greatest glory ; and.
4
i;
,K.'
I
86
INTHODTJCTION TO ANALYTICAL OBAMMAB.
I '
willingly undergODe, the greatest virtue ; sufferings are
but the trials of gallant spirits.
IV. Angeh. — The continuance of anger is hatred ;
the continuance of hatred becomes malice ; that anger
IS not warrantable which has suffered the sun to go down
upon It. Let all men avoid rash speaking. One unquiet,
perverse disposition, distempers the peace and unity of
a whole family, or society— as one jarring instrument
will spoil a whole concert.
y. EiCHEs.— Eiches beget pride; pride, impatience j
impatience, revenge ; revenge, war ; war, poverty ; pov-
erty, humility; humility, patience; patience, peace;
and peace, riches.
The shortest way to be rich, is not bv enlarging our
estates, but by contracting our desires." A great for-
tune m the hands of a fool, is a great misfortune. The-
more riches a fool has, the greater fool he is.
PERSEYERANCE.
It is astonishing to see how much can be done by
perseverance. Jessie is not so smart as either of her
sisters, yet it strikes me, she will grow up the most
sensible woman of the three ; and what do you think ia
the reason 1 Why, because she nevar says she can do
a thing, but tries, over and over again, till she does it.
She is not quick, nor is her memory very good ; there-
fore it is a great trouble to her to learn a lesson by heart ;
but yet she is generally better prepared than the others'.
Though Louisa can learn a page of history in ten minutes
and Clara went twice through the grammar before Jessie
got to the twentieth page, yet these quick folks often
forget as fast as they learn, and, like the hare in the
fable, that ran a race with the tortoise, they are left be-
hind at laat.-^Use/ul Stories.
WASHINGTOIf AND HIS MOTHER.
Tounff Geore'e waa nhmif fn «■/> fr» o^o oo. « ^:4„t,:_
man ; everything was arranged, the vessel lay opposite
bis lather's house, the little boat had come on shore to
iAMMAB.
; sufferings ar©^
iger is hatred ;
ce ; that anger
sun to go down
. One unquiet,
le and unity of
ing instrument
le, impatience ;
, poverty ; pov-
ktience, peace ;
r enlarging our
A great for-
3fortune. The
) is.
n be done by
} either of her
■ up the most
lo you think is
iys she can do
ill she does it.
' good ; there-
sson by heart ;
lan the others,
in ten minutes,
r before Jessie
ek folks often
le hare in the
ey are left be-
AL2I ft VW^ V WrH X^ -vm^
tea a ii*iUwUXU~
L lay opposite
ae on shore to
SYNTAX.
87
take him off, and his whole heart was bent on going.
After his trunk had been carried down to the boat, he
went to bid his mother farewell, and saw the tears burst-
ing from her eyes. However, he said nothing to her ;
but he saw that his mother would be distressed it he
went, and perhaps never be happy again, ii© Jj^^t
turned round to the servant, and said, '* Go and teU
them to fetch my trunk back. I will not go away to
break my mother's heart." His mother was struck
with his decision, and she said to him, '* George, God
has promised to bless the children that honor their
parents, and I believe he will bless you."
PART THIRD.— SYNTAX.
Lesson 39. — General Principles of Syntax,
Syntax is that part of Grammar whicli
treats of the proper arrangement and con-^
neetion of words in a sentence.
A Sentence is such an assemblage of words aa maVea complete
sense; as, ''Man is mortal."
A Phease is two or more words rightly put together, but not
making complete sense; as, « In truth,"--" To say the least.
A Substantive Phrase is one which, in the construction of a
sentence, is equivalent to a noun or substantive, being the sul^iect
of a verb, or the object of a transitive active verb or preposition;
as, « To do good, is to be happy ;" To do good, forget not, <fec.
An Adjunct is a preposition with its regimen or subsequent terni
as related to its principal or antecedent term; as. The waters of
Jordan ; They came to Corinth.
Sentences are of four kinds : Declaratory, Interrogatory, Im-
perative, and Exclamatory.
All sentences are either simple or compound.
A sirnple sentence contains only a single affirmation ; as, "Life
is short."
A compound sentence consists of two or more simple genteacea
connected together ; as, *' Life which is short, should be well im-
proved."
r-
iPi
mum
S8 INTEODTTCTION TO AK .LYTIOAL GEAMMAE.
Lesson 40.— I. Analysis oe Sentences.
A simple sentence or proposition consists
of two parts— the subject and the predicate.
The subject is that of which something is
affirmed ; as, Snow is white ; Time flies.
The predicate is that which is affirmed of
the suhject ; as, Snow is white ; Time jlies.
The subject is commonly a noun or pronoun— an infinitive mood,
or part of a eentence ; Ood is good ; he does good.
The predicate properly consists of two parts : the a^riftw^e affirmed
of the subject, and the copula, by which the affirmation is made.
Thus, in the sentence, " God is love "— Got^is the subject, and u love
is the predicate, in which, love is the attribute, and i«, the copula.
The attribute and copula are often expressed by one word ; as,
** The fire burns" =« " The fire is burning.'' Hence, —
The predicate may be a noun or pronoun, an adjective, a prepo-
sition with its case, an adverb, an infinitive, or part of a sentence,
connected always with the subject by a copulative verb as a copula
(An. <fc Pr. Gr. 605), or it may be a verb, which includes in itself
both attribute and copula, as above, and is called an attributive verb.
QUESTIONS.
What is Syntax ? What is a sentence ?— a phrase ?— a substan-
tive phrase? — aa adjunct? How many kinds of sentences are
there f What are they ? What is a simple sentence ?— a compound
eentence ? What are the parts of a simple sentence ? What is the
subject ?—the predicute ? What is the subject commonly t Of what
does the predicate consist f What is the attribute /*— the copula ?
Are both ever expressed by one word I What may the predicate be ?
EXERCISES.
In the following, which are sentences ? and which are phrases ?
and why ?
In the sentences, mention the subject— the predicate, and why.
Snow is white. lee is cold. Time flies. Life is short.
In truth. God is good. Home is sweet. To be sure.
'ATul/il vvlii pioVaii. xjirua iiy.
GAMMAS.
THE SUBJECT.
89
INTENCES.
ion consists
le predicate.
omething is
me flies.
3 affirmed of
: Time^^'^5.
m iDfim'tive mood,
)d.
e attribute affirmed
irmatioQ is made,
subject, and u love
id is^ the cupula.
by one word ; as,
[ence, —
adjective, a prepo'
)art of a sentence,
e verb as a copula
includes in itself
an attributive verb.
hrase ? — a substan-
5 of sentences are
nee ? — a compound
ince ? What is the
mmonly t Of what
ute? — the copula?
y the predicate be ?
(rhich are phrases ?
edicate, and why.
i. Life is short,
et. To be sure.
I ^ ct r\-wtr\ rv^/\i\Y\
1U.M a*s.c Lli-VVii*
Lesson 41.--The Subject.
I. The subject of a proposition is either
grammatical or logical.
The grammatical subject is the person or thing spoken of, unlim-
ited by other words ; as. Knowledge is power.
Thelogical subject is the personor thiug spoken of together wib
all the words or prasees by which it is limited or defined. Thus, m
the senrence "Every man at his best state is vanity," the gramma-
lical subjecUs " man ;" the logical, " Every man at his best state
When the grammatical subject has no limiting words connected
with it, then tlie grammatical and logical subject are the same ; as,
God is good.
EXERCISES.
In the following sentences, which is the grammatical, and which
the logical subject ?
Point out the subject and the predicate in each.
The fear of the Lord is the beginning of wisdom.
All men have not faith. The memory of the just is
blessed. Happy is the man that fi.. Jeth wisdom. The
blessing of the Lord maketh rich. Wise men lay up
knowledge. A man's pride shall lay him low.
II. The subject of a proposition is either
simple or compotmd.
A simple subject consists of one subject of thought either un-
limited, or modified as in the precedmg exercises. It may be a
noun or pronmn, an infinitive mood, sx participial noun, or a clause
of a sentence.
A compound subject consists of two or more simple subjects, to
which belongs but one predicate ; as, You and /are friends. 2 ime
and tidn wait for no man. Two and three are five.
EXERCISES.
In the following, point out the subjects and ^}}^ P/f'^^^f^'l^^f
whether simptle or compound-limited or unlimited. Distinguisn
the grammatical or logical.
Time and tide wait for no man. The rich and the
poor meet together. Two and three are five. W ealtn
makes many friends. James and John are cousins.
H
ds.1
e^'^v"
rii
P
'^
',
1^^
90 INTRODUCTION TO ANALYTICAL GHAMMAE.
Lesson 42.— Modijicafions of the Subject.
A grammatical subject, being a noun, may
be modified, limited, or described in various
ways; as, ,
1 By a noun in apposition •, as, «' Milton, the poet, was blind. ^^
2 By a noun in the possessive case ; as, " Aaron's rod budded.
3 By an adjunct; as, " The works of Nature are beautiful"
4 By au adjective word (i.e.,*an article, adjective, adjective pro-
ioun, or participle) ; as. - A good name is better than riches.
5. By a relative pronoun and its clause ; as, « He who does no
good, does harm." j,
6 By an infinitive mood; as, A desire to /^arn is praiseworthy.
n. By a clause of a 8entei|e ; as, " The fact that he was a scholar
was manifest." ^
8. Each grammatical subject may have several modifications.
EXERCISES.
In the following sentences, point out the grammatical subject--
the logical— and state how the grammatical subject is modihed.
A wise man foreseeth evil. Wisdom's wayp are pleas-
antness. Treasures of wickedness profit nothing. He
that walketh uprightly, walketh surely. Isature does
nothing in vain. Socrates, the philosopher, died by poi-
son. A desire to excel will stimulate to exertion.
Lesson AZ,— Modification of the Modifying Words,
Modifying or limiting words may them-
selves be modified.
1 A noun modifying another, may itself be modified in all the
ways in which a noun, being a grammatical subject, is modi-
fied.
- > _ J- -i.: Mf.,:.^r^ o riAnn mnv itsfilf be modified:—
1. By an adjunct ; as, " Blessed are the pare in heart:'
2. By an adverb ; as, " A truhj good man hates evil."
3. By an infinitive; as, " Be Bwift to hear, slow to speak."
TUB PBEDICATE*
01
MMAB.
Suhj'iCt.
noun, may
in various
et, was bliad."
I'a rod budded."
ro beautiful."
re, adjective pro-
iter than riches.'^
He who does no
18 praiseworthy.''
he was a scholar
modifications.
natical subject —
ct is modified.
wrayF ^re pleaa-
nottiing. He
Nature does
jr, died by poi-
exertion.
Ufying Words,
may them-
[uodified in all the
al subject, is modi-
he modified : —
are in hearth
1 hates evil."
r, slow to
3. Again, an adverb muy be modified :—
1. By au adjunct ; as, " Agreeably to Nature^
2. By another adverb; as, " Yours very sincerely."
EXERCISES.
la the following sentences, by what words are the modifying
nouns modified ?-the adjectives ?-the adverbs \
The ricli man's wealth is his strong city. The very
best remedv for certain evils is exercise. Truly great
men are far above wordly pride. Your very kind letter
has been received.
Lesson 44.— The Pebdicate.
I. The predicate, like the subject, is either
grammatical or logical.
The grammatical predicate consists of the attribute and copula,
not modified by other words.
The attribute, which together with the copula forms the predi-
cate mav be expressed by a noun or pronoun, an adjective, yar-
tt^lTI prepZion with its case, and sometimes an adverb; as
James is aXzar. James h diligent. J ame^ is learned. James
is in health. John is not so.
The attribute, and copula are often expressed by one word, as
the fire burns=^is burning.
The attribute is also expressed by an infinitive or a dependent
cJise "o obey is to enjoyr tL order is that we must go
The loaical predicate is the grammatical, together with all tne
woT's^anTphrLs that modifylt :-Thus. Nero was cruel to h.s
subjects — Grammatical predicate, "was cruel —Logical, was
cruel to his subjects."
When the grammatical predicate has no modifying term con-
nected with it^ the grammatical and the logical predicate are the
same; as, "Life is short." ''Time flies.
EXERCISES.
In the following sentences, name the subject and the predicate.
In each,Vell what^s the grammatical, and what is the logical pre-
dicate. . .
The wind blows. The fire burns. Man is mortal.
•Wisdom is the principal thing. He that tilleth his land
«4
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92 INTBODTJCTIOT^f TO AKALTTIOAL OaAMMAE.
shall be satisfied with bread. The way of a fool is right
in his own eyes. A soft answer tumeth away wrath.
II. The predicate, like the subject, is
either simple or compound.
A simple predicate ascribes to its subject but cue attribute; as»
** Truth (8 great:*
A compound predicate consists of two or more simple predicates,
affirmed of one subject; as, ** Truth is great and will prevail:
EXERCISES.
In each of the following sentences, name the subject and the pre-
dicate. State whether the predicate is timple or compound. Dis-
tinguish the grammatical and logical.
The fields are green. CsBsar came, saw, and conquer-
ed. John reads and writes well. The cities of the
enemy were plundered and burned to the ground. The
night was dark and rainy. A scorner seeketh wisdom
and findeth it not. Charity suffereth long, and is kind.
ifH
Lesson 4b»— Modifications of the Predicate,
A grammatical predicate may be modified
or limited in various ways.
When the attribute in the grammtitical
predicate is a noim, it is modified —
1, By a noun or pronoun limiting or describing the attribute : as,
" He is John the Baptist." "He is my friend." « He is
my father's friend."
2. By an adjective or partici|^ie limiting the attribute ; as, " Sol-
omon was a wise king."
When the grammatical predicate is an at-
tributive verb, it is modified —
1. By a noun or pronoun in the objective case, as the object of
the verb ; as. " We love him, "John reads Homer V
2. By an adverb; as, "John reads iwW."
3. By an adjpnct ; ns, " They live in London:'
y
OOMPOTTND BBHTEHCES.
93
v'.
' 4. ByaninfinitiTes as, " Boys love (o pJay." ,
8 By a dependent clause; aa. "Plato taught tM the «o«! ..
"a tS driX'-f a depenaentpropcition may be modified
in trffleft and predicL '^^^-J^Z^m as simi-
AU other modifying words n«y themselves be mooine
lar words are Tf hen modifying the subjeet.
Several modifieations are sometimes comieeted ^v.th the same
P""""""*- EXERCISES.
In the following sentences name the -^ec^^^^^^^^
»^^t^ ^rSi^nre? i»fl:i rt&oal.
His father -d ^.^^r Sy SSsC^r
Hannibal crossed ttie ^^f^'^^^^ ^gatroy the fleet.
evMy virtue. I wish that he would come soon.
Lesson 46 — CUepoMnd Sentences.
A compound sentence consists of two or
more simple sentences, or propositions, con-
Sed tolether; as. "If time is money,
wasting it must be prodigality.
The propositions which make up a com-
pound sentence are called members or clauses.
Independent and Dependent Clauses.
The clause, of a compound sentence are either i«detmd«>i. or
J^d^n'metime. cSlIed «o-or<Jma« and » <«■"
An independent clause is one that makes complete sense by itseU.
Aaepe«dent«l.seiso.thatm^^^^^^^
"w"Teft""Ts ."nrdepentot'ctai; "when the sunset." is a ae-
pldent on" The dependent clause often stands first.
.1 II
■■n:.-M!mM^aaii^».. J
£-
94 INTEODTJCTION TO ANAITTIOAI OBAMMAB.
EXERCISES. •
I„ the Moving -ntence, state. hi.h are ei^^^^^^^^
*°',;7 •„„« wfl« Tirouaht to the door, and we set out
The c""^S« ^''^r^^ had set before we got home.
on our journey. /\«^"^ ""^^^^ ^^ ^ith a cordial wel-
come. ^^''"'^S'' ? ; " i-j when both doubt and futurity
subjunctwe mood is used when ^^ ^^^^^^
rnVSn t U S'hriU not depart fr Jm it. If thine
enemy hunger, feed him.
Ijesson 4n.— Connection of Clauses.
Clauses of the same kind, whether inde-
t,enS or dependent, are connected by such
SjStions as and, or, nor, but, yet &c.; as
.^S! harvest is past, the summer is ended, and we are not
*"n ttese, the eonneetive is sometimes omitted.
The members of a compound sentence con-
taining one or more dependent clauses are
S3y connected by relatives, conjunctions,
or adverbs ; thtis ■, . ,.
SMive -« That WBion can not b, cured, must be endured.
^^Zio^.-" The miser lives poor, .n« ke nay d. ruk.
Adverb —"yfemW go yam the ears arnve. ,,,.,,
See Analytical and Practical Grammar, 645, 646.
' EXERCISES.
In the following compound -nlence.. state whieh^c^ontaino^^^
ite^rt"atraU"ats:on ^h^tS^^ '^>^^^ <»''P»'»-
Name the connecting words.
1
lAK.
and which are
'8 or clauses —
which depend-
i we set out
e got home,
cordial wel-
L him. The
and futurity
le should go,
it. If thine
ABBIDGED PBOPOSITIONS.
95
T^fiar aod and keep his commandments. Hear in-
stru tJon^and ^^^ wise', and refuse it not. He that is
«nrPtv for a stranger, shall smart for it. ihe wickcq
Te when no'rnanV When I waa a chiW I
spaJasachild. Where thou goest I will go. If thou
be wise, thou shalt be wise for thyselt.
tive is omitted. ^i j«,w.
The iniuries we do, and those we suffer. »-* seldom
weighed in the same balance. See tho a do it not. Your
father thinks you ought to study more.
m
uses,
jtlier inde-
ed by such
et,&or, as,
and we are not
atence con-
lauses, are
mjunctions^
, be endured."
may die rich.^
ammar, 645, 646.
rhich contain only
»s. Point out the
tuses they depend.
Lesson AS.— Abridged Propositions.
A compound sentence may fn^eti^/^.^^
converted into a simple one, by abridgmg
its dependent clause.
EXERCISES.
1. Abridge the following compound sentences Into •^J^^"^^''-
When our work is finished we will play. When I
had visited Europe, I returned to A«en=a. " ^s saj
that " the love of money is the root of ail evil , aauy
observation shows that it is so.
2. Extend the following simple sentences into compound ones .
OTident; His being successful is douDUui. auo «».
being ended, trade revived.
I
■
I
.
41
96
INTEODXJCTION TO ANALYTICAL GBAMMAB.
Xiesson 49. — Directions for Analysis,
State whether the sentenoe is simple, or compound.
If simple, name the logical subject, and the logical predicate.
ITame the grammatical subject.
Show by what words or phrases, if any, it is modified in the logical.
Show by what modifying words, if any, each modifying word is
modified.
Name the grammatical predicate.
Show by what words or phrases, if any, it is modified in the logical.
Show by what modifying words or phrases, if any, each modifying
word is modified.
If the sentence is compound, mention the members, or clauses.
State whether they are independent, or dependent.
Show how the members are connected.
Analyze each member as a simple sentence, by showing its subject,
predicate, (be, as above.
Models of Analysis,
1. ** God is good."
This is a simple sentence, because it contains a subject and a pre-
dicate.
Qod is the logical subject, because it is that of which the quality
is affirmed.
i« good is the logical predicate, because it affirms a quality of its
subject. /« is the verb or copula, and good is the attribute.
In this sentence, the grammatical subject and predicate are the
same as the logical, because they are not modified by other words.
Or, more briefly, thus :—
The logical subject is God.
The logical predicate is is good, in which is is the verb or copula
and good the attribute.
The grammatical subject and predicate are the same as the logical.
2. " The fear of the Lord is the beginning of wisdom.' *
This is a simple sentence.
The logical subject is The fear of the Lord,
The grammatical subject is fear. It is limited by th<> adjunct of
the Lord, and shown to be limited by the article the.
MODELS OF ANALYSIS.
97
.?
The grammatical predicate is is beginning, in yhich «« la thei verb
or copula, and ieginnmg the attribute. It is limited by the ad-
junct; o/«t«(fom, and ehown to be limited by the.
8. Two and two make four.
This is a simple sentence with a compound aulfject.
The logical subject is two and «*oo, compound.
The logical predicate is make four.
The grammatical subject is the same as the logical.
The grammatical predicate is make; it is modified by its object/otir.
4. Truth is great and will prevail.
This is a simple sentence with a compound predicate.
The logical subject is truth.
The logical predicate is is great and will prevail, compound.
The grammatical subject is the same as the logical.
The first grammatical predicate is is great; the second is will prt-
vailf they are connected by and.
6. Eemember now thy Creator in the days of thy youth.
This is a simple sentence, imperative.
The logical subject is thou understood.
The logical predicate is Remember now thy Creator in the day of
thy youth.
The grammatical subject is the same as the logical.
The grammatical predicate is Eemember. It is modified by mw
an adverb of ti£e, also by its oh^ect Creator l^^^^^^d by the pos-
sesaive adiective pronoun thy. It is further modified by the
IdjunctB in ths days of thy yoith. In the first of these adjuncte,
the term days is limited by the second adjunct, and shown to be
80 by the definite article the.
6. Eighteousness exalteth a nation ; but sin is a re-
proach to any people.
This is a compound sentence, consisting of two independent or co-
ordinate clauses.
The first clause, "Righteousness exalteth a nation" is a simple
independent sentence. Of this
The logical subject is Righteousness,
The logical predicate is exalteth a nation.
The grammatical subject is the same as the logical.
fm-- _,-.4.:^-,i ■^...i^rii/.of A ia ttxaluth^ It is modified by its object
^"fiiSi^"tndthis^is shown to be used indefinitely by the article a
prefixed. ,
I
98 INTEODUCTION TO AHALYTIOAL GEAMMAE.
The •econd clause, sin i$ a reproach to any people, is also a eimple
indrendent eentence. and connected ^itt tCe P^e««f;"g ^^^^
by X adversative conjunction hut, expressing contrariety or
opposition. Of this sentence
The logical subject is «tn.
The logical predicate is «« a reproach to any people.
The grammatical subject is the same as the logicad.
The grammatical predicate is « reproach of ^5^?VV'Sv brthe
anl renroach the attribute, shewn to be used ludefimtely by the
articleTprefixed. It is modified by the adjunct to any people
In this aC the word people is used in a general or unlimi^d
i^nte as tSmk^^ by thS in'definite adj. pronoun any prefixed
7. Whoso (="hethat" or *' the man that' ) loveth
instruction loveth knowledge.
This is a compound sentence, containing one independent, and one
dependent clause. ^« ., . ^i * '^^i
The independent clause is He loveth knowledge. Of this the logical
Bubject^la ^^ or the man, implied in the compound pronoun
Whoso.
The logical predicate is loveth knowledge.
The grammatical subject is the same as the logical.
The grammatical predicate is loveth. It is modified by its object
The"deSent clause is that l<yveth instruction. It is connected
withTe preceding clause by the relative that restrictive of he
its antecedent *
The logical subject is the relative that.
The logical predicate is loveth instruction.
The trrammatical subject is the same as the logical.
^ ^e fr^matical predicate is loveth. It is modified by its object
instruction. ^
8. When all thy mercies, O my Uoa i
my rising soul surveys, ^
Transported with the view, I m lost
in wonder, love, and praise.
This i. a compound •^t'"'* ~"-«°? l^t^^^^^^^^
" th« natural order ; thus, „ .,
O mv soul 1 at the time at which my rising soul surveys an iny
me^creri'tauBPorted with the view, am lost in wonder, (in) love,
and (in) praise. n
OONSTEUOTION OP SENTENCES.^
99
iB.
Igo a Bimple
sding clause
atrariety or
s the copula,
litely by the
I any people.
or unlimited
my prefixed,
tt") loveth
dent, and one
bis the logical
)und pronoun
, by its object
b is connected
Btrictive of he
i by its object
I!
}st
pendent clause
be independent
ud arranged in
Buiveys all thy
onder, (in) love,
praise." In this simple sentence,
The logical subject is, /. trannporUd with the vieu>.
The logical predicate is, am lost in wonder, love and praise.
The grammatical subject is /. denoting the speaker. It i« f««^^i^^^
hv thrDarticiple transported, and this agam is modified by the
aJjunct'^S^r.^^^ In this adjunct, the term -"^^^.^^ ^^?f^^^^
?bi dependent clause, and shoT^n to be used defimtely by the
definite article the,
and expressed before the last.
The second clause is a dependent simple eentence, arranged thus m
^tP order : ^.^^^^^^^^^^ l^^.T.'^W^.
I^f principal predicate am lost; and the second, -at whtch,
mXsTe Predicate of the dependent clause surveys.
The logical subject of this clause is, my rising soul.
The logical prepicate is, surveys all thy mercies.
i.« 1 -.,w..Af ia Mul It is described by the participial
■^^^r^SffimUror quiufied by the ^po.e£we n,y-
my rising soul.
pronoun all, and the possessive thy.
See LeBsoD 71*
EXERCISES,
Thus analyse the following eentenoes :—
Manismortia. AU m^n are mortal. 1^h?"i«
the diligent maketh nob Jme ...^^. The lo -f
Siide'd. He tlr^i^ his rieheB, shall fall,
wvion nriilft «ometli. then cometb shame.
i'
11 I
100 INTRODUCTION TO ANALYTIOAL OBAMMAB.
Lesson 50. — II. Constbuotion or Sentences.
Words are arranged in sentences, accord-
ingto certain rules, calledthe Rules of Syntax.
661. GENERAL PRINCIPLES.
1. In every sentence, there must be a verb and its nominative (or
•ubjeot), expressed or understood.
2. Every article, adjective, adjective pronoun, or participle, muat
have a substantire, expressed or understood.
3. Every nominative or subject has its ovrn verb, expressed or
understood.
4. Every finite verb, (that is, every verb not in the infinitive or
participles) has its own nominative, expressed or understood.
6. Every possessive case is governed by a noun or subBtantiye
denoting tne object possessed.
6. Every objective case is governed by a transitive verb in the
active voice, or by a preposition ; or denotes circumstances of time,
value, weight or measure.
7. The infinitive is governed by a verb, a noun, or an adjective.
The exceptions to these general principles will appear in the
Rules of Syntax.
PARTS OF SYNTAX.
The rules of Syntax may all be referred
to three heads ; viz., Cgncord^ or agreement^
Oovernmenty and Position.
Concord is the agreement one word has
with another in gender, number, case, and
person.
Government is the power which one word
has in determining the mood, tense, or case
of another word. The word governed by
another word is also called its regimen.
Position means the place which a word
occupies in relation to other words in a sen-
tence.
In the English language, which has but few inflections, the meaa-
ing of a sentence often depends ^nuch on the ^ost^ton of the words
of which it consists.
STTBBTANTIVES IN APPOSITION.
101
Lesson bl-— Substantives in Apposition.
Rule I.— Substantives denoting the same
person or thing, agree in case ; as, Cicero,
the orator.
Words thusused are saidto be inappositwn.
Zlt TrnoTo :^^tt'iXr^Z ^emf r of tbe sentenc^
by the words as, being, and the hke.
EXERCISES.*
1 Tn the followine Exercise, point out the words in apposition.
SeVi tht;i!JeSsaL casi." ^^ ^^^y/^i ^^.^^X ^^^^^^
if not, it is wrong, and must be corrected. In the following, some
sentences are right, others wrong.
First in the hearts of his countrymen is Washington,
the hero, the statesman, and the patr^t. J^aFayette, the
friend of Washington, is no more. Tour brother has re-
turned; him who went abroad. I bought this paper from
a Seller, he who lives opposite ; will you please to
give it to that boy, he that stands by the door ? Is your
lister well, her that was lately sick ? Hand that book to
jX. he ;ho reads so well. The premmm for the best
writer is given to Thomas, he who took so much pains
to excel.
2. In this manner, write correct sentences containtog nouns, or
a noun and its pronoun, in apposition. ^
• KB.-Throughout the Exercises in Syntax-first, correct the
errors- secondly, analyze orally the sentences corrected ; thirdly.
JSSe inr^o^^^^^^^ »"? lastly, parse synt^Ucally the
Snr^ nrVorda to which the Tule refers. See Lesson 75.
I
I'
^
TTnn^Tmr TO ANALYTICAL GEAMMAE.
102 1NTE0DTJCTI05 TO Ax^i*.
« nis man.' — ' ^/^ese me
ETPLANJ^TION.-Thi. rule "PP'f t»j "JiS I These
«(/«r, ««(A«' i ■^-d «^« ° wmore than one, are (V... (Ao". """"y.
,„, „<,, te. ; thu., ^7-7f 1' roUowing the numeral i. used
0B9. 4. Exception. When a no ^ ^^^ ^^ pi„»i term-
- an adiecuve -- (^X Mo^ai ; a three ^oo. wall •, a four
inallon ; thus, we say, A lour .n v
ftor.. team ; a ten ««" »« ^' *°- _a ^^ adverbs ; thus, mi>erM4
OBB. 6. A-JJ^'^^r^f"!^.;; poor, sings *,a»«^ (686)
Voor,^'^1'S<'«'-^'^'^^r!ll^^^^i,>.i.i, thU refers to
OM. 6. When two or "o™ °°J"^ " . „ „ jtj,,^ and «« are
tt,e last mentioned, »f /''"^ ^^'^t mind% deba-s it-
opposite qualities ; 'ft»' *»"°*' l'" '„e compared, the eom-
Z^.1. Co»PXB.so.. ^^«°/-» *^then more than two, the
parative degree -— ^/^ his father." "John is the
Buperlativo ; as, ne w *«•
«ai2e«< amongst us." -UDerlatives are improper; tiius,
0BS.8. 1)oublecomparaUv^eB«.d^u^^^^^^ ^^^^ .^ ^^^ ^^,,
« James is more iaiiet laau u -^""^ —
«
IHB A.BTIOLE.
108
B.
ve.
trticiple
belongs ;
fy nouns
ig MORE
tral; as,
to feet."
active words,
plea. These
r only in the
10, eachy 9veryt
xd, third, Ac
i«, those, many,
)e joined with
ense ; as, somet
aumeral is used
the plural term-
^oo< wall; a four
; thus, miserable
i elegantly (686.)
id, this refers to
rtue and vice are
ebasee it."
mpared, the cora-
e than two, the
» " John is the
:e improper; thus,
<«He is the mo»t
wisest of the throc."-omit most. For varieties and exceptions, see
An. 4 Pr. Gr. 677-706.
EXERCISES.
rofet rent and mLrttb.t.„tive, s^^
adjectives require. » /. ij
A well Bix fathom deep. A pole t«^ J^^^'lf :,At',^
twenty rod wide. I have -^^^^^^t^e t^kd of tWng
noBesort of people ar^^^^^^^^^^
?Kage3. EalJvSve their owu place, and they know
ir The second and third page were torn.
%^X^^ Sre- 'Th-:^^-. 'nan had a pole .ix/«. long.
Lesson 53.- We Article.
Rtttp III —1. The article A or AN is put
before common nouns in the si^g^fj^^^;
ber when used iNDErraiXELY ; as, ' -^man
_«Xiple;" that is, «« a«y man"-« «».y
^^^The article the is put before common
nouns, either sing^ar or plural when used
DEFINITELY ; as, "The sun rises -"The city
of New York. . „ , ,
EXPLANATION.-Itisimpossible^^
*." "'" "^';^\h<.:nsereSr The following usages may be
observe wbat the sense «qn"J • „ ijo7-728).
noticed. (For others, see An. fcPr.Wr.'iUi i^^,
Obs 1. The artiele is omitted before a noun that is unUmtt'd. or
tb^t" Is for a .HoU .,.««; as, Man is mortal; and be ^e tt.e
u^esof minerals, metaKarts,^.^Some_nounsdeo»^^^^^^^^
cies, have the article always pren^cu , «=, — ^-.^ - -
104 INTEODITCTION TO ANALYTICAL GBAMMAB.
fulaDimal than the cat. The lion is a noble animal. Others never
have It ; thus, Lead is softer than iron. Wood is lighter than stone.
Obs. 2. The last of two nouns after a comparative, should have
no article when thej both refer to one person or thing ; as, He is a
better reader than writer.
Obs. 8. When two or more adjectives, or epithets, belong to the
'T. 'fj^f' *^' ^'^^"^^ '^"^^^ ^« P^^««d before the first, and
omitted before the rest ; but when they belong to different subjects,
tiie article is prefixed to each; thus, «A red and white rose." indi-
cates on. rose, partly red and partly white. «A red and a white
rose means (wo roses, one red and one white. "Johnson, the
bookseller and stationer," denotes one person. " Johnson, the book-
seller, and the stationer." denotes two.
EXERCISES.
cle^* Show !Lw ?f ''°*^°««« «'« ^rong only m the use of the arti-
cie. bhow why they are wrong, and correct them.
A great talents without a virtue are danfferous. A
man is mortal. A time flies. The money is scarce
John IS a better farmer than a scholar. The black and
the white spaniel runs fastest. The black and white
spaniel run together. The time and the tide wait for no
W^i ^,^®;.f da white rose grows on this bush. The
black and white man came together. Smith, the tanner
and currier, entered into partnership. Smith, the tan-
ner and the currier, is a man of a great industry.
n nV !I"*® l^^""* '®°J.«°ce8, each of which shall contain the article
Xle. ' '' '^''"■"^^'''' ^bi^h sl^all contain nouns without an
i
Ijesson 54.— Personal Pronouns.
Rule IV.— Pronouns agree with the words
Jor whwh they stand, in gender, number, and
person; as, AU that a man hath. wiU he m^e
fov his life. - o--^
EXPLANATION.-ThiB Rule applies only to the personal and
%■
2.
iers never
ban stone.
>uld have
s, He is a
Dg to the
Srst, and
subjects,
se," indi-
I a white
Qson, the
Ihe book-
the arti-
18. A
scarce,
ckand
white
for no
. The
tanner
e tan-
article
out an
PEESOlJAIi PBOlTOUNa.
105
ords
and
dand
.possessive pronouns. These stand ^»«^''^l-ratttl-rof
PEKSONAL PRONOUN-SPECIAL RULES.
,> .1 When a t>ro«ounnf€rt to t«o or more wards taken to-
'*"*^'l« 2 -When a pronoun «/.r. to tm or mor. »or<fe «. (*« .<«•
%:iar; as, "A rioc* or a »a<oft moves merely a, .< « moved^ ^
KuiK iS. -D"' ./ ■/ „ jr .(^^ jj nor they trouble «ft«n-
«o«« mwit U plural alio ; as. " «»"='
" Ob;" 1 A pronoun referring to a eoUeetive nonn in tl'^""^"!":
Obs. 1. A pru" , 1^ . ^ neuter singular;
expressing many as one whole, should ~ ^ „„
but when the pronoun expresses many as '»'l'^'?"'"''; l_,,^^
should be plural ; as. "The army proceeded on ,t. march.
«o«r« were divided in their opinions.
03,. 2. The word containing «ie answer to a .— • -^^';f.
in the same case as the word that asks it . as ^ w
Ans. «I (said it)." "Whose books "« ^e'ej ^m- •"
Z other Notes and Observations, see An. & Pr. Gr. 731 741.
EXERCISES.
1. In the foUowing Exercise ,Point "^ ^^^^^^ SfaiK
person, with its noun. A nswer not a fool ac-
Give to every man *ejT due^ Answe-^ n ^^^
cording to ber folly. Tak« *'^^7^^„° ,,i^ent ani^put
kle it toward l^^^^/^^esb^d it between them.
tr -PJw? Me wSodfdtLt? Him. Wbom
Wbo 18 there :■ me. «i»^ „„ ^, that? Her or
S^r ^rtue fo'cts her w^rt^ obscurity, and
Tner or later it is sure to be rewarded.
e.1
1
V;
106 INTEODTJCTION TO AITJLLTTIOAL GBAMMAB.
Lesson 55. — Relative and Antecedent.
Rule V. — The relative agrees with its an-
tecedent in number and person ; as, " Thou
who speakest." — " The book which was lost."
EXPLANATION.— -The relative stands instead of the noun or
pronoun called its antecedent, u;id also connects the idea expressed
in its clause with the antecedent, either for the purpose of further
describing it, or of limiting and restricting it. [See Lesson 18,
Obs. 1]. Consequently, the relative is always regarded as of
the same person and number as its antecedent ; and, if the nomina-
tive to a verb, the verb will be of the same number and person
also. For remarks respecting the antecedent, and the use of who
and which, see Lesson 13.
Rule 1. — Who is applied to persona, cr things personified ; as,
**The man who** — ** The/oa; who had never seen a lion."
Rule 2. — Which is applied to things, and inferior animals ; as,
" The house which;** "The dog which." See Lesson 13, 4.
Rule 3. — That, as a relative, is used instead of who or which —
1. After the superlative degree, the words same, all, and some-
times no, some, and any; and generally in restrictive clauses ;
as, " It is the best that can be got."
2. When the antecedent includes both persons and things ; (is,
•' The man and the horse that we saw yesterday."
8. After the interrogative who, and sometimes after the personal
pronouns ; as, " Who that knows him will believe it." " I
that speak in righteousness."
4. Generally, when the propriety of who or which, is doubtful
as, " The child that was placed in the midst,"
For other remarks, see An. & Pr. Or. '748-'759.
I I
EXERCISES.
1. Point out the relative, and the noun or pronoun to which it
refers. Tell the use of the relative and its clause in each sentence.
Alter the relative, if necessary, as required by its antecedent, ac-
cording to Sub-Rule 1. If the relative is in the nominative, put
its verb in the same number and person as the relative or the ante-
cedent. Give a reason for each change.
The friend which I love. The vice whom I hate.
nrn
j.a<5ro
in
J.1- _
uOg
vvuu
i?--n J
iUilUVVCU
U5.
rvi,
JLiiCjf
wuiuu seen.
wisdom, find it. All which beauty, all which wealth e*er
gave. " I who speak unto you, am he." It is the best
T--
NOMIlfATITB ABSOLTITE.
107
Situation wUch can be got. The man and the horse
of the following nouns or V'^^'^fJ"'^^'^i^t,chair;I,thou,he,
clause; vi^. M«n, *r«>t.S£««)^m«k" baskets." Parse
rern^ni^^. »d Xe nuX-^ pe-n of the relative, aad
•why.
Lesson m.—Subject Nominative.
UTILE YL-The subject ofafinUe ve^^
put in the nominative; as, ",{«f • - ^J^,
^Jlt"-"Se in."-" They are/'-'Tme &es.
= A finite verb is a verb limited by person and
nuSTe^rrr'^^^b ta ttlnd,eative. potential, subjuneUve, or
'Trilerf a finite verb may W -»• X'Ta -tf-
^^ xn«t S "" " '^"""""
nominative. See An. & P. Of- Wl-"'-
EXERCISES.
to each sentence, point out the verb and its subject. If the sub-
jeot is not in the rigtt "^i "^^f • Suppose you and
=^ thZ C tfeUer^Ti; pXble fhat her
*^% ^ Jll ™tmn Robert is taller than me. but I am
ZiZlt to I am older than him ; but he . taller
than me.
Lesson bl. -Nominative Absolute.
■RTTT17 VII —A s^ibstantive whose case de-
^^lonnootherv^ord, i.put in tU wmv
native absolute.^^^^^^^^^^^
. „ . .„*.<a»«». mth a participle, »fto.. c«. depend, <m
gone, only two remain.
' '■S
1
108 INTBODirOTlOK TO ANALYTICAL QBAMMAB.
EuLB 2.—^ person or thing addreasedf without a verb or govern-
ing word, is put in the nominative; as, " I remain, dear air, yours
traly." " "Plato, thou reasonest well."
BuLE 3. — A substantive unconnected in mere exclamation, is put
in the nominative; as, ''0 the times I — the manners T
Rule 4. — A substantive used by pleonasm, before an affirmation,
is put in the nominative; as, **Yo\a fathers, where are they?"
Under these Rules, a mistake can be made only in the case of
pronouns.
EXEROISES.
Point out the word in the case absolute or independent : if wrong,,
put it in the right case, and state why it should be in the nominative.
Me being absent, the business was neglected. Thee
being present, he would not tell me what he knew. Oh !
happy us, surrounded with so many blessings. Thee
too f Brutus, my son ! cried Caesar overcome.
Ill \
Ijesson 58. — Verh and its Nominative^
Rule VIII. — A verh agrees with iUnom*
inative in number cmd person; as, "I read^^
" Thou readest,'' " He reads,'' &c.
Explanation. — This Rule means, that a verb must alwaya be in
the same number and person with its subject or nominatiye. This
Rule and the Special Rules under it apply, also, whea the subject
is an infinitive mood, or clause of a sentence. See under Rule YI.
EXERCISES.
1. In the following Exercises, tell which words are verbs — which
the nominatives — whether the verb and its nominative agree—- and
if not, make them agree by putting the verb in the person and
number of its nominative.
Tou was there. They was absent. Your brothers
has been abroad. Has your sisters come home ? Was
you present ? The letters has come. Fair words costs
nothing. There is no roses without thorns.
2. Take the verb to write^ and make it agree with /—with thou
— with he — with <A«y-- in all the tenses of the indicative mood..
Take any other verb, and do the same.
PBEDICA.TE SUBSTANTIVE.
109
Lesson bd.—l^erb and its Subject,
SPECIAL RULES UNDER RULE VIIL
Rule 1.-^ singular noun used in a plural sense, has a verb m
the nlural ; as, " Ten sail are in sigbt."
Rule %—Two or more substantives singular, taken together, have
a verb in 'the plural ; as, ^^ James and John are here." ^
E -But when substantives connected by and, denote one
pers;. or thing, the verb is singular; as, "Why is dust and ashes
^'Tot I 8 -^Two or more substantives singular, taken separately/, or
one to the exclusion of the rest, have a verb in the singular; as,
" James or Jchn attends^
Rule 4 -TTAm substantives taken together, are of different per-
sons, the verb agrees with the one next to it; as, "James or I am m
the wrong ?" Better, •' James is in the wrong, or I am.
olso also when the substantives are of different numbers, m
which case the plural number is usually placed last.
Rule 5.-1 . A collective noun expressing many, considered^s one
WHOLE, has a verb in the singular; as, "The company/ «a« large.
2. But when a collective noun expresses many, considered «« indi-
viduals, the verb must be plural; as. "My people do not consider.
EXERCISES.
In the following Exercises, put the verb in the number required
by the Rule, and give the Rule for the correction.
(1) Forty head of cattle v^as grazing m the meadow.
Twelve brace of pigeons ^ Bold for one dollar (2)
Life and death is in the p r of the tongue.^ Out ot
the same mouth proceedetn olessmg and cursing. (3)
Either the boy or the girl were present. (4) I or thou
am to blame. (5) The people was very numerous.
Lesson 60,— -The predicate Substantive,
Rule IX.,— The predicate substantive after
a verb, is put in the same case as the subject
It is i/'— ** lie
before it ; as,
ed Johnr—''! took it to be him
»>
'■i
110 nrTBODiroTioN to akalttical gbammab.
EXPLANATION.^ Verbs having the same ease after as before
them, are chiefly those which signify io he, or to become; passive
verbs of naming, making, choosing, and the like; as, "John became
a scholar; "i?avtrf was made king^ The nominative before the
finite verb is the subject, the one after it is the predicate, and the
▼erb 18 the copula. Hence they all form a simple sentence ; and
though the nouns denote the same person or thing, and are in the
same ease, they are not in apposition as in Rulb I; but the noun
after a verb is predicated of the substantive before it, or which is
Its subject.
EXERCISES.
In the following Exercises, in each sentence, point out the verb
to which the Rule applies, and the noun or pronoun before and
after it Tell the case of the one before, and why. Put the one
after the verb in the same case as the one before it, give the Rule
for the change, and show how it applies. Tell the subject and pre-
dicate in each sentence.
It is me. It could not have been them. I am certain
it was not me. That is the man who I thought it to be.
Is that thee ? "Whom did they say it was ? I under-
stood it to have been he. Was it me that said so ? It
could not have been me ; but it might have been him, or
her, or both.
2. Write similar correct genfenees, in each of which shall be one
of the following verbs, with the same case after it as before it, viz ,
is, are, became, was made, shall be chosen to be, to be called, to be
appointed. Apply the Rule as above.
<|!
Lesson 61.-— Objective after a Transitive Verb,
E/ULE X. — A transitive verb in the active
voice, governs the objective case; as, "We
love him'' — ''Whom did they send ?"
EXPLANATION.- The transitive verb in the active voice, al-
ways tells what its subject or nominative does to some other person
or thing, called its object. The rule means, that this object must
always be put in the objective case. This lule is liable to be vio-
lated only when the object is a pronoun, because in all other words,
the nominative and the objective case are alike.
Nouns and personal pronouns in the objective case, are usually
placed after the verb— relative and interrogative pronoun?, usuallr
before it. r i ^
• "ft '"!»&
OBJBCTIVB AITEE k TBANBITITB TBBB. Ill
rm,* :«flnU? ve mood a participle used as a noun, or a part of a sen.
♦ ?'mav brthroCct Sf a tran^^ active verb; as. " Boy«love
^"J^l^Pl^Be^^^^^ reading aloud."-" I know what he mil do,
EXERCISES.
1 Tn the foUowinff Exercises, point out the transitive verb-ite
suSjec?-5tBoi!j:.™%tthatob^^^^ in the proper oase-tell what
that case is, and why. _
He 1ov;b her and I. Did they hurt ye? T« j'^T
liBandthev He and they we know. Thefnendwho
Uove. Tike care who you admit. I will not gxve ye
UD He who you ignorantly worship, declare I unto you.
2 Write a number of sentences, each of which ehall eo"'"" »"
give the Rule.
SPECIAL RULES.
RULK 1,-^n intransitive verb does not govern an objective case;
aP « Repenting him of his design "-omit him.
nvLA-IntranHtive verbs in a transitive sense {Lesson 16,Ob8.
3^ novern the objective case ; as, " He runs a rate^
Rule Z. -Intransitive verbs do not admit apassrve voice, except
^hen used transitively (Lesson 18. 6) ; as, "My race ^^J^"'' ^
RULB 4..- A transitive verb does not admit a preposition after it ,
as "I will not allow 0/ it"— omit o/.
RULK 5.-F.r6s signifying to name, appoint, constit^b, and th.
me, generally govern two objectives, viz. : the direct, denoUngtl^
person or thing acted upon; and the ^^m..cr denoting the reM
of the act exprecsed; as, "They named him John.
EXERCISES UNDER THE SPECIAL RULES.
Show how the rule is violated in each of the following sentences,
^^rrKoW^^^^^^^^^ himself with bis lessons He lies
bii down on the grass. (2) They ejpatf ^^^^^^^
laSelv. Planters grow cotton. Sit thee down. (3)
lamLolvedtogo^ Is your father returned ? He is
almost perished lith cold. (4) They do not want for
**""-: ^ ^T. i._ -« «-« fn wVinm ve obev.
fX afcuBation cannot diminish from hi3 real ment.
(5) He was chosen for a Senator.
^
'
112 INTBODUCTION TO ANALTTIOAL GEAMMAB.
Lesson 62. — Objective after a Preposition,
Rule XI. — A preposition governs the ob-
jective case ; as, " To whom much is given,
of him much shall be required."
EXPLANATION. — This Rule means, that the noun or pronoun
after a preposition, must be put in the objective case. This rule
can be violated only in the use of pronouns.
Obs. 1. Whom and which are sometimes governed by a preposi-
tion at some distance after them. But this should generally be
avoided ; thus, " This is he whom I gave it to" — better — " to whom
I gave it."
Obs. 2. The preposition is sometimes omitted. It is then said
to be understood ; thus, " Give (to) me that book." Here, "we"
is governed by " to" understood.
SPECIAL RULE.
Rule.— iV^owns denoting time, value, weight, or measure, ate
4iommonly put in the objective case without a governing word; as,
" He was absent six months last year" — " It cost a shilling." —
"It is not worth a cent" — "It weighs a pound" — "The wall is six
feet high, and two feet thick."
This may be called the objective of time, value^ <fec.
EXERCISES.
1. Point out the prepositions and the word governed by each,
Put that word in the proper case, if not in it already. Give the Rule.
This belongs to my father and I. Who did you get it
from ? Who shall we send it to? Divide it between ye,
or give it to him and I. This is a small matter between
you and I. Who did you give it to ? Who do you work
for?
2. In this way, write a number of short sentences, each of which
ehall contain a preposition (see the list, p. 77), followed by a per-
sonal or relative pronoun in the proper case. Parse the sentences,
and give the Rule for the case after the preposition.
Obs. 8. — When the prepositions <o, at, in^ stand before names of
places, the following usage should be carefully observed.
1. To — is used after words denoting motion toward; as, "Ke
went to Spain ;" but, in this case, it is omitted before home,
as, " He went home."
i,
on,
the ob-
given,
r pronoun
This rule
% preposi-
lerally be
•" to whom
then said
are, " me "
LSUB,E, are
word; as,
illing." —
vail is six
i by each,
the Rule.
)U get it
^een ye,
between
ou work
of which
by a per-
jentences,
names of
as, " iie
ore hom»t
PEEPOfllTIONS APTEE CERTAIN WORDS. H^
2 ^<-ia used before names of homes, villages, towns, and foreign
' cities ; as, "He resides at the Mansion house-at Geneva-
. at Lisbon." , ^ ...^ , ^^
3 /n-isused before names of eountriea and large cities, as,
« He lives in England-in London." But before th.se. at
is used after the verbs toucK arrive, land; and sometimes
after the verb to he. , i r »a ^
4. In speaking of one's residence in a city a^ .s used before U.e
No. and m (generally understood), before the street.
This O^e" a J contains four npecial rules, numbered as above.
EXERCISES.
0BS.3.-1. In the following sentences, change the preposition
used, for that which usage requires, and give the special Rule^
I have been to home all day. Have you been to Bos-
ton ? They live in Union Village , formerly they lived
atWewTorl" He has been at England, and has just
turTed to home. We touched in France on our way
tn borne He lives to Washiugtou, at B. Street, out
resWed formerly in No. 50, Broadway, New York.
"rmito short sltences ^'^:^^^ :;T::^;^
appropriate prepositioii.
Lesson eS.— Prepositions after certain Words.
EULE Xll— Certain loords and phrases
should he followed hy appropriate preposi-
tions: Thus—
Accuse of.
Acquit of.
Adapted to.
Ask or inquire of a person, for
what we wish to see,— a/<er
-what we wish to hear of.
Believe «n, sometimes on.
Betray to a person,— i«<o a tmng
€all on a person,— at a place.
rli
Chauge/or,— <o,— m<o.
Compare with, in respect of quali-
ty;— <o for the sake of illustra-
tion.
Confide in.
Conformable, consonant <o, waW.
C« »..«.>nf nmith mpii.—tw things.
Copy /ro»» life, nature,— a/<«r a
parent.
»ji i
!■
114 IKTBODUOTION TO ANALYTICAL GBAMMAB.
Dependent upon. Made of,
Dieo/'dlBeaae, — &,v ^n instrument Marry to.
or violence,— /or another. Need of.
Differ /rom. Observation of
Difficulty in. Prejudice against.
Diminish /rom, — diminution of. Prevail (to persuade) vntht on,
Disappointed tn what we have, — upon, — (to overcome), over,
of what we expect. against.
Discourage from. Profit by.
Discouragement to. Protect (others) from, — (our-
EngaB:ed t»a work,— /or a time, selves) against.
Equal to, with. Provide with or for.
Exception /rom, — sometimes ^o. Reduce (to subdue) under^ — in
Expert a< (before a noun), — in other cases, to; as, <o powder.
(before an active participle). Rej^ard /or, — in regard to.
Familiar to, with. A thing is Sick of.
familiar to us; we are fami- Swerve /roni.
liar with it. Taste (meaning capacity or incli-
'Freefrom. nation) for, — (meaning actual
<}lado/'8omething gained by our- enjoyment) of.
selves, — at something that be Tax with (e.g., a crime),— /or the
falls another. state.
Independent of. Value upon, or on.
Indulge with what is not hab t- Worthy o/*, — sometimes the o^ is
ual, — in what is habitual. understood.
Insist upon.
EXPLANATION. — As words connected by prepositions^ are
diflFerently related, care must be taken to employ the preposition
which best expresses the relation intended. The sense and the
practice of correct writers, will here be our best guide. The above
are only a few examples out of many.
Ob3. — The same preposition that follows the verb or adjective,
usually follows the noun derived from it, and vice versa / as, Cou-
fide in, — confidence tn, — confident in,
EXERCISES.
1. Change the preposition where necessary in each of the follow*
•ing sentences, for that required by the rule.
He was accused with robbery, and acquitted from tbo
charge. I have been calling upon an old friend. Call
in the post-office. I differ with you in that matter.
John died by consumption, Henry died of the sword, and
Bobert is sick with the jaundice. Try to profit from ex-
perience. You have a taste of poetry. Conversant in
I 11
THB POSSBBSIVB 0A.8B.
115
men and ttings. Compare this piece to that, and see
wHch is the heat. I could never bear the taste for to-
bacco This is an exception against the general rule.
9 Write short BentenoM, each of wW"'', '''»", 1°"'"" ??'°'
JUotZ word, ia the preceding table, followed by the appro-
priate preposition.
!
sitions are
Lesson 64.— The Possessive Case.
P ULE y.III —A Substantive that limits
the smifioation of another, must be put in the
possessive; as, ^^rirtue^s vc^w^vi^-^^ Johns
books.''—** The sun's rays.
EXl>LANATlON.~'nie noun or pronoun ^;'^ the Poss-^^^^^^^^^^
always limits the noun that g«^«^°^^ ,^» J^/ o^^^^^^^
the latter word does not mean ^^^.^^^^ *° ffX ThisTule applies
ea.e implying common po^eesion, the .ign of the po«e8s.ve ( .) »
l«ed" tt.e kst, and understood to the rest- a,. « Jane and
Ws books," i.e.. books the common property of Jane and Lu^.
Bu if eomm;. possession ia not implied, or if »«"»• -^ "";';
vene, the sign It the possessive should be •'-««f ^ jj; J.
"Jaile'sandWa books," i.e., books, some of which are Jan..
"onsl -ml'a name is complex, consisting of more term, than
OB9.2.-wnenan »- ^ to the last only; as,
one, the sign of the possessive s London's
"Julius Cfflsar-B Oommentaries, ' -" The Bistiop
*" Ors -The noun limited by the possessive ia frequently unde.^
.tood ■ as " He stays at hi. father's " (house).
^''oL' r_Th. nrJposiUon of. with the objective, is frequently
equivalent to the" po«essive. but not always. In the use o, it. uuw
harshueu and ambiguity should be avoided.
I
116 I5TB0DUCTI0K TO ANALYTICAL OUAMMAB.
- i:
'For Beveral of the minutiiB belonging to this Rule, see
Ad. & Pr. Gr. 839-850.
EXERCISES.
1. In the folloTnog Exercises, point out the nonn or pronoun
"which limits, and the noun whose gignification is limitea by it ;
and if understood, supply it. Put the limiting word in the pos-
lessive case. When several words coming together should be in
the possessive, or when the name is complex, add the sign of the
possessiye ('s) to the proper term.
The boys book. The girls bonnet. The Ladys book, a
birds nest, a bear skin. A mothers tenderness, and a fa-
thers care, are natures gifts for mans advantage. A horse
tooth. James and Thomas feet are cold. Williams and
Marys reign. Sheldon & Company's bookstore is in
New York. James loss is Thomas gain. The Farmers
Guide. The Scholars Companion. The Court's session
is put off. The meeting's president was appointed.
2. Write short sentences, each of which shall contain two nouns,
one limiting the other. Put the limiting word in the proper case.
Lesson 65. — Subjunctive Mood,
HuLE XIV. — 1. The subjunctive mood ts
used in dependent clause^, when both contin-
gency or doubly and futii.ity are expressed;
as, "If he eon^mue to study, he will improve."
2. When contingency/ or doubt only^ and
not futurity, is implied^ the indicative is used;
as, " If he has money, he keeps it."
EXPLANATION.— Doubt and futurity are both implied when
the auxiliary ihall or should^ referring to future time, can be in-
serted before the verb without changing the meaning ; thus, " Though
he fall," and "Though he should fall," mean the same thing. It is
only in the present tense and third person singular, that there is
REMARK. — Many of the best writers, and some distinguished
grammarians, often use the subjunctive present, when mere doubt
INEINITIVB MOOD.
117
nr oontinirencv 18 expressed, and not futurity. A contrary practice
of U8° "^^^^^^^^^^ ^l^«'« both doubt and futuritv are implied.
2iw ^.^JnVto nrevail • thus, " If he continues to study, he will im-
^Zl'KltihrTeiJTot good authority still.is evidently u
F,r of the precedrnt Rules. A general adherence to then. wouM
L^ this adKge,'that the mood used would be a certam guide
to the sense intended.
SUB-RULE.-Le8t and that, annexed to a command, re^juire the «u6.
junctivemood,- as. " Love not sleep, lest thou come to poverty.
••Take heed that thou speak not to Jncob. either good or bad.
OBS-The subjunctive mood, in the past tense, expresses a sup.
position with respect to something present, but implies a denial of
the thing supposed; as, "If I were a nightingale, I would sing;
implying, "I am not" , ^^^^^^jg^g.
In the following sentences, state whether the vorb following " if"
or^Uh^^ugh "Xuld be in the subjunctive or indicative mood, and
why ; and make the necessary correction.
If there be a rule it should be observed. Though he
hfl rich he is not happy. If the mail arrives to-morrow,
we sffia'e ktterr.^f he studies diligently when he
n-oes to school, he will improve. If he is discreet when
he goes abroad, he will gain friends. It ho liave money,
he must have earned it.
i'
i-u
Lesson QQ,— Infinitive Mood.
Rule XV.— The wfinitive mood is govern-
ed by VERBS, NOUNS, or adjectives; as, J^
desire to learn."— |' A desire to learn. —
^^ Anxious to learn."
SPECIAL RULES.
Rule X.^One verb being the subject of another, is put in the in-
j:^:*:.,^ . aa «• 7V» Mitiflii ia profitable."
Rule 2.^0ne verb governs another as its object or co^nplement
in the infinitive ; as, " Boys love to play."
¥■
ihiw
118 INTEODFOTION TO ANALYTICAL GRAMMAR.
Rule Z.—The infinitive, as the subject or object of a verb, some-
times has a subject of its own in the objective case; as, " For us to
do so, would be improper."—" I know him to be prudent."
Bulk A.— The infinitive is used as a predicate nominative after
4iny verb as a copula ; as, " You are to blamed
RuLK 5.— To, the sign ofihe infinitive, is not used after the verbs
BID, DARE, NEED, MAKE, SEE, HEAE, FEEL, and LET, in the OCtiveVOtCe,
nor after let in the passive: as, " I saw him do it f not " to do it."
Rule 6.— The infinitive is used to express the puepose, end, or
©KsiGN of the preceding act ; as, " Some who came to scoff, re-
mained to pray.'* «
Rule 1.— /n eompari&ons, the infinUive mood is put after so— as,
TOO, or than; as, "Be so gi»od as to read this."—" Too old to
ieara."— " Wiser than to umlertake it."
EXERCISES.
1. In the following sentences, tell whic]> verb is in the infinitive
mood, and wliat governs it. State whether it is the sobjeet or ob-
ject of the verb. Insert or omit to, the sign uf the mfiuitive, and
give a reason according to the Rule.
Strive learn. Cease do evil. Learn do well. He
needs not to write. I would make you to take care.
He dares not to do a wicked action ; nor will he dare
do it. I heard him to say so. He was heard say so. Let
James to do this. Bid'him to speak to me. Did you
see him to do that ? No, but I heard him to do it.
Did you hear the bell to ring ? Make him to go. He
was made go,
2. Write short sentences, in each of which shall be one verb in
the infinitive mood, as the subject of another verb— as the object
to express the end or design— with to properly omitted— ^ith a
subject of its own in the objective case.
! i
Lesson 67. — Construction of Participles,
Rule XVI. — Participles have the con-
truction q/ nouns, adjectives, and verbs-
Rkm. — ^To participles used in these ways, the Rules of Syntax
for noung, adjectives, and verbs, may generally be applied. (See
Ad. <& Pr. Gr. 891-907).
^Hhlii^
A.R.
OONSTEUCTION OF PAETICIPLES.
119
I verb, some'
" For tts to
lent."
inative after
Her the verbs
> active voicCy
ot " to do it."
E>OSE, END, or
to scoffs re-
after so — as,
" Too old to
the infinitive
nbjeet or oW-
ifiiiitive, and
well. He
take care.
rill he dare
ay so. Let
Did you
n to do it.
bo go. He
e one verb ia
19 the object
itted — mih a
Iples,
the con-
1 VERBS.
es of Syntax
pplied. (Sc«
SPECIAL RULES.
Rule \.-When thepresent or perfect participle is used as a noun,
a noun before it is put in the possessive case; as. - Much dependB
on the pupiVs composing frequently."
PXPLANATION.-The present participle is used as a verbal
„o!n^'."bSu the BubLt of ^^'^fi^^^^^lll^^Z;
«itive verb or preposition. Under tms ruie, lue v»iu» j
be modified in all respects as the verb.
Obs 1 -A pronoun before the verbal noun must be the posses-
sive pionoun, and not the possessive case; as, "Much depends on
your composing frequently," (not yours).
Rule 2.- When the present participle used as a noun, has an ar-
TioLK or ADJECTIVE 6c/ore it, the prepositions follom-r^. By the
observing o/ these rules."-" A oom;)Z.f. forsaking of the truth.
FTTPT AKATION— When used in this way, the participle is re -
gafd'^d as\ nfun^st pl^^ and has not the government or modifica-
tions of the verb.
Obs 2.-The sense v,iU often be the same, if both the article and
the preposition be omitted; but the one shonld not be om. ted
without the omission of the other ; thus, " By observing these rules
In some cases, however, these two modes express very different
ideas, and therefore attention to the sense is necessary, as directed
in the following rule.
Rn« n.-When the verbal no«« express, .omithing of v,h,ch
,Ke noun/oUomng demote, the BOEa. it .hoM have the ^HcUand
tk. preposition; as, " It wa. told in tk. *»"»?«/*;;"7„'- "
But Jen it expreeu, eometUng of «,hich the ^un folomngj^'
not denote the doer, hU the owner, both .houldbe omMed; as. The
court spent much time in hearing the witness."
Obs 8 -0/- can never be ised after the verbal noun when a pre-
position follows if, thus, "By attending to these rules,- can not be
changed into, " By the attending of to these rules.
R»t.»4.-T/« poet participle, and not the pat le«M,houdbe
Jdlft^th.au!iliarL h.vb and be, as. " I have »r,«™ > {»"»
^ro<<?)— "The letter ia written" (not wrote),
R.M.~So also, the past participle should not be "-f ^-^tP^'^
tense; as. "He ran;" not "He run." **!.««;' not I seen.
i
1
'■^ ti
I
;;'?— >-*Nf»*)W .ii i' » i'i» W < W f
I I
120 INTEODTJCTION TO ANALYTICAL GBAMMAR.
EXPLANATION.— Thi8 Rule can be violated only when the
past tense and past participle differ in spelling.
Obs. 4. — The participle in ing is sometimes used in a passive
sense after the verb to be, to express the continued suffering of an
action ; ap, " The house is building ;" not is being built.
EXERCISES.
(Rule 1). — In the following Exercise, tell which is the verbal
noun, and how you know it to be used as such. If a noun stands
before it, put that noun in the proper case, and give the Rule.
My brother being sick, is the cause of his absence.
A man making a fortune, depends partly on him pursu-
ing a proper course. John attempting too touch* was
the cause of his failure. Hers going away was not ob-
served.
(Rule 2).— In the following Exercise, point out the participial
noun, and tell how you know it to be so used. See what words are
before and after it, and if not right, according to the rule, make
them so, and give the rule for the change. ^
Learning of any thing well, requires application. The
doing our duty is commendable. By reading of good
books the mind is improved. Of the making many
books there is no end. By exercising of our faculties
they are improved. The giving to every man his own
is a sacred duty.
(Rule 3).--Con8ider whether the noun following the present
participle denotes the doer, or the object of the act expressed by it,
and correct the sentence accordingly.
At hearing the ear, they shall obey. Because of pro-
voking his sons and daughters, the Lord abhorred them.
The greatest pain is felt in the cutting of the skin.
(Rule 4). — 1. In the following Exercise, when the past tense
stands after the auxiliary have, or be, change it into the past parti-
ciple, and give the rule for the change.
He should have wrote. Have you spoke to the mas-
ter ? I am almost froze. She has just began to read.
James has broke his arm. You should have drove more
slowly. He has drank too much, and should be took
home. He might have rode if he had chose.
2. Correct the following errors, and give a reason for the change.
I seen him an hour ago. I done what you told me.
LR.
jT when the
in a passive
Ofering of an
3 the verbal
Doun stands
e Rule.
a absence,
lim pursu-
nuch, was
as not ob-
e participial
lit words are
rule, make
tion. The
ig of good
Aug many
p faculties
in his own
the present
►ressed by it,
uae of pro-
rred them,
skin.
le past tense
le past parti-
the mas-
an to read,
drove more
lid be took
r the change.
3U told me.
THE OEDEE OF TIME.
121
't if
James run a mile in ten minutes, and had not began to
be tired. The school begun yesterday. He ought to
have went, or at least to have wrote. That is wrong,
you had not ought to done it.
3 Write Phort sentences, in each of which shall be one of the
following verbs, in the present-perfect or past-perfect indicative
activl viz., begin, run, write, freeze, eat, drink. Parse the sen-
tences, and apply the Rule.
4 Write short sentences, with the following verbs in the passive
voice ; viz., write, begin, shake, sink, speak, give. Parse them, and
apply the Rule.
Lesson 6Q.— The Order of Time.
Utile XVII.— J^ the use of verbs, and
words that in point of time relate to each ^
other, the order of time must he observed ; as,
" I have known liim these many years" — not
'« I know liim these many years."
EXPLAN A.TION.— This Rule is general, and here also the sense
is the best guide. The following principles may be noticed in this
place :
1. That which is always true, is expressed in the present tense.
2. That which is past, but viewed as continued in the present, is
expressed in the present-perfect tense.
3 Verbs having the auxiliaries shall, will, may, can, can be asso-
ciated in a sentence with other verbs in the present only; those
with might, could, would, should, with verbs m the past.
4 The present infinitive expresses what is cotemporary with, or
subsequent to, the time of the governing verb ; the perfect infinitive
expresses what is antecedent to that time.
EXERCISES.
1. In the following sentences, point out the verb which is wrong
in respect of tense. Put it in the proper tense, and tell why it is
changed. .
It was said that fever always produced thirst ; that
heat always expanded metals ; and that truti^ was im-
mutable. He is now absent a week. I have been abroad
.a
n«
ir
■fclr^
122 INTEODUCTION TO ANALYTICAL QBAMMAB.
last year. If Le would lend mc that book, I will be
obliged to bim. He can do it if he would. I intended
to have written ; but I still hoped he would have come.
Eome is said to be built seven hundred years before the
Christian era. Nero is said to persecute the Christians.
He has been gone long before I knew it.
2. Write short eentences, and express, in each, something -which
you hoped, feared, desired, intended, to do yesterday, before yester-
day ; — which you hope, fear, &c., to do to-day, to-morrow. Also
"what some one did yesterday,— before yesterday, — always does, —
does now, — has just now done, — will do to-morrow, — before to-
morrow night.
Ijesson 69. — Construction of Adverbs,
E/ULE XVIII. — Adverbs modify verbs,
ADJECTIVES, and other adverbs ; as, ** John
speaks disti/nctly ; he is remarkably diligent^
and reads very correctly J"^
special rules.
Rule 1. — Adverbs should not be used as adjectives, nor adjectives
as adverbs ; as, " The preceding (not the above) extract."
Rule 2. — Two negatives are equivalent to an affirmative, and
should not be used unless affirmation is intended; as, "I can not
drink any (not no) more ;" or, " I can drink no more."
Rule 3. — Adverbs are for tho most part placed before adjectives,
after a verb in the simple form j and after the first auxiliary in the
compound form ; as, "He is very attentive, behaves well, and is
muth esteemed.
EXPLANATION.— This is to be considered only as a general
Rule, to which there are mnny excepti^jns. Indeed no rule for the
position of the adverb can be given, which is not liable to excep-
tions. The best direction for the use of this Rule, is to place the
adverb where the sense requires, having due regard to the harmony
. ip J.1 i.^^^^ 'PVkSM 1}m«1 A A.^.^1 1 ACS fr. n/liiinAl'a rkt* ootro»*V\ia1 v\ni.aa«
€8, as well as to adverbs.
Ob8. 1 . — Where should not be used for in which, except when the
[ will be
Intended
ve come,
efore the-
iristians.
ling "t^hich
3re yester-
ow. Also
ys does,—
before to-
THE OEBEB OF TIME.
12a
r.
VERBS,
'' John
iligenty
' adjectivei
ativey and
'* I can not
adjectives^
iary in the
tell, and is
3 a general
rule for the
e to excep*
:> place the
)e harmony
)t when the
reference ie to place; as, "The situation in which (not trA^^) 1 left
him ;" because « situation" does not here refer to pJace.
Ob8 2. -So is often used elliptically for an adjedlve, a noun, or a
whole sentence ; as, « They are rich ; we are not «o ."-"H. i» a good
scholar, and I told you »o."
Obs. 8.-0n;y, «o/%, chiefly, merely, too, also, and perhapg afew
others, are sometimes joined to substantives; as, "Not only ih^
men, but the women also were prepent."
Obs 4 —A negative is often made by the syllables dis, in, im,un,
&c., prefixed to a word. When this is the case, another negative,
is sometimes used, to express a diminished kind of affirmation; as,
« He was not unkind." The negative terras are such as no, not,
neither, nor, never, &c.
For a fuller account of the construction and use of adverbs, see
An. & Pr. Gr. 923-948.
EXERCISES.
Adverbs being undeclinable, mistakes are liable to be made chief-
ly tn l efr posuln ; or in using as adverbs, words that are not ^o ;
or in usin- adverbs where other words are required. Correct the
errors in the following sentences, as the Rules require :-~
rRuLF n.-l. Point out the modifying words in the following
sentences!^ If not adverb., make them .0, and give the Rule.
Come quick, n^ames does that very good. That was
done excellent. Time moves rapid. Apparent slow peo-
pie accomplish much if sufficieijt steady. You can read
excellent well. It is real cold."
2 In the following point out the adverb improperly used. Show
^vhy it is so; change it for the proper term, and give the Uule.
Thine often infirmities. Come the soonest day possi-
ble. The soonest time will be late enough. The then
ministry opposed the measure. The condition where I
found him was truly bad. He was here last year, since
when I have not seen him.
3. Write short sentences, each of which shall contain an^ad verb
on 31), modifying a verD or aajeciive, auu ^^^ v^..v .. .^
directed in Rule 3d and Explanation.
-It
ii'i 'i
(see L
placed
^vTii!
»l
124 INTEODUOTION TO ANALTTIOAL GEAMMAE.
(Rule 2).— 1. Point out the two negatives in the following sen-
tences. Show why they are wrong; correct them, and give the
Rule.
1 can not eat no more. He is not able to walk no
further. We can not do that in no way. He will never
be no taller. Never do nothing of the kind. Time and
tide will not wait for no man. No man never did that.
You must not drink no more.
2. Make short sentences, each of which shall contain one of the
following words : worthy, just, discreet, kind, obliging, agreeable,
happy, firm, Ac. Then prefix to these words the appropriate nega-
tive prefix mentioned above. Then insert a negative word in each
sentence, and mark the difference of meaning with each change;
thus, *'He is a worthy man, *'He is an unworthy man," " He is not
an unworthy man."
(Rule 3).— 1. In the following sentences, place the adverb as the
Rule directs, provided the sense will thereby be clearly expressed.
A man industrious eminently. He is agreeable always.
He sweetly sings, charmingly converses, and prudently
conducts himself on all occasions. He unaffectedly
spoke. He manfully has contended for the prize, and
certainly will obtain it. Time will wait never. He could
have not done it. He will be always trusty. That dis-
aster might have easily been prevented. That piece
was evacuted beautifully.
2 The following sentences have the adverb placed according to
the Rule, but the sense and harmony of the sentence evidently re-
quire it to be in a different position.
Men contend frequently for trifles. I only saw three
persons. Of the books I sent him, he only read one.
James can very well read. You should slowly write.
He might plainly have told him. He not only saw her
pleased, but greatly pleased.
3. Write a number of short sentences, each of which shall coo-
tain one or more adverbs correctly placed. [See List, Lesson 81.]
4. Write short sentences, each of which shall contain one of the
t^w^T^incf aflvflrbs- viz- onlv. merely, solely, chiefly, first, at least,
^'d teif the word which they modify. Place the adverbs in as
many different positions, in each sentence as you can, so as to make
sense, and mark the change of meaning.
t.
CONJUNCTIONS.
125
wing sen-
i give tlie
walk no
ill never
Dime and
did that.
one of the
agreeable,
riate nega-
)rd in each
h change;
" He is not
srerb as the
expressed.
ie always,
jrudently
iffectedly
>rize, and
He could
That dis-
hat piece
ccording to
ddently re-
saw three
read one.
vly write.
y saw her
h shall con-
Lesson 81.]
n one of the
rst, at least,
Iverbs in as
} as to make
Lesson 10.— Conjunctions.
Rule XIX.,— Covj unctions connect words,
PHRASES, or SENTENCES ; as, *^ He and I must
go; but you mvij stay,"
SPECIAL RULES.
Rule I. ^Conjunctions connect the same moods and tenses of
, ,erbs, and causes of nouns and pronouns;^ as. " Do good, and seek
peace."— "Honor thy father and mother^
EXPLANATION— The reason of this Rule is, that words thus
Jn^c^t™lr^^^^ most part in the same construcUon jhat^J
Zns connected must be in the same ease, ^^««^"«^^*^7„„*^^,"rb oV
natives to the same verb, or governed by the same noun, verD, or
TrStl; and verbs thus connected bave usual y he same nom-
inative. In respect of case, errors occur chiefly m the use of pre
nouns.
Obs 1. When conjunctions connect diflferent moods and teneeB,
or Tvhen a contrast is stated with but, not, thmigh, Ac, the nornma-
tive is generally repeated; as, "He may return, but he will not
remain."
Obs. 2. The relative after than, is usually in the objective case ;
as, "Alfred, than whom, Ac
Obs. 8. After verbs of doubting, fearing, denying, the conjunc-
tion that should be used, and not lest, but, but that; as. "They
feared that (not lest) he would die."
Obs 4. In the compound tenses, verba connected in the same
tense, have the auxiliary expressed with the first, and understood
to the rest ; as. " John can read, write, and spell." When different
tenses are connected, the auxiliary must always be expressed; as,
•* He has come, but he will not stay."
R0L« 2,— Certain words in the antecedent member of a sentenee,
require corresponding connectives in the subsequent one: thus,
1. In clauses or words simply connected—
Both requires and; as, *'Both he and I came."
^... . ..» ttwith^^ Vift or I will come.**
MUfier -~ ^' > "°» ^" — " ,^
:treither nor; as, ''Neither he nor I came.
Whether or; as, " WlkOier he or I camej^
11
1 .
1 ■
h
**^ '-.f- lafrmrn.
126 INTRODUCTION TO ANAIA'TICAL GEAMMAH.
Though
N'ot only
yet ; as, '^Though he slay me, yet will I trust
iu biin."
hut aUo; as, "JNTof only he, 6m< a^so his bro-
iher goes."
2 In clauses connected so as to imply comparison-
The c.»par«<« d.gne requhes <Aan .• a,. " He .s ialln than
I am. , 1 .»
OM^r requires iUn ; as, •' It is no otUr than he.
Mse
As
As
So
So
Such
<Aan • as, " What ehe do you expect than thisl
«, (expressiDg .(/i^aZ^yJ); as. -He is as tall as .
«o (eTpiessinj? ../"^^^''l/);, ^^' "^^ ^^^ ^"^ "'
80 shall thy strength be.
as (^ith a negative, expressing tw^^J^f* ?)' *«'
" He is not so learned a« his brother.
<Aa< (expressing conse^wencc); as, "He is so
weak, //ia« he cannot walk,
a, (expressing *imtoi<y); as, *'He.or such
as he."
NoT..-^. and .0, in the members of aoomparison, are properly
"txPLANATION.-This Hule.-a-, that -hen a-y "^he ^
SrS Sm Si rfX me:r ° Afte, .. tno^K'
^! It d^S'ln* buiconnecUd anteced.«t clau.e,, it must be
7Jv l;;«if^" *<"^.- -- "^-ha-or. always has been, and
two sentences. If both of ^1^^ s^^.^^^^^.^fj^^l j^ right-if not, it is
and express the sense ^^^^^^^^V^^^ ^^^"^^^^^^^^
wrong, and must be c«"^«?f * J„^"'£^^^^^^^ add the member
he can not, be censured " is wrong, because ny ^^ ^^ ^^^ ^^
« &e cmsuri'd," to the first clause, it will roaKe j^^^^
eLuredr which is i"«o"-^?^/,;^?^S ' W' ^^^^^^^^ "has not."
XVI. This must be corrected by '°?^'^^^^f "\ censured." The
I as to read, " He ha,s^not been.^-J^^^S^^^^^
different clauses buuuiu u^ ^.-..--j - - -
This Rule is often violated in sentences m ^*f Vw'He WM
CONJUNCTIONS.
127
intrust
his bro-
iUer than
lan this?"
as tall a» .
ly day is,
ality); as,
er."
'He is so
e, or such
d properly
of the cor-
itence, the
" though!*
nee, is corn-
it must be
3 been, and
jes are cor-
itence com-
as to make
EiUy correct,
-if not, it is
bas not, and
the member
has not be
under Rule
r "has not,"
ared." The
atioQ.
lere are two
us, " He was
Here, " a*
Cinthior is applicable to the clause "«o mnchadmiredr but can
not be connecfJJl with -n.or« helovedr ^\'^^\T'TT^!r^^X'
the proper way is to complete the construcLiou of the fii-st member,
andkave that of the second understood; as '' He was n«ore be-
loved than Ciuthio, but not so much admired (as Cinthio).
EXERCISES.
(Role U— 1 In the following, point out the connected v«rbs.
If Ihey haV; the same oominati/e, ^ut them in the -me mood and
tense If they must be in diflferent moods or tenses, repeat the
nomtnatfve ; a'nd if that is a noun, repeat it by ts pronoun Pomt
out the couiected nouns or pronouns, and put them m the same
case.
He reads and wrote well.* If be say it, and does it,
I am content. If be be at home, and is well, give bim
the letter. Mv father has read the book, and will re-
turn it to-morrow. James and me ran all the way.
That is a small matter between you and I. Him and i
are great friends, and so are Mary and me. Nobody
knows that better than her and me.
2. Write short sentences, in which two or more verbs are con-
neSed in the same mood and tense, and notice Particularly Obs. 4
Put the verbs in the premU^m the pa«<-and m the premit-per/ect,
L Tpress the sa^me ideas, with the verbs in the passive voice
3. Write sentences containing two or more ^er^s in different
moods and tenses, paying attention to Obs. ^ ; J l^^ J. f ^^e cTe
taining two or more nouns or pronouns connected m the same ease.
(Rule 2).-1. Point out the corresponding terms j? ^J^® fo^I^^^^^^^^
sentences make the second correspondent to the first, or the tirst
to the seco^S as the sense requires. Supply the correspondent
term where improperly omitted. . ..n i.
He will not do it himself, nor let another doii for him.
Though he slay me, so will I trust in him. That is so
far as I am able to go. This book is equally good as
that one. P^othing is so bad as it can not be worse
He was not only diligent, but successful in his studies.
It is neither cold or hot.
2 Write correct sentences, each of which shall contain one pair
of tbe corresponding terms above, and state what they express.
.<i. In the following sentences, point out the comparative^degree.
or other correspondent terms, and make tbe one correspuuu .« .»e
other, according to the Rule. #
H
In
128 INTKOBTJOTION TO AKALTTIOAL GBA NMA
James writes better as I do. There were more besideB
him med ia that business. No more but two can
S at this game. The days are longer m Bummer be-
£ they are in winter. Has James no other book but
This ? This is Buch conduct that I did not expect. It
can be no other but he. They had no other book except
this one. I would rather read as write. He had no
sooner done the mischief but he repented .
proper coneBpondent term.
(Ro« 8).-Mivke trial o( the folloW.Dg 8eutenca9,«» directed . a
the explanatioD. If either of the clauses, when joined with the
^^mber of the sentence common to both, niakes a grammafca.
error, point it out and correct It.
He always has, and he always will, be punctual. They
fCth^an I expected '^^1^^^^-^^^'^'^^:^
T'^H: depend r-co'nfiZin'^W' is as correct as
f. He crnfidef and depends upon "«•" I^^^iti'
not BO feeble as Thomas. Warm weather is P'easaw,
Sut not so bracing as cold. Iron is more nseful, but
not so valuable as gold or silver.
Lesson 11.— Interaction*.
Rule XK.—Interjectiom have no gram-
matical connection with the other words m a
sentence.
After interiecUone, pronouns of the first person pre pommonlyin
Z r^nVSVeln 'epenrloting the person addressed.
GENE UAL IITJLB.
129
besides
wo can
ner be-
)ok but
ct. It
except
had no
i word in
;d by the
irected in
with tbe
kinmatical
1. They
, but not
i, though
it not 80
' will say
>rrect as,
Ider, but
pleasant,
eful, but
) gram-
*ds in a
jmmonly in
re ; as, " Ah
; depend on
the govera-
they are in
issed.
Lesson ^2.— ^^"^''^^ -^w^*^-
In every sentence, the toords employed, and
the order in which they are arranged, should
be such as clearly and preperly to express the
idea intended; and, at the same time, all the
parts of the sentence should correspond, ana
a regular and dependent construction be ob^
served throughout.
See Analytical and Practical Grammar, 973 to 976.
EXPLANATION.-This may be regarded as a gen«»;^l "Jj«^
annlicable to every case, and therefore coraprehendmg a 11 the pre-
cE Though these embrace almost everything belonging to
Se p^riper co^str^^^^^ of sentences, yet there will sometimes
^cu? instances of impropriety in the use, and arrangement, and
Sction of words, for the avoiding or correcting of which no
very specific rules can be given.
Among the evils to be guarded against under this Rule, are the
following, —
1 The use of words which do not correctly or properly convey
the idea intended, or which convey another with equal pro-
priety. i. *v •
2, The arrangement of words or clauses in Buch a way tbat their
relation to other words and clauses is doubtful, or difficult
to be perceived. j i .
3 The separating of adjuncts from their principals, and placing
them so thatVey may be joined to words to which they do
not belong. .
4. The separating of relative clauses improperly from their
antecedents.
6. Using injudiciously, or too frequently, the third personal or
poslessive pronoGn, especially in indirect discourse.
EXERCISES.
PYPL AN ATION.—The following sentences are not grammati-
canyTnc<frfe™^ some of tfe causes -ntione^^a^^^^^ axe
obscure, inelegant, smbiguous, or unintelligible. Point out tne
iCpTopriety, correct it, and give a reason for the correction.
m The Greeks fearing to be surrounded on all sidea^
wheeled about, and halted with the river on their back.
.130 IKIBODDOTION TO ANALITIOAI, OBAMMAB.
/2^ Parmenio had served, with creat fidelity Philip, the
father of ICander, as ^vell a. himself, for whom he first
oS the way into Asia. (3) Lost a new umbrella be-
fonrine to a gentleman with a curiously carved ivory head.
. 4^%°fudiSs^as canonized among the gods, who scarcely
^deser ed the name of n,an. (5) A farmer went to a law-
yer and told him that his bull had gored his ox.
Lesson IZ.—Mlipsui.
Rtjlb \.~An Ellipsis, or omission of
words, is admissible, when they can be sup-
plied by the mind with such certainty and
readiness as not to obscure the sense. iHus.
T . ,J .f p.vlnir " He wa' a learned man, and be was a wise
Instead of saying, P°™7, » He was a learned, wise,
man, and he was a good man ; we say, no""
and good man.*'
TjvDT A w 4TTOV —There is a constant tendency among men to
fore, a word can be «pared from a senience ^
atndy till twelve hours of he «'»*"","'" '^Jn'-go to school at.
,cll understood)," I rise 'l',?"'i,^ f V^'' ^f /^ of abbreviated
mne. and study lU twelve Th« ^e ongm ^^_^^_^_^_j ^^^^.^
;tSarilSr:£. ICdsl^ft out must be supplied.
EXERCISES.
1 In the following sentences, leave out such words as may be
•omitted without obscuring the sense.
He had an affectionate father ^^\^\^f'l''^^
mother. Tou -ay read, or you may write,^as^^^^^^^^^^
gTden. He would neither go, nor would he send.
ELLIPSIS.
131
p, the
le first
11a be-
dhead,
jarcely
alaw-
m of
3 sup-
f and
Thus,
X9 a wise
ed, wise,
\g men to
rer, there-
juring its
is. Thus,
rise at six
urs of the
slock, and
le equally
school at
ibreviated
and their
)plied.
as may be
Bctionate
►u please.
e been at
ise and a
end.
2. In the following s.atenoes, supply the words Utt out. .o « to
show their full coiistruotiou.
It is Bix O'clock i we .nay stttdy tffl «evc». We have
J if >,nf TAii have not. John will read and ihomas
tXttt^l'^ThUwle is larger than t^at b"* -^^^^
TwPPt, Give this apple to James, that to Robert, ana
Z other trMa V. '^ I have heard and read much about
WasMnRt n fnd the Kevolution. "Sun stand thou still
upon Gibeon ; and thou. Moon, in the valley of Ajalon.
Lesson l^.—MUpsia not AUowahle.
Htjlb I'—An ellipsis is not allowable,
when it would obscure the sentence, weaken
Us force, w he attended with an impropriety ;
for example, —
we have seen." j i,«„
T?YPT ANATION— The sense will always be obscured, when
EXrLAiNiviiv^i^. ^"J: ". x,^ -„atriif Hon of the sentence 18
on account of improper ellipsis, the f^f ™^° ^' Vived. When
rendered doubtful, or is not clearly and »:ea?»ly P/^^f '^^^'^^ ^ho
-^::t^1Kt^SttW£^^
'*A horse and an ass."
EXERCISES.
In the following sentences, point out the improper ellipsis,
why it is improper, and correct it.
Cicero made orations, both on public and private oo^-
sions He is the most diligent scholar 1 ever knew.
Zu haft that is thine. Thine the kingdom, the power,
and"he glory. Depart in peace, be je warn'e'i «lothed,
tnd mief . I gladly' shunned who gladly fled from me.
That is tbe best can be said oi mm. ^^<= "»= " "r;;:„_,
orchard. We must all go the way we shall not return.
Show
HI
.^u&iietM^m&Mmii^>d:i «m»^-'
't^l»mm>lm:t
u
132 INTEODVCTION TO ATSALYTICAL QBAMMAB.
Lesson nb.-Model of Syntactical Parsing.
word «'y"»»'«S'«''"y'i''!L the rules by which these relations are
,„rds in *e seoce ee and the^;^^^^^^^^^ .ame sentenee pavB-
Tet^^i JcX Sson 81. is here parsed syntaet.eaUy
"Give instruction to a ^i^e man, and he will be yet
wiser." . .y.^
.. Give" is a verb, transitive, irregular; give, gave, g.ven , in the
'""•i:p:.:tiv; active, second person -gu -• -^ "8 - -*
its nominative thou, understood. Bnle VIII. A
:.ln,trur?is:ooun.ne«ter,intheobj^e..g«lar.govemed
V- • - Pnlfl X "A transitive verb, «o.
^.M'V;::po'tia expresses the relation between.l«and
....ir;:;:^Stlongs to»«. and showsittobe
^' u"d indefinitely. Rule III. " Th-rtic e a or a^ .s put, Ac
..Wi.e» is an adjective, compared, m>e, romr, «««(, and n
"""•prLs a qiality^f man. Bulell. .-An adjective or par-
..M.n,'ut'noan; ma«,uline, in the objective singular, governed
w * RnlftXI "A preposition governs, Ac.
..Aod'-fsa'co^-tS copufatiJe. and connects the two clauses.
'unleXIX. "Conjunctions connect," Ac.
"He- UatM rpersonj pronoun, masculine, in the nommaUv.,
ItlsLds instead of m.«, with which it agrees Rule
IV .~uns agree." Ac., and is the subject or nom;nat.v.
of .«» 6.. Role VI. " The subject of a Bnito verb, Ac.
.WIUh". a verb,intran,itive, irregular ; am, '-.^rj -*J
fi^U indicaUve; third person. -g"l« i -<« '^^^ verb
subject he. with which it .grees. Rate VII. A
..Tet,"Tradt:;b. modifying »;.- Rule XVIII. "Adverb.
modify," Ac. ,=...,.„.„.„;., „i,w.i«»frt;
"Wiser," is an adjective, comparouv^ "'5;- > — ' , • „ .
iidbelorgs to m«»,oHs predicated of**. Rule II. An
adjective or participle," Ac.
PEOMISCUOTJS EXEB0I8ES.
133
r.
ing the
to other
ions are
ce pars-
be yet
; in the
ees vf'ith.
'A Terb
roveiTied
give and
B it to be
put," Ac.
and ez-
re or par-
governed
o claases.
(ininative,
ees. Bule
ominative
rb,"Ac.
en ; in the
irms of its
" A verb
*♦ Adverbs
aer. toiiftt ;
eli. "An
Questions similar to those suggested at the close of Lesso. 37,
to LESSON 88 or take f^/ P^^^Sg^^^^^^^ in the school,
I^esson ne^-Promiscuous Exercises on the Rules of
•" Syntax.
In order t. correct the flowing Exerd^^^^^ ^l^^^J^^l^Z
tence carefully, and ««« ^^^f^^^^iVveTb wi!k its no^^^
^ords that should ^g/^^t.f^f^TTthrpronoun personal and rela-
numeral adjective with its "^^^^T,^ ^hXr nouns and pronouns
tive, with its ^^''^^J^^^^l''^^^^^ and lastly,
are in the case which the ^^^^g^'^f'X order which the Bules re-
whether the wdtds are arranged »« J^« f^J^^^"^ j^e the Rule for
^uTre. Having found t^e e^ror, ^^^fji^^f^^, i„ the time of
the correction. Jbese Exercises wn .^^^ i^g.
ai\?S our ideas are of^n^t^mp^^^^^^^
-''-■ SC«er Zt :AKtas a.aluab|
evinced the most extreme vamty. ihe trees are
"^2 He acted bolder than was expected. "^^^.^
.h'oI^eTebook.^. El^jwa^^^^^^^^
f ^/dird"ii% K be^^Ie" Tarn sati^^^^^^
S^rtS^f were" t church ^^l^^-^tt
X X^t^olfXl Rr^'Sf tree which I have
''T. re?he and I read the next chapt.. ^She is f- of
&se!rtryrun13^;b^b;^. Tou wasvery
H
1!'
Ill
u
■-;•.?#»
sma
1
■
1
1
1
^i^^^B Ik
1
H
1
ffl
fl^HlD
II
flIHi
11
W|
11
mBI
11
BBfl^^Sj^^l
li
^^^k ' "^^IBk
1 11
134 INTEODTTOTIOK TO UTALTTIOiLL GEAMMAE.
kind to him, he said. "Well, says I, what does thou
ihink of him now ? James is one of those hoys that was
kept in at school, for bad behaviour. Thou, James, will
deny the deed. Neither good nor evil come of them-
eelves. We need not to be afraid. It is all fell down.
4. He expected to have gained more by the bargain.
Ton should drink plenty of goat milk. It was him who
Bpoke first. Do you like ass milk ? Is it me that you
mean? Who did you buy your grammar from ? If one
takes a wrong method at first setting out, it will lead
them astray. Neither man nor woman were present. 1
am more taller than you. She is the same lady who sang
80 sweetly. After the most straitest sect of our religion, i
lived a Pharisee. Is not thy wickedness gf eat ? and thine
iniquities infinite ? There is six that studies grammar.
Lesson 77. — Punctuation.
PuNOTUAtiON is the art of dividiug a writtea <»?™P<ji"j° ^°^
jZZTr PTts of Bentencee. by points or « W^° .^-f er to con-
Tey to the reader the exact aense. and assist him in the proper
deHvery, The principal stops are the following :-
The comma ( . ) the semicolon ( ; ) the colon ( : ) the period or
foU stop n thVno^ of interrogation ( ? ) the note of excWation
CI) the parenthesise) and the dash ( — )
The comma represents the shortest pause ; the ^/mjcolon a pause
double ttiat of the comma; the colon, a pause double that of the
sSlon; and the period, a pause double that of the colon.
The duration of the pauses must be left to the taste of the reader
^^'SrCoMMA usually separates those parts of a sentence which
th^gh ve?;^ciriy ^nnected in sense and construction, require a
vanse between them.
The Semicolon is used to separate the parts of a sentence, which
ar Jless cTosTy c^^^ thii those wW are separated by a
comma. . i.
The Ooioii ia used to divide a sentence mtp two or more parts,
l„?eonneXd"h«n those ^hieh are separated by a .emicolon ; but
^ _x „ '-J ^..Aan^ aa fn ppniiire a oerioa.
The Peeiod a used when a sentence is complete, witli respect to
the »nfSn and the sense intended ; as, " Sod made aU tUgs.
oes thou
that was
imes, "will
of them-
bU down.
'. bargain,
him who
that you
? If one
will lead
esent. I
who sang
religion, I
and thine
grammar.
CAPITALS.
135
>08itioo ioto
rder to cob-
the proper
be period or
exclamatioD
>lon, a pause
) that of the
coloD.
if the reader
tence which
on, require a
tence, which
larated hy a
r more parts,
micolon ; but
"^o^M punctuation, see An. & Pr. Gram. 990. 4..
Lesson nS.— Capitals.
2SS^:ntE:t^t;^^^-^:«^=
n' tr;™Mi:aVitran.e. of pe-sons, p..es. ships. ^
: Konoun >,«ud the interjection O.are wrut.n >n cap.tal
3. The first ^s'ord of every line in poetiy.
6 The appellations of the Deity ; «s. God. Most H.gh. the At
r=:r:r =; ^.-o^^tie.,^^
I. Every substantive and P™«'P«1 ^.f ^"o/^nlS^' De^^
as "Euclid 8 Elements of beomeiry,
^felother words beddesthep-^^^^^^
tal8, when they arc remarkably emphatic, oi F i
of the composition.
T:
>'
th respect to
le all things."
^.■*'.
136 INTEODUOTION TO Alf ALTTICA.L GBAMMAE.
PART rOURTH.— PROSODY.
Lesson 1^.— Prosody,
Prosody consists of two parts ; Elocution
and Versification,
I. ELOCUTION.
Elocution is correct pronunciation, or
the proper management of the voice in
reading or speaking, and comprises Accenty
Quantity, Emphasis, Fause, and Tone.
II. VERSIFICATION.
Versification is the arrangement of a
certain number of long and short syllables
according to certain rules. Composition so
arranged is called Verse or Foetry.
Vkrse is of two kinds ; Rhyme and Blank Verae, Rhyme is a
similarity of sound in the last syllables of two or more lines ar-
ranged in a certain order. Poetry consisting of such Imes is some-
times called Rhyme. Blank versk is poetry without rhyme.
Every verse or line of poetry consists of a certain number of
parts ciled Feet. The arrangement of these feet in a ^^f J^P^jd-
fng to the accent, is called Metre; aM the dividing of a Une into
its°component feet is called Scanning.
All feet used in poetry are reducible to eight kinds ; four of two
syllables, and four of three syllables ; the long syllable being marked
by a straight line (— ) and the short, by a curve, (—) as follows :
DISSYLLABLE.
A Trochee — '— '
An Iambus— —
A Spondee
A Pyrrhic •>^ — '
In English, accented syliables are long, uaaocontad are short.
The Metres in most common use, are the Iambic^ TrochaiOt and
Anapaestic.
TBISSYLLABLE.
A Dactyl — v^ —
An Amphibrach w —
An Anapsets w^ ^-^ —
A Tribrach www
COMPOSITION.
137
ution
n, or
ce in
ccenty
1 of a
lables
Loa so
ijme IS a
I lines ar-
\ is some*
jrme.
amber of
16 accord-
> line into
ur of two
g marked
tollowa :
; BUV7XDI
ihaiCt and
Iambic Metre is adapted to grave and serious subjects; it has
the secind fourth, and other evin syllables, accented or long; and
Se first third and other uneven syllables "P^cc^nte^'J «^°^,.,^/
this verse there are various kinds, some having two feet, some three,
sol frur,so^^^^^^ This la^tiscalled Heroic measure, and is the
same that is used by Milton, Young, Thompson, Pollok, &c.
When the last line of a stanza is extended to six feet, it is called
rEooHAio Metee is quick and lively, and adapted to gay wd
cheerful composition. It comprises verses of one and a half, two
?free,LrTve! and sometimes six feet; sometimes followed by
an additional syllable.
Anaf^stio Metre consists of lines of two three, four Metres or
Anap»8te, with sometimes an additional syllable.
Iiesson QO,-^Composition.
Composition is the putting of words together Jj ««°\^«^^^^^^^^
the Durpose of expressing our ideas m writing, m the best manner
accoSg to the 6ules of Grammar, and the best usages of the
language. ,
Almost all the Exercises in the preceding Grammar, an*! especi-
ally trseuider the Rules of Syntax, have been framed with a
?^eV to exercFse the pupil in the elementary parts of oomposition,
byTeading him to va?y ?iis ideas, and to express he same id^ m
Afferent forms; to detect and correct e«ors which o^en o<50ur m
the construction of sentences; and so to P^^ him on his jn^?^
against similar errors; and also to form correct sentences for him-
aflf according to the particular directions laid down under the
various Ks. In committing his own ideas to writing, m the form
JcSmpStrons, then, all he has to do, is to endeavour to s^ect he
woper words, and to combine these so as to express his meaning
LXtira^rding to the Rules with which he is already supposed
to be familiar. The few following hints may be useful.
GENERAL DIRECTIONS TO YOUNG COMPOSERS.
1. Spell every word correctly. Pay Pfoper attention to the use
of capUals; always using them where they should be, and never
where they should not be. [See Lesson 78J.
2. Carefully avoid all vulgar expressions and cant phrases and
naver use woVds which you do not understand, or wliich do not
8. At the end of the line, never divide a word of one syllable.
t^w^msmk'iit
'm'^rrr
138 INTBODUCTIOH TO AKALTTIOAL GHAMMAB.
at all, but carry it to thfl next line.
4. When yoa have w,U.»jUat T0„ j^^^^^^^^^^^^^^^ --„'»;"
T^Cl^^r.ZT^:^X''L''^P'' your meaning .ore
clearly' and mark the changes proposed.
5. Copy the -jjoleoverinasn^at disUo^t^andpla^^^
X: In'Sfe b::t InCyou can, soVt^any person, as well as
yourself, may easily read and understand It.
dTffiouit affl^t. Tlittle practice will soon make it easy.
EXERCISES IN COMPOSITION.
'"* "Tc^'brr'ThlyXSM'S rrfqVrTS,''^
ruCy^w'h which th^y are not perfectly familiar.
"rTrfoUolingisavery^m^P^^^
pupils may be directed to look at ace. tain p ^^^j^^^.
Uk or !^^F^Ply^,^^^l^^"^r^,nZd:yos, or telling them
Sefsrt'^irtVmrt&^^ffir^^od „iU furnish
» ndle'l variety of easy and useful exercises.
2. From pictures. «.c attention -y^^, 7:^j.r:Uhi^^^^^^^^
The class may now be dire«te« to »uy oDje« j . ^^^
view, which they ^^^^e rehired to decr^^^^^^ f„™itnre-
about, a« befo'e; f°' «='*™Plt!l^m of a ioumal-the principal
the business of f « ^ay 'n 'he fo'" 2J,J2™Lto the nortt-
"TTlher clL of rriL'n^jS^StforT^CvSn^lernt
ntr'l;'^rht:i?^mX"m^^^^^^
"' ^nrn^if IhefarmerTn^different mechanic arts-narratives
T^t ar/entoTSing events that may have occurred. ___
COMPOSITION.
139
Qot be
•egin it
t oare-
, or by
g more
DoanneT
Lsfigure
LDg the
well as
one be-
sk little
; begin-
,o write
class of
Spelling
teacher
ing them
I his seat
with any
I furniBb
1 objects,
thin their
leir ideas
rniture—
principal
J north-
scribe his
{ different
'5! Themes on familiar subjects may next be assigned, such as the
^'^ Potfoiit the evils of the following vices and improprieties, and
„.a^rs?cS\*eLTks respecting theS as Y- ^^f g^tk l^^^^^^^
Sying, Stealing, Swearing, DiBobedience to PareutB^^^^^
inff. Discontentment, Intemperance, III °?*"rf' , Vinm^Lv Ac
In .11 cases with beginners, it is better '» "W«b^hey are®«
tbeii own thought, on f-^«« -^J^^ T,^^^, 'XXTo,
quainted, than to give them ^^Jf ™ *;• ™ ^ knowledge. In the
^hieh they »? »»' ^^jXly ^i^^r.So™X4ts in their
former ca.e, they »'" J* ^^"'^ j^ |'J„ ,„ re«)rt to books, and in-
nfod^rs without perhaps, well understanding them.
should be pohited.out and ^''Pl'-S'f; JS''i^'„'„t to CS^^^^^^
~ffiffi''':S5^%tpietra':Jr?Icn:^1.{:S^ -oe,. iutoa
Having S0"« tV°"fV'r„„''*^h"e«r»d SriUrthe' ios-
[the END.]
be found
OS seasons
le various
narratives
red.
; anything
»1, with its
"^^
trascsKuss:-!
TORONTO :
PRINTED BY LOVELL AND GIBSON,
YONGE STREET.
J
K
%
':i