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Lorsque le document est trop grand pour dtre reproduit en un ssul clich6, 11 est film6 d partir de i'engie sup6rieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images nicessaire. Les diagrammes suivants illustrent la mithode. 1 2 3 1 2 3 4 5 6 i ■ ^■i pf 1 1 f 1j 1 f-l-f ni*.!!!.*!^ 'il: r' ..ft* 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, -"'o" "' "■'- vowels in „„« ,„„„d , „ ^ ^otf'^flU^^J:^X Tet tr l"^ """ !?■?>"" «" ""' «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 blether person or thing, L, J first peraoD L, if' ''* ^'"^ dou^^ without oh. '"*™<''"''>^'>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, 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^ 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, «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 nwrn6ii^^. qufijily. ; G m If! 26 INTEODIJOTION TO ANALYTICAL GEAMMAE. EXERCISES. 1. Point out the »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^»? ^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' % ' 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 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 ; 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 "''''''' ^ °*" "» "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 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 ![^°" ^«^«? -«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, 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;*«^'^; "are person, plural, Uuat Is' ufc^^^^^^^^ P«««ive, third Thftv o,.« 7 J ouuject, ;/i■*%■<' ^ 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, 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, 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, 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, ell, better, best; badly, or til, worse wAfter '' 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 ? 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, _ 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 J- J H 1 1* B 1 IMAGE EVALUATION TEST TARGET (MT-3) 1.0 I.I 2.5 2.2 2.0 1.8 1.25 \U 11= < 6" — ► rtiotograpMc Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. MS80 (716) 872-4503 # i. or J^d^n'metime. cSlIed «o-or^^^ <»''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. 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. »ort.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.^^^^^^^^^^^ . „ . .„*. '■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^ 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, 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<-*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 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,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 <»?™P08itioo 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