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■^4 *

iller & Co's (Etritcatbnal Stxm.

. !

' 'i

ENGLISH GRAMMAR

EXERCISES.

BT
C. P. MASON, B.A,,

FELLOW OP UNIVERSITY COLLEGE, LONDON.

SBCO^D EDITION.

Repnnted from Mason^s Shorter English Grammar. [Public School Edition.)

PRICE, - - - 30 cents.

TOBONTO:
ADAM MILLER & CO., 11 WELLINGTON ST. WEST.

1879.

Entered According to Act of Fftrliunent of Canada, in the Office of the
Minister of Agriculture, by Asak Miluib A Ck)., in the year 1879.

PREFACE.

The present work is a reprint in a separate form of the Exercises
appended to my recently published " Shorter Englisli Grammar."
The references to the paragraphs of that work have been retained
to prevent the cost of preparing new plates, and the exercises
themselves are so arranged that they may be used with any good
text-book of English Grammar, and there are some good works of
that kind which have either a scanty apparatus of exercises or none
at all. Every effort has been made to render these exercises as
serviceable as possible to those who wish to guide their pupils to
a real understanding of the structure of English sentences. The
learner is taken by easy stages from the simplest English work to
the most difficult constructions in the language. Beginning with
the simplest elements of a sentence, he learns step by step the
functions of the various Parts of Speech, and of their forms and
combinations, and acquires by degrees the power of analysing and
parsing the most complicated constructions.

1 1 the use of these exercises I strenuously urge upon teachers
patient and unflinching complmnce with the directions given for
guiding the pupil to a thorough understanding of the functions o '
words and forms. Nothing is riiore useless and even hurtful than
to furnish the learner with any kind of mechanical directions to
enable him to tell the Parts of Speech. If he cannot tell that a
word is a verb, an adverb or a preposition by recognizing its
meaning and function in the sentence, of what possible use can it
be for him to give it a name by the application of some empirical
rule relating to its position, or something of the sort ? When in
this fashion he has managed to say that ''now" is an adverb, or

PREFACE.

"against" a preposition^ he really knows no roore than he did
before. He is simply using words without a perception of their
meaning. Nay, the matter is worse than this, for he is deluded
into the idea that he knows something, while his fancied
knowledge is a mere sham, and this delusion is itself a bar to
his acquisition of the only kind of knowledge which could be of
any use to him. If the pupil is too young to master the proper
explanation readily, wait till he is older ; if he is too dull, take
him patiently over the ground again and again till the difficulties
have vanished. None but learners of abnormal stupidity will
hold out against this kind of treatment, and they had better
devote such intellect as they have to simpler pursuits, 'i'he bane
of far too much of our ordinary school work is the ignorant
impatience of teachers to get their pupils " over the ground," that
is to say, through a certain number of pages of some text-b. ok.
A tolerably long and wide experience justifies me in affirming
most strongly that slow and careful teaching pays best even at
examinations. The specimens of parsing and analysis that I see
yearly in hundreds of instances, show how deplorably time and
(not patience, but) impatience have been wasted in going over
and over again the same profitless round of mechanical and
unintelligent repetition. It is this that renders school "lessons"
wearisome to the teacher, and dreary and repulsive to the pupil.
No matter what the subject may be, learners never find a lesson
dull when they feel that they are really leaniing something.

C. P. MASON.

dukesell,
€hristchuech Road, Streatham Hill,
Januaa-y, 1879.

EXERCISES.

»77

EXERCISES.

I. Common Nouns and Proper Nouns.

Preliminary Lesson. — Definition of a Noun. Distinction between
Common Nouns and Proper Nouns (§§ 31-37).

Exercise 1. Say (or write) ten common nouns which are the
names of each of the following things : —

I. Animals. 2. Trees and flowers. 3. Things that you see in the room.
4. Things to eat, to wear, or to play with. $. Some stuff or material.

Say (or write) ten proper nouns which are names of

I. Boys or girls. 2. Towns. 3. Countries. 4. Rivers or mountains.

2. Towns. 3. Countries.
Dogs or horses. 6. Ships. 7. Houses or parks.

Exercise 2. Write the Common Nouns in the following sentences
in one list, and the Proper Nouns in another : —

John likes school. My brother has a horse called Dobbin. The boys were
reading about the battle of Agincourt. Bellerophon rode a winged horse
called Pegasus. My uncle is the captain of the ' Bellerophon. ' Lie down,
Fido. The traveller ascenc^ 1 Helvellyn. March is a cold month. The
soldiers had a weary march. She brought me a bunch of may. I like May
better than June. King Arthur's sword was called Excalibur. We saw an
eclipse of the sun. The horse that won the race was Eclipse. Petrels and
swallows are birds. That cow has lost a horn. He sailed round Cape Horn
in the 'Petrel.'

"O Solitude! where are thy charms?"
** Hence, loathed Melancholy,

Of Cerberus and blackest midnight bom.

Find out some uncouth cell

Where brooding darkness spreads his jealous wings."

"You may avoid that too with an *if"' \^Shaksp.). *' Tellest thou me of
ifs?" He wants to know the why and the wherefore of everything. (See

§ 349, 5)

II. Singular and Plural.

Prelitninary Lesson. — Definition of Number. Modes of form-
ing the plural (§§ 47, &c.).

178

ENGLISH GRAMMAR.

Exercise 3. A. Write the plural of each of the following nouns :—

Boot. Sheaf. Chimney. Enemy. Valley. Duty. Osprey. Calf. Echo.
Cargo. Negro. Sky.

Convoy. Buoy. Victory.
Ass. Grass. Thrush.

Dray.
Leaf. Stuff. Scarf. Speech.

B. W: ite the singular of each of the following nouns : —

Arches. Trespasses. Mice. Lice. Feet. Halves Staves.
Pies. Lies. Cries. Flies. Bruises.
Bees. Noses. Nooses. Tencc.

Loaf. Wife.

Trees. Kine. Oxen.

Waves.
Children.

III. Capital Letters.

Preliminary Lesson. — Use of capital letters (§ 6, note).

Exercise 4. Copy out the following examples two or three times
and then write them from dictation : —

The mayors of provincial towns. The Lord Mayor. The barristers and
solicitors. The Solicitor-General. A court of justice. The Lord Chief
Justice. I speak of lords and commoners. The Lords and Commons. The
princes and dukes. The Prince of Wales. The Duke of Bedford. The
recorder of these events. The Recorder of Carlisle. The ofTice of sheriff.
Mr. Sheriff Johnson. The house of mourning. The House of Commons. Our
common supplications. The Book of Common Prayer. An object in the
middle distance. A student of the Middle Temple. The first chapter. James
the First. The prescription of the doctor. The life of Dr. Johnson. The
clemency of the conqueror. William the Conqueror. We have a good hope
through grace. The Cape of Good Hope. The evangelist Matthew. St.
John the Evangelist. The death of tliQ emperqr. Q Death, where is thy
sting ?

IV. Verbs, Sentences.

Preliminary Z^j-j-^/z.— Definition of Verb, Subject, Predicate,
Sentence. Use of the Nominative Case. Agreement of the verb
with its subject (§§ 179, &c., 374).

Exercise 5. Point out th^ subject and the verb in each of the
following fcntences, and explain their functions, that is, what they do
in the sentence. Thus, " Boys play." 'Boys' is the subject^ because
it stands for that about which we tell something by means of the verb.
It is in the nominative case. ' Play' is a verb ; it tells us something
about boys.*

Birds fly. John works. Cats scratch. Snow falls. Soldiers fight. Stars
shine. Geese cackle. Horses neigh. Up went the rocket. Down came the
rain. In came William. Thus ends the tale. Then cometh the end. Here
comes papa. Now fades the glimmering landscape on the sight. Deep drank
Lord Marm'on of the wave.

• Not about the subject, because the subject of a sentence is only a word, and the verb
tells^ us some^hin^, not about a word, but about that/or which the word statids. Beware of
confusion about tnis. * ' '

EXERCISES.

»79

Exercise 6. Put some verb or other with each of the following
nouns, so as to make a sentence : —

Grass. John. Trees. Cows. The sun. Stars. The wind. Mary. The
child. Dogs. Lions. Owls. Mice. Boys. The bird. Parsons. The
candle. Horses. Water. Soldiers. Ships. Day. The leaves. Puss.
Rain.

Plav.
Squeak.

The following are verbs of which you can make use : —

Sail. Fight. Swim. Sink. Shine. Dawn. Howl. Shriek.
Squeal. Grow. Fall. Work. Graze. Twinkle. Blow. Run
Roar. Preach. Cry. Sing. Kick. Scratch.

Put a subject of the proper number before each of the following
verbs :—

Shine. Chatter. Pfays. Sing. Sings Howl. Scratches. Run. Flies.
Appear. Arrive. Sinks. Float. Dances. Glitters. Growl. Works.
Pray. Break. Speaks.

V. The Possessive Case.
^reiiminary Lesson. — Formation and use of the Possessive Case
(§i 67, &C.).

Exercise Qb. Draw one line under those nouns in the following
sentences which are in the nominative case plural ; two lines under
those which are in the possessive case singiilar ; and three lines
under those which are in the possessive case plural ; and show in each
instance to what other noun the noun in the possessive case is
attached. This may be done by placing the same numeral over each,

II 22

as " I found Henry's book and William's slate."

John's hands are dirty. Men's lives are short. Hens' eggs are white. The
children's voices are loud. The horses ate the oxen's food. The keeper
caught the vixen's cubs. Goats' milk is wholesome. A cheese was made
from the goat's milk. The bird's leg was broken. The birds have built nests
in the farmer^ bam. The farmers' barns are full of corn. The bnkers' shops
were shut. 'I'he baker's bread was spoils. The masters heard the boys'
lessons. The boys tore the master's book. The boy taxed the masters'
patience. The men heard of their wives' danger. The kittens are in Mary's
lap. The boy pulled the kitten's tail. Peter's wife's mother lay sick of a
fever. John's day's work is nearly finished. Tom's horse's leg was broken
I bought this paper at the stationer's. He lodges at the baker's. We went to
St. Paul's this morning.

VI. Transitive and Intransitive Verbs.
Preliminary Lesson. — Distinction between Transitive Verbs and
Intransitive Verbs. The Object of a Verb. The Objective Case
,'S& T82. 18 A

tSo

ENGLISH GRAMMAR.

Bxerolse 7. In the following r \tences point out which nouns are
subjects of verbs and which are objects of verbs. In each case explain
the use of the Subject, as in Exercise 5, and explain the use of
the Object as follows :— " * John struck the ball.' The word bull is iiC
object of the verb, because it stands for that which is the object of the
action denoted by the verb."

John touched Henry. Cats eat mice. Bakers make bread. A lion de-
Youred a sheep. The boys waste time. The horse kicked the groom. The
groom kicked the horse. The man broke his leg.

Exercise 8. Write out the following sentences, and draw one
line under the transitive verbs, and two lines under the intransitive
verbs : —

Men eat bread. Cats mew. Sheep eat grass. The sheep graze. The
boys learn lessons. The boys play in the yard. The hound chased the hare.
The dog barked. The butcher killed the pig. The pig squealed. The child
screamed. The boy struck his brother.

Exercise 9. In the following examples put in an object where it
is wanted to show what the action denoted by the verb is done to': —

The boy hates. Men pray. The parson preaches. Mary wrote. The dog
howled. The dog bit. The horse carries. The horse neighs. The man
desiras. The girls dance. Birds build. Birds twitter. Mary died. Rain
fell. The lightning struck. Clouds covered. The sun warms. The sun
shines.

Exercise 10. Make a dozen sentences containing a subject, a
transitive verb, and an object, and a dozen containing a subject and
an intransitive verb.

VII. Verbs used transitively, intransitively, and

reflectively.

Preliminary Lesson. — Verbs used (with a difference of meaning)
I. as transitive verbs ; 2. as intransitive verbs ; 3. as reflective
verbs (§ 183).

Exercise 11. Write out the following sentences, and draw one
line under the verbs that are used transitively, two lines under those
that are used intransitively, and three under those that are used
reflectively. A verb should be treated as a transitive verb used reflec-
tively whenever a reflective pronoun can be supplied as an object so
as to make the sense more complete, as " I always wash [myself] with
cold water " ; " The visitors withdrew [themselves] " : —

The travellers started yesterday. The hunter started a hare. The man spoke
French. The man spoke well. The boys play in the garden. The girl plajrs
the piano. The ship sank. The man .sank hi? fortune in the undertaking.

BXERCISKS.

tSx

The jiu',j€ tried the prisoner. The thief tried the loclr. The boy tried hard.
The tu.v.ller returned yesterday. The merchant returned the good*. Tht
old man slipped on the ice. He slipped a shilling into my hand. The
audience hooted the speaker. Owls hoot. He has twisted his ankle. The
snake twists r.nd turns about. The earth turns round. He turned the man
out of the room. He gave up the game. You had better give in. The town
surrendered. The governor surrendered the town. We all rejoiced at his
success. His safe return rejoiced us all. The barber shaved me yesterday.
He has not shaved this morning. I withdrew my claim. The deputation with-
drew. Take this chair. Take yourself off. Get your umbrelh. Get thee
gone. Get up. Get out of my way. He made a noise. He made off as fast
as he could. He cut his finger. He cut away pretty quickly. The singer
delighted the audience. I delight to hear him.

Bxercifle 12. Find a dozen other verbs that niay be used both
iransitively and intransitively, and six that may be used reflectively
without being followed by a reflective pronoun, and make sentences
to illustrate their us»\

VIII. Words \ised both as Nouns and as Verbs.

Preliminary Lesson. — Study the meaning and use of the word
iron, in such sentences as * Iron is heavy ' and * The women iron
the shirts.'

Exercise 13. Take the words in italics in the following sentences,
and say in each case whether the word is a noun (because it is the
name of something), or a verb (because it tells you what some person or
thing does) : —

He took a pinch of snuff, John snuffs the candle. The furrows are not
straight. Gnd furrows the brow. The maid milks the cow. The children
drink milk. Steam comes out of the kettle. The cook steams the meat. The
irons are hot. The laundress irons the shirts. The passengers crowd the
deck. A crowd filled the square. She decks herself v.'ith ornaments. We
squared accounts. He ornaments the table with plate.

Exercise 14. Make seitences in which the following words are
used : — i, as nouns ; 2, as verbs.

Fly. Form. Beat. Work. Name. Whip. ' Pinch. Seat. Dig. Pocket.
Cover. Shoe. Pen. Task. Hook. Eye.

Exercise 15. Find twenty more words which may be used e'ther
as nouns or as verbs.

IX. The Personal iPronouns.

Preliminary Lesson. — Forms and use of the Personal Pronouns,
and of the Demonstrative Pronoun of the Third Person, Personal
inflexions of verbs (§§ 131, &c., 218, 227).

xSa

ENGLISH GRAMMAR.

Exercise 18.* Suppose John is speaking to Thomas, substitute
the proper pronouns for their names in the following sentences, and
the proper names for the pronouns : —

John saw Thomas in the garden. John's father has come home Has
Thomas's brother arrived ? John's pony is la' .e. John has had John's dinner.
John will lend Thomas John's knife. Will Thomas give John Thomas's
stick.

You have hurt me. Did I hurt you ? You have spoilt my book. I saw
your lather yesterday. Thy friends are here. My sister will call upon your
molher. Your brother has sent for me. Did I not tell thee so?

Exercise 17. Substitute pronouns for nouns wherever they are
proper in. the following sentences, and state what nouns the pronouns
stand for : —

Mary has lost Mary's thimble. John's mother has sent John to school,
where John vill learn to read. The dog's master beat the dog with a stick
because the aog bit the master's leg. When the boys have finished the boys'
lessons, the boys will go out to play.

The master praised the boy because he was attentive. The boys have lost
their ball. The horse ran away with his rider. Parents love their children.
When the girl was old enough, her mother sent her to school.

X. Pronouns as Subjects and Objects of Verbs.

Preliminary Lesson. — Inflexions of verbs to mark Person. Con-
cord of Verb and Subject (§§ 218, 227, 374.)

Exercise 18. Point out which pronouns in the following sentences
are subjects of verbs, and which are objects, and explain their use in
the same way as that of the nouns in Exercises 5 and 7.

I admire him because he is brave. They will love you if you are good.
We shall see you to-morrow. You will meet us there. I often see her at
church. They left us yesterday. The boy has hurt her. He has torn her
frock. We took them home. Look at this book, it is John's ; I found it in
the garden. I will arm me. I will lay me down. Get thee gone. I will
bethink me. Bethink you of some expedient. Arm you against your other
foes.

XI. Direct Object and Indirect Object.

Preliminary Lesson. — Difference between the Direct Object and
the Indirect Object of a verb (§§ 74 ; 370, 4).

Exercise 19. Draw one line under those houlj and pronouns in

• These exercises are very like some that have recently appeared elsewhere, and which in
th«ir turn resemble what anpeared previously in the author's ' First Notions of Grammar.'

EXERCISES.

183

the following sentences which are direct objects of verbs, and two lines
under those which are indirect objects : —

John gave Thomas a kick. Will you lend me a shilling? I gave hira a
book. They met us in the street arid gave us some apples. Pass me the salt.
Hand that lady the bread* Hand that lady to her seat. He dealt the cards.
He dealt me a hard blow. Send me a letter. Send me to him. I fetched
him a box on the ears. Mary, fetched the beer. Pour your neighbour out a
glass of beer. The policeman took the man to prison. The Kind woman
took the poor man a loaf. Let every soldier hew him down a bough. He
got him a wife. I will get me a new coat. Shall we go and kill us venison '
We will buy you a watch. We will disguise us. We make us comforts of
our losses. This will last you all the year.

Exercise 20. Find a dozen verbs which may have objects of each
kind, and make sentences to illustrate their use.

XII. Conjugation of Verbs. Tense Forms of the Active

Voice.

Preliminary i>w^//.— Formation of all the tenses in the Indica-
tive Mood of the Active Voice. Parts of which the compound
tenses are made up (§§ 204-209; 257).

Exercise 21. Change the verbs in the following sentences into
each of the other tenses of the Indicative Mood, Active Voice, success-
ively ; naming the tenses as you do sc : —

A. Strong Verbs. He throws a stone. We draw water. You see the
house. He gives me an apple. She strikes her brother. He breaks his word.
He drinks some ale. The soldiers fight bravely. I hold the reins. The sun
shines. The cock crew. He slew his foe. It lay on the ground. We took
good care. We stood in the street. Tliey ate some bread. He seethes
the flesh.

B. Weak Verbs. She spills the water. The dog was barking. We crept
into bed. The man knelt down. He bleeds to death. He tells a lie. They
spent their money. You sold your horse. The servant sweeps the room.
We met our friend at his house. I read many books.

XIII. Tense Forms of the Passive Voice.
Preliminary Lesson. — Formation of the various tenses of the
Indicative Mood of the Passive Voice (§ 187 ; 257).

Exercise 22. Change the verbs in the following sentences Into
each of the other tenses successively of the Indicative Mood in the
Passive Voice ; naming the tenses as you do so : —

A. Si roil i^ Verbs. A stone was thrown. The wine was drunk. W^e siiali
be struck. ' He was slain. The letter will be written. Money has been tp'ren

I $4

ENGLISH GRAMMAR.

out of the till. Goods have been stolen. Kind words are spoken. The
sheep will be shorn.

B. Weak Verbs. The wine was spilt. The sparrow is caught. The house
will be built. The children are scolded by the nurse. The report is spread.
Meat had been sold by the butchers.

XIV4 Mutual Belation of the Active and Passive Voices*

Preliminary Lessoji. — When an action is described by means of
the Passive Voice instead of the Active, the object of the verb
in the Active Voice becomes the subject of the Verb in the
Passive* (§ 186).

Exercise 23. Change all the following sentences so as to use
passive verbs instead of active verbs. Thus for " The dog bit the
cat," put " The cat was bitten by the dog " : for " I am writing a
letter " put " A letter is being written by me " : —

The cat killed the rat. John broke the window. That surprises me. This
will please you. The men are drinking the beer. We have received a letter.
The boys have eaten the cake. They had not counteu the cost. I'he men
will have finished the work before night. The men will be carrying the hay
to-morrow. We were gathering nuts in the wood. The servant had swept
the room.

Exercise 24. Make a dozen sentences containing a transitive
verb in the active voice, and then alter them as in the last exercise.

Exercise 25. Change all the following sentences so as to use active
verbs instead of passive verbs in the same tense : —

The sparrow was caught by the boy. We were overtaken by a storm. A
new house will be built by my brother. The children had been scolded by the
nurse. The wine had been drunk by the butler. The door was opened by
me. Too much was expected by them. The letter was written by us. Mice
are caught by cats.

Exercise 26. Make a dozen sentences containing a transitive verb
in the passive voice, and then alter them as in the last exercise.

Exercise 27. Write out the following sentences, and draw one
line under those verbs which are in the active voice, and two lines
under those which are in the passive voice (§§ 187, 205) : —

Arrows are shot by the archers. The archers are shooting arrows. He is

• Bjware of the mistake of saying that the subject of the verb in the Active Voice becomes
the object of the Verb iit the Passive Vulce. A verb in the Passive Voicfi has no direct object.
It does not cease, however, to be a Transitive Verb. All ordinary passive verbs are transi-
tive. The object of an action need not be expressed by \}m grammatical object of a verb.

EXERCISES.

185

running. He is gone. He is spending all the money. The men are come.
The town was taken by assault. The troops were being led across the nver.
The officer was leading the troops across the river.

I shall be blamed for this. I shall be travelling all night. We were travel-
ling all day. The wine was being drunk. The men are drmkmg beer. Ihe
gardener has been mowing the lawn. The money will have been spent m
vain. We are losing time. Time is being wasted.

XV. Gender of Noiuis.

rreh'mmary Lesson.- Signific'dtion and formation of Genders
(§§39-46).
Exercise 28. State the gender of each of the following nouns :—
Cow, horse, dog, man, girl, ship, house, Robert, Jane, London, Thames,
goose, hen, cock, bird, sheep, pig, boar, fox, uncle, nephew, John, vixen,
lass, ox, form, desk, tree, servant, footman, maid, boy, nursemaid, baby,
slate, gander, elephant, tiger, lioness, Maria, France, Naooleon, cart, mtant,
brother, lady, pen, lord, king, sovereign, queen ruler judge, author cousin,
sister, mother, aunt, box, speaker, William. The Victory. The Agamem-
non. The Maria.

Exercise 29. Give the feminine nounS that correspond to the
masculine nouns, and the mascuUnc nouns that correspond to the
feminine nouns in the following list : — ^

Nun Daughter. Ram. Earl. ' Duchess. Doe. Boar. Bachelor. Girl.
Sister. ' Drake. Bull. Hind. Aunt. WitcTi. Nephew. Lady. Sir. Buck.
Hart. Empress. Votstry. Mistress. Lass. Actor. Governess. Giant.
Author. Caterer. Mirrderess.

Exercise 30. Write down i. Ten masculine common nouns. 2.
Ten masculine proper nouns. 3. Ten feminine common nouns. 4.
Ten feminine proper nouns. 5. Ten neuter common nouns. 6. Ten
neuter proper nouns. 7. Ten nouns of ambiguous or common gender.

XVI. Parsing.

Preliminary Lesson. — To parse a word you must state i. to what
part of speech, and to what subdivision of that part of speech it
belongs ; 2. what the function of the word is, that is, the kind of
work that it does in the sentence ; 3. the accidence of the word ;
4. the construction of the word in the sentence.

Examples of Farsing.

c»^////«/r ''

fOnr^^C' uriftncr rtuo jt/ttr

John's is a Proper Noun of the Masculine Gender [because it

1 86 ENGLISH GRAMMAR.

is the name of a male person and is that person's own name*].
It is in the Singular Number, and in the Possessive Case
depending on (or in the attributive relation to) the noun
'brother' [because it denotes that 'John' possesses some-
thing, namely * brother'].

Brother is a Common Noun o?the Masculine Gender [because
it denotes a male person, and may denote any other of the
same class]. It is in the Singular Number, and is in the Nomi-
native Case because it is the subject of the verb ' has found'
[that is, because it stands for the person about whom the verb
tells something].

Has found is a Transitive Verb of the Strong Conjugation —
(find, found, found). [It is a verb because it tells us some-
thing about John's brother, and it is transitive because it
denotes an action which is done to some object.] It is in the
Active Voice, Indicative Mood, Present Perfect Tense, and is
in the Singular Number and the Third Person to agree with
its subject * brother.' It has * shilling ' for its object.

Shilling is a Common Noun of the Neuter Gender [because it
is the name of something which is not a hving being, and may
be used for any other thing of the same class]. It is in the
Singular N umber, and is in the Objective Case because it is the
object of the transitive verb ' has found ' [that is, because it
stands for that to which the action denoted by the verb is
directed].

*//t' will please w^."

He is a Demonstrative Pronoun of the Third Person and Mas-
culine Gender [because it stands for a male person who is
neither the speaker nor the person spoken to] in the Singular
^ . umber and in the Nominative Case because it is the subject of
the verb * will please' [that is, because it stands for the person
about whom the verb tells something].

*Will please ' is a transitive verb [because it denotes an action
which is directed to an object], of the Weak Conjugation
(please, pleased, pleased). It is in the Active Voice, Indicative
Mood, Future Indefinite Tense, and is in the Singular Number
and the Third Person to agree with its subject ' he.'

Me is a Personal Pronoun of the First Person and of Comment
Gender. [It stands for the speaker without naming him, or
her]. It is in the Singular Number, and in the Objective
Case because it is the object of the transitive active verb
* will please.'

• When pupils have grained some readiness in parsing, and when parsing is written, such
explrtnations as those in brackets may be omitted ; but in oral workj and for beginners they
are of the utmost importance.

t Substitute Masculine or FttHtnirtf, if the context shows whether the speaker is a male or
n female person.

■

Iv
a
h
n
T
n
c
tl
I

EXERCISES.

187

;
^

" / shall be seen."

* I ' is a Personal Pronoun of the First Person of common* (or
ambiguous) gender. 1 1 is in the Singular Number, and is m the
Nominative Case because it is the subject of the verb shall
be seen ' [that is, stands for the person about whom somethmg
is said by means of the verb].

« Shall be seen Ms a Transitive Verb [because it denotes an
action that is directed to an object], in the Passive Voice,
Indicative Mood, Future Indefinite Tense, and in the Singular
Number and First Person to agree with its subject * I.'

" Lend me a shilling^

'Lend' is a Transitive Verb [because it denotes an action
which is done to something], in the Active Voice, Imperative
Mood, Plural Numbert and Second Person, to agree with its
subject ' you ' understood.
* Me ' is in the Objective Case, because it is the Indirect Object
of the verb ' Lend ' {See Section xi).

Exercise 31. Parse all the verbs, nouns, and pronouns in the
following sentences, except those in italics :—

The hunters caught a hare. The hunters were chasing hares. The hare
was being chased. The house was pulled down. The masons are building a
house. Many new houses have been built. He was running away. Ihey
called her back. She gave met "a shilling. I lent the man^ a pound. We
have heard the news. You have lost the sight. John's sister has told me; the
news. We saw Henry's cousin yesterday. Mary's frock was torn by the dog.
The girl's frock will be mended. You will be overtaken by \h^ st»rm. 1 he
men will soon have finished the work. She had been bitten by the dog. Ihe
cat has scratched her. Henry's father will give hert a new book. Hand me;
the bread. Read the letter. Tell me % the news. Go thou and do likewise.
Hear ye, Israel. § Get thee behind me. John,§ hand mej the bread.

Exercise 32. Parse the nouns, pronouns, and verbs in Exercises
19, 20, and 22.

XVII. Adjectives of Quality.

Preliminary Zm^«.— Nature and use|l of a Qualitative Adjec -

* ^Yo^^\^t\i'^y%^ grammatical plural, even when it "-efer? to p««? person. Of course if
the singular 'Thou' is exijressed or understood, the verb is singular; but the subject
which is usually understood is the plural ' you.' ' :^j;^,rt ohieci

X In parsing this word state that it is in the objective case, because it is the indirect object

of the verb (See Section xi , Ex. 19.)

1 88

ENGLISH GRAMMAR.

tive (or Adjective of Quality) ; Attributive and predicative use of
Adjectives (§§ 80-84; 90).

Exercise 33. " The girls wore smart bonnets!^ * Smart ' is an
Adjective of Quality. It shows of what sort the * bonnets ' are. It is
joined attributively to the noun * bonnets.'

" The girls bonnets are smart." Here * smart' is an Adjective of
Quality joined predicatively to the noun ' bonnets.'

Pick out the Adjectives of Quality in the following sentences, and treat each
of them in the same way as * smart ' in the above examples : —

He rides a black horse. The bird has white feathers. The bird's feathers
are white. Idle boys hate lessons. Ripe fruit is wholesome, Tom's horse is
brown. Rude boys are disagreeable. Dogs are faithful. Dogs are faithful
animals. Thin ice is dangerous. The poor little bird is dead. Sinful
pleasures are often alluring. The girls are ready. He is a ready speaker.
The naughty children ate some apples. He is a vulgar little boy. The
girl has large black eyes. The cat caught a great black rat. He rode a
strong, bony, black horse. He wore a great, heavy, woollen cloak.

XVIII. Adjectives of Quantity.

Preliminary Lesson. — Nature and use of Adjectives of Quantity,
or Quantitative Adjectives (§§ 91-94)-

Examples. " John bought twelve pears." * Twelve ' is an Adjective
of Quantity. It tells us how many pears we are speaking about.

" / will i^iveyou sofue money." * Some ' is an Adjective of Quantity.
It tells us (indefinitely) how much money we are speaking about.

Exercise 34. Write out the following sentences, and draw one line
under the Adjectives of Quality, and two lines under the Adjectives of
Quantity, and treat each of the latter in the same way as ' twelve ' and
* some ' in the above sentences.

The naughty, greedy little boy ate twenty pears. The poor woman has
many troubles. Great* riches bring much care. I have little f hope of
success. My little brother is ill. Many men possess great riches. Hold out
both hands. We waited several hours in the cold room. I have no money.
Much money brings much care. We travelled all night. Many men love
vicious pleasures. Have you any money ? Will you have some bread ? Few
men can resist strong temptation.

XIX. Demonstrative Adjectives or Adjectives of Relation.

Preliminary Lesson. — Nature and use of Demonstrative Adjec-
tives. Different sorts of Demonstrative Adjectives (§ 95).

• Mind that * f^ai' and ^ smalV are Adjectives of Quality. They do not tell \xs,hov>
much of a thing we are speaking about, but they describe its size.

t '^ Little' is used for Doth purposes, and is therefore sometimes an Adjective of Quality,
and sometimes an Adjeitive of Quantity.

EXERCISES.

189

" Give me that book^^

* That * is a Demonstrative Adjective, or Adjective of Relation.
It points out a certain book without describing it. It qualifies
the noun * book.'

" He lent me his knife.^^

*Hi8* is a Possessive Pronominal Adjective or Possessive
Adjective Pronoun. It points out a certain knife, without
reference to quality or quantity. It qualifies (or is joined
attributively to) the noun ' knife.'

Exercise 35. Write out the following sentences, and draw one line
under the Adjectives of Quality, two lines under the Adjectives of
Quantity, and three hnes under the Adjectives of Relation (or Demon-
strative Adjectives), bearing in mind that several adjectives belong
(with a slight difference of meaning) sometimes to one class, sometimes
to another. (See §§ 92, 166, 169.) Look carefully at the definitions.
Indicate what noun each adjective belon^^s to, or qualifies, by putting
the same numeral over both the adjective and the noun, thus : —

I 23123 4 \.

*' We heard of the poor old man's sudden death."

Give me that large book. Ring the bell. Bring me my new boots. This
boy is idle. These sheep are fat. Look at the second line in this page. She
will have the last word. We walk every other day. You will know better
one day. No other course is possible. Any man could tell you that. Some
people like this loud music. Each child received a penny. Every device has
been tried. Either alternative is disagreeable. My apple is ripe. His first
attempt was a failure. She is my first cousin. She was my first lore. He
has but little discretion. He has a large head and little eyes. A little leaven
leaveneth the whole lump. A little child might lead him. An enemy hath
done this. That last song was capital. Neither version of the story is correct.
Those little boys are my cousins. Some * thief has stolen my watch. We had
some t beef for dinner. Any* fool might see that. Have you any + money?
I have not the least appetite. He spent half a day with me. John is his
half brother. Second thoughts are best. We arrived on the second day. I
went to see him one day lately. I have but one brother. There was no other
way left. Which Ij: wine do you prefer? What J news have you heard?
What X nonsense he talks !

XX. Comparison of Adjectives.
Preliminary Lesson. — Study §§ 1 05-1 16.

• Here this word is a detnoHstrativt pronominal adjertive (or indefinite adjective pro-
noun).

f H^re tHis word relates to QHciHtit^^

\ Mind tiiat Interrogative Pronominal Adjectives (or Interrogative Adjective Pronouns)
belong to the class of Adjectives of Relation (or Demonstrative Adjectives)

t90

KNGLISH GRAMMAR.

Exercise 86. Write down the comparative and superlative degrees
of the following adjectives, or their substitutes :—

Large, great, high, fierce, lovely, full, tame, rich, happy, handsome, com-
men, merry, near, gay. cold, holy, healthy, bright, big, red. rich, monstrous,
winsome, sad, mad, beautiful, fresh, dull, hearty, quarrelsome, blithe, splendid,
clever, idle, gentle.

Write down all three degrees of the following adjectives :—

Prettier, rudest, sweetest, justest. gentler, finest, steeper, tenderer, worst,
slenderest, duUer, gentlest, wittier, slower, tidiest, wealthier, handsomest,
tprightlier, mightiest, nastiest, rudest, brightest, crudest, better, more, last.

XXI. Parsing of Adjectives.

Preliminary Zesson.—To parse an adjective state what sort of
adjective it is, in what degree of comparison it is, and to what
noun it is attached either attributively or predicatively (§§ 89, &c.,
84). Lastly, state its three degrees of comparison.

Bzamples. " His numerous virtues won much esteem*

His :— A Demonstrative (or Pronominal) Adjective. {It points

out certain virtues, but does not describe or enumerate them.]

It is joined* attributively to {or qualifies) the noun ' virtues.'
Numerous :— An Adjective of Quality in the Positive Degree.

[It describes the virtues spoken of.] It is attached attributively

to {or qualifies) the noun * virtues.'
Much:— An Adjective of Quantity. [It denotes how much

esteem is spoken of.] It is in the Positive Degree, and is

attached attributively to the noun 'virtues.' (Much, more,

most.)

" These men are richer than those.^^

These:— A Demonstrative Adjective in the Plural Number,

joined attributively to the noun ' men.' [' These 'points to the

men, but does not describe or enumerate them.]
Richer :— An Adjective of Quality [it describes certain men], in

the Comparative Degree, joined predicatively to the noun

' men.' (Rich, richer, richest.)
Those:— A Demonstrative Adjective in the Plural Number,

qualifying the noun men understood (see § 96).

• Au adjective is often said to ' qualify ' a noun. This expression is legitimate only if the
phrase ' to qualify a noun' means 'to denote some quality of that for which the noun standi,
or ' to limit the application of a noun,' it does not in the least alter xhQ meaning of the noun,

/0-- » o- \ A .__ 11.. ..-'"1 '* crpoolri cfrnnorlv of the hliindpr of savine that ' an adiectwe

describes the quality of a noun.' If the term is uwd, therefore, thus mistake must be carefully
guarded against.

EXERCISES.

191

< Which hand will you have f "

Which :-A Demonstrative Adjective or Interrogative Adjective
Pronoun. [ 1 1 points interrogatively to a certain hand, but does
not describe it, or refer to its quantity.] It is joined attribu-
tively to the noun ' hand.'

Exercise 37. Parse all the adjectives (including the articles) in
the following sentences. Those in italics qualify a noun which is
understood. Supply the noun when necessary. Attend carefully to
those examples where there is a noun in the possessive case, and see
which nouns the adjectives qualify (§§ 96, 97).

A The wisest men are sometimes mistaken. A dense cloud hid the sun.
Give me some more meat. Will that little boy have any more fruit ? Give me
the other volume. He has gained many more prizes than his elder brother.
My youngest brother has gained the second prize m his class. Every one
was quiet: Each boy shall have a great piece of cake. That little girl has
no milk. My younger sister is ill. Your elder brother lost some money
yesterday. Ripe apples are nicer than sour* ones. That is the least atone-
ment he can make. Few and brief were the prayers we said. Few men are
his superiors. His few remaining acres were sold. Some persons are too
hasty. You will know some day or other. Some careless person has upset
the ink. These are my children. Give me the other hand. Here are two
books, tvhich will you have? That is the ripest pear. Whtch of these books
is yours ? Where are the others ? + John is the cleverest % m the c ass. She
is the prettiest of all my cousins. I went to see him one day lately. Have
you any other sisters? Of these'wines I prefer the r.^ to the w^^/^. The poor
suffer more than the rich. Will you have hot or cold milk ? Which boy is
the cleverest ? Here is bread, will you have some ? No, I will not have any.

B. He keeps a large boys' school. The little girls' frocks were torn.
eirls' schools are well managed. The girls' lessons are too long. He is
a ladies' man. He took a three days' journey. I have done a good
work. I have had a whole day's anxiety. He teaches at the large
school The elder boys' behaviour was excellent. She wore a large
hat on her head. The large Unen-draper's shop at the corner is on fire,
tall corporal's hat was knocked off. He fitted a Chubb's patent lock
desk. He cropped the black horse's taiL He bought the handsomest
dress in the shop.

The

quite
day's
boys'
man's
The
to his
lady's

Exercise 38. When this and that are not attached to a noun
expressed or understood, they must be parsed as Demonstrative
Pronouns (not as Demonstrative Adjectives)^ of the Neuter Gender,
and in the Nominative or Objective case (§ I4S)«

• An adjective may be attached to a pronoun as well as to a noun. ' One ' is an Indefinit*

Substantive Pronoun. _ ..... ^-^ j ». ^v j„.«<««.

\ ' Others ' (in tlie plural) is a Substantive Pronoun, which is herequulified by the demon-

strsitivc sidicctivc * the*

1 An article always belongs to some noun expressed or understood. When no noun can

be tonvcnieiUly sup" t wiin snq aujcunvc, luc aujcC-.ir,; iv:^^.. ...-^. — --o

substantive (§ 98}.

19^

ENGLISH GRAMMAR.

ir '■

Parse the words in italics in the following sentences :—

TAis quite altered our plans. TAai was a great disappointment to us. How
dare you tell me iAaif I cannot undertake Mw. I can never believe iAaf.
This is the very coinaf e of your brain. He does not frighten me by that. I
shall be content with / lat.

Exercise 89. The demonstratives * this,' * that,' and ' it ' may
stand, I. for a noun ; 2. for an infinitive mood or gerund with its
adjuncts ; 3. for the act or fact stated in a sentence ; 4. for the gerund
or infinitive that denotes such an act or fact in an abstract form. ' It '
often stands for an infinitive mood, a gerund, or a sentence that is
going to be used. ' This ' and * that ' are sometimes employed in a
similar manner.

State clearly what the words in italics stand for in the following
sentences : —

There is a pen, give it to me. I hoped to get here before noon, but I could
not manage it. Our duty is to obey the dictates of conscience, however
difficult it may be. To comply vi'ith your request is difficult, if it be not
absolutely impossible. He said that the matter was self-evident, but I could
not see it. We all knew that the attempt was hopeless, but he would not
believe it. I will help you if // is possible. I will call upon you to-morrow
if it is convenient. // would have been better for him if he had never known
that man. // grieved him to lose so much money. It is impossible to tell
what the result will be. // is of no use trying to help him. I think it best to
hold my tongue about the matter. // vexes me that he should act in this way.
It is very likely that he will come to-morrow. I think it very strange that he
did not tell me. If you do not give up these bad habits, you will suffer for it.
He thought of enlisting as a soldier, but this I would not allow. He asked me
to surrender my claim, but I would not consent to that. Read these letters to
your father ; that will amuse him. His father threatened to disinherit him, and
that brought him to his senses.

XXII. Abstract Nouns.

Preliminary Lesson. — Nature and formation of Abstract Nouns
(§§32, 33» 314, 329)-

Exercise 40. Give the abstract nouns which correspond to the
following adjectives : —

Pure, simple, good, bad, worthy, splendid, just, meek, temperate, large, wide,
broad, slow, quick, red, blue, sour, sharp, sweet, distant, near, soft, able,
innocent, durable, brilliant, merry, brief, white, long, able, humble, popular,
obstinate, wicked, pious, poor, sad, infirm, jovial, silent, wise, prudent, abun-
dant, useful, jealous, monstrous, dead.

B. Give the abstract nouns derived from the following nouns : —
Friend, son, father, man, child, king, martyr^ priest, widow, relation, infant,
sovereign, regent, leader, magistrate, mayor, sheriff^ captam. colonel.

EXERCISES.

193

the

C. Give the Adjectives from which the following Abstract Nouns
are derived : — «

Nobility, stupidity, fickleness, suppleness, height, depth, acidity, dependence,
sleepiness, greenness, rigidity, ductdity, sonority, infirmity, patience, prosperity,
wisdom, elegance, strength, valour, magnanimity, elevation, candour, dura-
bility insipidity, heroism, grandeur, width, breadth, senility, health, youth,
dearth, ponderosity, legibility.

D. Form Abstract Nouns (not ending in 4ng) corresponding to the
following verbs : —

Offend ; condescend , derange ; arrange ; complete ; protect ; suspend ;
deride ; conceal ; steal ; deceive ; invent ; invert ; destroy ; multiply ; crown ;
weigh ; hate ; justify ; move ; sing ; abstract ; advance ; measure ; erase ;
proceed ; depress ; interrogate ; deviate 5 degrade ; displace .; debase ; con»
tract ; dissect ; convene ; exact ; please ; fix ; absolve ; treat ; dtpart j seize i
thieve ; steal.

E. Give the adjectives or nouns from which the following abstract
nouns are formed : —

Fickleness ; suppleness ; height ; depth ; acidity ; patience ; dependerice ;
impertinence ; elegance ; uprightness ; strength ; weakness ; mortality ;
durability ; grandeur ; width ; death ; wisdom ; infirmity ; amplitude ; con-
venience; piety; humility; brevity; rascality; mayoralty; shrievalty;
boredom ; girlhood.

F. Give the verbs from which the following Abstract Nouns are
derived : —

Intrusion ; reflection ; estrangement ; seclusion ; injection ; thought ; flight ;
thrift ; growth ; tilth ; decision ; coercion ; defence ; conception ; adaptation ;
derision ; judgment ; addition ; composition ; declension ; pressure ; action ;
suction J laughter.

Exercise 41. Write out the following sentences, and draw one
line under the nouns used in their abstract sense, and two lines under
those used in their concrete sense, and explain the difference of mean-
ing in each case : —

I admire nobility of character. He aspired to enter the ranks of the
nobility. The sculptures over the porch are very fine.. Sculpture is one of
the fine arts. He has the gift of poetry. Some poetry is hardly worth
reading. That is the nature of the animal. The vast field of nature is open
to our gaze. Can you tell me the age of that child ? This has been the case
in all ages. The steeple is of immense height. We soon reached the summit
of the height. He made a solitude and called it peace. Nothing relieved
the solitude of his existence. Painting was his chief pursuit. I bought a
splendid painting yesterday. These alms-houoes are tus rsiUgs Ox Oi--i "gs and
poverty

194

ENGLISH GRAMMAR.

XXIII. Adverbs.

Preliminary Lesson. - Nature and use of Adverbs. Adverbs of
Manner answer the question ' How ? ' Adverbs of Degree show
* to what degree or extent ' the meaning of a verb, adjective, or
other adverb is to be taken. Adverbs of Time answer the
questions 'When?' 'How long?' 'How often?' Adverbs of
Place answer the questions ' Where ? ' ' Whence ? ' ' Whither ?

Adverbs are usually said to modify* the verb, adjective, or
adverb to which they are attached (§§ 259-265).

Examples.

« dhe mountain rises abruptly from the plain."

Abruptly is a word that shows how the mountam risM (or
answers the question ' How does the mountain rise ? )
fore it is an Adverb of Manner, modifying the verb

** That is too bad:' ^

Too is a word which shows to what degree * that
or answers the question 'how bad?' Therefore
Adverb of Degree, modifying the adjective ' bad.

*♦ He came yesterday."

Yesterday is a word that shows when he came (or answers
the question ' When did he come ? '). Therefore it is an
Adverb of Time, modifying the verb ' came.'

•* We seldom see him."

Seldom answers the question ^ How often do we see him?*
Therefore it is an Adverb of Time modifying the verb * see.'

" My uncle lives there,"

There shows the place where my uncl'^ li^eR ' or answ?rr the

There-

rises.

is bad;
it is an

question ' Where does my uncle live
Place, modifying the verb ' lives.'

Lt s an Adverb of

Exercise 42. Deal as in the above examples with each of the
Adverbs in the following sentences :—

I s^i^r him yesterday. John often writes to us. We went thither. They
soon retuv t d. Mary plays beautifully. We lay down to sleep. Now attend
to me. M/ friends live yonder. He went away. They rode along together.
The troops fought splendidly. She is upstairs. The children played indoors.
I will go thither directly. He went straightway. He always contradicts me.

• To • modify ' a verb is to state some modt or condition, in or under which the action
danoted by the verb is performed.

ZXERCISES.

I9S

He walked backwards. Stand .o. I placed my »^f* ^"^.J^'J 'PiJ'*^,,*^
rapidly. He is very leatiictl. I am almost penmlesfc The bird is quite
dead. I am much oUiged to you. He was an extremely wicked man. I am
very much obliged to you. We have tjot thus far on our journey. Oh I I am
10 Url^d Do nol tell so many stories. He is far too extravagant. I am very
much surprised. They very'soon returned. The project was monstrously
foolish.

Exercise 43. Make half a dozen sentences to illustrate the use of
each sort of adverb contained in the preceding examples.

Bxerciee 44. State the Degree of Comparison of each of the
adverbs in italics in the following sentences, and pomt out what verb,
adjective, or adverb it modifies (^§ 274-276).

John reads well, but Thomas reads better. He is';«(7j^ careful in ^s conduct
Ili acted ;//(>r. prudently than his friend. He walked /ar//4.r than I did. He
worksllv/^ tlL ever.' They get up very early. I get ^^ ^1^^-:^^^^^^^
You write worse than your brother. He often comes here. He C'^Jje* J;^^^
than ever. He is les restless to-day. He is more composed. He was the
Zl alarmed of all. He is most attentive to his work Mj^'^^^- ^j;;-
last. I would rflM^-z-not go. I would sooner die. The children were here
soonest. That poor man is the worst hurt.

Exercise 45. Make ten sentences containing adverbs in the com-
parative degree, and ten containing adverbs in the superlative degree.

Paraine of Adverbs. * To parse an Adverb state to which class
of!d%'e"bs^t1efonrwhatitsd?g^^^ of comparison i^^^^^^^^^
comparison), giving the three degrees, and what verb, adjective, or
adverb it modifies.

Exercise 48. Parse the Adverbs in Exercises 42 and 44.

XXIV. Nouhb used Adverbially.

Preliminary Lesson.-k noun in the objective case with an
adjective or some equivalent phrase, or even standing by itself
oflen does duty for an adverb. The noun should be parsed
as being in the Adverbial Objective, modifymg (either singly, or
when taken with its adjective) some verb or adjective (§§ 37o, 3 i
267).
Exercise 47. Parse the nouns in italics in the following sentences :-
He travelled all night. Many a time have I played ^i* to. I^hav^^ ^^Z

Tliee He comes buliieniig me aay unci "»>• -^-'^ " " , ".r"„ t ._ t
\my: tSs is many degrees better than that. He is a year older than I a». I

196

ENGLISH GRAMMAR.

could not come a day sooner. The town is ten miles distant. We travelled
day and night. He came forth bound hand and foot. He arrived post-
haste,

XXV. Adjectives used Adverbially, and Adverbs reduced

to the form of Adjectives.

Preliminary Lesson. — Many adjectives, especially those of
Quantity, are used as substantives, it being impossible to supply
any particular noun with them. These (like nouns) are often
used with an adverbial force. They once had the dative inflexion.
It is better now to par§e them as simple adverbs. When they are
used ar subjects or objects of verbs, or after prepositions, they
should be parsed as substantival adjectives, or (more simply) as
substantives.

On the other hand, many adverbs which once ended in -e have
lost that inflexion, and become identical in form with adjectives.

" Much has been revealed^ but more remains behind.^^ Here * much '
and ^ more' are substantives, the subjects of the verbs that follow
them.

'''■ I do not much admire him.'' ^^ He is not much happier." Here
' much ' is an adverb, modifying (i) a verb, (2) an adjective.

'■''He is no better." Here ' no' \s an adverb modifying the adverb
' better.'

"//6' has not much money; his brother has more." Here ^much ' is
an adjective qualifying ' money,' and ' more ' is an adjective qualifying
* money ' understood.

Exercise 48. Parse the words in italics in the following sen-
ences, carefully distinguishing the adjectives proper^ the substantival
adjectives^ and the adverbs : —

1 have enough, I gave him all I had. In general I approve of his pro-
ceedings. Much depends upon his answer. He knows more than he tells.
Here is some wine, will you have a little ? He told me less than his brother.
Do not let us hear more of that. You know most about it. The long and
the short of it is, that I had my jjains for nothing. I will follow you through
thiik and thin. He is my best friend I did my best. He is the best dressed
man in the room. He slept all niglit. He has lost a//, y^// bloodless lay the
untrodden snow. That is fl// nonsense. He is a// powerful here. We have /««^A
tause for thankfulness. He is much worse to-day. Much remains to be done.
I am much happier. He has more ability than hi*i brother. He is more con-

Icilicu. i wuni in.di /«<,• /•,-rf/c. iic 13

rtO W!

tnan uciore.

Iia\

Vc HQ IHiC

• 'No,' as an adverb, may be taken as the simple adverb 'na' ■= never (A.S.).

EXERCISES.

197

con-

He shows but me gratitude. We expect not a lUtU from him. He is but
little better. That is a most lovely prospect. Nobody ,^/f^ was there. I
have not meat enough.\ I have enough and to spare.

He is /«j restless than he was yesterday. He ran all round the park.
You know best. Do your best. The future is hidden from our gaze. In
>/«;v times he will be famous. That decision was n^^/^/. ^^ ^^.*^f^^^
through the helmet. Hear the right, O Lord. We have a choice between
p-W and ill. Ill weeds thrive apace. The house is '^'/uilt he

farth turns round. He wears a round hat. Such a round of pleasures
Bwearisome. That is a pretty picture He \s pretty .nr. of the prize
He was a very thunderbolt of war. You are very kind. That is the
very least you can do. Do not take more trouble. He is more to U^mcih^nl
am You are t'^-v /««^/4 in fault. 1 cannot say z^^?;-^. I ask for_Ba^^^^> and
I will lake no less^ I will take one^^er. iglass He bou.^ht two ^.r. loaves
Will you lake some [j more wine. I fi\ not take any- more Take «^ more^
trouble., He has no more ** sense than a goose. I heard a I I heard a// the
speech. The orn was scattered ^over the yard. He sailed all round the
world. .^';/^«^-/^ has been done. Tliey have money .«^«^-A. ^^^\^'^'V^''^\
brother. He swore //>&^ a trooper. I ne'er shall look upon his M^ again, i
am your equal. We' were just starting. He was discoursmg about the t^e
and the just. There is but a step from the subhme to the ridiculous. We
are «^flr neighbours. Come «/?ar the fire. w^ «roc

I will accept nothing less.XX We heard nothing more of him. He was
more friphtened than hurt. Whoever is most diligent wdl meet with most
success He is not any more diligent than ^e was before. He is no wiser than
I He v.no more contented than he used to be. I cannot write a;/j/ ^./^.r.
He is a better v^nier than I am. I have heard a little about that affair, let me
heL ...«. more. You must take me for better or worse. Ihe ^forev^ri^'^^y^^
not wherefore they were come together. The more the merrier (§ 265, 5). She
•s 7;^;/ tall. The cry did knock against my very heart. I did my best. He is
A\r best friend. I love John best.

XXVI. Prepositions.

Preliminary i>w^«.— Nature and use of Prepositions. Rela-
tions which they indi cate. Words which they join (§§ 277, 278).

\ : ' Sugh ■ 'rbrstTaSl'an adverb, meaning. • in sufficient abundance/ except when it

" t • No • 1;' h're an adverb modifying ' more.' An adjective used as a substantive may still

^^"S5: ■ is'here'araJverb. modifying the verb ' will .ake.' The sense is :-' I will t..ke /«
^iw,lroneKl,ls/ (Compare the German noch and the French .«c^r^. ) A httk reflection
wir-^ho7haf-m^^^^ have no meaning as a quantitative adjective when joined to ^

SgnU noun like ' glass. The construction of this sentence is our guide to that of the four
next.
; itr^: -r t;::;^!":!^/^!- what you have takem. ' Mbre ' does not measure the

^''t^Xr' mC^ doe'mSr.re the whole quantity of sense.' and therefore is a quantita-
tiveaJjective attached t^ 'n^'never') is an adverb modifying

' T/ When ' like ' denotes /^r.^«^/.resemblance, it is an adjective. When it denotes that one
<K-,»>« resembles another, It IS ail adverb. . , »• i „„.i,;„,r »' nothmtr inferior in

tt This word is an adjective qualifying the substantive nothin?. nothing mlenor m
amount." The next example is different ;' more ' is equivalent to furtnet

198

ENGLISH GRAMMAR.

Examples.

A. " I see a mouse on the floor. ^ * On * is a preposition governing the
noun * floor ' in the objective case, and joining it to the noun * mouse.'
It shows the relation of one thing (mouse) to another (floor).

B. " He leaped over the wall" * Over * is a preposition governing
the noun 'wall' in the objective case, and joining it to the verb
* leap"i.' It shows the relation of an act (leaping) to a thing (wall).

C. "//i? is afraid of <:ie.''^ * Of* is a preposition governing the pro-
noun ' me ' in the objective case, and joining it to the adjective ' afraid.'
It shows the relation of an attribute (afraid) to 2i person (me).

Exercise 49. Parse the prepositions in the following sentences in
the same way as in the above examples : —

Pick up the books on the floor. I saw Jane in the kitchen. My father lives
in London. People in trouble often go to him. He works at the factory. I
am fond of music, The tub is full of water. I am anxious about his safety.
A blow on the head knocked him down. We saw the men in armour. Grief
at the loss of his money turred him crazy. The love of money is the root of
all evil. Dick rode to York. Do not sit on the table. Do not touch the
books on the table. I am weary of work, He spoke of me. He spoke to
me at the close of the meeting. We arrived the day before yesterday. We
shall start the day after to-morrow. He shrank from the danger. I have in
my hand a letter from my father.

Exercise 50. Make ten sentences in which a preposition shows
the relation of a thing to a thing j ten in which it shows the relation ot
an action to a thing j and ten in which it shows the relation of an
attribute to a thing.

di
so

A
ai

XXVII. Adverbs and Prepositions.

Preliminary Lesson.— -l^YiO. same word is often used both as an
adverb and as a preposition. When it governs a noun or pro-
noun, it is a preposition. When there is no noun or pronoun
governed by it, it is an adverb (§§ 279, 284).

Exercise 51. Parse the words in itaUcs in the following sen-
tences : —

He got up behind. There is a garden behind the house. Do not lag behind.
He departed before my arrival. I told you all that before. Run round the
table. The earth turns round. I rode imide the omnibus. He rode outside.
He ran after me. That comes after. The box was painted toithin and without.

d-...-j r. :.. iU ~ U
'zuiirun iuc iiuuoc.

walked by the river. The storm passed by. I will come by and by. He cut
a piece ^the loaf. The stick is too long ; cut a piece off. ''Three thousand

EXERCISES.

199

WTt

ducats we freely cope your courteous pains «/»^>%a/."* "Nothing c. aes amiss,
so money comi withal." " I must wait and watch withai:' " Her cause and
yours, I'll perfect him withalJ*

Exercise 52. Find a dozen words which may be used either as
Adverbs or as Prepositions, and make sentences to illustrate their
use.

XXVIII. The Infinitive Mood.

Preliminary Lesson.— K. Nature and use of the Simple Infinitive
(§§ 194, 195)- ShaU, wiU, may, and do as notional and as aux-
iliary verbs (§ 184). Mustt and can are always notional verbs.

Examples.

^^ I 'will never forget you^^

« Will':— A defective (notional) verb; in the Active Voice,
Indicative Mood, Present Tense ; and in the ^Singular Num-
ber and First Person, to agree with its subject /.

* Forget ':— A Transitive Verb in the Active Voice, and in the
(simple) Infinitive Mood, depending on {or the object of) the
verb ' will'

" Thoii Shalt not stealP • , » . ,r • t j-

« Shalt ' is a defective (notional) verb ; in the Active Voice, Indi-
cative Mood, Present Tense ; and in the Singular Number and
the Second Person, to agree with its subject ' thou:

'Steal' is a Transitive Verb, in the Active Voice, and in the
(simple) Infinitive Mood, depending on (or governed by) the
verb ' shalt:

« You may go:^ _

*May' is a defective (notional) verb, m the Active Voice, In-
dicative Mood, Present Tense ; and in the Plural Number, and
the Second Person to agree with its subject you.

Go' is a Transitive Verb, in the Active Voice, and in the
(simple) Infinitive Mood, depending on (or governed by) the
verb ^?nay:

^ He did his duty:' . , ^ . „ .

•Did' is a notional Transitive Verb, in the Active Voice,
Indicative Mood, Past Indefinite Tense, and m the Singular
Number and the Third Person to agree with i ts subject He.

• 'Withal,' when used as a preposition, never precedes the word which it govems, but is
placed at the end of the sentence. . „„,• „

t The so-called Potential Mood is a perfectly unnecessary invention.

200

ENGLISH GRAMMAR.

" / shall soon depart."

Here * shall * is an auxiliary (not a notional) verb. The simple
infinitive 'depart* depends upon it in the same manner as
in tho preceding examples. The two verbs 'shall' and

* depart ' may be parsed separately, or the compound phrase
'shall depart ' may be parsed as the future tense of the verb
' depart.'

" He will come presently ^^

Here * will' is a mere auxiliary of the future tense. The notion
of voHtion is entirely lost sight of. It may be treated like

* ^^(3!//' m the last example.

" You do assist the storm." " Did you hear the rain f "

In these examples * do * and * did ' are mere auxiliaries. * You
do assist ' does not differ in the least m sense from ' you assist.'
The verb does not itself constitute an emphatic form. The
compound form is emphatic only when an emphasis is laid
upon the ^ do.^ But then any form is emphatic when it is
emphasized.

*' He does this that he may 'vex me.^

Here * may * is a mere auxiliary of the Subjunctive Mood, and
is in the Subjunctive Mood itself. The notion of power or

permission has altogether vanished. It does not assert that
he is able or is permitted to vex me.

Exercise 53. Parse all the verbs in the following sentences, and
specify in the case of the finite verbs whether they are used as notional
or as auxiliary verbs : —

We can dance. You may go. You might have gone an hour ago. I shall
stay. I will go with you. You must go directly. He could not reply. He
would not come when I called him. You shall not have it. He shall not
know of it. I dare not go back. He will soon return. You need not stay.
He durst not go home. I could leap over that wall once. They would keep
on making a noise. You need not be alarmed. "You do * assist the storm.
The cry did J knock against my very heart. You would not have my help
when you might. I will do my best. He did what he could. I cannot do
what I will. That boy shall be made to hold his tongue. Does your father
know of this? May I come in? Thou shalt not steal. We will never yield
to threats. When shall f you see your brother ? Wherewithal shall a young
man cleanse his way ? I did not call yesterday lest I might seem intrusive.
He says that he will not come. He said that he would not come. He said
that he did not choose to come.

• When ' do ' is a mere auxiliary (whether emphatic or unemphatic) it may be parsed
separately, or else taken with the dependent infinitive, and the compound form may be parsed

in the same way as the simple tense for whie:h it is a substitute. Thus
be treated as equivalent to ' knocked. ' See the preceding examples.
t See \ 2IO.

Did knock ' may

t
C
t

EXERCISES.

201

Preliminary Lesson.— B. Nature and use of the gemndial infini-
tive, or infinitive witii ' to' (§§ 194, 196). As the subject or object
of another verb it does the work of a substantive. When it denotes
the purpose or cause of an action or state, it does the work of an

adverb.

The neuter pronoun 'it' is often used as a temporary or pro-
visional subject or object, to shuw that an infinitive is coming,
and to indicate its construction.

" // is useless to make the attempt^'

« It ' is a Neuter Demonstrative Pronoun of the Third Person,
in the Singular Number and Nominative Case, forming the
temporary subject of the verb * is.'

* To make ' :— A Transitive Verb in the Active Voice, and

in the Present Indefinite Tense of the Infinitive Mood,

forming the real subject of the verb 'is,' and governmg

* attempt' in the objective case.

" He thinks it better not to co7ne:' Here ' it ' is the temporary object

of the verb ' thinks,' and the infinitive ' to come ' is the real object.

" He ran to meet me.'' Here ' to meet ' is a transitive verb in the
Present Indefinite Tense of the Infinitive Mood, Active Voice, used
with the force of an adverb modifying the verb ' ran.'

Exercise 54. Parse the verbs in italics and the word * it ' in the
following sentences in the way indicated above :—

To ohev is better than sacrifice. To work hard is the way to succeed. // is
useless to ask him. // is easy to see that. We found it advisable /^ return.
He hopes to hear from you soon. He dislikes to be kept waitrng. He came to
;>^.. me some money. He did his best /^ r«m me. I am deh|hted /^ .^^ you.
He is anxious to do* his duty. The water is not fit to drink. I am happy to
find* you so much better. They are come to stay with us. We found ^/ im-
possible to go on. 1 am glad to hear* it. I shall be sor^^ to leave. He
is too clever to make * such a mistake. Such a fellow is not fit to hve. The
boys had a long task /^ «'c^. I was not prepared ^^ -4^ar that news. The master
called the boy to say his lesson. She was overjoyed to hear* of her son s return.
He was rude enough to contradict * me. I am sorry to hear that. Help me
io carry this. We went up to the man to ask our way.

Exercise 55. Make ten sentences in which a gemndial infinitive
is the subject of a verb ; ten in which it is the object of a verb ; and ten
in which it does the work of an adverb.

• In these cases the gerundial infinitive does the work of an adverb and modines the
preceding IdjStTve. Sometimes it expresse. th« cam* of the sute denoted by the adjective.

202

ENGLISH GRAMMAR.

XXIX. Gerunds and Participles.

Preliminary Lesson. — Study §§ 197-202,

Exercise 56. Write out the following sentences, and draw one
line under the Abstract Nouns in -ing; two lines under the Gerunds ;
three lines under the imperfect (Active) participles : —

Seeing * is l}elievin£j. He went to see the hunting of the snark. I see a
man riding on ^lorscback. I like reading. I like reading history. The
excessive reading of novels is injurious. He hates lying. A lying witness
ought to be punished. In keeping Thy commandments there is great reward.
His conduct is in keeping with his professions. We arrived there first through
taking a short cut. We fell in with a ship sailing to America. He is delighted
at having succeeded + in his design. We were late in consequence of having lost+
our way. He was angry at my going away. No good can come of your doing
that. Oblige me by all leaving the room. On some opposition being made he
withdrew his demand. I lay a thinking. | Forty and six years was this temple
in building. We started before the rising of the sun. By sedulously doing his
duty he gained the approbation of all. Quitting the forest, we advanced into
the open plain. There was a great deal of shouting and clapping of hands.
My noble partner you greet with great prediction of noble having. By the
pricking of my thumbs, something wicked thio way comes. He died in conse-
quence of pricking his hand with a poisoned dagger. He strode up the hall
bowing right and left to his guests. *' You do draw my spirits from me with
new lamenting § ancient oversights " {Shaksp.)i

XXX. Parsing of Participles.

Preliminary Lesson. — Participles proper. Participles used as
ordinary Qualitative Adjectives. Participles used absolutely
(§§ 201 ; 202; 282; 370, 5).

'''• Fanned by the wind^ the fire blazed fiercely. ^^

' Fanned ' is the Perfect (or Past) Participle of the verb ' fan,'
qualifying the noun ' fire,' to which it is joined attributively.

*' My honoured master bade me tell you this."

' Honoured' is the Perfect Participle of the verb * honour,' used as an
Adjective of Quality, qualifying the noun * master.'

" Smiling faintly, he pressed my hand."

'Smiling 'is the Imperfect Active Participle of the verb 'smile,
qualifying the pronoun ' he.'

• When the verbal noun in -ing does not govern an object it may be treated as a simple
abstract noun.

♦ This must be treated as a compound gerund. It is impossible to construct the abstract
noun m -tug with a past participle.

t Here ' a ' is a preposition (= at <>r in). ' Thinking ' had better b« tAten \n sueh construc-
tions as the Abstract Noun in -ing^.
§ There is here a confusion between the Abstract Noun, and the Gerund.

EXERCISES.

203

" Considering all things, he has done very well."

' Considering ' is the Imperfect Active Participle of the verb ' con-
sider ' used absolutely (§ 282). ' Things ' is a noun in the objective
case, the object of the transitive participle considering.

^' Hail, smiling Morn." , . -i ,

* Smiling ' is the Imperfect Active Participle of the verb smile
used as an ordinary (2ualitative Adjective, joined attributively to the
noun ' Morn.'

Exercise 57. Parse the Participles in the following sentences :—
Hope deferred maketh the heart sick. He bought a deferred annuity.
Sn^line scornfully, he strode into the circle. Look at that smiling villair.
STnerally speaking he dines at home. Considering your age you have done
very well. I cau|ht sight of the thief climbing in at the window A fe con,
towering in her pride of place, was by_ a mousing owl hawked at and kiUed
Accoutred as I was, I plunged in. Being apprised of our approach, the whole
neighbourhood came out to meet their minister, dressed m their fine clothes
ancl preceded by a pipe and tabor. The genera rode m front, counted on a
splendid charger. A wounded spirit who can bear ? *' Why gather Sleep,
fest thou in smoky cribs, upon uneasy Pallets stretching thee and hushed ^^^^^^
buzzing night flies to thy slumber, than in the perfumed chambers of the great.
Barring accidents, we will be with you to-morrow.

Exercise 58. Study § 214, and separate the following sentences
into two groups, one containing those in which the verb j^^ and the
pel feet participle form a tense of the passive voice,* the other contain-
iiig those in which the participle is a mere qualitative adjective :—

The ship was built by contract. The ship was built of iron. He was stretched
upon the rack. He was stretched upon his bed. The string is stretched 00
S. The captives were already slain They were slain by order of the
caotain The poor man is badly hurt. The poor man was hurt. The troops
S surpH ed V the enemy.' I was surprised by his behaviour I am
rurprisecUhat you do not see that. The prisoner was starved to death. The
children are famished.

XXXI. Interrogative and Negative Sentences.
Preliminary Lesson.— Th^. elements of an Interrogative sentence
are related to each other in the same way as those of the declarative
sentence which would be its complete answer. Compare ' Did
you hear?' and ' I did hear' ; t * Who told you so? ' and ' He told
me so'; 'Whom did you meet?' and 'I met John,' &c., 'Where
do you live ? ' and * I live there,' &c. Use of the verb ' Do.'

. Tn t>,.cp we get a statement of the actual doing of a certain act, in the second class wft
n ^' Sid 'Tnd ^ Say bV^se^separately, or uken together as equivalent to 'heard.'

ao4

ENGLISH GRAMMAR.

Exercise 59. Give the complete sentences which are answers to
the following questions, and then parse all the words in each : —

Are you happy ? Did you say so ? Have you any money ? Did your
brother do that? Does your sister sing well? Will your father return to-
morrow? Shall you be afraid to go? (See ^ 210.) Will you meet me there
to-morrow? Did the man go away? Have the boys hurt themselves?

Exercise 60. Take the answers to the preceding questions, and
turn them into the negative form.

Exercise 61. Parse the verbs and the interrogative pronouns and
adverbs in the following sentences (§§ 152-154 ; 270).

[In the first few sentences (s) is put after the subject and (0) after
the object of the verb, when it is an interrogative pronoun, and the
same numeral is placed after an interrogative pronoun and the prepo-
sition that governs it, and after an interrogative adverb and the word
that it modifies ; and (a) is placed after those interrogative pronouns
(or pronominal adjectives) which qualify the nouns that they precede.]

Who {s) called me ? What (0) did you say ? Which [a) way is the shortest ?
What (0) did you eat for supper? On what (a) day do you set out? What
(i) do you hope for (i) ? Whom (2) are you writing to (2) ? Where (3) do
you live (3) ? How (4) far (4) did you walk ?

What comes next? Which boy made that noise? What author do you
like best ? Whom are you waiting for ? Whom did you see ? On what day
do you set out? Where did you find that book? Whither are you going?
Whose * pen is this ? What happened yesterday ?

What ails you? In which house does your uncle live? What poet's
writings please you most ? On what day do you set out ? When t will you
come ? How t did you do that ? How f many persons were present ? How t
often do you write home ? Why + do you say that ? How t soon will you
come ? Where J are you going to ? Where J do you come from ?

Write answers to all the questions in this exercise in full, and then
turn these answers into the negative form.

XXXII. Imperative Sentences.

Preliminary Lesson. — Study § 191.

" Go thou and do likewise."

* Q-o * is an intransitive verb in the Active Voice, Imperative
Mood, Second Person Singular, to agree with its subject
'thou.'

Let

can

• Parse ' wh se ' is an interroKative pronoun of common gender, in the possef sive case
depending on the noun 'pen.'

t Mind that an interrogative adverb modifies either the verb of the sentence in tvhich it
occurs., or some adjective or adverb.

t In cases like this, 'where ' should be taken as doing duty for an interrogative ptonoun,
governed by the preposition * to ' or ' from.*

li
n

EXERCISES.

205

« Do ' is parsed in the same way, except that it agrees with a
subject ' thou ' understood.

" Let me see that J'

•Let ' is a transitive verb in the Active Voice, Imperative Moo(t,.

and in the second person plural, to agree with its subject you

understood.*
•See' is a transitive verb in the Active Voice, '-^"^1/^ the

(simple) iutinitivc mood depending on (or governed by) the

verb ' let.' ,
* Me ' is in the objective case, governed by ' let.'

Exercise 62. Parse all the words in the following sentences :—
Let me go. Come hither, boys ?t Be ihou familiar, but by no "^^ans vulgar

Let him see it. Lot us be spared this annoyance. Let us pray. Let me be

cautious in the business. Do be quiet, boys.

XXXIII. Relative or Conjunctive Pronouns.

Preliminary Zmt;;/.— Study §§ 144—164.
^^ He is a 7nan who is beloved by everybody:'

'Who' is a Relative Pronoun, of the Mascuhne Gender, in the
^nnilar Number and of the Third Person, to agree with is
. ccedent ' man.' It is in the nominative case because it is
;Te subject of the.verb ' is beloved.' ^ It joins the clause who
is beloved by all ' to the noun ' man.
" That is the lady whose husband you met yesterday P

•Whose' is a Relative Pronoun of the Feminine Gender in the
Singular Number and of the Third Person, to agree wi h ks
antecedent 'lady.' It is in the Possessive Case depending t
oMor qualifying) the noun 'husband.' It joins the^ clause
' whose husband you met yesterday to the noun lady.
" Here is the man whom you wished to see.''

Here * whom ' is in the objective case, the object of the verb
'to see.'
" You have not brought me the book that I asked you for."

'That 'is a Relative Pronoun of the Neuter Gender, in the
Singular Number and of the Third Person, to agree with its

antecedent ' book.' It is in the ^^Y""'"''^ .^Ti nf V^d vou
by the preposition ' for.; It joins the clause that I asked >ou

for' to the noun ' book.'

* ' You ' is always a graininntkal plural. -. . , ,

+ Parse; boys • - a Vocative or N on. n^^ ^^^^^^^^_ .^ ^^^^^^ _d

must b . dealt with as an adjective.

2o6

ENGLISH GRAMMAR.

The construction of a relative clause is word for word the same as
that of the clause which results when a demonstrative pronoun or the
antecedent noun is substituted for the relative. Thus ' That i asked
you for ' is like * I asked you for it (or the book) ' : ' Whose husband
ySh met yesterday ' is like ' you met her husband yesterday.'

Exercise 63. Parse all the Relative Pronouns in the following
sentences, and test the construction by substituting demonstratives for
the i^latives as in the above examples : —

'Ihe man whom you met is my brother. The artist who painted that picturR
died last year. I'never saw the man whom you speak ot. Where is the pen
w nch I gave you ? 1 who am poorer than you are, am contented Thou,
who wast my friend and guide, hast forsaken me. You, who have done the
damage, must repair it. We who are \\ell ofl should pity and help the poor.
He IS a man whose appearance is j rei osse>sing. The bo>s who.^e \\oik is
Imished may go oi;t to play. He thai is down need fear no fall. I will show
you the horse whicli I i,ought yesterday. The picture which pleased you so
muc.i was painted by my brciher. You have not brought me the volume that
1 asked lor. He is the yery man that I was speaking of. Their soricws"
shall be multiplied th.nt hasten after another God. It is that that griexes me.
I us that you tell me is incredible. " Why, Harry, do I tell thee of my foes,
\yhich art "ly near St and dearest enemy ? " ''I am that very duke which was
thrust from Milan." " Whosoever * hath, to him shall be given." " liles.^ed
IS he whosoever shaP not be offended in Me." He dgth sin that doth belie the
dead. Whose hatred is covered by c'eceit, his wickedntss shall le showed
belore the whole congregation. Thty are but faint-hearted whose courage fails
in time of danger. He to-day that sheds his blocd with me shall be my
brother. This is the priest all shaven and shorn, that married the man all
tattered and torn, that kissed the maiden all forlorn, that milked the cow with
the crumpled horn, that tossed the dog ikai worried the cat that killed the rat
that ate the malt that lay in the house that Jack built.'

Exercise 64. The antecedent of the neuter relative 'which' is
often the fact stated in a previous sentence, or the (implied) gerund or
infinitive which expresses that act or fact in an abstract manner, as,
'' The king's two sons are stolen away and fled, which (namely, the
fact that the king's two sons are stolen awav and fled) puts upon them
suspicion of the deed." State clearly \\hat ' w/uc/i' stands lor in the
following sentences : —

He promised to follow my advice, which was the best thing he could do.
We studied hard all the morning, after which we went for a walk. "And,
Nvhich is more than all these boasts can be, I am beloved of Hermia." " I see
thee still, and on thy blade and dudgeon gouts of blood which was not so
before. " Thou didst smile, which raised in me an undergoing stomach (i.e.
courage fo endure)."

Exercise 65. Supply (and parse) the relative pronouns which are
omitted in the following sentences (see § 164).

j Tile parsing of tliese compound relatives does not differ from that of the simple relatives.
They should be described as compound, or indefinite relatives.

EXERCISr.S.

207

me as
or the

Pay me the money you owe me. You Imvc not sent the goods I hnught
ye&terday. Have you received the money I sent you ? That is the place I
went to. You are the verv man I was looking for. '* I have a mind presages
me such thrift, that I should questionless be fortunate." That is not the way
I came. Those are the very words he used. Is the task I set you hnished yet ?
He is not the man I expected.

Make a dozen sentences in which a suppressed relative mav be
supplied.

Exercise 06. When ' which ' accompanies and qualifies a noun, it
should be parsed as a ' Conjunctive Pronominal Adjective.' It then
generally refers to the ' general sense' of the last sentence, but has no
special antecedent in place of which it stands. Parse ' which ' m the
following sentences : —

I may be detained longer than I expect, in which case do not wait for rne.
I hope you will stay till Tuesday, on which day I expect my brother. He
made a humble confession, by which means he averted his lather s displeasure.

Exercise 67. Supply the antecedents which are understood in the
following examples : —

Who steals my purse, steals trash. Who was the thane, lives yet. Whom
we raise we will make fast. I may neither choose whom I would, nor refuse
whom I dislike. And whom he strikes, his cruel tushes slay. Whoever ^said
that, told a falsehood. "Whosesoever sins ye remit, they are remitted. I
dread what * is coming. I hear what you are saying. That is not what 1 sent
you for. You are telling me what is incredible. I cannot consent tot what
you ask. That is just what I cannot understand. You have not done what
you promised. Have you found what you were look.ng for ? What astomshcti
me most was his imprudence. What pleases you will please me.

XXXIV. Relative (or Conjunctive) Adverbs.

Preliminary Zm^«.— Study §§ 262—265.

Conjunctive adverbs modify a verb, adjective, or adverb in the
clause which they introduce, and Join that clause to the predicate
of the principal clause.

If a conjunctive adverb is equivalent to a relative pronoun pre-
ceded by a preposition (§ 406) it joins its clause to the antecedent
noun.

Exercise 68. Parse the conjunctive adverbs in the following
sentences : —

* Parse 'what' as a neuter Relative Pronoun relating to a suppressed antecedeut when-

ever llic sense 01 the sentence rciii;uiis the s^mc i! <'<■•. •'•.-■•^•r 7. """"rV";; V,f trv ' -,.;k '^ hut

+ Mind that this preposition docs njt govern ' what ' (which is the object of to ask >, but

its suppressed antecedent 'that.'

ao8

ENGLISH GRAMMAR.

r*^%

I was not at home when you called. I shall see you when I return. He
still lay where he had fallen. I will follow you whithersoever you go. This
is the house where 1 live. Tell me the reason why you left the room, uo
back to the place whence you came. Show me the shop where you bought
that. Wherever he lives, he will be happy. I go to see him whenever 1 can.

Exorcise 69. In the followinu sentences substitute pronouns pre-
ceded by prepositions for the adverbial compounds. (See § 146.)

Herein do I exercise myself. Thereon I pawn my credit. She dares not
thereof make discovery. My heart accords thereto. 1 will hereupon confess I
am in love. Present to her a handl.erchicf, and bid her tiry her weeping eyes
therewith. Whereunto shall I liken this generation ? Wherewithal shall a
young man cleanse his way ? You take from me the means whereby I live.

Exercise 70. Make the reverse change in the following
sentences : —

I long to know the truth of this at large. Thy food shall be withered roots
anil husks in ivhich the acorn cradled. The earth is the Lord's and its
lulness. Take this chain, and bid my wife disburse the sum on the receipt
of it.

XXXV. Conjunctions.

rrcliminary Lesson. — Study the definition and classification of
Conjunctions (§§ 285 — 295).

To parse a conjunction state what Part of Speech it is, and of what
class, and state what words or sentences it couples together. The pairs
'both— and,' 'either — or,' and 'neither — nor,' may be taken together
and parsed as correlative and co-ordinative conjunctions, joining such
and such words or sentences. Subordinative conjunctions usually
join the clause which they introduce to the predicate of the principal
clause. The conjunction ' than ' joins its clause to the preceding
comparative adjective or adverb.

Exercise 71. Parse the conjunctions in the following sentences : —

A. He is poor, but he is contented. He neither came nor sent an excuse.
He went out quickly and slammed the door. He shot a hare and two rabbits.
Both John and Henry came to see me. I will both lay me down in peace and
[I will] sleep. Either I am mistaken, or you are. I can neither eat nor [can
1] sleep.

B. I have heard that he said so. He told me that he had no money. You
will be punished if you do that. If I had seen him, I would have spoken to
him. He would not help me, though he knew that I was in need. Though
hand join hand in hand, the wicked shall not be unpunished. You will lose the
prize unless you work harder. Take heed lest you fall. He spoke loud that
I might he.ir him. I cannot give you' any money, for I have none. My
brother is taller than you are. He is richer than his brother [is]. He comes
oftener than [he] ever [came]. As that is the case, I will come.

EXERCISES.

209

Exorcise 72. Parse the words in ital'cs In the following sentences,
bearing in mind that words like before, after, since, &c., when followed
by a noun or pronoun in the objective case, are prepositiom, but are
conjunctions when followed by a clause containing a finite verb with
its subject : —

John arrived after his brother. He walked before me. Do not ^o before I
come. We left after the concert was over. He was sorry ajter he had said it.
SifH-e you say so, I must believe it. He has not smiled sittee his son died. W c
have not eaten since yesterday. They will in) away /u-Jore nij^ht. They stayed
tot/it the next day. I will wait unfit you return. They stayed m 1 aris untit
their money was spent. All ,xa-/>t John were present, £xce/>t ye repent, ye
shall all likewise perish. There is nolwdy but me at home. You may go, but
1 will stay.

Exercise 73. Parse the word ' t/int' wherever it occurs in the
following sentences. (Look at §§ !44> H5> H^, 289.)

Show me that picture. He did not say that. That book is mine. He is
the very man lliat 1 want. Play me the tune that I like so much. He says
that we shall never succeed. He does that that he may vex me. I am afraid
that he says that, that he may deceive me. They that will be rich fa 1 into
temptation. There is not a man here that I can trust. I lent you that book
that you might read it. I hear that he has lost that book that I lent hint.
You ought to know that that '//m/'* that you see at the beginnmg of the
clause is a conjunction, because I told you that before.

Exercise 74. Make five or six sentences to illustrate each use of
the word ' that.'

■ Exercise 75. Parse the words in italics in the following sentences,
carefully distinguishing the conjunctions from the relative or conjunc-
tive adverbs, and the latter from the adverbs which have no syntactical
connecting force, but merely nfer by their meaning to something
that has gone before : —

Come 7o/ien I call you. He came because I called him. He left ,oou after
I came. I will go m7o. No7a you are here, you may as well stay. He is
very rich ; neveM-ss he is unhappy. He is contented, and theirjore he is
never unhappy. 1 believed, t/tcrefore have I spoken. He is ast stingy «. he
"s ich He^wasted his time in pby ; consegucntty \.^ lost the pnze 1 hat is
true and also new. I have no money, else ( = otherwise) I would give you
some.

XXXVI. The Subjunctive Mood.

Preliminary Zm^;/.— Nature and use of the Subjunctive Mood
(§§ 192, &c., 423; 430, &c.)

t When''aV's\mcd twice over corrciatlv.ly. the first 'as' is ..Iways demonstratwc, the
second conjunctive. .

210

ENGLISH GRAMMAR.

Exercise 78. Parse the verbs in italics in the following sentences,
and explain in each case why the subjunctive is used : —

Take care that dinner b:' ready for me by two o'clock. Beware lest some-
thing worse happen to you. Live temperately that you may live (§ 423) lung.
If you 7fi.7v generous, you. too tdii help me. If yo\x had sent for m^, 1 ivoiild
have come. If he ivere to swear to it, 1 ivoti'l not believe it. If I had any
money, I would giv-: it to you. Oh ! that it ivere with me as in days that are
l)ast. If this were true he would not deny it. I would have done it if I had
h\'n able. He could noX. be kinder if he rwr^.my brother. Except the Lord
build the house, they labour in vain that build it. Peace be to his ashes, a
south-west blow o\\ ye, and blister you all o'er. I would! were a weaver. I
coidd sing psalms or anything.

Exercis3 77- Parse the verbs in italics in the following sentences,
carefully distinguishing the moods and noting whether the verb relates
to what is actual fact, or expresses one of the subjunctive ideas. The
use of a past form \\\ relation to present time, or of a past perfect,
when there is no reference to any other event, merely to denote past
time, is one of the marks of the Subjunctive Mood : —

"V\)u /;/ ly * go. You may keep the book. He says that thnt he may vex me.
The boys would not be quiet when I begged them to be so. He would not tell
me if 1 asked liim. The old man mi^ht be seen daily sitting in the porch. He
came that he might beg money of me. He may\ have been in the house, but
I did not see him. He would be angry if he kvrw of it. He would have been
angry if he had known of it. I had just flnis,,cd when you came in. " Had
I l)ut died an hour before this chance, 1 haa lived a blessed time." He wcid i

He ivould open the door if you knocked.

had knocked. You should % not tell lies.

ne\er forgive him. If he did that he
deSi-rves to be punished. If he had done it, he would have confessed it. If he
did it, he would seriously displease me. If that was his reply, it was a very
foolish one. If he were to make such a reply it would be very foolish. If he
ha I heard the news, lie kept it all to himself. If he had heard the news, he
ivould not have kept it to himself. He cotild not do that if he tried. He
could not do it when he tried. He might have come if he had wished {i.e. it
7i)ould have been in his power, &c). It tnay be very strange {i.e. it is possible \}i\aX.
it is very strange), but it is quite true. It may have been my fault {i.e. it is
possible that it was my fiult). You wight have won the prize if you had been
more diligent. This herb may be met witii almost everywhere. Last winter
roses might be found blooming at Christmas. However bad the weather
tuight be, he woidd take a walk every day.

not open the door when I knocked.
He would have opened the door if you
If he has betrayed his trust, I will

Exercise 73. Make ten sentences in which the indicative is used
after ' if^ and ten in which the subjunctive is used.

* ' May,' 'would,' &c., in the indicative mood must be parsed as notional, not as auxtuary
verbs See Seciion XXVIII.

t Th.1t is, • it is pissil)ie that he was in the house.'

X This use of ' should ' is peculiar. It is past in form, referring to present time, and yet it
is indicative. It follows the analogy of ' ought ' and the other preterite-p'-esent verbs.

p:xercises.

211

XXXVII. Apposition.

Preliminary Lesson. — When a noun is attached without a con-
junction to another noun or pronoun, to give a more complete
description of the person or thing meant, it is said to be in
apposition to it, and is in the same number and case.*

Exorcisa 79. Parse the words in itaUcs in the following
sentences : —

He has gone to see liis aunt Jane. My brother Robert is expected. Pan-
dulf, the rope's legate, ca-ne to England. You, .he author of that report, are
responsible. Fetch your wide John's spectacles. He has alienated even you,
his earliest friend.

A noun is often tised to represent the fact stated in a previoys sen-
tence. It then stands in a kind of apposition to the sentence,
summin<^ up and repeating its import in a single noun which serves as
the antecedent to a relative ; as, " He attempted to ascend the moun-
tain without a guide, an act which nearly cost him his life.

Exercise 80. Explain and parse the nouns in itahcs in the
fallowing examples : —

The general made a vigorous onset on the left of the line, a inano:iivre which
distracted the enemy's attention from the main attack. He energetically
declared that he knew nothing about the matter ; a de^iuil for which 1 was
not prepared. The counsel for the defendant argued that there was no cj^,-
to go before a jury ; a view which was supported by the summing-up ot the
judge. I trod upon his corns, an accident for which I apologi/.ed.

XXXVIII. Attributive Adjuncts.

Preliminary Zm^//.— Nature and classification of Attributive
Adjuncts. Phrases that do the work of Adjectives. (§§ 3^2
—364.)

Exercise 81. Point out the attributive adjuncts of nouns and
pronouns in the following examples, and in each case state ot what
{hey consist, and to what they are attached. When two or more
adjuncts are attached to the same noun,. distinguish them carefully :-

• That is. provided t4le case is the nominative or objective. One noun in the possessive is
never put n ^pos.t.on to another, but the t^vo nouns are treated -^ ^^^f^'X^i^C"^^ I
and th^e posses^ve inflexion is only put after the second of the two nouns, tji^at ^, M^ the e^nd |

^^inUnA-'ln^ be'^^ed 1^ a^n^o^nd';:^o^r n^>. inthe poss;;s^ive cas^i depending on j

'do£

212

ENGLISH GRAMMAR.

John's coat is seedy. My cousin Henry died last week. A rattling storm
came on. I see a man walking* in the garden. My brother Tom's pony is
lame. A man clothed* in a lonn^ white robe came up to me. We soon
reached the top of the mountain. The prisoner's guilt is manifest. The
friends of the prisoner are very rich. Fearing to be caught in the rain, we
returned. This is no time fc- trifling. I saw a house to let further'on.
Whose hat did you take ? I borrowed William's big two-bladed knife. A
bird in the hand is worth two in the bush. A friend in need is a friend indeed.
He obtained permission to go. Leave of absence was refused him, Give me
now leave to leave thee. His right to the property was disputed. His right
to adopt that course was challenged.

XXXIX. Adverbial Adjuncts.

Preliminary Lesson. — Nature and classification of Adverbial
Adjuncts. Words and phrases which do the work of Adverbs,
by modifying verbs, adjectives or other adverbs. (§§ 370 — 372.)

^'i

If'

Exer'^ise 82. State to what verb, adjective or adverb the ad-
verbiii' adjuncts in italics in the following sentences are respectively
attached : —

A. We started early. He spoke eloquently. Do not talk fast. Come
quickly. You are extremely kind. He is in an jiniisnally good temper. Where
will you find a truer friend ? How many persons were' there ? Why did you
go a'vay ?

B. Tom struck vCkC with his fist. We were talking about your brother. I am
fond of reading. He came to see tne.f I shall be glad to hear the news. You
^XQ in fault. You ixre. to blame. I am to take jou home. You o.xc to return
fo-mornnv. He is ■worthy of admiration. I have a great deal to say to you.
I was given to understand that you had left town. To save time let us walk
across the park. He came forth bound handX vcc\(\ foot. Go that way % (i.e. by
that way). He is not a bitX better (i.e. by a hit) He is ;;/«t7z | (i.e. by
much) richer than I am. He will be none (= by nothing) the wiser. I am
none the worse. He is a little better to-day. It is [by] many degrees X colder.
He is [by] a great deal X worse. He is worthy of your love. The book is
worth a guinea.X H*^ left the very day that X{-= on wliich) I came. That is
the reason thatX {^for which) I did it. This is the hour thatX (= (it ivhich)
Madam Sylvia entreated me to call. What X {=^ for Tohat purj^ose) rvt^A wq
any further witness? Thy image doth appear in the rare semblance that
(= in xvhich) I loved it first.

* The attributive adjunct consists of the adjective or participle together with nil the words
and pJimscs that are attached to it. Thus in the above sentences the attributive adjuncts are
' walking in the garden,' ' clothed in a long white robe," &c. A complex attributive adjunct
of this kind may contain a noun which has adjuncts of its own attflched to it. Thus 'a,'
* long,' and ' white ' are adjuncts of the noun ' robe.'

+ Select from Exercise "< all the exam'^les of the Gcrundial Infinitive used adverbiallv.

t In these examples a noun (or substantive pronouni in the objective, without a preposition
before it, constitutes an Adverbial Adjunct.

Collect all the sentences in Exercise 48 which contain adverbial adjuncts.

EXERCISES.

213

C. We went to the theatre last night. It rained all day. I shall see your
brother next week. This flower blooms all the year round. It rained every
day last week. They walked barefoot. He advanced cap in hand. The wall

is fifty feet high.

D. I gave the /"V a book on his birthday. I wdl pay you vour account
soon. \\(t\%\\V(^ his father. Pass ;«^ the salt. Do w^ the favour of hearing
what I have to say. I will paint ;'cw a picture.*

E. The horses bein^ exhausted we could not proceed. The rest must perish,
their i^reat leader slain. Six frozen winters spent, return with welcome home
from 'banishment. The battle over, the troops withdrew.

F. I have fought a good fight. He slept an untroubled sUep. We cannot
live our lives over again.

He was promised a rocking-horse. I was asked this question. He was
forgiven his past offences. We' were told our faults. He was paid his bill.
The dead were refused burial.

Exercise 83. Point out the adverbial adjuncts in the following
sentences ; state of what they consist, and to what verl), adjective
or adverb they are att?ched : —

They arrived yesterday. They will be here to-night. He prayed for a
speedy deliverance. I am much displeased with your conduct. He is not
like his sister. He accompanied us most of the way. You are to come home
directly. He approached me dagger in hand. He built a wall ten feet thick.
There is a church a mile distant from the town. You are spending your time
to no purpose. I am not disposed to sell the horse. On reaching home we
found that the rest had arrived before us. We were all talking of the accident.
We live in constant fear. 'Wait a bit. We had nothing to do. What is the
matter with you ? He is too ready to take offence. I am content to be silent.
We are glad to see you. Why did you say that ? \N here were you on duty
last night? He comes here every day. My pony being lame, I cannot
ride to-day. My object having been attained, I am satisfied. To reign is
worth ambition. . The cloth is worth a guinea a yard. He is a year older
than I am.

" Bloodshot his eye, his nostrils spread,

The loose rein dangling from his head,

Housing and saddle bloody red.

Lord Marmion's steed rushed by."

Exercise 84. In the rase of the following complex adverbial
adjuncts, first point out to what the entire group of words is attached,
and tiien show what words are modified by the subordinate adjuncts
which the entire group contains. Thus in, " We were talking about the
accident that happened to your brother yesterday," the words * about
the accident that happened to your brother yesterday ' constitute an
adverbial adjunct to the verb * were talking"; while ' to your brother
and ' yesterday ' are adjuncts of the verb ' happened.'

We started very early. He spoke unusually well. Do not talk so fast.
Come more quickly. I am fond of riding on horseback .t I sh all be glad to

* Add to these examples all those in Exercise iq which contain an Indirect Object.
\ Gerunds may be modified by adverbs as well as any other forms of the verb.

214

ENGLISH GRAMMAR.

hear of your safe arrival. He escaped by leaping over the ditch. I am fond
of going to the theatre. I am luoking at the man standing with his back to
the window. You should do your best to repair your fault by working harder.
He did nothing towards helping me out of my difficulties. We arrived an
hour too late. I cannot walk a step farther. He was in too much haste to
mind what he was about.

Exercise 85. In the following examples show which of the phrases
made up of a preposition and a noun do the work of an adjective
(see § 362, 4), i.e. are attributivi; adjuncts, and which do the work of
an adverb (see § 2)7^y 2\ that is, are adverbial adjuncts ; and show
to what word each is attached.

He shot a great quantity of game on the moor. What is the use of all this
fuss about the matter? I am delighted to see you in good health. We were
vexed by his rudeness to you. The advantages of travelling in foreign coun-
tries are very great. He is a man of great industry. He accomplished the task
by unflagging industry. A man addicted to self-indulgence will not rise to
greatness. He is fond of angling. That is a good stream for angling. I am
fond of the pastime of angling. I must express my displeasure at your be-
haviour. You have displeased me by your behaviour. He is not prone to
behaviour of this kind. We rely on your promise. Reliance on his promises
is useless. Do your duty to him. What is my duty to my neighbour? He
adhered to his determination to make the attempt. He is too feeble to make
the attempt. He gave hnn his best wine to drink. The place abounds in good
water to drink. Do you see that man on horseback ? He has given up riding
on horseback. The master praised the boy at the top of the class. He
shouted to the boys at the top of his voice.

Exercise 86. Make a dozen sentences in which a preposition
followed by a noun or pronoun forms an attributive adjunct, and a
dozen in which it forms an adverbial adjunct.

XL. Parsing of Adverbial Adjuncts.

Exercise 87. Nouns occurring in adverbial phrases, and not go-
verned by prepositions, must be parsed as being in the Adverbial Objec-
tive Case (i.e., the Objective Case used adverbially), except those in the
absolute construction, which must (now) be parsed as being in the
nominative absolute. What is called the Cognate Object is really one
kind of adverbial objective. (See §§ 370— 372.)

Parse the words in italics in the following sentences, carefully
distinguishing the adverbial objective from the other uses of that
case : —

I will pay you next 7veek. We shall spend next week in London. Papa
goes to London every day. He spends every other day in London. He spends
the half of everv dav in bed^ We sat up half the nu^ht. We have lost half
the day, I see him most days. Most days are joyless to me. Every evening
we have a rubber. Every evening next week is engaged. We are engaged

EXERCISES.

215

every evening next ivfek. We went over dry foot. Come this way. Lead
the WAV. i have told him that twenty times. I cannot count the times
that I have told him that. The horses having been harnessed, we started.
' * The rest must perish, their great leader slain.

Exercise 88. Parse the words in italics in the following sen-
tences : —

He will have the expense besides all the trouble. He will have the expense
and the trouble besides. Both John and I were present. Both brothers were
present. I will both lay me down in peace and sleep All those present
heard it. He sat up all night. All is lost. He is all powerful at court.
We have other things to attend to. Others may believe it, but I cannot. You
may break him, but you will never bend him. He spoke to all but me.
There was but a minute to spare. I would do it but that I am forbidden;-
There is no one but pities him. Parse ' but ' in the last sentence. Either
road is difficult. I never drink either beer or wine. I do not believe either's
account of the matter. lie knows something about it, else* he would not look
so mysterious. I have nobody else to look to. They gave us trouble etiough.-V
We have not enough to eat. They have bread enough and to spare. He even
insulted me to my face. It is an ez>en chance. Nothing can or shall content
my soul till I am rjen\i with him. You are sent for. They sent for you.
You must go, for you are sent for. We have wasted half the day. _ I am
//.///inclined to believe it. I have not told you one halfoi what was said. It
is not that he loves me more, but that he fears me less. Less .than that would
have been enough. You must spend less money. Give him more an*. He would
have said more if I had not stopped him. He knows iftost about the matter.
^ He need not be afraid. He needs strict oversight. His needs will be well
supiilied. He must needs pass through Samaria He told, me much of what
had haiipened. I am much pleased with you. I have not much time. He
left mxt day. What shall we do next ? He sat next me at dinner. Who
comes next ? He has lost his otily son. We have only four shillings left. Do
what you please, only be quick about it. All save one perished. It was
built wme 1 ten years ago. I have someivhat to say unto thee. I feel some-
what indisposed. Be well assured of that. Well, sir, and what did you do
next > I am not well. What need we any further witness ? What shall we
need in this business? What I Did you not get my letter? He wants to
know the %vhy and the wherefore of everything. Why! he is as rich as
Croesus.

Exercise 89. Parse the following sentences, paying special
attention to the constrictions that are not obviously consistent with

the rules: —

The multitude were of one mind (§ 376). He takes the medicine every
three hours {\\ 173, 47 1)- ^ came to pass about an eight days after. these
sayings He lived ten years there. He lived a hundred years (§ 362, 2).
He bought three score sheep {\\ 362, 2 ; 55 ; 54). There were a dozen men
there Some || twenty persons were present. The battle was fought on this

* Else is always a mere adverb. It means either ' besides,' or 'otherwise.'

t ' Enough ' may be a substantive, but it is never an adjective. It is usually an adverb

II • Some' had better be taken as an adjective, ' Some men {i.e. a certain number of men-
namely twenty.'

2l6

ENGLISH GRAMMAR.

side* the river. He passed six months aboan; the ship. The passengers are
all on board the ship. I must sec him, and that quickly. f Leave the room
this instant. 'Who riseth from a feast with that keen appetite that J he sits
down [Shaksp. Macb.). ' Thy image doth appear in the rare semblance that %
I loved it first' (/</.). luUl many a flower is born to blush unseen. The
king with the Lords and Commons form the legislature {\ 377).

XLI. ANALYSIS

,,i,j'

SENTENCES.

I. Simple Sentences.

Prdlminary Lesson. — Nature of a slinple sentence. Difference
between the logical Subject and Predicate, and the grammatical
Stibject and Predicate.

Exercise § 90. Divide the following sentences into the logical
subject, and the logical predicate :—

The child has hurt himself This naughty child has torn his clothes. The
l/oys came home last night. John's parents have sent him to school.
Dismayed at the prospect they beat a retreat. The owner of that estate
intends to sell it. My little brother has fallen down. The children, tired with
play, came indoors. The friends of that little boy have sent him to sea. A
rich old uncle has left him a large estate in Yorkshire. The horse, terrified
by the lightning, ran away at full speed.

Questions may be divided in a similar manner. The construction
wiU sometimes be clearer in the primary division, if the predicate be
put first. II Thus, " When will your brother return to town?" may be
divided. Prcd. ' When will return to town ? ' Siihj. ' Your brother.'

Divide the following sentences in a similar way :—
Does your uncle the doctor know of this? Went not my spirit with thee ?
Whence did the author of that book get his materials ? Who in the world told
you that ? Why did you send the poor man away ? How many shillings have
you in your purse ?

• There is no occasion to supply ' of.' We have an adverbial phrase as'^uming the function
of a preposition Compare the following sentences, and see § 281, 3.

+ To parse ' quickly ' replace • that ' by the whole of what it stands for. ...

l ' That ' being here the representative of a relative pronoun governed by a preposition, is
an adverbi'al adiunct. and must be parsed as being in the Adverbial Objective.

i The examples in the toilowing exercises may be taken lor practice in parsing as wcii as

in analysis. . ,,,.,.. ^ c ..

;| If the subject be the interrogative ' who, it had better come hrst.

EXERCISES.

217

Exercise 91. The component parts of a compound tense arc
often separated by the intrusion of adverbial adjuncts. 1 ^^e the
following sentence's and put with the subject - each the ^^^./M.
verb that belongs to it, without the other words. Ihus from We
have ah-eady heard the news," take " We have heard.

We shall soon reach our destination. The field is already being reaped.
ThTwork will very probably be finished before night. We shall m due time
klw7l alCt it. I had at last with infinite trouble surmounted the difUcuUy.
I Shan UK^ t Hkd^ he.r from you ■ to-morrow. I have been all the mornmg
rying TmaKe out this problem. You will by these very simple means
slop his proceedings, lie is of all enohantingly beloved. He has m the
most unfau- manner been deprived of his rights.

Exercise 92. Take the following sentences * and separate the
logical subject in each into the grammatical subject and its adjuncts
in'' the way shown in § 490.

mv^ fnoorl 'little) brother has hurt himself. (My brother John's) pony
(My) (poor) Jittie iroi ^^^^ ^^ fl^^r) ame into the

^ ' m.e) (im^;uden)S.r( o being%atisfied with my alms) began to
aCseu^ MyTo' d^^^ (pS) bird was shot. (This) law (the

;L\ir'Good)w;teIfo?d^h^^^^^^^ (DeWairingt of success) be

Tbant^ei the und'ertaiing. . (Dis^msted t by so many acts of baseness) (the
man's) friends (all) deserted him.

The old church has fallen into ruins The brave soldiers of the garrison

Ihe OKI cnuici luih . property A horseman,

died at then- ijosts ^ rich oW ^^^^^^^ i„ the

'-^^'T , l^^'n ^fohivfaccmmt of he Iffair alarmed me. Which boy knows
i;i:tLtt"whlM^:^rv3L please you most? What goods are most m
demand ? What naughty little boy broke the window ?

Exercise 93. Make (or find) a dozen sentences in which the
gi«tlcal subject is enlarged (see § 388), and sta.e m each case of
what the enlargement consists. ^

"irTthe first few sentences the words or groups of words forming separate adjuncts are
enclosed in brackets. hehind its logical import. Thus, an in-

t ■X\.^ grammatical forvi of ^ .^I'^^^'^f^Zr^E^di^l occurs where the sense implies
d'i>endent sentence beginning with a demonstrative o"^" °ccii« 7.,^. fore'is not acon-
.rfmmatical connection, as Mbeliev.M^M.r.^^^
j^inction, but a demonstrative adverb, meaning fo "-^^^.l^^^^"^- ^^^^^^ they often involve an

Gr'mi,' o?a,,y »io,, be!w«a participk., and vertal noun..

2l8

ENGLISH GRAMMAR.

Exercise 94. Separate the following sentences into two groups, one
consisting of those in which there is a grammatical object of the pre-
dicate verb, the other consisting cf those in which there is not a
grammatical object. Then take the sentences in the first group and
set down separately the object of the verb in each, and the several
attributive adjuncts of the object. Thus : John sent to us an amusing
account of the proceedings." Object :—' Account.' Attributive
adjuncts of Object :—i. 'An'; 2. 'amusing'; 3. 'of the pro-
ceedings,'

My cousin arrived last night. We were greatly amused by his story. He
told us a droll story about his brother. Have you read this author's last
work ? Whom did you see at the concert? The gid is admired by everybody.
Everybody admires John's little sister. Thus ended a war* of ten years'
duration. This ended that most unpleasant J 4ness. Down came the rain.
I saw a soUlier on horseback. f I met some \_^ ,ies in my ramble. The master
praised the boy at the top of the class. The man struck the poor little boy on
the head. The boys were rewarded for their diligence. My horse fell down
in the road. Deep drank Lord Marmion of the wave. On the top of the
hill stinds a stone cross. We were strenuously advised to turn back. We
rajMdly turned round in the direction of the report. He sent his hat round to
collect contiibutions. The boys have been forbidden to enter the orchard.
They shook the depths of the desert gloom with their hymns of holy chter.
He had the impudence to tell me to hold my tongue.

Exercise 95. Take the sentences in the last three exercises, and
write down the several adverbial adjuncts of the predicate in each.

Exercise

sentences :—

John's account of the affair alarmed me. Every finite verb in a sentence
has a subject. My brother Henry told met that. I saw the occurrence
through a gap in the wall. That lazy boy did not go out of doors all the
morning. Have you heard the news ? Have § those little boys finished their
Latin exercises during my absence ? I desire nothing more ardently. Crying
will not help you out of the difficulty. To act thus will displease his father.
To do this properly requires time. Who spoke last ? Whom did you hear at
church this morning? Hoping to find an easier road, we left our companions
at the brid.s,re. How || did you find your way ? He used a stick to support
his steps. You say so to tease me. Considering his age he has done pretty
well at the examination, Verylf few men could have done that. Howli
much money will be enough for you? What foolish notion possesses you?
A little girl's voice was heard in the garden. A large dog's bark was

* Mind that the subject very oh&n follows the verb.

t Observe that this phrase does not show where the act of seeing took place. Contrast this
sentence with the next.

} Look at \ 370,. 4.

§ In questions the subject is often so placed as to break the predicate (when it is a com-
pound form of the verb) mto two parts. To see the construction properly, give the comMete
nttsv.iev to the "uestion. j' o i-

C Remember that ' how ' is an adverb,

II Take c-ire in the analysis not to separate attributive words from the adverbial adjuncts
that may be attached to them.

98, Give the complete analysis of the following

EXERCISES.

219

heard in the distance An empty bird's nest was found. The tall lady s dress
was torn. Some ladies' silk dresses were sold by auction. My cousins
return inteinipted our game Here shall be done a deed of dreadful
note. We had a purpose to be his purveyor. He found his brother
lying fast asleep. We have bought a pretty little calf a month old His
wrath may find some wor>e way to our destruction. Wiiat more do you
desire > Whom did you find walking' in the ^aidcn? Whose umbrella did
you take ? Whose exercise has the fewest faults ? The poor man s wife died
last nighr. He fell head foremost into the river. They advanced step b)^
step. Give mo * a cup of tea. I return you * my best thanks. •' 1 ake tliee
that too " I told you* all that anJiour ag'»t. He died a happy death.; This
said he sat. There h.y Dui.can, his silver skin laced with his golden blood. The
poor wren will fight, her young ones in lier nest, against the owl. Downward
they move, a melancholy band. Conceit, in weakest bodies, strongest works.
Forth at your eves, your spirits wildly peep. Who ever experienced any-
thin.r like kindness at his hands? Who but a fool would talk hke that ?
What have you done with the money? What arrant nonsense that foolish
min talks! Which [horse] of these horses is to l)e sold? He eats^ his
food like § a hog. He was taught Greek (§ 372) by his uncle. ^ ' Tef^h "le
thy statutes.' 'Teach erring man|l to spurn the rage of gain. Ihe dead
v\ere refused burial (§ 372).

Ex-i^'oise 97. Take the following pairs of subjects and verbs and
biild up sentences by puttin^^ in objects, where they are wanted, and
cnlar^incr the subjects, predicates, and objects, with as many adjuncts,
attributive and adverbial, as you can. Thus, from ' Men rob,' you
may make ' Men of weak character, led astray by temptation, some-
times rob their unsuspecting friends shamefully.'

Birds build. Ship carries. Boy lost. Loaf was bought. Brother left.
Sister came. Children went. Men found. We arrived. Man struck.
Hor^e threw.

Exercise 98. Make a dozen other sentences in a similar way with
subjects and verbs of your own choosing.

Exercise 99. Parse all the words in Exercises 94 and 96.

XLII. Verbs of Incomplete Predication.

Preliminary Lesson.—^^Xwx^ and construction of Verbs of
Incomplete Predication (§§ 391—396). Mode of analysing sen-
tences in which they occur (§§ 493, 498—500).

* ^Ago^'isl^shortened form of 'agone.' The phrase originally formed a nominative (or
objective) absolute.
X Lookat § 371.

iJHie'mlnMmdVtTer be taken as the direct object, 'teach"' having the sanie kind
of sciis^' as ' train ' or ' instruct'

220

ENGLISH GRAMMAR.

Exercise 100. Analyse the follnwinj^ sentences containing Subjec-
tive Complements of verbs of Incomplete I'rcdication : —

He is insane. They are honest. He is an honest man. He became my
friend. He became very rich in a short time. He grew rich suddenly. Me
was called an enthusiast by his friends. He is not thought a fool. The
prisoner was pronounced guilty of homicide. He is my cousin's friend. He
IS considered a pretty good player. We got quite tired. The wiiu' tastes
sweet. She looks very i)retty. That appears very plausible. He was e'ected
Kmperor. He stood silent (see § 391). They entered laughing. The dog
ran away howling. He felt tired. The air feels keen. He stood rubbing his
eyes. The boys rushed shouting into the playground. I am sure of pleasing
you in this. He sat twiddling his thumbs.

ExarciselOl. Parse the preceding sentences. In accordance with
§ 393 (which see) account for the case of the complement either by
saying that the verbs ' be," become,' i&c, take the same case after them
as before them, or (better) by saying that the complement is in the
predicative relation to the subject. (See § 374.)

Exercise 102. The verb fo be is a verb of incomplete predication
when it is employed in making a compound tense of a verb in either the
active or the passive voice, as * He is going ;' ' I was saying ;' 'He is
gone ;' ' He was struck.' But when used to form a tense 'of another
verb, it IS usually called an Auxiliary Verb. In such cases the com-
pound form denotes the performance, the continuance, or the comple-
tion of an action. When the state that is the result of the action is
denoted, the participle that follows is merely an adjective' of quality.
When It IS not accompanied by a complement of some sort, to be is a
verb of complete predicatiojt, or (as it is sometimes called) the * verb of
existmcc: {N.B.- An adverb or adverbial phrase is not a complement.)

Point out carefully the various uses of the verb in the following
examples : —

He is in the parlour. He is going away. Such things have been. The
tmie has been, that when the brains were out, the man would die We are
ready. I am in doubt about that. The boy was blamed for that. The poor
man was starve 1 to death. The children are half starved. He was wounded
by an arrovv. The poor soldier is badly wounded. I am trying to do it. This
delay is trymg to our patience. I am delighted to see you. We were delighted
by the concert. He is named John. He was called a fool for his pains.
Where are you ? Where have you been all the morning ?

^ Exercise 103. Analyse the following sentences containing Objec-
tive Complements of verbs of incomplete predications (^ 391, 395) :—

He painted the wall white. He made us all merry. I think him clever.
He considers this course expedient. They made Henry king. He called the
man a liar. You have made your hands dirty. The jury pronounced the
prisoner guilty We consider him a fine player. W^e deem this step very
imprudent. 1 his measure rendered the plot abortive. I pronounce the wine

r-XF.uc:sKS.

221

excellent. He made the hear dance.* He made his horse canter. He set
the audience laughing. Let us pray. Let fall thy blade on vulnerable crests.
He bade the man wait. I lorbid you to touch that. He ordered the man to
wait He directed the man to wait. He instructed the man to wait. I Ic told
the man to wait He asked me to come. They besought us to come to their
help. They invited us to come. They urged us to come, t

Exercise 104. Analyse the following sentences, in which the subjec-
tive complement is a verb in the infinitive mood (§ 394). Show where
the complementary infinitive has itself a complement. These secon-
dary complements, as well as the primary ones, are m the predicative
relation to the subject. Do not confound the object of a verb witn
its complement.

He is believed to have perished . They arc supposed to have lost their way.
He is thought to have poisoned the man. He is believed to be mad. I hat
step was considered to be very imprudent. He was ordered to sit down. He
was bidden to stand aside. This kind oflife is not to be endured.

Exercise 105. Parse the pr^'ceding sentences.

Exercise 103. Analyse the following sentences containing Infinitive
Complements.: (See § 396.) Show carefully whether adverbial ad-
juncts are to be attached to the verb cf incomplete predication, or to
its complement (Sc c § 493.)

They can write well. We can sing. They may depart. We must make
haste. You shall be rewarded. I will be answered. I must go home. I can-
not hear you. They may take the money I will return shortly, i hey shall
have a good scolding. That cannot be allowed. Nothing could be more un-
fortunate. You might h..ve found an easier way. I do so long to see him.
Indeed [ did not say so. He ought to pay me. He ought not .0 do this.
You ought to be more cautious. That may perhaps be true.

Exercise 107. Analvse the following sentences, carefully distin-
guishing those cases in which a verb is followed by a complement from
those in which it is followed by an adverbial adjunct. See whether
the word in question denotes' the cofidition of that which is spoken
about, or the manner in which an action is done.

That looks pretty. The bell sounded cracked. He spoke loud. The cry
sounded clear and shrill . His voice sounded feebly. His voice sounded feeble.
He has travelled far and wide. They have not made the street wide enougli.
The people wept sore. It grieved me sore. The stones have made my leet

* In parsing an infinitive mood of this sort it must be described as the complement of the
verb of incomplete predication, and in the attributive relation to the noun which is the object

°V^^nmany of these constructions, this gerundial infinitive is scarcely distinguishable from an
adverbial adjunct expressing purpose. In sentences like '* How am I to do it ? Yc are
to be quiet," the infinitive is certainly adverbial.

p.pu

n**rit£ ^rc

predication.

ceriauiiy auvcruiai. , /• • i

in reality in the Objective Relation to the verbs of incomplete

//I

222

ENGLISH GRAMMAR.

sore. He rubbed his face hard. The water is frorcn hard. He nibbed his
face sore. They came late. This delay will make us late. The binl sang
clear. The ship passed clear of the rock. The water nms clear. Her voice
sounds clear. The trees whispered :oft and low. The whisper came soft
and low to our ears.

XLIII. Complex Objective Phrases.*

Preliminary Lesson. — Study § 397.

Exercise 108. Analyse the following sentences containing ob-
jective intinitive phrases : —

He heard t the wind roar through the trees. I heard the man say so. We
saw the thief try to pick a gentleman's pocket. I wisht you to come to-morrow.
I believet the man to be innocent. I feltt the air fan my cheek. I have heard
[people] say that he is very rich. Have you ever knownf the man confess
being in fault ? The duke will never grant this forfeiture to hold. I liket a
knave to meet with his deserts. I expectedt the travellers to be here by this
time. The wind sits fair forj news to go to Ireland. It is too late forj the
travellers to arrive to-night. The task was too difficult forj him to hope to
succeed.

XLIV. Complez Sentences.

Substantive Clauses.

Preliminary Lesson, — Nature, form, and structure of substantive
clauses (§§ 401 — 405).

Exercise 109. In the followi: t, sentences a substantive clause (or
noun-sentence, as it is often termed) is the subject. Analyse the sen-
tences in the mode indicated in § 515, &c. When 'it' is employed as
a temporary, or provisional subject, set it down as such, and place
after it the substantive clause as the real subject. Analyse the sub-
stantive clauses separately, remembering that the conjunction ' that '
does not enter into the structure of the clause which it introduces, but
that interrogative words do, being either pronouns or adverbs.

* These infinitive phrases are often scarcely distinguishable from infinitive moods used as
objective complements ; but it will be seen on consideration that there is the Lame kind of
distinction between ' He made the child cry ' and ' He saw the child fall,' that there is
between ' He made the man angry' and 'He found the man dead. See note on § 395.
In constructions of this sort the verb in the infinitive mood may be parsed as being the
verb in an objective infinitive phrase, having the preceding noun or pronoun in the objective
case as its subject. In the example given in § 547 it is quite possible that we ought to regard
'this proud Sarazin to meete me ' as an infinitive phrase of the same kind u^ed as the (real)
subject of ' chaunced,' and represented provisionally by 'it.' In that case the analysis of
the sentence will of course be different.

+ Notice that the meaning of this verb is quite complete in itself. The whole of the
following purase is tuc object of it.

* Here the Infinitive phrase is governed by a preposition.

EXKRCISES.

223

ob-

Before analysing the sentences in this and the succeeding:: Exercises,
draw a hne * under the entire set of words which form the subbtantive
clause, icinembering that you have not got a complete substantive
clause, or noun-sentence, unless it has a subject and a finite verb, with
all the adjuncts that may be attached to either of these. (See § 512,
note.)

That he ilid the deed is (|uite certain. That he said so is undeniable. "Who
can have t(jld yoii that, iniz/lcs me. How long I shall stay here is uncertain.
What we are to do next is the question. What his capacity is signifies nothhig.
How I f<nind the matter out is no concern of yours. How completely you are
mistaken can easily he shown. What signifies what weather we have ?

It is not true that he said so. It is very probable that he will not arrive
to-day. It is uncertain what the result will be. It does not matter what ho
thinks. It is uncertain how long I shall stay.

Thence it is that I to your assistance do make love. What does it signify
how rich he is ? It is a question how far he was justified in that proceeding.

Methinkst I know that handwriting. Anon methought the wood began to
move. Methinks he hath no drowning mark upon him. Methought the
billows spoke. Was it on Tuesday that he went away? It was only yester-
day that 1 saw him.

Exercise 110. Analyse the following sentences in which a sub-
stantive clause is the object of a verb, or of a phrase equivalent to a
transitive verb : —

I knew that he would come. I heard that he had arrived, I tliink I have
the honour of addressing Mr. Smith? Tell me who told you. Tell me how
old you are. Tell him I cannot see him to-day. I want to know when this
happened I thought itj strange that he should leave without calling on me.
iVw'ear I have no mind of feasting forth to-night. He told me he knew all about
the matter Tell me what you think of all this. Advise if^ this be worth
attemptin<r. Try if you can decipher that letter. I fear thou play'dst most
foully for it. I am hopeful that he will soon get better. He is confident that
I ^hall succeed. We' are resolved that that shall not occur again. He
made it a condition that I should become security for the payment. He felt
it to be a disgrace that he had so utterly failed. Try how far you can jump.

Exercise 111. Analyse the following sentences in which a sub-
stantive clause is in apposition to a noun, or comes after a preposition
(§ 404), or is used absolutely with a participle, like a nommative
absolute : —

The fact that you say so is enough for me. The circumstance that he was
present must not be disregarded. The idea that I can comply with his request

• To those who arc acquainted with my larger grammar I need hardlj' observe that this
mode of marking sentences has not been boiTOwed from the later works of others.

t The introductory conjunction ' that ' is often omitted. See § 403 and § 244.

± ' It • often does duty as a temporary or provisional object. Deal with it as m the case of
the subject ; that is. first analyse the sentence without the substantive clause, and then
substitute that clause for the ' it.'

S • If has here the force of.' whether'.

2^4

ENGLISH GRAMMAR.

is absiircl. He did this to the end that he mi^h. co.uliice rtic. I undertook
the business in the expectation that he would help me. He could not get rid
ofthf idea that I was his enemy. In case* you should see him, bring him
with you. I came on the chance that I might find you at home. Who can
want the thought how monstrous it was for Malcolm and for Donalbain to kill
their gracious father ? He sent me word that he would come anon. There
was a rumour that the army had been defeated. Oh ! yet I do repent me of
my fury that I did kill them. For that I love your daughter, I must advance
the colours of my love. That depends upon how you did it. I would not
believe the story but that you avouch it. I hate him for he is a Christian, but
more for that in low simplicity he lends out money gratis. In case I am not
there, go on without me. Provided that he consents, I will undertake the
business. Provided this report be confirmed, we shall know what to do.

The word 'so' is only a substantive demonstrative pronoun t used
adverbially. Being essentially a substantive, it may have a substantive
clause in apposition to it. Analyse the following sentences :—

You may go where you like so (= on the condition) that you are back by
dinner time. " For nothing hold me so it please thee hold (?.<?., regard) that
nothing me a something; dear to thee." "So please my lord {i.e., * on the
condition that it please my lord ' ) to quit the fine, I am content."

Exercise 112. Transitive verbs govern an object, not because
they are predicative words, but because they denote a transitive action.
Nouns that do this may have a substantive clause after them, which
may be described as an ' objective adjunct to the noun.'

Analyse the following sentences : —

I see no sign that the fever is abating. That is a proof that he knows
nothmg about the matter. We welcomed these indications that spring was
near. He has obtained my consent that he should go to college. There is no
fear that he will fail.

X-

Exercise 113. Analyse the following sentences^ in which the Sub-
stantive Clause forms an Adverbial Adjunct to a verb or adjective
(like the Latin accusative of lintitation^ or closer definitioti).

T convinced him that he was mistaken. | I am sorry that you are not well. 6
We are glad that you have come at last. We are disappointed that you have
not brought your brother. I am certain that he never said so. I am per-
suaded that that is the wiser course. He is desirous that I should return.

Exercise 114. Analyse the following sentences, in which an in-
finitive accompanied by an interrogative word supplies the place of a
substantive clause beginning with an interrogative :—

* Note the omission of 'that.'

+ It is often used without any p.dverbial force, as in ' I told y., . so.' ' I drank a pint or sa
. "^'".t." A^c^^ ^ 'i-'^PV'*'"- "f '^ ^^" 'He is a fool, and so Is his brother' The

. 'Pil ■" — ,\ \..i..;i, . <t'3/ •>ii^rii iiub a pfuiiuimiiai lurcc.

\ ri^u-^' convinced him wit/i respect to this point.'
§ That IS ' I am sorry on this account, or as regards thit*

EXERCISES.

225

How to do it is the difficulty. I taught him how to do it. Where to get
the money puz^.les me. He never knows when to go. I am considering what
tu do next. I know not where to get food. I know not how to thank you
sufficiently. The difficulty is how to get there.

XL v.— Adjective Clauses.

Preliminary Zm^« —Nature, form, and construction of Adjec-
tive Clauses (§§ 406—413).

Exercise 115. Underline the adjective clauses in each of the fol-
lowing sentences, then analyse the entire sentence, and lastly amd>se
the adjective clause separately* :—

The serpent that did sting thy father's life, now wears liis crown I coukl a
Hie unfold whose lightest word would i--»vrow up thy soul. i he its \i.e.,
'tooi ' sTabour which is not used for you. He had many heavy bimlens o
he'r the iSessuie of which nearly crushed him. Thrice is he armed that hath
hirmnr?e iust I saw the captai^i in whose ship you will sai . Do you know
?i^:i^Sit eman io whom this pkrk belongs ? Infected be the air whereon t t^^y
ride. Thy food shall be husks wherein the acorn cradled. ^).^f /^^^ ^"^^
was that therewith my brother held you in the cloister? IJ:"«;^ ^.f^^
whereon the wild thyme blows. Thou speak'st to such a man that is no
Sev 11° te 1 tale. Unto bad causes swear such creatures asj men doub . You
tiU so^n^find :;ch peace which it is not in the powei^ of the -Hd o g.v.
His behaviour is not sucli [behaviour] a^^Ih^e.^ou are welcome to y
T.^in <;nrh is.^ it is This cloth is not such [cloth] as I asked lor. i nave noi

west.

Exercise 116. Deal in a similar way with the sentences in Exer-
cise 61.

Exercise 117. Supply the relatives which are omitted in the sen-
tences in Exercise 62, and then analyse the sentences.

Make (or find^ a dozen sentences containing adjective clauses in
whkh the rel^ive is expressed, and a dozen in which it is omitted,
and then analyse them.

Exercise 118. Analyse the following sentences in which the
Adi^ectJve Clauses have a Relative Adverb in place of a Relative
Pronoun governed by a Preposition (§ 400).

parsed as a compound adverb ^ ^^ equivalent to a relative i-ronoun.

I ThVclaus'e'' as it is ' isbthe auHbu^ive rJlat.on to ' i>clp/ and the ^ua^^reiauve - as xs
the complement of the predicate in its cwn clause,

226

ENGLISH GRAMMAR.

I will show you the shop where I bought these apples. The reason why
you cannot succeed is evident. Return to the place whence you came. I can
remember the time when there were no houses here. Do you know the source
whence he obtained this information ? The fortress whither the defeated troops
had fled was soon cajjtured.

Exercise 119. Analyse the following sentences, in which the
Adjective Clauses arc attached to (and explain) the neuter demonstra-
tive pronouns //", that, and this.

It was John who said so.* It was the owl that shrieked.f Who was it
that thus cried ? It is the eye of childhood that fears a painted devil. Is this
a dagger which+ I see before me, the handle towards my hand ? That which
hath made them drunk hath made me bold. Was that your brother who
knocked at the door? Is that a scar that you have on your hand? It was a
gun-shot that killed him.

Exercise 120. Analyse the sentences in Exercise 65. You may
eitlier supply the suppressed antecedents, or treat the clauses as
Adjective Clauses used siibst actively (§ 408).

Exercise 121. The word ' what ' sometimes introduces an adjective
clause, and sometimes an indirect question, which is a substantive
clause. What is interrogative when it cannot be replaced by ' that
which ' (§ 409).

Analyse the following sentences, carefully distinguishing the sub-
tantive clauses from the adjective clauses, and then parse the sen-
tences :—

Repeat what you have just said. You have only told me what I know
already. I know what you said about me. Go, and find out what is the
matter. Do what you can in this business. Pray tell me what ails you. You
must not dictate to me what I am to do. This is what he did. He soon
repented of what he had done. He knows well enough what he ought to do.
That is precisely what he ought to have done. I cannot make out what you
are saying. I do not understand what you are saying.

Exercise 122. Make (or find) a dozen sentences illustrating each
use of ' what,' and analyse them.

Exercise 123. The pronouns 'who' and 'which,' and the pro-
nominal adverbs 'when,' 'where,' &c., have the same twofold use ; the
adverbs, when used as the equivalents of relative pronouns governed
by prepositions, having a relative force.

• That is, " It (the person) who said so, was John."
t riiril Is, " It [the creature) that shrieked, was the owi."

t The adjecliv - clause ' which— hand ' is attached to ' this.' 'The handle towards my
hand ' is a nominative absylute belonging tq the adjective clause.

r
u
c
d

EXERCISES.

227

Analyse the following sentences :—

Find out who did that. Whom we raise we will make fast. I co aid not
make out whom he was alluding to. That h where*^ I live. Tell me where
Tu live. Tell me why you are so angry. That is why* I am angry I do
not know when they will arrive. I knew when* seven justices could not take
UD a qurrrel I have seen when,* after execution, judgment hath repented
o^ei his doom. Tell me where he is. See where* he looks out of the wi^
dow. That is howf he always treats me. That is why* I did it.

Exercise X24. Analyse the following sentet ls, treating the clauses
containing a relative not as adjective clauses, but as independent sen-
tences ; as though 'and' with a demonstrative pronoun were substi-
tuted for the relative (§ 413) : —

I the matter will re-word, which madnesg would gambol from. Being shown
into a grand apartment, I delivered my letter, which he reai. We travel ed
tTethfr as f u as Paris where we parted company, In London he made the
a/qu^n ance of my bro'ther, whom he visited frequently. This modest stone,
what few vain marbles can, May truly say, 'Here lies an honest man. By
his timJwe had traversed half the distance, when a loud clap of thunder warned
us to Quicken our steps. Next day they renewed the fight, which lasted ti
Ihe evSg Honourable ladies sough? my love, which I denying, t they fell
sick and died.

Exercise 125. Deal in a similar way with the sentences in Exercises
63 and 65.

XL VI. Adverbial Sentences,

Preliminary Z^^j^;/.— Nature, form, and structure of Adverbial
Clauses (§§ 414^435)-

1. Adverbial Clauses relating to Time (§ 416).

Exercise 126. Analyse (and parse) the following sentences, after
firS underlining the Adverbial Clauses, and then analyse these
clauses separately §

T will tell vou the secret'! when I see you. W^hen you durst do it, then you
were a man. Tdkt no? know that till you told me. While he is here we
shall have no peace. ^

• In the analysis supply an antecedent noun,
was HI appupuion. . .•- nm......... -. - - ;■ , i ij Ug describtd as a connective adverb,

228

ENGLISH GRAMMAR.

I \

A plague [be] upon it, when thieves cannot be true to one another. What
signifies asking, when there's not a soul to give you an answer ? I'll charm
the air to give a sound while you pexform your antic round. He arrived after
we had left 1 shall be gone before you are up. He left the room as I
entered. You may come whenever you please.

2. Adverbial Clauses relating co Place {^ 417).

Exercise 127. Analyse and parse the following sentences : —

He still lay where he fell. Where thou dvvellest, I will dwell. Wherever
you go, I will follow you. There,* where a few torn shrubs the place disclose,
the village preacher's modest mansion rose. Whithersoever I went, he followed
me. Seat yourselves wherever there is room.

3. Adverbial Clauses relating to Manner and Degree (§ 418).

Exercise 128. Analyse and parse the following sentences : —

As the tree falls, sot it will lie. Do as I tell you [to do]. He is asj
avaricious as his brother is generous. The§ higher you climb, the wider will be
the prospect. The longer I know him, the less I like him. The more he has,
the more he wants. Hovv|| far the substance of my praise doth wrong this
shadow, so far this shadow doth limp behind the substance. How a bright
star shooteth from the sky, so glides he in the night from Venus' eye. She is
as good as she is beautiful. We do not always write as we pronounce. He
always does as he promises [to do].

4. Adverbial Clauses relating to Cause, Purpose, and Con-

sequence (§ 421—423).

Ex3rcise 129. Analyse and parse the following sentences : —

He came because I sent for him. I cannot tell you his age, for I do not
know it. Because Thou hast been my help, therefore in the shadow of Thy
wings will I rejoice. Since you say so, I must believe it. As he has begged
my pardon, I will forgive him. When I am determined I always listen to
reason, because then it can do no harm. The fool is happy that he knows no
more. He is aware that I did not come.

He toils hard that he may get rich. I called on him that I might tell him
about that matter. He retired to his own room that he might study quietly.
Take care that all be ready. Take heed lest ye fall into temptation.

I am soU tired that I am ready to drop. He is so weak that he cannot
stand. He is such a bar that nobody believes him. It is so dark that we
cannot see.

• ' There' and the clause ' where— disclose ' are co-o^dinate adverbial adjuncts of 'rose.'
i- ' So ' and the clause ' as the tree falls ' are co-ordinate adverbial adjuncts of ' will He.' _
X The first * as ' is demonstrative, the second relative. Each modifies the adjective in its
clause.

§ Mere the main clause is the second one. The first 'the' is relative, the second demon-

strative. (See § 420.^ The fi-st modifies 'higher', the second modifies 'wider.' The second
' the ' and the adverbial clause are co-ordinate adverbial adjuncts of ' wider,' tl
plaining the indefinite meaning of ' the.'

How ' is a relative or connective adverb modifying ' far,' and joining the adverbial
clause (which is co-ordinate with ' so *) to the second * far.'

II The demonstrative 'so' and the adverbial clause are co-ordinate adverbial adjuncts of
'tired.'

EXERCISES.

229

5. Adverbial Clauses relating to Condition. Hypothetical and
Concessive Clauses (§§ 424 — 434.).

Exercise 130. Analyse the following sentenc-s :—

If vou call you will see him. I would have called on you, if I had known
Your'address. You will not succeed unless you try harder. I will not come
unless you invite me. Except ye repent ye shall all likewise pensh. 1 hough
he is rich he is not contented. You will see him though 1 sha 1 not [see himj.
An (=- if ) I have not ballads made on you all, and sung to filthy tunes, let a
cup ot sack be my poison. So* 1 lose not honour in seeking to augme.it it, I
shall be counselled I doubt not but to die a fair death for all this, if I escape
hanging for killingt that rogue. Whatever may be the consequence, I will do
what i have said Whatever he may say,t I shall not believe him Say [he]
what he will [say] he will never convince me. Do [he] what he can [do], he never
Dleases the man. Whenccsoever the money comes it is welcome However
creat his abilities may be, he cannot succeed without industry. Be he ne er so
vile this day shall gentle his condition. The lady's fortune must not go out
of the family ; one mav find comfort in the money, whatever one does [find]
in the wife. Cold^ as'it is, 1 shall go out. Big as he is, I am not afraid of
him Had 1 knownll this I should have acted differently. Were you my
brother I could not do it for you. I would have finished the work had it been
possible.

XLVIIi Complex Subordinate Clauses.

Exorcise 131. In the following sentences a substantive clause
contains a subordinate clause within it. Analyse the sentences, first
treating'- the substantive clause as a whole, and afterwards analysing it
separarely. UnderUne the clauses in the way shown in § 5 14 and in the
first few sentences : —

He said i) he would return 2) the boo k when he had read it. I wish i)

the boy would finish the task 2) I set him. Tell i) me how old you were 2 )

^^^ ' (2)

when your father died. But i) that my foot slipped 2) as I turned the corner,

(i)

(3) ^ ^ ^[:__z:ziz:

a''°"X ?. f ' So- hns r.^dverb al relation to any word in the clause vshich it introduces,
^f Mind thai ' for kilfinrifnot an adverbial adjunct of * escape.' but an attnbut.ve adjunct

^VpoS^'^und tn^c^list^u^ntith that of such a sentence as ' I believe whatever he

^y^'-'v A'l^'^l'it,.'!'::"; ;., ^in. and th*- fallowing sentences is very peculiar. 'Cold; is in reality
thl compleme'ntof' li^c preJicate. The instruction u the .ame as if we had "however coid

it is.' . , J,

U 'If is omitted v§ 434.' ^

11 V

230

ENGLISH GRAMMAR.

I should have won the race. Where they most breed and haunt, I have

(I) — .

(2) = -•"

observed* i) the air is 2) delicate.

Who told you that I built the house which you see? He fears that his
father will ask him where he has been. But that I told him who did it, he
would never have known. Nor failed they to express how much they praised
that for the general safety he despised his own. I think he will soon retrieve his
misfortunes if he sets to work with good-will. I should like to know how
your friend found out where I live. . Now methinks you teach me how a beggar
should be answered. I'll see if I can get my husband's ring, which I did
make him swear to keep for ever.

Exercise 132. Analyse on similar principles the following sen-
tences, which contain complex adjective clauses : —

The person i) who told 2) you that I said so, is mistaken. A child i)

"* w::^=

that does not mind 2) when he is spoken to, must be punished. There are men

'■) (., :

i) who care 2) not what they say. ** My foolish rival i)" that her father likes

(2)

2) only for his possessions are so huge, is gone with her. The man i) who

■ (1) •

(2) " :

does the best 2) that he can [do] deserves praise. I should report that i) which
^ (,)

(2) — (2)

I say 2) I saw.t

The house where I lived when I was in town has been pulled down. I
have only done what I told you I would do. They fear what J yet they know must
follow. I have secret reasons which I forbear to mention because you are not
able to answer those of which I make no secret. The time has been that when
the brains were out the man would die. The right valiant Banquo walked
too late, whom you may say, if it pleases you, Fleance killed, The eighth
•appears, who bears a glass which shows me many more.

Exercise 133. Analyse the following sentences which contain
complex adverbial clauses : —

I will not leave i) till I know 2) that he is out of danger. I wrote i) to him

(I)

(2)

• This clause breaks up the continuity of the substantive clause. In analysis put ' I have
observed the air is delicate ' first.

t Ohseive tiiat the substantive clause is broken by ' I say.' The construction is the same
as in: ' I say [that] I saw it,'

X ' What' is in the nominative case, the subject of* must.' The construction will be best
geen by substaqting thg demonstrative : — 'they know [that] that must foUo\y.*

EXERCISES.

231

immediately because I knew 2) how anxious he was. I shall be much obliged

(I) v:

(2)

i) if you will repeat the story 2) which you have just heard.

« u)

He soon left the house when he heard that I was coming. You will be
punished if you do not come when you are called. Don t let us make
imaginary evils, when we know we have so many real ones to encounter.
He seldom drinks wine because he finds that it disagrees with him.

Exercise 134. Analyse the following sentences, each of which
contains a subordinate clause containing a second, which in its turn
contains a third :—

I was trricved when I heard how he had obtained the character which he
bore among his neighbours. I know that he would never have spread such a
report if he had not believed what your brother told him. Men who see
clearly how they ought to act when they meet with obstacles, are mvaluabie
helpers It would be well if all men felt how surely ruin awaits those who
al^u-e their gifts and powers. It was so hot in the valley that we could not
endure the garments which we had found too thin when we were higher up
among the mists. I will give you no more money till I see how you use what
you have.

XL VIII. Compound Sentences.

These present no new features. The two or more co-ordinate
sentences which make up the compound sentence siinply have to
be analysed separately, with the omission of the conjunction that
joins them. (§ 436-)

XLIX. Contracted Sentences.

Prdimiimry Zm^«.— Study carefully §§ 439j 44°, 55^— 5 5^.

Exercise 135. Test the accuracy of the following contracted
sentences in the manner shown in § 440 : then fill them up and
analyse them separately :—

You must either be quiet or [you must] leave the room. Our purer essence
then will overcome the noxious vapour of these raging fires, or [our purer
essence,] inured, [will] not feel [the noxious vapour of these ragmg^ fires]
Our greatness will appear then most conspicuous when great things of small
fthinis we can create, when] useful [things] of hurtful [things we can create,
when] prosperous [things] of adverse [things] we can create. „ . , ,,

My day or night myself I make, wh ^e'er I ^leep or play. He yields
neither t to force nor t to persuasion. 1 have not decided whether I will go

• Two or three are filled up by w.ay of example. , • ,• ^ ,

t Stress tL coujuncth'e portion of Hcither-*nor\^y substituting not-noU

232

ENGLISH GRAMMAR.

or not. He allowed no day to pass without either writing or declaiming aloud.
If you pursue this course you will not injure me, but you will ruin yourself.
He pursued, but could not overtake the retreating enemy. " Bad men boast
their specious deeds on earth, which glory excites, or close ambition varnished
o'er with zeal." "What praise could they receive, what pleasure I, from
such obedience paid ? " " Two principles in human nature reign, self-love to
urge, and reason to restrain." " Nor this a good, nor that a bad we call."
*' Who wickedly is wise or madly brave. Is but the more a fool, the more a knave."
" See the sole bliss Heaven could on all bestow, which * who Vjut feels can taste,
but thinks can know." He grows worse and worse. W^ould you rather drink
wine or beer ? " Nor steel nor poison, malice domestic, foreign levy, nothing can
touch him further." " Freely they stood who stood, and fell who fell." When
you return come and tell me the news. As she sat in the old arm-chair she
pondered with bitter grief over the past, and thought of the future with
shuddering fear. As the years went on, scandals increased and multiplied.
Unless you alter your conduct you will offend your friends and bring disgrace
upon yourself. That discovery relieves, but scarcely removes my suspicions.
I may forgive, but I can never forget his ingratitude to me " Wiles let them
contrive who need, or when they need, not now." "Why should I play the
Roman fool, and die on mine own sword ?" *' Swords I smile at, weapons laugh
to scorn, brandished by man that's of a woman born." *' Wh.at's Hecuba to
him, or he to Hecuba ?

L. Sentences containing Elliptical C] nses.

Preliminary Lesson. — Study §§ 443, 557 — 564.

Exercise 136. Analyse the following sentences, having first sup-
plied the words that are understood, in the way indicated in the first
few examples. [Let the pupil study and practise these, till he can fill
up the ellipses when the elliptical sentences are dictated.]

He looks as stupid as an owl [looks stupid]. He is not so clever as his
brother [is clever]. I had rather die than [I would soon] endure such a dis-
grace. He is better to-day than [he was well] yesterday. It is better to die
than [it is good] to live in such misery. I have as good a right to the money
as you [have a good right to thf' money]. As [matters stand] for me, I will
have nothing to do with it. 01 f as he is [old] he is hale and hearty. He
was so kind as [a man would be knid] to give me this book. He is as brave a
man as [a brave man] ever lived. (That is, ' He is a man in that degreehrdi\Q in
which degree brave a man ever lived. ) The boy played truant as [it is] usual. He
stood aside so as [a man would stand aside] to let me pass. He looked as [he
would look] if he could kill me. I'd rather be a dog and bay the moon than
[I would soon be] such a Roman. He told me that wisdom is better than
wealth [is good] as [he would tell me] if I did not know that l)efore. I'll shed
my dear blood drop by drop in the dust, but X I will rai.se the down-trod

• 'Which ' object of the verb 'taste' ; to be repeated as the object of the verb 'know.'
' Feels ' and ' thinks ' are intransitive.

t The logical intention of an attributive adjunct is often greater than its mere grammatical
force. The full meaning here is : — " lAlthough he is soj old as he is [old]."

X The whole phrase, ' but I will King ''is an adverbial adjunct of ' will shed', consisting

of a preposition (-but) followed by a substantive clause. The sense is . — ' Leavmg out the

case that I will raise king (that is, ' in default of my raising .... king'), I'll shed my

dear blood ' &c,

EXERCISES.

233

Mortimer as hich in the air a.^ this untliankful kiny [is high in the air]. An
W e not^as go<Kl a deed as [to] drink [is a good deed] to turn frue man and
leive these rocues, I am the veriest varlet that ever chevyed with a tooth.

f I wJ^re as te ous as a king fis tedious], I could find t . m rny/^eart to
bes ow it all on your worship, ke has no redeemmg quah les whatever [re-

remnc qualities there are]. How could you make such a blunder as t you
miTl fol"^^^^^^^ (/>•, in s'upposing) I did it. What [will happen] if don t
Tell yiu? His wages as J [L isj a labourer amount to twenty shdlmgs a

week.

Exarcise 1S7. Analyse the following sentences, having first filled
up the ellipses : —

I speak not as in absolute fear of you. Rather than be less he cared not to
be at all. What can be worse than to dwell here ? Present fears are le^s than
or^ ble imamninps. He died as one that had been studied -n his dea h to
thiwary t^ Lrest thin^^ he owed (= owned), as 'twere a careless tr.fle.
Mo""is"u^e than more than all can pay. Art thou not sensible to feehng as to
iiehl How could you make such a blunder as to suppose I did t ? None
could be found so bold as to oppose him. They dreaded not more the adven-
tu e than Ws voice forbidding. The people of Paris are much fonder of
In^neers that have money than of those that have wit. My pupil understood
he aft of guiding in money matters much better than I He procured a room
as near ^he prison as cndcl conveniently be found. About him all the sancti-
tL of Hea^n stcod thick as stars. He recommended me as a pe-n very
fit for a travelling tutor. He is as a great a rascal as ever hved My ee aie
as cold as a .tone. I never attend to such requests as that The boy s more
troublesome than evor. He is no happier than before. He is more agile than
is brotC but not so strong. He is fonder of play than of work, but not so
fnnr of nlav as of idleness. He is as tall a man as ever I saw. Vou are no
l°"eohan%our brother. Will you be so good as to lend me tliat kmfe ?
He was wiser than to risk his money in that undertaking. I am "ot such a
fool as to do that. As to your proposal, I cannot assent to it. As to what
ou tell me t msses belief. This is better than if we had lost everything It
Totob^d to suffer misfortune as to deserve it. He is better to-day than
veste-dav He looked as if he could kill me. He spoke to me as if I were a
[hier He told me that wisdom was better than weahh ; as if I did not know
hat befme Wnh other notes than to the Orphean lyre I sang of chaos and
eternal night. I should tarn more as a crossing-sweeper, /or none made
weeter melody than did the poor blind boy. Herein fortune shows herself mo e
k nd than i Lr custom For myself alone I would not be so ambitious as to
wSh myself much better. He accompanied me as far as to the end of the
Teet When he s best, he is a little worse than a man ; and when he is worst,
hel little be ter than a beast. Wisdom is ofttimes nearer when we stoop than
iihen we soar! If time improve our wit as well as wme, say at what age a
poet grows divine.

• ProviMonal object, .bowing the construction cf the !:^^1 S\^,\,;'d°„Y°Se'e^§'i6

of the

txer< -^ ,

should be piped
•CjfHih. Rev. IV, /.).

234

ENGLISH GRAMMAR.

MISCELLANEOUS EXAMPLES FOR ANALYSIS AND PARSING.

i I. Lightly nnd brightly breaks away
The morning from her mantle gray.

2. Right sharp and quick the bells all night
Rang out from Bristol town.

3. The gallant king, he skirted still
The margin of that mighty hill.

4. All alone by the side of the pool

A tall man sat on a three-legged stool,

Kicking his heels on the dewy sod,

And putting in order his reel and his rod.

5. The soul's dark cottage, battered and decayed.

Lets in new light through chinks that time has made.

6. His daily teachers had been woods and nils.

7. Love had he found in huts where poor men lie.

8. Waiting till the west wind blows.
The freighted clouds at anchor lie.

9. Here in cool grot and mossy cell
We rural fays and fairies dwell.

10. The sable mantle of the silent night

Shut from the world the ever-joysome light.

11. Now fades the glimmering landscape on the sight,
And all the air a solemn stillness holds,*

y Savet where the beetle wheels his droning flight,

And drowsy tinklings lull the distant folds.

12. From yonder ivy-mantled tower

The moping owl does to the moon complain
Of such X as, wand'ring near her secret bower,
Molest her ancient, solitary reign.

13. Beneath those rugged elms, that yew-tree's shade,
Where heaves the turf in many a mould'ring heap,
Each in his narrow cell for ever laid,§

The rude forefathers of the hamlet sleep.

14. Perhaps in this neglected spot is laid

Some heart once pregnant with celestial fire ;
Hands that the rod of empire might have swayed.
Or waked to extasy the living lyre.

• Look carefully to see which is the subject here.

t Supply 'those regions ' (or something of that kind). The last two lines form an adverbial

liunct Tnodifvin*'" 'all'.

t Supply ' persons,' and take 'as ' as a relative pronoun (§ 164).

I Take ' each— laid ' as a nominative absolute.

mc
se(

EXERCISER.

235

^JQ.

15.
16.

17.

18.

19.

20.

21.

:rbial

There, at the foot of yonder nodding beech,

That wreathes its old fantastic roots so high,

His listless length at noontide would he tretch.

And pore upon the brook that babbles by.

In climes beyond the solar road.

Where shaggy forms o'er ice-built mountains roam,

The Muse has broke the twilight gloom

To cheer the shiv'ring native's dull abode.

There is a tide in the affairs of men

Which, taken at the flood, leads on to fortune :

Omitted,* all the voyage of their life

Is bound in shallows and in miseries.

Night, sable goddess, from her ebon throne
In rayless majesty now stretches forth
Her leaden sceptre o'er a prostrate world.

If we were base enough to desire it, it is now too late to
retire from the contest {i.e., 'for retiring,' &c.).

He that is down need fear no fall,
He that is low no pride.

Blow, blow, thou winter wind ; >

Thou art not so unkind

As man's ingratitude.t
Thy tooth is not so keen.
Because thou art not seen.

Although thy breath be rude.

Our sport shall be to take what J they mistake.

My hour is almost come,
When§ I to sulphurous and tormenting flames
Must render up myself.

But that II I am forbid
To tell the secrets of my prison house,
I could a tale unfold whose lightest word
Would harrow up thy soul.
We are not weak if we make a proper lise of those means
which the God of nature hath placed in our power.
Him the Almighty Power
Hurled headlong, flaming, from the ethereal sky
With hideous ruin and combustion down
To bottomless perdition.

. He that fights and runs away,
May live to fight another day. ^^______

• Supply 'which' before 'omitted.' Then 'which omitted' is a nominative absolute,
modifying the verb 'is bound,' and the wholt lentence '[wlnbh] omitted -m series is a
second adjective clause qualifying " tide.' ^ . , n c ,

1 Sec § 5C0 : See § 529- § See § 406. 1! See § 5=4-

22.
23-

24.

25.
26.

2^6

ENGLISH GRAMMAR.

I if I

28. The evil that men do H\es after them.

29. I am content so thou wilt have it so.

30. Now, night descending, the proud scene was o'er.

31. When they do choose

They have the wisdom by their wit to lose.

32. I must freely have the half of anything that this same

paper brings you.

33. When I did first impart my love to you,

I freely told you [that] all the wealth [which] I had
Ran in these veins.

34. I would [that] you had won the fleece that he hatli lost-

35. Duller should'st thou be than the fat weed,*
That roots itself in ease on Lethe wharf,
Would'st thou not stir in this.t

36. Thus do we of wisdom and of reach
With windlasses and with assays of bias
By indirections find directions out.

37. Their perfume lost,t take these again.

38. The great man down,]: you mark his favourite flies ;
The poor advanced makes friends of enemies.

39. How his audit stands,§ who knows, save Heaven?

40. Do you not come your tardy son to chide,
That, lapsed in time, and passion, lets|| go by
The important acting of your dread command ?

41. Lay not that flattering unction to your soul.
That IT not your trespass, but my madness speaks.

42. The night is long that never finds the day.

43. How dangerous is it that this man goes loose (see § 516).

44. When sorrows come, they come not single spies,
But in battalions.

45. That we would do, we should do when we would (§ 459).

46. Breathes there the man with soul so dead,
Who never to himself hath said,

*This is my own, my native land'?**

47. So may I, blind Fortune leading me,

Miss that which one unworthier may attain.

•§ee|s63. !, t^ I ^^*- J See § 370, s-

•*« s/;^^''^^^"- • • I! See §395. II See §521.

See 5 A.01 ' ^"" " "" ~ ~ — " •j^t~,'^-"<- t»"«jr, ti xa uicrciy a complex suDstantiv*.

• 'I

so* a
f A
fSe
§ N

EXERCISES.

«37

QstantivAi

48. Benighted wanderers the forest o'er

Curse the sjivcd candle and unopening door }
While the gaunt mastiff, growling at the gate,
Affrights the beggar whom he longs to eat.

49. He that claims either for himself or for another the

honours of perfection, will surely injure the reputation
he designs to assist (§ 459).

50. These honours peace to happy Britain brings.

51. Whilst light and colours rise and fly
Lives Newton's deathless memory (§ 551).

52. How* far the, substance of my praise doth wrong the

shadow in underprizing it, so far this shadow doth limp
behind the substance.

53. If this will not suffice, it must appear that malice bears

down truth.

54. It doth appear you are a worthy judge.

55. Repent t but you that you shall lose your friend,
And he repents not that he pays your debt.

56. Herein Fortune shows herself more kind than is her cus-

tom (§ 563).

57. Your wife would give you little thanks for that, if she

were by to hear you maket the offer.

58. You take my house when you do take the prop
That doth sustain my house ; you take my life
When you do take the means whereby I live.

59. I'll see if I can get my husband's ring, which I did make

him swear to keep for ever. (//■= whether),

60. You shall perceive them make a mutual stand,
Their savage eyes§ turned to a modest gaze
By the sweet power of music.

61. As fruits, ungrateful to the planter's care,
On savage stocks inserted, learn to bear,
The surest virtues thus from passions shoot,
Wild nature's vigour working at the root.

62. While from the purpling east departs

The star that led the dawn,
Blithe Flora from her couch upstarts,
For May is on the lawn.

• ' How * is here relative or conjunctive. The entire clause ' How— it ' b co-ordinate with
• so • and is an adverbial adjunct to the ' far' that follows ' so.' _

* A 'r„.„r,fV,er;r:-.l rbi.isfi without ' if.' Qmit • and ' m the analysis^

nypuiijci

X See § 397. , , • . ji. « 1

§ Nominative absolute, forming an adverbial adjunct to make.

238 ENGLISH GRAMMAR.

63. When through life unblest we rove,
Losing all that made life dear, .
Should* some notes we used to love
In days of boyhood meet our ear.
Oh ! how welcome breathes the strain !
Wakening thoughts that long have slept,
Kindling former smiles again
In fading eyes that long have wept.

64. In my former days of bliss
Her divine skill taught me this,
Thatf from everything I saw
I could some invention draw ;
And raise pleasure to her height
Through the meanest object's sight.

65. Go, lovely rose ;
Tell her that wastes her time and m^

That now she knows
When X I resemble her to thee

How sweet and fair she seems to be.

66. [He] Who thinks that Fortune cannot change her mind
Prepares a dreadful jest for all mankind. *

67. To friends, to fortune, to mankind a shame,§
Think how posterity will treat thy name ;
And buy a rope, that future times may tell
Thou hast at least bestowed one penny well.

Shall one whomjl Nature, learning, birth conspired
To form not to admire but be admired,
Sigh, while his Chloe, blind to wit and worth.
Weds the rich dulness of some son of earth ?

Adieu ! If this advice appear the worst,
E'en take t^-'e counsel which I gave you first ;
Or, better precepts if you can impart,
Why % do ; I'll follow them with all my heart.

You'd think [that] no fools disgraced the former reign,
Did* not some grave examples yet remain,
Who scorn [that] a lad should teach his father skill,
And having once been wrong will be so still.

• Hypothetical clause without 'if modifying the verb ' breathes.' Supply 'which ' before
we used.' ">-iun;

t Substantive clause in apposition to ' this.' Supply the relative ' that ' before ' I saw '
Before 'raise' repeat ' that I could.'

t The adverbial clause 'when- thee' modifies 'seems.'
§ In apposition to 'thou,' the suppressed subject of the imperative 'think '
II A contracted compound Adjective Clause. Separate it into (i) 'Whom Nature-
conspired not to form to admire.' (2) 'Whom Natm e - consnired to form tn h^
acimu'ea.' " ""

5 Take ' why ' as an interjection. After ' do ' supply ' impart better precepts.'
•" Hypothetical clause without 'if.' r.- j ,- *.*.«.

EXERCISES.

^39

mind,

71. Had ancient times conspired to disallow

What then was new, what had been ancient now ?

72. Of little use the man,* you may suppose,
Who says in verse what others say m prose.
Yet let me show a poet's of some weight,
And, though no soldier, useful to the State.

73. The zeal of fools offends at any time,

But most of ail the zeal of fools in rhyme.t
Besides, a fate attends on all I write,
Thatjt when I aim at praise, they say I bite.

74. Then too we hurt ourselves, ^vhen to defend
A single verse we quarrel \v a a friend.

75. I heard a thousand blended notes.
While in a grove I sate reclined.

In that sweet mood when pleasant thoughts
Bring sad thoughts to the mind.

76. The nightly hunter, lifting a bright eye

/ Up towards the crescent moon, with grateful heart

* Called on the lovely wanderer who bestowed

That timely light, to share his joyous sport

77. But know we not that he who intermits
The appointed task and duties of the day,
Untunes full oft the pleasures of the day.
Checking the finer spirits, that refuse

To flow, when purposes are lightly changed?

78 Yet I will praise Thee with impassioned voice.
* My lips, that may forget Thee in the crowd,
Cannot forget Thee here, where Thou hast built
For Thy own glory in the wilderness.

70 In sooth, with love's familiar privilege

You have decried the wealth that is your own.
Among these rocks and stones methinks I see
More than the heedless impress that belongs
To lonely nature's casual work.

80 Verily, methinks.

Wisdom is oft-times nearer when we stoop
Than when we soar.

• In full— 'You may suppose that the man is oflittle use, &c.
t That it ' the zeal of fods expressed in rhyme.'
j A substantive clause in apposition to fate.

240

ENGLISH GRAMMAR.

l-ll

FAULTY SENTENCES FOR CORRECTION.

Correct the foUowing sentences, giving reasons for each corr2C-
tion: —

1. You and me will take a walk (§ 287).

2. Let you and I take a walk (§§ 191, 395)*

3. The effluvia was disgusting (§ 57).

4. The intention of these peisons are uncertain (§ 374).

5. Six months' interest are due (§ 374)«

6. Neither John nor Henry were at church {§ 386).

7. Either he or I are in fault (§ 386).

8. Neither of them are better than they ought to be (§ I75)-

9! Our own conscience, and not other men's opinions, constitute our respon-
sibility ($ 374)-

10. John is a better writer than me (§ 487)-

11. Is he older than her? (§ 487)-

12. Where was you all last night? (§ 374)'

13. What signifies promises without performance ? (§ 374).
14 "How pale each worshipful and reverend guest

Rise from a clergy or a city feast ! " (§ 175)-

15. Every man and boy showed their joy by clapping t^eir hands (§ 175).

16. No sound but their own voices were heard (§ 374)-

17. Good order and not mean savings produce great profit f § 374).

18. Are either of those pens yours? (§ I75)-

19. Let each esteem other better than themselves (§ 175).

20. Johnson's ' Lives of the Poets' are reprinting (§ 376).

21. Nor want nor cold his course delay (§ 386).

22. There are many ways of dressing a calves' head.

23. You did not ought to do that (§§ 184, 231).

24. He was one of the wisest men that has ever lived (§§ 447, 374).

25. In modern English two negatives destroy one another.

26. Everybody has their faults (§ i75)'
Having finished the chapter the volume was shut (§§ 35i. 362).
He is not one of those who interferes in matters that do not concern him

(§ 24).
I do not like those kind of thiv
What sort of a man is he?
This is the greatest error of all the rest (§ 109).
"'Twas Love's mistake, who fancied what it feared" C§ 464).

27.
28.

29.

10.

31
32

40.
41-

i2.
43.

44- I

45. ^

46. F

47-
48.

49.
50-
51.
52.

53. ^

54. ^

55. (

56. I

EXERCISES.

241

corrsc-

ar respon-

ds).

oncem him

33. Homer as well as Virgil were studied on the oanks of the Rhine (§ 386),

34. There is sometimes more than one auxiliary to a verb (§ 374).

35. Nothing but grave and serious studies delight him (§ 374),

36. Who do you think I met this morning ? (§ 366).

37. Whom do you think called on me yesterday ? (§ 379).

38. He is a man whom I think deserves encouragement (§ 379)«

39. Such a man as him would never say that (§ 487).

40. The fleet are under orders to sail (§ 376).

41. The peasantry wears blouses (§ 376).

^2. I have read the second and third chapter (§ 454).

43. Nor eye nor listening ear an object find (§ 386).

44. I, whom nor avarice nor pleasure move ($ 386).

45. Not you but John are in fault (^ 374).

46. Parliament have been prorogued (§ 376).

47. A numerous party were assembled (§ 376).

48. Shakspere ib greater than any dramatist.

49. He is the moiit admired of all the other dramatists ($ 109).

50. These kind of people are my abhorrence.

51. He wore a large and a very shabby hat (§ 454).

52. Can you see a red and v/hite flag ? I can see neither (§ 454).

53. A hot and cold spring were found near each other (§ 454).

54. The love of drink is of all other follies the most pernicious (§ 109).

55. Call at Smith's the bookseller's ($ 72).

56. My friend, him whom I had treated like a brother, has turned against me

{§ 448, 2).

57. This injury has been done me by my friend, he whom I treated like a

brother (§ 450, 3).

58. He told John and I to come with him (§ 287).

59. Between you and I, he is a great fool (§ 287).
i6o. Who can this letter be from ? (§ 277).

61. Men are put in the plural because they are many.

62. His father's and his brother's lives were spared.

63. He was angry at me asking him the question (§ 484).

64. What is the use of you talking like that ? (§ 484).

65. Somebody told me, I forget whom (§ 487).

66. I heard that from somebody or other, I forget who (§ 487).

67. Divide that cake between you four.

\ju. ^iiciu 13 iiuitiiiiL; tu aiiOVr rriiv/ iiictL uvivrujja i.--r \y ^ j / ft

69. A versifier and poet are two different things (} 454).

2A2 ENGLISH GRAMMAR.

7a I cannot tell you how much pains have been spent on him.

71. I wish to cultivate a further acquaintance with you.

72. I do not know who to send ($ 366).

73. Whom do men say that he is ? '§ 379).

74. Who do men declare him to be ? (§ 394).

75. I little thought it was him (§ 394).

76. I feel coldly this morning (§ 393).

77. She looked cold on her lover (§ 393)-

78. They seemed to be nearly dressed alike.

79. He is not only famous for his riches, but for his wisdom ($ 440).

80. A nation has no right to violate the treaties they have made (§ 464).

81. A man may see a metaphor or an allegory in a picture, as well as read

them in a book (§§ 464, 386).

82. Nobody in their senses would have done that (§ 464).

83. She sings bettter than me (§ 487).

84. I have my aunt, my uncle, and my father's leave (§ 449).

85. He did no more than it was his duty to have done.

86. The fact of you having said so is enough for me (§ 484).

87. You have weakened instead of strengthened your case (§ 278).

88. He raved like one out of their mind (§ 464).

89. The Atlantic separates the Old and New World (§ 454).

90. Here lies John Brown, born Jan. i, 1824, died Sept. 5, 1874 (§ 378).

91. When will we get there? (§§ 209, 210).

92. He has not yet began his exercise (§ 226).

93. These flowers smell very sweetly (§ 393).

94. This is the greatest misfortune that ever has or could happen to me

(§ 440).

95. Each strives to cheat the other in their own way {§§ 175, 464)'

96. It is me that say so (§ 461).

97. It is I that he fears (§ 461).

98. I would like to see him (§§ 209, 2io).

99. I think I will be gone by the time you come (t3.).
100. Nobody gives so much trouble as he does.

ici. Sincerity is as valuable, and even more so, as knowledge (440).

102. He was as rich or even richer than his father (§ 440).

103. I hoped to immediately succeed.

104. I expected to have been at home when you called.

105. He not only ought but shall do it ( j 44o)-

EXERCISES.

243

464).

ell as read

(§ 378).

jpen to me
).

108.

109.

^11 be

112.
"3-

114.

».

106 While walking m my garden, an idea suddenly occurred to me.
107* Let us not increase our hardships by dissensions among each other.^
This dedication may serve for almost any book that has, is, or s.

published (§ 440).
Doth he not leave the ninety and nine, and goeth mto the wilderness
and seeketh that which is gone astray ? (§ 440)-
no The centres of each compartment are ornamented with a star (§ I75)-
III". Valerie's was one of those impulsive, eager natures that longs for a con-
fidante (§ 456). , . V ^ ,
The service was impressive, but it lacked either grandeur or beauty.
More than one emperor prided himself upon his skill as a swordsman

(§ 456). V .

His younger days were spent in England, waiting for an opportumty to

get to France (§ 362, i). ' 1 t u /x a t\

115. Hoping to hear from you soon, believe me yours truly, J. B. ($ 302. ^h
116 No civil broils have since his death arose (§ 226).

1 1 7. We trust that by supplying a genuine and most superior class of article, to
increase the confidence so many years bestowed on Mr. M.
When I get home I see the being than whom nobody in the world loves
another as I love her (§ 487)-

O Thou my voice inspire,
Who touched Isaiah's hallowed lips with fire (§ 456).

For ever in this humble cell, , „ o c^\

Let thee and I, my fair one, dwell (§§ 287, 366).
These plantations are lain out by rule and line (§ 226).
Severe the doom that length of days impose (§ 456).
Profusion as well as parsimony are to avoided.
Let the same be she that thou has appointed (§ 394).
Of all men else I have avoided thee.

126. It is no use talking so.

127. He wrote a moderately sized volume.

128. He drew a line of about six inches long (§ 278).
129 I was going to have written him a letter.
130. Regard is to be had to every one's circumstances, healths and abilities.

The Thames is derived from the Latin Thamesis.
He is a boy of nine years old (§ 287).
In reading you should sit as uprightly as possible.
He made another joke which she did not hear,
suppressed (§ 439).

135. I can tell you this much.

136. He has only done that much of his task.

118.

119.

120.

121.
122.
123.
124.
125.

131-

133-
134.

and had bettter be

to AVOW OONMVatON, ASK 90M

MILLER'S SWINTOirS LANQUAQE LESSONS,

'The new Authorized Grammar,

MILLER'S SWINTON'S LANGUAGE LESSONS,

BT J. A. McMillan, b. a.

The only Edition prepared aa an Introductory Text Book to

M<uon^$ Qrammar.

In Miller's Editdon of Language LessocB The Definitions of
tbe Parts of Speech are noiv made Identical iirlth
Mason's Granmar*

The Classification of Pronouns, Verbn, Ifloods, and
General Treatment are the eame aa in illason's Text
Book*

miller's Edition is prepared as an introductory Text Book
for Mason's Orammar, the authorized book for advanced classes
for Public Schools, so that what is learned by a pupil in an elemen-
tary text-book wil) not have to be unlearned when the advanced book
is used, a serious fault with many of the graded Public School Books.

iniller's Edition contains all the recent examination Papers
Mt for admission to High Scl ools.

iniLLER'S Sl¥INTOW>S LANGUAGE LESSONS

is authorized by the Education Department of UntariOj
is adopted by the Schools of Montreal,
is authorited by the Council of Public Instruction, Manitoba.

To the President and Members of the County of Elgin Teachers
Association :

In accordance with a motion passed at the last regular meeting of
the Association, appointing the ukider signed a Committee to con-
aider the respective merits of different English Grammars, with a
view to suggest the most suitable one for Public Schools, we beg
leave to report, that, after fully comparing the various editions that
have been recommended, we believe that "Miller's Swinton's
Language Lessons" is best adapted to the wants of junior pupils
and would urge its authorization on the Government, and its intro-
duction into our PuMic Schools.

St. Thomas, Nov. 80th, 1878.

A. P. BUTLBB, Co. Inspector.
J. McLEAN, Town Inspector.
J. MILLER, M.A., Head Master St. Thomas High School.

A. STEELE, B A,;
N. M. CAMPBELL,

Aylmer High School.
Oo. of Elgin Model School.

It was moved and seconded that the report be received and
adopted.— Carried unanimously.

Price, Olotli £:xtx*a» - 2So.

ADAM lEZLLEB & CO.

The New Inlheriied Elementary (j^rammAr.

Nupanee*
Straihroy.
IVfndtor,
ieafortli.

BrorkYllle,
Meafordf
CUnten*
lUtowelt

MILLER'S SWINTON'S LAHCUACE LESSONS.

Miller's Swinton's Language Lessons is used exclu-
sively in nearly all the Principal Public and Model
Schools of Ontario. Among them are

Ottawa, Hamilton, Whltl>7, PortHopa, Cobonrg, Mitchell,

Iilndsay, St. Catharlncst

Vxbrldge, Brantford,

St. Thomas, Perth,
Bracebrldse, Belleville.

AAapUA by the Protestamt 8ehools of Montreal and levl

College* Hucbee, Schools of TFtnnlpeg, Manitoba,

and St. John's, New Foundland.

Resolution passed unanimously by the Teachers' As
Bociation, (North Huron), heldat Brussels, May 17, 1878
" Resolved, That the Teachers at this Convention are oi
opinion that 'Miller's Swinton Language Lessons,
by McMillan, is the best introductory work on Grammar
for Public School use, since the definitions, classification
and general treatment are extremely simple and satis-
factorv."

In my opinion the best introductory Text-book to
Mason's Grammar. All pupils who intend to enter a
High School or to become students for Teachers' Certifi-
cates, would save time by using it.

W. J. CARSON, H. M.,
Model School, London.

the definition's in " Miller's Swinton Language Les-
ions" are brief, clear and exact, and leave little to be
tinlearned in after years. The arrangement of the sub-
jects is logical and progressive, and the book admirably
helps the judicious teacher in making correct thinkers
and ready readers and writers.

B. W. WOOD,
Ut A Provincial -ff., P.S., Trenton Falls.

Ha carofnl f ask for MILLER'S SIVINTON, as oih«r editions

are in the market*

ENGLISH GKAMMAE

BY C. P. MASON, B.A., F.C.P,,
Fellow ot Uniyxmitt Oollbgi, Lomdov,

With Examination Papers 1^ W. Houston, M.A«
PBIOB 7ff GENTS.

ALBZ. SIM, M^. H. M., H. S., OakvillA

Upwards of three years ago I asked a grammar scbool nspectoi
in tne old eoimtry to send me the best grammar publi hed there.
He immediately sent me Mason.

A. P. ENIGHT, M.A^ H.M., Kingston Oollegiate Institute.
Incomparably the best tezt book for the senior classes of onr
high schools that has yet been offered to the Canadian public.

J. KINO. M.A.. LJID.. Principal, Caledonia, H. S.

Mason's grammar will be found a most valuable class-book os
pecially for l^e instruetion of advanced classes in EngUah. The
chapter on the Analysis of dilBcult sentences is of itself sufficient
to place the work far beyond any English grammar hitherto be-
foxe the Canadian publio.

RIOHABD LEWIS, H. M.,Dufferin School Toronto.

As a philosophical iareatise its discussion of doubtful points and
its exe^ent methods and definitions cannot fail to give it a high
rank in the estimation of the best judges of such works— the school
teachers of the country. It has reached a twenty-first edition in
England and 1 have no doubt it will meet with the same high ap-
preciation in this Province.

JOHN SHAW, H. M., H. S., Omemee.
« * • Mason's Grammar is just such a book as many teachers
have been hoping to see introduced into owe schools, its method
being to teach the subject by explanation, definition and abvm-
dant illustrations without stereotyped rules thereby making the
study even attractive.

D. CMaoHENET, B. a., H.M. -^obourg Col. Institute.

Iti is an excellent and reliable work. It will be well received by
teachers and advanced pupils.

JOHN JOHNSTON, P. S. I., Belleville and.South Hastings.
Of all the grammars that I have seen, I consider Mason's the
best.

J. MOBBISON, MJL, M.b., Head Master, High School. Newmarket.
I have ordered it to be used in ^.his school. I consider it by far
the best English grammar for high school purposes that has yet
appeared. With " Maaon" and "Fleming^' nothing more seems
to Mdssirwd.

Mental Arithmetic.

By J. A. McLELLAN, M.A., LL.D , Inspectot
of High SehooU, Ont.

PART 1. -FUNDAMENTAL RULES, FRACTIONS,

ANALYSIS. PRICE, SOo.

PART ll.-PERCENTAbE, RATIO, PROPORTION, ftC

PRICE, 45G.

W. D. DIMOOK, A.B., H.M.

ProYlnoial Model Sohool, Nova Sootia.

Dr. MoLellan'8 Mental Arlthmetio supplies
a want that we should have had supplied in
our Schools long ago. Same progress cannot
b« made in Mathematical work, unless what
we call Mental Arithmetic is thoroughly and
■ystematioally pursued. A boy who is oon-
Tersantwith the principles of Mental Arith-
metlc, as given in this little text-book, is worth
M a clerk or accountant 50 per cent mora
than the prodigy who can boast of having
" gone" through his written arithmetic half a
doien times.

J. 8. DEACON, Principal Ingersoll Model School.
Dr. MoLellazi'B Mental Arithmetio, Part I., is a
eredit to Canadiana, and it Bupplies a long-feW
vant. It is Just ^hat iB -pranted for "w«dng up
mind" In the sohool room. Alter two weeks use ol
the book with my daefl I am convinced that it is
mneh superior to any ol the American texts that
have been used here both as to the grading ol ques-
tions and the style ol the problems.

J. A. CLABKE. M. A., H. M. H. 8., Piotpiu
Dr. McLellan'B Mental Arithmetio oontaUw a
neat number ol uselul problems well adapted to
aevelop by regular gradationn tiie thinking powMS
ol the pupil, and to suggest smiilar example! lor the
use ol the teaoher.

D. J. GOGQIN, Head Master Model and Fablio

Schools, Port Hope.
Simple In its arrangement, vwrited in its JW" ^
Bractioal questions and sugggestive in its methods,
it is the best book ol its kind that I have exammed.

From THE WESLEY]SHaUfax,Nova Scotia.
The series bids lair to take a good place in scho.
lastle work.

l^ W IW aMMj i JMi i ^ji •'.•f' mrvfm --' v vv j

One of the most pepuUr Text Books erer published.

NEW ELEB'^KHTARY ARITHMETIC
ON TEE UNirARY METHOD.

By Thomas Kirkland, M.A., Science Master Normal School,
and William Scott, B.A., Head Master Model School,
Toronto.

Intended a» an Introductory Text' Booh to UambUn Smithes

Arithmetic.

Oloth Bztra, 176 Fagea. Frloe 26 Cente.

Highly recommended by the leading Teachers
of Ontario.

Adopted in many of the best Schools of Quebec.

Adopted in a number of the Schools of New-
foundland.

Authorized by the Council of Fnblie Instmc-
tion, Prince Edward Island.

Authorized by the Council of Fnblio Znstniotion,

Manitoba.

Within one year the 40th thousand hat been isaued.

ADAM MILLER & Co.,

TOBONTO.

NEW ELEMENTART ARITHMETIC
ON THE UNITARY METHOD.

By Thomab Kirkland, M.A., Science Master Normal School,
and WiLLUM Scott, B.A., Head Master Model School,
Toronto.

Intmded at an Introductory T«»t-Booh to HamhUn Smith'i

ArttMistio.

Oloth Extra, 176 Pages.

Prloe 25 OeiAM.

W. D. DIIIOCK, AJ3., Head Master Provlnolal Model Schools,

Nova Scotia.
The Elementary Arithmetic by Kirkland and Scott I can
heartily recommend to our teachers. As a preparatory Arith-
metic I have not seen its equal. The young pupil, ty the tUTange-
ment of the principles presented and the exercises laid down, is
led almost unconsciously to the great field ol the unknown, by a
■tep, that makes his earlier arithmetical studies a pleasure and a
profit.

A. H. McKAT, Principal ol Piotou Academy and Pnblie Schools.
I have examined your Elementary Arithmetic on the unitary
■vstem by Kirkland and Scott, and have no hesitation in saying
that I consider it the best Elementary Artthmettc which I have
vet seen. It is admirably adapted to the requirements of grades
l8t. 2nd and 3rd of our schools, as it offers, in addition to our
present text-book, a copious and weU selected assortment of ex-
ercises, a good arrangement and eonoisenesi in definition and
explanation.

W. B. SPRAQUB, Head Master, Model and Public Bchooli,

Cobourg.
Since failures in Arithmetic are mainly due to a want of
power in independent analysis— to a lack of knowledge of tbe
unitary method and of skill in its application-this volume which
discusses the problems'on indep«n<r«ne methods will be cordially
welcomed by teachers. As a discipline of the mind m tea.hmg
the pupil to think and reat&n, Arithmetic is pre-eminent if taught
by logical methods ; and this work places it in the power ol the
younger classes to be benefitted by such methods. A very praise-
worthy feature of the book is the large number ol examples and
problems peculiar to so small a work.

JAMES DUNCAN, Principal Essex Model and Windsor Central

V SohooL,
After a thorough perusal ol the Elementary Arithmetio by
i'irkland & Scott, I have no hesitation in sasring .,bat it is
better adapted to the schools of this country than any similar
book that has come within the range of my twenty-seven years
experience. The arrangement is natural and comprehensive.
The questions are in clear, terse, attractive language.

W. ». BIDDELL, B.A., LL.B., &o.. Math. Master Ottawa

Normal School.
I oonsider it well adapted lor the pnrpoM lor which it is in-
tended.

JOHN DBABNESS, Public Bohool Inspector, Bast Middlesex.
I have examined this book with increasing pleasure and can
speak ol it in almost unqualified recommendation. It is, to my
iroinion the best elementary Arithmetio I hare examined.

THREE EDITIONS SOLD IN SIX MONTHS

-OF—

HAMBLIN SMITH'S ARITHMETIC,

ADAVTBD TO CAMAMAM OVKBB««V BT

THOMAS KIBXIiAND, M^, Solenoa Maittf Moffmal

School, Toronto, and
WM. BOOTT, M^M Head Iffaiteor Modal Sohod, Qntaila

4tli Edition, Price,

75 Cents.

JuMoriMd by lk« MinUter of EOMMMmi, Onfario,
AuthoriM4d by the Oouneil of Puhlie IruirwHon, Qi
ateomnmidsd by tlu Senate of the Univ. of RaUfam,
Authori»0d by iho OhiefSupt. EdMooHon, Manitoba,

FROM NOVA SCOTIA.

A. 0. A. DOANE, Inspector of Bohoola. Burrington, N. B,

- Eamblln Smith's arithmetio seems very suitable to the nee<M>
sities of our public schools. The exercises are admirable, and th«
examination papers are invaluable as aids to teachers in thorough
training. They wUl also prove of great service to pupils desiroiu
of passing the grade tests. The author appears not to relv so mucb
on set rules as upon explanations and the clearing of seeming
obscurities, so that pupils may readily comprehend the questions
and proceed to the solutions. I cordially recommend its use to aU
Ihose desirous of obtaining an acquaintance with this branon of
luefnl knowledge.

0. F. ANDBBWS, Inspector for Queen's Oc, K9if% Bootta.

* I havo much pleasure in certifjrlng to the superiority o* tte
Canadian edition of Hamblin Smith's Arithmetic over any text
book on that subject that has yet come under my notice, it if
nractical, complete and comprehensive. The appendix and exam-
taa&ion papers are important and valuable fearaxes. I ■nail M
pleased to recommend Its early introduction."

W. B. DAMAQR, MJL, Inspector of Schools, Cumberland, K. &

HAiCBiiiN Smtth's Abithmbtio.— "It has a value for candidate*
preparing for public examination, as the examples have been
mostly culled nom Examination papers, indeed I may say that I
have not seen any other work on this branch that is so speciaUy
•aloulatod to assist the student in passing with credit official tstta.
I therefore think that HambUa Bmlttai Arithmetio sluraOd iM
ylaoed on the ottMoriMd Hst o< books for vnbUo <Ml><)0^*

CSEiaSTOirS EPOCHS 07 SNQLISH HISTOBIT

O. W. JoHHiow, H. M. M. 8., Hamilton.
•• tirand hrt« t»"»«<e to the Btudy of KngU»h History in it* only r*-
jh» in the life of the English Nation and her In-
I'^i- .hii of History'' mark an epoch in the study of It."

tlonal way

■titUtiCu*

J. C. MoBQAW, M.A., Barrie.
•*1 ^ '"e oce for many years, including my University oourae, an
earaep^ ii *^ : of History, and have certainly never met with any
■ketch of r rariods ombracod by the two volumes of 'Epochs'

Jou B ^nt m^ which united in so singularly excellent a manner,
reviky. "' . jy, and a clear comprehension of the logic of History.
I can, r^ -if cordially recommend them to every teacher who
wishes \o make histoiy not an effort of memory alone, but a study of
the grand sequence of cause and effect by which the facta in tha
world 'a life have been created."

Wm. Mackintosh, P. 8. Inspector, N. Hastings, Madoo.

'• You have done good service to Canadian students and teacher!
by issuing a Canadian edition which, in binding, paper, and typo-
graphical execution is all that could be desired.

"The series is admirably adapted for t)ie use of teachert, High
School pupils, and the more advanced classes of our Public Schools,
and will he perused with pleasure and profit by many who are
neither teachers nor pupils. It forms a valuable addition to the
Taluable collection of school books you have issued."

CiiARKR MoBBB, P. S. Inspector, Co. Haldimand, Caledonia.
"The 'Epochs of English History' will be valuable aids in the
preparation of pupils for the 2nd class and intermediate examina-
tions. They are written in the most entertaining style. I should
think their introduction into schools is much to be desired.** >

Wm. WiiiKiNSOK, M.A.. Head Master Brantford Central School.

" I am quite conscientious in saying that it is one of the best di-
gests of History that I have seen. It is remarkably clear and con-
cise, and deserves especial commendation for giving just what the
pupil ought to know without any extraneous matter, and without
any attempt at rhetorical flourishes, so much out of place in a test-
book on this subject.'*

E. K. Oeh. B.A., H. M. H. and P. Schools, Brighton, Ont.
" I have read them through carefully and consider them the best
works on the subject for the use of schools that I have ever seen.
I am particularly pleased with their simplicity of stylb and fair
method of stating occunences. I shall introduce them in the schools
here and encourage their use in those of the vicinity.**

G. D. Platt, B.A., I. P. S., Picton.
" Am led to express my admiration of the very concise and syste-
matic method of arrangement adopted in them, rendering them
particularly suitable for students, and tending in no small degree to
nrn^iote a better system of pursuing this important study."

ROBT. DouOAH, B.A., Principal High School, LindBay.
" ± am glad to see these brief serials authorized by the Minister
of Education. They are clear and succinct in statement and convey
a large amount of information. They have the advantage of con-
fining the attention of the learner to definite periods, and thus
enabling him to master difficult historical subjects without attempt
ing to digest and memorize too much at once. I shall be happy to
see them in the hands of all my pupils.'*

BEATTY & CLARE'S BOOK-KEEPING.

ATKB.T... OM 8IWI..AND DOUB.B Entky Boo.-Keep.no. FOR us,
IM HioH AND Public Schooli.

OAMUBKw j^^^^^j School, Torontto.

Srd Ed., PRICE, - 70 CENTS.

^«M'"'? ^ ??: S"«?S«pf ll:^*iSJ; Manila.

FROM NOVA SCOTIA AND MANITOBA.

A C A DOANE, Insp. P. Schooli. Shelburne Co.. Nova Scotia.
A. C. A. UUAWB, IF Clare's Bookkeeping, and

"I have "."fSrihSiuciwJf fhe oJtnne.the oractical beartng of

rt^^nSk-atdV*" o^^^^^^^^^^ ^ ^"°"'''^^ °' *'^"

important branch." .

T D. McGILLIVRAY, Insp. Schoolw, Co. Hants.. Nova Scotia.
"L ^ n, .o»'« RnnKKEBPiNO.— " Besides looking over this book

C T ANDREWS, Inspector for Queen's Co., Nova Scotia.

si'i.'^s^^Vutc^ertt^^^^^^^^

L. S. MORSE, M.A., Insp. Schools, Annapolis Co.. Nova Scotia.
.. T hav.. examined Beatty & Clare's Bookkeeping and find it to be an
«ce lent work The definitions, fomib, and transactions therein con-
Sfnfd are plain and simple, ye^, com^prehenslve and practical. It u well
idapted for use in the public sch ools.^

D H. SMITH, A.M., Insp. Schools. Colchester County. Nova Scotia.
" Beatty & Clare's Bookkeeping is an admirable wojk, ito simpUci^r
alone is sutent to secure for xL book a place in our schools throughout
(he Domini'^n." __«.«

W S DANAGH, I- ^pector for Cnmberland, N. S.
uih,ve^o;kedint.B tt^^^^^^
S""S« i^rs^r? Ume\:^^^^^ fit them fo?busines..-

REV JOHN AMBROSE, M.A,, Supt. of Schools, Digby, N. S.
"I am very much pleased with Uie aimplicity and thoroughhess of

Beatty & Clare's Bookkeeping.

THOS. HART, M.A^ Winnipeg.
" Several months affo we introduced Mason's English Grammar inta