IMAGE EVALUATION TEST TARGET (MT-3) /. 1/ Jti ^ / < «:/. "*'/- 1.0 I.I ^ tiS, IL25 ill 1.4 1 2.5 12.2 M 18 !.6 c Photographii Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. I4S80 (716) 872-4503 # V qv most places tream. 4 ion. 1 or you. It is verb ; as, — EXKKCINE III. Staie the kind of sentence, and name the snbjcct and the predicate in each of the following sentences : — 1. When will the matter be settled? 2. Here we are at last! 3. What peaceful hours I once enjoyed! 4. Where does he live } 5. Where are a grasshopper's ears.? 6. How lightly past hardship sits upon us! 7. What real service to others did you render yesterday p 8. How strange everything looks in this light! 9- Do your friends know this.? 10. How blessings brighten as they take their flight! ts which are £XKRCISE IV. Write three examples each of a declarative, an imperative, an interrogative, and an exclamatory sentence, and name the subject and the predicate in each sentence. LESSON III. fire. NOUNS. Mention the words in the following sentences that are used as names, and tell what each is the nan-- of: — 6 LESSONS IN ENGLISH. 1. America has furnished to the world the character of Washington. 2. The chair stood by the window. 3- The maples redden in the sun. Mention a word used as the name of a person ; the name of a place; the name of a thing that you can see, feel, hear, smell, or touch; the name of a thing that you can think of but cannot per- ceive by the senses ; the name of a quality of a person or thing ; the name of an action. A word used as a name is called a noun. EXERCISE I. Mention the nouns in the following sentences, and tell what kind of thing each names : — 1. He goes on Sunday to the church And sits among his boys. 2. Then Evangeline lighted the brazen lamp on the table. 3. A large island covered with palms divides the Nile into two branches. 4. His door was always open to the wayfarer. 5. Hear me with patience. 6. The time of the singing of birds is come. 7. He came early in the spring to the settlement of New Plymouth. 8. The breeze comes whispering in our ear, That dandelions are blossoming near. That maize has sprouted, that streams are flowing, That the river is bluer than the sky. d the character PRONOUNS. n ; the name of a eel, hear, smell, or af but cannot per- i person or thing; es, and tell what rch Tip on the table, les the Nile into Ihat the robin is plastering his house hard by And ,f the bree.e kept the good news back for other couriers we should not lack. - Lowem.. EXKKCISK II. I. IVHte sentences containing — '• The name of a person. 2. The name of a place. 3- The name of a public building 4. The name of a material used in building houses. 5- 1 he name of an article of dress. 6. The name of a part of the human body. 7- The name of a feeling. 8. The name of an action. -*o*- arer. ne. ttlement of New ear, is are flowing, LESSON IV. PRONOUNS. ' J:;i''' "°"" "^ *^ "»"-=-^ -'0' "-d in .he following «„- ■■ Henry paused, when kc reached the door [the stl; '""""' '°°'"' ^"^^"^^^' -''^ "-y heard 8 LESSONS IN ENGLISH. 3. / met a little cottage trirl, S/ic was eight years old, s/ic said. A word used for a noun is called a pronoun. Wy the use of the pronoun, we can designate a person or thing without naming it. The pronoun / designates the speaker without mention of his name ; th" pronoun it refers without naming it to something that has been pre- viously mentioned, etc. KXKRCI.SE I. Mention the pronouns in the following sentence <;, and state for ivhat each is used: — 1. Train up a child in the way he should %o. 2. Nearly all the night insects are comparatively noise- less in their flight. 3. The books remain where you left them. 4. When I turned again to look for the bird, I could not see it. 5. Trust men and they will be true to you; treat them greatly and they will show themselves great. 6. Not a soldier discharged his farewell shot O'er the grave where our hero we buried. 7. She folded her arms beneath her cl <<'»k. 8. As the route of the friends lay in the same direction they agreed to perform the rest of their journey together. \ So intent were the servants upon their sports, that we had t' v*i , repeatedly before we could make ourselves heard 10. .-„ bf-ltcjd kingfisher suddenly appeared in the air just in fjot^i -'J. me, whcr>i he hovered for a moment as if doubt | ful whether to fly over us and go up the river or to turr about and retreat before us, Vi'S ADJECTIVES. c said. Hy the use of the It naming it. The I of his name ; th<' that has been pre- 'I fence 7, and state Id go. iparatively noise- I KXKHCISK II. , Write seufniees containing pronouns used for - I- The name of the speaker. 2. The name of a person spoken to. 3- The name of a person spoken of. 4. The names of two or more persons spoken of 5- 1 he names of the speaker and others ^^6^The name of a thin, that has been previously n.en. 7. The names of two or more things that have been p«. viously mentioned. ^ m. rie bird, I could you ; treat them 11 shot buried, ik. e same direction rney together. r sports, that wc ourselves heard \ in the air just nent as if doubt river or to turr LESSON V. ADJECTIVES. ncun'J'VdlT' " '•'' '"'^"'"^ ^^"^'^"^^^ ^'^^^ -« "-d with nouns, to describe or pomt out the things named : - '■ A small boat approached the shore. I 2. The plant had glossy leaves. I 3. Two doves circled in the air. I 4. This package was not opened. ThJtMMjT^^r''" ^'^ ^^"'^"^^^ ^'"^ «^boat that is meant The^word tne hmUs the application of the noun plant to a particu: Urt^tTZ ^^ """^'^ '- ---^ "^ -other word is ipm to mod.fy that word; as, e/ear water; t/ie boy A word used to modify a noun or a pronoun is called an adjective I'i i m 10 LESSONS IN ENGLISH. Mention five adjectives that are used with nouns, to express tiie kind or quality of the objects named ; five adjectives thitc denote quantity or number; three adjectives that point out the thing spoken of. EXERCISE I. Name the adjectives in the follozving sentences, and state the nse of each : — 1. Two ships were anchored in the bay. 2. Blue were her eyes as the fairy flax. 3. A wise son maketh a glad father. 4. Brave hearts were ready for bold deeds. 5. These people are honest, kind-hearted, and industrious. 6. The statue is nearly seven feet in height. 7. The wax candles were now lighted, and showed a hand- some room, well provided with rich furniture. 8. The doe was a beauty, with slender limbs, not too heavy flanks, round body, and aristocratic head, with small ears, and luminous, intelligent, affectionate eyes. — C. D. Warner. 9. His withered cheek and tresses gray. Seemed to have known a better day. Example. -The adjectives in the first sentence are two and the. Two shows how many ships were anchored in the bay, and the points out a particular bay. EXERCISE II. Write five sentences containing adjectives used to show — 1. What kind of thing is meant. 2. How many things are meant. 3. How much of a quantity is mentioned. 4. Which thing is spoken of. VERBS. H nd state the LESSON VI. VERBS. Point out the words in the following sentences that t^n something of the thing named : _ ' '" ""' ^'''" '• Birds si no;. 2. The wind blows. 3- He is a soldier. A word that asserts is called a verb • n. 'ri,« T'L 1 . vciu, as, I he sun mtf JL-r.r:r;;:t:c::;:;— -ttr EXEROINE I. Mention the verbs in the fnll,„„i.,^ ,. . each tells:- "••' Jolloivms sentences, and state what 1. The curfew tolls the knell of parting day 2. He =.prings from his han.mock, he flies t,; the deck. 3. Th p,geo„s fly ,„ great clouds from village to yillage 4. The kettle smgs, the cat in chorus purrs. . ^ the d '^ ' u"" "'^ ^"" ''"" °' 'heir honey, and chased the deer over the hills. ^"dsea 6. The horses neighed, and the oxen lowed Jloom' ''"''' '^ ''^ "^' °^ '^^^"^'^^'"^ -ven cloth in 8- A fire blazed brightly on the hearth. __5lJ]^^_fhadovvs dance upon the wall. * See foot-note on page SX. 12 LESSONS IN ENTI.TSH. 10. When breezes are soft and skies are fair, I steal an hour from study and care. II. Thus the night passed. The moon went down; the stars grew pale; the cold day broke; the sun rose. EXERCISE II. :!ii JVrife sentences containing the folloiving words used (l) as nouns, (2) as verbs: — bark. walk, fear, sail. salt. rock, look. dream, EXERCISE III. fire, hope. Write sentences containing the following words used as the subjects of verbs. Underline the verbs : — moon, courage. iron, grocer. soldier, river, singer, organ. wind, bell. LESSON VII. ADVERBS. Point out the words in the following sentences that show how, when, or where actions were performed : — 1. The boat moves slowly. 2. He always spoke the truth. 3. The child stood here. ii ^^ i ADVERBS. 13 fair, nt down ; the rose. ds used (i) as salt, hope. /x 7ised as the wind, bell. ihow how, when. 1. Mention the verb in each sentence, and tell what word modifies Its meaning. A word thae modifies the mea„ing of a verb h called an adverb Jome,™es an adverl, is used to n.odi.y the meaning of an adjeci I- It is a very cold day. 2. The sleeve is too short. 1. How gently the rain falls! 2. Do not walk so fast. An adverb is a word that modifies the meaning of a verb an adjective, or another adverb. EXERCISE I. 1. She passed hastily down the street. 2. She turned, and looked back. 3- How hard a lesson it is to wait! 4- How silently the snow falls! 5. The common wild birds of the woods were everywhere 6. Faster and faster we sped. ^rywnere. 7- The shower soon passed. 8. The statement is perfectly correct. 9. But we steadfastly gazed on the face that was dead. And we bitterly thought of the morrow. -uw. ^jo.^ Now fades the glimmering landscape on the sight. 14 LESSONS IN ENGLISH. EXEKCISE II. I. ^'efive sentences eonMni,,. adverbs modifying verbs J. Wr^U ,.ree sentences eon.uUn, ad.erbs »i/X I^- 3. Write t,.o sentences eontainrng adverbs modifyin ^ adverbs. , LESSON VIII. PREPOSITIONS. Point out the words in the following sentence, th.f k u tion of a noun or pronoun to so.e ICZll ^'°' ^'^ "'^■ 1. They sailed up the river. 2. No one spoke to him. 3. The clock in the steeple struck three. 4- bhe IS fond of music The leaves fell to the ground. The boat is on the shore. The preposition usually joins a noun or rr-. adjective, or another noun; as.- ^ "" '" " ^^^^' ^" betu objcL jouri i. v^oof 5 inter I ^ I ^ 1 8 10. PREPOSITIONS. 15 nodifying verbs, modifying adjec- odifying adverbs. at show the rela- k three. its relation to ition; as,— 'n is placed is I I. He lived[y(tx\i] by the river. 2. They are rm^ [adjective] for battle. 3- It is a book [noun] of selections. EXEKCISK I. Mention the prepositions in the following sentences^ tell between ivhat zvords eaeh shozvs a relation, and name its object : — 1. A fair little girl sat under a tree. 2. The dining-table .stood in the centre of the room ^ 3. The boy was pleased at the prospect of taking a long journey. ^ r^ 4- At midnight I was aroused by the tramp of horses' hoofs m the yard. ^^ 5- The habits of our American cuckoo are extremely ;4mteresting. ^ 6. Into the street the Piper stept. 7. They were eager for the contest. 8. Every day the starving poor Crowded around Bishop Hatto's door. - Southey. 9- Like the leaves of the forest, when summer is green ' That host with their banners at sunset were seen. 10. I see the lights of the village Gleam through the rain and the mist. EXKRCISE II. '" ' '""' '" L '■ ^""^ ^"' "'""""' ""'' '""'"ining a frcposMon ex- '^ Pressms a relation between a verb ami a noun or a p,-o-wu„. 16 LESSONS IN ENGLISH. 2. Write five sentences, each containing a ~Z^Z^,, ~ pressing a relation tetzveen tzvo nouns. ^''P'^'^'on ex 3. Write three sentences, each containing a preposition er press^ng a relat.n tet^.een an a^ect^ve anU a Lun ^^^ heai LESSON IX. CONJUNCTIONS. Point out the words in the following examnle. th.. tences or similar parts of the same sentence !! """^ "" >■ The walls are high, and the shores are steep. 2. fhey came, but they did not stay 3. Slowly and sadly we laid him down. *• We have been friends together, In sunshine and in shade. A word that connects sentences or similar parts of fh. sentence is called a conjunction. ^ ^' '"^^ i( — Bn rf EXERCISE I. teuZL'""!'" '""J""''''"' "' "-fol'owius sente,ues, an., mi what each connects: I- The floods came, and the winds blew Freely we serve, because we freely love He reached the well, but nobody was there. The ploughman homeward plods his weary way And leaves the world to darkness and to mclcRAv. 2. 3- 4- Wh lect 01 lliiiii i. INTERJECTIONS. 17 r a preposition ex \ ^^^ [ \ ' ~ ~ ~ ' 5. bhe must weep, or she will die.— Tennyson. X a preposition ex ■ t ^^' "^"'^ ^^"''' "^'"''"^ ^"^ "^P"'"^ ^" ^^^ P^^^^^d w glares on hisjthese classes called ? How does the adjective differ f>om the adverb? m How many kinds of connecting words are there ? What are they ction were here ! f ^^"^^^ ? In what way are prepositions and conjunctions alike? How es like a rising 1'^° ^''^y ^'^r? Mention a class of words not connected with the other words in a sentence. How many kinds of words have been considered ? The differem classes of words used in sentences arc called parts Of speech. They are so named from the different parts they oer- form in the sentence. . ^ ^ v 20 LESSONS IN ENGLISH. SUMMARY OF THE PARTS OF SPEECH. 1. A noun is a word used as a name. 2. A pronoun is a word used for a noun. 3- An adjective is a word used to modify a noun or a pronoun. 4- A verb is a word that asserts. 5. An adverb is a word that modifies a verb, an adiec tive, or another adverb. 6. A preposition is a word placed before a noun or pronoun, to show its relation to some other word in the sentence. 7- A conjunction is a word that connects sentences or similar parts of the same sentence. 8. An interjection is a word used to indicate some sudden feeling. EXERCISE 1. Tell whether the italicized zvords in the following sentences are adverbs or prepositions, giving reasons in each case: — Is your employer within? The work will be done xvithin a week. It rolled doxvn the hill. Slowly and sadly we laid him doxvn. A voice replied far up the height. Lift /// thine eyes unto the hills. 7. They passed by. 8. He sat by the well. 9- Your hat is behitid the door. 10. Do not lag behind. I. 2. 3- 4- 5. 6. [appeal % CH. iify a noun or PARTS OF SPEECH. 21 11. A beautiful picture hung above the altar. 12. The eagle soars above. 13- None but the brave deserve the fair. 14. Man wants but little here below. verb, an adjec- 3re a noun or er word in the :s sentences or indicate some 'owing sentences ach case: — '. week. own. It. EXICRCISE II. Show which of the ivords in Italics in the following sen- mces are prepositions and tvliich are conjunctions: — 1. They came, but they did not remain. 2. He cares for nothing but money. 3. All the family were present, except one son. 4. Except ye repent, ye shall all likewise perish. 5- I have not heard from them since yesterday. 6. Since you are here, you might remain. 7- The children ran after the procession. 8. He came after the exercises had closed. 9. The building will be completed before the leaves fall. 10. It stands before the fireplace. 11. Stay here until I come. 12. They will remain abroad tmtil November. 13- He died for his country. 14. Our bugles sang truce; for the night-cloud had low- 2red. EXERCISE III. Distinguish between the offices of the italicized words in each of the following examples : — I. Then rushed the steed to battle driven. The troops [appeared in battle array. H ' 22 LESSONS IN ENGLISH. 2. I'lircwell ! a long farcivcll, to all my j;reatness. Not a soldier discharged his faniocll shot. 3. It was over in one second. Omit the second stanza. I second the motion. 4. He is as good as he is strong. Who will show us any good? 5. They visited a far country. Far flashed the red artillery. 6. This is the best answer that was given. He prayeth best who loveth best All things both great and small. 7. The horse is a fast walker. The child is fast asleep. When ye fast, be not, as the hypocrites, of a sad ^counte- nance. The shades of night were falling fast. 8. He is still here. Now came still evening on. There is a good fire, still the room is cold. EXr.KCISE IV. State the office of each italicized zvord in the following sen tencesy and tell ivhat part of speech it is : — 1. His to-days are never yesterdays. 2. The lion shall lie doivn with the lamb. 3. As I looked up, I saw the boat hefoir me. 4. There is a calm for those who weep. 5. The laborer is worthy of his hire. 6. The good south wind still blew behind. 7. It is not finished yet. 8. Swiftly, swiftly sailed the ship: Yet she sailed softly too. PARTP OF SPEECH. it$ on. There 9. Ji/r i go, you must consent. 10. Think, ^^/;/r you speak. 11. Sfi// waters run deej). 12. We look Ift/on- and af/er. 13. The i/own train is late. 14- He had experienced many ///j and c/o7vns in life. 15. ^> went the steps, d^w,^r went the door. ro2ou/ whirled the wheels, and Oj^ they rattled. 16. We talked tr/wa the trees. 17- On A-/^///, on /eecA the word is. words used as lor. needed, to impress performs in a sen- Part Second. CLASSES AND FORMS OF IVORJl^ ^rrr. OF THE PART^ n^ .r ^^^^ ~ ^^^^^^^ISIONS ^HE I ARTS OF SPEECH, AND INFLECTION LESSON XII. CLASSES OP NOUNS. PKOPKR AND COMMON NOUNS. Point out in the following sentences (.\ ,\. [special persons or things (2^,^/1 1^ ' "°""' *^^^ "^^^ (a class of persons or thi;gsJ " ^'^^ ^^^'^ '^ ^^^ -e of '. In the early twilight of Thanksgiving Eve r.m. JLaurence, and Clara pnr^ ru i \^ ^^^ 2- There groups of merry children played. 3- The robin and the wren are flown. - bhv.«.. V noun , as, aare„,e, New York, Tlmru/af. L,,i, George. Proper nouns and words derived frn.„ .1, kegin with capital letters. When a prlZ „ '"""' vvncn a proper noun is made 35 lilllilii ; II 1 hi m ! 66 LESSONS IN ENGLISH. 5. )ve up of two or more words, each word should generally begin with a capital letter. A name that applies to every one of a class of persons or thing j a r is called a common noun ; as, boy, city, day, lake. fiings EXERCISE I. Write sentences containing- 1. The name of a class of animals. 2. The name of a class of flowers. 3. The name of a class of buildings. 4. The name of a special building. 5. The name of a special city. 6. The name of a special river. 7. The name of an individual soldier. 8. The name of an individual poet. 9. The name of a special battle. 10. The name of a special book. Collective Nouns. f- Wr. s b Mer bality A IK An Verbal Abst Point out the nouns in the following sentences that name colkF"^' ' tions of persons or things, and tell of what each collection is co:J°'^'J ' posed : — 1. The speaker was afraid to face the audience. 2. The Assembly adjourned at twelve o'clock. 3. The lowing herd winds slowly o'er the lea. — Giu ^^^^^. 4. There is no flock, howc^r watched and tende 2. F But one dead lamb is there.— Longfellow. CLASSES OF NOUNS. 27 should generally! ®' ^^^ fleets and armies necessary to a work of l)ve and reconciliation? — Patrick Hknky. ,f persons or thing 1 a noun which in the singular names a collection of persons or ^'^^'^' «ings is called a collective noun; s^s, family, Jury, swarm. EXKKCISK II. Write sentences containing ivords used to name a collection ships, soldiers, sailors, wolves, sheep, bees, thieves, buffaloes, fish, chickens. mals. vers. Idings, ling. soldier. poet. le. :es that name colk ,ch collection is coi the audience. :lve o'clock. Abstract Nouns. Mention each word in the following examples that names the [uality or condition of a person or thing; as,— The length of a river. The bravery of the soldier. The growth of the plant. A noun that names a quality, action, or condition of a person or ling, apart from the person or thing itself, is called an abstract oun ; as, goodness, happiness. An abstract noun that names an action is sometimes called a erbal noun ; as, walking, singing. Abstract nouns are formed — :hed and tende - Longfellow. fl ^ loo r.. ^' ^^^^ adjectives; as, brightness from bright; honesty from ^r the iea.-GKA|^^^^,. ^^^^.^^^^ ^^^^ ^^^_^ 2. From verbs ; as, belief from believe ; singing from sing. 3- From nouns ; as, childhood from child; knavery from knave. 28 f 1. , ■. LESSONS IN ENGLISli. Mention each noun in thp fnlln^,,; ~~ cla.s to -.McU it JoZ 1 "^ "■""""• -'"^'""e "'e The child's illness is of an alarming nature Wisdom is better than strength. He has repented of his folly The time of the singing of birds is come His writing was illegible. Charity coverelh a multitude of sins How poor are they that have not patience t ana ."7n::i::ri"- I'Ltr^' -' '^= ---> - Of power, Which .^...^ l^^^: ^^^ I. 2. 3- 4- 5. 6. 7 8. EXERCISE III. .rt rc:i it;::r'^«' -^ « - industrious, temperate, sweet, proud, long, weaic, bright. walk. courageous. judge. beautiful, conceal. deceive, please, learn, warm, true, just, high, hard, honest, wise, innocent, dull, pure. LESSON XIIL NUMBER. I. Tell how many forms each noun i„ ,1,^ toll-, -, «r.a MUm .^h form d.„o,e, pw „ ^,^'t foHowin" e§ s, atid state the NUMBER. Opposite each 29 book, watch. fox, lasso, books, watches, foxes, lassos, potato, potatoes. The form of a word used in speaking of one thing is called :ztur "™ "^" '" -*- °' - -' - - " number.' ""'" '™°'" ™' "'"«' '' '' "■" '° ^^ ■" ""= -"g"'" easir with '.h'"'"'"/"'' '" ^ =°""'' •*•" "»« "°' -it- easily w,th the sound of ,, some nouns add e> to the ttw;4, thrushes: tax, taxes "'enes , t^^z^r:,-"'""' ^" ^ ^'^ ^ " ^^^ ^^"^"^-' - ^-- piano, solo, folio, cameo, canto, portfolio, octavo, quarto, tyro, halo. Some nouns ending in o take es in the plural ; as,- hero, negro, cargo. torpedo, echo, tomato, tornado. potato. mulatto. veto. 2. Mention the ending of the singular nouns in the following examples, and tell how their plurals are formed : - city, story, stories. day. chimney, 30 :!!•; illl!^ :i!ll ^SSONS IN ENGLISH. Nouns ending i„ „ preceded bt " ' """•"' ""'""'>- «o ... to Torn. .He ^^^^^^ZL:;'^:^ ^"-^^ '' to "^"rr^eLirr "oLi:^^ ^^'"^ -™* ^^^.ed 'fife, fifes. P'^^f' gulf, proofs, > g^,,^^. Most nouns ending in / or a. f« . to .he , „„. as^ J::/.-":,,-^ P-. b. adding ,Z1 i°"°"""« -"- '^■'-ge , or / .0 .,.. .„ ,„„ ,^^ '«»f. shelf, „o,f , , "^'f' beef, thfef '°f' ''"ife, wife cu r ' ^^Jf» life "^' sheaf, elf. g,,. "[^• SeJt» wharf (or add.). EXERCISE I. IVrite the following words in m, ^ord write its plural forrn:L ''"'' ^'^^ '^^''^'^ ^^ch path, safe. roof. muff, wreath, nouns ; — gift, truth, cliff, solo, alley, fable, sign, hero, potato, moth. tree, fife, tornado, torpedo, chief. gulf, valley, chimney, piano, handkerchief. EXERCISE H. I. NUMBER. 31 ■h add s to the hw//ev, chimneys. '•^ant, change y lilies. examples changed s. Jral by adding *» to form the body, gallery, copy, daisy. kidney, essay, dairy, fly. berry, ferry, lily, city, EXERCISE III. jury, journey, donkey, pony. alley, pulley, poppy, duty. Make a list of ten nouns, ending in f or fe, that form hheir plurals by the addition of s, and a list of ten other \ nouns that form their plurals in ves. knife, life. wharf (or add J). opposite each :ulf, alley, himney, iano, andkerchief. (-' following LESSON XIV. NUMBER. — Continued. I. Mention the plurals below, and tell how they are formed: man, men, foot, feet, mouse, mice. ox, oxen. child, children. Some nouns form the plural, by changing the vowel of the singular; as, man, men; goose, geese; tooth, teeth; foot, feet; mouse, mice (also changes s to c). In a few nouns the plural ends in en; as, ox, oxen; child, children; brother, brethren. 2. Give the number of each italicized noun in the following exam- ples, and note its form ; — 1. A deer came to the shore of the lake. 2. Deer have their established runways. 32 LESSONS IN ENGLISH. i i ; ! i !' i'^'"^ ,^''°''' her shearers h^^^^ -■ All we hke ./,..^ have gone astray. Some nouns have the Qarr,« r • ' ^-S^A *.. /™,, ,„,;„„"' '""^ '°™ ■" "oth numbers; as,: ^^^Son.e_nouns have two p.ura. forms aUferin, in mean- ' separately), pence (taken collectively). EXERCISE I. woman, foot tooth, r °"' '''^''' ■ sheaf '"°"'^''' "^h. wharf, colloquy, envoy, life I. deer, genius, reef, fife. EXERCISE IT. »»-, in.,,,, ,,„,„^ -;^^ ~, is dumb, astray. >th numbers; asj NUMBER. LESSON XV. NUMBER. — Continued. 33 hes, scissors, fo.gsJ L Tell how each plural form below is made from the singular:-. fering in mean- ssociation). collectively). 1 Tits). I algebra). ollectively). en collectively). spoonful, spoonfuls, brother-in-law, brothers-in-law, man-servant, men-servants. t^ie following deer, genius, reef, fife. ^tte each write Some compound nouns form the plural like single words others make the principal word plural, and a few change both words, as, cupful, cupfuts : n,oth,r-in-law, mothen-m-law; woman-scrmnt, women-servants. EXERCI^IE I. Write the singulars of the following nouns, and tell how the plurals are formed: grandfathers, eyelashes, tooth-brushes, fathers-in-law, sisters-in-law. maid-servants, merchantmen, attorneys-at-law, greenhouses, countrymen, forget-me-nots, commanders-in-chief, women -servants, men-of-war, knights-templars. indices, pennies, 2. When a title ,s prefixed to a proper name, the com- pound may be made plural by changing either the title or the name ; as, the Misses Brown or the Miss Browns The title is made plural when it is used with two or more names ; as, Messrs. Stone and Wood. Letters, figures, and signs add the apostrophe (') and «j to form the plural; as, Pot the /V/ Caned the \^s; Write ^09 -l-V 00 a straight line, ;i I :ii ' '•! '/-'' i ! JU, 34 LESSONS IN ENGLISH. Many nouns taken from foreign languages retain their original plurals. The following are a kw of the most common : -H SINOULAK. PLURAL. formula, formula, alumnus, alumni, animalculum, animalcula, erratum, stratum, index, analysis, crisis, beau, cherub, errata, strata, indices, analyses, crises, beaux, cherubim. SINGULAR. larva, radius, genius, PLURAL. larvae, radii, genii. memorandum, memoranda, vertex, vertices, axis, axes, basis, bases, phenomenon, phenomena, bandit, banditti, seraph, seraphim. Some foreign words which are in common use form the plrral in 1 the usual ,vay, often with a difference of meaning; as, /ormu/as, ' indexes, geniuses. EXERCISE II. Make a list of the foregoing singular nouns from foreign languages, and opposite each write from memory its plural. LESSON XVI. GENDER. , Which words- in the following list denote males? Which denote females ? — man, woman. father, mother, host, hostess, man-servant, maid-servant. I. MA!^ ba bo bn bu C0( dr: eai fat ga ge ha ho 2. but oi MAS' bai C01 GENDER. dfi ges retain theiij most common ; — ' PLURAL. larvae, radii, genii, m, memoranda, vertices, axes, bases, 1, phenomena, banditti, seraphim. arm the plnral inj g; as, formulas, s from foreign y its plural. Which denote lan-servant, laid-servant. A Doiin that denotes a male is said to be of the masculine gender ; as, tnan, heir. A noun that ocnotes a female is said to be of the feminine gender ; as, woman, heiress. A noun that may denote either a male or a female is said to be of the common gender ; as, parent, friend, ro/>in. A noun tliat denotes a thing neither male nor female is said to be of the neuter gender ; as, book, sky, Joy. The gender o. nouns is distinguished in three ways : — I. By different words; as,— - MASCULINE. FKIVIININE. bachelor, maid. boy, brother, buck, cock, drake, earl, father, gander. girl, sister, doe, hen, duck, countess, mother, goose, lASCULIME. FEMININE. husband, wife. king. queen. monk, nun. lord. lady, nephew, niece. papa. mamma. ram, ewe. sir, madam. son. daughter, stag. hind. uncle. aunt. wizard. witch. gentleman, lady, hart, roe, horse, mare, 2. By different endings. The chief feminine ending is cs«, but other endings appear in some words ; as, — MASCULINE. baron, count, FKMININE. baroness, countess, MASCULINE. FEMININE. benefactor, benefactress, emperor, empress. 36 LESSONS IN ENGLISH. MASCULINE. FEMININE. MAHCULINE. heir, heiress, duke. host, hostess, master. Jew, Jewess, tiger. lion. lioness, administrator, patron, patroness, executor. prince, princess, hero, abbot, abbess, Paul, governor, governess, czar, negro. negress. Augustus, actor. actress, sultan, FEMININE. duchess, mistress, tigress, administratrix, executrix, heroine, Pauline, czarina, Augusta, sultana. 3. By prefixing words indicating the sex; as, — MASCULINE. man-servant, men-singers, he-goat. FEMININE. maid-servant, women-singers, she-goat. 9- 10. EXERCISE I. Make a list of all the masculine nouns mentioned in this lesson, and opposite each write from memory the correspond- ing feminine noun. EXERCISE II. Point out the masculine, the feminine, and the neuter nouns in the jollowing sentences, and tell which nouns may denote either males or females : — I. We learned the ways of t le fish, the birds, the bees, the winds, the clouds, rhe flowers. GENDER. 37 I'EMININl!:. liichess, nistress, igress, dministratrix, xecutrix, leroine, 'auline, zarina, Uigusta, ultana. oned in this e correspond" neuter nouns ' may denote 2. Night closed in, but still no guest arrived. 3. Leaving the boatmen at the camp, I spent the greater part of the night in the very heart of a jungle. 4. Temperance and labor are the two best physicians of man. 5. '^'hough Grandfather was old and gray-haired, yet his heart leaped with joy whenever little Alice came fluttering, like a butterfly, into the room. — IIawtuornk. 6. I have had playmates, I have had companions. — Charles Lamb. 7. Brethren, the sower's task is done. — Bryant. 8. I rise, my Lords, to declare my sentiments on this most .solemn and serious subject. — lu rkk. 9. Little Effie shall go with me to-morrow to the green, And you'll be there, too, mother, to see me made the Queen. —Tennyson. 10. Brothers, sisters, husbands, wives, Followed the Piper for their lives. — Robert Browning. 11. The lamps shone o'er fair women and brave men. [ — Byron. 12. What would we give to our beloved.? The hero's heart, to be unmoved, The poet's star-tuned harp, to sweep, The patriot's voice, to teach and rouse. The monarch's crown, to light the brows } — He giveth His beloved sleep. — E. b. Browning. ds, the bees, II! 38 LESSONS IN ENGLISH. 1 ; LESSON XVII. CASE. Mention the subjects of the verbs in the following sentences: '■ The boy bought a watch. 2. An officer caught the thief. 3- Birds build nests. ^"^^ '"""'^ ^^^ actions expressed by the verbs? State the offices of the italicized words in the following — '• We followed the shepherd's dog. 2. The horse's bridle is broken. When a word is used to show to whom or to what something belongs, it ,s said to denote possession. something si ion t; L / '"^ '' ' ''^'' ^'^ '' ^^^ «bJ-t of a prepo- sition, (4) to denote possession:— *^ *^ ' '• The boy stood by the door. 2. He heard his father's voice. 3- A wave upset the boat. 4. The traveller walked through the fields. in i:::^ ri:, rr "°"°"" "- '° - °- J Stai \nonns \ 1. 1 2. 1 3. G 4. T ! ,' !■ nng sentences: •catch? IV/ia/ doi issed by the verbs? cpressed by a verb] 3llowing : — 5 what something i) as the subject! abject of a prepo-. °^^^- 3& A noun use,l as .he subject of . verb 'is said To be in "^,;7 native case ; as nomi- The i>e// rang. cast;:,-'"' " *°" '°^^^^'™ ' ^^'^ '° "^ '" "^^ P-sessive The cAi/,/'s eyes are blue. A noun used as the object of a verl) or of ... • • . to be in the objective case; as, 1 ^"'^°'''"" ^^ ^^'^ I- They launched the vesse/. 2. He gazed at the flowers. The case of a noun is determined by the relation fh.. •. , to some other word in the sentence. The Iss l " r is the only one that has a special form wr ' "°""' fonn of the noun is used inrothlTles ^'^"""°" '' ^^'^"^'^ n.eit:;i: ;:fl:::;,r ;^ ^ -^ - -press a change of ber and c.T \ '"^^'*'°"- N«""« ^^e inflected to indicate num- oer and case. A noun is said to be A^rW^^A u and case forms are regularly arranged ; as, - "'™ '" """"'" NOM. AND OBJ. CASE. Singidar. boy, Plural. boys, POSSESSIVE CASK. boy's, boys'. he fields. some other wordS EXERCISE I. 1. This tree stood in the centre of an ancient wood. 2. ihe waves rush in on every side. 3. Grandfather's chair stood by the fireside 4. The stranger shook his head mournfully 40 LESSONS IN ENGLISH. Ii!;|!i;!ii:'- '\U I'll. I 5- Birds have wonderfully keen eyes. i ^j. with^'/h' '^'f„^^^/^^d' shouldered the rusty firelock, anc and 7. Dark lightning flashed from Roderick's eye.-Scorr. 8. When the rock was hid by the surge's swell, The mariners heard the warning bell. - Southey. 9- The rude forefathers of the hamlet sleep. -Gray 10. They shoofc 'he depths of the desert gloom. -Hkmans. EXERCISE II. 1. JVnte five sentences eontaining nouns in the nomina. live case. 2. Write five sentences containing nouns in the posses- sive case. ^ 3. Write five sentences containing nouns in the objective. sake A forn: A< endii ^hi/cir Th o sh( ■ays; m vw LESSON XVIII. POSSESSIVE FORMS OF NOUNS. Mention the nouns th^f -yr^ \n ^u^ ^« • i ., . . """"^ ^"^^ ^^^ in the possessive case, and tell how the possessive is formed in each example : - ' >• She knelt by the lady's side. 2. The ladies' gallery is closed. 3. Men's voices were heard. ■Add the apostronhe and «» r»«^ <•« o ^'^ t f«..«, 4.U ' . ^ - — ^ " \^) to a singular noun, tc form the possessive; as, boy, boys; man, man^s. Po 2nd /i I. 2. 3. Christ 4- |the bo 5- ' 6. . 7. ] 8. 'I 9- I fhousai ouch. '^.W^\M\ . ■an* POSSESSIVE FORMS OF NOUNS. s _^ 41 The . is sometimes omitted in poetry for the sake ofll^T^^. and It ,s also omitted in a few words where too many hissing sounds would come together; as, for .onsae..' sake; for n.Lus.ess' Isake; (or Jesus' sake. Add the apostrophe (') to a plural noun ending in s, to form the possessive ; as, ioys. km' .■ ladies, /aJies' Add the apostrophe and s (',) ,o a plural noun not The possessive .,. does not always denote possession. It is used .0 show autl,orship, origin, Icind, etc. ; as, LmeU's poems ; the sun's tn the nommn-f^y^'> ^^^^ clothing. rusty firelock, and turned his step.^ :k's eye, —Scott. :e's SM'ell, II. — SOUTHEY. sleep. —Gray. gloom.— Hemans iS in the posses- i" in the objective rs. case, and tell how| ide. ed. igular noun, tc EXERCISE 1. Point out the nouns in these sentences, tell how each is used nd name its case : — * 1. The lark's song rang in her ears. 2. The sound of horses' hoofs was heard in the distance 3. The scene brought to mind an old writer's account of nristmas preparations. 'fh.W^'.''''''^''''' °^ '^' Revolution plentifully supplied the barber s customers with topics of conversation. 5- The boy rang the janitor's bell. 6. A burst of laughter came from the servants' hall 7. I noted but two warblers' nests during the season. ^* Vainly the fowler's eye Might mark thy distant flight to do thee wrong. 9- He felt that his little daughter's love wa.s worth , liousand times more than he had gained by the Golden I ouch. — Hawthorne. 42 LESSONS IN ENGLISH. EXERCISIS II. IVri/e in one column the possessive singular forms, and in another column the possessive plural forms of the following words : — sister, woman, boy, girl, mother. wife. soldier, son, bee. bird. friend. teacher poet, child. man, judge. Example. ■ -SINGULAR. PLUKAL. sister's, sisters'. woman's, women's. LESSON XIX. I' ■' POSSESSIVE FORMS. — Continued. Tell how the possessive case is formed in the following compound j words and phrases : — 1. The lieutenant-governor's reverie had now come to an end. 2. Bright and Dun's window is filled with flowers. 3. They are reading Graham and Wood's History. When a name is composed of two or more words, add! the possessive sign to the last word only; as, Marsh anti\ IVooifs store ; Lee and Peabodfs office. Two connected nouns implying separate possessions! must each take the possessive sign ; as, Webster's and Worces- ter's dictionaries. POSSESSIVE FORMS. r forms, and in f tlic following girl, son, teacher, judge. 43 lowing compound! ad now come with flowers.! od's History. tre words, addl 1 as, Marsh anA e possessionsj ter's and WotcesX KXKHCISE I. Explain the possessives in the following examples: — 1. In my father's house are many mansions. 2. Hope vanished from Fitz-James's eye.-Scorr 3. This happened after General Washington's departure irom Cambridge. 4. Many a young man ransacked the garret, and brought forth his great-grandfather's sword, corroded with rust and stained with the blood of King Philip's War. - Hauthornk 5. The rest of the house was in the French taste of Charles the Second's time. ~ Irving. 6. The grocers', butchers', and fruiterers' shops were thronged with customers. — Irving. ^ 7. Hither they came, from the cornfields, from the clear- ing m the forest, from the blacksmith's forge, from the carpenter's workshop, and from the shoemaker's seat - Hawthorne. 8. Let all the ends thou aim'st at be thy country's, Thy God's, and truth's.— Shakespeare. 9. ^ What good woman does not laugh at her husband's or fathers jokes and stories time after time.? -Thackeray. lo. These are Clan-Alpine's warriors true. - Scorr. EX£RCIS£ II. 1. Write five sentences containing connected nouns denoting I joint possession. 2. Write five sentences containing connected nouns denoting \ separate possession. 44 LESSONS IN ENGLISH. ii'i'i LESSON XX. POSSESSIVE FORMS. - Continued. Possession is sometimes indicated by the objective case with the preposuion of; as, The voice ./ //,. speaker, for the speaker^ s voice lliis form ,s generally used in speaking of things without hfe; as, Ihe hd of the box; t,he bank of the river. This form is preferred also in speaking of persons, when the pos- sess.ve form would be ambiguous or awk .ard ; as, The wife of o.e of my brothers. I When a thing is personified, the possessive sign is generally used, particularly by the poets; as,— And read their history in a nation's eyes. -Gray. In reason's ear they all rejoice. -Addison. Certain words and phrases denoting a period of time take the, possessive case also; as, A dafs journey; a week^s vacation; si J months' mterest. ' ^ EXEKCISK I. Explain fully the case of each noun in the following sen-, tences and point out the examples iu ^vhich possession is in J cated by the objective case with the preposition of: - 1. I flew to the pleasant fields traversed so oft In life's morning march, when my bosom was youngJ o u^ u . , —Campbell. I 2. He has not learned the lesson of life who does not every day surmount a fear. - Emerson. 3. The trade of America had increased far beyond th( speculations of the most sanguine imaginations. -buRKE. debi K 3bje( 2 »y t] To I. 2. 3- ther Pa, ^-44i i. PARSING NOUNS. 45 nued. 3jective case with the r the speaker's voice, lings without Hfe; as, ;rsons, when the pos- as, The wife of one ign is generally used, eyes. — Gray. DISON. )fl of time take the 'teek's vacation; six! the follozvijig sen\ possession is indiX on of: — so oft losom was youngJ — Campbell. ife who does not] I far beyond the ons. — buRKE. 4. The poetry of earth is never dead. - iceats. 5. Either measure would have cost no more than a day's debate. —Burke. -^ 6. They came without a moment's delay. 7- She has had two years' experience. 8. He likes neither winter's snow nor summer's heat. 9. 1 he city was taken after a ten years' siege 10. The chieftain's pride was humbled. EXEKCISE II. Select from standard ivriters — r. Ten sentences in which possession is indicated by the )bjective case with the preposition of. 2^ Ten other sentences in which possession is indicated ►y the use of the possessive sign. LESSON XXI. PARSING NOUNS. To parse a word, tell — 1. Its classification -name the part of speech. 2. Its form — give the inflection, if any. 3. Its construction -show its grammatical relation to ther words in the sentence. Parse each noun in the folloiving exercises. Tell^ I- The kind of noun. 2. Its number. 46 LESSONS IN ENGLISH. I 3. Its gender. 4. Its case. 5. Its construction. Example. — His eyes sparkled with joy when he heard Ja.wn'i reply. 1. Eyes is a common noun, plural number, neuter gender, nomi- native case, subject of the \exh sparkled.* 2. Joy is an abstract noun, singular number, n uter gender, objec- tive case, object of the preposition 7vith. 3. Jason's is a proper noun, singular number, masculine gender, possessive case, depending upon the noun reply. 4. Reply is a common noun, singular number, neuter gender, objective case, object of the verb heard. EXERCISB I. 1. The lights of the church shone through the door. 2. Nell and her grandfather rose from the ground, and took the track through the wood. —Dickens. 3. The rude forefathers of the hamlet sleep. —Gray. 4. I bring fresh showers for the thirsting flowers. — Shelley. 5. Strong reasons make strong actions. —Shakespeare. 6. I stood in Venice, on the Bridge of Sighs. — Byron. 7. I now bade a reluctant farewell to the old hall.— Irving. 8. A great deal of talent is lost in the world for the want of a little courage. — Sidney Smith. * A briefer method of parsing may be followed as soon as the pupil is fa- miliar with the different steps; thus, Eyes is a noun, common, plural, neuter, nominative, and subject of the verb sparkled. REVIEW OF NOUNS. 47 EXERCISE II. 1. The eyes of the sleepers waxed deadly and chill. -Byron. 2. Is Saul also among the prophets .? — Bihll. 3. The doe lifted her head a little with a quick motion, and turned her ear to the south.— c. d. Warnkr. 4. They had now reached the road which turns off to Sleepy Hollow; but Gunpowder, who seemed possessed with a Hemon, instead of keeping up it, made an opposite turn, and plunged headlong down hill to the left. — Irving. 5- 'Tis the middle of night by the castle clock. And the owls have awakened the crowing cock. — Coleridge. 6. A soft answer turneth away wrath. — Bible. 7. Some have even learned to do without happiness, and instead thereof have found blessedness. -Carlyle. 8. The lowing herd winds slowly o'er the lea. —Gray. 9. Reading maketh a full man, conversation a ready man, and writing an exact man. —Bacon. 10. Charity beareth all things, believeth all things, hopeth all things, endureth all things. — Bible. -•o*- LESSON XXII. REVIEW OF NOUNS. What is a noun? Mention the two leading classes of nouns and state the difference between these classes. What is a collective 48 LESSONS IN ENGLISH. noun? What is an abstract noun? State three ways in which abstract nouns are formed, and illustrate by examples. What is meant by inflection? To whit do the inflections of nouns relate? How do most nouns form the plural? Mention other ways in which nouns form their plurals, and illustrate by example. Give the plural of watch, piano, potato, donkey, lily, loaf, roof, tooth, ox, sheep. Distinguish between the meaning of brothers and brethren; fishes and/j/// indexes and indices; pennies and pence. State three ways in which compound nouns form the plural, and illustrate by examples. Give the plural of larva, alumnus, axis, beau, bandit, seraph. Why do these nouns not form their plurals in the usual way? What is gender? How many genders are there, and what does each denote? Mention three ways in which the gender of nouns is distinguished. Give the feminine nouns corresponding to the nouns hart, monk, nephew, host, master, governor, executor, hero, man-servant. Tell the gender of the nouns woman, heiress, landlord, doe, wait- ress, czar, administratrix, guest, friend, witness, cousin, sun, wind, table, house. How many cases have nouns? What determines the case of a noun? Which case has a special form? How is the possessive case of nouns formed? How is the possessive formed in compound words and phrases? How may possession be indicated without the posses- sive form? When is this way preferable? Point out the nouns in these sentences, tell how each is used, and name its case : — I. He was shown into the king's presence. .?. He wrapped her warm in his seaman's coat. THE PARAGRAPH. 49 3. Cultivate the habit of attention. 4. The children clustered round Grandfather's chair. 5. Where did the officer stanil > 6. The people's confidence in their commander was un- shaken. ;. We visited Washington's headquarr rs. ' «x-gatherers collect their | Into how many parts is this selection divided? The different parts into which a prose composition is divided are calle.l paragraphs. ^ State the number of paragraphs in this piece, and tell what each ,. auuut. COMPOSITION. 61 stores in their WKITTKN EXKKCfNR. IVn/e from mnuory w/iat yon have learned abuut the Bees. Tell — 1. What bees are first seen around ;. hive. 2. What three substance.s are requ re ; in t. e hive, and the use of each. 3. How a bee collects pollen and carries it to the hive. 4. How the honey-gatherers and the wax-gatherers collect their stores. Write in paragraphs, making one paragraph for eaeh heading above. ^ Leave a margin half an inch zvide at the left of your paper. Leave a space half an inch long at the beginning of the first line tn every paragraph. LES.SON XXIV. COMPOSITION. Write about some article that is prepared for market home ; as, — near your coal, tobacco, cotton, petroleum, wheat, granite, butter, maple sugar. State, so far as yon know, the different steps taken in the pro- cess of cultivation or manufacture, and tell in what form and in ^oJiat way the article is taken to market. 52 LESSONS IN English. m V '.'■i: I'-i LESSON XXV. PERSONAL PRONOUNS. wWch the person or .hi„gsptke":'i^ """" 'P'"''" '°. » of is said to The second person singular is no longer in common use. It is now chiefly used in prayer and in poetry ; as, — 1. Withhold not thou thy tender mercies from me. 2. I see in t/iy gentle eyes a tear; They turn to me in sorrowful thought; Thou thinkest of friends, the good and dear, Who were for a time, and now are not. J Bryant. The plural pronoun you is used, in ordinary speech, whether one or more than one person is addressed ; as, — I. You are merry, my lord. - Shakespkare. ShakJ^L.'" "'' "^^'' '''' ^" "°' ^^--' but men.- THIRD PERSON. Singular. Plural. Masc. Fern. j^gut. Nom. he, she, it, Poss. his, hers, or her, its, Obj. him, her, it. Masc, Fern., or Neut. they, theirs, or their, them. '>r our. The pronoun of the masculine gender is generally used to refer to a noun which may denote a person of either sex; as,— Each pupil must provide his own material 54 LESSONS m ENGLISH. The pronoun of the masculine gender is .k. ~~7- ~~" animals or things that are sup„os!d 7 "^ ^" '"^^"•"^ '' and the pronoun of the ^1^^ ^^7^ ?''"''' ^""^^^^^^1 — or things to Which .minine::;;Lrt^^^^^ I. The ea^/e soars above A/s nest I ^^^W., With .„..Housa„.™,es, poises God.-c„™ J as,- ' ''^'^' "^^^'^ the sex is not considered The deer raised t/s head. The infant knew //^ name. The possessive forms mv /A,, i. I with nouns, and the forms ^Z' 'ZT' '"""■' '"' ""'' "^ "^ - used When no noun io^^'^^/::::!:'"'- ■"" """\ This is ;//;/ book. The book is w/«^. ^/«^ and ^Aine are sometimes used for beginning with a vowel sound • T "" '"^ ''^' ^'^^'^ ^ords Bow down ///«W ear. I ^ "^"^ ^^^^ "P ^««^ eyes unto the hills. WRUTEN EXERCISK. ^^Py the following sentcnrr^ n.,^ j ,- the nouns to r.;nc, I, Tr %Zf "T ''" ^"'^"'^^ ^^ I 1. Every person should strive to do his best 2. ^hehon springs upon his prey. 3- The moon is at her full. ^ly, before words COMPOUND PERSONAL PRONOUNS. 56 4- How glorious, through his depths of hght, Rolls the majestic nun ! 5. The deer left her delicate foot-print in the soft mould. 6. The bear broke away from his keeper. 7- The sea is mighty, but a mightier sways His restless billows. 8. The merry lark, he soars on high, No worldly thoup-ht overtakes him ; He sings aloud to the clear blue sky, And the daylight that awakes him. As sweet a lay, as loud, as gay, The nightingale is trilling ; With feeling bliss, no less than his, Her little heart is thrilling. 9. The child closed its eyes. 10. The camel kneels to receive its burden. 11. The year is going, let him go. LESSON XXVI. COMPOUND PERSONAL PRONOUNS. Tell how the italicized pronouns in the following sentences are formed and how each is used : — 1. The boy hurt himself, 2. We often deceive ourselves. 3. I myself heard the remark. 56 LESSONS IN ENGLISH. The pronouns my, our, thy, your, him, her, it, and them are used] With self or selves to form compound personal pronouns. These compound pronouns are sometimes used as reflexives, thatl is, as objects denoting the same person or thing as the subject of the verb ; as, — I let myself down with a rope. TIcy are also used to express emphasis; as,— She herself read the book. COMPOtJND PERSONAL PRONOUNS. First Person. Singular. myself, Plural. ourselves, Second Person. - ( thyself, [ yourself. yourselves, Third Person. - ' himself, herself, . itself. EXERCISE I. themselves. Tell the person, number, gender, and case of each pronoun] tn t/ie following exercises: — 1. Something frightened the little animal, and it -..m- pered far away through the woods. 2. I listened with suspended breath, but not a soun ; camel to my ears. 3- Then they praised him, soft and low. -Tennyson. 4- My son. if sinners entice thee, consent thou not. -Bible.! ADJECTIVE PRONOUNS. 57 -aL.^n ^^'" ^'"^ """ ^"^ ^''' ^'^^"'^ P'""^^'^ «f thxi rock. 6. Give every man thine ear, but few thy voice - Shakespeare. ^ 7- It is excellent discipline tor an author to feel that he mirst say all he has to say ir. the fewest possible words 8. Boast not thyself of to-morrow; For thou knowe.st n - what a' day may bring forth. — Bible. LESSON XXVII. each pronoum ADJECTIVE PRONOUNS. re used as adjectives? Which Which of the italicized words belc are used as pronouns? — 1. Many tickets were sold. 2. Many were unable to secure seats. 3. Look at this clock. 4. Tkis is sold. Certain words can be used to limit nouns or to stand for nouns. When such words are used with nouns, they are called adjectives • when they stand for nouns they are called adjective pronouns! Sometimes there is a difference of form; as, no (adj.), none (pro.) ; o^her {3,d.].), others {^ro.). \f J > The principal words used as adjective pronouns are a//, another any, both, each, either, few, many, neither, none, one, other, several some, this, these, that, those. 58 LESSONS m ENGLISH. IPi EXfiRClSK I. Tell zvkether the italicized words in th. f v • - a^ect^.es or pronouns, ^..^ ^:::;>f:!rir^^ iii-re IS a calm lor those who ween r m iiu weep.— J. MoNTGOAURY. 3- All are arrhitects of fate Working in /^. v. walls 'of time- ■^^ with massive deeds and great Some with ornaments of rhyme.:L0Kc...w. - D^L Z^ '''' ^' -^^^ living must be a struggle. 5- The man deserving the no,,,^ • and exertions are for other^ JLT I' "''" "^^""'^ '^^''Shis Sco„. ''''''-' '^^ther than for himself. - sik Walter 6. All men think all men mortal hnf ,u 7. Men ... s.,„, ,,, ,,, masted f'tAr r~"™"- 8- _ra„ was the noblest Roman of the /at T"'""- 9- My worthy friend Sir p„ a"-SHAKEspEAKE. not only at peace w ih hfmseU Tt t T "' """' ^'"> ^ by// about him.-Aol» "• '"' ''^'"™<' ^"^ -'^emed be wise' -irjr' '" '^ "^" '"^--'' ^ " - ««.,/.. to To kn- That which before mk ^. • i m is the prime wisdom. -milton. 13. •3S?»t»i.^yBi.^,,^j_^,^.^^_^^^^ RELATIVE PRONOUNS. 59 EXKRCISE II. ifi^ sentences case : — Construct sentences containing the following words used (l)as adjectives, {2) as adjective pronouns : — both, each, few, several, these, neither, none, many, that, other. -•o»- NGFELLOW. a Struggle. e thoughts -Sir Walter LESSON XXVIII. RELATIVE PRONOUNS. Tell how many assertions are made in each of the following sen- tences, read the principal statement, and state the office of the italicized part : — 1. We found a guide, who answered our questions. 2. The wind, which rose suddenly, had now ceased. 3. A city that is set on a hill cannot be hid. A part of a sentence that contains a subject and a predicate is called a clause. The clause that expresses the leading or principal thought of a entence is called an independent or principal clause. A clause that depends upon some other part of the sentence for its full meaning is called a dependent or subordinate clause. Which words in the dependent clauses above refer to preceding nouns, and how are the dependent clauses joined to the independent clauses ? A word that refers to a preceding noun or pronoun, and connects With it a dependent clause, is called a relative pronoun. t,:- m _LESSONSJN ENGLISH. H^" to the CMC ./. „ „,„^, ^Vhtch is 3nni,-o^ '*"^es.— Scott. „^^^ .s app„ed ,0 .,,,„„ ^„^^_^ to things without '-' of Macedonia: ::Z^''' '^"'^'^ ^ '"e chief city of ^'5«/ is applied to person. , persons, to an^ais, and .0 things; ,3- '■ ^""-"^^ >s he armed //«, hath u- J- A haif-starved dog X/t\ ?""'''=' J"^'-^""— -"out the house. -,«„,f ''"' '""^'^^ "!<« Woif, was skuikTn!' '■ A city ,/«, „ ,,, „„ ^ ^._^ '^'■"'' is used without >•■<)- B,B«. '» *- -./.... as,-"™' ^" ^'"-''-' "pressed. It is equivalent She remembers e./«, ft^at whichl ,h ^-■' -"etimes „»ed as a ,- '^ ''^ '•^^''^■ P««ded b, ...,, ,3._- ^ -,at,ve pronoun, it , .,,„ „^„^„^ '■" "^^ "^ t"'- -Oo] hear take heed. ^ called its ante- of which it is a what. 2s. — Scott. tilings without RELATIVE PRONOUNS. 61 But is also used as a relative pronoun. It has a negative I force ; as, — There is no fireside, howsoe'er defended, But has Ithat has nof] one vacant chair. - Longfellow. A relative clause may introduce an additional fact about the antecedent; as, — They had one son, who had grown up to be the staff and pride of their age. — Irving. Or it may limit or restrict the meaning of the antecedent; as,— The bird that soars on highest wing Builds on the ground her lowly nest. That is preferred to who in restrictive clauses. Who is declined as follows : — SINGULAR OR PLURAL. Nominative Case, vi'ho, Possessive Case. whose, Objective Case. whom. The other relative pronouns are not declined, but whose is often used as if it were the possessive form of which ; as, — Bordered with trees zvhose gay leaves fly. — Bryant. COMPOUNr^ r;ELATIVE PRONOUNS. Pronouns formed by adding ever or soever to who, which, and what are called compound relative pronouns ; as, whoever, who- soever; whichever^ whichsoever; whatever, whatsoever. ea LESSONS 'i-T 'ENGLISH. Mention t/:e relaf.- ""'"' 'Mr „,necedaal Z"°7 '" "" ^"""^^'"^ sentence ^- '/- case ofeacn.-J" '"'"" ""■ '"-'--. LZ^''^ '■ "<= 'hat lacks time to n, ;-;hete.es the ,anV: ::;:;; f\'.--n^e„d. ^- A land that wHi ™'^'">'- "•"■■"»' -"'sr-riLr r- 7. All . . *""• — vVarnkr. 8. A^^ precious thine-s Wio To those that s^fthrir "^' •■"en issue ,;rth ^' ^^ey are slaves wh^ j ^"-eH,ht..htot;thre^ "•"ICC. • — ;, ivVELl 9- Here, then, I narf^w ^''h whom I set out on ' """''""'""y. f^om -he co„,„» • ■o. He who LT ^ )<«"-ney._.. „, »'«Pan.o„ reaped a Ml k ""'^'" ""'°''"> abo. ^h , th,t !^ ''^'''''^■'•' of worldJv f ' ■'"''''• and ha. tnat there is , i i„ ""riaiy favor, will fir,^ , ' - ^'^- ^iaiive place. RELATIVE PRONOUNS. 63 ^^ing sentences, ■^ <^o'>ncct, and fo mend, ^ould go} ^hich stood a EXRKCINK II. Point out the relative pronouns in the following sentences, hiawe their antecedents, and tell ivhether the relative clauses hutrodiice additional facts about the antecedents, or limit and \ restrict their meaning. 1. He that is not with me is aga' st me. 2. The man who provides a home for a poor neighbor is a greater benefactor of the poor than he who lays the foundation of a stately almshouse and never finishes a single apartment.— J. Hamilton. 3. Th se who live without a plan have never any leisure. 4. The "arrier, who had turned his face from the door, signed to him to go if he would.— Dickens. 5. Carefii'1, then were covered the embers that glowed on the hearth-stone Longfellow. 6. Not far frou. the gateway they came to a bridge, which seemed to be built of iron. — Hawthorne. 7. The first spring wild-flowers, whose shy faces among the dry leaves and rocks are so welcome, yield no honoy. — John Burroughs. 8. The tongue is like a race-horse, which runs the faster the less weight it carries. —Addison. 9- We were the first that ever burst Into that silent sea. —Coleridge. 10. Bordered with trees whose gay leaves fly On every breath that sweeps the sky The fresh dark acres furrowed lie, And ask the sower's hand. — Bryant. if!!^^N ENGLISH. A relative pronoun h^^TZT^ -ceden,..,- ^ ^^'"'""—K an. ,„^, „^ ^,^ '• .^A"' '^i" your „,„,her p,V „e «^''"' am a maiden most fo'C. co A" thiM,rb„!f ""'" '"^"h best »»■ both great and small. _c„,«,„„. f LESSON xxrx. COMPOSITION "'"f""'^ "''yfwo of thefnl, , ■ B"«erflies and Moths, foads and Frogs, Snakes and Eels,' Claras and Oysters, Crab., and Lobsters, Abators and Crocodiles, Rabbits and Hares, Goats and Sheep. Butterflies «"!'"'""" ^^ «™«' B"«erflies % ont fn" tt ?'" "^'"^ '"ok very m^^h V. ''Z:t. "'^'''- '''^' "- -bt fly is at re!r it T ,'"''. "'""'^ ^ave four win^s Wh INTERROGATIVE PRONOUNB. 65 3nd gender J as Us ^Rinag. ^KIDGB. haped at LESSON XXX. INTERROGATIVE PRONOUNS. How are the italicized words used in the following sentences: 1 . JV/w comes here ? 2. Which reached home first? 3. What is the news? A pronoun used in asking a question is called an interrogative |pronoun. The interrogative pronouns are who, which, and lahat. IVho refers to persons. It is declined like the relative who. Which refers to persons or to things. It implies selection; as,— VV/iich of the brothers sings.!* Which of the chairs do you prefer? What refers to things ; as, — What was in the box ? Which and what are sometimes used as interrogative adjec- tives; as, — Where are they now ? What lands and skies Paint pictures in their friendly eyes? What hope deludes, ivhat promise cheers, What pleasant voices fill their ears .!* — Longfellow. KXERCISE I. Point out the pronouns in the followijig sentences, tell the kind of each pronoun, and name its case : — I. Who can understand his errors } Z. The child sat silent beneath a tree, hushed in her 66 -^!!!°!:^ENaLisH. Is very breath by^hTTZT^ " L____ ant won. i,_-"- "i ^'-^^^hr;;;;:;^;;;;;;;; the earlT '' '"• "" ""^' ^^armin.. of th • — M tl. "-"ough some of f-h««, • ^"^ir vocal M. r„„„,,„,. them s,ng far into the nigh' 4- The stranger at my fireside The forms I see no h ' ''='= He but perceives what'ls If '"""''^ ' '"=ar; ^" ">« "as been is' ^^^^^^ ™e 5- ^" things that are on earth sh ^'"''-"■^~- ■ ^-pt the iove of God. ZZ^ ^''^ "^ -ay. 7 A^r T '"'=™- ^^"^ the truth ' '"' '"'■ ^^"^^ /• Ah ! what is thaf- e , ^" "^akes free r -D:.o.u. ^^^t sound which now bursts n ''.'''" ^- ^ho am ^^^^ °f the forms a™! 1? r*""' "'""^""^ ^™vvd can , „ ■mountains that girded thTt""' "' ">« ^"ain „f "a,! ."^ saw thp no ^'™^a the hor zon at n^^ ^" ^^ite -otepTe- "'""""' '"^^ can^orortt"'^^- *"" -ay in a d . """'"'''' ""«' thev ml ' ""^ '""'^' and dead ., ! ' °^ '>'"« --ain J Wh '' ^"^ "ouldered '^- before it ii,e wither^rs'; ^C^ ^-"^ sentences contai„i„,^ '• IV/io used case; as a rej^ti^ A ''' "'"'''^'''^ Pronoun in the n • -eiati 2 pronoun in th^^ ^ nominative ^he possessive case; as a rej! CORRECT USE OF PRONOUNS. 67 'ng-birds prefer ^or their vocaJ into the night. r hear; ■ Longfellow. pass away, ^ast for aye. G COWPEK. on his ear? niinative IS a rel- ative pronoun in the objective case ; as an interrogative pronoun. 2. IV/iic/i used as an adjective ; as a relative pronoun ; as an interrogative pronoun, 3. IV/ia/ used as an adjective ; as a relative pronoun ; as an interrogative pronoun. 4. T/iat used as an adjective ; as an adjective pronoun ; as a relative pronoun. LESSON XXXI. CORRECT USE OF PRONOUNS. I. Fi// the blanks ivith nominative, possessive, or objective forms of pronouns. Tell why each form should be used: — •would that •should Jo unto 1 . Do unto others as — 2. Gray-headed shepherd, hast spoken well. 3. My country, 'tis of — Sweet land of liberty, Of I sing. B of 4. I remember hearing say that grandfather lived to the age of ninety-nine years. 5. He devoted leisure to studying the political history country. 6. art the man. 7. The maidens resumed labor. I i 68 -^!"°^1^^NGUSH. to ■' " this is to be ^f the house. home."" ^''''"^^'■'""^«'" said 9- Come, — ___ , ''- ^ ^ouJd not try if ^"'^ 12. . y^ ->^ were ■ know . ;> ^^' -^s comino- ? comes here .^ ' 'f ^^^ '^any are with - IS -~_ ? '«• did n. ^5 19. Do , p " P^^-^engers must show + Somebody ,eff "' ''">" ticket 5- Men at son-e ,• "■"'"■eHa. ;EachsoM,-e.ea.riec,._.;;::--'>e„„„g. 9- One who would „ '"'""" ""'H begun. _iY".^ c„mm,r ,::r:s -; '-;- - ""-^ ^o^ _ ■^v^ery man must bear 12. All men thinJc ail ^^" ^''^den ^""^ ^^^ men mortal but . REVIEW OF PRONOU-NS. 69 fmMu ■oming ? 'y are with )| send ? 13. He was surrounded by a shouting multitude, most of had been born in the country he had helped to found. 14. At length they came within full sight of the palace, proved to be very large and lofty. 15. A man flattereth his neighbor, spreadeth a net for his feet. 16. There is a calm for those weep. 17. Few, few were they sv/ords of old Won the fair land in we dwell. '^^' ^"itable pro. t/d be used: — ong. unt which LESSON XXXII. REVIEW OF VRONOUNS. EXERCISE I. What is a pronoun? How does a pronoun differ from a noun? Mention the different classes of pronouns and give examples of each class. What is a personal pronoun? How many case forms has the pro- noun of the first person ? How is each used ? Mention the second person singular, and tell how it is used. Give two uses of the pronoun you. Which person has a distinction of gender? State special uses of the pronouns of the masculine, feminine, and neuter genders. How are the possessive forms of personal pronouns used ? Mention the compound personal pronouns, and tell how they are formed. Give an ex.irnple of their use as reflexives ; fur emphasis. How does an adjective pronoun differ from an adjective? Define a relative pronoun. State the distinctions in the use of I. 2. 3- 4- 5- 6. 70 '^ho, which, and wha7~^^^r7~Zl^ ^^ — '^^t: ^.^^"^""^ - ^^'^^ ^- i« so"::: '" ^'"^ '^^ ^'^ -^ - ^ £X£RCISC; II. Parse the protiouns in the fo//n...- ^ ^'i^ Jollowifig sentences : -^ ^o parse a pronoun, tell — The kind of pronoun. Its person. Its number. Its gender. Its case. Its construction. Example. -And then / think of n beauty died. ^'"^ °^ ^'^-^ ^ho in /,^;. yo^^j^f^j '• ^ IS a personal pronoun fir^f ,.^ ">on gender, nominative case Le' „ 7' ""«"'" ™""'"' -»- '-'-e gende, :^: ^^^i^J:^^'-- ^^ number, ^-■..i„e gende, a^^'i ^ "^2 t^^ r^' ^^-^-^ n„„,e, «=•■«», subject ,„ the verb W ''"="''" ""'' ""d nominative fen>l„i„f ;!: p~/™-"; *i;d person, singular number. '• ihe moon did not rise Hii r. .•^ours of intense darkn ss du I ''"' ^° ^ "^^ '*<- !!!!!!il^^es.-M ;:Jr"^ ""^'^'' ^ -e^ ^^ ears Or follow a hx\e(fr ( ■ . ~ — ~ — ""^'cr form, sini ar to the ,.«» the one suggested on p. 46. STUDY OF SELECTION. 71 2. And what is so rare as a day in June ?- Lowell. 3. Hang around your walls pictures which shall tell stories of mercy, hope, courage, faith, and charity. - D. G. Mitchell. 4. A few hoped, and many feared, that some scheme of monarchy would be established. -John Fiske. 5- With merry songs we mock the wind That in the pine top grieves, And slumber long and sweetly On beds of oaken leaves. — Bryant. 6. I witnessed a striking incident in bird life which was very suggestive. — M. Thompson. 7. Hast thou a charm to stay the morning star .?- Coleridge. 8. He laid him down and closed his eyes. - Solthey. 9- Triumphant arch, that fill'st the sky When storms prepare to part, I ask not proud Philosophy To teach me what thou art. — Campbell. 10. He that only rules by terror Doeth grievous wrong. — Tennyson. LESSON XXXHI. STUDY O: vSELECTION. THE LANDING OF THE PILC.nIM FATHERS IN NEW ENGLAND. The breaking waves dashed high On a stern and rock-bound coast, II. HI. Not as the conque.-or comes, f '"=y, the true-hearfp,i Not with the roll ofT."""'' IV. Not as the flying come, In silence and in fear; - i hey shook the depths nffK ^ V. Amidst the storm they sang. And the stars heard anH fV And the sounding aits ofir' To the anthern'o^tte M? " ^'°'' ^"^ TI. The ocean eagle soared An'rer::r'f^''%*-'--sfoam. — -'vrne i STUDY OF SELECTION. 73 mg VII. There were men with hoary hair Amidst that pilgrim band ; — Why had they come to wither there, Away from their childhood's land? VIII, There was woman's fearless eye, Lit by her deep love's truth ; There was manhood's brow serenely high, And the fiery heart of youth. IX. What sought they thus afar.? Bright jewels of the mine .? The wealth of seas, the spoils of war.? — They sought a faith's pure shrine ! X. Ay, call it holy ground, The soil where first they trod ; They left unstained what there they found ; — Freedom to worship God. Felicia Hemans. What is this poem about? Read the first two stanzas. What does the first line tell? Where did the -waves dash high? What IS meant by a stern coast? What is the meaning of rock-l^ound? What IS the meaning of the third and fourth lines ? How would the first two lines m the second stanza be expressed in prose? On what occa- sion did the waves dash high ? What is an exile? What is meant by mooring their bark f 74 if^S^IN ENGLISH. Read the n^v^ * ~~ — — ^ Read the fifth and sixth s,a„^a, vvh ?. " °' *"' ^'^"-» tell ? - '^e meaning of .„.,,,/ ™"' "^ ™^"«''"edP Na„e each. What ■'.~-,:;',~:;^; *• — ««.. s.„„ „,„ called hoiy ground? ^opy tkepoe^, an4co^,„i, i, ,. «,,,^ 'if LESSON XXXIV. COMPOSITION. /r,>,^ THE PILGRIM FATHERS. 1.1 .'^?^^':.^"^'-- fathers were, .n,,, hat . — - -:^ii native country. ~ ^^^ ^'^"«^d them to CLASSES OF ADJECTIVES. lines of these ing was unlike How do the ■anzas tell ? nza describe? 75 2. Tell where they went first, how long they remained there, and why they decided to come to America. 3. Describe their voyage to the New World, tell where they landed, and mention some of the hardships which they had to undergo on their arrival. inzas tell? each. What 'rds making uJly- What -ir seeking a ir own way. 'y ground? -*o*- "id then lem to LESSON XXXV. CLASSES OF ADJECTIVES. Point out the adjectives in the following sentences, and tell what each expresses : — 1. I bring fresh showers for the thirsting flowers. 2. The sun is warm, the sky is clear. 3. A little leaven leaveneth the whole lump. 4. Three years she grew in sun and shower. An adjective that expresses quality or kind is a descriptive adjective; as, a happy boy; a narrow path; a wooden bench. Descriptive adjectives that are formed from proper nouns are called proper adjectives. Tney begin with capital letters; as, American forests; the Engluh language. An adjective that points out or denotes number or quantity is a limiting adjective ; as, this week ; two hours ; much trouble. A limiting adjective may be used — I. Simply to point out; as, this, that, the, an, yoK, yonder. ^ESSONS IN ENGLISH. 3- 'o express an imiefinite ,, , ' "'"• f <""■"">, m- t^^ ; as, >j/; ^^^^,^^^^ ^'le adjectives ///^ rJ "— .. ..,,1 .„,,;„" ;j <•» .•"'•""I '.. .f „, „. V°f^ " Cay; „a„, : l''?:"'"^ "■■■* " consonant sound; a, "'«■);« unie (,«,y begins w, I '«'"^ "'* '^e consonant s,^u^d __ An adjective fo™«d S " .. ,""'""^"' ^°™'' of -). adjective; as,- ""^ ''- '""P'^ words is called a compound He turned the well. worn leaves. EXEKCISE 1. 2- Its chief attrarf,'^,,. Sood water, and IT^. Il^n TnT"'"^ ^^^ ^ --.H, «Pace. S S"d«n m the centre of a cleared 3- Hark ' 'H« fK^ ^ the twa„g,„g ,„„, „,^^ ^^^_^^^ ^^.^^^^ CT.ASSES OF ADJECTIVES. T7 'fen, fifty,, '' <^»y, little, ^f^f, second, o^ an) are e article. or class, of a class. Dund; as, ound; as, mt sound I. f^ipound '^te the ti this njght, eared 4. We met .several men riding at a rapid pace. 5. Across its antique portico Tall poplar trees their shadows throw. — Longfellow. 6. This long march through the primeval for:, nd over rugged and trackless mountains was one of the most remark- able exploits i )f the war. — John Fiske. 7. O blessings on his kindly voice and on his silver hair! — Tennyson. 8. Suddenly there was a gentle little tap on the inside of the lid. —Hawthorne. 9. The thirteen colonies were now free and independent States. — Hawthorne. 10. A certain man fell among thieves. — Bible. ii. Small service is true service while it lasts. — Wordsworth. 12. All the air a solemn stillness holds. — Gkay. 13. With a slow and noiseless footstep ( )mes that messenger divine. — Long.-ellow. 14. With fingers weary and worn, With eyelids he vy and red, A woman sat, in unwomanly tags, Plying her needle and thread. — Hood. 15. All ihe little boys and girls, With rosy cheeks and flaxen curls, And sparkling eyes and teeth like pearls, Tripping and skipping, ran meirily after The wonderful music with shouting and laughter. — Browning. •i^ .w. ^^ <^ -^-.nO. IMAGE EVALUATION TEST TARGET (MT-S) k^ /. A l6 1.0 I.I L25 ill u 2.5 2.2 18 i.6 v: Photographic Sciences Corporation s. ■^ fV <^ <^ rv o\ 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716)872-4503 ■^ (/. ^.^ i5> 78 LESSONS IN ENGLISH. EXEKCISE II. hammock, poem, author, errand, image, bird, instant, union. hour, mountain, eagle, orange. youth, honor, useful, one. Write EXERCISE III. adjectives : strong, fair, both, some, clear, sentences containing the fo/lowi ng zvords used as any, all, dutiful, few, brief. many, curved, little, much, certain. brittle. prompt. every, distant, modern, neither. each, another. other, several. it LESSON XXXVI. COMPARISON OF ADJECTIVES. '. This work requires a long pencil. • ; ^"'' pencil is longer than 3- Here is the ine. longest pencil in the box. COMPARISON OF ADJECTIVES. 79 ^ch of the outh, on or, Jeful, le. used as •mpt, ;ant, :her, ther, :ral. Adjectives have different forms to express different degrees of quality. This change of form is called comparison. The form of an adjective that simply expresses the quality is called the positive degree ; as, long, short. The form of an adjective that expresses a higher or a lower degree of the quality is called the comparative degree ; as, longer, sJwrter. The comparative degree is used in comparing two things or classes of things ; as, Charies is older than Ralph ; Pears are dearer than apples. The form of an adjective that expresses the highest or the lowest degree of the quality is called the superlative degree ; as, longest, shortest. The superlative degree is used in comparing one thing with all others of the same kind; as, Charles is the oldest boy in his class. Most adjectives of one syllable add er to the simple form of the adjective, to form the comparative, and est,\o form the superlative. If the adjective ends in e, one e is omitted; as, — ig sen- POSITIVE. COMPARATIVE. SUPERLATIVE. long. longer. longest. wise, iviser, ruisest. Most adjectives of more than one syllable prefix more or less to the aimple form of the adjective, to form the comparative, and most or leasts to form the superla- tive ; as, — POSITIVE. COMPARATIVK. SfTPKRr.ATIVE. careful, more careful, most careful, fortunate, less fortunate, least fortunate. 11 i.t 80 LESSONS IN ENGLISH. A few adjectives of two syllables enHina^^^ 'Z T " easily with the sound of .. or J IW ^ " '^'' ""^'^ or ^f/- oc // 7 ' ^ ^'^ compared by addinjr gr or ../, as, ;,^^/., /,a/>py, narrorv, tender, pleasant. The following adjectives are compa«.d irregularly:- POSITIVE. bad,) ill, S far, Uorth,-\ fore, good, late, Httle, many, much, old. COMPAHATITE. SUPERI,ATIVE. zuorse, farther, further, former, better. I latter, later, less, more, I elder, ' older. worst. farthest j furthest. f furthermost. ( foremost. \ first. best. last, latest. least. most. eldest, oldest. The two adjectives this and ./;./ are inflected for number; thus. SINGULAR. PLURAL. -'■^«>, these. that, ffiose. COMPARISON CF ADJECTIVES. 81 EXSSCISK I. Mention each adjective in the following sentences, name its degree, and tell what it modifies: — 1. Choose the timbers with greatest carq. — Longkellow. 2. Of all the old feslivals, however, that of Christmas awakens the strongest and most heartfelt associations. — Irving. 3. He who ascends to mountain tops shall find The loftiest peaks most wrapt in clouds and snow. — Bryant. 4. The edges and corners of the box were carved >vith most wonderful skill. — Hawthorne. 5. She is more precious than rubies. — Bible. 6. We started immediately after an e^rly luncheon, fol- lowed an excellent road all the v;ay, and were back in time Dr dinner at half-past six. 7. The day was cloudy, and the sea very rough. EXERCISE II. Write the comparison of the follozving adjectives : — narrow, noble, deep, famous, ancient, beautiful, clear, swift, good, expensive, generous, distant, formal, cheerful, earnest, lofty, merry, heavy, near, attractive, lovely, brief, many, bad, little. Examples. — POSITIVE. noble, generous, COMPARATIVE. nobler, more generous, SUPERLATIVE. noblest. most generous. 82 LESSONS IN ENGLISH. I. 2. 3. 4- 5- LESSON XXXVll CHOICE OF ADJECTIVES. Tell the office of each word in Italics in fh. r n • Italics, in the following sentences : — ' He has byilt a /mm/some house The rose is ^.v?/^/-//)// flower. What a /;w/;. vase this is.' She is a /ovi/y child. HeretlK>.;.W,V,i;,.p^j,^^^^^^^^^^^.^^ 6. The dress was trimmed with rca/ lace ' 7' -Ihis peach is rt',//W^;,j. 8. Look at this //.r/,. worm. 9- L)idyouhavea//^«,-««/walk? 10. The carpet has a ^;v;c-/^/ border 12. He felt the aw/ui solitude of the desert. .- „., .e cane. W_, ,, „,.. ^.e ^TllXt apply the word /07'e/v to art.Vl^c ^f r ^ . ^; ^^ '■'^'''' to Wh.Vh r.f .u °^ ^""^ ■ To articles of dress ? V^iiat IS meant by /-w is the suffixes ; rly; and heavy; ^; bad; 3 Such pleasures nerve the arm for strife, Bring joyous thoughts and golden dreams. 4. This door led into a passage out of which opened four sleeping-rooms. 5. Wide is the gate, and broad is the way. 6. In the middle of the eigiiteenth century there were four New England colonies. —Fiske. 7. Birds of the polar areas of snow and ice are white, those of the tropics are vari-colored and brilliant-hued._M. Thomi-son. 8. A beautiful form is better than a beautiful face ; a beauti- ful behavior is better than a beautiful form : it gives a higher pleasure than statues or pictures ; it is the finest of the fine arts. — Emerson. e. It noun It of cor- LESSON XXXIX. STUDY OF A DESCRIPTION. THE OLD ANGLER'S COTTAGE. I found the old angler living in a small cottage containing only one room, but a perfect curiosity in its method and arrangement. It was on the skirts of the village, on a green bank, a little back from the road, with a small garden in front, stocked with kitchen herbs, and adorned with a few flowers. The whole front of the cottage was overrun with a honeysuckle. On the top was a ship for a weathercock. i 86 LESSONS IN ENGLISH. 4: I'lic interior was fitted up in a truly nautieal style, the old angler's ideas of comfort and convenience having been acquired on the berth-deck of a man-of-war. A hammock was slung from the ceiling, which, in the daytime, was lashed up so as to take but little room. From the centre of the chamber hung a model of a ship of his own workmanship. Two or three chairs, a table, and a large sea-chest, formed the principal movables. The mantel-piece was decorated with sea-shells; over which hung a quadrant flanked by two woodcuts of most bitter-looking naval commanders. His implements for angling were carefully disposed on nails and hooks about the room. On a shelf was arranged his library, containing a work on angling, much worn, a Bible covered with canvas, an odd volume or two of voyages, a nautical almanac, and a book of songs. Washington Irving. What is the title of this piece r What is an angler? What does the first sentence tell? How many rooms were in the cottage ? What was a curiosity ? Where was the cottage? What is meant by the skirts of the village? Where did the cottage stand ? How far back from the road was it ? What was in front of the cottage ? What did the garden contain ? What is an herb ? Mention two or three kinds of herbs that are com- monly raised in gardens. What else was in the garden? What is the meaning of adorned? What flowers do you think were growing in the garden ? Describe the front of the cottage. What was on the top of it? What is a weathercock ? What does the third paragraph describe ? What is the interior of a house ? What is meant by a nautical style ? What led the old angler to fit up his cottage in the style of a seaman ? lit COMPOSTtlOl^. 67 How was his hammock arranged? What hung from the centre ol the chamber? What movable articles of furniture did the room con- tain? What decorated the mantelpiece? What hung over it? What is a quadra tit? What is meant by the quadrant's being flanked by the two woodcuts? What hung on the nails and hooks about the room? Where was the library ? Of what books was it composed ? WRITTEN EXERCISES. I. Describe in your own words The Old Angle I'^s Cottage, II. Write sentences, shoiving the correct use of the following words : — angler, cottage, curiosity, arrangement, stocked, herbs. adorned. overrun. weathercock, interior, nautical, acquired. hammock, ceiling, lashed. decorated, naval, voyages, canvas, almanac. LESSON XL. COMPOSITION. Describe some room that yon have seen. Tell what things were in the room, and how they ivere arranged. ' Write a suitable heading for your description. 88 LESSONS IN ENGLISH. LESSON XLI. TRANSITIVE AND INTRANSITIVE VERBS. Point out the verb in each of the following sentences, name its subject/ and tell which word Umits the action expressed by the '• The sexton rang the bell. 2. A boy delivered the message. 3. The frost killed the plant. The noun or pronoun that limits the action expressed by a verb IS the object* of the verb; as, We crossed the Lige Tell which verbs in the following sentences take objects to com- plete their meaning, and which do not take objects : - 1. The traveller sold his horse. 2. Bees gather honey. 3. The sun shines. 4. The ship sailed. A verb that takes an object is called a transitive verb ; as Henry thre7v the ball. ' ' A verb that does not take an object is called an intransitive verb ; as. Birds fly. «*"!>iuve The same word may be used as a transitive verb in one sentence, and as an intransitive verb in another; as,— The wind blows the dust. (Transitive.) The wi nd blows. (Intransitive.) tare subject, and object, and not to the logical or ccnpUu subject' and object. P.- TRANSITIVE AND INTRANSITIVE VERBS. 89 Sonic intransitive verbs have a complete meaning in themselves; as. The rain falls. Other intransitive verbs must be followed by a noun or an adjec- tive to complete their meaning ; as, — 1. He Wi7s a statesman. 2. The day is cloudy. EXERCISE I. Select the transitive verbs, and name the subject and the object of each : — 1. He shruf^ged his shoulders, shook his head, cast up hi? eyes, but said nothing. — Ikving. 2. Each takes his seat, and each receives his share. 3. We scatter seeds with careless hand. 4. Can the blind lead the blind.? — Bible. 5. Do many good works, and speak few vanities. — Chaucer. 6. We carved not a line, and we raised not a stone, But we left him alone in his glory. — Wolfe. 7. The heavens declare the glory of God, and the firma- ment showeth his handiwork. — Biule. 8. The warrior bowed his crested head. — Hemans. 9. Tiie doe lifted her head a little with a quick notion, and turned her ear to the south. Had she heard something? — C. D. Warner. 90 LESSONS IN ENGLISH. lo. In the cold moist earth we laid her, when the forests cast the leaf, And we wept that one so lovely should have a life so brief . — Bryant. I i H exercise: II. Te// whether the verbs in the following sentences are transi- tive or intransitive, mention the objects of the transitive verbs, and tell ivhat complete the meanings of the incomplete intransl tive verbs: — 1. A tear stood in his bright blue eye. - Longfellow. 2. A rill of water trickles down the cliff. - Hawthorne. 3- The Piper advanced, and the children followed. - Browning. 4- My heart leaps up when I behold a rainbow in the sky. — Wordsworth. 5- The daffodil is our doorside queen. —Bryant. 6. The next day Parliament took the formal vote upon the resolution. 7. Behold the fowls of the air. -Bible. 8. The fish swam by the castle wall. And they seemed joyous, each and all.-BvRON. 9. Open then I flung the shutter, when, with many a flirt and flutter, In there stepped a stately raven of the saintly davs of yore. — Poe. 10. The fair breeze blew, the white foam flew. - Coleridge. ACTIVE AND PASSIVE VOICE. 91 I EXERCISK III. IVriU sentences containing the following ivords used as transitive verbs : — learn, drink, write, watch, set, speaks, saw, flew, raise, lay. EXERCISE IV. Write sentences containing the follozving words used as intransitive verbs : — roar, grow, fall, write, watch, speaks, lie, sit, rise, flew. LESSON XLII. ACTIVE AND PASSIVE VOICE. Tell in how many ways each thought is expressed in the following sentences : — 1. The governor signed the bill. 2. The bill was signed by the governor. 3. A hound chased the deer. 4. The deer was chased by a hound. A transitive verb may represent the person or thing named by its subject as acting or as being acted upon. A transitive verb that represents the person or thing named by its subject as acting is said to be in the active voice i as, Columbus discovered America. 92 :i LESSONS IN ENGLISH. A transitive verb that represents the person or thing named by its subject as being acted upon is said to be in the passive voice; as America 7ms discoi'cred by Columbus. ' ' The object of the verb in the active form becomes the subject of the verb in the passive form. The active voice makes the agent prominent, while the passive voice makes the object of the action prominent. Some verbs usually intransitive become transitive by means of a preposition, and take the passive voice; as,— He disposed of the ^oods. The goods ivcrc disposed of by him. k EXERCISE I. Tell the voice of each transitive verb in the following sen- tences, giving in each case a reason for your statement: — 1. The frightened animal sought the open country. 2. Our guide had never visited the cave. 3. The building was destroyed by fire, but some of the furniture was saved. 4- The guest was admitted into the parlor. 5. The portrait attracted his notice at once. 6. The petition was signed by a number of prominent citizens. 7. He holds him with his glittering eye.-CoLERiDOK 8. Many interesting discoveries were made among these broken cliffs. — Hawthorne. 9. He shrugged his shoulders, shook his head, cast up his eyes, but said nothing, ^irving. MODE. 93 10. The farmer swung the scythe or turned the hay, And 'twixt the heavy swaths his children were at play. — Bryant. 11. On Christmas eve the bells were rung. — Scorr. 12. The schoolmaster swept and smoothed the ground before the door, trimmed the long grass, trained the ivy and creeping plants which hung their drooping heads in melan- choly neglect ; and gave to the outer walls a cheery air of home. — Dickens. EXERCISE II. Rewrite the sentences in the preceding exercise^ changing the voice of each transitive verb. LESSON XLIII. MODE. Find in the following sentences a verb that asserts something as a fact, one that asserts something as doubtful, and one that expresses a command : — 1. He speaks distinctly. 2. If he be at home, we shall see him. 3. Speak the truth. The manner of asserting is called the mode of the verb. A verb that asserts a thing as a fact or asks a direct question is in the indicative mode ; as^ — The river is deep. Is the river deep.^ 94 LESSONS IN ENGLISH. ■■i" A verb that expresses something as conditional or doubtful is in the subjunctive mode; as,— If he wm- ill, he would inform us. Take heed, lest thou /?//. A verb in the subjunctive mode is generally preceded by ;/, t/iou / avc 1. To retreat is impossible. 2. I decided to remain at home. 3. There is no prospect of findi^ig the treasure. EXERCISE I. Classify the infinitives in the following sentences, giving reasons for your statcrnents : — I like to look on a scene like this. Let music swell the breeze. 3- The ram had ceased to patter, and now began to fall with a steady determination. 4- There was no difficulty in finding the river. 5. But where to find that happiest spot below, ____Who^can^er t, when all pretend to kn ow .?- Goldsmith. t!nn! ^T.''''' °"^'"^"^' ^ P'^"P°^'''0"' "sed with the infinitive only in ^^iJiTd^ tions. t ,s now a mere prefix, or sign of the infinitive in most of its uses. As this ,s the only one of the infinitive forms that is distinctive, it is commonly I. 2. It;" THE PARTICIPLE. 97 6. A man has no more right to say an uncivil thing than to act one. — Dr. Johnson. 7. He hears the parson pray and preach. — Longfellow. 8. As he approached the stream, his heart began to thump. —Irving. 9. But it must be understood that we did not go to see the Pyramids. We went only to look at them. - A. B. Euwarus. 10. There are two opposite ways by which some men make a figure in the world ; one by talking faster than they think, and the other by holding their tongues and not think- ing at all. — Irving. EXERCISE II. Write sentences co7ttaining (i) simple infinitives, {2) participial infinitives formed from the following verbs : — find, break, choose, lose, sell, build, hear, spend, meet, have. LESSON XLV. THE PARTICIPLE. Tell of what verbs the italicized words are forms, and which parts of speech they most resemble : — 1. Out came the children running. 2. We beheld a horseman approaching leisurely. 3. The company, seated round the fire, welcomed the stranger. 4. We sailed by an island covered with large trees. 's:i 98 LESSONS IN ENGLISH. The form of the verb that is part adjective and part verb is called a participle. The participle does not assert, but assumes or implies action or being. It (lualifies a noun or pronoun, like an adjective, and takes modifiers like a verb. A participle from a transitive verb takes an object. A participle that denotes unfinished action is called a present or imperfect participle ; as, hearin^r, 7i>riting. participle that denotes finished action is called a past or perfect participle ; as, /leanf, writteit. The present participle and the participial infinitive have the same f)rm, but the participle is pardy verb and partly adjective, while the infinitive is partly verb and partly noun. The verbal noun derived from the verb, and the participial adjective, also end in ing ; as, — 1. He hears his daughter's voice, singing [Participle] in the village choir. — Longfellow. 2. They spent the evening in singing [Infinitive] carols. 3- The time of the singing [Noun] of birds has come — BiRLE. 4. A j/«^/;/^ [Adjective] bird on every bough. - Howirr. The verbal noun may be distinguished from the participial infini- tive by taking an article before it, and by not being followed by an object. The participial adjective may be distinguished from the par- ticiple, by expressing not action but quality, and by not taking an object. EXERCISE I. Select the participles in the folloiving sentences, mention the kind, and tell ivhat each modifies : — I. I heard my own mountain goats bleating aloft.- Campbelu THE PARTICIPLE. dd 2. Toilinj^, — rejoicing, — sorrowing, Onward through life he goes. — Lonckeli.ow. 3. The passengers, warned by the helmsman, retreated into the cabin. — Lussing. 4. While I lay musing on my pillow, I heard the sound of little feet pattering outside of the door. — Ikving. 5. All precious things, discovered late, To those that seek them issue forth.— Tennyson. 6. Heaped in the hollows of the grove, the withered leaves lie dead. — Bryant. 7. Looking out of the window, I saw a crow perched upon the edge of the nest. — Bikrou(;iis. 8. Yonder sat a tailor cross-legged, making a waistcoat; near him, stretched on his face al full length, sprawled a basket-maker with his half-woven ba.sket and bundles of rushes beside him ; and here, close against the main entrance, lay a blind man and his dog; the master asleep, the dog keeping watch. —Amklia B. Edwards. 9. Watching their leader's beck and will, All silent there they stood, and still. — Scott. 10. Truth, crushed to earth, shall rise again. — Brya.nt. EXERCISE II. 1 . Copy from any standard ivriter six sentences containing present participles. Underline the participles. 2. Copy from any standard writer six sentences containing past participles. 100 h jl: iJS LESSONS IN ENGLISH. EXERCISE III. n/srm^uts/^ beHveen the different forms of the verb in ing VI the folloiving sentences, and tell hoiv each is used: — 1. The darting swallows soar and sing. 2. After standing a long time at the en.d of the wha-f gazing seaward, the strangers began to stray into the town' 3. Coming back we met two or three more regiments. 4- I had now given up all expectation of finding the road. 5. One could wander for miles through this forest with- out meeting a person, or hearing a sound, other than the occasional chatter of a squirrel, the song of a bird, or the sighing of the wind through the branches overhead. Hark! from the murmuring clods I hear Glad voices of the coming year. - Ukyant. 6. ;. There's a merry brown thrush sitting up in — Lucy Larcom. a tree. 8. But sorrow returned with the dawning of morn, , And the voice in my dreaming ear melted avvay. — Ca.mpbell. exercise iv. Write sentences containing a form of the verb in ing used—- 1. As an infinitive. 2. As a participle. 3- As a noun. 4- A.S an adjective. TENSE, 101 LESSON XLVI. TENSE. Tell what time each verb expresses in the following sentences, and mention the different forms of the verb : — 1. I see the light. 2. I saw the Hght. 3. I shall see the light. The form of the verb that expresses the time of the action is called tense. Since there are three divisions of time — present, past, and future, there arc three leading tenses — present, past, and future. A verb that denotes present time is in the present tense ; as, I hear. A verb that denotes past time is in the past tense ; as, I heard. A verb that denotes future time is in the future tense ; as, I shall hear. Besides these three leading tenses, there are three perfect tenses, which denote action as finished or completed. A verb that denotes an action as completed at the present time is in the present perfect tense; as, — I have heard the speaker. He has finished the work. A verb that denotes an action as having been completed before some past time is in the past perfect or pluperfect tense ; as,— pi ^02 LrSSONS JN ENGLISH. He /in,f hall J the report. A verl) that denotes an action to be completed before some future time is in the future perfect tense; as,— I s/i(j// have heard the lecture. He zvill have heard the lecture. Formation of Tenses, Tell which tenses are indicated by the form of the verb itself, and which are m.'«le by the aid of other verbs: — TENS Kg OP THE INDICATIVE MODE. Present. I ivritc. Present Perfect. I have zvritten. Past. I ivrote. Past Perfect. I had ivritten. Future. \ shalUvrite. Future Perfect. \ shall have zvritten. Only two tenses, the present and the past, are indicated by the form of the verb itself. The other tenses are expressed by the aid of other verbs, called auxiliary verbs. The future tense is made up of the verb shall or zvill and the simple infinitive of the verb expressing the action. Shall is used in the first ptrson, and ivill in the second and third persons, to announce future action. (See Lesson XL.) The present-perfect tense is made up of the present of the aux- iliary verb have and the perfect pai iple of the principal verb. The past-perfect tense is made i;. J he v>;;st of the auxiliary verb have and the perfect participle of r :- ,i:ncipal ve-b. The future-perfect tense is made vp ui ^he auxiliary shall or will and the perfect infinitive of the verb expressing the action. TENSE. 103 i<:xi^:k<'isk i. Moition the verbs in t/ic J\>lUnviu}; sentences^ and name the tense of eaeh : — 1. \Ve started l.tto in the afternoon of the first day. 2. There is a luiul ^A pure delight. 3. I had niv, come in sight of the house. 4. A ship-of-vvar arrived une.xpectedly in the bay. 5. The walls of this most curious and interesting fortress have probably lost much of tlieir original height. 6. Over the .sea our galleys went. 7. The moon had risen, but the breeze had dropped. 8. A cuckoo's nest is a very simple affair, but it will bear close study. — M. 'I'homi'son. 9. Short space he stood, — then waved his hand: Down sunk the disappearing band. — Scorr. 10. It is a strange thing how little in general people know about the sky. — Ri-skin. 11. Other .soldiers heard the noise, and ran hastily from the barracks to assist their comrades. —iiawthornk. 12. My heart leaps up when I behold A rainbow in the sky : So was it when my life began ; So is it now I am a man. — Wordsworth. EXERCISK II. Write six tense forms for each of the follozving verbSy to be used with, the subject 1 : — ■ find, break, come, drive, forget, give, know, see, draw, sell. 104 LESSONS IN ENGLISH. I LESSON XLVII. PERSON AND NUMBER. Tell how many forms of the verb hear are used with the differ- ent subjects in the following, and give the endings of the special forms : — SINGULAR. PLURAL. First Person. I hear. We hear. Second Person. Thou hearest. You hear. Third Person. He hears. They hear. The different forms that a verb takes to correspond to the per- son and the number of its subject are called person and number forms. The second person singular has the ending est or st in both the present and past tenses of the indicative mode ; as, — Present. Past. Thou plantcs«/ thou sees«. Thou plantedsf; thou saws«. The third person singular has, in the present indicative, the end- ing s or es and the old forms eth or th; as,— She sleeps or she sleepc«A. He does or he dioth or he ^oeth. The forms with thou and the forms in th or eth are now seldom used, except in prayer and in poetry. With the exception of the verb be, the first person singular and the plural forms for all the persons have no endings to mark person or number. The verb be has different forms for the singular and the plural in the present and past tenses of the indicative mode; as,— FORMS OF VERBS. 105 SI>iGVLAR. PLUKAL. I am. We, you, or they are. I was. We, you, or they were. EXERCISE. Write the forms of the following' verbs required for the subjects I, thou, he, and we, in the indicative present: — draw. hear. move, speak, sing, see. stand. choose. lift. come. .find, forget, know, take, stand. LESSON XLVIII. FORMS OF VERBS. Tell how the past tenses of the following verbs are formed : — PRESENT. PAST. PERF. PART. plant, planted, planted, look, looked, looked, live, lived, lived. PRESENT. PAST. PERF. PART. fall, fell, fallen, throw, threw, thrown, give, gave, given. A verb that forms its past tense by adding ed or d to the present is a regular verb ; as, walk, walked; move, moved. A verb that does not form its past tense by adding ed or d to the present is an irregular verb; as, drive, drove; give, gave. loe LESSONS m ENGLISH. I Some verbs have both regular and irregular forms ; as, build, builded or built; kneel, kneeled or knelt. 'J'he present tense, the past tense, and the perfect participle are called the principal parts of a verb, since all the other parts can be found when these three parts are known. A verb that lacks any of the principal parts is called defective ; as, may, shall. Al f'HARETICAL LlST OF IkREGULAR VeRBS. PRESENT. abide, arise, awake, PAST. PERF. PART. abode, abode, arose, arisen, awoke, awoke, awaked, awaked. bear \ , bore, [to bring forth]. \ bear [to carry], bore. born. borne. beat, begin, ' behold, bend, bereave. beat, began, beheld, bent. beaten. begun. beholden. beheld. bended. bent, bereaved, bereaved, bereft, bereft, beseech, besought, besought, j^j^ \ bade, bidden. bind, bite, \ bid, bound, bit, bid. bound, bitten, bit. PRESENT blow, break, breed, bring, build, burn, burst, buy, cast, catch, chide, choose, cleave [to split], cling, clothe, come, cost. PAST. PERF. PART. blew. blown. broke. broken. bred. bred. brought. brought. builded. builded. built. built. burned. burned. burnt. burnt. burst. burst. bought. bought. cast. cast. caught. caught. chid, ( chidden. 7 / chid. chose. chosen. clove, cloven. cleft, cleft. clung. clung. clothed, clothed. clad. clad. came. come. cost, cost. Mhi FORMS OF VERBS. 107 PRESKNT. PAST. PKKF. PART. PRESKNT . PAST. PEUF. PART. creep, crept, crept. gird. girt, girt. cut, cut. cut. give, gave. given. deal. dealt. dealt. go. went. gone. dig, j tlug, ( digged, dug. digged. grind, grow. ground, grew, ground, grown. do, draw. did, drew, done, drawn. hang, j hung, / iianged. hung, hanged. dream. \ dreamec 1 drccnt. !, dreamed, dreamt. have, hear. had, heard, had. heard. drink, drank, \ drunken. I drunk. heave. 1 hove, \ heaved, 1 heaved. drive, Hwf»ll drove, dwelled, dwelt, driven, dwelled. hide, hid. \ hidden. I hid. \4 VV V^Il, dwelt. hit. hit. hit. eat, ate, eaten. hold. held, held. fall. fell, fallen. hurt, hurt, hurt. feed, fed, fed. keep. kept, kept. feel, fight, felt, fought, felt, fought. kneel, ( kneeled, l knelt. kneeled, knelt. find, found. found. knit, knit, knit. flee. fled. fled. know, knew, known. fling. flung, flung. lay, laid, laid. fly. flew. flown. lead, led. led. forbear, forbore. forborne. lean. { leaned. leaned. forget, forgot, forgotten. I leant. leant. forsake, forsook, forsaken. leap. { leaped. leaped. freeze. froze. frozen. } leapt. leapt. get, got, \ gotten. I got. learn, \ learned, r learnt, learned, learnt. ffild, j gilded, gilded. leave, left. left. Cj **^> i gilt, gilt. lend, lent, lent. 108 LESSDNS IN ENGLISH. PRESENT. PAST. PERF. PART. let, lie, light, let, lay, j lighted, hit. let. lain, lighted. lit. PRESENT. PAST. PKRF. PART. lose, lost, lost, make, made, made, mean, meant, meant, meet, met, met. EXERCISE I. Make a list of verbs which have different forms for the p tense, the past tense, and the perfect participle. resent EXERCISE H. Make a list of verbs which have the same form for the past tense and the perfect participle. EXERCISE III. Make a list of verbs ivkich have tivo different forms for either the past tense or the past participle, or for both. EXERCISE IV. Write the principal parts of the following verbs: — beat, forget, lie. eat, cleave, blow, freeze, drink, begin, come, choose, do. give. hold. bring, let. break. flee. lay. hang, fly, know, hide, grow, get. Nlii^_ FORMS OF VERBS. 109 LESSON XLIX. FORMS OF VERBS. — Continued. PRESEN T. PAST. PERF. PART. PRESENT. PAST. PERF. PART. pass, • passed. ( passed." 1 past. shoe, shoot. shod, shot, shod, shot. pay, pen. paid, I penned, paid, penned. show, showed, j shown. \ showed. ( pent. pent. shred, shred. shred. put. put, put. shrink, ( shrank. shrunken. quit. j quitted, \ quit. quitted. \ shrunk. shrunk. quit. shut. shut. shut. read. read. read. sing. sang. sung. rend, ride. rent, rode. rent, ridden. sink, » sank. I sunken. ( sunk. ring. rang, rung. sit. sat. sat. rise. rose, risen. slay. slew, slain. run, ran. run. sleep. slept. slept. say, see. said, saw. said, seen. slide, slid. \ slidden, 1 slid. seek. sought. sought. sling. slung. skng. seethe. ^ sod, ( seethed. sodden, seethed. slinK, slit. slunk, slit. slunk, slit. sell. sold. sold. smell, \ smelled, smelled. send, sent. sent. \ smelt, smelt. set. set. set. smite. smote. smitten. shake, shed. shook, shed. shaken, shed. sow, sowed. sown, sowed. shine, shone, shone. speak. spoke, spoken. 110 LESSONS IN ENGLISH. PRESENT. speed, spell, spend, spill, spin, spread, spring, stand, steal, sting, strew, stride, strike, string, strive, swear, sweat, sweep, swim, swing, PAST. Sped, j spelled, / spelt, spent, spilt, spun, spread, sprang, stood, stole, stung, strewed, strode, struck. strung, strove swore, sweat, swept, swam, swung, PEKF. PART. sped. spelled. spelt. spent. spilt. spun. spread. sprung. stood. stolen. stung. strewn. strewed. stridden. stricken. struck. strung. striven. sworn. sweat. swept. swum. swung. I PRESENT. take, teach, tear, tell, think, thrive. throw, thrust, tread wake, wear, weave, weep, wet, win, wind, work, wring, write. PAST. took, taught, tore, told, thought, throve, thrived, threw, thrust, trod, PERF. PART. taken. taught. torn. told. thought, thriven, thrived, thrown, thrust. ( trodden. / trod. \ woke, ) I waked, ) waked. wore, worn. wove, wept, wet. woven. wept. wet. won, won. wound, wrought, worked. wound. wrought. worked. wrung, wrote. wrung, written. EXERCISE I. /^ft;.! !«% Tf"'' '■'■*. "'"'■" ''""'^^ '""^f"" M "-e / Hi I lense and the perfect participle. AUXILIARY VERBS. Ill EXERCISK II. Make a list of irregular verbs which have the same form for the present tense, the past tense, and the perfect participle. EXERCISE III. Make a list of verbs ivhich have both regular and irregular forms. EXERCISE IV. Write the principal parts of the following verbs : burn, creep, flee, hear, lay, let, read, set, show, sweep, cost, have, lead, pay, say, sell, shoe, sleep, shut, speed. LESSON L. AUXILIARY VERBS. Compare the italicized verbs in the following sentences, and tell which express their own proper meanings and which help other verbs to express their meanings : — 1. Trees have roots. 2. The leaves have fallen. 3. It was an ancient manner. 4. How cheerfully the week was sjDent! 112 LESSONS IN ENGLISH. Verbs that are used to help or complete the conjugation of other verbs are said to be used as auxiliaries, and are then called auxiliary verbs ; as, — The rain had ceased. i:XERCIS£ I. Point out the verbs in the folloiving sentences, and show which are used as auxiliary verbs : 1. The days are cold, the nights are long. 2. The sower's task is done. — Bryant. 3. Some of the men had no muskets, and almost all were without bayonets. — Hawthorne. 4. Last night the moon had a golden ring. 5. I have had playmates: I have had companions. - Charles Lamb. 6. By fairy hands their knell is rung. -Collins. There was a sound of revelry by night. — Byron. The shades of night were falling fast. -- Longfellow, They know not what they do. He did receive the message. His face did shine as the sun. I shall not look upon his like again. If I will that he tarry till I come, what is that to thee.!*— Bible. 14- He will not do the work. 15- Who trusts the strength will with the burden grow. ^6- The mountain and the squirrel Had a quarrel. 7. 8. 9. 10. u. 12. 13. jugation of 1 are then AUXILIARY VERBS. 113 The verbs have, do, shall, will, and be are used as auxiliary verbs with the participles or infinitives of other verbs to form tense and voice. They have the following forms : — and show Imost all anions. — »N. !LLOW, that to n grow. I.— The Verb Have. PRESENT TENSE. Have. PRESENT TENSE. Singular. Plural. 1. 1 have, I. We have, 2. Thou hast, 2. You have, 3. He has. 3. They have. PAST TENSE. Had. INDICATIVE MODE. PERFECT PARTICIPLE. Had. past tense. Singular Plural. 1. I had, I. We had, 2. Thou hadst, 2. You had, 3. He had. 3. They had. SUBJUNCTIVE MODE present tense. Singular. Plurai I. (If) I have, I. (If) we have. PAST TENSE. Singular. Plural. I. (If) I had, I. (If) we had. 2. (If) thou 2. (If) you have, 2. (If) thou 2. (If) you had. have. had, 3. (If) he have. 3. (If) they have. 3. (If) he had. 3. (If) they had IMPERATIVE MODE. Singular. Vu^kku Have (thou). Have (ye or you). INFINITIVES. (To) have, Having. PARTICIPLES. Present. Having. Perfect. Had. 114 LESSONS IN ENGLISH. 1 . ;,; ■ i .. The verb have is used as auxiliary with the perfect participle of a verb, to form the perfect tenses, each part of have forming the corn- spondmg perfect; as, — Present Perfect. I have seen. Past Perfect. I had seen. Future Perfect. I shall have seen. Perfect Infinitives. (To) have seen ; having seen. Perfect Participle. Having seen. When have expresses possession it is an independent verb; as,— Birds of the air have nests. EXERCISE II. _ Tell zvhcther the verb have in the following sentences is an independent verb or an auxiliary verb, giving a reason in each case: — 1. If you have tears, prepare to shed them now. -Shakespeare. 2. Have then thy wish : he whistled shrill, And he was answered from the hill. — Scorr. 3. Yes: he had lived to shame me from my sneer. - Taylor. 4- The sun had scarcely risen, when the messenger arrived. Greatly begin ! though thou have time But for a line, be that sublime. - Lowell. The things which I have seen I now can see no more. The fondness for rural life among the higher classes of the English, has had a great and salutary effect upon the national character. — Irving. 5. 6. Teli an atu use of I. 2. 3- 4- 5- 6. 7- 8. birds a play be AUXILIARY VERBS. ciple of a the com- 115 en. b; as,— ?s IS an ason in KESPEARE. - Taylor. arrived. ' more, classes on the 8. Of all the poets who have introduced into their works the agency of supernatural beings, Milton has succeeded best. — Macaulay. II. — The Verb Do. The present and past tenses of the verb do are used as auxiliaries with the simple infinitive 1. T'> express emphasis; as, How he ^//V/ shake ! 2. To express negation ; as, I did not see it. 3. To ask a question ; as, Did you hear the motion ? When do is used with the meaning to Reform, it is an independent verb ; as, He did the work quickly. BXEUCJSE III. Tell whetkf'r the verb do is used as an independent or as an auxiliary verb in the following examples, and explain the use of the auxiliaries : — 1. The evil that men do lives after them. -Shakespeare. 2. You all did mark how he did shake. - Shakespeare. 3- She gave me of the tree, and I did eat. -Bible. 4- You all do know this mantle. - Shakespeare. 5- I do not like your faults. — Shakespeare. 6. Accuse not nature: she hath done h^r part: Do thou but thine. — Mn/roN. 7. Do not dissipate your energies on trifles. - Hamilton. ' 8. Most of the facts of nature, especially in the life of birds and animals, are well screened. We do not see the play because we do not look intently enough. -John Burroughs. 9. Did ye not hear it.? — Byron. 10, A merry heart doeth good like a medicine. lie LESSONS IN ENGLISH. LESSON LL AUXILIARY VERBS.— CondnueJ. IIL — Shall. present tense. past tense. Singular. Plural. Singular. Plural. 1. I shall, I. We shall, i. I should, i. We should, 2. Thou shalt, 2. Ye or you 2. Thou shouldst, 2. Ye or you shall, should, 3. He shall. 3. They shall. 3. He should. 3. They should. IV. — Will. PRESENT TENSE. Singular. Plural. 1. I will, I. We will, 2. Thou wilt, 2. Ye or you will, 3. He will. 3. They will. PAST TENSE. Singular. „ Plural. 1. I would, I. We would, 2. Thou wouldst, 2. Ye or you would, 3. He would. 3. They would. Sha// and wiV/ are used with the infinitive of a verb, to form the future tense. S/ia// is an auxiliary of the future in the first person, and ivi// in the second and third persons ; as, — I s/ia/l pass the house this afternoon. You wt7/ be too late. He wi// bring the papers. To make a promise or to express the determination of the speaker, wt'U is used in the first person and sha// in the second and third persons ; as, — AUXILIARY VERBS. 117 I ivitl do the errand. I will have my bond. You shall not escape. He shall receive the reward. Shall is used in asking questions in the first person ; as, Shall I ring the bell.? (The action is dependent on the will of the person addressed.) Should and would, in corresponding cases, are used in the same manner as shall and will; thus, — I shall return the book, or I should return the book. You will find the tree, or you would find the tree. EXERCISE I. Explain each use of shall and of will in the following sentences : — 1. To-day the vessel shall be launched. —Longfellow. 2. Take care of your spirit and conduct, and your repu- tation will take care of itself. — Hamilton. 3. You will compel me then to read the will. —Shakespeare. 4. Shall I descend.? And will you give me leave.? — Shakespeare. 5. Hear me, for I will speak. — Shakespeare. 6. Will you be patient .? Will you stay awhile .? - Shakespeare. 7. If we fail, it can be no worse for us. But we shall not fail. The cause will raise up armies: the cause will create navies. — Webster. 8. All that breathe will share thy destiny. — Bryant. 9. Choose ye this day whom ye serve. 118 LESSONS IN ENGLISH. EXERCISE II. (l) Copy the following sentences, filling the blanks with a form of shall or will. (2) State a reason for the jtse of each word inserted: — go if it does not rain. 1. We — 2. you have hot or cold tea? 3. The work probably be finished to-night. go 4. Whither thou goest, I lodgest, I lodge. —Bible. 5- I lift up mine eyes unto the hills. —Bible, 6. I find you at home.!* 7. He said he not accept the explanation. 8. I be pleased to hear from you. and where thou LESSON LII. AUXILIARY VERBS. — Continued. v. — The Verb Be. The verb be has the following forms : — INDICATIVE MODE. present tense. Singular. Plural. 1. I am, I. We are, 2. Thou art, 2. You are, 3- He is. 3. They are. I. pass • with a e of each AUXILIARY VERBS. 119 past tense. Singular. 1. I was, 2. Thou wast (wert), 3. He was. Plural. 1. We were, 2. You were, 3. They were. :re thou SUBJUNCTIVE MODE PRESENT TENSE. Singular. 1. (If) I be, 2. (If) thou be, 3. (If) he be. Plural. 1. (If) we be, 2. (If) you be, 3. (If) they be. PAST TENSE. Singular. 1. (If) I were, 2. (If) thou wert, 3. (If) he were. Plural. 1. (If) we were, 2. (If) you were, 3. (If) they were. IMPERATIVE MODE. Singular. Plural. Be (thou). Be (ye or you). INFINITIVES. (To) be. Being. PARTICIPLES. Present. Being. Perfect. Been. The different forms of the verb be are used as auxiliary I. With the perfect participle of a transitive verb to make the passive voice; as, — 120 LESSONS IN ENGLISH. I am seetty I was seen, I shall be seen. I have been seen, I had been seen, I shall have been seen. 2. With the present participle of a verb, to make the progres- sive form. The progressive form represents an action as con- tinuing or progressing; as, — I am reading, I was reading, I shall be reading. I have been readings I had been reading, I shall have been reading. When not thus used with the participle of another verb, be is an independent verb. It may then — 1. Express existence ; as, God is. 2. Be used as a copula, connecting its subject to a word or words describing the subject; as, Life is real. EXERCISE I. Explain the use of the verb he in each of the following examples : — 1. Life is real ! Life is earnest ! — Longfellow. 2. I have been a stranger in a strange land. 3. The harp, his sole remaining joy, Was carried by an orphan boy. — Scott. 4. The Mayor was dumb, and the council stood As if they were changed into blocks of wood. AUXILIARY VERBS. 121 5. If money had been needed before, it was still more needed now. 6. This was accomplished in less than an hour's time. 7. The shades of night were falling fast. — Longfellow. 8- Old Kaspar's work was done, And he before his cottage door Was sitting in the sun. — Southey. g. While we were talking, a third messenger arrived. lO. Somewhere the birds are singing evermore. IL O sweet and strange it seems to me, that ere this day is done. The voice, that now is speaking, may be beyond the sun. — Tennyson. 12. The c^'ty was destroyed by an earthquake. 13. The great iron gateway that opened into the court- yard was locked. — Irving. 14. Whatever is, is right. — Pope. 15. The old stage-coach is at the door. ^ 16. I stood on the bridg'i at midnight, As the clocks were striking the hour. EXEBCISi: II. Co/iy from the sentences in this lesson (i) all verbs that have the passive form, and (2) all verbs that have the pro- gressive form, and explain the formation and the use of each. 122 LESSONS IN ENGLISH. EXBBCISE III. 1. Write Jive sentences, each containing the verb be used as an independent verb, 2. Write five sentences, each containing a verb in the passive voice. 3. Write five sentences, each containing a verb in the pro- gressive form. LESSON LIII. AUXILIARY VERBS. - Continued. The following verbs are used with the simple infinitive to express power, persTiission, possibility, necessity, etc. They are sometimes called auxiliaries of mode : — I. —Can. PRtlSKNT TKNSE. Singular. Plural. 1. I can, I. We can, 2. Thou canst, 2. Ye or you can, 3. He can. 3. They can. PAST TENSE. Singular. Plural. 1. I could, I. We could, 2. Thou couldst, 2. Ye or you could, 3. He could. 3. They could. Can is used to express power or ability ; as : — She can walk. He could speak readily in three or four languages. AUXILIARY VERBS. 123 II.- present tense. Singular. Plural. 1. I may, i. We may, 2. Thou mayest, 2. Ye or you may, 3. He may. 3. They may. May. past tense. Singular. Plural, 1. I might, I. We might, 2. Thou might- 2. Ye or you est, might, 3. He might. 3. They might. May expresses permission or possibility ; as, — You may [are permitted to] enter the room. He may [it is possible that he will] change his mind. May is also used to express purpose, or to express a wish ; as, — Open the gate that they viay enter. May you be happy. Could and might are sometimes used as the simple past of can and may, and sometimes in a conditional sense; as, — I could hear the music. The lights of the village might be seen from the bay. He might go if he could spare the time. III.— Must. Must has no change of form. It expresses necessity; as, — He must have rest. IV. — Should and Would. Should is no longer used as a simple past, but lias the sense of jin indefinite present or of a contingent condition; 3S^— » 124 LESSONS IN ENGLISH. Ambition should be made of sterner stuff. If I should begin the work, I could not finish it. Would is sometimes a simple past, sometimes a contingent present; as, — He zvould not speak when he had the opportunity. He would not speak if he had the opportunity. The phrases made up of the verbs may, can, must, might, could, would, or should, with an infinitive, are classed together by some grammarians, and called the potential mode; thus, — Present Tense. I may, can, or must go. Present Perfect Tense. I may have, can have, or must have gone. Past Tense. I might, could, would, or should go. Past Perfect Tense. I might have, could have, would have, or should have gone. V. — Ought. Ought is the old past tense of the verb owe, and expresses duty or obligation. It is used with the present infinitive to indicate present time, and with the perfect infinitive to indicate past time ; as, — Present. He ought to go Past. He ought to have gone. EXERCISE I. Tell how the verbs may, can, must, should and would are used in the following sentences : — I, Lives of great men all remind us We can make our lives sublime, - LoNGFEt^ow, AUXILIARY VERBS. 125 2. 3- 5- 6. For men may come and men may go, But I go on forever. — Tennyson. He that fights and runs away, May live to fight another day. It may be the gulfs will wash us down : It may be we shall touch the Happy Isles. Wealth may seek us, but wisdom must be sought. It is not what a lawyer tells me I may do, but what Burke. humanity, reason, and justice tell me I ought to do. 7. They had been friends in youth, But whispering tongues can poison truth. 8. Too late ! too late ! ye cannot enter now. — Tennyson. 9. How he could trot ! how he could run ! and then such leaps as he could take — there was not a hedge in the whole country that he could not clear. — Irving. 10. She must weep or she will die. —Tennyson. 11. He saw that it would be dark long before he could reach the village. — Irving. 12. If a storm should come and awake the deep, What matter! I shall ride and sleep. — Procter. EXERCISE II. Wn'/e sentences containing the verbs mayt can, mu9t, miyhtf CQV/Hf 9hQtUdf and would. 126 III i LESSONS IN ENGLISH. LESSON LIV. CONJUGATION OF THE VERB DRIVE, To conjugate a verb is to give its different forms ; thus, I. — Active Voice. INDICATIVE MODE. PRESENT TENSE. Singular. 1. I drive, 2. Thou drivest, 3. He drives. Plural. I I. We drive, 2. You drive, 3. They drive. present perfect tense. Singular. Plural. 1. I have driven, ' i. We have driven, 2. Thou hast driven, 2. You have driven, 3. He has driven. 3. They have driven. PAST TENSE. Singular. 1. I drove, 2. Thou drovest, 3. He drove. Plural. 1. We drove, 2. You drove, 3. They drove. PAST PERFECT TENSE. Singular. 1. I had driven, 2. Thou hadst driven, 3. He had driven, Plural. 1. Wc had driven, 2. You had driven, 3. They had driveii. CONJUGATION OF THE VERB DRIVE. 117 FUTUKE TENSE. Singular. I. I shall drive, 2 Thou wilt drive, 3. He will drive. Pl-URAL. 1. We shall drive, 2. You will drive, 3. They will drive. FUTURE PERFECT TENSE. Singular. 1. I shall have driven, 2. Thou wilt have driven, 3. He will have driven. Plural. I. We shall have driven, 2. 3- You will have driven, Thev will h^vQ driven. SUBJUNCTIVE MODE. PRESENT TENSE. Singular. 1. (If) I drive 2. (If) thou drive, 3. (If) he drive. Plural. 1. (If) we drive, 2. (If) you drive, 3. (If) they drive. PAST TENSE. Singular. 1. (If) I drove, 2. (If) thou drove, 3. (If) he drove. Plural. 1. (If) we drove, 2. (If) you drove, 3. (If) they drove. IMPERATIVE MODE. PRESENT TENSE. Singular. Prive (thou). Plural. Prive (ye or you). I 128 LESSONS IN ENGLISH. Present. (To) drive, Driving. Present. Driving. INFINITIVES. PARTICIPLES. Perfect. (To) have driven. Having driven. Present Perfect. Having driven. n. — Passive Forms. The passive forms of a transitive verb are made by joining its perfect partidple .o the different forms of the verb be; thus,- Present Tense. I am driven. Past Tense. I was driven. Future Tense. I shall be driven. INDICATIVE MODE. Present Perfect Tense. I have been driven. Past Perfect Tense. I had been driven. Future Perfect Tense. I shall have been driven. Present Tense. (If) I be driven. SUeJUNCTIVE MODE. Past Tense. (If) I were driven. IMPERATIVE MODE. Present Tense. Be (thou) driven. ,* Presen*. (To) be driven, P^ing driven, INFINITIVES. Perfect. - (To) have been driven, Having been drive;?, CONJUGATION OF THE VERB DRIVE. 129 Present. Being driven. PARTICIPLES. Perfect. Driven. Present Perfect. Having been driven. III. — Progressive Forms. The progressive forms of a verb are made by joining its present participle to the different forms of the verb be ; thus, — Present Tense. I am driving. Past Tense. I was driving. Future Tense. I shall be driving. Present Tense. (If) I be driving. Present. To (be) driving. Present. Priving, INDICATIVE MODE. Present Perfect Tense. I have been driving. Past Perfect Tense. I had been driving. Future Perfect Tense. I shall have been driving. SUBJUNCTIVE MODE. Past Tense. (If) I were driving. IMPERATIVE MODE. Present Tense. Be (thou) driving. INFINITIVES. Perfect. (To) have been driving. Having been driving. PARTICIPLES. Present Perfect. Having been driving. 130 LESSONS IN ENGLISH. KXERCINK I. suoject I in the different modes and tenses. KXKRCISE II. Write the passive forms of „,e verb see that are used with the subject «.„ „, tne .iiffereut .nodes and tenses. . KXERCISE III. ,1^'!^ "•\f"-''e'-""''' forms of the verb ,„rUe that are used wuh the subject He in the different modes and tenses. 1 t o t LESSON LV. I, AY AND IjIE, 1. Lay the books on the table. 2. Lie on the lounge. 3. The rugs lie on the floor Give the meanings of the words in Italics. Whirl, word means to pace m pos.t.on.. Which word means to take a recHning position to occupy a fixed place ? ' JJar;::!.?^^' ^°™ "''''" ^^"^^ '°™ ^^'-y »^°"« ^ --« -.i* h"v^:.::i:r '°™ """ ^-^ ^°™ °^ ^- ^^-^ ^^ --^ ^-^ WRITTEN EXERCISES. I. Change these sentences, making the verbs express fast time;^ SIT AND S£T. 131 tvUA the with the re used cans to tion, or 1. I lay the key on the desk. 2. The soldiers lie down at night. 3. The cat lies by the fire. 4. The men are laying a new walk. 5. They lay the stones with great care. 6. The cows arc lying in the shade. II. Copy tliefollou.4g sentences, filling the blanks with some form oj lay or lie ; — the music on the piano. The rain has the dust. He down to rest. there an hour. I. 2. 3- 4. He has 5. She the letter on the desk. 6. The dog was by the fire 7. The gentle race of flowers Are in their lowly beds, with the fair and good of ours. 8. In the cold moist earth we her, when the fore^ ts cast the leaf. id with 5d with «^,'-^ LESSON LVI. SIT AND SET, 1 . Sit down and rest. 2. Set the chair by the window. What is the meaning of sit in the first sentence ? Of set in the second sentence ? 132 LESSONS IN ENGLISH. '• I sa/ in this seat last night. 2. The hen is sitting on twelve eggs. 3. He ^^^^^/ under that tree for an hour 1. He ^^/ out two trees yesterday. 2. The men are setting fence-posts. 3. The doctor has set the boy's arm. P^^^. VVhat form of ....used with..., What form is used with WRITTEN EXERCISES. r. Howard is out strawberry plants. 2. Will you by me.? 3- ■ the cup on the shelf 4- Five little birds were in a row 5. Who the table > 6. He in the front seat. 7. They -— by the pond, watching the gold-fish, journey.' ~ " '^ "^^ '^'^^^ ^^ ^^^ed the end of our II. Write sentences containing the past, tenses of the verbs^ ''^' set, lie, i^y MAY AND CAN. 133 III. Write sentences showing the correct use of the following verbs : — are sitting, had set, was set, ^^«^^»"' is lying, have sat, were laid, were laying, was setting. LESSON LVII. MAY AND CAN. 1. May I go home.? 2. Can Ralph sail a boat ? What is asked in the first sentence ? What in the second sentence ? What word is used to express permission? What word expresses the power of doing ? WRITTEN EXERCISE. Copy the following sentences, jilling the blanks with some form of may , or can : — 1. Mabel not sing. 2. He speak French fluently. 3. We not hear the speaker. 4- Frances have the blue book. 5- 6. 7- 8. 9. 10. Who — Howard You - understand his errors } teach the boys a new game. look at the drawings. ^e learn to sketch from nature. I look at your watch > you hear the watch tick ? tj ' f. i 134 LESSONS IN ENGLISH. IL fl LESSON LVIII. THINK f GUESS f EXPECT, 1. I tktnk they will come. 2. I could not guess the riddle. 3. I expeci a letter to-morrow. What word is used in the first sentence, to express an opinion? What does the speaker say in the second sentence? What do you do when you guess a riddle ? ^ When doe, the speaker say he expects a letter? Would it be right to say, I expect a letter yesterday " ? Why not ? Expect refers to future action. Do not use guess or expect when you mean think. WRITTEN EXERCISES. I. Copy the following sentences, fining the blanks with some form oj think, guess, or expect: W the< W R( print I. 2. 3- 4- 5. 6. 7- 8. 9- ID. I. 'I I will . about the matter. ^ to start on the morning train. how much this hat cost. I the tickets are all sold. They to build a new house in the spring. I the train will stop. ^ your plan is a wise one. Paul to enter college in September. Do you the attendance will be large ? what I have in this box. I I STOP AND STAY. 135 II. IVn^e sentences, using the follozving verbs correctly:-^ think, guess, expect, learn, teach, will guess, shall expect, will learn. on? It do you : be right ne form ng. LESSON LIX. 8TOB AND ,ST^r. 1. He could not ste h ; horses 2. We shall stay in the city two weeks. the^cit'V' ""''"' ^^ ''"^^'"^ '^' ^°'''''- ^^^^' '' «^^^"t by staying in What does the word sto/> mean ? What does the word stay mean ? Read the following sentences, and give the meanings of the words prmted in Italics : — 1. Did you stop at Kingston on your way home ? 2. Where did you stay while you were in the city.? 3. The driver is stopping the car. 4- Mr. Hunt is staying at the Mountain House. 5- The boat will stop at the first landing. 6. They are staying at the hotel. 7- He could not stop the leak. 8. She will stay at home this evening. g. We shall stay here a few days. lo. Our friends are staying in New York. 1; 136 LESSONS IN ENGLISH. WRITTEN EXKm SES. I. JVnte sentences containing the following verbs : — stop, stay, stayed, stopped, are stopping, is staying. were stopping, were staying. II. Write sentences shoiving the correct nse of— ^'t' sittine:, ^*^^ setting, "^^y» stopping, lie, lying, lay. laying. can, staying LESSON LX. MODELS FOR PAR.SING VERBS, INFINITIVES, AND PARTICIPLES. To parse a verb tell — 1. Its conjugation — regular or irregular. 2. rts principal parts. 3. Its class — transitive or intransitive. 4- Its voice -active or passive (if transitive). 5- Its mode. 6. Its tenae. 7. Its person and number -when it has special forms o. Its subject. MODELS FOR PARSING VERBS. 137 ExH.„p,e ,.-A flat stone marks the spot where the bard ts buried. Marks is a regular verb -mark, marked, marked. It is transi- tive, active voice, indicative mode, present tense, third person singular number, agreeing with its subject stone Is buried \. the passive form of the regular verb /v.n^-bury buned, buned. It is transitive, passive voice, indicati;e mode jC'"''' '^""^ '''''"' ""^"'" """^"' '^^^'"^ ^'"^ '''' ^"b- Exampie II. -The dew was falling fast. fall, fell, fallen. It ,s mtransitive, indicative mode, past tense third person, singular number, agreeing with its subject dew. Example III.- 1 ,nay do that* I shall be sorry for. May is a defective verb, trar^sitive, indicative mode, present tense used with the subject /.* ' Do is the present infinitive of the irregular verb ^.-do, did done It IS transitive, active voice, object of the verb may. Shall be made up of the auxiliary ./..// and the infinitive of the verb be, is the future tense of the verb be. It is irregular, - be was, been, -mtransitive, indicative mode, used with the sub- ject I, Example IX.- Be silent, that you may hear. Be is an irregular verb-be, was, been,- intransitive, imperative mode^^ent tense, used with the subject you understood. in ,*,f '"'""'f ""' "''° ■■^^•^S"'- ^ Potential mode would parse thrphras7.^v 7. in this example, as the potential, present, of the verb do. ' I I, 138 LESSONS IN ENGLISH. fixaiiipiR v. — How he cof//(i run! CouU is a defective verb, transitive, indicative mode, past tense used with the subject he. ' Run is the present infinitive of the irregular verb run - run, ran run. It is intransitive, object of the verb could. ' ' E::aM.„ie vi.-If I should go, I could do your errand. Could is a defective verb, transitive, subjunctive mode, past tense used with the subject L ' Do is the present infinitive of the irregular verb ^^_do did done. It IS transitive, active voice, object of the verb could. Example VII. -The greatest curiosity of the study remains to be mentioned; it was a ponderous folio volume, bound in black leather. To be mentioned \^ the present infinitive, passive, of the transitive verb mentw7i. It depends on the verb remains. Brund is the perfect participle, passive, of the irregular, transitive verb bind. It modifies the noun volume. EXERCISE I. Parse the verbs in the folloiving sentences: — 1. Have patience with me, and I will pay thee all. 2. Now stir the fire, and close the shutters f ast. - Cowper. 3- The ship is sinking beneath the tide.-SouTHEv. 4- I have been young, and now am old, yet have I not seen the righteous forsaken. - Bible. 5- There is a tide in the affairs of men. Which, taken at the flood, leads on to fortune; MODELS FOR PARSING VERBS. 139 past tense, - run, ran, md. )ast tense, -do, did, remains ^ound ill transitive transitive COWPER. I I not ■ » Omitted, all the voyage of their life Is bound in shallows and in miseries. 6. The broad sun above laughed a pitiless laugh. 7. The Americans were sheltered by an intervening wood. 8. Some mMrmur when their sky is clear And wholly bright to view, If one small speck of dark appear In their great heaven of blue. -Tkench. 9. I dreamed to-night that I did feast with Caesar. 10. We had had no water since our daylight breakfast- our lunch on the mountain had been moistened only by the fog. — C. D. Warner. EXERCISE II. Parse the verbs, the infinitives, and the participles in the following sentences : — 1. I rose softly, opened the door suddenly, and beheld one of the most beautiful little fairy groups that a painter could imagine. — Irving. 2. Let us enter and pass up* the staircase. - Hawthorne. 3. In this way they expected to rum all the merchants and starve the poor people, by depriving them of employ- ment. — Hawthorne. 4. Let me move slowly through the street. - Bryant. 5. The country was to be defended, and to be saved before it could be enjoyed. - Wkbster. 6. We cannot look, however imper^^ectly, upon a great man without gaining something by him.-CARLVLE. • 140 LESSONS IN ENGLISH. 7. In an attitude imploring, Hands upon his bosom crossed, Wondering, worshipping, adoring, Knelt the Monk in rapture lost. — Lonofellow, 8. The rattle of drums, beaten out of all manner of time, was heard above every other sound. — Hawthornk. 9. Whatever may be our fate, be assured that this decla- ration will stand. It may cost treasure, and it may cost blood ; but it will stand, and it will richly compensate for both. 10. You may break, you ma,y shatter the vase, if you will, But the scent of the roses will hang round it still. 11. For men must work, and women must weep, Though storms be sudden, and waters deep. 12. The burden laid upon me Seemed greater than I could bear. 13. Modern majesty consists in work. What a man can do is his greatest ornament, and he always consults his dignity by doing it. — Carlyle. 14. The pine, placed nearly always among scenes dis- ordered and desolate, brings into them all possible elements of order and precision. Lowland trees may lean to this side and that, though it is but a meadow breeze that bends them, or a bank of cowslips from which their trunks lean a.slope. But let storm and avalanche do their worst, ariW let the pine find only a ledge of vertical precipice to cling to, it will nevertheless grow straight. —Ruskin. REVIEW OF VERBS. 141 LESSON LXI. REVIEW OF VERBS. Define a verb. What is a transitive verb? What is an intransitive verb? Mention a word that may be a transitive verb in one sentence and an intransitive verb in another. What inflections have verbs? What is meant by voice? How many voices are there? What does each denote? How is the passive voice formed? What is meant by mode? How many modes are there? Define and give examples of each. * What is , erne? Name the three leading tenses. Which tenses are .ndtcated by inflection and which by the aid of other verbs? What person-forms has the verb? What number-forms? Hoj do the infinitive and the participle differ from the verb? How do they d.fl-er from each other? Which part of speech is the mfintttve most hke? The participle? Mention four different verba forms ending m %, and state the characteristics of each What are the principal parts of a verb? What is a regular verb? A„ trregniar verb? When is an irregular verb said to be stL g When weak? Are regular verbs strong or weak? Which conjugation contams the oldest verbs in the language? What is meant by conjugating a verb' verrthJ' " ™t "^"T '^ "^^"^ ^ '^ '"'^•"y' M^n'ion three verbs that may be used as either independent or auxiliary verbs and g,ve examples of each use. What auxiliary is used in forming the pa,ss,ve votce? Which of the auxiliaries are tense auxiliaries^ Wow are they used? 142 LESSONS IN ENGLISH. 'i1 • 'i ,1 'I III!] LESSON LXII. CLASSES OF ADVERBS. Point out the ad. .rbs in the following sentences, and tell what each expresses : — >« Now came still evening on. 2. Ah ! then and there was hurrying to and fro. 3. Days brightly came and calmly went. 4. It is a very difficult task. 1. Adverbs may be classified according to their meaning. Thus- ^ I. Adverbs that show when or how often are called adverbs of time ; as, now, then, to-day, yesterday, early, presently, soon, always often, once, twice, daily, again. 2. Adverbs that show where are called adverbs of place • as here, there, hither, thither, hence, thence, somewhere, yonder, above below, up, down, away, off, far. ' ^ The word there is not always an adverb of place. Sometimes it IS used merely to introduce a sentence, in order that the verb may be placed before its subject. When it is used to introdur, a sentence in this manner, it is called an expletive ; as, — There [expletive] was a sound of revelry by night. There [adverb of place] groups of merry children played. 3. Adverbs that show how are called adverbs of manner; as, 'u;ell, ill, badly, slowly, quickly, clearly, together, so, thus. 4- Adverbs that show how much are called adverbs of degree • as, very, much, little, only, almost, enough, quite, too, so, as. 5. Adverbs that express certainty or uncertainty are called modal adverbs ; as, indeed, verily i possibly, perhaps. CLASSES OF ADVERBS. 143 The words y,s and nc> are sometimes called adverbs, but they are really abridged sentences; as, Will you go? K". ( = i will go) Combinations of words used as single adverbs may be called acverbial phrases ; as, «.^../>. u,^^ again, at last, at length hy and by, by far, in and out, in vain, now and then, out and \ut through and through, up and down. ' Tell how each adverb is used in the following sentences : — 1- The guests withdrew silently. 2. The tree lies where i: fell. 3. Where can rest be found.? II. Adverbs may be classified, according to use, as follows :- 1. An adverb that simply modifies another word is called a simple adverb; as. He walked rapidly. 2. An adverb that not only modifies a word, but also connects the clause of which it is a part with the remainder of the sentence IS called a conjunctive adverb; as, He came when he was called' The most common words of this class are when, where, whence whtther, how, and why. These are also called adverbial con- junctions. 3. An adverb that is used to ask a question is called an inter- rogative adverb; as, Where did he stand? Some adverbs admit of comparison. They are compared like adjec- tives; as, soon, sooner, soonest; wisely, more wisely, most wisely; much more, most. ' * Order of Parsing Adverbs. To parse an adverb, tell — 1. The kind of adverb. 2. Its degree, if comparative or superlative. 3- Its construction — what it modifies. f ;is: 144 LESSONS IN ENGLISH. t, I rl ft,, W" Kxampiel.-He t/icH touched ^/vV/^ „po„ the prominent events of the Revolution. 1. I'/ien is an adverb of time, modifying the verb /our/if^/. 2. Briefly is an adverb of manner, modifying the verb touched. Example II — I remember, I remember The house ivliere I was born. Where is a conjunctive adverb, showing place. It modifies the verb was born, and connects the clause " where I was born " with the word house. Example III.— When did he go.? When is an interrogative adverb of time, modifying the verb did go, EXERCISB I. Parse the verbs and the adverbs in the following sen- tences : — 1. A thousand hearts beat happily. —Bvron. 2. Down sunk the bell with a gurgling sound. - Southev. 3- Then did the little maid reply, "Seven boys and girls are we." -Wordsworth. 4- Defect in manners is usually the defect of fine percep- tions. — Emerson. 5- On right, on left, above, below, Sprung up at once the lurking foe. -Scott. 6. Swiftly, swiftly flew the ship. Yet she sailed softly too. — Coleridge. 7- The world is too much with us. - Wordsworth. 8. CLASSES OF ADVERBS. 145 How often, oh, how often I had wished that the ebbing tide Would bear me away on its bosom O'er the ocean wild and wide. - Longfellow. EXERCISE II. Parse the adverbs in the folloiving sentences. -.. 1. There in the twilight cold and gray, Lifeless, but beautiful, he lay. - Longfellow. 2. And there lay the steed with his nostril all wide But through it there rolled not the breath of his 'pride. 3. There is nothing like a primeval wood for color on a sunny day. -CD. Warnkr. 4- Why stand ye here all the day idle.?-BiBLE. 5. Oh ! what a tangled web we weave. When first we practise to deceive. - Scorr. 6. O Solitude ! where are the charms That sagis have seen in thy face.?-CowPER. • 7. O why should the spirit of mortal be proud .^ - Knox. 8. The ram is falling where they lie. - Bkvant. Adjective or Adverb. adjectives or adverbs, giving a reason in each case : — 1- She looks cold. 2. She looked coldly on the project. 146 LESSONS IN ENGLISH. 3. The apple feels hard, 4. He works hard. An adjective is used when the quality or condition of the sub- ject is given, and an adverb, when the manner of the action is described; as, — The child seems happy. He lived happily. Some adverbs are identical in form with adjectives; as, much, little, far, ill, hard, loud, soft, fast. EXERCISE UI. Parse the adverbs and the adjectives in the following sentences : — 1. He lives long that lives well. 2. Still waters run deep. 3- Welcome her, all things youthful and sweet! 4. Then they praised him soft and low. 5. He drank of the water so cool and clear. — Southey. 6. How fast the flitting figures come ! — Bryant. 7. The shades of night were falling fast. - Longfellow. 8. The door in the mountain-side shut fast. 9. A wondrous portal opened wide. — Browning. 10. The tumult grew louder. — Hawthorne. 11. Louder still the minstrels blew. 12. Colder and louder blew th wind, A gale from the Northeast. - Longfellow. f the sub- action is PREPOSITIONS. 147 KXERCISE IV. What is an adverb? How are adverbs classified with respect to meaning? Give an example of each class. How are they classified with respect to use? State the two offices of a conjunctive adverb. Give an example of an interrogative adverb. Mention five adverbs that admit of comparison, and give the comparison of each. In what way are adjectives and adverbs alike? How do they differ? as, much, following UTHEY. LLOW. LESSON LXIII. PREPOSITIONS. Tell what the following prepositions connect, and what relations they express : — 1. He Stood 071 the bridge. 2. 'Twas the night before Christmas. The tree was struck by lightning. > He died for his country. The eyes of the sleepers waxed deadly and chill Prepositions express such a variety of relations that thev cannot be easily classified according to meaning. The most common rela- tions expressed by prepositions are — 1. P^ace or direction; as, At homej towards the bridge: below the falls. 2. Time; as, After breakfast; //// noon; since morning. 3- Agency, instrumentality, or means; as. Killed by frost; cut with a hatchet ; lost through carelessness. 3. 4. 5. i4d LESSONS IN ENGLISH. 4. Cause, or purpose; as, Thankful for good health; He votes from principle. 5. Possession; as, The voice ^/ the speaker; the beauty 2. He has gone the city. 3- My sister is school. 4. The children are playing the Park. 5- The oar dropped the water. 6. The pencils are the drawer. . 7- Put the cards the box. 8. She staid home. 9- Clara divided the flowers her playmates lo. I was sorry to see a quarrel the two sisters. 1. My card is different from yours. 2. The harness does not correspond to the carriage. 3- She feels the need of rest. 4- The man is in xvant of food. 5- ^^harles died of a fever. ws. 3upiJs. show rela- wo things? i^/i words bTUDY OF SELECTION. 151 6. He was killed by impure air. 7. The soldier diediox his country. 8. I am disappointed m the portiait. 9- This house is similar to yours. What is the matter with the child .? The man is looking for work. The seamstress had difficulty in fitting the collar I am rvo\. fafniliar \N\\.\\ the subject. 14- How does this room compare with yours in size > ^^^miAe.- different {rom, correspond to. U.,e ccrectly, in sentaucs of your own, the phrases copied. II. 12. 13- ers. Positions e. LESSON LXV. STUDY OF SELECTION. THE DAFFODILS. 1. I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils ; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. i'- 152 LESSONS IN ENGLISH. II. Continuous as the stars that shine And twinkle on the Milky Way, They stretched in never-ending line Along the margin of a bay : Ten thousaiid saw I at a glance, Tossing their heads in sprightly dance. III. The waves beside them danced ; oMt they Outdid the sparkling waves in glee : A poet could not but be gay, In such a jocund company : I gazed, — and gazed, — but little thought What Health the show to me had brought : IV. For oft, when on my couCh I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude ; And then my heart with pleasure fills, And dances with the daffodils. William Wordsworth. _ Read the first stanza. Who is meant by /; Why is wan^er,^ used instead of wa/^e./^ What is the use of /.,;./^; To what is the loneli- ness of the poet compared? What is the office .f the second line? To what does /^a/ refer? What do the next r-.o r. es tell? Where were the daffodils ? What is the office of the last line ? STUDY or SELECTION. 153 It It: ^U-a.i the second stanza. What do the first four lines describe? How were the da.odils arranged? Wl„t is the ^eaoing ofZX i)oes he poet mean that he saw exactly ten thousand? Whatlrhe mean? VVhat are the daffodils said to be doing? «« does he Read the third stanza. What waves are spoken of? VVhat did ,h, wave, do? In „.hat did the daffodils surpas the waves? wLt 1 ».e..„g of the th,rd and fourth l.nes? w'hat d! the I^tw t s'l ^ Read the las. stanza. Read the principal clause in the firs stat ment. When do //^o- A.// uf.n ,/,. ,„^an/ n. ^ What is l,Zl moo What is the meaning of ,„„,.. What does thl L": descnbe? G,ve ,n your own words the meaning of the first four lines of ftts stanza. What feeling did this sigh, awaken in the mind of "he WRITTEN EXERCISES. I. I7se in sentences of your own the folloiving words: — wandered, golden, dancing, glance, mood, lonely, beside, continuous, sprightly, vacant, floats, beneath, margin, glee, pensive, host, fluttering, bay, jocund, solitude. II. DSWORTII. ^ered used he .loneli- ond line? ? Where Copy thefc 'owing words, and opposite each write another word meaning nearly the same : — gazed. gi '^^^' pleasure, jocund, nargm, wealth, . sprightly, show. HI. Copy the poem, and commit it to memory. 154 LESSONS IN ENGLISH. M LESSON LXVI. CLASSES OF CONJUNCTIONS. I. - CO-OKDINATING CONJUNCTIONS. Find in the following examples conjunctions that connect sentences or words phrases, and clauses of like kind, or having the same rela- tion to the rest of the sentence : — 1- Art is long, and time is fleeting. 2. Games and carols closed the day. 3. The house was silent and deserted. 4. You see where Warren fell, and where other patriots fell with him. Words, phrases, and clauses of like kind, or standing in the same relation to the rest of the sentence, are said to have the same con- struction or to be of equal rank. Conjunctions that connect sentences or parts of sentences of equal rank, are called co-ordinating con^ junctions. They may connect 1. Two independent sentences; as, i?. ^/^..«/, and you ^u./// su,,,af. 2. Iwo words in the same construction; as, The minstrel was M-,n and old. ■' 3- Two phrases in the same construction ; as, They are alike in voice and in manner. 4. Two dependent clauses in the same construction ; as. No one could tell 7vhence they catne or ^vhither they went. Co-ordinating conjunctions are divided 'into the following classes:- 1. Copulative, those that join similar parts ; as, and, also, besides likewise, moreover. ' 2. Adversative, those that join parts opposed in meaning; as, i>ut, yet, however, still, nevertheless, notwithstanding. CLASSES OF CONJUNCTIONS. 155 or, neither— 7wr, whether—or. 4- Causal, those that exoress mnc*. «,. „^ /W..., W, ..„.,.„,^, "^ '" ''"" " consequence; as, >, Conjunctions used in pairs are called correlatives ; as, M- and, „m,r-,r, n.W,er-„or, not-!,,.!, not only-but. II. -SUBORDINATING CONJUNCTIONS state us use. and tell how it is joined to the principal clause. 1. I would grant your request if I could. 2. He came, because he was needed. 3. Be silent, that you may hear. Conjunctions that connect a dependent or subordinate clause to a d"- ' ''' '''''' subordinating conjunctions. They ^. Time ; as, a/ter, before, ere, since, till, when, while, as. 2. Flace; as, where, whence. Manner and comparison ; as, than, as. Cause or reason ; as, because, since, as, that, whereas. tnd or purpose ; as, that, lest. Condition ; as, if, unless, except. 7. Concession ; as, though, although. comn^'f ''''.' '''''™"' ""^ °^'^ "^ conjunctions may be called compound conjunctions ; as, but also, as well as, as if as though. - Order of Parsing Conjunctions. To parse a conjunction, tell — I. Its class — co-ordinating or subordinating. 3- 4- 5- 6. Z, Its use — state what it connects. 156 ^ LESSONS IN ENGLJ H. Example I.- Hear me for my cause, and be silent, that you may hear. ^ 1. And is a co-ordinating conjunction, connecting the tw • uiue pendent members, "Hear me for my cause" and "be silent, that you may hear." ^ 2. That is a subordinating conjunction, connecting the subordinate clause, "you may hear," to the principal clause, "be silent." Example II.- Is the night chilly and dark .> I . And is a co-ordinating conjunction, connecting the two adjectives chdly and dark. EX£RCISE I. Parse the conjunctions in the following sentences, and state the relation between the connected terms : — I. My hair is gray, but not with years, Nor grew it white In a single night. As men's have grown from sudden fears: My limbs are bov/ed, though not with toil, But rusted with a vile repose, For they have been a dungeon's spoil, And miixc has been the fate of those To whom the goodly earth and air Are banned, and barred, — forbidden fare.-ByRu. 2. Here rests his head upon the lap of earth, A youth to fortune and to fame unknown. -Gray. 3. They deserved respect; for they were good men as well as braver — Hawthorne. CLASSES OF CONJUNCTIONS. 157 4- On either side the river lie Long fields of barley and of rye. - Tennyson. 5. Neither a borrower nor a lender be. - Shakespeare. 6. As Caesar loved me. I weep for him; as he was fortu- nate. I rejoice at it; as he was valiant, I honor him: but as he was ambitious, I slew him. ^Shakespeare. 7- The test of a people is not in its occupations, but in Its heroes. —T. w. HiuoiNsoN. 8. Then they praised him, soft and low, Called him worthy to be loved, Truest fri.-.-d and noblest foe; Yet she ' 'ther spoke nor moved. -Tennyson. 9- Onr whole month elapsed before I knew the fate of the cargo. 10. The works of Milto^ ^annot be comprehended or enjoyed, unless the mind of u. reader co-operate with that of the writer. He does not paint a finished picture, or olav for a mere passive listener. He sketches, and leaves othe;s to fill up the outline. He strikes the key-note, and expects his hearer to make out the melody. - Macaulay. EXERCISE II. Name the two leading classes of conjunctions. What is a co- ordinating conjunction? What is meant by words, phrases, or clauses of equal rank? Illustrate. Tell how co-ordinating conjunctions a.e classified, and give examples of each class. What is a subordinating conjunction ? Mention some of the different relations dennfpH Ky sp '^-'■nQf:- - ->-. • 4.- i •'> SI., -.-.Mnatuig conjunctions, and g.ve illustrations. What are correlative conjunctions? Give examples. Mention phrases that are uc^ed as conjunctions, 158 LESSONS IN ENGLISH. hi: M ,K; i i ; LESSON LXVII. INTERJECTIONS. Since interjections are not grammatically related to the other words m a sentence, the parsing of an interjection consists in simply nammg the part of speech. EXEHCISE. Mfufion the interjections in the following sentences, and tell what feeling each expresses : — I. Ah! what would the world be to us If the children were no more .?- Longfellow. . 2. Hark ! let me listen for the swell of the surf. 3- Ah! what a weary race my feet have run.-WARTON. 4^ Oh ! wherefore come ye forth, in triumph from the North .? -Macaulay. 5- Alas! I have nor hope nor health. - Shelley. ' 6. And, lo! from far, as on they pressed, there came a glittermg band. — Hemans 7- Hark ! hark ! the lark at heaven's gate sings. 8. Ha! laugh'st thou, Lochiel, my vision to scorn.? 9- For, lo! the blazing, rocking roof Down, down in thunder falls !- Horace Smith. Heigh ho! daisies and buttercups. Fair yellow daffodils, stately and tall. O joy! that in our embers Is something- that doth live. - Wordsworth. 10. 11. EXPLANATORY EXPRESSIONS. 159 LESSON LXVIII. EXPLANATORY EXPRESSIONS. 1. Mr. Hall, our new neighbor, was the first one to greet us. 2. Washington, the first President, was buried at Mount Vernon. Name the subject and the predicate in the first sentence. What is the name of the man spoken of? Who was he? Who was buried at Mount Vernon ? Who was IVashingfopi ? What is the explanatory part in the first sentence? What in the second sentence? In each sentence what marks separate the explana- tory part from the rest of the sentence ? An explanatory expression should be separated from the rest of the sentence by a comma or commas. WRITTEN KXKRCISE. Copy the following sentences, inserting commas where they are needed: — 1. The Falls of Montmorency are higher than Niagara. 2. Mr. Curtis the speaker of the evening was delayed by an accident. 3- We heard Mr. Spurgeon the great London preacher. 4. Lake Memphremagog is renowned for its beautiful scenery. 5. Thomas D'Arcy McGee the great Canadian statesman and orator was assassinated. 6. Ottawa the capital of Canada was named from the river on which it is built. , 160 LESSONS IN ENGLISH. 7- San Francisco the largest city in California is noted for its fine harbor, 8. An address was given by the Rev. W. H. Church D.D. til i-.iih \$^ I 4\i m 1! LESSON LXIX. INTERMEDIATE EXPRESSIONS. 1. They, ^oo, carried a flag. 2. The general, rMug- to the front, led the attack. 3. He has bought, I hear, a large tract of land. Read the first statement. What word is placed between the verb and its subject? How is this word separated from the rest of the sentence? What is the second statement about? What did the general do? What is the use of the phrase, riding to the front? How is it separated from the rest of the sentence? What is the subject of the verb has bought? What is its object? What words are placed between the verb and its object? How are they separated from the rest of the sentence ? Words, phrases, or clauses placed between parts of a sen- tence closely related, should generally be separated from the rest of the sentence by commas. WRITTEN EXERCISE- Copy the following sentences, and insert commas where they ar^' needed: — 1. He will no doubt follow your advice. 2. I did him however a great injustice, sii Cl! Wh Ho sep; ] ent Wh( foui TRANSPOSED EXPRESSIONS. 161 3. It is I think the third house from the corner. 4. " My dear Edward " said he " this is truly kind." 5. The book having been read was returned to the library. 6. He was on the whole pleased with the work. 7. The boatman who knew the danger told the passengers to sit still. '' 8. This was in fact the only interesting feature of the exer- cises. 9- He has from first to last given us the benefit of his advice. 10. Perhaps too he has forgotten the circumstance. -•o*- 2. 3. 4. LESSON LXX. TRANSPOSED EXPRESSIONS. The building will be completed in a short time. In a short time, the building will be completed. The flower will fade if you pick it. If you pick the flower, it will fade. What is said about the building? Mention the verb in this sentence. What phrase modifies the verb a//// ^e completed? Where is it placed? How does the second sentence differ from the first? How is the phrase separated from the rest of the sentence ? Read the principal clause in the third sentence. Read the depend- ent clause. Upon what verb does the dependent clause depend? Where is it placed? Where is the dependent clause placed in the fourth sentence? How is it separated from the rest of the sentence? 162 LESSONS IN ENGLISH. m 1'^ MS.: When a phrase or a clause is placed out of its natural position, it is said to be transposed. A transposed phrase or clause should generally be sepa- rated from the rest of the sentence by the comma ; as, /;/ /A, morning, sow thy seed. Note. -If the phrase is closely united with the sentence, the comma is not used; as, Beneath the window is a wooden bench. WKITTKN EXERCISE. Copy tke following sentences, and place commas where they are needed: — 1. Before we could reach the spot the gate was closed. 2. On entering the house he found everything in confusion. 3- In the middle of January he was summoned home. 4- If there were time to spare I should be glad to give you an account of our journey. 5. Without hesitating an instant he stepped forward. 6. If you take my advice you will turn back. 7. When everything was ready the doors were thrown open. 8. One cold winter night a knock came at the door. 9- As he entered the city he noticed the many changes that had taken place since his last visit, lo. In skating over thin ice safety lies in .speed. ir. The general who was on horseback ordered the trooos to halt. ^ 12. If thou be a king where is thy crown > 13. If you take my advice you will turn back. 14. Before giving way to anger try to find a reason for not being angry. QUOTATION MARKS. 163 LESSON LXXI. QUOTATION MARKS. "Harry," said Herbert Green, "when are you going to try your new skates ? " " To-morrow," replied Harry. " Will you go with me .? " " Yes ; where shall we go ? " said Herbert. "If we could get an early start," said Harry, "we might go down to Turner's Pond." "All right," said Herbert; "I'll be ready." Whose remark is repeated in the first sentence of this conversation? What did Herbert Green say ? Give his exact words. What three words divide Herbert's question into two parts? How is each part enclosed ? Read Harry's reply. Give his exact words. Whose words are repeated in the third remark? When the words of one person are repeated by another, they are called quotations. The little marks [- "] that enclose the exact words used by another are called quotation marks. Whose words are repeated in the fourth remark? What words divide this quotation into two parts ? How are the words sa/d Harry separated from the rest of the sentence ? Read the first part of the last quotation. Read the second part. By what is each part enclosed ? When the exact words of a person are repeated bv an- other, they should foe enclosed by quotation marks'; as, Agassiz once said, '' I have no time to waste in making moneys 164 LESSONS IN ENGLISH. When a quotation is divided by other words, each part should be enclosed by quotation marks ; as, " The greatest of faults;' says Carlyle, " is to he co?isciotis of none r WRITTEN EXKRCISE. Write a short conversation between tivo girls about a picnic. Be careful to nse quotation marks correctly. t LESSON LXXII. INDIRECT QUOTATIONS. 1. Robert said, " I will carry the basket." 2. Robert said that he would carry the basket. 3. Mr. Brown said to us, " Do not go through my field." 4. Mr. Brown said that we must not eo throuo-h his field. Read Robert's words in the first example. Whose remark is repeated in the second example ? Are his exact words given ? When one person repeats the exact words of another, the quotation is called a direct quotation. When one person tells what another has said, but does not use the speaker's exact words, the quotation is called an indirect quotation. What kind of quotation do you see in the third example? What kind in the fourth example ? By what are the direct quotations enclosed? With what kind of letter does each begin? What mark is placed before each direct quo- tation ? INDIRECT QUOTATIONS. 166 The first word of a direct quotation should begin with a capital letter. If the quotation is short, it should be sep- arated from the preceding part of the sentence by a comma ; as, The man said, ''I have finished the 7vorkr An indirect quotation should not be enclosed by quotation marks, should not begin with a capital letter, and generally should not be separated from the preceding words by a comma ; a., The man said that he had finished the jvork. WRITTEN EXEKCISE. Copy the folloiving sentences, and place quotation marks and commas ivherever they are needed: 1. Once more he cried Stop a minute. 2. Charles said that he had received a letter from his uncle. 3. Mother said Clara Green may I go down to the brido-e with Edith Hope this afternoon > "* 4. Herbert says that we planted the seeds too deep. 5. Listen to this boys said she and hear what was done with your letter. 6. This is a pleasant day said Mr. Snow. Does it not make you happy Emily } 7- What did he say to you when he came by asked the officer. 8. He told me that he had to run to . ave hiii life. maid Sisters and brothers littl' How many may you be i How many.? Seven in all she said And wondering looked at me. t lee LESSOl^S IN ENGLISH. 'mi 3:, LESSON LXXIII. (Review pages 131-148, Book I.) LETTERS ORDERING BOOKS. Richmond, Que., Sept. 7, 1895. The Copp Clark Co., Toronto, Ont. the ^z:::::^~^^r --' - 'y ^^^ "- -pres. I Hawthorne's Twice-Told Tales, School Edition. I Uncle Tom's Cabin, Popular Edition 1 J. D. Marmet's Victory of Chateauguay 2 T. Sterry Hunt's Treatises on Geology Please send the bill by mail. Yours respectfully, E- D. Read. WKITTEN JEXKRCISK. I. Copy tile foregoing Utter. to I ?t* f ""'" '"""' """ ^'"' ■^""''^ li''^ '" "«■«, and write to the publishers and order the book 3. Write to the publishers "f your Reader or of rourGeo^ratd.v and order a suffieient number of copies of th.. L^ Zs,.f- class. ' ' -' ^ '^ suj'pijjiour MISCELLANEOUS ■, 1895. express, ion. APPLICATIONS. 167 LESSON LXXIV. MISCELLANEOUS ORDERS. I. Write to William Grav Caufm, \^ \^ 7 ■ J , '" ^''(^J, t^ajtton, A. v., ordennsr the follow- tng s, cds to he sent, by mail, to your address : - I Pkg. Pansy, light blue, 15 cts. ; i pkg. Pansy, King of the Blacks, 15 cts. ; i pkg. Verbena, scarlet. 20 cts!; . pkg Ver benam^xed varieties. 20 cts. ; r pkg. Sweet Mignonet e, 5 cts • I oz. Sweet Peas, mixed colors. 10 cts. * Folloiv the form given in the last lesson 2. Write a letter to some business firm that you know, order- aUteles that you want, and tell hozv you wish them sent ;s, state in if binding d write ^raphy, ly jour LESSON LXXV. MISCELLANEOUS APPLICATIONS. Rev. T. B. Proulx. D D.. LL.D.™"'"""' °"'' -""^ ''' '""'■ Vice-Rector, Laval University, Montreal, Que. andoblSr""" """ "^ ^ ^°P^ 0' y°" -' catalogue, Yours respectfully, Albert Raymond. Who is addressed this letter? How many titles are added to h IS V ' ] 4'- 1 168 LESSONS IN ENGLISH. name ? What marks separate those titles from the remainder of the address and from each other ? WKITTKN KXKRCISE. 1. Co/>y the letter at the head of this lesson. 2. Write to the principal of some large sehool asking for a cir- cular of the school. 3. Write to a dry goods firm for samples of goods. Tell what kind of goods you wish. \\ . It f LESSON LXXVI. BILLS. 1. Mr. Lyman Gilbert, Arnprior, Ont., Nov. i, 1895. Bought of Smith & Howard. 50 lbs. Coffee Sugar, @ 8«^ 10 lbs. Java Coffee, " 35^ 4 lbs. Oat Meal, " 5^ 8 doz. Eggs, " 20^ 4 gals. Molasses, " 70^ 50 lbs. Butter, « 25)^ 2 doz. Lemons, " 15^ Received Payment, % 4 3 I 2 12 $24 00 50 20 60 80 50 30 90 per Scott. BILLS. led r, 1895. ard. $ 4 00 1 3 50 20 I 60 2 80 12 50 ;^24 30 90 ird, When a bill is paid, the person to whom the money was due gives a receipt, or writes " Received Payment," and signs his name. The latter is called receipting a bill. When a clerk receipts a bill, he signs the name of his em- ployer, and then writes his own name below. In the example above, a clerk named Seott receipted the bill for his employers. What should be written first in a bill? Where should the name of the person that buys the articles be written? Where should the name of the person or firm that sells the articles be written? How are the names of the articles written ? 9. Miss Helen R. White, Sarnia, April 21, 1895. To Margaret D. Harris, Dr. 1885 Mar. « Apr. (( (( 3 9 19 3 9 23 I Mozart Sonata . . I Haydn Sonata I Nocturno, Zimmermann .... I Songs without Words, Mendelssohn I Rondo, Beethoven I Term Instruction .... 20 5<> 75 50 00 35 00 10 Received Payment, Margaret D. Harris. Of what is the second bill a record? Where are the different items placed? Where are the dates written? What words should not be written until the bill is paid ? WRITTEN EXERCISE. Rule paper as in the models given, and copy the two biils. 170 LESSONS IN ENGLISH. LESSON LXXVII. BILLS. WRITTKN ICXKKCISISS. I. Herman Fuller bought the following articles of Bell and Nor- ton, Minneapolis, Minn., Dec. 17, 1883: i Saddle (o^ $15; i Bridle @ ^5 ; I Riding Whip @ ^2 ; 2 pairs Skates ^ ^2.50 . 2 Pocket Knives @ ^.75 ; i Hatchet @ $1.25. Ma^r out the bill, and receipt it in your own name as clerk. II. Mrs. Harriet West of Buffalo, N.Y., irr^de .1 dress for Mr& Orlando Foster. She furnished the follo.v!;-,;- articles : 2\ yds. French Silesia @ 22^ ; 7 yds. Cambric @ 6^ ; 2 doz. Button? @^i.oo; 3 Whalebones @ 10^; Braid, Silk, and Twist, 40^. She charged $\o for making the dress. Make out a receipted bill, dated May 10, 1887. Foliow the Form given in Lesson XIV. \n \r LESSON LXXVHL RECEIPTS. A written acknowledgment of money or goods received is called a Receipt ; as, — ■ RECEIPTS. 171 1. J' '^^^'^^^' /3(7. \/£utu UJcd^uu^, I 'u. 0. JC- W'ualt. When is a receipt given? By whom is it signed? In how many places ,s the amount written? How is it written? Why is it written twice ? For what purpose was the first sum paiu ? What is meant by " bal- ancmg " an account ? WRITTEN KXEKCISES. I. Copy the foregoing receipts. Be eareful to arrange the different parts like those in the models given. II. Suppose Walter D. Moore rents a house that you ow.. On IMAGE EVALUATION TEST TARGET (MT-3) 1.0 I.I :^ as, 12.0 2.2 IL25 ■ 1.4 18 1.6 ^? <9: r Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716)872-4503 4" \ \ :\ ^ ^ [/. .d> Z ff; 172 t. 1 II Hi IS ■ J i ; ii! • I i 1 ■ ii LESSONS IN ENGLISH. the first day of this month he paid you thirty dollars for rent of house to that time. ^>/V^ a receipt for the amount received. Follow the Forms given in this lesson. III. Leak at the bills in Lesson XIV., and write the two receipts that might have been given in place of the receipted bills. LESSON LXXIX. ADVERTISEMENTS FOR ARTICLES LOST. Lost. — On Saturday afternoon, between the Bank of Com- merce and the Post Office, a small black morocco pocket-book contammg- a check on the Bank of Commerce and one or two dollars m silver. The finder will be suitably rewarded upon leavmg the article at 714 Notre Dame Street. W'.at was lost? What does the phrase on Saturday afternoon tell? What does the second phrase tell? What words describe the pocket- book? What did the pocket-book contain? Where was the finder requested to leave the article? When you write an advertisement about an article that is lost describe the article so clearly that it may be known from your description. WRITTEN EXERCISE. Suppose you have lost one of the articles named below Write an advertisement about the lost article, to be inserted in one of the papers tn your town. bracelet, knife, dog. horse. ADVERTISEMENTS. 173 LESSON LXXX. ADVERTISEMENTS FOR ARTICLES FOUND. Found. _ In Main Street, last Friday morning, a watch The owner can have the article by calling at this offi e p ovLThe property, and paying for this notice. ^ ^ '^' What article was found ? Where was it found ? When was it found ? What IS meant hyprov/,^ the properly ? """^ " When you write an advertisement abont an article that hn. been found, do «./ describe the article fully lest the wro son should claim it. ^' ^'""'^^ P^'*' WRITTEN EXKRCISE. ^-PPoseyou have found one of tke tlnn^s nan.cd bclou, Write a not tee for a paper, advertising the article. "^"^' coat, bank-book, travelling-bag. LESSON LXXXL ADVERTISEMENTS FOR HELP. Wa.xbd._A bright, activ"; honest boy for office-work. 174 LESSONS IN ENGLi'SH. Apply by letter, stating age and giving^^^^;;;;;;;;": Address Dr. L, B. Porter. K O, Box 1247, B.antford, Ont. gir^t'e?' Ho'tf^"'~ '"'' ™^' ^'-"^-«''- ™-. .he giri nave f How is the applicant expected to apply ? ^^ What is the second advertisement for? Ho. is the applicant to WBITTEN EXEKCISES. I. Cofyi the foregoing advcrtiseitents. J. IVrite an adverlisentent asking for a woman or a girl to tite applicant must possess. gL T""f '"'"''" "'"''""'"' "" ""'"^ "dvertisemem above Give for reference the name of your teacher. LESSON LXXXII. ADVERTISEMENTS FOR SITUATIONS. 6e7stZTZ^^ ' Tl^ rnan, a situation as coachman ; un- derstands the care of horses and is a careful driver - .ood references. Address F n loj t^ • • ^ "'^vcr, gooa ^uuress r. a., 321 Dominion Square. Who advertises for a situation ? What situation does he wish ? What does the writer say he can do ? WBITTKN EXERCISE. I. IVnte an advertisement for a situation as ga, dener. 5. Address )ns must the applicant to NOTICES OF PUBLIC MEETINGS. 175 . 2. ^^rzte an advertisement for a situation as cook. 3. IVrtte an advertisement for a situation as Janitor. 4. A dressmaker tvishes to go out by the day. Write an ad vertisement for her, ^^" r a girl to ilities that 'ent above. ress. and the to an adver- nan ; un- er; good h? What LESSON LXXXIII. NOTICES OF PUBLIC MEETINGS. The annual meeting of the Montreal Philharmonic Society :: " n't,::;:.?- ^-^ °^ -- - — «- "Z is iuotlr'"' ' *^' " """'^ ^^'""^ '^ " '» '^ ^^'^^ When WRITTEN EXERCISES. I. iicv. William Ho...,rd. D.D., .Ml d-livcr „ IccU.rc on Ten- II. ^//r,""'fi" -^^'"-/'-^ « to hold an annual mccin, for the clccHon of officers. Write a notice of the nucins. III. Your school is to have public exercises. Write a notice telling 'Merc and ^hen the exercises arc to he held. '* IV. ^Vrite public notices Hmilav tn tl,^v. r pulpit last Sunday, "rom the 176 LESSONS IN ENGLISH. ft, I r'n I ''!■ [).$• LESSON LXXXIV. TELEGRAPHIC DESPATCHES No«. - Do „o. co.„, .he „„„, ,„ „, ,,,„,„ „^^ .„ _^^ ^.^^^^^^^^ 1. Mrs. G. W. Hall, Huntingdon, Que., Dec. 17, 1889. Beauharnois. G.W.Hall. Mr. H. R. Raker, ^^'^ "^"' ^''^t' March 18, 1887. Bedford, Que. The house is sold, and possession i<; m k. • -t. I have written you fuU partiXs. ' ''"'" °" ''^^ R. S. Allen. To fh. P Baltimore, Md., Dec. 18, 1884 To the Passenger Agent of the Canadian Pacific Railroad, Windsor Station, Montreal S. T. Norton. 2. Write five telegraphic despa. 'ekes to be sent by you to-day. 14 • INVITATIONS. 177 'c despatches of [nature. ^ec. 17, 1889. of a railroad '• W. Hall, "ch 18, 1887. ven on May S. Allen, c. 18, 1884. eepmg-car inst. Norton. on to-day. LESSON LXXXV. INVITATIONS. Invitations are usually written in the thir'd FORM OF INVITATION. person; thus — • ^^^^ 771^. U f^ l.. -^ -J^ <-^*-><:,=_c^. T'-j-^ -S»— t — 5^ -o, _^_. -^-J''war. T. Dunn paia you the amount received. '™^"- ^rite a receipt for EXERCISE IX. '• Mr. and Mrs Ph i c- Thursday at si. o'clock w^r'the""'' '"" '" <*-"- -xt '■ Write an answer, accep^n. h '""''"'°"- 3. Write an answer ,|„ , ^ ^ '"vitation. fordeeiining. ""^"^■""'-'"""g 'he invitation. Give a reason m ch groceries as week. Use in in the public Tiittee, niakin^^ iifications, and unn paid you ■ a receipt for dinner next ive a reason Part Third. RELATIONS OF WORDS- SYNTAX. ^n the sa.e sentence Vr; ^^^1:^:^' "" " ^^^^^^ LESSON LXXXVII. CONSTRUCTIONS OF THE NOUN. The most common constructions nf tk^ given. The noun may be uLd " """ '"' '^'^^'^ ^^^» I- As the subject of a verb; as, - The su7t shines. J^aT^'K- "' ' ""^ '•' » 'he nominative case TV • called the subject nominative ^'"' ''^ •^»g as .he subject of ' ^^jf .^ '° '"^ -- P"- o. case after the verb r, . , , ^' '" "'^ nominative predicate noun or a o el T ' ''"*"'^' """ '^ -"^^ ^ 'ransitive verbs are fdlcved tvl TV '"''"" ^°'"" "^ » f* louoived by a predicate nominative; as,— Webster was a j/a/««a„. l8i 182 LESSONS IN ENGLISH. Man became a livlrifj soul. He was elected senator. 3. As an objective predicate; as,— They made him secretary. In this sentence him is the direct ol)ject of the verb, and ere- tary completes the meaning of the verb make and shows what they made him. A noun that completes the meaning of a transitive verb and describes its object is called an objective predicate 'I he verbs make, appoint, elect, call, choose, and others of similar meanmg, are followed by the objective predicate. ^Vhen these verbs are used in the passive voice, they are followed by the predicate nominative ; as, — He will be made secretary. 4. In apposition. A noun added to a noun or a pronoun, to explam or describe its meaning, is called an appositive, or is said to be m apposition with the first noun or pronoun. Two words m apposition are in the same case; as,— Motley, the historian, was an American. (Nominative case.) We met your brother, the general (Objective case.) 5. In the nominative absolute. A noun used absolutely with a participle, its case not depending upon any other word, is said to be in the nominative case absolute; as, — The train being late, they returned to the hotel. 6. In address. When a noun is used in addressing a person or a thing, it is said to be in the nominative case of address ; as, — Friends, are you convinced .? Ring, happy bells, across the snow, CONSTRUCTIONS OF THE NOUN. Ida 7. As a possessive modifying another noun; as,— We sat by ih^i fis/wrs cottage. The noun denoting the thing possessed ,s sometimes omitted • as, He called at your mother's Ihoiise']. ' 8 As the object of a transitive verb (or of its participles or mfinitives); as, — The boy waved a J^nn-. The horse, hearing the cars, stopped. 'Tis sweet to hear the merry /dr/i: 9. As the object of a preposition; as,— We spoke not a word of sorrow. 10. As an indirect object to show to or for whom or what something is done; as, — He gave the vtan a coat (He gave a coat /o the man). In the first form, the noun coaf is the direct object of the verb gave, and the noun wan the indirect object. She bought the ^m/ a cage (She bought a cage /or the bird). In the first form, the noun cag, is the direct object of the verb ^oug/a, and the noun dm/ is the indirect object. As these examples show, the in,/n-ea object alone is used when the noun stands next the verb, the preposition when the noun is separated from the verb. ir. As an adverbial limitation to modify a verb, an adjective, or an adverb. When nouns expressing time, distance, weight, value etc., are used like adverbs, they are called adverbial objects, or are said to be in the objective case, adverbially; as,— He held the office three years. The walk is three feet ivide. Do not remain a moment longer. (li If' I; 184 LESSONS IN ENGLISH. EXERCISE I. JVame the case, and give the construction of each noun in tne following sentences : — 1. Every man's task is his life-preserver. _ Emerson 2. He took great pains to gW^ us all the information we needed. — Holmes. 4. s. Then give him, for a soldier meet, A soldier's cloak for winding-sheet. I am monarch of all I survey. - Cowper. Our fortress is the good greenwood, Our tent the cypress-tree. - Bryant. — Scott. 6. They made me queen of the May.-TE.Nvsov. 7. The colonists were now no longer freemen; they were entirely dependent on the king's pleasure. - Hawthorne. 8. The harp, his sole remaining joy, Was carried by an orphan boy.-' scorr. 9. Brethren, the sower's task is done. - Bryant. lo. Yet fair as thou art, thou shunnest to glide, Beautiful stream! by the village side. - Bryant. n. The supper being over, the strangers requested to be shown to their place of repose. - Hawthorne. 12. An ancient clock, that important article of cottage fur- niture, ticked on the opposite side of the room.-iRvmc 13. Good friends, sweet friends, let me not stir you up to such a sudden flood of mutiny. -Shakespeare ch noun m RSON, rmation we OTT. CONSTRUCTIONS OF THE PRONOUN. 185 14- We have no bird whose song will match the nightin- gale s in compass, none whose note is so rich as that of the European blackbird; but for mere rapture I have never heard the bobolmk's rival. — Lowell. * EXERCISE II. 1. Write sentences illustrating five different constructions of a noim tn the nominative case. 2. Write sentences illustrating six different constructions of a noun tn the objectiv- case. they were NE. lide, RYANT. ted to be ttage fur- ING. ou up to LESSON LXXXVIII. CONSTRUCTIONS OF THE PRONOUN. I. — Agreement with Antecedent. What determines the person, number, and gender of the itali- cized pronouns in the following sentences? — '■ The host moved about among his guests. 2. Here is the lady that rang the bell. 3. Uneasy lies the head that wears a crown. A pronoun must agree in person, number, and gender with Its antecedent. r J^^vT'T"^'"' "^ ' '"'^''"^ P'^"°"" '^ sometimes omitted; as, \_He\ Who breaks, pays. 186 ii (i LES£ONS IN ENGLISH. The relative pronoun is sometimes omitted; as, Observe the language well in all [Ma/J you write. It is sometimes used indefinitely without an antecedent, as the subject or as the object of a verb; as, /. rains. Come Ind trip ^^ as you go. This is often called the impersonal u^e It IS often used as the subject of a verb which is followed by the real subject ; as. It is impossible to hear. £X£RCISE I. Give the antecedent, and the person, number, and gender of each pronoun in the following sentences: — The evil that men do lives after them. Not a boy in the class knew his lesson. 3. And the women are weeping and wringing their hands l^or those who will never come home to the town. 4. He that is giddy thinks that the world turns round 5- What IS that sound which now bursts on his ear ? 6. After the dinner-table was removed, the hall was given up to the younger members of the family, who made its old walls rmg with their merriment as they played at romping games. — Irvinc. ^ ^ 7- I thrice presented him a kingly crown, Which he did thrice refuse. - Shakespeare. I. 2. 8. Thou art Freedom's now, and Fame's, One of the few, the immortal names, ' That were not born to die. - Halleck. CONSTRUCTIONS OF THE PRONOUN. 187 3bserve the lent, as the ne and trip wed by the gender of eir hands own. round. 2ar.!* /as given e its old romping II. — Case-Relations. nou?' "''"^'^"°"^ °f "'^ P™"™" -- tl-e same as those of the EXERCISE I. sell"' '" '^'"' ^Vv^//.>.^.,.,^,,,, ,, //././/.e.«^ 1. If / were y^.-, I should not go. 2. It must have been she ivhom you saw. 3- To whom did he refer.? Do you know w>^^ I am } Who do you think will be chosen? IVhom did he call.? Whom do you wish to see.? Who is it that you wish to see.? Could it have been ihey that called.? 10. I am he whom you seek. 11. Is it / that you mean.? •2. Between you and me, I do not care how the matter ends. EXERCISE II. Mention the ease, and state the eonstruction of each italicized pronoun tn the following sentences .— ttaiict.ed I. The great man is /.. zvho does not lose his child's heart me \L vT ""^^^ '""''' '''""^ "^^y '''^'' but, as for me, give me liberty or give me death •- PAxRrcK h.nkv 3' It IS // be not afraid. - Bible. 4- What do we give to our beloved .?-e. ., Browning 4- 5- 6. 7- 8. 9- i 188 14* Cf.l. LESSOlsiS IN ENGLISH. ^' ^^/'^^ in tne is dark, Illumine; w/^at is low, raise and support. -Milton 6. mo, of all tAaf addcess the public ear, whether in church, or court-house, or hall of state, has such an attentive audience as the town-crier ? - Hawhiorne. 7- IVe ail do fade as a leaf .- Bible. 8. He is the freeman iv/wm the truth makes free. Breathes there the man with soul so dead W/io never to /nmsclf hath said, T/iis is my own, my native land .? - Scorr. "Hadst t/iou stayed I must have fled!" This is w/iat the vision said. - Longfellow. 9- lO. LESSON LXXXIX. CONSTRUCTIONS OF THE ADJECTIVE. JltcV''"^!^'' " ''' '°""""^ ""^^"^^^ ^'"^^y "°-« directly, and which modify a noun or a pronoun through the verb?- >• A soft answer turneth away wrath. 2. Ring out, wild bells. 3- The sky is clear. 4. He painted the house white. 5. Her beauty made me glad. JaM '^'"T" '^"' '"''^^'' ' "°"" «^ ^ Pronoun directly is said to be used attributively; as,— ^ i?r^ze'.fy tinklings lull the ^fis/a,i/ fold, *' k, - MlI.TON. whether in in attentive ree. ad V. IS directly, 1. lirectly is _^ONSraucTIONS«^ THE ADJECTIVE. 189 No misfortune, f„tUc or pri.a.c. could oppress him Jl:; ratSe::/;* •:; rr r ^"- ^^^^^ '^ verb, is caiied a predicate Tdlctive " '*^^" "^ '"= predicatively; as,- ^"^J""", or ,s said to be used Snow is 7c/////^. They set the prisoner /r// io^ eack a^c.i.e is use, i„ >,. foUo^ing se,.u„ces - >. The lamps shone o'er fair women and brave men. And the date grows ripe under sunny sl Or m,dst the green islands of glitterLg seas Where fragrant forests perfume the bree^eT' 3. The fields were green, and the sky was blue.-s„„™., 4- The sea is mighty, but a mightier sways His restless billows. - bkvant. ^ 5. He wrapped her warm in his seaman's coat. 6. My keepers grew compassionate. - Evku.. 7. Pes,des, our losses have ma^, „, thrifty. -b.„„,«^ If r' it r liil' I! 190 LESSONS IN ENGLISH. 8. Heigh-ho! daisies and buttercups, Fair yellow daffodils, stately and tall! When the wind wakes, how they rock in the grasses And dance with the cuckoo-buds, slender and small ! EXERCISE II. I. Write four sentences containing adjectives used attribii^ tively. 2 Write three sentences containing adjectives used predica- tive ly, with imransitive verbs. 3- Write three sentences containing adjectives used predica- tively, with transitive verbs. LESSON XC. THE VERB. AGREEMENT WITH SUBJECT. What determines the person and number forms of the italicized verbs m the following sentences? — 1. The stream flows swiftly. 2. Thou art the man. 3. John and Henry are absent. 4. John or Henry is absent. 5. The committee has been appointed. /> THE VERB. 191 le italicized When the form of the subject determine, the form of the verb a verb ,s sa,d to agree with its subject in person and number , al- I see, thou sccst ,- he sees. Two or more singular subjects connected bv «« / require a plural verb ; as, - onnectea by and Time and tide wait for no man. singular as Fhe soldier and statesman has passed away. V hen the subjects are preceded by each, every, or no, they refer to things considered separately, and require a singular veb •' Each day and each hour brings its own duties. ' ' Two or more singular subjects connected by or or nor require a singular verb; as,— He or ihe cwj in the wrong. A collective noun requires a verb in the singular when It denotes the collection as a whole, and a verb in the ^X:::^"""- ">^ '""'^'"-■^ - -« -ne-ctio: The congregation was dismissed. The whole congregation were in tears. EXERCISE I. State the person and the number of each italicized verb in the following sentence, and tell why these forms are used: -^ settled. ^^' "^^^'"^'''^ '"" '" """ "'"' '"^ ^^^^y^^^-^ ^-s 2. A little fire is quickly trodden out. Wii 192 LESSONS IN ENGLISH. 3. Delicacy and brilliancy characterize nearly all the Cali- fornia flowers. 4. The derivation of these words is uncertain. 5. It is an ill wind that bloxvs nobody good. 6. Neither the secretary nor the treasurer zvas present. 7. The army is needed for the defence of the country. 8. How does such a loose pile of sticks maintain its place during a heavy wind } 9. A hundred eager fancies and busy hopes keep him awake. 10. The council were divided in their opinions. 11. Slow and sure comes lip the golden year. 12. Either ability or inclination ivas wanting. 13. Let us hold fast the great truth that the people are responsible. 14. A word or an epithet paints a whole scene. 15. The saint, the father, and the husband /m>/j.- Burns. 16. Seasons return, but not to me returns Day, or the sweet approach of even or morn. — Milton. EXERCISE II. 1. Write three sentences in each of which the verb has two or more singular subjects connected by and, 2. Write three sentences in each of which the verb has two or more singular subjects connected by or or nor, 3. Write two sentences in each of which the subject :s a collective noun denoting the collection as a whole. 4. Write two sentences in each of ivhich the subject is a collective noun denoting the individuals in the collection set rately. epa- the Cali- present. ountry. its place im awake. CONSTRUCTIONS OF INFINITIVES. 193 eople are — Burns. . — Milton. has two has two feci js a icct is a ion sefa' LESSON XCI. CONSTRUCTIONS OF INFINITIVES. The chief constructions of the infinitives, including those already given, are the following: — I. The simple infinitive, without to, is used after the verbs mayy can, must, dare, etc., as, — Men must work. II. Both the infinitive with to and the participial infinitive may be used, like a noun — 1. As the subject of a verb; as,— To see is to be''c;ve. Seeing is believing. 2. As a predicate nominative ; as, — To hesitate is to fail. Begging is not serving. 3. As the object of a verb; as, — We purpose to call a meeting. We purpose calling a meeting. 4. As the object of a preposition. 'She was about to speak. • On reaching the door, he paused. TIL The infinitive with to is used — I. To modify a noun, an adjective, or an adverb; as, — There is a time to weep. 194 LESSONS IN ENGLISH. ll' Wi w III! She is eager to go. He is old enough to know better. 2. To express purpose, consequence, etc. ; as,— He came to assist his comrades. 3. Elliptically or absolutely; as,— - He was petrified, so to speak. To tell the truth, I do not believe it. IV. The infinitive, usually with to, is used with a noun or a pro- noun as the object of a verb; as,— He maketh wars to cease. I asked him to sing. In this construction, the noun or pronoun which is used with the infinitive as the object of the verb is called the" subject of the infinitive. The subject of an infinitive is in the objective case A {^^ simple verbs, such as let, hear, see, etc., take in this con- struction the simple infinitive; as, Let me go; I saw him fall V. The participial infinitive, like the noun, takes a possessive noun or pronoun ; as, — Much depends on Robert's receiving the message. His coming was not unexpected. EXERCISE I. Point out the infinitives in the following sentences, and stati the construction of each : — 1. For him, to hear is to obey. 2. A sower went forth to sow. 3^ He taught her to see new beauties in nature. -irving. tl w no aa ad CONSTRUCTIONS Of INFINITIVES. 195 I or a pro- i with the ct of the case, this con- fall. )ssessive Lge. md stati Irving. 4- I come not, friends, to steal away your hearts. 5. The sun is just about to set— Tennyson. 6. And many a holy text around she strews That teach the rustic moralist to die. — Gray. 7. She heard the birds sing, she Saw the sun shine. — Longfellow. 8. After tarrying a few days in the bay, our voyagers weighed anchor, to explore a mighty river which emptied into the bay. — Irving. 9. And fools who came to scoff remained to pray. 10. I did send to you for gold to pay my legions. -Shakespeare. 11. Hast thou a charm to stay the morning star.?.- Coleridge, II. Upon the landlord's leaving the room, I could not avoid expressing my concern for the stranger. - Goldsmith. 13- To live in hearts we leave behind Is not to die. —Campbell. 14. Beyond that I seek not to penetrate the veil. — Webster. £X£RCISE II. I. Write three sentences containing the simple infinitive without to, II. Write four sentences containing infinitives used like 7iouns. III. Wnte two sentences containing infinitives used like adjectives. IV. Write three sentences containing infinitives used like adverbs. ¥ 106 tW^SONS IN ENGLISH. II N jr I 1 V" LESSON XCII. CONSTRUCTIONS OF PARTICIPLES. Participles modify nouns or pronouns. They may be used- I. Attributively; as,— The nsw^r sun hides the stars. 11. Appositively, usually equivalent to an implied clause; as,- '!'Tuth, yusAed to earth, shall rise again. III. Predicatively ; as, Here it runs sparkling. He kept us waiting. IV. Absolutely; as,— The service having dosed, we left the church. EXERCISE I. se^tZlt ''"'"^'" ""' ''' ''^'''''''' ^^ ^^- /^'-'^--^ 1. As we stood waiting on the platform, a teleffraohic message was handed in silenc. to my companion. - HofM^f 2. An uprooted tree came u-^ii.o- along the current and became entangled among the rock 3. "Ah!- cried he. drawing i-c; n surprise. 4- The turban folded about his head Was daintily wrought of the palm-leaf braid. CONSTRUCTIONS OF PARTICIPLES. 197 5. At each corner „f the building is an octagon tower surmounted by a gili ball rind weathercock. -Irving. 6. All the stories of ghosts and goblins that he had heard in the afternoon, noxv came crowding upon his recollection 7. I sa-.v you sitting in the house, and I no longer there. 8. The snow fell hissing in the brine, And the billows frothed like yeast. - Lonwellow. 9- Upon his advancing toward me with a whisper I expected to hear some secret piece of news.-Ao..,soN. 10. A word fitly spoken is like apples of gold in pictures of silver. — Bible. 11. His father being at the warehouse, did not yet know of the accident.— George Eliot. 12. The wind having failed at sunset, the crew set to work with a will. 13. Here is a good place to test the qualities of a book as an out-door companion. 14. There is not wind enough to twirl The one red leaf, the last of its clan, That lances as often as dance it can. Hanging so light, and hanging so high. On the topmost twig that looks up at the 'sky. -Coleridge. 15. The talent of success is nothing more than doing what you can do, well. — Longfellow. 16. To reverse the rod, to spell the charm backward, to break the ties which bound a stupefied people to the seat of enchantment, was the noble aim of Milton. -Macaulay. 168 LESSONS IN ENGLISH. SUMMARY. m •h' i 1 I RULES OF SYNTAX. 1. The subject of a finite verb is in the nominative case. 2. The verbs de, become, appear, look, seem, etc, and the passive forms of the transitive verbs make, appoint, etc., take the same case after them as before them. 3- A noun added to another noun to explain or describe its meanmg is in the same case by apposition. 4. A noun or a pronoun used absolutely with a participle is in the nominative case absolute. 5. A noun used in addressing a person or a thing, is in the nominative case of address. 6. A noun or a pronoun used, Hke ^n adjective, to modify another noun, is in the possessive case. 7. Transitive verbs in the active voice, and their participles and infinitives, take nouns and pronouns in the objective case. 8. Verbs like give, buy, teach, etc., take two objects -the one direct, the other indirect. 9- The verbs make, appoint, choose, etc, are followed in- the active voice by a direct object and an objective predicate. 10. Prepositions are followed by nouns or pronouns in the objective case. 11. Nouns used adverbially are in the objective case. 12. The subject of an infinitive is in the objective case. 13- A pronoun must agree in person, number, and gender with its antecedent. 14. An adjective modifies a noun or a pronoun. 15- A verb must agree with its subject in person and in number. 16. An adverb modifies a verb, an adjective, or another adverb. DIFFERENT USES OF THE SAME WORD. 199 LESSON XCIII. DIFFERENT USES OF THE SAME WORD. Give a reason for the classification of each italici^ed word in the following examples: — All: I. 2. 3- 4- As: All men are mortal. (Adjective.) All joined in the song. (Adjective Pronoun ) My all is lost. (Noun.) I am all alone. (Adverb.) ^l' m'J""',!' ^^'"'"■'^ "^ ^'^""^ «"=" "^ (Conjunctive Adverb) he could. ^ 2. As he was ambitious, I slew him. (Conjunction.) 3. The days of man are but as grass [is]. (Conjunction.) 4. We are such stuff as dreams are made of. (Relative rronoun.) Before ; 1. He stood before me. (Preposition.) 2. Look before you leap. (Conjunction.) 3- She had not entered this hall before. (Adverb.) Both : 1. Stretch out both thy hands. (Adjective.) 2. She both laughed and cried. (Conjunction.) But : r. Fools admire, but men of sense approve. (Conjunction.) 2. Nought IS heard but [except] the lashing waves. (Prep- osition.) ^ ^ 200 LESSONS IN ENGLISH. U^ i' III; I I 3. Man wants dut little here below. (Adverb.) 4. There is no fireside, howsoe'er defended, B/a has one vacant chair. (Relative Pronoun.) Else : 1. Anybody e/se would consent. (Adjective.) 2. Where e/se could he go} (Adverb.) 3. I have no tears, e/se would I weep for thee. (Conjunc- tion.) Enough : ' 1. Enough is as good as a feast. (Noun.) 2. They have books enough. (Adjective.) 3. He has worked long enough. (Adverb.) Except: 1. No one heard the alarm except me. (Preposition.) 2. I will not let thee go, except thou bless me. (Conjunction.) For : 1. We shall wait >r the boat. (Preposition.) 2. I called, for I was wild with fear. (Conjunction.) Hovrever : 1. However busy he may be, he will aid you. (Adverb.) 2. These conditions, however, he could not accept. (Con- junction.) Like : I. This box is /ike yours. (Adjective.) 2. He ran /ilse a deer. (Adverb.) 3. I /ifie to read. (Verb.) SELECTIONS FOR STUDY. noun.) (Conjunc- sition.) onjunction.) 201 Since I. 2. 3. So: I. I have not thought of the matter since. (Adverb.) We have not heard from him since morning. (Preposition.) Since the books are here, we will use them. (Conjunction.) So ended the conflict. (Adverb.) 2. The library was closed, so we returned home. (Con- junction.) That : I. That book is lost. (Adjective.) That is the cause of the trouble. (Adjective Pronoun.) Here is the man that gave the order. (Relative Pronoun.) I know that the work will be done. (Conjunction.) 2. 3- 4- The 1. The way was long. (Adjective.) 2. The more, the merrier. (Adverb of Degree.) :tion.) (Adverb.) ept. (Con- LESSON XCIV. SELECTIONS FOR STUDY. Parse the italicized words in the following exercises, giving a full explanation of the different constructions: — -'*.#* -■»f,*^,.,-7K x« Whoever has made a voyage up the Hudson, must remember the Kaatskill Mountains. They are a dismembered 202 LESSONS IN ENGLISH. >; m III III /?nrm/i of the great Appalachian family, and are seen away to the west of the river, stvelling up to a noble height, cud lording it over the surrounding country. Every change of season, every change of iveather, indeed, every hour of the day, produces some change in the magical hues and shapes of these mountains; and they are regarded by all the good jfzV^i-, /^7r and near, as perfect barometers. When the weather is fair and settled, they rt;r r/^/Z/^v/ in blue and /«;//<^', and print their bold outlines on the clear evening sky ; but sometimes, when the ;rj/ of the landscape is cloud- less, they will gather a hood of gray vapors ^^^«/ their summits, ivhich in the last rays of the j^///;/^ sun, will glow and /^^^/ up like a ^www of glory. — Washington Irving. £X£KCISE II. ''Have, then, thy wish T' He whistled shrill. And he ivas anszvered from the hill; W^//(r/ as the scream of the curlew, /v-^^w crag /^ crag the signal yf^w. Instant, through copse rtwrt^ heath, rt'wje factitive ibject of the free. he logical, clauses. itinct office as, — preposi- infinitive 3. A phrase introduced by a participle is called a participial phrase ; as, — *^ ^ The pillars supporting the roof are strong. 4. A phrase made up of an appositive noun and its modifiers is called an appositive phrase; as,— He comes, the herald of a noisy world, ^I\!'-^ "'''^ ^' "'""'"^ according to the office performed by 1. A phrase that performs the office of an adjective is called an adjective phrase; as,— We heard the roar of the ocean, 2. A phrase that performs the office of an adverb is called an adverbial phrase; as,— Once more he stept into the street. 3. A phrase that performs the office of a noun is called a sub stantive phrase; as,— To climb steep hills requires slow pace at first. A clause is a combination of words performing a distinct office m a sentence, and having a subject and a predicate; as,— Uneasy lies the head that wears a croivn, I. A clause that expresses the leading, or principal, thought of a sentence is called an independent or principal clause; as,- They trimmed the lamps as the sun went down. ^ 2. A clause that depends upon some other part of the sentence for its tull meaning is called a dependent, or subordinate, clause ; as, - They trimmed the lamps as the sun went down. 208 LESSONS IN ENGLISH. Principal Elements. The grammatical subject and the grammatical predicate are the principal elements of a sentence; as, — The shadows dance upon the wall. ;*. I ; Is- !?!' Subordinate Elements. The modifiers of the principal elements in a sentence are called subordinate elements ; as, — The light of sniiles shall fill again The lids that overflow with tears. When the predicate verb is of incomplete predication, the object or the complement may be called a modifier of the grammatical predicate; as, — 1. The sexton rang the bell. 2. My mirror is the mountain spring. Structure of Sentences, Sentences may be simple, complex, or compound. A sentence that expresses one thought is called a simple sentence ; as, — The march of the human mind is slow. A sentence consisting of one principal clause and one or more subordinate clauses is called a complex sentence ; as, — Some murmur when their sky is clear. A sentence made up of two or more independent members is called a compound sentence ; as, — / listened, but I could not hear. te are the THE SIMPLE SENTENCE. 209 are called the object ;rammatical a simple ; or more lembers is EXERCISE I. I. State the difference between the grammatical subject and the logical subject, and give examples of each. 2. State the difference betiveen the principal elements and the subordinate elements of a sentence. Give examples EXERCISE II. 1. Write three sentences containing adjective phrases, 2. Write three sentences containing adverbial phrases. 3. Write three sentences containing substantive phrases. LESSON XCVI. THE SIMPLE SENTENCE. A simple sentence is a sentence that expresses one thought. The Subject. The subject of a simple sentence may be — I. A noun ; as, — Birds have many enemies. II. A pronoun; as, — We expected a different answer, III. An infinitive, or an infinitive phrase ; as, — 1. To delay is dangerous. 2. To say nothing is often better than to speak. 3. Saying nothing is often better than speaking. 210 LESSONS IN ENGLISH. ill [ . • 1 ■ \ ' ' " ' ; ■ j; SIS : Modifiers of the Subject. The subject may be modified by — I. An adjective; as, — Stt// waters run deep. II. A noun or a pronoun in the possessive case ; as, — 1. Eihvard's friends were present. 2. My opinion is not changed. III. An appositive word or phrase. 1. I, Paul, have written it with mine own hand. 2. Hope, the balm of life, soothes us under every mis- fortune. IV. A prepositional phrase, as adjective; as, — The paths of glory lead but to the grave. V. A participle, or a participial phrase; as, — 1. Having sung, she left the room. 2. Advancing cautiously, he opened the door. VI. An infinitive; as, — His desire to learn is great. The Predicate. The predicate of a simple sentence may be — I. A complete verb — 1. In a simple form; as, The sun rose, 2. In a compound form ; as, The sun has risen. II. An incomplete intransitive verb completed by — 1. A noun ; as, He ^vas secretary, 2. A pronoun; as, It was he. THE SIMPLE SENTENCE. 211 3. An adjective; as, Iron is hard. 4. An infinitive, or an infinitive phrase ; as, To see her is to love hey. 5. An adverb, or an adverbial phrase ; as, The moon is ///,• All the household are at rest. III. An incomplete transitive verb with its object — 1. A noun ; as, I hear music. 2. A pronoun; as, We saw them. 3. An infinitive, or an infinitive phrase; as, She likes to read. 4. Or objects ; as, He gave Johi a book. 5. And objective complement; as, They made him treas- urer; The heat turned the milk sour. Modifiers of the Predicate. The predicate verb may be modified by — I. An adverb; as,— The bells ring merrily. 11. A prepositional phrase, as adverb; as,— He went toivards the river. III. An infinitive, or an infinitive phrase; as,— They came to see the paintings. IV. An adverbial objective; as,— She remained two hours. V. A nominative absolute phrase; as,— The war being ended, the soldiers returned. The phrase, " the war being enderl," gives a reason for the return of the soldiers. It IS an adverbial phrase, being nearly equivalent in meaning to the adverbial clause, " as the war was ended." 1^ 212 LESSONS IN ENGLISH. When the subject, the object, or the complement consists of two or more connected terms, it is said to be compound; as, — Games and carols closed the busy day. Learn to labor and to wait. Her voice was low and siveet. Modifiers may be simple, compound, or complex — A modifier consisting of a single word or phrase is simple. The ship went slowly. We spoke not a word of sorroiv. A modifier consisting of two or more connected words or phrases is compound ; as, — The ship went slowly and smoothly. His cohorts were gleaming in purple and gold. A modifier consisting of a word or phrase with modifiers of its own is complex ; as, — The ship went very slowly. Here rests his head upon the lap of earth. A series of adjectives may form a compound or a complex modifier; as, — 1. He was an honest, temperate, forgiving man. 2. Two large elm trees stood near the house. In the first example the adjectives are co-ordinate, each modi- fying the same noun. Adjectives used in this manner may be sepa- rated by commas or joined r.y coniunctions. second example the adi actives form a comolex modifier. Thus — >mpl( THE SIMPLE SENTENCE. •2lv? Two modifies the whole expression large elm trees. Large modifies elm trees. Elm modifies trees. EXERCISE I. Writer sentences in which the subject is — I. 2. 3- 4- 5- 6. A noun modified by an adjective. A noun modified by a possessive pronoun. A noun modified by an appositive phrase. A noun modified by a prepositional phrase. A pronoun modified by a participial phrase. An infinitive phrase. EXERCISE II. c modifier. Write sentences in which the predicate is 1. A complete verb modified by an adverb. 2. A complete verb modified by a prepositional phrase. 3. A complete verb modified by an infinitive phrase. A complete verb modified by an adverbial objective. An intransitive verb completed by a noun. An intransitive verb completed by a pronoun. An intransitive verb completed by an adjective. 8. An intransitive verb completed by an infinitive. 9- A transitive verb with an infinitive as a direct object. 10. A transitive verb with a direct and an indirect 4- 5- 6. 7- object. II. A transitive complement. verb with a direct object and an objective 214. LESSONS IN ENGLISH. ! ' LESSON XCVII. ANALYSIS OF SIMPLE SENTENCES. Analyze orally the following sentences, thus : — 1. Tell the kind of sentence. 2. Name the subject and the predicate. 3. Tell what the subject consists of. 4. Tell what the predicate consists of. Example I.— TTiis old ship had been laden with immense wealth. Oral Analysis. 1. This is a simple declarative sentence. 2. The subject is this old ship; the predicate, had been laden with immense wealth. 3. The subject consists of the noun ship, with the adjectives this and old, of which old modifies ship, and this modifies old ship. 4. The predicate consists of the verb had been laden, modified by the adverbial phrase with immense wealth. Or, Write the analysis briefly as follows : — Written Analysis. Simple Declarative Sentence. \. — Subject. Subject . . . Subjtct noun . Tills old ship, ship. h immense ' been laden Ijectives this (i ship. en, modified ANA LYSIS OF SIMPLE SENTENCES. 2i5 Modifiers of subject noun .... / ''''^- {^^j^ctive.') •■old. {Adjective.) 11. — Pkedicate. Predicate u„ . ■ Predicate verb. ' '''" "'^" "'''^ ™'"^"^« -"1th. ., ... "a" 'Jeen laden. Example n.-The prospect of success secnea small. « Oral Analysis. I. This is a simple declarative sentence J^The subject is ,;. ^,,,^,,, ,^ „,,,„,. ,^^ ^^^^^.^^^^^ ^^^^^^ iJ,l '^I^r '"''i't' "'"''"' °' *' "°™ ^'•''^^"•'■. """"fied by the ad- jective ae and by the adjective phrase j/ success adje'aiJ':::;'""" '°"''^ -^ -^^ -^^ -'-^' -"p'^^o »y ^e Written Analysis. Sim/>/e Declarative Sentence. I. — Subject. Subject .... 'r\. e , . ' "« prospect of success. ctubject noun ... ., ,. •^ prospect. Modifiers of subject noun .... J ^^^' (^'^>^''^'^']. 4- Degree, introduced by than, as ; as,— My days are swifter than a weaver's shuttle [is s%vift\ Enough is as good as a feast [is good\ 5. Cause or Reason, introduced by because, for, since, as, mat; as, — > > > Freely we serve, because we freely love. Since you desire it, I will remain. • 6. Purpose, introduced by that, lest; as,— Open the 'door that they may enter. Take heed lest ye fall. 7. Condition, Introduced by ;/ unless, except, but; as,— I will go if you are ready. The house will be sold 7mless the money is paid. Except ye repent, ye shall all likewise perish. It never rains but it pours. 8. Concession, introduced by though, although; as,— Though he works hard, he does not succeed. Although he spoke, he said nothing. EXERCISE I. -SUBSTANTIVE CLAUSES. Mention the substantive clauses in the following sentences, and tell how each is used: — 1. We can prove that the earth is round. 2. What he said was not understood. f i ':' 222 m It LESSONS IN ENGLISH. 3- That the work is well done is not to be denied. 4. The consequence was that the army gained a victory 5. It is generally admitted that they acted with energv and foresight. "^ 6. He did not know what the message meant. 7- The fact that he was absent is significant. 8. But that I am forbid, I could a tale unfold. I 'if 1 . > '■ I M I ' EXERCISE II. -ADJECTIVE CLAUSES. Poini Ota the' adjective clauses in the following sentences, and tell what each modifies : — 1. He that is giddy thinks the world turns round. 2. In the evening we reached a village where I had dete. • mined to pass the night. 3- It was the time when lilies blow. The evil that men do lives after them. I had a dream which was not all a dream. He sfjrves all who dares be true. Nature never did betray the heart that loved her. One by one we miss the voices which we loved so well 4- 5- 6. 7- 8. to hear. EXERCISE III. -ADVERBIAL CLAUSES. HI Mention the adverbial clauses tn the following sentences, and state what each denotes: — 1. My punishment is greater than I can bear. 2. Make hay while the sun shines. 3- Since my country calls me, I obey. 4- He bleeps wherever night overtakes him. !nied. a victory, ivith energy g sentences. a:]alysis of complex sentences. 223 5. Forgive us our debts, as we forgive our debtors. 6. Love not sleep, lest thou come to poverty. 7. He flourisheth as a flower of the field. 8. Whither thou goest, I will go. 9* Not as the conqueror comes They, the true-hearted, came. 10. It droppeth as the gentle rain from heaven. 11. Though I be rude in speech, yet not in knowledge. 12. Your people are as jheeri^ss as your clime [is cheerless]. nd. had detei her. cd so well fences, and LESSON XCIX. ANALYSIS OF COMPLEX SENTENCES. To analyse a complex sentence — I. Tell the kind of sentence. a. Name the subject and the predicate of the sentence. 3. Tell what the subject consists of. 4. Tell what the predicate consists of. , 5. Analyze the subordinate clause or clauses. Example ! — That man is formed for social life is acknowU edged by all. Oral Analysis, 1. This is a complex declarative sentence. 2. The subject is the noun clause, t/iat man is formed for social life ; the predicate, is acknowledged by all. 3. The predicate consists of the verb is acknowledged, modified by the adverbial phrase by all. c) i: 22* LESSONS IN ENGLISH. 4. The subordinate clause is introduced by the conjunction that. 5. 'I'he subject of the subordinate clause is the noun man; the predicate, is formed for social life. 6. The predicate of the clause consists of the verb is formed, modified by the adverbial phrase for social life. Written Analysis. Complex Declarative Sentence. I — Subject. ^^^J"* That liian is formed for social life. {Noun clause.') II- — Predicate^ Predicate jg acknowledged by all. Predicate verb jg acknowledged. Modifier of predicate verb ... by all. {Adverbial phrase:) Subordinate Clause. Introduced by the conjunction that. I. — Subject. Subject man. II. — PreDIC -TE. Predicate jg formed for social life. Predicate verb jg formed. Modifier of predicate verb ... for social life. {Adverbial phrase.-) Example II — The fact that he was present is sufficient. Oral Analysis. 1. This is a complex declarative sentence. 2. The subject is the fact that he was present; the predicate, is sufficient. iction that, 1 man ; the is formed. Voun clause.) enU idicate, ii ANALYSIS OF COMPLEX SENTENCES. 225 3. The subject consists of the noun /act, modified by the adjective the, and by the appositive noun clause that he 7vas present. 4. The predicate consists of the verb is, completed by the adjec- tive sufficient. 5. The subordinate clause is connected to the nonn fact by the conjunction that. 6. The subj- ,t of the subordinate clause is he; the predicate, was present. 7. The predicate of the clause consists of the verb was, completed by the adjective present. Written Analysis. Complex Declarative Sentence. I. — Subject. Subject The fact that he was present. Subject noun fact. Modifiers of subject noun T^^" (''^^^'^'•) I that he was present. (^Appositive clause."^ II. — PREJ)ICATE. Predicate is sufficient. Predicate verb is. Complement sufficient. {Adjectivei) Subordinate Clause. Connected to the noun fact by the conjunction that. I — Subject. Subject he. II. — Predicate. Predicate was present. Predicate verb was. Complement present. {Adjective.) ft.', ili ^^^ LESSONS IN ENGLISH. Written Analysis. Complex Declarative Sentence. I. — Subject. *^"^>' The people. Subject noun people. Modifier of subject noun the. {Adjective:) II. — Predicate. ..... , r in him. {Adverbial phrase.) M«1,M> >/tr„i.a,e v,H ... ,eca„,e he wa, bone,, and .„.. (A,,„iial '• clause of Reason.) Subordinate Clause. Connected to the verb believed, by the conjunction because, expressing Reason. I. — Subject. ^"^j''* he. II. — Predicate. P^'^^i'^'*' was honest and true. Predicate verb ^^g Complement of predicate . . , ." honest and true. {Adjectives connected by and:) Example l\.- Beware lest you fall. Written Analysis. Complex Imperative Sentence. I — Subject. ^*^j''* [you] understood. ise he was ANALYSIS OF COMPLEX SENTENCES. 227 II. — Predicate. Predicate Beware lest you fall. Predicate verb Beware. Modifier of predicate verb . . . lest you fall. (Adverbia/ clause of Purpose:) Subordinate Clause. Connected to verb beware, by the conjunction lest, expressing Purpose. Subject you. Predicate f^n. est and true. (^Adverbial g Reason. d by and.) Analyze the sentences in the following exercises : EXERCISE I. 1. As we approached the house, we heard the sound of music. 2. Such a fortnight in the woods as I have been lightly sketching, will bring to him who rightly uses it a rich return. 3. If we seek to acquire the style of another, we renounce the individual style which we might have acquired. 4. "Good speed!" cried the watch, as the gate-bolts undrew. 5. So thick were the fluttering snow-flakes, that even the trees were hidden by them the greater part of the time. 6. I now found myself among noble avenues of oaks and elms, whose vast size bespoke the growth of centuries. 7- Nothing is so dangerous as pride. 8. We are happy now' because God wills it. -Lowell. 9. A great black cloud had been gathering in the sky for some time past, although it had not yet overspread the sun. 228 LESSONS IN ENGLISH. 10. Here I sit among my descendants, in my old arm- chair, and immemorial corner, while the firelight throws an appropriate glory round my venerable frame. - Hawthorne. 11. He who sets a great example is great. — Victor Hugo, 12. I saw from the beach, when the morning was shining, A bark o'er the waters move gloriously on.— Moore. I. fiXBRCISE II. The song th^t moves a Nation's heart Is in itself a deed. —Tennyson. 2. As I crossed the bridge over the Avon on my return, I paused to contemplate the distant church in which the poet lies buried. —Irving. 3. We hold these truths to be self-evident : that all men are created equal ; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness. 4. We can almost fancy that we are visiting him [Milton] in his small lodging; that we see him sitting at the old organ beneath the faded green hangings; that we can catch the quick twinkle of his eyes, rolling in vain to find the day ; that we are reading in the lines of his noble countenance the proud and mournful history of his glory and his affliction. — Macauiay. » 5- When the woodpecker is searching for food, or laying siege to some hidden grub, the sound of his hammer is dead or muffled, and is heard but a few yards. It is only upon dry, seasoned timber, freed of its bark, that he beats his reveille to spring and woos his mate. -John Burroughs. THE COMPOUND SENTENCE. 229 LESSON C. THE COMPOUND SENTENCE. A compound sentence is a sentence made up of two or more independent members; as, — The walls are high, and the shores are steep. Each member of a compoun'^1 sentence, by itself, forms a complete sentence, which ' be simple or complex; as, — The Mayor was (u^iuby and the Council stood As if they were changed into blocks of zvood. 1. The Mayor was dumb. (Simple Sentence.) 2. The Council stood as if they were changed into blocks of wood. (Complex Sentence.) The connective between the members may be omitted, but the relation between the members should be stated in the analysis; as, — The night is chill, the cloud is gray. To analyze a compound sentence — 1. Tell the kind of srntence. 2. Name the different members, and tell how they are connected. 3. Analyze in order the different members of the sentence. Example. — The tnereliants shut up their warehouses, and the laboring men stood idle about the wharves. Oral Analysis. 1. This is a compound declarative sentence, consisting of two simple members connected by the copulative conjunction, and. 2. The subject of the first member is the merchants; the predi 1 230 LESSONS IN ZUq-LISK. cate, s/iuf up their warehouses. The subject consists of the noun merchants, modified by the adjective the. The predicate consists of the verb shut, modified by the adverb up, and completed by the object warehouses. The object is modified by the possessive pronoun their. 3. The subject of the second member is the laboring men ; the predicate, stood idle about the wharves. The subject consists of the noun men, modified by the phrase the laboring, of which laboring modifies men, and the modifies labonng men. The predicate con- sists of the verb stood, completed by the adjective idle, and modi- fied by the adverbial phrase about the wharves. Written Analysis. Compound Declarative Sentence. Two members connected by the conjunction and. ?IKST MEMB£B. I. — Subject. S^^J'<:( The merchants. Subject noun merchants. Modifier of subject noun .... the. {Adjective.) II. r- Predicate. Predicate shut up their warehouses. Predicate verb shut. Modifier of predicate vetb ... up. (^Adverb.) Object warehouses. Modifier of object their. {Possessive pronoun.) SFXOND MEMKER. I. — Subject. Subject. the laboring men. Subject noun m-jn. Modifiers of subject noun .... /'^boring. (Adjective.) C the. {Adjective.) of the noun onsists of the y the object •onoun their, g men; the isists of the ich laboring ;dicate con- and modi- «•) ^^^ The compound sentence. 231 II. — Predicate. re tcate .... stood idle about the wharves Predicate verb ^tood. Complement jjjg Modifier of predicate verb '. . ." abo^t the wharves. ^Adverbial phrase:) Analyze the sentences in t/ie following- exercises:- EXERCISE I. 1. Every day is a little life; and our whole life is but a day repeated. 2. The harvest truly is plenteous, but the laborers are few 3. They toil not, neither do they spin. 4. It is one thing to be well informed; it is another to be wise. 5. The ravine was full of sand now, but it had once been full of water. 6. He touched his harp, and nations heard, entranced. 7. The moon is up, and yet it is not night. - Bvron. 8. Stay, rivulet, nor haste to leave The lovely vale that lies around thee. - BRVANt. 9. They had played together in infancy; they had worked together in manhood; they were now tottering about, and gossiping away the evening of life; and in a short time they will probably be buried together in the neighboring churchyard. -Irving. 10. Now stir the fire, and close the shutters f ast. - Cowpkr. EXERCISE II. I. Lay down the axe; fling by the spade; Leave in its track the toiling plough. - Bryant. 232 LESSONS IN ENGLISH. ii,i 2. I turned in my saddle and made its girths tight. 3. He assisted at their sports, made their playthings, taught them to fly kites and shoot marbles, and told them long stories of ghosts, witches, and Indians. —Irving, 4. That was the grandest funeral That ever passed on earth ; \ et no man heard the trampling, Or saw the train go forth. 5. But what chiefly characterized the colonists of Merry Mount was their veneration for the Maypole. It has made their true history a poet's tale. Spring decked the hall wed emblem with young blossoms and fresh green boughs ; Sum- mer brought roses of the deepest blush, and the perfected foliage of the forest ; Autumn enriched it with that red and yellow gorgeousness which converts each wildwood leaf into a painted flower ; and Winter silvered it with sleet, and hung it round with icicles, till it flashed in the cold sunshine, itself a frozen sunbeam. — Hawthorne. d P t( w LESSON CI. SELECTIONS FOR ANALYSIS. I. SUBSTANTIVE PHRASES (Infinitive). 1. To do good should be the aim of all. 2. He hoped to win the prize. 3. He did not dare to take the trip. SELECTIONS FOR ANALYSIS. 239 ight. playthings, told them (G, of Merry has made e hall ^wed ghs ; Sum- ; perfected at red and d leaf into and hung i sunshine, 4- 5- 6. 7- 8. 9- lO. II. 12. It is easy to decide the matter. Strive to be usefully employed. They are about to leave the city. Study to acquire a habit of accurate expression. We should rejoice to hear of the prosperity of others. It is useless to deny the fact. It is very difficult to lay down rules of conduct for others. It would be absurd to make another attempt. The proper business of friendship is to inspire life and courage. 13- One of the hardest things in this world is to see the difference between real dangers and imaginary ones. . 14- He had the happy knack of starting interesting sub- jects, and saying all sorts of interesting things by the way. IS- It was his professed purpose to limit, as much as possible, the number of his wants. i6. To set something going is the most anybody can hope to do in this world. 17. The best course is to confess the fault. 18. The great secret of a good style is to have proper words in proper places. 19- It is a noble thing to reward evil with good. II. SUBSTANTIVE PHRASES (Appositive). r. He went to his old resort, the village inn. 2. The harp, his sole remaining joy, Was carried by an orphan boy. ' 1 J ! ' '>! I?. 234 LESSONS IN ENGLISH. 3. Spenser, the poet, lived in the time of Queen Elizabeth. 4. It was the lark, the herald of the morn. 5. The church, a gray stone structure, stood near thg corner. 6. Audubon, the naturalist, was fresh from his wander- ings over the continent, from Labrador to the capes of Florida, and Trom the Alleghanies to the Rocky Mountahis. 7. A bald eagle, the sovereign of these regions, sat perched on a dry tree. \ 8. These gay idlers, the butterflies. Broke to-day from their winter shroud. 6 ^^^^^^^^^^^^hB ii 7 1.. 8 ^^^^^^s^^n i '^ ' 9 ^^PHHI^^^B ' ( III. ADJECTIVE PHRASES (Prepositional). I hear the sound of distant footsteps. The key to the drawer is lost. Charity covereth a multitude of sins. The doors of the prison closed upon him. The modest wants of every day The toil of every day supplied. They have forgotten the language of their ancestors. The sad and solemn night Hath yet her multitude of cheerful fires. The shades of night were falling fast. Kiw are the leaves on the oaken spray. SELECTIONS FOR ANALYSIS. 235 10. He felt the cheering power of spring; It made him whistle, it made him sing. 11. What lessons of golden wisdom this old chair might utter ! ^ 12. How fleet is a glance of the mind ! IV. ADJECTIVE PHRASES (Participial). 1. Looking upward, they beheld the cause of the trouble. 2. Having obtained the information, he ceased ques- tioning, ^ 3. They saw a small vessel, approaching the shore 4- Down plunged the diver, and soon rose dripping from the water, holding the sea-shrub in his hand. 5. All last night we watched the beacons Blazing on the hills afar. 6. With every puff of the wind the fire leaped upward from the hearth, laughing and rejoicing at the shrieks of the wmtry storm. 7- In a corner of the room stands his gold-headed cane made of a beautifully polished West India wood. 8 "Tis some visitor," I muttered. '« tapping at mv cham.ber door." ^ r- o / 9- Having lost the confidence of the people, he was com- pelled to resign his office. 236 LESSONS IN ENGLISH. m I! lO. Fastening my eye upon a particular meadow-lily, I walked straight to the spot, bent down, and gazed long and intently into the grass. V. ADVERBIAL PHRASES I (PRKI'OSITKJNAL). ' r. He reaps the bearded grain at a breath. 2. Amidst the storm they sang. 3. Choose the timbers with greatest care. 4. A sycamore grew by the door. 5. The clock s<-ood in the corner behind her. 6. Then Christabel knelt by the lady's side, And raised to heaven her eyes so blue. 7. They glided calmly down the tranquil stream. 8. The vine still clings to the mouldering wall. 9. Then my heart with pleasure fills. And dances with the daffodils. 10. The troops were marching through a valley. 11. He reads for information. 12. She ran quickly to the spot. VI. ADVERBIAL PHRASES (Participial and Infinitive). 1. The sun having risen, we began our journey. 2. Peace being concluded, I turned my thoughts again to the affairs of the school. 3. Dinner being over, the guests left the room. iow-lily, I long and SELECTIONS FOR ANALYSIS. 237 4- The ship having sailed, we returned home. 5. Crowds came to behold the sight. 6. We are anxious to learn the result. 7. Success being hopeless, preparations were made for a retreat. 8. And out again I curve and flow, To join the brimming river. VII. SUBSTANTIVE CLAUSES (Used as Subjects). 1. What his decision will be is uncertain. 2. " Know thyself " is a comprehensive maxim. 3- That man is formed for social life is acknowledged by all. ^ 4- When he will arrive is not yet known. 5- That he should succeed is not surprising. 6. Whoever looks may find the spot. That you have wronged me doth appear in this. How he made his escape is a mystery. What is done cannot be undone. What in me is dark, illumine. 7- 8. 9- 10. again to VIII. SUBSTANTIVE CLAUSES (Used as Predicate Nominatives). 1. Children are what the mothers are. 2. Be what nature intended you for, and you will succeed. U 238 LESSONS IN ENGLISH. 3. The result was Lliat the troops were defeated. 4. Things are not what they seem. 5. Our hope is that the plan will be accepted. 6. The fact is that he is dissatisfied with the work. 7. The great and decisive test of genius is that it calls forth power in the souls of others. 8. His only chance of escape was that he should go overboard in the night. SUBSTANTIVE CLAUSES (Used as Objects). Remember what has been done for you. I know not what course others may take. Learn from the birds what food the thicket yields. I learned that he was a universal favorite in the 3- 4- village. I r 5. He declared that he was the sole survivor. 6. See that you can untie what you tie. 7. We do not know how the matter will be decided. I did not understand what was said. His whole mind was occupied by what he had heard. The breeze comes whispering in our ear, That dandelions are blossoming near, That maize has sprouted, that streams are flowing. That the river is bluer than the sky, ■ That the robin is plastering his house hard by. Nobody could expect that we should be satisfied with 8. 9- 10. these arrangements. SELECTIONS FOR ANALYSIS. 239 ivork. hat it calls should go yields, te in the cided. lad heard. jwing, sfied with X. SUBSTANTIVE CLAUSES (Used as Logical Si'hjecis). 1. It is good for a man that he bear \lie y Ac in his youth. 2. It has been truly said that he who rv.is ov e great truth afloat in the world serves his generation. 3- It is only by degrees that the great body of mau- kind can be led into new practices. 4- It is seldom that we learn how great a man is until he dies. 5- It was with extreme difficulty that he made his way towards the light. 6. It is not enough to do the right thing, but we must do it in the right way, and at the right time. 7- It is no easy matter to discover the exact spot where a sunken vessel lies. 8. It would be tedious to detail minutely the rest of this story. zi. ADJECTIVE CLAUSES. 1. He who would be great in the eyes of others must first learn to be nothing in his own. 2. Uneasy lies the head that wears a crown. 3. Blessed is he who has found his work. 4. He is indeed the true enchanter, whose spell operates, not upon the senses, but upon the imagination and the heart iit, If 240 LESSQNS IN ENGLISH. 5. They that have done this deed are honorable. 6. What is that sound which now bursts on his ear? 7. Few, few were they whose swo ds of old Won the fair land in which we dwell; But we are many, we who hold The grim resolve to guard it well. 8. He who plants an oak looks forward to future ages, and plants for posterity. 9. To the attentive eye, each moment of the year has its own beauty; and in 'the same field, it beholds, every hour, a picture which was never seen before and which shall never be seen again. 10. He is well paid that is well satisfied. XII. ADVERBIAL CLAUSES (Of Time). 1. As the last sentence fell from the lips of the reader, a loud shout went up. 2. While she was yet speaking, the sun rose in all its splendor. 3. She was a phantom of delight When first she gleamed upon my sight. 4. Some prepared the mid-day meal, while others reposed under the shade of the trees. 5. When his host had left the room, Dolph remained for some time lost in thought. 6. The sea-birds screamed as they wheeled around. SELECTIONS FOR ANALYSIS. 241 7. The sun had set before the conflict ended. 8. Write to us as soon as you reach your destination. 9. Fear not, while acting justly. 10. I have not visited the city since you were here. 11. Small service is true service while it lasts. 12. Days brightly came and calmly went, While yet he was our guest. XIII. ADVERBIAL CLAUSES I. 2. 3- 4. (Of Place). Where your treasure is, there will your heart be also. Whither I go, ye cannot come. Where thoughts kindle, words spontaneously flow. The clouds rolled away to the east, where they lay piled in feathery masses, tinted with the, last rosy rays of the sun. 5. Where the heart is well guarded, temptations cannot enter. 6. Cover the thousands that sleep far away; • Sleep where their friends cannot find them to-day. T. 2. XIV. ADVERBIAL CLAUSES (Of Manner). As the tree falls, so it must lie. Everything looked just as he had left it. Not as the conqueror comes They, the true-hearted, came. 242 LESSONS IN ENGLISH. 4- Speak as you think. 5. Forgive us our debts, as we forgive our debtors. 6. We all do fade as a leaf. 7. It droppeth as the gentle rain from heaven. XV. ADVERBIAL CLAUSES (Of Degree). 1. Corruption wins not more than honesty. 2. No sooner did this idea enter his head, than it carried conviction with it. 3- The nearer the dawn, the darker the night. 4. The boy ran so fast that I could not overtake him 5. The result was better than I expected. 6. So far as my own observation go is, the farther one penetrates the sombre solitudes of the woods, the more sel- dom does one hear the voice of any singing bird. 7. The more time he loses, the poorer he considers himself. 8. The line is so long that it will reach the bottom. I. 2. 3. 4- well as brave. XVI. ADVERBIAL CLAUSE.S (Of Cause or Reason). We love him because he first loved us. Since they are here, we must receive them. Freely we serve, because we freely love. They deserved respect; for they were good men as debtors. en. SELECTIONS FOR ANALYSIS. 243 5. Since you are acquainted with the facts, you can judge for yourself. 6. As he persisted in refusing help, I left him alone. 7. Our bugles sang truce; for the night-cloud had lowered. 8. As our proposal was rejected, we have nothing fur- ther to say. lan it carried t. 'take him farther one le more sel- 1. ders himself, bottom. XVII. ADVERBIAL CLAUSES (Of Purpose). 1. We sow that we may reap. 2. Beware lest you fall. 3. He labored earnestly that abuses might be reformed. 4. I repeated the order that there might be no mistake. 5. Let my people go, that they may serve me. 6. Come into the light, that I may see your face. 7 He spoke very severely, that he might discourage such practices. 8. Love not sleep lest thou come to poverty. od men as I. xvin. ADVERBIAL CLAUSES (Of Condition). Speak clearly if you speak at all; Carve every word before you let it fall. 2. The bill will not become a law, unless the Governoi signs it. 244 LESSONS IN ENGLISH. Ifl I ! [j il 3- If he had feared difficulties, he would not have died an acknowledged leader of men. 4. Had you not helped me, I should have failed. 5. If we were base enough to desire it, it is now too late to retire from the contest. 6. If it bear the test, it will be accepted. 7. If I had not been acquainted with the facts, this would have led me into a great error. 8. Had he been absent, the motion would have been carried. 9. This is strange if it be true. 10. If we fail, it can be no worse for us. XIX. ADVERBIAL CLAUSES (Of Concession). 1. Though it was morning, the sun did not shine. 2. His knowledge, though not always accurate, was of immense extent. 3. The good which men do is not lost, though it is often disregarded. 4. He remained in school, though he was not able to work. 5. Although I had so many interruptions, I completed the work in time. 6. Though the position of affairs has changed, there is still danger to be apprehended. 7.. Though he were present, it would make no difference. 8. Though he slay me, yet will I trust him. lot have died ailed. : is now too e facts, this have been hine. ate, was of lOugh it is not able to completed sd, there is difference. SELECTIONS FOR ANALYSIS. 245 JUL* ^ THE ARROW AND THE SONG. I shot an arrow into the air, It fell to earth, I knew not where; For, so swiftly it fiew, the sight Could not follow it in its flight. I breathed a song into the air. It fell to earth, I knew not where ; For who has sight so keen and strong That it can follow the flight of song.!" Long, long afterward, in an oak I found the arrow, still unbroke ; And the song, from beginning to end, I found again in the heart of a 'end. — Henry Wadsworth Longfellow. XXI. RIP VAN WINKLE. The great error in Rip's composition was an insuperable aversion to all kinds of profitable labor. It could not be f..">' . the want of assiduity or perseverance; for he would sii 1 a wet rock, with a rod as long and heavy as a Tar- *-ar's lance, and fish all day without a murmur, even though he should not be encouraged by a single nibble. He would carry a fowling-piece on his shoulder for hours together, trudging through woods and swamps, and up hill and down dale, to shoot a few squirrels or wild pigeons. He would 246 LESSONS IN ENGLISH. never refuse to assist a neighbor, even in the roughest toil, and was a foremost man at all country frolics for husking Indian corn or building stone fences. The v.. men , { the village, too, used to employ him to run their errands, .md to do such little odd jobs as their less obliging husbands would not do for them; — in a word, Rip was ready to attend to anybody's business b;jr hk own ; but as to doing family duty, and keeping his fann in order, he found it i' Impossible. In fact, he declared it was of no use to work on his farm; it was the most pestilent little piece of ground in the whole country; everything about it went wrong, and would go wrong in spite of him. His fences were continually fall- ing to pieces; r-is cow would either go astray, or get among the cabbages; weeds were sure to grow quicker in his fields than anywhere else , the rain always made a point of setting in just as he had some out-door work to do ; so that though his patrimonial estate had dwindled away under his manage- ment, acre by acre, until there was little more left than a mere patch of Indian corn and potatoes, yet it was the worst-conditioned farm in the neighborhood. — Washington Irving. XXII. THE POET'S SONG. The rain had fallen, the Poet aroie, He passed by the town and out of the street, A light wind blew from the gates of the sun, And waves of shadow went over the wheat, SELECTIONS FOR ANALYSIS. 247 roughest toil, for hi.! skin Of omen of the errands, imd ing husbands !vas ready to : as to doing he found it work on his ground in the ?, and would titinually fall- )r get among in his fields nt of setting that though his manage- left than a : it was the CJTON Irving. street, un, eat, And he sat him down in a lonely place, And chanted a melody loud and sweet, That made the wild swan pause in her cloud. And the lark drop down at his feet. The swallow stopt as he hunted the bee, The snake slipt under a spray, The wild hawk stood with the down on his beak, And stared with his foot on the prey. And the nightingale thought, " I have sung many songs. But never a one so gay, For he sings of what the world will be When the years have died away." -Alfred Tennyson. XXIII. LEAVES. The leaves, as we shall see immediately, are the feeders of the plant. Their own orderly habits of succession must not mterfere with their main business of finding food. Where the sun and air are, the leaf must go, whether it be out of order or not. So, therefore, in any group, the first consider- ation witi. the young leaves is much like that of young bees how to keep out of each other's way, that every one may at once leave its neighbors as much free-air pasture as possible, ind obtain a relative freedom for itself. This would be J quite simple matter, and produce other simply balanced forms if each branch, with open air all round it, had nothing to thmk of but reconcilement of interests among its own leaves But every branch has others to meet or to cross, sharing with LL 248 LESSQNS IN ENGLISH. them, in various advantage, what shade, or sun, or rain is to be had. Hence every single leaf-cluster presents the general aspect of a little family, entirely at unity among themselves, but obliged to get their living by various shifts, concessions, and infringements of the family rules, in order not to invade the privileges of other people in their neighborhood. —John Ruskin. XXIV. Woodman, spare that tree! Touch not a single bought In youth it sheltered me. And I'll protect it now. 'Twas my forefather's hand That placed it near his cot; There, woodman, let it stand, Thy axe shall harm it not! — George P. Morris. ■e*- LESSON CII. STUDY OF SELECTION. THE GLADNESS OF NATURE. I. Is this a time to be cloudy and sad, When our mother Nature laughs around; When even the deep blue heavens look glad. And gladness breathes from the blossoming ground.? Hi n( A ha al , or ram is to ts the general [g themselves, i, concessions, not to invade lood, John Ruskin. E P. Morris. J ground? STUDY OF SELECTION. 249 II. There are notes of joy from the hang-bird and wren, And the gossip of swallows through all the sky; The ground-squirrel gayly chirps by his den, And the wilding bee hums merrily by. III. The clouds are at play in the azure space, And their shadows at play on the bright green vale, And here they stretch to the frolic chase. And there they roll on the easy gale. IV. There's a dance of leaves in that aspen bower, There's a titter of winds in that beechen tree, There's a smile on the fruit, and a smile on the flower, And a laugh from the brook that runs to the sea. V. And look at the broad-faced sun, how he smiles On the dewy earth that smiles in his ray, On the leaping waters and gay young isles; Ay, look, and he'll smile thy gloom away. — William Cullen Bryant. Read the first stanza. What does this stanza do ? Read the first line of the question. How many reisons are given in this stanza for not being c/oudy and sad? State ev n What is meant by our mother Nature? Why is she said to be laughing? Read the second stanza. Wiiat does the first line tell ? What is a hang-bird ? What kind of nest does it build ? What is the second line about? What are the swallows do'«-g? What does the squirrel do? 250 LESSONS IN ENGLiciH. How does he chirp ? Where does he chirp ? What is the fourth line about ? What is the meaning of ivUdini^/ What is the use of merrily? Read the third stanza. What is the first line aboul iName tiie phrases in this line and tell the use of each. What is meant by the azure space? What does their refer to in the second line? What were the shadows doing ? Dors the third line refer to the shadows or to the clouds? Wha*; does the fourth line refer to? Read the fourth stanza. How many different things in this stanza are said to express pleasure ? Name the different things and tell what actions are ascribed to them. Read the last stanza. What is the reader directed to look at ? What is the sun said to be doing ? What word indicates the happiness of the earth ? Of the waters ? Of the isles ? Why is the reader told to look at the sun ? WRITTEN EXERCISES. 1. State the plan of this poem. 2. Copy the poem, and commit it to memory. LESSON cm. STUDY OF SELECTION. THE SNOW-STORM. {From "Snow Bound.") The Sim that brief December day Rose cheerless qver hills of gray, And, darkly circled, gave at noon A sadder light than waning moon. STUDY OF SELECTION. 251 the fourth line ise of merrilx f : t i\ame the meant by the 1 line? What 5 the shadows in this stanza and tell what i tn look at ? the happiness is the reader Slow tracing down the thickening sky Its mute and ominous prophecy, A portent seeming less than threat, It sank from sight before it set. A chill no coat, however stout, Of homespun stuff could quite shut oul, A hard, duU bitterness of cold, That checked, mid-vein, the circling race Of life-blood in the sharpened face. The coming of the snow-storm told. The wind Mew east; we heard the roar Of Ocean . his wintry shore. And felt the s^mng pulse throbbing there Beat with low ihythm .our inland air. ory. Unwarmed by any sunset light The gray day darkened into night, A night made hoary with the swarm And whirl-dance of the blinding storm, As zigzag wavering to and fro Crossed and recrossed the winged snow: And ere the early bedtime came The white drift piled the window-frame. And through the glass the clothes-line posts Looked in like tall and sheeted ghosts. So all nigh long the storm roared on : The morning broke without a sun; In tiny spherule traced with lines 252 LESSOJSrS IN ENGLISH. I Of Nature's geometric signs, In starry flake, and pellicle, All day the hoary meteor fell ; And, when the second n orning shone, We looked upon a world unknown, On nothing we could call our own. Around the glistening wonder bent The blue walls of the firmament. No cloud above, no earth below, — A universe of sky and snow ! The old familiar sights of ours Took marvellous shapes; strange domes and towers Rose up where sty or corn-crib stood. Or garden wall, or belt of wood; A smooth white mound the brush-pile showed, A fenceless drift what once was road ; The bridle-post an old man sat With loose-flung coat and high cocked hat; The well-curb had a Chinese roof; And even the long sweep, high aloof, In its slant splendor, seemed to tell Of Pisa's leaning miracle.*— John Greenleaf WnirriER. What statement is made in the first two lines ? Where was the cheerless sun seen? When? What word describes the appearance of the hills? To what is the light of the sun compared in the second statement? Why waning moon? What words in the third line describe the appearance of the sun at noon? ♦ This line refers to the Leaning Tower of Pisa, STUDY OF SELECTION. 253 d towers ed, Vhittier. ere was the appearance 1 statement ? iescribe the What is the third fact stated alwut the sun? What is meant by the thickening sky? What is the sun called in the seventh hne? What is a portent? Tell what signs of the coming snow-storm are mentioned in the first eight lines. Read the next ten lines. What is the first thing mentioned in these lines that indicated the approaching snow-storm? What shows the degree of the chill? Why would a coat of " homesi)un stuff" be more likely to shut out the chill than any other coat? What was the effect of the chill upon the face? Why? How did the wind indicate the coming of the storm? What is meant by the throbbing pulse of the ocean? Read the next ten lines. When did it begin snowing? What is the meaning of //^ary/ To what does the use of the word swarm direct the attention? The word whirl-dance? What showed the depth of the snow at early bedtime? Read the next nine lines. How long did the storm continue? Read the part in these hues descriptive of the snow-flakes. What is the meaning of pellicle ? What does the use of the word shone imply about the state of the weather on the second morning? Read the remaining lines. What is meant by the glistening wonder? What is the meaning of the line, No cloud above, no earth below? What is said about the old familiar sights? What did the sty or corn-crib resemble? The brush-pile? The road? The bridle-post? The well-curb? The well-sweep? How does this description of a snow-storm accord with your own observations ? WRITTEN EXERCISE. Study carefully the foregoing description of a snow-storm, and then tell in your own words : — (I) What indicated the comil\^- of the snow-storm; (2) how long the storm continued ; (3) ii§ effects, 254 LESSONS IN ENGLISH. Hi : 0^f LESSON CIV. ' RULES FOR CAPITAL LETTERS. I. The first word of every sentence should begin with a capital letter. II. A proper noun should begin with a capital letter ; as, Herbert, London. ' ' sho.!?r'"~TT ' ^'"^" "''"^ '' "''^' '^'P °^ *"° °^ "^°^^ -°^d«. each word should generally begin with a capital letter; as. JV.^ York, Yale Colieg.. III. Words derived from proper nouns should begin with capital letters; as, CJ rhtian, Roman. IV. The names of the days of the week and the names of the months should begin with capital letters ; as, Monday, June. V. When a title is applied to an individual, or when it is used as part of a name, it should begin with a capital letter ; as. The Mayor of Chicago, President Lincoln, Aunt Mildred. VI. The name of an association or of a political party, or of any special body of men, should begin with a capital letter ; as, Sons of Temperance, Liberals, Foresters. vii. Words naming particular things or events of special m4>ortance, should begin with capital letters ; as, The Con^ federation of the Provinces, The Constitution of the Dominion ««*.M*1 MARKS OF PUNCTUATION. 255 VIII. ;gin with a letter ; as, )rds, each word 'College. begin with mes of the mday, June. when it is a capital mt Mildred. The important words in the title of a book, of a news- paper, or of any other composition, should begin with cap- ital letters ; as, Robinson Crusoe, Harper's Young People, My Trip to the Mountains. IX. All names and titles of the Deity should begin with capital letters ; as, Lord, Creator, Father, The Supreme Being. X. The pronoun J and the interjection O should be written with capital letters ; as, O father, I see a gleaming light! XI. The first word of a direct quotation should begin with a capital letter ; as, He replied, " Kindness wins friends:' XII. The first word of every line of poetry should begin with a capital letter: a — *' The curfew tolls the knell of parting day. The lowing herd winds slowly o'er the lea. The ploughman homeward plods his weary way, And leaves the world to darkness and to me." party, or a capital f special , The Con- MARKS OP PUNCTUATION. I. A complete sentence, not interrogative or exclamatory, should be followed by a period. II. Every abbreviated word should be followed by a period ; as, Mr., Dr., Prof 256 LESSONS IN ENGLISH. III. The title of a composition, the address of a person on !h i'ri^"/n*^' signature to a letter or other document, should be followed by a period. IV. An interrogative sentence should be followed by the mterrogation point; as, Whither are you going? V. An exclamatory word, phrase, or sentence should be followed by the exclamation point ; as. Hark ! I hear foot- steps. O ncble judge ! What a wonderful gift he possesses ! VI. Words or phrases in the same construction should be TnlTaT^ ^^ commas; as, The lowlands are hot, damp, and Note. -Two words in the san,e construction, or two short phrases connected VII. A transposed phrase or clause should generally be sepa- rated from the rest of the sentence by a comma; as. In a ^ery short time, they had passed the spot. If we fail, you will be dis- appointed. Note. -If the phrase is closely united with the sentence, the comma is not used ; as, Beneath the window is a wooden bench. VIII. An explanatory phrase should be separated from the rest of th*> c«>rifttri/<.> U.. _ - ;- — "-n.^ ^y « uuinma or commas; as, Milton, tM gnat English poet, was blind. person on document, id by the ihould be Aear foot- hould be 'fam/>, and ;s connected ? was brave be sepa- as, In a ill be (lis- nma is not MARKS OF PUNCTUATION. 257 om the , Mtllon, IX. Words, phrases, or clauses placed between closely re- lated parts of a sentence should be separated from the rest of the sentence by commas ; as, // was, in fact, the only thing to do. X. The members of a compound sentence, when short and closely connected, should be separated by the comma; as, IVe found the box, but it was etnpty. XI. When the members of a compound sentence are sub- divided by the comma, they are usually separated by the semicolon ; as, The little brook ran along, fausing here to form a pool; and then it hurried onward, as if in haste to reach the lake. XII. Every direct quotation should be enclosed by quotation marks. When the quotation is divided by other words, each part should be enclosed by quotation marks; as, ''The greatest of faults;' says Carlyle, " is to be conscious of none." XIII. If a quotation is short and not formally introduced, it should be separated from the preceding part of the sen- tence by a comma ; as, Agassiz once said, "I have no time to waste in making money." XIV. When a quotation is formally introduced by thus, as fol- lows, these words, or some similar expression, it should be preceded by a colon; as, Agassiz replied as follows : "I have no time to waste in making money" ^1 258 LESSONS IN ENGLISH. XV. The name of a person addressed should be separated from the rest of the sentence by a comma or commas' a., Where are you going, Paul? Come, Frank, the boat is ready. RULES FOR PLURALS. I. Add s to the singular of most nouns, to form the plural ; as, bird, birds; paper, papers. II. When the singular ends in a sound that does not unite easLy with the sound of ., some nouns add es to the sin- gular, to form the plural; as, glass, glasses; box, boxes; watch watches; dish, dishes. ' III. Some nouns ending in / or fe, change / or fe to ves, to form the plural; as, leaf, leaves; knife, knives. IV. Some nouns ending in y, change y to ies, to form the plural ; as, fly, flies; city, cities; army, armies. When a noun ends in y, if «, e, or o comes before the y. add s to the singular, to form the plural ; as, day, days; fOUrnev. inum^vr • //», 4^,,^ "^ journey, journeys ; toy, toys. VI. Some nouns form fh^ir ni.,..;ii. :„ .v_-_„i^^ j-ru.aio m irregular ways; as man, men; mouse, mice; child, children. separated :onimas ; $■ ready. RULES FOR POSSESSIVES. 259 VII. Some nouns have the same form in the singular and in the plural ; as, sheep^ deer, trout, cannon. s plural ; RULES FOR POSSESSIVES. I. Add the apostrophe (') and s to a singular noun, to form the possessive; as, day, day's; sister, sister's. II. ot unite the sin- s; watch, » ves, to Add the apostrophe (♦) to a plural noun ending in s, to form the possessive ; as, days, days'; sisters, sisters'. III. Add the apostrophe (') and s to a plural noun not ending in s, to form the possessive; as, women, women's; children, children's. >rm the ore the y, days; ys; as, LIST OF ABBREVIATIONS. ® At or to. A.B. or B.A. . Bachelor of Ar(s. ■^°°* Account. •A..D. . . In the year of our Lord. ■^^^ Alabania. ^^^' Alberta. •^8 Algoma. A.M., Before noon (am'e meridiem). A.M. . . In the year of the world. A.M. orM.A. . . Master of Arts. •^"°° Anonymous. ■^^"^ Arkansas. •^"* Arizona Territory. ■^^**" Assaniboia. ■^*^' ••..... Athabasca "^"S August. •^^® Avenue. ^•^ Before Christ. "^•^ British Columbia. Bp. Bishop. ^*^ California Capt. . . Co. . . Co. . . C.O.D. . Col. . . Colo. Coll. Conn. • • . . Captain. • • . . Company. • • • ■ County. Collect on Delivery. • • • Colonel. or Col Colorado. College. Connecticut. Cor. Cr. . Cr. . Ct. . D.C. D.D. 260 Sec, Corresponding Secretary. Credit. Creditor. Cent. • • • District of Columbia. • • . Doctor of Divinity. ^®° December. ^®^ Delaware. Del., He or she drew it {Delineavit). ^° The same {ditto). ^^ Debtor. ^^ Doctor. ^ East. e.g. . For example {exempli gratia) . *^ Esquire. etc. or &o., And others ; and so forth. ^ Example. P. or Fahr., Fahrenheit (thermometer). February. ^^* Florida. ^" Friday. r.R.S., Fellow of the Royal Society. Georgia. °®" General. °^ Governor. Qov.-Geu. . . Governor-Gsp.pra!, ^o^ Honorable. Feb. LIST OF ABBREVIATIONS. 261 ling Secretary. • . Credit. . Creditor. • ■ Cent. t of Columbia. 3r of Divinity. . December. . Delaware. {Delineavii). same {ditto). • . Debtor. . . Doctor. • . East. »ipU gratia) . Esquire. and so forth. . Example. ermometer) . • February. Florida. . . Friday. )yal Society. Georgia. General. . Governor. . , , , V . . ... . ^,J , Honorable. Idaho Idaho. HI Illinois. Ind Indiana. Ind. T Indian Territory. inst., Instant — the present month. Iowa or la Iowa. Jan January. Jr. or Jun Junior. Knns. or Kan Kansas. Kee Keewatin. Ky Kentucky. La Louisiana. I*b. ....... Labrador. I»-I Long Island Lieut Lieutenant. Lieut.-Col. . . Lieutenant-Colonel. Lieut.-Oen. . Lieutenant-General. Lieut.-Gov. . Lieutenant-Governor. I^-D Doctor of Laws. M Noon {meridies). Maj.-Gen. . . . Major-General. Man Manitoba. Mass Massachusetts. M.C. . , . Member of Congress. M.D Doctor of Medicine. Md Maryland. Me Maine. Messrs. . Gentlemen {Messieurs). Mich Michigan. Minn Minnesota. Miss Mississippi. Mile Mademoiselle. Mme Madame. Mo Missouri. Mon Monday. Mont. ,,, = .. Mont.an.i. M.P. . . Member of Parliament. Mr Mister. Mrs. Ms. Mss. Mt. N. . N.A. N.B. N.B. . . . . Mistress. . . . Manuscript. . . . -Manu.scripts. Mount. North. . . North America. Note well {nota dene). . . New IJrunswick. Nebr. or Neb Nebraska. Nev. Nevada. N-C North Carolina. N. Dak North Dakota. N.P.L Newfoundland. N"-H New Hampshire. ,N".J. ...... New Jersey. N"- Mex New Mexico. No Number. Nov November. N.S Nova Scotia. N.Y New York. N.W.T. . . Northwest Territories. Ohio or O Ohio. Oct October. Okla. T. . . Oklahoma Territory. Ont Ontario. Or Oregon. P Page. Pa. or Penn. . . . Pennsylvania. per cent, By the hundred (per centum). . . . Doctor of Philosophy. He or she painted it {Pinxit). Afternoon {post meridiem) . Postmaster. Post-office. Ph.D Pinx, P.M. P.M. P.O. pp.. Pres. Prof. . Pages. President. Professor. 262 LESSONS IN ENGLISH. m Pro tem., For the time being (pro tempore). prox. . . Next month {proximo). Postcript {post script urn). Quebec. Reverend. • • . Rhode Island. Railroad. • . . Right Reverend. South. • • • Saskatchewan. Saturday. September. P.S. Que Rev, R.I. R.R. Rt. Rev. . S. . . . . Sas. . . Sat Sept ^•■- ""' Sen ; Senior. s.c S. Dak. . . . St Sun Supt South Carolina. South Dakota. • • ' . Street. • . Sunday. Superintendent. Tenn. Tex. . Thurs. Tues. . ult. U.S. . U.S.A. U.S.A. U.S.M. U.S.N. Utah . Va. . Vt. . w^. . . Wed. . Wis. . Wash. W^yo. . W. Va. Tennessee. Texas. Thursday. Tuesday. • • Last month {ultimo). • . ■ . United States. • United States Army. United States of America. • • United States Mail. • United States Navy. Utah. Virginia. • • • • . Vermont. West. • • • . Wednesday. • • • • Wisconsin. • • • ■ Washington. Wyoming. • • • West Virginia. Tennessee. • • • Texas. • . Thursday. • • Tuesday, onth {ultwto). United States, i Stales Army, es of America, id States Mail, 1 States Navy. • . Utah. • Virginia. . Vermont. . . West. Wednesday. Wisconsin. Washington. • Wyoming, ^est Virginia. INDEX. Absolute construction, 182. Abstract noun, 27 ; formation of, 27. Acceptance, 178; form of, 178. Active forms of verbs, 126. Active voice, 91, 126. Address, nominative of, 182. Adjectives, 9, 20 ; classes of, 75, 76 ; descriptive, 75 ; limiting, 75 ; com- pound, 76 ; interrogative, 65 ; par- ticipial, 98; comparison of, 78, 103; construction of, 188, 190; attributive, 188; appositive, 189; predicative, 189; review of, 83, 84 ; parsing of, 84. Adjective clause, 220. Adjective phrase, 207. Adjective pronoun, 57. Adjuncts, 205. Adverbs, 12, 20 ; classes of, 142, 143 ; of time, 142; of place, 142; of man- ner, 142 ; of degree, 142 ; modal, 142; simple, 143; conjunctive, 143; interrogative, 143 ; expletive, 142; yes and no, 143; phrases, 143 ; identical in form with adjec- . tives, 146; comparison of. 143; use of, 146; parsing of, 143, 144; review of, 147. 363 Adverbial clau.se, 220, 221 ; denoting time, 220; place, 220; manner, 221 ; degree, 221 ; cause or reason, 221 ; purpose, 221 ; condition, 221 ; concession, 221. Adverbial conjunction, 143. Adverbial object, 183. Adverbial phrase, 207. Adversative conjunctions, 154. Advertisements, 172-175 ; for arti- cles lost, 172; for articles found, 173; for help, 173; for situations, 174; forms of, 172-174. Alphabetical list of irregular verbs, 106, 109. Alternative conjunctions, 155. Analysis of sentence.'-. 214-248 : sim- ple, 214-218; complex, 223-228; compound, 229-232. Antecedent of pronoun, 60. Apposition, 182. Appositive, 182. Appositive phrase, 207. Articles, 76; definite, 76; indefinite, 76 ; use of, 76. Auxiliary verbs, 102, 111-125- fftme^ 113, 114; do, 115; shall. ijc-irS; will, 116-118; be, 1 18-12, ; can. ^64 INDEX. 122; may, 123; must, 123; s/ioiilii and would, 123, 124. Bare subject, 205. Bare predicate, 205. Be, 1 18-120; forms of, 118-120; as auxiliary, 119, 120; use in the pas- sive voice, 119; use in tlie pro- gressive form, 120; as an inde- pendent verb, 120; to express existence, 120; as a copula, 120. Bills, 168-170: forms of, 168, 169. Can, forms of, 122; use of, 122. Capital letters, rules for, 25, 26, 165, 254, 255. Case, 38; nominative, 39; possessive, 39 ; objective, 39. Causal conjunctions, 155. Choice, of adjectives, 82 ; of preposi- tions, 149-151. Clause, 59, 207 ; independent or prin- cipal, 59, 207 ; dependent or sub- ordinate, 59, 207; adjective, 220, 222 ; adverbial, 220, 221, 222 ; sub- stantive, 219, 220, 221. Collective noun, 26. Comma, use of, 159, 160, i6r, 162, 165, 262. Common gender, 35. Common noun, 26. Comparison, 79, 83; of adjectives, 78-83; positive degree, 79; com- parative degree, 79, 80; use of comparative degree, 79 ; formation of the comparative, 79; superla- tive degree, 79, 80 ; use of super- lative degree, 79; formation of the superlative, 79 ; irregular, 80 ; of adverbs, 143. Complement. 206. Complete subject, 205. Complete predicate, 206. Complex sentences, 208, 219-228; structure of, 219-223; analysis "of,' 223-228. Composition, 51, 64, 74. 87, 179, ,80. Compound adjectives, 76. Compound conjunctions, 155, Compound modifiers, 212. Compound personal pronouns, 55-57 ; formation of, 56 ; use as reflexives! 56; use to express emphasis, 56; dec'eijsfon of, 56. • Cornt; >!;!)d possessives, 42. Co 1 ;.;'va.i prepositions, 148. Compound relative pronouns, 61 ; for- mation of, 61. Compound sentences, 229-232 ; struct- ure of, 229; analysis of, 229-231. Conjugation of the verb, 126-129; active voice, 126-128 ; passive voiced 128; progressive forms, 129. Conjunctions, 16, 20; classes of, 154, 15s; co-ordinating, 154; copula- tive, 154; adversative, 154; alter- native, 155; causal, 155; correla- tives, 155; subordinating, 155; compound, 155; parsing of, 154, 155; review of, 157. Conjunctive adverbs, 143. Constructions, 181 ; of nouns, 181- 185; of pronouns, 185-188; of adjectives, 188-190; of verbs, 190- 192; of infinitives, I93-195; gf participles, 196, 197. INDEX. 265 irregular, 80 ; 08, 219-228; ; analysis of, 87, 179, 180. 6. i. '55- 2. loiins, 55-57; as reflexives, mphasis, 56; p. 148. )uns, 61 ; for- f-232 ; struct- f, 229-231. b, 126-129; lassive voice, , 129. sses of, 154, 54 ; copula- 154; alter- ',5 ; correla- ^ting, 15s; ^g of. IS4» ouns, 181- iS-i88; of verbs, 190- 3-195; oi Co-ordinating conjunctions, 154. Copula, 120, J06. Copulative conjunctions, 154. Correlatives, 155. Correct use of pronouns, 6j. Declarative sentence, i . Declension, 39; of.nouns. u) : of per- sonal pronouns, 52, 53; of com- pound personal pronouns, 56; of the relative w/io, 61. Defective verb. io6. Definite article, 76. Degrees of comparison, 79; positive, 79; comparative, 79; superlative, 79- Dependent clause, 59, 207. Descriptive adjective, 75. Different uses of the same woid, 199- 201; a//, 199; as, 199: de/ore, 199; doi/i, 199; in/, 199; e/se, 200 ; enoug/i, 200 : except, 200 ; for, 200; however. 2 ; like, 200; since, 201 ; so, 201 ; t/iat, 201 ; the, 201. Direct quotations, 164. Do, used as an auxi' ary verb, 115; to express emphasis, 115; to ex- press negation, 115; to ask a ques- tion, 115; as an independent verb. 115. Elements of a sentence, 206-208; words. 206 ; phrases, 206, 207 ; clauses, 206, 207; principal, 208; . subordinate, 208. Exclamatory sentence, i. Expletive, 142. Factitive verb, 206. Feminine gender, of nouns, 35 ; of pronouns, 54. Foreign words, plural of, 34. Forms of verbs. 105-1 10 ; oi be, ii^ 121; can, 122; hai'e, 113-11, shall, 1 1 6- ri 8 ; will, 1 1 6- 1 1 8 ; may, 123; active, 126-128; passive, 128, 129; progressive, 129. Future perfect tense, 102. Future tense, 10 1. Gender, 34 ; masculine, 35 ; feminine, 35; common, 35; neuter, 35; of nouns, 34-37 ; of pronouns, 53, 54- Gerund, 96. Grammatical predicate, 205 Grammatical subject, 205. Have. 113, 114; forms of, 113; use as an auxiliary verb, 114; as an independent verb, 114. Imperative mode, 94. Imperative sentence, I. Impel 'ct participle, q^. Impersonal subject and object of verb, 186. Indefinite article, 76. Indefinite use of pronouns, 186. Independent clause. 59. 207. Indicative mode, 93, Indirect object, 183. Indirect quotations, 164, 165. Infinitives, 95-97; simple. - ;, 06: in ifig or participial, 95, o : con- structions of, 193-195 ; as subject ^^ ..w. *'.V ^. .0^, \^^ IMAGE EVALUATION TEST TARGET (MT-S) 1.0 I.I m III :^ ■;& 111112.0 11:25 1 1.4 IIIIIM 1.6 Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 872-4503 4^ V iV <^ 1 ^ "a^ o i/.A i 266 INDEX. of verb, 193 ; as predicate nomina- tive, 193; as object of verb. 193; as object of preposition, 193 ; after tlie verbs tnay, can, etc.. 193; as modifiers, 193; used to express purpose, 194 ; elliptically or abso- lutely, 194; with noun or pronoun as object of verb, 194; with pos- sessive modifier, 194; parsing of, 136-138. Infinitive in ing, 95, 96 ; constructions of' I93» 194- Infinitive phrase, 206. Inflection, 39. ' Interjections, 17, 20, 158; parsing .of, 158. * Interrogative adjectives, 65. Interrogative adverbs, 143. Interrogatic^e pronouns, 65 69; use of, 65. Interrogative sentence, i. Intransitive verbs, 88 ; made transi- tive, 92. Invitations, 177, 178; forms of invi- tation, 177; of acceptance, 178; of regret, 178. Lay and lie, use of, 130, 131. Letters ordering books, 166; mer- chandise, 166; making applica- tions, 167; miscellaneous, 179, 180; forms of, 166, 167. Limiting adjectives, 75. Logical subject. 205. Logical predicate, 206. Masculine gender, 35 ; of nouns, 35 ; 01 pronouns, 53, 54. ! May, 123 ; forms of, 123 ; use of, 121, '33- I Modal adverbs. 142. I Mode, 93; indicative, 93; impera- tive, 94; .subjunctive, 94. Modifiers, 205, 212; of .subject, 210; of predicate. 21 r; simple, 212.' complex, 212; compound, 212. Neuter gender. 35 ; of nouns, 35 ; of pronoun.s, 35, 51. Nominative absolute, 182. Nominative of address, 182. Nominative case, 39; subject nomi- native, 181 : predicate nominative, 181; nominative absolute, 182; nominative of addrcs.s, 182. Notices of public raeeting.s, 175 ; forms of, 175. Nouns, 6, 20; clas.ses of, 25-28; proper, 25; common, 26; collec- tive, 27; abstract, 27; verbal, 27, 98: number of. 28-34; gender of, 34 37 : case of, 38-45 ; construc- tions of, 181- 185 ; as subject nomi- native, 181 ; as predicaie nomina- tive, 181; as objective predicate, 182; as appositive, 182; nomina- tive absolute, 182 ; nominative of address, 182; as possessive, 183; as object of verb, 183; as object of preposition, 183; as indirect object, 183; as adverbial object, 183; parsing of, 45, 46; review of, 47. 48. Number of nouns, 28-34; of pro- nouns, 53 : of the adjectives this andMrt/, 80; of verbs, 104. INDEX. 267 123; use of, 123, e. 93; irnpera- •c, 94. af subject, 210; : simpie, 212: pound, 212. ' nouns, 35 ; of 182. 1, 182. subject nomi- te nominative, ibsolute, 182; 5s, 182. ^S^^^75; forms ^s of, 25-28; fi« 26; collec- 7; verbal, 27, ;4; gender of, 45 ; construc- subject nomi- icaie nomina- ive predicate, '82; nomina- iominati\e of isessive, 183; •3; as object as indirect Jrhial object, 6 ; review of, 34; of pro- Ijectives /^/jr , 104. Ooject, 14, 38, 88; of prepositions. 14; of verb, 38, 88; direct, 183; indirect, 183; adverbial, 183. Objective case, 39 ; object of a transi- tive verb, 183; object of a preposi- tion, 183; ol>jective predicate, 182; indirect object, 183; adverbial ob- ject, 183, Objective predicate, 182. Paragrapli, The, 49. Parsing, 41;; of nouns. 45, 46; of pronouns, 70; of adjectives. 84; of verbs, infinitives, and partici- ples, 136-138; of adverbs, 143, 144; of prepositions, 148; of con- junctions, 15s, 156; of interjec- tions, 158 Participles, 97 ; present or imperfect, 98 ; past or perfect, 98 ; construc- tions of, 196, 197; used attribu- tively, 196; used appositively, 196; used predicatively, 196; used ab- solutely, 196; parsing of, 136-138. Participial adjective, 98. Participial infinitive, 96 ; how distin- guished from the present participle and the verbal noun, 98 ; construc- tions of, 193, 194. Participial phrase, 207. Parts of speech, 19; summary of, 20. Passive forms of verbs, 128, 129. Passive voice, 92, 119, 128. Past participle, 98. Past perfect tense, loi. Past tense, loi. Perfect participle, 98. Person, of pronouns, 52; of verbs, 104. Person aad number of verbs, 104. Personal pronouns, 52, 57; declen- sion of, 52, 53 ; use of second per- son singular, 53; use of third per- son singular, 53, 54 ; use of posses- sive forms. 54 ; compound, 54, 56. Phrasi^s, 206, 207 ; prepositional, 206 infinitive, 206; participial. 207 appositive, 207; adjective, 207 adverbial, 207; substantive. 207 simple, 212; complex, 212; com pound, 212. Plural number, 29; of nouns, 29- 34 ; two plurals, 32 ; of compound nouns, 33 ; of titles, 33 ; of letters, figures, and signs, 34; of nouns from foreign languages, 34. Plural subjects, 191. Possessives, 183. Possessive forms, of nouns, 40, 42, 44. Possessive case, 39, 183; of singular nouns. 40; of plural nouns, 41 ; of compound nouns, 42 ; of phrases, 42 ; of nouns denoting joint pos- session, 42; of nouns denoting separate possession, 43 ; possession indicated by the objective case with preposition, 44; phrases denoting a period of time, 44; names of things personified, 44. Potential mode. 124, 137; parsing of verbs in, 137. Predicate, 3 : grammatical or bare, 205 ; logical or complete, 206. Predicate adjective, 189. 268 ihdex. .'I Predicate nominative, i8i, 182; Predicate noun, 181. Prepositions, 14, 20, 147; relations expressed by, 147, ,48 ; compound, 148; parsing of, 148. Prepositional phrase, 206. Present participle, 98. Present perfect tense, loi. Present tense, loi. Principal clause, 59. 207. Principal elements of a sentence; 2&8. Principal parts of verb, 106. Progressive form of verbs, 120, 129. Pronouns, 7; personal, 52; relative, 59; adjective, 57; interrogative, 65; impersonal, 186; reflexives. 56; antecedent of, 60; construc- tions of, 185-187; agreement with antecedent, 64, 185; special uses of it, 186; case-relations, 187; correct use of, 167; review of, 69; parsing of, 70. Proper adjectives, 75. Proper nouns, 25. Public meetings, notices of, 175. Punctuation, rules for, 255-258. Quotation marks, 163. Receipting bills, 169. Receipts, 170-172; forms of, 171. Reflexive use of pronouns, 56. Regret, form of, 178. Regular verbs, 105. Review, 47, 69, 83, 141, 147, 157. Relative pronouns. 59-64 ; antecedent of, 60, 64 ; use of, 60. 61 : declen- sion of, 61 ; compound, 61. Relative clause, 59 ; explanatory, 61 ; restrictive, 61. Kules, for capital letters, 254, 255; marks of punctuatioi. 255-258; comparison of adjectives, 79 ; plu- ral forms of nouns, 29-34, 258, 259; possessive forms of nouns, 40-42, 265; singular and plural forms of verbs, 191 ; of syntax, 198. Selections, for analysis, 232-248 ; for parsing, 201-203; for study, 71, 85, 151. Sentences, i, 205-232; declarative, I ; imperative, i ; interrogative, i ; exclamatory, i ; subject of, 3, 205 ;' predicate of, 3, 205, 206; struct- ure of, 205-213, 219-222, 229; elements of, 206-208; simple, 208-218; complex, 208, 219-22 compound, 208, 229-232; anai^ sis of, 214-218, 223-248. S/tall, forms of, 116; use of. 116. Simple adverb, 143. Simple infinitive, 95, 96; construc- tions of. 193. 194. Simple modifiers. 212. Simple sentence. 20S-218; subject of, 209; modifiers of subject, 210; predicate of, 210. 211 ; modifiers of predicate, 211; analysis of, 214- 218. Singular number, 29. Singular subjects, 191. Sit and set, use of, 131, 132. Stop and stay, use of. 135, 136. Structure of the sentence, 205-213; explanatory, 6i ; tters, 254, 251;; itioi. 255-258; actives, 79; plu- tis, 29-34, 258, )rms of nouns, liar and plural ?i ; of syntax, s, 232-248 ; for for study, 71, '. ; declarative, iterrogative, i ; •ject of, 3, 205 ; 5, 206; struct- 219-222, 229; 208 ; simple, 208, 219-22 9-232; ana;^ 248. se of, 1 16. 96 ; construc- ■218; subject subject, 210; ; modifiers of ysis of, 214- INDEX. 269 219-222, 229; simple, 209-213; complex, 219-223 ; compound, 229. Study of selections, 71, 85, 151, Subjevji, 3, 205 ; grammatical or bare, 205 ; logical or complete, 205 ; of a verb, 11, 88, 181 ; of an infini- tive, 194. Subject nominative, 181. Subjunctive mode, 94. Subordinate clause, 59. 207. Subordinate elements of a sentence, 208. Subordinating conjunctions, 155. Substantive clause, 219; used as the subject of a verb, 219 ; as predicate nominative, 219; as object of a transitive verb, 219; as logical sub- ject, 220 ; as object of a preposi- tion, 220. Substantive phrase, 207. Summary, of parts of speech. 20; of rules of syntax, 198. Syntax, 181 ; rules of, 198. Telegraphic despatches, 176. Tense, loi. 103; present, loi ; past, lor ; future, loi ; present perfect, IDI ; past perfect or pluperfect, I lor ; future perfect, 102 ; formation of, 102 T/iere, as an expletive. 142. , Think ; guess ; sxpect; use of, 134. To, with the infinitive, 96. Transitive verbs, 88. Verbal nouns, 27, 98. Verbs, 11, 20; regular, 105; irregu lar, 105; defective, 106; principal parts of, 106; transitive, 88; in- transitive, 88 ; of incomplete pred- ication, 205, 206; auxiliary, 102, 111-125; indepeidcnt, 114; sub- ject of, II, 88; object of, 38, 88; complement of, 206 ; mode of, 93, 94; tense of, 101-103; person and JiUmber of, 104; agreement with subject, 190-192 ; forms of, 105, 113, 116, 1 18-120, 122, 123; con- jugation of, 126-129; list of irreg- ular verbs, 106, 109; parsing of, 136-138; review of, 141. Voice, 91 ; active, 91 ; passive, 92, 119, 128. VVilU forms of, 116; use of, 1 16. Yes and no, as adverbs, 143. 132. 15' 136. ce, 205-213;