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ENGLISH GRAMMAR
Jfor the tt0£ of Schools.
BY
THOMAS MORRISON, M.A.,
RECTOR OF THE FREE CHURCH NORMAL SCHOOL, GLASGOW.
LONDON:
T. NELSON AND SONS, PATERNOSTER ROW;
EDINBURGH ; AND NEW YORK,
I895
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P II E F A C E.
Two main objects have been kept in view in constructing this
English Grammar. The first has been the attempt to familiarize
the child in every case, as far as possible, with the thing signified,
and thereafter to give the scientific term. The child, in fact,
is taught to form the Definition from examples given, instead
of being obliged to commit to memory technical terms, clothed
in scientific language, which can convey no definite idea to his
mind. To enable the scholar to comprehend and form the
Definition, Exercises of a very simple kind are prescribed, all
bearing on one point, and so constructed that they lead up to
the technical Definition. The Definition thus acquires a living
power and a distinctness which it could not otherwise have ;
and, being lodged in the memory, after having first passed
through the understanding, it is in no danger of being for¬
gotten. Every practical teacher adopts this method in teaching
Grammar, and the following pages are an endeavour to supply
a Text-Book which will enable him to do this thoroughly and
efficiently, with a due regard to the limited time which, in most
elementary schools, can be devoted to this branch.
The second object kept in view was to limit the attention of
? to the pupil to one thing at a time—to lead him on step by step.
^ It appears to the author that Grammar is rendered needlessly
cumbersome to children, by their attention being directed to too
many things at once. To commit to memory the definition
of a Noun, of a Proper, a Common, and an Abstract Noun, of
Number, Gender, and Case, and then the rules for the forma¬
tion of Number, Gender, and Case, in one continuous stretch,
iv
PREFACE.
can serve merely to distract the learner, and to lead him, as is
often the case, to turn in disgust from the whole subject. To
obviate this difficulty, the following division of the subject has
been observed. The Book lias been divided into Six Parts, each
dealing with one specific thing :—
Part First treats of the Classification of Words, and of that
alone. Each Part of Speech is treated separately, and numerous
illustrations given. Any child who can name easily and intelli¬
gently the various Parts of Speech in our language, has under¬
gone a mental training of no mean order, and a training which
lays the best possible foundation for the further study of
Grammar. The Definition of each Part of Speech is not given
until the pupil has learned by examples to appreciate the force
of the Definition,—has been, as it were, compelled to feel the
want of it. When all the Parts of Speech have been illus¬
trated, a Summary of the Definitions is given, and a series of
Exercises is based on this Summary. In technical language,
the Analytic and Synthetic methods are combined.
Part Second treats of the Subdivision of the Parts of
Speech, and the same methods are observed as in the First Part.
Part Third deals with the Inflection of the Parts of Speech.
On no portion of the Work has greater care been bestowed
than upon this. The reader must judge whether the result pro¬
duced is commensurate with the labour expended. The method
pursued in this Part is the same as in the other two. Each In¬
flection of each Part of Speech is treated separately, and care
has been taken, in the examples given, to limit the scholar's
attention to the one point in hand. The Inflections thus stand
out prominently—the learner sees the reason of them, and
comes clearly to perceive that every change of form must in¬
volve a corresponding change of meaning. The change of form
is presented to him, and he is set to find out the change of mean¬
ing involved. Every step thus becomes a discovery, and his
attention and interest are excited and maintained. His reason
is satisfied ; and he comes to see that the Bules of Grammar
have not been framed with the view of puzzling his young
brains, but spring naturally from the study and examination of
the language which he uses every day. And not only is this
preface.
v
the case : the observation of a similarity of Inflection in a
great number of individual cases leads him to the general law
which dominates the particular Inflection treated of ; and thus
the habit of generalization, than which none can be more im¬
portant, is called into exercise and cultivated.
Part Fourth is devoted to Syntax, under the three divisions
of Concord, Government, and Usage. Under the first two
divisions are given the ordinary Pules of Syntax with numerous
illustrations, while the third division deals with those idioms
and forms which are the result, rather of the particular genius
of the English Language, than of principles common to all
languages. It has not been deemed necessary to burden the
memory with a multiplicity of petty details; but no rule of any
practical consequence has been omitted. As orthography can
be best acquired by accustoming the eye to words correctly
spelled, so correct English can be best acquired by the study of
good models. Accordingly, no examples of false Syntax have
been given in immediate connection with the Pules. A few
have, however, been given at the close of this Part, simply to
show the mistakes which are most commonly made.
Part Fifth deals with the Analysis of Sentences. For some
years this important branch of Grammar was allowed to run to
seed. Pupils, who could with difficulty parse an ordinary sen¬
tence, were drilled iuto all the minutiae of Subject, Predicate,
Completion, Extension, &c.,—as if the mere naming of terms
constituted education. A reaction, as was to be expected, has set
in, and there is danger that Analysis may be thrust too much
into the background. So much of it is here given as may enable
the pupil to distinguish the essential parts of every sentence,
and their relations to each other ; and this is all that can be
attempted with safety in the common schooL
Part Sixth is intended to illustrate the principles of Punc¬
tuation.
On the suggestion of many teachers of great experience, this
Grammar has been arranged in the form of Lessons. It was
represented that, in large schools especially, where a con¬
siderable portion of the work must of necessity be left in the
hands of subordinates, it would be of importance to have a
vi
ntEFACE.
certain definite amount of work assigned for each Lesson. The
Lessons have been constructed with a due regard to the exigen¬
cies of the other branches embraced in an ordinary school
curriculum. The author recommends that each Lesson be gone
over, in the first instance, for the purpose of illustrating the
special point of which it treats ; and, thereafter, as a revisal
lesson up to the point to which it has carried the learner. In
this manner the progress will be both steady and secure.
C 0 N T E N T S.
PART FIRST.
CLASSIFICATION OF WORDS.
The Noun,
The Verb,
The Adjective,
The Adverb,
The Pronoun,
The Preposition,
The Conjunction,
The Interjection,
Summary,
PevisaJj Exercises
11
12
13
13
PART SECOND.
SUBDIVISION OF THE PARTS OF SPEECH.
The Noun,
.. 16
Place,
.. 21
Proper,
..16
Manner,
.. 21
Common,
.. 16
The Pronoun,
.. 22
Abstract,
.. 17
Personal,
.. 22
The Verb,
..18
Relative,
.. 23
Transitive,
.. 18
Possessive,
.. 23
Intransitive,
..18
Interrogative,
.. 24
The Adjective, ..
..19
The Conjunction,
.. 24
Attributive,
..19
Copulative,
.. 25
Numeral,
.. 20
Disjunctive,
.. 25
The Adverb,
.. 20
Summary, ..
26
Time,
..21
Revisal Exercises,
. 27
PART
THIRD.
INFLECTION OF THE FARTS OF SPEECH.
The Noun,
.. 29
The Verb,
39
Number,
.. 29
Person,
.. 39
Gender,
.. 33
Number,
.. 40
Case,
. 36
Tense,
. 42
viii
CONTENTS.
Mood, .. .. .. 49
Voice, .. .. .. .. 54
Form, 62
The Adjective, .. .. 64
Degree, .. .. .. 64
The Advekb, .. 66
Degree, .. .. .. .. 6G
The Pronoun, .. .. 68
Number, .. .. 6S
Gender, .. .. .. 68
Case, .. .. .. .. 09
Summary, .. . ..71
Revisal Exercises, .. .. 81
PART FOURTH.
SYNTAX.
Syntax, .. .. 84
Concord, .. .. .. 84
Government, .. .. 92
Usage, .. .. .. .. 99
Revisal Exercises, .. .. 107
False Syntax, .. .. ..Ill
PART FIFTH.
ANALYSIS OF SENTENCES.
Analysis of Sentences, .. 115 I The Complex Sentence, .. 126
The Simple Sentence, .. 117 I The Compound Sentence, .. 132
Punctuation, ..
The Comma,
The Semicolon,
The Colon,
The Period,
Capital Letters,
PART SIXTH
PUNCTUATION.
138
138
143
145
The Interrogation,
The Exclamation,
The Parenthesis,
The Quotation,
145 i The Dash,
145
146
147
147
147
150
ENGLISH GRAMMAR.
PART FIRST.
CLASSIFICATION OF WORDS.
THE NOUN.
lesson i.
Point out all the words that are the names of persons, places,
animals, or things, ill the following Exercise :—
Examples.—John went to London. John is the name of a person ; London
is the name of a town.—The horse draws the cart. Horse is the name of an
animal; caii is the name of a thing.
The dog bit the cat. The bird sings on the tree. The sun shines in
the sky. The door is open. The baker bakes loaves. Glasgow is a
city. The tree has leaves. The apple is on the table. Tell Charles
not to hurt the pony. The whip frightens the horse. Corn grows in
the fields. The bean is food for the mare. The mat is before the
house. William went to Edinburgh. James sailed to America. The
light comes in at the window. Water is found in the welL Beef is
used at dinner. Tea grows in China.
lesson ii.
Write down or mention the names of all the things you see
in the schoolroom.
lesson iii.
Write down or mention the names of all the things you re¬
member to have seen in the shop-windows.
2.
ENGLISH GIUS'MAR.
LESS()lt"lV"
Write down or mention the names of all the persons you
remember,'of a:l the animals, and of alt fhe places.
Definition.—All words that are the names of persons, places, ani¬
mals, or things, are called NOUNS.
Noun simply means name. Nouns are name-words.
LESSON V.
What is a Noun ? Is a chair a noun ? Why is not a chair
a noun ? Is the word chair a noun ? Why ? Name all the
nouns in the following Exercise :—
John sent his pony to the market, and his dog went with the groom.
Sand, stones, and lime are used to build houses. Tom cut his finger with
a knife, and the blood fell on the ground. Gas gives light. The fire
burns in the grate. The picture hangs on the wall. The Queen has
gone to Balmoral to spend the summer. She will not return until
October. Peter was an apostle, and so was Paul. France is a country
in Europe. The Thames is a river in England. The lion is found in
Africa. There are many tigers in India. George crossed the bridge.
The wind blew down the trees.
LESSON VI.
Write down or point out all the Nouns in your reading-
lesson.
THE VERB.
LESSON VII.
In the following Exercise, write down or point out all the
words which tell what the Noun does, or what is done to it,
or in what state it is
Examples.—The horse draws the cart. The word draws tells you what the
horse does.—The table is struck. The words is struck tell you what is done to
the table.—The boy sleeps. The word sleeps tells you in what state the boy is.
The horse runs. The man walks. The dog barks. The cat mews.
The fire burns. The sun shines. The boy cuts a stick. The horse is
CLASSIFICATION OF WORDS.
3
beaten. The cow gives milk. The hen protects her chickens. The
moon has risen. John is loved by his mother. God sees all things.
The lamb was carried off by the eagle. Napoleon was defeated by
Wellington. The Queen rode through London. Tho picture hangs on
the wall. James broke his leg. The child laughs. The river flows
fast. Honey is made by bees. Birds build nests. The grass waves in
the sun. The butterfly soars in the sky.
Definition.—Words which tell what anything does, or what is done
to it, or in what state it is, are called VERBS.
Verb simply means word. Verbs were so called on account ol their great
importance.
LESSON VIII.
Put a Verb after each of the following Nouns :—
The man The tree The horse Robert Jane
The sun Fire The tvind The snow The
house A pigeon A cat Birds The apple
The son My sister My brother
LESSON IX.
Put appropriate Nouns before each of the following Verbs :—
dances jumps has written a letter has gone
away. caught a rat worried the cat will run
sings plays on the piano makes a noise washes the
floor makes boots cuts the hair. sells sugar.
fought tried a race won the battle is deep is
sweet sleeps moves.
LESSON X.
Write out or name all the Verbs in your reading-lesson.
LESSON XI.
Point out all the Nouns and Verbs in the following Exer¬
cise :—
John gave Mary a beautiful ring. The rain fell in heavy drops. The
snow has melted. The Queen has arrived in Edinburgh. James threw
a stone into the river. The water flows past. The steam-boat has left
the harbour. Vines flourish in France. The camel can live long with¬
out water. The horse pricked up his ears. The girl danced along the
4
ENGLISH GRAMMAR.
street. Your sister sleeps in her crib. Children like play. Glasgow
has a beautiful cathedral. The man was killed. The ox was slaugh¬
tered. The boy was drowned in the sea. The ship was wrecked on
the shore.
THE ADJECTIVE.
LESSON XII.
In the following Exercise, write down or name all the words
which tell the kind or the quality of the Noun.
Examples.—John is a brave boy. The word brave tells you what sort of a
boy John is.—He struck the black dog. The word black tells you the colour of
the dog.—The high house felL The word high tells you the kind of house.
The good man gave John a large apple. The black board stands on
the clean floor. White paper is used for writing. Fresh water makes
a pleasant drink. John loves his little sister. The beautiful, large,
black cat lay on the warm rug. The gray horse draws the heavy load.
Great burdens weary the patient ass. The poor boy lost his white
cravat. The splendid book fell into the deep river. Coals are black.
A rainy day gladdens the white ducks. James has a round marble.
The table is square. Good things are dear.
LESSON XIII.
Point out all the Nouns in your reading-lesson ; and tell
which of them has a word joined to them showing their kind
or quality.
LESSON XIV.
Add a word to each Noun in the following Exercise, to show
its kind or quality;—
The gold is lost. The bird sings. The tree has
leaves. The cat catches mice. The horse eats corn.
The hoy lost his pencil. The wind blew down the
trees. A house needs furniture. John broke his toy.
Boys love toys. The girl loves a doll. Sam has
hair. Peter lost his hat. The picture is The
clouds float in the sky. The corn was in the fields.
CLASSIFICATION OF WORDS.
5
Definition.—Words which are used to express the kind or quality of
the Noun are called ADJECTIVES.
Adjective simply means put to, and is so called because it is put to the Noun
to express its kind or quality.
LESSON XV.
Point out the Adjectives in the following Exercise:—
The large black dog has a curly tail. The bright moon shines in the
clear sky. Good apples grow in sunny France. The poor traveller
lost his way. His withered locks and tresses gray shook in the cold,
biting wind. A little boy lost a large book. The good, kind sister sat
on a low stooL He had a pair of white gloves on his tiny little hands.
Dear, patient, gentle Nell was dead. James sent his dun pony to the
large field. The lark comes in early spring and sings a sweet song.
The warm fire melted the hard ice from his frozen hands. James had
a round marble in his fat hand. White rabbits are found in the cold
winter.
LESSON XVI.
Write in three columns respectively the Nouns, Verbs, and
Adjectives occurring in the following Exercise, thus:—
NOUNS. | VERBS. | ADJECTIVES.
Rural sights exhilarate the spirit and restore the tone of languid
nature. Cowper's life was melancholy. Milton's poems possess great
sublimity. The great globe is a small department of the solar system.
Two sudden blows with a rugged stick killed the wretched man. Many
dreadful eyes were looking down in blame.
LESSON XVII.
In the following Exercise, arrange the Nouns, Verbs, and
Adjectives as in last Lesson:—
Hail, blithesome stranger of the grove,
That comest with the spring!
Now Heaven repairs thy rural seat,
And woods thy welcome sing.
Soon as the daisy decks the green,
Thy certain voice we hear:
Hast thou a star to guide thy path,
Or mark the rolling year?
6
ENGLISH GRAMMAR.
Delightful visitant! with thee
I hail the time of flowers,
And listen to the music sweet
Of birds among the bowers.
LESSON XVIII.
In the following Exercise, arrange the Nouns, Verbs, and
Adjectives as in last Lesson:—
The hardy plants flourished in the bleak country, and produced large
quantities of excellent fruit. The rapid river carried away the strong
horse and his gallant rider. The lapdog, with the bushy tail, was
barking at the wretched old man. The mighty ocean rolls round the
great globe.
Little drops of water,
Little grains of sand,
Make the mighty ocean
And the solid land.
The way was long, the wind was cold;
The minstrel was infirm and old.
THE ADVERB.
LESSON XIX.
In the following Exercise, write down or name all the words
which tell where, when, and in what manner anything was
done.
Examples.—He died there. The word there tells where he died. — He came
yesterday. The word yesterday tells when lie came. —-Tames dances prettily.
The word prettily tells how or in what manner James dances.
He was reading his lesson yesterday. John came afterwards. Jane
sings sweetly. You must sit down immediately. Come hither, come
hither, my little foot-page. The dog was left behind. The horse
pulls firmly. The man swam boldly. I will come again. The wound
began to bleed afresh. The stone rolled away into the sea. John's
turn comes next. When the king arrived, he glanced sideways. Then
he spoke in wrath. Where hast thou been? I have been nowhere.
The song went round. Merrily, merrily rang the bells. He paid
dearly for his fault. You could scarcely say that she breathed. The
struggle will soon cease. Whither goest thou? Whence that noise?
The prince fought bravely.
CLASSIFICATION OF WORDS.
Definition.—Words which tell or express where, when, or in what
manner anything is done, are called ADVERBS.
Adverb simply means to the Verb. Adverbs are so called because they are
generally put to the Verb to express some circumstance of place, time, or
manner regarding it.
LESSON XX.
Write down or name all the Adverbs in the following Exer¬
cise :—
John came home yesterday, and went away to-day. Jane spoke
loudly. The king rode swiftly to the battle. Wallace was greatly
loved by his followers. Robert Bruce was exceeding brave. The
king treated him cruelly. The river runs rapidly. Come here. Go
away. Boys are naturally fond of play. The frost was intensely
keen. The wind was bitterly cold. The robin sings very sweetly.
LESSON XXI.
Write down or name all the Adverbs in your reading-
lesson.
LESSON XXII.
Arrange in four columns the Nouns, Verbs, Adjectives,
and Adverbs in the following Exercise:—
The pleasant breeze blew gently, and fanned his fevered cheek. The
sun shone brightly on the calm waters of the ocean. Heavy masses of
mist floated lazily across the high mountains. The house was broken
into yesterday, and the thief stole the silver plate. The merry little
squirrel sat quietly on the branch of a lofty tree. He sang sweetly the
old songs of his boyhood. The sailors danced joyously when the gallant
ship entered the harbour. The good old king reigned happily over his
loyal subjects. The snow covered the ground. The fire burns cheerily
in the grate in cold weather. When do you return? To-morrow.
Where has the dog been ?
THE PRONOUN.
LESSON XXIII.
In the following Exercise, point out all the words which
stand in place of Nouns :—
8
ENGLISH GRAMMAR.
Examples.—I have told the story. The word 7 stands in place of the person
speaking.—John has said liis lesson; he may go. The words his and he stand
in place of John.
John is a good boy, he has learned his lesson. Jane went a message:
she will be back soon. I am to go to-morrow; but thou must remain.
The boys went away, because they were frightened. Charles and I
ran home: we were tired. James and you were quarrelling. The boys
have said their lessons. You should not lose your place. The cat
caught a mouse: it sprang upon it and held it by its paws. Fire is
pleasant, and it is needful in cold weather. Birds fly through the air :
they use their wings.
Definition.—A word which stands in place of a Noun is called a
PRONOUN.
Pronoun simply means instead of a Noun.
LESSON XXIV.
Write down or name the Pronouns in the following Exer¬
cise :—
The king sat on his throne: it was made of ivory. The queen
walked in her garden with her maids: they wore blue dresses, which
were trimmed with lace. The swift river glides past: it makes a plea¬
sant murmur, which soothes the ear. Charles was defeated at Wor¬
cester : his soldiers fought bravely, but they could not resist Cromwell's
Ironsides. The school has four rooms : they are large. The master
gave me an apple, and he said that I was not to eat it until I went
home.
I had a little pony,
Her name was Dapple Gray.
I lent her to a lady,
To ride a mile away.
LESSON XXV.
In the following Exercise, put out the Nouns where they are
not required, and substitute the appropriate Pronouns:—
John fell on John's head, and cut John's cheek. Caesar led Caesar's
soldiers to battle, and Caesar conquered Caesar's enemies. The soldiers
ran to the soldiers' colours; and when the soldiers saw the enemy, the
soldiers gave a loud shout. The sun rose with great brightness, and
the sun soon scattered the clouds. Charles gave Charles's dog to John:
Charles was sorry to part with Charles's dog, but Charles's mother told
Charles that Charles could not keep Charles's dog any longer. Mary
CLASSIFICATION OF WORDS. 9
dressed Mary's doll, and Mary went to Mary's sewing: when Mary's
sewing was over, Mary went to Mary's music. The teacher gave Mary
Mary's lesson, and then Mary put on Mary's cloak, and went to Mary's
home.
LESSON XXVI.
In the following Exercise, substitute the appropriate Noun
for each Pronoun
John gave his watch to he mended : it was kept by the watchmaker
ten days. Pompey was a Eoman general: he gained many victories.
The lark sings sweetly as it flies through the air. John told his sister
that she was required by her teacher. She went to her teacher, and he
said that John was wrong. When Wellington was in Spain he fought
many battles : his soldiers had great confidence in him, and they were
never afraid when he was with them. James said that his book was in
the book-case; but it was found in his bag. King John refused to hear
his barons, when they asked him for a redress of their grievances; but
they compelled him to yield. Nature never meant that her secrets
should be always hidden : she reveals them to the earnest seeker after
them.
LESSON XXVII.
Write out or name all the Pronouns in your reading-lesson.
THE PREPOSITION.
LESSON XXVIII.
In the following Exercise, point out in each sentence the two
words which are related or connected to one another :—
Examples.—He went into the house. The word house is connected 01
related to the word went.—Honey is sweet to the taste. The word sweet is
related to, or connected with, the word taste. —The son of David. The word
David is related to, or connected with, the word son.
He sat on the table. The chair was near the fire. The house was
behind the wood. He fell against the wall. He gave no reason for his
conduct. He ran with the dog. The cats came to the window. The
fruit was pleasant to the eye. He remained outside the house. He
stood beyond the river. Man after man came in. He leaped on the
bridge. He gazed around the room. The emperor rode on a white
(330) 2
10
ENGLISH GRAMMAR.
horse. Seated in a carriage, he looked pleased. He stayed in the
house till mid-day. The horse leaped over the precipice.
LESSON XXIX.
In the following Exercise, point out all those words which
show the relation or connection between two other words :—
Examples.—He went into the house. The word into shows the relation
between the words went and house.—Honey is sweet to the taste. The word
to shows the relation between the words sweet and taste.—The son of David.
The word of shows the relation between the words son and David.
John went to London. Solomon was the son of David. The head
of the king is large. He sat beside me. Come under my umbrella.
He sent him from home. He killed him with the sword. He ran into
the garden. John leaped on the ground. Caesar stood on his head.
The castle stood by the side of the river. The eagle flies above the
clouds. The mine runs beneath the ground. He ran up the hill.
John tumbled down the hill. He swam among the breakers. Homer
wrote concerning Troy. John arrived after me. The horse goes
before the cart. The boy ran behind the carriage. He stood in the
sea. He sent him to ask about the cow.
Definition.—Those words which show the relation between two other
words in the same sentence are called PREPOSITIONS.
Preposition simply means placed before, because it is placed before one of the
two words between which it shows the relation.
LESSON XXX.
Write out or name all the Prepositions in the following
Exercise :—
The cat sat on the mat, and then jumped into the house. When the
king went near the horse, he was struck with fear. We must be
humble, if we would go to heaven. Reward is given to the labourer.
The repetition of the name made known the affection of the man.
Truth in the heart is better than truth on the lips. My soul turns
towards thee, as the needle points to the Pole. We must return to the
dust, from which we were taken. He remained within doors until sun¬
down.
They grew in beauty side by side,
They filled one home with glee—
Their graves are severed far and wide,
By mount and stream and sea.
CLASSIFICATION OF WORDS.
11
LESSON XXXI.
"Write out or name all the Prepositions in your reading
lesson.
THE CONJUNCTION.
LESSON XXXII.
In the following Exercise, point out all the words which join
sentences, parts of sentences, or single words together:—
Examples.—I laugh and you sing. The word and joins the sentences I laugh
and you sing.—The soldiers having rested, and the king having arrived, the
battle commenced. The word and joins the two parts of the sentence, the
soldiers having rested and the king having arrived.—You and I must go. The
word and joins the two words you and I.
John laughed and Mary cried. The king went away, and the queen
remained behind. The horse drew the cart, and the man sat upon it.
The father wept, for his son was dead. The sister cannot come if you
go away. James sat down, but his sister ran off. I wish that you
would stay. The tree lies as it falls. William and Mary ascended the
throne. You must go, or you will be punished. He refused to come;
neither would he give any answer. I cannot obey, because you are
wrong. I will not let thee go, except thou bless me. Neither you nor
I can go. Both you and your sister are invited. Two and two make
four; but two and three make five. He rewarded him with a pension
and a handsome house. I shall not do it, unless you wish. He did
not receive it, though he greatly desired it. We cannot tell whether
he will come or not.
Definition.—Words which join sentences, parts of sentences, or single
words together, are called CONJUNCTIONS.
Conjunction simply means a joiner, and can always be distinguished from a
Preposition by the fact that it joins, while the Preposition shows the relation
between two words.
LESSON XXXIII.
Write down or name all the Conjunctions in the following
Exercise, and show what they join:—
The hills smoke, if He touch them. John came, but Robert left.
The king was angry because his soldiers were defeated. The messenger
12
ENGLISH GRAMMAR.
arrived earlier than was expected. John cannot read, for he has never
been taught. No word was spoken, but a deep sound pervades the
hollow vale. To him Nature restored peace and calmness. He could
eat, though he could not learn. Unless you come, the fun will be
spoiled. As he was borne along, his indignation increased. The
moonlight shone in so clearly, that she had no need of a candle to guide
her. They had the belief that all must know of and rejoice in their
joy. I care not whether he come or not. He said they must pay the
rent, or quit the house.
No sound of joy or sorrow was heard from either bank;
But friends and foes in dumb surprise,
With parted lips and straining eyes,
Stood gazing where he sank.
LESSON XXXIV.
Name all the Conjunctions in your reading-lesson.
THE INTERJECTION.
LESSON XXXV.
In the following Exercise, point out all those words which
express surprise, joy, or any sudden emotion of the mind
Examples.—Ah! have you come? The word ah expresses surprise.—
Hurrah ! they are coming. The word hurrah expresses joy.
Alas ! I am undone. O sir ! I find her milder than she was. Lo!
here comes my friend. Peace, ho ! I bar confusion. Hurrah, hurrah
for England ! hurrah for England's Queen ! Hush! it is the dead of
night. Hark ! heard you not the thunder's roar ? Alack ! the ship is
lost. Ah, me! whither shall I go? Ealse wizard, avant! O look!
the sun begins to rise. Adieu, adieu! my native shore fades on my
sight. Ha, ha ! that's very well said. She is to he married. Married ?
hey ! who ? Zounds ! only go and I'll swallow your whole shop. She
danced at the last ball. Death and fury ! danced, do you say ?
Definition.—Those words which express surprise, joy, or any sudden
emotion of the mind, are called INTERJECTIONS.
Interjection simply means thrown betvjeen. Interjections are so called because
tliey are mere utterances thrown between the regular parts of the sentence.
CLASSIFICATION OF WORDS.
13
SUMMARY.
1. All the words in the English language may he arranged into
Eight Classes, which are called—Parts of Speech.
2. The Eight Parts of Speech are the followingNoun, Verb,
Adjective, Adverb, Pronoun, Preposition, Conjunction, and Interjection.
3. Noun is the name given to all those words which name objects, per¬
sons, places, or things.
4. Verb is the name given to all those words which tell what any¬
thing does, what is done to it, or in what state it is.
5. Adjective is the name given to all those words which tell the kind,
or quality, or number of the noun.
6. Adverb is the name given to all those words which tell the time,
place, or manner, in which anything is done.
7. Pronoun is the name given to all those words which are used
instead of nouns, and which prevent the too frequent repetition of the
noun.
8. Preposition is the name given to all those words which show the
relation between individual words in a sentence.
9. Conjunction is the name given to all those words which join sen¬
tences, the parts of sentences, or single words, together.
10. Interjection is the name given to all those words which express
surprise, joy, or any sudden emotion of the mind.
R E V I S A L.
Tell which Part of Speech each word is in the following
Exercises:—
LESSON XXXVI.
Sir Isaac Newton was so small and feeble in his infancy, that little
hope was entertained of his life. His father died very early; but his
mother did all in her power to provide for him the means of education.
At school he displayed remarkable skill in the use of little saws,
hatchets, hammers, and all sorts of tools. He made models of wood
when his companions were at play.
LESSON XXXVII.
Douglas caused a case of silver to be made, into which he put the
Bruce's heart, and wore it around his neck by a string of silk and gold.
14
ENGLISH GRAMMAR.
He set forward for the Holy Land with a gallant train of brave men,
who resolved to attend him to Jerusalem. Douglas never got to the
end of his journey. He died in Spain in a great battle against the
Moors.
LESSON XXXVIII.
A fox went out in a hungry plight,
And he begged of the moon to give him light,
For he had many miles to trot that night,
Before he could reach his den, 0 !
And first he came to a farmer's yard,
And the ducks and the geese declared it hard
That their sleep should be broken and their rest should be marred
By the visits of Master Fox, 0 !
LESSON XXXIX.
The Polar bear is large and fierce. He lives in cold lands, where the
snow lies on the ground all the year. He has a thick white fur to keep
him warm. He feeds on dead whales and on seals. When he is hungry
he will fight any animal. He rises on his hind legs, and tries to hug or
squeeze people to death with his fore paws. Sailors who go to cold
countries in ships have often to fight with white bears.
LESSON XL.
Oh ! call my brother back to me I
I cannot play alone:
The summer comes with flower and bee,—-
Where is my brother gone ?
The flowers run wild, the flowers we sowed
Around our garden tree;
Our vine is drooping with its load;—
Oh ! call him back to me !
LESSON XLI.
The goldfinch is a beautiful little singing bird. His colours are
bright yellow, red, jet black, and fawn. He is a merry little bird,
always flying about, and ever ready to sing. The goldfinch is useful
to man; for he feeds on the seeds of the thistle and other weeds, which
are thus prevented from spoiling our gardens. He makes a beautiful
CLASSIFICATION OF WORDS. 15
nest, lined with moss and hair, in which the female lays three or four
eggs.
LESSON XLII.
The spearman heard the bugle sound,
And cheerily smiled the morn,
And many a brach and many a hound
Attend Llewelyn's horn;
And still he blew a louder blast,
And gave a louder cheer:—
" Come, Gelert! why art thou the last
Llewelyn's horn to hear ? "
16
english grammar.
PART SECOND.
SUBDIVISION OF TIIE FARTS OF SPEECH.
THE NOUN.
lesson i.
Point out all the Nouns that are the names of persons or
places in the following Exercise :—
London is the capital of England. Thomas gave his knife to John.
William, king of England, was a great general. Glasgow is the largest
city in Scotland. Moses was born in Egypt. Samuel was a prophet.
Daniel was cast into the den of lions. Peter walked on the Sea of
Galilee. Mary gave a rose to Jane. Carlo is a good dog. Roger
was the hound's name. Lanark is a large county. Paris is a beauti¬
ful city.
definition i.—Nouns which are the names of particular persons,
places, or things are called PROPER NOUNS.
definition ii.—a Noun which is the name of a class, or of all things
of the same kind, is called a COMMON NOUN.
lesson ii.
In the following Exercise, write all the Proper Nouns in one
column, and the Common Nouns in another:—
Prussia is a country in Europe. William the Conqueror came from
Normandy into England, and landed near Hastings. A bloody battle
was fought, in which Harold was defeated. The rose has leaves. The
Earth is warmed by the rays of the sun. Give me the lantern, and I
shall show you the way to the cave where the robber hid the gold.
The thief who stole my coat was caught, and put in prison. John,
book, ass, bat, America, hair, Wellington, silver, pencil, Lord Derby,
street, window.
SUBDIVISION OF THE PARTS OF SPEECH.
17
LESSON III.
Id the following Exercise, point out all the Nouns which are
the names of qualities or actions:—
Writing is useful. John told the truth. The brightness of the sun
struck him blind. Wisdom is to be sought for. Running is excellent
exercise. The whiteness of the paper is remarkable. The beauty of
the scene was great. Honour, love, and truth, are the names of qua¬
lities. Bathing, diving, swimming, riding, dancing, singing, are the
names of actions. Walking is healthful. His affection for the child
was wonderful. Repentance for an error done is right. His goodness
was manifest to all men. Vengeance! thy fiery wing their race pur¬
sued. The sharpness of the razor is proverbial. His sagacity and
prudence stood him in good stead.
Definition.—Nouns which are the names of qualities or actions are
called ABSTRACT NOUNS.
LESSON IV.
Write in three columns the Proper, Common, and Abstract
Nouns in the following Exercise:—
Milton's purity of life secured the approbation even of liis enemies.
The brilliancy of the sun in countries like Palestine is much greater
than in lands like Scotland. The honour of the general was pledged
for the safe return of the ambassador. The glory of Elizabeth's reign
surpassed that of any contemporary monarch. His goodness was
equally noticed in his treatment of foes as well as of friends. Oh, the
joys that come down, shower-like, on friendship, love, and liberty!
What is friendship but a name,
A charm that lulls to sleep.
The cruelty of Nero has caused his name to become a by-word. Be¬
fore honour is humility, and pride goeth before a fall.
LESSON V.
Write down twelve Proper, twelve Common, and twelve
Abstract Nouns.
LESSON VI.
Construct sentences, introducing one of the following Nouns
into each:—
Holiness, justice, beauty, oak, lion, Rxime, Napoleon, talking, sun¬
beam, patience, Thames, crow, Henry.
18
ENGLISH GRAMMAR.
THE VERB.
LESSON VII.
In the following Exercise, write in one column all those
Verbs which take a Noun after them, and in another column
those which do not take a Noun after them
John, loves his sister. The horse runs. The horse bit the groom.
The house fell. The man struck the table. The cow gives milk Coal
burns. The moon shines. Mary carries a dolh James hurt his finger.
The lark sings. The king rules his people. The book has leaves.
Soldiers fight. The pony eats hay. Mary wept. The wind blows.
The river makes a noise. Bees gather honey
LESSON VIII.
Arrange, as in last Exercise, all the Verbs in your reading-
lesson.
LESSON IX.
Write twelve sentences with Verbs which require a Noun
after them, and twelve with Verbs which do not require a
Noun.
Definition I.—Verbs which require a Noun after them to make the
sense complete are called TRANSITIVE VERBS.
Transitive means passing over, for the action passes over to the Noun or Pro¬
noun coming after.
Definition II—Verbs whicb have complete sense in themselves, and
do not require a Noun after them, are called INTRANSITIVE VERBS.
Intransitive means not passing over, for the action does not pass over to any
Noun or Pronoun coming after.
LESSON X.
In the following Exercise, write the Transitive Verbs in
one column, and the Intransitive Verbs in another:—
The gas burns brightly, and gives more light than many candles.
The horse stumbled and fell, and in falling struck the rider. The king
wore his crown on the day of his coronation, and its gems sparkled in
the sunlight. The grasshopper chirps briskly. The glow-worm gives
a light. Mary loves her little brother, and he dances with glee when
SUBDIVISION OF THE PARTS OF SPEECH.
19
he sees her happy face. Caesar conquered Gaul, and died by the hands
of conspirators. He drew his sword, and flung away the scabbard, and
then sprung into the thickest of the fight.
Sir Ralph the Rover tore his hair,
And cursed himself in his despair;
But the waves rush in on every side,
And the vessel sinks beneath the tide.
Around the fire, one wintry night,
The farmer's rosy children sat;
The fagot lent its blazing light,
And jokes went round and careless chat.
LESSON XI.
Arrange, as in last Exercise, the Transitive and Intran¬
sitive Verbs in your reading-lesson.
THE ADJECTIVE.
LESSON XII.
In the following Exercise, point out the Adjectives which
name the quality of the object or tell the number of objects.
John gave James ten large apples. Thirty soldiers, clad in long
dark cloaks, entered the town by night. Eighteen long years have
passed since I saw the beautiful home of my fathers. Thirty thousand
black-faced sheep passed along the railway. Six lovely pigeons went
flying past, and their snow-white feathers shone brightly in the sun.
Friday was a comely, handsome fellow, with straight, strong limbs.
He was tall and well-shaped, and about twenty-six years of age. He
remained my faithful companion for ten years, and accompanied me to
merry England, which we reached after a prosperous voyage of eighty-
four days. On the second day after our arrival upwards of thirty per¬
sons came to visit us, and crowded our two small rooms.
LESSON XIII.
Arrange, as in last Exercise, the Adjectives in your read¬
ing-lesson.
Definition I.—Adjectives which express the quality of an object are
called ADJECTIVES OF QUALITY, or ATTRIBUTIVE ADJECTIVES.
20
ENGLISH GRAMMAR.
Definition II.—Adjectives which tell the number of objects are
called ADJECTIVES OF NUMBER, or NUMERAL ADJECTIVES.
LESSON XIV.
Tell which of the Adjectives in the following Exercise are
Attributive and which Numeral
The third day, in the morning, the sea was calm, and as the water
was not over five fathoms in depth, I could see the sandy bottom.
Numerous creatures were crawling about, and two in particular at¬
tracted my earnest attention. They had six long legs each, and their
round horny heads were armed with two sharp spikes, which projected
from the forehead. When the silver moon had risen, the smoke might
be seen curling upwards from a thousand dwellings, which studded
that lovely valley. King John led his ill-disciplined army, consisting
of thirty thousand raw soldiers, into the town; where he remained ten
days, during which as many as ten thousand soldiers deserted. After
a weary walk of thirty miles he reached the small inn, which contained
only two beds: he was obliged to resume his journey, and walked other
ten miles.
LESSON XV.
Construct twelve sentences, introducing an Attributive and
a Numeral Adjective into each.
THE ADVERB.
LESSON XVI.
In the following Exercise, write in three columns respectively
those Adverhs which specify the time, the place, and the
manner of the action; or, in other words, which tell when,
where, and how anything exists or is done:—
The boy is going to school to-morrow. Water, water everywhere!
The bird sings sweetly. The dog was left behind. The master arrived
suddenly. The boy repeated his lesson well. The sun shone brightly
in the heavens. He paid dearly for his fault. Come hither, come
hither, my little foot-page. Merrily, merrily went the bark. The poor
woman was meanly clad. Do not think highly of yourself. You must
depart immediately. The king treated him cruelly. Go now. Go
away. The frost was intensely keen. The wind was bitterly cold.
SUBDIVISION OF THE PARTS OF SPEECH.
21
Till noon we quietly sailed on,
Yet never a breeze did breathe;
Slowly and smoothly went the ship,
Moved onward from beneath.
Around, around, flew each sweet sound.
Then darted to the sun;
Slowly the sounds came back again,
Now mixed, now one by one.
LESSON XVII.
Arrange, as in last Exercise, tlie Adverbs in your reading-
lesson.
Definition I.—Adverbs which specify the time of the action are
called ADVERBS OF TIME.
Definition II.—Adverbs which specify the place of the action are
called ADVERBS OF PLACE.
Definition III.—Adverbs which specify the manner in which the
action is performed are called ADVERBS OF MANNER.
LESSON XVIII.
In the following Exercise, tell to which class each Adverb
belongs:—
The struggle will soon cease. The army fought bravely, but was
completely defeated.
She answered meekly, " How should I be glad
Henceforth in all the world at anything ."
The man was very poor, and one of those poor men who never make it
any better. Always so laggard, he looked exactly as if he had come
into the world with only half his soul.
Thus heavenward all things tend. For all were once
Perfect, and all must be at length restored;
So God has greatly purposed.
So toward that shrine, which then in all the realm
Was richest, Arthur leading, slowly went.
After skating merrily on the ice for four hours, we came home dread¬
fully tired. Fair days have often contracted wind and rain. Dost
thou already single me? How cunningly the sorceress displays her
own transgressions! Thrice I deluded her. Nothing of all these evils
hath befallen me but justly.
22
ENGLISH GRAMMAR.
LESSON XIX.
Construct sentences introducing one of the following words
into eachGaily, twice, royally, always, tenderly, falsely,
often, then, now, suddenly, never, sadly.
4
THE PRONOUN.
LESSON XX.
In the following Exercise, point out all the Pronouns which
stand for persons or things
I went away, and he came back. You gave him an apple. We
looked on him as he lay wounded on the ground. The king gave her
a ring of pure gold. Thou art fallen from thy high estate. They were
lost in the snow. He gave them one shiEing each.
I know not if I know what true love is;
But if I know, then, if I love not him,
Methinks there is none other I can love.—
He paused, and in the pause she crept an inch
Nearer, and laid her hands about his feet.—
And he forgave me, and I could not speak.—
She said: they took her to themselves; and she
Dwelt with them, till in time their abbess died.
Definition.—Pronouns that stand for persons or things are called
PERSONAL PRONOUNS.
The Personal Pronouns are, for the person speaking, or the first person, I,
we ; for the person spoken to, or the second person, thou or you, you; for the
person spoken of, or the third person, he, she, it, they.
LESSON XXI.
In the following Exercise, point out those Pronouns which
stand for persons or things, and relate to or are connected
with a word going before :—
The man who gave me the horse ran away. The dog which was
found in the street went mad. Those to whom we do a kindness ought
to be grateful. The boy and tlie dog that you saw passed on. Solo¬
mon was the wisest man that ever lived. You envied the vigorous
energy of those who can resist temptation. I had a dream which was
not all a dream. The knights that gathered around stood silent.
SUBDIVISION OF THE PARTS OF SPEECH.
23
Ah ! great and gentle lord,
Who wast as is the conscience of a saint
Among his warring senses to thy knights;
To whom my false voluptuous pride, that took
Full easily all impressions from below,
Would not look up, or half despised the height
To which I would not or I could not climb.
Definition.—Pronouns which stand for persons or things, and relate
to or are connected with words going before, are called RELATIVE
PRONOUNS.
The Relative Pronouns are who, which, and that. The word going before
to which they relate is called the Antecedent. Antecedent means simply going
before.
LESSON XXII.
Ill the following Exercise, point out those Pronouns which
denote possession:—
John gave William his book. The king ordered his ministers to give
up their seals of office. John gave his sister a present on her birth-day.
Your father has called you. My time is short. Your coming, friends,
revives me. My griefs pain me. Even from out thy slime the mon¬
sters of the deep are made.
Here, in this place,
I wait my mother's coming. She shall know
What thou hast told: her counsels I will follow.
You must depart: your presence may prevent
Our interview.
When the general reviewed his troops, they appeared to his practised
eye an undisciplined rabble. All the men went to their homes.
Definition.—Pronouns which denote possession are called POSSES¬
SIVE PRONOUNS.
The Possessive Pronouns are my, thy, his, her, its, our, your, their,
own.
LESSON XXIII.
In the following Exercise, point out the Pronouns which are
used in asking questions
Who killed Cock Robin ? Which of you did that ? What have you
done? Who so base as be a slave? Into which shelf did you put the
book ? To whom did you offer the present ? What have you got to
say? Who comes here? What would I more, proud Roman? What
24
ENGLISH GRAMMAR.
means the villain? What do I mean? I'll tell thee what I mean.
What's this ? Who would fardels bear ? Which of the two do you mean ?
Definition.—Pronouns which are used in asking questions are called
INTERROGATIVE PRONOUNS.
The Interrogative Pronouns are who, which, and what.
lesson xxiv.
In the following Exercise, point out the Personal, Relative,
Possessive, and Interrogative Pronouns
When James came home, he found his mother waiting for him at the
door of their cottage. King George became blind in his old age.
I come to speak to you of what he wish'd,
Enoch, your husband: I have ever said
You chose the best among us—a strong man;
For where he fixt his heart he set his hand
To do the thing he willed, and bore it through.
He says that he is grieved to know your wretched position, but he
bids you not lose heart; for if you only take advantage of what he has
sent you, there will be an end of your misery. When Mary, who had
been in prison eighteen years, ascended the scaffold, her altered appear¬
ance was manifest. Who shouts treason ? Let him die.
O that those lips had language ! Life has passed
With me but roughly since I heard thee last.
Those lips are thine—thy own sweet smile I see,
The same that oft in childhood solaced me.
lesson xxv.
Point out the different kinds of Pronouns in your reading-
lesson.
THE CONJUNCTION.
lesson xxvi.
In the following Exercise, point out those Conjunctions
which not only join the words, hut indicate that the things
are to be united
John and James run. John went away, and James followed him.
You may go, but he must stay. Both the sea and the land support
SUBDIVISION OF THE PARTS OF SPEECH.
25
multitudes of living creatures. You may go if you choose. This is
my home, and this my little wife. Sir Walter Scott wrote many
novels and several poems. I was late, though I ran all the way. Vir¬
gil was as great a poet as Cicero was an orator.
She loved, and young Richard had settled the day,
And she hoped to be happy for life;
But Richard was idle and worthless, and they
Who knew him would pity poor Mary, and say
That she was too good for his wife.
LESSON XXVII.
In the following Exercise, point out those Conjunctions
which unite the words but separate the things:—
He or his father must go. Either you or I should run after him.
He did not go himself, nor would he allow me to go. Neither sun nor
stars appeared for many days.
Nor scratch had he, nor harm nor dread ;
But the same couch beneath
Lay a great wolf all torn and dead,
Tremendous still in death.
I will not let thee go except thou bless me. I cannot tell whether he
has arrived or not. No man can say whether the pain was severe, unless
he has had experience of it. I can promise more, provided you require it.
The bleak wind of March
Made her tremble and shiver,
But not the dark arch
Or the black flowing river.
Definition I.—Those Conjunctions which not only join the words, but
indicate that the things are to be united, are called COPULATIVE CON¬
JUNCTIONS.
Definition II.—Those Conjunctions which join the words, but sepa¬
rate the things, are called DISJUNCTIVE CONJUNCTIONS.
LESSON XXVIII.
Point out all the Copulative and Disjunctive Conjunctions
in the following Exercise :—
James and Mary went to school when they were six years old. We
cannot wonder if bad conduct leads to disgrace. We cannot solve that
riddle unless we find the key. Both you and I have many comforts
although we sometimes forget this. The king walked on before, but
(330) 3
26
ENGLISH GRAMMAR.
the queen remained behind until darkness came on. The broad seas
swelled to meet the keel, and swept behind. True happiness can be
found, if we search for it aright. England and France have been en¬
gaged in many wars, but now they are at peace.
Our very hopes belied our fears,
Our fears our hopes belied ;—
We thought her dying when she slept,
And sleeping when she died !
For when the morn came, dim and sad,
And chill with early showers,
Her quiet eyelids closed—she had
Another morn than ours !
LESSON XXIX.
Point out all the Copulative and Disjunctive Conjunctions
in your reading-lesson.
SUMMARY.
1. Nouns are divided into three classes—Proper, Common, and Ab¬
stract.
(a.) A Proper Noun is one which is the name of any particular person,
place, or thing.
(6.) A Common Noun is one which is the name of a class, or of all
things of the same kind.
(c.) An Abstract Noun is one which is the name of any quality or
action.
2. Verbs are divided into two classes—Transitive and Intransitive.
(a.) A Transitive Verb is one which requires a Noun, Pronoun, or
some other word after it to make complete sense.
(b.) An Intransitive Verb is one which conveys complete sense by itself,
and does not require any word after it to complete the sense.
3. Adjectives are divided into two classes—Attributive and Numeral.
(a.) An Attributive Adjective is one which expresses the quality of an
object.
(6.) A Numeral Adjective is one which specifies the number of the
object.
4. Adverbs are divided into three classes—Adverbs of Time, Adverbs
of Place, and Adverbs of Manner.
(a.) An Adverb of Time is one which specifies the time of an action.
(b.) An Adverb of Place is one which specifies the place where an action
is performed.
subdivision of the parts of speech.
27
(c.) An Adverb of Manner is one which specifies the manner in which
an action is performed, or which modifies an Adjective or other Adverb.
5. Pronouns are divided into four classes—Personal, Relative, Pos¬
sessive, and Interrogative.
(a.) A Personal Pronoun is one which is used in place of a person or
thing.
(6.) A Relative Pronoun is one which is used for a person or thing,
and relates to some word going before.
(c.) A Possessive Pronoun is one which denotes possession,
(d.) An Interrogative Pronoun is one which is used in asking questions.
G. Conjunctions are divided into two classes—Copulative and Dis¬
junctive.
(a.) A Copulative Conjunction is one which not only joins the words,
but unites the things.
(b.) A Disjunctive Conjunction is one which unites the words, but
separates the things.
7. The Preposition and Interjection do not require to be subdivided.
REVISAL.
Name the Class and Subdivision of each word in the fol¬
lowing Exercises:—
lesson xxx.
The spider is a cunning fellow. He makes his living by his arts and
stratagems. He lives by snares and plots; and yet. he is an interesting
little creature. He exhibits wonderful skill and ingenuity in weaving
his nest, and possesses extraordinary patience and perseverance. The
thread of the spider is a soft substance, which is contained in a little
bag in the body of the insect.
lesson xxxi.
Little Ann had a famous dog. His name was Grip. One day Ann
went out to visit a poor woman, and took Grip with her. Grip had
not gone far until he saw a cat. He immediately gave chase; but the
cat ran up a tree, and was safe. Grip stood at the bottom, and
barked with all his might; but the cat never heeded him.
lesson xxxii.
One day a little old man went with his ass to market to buy some
things. On his way from the market, some naughty boys picked stones
28
ENGLISH GRAMMAR.
from the roadside, and struck the ass, which lay down, and crushed
all the things which the poor man had purchased. The boys ran away.
LESSON XXXIII.
One cold day in January two little boys were running merrily to
schooL Their names were Willie and Eddie. When they got near
the door of the school, Eddie slipped over a piece of orange-peel, which
a careless little girl had thrown on the pavement. He fell heavily,
and broke his leg. The poor little boy cried out with pain. A kind
man came up at the time, and took Eddie gently in his arms, and
carried him to his mother.
LESSON XXXIY.
Sweet is the breath of summer mora,
And sweet the sight of golden corn;
And sweet, at evening's closing hour,
The balmy breeze, the fragrant flower.
'Tis sweet when harvest glories shine,
When glowing clusters load the vine;
When hows the heavy tree, and pours
In Autumn's lap its juicy stores.
LESSON XXXV.
There is a flower, a little flower,
With silver crest and golden eye,
That welcomes every changing hour.
And weathers every sky.
The prouder beauties of the field
In gay but quick succession shine;
Race after race their honours yield—
They flourish and decline.
LESSON XXXVI.
Fitz-James was brave:—Though to his heart
The life-blood thrilled with sudden start,
He manned himself with dauntless air,
Returned the Chief his haughty stare,
His back against a rock he bore,
And firmly placed his foot before:—-
" Come one, come all! this rock shall fly
From its firm base as soon as I ! "
inflection of the parts of speech
29
PART THIRD.
INFLECTION OF THE PARTS OF SPEECH.
THE NOUN—NUMBER.
lesson i.
Examine the Nouns in the following Exercise, and tell what
change you observe in each:—-
The shoemaker made a boot. The shoemakers made boots. The
bird sings. The birds sing. The house fell. The houses fell. The
cat mews. The cats mew. The horse runs. The horses run.
What change has been made on shoemaker, boot, bird, house,
cat, horse ? Why has the letter s been added in each case ?
How many does the word shoemaker, boot, bird, &c., mean 1
How many does the word shoemakers, boots, birds, &c., mean 1
lesson ii.
Examine the Nouns in the following Exercise, and tell what
change you observe in each :—
The church stands on the hill. The churches stand on the hills.
The hiss was heard. The hisses were heard. The loaf was good. The
loaves were good. The knife was sharp. The knives were sharp. The
lady rode a white pony. The ladies rode white ponies. The boy was
drowned. The boys were run over. The man slept. The men slept.
The tooth was decayed. The teeth fell out. The fat ox was sent to
town. The fat oxen were killed.
What change has been made on church, hill, hiss, loaf, knife,
lady, pony, boy, man, tooth, ox ? Why have these changes heen
made on these words ? How many does the word church, hiss,
loaf, &c., mean ? How many does the word churches, hisses,
loaves, &c., mean 1
30
ENGLISH GRAMMAR.
Definition I. —When the Noun is employed to express one object, it
is said to be in the SINGULAR number.
Definition II.—When the Noun is employed to express more than
one object, it is said to be in the PLURAL number.
LESSON III.
In the following Exercise point out which Nouns are in the
singular number, and which in the plural:—
John has six hats. The desk is made of ivory. The cat hunts the
rats. Four tables stood in each room. He broke six bottles of wine.
Give me paper, pens, and ink. Have you a pencil ? He placed several
stools in the house. The little birds build their nests in the trees.
The sun shines in the blue heavens. James has tliree sons. The little
girls have no father or mother. We obtain milk from cows. The
masons built the walls of the house with bricks, and the carpenters
laid down the planks. Stones are useful for many purposes.
What have you done in each case to form the plural ? What
have you added to the singular ? As this is the most common
way of forming the plural in English, we have this Eule:—
Role I.—In English the PLURAL is generally formed by adding the
letter s to the singular.
LESSON IV.
Examine carefully the Nouns in the following Exercise, and
then point out how the plural is formed : —
Glasgow has many churches. The man sold a brush, and bought
five thrushes. The fox is cunning, and has often played many hoaxes.
He broke all the dishes. You shall have your wish. Sixteen boxes
fell on his crutches. A little miss bought a hutch. Baby sent ten
kisses.
What has been added in each case ? In what letters do
these Nouns end ? Hence we have—■
Role II.—When the Noun ends in s, sh, ck (soft), x, or o, the PLURAL
is generally formed hy adding the letters cs to the singular.
lesson v.
Write down all the Nouns in your reading-lesson which
form the plural hy adding s or es to the singular.
INFLECTION OF THE PARTS OF SPEECH.
31
LESSON VI.
Write down the plural of these words:—■
Lady, pony, day, ray, beauty, duty, fray, lay, pay, boy, body, story,
injury, quality, society, party, century, joy, theory, way.
Arrange in one column those which simply add the letter s,
and in another those which change the final y into i and then add
es. What kind of letter have all those which add s got before
the final y? Hence we can form this Rule :—-
Rule III.—Nouns ending in y preceded by a consonant* form the
PLURAL by changing the y into i and adding the letters es.
LESSON VII.
In the following Exercise point out some Nouns the plural of
which is not formed according to the three Rules already
given:—
John bought a knife, and began to cut the loaf. The man took his
wife to see London. They say a cat has nine lives. They came
against him with staves in their hands. He fell among thieves. The
leaves of the forest were green. He arranged his books upon the
shelves. The man lost his teeth. Four mice were caught in the trap.
The dog chased the geese. All the women tied away. His feet sunk
in the mire. The ox knoweth his owner.
What do you observe in regard to those Nouns which end in
forfe? How is their plural formed? What do you observe
in regard to these words: man, tooth, mouse, goose, woman, foot ?
Hence we may form these two Rules:—
Rule IV.—Some Nouns, ending in / or /<*, change the / or fe into v,
and add the letters es, so as to form the PLURAL.
Rule V.—Some Nouns form the PLURAL, not hy addition, but by au
internal change.
LESSON VIII.
Tell the number of each Noun in the following passage:—
It was the schooner Hesperus
That sailed the wintry sea,;
And the skipper had taken his little daughter
To bear him company.
* Explain this word, and the word vowel.
32
ENGLISH GRAMMAR.
Blue were her eyes as the fairy flax,
Her cheeks like the dawn of day,
And her bosom white as the hawthorn buds
That ope in the month of May.
The skipper he stood beside the helm.
His pipe was in his mouth,
And he watched how the veering flaw did blow
The smoke now west, now south. *
LESSON IX.
Write in one column all the singular Nouns, and in another
all the plural Nouns in the following passage:—
The swallows in their torpid state
Compose their useless wing;
And bees in hives as idly wait
The call of early spring.
The keenest frost that binds the stream,
The wildest wind that blows,
Are neither felt nor feared by them,
Secure of their repose.
But man, all feeling and awake,
The gloomy scene surveys;
With present ills his heart must ache,
And pant for brighter days.
LESSON X.
Arrange the Nouns in this Exercise as in last Lesson:—
'Twas in the prime of summer time,
An evening calm and cool,
And four-and-twenty happy boys
Came bounding out of school;—
There were some that ran, and some that leapt,
Like troutlets in a pool.
* The pupil should not be confined to number in these Exercises, but made
to parse each word in so far as we have yet gone. They thus form Revisal
Lessons.
INFLECTION OF THE PARTS OF SPEECH. 33
Like sportive deer * they coursed about,
And shouted as they ran—
Turning to mirth all things on earth,
As only boyhood can;—
But the usher sat remote from all,
A melancholy man!
His hat was off, his vest apart,
To catch heaven's blessed breeze;
For a burning thought was in his brow.
And his bosom ill at ease;
So he leaned his head on his hands, and read
The book between his knees.
THE NOUN—GENDER.
LESSON XI.
In the following Exercise, point out all the Nouns which
are the names of males, and all which are the names of
females:—+
The man sent away his son and daughter to call his uncle and aunt.
The boy ran away from the horse, and frightened the mare. Your
uncle is older than your aunt. The lord and his lady rode in then
carriage. The cow chased the little girl, but her brother came to her
help. The bull was fierce. Your sister's husband was calling for your
brother. The empress is dead. The king banished his queen. The
tiger and tigress were confined in a cage. The little maid was very
shy. The lion began to roar, and the he-goat ran off. The man¬
servant told the maid-servant that her master and mistress were dead.
The lioness broke the bars of her cage. The she-goat followed the abbot
and the nun into the house.
Definition I.—Nouns which are the names of males are said to be
of the MASCULINE gender.
Definition II.—Nouns which are the names of females are said to
be of the FEMININE gender.
* Words like deer, and foreign words introduced into the language, can he
easily explained as- they occur. We have not deemed it necessary to lay down
rules for the formation of such plurals.
t Or the teacher may ask the pupils to point out those to which he can be
applied, and those to which she. They know this, and simply require to have
their attention directed to it to see what is meant by Gender
34
ENGLISH GRAMMAR.
Definition III.—Nouns which are not the names of males or females
are said to be NEUTER.»
LESSON XII.
Arrange in three columns the masculine, feminine, and
neuter Nouns in the following Exercise:—
An old man came out of the wood riding on a bay horse. His dog
ran by his side, and every now and then poked his nose into the snow.
The pen was made of steel. George informed his sister that their
little dog Carlo had broken his leg. My father went to America, and
fought against the Spaniards. The King of Italy left his kingdom to
his son. The trees waved in the wind, and frightened the boy, who
was leading his grandmother by the hand. The cow is a very useful
animal. She gives us milk. Her hide is made into leather, from which
men make shoes. The calff ran round the field, and was chased by a
dog. The bull pursued the old woman, and nearly fell into the ditch.
The Queen assembled Parliament in the month of February.
LESSON XIII.
Arrange the words in your reading-lesson as in last Exer¬
cise.
LESSON XIV.
Examine carefully the Nouns in the following Exercise, and
tell how the gender is expressed:—
The boy told the emperor that the empress had fled. The girl be¬
came the heroine of the story, and was much praised by the king, who
told his man-servant to bring her to the queen. The duke informed
the duchess that the ambassador and his wife were coming on a visit.
The hen-sparrow sat on the eggs, while the cock-sparrow brought her
food. My little sister was ill, and your brother came to see her. He
said his father and mother had sent him. The tiger sprang on the
mare, and would have killed her had not the count fired his rifle.
How do you express the feminine of boy, ling, husband,
brother, father, &c. ?
* Neuter means neither, and as used in grammar means that a Noun is
neither masculine nor feminine.
t Explain that many words are applied indifferently to males and females
The gender is then said to be Common.
INFLECTION OF THE PARTS OF SPEECH
35
How do you express tlie feminine of emperor, hero, duke,
tiger, count, lion, &c. ?
How do you express the masculine and feminine of servant,
goat, sparrow, &c. I
We have thus three methods of expressing gender in Eng¬
lish :—
I.—Gender is expressed by the use of different words,—husband, wife.
II.—Gender is expressed by a change of termination, or by derivation,
—tiger, tigress.
III.—Gender is expressed by prefixing a word to indicate the sex, or
by composition,—he-goat, she-gnat.
LESSON XV.
In the following Exercise give the number and gender of
all the Nouns:—
The child who had been her little friend came there, almost as soon
as it was day, with an offering of dried flowers, which he begged them
to lay upon her breast. It was he who had come to the window over¬
night, and spoken to the sexton; and they saw in the snow traces of
small feet, where he had been lingering near the room in which she
lay, before he went to bed. Soothing him with his artless talk of Nell,
the boy persuaded the old man to take some rest. They were to gather
fresh leaves and berries for her bed. It was Sunday—a bright, clear,
wintry afternoon—when they traversed the village.
LESSON XVI.
In the following Exercise give the number and gender of
all the Nouns:—
When Napoleon was flying
From the field of Waterloo,
A British soldier, dying,
To his brother bade adieu.
" And take," he said, " this token
To the maid that owns my faith,
With the words that I have spoken
In affection's latest breath."
Sore mourned the brother's heart
When the youth beside him fell;
But the trumpet warned to part,
And they took a sad farewell.
36
ENGLISH GRAMMAR.
There was many a friend to lose him
For that gallant soldier sighed;
But the maiden of his bosom
Wept when all their tears were dr ied.
«
THE NOUN.-CASE.
LESSON XVII.
In the following Exercise examine these Nouns;—Man,
horse, dog, cart, cat, mat, temple, house, hook, door, fire,
grate, grass, tree, bird; and explain what change you observe
in their form or their position in the sentence :—
The man fell. The man's hat fell. We caught the man. The horse
ran off. The horse's bridle shook. He killed the horse. The dog
barks. The dog's chain broke. He stoned the dog. The cart was full.
The cart's wheel fell off. He filled the cart. The cat mews. The cat's
ear was hurt. We hunted the cat. The mat was dry. He sat on the
mat. The temple was built. Solomon built the temple. The house
stood. He went into the house. The book was dear. The man wrote
the book. The door was open. He forced the door. The fire burns.
He kindled a fire. The grate is made of steel. He cleaned the grate.
He put coals into the grate. The grate's bars are broken. The grass
grows. He cut the grass. He sat on the grass. The tree shook. The
tree's branches are dead. He planted a tree. The bird sat on a tree.
The bird's wing was broken. He shot the bird. He gave food to the bird.
What change of form do you observe in some of the fore¬
going Nouns ? Name the Nouns in which you observe the change
of form. What kind of word always follows the Noun in which
you observe the change of form ?
What change of position in the sentence do you observe
among some of the foregoing Nouns? Name the Nouns in
which you observe this change of position in the sentence.
Why have these Nouns undergone the change of form or posi¬
tion in the sentence which you have pointed out ?
Definition I.—To indicate the relation in which a Noun (or Pronoun)
stands to some other word in a sentence, the Noun (or Pronoun) under¬
goes a change of form or of position in the sentence.
INFLECTION OF THE PARTS OF SPEECH.
37
Definition II. —This change of form or of position in the sentence is
called CASE.
Definition III.—When the Noun (or Pronoun) is the subject of the
sentence—i.e., the subject about which any affirmation is made,—it is
put before the Verb, and said to he in the NOMINATIVE Case.
Definition IV.—When the Noun is followed by another Noun, and
expresses possession, it is said to be in the POSSESSIVE Case.
Definition V.—When the Noun denotes the object of a Transitive
Verb or Preposition, it is put after the Transitive Verb or Preposition,
and is said to be in the OBJECTIVE Case.
LESSON XVIII.
In the following Exercise tell the Case of all the Nouns, and
give in each instance a reason for your answer :—
The snow covered the ground. The ground was thick with mud. The
lion tore the horse to pieces. Spring has come with sun and flowers.
The moon's rays were reflected in the deep blue sea. Solomon, the son
of David, was king * over Israel. The newspaper contained news of
the war. Ministers experienced their first check for the session. The
election was attended with great uproar among the people. The cat's
legs were caught in the trap. Men began to build without concert,
and the walls soon fell down. The Assyrian came down like a wolf f
on the fold. His cohorts were gleaming with purple and gold. The
lion's mane is large and shaggy. The man's shoes were made of leather.
John Milton wrote " Paradise Lost."
LESSON XIX.
Arrange the Nouns in the following Exercise in three
columns, according as they are in the Nominative, Possessive,
or Objective Case:—
The books were bound in calf. The teacher's book was found in the
school. The master gave the prize to the little boy. John's hand
caught the ball. The game at foot-ball tested the boys' strength. The
men's heads appeared above the water. The oak grows in the forest.
The tree's roots were imbedded in the soil. The setting sun cast his
rays on the sea. The way was long. The wind was cold. Moses'
face shone. He refused to sign the deed for conscience' sake. Peter's
hat was blown off by the wind. The children's lessons were well pre-
* Explain this nominative case, and give examples of the same sort,
t What case is wolf? Why is it in the objective?
38
ENGLISH GRAMMAR.
pared. The hen covered her chickens with her wings. The wall was
covered with pictures.
What change, if any, do you observe between the words in
the first column and those in the third ? Examine the Nouns
in the second column, and state what change they have under¬
gone. Hence we have these Eules:—
Rule I.—In English, the Nominative and the Objective are alike in
form, except in the case of Pronouns, and can he recognized only hy
their position in the sentence.
Rule II.—The Possessive singular is formed hy adding an apostrophe
(') and s to the Nominative.
Rule III.—When the Nominative ends in s, or in the sound of s, and
the Noun following begins with s, the Possessive is formed hy simply
adding an apostrophe (').
Rule IV.—The Possessive plural is generally formed hy adding an
apostrophe (') to the Nominative plural.
Rule V.—When the Nominative plural does not end in s, the Posses¬
sive plural is formed like the Possessive singular.
LESSON" XX.
Tell the number, gender, and case of each Noun in the
following Exercise :—
Under a spreading chestnut tree
The village smithy stands :
The smith, a mighty man is he,
With large and sinewy hands,
And the muscles of his brawny arms
Are strong as iron bands.
The children coming home from school
Look in at the open door;
They love to see the flaming forge,
And hear the bellows roar,
And catch the burning sparks that fly
Take chaff from a threshing-floor.
LESSON XXL
Tell the number, gender, and case of each Noun in your
reading-lesson
INFLECTION OF THE PARTS OF SPEECH.
39
LESSON XXII.
Tell the number, gender, and case of each Noun in the
following Exercise:—
We walked with Charles, the boys, and Vicky to the river side
above the bridge, where all our tenants were assembled with long
poles and spears for catching salmon. They all went into the river,
walking up it, and then back again, poking about under all the stones
to bring fish up to where the men stood with the net. It had a pretty
effect.
LESSON XXIII.
Tell the number, gender, and case of each Noun in the
following Exercise:—
0 for a lodge in some vast wilderness,
Some boundless contiguity of shade,
Where rumour of oppression and deceit,
Of unsuccessful or successful war,
Might never reach me more! My ear is pained,
My heart is sick with every day's report
Of wrong and outrage with which Earth is filled.
There is no flesh in man's obdurate heart:
It does not feel for man; the natural bond
Of brotherhood is severed as the flax
That falls asunder at the touch of fire.
»
THE VERB—PERSON.
LESSON XXIV.
In the following Exercise, point out all the words that form
Nominatives ; tell whether they are Nouns or Pronouns. If
Pronouns, of what Person are they?
I gave John an apple. The man rides on horseback. Thou lovest
the praise of men. Peter loves to learn his lesson. We threw some
stones after the dog. Ye are now full of care and anxiety. They went
away the day after we arrived. Horses are useful to the farmer.
Ploughs are now generally made of iron. We ran after the gig, but we
were unable to overtake it. George shut the door in his face. The
wind blew down the lofty trees. I come, I come; ye have called
40
ENGLISH GRAMMAR.
me long. He comes laden with blessings. Thou comest like the sun
In his strength. We come anon. Dogs bark and make a noise.
Definition I.—When the Nominative to a Verb is a Pronoun of the
first person, the Verb is said to be of the FIRST PERSON.
Definition II.—When the Nominative to a Verb is a Pronoun of the
second person, the Verb is said to be of the SECOND PERSON.
Definition III.—When the Nominative to a Verb is a Noun or a Pro¬
noun of the third person, the Verb is said to be of the THIRD PERSON.
lesson xxv.
Tell the Person of each Verb in the following Exercise, and
give in each case a reason for your answer :—
Clouds of smoke issued from the furnace. The lambs play in the
meadows. The birds sing among the branches. She went away sore
displeased. Ye have been long in coining. I remember, I remember
the house where I was born. He ran with all his might. They fol¬
lowed the army into Spain. Kings are fond of war. John brought
his sister to the circus: she was delighted with her visit. Thou
shouldst not torment the cat. We ought ever to learn. It cost him
much labour to work that sum. We are fond of swimming. I can go
when I please.
♦
THE VERB—NUMBER.
lesson xxvi.
Point out the Nominatives in the following Exercise, and
tell whether they are singular or plural
These distinguished gentlemen were reclining on a couple of sofas.
The horse drew the heavy cart along the road. The little maid ar¬
ranged the table. They sat down on a grassy knoll. He left home
last evening. This threat broke up the party. I bring fresh showers
for the thirsty flowers. We expected the parcel long ago. The river
flows on for ever. Men may come, and men may go. A thousand
suns shall shine on thee; a thousand moons shall quiver. The young
lady sung very beautifully. Boys enjoy the sea. Pictures are useful.
The garden was covered with flowers. You told the same story yes¬
terday. The manager clapped his hands as a signal to proceed.
Definition I. —When the Nominative to a Verb is singular, the Verb
is said to be SINGULAR.
INFLECTION OF THE PARTS OF SPEECH.
41
Definition II - When the Nominative to a Verb is plural, the Verb is
said to be PLURAL.
LESSON XXVII.
In tlie following Exercise, tell the Number of each Verb,
and give in each case the reason for your answer :—
The trees were bare of foliage. Napoleon was defeated at Waterloo.
Different men have different opinions. Martha proceeded to tell her
etory. The young larks have just left their nests: they cannot fly far.
The corn waves in the wind. lie fell asleep on the battle-field. King
John signed the Great Charter. Various officers fell in that engage¬
ment. The soldiers fought with great bravery. The king ordered the
cavalry to charge: they immediately obeyed. We are never weary of
beholding nature. Her face is ever fresh.
LESSON XXVIII.
Tell the Number of each Verb in your reading-lesson.
LESSON XXIX
Tell the Person and Number of each Verb in the following
Exercise :—
You cannot get honey if you are frightened at bees. If the cat sits
long enough at the hole, she will catch the mouse. They sell the best
goods at the lowest prices. We must try to state the truth. Self-
praise is no recommendation. Boasters are never worth a button with
the shank off. Every man should leave a monument behind him.
When I see a young lady with a flower-garden on her head, I am sure
she must be very ignorant. The sheep know when the rain is coming.
Albany had now reached the object of his ambition. The king came
in with a frown upon his face. The English placed their standard in
the centre. I fear that you have forgotten your lesson.
LESSON XXX.
Tell the Person and Number of each Verb in the following
Exercise
They grew in beauty side by side,
They filled one home with glee:
Their graves are severed far and wide,
By mount, and stream, and sea.
(330) ' 4
42
ENGLISH GRAMMAR.
I flew to the pleasant fields traversed so oft
In life's morning march, when my bosom was young;
I heard my own mountain-goats bleating aloft,
And knew the sweet strain that the corn-reaper sung
The curling waves with awful roar
A gallant bark assailed;
And pallid fear's distracting power
O'er all on board prevailed.
If you're waking, call me early,
Call me early, mother dear;
For I would see the sun rise
Upon the glad New Year:
It is the last New Year
That I shall ever see;
Then you may lay me low in the mould,
And think no more of me.
«
THE VERB.—TENSE.
LESSON XXXI.
Examine the Verbs in the following Exercise, and tell
whether the action expressed by the Verb is now going on, is
past, or is yet to be done:—
The boy learns his lesson. The boy learned his lesson yesterday.
The boy will learn his lesson to-morrow. The child loves its mother.
The child loved the story. The child will love the book in after years.
The horse runs fast. The horse ran fast. The horse will run fast in
the race. The man sells pins. The man sold all his goods. The man
will sell the whole to-morrow. You sleep soundly. You slept soundly.
You shall sleep soundly. He rises from his seat. They rose when the
king entered. They shall rise, and call thee blessed. The girls dance
prettily. The girl danced prettily. The girl will dance prettily some
day. The dog barks. The dog barked at the beggar. The dog will
bark at the gate. You shall go away to-morrow.
Definition I.—To denote the Time at which the action expressed by
the Verb takes place, the Verb undergoes an inflection or change of
form. This inflection or change of form is called TENSE.
Tense simply means time.
Definition II.—When the action expressed by the Verb is represented
as actually going on. the Verb is said to be in the PRESENT TENSE.
INFLECTION OF THE PARTS OF SPEECH.
43
Definition III.—When the action expressed by the Verb is repre¬
sented as past, the Verb is said to be in the PAST TENSE.
Definition IV.—When the action expressed by the Verb is represented
as future, the Verb is said to be in the FUTURE TENSE.
LESSON XXXII.
Examine the Verbs in the following Exercise, tell the Tense
of each, ami show how the Past and Future Tenses are
formed:—
The king thanked his soldiers. The emperor will return in two
years. The priest blessed the people. The priest will bless the con¬
gregation. I shall descend soon. lie descended from the wall in a
cage. The steamer crosses the ferry now. The steamer crossed the
ocean last winter. The fire raged fiercely. Linden showed another
sight. They walk with open eyes. The children walked into the
river. The sun rises in the morning. The sun rose yesterday. The
wind will rise in the evening. Thieves steal. The boy stole an apple.
He shall come in power. The men take the gold. The soldiers took
the town. The enemy will take this road. John gives all his money
away. The boy gave his sister an apple. The dog runs fast. The
little girl ran after her mother. I shall leave home to-morrow. I left
the house yesterday.
Definition I.—Some Verbs form their Past Tense by adding d or cd
to the Present. These Verbs are called REGULAR.
Definition II.— Some Verbs form their Past Tense by changing the
Vowel of the Present. These Verbs are called IRREGULAR. (See list
of Irregular Verbs in Summary.)
Definition III.—The Future Tense of all Verbs is formed by prefixing
shall or will to the simple form of the Verb.
Shall and will are termed Auxiliary or "Helping" Verbs.
LESSON XXXIII.
Tell the Person, Number, and Tense of each Verb in the
following Exercise:—
I shall run after him. You followed him quickly. The horses drew
the heavy load. The men left their homes when the soldiers appeared.
The eagle soared away into the blue heavens. She lost her doll. Little
Bo-peep lost her sheep. They will come home in time. In her ear
he whispers gaily. I watched the setting sun. He told the story.
This house stands on a hill. The rocks will fall down. We shall
44
ENGLISH GRAMMAR.
Boon reach home. I heard the wind sighing among the trees. The
rooks settled on the trees. The swallow will come in spring. The
pretty little snowdrop peeps above the ground. The snow fell fast..
John rode a spirited horse.
The warrior bowed his crested head,
And tamed his heart of fire;
And sued the haughty king to free
His long-imprisoned sire:
" I bring thee here my fortress keys,
I bring my captive train,
I pledge thee faith:—my liege, my lord—
O break* my father's chain."
lesson xxxiv.
We may now arrange the Present, Past, and Future
Tenses of any Verb, showing at one view the Person, Number,
and Tense. Thus:—
Example I.—The Verb, To love.
present tense.
Singular. Plural.
1. I love. 1. We love.
2. Thou lovest. 2. Ye or you love.
3. Hef loves. 3. They £ love.
past tense.
1. I loved. 1. We loved.
2. Thou lovedst. 2. You loved.
3. He loved. 3. They loved.
future tense.
1. I shall or will love. 1. We shall or will love.
2. Thou shalt or wilt love. 2. You shall or will love.
3. He shall or will love. 3. They shall or will love.
Example II.—The Verb, To run.
present tense.
1. I run. 1. We run.
2. Thou runnest. 2. You run.
3. He runs. 3. They run.
* Leave out. The Imperative will come in due course,
t Or any Noun in the singular number.
I Or any Noun in the plural number.
INFLECTION OF THE PARTS OF SPEECH.
45
past tense.
Singular. Plural.
1. I ran. 1. We ran.
2. Thou rannest. 2. You ran.
3. He ran. 3. They ran.
future tense.
1. I shall or will run. 1. We shall or will run.
2. Thou shalt or wilt run. 2. You shall or will run.
3. He shall or will run. 3. They shall or will run.
Example III.—The Verb, To have.
present tense.
1. I have. 1. We have.
2. Thou hast. 2. You have.
3. He has. 3. They have.
past tense.
1. I had. 1. We had.
2. Thou hadst. 2. You had.
3. He had. 3. They had.
future tense.
1. I shall or will have. 1. We shall or will have.
2. Thou shalt or wilt have. 2. You shall or will have.
3. He shall or will have. 3. They shall or will have.
lesson xxxv.
Arrange the following Verbs as in last Lesson :—to dance, to
sing, to laugh, to take, to give, to play, to steal, to say, to
make.
LESSON xxxvi.
In the following Exercise, point out all the Verbs which
express that the action is present, and also those which express
that the action has just now been finished:—
Examples.—I write the letter. I writs simply expresses that the action is
present.—I have written the letter. I have written expresses that the action
has just been finished at the moment of speaking.
You say you are unwell. You have said that you have been unwell.
The king writes a despatch. The king has written a desj>atch. We
46
ENGLISH GRAMMAR.
play all day. We have played all day. You have sung that song
remarkably well. They have danced with much grace. My sister
writes a letter. Your brother has finished his letter. My father has
sent away the ship. The messenger has just arrived. The ship has
come into the harbour. The officer has this instant gone out. You
speak very correctly. I have told you all I know.
Definition.—When the Verb denotes that the action expressed by it
has been just now completed, it is said to be in the PRESENT PER¬
FECT TENSE.
Perfect simply means completed, and tells the state of the action. Present
tells the time.
LESSON XXXVII.
In the following Exercise, point out all the Verbs which
express that the action is past, and also those which express
that the action is not only past, but also finished or com¬
pleted
Examples.—I wrote the letter. I wrote simply expresses that the action is
past.—I had written the letter. I heed written expresses that the action is not
only past, but also completed.
I sent your brother home. I had sent the messenger before you
arrived. When the king had seen the spot, he at once selected it. I
saw your father long before he had come through the wood. The
envoy was greatly displeased when he heard the news. When the
news had reached the men, they looked amazed. He danced along the
road when he had delivered his commission. You had gone two hours
ere the word came. When the soldier had finished his repast, he rose
and dressed himself. After the moon had risen, the wind fell. He ran
with all his might, after he had recovered from his fear.
Definition.—When the Verb denotes that the action expressed by it
is not only past, but also completed, it is said to be in the PAST PER¬
FECT TENSE.
Past denotes the time ; Perfect, the state of the action.
LESSON XXXVIII.
In the following Exercise, point out those Verbs which ex¬
press that the action is future, and those which express that
the action is not only future, but also completed:—
Examples.—I shall write the letter. I shall write simply expresses that
the action is future.—I shall have written the letter. I shall have written
expresses that the action is not only future, but also completed.
INFLECTION OF THE PARTS OF SPEECH.
47
When I shall have finished my task, I shall walk into town. He
will visit you, as soon as he will have returned from the Continent.
The servant will go on the errand, as soon as the post shall have arrived.
Your sister and you will have your pic-nic when the warm summer
weather shall have come. As soon as I shall have finished this exer¬
cise, we shall take Carlo to the river. He sat down on the bank, after
we had reached the spot, and said:—
A thousand suns shall shine on thee.
A thousand moons shall quiver;
No more by thee my steps shall be
For ever and for ever.
Whensoever I take my journey into Spain, I will come to you. When
once you shall have reached that happy shore, you will have no more
sorrow.
Definition.—When the Verb denotes that the action expressed by it
is not only future, but also completed, it is said to be in the FUTURE
PERFECT TENSE.
Future denotes the time; Perfect, the state of the action
LESSON XXXIX.
Examine the Verbs in the following Exercise, and tell how
the Perfect Tenses are formed
The storm has raged for two days. The thief had stolen the purse.
I will have finished my exercise before dinner-time. The rain has
ceased. I have taken the whole field. The man will have paid dearly
for his ignorance. The clock has just struck twelve. They had
scarcely departed when the messenger arrived. Before to-morrow's
dawn, we shall have seen the end. Thou hast tried many plans, and
yet thou hast not suoceeded. Men have ventured much for love.
WTien the lion had shaken his victim, he left him. When she had
thought for a little, she wept bitterly. When they shall have cast him
forth, they may depart. The fever had run its course. The sun had
risen when we left our homes.
Rule.—The Perfect Tenses of any Verb are formed by adding its Past
Participle * to the Verb " have." (See Lesson xxxiv.)
Have is called an Auxiliary of Tense.
* In Regular Verbs the past participle is formed like the past tense by adding
d or ed to the present tense. In Irregular Verbs the past participle is formed
in various ways. (See lut in Summary.)
48
ENGLISH GRAMMAR.
lesson xl.
We may now arrange the six Tenses of any Verb thus ;
The Verb, To love.
present tense.
Singular.
1. I love.
2. Thou lovest.
3. He loves.
1. I have loved.
2. Thou hast loved.
3. He has loved.
I loved.
Thou lovedst.
3. He loved.
1. I had loved.
2. Thou hadst loved.
3. He had loved.
Plural.
1. We love.
2. You love.
3. They love
present perfect tense.
1. We have loved.
2. You have loved.
3. They have loved.
past tense.
1. We loved.
2. You loved.
3. They loved.
past perfect tense.
1. We had loved.
2. You had loved.
3. They had loved.
rUTURE TENSE.
1. I shall or will love. 1. We shall or will love.
2. Thou shalt or wilt love. 2. You shall or will love.
3. He shall or will love. 3. They shall or will love.
future perfect tense.
1. I shall or will have loved. 1. We shall or will have loved.
2. Thou shalt or wilt have loved. 2. You shall or will have loved.
3. He shall or will have loved. 3. They shall or will have loved.1
lesson xli.
Arrange the following Verbs as in last Lesson:—to call,
to tell, to form, to break, to pass, to staiul.
* The pupil will at once see that the auxiliary have, or its past tense had, must
appear in all the perfect tenses.
INFLECTION OF TIIE PARTS OF SPEECH.
49
LESSON XLII.
Tell the Person, Number, and Tense of each Verb in the
following Exercise:—
The moon had risen, and the black clouds disappeared. I have
called, but no answer has come. We stood on the bridge, and the
white waves rolled below. The raven had pruned his feathers for
flight. We have marched many weary miles. The bugle sang truce.
He had pitched his tent beside the well. They will have finished
dinner in time for the train. You have lost your book. The smoke
rose curling from the cottage. The doctor had gone away before she
arrived. You shall go to-morrow.
I have sent through the wood-paths a gentle sigh,
And called out each voice of the deep blue sky;
From the streams and the founts I have loosed the chain,
And now they roll on to the silvery main.
He told how murderers walked the earth
Beneath the curse of Cain,
With crimson clouds before their eyes,
And flames about their brain ;
For blood has left upon their souls
Its everlasting stain.
They bore him to his mother; and he lay
Upon her knees till noon, and then he died.
She had watched every breath, and kept her hand
Soft on his forehead, and gazed in upon
The dreamy languor of his listless eye;
And she had laid back all his sunny curls,
And kissed his delicate lip, and lifted him
Into her bosom, till her heart grew strong.
THE VERB—MOOD.
LESSON XLIII.
In tbe following Exercise, point out the Verbs which simply
assert, those which express power or possibility, and those
which express doubt or contingency :—
Examples.—He tells a story. simply asserts the fact. — He can go.
50
ENGLISH GRAMMAR.
Can go expresses the power to go.—If he go, I shall be angry. If he go expresses
doubt or contingency.
He went away yesterday. I can go to the ice. If you go, I shall
follow you. I may skate. You must learn your lesson. If you
escape, you will be taken. You may take the pony, and have a ride.
He will arrive to-morrow. The men can finish the work to-day. I
have often told you the same story. You may keep the present. Al¬
though the earth remove, we will not be afraid. If Caesar had con¬
quered Britain, he would have obtained a triumph. I lay all night in
agony. The usher took six hasty strides. I led him to a lonely field.
You should learn your lesson. You may have the prize, if you work
hard. You might have won the prize, if you had studied. The king
sat on a lofty throne. John would have overtaken him, if he had not
loitered.
Definition I.—To denote the mode or manner in which the action ex¬
pressed by the Verb presents itself to our minds, the Verb undergoes an
inflection or change of form. This inflection or change of form is called
MOOD.
Mood simply means manner.
Definition II.—When the Verb simply asserts, the Verb is said to
be in the INDICATIVE MOOD.
Note.—See the Indicative Mood in Lesson xl.
Definition III.—When the Verb expresses power, obligation, or duty,
it is said to be in the POTENTIAL MOOD.
Note.—The Potential Mood is formed by the auxiliaries may, can (whose past
tenses are might, could), must, should, would.
Definition IV.—When the Verb expresses doubt or contingency, the
Verb is said to be in the SUBJUNCTIVE MOOD.
Note.—The Subjunctive Mood is nearly the same as tne Indicative, but is
generally preceded by the Conjunctions if, though, &c.
LESSON XLIV.
Tell the Mood of each Verb in the following Exercise:—
James ran after the pony. The flowers would have withered if I had
not watered them. The king can make a belted kniglit. The emperor
fled, and the enemy pursued him. Robert would have gone, if his
father had allowed him. Though the town suffered much, it would
not surrender. The sun could not shine, for heavy clouds covered the
sky. When Caesar arrived in Britain, he found the enemy ready.
When the trees shall have put on their leaves, summer will have come.
He might have risen to eminence, if he had studied his profession. The
INFLECTION OF THE PARTS OF SPEECH.
51
boy might have obtained the first prize, if he had not neglected his
lessons.
Up from the ground he sprang, and gazed—
But who can paint that gaze ?
It hushed their very hearts who saw
Its horror and amaze :
They might have chained him, as before
That stony form he stood.
LESSON XLV.
We can now arrange the Potential and Subjunctive Moods
as we did the Indicative in Lesson XL.
POTENTIAL MOOD.
PRESENT TENSE.
Singular.
1. I may * love.
2. Thou mayst love.
3. He may love.
1. We may love.
2. You may love.
3. They may love.
Plural.
PRESENT PERFECT TENSE.
1. I may * have loved.
2. Thou mayst have loved.
3. He may have loved.
1. We may have loved.
2. You may have loved.
3. They may have loved.
PAST TENSE.
1. I might f love.
2. Thou mightst love.
3. He might love.
1. We might love.
2. You might love.
3. They might love.
PAST PERFECT TENSE.
1. I might f have loved.
2. Thou mightst have loved.
3. He might have loved.
1. We might have loved.
2. You might have loved.
3. They might have loved.
FUTURE TENSE.
1. I should love.
2. Thou ahouldst love.
3. He should love.
1. We should love.
2. You should love.
3. They should love.
FUTURE PERFECT TENSE.
1. I should have loved.
2. Thou shouldst have loved.
3. He should have loved.
1. We should have loved.
2. You should have loved.
3. They should have loved.
* Substitute can and must.
t Substitute could.
52
ENGLISH GRAMMAR.
SUBJUNCTIVE MOOD.*
Singular.
PRESENT TENSE.
Plural.
1. If I love.
2. If thou love.
3. If he love.
1. If we love.
2. If you love.
3. If they love.
PRESENT PERFECT TENSE.
1. If I have loved.
2. If thou have loved.
3. If he have loved.
1. If we have loved.
2. If you have loved.
3. If they have loved.
PAST TENSE.
1. If I loved.
2. If thou loved.
3. If he loved.
1. If we loved.
2. If you loved.
3. If they loved.
The other Tenses are the same as in the Indicative Mood.
LESSON XLVI.
Write out the Potential and Subjunctive Moods through
all the Tenses of these "Verbs: to hear, to dress, to drive, to sing.
In the following Exercise, point out those Verbs which ex¬
press a command, and those which simply name the action,
without making any assertion regarding it:—
Examples*—Depart, I say. Depart expresses a command.—To sillg is
pleasant. To sing simply names the action, but makes no assertion regarding it
Depart, and appear no more in my presence. To err is human; to
forgive, divine. Tell the child to put away the pen. lie told his
servant to sit down. Come hither, Evan Cameron. Come, stand be¬
side my knee. Come, all ye jolly shepherds. To wander through the
fields in the summer days gives pleasure. To roam among the woods
is pleasant. Give her some food. Have by some surgeon to stop his
wounds. Prepare thee to cut off the flesh. Go with me to a notary.
Definition L—"When the Verb expresses a command or order, it is
said to be in the IMPERATIVE MOOD.
LESSON XLVII.
Compare with Indicative, and show the exact difference.
INFLECTION OF THE PARTS OF SPEECH.
53
Note.—The Imperative Mood, from its very nature, can only be used in the
present tense and second person.
Definition II.—When the Verb simply names the action, without any
limitation, it is said to be in the INFINITIVE MOOD.
Note.—The Infinitive Mood is generally, though not always, preceded by the
word to.
LESSON XLVIII.
In the following Exercise, point out the Verbs which are in
the Imperative and Infinitive Moods respectively:—
The general told his soldiers to advance. "Rise," he cried, "and
charge the enemy." To love one's enemies may appear difficult. I
come not here to talk. Cease your evil ways.
I saw
The corse, the mangled corse, and then I cried
For vengeance. Rouse, ye Romans ! Rouse, ye slaves !
Have ye brave sons? Look in the next fierce brawl
To see them die. Have ye fair daughters ? Look
To see them live dishonoured.
Descend, ye Nine! descend and sing,
The breathing instruments inspire;
Wake into voice each silent string,
And sweep the sounding lyre!
To be, or not to be? that is the question:
Whether 'tis nobler in the mind to suffer
The stings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And, by opposing, end them ?
LESSON XLIX.
Tell the Person, Number, Tense, and Mood of each Verb
in the following Exercise:—
When I look upon the tombs of the great, every emotion of envy
dies in me; when I read the epitaphs of the beautiful, every in¬
ordinate desire goes out. Mary's sufferings exceed those tragical dis¬
tresses which fancy has feigned, to excite sorrow and commiseration.
To us, who dwell * on its surface, the earth is by far the most extensive
* First person—the reason will be given hereafter.
54
ENGLISH GRAMMAR.
orb that our eyes can anywhere behold. On, then, all Frenchmen
that have* hearts in your bodies! Roar with all your throats, ye sons
of liberty!
Take away that star and garter,
Hide them from my aching sight;
Neither king nor prince shall tempt me
From my lonely room this night.
In her ear he whispers gaily:
" If my heart by signs can tell,
Maiden, I have watched thee daily,
And I think thou lov'st me well."
In she plunged boldly,
No matter how coldly
The rough river ran
Over the brink of it—
Picture it, think of it.
Dissolute man!
Lave in it, drink of it.
Then, if you can 1
THE VERB-VOICE.
LESSON L.
Examine the Verbs in the following Exercise, and tell
whether the subject or nominative acts or is acted upon:—
Examples.—John strikes the table. Strikes shows that the subject (John)
acts.—The table is struck. Is struck shows that the subject (table) is acted
upon.
James loves his mother. James is loved by his father. The boy
struck the horse. The horse was struck by the boy. He bound the
prisoners in chains. The prisoners were bound in chains. The king
subdued his enemies. The enemies were subdued by the king. The
conqueror will send his troops through the province. The troops will
be sent through the province. The king may have sold the castle.
The castle may have been sold by the king. The palace was guarded
by troops of the line. The teacher taught the boys to sing. The
children were instructed in fencing. The prodigal was welcomed home
by his father. The boy saw a snake in the grass.
* Second person.
INFLECTION OF THE PARTS OF SPEECH. 55
One, 'midst the forests of the West,
By a dark stream is laid:
The Indian knows his place of rest,
Far in the cedar shade.
The sea—the blue, lone sea—hath one;
He lies where pearls lie deep:
He was the loved of all—yet none
O'er his low bed may weep.
Definition I.—To denote whether the subject of the Verb acts or is
acted upon, the Verb undergoes an inflection or change of form. This
inflection or change of form is called VOICE.
Definition II.—When the subject of the Verb acts, the Verb is said
to be in the ACTIVE VOICE.
Definition III.—When the subject of the Verb is acted upon, the
Verb is said to be in the PASSIVE VOICE.
LESSON LI.
We can now represent at one view the complete conjugation'*
of any Verb in the Active Voice.
Tiie Verb, To love.—Active Voice.
INDICATIVE MOOD.
Singular.
1. I love.
2. Thou lovest.
3. He loves.
present tense.
Plural.
1. We love.
2. You love.
3. They love.
present perfect tense.
1. I have loved. 1. We have loved.
2. Thou hast loved. 2. You have loved.
3. He has loved. 3. They have loved.
1. I loved.
2. Thou lovedst.
3. He loved.
past tense.
1. We loved.
2. You loved.
3. They loved.
"Conjugation"—from conjungere, "to join together"—means the arrange¬
ment of all the inflections of the Verb in regular order.
56
ENGLISH GRAMMAR.
PAST PERFECT TENSE.
Singular. Plural.
1. I had loved. 1. We had loved.
2. Thou hadst loved. 2. You had loved.
3. He had loved. 3. They had loved.
FUTURE TENSE.
1. I shall or will love. 1. We shall or will love.
2. Thou shalt or wilt love. 2. You shall or will love.
3. He shall or will love. 3. They shall or will love.
FUTURE PERFECT TENSE.
1. I shall or will have loved. 1. We shall or will have loved.
2. Thou shalt or wilt have loved. 2. You shall or will have loved.
3. He shall or will have loved. 3. They shall or will have loved.
POTENTIAL MOOD.
PRESENT TENSE.
1. I may * love. 1. We may love.
2. Thou mayst love. 2. You may love.
3. He may love. 3. They may love.
PRESENT PERFECT TENSE.
1. I may * have loved. 1. We may have loved.
2. Thou mayst have loved. 2. You may have loved.
3. He may have loved. 3. They may have loved.
PAST TENSE.
1. I might love. 1. We might love.
2. Thou mightst love. 2. You might love.
3. He might love. 3. They might love.
PAST PERFECT TENSE.
1. I might have loved. 1. We might have loved.
2. Thou mightst have loved. 2. You might have loved.
3. He might have loved. 3. They might have loved.
FUTURE TENSE.
1. I should f love. 1. We should love.
2. Thou shouldst love. 2. You should love.
3. He should love. 3. They should love.
* Substitute can and must.
t Substitute would.
INFLECTION OF THE PARTS OF SPEECH.
57
future perfect tense.
Singular. Plural.
1. I should have loved. 1. We should have loved.
2. Thou shouldst have loved. 2. You should have loved.
3. He should have loved. 3. They should have loved.
SUEJUNCTIVE MOOD.
present tense.
1. If I love. 1. If we love.
2. If thou love. 2. If you love.
3. If he love. 3. If they love.
present perfect tense.
1. If I have loved. 1. If we have loved.
2. If thou have loved. 2. If you have loved.
3. If he have loved. 3. If they have loved.
past tense.
1. If I loved. 1. If we loved.
2. If thou loved. 2. If you loved.
3. If he loved. 3. If they loved.
past perfect tense.
Same as in the Indicative Mood.
future tense.
Same as in the Indicative Mood.
future perfect tense.
Same as in the Indicative Mood.
IMPERATIVE MOOD
present tense.
2. Love (thou). 2. Love (ye or you).
INFINITIVE MOOD.
Present Tense To love.
Present Perfect Tense To have loved
PARTICIPLES.*
Present Loving.
Present Perfect Having loved.
Past Loved.
* "Participle"—from pars, "apart,"and capio, "Itake"—so called because
It partakes partly of the nature of the Verb and of the nature of the Adjective.
(330) 5
58
english grammar.
lesson lii.
As the Passive Voice is always formed by adding the past
participle of a Transitive Verb to the various parts of the Verb
To be, it is necessary to exhibit at one view the complete conju¬
gation of this Verb :—
The Verb, To be.
present tense. past tense. past participle.
Am. Was. Been.
INDICATIVE MOOD.
present tense.
Singular.
I am.'
Thou art.
He is.
Plural.
1. We are.
2. You are.
3. They are.
present perfect tense.
I have been. 1. We have been.
Thou hast been. 2. You have been.
He has been. 3. They have been.
1. I was.
2. Thou wast.
3. He was.
past tense.
1. We were.
2. You were.
3. They were.
past ferfect tense.
1. I had been. 1. We had been.
2. Thou hadst been. 2. You had been.
3. He had been. 3. They had been.
futdre tense.
1. I shall or will be. 1. We shall or will be.
2. Thou shalt or wilt be. 2. You shall or will be.
3. He shall or will be. 3. They shall or will be.
future perfect tense.
1. I shall or will have been. 1. We shall or will have been.
2. Thou shalt or wilt have been. 2. You shall or will have been.
3. He shall or will have been. 3. They shall or will have been.
INFLECTION OF THE PARTS OF SPEECH.
59
POTENTIAL MOOD.
PRESENT TENSE.
Singular. Plural.
1. I may be. 1. We may be.
2. Thou mayst be. 2. You may be.
3. He may be. 3. They may be.
PRESENT PERFECT TENSE.
1. I may have been. 1. We may have been.
2. Thou mayst have been. 2. You may have been.
3. He may have been. 3. They may have been.
PAST TENSE.
1. I might be. 1. We might be.
2. Thou mightst be. 2. You might be.
3. He might be. 3. They might be.
PAST PERFECT TENSE.
1. I might have been. 1. We might have been.
2. Thou mightst have been. 2. You might have been.
3. He might have been. 3. They might have been.
FUTURE TENSE.
1. I should be. 1. We should be.
2. Thou shouldst be. 2. You should be.
3. He should be. 3. They should be.
FUTURE PERFECT TENSE.
1. I should have been. 1. We should have been.
2. Thou shouldst have been. 2. You should have been.
3. He should have been. 3. They should have been.
SUBJUNCTIVE MOOD.*
PRESENT TENSE.
1. If I be. 1. If we be.
2. If thou be. 2. If you be.
3. If he be. 3. If they be.
PRESENT PERFECT TENSE.
1. If I have been. 1. If we have been.
2. If thou have been. 2. If you have been.
3. If he have been. 3. If they have been.
* The Verb To be is the only English Verb which has a distinct form for the
Subjunctive Mood.
60
ENGLISH GRAMMAR.
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.
past perfect tense.
Same as in the Indicative Mood.
future tense.
Same as in the Indicative Mood.
future perfect tense.
Same as in the Indicative Mood.
IMPERATIVE MOOD.
present tense.
2. Be (thou). 2. Be (ye or you).
INFINITIVE MOOD.
Present Tense To be.
Present Perfect Tense To have been
PARTICIPLES.
Present Being.
Present Perfect Having been.
Past Been.
LESSON LIII.
Write out the Passive Voice of the Verb To love.
Note.—To do this we have simply to attach the Past Participle loved to the
complete conjugation of the Verb To be, as given in last Lesson. Thus :—
The Verb, To love.—Passive Voice.
Singular.
1. I am loved.
2. Thou art loved.
3. He is loved.
&c.
INDICATIVE MOOD.
present tense.
Plural.
1. We are loved.
2. You are loved.
3. They are loved.
&c.
INFLECTION OF TIIE FARTS OF SPEECH.
61
LESSON LIV.
Parse* fully all the Verbs in the following Exercise:—
My Uncle Toby laid down his knife and fork, and thrust his plate from
before him, as the landlord gave him the account. The Italian robbers
are a desperate class of men, that have almost formed themselves into
an order of society. He should have gone when you ordered him. To
tell the truth, he had no desire to leave home. Caesar, having sailed
to Britain, landed on the shores of Kent.
Lady Clara Vere de Vere,
Of me you shall not win renown:
You thought to break a country heart
For pastime, ere you went to town.
At me you smiled; but, unbeguiled,
I saw the snare, and I retired:—
The daughter of a hundred Earls,
You are not one to be desired.
There is a reaper, whose name is Death,
And, with his sickle keen,
He reaps the bearded grain at a breath,
And the flowers that grow between.
He gazed at the flowers with tearful eyes,
He kissed their drooping leaves;
It was for the Lord of Paradise
He bound them in his sheaves.
At daybreak, 011 the bleak sea-beach,
A fisherman stood aghast
To see the form of a maiden fair
Lashed close to a drifting mast!
The salt sea was frozen on her breast,
The salt tears in her eyes;
And he saw her hair, like the brown sea-weed,
On the billowsf fall and rise.
* To parse—from Latin pars, "a part"—means to tell the class, subdivision,
and inflections of any part of speech,
t To is understood.
62
ENGLISH GRAMMAR.
THE VERB—FORM.
LESSON LV.
When the Present Participle of a Verb is joined to the com¬
plete conjugation of the Verb To be, it forms what is termed
the Progressive Form of the Active Voice. The Progressive
Form indicates that the action expressed by the Verb is going
on, if in present time ; was going on, if in past time ; or will be
going on, if in future time. Write out the Progressive Form,
Active Voice, of the Verb To love. Thus :—-
Active Voice.—Progressive Form.
INDICATIVE HOOD.
PRESENT TENSE.
Singular. Plural.
1. I am loving. 1. We are loving.
2. Thou art loving. 2. You are loving.
3. He is loving. 3. They are loving.
&c. &c.
LESSON LVI.
Parse the Verbs in the following Exercise:—
The king was calling his soldiers together. The soldier was called
forth from the ranks, and received the Victoria cross. I am coming,
little maiden, with the flowers and sunshine laden. He was striking
the fatal blow when we arrived upon the scene. The child was reading
his lesson when the master entered. The boy is spinning his top. He
has been writing his exercise for nearly two hours. He had been teas¬
ing his little sister for a long time, when his mother came in and told
him to leave the room.
From the streams and founts I have loosed the chain ;—
They are rolling on to the silvery main ;
They are flashing down from the mountain brows,
They are flinging spray on the forest boughs ;
They are bursting fresh from their sparry caves,
And the earth resounds with the joy of waves.
The noble stag was pausing now
Upon the mountain's southern brow,
Where broad extended, far beneath,
The varied realms of fair Menteith.
INFLECTION OF THE PARTS OF SPEECH.
63
I strolled into the country for an hour or two, and then returned by
the main road. Among those who were stirring in the shops I observed
my old enemy. He was nursing the baby, and appeared to be a benig¬
nant member of society.
LESSON LVII.
In the following Exercise, point out the position of the
Nominative as regards the Verb and its auxiliary :—
Example.—Did he say so ? The Nominative he comes between the Verb and
the auxiliary.
Have you written the letter ? Will you go into the garden ? Where
has the dog been all this time ? Had you received the parcel when the
man arrived ? How many miles is it to the town ? Shall the man go
now? Came I not here upon thy pledge ? Did * your father leave this
morning? Does the Icing know that the battle has been lost? Has
the child found its mother? Who broke the jar? To whom did the
messenger deliver his message? What envious floods have driven you
here ?
Death would not be so very beautiful!
And that half smile—would death have left that there?
And should I not have felt that he would die ?
And have I not wept over him ? and prayed
Morning and night for him ?
And could he die ?
No—God will keep him ! He will be my pride
Many long years to come, and this fair hair
Will darken like his father's.
Why weeps the muse for England ? What appears
In England's case to move the muse to tears ?
From side to side of her delightful isle
Is she not clothed with a perpetual smile ?
Can nature add a charm, or art confer
A new-found luxury not seen in her.
Note.—In Interrogative + Sentences, except in those which begin with
the Interrogative Pronouns, the Nominative is placed after the Verb, or
between the auxiliary and the Verb. In all other respects the conju¬
gation of the Verb in the interrogative form is the same as the ordinary
conjugation.
* Point out that do (past tense did) is an auxiliary of interrogation as well as
of emphasis. It is used as such in the Present and Past Teases only,
t Interrogative, that asks a question.
64
ENGLISH GRAMMAR.
THE ADJECTIVE—DEGREE.
LESSON LVIII.
Examine the Adjectives in the following Exercise, and point
out the changes you observe in each:—
This book is large. This book is larger than yours. This book is the
largest of all. This is a high mountain. This mountain is higher;
but Ben-Macdliui is the highest in Scotland. The boy's knife is sharp.
The doctor's lancet is sharper. This razor is the sharpest of all. Tom
is tall, but his sister is taller, while James is the tallest of the three.
The river is broader than the broad carriage drive. The Orinoco is the
broadest- river in the world. Your father may be rich, but mine is
richer. The weather is cold, but in Canada it is colder. The day is
warm, but by twelve o'clock it will be warmer. The rude man laughed
and went away. No ruder sounds shall be near. The loftiest tree
looks small beside that lofty hilL
What change do you observe in the Adjectives large, high,
sharp, tall, broad, rich, cold, warm, rude, lofty ? Why have
r or er, and st or est, been added ?
Definition I.—When the Adjective is used in its simple form, without
instituting any comparison, it is said to he in the POSITIVE Degree.
Definition II.—When the Adjective is used to compare the degree in
which any quality exists in two objects, it is said to be in the COM¬
PARATIVE Degree.
The Comparative is generally formed by adding r or er to the Positive.
Definition III.—When the Adjective is used to express the highest
degree of any quality, it is said to be in the SUPERLATIVE Degree.
The Superlative is generally formed by adding st or est to the Positive.
LESSON LIX.
Tell the Degree of each Adjective in the following Exer¬
cise :—-
John's rabbit is large, but Jane's is larger. The high hills are covered
with snow. The snake drew its long folds through the grass. The
shadows grow longer as evening approaches. Great is Diana of the
Ephesians. Wellington was the greatest general of his day. He
was the fiercest of them all; while his brother was gentle as a lamb.
Nelson was brave as a lion—a braver man never lived. Nothing could
be smoother than the pebbles on the shore. The squirrel is a merry
INFLECTION OF THE PARTS OF SPEECH.
65
little fellow. To-morrow will be the maddest, merriest * day. He will
be the happiest boy alive, when he obtains that splendid prize. The gay
plumage of the birds puts to shame man's attempts at adornment.
John is gayer than his sister. The colour was whiter than the snow.
The dark shadows began to ascend.
LESSON LX.
Examine the Adjectives in the following Exercise, and tell
what words have been prefixed to each to express Degree:—
The sun is more brilliant than the moon. He was the most famous
poet of ancient times. Nothing can be more gorgeous than the plum¬
age of the bird of Paradise. A virtuous woman is more precious
than rubies. He was less skilful than his brother. He was the least
useful of all men. The most disagreeable piece of the work fell to my
lot. It was a more pleasant day than we had expected. The most in¬
teresting exhibition closed yesterday. His manner was less attractive
than his brother's. This statement is more rational than that you gave.
He was more distinguished than any of his contemporaries. He ob¬
tained the most glorious victory of the war. He was more gigantic
than Hercules. A most tremendous blaze lighted up the sky.
Note.—Some Adjectives of two syllables, and almost all those of more
than two, are compared by prefixing the words MORE and MOST, or
LESS and LEAST, to the Positive.!
LESSON LSI.
The following Adjectives are Irregular in their comparison,
and should be committed to memory :—
Positive. Comparative. Superlative.
bad, evil, or ill, worse, worst,
far, farther, farthest,
fore, former, foremost, or first,
good, better, best,
late, later, or latter, latest, or last,
little, less, least,
much, or many, more, most.
* Examine this Adjective, and observe what has been done before adding est.
No rule is necessary. The same thing has been pointed out in connection with
the plural of Nouns.
t Such Adjectives may be parsed as in the Positive Degree, and more, most,
less, leust, may be regarded &3 Adverbs.
66
ENGLISH GRAMMAR.
Positive.
near,
old,
Comparative.
nearer,
older, or elder,
nearest, or next,
oldest, or eldest,
uppermost, or upmost,
innermost, or inmost,
liindermost, or hindmost,
outermost.
uttermost, or utmost.
Superlative.
upper,
inner,
hinder,
outer,
utter,
LESSON LXII.
Tell tire Degree of each Adjective in the following Exer¬
cise :—
Many have lost their lives in battle. He has more money than his
brother. The innermost room was always kept locked. It was a
stormy night, and the smaller vessels were driven on shore. The
hindermost row was caught in the shower. This was the unkindest
cut of all. He has the worst temper of any boy in the class. Most
men love money. He was careful to avoid the least danger. The
most magnificent sight burst upon our view.
Now, my co-mates, and brothers in exile,
Hath not old custom made this life more sweet
Than that of painted pomp ? Are not these woods
More free from peril than the envious court ?
How many thousands of my poorest subjects
Are at this hour asleep ! 0 sleep, 0 gentle sleep,
Nature's soft nurse, how have I frighted thee?
Howe'er it be, it seems to me
'Tis only noble to be good;
Kind hearts are more than coronets,
And simple faith than Norman blood.
LESSON LXIII.
Examine the Adverbs in the following Exercise, and tell
the Degree of each
He often went from home. He arrived sooner than we expected.
He comes oftener to the house than is desirable. He called louder and
♦
THE ADVERB-DEGREE
INFLECTION OF THE PARTS OF SPEECH
67
louder, but it was all in vain. He fought more bravely than all the
others. The sun shines most brightly in this sheltered nook. He
jogged along more merrily than any. I could do no more, notwith¬
standing all my efforts. He sang gaily as he moved away. He re¬
mained away longer than he had promised. Matters began to look
bad. Higher, higher let us climb.
For seldom sure, if e'er before,
His noble hand had grasped an oar.
And nearer fast, and nearer, doth the red whirlwind come. Close on
the hounds the hunter came. I little thought, when first I went away,
that such a cloud would fall on this house. The wanderer's eye could
barely view the delicious scene before him.
Note.—Adverbs are compared in the same way as Adjectives.
LESSON I.XIV.
Parse fully the Nouns, Verbs, Adjectives, and Adverbs in
the following Exercise :—
The wind roared loudly among the stately pines. Merrily, merrily
bounds the bark across the foaming sea. The eager look of the child
immediately arrested the visitor's attention. The rash vow of Jephtliab
caused him, doubtless, much sorrow. The lighter bodies easily rose to
the surface. Cicero oftener than once dwells on this point with great
earnestness. The gray dawn had scarcely appeared, when the man set
out on his weary search. They dragged the river, but could never find
the body. The sooner you set about your work, the sooner you will
finish it. He would have answered more readily had* he heard the
question more distinctly. The grass was green above the dead boy's
grave, and trodden by feet so small and light, that not a daisy drooped
its head beneath their pressure. Through all the spring and summer
time, garlands of fresh flowers, wreathed by infant hands, rested on
the stone; and when the children came there to change them, lest they
should wither and be pleasant to him no longer, their eyes filled with
tears, and they spoke low and softly of their poor dead cousin.
There was a time, when meadow, grove, and stream,
The earth, and every common sight,
To me did seem
Apparelled in celestial light,
The glory and the freshness of a dream.
* Equivalent to " If he had heard."
G8
ENGLISH GRAMMAR.
THE PRONOUN—NUMBER.
LESSON LXY.
Examine the Pronouns ill the following Exercise, and state
whether they are Singular or Plural:—
I gave John an apple. He ran after the dog. She was married in
church. Thou hast deceived me. It cost more than five shillings.
We saw the tree falling. Xou were in the garden when it fell. The
men had a horse: they hurried him on. The boy gave his sister
the hook, and she was quite pleased with it. He sang the "Song of
the Shirt." Take her up tenderly. The horse was brought forth. He
was a noble steed. They bound me on his back. I saw not where he
hurried on. It vexed me, for fain would I have paid their insult back
again. At times I almost thought he must have slackened in his
speed. The man who came after me had a dog. The women who
heard this, cried out for fear. The dog which you purchased has gone
mad. The crows which are feeding in the field are easily frightened.
The man that saw you is dead. The men that carried off his body
were shot.
Definition I.—We express the plural of the Personal Pronouns by
the use of different words. Thus:—
Singular Plural
1. m. or f. I. We.
2. m. or/. Thou. You.
3. m. He. I
3. /. She. j- They.
3. n. It. '
Definition II. —The Relative Pronouns are the same in the plural
as in the singular.
THE PRONOUN-GENDER.
LESSON LXVI.
Examine the Pronouns in the following Exercise, and tell
the Gender of each:—
John came and said, " I have been ordered home." She exclaimed,
" I am most wretched !" Addressing the poor man, he said, " Thou
art undone." Caesar addressed his soldiers, and said, " We have gained
INFLECTION OF THE PARTS OF SPEECH.
69
a great victory." The women all cried out, "We must save our¬
selves." O ye Romans, you are poor slaves. Ye good men of the
Commons, with loving hearts and true. When the men were over¬
taken, they looked weary and worn. When the ladies came up, they
smiled, and remarked, "We have been long on the journey." When
the horses heard the bugle, they pricked up their ears. The man who
arrived yesterday is dead. The woman who fled from the city has
returned. The horse which was caught in the field kicked violently.
The brown mare which the farmer bought is in the field. The apple
which grew on that tree has been stolen.
Definition I.—Except in the case of the third Personal Pronoun
singular, where there is a form for each gender (he, she, it), the gender
of the Personal Pronouns depends on the gender of the words for which
they stand. Thus: I, thou, we, you may he either masculine or femi¬
nine, according as the words for which they stand are masculine or
feminine; and they, for the same reason, may he masculine, feminine,
or neuter.
Definition II.—The Relative Pronoun who (which is used when speak¬
ing of persons) will be masculine or feminine, and which (which is
applied to inferior animals and things without life) will be masculine,
feminine, or neuter, according to the gender of the words to which they
relate.
Definition III.—That is used for who or which, and may accordingly
be masculine, feminine, or neuter.
♦
THE PRONOUN.—CASE.
LESSON LXVII.
Examine the Pronouns in the following Exercise, and tell
whether they form the subject or the object of the Verb, or
whether they denote possession:—
I struck him on the back. John threw the book away: it fell into
the water. His father told me not to hurt him. I love them that love
me. This knife is mine. He taught you how you might conquer
them. The man whose horse was killed narrowly escaped. The boy
said the book was his, and not yours. The tree which you saw has
fallen. Tell them not to vex her: she has grief enough. He said it
was no business of theirs whether he was right or wrong. The road
which winds round the hill is very tiresome. The grass which the
mower cut has withered. The dog whose ear was cropped cried pite-
70
ENGLISH GRAMMAR.
ously. We shall offer him the prize; it is his by right. Tell Jane
that she is not to cry so. She might be worse. They told him that
the king desired to see him. The prince wished me to inform you that
they were on the march. This book is hers. The estate is ours. The
victory is yours. The man who stole my watch has been apprehended.
The forest, whose trees are all bare, appears bleak.
Definition.—The Pronoun (Personal and Relative) has a separate forin
for the Nominative, the Possessive, and the Objective; and in this respect
differs from the Noun, which has only two forms, one for the Nomina¬
tive, and another for the Possessive.
LESSON LXVIII.
We can now arrange the declension* of the Pronouns, so
as to show all the changes at one view
I.-THE PERSONAL PRONOUNS.
Singular.
Plural.
Nom.
Poss.
Obj.
Nom.
Poss.
Obj.
1. m.
or/.
I.
mine,
me.
We,
ours,
us.
2. m.
or/. Thou,
thine,
thee.
Ye or you,
yours,
you.
3. m.
He,
his,
him. I
3. /.
She,
hers,
her. >
They,
theirs,
them.
3. n.
It,
its,
it. )
II—THE RELATIVE
PRONOUN.
Singular.
Plural.
Nom.
Poss.
Obj.
Nom.
Poss.
Obj.
. or/.
Who,
whose,
whom.
Who,
whose,
whom.
., /., or n.
Which
, whose,
which.
Which,
whose,
which.
Note.—That, as a Relative, is indeclinable.
LESSON LXIX.
Parse the Pronouns in the following Exercise :—
She is far from the land where her young hero sleeps,
And lovers around her are sighing;
But coldly she turns from their gaze and weeps,
For her heart in his grave is lying.
* "Declension," an exhibition at one view of the various inflections of the Noun
or Pronoun
INFLECTION OF THE PARTS OF SPEECH.
71
She sings the wild songs of her dear native plains,
Every note which he loved awaking:—
Ah, little they think, who delight in her strains,
How the heart of the minstrel is breaking!
At last he shut the ponderous tome.
With a fast and fervent grasp
He strained the dusky covers close,
And fixed the brazen hasp
" O God, could I so close my mind,
And clasp it with a clasp !"
Then leaping on his feet upright,
Some moody turns he took :
Now up the mead, then down the mead,
And past a shady nook:
And, lo ! he saw a little boy
That pored upon a book.
Thou art a good-natured soul, I will answer for thee, and thou shalt
drink the poor gentleman's health in a glass of sack ; and take a couple
of bottles, with my service, and tell him he is heartily welcome to them,
and to a dozen more, if they will do him good.
SUMMARY.
1. Certain of the Tarts of Speech undergo changes to indicate corre¬
sponding changes of relation. These changes are called Inflections.
2. The Parts of Speech which undergo these inflections are the Noun,
the Verb, the Adjective, the Adverb, and the Pronoun. These Parts of
Speech are termed Inflected.
3. The Preposition, the Conjunction, and the Interjection undergo no
inflection, and are termed Uninflected.
THE NOUN.
4. The Noun is inflected or changed in its form to express Number,
Gender, and Case.
5. Number is the inflection or change of form which the Noun under¬
goes to express whether we are speaking of one or of more than one.
6. There are two Numbers, the Singular and the Plural.
(a.) The Singular is used when we speak of one object.
(6.) The Plural is used when we speak of more than one object.
72
ENGLISH GRAMMAR.
7. The following are the most common Rules for the formation of
the Plural in English :—
(1.) The plural is generally formed by adding the letter s to the
singular.
(2.) Nouns ending in s, or in the sound of s, in sh, ch (soft), x, or o,
generally form the plural by adding the letters es to the singular.
(3.) Nouns ending in y preceded by a consonant form the plural
by changing the y of the singular into i and adding the letters es.
Note.—Nouns ending in y preceded by a vowel form the plural according to
Rule (1.).
(4.) Various Nouns ending in / or fe form the plural by changing
the / or fe of the singular into v, and adding the letters es.
(5.) A few Nouns form the plural, not by addition, but by changing
the vowel of the singular.
Note.—Some Nouns have the same form for both the singular and the
pluraL
Note.—"Words introduced from foreign languages frequently retain the
plural form of the language from which they are introduced.
8. Gender is the inflection or change of form which the Noun under¬
goes to express whether the object be of the male or female sex.
9. There are two Genders, the Masculine and the Feminine.
(a.) All Nouns which are the names of males are said to be of the
Masculine Gender.
(6.) All Nouns which are the names of females are said to be of the
Feminine Gender.
(c.) All Nouns which are not the names of males or females are said to
be of no gender, and are called Neuter.
10. Gender is generally expressed in English in one of the three fol¬
lowing ways :—-
(1.) Gender is expressed by the use of entirely distinct words.
(2.) Gender is expressed by a change of termination, or by derivation.
(3.) Gender is expressed by prefixing a word to indicate the sex, or
by composition.
11. Case is the inflection or change in form or position in the sen¬
tence which the Noun undergoes to express its relation to some other
word in a sentence.
12. There are three Cases—the Nominative, the Possessive, and the
Objective.
(a.) When a Noun is the subject of a sentence—i.e., the subject about
which any affirmation is made—it is usually put before the Verb, and
is said to be in the Nominative Case.
INFLECTION' OF THE PARTS OF SPEECH.
73
(5.) When the Noun is followed by another Noun, and expresses
possession, it is said to be in the Possessive Case.
(c.) When the Noun denotes the object on which the action expressed
by a Transitive Verb terminates, or follows a Preposition, it is placed
after the Verb or Preposition, and is said to be in the Objective Case.
13. The Possessive Case is formed according to these Rules :—
(1.) The Possessive Singular is generally formed by adding an apos¬
trophe (') and s to the Nominative.
(2.) When the Nominative ends in s or in the sound of s, and the
Noun following begins with s, the Possessive is formed by simply add¬
ing an apostrophe (') to the Nominative.
(3.) The Possessive Plural is generally formed by adding an apos¬
trophe (') to the Nominative Plural.
(4.) When the Nominative Plural does not end in s, the Possessive
Plural is formed like the Possessive Singular.
14. In all English Nouns the Nominative and the Objective are alike
in form. They are distinguished from each other by their position in
the sentence.
(a.) The Nominative is generally placed before the Verb.
(6.) The Objective is generally placed after the Verb or after a Pre¬
position.
THE VERB.
15. The Verb is inflected or changed in its form to express Person,
Number, Tense, Mood, and Voice.
10. Person is the inflection or change of form which the Verb under¬
goes to express whether the agent or doer of the action be the person
speaking, the person spoken to, or the person spoken of.
17. The Verb is said to have three Persons,—the First, the Second,
and the Third.
(a.) When the agent is the person speaking, the Verb is said to be of
the First Person.
(b.) When the agent is the person spoken to, the Verb is said to be of
the Second Person.
(c.) When the agent is the person spoken of, the Verb is said to be of
the Third Person.
Note.—As the subject always requires to be expressed, except in the Im¬
perative Mood, the English Verb has few Personal endings.
18. Number is the inflection or change of form which the Verb
undergoes to express whether the subject of the Verb be singular or
plural.
(330) 6
74
ENGLISH GRAMMAR.
19. Verbs have two Numbers,—the Singular and the Plural.
(a.) When the subject of the Verb is singular, the Verb is said to he
of the Singular Number.
(6.) When the subject of a Verb is plural, the Verb is said to be of the
Plural Number.
Note.—As the subject always requires to be expressed, except in the Im¬
perative Mood, the English Verb has few Number endings.
20. Tense is the inflection or change of form which the Verb under¬
goes to express the time at which the action takes place.
21. There are three Leading Tenses,—the Present, the Past, and the
Future.
(a.) When the action expressed by the Verb is represented as actually
going on, the Verb is said to be in the Present Tense.
(b.) When the action expressed by the Verb is represented as past,
the Verb is said to be in the Past Tense.
(c.) When the action expressed by the Verb is represented as future,
the Verb is said to be in the Future Tense.
22. (a.) Many Verbs form their Past Tense by adding d or ed to the
Present. Such Verbs are called Regular.
(b.) Many Verbs form their Past Tense, not by the addition of d or
ed to the Present, but by a change of the internal voweL Such Verbs
are called Irregular.
(c.) The Future Tense is always formed by adding the auxiliary Verbs
shall or will to the present Infinitive of the principal Verb.
23. Each of the three Leading Tenses has a Subsidiary Tense, which
indicates not only the time of the action, but also the degree of its
completion. These Subsidiary Tenses are called Perfect Tenses.
24. There are three Perfect Tenses,—the Present Perfect, the Past
Perfect, and the Future Perfect. The Perfect Tenses are all formed by
attaching the Past Participle of any Verb to the auxiliary Verb hare.
(a.) When the Verb expresses present time and completed action, it is
said to be in the Present Perfect Tense.
(b.) When the Verb expresses past time and completed action, it is said
to be in the Past Perfect Tense.
(c.) When the Verb expresses future time and completed action, it is
said to be in the Future Perfect Tense.
Note.—Have, shall, and will are called Auxiliaries of Tense.
25. Mood is the inflection or change of form which the Verb under¬
goes to express the mode or manner in which the action presents itself
to the mind.
26. There are five Moods,—the Indicative, the Potential, the Sub¬
junctive, the Imperative, and the Infinitive.
INFLECTION OF THE PARTS OF SPEECH.
75
(a.) When the Verb is employed to express a simple assertion, it is
said to be in the Indicative Mood.
(6.) When the Verb is employed to express power, obligation, or duty,
it is said to be in the Potential Mood.—The Potential Mood is formed
by the auxiliaries may, can, must, would, should.
(c.) When the Verb is employed to express doubt or contingency, it is
said to be in the Subjunctive Mood.—The Subjunctive Mood is formed
by prefixing some Conjunction, as if, though, to the Verb.
{d.) When the Verb is employed to express a command, it is said to
be in the Imperative Mood.—The Imperative Mood is formed by sub¬
joining the Pronouns thou or ye and you to the Verb.
(e.) When the Verb is employed simply to name the action, without
any limitation, it is said to be in the Infinitive Mood.—The Infinitive
Mood is generally formed by prefixing to to the Verb.
Note.—May, can, must, would, should are called Auxiliaries of Mood.
27. Voice is the inflection or change of form which the Verb under¬
goes to express whether the agent acts or is acted upon.
28. There are two Voices—the Active and the Passive.
(a.) When the subject of the Verb acts, the Verb is said to be in the
Active Voice.
(b.) When the subject of the Verb is acted upon, the Verb is said
to be in the Passive Voice.—The Passive Voice is formed by adding
the Past Participle of any Transitive Verb to the complete conjugation
of the Verb To be.
Note.—The Verb To be is termed the Auxiliary of Voice.
20. When the Verb is employed to express that the action is in
actual progress, it is said to be in the Progressive Form.—The Pro¬
gressive Form of a Verb is formed by adding its Present Participle to
the complete conjugation of the Verb To be.
30. When the Verb is employed to ask a question, it is said to be in
the Interrogative Form.—The Interrogative Form of a Verb is formed
by putting the subject after the Verb, or between the Auxiliary and
the Verb, except when the question begins with the Interrogative
Pronoun.
THE ADJECTIVE.
31. The Adjective is inflected to express Degree.
32. Adjectives have three Degrees,—the Positive, the Comparative,
and the Superlative.
(a.) When the Adjective is used in its simple form, it is said to be in
the Positive Degree.
(6.) When the Adjective is used to compare the degree in which any
76
ENGLISH GRAMMAR.
quality exists in two objects, it is said to be in the Comparative
Degree.
(c.) When the Adjective is used to express the highest degree of any
quality, it is said to be in the Superlative Degree.
33. The following are the Itules for forming the Comparative and
the Superlative Degrees :—
(1.) In Adjectives of one or two syllables, the Comparative is gener¬
ally formed by adding r or er to the Positive, and the Superlative by
adding st or est to the Positive.
(2.) In Adjectives of more than two syllables, the Comparative is
generally formed by prefixing more, and the Superlative by prefixing
most, to the Positive.
34. The comparison of some Adjectives is irregular.
THE ADVERB.
35. A few Adverbs are inflected to express Degree.
Note.—Adverbs have the same degrees as Adjectives, and form these degrees
according to the same rules.
THE PRONOUN.
36. The Pronoun, like the Noun, is inflected to express Number,
Gender, and Case.
37. The Personal and the Relative Pronouns alone undergo in¬
flection.
38. (a.) The Personal Pronouns express the plural by the use of
different words.
(6.) The Relative Pronouns are the same in the plural as in the
singular.
(c.) Except in the case of the Pronoun of the third person singular,
the gender of the Personal Pronouns depends upon the gender of the
Nouns for which they stand.
(d.) The gender of the Relative Pronouns depends on the gender of
the Nouns for which they stand.
(e.) The Personal and the Relative Pronouns have distinct forms for
the objective case, and in this respect differ from Nouns, in which the
nominative and the objective are alike in form.
THE CONJUNCTION, THE PREPOSITION, AND THE
INTERJECTION.
39. The Conjunction, the Preposition, and the Interjection do not
undergo inflection.
INFLECTION OF THE PARTS OF SPEECH.
77
IRREGULAR VERBS.
40. The following list comprehends almost all the Irregular Verhs
in the language, arranged into three classes :—
CLASS FIRST.
Verhs which have only one form for the Present Tense, the Past
Tense, and the Past Participle
Present Tense.
Past Tense.
Past Participle.
burst,
burst,
burst.
cast,
cast,
cast.
cost,
cost,
cost.
cut,
cut,
cut.
hit,
hit,
hit.
hurt,
hurt,
hurt.
let,
let,
let.
put,
put,
put.
read,
read,
read.
rid,
rid,
rid.
set,
set,
set.
shed,
shed,
shed.
shut,
shut,
shut.
slit,
slit,
slit.
split,
split,
split.
spread,
spread,
spread.
sweat,
sweat,
sweat.
thrust,
thrust,
thrust.
CLASS SECOND.
Verbs which have only two forms to express the Present Tense, the
Past Tense, and the Past Participle :—
Present Tense.
Past Tense.
Past Participle.
abide,
abode,
abode.
awake,
awaked or awoke,
awaked or awoke.
beat,
beat,
beaten.
become,
became,
become.
behold,
behe'd,
beheld.
bend,
bent.
bent.
bereave,
bereft,
bereft.
beseech,
besought,
besought.
bind,
bound,
bound.
bleed,
bled,
bled.
breed,
bred.
bred.
ENGLISH GRAMMAR.
Present Tense.
Past Tense.
Past Partieii
bring,
brought,
brought.
buy,
bought,
bought.
catch,
caught,
caught.
cling,
clung,
clung.
come,
came,
come.
creep,
crept,
crept.
deal,
dealt,
dealt.
dig.
dug,
dug.
feed,
fed,
fed.
feel,
felt,
felt.
fight,
fought,
fought.
find,
found,
found.
flee,
fled,
fled.
fling,
flung,
flung.
grind,
ground,
ground.
hang,
hung,
hung.
have,
had,
had.
hold,
held,
held.
keep,
kept,
kept.
lay,
laid,
laid.
lead,
led,
led.
leave,
left,
left.
lend,
lent,
lent.
lose,
lost,
lost.
make,
made,
made.
mean,
meant,
meant.
meet,
met,
met.
rend,
rent,
rent.
run,
ran,
rum
say,
said,
said.
seek,
sought,
sought.
sell,
sold,
sold.
send,
sent,
sent.
shine,
shone,
shone.
shoe,
shod,
shod.
shoot,
shot,
shot.
Bit,
sat,
sat.
sleep,
slept,
slept.
sling,
slung,
slung.
speed,
sped,
sped.
spend,
spent,
spent.
stand,
stood,
stood.
stick,
stuck.
stuck.
INFLECTION OF THE PARTS
OF SPEECH.
Present Tense.
Past Tense.
Past Participle.
sting,
stung,
stung.
strike,
struck,
struck.
string,
strung,
6trung.
sweep,
swept,
swept.
swing,
swung,
swung.
teach,
taught,
taught.
tell,
told,
told.
think,
thought,
thought.
weep,
wept,
wept.
win,
won,
won.
wind,
wound,
wound.
wring,
wrung,
wrung.
CLASS THIRD.
Verbs which have three forms to express the Present Tense, the Past
Tense, and the Past Participle
Present Tense.
Past Tense.
Past Participle.
am,
was,
been.
arise,
arose,
arisen.
bear,
bore or bare,
born or borne.
befall,
befell,
befallen.
begin,
began,
begun.
bid,
bade or bid,
bidden.
bite,
bit,
bit or bitten.
blow,
blew,
blown.
break,
broke,
broken.
chid,
chid or chode,
chid or chidden.
choose,
chose,
chosen.
cleave (to cling to),
cleaved or clave,
cleaved.
cleave (to split),
cleft or clove,
cleft or cloven.
clothe,
clothed,
clothed or clad.
crow,
crew,
crowed.
do.
did,
done.
draw,
drew,
drawn.
drink,
drank,
drunk.
drive,
drove,
driven.
eat,
ate,
eaten.
fall,
fell,
fallen.
fly,
flew,
flown.
forbear,
forbore,
forborne.
forget,
forgot,
forgotten or forgot.
forsake,
forsook,
forsaken.
80
ENGLISH GRAMMAR.
Present Tense.
Past Tense.
Past Participle.
freeze,
froze,
frozen.
get,
got,
gotten or got.
give,
gave,
given.
go,
went,
gone.
grow,
grew,
grown.
hew,
hewed,
hewn.
hide,
hid,
hidden or hid.
know,
knew,
known.
lade,
laded,
laden.
lie,
lay,
lain or lien.
load,
loaded,
loaded or laden.
mistake,
mistook,
mistaken.
ride,
rode,
ridden.
ring,
rang,
rung.
rise,
rose,
risen.
rive,
rived,
riven.
see,
saw,
seen.
seethe,
seethed or sod,
seethed or sodden.
sew,
sewed,
sewn or sewed.
shake,
shook,
shaken.
shape,
shaped,
shaped or shapen.
shave,
shaved,
shaved or shaven.
shear,
sheared or shore,
shorn.
show,
showed,
shown.
shrink,
shrank,
shrunk.
sing,
sang,
sung.
sink,
sank,
sunk.
slay,
slew,
slain.
slide,
slid,
slid or slidden.
slink,
slank,
slunk.
smite,
smote,
smitten.
sow,
sowed,
sown or sowed.
speak,
spoke,
spoken.
spin,
span or spun,
spun.
spit,
spat,
spit or spitten.
spring,
sprang,
sprung.
steal,
stole,
stolen.
stink,
stank,
stunk.
stride,
strode,
stridden.
swear,
swore,
sworn.
swell,
swelled,
swoln.
swim,
swam,
swum.
take,
took.
taken
INFLECTION OF THE PARTS OF SPEECH,
81
Present Tense.
tear,
thrive,
throw,
tread,
wax,
wear,
weave,
write,
Past Tense
tore,
throve,
threw,
trod,
waxed,
wore,
wove,
wrote,
Past Participle.
torn.
thriven,
thrown,
trodden.
waxen or waxed,
worn.
woven,
written.
R E V I S A L.
Parse all the words in the following Exercises :—
The passengers were landing from the packet on the pier of Calais.
A low-lying place and a low-spirited place Calais was, with the tide
ebbing out toward low-water mark. There had been no more water on
the bar than had sufficed to float the packet in ; and now the bar
itself, with a shallow break of sea over it, looked like a lazy marine
monster just risen to the surface, whose form was indistinctly shown as
it lay asleep. The meagre light-house, all in white, haunting the sea-
bord as if it were the ghost of an edifice that had once had colour,
dropped melancholy tears after its late buffeting by the waves.
The long rows of quaint black piles, slimy and wet and weather¬
worn, with funeral garlands of sea-weed twisted about them by the
late tide, might have represented an unsightly marine cemetery. Every
wave-dashed, storm-beaten object was so low and so little under the
broad gray sky, in the noise of the wind and sea, and before the curl¬
ing lines of surf making at it ferociously, that the wonder was there
was any Calais left, and that its low gates, and low wall, and low
roofs, and low ditches, and low sand-hills, and low ramparts, and flat
streets, had not yielded long ago to the undermining and besieging sea,
like the fortifications children make on the sea-shore.
LESSON LXXII.
I met a little cottage girl;
She was eight years old, she said;
Her hair was thick with many a curl,
That clustered round her head.
LESSON LXX.
LESSON LXX1.
82
ENGLISH GRAMMAR.
She had a rustic, woodland air,
And she was wildly clad;
Her eyes were fair, and very fair;
Her beauty made me glad.
" Sisters and brothers, little maid,
How many may you be ? "
" How many ? Seven in all," she said,
And, wondering, looked at me.
LESSON LXXIII.
It is the hour when from the boughs
The nightingale's high note is heard ;
It is the hour when lovers' vows
Seem sweet in every whispered word;
And gentle winds, and waters near,
Make music to the lonely ear.
Each flower the dews have lightly wet,
And in the sky the stars are met,
And on the wave is deeper blue,
And on the leaf a browner hue.
LESSON LXXIV.
The boys were under the particular guardianship of the coachman,
to whom, whenever an opportunity presented, they addressed a host
of questions, and pronounced him one of the best fellows in the whole
world. Indeed, I could not but notice the more than ordinary air of
bustle and importance of the coachman, who wore his hat a little on
one side, and had a large bunch of Christmas greens stuck in the button¬
hole of his coat. He is always a personage full of mighty care and
business, but he is particularly so at the Christmas season, having so
many commissions to execute in consequence of the great interchange
of presents.
LESSON LXXV.
My aunt was a lady of large frame, strong mind, and great resolu¬
tion ; she was what might be termed a very manly woman. My uncle
was a thin, puny, little man, very meek and acquiescent, and no match
for my aunt. It was observed that he dwindled and dwindled gradu¬
ally away from the day of his marriage. His wife's powerful mind was
too much for him ; it wore him out. My aunt, however, took all pos-
INFLECTION OF THE PARTS OF SPEECH.
83
sible care of him; had half the doctors in town to prescribe for him,
made him take all their prescriptions, and dosed him with physic
enough to cure a whole hospital All was in vain. My uncle grew
worse, and at length died.
LESSON LXXVI.
Alas ! they had been friends in youth;
But whispering tongues can poison truth;
And constancy lives in realms above;
And life is thorny; and youth is vain;
And to be wroth with one we love,
Doth work like madness in the brain.
They stood aloof, the scars remaining,
Like cliffs which had been rent asunder;
A dreary sea now flows between:
But neither heat, nor frost, nor thunder,
Shall wholly do away, I ween,
The marks of that which once hath been.
LESSON LXXVII.
There is no flock, however watched or tended,
But one dead lamb is there !
There is no fireside, howsoe'er defended,
But has one vacant chair!
The air is full of farewells to the dying,
And mournings for the dead ;
The heart of Rachel, for her children crying,
Will not be comforted !
Let us be patient: these severe afflictions
Not from the ground arise;
But oftentimes celestial benedictions
Assume this dark disguise.
84
ENGLISH GRAMMAR.
PART FOURTH.
S YNTAX.
Syntax is that part of Grammar which treats of the proper
arrangement of words in a sentence.
Syntax is divided into two parts—Concord and Govern¬
ment.
Concord is when one word agrees with another in gender,
number, case, or person.
Government is when one word requires another to be put
in a certain case or mood.
CONCORD.
Rule I.—A Verb agrees with its Nominative in number and person.
lesson i.
Parse the words in the following Exercise, and apply the
Rule:—
I saw him. The man ran away. The goats were feeding on the
mountain-side. Thou hast returned to thy home. We wandered
across the meadow. You hastened along. They soon followed the
example of the others. The king drew up his soldiers in order of battle.
The women cried out for fear. It was wearisome to listen to him.
Men may come, and men may go. Where have you been ? Has he
written the letter? Had they arrived when you left the town? Tell*
* Singular or plural, according as one or more are addressed. The context
will always decide.
syntax.
85
him not to leave. Soldiers ! arise, or be for ever lost. May I have
that pen?
His honse was known to all the vagrant train:
He chid their wanderings, but relieved their pain.
Rule II.—Collective Nouns require a Verb in the plural when the
sense is plural, but in the singular when the sense is singular.
LESSON II.
Parse the words in the following Exercise, and apply the
Rules:—
The army was large. The regiment was composed of many men.
The people were greatly displeased. The news is quite true. The
cannon belched forth smoke and fire. The infantry advanced, but wore
immediately compelled to retire. Campbell's "Lives of the Chancel¬
lors " extends to ten volumes. The fleet was scattered by the storm.
His means of defence are inconsiderable. The bulk of his property
was lost at sea. The soldier refused to obey orders. I was greatly
displeased with his conduct. You should have waited for orders.
The sober herd lowed to meet their young. A flock of sheep was pass¬
ing at the moment. Riches take to themselves wings.
Rule iii.—Two or more singular nominatives, connected by Con¬
junctions so as to form a plural, require a Verb in the plural.
LESSON III.
Parse the words in the following Exercise, and apply the
Rules:—
John and his sister were much beloved. The king and his queen
returned from the continent. Spain and Portugal are called a penin¬
sula. Cowardice and treachery generally go together. The horse, the
sheep, and the cow are called domestic animals. Joy and temperance
and repose bar the door on tho doctor. Parliament meets in February.
The cavalry was much cut up. Letters pass through the post-offlce.
Were you at the review? Could they have gone all the distance ? Too
many cooks spoil the broth. Industry and perseverance are sure to
succeed.
Rule IV.—Two or more singular Nouns, connected by a Conjunction
or by a Preposition so as to form a singular subject, require a Verb in the
singular.
86
ENGLISH GRAMMAR.
LESSON IV.
Parse the words in the following Exercise, and apply the
Pules:—
Either the man or his wife has stolen my watch. Neither the day
nor the hour has been fixed. Napoleon * with his officers was captured.
The thief with his associates were put in prison. Bread and cheese
form good food. A horse and cart was passing along the road. A
horse and cart cost money. My nearest relative and friend has just
departed. To praise virtue and to practise vice is gross hypocrisy.
The verb and its nominative require to agree in person. The crowd
soon dispersed. James was repeating his lesson when you entered the
room. Take her up tenderly.
LESSON V.
Parse the words in the following Exercise, and apply the
Rules:—•
Neither the king nor his soldiers were set at liberty.t Either the
man or his servants were to blame. Concession after concession was
made in this way. Borough after borough was compelled to surrender
its privileges. My poverty, but not my will, consents.
For a laggard in love and a dastard in war
Was to wed the fair Ellen of brave Lochinvar.
There is much hope, and no small comfort, in the intelligence. My
confident hope and expectation is that the war may soon cease. So
there was hail, and fire mingled with the hail. The robust youth of
the sea-coast was chained to the oar.
His queen, the garden queen, his rose,
Returns the sweets by nature given.
And if at times a transient breeze
Break the blue crystal of the seas,
Or sweep one blossom from the trees.
But now two paces of the vilest earth
Is room enough.
* The main idea here is the capture of Napoleon, hence the Verb is singular.
In the next sentence, the imprisonment of the associates is ip view, and so the
Verb is plural.
t There is no need for forming a special rule for examples of this sort. The
Verb follows the general rule.
SYNTAX.
87
Rule V.—If the Nominatives to a Verb are of different persons, con¬
nected by a Copulative Conjunction, the Verb is of the first person rather
than of the second, and of the second rather than of the third; but if the
Nominatives are of different persons, and connected by a Disjunctive
Conjunction, the Verb agrees with the last.
LESSON VI.
Parse the words in the following Exercise, and apply the
Rules:—
My father and I * have come home. If your sister and you are well,
I and my friend rejoice. Both he and I have learned our lessons.
You and I must mind our duty. Either she or I am to go. I or
William is in fault. He or his brothers were there. My brothers and
I, as well as my cousins, went to the boat-race. Either you or he is to
blame. Either your sister or you must go. Either she or I am to go.
Ncither thou nor she can sing that song.
Rule VI.—When two Nouns come together signifying the same thing,
they agree in case.f
LESSON VII.
Parse the words in the following Exercise, and apply the
Rules:—
The river Clyde flows through Glasgow. Solomon, the son of David,
reigned over Israel. Cicero, the greatest orator among the Romans,
was put to death. Edward the Confessor succeeded to the throne.
Elizabeth, Queen of England, rode through the ranks. The sun, the
great fountain of light, showered down his rays. Wellington, the con¬
queror of Waterloo, was carried to his grave. They mourned for
Moses, the prophet, legislator, and saint. They made Eleazar, his
son, priest in his stead. Money, the root of all evil, was his ruin.
Sleep, gentle sleep, nature's soft nurse, at length visited my weary
frame. This man, the very incarnation of evil, was made emperor.
We petty men walk under his huge legs. I, John Barclay, solemnly
swear.
* Ask the pupil what Pronoun would stand for My father and I, and the per¬
son of have come will be manifest at once.
t This agreement or concord is called " apposition." In every case of apposi¬
tion the two Nouns " must express the same thing, and they must explain each
other."
88
ENGLISH GRAMMAR.
This is the place, the centre of the grove.
Here stands the oak, the monarch of the wood.
LESSON VIII.
Parse the words in the following Exercise, and apply the
Pules:—
He wished me to pay the debt; a thing* I could by no means do.
Honesty is the best policy ; a sentiment more frequently repeated than
acted upon. There are more things in heaven and earth than are
dreamt of in our philosophy; a truth frequently forgotten. She was
sweet and docile; a thing always to be commended. The soldiers were
defeated; a matter of no small moment at that juncture. Your brother
reads too fast; a habit which should be corrected. You exhibit too
much generosity and forbearance; qualities which are not generally too
common. The stranger forgot the correct address; a position far from
pleasant in a strange country. The prophet Jeremiah was carried to
Egypt. They burned the temple, the receptacle of so many offerings.
Athens, the eye of Greece, mother of arts and learning, was next
brought under notice. They buried the child, the daughter of the poor
widow, in her father's grave.
Kule VII.—When two Nouns are in apposition in the Possessive Case,
the sign of the Possessive is generally attached to the latter only.
LESSON IX.
Parse the words in the following Exercise, and apply the
Rules:—
Cicero the orator's speeches have been preserved. The battle was
fought in James the Fourth's reign. He visited his brother and sister's
garden. It was Philip the King of Macedon's opinion that gold was
more powerful than arms. He promised to meet me at Smith the
barber's.f This measure gained the king's as well as the people's ap¬
probation. The soldiers followed Hannibal the general's example.
He stood under St. Paul's, and gazed up to the lofty roof. John the
bellman's post was no sinecure. The poem is Tennyson's, the greatest
living poet.
* A pure case of apposition, where the Noun thing is in apposition to the
preceding clause,
t Elliptical. Shop, or some such word, is understood.
SYNTAX.
89
Rule Vlll.—The Verb To be, Intransitive Verbs, and Transitive Verbs
in the Passive Voice have the same case after them as they have before
them.
LESSON X.
Parse the words in the following Exercise, and apply the
Eules:—
Caesar was a great general. The king had been a soldier of fortune.
The people declared the king to be a man void of all heart. The
boy seems a fool. The food appears to be poison. Nero was proclaimed
emperor. John proved a worthy successor to his brother. The man
proved the point. The girl becomes a woman. The hat becomes the
girl. Caesar played the tyrant. The sun has turned alchemist. Whom
do you imagine him to be ?
Round and around the sounds were cast,
Till echo seemed an answering blast.
Some mossy bank my couch must be,
Some rustling oak my canopy.
William was surnamed Rufus from the colour of his hair. The theatre
was always his delight. The secret cave was long a secure and coveted
hiding-place. The voice of antiquity declares Plato to be the greatest
philosopher of Greece.
Rule IX.—Pronouns agree in gender, number, and person with the
Nouns for which they stand.
LESSON XI.
Parse the words in the following Exercise, and apply the
Rules:—
His sister ran off, but she was found. The snow fell fast, but it
melted as fast. The French retreated, leaving their wounded behind
them. His father and mother lost their way. My sister and I had
scarcely reached our home when we set off again.* John and you have
not learned your lessons: you must try again. My mother told me that
I was never to forget her parting counsels. Some plants are peculiar to
certain districts: they are always found in them. The people have
themselves to blame, if they are not well governed. The mass of water
* In sentences of this nature, the teacher has simply to ask what Pronoun
could be substituted for My sister and I, to enable the pupil to observe the
usage. Any new rule is superfluous.
(330) 7
90
ENGLISH GRAMMAR.
discharged itself on his head. In that hour no man did aid his fellow.
You may trust the creature: it can take care of itself. Know thyself.
LESSON XII.
Parse the words in the following Exercise, and apply the
Rules :—
The sailor was proud of his ship; he called her* a tidy little craft.
Why shrinks the soul back on herself ? All Nature cries aloud through
all her works. The bright sun rises to his course, and all eyes turn
towards him. Troy to thee commends her future state.
When murder bared her arm, and rampant war
Yoked the red dragons of her iron car.
Then Denmark blessed our chief
That he gave her wounds repose ;
And the sounds of joy and grief
From her people wildly rose.
And the earth brought forth grass, and herb yielding seed after his +
kind.
There's not the smallest orb which thou behold'st,
But in his motion like an angel sings.
Rule X.—The Relative agrees with its antecedent in gender number,
and person.
LESSON XIII.
"Parse the words in the following Exercise, and apply the
Rules :—
The man who found the money, restored it. The men, who were
found guilty, were sentenced to banishment. The girl, to whom I gave
the book, thanked me warmly. The girls, who were caught in the
shower, took refuge in the cave. The man sold the horse which J was
hurt. The mare, which fell, broke her leg. He carried a load which
* Personification. The sailor thinks of his ship as of his sweetheart, and
makes it feminine. So may neuter Nouns become masculine by personification.
t No personification. Its is not found in our translation of the Bible.
Exercise:—Make the pupil collect passages where his is used, where we would
now use its.
♦ Which is masculine here.
SYNTAX.
91
was too heavy for him. The king, whose army was defeated, sur¬
rendered. This is the same book that I saw yesterday. This is the
man who broke his vow. The mountains, which rise so high, are his
chief attraction. The dog, which bit the boy, was killed. The sea,
which washed the shores, was covered with wreck.
LESSON xiv.
Parse tlie words in the following Exercise, and apply the
Rules :—
I, who* speak unto thee, am he. We, who have read the book, can
appreciate its merits. I, that denied thee gold, will give my heart.
0 nightingale, that on yon bloomy spray warblest at eve. Ye gentle¬
men of England, that live at home at ease.
Departed spirits of the mighty dead,
Ye that at Marathon and Leuctra bled.
Ye good men of the Commons, with loving hearts and true,
Who stand by the bold Tribunes that still have stood by you.
0 thou that, with surpassing glory crowned,
Look'st from thy sole dominion like the god
Of this new world.
Ye, who have seen the danger, know the only remedy.
LESSON XV.
Parse the words in the following Exercise, and apply the
Rules :—
The general forbade his men to struggle; which,f in the circumstances,
was not to be wondered at. She seemed to pass unnoticed; which I
thought strange.
I see thee still!
And on thy blade and dudgeon gouts of blood,
Which was not so before.
* I is first person, who must be first person, so must the verb speak. As the
English verb has no inflection in the plural, the pupil must carefully observe
the person of the antecedent in order to know the person of the relative and of
the verb. To pupils who know Latin, or any terminational language, the dis¬
tinction is easy.
t The whole preceding clause is the antecedent—a common enough construc¬
tion.
92
ENGLISH GRAMMAR.
I am the man who did the deed.* You are the person who is re¬
sponsible. You, who are responsible, are the person. Thou art not the
king who ruled these nations. Thou art not the king who ruledst these
nations. Ye are the people who have caused all this confusion. I am
the young lady who wrote the poem. The officer, unfortunately, be¬
trayed his trust; which brought ruin on the army. Ye who sing, and
ye who pray.
Ye faithful few, by bold affection led,
Who round the Saviour's cross your sorrows shed.
LESSON XVI.
Parse the words in the following Exercise, and apply the
Rules :—
Who f steals my purse, steals trash.
I dare do all that may become a man;
Who dares do more is none.
Who cannot stay, must away. Ye mariners of England, that guard
our native seas. The wind, which had been increasing all day, now
suddenly ceased. Those are the true men, who dare to do what is
right. He reproved me, who had never committed a fault before. He
found fault -with those who tried to do their best. He gazed on the
scene, and saw the turmoil without agitation; which surprised all who
knew his gentle disposition.
GOVERNMENT.
Role XI.—The Noun, or Pronoun, which stands for the person or thing
addressed, is put in the Nominative Case.£
* Ambiguous. This ambiguity arises when the relative is preceded by two
antecedents of different persons. The example may mean—"I who did the deed
am the man or "I am the man who did the deed"—two very different things.
The context alone can decide the meaning. The ambiguity could always be
avoided by a proper collocation of the relative.
t The antecedent is frequently omitted, even when the sentence is not inter¬
rogative.
1 This is called the Nominative of Address. It is a great pity that it had not
been termed the Vocative Case. It is as much a distinct case as the Objective.
Like the Objective, it lias no case ending, and is known only by its position.
SYNTAX.
93
LESSON XVII.
Parse the words in the following Exercise, and apply the
Eules :—
Come hither, boy. Mourn, widowed queen ; forgotten Zion, mourn.
Sing for joy, ye mountains. O thou, who hast adorned this earth.
Come o'er the sea, maiden, with me. Charge, Chester, charge ! on,
Stanley, on ! Up, lads, and at them !
My author and disposer, what thou bidd'st,
Unargued I obey.
Fair daffodils, we weep to see
You haste away so soon.
To me, fair friend, you never can be old.
Fare thee well, great heart!
Ill-weaved ambition, how much art thou shrunk !
O sleep, 0 gentle sleep, how have I frighted thee 7
O Austria, thou dost shame
That bloody spoil; thou slave, thou wretch, thou coward,
Thou little valiant, great in villany !
Bird of the wilderness,
Blythesome and cumberless,
Sweet be thy matin o'er moorland and lea.
Kule XII —A Noun and a Participle, whose case depends upon no
other word in the sentence, are said to be in the Nominative Absolute.
LESSON XVIII.
Parse the words ill the following Exercise, and apply the
Eules :—
The sun having risen, we pursued our journey in peace.* Napoleon,
the enemy having fled, withdrew his troops. Parliament having been
prorogued, the king returned to Windsor. His freedom once obtained,
the slave soon becomes like other men. The nurse being confined to
her room, I was obliged to take her place.
I still had hopes, my long vexations past,t
Here to return, and die at home at last.
* Here we have sun and having risen standing independent of the rest of the
sentence, and so the case is called Absolute, or Independent.
t The Participle being is very frequently to be supplied.
94
ENGLISH GRAMMAR.
The wind having now fallen, we could proceed in safety. King John
being dead, a civil war ensued.
My story being done,
She gave me for my pains a world of sighs.
One man in his time plays many parts,
His acts being seven ages.
To tell the truth, * I was not anxious about the matter. Speaking
generally, the army marched ten miles a day. The plan you proposed
was, to say the least, not the wisest possible.
Rule XIII.—When two Nouns come together, signifying different
things, the first is put in the Possessive Case.
LESSON XIX.
Parse the words in the following Exercise, and apply the
Rules :—
John's book was torn. My sister's hat was blown into the river.
The horse broke the driver's leg. Moses' face shone, f The men's
heads scarcely appeared above the surface of the water. The horses'
manes were carefully cropped. I told him to meet me at the book¬
seller's. This is a friend of my brother's. This is a picture of my
friend. This is a picture of my friend's. J He told him to take a book
of yours, and repeat his lesson. This toy is mine. Render unto
Caesar the things that are Caesar's. Have you read any of Milton's
and Tennyson's poems. Edward the Sixth's reign was short. Have
you read many of Beaumont and Fletcher's plays.
Rule XIV. —Transitive Verbs and Prepositions govern Nouns and
Pronouns in the Objective Case.
LESSON xx.
Parse the words in the following Exercise, and apply the
Rules :—
* The Present Infinitive and the Present Participle are frequently used ab¬
solutely.
t In examples of this sort, the Possessive is indicated by the apostrophe alone,
to avoid the repetition of the hissing sound.
1 Direct attention to the difference in meaning between these two sentences.
SYNTAX.
95
The boy loves his mother. The master struck the table. The king
mightily offended him. I told him to lay the book on the table.
James the Sixth was the son of Mary. My brother has greatly im¬
proved the house and garden. By the rivers of Babylon we sat down
and wept. When he saw the deed, his face burned with indignation.
1 had a little daughter,
And she was given to me
To lead me gently backward
To the heavenly Father's knee
That I by the force of nature
Might in some dim wise divine
The depth of his infinite patience
To this wayward soul of mine.
Rule XV. — Many Intransitive Verbs take after them a Noun in the
Objective Case, when the Noun is of cognate signification with the
Verb.
LESSON XXI.
Parse the words in the following Exercise, and apply the
Pules :—
She sang the song most beautifully. He danced the "Highland
fling." Can you run the race ? I have fought a good fight. Sleep the
sleep that knows not waking. Whosoever shall curse his father or his
mother, let him die the death. Can you dance the "Sword-dance"?
He lived a quiet life in his rural home. His actions spoke volumes.
There arose the loud laugh that spoke the vacant mind.
Rule XVI.—Verbs of asking, teaching, telling, promising, refusing,
and the like, govern two Objectives—the first of a person, the second of
a thing.
LESSON XXII.
Parse the words in the following Exercise, and apply the
Pules :—
You may ask me any question. The master taught the scholars
grammar. The king promised him * a great reward. The conspira-
* This is a pure dative case ; but as it is objective in form, it may be parsed
as such. In cases like this, there is no use in supplying to, or any such preposi¬
tion. The usage of the language is to use these objectives without the preposi¬
tion.
96
ENGLISH GRAMMAR.
tors offered the officer any amount of money. Can you lend me ten
pounds? You ought to send him a present of some kind or other.
The emperor refused the army every condition which they proposed.
The officer told the soldier to move on quickly.* He made the men
sit down on the grass. Tell me, thou fellow, is not France forsworn?
Thou dost never fight but when Fortune is near to teach thee safety.
This peace will give her sadness very little cure. I forgave thee all
that debt. I paid you the whole price.
How green you are and fresh in this old world !
John lays you plots : the times conspire with you.
Say, Wolsey,—that once trod the ways of glory,
Found thee a way, out of his wreck, to rise in.
Rule XVII.—Those Verbs which in the Active Voice govern two Ob¬
jectives, frequently govern one Objective when they are in the Passive
Voice.
LESSON XXIII.
Parse the words in the following Exercise, and apply the
Rules :—
He was not asked any more questions. The scholars were taught
geography. He was promised a great reward. The peasant was offered
a large bribe. A very handsome present was sent him. Admission
was sternly refused him. The king was told the whole story. The
money was paid liim yesterday. A way was found the poor wretch to
escape by. All are taught an avarice of praise.
Rule XVIII.—Nouns denoting time, space, measure, and quantity, are
put in the Objective Case.
LESSON XXIV.
Parse the words in the following Exercise, and apply the
Rules :—
The horseman rode forty miles. He remained at home many days.
The walls were twenty feet high. The load weighs two tons. He
came back the same way as he went. The book is worth many pounds.
Your task must be completed this very day. The stranger paused a
* "The Infinitive Phrase" here supplies the place of the second Objective.
SYNTAX.
97
while, to view the scene. He gazed a moment down the dale. This
morn a couch was pulled for you.
This morning, with Lord Moray's train,
He chased a stalwart stag in vain.
Half a league, half a league,
Half a league onward,—
All in the valley of Death
Rode the Six Hundred-
Ecle XIX.—If a Nominative come between the Relative and the
Verb, the Relative is governed by the Noun or Verb which follows it,
or by the Preposition which goes before it.
lesson xxv.
Parse the words in the following Exercise, and apply the
Rules
The man whose * hat was blown off ran after it. The men, whose
horses were frightened, were thrown to the ground. The king, whose
army was defeated, fled in dismay. The man, whom you saw yesterday,
has gone away. The present which you offered him cost a large price.
The dog that you purchased will prove useful The reason which he
assigned for his conduct was unsatisfactory. The person to whom you
gave the book brought it back. The message with which you were
charged has not been delivered. He gave up the knife by which he
had inflicted the wound. He is the freeman whom the truth makes
free. He may be poor, compared with those whose mansions glitter in
his sight. There stands the wall on which we tried our graving skill.
lesson xxvi.
Parse the words in the following Exercise, and apply the
Rules :—
This is the manf you seek. This is the book you were speaking of.
This is the house that you talked so much about. Every drop we
* This is nearly a case of Rule XIII. Whose is thrown into the Possessive Case
by hat; so with the Objective Case of the Relative.
t The Relative is frequently omitted in the Objective Case. When this hap-
pens, the Preposition which governs the Relative is placed after the Verb ; as is
always'the case with the Relative Pronoun that.
98
ENGLISH GRAMMAR.
sprinkle tends to remove the stain. The hero's harp, the lover's lute,
have found the fame your shores refuse.
I'm very lonely now, Mary,
For the poor make no new friends;
But, oh ! they love the better
The few our Father sends.
Rule XX.—One Verb governs another in the Infinitive Mood; but the
sign of the Infinitive is generally omitted after the Verbs bid, behold,
dare, feel, hear, know, let, make, observe, perceive, see, and some others.
LESSON XXVII.
Parse the words in the following Exercise, and apply the
Rules :—
Man loves to rule. He ordered the beggar to go away. Man was
made to mourn. He bade the clouds ascend on high. I saw the white
waves break on the shore. He made him give up the mad attempt.
Let him not make the experiment again. Let us rise and go. The
captain commanded the sailors to let go the anchors. The duke
hastened on, to try and turn the tide of battle. I dare do all that
may become a man. He dared * him to do that again. The envious
flood would not let it forth to seek the empty, vast, and wandering air.
Rule XXI.—Conjunctions connect like cases of Nouns and Pronouns,
and like moods and tenses of Verbs, when the circumstances are
similar.
LESSON XXVIII.
Parse the words in the following Exercise, and apply the
Pules :—
Truth and sincerity were the characteristics of his mind. He forsook
his home and his friends. I told his sister and him to come to dinner.
He departed from home, but he soon returned. John gave Mary an
apple, and she gave him a pair of gloves.
A time there was, ere England's griefs began,
When every rood of ground maintained its man.
* That is, challenged. In this sense, the Verb I'ollowing it takes the sign oi
the Inlinitive.
SYNTAX.
99
} find them in the garden, foi
There's many here_ about;
And often when I go, to plough.
The ploughshare't'ims tbe'h'Out. *
USAGE.
Besides the Rules of Concord and Government, there are
many Usages or Idioms of the language with which the pupil
should be familiarized. These can be best learned from the
ordinary reading-lesson, but we shall illustrate a few of the
more important.
I. - THE POSITION OF THE SUBJECT.
1. The Subject is placed after the Verb in the Imperative Mood, and
either after the Verb, or between the Verb and its Auxiliary, in inter¬
rogative and optative sentences.
LESSON XXIX.
Parse the words in the following Exercise, and apply the
Rules
Sing ye His praise. Tell him to depart. Bid her come in. Did he
stay long ? Stands Scotland where it did ?
Triumphant race! and did your power decay, —
Failed the bright promise of your early day?
May every blessing attend you.
Blessed be that spot, where cheerful guests retire,
To pause from toil and trim the evening fire.
May the great gods grant thy request.
Long may the tree in his banner that glances
Flourish, the shelter and grace of our line !
2. The Subject is placed after the Verb, or between the Verb and its
Auxiliary, when the sentence begins with an emphatic Adjective,
Adverb, or Adverbial Phrase.
100
KNOXISJI ,.ORa\.5t,MAIl.
LESSON XXX.
Parse the words in ohs. following Exercise, and apply the
Piules
, Great; ■•s Diana of! the Ephesians. Well may the children weep
be/ore ohra.; Wretched was the-lot: of" then poor emigrants. Blessed is
the man that regardeth the poor. Never was seen a sadder sight.
And thus their fabling bards delight to tell
How lovely were thy tents, O Israel.
To the left lay the valley, down which the Forth wandered: on the
right lay the bed of a broad mountain lake. Never have I heard en¬
treaties for life poured forth with such agony of spirit. Such was the
carriage of Admiral Popkins, as it made its appearance in Rome. Of
little comfort were the king's sons to the king. This day has a door
been opened in heaven. " Sad is my fate !" said the heart-broken
stranger.
3. The Subject is placed after the Verb, or between the Verb and its
Auxiliary, when a supposition is expressed by the Subjunctive Mood,
with no Conjunction expressed.
LESSON XXXI.
Parse the words in the following Exercise, and apply the
Rules :—
Were he to make an offer, I might listen to him. Were I tall
enough, I would gladly reach it down for you. Were we to do so, the
master would undoubtedly find it out. Had I the wings of a dove, I
should fly away. Had he gone when he was ordered, the matter would
have been all right. Had a stranger at this time gone into the pro¬
vince, he would naturally have asked what has brought about such
desolation. Had I been there, with sword in hand, I could have
rescued him.
Could great men thunder
As Jove himself does, Jove would ne'er be quiet.
Had it pleased Heaven
To try me with affliction : had He rained
All kinds of sores and shame on my bare head.
4. The Subject is placed after the Verb when the sentence begins with
here, there, neither, nor, and in sentences which relate a dialogue or
conversation.
SYNTAX.
101
LESSON XXXII.
Parse the words in the following Exercise, and apply the
Rules :—
Here comes the boy who broke the window. There are few men so
busy, who cannot find time to read. Neither tell I you by what
authority I do these things. His plea was a touching one, nor was it
void of effect. " Come on," said he ; "we shall be late." " Have you
ever seen a black eagle?"—"Not to my knowledge," replied the keeper.
What think ye, that he will not come to the feast? Here ran the river;
there was the bridge. "Stay in the room a little," said my uncle Toby.
" Trim," said my uncle Toby, after he lighted his pipe. " Corporal,"
said my uncle Toby ; the corporal made his bow.
" For oh !" say the children, " we are weary,
And we cannot run or leap."
II.—THE ADJECTIVE.
1. The Adjective is frequently used for the Noun.
LESSON XXXIII.
Parse the words in the following Exercise, and apply the
Rules :—
There the wicked cease from troubling, and the weary are at rest.
The rich can with difficulty sympathize with the poor. The wealthy
leave town in the summer months. The great should never be proud
of their greatness. The wretched need our help. ■ He spared neither
the old nor the young, the guilty nor the innocent.
Far other aims his heart had learned to prize,
More bent to raise the wretched than to rise.
They come, in dim procession led,
The cold, the faithless, and the dead.
The young and old, the fair and brave,
Are congregated here.
2. The Adjective is used in the Comparative degree when two objects
are compared, in the Superlative when more than two. The Com¬
parative degTee is followed by than, but by of when choice is implied.
102
english grammar.
lesson xxxiv.
Parse the words in the following Exercise, and apply the
Rules :—
He is taller than his brother. J ane is the tallest of the three. He
is the wiser of the two. The road was much longer than we expected.
The prospect was the most beautiful one could well wish to see. Cicero,
than whom* a greater orator never lived, was put to death. He is
more diligent than you. He wrote some of the choicest songs in the
language. Paul travelled through the lesser Asia. That was the most
unkindest f cut of alL After the most straitest sect of our religion, I
lived a Pharisee.
'Tis mightiest in the mightiest: it becomes
The throned monarch better than his crown.
'Tis very true: O wise and upright judge !—
How much more elder art thou than thy looks !
3. The Adjective like governs Nouns and Pronouns in the Objective
Case.
4. The Adjectives this, that (called Demonstrative) have the plural form
these, those. This denotes an object near at hand, that an object more
remote, and yon (comparative yonder; Scotch, yonner), one still more
remote.
lesson xxxv.
Parse the words in the following Exercise, and apply the
Rules
The son was like his father. Others said, He is like him. My hand,
like a poor beggar, raileth on the rich. No love, but vanity, sets love
a task like that. This is the man who stole the money. Those things
are too far removed. He gazed on yon far distant mountain. These
things I speak unto you, while I am yet with you. Near yonder copse,
where once the garden smiled.
* This construction is peculiar. The Comparative is followed by than, and
than governs whom in the Objective Case. Than is beginning to lie used with
an Objective Case in other instances. " He is taller than me " could be justified
by usage, though it is not to be imitated.
t Double Comparatives and Superlatives are to be avoided. But feeling is
stronger than rules of Grammar, and sometimes they are used with great effect.
SVNTAX.
103
How blest is he who crowns, in shades like these,
A youth of labour with an age of ease.
Look at her garments, clinging like cerements. They stood aloof,
like cliffs which had been rent asunder.
Sure scenes like these no troubles e'er annoy;
Sure these denote one universal joy.
5. The Adjectives each, every, either, neither, many, a (called Distri¬
butive), take Verbs and Pronouns in the Singular number.
Each means the one and the other of two ; every refers to any number more
than two regarded as individuals : either refers to the one or the other of two ;
neither means not either.
LESSON XXXVI.
Parse the words in the following Exercise, and apply the
Rules :—
Each bank of the river was lined with troops. You and your sister
must each learn your lesson. England expects every man to do his
duty. He said that your brother or you were to come; either would
do. Every breeze that blows roots the oak more firmly in the ground.
Each * of these topics needs a lecture for its development. There were
now in England many thousands of soldiers, each of whom received
only eightpence a day. He talked of poetry and painting, although
he understood neither. Many a man has fallen from the same cause.
Lepidas flatters both,
Of both is flattered; but he neither loves,
Nor either cares for him.
Give us leave to speak; it is needless, for I will attend to neither.
There's many a slip between the cup and the lip.
6. The Adjective a or an (called the Indefinite Article), and the
Adjective the (called the Definite Article), are joined to the first only of
two or more Substantives coming together, and meaning the same thing.
But when two or more Substantives come together, referring to different
things, these Adjectives are prefixed to each.
a is used before words beginning with the sound of a vowel, and an before
words beginning with the sound of a consonant.
* Each is not now strictly confined to two objects
104
ENGLISH GRAMMAR.
LESSON XXXVII.
Parse the words in the following Exercise, and point out the
Rules :—
A king sat on the rocky brow. The king and the general rode to¬
gether. Demosthenes was a famous orator and statesman. He sent
him the present an hour ago. An heir was born to the throne. He
wrote the secretary and treasurer to meet him. He invited the secre¬
tary and the treasurer to dinner. The rich and the poor meet together.
He ran down a long winding lane. A stork and a fox once set out on
a journey.
And ne'er did Grecian chisel trace
A Nymph, a Naiad, or a Grace
Of finer form or lovelier face.
III.-THE VERB.
1. When several Verbs come together in the same sentence coupled
by Conjunctions, the Auxiliary is generally attached to the first and sup¬
pressed with the others.
LESSON XXXVIII.
Parse the words in the following Exercise, and apply the
Rules:—
The king has commanded the army to be ready, given orders to
have supplies brought in, and declared that war is inevitable. He
taught me to read and write. I went back to the inn; but when I
had washed and dressed, and tried to sleep, it was five o'clock in the
afternoon.
Canst thou not minister to a mind diseased ;
Pluck from the memory a rooted sorrow,
Raze out the written troubles of the brain ?
The Emperor of Germany might have imposed heavier penalties,
exacted more territory, and demanded the whole of the fleet. I told
him to run and tell his father. The sun will rise, set, and rise again
many times before he returns.
2. The Present Participle is used both as an Adjective and as a Noun.
In both cases it retains the governing power of the Verb from which it
is formed.
SYNTAX.
105
LESSON XXXIX.
Parse the words in the following Exercise, and apply the
Rules:—
The pilot, fearing danger, cast anchor. The leading a righteous life
is the truest happiness. Doing one's duty faithfully is the surest road
to happiness. She passed on her way, singing the songs of former years.
The king, seeing the enemy in front, ordered the attack. Much de¬
pended upon the enemy's arriving early. * And thus still doing, thus
he passed along.
Her hair, like golden threads, played with her breath,
Showing life's triumph in the map of death.
Disdain and scorn ride sparklingf in her eye.
Full many a glorious morning have I seen
Flatter the mountain-tops with sovereign eye.
Kissing with golden face the meadows green,
Gilding pale streams with heavenly alchemy.
IV.—THE PRONOUN.
1. That is used instead of who or which, to prevent the too frequent
repetition of these words. When there are two antecedents, the one re¬
quiring who and the other which, that is used.
2. As is sometimes used as a Relative Pronoun. What is used as a
Compound Relative, and is equal to that which. Sometimes it is equiva¬
lent to two Nominatives, sometimes to two Objectives, and sometimes to
a Nominative and an Objective.
LESSON XL.
Parse the words in the following Exercise, and apply the
Rules:—
Who, that has a heart to feel, could help pitying his sad condition?
Lives there one that mocks his artless zeal ? The man and the dog,
that you saw yesterday, were found. He followed the huntsmen and
the hounds, that scoured the country. Such were the cares th at watched
o'er Israel's fate. The Lord added to the church such as should be
saved. You never read such a letter as he wrote. We are such stuff
(330)
* Note here the Adverb joined to the Participial Noun,
t Sparkling used adverbiallv, modifying the verb ride.
8
106
ENGLISH GRAMMAR.
as dreams are made on. He is what he seems to he. He did what
was required of him. She told him what he had to do. What's in a
name ? * He knows what's what.
Man, proud man,
Plays such fantastic tricks before high heaven
As make the angels weep.
We speak thatf we do know. That thou doest, do quickly.
But what they killed each other for,
I could not well make out.
3. Whatever, whatsoever, whoever, whosoever, are Compound Relatives,
and always represent two cases. Whoso is a contracted form of whoso¬
ever. Whether-was used as an Interrogative Pronoun, though it is almost
obsolete in this sense now.
LESSON XI,I.
Parse the words in the following Exercise, and apply the
Rules:—
Whatever raises us above the world, is a blessing. Do with all thy
might whatever thy hands find to do. Give him whatsoever he shall
ask. Whoever wishes to live happily, must depart from evil. Who¬
soever will, may come and drink. Whether of them twain did the will
of his father ? Whether of the twain will ye that I release unto you ?
Whoso findeth me findeth life. Whoso is simple, let him turn in
hither.
All thoughts, all passions, all delights,
Whatever stirs this mortal frame,
Are all but ministers of love,
And feed his sacred flame.
V.-THE ADVERB.
Adjectives are frequently used as Adverbs. This is especially the
case in poetry. No definite rule can be laid down for the position of the
Adverb in the sentence beyond this, that the Adverb should be so placed
as to modify the word intended.
* What is an Interrogative in this sentence,
t In Old English, that is used as a Compound Relative.
SYNTAX.
107
LESSON XLII.
Parse the words in the following Exercise, and apply the
Rules:—
How sweet the moonlight sleeps upon this bank ! The floor of heaven
is thick inlaid with patines of bright gold.
So blest a life these thoughtless realms display,
Thus idly busy rolls their world away.
The lark sang loud and high. The morn is passing fair and beautiful.
He was passing rich on forty pounds a year. He came to see me only
once. Only he came to see me. Have you ridden far to-day ? Will
he come ? Yes, certainly. Greatly disgusted, he went off in a great
rage.
I guess it was wondrous there to see
A lady so richly clad as she,
Beautiful exceedingly.
It was your duty not only to have helped her, but to have paid the
price.
And the mother gave, in tears and pain,
The flowers she most did love;
She knew she should find them all again
In the fields of light above.
Truly hath the poet said, "There is no death." Higher, higher, let
us climb.
R EV1 S AL.
In the following Exercises, parse and construe each word:—-
LESSON XLIII.
A naval officer embarked in his ship, and commenced his homeward
voyage. He had with him a young savage, who during the voyage
entirely lost his hearing by a dangerous illness. One evening, after
their arrival at home, some friends were at the house of the officer,
enjoying a musical entertainment. The young savage, who had no
idea of musical instruments, saw the agility and vehemence of the per¬
sons who were playing, but, as he heard nothing, he began to laugh.
" They are fools," said he; "I cannot imagine any work more useless:
with all their movements there is not the least result."
108
ENGLISH GRAMMAR.
LESSON XL1V.
Now the Consul's brow was sad,
And the Consul's speech was low,
And darkly looked he at the wall,
And darkly at the foe.
Their van will be upon us
Before the bridge goes down ;
And if they once may win the bridge,
What hope to save the town ?
LESSON XLV.
Harold was crowned King of England on the very day of the Con¬
fessor's funeral. He had good need to be quick about it. When the
news reached Norman William, hunting in his park at Rouen, he
dropped his bow, returned to his palace, called his nobles to council,
and presently sent ambassadors to Harold, calling on him to keep his
oath and resign the crown. Harold would do no such thing, and so
William invaded England. This was in the year 10G6.
LESSON XLVI.
Breathes there the man, with soul so dead,
Who never to himself hath said,
This is my own, my native land !
Whose heart hath ne'er within him burned,
As home his footsteps he hath turned
From wandering on a foreign strand?
If such there be, go, mark him well;—
For him no minstrel raptures swelL
LESSON XLVIL
No one pities a jester overcome in his vocation, and the clown met
with little sympathy when, rising from the ground, and whimpering
forth his complaints of harsh treatment, he invoked the assistance and
sympathy of the audience. But the chamberlain, feeling his own dig¬
nity insulted, ordered two of his halberdiers to bring the culprit before
him. When these persons first approached her, she threw herself into
an attitude of firm defiance, as if* determined to resist their authority.
* These Conjunctions may be parsed separately, by supplying the ellipsis
thus,—as she would do if determined, etc.
SYNTAX.
109
LESSON XLV1II.
The rose is fairest when 'tis budding new,
And hope is brightest when it dawns from fears;
The rose is sweetest washed with morning dew,
And love is loveliest when embalmed in tears.
O wilding rose, whom fancy thus endears,
I bid your blossoms in my bonnet wave,
Emblem of hope and love through future years !
LESSON XLIX.
I shall never forget the delightful sensation with which I exchanged
the dark, smoky, smothering atmosphere of the Highland hut, in which
we had passed the night so uncomfortably, for the refreshing fragrance
of the morning air, and the golden beams of the rising sun; which, from
a tabernacle of purple and golden clouds, were darted full on such a
scene of natural romance and beauty as had never before greeted my
eyes.
LESSON L.
When Britain first, at Heaven's command,
Arose from out the azure main,
This was the charter of the land,
And guardian angels sang the strain :—
Kule, Britannia ! Britannia rules the waves ;
Britons never will be slaves.
The nations, not so blest as thee,*
Must in their turn to tyrants fall;
Whilst thou shalt flourish great and free,
The dread and envy of them alL
LESSON LI.
Ever since I began to make observations on the state of my country,
I have been seeing nothing but growth, and hearing of nothing but
decay. Thef more I contemplate our noble institutions, the more
convinced I am that they are sound at heart; that they have nothing
of age but its dignity, and that their strength is still the strength of
youth.
* Observe this construction—as taking an Objective after it.
t Is not the an Adverb here, modifying more ? Latin, quo rnagis, eo niagis
110
ENGLISH GRAMMAR.
LESSON LII.
Three corpses lie out in the shining sands,
In the morning gleam as the tide goes down;
And the women are weeping and wringing their hands
For those who will never come home to the town.
For men must work, and women must weep,
And the sooner it's over the sooner to sleep,
And good-bye to the bar and its moaning.
LESSON LIII.*
I told that boy that he was not to break the fence. The man that
went away yesterday has never returned. He told him that that was
used as a pronoun. Still waters run deep. If I refused before, still
more must I do so now. The still was found concealed in a cave.
The disciples asked him to still the tempest. You have more money
than your brother, but you must not squander it. It is more blessed
to give than to receive.
When I was young ? Ah, woful when!
Ah, for the change 'twixt now and then!
Ere I was old ? Ah, woful ere!
Which tells me youth's no longer here.
LESSON LIV.
God save you all, save this cursed friar. What man dare, I dare.
What business took you there ? He remained in the house all day,
but his brother went out.
And nought remained of all that wealth e'er gave,
Butf towns unmanned, and lords without a slave.
We are but of yesterday, and know nothing. You cannot go in
there, for the door is locked. I waited for the train at Coventry. His
love was sincere. We are commanded to love our enemies. He re¬
fused to face the enemy. The swain, mistrustless of his smutted
face, kept up the dance. He finished the first act in due time.
Always act up to your principles.
* This and the two following Lessons are intended to show that the same word
may be used as different parts of speech in different connections.
t But may be parsed here either as a Preposition or as a Conjunction
" Nought remained but towns remained," where it is a Conjunction. " Nought
remained but (except) towns," where it is a Preposition.
SYNTAX.
Ill
LESSON LV.
The perfection or art is to conceal art. You are older than youi
brother. The course was then cleared for the race.
Like sportive deer they coursed about,
And shouted as they ran.
I had rather be a dog and bay the moon. He heard the watch-dog's
bay as he passed along. He was going to do it, but—0 these "buts!"
the world hath too many of them. His style of speaking is pompous;
he mouths his words. With so many mouths to feed, it is no wonder
that provisions soon fell short. He uttered one loud oh ! and fell dead
on the ground. O that I knew where I could find him. Sleep the
sleep that knows not waking.
Correct tlie errors in the following Exercises, and give in each
case a reason for the correction you make :—
LESSON LYI.
He were too late in coming to school. The servants was out when
the master arrived. Thou teaches the class grammar. It were I who
did the deed. The army were marching all the day. His sister and
he has just arrived. Neither the master nor the mistress were in the
house. Either the brother or sister have broken the dish. The revenue
of the different kingdoms form the greater part of his income. Wis¬
dom and prudence dwells with the lowly man. The truth of these
reports have never been called in question. The hardship and exposure
of a savage life speedily destroys those who are not of a robust consti¬
tution. Great thoughtlessness and imprudence in the most ordinary
affairs of life has been his ruin.
LESSON LVII.
To love our neighbours are our duty. To obey are better than sacri¬
fice. You and he have not learnt their lessons. The master and I
has not found out the mistake. Long life and prosperity is what all men
desire. Few of us has more than our hearts desire. O thou, who rules
the universe. "0 father!" he cried, "who orders thy son thus."
The man and the dog who were lost have been found. The boy which
fell into the river was soon brought out. Every man have to fight his
own battle. Each side of the street were filled with the ruins of the
fallen houses. Contentment, with godliness, are to be desired. Caesar,
as well as Hannibal, were a great general. The man, with hi3 horse,
were driving furiously
112
ENGLISH GRAMMAR.
LESSON LVIII.
There is some who, though continually learning, never come to truth.
Many a man have lost his life through this cause. These sort of thing
is very common. Either of the two have perished. Neither have
arrived. The bulk of his effects were sold by auction. I and my
father has set out on our travels. You was much deceived in supposing
that the king was dead. The wall was six foot high. I have waded
this many summers in a sea of glory. Cicero the orator, his speeches
are much admired. He promised to meet me at Smith the bookseller.
He was unwilling to do it for duty' sake. The mens' heads were
closely shaved. The parcel was left at Smith's, the grocer's. Igno¬
rance and vice goes often hand in hand.
LESSON LIX.
The little girl repeated his lesson very well. Who did you give the
apple to? Did you see the man who I sent unto you? He said that
the apple belonged to they. Them that love idleness will come to ruin.
They received my sister and he very joyfully. Trust not him whom
you know is dishonest. His father gave orders to John and I regarding
this matter. In this place there were not only security, but an abun¬
dance of provisions. This is the same horse which I saw yesterday.
Great care and caution was observed in the arrangement of the troops.
The entire regiment fell into the enemies' hands, and were cut off. I
saw no one else but he.
Thou art a girl as much brighter than her,
As he was a poet sublimer than me.
LESSON LX.
The officer ordered his men to charge the guns; which, in the circum¬
stances, were natural. The master, us having refused, retired from
the glen. They all declared that he was remarkably like 1. We then
saw that it was no other but he. Henry's the Eighth reign was long.
Let thou and I the battle try. Grammar was taught my brother and
I. He can give your sister and thou handsome presents. Admission
was sternly refused my sister and I. He remained away this twenty
years. He had not seen the like for many a days. You which see his
conduct can judge of my forbearance. The vessel who sailed to-day
will not arrive until to-morrow. What answer shall I give to him
which shall ask me ?
SYNTAX.
113
LESSON LXI.
A person often gives themselves trouble to no purpose. His indi¬
viduality, no less as his singularity, were remarkable. As you pro¬
mised me the goods, I beg you will let me have it soon. He who now
send you this message is true. An Act was obtained from Parliament,
who willingly granted it. He was a member of the society to whom
you sent the curiosities. Have you seen the house whom I lately en¬
tered? You should punish him which committed the fault, not I,
which had no hand in it. The men who he praises are highly to be
envied. You cannot be her. It was not him who was guilty of the
crime. I am satisfied that either your brother or him did it. He took
her to be I. I knew it to be they. You may rest assured it was not
us. Whom do you mean, not she whom I saw yesterday? Whom
did you say was found guilty ?
LESSON LXII.
We ought love our enemies. He ordered me run and tell him. He
bade me to stop the noise. I have seen the sun to sink behind the
clouds. I perceived him to hide the book behind the desk. Better is
a dinner of herbs than live in strife. Tell him depart. If I were her,
I would not go. In the Pacific Ocean there are a vast number of
islands. He sang very good. They coursed along very merry. Was
he to make an offer, I might listen to him.
'Mid pleasures and palaces though we may roam,
Is it ever so humble, there is no place like home.
There is now a great many men of his opinion. Here is a hundred
soldiers, all marching in time. Neither you or I can do that. He
forbade him never to do the like again. We shall not never look upon
his like again.
LESSON LXIII.
The wicked, which cannot cease from sin, is to be pitied. He was
more bent to raise the wretched as to rise. He had no sooner tasted
the wine, but he felt new life revive within him. Jane can do no other
but weep. The king, than who a braver man never lived, died last
year. It becomes her better than I. He was much more taller than
me. The man and his -wife quarrelled; the former declared she was
right, the latter that he was right. I want that bunch on the counter,
not this away in the distance. Every bank of the river was lined with
soldiers. Each man retired to their post. Every man have their own
114
ENGLISH GRAMMAR.
share of happiness. I refused both his offers; neither were suitable.
Either road lead to the same place. He had no other motive for his
conduct, but his extreme love of popularity.
LESSON LXIV.
Cicero was a great orator and a statesman. His brother was the
secretary and the treasurer to the society. A heir was born to the
throne. He invited the two men—the ambassador and secretary—to
London. Who, who ever saw him, could forget his face. He told the
man, as he met on the road, to turn to the left. The man and the
horse, whom you met, have not come back. Whomsoever shall do
this, will be punished. I cannot, nor shall not, agree to his proposal.
The great orator and the preacher has arrived. You read upon the
monument simply the name and age of the deceased. I never heard
the wind blow more loud. I will drown, and nobody shall help me.
Will we set out to-morrow? He is as wild that ever he was. He was
that angry, I could not speak to him.
ANALYSIS OF SENTENCES.
115
PART FIFTH.
ANALYSTS OF SENTENCES.
A Sentence is a complete thought expressed in words.
Every Sentence must contain a Subject and a Predicate.
The Subject of a Sentence is that part of it about which any
affirmation is made.
The Predicate of a Sentence is that part of it which contains
the affirmation made regarding the Subject.
Fire burns is a Sentence. Fire is the Subject, burns is the Predicate.—John
struck the table is a Sentence. John is the Subject, struck the table is the
Predicate.
In the following Exercise point out the Subject and the
Predicate in each sentence : —
The girl sings. The boy laughed. You broke the desk. The wicked
cease from troubling. Man is mortal. The sky is clear. The sea is
blue. The horse draws the cart. The cow gives milk. His hair is
black. The house fell.
A Sentence may take one or other of these forms :—
1. It may simply contain an assertion ; as, The sun shines.
Such a sentence may be called Assertive.
2. It may ask a question ; as, Are you ill? Such a sentence
may be called Interrogative.
3. It may express a command; as, Go away. Such a sen¬
tence may be called Imperative.
4. It may express a wish ; as, May every blessing attend you !
Such a sentence may be called Optative.
116
ENGLISH GRAMMAR.
lesson ii.
Tell the form of each Sentence in the following Exercise, and
distinguish between the Subject and the Predicate :—
The king led on his men. The soldiers gained the victory. The
grass is green. Has your father come? Is your mother at home?
How old are you ? Will you play? Do not hurry. Run away. May
you he happy. May all good be yours. Turn round. Stand up. My
blessings * on you.
lesson iii.
Write six Sentences of each form mentioned in last Exercise.
A combination of words, which does not contain a Predicate
either expressed or understood, cannot form a Sentence. Such
a combination of words is called a Phrase; as, John having
departed.
lesson iv.
Distinguish between Sentences and Phrases in the following
Exercise:—
The horse ran off. The mist having risen. The rain was falling.
All the fishes intthe sea. The king of England. The ship was wrecked.
John having departed. Wiser than Solomon. Goon. May I come?
Does your father know ? In those quiet valleys. Too terrible for tears.
Hush strife and quarrel. Melancholy lifts her head. In this sad and
melancholy state. Love strong as death. Your sister loves you. Sad
is my fate. Stop. God bless you.
lesson v.
Convert the following Phrases into Sentences:—
The sun having risen. John having departed. In this wild country.
On a raw and gusty day. The king separated from his troops. Morn¬
ing on the mountain-tops. Turning his eyes to the south. The wind
having fallen. In a few hours. Beholding the enemy approach. The
cat having watched long.
* In Optative sentences the Verb is frequently omitted.
analysis of sentences.
11?
THE SIMPLE SENTENCE.
1. A Simple Sentence is one which contains only one Subject and one
Predicate; as, The mndews of heaven \ Subject) were opened (Predicate).
2. The Simple Subject is either a Noun or any other part of speech
used as a Noun. The Simple Subject may thus be—
(a.) A Noun ; as, Ceesar fell.
lb.) A Pronoun ; as, He went away.
(c.) An Adjective; as, The tricked cease from troubling.
Id.) A Participial Noun; as, Singing is pleasant.
(«.) The Infinitive Mood with or without an object; as, To err is
human. To do good is pleasant.
lesson vi.
Name the Subject in each of the following sentences, and
tell of what it consists
The mountains are high. The sea is stormy. He promised to come.
She sang the song. You waited long. Your father has come. Depart
in peace. Peace he on this house. Are the rich happy? The weary
are at rest. The young die. Come along. Did you see him ? "Walk-
ing is healthy. Heading aloud is useful. To run is exercise. To tell
a lie is disgraceful. The poor have their trials. To talk idle words is
wrong. Telling stories was his delight.
lesson vii.
Construct twelve sentences with a Noun as the subject, and
twelve with a Pronoun as the subject.
lesson viii.
Construct Simple Sentences from the following subjects:—
My sister. The opulent. To tell the truth. To read much. Speak¬
ing. Giving to the poor. King Alfred. He. They. The poor old
dog. Sitting on damp grass. Thou ? His uncle ? To forget and for¬
give. Speaking evil. Hiding. Playing at cricket. You.
118
ENGLISH GRAMMAR.
3. The Simple Subject may be qualified by certain words; as, for ex¬
ample,—
(a.) By one or more Adjectives; as, The good old king is dead.
(6.) By a Participle ; as, The rising sun dispels the mists.
(c.) By a Noun in apposition; as, Edward the Confessor ascended the
throne.
(d.) By a Noun in the Possessive Case, or its equivalent, a Preposition
and its case; as, The man's hat was blown off. The love of money is the
root of all evil.
LESSON IX,
Point out the Subjects in the following Exercise, and name
the qualifying words
The red roses are beautiful. The large black cat killed the bird.
The large, heavy, iron bar fell on him. The singing birds have come.
The melting story touched his heart. William the Conqueror invaded
England. Cicero, the orator, fled from Rome. Paul, the apostle,
wrote several epistles. Burke, the famous writer, was a member of
Parliament. Byron, the poet, died in Greece. The king's government
must be carried on. The father's will must be done. The man of
virtue will be respected. The way of life is before us. Has the
mother's prayer been granted ? May the king's health improve ! A
lovely boy was plucking flowers.
LESSON X.
Construct six sentences, in each of which the Subject is
qualified by one or more Adjectives, and six in each of which
the Subject is qualified by a Participle.
LESSON XI.
Construct six sentences, in each of which the Subject is
qualified by a Noun in Apposition, and six in each of which
the Subject is qualified by a Noun in the Possessive Case,
or its equivalent, a Preposition and its Case.
LESSON XII.
Supply qualifying words to the Subjects in the following
sentences:—
ANALYSIS OF SENTENCES.
119
The stag turned to bay. The hill was difficult of ascent.
The weather kept him at home. The spring brings flowers.
The moon was visible. George Stephenson, , constructed the
first railway. James Watt, , was born in Glasgow. Alfred, ,
defeated the Danes. The eagle, , builds its nest on the rock. The
man is respected. The mane was cropped. The gun
was slung behind his back. The forces were completely routed.
The shades were falling fast. The clerk was robbed.
4. The Simple Subject may he qualified by a phrase which has the
force of an Adjective, and which is accordingly called the Adjective
Phrase; as,—
The boy, surrounded by his tormentors, was unable to escape. Wellington,
having defeated Napoleon, returned to England. A man of upright character is
sure to be respected.
LESSON XIII.
Name the Subjects in the following sentences, and point
out the qualifying phrases
Caesar, having invaded Britain, marched upon London. The king,
surrounded by his courtiers, proceeded to the palace. Remote from
towns, he ran his godly race. Constant rotation of the unwearied
wheel maintains her motion. The cheek, deserted of its bloom, told the
tale. His breath, congealed by the frost, told of the severity of the
weather. The harp of this sweet singer touched all hearts. The war
between Popery and Protestantism had been terminated. The popular
element of the Constitution was dear to the Puritan. Looking to the
left, towards the gorge, we beheld six compact masses of infantry.
The stranger, amazed at the spectacle, stood speechless. The slave,
having now completed his task, sat down to rest. The work, being
now nearly accomplished, gave him no more trouble.
5. The Subject may be qualified by several words or phrases ; as,—
The brave old soldiers of the emperor, feeling no fatigue, animated by his pre¬
sence, impatient of the delay, and heedless of the danger, rushed into the fight.
LESSON XIV.
Name the Subjects in the following sentences, and point out
all the qualifying words and phrases
120
ENGLISH GRAMMAR.
Martin Luther, the great reformer, having separated from the
Church of Home, was summoned to Worms. The little ship, the
object of the children's delighted attention, having put oif from the
shore, and being caught in the storm, was wrecked. The genial, happy
old man, delighted with the prospect, and surrounded by his friends,
could not refrain from tears. The population, closely packed within
the city, and increased by the number of the lords of the king's party,
swarmed like bees upon the streets. The glorious moonlight, stealing
over the sea, and tinging the laughing waves, was exquisitely beautiful.
Satan, the adversary of God and man, inflamed with thoughts of
highest design, puts on swift wings. The brave old general, the hero
of a thousand fights, the idol of his country, worn out with labour and
oppressed with care, came home to die.
6. The Predicate of a sentence in its simple form is either—
(a.) An Intransitive Verb ; as, Fire burns.
(I.) A Transitive Verb, with a single or a double object; as, John
struck the table. The master taught the scholars grammar.
(c.) The Verb To be, with a Noun, an Adjective, or some equivalent
phrase ; as, I am the man. The sky is clear. The boy is beside himself.
(d.) A Verb in the Passive Voice, with its attribute; as, George was
elected king.
(e.) An Intransitive Verb, with its attribute, or with an Infinitive;
as, The girl becomes a! woman. The day begins to close.
LESSON XV.
Name the Predicates in the following sentences, and tell of
what each consists
The sun shines. The eye sparkles. The cannon roars. Gold glit¬
ters. The water flows. The cat caught the mouse. The sword
pierced his side. Ask me ever so much dowry. They offered him a
great reward. He sleeps the sleep of death. The king murdered his
attendants. Snow is white. Caesar was commander. Flowers are
iovely. Love is flowerlike. Liberty is a noble possession. The man
is of sound mind. He was a person of high intelligence. The boy was
busy. He was proclaimed king. May we be blessed! Was your
father chosen treasurer ? Did the boy deliver his message ? The man
seems a fool. The sea appears a wonder. He is expected to come.
They appointed him ambassador. I love to see the moonlight. He
told him to depart. I desire to speak with you. The sea was all one
emerald. Be careful. You should not quarrel.
ANALYSIS OF SENTENCES.
121
LESSON XVI.
Construct six sentences with an Intransitive Verb as the
Predicate, and six with a Transitive Verb and its object as
the Predicate.
LESSON XVII.
Construct six sentences with the Verb To be and a Noun as
the Predicate, six with the Verb To be and an Adjective as
the Predicate, and six with the Verb To be and an equivalent
phrase as the Predicate.
LESSON XVIII.
Construct six sentences with a Verb in the Passive Voice
and its attribute as the Predicate, and six with an Intransi¬
tive Verb and its attribute as the Predicate.
LESSON XIX.
Supply Predicates to the following Subjects:—
The horse The King of Spain The dux of the class
All the trees of the forest The loud roar of the cannon The
plant, nourished by the rain from heaven, The small roots of the
tender plant Time and tide The moon, struggling through
the heavy masses of cloud, My sister The father and the
son Moses, instructed by God, How many cowards
Drawing his sword, and advancing with rapid strides, the officer
Full many a gem of purest ray serene The situation of the
house The billows, lashed by the wind, and dashing on the
shore,
7. The Predicate of a sentence can he modified by Adverbs, so as to
specify more particularly time, place, or manner, 8tc.; as, He returned
yesterday. He went homewards. Birds sing sweetly.
LESSON XX.
Name the Predicates in the following Exercise, and point
out the modifying words
Jane reads well. The birds sing merrily. The boat glides smoothly.
(330) 9
122
ENGLISH GRAMMAR.
She was exceedingly beautiful. He narrated the facts very clearly.
He was abundantly rewarded. The day was very warm. The horses
were very restive. When did he go away ? He will return to-morrow.
I shall never forget the parting day. Where does your brother reside ?
I know the story full well. He shall follow me hereafter.
8. The Predicate may be modified by several words possessing the
power of an Adverb. These words may be termed the Adverbial Phrase;
as,—
The man returned after many years' absence. He stood in the same spot. He
repeated the story without one word of remark.
LESSON XXI.
Name the Predicates in the following Exercise, and point
out the modifying phrases
The rain fell without intermission. The -wind blew in the same
direction. How many times have I told you that ? He stood a little
apart from the others. He remained twenty years in alL May you be
blessed all the days of your life. Have I not more than once done the
same thing ? Advance, with no regard to consequences. Stand upon
your feet. He smiles by his cheerful fire. The elms grew along the
margin of the lake.
Beggar pride defrauds her daily cheer,
To boast one splendid banquet once a year.
He broke his chain with the greatest ease. They led him on from
flower to flower. They left him with tears in his eyes.
9. The Predicate may be modified by several Adverbial Phrases ; as,—
He remained in the land of his adoption, for many years, with great profit to
himself.
LESSON XXII.
Name the Predicates in the following Exercise, and point
out all the modifying words and phrases
He played gladly in the fields all the long summer day. The boat
went gliding over the waves -with a light and gentle motion. The bird
sang merrily from the topmost bough of the lofty elm. Even so my
sun one early morn did shine. Bight gallantly did the noble youth
plunge into the thickest of the fight.
ANALYSIS OF SENTENCES.
123
We see but dimly through the mists and vapours,
Amid these earthly damps.
Near at hand, from under the sheltering trees, the fanner gladly he-
holds his pastures. In the midst of the most serene day of summer,
the sky being clear and unclouded, a loud peal of thunder was dis¬
tinctly heard, apparently in the west.
The fire, with well-dried logs supplied,
Went roaring up the chimney wide.
Gently, most gently, on thy victim's head,
Consumption, lay thine hand!
LESSON XXIII.
Construct six sentences with one or more modifying words
attached to the Predicate, and six with one or more modifying
phrases attached to the Predicate.
LESSON XXIV.
Attach modifying words or phrases to the Predicates
in the following sentences :—
The river was swoln. The stars were shining. The dog
was wounded The squirrel bounded The whole mass of
stone, giving way, buried the poor fellows. The noble stag was
pausing The traveller rested himself The picture was
beautiful. John's book was found They visited the grave
The poor child They found him The noise of
battle rolled There are many hidden treasures Return
10. The Object of a Transitive Verb forms part of the Predicate of a
sentence. Any word or combination of words that can form the Subject
can also form the Object; and the Object may be qualified exactly in the
same way as the Subject, as,—
They drank the good, old wine. The soldiers saluted Cvsak, the commander
of the legions, as king. All men respect the man of probity. They heard the
sound reverberating from rock to rock.
LESSON XXV.
Name the Objects in each of tne following sentences, and
point out the qualifying words or phrases
♦
124 ENGLISH GRAMMAR.
They admired the lovely prospect. They chased the large white
butterfly. He pitied the lonely poor. They stoned him. He loved to
lead the poets. He gTeatly disliked to be driven. They pursued the
enemy, exhausted with fighting, and longing for rest. You shall have
the choice of all the seals. I saw the school-boy, whistling to keep his
courage up. To-day he puts forth the tender leaves of hope. Let us
tell sad stories of the death of kings. I spake of being taken by the
insolent foe. The king's sceptre shows the force of temporal power.
I show you sweet Caesar's wounds; poor, poor dumb mouths. They
still retained the predatory habits of their forefathers. He found the
work not even half performed. They stoned the martyr, calling upon
God, and lifting his hands to heaven.
11. To Analyze a Simple Sentence, is simply to name first the Subject
and then the Predicate.
To Parse a Simple Sentence logically, is to name first the Simple Sub¬
ject and then the Simple Predicate, and thereafter to arrange the other
words of the sentence according as they stand related to the Subject or
the Predicate.
Analyze and parse logically the sentences in the fol¬
lowing Exercises :—
LESSON XXVI.
The king wept. The old man retired. The fire was bright. The
sun was shining. The dog followed his master. Seeing is believing.
Weeping may ease the overcharged heart. To tell the truth is always
best. The south wind blew softly. The gentle breeze fanned his
withered cheek. The sunshine of summer was streaming in through
the window. The young lambs were frisking in the meadows. The
poetry of earth is never dead. Hast thou a charm to stay the morning
star ? Do you hear the children weeping ? They are weeping in the
play-time of the others, in the country of the free.
LESSON XXVII.
The long weary journey quite exhausted the horses. The dogs,
losing the scent, again approached the river's brink. We looked into
the pit prepared to receive the dead. The large and well ventilated
hospital was full of patients in every stage of illness. Let them hear
each other breathing for a moment, mouth to mouth. They know the
grief of man, without his wisdom. Every door is barred with gold.
The captain, having completed all his arrangements, and having ex-
ANALYSIS OF SENTENCES.
125
amined the chart, quietly dropped down the river. One by one, the
Bweet sounds slowly departed. Wild, timid hares were drawn from the
woods to share his home-caresses. The king is come to marshal us, all
in his armour drest.
LESSON XXVIII.
Another secular period is now about to commence. To the last
century belong most of the distinguished names in our country's annals.
In the course of a December tour in Yorkshire, I rode for a long time
in one of the public coaches, on the day preceding Christmas. I had
three fine rosy-cheeked schoolboys for my fellow-passengers inside, full
of the manly health so characteristic of England.
Upon a barren steep,
Above a stormy deep,
I saw an Angel, watching the wild sea.
On the Sabbath-day,
Through the churchyard old and gray,
Over the crisp and yellow leaves,
I held my rustling way.
LESSON XXIX.
To restore the knowledge of God has been the aim of the prophets of
every age. On the right, amid a profusion of thickets, knolls, and
crags, lay the bed of a broad mountain lake, lightly curled into tiny
waves by the breath of the morning breeze, each glittering in its course
under the influence of the sunbeams.
All in a hot and copper sky,
The bloody sun, at noon,
Eight up above the mast did stand,
No bigger than the moon.
Up from the meadows, rich with corn,
Clear, from the cool September morn,
The clustered spires of Frederick stand,
Green-walled by the hills of Maryland.
LESSON XXX.
In July 1797, Scott, disappointed at the failure of his first poem,
wearied with another campaign at the bar, and with a little of his love-
sickness still unmelted about his heart, turned his thoughts towards his
favourite south of Scotland again.
126
ENGLISH GRAMMAR.
At church, with meek and unaffected grace,
His looks adorned the venerable place.
Ever and evermore
Upon the steep life-shore
Of death's dark main,
Bare to the bitter skies,
His mournful task he plies
In vain, in vain !
THE COMPLEX SENTENCE.
1. A Complex Sentence in its simplest form consists of two Simple
Sentences combined, so that the one is dependent on or subordinate to
the other.
I shall help yon, if 1 can, is a Complex Sentence. I shall help you is the
Principal Sentence. If I can is the Dependent or Subordinate Sentence. —I
have sold the horse, which you saw, is a Complex Sentence. I have sold the
horse is the Principal Sentence. Which you saw is the Dependent or Sub¬
ordinate Sentence.
2. A Complex Sentence can never have but one Principal Sentence,
though it may have several Dependent or Subordinate Sentences.
The man, whom you saw yesterday, told me that his sister, who left home last
week, had just returned, is a Complex Sentence. The man told me is the
Principal Sentence. Whom you saw yesterday, that his sister had just returned,
who left home last week, are Dependent or Subordinate Sentences.
3. The members of a Complex Sentence are called Clauses. That which
contains the main assertion is called the Principal Clause; those which
contain the dependent or subordinate assertions are called Subordinate
Clauses.
LESSON XXXI.
Name the Principal Clause and the Subordinate Clause or
Clauses in the following sentences:—
The man, who was hurt yesterday, is considerably better. He killed
the snake, which he found on the hill-side. He informed him that his
services were no longer required. He asked him when he had come.
His father arrived before he was aware. As the king was speaking,
the battle began. Call upon me, when you have any time to spare.
ANALYSIS OF SENTENCES.
127
The bird that soars on highest wing
Builds on the ground her lowly nest.
And she that doth most sweetly sing,
Sings in the shade, when all things rest.
Had he been anxious, he could have finished his task long before the
master arrived. The sun, which seems to perform its daily stage
through the sky, is, in this respect, fixed and immovable. I thought
to stand where banners waved. The old man took it from the boy,
who stood expectant by.
4. Subordinate Clauses are of three kinds,—the Noun Clause, the Ad¬
jective Clause, and the Adverbial Clause.
5. (a.) A Noun Clause is one which, in reference to the Principal
Clause, supplies the place of a Noun.
He said that you were not to go. He said is the Principal Clause ; that you
were not to go is the Subordinate Clause, and it supplies the place of a Noun.
What did he say ? That you were not to go. — Who did it cannot be divined.
Cannot be divined is the Principal Clause ; who did it is the Subordinate
Clause. What cannot be divined ? IF7io did it—i.e., the doer of it.
(6.) As in the Simple Sentence the Noun generally occupies the place
of the subject or of the object, so in the Complex Sentence the Noun
Clause generally occupies the place of the subject or of the object.
(c.) The Noun Clause is generally connected with the Principal Clause
by the Conjunction that; by a Relative or Interrogative Pronoun, such
as who, what; or by an Interrogative Adverb, such as where, when, how.
N.B.—The Conjunction that is frequently omitted.
LESSON XNXII.
Name the Noun Clauses in the following Exercise, and state
whether they take the place of the subject or of the ob¬
ject
I know that your father has come. Every one has heard how miser¬
ably he has failed. Can you tell me where they have laid him ? They
reported what they had seen. That the story was false was beyond a
doubt. I have learned by sad experience that the way of transgressors
is hard. Where have you been ? was the first question asked. He left
home without informing his family where he intended to go. You
perceive how miserably I have been deceived. Wrhy he should storm
so was inexplicable.
128
ENGLISH GRAMMAR.
It is strange that the sun should call into birth
All the fair flowers and fruits of earth. *
I saw not where he hurried on. I could believe that in that bosom now
there is no pulse. That you have wronged me doth appear in this.
6. (a.) An Adjective Clause is one which, in reference to the Principal
Clause, takes the place of an Adjective.
The man, whom you saw, has departed. The man has departed is the
Principal Clause ; whom you saw is the Subordinate Clause, and it takes the
place of an Adjective, for it tells what man has departed.
(6.) As the Adjective qualifies the Noun, and as the Noun generally
occupies the place of the subject or of the object, so the Adjective Clause
is generally attached to the subject or the object.
(c.) The Adjective Clause is generally connected with the Principal
Clause by the Relative Pronouns who, which, and that; or by the Rela¬
tive Adverbs, such as wherein, whither, why, wherefore, &c.
LESSON XXXIII.
Name the Adjective Clauses in the following Exercise, and
state whether they qualify the subject or the object:—
This is the house that Jack built. The little boy who hurt his finger
went home. Show me the place where they have laid him. Can you
point out the road which they took ?
The man that hath no music in himself,
Is tit for treason, stratagems, and spoils.
Is this a dagger which I see before me ? Was the hope drunk wherein
you dressed yourself? He jests at scars that never felt a wound.
Death, that hath sucked the honey of thy breath,
Hath had no power yet upon thy beauty.
To us, who dwell on its surface, the Earth is by far the most extensive
orb that our eyes can anywhere behold.
On these white cliffs, that calm above the flood
Uplift their shadowy heads, and at their feet
Scarce hear the surge that has for ages beat,
Sure many a lonely wanderer has stood.
* It—namely, that the sun, Ac.—is strange. The Subordinate Clause in this
case may be regarded as in apposition with the Pronoun if.
ANALYSIS OF SENTENCES.
129
The boy stood on the burning deck,
Whence all but him had fled.
The flame that lit the battle's wreck
Shone round him o'er the dead.
I can easily explain the reason why I acted so. He told the same story
as his sister.
7. (a.) The Adverbial Clause is one which, in reference to the Principal
Clause, takes the place of an Adverb.
He fled when we approached. He fled is the Principal Clause ; when we ap¬
proached is the Subordinate Clause, and it takes the place of an Adverb, for it
tells when he fled.
(6.) As the Adverb generally modifies the Verb, so the Adverbial Clause
generally modifies the Predicate of the Principal Clause. It may, how¬
ever, be used wherever an Adverb can be used.
(c.) The Adverbial Clause is connected with the Principal Clause by a
great variety of particles. (1.) Adverbial Clauses of time are connected
by Adverbs of time, such as before, ere, whilst, until, when, whenever, &c.
(2.) Adverbial Clauses of place are connected by Adverbs of place, such
as where, whither, whence, &c. (3.) Adverbial Clauses of manner are
connected by Adverbs of manner, such as as if, so far.as, than, if, un¬
less, except, &c.
LESSON xxxiv.
Name the Adverbial Clauses in the following Exercise, and
state what they modify
He went out when he had finished dressing. Now that your father
has arrived, you may go. You must not move from the spot until I
give you leave. After he had gained the victory, he entered Rome in
triumph. Whenever I come your way, I shall call on you. He re¬
mained where they stationed him. So far as I can understand, you
have done it correctly. John is taller than his brother (is). He is not
so great a fool as people imagine. He ordered his men to lie down,
inasmuch as the fire of the enemy was galling them severely. Unless
you sit still, the photograph will be spoiled. Except these abide in the
ship, ye cannot be saved. In order that all men might understand his
meaning, he caused a proclamation to be issued.
It droppeth as the gentle rain from heaven
Upon the place beneath.
130
ENGLISH GRAMMAR.
Draw thy sword,
That, if my speech offend a noble heart,
Thy arm may do thee justice.
I am so much a miser grown,
That I could wish to hide thee
Where never breath but mine alone
Could drink delight beside thee.
LESSON XXXV.
Write six Complex Sentences, each containing a Noun
Clause; six, each containing an Adjective Clause; and six,
each containing an Adverbial Clause.
LESSON XXXVI.
Select from your reading lesson, or from any other hook,
twelve Complex Sentences, underlining the Subordinate Clauses
in each.
LESSON XXXVII.
Convert these Simple Sentences into Complex Sen¬
tences
I cannot tell the date of his return. He was informed of the ship's
arrival. An honest man is the noblest work of God. The weary have
reached the haven of rest. The advantages of your plan are evident.
Thy lovers have forsaken thee. He could give no account of his birth¬
place. They assembled at the appointed place. Lost opportunities
can never be recovered. His last resting-place was marked by no me¬
morial stone. He seemed beside himself. He knew nothing of his
destination. The occasional frequenter of the theatre may derive some
good from his visits. The observant traveller can tell of many strange
experiences, on his return home. The true object of affection is not
easily found. Roamers from home wander far in the pursuit of happi¬
ness. A rude wooden cross marks the scene of the battle.
8. To Analyze a Complex Sentence, we have simply to name first the
Principal Clause and then the Subordinate Clauses, specifying whether
they are Noun, Adjective, or Adverbial Clauses.
ANALYSIS OF SENTENCES.
131
Analyze the following Complex Sentences :*—
LESSON XXXVIII.
While they were contending with the wind and the snow, Glenlyon
was supping with those whom he meant to butcher before daybreak.
Late in the evening, a vague suspicion that some evil was intended
crossed the mind of the chief's eldest son. Two men, it is said, were
overheard whispering, " I do not like this job."
He who ascends to mountain tops shall find
The loftiest peaks most wrapt in clouds and snow.
While the manners, while the arts,
That mould a nation's soul,
Still cling around our hearts,
Between let ocean roll,
Our joint communion breaking with the sun.
LESSON XXXIX.
Of all the curses that afflict humanity, war is the most dreadful.
We now passed under the shade of an immense range of lofty build¬
ings, whose gloomy and solid strength seemed to bid defiance to chance
and time. When I see kings lying by those who deposed them, when
I consider rival wits placed side by side, or the holy men that divided
the world with their contests and disputes, I reflect with sorrow and
astonishment on the little comjietitions, factions, and debates of man¬
kind.
If it were done when 'tis done, then 'twere well
It were done quickly.
For aught that ever I could read,
Could ever hear by tale or history,
The course of true love never did run smooth.
LESSON XL.
If one could have read the emperor's thoughts, as he stood before
his conqueror, he could have told that the iron had entered deeply into
his soul. The hurricane, that has recently overthrown so much that
was great and that seemed durable, has only proved the solidity of
our institutions.
* Each sentence may also be parsed logically, after the manner explained
under the Simple Sentence. (See p. 124.}
132
ENGLISH GRAMMAR.
Princess ! if our aged eyes
Weep upon tliy matchless wrongs,
'Tis because resentment ties
All the terrors of our tongues.
They passed the hall, that echoes still,
Pass as lightly as they will.
Sweet eyes in England, I must flee
Past where the waves' last confines be,
Ere your loved smile I cease to see,—
Sweet eyes in England, dear to me.
THE COMPOUND SENTENCE.
1. (a.) The Compound Sentence, in its simplest form, consists of two
Simple Sentences combined, so that the one is co-ordinate, or of equal
force, with the other.
John went away and James remained, is a Compound Sentence, composed
of the two Simple Sentences, John went away, James remained. The second
sentence is not dependent on the first, but is of equal force with it.
(6.) The different Clauses of a Compound Sentence are said to be co¬
ordinate with each other.
(c.) The different Clauses of a Compound Sentence are generally con¬
nected together by the Copulative and the Disjunctive Conjunctions.
LESSON XLI.
Name the Clauses of the following Compound Sentences,
and state how they are connected
I have begun to plant thee, and will labour to make thee full of
growing. The father went to America, but the son remained at home.
He neither learned his lesson nor listened to his teacher.
The house is filled with loud laments and cries,
And shrieks of women rend the vaulted skies.
From thence I resorted to the palace, and began to search the rooms.
I made some figure there, nor was my name obscure. He stared and
rolled his haggard eyes around. Mary suspected his practices and
dreaded his ambition. The Act was to be passed in the following week,
but it was fearfully arrested in its progress. Thus ended all hope of
ANALYSIS OF SENTENCES.
133
rescue ; but the queen's courage clid not forsake her. Not only was he
found out, but he was also convicted. First we went to the well, then
we ascended the mountain. The jury could not agree on a verdict;
on that account he was acquitted. We can never find out the secret;
for it is hidden in deepest mystery. The road was found impracticable ;
consequently the expedition was abandoned.
She looks upon his lips, and they are pale;
She takes him by the hand, and that is cold;
She whispers in his ear a heavy tale,
And opens both his eyes.
2. The Compound Sentence may embrace several co-ordinate Clauses,
some of which may he placed after each other without the intervention
of any Conjunction.
John went away, Mary followed, and we returned home, is a Compound Sen¬
tence consisting of three Clauses. The second is placed alongside the first
without any Conjunction.
LESSON XLII.
Name the Clauses ill the following Compound Sentences:—-
Come hither, Evan Cameron ; come, stand beside my knee—
I hear the river roaring down towards the wintry sea.
There's shouting on the mountain side, there's war within the blast -
Old faces look upon me now, old forms go trooping past;
I hear the pibroch wailing amidst the din of fight,
And my dim spirit wakes again upon the verge of night.
The knot had been securely bound ; the victim sank without effort,
the waters settled calmly over him, and that unit of life was for ever
withdrawn from the sum of human existence.
The building rook ""11 caw from the windy tall elm tree,
And the tufted plover pipe along the fallow lea,
And the swallow '11 come again with summer o'er the wave;
But I shall lie alone, mother, within the mouldering grave.
The place was perfectly quiet; the loud ticking of the clock was the
only sound heard; the swing of its pendulum was distinctly seen ; the
fire had almost burnt out, but a few red embers were still glowing on
the hearth.
134
ENGLISH GRAMMAR
LESSON XLIII.
Construct six Compound Sentences, each consisting of two
Clauses.
LESSON XLIV.
Construct six Compound Sentences, each consisting of
three or more clauses.
3. In a Compound Sentence there are frequently two or more Subjects
with only one Predicate, and two or more Predicates with only one
Subject.
The moon and the stars were shining is a Compound Sentence, in which there
are two Subjects and only one Predicate.—The sun burst forth and scattered
the clouds is a Compound Sentence, in which there is only one Subject but two
Predicates.—He acted with great firmness and courage is a Compound Sentence,
in which there is only One Subject but two Predicates—acted with great firm'
ness, acted with courage.
LESSON XLV.
Name the Clauses of the following Compound Sentences,
supplying the ellipses where necessary :—
The moon rose, and threw her silvery light on the sea. The winds
and the waves obey their Creator's voice. The officers took off their
caps, shouted with delight, and clapped their hands again and again.
By sheer steel and sheer courage, Enniskillener and Scot were winning
their desperate way right through the enemy's squadrons, and already
gray horses and red coats had appeared right at the rear of the second
mass. The keepers and the attendants had obviously escaped. He
was formed to be the ornament of the senate and the darling of the
people. The king behaved with the utmost magnanimity and with
the greatest clemency. Beyond the city, there opened on his view the
lovely country, the sublime ocean, and the serene heavens. Mile after
mile the traveller looks in vain for the smoke of one hut, for one
human form wrapped in a plaid, and listens in vain for the bark of a
shepherd's dog or the bleat of a lamb.
I have song of war for knight,
Lay of love for lady bright;
Fairy tale to lull the heir,
Goblin grim the maids to scare:
ANALYSIS OF SENTENCES.
135
Dark the night, and long till day,
Do not bid me farther stray.
LESSON XLVI.
Construct six Compound Sentences, each having two Sub¬
jects and only one Predicate, and six each having one Sub¬
ject and two Predicates.
4. Each Clause of a Compound Sentence may have one or more Sub¬
ordinate Clauses dependent on it.
My father, whom you saw yesterday, has gone away; but my mother, who
is poorly, intends to remain at home, is a Compound Sentence, in which there
are two Principal Clauses, and each Principal Clause has a Subordinate Clause
attached to it.
LESSON XLVII.
Name all the Principal and all the Subordinate Clauses in
the following Compound Sentences:—
It was broad day long before the man arrived, and he found the
work not even half performed. It is said, and may but too easily be
believed, that the sufferings of the fugitives were terrible. When the
troops had retired, the Macdonalds crept out of the caverns of Glencoe,
ventured hack to the spot where the huts had formerly stood, collected
the scorched corpses from among the smoking ruins, and performed
some rude rites of sepulture. Ignorance was the talisman on which
their power depended, and that talisman they had themselves broken.
There is no lack of alarmists who will tell you that the era is about to
commence under evil auspices : but from me you must expect no such
gloomy prognostications ; I have heard them too long and too con¬
stantly to be scared by them.
Not a drum was heard, not a funeral note,
As his corse to the rampart we hurried;
Not a soldier discharged his farewell shot
O'er the grave where our hero we buried.
Rokeby's Lords had fair regard
For the harp, and for the bard;
Baron's race throve never well
Where the curse of minstrel fell:
If you love that noble kin,
Take the weary harper in !
136
ENGLISH GRAMMAR.
5. To analyze a Compound Sentence is to name first the Principal or
Co-ordinate Clauses, and then the Subordinate Clauses, and to show how
they are connected the one with the other.
Analyze and parse logically the Compound Sentences in
the following Exercises :—
LESSON XLVIII.
We made a hasty breakfast off a star-fish that we found stranded on
the beach: but this rather increased our painful thirst; and, to find
some means of quenching it, we hurried inland at the utmost speed
which our weakened powers could command. He employed his leisure
hours in architecture and gardening: he improved and enlarged his
rural palace, planted fruit trees, enjoyed water excursions upon the
gentle Clyde and its romantic estuary, and received with warm hospi¬
tality those gallant knights and nobles who had so often fought by his
side.
When Time, who steals our years away,
Shall steal our pleasures too,
The memory of the past will stay,
And half our joys renew.
I met a little cottage girl;
She was seven years old, she said;
Her hair was thick with many a curl
That clustered round her head.
LESSON XLIX.
Chaucer most frequently describes things as they are ; Spenser, as
we wish them to be ; Shakespeare, as they would be ; and Milton, as
they ought to be. When I look upon the tombs of the great, every
emotion of envy dies in me; when I read the epitaphs of the beautiful,
every inordinate desire goes out; when I meet with the grief of parents
upon a tombstone, my heart melts with compassion ; when I see the
tomb of the parents themselves, I consider the vanity of grieving for
those whom we must quickly follow.
The seas are quiet when the winds give o'er;
So, calm are we when passions are no more :
For then we know how vain it was to boast
Of fleeting things, too certain to be lost.
Clouds of affection from our younger eyes
Conceal that emptiness which age descries.
ANALYSIS OF SENTENCES.
137
There's nothing in this world can make me joy;
Life is as tedious as a twice-told tale,
Vexing the dull ear of a drowsy man.
LESSON L.
My uncle Toby laid down his knife and fork, and thrust his plate
from before him, as the landlord gave him the account; and Trim,
without being ordered, took it away, and, in a few minutes after,
brought him his pipe and tobacco.
Woodman, spare that tree !
Touch not a single bough !
In youth it sheltered me,
And I '11 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!
I sat and watched her many a day,
When her eyes grew dim, and her locks were gray ;
And I almost worshipped her when she smiled,
And turned from her Bible to bless her child.
Years rolled on, but the last one sped—
My idol was shattered, my earth-star fled;
I learnt how much the heart can bear,
When I saw her die in that old arm-chair.
10
133
ENGLISH GRAMMAR.
PART SIXTH.
PUNCTUATION.
Punctuation consists in separating the different parts of
a sentence, or different sentences, from each other by certain
agreed upon Points, so as to make the meaning of written
language clear to the reader.
The Points most commonly employed for this purpose are
these :—
1. Comma (,)
2. Semicolon (;)
3. Colon (:)
4. Period (.)
5. Interrogation...!?)
6. Exclamation....!!)
7. Parenthesis...! )
8. Quotation (" ")
9. Dash ! —)
THE COMMA.
1. (a.) Commas are not required in an ordinary simple sentence.
Example. — The high wind blew down the trees.
(I.) Adjective and adverbial phrases are generally separated from the
rest of the sentence by commas.
Examples. —The king, led on by insatiable ambition, was unwilling to stop in
his career of conquest.—They formed, in fact, the vanguard of that movement.
(c.) Nouns in apposition, when accompanied by adjuncts, are separated
from the rest of the sentence by commas.
Example.— Julius Caesar, by far the greatest general of his age, was assassi-
nateiL.
(d.) When several words of the same kind follow each other, with no
conjunction intervening, they are separated from each other by commas.
Examples.—He was a simple, unpretending citizen.—It is impossible to de¬
scribe his scorn, loathing, and contempt.
PUNCTUATION.
139
(e.) When several words of the same kind follow each other in pairs,
the pairs are separated from each other by commas.
Example.—High and low, rich and poor, young and old, meet together.
(/.) All nominatives of address are separated from the rest of the sen¬
tence by commas.
Example.—O king, live for ever I
(£7-) There are certain Adverbs, such as however, moreover, besides, &c.,
which are commonly separated from the rest of the sentence by commas.
Example. — The king, however, refused to comply.
LESSON I.
Point the following sentences, and give a reason for each
point you insert :—
The king having been detained some days by adverse winds went on
1 >oard at Gravesend. The ministers were accused in prose and in verse
sometimes in earnest sometimes in jest of having hired a gang of
ruffians to swear away the lives of honest gentlemen. The leading
Whigs with great judgment demanded an inquiry. They related that
a scrivener in town a stanch friend of hereditary right had been struck
dead. An edifice surpassing any in the kingdom rose on the banks of
the Thames. Through all the spring and summer time garlands of
fresh flowers wreathed by infant hands rested on the stone. Ultimately
returning to the country he was thrown into jail for debt. Within
a stone's throw was another retreat enlivened by children's voices. Dick
the favourite old blackbird was however removed from the counting-
house. Ralph having died intestate was buried at the public expense.
There were then a good many such schools in existence. Farewell St.
Petersburg stately city ! Toiling rejoicing sorrow-ing onward through
life he goes.
Thou too sail on O ship of state !
Sail on 0 union strong and great!
Humanity with all its fears
With all its hopes of future years
Is hanging on thy fate.
LESSON II.
Point the following sentences, and give a reason for each
point you insert : —
The idle and the busy the good and the bad the grave and the gay all
140
ENGLISH GRAMMAR.
mingle together in this world. Tallow hides horns hoofs raw material
of every kind is exported from South America. Virtue and vice love
and hatred friendship and enmity were in his gift. A mightier poet
tried at once by pain danger poverty obloquy and blindness meditated
undisturbed by the obscene tumult all around him a sublime and holy
song. Poetry far from injuring society is one of the great instruments
of its refinement and exaltation. Strains of pure feeling touches of
tenderness images of innocent happiness bursts of scorn or indignation
often escape from the poet's lips. All corners of the earth kings queens
and states maids matrons the very secrets of the grave are hardly hid
from his searching glance. He surveyed the generations of men with
their different concerns passions follies vices virtues actions and
motives. Priends I come not here to talk. Friends Komans country¬
men and lovers I come to bury Caesar. Nelson the greatest of our sea-
captains was mortally wounded at Trafalgar. The emperor having
given the requisite orders rode off at a rapid pace. Finally the green
grass waves over the lonely spot. To remain in the darkness on a
battle-field in an enemy's country among the enemy themselves all for
pity and mercy's sake is one of the noblest deeds recorded in history.
LESSON III.
Point the following sentences, and give a reason for each
point you insert :—
Now my co-mates and brothers in exile hath not old custom made
this life sweet ? To tell the truth I was not greatly struck with his
appearance. Sooth to say his appearance belied his profession. We
may however let that pass. The moon having now risen the enemy
having quietly crept round the battlements commenced the attack in
earnest. To-morrow and to-morrow and to-morrow creeps in this petty
pace from day to day. The history of England during the seventeenth
century is the history of the transformation of a limited monarchy con¬
stituted after the fashion of the middle ages into a limited monarchy
suited to a more advanced stage of society. Soon however the con¬
querors glutted with the blood of the regicides turned against each other.
Other objects of vengeance few indeed yet too many were found among
the republican chiefs. During the last century no prime minister how¬
ever powerful has become rich in office. At present an average crop of
wheat rye barley oats and beans is supposed considerably to exceed
thirty millions of quarters. Charles Davenant an acute and well-in¬
formed though most unprincipled and rancorous politician differed from
King as to some of the items of the account. The gross uneducated
untravelled country gentleman was generally a Tory. Many able high-
PUNCTUATION.
141
born aspiring youths entered the ministry. Of the metropolis the City
properly so called was the most important division.
2. (a.) In complex sentences the subordinate clauses are generally
separated from the principal clause by commas. N.B.—The practice of
good writers is by no means uniform in this respect. If the subordinate
clause is short, and closely connected with the principal clause, the
commas are frequently omitted.
Examples.—These people well knew that, if he were convicted, his sentence
would be one of extreme severity.—Many, who had formerly regarded him as
the deliverer of his country, shuddered at the sight of his hideous features.—
The man who saw this reported the fact.
(6.) An indirect quotation is separated from the rest of the sentence
by a comma.
Example.—It is the part of a madman to say, I never thought of this.
(c.) The simple clauses of a compound sentence are generally separated
from each other by commas. N.B.—When the clauses are very short,
the comma is frequently left out.
Examples.—She never told her love, but let concealment feed on her damask
qheek.—John went away and May remained.
(d.) In a compound sentence, when the Verb is omitted in the second
clause, its place is supplied by a comma.
Example.—To err is human ; to forgive, divine.
LESSON IV.
Point the following sentences, and give a reason for each
point you insert :—
The sea was gradually gaining on the buildings which at length
almost entirely disappeared. Some weeks had passed and the first
shock of these events had subsided. He had wandered nearly twenty
miles and when his poor favourite died he lost courage and lay down
beside him. Another was discovered in a yard hard by the school
sleeping with a dog that bit at those who came to remove him and
licked the sleeping child's pale face. They were taken back and some
other stragglers were recovered. And even now as he paced the streets
and listlessly looked round on the gradually increasing bustle and pre¬
paration for the day everything appeared to yield him some new occa¬
sion for despondency. Last night the sacrifice of a young affectionate
and beautiful creature to such a wretch and in such a cause had seemed
a thing too monstrous to succeed. The hostile religious sects were
allied intermingled and confounded with hostile political parties.
142
ENGLISH GRAMMAR.
Trust me Clara Yere de Vere
From yon blue heavens above us bent
The grand old gardener and his wife
Smile at the claims of long descent.
Beside yon straggling fence that skirts the way
With blossomed furze unprofitably gay
There in his noisy mansion skilled to rule
The village master taught his little school.
The winds are high on Helle's wave
As on that night of stormy water
When Love who sent forgot to save
The young the beautiful the brave.
LESSON V.
Point the following sentences, and give a reason for each
point you insert :—
The fool hath said in his heart There is no God. It is a trite observation
that habit is second nature. It has been well said by Bacon that reading
makes a full man. To imprison a Roman citizen is a crime to scourge
him parricide. It is excellent to have a giant's strength but tjuannous
to use it like a giant. I was pleased to see the fondness with which the
little fellows leaped about the steady old footman and hugged the
pointer who wriggled his whole body for joy. To all the charms of
beauty and the utmost elegance of external form Mary added those
accomplishments which render their impression irresistible. She was
polite affable insinuating sprightly and capable of speaking and of
writing with equal ease and dignity. She was however sudden and
violent in all her attachments because her heart was warm and unsus¬
picious. To say that she was always unfortunate will not account for
the calamities which befell her. A few years earlier his short neck his
legs uneven as those of a badger his forehead low as that of a baboon
his purple cheeks and his monstrous length of chin had been familiar
to all who frequented the courts of law.
And canst thou mother for a moment think
That we thy children when old age shall shed
Its blanching honours on thy weary head
Could from our best of duties ever shrink ?
The heath this night must be my bed
The bracken curtain for my head
My lullaby the warder's tread
Far far from love and thee Mary.
PUNCTUATION.
143
O'er fell and mountain sheen
O'er moor and mountain green
O'er the red streamer that heralds the day
Over the cloudlet dim
Over the rainbow's rim
Musical cherub soar singing away !
Then when the gloaming comes
Low in the heather blooms
Sweet will thy welcome and bed of love be.
THE SEMICOLON.
1. The Semicolon is used to indicate a longer pause than that required
by the comma.
2. The Semicolon is most commonly employed in the following cases:—
(a.) When the clauses of a complex or compound sentence contain
distinct propositions, and each clause has subordinate clauses depend¬
ent on it, they are generally separated by a semicolon.
Example.—It was not till the reign of George the Second that our country
could glory in a great painter ; and George the Third was on the throne before
she had reason to be proud of any of her sculptors.
(6.) When the second clause of a sentence contains the reason for the
statement made in the first, it is generally separated from it by a semi¬
colon.
Example.—There was no way of escape ; for the drawbridge had been cut.
(c.) Antithetical clauses are separated from each other by a semicolon.
Example.—Righteousness exalteth a nation ; but sin is a reproach to any
people.
LESSON VI.
Point the following sentences, and give a reason for each
point you insert:—
A considerable part of his life has generally been spent in the capital
and the refinements of the capital follow him into the country. It
was very seldom that the country gentleman caught glimpses of the
great world and what he saw of it tended rather to confuse than to
enlighten his understanding. At first Nicholas was inclined to give
his uncle credit for some portion of this bold attempt to carry off
Smike but on more mature consideration he was inclined to think that
the full merit of it rested with the schoolmaster. His boys followed
144
ENGLISH GRAMMAR.
the plough but his girls went out to service. He made an effort to
converse with them in his usual style but his ghastly look surprised and
alarmed them. Soon his face grew black his eyes turned in his head
he uttered a cry staggered and fell into the arms of Lord Bruce. He
had no lancet but he opened a vein with a penknife. The blood flowed
freely but the Icing was still insensible.
I have marked
A thousand blushing apparitions start
Into her face a thousand innocent shames
In angel whiteness bear away those blushes
And in her eye there hath appeared a fire
To burn the errors that those princes hold
Against her maiden truth.
Canst thou not minister to a mind diseased
Pluck from the memory a rooted sorrow
Eaze out the written troubles of the brain
And with some sweet oblivious antidote
Cleanse the stuffed bosom of that perilous stuff
Which weighs upon the heart.
LESSON VII.
Point the following sentences, and give a reason for each
point you insert :—
The army had become a mob and the mob melted fast away. The
door of the cell was softly opened and there lay Argyle on the bed
sleeping in his irons the placid sleep of infancy. The divines who
attended the prisoner were not of his own persuasion but he listened to
them with civility. The King mentioned the news from the throne and
the Houses assured him that they would stand by him against every
enemy. The two armies were now face to face and a few shots were
exchanged that did little or no execution. There was no reason how¬
ever why I should refrain from seeing the person who had inconsider¬
ately sent her to so great a distance by night and alone and as it was
not improbable that if she found herself near home she might take fare¬
well of me and deprive me of the opportunity I avoided the most fre¬
quented ways and took the most intricate.
'Tis pleasant through the loophole of retreat
To peep at such a world to see the stir
Of the great Babel and not feel the crowd
To hear the roar she sends through all her gates
At a safe distance where the dying sound
Palls a soft murmur on the uninjured ear.
PUNCTUATION.
145
It is the hour when from the boughs
The nightingale's high note is heard
It is the hour when lovers' vows
Seem sweet in every whispered word
And gentle winds and waters near
Hake music to the lonely ear.
THE COLON.
1. The Colon is used to indicate a longer pause than that required by
the semicolon.
2. No definite rule can be given for the use of the colon, as the best
writers use it very capriciously. Indeed it is now seldom used. The
most common use of it is to bind into a compound sentence without a
conjunction a number of simple sentences, each of which might be made
a separate sentence.
Examples.—He would stand by France : he would break with France : he
would never meet another Parliament: he would order writs for a Parliament
to be issued without delay. — There is that maketh himself rich, yet hath
nothing : there is that maketh himself poor, yet hath great riches.
3. Another use of the colon is, in conjunction with the dash, to intro¬
duce a quotation.
Examfle.—To show the style of this book, we may give the following ex¬
tract :—"The remainder of the troops," &c.
THE PERIOD.
1. The Period is used at the end of every complete sentence.
2. The period is also used after abbreviations.
Examples.—H.K.H. the Prince of Wales, for His Royal Highness the Prince
of Wales.—On H.M.S , fbr on Her Majesty's service.
THE INTERROGATION.
The point of Interrogation is placed after all direct questions.
Example.—How far is't called to Forrest
146 ENGLISH GRAMMAR.
I
, f
THE EXCLAMATION.
The point of Exclamation is placed after Interjections, or after any
phrases, clauses, or sentences that, like Interjections, express any
emotion of the mind.
Examples.—Ah me !—How sweet the moonlight sleeps upon this bank !
O lady, twine no wreath for me,
Or twine it of the cypress tree !
LESSON VIII.
Point the following Exercise, and give a reason for each
point you insert :—*
The highway of the upright is to depart from evil he that keepeth
his way preserveth his soul.
Wasted weary wherefore stay
Wrestling thus with earth and clay
From the body pass away
Hark the mass is singing.
Where were the traces of her early cares her sufferings and fatigues
All gone. Ho no it cannot be. Earth to earth ashes to ashes dust to
dust Come forth O ye children of gladness come I come I come
ye have called me long.
Shall we build to ambition ah no
Affrighted he shrinketh away
For see they would pin him below
In a small narrow cave and begirt with cold clay.
'Tis the hour when happy faces
Smile around the taper's light
Who will fill our vacant places
Who will sing our songs to-night
Through the mist that floats above us
Faintly sounds the vesper bell
Like a voice from those who love us
Breathing fondly fare thee well
* These Exercises, being intended to illustrate the use of the colon, and the
points of interrogation and exclamation, have been divided into sentences. The
use of the period can be illustrated from the reading lesson.
PUNCTUATION.
147
He rushed into the room he dashed the furniture to pieces he fled by a
back door he was lost sight of when evening came on.
THE PARENTHESIS.
The Parenthesis is used to enclose some words supplementary to the
leading idea of the sentence, and which might be left out without in¬
jury to the sense.
Example. —As the murderers, or executioners (call them as you will), dragged
him along, he recognized me.
QUOTATION.
The Quotation is used to enclose words actually quoted.
Example. —" Stay in the room a little," said my uncle.
DASH.
1. The Bash is used to indicate a break in the sentence.
Example.—Yet now, if thou wilt forgive their sin— ; and if not, blot me
out of thy book.
2. The Bash is also used to connect a succession of clauses beginning
with the same word.
Example—And now the bell—the bell she had so often heard, rung its re¬
morseless toll.
3. The Bash is now almost universally used in place of the paren¬
thesis.
Example.—Every one of the chief Reformers—i do not at this moment re¬
member a single exception—was a Humanist.
Punctuation can be best taught by a careful examination of
the best authors. We subjoin a few extracts, pointed as the
authors wrote them; and the pupil should be asked to account
for every point:—
LESSON IX.
But, night in this dreadful spot! —night, when the smoke was
changed to fire; and every chimney spurted ud its flame; and places,
148
english grammar.
that had been dark vaults all day, now shone red hot, with figures
moving to and fro within their blazing jaws, and calling to one another
with hoarse cries—night, when the noise of every strange machine was
aggravated by the darkness; when the people near them looked wilder
and more savage; when bands of unemployed labourers paraded the
towns, or clustered by torch-light round their leaders, who told them,
in stern language, of their wrongs, and urged them on to frightful evils
and threats; when maddened men, armed with sword and firebrand,
spurning the tears and prayers of women who would restrain them,
rushed forth on errands of terror and destruction, to work no ruin half
so surely as their own—night, when carts came rumbling by, filled with
rude coffins (for contagious disease and death had been busy with the
living crops); when orphans cried, and distracted women shrieked
and followed in their wake—night, when some called for bread, and
some for drink to drown their cares, and some with tears, and some
with staggering feet, and some with bloodshot eyes, went brooding
home—night, which, unlike the night that Heaven sends on earth,
brought with it no peace, nor quiet, nor signs of blessed sleep—who
shall tell the terrors of the night to the young wandering child !—
Dickens.
lesson x.
And now the- bell—the bell she had so often heard, by night and day,
and listened to with solemn pleasure almost as a living voice—rung its
remorseless toll, for her, so young, so beautiful, so good. Decrepit age,
and vigorous life, and blooming youth, and helpless infancy, poured
forth—on crutches, in the pride of strength and health, in the full
blush of promise, in the mere dawn of life—to gather round her tomb.
Old men were there, whose eyes were dim and senses failing—grand¬
mothers, who might have died ten years ago, and still been old—the
deaf, the blind, the lame, the palsied, the living dead in many shapes
and forms, to see the closing of that early grave. What was the death
it would shut in, to that which still could crawl and creep above it !—
Dickens.
lesson xi.
The door of the cell was softly opened; and there lay Argyle on the
bed, sleeping, in his irons, the placid sleep of infancy. The conscience
of the renegade smote him. He turned away sick at heart, ran out of
the castle, and took refuge in the dwelling of a lady of his family who
lived hard by. There he flung himself on a couch, and gave himself up
to an agony of remorse and shame. His kinswoman, alarmed by his
punctuation.
149
looks and groans, thought that he had been taken with sudden illness,
and begged him to drink a cup of sack. "No, no," he said; "that
will do me no good." She prayed him to tell her what had disturbed
him. " I have been," he said, " in Argyle's prison. I have seen him
within an hour of eternity sleeping as sweetly as ever man did. But
as for me ."—Macaulay.
lesson xii.
0 Caledonia ! stern and wild,
Meet nurse for a poetic child!
Land of brown heath and shaggy wood,
Land of the mountain and the flood,
Land of my sires, what mortal hand
Can e'er untie the filial band
That knits me to thy rugged strand ?
Still, as I view each well known scene,
Think what is now, and what hath been,
Seems as, to me, of all bereft,
Sole friends thy woods and streams were left
And then I love them better still,
Even in extremity of ill.—Scott.
lesson xiii.
Clime of the unforgotten brave !
Whose land from plain to mountain cave
Was freedom's home, or glory's grave!
Shrine of the mighty ! can it be
That this is all remains of thee ?
Approach, thou craven crouching slave:
Say, is not this Thermopylae?
These waters blue that round you lave,
Oh servile offspring of the free—
Pronounce what sea, what shore is this ?
The gulf, the rock of Salamis !
These scenes, their story not unknown,
Arise, and make again your own;
Snatch from the ashes of your sires
The embers of the former fires;
And he who in the strife expires
Will add to theirs a name of fear
That Tyranny shall quake to hear. — Byron.
150
ENGLISH GRAMMAR.
CAPITAL LETTERS.
The following words should begin with Capital Letters: —
(a.) The first word of every sentence.
(6.) The first word of every line of poetry.
(c.) The first word in every direct quotation.
(■d.) All Proper Nouns, and Adjectives formed from them, such as
Scotland, Scottish.
(e.) The Pronoun I, and the Interjection O.
{/.) All names and attributes of God.
(y.) Words denoting the names of the seasons, months, days of the
week, or of any important historical event, such as Reformatwn.
LESSON xiv.
Insert the necessary capitals in the following sentences, and
give a reason in each case :—•
he cast his despairing look downwards towards the earth, the jour¬
ney seemed endless, he is reported to have said :—" the romans may
burn rome; i cannot interfere." o thou, that seemest the god of this
world, meet me on Wednesday afternoon, james the seventh was
deposed at the revolution, we owe the reformation to martin luther.
the fiench have again recovered their liberty, i hope you received my
letter.
we watched him, while the moonlight
beneath the shadow'd hill
seemed dreaming of good angels,
and all the woods were stilL