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DI!TRIC T 01' MJ.S~J.CHtJ81!:TT! 1 TO WIT :

.
District Cfer"l:'1 0.ffia.
Be it remembered , th a t on the twenty-n inth day of Mey
A . ~>. 1829. iu the fitly:th ird year of the Independence of th~
~n1l~d Stale~ of An;Pnc'.1, M.uNROE &. FRANCIS, of the 1aid
~1str1ct, have depos1kd. in this Office, the Tit It• of a Book, the
r1g~t whereo_f they claim as Proprietors, in the words following, to wit :

"The LITTLE GRAMMARIAN, or Easy Guide to th e
Parts of 3.peech ; de->1gned for y_oung p~rsons in general ; but
more particularly ada!ited to facilitate 111~tructio11 in Preparatory Schools. lly a Teacher. Il lustrated with wood cutll. 11
In conformity to the act of the Cono-re!IS of the United
S tales, e.n titled "A.n act for the f'ncoura~ement of learning,
by securing th e .c opies of ma ps, charts, an~ books, to the authors. and proprietors ofsucb copi11s, during th11 times therein
menltoned ;" and ~)so to an act entitled," An act supplAmen·
~ary to an act. entttled, an act for the encouragement ofleamrng, by 1ecur111g ~he copies of maps, charts and books, to the
~uthors .and proprietors ~f such copif\s during the times therein men.t1o~ed; and ex.tending the l>flnelits thereof to the am
of . designing, engravmg, and etchiu .. historical and other
pnnts."
JOHN W. D.1tv1s, Chrt oftlu DU.

trict of Mauacblttti.

Ir is not intenl.!e(l in the fuiinwing Eiemcn ta ry \York to
presP.nl any lh ing new in Grammar; but merely to give old

o.nd tried sy~tems a more attractive form. No sufficient
reason can be given why the rugge<l fiel<ls of every branch
uf learning should not be- strewed with flowers, enticing
at every step the i ufant progn~ss.
Books have been published without number, and on all
k indll of plans,- mach incs invcnlc<l,-charts projected,and table~ designed, for the purpose of facilitating the dry
and uninter esting study of G rammar. Childreu have been,
as it were, nailed for hours and hours to the laborious work ,
till tears or sleep have relieved their aching eyes from the
irksome task; and months and years, which might h1ve
been more usefully employed, been wasted by them in trying
to tell the difference betwixt an adjective and an adverb, or
between the pluperfect an<l second future tenses of the verb,
The Abbe G ua lti er wrote a series of stories, in which the

Vi

PREl"ACI': .

assiduity, a re unwilling to enter upon the ta.sk of te achini' it;
- we will say more-they are unable. T hey view it a3 an
arduous undcrtaki ng 1 a nd are fe arfu l of eng ;ig ing in it;ihose, who do enter upo n it, proceed with tim idi ty, losing all
that bearlfelt satisfaction, which should attend a mother who
is conscious she is fulfilling her duty to her child. By our
preaent method, the way is made clear and pleasant ; and
the aimplicit.r or the plan ca nnot but ue ad mitted hy ali
who use it.
W e claim not the inventio n of the sch eme , but we h&ve,
by uniting several plans, all good, compressed into one liule
volume the works of several authors, and thereby obtl\ined
a system, that has high advantagts, in our opinion, fo r the
eruy acquisition of E ngli sh G rammar.
The C hapters are designed to be read over; the Reca .
pitulatio11 is lo be cornrn illc<l to Memory.
. 'fhc Practice _ is founded on Scripture, as being most
readily furnished for the purpose, and also affording the
means of impressing the oracles of truth upon the young
m ind, aud co mbining the--nosl imporlanl Aloral Instruction
with the arrangement ,,( Grammar. ·
The design being to simplify Grammar, it will be observed
t hat itJ nicet ie s are here omitte d, an d that the C o mpou nd
Ten ses o f t~ c v er bs a r e not w;c<l , as being only cai c uta1 ed
to pe rple x the young pupil.
T he three principal Tenses <1rc q ui te suffic ient · for r udi ment al instruction. The orde r of Nci ture is nlso fo llo w ed in
the a rrangement of ti.c Parts of S peech ; and the mode of
explanation is as plain and simple as possible, that the work
may, in every respect, answer the title, .vhich it bears, of
Grammar for Chi1.drm, •
_For Tenchers af Infant Schools it is hoped that this work
will prove useful ; as they can accommodate its several parts
to the capacity of their little pupils, and teach them with
pleasure and ease to comprehend lessons, hitherto in too
m\.uy cases incomprehensible oven to adulli.
·

BOiton, May 26, 18%9.

THE

LITTLE G RA1'1l\1A RlAi'l\1".

•
LESSON I.

(To be ·read.)

Engl ish Language has tu:cnty -sir lett ers ;
of th ese , a, e, i, n, u, and y , are called t' owels,
and the 'T est nre called c011so1rnnts.
A vowel may be sounded Ly itself; a consoT HE

i

' ,I
I

nan t mu st h av e a vo we l j o in e d to it, to give it a
sound; for example; a and e are sounds of themselv es, they ne e d no a ddition al letter to hefp in
sounding th e m, but b must have c ad d ed to make
it sound be ; and so fo r th e o t her c o nso nants.
When two vowels meet together, having one
sound, they are called diphthongs.
Diphthongs somet imes sound the first vo~e l
only ; as e with ea , in meat ; the a not being
sounded . Sometimes t hey sound bo th , as oi in
voice; in wl 1ich ca:--e, bnth rnwcb arc clearly
bl en ded in one sound .
'V hen the first vowel only is sounded, it is
called an impropr,r d iphthong ; wh e n both vowel s
a re sonn<lcd , it is cu ll e <l a proper di p htho ng.
Vowels alone, or consonants and vowels put
together, make syllables, as ha: ab.
The putting of syllables together is called

spelling.
·
·
Syllables put together by spelling make words.
Words are distinct sounds, by which we express our thoughts.
:Words of one syllable are called monosyll<:J.les;
words of many syllables are called polysyll®les.

8

COMMON NOUNS.
HECAPITULATOR Y LESSON.

A l'4 oun i::1 tho J.'lu.u-,,;: of a thing.

'.l'o be comm ittrd lo Jlle mor'J.

Q. H ow many letters are there in the Eng lish la nguage 1-· A . T wenty-six. _
Q. Whi c h ar t~ called vuwels ?- A. a, e, 1,
o, u, and sometimes y.
Q. \Vhich arc called consona11ls ?-A . All
that re-main.
Q. \Vh at is a t,•owcl ?-A . A lette r th at

may be sounded by itscif.

CROWN.

Q. What is a conson an{? - A.
A le tte r
that cannot be sounded without a vo wel Lc ing
joined to it . ·
Q . What is a diphthong ?- A . T wo vowels
joined toge the r .
Q. \Yhe n is a dip hthong called an improp rr
diphthong ? - A. \Vhen one vowel only is
sou nded "

- ,,

/

FLAG.

Q. \Vhcn is a diphthonq nronrr ?- /1. \Vhcn
both vowels arc sou.ndc<l . ~
Q. How arc sy llables ma<lc ?-A . Ry vowcl.3
alon e, or consonants and \01vcJs p ut together.
Q. \Vh at d o you call putting consonants and
1

1

vowels together ?-A . Spelling.
Q. How do you make words ?-A . By put. ting syllables together.
Q. What are words ?-A. \Vords are distinct sounds, by which we express our thoughts.
Q. What are monosyllables ?-A. Words
of one syllable. .
Q. What are polysyllabres ?-.-A. WoWit
, .· .
of many syllables.
··
Ill

~ -

'j~·; ·. :·"-'.

·,

. BO.OK

.

GOAT.

N 0 UN S.

! .

l..

Called Substantive from subs tantia, a substance ; or Noun, from nomen, a name.
\Vh~n we begi~ to talk, our first effort is, to
call thrngs by their names ; for this reason we
begin with lite noun, which signifies name.
~~e noun is, therefore, that part of speech
which exprc.sses the names of persons or things.
B~ some 1t 1s called a substantive, because any
thmg that has a subslancc or existence is a noun;
as, a man, a horse; virtue, goodness. A man,
a ~orse, arc things which we can st>t>, and all
tlungs that we can see are nouns. Virtue, goodne~s, we cannot see, but as they arc things that
ex~st, they are nouns.
When we were infants, our mothers and nurses
taught us first to speak by the use of the noun.
Th~ first effort of speech was to call things by
their names, and to ask for them in this manner:
bread, drink, book, picture; all of whicb are nouns.
To know if a word be a noun , take this simple
rule: any . word that makes 8ense with a an or
the before it, is a noun.
'
'
Nouns are divided into proper and common.
Proper nouns are those which belong to individuals, such as the names of persons and places;
as, Thomas, Bethlehem. Common nouns are those
which express name& common to many things of
,the same kind . · Village is, therefore, a commoQ
~oun, _because there are many villages; and this
word 1s used to express any one of them. Man is
a common noun, because it serves to point out
any man among all the human race.
Tree is a
common noun, Liecause it refers to all kinds of
trees, without expressing one particular sort:· On
t~e cont~ary : Bethlehem, as it points out one p~
t1nlar village of that name; J<>hn, as it descriliea

~OU.N'S.

some particul{lr person, though

11

.man~ may be
called John ; and sycamo1·e, as it relt>rs to one
kind of tree, to distinguish it from an oak, or
nn elm, or any other tree , arc all P.ropcr nouns.
Nouns have two NUMBERS, one 1s callecl_ the
singular number and the other the plurai. Singular means one; plural means more tlzaii one.
.I

PLURAL NOUNS .

GI RI.

s.

NOUNS ·w ITH ADJECTIVES.
An Adj4Cctivc expresses !lit:: quctlil!J of a thing.

a SPLENDID

u LARGE

I

••

ADJECTIVES .

LESSON III.
A DJ EC T ! Y E S .

From arl, to, and Jacere, to throw or fix .
\Vhcn, in first learning to talk, we have learnt
the names of things, and can express some 11uuns,
we begin to find our want of some word to describe their peculiar quafities; for instance, if
we see two cakes, the one white and the other
broum, nnd ~ve want to point out in words the one
we should thoos e rather than the other, we learn
to say, the wltile cake, or the brown cake; now
white and brwon, and such like words, are called
adjectives. There are also some adjectives
which express the size or the duration of a thing,
as small or large, long or short; but in general
the adjective expresses its quality.
An adjective may be known by putting the
word thing after it ; as, a gourl thing, a round
thing, a long thing: good, round, and long, here
make sense with th.ing; and, if they make sense,
they arc adjectives . .
As an adjective describes the qnality of a thing,
it also describes the degree of that quality. One
article may be more stro11gly_,colo11red than another, though both colours may be oft he same quality;
for instance: there may be tltrec green apples on
the table; in speaking of them we may therefore
say, this is green, that ·js greener, and the other
is the greenest of all. · These arc called the three
DEGREES OF CO:\IPARfSON.
The first is tlze positive degree, as it describes the positive, or real
state of the apple; the second is called the com-

IlIIlLE.
a \VHITE

DRUM.
a BEAUTIFUL

ROSE.

HORSE.

a S,TRONG

ARl\1.

. Note. The words at the top are 4djcctiv"1 the words under tl10
p:ictura are N ota1.
I

/ I

COM.PARI SON OF ADJECTIVES.
An Atl.je!liYe dt> scr i.hes the quality of n t hini::-, nn<l tlte clegu c o(
thll!. q:"a htJ:. It nl so, 1.n t~ e same lll11111 :cr, e xp re.sc s the iize or
d uratiol\ aft 1h lng w 1th 1ls deg ree.

Pos1T1vr.
I

SurERLATIVE.

Co.:11PAHAT I YE.

<•

ADJECTIVBS.

parativt degree, as it shows, by comparing one
apple with another, which of the two possesses
any quality more than the other; and the third
is called tlte supcrlati1Je degree, as it describe!!
the hiC"hest' state of the quality.
Th; general rule for forming these degrees is,
by adding to the positive er, which makes it
comparative, or est , which makes it superla-

tive; as,

Positive.
A large TREE. A larg er TREE .

A small HAT.
-

-

- --

The lar«esl TREE of
ti~ ~ three .

~~

A smaller ll:\T.

The smal/.·st HAT
of tho three .

- - - - - - - - - - - - - -- - - -

Great .

Comparative.
Greater.

Superlative.
Greatest.

NoTE 1. Positives, which end in e, drop thee
in their comparative and superlative, because it
is u seless ; thu s :Finer.

Finest.

NoTE 2. Positives, which end in d, g, or t,
when th ere is a single Yowel before either, double
the last letter, and add the er and est; as,
Sad

Sadder.

Saddest.

Big.

Iliggrr.

Hot.

Hotter.

Biggest.
Hotte3t.

NoTE 3 . W he n the posi ti ve e nds in y with a
consonant before it, the y is in the comparative
and superla tive · c hanged in to i, w i ~h the u sual
terminations, er and est, added ; as,

Happy.

t·1· ~
~-

.

(.!{

~
~ *I

A mare heaidij11l

_______ nrno.

The most beauliful .

nmn.
N. B. The wonls in Italic- -~~rk ii;e---.-.- --- ··· - - and "'rrlatitJe dr&:rces.
po1itavr, lite compar'1tive,

Happier.

Happiest.

NoTE 4. \\'ords of more tlwn one s11llable are
generally coro1.urcd by more and most; l\S,

Excellent.
3 ·,

M~rc cxcelJent.

Most excellent.

,

.

;

-

I

ADJECTIVES.

·,

''horc ho began to search about for his parent.
At le ngth he drew near the spot where she lay
almost lifeless ; and, without the power of utter-

..

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-

~

-

... i.

--

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; !;

"ing a eyflahlc, he caught her up in his arms,
pulled off his jacket, threw it over her shoulders,
and took his own handkerchief from his neck,
and put it round her's.
Being extricated from the ditch into which she
had fallen in the dark, and in which she had
wearied herself with fruitless effort!'! to get out,
11he kissed and embraced her poor Jock, whilst
he hung over and patted her poor old face, and
told her, "Jock was a good boy."-" Good,
indeed," said the poor widow, as she recovered;
"and good is that divine Being, who has been
my guardian and friend in this fear/ul hour, to
lead my poor, poor idiot boy to the side of his
mother in her distress! How shall I he grateful
enough to Him ; for He has been merciful indeed to me! In the dark hour He has been
my light; an<l in the <hT!hs of human woi my
safeguard and. protector! And thanks be to
thee, my poor darling boy ; for, senseless as thou
art to the world, all thy love, thy affection, and
thy feelings, are fully and freely bestowed on me;
thy poor, grateful, and loving mother I''
The rest is shortly told; the widow, by Jock's
aid, reached her home; where a brisk fire soon
warmed them ; a comfortable supper strengthened their exhausted nature ; and a sound repose
refreshed their wearied bodies.
Littk ones, when you read ' this, pity poor
Jock'• aftliction ; yet learn to Jove your parent•,
u he loved his poor and distressed mother.

I

NOUNS \VITII ARTICLES.
-- -- - -

- -

---

-

--- --

~- --

--

THE Engle.

A Shi p'.

Nott.

The little worrl1 a, nn, tht, are the Articlea.

36

VERBS.

VERBS.

recognize and secure the man who had assaulted
and robbed him . The man was taken to prison;
and in a few months received his trial , and was
sent from En gland for life, lo toil in a distant
land , a just punishment for the crimes he had
wrought in his own. , Now, had little Ann used
a instead of the in her alarm, the thief would have
escaped before she ha<I been able to tell her parents what she really meant: hence remember the
great difference hetween using a or an and the.

LESSON V.

--- - - -- ----- - -- - - - A Verb expresses nu Action or Co11Jition.

To BARK.

To DANCE.

VER ll S .

-

From the Latin, vcrbum, a word .
The VEnn is the next part of speech with
which you must be acquainted. Nature soon
teaches the \Vant of this after the noun and the
adjective.
Hence a child says, imperfectly,
want pretty picture, and the like; omitting, as
yet, the prnnoun I, which would give his language a more correct meaning.
A verb is a word which, when applied to persons, expresses WHAT THEY .>,.Rt; DOING with
their bodies or minds; when applied to things
without life or power, it expresses their CONDITION; some few expre ss £x1sTF.NCE. In simple
terms, it · may be thus generally described :
A verb is used to show u:hat WE ARE doing to
other persons or things, and what other persons
or things arc DOIN_G TO us; and some verbs
describe THE STATE in which we are.•
• The Definition of the verb by L1Not,EY .l\IURRAY, and
other writers seems to be too general for the mind of a child ;
11
what can he dn<lerstaud by the expressions," to be, "to do,"
or '' to •ulfu ?"

To DRINK.

'I'o !SAIL.
·,

4

To SLEEP.

38

39

VERB!.

VERBS.

Examples. file strike; this shows the action
of the body : we love; this shows the action of

verbs, you cannot say, he weeps a man, he laughs
him, because weeps nnd laughs are neuter.
1f, tltercfore, you cannot place a noun or pronoun after verb , it is then a 1uuter verb.

the mind. We sleepi we sit 1 arc not actions, but
merely express our state. So also w~ ~ay of .a
thing without lifei it is decaying or jadmg, this
ehows it~ state or condition. To decay; to f ade 1
are verbs.
To know a verb, put the word to before it ; if
it make sense, it is a verb: we cannot say, to
woman, for woman is a. noun ; .nor to sm?ky, for
smoky is an adjective, and it would not rn these
cases make sense ; b ut we can say , " to wa lk , ,.·
' ' te run,1' &c., because these are verbs.
There are three sorts of verbs.
I . The ACTIVE VERD; this represents nn action which one person or thing does to ano,her
person or thing; as, "Saul eyed David ;' 1 "I
Aate vain thoughts." Jn the first case, the action of Saul's eyes is directed to or towards David ; in the last, we see the hatred of David's
mind towards vain thoughts.
2. The PASSJVE VE Rn : .. this expresses an action r~ceived by a person or thing: "Benjamin
is loved by me.'i " He is slain." Here the person receives the action, instead of performing it.
3. A NEUTER VERn : this does not express
any action; but merely des.c ribes the state of a
person or thing, as he weeps, he laughs.
Nott well that a neuter verb cannot act upon
aay noun; for though you can say, "he 1;~teems
a. man," " he scolds hin1," these being active
· • For the pu~ of simplifying the verh 1 the author has
Murray 1 pasnu verb, which most other grammariam do :iot admit.
ado~

a

VERBS.

Active.

Passive.

Neuter.

The active gives the strokes.-The passive
receiues. The neuter neither gives nor receives;
but remains inactive.
There are two verbs, which are principal auxiliaries, or helping verbs: TO BE, which signifies
to exist; and, T.o HAVE, which means to possess.
To let and to do are also used in the service of
other verbs. All these hep in expressing modesJ
tenses and other parts of speech, in other verbs.
A verb has. four distinguishing properties :
number, person, .mode, tense.
First, .t\ verb has NUMBERS. That is to say,
the singul~r number, meaning one only; and
the plural number, meaning more than one. I
love, is singular; w1 love, is plural.

t
.ADVERilg,

58

VERBS 'VITH ADVERBS.

into mt arms, and bad the satisfaction of presenting him. afterwards to his father, who returned froa India, with an immense fortunc.-That
father, 1ll!l children, was your grand father; and
that p~ r Qrphan, your worthy father, and my
nep!1ef.

An .Adve::1 CNcribes the meaning of the V er b more correctly.

TO BAT

TO JUMP

LESSON VII.
ADVERBS.

!!!!!!!!".

Fron ad1 to , and verbum, a word.
F olbwing< the order of nature,
· ·,;r a child
has le::rnt the use of the verb and p11111oun, with
the/a.its 0£ speech we have previo J!-'ly ~onsid­
ere , ~ wants to find some way of 0ccas1onally
expresting his thoughts more forcibly, · and describiig things more correctly than he is yet
able todo by any words with which he is furnished. Hence he finds the use of the adverb.
He w(jlld say to his companion, "I love you,"
but hewants to say more to his mother, and an
adve rhhelps him to say, 0 I loH you dearly ."
Ad\erbs are, therefore, sometimes added to
adjectt.-es or other adverbs, but mostly to verbs,
to givf them a more distinct meaning. Thus,
be ta)1$ quickly-he deals honestly-he means
~ell-lie is ~very good man.
··Adverbs are chiefly ,)f

,·lilanmr
· Jill)e

plac~

. -correctly,
now,
here, ·

NIMBLY.

wonderfully, ~c.
then, ~·c~
there, ~c~ ·

etc .

very,
vastly,
.MOit adTerbs end inly, as, soberly, wisely, ~c°'-

degre_t

-- _;_~-

.. .... ,.. . ...... . . .

~.::::::::.:=::::~.,.~~ ~~

T~ RIDR PLEASANTLY.

- Prepositions sho\v the re!atiou behveen words ..

I
II

Pnr=rc,gITlONS.

The use of the preposition in showing the relation and connection of words, may be seen in
the foiiowing passage:-" A certain man went
down from Jerusaiem io Jericho and feli among
thieves, who stripped him of his raiment, and
wounded him and departed, leaving him half
dead." Luke x. 30.

THE LITTLE DRUMMER.
A STORY, TO EXE'.\fPL!FY PREPOSITIONS.

"Bleued are tile Peace-makers."

A C{)(Uli \\'ITH four horm going FROM Boston TO
Providence, \VITH passengers ON the outside.

A Boy running AFTER a Dog.

Pt B. The words in c11pitah 11re Prepo,itions.

[t is now aboui ten years ago, said my uncle,
as I was walkingfrom Nottingham to .Mansfield,
by the way of Sherwood Forest, so well known
as the scene ofthe pranks of Robin Hood and
his men, that-I saw u poor fittle fellow reposing
on the ground, by the road side, with his head
upon his drum. He was evidently very tired,
with carrying his knapsack ; and, through fatigue, had perhaps suffered the party; to which
he belonged, to go on bPfore, taithout him.
It was rather a singular sight to behold, on
a heath producing only furze and broom, for
many miles around, tDith here and there a few
sheep wandering up and down among the
stunted bushes; a poor little drummer, in his
gaudy jacket, resting, amid the silence of nature,
witli his noisy instrument of war beneath his
head. He. appe~red to en joy his nap very much ;
and, as I thought ·it would . be a pity to disturb
him, seeing" him sleep so soundly, I was on the
point of leaving him in his slumbers, when,
turning away from him, I 1truclii my foot against

CONJUNCTIONS

71

CONJU:\CTIONS.
;'

Join words and Sentences.

Co'."JUN~TIONS do for"'sentences what prepositions do for words; that is, they connect them
toacther.
Sometimes thev• connect words.
b
-1

The principal are,

again

Pen AND Ink.

lllan AND Bear.

.

albeit
also
although
and
as
because
both
but
either
else
except
for

ho we Yer
if
lest
likewise
moreover
nor
neither
nevertheless
notwithstanding
or
ot hcrwisc
so
~

~av e _

srnce
that
than
through
therefore
thereupon
unless
whereas
\vhether
whereupon
yet

•

Example nf Conjw1ctio11.'i, Acts xiii. 49-52.
-"And the word of the Lor<l was published
thro ug ho ut a ll the reg ion. But the Jews stirred
u p Jhc devout and h onourable women, a11rl the
chief men of the city, and raised persecution
against Paul mul Barnabas, mu/ expelled them
out of their coasts.
But they shook off the
dust of their feet against them, and came into
Iconium. And the disciples were filled with
joy and with the Holy Ghost."
Some conjunctfons are callcJ ropuintivP, and
some disjunctiue,. _- 'T he conjunr.tio11 cnpulatire
Hmm, AND Fowls, AND llay Car( :-BUT tht Cock~ arc
.~clilin&.

. continues the SGntcnce, and lengthens it by joining and connecting its circumst<\ llCCS with a no\her: as, '" And - at mi<lnight Paul and Silas

I

--

.

-."I'',•'.;""'

74

,_:;~

-

INTERJECTIONS.

I.:\TE!UEc1'ro.:-;s .

when a boy, became a rnine<l man early in !tie,
His want of thought soon led him into trouble,
an.d his cfo; reg a rd of so lier , pi.; us, a 11 d g(1u<l l3oo ks,
only left him a relish for ~uch trash as made him
aimost a <leist; tl111t is, 011e who denies the truth
of the Bible. He fell, from one step to another,
down the descent of \'ice, and finished his days,
a victim to light reading, want of reflection, and
contempt of God and Hi" Commandments!
0 dear!
I NT E R J EC T I 0 NS.

0'
Ah! Hush!
Aa
H

'
e

INTEnJ ECT10:-;s

'
e

O ! my dear father, how glad I aJn to see you.

Are words used to express some passion of the
mind : principally of joy or gri1f. J f you hurt
your~elf, and cry out ; or if you suddenly see
any thing that fills you with surprise, you generally use an iute1jection. The following passages
of scripture hegiu .with iuterjections :-" 0 that
my pP.ople had hearkened unto me."-"Alns,
master, for it was borrowed."-" /Jail, thou
highly favoured among women.'"

HUS/I! you will wake tho baby.
·,

TllP.

-.

EXP LAN1 i\ TION

INF ANT .SCHOOI-A GRAMMAR.

Of' ALL

THE NINE PARTS OF SPEECH.
ELEMENTARY LESSONS
l'I

THE ANAJ,YTICAl.1 METHOD;
n .LU:!TRATED ll\'

. ODJF.CTS AiXD ACTIO:"\S.
8EN81BLE

Originally comp

LO! THE

r,

Fl~E SHIP l'AIJ.S

PI.EASANTLY A!llD CAUIL\'
IXTO JIER POHT.

LO! is: nu l11te1jeclio11, expressive of. the feeling!:! of the
mind i here it may signify Pleasure. THE, is the definite
.article, and points out what Ship you mean. FINE, is nn ,
.adjtcliut, and shows a quality of the Ship. SHIP, the main
object in the picture, is a .Noun, .or name given to the thing .
that sails. . SAILS, is a Yerb, cxpressin~ a movement. · ·
PLEASA~TLY, is an J1dverb, which describes more correctly the manner in which the Ship saiLi. AND, is a Con- .
junction, which unites the adverb, PLEASANTLY, with the ·
ad\"crb, CALMLY i the lutter adverb deticribing, yet more ·
particularly the manner of the Ship sailing. INTO, is a
Prtpo:sition, and connects the verb with the noun upon which
it (the verb) acts, that is, PORT. HER, is n Pronoun, and
•·
stands instead of Ship, which must otherwise be again repeated, if you would point out the port as particularly belonging to the Ship. The ~rnrd ~i~ht have been iu, but cuetom·has mule us call a ship femmme, ns we do a woman.

- ,,in
osed for lnfllnt School • o. 1

]\·r.10

-York

- - -· - -·--- ·- .

.
. .
.
. n so far i~ there a
e of use an1l signitlcnt10 '.d a d!'si"n111i on
"f:;o far as words ~r the i:ournl :i.ml the ide~,_nr npplic:tion al
"connection bedtwf
rnthe other: without \\::'.~ I l.oc1a:.
,, that ono stnn 9 0 .
bnt ~o m11 ch 1101 ~< ·
" ihem, they arc not11mg

. 0 \\\ PRO VEU .
.
u.:coxD EDITI OX
. ' E'll
. . .\ H\:!W .\:'\

r;h. { .I
l

'' \'~\..··,. - ~
/l.f

-~

·NE,V-YORK:

1··
. t>:..... ..--.·

.

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1·woon ·Ila• RROA DW A\"·. ·"- 'i () ,\ \\ .
'fOl ll JI\" TL LOC \
0 XA~<;;~U.STREF.T
.
'. C'ORF.Y. 1-1 • .. · '

J 33-2.

-

..

=-''

--

-~-~

P R EF A CE .

"""

first step in the INFA~T s\"STEM of
education is development, or to ussist the
mind in making discoveries for itself through
the medium of the senses ; in other words,
to teach it things before we teach it signs.
T he next step is cultivat ion, by endeavourTHE

·=
=

r ·

and moral faculties of the chiid, to ch eck evii
propensities ·in the bud, and carefully to in-

' .~­

~-

stil right sentiments into the infant heart,
while yet soft and tender ; to excite in it feelings of kindness, of gentleness, of obedience, and of love, and· while yet scarcely
resis~irig, to introduce its possessor into
" that way in which it should go."
·,
l*

...... "...

- ---- .:..·~--

I

.

. .i I . ~

\"1
-

i

::l

I

~-­

~'

=a;

..

~

.
..
'.

-~~

.

\

~- ·

- ·,'
-

.

'

PUEl•'ACE .

To teach the child to think, to observe,
and reflect, and thus fit him for the station
allotted to the human being by ~he Creator.
" ~ little lower than the angels," and above
'-'the brutes that perish."
The next step in order, appears to be ex.
pression, or a proper understanding and use
of words, as the signs of ideas, the result of
previous thought und observation ; to effect
this, a knowledge of the elements of grammar
seems properly to form a part of the system
of development. This knowledge, like· aJl
that ha..q preceded it, should be commu11icated chiefly by oral instruction. How little
a child understands of grammar from the
old method practised in schools, and with
how much labour that little is attained, will
be allowed by all who recollect poring over
ifJng grammatical lessons, and as it were
driving them into the memory with scarcely
any idea, save that of the sounds of the words
they were r~peating. Aware of this evil
and with a view to prevent it, the instructions
. given in Infant school, No. I. have been
. chiefly oral.
At the request of the teachers, I have from
time to time committed my simple lessons

VII

to writing, otteu ufter they have been taught
in the school from mere memoranda ; and
now, at the repeated solicitation of teachers,
ai1d other respected friends of the infant system, I am induced to give them to the pl}.blic.
Simple as these lessons are, they are not
designed to exclude occasional verbal ex planations, but are intended more as hints
to aid teachers in such explanations, than
n.s a regular grammar ; uu d I would deeply
regret having published them, did I think
they were merely to be given to the children,
and repeated by them without any variation
of phraseology, or illustrations by sensible
objects ·and actions on the part of the teacher,
to make them still plainer.
Excellent as catecheticul instruction 1s,
it has not been found to remedy the evil
of repeating lessons by rote.
Another
plan has therefore been adopted, that of
dictating to the children short sentences,
accompanied by verbal explanations, and
then questioning them on what they have
been repeating.
To find . the answers, will require an effort
of mind; and when given, will be the result
of reflection, showing that the subject is under.
·,

,

PREFACE.

'

.

.;, :
I:

·'

..

IX

PREl' .ACE.

\ "lll

Blood, or will give the teacher nn op portunit_:.
of again repeating the sentence, vary ing the
mode of express ion, or illuatrati ng the sub .
j ec_t more forcibly by sensible objects and
a ctions.
In preparin g this little work fo r the press,
1 ha.Ye found more difficulty than I had anticipated, and that chiefly with regard to fitting it
for the use of teachers. Had I entire) y omitted
the ansvre rs, they might be at a loss to carry
on the plan. I concluded therefore to observe
a middle course, and give, or not give· them,
.
ns m e suujed rmg h1t appear more
or 1.css
••

1

•

•

ab struse , or occasionully throw in an answer
as the c ase see med to require. The teacher
however will please observe, that the children should be r equired themselves to furni sh
the RDS\Vf'r ; wl1<'n th0 !'mhiPr.t
has been ex, .
.
pla ined in the sentence corres pon<l ing with
fhe question.
In giving the lesson, the first, and perhaps
the second or third time, the question should
immediately follow the sentence repeated.
Example-There are twenty .six letters in
the English alphabet; Q, How many letters are there in the English alphabet ?
Five of these letters are called vowe1s.

Q. How many of these letters are called

/l

//

.I
,I•.

vowels 1 &c .

And last of all, let the ques-

tions only be asked ; when all the answers
are properly given, the teacher may proceed
to the next lesson .
. T he grammar may be studied thoroughly
m two courses ; the first embracing
'fhe first seven, and the tenth lesson on
noum1.
The lesson on articles.
The first two lessons on adjectives.
T he fiftees th, sixteenth, and seventeenth
lessons on verbs.
The thirty-first and thirty.second on pro.
nouns.
The thirty .fifth on ad verbs .
The thirty-eighth on prepositions.
The "thirty -ninth on conjunctions.
The furlidh uu iui.u1~u(; i. iuw••
SECOND COURSE.

All the above a nd other lessons with exer.
cises in parsing.
Where the children can read, they should
be furnished with books, and occasionally
read the l~ssons themselves, especially whe~
goi~g through the grammar the second time.

x

PREFACE.

The cuts arc copied from an English work,
by the RcL Ing hnm Cobham , ~ ns peculiarly
adapted to illustrate the subjects. I also
acknowledge myself indebted to that work
for SCYCral Yaluahlc hints .

LESSONS IN

GRAM~1AR.

J . I!.
Seu:- Yark, April 1830.
'

GRAM MAH signifies "The science or knowledge of letters," because Jett.ors ure the elements of language and writing. 'Ve study
Grammar that we may know how to speak
Wld write correctly.

i

• This work, in connection with another, by the
Rev. 'V. Fletcher, has lately been repulilished in

l>oston, under the title of the ''Tho Little Grammarian.''

What docs the word Grammar signify?
Why is Grammar called the. science of let.
ters 1 \Vhy do we study Grammar 1
Tho teacher will a~semhlr. tho children in class or
on the gallery; and place before thorn a lesson consisting of the . letters of the alphabet, divided into
Yowels nnd consonants ; und pointing to the letters,
the children will repeat in concert after the teacher.

LESSON I.
·l
{

/.
'

.}

.;

·s:

I. There are twenty-six lottersin the English alphabet.
2. Five of them are called vowels.
3. Twe.n ty.one of these letters are called
consonants . .
4. Those. called v:owels are a, e, i, o, u, and
somet~mes w and .'I are vowels .
~. Those called consonants are b, c, d,f, ·
~' h, l, l, m, 1i, p, q, r, R, t, 1i, :t, :, and
~ometimcs zr nnd y nre r.onsonnnf/;,
·
A

Nouns have NUMBERS, which are called
singular and plural.
SINGUI.AR NOt;NS.

Singular means one.
l ..:

6. Are there any nouns the same in both
. numbers ? Give an example.
7. How do nouns for the most part form
their plural 1
8. '\Vhat are nouns calleJ that <lenote a
number of the same things ? Give some
examples.

J

•
A MAN.

.~

A TREE.

PLURAL NOUNS.

Plural means more than one.

•!

'•

HORSES.

cows.

EXERCISE •

I will name some singular nouns, and y ou
will make them plural, and spell them.

A bible,
a ruler,
a house,
a tree,

A hdt,
An ocean, A continent,
u head, a lake,
a cape,
an eye, a rn·e r,
an island,
a nose, a sea,
a town,
a dog,
a mou th , a brook,
a village .
\Ve will now proceed with the story, and
you will distinguish the nouns in the singular
number. ·
" Before . James began to play at ball, he
turned the face of the looking glass towards
the wall, for fear he should break it."
Now supply the singular nouns that I omit.
" Before
began to play at
he turned
the
of tbe
towards the
for fear
he should break it."
Now distinguish the plural nouns.
" After James had played some time, the
ball struck the looking glass, and broke it and
two tumblers that were near it. \Vben his
parents' came home he went to them and said,
I a:m very sorry I broke the looking glass and
the tumblers-I did not break them on purB

2

36

NOUNS

WITH

37
which we speak; as, tlic boy that lives witlt
me, the girl with the pink frock.
7. When the noun begins with n vowel or
arr h that is not sounded, a i~ changed into
a11 ; ns, an apple, an hour, an ear; an cl no
a apple, a hour, a ear.

ARTICLES.

Articles limit the signification of nouns .

QU~ONS .

A QUI,LL.

THE BIBI..f;.

LESSON XIV. " Three little words we hear and see
'' In frequent uee,-a, an, a.Rd tht · '
"These _-~ords ~o useful, though ~o small,
''Are lh.9sc which .llrticles we call.n

1. Any word that makes sense with a or
the, before it, is a noun.
·
'
2. An article is a little word placed before
a noun to limit its signification.
3. There are two articJes a, and the.
4. These are called definite, and indefi.
nite.
5. ·A is the indefinite article, and limits
the noun to one of a .kind, but to no particu.
lar one; as, a man, a boy, may mean any
man, any boy.
·
3 ..TM is the definite article, and defines
or pomts out the particular thing or things of

give it.
EXERCISE • .

Djsti_nguish the indefinite articles in this
verse:

c2
--------------------~ J ~ ,. -..:._.

,_. .. ._ ,.

t

1. How may yo~ know a noun·? \Vlmt
are these words called ?
2. \Vhut is nn article?
3. How many articles nrc there?
4. \Vhat are they called?
5. What is the use of the indefinite article 1 Ghie an example.
6. What is the use of the definite article?
Give an example .·
7. What does the article a become, when
the not.in begins with a vowel or h that is not
sounded 1 Girn an example.
If I tell :yoti to give this pencil to a boy,
what ·article do I use? The in<Uifinite article.
\Vould you know to what boy to give it? No.
Why 1 Because you do not p0ib.t out any particular boy. Might you not give it to any
boy 1 If I tell you to give it to the boy who .
is acting as moni_tor, what article do I use 1
The definite article. Do you know what box
to give it.to ? Yea. Why? Because you point
out the parti~lar boy to whom you wi1h me to

40
NOUNS

WITH

41

ADJECTIVES.

The Adjective in g eneral expresses the
qu_ality of a thing.
A BE AUTIFUL

A LITTLF.

~laces, or things ; as, a good boy ; .• fine
frock • . Good expresRes the quality ·of the
boy, fine of the frock. Good and fine are
adjectives.
4. The words expressive of numbers ;
s_uch as one, two, three, . four, &c . are adjec.
t1ves; as, one hoy, two girls; the first class,
the second class. These last arc called numeral adjectives.
QUE STIONS .

1. \Vhat does adjective mean ?
2. What is an adjective 1 An adjective
designed to be added to a noun, w erpresa it.r
quaUty. Has an adjective any precise meaning unless it be added to a noun 1 Has the
adjective pretty any meaning without a noun.
\Vould you know what'\vas pretty if I did not
add a noun to it 1
3. What are nouns ? \Vhat do adjectives
express? Give an example. 'Vhat word
expresses the quality of the boy? ·w hat of
the frock? \Vhat are good nnd fine J
4. Are words e xpressive of numbers, ad jectives 1 Give some examples. What are
these adjectiveR called ?

ts

GIRL.

ROSE.
The words at the top are Adjcctiro, the
words under the pict ures are Nauns.
l\/ole.

LESSON XV.
THE ADJECTIVE.

The Adjective then tells the kind,
Of ey'ry thing call'd noun ;
Boy!! good or bad; girls ~lad and sad;
A large, or a small town.

1. Adjective means, added.

2. AR Adjective ·is designed to be added
to a noun, without which the adjective has
no precise meaning.
3. Nouns denote persons, places, or things.
Adjectives e:xpress the quality of persons,

.

'

EXERCISE.

Di8tinguish the adjectives in this story.
" A poor little chimney -sweeper was
pl~yed a:t a gentleman's house, to sweep the
ch1m?ey of the lady's dre.1sing-room ; when
the li~tle_ hoy found hims elf alone, he could
not help looking nt the 11.andsome things in

em-

LESSON XVI.
ADJECTIVES CONTINUED.

}. As an adjective describes the quality of
·a _noun, it also describes the degree of that
quality.
2. There may be three green apples on
the table. One may he green, another may
be greener, and another may be the greenest
cf the three.
3. Th~re may be thre small children in
a room ; one may be small, another may be
nn.aller, a~4 another may be the mallut of
the three • .
· 4. These are called the degrees of com pa. :rison; positive, comparative, superlative.
{}. The Positive degree describes the quality of a noun ; as~ a green apple, a larg~
house, a small child. Green, large, ana
nuill, are adjectives in the positive degree.
6. The Comparative degree shows, by
~omparing one thing with another; a greater
or Jess degree of the quality ; as, one apple
may be green, another apple may be greener,
one child may be small, another may be
smaller. , Greener and sriuiUer are. both in
the comparative degree.
7. The Superlative degree describes the
highest or lowest ~tate of the qua~ity of a
noun. One apple is green, another is greener, and another is the greenest of the three.
One child is .tmall, another is smaller, and a
third is the nnal'lut of the three. Greenest
and amaUe1t are in the superlative degree.

f:OHP ;ARI!Ol'f OJ' .&. DJ'ECTIVEs •

.An Adjective describes the quality of a
!11mg; and the degree of that quality; it also,
an the. srune manner, expresses the nu or
duratum of a thing with U$ degree.
POSITIVE,

COHPAB.Ann:,

SUPJlllLATM.

A taller MAN.

The ta!Iut MAN
of the three.

A tall MAN.

--------

-- ·-- - Words of more· than one syllable are ge.
nerally compared by xou and xoST.

.

·:

'

A ~ beautiful
. . BIRD.

Tbe

fflt»'
lMaulfrui
BlllD. -

N. B. _The'words fo italic mark the t:OJJ&partJli~ and

•uptrlatio. degree1.

;1:

I>

48

1•

!

•

LESSON XIX .
,:-,

y

AD.1ECTIVES CONTINU.BD.

VERBS.

. 1. 'W hen the positive ends in y with a con.
gonant before it, as in happy, they is changed into i , with the usual terminations er and
ut; as,

These nouns can n1 80 agents be,
And verbs express th eir nctions .
Boys run an? ualk, girls laugh an:1 talk,
Read, wi-itc, tell wholes and fractions.

Porilfoc,

Comparati?Je,

Superlatir:e.

Happy,
Happier,
Happiest.
Lovely,
Lovelier,
Lovelie.rt.
2. Words of several syllables are generally compared by mere and mo1t ; or lua and
lean ; as troublesome, le88 troublesome, lean
troublesome ; diligent, more diligent, tnoat
diligent.
3. The following adjectives form their de.
grees of comparison peculiar to themselvea.
PoaiHoe1

Little,
Bad,
Good:
Much,

Comparatitie 1

Less,
\Vorse,
Retter,
I.fore,

TO RUN .

A Verb expresses an action or atate.
1. V ~rb means u:ord, and tells what nouns
do. Without the verb we can neither express our thoiwht>i
nor ... .,,, ~•l..--- ..tu_ .Lea
. . c'·n
•
· o --- -, •• .......... vL11c;1

Su~lalive.

Least.
W orat.
Best.
Most.

QUESTIONS.

1. How do you compare adjectives ending
in y with a consonant before .it 1
2 How are words of several syllables com~
pared 1 Give an example of an adjective of
several syllables and compare it.
3. Are there any ·adjectives which form
their degrees of comparison peculiar to th~m­
selves 1 Put the adjective good to these boys,
and compare . them ; the adjective. bad, and
compare them ; the adjective littk, and compare them, &c. ·

TO SLEEP.

~

I

2. The verb 'tells what persons or thinas
do or feel. The person is the agent · the
~hing done the action. Jane walks. Walks
1s. a verb, because it tells what Jane does
with her body. Jane is the U<Tent
• walks is
0
the action. This bo_y talks. Bo~ is the
agent ; tu/ks _tl1e action. The boy is the
noun ; talks 1s. the verb, and tells what the
boy docs. .. Jane thinks ; thinks is a verb,
and teJls wha~ Jane does in her mind.

.

.

· . QUJ.:STION'S.

1. What docs verb mean 1 \Vlint docs tho
n2

53

2. Are there .;'QY verbs that describe the
Siate of persons or things 1 When we ~ay we
sletp, we sit, do we speak of our ~cllon ~r
our state 1
When we say the picture 1s
hancrinfl', what docs it describe? The state
of the picture. Give n sentence with four
pans of speech. T/&e good boy learns. What
-part ·of speech do you call The? \Vhy?
Good 1 'Vhy 1 Boy 1 \Vhy 1 Learns? \Vhy
do you call learn a verb 1 Because it is the
word that tells what tlie good 'boy does. See
Lesson XIX. Part 2.
,. . .

LESSON XXL
VERBS COXTINUED.

The Active gir;es the strok~s. T~c Passive receives. The Neuter neither gives nor
receives, but remains inactive.

ACTIVE, PASSIVE, Nll1UTER.

I. There are three sorts of verbs ; ~;, ·tivc,

passive, uu<l neuter.

2. An act~ve m-b repr~sents an action which
one. person or thing does to anothe~ _person
or :thing ; as, I lift this picture ; lift is an
active verb, because it shows my action on
the pi~ture. I looe good children ; love is
an active verb, ·because it shows the action
of my mind towards good children.•
S. An active verb must have an agent or
actor ex~re.ssed or un~ers.tood. This agent
or actor 1s m the nommahve c·ase ; as, John
tDritea a good letter ; John is the nominative
to the active verb writea. Except when the
verb is in the infinitive mood, then the agent
is sometimes in the objective; as, I saw John
kill a chicken. John is the agent and still
in the objective case.
4. A paaa_ive verb expresses an action re.
coived by a person or thing ; as, the bad boy
wa8 punished by the master ; wa.t puni.thed
is a passive verb, because it expresses an ac.
tion received by .the nominative boy, and not
~one by hiJD.
5. Every passive verb must have a subject .
that receives the action of the verb : this sub.
ject is in the nominative case ; as, Esther if
bel.oud by her schoolmates.
6. Those verbs which are neither active
nor paasire are called JieUter ; as, he 1let]M,
she rn, the table atanda. To aleep, to m,
• A verb f)Xj>reasing action is called tran.aititie when
it acts upon :an object ; as, John lo-cu Jane, and
intranaitin when :it does not ; at, Mary walk1, John
run..

' .

I

•I

1,

; I

108

v ERBS

LESSON XXXIX.
WITH

ADVERBS.
THE ADVERB.

The Verb expresses the nction.
The
Adverb describes the manner of acting.
This man works

To m~ify the verbs we use,
The adverb fits mod neatly ;
As, John cOJTtcdy alwaya writc11,
And Jane ube 11ing11 moat awutly.

This man works

(

I. Adverb means word added, and is added
lo verbs, to show the manner of acting, the

time of acting, and the place where the action

DILIGENTLY.

This mnn riccl'I

SLOWLY.

is performed, &c.
2. First-The adverb shows the manner
in which e.n action is performed ; as '' J nmes
paints neatly ;" paints is a verb expressing
the action of James; neatly is an adverb add.
ed to it, to show how the action of painting
is performed. " Mary walks slQUJly ;" s~ly
is e.n adverb added to the verb walks, to show
how Mary walks.
2. Adverbs expressing manner, are gene-,
rally formed · by adding ly to an adjective ;
as, fine, finely; pious, piously; fine and pious
are adjectives ;finely and piously are adverbs.
3. Secondly-The adverb shows the tims
when an action is performed; as, "James
paints now;" note is an adverb, and shows
the time when James paints. "Mary came
to school to-day, Esther came yeaterday, John
will come to-morrQUJ ;" to-day. yesterday, and
.lo-morrow, are adverbs. " Emily will go
home immediately,! will hear you inatantly,
Mrs. F. will hear you by-and-by, or preaentl11 ;" immediately, iiuta•tly, by-aud-by, and
'
12

IDLY.

This boy nms

FAST.

N. B. The word nt the bottom of each picture is
the Adverb.

;. - ·l. -:- ·· - .. - ~

i . ,- ·

· : •••

. -

-

..

~~ .

·: -

··-

. --

"'"·. · ·

_.. .

118
] 19

LESSON XLL
CON 1·RAST OF ADYERBE.

TtMhtr.

Sclwlun.

quickly,
correctly ,

slowly,
incorrectly,
wisely, ·
foolishly,
cheerfuliy,
mournfolly,
politely,
impolitely,
liberally,
ill iberally,
gently,
rudely,
civiHy,
uncivilly,
diligently,
idlv,
voluntarily,
in;oluntarily,
pleasantly,
unpleasantly,
publicly,
privately,
happily,
unhappily ,
certainly,
uncertaiolv.
often,
seidom, · .
near,
fo.r off, .
upward,
downward ,
backward,
forward,
here,
there,
heretofore,
hereafter,
formerly,
latterly.
Now add these adverbs, as I name them,
to a suitable verb, with an appropriate nomi.
native, either noun or pronoun.
Teacher.

PREPOSITIONS sho\Y the relation between
words .
Thie

~!~n

·walks WITH a stick.

This Man

This Dog lies

UNDER the T able.

This Man rides

Sclwlara.

quickly,
laabella came quickly.
slowly,
he walh slmDly, '1-c·
Give a sentence With six parts of speech,
Rnd parse it. The little bird, you aaw, flew
su:iftly.

goes FROM Foat TO Post.
. N.

UPON a Honie.

~. <The words in capitals are the Prepositions.

124

l go
church, and sit
a. pew.
Mr. M. preaches
Canal-street church.
Do you· sleep
a bed or
a cot.
She has no bed : she lies
the floor.
_washing .
Many poor women live
H e gets his living
weavmg.
Margaret retired
the country.
She made the silk
a bonnet.
H e threw the ball
the well.
Grandma can't read
spectacles •
John took the apple
James and gave
it
\Villiam.
He fell
a horse, and was killed
the fall.
He died
a fever.
I came
Albany
water.
I had that book
you.
Did you go
Brunswick when you
went
Philadelphia.
Does he travel
land or wnter ?
He stands
John and George.
He walks
a staff
moonlight.
We gather apples
the foll, and put
them
barrels.
Give a sentence with seven parts of speech
and parse it. A pious man reads the Bible
daily with attention, he prays to God.

LESSON XLlU .
THE

CO::\"Jl'.\CTJO:"\.

••
A MAN AND HORSE .

A BOY AND GIRi..

Conjunctions next we bring to join
T hese scntcnees together;
As John and Jnmcs may go lo town 1
.((it slwu lJ pro \'C gooJ weather.

1. Conj unction mea ns that which joins
together.
.
2. Conjunctions join sentences a nd sometiuies words.
~. A simple sentence contains but one
subject or nominative, and one verb which
agrees with that nominative ; as, " Flowers
grow in gardens."
4. A compound sentence is composed of
two or more simple sentences, and then they
~e.quire a conjunction or relative pronoun to
JOlll them together ; ns, " Flowers grow in
gardens, and bees extract honey from them,"
and is a conjunction.
5. Conjunctions are divided into two sorts,
the conju~ctive and the disjunctive.

130

l:\TERJ.ECTIO.XS
\,re words usc<l to express some pass i ~n of
the min<l ; principally of jo!{, gri~f, ';ff }ear ;
nml is followed by a note of a<lm1rat1on.

THE l:XTEUJECTIO~.

The interjection he! ps t' <'~pres,,
Our joys nn<l i;orruws too;
Joy for th~· blessed wonl, 0 LurJ '
That tells us what to do

-... ~~·

'

.
O ·' my clenr father, how

·

you!

see

•.

Sorrow alas! that, we prov0kt'
So good ! so kinJ ~ a Got!,
And cry, 0 dear! \Yhen for our l'ins
We feel his rluu;t'ning rod .

I. An interjection is a word used to express some sudden emotion or passion of the
mind; principally of joy or grief, surprise,
fear, &c. ; as, Oh ! Alas !
·
2. If we hurt ourselves nnd cry out, or if
we see any thing that filJs us with surprise,
we generally use un interjection.
3. The princip'al interjections nrc :
0 ! .. Oh ! Ah ! Alas !
Ho! Lo! Hush!
QUESTIONS.

1. What is an interjection 1

2. 'Vhen we hurt ourselves and cry out,
what part of speech do we generally use 1
When we are surprised, what do we use ?
3. What are the principal interjections ?
Hush .' you will wake the baby.

.,

·· ..

,>

•

