GREENE'S FIRST LESSONS IN GRAMMAR.

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t FIRST LESSONS

IN

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GRA~fJIAR,
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BASED UPON TRE

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CONSTRUCTION AND AtiA~YSIS OF ~ENTENEES; -~. :\
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lfatercd according to Ad of Congrcs~, in the year 1848,
Br SAl\lUEI, 8.

ORCENJ~ ,

In the Clerk's Office of the Di~trlct Court of the DIRtrict of Ma~snchusetta .

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·. ·:;~ THE : following 'Lessons\ are ' design-td :-asta.ll~Jnlr
duction to a · larger work; · on ·the 'i" 'Analysis'rofi1Sen,ll !. ·.::·~:::,,;" ·
tences." !he author. ~as ~ndeavored ' to ~implify: t~er : :· :-~
system, without depr1vmg it of any of its ~ essentmt r· · · ·--."~
characteristics,- to reduce it, and yet' retain its• spirit;:
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In thus adapting it to the capacity of 'beginners, . he:
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has avoided ~epeated and.· unnece~sary i explanation:.~
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'tedious alike to the teacher and.pupil, ahd~'in"its st'eaa/
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has introduced·copious exercises, intended to elucidate ..
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the parts to be learned. A 'sing1e model accomp;l.nies . -· ... ]
the exercises, wherever it. is nec.essary; and :·io 1preventr " · ~: · ..
: confu~ion, all superfluous or unexpla!ged
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'. · avoided; so that -the .learner has •before )hini;.1 att! anyr ~--:·: ..
~. stage of his progress, but a single unknown' element.i
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The. 'advantage of thus bringing forward\' only ' one·;=_ ,. _j
· thing at a time, every experie~_ced te~hev will -reaclily.;:...~:, ·-;< :.j
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appreciate.
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· success
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these Lessons will depend,·in 'no small degree,·upon ·a!·
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faithful performanc~ of the; exercises. :: •They are to\ ·
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grammar what problems or questions .are to arithmetic;
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and, it is ~ believed, that children · perc;eive giammatic~lU
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as well as arithmetical relations more eas~lyfrom what·
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STEREOTYP ED A! THE DICKJX SON ·FOUNJ\ER.Y, BOSTON.

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1'1lEFACE.

PREFACE.

they have to pc1j'vrm, than from what they have to
commit to memory.
In some of the exer~iscs all the clements are given,
to be pointed out and explained; in others, some are
given and others requirecl; in others, none are given
and all are required; while in others still, certain
elements are given in one form, to be changed to
equivalent ones in another form.
The work is divided into two parts. Part I. is
diwoted to the formation of words; and contains the
principles of orthography and etymology. Part II.
is occupied with the formation of sentrmces, and contains Rules for construction, and l\lodels for analyzing
and parsing, sufficient to guide the learner in all ordinary cases. It is to this part particularly that the
author ;vould invite attention. The peculiar feature

phrases or clauses, still enter into the structure of the
sentence in the same relations as before. Every
Aenteuce has a meaning and a fonn, - a soul and a
body; the form may change, while the meaning may
remain unaltered; hence, in studying a sentence, both
the thought and mode of expression should be examined. The form of a sentence changes when its
clements change. Thus, in the sentence, "An industrious man will gain a competence," industrious designates the man who will gain a competence. But what
industrious does in this sentence, of indust?'y, or who
1·s industrious, does in the followin g sentences: "A
man vf industry will gain a competence;" "A man
who is industrious, will gain a competence." And yet
there is no difference in the meaning of these three
sentences. The facilities which are thus afforded for
nn interchange of equivalent. wo rds, phrases~ or clauses,
it is believed, have been too much overlooked in
treatises on the English language. As soon, then, as
the pupil becomes familiar with the distinctive features
of these three classes of the elements, he should have
frequent exercises on equivalents.
To these peculiarities the author would direct particular attention. Experience has fully proved, that
CYr~mmar taught in this manner becomes a thought~tirring, a profitable, and a deeply interesting study.
Those who seek for a more extended treatise on the
analysis of the language, are referred to. the author's

of the work 1·.onsisto; in uu fokling the priueiples of
grammar in connection with the construction and
analysis of sentences. The sentence is brought forward, at first, in its simplest state. The learner is
next made to witness its growth by the addition of
words, phrases, and clauses. It is treated of throuCYh1::1
out as consisting of elements both essential and subor<linate.
The elements are first introduced in the
simplest form of single words.
They next appear
as they exist in the more expanded state of phrases;
and farther on, in the still more expanded state of
clauses. So that the pupil, who in the first place
saw the noun, the adJective, and the adverb, occupying import.ant positions in the sentence, next sees
these same parts of speech, having grown up into

larger work.

SAMUEL S. GREENE.
BOSTON,

JULY,

1848.

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SU GGESTIONS

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TEAC mms.

As the work i ~, ;n 11Hlny material respects, different from ti.le
<:vHrn1 ~'11 i,rcaHses on Grammar, the author m :i,y be pardoned for
rnaking a fe w suggestions in regard to the manner of using it.

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1. Let the pnpil learn the first ten Lessons in the order in which
they arc arranged, paying particular attention to the Exercises.
2. After having learned the parts of speech in Lesson X., Ju~
~ h ould commence Lesson XXV. p. 81, and associa te the rem aining
Lessons of Pa.rt I. with the corresponding Lessons of Part II.
3. As the learner comm ences t he constru ction of sentences, it. is
indispensable, if he is a beginner, and very young, that he shoulcl
receive much oral instruction on the blackboard. Let the teacher
propose subj ects, for example, and require of the class apprnpriat P.
pred icates to be given orally by the pupils.
4. In order to ensure success, the habit of reg:i.rdi ng a sentencr.
as a p icture of some scene, transaction, or event, must be earl y
established. When the pupii says, " Th e waves dash," he shonl1l
he taught to form in his mind a picture of' waves in motion. Jn
other words, he should be taught to bring the whole scene to hi s
mind as if it were a reality. In this way, only , the full force of th e
terms modify, limit, and restrict, can be understood.
5. In adding words to the subj ect and predicate, great care shoul<l
he taken to explain their modifying effec ts; show in wh at wny th e
added word, phrase, or clmise, modi fies the picture which the learn er
is formi ng in his mind. See introduction, p. 9.
6. As soon as the learner hns mastered the classified exam ple>"
in th e Exercises, he should commence analyzing promiscuous
examples in his reading lessons. Let him be careful to note t.hc
distinction between s£mple, complex, and compound elements.
7. To test the progress of a class, it is a good exercise for the
teacher to describe the elements of a sentence, requiring the c l n~s
to recollect the description. Then let the teacher give the page of
the class book from which it wns selected, leaving the class to hunt
it out from their recollection of its elements. Another valuable
exercise consists in giving, as above, the description of a sentence
which is to be written on the slate, by each of the class.
S. The pu pil is now supposed to have mastered the f orms or the
mnterials of which a sentence is made. Let him next re-arrange or
1·econstriict these m aterials so as to express his thoughts in the most
Hgrecablc and forcibl e manner.

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CONTENTS .

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PART

I.
PAGE .

LESSON .

INTRODU CTION, . . . . . . . . . . • . . . . • • • . • . . • . . . . • . . .

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Elementary Sounds, · · · · · · · · · · · • • · · • • · · · · · · · · · ·
Letters, • · • · · · · · · · · · · · · · · · · · · · · · · · · · · · .· · · · · · · ·
United Letters,.···· · · · · · · · · · · · · · · · · · · · · · · · · · ·
Syllables, · · • · · · · · · • · · · · · · · · · · · · · · · · • · · · · • · · · ·
V . ·w ords u sed to represent Sound, · · • • · · · · · · · · · · ·

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I.
II.
III.
IV.

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:QERIVATION AND COMPOSITION OF WORDS.

VI.
VII.
VIII.
IX.

Words classified according to their Formation, · · · . 22
Prefixes, · · · · · · · · · · · · · · · · · · · · · · ·: · · · · · · · · · · · · · 24
Suffixes, · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 28
List of the principal Suffix es, · · · · · · · · · · · · '\· · · · · 31
PARTS OF SPEECII - INFLECTION.

x.
XI.
XII.
XIII.
XIV.

xv.
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XVI.
XVII.
·XVIII.
XIX.

xx.

XXI.
XXII.
XXIII.
XXIV.

Words Classified according to their Meaning and
Use,· ....... . ... . ......•... .. .... . ....... 34
Nouns,····•· · ········ ·· · ·· · · ········ · ······· ·
Pronouns,.······ · · ····· ·· · · · · · • · · · · · · · · · · · · · ·
Number of the Noun or Pronoun,· · · · · · · · · · · · · ·
Gender of the Noun or Pronoun,. · · · · · • · · · • · · · ·
Person of the Noun or Pronoun,. · ·· · ········ ··
The Case of the Npun or Pronoun,· · · · • · • · · • • ··•
Adjective Words, • • · · · • · · • · · ·" • · • · • • '. · · · • · · · · ·
Classes of Verbs, • • · · · · • · · • · · · · · · • • · · · • • • • • • •
Number, Person, and Voice of .the Verb,.· · ·····
Mode of the Verb,· ; • · · · · · • • · · · · · • • · • · · • · • · · · ·
Tense of the Verb, · · · · · · • • • • · · · • · · · · · · · • .' · • •
Adverbs, · · · · · · · · · · · · · · · · • • · · · • • • · · · · · · · · · · · · •
Prepositions,· · · · · · · · · · ' · · · · · · · · · · · · · · · • · · · · · · ·
Inte1Togatives and Connectives,· · ·· · ············

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CONTENTS.

PAllT II.
!,ESBON.

PAGE.

UV.

Definitions, · · · . · · · · · · · · · · · · · · · · . · · · · · · · · ·
XXVI. Objects, or Things, and their Attributes,····
XXVII. Assumed and Predicated Attributes,· · · · · · · ·

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SIMPLE SENTENCES .

XX VIII.
XXIX.
XXX.
X.."'L'\:I.
X...'X:XII.
XXXIII.
XXXIV.
XXXV.
XXXVI.
XXXVII.
XXXVIII.
XXXIX.

The Proposition or Simple Sentence,· · · · · · ·
The Subject modified by Inflection, · · · · · · · ·
Th.c Predicate modified by Inflection,· · · · · · ·
Classes of Sentences, · · · · · · · · · · · · · · · · · · · · ·
The Subject ~odificd by the addition of single
Words, · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·
The Predicate modified by the addition of single
vVords, · · · · · · · · · · · · · · · · · · ·. · · · · · · · · ·
Inteijections, and the Case Independent, · · · ~
Complex and Compound Elements, · · · · · · · ·
The Subject modified by the addition of
Phrases, · · · · · · · · · · · · · · · · · · · · · · · · · · · ·
The Predicate modified by the addition of
Phrases, · · · · · · · · · · · · · · · · · · · · · · • .• • · · ·
Complex and Compound Phrases, · · · · · · · ·.
Classes of Interrogative Sentences,···· ···· ·

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INTRODUCTION.

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135
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COMPJ,EX SENTENCES.

XL. The Subject modified by the addition of
Clauses,· · · · · · · · · · · · · · · · · · · · · · · · · · · · · 140
XL!. The Predicate modified by the addition of
Clauses, · · · · · · · · · · · · · · · · · · · · · · · · · · • · 145
XLII. Complex and Compound Elements containing
Clauses,· · · · · · · · · · · · · · · · · · · · · · · · · • · · · . 155
XLIII. Phrases and Clauses used as the Subject or
Predicate, · ··· ·· ·· ·· · · · · · · · · · · · · · · · · · 157
COMPOUND SENTENCES.

XLIV. Classes of Coordinate Clauses,· ~ ·········· · 162
PROSODY.

XL V. Different kinds of Verse,. · · · · · · · · · · · · · · · · · 164
XL VI. Punctuation, · · · · · · .. · · · · · · · · · · ... · · · · · · . · 168

To tell others what we think, what we feel, or what
we desire, we have only to speak or write a certain
collection of words.
Examples.
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"The rose is a beautiful flower."
"The good child loves its parents."
"Sarah wishes to learn music."

But it must. not be understood that every collection
of words will express our thoughts, feelings, or desires.
Thus, if we should use the words, "Being a beautiful flower,'"
"The good child loving its parents,"
" Sarah wishing to learn music,"-we should feel
that something more was ·needed to make a statement.

Although nothing is stated in either of the last ex
amples, containing from four to six words each, yet .

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we ean make a statement with only tu;o words.

( 1.)

This group of words lays the scene of the event m
HoRton. Still n'othing shows the time of the event.

Thus,

Hon.SES HAN.

But this assertion is very indefinite; it does not tell
how many horses, what kind of horses, - nor how
they mn, where they ran, when ·they ran, or why they
ran.
Let us observe how other words may be added to
these t"vo, to ans\ver sucli inquiries. Thus, 1-I~'v
many horses ran?
( 2.) 'l'wo

HORSES HAN.

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Two white HORSES which were attached to a
coach, RAN furiously through the streets of Boston,
one morn·i ng in June.
Let us now add something to ~how the cause of their
runnmg.

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In number ( 1.) the assertion would be true of any •
number of horses, but in ( 2.) it is confined to two
horses. 'What kind of horses were they ?

( 3.) Two white

HOUSES RAN.

\Ve must now think of only two horses, and they
must be white. In what condition were they ?
( ; .) Two white
coaca, RAN.

IIORSES

whicli were attached to a

number of hori:;eR ahnve f1('tJ, also, all horses exee~t
tohite ones, and no two white horses can be taken into
the account unless they are attached to a coach. _How
did these two, white, harnessed horses run ?

( 5.) Two white

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which were attached to u

furiously.

Thi:-; :l<lrlit.inn rl<'fin PS f' x artl v fl 1r manner nf rn11ni11-r
Jrliern did t.hey rnn ?
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VV-e have now excfndPrl. frnm the Ptntement r!DY

coach,

11

INTRODUCTION;

INTRODU CTION.

( ti .) 'l' \\' o \rhite 11 0 1::';i.:c; wlii1 '11 wr•re at f:1cl1cd trJ
cuadi, i: .\X Ct1riou.,;J y throuylt lite strr.cts of lJrJStrJn.

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( 8.) Two white HOUSES which were attached to a
coach, TI A N furi ou::1y through th e streets of B oston ,
one morning in June, because they were frightened bJJ
the crash of some falling timbers.
Thus, by .£even successive additions, each of which
l1a!3 given R peculiar Plrn.<ling to the pict.nre, we havf' n,
complete statement of an event.
The most remarkable feature in this collection is,
that the two words, printed in capitals, which appeared
alone at the beginning, are ihe essential par ls on which
nU the other l\"ords depend. If either should be r emoved~ nothing would be asserted.
Each of the above eight examples is called a sentence, because it expresses a thought. The first contains only the two essential parts, and is vague and
itlcomplete; while the last contains not only these
parts but all the additions made to them, and is definite
an<l complete.
It will be seen that some of the additions are single
1/'lmls, as in Pxarnplcs ( :!.): ( :).), and (0.); othcrc; :-1rr>
,<lroups <!f' /l'ords, as in example:-; ( 4.), ( G.), ( 7.), and
( :-i.). llf'nrr, th0 parts of n sentence mny he ritlier
fl'Orr!s or g roups of 1cords .
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INTRODUCTfON.

Every sentence in the language is (ormed in a man- ,
ner similar to the above. It must consist of the two
<:ssential parts only, like ( L);- or it must contain
those two parts with additions, like ( 2.), ( 3.), ( 4.), &c.
But, before the learner can thoroughly understand
how to construct a sentence, he must know something
of the formation of wordf;.
Ct is the office of Grammar to teach how to form
words and entire sentences correctly.
Since words include the letters and syllables which
compose them, and sentences, the words and groups
of words which compose them, grammar may be conveniently divided into two parts, - the formation of
words and the formation of sentences.
How ma y we tell others what we think, feel, or desire? Docg
collection of words express · a thought, feeling, or desire'?
" "hat is the least number of words that can be u sed to make n
statement? Why is the statement "Horses ran" indefinite'?
What does the word two added to horses show ? How many horse~
might be included if two were not added ? What does the word
,,·ltite added to !torses show ? What kinds of horses does it exclude ? ( An5. Black, gray, r ed, &c. horses.) What does the group
0f worrl:; " 11:hidt u·ere attfJ.cl1r:r/, ta a CfJfJCft ': 1;h0w? What tw11
white lwr:;es might it exclude? What does the word furirmsl?f
added to nl//, 5ho w ? Wha t oth er m odes of mnning might there
be 'I What does the gr011p "through th e streets of Boston," show?
""h a t does the (J l'oup, "one morning in June," show? \Vhat
"ho,rs wlt?f the horses ran? What i:> each of the exampl es called?
" "hat is the offic e 0f Gr:imm:w? Into how many parts is Gram-

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P AHT I.
FORMATION OF WORDS.

Part I. embraces orthography and etymology.
The former treats of letters and their various combinations ; the latter of the classification and vari·ous modifications of words.

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LESSON I.
BLEMENTARY SOUNDS.

An elenientary sound is the simplest sound of
the language; as a, e; b, k. (See Note, next page.}
The English language contains about forty ele·
mentary sounds.
, These sounds are divided into three classes, - vocals, subvocals, and aspirates.
The vocals consist of pure tone only ; as, a, e,
i, o, u..
The subvocals consist of tone united with.breath;
as, b, d, l, m, n, r.
The aspirates consist of pure breath only; as, p,

t, k,f.
2

80

FIRST LESSONS

Adverbial clauses are connected by conJunctive
adverbs.
Adjective cl~uses are connected by relative pronouns.
"'hat are interrogatives? liow many classes of in~errogativeil
are there? For what do interrogative pronouns inquire ? Interrogative adjectives? Interrogative adverbs? What are connectives? How are they divided? What are coordinate connectives,
a111l how are they nscd? How many kinds are there'! How nre
subordinate conncctins used? '1That arc subordinate connectives? What kinds of clauses do suLonlinate conueetives join'!
What connectives join substantive clauses? What adverbial'!
What adjective'!

PART II.
FORMATION OF SENTENCES.

~rhe
former treats of the formation of sentences in
general ; the latter of the formation of sentences
into verse.

P AR'r II. embraces S.7fntax and prosody.

.Miscellaneous Qnestions on tlie p1'ecedi11g Lessons.
How many classes of words arc there when cl~ssed according to
their formation? How many when classed according to their
mra11i11g fl11(1 11•e '? Wh:1t h the <l ifforcncc hrtwc c11 :i. primitirn
and a derivative word'? A dcri\·ativc ::tnd a compound 1vord 7
Give fiyc of each kind. What is tlic difference between a DOU!\
and a pronoun 7 Could >Ye dispense with the pronoun ? Why ?
What is the difference Lctween an adjective and a 110un? How
may an adjective be known? What is the difference betv,-een a
common and a proper noun? How does a collective noun differ
from othr;r common n0nns ( Give four collective nouns . Give
the plural of phenomenon. Give the possessive case of conscience,
Achilles. Write the possessive plural of mouth, duty, wintet·. What
' is the difference between a ~limiting aml a qualifying adjective?
Illushate it. In comparing ilea objects, which degree of comparison should we use ( What is the difference between a cardinal
and an ordinal adjective? Compare near. What is the diflerence
between a transitive and an intransitive verb? What is the difference between a passive and an active verb ? What is the difference between the indicative and potential modes ? The present
tense and the preRent perfect? The passive and past participles?
Write upon your slntcs the verb sing, in Lhe 8Ccond person, singultir
number, past perfect tense, potential mode.

LESSON XXV.
DEFINITIONS.

A sentence is a thought expressed in words; as,
" Life is short."
A sentence may contain one proposition or more.
A proposition is the combination of a subject and
a predicate.
The component parts of a sentence arc called its
elements.
The elements of a sentence may be either words,
';phrases, or clauses.
· '

.,,': Those· elements ·which uro essential to the for_tn'lation of a sentence, are called principal elements~·

IN GRAMMAR.

FIRST LESSONS

those which are not thus essential, are called subordinate elenients.
A s~mple sentence contains but one proposition;
as, "'rhe winds blow."·
A comp lex sentence contains two or more dissimilar propositions; as, "When the winds blow, the
trees bend."
A compound sentence contains two or more aimilar propositions ; as, " 'rhc winds blow and the
trees Leu cl."
In the sen tence, "\Vhcn tJw winds blow, t.hc trees bend," the
!irRt prr.1position is wholly <lcpcudc11t upon the other, hence they arc
dis~imilar; in the next exnmp!P, "Th e winds blow and the tree~
bend," the t1rn propositions arc independent of each other, hence
they are ~imil:ir.
Whnt doc& l'art 11. embrace?

\\'lint is

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sentence? How 11wuy

propositio11s may :t sc1 il.cncc ront:iin?
\V lt at i~ a propoc;ition '?
What is the s11hjPd. of a proposition? \\'hat is the predicate of a
propoBition ? What is a sim pl e scnti:ince '? What is a complex

sentence ? \\' hat is a rornpouml 8Cntcncc?

LESSON

XXVI.

OBJ ECTS, OR THINGS, AND THEIR ATTRIBUTES.

All persons, animals, places, and things, whether
material or ·immniterial, are ca.lled o~jects.
NOTE. It is important that the learner shou](l know that the
names of all the obj ects which be can see, feel, taste, smell, hear,
or think of, are nouns. He should. be accustomed to name all the

objoots he bas seen during a walk, a ride, a sail, &e.
writ.e upon the slate the following

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Let him

EXERCISE.

Write the names of all the objects in this room; - of
all the objects which you would probably see in a walk in
spring, - in summer, - in autumn, - in winter; - £n a sail
"down a river j - in a ride through a village,* - a city ; - ii~
a visit to a museum, - a ship, - a store, - a facto ry.
MoDEJ,. In this room , - .fireplace, bricks, iron, boards,
paper, glass, plaster, ceiling, sto ve, funnel, desks, books, boys,
girls, hats, bonnets, &c. &c. &c.
Tell what words arc names of obj ects in the following se11tcnce.~ : " The soil of Scotla11d prou 11ces wheat, rye, barley , oat:-,
hemp, t1a..", lwy, aml pasture . The country contains fow
or no animals not to be found among neighboring nations.
Black cattle abound, especially upon the H ighlands."

All objects possess certain properties, called attributes.
Thus, we say, " The rose is beautiful, w;ect,.1i·a9rant, red, 1.d1iLc."
Beautiful, s1ccct, fragrnnt, red, r1nd 1chitc, arc attri liut ec; of th e
rose.

Attributes are of three kiuds: ( 1.) Those which denote the class of objects ;
as, beast, bird, tree; ( 2.) Those which denote the qualities of oLjects;
~s, good, old, sweet y. ( 3.) Those which denote the actions of objects ;
as, run, crawl, fly.
• };ach pupil shoul d be encoum::;cd to write the names of n.s many 0bject~
as possible, and such exerd c~ s should ·be multiplied at the discretion of the

t.iacher.

84

flRST LESSONS

IN rm.\J\IMAn.

85

EXEUCISE.*

liive the CLAS::! tu which tlie fallowing v~iecls mu,11
belong:Oak, water, cherries, iron, swonl~, dogR, srholari::, flutes,
George, Hartford, Thamet:, France, priest, sparrow.
l\foDEL. 0A.K,-a tree,'aplant, a substance.
Cive some of ilte QUALITIES of t71e following objects: Li.ly, horse, gold, man, peach, tree, house, garden, wrrtcr,
sky, clouds, sun, apples, grapes, fishes, truth, education.
1\foDEL. LILY, -white, delicate, fragrant, swe.et.
Write appropriate ACTIONS to the following objects: Birds, serpents, flies, sun, stars, insects, rain, children,
armies, wasps, weeds, acorns, historians, fishes, worms.
MonEr,. Bmns, - fly, sing, run, hop, cat, sleep, chi1p,
lay, set, hatch, brood, f eed, protect.
TVrite apprnpria!e objects to lite followill(/ miscellaneo1i:<
attributes: Short, faithful, watehfol, writes, sings, animal, king, wise,
dubious, dances, opening, melts, lives, tree, vegetable, ominous, dutiful, pleasing, painful, punctilious, swims, crawl,
degrading.
MODEL. SnoRT, - life, cane, face, shoes, hair, cloak, ·
fi11gers, nails, journey, time.
What does the word object cmbrncc? Mention six objects'?
Wh::i.t do all objects possess ? How many kinds of attributes are
there? Give them in order.
~, The pupil Ehould be considered as having performed his task if be
gives but one attribute to each object ; yet he should be encouraged to give
'11! many to each as pos~ ible.

LE S S 0 N XX VI I.
ASSUMED AND PREDICATED ATTRIBUTES .

An attribute may bo joinccl to an object in two
ways:·
( 1.) It may be asswned of it; as, blue sky,
rough sea, poisonous reptiles ; , ( 2.) It may be predicated of it; as, "The sky
is blue;" " ~I.1he sea i9 rough,· " " Reptiles are
poisonous.''
EXERCISE.

' Assume the following qualities of gold, - porous, rough,
yellow:, precious, heavy; - of water, - pure, clear, turbid,
salt, fresh; - uf a ltorse, noble, spirited, active brave
f~antic, wild, white, lame, young, old, sick, dead: heavy:
mmble.
MODEL. Porotts gold, rough gold, yellow gold, precious
gold, lteavy gold.
Predicate the same qualities.
MODEL. Gold is porous. Gold is rnugh. Gold is yellow.
Gold is precious. Gold is heavy.
Assume -ttnd llten predicate the following QUALITIES of
appropriate objects : "Wise, great, amiable, fruitful, happy, idle, lazy, dull, fretful, pleasant, joyful, green, old, white, zealous, sagacious.
Assume and then predicate an appropriate ACTION of eaclt
of the following : Bees, whales, winds, waves, merchants, kings, trees,
Samuel, Susan, scholars, water, rain, hens, minstrels,
Peter, George.
· MODEL. Buzzing bees. Bees arc buzzinq, or buzz.

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