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AN

INTRODUCTION TO THE STUDY
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E-N GLISH GR A MM. AR.
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BY

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SAMUEL S. GREENE,
~AUTHOR OP "ANALYSIS," "PIRST LESSONS," ETO.

PHILADELPHIA:

H. COWPERTHWA IT & CO.
1856.

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AN

INTRODUCTION TO THE STUDY
OJI'

E-N G 1 IS H GR A MM AR.
BY

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SAMUEL S. GREENE,
AUTHOR OP "ANALT8IS 1" "PIRBT LE SSO NS," ETC.

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PHILADELPHIA:
H. COWPERTHWAIT & CO.
1856.

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PREFACE.

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Entered, 11ccording to Act of Congress, in the year 1856, by
SAJ\IUEL S. GREENE,
in the Clerk's Office of the Distri ct Court of the United St11tes for
th e District of Rh ode I slnnd.
STEREOTYPED DY J, P'AGA.N.

THIS Introduction to the study of English Grammar is base d
upon the same general plan as the "ELEMENTS OF ENGLISH
GRAMMAR." The Introductory and Oral Exercises are all
brought together in Part I. They embrace a series of lessons
commencing with elementary principles entirely familiar Iii the
merest child. By a gradual succession of exercises, which
require a constant use of well-known and familiar obj ects, the
learn er, almost imperceptibly, masters the different parts of
speech. And not only so, he learns their principal properties,
and various uses in construction. The inductive method prevai ls throughout the whole of this part; and such is the nature
and arrangement of the Lessons, that a child cannot faithfully
_ perform the exercises without being thoroughly prepared -to
enter upon the more formal study of Grammar.
In Part 11., the principles of English Grammar are stated in
the form of definitions and rules, to be committed to memory,
and applied in the exercises. In preparing this abridgement
of the larger work, it has been thought best to exclude the
CQ'itical R emarks and Notes, rather than the practical Exercises.
Hence many discussions important to a thorough knowledge
of Grammar are here omitted, and should be supplied, whenever needed, from the Elements. The peculiarities of the work
to whi ch the author would call ~pecial attention are these : -

,.
L.'=-=-=-=-=-=--=-=-=
· ===== · -=-=--=·-=··-==========-~J

1'. It begins with what the child already knows, and advances
step by step, deriving new facts and new relations, from what
is already established and familiar.
(iii)

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IV

PREFACE.

2. The orda of development is naturnl and easy. Grammar
is th e analysis of speec h; and wh en we speak, we utter somethin'g of some object. The mind is occupied first with the object
itself; then with its qualities, actions, or relations, - and hence,
in speaking, we use no1ms, or object-words, adjectives, or qualitywords, verbs, or action-words, and so of other classes of words.

CONT ,ENTS.
PART I.

3. The relation between expressions and the ideas fo r which
they sta nd is constantly illus trated by appeals to fami liar things,
and to the child' s own habits of speaking.
4. It req uires a perpetual use of the pen or pencil, the only
true way to leiirn to urrite th e Englfsh language correctly.
5. It requires at th e outset, a strict attention. to the rules
of criticism.
6. It teaches a child to analyze his own thoughts, and to
compreh end and apprecirite the expressions he employs in
utt ering th em. It presents the sentence, not only in its parts,
co n s i ~t in g of words, phrases, and clauses, but as a whole, - a
complete structure designed to convey a th ough t to the minds
of others.

v

The Exercises for practice, in some parts, may not be found
sufficie nt for th e beginner. The Teacher will readily supply
any deficiency of this kind. Indeed, it will often be best in
teachin g, to multiply examples given spontaneously by the
teacher, or, which is for ~t~, dra ~n from th e members of the
class. Fo r a more exte nded discussion of the various parts,
~nee should be had to the author'R "Elements," or "Analysis of Sentences."

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LESSON
PAGE
I. I NTRODUCTORY. -Speaking ............ ...... .............. .
7
II. Objects-Nouns ......... .. .................................... .
8
9
III. Criticism ....................................................... ..
IV. Sentence- Subject and Predicate ...................... ..
11
v. The uses of the Noun in the sentence .................. . 13
VI. Qualities - .Adjectives ....................................... .
16
VII. The Adjective in the Predicate ......... ................ ..
19
VIII. The .Adjective used to show what kind ........ ......... .
20
22 .
I X. .Actions-Verbs-Participles ............................. .
x. Uses of the Verb and Participle .......................... . 24
XI. Adverb-Its Uses... .... ....... . ........... . ......... .........
26
XII.. Modifying or Limiting-Analysis................. .......
27
XIII. Relations-Propositions ......... ...... ...... .... .. .. .... ...
30
XIV. Connections- Conjunctions and Interj ections.... .....
32
xv. Common and Proper Nouns .. .... .. .... ... ............... 34
XVI. Number, Singular and Plural.... ..........................
35
XVII. Person, First, Second, Third ......... .. .... .. ...... ..... .
36
XVIII. Gender, Masculine, Feminine, Neuter ... ...............
40
XIX. Case, Nominative, P ossessive, Objective .. ....... ......
42
xx. Transitive and Intransitive Verbs .. ....... .......... .. 44
XXL Mode ................................... .............. ..... ..... .
47
XXII. Tense.................................... ........................
49
XX III. Regular and Irregular Verbs..... .... ......... ............
53
XXIV. Agreement of the Verb with th e Subject ......... :.... .
54
xxv. Comparison of Adjectives ......... ..... . ......... ... ...... 56

PART II.

S. S. GREENE.
PROVID ENCE,

September, 1856.

ORTHOGRAPHY.

XXVI.
XX VII.
XX VIII.
XXIX.
XXX.

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D ~finitions... ......... ......... .. ....... ......... .... ..... ......
Elementary Sounds.. ......... ...... ...................... .. .
Letters .. ..... ... ...... ......... ......... ........... ....... .. ....
Com bi nation of L etters .. .... ...... ... .. . .......... . ... ....
Syllables and Words ............ ......... .... .. ... .... .....

60
60
62
63
64

CONTENTS .

Vl

ETYMOLOGY.
PAGF.

LESSON

xxxr.
xxxrr.
XX X III.
XXXIV.
XXXV.
XXXV I.
XX XVII.
XXXVIIL
XXX I X.
XL.
XL I.
XL IL
X LIII.
XLIV.
XLV.
XL VI.
XLVII.
XL VIII.
XLIX.
L.

D efinitions -Parts of Speech..............................
66
Nouns .. .... .... .................................................
68
P erson ............... .. .... ...... ......... .... .. ......... .......
70
Number .... ..... .......... ....................... ......... ......
71
Gen der ......... ......... ......... ...... ......... ...... ...... ...
74
Case ......... ... ..... ......... ......... .... .. ...... ...... .......
75
Adjectives ......... .......... ...................................
78
Compa.rison of Adj ectives.................................
80
P rono uns ......... ......... ......... ...... ...... ...............
83
R cl o,tivo and Interrogative Pronouns .......... _........
87
Classes of Verbs ......... ........................ ............
90
Voice ......... .. ....... ...... ......... ......... ......... .........
92
Mode ...... ...... ...... .. .... .. .... ...... ...... ...... ...... ......
94
Tense .......... .. ....... .. ..... ...... .. .... ...... ......... ......
g9
Conjugation .. ................ ................................. lO:l
Irregular Verbs .......... ......... ...... ...... ...... ........ . 117
Adverbs ......... ............................................... 124
Prepositions ...... ......... ......... ......... ......... ......... 126
Conjunct-ions .................................................. . 128
I nterjections .......... ......... ...... .. .... .... . .............. 130

SYNTAX.
LI.
LIL
L UL
LIV.
LV.
L VI.
L VII.
LVIII.
LIX.
LX.
LXI.
L X II.
LXIII.
LXIV.
LXV.
LXVI.

Sentences ......... ........... .. .... .... ........... .. ....... ...
Propos itio n s ..... .. .. .. ....... ...... ...... ......... ...... ......
Classes of Proposition s ...... ... ..... .... ......... .........
Elements of Sen tences ....... ...... ...... ...... ... ... ......
Elements contin ued ......... ......... ......... ......... ......
Definitions and Rules ...... .. .... .. ....... ...... .. .... .... ..
E lements of the firs t class- Words .....................
Construct,ion of the Predicate • .... ......... ......... ....
Con struction of the Adjective Element .............. .
Th e Objective Element ......... .. .. ..... ..... .. .. .........
Construction of the Adverbial Element ...... ..........
Con struction a.nd use of Connectives ..... .... .........
Elements of the secon d class-Phrases .. .... .... .. ...
Constru ction of Subordinate Conn ectives ...... ......
Exercises ... ... ...... ...... ...... ...... ...... ...... ...... ......
In fin itive and Participle ...... ......... ..... ... ...... ...

131
132
135
137
140
143
146
148
152
158
161
164
166
170
173
175

PROSODY.
J,XVII. Verse, Feet, Scanning.. . ... .................................
LXVIII. Pun ctuation . ..... .... ...... ......... ...... .. .... ......... ...

178
183

GREENE'S INTRODUCTION.
PART I.
LESSON I.

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The sun is shining.

What have I just said? .A.ns.-That the sun is
shining.
Of what brilliant ob}ect have I spoken? Ans.The sun.
What have I said of it? .A.ns.-That it is shining.
The moon is bright.

Of what ob}ect have I spoken now?
What have I said of it?
The lamb skips.

Of what ob}ect have I spoken here?
What have I said of it?
James is a good boy.

Of what ob}ect have I spoken in this example?
What have I said of him? Then When we speak, we say something of so1'.1e

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GREENE'S INT R 0 DUCTION.

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LESSON THIRD.

Of what obJects do we speak in these examples?
'.l'he
'.l'he
The
The

The obJect is one thing, and its name another.

Say some-

LESS ON II.
NoTE.-The Teach er is now supposed to stand at the blackboard, and to hold up before the class any convenient objec t,
as, a pen, asking, as in the Lesson, "What object is this?"
Every pupil sho uld answer.

What obj ect is this ? Ans.-A pen.
What word shall I write for it? Ans.-The word
pen.
Now, where is the word pen ? Point to it.
Where is the pen itself, or the obJect pen? Point.
Speak the word pen. Can you speak the obJect
pen?
Can you write the word pen ?
Can you write the obJect pen ?
~ Now, tell which is the obJect, and which is the mere
1 obJect-word, or name of the object.

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,bj"~w<>Td, <>r nam' of ti"

I No;:at

What do you call the word knife ?
What do you call the knife itself?
Which can you speak? With which can you cut?

star is twinkling.
duck is swimming.
tree bends.
dog is barking.

Point to any five objects in this room.
thing of each.

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,bj'"• ;, '"ll'd a

is the word p en the name of? _ Ans.- An
object.
What is the word deslc the name of?
What do you call the worris pen and desk ? Why! j

Which is a noun ? Which is not ?
The pen, the deslc, and the knife, are objects ; what
shall we call this book ? This pencil ? This bell ?
Any of these scholars, or any of these things in this
room ? The plants in the garden? The trees in the
forest ? The animals on the land? The fishes in the
sea ?
What are their names? ThenThe n ames of obJects are nouns.

What do you call each of these words: Lion.
Tulip.
Oak.
Tiger.
Lilac.
Ash.
Fox.
Pink.
Pine.

~ERCISE FOR THE SLATE. Write, in columns, ' the
names -Of any ten objects in this room.
LESSON III.
Nou.-The pupils are supposed to have before them th eir
slates, containing the exercise req.uired in Lesson II.

How many of you have written obJects on your
slates?
How many have written obJect-words?
What are these words ? Why ?
What are the things themselves ?
I
How many have written the word desk?

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GREENE'S INTRODUCTION,

LESSON FOURTH.

11

How many have begun it with a capital letter, thus:
Desk?
How many with a small letter, thus : desk?
How many have begun any other words with small
letters?

the work for the next Lesson. You may also write
the names of any ten objects seen on the way to I
school.

Any word written by it8elf should begin with a
capital.

How many have written the examples given out in
the last Lesson ? Exchange slates, and see if every
example is written correctly. Examine Lesson I., and
see if anything is said of the objects which you have
named?
A noun alon.e can name an object, but ,can never
say or affirm anything .•

Mark every error in the use of capitals, thus: ( x ).
How many have written the word knife?
How many have spelled it as on this slate, nffe?
Is that right ? How should it be ?
E very word should be spelled correctly.

Mark every error in spelling.
How many have placed a period (.) at the end of
each word? How many have not?
A p eriod should be placed at the end of every word
written by itself.

Mark each omission of the period.
NoTE. - The Teacher will do well at first to examine each
slate separately, often placing an error upon the board for th e
benefit of the whole class. Every error, whether in the direction, the size, the formation, or the proportion of the letters, in
the space between the words, or in the use of punctuation
marks, from this Lesson onwards, should be noted and corrected. The class will soon render th emselves and the Teach er
mu ch aid, by exchanging slates, and correcting each other's
work.
EXERCISE FOR THE SLATE.

You may now re-write

I all_th~se examples, cor~ ect all the errors, and preserve -!

LESSON IV.

The kite is flyipg.
The road is rough.
The wind blows

Is anything said of the objects named m these
examples?
Name the objects of which something is said, thus:
What is flying? What is rough? What blows?
Tell what is said or affirmed of each, thus: What is
said of the kite? Of the road·? Of the winds ?
Wlien anything is said or affirmed of an object, the
words form a sentence.
Tell which of the following expressions are sentences : In the spring.
Birds fly.
Industrious men.
The bees are buzzing.
The earth is a globe.
Paul the Apostle.
The water is ·warm.

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GREENE 'S INTRODUCTION.

LESSON FIFTH.

Is anything said or affirmed of spring .CJ Of birds.~
Of men .CJ Of the bees ? Of the eartli ? Of Paul.~
Of water? Which are sentences?
Say something of these objects:-

grows ? What is coming? What fades ? Who is
playing? What kind of words are they ? Tq find
the predicate, ask, What is said of the fire ? Of
trees ? Of winter ? Of the flowers? Of the boy?

The boys are playing.
The dogs - - - - - .
The fishes - - - - - .
The sun - · - - - - .
The ice - - - - - .

Tell what is spolcen of in each.
Are they sentences? Why?

Tell what is said.

In ~he following examples, insert something to show
what is spoken of:·
'l'he - - is runnin g.
The - - is swimming.
The - - are sweet.
The - - is falling.

What is running? What is swimming? What are
sweet? What is falling ? Are these examples sentences ? Why? In every sentence Tliat of wlticlt sometlting is said or amrmed is c~lled
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tne
subject.
Tliat wlticli is said or affirmed, is called tlte predicate.

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Tell the subject and predicate in these examples : -

~-~nd the

The fir e burns.
Trees grow.
Winter is coming.
The flowers fade.
The boy is playing.

· EXERCISE FOR THE SLATE.

Fill these blank

plac~s

with subjects : - - is reaping.
- - is walking.
- - roars.

- - is studying.
- - barks.
- - i s kind.

Fill these with predicates:The stars - -.
The peac h es ~.
The bells - - .

The snow - -.
The clouds - - .
The lawyer - - .

Form four short sentences, taking for subjects any
objects in this room. Be careful to begin each with
a ·capital, and to place a period at the end of each.
LESSON V.
You may read your examples from the slates.
With what kind of letters do you begin each ·example? Have you placed a period at the end of each?
Are your examples sentences? Why ?
Point out the subjects and predicates in each.
How do you find the subject ? How the predicate?
_What kind of a word is the subject in each? Then-

A noun may stand for tlte subJect of a sentence.

Point out the subjects in the following examples:Victoria is a queen.
The globe is a ball.
The oak is a tree.
The lily is a plant.

subject, ask, What burns ? What

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GREE N E 's INT R 0 D UC__T_r_o_N_._ _ __

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What kind of words are these subjects ? What is
the predicate in each ? that is, What is said of each ?
What kind of words are queen, ball, tree, plant ?
Does qneen mean the same person as Victoria, or does
it mean a different person? Does globe mean the
same object as ball .'2 Does tree mean the same as
oak? Does plant mean the same as lily.? How many
nouns in each sentence? Which is the subject? Which
is in the predicate?

A noun without " is" may stand after another
. noun which means the same person or tMng, to show
wltich one or what one is meant; but the words do
not form a sentence.
Put "is" after Venus, Scott, Jam es, and John in
the examples above, and state whether anything is
said of each noun ? Then-

The word " is" helps us to say or affirm sometlting
of the sub}ect. It is called the VERB, the important
word, because nothing can be said or affirmed without
a verb.

A noun with "is" may stand as the predicate of
a sentence.
Put in a noun after "is" to form a predicate in the
following : -

Take away "is" from the examples in this Lesson .
Is anything said ?
What word must fill the blanks, in order that something may be said in these examples ?

The earth is a - - .
'l'his obj~ct is a - -.
This thing is a -- .
This boy is a good - - .

What is said of the earth? Of this object? Of
this thing? Of this boy? What kind of words have
you added ? Which is the subject noun ? Which is
the predicate noun? Do they mean the same object?

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Venus, a planet.
Scott, the commander.
James, the treasurer.
J ohn, the carpenter.

Horace - a scholar.
foe - cold.
The girl - sewing.
The orange - sweet.

What do you call the word ? In the last example,
if there were more than one orange, what word then
would fill the blank? Ans.-"Are." Then-

Wlien the sub}ect means more than one ob}ect, the
verb sliould be "are," and not "is."

What Venus is meant? What Scott? What James?
Which John ? Is anything said or affirmed of Venus ?
Of Scott? Of James? Of John? Are the examples sentences? How many nouns in each? Do they
mean the same person or thing ? Then-

Correct these examples, and tell why you change
the verb:- ·

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Some boys is playing.
'The lessons is easy.
His sisters is sick.
Your whip are broken.

/ 16

GREENE'S INTRODUCTION.

Fill each of the followmg blanks with a noun - first, so as to show what is
said ; and, second, so as to distinguish what one : .

E XERCISE .FOR THE SLATE.

I

LESSON

17

How does it taste ? Ans.-Sweet.
What word shall I write to express the quality
sweet? Ans.-The word sweet.
Now, where is the word sweet ?
Where do you find the quality itself?
Which can you spea.k ?
Which can you taste ?
Which can you write ?
Which is the quality itself, and which is the qualityword, or name of the quality?

j'

H enry the carpenter.
H enry is the carpenter.
Napoleon the - - .
Napoleon is t h e - - .
Mr. Lane the - -.
Mr. Lane is the - - .
The pine a - The pine is a - - .

Tlie quality-word, or name of tlie quality, is called
an Ad}ective.

Fill the following blanks with nouns. Tell which
nouns show what object is spoken of, - which with
"is" show what is said,-and which distinguish "\\·hat
one is meant:Geo rge th e - - .
l\Ir. Dickinson is a - - .
lil y dog - is a - .
Your Lroth er is a good - .
His sister ·-- is a - .
Thei r - - isa - - .

Put these nouns into sentences of your own : Strawberries, pea.ches, sheep, doves, boys.

LESSON VI.

Read your examples from the slate.
How many sentences are there?
What word have you used to distinguish which
'George' is meant? Explain the examples as directed
in the last Lesson.
Now, what is this ? Ans.-An orange.

SIXTH.

i

Wha.t, then, is the word sweet called ?
What is the shape of the orange? Ans.-Round.
1
What do you call the word round?
What do you call the shape itself? Ans.-A ·
quality.
Which can . you speak, the quality or the qua.lityword?
Which ca.n you feel ?
What is the color of the orange 'l
Which is the quality?
Which is the adj ective?
What other qualities has the orange ? Wha.t kind .
of orange is it ? Is it ripe, or unripe ? Large or
small ? H ard or soft ?
What do you call these quality-words?
Wbat do they show? Ans.-The qualities of the .
orange, or, what kind of orange it is.
What kind of word is orange ?
Is peach an object-word or a quality-word ?
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Is it a noun or an adjective?
'.l'ell whether each one of the following words is a
noun or an adjective.
Cherry.
Red.
Smooth.

Ripe.
Soft.
Apple.

Hard.
Board.
Rough.

ExEncrsE FOR THE SLATE. Fill the following blanks
with adj ectives : Th e - - tiger sprang upon the horse.
- - fi elds, - - lakes, n.nd - - mountains add a charm to
the ln.ndscape.
The - - eagle spread his wings.
I have los t a - - dollar.

Write, in columns, adjectives for all the qualities
you can think of in an apple, a rose, a spon ge.
Write also, in columns, the names of objects which
have these qualities : Bright.
Sour.

ti

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Smooth.
Beautiful.

..Soft.
Blue.

NoTE. - The T eacher will do well to show the class how to
discover th e qualities of objec ts. Thus: he can take any
object, and tell the ch ildre n to look at it, and see whether it is.
long or short, thick or thin, old or new, large or small, round
or sq uare, &c., &c. H e -can let them f eel it, and thu8 determine
wheth er it is rough or smooth, hot or cold, hard or soft, &c.
He can ask, "How does it smell?" "How does it taste.~"
" Can you hear it?" " What kind of sound does it produc~ ?"
In this way an almost infinite variety of adjectives will be
. tiuggcsted.

LESSON SEVEN TH.
LES SON VII.

H ow many of you have written qualities?
How many have written quality-words ?
.In these examples is anything said or affirmed?
An ad}ective alone can never say or affirm anything
of an obJect.

How many have written obJects?
How many have written nouns?
What nouns have yo~ for objects containing the
quality bright? The quality smooth? The quality
soft? The quality sour? The quality beautiful ?
The quality blue ? Is anything said of each?
What q~ality belongs to the object Rugar? Ans.- \
The quality sweet.
.
i
Th en, what obj ect-word should the quality-word
sweet belong .to? Ans.-The object-word . or noun
sugar. Then -

I

AdJectives are Join ed or added to nouns.

H ow can we j oin th e adj ective sweet to the noun
sugar, so as to show what is said or affirmed of the
sugar?
Ans.-Thus: "Sugar is sweet."
Is this a sentence? Why?
What is the subject? What kind of word is it - a
noun or an adjective?
What is the predicate-that is, what shows what is
said of the sugar ?
What kind of word is 'is'?

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20

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G R E E N E ' S IN T R 0 D U C T I O N •

What kind of word is sweet?

Then -

Are these examples sentences? Why not?
What kind of pines are mentioned ? Of men ? Of
· berries? Of clouds? To what are tall, brave, ripe,
and golden added ? What do they show? What
kind. of words are they? Then -

An adJ'ective J'oined to a noun with 'is' or 'are'
may stand as the predicate of a sentence.
Point out the predicates in the following examples :
The sun is bright.
The knife is sharp.

Snow is white.
Grapes ure delicious.

Are these examples sentences ? Why?
Take away the verb, and are they sentences? (See
Lesson V.)
What is the subject in each sentence?
Point out the nouns. Point out the adjectives.

E.:rnncrsE FOR THE SLATE. Write sentences containing the following adjectives : - Glassy yellow
. dark, shrill, mellow, hard, brittle.
'
'
t 1lrn,
Fill the blanks in the following examples, and state
which of the words inserted are nouns, and which are
adjectives:The ,;iolet is - - .
Charles is u - -.
The butterfly is - - .
The clouds are - - .
The !i nn! is a - - .

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Name the nouns in the following sentences : -

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Ripe berries are sweet.
Those bo·ys are sick.
Young children are playful.
The thir_d house is white.

Name the adjectives. Which adjectives show what
is said? Which show what kind? Do those and third [
show what kind? What do they show? Are they
quality-words ?

Words which do not express quality,
nouns, are adJectives.
EXERCISE FOR THE SLATE.

Name the nouns in these examples :--

/

added to

Insert adjectives to fill

Smooth glass.
The glass is smooth.
- - clouds.
The clouds are - - .
- - ice.
The ice is - -·-.
- - . peaches.
The peaches are - - .'

N DTE.-At each new Lesson, the last should be reviewed
and the slate exercise carefully examined.
'
Ripe berries.
Golden clouds.

if

the following blanks, thus : -

LESSON VIII.

Tall pines.
Brave men.

I

An adJective may be added to a noun to show what .
kind, biit the words do not form a sentence.

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21

LESSON EIGHTH.

Point out the nouns.
1. Which show what kind?

I

Point out the adjectives. ·
Which show what is said? I

22

GREENE'S INTRODUCTION.

LESSON NINTH.

Wh ich of the examples are sentences. How do you
know a sentence? (S ee Lesson IV.)
Insert adjectives in the following blanks, - the
first to show what kind, the second to show what is
said, thus : R ipe pin e-apples are delicious.
- - trees are - - .
- - child is - - .
- - books are - .

.

·:

What is Robert doing yonder? Ans.-He is walkmg. Then, lie is performing an action. What word
shall we write for this action? Ans. - The word /
walking. Now, where is the word walking? Ans.On the board. Where is the walking itself or the
action walking? Ans.-Yonder, where Rob:rt is.
Which can you speak, the action or the actionword?
Point out the action-words in the following examples:The horse is running.
The birds are flying.
The dog is barking.
The snow is falling.
The bells are ri nging.

n
•IJ

An action-word with the ver.b 'is' or 'are' may
stand as the predicate.

Take away the verb' is' or 'are' fi:om the examples
above. I s anything said or afl\rmed now ? Are they
sentences? Place the action-word before the noun,
thus:-

I

1

I

The running horse.
The - - birds.
The-- dog.
The --snow.
The - - bells.

LESSON IX.

I•
I

23

Are these examples sentences? What is the subj ect in each ? Why ? What is the predicate? Point
out the verb ? Then, like the adjective_J

What kind of horse ? Of birds ? Of dog? Of
snow ? Of bells ? Are these last examples sentences? Then, like the adjective The action-word may be added to a noun to express what lcind, but the words 40 not form a sentence.

Alter the above examples. thus : FIRST FORM.

The horse is runni ng.
The birds ar e flying.
The dog is barking.
The snow is falling.
'l'he bells are r inging.

SECOND FORM.

The horse runs.
The birds - - .
The dog--.
The snow - - .
The bells - - .

What is said of horse in the first form? What in
the second? What is the action-word in the first ?
What in the second? What says or affirms the action
'iin the first form? What in the second? Thenj
., An action-word V:ay hm1e two .forms - one ..can
affirm or sa~ somethin~; the other cann·ot.
.That which affirms is called the VERB;

I

24

GREENE'S I NTRODUC TION.

LESSON TENTH.

That wlticlt does not affirm is called the PARTICIPLE, it being partly verb and partly adJective.
Name the verbs in the examples above.
Name the participles. How are they formed ?

Can a participle alone stand as predicate ? Can a
noun? Can an adjective? Is an action-word always ,
I
a verb? Is a verb always an action-word?
Tell the verbs in the following examples:The
The
The
The

EXERCISE FOR THE SLATE. Insert participles in
the following blanks-first, so as to show what is said;
and second, so as to show what kind:The sun is rising.
'.l'he rising sun.
The snow is - - .
The snow.
The leaves are - - .
'.l'he - - leaves.
'.l'he stars are --~
The - - stars.

Any word which of itself affirms sometliing, whether
an action-word or not, is a verb.
Tell the verbs, participles, nouns, and adjectives, in
the following exam pl es : A good time is coming.
'.l' he tall oak bends.
The winter is cold.
The evening is dark.
'.l' he rising sun is bright.
The bright planet is ~etting.

Fishes - - .
Kings - - .
Sparrows - - .

Write sentences containing the following verbs and
participles : -

Wlien the participle is preceded by 'is' or 'are,' the
two words taken togetlier are commonly called the
verb; as, ''is coming," "is setting."

Studies, plays, reading, gliding, drinks, sitting,
stands.
LESSON X.

EXERCISE FOR THE SLATE. Fill these blanks the first three with participles-the second three with
verbs:-

Trees grow.

What grow ? What is said of trees ? Is the example a sentence ? Why? What is the subject?
W11a_t is the predicate ? How many words in the
predicate ? What kind of word is it? '.I'hen _

I!
I-

- --- ----- -

- - --

'.l'he children are - -.
The - - lion frightens the flocks.
The moon is - - brightly.
Wolves - - sheep.
The grass - - in the meadow.
The house - - on the hill. ·

I

A verb alone may stand as a predicate.
- - - --

tree stands.
child sleeps.
workmen rest.
boys Hit.

Are they action-words? Ans.-They are not; they merely express state. Then -

Insert verbs to fill the following blanks : Trees g1·ow.
H oneys uckles - - .
Rain - - .

25

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3

1

~ 26
11

GREENE'S INTRODUCTION.

LESSON TWELFTH.

Write- a sentence containing tMs, sweet, . and is;
an other containing rides, and street; another containing sailing, lake, and boat; another containing gm·den, growing, and large; a,nother containjng oxen,
sled, and gentle.

How .does Charles speak ? What kind of word is
'distinctly?' What word shows how distinctly? To
what is 'very' added ?·

---NoTE.-The teacher here illustrates the adverb, as indicated
in the Lesso n

How does my hand move? Ans.-Slowly.
How does it move now? Ans.-Quickly.
To wh at are slowly and quickly added? Ans.-To
the verb move.
What do they show? Ans.-How the hand moves. 1
Arthur walk s yond er.
T he examination commences to-day.

A word added to a verb, to show 'lww,' 'where,' or
'when ' the action takes plaee, is called an Adverb.

A word added to an adverb is also cal'led an adverb.
Point out the adverbs in the following examples : -

LESSON XI.

Where does Arthur walk ? To what is 'yonder'
added ? What does it show? To what- is 'to-day'
added? What does it sh ow? What kind of words
are 'walks' and 'commences'?

27

Lawrence writes carefully.
Rebecca is coming early.
That man is very old.
The coachman drove more slowly.
The willow is growing there.
Thll ink is quite _thi<ik.
The steamer leaves to-day.
Henry entered too abruptly.

Why is ' carefully' an adverb ?. To what is it
added ? What does it show ?
Answer similar questions for each adverb.
E XERCISE FOR THE SLATE.
blanks with adverbs : -

1

Fill the following

The sun shines - - .
The golden grain. waves - - .
The rooms are - - small
He has acted - - rashly.

Put the following ~dverbs into sentences :-::-Softly,
severely, now, not, most, quite, everywhere, generally.

The weather is· extremely cold.

What word shows !tow cold it is ? To what is
' extremely' added? What kind of word is 'cold ' ? ·

A word added to an adfec tive to show ' how ' the
quality is taken, is called an adverb.
Charles speaks very distinct.ly.

LESSON XII.
To what may an adjective be added? What may
it show? To what may an adverb be added? What
may it show?

28

G R E E N E ' S I N T R 0 D U C T I 0 N.

A word added to another, to sliow 'what. lcind,'
'ltow many,' 'how,' 'where,' 'when,' ffc ., is said to
modify or limit the meaning of the latter.
In the following examples, point out the adjectives
and adverbs. Tell what they show; also, what words
they modify : This scarlet geranium is very showy.
A most glorious sunset.
A few clouds are still flying.
On a bright, still day in early spring.
The travellers were called early.
The woodbine climbs grncefully.
The noto contained a graceful apology.
Eugene has bought two greyhounds.

Are all these examples sentences? Which are not ?
Are all the adjectives quality-woPds? Which are
not?
The particular ad:jectives 'a,' or ' an,' and 'the,'
are called Articles.

P oint out the subjects and predicates m these
examples:'if

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·fJ.li

:~/

Lions roar.
Dogs bark.
Boys pby.

To find the subject, ask, What roar? What bark ?
&c. 'l'o find the predicate, ask, ' What is said of
lions ? Of dogs? &c.
I s either the subject or the predicate modified in
these sentences ?
·
Point out the subjects and predicates in the following examples : -

~

\

291

Is the subject modified ? Is the predicate ?
Ask, 1st. What blow? What is falling? &c.
2d. What is said of the winds ? Of the shower ? &c.
Sd. What kind of winds? Of shower ?
Point out the subjects, predicates, and modifyingwords 1n the following sentences : The little child slumbers quietly.
Eight vessels sail to-day.
The boy reads well.

To ascertain the different parts of these sentences,
ask, 1st. Who slumbers ? What sail? &c.
2d. What is said of the child? Of the vessels? &c,
3d. What kind· of child? How many vessels ? &c.
4th. How does the child slumber? When do the
vessels sail? &c.
The parts of a sentence may be : 1st. The subject.
2d. The predicate. 3d. The words modifying the
subject. 4th. The words modifying the predicate.
When we point out the several parts of a sentence,
we a?ialyse it.

Analyse the following sentences:Charlotte is going now.
This house is extremely convenient.
Frank is hiding somewhere.
That new poem commences beautifully.
EXERCISE FOR -THE SLATE. Write two .sentences,
each containing a noun and a verb.

1

\I

LESSON TWELFTH.

11~~~~~~~~~~~~~The cold ""inds blow.
A gentle shower is falling.
These boo)ts are good.

3*

1.

31

GREENE'S INTRODUCTION.

LE SSON THIRTEENTH.

"\V rite two, each containing a noun, a verb, and an
adjective.
Write two, each containing a noun, a verb, and an
adverb.
Write two, each containing a noun, a. verb, an adjective, and an adverb.

Point out the prepositions in the following sentences : -

30

LESSON XIII.
NoTE.-The Teacher here illustrates the rela.tions as indicated in the Lesson.

Where is this pencil? Ans.-On the book.
Where is it now? Ans.- Under the book.
What word shows that its relation to the book has
been changed? Ans.-The word under.
What word:;; show the relations of the pencil to the
book in the following cases ?

Charles writes with ease.
'l'he balloon hov ers over the city.
'l' he lark sings in the morning.
Alice stood on the balcony.

. Analyze the above sentences. What does "with ease"
show ? Wliere does the balloon h9ver "? W!ten does
the lark sing? ·what do the words "on the balcony "
show ? 'l' hen -

A preposition and tlie following noun, when added
to a verb, may show, lilce tlie adverb, "when," "where,"
or " how" an action takes place.
Analyze the following sentences : Th e trees of the forest are stately.
The Queen of England is a devoted mother.
The showers of spring fall gently

The pencil is before the book.
The pencil is behind th e book.
The pencil is in th e book.

What trees are mentioned? What does " of England " show? What kind of showers "fall gently" ?
Then-

What are the relation-words in the following
examples : -

. A preposition ancl tlie following noun, when added
to a noun, may show, like the adJ'ective, "what lcind,"

The pencil
The pencil
The pencil
The pencil

falls from the book.
drops out of the book.
moves towards the book.
fa lls upon th e book.

Before what noun are these relation-words placed?

R elation-words are called Prepositions, because
they are "-placed before" nouns.

ffc.
EXERCISE FOR THE SLATE. Insert the proper prepositioo in the following blanks : .....:.
Edgar walked - - the garden.
.
"The woodpecker ran - - the trunk - - the tree.
I rode - - Providence - - Boston - - the cars.
Harry skated - - the pond - - the evening.

~

I

32

~SSON

G R E E N E ' S I N T R 0 D U C T I 0 N.

11.:.~ouns,

Th ese men are hastening - - the fire .
Emma prac tised - - diligent:e - - two hours.
The dews - - the morning glitter - - the rays - - the
ri sing sun.

1

Write sentences containing the following prepositions :-Down, among, upon, between, around, along,
across, during.
LESSON XIV.
NoTE .-Ill ustrate as in the Lesson .

What 'have I in my hand? Ans.- A book and a .
slate.
What word do you use to connect the words ' book'
and ' slate ' ?
What words are connected in the following examples :-

I·

Frank and 1\forgaret like nuts and apples.
Ri chard and R obert are playing ball .

lj

What! is it possible that you are here?
Alas ! alas ! my axe is lost.
Adieu! my native land, adieu I
Ah me ! I fear the worst.
.
Hail ! hail to thee, great chief I
O thoughts ineffable! 0 visions blest I

Emotion-words are called I nterJections.
. E XERCISE FOR TH E SLATE.

Write sentences con-

taining these interjections : -

But, and, if, then, tlrn.t, because.

II

The te1icher and the scholars are present.
J
The pen or the ink is poor.
.
~
Arn old is not angry, but sad.
'l'he sun is larger than th e moon.
Gertrude has no fa th er nor mother.
Washington always ~~sely and justly.

\ti

the adjectives, the verbs, the
adverbs, and the prepositions in the preceding sentences.
When we are suddenly pleased, or frightened, or
grieved, we often express our emotion by such exclamations as, Oh ! Alas ! What ! &c. Point out the
emotion-words in the following examples :-.

Wtite sentences containing these conjunctions : -

Connecting- words, as 'or,' 'and,' 'but,' 'yet,' if·c:,
are called OonJunctions.

,,,

-33,

Ah! Hush! Hurrah! Oh! Hark! Fie!

When I say " Rosamond or Laura wrote the letter," can you tell which one wrote it ?
What word do we use to connect the two names ?

Point out the conjunctions in these sentences : -

FOURTEENTH.

Write six sentences containing 1. A noun, verb, and adverb.
2. A noun, verb, and participle.
3. Two adjectives connected by a conjunction.
4. A preposition and a partic_iple.
5. An adjective used in th e predicate.
6. One noun joined to .another to tell which one is
meant.

c

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34

GREENE 's INTR onu c_T_r_o_N_._ _ _ _

~ESSON

t.'

i'

r

I

LE SSON SIXTEENTH.

EXERCISE FOit THE SLATE.-In the following examples, put a common noun in the first blank, and a
proper noun in the second : -

XV.

A - - was fought in - - .
What - - flows into the - - .
A - - sailed across the - - .

What is a noun? Has every object you have seen
a name?
What is the name of this? (The Teacher here
holds up a lJook.) Ans.-A book. And this? Ans.A boo k. And this? Ans.-A book. Then-

Fill these blanks, and tell what kind of. nouns you
insert:-

Ea ch one of this lcind or class of objects has tlte
same name, "book," which is common to all.

·- - is walking with h i s - - .
The - - comm>inded the - - to march to - - .
- - is situated on an - - .

Write three sentences, each containing a proper
noun.

Has every tree a name common to all? What is
it ? H as every boy a name common to all ? What
is it? H as Albert a name in common with all other
boys? What is his own particular name, not common
to all boys?

LESSON

rl

.: ~ l

What two names have the following objects :-Gilbert, Grace, Liverpool, .France, Hudson, America?
H as a book a common and a proper name ?
Has a tree? A stove ? A table?

Proper names are given only to important objects,
as p ersons or places?
r

J

Tell which of these nouns are common, and which
are proper :-King, Percival, grapes, inkstand, Cubj,
Rollo, Clara.

Every proper noim should begin with a capital.

i

~VI.

How many books have I? Ans.-One.
One what? Ans.-'-One book.
Spell the word as I write it.
How many books have I now? Ans.-Twb books.
How do you spell the word now?
What letter have you added?
Why do you add the letter s? Ans. - Because
there were two books instead of one. Then -

Th e same object may have two names, a common
name, and a particular or proper name.

;,'41 l

35

~I

1

1

TJ,e word changes on account of the riurnber of
books.
. .
.
How did you write the word when the number was
one? How would you write it, if the number were
two, three, five, twenty, or a hundred? Then The word changes when we pass from one to more

Ititan one.

36

GREENE'S I NTRODUCT ION.

LE SSON SEVENTEENTH.

Tell whi ch of the following nouns mean one, and
which mean more than one : - Brook, doors, island,
day, bricks, desk, car, miles, robins ?
A lter those which mean but one, so th at they will
mean more than one ; and those which mean more
than one, so that they will mean but one.

Which one is spoken of?
Suppose Herbert wished to t ell George that he himself was writing, would he say " Herbert is writing ?"
1 Ans.-No; he would say, "I am writing."
If the sentence stood thus : H erbert says to George,
" H erbert is writing," would you be sure that H erbert
was speaking of himself? .

1

Wlt en a noun means but one, it i.~ of the singular
number.

W7ien one speaks of himself, lte uses " I" instead
of his own name.

TV!icn a n oun means more titan one, it is of the
p lural number.

If J ames were to speak to H erbert, and not to
George, as before, would he say "H!'! rbert is writing ? "
Ans.-No; he would say, " You are writing."
If he should say, "Herbert is writing, " would you
think that he was speaking to Herbert or to some one .
else?

Tell which of the following nouns are common, and
which proper :-Reuben, waf~r, fingers, Salem, museum, trees.
EXERCISE FOR TH E SLATE. -Write

the plural of the

following nouns : -

When we spealc to any one of himself, we use "you"
instead of his own name.

Paper, boy, girl, rose, house.
Thrush, marsh, box, bush, church.
Kni fe, wife, loaf, ~heaf, leaf.
l<'ly, cry, mercy, glory, ally.

I

Wri te three sentences, containing each a plural /
noun, and three, containing each a singular noun.

LESSON XVII.
f'

.I

37

J ames says to George, "Herbert is writing."
H ow many persons or parties are here mentioned?
Ans. -Three.
Which person is speaking ?
Which one is spoken to ?

J ames says t o George, " Herbert is writing, but
Herbert will soon finish."
What word shall we insert to avoid the r epetition
of" Herb ert?" Ans. - "He;" we can say, "Herbert is writing, but he will soon finish." Then ·
When we spealc of another person, we use his name
once, and then, to avoid repeating it, we use "he."
For what noun have we used "I," "you," and
"he ?"
A word u sed for a noun is called a pronoun.
What kind of words are "I," "you," and "he? "

- J

4

38
!•I -

f

I· j

39

GREENE'S I NTRODUC TION.

LESSON SEVENTEENTH. ,

\Vh a.t pronoun did we use when Herbert was
speaking?
What when he was spoken to ?
Whn.t when he was spoken of? Then -

Name the nouns and pronouns in the following
examples, and tell which of the three persons they
represent:-

i

I have seen your father ; he is very ill.
IV ell, Fanny, when do you leave school.
Poor boy! he is much to be pitied.

W e use different pronouns for the same individual
person, when he changes from the speaker to the one
spoken to, or spoken of.

In the last example, what would have been the pronoun, if, instead of boy, it had been boys? Ans. Th ey. Thus: -

Insert the proper pronouns to reptesent "vValter"
in the following blanks : -

Poor boys! they are much to be pitied.

ThenThe pronoun changes when the number of the noun
changes, so that both may be of the same number.

"Come," says -Walter,"- am ready for my rid e."
IV alter, when are - - coming home?
Walter is very ingenious; --' has made a li ttle printing-press. I

Where is Walter the speaker? What pronoun represents him in that relation? In which example is
he spoken to ? Why do we change the pronoun from
"I" to " you ?" Ans. - Because Walter chanaes
0
from the speaker to the one spoken to.
-What pronoun represents Walter as spoken of?
What have we changed, the individual, or the pronoun
that r epresents him?

In speaking, we represent all ob}ects as standing in
one of these relations, called p ersonal relations, or
persons.
The speaker is the first person.
The one spoken to is the second person.
The one spoken of is the third person.

- - am speaking.
- - are reading.
- -· is writing.
c ~, n

'

=c=a=ll=ed==P=e=r=s=on=a=l=P==r=o1=io=u=n=s=.====================~1

you put a noun for the first subject? Can you

\use the same form of the verb with the three different
I1persons? Then ·I
1

The verb changes when the person of the subJect
changes.
_
_

I

Point out the nouns and pronouns in these examTell the number and person of each:-

Iples.
j

Pronouns which point out these three relations are
'

Write a subject for each of these three sentences:

I

Philip is flying a kite.
Do yo u see the old farm house?
I am very fond of mignonette.
Carroll is an excellent carpenter; he is constantly employed.

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40

GREENE'S INT'RODUCTION.

LESSON EIGHTEENTH.

NounB and pronouns, then, may have three genders :
T!te llfasculine, for the names of males.
The F eminine, for the names of females.
The N euter (neither),jor the names of objects neither
male nor f em ale.

LE SS ON XVIII.

How can you improve the following sentence : When Henry went to school, H enry told the Teacher
th~t H en:y wished to study Geography. Ans.-By
usmg he mstead of the words in italics.
Suppose the · sentence were, When Anna went to
school, &c., how could you avoid the repetition of
Anna? Ans.-By using she?
What kind of words are he and she ? Why ?
Why do you use she rather than he ? Ans. Because Anna is the name of a female.
What is H enry t,he name of? Ans.-A male.
What word is repeated in the following sentence :

'

I

I·

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I.
I'

Tell the gender of the following nouns, and use a
pronoun to represent each in the third person:Poet, stone, mother, Florence, Paul, table, carpet.

What is the gender of ' poet' ? Of 'he' ?
What is the gender of 'Florence'? Of' she'?
What is the gender of ' carpet' ? . Of ' it' ?
Then-

The pronoun agrees in gender with the noun for
which it stands.

L ou_isn. bought a book, and when she had examined the pictur es JU the book, she- began to read the book.

Tell the nouns and pronouns in the following examples. What kind of noun ? Of pronoun ? What
person ? What number ? What gender ?

What word would you use to avoid the repetition
of " book ?" Ans.-The pronoun "it."
Why do we use "it" rather than "he" or "she?"
A ns.-Because book is the name of neither a male nor
a female. Then ·

1·

41

We use the pronoun " he "for tlie name of a mal;
'
" .J+'.or t /;1e name of a female, and "it "fo · tlte'
sne
1
name of an object that is neith er male nor female.

Pigeons fly in such immense flocks, that they often break
down the branches of the trees, wh en th ey alight.
Virginia sketches beautifully; she studies nature.
John is so.lame that he is obliged to ride to school.
'!'hat engraving is very fine; I intend to buy it.
Have you concluded to purchase th at house?
We must visit Niagara Falls.

I"

Tell what pronouns we must use for each of the
following nouns : -

EXERCISE FOR THE SLATE.-Write sentences containing the following pronouns : -

J'

Gertrude, boy, river, Allen, cow, letter, Alfred.

I, you, he, she, it, we, they, and ye.

"

'

Represent the following nouns by appropriate pronouns:-

/'

!' j~·' I•

We U8e these different pronouns to distinguisli tlie
, gende1· of tlte nouns.

J,

'ii

1. -

·11:
'I•
\''
, 11

,1

'1

.

.
I

-

Arnold, Cornelia, grandfather, hens, chisel, parents.

~---· --c·:-=~================::::'..J

4*

42

GREENE'S INTRODUCTION.

LESSON

xrx ..

Henry is reading.

What pronoun may we use instead of Henry ?
Why he rather than she or it? Than I or you.~
Than tliey?
Tell the person, number, and gender of H enry. ·
If either of these should change, could you use lte .~
Then-

l

'l.'he pronoun must agree with the noun for which it
stands, in person, number, and gender.

'

Now change the place of Henry, and let it stand
after a verb or after a preposition, thus:~

·.

.

J oh n saw Henry.
Mary spoke to Henry •

I s the person, number, or gender of H enry changed?
Must wo, then, use ' he' for it as before ? Ans._
No; for then we should sayJ ohn saw he.
Mary spoke to he.

What should we use?
Then -

Ans.-Him.

Tlte pronoun is clianged when the noun changes its
relation to the other words in the sentence.
A noun placed before a ve1·b, answering the question
'. who.? ' or 'what? ' is in the relation of subject, and
is sai d to be in the Nominative case.
A noun p laced after a verb or a preposition, an-

LESSON NINE TEE NTH.

43

swering the question 'whom?' or 'what?' is in the
relation of object, and is said to be in the Objective
case.
Eben's hook is torn.

What word shows whose book is torn? Ans. Eben's.
What mark is used before the "s" in Eben's?
Ans.-An apostrophe.
What pronoun can you put in place of Eben's?
Ans.-His; as,
His book is torn.

Wli en a noun or pronoun shows possession, or
"whose" anything is, it is in the Possesflive case.
A noun or pronoun may have three cases : the
Nominative, the Possessive, and the Objective.
What is the case of a noun or a pronoun, when it
stands as the subject? When it stands as the object?
When it shows possession ?
Give the case of the following nouns and pronouns:
Harriet is in her garden.
Jungles abound in 1-Iindostan.
Merton's dog has bitten a child.
I bought the pencils at Clark's.
I have read Bancroft's History of the United States.
I

How many different kinds of words are there?
Ans.-Eight.
What are they ? Ans.-The Noun, the Adjective,
the Pronoun, the Verb, the Adverb, the Preposition,
the Conjunction, and the Interjection.

LESSON TWENTIETH.

GREENE'S INTRODUCTION.

I

i'

Th ese different kinds of words are called Parts of
Speech.
.

v

To parse a word, is to tell what part of speech it is,
and all that belongs to it. Thus - ·

I
I

What is the case of each?
Cn.n you use the Nominative case?

What kind of verb is "found?"
See if you can put the pronouns him or her m the
blanks of the following examples :

1. The Part of Speech.
2. What kind.
3. What person.
4. What number.
5. Wh at gender.
6. What case.

The sun rises - - .
The snow falls--.

Does it make sense to say, " The sun rises him;"
"The snow falls her?"

AnnJyze the following sentences, and then parse the
nouns and pronouns : -

A verb which does not take an objective case immediately after it, is called an Intransitive verb.

P eace has been declared.
I sabella is reading T enn y8on's poems.
Ri chard has broken the lark's wing.
The fire burn s brightly.
This cart has lost its wheel
My father reproved him.
I will go with you.

What kind of verbs are d rises" ~nd "falls"?
See 'which of these blanks can be filled with him,
her, or it;....:.._
The birds eat - - .
The trees bend--.
We found--· .
The stars set - - .

Which of the verbs above are transitive?
are intrn.nsitive? How can you tell?

LESSON XX.
"I found - - in the orchard."

1. In the masc ulin e gender.
2. In the feminine gend er.
3. In the neu tcr gender.

What pronouns can you use for these nouns ?

=·-: .:-=--=--=-===========:!J

'
i --- -.~--==::...
- -=-·:::.
- -=
·

Try it.

A verb which takes the objective case immediately
after it, is called a Transitive verb.

To parse a Noun or Pronoun, is to tell .......;.

I s the meaning complete in this example ?
Fill the blank with a noun -

45

Which

.George struck William.

I

What kind of verb is " struck-?" Why ? What
case is " William?" What case is " George ?"
Which one is the actor? Which one receives the
action ? What pronoun represents each ? Which is
the subject of the sentence, - the actor, or receiver
of the action.?

46

GREENE'S INTRODUCTION.

LE SS ON TWENTY-FIRST.

William was struck by Ge orge.

D ocs th e sentence mcn.n the sn.me n.s before ? Is \
the actor the sn.me ? Is the receiver of the action the .
same?. ~ow, will the same pro.nou~s represent George
and Wilham as before ? Whwh is the subject now, 1
the actor, or the receiver of the action? Then-_ I
When the ob}ect becomes the sub}ect, its case is
changed.

What was the verb when the actor was the subject?
What is it now? Then The ve1·b clianges its form when the ob}ect becomes
the sub}ect.
,
Wlien the actor is the sub}ect, tlie form of the verb
is called the Active voice.

I

Wlien the receiver of the action is tlie. sub}ect, tlie
f orm is called the P assive v oice.

Can intransitive verbs have a passive voice ? Ans.
- No ; because they have no obj ect, or r eceiver of the
action.
P oint out the transitive and the intransitive verbs
in the following examples : I

.'

rl

I

· .f i
~

'I.
·:

1'

I

Th e owl sits upon th e t-r ee.
Gertru de has fini shed her pic ture.
'l'he penrs we re injured by the fros t.
The sun shin es upon th e water.
The fire has scorch ed the grass.
The r obin is fee ding her young.

Change the sentences containing the Transitive
, thus : -

i

I

==================-===J

47

The co mmittee visited th e school.
The school was visited by th e committee.

Tell, of each sentence, whether it is in the active or
the passive voice.
E XE RCI SE FOR THE SLATE. - Fill the following
bl anks, and tell whether the verbs inserted are transitive or intransitive:-

J osephine - - ripe grapes.
The sun - - in the west.
He - - me to Boston.
Iler fath er - - by a fall.
'l'he ambassador - - for Liverpool.
Little Wi llie - - d<?wn stai r·s .

Write six sentences - two having. transitive verbs
in the A ctive voice, two in the Passive voice, and two
with intransitive verbs.

LESSON XXL
'l'he boy - - playing.

I s anything asserted or declared in t.his example ?
Put in a word to declare that the boy is actually
I playing.
What word have you inserted? Ans. - "Is."
Now fill th e blank so as to assert, not that he is
actually playing, but that he may, perhaps, be playing.
Then _the verb changes its form, when
which is asserted is not real, or act1wl.

48

r--GREENE'S INTRODUCTION.

Tell which of the following verbs assert an action
as actually taking phce : -

r
. I

I

The rain is falling.
The wind may blow.
Th e dog is barking at the cat.
Th e horse can draw the wagon.
Arthur must study Geography.

LE SS ON TWENTY-SECOND.

Fill these blanks : Richard, - - your lesson.
- - here.
Sarah, - Children, - - your parents.

What is the mode of these verbs ?
" To walk in the garden."

1'Vlien a verb asserts an action as actua lly talcingplace, it is in the Indicative mode.
1'Vlien it asserts what may, can, or rnust talce place,
it is in the P otential mode.
Tell the mode of the verbs above.

I s anything asserted here?
Does " to walk" express action?

The verb with "to" placed before it, is said to be in
the Infinitive mode. It does not assert anything.
Tell the mode of the following verbs : The boy may catch a fish.
The tree is broken by the wind.
Come, Edmund, play with me.
I will go, if you will explain my lesson.
The leaves begin to fall.

Jan e will come, if it does not rain.

I s it certain that J ane will come ?
On what condition will she come?
condition that it does not rain.

49

Ans.-On the

Wli en a verb, as "do es rain," asserts a con dition
for another even t, it is in the SubJunctive mode.

Which are transitive ? Which are intransitive?
Which are in the active voice ? Which in the passive ?

Fill the following blanks with Yerbs that show a
condition for the preceding events : LESSON XXII.

I will p}ay with Charles, if mother - - me.
You can learn this lesso n, if you - ·- - .

vVhat is the mode of each verb which you insert 't

Fill the following blank with a word to declare whn.t
Maria does now: -

Edward, bring me your slate.

What is Edward commanded to do?
bring his slate.

Maria - - studying her lesso n now.

Ans. -To

1'V!ten a verb asserts a command, or an entreaty, it
is in the Imp erat£ve mode.

What kind of word have you inserted? Can there
be a sentence without a verb? What other form could
you give to the predicate so as to use but one word
Iinstead of'' is studying?" [ See Lesson IX.]
5

D

50

LESSON TWEN'l; .Y - SECOND.

GREENE'S INTRODUCTION.

In what tense is "will be studying," or "will
study" ?

Now fill the blank with a word to declare what
Maria did yesterday : -

There are three divisions of time and Future.

Maria - - studying her lesson yesterday.

I

,.

'l

j·

I

What word have you now inserted? Is it the same
word as before ? Why do you use a different word in
this case? Ans.-Because the time of the action is
changed from now to y esterday. Then -

The wind blew off K~.te's bonnet.
The sun i11 rising over the lake.
The boys will enjoy the fine skating.
The fox was caught by the hounds.
Crosar crossed the Rubicon.
The leaves will soon be falling.

Make the same change of time, and express the
predicate in one word.
'What is the verb ?
Now fill the blank so as to declare what Maria will
do to-morrow : ~t udying

her

l e~son

What words have you inserted now? Are . they
different from the preceding? Why have you changed
the verb?

i

Wlten it shows wliat toolc place in past time, it is ~
in the Past tense.
I
Wh en it shows what will take place in future time,
it is in the Future tense.

In what tense is "is studying,'' or "studies "?
~~~nse is " ~a:___~1_!!!.,_~ng,'' or "studied" ?

When we say "birds sing,'' does it mean the birds
are really singing now, or only that they do sing
sometimes?
· If they were actually singing p,t this moment, what
would you say? Ans. -The birds are singing'.
Is the singing completed, or is it going on ? Should
we say "The birds have sung yesterday," or "The
birds liave sung to-day?" Ans.-The birds have sung
to-day.
Does "to-day" denote present or past time ?
Then, what is the tense of "have sung ? Is the
act of singing completed, or is it going on? Then -

I

to-rnorrow.

Wh en a ve1·b slwws what is talcing place now, or at
the tim e of sp eaking, it denotes present time, a.n d is
in the Pr~sent tense.

Present, Past,

Tell to which division each of the following verbs
belongs:-

Th e verb changes when the time of the action
changes.

Maria - -

51

I

The verb changes in order to show different states
of the act; that is, whether it is going on, or whether
it is completed. When the verb shows what is done
sometimes or what is accustomed to be done, it talces
the comm;n fo rm ; as, Trees grow.

I

When the verb shows what is going on, but not yet~,

,52
1

i

!

GREENE'

s

INT R 0 Du c TI 0 N.

I•

Present tense.
Invite.
Love.
Read.
Enjoy.

finis li ed, it takes the progressive form; as, The trees
are growing.
. When the verb shows what is finished, or completed,
it ta lees tlte form called the Perfect; as, J.'he trees ltave
grown.
He speaks.
He spoke.
He will speak.

I

I
JI

He is speaki ng.
He was speaking.
He will be speaking.

Give the time

He has spoken.
Ile hnd ~poke n.
Ile will have spoken.

Wh:it is the form of the verb in these examples?
What time is indicated by each verb?
E XERCISE FOR THE SLATE.-Write, as above the
Present, Past, and Future of the verbs drive :ain
. the common form - in the _ progr~ssive
'
'
an d Jfl y, m
form - in the perfect.
Write the Past and Perfect tenses to eaeh of the
following verbs. Thus_;_

Present tense.
Write.
Play.
Sing.

Past tense.
Wrote.

Past tense.

--.
--.
--.

- -·

Pe1fect tense.

--.

LESSON X XII I.

What is the form of the verb· in the above examples? "'\Yhat is the time indicated by each verb?

What is now the form of the verb?
intli e:n.tcd in each example.

53

LESS 0 N T WENT Y-T HIRD.

Pe1fect tense.
Have written.

In the exercise for the slate, how many of the past
tenses end in ed? How do the past tenses of the
others end? Give the past tenses of grieve, sit, help,
and tell which end in ed.
How many words are used to form the Perfect
tense of each verb? What one word is used in each
Perfect tense? Ans.-Have.
· The word which unites with "have," to form the
Perfect tense, is called the Past Participle.
How can you find ·the past participle of a verb?
Ans.-By forming the Perfect tense.
Form the Perfect tenses of }oin, rise, believe, see,
vote, give, and tell the Past Participles.
1
· Which of the Past Participles end in ed ?
When the Past tense and Past Participle of a verb
are formed by adding "ed " * to the Present tense, the
verb is called Regular.
When the Past tense and Past Participle of a
verb are not formed by adding " ed" to the Present,
the verb is called Irregular.

I

*The final e of the present is dropped before the addition is
made ; as, Love, lov-ed.
.
,

5*

-I

54

LE SS 0 1'l' TWENTY- F 0 U RT H •

Tell which of the following verbs are regular, and
which are irregular:-

i.
person;" " ·are , , .is tne
secon d person; an d"'",;s
UI
•
the third person.

Forrester has sold his horse.
Th e water is wearing the rock.
The maple prod uces sugar.
Amy loves her little sister.
Summer anu winter fail not.
H e has given liberrilly to the poor.

LESSON XXIV.
H e is walking.

What is th e subject of this sentence ?
Tell its person, number, gender, and case.
Can you write the sentence correctly, and change
the case of the subj ect to the possessive or objective?
Ans.-No; for then it would be "kis" or "him" is
walking.
The subJect of a sentence must always be in the
Nominative case.
Can you write the sentence correctly and change
the gender of the subject ? Ans.-Y es ; for then it
would be, " She is walking," or " It is walking."
Can you write the sentence correctly and change
the person of the subject without changing any other
word? Ans.-No; for then it would be, "I is walking," or " You is walking ; " it should be, I am walking," " You are walking."

Th ese different forms, " am," "are," and " is,"
represent the p ersons of the verb; "am " is the first
I

55

GREENE'S INTRODUCTION.

Can you write the sentence correctly, and change
the number of the subject, without changing any other
word? Ans. -No; for then it woUld be, "They is
walking." It should be, "They are walking."
Th ese different forms, "is" and "are," represent
the number of the verb.
The verb must always agree with the subJect in
number and person.

In the following examples, parse the subjects, and
point out the verbs, telling what kind, what mode,
what tense, what person and -number.
Gratitude is the memory of the heart.
-The book was written by my father.
The heavens declare the glory of God.
If it rains, you will be disappointed.
I have read Macaulay's History.
Frank bad been learning to write.
We are intending to go to Europe.
H e bad gone before you came.
Children, obey your parents.
Listen to the morning song of the birds.

In parsing a verb, tell 1.
2.
3.
4.
5.
6.
7.
8.

What it is.
' Vhat form, Regular or Irregular.
What kind, Transitive or Intransitive.
What voice.
What mode.
What tense.
What person.
What number."

56

I

G R E E N E ; S I NT R 0 D U c TI o N.

LESSON XXV.
Edward and Arthur are tall.

What quality belongs to both?
I s it said that they are ~qually tall?
How can we ascertain whether they are equally
tall? Ans.-By comparing them.
Are these pencils equally long ?
Are these apples equally large
What have I just compared?
What quality belongs to the pencils?
What quality belongs to the apples?

I

Wlten we co mpare obJects, we make v,se of some :
quality belonging to e~ch, as a means of comparison .
Ed ward 1s as tall as Arthur.

Are

Ed~vard and Arthur compa:rnd in thi~ example?

In coi:nparmg them, what quality do we use?

I

What ,
word IS p~aced before and after the adjective tall ."J I s
the mcanmg the same wh en Arthur is placed t th I
b · ·
f 1
a
e
egmnrng o t ie sentence ? Are they equally tall?
To show tltat two ob/ects, when compared, have the
// sa:me degree of a quality, we place "as" before and
/ after tlte adJective.
.
James is taller than Arthur.
Arthur is more industrious than Edward.
Edward is less industrious th an Arth ur.

~ho .are compared in the first example ? What
quality Is employed in the comparison? Does the

;

LE

ss0

N T

w E NT y - F I F TH.

57

quality belong equally to each? Which has the
greater degree of it ? Can you change the place of
I James and Arthur without changing the meaning?
What syllable is added to tall?
Who are compared in- the second and third examples ?
What qua'.ity is employed in the comparison? Is
the quality possessed by each in an equal degree ?
Who has the greater degree? Have we changed the
place of Edward and Arthur without changing the
meaning ? What word is added to "industrious " in
•
IIeach?
.T o show that two obJects, when compared, have
different degrees of a quality, we either add " er " to
the adJective, or place " more " or "less" before it.
Harvey is the .tallest of all the boys in school.
. Murray is the most punctual of all the boys in school.
Richard is the least studious of all the boys in school.

In these examples, with whom are H arvey, Murray,
and Richard compared? Ans. - With all the boys
in school.
What qualities are employed? Do these qualities
belong equal ly to all? Who has the highest or lowest
degree of each quality? What syllable do you add
to " tall " ."J What word is added to "punctual" ?
What to " studious " ?
To show . that one of si>.veral obJects, referred to,
when compared, has tfte liighest or lowest degree of a
quality, we either add "est" to the adJective, or place
" most " or " lea.st " before it.
·

I

58

GREENE~S

INTRODUCTION.

These changes of the adjective are called 1Jegree8
of Comparison.
There are three degrees, namely : 1. Th e Positive; as, tall, careful.
2. The Comparative; as taller, more careful, less careful.
3. The Superlative ; as, tallest, most careful, least careful.

Give the degree of each of the following adjectives:
She is the merriest child I ever saw.
A bright light is painful to the eyes.
This road is muddier than the other.
Harold is more unh appy th an his brother.
This is the most peaceful valley in the land.
Our French lessons are now less difficult.
NoTE.-The Teacher may here introduce, if he thinks proper,
th e irregular comparison of adjectives, and the compn.rison of
adverbs.

EXERCISE FOR THE SLATE. - Fill the following
blanks with adjectives, and tell the degree of each :H onesty is th e - - policy.
Be - - of your hen.Ith.
Be not - - in well-doing.
Gerald is the - - of my sons.
Constanoe is - - than. Augusta.
The - - toys are bought here.

Write the comparatives and superlatives for the
following adjectives :·

~

Wise, warm, lovely, noble, beautiful, careless, mischievous.

In which examples do you add "er " and " est "?
In which do you add "more" and "most," or "less"
----

LESSON TWENTY-SIXTH.

59

and " least" ? Which words have but one syllable?
Which have more than one?

Words of one syllable usually form their Comparative and Superlative degrees by adding " er" to the
positive for the form er, and " est,, f9r the latter.
.
Words of two . or more syllables usually form th:ir
Comparative and Superlativ~ . degrees by prefixing
"more ,, or "less " to the positive for the former, and
" most ,, or " least" for the latter.
GENERAL EXERCISE.-Analyse the following sentences, and parse the words : lJrenms h nve their variety.
You will be sure of a r eward.
The sisters charm with their lovely 8ongs.
A blunder often mnkes a precedent.
H ope is the blossom of hnppiness.
The blossoms are falling from the trees.
The wind sighs plaintively around her g:ave: .
The raging tempest swept away everythmg m its path.
I-leaven opened wide her golden gates.
The wisest method has been pursued. .
.
.
The children were studying their lesson i_n Arithmetic.
The Mexicans were defeated at Buena Vista.
The buds are swelling rapidly.
Th e vessel had not arrived yesterday.
Mabel is the younger of the two children.

·GREENE'S INTRODUCTION •.

~ON

TWENTY-SEVENTH.

61

ELEMENTARY SOUNDS.

PART II.
LESSON XXVI.

ENGLISH GRAMMAR treats of the principles of the
·
English language.
Grammar is divided into four parts :-Orthography,
Etymology, Syntax, and Prosody.
Orthograplty treats of elementary sounds, the letters which represent them, and the combination of
letters into syllables and words.
Etymology treats of the classification, derivation,
and various modifications of words.
Syntax treats of the structure of sentences.
Prosody treats of the laws of versification.

ORTHOGRAPHY.
LESSON

xxvrr.

An elementary sound is the simplest sound m the
language ; as, a, e, b, le.
·NoTE.-'rhese sounds, about forty in number, can be appreciatod only when represented to the ear. J.,et the learner be
taught to utter them distinctly, and be will then understand
the following classification:

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.
EXERCISE.-The following words contain the different elementary sounds in the language. Utter first
the word, and then the element, printed in Italics.
Vocals. - N-a-me, f-~-r, b-a-11, a-t; m-e, m-e-t; f-i-ne, p-i-n;
s-o-ld, m-o-ve, n-o-t; m-u-te, p-u-11, c-u-p ; f-ou-nd.

ELEMENTARY SOUNDS.

Subvocals. - B-at, d-og, g-o, }-oy, l-ije, m-an, n-o, so-ng, ba-r,
th-ose, v-oice, w-ise, y-es, z-one, a-zure.

ORTHOGRAPHY treats of elementary sounds, the letters which represent them, and t.he combination of
letters into syllables and words.

.Aspfrates.-F-aith, h-at, ar-k,p-ine, s-un, t-ake, th-ink, sh-one,
ch,ur-ch, wh-en.

What is English Grammar? How is it divided? Of what
does Orthography treat? Of what does Etymology treat? Of
what does Syntax treat? Of what does Prosody treat?

What is an elementary sound? How many elementary
sounds are there? Into what classes are the elementary sounds
divided? What are the vocals? What are the subvocals?
What are the aspirates?

6

.•

62

LESSON TWENTY-NINTH.

GREENE'S INTRODUCTION.

In the following examples; point out Pive Vocals.-Lr1ke, life, pet, sound, grove.
Six Subvocals.- Goat, boy, wife, star, jug, note.
Pi·ve A.spimtes.-Hound, kite, thing, sing, where.
I

LESSON XXVIII.

I'

I~

.

A letter is a character used to represent an elementary sound.
The English alphabet contains twenty-six lettersA a, B b, 0 c, D d, Ee, Ff, G g, H h, Ii, J j, K k,
L 1, M m, N n, 0 o, Pp, Q q, R r, S s, T t, U u, V
v, w w,
x,
y, z.
Those letters which represent vocals are called
vowels. They are a, e, i, o, u, and sometimes w and y.
'.l'hose letters which represent subvocals and aspirates are called consonants.
The consonants are -

x y z

Subvocals-b, d, g, j, l, m, n, r,
Aspirates-!, h, k, c, q, p, t, s.

Equivalents are those .letters, or combinations of
letters which represent the same sound; as, n-a-me,
g-ay, th-ey, v-ain, g-au-ge.
. A variable letter is one which represents several
different sounds; as, f-a-me, f-a-r, f-a-t, h-a-11, wh-a-t,
li-a-r.
A silent letter is one which has nb sound; as,
pe-a-rl, tho-ugh.
ExERCISE.-Tell which letters are vowels, and which
are consonants, in the following words : -

LETTERS.
L

63

Name, war, come, peace, tree, fish, good, live, old, sad, .
young, wine, said, yet, win, new, gay, day.

Tell which of the following letters represent vocals,
which sub vocals, and which aspirates:t, r,.v, a, f, g, m, c, d, k, p, o, w, s, h, y, x, l, e, j.

Give the sounds of a in name, war, bat, cabbage,
fare, all, what; of e in mete, met, they, there, her;
of i in pine, pin, sir; of u in mute, put, but, fur; of
c in mice, sacrifice, cat; off in fare, of; of gin give, go,
gem, George; of r in read, rude, bar, far; of sin sit,
sin, was, does, measure, pleasure; of x in wax, example.

v; z.
LESSON XXIX.

X is a subvocal when it is equivalent to gs, as in exist; and
an aspirate, when it is equivalent to .ks, as in wax.
W and Y are consonants (subvocals) when they precede a
vowel in the same sylln.ble; as, wine, wet, yes, yew. In all
other cases they are vowels ; as, few, lovely, bow, boy.

Two or more vowels may unite; as, s-au-nd, b-uoy.
Two or more consonants may unite; as, bl-e-nd,
thr-ee.
'

Whn.t is a letter? How nrnny letters are there in the English
alphabet? Name them. What are vowels? Name them.
Wh:it are consonants? Name them.

.What are equivalents? Give examples. What is a variable
letter? Give examples. What is a silent letter? Give examJ pies.
In what three ways may sounds be united?

COMBINATIONS OF LETTERS.

64

GREE NE'~

LESSON THIRTIETH.

I N T R 0 D U CT I ON .

A consonant may unite .with a vowel; as,
did, call.
A diphthong is the union of two vowels in ones
ble ; as, ou in sound, oi in voice.
A proper diphthong is one in which both vowels
sounded ; as, ou in thou.
An improper diphthong is one
vowels is sil ent; as, a in heat.
..
A triplitlwng is the union of three vowels in one
!able ; as, . eau in beauty.
A proper triphthong is one in which the three v~
are sounded; as, uoy, in bnoy.
An improper triphthong is one in which one or
of the vowels are silent; as t.lic ea in beauty, the '
adieu.
ExERCISE.-Point out the combinations in the
lowing words. Tell whether the diphthongs and
thongs are proper or improper:- .
.
'

"

I 1'

. Fear, ~ear, voice, so und, pi erce, r eceive, Europe,
v i e~, adieu'. beauty, _though, shine, when, whip, chip, p
chaise, arclutec t, motion, partitil, option, session.

OTE.-By vowel is here meant a vowel-saund, whether repreby a single vowel, a diphthong, or a triphthong.

i. Of a vowel;

as, ar<:re, ei-ther.
Of a vowel with one or more consonants prefixed; as,

· , bri-er, three, phthi-sis.
Of a·vowel with one or more consonants affixed; as, an,
, inter-ests, earths.

l Of a vowel with one or more consonants both prefixed and
; as, n-oo-n, tr-u-th, thr-u-sf.s.

! word consists of one syllable alone, or of two or
· e syllables united; as, faith, f a·i th-ful.
! word of one syllable is called a monosylla~le; as, ·
boy, care.

! word of two syllables is called a dissyllable; as,
ure, care1ul.

! word of three syllables is called a trisyllable; as, ,
u-ral, care1ul-ness.

·

! word of four or more syllables is called a polyr

LESSON XXX.
SYLLABLES AND

fhe essential part of a syllable is a vowel.

WORDS.

A syllable is a letter or a combin.ation of let
uttered with one impulse of the voice · as mat
.
' ' '
ter, ma-te-ri-al.

wlJai

What is a diphthong? What is a proper diphthono-?
0
an impr~per diphthong? What is a triphthong? Wha\,"
proper triphthong? What is an improper triphthong? W
a syllable?

\
I

Uable; as, un-nat-u-ral, con"sci-en-tious-ness.
! word in no way derived from another, is a prirni, word; as, form, watch.
A. word formed by j oining to a primitive some lotter
syllable to modify its meaning, is a derivative word ;

re-form, watch-Jul.
What is the essential part of a syllable? Of what may a
llabl~ consist? What is a word? What is a monosyllable?
at is a dissyllable? What is a word of t)iree syllables
ed? What is a polysyllable? What is a primitive word?
at is a derivative word?

66

____ _ GREENE'S INTR ODUC TION.

. LE SSON THIRTY-FIRST.

Al word
form ed by unitin()' two
·
o
or more
wons, IS called a compound word . as
h
fath er-in-law.
'
' watc
ExERcrsE FoR THE SLATE
.
·words mto syll ables : -

n·iv1.de

h

t e

Detec tion, in abiHty, commotion th
tated, th onghtful.
' oug b, relate, unp

~'ell which of the following words are pri . .•
wb1c_h derivative, and which compound:m'
Bright, fair, playful j oy!
.
·
. '
ess, mc ome, boo k-store,
capped iuk f: .
.'
' .01m,_ uni fo rm, house top, dreary.

F o1m derivative words from the~0 11 •
• •:
an d d
r
owmg prim1ti
raw a me under the added syllable or lett
H ope fea r pee
I ~
Cf
'
'
r, wear, i Orm grace poe t
F
'
'
., weep. •
orm compound words by joinin some a . •
g
pp1op
word to each of the following:Ches t, bank, fire, weed toll
k l
'
• wor , and, busy.

~

ETYMOL 'OGY.

Il

LESSON

xxxr.

.D EFI NITIO NS.

•

a. :T.Y~~OLOGY t~·eats _of the classification, deriva.
/ n ' a11ou~ rnodificat10ns of words.
' A word is the sign of an idea a nd . "th
or written
'
IS ei er spo

'
IiII

.

w~:hat is a compound word?
~t is a word ?
Of wh at does Etymology

Words ar e divided into eight classes, called Parts
Speech.
The Parts of Speech are, the Noun, the Adjective,
Pronoun, the Verb, the Adverb, the Preposition,
Conjunction, and the Interjection.
Anoun is the name of an object;. as> peach, Frank,
m.
An adjective is a word used to limit or qualify the
ing of a noun or pronoun; as, wise, sweet, this.
A pronoun is a word which takes the place of a
; as, I, he, who.
A verb is a word which expresses being, acti~n, or
e; as, be, run, sleep, is written.
An adverb is used to modify the meaning of a verb,
adjective, or another adverb; as, slowly, first, f ar.
A preposition is a word used to show the relation
· tween a noun or pronoun and some other word ; as,
ve, with, into.
A conjunction is a word used to connect either
ords, phrases, or propositions; as, and, but, or.
·The interjection is used to express some emotion of
the mind ; as, 0 ! alas ! ah !
How are . words divided? H ow man y parts of speech are
ere? What are th ey? What iR a noun? An adjective?
! pronoun? A verb? What is an adverb? What is a preition? What is a conjunction? What is an interjection ?

I I

68

GREENE'S INTRODUCTION.

LESSON XXXII.
NOUNS.

A noun is the name of an obj ect; as,
B oston, goodness.·
R~MARK l._ The word "object" is here used to denote every
species of existence, whether material or immaterial.
REir. 2. The n_ame of anything which has, or may be SUJ>posed to have an independen t existence, is a noun. H ence, the
name of a qunli ty, tak en alone, or apart fr om any object, ia a
noun ; as, brightness, smoothness.

I ,
I"'
I

t

I

1'

l:

Nouns are divided into two classes, Proper and
Comm on.
A proper noun is the name of an individual object;
as, James, Erie.
A eommon noun is the name which applies to each
indi vidual of a class of objec,ts; ·as, man; boy, house.
RElr. Unclcr the hend of co mm on noun s are commonly reek·
onccl Collective, Abstract, an d Verbal noun s.
A collective noun is one which, in the sin g ular, denotes more
tlrnn one ol\ject ; as, army, family , flock.
An abstract noun is the name of a quality or an action, consicle red npart from the object to which it belongs ; as, goodness,
virtne, wisdom, movement.
A verbal noun is a participle used as a noun; as, "He was
co nvi cted of stealing ."

W hat is a noun? ·wh at does the word " obj ec t" denote!
Wh en is the nam e of a q ualit.y a noun? IIuw many classes
of nouns are th er e? What is a proper nou n? What is a common noun? What is a collective noun? What is an abstract
noun ? What is a verbal noun?

__

r:=:-=-~::~:_=:_=::::::::~~----_- 69 \
-

LE SS ON THIRTY- SE COND.

Any phrase or group of words used to represent an idea
ihich oan be considered alone, is of the nature of a noun or
111bst:rntive; as, " To be good is to be happy."
EXERCISE.

(1.)

Select the nouns from the followiI!-g examples : Beattie, the son of a Scottish farmer, was educated at the
University of Aberd een.
.
The fath er of Michael Bruce was a weaYer m Scotland.
· Cyprus is an island in the Mediterranean.

Tell which of the nouns above are common, and
hich are proper. Why?
Write a sentence containing two common and two
proper nouns.
EXERCISE.

(2.) *

Point out the collective, abstract, and verbal nouns
in the following examples : The hunters di scove red a large herd of buffaloes.
The school was di smissed at twelve o'clock.
His greatness was excelled only by his goodness.
Lying is a degrading vice.
We should be forward in aiding the weak.

Change the following adjectives into abstract nouns:
Faithful, hopeful, rough, brittle, sour, better.
*Exercises marked (2) are to be omitted the first time going
through the book.

70

GREENE'S I

NTRODUCTION.

LESSON THIRTY-FOURTH.

LES SON xxxrrr.
To nouns belong P erson .,.r b
, .i.vum er, G ender, and
Case.
p

.

LESSON XXXIV.
NUMBER.

PER SON .

erson is that property of
shows its relation to th .
ka noun or pronoun which
R
e spea ·er.
.
• E:ir ,
A noun or pron oun m
.
himself, th e person s:po'· t b ust represen t either th e s11ea"/ctr
th.
"en o y the s
k
r
mg spoken of by the speaker II pea er, or the person or
the speaker, called person.
.
ence th e three relatioDB to

There are three
tl1ird.
, p ersons -

the first,

The first person denotes the speak ..
commander ·
h'
e1, as,
' issue t IS general ord "
er.
The second p er son d
b
enotes the person spoken to,·
as "Ol1ild
'Th . . ren, o ey your parents."
e tliird person denotes the
d'd
person or thing spoken of; as "Thon
zas I come " " Th
·
e harvest is'.
a bundan t." '
EXERCISE.

,, 11Tell• the person of the nouns and
io owmg examples : pronouns m the
Nero was a tyrant.
Ch"ld
Thi ren, obey your parents.
e ferryman took us safi 1
Babylon, how art thou fal~?n ~cross the river.
Th ou art the man.
·
:-ry brothers delig ht in surf-bathin
g.
' Pau l, myself, beseech you.
Wh at belong to nouns? WI
noun or .
·
ia t
pienoun r epresent? H
What does the first person den t
oe

or

.
------is person ? Wh
at must a
many persons are there r
Th e second ? The third 7

71

Number is that property of a noun which distin- 1
guishes one object from more than one.
Nouns have two numbers': the singular and the 1
plural.
The singular number denotes but one object; as,
horse, river, mountain.
The plural number denotes more than one object;
as, horses, rivers, mountains.
The plural of nouns is regularly formed -

I

1. By adding s, when the singular ends with· a sound that
can uni te withs; as, book, boolcs; tree, trees.
.

2. By adding es, when the si ngular ends with a sound that
cannot unite with s; as, box, boxes; church, churches.

, The plural of nouns is irregularly formed in various

n~.

II

I

1. Nouns _endin g in y, preceded by a consonant, change y , ,
into i and add es; as, fly , flies; berry, berries; body, bodies.
.If preceded by a vowel, the y is not changed; as, boy, boys;
toy, toys ; valley, valleys.
2. Some nouns ending inf and f e change these termin ations
to ve, and add s; as, leaf, leaves; loaf, loaves; wife, wives. So
also with calf, half, sheaf, shelf, life, thief, wha1f, wolf, elf, and
knife. Other nouns inf and fe form the plural regularly; as,
gulf, gulfs; roof, roofs ; fife , fifes .

I

I

I

What is number ? How many numbers have noun s?' What
is th e sin gular number? Wh at is, the plural? How is the
plural of noun s regul arly form ed? Give the rule for nouns
ending in y. Infandfe.

I

/!72

~~-G_R_E_•_E_N~E_'_s~r_N_T_R~O_D_u_c__T_I~O_N_·~~--

3. Nouns ending in o, preceded by a consonant, add es;
potato, potatoes; cargo, cargoes. If preceded by a vowel, s ia
added; as, fol io, folios; cameo, cameos.
4. The fo llowing plumls are very irregular: - Child, children; man, men; woman, women; brother, brothers, or bretA.
ren; mouse, mice; die, dice (d1:es, stamps) ; tooth, teeth; foot,
feet; ox, oxen; goose, geese; penny, pence, or pennies.
5. Proper nouns, most abstract nouns, and nouns denoting
subs tance, have no plural; as, Providence, goodness, wood,gold. Some times, however, we say, "the Stuarts," "tM
Johnsons."
6. In compo und words, if the principal word is placed firs~
it is varied to form the plural; as, courts-martial, sons-in-law;
but if placed last, the final word is chaBged; as, pailjulJ,
handfuls, &c.
, 7. Letters, marks, and figures are pluralized by adding 's;
as, th e a's, the 9's, the +'s.
~- Some nouns are used only in the plural ; as, tongs, riches,
scissors, oats, embers, ashes, bellows, drawers.
·
9. Some noun s are alike in both numbers; as, dice, sheep,
trout, dozen, swine, vermin, hose, yoke.
10. No uns derived from foreign languages retain their original plurals; a.s, automaton, automata; axis, axes; bandit,
IJanditti; beau, beaux ; cherub, cherubim; focus, foci; memcr
randmn, memoranda; nebula, nebulre; radius, radii;
strata. E XERCISE. (1.)

I
I

Write the plural of the following nouns, and
the rule for the termination:-

LESSON THIRTY-FOURTH.

. h no uns in the singular
Fill the following blanks wit
prober : - The -

is a noble animal.
__ i~ a virtue.
He bas met bis - · ·
The sun shines upon the __ is declared.

·

· h pl u:al .nouns ·. Fill the following blanks wit
_
take to themselves wmgs.
The __ are very lofty.
The __ were well attended.
Henry bas lost bis - - .
I am delighted with - .
EXERCISE.

(2.)

Give the plurals of the following nouns, with the
rules for their formation : tooth, spoonful, x, solemn,
Lady, day, ·1eaf, ho of, h ero, ox,
focus, fox, star, ally, alley, sheep.

Fill the following blanks 1. With proper nouns : _

·

descended the Alps.
crosseu the Delaware.

I visited - ·

2. With collective, abstract, or verbal nouns : __ on the water is pleasant.
The __ was disbanded.
The - - was scattered by the wolves.
__ is a vice.
__ goeth before a fall.
Our __ depends on ourselves.

Box, horse, glove, r ose, torch, grass, oak, watch.
Give the ru le for nouns ending in o. Name eight nouns
which have very irregular plurals. What kind of nouns have
no plural? Give th e rule for co mp ound wordR? What plurals take 's? Give five nouns used only in the plural. Five
alike in Loth numbers. :Five plural8 from foreign languages.

73

Give the number of each noun in the exercise.

7

174

75

. LESSON THIRTY-SIXTH.

GREENE 'S INTRODUCTION.

EXERCISE.

Tell the gender of the following nouns : -

LESSON XXXV.

Sailor, cap, lioness, captain, nun, widow, brother, sister,
r ie;i.Priest, wizard, countess.

GENDER.

e the feminine of -

G ender is the distinction of nouns m regard to

•.

sex.
There are three genders - the masculine, the feminine, and the neuter.
Nouns which denote males, are of the masculine
gender; as, man, lcing, hero.
N ouns which denote females, are of the
gender; as, woman, queen, heroine.
Nouns which denote obJects neither male nor female, are of the neuter gender ; as, tree, roclc, paper.

bap

·.T\li 1rnas~uline

Fill these blanks, the first two with com~on n~uns
in the masculine gender; the next two with proper
nouns, one masculine and one feminine; . the next two
'fith neuter nouns : - - - is patient.
r eigns king of beasts.
- - - was a distinguished poet.
_
entertained her guests with grace.
Ella has lost her - - - .
Harold is reading Cicero's--.

---LESSON

1. By using diffcren t words; as, bachelor, maid; boy, girl;
brother, sister ; f ather, mother.

xxxvr.

CASE.

2. By di_fferent terminatio ns; as, count, countess; actor, actress :· administrator, administratrix ; hero, heroine.

Case denotes the relation of a noun or pronoun to

3. By prefixes and suffixes; as, land-lord, land-lady; gentleman , gentlewoma n; he-goat, she-goat; man-servant, maidse rvn.nt. •

I

of -

., ~mpress , songstress, mother, sister, actress • .

R Eu.-Some nouns denote either male or female; as, parent,
child, cousin. Th ese arc said to be of the common gender;
but as th e gender must be eith er masculine or feminine, and
rnn.y genern.Ily be determined by the connection, the diotinction
is scn.rcely necess n.ry.
There n.re three methods of distinguishing the sexes :-

What is gende r ? H ow many genders are th~re?
noun s are of the maRc tili ne gender ? Of the feminine? Of the
neuter? What is said of the common gender? What three
methods of distinguishing the sexes?

'abbot, hero, tiger, heir, prophet, male, widower, husost, master, king.

I

other words.
There are .three cases-the nominative, the possesaive and the obJective.
The nominative case is the simplest form of the
How many cases are there?

What is the

GREENE'S

LESSON THIRTY-SIXTH.

Nom.
Poss.
•

FORMATION OF THE P OSSESSI VE.

The ·possessive singular of nouns is regular
form ed by adding an apostrophe ( ' ) and the letter.i
to the nominative; as, man's, Calvin's.
When the plural ends in s, the apostrophe only ia
adcl ed; as, boys', ladies'. But the apostrophe and•
are both added when it ends in any other letter ; as,
men's, women's, bretliren's.
HEM.-The possessive case is known by its form.
forms of the nominative and objective are alike, and must be
determined by their re.lation to other words.
DECLENSION OF NOUNS.

The declension of a noun is its variation to
number and case.
EXAMPLES.

Nom.
Poss.
Obj.

1. BoY.
Singular.
Boy.
Boy's.
B oy.

Obj. .

Nom.
Poss.
Obj.

3. JOHN.
Singular.
John.
J ohn's.
John.

Plural.
Flies.
Flies'.
Flies.

Plural.
wanting.

MODEL FOR PARSING A NOUN.

" The dog barks."
Do is a (1) noun ; it is the name of an object. . . .
g
(2) common; it is the name of each mdlVldual of a
class.of objects.
( 3) third person ; it is spoken of.
(4) singular niimber; it denotes but one.
.
(5) masculine gender; it is the name of a male . ..
(6) nominative case; it is the subject of a propos1t~on.
(7) Rule I. A noun or pronoun used as_ the_.subJect
of a propos1't'on
1
, must be in the nommat1ve case.
EXERCISE.

, · · examples ·. *Parse the nouns in. the foLowmg
England was invaded by the N9 rmans.
'l'he rain descended.
'l'he forests disappear.
.
I have seen Emily's pet fawn.

Plural.
Boys.
Boys'.
Boys.

What is the possessive case? The obj ective? How is the
possessive regularly form ed? Give the rnl e for the possessive
plural. Whieh case is known by its form? What is the deden sion of a noun? Decli ne Boy.

2. FLY.
Singular.
Fly.
Fly' a.
Fly.

Decline Fly.
barks."

.
John.

· th ~ sen tenc e' " The dog
Parse dog m

*The rules may be omitted the first time going through:

7*

78

LESSON THIRTY-SEVENTH.

GREENE'S INTRODUCTION.

· Limiting adjectiv es are divided into three classes - articles,
nominal adjectives , and numeral adjectives.

Theodore's horse is lame.
Rollo went into the garden.
The mountains raise their heads.
Florence loved little Paul.
Rollo sat by his father's aide

I

'I

The articles are a or an, and the.
The is called the definite article, because it points out some
ticul ar object; as, "the sun.~'
, or an, is called the indefi.nite article, because it does not
int out any particular object; a8, "a pen;" "an orchiird."
l.11 is used before a vowel sound, and a before a consonant
und; "a union," ''an hour,'' "a ewer," "an eagle."
.Pronominal adjectives are those which, without the use of the
article, may represent a noun when und erstood; -as, " T!tis
(book) is mine; that is yours/' •

1

LESSON XXXVII.
.ADJECTIVES.

An adfective is a word used to limit
. noun; as, "a good scholar."
I Adjectives are divided into two classes - limiting
and qiialifying.
I A limiting adjective is used to define or restrict the
I men.~i.ng of a noun, without expressing any of ita
qualities; as, the house, those men.
'. ·
A qualifying adjective is one which limits
mea1:ing of a noun, by denoting some property 01 .
quality; as, "a virtuous man;" "a large tree."

the

~E1r. 1.-To this class of adjectives belonnthe participle!
0
which hav: t~e signification of the verb, and the constructio1t
of th e a~JeC~ive. ~hen the participle . is placed before the
noun which it modifies, it is called a particip· ial aa· t' .
'V
r;ec ive, as,
.
ie rism~ si~n.
• hen it is placed after th e noun to which
· · · thl
it re btes, it is called a participle · as " the su
east." •
,
'
n riswg m .

"a . .

79

,,

RE1r. 2.-Any phrase or group of words added t
•·
·t ·
I'
.
o a noun w
imi '.rs ~pp ica ti on or r es trict its meani ng, is of the nature of
an adJcc tive; ns," The people of the United States of .America."

r

. W~a~ i.s nn a.dje:tive? How are adjectives divided? Wbai
is a lim1tmg adjective? What is a qualifying adJ' t" ? What
.
.d
~~
1s sru of th e participle?
·

. REM.-The principal pronominal adj ectives are :-This, that,
these, those, former, latter, which, whnt, each, every, either,
.either, some, one, . none, any, all, such, much, both,. few, first,
last, little, many, own, same, several, sundry, enough.
Numeral adj ec tives are those which express number; as,
011e, ·1wo, third, fourth.
. Num eral adjectives are divided into cardinal, which den ote
low many ; as, one, tu:o, three, &c.; and ordinal, which show
W1hfr:11 one of a series ; as, first, second, third, &c.
E XERCISE.

Tell the kind of adjectives in the following . senThese scholars are very studious.
Anne is r eading Roman history.
I saw a large flock of birds.
. Into what cb~~ are limiting adjectives divided? What are
tho arti cles ? What is said of · " the ?" Of " a" or " an " ?
When is " an" used? \ Vhen "a" ? What are pronominal
adjectives? What .are the principal pronominal adjectived?
What are numeral adjectives? How divided?

80

LESSON THIRTY-EI G HTH.

GREENE'S INTRODUCTION.

Two of the boys arrived pun ctually.
Dr. Kunc explored the Arctic regions.
Albert took the fi rst premium.
Few of the committee were present.
I am reading a very interesting book.

~ill. the blanks in the following examples
adjectives, and tell the kind of each:-

\

·'

- - men sit. at their doors.
· Th e - - wind brea th es ge ntly forth.
- - events cast th eir shado"Ws before.
'l'he traveller crossed the - - sea.
The nest contained - - - - robins.

LESS ON XXXVIII.
COM PA R I SON OF ADJECT IVES:

. There are three degrees of comparison - the positive, the comparative, and superlative.
~h e positive simply denotes a quality without com·
: panson; as, righteous, pleasant.

The comparative shows that one of two objects possesses a quality in a higher or lower degree than the
other ; as, " This tree is taller than that-'' " Theodore is less industrious than bis brother." '
The superlative shows that one of several objects
.

H ow. i:iany degrees of comparison are th ere? Wh at doea
t~e pos1t1ve de gr ee denote? The comparative? The superlative?

81

ferred to, possesses a quality in the highest or lowest \
degree, when compared with all the rest; as, "The \i
pine is tl1e tallest tree in the grove;" " This boy is I\
lhe least studious of all the scholars."
The comparative of monosyllables is r egularly
rmed by adding r, or er, and the superlative by
· ding st or est to the positive; as, wise, wiser, wisest;
iold, bolde.r, boldest.
'.l;he comparative of most adjectives of more than
on~ syllable, is formed by- prefixing rnore or less, and
the superlative, by prefixing rnost or least to the positive ; as, industrious, rnore industrious, rwist industrious ; dutiful, less dutiful, least dutiful.
irreguThe following adj ectives are compared
!&rly: Positive.
Good.
Bad or ill .
Much or many.
Li ttle.
Far.
Near.
Late.
Old.

Coniparntive.
Better.
W orse.
Mor e.
L ess or lesser.
F ar ther.
N earer.
L ater.
Older or elder.

Superlative.
Best.
Worst.
Most . .
Least.
Farthest.
N ea re~t or next.
L atest or last.
Oldest or eldest.

E XERCI SE.

Give the degree of comparison of the following
r.dj ectives :How are adjectives r egularly compared? Uow are adjectives of more than one syllable usually compared? Compare
good, bad, ill, much many, little, for, near, late, old.
F

82

GREENE'S INTRODUCTION.

LES SON THIRTY-NINTH.

83

~Vild, colder, mildest, innocent, most comfortable frail l ...

ac ti ve.

'

, e-

Compare-

..
LESSON XXXIX.

Brave, strong, honorable, useful, thr1"ft,Jv, cons1"d erable, sere

..

PRONOUNS.

MODEL FOR PARSING AN ADJECTIVE.

Faitliful

"'l'he faithful man will be rewarded"
an adJe~tive ; it limits or qualifies.a noun. ,
(;) qua'.i_(ymg ; it denotes a quality.
.
(" ) positive ~egi·ee ; it ex presses quality witbo~
com panson- com pared faitliful, more f aithfozt
most faitliful.
( 4) it belongs to "man."

is(~)

(5) Rule V. -An adjective or a participle belongs
to some noun or pronoun.
...

Parse t~'e ad~ectives in the following examples :~.
I ? ere 1s no proud er grave.
Hts deeds have rendered him immortal
They to iled throu gh th e Syria,n d eser~. ·
Solomon was the wisest of kings.
The breaking waves dashed high,
On a stern and rock-bound coast.
And th e woods, against a storm/ sky
Their giant branches tossed.
'
• Parse "faithful," as in th e model.

.

A pronoun is a. word which takes the place of a
noui ; as, " The farmer ploughs his field; he reaps
·. wheat, and gathers it into Ms barn."
, Pronouns are divided into three classes-personal,
relative, and interrogative.
A personal pronoun is used both to represent a
~oun, and to show whether it is of the first, second or
third person.
The personal pronouns are I, plural we, of th e first person.
.Tlwu, or YO'U, plural ye or you, of the second person.
He, plural they, of the third person, masculine.
She, plural they, of the third person, feminine.
It, plural they, of the thi1·d person, neuter.

The compound personal pronouns are Myself, oitrselves {first person); thyself, yourselves (seco nd
person) ; himself, herself, itself, themselves (third person) .

To pronouns belong Person, Number, Gender, and
Case.
Wh at is a pronoun? How are they divided? What is a
personal pronoun? Name the personal pronouns. Name the
compound personal pronouns. What modifications belong to
personal pronouns? Decline L thou, he, she, it.

84

GREENE'S INTRODUCTION.
DECLJtNSIO N OF PERSONAL PRONOUNS.

SECO ND PERSON.

S,.ingular.

The personal pronouns are thus declined :Fms T PERSON .

]{om.
Poss.
Obj.

S ingitlar.
I.

Plural.

Us.

Thyself.

Yourselves.

Obj .

Thyself.

Yourselves.

THIRD PERSON;

I

SECOND PERSON.

Singulai·.
N am.
Foss.

ObJ.

TumD PERSON.

Sin.qular.
1'-rnn.
I'nss.
Ouj.

Si11gi1lar.

Obj .

You . .

Masculine.
Plural.

H e.
His.
Hirn.
TrrmD PERSON.

1'-um
Poss.

Plural.
Ye or you.
Your or y~urs,

Thou.
Thy or thine.
Thee.

They.
Th eir or theirs.
Th em.

Feminine.
P lural.

She.
Her or hers.
H er.
Trrmn PERSON.

Th ey.
Their or theirs.
Them.

N euter.

S ingular.
N orn.
Poss.
Obj.

I~

Its.
It.

Plural.
They.
Their or theirs.
Them.

Fms T PERSON.

S ingular.
Noni.
Poss.
Obj.

Plural.

Myself.

Ourselves.

Myself.

Ourselves.

Plural.

N om.
Poss.
W e.
Our or ours.

My oi· mine.
Me.

.85

LESSON THIRTY-NINTH.

Singular.
Masculine. Feminine.
Himself.

---.

P6ss.
Obj.

Himself.

Plural.
Neuter.

Herself.

Itself.

Herself.

Itself.

---.

---.

Themselves.

Rim. 1.-0f the possessives, my, thy, her, our, your, their, are
ucd when the n oun is expressed; mine, thine, hers, ours, yours,
and theirs, wh en it is understood; and the ln.tter mu st be
ebnnged to the form er whenever th e noun is supplied. "That
book "is yours; this is mine." "That book is your book; this
is my book."
REM. 2.-"\Vhen mine, thine, &c., are used · a~ in the· above
uampl e, they seem to perform a double office ; first; to repreient th e speaker, bearer, or person spoken of, as a possessor ;
IJld, secondly, like other limiting or qualifying word's, when
lhe noun is understood, to represent or stand for that noun, not
&Sa pronoun do es, but as an adj ective.
Thus we S>ty, ." This
[book] is an arithmetic; that [book].is a geography." "Th e
Di<Jlent [persons] take it by force." " Mine [my task] was an
eagy task." Properly, neither of the above words is a n oun.
The first three ar e adjectives used to limit th e noun understood,
which follows them, and the last a perso nal pronoun in th e
possessive case, u sed to limit the noun task, understood. If it
is ever proper to say that this, that, or violent are used as nouns,
it is equally so of the word mine, not in its pronominal, but in
ita adj ective office.

When are my, thy, &c., used?
Explain the use of mine, thine, .&c.

When mine, thine, &c.?

t==========================~~====-=----' !
8

86

GREENE'S INTROD

MODEL FOR PARSING .A

UCTION.

LESSON FORTIETH.

PERSONAL PRONOUN

" Th b

•

,1 • •
e oys have lost th eir boat"
T.nezr
1s (l)'
·
9) a p1·onoun ; it stands for a noun
(- personal; it is used to r
.
its person.

87

epresent a n oun and tell

(3) it r e.pr esents boys fo r its anteced t
(4) declID ed (sing) No
en ·
u
•
m., be; poss., bis. obj' h"
(p l ura I) ~vom.,
th ey.
.
'
.,
th em.
' p oss., their or theirs; ol>j

(5) it is of the tl1ird p erson plur l
b
.
'
a num er masct£
g ender, beca u6e its irntecede
t .
'
. Ille
(6) R ule Ill-A prono
n is.
.
un must agree 'th .
dent in person n
b
w1 1.ts anteco.
• um er, and gend
(7) possessive case, and
limi t b
er.
.
(8) Rule VIL-A noun o. s oat.
..
.
r pronoun used t 1. •
other noun by d
t'
'
o 1m1t 1111.
.
eno IDg possession
t h e possessive case.
'must be .in

P arse the pronouns in the followin

Th k '
g examp
e ' IDg found him self·
Louisa has lost her gold IO gr~lat distress.
A
Id b
pen ci.
. r~o
etrayed hi s co untry.
I wish to visit them.
t
We are goi ng into the
G
.
coun ry.
ran ville will bririg it t
H ast tho u a star to guid: :~ path ?

Pars~ "their," as in the model.

l

..
es._.,
•

LESSON XL.
RELATIVE AND INTERROGATIVE PRONOUNS.

A relative pronoun is used both to represent a preedir!g noun called the antecedent, and to connect
ith it a dependent proposition ; as, "Those who wish
for favors, must assist others."
The relatives are who, which, that, and what.
Who is used to represent persons ; which and what
to represent things; and that to reJlresent both persons and things.
What is both an adj ective and a relative; as, " He
gave me what books I needed; - that is, " He gave
Ime those books which I needed."
REM.- What is both a r elative pronoun and a limiting adjective, and is equivalent to that or those, which. When the ante.cedent is expressed, what sho uld be parsed (1) as an ·adjective;
(2) as a r elative pronoun; as, ·" He go.v.e me what books I
wanted." When the antecedent is omitted, the indefinite noun
"things" m ay be supplied, and thus th e case is always as
above ; or, it may be taken (1) as an adj ective used as a noun ;
it is then itself the antecedent; (2) as a relative r elating to it8elf
as antecedent; as, "He gave m.e what I wanted."
1

The compound relatiyes are whoever, whosever, .
whichever, whichsoever, whatever, and wh.atsoever.
I
What is a r elative pronoun? What are the relatives? What.
are they severally used to represent ? What is said of the relative "what"? To what is it equivalent when the noun is
understood? H ow should it be parsed? Name the compound
relatives.
---- -

,,

88

GREENE'S INTRODUCTION,
LESSON FORTIETH.

The interrogative pronouns are used in asking
questions. Th~y are, who, which, and what.
The noun for which the interrogative stand's is
found in the answer; as, ." Who came?" .Ans. George.
2.- Which and wliat commonly refer to things, w
who always refers to persons. The former, wh en followed
n noun, are interrogative adjectives; as, " W!1at lessons ha
we to-day?"
REM.

DECLENSION OF RELATIVE AND INTERROGATIVE
PRONOUNS.•

Singulm· and P lural.
Who.
Whose.
Whom.

Singular and Plural.
Which.
Whose ..
ObJ.
Which.
What and that are not declined; whoever and whichever, wlWsoever and wkiclisoever, are declined like the simple prono1Jns
who and wliiclt.
·

Nom.

Poss.

MODELS.

"The man who is attached to religion, may be relied on."
Who is (1) a pronoun; it takes the place of the noun man.
(2) relative; it represents th e noun man as its antecedent, and connects with it the proposition "who
is attached to religion."
(3) declined-Noni., who; i)oss., whose; obj., whom.
( 4) third pei·son, sing. number, masc. gender. Rule III.
(5) nominative case, and is th e subject of the proposition, "who is attached," &c. Rule I.

i

What areintarrogative pronouns? Name them. Where is
the noun for which th e interrogative stands? When are which
and wl1at interrogative adjectives? Decline the pronouns who
and 10lnd1. 'Vlmt is said of the other relatives? Parse
"who," as in the model.

- -----

89

"I gave him what he wanted."
. .
.
used also· as an adJect1ve.
What is (1) a relative pronou~, l
to" things" understood, or
(2) as an adjective, it e ongs
" h"
" and is equimay be used as the noun t mgs,
valent to those. Rule V. "th"ngs" or to itself
(3) as a relative, it rel~tebs. to " a~d i~ equivalent to
.,..
u•ed as the noun ' t mge,
\

.

"

which.
. .
bird erson, plural num(4) as antecedent, it is of tbeb~ tiv!; case, and is the
her neuter gender, o ~ec
.'
f ve Rule VIII.
Object_ o
.
third erson, plural number,
(5) as relative, it is of(tRhel III p) and is governed by
neuter gender
ue
. '
wanted. Rule VIII.
. NoTE.- Th ese m odels ' with a slight change, answer for the
interrogative pronouns?

('~

EXERCISE. (1.)
. the following examples : Parse the pronouns m

born I loved, is dead.
.
My father, w
of who merits praise.
He best
r~r;o
Look
at can
thatbear
beaut1
u b u, tterfly ' which is sporting so gaily

in the sunshi~e. . b I mbarked, was wrecked.
The vessel Ill wb1c
e
~
I
ld not discover what he came or.
h" ?
cou
What have you done to im
Who have visited the panora.ma?
.
The man that attacked you, is arrested.
EXERCISE.

(2.)

, whic
· h' or whom can
" .
relative when w1io,
REM.-"
t ·. e when a noun can be
. •That1 is a It 1. s an a d.
'(}eC iv
be used m its P ace.
) .
. ne ,, In all other cases
placed af ter 1"t.'. as ' "That (glove is m1 .
it is a conjunction.
Parse "what.' '

8*

What remark upon the word "that?"

90

LESSON FORTY-FIRST.

GREENE'S INTRODUCTION.

Tell what p~rt of speech "that" is in the followin
examples : g
Give me that knife.
Do you like the horse that you bought?
~he l~wy er that I consulted, has left the city.
1 hat is my eldest sister.
How large that melon is!
I think that Cornelia will go.
The ~trange mun that Richard met, was a gipsy.
~velrne has gone to hear that celebrated singer.
orace_ hopes that he shall enter college ,next year,
That p1ct_ure that you admired, is sold.
I expect that that maohine that you examined, will succeed.

. \Vrite two sentences containing "that" as a relative; two, as an adjective; and two, as a conjunction.

LESSON XL!.
VERBS.-CLASSES OF VERBS.

A verb is a word which expresses beinO'
0 action or
state; as, be, read, sleep, is loved.
'
'
The being, action, or state may be affirmed, as:Umed or s d
abstra ctly ,· as' " Geo rge .runs,"' " George running;"
.
' ru11."
ue
"to
Wh en a verb affirms something of a person or• thing 't .
call:dfinite,
limited by the person and number
i:
subJect.
When
it
has
no
subiect
it
does
not
affirm
d.
'
r "t d
.
J
'
' an
18 no.
nm c ; and is, hence, culled the infinitive; as, "to run."

bci~g

'o~

What is a ~erb? How may the being, action, or state, be
used? What is a finite verb? What is an infinitive?

91

Verbs are divided, according to their use, into traniitive and intransitive.
A transitive verb requires the addition or' an object
to· complete its meaning; as, "James struck John."
n intransitive verb abes not require the addition
an object to complete its meaning; as, "The horse
.3erbs are divided, according to their form, into
reJdar and irregular.
A regular verb is one which forms its past tense
an<l past participle by adding " ed" * to the present
tense; love, loved.
An irregular verb is one which does not form the
past tense and past participle by the addition of ed
to the. present t ense ; as, see, saw, seen; write, wrote,
written.
A defective verb is one in which some of the parts
are wanting; as, may, might (participle wanting).
An auxiliary verb is one which is employed in the
~onjugation of other verbs; as, have, in "have loved."
· An impersonal verb is one by which an action or
How are verbs divided according to their use? According to
their form? 'Vhat is a transitive verb? An intransitive?
What is a regubr verb? What is an irregular verb? A
defective verb? An auxiliary? An impersonal verb?

*In every regu.lar verb the past tense 11nd past participle is
invariably formed by adding ed to the present tense. But in
such verbs as love, move, l-ive, &c., the final e is dropped before
the addition is made.

92

'
LESSON FORTY-S:li:COND.

GREENE'S INTRODUCTION.

~tate is asse:·ted independently of any particular subject; as, "it rains;" "it snows."

93

The active voice represents the subject as acting ;
as, "John struck William."
Here John is the subject, and. is the one who a.cts.

EXERCISE.

P oint out the verbs in the followin g examples, and
tell whether they are transitive or intransitive_
regular or irregular : The twilight deepens.
I have dug the gard en.
Gertrude is travelling in Europe.
H ave yo u read Everett's oration?
The sexton rings the bell.
The lady in vited her friends to visit her.
~he little boy is very fond of his rocking-horse.
I hey act charades.
Milton wrote P ar ad ise L ost.

. Write five sentences. containing regular intransitive, and five containing frregular transitive verbs.

LESSON XLII.

To verbs belong voice, mode, tense, number, and
person.
VOICE.

Voice is that form of the transitive verb which
shows whether the ~ubject acts, or is acted upon.
There are two voices-the active and the passive.
Wh at modifications· belong to verbs? What is voice ? How
many voices are there?

The passive voice represents the s1lbject as acted
upon · as, "William was struck by John."

He~illiam is

receiv

the subject, but he
. he action put forth by J oho. ·

d~es not act;

he only

T

passive form o} the verb consists of the verb
in its various modes and t enses, joined to
thJpassive participle of the verb ; as, "It is rf!,Oved;"
"It was rnoved;" "It will be rnoved."

'"ti be"'

· REM . 1.-Intransitive verbs have no passive voice.
s ·u ch
verbs as "I am come;" "Babylon is fallen," are not passive,
but intransitive, with a passive form.
R EM. 2.-Some verbs , usually intran sitive, become transitive
·when used with a ca usative signification, or with a noun of
kindred meaning; as, "They ran a tmin (caused it to run) at
the rate of forty miles an hour ;" "He ran a race;" " He sleeps
the. sleep of death." These verbs may have a passive form; as,
"The train was run," &e.

E XER CISE.

.Point out the verbs in the following examples-tell
which are transitive, and which are intransitive ;
which are regular and which are irregular; which are
of the active and which of the passive voice:Abraham sat in the do or of his tent.
, age.

He lived to a good old

What is th e active voice? The passive? Of what does the
passive form of the verb consist? What is said of intransitive
verbs ? Wh en are intransitive verbs used transitively?

94

GREENE'S INTRODUCTION.

May I live the life of the righteous.
Chaucer was buried in '\Vestminster Abbey.
Spenser was born in 1553.
The quality of mercy is not strained.
Ay, call it holy ground,
The soil where first they trod!
They have left unstained what there they found,
Freedom to worship God.
The stars were hidden by a thick -cloud.
Another race has filled these populous borders.
The melancholy days are come.
The brightnesti of their smile was gone.
Gro up after group are gathering.

LESS ON XLIII.
MODE.

J.Wode is the manner in which the being, action, or
state is asserted.
There are commonly reckoned five modes-the indicative, the potential, the sub}unctive, the imperative,·
and the infinitive.
The indicative mode asserts a thing as actually
existing; as, "Jam es loves ;" " William was struck."
'l'he potential mode asserts the power, liberty, permission, necessity, or duty of acting, or being in a

~a.t is m·ode?

How many modes are there?

~at1ve mode. The potential.

certain state ; as, "We can sing; "We may write ; "
ust read; ' "They should obey the law."
he sub}unctive mode asserts a thing-as conditional
or doubtful; as, "If he leave me;" "Though he
slay me."
The imperative mode asserts a command, an entreaty, or a permission; as, "Write;" " Go thou;"
"Be admonished."
The infinitive mode represents the action ·or state
as an abstract noun; as, " To write;" " To be seen."
EXERCISE.

To prayer! to prayer! for the sun hath go~e,
And the gathering dar~ness of night comes on.

11

95

LESSON FORTY-THIRD.

Define the :

Give the modes of the following verbs:The gentle needs the strong to sustain it.
Lead on I my orphan boy! It may bring to thee a joy.
· - - - - God hath spoken,
And the strong arm I leaned upon, is broken.
Thou wilt dream that the world is fair.
Canst thou bind the sweet influences of the Pleiades ?
Rend your hearts and not your garments.
T~ou gh he slay me, yet will I trust in him.
PARTICIPLES.

A participle is a word having the signification of
the verb, but the construction of the adjective; as,
"We found him lying on the ground." · "Having
written his letter, he sent it to his friend."
REM. 1.-The participle is so called from its participating
in the properties of.the verb and adjective.
Define the subjunctive mode. The imperative.
tive. What is a participle? Why so called?

The infini-

'j
I

'!'.

96

G R E E N E' S I N T R 0 D U C T I 0 N.

REM. 2.-Sometimes the participle, with the signification of
the verb, has th e construction of the noun; as, "Ile was engaged in reading_ Shakspeare."
There are properly two participles - the present and the
pe1fect; as, reading, having read; (being ) loved, having been
loved.
.
There are, however, three fo rm s commonly called partici·
pies-the p1·esent, the past, and the pe1fect.
E XAMPLES.

Present.
A ctive voice.
Loving.
P assive voice. Being loved.

Past.
Loved.
L oved.

P eif ect.
Having loved .
Havi ng been loved.

Rrn.-The form call ed the past participle was probably a
passive participle, having always a passive met1n ing; as, "Ile
has treas ures concealed." "He has concealed treasures." Thia
last fo rm of ex pression has come eventually to assume an active
mea nin g; as, "He has concealed his treasures." In this
chan ge of meaning, it has properly lost its character as a par-.
ticiple. I t never partakes of the properties of an adjective,.is
purely verbal, being associated with have in the predieatc, and
belongs equally to transitive or intran siti ve verbs. Yet, alone
it is not a verb, since it has no power to predicate. '\Ve can not
say, " H e written;" " '!.' hey eaten." I t is used with have, to
denote a completed act.

The present active participle denotes an action or
st ate, present, and in progress at the time represented
by the principal verb ; as, " We find, found, or shall
find him sitting in a chair."
What construction has the participle sometimes? How
many participles are there? Wh at three form s are commonly
used? What is said of the past participle? · What does the
present active participle denote ?

97 \I

LE SS ON FORTY-THIRD.

ends.i~

act~ve

. REM.-This participle always
ing,__and ba_s _an
\
~gnification,:rliW:lf ' either trans1t1ve ~r mtrans1t1vc: ~1ke
the other par
s, it dates. from the time of the principal
rerb, an<l not from the tiine of speaking.

The present passive participle denotes the re~ep~ion
of an act at the time r epresented by the principal
verb; as, "He lives, lived, will live, loved by ~11."
· The perfect active participle denotes an action _or
. tate completed at the time r epresented by the pnnpal verb ; as, "Having finish ed his speech, he sat
down."
REM~-The actual time of the completion may be prior to the
time denoted by the principal verb.

The perfect passive participle denotes the reception
of an act, past and completed, at the time represented 1
by tlie principal verb; as, "Having. been driven from
home, he enlisted in the army."
\
The action or state expressed by the participle may
be either predicated or assumed; as, " The horse is
running through the street ;" " The horse running
through the street."
EXERCISE

·, ,

(1.)

Give the active participles of Sit, lay, do, arrive, delay.
What remark upon the present active participle ? What
does it denote? What does the present passive participle denote?
What does the perfect active participle denote? What remark?
What does the perfect passive participle show? How .may the
participle be used?

9

G

.

.

';

98

GREENE'S INTRODUCTION

-~~~~~~~~~~---..'.'~__:._·

.

Give the participles ofThrow, write, destroy, ob tain.

Cla_ssify the participles iri the following examples:
~1~-~~ng c ros~eu th e river, I ascended th e mountain
soon overtook his father.
irgmm died, lamented by all.
·
I suw Em ily sitting by the window
H aving co me to th e shore, we moor~d our boat
Ilonu r los t, all is lost.
•
Having once been deceived, I could trust him no lon ~r.
See the me~dow, covered with flowers.
g . '

v· i i.p'. ru~urng very fast,

LESSON FORTY-FOURTH.

Truth, crushed to earth, will rise again.
,
Being defeated many times, they finally retired.
Havin g taken the city, the General gave it up to pillage.
The grnss hu.ving been mown, the hay-makers returned home.
Lawrence fell from the tree, in attempting to reach the nest.
Uttered not, yet comprehended,
I s the spirit's voiceless prayer;
Soft rebukes ~ith blessings ended,
Breathing from her lips of ail'.
I see th em, escaped fr om these peril s, pursuing their all but
desperate undertaking, and landed at last .on the icc-olad rocks
of Plymouth.

----

MODEL FOR PARSING A PARTICIPLE.

-

. 1-lav'.ng ~-ritten my letter, I directed it curefully.
Why?· F rom write
. (vmte,
.
wrote, written.)
(2) peifec: active_. Why? (Writing, written
havmg written.)
'
(3) belongs. .to "I"
Rule. -An a d'Jee t'1ve
· or
·
part1c1ple must belong to some noun or
· pronoun.

LESSON XLIV.

H aving written is (1) a par ticiple.

H e is occupied in teaching German.
is a participial noun · As a· transi"t,ive part-iciple
. . . it
· rTeaching
.
is
't 1s
. th 1r
" d pcr'
- rnnted
·
Iby German as its object. As· a 1wu1'., 1
>On,
smgu
neuter gender ' ob·~e c t"JVe case, and com1 t
h ar number,
.
ple
cs
t
e
relat10n
of
the preposition in · R u le. -A noun or
·
d
pb1 ~no~n use to complete the relation of a proposition is in the
o ~ect1ve case.
'
EXERCISE.

I

P arse the following participles : -

:
1

Ed ith w_ent on her way, singin g merrily.
In kee pmg his commandments, there is great reward.

~ :~·~-~-=ng written," as in th e model.

TENSE.

Tense denotes the time of an action or event.
REM.-An action may be spoken of without reference to its
continuance or its completi on ; or it may be spoken of as .incompl ete or as finished. H ence, arise different f orms of the
verb, which must be distinguished in connection with the time
of the action. Thus, in present time we may have, I read, I
am reading, I do read, I have read. So in past time, we have,
I read, I was reading, I did read, I had read.

There are th1'ee divisions of time - the past, the
'present, and the future.
Each division ha& two tenses - an absolute and a
\ rel~t,ive . There are, therefore, six tenses - three
absolute and three relative.
·

\

~

iVhat does tense denote ? Why do we have different forms
he verb to denote the same time? How many divisions of
e are there? How many tenses in each division?

---

100

G REENE'S

LESSON FORTY-FOURTH.

INTRODUCTION.

E XAMPLES.

Absolute. I write.
R elative. I have written.

I wrote.
I had written.

I shall write.
I shall have written.

ti The t enses
h are - the present ' th e present perfec.t
f:: /ast, t e past pe1ject, the futur e, the future per:
The present
tense represents what t ak es place in
.
t time ; as, " I see ' " " I am seeing," "I do
presen
,, "I
see,
am seen."
. llEir.-Present time m ay m ean the mom
.
.
it muy mean a period of time . I d"
cnt of speakmg, or
inot d
rnc u rng the mom ent of speak.
"' ; as, 0- ay, this week, this year.

The pres~nt pe1ject tense represents a
completed m present time. as "I i
past event
l
b
.
'
'
nave seen," "I
..
iave een seeing'" " I have been seen. "
REir .-Prese nt tim e in the erfect t
peri od including the time of p k " ense always embraces a
.
spea mg an d the tim · ·b·
the act or event is completed. The
. .
e m 'l'I ich
place prior to the tim e of
k"
compl etion of the act takes
spea rng, but always w "tl · ti · ·
assum
· . . tie
iin ie time
'
1 past should
' ed as pr esent' otl. 1er w1sc
bei used.

'Ihe past tense represents what took P1ace in time .·
wh o.,11 y" past '. as' " I sa'/J
. " " I did. j.
' ' " " I was seeing

see,
I was seen."
'
l Thcle ?as~ perfect r epresents a past event as com-·l
p' ete
i d
d b m time wholly past.' as ' "I na
seen " " I
na een
seeing
"
"
I
h
d
b
.
'
.
'
a een seen."
Give the examples · N·ime
tlle six
. tenses 'Vhat d
.h
'
present tense rep resent? ' Vhat d
··
oes t e
What does the present perfec t t
o dwe mean by present time?
.
ense enote? Wh t d
sent time in th e perfect tense em brace ? Wh t da
ues prea oes the past I
tense r eprese nt ? The past perfect?

.

__ I

The future tense r epresents what will take place
in future time; as, "I shall see," "I shall be.seeing,"
" I shall be seen."
The future perfect t ense represents an event as
completed in future time; as, "I shall have seen,"
" I shall have been seeing," "I shall- have been
seen."
The indicative and subjun ctiv~ modes have six
tenses each ; the potential, four ; the infinitive, two ;

and the imperative, one.
FOR MS OF THE VERB.

Transitive verbs have fo ur forms- the common, the emphatic,
the progressive, and the passive ; "I love," "I do love," "I am
loving,'' "I am loved."
IntranS"itive verbs may have three forms - the common,, the
emphat·ic, and the progress-ive; as, " I sit,'' " I do sit,'' " I am
sitting."
The common form represents a n act indefinitely, as a custom,
or as com pleted without r efer ence to its progr ess; as, "I love,"
"I loi•ed,'' " I shall love,'' " I have loved."
Th e emphatic form r epr eseuts an act with emph as is, or is
used in asking questions ; as, "I do write,'' "I did write,''
"Does he write ?"
Th e progressive form r epr esents an act in its progress, either
as yet unfinish ed; as, "I am writing," ·or, as completed; as,

"I have been u;ri.t:ing."

'!'h e passive form r epresents the r eception of an act; as, "I
am loved,'' "I was loved,'' "I shall be loved."
What does the future tense r epresen t!? The future perfect?
How many ten ses has each m ode.? How many forms have
tran sitive verbs? H ow many hrwe intransitive? 'Vhat is the
common form? The emphatic? The progressive? The
passive?

9*

'·.

101

102

GREENE'S INTRODUC .T ION.

.
h.'l'he
h nurnber
. ::tnd person of the ve1·b are properties
w l? show its agreement with the subject. Like the
subject, the verb may have two numbern and th
persons.
ree
REll.-The form of the verb "to be" ch
t h
I
anges o s ow the
num ber and
'
person.
n the solemn or scripturu.l style tb
second perso n singular, indic. pres., ends in 133t . as "Lo, .et
thdd'
ou me ?"
Tl1 e th 1r
· d person singular, commonly
' formed
'
ViJ.I
·
by
a ling s or es to the simple verb, assumes eth in the ~ol emn·
sty e ; as, "He goeth."

LESSON FORTY-FIFTH.

Charlemagne was beloved by his people.
Shepherd, lead on !
Thus fa.r shalt thou go.
If thy brother die, he shall rise again.
'rhou must go to rest.
He sunk to repose where the red heaths are blended.
Pale mourned the lily, where the rose had died.
His own mother would hardly have known him.
· Ida was walking on the beach.
'rhe sun will have set when I reach home.

---LESSON XLV.

EXERCISE.

Tell the tenses of the following verbs : Did you hear th e lecture ?
Archibald listen ed attentiYely.
It will not raiµ.
Au gusta had intended to go.
I have heard the Irish orator.
IMyTfather saw the constellation of the S ou th ern Cross
··
s heodore confident of success ?
my work when M aria
. arrives.
.
I shall have finished
.
Had your cousm read the book?
The hills were covered with snow.

Tell the tenses and forms of the follow·mg verbs :Th e paper is published in Bost-0n.
Sorrow is the common lot of man.
I do not mind the storm.
Ctirl to n has gain ed the prize.
Guy has bee n learning to skate.

. ......

. Wh at is said of the number and person of th
b? H
ow
is th e se d
·
. et hver
. per· formed ? H ow is
e third
son ? con person smgular

103

CONJUGATION.

The conjugation of a verb is the r egular arrangement of its several modes, tenses, voices, numbers, and
persons.
The conjugation of the verb is effected by a change
of its form or by the use of auxiliaries.
Rim . -The only tenses which change their form are the
prese nt and the past; as, sit, sittest, sits, sat, sattest.

Auxiliary verbs are those which are used in conjugating other verbs. They are .Present.-Do, be, have, shall, will, may, can, must.
Past.-Did, was, had, should, would, .might, could.

The principal parts of a verb are the present indicative, the past indicative, and the past participle.
What is· th e conjugation of a verb? How is the conjugation
of a verb effected? Vlhat are the only tenses that~han ge their
form? What are auxiliary verbs ? Name the auxiliaries in
the present tense? In the past? What are the principal parts
of a verb?

104

GREENE'S INTRODUCTION.

LESSON FORTY-FIFTH.

EXAMPLES.

Present.

Past.

Explain.
R eply..
Write.
Shine.
Hurt.

p AST PERFECT TENSE.

Past Participle.

Explained.
Replied.
Wrote.
Shone.
Hurt.

FUT.URE TENSE.

as be

'

Singular.
1. I shall or will be,
2. Thou shalt or wilt be,
3. He shall or will be.

.

PRESENT TENSE.

FUTURE PERFECT TENSE •

Plural.
We are,
You are,
'.!.'bey are.

POTENTIAL MODE.

PRESENT TENSE .

PRESENT PERFECT TENSE.

Singular.

Singular.

Plural.

1. I have been
2. Thou hast been
3. He has been. '

1. I may be,*
2. Thou mayst be,
3. He may be.

We have been
You have bee~
They have bee~.

Plural.
We may be,
You may be,
They may be.

PRESENT PERFECT TENSE.

PAST TENSE.

Singular.
1. I was,
2. Thou wast,
3. H e was.

Plural.
We shall or will be,
You shall or will be,
They shall or will be.

Plural.
Singular.
1. I shall or will have been,
We shall or will have been,
2. Thou shalt or wilt have been, You shall or will have been,
3. He shall or will have been. They shall or will have been.

INDICATIVE MODE.

l. I am,
2. Thou art,
3. H e is.

Yi' e had been,
You had been,
They had been.

1. I had been,
2. Thou hadst been,
3. He had been.

CONJUGATION OF THE VERB "TO BE."

Singula.r.

Plural.

Singular.

Explained.
Replied.
W:ritten.
Shone.
Hurt.

NoTE.-Let the pupil observe the forms of the
.
tenses,
learns the conj ugation of th d""'
e iuerent modes and tenses.

•

105 \\

Singular.

Plural.
We were,
You were,

-;~--;;-~:--:~~:-::-;-~-:-~-=-~~~'.l'.~h~.e~yi:._:w~e~re:·~~~~
'~h~ lprinc,,ipal
parts of "explain," "reply "
unt
cOnJugate
·
' " write," ,.
i .
'
•·
th e verb "To B ,,
"sGh1'.nvee

. e.

I

1. I may have been,
2. .Thou mayst have been,
3. He may have been .

Plural.
We may have b een,
You may have been,
They may have been.

*Conjugate with each auxiliary, or with all united, thus:
I may, can, or must be .

~1~0~6=-=-=-=-=-G=R==E=E=N===E=,=S==I=N=T==R=O=D==U=C=T==I=O=N=.===::.==~F=========L=E=S=S=O==N==F=O=R==T=Y=-=F=I=F=T==H=.=======-=1~
p AST PERFECT TENSE.

PAST TENSE.

S ingular.

Plural.

1. I might be,
2.

W e might be,
You mig ht be,
They might be.

Th ou mightst be,

3. Ile might be.

PAST PERFECT TENSE.

Singulai·.

P lural.

1. I might have been,
2.
3.

We might l;iave been,
You might have been;
Tiey might have been.

Thou rnightst have been,
H e might have been.

S ingular.
1. If I had been,
2. If thou hadst been, ·
3. If he had been.

Plural.
If we had been,
If you had been,
If they had been.

FUTURE TENSE.

Singular.
1. If I shall or will be,
2. If thou shalt or wilt be,
3. If he shall or will be.

Plural.
If we shall or v;:ill be,
If you shall or will be,
If they shall or will be.

FUTURE PERFECT TENSE •

•
SUBJUNCTIVE MODE.
PRESENT TENSE.

Singnlar.

Plural.
If we are,
If you are,
If they are.

1. If I am,
2. If tho u art,
3. If he is.

Singular.
·Plural.
I. If I shall or will have b een, If we shall or will have been,
2. If thou shalt or wilt have been, If you shall or will have been,
3. Ifh e shall or will have been. If they shall or will have been.

s UBJUNCTIVE MODE.

(Sub}unctive form.)

NoTE.-B esides the forms already given, the subjunctive has
another in the prese nt and past, peculiar to itself.

PRESENT PERFECT TENSE.

Singular.

Plural.

1. If I have been,
2.

If thou hast been,
3. If he b as been.

If we ha"Ve been,
If you have been,
If they have been.

PAST TENSE.

,,...
'

Singular.
1. If I was,
2. If thou wast,
3. If he was.

PRESENT TENSE.

Singular.
1. If I be,
2. If thou be,
3. If he be.

Plural.
If we be,
If you be,
If they be.
PAST TENSE.

P lural.
If we were,
If you were,
If they were

Singitlar.
1. If I were,
2. If thou wert,
3. If he were.

Plural.
If we were,
If you were,
If th1Jy were.

1.-1 108

LESSON FORTY-FIFTH.

GREENE'S INTROD .UCT ION.

ONJUGATION OF THE REGULAR VERB "TO LOVE."

IMPERATIVE MODE.

PRESENT TENSE.

Singular.
Be, or Be thou.

109

ACTIVE

Plural.
Be ye or you.

VOICE.

INDICATIVE MODE.

PRESENT TENSE.
INFINITIVE MODE.

2.
3.

PARTICIPLES.

Being.
PERI'ECT.

PAST.
Having been.

Thou lovest,
He loves.

PRESENT PERFECT TENSE.
Singular.
Plural.
We
have loved,
1. I have loved,
You have loved,
2. Thou hast loved,
They have loved.
3. He has loved.

Been.

SYNOPSIS is a short view of the verb, showing its forms
through the modes and tenses in a single number and person,
thus: In the first person singular, we have, IND. Pres., I am;
Pres. Per., I have been; Past, I was; Past Per., I had been;
Fut ., I shall be; Fut. Per., I shall have been.. PoT. Pres., I
may be; Pres. Per., I may have been; Past, I might be; oPa.il
Per., I might have been. Sun. Pres., If I am, &c.

•

PAST TENSE.

Singiilar.
1. I loved, ·
2. Thou lovedst,
3. H e loved.

EXERCISE.

In what mode and tense are the following?I am. He has been. If I were. You can be. He migh~
be. To have been. They were. He will have been. You
might be. She had been. You will be. To be. I must have
been. 'l.'hou art. If he be. If you are. They might have
been. We were. . I had been. Thou wast. He is.
Give a synopsis of" TO BE," in the IND. second person singular, s.ee. plur.,_ first per. plur., sec. per. plur., third per. plur.
PoT. third. per. smg., second per. plur., third per. plur. Sn.
.~ec . per. smg., sec. per. plur., third per. plur., first. per. plur.

I

Give the synopsis.

We love,
You love,
They love.

1. I love,

PRESENT TENSE. To be.
PRESENT PERFECT. To have been

PRESENT.

Plural.

Singular.

Plural.
We loved,
You loved,
They loved.

p AST PERFECT TENSE.

.

Singular.
1. I had loved,
2. 'l.'hou hadst loved,
3. He had loved.

Plural.
We had loved,
You had love.d,
They had loved.

FUTURE TENSE.
Plural.
Singular.
We
shall or will love,
1. I shall or will l ove,
You shall or will love,
2. Thou shalt or wilt love,
They shall or will love.
3. He sh all or will love.
Conjugate the verb "To Love,'' active-passive.

10

110

GREENE'S INTRODUCTION.
FUTURE PERFEUT TEN SE.

Singular.

Plural.

;· i·~lrnll or will have loved,
We shall or will have lov
~.
ou shalt or wilt have loved You shall oi· will have lov
3. Ile shall or will have loved. ' They shall or will have lov

LESSON FORTY-FIFTH.
SUBJUNCTIVE MODE.

111

(R egular form.)

PRESEN T TENSE.

Singular.
• 1. If I love,
2. If thou lovest,
3. If he loves.

P lural.
If we love,
If you love,
If they love.

PRESENT PERFECT TEN SE.

POTENTIAL MODE.
PRESENT TENSE.

•

Singula·r.
1. I may love,
2. 'l.'ho u mayst love,
3. He may love.

Plural.
1:V e may love,
You may love,
They may love .

PRESEN T PERFECT TENSE.

Singulai-.

Plural.

1. I may /lave loved,
2. Thou mayst have loved,
3. Ile may have loved.

We may have loved,
You may have loved
They mn.y have loved.

PAST TENSE.

Singular.

Plural.
If we have loved,
If you have loved,
If they have loved.

PAST TENSE.

Singular.
1. If I loved,
2. If thou" lovedst,
3. If he loved.

Plural.
If we .loved,
If you loved,
If theJ'. loved.

PAST PERFECT TEN SE.

Singiilar.
1. If I had loved,
2. If thou hadst loved,
3. If he had loved.

Plural.
If we had loved,
If you had loved,
If they had loved.

Plural.
FUTURE TEN SE.

l. I might love,
2. Thou mi ghtst love,
3. He might love.

We might love,
You might love,
They might love.

P A ST PERFECT TENSE.

Singular.

Plural.

1. I might have loved,
2. Thou mightst hnve loved,
3. H e migh t have loved.

We might have loved,
You might hnve loved,
1'bey might have loved.

· - - - - -- -.·

Siiigular.
I. If I have loved,
2. If thou hast loved,
3. If be has loved.

Singular.
l. If I shall or will love,
2. If thou shalt or wilt love,
3. If he shall or will love . .

Plural.
If we shall or will love,
If you shall or will love,
If they shall or will love.

FUT URE PERFECT TENSE.

Siugular.
Plural.
1. If I shall or will have loved, If we shall or will have loved,
2. If thou shalt or wilt have loved, If you shall or will have loved,
3. If he shall or will have loved. If they shall or will have loved.

112

GREENE'S INTRODUCTION.

' SUBJUNCTIVE MODE.

LESSON FORTY-FIFTH.

(Subfunctive form.)

PAST TENSE.

3.

If he love.

I. I was loved,
2. Thou wast loved,
3. He was loved.

Plural.
If we love,
If you love,
If they love.

We were loved,
You were loved,
They were loved.

p AST PERFECT TENSE.

IMPERATIVE MODE.

Singular.
Love, or Love thou.

Plural.

Singular.

PRESEN1' TENSE.

Singular.
I. If I love,
2. If thou love

Plural.

Singular.
I.
2.
3.

Pliiral.
Love,

01·

113

Love you.

I had been loved,
Thou hadst been loved,
He had been loved.

We h ad been loved,
You had been loved,
They had been loved.

INFINITIVE MODE.

•

PRESENT.

To love.

PERFECT.

FUTURE TENSE.

To have loved .

PARTICIPLES.

PRESENT. Loving.
PAST. Loved.
PERFECT. Having loved.

Singular.

Plural.

I. I shall or will be loved,
2. 'l'hou shalt or wilt be loved,
3. He shall or will be loved.

We shall or will be loved,
You shall or will be loved, I
T~ey shall or will be loved.

I

FUTURE PERFECT TENSE.
PASSIVE

VOICE.

INDICATIVE MODE.

PRESENT TENSE.

Singular.

Plural. .

1. I am loved,
2. Thou art loved,
3. He is loved.

We are loved,
You are loved.
They are loved.

Singulai·.
Plural.
I. I shall or will have been loved, We shall or will have been
loved,
2, Thou shalt or "l"l'ilt have been You shall or will have been
loved,
loved,
3. He shall or will have been They shall or will have been
loved.
loved.
POTENTIAL MODE.

PRESENT PERFECT TENSE.

Singular.
I. I have been loved,
2. Thou hast been loved
3. He has been loved. '

PRESENT TENSE.

P litral ..
We have been loved,
You have been loved,
They have been loved.

Singular.

1. I may be loved,
2.
3.

Thou mayst be loved,
He may be loved.

Plural.
We may be loved,
You may be loved,
They may be loved.

~============================'-1
lO*
H

114

GREENE'S INTRODUCT I ON.

PRESEN'!' PE!tli"EC'r TENSE.

Singular.

Plural.

1. I may have been loved,
'Ve may have been loved,
2. Thou mayst have been loved, You may have been loved, ,
3. He may have been loved.
They may have been 1.oved.

1.

p AST P ERFECT TEN

Singular.

1. If I had been loved,
2. If thou hadst been loved,
3. If he had been loved.

p AST 'l'ENSE.

Singular.
2.
3.

LE SS ON FORTY-FIFTH.

FUTURE TENSE.

Plural.

I might be loved,
Th ou mi ghtst be lo ved,
H e mig ht be loved.

We might be loved,
You mi ght be loved,
Th ey might be loved.

J/l,ural.
If we had been loved,
If you h ad been loved,
If they had been loved.

Plural.
Singiilar.
.
If I shall (Yr will be lond,
If we shall or
be loved,
2 If thou shalt or wilt b e loved, If you shall or will be loved,
3: If he shall or will be loved. If they shall or will be loved.

will

PAST P ERFECT TENSE.

Singular.

Plural.

1. I might have been loved,
W e might have be~n loved
.
~. '1'11ou m1ghts
t have been loved, You might have been ioved,'
3. ·He might have been loved,
Th ey mi g ht have b.ee n loved.
9

SUBJUNCTI VE MODE.

Singular.

(Regular f orm.)

P RESENT TENSE.

P lural.

1. If I am loved,
2. If th ou art loved,
3. If h e is loved.

If we are loved,
If you are loved,
If they are loved.

FUTURE PERFECT TENSE.

P lural.

Singular.

l. If I sh all or will have been If we shall or will have been.
loved,
loved,
.
2. If thou shalt or wilt have been If you shall or will have been
loved
loved,
3. If he shall or will have been If they shall or will have been
loved.
loved.
SUBJUNCTIVE MODE • .

(Subjunctive form. )

PRESENT TENSE.
PRESENT PERFECT TENSE.

Singular.

Plural.

1. If I have been loved,
2. If thou hast bee n loved,
3. If he has been loved.

Singular.

,,..

1. If I was loved,
2. If thou wast loved,
3. If he was loved.

If we have been loved,
If you have been loved,
If th ey have been loved.

Plural.

Singular.
1. If I be loved,
2. If thou be loved,
3. If he be loved.

If we be loved.
If you be loved,
If they be loved.

PAST TENSE.

PAST TENSE.

Plural.

Singular.

If we were loved,
If you were loved,
If they were loved.

1. If I were loved,
2. lf thou wert loved,
3. If he were loved.

Plural.
If we were loved,
If you were loved,
If th ey were loved.

116

GREENE'S INTRODUCTION.

LESSON FORTY-SIXTH.

117

IMPERATIVE MODE.

Singular.
Be loved, or Be thou loved.

Plural.
Be loved, or Be you loved.

LESSON XLVI.
IRREGULAR

INFINITIVE MODE.
PR ESEN T.

To be loved.

PRE SENT.

Being loved.

PERFEC T.

To have been loved.

PARTICIPLES.
PERFECT .

PAST (Pass rVE).

Loved.

H aving been love d.
EXERCISE.

Tell the mode, tense, voice, number, and person of
the fo llowing:She has lornd. I might love. We had loved. We had been
loved . Ile may have loved . . If I be loved. I love. He will
love. ·rre shall have loved. I have loved. Th ey shall have
loved. She is lovea. W e may be loved. You might have
bee n loved. If I love. If they love: They may love. We
wi ll lorn. I had loved. Thou hast loved. Thou wilt- have
loved. Thou art loved. He was loved. She will have been
loved.

Write or repeat a full conjugation of the following
verbs : Relieve, betray, defy, persuade, resolve, determine.

Conjugate two of the above verbs interrogatively,
two of them negatively, and two of them interroga1
tively and negatively. Thus : Do I love? &e. I do not love, &e.

Do I not love? &e.

~=====================:::)

VERBS.

.
h' h d es not form its
An irregular verb is o~e. w ic aoddin ed to the
ast tense and past part1c1ple by
g
'tt n .
resent tense; as, see, saw, seen,· w rite ' wrote ' wri .e ·
• t h e prmc1p
· · al parts of the
Th following list eontams
R
EM. e
b
h" h are mark ed R. have a1so
4ular verbs. Those ver s w ~? h are Italicized are either .
he,egular forms, a~d those w ic.
bsolete or are becommg so:. .
Past.
Past
Participle.
Present.
Abode.
Abode,
bide,
Been.
Was,
Am,
Arisen.
Arise,
Arose,
A waked.
!wake,
Awoke, R.
Born .
Bear (to bring f orth), Bore, bare,
Borne. 1
Bear (to carry),
B ore, bare,
Beaten, beat.
B eat,
Beat,
Begun.
B egan,
Begin,
B ent.
B ent, R.
Bend,
Bereft, R.
Bereft, R.
Bereave,
B esought.
Besought,
Beseech,
Bidden, bid.
Bid, bade,
Bid,
Bound. ·
Bound
Bind, Un-,
Bitten, bit.
Bit,
Bite,.
Bled.
Bled,
Bleed,
Blown.
Blew,
Blow,
Broken, broke.
brake,
Broke,
Break,
Bred.
Bred,
Breed,
Brought. '
Brought,
Bring,
Built.
Built, R.
Build, Re-,
Burnt, R.
Burnt,
R:
Burn,
Burst.
Burst,
Burst,

\
118

Present.

..-

Past.

Buy,
Bought,
Cast,
Cast,
Crttch,
Caught,
Chide,
Ch id,
Choose,
Chose,
Cleave (to others ), Cleaved, clave,
Cleave (to split) ,
Clove, cleft, clave,
Cl ing,
Clung,
Clothe,
Clad, R.
Co me, B e-,
Came,
Cost,
Cost,
Cree p,
Crept,
Crow,
Crew, R.
Cut,
Cut,
Da1:e (to venture),
Durst,
Dnre (to cltailenge ) R. Dared,
Deal,
Dealt, R.
Dig,
Dug, R.
Do, Mis-, Un-,
Did,
Draw,
Drew,
Dream,
Dreamt, R.
Drink,
Drank,
Drive,
Drove,
Dwell,
Dwelt, R.
Eat,
Ate, eat,
Fall, Be-,
Fell,
Feed,
Fed,
Feel,
Felt,
Fight,
Fought,
Find,
Found,
Flee,
Fled,
Fling,
Flung,
Fly,
Flew,
Forbear,
Forbore,
Forget,
Forgot,
Forsake,
Forsook,

L .-

LESSON FORTY-SIXTH.

GREENE'S INTRODUCTION.

Past Particip"le.

Bought.
Cast.
Caught.
Chidden, chid.
Chosen.
Cleaved.
Cleft, cloven, R.
Clung.
Clad, R.
Come.
Cost.
Crept.
Cr6wed.
Cut.
Dared.
Dared.
Dealt, R.
Dug, R.
Done.
Drawn.
Dreamt, R .
Drunk, drank.
Driven.
Dwelt, R.
Eaten.
Fallen.
Fed.
Felt.
Fought.
Found. ·
Fled.
Flung.
Flown.
Forborne
Forgotten, forgot.
Forsaken.

Present.

Past.

Froze,
reeze,
Freighted,
Freight,
Got,
Get, B e-, For-,
Gilt, R.
Gild,
Girt, R.
Gird, B e-, En-,
Gave,
Give, For-, Mis-,
'Vent,
Go,
Graved,
Grave, E ·
Ground,
Grind,
Grew,
Grow,
Hung,
Hang,
Had,
Have,
Heard,
Hear,
Hove, R.
Heave,
Hewed,
Hew,
JI id,
Hide,
Hit,
1
mt,
H eld,
With-,
\Hold, B e-,
Hurt,
\Hurt,
Kept,
Keep,
Knelt, R.
Kn eel,
Knit, R.
Knit,
Knew,
Know,
Laded,
Lade (to load),t
Laid,
Lay,
Led.
Lead, Mis-,
Left,
Leave,
Lent,
Lend,
Let,
Let,
Lay,
Lie (to recline),
Lit, R.
Light,
Loaded,
Load,
Lost,
Lose,
*Hang, to take away life by
t Lade, to dip, is regular.

Past Particip~.

Frozen.
Fraught, R.
Got, gotten.
Gilt, R.
Girt, R.
Given.Gone.
Graven, R.
Ground.
Grown.
Hung.*
Had.
Heard.
Hoven, R.
Hewn, R.
Hidden, hid.
Hit.
Held, holden.
Hurt.
Kept.
Knelt, R.
Knit, R.
Known.
Laden.
Laid . .
Led.
Left,
Lent.
Let.
Lain.
Lit, R.
Laden, R .
Lost.
hanging, is regular.

~

t·1
:<"14

11;,,

.

~ ·120

I

Present.
Past.
Make,
Made,
Mean,
Meant,
Meet,
Met,
Mow,
Mowed,
Pay, Re-,
Paid,
Pen (to enclose),
Pent,&.
Put,
Put,
Quit,
Quit, R
Read,
Read,
Rend,
Rent,
Rid,
Rid,
Ride,
Rode,
rid,
1
Ring,
Rang, rung,
Rise, A-,
Rose,
Rive,
Rived,
Rot, ·
Rotted,
Run,
Ran, run,
Saw,
Sawed,
Say,
Said,
See,
Saw;
Seek,
Sought,
Seeth e,
Sod,&.
Sell,
Sold,
· Send,
Sent,
Set, B e-,
Set,
Shake,
Shook,
Shape, Mis-,
Shaped,
Shave,
Shaved,
Shear,
Sheared,
Shed,
. Shed,
Shine,
Shone, R.
Shoe,
Shod,
Shoot,
Shot,
Show,
Showed,
Shred,
Shred,
Shrink,
Shrunk, shrank,

I

,.

'

GREENE'S INTRODUCTION.

Past Participl,e.
Made.
Meant.
Met.
Mown, R.
Paid.
Pent, R.
Put.
Quit, R.
Read.
~ent.

Rid.
Ridden, rid.
Rung.
Risen.
Riven, R.
Rotten, R.
Run.
Sawn, R.
Said.
Seen.
Sought.
Sodden, R.
Sold.
Sent.
Set.
Shaken.
Shapen, & .
Shaven, R.
Shorn,&.
Shed.
Shone, R.
Shod.
Shot.
Shown.
Shred.
Shrunk.

...,
LESSON FORTY-SIXTH.

121

Past Participl,e.
Present.
Past.
Shut.
Shnt,
Shut,
Sung.
Sing,
Sang, sung,
Sunk.
Sink,
Sunk, sank,
Sat,
Sat.
Sit,
Slew,
Slain.
Slay,
Slept,
Slept.
Sleep,
Slide,
Slid,
Slidden, slid.
Slung, slang,
Slung.
Sling,
Slunk,
Slunk.
Slink,,
Slit;
Slit, R.
Slit,
Smote
Smitten, smit.
Smite,
Sowed,
Sown, R.
Sow (to scatter),
Speak B(jo,
Spoke, spake,
Spoken.
Sped,
Sped.
Speed,
Spelt, R.
Spell,
Spelt,&.
Spent,
Spend, Mis-,
Spent.
Spilt, R.
Spilt, R.
Spill,
Spin,
Spun, span,
Spun.
Spit, spat,
Spit, Be-,
.Spit.
Split,
Split,
Split.
Spread,
Spread.
Spread, Be-,
Sprang, sprung,
Spring,
Sprung.
Stand, With-, &c., Stood,
Stood.
Stole,
Steal,
Stolen.
Stick,
Stuck,
Stuck.
Stung,
Sting,
Stung.
Stride,
Strode, strid,
fi'lridden, strid.
Struck,
Strike,
Struck, stricken.
Strung,
String,
Strung.
I Strive,
Strove,
Striven .
' Strow, or Strew, Be-, Strowed or strewed, Strown, strewn, R.
Swear,
Swore, sware,
Sworn.
Sweat, R.
Sweat,
Sweat, R.
Swept,
Swept.
Sweep,
Swelled,
Swell,
Swollen, R.
Swim,
Swam, swum,
Swum.

11

GliEENE'S INTRODUCTION.

Present.
Swing,
Take, B e-, &c.
Teach, Mis-, ReTear,

Tell,
Think, Be-,
Thrive,
Throw,
Thrust,
'!'read,
\Vax,
Wear,
\Veave,
Weep,
Wet,
Whet,
Win,
Wind,
Work,
Wring,
Write,

Past.
Swung,
Took,
Taught,
Toro, tare,
Told,
Thought,
Throve, R.
Threw,
Thrust,
Trod,
Waxed,
Wore,
Wove,
Wept,
Wet, R.
Whet, R.
Won,
\Vound, R.
Wrought, R.
Wrung,
Wrote,

Past Participle.
Swung.
Taken.
Taught.
Torn.
Told.
Thought.
Thriven, &.
Thrown.
Thrust.
Ti'odden, trod.
Waxen, R.
Worn.
Woven.
Wept,
Wet, R.
Whet, R.
Won.
Wound.
Wrought, R.
· wrung.
Written.

LESSON FORTY-SIXTH.

123

(5) common form; it represents nn net indefinitely,
&c.
(6) indicative mode ; it asserts IL thing as actual.
(7) past perfect tense; it represents a past event completed in past time, formed by prefixing had to
the past participle gone.
(8) I had gone, thou hadst gone, he hnd gone, :we
had gone, you had gone, they had gone.
(9) third p erson, singiilar number, b~cause Annti is.
\10) R ULE IV.-The verb must agree with its subject
in number and person,
To walk is a regular, intransitive verb, active voice (walk,
walking, walked), infinitive mode, present tense, nnd depends
on had gone. RULE XVI.
EXERCISE.

Parse the verbs in the following examples:Blessed are the pea.co-makers.
H omage should be paid to the Most High. ·
The Magna Charta Vl'aR granted to the English by King John.
The Mexicans were defeated by the Americans nt Buena
Vistn.
If you wish, I will show you the Royal Oak where King

MODEL FOR PARSING A VERB;

Anna had gone to walk.

Had gone (I) is a verb; a word which expresses being, action,
or state.
.
(2) irregular; it doeR not form its past tense and
past participle by adding ed.
(3) go, went, gone.
.
(4) intransitive; it does not require an object to complete its meaning.

, ,...

Give the form for parsing n verb.
nccording to the mod el, "T• walk."

P arse "IInd gone,"

Charles hid himself.
Crom\vell's name will be long remembered.
Should you like to take a ride?
The village bells are ringing merrily.
Lives of great men all remind us, ·
\V e can make our deeds sublime;
And, departing, leave behind us,
Footsteps in the sands of Time.

'I

!

I

tI

h"

GREENE'S INTRODUCTION.

LESSON FORTY-SEVENTH.

125

With these last may be classed those which answer the quesBow? in respect to quantity or quality; as, How much?
How good? such as, too, very, greatly, chiefly, &c.
Modal adverbs qualify the assertion, and not, like other
adverbs, that wl_iich is asserted. They are: yea, yes, verily,
truly, surely, undoubtedly, doubtless, forsooth, certainly, no, nay,
not, possibly, probably, perhaps, peradventure, perchance.
Conjunct·ive adverbs are tho~e which give to a dependent
clause an adverbial relation, and connect it with the verb,
adjective, or adverb which it modifies; as, "I shall meet my
friend when the boat arrives."

lion

LE SS ON XL VII.
ADVERBS.

An advei·b. is ~ word used to modify the meaning
of a verb, adjective, participle, or other adyerb.
EXAMPLES.

The stage started early.
He has undertaken a very difficult .task.
The su?, shining brightly, awoke me.
How wildly the old man talked!
be ~~~~-;!nstead of a ~in~le word, a phrase or proposition may
'd
o a verb, adjective, or adverb, to express an adverbfal
I ea; as, " Speak distinctly-with, disti'.nctness-so th t
be understood."
a you may.

Adverbs may be divided into four general classes~
adverbs of pla~e, of time, of cause, of manner.
Adverbs of place answer the questions Where? Whither t
Whence? as, liere, there, above, bel.ow, yoi'der,
.
1
b
•
somewhere, now1iere, ack, upwards, downwards, &c., &c.
Adverbs of time answer the questions Wh 2 Ht l
t d
ien ·
ow ong .t
How often 2 as th
frequently;
en, yes er ay, always, ever, continually, often, _

&c.'

Adverbs of cause answer tlie questions, Wh ?
as, why, wherefore, therefore, then.
y . Wherefore 'I
Adverbs of manner answer the q t'
Hi.
faithfully, fairly, &c.
ues w_ns, ow? as, elegantly,
What is an adverb? How may an adve b' 1 'd b
II
r m -I ea e ex- ow are adverbs divided? What
.
adverbs of place answer? Adverbs of time? i~~~~~: do
cause? Of m!tnner?
of
Pressed?.

'

COMPARISON OF ADVERBS.

Many adverbs, like adjectives, admit of comparison; as, soon, sooner, soonest; bravely, more bravely,
most bravely.
REM.-The following adverbs are compared irregularly:Positive.
Siiperlative.
Comparative
Worst.
Worse,
Ill or badly,
Less,
Least.
Little.
Farthest.
Farther,
Far,
Most.
Much,
More,
Better,
Best.
Well,
MODEL.

The stream flows most rapidly in the spring.
Rapidly (1) is an adverb of manner. Why?
(2) Compared, (rapidly, more rapidlyrmost rapidly);
superlative degree.
(3) It limits flows. Rule.~ "Adverbs are used to
limit participles, adjec~ives, and other adverbs." \
Wh!tt are classed with adverbs of manner? What are modal
adverbs? 'Vh!tt are conjunctive adverbs? Are adverbs compared? Compare ill, little, f(J;r, much, well. Parse "most rapidly," according to the model.

l'---

11*

LESSON FORTY-EIGHTH.

GREENE 'S INTRODUCTION.

I shall go befo re you arrive.
Before is a conjunctive adverb of tim e, and connects the
clause "before you arrive " with the verb shall go. RuLE XV.

P arse the following adverbs : The Athenians were always seeking some new thing
Man never loses the sentiment of his true good;
How novel, how grand the spectacle I
There, then, she had found a grave.
My mother died whon I was very young.
Go, where glory waits thee.
Kate wept bitterly.
Where s_hall we find rest?
I sabella gladly welcomed the early violet.
H enry rises very early.
The prospect is extremely beautiful.

LESS ON XLVIII.
PREPO S ITIONS .

A preposition is a word used to show the relation
of a noun or pronoun to some other word ; as, " He
sailed upon the ocean in a ship."

127

l
When joined to a verb,
as The r ays of the sun- So ar rays. h
.
lly o" the
'
b h d
dent p rase is usua
•
~djective , or adver ' t e epen
d ted with skilln:iture of an adverb; as, The case was con uc

skilfully.

The following is a list of the principal prepositions
in use:aboard,
about,
above,
according to,
across,
after,
against.'
along,
amid, or
amidst,.
among, or
amongs t,
around,
at,
athwart,
bating,

t'or,
before,
from,
behind,
in, into,
below,
'mid,
beneath,
'midst,
beside, or
notwithstanding,
besides,
of,
between,
off,
betwixt,
on,
beyond,
out of,
by,
concerning,_ over,
past,
down,
regarding,
during,
respecting,
ere,
round,
except,
since,
excepting,

through,
throughout,
till,
to,
touching,
toward, or
towards,
under,
underneath,
until,
unto,
up,
upon,
with,
within,
without.

MODEL.

REM.-The preposition always shows a relation between two
terms, an antecedent and a subsequent. The subsequent term
is called the object of th e preposition. The preposition and
obj ec t united form a depe ndent element of the sentence, having
th e antecedent term as its principal. When the dependent
element is j oin ed to a noun, it is of the nature of an adjective;

He has gone to New York.
..
· us ed to show the relation of a
To (1) is a preposition;
i't is
noun or pronoun to some other word.
th•e nou n New York and
. between
(2 ) -It shows the relation
the verb gone.
.
(3) RULE XIII.-A preposition is us~d to show the relation
of its obj ect to the word on which the latter depends.

Parse "befo re." What is a preposition? What is the object
of a preposition? What do the preposition and its object form?
Wh at do they express when j oined to a noun?

Wh at do th e preposition and its object express when ~o.ined
to a ver b , a dJ'ective • or adverb? Give the list of prepositions.

.. li .
't ,

----128

Parse the following prepositions : Cornelia heard the birds sing in the morning.
The winds will come from the distant south.
I shall be Queen of the May.
The hills are covered with a carpet of green. ·
We shall seek the early fruits in the sunny valley.
The love of money is the root of all evil.
From shore to shore, it was free.
On the shore stands a lovely cottage.

1

,!,

\\

·
th
which join dis ·\'\
Subordinate connectives are
ose
.
l
t . ns " I shall go when the stage 1'
1m1lar e emen s , ' '
. ,,
rnves.

. .

. .
wlien the stage arrives, a depenh
b 1 ll go It forms a
H cre when JOlllS the c1ause
·
·
·
·
ent exp ression, to its prmc1pa1' t e ver srta
,
~rt of the chuse which it connects.

p

•

•

.
l'""ays conjunctions,
Coordinate connectives ·ue a "
divided into three classes:antl may be
1 Copulative ; as, and, also, even.
· Ad ·bia.l ; as, /Jut, yet, still, howe~ .
2
. : Alt~tive; as, or, nor, either, neither.
3

LESSON XLIX.

.

Subordinate connectives are also _divided mto three

CONJUNCTIONS.

A conjunction is a word used to connect sentences,
or the parts of sentences; as, " The horse fell over
the precipice, but the rider escaped." "The horse
and rider fell over the precipice."
REM.-A p1tre conj unction forms no part of the material or
substance of the sen tence. Its office is simply to unite the
m:iterials into a single structure A mixed conjunction, or·
co nn ec tive, forms a part of the sentence, and at the same time
j oins the parts together; as, "This is the pencil which (both
object and connective ) I lost."

All .connectives (whether pure conjunctions or conjunctive words) are divided into two classes-coordinate or subordinate.
Coordinate connectives join similar elements; as,
J ohn and Jam es were disciples.
Here John and James are similar in construction, and have _a
common relation to the predicate.
What is a conjunction? How are they divided?
coordinate connectives join?

1'"'9

LESSON FORTY-NINTH.

GREENE'S INT R 0 DUCT I 0 N.

What do

.clas_ses :1.

T

7 t
hose which connect substantive clauses; as, that, t ia

connect ad;ect?'.ve clfl.uses ; as, who, which,
2. Those which
v
what, that .
· l causes'
1
· ash'ch connect adver bw
,
3. T hose w i
7
wh"ther wherever, whitlwrsoever.
p
Where w ience,
'
•
7
LACE.-Wl
' h ·z be l'ore ere until, till, whenever, w ienso-

not.

TIME. -

wn, w

i

e,

"'

'

'

.

ever.
·
z t t7 at
CAUSE.-For, becattse, as, since, es ' ' .
MANNER.-How, so as, so that.
:MODEL.

lato were distinguished philosophers ..
dP
t
~~-~
~ .
. ·
d to connect sentences, or
And (1) is a collj1111ctwn ; it is use
the parts of a se ntence.
(:\) coordinate, it connects similar elements.
ubordinate connectives join? How are coordinate
What. do sd. 'd d ?, How are subordinate connectives divided?
connectives iv1 e
Give examples of each kind.
I

.

lil30

GREENE'S INTRODUCTION.

(3) I t co nn ects Socrates and Plato.
(4) R ur,E XI. - Coordinate conjunctions are used to join
•
similar elem en ts.
Eith er Lucia or Julia will come.
E itltcr is a coordinate co11Junction (alternative), used as correlative of or.

Or is a coordinate co11Junction (alternative), and, with its correlati l'e eitltei·, connects Lucia and Jitlia. · RutE XI.

II.

Parse the following conjunctions:-

Cloud8 and darkness are round abo ut him.
I am debtor both to tl1e Greeks and to the barbarians.
Mordaunt neither spoke nor moved after his fal l.
My punishment i~ greater than I can bear.
_T~1ou art, and wert, and shall be a great, life-giving, life-sustarnrng potentate.
Oh! that those lips had language.
I hope that Edward will not be rash.

Write appropriate connectives m place _of the .
<lashes in the following : you have nothing to say, say nothing.
- - the cat is away, the mice will play.
it is his grave.
I shall love th e sea, S<tm uel - - his brother came to town.

I

LESSON FIFTY-FIRST.

The principal interjections are fie, pshaw,
Hey hurrah, huzza, aha, bah, ah, h o, 1o&challo,
.
•
itusb, ~laa, woe, alack, 0, hist, bush, mum,
MODEL.'

0 lightly, lightly tread.
. .
0 ( 1) is an inter;ection,
~'t ex pr esses some strong or sudden
·
f the mmd
·
emot10 n o
. · _ . with any other word.
(2) It has no grammatical relat1~n d
i dent and th e intcr( 3) Rule.-Th e nominative ::~i::1 :~1::ion t~ the rest of the
jection, have no gram
.
sentence.

Parse the following interjections:-

SYNTAX

---LESSON L,

LES SON L'I.

//

I NTERJECTIONS .

SENTENCES.

11'

An intei·fuction is a word used to
express some
strong or sudden emotion of the mind;
as;
"Alas! I
have chid away my friend."

~I
-

'"

I-lark! they whisper, ange 1s say, "Sister spirit
. I come away ·
W 0 for my vine-clad ho_me I
0 grave, where is thy vwtory I
Ah me ! how sad my lot I

-- -

.

What is an interjectfon?

•

SYNTAX t rca ts Of the Construction of sentences.
.
d .
A sentence is a thought expressed m wor s'
' " 'rhe winds blow."

Of what does Syntax treat? What is a sentence ?

r

32

LESSON FIFTY-SECOND·

133

GREEN E'S r ·N TRODUCTION

every sentence must contain, at lenst, one independent propo-

All sentences are either d
.
.
sition, it may contain any number of othe1·s, either pri11cip:tl or
;I imperative, or exclamatory. eclarative,,interrogative, subordinnte. · ' \Then proposi tions are thus combined, they are
called clanses. A clauRC, th erefore, is always a proposition,
A declarative sentence is on
.
thinrr . as "The t h .
e which declares some- but a propusitiot;t is nut always a clause ; it is som~times :in
"' '. '
rut will prevail."
.
entire sentence .
. An interrogat1've sentence is
.
A pro1Josition is the combination of a subject and a
I t1on; as "Wilt ti
b
one which asks a ques.'
wu e made whole ?"
predicate; as, "The ocean roars."
An i mperat-ive sente nee is
. one wh'. h .
The subject is that of which sometbing is affirmed ;
command . as "p t
h
ic expresses a
' ,, . u up t y .swor d.mto the sheath."
An exclamat
as, "The lilies fade."
. 01 y sentence is one ' h' l
.
The predicate is that which is n,ffirmed of the subexclamation . as " H
v ic 1 contams an
'
'
ow art thou fallen !"
ject; as, "The waves dash."
Exm~cisE .

. P oint out the differ~nt kind .
.
examples and const. t
s of sent ences m these
1
' ·
rue or select oth ers l'k
Th e h
.
e them:eat is oppressive.
.
H ow vivid i•· tl1 c 1·10' ht n1ncr1
.
'
n ~ I i cYe ye ' th·tt
M
d o I:>"
· I cau
tills ?
Cl11l dl'cn obey youi· parents
S
h:tll
· soil
. sanctified by the b rig
s ? th e Turk still poII ute the
. h test
·1;e11iu

REM.-The predicate is sometimes that which is denied of the
subject; as, "The door is not shut." .B ut to deny is only to
affirm a n egative. In general, affirin is h ere used to apply to
every species of proposition, interrogntive, impcrntive nnd
exc1nmatory, as well as declarative.

The subject usually represents some object, and the
\I predicn,te some attribute of that obj ect; as, "The
is sweet."
Attribiites are of three kinds : -

I\ apple

1. Those which denote the class of objects; as, beast, bird,

LESSON LII.

•
tree.
2. Those which denote the qnaWies of objects ; ns, good, old,

PltOPO S ITIONS.

sweet.
3. Those which denote the actions of objects; as, run, crawl,

E,·cry
.. sen t cncc must contain at 1
. .
propos1t10n . as "''I'' L d . east one prmcrpal
'
'
ne or re1gneth."
RE 1r.-A sub ordinate
· ·
·
as "If 1
' Pr opos1t1on
a sentence, but only a p·trt o1. e1ement
' ' ' of
10 cn me," i• not
T
-- a sentence . Whjlc

' '

Name the four differen t kinds
.
sentence 9 A .
of sente nces. .W hat is
I declamtive
.
a
A
. I
.
n int.erro o-ative? A
n imperative?
n cxc amatory? What mu -t
---=--·
s
~very
se
ntence
contain?
I
0

•

fly.An attribute may be represented as joined to an

object in two ways:Wh:it is s11id of clauses? What is a proposition? What is
the subject? The predicate? In whn.t sense .is the word
"t•flirm" h ere used? Wh••t do th e subj ect and predicate. usu·
ally represe nt? llow many kinds of n;tributes are there?
__:.:::.-:..:.::.:-:::: ~~--

12

- -------- --·---- - -

'\

134

1. I t mn,y bc assumed of·1t

ous repti les ,

I
?

LE:-~;;~~

GREENE'S INTRODUCTION

3. Point to any five obJects which you can see, and \\\
ell the class to which they belong, remembering that \
the common name of an object indicates its class. ·1i·
· e sea is
th
. . (See Lesson XV.)
Assume and. predicate each.

7 '
.
; as, blue sky ' roiig,i sea, p oison-

. 2. I t m ay be predicated of"t.
ou.g h; reptiles are p oiso nou s.i . ' as, The sky is ul·u·e. '.

When an attribut ·
said
· e. I~it. assumed
of an ob.
-. to modi+'.y
;; . or zimit
S ee L essons
is
V" VII ., itand

~ect,

Ix

When an attribute is
.
a propositi~:~dicated
of an object,
the
See Lessons
V., VII.,

::~disXfo.rm
,

RE;ir.-The
pr ed'icate consists oft
1
"
verb
wo
. ·t · to . be" called th e copula
d parts-some "orm of the
r u1 is ri:pe·" 'I'l1ese two
, an the attri·b ute ; as " Th
f
th
parts
in one' word·e
·b be combined
·
to ethpredi cate is then aI ways
a vemay
r ' which is itself eq . l '
e copula and attrib t .
So that th
.
e, as, The winds
.
mva ent
is either a verb '
=
roar
ing.
See Lessone ri"ed1ct1te
.
l
contams
t1 verb.

~

orr~:? m:e

Thus:-

This obj ect, a pencil.

scholar.

Yellow, smooth co1d

2. Name any qua1·ities
· which b I
Tree, brook, gold cl

ssume and th

A

'

d e ong to these
ou s sponge
,
' rose.

Charles is a scholar.

objects:- Birds, fishes, children, serpents, dogS.
Assume and predicate these actions of appropriate
objects::Fly, slide, weave, run, play, study, drive.

5. Which of the following combinations are propo- 1
sitions?

~o

'fhe snow is fallii:igTrees falling.
lee melts.

\.

Change these last examples, predicate the assumed,

\

--

objects:

.
In how rnuny ways ma a
When th e attribute .
y . n t1ttnbute be joined
said wh en th e ,att· n·1rnte
is
what is rme dto?anWh
object?
t1
.
18
e prcdi c·ite
.
ssum
ed
?
Of
h
·
at 1s
'
consist?
Wl
t
ow
many
t
th
these two parts are com
· bmed?
. ia remt1rk upon th e predicate
_pn.r swhen
does

A white horse.

and assume the predicated attributes.

I

\

LESSON LIII.

.
en predicate as above.

~red1cated,

Which are not?

The U1en are idle.
The se tting sun.
The stars twinkle.
}:'n.le ink.

..
se qualities:

'
' pure, c1ear, wild be
ssume
and
then
.
' avy.
A fo . .
amples
. ~red1cate them. T eII which ex.
rm p1 opos1t1ons.

•

Charles, a

. 4. Name any appropriate actions for the followfog

EXERCISES.

1. Name any ob'~ects which contain the

'fhis object is a pencil.

CLASSES OF PROPOSITIONS A.ND SENTENCES.

Propositions are divided into two classes-principal

iIt-

\ and subordinate.
1

Into bow many clt1sses are llropositions divided?

1 --

-

,

:===========~=========~~~~=:===~~-·1
.~~~~- --~-~-R-;-E-~-E-~~-~~-T~~~;-~ TI 0 N .
LE SS 0 N FIFTY-F 0 UR TH·
137 \)
" When the wind blows, the trees
·
leading assertion : it is that on which the subordinate end "
. two or more similar
~
·
t ce contams
dep ends ; as: " When spring comes, the flowPrs will A compouJl,d sen en
. d blow and the trees
. .
.
. " The wm s
bloom."
ropos1t1ons , as·
A subordinate proposition is one which, by means end."
EXERCISE.
of a subordinate connective, depends upon some part
·
. the following exercise
a re
of the principal proposition ; as : " When spring
T ell which sentences m
d which are compound:
comes, the flowers will bloom."
simple, which are complex,. an
. d· kness of night comes on.
The gathenng ar
will be postponed.
EXERCISE.
If it should storm, the lect~re b"ldhood and he returned no
Herman left the home of his c I
,
Separate th e following sentences into their propositions, and t ell which are principal, and which are
more.
ily along.
d th
. f 11 and the moon silvere . e
The waters dance ga
subordinate : ·
.
ht
be
(J"an
to
a
,
"
.
The dews ot n1g
The vessel which he hn,s so long expected, has arrived.
·ruined abbey.
d . childhood are still dear to us.
'
P eter the Hermit, who preached the first crusade, wati a na, •rbe scenes wh.icli we love rn
tive of Ami ens, in Frnnce.
I tho ught tlrnt Eugen in. was sincere.
-While I \1"as musing, the fire burned.
LESSON LIV.
I will write when my mother has arrived.
I slrnll not sail fo r Europe until the winter has passed.
ELEMENTS OF SENTENCES.
Norrnn,n !ms lost the watch which his fat her sent him.
ntence are its component parts,
·where thou gocst, I will go.
, The elements of a ~~
d its relation; as: "The
Propositions of the same kind, that is, both princieach st[Lnding for an i __:_:nthe alarm ·--:--when he
pal or both subordinate, are said to be similar ; those
sh eph erd gave
rvolf,,
..
of different kinds are said to be dissimilar.
.
. d the approach of the '
.
d1scover e
.
le becomes an element only
A simple sentence contains but one proposition;
·
7ier d , ·I~ this examp So, gave becomes an e1emen t
NoTE.Shep
as : " The wind blows."
when it is put in rel~t1011 to t;~~;rd and so of the others. The
A complex sentence contains t wo or m or e dissimilar
. 'I b virtue of its relation to s ie
'
.
Y
· ? What are the
.
d sentence contarn ·
W'h at is n, principrtl proposition? Wlrnt is a subord inate
What. does a compoun E lain the (J"eneral method of an[}.- \
xp
"
)'
elements of a sentence?
proposition? What are sim ilar propositions? Dissimil:u· ?
·wimt docs a simple sentence contain? A complex?
\ lyzin-' a sentence.
- - · - - ---- --·- - -·-· ·- - -- · - - -- - · -- - -- - - ------ - ~:::=::::::--======----

A principal proposition contains the principal or ropositions; as :

!

.

12 *

I

I

l ,

.I I

138

LESSON FIFTY-FOURTH.

GREENE'S INTRODUCTION.

learn er should bear in mind that a tZ
.
separated into its ·seve rol
' iought
.. i'd eas '· as
t .I S analyzed, when·
scpa rntcd into th e ex . .
',.
en ence is analyzed wheri
:pi essions ior those ideas "'h
.
. .
se ntence above' w e ha ve ,.iour prmc1pal
. d · '-d us, m the
I eas an
the snine
numb er of expressions. Wl
did th e shep herd dog
wwgave ? The shepherd, What
JVl
·
·
ave.
hat did he · ?
.
· ien did be give it? When h .
give
T he alann.
wolf The 1
e discovered the approach oif th
·
earner should unite ·
e
which ex press th e idea.
m one group all tb l:l words

G

1. All elements a.~e divided
.
rank or relation to each other in acc?rd~ng to their
ord·i nate ; and when t'
to kmd . and .sub-[
vo of th'e same
t hey are coordinate w1'th
h h
are umted,
eac ot er.

pri~cipal

I
If

139

~

plying number agrees in number with the noun; as: " These
ot th i ;) books ;" the verb agrees in number and person with
e .subj ect; as: "I walk;" the predicate noun or pronoun
rees in case with the s'ubject; as, "I am he," So also the
in apposition. The government of the superior term is
ected either directly; as, "Solomon's temple ;"- or by means
a connective; as, "The temple of Solomon." So also of the
ifective case, ·~\Ve saw him," "\Ve looked at him." So of the
bjunctive mod'e, " Should it rain, I shall not go;" "If it

un

,,

'

i\

l\

'wi:ld rain, I shall not go ."

RuLE IL-The subordinate element always modies or limits the principal.
That is, it restricts a general to a particular application ; as,
The people (not all people, but those) of Maine."

RuLE UL-Coordinate elements neither govern
Thu s, eve ry se ntence must have a
.
. .~ u bJ e?t and a predicate ; .
hence these two are principal .
teD ceinay a l so havean d" • ' as · Pu p1ls st Uy.
d " A SC nor modify each other.
a Ject1ve element
1• •
That is, the one in no way affec.t s the case, mode, tense, num,h
and an adverbial element
'an ° )j ect1 ve element
1 ese three d
·r
·
d
•
r,
p erson, agreement, or application of the other ; as, "He
upon and mod 1 Y the other two '. hence tliey are subordepen
·
· form ed you and me." Here, me is not in the objective,
- - PU PI LS - - STUDY
mate
;
as
:
Faitli/ul
- - grammar
,.r,
';! ' J
because it is coordinate with you, but because it is the direct
that a sentence may co t . fi - . - .careJully. It \I ill
1'C · seen
·
n
am
ve
d1st1n
t
l
object of informed.
prm c1pal, and three subord·ma te .
c e emcnts, two
NoTE.-Th cse three general principles involve nearly all the

I

l

~1

\iI

I

. The influence which one e1ement has
over another , · particul ar i·ules of Syntax.
m construction may be
expressed b th .c 1 · 1
2. All elements are divided according to their narules : Y e lO lowrng 1
, ture and use into substantive, adjective, and R-dverbial.
R uLE L-The principal ]
I
governs the subordinate. e ement always controls or I
EXAMPLES.

That is, it causes th e subordin ate eitb
or to take some particular case, mo de or ert to agree
T with itself•
call ed agreement '· th e latte
'
ense.
he form
er . is
' r, governrnent. Thus • the
a d"Ject1ve
: How are elements divided acco rdin
.
t10 n ? Wh n.t are coo rdiriate elements t~~h e1r rank or relaat are the principal elements of a se ntence ? Ru le I. .H
ow does the principal
element control th e subordinate ?

f

WORDS.

PHRASES.

CLAUSES.

Song.
To sing.
That one should sing.
Substant' e.
Wise man . Man of wisdom. Man who is wise.
,Adjective.
Rising early. At sunrise.
When the sun rises.
\Adver bial.

I Give Rule II. Rule III.

How are all elements divided
\according to th eir nature and use? Give the examples.
I

I

I

1 ~1~4~0~==~G~R~E~•~E~N~E~'~S~I~N=1='=R=O=D================1=========================~================1
141

l

UCTION .

LESSON FIFTY-FIFrH.

th eNo'l'E.-To
learner has
classify
only clements
to ask i nccordin g t 0 then
. . natiire
.
and use,
speech it is; nnd in ens f' n cnse of a word, what part of
spccc it
. would be if the
' sc 0 a'dgro up of words • wh a t pnrt of
· resse Yone wor~
h
'
ame 1 ca were exp
db

EXERCISE.

Point out the different kinds

A simpl!l element of the first class is
. a single
.
word r epresent•0 both an idea and its relation ; as, Good - - boys dy grammar carefully. H ere ench word reprents not only a di stinct idea, but also its r elation to another

ea.
A simple e1ement of the second class is a phrase consisting

.

two word s, one r epresenting an idea, and the other its rela-

,,.,,,,,tin,

. h
examploe, and tell
. of_ ele,.en t' m the-. " ; M, " J ohn '''"' ;. hop,." He.,,if we
, ubm·dioat" w1nc am pnnmpal and wbieh
wlation
will
oot
be
,.,,..,.,,.;
"John Ii"''""";"
w•
ave out hope, the idea will be wanting,
"John lives ifin.''

°''

Cli nton will go to the sea-s'd t
oth must be r epr esented by separate words, in the simplest
ing.a-morrow ·
ssible form of the element. Hence, th e difference between
1 e
Tl spbs lung
· surf is refr
' esh
10
Yesterday,
the word of Cresar might h
element of the first, and an element of the second class.
world.
ave stood against the imple elements of the second class are usually the infinitive,

P""""·

. Tim" of gmt"'t 0>lomity ,.d oonfo .
, tbe P'"'l'"iti<m and it. oqjeo! t<<kon togoth«. Tho
tive of the greatest minds
sion have been produc-· hen composed of the copula and attribute, is properly an ele, he hall
'l'

a:

the.mansio n. is spacious.
The lawn in fr ont extends to the
Th· e rest Iess waves over whi ch Si'rsea.
" ' ' 11'
fortune, still glitter
in tlie sun b earn s. " 1 1am Pepperell sought
.

ent of the second class.
A simple element of the third class is a clause consistine: of a
't ·
to
ese t a ide a d a co' t · t 1·
't
roposi ionas, "I
r eprknown - n that
a he
, n.went." 1.1wc
we, o this
s 1owwith
1s
relation;
Compare

Asthe
we hall
ascend
the staircase ' pa10t1Dgs
· ·
rate
window.
of angels' heads deco-

lhe two prece d'!Dg.

~

EXERCISE.
~rr~~ isda har.dy plant ; it flouri sheth in every soil
.
(}"\\ ,in prec10us are the w 0 1·ds w1uch
the lips of· Wisdom
u tter.

LESSON LV .
ELEMENTS CON TI N UED .

. 3. Elements ar e divided, accordinO' to their form
'
mto the first, second, and third class:s.

\

Classify the elements in the following examples :Jam es w:i.1ked through the garden.
Though he was rich, yet fo r our sakes, he became poor.
A peace which consult.s the good of both parties, is the
surest, becnuse both parties are in terested in its w eservation.
The army marched slowly forward .
The Greeks took Troy by stro.tagem .
Honesty is the best policy.
Wh at is a simple .element of the first class ? What is a
simple element of the second class ? What ar e they usUally?
What is a sim ple element of the thil'd class?

\ .

142

GREENE'S INTRODUCTION.

L ESSON FIFTY-SIXTH.

143 .

4. Elements are divided according to their .~tate o
d truth are the habitation of his throne.
Ri ghteousness nn. . .
,· h leasure.
condition, into simple, complex, or compound.

,."t

.P steps he departed from
Evu. accepted the rn v1tat10n
With trembling limbs and in tenng
'
A simple element is a single expression for an idea and i
relation, witho ut modification or addition. I t may be eith
his desolate home.
ld f ind is the printing
of the first, second, or third class ; as, "We left - - earl
The lever which moves the wor o m
'
- - at dawn - - as day dawned.
The unm odified subject is called the simple or grammati
We closed the dim and lifeles~ eyo,
subj ect; the unm odified predicate, the simple or grammatical
W
oothed the parted h rur;
predicate, and so of a ll th e other elements.
.
And
the sleeping form with flowers,
A complex element is a simple element modified by one or
B ut no bright soul was there.
more elements subordin ate to it. It is of th e first, second, or
third class when th e simple element called its basis, is of the
first, second, or th ird class; as, We left very early -at
early dawn - as day fi1·st dawned in tlte east. (Compare these
examples with the preceding. )
·
LESSON LVI.

I

~::ked

The mod ified subject is called the complex or logical s.ubject,
an d so of all other elements.

A compound element is tbe union of two or more coordinate,
si mple, or complex elem ents. The component parts may be
ei th er of the first, second, or third class; as, ·we are employed - early and late. We are employed - at noon and aJ
niJht. We were travelling - wlten the wind was blowing
furiously , and wlten tl1e storm was beating a,qainst our cai·~1:age.
/
The coord inate subjects taken together are called tl\e com.
pound subj ec t; and so of all the other elements.

I

EXERCISE.

Classify the following elements : The dying king tried every remedy in vain.
Clouds and darkness are round about him.
1

-

How are clements divid ed according to th eir state or condition? What is a simple element? WJ1at is th e sim ple subj ec t? Pred icate? Wh nt a complex element? What is the
modifi ed subj ect called? What is a compound element? What
: ~s th e compoun d subject?

i.~

c _ _

-

DEJ<'IN ITIO NS A ND RULES.

To construct a sentence, is
· to combine its several
elements.
-.
te it into its
To analyze a. sen tence' is to separa
several elements.
. t t ell wheth er they are
l . :+:y sentences, is o
. .
I(1)Tsimvle,
o c assiJ;
complex, or compoun d ,. (2). decla1·a~zve, inIterrogatzve,
, . impe1
. .ativ· e' or exclamato1y.
. . to change its form,
m
transform a sentence, . IS
•
'
•
su1Jpressing,
or sup. hJ.. O by
altering transposing,
r
.
e1t er any of its
. e emen ts ' without materially changmg
Iplying

L

I
I 1

i

I the

meaning.
. to expcess the same
To
reconstruct a sentence, is

thought in other words.
What is it to construct a' sen tence ? To analyze it? To
To transform a sen tence? To reconC1!1881·rJ sentences?
l struct it? ·

1.

.
.

. I

·f 144

LE SS ON FIFTY-SIXTH.
GP.EENE ' S I N T RODUC TIO N .

oth er noun or pronoun, is put by apposition in

To par.9e a sentence, is to name the class (parts of
spe ech) of each of its words, and to give their modifications, relations, agreement, or government, and the.
rul es fo r their construction.
'l'o correct a sentence, is to alter it so as to make
it conform to th e rules of construction.

~~LE VII.

tho::\

A noun or pronoun used to limi_t another noun \
denoting p ossession, must be in the possessive case .

RULE VIII. A noun or pron~un us~d as the ?bje~t of a tra.ntive verb, ·or its participles, must be m the obJ ective c~s~ .
R u1.E IX. Adverbs are used to limit verbs, ·participles ,
djectives, and other adv erbs.

.

.

The Rules of Constru etion are the principles estn.- R ur.E X. The nominative case independent, and thii interJeC'on, h o.ve no grammatical r elation to th e other parts of . th e
blished by the usages of th e language. They arc th e
ntence.
following : Coordinate conjnnctions ar e used to connect '

R uLE XL
R u LE I. A nou n or pron oun used as th e subject ofa propo·
imilar elements.
siti on mu st be in the no minative case.
Rm.E XII. When a verb or pronoun r el ates to two or m or e
R u1.E II. A noun or pron oun used as the attribute of a pra- oun s conn ected by a coordin ate conjunc~i ~n,-.
e in
position afte r the finite verb to be, or an y in transitive or pussi've
(1 .) If it agr ees with th em taken conJointly, it mu st b
Ycrb, mu st be in the nomin ative case .
· the plural nnmber.
·
t b
(2.) But if it agr ees with th em taken separately.' it mu s e
R uLE III. · .A pronoun mu st agree with its antecedent in
of th e same number as that which stands n ext .to it.
•
ge nd er, n umber , and person.
(3.) If it agrees with one, and not th e other, it must t a.lie the
R ur,E IV. The verb mu st agre~ with its subjec t in number
.
number of that 'One.
and pe rso n.
R uLE X III. A preposition is used to show the r el ation of
R uLE V. An adjective or participle mu st belong to so me
its object to the word on which the latter depends:
noun or prono un ; as, . " The gu·ilty man;" "The man was
R uLE XIV. A noun or pronoun used as th e obJect of a preguilty." Or, mor e specifically,(1. ) An adjective or par ticiple- used as th e attribute of a pro- position, must be in the obj ective ca.se.
R uLE XV. Subordinate connectives are used to join dispositinn after the verb to be, or any intra nsitive or passive verb,
belong;s to the subject; as, "The tree is tall." " To see the ,· similar elements.
sun is pleasant." "Wh er e the fo ods will b e obtained is 1 \ R ULE XVI. The infinitive has the con struction of th e n01.m,
with the signification and limitation~ ~f t~e ~e~b, and_ when
doubtful."
dependent, is govern ed by the word which it limits.
.
(2.) An adj ective or participle used to limit or quat\fy a
R uLE XV II. Par'.ic~ple,s ~ave th e con struction of adj ectives
noun, l>eloogs to the noun which it modifies; as, "An upright
and nouns, and are limited hke verbs.
.
j ud ge." " Five boxes." " T he good old m <in."
Ru LE VI.

I.

A n oun or pron oun used to explain or identify

W hat is it to parse a sen tence? To correct it? Give Rule
Rule II. Rule III. Rule IV. Rule V. Rule VI.

~

1

Give Rule VIL Rule VIII. Rule IX. Rule X . Rule XL
Rul e X II. Rule XIII. Rule XIV. Rule XV. Rule XVI.
Rule XVII.

13

K

\

}

-

146

LESSON FIFTY-SEVENTH.

GREENE'S INTRODUCTION.

(3.) (Subject wanting.) -

LESSON LVII.
SIMPLE SENTENC~S-ELEMENTS OF THE FIRST CLASSWORDS.
An element of th~ first class is a single word.
CONSTRUCTION OF THE SUBJECT.
The
. construction with the
r subject is a I ways put lil
pr~ icate, and by the following rule : ULE I. A noun or pronoun used as
.
of a proposition must b . h
.
. the subJect
" n
e m t e nommative
vaesar conquered Gaul.,,
case ; a.s,
. umversal.
.
. ltEM
. .- Tl.us ru I e 18
' Vhate
.
.
ver 18 used
as the
subJect, whether a letter ' a syll a bl e a pI1 rase
I
.
0
nature of a noun, and must b · .' th
'. r a. cause, 1s of the
e m e nommat1ve case.

CauTION.- Never use the objective as th 811 bj"
Say, I did it-not Me did it.
e
ect of a finite verb.

I. CONSTRUCTION.-Construct :fi . h
like each of the folio"'·
. (1)
ve ot er sentences

"mg m

and (2) : -

( 1.) ( Subject and predicate expressed ) T. . .
.
Ida walks. Jesus wept K"
. ·
ime flies. She reads.
9

•

(~.) lletu
(Sub. understood.)
rn. Behold.

See.

rngs r eign. Fruit ripens. I live
Come St d
·
·
u Y· Awake. Arise. Go.

MODEL.-" Come" is a sentence. .
.
.
"thou,"" you" or" ye" Tl
' its subJect lS understood. I
·
rns, supply " Come thou."
'
Wi th what. is the subject alwa
.
.
Ru le I Th e .
k
. 'ys put 10 construcLion? Give
·
remar upon it. The caution.

study. -

drink.

play. - - frisk.
MoDEL.-" Buzz" is not a sentence; it bas no subject. I
add " bees." Thus, " Bees buzz."
(4.) (Parts to be combined.) Wind roar; he speak ; she sit ;
it snow.
MoDEL.-" Wind r oar" is not a sentence ; the parts are not
combined. I change "wind" to "winds." Thus, "'Vinds
roar.''

2.

ANALYSIS.-Analyze-the prece.ding s~ntences.

MoriEL. - "Time flies" is a se~tence; it is a thought ex·
pressed in words. "Time"· is the subj ect; it is that of
which something is affirmed. "Flies" is the predicate;
it is that which is affirmed of the subject.

3. · PARSING.-Parse the subj ects in the preceding
examples.

4.
CAUTION AND EXERCISES.

buzz. -

147

(See Model, p. 77 .)

CLASSIFICATIQN. -Classify (1) the preceding

sentences; (2) their elements.
Thus, "Time flies" is a simple, declarative senilence; simple, it contains but one proposition; declarative, it declares
something. "Qome" is a simple, imperative · sentence.
Why? The subject and predicate in each is an element
of the first class, eaclt being a single word expressing an
idea and its relation.
NoTE.-Classification, analysis, and parsing may be combined. Thus, "Time flies" is a simple, de~larative sentence.
"Time " is the subject, and". flies" is the predicat~; both elements of the first class. " Tiine" is a common .noun, &c.

5.

TRANSFORMATION.-Transform the preceding

sentences.

--

148

149

LES S ON FIFTY-EIGHTH·

GREENE ' S INTRODUCTION.

(1.) Change them to interrogative.

Thus, " Does tim e fly?"
(2.) Ch:rnge them to imperative, and point ont the trans;xr
sitious . T h us, "Fly tho u, time."
( ~. ) Chnnge them to exclamatory.
" H ow tim e flies!"
(4.) In (2), suppress the subject and nominative independe11t.
Thus, " Fly."
(5 .) Change the number, person, and gender (wh en it can
be don e) of the. subj ects, and exp1ain tb e consequent changes
in the predicate. Substitute pronoun s for each of the subj ectnouns, :ind cxp bin th eir agreement by R ule III.

.
b
st be in the nominative
transitive or passive ver 'mu
·z 7 ·s "
" It . he ·" "·They are phi osop ie1 •
ase ; as,
is
' .
..
. RULE v. SPECIFIC RULE (I.)

us~d ~,st!h~ea.:t:~u:~Yo~:r~:~ft~:i:i:

An adj ecti.ve
&
fter the fimte veI b
'
.
.
" The war
.
passive
verb , belongs to the subJect ' as,
was sanguinary."
'th "ts subj e'ct
R uLE IV.-The verb ~ust agiree w~. '~Thou art
6. CORRECTION. - Correct by the Caution the
. as " am;
in number an d per son '
'
foll owing examples : sitting."
Claud an d mo are going toge th er . Him that is studious will.
RULE IL-CAUTION AND EXERCISES.
improve. Lionel will find the lost lamb sooner th an me. Who
told you that sto ry ? Him and her.

I

'but

I kn ew it as well as her.

i Th em are the books I wanted. Did they say wh om was comi ng?

l\!oDEL. -" Claud and me are going together" is incorrect,
because the objective prono un
is made th e subj ect of
the verb " are going." It should be (see Cau tion) "Claud
and I are go ing together."

me

Correct any improper expressions which you have
heard to-day.

""ev- .u se the obiective as the attri

.m ~·

e.

Say "It

'J

is I" not "It is me."

'

l like the follo°"'Construct five other examp es
(" n 1) and fill the blanks :

1.
.
mg

i
'
)
G0 ld is a metal. It is she.
(1.) ( Sub. and pred. expressed.
. I P anama is an isthmus.
It is ·
.
.
d - i s he. (2.) ( Subject wanting.) -1san1slan.

is a merchant.
·
Borneo
(3.) (Attribute wanting.) B oston is a - ·

LESSON LVIII.

- · It i s - .
·
. ) G orge (4.) ( Copula wanting.
e
an apostle · N ero - - a tyrant.

CONSTRUCTION OF THE PREDICATE.
The predicat e is put in construction with the subj ect by one of the following rules : R ULE IL-A noun or pronoun used as the attribute
of a proposition after the finite verb "to be," or any
With wh at is the predica te put in construc tion?
IL

CAUTION .

Give Rule

2.

b th
my ro er.

0

lS

an

P au l -

·

Analyze, classify, and parse the forego!ng sen-

tences.

· sen t enc e ·
,, .
· le declarative
MoDEL.-" Gold is a metal, lS .a s1mp ' "is a metal" is th e
Wh y ?· " Gold" is the subject,h and z and " meta1,, l. S
pred1ca te. " Y ? "ls" is t e copii a,
le IV. The caution under Rul.i II.
Give Special Rule. Ru
-_ .J

.

13*

'"h

151
LESSON FIFTY-E!GHTlL

150

GREENE'S INTRODUCTION.

the140.)
attribute.·*
. a common noun, &c. (Model,
"Is" ". Gold" _is
p.
is an 1rregul
. t
.
Model , p . 140 . ) "l\i eta!" is aar m rans1tive verb ' &o,
(
son, siugulai· number neut
cdommou noun, third . perlt .
d
'
er gen er n.nd n . .
is use as the attribute after " . ,;
~mmat1ve ca8e.
3 'l' ,
is, n.ccordmg to Rule II
.

.

I

verb, imperative roode, present t ense, second person singular, and agrees with "thou," understood. (Rule IV.)
"Active" is an adjective used as the attribute after "be,"
and belongs to "thou," understood. (Rule V.) Special
Rule (1), "An adjective used as the attribute," &c.

3. Transform any of the foregoing examples as in
ansform any of the £ . .
.
o1 ego mg examples as , the previous Lessons~
~oo.
'

m the previous Le

t.

Correct the following examples : -

. tisIt me.
is?
is notWhom
them. is it?

1

RULE v.

It is h'im.

SPECIAL RULE

Whom do you think it

RULE rv.-CAUTIONS AND EXERCISES.

CAUTION I. .Avoid the use of a singular verb with a plural
snbject, or a plural verb with a singular subject. Say, "Where
were you? Not, "Where was you." "Eacb of his brothers

(1)
· - E XERCISE.

was well." Not1 "each were well."
CAUTION IL Be careful not to use the wrong verb, as, set for
si t; lay for lie; co me for go; nor the wrong form, as, done for
did; wrote for written; nor the wrong tense, as, see for saw;
Delays
e d angerou"
Ile ar
might
1
b,. George- was lame. They will be · give for gave; nor improper contractions; as, ain't for are not.
rich.
'\Vh o was merciful?iaveBe een
. . W e were successful.
ac tivedeceitful
1. Construct five other examples like the followcontent.
· Will they be peaceful? Be

. .
: -Construct five other examples like the followmg

NoTE.-Let the T.eacher if he d
.
.
exampl es with the subject' att 'b eems it necessary, add other'
t~~ pupils be req uired to ~se r~. ut:, or copula wantin11;. Let
s1hons of th eir own .
a Jech ves as attributes in . propo-

2. Analyze, classify and parse the
examples :
'
preceding
MoDEL.
active "d is
· a simple
~"h
·
.
n Y?- "Be
"Thou"
.·
' imperative
sentence
·
un erstood 1s the b.
.
su ~ect. Why? "Ile
active " is the predicat f
"
.
' e, o which "be" · h
. an irregular,
. is t e intransitive
copula and
·* act1 ve" th e attribute. "n e " is
The predicat e, wh en formed of th
properly an element of the second cla e cop~la and attribute, is
most conveniently d"1scussed here bss,t bemg
·
.11 a phrase · It is
proper place hereafter.
.
' u wi · be found in ita

. ing:W ater flows. Kings have reigned. Vice degra-des. Will
winter come? Read. James may have written. Isa'bel sings.
Begone, wretch l
·
NoTE.-Let the T each er require other examples, if necessary,
giving the subj ects, and leaving the predicates blank, &c. See
previous lessons.

2. Classify, analyze, and parse the preceding
examples; also, those you have constructed.
•
NoTE.-For models see the preceding.

3.

Transform the preceding sentences.

Change
:..

Give Rule IV.

C[1ution I.

-

-------

Caution II.

(

I·

- 152

j

GREENE'S

INTRODUCTION.
LES SON FIFTY - N INTH.

the modes t
. ' enses, and forms of th
synopsis of the verbs.
e verbs. Give
4· Correct (0 ·
I Th ,
aution I.) the following
l
II ere 8 ten of us going. W
examp es :

153

REM. 1.-The limiting adjective is usually place d before the
alifying; as, " This old man;" " This valuable hint."
REM. 2.- A or an belongs to nouns in the singular number;
"A book·" "an apple." But before few hundred and
en ry need not b
as you sli el tered fr
th
,
.
,
,
Cir
e so positive. Rand 0 1 h d
om e rain 1 ousand, it seems to belong to a plural noun; as, "A hundred
cumstances Jt
P
are n 0 t d
a ers cases. A
o wrong. ips ;" "A few men ;" "A thoitsand pounds."
number of spectat
a l ready there Th
.
·
e captain, with all the ere
ors Were TI.EM. 3. -T!t e belongs to no un s either singular or plural; as,
5 C
w, were. lost
t'
,,
,,
1 ae man; 1ie men .
·
orrect (Caution II) the
.
·
1
. s;,en Peter when be done 1.: A followmg examples :
When the adjective element is a noun or pronoun,
CI1•
1 ell tlie b
manda had b.10k
·
·
·
•
r didn ' t
oys to set s till. The cat 1 'd
e my pen- t 1s. subject to the followmg rules: meant to done it. Ell . . .
ai down by the fire
tus has wrote Jiis Jetter A ' , ~is gorng to lay down A
· R ULE VI.-A noun or pronoun used to explain or
home? Eliza knowed her ~;e~J~~:~eer 1 Ain't they e.ver g:~~: 'dentify' another noun or pronoun, is put by apposi0
esson better than Joseph.
ion in the same case ; as, "William the conqueror

j

defeated Harold the Saxon king."

LESS,ON LIX.
CONSTRUCTION OF

THE ADJECTIVE ELEM
The a· ·
l ENT.
a Jective element is . t .
a n oun or pronoun.
pu in construction with

NoTE.-Th d' .
·
.
e a Jective element f
str uct1on with the sub' t
o the sentence is put .
~ec.
1n con.

When the adjective ele
.
subj ect to the foll owing ru~~~ Is an adjective, it Is
SPECIAL RULE (2).
'
' . (?'ee Rule V.) An adje f '
~ lzrnzt or qualify a noun bel c n e or participle used to
( / mo~ifies.
'
ongs to the noun which it

/

~·

With what is t he ad 'ect'
(Special 2)?
J ive element put in constru ction? Ru le

I

R ULE VIL-A noun or pronoun used to limit another noun by denoting possession, must be in the
possessive case; as, "Stephen's courage failed;"
"Whose book is this ?"

."I

REM .-,Vhen two or more possessive nouns are connected
coordinately, if th ey imply the possession of one object in
co mm on, the sign is applied only to the last; as, "Little ar:d
B7'0wn's store ;" but, if they imply the possession of differen t
, objects of the same name, th e possessive sign should be applied
to each ; as, "I have an Emerson's and a Greenleaf s Ari th·
metic."

RULE

v.

SPECIAL (2) ._-0AUTIONS AND EXERCISE.

CAUTION !.-Never iise " a" before a word beginning with the
sound of a vowel, nor " an" before a word beginning with the
sound of a consonant. Say, an apple-not a apple.•

Give Remark 1. Remark 2. Remark 3.
Rul e VII. Give Caution I. nnd er Rule V.

Give Rule VI.

r

I

155
154

LESSON FIFTY-NINTH·

GREENE'S I NTRODUCTION.

CAU'rro:<
IL-Avoid
tliie mtof
• • y, Tho!
tlw to l'""''.
3, T<>n,fonn the fo"going sentencos, ae m pcesingulcir
noun
r
use of peoplo-nnt
a plural adjective
8
III -Ne
• se sort.
"those
0 A U'r10N
"
. TJ, ver use the pronoun "them" for the ad . t. ious L essons.
.
y' wse books-not, them bo 0 k
'JCC we
CauTroN IV.-Avoid the use o+' the d.
4. Correct the following examples:, P'"=P'·
·
• (1.)
I.) Ifo wo" nn unifo<m nt tho bnll. A<nold
ay, Speakprom:ptly-not
'.I
a vectivefor the adverb
S
,. 1. . Construct other examplos
"not• hoonrnblo m•n. I do not likn ounh nn ono no thnt.
'' owmg ,_
like each ol the 'hi• ;,.u bn<d .,ying. Ifogh bno b""n gonon hW·

~

~·

(O•"""

1(I.)
1 I Ono limiting <Ulj"Un..)-Th.
ran.

The ink fades

S

·h

(2.) (C'""°" II.) I do ootlib tho"" kind of wD'd'- Th•

is man came.

Five dogs lot is fifty foo t wide.

We went about six mile an hour.

· ( Ono pwlifiJ>ng
oo·, sc,- olars
) study.
(3.) (C'""°" Ill.) Toll thnm boy• w bn ntill. 'fbnm •\>
~)
. ·. ome
runn m. Wioknd rum
';;"'
d-Old
wood
humn.
Wion
pl""
' " quitn ,;po. Thom nrn the key•· ll•«Y io fond of
0

(

r,,;

1

(3 .) (Two limiting ) -Th. fio wmter comes.
them things.
. · · • ""onnd
cl=
( 4.) ( "'""" IV .) £not.in< opmh• I talion flunn• ond pby•
e rst
d "''"'·
returned Th
awn appeared. The two
.) (O ne lim. and one nual) E
the harp beautifuL The stream flows silent on. I am ex:ceed4 g d b ook rnstructs
Any
.
~ M · - very new le sson puzzles. ing sorry that it was not ready sooner.
00
EXERCISES.
toy pleases.
.
any old houses fell. The new
R ULE VI.

I
travellers

wii~t~~~: g~~:~ying.)-Good little children obey. Pretty
(6.) ( One
lirn.aand
.
warbles.
That
l 't'two. qual . )-The little
feathered songster
2
, . 'm )i wus young mn.n excels.
• Classify, analyze
examples .
'

and

parse the foregoing

cold wrnter
.
comes
.
"w·
t . ,, : " is a ~imple
declarative sentence. Why?
,·
rn er is the s1mpl
b"
suuJ cct without mod"fi
,
t'
e
su
~cct; it is the
i ca ion or dd" ·
a itwn. "Comes" is
the predicate. \Vh ? Bot
\yhy? "Cold wi!t~r" is ~hare elements of the first class.
s.1m.ple subject with all its :;~~ple~ subject; it is the
limited by "cold"
.
. I ca t10n s. "\Vinter" is
1
, a simple adJect'
c1ass? It shows what kind of .· ive : e_ment of the first
qualifying adje ctive of th
w_i~ter it is. "Cold" ie a
p. 82.
e positive degree. See Model,

MODEL ·- "

Give Cauti on II. Caution III.

Caution IV.

1.

Construct two other examples like each of the

following : ( l.) l Siinple element.) King Latin us ruled. Queen Mary
reigned . President Taylor died. General Washington commanded.
(2.) (Complex element.) Bunyan, the distin guished author,
endu red. Demosthenes, the celebrated orator, declaimed.
Arnold, the ba,se traitor, escaped.
(3.) ( Compo1m cl element.) The Presidents, Washington, J efferson, Madison, Monroe, and Tyler, were Virginians. '.!'he
soverei gns, Ferdin:ind n.nd I sabella, united Castile and Arragon.
4. (Complex and compound element.) Those sisters, the cruel
Mary and the sagacious Elizabeth, were queens of England.

3.

Classify, analyze, and parse the preceding

examples.

\ -----::::====-======================================='J

156

GREENE'S INTRO

LE SSO N FIFTY-NINTH.

DUCTION.

157

ld
MonEr,. - "'\Velli ngton's renown increased" is a simple
·
• rn o • th e base traitor es
,, .
declarative sentence "A
' caped, is a simple
declarative se ntence. Why ? "Renow n" is the simple,
·
rnold" · th ·
nold the base traitor" is tl
is e simple, and "Arand "'\V'ellin gton' s renown" the complex subject; "in. tl
.
ie compl ex sub' t "
~ec ·
Escaped"
is ie predicate. "Ar ld,, . . .
creased" is the predicate. "Renown," th e su bj ec t, is
t ,,
..._
·
no
is limited b "th
or, a complex adJ. ective 1
Y
e base trailimited by "Wellington's," a simple · adjective eleme nt of
·
e ement of th fi
w l11 h "traitor" is th e b . . .
e rst class - of
th e fir st class. Why? It shows whose ren ow n is meant.
as1s, 1imrted by " th "
.
sin1ple adjective elements f h
e and "base,"
"'\Vellin gt.on' s" iR a proper noun, third person, singular
. mon ·noun th · ·d
o t e. first class · "'I' ra1tor"
·
'"" com
is
number, possessive case; it is used to limit " renown" by
'
11 person, srngul .
·
~1 number, masculine
gender, and nominative
denoting possession, accordin g to Ru)_e VII.
"A
Id "
case, and is us d t .
mo , according to Rule VI.
e
o identify

M ODEL -":\_

3.
C

R ULE VII.-CAUTION AND

E

XERCISES

omit t~
.
•
te sign of poss .
.
P ossesswe of a nou.n no
l
. . ession in uwiting the
'
r emp oy it in
't .
nou.n. Write man's not m
.
wri mg that of a pro• ans; its, not it's.
'
AUTION. -JYever

1. Construct :five other ex
I
.
following : _
amp es like each of the
(1.) Simple element ) M ,
·
·
ary s mother
Napoleon's
came. Wellington's
army n1arched. William's
mvention fai led.
~en ow n rn cre ased.

Of

NthOTEl. -Let the Teacher propose
e e ements are wanting.
examples in wh1'cb some

h .
, (2.) (Elements complex. ) The old man's d
The merry huntsman's h
aug ter awoke
,
·
illumine.
orn aroused. The brigh t
.
,suns rays
(3.) (Elements compound ) M
·
rates. .Webster's, Worceste~'s a ason _and Dixon's line sepa' nd Ri chard son's Dictio
were consulted (S R
ee ernark under the Rule.)
nary,
.

2. Classify, anal ze
d
exampl es.
y ' an parse the preceding
What Caution under Rule VII.?

Transform the foregoing sentences -

(1.) By changing, as in the preceding Lessons.
(2.) By changing th e possessive to an element of th e second
lass ( consisti'ng of the preposition " of" a nd its obj ect) ,phced
· if'ter the noun. Thus, " Jvlary's mother," "the mother of

ary."

4. Correct by the Caution the following examles :They studied Websters Spelling Book. This shawl is her's.
That is Thomas kite. The nations hopes are blasted. Their's
· let the profit be.

5. GENERAL EXERCISE. -Analyze the following
sentences, and pars() any words which come under th e
first seven Rules : H e waR a burning and a shining li ght!
Grim d<irk ness furl s his lead en shroud.
Art is long, and time is fl eeting. "0" is a vowel.
Now fad es th e gli mmering landscape on the sight.
But Hope, th e charmer, lingered still behind.
Hushed were his Gertrude's lips.
Art thou tha t traito r angel?
An gelica Kauffman was a di stin guished arti st.
Their only labor was to kill the time.
That life is long, which answer's life's great 'end.

14

~I

[ 158
II

LESSON SIXTIETH.
GREENE'S INTRODU

---:---- ------ ____::_=-

c 1' I

159

0 N.

~.

~.

Our harps
left V
bycrn
B·on
b has
lawyer. l\'lEM. 2. -The follow ing verbs, malce, appoint, elect, crerde,
' istmgmshed
, beco-:e ad'
Your
friendwe
Harry
.
.
.i e s stream.
d
t
t' · '
md" I. w"' h• heod•d. 1
""""'"· 'ffi
nam•, "'z'· '"zz ' a"""
"""• '"""·a ,.
'f
,.·d, " ' """ aod '"m' olh"• take • """'" obj•« - th• fi'"I
Clh• ,h;ld w"' <Oiled M•od.
!la;], S..h,,.th ! ti" I h l
h
frecl, " P';"';pal i " ,,.,;bole, " ' heaoo "llod
Q!
" - t ' pOO< m'"'' day.
lh• '"'<Jndi" obj"t \ M , " 'fh•y " "'dkim John."

tb""'"'•

R••· 3.-Thdollowiog mb•, "''""''play. ,mg, oad m"Y
others, take two objects, one direct, -and the other indirect ; as,

Q,.Ives
hopol"
doeaven,
·k . d b eneath
· th Y vast "''""•
th ere,' H
.

' 'I

ater of chance?

1 0

1

-

Boon nature scattered free and wild
Each plant or fl ower, the mountain's' child.

"Buy me a knife."
CAUTION AND EXERCISES.

But wh en the sun in all his st t
Ill
"d
a e,
u me the eastern skies
Ile passed through Glory's 'm
.
And walked in.P d"
ormng gate,
ara Ise.

CAUTION.-Never iise the nominative as the object of a transitive verb. Say, "Whoin did be visit?" - n ot "Who did he
visit?"

1.

Construct five other examples like the follow-

ing : LESSON LX.
THE OBJECTIVE ELEMENT.

Th e objective element is ut in con . .
.
P. rule :struct10n
with a.
transitive verb by the £o11owmg
-

R uLE VIII
. . . -A noun or pronoun used as the ob'
of a tran s1t1ve verb or its p ·t' . 1
obj ective case .
"H £a1 idc1p es, must be in the
desired."
' as,
e oun the obJect which he·

~ect

RE)!. 1.-The indirect ob'ect wh' h
.
which any thine-. is or . d ~
IC shows that to, or for
" '
IS one, properly
k·
preposition understood.' •as ' "G'Ive me a book"
spea mg,
a.
- "follows
G"
me a book." The preposition sh Id
- . ive to
object is placed first.
ou be used when the direct

element put ·
.
With what is th e ob~ective
'
· m construction?
Give Rule VIII. Wh
at remark on the indirect object?

(1.) (Simple objective. ) Columbus discovered America. P izarro conquered Peru. Ada uses perfume. J ames killed flieR.
(2.) (Complex objective.) He lived a desolate life . They
fo und agreeable companions. She r ecognized H enry's vcii ce.
Have you read the "Dairyman's Daughter?" They burned
Huss the r eformer. Herod beheaded John the Baptist.
(3.) (Coinpound objective.) He declined the honor and the
emolument. The grocer kept dates and figs. The l egislature

passed laws and resolves.
( 4.) (Doiible object.) They made him king. He nppointed
J ohn monitor. They called him George. Give me flowers.
MonEL. - " They m-ade him Jdng" is a simple declarative
sentence. "They" is the subject, "made" is the simple,
and " made him king" the complex predicate. "Made"
is modified by "him kin g," a double object, both.parts
being necessary to complete the meaning of the verb;
·wh at verbs tak e a double object? What is remarked of
the verbs buy, sell, &c.? Give the caution under Rule VII I.

'I

r 160

LESSON SIXTY-FIRST.

GREENE'S INTRODUCTION.
"him" is the principal and "k" "
. .
(See Huie VIII. R
' ) . mg the attributive object.
·
' em. 9~.
Parse each
,
separately, applyrng Huie VIII., and Rem. 2.

2. : - Correct by the Caution the following examples
WI10 d'd
'
.
i you see yesterday?
'Vho did he marry? They
t 1mt _help us, we should reward. 1Vho should I find but my
co usm? I do not kno w w h o to send.

3. Classify, analyze and
the forcaoina
b
b
sentences.
'
parse
MoDEL.-"
d 1
. Columbu s d'iscovered America " I .
.
ec arative sentence 'VI1 ?
•
t is a simple
WI
· ' Y · "Columb " · h
.
Y? " Discovered" i th
.
us is t e su bJect.
s . e simple and "d"
A 1 .
merica" is the co
1scovered
•
.
. .
mp1ex predicate "D"
' ··
im1ted by "America,,
.
iscovered" is
fi1
1
'' a snnp1e objective ]
·
.
e emcn t of the
rst c ass , showing what C0 1 b
•.
um us d1scovere] "A
.
is a proper. noun ' th·ir d person, srno-u]ar
.
n' · b merica"
.
gen d er, oliJective case' and is
. use d as
"' th e um
b" er, neuter
8
covered." Rule VIII.
o ~ect of "di -

4. Transform any of th f
.
changincr the obiect . t he ore?omg sentences by
ti
~
m o t e sub1ect
d l
active to th
.
. ~ ' an tie verb
f rom the
.
e passive voice Th
was discovered by Columb us. ,,
·
us, "America
. 5. Co"nstruct and anal ze fi .
subjects limited by co 1y a·ve ~entences havincr
mp ex a Jective el
"'
.
pre dicates limited by
1
. .
ernents, and
comp ex obJechve elements.

i61 \\

LESSON LXI.
CONSTRUCTION OF THE ADVERBIAL ELEMENT.

\\

The adverbial element is put in construction with \
a verb, a participle, an adjective, or an adverb, by \

1

\I

the following rule : - .
i
RULE IX.-Adverbs are used to limit verbs, par- \
ticiples, adjectives, and other adverbs; as, "Light- ·
ning moves swij'tly."
CAUTIONS AND EXERCISES.
CAUTION I. - N ever use two negatives to express a negation.
Say" I want no aid"-not "I don't want no aid."
. CAUTION II.-Never use" how" before" that," nor instead of
it. Say, "He said that he would come" - not, "how he

would come."

. 1.

Cor'.struct six other sentences like the follow-

mg:(1.) (Simple

~dv.

1\

\\

I

element.) She played finely. The cam- \
paign opened vigorously. The boat arrived yesterday. They

ride frequently.
(2.) (Complex adv. element.) She hears very imperfectly. \
They go too often. Sho sews very neatly. He managed most \
adroitly.
(3.) (Adverbial element compound.) She writes rapidly and
neatly. The rain falls softly and silently. He came early and

ti

late.

(4.) (Complex ac7jective and complex objective wanting. ) - horn aroused - - early. - - . son inherited legally.
With what is the adverbial element put in construction?
Give Rule IX.

14*

,.
'

Caution I.

Caution II.
L

•

----- _ ...:. 1

162

LESSON

GREENE'S INTROD UCT ION.

163

13) (By p k -m.) Th• pilg<im foth•'"• wh•« u• th•y l

Mou".-''L"""''
. the foregoing.
2. Analyze and parse
tive se t '
" wn1es carefully," is a simple dee!
the g rammn.tic
d" . is
n ence.
Lawrence"
. th e subject; "writes"arais
'""· "Weit.•"
<. tes caref
• " IIY" t h' logi'"l pmd"
a 1' an.
Virl
I S mou1fi ed by " c
f II "
are ia
u y, a simple
adverbial
of th
added to aelement
verb n.nd
she fi rs·tz cIass
h ·' ad. ver
b · l, because it is
it
recr
;
iYes
no
mod
"fi
t"
.
.
.
,
ows iow e wnte8 simp
. l e, because
"· ". "•ingk •OO•d 1 ex
. .or add
h ition.' fl." t ' z' "•
ca 10n
r ela tion to
oth the idea of care and its

"write~,; pi.~sCRmgf

SIXTY-FIRST.

h''""oo

""• oompmOO ome'
. uU are ully" is •n.n ' d" 'b of moo·
I t .<mite" w.it••·"
'
'.! Roi•
' y, IX.
more carefully• mm t ""folly.
1

ad, a troup shn.ll over come him.
(4.) ( Case absolute. ) (See Rem. p. 100.) H e having given us

• dio"hoo,

w• "'"'"'·

Sh•m• h•iog !O"t. oll <iotoo "·

ost.
MonEL.-" Pbto, thou r easonest well," is a simple sentence.
·why? "'l'hou" is the simple subject;" "reasonest" is

th" im pl" ,.d" ""'"'"'ll" i• thooomplox pmdio•t•.
"Plato" is a proper noun, second person, singular num-

boo, m,.oohoe good.,, ood nomiooti" '"' iodopoodoot.
by di•"' '"""; it form• no poet of th• p"p<>.>hoo.
l'tule X.

2.

Construct five examples containing interj ec-

r 11 owmg
. examples . tions, and parse them by the rule.
I 3. Correct
. by Caution I . the io
cannot write no m ore. Candace says h
.
•
h
! I then have chid away my friend." "Alas"
'
ow t at she won't
go no how. P aul w"ll
'
i never be no bett
R
is an interj ection ; it has no grammatical relation to the
ce n to no shop.
er.
aymond hasn't
b
r est of the sentence. Rule X.

~foDEI,.-"Alas

4.

Correct th e followinrYo bY Caution II.:

G ENERAL PARSING E XERCI SES.

Ella said how sh e believed it
penny saved is a penny earned . Just r e.me mber how that a
coaie.
· I saac said how th at he would

INTERJECTION AND CASE IND E PENDENT.
ULE X. -The nomin t"
i theR intc1jection
have no a.1ve ca~e

·
mdependent and
other parts of th
g1 amrnat1cal r elation to the
e sentence.

1. Construct a n d parse other examples like th
( 1. ) (By direct address ) Pl
i dren, ubcy your parents. . ato, th ou reasonest well.

.
ese .
Chil-

exrlamation.)
0 thou g h t .rn cffahle ! 0 vision bl est!
0 (2.)
my m(B11
i~fortune
1
h
· w en 8 1m1I I be rel eased !

,.
(

..

I

Give Rule X.

Imperial Rome governed the bodies of m en, but not their
souls.
The sentinel inquired, "·who comes there?"
Speak softly, for a breath might wake her.
Fair daffodils l we weep to see you haste away so soon .
The pilgrim fath ers, where are they.\
Sweet dn.y l so calm, so still, so bright,
The bridal of the earth and sky . .
Let us t·epeat that pmyer in th e hour when the wicked assail
us. L et us r epeat it now, and 8ay, " 0 Ftither, forgive them!"
'rh ou, too , sail on, 0 ship of State!
Srtil on, 0 UNIO~, strong and great l
F ear. not each sudden so und and shock,
''l'is of the wave, and not the r ock.
Sail on, nor fear to breast the sea l
Our hearts, our hopes, are all with thee.

L::== ===.- -----·---

I

.1

I

164

GREEN E's

INTRODUCTION.

LESSON LXII .
CONSTRUCTION AND

USE OF CONNECTIVES

NATE C(\NNECTIVES.

..

.

.-

-

LESSON SIXTY - SECOND.

2. Classify, analyze, and parse the
xamples.

..
COOP.DI-

"Abraham, Isaac,· and Jacob were J ewi sh patriarchs." It. is a partial compound sentence, b ec au "e one
of its parts, th e Sllbj ect, is compound. It is dec larative.
'Vhy? "Abraham, Isaac, and J acob," is th e compound
subj ect, con sisting of three component parts. Name th em.
"'Ve re J ewi sh patriarc hs" is the compl ex, an<l "were
patriarchs" the simpl e predi cate ; '.'and" is a coordinate
conjunction, and is used to connect the similar clem ents
"Isaac" and "Jacob,'' according to Rule XI.

MOD EL. -

( PARTIAL CO'·
.iIPOUND SENTENCES.)

Ooordznate conn ecti1'es are use
.
be united are similar Th
d when the parts to
mor e of its parts coin.
de sentence then has one or
.
poun and .
II d
compound sentence.
'
is ca e a partial
R ULB

XI · - v/Yooi·
.. d'
znate

conn ect similar el

·

·

, conJunct1ons are used to .
3. Construct and analyze other examples like the
ements. "Abraha
Jacob were Jewish patriarchs."
m, Isaac, and above, with the component parts complex.·
4. Transform the foregoing examples by making
EXERCISES.
them into complete compound sentences. Thus:1. Construct th
these:ree other examples like each of
"Abraham -was a Jewish patriarch, Isan.c wns n. Jewi s h pa( 1.)

( Snbjects coordinate.)
R

streng tli en the cons titution
broth er s.
·

Ex er .
1 c1se

and temperance
omu us and R emus were twin

(2.) (Predicates coordinate ) Ed
.
th e miod. Helio-ion r efines.
d ucat~on expands and elevates
f:..1sc inat~d
·
"'
an
pur1fie
.
8 th e affections
throno- wee
d
N
"'
p, an melt, and trembl th.
.
o
9
(
'' ·). (A1{,i. element coordinat . ) w·
ea iseloquence,
freq ue n tly un s uccess fu l A b . e.b
ise and g ood men are
.
·
rig t and gl .·
,
o pene d IJy Ch,., st ia nity . A ]· ·
.
oi ious prospect is
P .nn and 81!npl
d 1 ·
an img h te ns t he s ub lim e.
e sty 1e r ecommends ,
4
( ·) ( 0/-;j. element coorcUnate ) p
Ii
th e E s.~ n.y on Cri ticis m . B h Id
.
ope wrote the l\fo.osiah nnd
T
·
e 0 my
th
''
he cr eati on demon s trates Go d'
mo er and my b1·etliren.
8
(5 · ) ( A rlver/11al
. element c .. d .power and wisdom ·

I

.

.

g1 ew faint er and fainter.

oor mate ) Th

Live

. .
e preacher's voice
quietly and contentedly.

Ii

triarch, and Jacob was a Je>vish patriarch." Then suppress
the common part and restore the sentence to its present form.

In constructing a verb or a pronoun which relates
two or more nouns connected by a coordinate con' junction, observe the following rule:-

to

RuLE XII.-(1.) If the verb or pronoun agrees with them
conjointly, it mu8t be in the plurnl number.

(2.) But if it a g r ees with th em taken separately , it must be
of the sn.me numb er n.s that which stands next to it.
(3.) If it agr ees wi th one, and not the other, it .must take
the number of that one.
ExERCJSES.

Construct other examples like these:( 1.) (Conjointly .) Charles and his sister were absent, but

167- ~\
1

.166
1

I

LESSON SIXTY-THIRD·

.
GREENE'S INTRODUCTION.

1. . Constmct othe' cxaillplcs like each of the \\
th ey " ·ere se. nt fo r. One da'Y th e poor woman
d h
an
er idiot
INJ were missed from the nhrket-place.

followmg : -

(2.) (Separately.) N either his vote h" .
purse was ever withheld from I
' is '.nfluence, nor his
engaged. N either th
.
tie cause m which he bad
e captarn, nor the sailors were saved.

go~:::LEX

LESSON LXIII.

1

An element of the second cl
.
and is usually a.n . fi
ass is always a phrase,
m niti ve, or a prepos1"t1"on
d.
object.
an its

The bard of Avon sleeps.
CoMPLEX A.ND coMPOUND.-Men of tried character were found.
An observation of the sun in the meridian was taken. The
reign of William and Mary commenced with the glorious revolution of 1688. The tops of Olympus and Parnassus r eached

RULE
XIII .-A p reposition
. . is
. used to sho th
.
re
at1on
of
its
object
to
th
·d
.
l
de
d .
"
e wor on which
the w
lattere
pen s ' as, George went into the garden."

t~

above th e clouds.
(4.) (Objective element- a phrase. ) SI:MPLE.-They hoped
succeed. She desired to write. He strives to excel. Ada is

f R ULE XIV .-A noun or pronoun used as th b .
o a prepositioJl, must be in the b. t'
e o 'Ject
"The ruins of the Parthenon stand o ~ec ive case; as,
in the city of Athens."
upon the Acropolis

ge~eral I Y to be supplied ·before

a dJCCtives like , near , nigZ
. tZ
'
ue,lk- dor[after the
. i, U·or i • as "He
two mi les·" "He - l"k [ ] . ' < '
wa e
through]
18 1 e to his father."
'
. Give Rul e XIII. Rule XIV. I
twn ge ner ally omitted?
n what cases is the preposi-

(2.) (Predicate - aphrase.) SrnPLE.-Coffee is fragrant.
Medicine is nauseous. He is a scholar. To err is human.
Iler hope is to i:eturn. The lady is in grief. To obey is to

(3.) (Adjective element-a phrase.) SnrPLE.-The temple of
Solomon was destroyed. The gates of the convent were closed.

CONSTRUCTION AND USE OF THE' PREPOSITION.

• measure, distance val

!\

enjoy.
COMPLEX A.ND COMPOUND.-The present life is not wholly prosaic, precise, tame, and finite. To pray is to render thanks to
God, to 11.dore him, and to supplicate bis mercy.

ELEMENTS OF THE SECOND CLASS -PHRASES.

.

.·\

.1.ND COMPOUND.-To see the s un is pleasant. To
know oneself is the high.e st wisdom. To soothe tby sickness, i
and to watch thy heo.lth, shall be my pleasure. To toil for,
o.nd yet to lose the reward of virtue, is the hard lot of man.

( 3.) ( One, and not the other ) Ch .
was absent. The parents
d.
m !es.' and not his sister,
' an not the child, are responsi Lie,

REJr. 1.-Tbe preposition is
nouns denoting time

_

(1.) (The subject- a phrase.) SrnPLE.-To love. exo.lts. To \\
exercise strengthens. To forgive ennobles. To walk invi-

I

trying to learn.
COMPLEX AND COMPOUND ...,--The book deserves to be read with
great care. I intended to write· a full account of the aff,\ir. H e
choose>i to die and to redeem his friend. She is led to engage
in calmer pursuits, and to seek for gentler employment.

\

(5.) (Adverbial element-a phrase.) S1MPLE.(a.) Place.- She came to the city. Anna sat in the carriage.
Rain falls from the clouds. The lion roars in the forest.

L-

~--- =========================~================~k======~~~=:;~~~~:.=~=:~169

1

168

I

GREENE'S INT R 0 DUCT I 0 N.
cc

LESSON SIXTY-THIRD,

(

3.

b.) Time.-The boat sail ed in the m orning. Th e convention will meet on Tu esday. Come a t noon. In the morning,
it Hourisheth.

tm~oltiog

d

··

(' ·) Ca,;,,, - E lla '"' from ""· Tho foboMt-00" " '
( biag from f=foo. Tt,. p"ty wore
pe<i•
fo, pl""'"
. d. ) Mannei·.-The messeng er came in h aste. Th e orator

· "'""hJootof
'·
•
t
"1
imrer ative, exb ' ,, it"
Tb,.,. " N 1 (l) and intro ucrng
. ( ) 1I
By tran ysposrng
" r.t1·s 1pleasant
to see
t ie s.un.
the(2.)
sentence
·
Jements
in No.
l
•

s poke with flu ency.

(3) By alterin
g any 0
, temple was destroye ·
.
f the second c ass e
d" 3
·
Tl
"
S
olomon
s.
· 1 (5) (a, b, c,
fi,.t
'"'•
nt in No.
(4. J By "'""'PO•ug
· the adverbm" e eme
d). Thus, " To the city she came . 1 1
·

C

Emity

WM

°' ""

Th e Greeks s ucceeded by stra_tagem.

dotightod with h" '""'""

'°""""" "'""""""'· ' "

m
"¥' h t <em bl"mg
limbs and faltering ste ps, he departed from his mansion of sorrow. I have sp ent my days in darkness and error. l 'he commi ssion ers came to exam ine th e ground, and to hear the sta tem• uIB of tho """'"• '"'""·
.

Transform any 0 f the preceding examples
(interrogative,

(1.) By ch an ging the c ass
of the senten ce
·
clama tory). 1

Ou Mouday " To,.day, tho

Classify, analyze, and parse any or' the fore- 1

1

going exampfo, ,

I

'"~

bay,'' is a simp le declar ative sentence. 1VJiy? "This
Joooio0t eity" ;, th• <amplox, oud "city" tho •imp]o
. ec t. " Was situ ated at th e 11ead of the bay" iB the compl ex, and" was situated" the si mple predi cate. "City,"

'"bi"'
""°' '""''"'·"

th o
fo limitod by "<hfa" ""' "ouoioot," two •im.
pie odjoeti,. olom., to of tho '"" ""''· Tho ' """''·
fo limited by "ot tho b,.d of tho boy," •
eompl°' "'""biol •lomont of "" "''""' ""'" of wh ieb ·
""' tho '''"'" io th o b.,;, ; "•t" 1" tb o '"'P"i<ioo, ood

I

d
GENERAL

n eomploudj•oti•oolemeu t oftho """"' " "'' , " nf boy"

P"PO"iti.,, ond •how, tho relotiou of "h'"d " to "'"'"

I

s ituated." Hul e XIII. '.'Head" is a comm on noun, third ,
perso n, sing. num., n eut.gen., oqj. case, and is used as the/
objcet <>f tli e prl:position "at." R ul e X IV.

-----~--====--===-=-=-=-=-=-============================::.!'

Analyze an

,_ S _

A distinction ought to

pa..

be made between fame and true

I would calm ly an um
. .
honor.
d h
bly submit myself to the good and
bloo.od will of God.

. d

d """'' we" ito ouly '"''"' ·

Wh ere was it
ena WID
upon the wanderer.
fs wh
not
Jou ssh~n
nID
o1s
nor
stars
e ,
. .
Neith er bmoon bot t • om
d
·• e produce conv1Ct10n.
f
Strong
h f·f m cliff
er was
in fault.
Not
t 110proo
oys, '
to cliff,
'twas ree.
. shore,
like huIoge
stan d ·
F•rom sho ret to
Th e moun arn ' tt of '"" " ''h•Mthiug m0>0,

9

1

giant~,

s

'°

.

Th• b""Y
I
tho oUaw·b•ilt obol,
1'bo owollow, twitt,.rng "mth• ,.boing b0>0,
Tho ooek'o oh<itt
;,.m thoie Jowly bod.
No moco • h•tt " " t om0
· .

"~'~"·

0

"head" the object; "head" is limited by " th e," a 8im plel
adJ' ective element of th e first cla.ss, and by "of the bay,"
ls the basis, "of" the prepos1t10n, and "bay" th e obj ec t,
a nd is li mi ted by "the" {des cri bed as above) . "At" is a ,!

'":Se the

EXERCISE •

1 following exam pl"

exa mination will commence. Across the lake, through bush /
and brake, reso unds th e bugle horn .
·

2.

~ ol~•.

,

ENTR THIRD CLASS.
SENTENCES.--:- ELEM . '·
COMPLEX

t of the tbied da" ;, alway• uolau"

An elemen
t" and a proposition.
. ·
of a connec 1ve
cons1stmg
'
t of the third class ?

.

What 1s a n e emen
1

15

1

171
_:_~~G~;-R~~~E~NE~'~S~I~N~~~~~~~======~6========================================~
~

170_

LE SSON SIXTY-FOURTH.

TRODUCTION.

hou se shall be cl osed during your absence. His answer was,
that be approved the plan of the measure, and that he was

LESSON LXIV.
CONSTRUCTION OF SUBORDINATE' CONNECTIVES.

"
. .R ULE
. .XV . 8 u bor d inate
connectiv
.
JOm ch ss1milar clements; as "H Ii es a1 e

u~ed to
e t wt hath pity on

the poor, lencleth to the Lord."
REM.

1.-Eleme nts are dissimila

h

.

natu?"C, rank or f orni S L
r w en they differ in th ei r
R
'
·
ee essons LIII. LIV LV
. . Ell. 2.;'--Th e subordin ate connecti
'.
.,
•
it mtrod uces, to th e word which
ve umte.s t.he cla use whi ch
ceive that you need assistance." the clause limits; as, "I per-

E XERCISES .

1. Construct three oth 81. examp
.
I
.
following : *es like each of the
WI( 1.) ( Subject- a clause · ) Th o.t h e dece .ive d b
l O wrote J uniu s's lett
. un cert8.m
,
, ecarne
ers 1s
'l'h
t .1 . certain.
was a mos t uniform ly m ourn f uI and that
' ' ti .· 8. . t ie n· poetry
I
we re dark and dreary will b ' \I .
lCi r views of nature
auth enti city of Ossian' 'l' I te a owed by a ll who admit_th e
·
lfl we are as y t
I .
men9 ts of th e g reat scie nce of ed ucat10n,
.'
e ' on be
y m th e , rudicannot
- ·) (A ttribute- a clause ) M d , .
q uestioned .
(
ceed. His pretence was th t ti y es1re is, th at yo u may sue,
• a ie st orm of t h
d. ·
mg preve nted hi s attendance y
, , e prece mg evenhas crossed the cou ntry.
ol~r b~h.e f I S; th at the eneu1y ,
shall return to col\eo-e ti t y p pos1t10 n is, that your son
o , la yo u s hall go abroad, a nd t hat th e

M

-x. Simple , corn p Jex, rrn d compound element
,
; ·0
an exe rcise fo r tiie I earner m
. di t" s a1e· Ihere
to afford
.
· mrn " lcd '
ta trng th em.
•
s rngu1s ling a nd imi-

confident of its success.
(3.) (Adjective element-a clau-se. ) Evils which cannot be
cured, must be end ured. He who r eads in a proper spirit, cn.n
scar cely read too much. Slaves an d sn.vages who r eceive no
edu cation, are proverbially indolent. A cottage whi ch is
shaded with trees, and which is situ ated far from the noise
and bustle of th e city, is a very pleasant r etreat. That faith
which is one, which r enews and juBtifies all who possess it,
which confessions and formularies can never adequately
express, is the property of all alike.

(4.) (O bjective element - a clause. ) Many suppose that the
planets are inh abited. The insane im agine that they alone are
san e. "\Ve all kn ow how a man of mighty genius can
him self to other minds. Every one ~hould feel that hi s exis tence stretches beyond the limits of this mortal life . H e heard
that his wife had fallen a lin gerin g sacrifice to penury and
sorrow ; that hi s children bad gone to seek their fo rtunes in
.distant or unknown climes; and that the grave contained bis

i~p1nt

ne8.rest and most v~ilu able friends.

(5.) (A clverb·ial element - a clause.)* ' Th ey were sitting
where the brnn ches of a spreading elm protected th em from the
burning rays of the n oonday sun. As far as the east is from
the wes t, so far h as be removed our tran sgressions from us.
While I was mu sing, the fire burned. When two lin es cross
each other, the opposite angles are equal. Y e shall not see
me, bec au se I go unto my father. Though he was rich, yet
for our s<ikes he became poor. Sper1k as you think. IlaP.pine ss is mor e equo.lly divided than some suppose. While the
bridegr oom tarried, they 8.ll slumbered and slept. As we
grow older, life becomes dim in the distance. Wherever we
n,r e, we are not forgotten by a kind Providence. When a few
more fr iends have left us, 8. few more hopes decei ved, and a
¥'Let th e \e8.rner distinguish those which denote place, time.

Gi 1•e Ru le XV. Wh en
. .
·
the subordinate con
t' are :lements d1ss1milar? What dues
nee -1ve umte ?

cause, and manner.
\

.

- - -- G REENE'S
172

INTRODUCTION.
e c 1anges mo cked
few mo1·
l
- - - - - - · ·- - - -- - -- - - <''" • Md
in
oh' ll be bmugb t tO tbo
hem»y lood"' to h"m ti ;
' '"""from m<h, ""'
o" nntm from
• it•. P•inoiploe of mm;ti;" 1 moy
11 "" mn,-,.lity, t hnt b 0 ' ntb'. mnY ob"' with uo bio
ow"

"m•it•

'"'Wm:•·

habitation, and that he

~'

t~

"fi"'

e may ad1mt us to his everlasting
may crown us with his eternity,

.2. Classify, analyze, and ar
gomg examples.
p se any of the fore"Wh en the WlC
· k ed are m Jt'1 ]' d
rn crease th," is a com
d
.u P ie , transgression
.
P1ex, ec 1arah ve se nt
ecause 1t contains
d'i
.
.
~
ss 1rn11ar cla
" ence; complex'
b
creaseth" beino- the pr' .
uses transgression in.
o
mc1pa1 and " ·h
.
" en the wicked a.re
multipli ed" the subo d' t •
.
'
r lil a e c1a use " T
.
ransgress1on," the
. •
subj ect of the principal
1
"".
cause,
is the subiect f h
t
rncreaseth" i' s th e simple
ence ;
.
o t e senand "·"
t 1e wi cked are m l t' . d,, . '
rncreaseth when
1
1
!
"I
u P ie
is the co 1
.
ex predicate.
r ncrease th" is limited by " w 11en the mp
. k d
p red," a complex adverbial I
w1c e are multiwbich "when wicked (
e ement of the third class, of
more exactly •
,
are multiplied" is th e b .
"
persons understood)
. ·
asis.
Persons"
d
1m1ted by "the" and " . k
un erstood is
w1c ed "' or " · k
1
as a noun is limited by" the"' th '
. w_1c ed" used
"\Vb en" is a su bord ' t
'
e yred1cate is not limited
rna e connect1v (
·
.
·
of tim e) and j oins th e d b"
e conjun ctive adverb
h" h . .
.
a ver ial clause
d"
• w ic it rntrod uces to "rncreaseth,, tl
Ru le XY. It limit;" a1reepnre 11t.?alt~ odf the principal clause.
'
1U lp le "
d "·
according to Rule IX.
' an
rn creaseth,"

l\foDEL.
•

3.

Transform any of the fore gomg
. examples -

(1.) By altering the subordinate clause to a u:or d .
( 2.) By transpos in g it.
or phrase.

.
1

(3.) By&c.
chnn oo-inor ogative,
o the en t"l!'e sentence to a declnrative, inter-

By makino- tho
It..:__(4__.) _:_--·-·· - "' .
_s_u.b~~ d"-~~-~~ -~principnl

173 \

LESSON SIXTY-FIFTH.

11---~~~~~~~~~~~~~~~~~~~~~~ \
bnn<h"

·~

I

b,., "Tboy W'" oitting, >nd tbo
n "P'"ding
dm P""'''dthem from the bumin"''"'' tbonoond•Y>'"·" I
(5,) Chnng<o oxnmpl" in No . .1 (1), by introdu,ing the ,.n- 1
Wn" with " it." Tnuo, " It OO"m' mtoin tnnt hod"'"''·"

4. Change any of the following adjective, objective, or adverbial elements into clauses) thus converting simple into complex sentences :-

Trees growing at the foot of the mountain, are taller than
those on the summit. A persevering !!I an will overcome obstacles. A discontented man cannot be h.appy. I do not r emember the time of the lecture. The ancients believed the earth to .
be a vast plain. On our arrival, all was bustle and confusion. \
,
'fbus, "A man who perseveres, will prosper."
COMPOUND SENTENCES.

A compound sentence is formed bJ uniting two or
more principal propositions by either of the coordinate
conjunctions.

LESSON LXV.
EXERCISES.

1.

Construct other examples like the following:

(1.) (Copulative clauses.) We shall feel the same r evolu tion
Of the seasons, and the same sun and moon . will guide \he
course of our yenr. Modesty is one of the chief ornaments of
youth ; nnd it has ever been esteemed a presnge of rising
merit. You know I love country life, and here we h ave it in
perfection.
How is a compound sentence formed?

clause.

15*

I

I
,.1
I

,,I

I

;:·I ,
'I

ii/

3. Transform any of the preceding examples:
(where it cnn be done) by changing one of the clauses r
(1) to a subordinate clause; (2) to a participia~ con~
struction.
MonEL.-Play with a fool at home, and lie wiJJ play with
you abroad = If you play with a fool at home, he will play
with you abroad= By playing with a fool at home, he
will play with you abroad.

1

1I !I
'I

b d" te clause ch ang ed to the infin1t1ve or
When
is theGive
su or
maXVI. R ule XVII. With what may
t" . le?
Rule
par
_1cfi1p
"tive
be
associated?
.
the rn DI

176

----GREENE'S INTRODUCTION,
L E S S 0 N S I .X Ty - S I X T H .

1.-The par ticiple, like the infinitive, may be assooia
with the subject which the verb had before the subordj
clause was changed. When this subject remains in the n
native case, it is parsed by the following riilo : REM.

177 1

.
. is friend led him to enco?ndifficulty. The scttrng
.h'1n mankind. A desue to aid b
·
uih we
g
and surmount every
r every
danger,
.
Bein
convinced
of bis g
'
. a beautiful object.
g
n is

A noun or pronoun is put in the nominatiDe abaoluk,' with a ~olved to punish him.
l . t ) The problem has to be
t
·
participle, wh en its case depends upon no other wo~; ·u,
(4.) (Inf. and par. -obi.
.., e emen thankful
for all "iavors re" S!iame being lost, all virtue is lost."
··
, , . rought .out. It teaches us
united. The decalogue
. d to love each other, an
/ furn. 2.-Tbo P"'lfoiplo, •hon
•• •n adjodioo,
e1ve '
'd 1
N'l
orbids worshipping I o s . . element.) They ascended the I e
t.h e action which tho verb asserts. When. used as a noun,'· it
(
equivalent.to th e infinitive, and may be (1) tDholly_a noun ; as,
ht this flower to show you
5 ) (Inf and part.-adv. b
·
. so urce. I .have roug The legislature
.
· ted
discove
r its
appoin
"It is pleasant to walk at the rising of the sun ;" or partia/J!I
1
he
peculiar
structure
of
its
plet~
s.l
survey
of
the
state.
H
ope
so; as, "We sho uld avoid giving pain to other11."-~Jn the ia.t
commis8ioners to make .a geo
. bog1ca
t winas."
example, the partici ple retains some of its verbal cbarao'~
I · a ·on triump an
°
d'
thereby governing "pain."
•
"springs exu tmo
. d ara the prece mg

n~d

~w'"'i

.EXERCISES.
. J

1. Construct three .other examples like eac;h ,of'
the following:.
(I.) ( hif. and part.-subJect.) Lying is the Tice of slave1.
To steal is base. To forgive is divine. · To mourn
measu re, is folly; not to mourn at all, insensibility. · Cheating.
stealing, swearing, a nd trad ucing, are nil criminal. '.l.'o d_eprive
me of li be rty, to torture me, or to ill'!prison me, ie not your
right.

'wit~out

(2.) (I1if. and pai·t.- predicate.) The boat is approaching. •
Night is co min g. The ceremony was performed·. The boy iA
to be edu cated. The boat is to sail ·on '.l.'uesday. T.be ship W118
lying at ancho r. The great object of education is, not to store

::gf~·:;;~:~~~;;;;;·;;::~~:;~~ :;~~~;:~;~ i/
Give Remark I. Give th e rule for tbe nominative absolute. /
What
said of th e participie used as an ·adjective? Whe.n
used as a noun ?

i~

t~ ~~be

·~

1

J, 1

..

,

. 2. Transform, analyze, an hp ld steal is bas~."
I
Thus " That one s ou
'
examp es.
'
d
the
GENERAL EXERCISE. - A naIyze an
.
parse
following examples : - .

' While there is life, there is hope.
Whatever is, is ri ght.
h done wh at she could.
She hat
Th
r ed-breast loves to b m'Id and warble
. there.
e
. .
k their useful toil.
·
L et not Am?1~1on mo~a hastened home.
d dark blue ocean, roll,The storm r1smg, ~ul
Roll on, th ou eep an . over th ee in vain
'l'en thousand fleets sweep
K.
own to Heaven's eternal mg,
.
Then, kn eelmg d b d and the fath er prnys;
The saint, the hus. an ' t ·umpb ant wipg,"
.
ultmg on r1
H ope
exa11 s h a11 meet in future •days.
thus they
That"sprrngs
.
lorious city in th e sea;
.
There'dis a· g1· 0 the b roa d, the narrow
. streets,d
. ;- a nd the salt sea-wee
is flowmg
The t1 eand
Ebbing
.
to the marbl e of her palaces:
Clmgs
o footsteps to and fro,
No track of men-n h
th lies o'er the sea.
Lead to her gates-t. e pa
M

:

:

Ir 178

GREENE'S INTRODUCTION.

LESSON SIXTY-SEVENTH.

Inspiring thought of rapture yet to be I
The tears of love were hopeli;,ss but for thee.
If in that frame, no deathless spirit dwell,
If that faint murmur be the last farewell,
If fate unite the faithful but to part,
Why is their memory sacred to the heart?

179

. The trochee consists
. of a 1ong and a short syllable;
..

s, grateful, grievous: t f two short 'syllables, and
The anaprest cons1s s . o
. - d
as, 'incomplete, condesce~;ble and two
The dactyl consists of one long sy
- "t'ive Zonel'iness.
,
a verse into the feet
short ones ; as, p~si . 'd.. a·
Scanning consISts m iv1 mg
which compose it.

PROSODY.
EXAMPLES AND EXERCISES.

I

'

I

IAMBIC VERSE.

LESSON LXVII.
VERSE, FEET, SCANNING.

treats of the laws of versification.
A verse is a succession of accented and unaccented
.
syllables, constituting a line of poetry.
Verse is of two kinds-rhyme and blank ?Jerse. · r
/ Rhyme is the correspondence of the last sound of '
0
0
.
!

I

They go
To sow.

PROSODY

on~~:~~e vterst:~: ~!r:: ~:~~ut ~hyme.

I

2. Iambic of two f eet :To me J the rose
N 0 longer glows.

3. Iambic of three feet:No roy- I a l pomp I 'ltdorns ,_
This King of righteousness.

A foot is two or more syllables, combined according
to accent.

The principal feet, in English, are the iambus, the
trochee, the anapaest, and the dactyl.
The iambus consists of a short and a long syllable;
as, invite, devote, benign.
·

4. Iambic offcrnr feet:And cold- I er still .J the winds I did blow.
And darker )lours of night cai;ie on.

Iambic offive feet, or pentameter :5.

Of what does Prosody treat? What is a verse? How many
kinds? What constitutes rhyme? What is blank verser
What is a foot? What are the principal feet in English? Of
what d0es the iambus consist?
·

~

1. Iambic of one foot : -

- I etl rocks, I the drag- J on's late I abOdes
On riftThe
green re ed trembles ' and the bulrush nods.

Of what does -the trochee cpn~ist?
dactyle? What is meant by scannmg?

The anapoost?. Th.e

· 1

180

LESSON SIXTY-SEVENTH.

i'

G R EE N E'S I NT R 0 D U CT I 0 N.

6. Iambic of six feet, or hexameter:IITs heart I Is 8ad, J hls h5pe J Is gone, I bis light J Is pii.ssed;
H e si ts and mourns in silent grief the lingering day.
7. Iambic of seven feet, or lieptameter :The !Of- [ ty bill, I the hum- [ ble lawn, I with count- J less bean- I

til:ls shin e.
·
·
The silent grove, the solemn shade, proclaim thy power divine.

I ambic of fi ve feet is .called lieroia verse; that of
six feet is ca,lled Alexandrine.
Iambic of seven feet is commonlv divided into two
Jines,- the first containing four feet, the second three.I
This is called common metre; as, ·
·
'l'he lofty hill, the bumble lawn,
\Vith co untless beauti-es shine;
The silent grove, the solemn shade,
Prucbim thy power divine.

.

In long metre, each line bas four iambic feet ; in·
short metre, th e first, second, and fourth lines contain
three ia rn bic feet, the third four.
Each $pecies of iambic verse may have one additional short syllable. Thus,,in the second species,~
Upon

I a moun- I tain.

4. Trochaic of four feet :Round a, I holy I calm dlf- I f~slng,
Love of peace and lonely musing.

5. Trochaic of five feet:-

'15t
All that I walk on I foot 15r I ride in I chii.n s,
All that dwell in palaces or garrets.

6. Tro chaic of .six f eet_:- d b6- I neath 11. Ma;y I will15w, On a, I mountam I s~retch~ , . wed th~olling billow.
Lay a shepherd swam, an . vie t . D'faced upon the odd

In trochaic verse, the accen is p .
. · bic on the even.
syllables; m iam '
k
dditional long syllaTrochaic verse may ta e an a
ble; as,

" I -in his I chair
Idle I after I dinn.,r,
.
Sat a farmer, ruddy, fat, and fair.
ANAPESTIC VERSE.

1. .Anapcestic of one foot:.
But in vain
They complain;
"

2. .Anapcestic of two f eet :- 11"
t" ~use
Where the sun uves u pa.
With so fond a. delay.

TROCIHIC VERSE,

1. Trochaic of one foot:-

.Anapcestic of three f eet :· ' _
From the cen- I tre, all round I t15 the sea.
rm 1.~d 0 f the fowl an d the brute.
.
4 .A apcestic of four feet:·
. n
1- I " f the day I when the ham- I let is still,
At the c ose u
•
' mor
- tas
1 the sweets of forgetfulness prove '.
And

Chang'in g,
Ranging.

3.

2. Trochaic of two f eet :-cFancy I viewing,
Joys en suing.
What is iambic of fiv e feet called? Of si~ feet?
common metre, long metre, and short metre ?

3. Trochaic of three feet:.
.
Go where I glory I waits thee.
But when fam e elates thee.

Explain

Where.is the a.ccen t placed in trochaic verse ?

16

I

182

LESSON SIXTY-EIGHTH.

183 \

GREENE'S INTRODUCTION,

\

In anaprastic verse th
.
syllabic. The fir t ; e accent falls on every thud
s 1oot of an a
·
be an iambus; as,
naprest1c verse may
And mor-

I tals

the
. sweets

I of fOrget- I LWiloBB pl'Qve.
l'><1-x

.

PUNCTU A. T ION.

--

DACTYLIC VERSE, .

I. Dactylic of one foot:-

LESSON LXVi:II.

Cheerftilly,
Fearfully.

PUNCTUATION

2. D actylic of two f eet :Free from anx- I illty,
Care and satiety.
3. Dactylic of three feet:-

ear~ng

yoiit~ftilness

W
li- I way fo bis I
Lovelmess, beauty, and truthfulne ss. ,
4. Dactylic of four f eet:Boys wIIJ an- I ticlpat 11- •
All that your busy pate, h avd1sh, li~d I disslplite
e oar ed with ca.re.
.

F ew poems
different
kind aref ~er ~ectIy ~egular in thllir feet. The
s o ieet are often mi 1 d .
verse. Thus : _
ng e m the same
I come I I I ·
I come' I o'e~o:: ;miuen~a,:e _calle~ I me long;
ams with light I arid sN
F
~~
OTE. - or exercises in scannin
.
rules to different verses in b"
d~'
let the pupil apply these
. is rea mg lessons.
Where does the accent fall m
. anaprest1c
. verse?

is the art of diviting written compo-

sition by means of voints.
The principal points are the comma ( , ), the semicolon (;),the colon (:),the dash (~), the parenthesis
( ), the period ( . ), the interrogation point ( ? ), the

exclamation poiAit ( ! ).
REM.-The comma, semicolon, colon, dash, and parenthesis,
are used to separate the parts of a sentence ; the period, interrogation point, and exclamation point, a.re .used to separate
entire sentences.
THE COMM~.

The comma is used to denote the shortest pause, and commonly separates the elements of a simple or complex sentence.
It should always be used where the position of the words may
lead to a wrong connection or dependence of the parts, and
consequently to a misapprehension of the au~hor's meanin~.
RULE I.-When the elements of'a sentence are
simple, and are arranged in the natural order, they
should not be separated; but when any element is
transposed, loosely connected, or used parenthetically,
it ~hould generally ~e pointed off.
I
What
is punctuation? Give the Remark. : Give 'Rule I.

~lB4 =-===~GR~E~E~N~E~'~s~~~~=::==========~;;;:::~l::=~======~=============================~
INTRODUCTION,
L E S S 0 N S I X TY· E I G HT H.

EXAMPLE~.
The pat.h of virtue is the pat!1 f
Whom
·
o peace
ye ignorantly worshi h"
.
p, im declare I unto you.
To confess the truth I
The h" 1
' was to blame
.
s ip eaps as it we
f
.
N DTE -Tl .
' .
. re, rom billow to billow.
us rule rncludes 11
.
.
beside, in short, in va-in i•i b . a I such expressions as agaui
· t.ive case indepen-•
d en t' an d several of the' int
' rief,
. '. t 1e nom ina
.
erJect1ons.

EXERCISE

.
1

185

NoTE. -This rule applies when elements, if simple and
arranged in the natural o~er, would not _be pointed. _Thus,
"Paul. the .Apostle" is not separated ; but "Paul, · the great
.Apostle to the gentiles," is separated, because the italicised element is complex. When such an element is inverted, loosely
connected, or used parenthetically, it js for a still stronger reason, pointed off. The rule applies particularly to the subject,
the noun in apposition, when modified by expressio~s consid~
erably extended.
·

Punctuate the follow·
.
. mg examp1es ._

EXERCISE.

Here comes his body mourned b
Nature through "ll J
Y Mark Anthony.
" Ier Works d ]" h ·
He being dead yet speaketh
e ig ts in variety• .
I than~ thee Roderick for the word
•
A ccordrngly th
h
.
·
.
e c ron1cles of the .ddl
crime.
mi e ages teem with
His story is in short th
.
At the base of the m e /~le of an impostor.
oun arn we dismount d f
All nature is but art u k
e rom our horses.
All h
n nown to thee·
c ance direction which th
'
ou canst not see.

In the contemplation of these august teachers of mankind
we are filled with conflicting emotions.
·
That a peculiar state of the mere particles of the brain should
be follow_ed by a change of the state of the sentient mind is
truly wonderful.
The ancients separated the corn from the ear by causing an
ox to trample on the sheaves.
General Washington the first President of the United States
was a true patriot a genuine lover of his coun'.try.
The more highly we cultivate our minds here the better shall
we be prepared for the nobler pursuits of the next stages of our
existence.
•·

1.

G

o where a man ma· h
.
·
• ,
- turns.
'y ome is the centre to which the heart

2. Punctuate the following ex~mpl .
N~T.E.-Here let the teacher
es.-

requ1rrng the use of the
read examples from any book
'
d
comma and 1 t h .
wor s, and insert the comma . :
e t e pupils copy the
Ill its p:i:oper place

R ULE I I W
.
.
. - hen an element i
s1derably extended, it should b s c:~mplex, and concomma~
e pomted off by the
EXAMPLES
We visited Abbotsford th h
• .
An indiscrimin ate read· e fome of Sir Walter Scott.
'
ing 0 novels and
i 1 · ·
ng Y IDJurious to the young.
romances, is exceed-

Punctuate the following examples:-

RULE III. - WheD: · an element is compound, the
component parts, if they exceed two, are separated by
a comma; as, "Some men sin frequently, deliberately,
·and presumptuously."

NoTE. -This rule applies to all coordinate expressions,
whether words, phrases, or clauses. Two coordinate parts are
not separated by a comma, except (1) when they denote an ·
alternative of words, and not of ideas; as, " The gulf, or bay is
d angerous ;" (2) when they denote a contrast; a·s · "Though
deep, yet cleri,r; \3) when one or both are complex, and con0

l6*

•

186

LESSON SIXTY-EIGHTH.

GREENE'S IN!RODUCTION.

-------si_derably extended ; as, "He left, and took his bro~her with
him ;" (4) when the conj unction is omitted · a.a " Tho
·
z·
''
masl8
ap ~in, h~nest ~an;" (5) when the same el;ment is repeated;
as,
Verily, verily, I say unto you."
EXAMPLES.

Punctuate the following examples:See through this air thiij ocean and this earth
All matter quick and bursting into birth.
Sp:ak as you mean do as you profess and perform what you
promise.
You_ are a ~arent o~ a child ·a brother or a sister a husband
or a wife a friend or an associate of some kindred soul.
Has God provided for the poor a coarser earth a. thinner air
a paler sky?
Industry honesty and temperance are essential to happiness
·
Lend lend your wings.
W ~e woe to the rider that tramples them down.
It 1s a star or some distant light.
The storms of many winters and the scorching heats of many
summers have visited that ruin.
Contrasted faults through all their manners reign
Though poor luxurious; though submissive vain:
Though grave yet trilling; zealous yet untrue· '
And even in penance planning sills anew.
'
THE COLON .AND SEMICOLON.

Th e caion and semicolon are used chiefly to sepa- .
rate the members of a loose sentence; as, "Make a
proper use of your time; for the loss of it can never
be regained."

REM. 1. -The col~ is now but little used, except before
examples following the expressions, as follows, the foUow,ing
examples, in these words; as, " Perform the following exer-

cises :"
REM. 2 ....:....When, in a complex sentence, several subordinate
clauses are united to each other, halving a common dependence
upon the principal clause, they are separated by the semicolon;
as, " Philosophers assert that Nature is unliD:lited in her operations; that she has inexhaustible treasures in reserve ; that
knowled ge will always be progressi-ve; and that·future generations will continue. to make discoveries."
EXERCISE.

Insert the comma, the semicolon, and the · colon
where they are required in the following examples:·
Never value yourself upon your fo1·tune for this is the sign
of a weak mind.
Pope had perhaps the judgment of Dryden but Dryden certainly wanted the diligence of Pope.
·
The great tendency nnd purptise of poetry is to carry the
mind above and beyond the beaten dusty weary walks of ordinary life to lift it into a purer element. and to breathe into it
more profound and generous emotion.
Write on your slate the following_ example Mary and John
will go.
The· great, the wise and the good were there.
Endeavor to excel much may be accomplished by perseverance.
THE DASH AND PARENTHESIS.

Th'e dash is used where there is a significant pause,
~n unexpected transition in the sentence, or where a
sentence is left unfinished ; as, " He sometimes coun~
Gi1e Remark I.

What is said of the colon and semrcolon?

187

parenthesis?

Remark II.

•

What is said of the dash and

188

GREENE'S INTRODUCTION.

sel takes - and sometimes snuff."
first-."

"But I must

REM.-The dash is now frequently used instead of the parenthesis; as, "The colonists - such is human nature - desired
to burn the town in which they had been so wret_c hed.''

The parentliesis is used to enclose a part of a sentence not necessary to the construction, but in some
way explanatory of the meaning of the sentence; as,
" Consider (and may the consideration sink deep into
your hearts) the fatal consequences of a wicked life."
EXERCISE.

Insert the dash and the parenthesis where they are
required in the following examples:Horror bur8t the hanlls of sleep; but my feelings words are
too weak, too powerless to express them. The Egyptian style
of architecture see Dr. Pocock, not his discourses but his prints
was apparently the mother of the Greek. While they wished
to please, and why should they not wish it, they disdained dishonorable means. If thou art he, so much respected once but,
0, how fallen ! how degraded I
THE PERIOD.

Th e period is used at the close of a declarative or
au imperative sentence. It is also used to denote an
ab breviatiou.
EXAMPLES. -

Knowl edge is not only pleasant, but useful and honorable.
L et what you have gained be an impulse to something higher.
If you will, you can rise. The age of MS-5. is, in some instances, known by dates inserted in them.
What is said of t,6-ie period?

LESS ON SIX·TY-E IG HT H •

189

EXERCISE.

f "od where it is requii::ed in the followInsert t h e pen
ing examples : Truth is the basis of every viLrtut e.ts precepts be religiously
· h'
· e of reason
e 1
It 18 t e VOIC
"t rmits Abhor a fals.ehood
obeyed Never trangress l ~ l y
cannot without guilt and
I would say to the peop e, ou
'
Thom son, Esq
disgrace, stop where ~ou are
The oration was delivered by J L
P
The event occu rred B C lOOh.1
II-known author of " Two
T R H Dana Jun Esq t e we
. d bt d
o
h Mast" the comm unity are greatly m e e
l'k in all countries of the same
Years before t e
'
But the seasons are not a I e .
S Cha VI ~ 2 if 4
r egion, for the reasons already given ee
p
.
p 330
INTERROGATION POINT.

An interrogation point is used at the close of a.
. comes th ere ?"
tence . as " Who
.
senR --When
'
' an interrogative sentence lS
· use d as a aubordiEM.

.

nate clause.
. t . · ployed when the clause is
(1 ) The interrogat10n porn lS em
?"
.
.
1
''He said Why do you weep
. · :
t
ployed where the clause
quoted, direct Y; as, .
(2.) The interrogat10n pornt lS no cm
I
t"
. is
. quote d .m d"ire ctly .' as ' "He asked me why . wep .
EXCLAMATION POINT.

An exclamation point is used at the clohseblof an
exclamatory sentence ., a s, " ·How unsearc a e are
his ways ! "
. .
. porn
. t ·a
REM An excl amation
l often used w. 1 thm
. a sentence,
"
11fter ;;;exclamatory expression or an interJect1on ; as, 0 '
How is the interrogation point used?
point. What Remark.
,.

The exclamation

•

190

LESSON SIXTY-EIGHTH.

GREENE'S INTRODUC'I'.ION.

191

- ------J_ove Supreme! whom men and gods revere!"
pity touch th e mind!"

·~ 0

1 let . soft
·

EXERCISES.

Insert inte~roga:ion and exclamation points where .
they are reqmred m the following examples:-,Daughter of Faith awake arise illume the dread unk o
th
ch:i.os of the tomb
n wn e
Whither shall I turn Wretch that I am To what lace
P
shall I betake myself
0 Pascal
. . thou. wert pure in heart in th"1s worId , an d now
t h ou art m full sight of God
Apostles of liberty what millions attest the a th t" "t f
your mission
u en IC! YO
To purchase heaven has gold the power
Who shall separate us from the love of Christ

Punctuate correctly in all respects the followin
g
examples : . reason how
· fi'What
· · a piece of work is man How no bl e m
rn mt~ m f~culties i~ form and moving how express and admi~ao~e m act10n how like an angel in apprehension how like a
Dr H Marsh F R S &c Bishop of Peterborough b 1757 d

1839

•

As th e pu~il is often obliged to bend all his faculties to the
task before !um and tears sometimes fall on the . . h .
st d ·
·t · ·
page e 1s
u ymg so i is m the school of God's providence th
hard lessons in it
ere are

•

OTHER MARKS USED IN WRITING.

Brackets ( ~]) are used wh en a word or phrase is introduc d
for e~planat10n or connection ; as, "He [the teachc ]
e
expbm ed the difficulty."
r thus

The Apostrophe (' ) is used either to denote the possessive
case, or the omission of a letter; as, "John's." "O'er."
The Quotation Marks (" ") are used to include a passage
taken verbatim from s<Ae other author ; as, " He said, 'I
relipquish my claim.'"
The Asterisk t * ), the Obelisk ( t ), the Double Dagger ( t ),
and the Parallels ( II ), are used to refer to notes in the margin,
·and
or at th e bottom of the page. Sometimes the Section (
the Paragraph ( if ) are used. Also, small letters, or figures,
which refer to notes at the foot of the page.

e)

. The Caret ( A ) is used in writing to show that some letter,
word, or phrase has been omitted ; as, " The pencil lies ·~ the
table."
The Hyphen ( - ) is used to separate the parts of a compound
word; as, "Book-binder." When placed at the end of a line,
it shows that a word is divided, the remaining part being carried to the next line.
The Ellipsis ( * * * ) ( ) is used to denote the omission.
of certain le.tters or words; as, " C * * * ll." " K ,- - g.''.
connects a number of words with one common
Th e B race } terqi.
.
The Index ( .ll6r ) points to ~me remarkable passage.
The Section (

e) also denotes the divisions of a treatise.

A Paragraph ( if ) also denotes the beginning . of a new
subj ect.
The vowe\ marks are the Diceresis ( .. ), placed over the
. second of two vowels which are separated ; th e Long sound
( - ), placed .over a lon g vowel ; the Breve or Short sound ( ~ ),
placed over a short vowel; and accents, Grave ( ' ), Acute ( '),
and Circumflex ( ' ).
RiiM.-The best practical exercises on all these ma_rks and
points will be given by the teacher. Let th'e pupil be required

•

_1_9_2~~~G-R~E_E_N~E_'_s~1_N_T~R-O~D_u~c_T_r_o_~N·~~~- - 1
to cons tru ct sentenc es involving th e use of th em ; or let the :
teac her read from som e book, any passage which demands I
th eir use, and let the class insert th em in thei r proper places.

i

RULES FOR THE USE OF CAPITAL LETTERS.
(1.) Th e first word of every entire sentence should begi n
with a capital; as, "Jesus wept."

(2. ) Titles of honor and r espec t, and every proper name, :rnd
every adjective derived from a proper name, should begin with
a capital; as, His Highness, Boston, Bostonian.
(3. ) Every appellation of th e Deity should begi n with a
capi tal; as, God, Jehovah, the Eternal.
( 4.) The first word of every line o.f poetry should begin with a
capital.
(5. ) The words" I" and "0" should always be capitals.
(6.) Any important word may begin with a capital.
(7.) Th e principal words in the titl es of books should begin
'
with cripitals ; as, Pope's ''Essay on Man."
(8. ) Th e first word of a direct quotation, wh en the qu otation
forms a compl ete sentence of itSelf, should begi n with a capital.

l

