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WITH

EMBLEMATIC ILLUSTRATIONS.

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BY ROSCOE G. If REENE,
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THIRD llDITIO!I.

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BOSTON:
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PUBLISHED BY SAMUEL COLMAN,
811CCJ:HOR _TO LILLY 1 WAIT .A.NI> CO.

1835.

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PREFACE.
I

The following are extracts from Recommendations of
Authors larger work from which the ~0 ll . .
the
owmg pages are
taken.
'

fr~J;1~~~jf.m'1\~r ~~s~llr\t:ir:~~~'th!~~so ~~h~~cG~1::i~dation

to my kno~vledge bee11 substituted for this where it ha:rb has
een
be substituted without rn,1ury.
B. CUSHMAN,~ can
Prrnc1pal of Portland Academy.
one~ rntro uced ;_ and I. am of the opinion 'that no othe

'' GnEEliE ':3 Grammar w~ntroduced into
Schools more than three years since and tliat it h~~ Public
seded all others that were in use in ~aid schools.
superCHARLES HOLDEN'
Secretary of the School Committee of Portl~nd.

It is a_lso recommended~ the followin
entle
ioserh yibhy, Esq., Pri_ncipal of th e English gHi~h sc'f:enl:
0

Hi;h a~~~~'j:nP~rri~~~~1If ~sqAsK{i~nW~;e of the Fem :i~
U. S. Di strict Court for Mai~c District ~ ' Judge of the
Languages in Harvard College-Hon 'R~~~;1rlp PDofej"or
overnor of Maine-Rev. Benj.'Tappan 'Rev All ·pun ap,
W. Bradhury, Esq., Suporintendrng Schooi Co~:~i~t~i::a.n,
ugusta, for 1832-Hon. Samuel E. Smith H
N
m
;reston, and Asa Redington, Jun., John p'otte~\Villthan
B mdmonsJ, Dame] . Williams, Luther Severance EdmundaTs
fl ge , ames Bndgc, Jun. Esqrs .. and man , . h
.
men who have witn essed the effect; of the s yt et er gen tle.sona! and critical examination of pupils instrK~t=d~~~naJer-

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With the view of presenting the science of EJglish
·'>
Grammar to young minds in a pleasi.n g manner, and at as
:) little expens~ as possi~le, at the req~est of Ladies who
}-are engaged 1ri the busmess of teaclung, the author has,
.) in the following pages, united a series of visible illustra[ ; tions with the first. lessons in ·his larger work. By this
mearis, many of the more important distinctions of the
U:. ~everal parts of speech, arid their connexion, office and
variations, are addressed to the eye of the pupil, and,
thereby, more clearly and forcibly impressed on his memory, than could be done by words alone . The utility of
uJ typical elucidations of this sort, in conveying to the young
mind, the first principles of Grammar, has been fully tested by experience . A series of illustrations similar to those
presente d in this little work, embellished an elementary
treatise published in London some years since. These illustrations, united with anothet English compend, were
re-published in this country. But being destitute of examples for practice, the work was not suited to the wants
of our schools.
The several modes and tenses, though said to belong to
verbs, are in fact, modifications of phrases or sentences,
rather than of single words, and to be easily comprehended, require more mature understandings, than the young
pupils for whom this little work is designed, are supposed
to posse ss. B eginners in the study must acquire a knowledge of the nature, power and connexion of the several
parts of speech necessary to constitute sentences, both
simple and compound, before they can clearly comprehend the various modifications of them. To preserve,
therefore, throughout, the simplicity on which to some extent its claims to merit must rest, the modes and tenses are
not introduced until the se veral parts of speech .are explained , and th eir connexion , government, and agreement, illustrated by a series of appropriate examples.

5

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To TEACHERS - on the use of the work . It is recommended to teachers who may use this little work, (having
required the pupil or class under instruction, to answer the
questions from the first to the thirty-first page) to commence the Exercises under Lesson 1, - pnges thirty-six

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REbOMMENDATIONS.

The following are extracts from Recommendations 0 f h
l e
Author s larger work from which the foll ·
owing pages are
taken.
'

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fr~~~~!!frmit~r ~·~ ~ll its_pa~ts, nheeds

no recommendation
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.
s praise is, t at no other Grammar h
m}'. rno;ledge beea substituted for this where it has be:s
once intro uced; and I am of the opinion 'that no othe
n
be subs tituled without injury.
B. CUSHMAN~ can
Prmc1pal of Portland Academy. '

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~-

nE E1<E 's Grammar was introduced into our p bl'
Schools more than three years since and tliat it has s u IC
sedecl all others that were in use in ~a id schools .
uperCHARLES HOLDEN'
Secretary of the School Committee of Portl~nd.
It is a_lso recomm e1!ded ~ the foJJowiu
entlem .
~osefh T'bJy, E sq., Pnncipal of th e English gHi~h Sc h~~]·

Hi;h a~~ho.ol~P~r~:~~~hHo~~qA sK~~nW:~e 0 ~~~e Femal~
~·{· D1 str1 ct. Court for Maine District, fon~erly ~rof~ the
o anguages m Harvard College-Hon. Robert p D j5°r
Governor ofllfame-Rev. Benj .'Tappan Rev All · pun ap,
_i- W. Brardbury, Esq., Suporintendrng Schooi Co~::Ui~t~1::ai~
ugusta, wr 1832- Hon. Samuel E. Smith H
N h
Weston and Asa Redin t
J
J 0h
' on. at an
~mrn~ Daniel. WilliaJ°s~lut~~/ se ve~a!c~1,1 }f;i~~ljaTs
n ge , ames Bridge, Jun. Esqrs . . and many ethe
l ·
gent emen who ha:v~ witnessed the effect; of the s stem
sonal and cntica! examination of pupils instr~cled ~p~naiy_er-

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PREFACE.

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1

With .the vi~w 'of presenting the science of Elglish
Grammar to young minds in a pleasipg manner, and at as
~ little expe,ns~ as possi~le,_ at the req?est of L adies who ·
are engaged 111: the business of teaclung, the author has,
·
in the following pages, united a series of 'l)isible illustrations with the first. 'lessons in ·his. larger. work. By this
means; many of the more important distinctions of the
- several parts of speech, a1i'd their connexion, office and ,
ll-- variations, are addressed to the eye of the pupil, and, 7
?; thereby, more clearly and forcibly impressed on his me·
mory, than could be done by words·alone. The utility-of
uJ typical elucidations of this sort, in conveying to the young
mind, the first principles of Grammar, has been fully tested by experience. A series of illustrations similar to those
presented in this little work, embellished an eleme ntary
treatise published in L ondon some years since. These illustrations, united with another English compend , were
re-published in this country. But being destitute of examples for practice, the work was not suited to the wants
of our schools.
The several modes and tenses, though said to belong to
verbs, are in fact, modifications of phrases or sentences,
"~
rather than of single words, and to be easily comprehended, require more mature understandings, than the young
pupils for whom this little work is designed, are supposed
to possess . Beginners in the study must acquire a know·
ledge of the nature , power and connexion of the several ·
parts of speech necessary to co nstitute sentences, both
simple and compound, before they can clearly comprehend the various modifications of them. To preserve,
therefore, throug hout, the simplicity on which to some extent its claims to merit must rest, the modes and tenses are
not int roduced un til the several parts of speech .are ex- ,.,
plained , and their connexion, government, and' agree· ·•·
y
ment, illustrated by a series of appropriate e xa~ples :.; .

t

'.

To T EACHERS - on the use of the work. It is reconi.·
mended to teachers who may use this little work, (having
required the pupil or class under instruction, to answer the
questions from the first to the thirty-first page) to commence the Exercises under Lesson 1,- pnges thirty-six

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and thirty-seven, by explaining the object ofSyntax,-the
nature of the noun, and three, of its four properties, viz.
Person, Number, and Gender; illustrating, viva voce, the
definition, by examples containing the names of such objects of sight as are familiar to them. When the members of the Class can readily distinguish the noun, they
should be required to parse the examples prepared for that
purpose: The teacher going through with the first example
- that the phraseology used in parsing may be uniform.
When the members of the Class can readily parse the
examples given under Lesson I, they should be called
upon to answer the questions at the bottom of the page;
which they will, it is thought, be enabled to do from the
knowledge gained in the preceding exercise; if not, they
should be directed to commit the answers to memory.
The business of the Class previous to the time appointed
for the succeeding lesson, should not be to commit to memory what they cannot understand without proper ex.P~a­
nation from the teacher, but to render perfectly fanuliar
by repeating the exercise, the mode of parsing the noun,
and the answers to the questions relating to it and it.s properties. As the future progress o~ the C.lass will depe~d,
in a great degree on the manner m winch they acquue
the first principles of the science, their attenti?n sh?~d
be confined to this lesson, until they have made it familiar
to their minds; as no rule nor definition should be committed to memory, until they are first made acquainted
with its practical application.
As to require the young pupil to distinguish between
proper and common Nouns - give the degree of ~ompari­
son of Adjectives, &c, in his fir~t attempt atpa.ri:i'!'g, may
tend to perplex him, he should be allowed to omit these
distinctions, until the connection, government, and agreement of the several parts of speech, are well understo~d.
The pupil should be required to repeat the rule applicable to each part of speech, as of):en ?-Sit occur~ in the ~:x;er­
cises, for the purpose ofrendermg its application fannhar.
The questions on Orthography and Etymology, at the
bottom of the pa~es, at the commencement, are numb~red
to correspond with the definitions, &c, which are designed as answers-to them. Pupils should be required to commlt these answers to memory in small portions according

tn thoirnge onO.bility.

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TO TEACHERS.

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ENGLISH GRAMMAR.

ENGLI SH GnAMnlAR (I) is the art of speaking and
writing the English language correctly.
It (2) is divided into four parts; namely, Orthography, Etymology, Syntax, and Prosody. · -

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ORTHOGRAPHY.
teaches the nature and power of
letters, and the just method of spelling words.
.
A letter (4) is a character used in writing to represent
an articulate sound.
~n articulate (5) sound _is a sound of the human
voice.
In (6) the English alphabet there are twenty-six letters; A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P,
Q, R, S, '.r, U, V, W, X, Y, Z.
The (7) letters are divided into vowE:c.s and CONSOORTHOGRAPHY (3)

NANTS .

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A (8) vowel is a letter that can be perfectly uttered
by itself; as, a, e, o.
A (9) consonant'is a letter which cannot be perfectly
uttered without the help of a vowel; as, b, d, f, l.
The·(IO) vowels are a, o, i, o, u, and sometimes w
and y.
Question•. I. What is English Grammar?-2. Howis It d!vld-.
ed ?- 3. What does Orthography tench ?-4. Whn.t is a letber ?~
5. '\iVhat is an articulate sound.? - 6. How many letters are there
in the English Alphubet?-7. How o.re the letters divided?-8.
What ;, a vowcli-9. What is a conoonant l -10. What lotter>
are ''owe ls?
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ORTHOGRAPHY.

.ORTHOGRAPHY.

W(l) and y nrc consommts wl~en th~y pre c~de -~
vowel in the same syllable; as, wine, twine, ·uout' . 1
other situa ti ons they are V~\~el s. .
d
._
The con so nants(~) are d1v1ded mto mutes an semi

An improper diphthong(!) is a diphthong in which
only one of the vowels is sounded; as, oa in loaf.
A triphthong(2) is three vowels joined in one sy llable;
ns, cau in beau, iew in view.
A proper(3) triphthong is a triphthong in which all
the vowels are sounded; as, uoy in buoy.
An improper(4) triphthonlJ" is a triphthong in which
only one or two of the vowels are sounded; as, eau in
beauty.
WoRo s(5) are distinguished as primitive or derivative, and as simple or compound.
A primitive (6) word is one that is not formed from
any simpler word in the language ; as, harm, great,
connect.
A derivative(7) word is one that is formed from some
simpler word in the language; as, harmless, greatly,
connected.
A simple(s) word is one that is not compounded ; as,
watch, man.
A compound(9) word is one that is composed of two
or more simple words; as, watchman, nevertlieless.

6

1'o~e~ute (3) is a consonant which cannot be soundet
at all without the help of a vowel. The mutes are '
q t and c and " hard.
.
d k
'A_' ~dn- !_;owe! (4 ) is :consonant which can be impei;fectly sot;nded without the help of a vowel. Td he se:;ug. l
n r s v x z, an c an
vowels are f , I'• J, • m, a' ' . ' 'n d. /"quids on ac'
soft. Of these l, ni, n an r me ca e i
count of the fluency of then" sounds.

SYLLAilLES AND WORDS.
A SYLLABLE (5) is one or more letters pron o unc~~
in one sound, and is ei ther a word or a part of a wor '
as,Aa,word
an, ant.
(6) is one or more sy 11 a bl es spoken or written as the sign of some idea.
ll ablcs as there
In every word there are as man.)'. sy

1.

SPELLING.
SPELLI NG (10) is the art of expressing words by their
proper letters.

ar~distindc\) 0 ~F~~ 1~ ~i1 fa~~~·;:':~)t~~n~

monosyllable}
o
athree
wor syl lables, a trissyllau
.
'·/ c; an d a wo rd (10) of four
or more sy llables, a polysyllable. . . d .
syl!aA diphth ong (11) is two vowcla J0111e m one
ble. as ca in beat, o11 m souncl.
.
1 . h b th
pr~per (12) diphthong is ndipht~1~ng m w uc o
the vowels are sounded; as, oi m voice.

wdo(~) ~f two sy ll ables, a clissyll<iblc; a word (9)

[ID" Tlte pupil should now be required to commit to
memory and recite in small portions tho Rules for
Spelling. ]

RULJ<:S FOR SPELLING .

A

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Ruu I. Monosyllablrs endi ng in /, !, or 1, preceded
hy a single vowel, dollb!e lh e final consonant; a•, 1taff,

mill, puss : excep t,

us, thus.

con;.i on nn ls , nnd whon vow-

~utst1on.s. 1. VVhcn :~: 0 ~0a~ts Jl{•idcd? - 3. \ 'Vhnt is a mute?
cls.-2. How nre th e ~ J 1 . n semi-vowc l ?- rcpcat thcm . - 5.
- repe~tt them.-~· V\ \\,~ t i:s a word? - 7. \i\'hut is o. word of
\Vh nt is n syllable · - 6. 7 a. a word of two syllables called ?one syllabic called ?- 8. v\ ha \ 'ti
lied'- IO What is n word
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nf, as, has, gas, was, yes, is, his, U.is,

QtteJtions. 1. ' Vhnt is an improper diphthong! -2. 'What ~s
o. triphthong?-3. \'Vh ut is n proper triphthoi:g! - ~· What is
an improper triphthong?-5. How nre word3 dtstmgutshed?-6.
What is a primitive word?-7. What is o. derivative word?-8.
Whnt is a s implo wor<l ?- 9. What is a compound word? - IO.
\Vh nt is ~pclliug?

9. \.\'hat is a. word of thrcollsyd ,n e1s/~\Vh~t is n ~liplithong ?-12.
of fo ur or more syllables ca e . ·
What is a proper diphthong?

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ORTHOGRAPHY.

Word1 ending in nny other conrnnant thon f,
l, or 1, do uo\ double the fina l letter; except, add, odd, ebb,
egg, inn, err, purr, butt, buzz, 30d somf" proper names.
RuLE 3. Monosyll ahle1, nnd 1<ords accented on the la•I
syllable, wh•n they end with n single consonant preceded
by a si ngle vowel, double their final coneonant before an additional syllable that begin• with a vowel; as, rob, rnbber;
permit, permitting.
X final, being equivalent to ks, is never doubled.
Rutn 4. A final ronsonant, when it is not preceded by
a single vo ,,.el, or when the accent i• oat on the l3't syllable)
ehonld remain sin~le before nn addi tional Eyllable; as, toil,
roiling; visit, visited; general, generalize.
But lands final are often doubled (though improperly,)
when the last •yllable is not accented ; n~, travel, traveller.
bias, biamd.
Rctn o. Primitive words ending io ll, genernlly reject
one I, before f11/., leS!, ly, and neSl; as, slcill, akiif11l, skilless;
full, fully, fulness.
Word• ending in any other double lette r pre@erve it double;
a•, blis.l ful, oddly, sli.ffneH , carelessness.
R u t& 6. 'fhe fina l e·or a pri mi tive word, i• generally omitted before an additional ter mination beginning with a vowel;
as, rate, rateable; force, for cible; rave, raving.
Words ending in ce or ge retain the e before able or ow, to
preserve the soft oound of c aud g; as, peace, peaceable;
change, changeable; oulrage, outrageous.
RU?.& 7. The final e of a primitive wo rd, is generelly re·
tained before an additional termination beginning with a conson•nt; a• , pale, paleneSl ; lodge , lodgemen t.
When the e is preceded by a vowel, it is sometimes omitted; ns, frtte, trnly; awe, anfu l.
R utn 8. Th e final y of n primitive word, when preceded
by n consonan t, is changed into i before an addilion al termination: os, merry, merrier, men·iest, merrily, merriment;
pity, pitied, pities, pitilst, pitiless , pitiful, pitiable.
Before i11g, y is retained, to prevent the doubling of i; ae,
pity, pifyi11g. Words endi ng in ie, drop pi ni: thee by nuLE vr,
ch ange i into y, for the aame reason: as , die, dying.
When a vowel precedes, y should not be chonged; as, day,

ETYMOLOGY.

RuLK 2.

clays; valley, valleys.

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Rut« !J. Compounds geuerally retain U1c orthography
of the simple words which compose lhein; as, here'!/,
wherein, horseman, recall, uphill, shtlljish.
In permanent compounds, the words full and all drop
one l ; as, hanijul, careful, alrvay,, rvilha l : in others they
retain both ; as, full-eyed, al/.,vi.se, save-all •

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ETYMOLOGY.
E-rY MOLOG Y(I) treats of the different sorts of words,
their various modifications and their derivations.
The sorts(2) of words, or Parts of Speech, in Entl'} ish,
are ten ; n amely, the Noun, Adjective , Article, verb,
Participle , Adverb, Pronoun, Conjunction, Preposition
and Inte rjection.
I. A Noun(3) is the name of anything which we
can see, taste,bear, smell, feel o r conceive of; as, book

wine, music, perfume, pain, virtue, vice .
2. An .fldjective(4) is a word added to a noun to
express some quality, or circumstance, of the person or
thing for which the noun stands; as, new book, sweet
wine .
3. An .!lrticle(5) is a word prefixe d to nouns to
limit their signification. The articles are the and an

or a.
4. A Verb(6) is a word which signifies action, (being
or suffering); as, run , speak, fly.
5. A Participle(1) is a word derived from a verb,
p artaking of the nature of a verb (and of an adjective);

ns, runninu, speaking,flying.
6. An .ll~dverb(8) is a word which shows the manner,
Qucstion.1. 1. W hat does Etymo logy treat of? - 2. How many
sorts of word~, or p11rt s of speech nre there in Engl ish?-3. What
is n noun ?-4. Whnt is nn adjective ?- 5. Whnt is R.O artic le

- 6. What ia a verb?- 7. What is n
~dve rb ?

pnrti<~ipl e

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?-8. Whnt ia an

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ETYMOLOGY .

ETYMOLOGY.

time or plaoc in which an action is done, when added to
a verb, or to a parti ciple; us, the boy reads correctly .
7 . A Pronou11(l) is a word u sed instead of u noun,
to avoid the too fr eq uent repetition of it.
8. A Conjunclion(2) is a word that is chiefly used
to connect sente n ces, so as out of two or more sentences, to m ake but one: it sometimes connects only
words ; as, girl and boy.
·
9. Prepositions(3) se rve to connect words and show
the r elation bctwcr n them; as, the dog is under the
table .
10. The lnle1:jcction(4) is n word that simply expresses some sudden emotion of the mind; u.s, Hush!
you will wake the baby.

The Word NouN signifies NAME.

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BIBLE.

EAG L E .

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OF NOUNS.

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A noun(G) is
the name of anything which we cnn Ree, taste, hear,
smell, fe el, or concei ve of.
Tr-rn word(5) Konn signifies name.

[ [JJ' Th e Teach er shoulrl here illustrate the chara cter of the NOUl\ by a variely of fnm iliar examples impressi11g on the mind of the young pupil the difference bct1cccn the name rif a thing and the thing itself. To enable him to do so with e.ffcct, the following
EMBLEM S arc presented.
TVh cn the nature of the noun
is well unrlersloorl by the pupil, he should be required
to commit to memory the ans\\·ers to the questions at the
bottom of the page.]
Quest ions. l. "'hat is n pronoun ?- 2. '~' hat is n conjunction ? - 3. " 'hat i> a prc po;; ition ?- 4. \ Vhat is nn interj ection ? - 5. \\'h at doc.; tho word 1101m signify ? - 6. What 1s 11
noun?

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ETYMOLOGY.

ETYMOLOGY.

time or plaoe in which an action is done, when added to
a verb, or to ci. participle ; as, the boy reads correctly.
7 . A Pronom1(l) is a word used instead of a noun,
to avoid the too frequent repetition of it.
8. A Conjun ction ('b) is a word that is chiefly used
to connect senten ces, so as out of two or more sentences, to make but one: it sometimes connects only
words; as, girl and boy.
D. P repositions (3) serve to connect words and show
the relatio n between them; as, the dog is under the
t able.
10. The Intcrj ection(4) is a word that simply expresses some sudden emotion of th e mind; as, Hush!
you will wake the baby.

The Word NouN signifies

NAM E.

EAGLE.

OF NOUNS.
TnE word(5) Xoun signifies name. A noun(G) is
the name of anything which we can see , taste, hear,
smell, fee 1, or co n ee i ve of.
[ ()7 The Teacher should here illustrate the character of the NOUN by a variety of fam iliar examples impressiug on th e m in1l of th e young pupil the diff erence between the nam e of a thing and the thing itself. To enable him to do so with effect , the following
EMDLEM S are presented. TVh cn the nature of the noun
is well understood by the pupil, he should ue required
to commit to m emory the answe rs to the questions at the
bottom of the page.]

.I.

Questions. 1. \Yh at is n pronoun ?-2. ,;.,~ hat is n conjuncti on ?- 3. vVh at i ~ a pr epos itio n ?-4. ' iVliat is an interj ecti on ?- 5. '"' hat doc» th o word noun signify ?-6. What 1s u
noun?

HAT.

TREE.

·-·

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13

ETYMOLOGY •

.ETYMOLOGY.

The (!) plural number denotes more objects than
one; as, books, birds, horses, cows.

Nouns (!) are divided into two general classes, namely, proper and common.
P rop er('2 ) nouns are th ose which belong to individuals , such as the names of persons, places, &c; as,
Franklin, Charles, H enrietta, Portland, Jlugusta .
Common(3) nouns are those which are common to
many objects of the same kind; us, village , man,
tree.
Nouns(4) have four properties; namely, Person,
Number, Gender and Case.

Plural Nouns.

r'

OF PERSON. P erson ,(5) in grammar, is that quality
of the noun which modifies the verb.
There(G) are three persons; the first , the second, and
the third.
The (?) first person denotes the speaker; as, "I,
Paul , am a prisoner."
The (8) second p erson denotes the person spoken to;
as," George, come to me."
The (D) third person denotes the person or thing
spoken of ; "Thomas is a. good boy."
OF NurrnEn . Number,(1 0) in grammar, is the difference of termination or form of a word, to express
unity, or plurality.
Nouns (ll) h:i.ve two numbers - the singular and the
plural. The (12) singular number denotes one object;
as, book, birc1, mun, dog. [See the · EMDLEMS on
page 11.]
Questio>u. 1. How are noun s di viLlc<l ?-2. VVhat nouns are
prop er?- 3. Wh at nouns are comm on ?-4. How many properti es huvo nouns ?- 5. VV1mt is mcuut by person? - 6. How
m any persons aro there - and what rrre th ey cnll et.! -7. ~' hut
<lo cs th e fir st person denote ? - 8. \Yhnt does the second person denote ?- 9. VVhat doc" th e third person denote ?-10.
\'\' hat is number ? - 11. H ow many n umbers ho.ve nou ns - and
what are they culled? - 12. VVhut docs th e sin~ulur numbar denote?

cows.

HORSES.

SHEEP.

.,,.,

l·

Some nouns, from the nature of the things which they
express, are used only in the singular form : as,(2) wheat,
pitch, gold, sloth, pride, &c; others only in the plural
form : as,(3) bellows, scissors, ashes, riches, &c.
Quettioru.
1. What does the plural number denote ?-2
What nouns are used only in the 1ingular form ?-3. ~hat noun•
arc used only in the plural form?

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01· Nu1rnER. Number,(10) in grammar, is the difference of terminati on or form of a word, to express
unity , or plurality.
Nouns(ll) have two numbers - the singular and the
plural. The (12) singular number denotes one objec.t;
as, book, birc1, man, dog. [See the· EMBLEMS on
page 11.]

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The(l) plural number denotes niore objects th<
one; as, books, birds, horses, cows .

Nouns(!) nre divided into two generu.I classes, namely , proper and common.
Propcr('2) nouns are those which belong to individu als, such as the names of persons, places, &c; as,
Franklin, Charles, H enrietta , Portland, .11.ugusta.
Common(3) nouns are those which are common to
many objects of the same kind ; as, village , man,
tree.
Nouns(4) have four properties; namely, P erson,
Number, Gender and Case.
OF PERSON . Person,(5) in grammar, is that quality
of the noun which modifies the verb.
There(6) are three persons; the first, the second, and
the third .
The(7) first person denotes the speaker; as, "I,
Paul, am a prisoner."
The (8) second p erson denotes the person spoken to;
as," George, come to me."
The(D) third person denotes the person or thing
spoken of; " Thomas is n. good boy."

. i

ETYMOLOGY.

ETYMOLOGY.

Qucstion1. 1. How nre nouns divided ?-2. What nouns nre
prop cr?-3. What nouns are common?-4. H ow many properti es havo nouns ?- 5. vVl1ut is meant by person? - 6. How
many persons arc th ere - and wha t are they called- 7. VVhat
docs the first person denote ?- 8. vVhnt does the seconu person denote ?- 9. vVhat docs th e third person denote ?-10.
"\Vhat is number? - 11. How many numbers have noun s - and
w hnt are they culled ? -1\l. vVhut does the singu lar numbGr denote?

Plural Nouns.

cows.

HORSES.

SHEEP.

1·

Some nouns, from the nature of the things which the
express, are used only in the singular form : ~s,(2) whea
pitch, gold, sloth, pride, &c; others only m the plur:
form : as,(3) bellows, scissors, ashes, riches, &c.
Qimtioru.
l. What cloes t_h e plural number denote?What nouns are used only in the tingular form ? -3. What nou ·
are used only in the plural form?

14

Some words nre the same in both numbers: ns, (1)
deer, sheep, swine, &c.
The(2) plural number of nouns is generally formed
by nddin" s to the sin gular: as, dove, doves; face, faces;
thotwht,thoughts. But(3) when the substantive singular e~ds in x, ch soft, sh, ss, ors, we add cs in the
plural: as box , hoxes; church, churches; lnsh, lashe s..;
kiss, kisses; rebus, rebuses . (4)If the singular ends in
ch hard , the plural is formed by adding only the s: as,
monarch, monarchs; distich, distichs.
Nouns(5) which end in o, have sometimes cs ndded
to form the plural : ns cargo, echo, hero, negro, manifesto , potato, volcano, wo : and sometimes only s : as,
folio, nuncio, punctilio, seraglio. When the o is immediately preceded by a vowel, we add only s.
Nouns(6) ending inf, or fe, are rendered plural by
the change of those terminations into ves: as, !oat;
loaves ; half, halves ; wife, wives; except grief, relief,
reproof, and several others, which form the plural by
the addition of s. Those which end in jf, have the
re<Tular plural : as, ruff, ruffs; except staff, staves.
'Nouns(?) which have yin the singular, with no other
vow el in the same syllable, change it into ies in the
plural: as, beauty, beauties; fly, flies. But they is not
chnnged, where there is another vowel in the same syllable ; as, key, keys; delny, delays ; attorney, attorneys.
S ome nouns become plural by changing the a of the
sinrrul<tr into e; as , man, men ;(8) woman, women ; alderma~, aldermen. Sometimes the diphthong oo is changed
into cc in the plural; as, foot, fe et ;(9) goose, geese;
tooth, teeth . Tirothc'r(lO) makes brothers or brethren;
Q 1icstions. 1. VY hat words nrc the snme in both numbers?
-2. How 1s th e plural number of nouns generally formed?3. \Vh en the noun singular ends in :r, ch so ft, sh, ss, or s,
how is the plurnl form ed ?- 4. Dut if the singular ends .in ~h
hard how i ~ th e plural formed ?-5. How do nou ns endmg rn
tbrm th eir plum! ? - 6. How those e nding in f, or fe. 'J.
0
\\~h ut e xceptions ? - 7. How tl1osc in y l what excep tions ?8. \tVhat nouns clmngo a into c '!- - 9. \ ¥hnt change oo into
ee, to form tho plural ?- 10. \¥h at is the plurnl of brother :t

15

ETYMOLOGY.

ETYMOLOGY.

r

louse and mouse make lice and mice ; penny makes
pence, or pennies when the coin is meant; die makes
dice [for play]; die, dies [for coining].
It is agreeable to analogy ,and tlie practice of the generality of correct writers, to construe the following
words as plural nouns: pains,(l) riches, alrns; and also,
mathematics, metaphysics, politics, ethics, optics, pneu1natics, with other similar names of sciences.
The word(2) news is now almost universally considered as belonging to the singular number.
.
The word(3) means is used. both in the. singular nnd
the plural number.
OF GENDER. Gender(4) is the distinction of nouns
with regard to sex.
'
There(5) are three genders: namely, the masculine,
the feminine and the neuter.
The(6) masculine gender denotes animals of the
male kind; nsfather , inan, boy.
The(7) feminin e gender denotes animals of the female kmd; ns, mother, woman, girl.
The(S) neuter g ender denotes things which are
neither male nor female ; as, book, pen, pape1·.
The(9) sexes are distinguished in three ways.
1st. By different words; as
Male .

F emale.

Male.

Bachelor,
Brother,
Boy,
Bull,

Maid.
Sister.
Girl.
Cow.

Buck,
Cock,
Dog,
Drake,

F emale.

Doe.
Hen.
Bitch.
Duck:

Questions. I. Of 'what number nre pains, riches, alms, ethics ,
optics, &c?-2. Of whnt number is ncws'!--3. How is the noun
tneam used?-4. What is gender?-5. How many genders are
there, and what a.re they called ?- G. What docs the masculine
gender denote ?-7. What does tho feminine gender denote ?-8,
What does the neutor gender denote? - 8. In how many ways are
tho sexes distinguished ? - \'Vhat arc they ?-Give cxnmplcs.

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ETYMOLOGY.
.Male.

Earl,
Father,
Friar,
Gander,
Hart,
Horse,
Husband,
King,
Lad,
Lord,
Man,

Female.

llfo!e.

Female.

Countess,
Mother,
Nun,
Goose,
Roe,
Mare,
Wife,
Queen,
Lass,
Lady,
Woman,

Master,
Nephew,
Ram ,
Singer,
Sloven,
Son,
Stag,
Uncle,
Wizard,

Mistress,
Niece,
Ewe,
{ Song-stress
or Smger,
Slut,
Dauf,hter,
Hin,
Aunt,
Witch.

2. By difference of termination ;
llfa!e.

F emale.

Abbot
Abbess,
Actor
Actress,
Administrator Administratrix,
Arbiter
Arbitress,
Baron
Baronness,
Bridegroom Bride,
Benefactor
Benefactress,
Count
Countess,
Deacon
Deaconess,
Duke
Duchess,
Elector
Electress,
Emperor
Empress,
Enchanter
Enchantress,
Executor
Executrix,
Governor
Gov erness,
Heir
H eiress,
H ero
H eroine,
Hunter
Huntress,
Host
Hostess,
Jew
Jewess,
Lion
Lionesa,

Malo.

17

ETYMOLOGY.

8.9

Female.

Marquis Marchioness,
Mayor Mayoress,
Patron Patroness,
Peer
Peeress,
Poet
Poetess,
P1·iest
Priestess,
Prince Princess,
Prior
Prioress,
Prophet Prophetess,
Protector Protectress,
Shepherd Shepherdess,
Songster Songstress,
Sorcerer Sorceress,
Sultan Sultana,
Tiger
Tigress,
Traitor Traitress,
Tutor
Tu tress,
Viscount Viscountess,
Votary Votaress,
Widower Widow.

3. By prefixing a noun, pronoun or adjective; as
Male.

Cock-sparrow,
Man-servant,
He-goat,
He -bear,
Male-child,
Male descendants,

F emale.

H en-sparrow,
Maid-servant,
She-goat,
She-bear,
Female-child,
Female descendants.

So~e

nouns are equally applicable to both sexes;
(1) parent, child, cousin, friend, neighbor, servant.

llB,

OF CASE. Case(2) is the condition or situation of
nouns in relation to other words.
There(3) are three cases; the nominative, the possessive and the objective.
The (4) n01ninative case denotes the doer of an action or the subject of a verb, as, the boy reads. .
The (5) possessive case denotes the possession of
property ; as, my fath er's house .
The(6) objective case denotes the object of a verb,
participle or preposition; as, the man sawed the
wood, &c.

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The nouns n1AN and nrnTHER are thus declined :
Sing. Num.

Plu. Num.

Nom. Man,
Pos. Man's,
Obj. Man,

N01n . Men,
Pos. Men's,
Obj. Men.

Nom. Mother,
Pos. Mother's,
Obj. Mother,

Nom. Mothers,
Pos. Mothers',
Obj. Mothers.

Questions. 1. What nouns o.ro o.pplicable to both sexes? - 2.
'1Vho.t is case ? -3. How many co.sea are there ? o.nd what nro
they co.Hod ?-4. What docs tho nomjno.tivo case dencte? -5.

Whot docs the po•••••ive caso denote I - 6. 'Vhat doe• the objective case denote ?

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19

ETYMOLOGY.

ETYMOLOGY.

Nouns or Names.

Adjectives and Nouns.
LARGE

PROPER N oi;Ns. America - Augusta- Boston Portland- Charles - Henrietta- Mary- Washington- J efferson - Franklin - Kennebec - Mississippi - Amazon - Ganges.
COMMON NouNs. Cake, calms - book, books place, places- boy, boys - box, boxes-vice, vicesvirtue, virtues - wine, wines - man, men - woman,
women - house, houses - tree, trees - flo·wer, flowers - bird, birds.

AMERICAN

BIBLE.

EAGLE.

YOUNG

OLD

OF ADJECTIVES.
'When, i? learning to talk , a child has learned the
names of thrngs, and can express some nouns or names
of things, he begins to find his want of words to describe
their peculiar qualities; for instance, he sees two cakes,
the one white and the other brown, and he wants to
point out in words, the one he should choose rather than
the other, he learns to say, the white cake, or the
brown cake : now white and brown, and all other
words, which, when prefixed to nouns, express a quality
or circumstance of the things for whi_gh such nouns
stand, are adjectives.'

MAN.

An (l) Adjective is a word added to a noun to express
some quality, or circumstance, of the thing for which
the noun stands; as, large bible, .flmerican eagle,
young man, old man, beautiful rose, little girl.

[ [[]" The teacher should now, by familiar 'Oerbal illustrations, enable the pupil clearly to understand the
distinction between words which are the names of
things, and words which denote the qualities of things;
which can readily be done by referring to the EMBLEMS
on th efollowing page. ]
Question.

J. VVhat is an atljcc\.i''C?

BEAUTIFUL

MAN.

LITTLE

·r

ROSE.

GIRL.

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19

ETYMOLOGY.

ETYMOLOGY.

Nouns or Names.

Adjectives antl Nouns.

\

LARGE

Pnor1m NoGNS. Americn-Augusta-Boston P ortlancl- Charles - H enrietta- Mary - Washington - J efferson - Franklin..:_ K ennebec - Mississippi - Amazon - Ganges .

I
.' . \

Co~rno~ Nou Ns.
Calm, cakes - book, books pince, places - boy, boys - box, boxes - vice, vicesvirtue, virtues - wine, wines - man, men - woman,
women - hou se, houses - tree, trees - flower, flowers- bircl, bircls.

AMERICAN

BIBLE .

OF ADJECTIVES.
'W hen, i~ learning to talk, a child has learned the
names of tlungs , and can express some nouns or narnes
of things, he begins to find his want of words to describe
their peculiar qualiti es; for instance, he sees two cakes,
the one white and the other brown, and he wants to
point out in wo rds, the one he should choose rather than
th e other, he learns to say, the white cake, or the
brown cake : now white and brown, and all other
words, which, when prefix ed to nouns, express a quality
or ci rcumstance of the things for wh4:h such nouns
stand, are adjectives.'

nI·
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YOUNG

MAN.

An (l) Adjective is a word aclded to a noun to express
some quality, or circumstance , of the thing for which
the noun stands; as, large bible , American eagle ,
young man, old man , beautiful rose , little girl.

BEAUTIFUL

ROSE.

J. \Vhu t is u11 atljccti ,·c?

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\____, = = -

MAN .

LITTLE

[ II? The teacher should now, by fam iliar verbal illustrations, enable the pupil clearly to understand th e
distinction between words which are the names of
things, and words which denote the qualities of things;
1chich can readily be done by referring to the EMBLEMS
un th ef ollowing p age. ]
<.!1<cst io11.

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- -- -- - - -

- - - - ------ -

- - --

- - --

-· - -- - --

- -- - --

GIRL.

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21

ETYl\'lOLOGY.

ETYMOLOGY.

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Therc(l) are commonly reckoned three degrees of
comparison; the positive, comparative and superlative .
The(2) positive state expresse s the quality of an object, with out increase or di minution; which, by a secret
reference to other things, may be called a degree of
comparison; as, large, tall , good, wise, g reat .
The(3) comparative degree increases or lessens the
posi li v_c in signification ; as larger, wiser, greater ,
less wise.
The(4) superlative degree in creases or lessens the
positi ve to the hi crh est or lowest degree; us , largest ,
wisest, greatest , l~ast 1cisc.
The(5) simple word or positive, becomes the comparative, by adding r or er to the e nd of it; and(6) the
superlative by adding st or est; as,
Po>itivc.

Comparative.

S upcrlnti\'c,

L arge ,
Tal l,
"\Vise ,

larger,
t;iller,
wiser,

largest.
tallest.
wisest.

Compnrntive.

S uperlative.

J'o>i ti \'e .

Comparative .

f:'uper lntivc.

Beautiful,

more beautiful,
more wise,

most beautiful.
most wise.

"\Vi~e,

Que.iiuns. l. Il ow m nny degree.> of Comparison nre th e re?
ant i whu t nrc th ey culled ?- 2. V\'hnt doc9 the positive express ?
-3. \Vha t th e comp11ruti-i;eJ -1 . VVhut th e supe1'lat iveJ-5.
l luw i• th e s imple wur<l, o r J'OSit i»e de gre e, mu tlc the comp ttral ivc J
- (i . H ow th o superla tive.?

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Alarge PLV M , AlargerPL VM, Th e largestPLVM.

A tall MAN , A taller MAN,

The tallest MAN .

And the words more and most, placed before the
adjec tiv e , h ave the same effect; as,

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Positive.

OF COMPARISON .

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Co mparison of Adjectives.

Adjectives describe the qualities of things; they also
describe the degrees of those qualities. Suppose three
up pies of different sizes to be placed before us; in describin g them we may properl y say, tlmt the first is
large, the second larger, aml the third the largest of
ull. Thus we express what are termed the DEGREES

I

- - - - - - ·-·

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A beautiful

A more beautiful

The m.ost beautiful

BIRD ,

BIRD,

BIRD .

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~1

ETYMOLOGY.

ETYMOLOGY .

Comparison of Adjectives.

Adjec tives describe the qualities of things; they also
describe the degrees of those qualities. Suppose three
apples of different sizes to be placed before us; in describing them we may properly say, that the first is
large , the second larger, and the third the largest of
ull. Thus we express what are termed the DEGREE!

Positive.

Comparative.

Superlative.

OF COMPARISON.

Therc(l) are commonly reckoned three degrees of
comparison; the positive, comparative and superlative.
The(2) positive state expresses the quality of an object, with out increase or diminution; which, by a secret
reference to other things, may be called a degree of
comparison; as, large, tall, good, wise, great.
The(3) comparative degree increases or lessens the
positive in signification; as larger, wiser, greater,
less wise.
The(4) superlative degree increases or lessens the
positive to the highest or lowest degree; us, largest,
wisest, g reatest, least wise.
Thc(5) simple word or positive, becomes the comparative, by adding r or er to the end of it; a.nd(6) the
superlative by uddmg st or est; as,
Posi tive.

Comparative.

Superlative.

Large,
T all,
'\Vise ,

larger,
tall er,
wiser,

largest.
tallest.
wisest.

AlargePLVM, AlargerPLVM, ThelargestPLVM.
~

A tall MAN,

A taller MAN,

The tallest MAN.

And the words more and most, place d before the
adj ec tiv e , have the same effect; as,
Pooiti\'C.

Comparat ive .

Superlative.

Beautiful,
Wise,

more beautiful,
more wi se,

most beautiful.
most wise.

..,.

) -:

Questions . J. How mnny degree.> of Comparison nre there?
u111l wh nt are th ey cull ed ? -2. VVh nt docs the positive express?
- 3. \Vhat th e comparative? -4. Whnt th e superlative? - 5.
lluw is th e simple word , or J'Osill"ve degree , muclc the coniparalive J
- (i. ll ow tho s1<ptrlative?

A beautiful

A more beautiful

BIRD,

BIRD,

The most beautiful
BIRD .

§ ¥'' ?

ETY.MOLOGY.

23

ETYMOLOGY.

Monosy lluliles( 1) for the most part are compared liy
adding er or est; and(2) dissyllables by adding rnore
and most; as, mild, milder, mildest; frugal, rnorc
frugal, most frugal.
Thc(:J) degrees of comparison of some adjectives in
very common use, arc irregularly formed; as,
P0sitivo.

Good,
Bad,
Little,
and some others.

Compo.rativo.

Superlative.

better,
worse,
less ,

best,
worst,
least,

and NouNs.
Large plum - small plum -red plum -white plum
-sweet plum-green plum-bitter plum-hard plum
- soft plum-sour plum-mellow plum-fi1ir plum
- early plum - late plum - good plum - small plum
- round plum - delicious plum.
Tall man - short m<m - white man - black man old man - young man -- large man - small man p;cncrous man - foolish man - rich man - poor man honest man -guo1l man.
ADJECTIVES

Articles and Nouns.

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An Arliclc(-1) is a word prefixed to nouns to limit
their sig nification. There arc(") two articles, the, and
an or a.
Tlt c(G) is called the definite article; it denotes some
particular person, thing or things; as, the book, the
apples.
.fl.n(1) 01 a is called the indefinite article; it denotes
one thing of a kind, but not any particular one; as,
a book, an apple.
Questions. l. llow a.re monosy llables compared? '-2. How
db::-) 1Lthlcs ?-:J.
In what words arc the degrceE of compari~on
irrn ~ tilnrly form ed ! - 'I. \\' l1at io o.n tHl icle !-5. How many
a1ticl es are th ere ?-G. \Vh at is th e rnlled? anil what doe•
it denote' - 7. \Vho.t is an or " called? and what does it dc11vte ?

A PEAR.

THE SUN.

....

A HOUSE.

A TREE.

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MonosylluLles( 1) fo r the mos t prLrt are compared by
adding er or est ; and (!) dissyllables by addin g m ore
anti most ; as, mild , milder, m ildest; fru gal, more
fru gal, most fru ga l.
T h c(:J) degrees of compari son of some adj ectives in
very common u se , arc irrcgula.rly formed; as,
l'usi tiv o.

..

j
~
~!

I
~·

:1
1,

~,

Ii
!{.
I

'

·~--

G ood,
Bad ,
Little ,
and some others .

23

ETYMOLOGY.

Comparnti vo .

Supe rlati ve .

better,
worse ,
less,

best,
worst,
least,

Articles and Nouns·

,.
THE BIBLE.

A PEN.

and N ou Ns.
Large plum- small plum - red plum - white plum
- sweet pl um - green pl um - bitter pl um - hard pl um
- soft plum- so'tlr plum- mellow plum-fi1ir plum
- early plum - late plum - good plum - smnll plum
- round plum - delicious plum.
Tall m n.n - slwrt mun - w!tite man - black man olcl mn.n - yo1mg m;i_n -- large man - small m n.n ge nerous m n.n - f oolish man - rich man - p oor man honest m an- goo d m n.n.
A D J£CTIYE S

OF ARTICLES.
A n Arti cle(.J) is a word prefi xed to n ouns to limit
their sig nifica tion . There n.re(5) .t.wo arti cles, t!t c, and
an or a.
'l'lte(G) ii< culled the definite article ; it denotes some
pn.rticuln.r perso n, thing or things ; as, th e book, the
applei; .
.lln(?) 0 1 a is called the indefinite ariicle; it denotes
one thing of a kind, but not any pn.rticul ur one; as,
a book , un apple .
Q uest ions . l . ll ow nre monosy ll ables compared ? - 2. Il ow
rl iss yll ab lt.: s ~ - :3. rn wh at wurds are th e degrees of co mp a ri ~o n
irre;! uln rl y fo rmed ?- •!. \ \' hat io an 1trti cle ! - 5. Ho w ma ny
a11i elc' ar e th ere ! - G. \ Vhut is the cu ll ed' and wh a t d oe•
it d~nolc ' - 7. Wha t is "'' or " callci.1 ! and what docs it dc-

11u tc?

A PEAR.

A HOUSE.

THE SUN.

A TREE.

•

<
· I

I

I

1

A(l) verb is n word which signifies action, (being or
suffering.)
, V crbs(2) are di vidcd into three sorts : namely, active,
neuter and passive.
Active(3) verbs are divided into transitive and intransitive .
An(4) active-transitive verb expresses an action
which affects an object; as,

·~

An(5) active-intransitive verb expresses an action
confined to the actor; as,

.

; 'A
.....

1."l
t

Verbs.

OF VERBS.

'1

i.· :·/
"1

25

ETYMOLOGY.

ETYMOLOGY.

The man saws the wood.
The girl reads her book.

l

l

24

TO SAW.

TO READ.

The wind blows.
The bird flies.
The boy runs.
~-"- ::____:::::~

~:

fi

[ITJ' The teacher should (by rrferring to the emblems on the opposite page) clearly illustrate to the
young pupils the distinction between t7w active-transitive,
and the active-intransitive vcr!J.]

TO DANCE.

TO FLY.

A neuter verb expresses neither action nor passion 1
but being 1 or a state of being.
A passive verb expresses a passion or a suffering, or
the receiving of an action .
Questions. l. Whut is n Ycrb !-2. Into how muny sorts
nr e verb• divided!- How are active verlrn divided ?-4. \Vhut
tlocs an activc-trunsiti vc Ycru express ?-5. What docs uu uctiYc-intmnsitivc verb expre ss ?-Are th o verbs, "saws" nnd
"'l"Cluls" transitive or intransitive?- \Vhy !-A re the verb3
" ~lows,"" fl ies" urn! "n<M" tnrnsitiYe or intrnniitive? Why?
1

TO RUN.

TO SLEEP.

25

ETYMOLOGY.

24

ETYMOLOGY.

Verbs.

OF VERBS.
A(l) verb is 11 word which signifies action, (being or
suffermg .)
, V crbs(2) 11re divided into three sorts: n11mely, active ,
neuter and passive.
Active(3) verbs nre divided into transitive 11nd intransitive.
An(4) active-transitive verb expresses 11n action
which 11ffects 11n object; as,

TO READ .

TO SAW.

The m11n saws the wood.
The girl reads her book.
An(5) active-intransitive verb exprrsses an action
confined to the actor; as,
The wind blows .
The bird.flies.
The boy runs.
;:__:_::='-'=-----~
-

(ID" The teacher should (by referring to the crnblerns on the opposite page) clearly illustrate to the
young pupils the distinction between the act'ive-trmtsitive ,
and the active-intransitive 'verb.]
'~1

lj
I

I

TO FLY .

TO DANCE.

A neuter verb expresses ne ith~r action nor passion,
but being, or a state of being.
A passive verb e xpresses a passion or a sufferina-, or
the receiving of an action .
"'
Qucstiom . I. \V hnt is n verb ?-2. Into how mnny so rts
nre verbs divided?- Il ow ure active verb~ div ided?-1. \Vh a t
docs a u activ c-trunsiti vc ,·c rb express ?- 5. "Vhat docs u u nctivc-intransitivc verb cxpres:z ?-Arc tho ve rbs, "ui.ws" unrl
"rca<Li" t mnsiti vc or intrnusitiY c ?-Why ?-Arc th e ve rbs,
''blow•,"" ftie:" and " n <l< •" tmmitiYe or intmniitive ? \V hy ?

TO RUN.

/.......,
_J$L

.;o:a

; ~.

'

---- --

TO SLEEP.

~

-=~

--· -

~:

I

26

ETYMOLOGY.

..,I

f

OF PARTICIPLES.
A(l) participle is a word derived from a verb, partaking of the nature of a verb and of an adjective.
There(2) arc three participles; the present, the perfect, and the compound.
Thc(3) present participle is formed by adding ing
or ning to the verb; as, love - lov·i ng, saw - sawing,
dance - dancin<r, run -runninrr.
~he(-!) perfect participle is ~egularly formed by
11dd111g d or cd to the verb ; as, love - loved, saw sawed.
The(5) cornpound participle is formed by prefixing
having to the perfect participle of any verb; n.s, loved
-having loved, sawed-having sawed.
Present participle,
loving.
Pe1fect participle,
loved.
Compound participle, having loved.
P;i,rticiplcs often become adjectives, and are placed
before nouns to denote quality; as, "A lying tongue;"
" A burning fever ; " " A loving chi Id ; " " A moving
spect;icle ; " " A heated imn.gination ; " " A learned
man."

!

27

ETYMOLOGY.

Verbs and Ad·verbs.
TO WORK

TO WORK

,..

DILIGENTLY.

TO RUN

TO BEG

--

OF ADVERBS.
An(6) n.dvcrb is a word which shows the manner,
time or place, in which an action is done, when added
to a verb, or to a participle .
Adverbs(?) are of different kinds; namely, manner,
time, place and degree, &c.
Of .Manner ;(8) as wisely, well, easily, correctly,
&c. Of Time ;(9) as, soon, now, instantly, yet, since,
to-morrow, &c. Of Place ;(10) as, here, there, where,
whither, thither, &c. Of Degrec;(ll) as, very, quite,
exceedingly, extremely, too, &c.
Qacst'ions. 1. 1'Vl1at is a participle ?-2. How many participle<
h nve vcrlJs? and what nrc they called ?-3. llow is the present
formc1l ?- 4. Ilow i" tho perfect formed. -5 How is the com pou111l formed?- G. vVlmt is an adverb?- 7. How nro they uivided ?-8. lteront somo of tho nuvorlJ" of l\lnnncr. - D. Time. 10. Pluco. - 11. Dcgroc.

SWIFTLY.

TO SAIL

TO RIDE

SMOOTHLY.

SLOWLY.

26

· • J'

~.

i:

:_1

' ·'

ETYMOLOGY.

27

ETYMOLOGY.

OF PARTICIPLES.
A(l) participle is a word derived from u verb, partaking of the nature of a verb and of an adjective.
There(2) arc three participles; the present, the perf ect , and the compound.
The(3) present participle is formed by adding ing
or ning to the verb; as, love - loving, saw - sawing,
dance - dancing, run -running .
The(4) perfect participle is regularly formed by
adding d or ed to the verb; as, love - loved, saw sawed.
The(5) compound participle is formed by prefixing
having to the perfect participle of any verb; ns, loved
-havi11g loved, sawed-having sawed.
Present participle,
loving.
Pe1fect participle,
loved .
Compound participle, having loved.
Participles often become adjectives, and are placed
before nouns to denote quality; as, "A lying tongue;"
"A burning fever;" " A loving child;" " A moving
spectacle; " "A heated imagination;" "A learned
111an,"

Verbs and Adverbs.
TO WORK

TO WORK

DILIGENTLY.

IDLY.

TO RUN

TO BEG

OF ADVERBS.
An(6) adverb is a w ord which shows the manner,
time or place, in which an action is done, when added
to a verb, or to a participle.
Adverbs(7) are of diffe rent kinds; namely, manner,
tim e, place and degree, &c.
Of Manner ;(8) as wisely, well, easily, correctly,
&c. Of Time ;(D) as, soon, now, instantly, yet, since,
to-morrow, &c. Of Pla ce ;(10) as, here, there, whe re,
whither, thither, &c. Of Degrec;(ll) us, very, quite,
e xce edingly, extremely, too, &c.
Questions. 1. Wl>at j3 a pnrti c ipl e ? - 2 . How many pnrti c ipl e ~
hn\' e ,·rrus? and what arc th ey ca ll e d ?-3. !low is th e pre se nt
formc1l ? -4. Il ow i" thn perfec t funn ed, -5 How is the comp•rn111l fur111c1l ?- G. vVhat is an aclverh ?- 7. llow are th ey div id ed ! - 8. ltepcllt somo of th e UU\'ND8 of lllnnner.-!J. Tim e. 10. Plt•co. - 11. Degroc.

SWIFTLY.

TO SAIL

TO RIDE

SMOOTHLY.

SLOWLY.

'

28

J1 Table of the Persona l P ronouns in tha Throe Cases ·
SINGULAR NUMDER.

Some (1) adverbs admit of comparison; as, soon,
sooner, soonest; often, oftener , oftenest. Those (il)
end ing inly are compared bynwre and most; as, wisely, more wisely, most wisely.
Adverbs briefly express what would otherwise require several words; as, here, for in this place. There
are several combinations of short words, which are
use d adv erbially; as, By and by, in vain, at length:
they are denominated adverbial phrases.

lst pcnon.

Questions. 1. Do adverbs admit of comparison! -2. How aro
n.Jvcrb• en ding in ly co mpared !-3. What is a Pronoun!- 4.
\Vhat i• a personal prono un ?-5. Ilow many personal prono1,ms aro
th ere? - Nu1110 thcU1. - G. Decline each perso n, ·in' tho srngulur
and plum! number. [Sec p. 29.j
-

3tl per. mus.

H~,
H~s,

3tl per. fem.

3J per. neu.

She,
H ers,
Her;

Him;
PLURAL NUMBER.
We
Ye
or
You, They,
They,
Nom.
Theirs, Theirs,
Poss. Ou;s, Yours,
Them. Them.
Obj. Us. You.

It,
Its,
It;
They,
Theirs,
Them.

Examples of Pronouns·
JOHN

OF PRONOUNS .
A Pronoun (3) is a word used instead of a noun, to
avoid the too frequent repetition of it; as, "The man
is happy ; he is benevolent; he is useful."
Pronouns, like the nouns for which they stand, havo
person, number, gender and case.
There are (4) four kinds of pronouns, viz. the P ersonal, the Relative, the Interrogative, o.nd the Adjective
Pronouns.

.

2d per.

Nom. l, (6) Thou,
Poss. Mine, Thine,
Ob'J·· Me·, Thee ·,

VEnn s and AnvERDS.
To work diligently- to run swiftly- to beg humbly- to sail smoothly-to ride slowly-to read correctly - to sing sweetly - to dance gracefully - to
speak dcliberntely- to play here - to stay th~re- to
come hither - to go thither.

OF PERSONAL PnoNOUNs. There are (5) five Personal Pronouns, viz. I, thou, he, she o.nd it; with their
plurals, we, ye or you, they.
The word self, annexed to the personal pronouns,
forms u class of compound personal pronouns; us, myself, ourselves- thyself, yourselves - himself, herself,
itself, themselves.
·

~9

ETYMOLOGY.

ETYMOLOGY.

o.nd

JANE have their books;

but while HE stands idle, SHE

,

---=
Here JoHN
and
JANE and
HE
and
SHE
mean the same persons. Instead of repeating th.e
es John and ·Jane, thus, John and Jane have their
~~ls,' but while John stands idle, Jane studies, the
pronoun he is used for John and she for Jane.

28

S ome (1) adverbs admit of comparison; as, soon,
sooner, soonest; often , often er, oftenest. Those (:2)
ending in ly a.re com pared by more and most; as , wisely , more wisely , most wisely .
Ad verbs briefl y express what would otherwise requ ire seve ral words; as, here, fo r in this place. There
are several combi natio ns of short word s, which are
used adverbially; as, fly and by, in vain , at length:
t hey are de norninatcd adverbial phrases.

J1 Table of the Persona l P ro11ouns in the Throe Cases.
SINGULAR NUMil ER.
l st person.

r

Quest ions . 1. Do ndver\Js n<lmit of comparison ?- 2 . How nro
nuve r\Js endi ng in ly compa red ?-3. W hat is a Pronoun ? - 4.
\ Vhat is n persona l pronoun ? - 5. How mnny persona l pronoun s nro
th ere? - Na1110 them. - G. Doc line cnch person, 'in' the aingul a.r
·
and plum! numbe r. [Sec p. 2!:l.]

3J per. mns . 3,\ per. fe m.

3J per. neu.

It ,
Its,
It ;
They,
Theirs,
Them.

Examples of Pronouns·
J oHN

OF PRONOUNS.
A Pronoun (3) is a word use d instead of o. noun, t o
a.void the too freq uent repetition of it ; as , "The m an
is happy; he is benevolent; he is u se ful. "
Pronouns, like the nouns fo r which they stand , have
p ersu11 , n umbe r, gender and case .
There arc (4) fo ur k inds of pronouns, viz. the P er·
sonal, the R elative , the Int errogative, and the ./Jdj ecl'i'ce
Pronouns.

.

2<l per.

She ,
Nom. I, (6) Thou,
H~ ,
H ers,
Poss. Mine, Thine ,
H~s ,
H er ;
Me,
·
Thee
,
·
Him;
'·
·
OO
J.
PLURAL NU MDER.
We
Ye
or
You, They,
They ,
Nom.
Ou;s,
Yours,
Theirs,
Theirs ,
P oss.
Them. Them.
Obj. Us. You .

V ERn s and AovERn s.
To work diligently-to run swiftly-to beg humbl y- to sail smoothl y - to ride slowly-to read correctly - to sing sweetly - to dance gracefully- to
speak deliberately- to play here - to stay thpre - to
come !tither - to go thith er.

OF PER SON AL PRON OUNS. There are (5) five Personal Pronouns, viz . I, thou, he, she and it; with their
plurals, we, ye or you, they.
The word self, annexed t o the personal pronouns,
fo rms a. class of compound personal pronouns; as, my·
self, ourselves - thyself, yo urselves - himself, herself,
itself, themselves.

29

ETYMOLOGY.

ETYMOLOGY.

and

J AN E have their books ;

but while HE stands idle , SHE

,

Here J oHN
and
J ANE o.nd
HE
and
SHE
mean the same persons. Instead of repeating tl~e
John and -Jane thus, John and Jane lm~e their
~~~es~' but while ·Joh~ stands idle, Jane studies, the
pronoun he is used for John and she for Jane.

ETYMOLOGY •

ETYMOLOGY.

.OF H.i::I.ATIVE PnoNouNs
Tl
11 /ucli , ancl 7'lwt, (whe n
t
10 bworcls (!) 1~!to,
wh o or which) are rcl·• ti'
a
can e changed mto
~ ve pronouns.
Th cs~ (2) prono un s arc called relativ
e pronouns because they represent either
phrascs.
antecedent words, or

There (1) are five kinds of Adjective Pronouns.

7'l;

The (2) PoS!e•aive are, My, thy, his, her, our, your, lhfir.
" Distributive are, Each, every, either.
Demonstrative are, 'fhia, !ha t, these, those, former
and latter.
'' J11<lefi11ite are, Some, one, any, other, all, such.
lnlcrrogalive are, Which and 1<hal (when prefixed to
nouns.)

Cases of tlie Relative Pronouns.
l'V 110 ( 3) is applied only to persons.
Sin . Nom. ('1) Who
Pl
.,
Poss
WI '
u. Jrom. Who,
Ob· ·
wsc,
Poss l'Vhose
Whom;
Obj .. Whom'.
'l·

v;rncn (5)

is applied to animals and things.
Sin. J.0111 . (G) Which
Pl
.,
.
P oss.
'
u. Jrom. Which,
Obj .
Which,·
Po~s. - - ObJ. Which .
.
. Tnn
, . (i) ,is applied to persons , animals and t'mnas.
Sm . J i o11i. (ti) That
Pl
"
Poss .
Ohj .

'
That;

u . Nom. That,
Poss. - ObJ . That.

OF AnncnvF. Pito NouK s. Adjective (10)
mix ed nature, p:irti?ipating of the /r~~~~~i~:
i o pronouns and ac!Ject1ves.

re lat i"o pronou 1; wJ;o".- 5 " 1 ~~ w~~ w. ,0 n1~ p li c d ?:- 4. D ecline tho
th o Hc lativc which
7 .T
I tlt ~ li wh 1chup11l1cd?-fi. fl ccli110
. 0 w int 15 th at npplied?-8. Dec line
th e Ht.:Ia tivc t hnt ~!)
1
10. \Vhnt arc iuij~r.ti·\;O pr~~~~;,~ fu lled Inte rr ogntivo pronouns?-

,,y

I

=

:::-=--~-

.

~

'

.

.......,

i

iI
I

i

'\

:III

OF CONJUNCTIONS.
A Conjunction (4) is a word that is chiefly used to
connect sentences, so as out of two, or more sentences,
to make but one: it sometimes connects only words.
A (5) sentence is an assemb la"e of words, expressed
in proper form, arranged in proper order, and concurring to make a comple te sense .
S entences (G) are of two kinds, SIMPLE and COM-

I
I

'(

....

Quutions. 1. How many kinds of adjective pronouns nro there?
-2. Whnt nrc they callcd?-Nnmo the posec!:lsive -distributivo
-dcrnonstrn.tiv o - indefinite- intf'~ rrogntive. - 3. What nrc P1cso
wonJ s ca ll ed wh e n th e y urc not prc fix c<l to noun s? - 4. Wh nt is o.
Conjuncti on ?-5. VVhat is o. ecutcnce ?-6. How mnny kinJs nro
th c ro ?- 7. What cons titutes n simplo sentence ?- 8. \Vl111t conatit.11tcs u compound scntooce?-9. How many kinda of Conjunctions aro there l nnd what are they co.lied?

-, -

-

~

I

When the preceding ADJECTIVE PRONOUNS are not
prefi xed to nouns, they are parsed as (3) pronouns
merely, viz. "De·monstrative Pronouns" - "lndefinite pronouns," &c, having person, number, gender
and case .

A simple (7) sentence contains but one verb, and a
noun, or a pronoun with which that verb ag rees as
its nominative ; as, " the heavenly bodies revolve
steadily."
A compound (8) sente nce contains two or more simple se ntences ; as " Time fli es swiftly" and " death
approaches.''
Conjunctions (9) arc of two kinds, Copulative ll.lld
Disjunctive.

~r~ 1 of/"

Ques tions. 1. 1Vlint wor l~ n
11 l Il
.
\ Vhy so cnlli:! d-'-"l To .~ · t ~c cnh e1
c.lnt1 ve pronouns?-2.

ir·

POUND.

OF fNTEnnor.ATIVI' PnoNoui;s Tl (O)
TV/i ic!t a nd JV/ua wh ~ n used in· I . lC
words IVho,
Interrogati ve Pr~ no un s.
as ong questions, aro

o

:31

.i
.'··i'

I

II ·

!

~···

32

PREPOSITIONS are used to express some relation of
different things to each other. They are generally
placed before nouns or pronouns.

Copulative (l) - und, if, both, that, then, since, for,
because, therefore.
Di sjunctive (2) -but, or, n or, as, than, lest, though,
unless , notw ith stand ing .
The (3) conjunctions and, or, nor, and as, are used
for connecting words, as well as sentences.
The other conjunction s are chiefly used for connecting sentences; or members of compound sentences.
Conjunctions connect words; as,

Examples.

The man
walks WITH a cane.

A man

AND

horse.

A girl

33

ETYMOLOGY.

ETYMOLOGY.

AND

lies

The dog
the table.

UNDER

boy .

OF PREPOSITIONS.
Prepositions (4) serve to connect words, and show
the relation between them; as, the dog lies under the
table.
The following is a list of the principal prepositions:
.fl.bove, against, about, after, amidst, across, among,
athwart, at - behind, below, before, beside, beneath,
between, betwixt, beyond, by- concerning - down, during -:-- except - for, from - in, into - near - of, on
or upon, ova - round or around - since - through,
throug hout, till, touching, to ward - under 1 underneath,
up - witltin, without - out of - over against - ne1t
to - according to - instead of, and some other words.
R epent the Copulative. -2. Repent tho Disjunctiv e? - 3. Name the Conjunctions that are used for connecting w ords. - 4. \Vhut is a Proposition? Repeat the prinoipa.l
propositions.
Questions.

1.

--· · · -

-

••• -.,,- - - . -,:-••.,.- ••.~-··· )>. •.

FROM

He goes
post TO post .

sits

A man
the horse .

ON

OF .INTERJECTIONS.

I"

. 'l'he (l) Interj ection is a word which simply expresses some sudde n emotion of the mind. It has no
connexion with the sentence, nor any properties belonging to it. The following are some of the principal Interjections, vi:t. 0 ! Oh! Hush.' Ii.las! Fie!
Poh ! Pshaw! Huzw ! o/c.
_Q ucs tio~•·

I_. "Yhat is nu Interjection ? -Repeat some of the

prrnc1pal 111terJcct10ns.

2

--·= = = =-

32

ETYl\10 J.OG Y.

ETYMOLOGY.

PREPOSITIONS are used to express some relation of
different things to each other. They are generally
placed before nouns or pronouns.

Copulative (I) - and, if, both, that, then, einoe, for,
because, therefore.
Disjunctive (2) -but: or, nor, as, than, lest, though,
unless , notwithstand ing.
The (3) conjunctions and, or, nor, and as, are used
for connecting words, as well as sentences.
The other conjunctions are chiefly used for connecting sentences; or members of compound sentences.
Conjunctions connect words; as,

Examples.

--= -

The man
walks WITH a cane.

A girl

AND

lies

The dog
the table.

UNDER

boy.

•

OF PREPOSITIONS.
Prepositions (4) serve to connect words, and show
the relation between them; as, the dog lies under the
t able.
The following is a list of the principal prepositions :
/Jbove, against, about, after, amidst, across, amonu,
athwart, at - behind, below, before, beside, beneath,
between, betwixt, beyond, by- concerning- down, during:--- except - f or, from - in, into - near - of, on
or upon, over - round or around - since - through,
throughout, till, touching, toward-under, underneath,
up - within, without - out of - over against - ne:it
to - according to - instead of, and some other words.
Questions. 1. Hcpco.t the Copulative . -2. Hepeo.t the Disjunctivc? -3. No.mo the Conjunctions that are used for connect·
ing words. - 4. Whut is o. Proposition ? Repeat the principal
prepositions.

FROM

He goes
post TO post.

A man

sits

ON

the horse.

OF .INTERJECTIONS .

: o(

I

. 'l'he (1) Interjection is a word which simply expresses some sudden emotion of the mind. It has no
connexion with the sentence, nor any properties belonging to it. The following are some of the principal Interjections, viz. 0 ! Oh! Hush! Ii.las! Fie!
Poh ! Psluiw ! Huzza ! o/c.
_Qu;stio~'· L \Yhut is
pnnc1po.I rnterJcct1ons.

0.11

Interjection ?-Repeat sonic of the

2

"'"'-

I.

...c

SYNTAX.

S4

ETYMOLOGY.

lnterJections.

OH! my poor brother.

OF DERIVATION.
Words are derived from one another in various way
viz.
1. Nouns are derived from Verbs; as, from" to lovl
comes "lover."
2. Verbs are derived from Nouns, Adjectives, an
sometimes from Adverbs: as, from "salt" comes "1
salt;" from " warm" comes " to warm;" from " fo
ward," comes " to forward."
3. Adjectives are derived from Nouns; as, fro1
"health" comes "healthy."
4. Nouns are derived from Adjectives; as, fro1
"white" comes "whiteness."
5. Adverbs are derived from Adjectives; as, fror
"base" comes "basely."

SYNTAX.

(I) third part of Grammar is SYNTAX, whicl
treats of the agreement and construction of word:
in a sentence.
THE

Sentences are of two kinds , S IMPLE and COMPOUND
A simple sentence contains but one verb, and a noun
or a pronoun with which that verb agrees as its nomina.
tive; as, "the heave nly bodies revolve steadily."
A compound sentence contains two or more simple
sentences ; as, " Time flies swiftly" and " death
approaches. ''

Syntax principally consists of t",·o parts, Concord
and Government.
Concord (:2) is the agreem ent which one word has
with another, in gender, number, case, or person.
Government (;i) is that power which oue part of
speech hns over another, in directing its mode,
tense, or case.
Questions. J. vVhat does Syntax treat of?-:2. \Vhat
cord?- 3. \Vhut is Government?

i~

Con-

lit: su ! you will \rake the baby.

-- ~ =-=

·· ~

. · ~ ·:...

. ''I».

34

ETYMOLOGY.

Interfections.

On! my poor brother.

SYNTAX.

35

OF DERIVATION.
Words are derived from one another in various ways;
viz.
1. Nouns are derive d from Verbs; as, from" to love"
comes "lover."
2. Verbs are derived from Nouns, Adjectives, and
sometimes from Adverbs : as, from "salt" comes " to
salt;" from " warm" comes " to warm;" from " forward," comes " to forward."
3. Adjectives are derived from Nouns; as, from
"health" comes "healthy."
4. Nouns are derived from Adjectives; as, from
"white" comes "whiteness."
5. Adverbs are derived from Adjectives; as, from
"base" comes "basely."

SYNTAX.
THE (I) third part of Grammar is SYNTAX, which

treats of the agreement and construction of words
in a sentence.
Sentences are of two kinds, SIMPLE and COMPOUND.
A simple sentence contains but one verb , and a noun,
or a pronoun with which that verb agrees as its nominative; as, "the heavenly bodies revolve steadily."
A compound sentence contains two or more simple
sentences ; as, " Time flies swiftly" and " death
approaches.''

Syntax principally consists of t\'\!O parts, Concord
and Government.
Concord (2) is the agreement which one word has
with anothe1·, in gender, number, case, or person.
Government (::l) is that power which one part of
speech has ov er another, in directing its mode,
tense, or case.
Questions. .1. 'YVhat does Syntax treat of?-2. 'YVhut is Concord?- 3. Whut is Government?

Ht:SII
I

I

~

1

you will wake the baby.

r

- --,
34

SYNTAX.

El'Yl\IOLOGY.

lnterJections.

~

.I

35

\

OF DERIVATION.
Words are derived from one another in various ways;
viz.
1. Noun s are deriv ed from Verbs; as, from" to love"
comes " lover. "
2. Ve rbs are derived from Nouns, Adjectives, and
sometim es from Adverbs: as, from "salt" comes " to
salt;" from " \Varm comes " to wann;" fro1n " for-

I

I
\

;

11

\Vard," con1cs "to forward."

Ou ! my po or brothel'.

3. Adj ec tives are derived from Nouns; as, from
" health " comes " h ealthy."
4. Noun s arc derived from Adjectives; as, from
"white" con1cs "whiteness ."
5. Adverbs are derived from Adjectives; as, from
"base" comes" basely."

\

\

SYNTAX.

I

TnE ( 1) third part of Grammar is SYNTAX, which

treats of the agreement and constrnetion of words
in a senten ce.
S e nte nces arc of two kind s, S IMPLE and COM PO U ND.
A s imple se ntence contains but one verb, and a noun,
or a pron oun w ith which I.hat verb agrees as its nominative ; as , " tho henveuly bo<lies re volve steadily. "
A compo und se nte nce contain s two or more simple
sentences ; as, " Time flies swiftly" and " death
approa ches."

Syntax principally consists of two parts, Concord
and Governm ent.
Concord (2) is the agreement which one word has
with anoth er, in gender, number, case, or person.
Gov ernment(~) is that power which one part of
speech has over another, in directing its mode,
tense, or case.
Questions. 1. VV!in.t does Syntux: tr cnt of? -2. VVllllt is Con·
cor<l?-3. \Vlrnt i::i Government ?

II i.:s u ! you will wake the baby.

ld
a

3G

EXERCISES

ll'f

LESSON I.
A noun is the name of any thing
ti 1ut we can sec, taste, hear, smell, foel or conceive of:
The noun has four properties, viz. Person, N um1.Jcr, Geuder and Case.
OF N ouNs.

OF P ERSON. P erson is that quality of the noun,
wl1ieh modifies the verb.
There arc three persons, viz. the first, the second,
am! the third .
The first person denotes the speaker-the second,
th e person spoken to -and the third, the person or
tl1ing spoken of.

Or Nu~rnEu . Number, in Grammar, is the difference of termination or form of a word, to express
uuity, or plurality.
N.ouns have two numbers, viz. the singular, and
the plural.
The singular num\.Jer denotes but one object tlic plural, more than one.

. I

Or GF.NnEu. Gender is the distinction of nouns
with regard to sex.
There arc three genders, viz. the masculine, the
fcmiuin e, and the neuter.
The masculine gentler denotes animals of the
male kind - the feminine, animals of the female
kind- the neuter, objects, neither male nor female.
Questions . \Vhnt is n Noun ?-How mnny properties h:vo
n o un s~ - \rVhnt nro they culled? - Whnt is mcCLnt by person. I low 1;1nny pcriiOn!i have noun3 ?- 'Vhnt tloeg each person dc11ote?
- What 1s number?- How many num bers htLvo nouns? - What
nro th e y ca ll c<l ?- \.Vhut tloc s th e s in~ulnr 1~umbc r <lcnotc ?- \VJiat
docs th o plura l number ilenoto?-WJrnt 1s monnt by 9ender. llow muny gcnc.lc rs nrc thcre?-What docs tho maecuhne gender
1lcnotc? - \r\That tlncs tho feminine gender donoto? - What does
the neuter gcmlcr <lenoto? - What is meant by parsing o. word?

ETfl\IOLOGY AND SYNTAX.

37

Parsing a word means pointing out the part of
speech to which it belongs, and naming its properertics, relations, &c.

Examples to be Parsed,
Tn which it is required of the pupil to name th e pn.rt of speech ,
und givo its person, number and gender._

* Men

Women
Trees

'Vines
Apples
Plums
Music
Thunder
Echo
Odor
Incense
Perfume
J oy
Fear
Hope
Time
Space
Vacuity

~
~
~
~
~
~

are seen.

are tasted.

is heard.
is smelled.

!/
is felt.

is conceived.

In pn rsing tho preced ing cxnmp los, th e pupi l (or cln9B) should
ho requi red to. ndopt tho ~allowing phruseolo;y: - *" ~Icn is a

noun , of the third person, singular numbe r, masculine gender" nnd llO on. Tho explanation of Case should be deferred until the
Yt1·b is introduc·cd.

I

I
.I

.~--r'"'~~----·
38

LESSON II.
An a<ljective is a word added
to u. noun, (or pronoun) to express some quality,
or circu mstan ce of the person or thing for which
the noun (or pronoun) stands.
A<ljectives have, com monly, no modification but
that of comparison.
Comparison is a variation of the adj ective, to
express quality in different degrees; as, new, newer, newest.
There are three degrees of comparison, viz. tl1e
positive, th e comparative, an<l the supei·lative.
The positive or simple wor<l becomes the comparative by th e a<l<lition of r, or er ; and th e superlati ve hy the addition of st, or est to the end of it :
us wise, wise-1-, wise-st-great, great-er, great-est.
The words more and must, less and least (in compuriug many Adjectives) have the same effect; us,
wise, more wise, most wise, &e.
OF ADJECTIVE S.

[The distinction between a noun and an adjective is very clear. A noun is th e name of a th ing;
Ull adj ective denotes simply u q1utlity, property
or circumstaw;e of a thing for which that name
stands. The hihle is a good book. H ere the
difference between the word denoting th e thing,
and that denoting the quality of it, is readily perceived.
Adjectiv es are frequently placed after the nouns
to which they belong; as, the fields are green; the
w eather is warm.]
Qm:.st ion.s. VVhat jg o.n Adje c tiv e ?- Have ndjc ct ivcs nny modifi t.: alio n ?- V\1 hut is me ant hy c umpn.rison ?- ll ow many degree s
of comparison ure th ere ?- How arc th o co mpurutive und supcr-

lntivc dcgrcos form c<l ? - lVh'lt rulo do you give when yo u pn.rso
a.n adjective?

E TYMOLOGY AND SYNTAX .

EXERCISES I N

$9

Rule 1. EvenJ adjecti·ve belongs to some noun (or
pronoun) expressed or understood.

Examples to be P arsed,
Tn which it is required of tho pupil (in addition to parsing the
noun as in the preceding lesson) to parse tho Adjectives in con-nc.xiou with tho noun, and to apply Rule I.

" Large ships
Green trees
Black clouds
Sour grapes
Ripe apples
Sweet plums
Soller music
Distant thunder
L oud laughter
Sweet fragrance
D elightful odor
Rich perfwne
D eep sorrow
E cstatic pleasure
Greatest fear
Future ·events
Celestial regions
Endless miseries

~
.~
~
~
~ is

are seen.
are tasted.

is heard.

is smelled.

~

felt.

are conceived of

l 1 hrnscology to be used in pariJ lng the adjective. •Lu.rge 1lu"pl
"Large .is a_n adjective, and belongs to 1hip1- (rcpeat Uu l ~
1. ) Every adJ ect1ve bnlonge to some noun (or pronoun ) exp regsed
o r understood. Ship1 is a noun, of tho third per.lion, plural number,
u.e.\ltcr gcn<lDr,, - and ao .on.

&. c.

,_..

40

EXERCISES

I:'l

LESSON III.

ETYMOLOGY AND SYNTAX .

OF AnTICLES. An mticle is a word prefixed
to nouns, and pronouns, to ·limit their signification.
There are two mticles - The is called the definite article, an or a, the indefinite .
.11.n and a are one and the same article. .11.n is
used when the following '"·ord begins with a vowel sound ; as, an urn, m1 hour ; and a when the
following word begins with a consonant sound; as,
a meadow, a horse, &c.
When we wish to limit the rnem1ing of the noun
to one object, but no particula1· one, we use an or a;
as, give me a book, or an apple. But when we refor to a particular thing or thi11gs we use the; as,
give me the pens, or the apples.
In arranging a grammar, the order of nature should
be followed, and not that of art . Grammarians generally begin with the article, but nature does not - very
justly observes the author of Elements of English
Grmnnwr.
" When a. child first speak s, he wishes to name the
things which he sees; hence he learns to utter nouns ;
h e then finds that he wants some furth er help to enable
him to describe things, and he acq uires the adjective:
thus , when he knows how to call a plmn by its prope r
name, he finds a means of asking for the plum which
he prefers among many - and begs for the large plum
- or the gretn plum - or the red plum . But his first
efforts are imperfect. H e first says plum, then red
plum, and then , after a time, he learns to prefix the
article, and says a or the red plum."
Qttc.!lions . What is an Arti cle? - How many articles nre
th ere? - Whi ch is called the definite? - \Vhi ch is en.li ed th e inUcfinitc?-\Nhcn is a used? - VVhnt rul e do you give when you
pnrse an artic le ?

41

Rule 2. The article refe:rs to its noun (or pronoun) to lirnit its signification. , .-

Examples to be Parsed,

I

.I

I

I

I

In which ~tis. required of the pupil (in addition to parsing the
n oun un<l n<l1 ~ct1ve n.s in the preceding lesson) to parse th o Artie 1es , nnd to g1vo Rule 2.

* The largest vessels
The tallest forests
The brilliant stars

The choicest fruits
The ripest melons
The fiuest wines
A true report
A distant sound
A loud voice
A sweet perfume
A refreshing odor
A delightful incense
An acute pain
An eager joy
An ardent wish

'y

~
~
~
.~
~

are seen.

are tasted.

i,s heard.

is srnelled.

is felt.

The celestial spheres ~
The highest heavens
are conceived of
The acutest pains
Phra3eology to be used in parsing the article &c. The lar est
-vessels - ,,." TILe is tho definite ar{icle and refe ;s to 'Vessels . (j{e:peat .Ru_l e 8. ~ The articfe refers to its noun (or pronoun) to limit
its s1gu1ficahon·- Inrgest i~ an adjective and belongs to vessels.

(Repeat Rule 1.) VweZ. is a noun of the third person plural
number, ne uter gender."

i

.I

42

Ru.le 3. .fl. verb must agree with its nominative
case in number and person.

LESSON IV.
OF VEnn s. A verb is a word which signifies
action, (being or suffering.)
An active verb denotes action, either of matter
or mind.

i'

Exnmples to be Parsed,
nr~i~J:h~~lJe!~i~~ r~~~ired of th~ prpil (in ·a~dition to parsin~ the
1
cnse dr the nou;1 _di~~i~~~~hn 1\i : ~~~~:d~g ~ess?n) ~o tell the

nnd number' its agreement with its .nomioative: ra~dg~;;l~tR~i:3.n

[The verb is deemed the most important word in
every sentence; hence it is calle d the verb or word.
Without a verb and a noun (or some substitute for a
n oun) in the nominative case, either expressed or understood , a complete sentence cannot be formed. An
active verb expresses tiction either physical or mental;
as, The boy plays -The philosopher reflects. The
noun in the nomintitive case to an active verb, denotes the doe r of the action which the verb expresses ;
the refore in the sentence, The boy plays -boy is in the
n ominative case to the verb plays. In th e sentences The bird s fly -The lady dances - The horse trotsTh e waters flow , the words fly , diinces, trots, and flow
are active verbs; and the n ouns birds , lady, horse,
and waters are in the nominative case to the verbs with
which they are respectively connected .]

*A brave soldier fightsThe valiant hero conquers_
The ripest apples fal.JThe lonely captive mournsAn industrious pupil studies An imprudent youth suffers_
A wise man deliberates _
The noble chief ndvances _
The furious lion roars_
The awful thunders roll The smallest birds sing The young lady dances _
An idle student plays_
A careless reader blunders_
The angry tempest ragesThe foaming billows dash-

OF CASE. Case is the condition or situation
of the noun in relation to other words in the sentence.
Nouns have three cases, viz. the nominative, the
possessive, and the objective.
The nominative case to an active verb denotes
the doer of the action.
Quest-ions. VVhnt is n Vcrb?-VVhat is Caso? -How many
cases have noun s? - \•Vhat <loes the nominati ve case to an aotive verb denote~ - What rule do you give when you parse a
v erb?
All words thut express action, e ither physical or mental, are
here ca ll ed" .Active Verbs." No other di3t inction should in this

place be mac.le .

43

ETYMOLOGY AND SYNTAX.

EXEllCISES IN

,.

I

I

·1
:

•

Phra.scology to he usc<l in parsinO' the . b ·
.
.
noun. A brave soldier fights *'~ S ld~er. m connexion w1th 'th e
µcrso n, s in gular numb er mn;culino ~c l~r IS. ll jioun , o~ th ? third
to fights: fights is a.n dctive verb ~/l~~ r, t;n. ~te nominal'~ve case
number,_ to. a~ree with soldier. (l( epe~t Rul~r 3 person , srnguJar
agroo w1th its nominative ClUle, in mo1tbet•
verb must

andpe;lon:'},

I
I

I
I

44

EXERCISES IN

LESSON V.

Examples to be Parsed.

OF P.ARTICIPLES. A participle is a word derived from a verb, partaking of the nature of a
verb and of an adjective.
T~e present participle is formed by adding ing,
or ning to the present tense of the verb; as,
Spe~-speaking; fly-flying; go-going; run
-runmng.

·"•:

OF AnvERBS. An adverb shows the manner,
the time, or the place, in which an action is done,
when added to a verb, or to a participle.
Adverbs are of different kinds~ as, of manner,
time, place, &c.
·
Rule 4.

A brave general embarks to-day
The old ship arrived yesterday
An able statesman speaks to-night .
An industrious student improves daily

}

A large army encamped here
The stontest yeomen march hither
A wealthy farmer lives there
The gallant stranger travels thither

1)

tiine.

place.

Rule 5. Participles relate to nouns or pronouns,
(or are governed by prepositions.)

Examples to be .Parsed,

.!ldverbs qualify verbs and participles.

In which the pupil (in addition to parsing the otl~cr words) will
distinguish the Present Pm·ticiple, tell what word it refers to, and
apply Ruic 5.

E xamples to be Parsed,
.~

I,n whicl~ it ~s required of the pupil (in addition tu parsing thA
ar ti cle , adjective, noun, and active verb,) to d~ s tin(}'uish tho .A.clverb, point out the word it qualifies, and npply Rule 4~

The angry waves dash violently¥.'
The small bird sings sweetly
A prudent person speaks cautwusly
A good servant laborsfaitlifully
A large stream flow s rapidly
A swift horse trots nirnbly
An old man walks slowly

45

ETYMOLOGY AND SYNTAX.

*Reading slowly, boys read correctly.
Judging hastily, people judge erroneously.

I

i

LESSON VL
AnvERBS OF DEGREE. The words venJ, quite,
exceedingly, excessively, ~xtreinely, too, and some
other words. are denommated adverbs (adwords)'
of degree, ~hen they are prefixed to adjectives, 01·
to other adverbs.

)

Questions . What is a Participle?- How is the Present Participle formed? - Wlrn.t is an Adverb? -How are Adverbs divided?
What rule do you give when you parse nn adverb?

Question. What rule do you give when you parse a participle?
-Repeat the adve rbs of degree.

Phraseology to be used in pnrsinO' the ndvcrb. The <mgry wave 3
dash violently. *"Violently is :in °advcrh of m<mncr, und qualifi es
f.ltepent Rule 4.) Adverbs quality verba und purticiples ."

boy3 1·ead correctly.

Phraseology to be used in parsing the participle . R,t:<;ding slo;vly,.
*"Reading is o. present participle, derive~
from the verb road, nrul refers to boys. (Repent Rule 5.) Partr
c iplcs relate to nouns or pronouns, &c."

dash.

•\
, /.

46

EXERCISES IN

ETYMOLOGY AND SYNTAX.

LESSON . VII.
OF RELATIVE PRONOUNS. The words Who,
Which, and That, (when'' That can be changed into
who or which) are relative pronouns.
.
These pronouns are called relative pronouns because they represent either antecedent words, or
phrases.

Rule 6. .!ldverbs of degree qualify adjectives and
olher adverbs.

Examples to be Parsed,
In whi ch it is requ ired of the pupil ( in addition to parsing the
other word s) to poiut out the Adverbs of degree, toll what words
th ey quali l)', nnd apply Rui c G.

Cases of the Relative Pronoun Who.

Very large ships sail very rapidly.
Quite small children read exceedingly well.

iI
'I

Sin. No1n. Who,
Poss. Whose,
Obj. Whom;

OF PRONOUNS. A Pronoun is a word used instead of a Noun, to avoid the too frequent repetition
of it.
A personal pronoun is a kind of pronoun that
shows by its form of what person it is.
There are five personal pronouns; viz. I, Thou,
H e, She, and It-with their plurals, We, Ye or
You, They. [See p. 29.J

I

•I

l

I

Plu. Nom. Who,
Poss. Whose,
Obj. Whom.

R cmm·k. - When no nominative comes be tween the relative
pronoun nncl the verb, tho re lative is the nominative.

Rule 7. R elative pronoum ag;ee with their antecedents in P erson, Number and Gender.

E xamples to be Pars.ed,
In which it is requi red of th e pupil (in addition to the prece ding
exe rcises) to decline and parse th e relative pronouns , and apply

Rulo 7.

:I

:1
I

47

5men

E x amples to be Parsed,
Jn whi ch it is required of th e pupi l (in addition to tho preced ing
ex e rcises) to <lccl in c , and par~ e the pcrrnna l pronouns.

An industrious boy studies- he leams very fast.
A beautiful girl dances - she moves quite gracefully.
The largest book falls -it falls very frequently.
I write-tlwu writest-he writes -we read well.
You walk - they play- we run -they work.
-

Questions. , ,Vhnt is n Pronoun?- What is a personal pronoun?
How ma ny pe rsonal pronoun s aro th ere? - Name them.

Pronouns lik e th e nouns for which they stand, have person,
number1 gende r and case.

The men

2 who work well
5horse- - (

A horse

2which trots hard

---- 5horse
A horse
't

( that trots hard

5travels rapidly.
(

5travels rapidly.

OF INTERROGATIVE PRONOUNS. The words Wlw,
Which and 1Vhat, when used in asking questions, are
Interrogative Pronouns.
Questions. What words are called Relative pronouns?-Why
arc they so cnlled ?-Declin e the rclntive pronoun who. - What
are call ed l nttrmgatir.ic pronoum1?

word~

48

EXERCl$ES

JN

ETYMOLOGY AND SYNTAX.

E xamples to be Parsed.

LESSON IX.

vVho labors here? Which performs best? What
floats hither? Who speaks to-day? 'Which came
hither yesterday? Who believes sincerely?
LESSON VIII.
OF ADJECTIVE PRoNOUNs. Adjective Pronouns
.are of a mixed nature, participating of the properties both of pronouns and adjectives.
There are five kinds of Adjective Pronouns.
I. The Possessi:re 11;re, My, thy, his, her, our, your,
their. - 2. The D1 stnhut1ve are, Each , every, either.
- 3. The Demonstrative are, This, that, these, those,
form er and latter. -4 . 'I'he Indefinite are, S ome, one,
any, other, all , such. - 5. The Interrogative are, Which
and what (when prefixed to nouns.)

Rule 8. Every adjective pronoun belongs to some
noun or pronoun expressed or understood.

I:

• I

E xamples to be Pars ed,
In which it is rcq nircd of th e pupi l (in nddition t9 th o preceding
ex ercises ) to parr. e th e ndjcctivo pronouns, ancl app ly Rule 8.

My pupils improve daily. His h~rse trots nimbly. Every child walks well. This. young lady
dunces gracefully. That man speaks. w isely. Sor.ne
people live carelessly. Every pupil (~hat stud~ es
dili gently) parses fluemly. ~ood me~ hve hap~ily
- theydie checrfu ll y. "\Vl10smsknow111gly? Which
sings best? ' Vhich company meets to-day? What
officer commands here?
Questions. \i\7h :it nre adjective pronouns? -

How many kinds of
ndj ectivc pronouns are th ere? - What a:e they.called! - N~me th_o
possessive - distributive - demoni!\ lrnt1vo - indefinite - mterrn·
gutin?.

49

~-

0F ACTIVE-TRANSITIVE AND ACTIVE-INTRANl)ITI VE VERBS. An active-transitive verb expres8es
ru1 action that affects an object. An active-int.ran:
sitive verb an action, confined to the actor.
..
The objective c&se denotes the object of u verb,
(participle, or preposition.) [See p. 25.]
Rule 9. Transitive verbs govern the oqjective case.

E xamples to be Parsed,
In whi ch it is required of tlu1 p~pil (in nd.di~ion .to the di s t~nc­
tions made in the preceding exe rcises) to d1stmgmsh the a_e t1vetmn sitive , nnd the nctive-intra.nsitive verbs, parse the nouns m the

objective case, and app ly Rulo 9.

The base tyrant slew his friend treacherously.
A generous mun bestows his favors seasonably.
The benevolent lady spends her time propei:ly.
Every valiant soldier performs his duty promptly.
An indulgent master governs his servants easily.
Our worthy commander pardoned him instantly.
l\iy noble companion relieved them effectually.
The young girl reads
( " ) correctly.
A correct scholar speaks ( " ) slowly.
The new vessel sails
(
) rapidly.
The mail coach arrives
(
) daily.
Questions. VVhnt does a ,Tt·ansitivt Verb express? -:- W~at does
an Intransitive Verb express?- What does the ObJect1ve ca&e
denote?- Whnt rule do you g ive on parsing a noun or pronoun,
governed by n transitive verb?

"

50

EXERCISES IN

ETYMOLOGY AND SYNTAX.

LESSON X.

Rule 11. Nouns and Pronouns connected by conjunctions must be in the same case.

Rule 10. Participles have the same. government as
the verbs have ji-om which they are derived.

Examples to be Parsed,
In wh ich it is required of th e pupiJ (in addition to the distinctions made in the preceding exercises) to parse th e words governed
by th e participles, and o.pply Rule 10.

Th e farmer caught the boy stealing his apples.
We saw the stranger writing a letter. The officers
arrested the man carrying off goods.
OF CoNJUNCTIONs. A Conjunction is a word
that is chiefly used to connect sentences, so as out
of two, or more senteuces, to make but one: it sometim es connects only words.
Conjunctions are of two kinds, Copulative and
Disjunctive.
Copulative - and, if, both, that, then, since, for, because, therefore .
Disjunctive - but, or, nor, as, than, lest, though,
unless, notwithstanding.
Note. The conjunctions and, or, nor, and as, are
used for connecting worcls, as well as sentences.
The other conj unction s are chiefly used for connecting sentences; or members of compound sentences.
Questions. ' •Vhat is a Co11.}unction J - How many kind s of Con.functions are there? -: ~h n~ are th ey call ed? - ~epe~t the Copulative. Repent the d1 SJu nct1ve . Name th e ConJunct10ns tl~at ure
used for con nect ing s ingl e word s. - What rul.e . do you give ou
parsing a nou n or a pronou n, governed by a part1c1ple?

Examples to be Parsed,
In which it is required of the pupil (in addition to the distinctions
made in the ex ercises in the preceding lessons) to parse tlie conjunction-point out its office in connecting words an d sen tence s,

and apply Rule 11.

He and she saw the transaction. l\'Iy friend
knows him and her. He or she wrote this letter.
The officer arrested him or his neighbor. He rides
and walks alternately. They read or write continually.
The snow falls fast and the storm rages violently.
Your son improves because he studies diligently.
Our pupils write badly but they read correctly.

LESSON XI.
OF PREPOSITIONS. Prepositions serve to connect
words, and show the relation between them.A list of the principal prepositions. Above , against,
.. about, after, amidst,. across, among, athwart, at, . behin<l , below, before, beside,_ beneath, betwee~1, betwixt, beyond, by - concernmg - down , durmg except - for, from-in, into-near-of, on or upon,
over - round or around - since - through, throughout, till, touching, toward-under, ':1nderneath, upwithin , without - out of, over agamst - next toaccording to - instead of, and some other words.
Note.

In pars in g a conjunction, the pupil s hould be required to tell
whether it is copu.lat-ivc or disJu.nctivc - and what it connects.
(Repeat Rul o 11.J

.)
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51

When the preceding words do not govern the objective

c::i.:10 of nouns or pronouns, they become adve rbs, conjunctions, &c.

Questions. What rule do you give for the Coojunction 1- What
ia a Prcpo3ition .t

52

ETYMOLOGY A.ND SYNTAX.

Rule 12. Prepositions govern the objective case.

LESSON XII.
Ol' THE PossEss1vE CASE. The possessive case
denotes the possession of property.

Examples to be Parsed,
In " '.hich it is required of the pupil ( in addition to th e distinctions
mu.de m the preceding exe rcises) to parse the prepos itions, nouns,
&c, govern ed by them- nnd apply Hule 12.

They confided in him. He spoke unto them in
parables. They called upon her in person. The
mast f~ll athwart t~ e ship .. He walked with me by
moonlight. My friends reside beyond the mountain.
The fl eet sailed down the river. He stands above me.
The man lives over the store. The General marched
on that day against the enemy.

i

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:1

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OF INTERJECTIONS.
The Inteijection simply
expresses some sudden emotion of the mind. It
has _no conne~ion w~th the sentence, nor any properties belong mg to 1t. The principal Inte1jections
are, Ah ! 0 ! Alas! Fie! Poh ! &c.

When a nominative comes between the relative and
the verb, the relative must be in the possessive case
i;nd governed by the following noun, or in the object:
we, and gover~e.d b;y: the following verb, or some participle, or prepos1t10n, m its own member of the sentence.

I

Examples to be Parsed.

,,I

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53

EXERCISES IN

86

9

7

3

2

45

Whom ye ignorantly worship, him declare I unto you.
1 lost a book yesterday, which my friend found to-day.
The farm which you bought, I cultivated many years.
Questions.
t erjections.

What is an bttr.r}ectfon 1

Name the principal In-

In parsing a preposition tho pupil should be required to point out
the noun or pronoun which it goven1s.

."'..

*The possessive cnse of noun s, in the singular number, is
formed by addinrr nn apostrophe, followed by ans, thus ('s) to. the
norninatjvc; and in thet plural number, when the nc.un ends ins,
by adding an apostrophe only.

Th e three cases of Nouns.
Plural.

Singular.

l

t

I

.Eagles,
Eagles',t
E agles.

Nam. Eagle,
Poss. Eagle's,*
Eagle;
Obj.

Nam.
Poss.
Obj.

Nam . Dee r,
Poss. Deer's,
Deer;
Obj.

Nom. Deer ,
Poss. D eer's, (ors')
Obj . Deer.

Rule 13. .11. noun or pronoun, in the possessive
case, is governed by the noun it possesses.

E xamples to be Parsed,
In which it is required of the pupil (in addition to the distinctions made in the preceding exercises) to distinguiDh the nouns and
pronouns in the possessive case - point out their government, and
apply Ruic 13.

:j: Charles's resignation filled all Europe with astonishment. A friend bears a friend's infirmities.
Questio1is. \i\' hat docs tho posse~sive case de~ote ?- How is
the possess ive case formed?- How is the possessive ca~e f~rmed
in t he p]urnl, when t he singular and plural are spel1ed ah k~ rn. the
1'i ominativc? -How is the singu lar of proper no.mes ending rn .r,
formed? - How is a noun in the possessive case governed ?-Decline the nouns eagle and deer.

t Proper names ending in s in the lingu!.ar number form _the
possessive, by the addi tion of th.e apostroph1c 1 ('1) to the nominative; a8, Thomns'i Almanac, NJlClii's Reg11ter.

.

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54

EXERCISES IN

The deepest sorrow preyed upon that amiable Ja~y'.s i:nind. She rang for her child, and iu its
mf:mtme care~ses, sl!e forgot her misery. His
opm10n comc1des with mme
"
. His perfonnan ce deserves no commendation, but hers
" pleases me.

ETYMOLOGY AND· SYNTAX.

LESSON XIV.

Examples to be Parsed,
"

LESSON XIII.

E xamples to be Parsed,
CONTA I NING ALL THE PAllTS OF SPE ECH,

I

I
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,~

Religious intolerance drove our fathers from their
native country. They sought an asylum in the
tra.ckless w.ilc1s of America. H ere, in voluntary
exi le, they hved free. H ere, they worshipped their
God according to the dictates of their own con~ci e n ces .. T o them. liberty appeared more lovely
111 her wild mountams, than tyraru1y ( " ) in his
p~udy. pa'.aces .. From su.ch men we originated.
I hey msull ed mto the mmds of their children a
love of that liberty, ( " " " " " " " " " ) a hatr~d
of. th a.t tynu.my. They cherished independence of
m!nd m t!iell' ~ffspnn g, and ~ntwin ed it so firmly
with thell' existence, that it "grew with their
growth, and ( " ) strengthened with their
strength."
0 ! how swiftly time rolled on - th e wilderness
blossomed like ( " ) the rose; and our free and
happy colonists soon increased to the number of
three millions.

55

.._

[In which only the simple forms of the AcT1 vm V.ERB (transitive
and int ransitive) are used.]

But yesterday these few and heaVJ: sheaves .
Waved in the golden harvest ; from the pl~m
The delicate blade shot upwards, and the gram
Put forth the unripe ear and tender le~ves.
Then the glad upland smiled upon the view,
And to the air the broad green leaves unrolled,
An emerald aJimmered in each silken fold,
And on ea~h palm a pe~rl ofm?rni~g dew,
And thus sprung up and ripened m bnef space
All that seemed beauteous in the summer-tide, All that beneath the reaper's sickle died.
And thus springs up and dies the human race.
Thus grows the harvest of our longer year !
And Ob! how many fall before the yellow ear!
H.
LO NGFELLOW.

w.

OF THE MODES AND TENSES.
MonE is a particular for~ of th~ verb, sho~g
the manner in which the bemg, a~tion, or p_ass~on,
is represented. Th~re are fi:V~ ; viz. the In~1c~t1ve,
Subjunctive, Potential, Infinitive, and Imperative.
•

The Indicative mode simply indicates, or declares ,
a thing.
Questions . . What iii Mode ?- How many TI?odes are there ?How cloes the indicative mode represent an action or ovent.

57

ETYMOLOGY AND SYNTJ.X.

56

EXERCISES IN

Examples of Regular Verbs.
OF T ENSE.

Tense is a distinction of Time. The
Indicative Mode has six tenses; viz. - the Present,
the Perfect, the Pluperfect, and the First and Second
Future T enses.
The Present Tense re presents an action or event as
'
passing at the time in which it is mentioned.
The Imperfect T ense represents an action either as
past or fini shed, or as remaining unfinished at acertam tnne past .

"

Perfect Participle.

walked.
learned.

E:i:amples of Irregular verbs.
I go,
I break,
I find,

Imperfect T ense.

P erfect Participle.

I went,
I broke,
I found,

gone.
broken.
found.

The following is a list of the irregular verbs, as
they are now generally used. Those marked with the
letter r , admit also of the regular form.

List of some of the Irregular Verbs.

The First Future T ense represents the action as
yet to come, either with or without respect to the
precise time.

P 1·esen t.

"

t'

OF CoNJ UGATION.

Conjugation literally means ,
unitinrr a Verb to its Nominative case, of different
numbe°rs and persons, in the Modes and Tense s.
Verbs are called regular w lie n their l1npe1fect Tense,
and P erfect Participle, are formed by adding to the
Present Tense, e<l, or d only, when the verbs end in e.
All other verbs are Irregular.

call ed irregular?

I walked,
I learned,

Present T e nse.

The Pluperfect T ense represents a thing not only
as past, but :!!so as prior to some other point of time
specified in the sentence .

Q u.cstions. l Vhat is the meaning of Tense? - Ho w many
'I'enses are there ? -Gi ve a defin ition of each. What is meant by
Conjugation ? - VVhat ve·ri..1s ure ca.llc<l regular? - \ -Vha.t verbs arc

Imperfe ct Tense .

I walk,
I learn,
'I

The Perfect Tense not only refe rs to what is past
but also conveys an allusion to the prese nt time.
'

The Second Future T ense intimates that the action
will be fully accomplished, at or before the time of
another future action or event.

Present T ense.

l mpe.r.
I abode,
I wa.s ,
I bore,
I beat,
I began,
I bent, r
J bade,

Pef{;; Part.

I bind,

I bound,

bound.

I
I
I
I
I

I bit,
I bled,
I ble w,

l
'I
I
I
I
I
I

abido,
am,

bear,
heat,
begin,
bend,
bid,
bite,
bleed,
blow,
break,
breed ,

I brin~,
I buil ,
I burst,

•

..

I buy,
I cast ,
I catch,

I broke ,
I bred,
I brought ,
I built, r
I burst ,
I bought,
I cast,

n. odo.

been.
borne .

beateu.
begun,
bent, r

bi<l<lcn.
bitten.
bled.
blown.
broken.

bred.
brought.
built, T
burst.
bought.

cast.
1 caught, r caught, r

Present.
I choose,
I cling,
I come,
I cost,
I creep,
I cut,
I deal,
I dig,
I do,
I draw,
I drive,
I drink,
I dwell,
I eat ,
I fall,
I feed,
I feel,
I fight ,
I find,

I
I
I
I
I
I
I
I
I
I
I

Imp<r. Perf. Part.
chose,
choseu.
clung,
clung.
came,
come.
cost.
cost,
crept, r crept.
cut,
dealt, r
dug,,.
did,
drew,
drove ,

I drank,

cut.
dealt, r
dug,r
done.
drawn.

driven.
drunk.

I dwelt, r dwelt,,.
I ate,
eaten.
fallen.
fed .
I fed,
felt.
l felt,
I fought, fought.
found.
1 found,

r foll,

.,/.

EXERCISES,
P resen t .
I write,

&c.

Imper.
I wrote,

CONJUGATION of
CATIVE l\'.IoDE.

the verb

Perf. Part.
written.

WRITE,

in the

INDI-

INDICATIVE MODE.
PRESENT TENSE.
Sing. Number.
I write ,
Th ou write-st,*
He write-.s ;t

Plural Number.
We write,
Y e or You write,
They write .

IMPERFECT TENSE .
Sing. Number.
I wrote ,
Tl1ou wrote -st,t
He wrote;

Plural.Number.

We wrote,

Yo or You wrote,
They wrote.

Perfect Pai·ticiple - WRITTEN.
Questions . VVhn.t is the personal te rmination o f n verb of the
s econd. person) Presen t Tense?*- What of the third pe rson 't \i\That ts the perso nal te rmination of a. verb of th e second pe;son
Impe rfe ct T e11 se ?t- How many ''o.ria.tion s has a. verb, 011 a.c:
cuu~t of pe rson , m .the presen t tense? - How many in th e Imfer ~ec t . T ense ?- Give the Conjugation of th e verb Write in the
~~1cat1 ve l\lo.c.Jc, Pre~ent nnd l nperfect T e nses , and P erfect Part iczpl.e .. -ConJugate rn .th e same manner, nnd give the Perfect
P~trtici~les of the verbs Abide, .Bear, Boat, B egin, Bend, Beseech,
Did, &c, &c, &c, nml mark th en personal terminations.

I
,.I
,' I

[* ** For a full explanation of the Modes and Tenses,
the Neuter and Passive Verbs, compound Rules of
Syntax, &c, &c, the pupil is referred to a "GRAMMATICAL TEXT BooK, in which the several Modes
are clearly illustrated by DIAGRAMS, representing the
number of tenses in each mode - their signs, and
the manner in which they are formed." By Roscox
G. GREENF., Teacher - Price
cts; or to a large
work entitled, a PRACTICAL Grammar of the English
Language, &c, by the same Author. Price
cts.]

NOTiCES.
,/l_

1

I

'f

,,
t.

:}.t'

Grammar for Children, with emblematic illustra-

tions, by RoscoE G. GREENE. This little work of
Mr Greene for young learners, deserves to take
precedence of all with which we are acquainted. We like it the better for retaining so generally the
"good old" definitions to which we were accustomed in our younger days. The author appears in no
case to have deviated from his predecessors, merely for the sake of innovation. For all that is peculi~
in his arrangement and.illustrations he has sufficient
reasons. The work is perspicuous, and . the ' emblems' are real illustrations. The syntactical part
too, is unusually valuable.

.

Christian Mirror.

The Grammar before us completes a series prepared by Mr Greene, with direct reference to the
wants of the public in this department of books.
All of these (except the one just published) have
long since been universally adopted into our public

I

'

62

w

I

'·'GRAMMAR FOR CHILDREN.~.,.;
~· haye glanced ~
at a new Grammar, with this title, just issued fr.om
the Press, by RoscoE G. GREENE; E~q. . Itjs 8'.li~­
tle work of sLxty pages, embellished with appropnate
ill~strations 1 to aid the young pupil in acquiring. i1
knowledge ofthe first principles of English Gram~
mar. The illustrations and arrangement seem to
us the most apt and appropriate, - and although a
small grammar, in comparison with the author's
other works, it seems to us, that he has. done the
cause of Education essential service, by its prepa·
ration. It is a work much wanted in our primary
schools, and may be used to great advantage, prior
to the use of his other works. Grammars heretofore published by !\'Ir Greene have, if not .i n all, in
very many of the schools in this city superseded all
others -and it is only necessary, to all who know
their superiority over others, simply to mention that
he has prepared a " Grammar for Children," to
cause it to be brought extensively into use.

nnd many of our private schools, in this city, an\!
generally in this section - and which have secured
th e approbation of some of the best judges of such
matters among us. The Grammar before uS, is
well adapted to children, by its extreme simplicity,
its embellishments, and its arrangement.
Maine, Wesleyan Journal.

The "picture system" is introduced - and the
most important characteristics and distinctions of
the several parts of speech are illustrated by Emblems, thereby impressing them more forcibly upon
th e memory of the pupil, than could be done by
words alone.
But one new principle is presented at the same
time ; - by this arrangement the pupil is enabled to
proceed understandingly from the more simple to
the more abstruse parts of the subject.
A series of progressive Exercises for practice in
parsing is presented, combining, at each step of the
pupils' progress the new (in distinct and successive
portions) with what has been rendered familiar.
Distinctions of secondary importance are omitted
until primary principles are understood. The
l\'Iodes and T enses of the Verbs are not introduced
until the pupil is made acquainted with the nature,
office and power of the several parts of speech.
Kennebec Journal.

63

Notices of th.f,i W:vrk.

Notices of this Work.

..

Eastern JJ.rgus.

•

,r.--~

-

62

Noticu -of thl.s :ff{fPf

~·

-~~

~.-':"
fl

and many ~f-·o~ pfiva~schoolS, in this city,: ~J
generally in this'sectlon-and which have secured .
the approbation ~f'some of the best judg~s of suiih'' .
.
.
matters among us. •The Grammar
before
us, is
well adapted to children, by its extreme simplicity',
its embellishments, and its arrangement. · , .
Maine, WesleyawJourrufl:· ~

"

.

I
I

I •

'fl,

' The "picture system'' is introduced - encl llie·
most important characteristics and distinctions-of
the several parts of speech are illustrated by Emblems, thereby impressing .t hem -more 'forcibly'lipon ·
the memory of the pupil, than could be d.on.e by".
words alone. ·
· ~". >~But one new principle is presented at t:he snme
time ; - by this arrangement the pupil is enabled to "
proceed understandingly from the inore simple t.O·' •
the more abstruse parts of'the subject. · · •
A series of progressive Exercises for ppctice1ri.
parsing is presented, combining, at eac4 step of the
pupils' progress the new (in distinct and successive
portions) with what has been rendered familiar.
Distinctions of secondary importance are omitted
until primary principles are understood. ,.The\.
Modes and Teni;;es of the Verbs are not introduced
until the pupil .is made acquainte\l with ihe natw:e,"·
office and power of the several parts of speech.
·
Kennebec Journal,. _.,-

: . '''· '

l

•

• .i

·: '}:.. ~1

~·· ~ M ~~ 'o) tt'::-;:,y,Jp.u_ .

. . w;, ~~'':

.

·~~. ~· . "' ·•'

.•, ~·

':~~~
~ma.RT0R•·CHIL~R~d~WO"
~~e.jlance~·
.. · f· . ·~
,.. tU,A4
" ' ~ : ~~ ~- ~
"t.' .
}._ ..

".at·p.p~.w Gr~~~_ar;~#~th this._i§~~W!t;~~~ ~-, ~ -

. the .Press, by RoscoE ~;-\GliF.ENll1¥ill!jlq,I ·i1~U.O~ - ,
•
· . 'tle wo1·k of sixty pages, e:iµqellWi~~~il,P~?~~t~ · ~
.· illiistrations, to ~id the young ·.pijp~ i9 ~\~g_., . ':··:
• knowledge of the first principles ·of, Ep~Jis!i· G~"'..
·.mar'. '. The illustr~tio,ps• iµid · arrangeme"nt'l~~~m· to
~'the most apt' and appropria~e! - and -~~ugl;i -,a ~:' •
small grammar, in comparisoIJ.. with J1le 'iu~r.~ : '.,.-i.~
. ' · othe~' workS, it seems ~o~us, that _l;le haf! dpn~,~~-. . • ,
.
cause of Education essential servicef by its ,Prt'llf- ..
rati~n • . It.·is a 'W'Qrk mu~h wanted ·l11 our prjm~; . • ' \ '
&ehools, 11Dd m11y be IJ,l!ed to ~t ailv~tage,:prior.:._, _ •_, 'to the use of his other works. Gra~ ;li.~etq..-..;. . •
fore-~p!iblished by ~r Green~ have, _if, not ·in ·8:11~,;.in.. . :
·very-mariy of the sc;h.ools in this city superseded a~ ·
others....'...,and it is only necessary, to all who !11oW',
their superiority over.others, simply to mention' that .. ' - ·
he bas prepared a " Grammar for i:a~.if.dre.n~' tq
cause it to be brought e~tens!vely ipto _use14;: . ·: '"

·IJ.

•

,..

Easte:rn ',QJ'gus• .

- ,

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