INDUCTIVE EXERCISES
IN

GRAMMAR;
DESIGNED TO GIVE

YOUNG PUPILS
A. KNOWLEDGE 01'

THE EIRST PRINCIPLES OF LANGUAGE:
... CCOMPANIED RY PROGRESSIVE

PARSING LESSONS.

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·rnE Wl.10L1': INTENDE D TO INCULCATE HABITS OF THINKING,

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R E ASONING, AND EXPRE.SSING THOUOHT.

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BY RICHARD W. GREEN.

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'The first ki nd of mo ral rea$onin~\.is th a t, by which we infe r
ne ral ·.truth s from particular facts, th a t have fa llen under our ob.

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HEDGlf S LOGlC.

THIRD EDITIO N, ENLARGED AND IMPROVED.

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PHILADELPHIA:
URIAH HUNT, NO. 147 MARKET-STREET-

INDUCTIVE E.XERCISES
JN

~NG

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LISH GRAMMAR;
DESJGNED TO GIVE

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YOUNG PUPILS

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A KNOWLEDGE 011'

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THE F.IRST PRINCIPLES OF LANGUAGE:

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: 1. . . CCOMPANIED JIY PROGRESSIVE

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PARSING LESSONS.

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BY RlCfIA.RD W. GREEN.
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•The first kind of moral ren.•oning\s that, by which we infer
· fle ral ·.truths from particular facts, that have fa.lien under our ob1: ._ \ vation."

HEDGK'8 LOGIC.

THIRD EDITION, ENLARGED AND IMPROVED.

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PREFACE.

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1EnterelJ according to the Act of Congress, in the year
1831, by

RICHARD w.·GREEN,

in the Clerk's Office of the

Di strict Court,,of the Eastern District of Pennsylvania..

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NoTWITHSTANDING the publication of a great
number of English Grammars; ._many of which have
great merit;- yet, it is generally agreed, that this
subj ect has still been too difficult and too abstruse,
for the capacities of young scholars. H ence, our
endeavors for acquiring the ability of speaking our
own language with propriety, is necessarily deferred,
.,_ntil our habits of speaking ungrammatically, are
· "0 inveterate to be broken up.
But, .if we look
11to the nature of grammar, we must suppose this
:1 !:Jstruseness complained of, to belong more to those

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d so
. onzes, and no .
, s pnnciples
,. _;tend. ·. On this .account, the principles of Gram_,iar soon become famfliar to the lowest capacity.
Aak a child if it is proper to say _they walks, and
he will immediately answer no. And iR this answer, although he cannot give a rule in form to
prove hi_s assertion ; yet, by his readiness, he shows
a thorough knowledge of a fundamental principle
in grammar. And, by interrogating him .in this
manner, :we shall find that his knowledge embraces
almost a.11 its elem e nts~ What then remains, but
to teach him how to apply the knowledge of these
principles according to the rules of criticism?From th ese remarks, it appears that grammar is
not in itself abstruse; even to the youngest minds.;
and, if those who endeavor to teach it, would
conform to the understandings of those whom they
instruct, and show them that its rul es depend on

3

PREFACE.

JJ . Li,:

·~ · ~

1.Srrtetell according to the Act of Congress, in the year
1831, by

RICHARD

w. ·GREEN, in the Clerk's Office of the

District Court, ,of the Eastern District of Pennsylvania.

"'

NoTW.ITHSTANDING the publication of a great
num her of English Grammars; .,many of which have
great merit; yet, it is generally agreed, that this
subject has still been too difficult and too abstruse,
for the capacities of yo.ung scholars. H ence, our
endeavors for acquiring the ability of speaking our
own language with propriety, is necessarily deferred,
::nt;I our habits of speaking ungrammatically, are
· "0 inveterate to be broken up.
But, .if we look
· ti to the nature of grammar, we must suppose this
:.. ~struseness complained of, to belong more to those
-vJ.o treat of it, than to the subject itself.
Grammar has its foundation in custom; and so
r r as that authorizes, and no farther, its principles
".;tend. On this .account, the principles of Gram.<1ar soon become familiar to the lowest capacity.
Aak a child if it is proper to say. tltey walks, and
he will immediately answer no. And in this answer,. although he cannot give a rule in form to
prove hi.s assertion ; yet, by his readiness, he shows
a thorough knowledge of a fundamental principle
in grammar. And, by interrogating him . in this
manner, \v.e shall find that his knowledge embraces
almost &II its elements. What then remains, but
to teach him how to apply the knowiedge of these
principles according to the rules of criticism 1
From these remarks, it appears that grammar is
not in itself abstruse; even to the youngest minds.;
and, if those who endeavor to teach it, would
conform to the understandings of those whom they
instruct, and show them that its rules depend on
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PREFACE.

those principles with whir.h t.h ey are already acquainted; it is evident that the st udy of grammar
would lose its difficulties, and become both easy
·
.
and agreeable.
. To display the principles ·of the English language
m such a manner, that they may be readily understood by young pupils; captivate their attention·
and rem~in impr~nted on th eir memory, is the pri: ·
mary object of this· work. To obtain this end, there
appeared to be no better system, than that of Induction.. By this system, th e pupi1 is compelled to
make his own grammar, from those principles of
language, which his observation has taught him.
Thus, by deducing grammatical principles from accustomed phraseology .o f speech, his understanding
must comprehend them. His attention will follow
as a ma~ter of course. For, ·when a pupil perceives
that he 1s only forming rules from principles already known, and apjilying those rules in the same
n:anner, in which he has always applied their prin?1pl~s; the subject will not only be understood, but
, 1t will even afford a gratifying ·amusement. And
w~en both ~f these objects are effected, the memory
will be · assisted by association, so as to retain a
lasting impression of the subject. ·
.
And it is believed that this method of instruction
wil
ive that chi!-

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ese xerc1ses will lead th em; and if they should
never go farther in their grammatical studies, it is
presumed that this course will be more beneficial
to them, than th at dull routin e of study which is
fr equently pursued in schools. I use th e term
Jre<J.uently; for, to the honor of many of our teach-

PREFACE.

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ers, this method of instruction has already in some
·
degree been adopted.
A secondary .object in forming this work, was,.
to prepare an mtroductory exercise to the ·study
o'. other la.ngua.g es. By gofog through these exercises, pupils will acquire a good knowledge of the
first principles of general grammar. They will,
therefore, be prepared to pursue the study of any
language with facility and pleasure. Such a work
has lo.ng been needed for those scholars who commence the study of other languages, before they
have attended to that of their own. For them this
work will be found peculiarly serviceable.
'
.Another object in forming this work; was to give
pupils just habits of r~asoning and of expressing
their thoughts. By this system; the powers of th e
mind are brought into active operation : and by
comparing, analizing, deducing, and giving just
reasons for every assertion, the pupil acquires correctness in reasonin g, vigor in iavestigating; and
facility in conversing.
Owing to the great number of writers on English
grammar, there is a great diversity of opinions rela~
ti ve to the classification of words, and the choice of
technical terms·. But this diversity is more imaginary than real. Gram
·
··
rin c i 1
,
sys em o ru es,
1c . w1 g1 ve us the ' mnvledge of this custom,
with the greatest eas.e and in ·the shortest time,
must assuredly be the best. It is of no consequence,
whether we tr.eat of grammar en masse, or whether
divide it into four orforty parts; provided each
of these methods be properly understood;and at the
same time, free from perplexity.
Again; we may call names of things, nouns or
substantives; names of qualities may be ranked
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PHBFA CE.

with them as noun adjectives, or we may call I.hem
adjectives or att1·ibutes; art·icles, and even adverbs,
may be classed with .adjectives, or they .~ay have
~eparate names. Co1rru.11ctions and-Prepositions may
be considered as verbs or nouns, or they may be
classed together as connectives, or co1itractions; a1~d
a thousand other deviations may be made, and
either of them may be correct in principle.
th
.
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assert that there are no philosophical diversities of t1>ords, as they are employed in
language; far from it . . I would affirm that every .
inflection of person, nurnber, mood, tense, and case,
and every different degree of comparison, is each,
philosophically, a distinct species of words, and
must have a separate place in grammar, as governed
by ru'les of its own .. So far, grammar is_divided by
the philosophy of language; and to this d1v1s10n,
all _theories of grammar must correspond.
But to explain th e nature and qualities of things,
philosophers .are accustomed, first, to associate those
which h:i.ve some properties, common. to all. After
having determined what these common properties
are, they next examine whether any class of these
things have properties, which do not belong to other
classes of the same things. Having found such a
class, they proceed to separate it from the others,
and to examine what are the peculiar qualities
which belong to it. They proceed in. this manner
through all the classes of those things, which are
the subjects Of examination, until they have found
every peculiar property, which each of them is supposed to contain.
By such processes, are originated different methods of classifying the principles of language.

Philologi s ts .first determine the nature of words as
combiul'd, which th ey call GnAMll1AR. They then
separate th e classes of principles which belong to
grammar, say, first, diet-ion and utterance. These,
they subdivide into separate c1asses; and so on, till ·
they have described each minute difference that
exists in every ·wonl, an<l its modifications.
Now th e main difference in theories of Grammar,
con~ists in the gradations, by which we arrive to
the last di rision. But it will be seen, that it is of
no consequence, in effect, whether :we first divide
a thing into two parts, an<l then, ·these two into
.four; or wheth er we divide it into four at first:
provided, each of these four parts · has a distinct
name. The only rule to determine which is the
hest method, is, to ascertain which is the most intelligible. Here it is that grammarians differ; and
it is this differenee, tqat causes the numerous disputes about the ·methods of teaching this science.
With regard to method of classification, the au~
thor of this work can safely say, that he was prejudiced in favo
ticular s stem. His

,
ie subject
in the clearest light; and such technical terms were
employed., -ns, from the train of reasoning which
was adopted, seemed best ·calculated to be understood by young pupils. But for the sake of accommodating the work to any grammar; differences
of opinio!l arc stated in notes, together with such ·
.reasons for preference, as, it is hoped, may prove
.satisfactory.

RICHARD W. GREEN.
Ma,y, 1829.

CONTENTS.

CONTENTS.
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DIRECTIONS for using the.Inductive E xercises,

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INTRODUCTORY EXERCISE.
Sense of Seeing,
Hearing,
Tasting, ,
Smelling,
Feeling,
Sensation and Perception,
Several methods of obtaining knowledge,

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INDUCTIVE' EXERCISES.
Nouns,
Common and Proper Nouns,
Nu111ber,
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Gender,
Nominative Case,
Articles,
Pronouns,
Number of Pronouns, Persons of Pronouns,
Nouns agreeing in Case,
Possessive Case,
Adjectives, Comparative Degree,
Superlative Degree,
Positive Degree,
Defining Adjectives,
Verbs,
The Indicative Mood P.nd Tenses,

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29
30
33
37
39
40
42
44

51
54
56

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59
66

67
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Sentences and their Parts,
Person and Number, and Relation between Subj<;?cts am! their Verbs,
Of the Case of the Subject,
Imperative Mood,
Potential Mood,
Infinitive Mood, Collective Nouns,
Transitive and Intransitive Verbs,
Transitive Verbs and the Objective Case,
Imperfect and Compound Perfect Participles,
Definite Tenses,
Verbs with two Nominatives,
P)lrases used as single Words,
Infinitive Mood Absolute; "
Intransitive Verbs used Transitive! v
Compound Sentences and ·conjunctI~ns,
Nouns connected by And,
Nouns connected by Or,
Connective or Relative Pronouns,
Prepositions,
Subjunctive or Conditional Mood,
Perfect Participle and Regular Verbs,
Voices,
Adverbs,
Interjections and Nominative Case Independent,
.Anorrialies in Construction, -

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74
82
85
90
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97
103
107

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112
113

113
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121
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138
142
143
152
156
158

0RTHOORAPllY AND ·0RTHOEPY.
Words, and their Formation,
Letters, Vowels or Tonics,
Snbtonics, .<\tonics,
Recapitulation,

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165
- 166
167

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CONTENTS.

Radical and Vanish,
Correspondence between Subtonics and Atonics,
Slides of the Voice,
Exercises irr'C;mposition, (Appendix,) -

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172
174
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RECAPITULATION.
30
Nouns,
Articles,
35
Pronouns,
48
Adjectives, - 61
Verbs. . Indicative Mood, Tenses, Simple Sentences,
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Person and Number,
75
Imperative and Potential Moods,
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Infinitive Mood, 91
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Transitive Verbs and Objective Case,
106
Participles, General Recapitulation,
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116
Conjunctions, .Pronouns,
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Prepositions,
131
Adverbs,
154

DIRECTIONS,
FOR USING THE INDUCTIVE E:lp!RCISES.

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it may be of some tise to scholars of any age. If
they be young, it will be best for a class of them
to be exercised with a portion of it each day, with
their books before them. This exercise will be
very useful, and will not be so difficult, that it will
·weary the pupils. · And here it is proper to remark,
that any · branch of educatiOn should not be difficult
to a scholar at his firstundertaking it. For, if he
should become discouraged then, it will be very
difficult afterwards to get him interested again.
If any question be too hard to be answered, let
collateral questions be asked in such a manner,
that the answer of one may lead to the answer of
the other; or the use of some former questions,
whose answers have a bearing upon it, will be found .
very beneficial. If a pupil answer incorrectly, let
the question wliy be put to him, which will generally lead him to the right answer. I have pursued this course, and have gone through the whole
exercise, without answering one question myself.
After the pupils have ·a nswered the questions,
with the book before them, .they may answer them
without the book; and in this exercise, the teacher
must be careful that each pupil be able to answer
every question. In this course, the Parsing lessons
are to receive particular attention; and great care
should be taken that pupils can give a reason for
every thing that they assert. On this account frequent repetition should riot be thought superfluous.
Young children must repeat a thing over and over
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DIRECTIONS, &c.

again, before it will become familiar to them. In
the parsing exercises, it will be well for . pupils to
define every wprd that they parse.
The teacher will find many notes, interspersed
throughout the volume. These generally state·
some principle, that a child would not readily per.
ceive by inductio:i. Oi:J. this account the teacher
must read and explain them to his pupils, who will
then ·be enabled to give the same ideas, in ans)Ver
to the subsequent questions.
The questions in small type may1 if the teacher
think expedient, be omitted until a second course
or review.
After the pupil has obtained a good idea of the
principles elucidated in the exercises; .it will be
advisable for him to go over the ~ECAPITULATION,
m order to impress those ideas on his memory. For
this purpose, the lessons in the recapitulat~on are
inserted in proper places, and should always be
learned immediately after the lessons which precede them. The pupil · must also be exercised fre.
quently in such parts of the recapitulation, as have
been already recited.

~ IN preparing' the first edition of the Inductive Exercises for publication, the author wrote an
Introductory Exercise elucidating the origin of
ideas. But as the plan was novel, it was thought
expedient to omit it at that time. But several re.
spectable teachers having given· their opinion that
it may be useful, it has been prefixed to the succeeding editions. It is presumed that teachers
wi.11 find if a very pleasing and useful exercise for
their pupils. But it can b.e omitted 'vithout any
detriment to.the study of .the succeeding exercises.

INTRODUCTORY EXERCISE,
SHOWING THE MANNER IN WHICH WE OBTAIN

IDEAS.

OF THE SENSE OF SEEING.
1. What is this? Ans. A bo.ok. ·
2. How do you know that this is a book? Ans.
Because I see it.
3. What do you see with?
4. What is a thing called that you use in per.
forming an action? Ans. An Instrument.
5. What do we call those parts of our body
which are used as instruments? Ans. Organs.
6. What are the instruments, that we use to see
with?
7. Are they a part of the body, or not?
8. Then what do we call eyes? Ans. Organs.
9. For what purpose do we use eyes 7
10. Then what are eyes the organs of7
11. Why do you call them organs 7
12. Why do you call them organs of seeing or
sight?
13. What is the ability to see called 7 Ans. A
sense.
14. What is it the sense of7
15. Now, how do your eyes enable you to know
that .this is a book? Ans. By the sense of seeing.
NoTE.-The manner in which we obtain sensations of see.
ing, is by the means of rays of light ~ent fo~th from some
luminous body; that is, a body that gives light, as the sun
or a candle. These rays are supposed to be sma.ll particle~,
so extremely min~te, th":t they ?roes e_o.ch other m all_poss1ble directions, without mterfermg with each other m the
least. When these rays of light meet any substance, in_to
which they cannot pass, they are reflected and rebound, m

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TO ENGLISH GRAMMAR.

IXTlWD UCTOltY EXERCISE

the same manner th at a ball does, when it mect8 the wall.
As they meet the body from every direction, of course they
are reflected in every direction. Therefore, when any person comes within their course, those rays of light that strike
the pupil of the eye, pass through it, and meet upon the
retina, an inner substance of tho eye, and an expans10n
of a nerve communicatin v with the brain. These parllcles,
striking the retina, cause~ in the nervo a vibration, which
·extends to the brain, and prodnces a certain state of the
mind. This we call the sensation of sight or seeing.
1. How do we obtain sensations of seeing?
2. What is a luminous body ?
3. ·what are rays of light supposed to be.
4. Can these rays of lig ht pa ss through all substances 7
5. What happe ns when they cannot pass through any substance 7
6. Do they rebound in only one direction?
7. In what part of the eye must the rays of light meet to
enable us to see ?
8. What is the ntina.?
9. What is caused by rays of light touching the retina ?
10. What Joes this vibration · produce?
11. What do we call this state of mind?
OF THE SENSE OF ·HEARING .

1. Do you know when it thunders.?
2. How do you know?
3. What do you hear with?
4. On this account what may we call ears?
5. Why do you call th em organs ?
6. What are cars organs of?
7. Why do you call them organs of hearing?
8. What is the ab iii ty to hear called ?
9. Wliatis it the sense of?
10. Now, how do your ears enable you to know
t!iat thunder makes a noise ?
NoTE.-When two hard bodies meet in a violent manner,
or when elastic bodies are made to vibrate, they cause a tremulous motion in the air. This tremulous motion strikes on
the drum of the ear, and causes on its nerves a vibration,
which extends to the brain, and produces a certain state of
tho mind, which we call the sensation of hearing.

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1. What is caused by the meeting of two hard bodies in
a violent manner?

2. \.Vhat other cause may produce this motion?
3. What arc elastic bodies "! Ans. Those which, on being
bent, will spring back to their former place.
4. In what part of the body do we feel this tremulous motion?

5. \Vhat docs it cause in the ear?
6. What does this vibration p_:qduce?
TIIE SE NSE OF TASTING.

1. Is sugar sweet or sour?

·2. How do you know that sugar is sweet 7
3. What do you taste with?
4. On this account what may we call the tongue?
5. Why do you call it an organ?
6. ·what is the ton gue an organ of?
7. Why do you call it an organ of taste?
8. What is the ability to taste called?
9. What is it the sense of?
10. Now, how does your tongue enable you to
know whether sugar is sweet .or sour?
NoTE.-The manner in which we obtain sensations of
taste, is by the means of the saliva of our mouths. "When
any substance, which has what we call taste, is applied to
this saliva, the sal iva causes it to dissolve a very little. Then,
the composition of the substance which we put to our mouth,
and the salivu., communicates with the tongue, palate, &c.
in such a manner as to operate upon the nerves. Wh enever the nerves are affected in this manner, we have the
sensation of taste.
J . By what do we obtain sensations of taste 1
2. How does our saliva cause this sensation?
3. To what p:irt of the body docs this effect upon the
nerves of the pal a tc, &.c. extend 7
4. What does this produce ?
OF . TIIE SENSE OF SMELLING.

1. Can you know the flavor of a rose without
tasting it? How?

16

INTRODUCTORY EXERCISE
TO ENGLISH GRAMMAR.

2.
3.
4.
5.

What do you smell with?
On this acco.unt, what may we call the nose?
Why do you call it an organ?
What is the nose the organ of?
6. Why do you call it an organ of smelling?
7. What is the ability to smell called?
·
8. What is it the sense of?
9. Now, how does your nose enable you to ·know
that a rose is sweet ?

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NoT.E.-The manner in which we obtain sensations of
smell, is by the means of particles of odor that arc sent forth
from any object. When we come within the place where
these. particles of odor are flying, we draw them into our
~ostnls by means of our breath. By this action they come
m contact with the nerves in our nostrils, which are excited
and produce the sensation of smell.
1. From what do we obtain sen•ations of smell?
2. With what must they come in contact to occasion sen.
sation?
3. With what do those nerves communicate 1
OF THE SENSE OF FEELING.

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I. If your eyes were shut, could you find out

whether this was a book or not? How?
2. What do you feel with?
3. .Then what are hands?
4. Why are they organs?
5. What are hands organs of?
6. Why are they organs of fee ling?
7. What is the ability to feel called 1
8. What is it a sense of?
9. Now, how do your hands enable you to know
that this is a book ?
IO. How many senses have we?
11. Name th em.
12. Then in how many ways are we enabled to
know things ?
N OTE.-Those n erves that produce sensation extend not
only to our eyes, ears, nose, and mouth ; but also throug-h.

17

. OJtt the whole body. And when any object comes in contact
with an:i: parl of our body, it occasions a sensation which
we call simply a fe eling or touch. ·
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I. To what parts of our body do our nerves extend ?
2. When any ?bJect comes in contact with any part of our
body what does it occasion?
OF SEN~ATIO N AND PERCEPTION.

I. W'hen we touch a thing; do es that touch
cause a feeli.ng in the thing that we touch, or in us?
. 2. What 1s that fe eling called? Ans. A sensation.
.
. 3. Wha.t does sensation mean? Ans. A feeling
m the mind, which 'is caused b_y one of our senses.
NOTE.-It is ·. supposed that there are small jibrous nerves
throughout lhe whole body, which issue from the brain the
great organ of all ~en•ation . or the connection of this great
sensor1'.'l organ with the mind ; that is, how the affection of
any object upon that can be communicated 'to the mind we
can never be enabled 'to understand.
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I. Wh.at is s4pp~sed to be the great organ of all sensation?
.2. Do you know how the brain is connected with th~
mmd?
.

4 . . How many ways ·have . we of receiv ing sensations?
.
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5. Then how many kinds of sensations have we ?
6. Name them.
7..When we receive sensations, what are they
occas10ned by ? Ans. By something affecting our
senses.
·
8. Do we generally think of those things while
they are affecting our senses?
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. 9. For what purpose do we think of those objects, that are · affecting our senses? Ans. That
we may find out what they are.
. I~· When we think Of those objects that are af.
fectrng our senses, what do we call that action of
thinking? Ans. Perception.
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Ii';TRODUC'l'CR Y P.XERCI3E

11. Now, can you tell what perception is? · Ans.

Perception is · that act of thinking, by which we
find out what those objects are that are affecting
our senses.

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NoTE.-You have already learned what it is to have sensations. You mu5t recollect th11t sensation does not mean
the knowledge of those things that cause sensation. For instance, when you smell a rose, all the sensa tion which you
have of it, i• a knowle<lge that you smell sc•mething; a nd
.you would never know what, unless by the use• of some other
sense ; for in sta nce by your sij(lit., you had found out what that
is which has such a smell. It is just so, when you taste .of
a thing. Your taste would not show you what it was, unless
vou had been told what it was that caused such a taste. And
lt is the same with all the se_n ses.. It is only hy experience
of what particular objects cause particular sensations, that
we are enauled by our sensations, to determine what tl1os.e obj ects are. But this much we know ; that if W•~ have sensations, there must be some ohject to cause them sensatiom.
Therefore_, whenever we have any sensation, w_e immediately
set pur mmd to work to find out what causes 1t. And -when
we have ·round out, we say we perceiv"e what it is. So those
actions of the mind whi<:h refer o·ur sensations to the ohjects
which .<:aus~ the_se sensations, are called perceptions. Thence
perception. 1mphes thought devoted to any external object nt
the same lime that our senses are affected by the same object.

19

. 15. What do we think of, when we have percE. ptions 1
·
.
HI. "\Vhen objects affect nny of o<!r senses, what
is that a.ffection called 'I Ans. Sensation .
17. Then what occ<lsioris us to think of those
objects that affect our senses 1
18. Now, how do we derive our perceptions 7
19. Now, what is the first class of our idellS 1
Ans. These that we obtai n by perception.
20. " 'hat do we call that knowledge. of any
thing, which we have obtained by p2rception 1
·Ans. An idea.
NoTE.-Pcrccptions are the first elements of-knowledge
and thought. By them we obtain a knowledge of the existence of material objects, arid all the qualities which belong
to them, as 'well as all the changes which take place in them.
Ilut .we are·able not only fu jJerceive thi11gs, but also to .-etain
a know ledge of them in our minds, when the things them_selves are no.fonger present. In such· cases, we say th'!-t we
have IDEAS of things. ·· Thus we have PERCEPTiON• of things
when they are present, but we have IDEAS of them ·a lier they
are removed, or when some other per'!On describes them."
Some phil"osophcr• call ideas conceptions, which is undoubted ly a better nil.me. (See Brown's Philosophy of the Human
.J\Iind, Vol. I. Lecture xxxm.)

);

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·"

1. V{hat is it to )lave sensations? Ans. To feel "in our
mind thilt something affects our sen•es.
2. Does sensation enable you to know what it is that affects your

s c n ~es?

.·

3. Then how do you know what it is that is affecting your
senses 1
.
4. Give some exam ples of this.
5. What do we say when we know what it is that is affecting either of our senses ?
.
6. Then what is the knowledge of such things called. 1
7. At what time do we perceive things?
.

12. What .do we do to occasion perception T
Ans . .We think.
13. What do we think with 1 Ans. The mind.
· 14. Then when you have perceptions, where are
they?
· _

RECAPITULATION.
I. What are perceptions 1
2. How are they obtained 1
3. What cau"ses our sensations 7
.4. How many kinds of sensations are ther-e.?
5. · How many organs of sense are there 1 ·
6. Name them.
7. Name the organ of sight. or seeing; hearing;
smelling; tasting; touching.
8. " ' hat is the meaning of organ ?
9. ~hat is the meaning of instrument 1
. ~ {dens . are, by some, sUpposed to be imagu . of things, that enter
l·i 1ito th:.! mind. But by others ·they are thOUJht . to be only tl_)e bare
apprehension or conception of tbin&s in the mmd.

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20

NoTE.-'-We all know that we have five senses. We receive th~se se.nses at our birth; and they soon come to mil.
turity. ·we have them in . the same ·manner that all' animals
have them. Now when any object comes in contact with
any of our organs of sense, we immediately· have feelings
which indicate it. Those feelings we call scnsatfons. 'I'he
means of receiving these sensations, is through se,·eral parts
of our bo<ly, which we call organs of Eensc. The literal
meaning of organ is instrument; hut ·it is generally applied
only to those 'instruments, which arc pa.rts of ou.r body.
Thus, the tongue is the instrum ent that we use to speak
with; therefore, as it belongs to .the ·body, we call· it an or.
gan. In the same manner ou1' eyes are the organs of seeing;
ears are the organ& of hearing ; the nose is the ·cirgan of
smelling ; the mouth, t_ongue, palate, &c. are the organs of
tasting; and the·wl10le body is the organ of touch or foeling.
Tlmrngh 'the· fne_d ium of these senses, we receive all our
ideas; and if either of these senses is wanti.ng, the ideas tlia_t
are communicated by that sense will be wanting too.- . Thus,
a blind person can. have ilo idea of' colors ; that is, he does
riot know what the m_eaning of color is . . He can hav\l no
idea.of the difference -between red o.nd black. fo like man.
ner, a deaf person can have no knowledge of sounds.

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OF THE SEVERAL '.ME.T HODS OF OBTAINING

l

KNOWLEDGE 'OF THINGS.·

I. What is the first method of obtaining a know-

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INTRODUCTORY EXERCISES

i

ledge of a thing? Ans. By perception of it.
2. What does it mean to have a perception of a
thing?·
3. What is the second method of obtaining a
knowledge of a thing? Ans. By bringing to mi_nd
some perception we formerly had of ii.
4. What is this method callDd ? Ans. Recol-

lec~~o;vhat

is the third method _of obtaining a
knowledge of a thing? Ans. By knowing it is
j 1 a!
like some other thing, that we already have a
• i,: ~r
knowledge of.
.1J
6. What is this method c:):lled? Ans. A~alogy.
~i
7. What does analogy mean? Ans . . Likeness
:n~L'or resemblance.
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TO ENGLISH GRAMMAR.

21

8. What is the fourth method of obtaining a
knowledge of a thing? Ans. By being ~nformed
by one who has obtained a knowledge of 1t.
9. What means will he use to inform us 1 Ans •
Words.
.
· .
IO. · What is this method calle<l? Ans. Language.
. .
11. Now mention the four methods of obtammg
a knowledge of things.
N oTE.-So we see that the first method of obtaining know·fotlge, is by means of perception. But perc"'.ptions aro acquired by means of sensations ; and senso.t10ns : are oc~a­
sioned only, while our senses o.re 11ffect<;d by the object wh1c.h
we perceive. · When, therefore; the object of our thoug.hts 1s
not .present to our senses, we have rec.our_se to recotiect1of1 or
memory. Again, as we are fond of abndgmgour l?'wr, w.1enever we observe a thing similar to some other ~1~n!!' that we
already know about, we instantly conclude that 1t ism alm~st
every respect like it. Thus, when we see a ho_use at a distance, we conclude it has partitions, rooms, fire-places, floors,
&c. This similarity of things we call analogy. B~t ther~ are
many things that we have never had any percept10n ?f, and
of course cannot recollect them, nor compare them with any
thing els~. We therefore are obliged to learn them from
oome other person, who has obto.med. a knowl~dge of the.m
For this. purpose our Creator has wisely furrnshed ~s with
the faculty of speech, by which .we are enabled. .to mfo.rm
others, and to be .informed ourselves of every thmg winch
we can learn in no other manner.

12. What are words? Ans. Sounds by which
men express their thoughts.
13. Do they resemble thoughts? Ans. ~o.
14. Do they resemble the things of which we
think? Ans. No.
15. By what rule were they formed? . Ans. By
no rule; probably by chance.
N oTE.-As a proof that words o.re formed, as it "'.ere, by
chance, without any rule; we find that the same tlung has
a different name in different languages. Thus the sa~e
thing is called in Latin, noMus, in French, MAISON, and m
English, JIOUSE.-

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22

INTRODUCT9RY EXERCISES,

&c •

16. When I tell you my thoughts, what do I
use? Ans. Words.
17. What are words 1·
18. How are those sounds made that are called
words? Ans. By the mouth and throat.
.
19. But suppose that you wish to express your
thoughts to a person who is absent. You cannot
speak to him : what would you do in that case?
Ans. I would write.
20. How do you express your thoughts by
writing? Ans. By making characters that rnprcsent those words.
21. What would you.use for this purpose 1 Ans.
L etters.
·
22. What do letters stand for? Ans. Those
sounds which are put toge ther to compose words.
23. What kind of language would you call th is?
Ans. Written Language.
24. What kind of language wou ld you call that
which you speak? Ans. Spoken Language.
2(';. Now, what is the use of language 1 Ans. To
inform us of things that we do not already know.
No·rE.-Thus, it a.ppears that the whole use of language
is to .communi cate our thoughts. But that use makes it the
noblest · fac.u lty of man ; and we must look upon it as one of
our greatest blessi ngs. We should therefore attend to it,
and see that we use it in such a manner as to be understood.
But there are many, who do n.ot' acquire a good knowledge
of it, and therefore are not able to express their thoughts
with propriety. But th is is very wrong, and I hope that you
will endeavor to obtain a good knowledge of it, so that you
may be able to express your thoughts not cnly wilh pro.
priety, but with ease and elegance. For this purpose I have
formed the following GRAMMAR, by which, if you examine it
faithfully , you will acquire that ability. As you already
know what sounds well in speak ing and what do<"' not;
f ,

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INDUCTIVE EXERCISES

IN ENGLISH GRAMMAR.
LESSON I.
OF NOUNS.

Let the Instructer commence by holding up a
book in the sight of the pupil, and asking the following questions.
1. What do you see 1 Ans.. A book.
2. Is that the name of it ?
3. What is the name of a thing 1 Ans. A noun.
4. What is the name book then 1 Why?
5. What else do you see?
.
6. Is that the name of it 1
7. What is the name --1* Why?
8. What else do you see 1
9. What is the name - - 1 Why 1
Let the Instructer repeat these questions several
times.
·
10. Is think the riame of any thing?
11. Is small the name of any thing 1
12. Then is every word the name of a thing 1
All words are not names of things. For .we ~ant not
only to tell the names of things, but also to tell wh1c~ they
nre, what they do, and what we do to them . . On this. account, we use some words to point out what kmd of thmgs
we wish to · speak of; as boy. And we use some words to
point out what those things do; as boys run; &c. There
are of cour·se more sorts of words than one.

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IN ENGLISH GRAM~L\R.

24

25

INDUCTIVE EXERCISES

13. Are there more sorts of words than one 7
.14. Of which sort of words are names of things?
15. What do you see now?
16. Of which sort of words is - - ? Why?
17. What else -do you see ?
·
18. Of which sort of words is - - ? Wh ?
19. What else do you see ?
~
y·
20._ Of which sort of words is _ _ ? SLet ,these
questions be repeated till each pupil has answered
them two or three times.
21. W~at is a noun? Ans. A noun is -.the name
of any tlnng that can be seen m· S'[>Oken of·
22. ~e t each pupil make short sentences, and
tell winch wonls" are nouns in each sentence.

LESSON II.
(F COMMON AND PROPER NOUNS.

1. [Commencing as before.] What do you see?
Ans. A book.
2. Of what sort of words is the word book?
3. f!as every thing of this kind the name book?
4. 1 ? en what kmd of a noun is the noun book?
Ans. Common noun.
5. Why ~b you call book a common noun 7 Ans.
B_ecause_1t 1s common to hear every thing of that
kmd called book.
6. Then. w~at is a common noun ? Ans. The
name tltat is given to every thing of a kind.
7 • What else do you see ?
8. Is - - the name of the whole kind?
9. Then of which .sort of words is - - ?
~ In naming the noun, the pupil must hereafter tell whether it is common or proper.
10. Why is - - a common noun?

11. What can you speak of that is not in sight ?
12. Of which sort of words is--? Why?
13; What else can you. speak of that is not in

sight?

14. Of which sort of words i s -·- ? Why?
Let similar questions be repeated till the scholar
has a good idea of the nature of common nouns ;
each scholar should answer them two or three times.
15. Call some person by his Christian name.
Ans. George.
16. Is that the name of every person?
17. Then what kind of a noun is George? Ans.
Proper noun.
18. What do we mean by proper, when we say
p1·oper noun? Ans. Particular.
19. What is a proper noun ? Ans. The name
of .a particular one of a _kind.
. .· .
The followinO"0 illustration· and all s1m1lar illustrations, are to be read to the pupils, accompanied by
such remarks, as the teacher may think proper.
For example, this is ·a boy. But everything just li~e this,

0-01, which you
is a boy; for if I should show you any other _
have never seen before, you would know that ~t w~s a. boy.
Therefore, to distinguish this in particular, J w1!~ give 1t the
name P eter. Now, unless I tell you that Peter 1~ the na~e
of it, you would not !mow it; because every ~1~.g of this
kind is not named Peter ; for the na1Qe Pe;er 1s given only
to this particular one. Peter is, therefore, a proper noun,
because it is the name of a particular one.
·
20. Call some other person by name.
21. What kind of a noun is - -.? Why?
22. Call some place by riame. ·
.
? Why ?
23. What kind of a noun is 24. There are inany things that you can speak
of which cannot be seen; such .as pardon. Of
which sort of words is pardon ? Ans. Common
noun. Why?*
• Tbe teacher sbould ask tbis question after every answer.

c

2()

1:-IDUCTIVE EXERCISES

~5. Of whi ch sort of wor<ls is Joseph, fire, Sarah,

flo or, bench, morning , Fred eric, master, John, destruction, H enry, Thomas, mountain, William, loc k,
thimble, eye, James,·marble, horse, Charleston, star,
friend, arm, Albany, Philadelphia, hope , peace,
day, . Ann, sun, Bos.t on, word, · Lucretia, Samue l,
New-York, copy, Martha, bay, England, Euro,pe,
riv er, London, nation, light; H artford, doctor, sea,
reason, joy, sorrow, happiness, haste, since rity?
26. How many kinds of nouns are they ?
LESSON III.
OF NUMBER .

I. [Holding up a book.] What do you see 7

Spe ll it.
.
[ Hol(J,ing up two.] What do you see now 1
Why do you say books, in stead of book ?
What <lo you add to the word book ?
Suppose there were more than one street ·
would you call them? What do you add? '
7. Suppose. I had more than one st·iclc; what
would you call them ? What do you add?
8. Suppose I had more th an one pen; what
would you call them ? What do you add?
9. Suppose tl:iere were more than one fire; what
would you call them? What do vou add?
10. If th ere were more than' one gfrl; what
would you call them? What do you add?
11. If there were more than one room · what
would you call them? What do you add ? '
12. If there were more than one gun; what
would you call them? Wh at do you add ?
13. If there were more than one cha-in· what
would you call them? What do you add? '
14. If there were more than one seat · what
would you call them? What do you add? '
2.
3.
4.
5.
6.
what

IN ENGLISH GR.<UUIAR.

27

15. When the word means but one, in what
number do you say it is ? Ans. Singular number.
16. When the word means more than one, in
what number do you ·say it i.• ? Ans. Plural number.
17. In what number is bi1·d; tree,-jlower-s,-a:pple,

houses, gai·den, cloud, pens, court, sun, vices, rainbows, print, buildings, dispositions, deS'ign , laws,
ornaments, school, continents, constitutions, declivity,
inclinations, head, f ever, miracles, stm·s, minds,
fields ? 4·c.
18. If there were more th an one house ; what
would you call them? Wh:lt dv you acid?
19. If there were more tha 11 one face; what
would you c all them? Wh at do you add?
No1·E.-When the singular ends in se or ce, we prnnounce
the plural with one more sy llable, because we cannot pronoun ce it with the same number of syllables; as, house,
hou .. es.

20. Why do you add another sy llabl e in pronoun ci ng th e plu ral of face ?
21. In what cases must the plural be pronounced
so as to have one more syllable than th e sing ular?
22. 'W hat letter do yo n add to forin the plural '!
23. If yon were to ·spea k of more than one box,
wh at would you call th em? Spe ll the word boxes.
24. 'W hat would you add to the si ngular in this
e xampl e to form the piural?
2 5. W h y do yon acid es instead of s? Ans. Beca use, the ·word cannot b e pronounced b y adding s
alon e.
·
:.:!6 . If you were to speak of more than one
chw·ch, what would you call th em? What do you
.
a<ld? Why?
27 . If I sho uld show ·you more than one fish,
wh ~ t wou ld yon call th e m?
Vfhat do you add?
28. If I (ii vid e one cla.~s i'1to more than one,
wh J t woultl yon c d l th em? What do you add?

28

INDUCTIVE EXERCISES

NoTE.-lt is probable that all plurals were ancien!l}'
formed by the addition of es; but in course of time, they
became contracted by the omission of • in those words that ·
would admit of it; as, bookes, books. This is done that it
mav appear well to the eyP.. But in those words, which
cQ;not ho pluuuunced when the c is omitted, the ancit:nt
method is retained.

29. What do you generally add to the sillgular
number to make the plural? Ans. Sometimes s,
and sometimes es.
30. When do you acid es to form the plural ?
Ans. When it cannot be pronounced by adding s
alone.
31. When cannot the word be pronounced by
adding s alone ? Ans. When the singular ends
with x, ch, sh, or s; as in box, church, fish, class.
32. Would it be proper to say knifes? What then 1
33. How do they differ in spelling?
34. Then if the singular ends inf or fe, as in knife; what
do you do to make the plural ?
. 35. Spell the plural of half, l~fe, wolf, loaf, wife, wlia1f,
sheaf, leaf, tltief, shelf, elf.
NoTE.-This irregularity was occasioned, first, for the
sake of sound, arid is now established by custom. But still
some words ending inf form their plurals regularly ; as,
proof, proofs.
.
36. What is the occasion of this irregularity?
37. Do all words that end with for fe; form their plurals
·
in this manner?
38. If you were writing of more than one fly, would you
write .ftys ? What then ?
NoTE.-Were you to write .ftys, it would 1.ead to a wrong
pronunciation. On this account, we change y into ie, and
then add the regulars. But if the singular ends with ay, ey,
or oy, there is no need of this alteration, because there is no
danger of pronouncing the word wrong when the plural is
regularly formed; a~. delay, delayB; key, keys; boy, boys.

39. Now, if the singular ends in y, as in fly, how
do you form the plural ?
40. On what account is this irregularity?

IN ENGLISH GRAMMAR.

29

41. Are all nouns ending in y subject to this?
42. What nouns are not?
43. Spell the p\uni,l of duty, Jolly, ally, tory,
cherry, lily; Janey, enemy, tray, bey, toy. .
.

LESSON IV.
OF GENDER.

1; Is a man male or female ?

2 . . Of what gender is any thing that 1s male?

Ans. Jvlasculi'ne gender.
3. Is a woman male or femal e ?
4. Of what gender is any thing that is female?
Ans. Feminine gender.
5. Is a boy male or female ?
6. Of what gender is .the male kind.?
7. Then of \vhat gender is boy?
8. Is a girl male or female ?
9. Of what gender is the female kind?
10.· Then of what gender is girl?
.
11. Of what gender is father ? Why?
12. Of what gender is mother? brotlier? sister?
13. Is a boolc male or female ?
14. Qf what gender is any thing that is neither
male nor female? Ans~ Neuter gender.
15. What is· the meaning of neuter? Ans; Neuter mearts neither.
NoTE.-Neuter is the Latin word for neither; so when a
thing is neither gender; that is, neither male nor female',.we
say that it·is neuter gender.

. 16. Then of what gender is boolc?

Why?
.17. Of what gender is table, chair, desk, hat ?
18. Wheri I say parent, do you know whether I
mean father or mother ?
19. Then of what gender is parent? Ans.
Doubtful~

20. Wl)y doub!fu'l ? Ans. Because we do not
know whether it is male or female.

c 2

30
!

31

. INDUCTIVE EXERCISES

IN ENGLISH GRAMMAR.

21. Of what gender is George, Lucy, master,
mistress, lwuse, land, ox, cow, children, people, pin,
king, queen, seat, brothe1·, day, governor, scholar,
bird, empress; tree, son, paper, daugliter, baron,
count, countess, singer, speaker, soldier, door, gate.

NoTE.-Some nouns, ending with' o, have es in the plural,
in order that the long sound of the o inay be preserved ; .as,
cargo, cargoes.

OF THE NOMINATIVE CASE.

I. 'Vhen you mention any person or thing, in

what case is the noun? Ans. In the nominative
case. [This definition is merely f or the present
purpose.]
2. What does nominative mean ? Ans. Nomi·
native means naming or mentioning.
3. In what case is Paul, John, George, man,
house, thought, spirit, wages, youth, London?
RECAPITULATION.-NOUNS.
I. What is a noun?

2. How many kinds of noun_s are there ?
3. Name them.
4. What is a common noun ?
5. What is a proper noun?
6. How many numbers have nouns?
7. Name them.
8. What does the singular number express?
9. What does the plural number express?
. 10. How is the plural number of nouns generally fonned?
11. Which method is supposed to be the most ancient'?
12. On .what account do we- now use s in some cases
instead of es ?

13. When must we use es·? Why 7
14. Are there any. exceptions to this rule of adding sores?
15. Mention them~
16. Why do you change for f a info ves?
17. Why do you change y into. ies?

. The following are very irregnlar : man, men; woman,
women; ox, oxen; child, children; foot, feet ; goose , geese;
tooth, teeth; louse, lice; mouse, mice; penny, pence, or pen.
nies ; die, dice.
.

18. What is the us~ of number?
19. What is gender? Ans. Gender is the distillction of sex.
20. How many genders are there.? Ans. Tliree.
21. Name them.
22. What does the masculine gender el!'.press 7
23. What does the feminine gender express?
24. How is the feminine formed from the masculine ? · Ans. By adding ess, ix, or ine : as,
lllale.
Abbot,
Actor,
Administrator,
Adulterer,
Ambassador, ·
Arbiter,
Author,
Baron,
Bridegroom,
Benefactor,
Caterer,
Chanter,
Conductor,
Count,
Deacon,
Duke,
Elector,
Emperor,
Enchanter,
Executor,
Governor,
Heir,
Hero,
· Hunter,

Female.
Abbess.
Actross.
Administratrix.
Adulteress.
Ambassadress.
Arbitres•.
Authoress.
Baroness.
Bride.
Benefactress.
Cateress.
Chau tress.
Conductress.
Countess.
Deaconess.
Dutchess.
Electress'
Empress.
Enchantress.
Executrix.
Governess.
H eiress.
Heroine.
Huntres•.

llfale.
Female.
Host,
Hostess.
J ew,
J ewess.
Laridgrave, Landgravine.
Lion,
Lioness.
Marquis,
Marchioness.
Mayor,
Mayoress.
Patron,
Patroness.
P eer,
Peeress.
Poet,
Poetess.
Priest,
Priestess.
Prince, .
Princess .
Prior,
Prioress.
Prophet,
Prophetess.
Protectress.
Protector,
Shepherd, Shepherdess.
Songster,
Songstress.
Sorcerer,
Sorceress.
Sultan,
5 Sultaness, or
l Sultana.
Tiger,
Tigress. ·
Traitor,
Traitoress.
Tutor,
Tutoress.
Viscount,
Viscountess.
Votaress.
Votary,

IN ENGLISH GRAMMAR.

32

INDUCTIVE EXERCISES

LESSON V.

Sometimes we use different words for the different sexes : as,
llfale.
Bachelor,
Boar,
Boy,
Brother,
Buck,"
Bull,
Bullock, or
Steer,
Cock,
Dog,
Drake,
Earl,
Father,
Friar,
Gander,
Hart,
Horse,
Gentleman,

F emale.
Maid.
Sow:
Girl.
Sister.
Doe.
Cow.
Hei fe r,

Hen.
Bitch.
Du ck.
Countess.
Mother.
Nun.
Goose.
Roe.
Mare.
Lady.

Jl!ale.
Husband,
King,
L ad ,
L ord ,
Man,
Master,
il'.iilter,
Nephew;
Ram,

Singer,
Sir,
Sloven,
Son,
Stag,
Uncle,
Widower,
Wizard,

OF ARTICLES.

I. [Holding up a book.]

F emale.
Wife.
Queen.
-Lass . .
L ady.
\Voman.
Mistress.
Spawner.
N iece.
E1ve.
5Songstress or
/ Singer.
Madam.
Slut.
··
Daughter.
Hind.
Aunt.
Widow.
Witch.

Ans.
2.
One.
3.
4.

Sometimes we prefix another word : as,
. A cock.sparrow,
A man.servant,
A he.goat,
A male.child,

25.
26.
either
27.

A
A
A
A

hen.sparrow.
maid.servant.
she.goat.
female .child.

What does the neute1· gende r express ?
What do you say of a noun that may be
·
masculine or feminin e ?
What is the meaning of that expression?

. NoTE.- Manl:' nouns that are generally .used for th e male
kmd, are sometimes doubtful ; as, a lior~e 1ray be said of the
female. So also eome nouns th at are generally fe minine,
may be used for the male, and ·SO become doubtful· as
goose, duck.

'

'

. 28. W_h:it does case signify? Ans. Case signifies cond1t1on. Thus we say, a person. is in a ba·d
case, when we mean he is in a bad condition.
·
29. What is the meaning of nominative ?
For remaining part of recapitulation, see page 48.

What do you see?
A book.
You say a book; what does a mean·? Ans.

Would it be proper to say, give me a apple ?
Wh at should you say?
fJ. What does an mean? Ans. One.
6. Does a and an mean th e s<1.me?
7. Is it proper to say an table? What then?
8. Why do you prefer_to use a ? Ans. For s<1.ke
of sound.
9. Is it proper to say a art? What then?
10. Why do you prefer to use an?
11. l s it proper to say a army? What then?
A inclt ? What then? A island ? What then ?
A entrance ? What then? A orange ? What then ?
A egg ? What then ? A uncle ? What then ?
A axe ? What then ? A evil ? What then?
12. When is it proper to use an ? Ans. When
the next word begins with a, e, i, o, or u.
13. Wh<t.t are a, e, i, o, and u, called? Ans.
Vowels.
14. When is it proper to us e a? Ans. 'When
the next word does not begin with a, e, i, o, or u.
15. What are the other letters called ? Ans.
Consonants .
NoTE.-An or ane is the old Saxon word for one; as ane,
twa, (one, two.) It wae formerly written an at all times; as,
book, an apple. But now for the sake of sound, we alter
an into a before consonants; as, a book.

an

16. Which is the most ancient; an or a?
17. From what is an derived?
18. Wh y do we not change an into a before
\'Owels? Ans. Because it sounds well enough
without it.

, I'

.
I
.'! 1 • \
.. I
.

t

·11

34

INDUCTIVE EXERCISJl S

NoTE.- Y is a vowel in the middle or at the end of words ;
but ;t is a consonant w hen it beg in s a word; as, n yard.
Long u, when it beg ins u word, co111mcn ces with the sound
of y ; as, use, (pronounced yuse.) On tlus account, an would
not sound well before long u and y. As short u is a regular
vowel, we use an be fore it; as, an uncle.

19. Do we use an before every vowel ?
20. What are the exception s ?
21. Is an th e name of an y thin g ?
22 . Then is an a noun?
23. ·what do grammarians call an or a ? Ans.
Tlte indefinite article. [A defining adjective.]
NoTE.-The mcnning of a1·ticle, as given to a sort of
words; is ve ry in dcfin ito. Th ose words, winch are generally
called articles , are properly adjectives , of tho same cl ass as
one, two, this, th at , &c. {Seep . .5 ~ . ) But, as th~ words an or a.,
an d the, have a fe w pec:uli ari tics in con struc t1 ?n, ~ome ~ram .
mari ans have classed t hem sepn.rately from adJectlves, for tho
purpose of showing their pec uli:iritics .more in tell igibly to
young pupils. The term article, or ad:J ectne, rnay be used
Ill the option of tho teacher. .

24. If I should say gi·ve me a book, should you
th ink that I meant any pilrtic ular hook?
25. If I should say , gi1!e me the book, should you
think that I meant any particular book ?
If I should say, gi've me a book, you woul d hand me any
book no matter whic h. But if I should say , give m e the
t~1 e bo~k in your hand,
or oorn o othe r tha t we had licen spealung of.

uook,'y"ou wou ld suppose that I mea nt

26. What <loes the mean·? A ns. The generally
.
means this, that, these, or those.
Thus when I say, f!ive m e the book, I moan, give me this
book , or that book . So when I say, g ive me the books, I
mean, gi vo me these book s, or those books.

27. ' Vhat do grammarians call the ? Ans. Tlte
.
definite article. [ A defining adjective.]
· 28. Why do th ey call the a de.finite article? [De.fining adjective ?] Ans. 1!ecause it defines . the
noun, or points out the particular thing or things ·
that are rn l'Qnf.

IX E '.'IGLISII GU ,ll\11\IAR.

35

29. Now, c~n you tell wh ich words are articles?
30. A re th ese all the articles there are ? Ans.
Yes.
31. ' V'hat arc articles ? A ns. Articles are w01·ds
placed before nouns, to limit thefr significations.
32. Is the house proper ?
33. Is tlte lw11sc3 proper?
34. Is a hou:;es proper? Vi hat th en ?
35. I s a benches proper ? What then ·r
36. Why is it not prop el· to say a benches?
37. Of wlut number is a?
:38. Of wh ut n'urnber is bench?
39. When two word s are of th e same number,
what <lo we say abo ut th em? Ans. ' Ve say th at
they agree . in n um ber; that is, th ey are alike in
number.
R uLE I.-_!~n or a must agree with nouns of the
singular number only ; as," A book, a man, an ox."
Th e may ag ree with nouns of the singular or
plural number; as, " The garden, the houses."
NoTE. -As an or a has in fact th e same meaning that one
has, it may be used whenever we can substitute in its place
the word one without any impropriety. On this account, an
or a sometim es qual ifies a pl ural adjective, used as a collec.
tive noun; as, a hu ndred, a fe w, a thou sand, a great many.

RECAPITUL1. TION.-ARTICLES.
I. What are articles ?
2. How many art icles are there? Ans. Two.
3. Name them. Ans. An or a, an<l tlie.
4. ' Vh y do you call an and a but one article 1
Ans. Because a is a contraction of an.
5. What is the contraction of a word ? Ans.
·
Making it shorter.
6. When is an contracted into a ?
7. Why is an contracted into a before consonant1>?
8. Why do you not change an into a before
,
vowels ?

INDUCTIVE EXERCISES

36

IN ENGLISH GRAMMAR.

9. Do you not use a before any of the vowels?
10. Which are they?
11. Give the origin and signification of an.
12. What kintl of an article do we call an or a?
13. Why do we call an or a an indefinite article 1
Ans. Because it does not refer to any particular
thing.
14. What do we call the?
15. Why <lo we call the a definite article?
16. What other name is sometimes given to an,
a, and the?
17. What rules have you for the agreement.of
articles?
18. Is there any exception to this .rule?

LESSON IV.

LESSON V.

An acorn.
The nation.
A prospect.
An operation.
A talent.·
The designs.
A landlord.
The principles.
The ravages. · Henry.
An uncle.
Greatness.
The girls.
The laws.
The walks.
An island.
A meadow.
Wisdom.
The boys.
Scholars.
A university.
James.
The parents.
·The wom~n.

37

LESSON vr.
Happiness.
Prosperity.
Charles. .·
A scholar.
A divine.
Goodness.
Sarah. ·
Washington,
A fish.
New-York.
Boston.
The mice.

Example.-A bush.
PARSING EXERCISES.-SECT. I.

A ~s an. indefinite article, [defining adjective,]
agreemg w1t.h the noun bush. (An or a must agree,
&c.) Bu_sh is a common noun, (because
.
)
of the smgular number, (because
) of
the .neu.t er gender, (because
) in the
nom1~atJve case, (because
)*
Q~estions.-[To be proposed after parsing, concerning any noun. ]-What would be the plural of
- - . ~ What would be the singular of - - ? What
femmme noun c:orresponds to - - ?

1. What is pai·sing ?

Ans. Parsing is the di- .
vi<ling of a sentence into the sorts of words which
·
are contained in it.
2. What is the use of parsing? Ans. By its
use, learners are exercised to improve their knowledge of grammar.
·
LESSON I.

A bush.
An egg.
The elements.
A coat.
The duty.
An orange.
The nest.
A union.
Thought.
The que.en.
The horses.
Richard.
A lion.

LESSON II.

An apple.
A lover.
The glory.
The houses.
A hood.
The nature.
The singers.
Memory.
The ring.
A question.
Lucretia.
The ladies.
The beast.

LESSON III.

The lions.
A bird.
An owl.
The money.
Aman.
The brutes.
A parent.
The promises.
George.
Innocence.
The men.
France.
An eagle.

LESSON VI.
OF PRONOUNS.

I. Who answers my questions ? Ans. I.
2. Is the word I the name of any thing 1
3. Then is the word I a noun ?

·

. * It will be well for the pupil to be exercised in this method of ar
in~, until 1t 1s perfectly familiar. He may then omit those
dsp •·tamed m the parentheses.
·
wor con-

D

39

IN ENGLISH GRAMMAR.

38

li.'iDUCTIVE EXERCI SES

4. Who is I? whom do you mean when you say I?
5. Then you use I for the noun - - . Now,
can you tell of which ~ort of words, I is? An5.
Pronoun.
6. What does pro mean? Ans. Pro means for.
7. Then what does pronoun mean? Ans. For·
a noun.
8. Who asks you these questions?
9. Who is - - ?
IO. Then you use you foi· - - . Of which sort
of words is you ?
11. Why do you call yon a pronoun? Ans. Because, it is used for a noun.
12. Would it not be as proper to say thou as it
is to say you ?
13. If thou and you are th e same, of which sort
of words is thou ?
14. Why do you call thou a pronoun?
15. If I were to talk of a boy, and say that he
learns, what would the word he be used for?
16. Then of which sort of words is he? Why?
17. If I were to speak of a girl, and say that she
walks, what would the word she be used for?
18. Then of which sort of words is she?
19. If I were to speak of a book, and say it is a
.
good · one, what would the word it stand for ?
20. Then of which sort of words is it ?
21. Who answers my question s ?
22. Then which pronoun do you use in speaking
of yourself?
23. ' V"ho asks you these qu estions?
24. Then which pronoun do you use in speaking
to a person?
N OTE.-ln familiar · discourse we use the word you in
speaking to a person; but in the solemn style, the word thou
is preserved.
·

::!5. Do we use the word you in the solemn style 1

26. Which pronoun would you u.se, if you were
speaki'ng about a person if male?
27. Which if speaking about a person if female?
28. Which if speaking about a thing?
29. Now· name the pronouns. Ans. I, thou, and
you; he, she, and it.
·
· 30. Of what gentler is lie? Why? She ? It ?
LESSON VII.
OF THE NU)!BER OF PRONOUNS.

I. How man y does the word I mean?
2. Then of wlmt number is I?
3. If there were two of you recitinu, would you
say I recite? What then?
4. Wlu1t does the word u:e stand for? An s.
Those who recite.
.
5. Then of which sort of words is we? 'Why?
6. Of wlrnt number is we? Why?
7_. If I were to speakto one, and say you recite,
of what number is you.?
·
8. 'V"o~ild that be in th e familiar or solemn style?
9; How should I say it, if I spoke in the solemn
style?
IO. Of what number is thou? Whv?
11. ·If I were to speak to more th;n one, and
say you recite, of what number is you?
0

NoTE.-ln spe:tk ing of more than one in solemn style, we
say ye; as, ye 1·ecite.

12. In speaking to more than one in the solemn
style, should I say you write?
13. Of which sort of words is you? Why?
14. Of what number is ye or you?
.
15. Sometime ago, we were speaking of a boy,
and said he learns; of what number is he ?
,. 16. Would you say lie learns, if there were more
than one boy ? ·w1:at th en?

40

·, i,'

INDUCTIVE EXERCISES

17. What would the word they stand for?
18. Then of which sort of words is they ?
I 9. Of what number is they ?
20. We were speaking of a girl, and said she
walks; of what number is she ?
21 . Would you say slie walks, if there were more
than one girl? What th en?
· "
22. We spoke of a book, and said it was a 0uood
one; of what number is it?
23. Would you say it was .a good one, ·if there
were more than one? What then?
24 •. Which pronoun would you use, if you were
speakmg of yourself1
·
25. Which if more than one ?
26. Which if you were s'peaking to a person 1
27. Which if speakina to more than one?
. 28. Which if you wer"e speaking about a person
1f male? Which if f emale? Which if neither?
29. Which if speaking about more than one?
30. Now name the pronouns in the singular?
31. Name them in the plural? Ans. We, ye,
or you, they.
LESSON VIII.
OF TIIE PERSONS OF PRONOU NS.

. I. When you speak of yourself, of what person
1s the pro.noun? Ans. Of the .first person.
·2. Which pronoun do yo u use in speaking of
·
yourself?
3. Then which pronoun is of the first person
singular?
4. Which pronoun of the first person plural ?
5. When is a pronoun of the first person ?
6'. When you speak to any person, of what person 1s th~ pronoun ? Ans. Of the second person.
7. Which pronoun do you use in speakin" to a
person?
"'

IN E:l"GLISII GRAlDIAR·

41

8. Then which pronouns arc of the second per·
son singular ?
9. Which pronouns are of the second person
plural?
IO. ·when is a pronoun of the second person ?
11. 'Vhen you speak about a person, of what
person is the pronoun? Ans. Of the third person.
12 . vVhich pronouns do you US C Jn speaklll'.j
about persons and things?
13. Then which pronouns are of the third person singular?
14. Which of the third person plural?
15. 'Vhen is a pronoun of th e third person 7
The pupil may P.asily understand the persons,
when he reflects, that the person speaking thinks
more of himself than of any other. He is th erefore, the first person. As the person Y.'ith whom
he is conversing is preseut; the speaker, as a mn.tter of civility, will treat him with more respect
than he will those whom he is conversing about.
The person spoken to, is therefore the second person. Those persons or thin gs that are the obj ects
of conversation, arc of course the third persons.
16. What kind of pronouns are J, thou, he, she,

it, we, ye, you and they called ? Ans. Personal
pronouns.
17. vVhy arc they called personal pronou ns?
Ans. Because they are always of the sa11ie perso7!.
18. If I say John was there, of what person 1s
John? Why '!
.
19. If I say John, come here, of what person 1s
John? Why?
20. If I say, I , John, saw these things, of what
person is John? Why?
.
D 2

42

I NDUCTIVE EXERCISES

OF NOUNS AGREEING IN CASE.

I. If I should say Paul wrote a letter, would you
know what Paul I meant?
2. If I should say Paul the apostle wrote a letter
would you know what Paul I meant?
'
Yes, there are more Pauls than one; but there was only
orie Paul that was an apostle. Now, as there were more
;auls than one! if I say Paul, you would not know which I
~eant. On tins account, I say it is the apostle; and this
s iow.s yo':' what Paul I mean. This we call specifying .
t 1iat is, pomtmg out which.
'

3. When I say Paul the apostle, do both Paul
and apostle mean the same ?
4. Then should they not both b~ in the same
case?
5. When two words are in the same case, what
do we. say about th em? Ans. W e say that they
agree m case ; that 1s, they are alike in case.
6. Yo~ say that Paul and apostle, both mean the
same thmg. Then why do we use both words?
Ans. W~ use one to specify the other; that is, to
show which Paul, or which apostle we mean.
7 .. What do we mean, when we say, one noun
specifies another ?
. R:uLE 2.-Two o~ more nouns or pronouns, sigmfymg the same thmg, agree in case · as " Paul
the. apostle;" " Tliou tyrant;" " Oicei·~ th~ orator.
philosopher, and stateS1J'!-an."
.,
Or, the following, which is better:
RULE 2.-When. one noun or pronoun specifies
another noun or pronoun, signifying the same thing
both m~st be in the same case ; as, "Paul th~
ap~stle; " Tlwu tyrant." " Cicero, the orator;
plnlosoplter, and statesman."

43

IN ENGLISH GRAMMAR·

NoTE.-Those words that agree in case, a\wuys agree in
· person, and generally in number. But sometimes a plural
pronoun is joined to a collective noun in the singular ; us,
" We the committee."

PARSING EXERCISES.-SECT. II.
LESSON

7.

Paul th e apostle.
John the baptist.
Francis the duke.
George the king.
Dyonisius the tyrant.
Thomas the nephew.
Shakspeare the poet.
James the king.
Rollin the historian.
John the scholar.

LESSON

8.

The em,peror Bonaparte.
Cicero the orator. ·
Plato the philosopher.
Murray the grammarian.
Alexander the conqueror.
Washington the general.
Cresar the emperor.
The name rogue.
The vice drunkenness.
The virtue modesty.

LESSON 10.
The
tune
Northampton.
King James.
Walker the philologist.
Pope Leo ..
The inheritance liberty. The endowment wisdom.
The horse Eclipse.
James the monitor .
The ex-president Monroe.
Cowper the poet.
George Washington.*
King George.
John Adams.
Queen Anne.
Thomas iefferson.
Princess Charlotte.
James Madison.
Baron Trenck.
J ames Monroe.
General Warren.
John Q. Adams.
Prince Leopold.
Andrew Jackson.
Commodore Decatur.
LESSON

9.

* Such names as George JVaShington may be considered, e ither as
compound names, or as two names specifying one another. But as
they are compounded for the purpose of specifying the individual, it.
seems more proper to parse them_in that way.

44

INDUC'l'IVE EXERCISES
LESSON.

11.

I Paul.
We the committee.
They the heroes.
\Ve the jury.
You scholars.
Thou tyrant.
Ye vipers.
She the queen.
1 the teacher.
Ye spectators.

LESSON 12.
Yon the learner.
He the inspector.
You rogue.
Ye savages.
Thou traitor.
I ri1yself.*
He himself.
Sarah herself.
\Ve ourselves.
The rulers themselves.

Example.-Paul the apostle.
Paul is a proper noun, of the third person, (because
) singular, masculine gender,
nominative case. The is a definite arti cle, agreeing with apostle. (The may agree, &c.) Apostle is
a common noun, of the third person, (because
) singular, masculine gender, and in the
nominative case, agreeing with Paul. (Two or
more nouns, fc.; or, When one noun or pronoun,
fc.)
LESSON IX.
OF 'l'HE l'OSSESSIVE CASE.

IT Some grammarians suppose that possessives· are
merely adjectives. Reasons for and against this supposition
will be given in my larger work.

1. If you own that book, whose is it?

2.
3.
4.
what

What does the word mine stand for ?
Then of which sort of words is mine? Why ?
If you are the owner or possessor of it, in
case is mine ? Ans. Possessive case.

* Self is added

to a pronoun for the sake of emphasis. .!tfyself. him·

ulf, &.c. are called compouHd personal pronouns, and always agree

witll the noun or pronoun which thr.y emphn!:tizc.

IN ENGLlSH GRAMMAR.

5. What does possessive mean ? Ans. Owning
or possessing.
.
. .
6. This is my book; what does my stand for?
7. Then of which sort of words is my ? Why .? .
8. If this is my book, in what case is my? Why?
9. Do my and mine mean the same?
NoTE.-My and mine have in reality the same meaning;
but custom has established a difference in the use of them.
It is this: when the poss~ssive goes before t~e noun, it ID1;1St
be written my ; as, " It is my book :" but if the possessive
goes after the noun, it must be written mine; as, " _The book
is 1nine."

· 1 O. Do you use my or mine before .the noun? .
l l. Which do you use after the noun?
12. Of what person are my and mine? Why?
13. Of what number are my and mine? W.hY?
14. Now'ean you tell what. the possessive of the
first person singular is?
.
.
15. If you wished to tell pie that this book is
mine, whose would you say it is?
NoTE.-"'You would say it is you_1·s, or, it i~ your book.
Your and yours have the same mean mg, but a different use;
as was observed of my and mine. Your goes before the
noun, and yours after it.
·

16.
17.
1 8.
19.

Do you use your or yours before the noun?
Which do you use after the noun?
Of which sort of words are·your and yours?
Of what person are your and yours?

Non.- Your and yours may be either in the singular or
plural number.

20. In what case are your and yours? Why 1
_2 1. That is thy book; or that b~ok is thine; of
which sort of words are thy and thine? Why?
22. Of what person and number . are thy and

thine?
23. In what case? Why?
. 24. Now can yoi.i tell what the possessive of the
second person singular is?

46

IND UCTIVE EXERCISES
IN ENGLISH GRAMMAR .

NoTE.-The same remarks apply to tl1y and thine, as lo
your and youiB. T!i.y is· used before th,e noun ; us, " Thy
book:" \J.!Jd thine after it; as, "The book is thine."

25. Do you use thy or thine befor e th e noun?
26. Which do you use after th e noun?
27. ·That book is his ; of which sort of words is
liis? Wi1y?
.
.
28. Of what person and number is his?
29. In what case ? Why?
30. Of what gender? Why?
31. Now can you tell what the possessive of
th e third person singular masculine is ?
32. That is her book ; or that book is hers ; of
which sort of words are hei· and hers? Why ?
33. Of what person and number are they?
34. In what case? Why ?
35. Of what gender? Why?
36. Now can you tell what th e possessive of the
third person· ~ingular feminin e is ?
NoTE.-Her and hers are subject to different uses; her
going before nouns; as, "Her book;" and hers goin<r
after
0
i1otins; as, "It is ·hers."

37.
38.
39.
which

Do you use 1i·e1· or liei·s before th e noun ?
Which do you use after the noun 1
This is our study ; or thi s study is ours; of
sort of words are our and oui·s ? Why ?

NoTE.- Our before nouns; ours afler them.
40~ Of what person and number are ou1· and oui·s?

41. In what case ? Why?
42. Now can you tell what th e possessive of the
first person plural is? . ·
43. What is the possessive of the second person
plural? (See question 19.) .
44. Grammar is their study ; or that study is
theirs; of which sort of words are their and theii-s?
N oTE.- Tlteir before nouns; theirs after them.

45. Of what person ahd number is thei1· or theirs?

47

46. In what case? Why?
47. Now can you tell what the possessive of the
·
third person plural is?
48. That book is Samuel's ; in what case is Samuel's.? Why?
49. H e had George's hat? in what case is
George's? How do you know?
.
.
50. Of which sort of words is George? Why?
51. What is the possessive of the noun George?
52. What is that little comma before the s in
Geoi"ge's called? Ans. An apostrophe.
53. Then what do nouns end with, when th ey
.
are in the possessive case ? ·
5.4. What is the possessive of l:Ienry, Sarah, P etei·, nation, pu,blic, James, governor, master, horse,
goose, girl, man, woman ?
NoTE.-Wb cn the plural ends .w ith s, we add only the
apostrophe ; a•," The girls' school." This is done because
the additional s would r_en<ler the sound disagreeable.

· 55. Do we add s for the possessive, when the
noun ends with s ? Why ?
56. What do we add when the noun ends withs ?
57. What is the possessive of boys, t.eachers,
pupils, parents, sons, daughters, fri ends, o/c. ?
NoTE.- Sen ten ces, implying possession, may also be expressed. by the use of the word of; as, "The reward of virtue ;" fo r,

u

Virtue's reward."

58. How may the expression of sentences in the
possessive case be altered?
59. Give another form of expression to the following sentences : lVIy father's house ; Virtue's reward; The girls' school.; &c. (See page 50.)
60. Is brother house proper? What then?
61. Is Peter cane proper? What then?
62. Why is it not proper to say P eter .cane ?
63. When one word requires another to be put

48

49

INDUCTIVE EXElWISEB

IN ENGLISH. GRAMMAR.

in a different case, what do we say about it ? Ans.
That it governs it in case ; that is, it requires it to
be in some particular case.
64. When I say, this is Peter's cane, why do I
use the word Peter's? Ans. To . specify which
cane is meant.
65. Then of what use are nouns and pronouns
in the possessive case? Ans. To specify other
nouns.
RuLE 3,_:_The name of the thing possessed governs the name of the possessor, in the possessive
case; as, " Virtue's reward;" "This is John's
book."
Nouns govern pronouns in the possessive case:
as, " My father ;" " This book . is mine/' " That
book is his;" "Her employment."
Or the following, which. is preferable :
RuL:E 3.-When a noun or pronoun specifies
another noun, signifying a: different thing, it must
be in ·the possessive case; as, " Virtue's reward ;"
" This· is Jolm's book;" "That book is liis ;" "Her
employment."

6. How many numbers have pronouns?
7. Which pronouns are of the singular number?
8. Which pronouns are of the plural number?
9. Of what number is you in familiar discourse?
Ans. Singular or plural.
10. How do the variations of persons distinguish
nouns and pronouns ? Ans. As denoting the person speaking, or the person spoken to, or the person spolcen of·
·
· 11. How many persons have nouns and pronouns '!
12. Name them.
13. What does the first person denote?
i4. Which pronouns are of the first person.?
. 15. What does the second person denote?
16. Which pronouns are of the second person?
17. What does the third person denote?
18. Which pronouns are of the third person 1
19. What rule have we for two or more nouns
' meaning the same thing, when one specifies the
other 1
20. What do we mean by the word specify?
21. What does case signify?
22. What condition does the possessive case denote?

Non1,'-Sometimes when one noun specifies another signifying the. same thing ; the ~rst noun has not the sign o_f
the possess1 ve ; as, " For David my servant's sake." Thia
forms an exception to Rule 2.

RECAPITUL..<\.TION.-PRONOUNS.
I. What are pronouns ? Ans. Pronouns are
·words used instead of nouns.
2. Which are the personal pronouns ?
3. Why do we call them personal pronouns 1
4. Which pronouns denote gender 1 · Ans. He, ·
she and it.
·
5. Name their gender.

NoTE.-The possessive case does not always signify possession; as, "He manufactures ladies' shoes." But as ip
such sentences a future possession is intended, the possessive
form seems be~t calculated for the purpose of' specification.

23. How do we form the possessive case of
nouns?
24. How do you form the possessive, when the
plural ends with s ?.
25. What rule have you for t~e possessiv.e case?
26. What do we call these alterations in the
spelling. of words? Ans. Variations.
27. For what are nouns varied? · Ans. To express person, number, gender, and case.
~

50

l:i\"DUCTIVE EXERCISES

PARSING EXERCISES.-SECT. III.
LESSON 13.
My father's house.
His fri end's disgrace.
Virtue's reward.
A man's life.
The girls' school.
A person's ability.
The people's rights.
The bookse ller's store.
His brother's wife.
Moses' rod.
Goodness' sake .
Men's vices.
The king's crown .
Our country's rights.
Their brother's house. The nobles' design.
A fish's head.
.The boy's kite.
Your birthday's feast.
'l;'hy book.
Her parents' wishes.
Their daughters' studies.
LESSON 14.
;My ch ildren's rights.
Thei r task.
The princess's robe.
A lawyer's plea.
Their progeny.
My desire.
His intention.
Evening's entertainment.
Your wo rds.
My sister's hat.
Thy actions.
The chi ldren's wish .
Our .ancestors' toil.
H e r e mployment.
A moment's trial.
My han d.
Our parent's wish. ·
Th y custom.
The duke's land.
His brothe r's houses.
The debtor's gaol.
Our reques t.
Its motion s.
Knox's essays.
Example.-My father's house.
1Yly is a personal pronoun, of the first person, singular, and in the possessive case, (because
.)
gov~r~ed by father's. (Nouns govern , '5°c.) Fathers is a common noun, of the third person, singu.
Jar, masculine gender, and in the possessive case,
(because ·
) governed by house. (The name
of the thing possessed, q.c.) House is a common
noun, of the third person, singular, neuter gender
and in the nominative case .
'

51

IN ENGLISH GRAMMAR.

Quest·ions.-What is the nominative of - - ?
What is the possessive of-·- - ? What is the singular of - - ? What is the plural of--?
FALSE GRAMMAR.

Thy ancestors virtue is not thine.
His brothers offence will not condemn him.
Mans chief good is an upright mind.
M'oses rod was turned into a serpent.
A mans manner's often effect his fortune.
This is not ourn but yourn.
These paper's are our's.
This is hisen, and this is hern.
This privilege is not their's, any more than it is
your's or our!s.

E xample.-Thy ancestors, virtue, &c.
There is a violation of grammar in the word ancestors . . As it has a different meaning from virtue,
which ~t specifies, it must be in the possessive case;
according to the rule which says, lVhen a noun or
pronoun specifies, q.c.
LESSON X.
OF ADJECTIVES.

1. What do you sit on ?

Ans. A seat.
2. Vlhat kind of a seat? Ans. A wooden seat.
3. Of which sort of words is wooden? Ans.
Adjectiues.
4. What does adjective mean? Ans. Add·i ng
or joining to.
Thus, when I say a wooden seal, 1 add the meaning of
wood to the meaning of seal ; so that iL is both a seal and

-~

.

5. ' Vhen one thing is added or put into another,
what is the thing that is so joined gene rally called?
Ans. A qual-ity, or property'.
6. What does qnaldy mean? Ans. Something
that shows the kind or sort.

52

INDUCTIVE EXERCISES

· 7. What does property mean?
that belongs to another thing.

Ans. Something

. Thus when I say, a goqd man; the word good shows what
kmd of a man he 1s ; or it shows that the property goodness
? elongs to the man. ~o we say good is an adjective, because
it sho':"s that the quality or property, goodness, is added to
the tlnng, man.

. 8 .. Now what is an a<ljecti ve ? Ans. An adjective ~s a wor~, added to a noun, to express some
quality belonging to tlte t!t-ing, for wlticli the noun
stands.
·
T:"oTE.-Thcre are some adjectives which define or limit
their nouns to some particul:tr thing or things. (See page 59.}

9. What kind of a house is this ·1
I 0. Of which sort of words is - - ?
11. How do ro u kn~w that - - is an adjective ?
Ans. ~ec au se it qualifies house ; that is, it tells
what krnd of a house it is.
12. Of which sort of words is fire J. Why?
13. _If I say a pleasant fire, of which .sort of
words is pleasant? Vthy "!
14. What quality <loes it join to fire? Ans. The
quality of pleasantness.
Iii. Of which sort of words is man?
. I~. If I say a wise inan, of which sort of words
1s wise ?
~ 7. What quality does it join to man? Ans.
fVisdom.
18. Of which sort of words is sky?
19. lf I say a clear sk?J, of which sort of words
is clear?
20. What quality does it join to sky? Ans;
Clearness.
21. Of which sort of words is country ?
22. If I say iny native country, of which sort of
words is native ?

23. What quality does it join to country ? Ans.
nativity.
24. Of which sort of words is creature ?
25. If I say a noble creature, of which sort of
words is noble?
·
26. What quality does it join to creature? Ans.
Nobleness.
27 . What thing can you speak of?
I Let these
28. What kind of a - - ?
I questio ns
29. Of which sort of words is - - ? ~be
re30. What quality does it join to - - ? peated .'"

J

LESSON XI.
ME:!'<TAL EXERCISES WITH ADJECTIVES.

1. Put as many qualiti es as you can to stone,
house, field, wood, thing, horse, street, fence, man,
woman, prospect, hill, book, song, strength, wisdom,
play, mind, opinion, judgment, king, country, nation, posterity, change, though t, multitude, rage,
valour, sound, life, invention, affection, &c.
2. Join to a different noun each of the following
qualities. Great, small; nobl e, brave, simple, fool ish, awful, sublime, pleasant, modest, kind, public,
firm, vain, pompous, extravq.gant, mean, base, vulgar, hostile, monstrous, excellent, handsome, lonely,
mortal, famous, infamous, popular, trusty, tall, long,
immense, beautiful, elegant, artful, sacred, rural,
rustic, critical; polite, frantic, vast, sonorous, valorous, &c.
·
3. T ell what qualities are expressed by the adjccti res in tho last qu estion: viz. great, <fc.
4. Let the pupil form sentences containing adjectives; at the same time designating which word
i3 the adjective, and what quality it expresses.
* V\1 henl?ver thi s direction is given · tn the teacher, th!! question&
~l111 <tld be. n~ peated till each pupil has answered them once or twice .
E

2

EXERCISES

. NoTE.-The construction of sentence~, containing adjec.
tivcs may frequently be changed ; as, mstead of saying ' a
wise man, we mo.y say a man of wisdom.

5. Change the construction of the followincr sentences : Good intentions, sincere attachment, mo.
<lest scholar, P?Pular school, a sublime thought,
brave m~n, rustic manners, useful questions, useful
occupat10ns, &c.
·
LESSON XII.
OF THE COMPARATIVE DEGREE,

I. [Holding up two books of dYferent sizes.]
How does this book differ from that? Ans. It is
larger.
2. Of which sort of words is larger ? Why?
3. How do you know that one book is larger than
the other ?. Ans. By comparing them.
4. What is the word larger altered from ?
5. Then the word larger is a variation of the
word large; what is that variation for? Ans. To
show comparison.
·
6. Then what do we call that variation? Ans.
We call it the variation of comparison.
7. In what degree of comparison is larger ? Ans.
In the comparative degree. ·
8. What does comparative mean ? Ans. Comparative means comparing.
9. Then why is larger in the comparative degree ? Ans. Because, it shows that we make a
comparison.
10. This is smaller than that; in what degree of
comparison is smaller ? Ans. Comparative. Why 1
IL Now can you tell when an adjective must be
in the comparative degree ? Ans. · Yes. When it
compares by showing that it means more or less.

IN ENGLISH

GRA~IMAR.

55

12. What do larger and smaller end with?
Ans. With er.
13. Then in what degree of comparison is an
adjective, when it ends with er ?
14. What does steadier end with?
· 15. In what degree of comparison is steadier ?
16. What does longer end with?
17. In what degree of comparison is longer?
18. Would you say, that this boy is industriouser
than that? What then?
19. Then if you use more industrious instead of
industriouser, do not they both mean the same ?
20. In what degree of comparison would industriouser be ?
21. Then if you use more industrious instead of
industriouser, in what degree of comparison is more
industrious ?
22. Do you add er to industi-ious to make it in
the comparative degree? .
23. How then do you alter industrious to make
it in the comparative degree? Ans. We put . the
word more before it.
NoTE.-Thus you see that we someti':"ea form the ~oll?-­
parative degree by putting more before 1t. Forl!'erly, it 1s
supposed that this word was placed after the adjective; as,
wise more; but, that gradually for the sa~<e of sound, and
rapidity of speaking, more was contracted .mto ~· So, w~en
we say, warmer, we mean warm-more. .But this contraction
would not generally benefit the sound in words of more than
one syllable. In them, therefore, more was retained, but
placed before the adjective ; as, more industrious.

24. Frotn what is it supposed that the termination er at the end of adjectives is derived 1
25. If you say he is less industrious, in what
degree of comparison is less industrious ? Ans.
Comparative.
26. Why is less industrious in the comparative
d.egree ?·

56

l:'i'DlTTIVE EXERCISES
IN ENGLISH GRAJIUtAR.

27. How do yo u alter the adjective in this ex·
ample to form the comparativP. degree ?
28. Now you have found two other methods of
forming the compurative, besid es that of adding er.
What are those n:iethod s ?
29. In what degree of comparison is wider?
Why?
:30. How do you kno w th at it compares?
i:ll. In what degree of comparison is more windy?
Why?
.
32. How do you know that it compares?
33. ·In what degree of comparison is shorter?
How do you kn ow '! Greater ? How do you know?
Less pleasant ? Ho\v c)o you know? .Thicker?
Less windy ? Less tender ? Hig her ? Lower ?
More noble ? Earlier ? More lovely ? Less amiable ? Later ? Blacker ? JI.fore worthy ? More
slender ? More earnest ? L ess wonderful ?
LESSON XIII.
·op

THE SUPERLATIVE DEGREE.

1. Suppose I say, this is the largest book that I
have ; in what degree of comparison is largest ?
Ans. In the superlative rlegree.
2. What does superlative mean ? Ans. Exceeding all.
3. Then why is largest in th e superlati ve degree ?
Ans. Because it exceeds all in largeness.
4. This is the smallest : in what degree of comparison is sma llest? Ans. Superlative. Why 7
5. Now can you tell when an adjective must be
in th e superlative degree? Ans. Yes. When it
shows that the thing which it qualifies, exceeds
in th at quality all other things of which we are
speaking.

57

6. What do largest and smallest end with? Ans.
est.
, 7. Then in what degree of comparison is an adjective when it ends with est ?
8. What does strongest end with?
9. In what degree of comparison is strongest?
1 O. What does wisest end with ?
n. In what degree of comparison is wisest?
12. Would you say, that this pupil is the studiousest of ·all pupils? What then ?
13. Then if you use most studious instead of
studiousest, do not they both mean. the same?
14. In what degree of comparison would studiousest be?
- l!;. Then if you use most studious instead of
.studiousest, in what degree .of comparison is most
studious?
16. Do you add est to studious to make it in the
superlative .degree?
.
17. How then do you alter studious to make jt
in the superlative degree ?
·
NoTE,-lt has been stated, that it is supposed that more
was formerly placed after the adjective; as, wise more. It
is also supposed that it was th e same case with most. Wha.:
•erves to esta.blish this opinion, is, that this practice as it JC·
gards most is still retained in the words upper-most unr:erinost, fore-most, hind.most, ~-c . Form er· is ·probably a contraction of fore more. But now, when more and most follow
words of one syllab,Je, they a1'e contracted, more into er, and
most into est; wiser, (wisemore ;) wisest (wisemost.) Buj
in words of more syllables than one, the whole word is pla""
first; as, more.industrions; most indnstrious.

18. From what is it supposed that .th e termination est at the end of adjectives ;,, uenv.ed?
.
19. Suppose you say bP. ;~ the leas.t virtuous ·; m
what degree of cornp«nson is least virtuous ? ·
20. How dv you alter the adjective in this example to make the superlative?

·I

·l
;[.

.;rr

58

INDUCTIVE EXERCISES

2 1. Now can you tell in what other .ways the superlative degree is formed, besides the adding of est?
22 . In what degree of comparison is latest? ·
Why? How do you know?
23. In what degree of compari~on is most plea.
sant? Whv?
24. How' do you know?
25 . In what degree of comparison is noblest?
How do you know? Least pleasant ? How d<i you
know? L ongest ? JJfildest ? ft'Iost pliant ? S?feet.
est ? Sourest ? Most studi ous? Least 1Jenerable ?
Tam est ? Greatest? Least verdant ? Vilest ? Most
fruitful ? Least beautiful ? ·whitest ? Most horrid?

LESSON XIV.
OF THE POSITIVE DEGREE.

1. In what degree of comparison is an adjective,

when it expresses a quality without showing any
cqmparison 1 Ans. In the positive degree.
2. What does positi-ve mean ? Ans. Placed or
fixed.
Thus, when I •ay, a large man, the meaning of the adjective is fixed or settled ; that is, it is not altered in meaning
to upress either more or l e~s.

3. If the rneaning is not altered must we alter
the form of it? ·
4. Now, in what degree of comparison is an adjective, when the form is not altered?
ii. Is the form of the word warni' altered?
6. ·~1ic n in what degree of comp:trison is warm?
7. In w\;.1.t degree of compari son is strong,
stronger, tall,_ fc:.•l1lest, serenest, shady, hawy, more
frequent~ plmner, Jat-ro0t, frag rant, most peaceful,
more bowterous, severest, r""'" ~ diligent, wanner,
open, more gloomy, mnst careless, le·1"'P"rate, good,
better, best, bad, worse, worst, littlP., less, least, muc/1?

IN ENGL ISH GR.UBIAR·

59

· 8. Compare wise; Ans. Positive wise; comparative, wiser; superlative wisest.
9. Compare great, fine, moderate, short, favorable, industrious; verdant, obed·ient, dil-igent, noble,
prefl,igate, warm, ~weet, virtuous, Ja:ir, open, fruitful, harmonious, long, bright, arniab.le, disinterested, tall, white, gi-atejul, deep, studious, strong,feeble.

LESSON XV.
OF DEFINIKG ADJ E CTIVES.

I. When l say a good book, do I limit the name
book to any particular book?
2. When I say a gi·eat horse, do I limit the name
horse to any particular horse?
3. When I say a pleasant fir e, do I limit the
name fire to any particular fire ?
4. When I say handsome trees, do I limit the
name trees to any particular number of trees?
5. When I say fine houses, do I limit the name
liouses to any particular number of houses?
6. When I say this book, do I limit the name
book to any particular book ?
7. When I say that horse, do I limit the name
horse to any particular horse ?
.
8. When I say .bqth trees, do I limit the name
trees to any .particular number of trees?
9. When I say two houses, do I limit the name
houses to any particular numher of . houses?
10. When I say every man, do I limit the name
mim to any particular number of men ?
I I.· What kind of adjectives are such adjectives
as this,-tliat, both, two, every,. &c. Ans. Defining
adjectives;
· 12. Why are they called defining adjecti\·cs?
Ans. Because, they limit or define the use of those
nouns, which they qualify.•

60

IN ENGJ,.ISH '·GRAMMAR.

INDUCTIVE EXERCISES

13. Can those defining adjecti ves; which liniit ·
nouns to some particular number, be sometimes of"
one number, and sometimes of another?
14. Then must they no t always be of the same
number ?
15. What are those defini ng adj ecti ves called,
which may be written with figu res ; such as, one,
two, three, &c. ? Ans. liumeral adj ectives.
16. ·whv? Ans. Because they are used in numbering. ·
17. What arc all other defining adj ectives calle_d;
such as, this, that, every, many, &c. ? Ans. Pronominal adj ectives.
18. W hy are they called pronominal adjectives?
Ans. Because they are sometimes used as pronouns.
19. W hat are those adj ectives <;: ailed, which are
not used as defin ing adj ectives? Ans. D escribing
adj ectives.
20. Why are they called describin g adj ectives ?
Because they are used to describe things.
21. Is one books proper? What then?
22 . Is two book proper? What then?
23. Is this p1·ivileges proper ? What then?
24. IS that houses proper ? 'What then ?
25. Is these man proper? W hat then ?
26 . Is those lw1·se proper? What the n ?
27. Is each propositions proper ? What then?
28. Is every principles proper ? What then ?
29. Is eithe1· nations proper? W hat then?
30. Is neither actions proper? What then ?
31. Is another prospects proper? Vl hat then?
32. Is f ew command _proper ? What then ?
33. l s 1nany war proper ? W hat then ?
34. Is both pa1·t proper? What then ?
35. Is several pen proper ? What then ?
36. Is twenty f oot proper?_What then:?
37. Is a hundred mile. proper ? What then ?

61

· Rur..E 4.-Adjectives must agree in number with

~.o~e nouns or -pronouns which they qualify ; as,

1 his book, many words, one. man, good pens;*
No;E.-Every adjective agree~ with some noun or prom perso!1, number,.gender, ·and·case ; but, a:s the adjcc.
ti ve ·~. not v~rie~ to express these properties, we never name
them ~n parsmg ; liut consider-them the same as in the nouns
to ':"h1ch the adj ecti.ves belong. In parsing those adjectives,
wh1c~ e ~press their number, by their form we generally
mentjon "It.
·
·
'
~ou~

RECAP~TULATION.-ADJECTJVES.
1. What is an adjective 1
.. ·
2 • . How many kinds of adjectives are there 1
3. Name them.
4 •. ·What .are describing adjectives ? 5. What are defining adjectives?
6. Are adjectives varied to express person, number, gender,. and c'.'-5e 1 Ans. They are not.
·
7. Are they vaned at all ?
·
8. What are thEiy varied to express? Ans. Different degrees of qu\llity.
·
9. What is that variation called ?
.
10. How many degrees of comparison are there?
Ans. Three,
·.
11. Name them. , Ans. Positive, comparative,
and superlative.
12.• What do_e~ the positive degree express?
Ans.. Th~ positive degree expresses · merely a
quahty, without any variation to denote . more or
less ; as, a warm fire.
13. What does th_e .comparative degr.e e express?
Ans. Th.e comparative degree expresses a quality
' of an obJeet, _as ~xceeding t!).e same quality in an
other object; as, "This fire is warme.r than that."

* The word ~ny ·hns «c;>me~imeB: the force . of a· collective nOun.
When so ·used, tt ta not sUbJect to tins rule : as~ 11 :man11 a man."
F

62

63

INDUCTl.V.E EXERCI.SES

IN ENGLISH-. GRAMMAR·

14. What does the superlative degree express 7
Ans.• The superlative degree expresses the quality
of an object,. as .exceeding the same quality of ·aJI
other objects of which we are conversing; as,_" He
is the tallest of all."
. 15. How is the .comparative degree formed 7
·
.
Ans. By the word more.
16. How is the superlative degree formed 7 Ans.
By the word most.

appeal' to
to be · a distmct cl~ss of words, called hy Mr.
Webster dejinitfoes; but as they have th.e same use as adjectives, they may be classed. with them.
.
.

NoTE.-Jlfost is sometime• used to express a very high degree, wi.thout reference to any other object : as, " Most excellent Sir." It is then called the superlative a(lsolute.

17. When are more and most put before adjectives to form the comparative and superlative degrees 7
18. How do you form the comparative ·and superlative degrees by more and most in words of
only one syllable 7
. .
. .
19. Are the comparative and superlative degrees
ever formed by any other words?
20. Have defining adjectives any comparison 7
Ans. They have not.
·
21. How many kinds of defining adjectives are
there 7 Ans, Two, numeral and pronominal.
22. What are numeral adjectives 7
23. What are pronominal adjectives ?
24. Give a list. of defining adjectives.
NoTE.-The following 'is a list of the principal defining
adjectives. 1. The numeral adjectives, such as, one, ·two,
first, second, &c. . 2. Each, every, either, neither, this, that,
these, th06e, soine, other, another, any, one, none, all, whole,
such, both, former, latter, few; many, more, most, several,
which, whichetJer, whichsoever, what, whatever, whatsoe~er.
To these maybe added imor .a, and the; (See page 3-f.) . Mr.
Murray calls . these words adjective pronouns; s<ime other
grammariims call · them pronominal adjectives; and some
others think there is no good reas9n fot' classing them by
themselves; and consider them merely adjectfoes • . They

same,

me

Definition and use

of· some of the Pronormnal Adjectives•

" Eac!t, ev•n;, and e.ither, a~e . d.e.rived · probably from i.he
same root. They have accordingly a ·similadty of signification. Ilut tliere is some difference ip their npplicntion,
which should be noticed.
·
·
Each, rola.t~s to two .or more persons or things, and s_ignifies
every one of them taken separately ; n•, "Each horse had
its nder.''
.
·
.
EtJery, may be the compound of ever and eaeh; and expresses the · idea of totality more strongly than ·it can · be
expressed .by each; as, "Eve1'y horse . had its rider." That
is, 11 Ever or throughout, each horse lw.d its rider.''
Either, is probably the compound of each and there ; ancl
refotes to two or more persons or-. things, and sighifies one of
them ·to·the exclusipn of the others; as, " I hav.e two knives.;
ynu may take either of them.''
·
. . . .
Neither, is ·the. com pound ne-eitlter; not either ; as, 11 I will
take ne.ither."
. .7'his and .these· refer to the last mentioned thing or things ;
that and .those; to the first mentioned.
.
Any, refers to one or a small number of objects ; as, any
man, rtny men. · ..
·
.
.
·
Another, is the compound of an, one, and other; as, another
miln, that is, one other. .
.
.
_ ·
None, is the compound ne-one, not one. ~ut it may he used
iu the plural: It is now always used .after its noun_; -,as,
11 Lend me your knife)" °}rl hav~ no~e." . .
The three following words belong in rc;tlity to this class.
_. As, fa prima~ily a defining .ndjcctive, •!gn~fying like, equol,
&c. .lt generally qualifies another adjectiv~, or a· p~rt of
tb'e ·sentence · " He is as tall as I am ;" that is, 11 He 1s th"t
or like tall -th~t I am.'! "'Do as you were bid;" that i~,. 11 like
yaµ were bid." "
·_
· '.
_So, is nearly synonym.nus with as: _and may be :en~cred
g:iherally by that; as, "Why are you so long; that 1s, thot

lonl!."
·
·
' Thus is eouivalenf to-this; nnrl refers generally. to th~
IO.tier p~rt of the sentence; as, " Thus saith ihe Lord;" that
is," This saith the Lord."

64

INDUCTIVE . EXERCISES

PARSING EXERCISES.-SECT. IV.
LEssoN 15. One dutiful child. Two great principles. A pleasant fire. A happier life. A goocl
commissfon. · An obdurate heart. A greater share.
A later hour. Any man. A better employment. The
happiest man. Both buildings. Several opinions.
16. Their . greatest desires. Either pri{lciple.
Another proposition. Neither person. These allurements. Those noble thoughts. Few honest
men. My children's duty. Our.· own* intrepid
conduct. Each man's house. Johnson's vast mind.
Ye noble men. . His ·willing disposition~ Thou
haughty tyrant.
.
17. Ye twinkling stars. The boy's chief design.
Thou h.orrid monster. Murray's . larger grammar.
Johnson's big quarto dictionary . . Some learned
men. Any modern improvement. . Th.e former
practice. His own good sense~ Our most holy
religion. Our own high-minded associates.
18. The highes.t aim. His father's si.s ter's house.
My father's noble ance~tors. The modest Virgil;
the immortal poet. Every person's task. His own
accusing conscience. What a nol;ile action ! What
angry speeches. What a lovely form. Which
books. The whole truth; Such a time. Most
men. The same books.
··
NOTE.-'-Adjectives are sometimes used to defirie or describe
other adjectives;. as, " A dark green coat." Sometimes they
qualify an adjective and a noun.
.
• .
· ·. .

19. A dark green coat. A soft maple tree. Jet
black buttons. Cast • iron stoves. Curled mapie
chairs. A snow wliite plume. Wrought iron
spikes.. The greatest earthly gift. A noble .old
man. A lovely young lady. A fine rnahagony
workstand.
*

Oz.on ilf an adjective siinifying possened.

JC{ .J-::."G LISll CTI.UDLtTI.

65

'.lD . A humlred men. [See note, page 35.J A
few bn i Id i ng-s. . .A great many P;.r so~1s. A thou~:rnd miles. T he wretched. [ A oJectwes ai·e sometimes used 1oitho11t nouns. In such cases they agree
with nouns w1.de1·stood.] The noble. Alexander
the n rent .
W il li<iln t he Fou rth. · Charles the
Fifth. 'i':1e vc:.l ia.n t. 'f!10 vi rtuous.
NoTE.- Some of th e pronomin al adjectives are varied like
nouns, and specified by other adjectives; as,

21. Another's cho ice. One's happiness. The
forrner's expectation.
The latter's conficlence.
The great ones. Some others. One's ~wn ~ro, perty. O thers' expectations. Each o,ther. s obligation. Oue anoth er's fears. Some ones tnal. An7
one's knowledge. Every one's hope. Such a one s
book. '
E~:ainple .-On e

dutiful child.

One is a clefining adj ective, (because .
. )
of th e singular number, an<l agr~es _with ch~ld.
(Adjecti1Jes must agree, &c .) Dutiful JS a~ adjective, (because
) a describing adjective,
(because
) in the positive .degree, (?ecause
) and agre~s with child . . (Ad1ectives rnu:;t agree, &c.) Chi ld JS a_ common noun,
of the thirrl person, singular, of doubtful gender,
and in the norninati ve case.
Questions. -W hat is the posi.ti ve degree of--.1
What is the comparative degree of--1 What JS
the superlative clegree of - - '!
FALSE

GRA~UIAR .

· . These sort of people are rather troublesome.
Those .kind of injuries are rather frequent.
He lives ten mile from me.
Those sort of favors did real injury.
F

2

66

INDUCTIVE EXERCISES

A cord contains eight foot of wood.
Things of these sort are easily understood.
I have traveled this twenty years.
I never read those sort of books.
These kind of indulgence soften the mind.
Neither parties were right.
Example.-These sort of people, &c.
There is a violation· of grammar in the word
these. As the noun sort, which it specifies, is in the
singular number, we should use ihis, instead of
these, according to the rule which says, Adjectives
must agree, &c.
LESSON XVI.
OF VERBS.

I. [Walking.] What do I do?
2. Of which sort of words is walk? Ans. A verb.
3. Why is walk a verb? Ans. Because it sig-

nifies to do.
4. [Standing.] What do I do now?
5. Of which sort of words is stand ?
6. Why is stand a verb?
7. [Sitting.] What do I now?
8. Of which sort of words is sit ?
9. Why is sit a verb ?
10. What can you do? .
~To be rel I. Of which sort of words is - - ? 5
peated so that each pupil may answer several times.
12. I am: of which sort of words is am?
13. Why is am a verb? Ans. Because it signifies to be.
14-. What is a verb ? Ans. A verb is a word, or
collection of words, that signifies to be or to do. .
15. By using the words the man, do I convey to
the h_earer any connected ideas?
·

67

IN ENGLISH GRAMMAR.

.By the use .of the words the man, I merely let you know
that I am thinking of some particular man ; but wliat I
think about him ; that is, whether he is good, or bad, or
whether he walks, or rides, or whatever he may do, I convey no information.

16. By using the words the man walks, do I convey any information?
17. Of which sort of words is the word walks ?
Thus you see that the moment we join a verb to a noun,
we convey Intelligence of our thoughts ; and without verbs,
we can convey no connected ideas.

18. Now can you· form a se ntence without a
verb, either expressed or understood '!
Therefore, a verb is the name of an existence or acti~n,
expressed in such a manner as to show that it is connected
with the agent who performs such existence or action.

19. Now can you give another definition of. the
verb?
20. ·what is the use of verbs ? Ans. To convey assertions.
21. What primary assertion is conveyed in every
verb? Ans. That of existence.

LESSON XVII.
OF THE iNDICATIVE MOOD AND THE TENSES.

I. YJu have mentioned that the use of verbs is
to cMvey assertions. Now, there are sevsral man.
nets of asserting; what is manner called in grammar? Ans. Manner is called mood.
2. When you simply mention a thing, in what
mood is the verb? Ans. In the indicative mood.
3. What does indicative mean ? Ans. Showing
or mentioning.
4. What does mood mean ?
So .th~ indicative mood means in a sliowing manner ; or
mentioning manner.
.
.

5. In what mood is I read? Why?

He loves ?

69

I~DlJ CTIVF.

e XI~R CI~E S

Why? They wr ite? \Yhy? ro:i ha:ne recited?
Wh y?
,.
.
6. 'Whe n vou assert th::t a tm ng 1s do ne, you can
tell in what time it is Jone. Now in wh:it time is
I read ? A ns. I'resmt frnP. .
7. \ Vlrnt does present mean? A;1s. Now .
8. In what tim e is !te loves ? Why !
9. In what ti :ne is they write? Wh y ?
1 O. In what time is t!,e man lives? \ Vhy' ?
11. In wh at time is he t hougl;t ? An~. Preterit.
12. What does preterit rne~. r1? Ans. l'ast.
13. Jn whn.t time is she read? Vv by ?
14. Jn what time is ·i re moved? Why?
15. fn what ti me is I wus r eading ? \ Vhy ?
.
16. \ \' hat <lo g i:a111rnarian s gc: nera lly call the preterit ~ Ans. Imp erfect.
17. \ Vhat does imperfect mea n ? A ns. Not com pleted.
18. \Vh e n I say he thought, is no t the actio n
completed? . An s. Y es.
. .
.
.
19, \Vhe n l say I was rea<lmg, 1s th e actwn completed ? An s. 1'.'o.
NoTE.-H I "" Y I il'orke'l yesterday, th e ,enten ce is past
and completed; but i t" I. say I wa.s worki ng u.hen he came,
there is no particular rn t1mut10n but that I co«tmued to
work, even to the present moment.

20. In what time is I do read? Wh y?
21. In what time is he di d wallc ? Wh y ?
22 . In what time is I run, they t!w11ght, she .·
learns, they cornpleted, I imagined, he 11w11e.-,_ he
has, they have, he had, th ey spoke, we wa lk, I think,
he supposes ?
H e will, ·the11 may, I can, she must, I could, he
might, we should, you shall, they would ?
():'.J- These two last Jines may be used by those,
who do not use the compound tenses: Those who
do use the compound tenses may omit them.

69

IN ENGLISH GRAMMAR.

23. In what time .is they have worked? Ans.
Perfect. [Or, present perfect.] .
24. What.does perfect mean ? Ans. Completed.*
25. What has the verb before it in this example 'I
.
..
Look and see. ·
26. Would you. say he have worked? What .then?
27. ,What has the verb before it in this example?
28. Now can you tell what .the verb has before
·
it whe.n tl)e time is perfect?
29 •. What are have and has called ? Ai:ts. Auxiliaries, or helping verbs.
30. Why are have and has called auxiliaries ?
Ans. Because.they help to make the perfect time.
. 31. Would you say he studied yesterday, or he
ha,s studied yesterday ? .
32. In what time would that be?
33. Would you say he studied to-day, or he hari
studied to-day 7
34. In what time would that be?
35. In what time is I had resigned? Ans. Pluperfect. [Or, past perfect.]
36. Wh.at does pluperfect mean? Ans. More
than comple.ted.
. ·
.
NoTE ..:.....lf I say I had resigned be.f'Jre he came, the ex-

..

pression shows that the action is not· only completed, but
was ·also .completed in a past period of time, denoted by ·another past action; that is, before he came.

37. What has the verb before it when the time
is pluperfect ? Look and ·see.
38. What is had called? Ans. An Auxiliary.
39. Why is had called an auxiliary ?
.40. In what time is he had spoken ? .
41. In 'what time is thou hadst written?
42. In what time is I shall hear ? Ans. FidlJ,re.

*

It ·~ay . 00 aaid .tba·t the preter.i t, 'and Pluperfect also; eXpresa com.
]lleted actio.n. But the perfect differs from. these liy expressing pre11e1n
time. (&e page 76.)'
·
·

43. What does future mean .? Ans. Yet to coine.
44. In what time is you ivill read J. Why?
45. What has the verb before it when the time
is future? Look and see. Ans. Shall or will.
46. What ;ire shall and will called? . Ans. Aux-

iliaries.

·

. ·

47. Why are shall and will ca)led auxiliaries?
48. Iri what time is you shall walk? Why?
49. In. what time is they will recite ? Why"?
50." In whattime is we shall ha.ve run? Why?
51. In what time is he will have read? Why 7
52. In the first examples, it was sh.all or will; in
the last, it was shall have or will have; \vhich fu.
ture is it when i.t is shall' or will? Ans. First fu·

ture. [Or,futw·e imperfect.]

71

IN .ENGLISH GRAMMAR.

INDUCTIVE EXERCISES

70

··

53. Which future is it when it is shall liave or
will have? Ans. Second future. [Or, future

perfect.]
54. Jn which foture is thou wilt w1-ite?
55. In which future is he will have read?
56. In which future is /shall talk ?
57.
which future is we shall have gone ? · '

1n:

58. What is .the auxiliary in the perfect time?
5!}. What is th e auxiliary in the pluperfect?
60. What is the auxiliary in the first future?
61. What is the auxiliary in the second future?
62. Now what are all the au.xiliaries in the indicative mood ?
·
63; What do grammarians generally call time?
Ans. T ense.
·
·
64. In w_hat t~nse is he .reads, he ihouglit," he
has complained, they love, I moved, he has. thouglit,
we had spoken, you will write, thou shalt. walk, I
shall have fini shed, he w'ill have come, he writes, l
shall spealc, they came; we liave . recited, I shall
have run, h.e had s-poken, th ey play, we will liave
· ·
·
written, I have spoken ? &c.

LESSON XVIII.
OF SENTE:SCES AND THEIR · J'ARTS. .

.

l. When you say the rnan reads, who reads?
~s the man ,th e thing that
spoken ·of? . .
. .3. · What .part of the sentence is the. thing that
1s spoken of, g_e nerally called? Ans; Tlie subject.
4 .. Then what part of the sentence is man? .
5. Does the man perform any action?
6,. Then :what part of the sentence is the word
that represents the agent or actor?
7. What _is the subject in the sentences, the man
left the horse, &c.? ( ~ee paning exercises, p. 101.)
8. I stand; of which sott of words is stand ?
9. In what mood? . yVhy?
·
10. In what tense ? Why?
.
11. Which word is the subject of stand?
12. Which part of the sentence is the subject?

·, 2.

is

(See the third question.) .
.
, . .
1_3. You say that I is the subject, \vhat does the
subject <lo? .·
. .
· · · ·
14. .\Vhat is that part of the sentence called
'
. ·'
which signifies to do? ·
J5. Now can you tell into .how · many parts this
sentence .is divided?- . Ans. Two.
·
· .
.16. What are they ca1led ? Ans. "':f'he subject
an<;! the verb,
.
.
·
·
17. I hold a book ; of which sort of words is

hold?
18.
19.
. 20.
21.

·
·
·
In what mqod? Why 1
In what tense? Why?
··
What is the subject of liold ?

Wh!ch part of the sentence is the subject 1
·22. Which part of the sentence is the· verb 'I
(See the fourteenth question.)
·
·
23. What do I hold ? · ·

72

INDUCTIVE . EXERCISES

24. You say that Tis the. sl;lbject ; does. the'subject affect any thiiig but itself? ·
25. What does it a,ffect 7 . . . . .
.
26~ .'What is .that . p<;lrt of the· sentence called,. ·
which i's affected.by ~he subject! Ans. 'f'./1e obje.ct.
27. Then what part Of the sente.nce .is book?
.28. Now can you. tell what the tliree parts of a
sentenceare7 · · · . .:.· · · .. ...-, .: .· . .. . ·
29 . . Which part Qf the sentence· lS . the object 1
(See the twer¢JJ'sixth questio11.) · ·
_, . . ·
. LES.SON XIX •.
_1

OF . PERSON -AND NUMBER, AND .OF THE: RE.L ATION
.· BET\vEEN suBJECTs AND THEIR- "V_ERB~~ ...

~ !.

',.
I.

I•

' . j:i
. ,

I

. L What is the simplest for~ of a ·se~te~ce 1
. Ans. A .subject and ·a verb.
.· .
· ·•
2 •. Will the ~mbject make sense without a verb?
·3. Will a verb make sense .without a. subject
.
.. . .
.
expres5ed.or understQOd l
. 4~ Which is ·of the greatest consequence, the
subject or the verb 7 Ans. The subject.• -·

NoTE.~Henc~. if the person ~d number of ~~e subject.is
altered, the verb must be varied to conform to it.· That is,
ihe verb must recel~e such:· particular terminations · as will
whether its · subject ia of·the first, . second, or "third.
..
·" · " ·
person.
·

show

5,

You s·aid that am is a verb.. Is it proper to
say you am or he am ? Wh;i.t. then 1
·
6. ·or what person is the pronoun I 7 ·
7; ffyousayJa,m,ofwhatpersonisqm?. Why?
8. Of w)lat number 1 Why 1. _ . _· . · ·
9. If you . 'vished to tell me - that I ·am, what
would you' say1
· .
.
.· • . . ·
. 1o.1:loes not ~hou art mean the. same that you
are does7 . . .
. . . .
.· .., .
Ii. Of what person is thou or yqu ?

IN ENGLISH GRAMMAR.

73

12. Then of what person is art, when you say
thou a.rt?
13. Of what number 7
14. Of what person is are, when you say you are?
15. In speaking of a man, you would say !te is;
of what person is is?
·
16. Of what number?
17. If there were more than one, would you say
lie is ? "What then 7
18. In saying t!tey ai-e, of what person is m·e?
19. Of what number 7
20. In saying we are, of what person is are?
21. Of what number 7
22. In saying t!te man reads, of what person and
number is reads?
23. In saying th e boys play, of what person and
number is play ?
24. In say ing the girls walk, of what person
and number is walk ?
25. In saying ye run, of what person and number
is run?
26. In what person and number are we were; tliou
wilt have gone; they will have returned; I shall have
stopped ; he will be? &c. (See next Parsing Lesson.)
· 27. Of what person aml number is tliou readest?
28. Then what do verbs end with, when in the
second person singular, solemn style 7
29. Of what person and number is he reads?
30. Then what do verbs end with, when in the
third person singular 7
31. Of what person and number is they read?
32. Then does the verb end with s, when it is in
the plural number7
NoTE.-The student must particularly remember this •

33. What is the second person singular of am;
was ; shall ; will ; have ? Third person singular
of seek ; send; think ?
G

IN E:>IGUSH GRAM]l[AR.

'T4

75

IND UCTIVE EXERCISES

u'. In
LESSON XX.
EXERCISE I::I' TlIF. 'fEXSl!:S.

I. Mention (in the fir st pe rson singula.r,) the
preterit ten se of the verb form; the pluper fec t of
tho ve rb eat; the per fec t of th o ve rb run ; first
future of the verb ask; pe r fect of the ve rb se11d;
p reterit of the ve rb accent; pluperfect of the vcrh
write; second future of th e Yerb raise; perfect
of th e verb throw; fir st fu t ure of th o ve rb move ;
preterit of th e ve rb see; perfect of the verb try;
second future of the ve rb roll; plu1~erfcct of tl:e
verb lament; first future of the verb twist; pe rfect
of the verh 'i1wen.t; prete rit of th e vcrh ra ere ;
pluperfec t of th e verb 'invert; second futu~e or"'the
verb succeed; perfec t of th e verb suppose; first
futur e of the verb make; pre terit of the verb mend·
plupe rfec t of. the verb open; first future of th~
verb send; perfect of the ve rb create; second fu.
ture of the verb clean; &c.
2. M e ntion t!ie same in the second person singular.
3. 11cntion the same in th e th ird person singula.r.
4. Me ntion th e same in the first person plural.
5-. M e ntion the same in the second person plural.
6 . .M:e nt10n the same in the third person plura.l.

LESSON XXL
OF TUE CASE OF THE SUBJECT.

I. Is it proper to say my went?

What is?
2. Th en what would be the s ubject of went ?
3 In what case is I?
4. I s it proper to say my father's sent me? What
is?
5 Th en what would be the subject of sent ?

what case is fath er?

. RuLE 5 .-vVhen a noun or pronoun is the subJCCt of a ve rh, it mu~t be in th e nominative c ase :

as, "I lov e ;"

" Thou impoo vest ;" " The birds

sing."
7. I s it proper to say I reads? What is?
8. \Vhat is the s ubj ec t of read?
!J. Of wh:1t perso n and numb e r is I?
10. Of wh at perno n and number is read?
. RuLE G. -Verlis mu st. agree with th e ir ubj ects
rn pe rson and numb c r: a~ , "I love ;" "Thou im.provcst ;" " The birds sing ."
.
NoTE.-Tlrn.t is, t!1ey mu3tuc of the same pc.rson and number.

RECAPITULATION.-VERBS.
IXDICATI"iE MOOD, TEXSES , SDIPLE SENTENCES,
P E R SO::I', AND NU)IUER ·

I. What is a ve rb ?
2. ·what are ve rbs vari e d to express ? Ans.
mood, tense, person, and number.
3. "\Vh at is mood ? Ans. ]\food is th e rnanner in
'vhi c h 'v c speak of-anv e vent .
4. "\Vha.t mann e r is ·th e inrlicative mood u sed to
express ? Ans. Th e ind icative mood is use rl to
relate ·or m enti on a thing; as, "He stands s till. "
N~TE.:-T11c_ inc.licative mood may be used interrog-::i ti\'cly;
tl11..:.t is, fo r as krng a question; us, D Jes !t.e stand t;lill?

5 . "\Vhat is tense ?. An s. T e nse shows the time,
wh e n any thing is said to be don e.
6. How m<tny te nses are th e re? Ans. S-i.T.
7.. Iame th e m. Ans. Present, preterit or imperf ect/'' p er:fec.t, plupei:fect, first future, a nd se·

cond future .
"' It wou ld be w<d l for sc ho!nr:i to h!.!come acc usto med to ;:i; i\·c this
111 nearly aa dict i unari~s it is callea p1·r;t.crit.

ten s~ 1.wth names.

'/
'•.

76

INDUCTIVE EXERCI SES

NoTE.-There are many g ood reason s for making but
three tenses, viz. present, past, and future. In that caso
th ere would be but three moods ; the indicative, the impera.
tive, and the infin itive. Ha ve in the perfect, !tad in the plu.
perfect, and shall and '"ill in the futures, would be verbs in
the present and pas t. tenses; and the remaining part of the
verb in the perfect and pluperfect, a pa rticiple . Shall and
will in the futures, would be of the present tense ; while the
next wor d would be of the infinitive future ; and the last
wo rd of the second futu re, n pa rti ciple. But, as English
g rammar is an introd uctory exerc ise to the study of other
lang uages, it is thought best by many , to adopt that classification, which has been expla ined in this work. Besides, the
tenses of verbs in other lang uages arc fo rmed by the help of
auxiliaries, added to the leading ve rb, in the form of sylla.
hi es. The compound ten ses of E ng li sh r crbs are form ed in
the same manne r, w ith I.he exception th at. th e auxiliaries are
not. united with the ir verbs " " a ey ll;,ble, but a s a se parate
word. Add to thi s, the auxili a ries do not fo rm th eir third
pe rson s in g ular in the rcgula.r m a nn e r; f?r example, W<? say,

"He wi.lls that you should co me;" but as an auxiliary, ·we
say, "He tv'ill com e." But e ith ~ r syste m can be taught
from this book.

(S ee Larger Gm11t m11.r. )

8. ''Vhat does th e present te nse re present? Ans.
The prese nt te nse r e presen ts a n act io n or e vent as
tak in g place at the tim e in whi c h it is me ntion ed:
as, " I 1vr itc."
H ere th e action of wr iti11g is going on, while you
are declanng it. .
.
9. 'Vhat does the preterit or i111pe1f ect tense re.
pre.se nt? An s. Th e pre te rit te nse repres~nts an
ac twn or eve nt, as past within some time that is
past: as, " I wrote yestei·da y ."
·
. Here the. action of writing was fini shed in apenod of time, which is now pas t; th at is, yesterday.
10. ·what do es th e p erf ect te nse represent? Ans.
The perfect tense r e prese nts a n ac tion or event, as
past and comple ted within th e sam e period of time
in which it is me ntion ed: as ," Iltave written to-day."
~ere .th e ac tion of writin:: is pe rformed and
fim shed rn th e same pe ri oJ of t ime in whic h it is
1ne ntioncd; that i ~, tn-da;; .

77
11. ' Vh:tt docs th e pluperfect te nse represent?
An s. Th e plupc rfcet te nse re prese 11 ts an ac tion or
event as al reauy p:tst and comple ted at or b efore
some oth e r point of time, whi c h is past; .as, "He
had finis hed hi s house, befor e I saw lt im." (See
Note, page 69 .)
12. \Vhnt docs the .first f uture te nse re prese nt ?
Ans. T he fi rs t fut ure te nse rep resen ts a n eve nt as
ve t to com e ; us , " I shall see th <:> m again ."
· 1::!. \V ha t docs th e second fut ure t c nsc rep rese nt?
Ans. T he second fu ture tcn;;c r,:i J1"<'S e 11 ts that a n
act ion or c 1·c 11t \l" iil he co;npk td :·~!.or be fo re a nothe r point of t. irn c , wh ich i s yet tu come : <ls , " I
slwll lw ce dini:d Lc !"o re he crnnc:. ."
P up il s wi:l p(:rcci\ c :.l :al the pr iinary nbjccl of asser tion!',
iR to repr<'H'IH. tH.: tions or c\·ent~"" n~ eit her .finished or

111t-

.fi11i.;lwrl. In Ll 1e second place, citl 1cr of these sta les may be
topoke n of' as pre.-; 1:11 !, past., or futu re.

14. ' ¥hat is a r:cn lcnce? i\ ns. A sentence is
any n11111 IHT r!f 1rords th.at conveys an assertimi . .
15. Of what. is a se n tence co;,1posed rn its s11n plcst forn 1?
Hi. 'Vhat is t !1c s ubj ect of a Yr. rb? Ans. T he
subj ec t is the perso n or thin g, conce r!1ing whi c h
th e ve rb co n veys an asser tion .
17. In w ha t case is t he s u bj ec t of th e ve rb ?
NoTE.- As the 1~01 nin ati vc case among the an cien t lanl(Uagcs w:ts used in e xpressing t he s ubjects of verbs.; il has
become t he modern practice lo des ig na te th ~ s u bj ect by
namin rr it the nominati ve ca.se . Some gram m an a.ns, beca use
it is in°t hc condiJ.io11 of being th e s nbjcct, ca ll it th e subjrr,.
tive case. \ Vere the nJ.me not sc l tlc<l, thi s wo uld undo ubt.
edl y be the bes t..

18. N ow, wli at does th e no min ativ e c ase e xpress ? A ns. Th e noniin ative case e x presses simply th e s u bj ec t of a ve rb .
19. H ow m a ny pe rsons have ve rbs?
20. Nam e th e m.
G

2

78

21. How m:rny numbers have ve rb s ?
22. Name them.
23. What rule hr,v c you for th e subject of the
verb?
24. ·what rul e h ave you for the person an d num·
b er of th e ve rb?
25. What is th e eonjll g ation of a ve rb? Ans.
Th e conjug ation of a ve rb is a regula r arrangement
of its sev e ral mood s, te n s e~ , pe rsons , a nd numb ers.
A regu lar ve rb is c o n jucr;itctl in t he follow in rr
manner, when in the indi c at iv e mood .
"
I ND ! C. ~'l'I\ " E

Prc~ c nt

Mo on.

T1'. nse.
Plurnl.

Singular.
I love,
Thou lovest or you bvc,
H e, she, or it, loveth or love,,

Pretei"it or Impeifect T ense.
\Ve loved,
Ye or you loved,
They loved.

With th e au xi li ar y D id.
I did love,
Thou didst love, or you did love,
Ho did love,

P luperfect Tense.
Sing ular.
Plum!.
I had loved,
'Ve !:ad loved,
. Thou hads t loved, or yotl haJ loved, Y ff or you had loved,
He had loved,
They had loved.

First F ature T ense.
I shall or will love,
Thou sh alt or wilt love, or
you shall or will love,
He shall or will love,

\Ve shall or will love.
Y e or yon shall or
will love,
They shall or will love.

Second Future Ten.ee . .
\ Ve shall have loved ,
Ye or you will have

I shall !1ave loved,
Thou wilt have loved, 01
you will have loved,
He will have loved,

loved,

They will have loved.

VVe love,

Y c or you love,
They love.

With the auxiliccry Do.
' Ve <lo love,
I do love,
Y c or you <lo love,
Thou dost love, or you do love.
They
<lo love.
H e, she, or it, doth or docs lorn,
I loved,
Thou lovedst, or you loved,
He love d, ~

79

IN EN GLISH GJLUDLU! .

IND VCTIVg EX rrn c rs::::s

\Ve did love,
Ye or you did love.
They did love.

P erfect Tense.
I have loved,

We have loved ,
Thou hast loved, or you have loved, Ye 01· you have loved,
He has loved,
They have loved .

* In a11 the ten ses, the pronouns SHE and IT require the same form
of the verb that the pronoun HE docs.

"When the verb is used

INTERROGATIVE LY;

that

is, as as king a question, it is conjugated in the following manner :

5Do I

Pres. / Do we love?

Dost thou love ?
Does he love?
Do ye or you love? Do they love?

P t 5 Did I love ?
re · / Did we love?

Didst thou love ?
Did he love?
Did ye or you love ? Did they love?

Perf.

Plup.

~.

~

love ?

Have I loved? Hast thou loved ?
Have we loved ? Have ye or you
loved?

Has he loved?
Have they
loved?

Had I loved? Hadst thou loved ? Had he loved?
Had we loved ? Had ye or you loved? Had they
loved ?

First Fut. Sing. Shall I love? Shall or wilt thou love? Shall
or will he love ?
Plural. Shall we love? Will ye or you love? Shall
or will they love ?
Second Fut. Sing. Shall I have loved? Wilt thou have
loved? Shall or will he have loved 1
Plural. Shall we have loved ? Will ye or you
have loved? Shall or will they have loved?

80

I N E NGLISH GRAJD1AR .

81

I NDUCT IVE E XERC I SES

PARSING EXERCISES. -SE CT. V.
22. I am happy. Th ou art wis e. H e is young.
It is large . Ye are good . Th ey are old . l was
s mall. \V e were ~or rowfu l. Thou wast lorcl y. Ye
we re alive. TT r; i1a:; lice 11 srn:1 rl. Th ey \\'ere 1 ~ :i s c .
ri1b le. I had bcc 11 wron!C·· \Ve have been vil e.
\Ve ha ve been 'ric ked . I approachecl. T liey have
appea red . H e shal l com e. He had been 11-rong.
I shall be strong. They wi ll run . T hey 11·il l 1Hive
return ed .
23. \N e wer.e poor. T ho u wilt h:n· e gone .
sha ll have stopped. H e wil l be hones t. Ye arc
poor. I will be patient. H e ' ril l tarn-. Th ey
will go. I slwll be rirtuou5. Th ou slnlt rem:: in .
H e had ari5 c n. They hnd bee n 1·icious . Ye l:ad
bee n j ust. Thou art blind . I had gone . -You had
come. I h:ll'c slept. Is he good ? \\' as I wrong?
Were we unju st? Hae! we bee n rud e? Ha st tho11
b een di ligent '?
24. That man has bee n w ise. The wi sest men
do err. Man's su rest aim is unc ertain . A ,i:;oocl
n ame is d esirable. \ Ve re th e co1H1ucrors no!.ilo '!
\ Vas my son stud ious? \ Vere my fr iend's dau ghters genteel ? Has our pa rtn er re moved? D id hi s
daughter remai n '! \ Ve re her parr,n ts indul ge nt ?
Was th eir in<lulge nce ruinou s? H ave his actions
b ee n vil e?
25 . Some people walk ; some sit; (that is, some
people sit ;) some sleep ; SOJne are abse nt. Th e
industri ous are happy . The virtuous are peace fu l.
The indole nt are unh appy. Th e old are wis e. The
young are gidd y. That man was wise ; th a t was
fooli sh. Thi s hook is clean; t hi s is dirty. These
boys are studiou s ; those are idl e. Nei ther person
was present. N either had bee n abse nt.
26. That book is her book; th is is hi s, (that is,

this is his book.) The greatest is thei rs. Th e
smalles t is ours. This pen is thy pen. This pen
is thin e. These hou ses are hi s. The same practice was yo ur~ . The whol e estate was hers. This
large patrimon y is ours. Eve ry favor has bee n
thine. Al l my prop e rty shall he yours. It shall
all be you rs. Some books arc mine; some are
th ine. ·These hot1scs are his; th ose arc hers.

E :rainple. -I am happy.
I is a perso nal pronoun,* of th e first pcrs~n, singu lar, in the nominative case, and 1s th e subj ect of
the Ycr b am. ( vVlien ll '(!Oll!t or pr,:noun , &c .) Am
is a verb, in the ind icative mood, (because
. )
present tense, (because
) first perso n, 0 111 gubr, and agrees with its snhj cct_ J. ~Verbs nwst
•igree, &c.) Happy is an aclJ ect11'e, ln th e positive deg ree , and agrees with the pronoun I. (Adj ect-ivcs mu.st ag ree , &c .)
Questions. --\Vlrnt 'voul<l be the prese nt, pr~te rit ,
perfect, pluperfect, fir:;t futu re, an d seco nd lu t ur~
tenses of - - 111 th e sam e perrnn rn win c h 1t is.
What wou Id be th e fi rst, s<~co nd, and thi rd persoas
of - - in th e sall1C f.8n5c in w hi;; h it is?
FA LSI:

(>

n ,urnLlH.

Ilim th at e nd eavors will succeed .
Thee will su relv cli c.
We was hap pily: di ~app o1nte d .
On one side was heaut. iful meadows.
Disappointmen ts sink s the heart of man.
· .
Fifty pounds of wheat conta.111s for::y pound s of
flour.
D id thou purchas e t.hom of tlty ~rot.her?
.
H e <lam not ac t co ntrary to his 1nstruct10ns.

* In

par~in!!

a

no11 11 i s w~cd fo r.

di ::.:c o ur::~ .

the pcipil s hou ld always tell what the IJrO ·

82

I~

I N DUCT IV E EXERCISES

Ei:amplc.- IIim that cn<lc:1vors will succeed.
Th e re is a violat ion of n-r:1mrnar in th e word him·

accordini~
nr pronou1~

for it s hould li e in the n;m in:1tivc ca se,

t,o thc _r11k wlii c!i s:_
iys:, l V/t,t·n a noun
It :;J.,w ld lw, I l e tl1:1.t cndcarnr~ &c.
1

& c.

Vi' c \'\"as ha ppily di sarpointc d.
Th e re is a vi olatio n of g ra mm ar in the word
was; for it 1s now in the s ingu l:ir n1anbcr . It
~ h ou ldb e in the fi rs t person p l11r<.d to ag re e wi th
its s ub.1 cc t, acc ordin g to th e rul e whic:1 s :tvs , Vc;·bs
must agree, &c.. It shou lcl be, f Ve wcr~, & c.

LESSON XXI f.
OF ' T HI: Ii\I l'E:Ll.TIYE >H OOD .

I. w·h en ·you give a c omnnnd, in what m ood 15
the verb? A ns. Imperative inood.
2. What d ocs inmerr..:,!.ive ·me an ? Ans. Com.

manding.
'
.
3. ~'.1 11·hat mood is r ecul t li ot;? \Vh y ? D epart
ye? l v hy ? A rise? Wh y ? Go ? Wh y ?
.4. If y~u srry read tli ic: book, wou U. you speak
to th e li oo l•, or t.o so:ne c;ic cb0 ?
5. If you say read th ou t/1,is book, \\'h at ,vord
lvou k~. 1ncat1 1;1 ~ 0

thi :1g tl!at you sp.c;1k. to?
6. The n wn1 e h WO i' cl .1s th e Sllb.J eC t or read?
7. Do you Sj}eak to tl.i c s ubj ec t or object wh en
you g1 ve a command?
. 8 . Do you a lways speak to th e. subj ect whe n you
g l\re a conunand?
.
· 9. ff ·you a lwa ys s pe ak to th e s ubjec t , of what
·
p erson is t.h0 verb ?
10. _IVhen )'OLL giv e a comman d, at what time is
the tlung to be <lon e ; befor e you give th e c om.
mand,_ at t~e t!me you give the co mmand , or after
you g1 ve the command '!

E:XGLI SlI GRA)DL\.R .

83

11. T he n wh e n yo:i gi vc a ca :11 ma:1J, m what
tense is t Lc verb

?

NoTr:. -Somc .grainmar!an. ~ c:d l l~ i i s form of tlic vcrh a.
fttlurv 1.cn~;c, bccau:.m tii1~ aetivn is· tn be co1n plctc<l after tlrn
comma lld.

PARSING EXERCISES .~SECT. VI.
27. D e part thou . Haste ye . ·walk thou . Run
ye. Go thou. Striv e ye . Sit. A ri se. Come.
Remain. A wa ke ye. ·s leep tlwci. R e pent ye.
Be wi se. Bo dilige n t. Be ind us tri ous. Stop. Be
firm. Proc eed . R e ason ye . Con s id e r. Be silent. Be steadfas t. Know ye. Tremble. Be ware. Think.
28 . Did he command? ob ey . H as li e come ?
speak . Be faithfu l, be g e ne rou s. Come, all things
are ready . '.('hou art prosperous, be happy. Thou
art industrious, be fr ugal . Thou has t been sinful,
repent. Ye are ri c h, be ye g e ne ro us. Ee ye indu striou s·. B e thou stud ious. Be studious. Be indu strio us. B e w ise. Be prude nt, di sc re et, chaste .
29 . Thou art hon est ; h e happy . Atte nd; thou
shalt hear. H ear; I will s peak. Be qui e t; he
has co me. Ar ise ; )'. O ~ir p rinc e a ppears. R epent;
your crimes have bcea great. J3e s till; you arc
noi sy. Be j11s t, no ble, forgiving . Do be qui et;
he is safe . Do he s il en t : our maste r speaks.
30. A rn you con tent '! re main . Hav e yo u succeeded? do tell . \Viii he s tay? H e will, (that is,
He will s tay.) Did he sle e p? H e did . Has he
spoken 1 H e has. Does he complain ? H e does.
Do you play ? I do. lfo.d they come? They had.
Will a g reat rn nn s 11 ffor'! Ifo will. Did all th e
peopl e revolt'! Th ey did. Wil l co ngress adjourn?
It will. H as our bes t fri end suffere d? He has.
Docs h e app ear con teat? H e docs .

84

IXL) UCTIVE EXEltCISES

31._ Great is hi s mind; noble hi s <lisposition,
(that Js, noble is his disposition.) Large is his inherit ance, ex tensive hi s acquireme nts. Small were
his pretensions ; gre·a t his deserts. His possessions
were few; his name, ·obsc ure ; his expec tations,
small. Our labor is great; our reward , little. In.
tense is our application; arcl cnt, our pursuit; un.
wearied, our exe rtion s. Hi s parcnt<we was good· his
occupa_tion, honest; hi s companio~s , respectable;
111s actions, moral ; his character, unimpeachable.
E.rample.-Depart thou.
D epart is a verb, in the imperative mood, (be.
cause·
) seco nd person, singular, agreeing
with thou. (Verbs must agree, &c.) Thou is a per.
sonal pr?no~n, of th e second person, si ngular, in
the nomrnative case, and JS th e subject of the verb
depart. (When a noun or p1·onoun, &c.)
FALSE

GRA~BlAR.

Has those books bee n sent to school ?
The derivation of these words are uncertain.
The ship, with all her crew were lost.
Every man were there.
Has all my brothers come?
Them is my best compositions.
Each of my brothers were there.
Were e very one of them pleased ?
No; nei ther of them were.
Was all of them disguste<l?
Some of them was, and some were not.
Here is too many things.
A great many people was there.
Such people governs too strictly.
We was near Boston at that time.
Them is the best books that I have.
. There is many_occasions for the exercise of patience.

IN ENGLISH GRAMMAR.

LESSON

85

xxrn.

OF THE POTENTIAL MOOD.

Thie lesson can be omitted by those teachers, who are opposed to the use of a potential mood.

I. When you mention that a person has power
to do any thing, in what mood is the verb '! Ans.
Potential rnood.
.
2. What does potential mean? Ans. Powerful.
3. Does the potential mood ever ex~ress any
thing else but power? Ans. It sometimes expresses necessity, will, or duty.
4, In what moo<l is I may go ? Why ? Thou
canst stay ? Why ? I must walk ? Why ?
5. In what tense is I mag write? Why?
6. In what tense is he can read? Why?
7. In what tense is thou must learn? Why?
9. What three words are signs of the present
tense of the potential mood?
9, What are may, can, and must called? Why ?
10. In what tense is we might love? Why?
u. In what tense is they could walk? Why?
12. In what tense is he would study? Why?
13. In what tense you should move? "'."hy?
14. What are signs of the preterit or imperfect
tense of the potential?
15. What are might, could, would, and should
called? Why?
16. In what tense is ye may have slept? Ans.
Perfect.
i7. In wh at tense is I can liave spoken'.
18. In what tense is thou must have finish~d ·1
19. What are signs of the perfect tense m the
potential ?
·
20. What are may have, can have, and must have,
called 1

H

86

INDUCTIVE EXERCISES

21. Iu what tense is I might have gone ?
22 . Jn what tense is I could have left ?
23. In what tense is he would have come?
24. In what tense is th ey shoulll have desisted?
25 . Wh;it arc signs of the plupe rfect in the potential '!
26. l\'Iention (in th e first person singul ar,) the
present tense, in the pote ntial mood of the verb
travel ; perfect of the verb ex,ist; preterit , of the
verb expect; pluperfect of the verb load; present
of the verb repeat; plupe rfect of the verb weep;
perfect of the verb reason; preterit of the verb
thin!•; pluperCcct of th e verb enquire; perfect of
the verb rouse; preterit of the verb live ; perfect
of the verb complain; present of the verb seek;
pluperfect of the verb cut ; perfect of the verb
cast; present of the verb apply; pluperfe~t of the
verb renounce; preterit of th e verb abide; per.
fect of the verb sleep; preterit of the verb cling;
present of th e verb accept; &c.
,
27. Meution the same in the second person singular.
28. 1\fon tio '1 th e same in the third person singular.
29. Mention the s1mp, in th e first person plural.
30. lWention the same in the seco nd person plural.
31. Mention th e same in the third person plural.

IN ENGLISH GRA~JMAR.

87

3. In what person must a command be ?
4. What is the potential mood used for? Ans.
The potential mood is used to express power, will,
necessity, or duty; as, "I can ride;" "He would
walk;" "He rnust repent."
5. How many tenses has the potential mood?
6. Name them.
7. What auxiliaries designate the present tense
, of the potential mood?
8. What auxiliaries designate the preterit tense
of the potential mood?
9. What auxiliaries designate the perfect tense
of the potential mood?
10. What auxiliaries designate the pluperfect
tense of the potential mood?
A regular verb is conjugated in the following
ma,'.lner in the potential mood.
POTENTIAL MOOD.

Present.
Singular.
Plural.
I may, can, or must love ,
We may, can, or must Jove,
Thou mi!yst, canst, or must Ye or you may, can, or must
love; or you n1ay, can, or
love,
must love,
He may, can, or must love,
They may, can, or must love.

RECAPITULATION.-VERBS,
IMl'ERATIVE AND l'OTENTIAL MOODS.

1. What is the imperative mood used for? Ans.
The imperative mood is used for commanding, asking, or permitting; as, "Depart;" "Permit us;"
"Go in peace." ,
2. In what tense is a verb when in the impera.
tive mood?

Impeiject.
I might, could, would, or We might, could, would, or
should love,
should love,
Thou
mightst,
couldst, Y e or you might, could,
wouldst, or shouldst love ;
would, or should love,
or you might, could, would,
or should love,
He might, could, would, or Th ey might, could, would, or
should love,
should love.

88

INDUCTIVE EXERCISES

Peifect.
Plural.
Singular.
I may, can, or must have We may, can, or must· have
101·cd,
loved,
Thou mayst, canst, or must Y e or you may, can, or must
have loved,
have loved; or you may,
can, or must have loved,
He may, can, or must have They may, can, or must have
loved.
loved,
·

Pluperfect.
I might, could, would, or "Ve might, could, would, or
should have loved,
should have loved,
Thou
mightst, couldst, Ye or you might, could,
would, or should have
wouldst, or shouldst have
loved,
loved; or you might, could,
would, or shou ld have loved .
Ho might, could, would, or Th ey might, could, would, or
should have loved,
should have loved.
NoTE.- Th e names appli ed to the tenses of th e potential
mood, are pure!y arbitrary, n.n J have no philosophical reason.
So that the pupil may consider them as denoting the form,
rather than the time. W ere I to give names lo them, I
would call the present, present i111pe·1 fect; the perfect, pre.
sent perfect; the preterit, preterit impeifect; and the plu •.
perfect, preterit pe1fect.

PARSING EXERCISES.-SECT. VII.
32. Ile might remain. They can come. She
must depart. You shou ld striv e. W e might go.
It may be. H e would endeavor. They could succeed.
I mus t advanc e. Thou shouldst walk.
Thou mightst stay. I wo1ilcl have go ne. You may
have delayed. Thou shouldst have complied. I
must tarry. Thou mightst have succeeded. I must
have moved. Thou mays t have talk ed. I can
hav e removed. He may hav e retired. He might
have staid.

IN ENGLISH GRAMMAR.

89

33. He does improve. His expectation has
failed. You shall submit. The acc ident has happened. Good humor shall prevail. He will arrive.
We must be virtuous. Our hearts are deceitful.
Can we go? Did John's fath e r co me? Awak e.
He may advance. H e might have been happ y.
Study ye. Be temperate. W e can hop e. Can a
beggar laugh?
34. The whole congregation might remain .
They all did remain. The most diligent may fail.
Can all mankind be wrong? They may be wron g.
Can such a nation fall? Such nations have fallen.
We can all be happy. Our own firesid es should
be peaceful. Our friend s should be respec table . His
fortun e might have bee n better. Many things may
be unaccountable. Could he succeed? H e could.
85. Would you have come? I would. Might my
injm-ed fl•1end come? He might. Can my ene my
have relented? He has. Can the thief have escaped? H e has. Could my brother confess? H e
did. Can the people rule? They do. May th e
scholars retire? They have. Did the storm rage ?
It did. Can the rabble have triumphed? It has.
Could the teacher succeed? H e did.

E.rample.-He mi ght remain.*

He is a personal pronoun, of the third person,
singular, masculin e gender, in the nominative case,
and is the subjec t of the v9rb might remain. (When
a noun or pronoun, &c.) JJfigltt remain is a verb, in
) preterit or
the potential mood, (because
imperfect te nse, third person, singular, agreeing
with its subject he. (Verbs must agree, &c.)
~ Some i?'ramrnarians would parse thi s se ntence in the followinl-:"
manner : He is the s11hjcct. of the verb 1nij!ht. .Might is a. verb in ~IH?
imli cative mood, past or preterit tense, th ird person, singu~ar , ngrecrn g
with Ile. Remain is a ve rb in the infinitive mood, dcpendmg upon tha
\ ah might . (See the next \ e 8~on.)
Tl 2

90

INDUCTIVE EXERCISES

IN ENGLISH GRAJIMAI!.

91

FALSE GRA!rBIAR.

Was you at home yeste rd ay?
Be yo u going to write to-day 'I
There is a great many faults in that piece.
Them are very good plums.
Them was not the men that sung.
How old be you?
You are not so old. Y cs I be.
You was wrong when you said that.
Them books are torn.
Every body are sinful.
Give me them shears.
Each of us have our faults.
H e aint th e man I thought he was.
I am not going. I be.
Them windows are broken .
There's g·ood kniv es on the table.
How ma;1y men was there in th e house?
Every one of us have read.
Has all the scholars read ?
No; some of them h'ant.
My father aint angry with you.
Them is the best apples that I have.
vVas all your sons at home?
No; some of them want.
NoTE.-Pronouns also must agree with the nouns for
which they stand, in person, number, and gender; as, u He
takes care of his health.

Each of us should take care of our own.
Every cne should be careful of th ei r health.
Some of us have not got their lessons.
Many of you think too much of yourselves.
No one should be blamed for their industry.
We blame one another for their faults.
We should ~ac h be careful of his thoughts.
Every man 1s governed by his own wil!.

LESSON XXIV.
OF THE INFINITIVE HOOD.

I. In the sentence, "I intended to go," of which
sort of words is intended ? Why?
2. Of which sort of words is go? Why'?
3. Has the verb go any subject?
4. Then has it any person or number?
5. On this account, in what mood is the verb go?
Ans. 11!-finitive mood.
6. What docs infinitive· mean? An s. T'Vitlwvt
limits.
NoTE.-Y\Then a veru has no nurnuer or person, we say that
it is not limited by number and person; and so becomes ;nfinitive.

7. Now can you tell when a verb is in the infinitiv9 mood?
8. If the infiniti ve mood has no subject, nor person and number; how do you know that it is a verb?
Ans. Because, it has the word to befo re it.
9. Wh at is the meaning of the word to? Ans.
To means act.
·
'
N OTE.-As our verbs and nouns are spelled in the same
manner, it was formerly thought best to llf<'fix the word to,
to words when used as verbs. For there is no difference
between the NOUN, love; and the v1mn, to love; !Jut what is
shown by the prefi x To, which signifies a.ct ; i. c, to act love.
The same word, altered into do, was, for the same reason,
put hefore those other parts cf the verb, that were not distinguished from the noun by a termin ation or auxiliary. As
we sometimes say, "I do love," instead of, "I love;" "I
doed or did love," inste«d of, "I loved;" (which is, probably,
"I love-did," contra<:tad.)

10. When does the verl) have the word to before
it?
1I. In the sentence, "He ar}pears to study,'' in
what tense is the verb to study ?
12. In the sentence, "He appears to have stu<licd ;" in what tense is the verb to liave studied ?

IN ENGLISH GRAMMAR.

92

I NDUCTIVE EXERCISES

13. Is it proper to say I intend I go? What is?
14. Is it proper to s;1y it was my wish I go?
What is?
15. In what mood is the verb, when it has to
before it?
NoTE.-\Vhcn one verb goes directly before another, it
hinders it from having a subject ; and so grammarians say
that the fir st verb governs th e last in th e infinitive. Someti mes also when an adjective or a noun, th at is not the subject of a verb, goes before it, it hinders it from having a subj ect.

R ur.E 7.-0ne verb governs another in th e infinitive mood, when th e second deno tes the object,
to which the action of the first is directed; as, "I
intend to go;" "He began to say."
Nouns and adjectives implying action , frequently
govern the infinitive mood; as, " They have a desire to improve;" " H e is eager to learn ."
16. Is it proper to say I bid you to go? What is ?
17. Is it proper to say he dares to fight? What is?
18. Is it proper to s_ay we heard him to say ii?
What is ?
19. Is it proper to say he saw him to do it?
What is ?
Rur.E 8.-To is o~itted when the infiniti ve fol.
lows the verbs, bid, dai·e, (signifying to venture,)
f eel, hear, let, make, need, see, and sometimes
have ; as, " I heard him say it,'' instead of, "I
heard him to say it."
RECAPITULATION.-INFJNiTIVE MOOD.
1. What does the infinitive mood express ? Ans.
The infinitive mood expresses simply the meaning
of the verb, without any distinction of number or
person.
2. When is a verb in th e i11f111itirn mn0<l?

93

3. How do you distinguish the infinitive mood
from a noun?
4. What rul e have you for the government of
the infinitive mood?
5. What rule have you for omitting the word to?
NOTE.-To is not omitted, when these ve rbs are in the
passive voice ; as, "He was heard to say it."

PARSING EXERCISES.-SECT. VIII.
36. Be diligent to improve. I intended to go.
My pupils desire to improve. W e should be sorry
to sin. This author has endeavored to surpass. Be
read y to recite. That horrid monster has endeavored
to murd er. Is it reasonable, is it pleasant to sin?
Are all mankind to suffer ? We should try to prosper. All boys love to play. They should desire
to stud v. H e wishes to remain. H e is sorry to go.
37. Will the stranger arrive? He has. Will
the whole company endeavor to remain ? It will ..
Will th e multitude be willing to se parate? It will.
Can those fri ends have consented to separate ?
They have. Can his intentions to walk be go_od?
They are. Must th e pupils endeavor to recite ?.
They must. Could his ability to judge be good?
It was.
38. We must learn to be humble. All should
cease to be wicked. Some must e11deavor to be
present. One has ceased to exist; another has b~­
gun to li ve . Any may be able to conquer. ~his
is to go ; that is to remain. These seem to It ve ;
those appear to have died. They appear to have
left. Be studious to excel, anxious to be respectable. Man lives, to die; he di es, to have lived.
E xample.-Be diligent to improve.
·
Be is a verb, (because
) in the imperative mood, (because
) future tense, (be-

94

I N DUCTIVE EXERCISES

c ause
) second person, si ngular or plural,
ag ree ing with thou or you, und erstood, (Verbs must
agree, &c.) Diligent is an adj ective, of th e positive
degree of compar ison, agreeing with thou or you,
understood. (Adjectives rnust agi·ee, &c.) To iin.
pi·ove is a verb in th e infinitive mood, (because
) go vern ed by diligent. (N ouns and ad.
j ectives, &c.)
FALSE GR .U H lAR.

Allow me g ive some advice.
Endeavor li ve upri ght ly.
H e wished walk born e.
I nee rl not to solic it him to do a k ind action.
H e fe lt his consc ience to acc use him.
I have heard hi m to speak of th e thing.
H e dares to promise too muc h.
She bade me to come and te ll yo u.
L et me to go or I will make you lO' suffe r.
You need not to go to-day.

IN ENGLISH GR .HIMAU.

95

5. What does collective mean? Ans. Containing
more than one.
R uLE 9.-Collec ti ve nouns, impl yin g unity, may
have verbs and pronouns agreeing with them in the
singular, as, "The nation is powerful."
NoTE.-A collective noun is a nllun that sig nifies several
individuals as constituting one mass or body . Thu s, nation
signifies a great nu mber of people, collected in one territory and governed by on e set of laws. B,Y the same method
of combini ng several individuals, we fo rm the collective
terms, a.n army, a congress, a j leet, &c. So when we
speak of any action perfor med by one of these . bodies, in
such a manner that the whole body together has done it, we
say that the n 0 un im plies uni.t.y, and is, of course, in the
singultr number; as, " Congress has adjourned." But if
the action is perfor med by a body of individuals in such a
manner that those individuals acted separately, the noun is
plural ; " T he people do not consider."

PARSING EXERCISES.-SECT. IX.

39. The nation is powerful. Congress has adjourned. The meetin g was large. A convention
E :cample. -A llow me g ive some advi ce.
There is a vi olation of g rammar in the verb give; will assemble. The populace appeared to rage.
for as it de notes th e objec t of its preceding verb Variety is pleasant. Happy is a righteous people.
allow, it must he in th e infinitive mood, and pre. Pitiable is a factiou s nation. Detes table is a t agged
ceded by th e word to. It should be , " Allow me to mob. E nviable is a qui et society ; prosperous are
its affairs; peaceable its operations; happy, its ingive , &.c."
fl uenc e. K ings love to rul e ; th e nation fe ars to
disobey. The mee tin g has concluded to adjourn.
LESSON XXV.
40. The whol e flee t had moved. That soc iety
has deter min ed to dissol ve. Does the nation c omCOL LEC"l'I VE NOUNS .
plain? Its rul ers should listen. W e should be 'stu.
I. Wh en I say , "Th e nation is powerful,'' do I dious to be qui et. Our rulers should be solicitous
m ean one person or more ?
to be agreeable. Moderation is requisite to suc2. Do I mean more th an one nation ?
ceed. A mob desires to rule. Disgustful is a cla3. Then is nation in th e sing ul ar or plural!
morous mob. The whole c rowd determined to re4. What kind of a noun is nation ? Ans. A col- main. The whole clan had resolved to revolt. L et
lective noun.
the people c hoo8e.

96

IN ENGLISH

I.>'DUCTIVE EXERCISES

41. The British nation is great and generous.
A larrre compan y was present. The populace will
e nd e:vor to rul e. The army is ready to revolt.
The whole nation begin s to rejoice. The society
has determined to dissolve. The fl ee t was r eady
to sail. Eac h army retired to rest. The who~e
crowd was a nxious to remain. Such a mob 1s
ready to fig ht.
F A LSE GRA~DIAR·

The mee ting have established several regulations.
The court have risen to.day.
A corporation consist of a mayor, aldermen, and
common council.
On this accou nt the whole nation co mplain.
The committee were di vided into two branches.
A variety of objects please the eye.
The whole fl ee t have sailed.
The army were addressed by th e ge neral.
The whole people were up in arms.
The number of inhabitants exceed a million.
The industrious succeeds.
NoTE.- \Vhen the noun expresses plurality, its verb must
be in the plural.

The people rejoices on the occasio n.
The multitude is satisfied .
The committee was di vid ed in its se ntiments.
Both of the sc holars was present.
A numb er of my scholars is absent.
A small part of the rul es is learnt.
None of the se nate is in the house.
E :rample.-The mee ting have established, &c.
There is a violation of grammar in the verb have
established; for, as the action which it expresses
was performed by the meeting, as a body, it should
be in the singular, according to the rule which says,
"Collective nouns, &c."

GRA~lMAR.

97

LESSON XXVI.
OF TRANSITIVE AND INTRA NS ITIVE VERBS.

[Those who are opposed to .this division may omit this
·
sect10n.J

I: When I say I hold a book; what word is the
subjec t of hold?
2. Does the subject affect any thing but itself?
3. What does it affect?
4 · What part of the sente nc e is book?
5. When I say I walk, what word is the subJ·ect
of walk ?
6. Does the subject affect any thing but itself?
. 7 • If the subject does not affect any thincr b~tt
itself, has the verb walk any objec t?
b
8. When verbs have an object, what are they
called? Ans. Tmnsitive.
9. What does transitive mean? Ans. Passinaover._ Thus, when I s,ay I hold a book, the effect of
holdmg passes over from the subject I to the obJ·ect
book.
IO. When verbs have not an object, what are
they called? Ans. Intransitive.
11: What does intransitive mean? Ans. Not
passing. over. Thus, when I say I walk, the effect
of. walkmg does not pass from the subject to any
thrng else.
12. Point out the subject and object in the fol.
lowrng. sentences. The man left the horse. Joseph
foves Ins brothers. I wrote a letter, &c. (See next
parsrng lesson.)

LESSON :X:XVII.
OF TRANSITIVE VERBS AND THE OBJECTIVE CA.SE.

~· I~ the sentence I. loved hiin, has the verb any

Object .

Then what kmd of a verb is loved ?
I

98

' '

' f ~; i

I ~DUCTIVF.

IN E NGLISH GRA;JIMAR .

EXE1?CISES

2. fo th e se n tence 1ce a ssisted t71em, what kin d
of a verb is as1rist<'d? ·w1iy?
3. ·yv hat word is the obj ec t of assisted ?
'1 ..ltn wlE t case is t he obj ect? .Ans. Objecti1ie.
5. , <\>. hat docs objective rnca!'t ? A ns. 1Jelon5-ing
to t/:.c ol! fect . Th us , tlim1. !s th e objec t of a ssisted,
cent! th e case belon g ing to tlw o: ij cc t them i~ the
cbjectiDe cas.J.
6. Now c an you te ll in whatc 2se the \rnrd them is?
7 . Ts vou hear I prop e r ? ~What t:1 c 11 ?
S. ·Of what pe rson is t!1e word me?
D. Of wh at num be r?
10. In what case ? W hy ?
11 . Now what is th e obj cc ti ve case of th e firs t
person s in g ul :1r?
12. I s vou hear 1l'C p;·op e r ? ·what th e n?
13. Of what pe rson t! n< l num be r !s th e word us ?
14. In what case? "\ h v?
15. Now what is th e ob:jectivc case of the first
person plural '!
l G. l s l li rnr thou pro JH ' r ? \~· : :;it is?
17. Of wlrnt pe rson and nu mbe r is t he word
thee?
18. In wlrnt case ? V.'h y?
19. Wha t is th e objective C:lsc of the second person si ng ular ?
20. Is I hear ye prop e r? ·wh :it is ?
21. Of what person and numb e r is the word y ou !
22. In what case ?
23. ·what is the objective case of the secon d person plural?
NOTE:.- Yo u may be either in the singular or plural, nominative or objective.

24. Is th ey h ear he, prop e r? What is ?
25. Of what person and numb e r is th e word hi11i?
26. In what case '!

99

27. vVha.t is the object ive case of the th ird persoJJ sing u! nr n1 ;Lsc ul in e ?

2 . 1s tli cy hellr she prope r ? ·what is?
2!). Of w!i at nerson arul number is the word h er?
::;o. In \\'ha.t ~:;se?
;n. \ Vint is the obj ective case of the third person s ine·ular feminine'!
32 . Is il1e,1; hea'!" it p:·opcr?
3:3. Of wh at pe rson all([ numb er is the word it?
;-3LJ. In wh at. case?
;JG. Wh at is the obj ective c:'S<' of the th ird person s ing·u lar ne uter?
36 . Is h e hears thev pro pe r 1 W h:•t is?
37 . Of" \.-J1at person an cl il L:nbc r is th e word
th em ?
38 . Jn whu t ~ase?
39. What is t:1c oL:j :.:eti rn c:::1c of the t:!iird pe rso n plunl?
4(1. [n th e se ntence I hear the man, wi1ic h word
is the objec t'!
41.. fo wl:at c;~sa i :; t he \ror.1 man? \Vhy?
42. Jn the scn tc ncl' , I hea?· t}u: 1na?'l. , \'·:hic..:h \rend
is the ~ul--j P. ct ?
4:3. J!1 wh at c:: ~~ c is t: 1e \\·o;·J I ?
J~! .L i:: 10 .--'T:-::ns!tivc V(-l rl>:-: g·o\·ern thr, ir oh,i rcts
in th i~ ob.icctivo '~ :me ; ~~ s, "1 lo \·0 !:i~·n ;" "Virtu n
r<·w:1r1 ;s us;" " ·v /c li c•1r tltc 11uiu." 'fhat ls, the ir
o f:j~: c~::; tliL! S t be in ~. h e o!ij cctirc ca~c .

1. \.,_~ h :: t n_rc h·::,n,,)·:: t, ~;·r: vr·rLs? • ,
. ,_,~
~ . \ ")' b;,t l:.; : he: oL_;(·r.t of a rf' rt>? An s. .l l~c
t ~ 1i n'r 1'.1 :~t is (dl~?c tc:! b'l th e t.~cti o :1 "·hich is c:: pr0s'~cd by th e verb.
1

100

INDUCTIVE EXERCISES

3. What are intransitive verbs?
4. In whRt case is the object?
5. What is case ?
6. What is the objective case? Ans. The ob.
jective case expresses the object of a transitive
verb, or preposition ; as " I love him."
7. Now how many cases have nouns and pronouns? Ans. Three.
8. Name them. Ans. Nominative, possessive,
and objective.
9. What is the nominative case?
10. What is the possessive case 1
11. What is the objective case?
The fallowing 'is a list of the Pei·sonal pronouns
i n all the cases.
Case.

Singulilr.

First.

P erson.

Nam.
Poss.
Obj.

I,
Mine or my,
Me,

S econd.

Nam.
Poss.
Obj.

Thou,
Ye or you,
Thine or thy, Yours or your,
Thee,
You.

Third.

Norn.
Obj.

He,
His,
Him,

Nom.
Poss.
Obj.

She,
Hers
Her,

Nom.
Poss.
Obj.

It,
Its,

I Ma:-;culinc.J Poss.

Third.
l.Fc111inine.J

Third.

Plural.

We,
Ours or our,
Us.

They ,
Theirs or their,
Them.
01·

her,

They,
Theirs or their,
Them.

They,
Theirs or their,
It,
Them.
12. What rule have we for transitive verbs?

[Neuter.]

IN ENGLISH GRAMMAR.

101

PARSING- EXERCISES.-iECT.
X.t
· ·42. The man left the horse. Joseph love's: his
brothers. I wrote a letter. Virtue maketh a happy
man. He carried his burden. Samuel has'finished
his task. I had given this lesson. That acCident
will defeat my design. John's jour'ney wearied
hiin. Paul the. apostle, wrote' this book. , I wanted
ten dollars. He might have employed all his time.
Our greatest blessings are deficient.
43. He has many talents. His imaginary improvements created ' much conversation. A wise
man improves his misfortunes. An intemperate
person abuses himself. Modesty adorns a woman.
Pain must succeed pleasure. Has he accomplished
hi s purpose ? Does he manifest a desire? Will he
leave the house? Have they rescued their brother?
Read thy lesson. Love your neighbour.
44. His great valor ,has acquired ,universal applause. Our greatest enemies have succeeded us.
Has my dearest fri end forsaken me? I will, I must
regain his affections. Did the fire consume all my
va:st property ? My industry shall make it good.
Shall I offend my dearest, my noblest friend? . My
every action, my every thought shall speak the contrary. My brother has made himself miserable.
Our violent tempers render us unhappy. Let
them go.
45. Promise a great reward. Give small credit,
great allowances. I have executed my chief's first
command. I love my friend's person, I admire his
character, I revere his virtues, I will copy his examples. Much learning doth make thee mad.
Your lordship had made many_ observations. I
have stated every objection; I have refuted the
same. The Grays the Wailers strike their tuneful
I 2

102

INDUCTIVE EXERCISES

lyres. _Our poets sing our count~y's glories. Let
us read them.
46. I will, I have renounced all my pretensions.
It would be cruel, it would defeat my very inten-.
tions. I have seen much care, much attention, a
laudable ambition, an earnest desire, a persevering
effort; I have seen them all useless. His II1ind Is
unbiassed, his judgment susceptible. I consider
him tyrannical, he thinks me refractory. His tutor
teaches every thing necessary. No one_has adopted this theory. He saves much unnecessary tiou- .
hie. No one has acquired this art. We should
have escaped those eternal disputations. Any tolerable linguist might have settled this point.
- 47. Have you seen any thing1 I have seen no· .
thing, answered Theodore. This is a fine reward.
I, myself, saw them. I saw them myself. He,
himself, heard me. He read the book himself.
You love him yourself. · You believed the !!tories
yourselves. "Is this our fate?" said the baron.
~;Does -no one answer my call?" said Oram.
" None;" said Martin. " Will no one relieve a
s-ulferer?" cried the unfortunate Munster. "I wi!I -;"
replied Obadiah. "We have caught the rogu!l ;"
said Henry. "I know it;" replied Janies._ "'Ve
will punish him ;" said William.
Example.-The man left the horse.

The is a <leli.nite article, agreeing with man.
(The may agree, &c.) _ JI.fan is a common noun,
of the third person, singular, masculine gender, in
the nominative case, and is the subject of left.
(lVhe11 a noun,&c.) . Left is a transitive verb, (because _
) in the indicative mood, preterittense, third person, singular, agreeing with its _sub.
ject man. (Verbs must agree, &c.) The is the
definite article, agreeing with horse. (The may

103-

IN ENGLISH' GRAMMAR·

agree,&c.] Horse is-a cQmmon noun;of the third
person, singular, · in the objective case, -(because
_'
) governed by left. ( Transitfoe verbs go- ~ern,-&c.)
·
·
FALSE GRAMMAR·

We know ye both.
Let they be wise.
You must not hurt us-nor he.
He and they we know, b\lt who are you ?
He invited my brother and I to call.
_
Thou only have I chosen.
He that is idle reprove.
They that honor me will I honor.
I alone have they leftof all that came.
H~, that the master approves, I will honor.
Whom do you love? They.
Whom did he strike? He.
We that are studious,. he praised.
· I saw she that we-saw yesterday.
I that have been still, they blame.

Example.-We know ye both.
Ther_e ~s a viola_tion of grammar in the word ye.
For as It IS the object of the transitive verb know,1t should be in the objective c11se according to the
rule, which says, Transitfoe verbs, &c. Therefore
it should be, We know you both.
.
LESSON XXVIII.
OF THE IMPERFECT AND COMPOUND PERFECT
PARTICIPLES.

I.. In the sentence, " John learns this book ·"
of which sort of words is learns? Of which kind 1
_2. Wo~~d _not the sentence,.'.' John
learning
this book, gI ve the same meanml!' as·" John learns ·
this book?"
-

is

IN ENGLISH GRAMMAR.

104 '
i-

INDUCTlVE ·EXEJ?CISES .

3. 0.fhvhich sort :0f words is the .w._ord Je~rning ! : ·
4;. Wh11t part of. the ,verb is the word learning;?1
Ans. kparticiple.
5. · What does participle mean? Ans. Partaking.,
or sharing.
·
6. What qualities does a participle partake of,
besid es the qualiti~s of verbs?. Ans. Those of
adjectives.
7. When I say,/ie is learning, is the action com.
pleted?
8. Then what kind o( a participle is the wore\
learning? Ans . . An imperfect participle. [See
]Xlge 68.]
·
NoTE.- Mr. Murray, in his grammar, calls this participle, ·
u present participle ; but still supposes that it is properly an
i mperfect participle. As ari inquiry into its nature, justifies
this supposition, it is so called in this work.

9. Suppose I say, " I am defending;" what part
of the verb is the wora defending? Why?
,.
1O. What is the root of tqe verb, or that part of
it, from which the other parts are .d erived? Ans.
The i1!finitive.
.
11. 'Vhat has the ·verb before· it, when it 1s rn
the infinitive mood?
Non:.-The infinitivq is the simplest form of a verb. . IL
is in fact, a noun u sed as a verb; and the word to is put before it, to show that it is so used. Therefore, whenever we
change a noun into a verb, we do it by prefixing the word to';
and tlrnt noun so changed, becomes the root of all parts of
the .verb.

12. What is the root of the word learning?
13. What part of the verb to learn, is the word

learning?
·
14. Why is the word learning an imperfect par.
ticiple?
· ,
·1
15. How do you alter the verb learn to form its
imperfect participle?

105

16. What is the imperfect participle of to read
to venture, to love, to tltinlc, to wallc to strilce t~
throw, to twist, to invent, to mention, t~ aslc, &c.'
l '7 • What auxiliary denotes the perfect tense '!
18. Then what kind of a participle is havfog
loved? Ans. A perfect participle.
19. Would not the word loved in some cases express completed action ?
20. Then th ere are two kinds of perfect partici.
pies. Now. what kind of participle is having
loved ? Ans. Compound peifect.
. 21. What does compound mean ? Ans. Having
more than one part.
22. How is the compound perfect participle
formed?
~3. What is the compound perfect participle of
la in"?ent, to approve, to survive, to send, to read, to
suppose, &c.?
24. What do participles partake of?
25. What do adjectives agree with?
26. Then what can participles agree with?
RuLE 11. f'.arti.ciples agree with nouns and pro.
nouns hke adjectives; as, "The traveler, lookina
about, forgot his road;" "Loving him, I will submit."

. :t:foTE.-AIJ grammarians. have. dc.clared, that participles
<lif!er from verbs by embracing w1thm them the nature of
adjectives; a'?d it is. from this participating quality, that
they have denved their name. But I cannot think that they
have any more of an adjective within them than other parts
of the verb. The di~crence, I think to be this. Participles
serve to connect two simple sentences, without a repetition of
the subject. 'I'hus, "The traveler, looking about, forgot the
road,'' has this meaning, "The traveler looked about and
forgot the road." "J,oving him, I will submit,'' is "I love
him, and I will submit."
'
· The pupil will perceive, that the last method of expr essi n~
these sentences is not so definite, as that in which we employ
the participle. Hence, he will learn that sentences, connected

106

107

INpUCTIVE EXERCISES

I N ENGLISH GilA:MMAR.

by participles, have a more intimate connection, than those
joined by any other conllecti vc.
.
As a participle conveys an assertion of the same subject,
concerning which another verb a_sscrts; it has a participating
nature, and therefore its present name is perfectly _applic•ble. H ence, the following rule is preforable to the last.

the ~ssassins . Attempting to do much, he has done
nothin g. Having proved his accJ1sation false, I
will proceed to show his design . Having left the
camp, he penetrated the woocls. Having stolen
the goods, he was desirous to hide them. Having
sought the privilege, li e endeavored to improve it.
Having promisell a reward, I shall bestow it.
49. Seeking to bes tow a benefit, I benefited
myself. Having pl eas ed his employers, he obtained
great applause. Having attended the whole controversy , I can relate every circ umstance. Pleasing
my parents, I receive their affoction. Having
obeyed their commands, I gained their esteem.
Hearing such threats, I avoided their company .
Having obtained sw::h eminence they retired.

RuLE 11.-Participl cs join se nte nces, intimately
connected, and having reference to th e same subject; as, "The traveler, looking about, forgot his
road;" "Loving him, I will submit;" "!laving
finished his business, he retired."

RECAPITULATIO.N.-P ARTICIPLES.
I. What are Part"ie'i.ples ? Ans. A participle
is a form of the verb, which partakes of the quality
of an adjective.
Or, a be tter definitien. A partic iple is a form
of th e verb, whic h conveys an assertion concerning the subject of another verb.
2. "Wh at does the imperfect participle express 1
Ans. The imperfec t participle ex presses imperfect
action, or action begu n and not ended ; as, "I am
nio·ving."
3. Vlhat do some grammarians call th e imperfect participle 'I Ans. The present participl e.
4. ·what docs th e pe1:fect or compound p erfect
participl e cxpreBs? An,;. Action completed; as,
"l'I11vin.g moved my things, I so!<l my house."
5. How is the imperfoct participle formed?
6. How is the compound perfect participle
formed?
·
7. What rule have you for participles ?

E:rnmplc.-Pretemling to love us, he has, &c.

Pretending is the imperfec_t participle of the
verb to pretend, and agrees with the pronoun lie,
which is th e suhject of ltas destroyed, according to
he rule, (Participles, &c.) The remaining part
of th e sr11tcnce is parsed as befor e.

LES.SON XXIX.
OF THE DJWI NITE TE NSES.

There is a divei·sity of opinion respecting this
·ubjoct. Some grammarians are much in favor of
he definite tenses, and some are much opposed to
em. If we admit the passive verb, we must also
: admit th ese ; but there appears good reason, to
, discard both of them. Those teachers, who do
J not approve of them, may omit this section.
PARSING · EXERCISES.- SECT. XI.
1. In what tense is, I am reading?
48. Pretending to love ns, he hac; destroyed our ; 2. In wh~t tense is, he was writing?
characters. Brandishi ng his sword, he intimidated
3. In what tense is, thou hast been teaching?

108

lOf! .

INDUCTIVE EXERCISES

What- is ii t,ra nsitive ve.rbJ ·. ·
'- .
• 4• Wh~t '.18 ~an irfrraµ sitive verb :7 ·
;~: g 9 ~ ap~ yerbs va,:ri_ed 7. · ·· · 6. What is. wood 1 . . . · .. . . ·:· ·
·· ·
7. In what tense is, I will have been riding l
8. In what tense is, I shall have been singing?.• .•1;Jto-iv0Ii)ariy mo~ds ~re Fhere 1 . Na~~ t!iem.
; 9; .What does the rnd1cat1 v~cmood expres~ _1
NoTE.-As the tenses in this form, are used to express par. 1''9/ W!iat does tlie· iiuperatiVe mood express 1_
ticular acts, and to mark the time with precision; they are
Whafdoes· the potential' mood express 1
called by grammarians definite tenses.
~l:l, What .does :the.ipfinitive µiood expr~ss 1
9. Why do grammarians call these tenses defi. ~. .. -b
I ' d ·
nite tenses 1
'·Jil°~~E,::_The· subj~nctive' mood is ·yet-to e exp a1~e _,
:-iz;'. What other. .rnahner <?f asserting .has. the
4. In what tense is, we had been walking?

5. In what tense is, they shall be thinking ?
6. In what tense is, we will be asking?

Ho..

! .

PARSING EXERCISES.-SECT. XII.

:.,erh'f Anii.:·'.l'he participle;

··_

.13; Wluit ar¢ p.arti?iple;; 1 . ·..
.
.
50. H e had been riding. His brother was 1
*;
t:t
What
i~ t¢n$e.1 ·
:.
_
_
•
.
_
,
: .··
thinking. My anger was rising. His noble tern., 4'.5: 'H ,~ :nuinj; tenses _are there;m :tlie m~1cat~ve.
per enabled him to be forgiving. Our knowledge ·t'-;d1" -0., - ' . ' -. ·--- . .
. ,, ;'
.:: . " .

should be improving. Things are altering. Your'
fri end has been spending his property. They were .~~6>wb.at J~~s- tiie· pre;e.nqe~~e exp!.es~J. ,
building a house. My children are endeavoring to 1 ~fr~ :W-h<1.t ·does, the preterit. tense expressJ
.
govern their passions. The whole rnob has been 1'18. What d.oes the perfect ten~e exPJ~ss· ·
1
'fg~
What
<lo~~
the
p~uperfec.t
tense
exp.
~
e~s,
t
raising an outcry. A victorious army w~s crossing
~~o; What do~s"the first futur f) tense expres~ 1
the river.
.·2i. What <loes the second future ~ense e?'press 1
. 22. How many ·t.enses are there -m th~ . 1mpera.- .
E xainple.-He had been riding.
H e is a personal pronoun of the third person,
singular, masculine gender, in the nominative case,
and is the subject of had been riding. (When till.
noun or pronoun, &c.) Had been riding is an ·
transitive verb, in the indicative mood, pluperfll1:
tense, of the definite form, third person, singular
agreeing with he,· (Verbs must agree, &c.)

RECAPITULATION.-VERBS.
1. What is a verb ?
2. How many kinds of verbs are there 1

them.

dY~ ~O~d 1

··_ .

:

-

; .

.- .

, .

·l:'.23. How many tenses ar~ there m f.4e potential
ni6iic!:1 - · · ·
· . ·
·
- . - -. . .
r:24/ 1:tow lliany: tenses _a,r9 th.ere ,i n the mfimt1ve

~~~I~;e~~~~tfli~iples are th:r~? _·

. -_. • ._ -

:· 27~: W.hafdo6s (he imperfo~t parhc1ple ex~r~ss 1
'.28: Wh<Lt. does th~ colllpoun4 . perfect participle
•.. : . 1"-': . -. . .

.

"

"" :.-. . . ' "' "

.-

¥~5Why,. ar; ~~rrs -va.ri~d, ~o~ _~erson

I

and ·niliµ-

J:.' A~.s.... ~hil;twe,iµa.y distmgu1sh to wha~ nouqs

'y' belong.

. '

..

·

I{

110

INDUCTIVE EXERCISES

IN ENGLISH GRAMMAR·

30. Then how many persons and numbers. ha~
verbs?
.
· ·
. . --u
31. What rule have we for the persprr and nu111ber of verbs?
LESSON XXX.
SOME PRINCIPLES OF CONSTRUCTION NOT"EXPLAINED
IN THE PRECEDING EXERC!S~S. ,•

l.

OF VERBS WITH TWO NOMI~ATIV·ES.

.< ,

I. If I say,'.' Charles was called_a brave mant
. )
whom do I mean by the .word man? ·
2. If Charles and man mean the same person,
are they not in the same case ?
.
· "·:I·
3. Are they both before the verb? Where theii1
4. Is it proper to say, me was the pe1·so1i1.
What is?
. •t
5. ·Then is it proper to say, the person was me,J
What then?
·
6. In what case is the word person ?
.'
7. In what case is the word I?
•' ·,

RuLE. 12.-Intransitive verbs may have th~
same case after, as before them, when both w9rds
refer to the same thing: as," It wus he?" "The
·
person was I."
PARSING EXERCISES.-SECT. XIII.
51. -My friend, Mr. John Granville, is a .wo_rthy'.
man. That person was his .brother. I thought it
to be him. He was a ·great man. His esteel,ll ia
my honor. He was my superior. My _son·is a ro. ·
mantic person. I understood it to be him. It was
his intention to ford the river. Bonaparte W!IS a
great General. Alexander was a Grecian. _ _: :!
52. Gen. George Washi.ngton was our first pre-

111

_rsident; John Adams was our next p~esident; Th~­
'mas Jefferson was ·o-ur next ; (that is, next presi-

·deiit ·)James Madison was our next; James .Monroe ,~as our next; John Q..Adams wa_
s our last;
General Andrew Jackson is our present.
E xample.-My fri end, Mr. -John Granville, is
a worthy man.
My and friend are parsed as before, being ~he
subject of is. Mr. is a common noun, o~ the third
.person, singular, ma.scubne gender, and _m the no·
minati ve case, agree ing with John Gran.ville. (Two
or more nouns, &c.) John Granville? is a compou~d
proper noun, of the third perso~, stng.ular, and m
lhe nominative case, agreeing with friend. ( T'll!o
pr.more ·nouns, &c.) Is is an intransiti_ve verb; m
Hie indicative mood, present tense, thud person,
slncrular acrreeing with fri end. ( Vei·bs. i~ust agree,
.'&c~) Ma~ is a commo°: no1;1-n, of th_e thn? person,
sing).llar, and in ~~e nominative case after is, (Pasu~e and intransitive verbs, &c.)
. .
1··

FALSE GRMDIAR,

·1t could not be him.
~r· lt · was me that you saw.
I would have gone if I were him.
I am much mistaken if it was her.
At first they thought I was him.
. They· thought I was him.
li''fhey thought it to be I.
X
11 It was him, that ·spoke to you. ·
31 !supposed it to_be h~.
.(; :·was it us that you wished for 1
i'~"Invas her that wrote it. ·
: .< fimagined that it was him.
: It was cot him; it was· her.
1~ 'Is it me? No; it is her.

112

IN ENGLISH GRA:llMAR.

INDUCTIVE EXERCISES

2. OF PHRASES USED . AS SINGLE WOUDF.
I. What arc generally the subj ects of v~rbs ·1 {1.'
NoTE.-Sometimes two. or more words, (called a phrase,}
convey an idea, that cannot be expressed by 11 single ·noun;
In such cases they have the same construction, as would be •
given. to 11 noun, were there one that would convey the samo
me11mng.

2. ·when two or more words are used to convey
an idea that cannot be conveyed by a single. word,
what are they called?
3. Wbat construction wi!l they take?

113

dicati ve mood, present tense, third person, singular,
meein" with its subject to err. (Verbs mu.st agree;
&c.) rluma,n is an adjective, agreeing with to err.
·.(Articles, adjectives, and nouns, &c.)
3.

INFINITIVE MOOD ABSOLUTE;

1. What is the rule for the infinitive mood? ·

2. Have you any other rule for the infinitive
mood? Ans. Yes, the following:
· Ruw 14.~Wh e n the infinitive mood cloes not
depend on the rest of the sentence, it ·is ahsolute:
as, " To confess the truth, I was in fault."

RuLE 13.-The infi nitive mood, or a. p~rt ofthe
sentence, constituting a phrase, is sometimes the
PARSING EXERCISES.-SECT. XV.
subject or object of a verb: as," To ei·r is human;" ,
51. To confess the truth, I was faulty. To pro" That warm clfrnates should accelerate tlte growth'
·~eed he comnleted the ceremony . To conclude,
cf·t!te liuman body; and .shorten its d-..ration, is ve"fy .
be h~n es t and upri ght. To say. the least, they are
reasonable fo be believed."
good noys. To finish my stor~, they all appeared
Articles, a.cljcctives, and nouns may also be used
to enjoy good spi rits. To begm my story, I h~ve
with such expressions; · as, " To speak the trutlt i3 an afYed grandfather. To improve my opportunity,
honorable ;" · '~ The s1:ntence, Goel is just;" ".My
I begin to re late my .adventures. To prove. such
speaking in that mannei· was wrong."
arguments fals e, I w1U proceed to show the1r tendency.
PARSING EXERCISES.~SECT. XIV.
Example.-To confess. the truth, I was faulty.
' · To confess is a transitive verb, in the infinitive
53. To err is human. To lie is detestable. To
mood absolute. (When tlte infinitive mood, &c.)
seek revenge is unkind. He said, I hav~ done the
deed. . My having neglect.eel my study was w.rong.
: .4. INTRANSITIVE VERBS USED TUANSITIVEL Y •
The firm, Powers, Thomas, & Co. is a rich firm,
.. 1. What rule have you for ·nouns and pronouns,
Threatening revenge was a wrong procedure. The
Prince of Peace is his title. AH will be right, ,\.as
wh.en objects of verbs?
. .
· 2. Do intransitive verbs govern the objective
his motto.
·
case 1 Ans. They do not.
.
Example.-To err is human.
3. Then supposing they have an object after
To err is an intransitive verb, in the infinitive
\hem· how is that object governed? Ans. The
mood, and is the subj ect of is. (The ·injinitfoe
verb ;hen becomes a transitive verb.
mood, &c.) Is is a11 illtra11sitive verb, in the in.
K

2

.tl4

I:'iDUC'l'IV E

EX.l~!!CI S E:3

IN ENGLISH GR.Bi:MAR.

ll5

RuLE 15.-Intransitive verbs, when they signify
causation, or when they are followed by nouns hav.
incr similar significations; can be useci as transitive .
ve7"bs; as, " I will walk the horse." " I ran a race."·

8. Of which sort of words is and? Ans. Conjunctions, or connectives.
. 9. What does conjunction mean? Ans • . A joining together.

Here the verb . walk signifies causation; that is, I will
cause the horse to walk. The verb ran is followed by a noun
signifying the same thing ; that is, race.

NoTE.-Conjunctions. are genern:lly old Saxon verbs or
nouns, contracted; end have the same significations which
those Saxon words had in thei r primitive state. In the infancy of language, such words were used to connect one
part of the sentence with another; and, by frequ ent use,
they became contracted into their present forms. (See Pars'ing Lesson.)
'

PARSING

EXERCiSES.-SEC T~

XVI.

55; I will walk the horse. My brother's hors~
ran a race. J ames walked himse lf lame. The
child cried itself asleep. Paul fought a good fight.
Joseph dreamed a dream. Those children have
run themselves tired. They are much fatigued;
they must sleep themselves quiet. We will walk
a long walk to see the country. The little girl
sung herself to sleep.

LESSON XXXI.
OF COMPOUND SENTENCES AND .CONJUNCTIONS.

I. When I say, "Life. is short," do those three
words make a sentence?
2. When I say," Art is long,'' do those three
words make a sentence?
3. When I say," Life is .short and art is long,"
do· not those seven words make a sentence?
4. When there are two or more little sentences
put into one large one, what is the large one called;
Ans. A compound sentence• .
5. What does compound mean ?
6. What are the little sentences called? Ans·.
Simple sentences.
.
..
7. You say those two little sentences are put
int<> one large one ; ·what word connects them t0;
gether?
···'

10. What is a conjunction? Ans. A conjunction
is a word, .tltat is chiefly used to connect sentences,
so as out of. two or more to ·make but one.
·11. Is the sentence, "You are happy because
you are goo~" simple or compound ?
12~ Which are the simple sentences?
13. Which word connects them?
14. Of which •ort of words, is because?
15. Is the sentence, "He is happy though he is
poor," simpl e or corr19otmd?
16. ·which are the &i.rriple sentences?
17. Which word conr.~cts them ?
18. Then of which sort of words, is though 7
19. Socrates and Plato we-:e wise; now mention
separately who were wi se.
20. What word connects then-.?
21. " Ignorance or negligence h.as caused this
mistake." Now mention separately wl--at has caused
this mistake.
22. What word connects them?
23. Then of which so.rt of words, is or ?
24. You said that the sentence, "Ignorance has
caused this mistake, or negligence has caused this
l,llistake ;" was the . meaning conveyed by the senteric.e, ·" Ignorance or negligence has caused this
mistake." What is the difference between the

116

INDUCTIVE EXERCISES

IN ENGLISH GRAl\Iill.-tR.

117

two sentences ? Ans. · There · is an omissi:on of
words in the sentence, " Ignorance or neghgenc.e·
has caused this mistake."
.
25. What is the omi ssion of words called m
grammar? Ans. Ellipsis.
26. Is it proper to say, he lo:ves me, and he loves
she?
27. Then is it proper to say he fov es me and she?
What then?
· .
28. ln what case are th e \Vords me and her ? ?·
29. Is it proper to say she went and me went ·
30. Then is it proper to say she and me went ?
What then? ·
·
31. In what case. are the words she an~ I? . . .
32. What principle do we denve from tins 1.
Ans. When any sentence is elliptical, the words
that are used must be the same that they would be
if the sentence were fully expressed . . Hence, we
derive "the following;
RuLE 16.-Whcn se·n tences· are elliptical, cori·
junctions generally connect the same cases of nouns
and pronouns· and the sa11le . moods, .tenses, and
participles of ~erbs ; as, "He assisted me and her;"
"He speaks and writes well."

8. Give a list of conjunctions. Ans • .The.followi ng are the principal: ·
and,
either,
lest,
that,
although, except,
neither,
than·, ·
as.,
for,
nor,
though,
because; however,
notwithstanding, unless,
but,
if,
or,
yet.
9. What frequently attends the use of conjunc·
. tions ? Ans. An ellipsis.
10. What is an ellipsis? Ans. An omission of
words.
·
·
11. Of what principle must we be careful when
sentences are elliptical ?
12. What rul e arises from thi s ?

RECAPITUL.A.TION.-CONJUNCTIONS.

PARSING E:XERCISES. -SECT. XVII.
6. H e deceived me ancP you. I saw him and
her. John displeased his fath er and mother. The
master teaches me a:nd my sister. \Ve love and
respect him. ·v1e will go and visit him. I can go
and watch him. True virtue is lovely and praiseworthy. My brother reads and write s. ·These
tryings are pleasant, and advantageou8.

1. What is ii sentence?
2. How many kinds of sentences are there?,
Ans. Twe>3. Wl1ich are .they ? Ans. Simple and compound.
·. ·
· 4, What is a simple sentence ?
.
.
5. What is a compound sentence?
6. What do we sometimes use to co.nnect simple
sentences? Ans; Conjunctions.
7. What is a conjunction?

NoTE.-Sometim.es the use of one conjunction requires the
use of another, in order to complete the sense. In such
caseR, One is· said . to connect sentences, with ~he ·assistance
of the other; and .both together are called correspondent con.
junctions.

.The correspondent conjunctions are:
though,
yet or nevertheless,
whether,
or,
either,
. or,
neitlie1·, ,
nor,
as,
so.

.'' 1 AN~ is the irnporative au.ail, which is from the li:,.xon

verb a11an-od, signi fyin :;r .lo adrl tlte r.est.; ~·· "Two and t";~
are four ·" thaf is, 'l\·:o acld the t·em.aining two.are four.
H

118

INDUC'rIVE EXERCISES

57. I will assist him, .though2 I dislike his con·
duct. He loves me, though I have been wicked.
He is determined to do it, though ·he knows it to
be wrong. He continues to <lo evil, although3 we
have admonished him. I love and respect my
cousin, although I have seen his defects.
58. I respect him because 4 I know his wortli.
Because you have violated my law, I shall punish
you. I shall visit him, because he \1as visited ine.
As5 you have begun to tell the story, you may
finish it. As you are determined to proceed, I will
make no objections. As the warm weather is ap- .
proaching, we shall leave town.
59. I dislike him, but6 I love his brother.
expected to see him, but I saw his brother. This
book is dirty, .but. it is a good one. My knife is
dull, but it will answer your purpose. . I like all
his sons but7 Joseph. I have read all his books
but one. He answered every question but the last.
They all spoke ·but my brother. They were all
sick but he;
· ··
2 THOUGH is the imperative tlteah, or tliah, (Saxon;) or
thauh, (Gothic;) sii!'nifying grant, allow, admit; as, "Though
he slay me, yet will I trust i.n him ;" i. "' "Ailmit or alluw
he will ·slay me, &c."
3 ALTHOUGH is all and tlwugh compounded; signifying
allow all, grant all this.
· ·
4 BECAUSE is the compound of the Saxon be, for 7n/, and
cause; as, ...I love him becaus.e he is good ;" i. e. "I love
him by tlie cause he is good."
. :
5 As is sometimes used for because ; as, "As it is your wish,
I will speak to him ;" i. c. " Hecause it is your wish, &c/'
6 BuT has two derivations and two distinct significations.
In the first sense, ·
..
·
·
BuT is either the noun bate, or the imperative bot, from. the
verb botan, to boot, or supaadd; as, "I will go, but I will not
stay;·" i.e. "I wlll go, boot, or compensation, I .will .not stay.'!
. 7 DdT t. also from the Saxon Lutan, and signifies, except;
ed, left out; ns, ... I saw them all, bu.t James;" i. e. "I sa.w
them nil, excepted, or left out, James.'

IN ENGLISII

GRA~BIAR.

119

60. EitherB you or9 I must go. You shall either
read or write. Either he is gone or intends to go.
~eitherlO he norll his son has gone. . He could
1,1~ither eat .nor drink. Except 12 you repent, you
. shall receive punishment; forq the law requires it.
61. I will give the reward, for J..promised it.
Such remarks are wrong, for they are unjust. The
industrious will succeed, for they pursue th~ right
method. I believe their whole story; · however14 I
shall espouse his side . . For, notwithstanding 15 he
has faults, he has good intentions.
62~ lf16 you are sincere, I will assist you• If he
desires it, I will visit him. He will ·speak if they
request it. If he endeavors to succeed, he will.
Take care les.tl7 you fall. UnlesslS you are cares E1TllER has been described as an adjective. As an ad.
jective it refers to a noun or pronoun. As a conjunction it
refers to sentences. (See page 63.)
9 Oa is probably a contraction of other, and refers to sentences.
10 NEITHER has been already described. (See page 63.)
11 Noli. is the compound of ne signifying not, and or.
12 ExcEPT is the imperative of the verb to except.
13 Foa is probably from the Gothic noun farrina, sig,nify.
ing cause; . as," You must be careful, for there is .danger;"
i.e." You must be careful, the cause there is danger."
14 HowEVER is how and ever compounded, and is generally
an adverb. When n conjunction, it signifies notwithst.a nding.
· 15. NoTWITHSTANDING is not prefixed to the participle with.
1tanding, signifying opposing.
, 16 IF, formerly written gif, is tho imperative gif of tho
verb gifan, to give ; as, " If his ·feelings are the same as
mine, I wonder he can move;" i. e." Oive or allow that fact,
I wonder he can move."
. 17 LEST is the past participle lesed of the verb lesan, to dis.
miss; as," We must be careful, lest we may be fou!d guilty;"
j,· e. " .That dismissed·or omitted, we mo.y be found guilty."
. , 18 UNLESS is the imperative Onles, from the veib ·milesan,
to disniiss ;. as, " ·Unless ye believe, ye shall noturiderstnnd."
i. e. " Dismiss, or take ou.t, ye shall believe, ye shall not understand.''
·

120

INDUCTIVE· EXERCISES

IN ENGLISH GRAMMAR·

121

ful you wiII fall. I shall punish you unless you
FALSE GRAMMAR.
stop. You would visit me unless you were angry.
My
brother
·and
him are good grammarians.
63. He promised that19 he would learn his le&You and us enjoy many privileges. .
son. I saw that he wished to proceed . . Insinuating
She and him are unhappily connected.
that I had committed · a fault, he has injured my·
Between him and I there is some disparity of
character. Supposing that he had your consent, I .
gave him the books.
·
•t ears ; but none between him and she,
Jf he understood the subject, and attends to it
64. The sun is brighter than~0 the II).Oon. He
industriously, he will meet with success.
is wiser than his teacher. I think that he is more
He behaved well, and generally appears to good
industrious than his brother. Although he is more ·
advantage.
studious than we, yet21 we are more fortunate than
You and me will stay at home.
he. Although he has promised, yet I distrnst him.
Her and I will visist you next week.
Although he has wron ged me, yet will ~ assist him.

Example.-He deceived me and you.
LESSON xxxn.
Ile, and deceived, are parsed as before. Me is a
persona\ pronoun, of th e first person, singular, and
' NOUNS CONNECTED JiY THE CONJUNCTION .!lND.
in the objective case, governed by decei·ved. (Tran; .
1. When I say, " Socrates and Plato were wise,"
sitive verbs, &c.) A.nd is a conjunction connecting .
w many were wise 1 one or more 1
the sentences, He deceived me, and H e deceived you. ~
2. Then· in what number should the verb be 1
You is·a persorral pronoun, of the second person,
singular or plural, and in th e objective case, goRuLE 17.'-Two or more nouns in the singular,
verned by deceived, and connected to me by th!)
conjunction and. (When· senteru:es ar.e elliptical; ){ ~ined by and, must have verbs and pronouns in
!heplural : as, " Socrates and Plato were .wise."
&c.)
ll
J9 THAT is the Saxon article or pronoun that ; aid. retain,
. PARSING EXE:1lCISES.-SECT. XVIII.
the same signification that it does when used as a pronoun ;
as, " I would wish you to believe, that I would not wilfully.
65. Socrates and Plato were wise. The king
hurt a fly ;" i. e. " I would not wilfully hurt a fly: I wish
dqueen have appeared. Their pride and haughti.
you to believe that [assertion.]" Tliat, (in the Angl0-Sa.z:on i
' s have abated. Piety and virtue are graceful
thaet,) is probably th~past participle of the verb tl1ean, to get,
d becoming. His father, and mother, and uncle
· to take, to assume. And it always refers to some thing o~
things, person or persons, taken, assumed,_ or spoken -of before,
rere present. Although we may be young, healthy,
20 THAtljs probably from the Saxon thanne, or Gothic than, '
d .prosperous ;. yet old p.ge, disease, and poverty
signifyin<r t~en or after; as, "He is wiser than you;"· i;'_e1 ' ·
y:overtake us. Patience and diligence may re"He 1s wiser, [and) then or after you."
. ,.,.
21 YET is probably from the Saxon verb getan, to g(t,.Qf o · ve.mountains. He and she have recited their
to obtain; as, " He ie rich ; yet h«i is unhappy ;" i. e. " G9t, ,
''ns. My brother, my father, my mother, and
or obtained that fact, he is .u nhappy."
· "- ·
my friends have consented to visit me.

L

122

INDUCTIVE EXERCISES

IN ENGLISH GRAMMAR.

123

Exainple.--Socrates and Plato were wise. .~
Socrates and Plato are parsed as before, each·
the nominative case, and part of the subject oft
verb were. Were is an intransitive verb, in ..·
indicative mood, preterit tense, third person; plur
agreeing with Socrates and Plato. (Two Dr·
nouns, &c.) Wise is an adj ective, agreeing wi
Socrates and Plato.

actions. Neither money nor credit was
inable. Either hf' or ·I will be present. Re'wn ·or disgrace will be yours. Neither could
' mises nor warnings prernil. Neither you nor I
pect it. Neither prosperity nor adversity should
ercome · us. Happiness or misery awajts all
n. · Idleness is baneful; but industry promotes
ppiness. Seek neither rank nor authority ;. but
le content if thou shalt find a competence. Neither
FALSE GHAM~1AR·
ieauty nor wit was his.
Innocence and happiness dwells together. . :.
Idleness and ignorance is the parent of vice...I: f,i:a;mple.-Tgnorance or negligence has c~used, &c.
Ignorance and negligence are parsed as before,
Time and title waits for no man.
Patience and diligence removes mountains. , and each of them is the subject of the verb has
raused. Has caused is a transitive verb, in the inT emperance and exercise preserves health.
. ~ dicative mood, perfect tense, third person, singular,
His father and mother was at home.
His health and his reputation depends uponi~ and agrees with ignorance and negligence, each of
Beauty and force of expression is in his style;! them taken separately. (Two or more nouns, &c.)
Industry and frugality leads to wealth.
FALSE GRAMMAR.
My flesh and my heart faileth.
Either ability or inclination were wanting.
There is force and beauty in his style.
Neither analogy nor pronum;iation justify these
Our happiness and prosperity rests upon it. .
1 faults i neither do use nor simplicity;
NOUNS CONNECTED BY THE CONJUNCTION OR: ·' There are neither honor nor· virtue in .some.
Idleness or carelessness occasion this •.
I. 'When I say, "Ignorance or negligence
Courage or contrivance have e~ected this. .
caused this mistake,'' do I mean one or both·l
Neither pride nor vanity were impute9, to him.
2. Then in what number should the verb he!
Neither are pride nor avarice laid to his charge.
RuLE 18.-Two or more nouns in the sin.gul
Care or attention were wanting.
joined by or or nor, must have verbs and p'rono
in the sin~ula~ ; as, " Ignorance or negligence
LESSON xxxm.
caused this mistake."
.
OF CONNECTIVE OR RELATIVE PRONOUNS.

PARSING EXERCISES.-SECT. XIX.
66. Ignorance or negligence has caused:.
mistake. John or Henry must leave. ·' Neit
honor nor fame is sure. Pleasure or pain will i

i.

How many verbs with a subject~ has a simple
,entence 1 Ans. One.
.
.
.
u 2. If the sentence has mo.re than one verb with
'J subject, is it simple or compound 1

124

INDUCTIVE EXERCISES

IN · ENGLISH GRAMMAR·

125

; !, 28. What is the subject of. the verb has flown?
3. Is the sentence, " That is the man who wrote
29. What is the subject of the verb sung?
the letter,'' simple or compound?
. .
4. How many simple sentences are there · in it 1 ', 30. 'Then which are the simple sentences in this
•1compound sentence ?
5. What word connects the two simple sen.
31. What are they connected by? .
tences?
32. Of which sort of words is which ?
6. W_hat does who mean ; . who wrote the le'tteri
.1. 33. Which are the simple se ntences in the follow7. Man is a noun ; and if who stands for nUl'(I,
ing sentences, "He who endeavors, will please his
of which sort of words is who?
·
· 8. You say that who connects the two simple : .employers;"" The bird which sung has flown?" &c.
sentences; now what .kind of a pronoun' is who?. '.(See next Parsing Lesson . Page 127.)
34. Of which sort of words is which ?
Ans. A connective pronoun.
9. Is the sentence, " This is the house which I • 1 • 35. Do th~ sentences, "This is what I wanted,''
and ".This is the thing which I wanted,'' mean the
built,'' simple or compound '!
sa:me?
10. Which are the simple sentences in it?
36. Are they simple or compound ?
11. What are they connected by?
12. What does which mean? What did I build 1 '. ,37. What is the connecting word in the first?
38. What words, does ·what stand for, when it is
13. Then if which stands for house, of which
a'connective pronoun? (See the second sentence
sort of words is which ?
in Ques. 35.)
·
14; If u·hiclt connects the two simple sentences
39. Of which sort of words is what ?
what kind of a pronoun is which?
· '
i· . 40. Is the sentence, " Whoever says so 1s a
15. Is the sentence, "This is the book tliat I
friend,'' simple or compound?
want," simple or compound?
41. Would not the sentence, "He who savs so,
16. Which are the simple sentences in it? ·
is a friend," mean the same?
·
•
17. What are they connected bv ?
42. Then what does whoever stand for?
18. What does the word that stand for?
43. Of which sort of words is whoever?
19. Of which sort of words is the word that?
44. Is the sentence, "Such as are honest, will be
20. What kind of a pronoun ? · Why ?
.respected,". simple or compound?
· 21. Is the sentence, "The man who is virtuous.
''. 45. Which are the simple sentences in it?
will be happy,'' simple or compou~d ·1
·46. What are they 'connected by ?
22. What is the s~bj ec t of will be happy?
47. Of which sort of words is .a s?
~3. ?f what ~erb 1s who ~he subject?
,..,,48. What is as the subject of?
24. Then which arc the sunplc sentences in this
· 49. What are connective . pronouns generally
·
compound sentence ?
.
called ? Ans. R elative pronouns.
25. What ~re they connected by?
. r'
50. Why are they called relative pronouns? Ans.
26. Of winch sort of words is who ?
·· · ·
L 2
27. Is the sentence, ·" The bird, which sung so
{L
sweetly, has flown,'' simple or compound 'I

1~6

IN ENGLISH GRAMMAR.

INDUCTIVE EXERCISES

B ecause they relate to some word going before, which
they stand for.
NoTE,:.._As every pronoun relates to some word ·as its an.
tecedcnt, all of them may be called relative pronouns, • The
word connective appears to distinguish these pronouns better;
but either may be used according to the will of the tea,cher.
51. What is the word which they stand for called,

when it goes before the relative or connective pro.
noun ? Ans. Antecedent.
52. vVhat does antecedent mean ? Ans. Going
before.
53. What is it called when it goes after the pronoun ? Ans. Subsequent.
54. w·hat does subsequent mean? Ans. Going
after.
55. In the sentence, " This is the person whom
I love," which is the connecting word?
56 . What does whom stand for?
57. Of which sort of words is wltom?
58. What is said about whom?
59. Then is whom the subject or object of love?
·60. Then in what case is who11i 7
61. In the sentence, "He is an author, whose
works I admire," which is the conn ec ting word ?
62 . What does whose stand for?
63. Whose works do I ad mire?
64. Then if they are th e a uthor's works, in what
case is th e pronoun whose ?
65. Is it proper to say thou who love it? What is?
RuLE 19.-Pronouns are ~f th e same person and
number, as the nouns for which they stand; and
their verb~ must agree with them accordingly; as,
" It is tltou who seest it."
.-'

. RECAPITULATION.-PRONOUNS •.
1. w ·hat are pronoun·s ?
2. How many kinds of pronouns are there 1

127

ib · 3. Name them. Ans. Personal, and Connective
or Relative. ·
·
., ... 4. What are personal pronouns?
5. Which are they ?
. 6. What are connective pronouns ? Ans. 'l'hose
'that are used not only to supply th e place of nouns,
ibut also to connect one member of a se nt ence to
"anoth er.
7. ' Vhich are the connective or relative pro·,nouns ? Ans. Wlw, whose, whom, w!tich, that, whu.t,
and sometimes whoever, and whosoe·ver.
8. vVhat rul e .have you for pronoun:s?
9. In what case is who ? Whose ?"" Whom?
NO'l'E.-Who is generally used for persons, but the other
connective pronouns nre used for animals and things.

PARSING EXERCISES.-SECT. XX.
NoTE.-When connective pronouns nre in the objective
case, they must precede those transitive verbs that govern
them: us," He, whom I admire, is worthy."

" Then that and as can be changed into which,
who, or whom, they are connecti1·c or relative pronouns.
67. H e, who endeavors, will please his employers. The bird which sung has flown. The man,
·who is upright, will be happy. The trees, which we
, phmted, are fruitl ess. The man, that they exiled,
b:!d returned. Those, who persist, will obtain their
r,~ward. The man, whom we saw, is sick.
. GS. The army, that atte~pted to cross the river,
"has succeede d. He despises those honors, which
the rnlgar give. I refused those, which were poor.
Mw1y p.e ople, who seemed to be poor, presented
themselves. We all form some principle11, which
• Wh03e is used ae the possessive of who and 1ohich.

128

129

INUUCTIVE EXERCISES

IN ENGLISH <J.RAMMAR.

are erroneous. He has lost all the credit, which.
he had obtained . Did he fulfil that; which he haci
promised '! Did he obtain that, which he sought 1
Wi 11 you forsake the fri end, who has protected you 1
Whose judgment has he followed?
69. Have you seen what, [i, e. th e thing which,)
you desired to see? Has he don e what he intended
to do '! Were his remarks what yo';! .e xpected1
He has don e what I requested him to do. He
seems to do what is wron g. \ Vhu.t you have said is
a perfect riddl e. What I have seen I will declare:.
·what distresses me, is my great guilt. What he
thinks, is nothing; but what he does, dese rves
censure. That is what I wanted. Whose book
had you?
70. Such as are wise will profit. The perform.
ances were such as would , please any one. w :hoever . seeks perfection will find disappointment.
Whoever attends will improve. Whosoever* will,
let him come. Whatever* is, is right. I wish you
to remember whatsoever is said. Whatever you
desire I will perform. These are such quills as I
desired. I dislike such as you use.
71. Whose deeds are these? whose great mind
plann ed them ? whose mighty power executed
them? whose boundless wisdom supports them?
whose will controls them? whose authority can
check them? and whose sovereign pleas ure will
dissolve them '! That great being's, who sustains all
things, whose attributes are infinite, whose pow.er
is unbounded, and whose duration is everlasting.

a:nd is the subj ect of the verb will please. (When
ti'rloun- or pronoun, &c.) iVlw is a connective or
ielative* pronoun, used instead of th e word. he, and
iherefore, of the third person, si ngular, masculrne
gender. (Pronouns are ef the s~11u: pe1·son, &c.)
It is in the nom10at1 ve case, an<l 1s the subjec t of
the. verb endeavors. (When a noun or pronoun,
&c.) Endeavors is an intransitive verb, &c. and
a!!Tees with its subj ect w!to. (Verbs must agree,
&c.) Will please is a transitive verb, &c. agreeing
1~rth· its subject [te. (Verbs must ag1·ee, &c.)

Example.-He, who endeavors, will please, &c.

H e is a personal pronoun, of the third person,..
singular, masculine gender, in the nominative case,

*

Wlwr, ccr, wha tever, and wliatsocver are Mmetimes connective
pronouns:.

FALSE GRAMMAR.•

He, that trust in the Lord, has a sure friend.
Errors that originates in ignorance are exc usable.
H e sought those stations'. whic l~ was high.
Who did they send on this busmess.?
.
.That is the man, who he injured.
, Thou who sent the challenge, art to blame.
You have all .the books that was mine.
H e is among those people,.who loves his fri ends.
Thou art the only person who has advised me.
I saw every person who were. said. to be. there.
Let each of us bear our part ll1 tlus affair.
Eac h of them gave their assent tO' my proposal.
Every one who were there took my p~rt. . .
Neither of our friends have given thcir assent.
It- is not the uttering or the hearing of c ~r tain
words that constitute the worship of the Almighty.
. Ex~mple.-1-fe. that· trust in th e Lord has a sure
friend.
There is a violation of grammar in the word
ti:ust; for as th e pronoun that refers to the word he,
it .is of the third person singular ; an? the verb
must arrree with it accordmgly; accord mg to the
b

'
lfl

At tha option of the tcnd1e.r.

130

INDUCTIVE EXERCISES

rule which says, Pronouns are ef the same person,
&c. It should be " He that trusts in the Lord,
&c."
LESSON XXXIV.
OF PREPOSITIONS,

I. ls it proper to say," George lives the house?"

What then?
2. What word connects house to live?
3. Of which sort of words is in ? Ans:' P'l'epositions.
4. What does preposition mean? Ans. Placed
before.'
5. What are prepositions? Ans. They are connectives.
6. What is the use of prepositions? Ans. Pre11ositions connect words, by showing the relations,
which one tMng has with another.
7. What does relation mean ? Ans. Connec.tion
between one thing and another.
Thus, we say, that one person is a relation of another';
that is, there is a connection between them.

S. What does George live in?
9. What is done in the house?
IO. Then what words, does the preposition in
show the relation between ?
H. In the sentence, he 8]Joke about me, which
word connects me with SJIOlce?
12. Then of which sort of words is about ?
13. About what?
14. What about me?
15. Then what words, does about show the re.
lation between?
16. In the sentence, he was among the Jews,·
which word connects Jews with was?
17. Then of which sort ohvords is among?

I N ENGLISH GRAMMAR.

131

18. Among what?
19. What among Jews?
20. Then what words, does among show the
relation between ?
21. In the sentence, that was the intention ef
him, of what sort of words is ef?
22. Of what?
23. What of him?
24. Then what words, does ef show the relation
between?
NoTE.-Prepositions' and conjun ctions are the same class
of words, with a very slight difference of use. That is, coniunctions connect sentences, and prepositions connect words.
On thio account, we sometimes see the snme word used, at
one time, for a conjunction, and at another time for a. preposition. See Parsing Lessons.

25. Is it proper to say it is the intention ef I?
·What is?
26. In what case is me?
27~ Is it proper to say he came to we ? What is?
28. In what case is us ?
29. Is it proper to say we sent to he ? What is 7
30. In what case is him?
31. What do we say of a noun or pronoun, when
it must be in a particular case 1
RuLE 20.-Prepositions govern their objects in
the objective case: lls, "l:Ie was before me;" "I
was visited by him." That ·is, their objects mus'.
be in the objective case.
RECAPITULATION.. -PREPOSITIONS.
1. What are Prepositions? Ans. Prepositions
are words placed before .nouns and pronouns, to
, connect them with other words, and show some
,, relation between them.
2. Give a list of the prepositions.

IN "\N'.G LISH GR.DDIAU·

132

133 .

l::\IlUCTIVE EXEUCISES

Tli.e following arc the principal PrepoS'itions:
Of
without
· over
near
to
about
on
around ·
for
beside, or ·
upon
against
under
since
by
besides
with
among
through
nigh
m
betwee n
befor e
during
betwixt
at
behin<I
except
into
abo 1•e
after
underheath
within
below
beyond
until
amidst
beneath
towards
unto
across
at~wart
from
throughout
3. What rule have you for prepositions?
PARSING EXERCISES.-SECT. :XXI.
72. A day consists ofl twenty"four hours. Alexander the Great, was a king of the Macedonians.
He overran the greatest part of the world. Columbu s was the discoverer of America. We are
all hastening to'l our graves. Vve should give
h?nor to w~om honor is due. We should prefer
virtue to n che;;. '\Ve are indebted to Cadmus
for 3 the invention of letters.
73. \ Ve w~ rc anxious· for your welfare. I lovml
l OF, (i11 the Gothic and Anglo-Saxon, af, ) is a fragment
noun n,faro., ~:'hi_ch .means r;ons~qu.ence! su~ceS;.tfJT, er

o~ .th ~

0.17•f.""l{· Hence, nJ si grnfies 1n·oceedmg or issuwg Jron•;

as, It 1s the work qf my brother;" that is, "It is the work
proceeding fr0111 my brother."
It also sometimes expresses possession, bccau•e the thin.,.
"
possessed is frequ ently produced· by the possessor. 2 'I'o, is probably, the ~ emai?s of a Gothic noun si gnifyin~
act, ~!feet, or e'!il; and. IS derived from the verb tauyan, to
do; .<for what is d~ne, 1s effected or ended.) To generally ..
s1.gmfies the coming end; as, "He reads from ·mom to .
night;" that is, "He reads from morn the comfo,,. end
night."
'
"'
,,_
3 FoR, has been described as a conjunction. H has tha.· ·
same meanin~, when it is used as a pm.posi tion.

· him for his virtue. · W c are to succeed by4 industry ·arid application. By means of a virtuous life,
we have a quiet cori~ience. He went with5 me
to-the _chu_r.ch. I _read\b:i.t book with great plea·
e4re. ln6 th.e Umtecl St!tes is a great diversity of
climate. In what part ot Pennsylvania is PhiJa.
de) phia ? In the eastern p:.:t.
74. He i's living at7 the l\:tremity of the road.
He has been at much troube for us: Alexan·
der was at war with the Persil{Js. He has gone
intoB the house. We should exaqine into the reason of every grammatical rule. We . must keep
within9 the bounds of good sense. \shall see you
within twenty days.
'4 Bv, is the Saxon ·big or he, ~nd_ th~ Gothic/.., bi, or by;
derived probably from a verb signify mg to near·~as, "Hi;:
stood by the river;" that is, "He stood· near the rl"'r."
As when any action is .performe?, w.e generally &,_ppose
lhat the agent who performs ~he act10n ·1s near ; the ~V<>d by
is us.ed to denote that connect10n, and hence has acquire<ll,hc
secondary meaning of instrr:mentalit.Y; a~, " T_he work ""'9
performed by David;" . that is, "David being, either person
ally ·in representatively, near!' . .
. ·.
·
.
5 WITH, is from the .Saxon withan, to J011l; as, "He built
a house witlt1<roof;" that is," He built a house, joined a roof."
'As any thing that is joined is near, with frequently signifies near; as, "I am with my father;" that is, "near my
'rather:" In this sense, it ·is used to. denote instrumentality,
in the same manner, as was described when treating. of by;
'. .as, " He was killed with a 3word." ·
.· 6 IN, signifies incloaure'; as," He lives i~ the house," th~t is,
It IS probably denvcd
11 He live• · th• inclosure, the house."
from inna: the interior part of the body, cir a ca1>e or cavf.rn.
7 AT sicrnifies primarily towards, and from that, near;. as,
•He
at a mark ;". that is, ".towards the mark." ·.
8 I NTO is the compound of in and to; and denotes motion
toward1 'in connection with ·in; as, ... C..ome into the home;"
that is, :, Qome towards the inclosure the. J:iousc."
.
~- WITHIN, is the compound of with and 'i n; and denotes a
. nearness to the sense expressed by in; as, "It is wit~i'11: my
sight ;" that is, "jo·ined to thMpace cnclo&cd by my sight." J

shoobi

13-1

INDUCTIVE BXEltf?,?SES

7 5. He was my ·friend an~i:lst all . my niisfor.
tunes. Columbus was the fi:st who sailed acros~ll
the Atlanti'c. We all wen/ac ross the river to see
the army. He succeeded ..Vithout12 m~ch difficulty.
He intends to reside wthout the city. He qas
come with h.is attendafiS about 13 him.
76. She ke eps her children beside 14 her. He
has lived amon"'15 tl>l French. H e wnsJ>etween16
two armies. I-le ?! betwixt 17 two opinions. The
king sits uponlS tie ~hrone. H e has risen abov~ 19
his parentage; Jut his brother has fallen below20 it•.
10

10 AMIDST is oe compound of a and midst. A is supposed
to be the· r~wumt of the Saxon· ge, which signified with.
llfidst is the ,uperlative of mid, which signifies an inclosed
place. Her:e, midst signifies th( im'!ost place ; and a711idst,
with the ;.most place; as, "I saw h im amidst the waves;"
that is ~with the inmost place of tho waves."
n ~Ross, is the compound of a and cross, which signi.
fies ?Ssing from one side to the other:
.
J'W1TnouT, is the compound of with and out. Out is
p»bably derived from a verb signifying to expel, or to ex•
.tude; as, " He is without the house;" that · is, "with that
)art excluded by the house.'.' ·
·
13 AnouT, is derived from the Saxon onbota, onbuta, or on.
butan ; and signifies on the circle or outside.
14 BESIDE, or BESIDES 'is the compound of be, (by,) and side;
as, "I was beside him; that is, "I was by the side .of him.''
15 AMoNG, is the past participle . gemang or onmang,
from the Saxon gemangan, to mingle. As ge signifies with,
among i:nust mean mingled with;. as, "He wns among rob.
.
...
bers ;" that is, "iningled with robbers.''
16 B.ETWEEN, is the compound of be, (by,) and twegen or
tweg, signifyin\l' twain, two parts or parcels.
·
·
· 17' BETWl.XT, 1s the compound of be, (by,) and twux, twy:r;,
or twyxt, which m.e ans two.
.
.
·
18 UPON, is from the Saxon ufan, or ufo11, signifying the top . .
.It has the sam~ meaning, that is expressed by on.
..
: 19 AuovE, is the compound of ab or af, and 1'fan or ufon,
written in Saxon abufan. As af signifies from, (see No. 1,)
and ufan signifjes top; abufan must mean from the iop.
Above therefore sig.nifies higher, and, figuratively, superior.
·20 BEr.ow, is the compound of be, (by,) and low, and sigtii.
fies under; and, figuratively, inf•rior.

IN ENGLISH GRAMMAR~

135

l:Ie be'lieves that his opponent is beneath2l his notice: but he will find him among his strongest adversaries. The Mediterranean is between Europe
and Africa.
· ·
.
· 77. The carpenters laid the planks ath•yart2-2 the
beams: Over23 .these planks, they nailed fine
sinooth boiJ.rds, which formed an exc!)llent floor.
People have seen black spots Ol!2~ the sun. <?a~a­
da is· under25 the government of Great Bntarn.
The Erie canal passes through26 Utica. We \Vere
subject to Great Britain beforeQ7 the declaration of
independence.
. .
. ~.
78. The Indian had secreted l11mself behmd:?B a
tree. After29 death, comes .the judgment. We
should look beyond30 the. pres::mt time. We ought
BENEATit, is the compound of be and neothan, low.
.
compou~de~ from ath or 001, (t.o,)
and the verb weo,rtian, to turn. It signifies across. from Side
to sirle.
.
..
.
.
23 OVER, is from oher or ofer, beyond. It 1s applied ·either
to the side, or top, and, figuratively, to excess.
.
2-\ ON, has, for its primitive signification, towm·ds or m eeting. Its ·derivative •ignification is, ne"r. the .surface ; as!
"Th e knife is on the table ;" t.hat is, "near the S'lfrface ot
·the table.' '
. 25 U.~DF.R, is probably the compound of On and neder, nether;
and signifies on the lower side. . .
26 TirnouG11, is from tlmru.h, a doo,., gate, or passage; as,
"Th e· a rrow flew through the 11ir ;" that is," The arrow Hew
the passage, the air."
· .·
.
!!i B EFOn F., is the ~ompourid o,f be, (by,) and fore; .and s 1 ~;
nifics near the fuie part; lL~, H frees arc before the house,
that i.<, "Trees are nerlr the fore part of the house." . . .
28 Bm1Nn, is the componnd of be, (liy,) and lund.; and signifies near that 1nhich .follows.
.
.
.29 AFTER, is .tho comparative of the noun aft, winch means
behind.
·.
·
·. · 30 lli:volrn, 'is tho compound of be anrl 14eond, the past participle of ga:n., to go or to pass. So. that ~,'yond .me,~ns bY. the
pas! .; . a•, "He Eves lieyo;ul th.e bn~gc; that 1s, He hves
'by th P J!l"c' tliut is p11sl tHC bndge.
21

2-2 ATHWART, is probably

136

I N ENGLISH t>RA)!MAR·

137

INDUV'I'l\"E EXERCISES

ex-

to. aspire· towarcls 31 ' perfection. From32 actual
periment, wc have established this fact. H e livo,s
near33 the church. Let·us walk ar0und34 the field.
Against35 wicked practices we contencl.
·· 79. Many remarkab.le circumstances have hap- pened since3G that time. H e lives nigh37 tpe river. ·
We sl.eep during3~ the night. All except3il myseli, .
were m favor of the motion. H e signed )1is oame
unclerneath40 the · writi110'. H e remained untiltI . '
night. He will p erseve1~ untot~ cleath. \ Ve find
th e same spirit throughout43 all his actions.
31 Tow ARDS, is the compound of to and wa1 d or weard
from the. verb uiardian or wcardian, to i·egard. H ence, to'.
ward. signifies tlte end regarded; as, "Come towardB me;"
that is, "Come the end i·egarded me."
. 11~ all ":dverbs of this termination, ward retains the same
s1gmficahon.
32 1'1to~1, is probably the Anglo-Saxon and Gothic noun
from, wluch ~eans, begirutinf!, origin, source, Jou1dai11 , au.
thor; us, "Light procecdcth from the sun ;" that is "Light
procecdcth, tlte beginning or souiu the sun."
'
33 NEAR, is .probably the compar~tive of niglt, which sec.
34 R ound and its. compound arou1id is ,pro):>ably from the
French rond; or the Danish rund, a circle.
·
. 35 AGA1NST, is from th~ S~xon ongwn or ugean, nnd some. .
times togeancs. Gean s1gmfies front; and on or to sianifins
to wards. Hence, ·Uf!afost sig;nifies, primarily, to wards the
fr?1~t, and, ~econdanly, opposmg .
. 36. 81~cE, 1s probably from sithan, a participle of ·the verb
sitltian, to pass ; and denotes a ft er.
_ 37.Nmn, is fro~ the Saxon :1i.-!1.', nih, ncnh., or neahg; nnd
~1gn1fies approaclnng. Near is its comparative, and 11ext i!
its superlative.
38 DURING, is the present participle of dare, to continue.
39 Excel'T,'is the imperative of the verb to except.
40 UNDERNEATH, is the.compound of under and neath~ (See
No. 21.)
.
41 UNTIL, or TILI,, is the .Saxon til or tille, from the verb
atil~an, to c~mc to. It signifies to, and is applied to time.
42 U~To, is the con~po':'nd ~fun and to. It was formerly
used with the same s1gmficatlon as to; but is. now obsolew,
43 Trnwer.nouT, is the compound of throzwli and 011( " :,and
"
'
signifies qu·ite throug!t.

NoTF.1.-Prepositions sometimes govern phrases or mem·

bers of sentences ; us,

SO. Since writing th e abov e, l have seen your
brother. In exp ressing my approbation of such
s~ritiments, I gratify myself. By being honest.an<l
upri ght, we secure the esteem of our fellow beings.
After he had spoken, the audience seemed ready ·
to di sperse.
"N'oTE 2.-The preposition to is frequently omitted before a
personal pronoun ; a8,

81. They gave him many thanks. I will allow
Let us give him a
proof of our fri endship. H e taught me grammar.
'i'hev have written me a long letter. We will set1d
you ·,rn account of our voyage .
·Exainple.-A day consists of twenty four hours.

vou a week for repentance.

A rlay consist.o, is parsed as before. Of is a preposition, signifying 11ro?eeding from, and shows Hie ·
relation b etween consists and ·twentyfour hours. ,
Twentyfour is a numeral adjective, agreeing ~ith
hours. (Adjectives ~nust agre~, &c.) Hours is a
common noun, &c. m the obJect1 ve case and governed by the preposition of. (Prepositions goiiern, &c.)
Questions.-From what is - - derived? What.
does - - signify? What relation does - - show?
FALSE GRAMMAR·

From he that is needy turn not away.
W e are each to work for our own victual's.
·»To poor we, there is not much hope remaining.
This task belongs to thou and me.
.
He w:illspend his time wi~h you and. I.
'
I will no longer stay arpong ye.
· .
The book was lent to one of uiy brother's.
.
M 2

138

I NDUCTIVE EXERC I~S

To ye I cry, 0 hypocrites ! even to all ye, who
have gone astray.
· I hope it is not I who he is angry with.
Do you know, Sir, who you are speaking to. ·

Example.-Prom he that is needy, .&c.
There is a violation of grammar in the word he.
For, as it 1s the · obj ect of the preposition from, it
~hould be in the objective ca.se, accor~ing to the
rule, whioh se.ys, Prepom,tions govern, &c. Therefore 'it should be, "From him that is needy," &c.
LESSON XXXV.
OF THE SUBJUNCTIVE ' OR CONDITIONAL MOOD • .

I. When you mention that any thing will be
done, under a condition that something else shall
be done, in what mood is the conditional verb?
Ans. Subjunctive mood.
2. What does subjunctive mean? Ans. Added
on. · Thus, if I say I will go if he desires it, the
conditional mood, if he desires it, is added to the
indicative mood I will go; so that which is added
on, is called the subjunctive.
3. In what tense is, if he walks; if we ran;
though they have written ; unless you had thought,if he will go; if they will have stopped ?
4. In the sentence, " I will go if he desire it,"
in what tense is the clause, " if he desi1·e it?"
Ans. Future.

IN ENGLISH GRAWU.R·

139

6. Of which sort of words is if 7
7. What does conjunction mee.n ?

8. When I say she will remain unless slie repent,
which word joins the two verbs together?
9. What is unless then '!
10'. When I say though 1 run,. I cannot succeed,
·which word joins the two verbs together?
11. Then what is though ?
12. When I say beware lest . th01.t fall, which is
the conjunction '!
13. In the sentence, be careful that ye study,
which is the conjunction ?
RuLE 21.-The conjunctions, if, thoug!i., e:r:cept,
unless, and lest, may be followed by a future t.ense,
without the auxiiiaries shall, will, &c. ; as, "I will
go, if he desire it;" that is, "if he shaJ.l desire it."
NoTE.-That after

1t

command, whetlter, and so'me other

w~rds, may be followed by a similar construction.

RuLE 22.-,Vhen we wish to assert a condition
·in such a manner as to imply that that condition
does not exist; we vary. the applic.ation of the
· tenses in the following manner:
1st. To express present time, we use the pre.terit tense ; as, " If you loved me, you would treat
me with more affection than you do.'' This may
be called, the hypothetical present.

NoTE.-The meaning of this sentence is," I will go, if
he shall desire it." But we use n. contracted form of expres.
sion, and say, "if he desire it;" which, by its differing from
the present tense, if he desires it, shows very plainly that
we intend to denote future time.

. NoTE.-When we employ the verb ~a be, i~ thi_s form of ex.
pression, we use the old Saxon pr..ierit, which 1s now obsolete in other cases ; as,
Plural.
Singular.
If we were,
· If I were,
If ye or you were,
If thou wert.-ar
If they were' ·
If' you wer~,
If he were.

5. You say that he desire it is added to I will
go. What word connects them together-7'
. :~!

2d: To express past time, \v'e use the pluperfect
tense ; as, " If he had come yesterday" I should

. • \•':

·. J
·:!;Y
,,·

rf

140

INDUCTIV E: l cXE ltC ISES

have seen him."
t!tetical preterit.

This may be call ed the hypo·

NoTE.-ln the _use of lheso s ubjunctive forms of expres.
sion, the conjunction if is fr eq uently omitted , and were, had,
&c. placed first; u~, H l'lcn~ I a king ;" " I-lad I a. horse, l
would overtake him;" "}la. d he come yesterday, l would
pardon him."

PARSING EXERCCSES.-SECT. XXII.
()::J- The condition:i.l scntcnc:c

is fr equently
placed first, as, "If thou he virtuou s, thou wilt be
happy;" that is, "Thou wilt be happy if thou be
Yirtuous."
82 . If thou be virtuous, thou wilt be happy. He
may recite, if he corn P. Thonp;!i he he ri ch, he
will labor. Thon woul :lst. appear, if thon wcrt in.
nocent. Shewillremain,unlcsss ho re pcnt. Though
I run, I shall be late. H e will st.1y , unless I go.
Except ye repent, ye sirn ll all perish. Whether
he go or remain, l shall stay. Beware lest thou
fall . Ile careful th at ve study. Unless it rain this
afternoon, l"shall walk in· the ·fields. If he acquire .
riches and make a bad tise of them, they will corrupt his mind.
83. If I study wi th grzat dili ;,pnr'.C , I shall acquire my lesson; but, if I neglect to study, I must
be sure that I shall be defir.i ent. But unl ess I improve in learning, I sha ll he unworthy of my privileges. It · is my duty to he di lige nt in study.
My fri end will prove himself innocent, although
he may be accused. If he were un able to do this,
he would have left th e place. If I were sure of"
his blame,.! would also oppose him, though he
were my best friend. Ilut, as l kn_ow the circum~tanc~s, I shall think him unbl amable though the
:
whole world may be of. the contrary opinion, ·
64. w·ere he a good man, we would attend to his

rN E~GLISII GRAMMAR.

141

reasoning. Had I the wealth of the Indies, it
should be yours. Had you applied to m_e , you
might have· obtained assistan?e· Were I a?le to
confute his arguments, lus belief would remain. the
same. Had you expected this event, you .might
have prepared for it. Gould you thwart his designs, it would be of no use to you.
Example.-lf thou .be virtuous, thou wilt be
happy.
.
If is a conjunction . Thou is a personal pr?no~n,
:if. the second person, singular, in the nommat1 ve
case, and is the subj ect.of the. verb b~ .. (Wlien~ noun
or pronoun, &c.) Be 1s an mtrans.1tive verb, ~n !he
subjunctive mood, future tense "'.1th the om1ss~on
of the auxiliary, second person, smgular,. agreem_g
with thou. (Verbs must agree, &c.) . Vi:tuous is
an adjective agreeing with thou. ( AdJectives mu.st
agree, &c.) Thou is a personal pr~no~n, &c; Wilt
be is an intransitive verb, in the rnd1eatlve mo.od,
first future tense, second pei-son, singular, agre.emg
with thou. ( Vei·bs must ag1·ee, &c.) !fappy-1s an
adj ective, agreeing with thou. ( AdJectwes must
agree, &c.) .
FALSE GR,'UI_MA.R.

I shall go to-morrow unless it rains.
On condition that he comes, I will stay .
Un le.ss he learns faster, he will be no scholar.
If he acquires rich.es, they will corrupt his mind.
Till repentance composes his mind, he will be a
~tranger to peace.
Example.-I shall go to-morrow unless it rains.
This sentence is faulty-; for when we speak ·of
an event which is yet to come; shall,.will, or some
qther auxiliary must be expressed -or und ersto()d~
It would be improper to say, " I shall go to-mor-

~ {I

,.:::~
' •

:.·

.<"

142

143

INDUCTIVE EXERCISE!

IN ENGLISH GRAMMAU,

row unless it shall rains;" therefore if we leave
out th~ au~iliary in the last clause,\t should be,
unless it rain.
·

15. What then?
16. Does seen end with ed?
·.17. Then does the perfect participle always end
withed?
· 18~ Then what are those verbs called, which
form the perfect partici pie by the addition of d or
ed ? Ans. R egular verb~.
19. What are· those called, which do not form
their perfect participle by the additio~ of d or ed ?
Ans. Irregular verbs.
_20 •. What is the preterit tense of the verb to
love?
·
21. What do you a<ld to the verb to love to make
the preterit ? ·
·
.22. What is the preterit of the verb to follo1v _?
23. What do you add to the verb to follow to
make the preterit? . '
24: Are the pr,,rei-it and .-perfect participle the
same in regular verbs ?

No:E.-This.future form of the subjunctive must not lie
usecf, if the action or event" spoken. of, is present. The fol.
lowmg sentences, therefore, are faulty.

If he be .an honest man, I am g la<l of it. ·
If t~ e th1!1g be <lone, there is no remedy.
If hi s actions be noble, I know not the definition
of noble. .
·

LESSON XXXVI.
OF TUE PERi;:ECT PARTICIPLE AND R E GULAR

VE~BS • .

~· In the sentence," Jo~n learns this book;" of
which sort of words is learns? What kind? ·
2. Woulcl not the sentence, "This book · is
leamed by John,'' give the same meanincr as
" John learns this book?"
.
·
"' '
3. What part of th e verb is the word learned J
Ans. A perfect participle.
4. What does participle mean?
5. What use has teamed besides that of a verb?
6.
\~ hat manner does it perform the office of ·
an adjec ti ve?
7. Why do you cali learned a perfec t participle?
8. What does lea.rned end with? Ans. ed.
9. What is the perfect participle of to love, to
wallc, to suppose, to open, to hammer, to roll, &c.1
10. What do you arld to the verb to lo.v eto form
the perfect participle?
·
11. What is the perfec t participle _of to follow?
12. What do you add to the verb to follow to
form the perfect participle '!
1 3. What is th e regular addition to the verb, to
form th e perfect participle>? Ans. cl or ed.
14. Would yon say," The cc.lips<·! wa., seed?"

!n

OF TII E VOICES .

I.. You say that the two sentences," John learns

tbi.s book," and, " This book is learned by John,"
.the same meaning. Is the manner of expression the same in both sentences ?
: 2. How is the manner of expression altered 1
Ans. It is altered by changing the verb, from
learns to is learned• .
3. What do we call the manner of expression, as
it regards the form of the verb? An·s. Voice.
4. In the sentence, · " John learns this book;"
does John act, or is he acted upon?
5. Then in what voice is learns ? · Ans. Act-ivc
uaice.
6. In the sentence, " This book is learned by
John," which word is the subject?
7. What 1s it the subject of?

~ave

1<:'"

INDUCTIVE _EXERCISES

14.4

8. In the sentence, " This ~ook is learned:. by
John," does the book a.ct, ~r is .1t acted _upon?.
9, Then in what v01ce is tbe verb is learned.?
Ans. Passive i•oice.
. ;
10. What does passive mean? Ans. Pa.ss1vc
means suffering. Thus, the book does.not a~t; but
receives the act, or suffers John to act_ upon ~t.
11. Let us find ou_t 'vhat' the .passive v01ce. JS
composed of. What is th.e root of a ,vex~ 1.
12. Then wha.t is the root of the .verb is?
13. What is the root of the verb learned?
14. What part of the verb is the wo_rd leai:ned_l
15. Now can you tell, how the pass1vc voice Ill
formed? Ans. The passive voice. is formed, by
addinrr the perfect participle of a trans1t1ve verb,
fo the verb to be in an its moods and tenses; anil
employing the object as tl'." subject. :
.
:. ~
l (!. What are the .pass1ve 1.;,;,press10ns of I love
John; you visited my fatliei· ; ~Iv; Lord created ,
the earth; man.loves the road to sin; ·John follow.ed·
my brother . the man left the horse; Jo~eph loves
h-is brother;? &c. (See Parsing Exercises, &!ction
4, page 101.)
.
.
.
. · .· ·
17. Change the following yas s 1v~ express 1.on ~
into the active voice. She · is admired by liim;
they are censured by the people, &c. (See n.e~t .
Parsing .Exercise.)
.
.
. . ._ "
18. Is the perfect participle act_iv_e or passive 1
19. What is the imperfect participle of to lcnJe?
20. Is loving active or passive 1
21; What is the passive voice of to love?
22. What is the imperfect participle of to be?
23. What is the imperfect participle o{ to be
loved?
24. Is beinO' loud active or passive 1
. ··
25. Now ,:hat is the imperfect participle of .41
love in the active voice 1
0

IN ENGLISH GRAMMAR.

145

26. What is the imperfect participle of to love
in the passive voice?
27. What is the compound perfect participle of
to love?
28. Is having loved ac tive or passive?
29. What is the passive voice of to love ?
30. What is the compound perfect participle of
to be?
31. What is the compound perfect participle of
to be loved?
32. Is having been loved active or passive?
33. Now what is the compound perfect participle
of to love, in the active voice ?
34. What is the compound perfect participle of
to love, in the passive voice? .
35. What are verbs in the passive voice gene.
rally called? Ans. Passive verbs.
NoTE.-Mnny grammarians are opposed to th e term pa&.
1ive verb. They • uppose, that the English language has no
passive verb, and that the participle should be parsed sepa•
.rately, as agreeing .with the noun, like any adjective. The
philosophy of our language appears to favor this opinion;
and there docs not seem tci be any better reason for admit. .
ting the passive voice than there is for admitting the middle
Voice, or reflective verbs.

36. What is a passive verb? Ans. A passi'Ve
oerb expresses the receiving of an action from some
agent, by the object.
RECAPITULATION.-VERBS,
REGULAR, IRREGULAR, ACTIVE, AND PASSIVE.

I. What are regular verbs ?

2. What are irregular verbs ?
Verbs may be divided, as it respects their form,
into three classes, viz. 1st. Those which are always
regular.
.
Nou.-This class includes the i:reatest number of verbt!,

N

: 1: 11
1'

,\"

I N ENGLISH GRA]IMAR•

INDUCTI VE EXERCISE3
146
2d. Those, which are more strictly regular, but
may be used with irregular forms. T hey are the
following.

Blow,
Build,
Catch,

Preterit I nd.
awaked, awoke,
bended, ben t,
berea vcd, lJcreft,
blowcd, Uem,
buil ded, /11Lilt ,
catchcU, r.rwght 1

Chide,

chitlcd , cltid,

Cleave, (to sli ck,)
Clothe,

clcnvr.d, cla. 1j£',

Present I nf.
Awake,
Bend,
Bereave,

clothed , clad,

crow ed , crew ,
crP. e ped, crept ,
Creep,
Dare, (to ve11ture,) dared, cl1'rst,
dealed, dealt,
Deal,
digged, duff,
Dig ,
dreamed, dreamt ,
Dream ,
d·welled, dw elt,
D well ,
gilded, gil t,
Gild,
Crow,

Gird,
Grave,

Hang,
'I-leave,
Hew,

Kneel,
Knit,
Li ght,
Load,
Mean,
Mow,
Quit,
Reave,
Rive,
Sn.w,
Seethe,
Shape ,
Shave,
Shear,
Shine,
Show, or l
Shew,
\

girded, gi rt,
g raved, g ra.11e n,
han ged, hung,
hea ved , hove,
hewed, hewn,

kneelcd, ~-11el t,
knitted, kni.t,
lighted, lit,
loaded,
meaned, 11ieanl,
mowed,

quitted, quit,
rea ve<l, reft,
rive d,
sawed,

seethed, sod,
shaped,
shaved ,
sheared,
shined, shone,

·shower!, or /
shewed,
\

Per(. Part.
a waked.
bended, bent.
bc rca\'cd, hcrcft.
bfowcd, /down.

build ed, built.
catehcd, r.1111gli l.
) c:iidcd, ch id, or

I

c!tirldc11 .
cleaved.
clol heel, clad.
crowed.

crecped , crept.
da red .
1l ea lcd, dealt.
di!!~·c <l,

r/u.u ..

dreamed , drefJ.ml.

dwelled, dwel t.
gilded, ,{!i.lt.
girded, :;irt.
g rnvcd, grn·ven.
hang'ec..I, ltnng.
heaved, hovrn.
hcwr:cl, hrwn.

kn ccled, knelt.
knitted, knit . ·
li ghted , lit.
loaded, laden .
rn cane<l, ·meant.

mowed,

m .01011.

quilled, qziit.
reuvcd , reft.
rived, riven .
sawc<l , sa wn.
see thed, sodden.
shaped, slwpen.
shaved , shaven.
sheared, sham.
s hin ed, shone.
showed, shown, or l
.<th iJwed, t>hewn. (

T'rcse 11t I nf.
Slit,

Preterit Ind.
slitted, slit,

Sow,

sowed,

Spill,
String,

spilled, spilt,
strin ged , strnng,
strived , stro 1;e,

Strive
Strew: or

l

P e1J. Part.
slitted, slit.
sowed, sown .
spilled, spilt.

..

,

stringed , strung.
strived, striven.
stre wed, strewn,or

: :•

i

S
strawed, str'own. )
swelled, swollen.
thrived, throve,
thrived, thriven.
waked, woke ,
waked.
·waxed,
waxed, wa.xen.
\V ork,
worked, wrought, worked, wrouglit.
\ Vrin g ,
wringcd, wrung,
wringed, wrung .
NoTE.-Those words in i.talics arc generally to be avoided.

Strow,
Swell,
Thrive,
'Y ake,
\.Y ax,

S

strewed, or {

14.7

strawed,
swelled,

3d . Verbs, which are entirely irregular.
are the following.

They

In th is table those words. that are in italic are obsolete; that
is, out of use: they should therefore be particularly avoided.
Perf. Part.
Prese nt ! of.
Preterit Ind.
abode.
Abid e,
abode,
arisen.
Ari se ,
arose,
been.
Be, [ h o. am.]
was,
bOrn .
Bcar,(to bri11g forth,)Lore, bare,
borne.
Bear, (to carry,)
bore, bare,
beat, beaten.
B eat,
bca.t,
beg un.
Be ~i n,
began,
beheld.
Be hold,
beheld,
besought.
B eseech,
bcsunght,
bid, bidden.
Di d,
bid, bade,
bound.
Bind,
bound,
bit, bitten.
Bi te,
bit,
bled.
Bleed,
bled,
broken, broke.
Bre ak,
broke, brake,
bred.
Breed,
bred,
brought.
Drin g ,
brought,
burst.
Bur st,
burst,
bought.
Bu y,
bought,
cast.
Cast,
cast, casted,
chosen.
Choose,
chose ,
clea, cloven.
Cleave, (to split,) cleft, clove,
clung.
Cling ,
clung,
. come.
Con1e,
came,

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IN ENGLISH GRAMMA.R·

148
Present Inf.
Cost,
Cut,
Do,
Draw,

INDUCTIVE EXERCISES

Preterit Ind.
cost 1
cut,

did,

Drive,

drew,
drove,

Drink,

drank,

Eat,
Fall,
Feed,
Feel,
Fight,
Find,
Flee,
.Fling,
l"ly,
Forbear,
Forbid,
Forget,
Forgive,
Forsake,
Freeze,
Get,
Give,
Go,
Grind,
Grow,
Have,
Hear,
Hide,
Hit,
Hold,
Hurt,
Keep,
Know,
Lade,
Luy, (to place,)
Lend,
Leave,
L end,
L et,
Lie, (to resi,)
Lose,
Mnke,

eat, ate,

drawn.
drave~

fell,
fed,
felt,
fought,
found ,
fled,
flung,
flew,

forbore,
forbid, forbade,
forgot,
forgave,
forsook,
froze,
got, gat,
gave,
went,

ground;
grew, growed,
ad,
heard. heared,
hid,
hit,
held,
hurt,
kept,
knew,
laded,
laid,
led,
left,
lent,
let,
lny,
lost,
made,

Perf. Par/,
cost.
cut.
done.

1

driven, drove.
drank, drunk
drunken.
eat, eaten .

fallen .
fed.
felt.
fought .
found.
fled.
flung .
flown.
forborne.
· forbid, forbidden,
forgot, forgotten.
forgiven .
for•aken.
froze, frozen.
g?-t, gotten.
given.
gone.
ground.
grown.
had.
heard.
hid, hidden.
hit.
held, holden.
hurt.
kept.
known.
laden, laded.
laid.
led.
left .
lent.
let.
lain.
lost.
made .

Present Inf.
Meet,
Pay,
Put,
Read,
Rend,
Rid,
Ride,
Ring,

Rise,
Run,

Say,
See,
Seek,
$ell,
Send,
Set,
Shake,
Shed,
Shoe,
Shoot,
Shut,
Shred,
Shrink,
Shrive,
Sing,
Sink,
Sit,
Slay,
Sleep,
Slide,
Sling,
Slink,
Smite,
Speak,
Speed,
Spend,
Spin,
Spit,
Split,
Spread,
Spring,
Stand,
Steal,
Stick,

Preterit !llfl.
met,

· paid,
put,
read,
rent,

rid,
rode,
run g, rang,
rose,
ran, n.in,
said,
saw,
sought,

risen.
run.

said.
seen.
~ought.

sold,
sent,
set,

shook,
shed,
shod,
shot,
shut,
shred,
shrunk, shrank,
sh rove,

supg, sang,
sunk , sank,
sat,
slew,

slept, sleeped,
slid,
slung,
slunk,
smote,

spoke, spake,
sped,
spent,
spun,
spit, spat,
split,
spread,
sprung, sprang,
stood,
stole,
•tuck,
]!(

Perf. Part.
met.
paid.
put.
read.
rent.
rid.
rode.
rung.

sold.
sent.
set.
shaken, shook.
shed.
shod.
shot.
shut.
shred.
shrunk.
shriven.
sung.
sunk.
sat, set.
slain.
slept.
slid, slidden.
slung.
slunk.
smitten, 1init.
spoken.
sped.
spent.
spun . .
spit, spitten.
split.
spread.
sprung.
stood.
stolen, stole,
atuck.

149

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150
Present Inf.
Sting,
Stink,
Stride,
St•ike,
Swear,
Sweat,
Sweep;
Swim,

Swing,
Take,
T each,
T ear,
T ell,
Think,
Throw,
Thrust,
Tread,
Wet,
Wear,
Weave 1
W eep,
Win,
Wind,
Write;

INDUCTIVE EXERCISES

Preterit Ind.

Per/. Part.

stung,
stunk, stank.
strode, strirl,
struck,
swore, sware,
sweat,
swept,
~wum, swam.t

stung;
stunk.
strode, stridden.
struck.

swung ,

swung.
taken, took.
taught
torn, tore.
told.
thought.
thrown.
thrust.
trod, trodden.
wet.

took,
taught,
tore , tare,
told,
thought,
threw,
thrust,
trod,

wet,

sworn.

sweat.
swept.
swum.

wore,
wove,
wept, weeped,
won,

worn.
woven .

wound, winded,
wrote , writ,

wound.

wept, weeped.
won.

written, writ.

4. What is voice in gram~ar 7
5. How many voices are there in g rammar ?
6. Name them.
7, What difference of expression is denoted by
the different voices 7 Ans. In. the active voice the
agent is the subject; and in the passive voice the
object ac.ted upon becomes the subject.
, 8. What are verbs in the passive voice some•
bme~ called 1
• 9. Then what are passive verbs 7 Ans. A pas.
s1ve verb expresses the receiving of an action from
some agent by the subject.
10. How are passive verbs formed 7
11. What does the perfect . participle express1
Ans. Action perfected or completed.
l2. What is a participle !

IN ENGLISH GRAMMAR.

. 13. How many participles are there?
'l'liree.
14. Name them.

151
Ans.
.

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PARSING EXERCISES.-SECT. XXII1.
~ Hereafter, in parsing the verb to be,_t~e
pupil must be careful to. ~certain whether it 1s
followed by a perfect participle.
85. She is admired by him. They are censured
by the people. Thou art pleased with thy studies. ·
I was entreated by him to remain. Thou hast been
enlightened by study. He has been stoned by th.e
mob. The troops had been organized by their
leader. The work will have been completed. We
shall have been satisfied. Were you satisfied? I
can be supported by the text. Can you be sup.
ported by the people? Is it required : b_y my mas·
ter? Be ye pleased. We woiild be fatigued.
86. James Tassel was born of wealthy parents,
who were desirous of making him respectable and
happy. All their thoughts were turned to these
objects ; and every means was emp~oye?, to. ~c­
complish his education ;. to render his d1spos1tion
amiable; and to make his character strong, manly,
persevering, and ge?erous.. Frequent and whole.
some advice was given him, and ardent _prayers
were raised to the throne of .heaven for his pros.
perity in this world, and his welfare in the world
to come.
87. For some time, their endeavors seemed to
be blessed ; and they had the satisfaction o~ se~·
ing him improving in knowled~e, and walking m
the path of rectitude. But, th~ir. hopes were de~·
tined to be blighted, and the time approached, i_n
which, he, on whom all their prospects of happiness were placed, was to become the source of

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153

INDUCTIVE EXERCISES

IN ENGLISH GRAMMAtt.

their greatest mi sery. H e was enticed, by vicious
companions,. to the haunts of vice, and, by degrees;
was led to the lowest state of moral dco-radation.
88. But, amidst all his vices, the r~collections
of his. forsaken and weeping parents; and of the.
many warnin gs, wh ich he had received from them,
haunted hi s mind, and made him fee l, that he was
bringi ng thei r gray hairs with sorrow to the rrrave.
His .conscience became awakened , he was al~rmed
at his si tuation, and with. a des perate determination, he resolved that he would forsake hi s vicious
companion s, and endeavor to rerra
in his former
0
standing in society.
Example. -She is admired by him.
. She is a personal pronoun of the third person,
srngular, femini ne gender, in the nominative case,
and is the subject of is admired. (When a noun
or pr:moun, &c .) Is admired is a regular passive
verb, (or, transitive verb in the passive voice,) from
the ve rb to admire. Admire, admired, admired.*
It is in the indicative mood, present tense, third
person, si ng ular, agree ing with she. (Verbs inust
agree , &c.) By is a preposition, showing the relation between is admired and hiin. Him is a personal pronoun, of the third person, singular, in the
objective case, governed by by. (Prepositions go·
vern the objective case.)

4. Then slowly is joined to the verb move, to express the manner of action. Now of which sort
of words is slowly ? Ans. Adverb;.
What does the word adverb signify 1 Ans.
Joined to a verb.
6. [Moving a book quickly.] How do I move it
now? Ans. Quickly.
7 • Of which sort of words is quickly ? Why 1
8. Why do we join an adverb to a verb 1 Ans.
To express the manner of action.
Thus, _when. I say, I move the book quickly, I e~press the

152

LESSON

xxxvn.

OF ADVEUBS.

I. [llfoving a boolc slowly.] What do I do?

2. How do I move the book ? Ans. Slowly.
3. What is done· slowly?
~ Herear"tcr the pupil must alw:ays tell whet her the verb is regulat
· or 1ne.gular. ~e ~4 S~ also mention the present of the infinit ive, the
preterit of the rnd1ca t1ve 1 and the perfect participlP..

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~

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manner m which I move the book, by the adverb quickly•

. _9. What do we say of an adverb, when it is
JOmed to a verb for that purpose 1 Aris. We say
that it qualifies the verb.
10. In the sentence, "I sit quietly " of which
!ort of words is quietly? Why?
'
11. What verb is it joined to 1 For what purpose 1
12. In the sentence, "It is very good " of which
sort of words is very ? Aris. Adverbs.'
13. Very what 1
14. Then what is very joined to 7
15. Of which sort of words is good 7
· 16. For what purpose are adverbs joined to adje_c ti ves ~ Ans. To express the degree of the
kmd which that adjective signifies.
Thus, when I say, a very good man, I express the kind of
the ma.n by the adjective good; that is, he has the quality
goodness. Now, to denote the degree, or how much of that
quality he has, I use the adverb very.

17. Now, what is the general use of adverbs 1
Ans. To qualify words by expressing manner or
degree.
18. What words are qualified by adverbs 1 Ans.
Verbs and adjectives.
·

!

•' ,

.:·

'· '
'
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I N E N GLISH GRAi'\DlAR·

154

155.

INDUCTIVE EXERCI SES

NoTE.-Advcrbs sometimes quali fy other adverbs an<l
prepositions ·; ns, u H e writes very correctly;" n lt is i11fi ..
11itely above our thoughts."

RECAl''lT ULATION.-ADVERBS.
1. \ Vlrnt are adverbs ? A ns. A dverbs are words
th at arc used to qu ali fy verbs, aclj ee t ives, preposition s, or arl ve rbs ; b y exp ressin g th e m ann er or de·
grcc of th eir signifi ca ti on.
2. Are th ere anv oth"'· kin ds of adverbs ? An s.
There are m any ad ve rbs th at qua lify sentences by
expressin g th e tim e or place of an event; as,
" 1¥ hen I hane done 1cro11g, l shall be li able to pun·
ish mcnt_ ;" " 1,Yhere ha-vc vou laid him?"
N oTr..-IIerc, whe n quali fies the sc nlc ncc, HI have done
wrong ;" and where quali fies the scntcucc, u ha.ve y ou laid

much, and probabl y wi ll ac riuirc a good character.
It is eve n c redi bly asse rted, that he i s fr equ ently
vi sited by th e p ri11 c ipal, apparen tl y fo r t he purpose
of giv ing him a n a ppo i11 tmcnt. H ow far this is
correct, I am not abl e to deter mi ne. But surely
he m eri ts a r ewarrl, an d, doubtless, will ob tain it.
91. H ow m i_!r ht.y ! how maj estic, are n ature's
wo rk s. \ Vh cn t he air is calm , where slee p the
. mi ~ h ty w in ds ? T o-day , if ye wi ll hear hi s voice,
ha rd e n not yom hr arts. T o-mor row shall b e as
th i:; dav, amt m: ir. lt more abu ndan t. G i.ve me thi s
wate r, t.h::t. J t.hir:;t not; ne it her come hith er to draw. ·
By t he rl ectls of th e law, t here s hall no fl es h be ·
· j1.1stifi ed in hi s sig ht. T l1at was the weight, that
pul lrel mo dow n . . J\I 11st I then leave yo u, so good,
so noble , and so t ru e a master ?
·

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E .mmplc. -Hc reaso ns ver y correctl y.
3 . Wh at are ad ve rbs supposed to b e ? Ans.
I-le
arul reasons are parsed as b efo re. Ve1·y is
Contrac ti ons of othe r word s and ex pressions.
an adv e rb qualifying correctlv. (R epeat the defi4. What rule h a vc we fo r ad ve rbs ?
ni tion qf' rufoerb.~.) · Correctlv is an adv erb, qualiR u LE 23. -Adv erb s should b e pl ace d n ear those
word s or ex pressions whic h t hey qualify ; as, "He fyin g reasons. (A dverbs are words, &c .)
wri tes verv correct?v ; " " vVhi le we were watching .
FA LS E G RA ~DIAil ·
on one side, he approached on the other."
H e wi 11 b e neve r indu stri ous.
W e should strive always to do our duty.
PARSING EXERCISES.-SECT .. XXJV.
W ei·e it not for you, I n ever should sorrow.
89. H e reason s ver y correctl y. A man of ·very ' H e plead ve ry satisfac torily my cause .
wond erfu l size had app ear ed. G eorge lived chi efly
You ne ver h ad spoke n to m e on the subj ect.
wi th his fri end. I was earnest ii· ent reated to re·
I could k eep scarcely from li:n-1ghin g.
m ain longer. They h ave faithf~ll y end eavored to
They can loudly speak on t hat subj ect.
promote our wel fare . H e d id not wi sh to be
For us happ il y he is merciful.
treated im poli te ly. H e cannot ·proceed on his
E.rninple.-I:Ic will b e never industrious.
journey now. I was well pleased with the exer· ·
There i s a violation of g rammar in placing the
cises.
90. J am es appeared ycry nobly ; an d it i s un· " word .nene1·; for , as it qualifies th e au xiliary will, it
doubtedly a fact, that he h ~s had good instruction.
should b e placed immedi ately after it, according to
Because he has studi ed dili gentl y, he has improved

~ ·' '

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I

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156

INDUCTIVE EXERCISES

the rule which says, Ad~erbs should be placed, &c.
The sentence should be, " He will never be indus.
trious."
. ~OTE.-Young people frequently use the word not when
it is unnecessary ; as, " I do not want nothing ;" meaning
"I .do. want nothing ;" that is, " I do not want any thing:':
This IS a very Vlligar habit, and shollld be carefully avoided,
FALSE GRAMMAR.

I don't want to hear nothing about it.
He wont give me no plums.
I have'nt no book.
He did'nt say nothing.
LESSON XXXVIII.
OF INTERJECTIONS AND THE NOMINATIVE CASE
INDEPENDENT.

1. What are 0 ! Ah ! &c. called ?

Ans. Inter.

jections.
2. What does interjection mean? Ans. Throw 11
among.
3. Why are they called interjections? Ans.
Because, they are words thrown among the parts
ef the sentence, to express the passions ef the speaker.
RuLE ~4.-When an address is made to any per.
son ?r t!ung, the .noun or pronoun is put in the
nommative case mdependent · as "John come
here."
'
'
'
PARSING EXERCISES.-SECT. XXV.
9~. 0, Romans! hear ye this . . John, come here.

0, Jealousy! thou ·bane · of pleasing friendship.
G~ntlemen, I will strive to please you. James,
bnng me my .hat. 0, ye hypocrites! expect your
reward. Soldiers ! be firm, be undaunted. Frieilda
and confederates, welcome.

IN ENGLISH GRAMMAR.

157

Example.-0, Romans I hear ye this.
0 is an interjection. Romans is a common
noun, of the second person, plural, and in the nomi·
native case independent. (When a noun or pronoun, &c.) Hear is an irregular transitive verb;
hear, heard, heard. It is in the imperative mood,
second person, plural, agreeing with its subject ye.
(Verbs must agree, &c.) Ye is a personal pronoun,
of the second person, plural, in the nominative
case, and is the subject of the verb hear. (When
a noun or pronoun, &c.) This is a pronominal ad.
jective, used as a noun, in the objective case, and
governed by the transitive verb hear. (Transitive
verbs, &c.)
LESSON XXXIX.
OF THE NOMINATIVE CASE ABSOLUTE.

RuLE 25.-When a noun or pronoun with a par. ticiple, has no immediate connection with the rest
of the sentence, it is put in the nominative case
absolute; as, "Shame being lost, all virtue is lost."
PARSING EXERCISES.-SECT. XXVI.
93. Shame being lost, all virtue is lost. The
kingdom being restored to peace, the army was
disbanded. The work being finished, the laborers
retired. He appearing, order was restored. Good
works being · neglected, devotion is false. His
property and his credit gone, he was totally discon.
certed.
· Example.-Shame being lost; all virtue is lost.
Shame is a common noun, of the third person;
singular, neuter gender, and being in conjunction
with the participle, being lost,, independent of the

0

lN ENGLISH GRAMMAR·

158

INDUCTIVE EXERCISES

rest of the sentence, is in the nominative case absolute. (Whe~ a noun. or p~onoun with a partici'f!le_, &c.) B eing_lost is an imperfect passive ar.
tJc1ple, fro~ the irregular verb to lose , lose fast
~~)· agreerng with shame. (.F'artici~les dgree:
LESSON XL.
IN CONSTRUCTION.
1. 'i1hat is an authorized irregularity. in grammar ca ed 1 Ans._ An anomaly.
·
2. Ho\~ many kmds of anomalies are there in
grammar . Ans. Two : anomalies of +'orm and
J'
'
an om.ah es of construction.
ANOMALIES

NoTE.-Anomalies of form have b
,
. een spo k en of m
their
proper place we ·n
'.
w1
now mention those of construction.
d 1. th~ is frequently prefixed to adjectives and

a ver, s m ,;he comparative and superlative def~~!~! 'it;,' I The ni.ore I read this book, the better
'
• . ts use m such cases, appears to be as
an exp 1et1ve.
. 2. Nouns prece_ded by a, are sometimes used
w1~hout their relative preposition. In such cases
a I S eqmvalent tu. euclt or every . as "H
.. '
me a hundred dollars a year ·.;, 'th t'. . e gives
each year.''
·
'
a is, in or for
3. Monarchs, eqitors, authors, and public s eak.
ehrs, ~requently use the fi.rst person plural inste~d of
t e't smrrular
. of Great·
. o& ,:· as , " W.e, G eorge IV . kmg
Bn am, c.
4: The pro?oun it is frequently used as an ex.
fl~t1ve, referrrng to some word mentioned in the
a er part of the sentence. It may then be in an
person, number, or gender; as, "It was I·"
was you
· invaded,
·
. the 'peopl"
. . '·" " The country is
but
."
k now 1t not."

"lt .

159

5. Verbs of motion are sometimes omitted before adverbs ; as, " I'll away to the palace ;" that is,
" I'll go or haste away."
6. Pronouns ate sometimes used in the same
construction with their nouns; as, " He that hath
ears to hear, let him hear." This is done for the
sake of emphasis.
7. Nouns ·signifying time or measure are some·
times used in the same manner as adverbs of time
and distance ; as, "l saw him last year ; " .W e
have walked a mile.
They are also used to qualify adjectives; as, "A
stick four f eet long ;" " A boy fiTJe years· old;"
"A house thirty feet high."
8. Adjectives are sometimes used to qualify the
signification of verbs; as, ." The bell sounds-clear.''
Sometimes, likewise, they qualify the effect of
verbs ; as," He spoke very loud;" " Open thy hand
wide.''
·

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·'·
:··.

1 ·'

N OTE,.:._It must be recollected that adverbs qualify only
the manner of acting•

9• Many adjectives in the superlative degree
have acquired the signification · of nouns ; as, at
first ; at last; at the fr.rthest ; &c.
10. When a whole sentence is designed to re·
present the possessive specification, the sign of the
possessive is placed at the end ; as; " The captain
of the guard's house ;" "John and Eliza's books."
NoTE.-ln the last sentence, we suppose the books to be
the joint property of John and Eliza. But if they composed
two separate parcels, one belonging to John and the other
to Eliza, we should say, "John's and E liza's books."

IL Verbs in the imperative mood, and in the
imperfect participle are sometimes used independently; having reference generally to the.speaker;
as, HI had seen the whole family ·except you;"
f' Generally speaking, such practices are hurtful.''

I

IGO

IN

INDUCTIVE EXERCISES

PART II.
ORTHOGRAPHY AND ORTHOEPY.
LESSON I.
OF WORDS AND THEIR FORMATION.

NoTE .-Many may be surprised to find this part of Gram.
mar occ upy a place. posterior to Etymology and Syntax.
But when they consider that we know how to express ·our
thoughts by speech, before we learn how to express them by
writrng; and that letters were invented long after mankind
had the ·habit of conv ersing with articulated sounds they
will readily acknowledge that Orthogro.phy should sdcceed
Etymology and Syntax.
, The firs t four L essons are inten ded m erely as verbal exercises.'. They are th~refor e put in a small e r type. The succeeding lessons ar~ mten ded to be carefully studied.
l. When you thmk of an)'. thing that you wish another to
know, how do· you rnform hun of it?
2. By what means do you generally tell of any thing?
Ans. We make sound• that signify what we are thinking ot'.
3 What do we call those sounds that are used to express
thoughts? Ans. W ords.
4. Do words resemble th001g hts?
·
5. Do they resemble th e th·,ngs, of which we think?
6. Has every word the same sound ?
7. How do we make those sounds, that are ca.Jled words?
Ans .. By the mouth and throa t.
8. Wh en you wish to speak' different w'ords, you make different sounds. By what means do y'ou mak e ·different sounds?
Ans. By making different positions of ·the mouth.
9. When you alter the position of th e mouth to make
sounds, what are those so unds called? Ans . .llrliculated
sounds.
l'Q'oTE.-Su ch sounds are call ed arti cufa.ted sounds because
they are occasioned by the move ment of little muscies in the
mouth, which perform the office of little bones. In La tin 11.
little b~e is called articulus ; from which is derived ~Ul
word articulate.
'
W. Why aro ·words called articulated sounds '

ENGLISH GRAMMAR.

161

11. You say that every word has net the same sound ?
But can you not find the s:i.me sound in a good many words'
T ake fu r instance the words and, hand, band, ·zand, sand.
12. What so und i" in each of th ese ,\.ordo ?
13. What sound is in each of the following words?. sing,
.
wing, th;ng, bring, cling, ring.
14. What so und is in e ach of the following words? fall,
ball, tall, wall.
15. What so und is in each of the followin g words? tal:.e,
same, pale, made, grape .'l

•.,
·\,:·

1.·

,1

16.· What sound i" in each of the following words? bone,
pole, hope, joke?
17. Then ca n you not fi nd the same sound in a grea t many
word s ?
18. Th en are there as many differen t sounds as th ere are
different word s?
19. How tlien are words formed, if not by different
·s ound s? Ans. By putti.n g sounds togeth er in different manners .

LE SSON II.
OF LETTEUS.-TONICS OR VOWELS.

L You said a short tim e ago, that .jf you w ished a nother
t'o kn ow what you w ere thin ki ng ot; you would tell him.
Suppose that other person is absen t; you cannot then speak
to him. What would you do in that case? Ans. I would
write .
Y es, in that c:i.se you must make so me marks that stand
for the word s that yo u wish to say ;, and tho se marks you
mu st send to him.
2. Suppose th a t th e other docs not know the meaning of
those mark s,- th at yo u inake in writing; . would h e under;,tand what" y ou wish to let hjm kno w' Ans. No;
Therefore when you write to one another, both 01 you. must
•know what particular marks are to be used for particular
.words.
.
.
There ~r e several methods of w ritin g . One is by makm¥
pictures th at appear like th e things th a t we wis li to speak of.
Anoth er i~, by making ril arks that' sigm fy. th ose words that
·WO wi sh to express. And anoth er m ethod 1s, _to n1ak e marks,
H1at signify those sounds that we use in makin g words.
3. When you make marks that sta·n d for words, what do
you say that you do?

02

., 1.

I

162

i~DUC'l'IVE EXKRCISES

4. When you find out by marks, what another means1
what do you say that you do>
5. We have found out that there ii.re various method• of
writing and ~eading. But the best method appeai·s tO be
th a t of makmg a mark for each sound. Then we shall be
able to use the same m arks in a great many words; a~ we
found that the same sounds were in a great many words,
6. Which 1s th e best method M writing? Why?
7. What do we call those marks that are used for sounds?
Ans. L etters.
ll. W hat sound do you find in each of the following
words? late, taste, sail, lame.
9. Then a is . one so und th at we must have a letter for,
We will make this sign to re presen t it, a.
10. Could we not make any o ther letter for this sound if'
every body would agree to it >
'
Yes, we could use any. other mark .for th e sound of a if
\vc choose. And some other nations do. But those ~ho
sj)eak the English l_anguage, have go t into the practice of
usmg this. So, It 1s the s:une as if we had all agreed to
use 1t.
11. Mention several words that have th e sound of a.
12. What so und do yo u find in each of the following
words! me, he,feel, leef, i)eet.
13. Then e is another sound, that we use in speaking;
and we win use thi s letter as a mark for it, ·e."
14. Ment10n several words that have ·t1·ie sound of e.
, 15. ;vhat so uml do you find in each of the following
\\ ords. fine, _white, m'lle, ride, high.
.
16. Then i 1s another sound for speaking. We will use
thi s letter as a mark fo r it i.
·
17. Mention several wo;ds that have the sound of i.
18. >\' hat sound do you find in each of the following
words! hole, rop_e, four, rode, alone.
19. Th en o is another so und; and we will use this letter
as a mark for it, O.
20. Mention several words tha t have the sound of o.
21. What sound do you find in each of the following
words ! 1'ule, true, fruit, tune, rude.

* lt will be well to write tlwso letters or1

the . black board,

163

i:N ENGLISH GRA.JllMAR.

22.
letter,

Then u is another sound, for which we will use this

u.

[ ? This sound is not eoo, as is supposed by some; but a

distinct sound, as will be proved in o. succeeding work.
23. M ention several words that hav e the .sound of u.
24. What 1ound do you find in the following words? ball,
·
author, .faw, fault.
25. Then au is another sound; for which, for the present,
'We will use this Jetter,_ ~·
·
NoTE.-This sound is represented in variou• w11.ys; 11.s by
au, awe, a, and o. But as these letters are sometime•
u sed to represent other sounds; it appears nece•eary, for
our present purpose, to adopt some mark as a standard
sign. For this and several other sounds, we shall use
the signs recommended by .Dr. Webster.
26. Mention severnl words that have the sound of au.
27. What sound do you find in the following words? art,
p•alm, half, cart.
28. Then ah is· another sound; for which, for the present,
we will use this letter,
NoTE ,_:This sound is generally represented by a and au.
29. Mention several words that have the sound of ah.
30. What sound do you find in the following word•? hat,
man, cap, had, sand.
[ ? The pupil must be taught to pronounce a with the
same !OUnd that is heard -in 111.an. Thus,
In all
th ese exercises, the sound• of the letters are to be expressed ; and no regard is to be had to ·their name.
31. Then ia 1. sound uoed in speaking, for which we will
u se this letter,
32 . .Mention several word1 that have the sound of a.
·33. What sound do you find in the following words?
·m en, sell, let, fed, step.
·
[ ? The pupil must be taught to pronounce e with the
same sound that is heard in men. Thus, I!.
34. Then e is a soun·d used in speaki.ng; for which we
will use this letter,
35. Mention several words that have-the sound of
36. What sound do you find in each of the following
words? sit, tin, Jill, give, tip.
Ir? The i is to be sounded as i inji.I. Thus, \'. .

.. · ,,

a.

I."

a.

a

a.

.

e.

e.

1''.·

164

l~D UCTIVE EXimc.i sEs

IN ENGLISH GRAMMA.R.

37. Then 'i is a sound used in speaking; for which we
will use this letter, 'i.
38. Mention several ·Words that have the sound oft.
39. What sound do you find in each of the following
words? hot, song, hop, log, on.
!l::? The short sound of au. Thus ii.
40. Then o is a sound us ed in speakin.0" · for which we
'
will use this letter, 6.
41. Mention se veral words that have the sound of a.
4'2. What sound do y ou find in each of the . folio win
g
words ? up, hut, rub, sun, us.
[[J The u must be pronounced as in sun. Thus ii.
43. Then u is a sound for spea king; for whicl; ~e will
.
use this letter, i:i.
44. Mention several words that h:tve the sound f v
45 . What sound do you find in each of the lau~;vincr

0
words ? room, ·m ove, cool, moor , noon .
.
.46. Then co is ano~h e r sound for speaking; !or which we

will u se tlns lelter; O.
47. Mention se ven! words that have the sound f
4!l. Wlrn.t sound do you find in each of the loll~o. ·
words ? pull, book, wool,
wmg
II.::/> Nearly the sh.ort sound of 00 ,
49. ''Veil, for this sound we will use this letter o
50. What sound do you find in our stout ro~nd h
towel.?
·
'
'
' ouse,
51. W ell, for thi~ sound, we will u se the following 1
.
elters, OU.

~~: Mention several word s that have thi s sound
'Yhat sound do you find ill oil, mo ist, pomt ..
54. For this sound we will use the foll owillg letters
.
' Ot.
55. Mention several words that have tlus sound
56. Are all th ose sounds th a t you have made e · >
57 0
t f I
, asy .
. n accoun o tie ease 111 wluch these sounds are
1!1a d e, th ey are called vowels or tonics.
s NoTE.-Vo wel mean s voice ; and tonic means liaV'in
ound. Hen ce these . two names have been given to .thg
sounds. that we have named, beca use they contain' voice
.•ound, ill a purer state than is contained in other verbal l

o;

m~~

e•

165

LESSON III.
OF LETTERS.-SUBTONICS .

1. [The teacher may sound l in the same manner, that it
~s sounded in singing lord.]

Make this sound, all of you.
should be taken, that the name el is not
given ; but merely the sound.
2. Here we find is another sound used for speaking; for
which we will use the following Jetter,
).
3. Mention several words that have this sound.
4. [Sounding mas in singing mate.] Make this sound.
5. 'Here then is another sound used for speaking ; for
which we will use the following letter,
m.
6. Mention severnl words th at have this sound.
7. [Sounding n as in singing no.] Make this sound.
8. For this sound we will use the following letter, n.
9. Mention several words that have this sound .
10. [Sounding r as in singing rose. J Make this •ound.
11. For this sound we will use the following letter, r.
12. Mention several words that have thi• sound.
13. [Sounding v as in singing vain.l Make this sound.
14. For this so und we will use the following letter, v.
15. Mention several words that have this sound.
115 . [S ounding z as in singing zone.] Make this sound.
17. For this sound we will use the following letter, z.
18. Mention several words that have this sound.
19. l Sounding y, as in singing year; a 's queezed sound of
e.J Make this sound.
20. For this sound we will use the following letter, y.
21. Mention several words that have this sound.
22. [Sounding was in singing word; a squeezed sound of
co.] Make this sound.
23. For thi s sound we will use the following letter, w.
24. Mention several words that have this sound.
25. LSounding b as in singing bold; and then suffering
the breath to escape rather forcibly from the mouth.] Make
this so und.
26. For this sound we will use the following letter, b.
27. Mention several words that have this sound .
28. [Sounding d, as in singing dare, and ·then letting the
breath escape, as in sounding b.] Make this sound.
29. For thi3 sound we will use the following letter, d.
30. Mention several words that have this sound.

a::r Great care

tM

iNDUCTIVE EXl!RCISES
JN ENGLISH GR.Al\111!.AR.

31. [Sounding gas in singing gold; and then letting thil
breath escape as before.] Make this sound.
32. For t?is sound we will use the following letter, g.
33. Ment10n several words th at have this sound.
34. rsounding ng_ as h eard in dwelling on those two let"
ters, atter pronouncmg ring. ] M ake this sound.
35. For this sound we will use th e following letters, ng.
36. Mention several words that have this sound .
37. (Sounding" a• heard in azure.] Mak e this sound.
38. For this sound, we will use th e foll owing letters, zh.
39. Mention several word s that hav e this sound.
40. [Sounding th, as heard in theu.l M ake th is sound.
41. For this sound we will use th e following letters, · fh,
42. Mention several words that h ave this sound.
43. Are these sounds as easy to be made and distin"uished, as the tonics.
"
44. Then what shall w e call them? Ans. Subtonics.
NoTE .-Subtonic means having sound in a less degree,
Hence that name has been given to the preceding sounds
bee'.'use they hav.e not the fol! vocality that is heard in th~
tomes.

167

Make this sound.
For this sound, we will use the following letter, f.
Mention several words that have this sound·.
f Soun~ing s as a mere hiss.) M a ke th is sound .
For this sounrl we will use the following letter, s.
Mention several words th at have this sound.
[Sounding h, as he:i.rd in breathing a sigh.] Make
tins sound.

lips suddenly, and letting the breath be expelled with a ·sound
something similar to the whisper of u ln hut.] Make this
sound.
14. For this sound , we will use the following letter", p.
15. M ention several words that have· this sou nd.
·
16. [S ounding t, by giving the same position of the organs as for . sound ing d; and then removing the tongul!
fr om th o roof of the mouth and letting the breath be expelled Ill th e same manner, and with the same sound as in
sounding p. ] Make this sound.
17. F or this sound we will use the follow ing letter, t.
18. M enti on several words that have this sound.
19. [ Soun.d ing k, by giving th e organs the same position
as for sou_ndmg g, and t hen letting the breath be suddenly
exp ell ed m the same manner and with the same sound as
before.] M ake this sound.
20. For thi s so und we will use the followin g letter, k.
21. Menti on several words that h ave this sound .
22 .. (Sounding sh, as in dwelling on those letters after
uttermg hush.] M ake this sound.
23. For this sound we will use the fo llowi ng letters, sh.
24. M ention several words th a t have this sound.
25. LSo unding th, as in. d welling on these letters after
uttering width.] Make this sound.
.
26. For thi s sound, we will use the following letters, th,
27. Ment10n several words th at have this sound.
28. In sounding f ors, do you perceive nny other sound
th an th at of a whisper '
29. Then what do we call f, s, h, wh, &c.? Ans . .!lionics.
No-rE.-./ltonic', means withou t sound. Tonic, subtonic,
and atonic, are names borrowed from tho "Philosophy of
the Human Voice," by James Rush, M. D. a work that
~hould be possessed by every teacher.

~: ~;:11~?~~ :~~~~~J~:o;di!J t~:~ \~~ev~o;~~:v~~~~~'.ter, . h.

LESSON V.

LESSON IV.
OF LETTERS-.ATONICS.

1. [Sounding fas dwelling on that Jetter in the Word

life.]
2.
3.
4.
5.
6.

!·

[ S.ound ing wh, as in what; a mere emission of breath.]
tlus so und.
·
For thi~ sound, we will use .the following letters, wh.
Mention several words that have this so und.
[Sounding p, by making the same position of the
or~ans as for sounding. b, (taking care to emit no sound
wlnle the organa are in this po•ition ;) and then opening tb;
JO.
M ako
11.
12.
13.

REC.APITUL.ATION.-LETTERS.

I. How many elementary sounds are there in the
English language? Ans: Thirty-nine.
··
2. Then how many letters should there be m the
Eniliih alphabet ? ·

,.·

168

IN ENGLISH GRAMMAR.

160

INDUCTIVE EXERCISES

3. Are there thirty-nine letters in the English alphabet ? Ans. No.
·
4. How then do they represent all the elementary

sounds ? Ans. Some letters stand sometimes for
one sound, and sometimes for another.
5. How many· kinds of· elementary sounds are
there ? Ans. Thi·ee.
·
6. Which are they. Ans. Tonics, subtonics, and
atonics.
7. How many tonics are there ? Ans. Sixteen.
8. Which are they. Ans.
a, as heard in
ale.
all.
a,
"
art.
a,
"
an.
a
"
''
eel.
e,
"
em!.
e,
"
isle.
i,"
it.
I,
"
old.
o,
"
hot.
o,
"
pure.
u,
"
sun.
u,
"
move.
o,
"
wolf.
o,
"
out.
ou,
"
oil.
01,,

"

9. Why are these sounds called tonics?

Ans.
.
Because they consist of a full vocal sound.
10. By what other name are they generally called?
Ans. Vowels .
11. Why are they called vowels? Ans. Because
they are pure emissions of voice.
12. How many subtonics are there? Ans. Fourteen.

13. Which are they ? Ans.
h, as heard in

d,
g,
I,
m,
n,
r,
ng,

v,

"
"
"
"

"
"

"

but, tub.
dog; bad.
get, nag.
let, sell.
man, sum. ·
no, sun.
r~p, war.
smg.
van, give.
~e d, buzz.
this, breathe.
azure, pleasure.

z,
"
th,
"
zh,
",,
w,
way.
y,
,,
yes.
14. Why are these sounds called ~ubtonics? Ans.
Because th eir sound is not full and clear.
15 . How many atonics are there? Ans. Nine.
16. Which are they? Ans.
pay, stop.
p, as heard in
top, hat.
t,
,,
kill,
oalc.
k,
"
·. four, ruff.
f,
"
sit, miss.
s,
,,
thin, hath.
thl
"
shut, hush.
sh,
,,
when.
wh,
,,
hop.
h,
"
17. Why are these sounds called atonics. Ans.
Ber a n~e they ha ve no vocal ·sound, but merely a
breathing or whispering.
18. What are subtonics and atonics generally
called ? Ans. Consonants.
HJ. Why are they called consonants? Ans. Beca use they will readily unite with other sounds.
20. Will not the vowels unite with other sounds?
p

170

INDUCTIVE

EXERCISE~

Ans. They will not unite with one another, in such a
manner as to preserve their full open sound.
[[T For 11. more extended analysis of verbal sounds, the
pupil may see "The Philosophy of the Human Voice," by
Dr. Rush. But for. practical purposes, the author's large
grammar may suffice.

LESSON VI.
OF THE RADICAL AND VANISH, AND THE VOCULE.

1. [Prolonging the sound of a~ and stopping it, by
breakin"'
off abruptly as it were rn the muJdle of the
0
sound. This is done by stopping the voice while the
organs are in their first position.] Is this a perfect
a? Ans. No.
2. The structure of the articulating organs is such
that it is necessary to close them, in order to finish
any sound with ease. Of comse, this closing of the
organs will occasion a sound differing in some degree
from that with which we commence.
3. What is the commencing sound of a .tonic or
vowel called? Ans. The radical sound.
4. What is the finishing sound of a toni c or vowel
called? Ans. The vanishing sound?
5. Then arc there as many distinct elementary
sounds as there are authorized tonic sounds? Ans. No.
6. Give the radical and vanish o( each tonic ?
Ans. a m ale, vanishes into e.
a ,, rill, ·
,,
i:i.
a ,, art,
u.
"
eel,
e
the same sound.
"
i "
isle,
e.
"
" old,
0
oo.
"
0 ",, move,
the same sound.
"
OU
out,
oo.
"
,, oil,
01 "
e.
"
u
pure,
00,

"

"

tN ENGLISH GJtAMMAR.

171

a, in an,-e, in end,-i, in it,-o, in liot,-u, in .
..'!un,-and 9, in wolf, have one continued sound.
7. What are those tonics called that have one continued sound? Ans. lVlonothongs.
8. What are those tonics called that vanish into
different sounds? Ans. Diphthongs.
9. Which are the monothongs ?"
10. Which are the diphthongs ?
11. Have any of the monothongs and diphthongl'I
similar sounds? Ans. They have, and in such cases
the only difference appears to be, that,. in the sound
. of the diphthong there is a continual coalescence of
the radical and vanish.
12. Mention those monothongs and diphthongs
that have a similarity of sound?
A
5Monothongs, end, hot, dance,* iin, H,
ns. ~ D iphthongs, ale,
all, art,
care, eel,
oat,""" sun, wolf.
old,
turn t move.
The above monothongs, together with the radic~l
of u in pure. are the only sounds that are heard m
the tonics, the diphthonga] tonics being fo!med by
the union of each of these sounds as a radical, and
either e in eel; u in sun; or o in wolf. See page 170.
A in art is thought to be the radical of i in isle, and
of ou in out. O in hot is the radical of oi in oil.
NoTE.-As Dr. Rush h as given a different scheme of t_onics, it will be O"iven here for the benefit of the teacher: viz.
seven liphthcinbgs: a-we, a-rt, a-n, a-le, i-sle, o-ld, ou-r, and
f.ve mon•thongs: ee-1, oo-ze, e-rr, e:nd, i_-n. _For reasons
for the ado1.t.ion of the system explained m this work, see
111.rger gramm'-r.

* In pronounci1"1: these words, (for the present purpose,)
the correspond ent sc..mds should be preserved, but uttered
very quick.
,
t This, for the present ~urpoee, may receive a longer continuation of 1ound than is •aually ~iven to it.

172

INDUCTIVE EXERCISES

13. We found that each of th e tonics had a vanishing sound. Have th.e, subtonics ~nd ato~ic~ a
vanishincr sound? An s. l hey have a httl e vamshmg
sound, \;hich is formed by l)ringin g the organs of articu lation to their natural positio n.
14. What is this sound called? Ans . Th e vocule.
15. What is the meaning of vocule ? Ans. A littl e voice.
16. Is th e vocul e of ato nics a voice? Ans. No ;
it is nothing but a breathing similar to th e whisp er of
~

m sun.

LESSON VII.
OF THE CORRESPONDENCE BETWE EN THE SUBTONICS
AKD ATO N I CS.

I. How are the tonic so und s fo rm ed ? Ans. By
opening th e mouth in such a m a nn er, as to allow the
fr ee passage of the air.
.
2. How are the subtomc so unds formed 1 Ans.
B y closing- so me of the a rti c ul atin g o rga ns in. such a
mann er as to hinder th e fr ee passage of th e air.
3. H o w are the atonics formed ? An s. By formin g the sa me p0si ti o n of the organs as for th e subtoni cs · a nd s ubstitutin rr whispe r for vocality.
4. Ni en ti on those atoni cs and subt o ni cs that are
form ed by the sa111 e p osi tio n of the artic nl u,ting (>L'gans? Ans.
Subtonics, v, z, th, zh, w, b, d, £·
.
k
·
Atonics, · f, s, th, sh, wh, p, t,
th
e
other
suliton
ics
cr<TCspondent
5 . .H ave n ot
a toni cs ? Ans. Not in our lunguage,. but they can
be sounded.
.
6. H as not the a tonic It a correrpondent subtonic ?
Ans. It has not, but corresponds nearly w:th the .
tonic ii.

i:'li E:'iGLISH

GRA~tl\l:AR .

·;
1

OF THE ABRUPT SOUNDS AND SUPERFLUOUS LETTERS.

7. Have all the subtonics and atonics a full open
sound? Ans. No; six of them ha ve an obstructed
sound?
8 . Whi ch are th ey? Ans; b; d, g , p, t, & k.
9. Wh at are th e!'>e letters called 'I Ans. They are
some tim es call ed mufes.
l 0. H ave th ey any other name? Ans. Yes ; that
of abrupt sounds.
11. Why are they called abrupt sounds ? Ans.
B ecause, as they have but a slight sound themselves,
they occasion the breath tci pass suddenly upon the
succeeding ton ic.
12 . B esides the letters that \Ve have already spoken
tl, we use the letter j for the union of d and zh; as,
ja, ~ d zha.)
. .
1:5. Its correspondent atomc 1s composed of the
sounds t and sit; r e presented by the sign cit; as,
cltop, ( tslVJp.)
14. We also u~e the letter x for the union of g
and z; as, example, (egzample.)
15. Its correspond ent atoh\c is th e union of k and
s ; as, exp ect , ( ekspect.)
16. Now, what letters stand for ~o mpound sounds.
17 . Which of them are subtonics ~
18. Which of th em are atonics ?
19. Are there any other letters used, that we have not
yet spoken of? Ans. C is used sometimes for the
sound of k ; as in cat (kat); and sometimes for the
sound of s; as in cider, (sider.) Q has the sound
of k; as in quality, (kuality;) opaque, ( opakue.)
20. Y is sometimes used fori; as, my, (mi.)
21. Wis sometimes used for oo, as new, ( neoo.)
22 . How many letters are there in the English language? Ans. Twenty-six.
p~

174

I;'IDUCTIVE EXERCISES

23. When the letters are arranged in a regular
order, what 1s the collecti.on called? Ans. An alphabet; from the two first letters of the G1'eek alphabet
Al:plia, B eta. .
'
24. The ~ollowing is the Englis)l alphabet, as it is
generally wntten.
·· ·
.A a, B b, C c , D d, E e, Ff, G g, H h, Ii,
J J• K k, L I, M m, N n, () o, P p, Q q, R r,
S s, T t, U u, V v, W w, Xx, y y, Z z.
25. The followin g are th eir names; a, be, se, de,
e, ef, ge, lte* or aitclt, i, ja, ka, el, em, en, o, pe,
c~, er, es, te, u, ve, we* or double u, eks, ye* or

wz, ze.
LESSON VIIL
OF THE SLIDES OF THE VOICE.

1. [The teacher may now pronounce the sound .1,h,
first with a low voice, and then with a higher voice ;
(say an octave from the first ..t) This may be done
several times, with alternations of high and low.]
Do you p·erceive any difference in these · sounds?
NoTE.-This difference in oound is called the difference
of pitch.

2. What is this difference in sound called ?
The teacher mnf now tell which is th e highest, and
which the lowest s(>dnd; and let th e pnpils accompany him
in the exercise montioned in question 1. This exercise will
[IT

* It hao been found that th ose teachers who have adopted
these n<lmes, have been much more successful in t eaching
the first principles of reading, than those who adhere to the
old names. Every one kno.ws that the change from izzard
to ze, has been productive of much good. Is not aitch as
barbarous as izzard.?
W may be call<d we, when a consonant; and double u,
when a vowel. Y may be called ye when a consonant, and
wi when a vowel.
t If the teacher is not accustomed to sini;inO', any sound
higher than the first will answer.
"

l'°' ENGLl!H GRAM.llIAR.

175

prove very be11eficial to - their future. powers of uttennce.
They may !!Jen do it alone •everal times.

3. NPW make a high sound.·
4. Make a low soi.ind.
S. [Sounding ah in a continuous pitch.] Does
tbis sound continue in the same pitch ? Ans. It does.
6. [Singing ah by beginning with a low sound, and
endiQg an octarn above.] Does this sound continue
in the same pitch ? Ans. It does not.
7. Is the last part of the sound higher or [lower
than the first part ?
.
8. [Si nging ah, by beginning with a high sound,
and end ing with an octave below.] Does this sound
continue in the same pitch ?
9. Is the last part of the sound higher or lower
than the first?
JO. [Speaking ah as when asking a question with
a drawling sound; raising an octave.] Does thi!l
sound continue in the same pitch?
11. Is the last part of the sound higher or lower
than the first .?
12. [Speaking ah with emotion, falling an octave·
as in the sentence, "I said ah."] Does this sound
continue in the same pitch ?
13 . Is the last part of it higher or lower than the
first ?
14. [Sounding alt as in question 6.] What is the
difference between the first and the last part of this
sound?
15. In what manner does the sound go up ; does
it skip or slide? Ans. It skips.
Hi. [Sounding alt as in question 8.] What is the
difference between the first and the last part of this
sound?
· 17. In going down, does. the voice skip or slide?
Ans. It ski ps.

l 7Ci

l='ID1iCTIVE

177

IN ENGLlSH GRAMl\IAR.

lcXERCl S E~

18 .. [Sounding ah as in question 10.] What i3
the difference between the first and the fr,~t part of
this sound?
1 ~ · In going up does the voice skip or slide? Am.
It shdes.
. 20. [Sounding alt as in question 12. ] What is the
difference between th e first and th e last part of this
sound ?
21. l n going down docs the voice skip or slide?
Ans. It slides.
·

27. What do we call the distance between one
sound and another, when they differ in pitch? Ans.
An interval.
28. How are the intervals named ? Ans. When
the interval is from one sound to the next, on the nat"ural scale, it is call ed an interval of a second; when
we skip one sound, we call it an interval of a tli.ird;
and so on through the scale.
29. The fullowi11g are the intervals employed in
speech. Sing them .

. NoTE.-So we sec that there a re five kind s of so unds as
it regards pitch. First , a sound that does not vary in pitch;
second,- a sound that grows higher by skipping; third, a
gound tl1~t grows lower by sk ippin g ; fourth, a sound that
grows higher by sliding; and fifth; a sound tha t o-rows
b
low er by sliding.

2d.
3d.
5th. octave.
- - - - - - - - - -fa

22. 'Vhen sounds follow one another in such a
manner as to be agreeable, what are they called?
Ans. llfelody.
23. When sounds differ in pitch by skips, what do
we call the melody ? Ans. Disci·ete Jlfelody.
24. When sounds difier in pitch by slides, what do
we call the melody? Ans. Concrete Melody.
l.D" If. the teache: is accustomed to music, it would be
well t o give l11s pupils the fo llowing exercises.
·

. 25. Give an example of discrete melody in what
is called

- - - - - - - -ro- - - -

. fa fa-.,-.- - ' - - - - - - - - mi
m1
na _ _ --n<>--~----ro
ro
~--- mo. ------'
-~--m a.---~
Ja
-sol la
- - - - - - - _ _ : _ s o l -·
fa
-----

fa .

· 26 .. Now let this scale be sung by usinjl the sylla•
hie ah for each sound.

3d.

5th.

octave.
fa-

--- --- -ro- -

- - - ---1;-, - - - - - - - - - _l_a__ - - - - __sol - - - - - - - - - sol- - - - - - - - - fa
fa
fa
fa
fa
fa
fa
fa
1 .2.

1.

3.

1.

6~

oct.

1.

2.

1.

3.

1.

5. oct.

30. Now eing these intervals by using the syllable
ah for each sound.
·
Man y suppose that there are soine who can neither perform nor distingui sh these intervals. Bnt it is a fact, that
every one who speaks, does perceive and execute these intervals with · the sl id e of the voice; and the same degree of .
attention and exercise, that enables one to do it concretely,
will enable him to do il discrete ly .
.

31. Now let your voice slide through the intervals,
as represented by the following signs:
2d.

THE NATURAL SCALE OF TIIE VOICE.

2d.

~d.

!;th .

ocl.

2d.

3d.

oct •

5th.

\

\
u.n,

ah,

ah,

The foregoing exercise~ will be found of great advantage
to pupils, both fo r improving the ear, nnd for future advimceent in elocution.

171l

INDUCTIVE EXERCISES,

&c.

32. Besides the intervals mentioned above, there ]s
an interval of half a tone, which is employed in
plaintive or mournful ex pressions. It may be made
by sounding from la to ma, or from ma to la, on the
natural scale.
33. When are the concrete intervals employed in
speech? Every syllable is spoken with a concrete
interval ; that is, with a slide of the voice either up·
ward or downward.
34. When are discrete intervals employed in
speech? Ans . . Every successive syllable begins with
a discrete interval , that is, with a skip of the voice
from the close of the last syllable.
To learn when and in what manner these intervals are to
be used, see Barber's Grammar of Elocution, Rush 's Philesophy of th e Human Voice, or large Grammar. It will be
sufficient to state h ere, that,

35. Th e voice has the upward slide generally in
every syllabic except those that are emphatic, or close
the sense. In those syllables that close the sense, or
have a determined emphasis, the voice has the downward slide.
36. What is a syllable? Ans . A syllable is one
or more verbal sounds pronounced with a single impulse of th e voice.
37. What is the last syllable of a word generally
called ? Ans. The ultimate.
38. What do we call the syllable which is next to
the last? Ans. The penultimate.
39. What do we call th e syllable before the penultimate? Ans . The antepenultimate.

APPENDIX.
FIRST LESSONS IN EXERCISES OF COM.
POSITION.
IT Exercises in Composition have been improperly .conoidered by many as belonging to Rhetoric. So far as elegance i• concerned, they surely are. But if to express our
thoughts with propriety, falls under the cognizance of Grammar, this cognizance must include the art of writing our
thoughts as well as that of speaking them . Experience has
proved that the most requisite attainme;ot for beginners in
composition, is not an ability to write with elegance, but a
facility in expressing their thoughts at all. In this last attainment, pupils in general are most s<tdly defic!ent. A.n d
we frequently see young persons, who are able to speak
with flu ency; and yet, when required to write their thoughts,
are entirely at a stand.
For such persons the following exercises nre intended.
Very young pupils should begin with these lessons; and
should be encouraged if they write no more than one line
for each word. A child, as soon as he can write, can do
this. But if he should think one or two of the first trials
difficult, let him be questioned by the teacher in the follow. ing manner : 'I What is a book.?" Well, write that down.
·•What is a bench?" &c. This need not be repeated many
times, before the pupil will be ablo to write this exerci~11
without any assistance.

SECTION I.
Describe the following things :
J. Book, bench, chair, house, tree, knife.
2. Fence, coat, horse, cow, table, floor, tongs.
3. Button, barn, field, hearth, window.
4. Door, paper, fireplace, hat, shoe.
5. Hair, stone, brick, desk, shovel, co4J.
6. Carpet, bonnet, pin, •heep, wool, hen.
7. Sun, moon, star, sky, ground, scissors.
8. Mouth, ear, eye, nose, tongue, hands, feet.
9. Stable, field, corn, wheat, rye, hay.
10. Cup, saucer, spoon, fork, plate, bread.
11. Cart, chaise, wagon, hnck, stage.
12. Mountain, hill , river, ocean, •ea, i•land.
13. Flame, fire., water, head, arm, word.

p ,.,.._f <;?

Qi.

180
14.
15.
16.
17.
18.
19.
20.

APl'ENDIX. \

"

r- ---

'<J•,,.{ ~ · r: ~-....
.;;J , ••
f
,J""
I

W

..,I. • •

Bush, flower, apple, peach, quince, pe;r. -~Nest, bird, brute, animal, vegetable.
/ "7 <_ • /
·
King, queen, emperor, empress, governor. -~ (, ~ _ - ~:t
Frien d, relative, parent, ch ild, father, son. -~-~---.., •·
c
Mother, daughter, brother, sister, uncle.
Master, servant, schohir, pupil.
Grammar, arithm etic, geopraphy, music.

G

7

SECTION II.
Mention some objects th at have the following qualities,
and tell why; one t o each quality .
1. Hard, soft, t ender, rough, smooth.
2. Bright, dark, brillian t, twinkling.
3. Sweet, sour, bitter, acid, pl easant.
4. Gre at, small, large, Ii ttle.
5. Square, round, uneven, irregular.
6. Hot, cold, warm, cool.

SECTION III.
Mention thing• that perform the following actions; several things to each action; and tell how .
1. Move, run, walk, fly, jump, skip.
2. Stand, sit, lie, sleep, rest.
3. Talk, sing, bellow, whistle, hi ss.
4. Fight, play, quarrel, scold, blame.
5. Grow, live, eat, drink, swim, die.
6. Rust, mould, wither, evapora te, decay.

SECTION IV.
State the difference there is between the following things.
1. Animals, vegetables, and minerals.
2. Man, beast, fowl, fish, and insect.
3. Trees, bushes, flowers, herb, , and gra~s.
4 . A philosopher and a statesman.
5 . A mii.dman and a fool.
6. Wit and genius.
7. Light and darkness.
8. Mountain and hill.
THE J; ND.

