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PROGRESSIV.E SE RI ES.
~

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ELEMENTS
Oil'

ENG LISH GRAM MAR,
SYNTHETIC .A.ND .ANALYTIC.

DESIGNED.PO& THB USE OP'

7

ANDREW ~URTT, A.M.

'PITTSBURGH:

PUBLISHED BY A. H. ENGLISH & CQ,
No. 70 WOOD STREET,

. ....

PROGRESS IVE SERIES.

;\

ELEMENTS
. OF

ENG LISH GRAM MAR,
SYNTHETIC AND ANALYTIC.

•

DESIGNED .POR TRiii USlll OP

7

ANDREW ~URTT, A.M.

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r.
1;· ·

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'PITT SBU'RGH:

PUBLISHED BY A. H. ENGLISH & CQ.
No. 70 WOOD STREET,

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1•

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PREFACE.
1'

,' Tms work is designed to be a

I?l~in, conc1s.~,

treatise ..on the subject of · Epglish
Entered nccor<ling to Act of Congress, in tho yenr 1859, by

A. II. ENGLISII /,. CO.
!n the Clerk's Office of the District Court. of the United Stntes for tho Western
· District of Veuns)•lvania.
StEkEOTYPF.D DY' L. JO H~SO~ &
P!lll.ADELPHH.

Cb,

A considerable space has been devoted to furnishing models, which, it is believed, will be found
1·

very beneficial to both pupil and teacher, as they

l

will serve to suggest the manner in which _the

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I

lesson may be prepared and the recitation conducted.
Analysis of sentences has been fully presented,
and is placed as the last division of 'Syntax.
Teachers who wish to introduce the analysis at
an earlier stage of the pupil's progress than that
3

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PREFACE.

indicated by its relative position can easily do so;

CONTENTS.

for it is not supposed that the teacher is bound in
all cases to follow the arrangement of the text.

I _:t)TRODUCTION.

The author acknowledges himself much in-

Language and its Divisions ........................: ............. ....................... ...T
English Grammar and its Principal :Divisioi:is .. : .• ::;...........................
8

debted to a number of eminent teachers for valu-

PART !.-ORTHOGRAPHY.

able aid in preparing the work ; especially to

~[~~J~s~:;~,~,,:;~,~~":;:::,"'\\::,,:::1,:::::::::,\::::.;::,::U!

B. M. Kerr, A.M., for important suggestions rela-

tive to analysis of sentences, and ·Miss Martha

PART II.-ETYMOLOGY.
DIVISION I.-,.PART.S .OF SP.E~CJI. JlEFlNED AND .ILLUSTRA'TED ..................

Glass, to whose inspection and criticism the entire

26

il~]~fg{S\~f: ~; :; ;: f; ;:; ; ~; ; r; ;J; :; ~: :; : : : : : ~

work has been submitted.

em11rks on the P11rts of Speech................................................. .. 38
Exer9ise in Naming the Pru:ts of Speech ........ ....... .................... ... : •• :· 40
;ETYMOLOGY.-I)IV;ISION II.
NOUNS,

(

~:al~:~~~:~::::::::::::::::::::::::::::::::·:.::::::·::.::::::::-.::~:::::-.::: !~

Rules for Forming the Plur.al ............................. :.... ......... .•. 61
Rlllils for Forming the Po·ssessive Case . . . .. .•. .. .. . ... .. . . ... .• •. ...•.•. 68 .
. Exercise in Parsing Nouns ............................... ; ...... : ..........( 61
PRONOUNS, .Classification .of............ ······........................ ... .......... . ...... 63
·
Modifications. of............................................................. 68
E:urcise in Parsing Pronouns -...... ;.................................. 70
ADJECTIVES, Classification of.................. ......... ......... ......... .. .••. .. . .. . 73
Comp1Lrison .()f ...................... ; ............ .": ......... . ......... ••• 'r5
Exercise .in P.using Adjectives ...................... .".............. 78

VERBS,

fgf~F.~e~:::;;;;;:~~::::·:~.:~~:~~:~;;:::~~;:;;~~~;;;~~~~~~ ~ ~ ~ ~: : ~: : ~ ; :~ !~

Synopsis of Modes and Tenses ............................• ." ...............
Re~arks .on Modes and Tenses ..... ....... ..... ....... .......... ......... ..
ConJugat1on of -t he Verb ...................................... .. ........... ..
List of Irreguln.r Verbs .......................................................
.An
Exercise in Parsing Verbs ..................................................
VERBS, Classification of......... ... .•.. ... . . ....... .. .. .. .. ..•.... .. . ... . . . . ... .. . . .
p
Exe.rois_e ~ ~.l!-F~ing Adv~.X:~.s.-.··· .· .····~-· .·.· .·nn.• .• ... ,!,,Htnut.· ~.•.••.• .•o.••
, BEPOS_I_TIONSE....... : .. ·· ..... , ....... ,,,. _._._._.,,,,.,,, ..• ,.,_._.,_._.,, ... ......•.•.•m ..... ...........
...~~. r9,1.s~ -~

~.~.s~g -~1:19-~~~\Q~.~'~!'''"""''·''' ''"'' ,, ....·~·;, ·~·

94
99
103
110
114
118

120
121
122

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CONTENTS.
P.t.GW

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CONJUNCTIONS, Classification of......................................................
Exe.-cise in Parsing Conjunctions ...............................
INTERJECTIONS . .. .. ......... .... .......... ........... .....................................
Exercise in Parsing Interjections .. ·........................ .. ....
EXPLETIVES .. .. .. .. .. .. .... .. • .. ................ .. .. .. .. .. .. .. .. .. .. .. .. ... .. .. ..... .. ....
Exercise in Parsing Expletives............... .......................
Examples for Parsing ............ .. ....................................

123
126
127
128
129
129
130

PART III.-SYNTAX.
Rules of Syntax .. .......................... ........................................ ......
R emarks on Peculiar Constructions .... ............................... .. .. ..........
Transposition .... ..........................................................................
Models for Parsing, Short Method ....... : ...........................................
Examples for Parsing and Analysis ...................................................
RULES OF SYNTAX, WITH EXAMPLES, REMARKS, AND FALSE SYNTAX ......
Rule I .-Nomiriatives .. ............................ .. .... . ............. .. ...............
Rule IL-Apposition .............. ............... ............................. ....... ...
Rule III.- Possessives ....................................... ..... ;; ....................
Rule IV.- Absolute Case .. .................................................. ......... ..
Rule V.- Adjectives ..... .... ........................... ........................... ... ...
Rule VL-Pronouns ...................... ................ ............ ..................
Rule VIL-Double Relatives ....... ......... .... ........................... ~ .........
Rule VIIL-Agreement of Verbs ................................................. :.
Rule I X.-Objects of Verbs ................ ................... ........... ............ ~
Rule X.-Predicate Nominative .............................. ........... .............
Rule XL-Infinitives ................................... .. ... ............ ..... ... ........
Rule XIL-Substantives taken together ........ . .................... .... ..... ... .
Ruic XIIL-Substantives taken separately ................... ... ............ :.'.'...
Rule XIV.- Advcrbs .... ......................... .. ......................... ..... .......
R uic XV.-Prcpositions ......... .. .. .... ................ .................................
Rule XVL-Obj ects of Prepositions .. .......... .......................... ..........
Rule XVII- Coujunctions ............................ ...... . : .... ..... . ...............
Rule XVIII.-Interjcctions ................................................ .. .........
R emarks on the Use of Verbs ................... ......................... ............
Vulgarisms ............ .. ... ... ....................................................... .. ....
Improper Expressions Promiscuously Arranged .. ...............................
A NALYS IS OF SENTENCES ............................... ...................... ..........
SENTENCES, Declarative, Interrogative, and Imperative .......................
Tho Proposition Defined ................................................................
Models and Examples for Analysis ..................................................
Sentences, Simple and Compound ...................................................
ELEMENTS OF SENTE NCES, Words, Phra.ses, and Clauses .......................
T he Office of the Elements ......................... .. .................................
Principal Element.s, Grammatical and L ogical ............................. ......
Models and Examples for Analysis ..... .. ............................ .. ......... ...
Elements, Simple an d Compound .............................. ..................... ;
I ndependent Expressions .............................. ............................... ..
Models and Examples for Analysis ............ .. ..................... ..............
Compound Sentences ......... ..... .. ....................................................
Models 11nd Examples for Analysis .......................................... . ......
Objects and Attributes ........................... ......... .. .......................... ..
Expanding and Abridging ....... .. ....................................................
Short Method of Analyzing, with Examples ......... .. ...........................

133
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136
137
141
151
151
152
153
155
156
160
163
163
165
167
168
169
170
172
174
175
176
177
178
181
183
186
186
187
187
188
188
190
191
192
195
196
197
199
200
203
204
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PART IV.-PRO SODY.
Punctuation ................................................................ ............ ... 213
Figures .... ..................................................... -. ....... ;;·......... ;... ::.'.'... ~ · 219
Versification .............................. ; ... ,.. . ............ : ..... .'................. ...... 222

GRAMMAR.
GRAMM.AR_is the -s~ience of language; .
Language is the medium for the communication.
of thought:
·,

A medium is the· means by or through which
any thing is done.
Language is divided into spoken and written.
Spolr,e,n languageis the utter~:µG(;? pf significant
oral sounds to .express thought.

'Signij;,Cant sounds are those·. which convey . a
meanmg.
Oral sounds are those which are made by the
human voice.

a

Written Language is
system of characters or
letters used by coP'.lIIlon coDBenftq represent spoken
language.

Many nations have a language peculiar to themselves; as the Frepch, German, Italian, &c.
There a;e, therefore, ma;iy languages.
The principal difference between languages is
that different sounds a.re used to express the same
thought.
By s~udying English Grammar, we may learn to
speak and write the English language correctly. .
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' BURTT~S ENGLISH GRAMMAR.

PROGRESSIVE SERIES.

Syntax treats of the arrangement of words in
sentences.
,
Pr~ody treats of punctuation and versification.

Questions.-What is Grammar? What is language?
What is a medium? How is language divided? What is
spoken language? What is meant by significant sounds?
By oral sounds ? What is written language? Is there
but one lan guage, or many? Name as many as you can
recollect. What is the principal difference betwe!'Jµ, languages? When persons use the same sounds to express
the same thoughts, do they speak the same or different languages? When do they speak differ ent languages? What
language do you speak? How may you learn to speak
and write the English language correQtly? What langua.ge
is used in all printed books? What language is .used in _
speaking or singing?

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Hence the first two treat of the formation of
words, and the last two, of the formation of sentences.
- Questions.-What is English Grammar? What is meant
by speaking and writing correctly? Why is the expression
Him studies incorrect? What should it be? and why? If
good writers used the expression Him studies, would it be
.correct? Is the e~pression It wa.s me correct? What
should it be? and w]ly? What, then, is the standard of
grammatical accuracy? In_to how many parts is Grammar
generally divided? What are they called? Of what does
Orthography treat? Etymology? Syntax? Prosody?
Of what do the first two tre~t? The last two?

ENGLISH GRAMMAR.

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English Grammar is the art of speaking and
writing the English language correctly.
Speaking and writing correctly means in accordance with the usage of good speakers and writers.

NoTE.-When questions are inserted which are not .answered in the
text, it is intended that the pupil shtill exercise his judgment or consult
his dictionary.

ILLUSTRATION.

Him studies is incorrect: it should be, "He studies," because it is so expressed by good speakers and writers : if,
however, it were good usage to write Him studies, it would
then be correct. Good usage is, therefore, the standard of
grammatical accuracy.
GRAMMAR is generally divided into four parts,
namely, Ortlwgraphy, Etyrnowgy, Syntax, and
Prosody.
Orthography treats of oral sounds, letters, ~yl­
lables, words, and spelling.
Etymology treats of the derivation,·clasSification,
and modification of words.

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PROGRESSIVE SERIES.

'BURTT'S ENGLISH GRAMM.A.R.

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LETTERS .
Letters are characters used by common consent

PART I.
ORTHOGR APHY.

Orthography is the art of spelling words correct!y:
it treats of oral sounds, letters, syllables, words,
and spelling.
SOUNDS.

A simple or single oral sound is called an
elementary sound.
In the English language there are about forty
elementary sounds; but authors differ with regard
to the number.
Elementary sounds are divided into three kinds,
called Vocals, Subvocals, and Aspirates.
Vocals consist of piire tone, or voice.
Subvocals are impe?ject tones, or voice and breath
united.
Aspirates are breath only.
Questions .-What is Orthography ? Of what does it
treat? What is a so und? What is an oral sound?
·what is a significant sound? What is an audible sound?
What is an elementary sound? How many elementary
sounds in the English language? Do authors agree with
r egard to the number? How many kinds of elementary
sounds? What are they called ? Describe a vocal.
D escribe a subvocal. Describe an aspirate. What sounds
do we use in reading and talking aloud? What sounds do
we use in whispering?

to represent the sounds used in spoken language.
In the English language there are twenty-six letters, which, when arranged in the following order,
·.are called the English Alpliabet:-a, b, c, d, e, f, g, h,
i, j , k, 1, m, n, o, p, q, r, s, t, u, v, w, x, y, z.
Letters are of three kinds,-Roman, Italic, and
f!miji./..
Roman letters form the principal part of all printed
matter.
The Italic are used for the purpose of emphasis
or distinction.
·
Words which the author considers of special importance
are in Italics, to mark the emphasis.
The silent letters in spellers are generally in Italics, to
distinguish them from those which represent sounds.
In the English Bible, the words supplied by the translators are in Italics, to distinguish them from those found
in the original.

Script is generally used to represent manuscript.
Questions.-What are letters? How many are . used in
the English language? When arranged in order, what are
they called? Name them in alphabetical order. How
many kinds of letters? What are they called? What do
Roman letters form? For what are Italic letters used ?
What is m eant by emphasis ? By distinction ? What
'\vords are italicized to mark emphasis? For what are
Italics generally used in spellers? What words are italicized in the English Bible? For what is script generally
used? What is manuscript?

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PROGRESSIVE SERIES.
ROMAN.

ITALIC.

Capital. Small.

Capital. Small.

A
B

1;,
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'•, .

,.flf.'

a

c

b
c

D
E
F
G
H
I

d
e
f
g
h

J
K
L
M
N

0

p
Q
R

s

l

J
k
1

A
B

c

D
E
F
G
H
I

J
K

g
h

i

J

~
(I

6

re

e

a

ff!
@

d

Jl

I

~

'

e

'I

Ii,

~

I

<flt lie
2
t

n
0

0

0

@

0

p
q

ti
~

ft

r

It,

i

s

cfJ'

a.

t
u

'?i

I

'

p
q
r

s

p
Q
R

s

w
x

u
v
w
x

v
w
x

z

y
z

z

&

f

Oapital. Small.

L
M
.N

ID

t

y

b
c
d
e

SCRIPT.

k
l
m
n

T

u
v

a

BURTT'S ENGLISH GRAMMAR.

T

u
y

&

v

@ii,

m

#

n

r

w

~r

x
y

!.$

z

o/j

;

g.

9

u

vw
z

11
J

13

Each kind pf letters has two forms,-CAPITAL
and small.
CAPITALS are used for ornament and emphasis,
and also for commencing certain words.
Small letters are those principally used in ordinary
printing or writing.
LETTERS are divided with reference to oral sounds
into three classes, called vowels; wnsorw,ms, and
mui,es.
A vowel is a letter which represents a vocal.
A consonant is a letter which represents a subvocal or an aspirate.
A mute is a letter which represents no sound,
and is sometimes called a silent letter.
A and e when not silent are always vowels.
I; o; u, w, and y m~y be vowels or consonants.
· B, c, d, f, g, h,.f, k, l, m, n, p, q,. r, s, t, v, x, z are
always .consonants.
B, d, g, :j, l, m, n, r, v, w, y, z, always represent
subvocals.
i
H, k, p, q, t always represent aspirates!
0, s, f, x sometimes represent subvocals and
sometimes aspirates.
A silent·"letter is neither a vowel nor a consonant,
but a mute. · Most of the letters are sometimes
mutes.
Questions.-How many forms has each kind of letterfl?
What are they called.? What are small .letters? For
what arc capitals used ? How are letters divided with
reference to oral sounds? What is a vowel ? What is a
consonant? · What is a mute? Which letters, when not
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mutes ar e always vowels? Which letters may be vowels
J
?
or consonants? Which letters ar e always consonants.
Which consonants always r epresent subvocals? Which
consonants al ways r epresent aspirates? Which consonants
may r epresen t subvocals or aspirates? What may most of
the letters be ? Is a mute a vowel, or a consonant? Why?

SOUNDS AND LETTERS ..
There are f mirteen simple vocals and two compound vocals, fift,e,en subvocals, and ten aspirates.
These are represented by single letters, dooble
vowels, doiible consonants, combinations, and diphthongs.
A double vowel is a vowel taken twice to represent one sound; as, oo in good, or ee in tree.
A double consonant is two consonants taken to
represent one sound; as, th in ~he, or ng in song; or
it may be the same consonant taken twice; as, ll in
bell, or ss in miss.
·
A combination is the union of a vowel . and <;onsonant representing but one sound; as ti, si, and ci
in nation, vision, social.
A diphthong is a union of two vowels in one _syllable, representing a compound vocal; as, oi in b~il,
and ou in our.
NOTE.-The terms improper diphthong and triphthong are omitted, a.s
the author supposes them to be unnecessary.
An improper diphthong is a vowel and a mute. A triphthong is a consonant and a diphthong, as, uoy in buoy, or uoi in quoit; or a vowel and
two mutes, as, iew in view.

15

BURTT'S ENGLISH GR.AMMAR.

PROGRESSIVE SERIES.

Questions.-How many simple vocals? How many compound vocals? How many subvocals ? How many aspirates? Do these belong to spoken Q_r written language?
What is a double vowel? Give some examples of words containing double vowels. What is a double consonant? f!ive
examples of words containing double consonants. · What 1s a
combination? Give examples of words co'lftaining combinations. What is a diphthong? Give examples of words containin9 diphthongs.
ILLUSTRATION . OF THE EL_E MENTARY SOUNDS.

... Simple Vocals;

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

1.z.
13.
14.
. l .~

a long .. .ape, fate, they, rain, reign.
a grave .. arm, ask, calm, heart, ah.
a broad .. all, law, nor, broad, aught.
a ·short.. .at, can, sa:~, drab, fancy:,
e long ... me, see; seize, shire, quay.
e short ... met, m en, a.ny, said, b~.
i long .... ire, d~e, ~ye; my, bup.
i short ... it, hymn, been, busy~ pretty. ·
o long ... old, door, boat, ·aeio~ · b'eau:X: ·
o close ... do, toux:, pool, mov·e, prove: ·
1
0 shcirt .. on, not; what, was, squat. · ·
u long ... mute1· mule, ruse, pure; cube'.
u short .. up, fur, sir, rough, flood.
u close ... full, put, wolf, wool, wou~d.
· ·' Oofl}ppund V.oc.als. ·

1. oi or oy ... oil, toil, quoit, boy, joy.
'ihou, now, brow, tawn.'
2. ou or ow..

out,

. '.·

. ,

. .

:

' .: :1

Subvoca'ls.
~

:

1. b .. .be, ebb, rob, barb, bulb.
2. d .. .do, did, and, kind, bind.

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PROGRESSIVE SERIES.

BURTT'S ENGL1SH GRAMMAR.

g ... gay, gone, ghost, gong, got.
j ....joy, June, jam, gem, ginger.
1. ... lad, let, tell, fill, lull.
m ...man, men, mum, him, hum.
n ... no, not, on, nun, nine.
r .... run, red, roar, are, far.
v ... van, vine, save, have~ Stephen.
w .. .we, wet, wise, one, quit.
y .... ye, yes, you, alien, use.
z .. .. z, zone, zero, ~' suffice, xerxes.
z .... azure, glazier, measure, leisure.
th .. thy, the, with, this, beneath.
15. ng .. song, sung; thing, bank, think.

3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

m is a consonant with a subvocal sound.
e is a mute.
Thing :-is a word containing three elementsJ which are
th-i-ng.
th is a double consonant with · an a'Spirate sound.
i is a vowel with its short sound. ·
ng is a double consonant with a subvocal sound.

Coughed :- is a word containing four elements, which are
k-auj-t.
c is a consonant with the aspirate sound of k.
o is a vowel with. the. broad sound of a.
u is a mute.
,
gh is a double consonant with the aspirate sound off.
e is a mute.
d is a consonant with ~he aspirate aoun\l of t.

Aspirates.
1. f.. . .fan, if, laugh, rough, phase.
2. h ... he, his, hold, harm, hand.
3. k .... kid, kite, Ink, cat, quit, lock.
4. p ...pin, pen, up, map, lip.
5. s .... so, sum, miss, vice, cent.
6. t .... tin, ten, net, at, fixed, locked.
7. ch ..chin, chime, church, such.
8. th .. thin, thing, faith, truth, youth.
9. sh .. shy, shun, ocean, portion, pension, social, sure.
10.*wh .. when, where, why, what, who.
·

Quotient :-is a word containing seven elements, which
are k-w-o-ti-e-n-t.
q is a consonant with the aspirate sound of k.
u is a consonant with the subvocal sound of w.
o is a vowel with its long .sound.
ti is a combination with the aspirate sound of sh.
e is a vowel with its short sound.
n is a consonant with a subvocal sound.
t is a consonant with an aspirate sound.

EXERCISE.

Models for describing letters and elementary sounds.
Same :-is a word containing three elements, which aret
s, a, m.
s is a consonant with an aspirate sound.
a is a vowel with its long sound.

* This is a. compounJI, aspirate, being the sounds of h and w united.
t Let the pupil utter the elemenu without naming the kttera, except whm
the vowek have their name-8oUnM.

l'1

Boyhood :-is a word containing five elements, which are
b-oy-h-oo-d.
/

b is a consonant with a subvocal sound.
oy is a proper diphthong proper sound.
h is a consonant with' an aspirate sound.
oo is a double vowel with the close sound of a.
d is a consonant with a subvocal solllld.
2*

18

PROGRESSIVE SERIES.

Words to be described according to the foregoing rnodela.

Fame, surely, nauseate, emotion, ocean, social,
national, Savior, soldier, convey, church, that,
measure, zealous, syllables, vexed, text, once,
abounding, annoying, phrase, toiled, township,
loquacious, auction, grazier, brasier, inch, laugh,
rough, phlegm, been, Stephen, examine, eulogy,
abroad, Xerxes, prove, beaux, beauty, said, many,
marine, unseen, floor, flood, food, book, thatched,
suffixes, archbishop, architect, acknowledge, synopsis, ascetic, rhinoceros, assure, gazette, rejoice,
employ, aqueous, sardonyx, psalmody, raspberry,
raillery, halcyon, . handkerchief, . filial, bilious,
seraglio, onion, eight, abominable, alphabetically.

1

BURTT S ENGLISH GRAMMAR.

19

Primary accent is a full stress of voice placed on

a certain syllable of a word.
Secondary accent is the weaker of two accents
occurring in the same word; as, in p6pularity, the
primary accent is · on the third syllable, and the
secondary on the first.
Accent does not apply to words of one syllable, except
with r egard to poetry.

Questions.-What is a syllable? How many syllables in
the word man? In mankind? In lived? In landed?
In extempore? In extraordinary? What is n ecessary to
give proper utterance to words? What is this called ?
What, then, is accent? What is primary accent? What
is secondary accent? Does accent apply to words of one
· syllable?

SYLLABLES AND ACCENT.

Tell what syllables are accented in the following words.

A syllable is a word or part of a word which
may be pronounced with one impulse of the voice.

Thankful, until, primary, animal, opponent, mischievous, integral, interesting, museum, lyceum,
artificer, advertise, ascertain, antediluvian, simplification, obligatory, combating, depot, costume,
preferable, comparable, recess, contrary.

To give proper utterance to words, one or more syllables
must be pronounced more forcibly than the others : this is
called accent. 'l.'h er efore,

A ccent is stress of voice placed on certain syllables of words, to give them proper expression;
as, ba in baker.
Wh en n word !ms two syllables accented, one accent is
stronger than the other, and is called the primary; and
the weaker is called tho secondary. Ther efore,

WORDS.
WORDS are expressions used by common consent
as the signs of ideas.
They may be divided, with reference to the divisions of language, into two kinds, writte?i and spolcen.

BURTT'S ENGLISH GRAMMAR.

A written word is so much of the language as by
custom is expressed sepa1~ttely in writing.

Prefixes and suffixes are genera1.ly used to wodify
the meaning of the root.

A spoken word is the utterance of the sound or
sounds represented by the written word.

A primitive w01·d is the root or radical word; as,
man, true, leani.

Words are divided with reference to their sy 1la ble into monosyllables, dissyllables, trisyllables
and polysyllables.

A derivative word is one formed from a radical by
adding a prefix, suffix, or both; as, manful, untrue, unlearned.

A nwnosyllable is a word of one syllable.
A·dissyllable is a word of two syllables.
A trisyllable is a word of · three syllables.
A polysyllable is a word of four or more syllables.
DERIVATION.*

\Vords are divided, with reference to derivation,
into primitive and deri'vative.
Derhation treats of radicals or roots, prefixes,
and suffixes.

A radical or root is a word in its simplest form.
A prefix is one or more syllables placed before
the radical.
A 81+/fix is one or more letters or syllables placed
after the radical.
l;_·

." '

21

PROGRESSIVE SERIES.

20

+:· ll ninil ion prop~ rly liel ongo t o th e ckp::irtm0nt. of E tymology: it is
in tro du ccc1 here for the purpose of having the several dassifications
together .

COMPOUNDS.

Words are divided with reference to simplicity
into simple and compound.
A sirnple word is one which cannot be separated
into two words; as, learn, grieve.
A compoimd word is one formed by uni~ing two
or more simple words; as, something, heretofore,
inkstand.
Compound words are of two kinds, stparable and
consolidated.
A stparable compound is one having the simple
words which compose it joined by a hyphen; as,
red-hot, barn-door.
A consolidated compound is one in which the
simple words are joined without the hyphen; as,
nothing, gentleman.
Questions.-What are words? How may they be divided?
What is a written word? A spoken word? How are

· ·'·

.. _; ,.

22

BURTT'S ENGLISH GRAMMAR.

PROGRESSIVE SERIES.

words divided with reference to their syllables? What is
a monosylbble ? A dissyllable? A trisyllable? A polysyllable ?
How are words divided with reference to derivation?
Of what does derivation treat? What is a radical? A prefix? A suffix? For what are prefixes and suffixes generally
used? What is a primitive word? A derivative?
How are words divided with reference to simplicity?
What is a simple word? A compound word? How are
compound words divided? \Vhat is a separable compound?
A consolidated compound?
To what part of grammar does derivation properly belong? (See note, page 20.)
EXERCISE.

Models for describi~ words and accents.
Book is a monosyllable: it is a primitive word.
Study is a dissyllable, accented on the first: it is a primitive word.
Dishonest is a trisyllable, accented on the second : it is a
derivative word : honest is the root, dis is the prefix.
Mismanagment is a polysyllable, composed of four syllables, accented on the second: it is a derivative word:
manage is the root, mis is the prefix, and ment the suffix.
Whithersoever is a polysyllable, composed of five syllables,
having the primary accent on the first syllable, and the
secondary on the fourth : it is a compound word, formed
by uniting whither, so, and ever.

23

Describe the following words.>rBuilt, heard, horses, sometl,iing, governed, museum, praiseworthy, thoughtfulness, generosity,
capitalist, notwithstanding, abecedarian, heretofore, dismissed, commenced, hyperbole, extraordinary, quarrelsome, superfluous, vehemently, antitrinitarianism, circumpolar, etymology, combined,
scholarship, derivative, alphabetically, analytically,
commonwealth, bookselling, malefactor, sympathy,
superiority, aniµ1ation, inquiry, camphene, extant,
supernatural, respectable, intermediate, phenomenon, remediless, hymeneal, vibratory, numerator,
commenced, impressed, blasphemou!'!iy, unconquer- ·
able, uninteresting, construe, obligatory, assets, sinecure, acknowledgment, overburden, professorship,
alabaster, advertiser, adulatory, celibacy, enlighten,
indictment, consented, measured, indecorous, coadjutor, semicolon, notwithstanding, nevertheless.
SPELLING.
is the art of expressing words by the
proper letters;
. SPELLING

Spelling is not generally included in the grammar-recitations, but is learned by studying the speller and dictionary,
and by writing dictation-exercises, &c.

* Let the pupil consult hia dictionary, and be careful to accent the
proper sylla.bl~s'. ·

24

PROGRESSIVE SERIES.

BURTT'S ENGLISH GRAMMAR . .

DIRECTIONS FOR USING CAPI'rALS.

EXElWISE.

1. The words I and 0 should be written m
capitals; as, 0, sir! but I was there.
Certain words should begin with capitals, generally in accordance with the following directions:2. The first word of every distinct sentence i as,
Go quickly. Study carefully.

Model.

3. The :first word of every line of poetry; as,
See, the time for sleep has run :
Rise before, or with, the sun.
4. All names of the Deity; as, God '; The
Supreme Being; Our Father in heaven; Our
Blessed Savior.
5. All proper names and words derived from
proper names; as, Rome; France; a Roman soWier;
the French people.
6. Titles of honor or respect; as, Her Majesty ;
His Excellency ; Your Grace.
7. The first word of a direct quotation; as,
The poet says, "Be wise to-day."
8. Words which represent inanimate objects as
persons; as, Better to sit in Freedom's hall ; Doth
not Wisdom cry, and Understanding put forth her
voice?
9. The principal words in the titles of books;
as, A Treatise on the English Language.

25

He said that I lived in :Boston.
He begins with a capital, because it is the first ~ord of~
distinct sentence.
I is a capital, because it is the word I.
Boston begins with a capital, because it is a proper name.

Tell why the capitals are used i'.n the foll,owing sentences.
He cried aloud, "0, sir, it was I."
Have you read Pope's Essay on Man?
The French officer rode on an Arabian horse.
Assyria, Greece, Rome, Carthage, what are they?
The principal races of mankind are the Caucasian, the Mongolian, the African, the American,
and the Malay. The most famous Grecian orator
was Demosthenes. Then Agrippa said unto Paul,
"Thou art permitted to speak for thyself."
Hearken to the voice of Wisdom.
Nothing great is lightly won;
Nothing won is lost ;
Every good deed nobly done
Will repay the cost.
The first class use Osgood's Fifth Reader. Hark!
Truth proclaims thy triumphs cease. ' Joy has her
tears, and Transport has her death. I saw his
Excellency the President of the United States.
Did you see Her Majesty, Queen Victoria?
Remember. the great- Being who has made all
things.

26

- - ----·-:-----....,..----------27

PROGRESSIVE SERIES.

BURTT'S ENGLISH GRAMMAR.

PART II.

Question'3.-What is the second general division of English
Grammar called? Of ~hat does etymology treat? What
is derivation? Where has it been treated of? What is said
of classification? What may the first division of classifi. cation be called? The second? How are words divided
with reference to their signification and use? How many
are the parts of speech? What are they called?

ETYMOLOGY.

Division I.
Etymology treats of the derivation, classification,
and modification of words.
Derivation is drawing or forming words from
their roots. It has been treated of in the previous
chapter.
CLASSIFICATION.

Classifeation is twofold,-the classification of
words into parts of speech, and the classification
of the parts of speech into divisions.
The former may be called the classification of
words, and the latter, the classification of parts of
speech.
Words are divided, with reference to their signification and use, into sorts or classes, called parts of
speech.
·
THE PARTS . OF SPEECH.

There are eight parts of ~peech, the Noun, Pronoun, Adjective, Verb, Adverb, Preposition, Conjunction, and Interjection.

THE NOUN.

,

A noun is the name of an object; as, man, river,
truth.
The word ncnun signifies name.
1st. It may be the name of a visible object; as, John, city,
book.
2d. It may be the name of a thing invisible or indefinite
as, nothing, something, any thing, space, time.
3d. It may be the name of a quality apart from its possessor; as, goodness, wisdom, truth.
4th. It may be the name of an action without reference
to the actor; as, Walking is pleftsant. Reading is profitable.
To lie is base.
5th. It may be a word, letter, or sign spoken of; as,
Good is a monosyllable. A is an article. Without one if
or but. Cross your t's and dot your i's.+denotes addition.
Questions.-What is a noun? Give examples. What
does the word noun signify?
What may it be 1st? · Give examples.
What may it be 2d? Give examples.
What may it be 3d? Give examples.
What may it be 4th? Give examples.
What may it be 5th? Give examples.
Iµ this last sense, xµay not any word become a noun?

28

PROGRESSIVE SERIES.

EXEJWISE .

Tell which words are nowns, and why, in the following sentences.
Washington was a native of Virginia. Peter
and John went to the temple. The moon and
stars were shining. George or J ames will go.
Wisdom is better than riches. Wealth often prod uces misery. Grammar is the science of language. London is the largest city in the world.
A is the first letter of the alphabet. E is the letter
most frequently used. A good name is rather to
be chosen than great riches. Spelling, Reading,
Writing, and Arithmetic are the most important
studies of the school-room. Industry, constancy,
and discretion will ·insure success. Running is a
pleasant exercise. The Greeks took Troy by
stratagem. Studies serve for delight, for ornament, and for ability. Remember this truth, that
God is the common parent of all mankind. Improvement and pleasure are the products of industry.
Let each pupil write on his slate a number of nouns.
1st. Which are the names of visible objects.
2d. The names of things invisible or indefinite.
3d. Of qualities apart from their objects.
4th. Of actions without reference to the actor.
5th. Of words, letters, and signs spoken of as things.

L et the nowns of the last two divisions be used in
sentence,s.

BURTT'S ENGLISH GRAMMAR.

THE

29

~RONOUN.

A pronoun is a word used instead of a noun; as,
George has a book, ·and he studies it.
Pro means for: hence pronoun means for a rwun.
The following words are generally used as pronouns.
I, my, mine, me; Vv e, our, ours, us; Ye, you, your,
yours; Thou, thy, thine, thee; He, his, him; She, her,
hers; It, its; They, their, theirs, them; Who, whose,
·whom, which, that; myself, ourselves, thyse.lf, yourself,
him self, herself, itself, yourselves, themselves; what, whatever, whatsoever, whoever, whosoever, whosesoever, whichever, whi chsoever.
REMARK.

The noun for which a pronoun is used is not always
expressed: it is sometimes understood; as, You and I will
go; and it is sometimes indefinite; ris, H e who studies will
improve.
Qu.estions. -Wh at is a pronoun? vVhat does pro mean?
What does pronoun mean? In the sentence "George has a
book, am! h e studies it," whic:h wordi! are pronouns? and
why? What word s are generally used as pronouns? Is
the noun for which a pronoun is used always expressed?
What may it be?
EXERCISE.
~Model .

Jam es is kind to his parents, and they love him.
His is n, pronoun, because it is a word used in stead of
the noun James.
They is n, pronoun, because it is used instead of the nouu
pm·outs.
riiin is a pronoun, because it is a word used instead of
the noun James.

30

PROGRESSIVE SERIES.

Describe the pronouns in the following sentences.
Ann has a fine book, and she studies it. A
teacher loves his pupils when they respect him.
We esteem our friends, because they are kind to
us. I heard you recite your lesson, and you recited
it well. The boy who studies will improve. Do
you know the lady whose house we occupy?
Whatever is, is right. I heard 1!_hatl you said.
J knew the lady when she spoke to me.

THE ADJECTIVE.

An adfective is a word used to qualify or limit
the meaning of a noun or pronoun ; as, A good
boy. That man. You are industrious.
The word ac~'ective means J°oineiL to.
Questions.-What is an adjective?
adjective mean?

What does the word

EXERCISE.

Model.
A diligent student will become a good scholar.
A is an adjective, because it is a word used to limit the
meaning of the noun student.
Diligent is an adjective, because it is a word used to
qualify the meaning of the noun student.
A is an adjective, because it is a word used to limit the
meaning of the noun scholar.
Good is an adj ective, because it is a word used to qualify
the meaning of the noun scholar.

Tell which wm;ds are aclJ'ectives in the following
sentences, and why.

BURTT'S ENGLISH GRAMMAR.

31

A good book is a choice treasure. Good studious
.
'
boys learn many long, hard lessons. A wise son
makes a glad father. A kind look gladdens th~
heart. Large, deep rim.s float long, 'heavy rafts.
He is wise. You are young. They are noble.
We are needy. Gold is heavy and precious. A
virtuous man loves virtuous men. She was young,
noble, and beautiful.
EXERCISE.

Models for exercise in using adjectives.
Trees. 1st. High trees, low trees, large trees, small trees,
young trees, old trees, many trees, some trees, "ten trees,
no trees, &c.
2d. The trees are high. The trees are low. · The trees
are large. The trees are small. The trees are green. The
trees are dead. The trees are useful, &c.
Let the pupil write on his slate for recitation as many ape
propriate adjectives to each of the fallowing nouns. as he can
think of, using each of the models : Books, horses, house,
bird, man, garden, water, school, ink, apple, river, pen,
grass, carriage, street, desk, beauty, sun, son, pupil, &c.

THE VERB.
A verb is a word* which signifies to be, or to do;
as, They are. John writes.
The term verb means word.

* The term "word," as her~, used signifies part of speech: strictly
'Peaking, the verb and some of the other parts of speech often include
:everal words.

32

PROGRESSIVE SERIES.

The verb often includ es two or more words; as, John
It might have been accomplished.

has been working.

Questions.- What is a verb? Wlmt does the word ver.b
moan? Is the verb always a single word? What does it
often include ?
EXERCISE.

Jlfodel.

The sun shines, and it is very warm.
S hines is a verb, because it signifies to do. Is is a verb,
because it signifies to be.

BURTT'S ENGLISH GRAMMAR.

manner, or negation; as, He came yesterday. ·He
came here. He wants little. He. recites well;· ')Re
.. he.ars not.
The word adverb means joined to a verb.
Questions.-What is an adverb? Repeatthe :first sentence,
and tell which w.ord is , an adverq, .a~d why. The second.
The third. What does an advelb generally denote? Repeat the first sentence given,. as an exainpl~, :and tell which
word is an adverb, and what it denot~s. . The sec~nd. ~he
third. .The fourth.
· ·
·
.

'Pell which words are verbs, and why, in the follow- ·
ing sentences.

The fire burns. Birds fly. Horses trot. The
wind blows. Pupils study. They learn. You
read. \Ve write. The stars twinkle. The mountains stand. They are. She is. I rest. Trees
grow. They increase. He must go. He has
gone. It will be finished. You may play. She
has read. He will have written. It rains. It
thunders. It must have been chosen. He can
come. It may be said. He is WtLlking. They are
coming. It must be done.
THE ADVERB.
An adverb is a word used to modify the sense
of a verb, adjective, or another adverb; as, The bird
sings sweetly. The tree was very high. She reads
remarkably well.
An adverb generally denotes time, place, quantity,

' 33

EXERCISE

Model.

to

Be very careful
understand well what you study, and
then you will improve very fast. '
·
Very is an adverb, because it
adjective careful.
Well is an adverb, bec~use it
verb to understand.
Then is an adverb, because it
verb will improve.
Very is an adverb, because it
adverb fast.
··
Fa.st is an adverb, because it
verb will improve.
\

modifies the sense, of the
·
modifies the sense of the

I.

modifies the sens_e of the

I

modifies the sense of the
modifies the sense of the

Tell which words are adverbs, and why, in the folr
lowing sentences.
·

He acts justly. He reads badly. Come here.
.Stop there. It is known everywhere. Washington
:was a truly great man. You knew.him ~ery well.
·v ice. may be seen too often. We cap.not act_ too

84

!'ROGRESSIVE SERIES.

BURTT!-s ENGLISH Glt!:MMAR.

·wisely. When will he come? Where do you live 1
How much did he take? Why did he run so fast?
He does not like study. Will you not go? I am
extremely weary. John is diligently employed.
Act wisely and prudently.

) ~ Whf!.t does the word preposition i:nean 7 ·
Repeat some of the most common prepositions.
EXERCISE.

Model.

The way of the wicked leads to ruin.

THE PREPOSITION,

Of is a preposition, because it shows the relation between

The Preposition is a word used to express the
relation of a noun or pronoun to some other word;
as, The love of wisdom. Walk 'before him. •He
lives in the city.
The word preposition means placed before.
Some of the most common prepositiona areabout,
below,
above,
beneath,
according to,
beside,
across,
between,
after,
beyond,
against,
by,
along,
concerning,
amid,
-down,
amidst,
during,
among,
except,
amongst,
for,
around,
from;
Jit,
in,
before,
into,
behind,
instead of,

near,
of,
on,
out of,
over,
through,
to,
towarde, under,
up,
unto,
upon,
with,
within,
without.

Questions.~What is a preposition 7 Repeat the first
sentence gj.ven as an example, and tell which word is _a
prepo~}H()~! an4 wh!. ~he secq~4! 'f4e t4ircf.

~he

words way and wicke.1:.--,, To is a preposition, because it shows the relation between
;ieads and rwn.
.

Tell the pre'f?OB'itions, and why, in the foUowing
sentences.
. Go to the city. He lives in Pittsburgh, on
Wood Street. He went over the river. Walk
in the path of virtue. The love of -money is the
root of all evil. The book lay before him ori the
table. He will return during the day. He rode
in the cars to New York. By his imprudence, '
he got into difficulty. He went up _the · road,
and down the lane, and across the field, and
into the barn.

THE CONJUNCTION.
A Oon}wnction is a word used to connect words,
phrases, and clauses ; as, John and James were
there. He commenced to teach and -to preach.
Jane went to the country, but Joh:i1 came to the
city.

36

BURTT'S • ENGLISH GRA'MM:AR.

PROGRESSIVE SERIES.

come. She is firm, though she is gentle. I cannot
trust you, for you have deceived me. The soul of
man is rational and immortal. Not vice, but
virtue, gives happiness. The day of life, spent in
h_onest and benevol"'.nt labor, eome$ to an .evening
calm and lovely. The weather was fine, and the .
roads were excellent. He lives and labors. He
felt his .strength diminish as he proceeded. Take
heed lest you faH. I will trust in him; though, he :

The word confunction means connecting or joining together.
The principal words used as conjunctions areAnd, if, that, both, then, since, for, because, therefore,
wherefore, provided, besides, but, or, not, as, than, lest,
though, unless, either, neither, yet, notwithstanding,
nevertheless, except, whether, whereas, as well as, inas- .
much as.
'
Questions.-What is a conjunction ? Repeat the first
sentence given as an example, and tell which .word is a
conjunction, and why. The second. The third. . What
does the word conjunction mean?

. ~lay me"THE INTER.JEOTION;

EXERCISE.

Models.

Wisdom or folly governs us.

Or is a conjunction, because it connects the words wisdom and folly.

An Interjection is ari. exclamatory word used to
. ·express some emotion of the mind; as, . Hail !
happy morn! He is, a'las I undone. Lift up your
heads, 0, ye gates.
The word interJection means something thrown .
r
between.

She dreamed of her home, and of her parents.
And is a conjunction, because it connects the phrases of
her home and of her parents.

The words generally used as interjections are,-Ah !
Alas ! Alack ! Aha ! : Fie ! Ha I Ho ! · · Hallo ! Huqa !
Huzza ! Heyday ! Lo ! 0 ! ·•. Oh ! Pshaw! W elladay !

I wrote, because it amused me!
Because is a conjunction, because it connects the clauses .
I wrote and it amused me.

Tell which words are conJunctions, and why, in the
following sentences.
God created the heaven and the earth. A great
and good man has fallen. John is good, therefore
he is happy. Dispel the mist · and clear the skies,
and bring my Cora to my eyes. He will improve,
if he will study. Thomas will come if you will

Many. other words are sometimes used as interjections;
as, Strange! that he should be so foolish. Indeed! are you
the man?' What! will he not come?
'

t.

Questions.-What is _a n interjection? Repeat the sentence given as examples, and tell which words are inter•jections, and why.
· .. 'i ·
•
, What words are commonly used· as interje:ctions?
i '· Are other words. sometiines used 7 Give the examples.
4

38

39 ,

PROGRESSIVE SERIES.

ADVERBS.
EXERCISE.

He: walked step· by step.
~he idler studies none at alt
Is he 11.ngry? Not a~ all.

Model.
Huzza I He comes. ·
becaus~ it is a word used to
express some emotion of the mind.

Huzza is an interjection,

PREP-OSITIONS.

He went aooording to custo~
It came from under the. bijdge.
Hard by a.. cottage ehimqey smokes,_
From hdween two aged oa.ks.

Tell which W<YrM are inter:jections, and why, in the

following sentences.

Alas ! my noble boy ! that thou shouldst die.
Strange ! that men will not hear wisdom. Oh !
fudge ! why did you say so. Pshaw! it is all
nonsense. Oh, blissful days ! Ah me l ho:w soon
ye pass!
REM.ARKS.

1. Frequently two or more words are taken together to
form one part of speech; as in.
NOUNS.

Mary Johnson .goes to. school.
· ,
William Henry, Harrison died.
'
His Excellency the President has arrived.
ADJECTIVES.

A most benevolent man.
A more excellent.way.

l

CONJUNCTIONS.

John,

as well a{J.James,

Inasmuch. as you: ha.ve
succeed.

was there,.
labo~ hard~

you de:serve

~

.

In most cases, however, a.· singfo word forms a part o~
speech.

2. The · same ·word is not always the same part of
speech, but varies in accordance with its signification.
and use ; ·as in, the following, e.Y;~ples. G~t the bar,
a.nd bar the door. Here the first word bar is a ROun, be. cause it is a name7 and the: second is a. verb, because it
signifie~ to do.

That man that. liv,es.in the country wld m.e, that you had
Visited him.
.
. Here the first that is an adjective; because it limits the
me~ning of the noun man; the second. \g· a pronoun, because it is a.. word used instead of a: noun;· the third is a.
conjunction, because it connects clauses.

VERBS.

He would go..
He must have beeni betrayed.

good are good.~
Here the first word good is a noun, because it;is, a name;
Th~

•

.-.-------- - - - -- - ·- - --

40

-

-

PROGRESSIVE SERIES.

the second is an adjective, because it qualifies the meaning
of the noun good.
Hence, you must determine the part of speech to which
any word belongs by its signification and use.
Questions.- What is remark first? Give examples of two
or mo.re ~vords forming a noun. Of two words forming
an adj ective. Of two or more words forming a verb. Of
two or more words forming an adverb. Of two words
forming a preposition. Of two or more. words forming a
conjunction.
·· ·

What is r emark second? Rep;iat the first sentence given
as an example. What part of speech is the first word bar.?
and why? The second? and why? Repeat the second
sentence. What part of speech is tee first that .f! and why?
1' he second? and why? The third? and why? Repeat'the' ~.
- - - --it.i.i.loi-¥i11d sentence. What part of sp eech is the .first good .? and
why? The second? and why? How, then, must you determine to what part of speech any word belongs?
EXERCISE.

Models for naming the parts of_ speech.
Truth is not a stagnant pool, but a fountain.
Truth .. . .is a noun, because it is a name.
I s ........ .is a verb, because it signifies to be.
Not ..... .is an adverb, because it is a word used to modify
th e sense o\ a verb.
A: ...... .. .is an adj ective, because it is·a word used to limit
the meaning of a noun.
Stagnant is an adjective, because it is a word used to
qualify the meaning of a noun. .
Pool ..... .is a noun, because it is a name.
But ... .... is a conjunction, because ifls a word used to connect clauses.

BURTT'S ''ENGLISH GRAMMAR.

A ....... ..is an adjective, because it is a word· u:sed to limit
the meaning of a noun.
Fountain is a noun; becatise:it is a name.
Hallo ! come here to m_e.
Hallo is an interjection, because it is ~ word used to express· some emotion of the mind.
Come is a verb, because·it signifies to do . .
H ere is an adverb, because it is a word .us,e d to modify the
sense of a verb.
·
.
T o is a. preposition, because it is a word used to show
the relation of a noun or pronoun to some other word.
Me is a pronoun? because ' it is word .used instead of a
noun.

a

De8cribe ·the ivords in the folloiving sentences in accordanc,e w£tli the foregoing models.

·Negligent servants drive horses carel~ssly. · Time
flies swiftly. Evil communicati_ons corrupt good
manners. Time and tide wait for no · man. The
evil bow before the. good. Say ye to the righteous;
it shall be well with him: Profane · swearing is
abominable: Obscene 'language is disgusting.
A void all vice, ·and aim at usefulnesi Never be
ashamed of honest labor: Socrates and. Plato
were Grecian philosophers. Good and bad men
are found in all countries. Consider, 0 rrian !
thou art but dust. Measure your life by ·actl!! o_f
goodness, not by years. Intrinsic worth, and not
· riches, ought to ·procure esteem. Who can look
only at the m:uscles of the hand, and doubt that
man was made to work?
4*

•

41

42

PROGRESSIVE SERIES.

BURTT'S ENGLISH GRAMMAR.

Turn, gentle hermit of the dale,
And guide my lonely way
To where yon taper cheers the vale
With ·hospitable ray.

ETYMOLOGY.

Sleep seldom visits sorrow. A truly good man
worships God. Here will I rest. -Where are you
going? Alas! how rapidly time passes away! Bravo!
renew your efforts. He will not abandon the attempt, though he has been deceived. The time
has passed, and you did not improve it. The earth
is da~k, but the heavens are bright. Hail, Colum- ·
bia, happy land ! True happiness is an enemy '?to
pomp and noise. Julius Cresar defeated Pompey,
and Augustus Cresar defeated Anthony. Wisdom
and virtue ennoble us. Vice and folly degrade us.
Profanity is a sure mark of an irreligious mind.
If we have not always time to read, we have.
always time to reflect. Pride goeth before destruction, and a haughty spirit before a fall. A great
soul is known by its enlarged, strong, and tender
sympathies. True courage is the exercise, result,
and expression of the highest attributes of our
nature. Industry, honesty, and temperance are
essential to happiness.
The Assyrian came down like* a wolf on the fold,
And his cohorts were gleaming in purple and gold,
And the sheen of their spears was like* stars on the sea.
When the blue wave rolls nightly on deep Galilee.

* A preposition.

D~VISION

43

II.

Of the parts of speech, theilr cla.ssifications, roodificar
tions, 0;ni/, relations.
Ola.ssification is the division into Classes or sorts.
Nouns, pronouns, adjectives, verbs, adverbs, and
· conjunctions are classified.
Prepositions and interjections are not classified.
ModijWation is a change in the form or meaning
of a word.
The modifications of the parts of speech are also
called prope'rties and accid(Jnts.
· When a word changes its form to express di£.
ferent properties, it is said to be inflected. .
Nouns, pronouns, adjectives, verbs, and adverbs
· are inflected.
Prepositions; conjunctions, and interjections are
not inflected.
The inflection 0£ nouns and pronouns, is called
decwnsion; that of adjectives and adverbs, wmparison; and that of .verbs, confiugation.
Relation is the reference which one word has to
another in sense.
Questions.-Of what does this chapter treat?' What are
the parts of speech? How many? and what are they called?
What is classification? Which parts of speech are classi-

44

45

PROGRESSIVE SERIES.

BURTT'S ENGLISH GRAMMAR.

fied? Which are not classified? What is modification?
What other names are given to the modifications. of the
parts of speech? When is a word said to be inflected?
Which parts of speech are inflected? Which parts of speech
are not inflected ? What is the inflection of nouns and
pronouns called? The inflection of adjectives and adverbs?
The inflection of verbs? What is relation?
In the sentence John saw a white horse, to what does John
relate? To what does white relate?

King Solomon was a wise man.1 The eagles
build their nests in the inaccessible rocks. Studious boys learn many long lessons. Grass is green. 2
Snow is white. Gold is heavy. The cars run
rapidly. Queen Victoria governs England. A
good book is a choice treasure. 3 A soft answer
turns away wrath.
Man relates to Solomon, because the meaning is· the man Solomon.
• Green relates. to grass, because the meaning is green grass.
a Treasure relates to book, because the meaning is book is a treasure.

1

EXERCISE.

Model.
Good children obey their parents cheerfully.
Good ..... .relates to children, because the ·meaning is good
children.
Children ..relates to obey, because the meaning is children
obey.
Obey* .. ... relates to children, because the meaning is children obey; it also relates to parents, because the
meaning is obey parents.
Their .. ... .relates to parents, because the meaning is their
parents.
Parents ... relates to obey, because the meaning is obey
parents.
Cheerfully relates to obey, because the meaning is obey
cheerfully.

Tell the relation of each of the words in the following sentences.

The
Wise
Qvents
study.

*

boy studies diligently. Time flies swiftly.
Coming
kings rule nations prudently.
cast their shadows before. John loves
A kind look gladdens the heavy heart.

Obey relates to children as its subject, and to parents as its object.

NOUNS.

A 'lWUn is the name of an object; as, John, tree,
truth.
CLASSIFICATION.

Nouns are divided into two general classes, called
commcm and proper.
A commcrn noun is a general name, or the name
of a sort or species; as, man, town, river.
A proper noun is a particular name, or the name
of an individual; as, Charles, Pittsburgh; Amazon.
EXERCISE.

Model.
John is a scholar.
John .. .is a noun, it is a name; proper, it is a particular
name.
Scholar is a noun, it is a name; common, it is a general
name.

46

PROGRESSIVE SERIES.

Describe the rwuns in the following sentences.

Washington is called the father of his country.
The Amazon is the longest river in the world.
Children, obey your parents. James and John
study Geography, Grammar, and Arithmetic.
Alexander lives in Boston. The earth is the
Lord's. Harrisburg is the capital of Pennsyl·
vania. The surface of the earth is diversified by
hills, vales, and plains. Walking and riding are
pleasant exercises.
Common nouns include three classes, called col.
lective, verbal, and abstract.

A collective noun is the name of a collection of
objects; as, assembly, army, jWck.

..
,

.

~·

..,

A verbal noun is one which signifies action or
being, and has the form of a participle or infini.
: tive ; as, The singing was good. Its being I made
no difference. To lie is base .
. An abstract nown is the name of a quality apart
from the object to which it belongs; as, Goodness
should be preferred to wisd<Ym. He was remarkable
for docility and lcindness.
Remark.-We say, A good man; but if we wish to speak
of. the quality good, without reference to the man or any
thmg else, we say goodness: goodness, therefore, is an
abstract noun.
Questions.-What is a noun? How many general classes
of nouns? What is a common noun ? Give examples.

'I

.,

BURTT'S ENGLISH GR.AMMAR.

47

What is a proper noun? Give examples. What should
the first letter of a proper noun be? What three particular
classes of nouns? What is a collective noun? Give examples. A verbal noun? Give examples. An abstract
noun? Give examples. To which of the general classes
do these belong ?
MODIFICATIONS OF THE NOUN.

Nouns have modifications of gender, person,
nwmber, and case.
GENDER.
Gen~r is a modification to distinguish objects
with regard to sex.
There are four genders; the masculine, the feminine, the common, and the neuter.
Nouns which denote males are of the masculine
gender; as, "boy, "&rather, liero.

Nouns which denote females are of the feminine
gender; as, girl, si.Yter, heroine.
Nouns which denote either or both sexes are of
the common gender; as, person, cousin, children,
friendB.
Nouns which denote things without sex are of the
neuter gender; as, tree, river, goodness, faith.
REMARKS.

1. Let the pupil observe that gender is a property of the
word, and sex a property of the object. Every object is either
male, female, or without sex. Every namo of an object
is either of the masculine, feminine, common, or neuter
gender.

48

PROGRESSIVE SERIES.

2. When we speak of the human species without regard
to sex; we use the masculine gender; as, Man is mortal.
Every person should do his duty.
3. By a figure of speech, sex is sometimes attributed to
inanimate objects; as1··The sun pursues his course. The
ship spreads her sails. Then Fancy her magical pinions
spread wide.

SEX.

I. By the use of dijferent words; asFeminine.

Bachelor,
Beau,
Boy,
Brother,
Buck,
Drake;
Earl,
Friar or monk,
Gander,
Gentleman,

Jfaaculine.

maid,
belle,
girl,
sister,
doe,
duck,
countess,
nun,
goos~,

lady,

Husband,
King,
Lad,
Land,Iord, .
Lord,
Master,
Nephew,
Son,
Uncle,
Wizard,

Femim'·ne. ,

wife,
queen,
lass,
landlady;
lady,
mistress,
niece,
daJighter,
aunt,
witch. ·

2. By a different termination; as..,- .
Jfasculine.

Abbot,
Actor,
Author.,
Baron,
Bridegroom,
.Count,
Czar,
Duke,
Emperor,
Executor,

Feminine.

abbess,
actress,
authoress,
baroness,
bride,
countess,
czarina,
duchess,
empress,
executrix,

.Maaculine.

Feminine •

.M an-serv11tnt,
He-goat,
Male-child,

, ~P:~d-servaT,J.t,,
she~goat,

female-child,
female"d.escendants.

· Male-deseen<;lain~s,
EXERCrBE.

There are three methods of distinguishing the sex
of ob:ject.s.
Jfaaculine.

3. By prfjixmg another wo.rd; as-

Maacuz.ine.

Feminine.

Governor, governess,
Heir,
· heiress,
H ero,
heroine,
Jew,
jewess, Landgrave, landgravine,
Lion,
lioness,
Prince,
princess;
Sult:m,
sul taness or sultann,
Testator,
testatrix,
Widower, widow.

Model.
Boy is a. no11n of the masculinil gender, beca11se it deootes
a ·male.

TeU. the gender of. the jQllow'l;ng .nou~.
Man, king, queen, sister, friends, people, .:person,
ehild, hous~, book, ability, Gomfort7 ~ond,ition, captain, goddess, tree, mountain, town, cow~ .bird,
hostess, hunter, husband, peer, widow, grandfather,
letter, philosopher, priest, p:itron; poetess, ·gentleman, par<mts, cousin, niece, kind~d, servants, companion, dove, wolf, lawyer.
Questwns.-What are the modi:fieµ.tions of nouns? "What
is gender? How many genders, and what ·a.re they called 1
What nouns are of the masculine gender? Give examples.
What nouns are of the feminine gender? Give examples.
What nouns are of the common gender? Give examples.
What nouns are of the neuter gender? Give examples.
What should the pupil observe .concerning gender !\lid sex7
What is said of every object? Of every i:iame of a11 object r
When we speak of the human species without regard tG
sex, what g en der is used? Give examples. Is sex ever
attributed to inanimate objects ? By what ? Give examples. How many ways of distinguishing the aex of an
object? What is the first? 'Give examples. The second?
Give examples. The third? Give examples.
5

50

PROGRESSivE· SERIES.

.BURTT'S ENGLISH GRAMMAR.

51

A

PERSON.

The plural number expresses more than one; as,
boolcs, men, oxen.

Person is a modification of the noun to show its
relation to the speaker.

FORMATION OF THE PL UJ;tAL.

Remark-The noun represents the speaker, or the object
addressed by the speaker, or the object spoken of by the
speaker, and, h ence, the relation to the speaker.

The plural of nouns is regularly formed by
annexing s or es to the singular; as, boolc, boolcs ,·
box, boxes.

Nouns have three persons: the first, serond, and
third.

REGULAR PLURALS.

The first person denotes the speaker; as, I, Pa·ul,
beseech you.
The 8econd person denotes the object addressed;
as, Listen, 0 Earth!
The third person denotes the object spo~en of;
as, The earth smiles with plenty for man.
Questions.- What is p erson? How many persons have
nouns? What arc they called? What nouns are of the
first p er son? The second? The third?

1. Nouns whose last sound will unite with stake
s only; as, boy, boys; pen, p ens ; field, fields;
.
Mussulman, Mussulmans.
2. Nouns whose singular ends with .the sound
of s or ch take es; as, rrnass, masses ; fox, foxes;
inch, inches ; chu1·ch, .churches.
3. Some nouns ending in o take s; as, fol·io,
folios; .grotto, grottos; memento, mementos ; others
take es ,· as, hero, heroes ; negro, negroes ; potato,
potatoes.
IRREGULAR PLURALS.

NUMBER.

Nwrnber is a modification of the noun to distinguish unity and plurality; as, John h ~s a book, and
Mary has three books. ·

1: Some n.ouns ending in f and f e drop this
endmg, and take 'ves; as, lia~f, · halv~ ,: wife, wives; .
wolf, wolves.
·
·
. · ·
·

There are two nwmbers, the singular and the
pliiral.

2. Nouns ending in y, preceded by a consonant,
drop y and take . ies; as, city, cities ; pony, ponies ;
country, countries.'
·

The singtdar number expresses but one; as, boolc,
man, ox.

. 3. Compounds generally change the basis or principal part; as, cup/id, cupfuls,· bondman, bondmen;

-

52

-

- ~- -~~~~__,

__________...,__________.....illlt

53

PROGRESSIVE SERIES.

BURTT'S ENGLISH GRAMMAR.

cowrt-martial, courts../fnartial; son-in-law, sons-in-law;
commander-in-chief, commanders-in-chief

Many nouns from foreign languages retain their
original plurals ; as,
·

4. When the title Miss or Mr. is prefixed, there
appear to be two methods in use ; as, The Misses
Smith, or the Miss Smiths; The Messrs. Johnson,
or the Mr. Johnsons.
The names of married women are made plural,
and not the title; as, The Mrs._ Johnsons, the Mrs.
Smiths.
5. Some nouns, from the nature of the things
they represent, are used only in the s~ngular; as,
gold, pride, news, rum, goodness, floiir, millc, measles,
molasses, &c.
Others are used only in the plural; as, annals,
ashes, bitters, clothes, goods,_ oat.s, morals, scissors,
tongs, &c.
Others have the same form in both numbers; as,
de.er, sheep, swine, sail (a ship), species, series, appar
ratus, head (cattle).
6. Letters, figures, and signs are made plural by
annexing an apostrophe and s ; as, Dot your i's and
cross your t'.s ; His 3's and 5's were badly made.
Your +'s exceed your - 's.
7. The following noun s form th eir pl<Urals very
irreguhrly : child, children; foot, f eet; goose, geese;
loiisc, lice ; mouse, mice ; man, men; ox, oxen;
tooth, teeth ; woman, women.

Sing1£lar.

Plural.

Singular.

alumni,
Alumnus,
Amanuensis, amanuenses,
Analysis,
analyses,
Antithesis, antitheses,
Axis,
axes,
Basis,
bases,
B eau,
beaux,
Crisis,
crises; ·
Criterion,
criteria,
Datum,
data,
Effiuvium, . effiuvia,
Ellipsis,
ellipses,
Emphasis,
emphases,
Erratum,
errata,
Focus,
foci,
Genus,
· genera,

Plural.

Hypothesis, hypotheses,
L arva, ·
larv::e,
Miasma,
miasma ta,
Momentum, momenta,
Nebula,
nebulw,
Oasis;
- oases,
Parenthesis, parentheses,
Phasis,
phases,
Phenomenon, .phenomena,
Radius,
radii,
Sco,ria,
scoriw,
Speculum,
specula,.
Stimulus,
stimuli,
Stratum,
strata,
_Thesis,
theses.

Some have an Englii>h and a foreign plural; as,
Singular.

Apex,
Appendix,
Automaton;
Bandit,
, Cherub,
Formula;Fungus,
Medium, .
Memorandum,
Scholium,
Seraph, ·
Stamen:,
Vortex,

Engliah Plural.

apexesr
appendixes,
'.. automatons, ,
bandits,
cherubsi,:
- formulas, .
· funguses;
mediums,
memorandums7
scboliums, ,
seraph_s; .
stamens, ,
vor.te:x:es;. . ,..
5•

Forei9J' pz.,ral..

apices,
appendiceS)
autoII).ata, .
banditti;
·· cherubim;
: formulm,'
fungi, ·
media;
. memoranda,_
scholia,
seraphim,
stamina; '
v.ortice11.'

PROGRESSIVE SERIES.

. BUR'XT~S- ENGLISH _GRAMMAR.

A few nouns have two forms of the plural with
different significations; as,

EXERCISE.

54

Singular.

P luml.

brothers, sons of tho same family.
Brother, { brethren, members of the same society.
di es, stamps used for coining.
{ dice, cubes used for gaming.
Die,
geniuses, men of genius.
Genius, { genii, a kind of imaginary beings.
indexes, tables of contents.
Index, { indices, signs in Algebra.
p ennies, the coins.
Penny, {
p ence, the value.
Questions. -What is number? How m any numbers, and
what are th ey called·7 What nouns are of the singular
numb er? Give examples. What nouns are of the plural
number ? Give examples. How is the plural r egularly
form ed? What nouns form their plurals by takings to the
singular? By taking es .f! What is said of nouns ending
in o .f! Repeat some endings in o which takes. Some which
take es. What are those plurals called which are not formed
by annexing sores to the singular? Wh at is said of some
nouns ending inf or f e .f! Give examples. Give examples
of nouns ending inf or f e which form their plurals regularly. What nouns drop y and take ies.? How do compounds form their plurals?
Give the plural of handful, fath er-in-law, outpouring,
knight-errant, sister-in-law. Give the two methods of forming th e plural of Miss Abel, Miss Ander son, Mr: Patterson,
Mr. Alexander. Give the plural of Mrs. Thompson, Mrs.
Osgood. Give examples of nouns which are used only in
the singular. Nouns which are used only in the plural.
Nouns which are alike in both numbers. How is the
plural of letters, figures, and signs formed? What is said
of many nouns from foreign languages?

Spell the plural of the following nourlf5.
Alumnus, analysis, axis, basis, criterion, focus,
genus, larva, oasis, phenomenon, radius, stimulus,
stratum.
Spell the Englwh and the foreign plural of each of
the following nowns.
.
.·

Apex, automaton, bandit, cherub, formula, fungus, medium, memorandum, stamen, vortex.
Spell both plura"ls of each of the ]ollawing .nouns,
and. give the meaning.

Brother, die, genius, index, penny·.
Spell the plu_ral of each of the following nouns.
•

- •

J

•

~

•

•

;

• •

'

'

•

•

Table, door, chair, l;wuse, face, ,, pl,aee,. bo~,, wish,
class, watch, bench, loss, lass, seraglic:>, cuckqo,
cameo, volcano, cal~co, to-~ato, ~ul~tto,' motto,
story, history, lady, fancy, .study, ?Jie~ry, .fury,
sty, day, play, . chimn~y,. ray, h~i·key, Vflilley, calf,
shelf, leaf, .iife, ,rµu:ff, staff, s~arf, chief, child, mouse,
tooth, deer, sheep, means, odds, n,ews;, Mµssulnrnn,
mother-in-law, l\Iiss Burns, _Mrs'. ;B~·a~k~ ·Mr. Campbell, miasma, fungus.
I

'

.

'

Spell the singular, of data, foci,' specula, strafa,
errata, . phenomena, · genii, · stimuli, fu'~gi, media,
miasma ta, bases, eftl.uvia, radii, phases, nebulre. : '

56

l"ROORESSIVE SERIES..

BURTT'S ENGLISH · GRllnUR.

EXERCISE.

CASE.

Name tlie nouns in the following sentences, and
give the class and modifications of each, as far as
learned.

57

· Case* is a modification of the noun to distinguish

its relation to other words.
The principal relat-ions are : -

MODEL.

Napoleon Bonaparte was an emperor.
Napoleon Bonaparte a noun, it is a name; proper, it is
3 particular name; of the masculine gender, it deriotes a
male; third person, it denotes the objeet spoken. of; sin-.
gular number, it expresses but one.

is

Emperor is a noun, it is a name; common, it is a general
n·ame; of the masculine· gender, it denotes · a male; third
person, it denotes the object spoken of; singula.r number,
it expresses but one.
EXAMPLES.

The man and his horse are out in the rain. I,
.Alexander, Emperor of Russia, make this decree.
I; John, said these · things. Charles, bring me _the
oook. Boys, study your less0ris. Victoria is Qtie·en
of England. Romulus founded Rome. The phenomena of the heavens are wonderful. The rays ·
came to a focus. Jbhn brought good news. (foodness, Wisdom, and Justice are Divine attributes.
The running' of the brook and the skipping of the
lambs were delightful. Reading and spelling a're
important exercises of the school-room. The butterfly, child of the summer, :flutters in the sun.
Hope, the balm of life, lighte:o.s every misfortune.
False delicacy is affectation, not politeness. Honor,
afiluence, and pleasure seduce the heart.

l. The subject relation to a verb; as, John studies.
2. Th;e possessive relation to another.noun:; as; Jolin' s book.
8. The objective relation to a verb or preposition·; · as,· He
saw John. He spoke to John.
4. The defining relation , t0 a noun or pronoun; as,. The
Apostle John was loved.. He, John, was there.
5. The predicate relation:, being used as' the ·complement
to the verb ; as, He was called John:
6. The adverbial relation, when :it expresses:some adverbial circumstance; · as, He went last week.
·
7. Nouns are sometimes used independently, having no
grammatical relation to other words; as, John, study your
lesson. Oh; ·foolish man ! ·
·
·

Nouns have four cases, the nomiriative, possessive,
objective, and absolute.
The nominativ'e: case is generally the subject of
a finite verb.
It represents its object as acting or being; as,
John writes. John is a scholar.
The po.ssessi~e· case denotes . possessi~n; as, John's
book. The 'boys; ·class:
·
The o'&Jective case . is generally th~ object of a
transitive verb or preposition; as, He saw· john.
He spoke to John.
ii The' cases of nowis an,d pronouns cannot be f)lllY. und_e rst?_od without
a .knowledge of the modifications ·o f the verb, a.nd hence should be revised
after the verb hail' been stud.led;
·
·

•58

The absolute case is independent of any governing word. It is used
1. By address ; as, Friends, Romans,· countrymen, lend me your ears.
2. By exclamation; as, Oh! mighty Oresar !
3. Before a participle, and independently of
other words; as, The hour having arrived, we commenced our journey.
4. By ellipsis, in the titles of books, subjects, ·
or chapters; as, Webster's Dictinnary. The Daily
Dispatch. Section 4th. Or when the noun by' ellipsis is used in an adverbial sense; as, He started last
weelc. He lived two centuries before Christ. The
street is sixty feet wide.
The nominat1ve, objective, and absolute cases of·
nouns are alike in form.
The possessive case is formed from the nominative by annexing an apostrophe ands, or an apostrophe only, generally in accordance with the following
RULES.

L Nouns not ending in the sounq of s or z take
the apostrophe and s; as,, man, man's; men, men's;
John, John's.
'
.
2. Plural nouns ending in s take the
only; as, boy, b01.js'; lady, lad{ei

59

BURTT'S ENGLISH ~ GRA]i!MAR.

• PROGRESSIVE SERIES_. ·

apo~~rophe

3. Singular nouns ending in the sound of s or z
generally take the apostrophe and s; as, Oollins's
odes. Burns's poems. James's writing.

A few take the apostrophe only; as, Achilles'
shield. Conscience' sake.
DECLENSION.

,: -: To decline a noun is to express its numbers and
cases.
Singular.
il1,·

Nom.
Poss.
Obj.
Abs.

Plural.

. ladies,
Lady,
Lady's, . ladies',
ladies,
Lady,
ladies.
Lady,

Singul~r.

Plural.

men,
Man,
Man's, . men's,
men,
Man,
men ..
Man,

Questions.-What is case? What · is the :first -relation
mentioned? Give an example. The second relation? Give
. an example. The third? Giv.e .an example. The fourth?
' Give an example. The :fifth? " Give an example. The
.: sixth? · Give · an example. he nouns ever used without
~ a grammatical relation to. other words? -Give examples.
How many cases have noun ii.? What are they? What is
' the nominative case? . Row. does it represent its object?
. Give examples. Wh~t i~ the possessive".case? - Give _examples. What is the obj ective case? · Give examples.
What is the absolute case? How is it used :first? Give
~- · exn.mples. Secondly? Give examples. Thirdly? Give
examples. Fourthly? Give examples. What cases of
nouns are alike in form? What is the :first direction for
,_ forming the 'possessive·? · The second? The third?
- 1.

· ·· Spell the possr:ssive case of the following nouns.

Teacher, Mary, wisdom, men, girl,· girls, boy,
· .':.·boys, goodness, _cons~ience, · Bu,rris, Wells, horse,
1
.. horses, eagle, eagles, John, James, Thomas.

60

PROGRESSIVE SERIES •.

BURTT'S ;ENGLISH ; GRAMMAR.

EXERCISE.

EXERCISE.

Model.

Models for parsing .nouns.

James brought John's book from school.
The noun James is in the nominative case, because it ia
the subject of the verb brought.
The noun John's is in the possessive case, because it d~
notes possession.
The noun book is in the objective case, because it is the
obj ect of the transitive verb brought.
The noun school is in the objective case, because it is the
object of the preposition from .

61

Julius prints children's primers.
Julius .... .is a noun, it is a name; proper, it is a particular name; of the masculine gender, it denotes a
male; third person, it denotes the object spoken
of; singular number, it expresses but one; and
in .t he nominative case, being the subject of the
verb prints, according to RULE I. :-The subject .of

a finite verb is put in the nominative case.
CJhildren's is a noun, it fa a name; common, it is a general

name; of the common gender, it denotes · both
Tell the case of each noun in the following sen,.
sexes; third person, it denotes the object spoken
tences.
of; plural. number, it expresses more than one;
and in the possessive case,· it denotes possession,
Mary sings. John's dog barks. The traveler
according to RuLE III. :-A noun or pronoun dekilled the robber. Benjamin went to town. Fishe;
noting possession i,s put in the possessive case ..
swim in the sea. Man's works decay. J ulia:s ,
·' Primers .. .is a noun, it is a name; common, it is a general
father bought the man's farm. Washington's '·
name; of the neuter gender, it denotes · things
genius triumphed. Anger rests in the bosom of
without sex; third person; it denotes the object
spoken of; plµral number, it expresses mo.r e than
wicked men. A good cause makes ·a strong arm.

The nouns it,alicized in the following ·sentences are
in the absolute case: let the pupil tell why.
I

Charles, come to me. Oh! foolish man. The
general being slain, the army fled. Osgood's Speller.
Chapter lst. Lesson 4th. Act 1st. Scene 4th.
He arrived last night. The lake is ten miles broad.
John, James, and Harry, listen, all of you. Happy
people ! Wonderful man! The sun having risen,
he pursued his journey.

one; and in the objective case, being the obj est
of the verb prints, according to RuLE IX. :-

The object of a transitive verb is put in ihe objective
case.
John, make ha,ste to school.

. ,John ..is a noun, it is a name; . proper, it is a particular
name; of the masculine gen~er, it denotes a male;
second person, it denotes the object addressed;
singular number, it expresses but one; and in the
absolute case by address, according to RuLE IV.-

A noun or pronoun not.governed is put in the _absolute
case. ,.

62

BURTT' S •ENGLISH •G RAMM:A:R.

. PROGRESSIVE SERIES . .

Section4 4th;__..,Soul ofthe just, companion of the
where is thy home, and whither art thou
Allegheny City, May 16th, 1858.

School is a noun, it is a name; common, it is a general
name; of the neuter gender, it denotes a thi.ng
without sex; third person, it denotes the object
spoken of; singular number, it expresses but one;· ·
and in the objective case, beii;g the object of the
preposition to, according to RULE XVI. :-The object ·
of a preposition is put in the objective case.

.,,.

In the absolute ca~e by address . .
2 In the absolute case by exclamation.
8 In the absolute case before a participle.
4 In the a~solute c~_se by ellipsis.
·
·

1

Parse the nouns in the following sentences.

Man labors. Men labor. Water flows. Waters '
flow. Rain descends. Rains descend. John walks.
Ladies visit. Fires burn. Milton wrote.
flies. Man's works decay. Men's labors cease.
John's dog barks. The lady's bird sings. ' Solo- .
mon's wisdom was great. The elephant's tusk is '
white. Washington's plans prevailed. Sarah's .·
sister purchased the lady's bonnet. Columbus discovered America. Farmer~ mow the grass. The
multitude pursue pleasure. Charles ha~ a horse. ·
The man owns a farm. Newton studies law.
Some boys love study. Most boys love play. Seek
wisdom. Respect old age. Thomas went from the
city to the country. Surely goodness and mercy
shall follow me all the days of my life. Virtue
produces happiness. Julia's father bought the
man's farm. The road leads through Pennsylvania
into Ohio. The farmer went out of the house
across the field and into the barn. My son,1 be wise '
to-day. Give ear, 0 .E arth. 1 . Great man !2 the
nations wondered much and praised. The night3
having passed, the sun arose. Shame 3 being lost, all
virtue is lost. Ossian's poems. 4 Chapter4 1st.

PRONOUNS.
.-c.~

.

.A Pronoun il'! a word used instead of a noun; as,
rie~rge has a b~ok, and he reaas it.
·
.

'·

CLASSIFICATION.

· Pronouns are of four classes : Personal, Jlelative,
. .'
Interrogative, and Definitive.
'

i

(

PERSONAL PRONOUNS.

A personal pronoun is one that has a form to
denote its person.
They are, I of the first person,
· Thou or You of the second person,
He, She, and It of the third person.
Their plurals are, ITT;, Ye or You-, _a nd Tk.y.
The simple personal pronouns are rendered compound by
annexing self or selves.
The compound personal prououi1s are, myself, thyself, yourself, himself, herself, and itself.
Their plurals are ·ourselves, yourselves, and .themselves.
· Questions.-What is a pronoun? Give the classification
of pronouns. ·what is a personal pronoun? Of what per-

64

·~ ENGLISH ~GRAMMAR.

, •PROGRESSIVE ,SERIES:

' 65
: ·1 ;
!

RELATIVE PRONOUNS.

A relative pronoun is one which relates to an antecedent and unites clauses; as, The man is happy
w ho is virtuous.

l

The relatives are, wlw, which, what, that, and as.

That is a relative when it is used in the ~nse of
who or which; as, Re that (who) came. The tree ;
tl~at (which) fell.

OUBLE RELATlVES.

ve

As is a relative when it follows . such, many, or '
same ; as, They are such as labor. _ Take as many '
as you want. I read the same as you; i.e ..J read ·
the same which you read.

'~·

is

,-

1 ,

;i

~ne .whic4 ,is ,e,quiv:al~~-Lto

nt~ced~~t ~nd ~he relative·; as, I
id_ .\ .e'. .I hea~d· th~ thirig whicl~ he

iiiJ will suffer'; i.e:' ',rhe Pef.s~~~hp
•

Than has sometimes the construction of a relative, when .
it follows more; as, He has more than you want.

I

. • •

t' .: •

!'

: .'

; '.: ·- • } !

·elatives are, whoever, . wlw$oker,
hever; whichsoever, 1:1Jhat, wh,a;fev,e:r,,

Questions. -What is a r elative pronoun? In the example
given , which word is a relative? What J.s its _antec~ dent?
"What clauses does it unite? Name the relatives. When
is that a relative? When is as a r elative?

; is· a double. relative-? , , Which;word iis a
r the .first exampl!'l, . a:od !to , whit i&· i:U
3 second example, w.hichw:ord is a do~l;>le
tat is it .equivalent i N ~ine the. do~l?l,e.

EXERCISE.

Model.

EXERCISE.
. •',c.

'I'he bird which sang so sweetly has flown.
Which is a relative pronoun: it r elates to bird for its .
antecedent, and unites the clauses The bird has
flown and which sang so sweetly.

i \;

c;:tipf? ,~~ ,~h,~/~l~i!':g, se'J'.'1nf¥..,, _
~. :w~h , pr.oduees;·no ' fruit. ', /]lie
will improve. The·. child ;:that ·:is
· ?~B~!'· :;, ';['he g~~s~ -· that was cut
~red. .R e ,t~a~, , g?,V:~~~s, ,~is. ;J>ashe ' ~·ouseJD.' w~fo~ 'Y.~ H~~g ~;~
such a8 you ,Yant. . Th,e apples
me.'-are · sour.··· The":gentleinan
ias-·a tea:cher. The ' boaf!whfoh
~d. R~ has. the .' same studies.· as

son is I.? You.i> They.<e · Name the person?J prououwi. :
Give their plurals. 1£ow are the simple person!lls rendered .1
compound? Repeat the compound personals.
-

Do Not
Remove
71-49 (rev 8/85)

ing senterwes, tell •which ·wards are
ind give .the eq_uivaknt.for :each; ·
he did~ He studies what is useful.
61/t

66

PROGRESSIVE SERIES.

BURTT·' S ENGLISH GRA.M:l\IAR.

Whosoever believeth in me shall be saved. Whatsoever thy hand findeth to do, do with thy might.
Take whatever he gives you. Whatsoever he
says, observe.
INTERROGA'l'IVE PRONOUNS.

An interrogative pronown is one used in asking a
question; as, Who came? What is it?
The interrogatives are, who, which, and what :
they have the sµ.rne form as the relatives.
Questions.-What is an interrogative pronoun? Name
the interrogatives. What is said of their form? Give
three sentences in which who shall be an interrogative.
Three, in which which shall be an interrogative. Three, in
which what shall be an interrogative.
DEFINITIVE PRONOUN.

A definitive yrono'l,J,n is one which limits a noun un.
derstood; as, Some men are wise, others are foolisil. ·

6J

Other is a definitive pronoun, being equivalent to other
person: therefore its substantive-is person understood.

Describe the definitives pronowns in the following
sentences.
•
He took one book, and 1: took the other~ · This
rule is better than. thi'tt. . These. words ~re easier
than those: That bo~k is yours, this · is mine.
Few persons are without faults; but som~ a~e better
than others. This is the man. Thes~ · are prosperous times. All or any of you may c.ome.
Many are called, but few chosen. Neither 0£ the
verses pleases me, for both are defoctive. Of the
two propositions, the former is correct, the latter is
defective. Here are the books; and you may take
any or all of them.
REMARKS.

Repeat thl;l

A pronoun may represent a noun, phrase, or clause.
'l'hat which the pronoun stands for, or represents, is
call ed its substantive.
The substantive of the p ersonal pronoun, and also of the
relative, usually precedes it, and is called its antecedent.
The substantive of the interrogative pronoun is the
answer to the question, and is called its subseqtf,ent.
'l'he substantive of the definitive l?ronoun is the noun understood which it limits.
A substantive is a noun or ·p ronoun, or a J.?hrase or clause
having the construction of a noun or pronoun.

Each should endeavor to please the other.
Each is a definitive pronoun, bei~g equivalent to each
person: therefore its substantive is p erson understood.

' Questions on R emarks.- What. may a pronou~ r epresent?
What is tho word, phrase, or clause, which the pron.o un
represents, called? What is said of the substantive of the
personal and relative pronoun? Of the substantive of the
interrogative pronoun? Of the substantive of the definitive pronoun? What is a substantive?

The d,~fin itives are, each, every, edher, neither, tliis, that,
these, those, former, latter, first, last, some, other, any, one, all,
such, both, same, another, none, f ew, and many.
·
REMARK.

The definitive pronoun may be considered to be a definitive adjective limiting a substantive understood.
. Questions.-What is a definitive pronoun?
definitives.
EXERCISE.

Model.

68

PROGRESSIVE SERms.

69

BURTT'S ENGLISH GRAMMAR.

MODIFICATIONS OF .PRONOUNS.

Singular.

Pronouns have ·modifications of gender, person,
nwmber, and case.
/
DECLENSION OF PERSONAL PRONOUNS.

' :.fi i

Singular.

I,
my or mine,
me,
·I or me ..

Nom.
P of .
ObJ.
Abs.

Plural.

Nom.
P oss.
Obj.
Abs.

we,
our or ours,
us,
we.

Singiilar.

thou,
thy or thine,
thee,
thou.

Plural.

Nom.
Poss.
Obj.
Abs.

ye,
your or y<;mrs, ·
you,
.....
ye.

SECOND PERSON (COMMON STYLE).
Si11g11lar.

Norn.
P oss.
Obj.
Abs.

you,
your or yours,
you,
you.

they,
. their or theirs~
'them,
they.

Nam.
Poss.
Obj.
Ab?.

Plural.

Norn.
Poss.
Obj.
Abs.

you,
your or yours,
you,
you .

they,
theirs,
them,
they.
. '·;

1. Only the third persqn singular of the personal pronoun has a form to denote its gender.
2. The pronoun 'it, though generally neut er, is sometimes
.of the other genders as, It' was J ohn. It was a woman.

i

I saw the child when it was sick.

3. The first form of.the possessive case, my, thy, her, our,
used ' when the noun denoting , the. obj ect
possessed is expresse~; as, my book; your bo~k; ~~·

your, and their,

is

The second form, mine, thine, hers, o«rs, yours, .a.nd theirs,
is used when the noull denoting the .obj ect possessed is
understood; as, The book is mine; i.e. T he book is my book .
. The. book is yours; i.e'. The book is your boQk. 1 • •

THIRD PERSON (MASCULINE GENDER) .
Si11gular.

N om.
P oss.
Obj.
Abs.

he,
his,
him,
ho.

· :

'• :.1

.Pz,,,.~i.

Singular.

Nom. · it,
·Poss. its,
. bbj.
it,
.. Abs. it.

REMA:RKS. ·
SECOND PERSON (GRAVE STYLE) .

Nom.
Poss.
Obj.
Abs.

:, ·

THIRD PERSON (NEUTER GENDER)·

FIRST PERSON.

Nom.
Poss.
Obj.
Abs.

. Plu_ral;

Nom. she,
Poss. her or hers,
Obj.
her,
Abs. she.

Plural.

Nom. they,
Poss. their or t heirs,
Obj.
them,
Abs.
they.

Nominative.

Who,
Which,
Whosoever,

• 1 ,

P~1u~ve.

. Objective. : .

whose,
whose,
wh.osesoever,.

. whom . . · ·
which . .
whomsoever.

The other relatives are inde~linable. ·

•

70

PROGRESSIVE SERIES.

You is a pronoun, a .w ord., us~d, iJiste\t~d of a noun i( personal, it h as a forlli to denote its person; . of the

The definitives, one, other, and ariOtlie-r, are declined as follows :Sing.

Nom.
Poss.
Obj.

One,
One's,
One,

Plu.

ones,
ones',
ones.

Si11g.

other,
other's,
other,

Plu.

others, .
others',
others.

masculine gender, second person, and singul~r ini.m. ber, to agree with its antecedent ·John,. ii.chording to
RuLE Vl. (:f!,ep.eat thf_ rule.) .J'\t is.in the objective
case, being i;_he okJect o{ the prepo.si~on wit~, according tO Rui..E IX1 :....:...The object of a preposition i&

Sing.

another,
,anothe;i:'s,
another.

put in the objective case. (Decline you.)

Questions.-What are the modifications of pronouns 7

Whoever sins wm sli:ffer.
Whoever is. a pronoun, it is a . word
used instead of~ noWi~'
.
.
. double relative, it is equivalei;it to the, person who,; of

Decline the first person in both numbers. The second.
The third in each of the genders. Which of the personal
pronouns has a form to denote gender? What is said of
the gender of it ? When is the first form of the possessive
case used? When is the second form used? r>ecli'ne who,
which, whosoever, one, other, another.

the common gender, third }lerson, and singular number, to agree with the person who 'for which it stands,
ac?ording to RuLE VI.* Whoever _supplies tko fase\i,
being the subject of the verb sin$ and williuffer; aocord'ing to Ru~E VII. ::.--Double relatibes supply two casiis.,

EXERCISE.

Models for parsing pronouns . .

Who founded Rolne ? Roriiuius.

John, I saw the man who talkeP. !With you.
I. ... .is a pronoun, a word used instead of a noun; pet:<.
sonal, it has a form to denote its person; of the first
person and singular number, to agree with its antecedent understoo.d, according to RuLE VT :-,-Prono,unS' ·

agree with their substantives in gender, person, and
number. I is in the nominative case, being the · subject of the verb saw, according to RuLE I. :-The
subject of a finite verb is put in the nominative case.
"·
(Decline I.)
· .
"Who is a pronoun, a word used ins~ead of, a n.oun; relative, it relates to an .antecedent and tlnites clauses;·
of the masculine gender, third person; and singular
number, to agree with its antecedent man, acciording
to RuLE VI. (Repeat the rule.) Who is in the nominative case, being the subject of the verb talked,
according to RuLE I. (Repeat the rule.) (Dec,line

who.)

·

· I

nouh; inter1'ogative, it is used in asking a question; of the
masculine g ender, third person, and singular number,
to_agree with its subsequent Romulus, a"Ceording to
Ruui VI. Who is in the nominative case, being the
subject of the verb founded, according to. RULE L

Who is a prQnoun, a word used iiistead of a
.

(Decline who.)
This is John's

book.

woi·d used instead of a noi,m; <lefini. tive, it limits a. norin · understood; of the rieuter
ge:n,der, third person, and singular number, tb ~gree
1
with the no_un book understood, for which it standS~
according to RULE VI. This is in the nominati~e
case, being the . subject of the verb is, according to
RULE I.

This is a pronoun, a

* Let the pupil repeat each rule referred to.

72

PROGRESSIVE SERIES.

BURTT'S ENGLISH GRAMMAR.

Parse the noitns and pronoims in the following
sentences.

ADJECTIVES.

I, James, saw my uncle at his house. We besought our friends to give their advice. Thy
money perish with thee. She uttereth her voice
in council. It shall be well with them who fear
the Lord. Joseph knew his brethren, but they
knew not him. His lessons are easier than mine.
This book is mine; that is yours. The diligent
scholar makes easy work of his lessons. The lady
whose house we occupy lives in the city. Lessons
which require much thought develop the mind.
The man that is diligent in business will be successful. Do you know the gentleman whose kindn ess we experienced? The tree which produces no
fruit shall be cut down.
Who invented the telescope? Galileo. Whom
do you want? James. Which road shall we
take ? The east road. What did you say?
~ot~ing. Who went with you? To what are you
mclmed? In ·whose house do you live? You
may say what you please. He will do what is
right.
The Lord chasteneth whomsoever he
loveth. Take whatever is offered. Whoever is
virtuous is happy. Whosoever is not with me is
against me. Few persons are without faults but
'
some are better than others. He took one road
and I took the other. Many are called, but fe~
are chosen. Take such as you like. He has the
same studies as you.

73

An ad}ective is a word used to qualify or limit
the meaning of a noun or pronoun ; as, A useful
bOok. This boy is industrious.
CLASSIFICATION.

Adjectives are divided into two g~eral classes,
descriptive and definitive.
. A descriptive ad}ective is one which expresses
quality,~kind, or condition; as, A tall tree.
An
oak tree. A dead tree.
'_;

A definitive ad}ective is one which defines or
limits ; as, This book. One book. Many books:. .
The definitives areOne, two, first, second, third; a, an, the, each, every,
either, neither, this, that, these, those, former, latter, first,
last, so~e, other, any, one, all, such, both, same, another,
.no, many, few, much, more, most, which, and what.
. Questions.-What is an adjective? How many are the
general classe~, and what are they called? What_is a descriptive adjective? · What is a definitive adjective? Give
the list of definitives. .Are these words sometimes definitive pronouns ? In the se.n tence "This book is new,"
what' part of speech is the word this.'i! In the sentence
"This is the best," what part of speech is the word this!

Descriptive adjectives include those called proper
and particip"ial.
A proper ad}ective is a descriptive adjective
'l

74

PROGRESSIVE SERIES.

formed from ::t proper noun ; as, A Roman soldier.
The French people.
· A participial adJ°ective is a descriptivE\ adjective
which has the form of a participle; as, A riznni1ifJ
stream. A broken arm.
Definitive adjectives include those called interrogatives, numerals, and articles.
Interrogatives are those used in asking questions;
as, Which road did he take ? What places did you
visit?
Numerals are such as are used to express numbers ; as, one, ten, twelfth.
Numerals are principally of two kinds, called
cardinal and ordinal.

The cardinal,s are those used 1n counting; as, .
one, two, three, &c.
The ordinals are those used to express order;
as, first, second, third, &c.

BURTT'S ENGLisH

15

dR-lM::M:AR.

Each; ev'ery, eitli&; and ?ieiXh:er; ate called distributives, because they repres·e nt the :objects that
make up a number as, taken ·s eparately
..
. '·
This, that, these, those, Jormei·, "latter, first, ahd
last, are ·called demonstratives., because they precisely point out the .object to which th\Y relate.
'

.

Questioris.-What is a proper adjective? Give three sentences each containing a proper adjective. What is a participia1 adjective? Give three sentences each containing a
· participial' adjective. To what general class do proper and
participial adjectives belong?
.
. .
..
What is an interrogative adjective? What is a n1ltnerai
adjective? How are numeral adjectives divided? . What
is a cardinal numeral? Repeat the first ten ·cardinals.
What is an ordinal numeral? Repeat the first ten ordinals.
What words are called articles? Which is called the
definite article? Why is it so called? ·. Which is called th~
indefinite article? · Why is it so called? To what general
class of adjectives do interrogatives, numerals, and articles
belong? What adjectives are called distributives? Why
are they so called? W)lat adjec~ives are called demonstratives? Why are they so called?

The articles are, a, an, and the.

MODIFICATIONS. ·

of wm-

'fhe is called the definite article, because it r~.·
generally used when we refer to some particular
c;:ibject or class of objects.

pescriptive adjectives, have modifications
parison.

A or an is called the indefinite artide,
because
it
,.
. . '
, ,J ,
is used when we refer to some one of a class, but
to ·no particular one.

Comparison is a modification of the adjective to
express its sense in different degrees; as, wise,

Definitive adjectives have no modifications.

wiser, wisest.

76

BURTT'S ENGLISH GRAMMAR.

PROGRESSIVE SERIES.

77

A few adjectives are irregular in their comparison.

There are three degrees ·of comparison, the posi.
tive, the comparative, and the superlative.

Positive.

Comparative.

Good,
Bad, ill, or evil,
Little,
Late,
Near,
Far, .
Forth,
Fore,
Old,

The po8'£tive degree is expressed by the adjective ·
in its simple form; as, A good man. He was wise.
The comparative degree is the higher or lower of
two contrasted; as, A better man. He was less wise.
The superlative degree is the highest or lowest of
all contrasted; as, The best man. He was least

Superlativ~.

better,
best.
worse;
wo.rst.
less,
. least.
later or latter, latest or last.
nearer,
nearest or next.
farther,
farthest.
further,
furthest . .
former,
foremost ~ :first
older-or 'elder,· oldest or eldest.

WI.Se.

Qttestions.-What modifications have adjectives? What
kind of adjectives is compared? Are definitive adjectives
"compared ? What is comparison? How many are the
degrees of comparison? What are they called? How is
the positive degree expressed? What is the comparative
degree? What is the supei:lative degree? How is the comparative degree formed'? How is the superlative degree
formed?

The compar.ative degree is formed from the posi- ·
ti~e by adding er, or by prefixing more or less; as,
great, greater; bountiful, more bountiful; cheerful,
less cheerful.

The superlative degree is formed from the positive by adding est, or by prefixing most or least; .
as, great, greatest; bountiful, most bountiful; cheer-

\

EXERCISE.

ful, least cheerful.

Compare the following adfectives.

Great, large, small, rough, smooth, happy, noble,
worthless, ambitious, benevolent, old, young, good,
bad, much, late, far, skillful, excellent.

COMPARISON BY INCREASING THE POSITIVE.
Positive.

Warm,
Great,
Frugal,
Benevolent,

Comparative.

warmer,
greater,
more frugal,
more benevolent,

Superlative.

warmest.
greatest.
most frugal.
most benevolent.

. \.

Comparative.

Wise,
Kind,
Mindful,

less wise,
less kind,
less mindful,

Superlat·ive.

least wise.
least kind.
least mindful.

REMARKS.

1. Words which are generally used as nouns. sometimes
b~come adjectives; as, A gold ring. A silver ·cup. Sea
water. These cannot with propriety be compared.

COMPARISON BY DECREASING THE POSITIVE.
P ositive.

.

"

2. Such adjectives as superior, inferior, exterior, interior,
preferable, previous, &c., though they involve th~ idea of
comparison, are nevertheless considered to be in the posi7•

78

PROGRESSIVE SERIES.

tive degree, since they have np, more simple :fqri;n in. the
language.
For a like r eason, the adjectives perfect, supreme, chief,
universal, omnipotent, eternal, &c.; which ha.v:e a, su,p.erlativo
signification, are in the positive degree.
. . ·
·
3. The words more, most, less, and least, when used. :to
denote degrees of comparison, are considered as part of the
adjective; as, more wise is an &djective, and not an adverb
and an adjective.

Questions on R emarks.-What words sometimes become
adjectives? Give examples. What is said of such adjectives as superior, inferior, &c.? . ln what degree is perfe,ct,
supreme, omnipotent, &<;i.? What is said of the words,
more, most, &c. when used in comparing adjectives?
EXEROISE.

Models for parsing the adjective.
This book is new.

' i

This is an adjective, a word used to limit the meaning
of a noun; definitive, it defines or limits, and relates
to tho noun book, according to R,uLE V,. ;'-Adjectives

limit substantives.
New is an adj ective, a word used to qualify the melj.ning
of a noun; descriptive, it expresses quality or kind ;'

positive, new, comparative,. newer, superlative, newest; 1
it is in the positive degree, and relates to the noun .
book, according to RuLE Y. (Repeat the rule.)
Truth is more wonderful than fiction . .
More wonde1ful is a11 adjective, a word used to qualify ~he! ·
meaning of a noun; descriptive, it expresses quality;
positive, wonderful, comparative, more wonderful, superlatipe, most wonderful; it is in tho comparative degree,
and r'clatcs to the noun truth, according to RULE V.

He is young.
Young is an adjective, a word used to qualify the mean..

ing·o·f a pronoun; 'descriptive, it expresses quality;
.fOsiti1ve, l~u~~' comP,a,ra~ive, , y~ung!l~~ ; ¥,Uperla,(ive,
youngest; 'it ' is 'in the' pbsitive ' q~gree; . anci' ~ej~tes
to the pronoun he, according to' RULE -V. •· 1 ! '·
; :. :1 • .

EXAMPLES FOR PARSING.

I ;F'irS,t pan~

nouns, and

t'A <;uJ/epti~~'
~~~a. the:n. t~ ..~nff, pro- '
· :..
· · . · , . ' .·
' ,.

'

' ''

· ·~.·

ad~ectivr;s.

. . A w~se :son maketh:.a gla~ f~t~e,r,'. · L~rg~,: qe.ep
r1v~rs . float l.ong, he_
avy rafts. ·. A · good JD.an is
happy. He lives on theo'highest hill. · T4at JJeDr~v;
lent lady has the liveliest disposition arid th~ ~ nios't
:{>,leasan,t temper~ ' Jo.4.11 j~ a 'better reader." than
1
· James. ~is~pµijs.,l:~et,tw- th.~.n.. rubiesA . He .has
s.upe~~or talents: _ Th,~ .be~t :m;id wisest !ll~n< s.9 pie- .
times err. · 'A d1sm:al, dense, ·all'd · poi;-teniPus cfoud
ove:hung the. city. These' rive~s are 'd.e~p ., a~d
·rapid. Deep is the sl.e~p 9f the dead, low is their
~mo~ of d1:Js.t. ~-~ll-.t)f.l 4;is)w31~Lwitb, age, r~d_ is
his ·tearful eye. · 'r.~:tl ·~r-t .th9u . on the · hills; : fair
~ong. tj:ie sons of the vale. .
·.
. .. .. · ·

\i . .Th~ way was l~pg,

the Wind wa~ cold·
' . ':J.11ii:e minstrel wa~ i,nfj.nn ~nd old ; " ·. ' '
¥is withered cheek and tresses gray
Seemed, to have•known a better d~y;·
'

.

2

1

JameS"'i~ ~o~inative t~ 1:s,understood.
Rubiea'is nominative .to ·are understood·.

'

· ·

.

80

BURTT"'.S · E,NGLIS~ GRA.µAR.

PROGRESSIVE SERIES.

Sl.

S. Most verbs :lllllJT be used in. & tr~sitive or intr.aµ.sitin

'

A verb is a word which . signifies .to
be,
or to do;
.
.
as, He wa.s. They run.'

\

CLASSIFICATION.
•

VERBS TRANSITIVE AND INTRANSITIVE.

Verbs with refer~nce to the ob}ect ~re divided
into two kinds, transitive and intransitive.
' ..
'

•· '

When the action expressed by a ;yerb termin~t~!!.
on a substantive, the substantir,e. is c;1Jled the obj,ept_·
of the verb.
· ·. -. ..,;
A transitive verb is one that has ·an object; a~;
John studies grammar. James has a horse. ·
'·
.

An intransitive v~rb is one that
He is good. John ;;dll(,8.

Intmnriti~.

Transitive.

VERBS.

ha~

I

:r;i.o object;

·

.·

~'

REMARKS.

1. The object, though · it is generally placed after the
transitive verb, is someti~es befo~e it. ·
~:
1st. In interrogative sentences j as, Whom did yoi,Csee ?'
Which will you take? What study do you prefer? .
2d. In a relative clause, when .the relative is the object; ·
as, This is the study which t :Iove best. · I saw· t.h e man
whom you described.
'
.
..
3d. By transposition; as, Her . !'love dearly, hut him I
despise ; i.e. I love her dearly, but I despise him.
2. The object of a verb may be a word, phrase, or clause;
as, The boys read Virgil. We love to study. I know why
you lent the umbrella.

He st,udies grammar,
The hoy flies his kite,
They ..ru11. a train of ~ars,
She -sung a new song,
He improves his time,

He struiies ·c arefuBy.
The ~irdjlies swiftly,
The <;a::r;s r .f.ln _~a.pidly,
..Sh.e sun_g well.
He improves rapidly.

Questions.-:-What is a V!rb ? Ho,w _~1:0 Vil~9s olassifie!l
with reference ·t o the object J · What' is mea,n't by the object
'Of a v-e:rb? 'What is ·a 'trari-sitiv~ · ve1:'bi'
An. intr~rt~itive
.
' .f t'
verb? Where is the oQject gen.eraJ.ly placed with referenc&
to the verb? Is it always · placed after· the verb? Give
the first 'Case in which it ~s pla'Ced before.. The ~er,ond.
The third~ . Is the object .of ~i' verb Mways a word? What
may it ,be? Give art example 0f a w-0rd-object. A phrase<>bject. A clause-object. How may m<!lst verbs he used!
Give examples.
EXER'CISE-

. Mode'l. '
John loves study; but.James is idle.
·Loves is a transitiv.e verb~ study is its object.
Is is an intransitive verb: it has no object.

Describe the verbs in the jdllowmg -Sentences. ·

He studies law. They · run race& He sells
books. The boys ·wiU learn their lessons. . Jane
· has a slate. Oontentment makes men happy.
The man ·-owns a farm. John saw his sister in
)danger, and rescued her, Charles took J1lY book
and left yours_
He wjshed to live. They tried to run. They
p,r9fessed to find gold. . She commenced to ,work.
He intended to go. &ys love to play.

82

83

BURTT'S ENGLISH . GRAMMAR.

PROGRESSIVE SERIES.

You say that he is honest. I know who did it. ~
I heard who was there,_
He said that it was alC
Ii
right. I knew that it 'was he. He said that he
could not go.
The sun shines. The moon is full. Time is
short. Your brother improves. Joseph has come.
Jane spoils her beauty. The bird spreads its wings.
Govern your passions, and ''you will escape many
difficulties. What did you eat? Whom did you
see ? Which book did you take ? Where will he
go, and when will he return?

Questions.-How are verbs divided with respect to .their
form? What is a regular verb? An irreg1ilar _v~rb? How
many principal parts have verbs? What are they?
EXERCISE.

.Zifode ls.

Walk is a regular verb, it forms its past tense and perfect
participle by t aking ed; the principal parts are,
. present tense, walk, past t ense, walked, imperfect
participle, walking,perfect participle, walked.
Speak is an irregular verb, it does not form its past tense
and perfect participle by takillg -ed; the principal
parts · are, present tense, speak, past tense, spoke,
imperfect participle, speaking, perfect participle, _
spoken.

Therefore press on, and reach the goal,
And gain the prize, and wear the crown.

Describe the following verbs.

..-:.

VERBS, REGULAR AND IRREGULAR.

Smile, talk, go, attend, strike, run, stay, conquer,
·
·
kill;
fill, mend, depend, freeze, · steal, feel, shake,
Verbs, with respect to their form, are divided "
into two classes,-regular and irregular.
rise, raise, lie, (to spealc fal.sely,) lie, (to recline,) lay,
say, sit, set, smite, am, command, contend, drink,
A regular verb is one which forms its past tens.e , · · s~im, bleed, dig, find, teach, think, seem, preserve,
and perfect participle by taking d or ed to the .
deserve, divi_cle, deride, meet, bet, lend, hit, draw,
present tense; as, love, loved, loving, loved; learn_, .. -~ part, grow, rain, rule, grind, know, pay, -toil, buy,
learned, learning, learned.
.
. t··
· sell, have, own, possess.
An irregular verb is one which does not form its
VERBS, COMPLETE, DEFECTIVE, AND REDUNDANT.
past tense and perfect participle by taking d or ed.·
to the present tense; as, am, was, being, been; talce,
Verbs, with reference to their part'3, are camplet.e,
toolc, talcing, taken.
.,
, defective, or redundan;t.
Verbs have four principal parts,-.the present
tense, the past tense, the imperfect participle, and , . ·
the perfect participle. · ·
. i~

J

A ·complet.e verb is one which has all the principal
parts; as, smile, smiled, smuing, smued; see, saw,

84

85

PROG RESSIYE SERIES.
J .. 3. 'rh.eJ.i~i s~on , ?f v.er~s

into neuter and active seems to
be of no4if}ract1cal importance, and hence is not introduced
in parsing.

A defect,ive verb is one which lacks some of the
principal parts; as, oi£ght, quoth, beware.
A redundant verb is one which has two or more
forms to some of its parts ; as, cleave, clove or cleft,
cleft or cloven.

MODIFICAT~ONS.

_, ·. .

./'.•

Verbs have modifications of voice, mooe, tfm,se,
.

Questions.-How ar e verbs named with reference to their
parts? What is a complete verb? Give examples. What
is a defective verb? Give examples. Wh at is a redundant
v erb ? Give examples.

'

\)person, and number .
VOICE.

.. : ·Voice is a modification of the transitive verb to

r

~

i

•

•

,

,

·'

•

:

.

•

•

.#P.ow the relation of 1ts subjec~ to the a~tion
:~xpressed ., .
· ·
· ·
·

VERBS, NEUTER, ACTIVE, AND PASSIVE.

Verbs, in relation to the sub:ject, are divided into ·
three classes,- neuter, active, and passive.

'.k

T1!.ere are two voices,-the active and ·the passive.
The active yoice represents the subject as acting;

. .J

~~' John
strikes.
.

..

·

The subj,ect of a verb is that of which neing or
action is expressed ; as, Howard was benevolent.
Gw;ar conquered. Carthage was destroyed.

~

A neuter verb is one which represents the subject
simply as existing ; as, He is. Mountains stand. ·

,, : q'he passive voice is formed by joining the perfect participle of a .t:uansiti:v:e .v erb to some form of the verb to be.

An active verb is one which represents the subject
as acting; as, The boys rim. The pupils study.
A passive verb is one which represents the subject
as acted upon; as, I am taught. The earth WCM
destroyed by water.
REMARKS.

1. The 1mssive verb, strictly speaking, iB the passive form
of the active verb.

3. The active verb may express ph ysical, mental, or moral
1
action ; as, Th e man walks. Th e man thinks. '1 he man
loves . Or it may express possession or ownership; as,
The man has a book. The man owns a farm.

: The passive voice represents the subject as fl.Cted
.upon; as, John .is str'/.!;clc.

·!. Questions.-What are the modifications of verbs?
What
:is 'V.o ice? How many V:oices have v.erbs, and what are
. ~hey called? Wha~ does the active voi.c,e.r,e present? What
does the p assive voice represent? How is the ~~ssive
voice formed ?

EXERCIBE.
,., .1·

Model.
, Teach. Active voice, I teach ; passive voice, I am taught~ .

'·' Give the active and passive voice of each ve:fb in
the following examples.

,-,, I hear. . He lifts.

It moves. You saw. · He
obeys. They convey. The man .offends. It·may
8

86

'
BUR'j?T' S EN(}LISH;. GRAMMAR.

PROGRESSIVE SERIES.

amend. He can choose.
change.

The boys find. . It can

Model.
Active voice, John reads the book; passive voice, The book ~
is read by John.

Change the active to the passive, and the passive f.iJ .
the adive, in the following sentences.
The letter was written by John. Columbus
discovered America. Burns wrote poems. The
sun melts the snow. The earth was refreshed by
showers. Darius was defeated by Alexander. The
Spectator . was written by Addison. Washington
defeated Cornwallis. Nero burned Rome. The
wind shakes the tree. She saw a house. Dr:'
Kane visited the Arctic regions. The lesson waB .
recited by the pupils. .Virtue produces happiness. ·
Misery is produced by vice and idleness. The ,
lesson should be well studied by the pupils. The .«
stag heard the sound of the hunter's horn. John
· deceived his mother. The lion pursued the hunter. .
Vice ruins many. The world is deceived by ornament.
MODES.

Modes are modifications of the verb to distinguish
its various uses.

.
1

The potential mode expresses a thing as possible
or necessary; as, He 'may walk. · He must walk.

The sul:{junctive mode expresses ~ condition or
- supposition; as, If he study, he will i~prove. If he
oould go, he would.
·
L

The imperative mode is u8ed to express a command or petition; as, Go thou._ · Do go.
The infinitive mode is not limited by number
and person, having no nominative; as, He commenced to write. The letter is said to ha;ve been
written well.
Th~ participial mode is used to assume the verb~l
attribute; as, She lives lov·ing all, and 6oved by all.
REMARKS .'

1. Both the indicative and potential niodes may be used
in asking questions; as, Does John read.~ Can John read?
2. The indicative simply asserts action or being, o~ inquires for action or being; as,
Declarat·ive.

Tnterrogative.

Action. John runs.
Being. John is w:ell.

The indicative mode expresses a declaration ;
I am. They walk.

Does John run?
ls John well ?

3. The potential mode ·expresses the power, necessity,
permission, will, or obligation to act or to. be. It may be
expressed declaratively or interrogatively; as,
IJeclarative.

There are six modes; the indicative, potential, subfunctive, imperative, infinitive, and participial.

87

Power.
He
Necessity.
Ho
Permission. He
. He
Will.
Obligation. He

can go.
must go.
may go.
would go.
should go.

Interrogative. .

Can he go·?
Must he go?,
May he go?
Would he go?
Should he go 7

PROGRESSIVE SERIES.

BUltT~S · ENGI::ISH ' GRAMMAR.

SIGNS OF THE MODES.

it relates, the participial adjective being · generally placed
before; as in the following examples:-

The potential, subjunetive,. and :infinitive modes
may generally be known by their signs.. ·
The signs of tl':i:e potential are the auxiliaries, .
'lnay, can, rrrust, might, could, would, and sliwld.

The signs of the subjunctive are the conjunctions if, though, 'Url;less, except,, whether, lest,- tliat,
and providecl.

PaTticipial

AdJecHv•~·

See the setting .sun . .
See the rising ri;,·c>on.' ·
The broken branch fell.
He was a leai;ned man.

to

3. By transposition the participle is sometimes placed
°before its subject; as, Ris.ing, .he walked away; i.e. He,
rising, walked away. Impelled by !).is -feelings, he spoke
earnestly; ··i.e. He, impelled by his feelings, spoke earnestly.

Verbs in the participial mode are generally called
participles : they are used to assume the verbal
attribute.

Questions.-What are modes 7 Hoy many are the modes?
Name them. What does the indicative mode express?
The potential? · The subjunctive? The imperative? De:fine the infinitive mode, ' The .participial. What two
modes are u·sed in asking questions? What is said of the
indicative mode in Retnark 2 ·?
-

The sign of the infinitive is the preposition
introducing, the verb.
j

PARTICIPLES.

REMARKS-.

1. The attribute may be assumed or asserted; as, "The
lady lived, loved by an:" h ere the attribute lived is asserted
of the lady, and loved is assumed. "The sun, rising in splendor, gilded the mountain-top :" here the attribufo rising
is assumed of the sun, and gilded is asserted.
"The traveler heard the wind roaring:" in this sentenoo
Jiecrrd is asserte.d of traveler, and roari'1!g is assumed of
wind.

'·

Participles.

See the sun setting.
See the moon rising.
The branch broken by the
wind fell.
He was a man learned in the
seiences.

2. The participial adjective also assumes the verbal attribute, and hence the parti ciple is said to partake of the
nature of the ve1·b and of the adjective, and from this
derives its name.
The participle may be distinguished from the participial
adjective by its being placed afte~ the substantive to which

Write six sentences in which the indicative mode shall be
vsed declaratively, and six in which it shaU be -used interrogatively.
What is said of the potential mode in Remark 3 i ·,1, ·

Write six sentences in which the potential"mooe' shall be -used
declaratively, and six in·which it ·shall. be 'USCd interrogatively.
· What modes may be generally kriown by their signs?
What are ·the signs -Of the potential mode? Of the su~
· :~~nctive? Of the in:finiti~e? What are ve~bs in: th.e .partieipial mode commonly called? For what are participles
used? Write six sentences each· containing a participle.
What besides .the participle assumes the verbal attribute?
H:~w may the pa:rticiple be distinguished from the participial adjective?
·

•

90

PROGRESSIVE SERIES.

BURTT S ENGLISH .GRAMMAR.

.91

Write sentences in which the following words shall be used
first as participles, and secondly as participial adjectives :Movin g, ~tanding, revised, growing, developed, distinguished, coming, departing.

The infinitive niode ha·s two tenses, the present
and present perfect.

Do participles_ always follow their subjects? Give examples in which they are placed before their subjects.

-PARTICIPLES.

The imperative mode has only the present tense.

There are two participles, the imperfect and the
perfect.
The imperfect participle denotes the continuance
of action or being;

TENSES.
Tenses are modifications of the verb to distinguish time.

There are six tenses,-the present, past, future~
present perfect, past perfect, and future perfect.
The present tense denotes present time; as, John
writes. John i,s writing.
The past tense denotes past time indefinite ; as,
John wrote. John did write.
The future tense denotes future time indefinite;
as, John will write. John shall write.
The present perfect tense denotes time completed
at the present; as, John has written. Has John .
writ'den?
The past perfect tense denotes time completed at
a past time ; as, John had written.
The future perfect tense denotes time completed
at a future time; as, John will have written.
The indicative and subjunctive modes have all
the tenses.
The potential mode has four tense$,-the present,
past, present perfect, and past perfect.

•

.J

The perfect · participle denotes action or being
completed.
Participle's are also distinguished as active and
. passive.
Imperfect.

Perfect.

Active voice. Reading. .

Having read.
Having been reading.
Passive voice; Being read. Read. Having been read.
Participles, as ~ell as verbs in the other modes,
may be transitive or intransitive.
They are sometimes divided into simple and
compound.
·A simple participle is one which consists of a
single word,; as, doing, <lone.
A compound participle is one co!n'posed of two or
more words ; as, being read, having 'been read.
Questions.-What are tenses? How many are the tenses,
and what are they called? Define the present tense. The
past. The future. The present perfect. The past per-

92

feet. The future perfect. . Which modes have all the
tenses? How many tenses has the potential mode, and ·
which are they? Which mode has only the present tense?
How many tenses has the infinitive mode, and which :;n·e
they? How many participles, and what are they called?
What does the imperfect participle denote? What does.
the perfect participle denote? How are participles other- ·
wise distinguished? Have participles the same divisions
as the other modes with respect to the object? What is a
simple participle? A compound participle?

AUXILIARY VERBS.
An auxiliary verb is one which is used in the
conjugation of other verbs. They are, do, be, have,
will, shall, may, can, and must.

Do, be, have, and will are also used as principal .
verbs.
Questions.-What is an auxiliary verb? Repeat the·
auxiliaries. Which of these are sometimes used as principal verbs?
EXERCISE.

In the following sentences, tell which are principal
and which are auxiliary verbs.
John had walked. The work has been well .
done. He was greatly disappointed, John loved
study. H,,e could have accomplished it. It may.
be true. He cannot escape. He must 'have been
well taught. The discovery was quickly made.
You should have obeyed the direction. Is the
work done? Could you have done better?

93

BUR'l,'T's 1ENGLlSH GR~?it:AR.

PROGRESSIVE . SERIES.

CONJUGATION OF 'I'HE .AUXILIARIES.
plur~l.

~in91~ lar •.

1st per.

I

8d per.

2d )?er.

Thou

I.st per.

2d per. .8d per.

He

we

You

They

Pres.-A:m
Past-Was

·art
wast

is
was

are
were

are
were

are
were·

Pres.-Do
Past-Did

dost
didst

does
did .

do
did

do
did

do
did

Pres.-,-Have
Past-Had

hast
hadst

has
had

have
had

have
had

have
had

Pres.-Will
Past-Would

wilt
wouldst

will
would

will
would

will
would

will
would

Pres.-Shall
Past -Should

shalt
shouldst

shall
should

shall
sh~mld

shall
"shall
should . should

Pres.-May
Past-Might

mayst
mightst

may
might

may
might

. migh~

may
might

Pres.-Can
Past-Could

canst
couldst.

can
could

can
could "

can
could

can
could

may

SHALL 4ND WILL.

In declarative sentences, shall in the first person simply
foretells; as, I shall write.
In the second and third persons, it denotes a promise,
command, or determination; as, You ·shall be rewarded.
Thou shalt not kill . . He shall be punished.
· Will in the first person denotes a promise or determination ; as, I will go.
In the second and third person~, it simply foretells; as,
You will soon be there. He will expect you.
· In interrogative sentences, the meaning of these auxiliaries is less definite .

,

94

PROGRESSIVE SERIBS.

BURTT'S ENGLISH GRAMMAR.

PROGRESSIVE FORM.

FORMS OF THE TENSES.

Transitive verbs, in the formation of their tenses,
have three forms, the common, progressive, and passive; the first two being in the active voice.
Intransitive verbs have two forms, the common
and progressive, except the verb to be, which has
only the common.
In the indicative and potential modes, each form
may be used in a declarative or interrogative sense.
A synopsis represents the modes and tenses of
a verb in one number and person.

Declarative.
Present tense.
Past tense.
Future tense.
Pres. per. tense.
Past per. tense.
Fut. per. tense.

I am teaching.
I was teaching.
I shall or will be teaching.
I have been teaching.
I had been teaching.
I shall or ·will have been teaching.

Interrogative.
Present tense.
Past tense.
Future tense.
Pres. per. tense.
Past per. tense.
Fut. per. .tense.

Am I teaching?
Was I teaching?
Shall or will I be tea:ching?
Have I l:>.een teaching?
Had I been teaching?
Shall or will.I have been teaching?

SYNOPSIS OF THE VERB TO TEACH.
INDICATIVE MODE (COMMON FORM).

Declarative.
Present tense.
I teach or do teach.
Past tense.
I taught or did teach.
Future tense.
I shall or will teach.
Pres. per. tense. I have taught.
Past per. tense. I had taught.
Fut. per. tense. I shall or .will have taught.

PASSIVE F·ORM.

Dec~aiative.

Present tense.
Past tense.
Future tense.
Pres. per. tense.
Past per. tense.
Fut. per. tense.

Interrogative.
Present tense.
Past tense.
Future tense.
Pres. per. tense.
Past per. tense.
Fut. per. tense.

Do I teach?
Did I teach?
Shall or will I teach ?
Have I taught?
Had I taught ?
Shall or will I have taught?

I
I
I
I
I
I

am taught.
was taught.
shall or will be taught.
have been taught.
had been taught.
shall or will have been taught.

Interrogative.
Present tense.
Past tense.
Future tense.
Pres. per. tense.
Past per. tense~
·'Fut. per. tense.

Am I taught?
Was I taught?
Shall or will I be taught?
Have I been taught?
Had I been taught?
Shall or will I have been taught?

95

96

FROG flESSIVE

SERIE~ •.

BURTT'S ENGLISH ·GRKMMAR.

Pres. per. tense. I may, ~an, or must have been taught.
Past per. tense. r 'migh't, could, would, or should have
been taught.

POTENTIAL MODE (COMMON FORM).

IJeclarative.
may, can, ur must teach.
n1ight, could, would, or should teac'\i.
may, can, or must have taught.
might, could, would, or should have
taught.

Present tense.
P ast tmse.
P res. per. tense.
Past per. tense.

I
I
I
I

Present tense.
P ast tense.
Pres. per. tense.
P ast per. tense.

Interrogative.
May, can, or must I teach?
Might, (}Ould, would, or should I teach?
May, can, or must I have taught?
Might, 'Could, would, or should I have
taught?
·

Interrogative.
Present tense.
May, yan, or must I be taught Y
Past tense.
. Might, could, woµld, or should I be taught?
Pres. per. tense. May, can, or must I have been taught?
Past per. tense. Might, could, would, or should I have
been taught ?
IMPERATIVE MODE (COMMON FORM).

Present tense.

PROGRESS_IVE FORM~

PROGRESSIVE FORM.

Present tense.
Past tense.
Pres. per. tense.
P ast per. tense.

Declarative.
I may, can, or must be teaching.
I might, could, would, or should be
teaching.
I may, can, or must have been teaching.
I might, could, would, · or should have
been teaching.

Interrogative.
May, can, or must I .be teaching?
P re.sent tense.
Might, could, would, or should I be
Past tense.
teaching?
P res. pe1-. tense. May, can, or must I have been too.ch~ng?
P ast per. tense. Might, could, would, or should I have
been teaching ?

. Teach, teach thou or you, or do thou or
you teach . .
·

Present tense.

Be teaching, be thou or you teaching, or
do thou or you be teaching.
.

j/

PASSJVE FORM.
.\

Present tense.

Be taught, be thou 0r you taught, ()r, do
thou or you be taught.
. .,

IN~II'fI'.1,'IVE MODE (COl\_irdON° FOR.M ).

Present tense.
Pres. per. tense.

To teach.
To have taught.

PteSent'tense.
Pres. per. tense.

To be t~aching.' .
To havo· been te~ching; ·

PROGRESSIVE FORM.:

PASSIVE FORM.

Present tense.
Past tense.

Declarative.
I may, can, or must be taught.
I might, could, would, or ahoul!] be taught.

PASSIVE FORM.

Present tense.
To be taught.
.. I'res. per. tense. To 1have· been taught.
9

·.'

\

.\

98

BURT1\
S ENGLISH
GRAMMAR.
' ,: : .• 1:
·' I
..
•,.· •: ·1

p ARTICIPIAL MODE.

INFINITIVE MODE.

Teaching.
Taught, having taught, or having been
taught.

Imperfect.
Perfect.

1

PROGRESSIVE SERIES.

Present tense.
Pres. per. tense.

To be.
To have been.

PARTICIPIAL . MOD.E .

SYNOPSIS OF THE VERB TO BE.

Imperfect.
· P~rfec~.

B.eing.
or having

Been~

bee. ~.

INDICATIVE MODE..

Declarative.
Present tense.
Past tense.
Future tense.
Pres. per. tense.
Past per. tense.
Fut. per. tense.

I ail1.
I was.

I
I
I
I

Interrogative.
Am .r ?

Was I?
shall or will be. Shall or will I be ?
Have I been?
have been.
had been.
Had I been?
shall or
have Shall or will I have
been.
been?

will

POTENTIAL MODE.

Declarative.
Present tense.
Past tense.
Pres. per. tense.
Past per. tense.

I
I
I
I

may, can, or must be.
might, could, would, or should be.
may, can, or must have been.
might, could, would, or should hav.e
been.
'

Interrogative.
Present tense.
Past tense.
Pres. per. tense.
Past per. tense.

May, can, or must I be?
Might, could, would, or should I be ?,' .
May, can, or must I have been ?
.
Might, could, would, or should I have
been?
IMPERATIVE MODE .

~e~

be t}iou or you, or do thou or you he.

SUBJUNCTIVE MOl)Ji:·

The subjunctive moqe; is used in ,suqo~·q.inate clmwes
whfoh dEmote condition .<ff suppositiQn . . +t gen!Jrally ha.s
the form of the indicat~ve or potential, and ll).ay be known
by its signs ; as,Indicat·ii c.

Subjunctive.

1

He studies.
He goes.
He acts wisely. ·

If he studies.
Except he goes.
Provi~ed be acts- wisely.

Potent·i'.<tl.

He «an study.
He might come.
He should go.

SuUJunct·ive.

If ho cmt study
Lest he might 'come.
Though he ·should 'go.
REMARKS.

1. The subjunctive mode has two peculiar forms. ·
1st . . The elliptical, when a future ..contingep.cy is expressed;
as, Though he slay me, yet will ~ trust iµ him; i.e. Though
119 should slay me, y et will I trust. in hi!Il . . If it rain torr{&rr~w, I cannot go; i.e. If it shoiild rain to-morrow,. I
cannot go. If he be here to-morrow, I will see· him: i.e. If
he wilt be here to-morrow, I will see him.
2d. The hypothetic~l; in which were is used in the singular
number and to denote present time; as, If I were not
Alexander, I would be Diogenes.
This form is sometimes used to express an anxious desire; as, Oh ! that the desert were my dwelling-place!

100

PROGRESSIVE ;SERIES.

)..01

BURTT' S . ENGLISH GRAMMAR.

2. The common form of the indicative present is used to
express a general truth; as, Men labor. Boys study.
The progressive form expresses what is taking place at
the present; as, The men are working in the field. The
boys are studying their lessons.
3. The tenses of the potential and subjunctive modes ..
are generally indefinite with respect to time.
4. Verbs in the indicative, potential, subjunctive, ·and ·.
imperative modes are called finite verbs. Those in the
infinitive and participial modes are called infinitive verbs.
5. The infinitive mode is someti:inesused without'the sign
to, generally after the active voice of tho verbs bid, dare,
need, make, see, hear, feel, help, and let
EXERCISE.

Models.
Nero made laws to ensnare his subjects.
Made is in th e indicative mode, it expresses a declaration; past tense, it denotes past time. Synop~is,­
indicative mode, common form; present, he makes
or does make; past, he made or did make ;future, ·
he shall or will make; present perfect, he has made;
past peifect, h e had made; future perfect, he shall
or will have made.
To insnare !s in the infinitive mode, it is not limited by
number and person j present tense, it denotes
present tiine. Synopsis,-infinitive mode, common
form; present, to insnare; present perfect, to have
insnared.
.
.· · ' ' :: .
""

'

, )

You may go. ;
May go is in the potential mode, it expresses a thing as
possible or n ecessary; present tense, it denotes
present time. Synopsis,-potential inode, common
form; present, you may, can, or must go; past, you
might, could, would, or should go; present perfect,

you may, ca.n, or mu~t have gone; pq,st perfect, you
might, could, would, :or should have gone.' ' ' ' ·
.

!

'

'

.

.

'i:

If h e is much esteen:ed1 I am deceiveff..
Is esteemed is in the subjunctive mode, it expresses !J. con.
dition or ·supposition; • pr~se:ilt tense, it ' denbtes
I1
present time.' Synopsis,~subjunctiv~ mode, pas~
siv0 form ;·present, if h'e is e'ste·~med; Past, ,ifl h0 was
esteemed; future, if he shall or wi.11 :q~ , ~!'lt~eD,l~d;
present perfect, if he has been esteemed; pasi perfect,
if he had been: ,esteemed; future perfect, if he 'shall
or will have peen ~steemed
·
.
deceived is i~ the i~dic~tiv~ · ~ode, it e:xP~~~ses..a declaration; present tense, it de~otes 'prese~t· ti:ll:e.
Synopsis,-indicative mode, passive form; present, I
am deceived; past, I was deceived; J uture, :(sb!lll
or will be deceived; present perfect, I have 'been
deceived; past perfect, I had been deceived; future
perfect, I shall or will have been deceived.

,Am

'

Tell the mode and tense, and give a ;y,nO]J'siS; ofeach,
verb in the following s~ntences.
'
.· "· i ·

Rain descends. · Waters flow. .The · sun . is
shining. The wind was roaring. . Th~,},' had . b~e~
walking. Is he ·1earned? Who can r~ad ,best?
What should he do.? Was he writip,g? ' W~ll he
be working? He is ·improved. -It wasdiscoV'ered.
Was it discovered? It will be done. Will it be
done ? If he rerhai:o., l Win go. · 'He ·commenced
to work. Seek virtue's reward.· : Unles'~ he travel
rapidl;y, he will not ' ~;;in tirp.e; ; , Se,e , t.h~ lai;n:bs
playing. Hear the wind roaring. iJ. ::'r~e..' P~t,){.S
~~yi?,g r~c~ted , ,tqei~ J~s,~o?;~ :~~rn; d~~~i~1~e4; ·; . ,~he
branch broken by the wmd fell. It cannot ~e he.
9*

102

BURTT;S . ENGLISH

PROGRESSIVE SERIES.

· If he could go, he would. Ask, and it shall be
given you. Seek, and you shall :find. The ship,
driven ashore by the wind, was wrecked. You
must exert yourself, if you would succeed. It
cannot be known. I desired him to write. He is
expected. It may be true. It must h ave been
done quickly.
Give a synops'is of the following verb8 i1i all the modes, f orms, &c., using the pronouns I, we, tlwu,
you, he, and they.
Am, smile, discover, complete, continue, live,
conquer, write, read.
PERSON AND NUMBER.
The p erson and niimber of a verb are modifications to agree with its nominative.
Verbs, like their subjects, have three persons
and two numbers.
Singular.

Plural.

we write,
I write,
you write,
thou writest,
they write.
he writes,
The verb must be of the same number al).d
person as its nominative.
The verb which agrees with the pronoun you is
fl.lways plural.
·.
Verbs in the infinitive mode have no number
and person, beca,use they have no nominative,

10~

GRAMMAR.

Qucstions.-What are the person and number of the verb?
. How many persons and numbers have verbs? Of what
number and person must the verb be ?' · ·what verbs have
no number and person, and why?

EXERCISE.
Tell the number and person of the verb,
in the following sentences.

arUl why,

I read. Thou readest. He reads. We hear.
You labor. I am. He is. You are. " We were .
. They were studious. You are known. T.b.ey are
deceived. Rain descends. Rains descend. The
boy has a ball. My friends hiive arrived. Remember thy Creator. Cease to do evil, and learn
to do well.
CONJUGATION~

-

ConJugation is a regularly combined. and arranged
expression of all the variations of 'orie verb.
CONJUGA'£ION OF 'l'HE IRREGULAR VERB TO BE.
PRINCIPAL PARTS.

P resent.
Am,

Past.
was,

Imper. Part.
being,

P er/ect Part.
been.

INDICATIVE MODE.

Present Tense.
Singular.

1. I am, ·
2. Thou art,
3. He is ;

Plural
1. We are,
2. You.are,,
3. They are.

104

BURTT'S ENGLISH GRAMM.AR.

PROGRESSIVE SERIES.

Past Tense.

I

Present· Perfect Tense.

Plural.

Singular.

1. I was,
Z. Thou waet,

may have, oan luuJe, 111u•\l1·ave.-Inflect with each.
Singular.
·
Plural.

1. We were,
2. You were,
3. They were.

3. He was;

SIGNS,

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

Future Tense.
Plural.

Singular.

1. We shall or will be,
2. You shall or will be,
3. They shall or will be.

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

1. We have been,
. 2. You have. been,
3. They have been.

Present Tense.
Singular.

Plural.

1. I had been,
2. Thou hadst been,
8. He had been ;

1. We had been,
2. You had been,
3. They had been.

.,

L If I be,
2. If thou be,
3. If he be;

Singular.

Past Tense.

Plural. .

1. We shall or will have been,
2. You shall or will have been,
3. They shall or will have been.

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

POTENTIAL MODE.
Singular.

may, can, must.-Inflect with, eaoh.

Singular.

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

might, could, would, Bhould.-Inflect with each.

1. I might be,
2. Thou mightst be,
3. He might be;

1. We might be,
2. You might be,
3. They might be.

Plural.

2. ·Be, be thou or you; or do thou 2. Be, ·be ye or you, or do ye or
or you be.
you be.

Plural.

1. We may be,
2. You may be,
3. They may be.

Past Tense.
SIGNS,

1. If we were,
2. If you were,
3. If they were.
IMPERATIVE MODE.

Present Tense.
SIGNS,

Plural.

1. If we be,
2. If you be;
3. If they be.
(HYPOTHETIOAL FORM.)

Future Pertect Tense.
1. I shall or will have been,
2. Thou shalt or wilt have been,
3. He shall or will have been;

L We might have been,
2. You might have been,
3. They might ·have been.

SUBJUNOTIVE MODE (ELLIPTIOAL FORM).

Past Perfect Tense.
Singular.

3. They may have been.

might have, could have, would have, 1hould have.-Inflect .with each.

1. I might have been,
···
2. Thou mightst have been,
3. He might have been ;

Plural.

Singulai'.

1. We may have been,
2. You may have been,

Past Perfect Tense.
SIGNS,

Present Pertect Tense. ·
1. I hn.ve been,
2. Thou h ast been,
3. He has been;

105

INFINITIVE MODE •

•
Present Tense.

Present Perfect Tense.

To. be.

To have been.
P ARTIOIPLES.

Imperfect, Bei.Dg.

Perfect, Been, or having been.

106

PROGRESSIVE SERIES.

THE

CONJUGATION OF

BURTT'S ENGLISH

VERB TO LOVE, ACTIVE VOICE.

Past.

Imper. Part.

Love,

loved,

loving,

Present Tense.
Perfect Part.

SIGNS,

rnay, can, muat.-Intlect with each.
Pt.. ml.

Si11g11U.r.

loved~

1. I may Jove,
2. Thou mayst love\
3. He may love ;

INDICATIVE MODE.

l. We may love,
2, y oU: may love,
3. 'fhey may love.

Present Tense.
Singttlar.

Past Tense.

Plural.

or

l. I love or do* love,
2. Thou lovest or dost love,
3. He loves or does love;

Srmss, might, could, would, •hould.-intlect with each.

1. We lo.ve
do love,
2. You love or do love,

3. They love

1. I might love,
2. Thou mightest love,
3; He might love;

or do love'.

P ast Tense.
l. I loved or did* love,
2. Thou lovedst or didst

lov e~

SIGNS, may

or

1. I rnight have loved,

2. Thou mightst have loved;
3. He might have loved;

1. We had loved,
2. You had loved,
3~

~Future

100 ..

ld have, •hu1tld ltave.-Inflect.~ith

~a~h.

1_. \'fe ,migh.t.. hnve loved,
·2. You ini'g lit have loved,
3. 'fhey might h11ve loved.

•
su:BJUNCTIVE ~IODE (ELLIPTICAL FCiRMr

Past Perfect T ense.
l. I had loved,
2. Th ou hadst loved,
3. He Imel loved ;

L We may have l<i~~.C!; . :
2'. You may have loved; ·
3. '.!.'hey may_have loved

Past Perfect T ense.

1. We h:we loved,

3. They hav e loved.

hai:e; mu•t have.-lntlect wi.th eacfij

.

810:-; s, might have, could have,

Present P e1f ect T ense.
2. You have loved,

cai1

2. Thou mayst hav·e loved,
3. He may h:we loved;

i. wc shali will love,
2. You shall or will love,
3. '!'hoy shall or will love.

l. I have loved,
2. Thou hast loved,
3. He has loved;

hiJ.'Ve,

l. I may have loved,

Future T ense.
1. I shn.11 or will love,
2. Thou shalt or wilt love.
3. He shall or will love ;

1. We might love,
2. You might love, .·
3. They might love.

Present Perfect T ense.

1. We loved or did love,
2. You loved or did love,
3. '.!.'hey loved or did love.

3. He loved or did love;

167

POTENTIAL MODE.

PRIN CIPAL PARTS.

Present.

GRAMMAU.

'.l'hey had loved.

Present Ten~e.
.1. If I love,

2. If thou love;
3. If he love;

1. If we love,
2. If you love,

3. If they love.

P e1fect Tense.

1. I shall or will have loved,
2. Thou shalt or wilt h:1ve loved,
3. He shall or will hnve loved;

1. We shall or will have loved,
2. You shull or will have loved,
3. Th ey shall or will have loved.

* Do and d.:d make the cn1pltatfr form of the present ~~d pas.t tenses'.

IMPERATIVE MODE.

Present Tense.
Si11.g11/,ar.

Plural.

2. Love, love.thou or you, or do thou · 2. Love, love ye or you, or do ye .
or you love.
or you love,

108

PROGRESSIVE SERIES.

BURTT'S ENGLISH GRAMMAR.

INFINITIVE MODE.

POTENTIAL MODE.

Pres. Tense, To love.

Pres. Per. Tense, To have loved.

Present-Pense:

PARTICIPLES.

Imperfect, Loving.

SIGNS,

Singular.

P erfect, Having loved.

ma111 can, must.-Inflect with each.
Plural.

1. I may be loved,
2. Thou m11.y11t be loved,
8. He· may be loved ;

1. We may be loved,
· 2. You may be loved,
8. They mn be love~.

0

CONJUGATION OF TO LOVE, PASSIVE VOICE, -

Past Tense.

INDICATIVE MODE.

. Present T ense.
Singular.

SIGNS,

1. We are loved,
2. You are loved;
3. They are loved.

SIGN~, may have; can have, must have.-Infleet with ea.oh.
1. We may have .been loved,
2. Thou ma.yst have been loved,
2. You may have been loved,
3. He may have been loved;
8. 'rhey may have been loved.

1. We were loved,
2. You were loved,
3. They were loved.

·1. I may have been loved,

Future T ense.
1. I shall or will be loved,
2. Thou shalt or wilt be loved,
3. He shall or will be loved;

/

1. We shall or will be loved,
2. You shall or will be loved,
3. They shall or will be-loved.

S1GNS,

1. We have been loved,
2. You have been loved,
3. They have been loved.

. Past Perfect Tense.
1. I had been loved,
2. Thou hadst been loved,
8. He had been loved;

1. We had been loved,
2. You had been loved,
3. They had been loved.

•

SUBJUNCTIVE MODE (ELLIPTICAL FORM).

Present -Tense .
·Singular. _

SIGNS,

1. If we be loved,

2. If thou be loved, 3. If he be loved ;

2. If you be loved, 3. If they be l_oved.
(HYPOTHETICAL FORM.)

Past T ense.

shall have, will have.-Inflect with each.

1. We shall have been loved,
2. You sh all have been loved,
3. They shall have been loved.

Plural.

1. If I be loved,

Future Peifect T ense.
1. I shall have been loved,
2. Thou shalt have been loved,
3. He shall have been loved;

Past P erfect Tense. ·

might l•ave, could have, .w ould have, should have.-Infleot with each.

1. I might have been loved,
1. We might have been loved,
2. Thou mightst have b~en lo\'ed,' ·2. You might have been loved,
8. He might have been loved;
- · 8. They might have been loved.

Present Perfect Tense.
1. I have been loved,
2. Thou hast been loved,
3. He has been loved;

1. We might be loved,
2. You might be loved,
3. They might be loved.

Present Perfect Tense.

Past Tense.
1. I was loved,
2. Thou wast loved,
3. He was loved ;

might, could, would, should.-Inflect·With each•

1. I might be loved,
2. Thou mightst be loved,
8, He might be loved;

Plnral.

1. I am loved,
2. Thou art loved,
8. He is loved ;

109

1. If I were loved,
2. If thou w.ert loved,
8. If ho were loved ;

1. If we were loved,
2. If you were loved,
3. If they were loved.
10

HQ

BURTT'S ¥_NqLISE,: G~A.MMAR.
Preac11t.
IMPEJ;l,A'.l.'FE i\'IO:pE.

P resent '1,'ense.
Singular.

Plural.
2. Bo ye or you loved.

2. Be thou loved.

INFINITIVE MODE.

P resent, To be love~.

P res. Per. , To ha:ve '!>,~en l~v,~~·. ·.
PARTICIPLES.

I mperfect, Being loved.

P erfect, Loved_, having been loved.

PRINCIPAL PARTS OF THE IRREGULAR VERBS.

Those marked with an R. have also a regular form.
Prese11t,

Abide,
Am,
Ari se,
Awake,
Bear (to produce),
Bear (to carry) ,
Beat,
Ilegin,

Bend,
Bereave,
Ilescech,
Bid,
Bind, unBite,
Bleed,
Blow,
Break,
Breed,
Bring 1
Build, reBurn,
Ilurst,
lluy,
C1tst,

Pa flt.
abode,

Imper. Purt·iciple.

was,
arose,

being,
arising,

awoke, R.
bore,
bor e, bare,
beat,
began,
bent, ll.
bereft, R.
besought,
bid, bade,
bound,
bit,
bled,
blew,
broke,
bred,
brought,
built, R.
burnt, R.
burst,
bought,
cast,

awn.king,
bearing,
bearing,
beating,
beginning,
bending,
bereaving,
beseeching,
bidding,
binding,
biting,
bleeding,
blowing,
breaking,
breeding,
bringing,
building,
burning,
bursting,
buying,
casting,

abiding,

Per. Participle.

a.bode.
been.
arisen.
a waked.
born.
borne.
beaten·, beat.
begun.
bent, R.
bereft, R. •
besought.
bidden, bid.
bound.
bitten, bit.
bled.
blown.
broken.
bred.
brought.
built, R.
burnt, R.
burst.
bought.
,cast,

·-

Past.

Catch,
caught, R.
Chid e,
chid,
Choose,
chose,
Cleave (to adhere),, cleaved, clave,
Cleave (to split), cleft, clove,
clung,
Cling,
Clothe,
clad, R.
Come, became,
cost,
Cost,
Creep,
\lrept,
prew, R.
Crow,
cut,
(:Jut,
Dare (to venture), durst,
. Dare (to challenge),dared,
dealt,
Deal,
Dig,
~ug, R.
did,
Do, miJ- undrew,
Draw,
dreamt, R.
Dream,
Drink,
~rank,
drove,
Drive,
dwelt, R.
·Dwell,
ate, eat,
Eat,
fell, '
Fall, befed,
Feed,
felt,
Feel,
fought,
Fight,
found,
find,
fled,
Flee,
flung,
Fling,
flew,
Fly,
forbore,
Forbear,
forgot,
Forget,
forsook,
Forsake,
froze,
Freeze,
got, gat,
Get, be- forgilt, R.
Gild,
girt, R.
Gird, be- m~
gave,
Give, for- miswent,
Go,
graved,
Grave, en- R.
ground,
G1·ind,

.(mper. P«rticiplc.

catching,
chilling,

caught, R.
chidden, chid,
chosen.
cleaved.
cleft, R., cloven.
clung.
clad, R.
.come.
9ost.
crept.
crowed.
cut.
dared.
dared.
dealt., R.
dug, R.
do no.
drawn.
dreamt, R.
drank, drunk.

choosing,

cleaving,
cleaving,
clin~ing,

\)lathing,
!JOming,
c;osting,
creeping,
~towing ,

cutting,
daring,
daring,
\lea.ling,
' digging,
doing,
.drawing,
dreaming,
drinking,
driving,
dwelling, ·
eating,
falling,
feeding,
feeling,
. fighting,
finding,
fleeing,
flinging,
· . flying,
forbearing,
forgetting;
forsaking,
freezing,.
getting,
gilding,
girding,
giving,
going,
graving,
grinding,

Per. Part-iciple•

~ivep.

'

dwelt, R.
eaten.
fallen.
fed.
felt.
fought .
found.
fled:
flung.
flown.
forborne.
forgotten, forgpt.
forsaken.
frozen.
gotten, got.
gilt, R.
girt, R.
given.
gone.
graven, graved.
ground.

t.

-- - 112
Present.

Past.

Imper. Participle.

growing,
hanging,
having,
hearing,
heaving,
hewing,
hiding,
hitting,
holding,
hurting,
keeping,
kneeling,
knitting,
knowing,
la.ding,
laying,
leading,
leaving,
lending,
letting,
lying,
lighting,
losing,
ma.king,
meaning,
meeting,
!llOWing,
paying,
penning,
putting,
quitting,
reading,
r ending,
ridding,
riding,
ringing,
rising,
riving,
rotting,
running,
sawing,
saying,

lf.t,

BURTT'S ,ID,{GL1SH ~R..uqIAR.

PROGRESSIVE SERIES.

Grow,
grew,
Hang,
hung, R.
Have,
had,
Hear,
heard,
Heave,
hove, R.
Hew,
hewed,
.Hide,
hid,
Hit,
hit,
Hold, be- witliheld,
Hurt,
hurt,
Keep,
kept,
Kneel,
knelt, R.
Knit,
knit,
Know,
knew,
Lade (to load),
laded,
Lay,
la.id,
Lead, mi$led,
Leave,
left,
Lend,
lent,
Let,
let,
Lie (to recline),
lay,
Light,
lighted, lit,
Lose,
lost,
Mn.ke,
made,
Mean,
meant,
Meet,
met,
Mow,
mowed,
Pay, repa.id,
Pen (to enclose), pent, R.
Put,
put,
Quit,
quit, R.
Read,
read,
Rend,
rent,
Rid,
rid,
Ride,
rode, rid,
Ring,
rang, rung,
Rise, arose,
rived,
Rive,
Rot,
rotted,
Run,
rn.n, r un,
Saw,
sawed,
Say,
said,

-

Per. Participle.

grown.
hung, R.
had.
heard.
hoven, R.
hewn, R .
hidden, hid.
hit.
held, holden.
hurt.
kept.
knelt, R.
knit, R.
known.
, la.den.
la.id.
led.
left.
lent.
let.
lain.
lighted, lit.
lost.
made.
meant.
met.
mown, R.
pa.id.
pent, R.
put.
quit, R.
read.
rent.
rid.
ridden, rid.
rung.
risen.
riven, R.
rotten, R.
run.
sawn, R.
said.

•

PtJ.Bt.

Imp.er. Parti.ci.ple.

seeing,
sought,
seeking,
seethed, sod,
_seething,
selling,
.sold,
sending,
Send,
sent,
set,
S&ttin,g,
Set, beshook,
shaking,
Shake,
shaping,
shaped,
Shape, misshaving,
sha.ved,
Shave,
sh ea.ring,
shea.red,
Shear,
shed,
s heddiag,
Shed,
shone, R.
shining,
Shine,
shod,
shoeing,
Shoe,
shooting,
shot,
Shoot,
showed,
showing,
Show,
shrunk, shrcnk, shrinking,
Shrink,
shreddiug,
shred,
Shred,
shut,
shutting,
Shut,
singing,
sang, sung,
Sing,
sinking,
sunk, Mnk,
Sink,
·sitting,
sat,
Sit,
slaying,
slew;Slay,
sfoeping,
Sl(lflt,
Sleep,
, sliding,
slid,
Slide,
slinging,
slung, slang,
Sling,
slinking,
slunk,
Slink,
slitting,
slit,
Slit,
smiting,
smote,
Smite,
sowing,
Sow (to scatter), sowed,
speaking,
spoke, ;ipake,
Speak, bespeeding,
sped,
Speed,
spelt, R.
spelling,
Spell,
spending,
spent,
Spend, misspilling,·
spilt, R.
Spill,
spinning,
spun, span,
Spin,
spitting,
spit, spat,
Spit, besplitting,
split,
Split,
sprea.d,
spr eading,
Spread, besprang, sprung, springing,
Spring,
standing,
Sta.nd, with, &o. stood,
stealing,
stole,
Stea.I,
sticking,
stuck,
Stick,
S&W,

u•

Per.

Particip~.

seen.
sought.
seethed, so<L
sold.
sent.
set.
shaken.
:sb:a.pen, R.
shaven, R.
shorn, R.
abed.
shone, lt.
shod.
shot. ·
shewn, R.
shrunk.
shred.
'Shut.
sung.
sunk.
sat.
slo.ia.
slept.
slidden, slid.
slung.
slunk.
slit, slitted.
smitten.
sown, R.
spoken.
sped.
spelt, R.
spent.
spilt, R.
spun.
spit.
s plit.
l!pread.
sprung.
stood.
stolen.
stitck.

114

BURTT'S ENGLISH GRAMMAR.

PROGRESSIVE SERIES.

Present.

Past.

Sting,
Stride, beStrike,
String,
Strive,
Strew, beStrow, beSwear,
Sweat,
Sweep,
Swell,
Swim,
Swing,
Take, be-, &c.
Teach, mis- reTear,
Tell,
Think, beThrive,
Throw,
Thrust,
Tread,
Wax,
Weo.r,
Weave,
Weep,
Wet,
Whet,
Win,
Wind,
Work,
Wrin g,
Write,

stung,
strode, strid,
struck,
iltrung,
strove,
strewed,
strowed,

Imper. Participle.

swore, sware,

11weat, R.
swept,
swelled,
swan1, swum,

swung,
took,
taught,
tore, tare,
told,
thought,
thrived, throve,
threw,
thrust,
trod,
waxed,
wore,
wove,
wept,
wet, R.
whet, R.
won,

·wound, R.
wrought, R.
wrung,
wrote,

stinging,
striding,
striking,
stringing,
striving,
strewing,
strowing,
swearing,
sweating,
sweeping,.
swelling,
swimming,
swinging,
taking,
teaching,
tearing,
telling,
thinking,
thriving,
throwing,
thrusting,
treading,
waxing,
wearing,
weaving,
weeping,
wetting,
whetting,
winning,
winding,
working,
wringing,
writing,

P <>r. Participle.

stung.
stridden, strid.
struck, stricken.
strung.
striven.
strewed, strewn.
strowed, strown.
sworn.
sweat, R.
swept.
swollen, R .
swum.
swung.
taken.
taught.
torn.
told.
thought.
thriven, R.
thrown.
thrust.
trodden, trod.
waxen, R.
worn.
woven.
wept.
wet, R.
whet, R.
won.
wound.
wrought, R.
wrung.
written.
~

'

EXERCISE.

Models.

Jobn studies to improve bis mind.
Studies is a verb, it signifies to do; regular, it forms its
past t ense and perfect p articiple by taking .ed;
the principal parts arc study, studied, studyinp~

115

studied; intransitive, it has no obj ect; in the indicative mode, it expresses a declaration; present
t ense, it denotes present ti me; and of the third
person and singular number, to agree with its
subj ect J ohn, according to RULE VIII. :- The finite
verb must agree with its subject in p,erson and number.
( Gi·ve a synopsis in the indicative mode, third per.son singular, common declarative form.)
To improve is a verb, it signifies to do; regular, it forms
its past t ense and perfect participle by taking d;
the principal parts are improve, improved, improving,
improved; tran ~itive, it has an object; in the infinitive mode, it is not limited by number and person;
present tense, it denotes present time; and refers
to the noun John for its subject, according to RuLE
XI. :- Infinitives and participle,S relate to nouns and
pronouns c:s their subjects. (Give a synopsis.)
See the vessels sailing.
See is a verb, it signi¥es to do; irregular, it does not
form its past-tense and perfect participle by taking
ed; the principal parts are see, saw, seeing, seen;
tran $itive, it has an object; in the imperative
mode, it expresses a command or entreaty; present
tense, it denotes present time; and of the second
person, singular ' or plural number, to agree with
its subject thou or you understood, according to
RuLE VIII.
(Repeat the rule, and give a synopsis.)
synopsis.)
Sailing is a participle, a mode of the verb used to assume
the attribute; the principal parts are sail, sailed,
sailing, sailed ; intransitive, it has no obj ect; imperfect, it denotes the continuance of _an unfinished action, and refers to the noun vessel for its
subject, according to RULE XI. (Repeat the rule.)
Imperfect participle, sailing; perfect, · sailed or
1
'having sailed.

116

117

PROGRESSIVE SERIES.

BURTT~$ ENGLISH GRkrirMAR.

John the Baptist was a great prophet.

know Mr. Brown, him that keeps the book-store?
It was the Hon. Wm. F. · Johnson, he that was
" governor.
Seek wisdom. Strive for virtue's reward. Cease
·to do evil, and .learn to do well. Love your
enemies ; do good to them that hate y~u. If your
enemy hunger, give him food; if he thirst, give
him drink. He will come, if he can. · Nothing
delights some persons; others are easily pleased.
He would pay his debts, if he could. It might be
done.
. Let him learn his lesson. Bid him come. · Hear
him :,;ing. They dare not go. Did you see the
cars run? The sun having risen, we departed.
The sun, rising, gilded the mountain-tops. She was
found reading the poem. I saw him walking in
the field. She lives lovin·g all, and loved by all.
Seek to have anarchy destroyed. Can he be
comin'g? He was traveling rapidly. He has been
injured.
. ;.. .
:
Take heed lest any man deceive you. If I
.yve~e he, I ~ould ~onsent. Were you. in his_:r>lace,
what would you do? Oh ,that men were more
wise ! Boast not thyself ·of to-morro:w ; for thou
knowest not what a day may bring forth. Give me
neither poverty nor riches;. feed me with food cq~­
venient for me; lest.I be full; a:Q~ deny ,*ee, \and
say, "Who fs the Lord?" ~r lest I b~ P,oor, and s~al, ~
and take the name of my God in .vain . ..

Baptist is a noun, it is a name ; prop er, it is a particular
n ame ; of the masculine gender, it denotes a male;
third p er son, it denotes the obj ect spoken of;
singular number, it expresses but on e ; and in the
nomin ative case, being in apposition with the
n oun J ohn, according t o R ULE II. :-A noun or pro- .·
noun in apposition is put in the same case as the substantive which it limits.
Was is a verb, it signifies to be ; irregular, it does not
fo rm its p ast t ense an d p erfect participle by taking
ed; the prin cipal par ts ar e am, was, being, been;
intransitive, it has n o obj ect; in the indicativ:e
mode, it expresses a declar ation; past t ense, it
denot es p ast time ; and of the third person and
sin gular number , to agree wit h its nominat ive
J ohn, according to R ULE VIII. ( R epeat the rule, _
and give a synopsis of the verb in the indicative mode,
third p erson singular.)
Prophet is a nou n, &c., a nd in the nominative case after
t h e intransitive verb was, accor ding to R uLE X. :- ·
I ntransitive and passive verbs have the same case after
as before them, when both words refer to the same thing.
EXAMPLES FOR PARSING.

..

Parse the nouns and p ronouns in italics, and all
the verbs.

John writes. John is writing. The letter is .·
written.
This is the man. P aul, the Ap ostle,
prea,ched. H e, the mira',ster, was there. He was ·
called John . She sits a queen. You should honor
and obey your parents. Joseph has been sick.
Can he walk? Could they go ? Is he improving?
It cannot be he. I knew it to be her. Do you

·,

•

I

.\

118

119

BURTT'S :ENGLISH GRAID!A.R.

PROGRESSIVE SERIES.

ADVERBS.

'

An adverb is a word used to modify a verb,
adje_ctive, or other adverb; as, He will rwt go.
He 18 very good. He writes very well. ·

Questions.-What is an adverb? How many. are the
principal classes of adverbs? What are they called? Repeat some adverbs of manner. Of deg1:ee or quantity. Of
place. Of time.· Of ·number. Of order. .Of affirmation.
Of negation. Of doubt. O.f cause or reason. What questions do adverbs of manner ask or answer? Adverbs of
degree or quantity? Adverbs of place "l Adverbs of time?
Adverbs of number? Adverbs of cause
reason?

or

CLASSIFICATION.

CONJUNCTIVE ADVERBS. ·

The principal classes of adverbs are:1. Of manner; as, wisely, foolishly, justly, quickly, how.
2. Of degree or quantity; as, much, very, little, sufficiently.

enough, abundantly, more, less.
'
3. Of place; as, here, there, where, near for anywhere
everywhere.
'
'
'
4. Of time; as, now, when, -before, lately,
soon, presenjly,
yesterday, always.
5· Of number; as, once, twice, thrice.
6. Of order; as, first, secondly, lastly, finally.
7. Of a:ffirm~tion; as, yea, yes, verily, truly, certainly.
8. Of negation; as, nay, no, not, by no means, not at all.
9. Of doubt; as, haply, perhaps, possibly, percha.nee.
10. Of cause or reason; as, why, wherefore, therefore, hence.

•
Mos~ adverbs may be known by their asking or

answermg the following questions:- ·
Of manner. How? In what manner?
Of degree or quant·ity. Ho'v much? In what degree?
Of place. Where? Whither? Whence?
OJ time. When ? How long?
Of number. How often ?
Of cause or reascm. Why? Wherefore?

A conjwnctive adverb is one ·which is used to
connect clauses, and hence performs the office of ·a
conjunction. It always introduces an ·. adverbial
clause; as, I know where he is. I saw him: when
he came.
Questions.-Wbat is a conjunctive adverb? What o.:ffice
does it perform? What kind of clause does it always introduce? In the first sentence given as an example, which
word is a conjunctive adverb, and what clauses does it connect? In the second example?
·
· . · :' ·
MODIFICATION$.

A few adverbs are compared in the s.B;m.Eil mai'i:~~r
as adjectives; as, soon, sooner, ~ooneit''; often, ofahfr.,
ojte'nest; wisely, more' wisely, mo8t wwdy j . litt'le~ :zes~,
least; much, more, rrwst; well, ~t(rr, ·best. .
;·
'

,l

•

•

I

'

'

J

•

''

, I

•,.-

EXERCISE.

Model.
The man walks slowly: he is very old: ·
Slowly is an adverb, a word used to modify the sense of
a verb; of manner, and modifieµ ,th.e verb walks,
according to RULE XIV. :-Adverbs modify verbs,

adjective.s, and other adverbs-

120

Very is an adverb, a word used to modify the sense of
an adjective; of degree or quantity, and moditiel
the adjective olcl, according to RuLE XIV. (Rr}•
peat the rule.)
EXAMPLES FOR PARSING.

The boy studies diligently. Time flies veryswrftly.
He came too soon. You came yesterday. They
will return to-day. This will never do. J ohu
went also. Howard was very benevolent. It was
not very good. The book is here. Why was he .
so sad ? When will he go ? I will see him then
too. He drinks too much. Brutus loved Cresa,r .
much, but he loved ~ome more. Where does lie
live? He lives here. He acted ably, wisely, and
nobly.
Perhaps he will come to-morrow. He may '
possibly come sooner. You learn grammat very
well. He will come much oftener. James writes
most elegantly. Will he not come? Perhaps · he
will. He is ever watchfol. Is he always ready?
Will he soon come? He went to the · ~ountiy
yesterday. It moves rapidly. Sleep seldom visit.ii
sorrow. Here will I rest, for I am extremely
weary. A truly good man worships God. The
rain has been constantly pouring down. The
balloon went up rapidly.
Joyfully the fountain dances;
Softly falls the virgin snow.

121

:BURTT'S ENGLISH GRAMMAR.

PROGRESSIVE SERIES.

•
PREPOSITIONS.

A preposition is a word used to express the
relation of ~ noun or pronoun to some other word;
es, The love of wisdom. Walk before him. The
house is high in front.
·· .The following list embraces most of the preposi·
ti0ns in common use.
About,
above,
across,
after,
against,
along,
amid,
amidst,

at,
athwart,
before,
behind,
below,
beneath,
beside,
besides,
between,
betwixt,
beyond,

by,
concerning,
down,
during,
except,
excepting,
for,
from,
in,
into,
of,

on,
over,
respecting,
round,
since,
through,
throughout,
till,
to,
toward,
towards,

under,
underneath,
until,
unto,
up,
upon,.
with,
within,
without,
worth.

REMARKS.

· 1. Words which are generally prepositions become adverbs by being used without an objective case after them;
a~,

PrepoaitiO'M.

Adoerba.

He runs about the :fields.
They walked before the carriage.
He is within the state.
He went up the road.

Re runs about.
They walked before.
He is within.
Re got up and walked.

2. A used in the sense of at, in,
tfori; as, a hunting; a :fishing.

on, to, or b11. is a preposi-

3~ Twd words are sometimes taken as forming one
11

pre-

122

PROGRESSIVE SERIES.

position; as, H e departed from amongst them.
one over against the other.

BURTT'S . ENGLISH GRAMMAR.

He set the
ti

4. But in the sense of except is a preposition; as, .A.11
but him had fled. She speaks of none but him.

Questions.-What is a proposition? In the first sentence
given as an example, which word is a preposition, and between what words does it show the relation? In the
second? In the third? What do words which are
generally prepositions become when used without ~n obj ect? Give examples. When is a a preposition? What
is remark third? When is but.fl preposition ·?
EXERCISE.

Model.
He lives in Paris.

I n is a preposition, a word used to show the relation of
a noun or pronoun to some other word: it shows
the r elation between lives and Paris, according to
RuLE XV. :-Prepositions connect words, and show the
relation between them.

123

patra, Queen of Egypt, came to Tarsus in a galley
decorated with gold. Peter said, I go a fishing.
The knife is worth a dollar. · The waters poured
down the rock.
CONJUNCTIONS.

A conJunction is a word used to connect words, .
phrases, and clauses.
ILLUSTRATION.

Connecting words.-You and I will go. It was John or
. James. Neither William nor his brother was there.
Connecting phrases.-He commenced to teach and ·to .
preach. He went through fire and .through water.
Connecting clauses.-Wheat grows in the field, and men
reap it. I will go, if he will return. James is happy, because he is good.
REMARK.

A conjunction is sometimes used to introduce a clause;
. as, That he is guilty is evident. But is this true.

EXAMPLES FOR PARSING.

•
They sailed from Liverpool. The Greeks returned from the siege of Troy. Solomon succeeded
to the throne of his father. Homer is supposed to
have lived in Greece about the time of Solomon.
Athens was at first governed by kings. He
reasoned out of the Scriptures. Plato at the age
of twenty was introduced to Socrates. Julius
Cresar rose into notice by his military services in
various parts of the Roman Empire. The battle
lasted from early in the morning till noon. Cleo-

'.·

CLASSIFICATION.

, C~njunctio~s are of two classes,..,...-coordinate and

subordinate.

" A coordinate conJunction , is one that connects
· elements of similar. rank; as, 'rime is short, and
eternity is long. You 01· I must go.
·.. A subordinat~ conJunction is one that connects
··~lements of dissimilar rank; as, I will walk, that
. you may ride. I ~ill go, lest he should be angry.

124

125
,_
.

PROGRESSIVE SERIES.

.),

LIST OF CONJUNCTIONS.

~'

Coiirdinate.-And, also, as well as, but, still, yet,
nevertheless, notwithstanding, else, or, nor, neither.
SUbordinate.-If, though, although, unless, except,
whether, lest, that, provided, for, smce, because,
than, as, whereas, , ~:asmuch as.
·
REMARKS.

The word and phrase elements, connected by a conjun!)tion, are of similar rank : he.nee only coordinate conjunc.
tions are used to connect words and phrases.
A principal and a subordinate clause are elements of dissimilar rank: hence a conjunction uniting them is a subordinate conjunction, and one connecting similar clauses/ i.e.
·both principal or both subordinate, is a coordinate conjunc.·
ti on.

Conjunctions are also divided into ccpulative and
dizjwnctive.
The oopulative confunction is one which denotes
an addition, a supposition, or a cause; as,..James
went to the city, and returned quickly. I will go, .
if he will accompany nie. He learns fast, becawe
he studies carefully.

as,

The cop~latives are, and, as weli
if, that, both,
for, beeause, therefore, wherefore, provi<led, b~.
A disfunctive confunction is one which denotes
opposition of meaning; as, Be not overcome ,by
evil, but overcome evil with good.
The principal disjunctives are, or, nor, either,

~

neither, than, tlwugh, altlwugh, yet, but, except,
whetlz.er, 7,est, unless, save, notwithstanding.
CORRELATIVES CONNECTIVES.

Correlatives are connectives which reciprocate
with each other to mark the sense more closely. ·
They may be conjunctions or conjunctive adverbs;
as,
Though he slay me, '/Jet )Vill I ~rust
Thougl~et.
in him.
Either John or his broth~r was
Either-<YJ°.
there.
Whether--or. I care not whetlz.er you go or s.tay.
Neither-nor. He would neither go nor stay.
'
He can both read and write.
Both--and.
When pride cometh, then cometJ:
Whe~then.
shame.
Where-there. Where you are there will he be.
Questions.-What is a conjunction? Give examples in
which conjunctions connect words. In which conjunctions
connect phrases. In which conjunctions connect clauses.
What is the first classification of conjunctions given?
What is a coordinate conjunction? What is a subordinate
conjunction? What is said .of the wo'r d and the phrase
elements connected by a conjunction? Wh~t kind of con'junction connects words and phrases? What elements are
of similar rank? What kind of clauses does a subor' dinato conjunction connect? A coordinate conjunction?
How are conjunctions otherwise divided? What is a copulative conjunction? A disjunctive conjunction? What
are correlatives? What parts of speech may they be?
Give examples.
11*

126

BURTTS ENGLISH GRAMMAR.

PROGRESSIVE SERIES.

And is a conjunction, a word used to connect words,
phrases, and clauses;~ coordinate, it connects elements of simllar rank, and unites the words public
and private, according to RULE XVII.

EXERCISE.

Models.

James and John are h appy, because they are good.
And is a conj unction, a word used to connect words;
phrases, and clauses; coordinate, it connects elements
of similar rank, and unites the words John and Jame,s; ..
according to RULE XVII. :-Conjunctions connect '
words, phrases, and clauses.
·
Are is a verb, it signifies to be; irregular, &c., and of
the third person and plural number, to agree with
its subj ects Ja mes and John taken together, accordng to RuLE XII. : - When two or more singular n.ouns
or pronouns are taken together, a verb or pronoun to
agree with them must be plural.
Because is a conjunction, a word used to connect wqrda, -'
phrases, and clauses; subordinate, it connects ele;
men ts of dissimilar rank, and unites clauses, according
to RuLE XVII. (Repeat the rule.)
They is a pronoun, a word used instead of a noun, &c.,
of tho third p erson and plural number, to agree
with its antecedents J ames and J ohn taken together, ·
according to RuLE XII. (Repeat the rule.)
NoTE.-When the nouns or pronouns a.re taken separately, use
XIII., o.nd let the model conform thereto.

127

R~LI

Where thou goest, I will go ..
Where is a ~onjunctjve adverb, a word used to connect
clauses ; subordinate, it connects elements of dissimilar
rank, an d unites clauses, according to RuLE XVII.
(Repeat the rule.)

He controls both public and private affairs.
B oth is a conjunction, a word used to connect words,
phrases, and clauses; correlative, it reciprocates
with and1 to mark tho sense more closely.

.

EXAMPLES FOR PARSING.

Riches and honor are with me. Wisdom or
folly governs us. Hear instruction, and. be wise.
Wisdom is the principal thing, therefore get
wisdom. He will read, if you will listen. I will
go, for I cannot' remain. He will walk, that you
µiay ride. Though . he should fall, he will rise
again. I know why you lent the umbrella. The
sun was shining when I awoke. While he is sick,
h~ is penitent. You may go when he returns.
.He can both read and write. Either the boy or
girl was present. Give me neither poverty nor
· riches.

. t'•
I ~

r.

i ,, 1

INTERJECTIONS.
An interfection is an exclamatory word used to express some emotion of the mind ; as, oh! ah! alas J
Interjections are used independently; i.e. without dependence on other words.
The principal interjections are,1. Of sO'rrow, oh! ah ! alas! alack !
2. Of wonder, ah ! strange! really !
3. Of calling, ho! soho ! tallyho !
4. Of exultation, aha! huzza ! hurrah!
5. Of laughte1·, he, he, he! ha, ha, ha!

128
6.
7.
8.
9.

PROGRESSIVE SERIES.

Of salntatwn, hail! all hail! welcome!
Of a.ttention, lo! behold! look! see ! hark! "
Qf silence, hush! hist! mum!
Of disgust, fudge! fie! pshaw! avaunf!
REMARKS.

1. Some words used as exclamation s have the sense of
adjectives or verbs; as, Strange! i. e. It is strange. Welcome!
i.e. You are welcome. B ehold! i.e. S ee thou. Hark! i.e. Hear
thou. Such may be parsed as interjections, or as the other
parts of speech with which they agree in sense.
2. The int e1~ ection 0 should be used to introduce the
object of direct address; and Oh should not be used for that
purpose; as, 0 Freedom ! thou art not as poets dream.
Oh! cherish then thi s precious legacy.

BURTT'S ENGLISH GRAMMAR.

live Lord Robin ! Huzza ! huzza ! What! are
you mad? 0 Virtue ! how amiable thou art! Lo!
he is here.
\
EXPLETIVES.

Words are sometimes used, for euphony or ·
emphasis, with such a construction that they do
not perform the office of any of the parts of speech:
such words may be called expletives: therefore,
An e_xpletive is a word used for euphony or
emphasis only.
Expletives med
FOR EUPHONY.

Questions.-What is an interjection? How many kinds
of interj ections, and what ar e they called? Give examples
of each kind. What meani ng do some inte1jections seem .
to have? Give examples having the meaning of an adjec..
tive. Give examples having the meaning of a verb. How
may such be parsed ? What distinction should be made in
the use of 0 and Oh.~
EXERCISE.

Model.
H uzza ! h e comes.
H uzza is an interjection, a word used as an exclamation;
it is independent, according to RuLE XVIII.:Inteijections have no grammatical relation to other
words.
EXAMPLES FOR PARSING.

Ah me! how dreadful! A vaunt! let the grave
hide thee. Alas! alas ! that great city! Long

There was a stranger here.
I sit me down a pensive hour to spend.
FOR EMPHASIS.

The moon herself is lost in heaven.
They make even toil to please.
A word repeated in the same construction is
an expletive. The repetition is sometimes for
euphony; as, Hear the bells, how they tinkle,
tinkle, tinkle, in the icy air of night. At other
times it is used for emphasis; as, Down, down,
the tempest plunges on the sea.
Questions.-What is an expletive ? Give examples of
expletives used for euphony. Of expletives used for em' phasis. What is said of a word repeated in the same construction?

130

PROGRESSIVE SERIES.

EXERCISE.

Model.
There are no idlers here.
There is an expletive, a word used .for euphony only.
EXAMPLES.

There is no man equal to the task. There wa81
a good spring there. Is not some one gently rap!
ping, rapping, at my chamber door? His teeth
they chatter, chatter, still. John · himself came, .
and even his aged father accompanied him. They ·
are tolling, tolling, tolling, in that muffled mon~
tone. The wide, wide world. Work, work, work', .
in the dull December light; and work, work,
work, when the weather is warm and bright.
EXAMPLES FOR PARSING.

Rirse all the words.
The Greeks took Troy by stratagem. The soul
of man is rational and immortal. Thought• and
language act and react upon each other. He bolts
the door with an iron bolt. That is the one that
I wanted. A. is used before a consonant, and an,
before a vowel sound.
Give me a retired life, a peaceful conscience,
honest thoughts, and virtuous actions, and I can
pity Cresar.
The murmur of thy streams, 0 Lora! brings
back the memory of the past. The sound of thy
woods, 0 Garmallar ! is lovely in mine ear.

BURTT'S ENGLISH GRXMMAR.

131

Look not mournfully into the pi:ist, it comes ·not
back again; wisely improve the present, it is thine;
. go forth to meet the shadowy future without fear,
and with a manly heart.
· Happy, thrice happy, he who relies on the
eternity of the soul; who · believes, as the loved
ones fall one after another from his side, that they
have returned to their :patiye c;ountry.
In yonder grave a Druid lies;
Where slowly winds the stealing wave:·
The year's best sweets shall duteous rise
To deck its poet's sylvan grave.
To purchase heaven has gold the power?
Can gold remove the mortitl hour ? ·
In life can love be bought with gold?
A.re friendship's pleasures to be sold?
There is a pleasure in the pathless woods;
There is a rapture on the lonely shore;
There is society, where none intrudes,
By the deep sea, and music in its roar.
Let us then be up and doing,
With a heart for any fate :
Still achieving, still pursuing,
Learn to labor and to wait.

,,. ,

I

132

PROGRESSIVE SERIES . .

133

13URTT'S ENGLISH GRAMMAR.

RULES OF SYNTAX.
RULE L-NOMINATIVES.

The subject of a finite verb is put in the nominative case.

PART III.

RU~E
'I

I:

;:· r:' ·

SYNTAX.

II.-,-APPOSITION.

.

I

A no~~ or pronoun in apposition is put in . the
same case as the substantive which it li~its. ·
.

'

.

.

RULE III.-POSSESSIVES.

Syntax treats of ._the proper arrangement

words in sentences.
A sentence is an assemblage of words expressing
a declaration, an interrogation, a command,
petition.

·<.' A noun or pronoun denoting possess1~~ is put
lll•the pOSSeSSi~e CaSe. .(: .
'. I i i
. '
1

••

RULE IV.-ABSOLUTE CASE.

A noun -or pronoun_ ~o·t governed is put ·in the
absolute case.
.'
.- '
RULE . V.-·ADJECTIVES.

The words of a sentence .are arranged · with
gard to relation, ag1·eement, and government.

.. :_

Adjectives limit substantives.
RULE vt.-·-PRONOUNS>

R elation is the reference which one word J:ias to
another in sense.
.Agreement is the similarity of words m their ·

modifications.

, 'J Pronouns agree with their substantives iii g~hder,
. number, and person.
: '·
1

RULE "YII.~DOUBLE . -RELATIVES •

Double rel~ti~es supply two ca8es.. '' '·
RULE VIII.-VERBS.

Government is the power which one word has

to modify another.
Questions.-What is P art Third ? Of what does Syntax
treat? What is a sentence? With regard to what are
the words of a sentence arranged? What is relation?
What is agreement? ·what is government?

The finite verb must agree with , its ~ subject in
-person and nmnber;. -.
,, · -'
, I , ;,1,, ._,!'; ·
RULE IX.-OBJECTIVES AFTER VERBS.

a

The object ·of · transitive verb , is _put m the
·c:ase. · ·.. ::·:·i.i ,.> 1" .' : · · ; ';' r; · i '"i'""' •' 1.' " , 1

objectlv~

12

134

PROGRESSIVE

SERI~S.

BURTT•S ENGLISH GRAMMAR.

RULE X.-SAME CASES.

RULE XVIlI.-INTERJECTIDNS.

Intransitive and passive verbs have the same,
case after as before them, when both words refer to ·
the same thing.
Infinitives and participles relate to nouns
pronouns as their subjects.

llEMA.RK.S.

· 2. The verbs ask, !,each, and tell may have two objects;
as, He asked me the q~tion. I taught kim grammar.
He told me many tldngs. · In the paBBive voice these
verbs may have an objective case after them; as, He was
taught gramm,ar. He was asked the questfon. I was told
many things.

RULE XII.-SUBSTANTIVES TAKEN TOGETHER:

When two or more singular nouns or pronoun~
.
'
\.
are taken together, a verb or pronoun. to agr~.~
1
with them must be plural.
RULE XIII.-SUBSTANTIVES TAKEN SEPARATELY.

Interjections have no grammatical relation to
other words.
1. A noun or pronoun, following the . oonjunction tha11.
or as, is generally nominative to a. verb understood; as,
·J ames can write · better than Joltrt: i.e. J a.mes ean write
better than John can write. He understands it as wcll
as I: i.e. He understands it as well as I 1tnderstand it.

RULE XI.-INFINITIVES.

.J'

When two or more singular nouns or pronou~
are taken separately, a verb or pronoun to agre~·
with them must be singular.
RULE XIV .-ADVERBS.

Adverbs modify verbs, adjectives, and other
•
adverbs.
RULE XV.-PREPOSITIONS.

Prepositions connect words, and show the rela,.
tion between them.
RULE XVI.-OBJECTS OF PREPOSITIONS.

The object of a preposition is put in the objective
case.
RULE . XVII.-CONJUNCTIONS.

Conjunctions unite words, phras~s,

135

and clauses. ~

.

3~ The verbs which signify to give, tafl,e, bring, make, or
. purchase are' frequently f?llowed by an objootjve .case
governed by the preposition understood; a.a, Give me an
.. apple: i.e. Give to rM an apple. They took the child
home: i.e. They took the child to his lwme. He brought ?M

a beautiful flower: i.e. He brought to me a beautiful
flower. I made him: a pair of boots: i.e. I made for. mm a.
pair of boots. He bought his S()ll a new book : i.e. He
bought/or his son a new book.
4. A noun or pronoun after the verbal noun bdng is in
· the absolute case; as, I was sure of its being he.

5. Some verbal nouns have the property 9f the transitive verb, and govern the objective case ; as, His method
of conduct{ng recitations was good. To avenfle an injury
places us on a level with our enemy.
·
Such in parsing are called transitive verbal nouns.
6. The verb, to agree with a phrase or clause as its subject, must be of the .third person singular; as, To be good
is to be happy. That he is guilty has be.en clearly proved.

i~

136

PROGRESSIVE SERIES.

BURTT'S ENGLISH GRAMMAR.

Questions on Remarks.-What is said of a noun or pro- .
noun follo\ving the conjunction t~an or as? Give examples.
T ell what verbs are understood after the following final' '
nouns or pronouns : H e is better than I. I am as godrf .
as you. John is older than James. James is as old · as ·
William.
What verbs may have two objects? . What is said ·of• .
their passive form? Give examples. What verbs ·fr6":.
quently have a preposition understood after them? 'Give:
examples. In what case is a noun or pronoun after. the: ·
verbal noun being.? What is said of some verbal nouns 1
Give examples. What are such called in parsing? . Wh~t,: .
is said of a verb which agrees with a phrase or clause fore
its subject?
TRANSPOSITION.

The natural order of the elements of a s_entence _is::':"'" .~
I. Th e adjective. 2. The subject . . 3. The verb. 4. The.
object. 5. The adverb; as, Wise kings rule nations pr~-~·
dently. Coming events cast their shadows before.
Any order different from the natural is called inverse ,
order.
Transposition is changing the order of the elements.
NATURAL ORDER.

..

:·...

Still evening came on now.
INVERSE ORDER .

Now came still evening on.
INVERSE ORDER.

Here rests his head upon the lap of earth,
A youth, to fortune and to fame, unknown.
NATURAL ORDER.',

A youth, unknown to fortune and to fame, restS his head :.
here upon the lap of earth.
''
·

137

INVERSE ORDER.

On Linden, \vhen the sun was low,
All bloodless lay the untrodden snow,
And dark as winter was the flow
Of Iser, rolling rapidly.
NATURAL ORDER.

The untrodden and all bloodless snow lay on !Jinden,.
wh~n the sun was low, and the flow of Iser, rolling rapidly, · .

was dark _as winter.

·

Inversion occurs more or less in all composition, but it
is most frequent in poetry.
SHORT METHOD
OF
PARSING.
...
.

Jn the following models, the definitions are omitted; the rules
also may be omitted, if the pupil is quite familiar with th.em.
Model 1.
Alas! man often 1Tlistakes his best interests and departs
from the path of duty.
Alas ... .is an interjection. (RULE XVIII.) .
Man ... is a common .noun, of the masculine gender, third
person, and singular number, and in the nominative case, being the subject of the vei;b. mistakes.
(RULE I.)
Mistakes is an irregular, transitive verb, in the indicative mode, present tense, :and of the third person
and singular number, to agree with its subject
man; (RULE VIII.) '
. .
Often is un adverb, and modifies the ·sense of the verb
mistakes. (RULE XIV.)
His .. .. is a· personal ·pronoun, of tlie .masculine gender,
third person, and singular number, to agree with
its antecedent man. (RULE VI.) His is in the
12'*

138

1

PROGRESSIVE SERIES.

BURTT :S ENGLISH GRAMMAR.

possessive case, to show its r elation to the noun
interests. (RULE III.)
B est .. .is a descriptive adjective, i.11 the superlative degree,
and relates to the noun interests. (RULE V.) . ·
Interests is a common noun, of the neuter gender, third
person, and plural number, and in the objective·
case, being the object of the verb mistakes. (RuLB
~)

~

And .. ..is a conjunction, and unites clauses. (RULE xvr:t.) .
D eparts is a regular, intransitive verb, in the indicative
~ode, present tense, and of the third person ani
smgular number, to agree with he understood for its subject. (RULE VIII.)
From ...is a preposition, and shows the relation between.
departs and path. (RULE XV.)
The.. .. is a definitive adjective, and limits the noun path.
(RULE V.)
Path is a comnion noun, of the neuter gender, third
person, and singular number, and in the objective
case, being the object of the preposition from.
(RULE XVI.)
Of ... .. .is a preposition, and shows the relation between " .
p ath and duty. (RULE XV.)
Duty is a common noun, of the neuter gender, third
person, and singular number, and in the objective .
case, being the object of the prepositi_on of. (RuLB. •
XVI.)
Model 2.

The traveler, seeing the danger, commenced to flee.
S eeing is an imperfect, transitive participle, and refers to
~he n~un travele~ for its subject. (RULE XI.)
.
To flee is an irregular, rntransitive verb, in the infinitive
mode, present tense, and refers to the noun travder fo1· its subject. (RULE XI.)

139

· Model 3.
TfJ lie is base.
To lie is a verbal noun, of the neuter gender, third person,· and singular number, and in the nominative
case being the subject of the verb ·is. (RuLE I.)
Model 4.

His method of solving the problem was approved.
Solving .i s a transitive v:erb~l noun, of the i:ieuter gender,·.
third person, and singular number, and in the
objective case, being the object of the preposition
of. (RULE IX.)
·
Problem is a common noun, of the neuter gender, third
person, and singular number, and in the objective,\
case, being the object of the transitive verbal ~
noun solving. (Remark 5.)
Model 5.
That man is fallible is evident.
·That man is fallible is a substantive clause*, ·Of the neuter
gender, third person, and singular number, and iu
the nominative case, being the subject of the verb
is. (RULE I.)
That is a subordinate conjunction, and introduces tho
clause that man is fallible. (RULE XVII. Parse
each word.)
Is ..... .is an irregular, intransitive verb, in the indicative
mode, present tense, and of the third person and
singular number, to ·agree with the substantive
clause that man is fallible for its subject. (RULE
VIII., and R emark 6.)

* A substantive clause is a clause having the construction of a noun
or prono1ln.

140

PROGRESSIVE SERIES.

BURTT'.S . ENGLISH GR.AlfMA.R.

· . What cannot be cured must be endured.
.
What 'is a relativ~ pronoun, of the neuter gender, third
·. p~rsbn; and singular number, to agree with thing
. which understood for its substantive (RULE VL);

Model 6.
He was taught gi·ammar.
He is a personal pronoun, of the masculine gender, third

. 'it is in the nominative .case, being the subject of
:the verp can. be cured. (RULE I,) ;
Gan qe cur~d is a r~gular, passive v~rb, in . t,4~ potential
.. mode, present tense, and of the third person and
singular number, to agree with its eubject what.
. , (RULE "¢III.) . . · ·
. . , ' '.
,

person, and singular number, to agree with its
antecedent understood. (RULE VI.) He is in the
nominative case, being the subject of the verb was
taught. (RULE I.)
Was taught is an irregular, passive verb, in the indicative
mode, past . tense, and of the third persoir and
singular number, to agree with its subject h:e.
(RULE VIII.)
.
'
.
"Grammar is a common noun, of the neuter gender, third
person, and singular number, and in the objective
case, after the verb was taught, the passive form
of the verb to teach. · (Remark 2.)
.

Not ... .is an adverb of negation, and modifies the sense of
the verb can be cured. (RULE XIV.)
What cannot be ·cured is a substantive clause, of the

.J.

In. the following models, the words co~monly denominated compound m· double relatives are treated
as simple relatives, which is probably the more philo·. ·
sophical method.
Model 7.
He studies what is useful.

What is a relative pronoun, of the neuter gentle~, third
person, and singular number,* to agree with

thing which understood for its substantive (RULE
VI.); it is in the nominative case, being the subject
of the verb is. (RULE I.)
·
What is useful is. a substantive clause, of the neuter
gender, third person, and singular nui:n.ber, and in.
the objective case, being the object of 'the transitive verb studies. (RULE IX.)

* The pronoun what, though often plural iu sense, is always singular'
in constl'Uction.

141

neuter giander,. third person, and singular number,
and in the nominati.ve case, being the subject of
the verb ~ust be endured. (RuLE I.)
Must be endured is a regular, passive verb, in the potential
mode, present tense, and of the third person and
singular number, to agree with the sulistantive
clause what cannot be cured for its subject. (RULE
VIII., and Remark 6.)
Whoever sins wiUsuffer.*
Whoever is a relative pronoun, of the commo.n gender,
third person;: and singular number, to agree with
person who "Q.nderstood for its substantive (RULE
.. Yl.); it is in the nominative case, being the sub. ject of the verb sins. (RULE I.)

* Will suffer agrees with the substantive clause whoever ain! for its subject.
EXAMPLES FOR PARSING.

I.
Flowers bloom. Winds blow. Grass grows.
Birds fly. Men labor. Snow falls. Lambs play.
They wrote. He walked. You studied. They
have come. They had come. Will you go? Shall

142

PROGRESSIVE SERIES'.

he come? He had written: . It was found. It ·,
will be done. They may come. Can he write? · ·
Pupils should study. It can be done. It could · .
have been found. America was discovered. Has ' ·
he arrived. Ellen was talking. We shall hav~ ·.
been reading. They were singing. I am. He '
was. Time will be. Things have been. They
are. It will have been. A wake. Study. Write ..

II.
The river flows. The moon shines. An eagle
flies. A friend speaks. This man came. All
men must die. Good children are loved. Wicked
men suffer. Industrious people prosper. No person came. Man's works decay. The huntsman's
horn sounded. The bright sun's rays illuminate.
Your brother improves. His strength failed.
The_ir interests were considered. Ellen's hopes
vamshed. Her head aches. Frederic the king
ruled. The queen Victoria was esteemed. His•
daughter Sarah sings. The Apostle Paul preached.
.Pompey the general was conquered. Demo$thenes,
the celebrated orator, declaimed. Arnold, the base
traitor, escaped. Ida, the minister's daughter, has
returned. Brutus, having spoken, retired. Santa ·
~ima, ~aving been conquered, fled. John, being
d1sappomted, returned.

III.
The girls found violets. The cat catches mice.
They saw Washington. · He bought a farm. The

BURTTrS ENGLISH GR.AMMAR.

143

' traveler~. found a resting-pl~c~. Goo~ childrep
loves his countr_M.
' love their parents. The pat:t10t
.
.
I
· Does he improve his time ? Study your _lessons.
· Can he write a letter? Will you hear me? They
study diligently. She was not there~ When will
he be here? Can he come now? · He may come
to-morrow. Faithful servants labor attentively.
Good scholars ·speak correct.ly. A very benevolent
lady resides here. Weak-minded persons change
continually.
.
Gold is precious. Iron is useful. A good book is
a treasure. Trees are plants. Cai"n was a murderer.
It was John. James was an industrious student.
Her name is Sarah. Patience is a rare virtue.
·Green is a pleasant color. He may become a grf!at
man. He was called a philosopher. Pure cold .
water is a delightful beverage. Simon was surnamed Peter. Ripe fruit is excellent. He died a
drunkard.
IV.
To see1 is to believe. To forgive is divine. To
err is human. I rejoice to hear it. They love to
write. To be good is to be happy. To suffer is
the lot of all men. Walking is pleasant ·exercise.
We saw our friends coming. He was heard speaking. I found Susan' writing. The man of integrity is respected. The King of France fled.
Athens is the capital of Greece. He bade him
recite his lesson. Let us do our work well. He
heard the old clock strike the hour of twelve.

144

PROGRESSIVE SERIES.

BUR'.rT'S ENGLISH G:J.U.IDllAR.

140

Ja,mes must go. The pupils study and recite.
Thomas saw the tree fall. The ancestors of. t4~·.
Re~d .and reflect on all matters of importance.
English are generally known by the ~name ;or.
1
Thought and language act and react upon each.
Saxons. The bigots
that iron time had called
other. We _watched and waited by day and by
his harmless art a crime. _A wandering harpe,r,)
· night. Cyrus · conquered Syria and Arabia. l The
scorned and poor, he begged his bread from door ,tpi
door.
soul of man is rational and immortal. They were
2
.:oppressed and plundered by their rulers.
Frie:qds, Romans, countrymen, lend me YPm°'
The wilderness a.nd the solitary place sha-11 be
ears. Take the child home. 2 'Give William~ . the
2
glad for them. He acted firmly, but kindly.
book. H,e brought me a . beautiful fl.ow~r. ·u.1 J•
. Beautiful and salutary is the sound of a distant
sold him a valuable farm. Give me the , bQokJ,
_Sabbath bell in the 'country. He m.ay go or stay.
London, the capital of the B:i:itish empire, and the' ·
·. A stream of flame and smoke issued from the
largest city in the world, is situated on the Thame~,
chimney. The obligation of respect and love for
a river in the southeastern par~of; England. The\
'parents never ceases. How vain .are eloquence
time having arrived, we commenced our journey. , ~
Our father being present, we wei:e not afraid. .Rer -- · .and poetry, compared with heaven-descended truth!
ligion, our guide in prosperity, is also our best con- , · ·Pay supreme and undivided homage to goodness
and truth. Benefits should be long and gratefully
solation in adversity. Columbus, having . accon;i.remembered. Grand ideas and principles elevate
plished the object of his voyage, returned to Spain.
_and ennoble the mind. Alas! that folly ancl. falseAlas! those happy days are gone. 0 Providencel
. hood should be so hard to grapple with !1
how many poor insects of .thine are exposed to be
trodden to death in each path! ,
•
l With is :m adverb limiting the verb t-0 grappk.

of

1
2

See Model 3, page 139.
See Remark 3, page 135.

v.
Exercise and temperance strengthen the constitution. The lion and the lamb shall lie down t~
gether. Industry and perseverance have worked '
wonders. Life, death, and immortality are themes
of sublime and surpassing interest. Sincerity and
truth form the basis of every virtue. John or

VI.
Harbor no malioe in thy heart: it will be a
viper in thy bosom. The time has passed, and you
· did not improve it. The earth is dark, but .t he
. heavens are bright. The heavens declare the glory
· of God, and the firmament showeth his handiwork.
Yo~ must be diligent, or you will not succeed.
. Brutus loved Cresar much, but he loved Rome
13

146

PROGRESSIVE SERIES.

more. He stood on an · eminence, and glory cov"'
ered him. we must fight, o~ our liberties are lost.
The Assyrian came down like a wolf _on the fold1· , .
And his cohorts were gleaming in purple and gold.
St.John says that God is-love. The very correct .
remark has been made, that it ·is a great loss to ,.
lose an affiiction. His grand excellence was thi_s,
that he was a true man. Seneca tells us: that
there is a settled friendship between God and good
men. Thou knowest that vi1;tue can never be
despoiled of its deathless crown. Be on thy guard ·
against flattery; for it is an insidious poison. If .,; .
you would be revenged on your enemies, let your
life be blameless. The tree will not bear fruit in
autumn, unless it blossoms in the spring. We
must lean on the hand of a guide, until we. can go
alone. Wealth is of no real use, except it be well employed.
Avoid rudeness of manners, which must l'iurt
the fee1inrrs
Behold the emblem of thy
v of others.
state in flowers, which bloom and die. Happy are
the people whose history is the most wearisome to
read. ·where your treasure is, there will your
heart be also. He ~ho made the universe, now
preserves and governs it. He who teaches, often
learns himself. Whom ye ignorantly worship, him
declare I unto you. That the earth is a sphere
can1 easily be proveu. . ·when he will arrive is uncertain. Why he left the city is a mystery. How ·
shall we escape is the question. Where he resides

BURTT'S ENGLISH GRAMMAR.

147

cannot be ascertained.1 Where thou goest I will
go.
Are there not seasons of spriog in the moral
world? And is not the present age one of them?
Stones grow; vegetables grow arid live; animals
grow, live, and feel. Philosophy makes us wiser,
Christianity makes us better, men. Truth will
pass down in fragments to posterity, but posteFity
"\ovill collect and compose them into a whole. To
rule one's anger is well; but to prevent it is better.
You cannot find one better than this. Curiosity
allures the wise; vanity, the foolish; and pleasure,
both. The Grecians excelled in precepts; the
Romans, in examples. Labor brings pleasure;
idleness, pain. The young are slaves ·to novelty;
. the old, to custom. Pride goeth before destruction, and a haughty spirit before a fall.
I

See Model 5, page 139.

VII.
Speak as you mean, do as you profess, and perform what2 you promise. Treat whoever comes
with respect. If thou wouldst know what thou
art, ascertain what thou canst do. Heaven hides
from brutes what men, from men what spirits,
· know. Whatsoever he says, observe. He meditates upon what is profitable. The Lord chastens
whomsoever · he loves. I believe what he says.
Whosoever runs may read.
2

See Model 7, page 140.

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148

BURTT'S ENGLISH GRAMMAR.

PROGRESSIVE SERIES.

He has what1 money he wants. 1
·ever2 pen pleases 2 you.

Take which-

1 W hat is a definitive adj ective, limiting the n oun nwney.
Wants is a
tran sitive vcrlJ, hn.ving which understoo d for its object. "He has what
money [which ] he wants."
2 W hichever is a defi nitive o.djective, limiting tho noun pen.
Tho
subj ec t of pleases is the relative that understood. "Take whichever pen
[that] pl eases you."

John is older than James. 3 He can write better
than J. 3 The music was soft as the gentle zephyr.a
His face did shine as the sun, and his raiment was
white as the light. Am I not as good as others ?
Are you any better than your neighbors ?
0

See Rcnu1rk 1, pnge 135.

H e askecl1 me some questions concerning my
studies. I told' him all that I knew. He was
sent to an n.cacle m y~, where he wn.s tau brrht4 writin(J'::"
arithmetic, and other useful brnnches. I :\Vas
asked this question sever al times. You were told
the sam e thing repeatedly . We h ave been told ·
their destiny and use.
4

See Rcnrnrk 2, pngc 135, and :i\iodcl G, pngc 140.

Its being I5 made no difference. I was sure of
its being he.5 Yet a few days, and thee the all~
beholding sun sh all see no more in all his course.
Earth, that nouri shed thee, sh all claim thy growth ·
to be resolved to earth again. The ruin of a state
is generally preceded by a universal degeneracy of
manners, and a contempt for religion.
" Sec Remark 4, page 135.

149

To love1 your enemies is commanded in the gospel. Continued practice in solving1 problems has
made him quite expert in all mathematical operations. Its excesses may be restrained without
destroying its existence. Receiving goods known
to be stolen is a criminal offense. They could not
avoid giving offense.
We have succeeded in making a beginning.
Taking a madman's sword to prevent his. doing
mischief, cannot be regarded as robbing him. To
. improve your time properly, should be your constant care. To recite his lessons well, should be
the desire of every pupil. He who seeks to immortalize his name by disorganizing society and demoralizing the community, will be dissatisfied w'ith
his own labors, and reap the reward of his iniquity.
I

See Remo.rk 6, page 135, and Model 4, page 139. .

VIII.
The more we possess, the more we desire. The
more I examine the work, the better I like it. 'I
like this the 2 best. Sweet is the coming ona of
evening mild. What !4 can ye lull the winged
winds asleep ?5 He went almost6 to Philadelphia.
1

1
2

The-the are correlatives uniting the clauses.
The is an expletive used for euphony.
On is an adverb limiting the verbal noun coming.

8
The verbal noun
has the construction of the verb and noun, and may be limited by adverbs and adjectives.
4 What is an interjection.
6 .Asleep is an adjective relating to the noun winds.
6 .A•lmost is an adverb limiting· .the . expression to Philadelphia, an adverbial phrase denoting place.
·
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150

BURTT'S .ENGLISH GRAMMAR.

PROGRESSIVE SERIES.

H e remained in London almost7 a year. He, being
a worthy man,8 was promoted. For who but
He 9 who arched the skies, could raise the daisy's .
purple bud? All nature is but10 art, unknown
to thee.

\

RULES OF SYNTAX,
WITH EXAMPLES, REMARKS, AND FALSE S.YN'r.A.X.
RULE !.-NOMINATIVES.

The subject a of finite verb is put in the nominative case.

is an adverb limiting the expression a y ear (one year), which,
taken ns a unit, is an adverb of time.
B Afan is in the, nominative case after the intransitive verb being.
9 He is nominative to could raise understood.
According to more
modern writers, the objective case shoul_d be used, and but taken as a preposition.
10 B ut is an adj ective relating to art.
7 Almost

His reputation as a scholar1 is good. He acted
as president2 during the day. He was offered three
thousand dollars. 3 Man shall not live by bread
alone. 4 Whether he is rich or poor, makes 5 but6
little difference. Not7 as the conqueror comes,
they, the true-hearted, came. He painted the
house green. 8 Genius is the intuitive perception
of9 what is; moral sentiment is the feeling of10
what ought to be.
•
l Sch olar is in the nominative case in apposition with reputation.
President is in the nominative case after the intransitive verb acted.
D ollars is in the objective case after the passive verb was offered.
The verb offer, like the verbs mentioned in remark second, takes an ob2

3

j ective case after its passive form.
4 Alone is an adjective relating to bread.
6 Maka agrees with the substantive clause whether he is rich or po()f'
for its subj ect.
6 B ut is an adverb modifying the adjective little.
7 Not is an adverb modifying the meaning of the adverbial clause 0,
the conqueror comes.
B Green is an adjective r elating to the noun house.
9 Of is a preposition showing the relation between perception and the
subs tan ti ve clause what is.
io OJ is a preposition showing the relation between/eeling and the substantive clause what" ought to be.

151

EXAMPLES.-He

writes.

I study.

They learn.

We may go.
REMARK.

All verbs are finite except such as are ill the infinitive or
participial mode.
FALSE SYN TAX.

.J

Models.
Him and I study, is incorre.ct; it should b\", H e and I
study: him is in the objective case, and it should be in th.e
n ominative case, because it is one of the subjects of the
verb study. ( RULE L R epeat the rule.)
Who came first? M e. The expression is incorrect; i.t
should be, Who came first? I: me is in the objective case.,
and it should be in tbe nominative case, because it is the
subj ect of the finite verb came understood. (RuLE I. R&peat the, rule.)
EXAMPLES.

Her and me write well. Him and them traveled together. Them and us are going. John
and me live on the same street. The · girls and us
visited the city. Thee must try to speak correctly.
May him and me take a walk? Are you and her
acquainted with them? Me and you know better.
What are them and their friends doing? She is
_taller than him. They know more than .me. You
are as studious as us. Her and me understand

152

153

PROGRESSIVE SERIES'.

BURTT'S ENGLISH GRAMMAR.

grammar as well as him. I knew it before them.
I can write faster than her.
Who is there? Me. Who said so? Her. Who
will go? Him. Who did the work? Us. W110m
do you say was there? Us: girls are going. Him
whom you dislike is present. Her whom you ~ay
was here, ~as left the city. Mary saw it as well
as me. None knew it but him. They, and not us,
were there. Them that despise me shall be lightly
esteemed. Here is none but thee and I. Whom
do you think will be the successful candidate ?

Model.
We saw your brother, he who lives in the city, is incorrect; it should be, Mm who lives ·in the city : he is in the
nominative case, and it shoutct be in the objective, because
it is in apposition with brother, which is in the objective
case. (RuLE II. Repeat the rule.)

RULE 11.-.APPOSITlON.

A noun or pronoun in apposition* is put in _;
the same case as the substantive wliicli it limits.
ExAMPLES.-Ye men of Israel. . Thou traitor.
We men of science labor for the gqod of .po:>terity. They spoke to us children.
REMARKS.

•

1. A noun may be in apposition with a clause or part of
a sentence; as, He lent me his assistance, a kindness which
I shall not forget. He recovered, a result which was not
expected.
2. A noun or pronoun in apposition is sometimes singular
when the. principal term is plural; as, They departed every
man to his home. We love each otner: i.e. We each fove
the other. In the first exam pie, man is in apposition with
they. In the second, each is in a1)position with we.
• ~ T~e word apposition means adding to. A noun _o r pronoun in appoe1tion is adde~ to the prinoipal term to explain or define it more fnlly;
a~, John Smith the carpenter: here carpenter is added to the p;rinc1pal term to explain_which John Smith is men.nt.

EXAMPLES.

Do you know that gentleman, he who stands by
the window ? We honor the soldiers of the Rev~
lution, they who fought for freedom. Mary the
seamstress, her who works for us, is an industrious
·girl. It was John, him that wrote the letter . . I
spoke of Noah Webster, he who wrote the dictionary. I suppose it to be Mr. Jones, he who lives on
Penn Street. Who built this house? Henry Smith,
him who went to California. Will you act thus
towards me, I who have so often assisted you?

.,,

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RULE Iri:.-POSSESSIYES.

A noun or pronoun denoting possession is put
in tlie possessive case.
ExAMPLES.-Mary's book. Zour pen. His slate.
Ladies' bonnets. I did not know of your being
.~I ~

present.
REMARKS.

L N onns in apposition usually have the sign annexed
to the last; as, john the Baptist's head; Johnson the
carpenter's shop; but if the limited word is omitted, the
sign may be annexed to either; as, I left the book at
Smith's the bookseller; or at Smith, the bookseller's.
·
2. When there are several nouns in apposition, or when
one or more phrases are added in explanation, the sign may

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154

PROGRESSIVE SERIES.

be annexed to the first; as, These Psalms are David's, the
king, priest, and prophet of the people. I bought the desk
at Lyndsay's, the cabinet-maker on Liberty Street.
NoTE .-These expressions are inelegant, an d should be avoided.

3. Two or inore nouns in the possessive case have tire
sign annexed to the last only, if the limited word denqteli
an object possessed in common; as, Smith and Brown's
store. William and :Mary's College. But if the limited
word denotes au object possessed separately, J;he sign must
be annexed to each; as, Adams' and Jackson's administration.
·
4. The limit ed word must not be made plural because
the possessive is -plural, unless the sense r equires it; as,
Our health is good, and not, Our healths are good.
5. Verbal nouns, like others in the same construction,
are preceded by the possessive case; as, I am tired of _; .
his talking, not, I am tired of him talking.
FALSE SYNTAX.

Model.

This is your fathers house is incorrect; fathers should
have the possessive sign, because it has the possessive relation to the noun house. (RULE III.)
•
Let the pupil revise the rules for the possessive case, on page 58.

_ EXAMPLES.

The boys lessons are not learned: We use Osgoods Readers. The ladys dress was bought at
Browns store. He had grace for others sins, but
none for theirs. Teach me to feel anotbers woe.
Moses rod was turned into a serpent. He cast
himself down at Jesus feet. Mens hats are sold
at Stewarts. Mans chief good is an upright mind.
John Smith his book. Mary Jones her book.

BURTT'S ENGLISH GRAMMAR.

I.,

155

Remark 2-3 ..
These works are Bayard Taylors, the poet's and
traveller's. I reside at Lord Stormont's, my old
patron's and benefactor's.
:.
,./
I visited Henry's and Mary's teacher. Little's
and Co.'s store is on Fourth Street. It is north of
Mason's and Dixon's line. This hat is John or
James's. Cain and Abel's occupation were not the
same. There is no difference between Mary and ·
Ellen's age.
Remark 4-5.
Take care of your healths. . For our parts, we
are satisfied. He did it for their sakes. We
should not murmur at our fates. Our lots have
not been unpleasant.
You being present did not prevent him behaving badly. Did they hear of him going? He was
averse to the nation involving itself in war. She
being rich did not make her happy. You saying
so did not prove it to be true: I do not like him
. spending his money so carelessly. He spoke of
me studying the languages. I approved of them
speaking frankly.

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RULE IV.-CASE ABSOLUTE.

·A noim or pronoun not governed is put .in the
. absolute case.
IJ

.,

approaching, they .fled. Plaw,
thou reason est well. 0 wonderful man I He died
._,last ye,ar. Its being I made no <Wference.
ExAMPLES.-He

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156

PROGRESSIVE SERIES.

BURTT'S ENGLISH GR.A.MM.AR.

REMARKS.

1. A noun is put in the absolufe case before a participle, ·,
by direct address, by exclamation, by ellipsis, and after the
verbal noun being.
2. The absolute case has gen erally the same form as the
nominative, except when it follows the interjection ah:. ·
then it has the objective form; as, Ah I me.
·
FALSE SYNTAX.

..,Wodels.
Him being seen, they fled, is incorrect; it should be, He
being seen, they fled: him is in the objective case, and it
should be in the absolute case, because it is before the participle being seen, and independent of the rest of the sen:
tence. (RuLE IV.)
Its being me astonished them, is incorrect; it should be,;
Its being I astonished them: me is in the objective ·case,
and it should be in the absolute case after the verbal noun
being. (RULE IV.)
EXAMPLES.

Him having arrived, the meeting was organized.
Its being me need make no di:fference. We could
•
not be sure of its being him. Us having returned,
they rejoiced. Oh happy us ! who are thus blessed.
RULE V.-ADJECTIVES.

"

AdJectives limit substantives.
men are happy. To lie is base.
That he is a good speaker is emdent.
EXAMPLES.- Good

NoTE.-A substantive is a noun or pronoun, or a phrase
or clause having the construction of a noun.
REMARKS.

1. Adjectives which denote number must agree in nwn-

-157

ber with their substantives; as, One man. .Five pounds.
This kind. These kinds.
2. An adjective sometimes liui.its another adjective, and
the two, taken together, limit the noun ; as, Dark blue
· cloth. Deep black clouds.
3. An adjective may limit an adjective and noun taken
together as one term; as,-The first two verses. Every ten
miles.
4. Adjectives should be so placed as to limit -the term
intended; as, A glass of cool water, not, A cool glass of water.
5. The pronoun them should not be used as an adjective;
as, Bring me those books, not, Bring me them books.
6. Double comparatives and superlatives are improper;
as, Worser. Most unkindest.
7. When objects are contrasted, this and these refer to th~
nearer, or last mentioned, that and those to the more remote
or first mentioned; as, Riches and poverty are both temp-'
tations: that tends to excite pride; this, discontent.
8. An adjective, and n_o t an adverb, is used to express
quality; as, We feel wgrm, not, We feel warmly.
Quality is expressed by adjectives; manner, by adverbs.
A djectives.

.Adverbs.

Men grow old.
The boys grow rapidly .
She looked coldly on him.
She looks cold.
The statement seems correct. It was done correctly.
He stands firm.
He adheres firmly to his purpose.
FALSE SYNTAX.

Models.
The wall is thirty foot long, is incorrect; it should be, The
wall is thirty f eet long: foot is singular, and it should be
plural, because the adjective th-irty is plural. (Repeat Remark 1.)
He had a new pair of shoes, is incorrect; it should be,
He had a pair · of new shoes : new should be placed next
· the term shoes, which it limits. (Repeat Remark 4.)

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158

1

159

PROGRESSIVE SERIES.

BURTT S ENGLISH GRAMMAR,

EXAMPLES.

and must have felt happily. He walks very
straightly. The rose smells sweetly.

Remarlc 1.

I paid four shilling for six pound of sugar. He
bought five barrel of fl.our. She is twelve year
old. He paid six pound for ten bushel of corn.
These kind of books is not profitable. I do not
like those sort of people. He had t~o pair of
shoes. We walked four · mile. Those molasses
came from New Orleans. The lesson is on page
twenty-five.
Remarlc

4-5.

.

Mary bought a fine piece of cloth and a new ,;
pair of gloves. He bought an old span of horses
and a new set of harness. He had a ripe basket
of fruit. He sold a valuable tract of land.
Give me them books. Them men spoke ~o ·me.
R emarlc 6.

ARTICLES.

The definitive adjectives, a., an, and the, are
called articles. The is the definite, and a or an,
the indefinite article.
REMARKS.

'

•

We live in a more pleasanter situation. This
was the most unkindest cut of all. The Most
Highest governs the universe. After the most
straitest sect of our religion, I lived a" Pharisee.
The king is the chiefest man in the nation. He
possessed a more superior intellect.
Rerna1·lc 8.

This plant grows wildly in Europe. Satin feels
very smoothly. This expression sounds harshly.
Open ·the door widely. The fruit tastes sourly.
The sun shines brightly. They looked pleasantly,

>

1. When the indefinite article is required, a is used before words which commence with a consonant sound, and
. an before words which commence with a vowel sound; as,
An' eagle is a large bird.
·
2. When two or more adjectives relate to the same object, the article is not ~epeated; as, A . black and white
cow: i.e. One cow having black and white spots.
When two or more adjectives relate to different objects,
the article is generally repeated; as, A black and a white
cow: i.e. two cows, one black and the other white.
3. The definite article is sometimes used for emphasis or
euphony, in which case it may be parsed as an expletive;
as, I admire this the most of all .
4. The indefinite article is sonietimes placed before a
plural adjective; as, A few days. A hundred men. In
this caso, the two may be taken together as one adjective,
limiting the noun; as, A few days: i.e. one few days. A
hundred men: i.e. one hundred men.
FALSE SXNTAX.

FJxamples.
He was a good and a kind parent. Jane has a
large and small grammar. A red and black flag
.were both displayed. A black and white ox were
yoked together. I understand both the old and new
method. Does he live on the right hand or left.

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BURT'I'.'S ·ENGL1SH GRAMMAR.

PROGRESSIVE SERIES.

RULE VI.-PRONOUNS.

P ronou;ns niust agree with tlieir substantives
in gender, p c1·son, and number. .
ExAMPLES.-John visited k is friends who live _in .
the city. The lady sold the watch which h ad been
presented to her. Ye, therefore, who love m~rcy,
teach y our sons to love it too.

161

interrogative who, a collecti,ve ;noun of unity, a joint reference to different genders or species, and wh er e th,e pro.
. .
.
' ·'
pri ety Of who or which is doubtful; as, H e is · the. same
p erson that we saw yesterday: All that I have, I give unto
you. W ho that sees the evil, can say this·? The m en and
things that w~ •. saw in the city. The ·nation that fears the
L ord will be prosperou·s.
. ·•
· 7. Th e prono un what should not be used for the conjurwtion that; as, I do not. know but what I will go : it should be,
.
I do not know but that I will go.
FALSE SYNTAX.

REMARKS.

1. When antecedents taken together differ in person, a
plural pronoun representing them agrees with the first person in preference to the second or third, and with the seconq
in preference to the third; as, You and I.learn our lessons.·
He n.nd you do your duty.
.J
2. "When substantives in th e same constru ction <lifte r in
p er son, the third per son should be n amed before t be second
01· first, a nd the second before the first ; as, J ohn and you
are war.ted. He spoke to you or me.
·
3. If tho antecedent is !), collective noun conveying the ..
idea of unity, t he pronoun must be neuter singular;
as,
.
Th e school is good, and its t eachers competent. But if
the noun conveys th e idea of plurality, t he pronoun sho u_ld
be plural; as, 1' he p eople will make their voice heard.
4. When the antecedent denotes a person, and is of the
common gender, singular number, t he pronot.n should bo
mnsculine si ngular; as, Every p erson should do his duty,
not, Every per son s110uld do their duty.
5. The rebtive who is applied to persons and to objects
p ersonified; which, t o things a nd brutes, to collective nouns
of unity, a nd, as an interrogative, to persons. The man who
came. T!ic fox who spoke first. The tree which fell.
Wliich is the person?
6. That is gener ally used instead of who or which after
very, same, all, an adjective in t h e superlative degr ee1 the

.

M odel.

L et every pupil qbey their teacher, is incorrect. it
should be, Let every pupil obey his t eacher: their is plural,
and it should be singular, because its antecedent pupil .is
sing ular. ( RULE VI. Repeat .the rule, and R emark 4.)

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EXAMPLES.

Every one should do their duty. If any person
doubts this statement, let them inquire and satisfy .
themselves. Each member of the class brought
their book with them. A person who was present
said that they knew him well. The person who
told me the story desired that their name ·m:ight not
be mentioned. The news has arrived, a:ii.d:they are
favorable. Each of us had more than we wanted:
Let every one of you attend to your own affairs.
The summons was received, but they were not
obeyed. Rebecca · took goodly raiment, and put
them upon Jacob. Every heart knows their own ·
sorrows. No person can tell what ·they may be.
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PROGRESSIVE SERIES.

Remark 3.

The crowd continued to increase, until they ·
numbered many thousands. This society is well
organized, and their rules are excellent. The
court, in their wisdom, decided otherwise. Thl.s
flock had lost their shepherd. The army had lost
many of their best officers. The convention has
assembled, and they will continue in session several
days. The multitude eagerly pursue pleasure as its
chief good. The congregation listened attentively
to its pastor.
Remarlce 5, 6, 7.
The lady which you have seen resides in this city.
The persons which committed the deed have fled . .J
1:,here was a certain householder which planted a
vmeyard. That is the vice, whom I hate. The
nation who has a good ruler is happy. The committee who was appointed yesterday will ~eet
to-day.
·
He is the best musician whom I ever heard~
You are the same person whom I met yesterday.
They were the first who entered. All which was
said could not move him. He told us of.,the men
and things which he had seen.
FALSE SYNTAX.

. They had no doubt but what he was guilty. I
did not know but what it might be done. You do
nqt know bqt wli~t t4E3 re:rort is true.

ll63

BURTT'g' ENGLISH GRAMMAR.

RULE VII.-DOUBLE RELATIVES.

Double relatives supply two cases.
EXAMPLES.-! know what he said.
no good does .harm.

Whoever does

NoTE.-Tlie.se words may be considered simple relatives, and Rule VII.
omitted. (See page 140.)

RULE vm.-AGREEMENT OF . THE VERB.

T lie finite verb must agree with its sulJ.j'ect in
pe:rson and number.
EXAMPLES.-!

The boys study.

Thou learne,st.
Henry studies. ,

learn.

He learns.

. REMARKS.

1. When a collediv.e noun conveys the ..idea of unity,
the verb to agree with it must be singular; · as, The convention has assembled:
·
But if the noun conveys the idea of phi.rality, the verb
must be plural; as, The people are dissatisfied with this law ..
NOTE.- A collective noun, unless it clearly suggests the id~ of unity,
r equires th e verb to be plurul.

2. In the phrase as appears, the verb agrees with it understood, and is therefore always of the third person singular.
In the phrase as follows, as is a relative agreeing with a
singullJ,r or plural antecedent, and the verb is varied in
number accordingly; as, The discourse was a.s follows. His
remarks were a.sfallow.
3. ·when the nominative is a phrase or clause, the verb
must be of the third person singular; as, . To lie i? base.
That he has done hie duty is evident.
4. 'rhe pronoun you, though often singular in sense,
always requires that the verb which ag1;ees with it shall
be plural.

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PROGRESSIVE SERIES.
FALSE SYNTAX.

Mode-Z.
The boys has studied their lessons, is incorrect. It
should be, The boys have studied their lessons : has studied•
is of the singular, and it should be of the plural number,
because its nominative boys is plural. (RULE VIII.)
EXAMPLES.

The pupils of this school learns 'Well. There's
two pencils on the desk. . The health of my friends
are good. The news have come. The s'ummons
were not disobeyed. There ar~ a great variety of
tastes among individuals. Neither of his brothers
were there. What have become of your friends?
There is more than one erro.r in his statemeu't . .
The teacher with all her pupils were present. Has
the workers of iniquity no knowledge? Was the
lessons well studied? One of the vowels are .silent.
What books have each of the scholars? Adjectives
limits substantives. The house, with the adjQining grounds, have been sold.
One of the injured men have since died. Thou
lrnowest all things, and will judge every man according to his works. There was, notwtthstan<ling ·
this circumstance, no hopes of success. The propriety of these measures are doubtful. The people
that lives near us is pr'eparing to remove. In him
centres all our best affections. He was one of those
persons that complains much for trifles. One of
the cities which was built still remam. Whence
cometh these mighty armies? Must I, that has

BURTT'S ENGLISH GRAMMAR.

165

hitherto been !aithful, now betray my trust? Thou,
that has thyself erred, should have charity for the
failings of others. The ship with all its crew were
lost.
Remarks 1-4. .
The school have assembled. Congress are in
session. The converitio.rl :wer~ large. The society
meet to-n~ht. The ·syn.od: have' ·adjourned. The
conference adjourn_ · :tQ~mortow. ·•· 'The public · ge~­
erally is well pleased. . The c'oJnmittee differs with
regard to this matter. Th¢' c~ncil is divided in
their opinions.
,. ·
You was very busy.· Where w~s you? W~s
you taking a walk? Was you at school yesterday?
What was you doi·ng while we was absent?
·
RULE IX.-OB.TECTS . OF VERBS.

The o'l(ject of a transitive verb is put in the·
oqjective case.
EXAMPLEs.-'I'hey saw John and me, .Whom did
you see? They knew us. I found him writing a
letter.
REMARKS.

The transitive verbs lay, set, and raise, should not be used
for the intransitive verbs lie, sit, and rise.
Lay means to place.
Lie, to rest horizontally.
Set means to put.
Sit, to be seated.
··
Rise, to get up.
Raise means to elevate.
The verb set is used intransitively when it denotes to
go down or disappear; as, The sun sets.·
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166

PROGRESSIVE SERIES.
FALSE SYNTAX.

Model.
They saw Mary and I, is incorrect ; it should be, They
saw Mary and me: Iis in the nominative case, and it should
be in the objective, because it is one of the objects of the
verb saw. (RULE IX.)

EXAMPLES.
•
You know she and I. Susan wanted Ellen and
I to write. Let you and I study our lessons . . I.r~
quested he and you to visit my sister and I. Who
do you want? Who did you see? Thou only have
I chosen. They who you met are our friends.
He and they we know; but who are you? You )
should punish him who committed the offence, and
not I , who am innocent. Who should I meet but
John ? Who do you take to be so foolish ? Who, ·
not having seen, we love. Vain pomp and glory
of this world, I h ate ye. They who goodness has
exalted, we should respect. Ye who were dead
hath he quickened. Who did they appoint? He
who you recommended. They that honor me will
I honor.
REMARK.

Model.
Your book lays on the table, is incorrect; it should be,
Your book lies on the table : the transitive verb wy, which
means to place, should not be used for the intransitive verb
lie, which means to rest horizontally.

EXAMPLES.
The river is raising. , The price of flour h~
raised. May I set beside him? Walk in and set

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GRAMMAR.

167

down. Let us set here a short time. The desk
has always set in that part of the room. They
were just setting down when I came in. They
were in the habit of setting and talking awhile.
It is wrong to set and do .nothing useful. We
have laid late this morning. He laid ill for a long
~ime. His farm lays nea;r mine. The book is lay- ·
mg on the table. He lays at rest in the old churchyard. I saw a dark object laying on the floor.
The land has laid ·idle for years. You may
. rise that window. She is sitting the table. Did
you sit the copies? Lie the pencil on the desk.
The shower has lain the dusL He sat himself
down. Lie the book on the table, and let it lay
· there. Let him set there, if he will. They
shall raise from their slumbers. They shall lay
forever, unnoticed and forgotten. She sat a chair
for him to set upon.
.

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RULE X.-THE PREDICATE NOMINATIVE.

Intransitive and passive· verbs have the 'same
case afwr as before them, when botli wof'ds refer
to the same thing . .

t
.1II

ExAMPLES.-It is he. Wlw is it? I took it to
be her. He was called John. The question ~s,

''

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Can they do it ?

'

REMARKS.

1. The noun or pronoun which follows the intransitive
or nassive verb is generally in the nominative case, and it

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PROGRESSIVE SERIES.

is called th e predicate nominative i as, It is L He was the
man. H e di ed a Christian.
2. T he' infin itive mode may be followed by the obj ective
case ; a;:;, I kne w iL to be him. I took him to be an honest
man.
3. 'l'he pred icate no.mi native is generally placed after the
v er b; as, J ohn was a minister; bu t it may precede the verb;
as, J eanes was hi s name: i.e. His name was ·James. Who are ·
you ? i. e. You are who .'i'
M odel.
It was them, is incorrect; it should be, it ~as they: them
is in th e objective case, and it should be in the nominative
case, because it follows th e intra nsitive verb .was, and refers
t o t he same thing as the subj ect it. ( RULE X.)

It is her. Was it them? It could not have . .J
bee n him . It was me. It might have been her.'
If I were him, I would go. I am sure it was not
them. It was her that did it, and not me. You
would have gone too, if you had been him. ·we
thought it was thee. I took it to be she. Did. you
know it to be he? Whom do men say that I am?
·whom do you think they are? Whom do you
suppose she is? He took it to be I, but it was not
m e. H e is the man whom you said it was. Can
you tell whom that girl is? She is the pe~soh
whom I understood it was. Is it not her whom
you thought it was ? Let h er be whom she may, I
sha,ll assist her. We understood it to be thou.
RULE XL-INFINITIVES.

Infinitives and particip'les relate to nouns and
pronouns as their suqjects.

BURTT'S ENGLISH GRAMMAR;

169

ExAMPLES.-He wishes to_ go. It is · not confor me to write.. We heard . the clock
strike. .John, wall~ing out, met his friend. He
died r esp ected and honored.

venien~

REMARK ..

To, the sign of the infinitive, it1 omitted after the active
voice of the verbs bid, dare, make, see, hear, feel, let, &c.; as,
I heard him read. I bade them stay.

RULE XII.-SUBSTANTIVES TAKEN TOGETHER.

When two or more singula,r nouns or pronouns are taken together, a verb or pronoun, .to
agree with them, must be plural.
ExAMPLES.-Charles and Henry stitdy their lessons. He and I recite our lessons at the same time.
REMARK.

Substantives taken together are generally connected by .
and, expressed or un,cl~rntood.
_,.,,
FALSE SYNTAX.

Model.

The boy and girl writes well, .is incorrect; ~t should be,
The boy and girl write well : writes is of tl~e singular number, and it should be of the plural; to agree with its subjects
boy and girl taken together. (RuLE XII.)
·

EXAMPLES.
Mary and Ellen intends to go with us. Time
and tide waits for no man. The gentleman and his
son was killed. The lady and her friend who was
visiting us has gone away. Temperance and exercise preserves health. My cousin and I am
15

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171

PROGRESSIVE SERIES.

13URTT'S- E'NG'LISH GRA'.MMAR.

visiting the city. Where is your book and slate?
How is your father and mother? What is latitude
and longitude? Your desk and mine is placed.
together. Was the house and lot sold to-day?
There is a truth and power in his words w11ich is
surpnsmg. My flesh and my heart faileth. The
strength of his mind and the goodness of his heart
gives him success. What courage and' what perseverance was there displayed ! To profess regard
and to act differently marks a base mind. · To be
good and to seem good is different things. In
unity consists our welfare and security. In thee is
our hope and trust. Treachery and cowardice
may injure us, but it can not finally prevail. Oh
what island is England, Scotland, and Wales?

affirmed, and i$ understood to the other; ·as, John, and not
James, was there. Not a loud voice, but strong proofs,
produce conviction.
.
3. When the nominatives are of different numbers, the
verb agrees with the one next it, and the plural nominative
should be placed next the verb ·; as, Charles or his brothers
are going.
_
4. If the nominatives taken . separately, are of different
persons, the verb ag~ees with the one ne_x t it; as, You or I
am wrong. .]Ie or you were there. But 'i t would be better
to express the verb in con nect1on with each nominative;
as, You are wwng, or I am. . He was there, or you were.

RULE XIII.-SUBSTANTIVES TAKEN SEPARATELY.

When two or more singular nouns o~ pronouns are taken separately, a verb or pronoun,
to agree with tliem, rnust be singular.
ExAMPLES.-Either Mary or Jane has gone. John
or Henry was there. Neither the boy nor his "IKrother
has come.
REMARKS.

I. Substantives are taken separately by the use of or, nor,
as well as, and also. Singular nouns connected by and, and
preceded by each, every, 01·· no, ar e also taken separately; as,
Each tree and each leaf speaks with eloquence. Every eye
and every heart was joyful.
2. When subjects are connected by the use of but not, and
not, &c., the verb agrees with the subject of which it rs

FALSE SYNTAX.

Model.
Our happiness or misery depend upon ourselves, is incorrect; it should be, Our h appiness or misery depends upon
ourselves : - depend is of the plural number, and it should be
of the singular, to agree with its subjects happiness and
misery taken separately. (RuLE XIII.)
EXAMPLES.

Jane or her sister have come. Neither the !ady
nor her child were injured. · A beautiful poem or
picture elevate and !efine .the mind. There were
neither comfort nor luxury in his humble dwelling.
Pride, envy, or malice have wrought this ruin.
Have John or his father arrived? There are in
some minds neither knowledge nor understanding.
Either James or William have neglected what was
told them. Neith€r Claudius nor Nero were beloved by their subjects. Every day _and every
hour have their own lessons of wisdom. , Every
man, woman, · and --child were taken. Every
thought, every word; and every action }>a.v .- +h..~-

172

PROGRESSIVE SERIES.

BURTT'S ENGL'ISH GRAMMAR.

bearing on our future destiny. · Each leaf and e.a:ch
blade of grass speak of the Creator's wisdom. No
hope and no comfort dwell there. Charity for the
errors of mankind, as well as an upright life,
mark the Christian's character.
.
Remarlcs 2, 3, 4.

Economy, and not avarice, govern his household. Not pride, but goodness, were seen in her'
actions. I, and not you, were there. ..,We, and not
he, has done this.
You or he is going. Either Henry or I is to ,1
blame. Neither he nor you has done right. - ·' ·
The president or his advisers is responsible.
Either the people o~ their pastor were wrong. .·
John or his brothers has performed the work. · He
or they was in error.
RULE XIV.-.A.DVERBS.

Adverbs modify verbs, ad/ectives, and other
adverbs.

.FALSE SYNTAX.

¥odel.

::S:e talks rapid, is incoi:rect; it should be,' he talks rap£dly:
rapid is an adjective, and sh.ould not be used to modify .the·
sense of a verb. (RULE X.IV.)

EXAMPLES.
_,,
She dresses neat. They walk slow. You do
not ..speak correct. He··writes too_ rapid. The lesson was recited admirable. They were near frozen.
That child does not ~peak plain. . The speaker wa8
exceeding prosy. The man was very near killed
by the collision. They can do the work easy
enough. She is remarkable handsome. John
reads good and writes astonishing well. . Do not
act so reckless. The house was furnished comfortable, if not elegant. The audience listened ·
very attentive. He acted much wiser than the
others. · I cannot think so mean of him. These
·appear to be finished the neatest. 'l'hey went
agreeable to their promise. She dresses suitable to
her circumstances.
,- Remarks 1-2.

ExAMPLES.-He writes very well, reads correctly, ·
and is remarlcably diligent.
REMARKS .

. 1. Two negatives should not be used to express a nega- ·
t10~; as, I could not wait no longer: it should be, I could .

wait no longer.
2. No should not be used for not to modify a verb · as
Will you go or no .'i! It should be, Will you go or not .'i! ' · '

173

.

..

I have not got no pen. I never studied no
grammar. Do not say nothing to n<;> one. Nothing never can justify envy. I will not by no
means be guilty of such conduct. I never liked
neither him nor his opinions. I cannot hardly believe that the report was true. I cannot scarcely
tell whether he will write or not.
Will you go or no? Did he say so or no?
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BURTT'S. ENG;LISH GR.AJ1¥AR.

PROGRESSIVE SERIES.

among the two men. You may confide on me.
He has a great abhorrence to such eonduct.
He boards in the St. Lawrence. We live in
Paris. You reside in Constantinople. He was
/
living at New Orleans;

RULE XV.-PREPOSITIONS.

Prepositions connect words and show the re"lation between them.
EXAMPLES.-He went from Pittsburg -to Cincin-·
nati. The book is on the table. His hat is under

RULE XVI.---OBJECTS OF PREPOSITIONS.

his arm.
REMARKS.

1. Of the two terms connected by a preposition, the.
latter term is always a substantive, and the former may be ·
a noun, a pronoun, a verb, or an adjective; as, The House·
of Lords. Which of you will go? He traveled through ·
Italy . Socrates was famo1l,S for wisdom.
2. The preposition should expri;Jss the relation intended;
as, I differ from you (not with you). They went into thj
house (not in the house).
3. At is used before names of houses, villages, and foreigii'·
cities; as, He boards at the National. We live at ·Mays•,.
ville. H e stayed some time at Paris.
In is used before names of countries, and of large cities ,
not foreign; as, in France, in Russia, in Pittsburg.·
FALSE SYNTAX.

Model.
He went above stairs, is incorrect; it should be, He went
up stairs : because up best expresses the relation intended.
(Repeat Remark 2.)
•

)

EXAMPLES.
Remarlc 2-3.
t This is different to yours.
I have a friend in
whom 1· rely. You are engaged with a great
work. Be i'econciled with thy friend. Your prin-·
ciples cannot be reconciled to your ·practice. I. ;
have profited from your advice. Divide the money ·

T!ie oqject of a preposition is put in the objective case.
ExAMPLES.7It is for me and thee.
unto them. With whom do you live?

He spoke

REMARK.

In general, the preposition should pot be separated· from
an interroga~ive or . a relative pronoun which it governs;
as, Whom did you speak to .'I it should be, To whom did
you speak?
FALSE SYNTAX.

Model.
Who do you live with? is incorrect; it should be, With
whom do you live? who is in the nominative case and it .·
should be in. the objective case, because it is the object of
the preposition with. (RULE XVI.)

EXAMPLES.
That book is for John and I. Between you and
she there should be no secrets. She sat near
Mary and I. Give Henry and he the book. To
ye w~o suffer this is important. Who are you
speakmg to? Who did you vote for? Who did
you give that book to? It makes no difference to
. you and I. Who does the ho~ belong to?

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PROGRESSIVE SERIES.

Whom did you think of?
write to?

Which will you

RULE XVIl.- CONJUNCTIONS.

Con:functions unite words, ph1·ases, or clause8.
ExAMPLEs.-James and Joseph study. He will ·
return in . the morning or a~ evening, . I will. go if
you will stay.
•
REMARKS.

1. Some conjunctions have their corresponding conjunc:.
tions, and taken together are called correlatives; as,
Though requires yet; as, Though deep, yet clear.
Wh ether-or; as, Whether h e wrote or not.
Either- or; as, Either you or I will go.
N either-nor; as, H e can neither read nor write.
As-as; as, He is as* good as bis brother.
So-as; as, Emma is not so* tall as Mary.
Both-and; as, Both the quick and the dead.
So-that; as, I am so* tired, that I can scarcely .walk.
NoTE.-The words marked with a

-i;.

are adverbs.

2. After the comparative degree, and after other, else,
and rather, which have the sense of comparatives, than is
used t o introduce the latter term of the comparison;. as,
H e is a better soldier than I. It is no other than he. He
would rather go than stay. What else did yo\ expect
than this?
3. When a part of a sentence is common ~o two other
parts connected, it should be equally adapted to eac_h ; as,
He is as talented, but not so studious as his brother.

EXAMPLES.
Remm·lcs l, 2.
You will neither study, or permit him to study.
They wiU neither go, or stay.
· I have no other· hope but this. I would rather
as stay. What else did he expect but disgrace?
It was no other but his father. 'l'his is nothing else
but treason. H;ave you ~o other books except th~se?
He no sooner sees him, but he runs to embrape him•.

go

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Model.
I always have, and ah~ays sh(tll be of \his opinion, is
incorrect; it should be, I always have been, and I alwaya
shall be of this opinion: because the common part, of this
opinion, is ·not adapted to the first part connected, for we
cannot say with propriety, I always haye of tkiBopinion.

Remark 3.
Teaching always h,as, and always will be la~da­
ble. He has made some alterations and additions
to the work. This custom 'always has, and
always will be admired . . He is younger, but not so
active as his friend. She is as old, or even older
than . Susan. His intentions might; and perhaps
were good. His . first proposal was essentially
different and inferior, to the second. They differ,
and contend against each other.

FALSE SYNTAX.

RULE xvrµ.-INTERJECTIONS.

JJ:[odel.

Jnter;jections have no grammatical dependence
upon other words.
EXAMPLES.-Alas ! unhlppy man. · 0 Gr:we !

He will neither go or stay, is incorrect; it should be, He.
will neither go nor stay: nor, and not or, should be used as
the correlative of neither.

178

BURTT'S ENGLISH GRAMMAR.

PROGRESSIVE SERIES.

where is thy victory?
sting?

0 Death! where is thy

REMARKS ON VERBS.

1. The principal verb which follows the auxiliaries have
and be, should have the form of the perfect participle; as,
They had gone; not, They h ad went. The book is torn ;
not, Th e book is tore.
2. Th e perfec t participle must not be used for.. the past

t ense: we should say, I saw him; not, I seen him.
it; not, H e done it.

He did

3. An intransitive v erb should n ot have the passive form:
w e should say, They have perished; not, They are perished.
Th ey have fled;• not, They are fled. Th ey have gone; not,
Th ey are gone.*
.
.)
4. Th a t whi ch is always true, should be expressed by the
present tense ; as, He proved that water is an elastic fluid;
or, H e proved water to be an ebstic ~fluid; not, H e proved
that water was an elastic fluid.
5. Wh en th e subjunctive mode denotes present Gr past
time, it should have the same form as the indicative; as,
If I am rightly informed; not, If I be rightly informed.
If h e was there, I did not see him; not, If he were there, I
did not see him.

6. . ·wh en th e subjunctive mode denotes future time, the
elliptical form may be used; as, If he study, he will improve. If he be here to-morrow, I will see him. But it ·
is better to express the auxiliaries; as, If he should study,
h e will improve. If he should be h ere to-morrow, I will see
him.
7. In the hypothetical form of the subjunctive mode, the
verb were is frequently used with a singular nominative;

'* 'rhis expression is sometimes usod by good writers, but it is contrary
to the principles of tho language.
·
'

as, If he were a better man, I should like him better.
, he more studious, he would improve faster.

179
W ere

NorE.-For important information relative to the subjects presented in
Remarks 3, 4, 5, 6,' i, th.e student is referred to the introduction to Webster's Unabridged Dictionary: pages 52- S5.
FALSE SYNTAX.

Model.
He had went, is incorrect; it shtmld be, He had gone. (Re·
p eat R emark 1.)
EXAMPLES.

\

Remarlc 1.

The sun has arose. You have became industrious. They have eat their dinner. John has fell
and broke his arm. Mary has just came. He
was nearly froze, They had went to the country.
We had· wrote the letter before that event took
place. He was took very - ill. That book is .
tore; Her very name is forgot. H~ had ran a
mile pefore he was overtook. He has been forsook by his most intimate friends. The tree was
shook by the wind. The cloth has been wove and
wore. The letter wrote by my brother has came.
Having saw him, I was contented. i have threw
it away. ,They have did their examples in Arithmetic. He was drove to desperatioJ+. The bird
has flew away.

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R emarlc 2.

I seen him when he done it. He begun to write.
He run very fast. They come in late yesterday.
He drunk at the fountain of knowledge. The

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scholars done well. John seen the elephant. He
afterwards becom.e a good scholar. The plants
growed rapidly. He done it, for I seen him.
Remark 3.

The heathen are perished out of the land. I
only am escaped to tell thee. Israel is fled before
the Philistines. He found that the empr~s was
departed. When they were arrived at the place,
they found that the inhabitants were depar.ted.
He was retired to his tent. Claudius was vexed,
because his wife was become a Christian.
R ernarlc 4.

His master taught him that happiness corisisted
in virtue. Copernicus believed that the sun was
the centre of the solar system. The teacher explained to the pupils that the earth was a sphere.

BURT1tS · ENGtISH · GRAMMAR.

181

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VULGARISMS.
Improper expressions, commonly called vulgarisms, may be generally :woided by carefully observing the following directions:
1. Do not use incorrect or vulgar words; such
as, Shet for ~hut. Git for get. Yourri for yours.
2. Do not use incorrect inflections of words ; as,
Blowed for blew. Throwed for threw.
3. Do not use superfluous words; as, He would
not allow\ oj it, for, He would not allow it. He said
as how that I was wrong, for, He said that I was
wrong.
. .
4. Do not use words in a sense 'differe_nt from
their true meaning; as, I calculate to study grammar, . fo~, I intend to study grammar. . I learned
him to read, for; I taught him to read.
EXERCISE.

Models.

R emarks 5, 6.

If principles be innate, this doctrine is true.
If h e have much wealth, I am deceived. If these
things be true, they merit serious consideration." If
h e have injured you, forgive him.
If he goes again, I will accompany him. If the
articles are sold next week , I will leave the city.
Unless he labors diligently, he will not succeed.
If he tells me the whole truth, I will forgive him.
If it rains to-morrow, I will not go. If he arrives
in time, he may go with us.

I. Shet the door, is incorrect; it should be, ·Shut the door:

shet is an improper word, and should n_ot ·b e used.
2. I !mowed what to do, is incorrect; it should be, I knew
what to do: knowed is an improper inflection fq,r the past
oteiilse of.know.
3. Bring me that there pencil, is incorrect; it should be,
Bring me that pencil: there is su.p_erfiuous and improper.
4. There· was no call f6r' him ' to act so, is' incorrect; it
should b.e, ,There was no necessity for,,hi~11 to act,•. so : call is
·
used in an improper sense.
EXAMPLES.

' ·' V.agamm8.
l'.

Oorrectea. · · · '

Git me' a ~ew book,

Get'riie a·new book.· '
Shut the bcitik; ·

Shet the book,
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182

PROGRESSIVE SERIES.

He ketched by the banister of the
s tairs,
She sot down,

He caught by the baluster of the
stairs.
She sat down.

2. I knowed him well,
Th e flowers growed fast,
He throwed it away,
Th e wind blowed hard,
It was hi sself that did it,
You teachcd him grammar,

I knew him well.
The flowers grew fast.
He threw it away.
The wind blew hard.
It was himself that did it.
You taught him grammar.

3. That there desk is new,
This here book is miue,
I was just a talking,
I saw her a co ming,
He said how that he would go,

That desk is new.
This book is mine.
I wns just talking.
I snw her coming.
He said that he would go.

4. I calculate to be busy to-morrow,
I will le11rn him better manners,
Don't let on that you heard it,
School is left out,
I have got to go,

I intend to be busy to-morrow.
I will teach him better manners.
Don't intimnte that you heard it.
School is dismissed.
I nm obliged to go.

MISCELLANEOUS.

•

I did not do it on purpose,
The girls theirselves were there,
Leave that window down,
I mean for to go,
He give me this book,
You ain' t going,
I won't stay,
_I hain't got it,
Them books n.re mine,
Them boys hain't got no books,
If I had have known it, I would not
have went,
You hadn't ought to say so,
Says I to him, I am going to go,
There is another one,
In I walks, and sets right down,
I guess I know,
I never to ok notice to him,
Let me fix your books,
I expect that it was John,
Don't loss your book,

I did not fotend to do it.
The girls themselves were the~.
Let down that window.
I intend to go.
He gave me this book.
You nre not going.
I will not stay.
I have not got it.
Those books are mine.
Those boys have· no books.
~If I had known it, I would not ha.Te
gone.
You ought not to say so.
I said to him, I am going.
There is another.
I vlfilked in, and sat down. I think I know.
I never noticed him.
Let me arrange your books.
I suppose that it was John.
Do not lose your book •.

BUR~T'S ENGLISH GRAMMAR.
I don't allow of that,
You shan't want for any thing,
They went all over the house,
I have better th1m fifty dollars,
Tell it over agn.in,
We must do this last of all,
We &aw nobody else but her,
Lift up your book,
This book is hizzen, and that is hern,
I knew he'd coma.if he could,
I reckon you know better,
I have no fear lest he will succeed,

183

I do not allow that.
You shall not want any thing.
They went over all 1he house.
I have more than fifty dollar~.
i eu it again.
·
We niust do this last.
We saw nobday but her.
Lift your book.
This book is his, and that is hers.
I knew he would come if he coa:ld.
I suppose yoti knoyr better.
I have no fear that he will succeed.

IMPROPER EXPRESSIONS PROMISCUOUSLY ARRANGED.

John _a nd ;me ;went to the city. ,' H~ ha( went
before I come. I see~ him as he set. on 'his .ch~r.
He raised up gracefully. The book was laying.on
the floor. ' · It was him, not me, who throwed the
stone. The sun shined bright. · . ·.
No person should neglect thei.r :p.uties. He is
opposed to you and I. Was you there? · · W,110 did
tou speak to? An.umber of lessons were recited
during the day. There was found 'gol<J and silver
in abundance. None of the persons. wer~ found
guilty. Where is England, Scotland, and .. Wales?
He thought it wa~"me. John OI'. ~ ames were .there.
The tree was shook by the wind. .He become
gray in youth. He laid in bed too l~mg. The tree
was blowed down, and the bi;anches ~ere badly
broke. ·The letter was badly wrote . .
He spoke slow and distinct. He dar~n't fio. it,
because he knowed better. . I heard of hiin being
there. The news are good: There was . twenty
I·
,
men m the company. Nobody done their work

184

PROGRESSIVE SERIES.

better than me. Every one should attend to their
own business. Was you there at the time? I saw
Jane, she that goes to school. Faint not, for to the
steadfast soul comes wealth, and honor, and renown. My book is most wore out. You see it is
badly tore. Let's you and I set together. Who
came :first? Me. It is them that study most~ that
learn most. Is your brother and sister at home?
Be not afraid, it is only me.
Them that seek wisd.om shall find her. Time
and tide waits for no man. He had six pence, and
he gave one of them to each of the children. The
long train of ages glide away. There remains
two points to be settled. I cannot agree with .him
neither. I will not consent to no such proceedings.
There are, however, an infinite variety of degrees.
My friend and me are of the same opinion. There
appears to be two methods of solving this problem.
Who did you write to? Neither subject nor predicate are limited. Either him or his brother will
be there. Has he fell from his high estate, and
came to this sad end ?
The city lays low, and when the river raise~,
there is danger of inundation. I have been waiting this two hours. Whether he is to blame or . ·
no, I cannot tell. What do you think of him going
to California? I forbade him studying so constantly. If he comes, we will treat him politely.
If he be a good mari, he is vilely slandered. You
are no better than him. Give every letter, and

BURTT'S ENGLISH GRAMMAR.

185

every syllable, their proper sound. I bade him to
come home.
'
John had went before him. . He had spoke a
long time. He was most froie. It makes no difference, as far as you or I are concerned. You or
William }~ave done this. He has a capacity in
learning. This is very different to that. · He went
in the house. He would rather go as stay. see if
it rains. It was no other but his father. They
are just arrived. They are gone long ago~ Are
they come? Such works always have, and always
will be read. What kind of adjectives are compared?
She suffers more than me. I am not come to
destroy the law ·and the prophets. My books are
up stairs, go above ·stairs, and get them. • It was
not agreeable with prophecy nor conformable with
the Divine arrangement. I do not know but what
you are right. He re.ads remarkable well. Laws
may, and frequently are made against drunkenness.
If he lives a few days longer he will probably recover. · I saw the man, he of 'vhom you spoke. · I
have no occasion of his services. We have little
hope for his recovery. We should profit from good
advice. His conduct was approved of by friends
and enemies. · Where does he liv~ at? Where has
he gone to? Them are my books.
This here slate, aiid 'that there pencil, is mine.
They returned safely from the expedition. They
dug the well deeply. He can write better than
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186

PROGRESSIVE SERIES.

BURTT'S ENGLISH GRAMMAR.

me. He dare not act contrary to his instructions.
Has the goods been sold? Rudeness of manners
disgust us. If it was not him, who was it? Were
you sure of its being me? Who dares to deny his
own accountability? He proved that God was
eternal and unchangeable. Columbus always .has,
and will be considered a great man. .
·

.

ANALYSIS OF SENTENCES.
A sentence is an assemblage of words expressing
a declaration, an interrogation, a command, or a
petition.

TIIE PROPOSITION.

A preposition is an assemblage of words containing a subject and \predicate. It forms a sentence,
or a distinct part of a sentence.
The siib;"ect _is that of which something is*
affirmed.
The predicate is that which is affirmed of the
subject.
* The word affirm, as here used, must be . understood to include the
declaration, the interrogat~on, and the command.
Questions. -What is-a proposition? Who.tis the subject?
predicate? How. is the word affirm to be un.d erstood?

CLASSIFICATION.

Sentences, with regard to their signification, are _;
of three kinds, the declarative, the interrogative, and
the imperative, each of which may be exclamatory.
A declarative sentence is one which expresses a
declaration; as, Time flies swiftly.
An interrogatfoe sentence is one which expresses
an interrogation; as, Who art thou?
An imperative sen tence is one which expresses a
command or a petition; as, Love your enemies.
Protect us, Heavenly Powers.
,
A sentence is exclamatory when it indicates
unusual emtion or earnestness; as, 0 Rolla, you
distract me ! Rouse ye, Romans ! Rouse .ye,
slaves!
Questions. -What is a sentence? How are sentences divided with reference to th eir signification? What is a declarative sentence ? Give .ex~
amples. Wh at is an interrogative sentence ? Give examples. What is
an imperative sentence? Give examples. What is an exclamatory sentence? Give examples.

187

What is the

ANALYSIS.

Models.
Rain descends .
.. I'
It is a sentence, it expresses a d eclaration ~ a sim_r~e se~tence it contains but one proposition; a propos1~10n, ~t
cont~ins a subject arid predicate. Rain is the s~bJeCt: it
is that of which something is affirmed. Descends is"the predicate : it is that which is affirmed of the subject.
Has John been reading '!
It is a sentence, it expresses an interrogation; a. ~imp:e
sentence it contains but one proposition; a propos1t10n, it
contains' a subject and predicate. John is -the subjec~: ~t
·' .is that of which something is _affirmed. Has :been readi~g lS
. the predicate: it is that which is affirmed 9f _the 8.~bJ,~Ct.
Reading is the principal verb, and has and been are a11Xlhanes.

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EXAMPLES.

Trees grow. Snow falls. He is coming. Is he
coming? John was walking. Is . he offended?
Will he come ? Time flies. Nations are overthrown. America was discovered. Alexander

188

BUR'r:r'S .,J<JNGqSH-.<iRAMMAR.

PROGRESSIVE SERIES.

conquered. Was he waiting? Could he have
written? May I go? Go. Learn. Study.
shall have been writing. It could have been done.
Be i~ay .be. com~ng. Who is coming? What" .is
done · Which is lost? They are discovered.
Thou standest. Dost thou hear? Listen. It
may be. He might have gone.
··

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SENTENCES, SIMPLE AND COMPOUND.

. ~e~itences, with regard to the number of their .pro- ·
pos1t10~1s, are of two ~inds, simple and compownAl.
A simple sentence is a sentence which contains
but one proposition; as, Wheat grows in the field.
.A compuuncl sentence is a sentence which con.,1
~ams two or more propositions; as, Wheat grows
m the field, and men reap it. I will walk that
you may ride.
'
The propositions which form a compound sentence are called clauses or members.
.
Questions.-How are sentences divided with reference to· th eir p 0 · •
tions? Whn.t is n. simple sentence? Give examples Wh t . r pos1.
·
·
a 1s a compound sentence? Give examples. What are the propositions which form
a compound sentence called?
·

THE ELEMENTS OF SENTENCES . .

The .elements. of sentences' with . respect to "i-iorm,
.·
are 0 f three kinds, words, phrases, and clauses.
A word element is a single part ~f speech.
. Remar~. -A verb i~ the '.nfin!tive mode, though genern.lly parsed as a

srng.le pa1 t of speec h, 1s, strictly considered, a connective and a verb, and
·
h ence 1s taken as a phrase element.

· . A phrase element is two or more words not formmg a proposition, but constituting a distinct part
·of a sentence. ·
·

PHRASES,

~:NFINITIVE

18{)

AND PR,EPOSITIONAL.

Phqtses w;ith regard to form ~~e mostly of two
kinds, the iiifi,riitive and the p.repqsitional; as, T.\ley
commenced to .st-udy. He went to Bosto.n.
A phrasecontains ~connective and ~ _base . .
The infinitive phrase has for its base a verb in
the infinitive modf}:;' as, He is ready . to proceed.
He commenced to take great pains.
The prepositional phra!Se has for its base the
object of a preposition; as, He went to Rome. He
stood on a high emine?~e.
,
A phrase consisting of the base and connective
is a simple phrase; as, .To proceed. Among them ..
A phrase which has its base modified or limited, is
a complex or modified phrase; as, He commenced
to rim rapidly. ~He lives in a distant coimtry~
PHRASES, COMPLETE AND DEFECTIV-E.

A phrase containing the base and connective
expressed, is a complete phrase; but if the connective
is wanting, it is a defective phrase.
_
THE INFINITIVE PHRASE.
Complete.
Defect·ive.

H e commenced to read.
H e loved to study.
They tried to run.
I told him to come.
Comp lete.

I heard him read.
I bade him study.
I saw them run. ·
L et him come._

THE PREPOSITIONAL PHRASE .
.Defective .

H e went to the .city.
H e sold a book to John.
He commenced his journey

in the morning.
He was in the country dur-

ing the whole summer.

He went home.
He sold me a book.
He commenced his journey

last week.
He was in the country three

months.

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PROGRESSIVE SERIES.

BURTT'S ENGLISH GR.AMMAR.

TI-IE CLAUSE ELEMENT.

An element which modifies a verb, adjective, or
adverb, is an adverbial element.
An element used to unite words, phrases, or
clauses, is a connective ·element.

A clause is a distinct part of a compound sentence, containing a proposition, and may be known'
by its always including a nominative and its verb,' ·
Clauses are distinguished as principal and sulJordinate.
A principal clause is one that makes complete
~
sense by itself.
'·
A subordinate clause is one that makes complete
sense only in connection with another clause; . as,
People are happy, because they are good. People
are happy, is the principal clause; beca.fise they ·are
good, is the subordinate clause.
)

Questions.- What :tre the elements of sentences with respect to form?
What is a word element? What is a phrase element? What is an infinitive phrase? Give examples. What is a .prepositional phrase? Give
exnrnples. Wh at is a simple phrase? Give examples. What. is a complex phrnse? Give examples. What is a clause? Wha t does every
claus e con tain? How are clauses distinguished? What is a principal
clause? Wlrnt is a subordinate clause? Give examples.
0

OFFICE OF TI-IE ELEMENTS.

The elements of sentences, with respect to office,
are of six kinds; subject, predicate, oqjective, adjective,
adverbial, and connect-ive.
11
The grammatical subject of a proposition, is 'a
sitb:fect element.
The grammatical predicate of a proposition, is a
predicate element.
An element which is the object of a t,Ap.sitive
verb, is an obfective element.
An element which limits or modifies a substantive, is an adjective element.

Any element having the .construction of a noun or :ii:onoun, inay be
called a substantive element.
.
·

The subject and predicate are pincipal or .essential elements. The others are subord·inate elements.
Questions.-How many kinds of elements with respect to office? What
are they called ? What is .a subject element? A predicate element?
An objective element? An a~ective element? · An adverbial element?
A connective element? What may be called a substantive element?
Which are principa\ el~ments? Which are subordinate elements?

PRINCIPAL ELEMENTS, GRAMMATICAL AND LOGICAL.

The subject and predicate are grammatical or
logical.
The grammatical s,ulJfect is a word, ph_rase, or
clause used as the subject of a finite verb; · as, John
writes. To forgive is divine. That the earth is a
sphere has been proved. ·
The grammat'ical predicate is a finite verb; as,
The sun shines. The sun is shining.
The logical subfect . is the . grammatical subject
·with all its limitations; as, The love of virtue is
commendable: love is the grammatical, a.nd the love
of virtiui is the logical subject.
,
The logical predicate is the grammatical predicate with all its limitations;, as, Age increases the
desire of living: increases is the grammatical, anq
increases the de;sire of living . is the logical predicate.

192

PROGRESSIVE • SERIES.

If there are no limitations, the logical element is
the same as the grammatical element.
· : '·
N o T~.-Tbe grn1umatical subject and predicate are generally called, for
brevi ty, tho suhj ect and predicate.

The grammatical subject may be limited by
adjectives, by ?Wuns and pronouns in apposition, or !
in the possessive case, and by phrases and clauses~
The grammatical predicate may be limited by
adjectives relating to the subject, by nouns and pr~
nouns in the same case a8 the S'1.ib:ject, or in the .OlJ-:
Jective case, and by adverbs, phrases, and clauses ..
Elements used as modifiers may themselves be
limited by other elements.
Questions .-Wbat mny the subject and predicate bo? What is the
grnmrnatic1il su bj cc t ? The logical subject? The gramm11ticnl predicate?
Th e log ic1il pred icn te? What if there ar e no limitations ! By what may
the grammati cal subj ect be limited? By what mny the grammatical predicate be limited? What is s:i.id of clements used as modifiers?

Model:; .
The wildest theories took the color of his whim.
It is a sentence, it expresses a declaration; a simple sent ence, it contains but one proposition. Tlieories is the gralllmatical subj ect, limited by the, a definitive adjective, an~ wildest, a descriptive adjective: the wildest theories is the logical subject. T ook is the grammatical predicate, limited by ·
color, a noun in the objective case, which is limited by the,
a definitive adjective, antl by the prepositional phrase of ,
his whim; of is a preposition, connecting color and whim;'
whim is the object, limited by his, a pronoun in the possessive case : took the color of his whim, is the logical predicate.
T o lie is base.
It is a sentence, it expresses a declaration; a simple sent ence, it contains but one proposition. To lie, an infinitive . ·

BURTT'S ENGLISH GRAMMAR.

193

phrase used as anoi:ui, is the grammatical subject, unliniite~;
h ence it is also the logical subject. · Is is the grammatiCal
predicate, limited by base, a descriptive adjecti.v e relating
to the subject: is base is the logical predicate.
H aving beheld the eclipse, they fled in dismay.
It rs a sentence; i~ expresses a declaration;: a simple sentence, it contains but one proposition. They is the grarp.mati cal subj ect, limi~e d by having beheld, a perfect participle,
which is limited ~y eclipse, a noun in the objective case;
eclipse is limited by the, a definitive adjective: they having
beheld the eclipse is tl;ie 10gical subject . . Fled is .tb'e . gram•
matical predicate, limited by .the prepositional phra~e in
dismay; ·in is a preposition connecting fled and dismay; dismay is the object: fled in dismay is the logical predicate.
The sun having ri;en, they depdrted. .
It is a sentence, &c . . They is the grammatical subject,
not limited; hence it is ' also the logical subj-0ct. ·' Departed
is th e grammatical predicate; unlimited; hence it is-also the
logic~l p~edicate. Sun is..a noun. ii:i.the absolute .c!lse, µ!)~d
independently; it is limited bJ: the, a definitive adject~v,e,
and having risen, a perfec_t participle.
·
J ohn, study your lesqon carefully. , .
It is a sentence·, it expresses a · command; a simple sentence it contains but one . proposition. · You understood is
'
. .
the grammatical -subject, ;n9t limited; . h~nce jt, is· also.· the
logical subject. Study.is the ~~alllmatical pr~4~cat,~, limi_~~
by lesson, a noun in ~he objective case, anq ,by C(J,ref1:fllY,, .a~
adverb of manner j lesson is limited by 'your, a pronoun in
the possessive case : study your lesson carefully is tlio' logical
predicate. John is a n·o un in the absolute case; ·used independently.
William the Conqueror was king,of England.
· .. •
It is a sentence, &c. William is t~e grammatical subject,
limited by conqueror, a noun in appositi.op, whic.h}~ liqlited.
by the, a defin~tive ad~~cUve; ' Wit_li~m tluj ?o~~uero;.i~ ~h.~
logical subject. · Was · is the predicate, h:qntea b;y- king, a

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194

PROGRESSIVE SERIES.

BURTT'S- ENGLISH 'GRAMMAR.

noun in the same case as the subject; king is limited by the
prepositional phrase of England; of is a preposition connecting king and England; England is the object: was king of
England is the logical predicate.

field. To create creaturesl_iable to wants is to-render
them susceptible of enjoyment. Prid€l, that never·
failing vice of fools, is ~ot easily defined. The
branch, broken by the _wµid, fell. The traveler
heard the wind roaring. Lorenzo ! pride repr~ss.
The general being _slain, the a~my was ~ou,~~d.
The pupils having .finished.their lessons, the s~~ool
was dismissed. Paradise, the garf!E(n of ~de~,)s
supposed to have been .. situated :somewhere . abol1~
the head-waters of the EuphF~tes~ ariver Jn Asia.
Let him take good care of himself. Bid him.
come quickly, He w;:i,s at cl;mrch last Sabbath.
He was absent whole year. Let every one perform his task faithfully. J?:e lives ~ few. mpes
from Pittsburgh. · The wall _was. thirty .feet long.
He remained a short time. Stay a little while.
Who dares deny · his own accountability? We
have been told tlfeir destin_y and use. . . .

H e has attended school four years.
It is a sentence, &c. H e is the grammatical subject, unlimited; hence it is also the logical subject. Has attended
is the grammatical predicate, limited by school, a ll(>Un in
the obj ective case, also by the defective prepositional ph1;ase
four years; the connective is wanting; years is a noun in t~e
absolute case, limited by four, a definitive adjective; ha.a
attended school four years is the logical predicate.
"
EXAMPLES FOR ANALYSIS.

Lofty cedars bend. The old bird sings. . All
men have sinned. The wise, prudent judge decided. Man's works decay. Your voice trembles.
Nero, the tyrant, was hated. Cicero, th~ orator,
was slain. I, John, saw these things. The lOve
of money is the root of all evil. The voice ~f
Truth will be heard. Know thyself. . America
was discovered by Columbus. Wise pupils study ·
their books faithfully. Remember the Sabbath
day. A contented mind is a continual feast. F.ijs _
request to spea.k was granted. Every endeavor to
do right brings its own reward. They resided for
a long time in Italy. The nightingale sings most
sweetly at night. Is the hero of a hundred battles
no more? He desires to write elegantly. When
may he be expected to return?
· To read aloud is a profitable exercise. +o know:
is to be powerful. I saw the man walking in _the

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ELEMENTS SIMPLE -AND COMPOUND.
SUBJECT.

The grammatical subject and predicate may -be
B'imple or compound. ·
·
A B'imple siib:ject consists of a single word, phrase,
or clause; as, William reads. - To play -is ple~s.ant.
up a river is toward it1> source. _When leUers
were first used is not certain.
A compound sub:ject consists of two or more words

or phrases used as nominatives to the same verb;
as, John, William, and James study grammar. To
preach and t.o teach ar~ responsible duties.

196

BURTT'S ENGLISH GRAMMAR.

PROGRESSIVE SERIES.

Questions.-What may the grammatical subject and predicate be?
What is a simple subject? Give examples. A simple predicate? A
compound p~edicate? ·Give examples. When may.a subordinate element
be considered compoilnd ? Give examples of the compound objective
element. Of the compound adjective element. Of the · compound adverbial element. What are independent words? When are nouns used
independently? Adverbs? What other words are used independently?

PREDICATE.

A simple predicate consists of a single finite ver"Q;
as, James is reading. B6ys play.
· .·
A compound predicate consists of · two or more
finite verbs taken together and having a com:riion
nominative; as, James reads and writes. · · "
Any subordinate element may be consider~d compound when it includes two or more words 6f the
same rank joined by a coordinate connective;' as,
The compound objective element.-He saw ·John
and James.
The compound adjective element.-He was a
wise and good, man.
The compound adverliial element.-He acted
secretly, prudently, and promptly.
INDEPENDENT WORDS.

Words which make no part of a proposition, are
called independent words. They are principallyN OUNS used in direct address j as, John, what are you
doing? In the case absolute before a participle j as, The
work being done, we returned. By exclamation; as,_ 0
mighty Cresar ! In elliptical expressions used as the titles
of books, heads of chapters, · dates, &c. ; as; Osgood's
Reader. S ection 1. E xercises in Articulation. January 1st.
ADVERBS used as the answer to questions j as, ·wm '·you.
go? No. Were you there ? Yes. How are you? Well.
In explanation j as, viz., namely, to wit.
INTERJECTIONS, and all other words used simply as exclamations; us, Alas! was it so? Oh, how awfyl! Indeed!
indeed ! but this troubles me.
EXPLETIVES used for euphony; as, Twinkle, twinkle,
little star.

197

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Models.
.A great general and a wise statesman are seldom united in the
,
same person.
It is a sentence, it e~presses a declaration j a simple sentence, it contains but one proposition. General and statesman connected by the conjunction and form the compound
grammatical subject; general is limited by great, a descriptive adjective, and a, a definitive adjective; statesman is
limited by wise, a descriptive adjective, and a, a definitive
adjective j a great general and ·a wise statesman, is the logical
subject. Are united-is. the grammatical predicate, limited
by seldom, an adverb, a;nd by the prepositional phrase in the
same person; in is a prepos.i tion, connecting are united and .
person; person is the object, limited by same and th~, definitive adj ectives i, are seldom united in the same person is the
logical predicate.
What! can he speak and write at the same time?
It is a sentence, it expresses an interrogation; a simple
sentence, it contains but one proposition. He is ·the .grammatical subject, unlimited; hence it is also the lqgical 811.b.:
j ect . . Can, speak and (can) write, connected by the conJunc-' '
tion and, form the compound grammatical predicate', which
is limited by the prepositional phrase at the same ti'fn{!; at is
a preposition, connecting can speak and can write, arid. time;
time is the object, limi ted by the .and same, definitive adjectives; can speak and can write at the same time is the
logical predicate. What is an interjection used independently.
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PROGRESSIVE SERIES.

'Goldsmith's H istory of England.
It is an elliptical expression, denoting the title of a book.
H istory is a noun used independently ; it is limited by Goldsmith's, a noun in th e possessive case, and by the prepositional phrase of E ngland: of is a preposition, connecting
history and England ; England is the obj ect.
Oh! mighty Cr.esar.
It is an elliptical expression used as an exclamaiti.on.
Ccesar is a noun used indep endently; it is limited by
mighty, a descr ip tive adj ective. Oh is an inte1:jection used.
independently.
EXAMPLES FOR AN ALYSIS.

Vice and virtue are often treated alike. Ha~e
John and James written their copies? The moon
and stars were shining. George or James will go.
Socrates, the philosopher, and Cicero, the friend of
his country, were condemned to death. Socrates
and Plato were Grecian philosophers. He could
read and write well. He can neither read1 nor
write. He may either go or stay. In him, we live
and move. No fascinated throng weep, and melt,
and tremble at his eloquence.
They heard Paul and Barnabas. 2 Cyrus con- 111
quered Syria and Arabia. He is either at home,
or abroad. Wise and good men are respected.
He is neither wise nor good. 3 He talked with
1 Read and write, connected by the correlatives neither and nor, form the
compound grammatical predicate.
2 The predicat e is limited b:r Paul and B arnabas, nouns in the objective
case, connected by the conj unction and.
3 Is is the grammatical predicate, limited by wise and good, descriptive
adjectives relating to the subj ect, and connected by the correlatives neithn·
and nor.

BURTT'S ENGLISH GRAMMAR.

199

Moses and Elias. He acted wisely and prudently.'
He rose steadily, brightly, and gloriously. The
atrocious crime of being a young man, I shall
neither attempt to palliate nor deny. Approach
and behold him now. To soothe thy sickness, and
to watch thy health, shall be my pleasure.
Whence are thy beams, 0 Sun? He appearing,
they fled. Unto you, 0 men, I call. Oh the folly
of sin! What ·uncharitable devotees! Webster's
Quarto Dictionary. M~caulay's History of England.
Chapter 4th. Examples for analysis. Richard the
III. Act 1st. Scene 4th. Pittsburgh, July 24th,
1858.
• Acted is the g1·arumatical predicate, limited by wisely and prudmtly,
adverbs of manne1-, connected by the eonjuncili>n and.

COMPOUND SENTENCES.

A compound sentence may be composed of principal propositions; as, I will st~y'. and you w.il~ go;
or it may be composed of diss1m1lar propos1t10ns;
as I will stay, if you will go.
'Every sentence must contain at least one prm.
cipal proposition, and may contain more. .
The propositions which form a compo~nd sentence are generally united by connectives, expressed or understood, or by incorporation; as, War
makes rogues, and peace hangs them. It is sown
in weakness, it is raised in power. Why he re.
turned, is not known.
Joined by incorporation means that one proposition is used as the grammatical subject of another.

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PROGRESSIVE SERIES.

Questions. -What is a compound sentence? What is said of the propositions which form a compound sentence? What must every sentence
contnin? How nre the propositions which form a compound sentence
connecte d ? What is meant by incorporation?

Models.
IL~ stood on an eminence, and glory covered him.
It is :i compound sentence, composed of two propositions,
both principal; he stood on an eminence is the first proposition; and glory covered him is the second proposition.
Of th e first propositi on, he is the grammatical subject,·
unlimited; hence it is also the logi cal subj ect. Stood is the
grammatical predicate, limited by the prepositional phrase
on an eminence; on is a preposition, connecting stood and
eminence; eminence is the object, limited by an, a definitive
adjective; stood on an eminence is the logical predicate.
Of the second proposition, glory is the grammatical subject, unlim ited; hence it is also the logi cal subject. Covered
is the grammatical predicate, limited by him, a pronoun in
the objective case; covered him is the logical predicate. And
is a conjunction uniting the clauses.
That man is happy who is virtuous.
It is a compound sentence, composed of two propositions, .
one principal and one subordinate: that man is happy is the
principal proposition; who is virtuous is the subordinate proposition.
,
Of the principal proposition, man is the grammatical subject, limited by that, a definitive adjective, and by the subordinate clause who is virtuous; that man who is virtuous is the
logical subj ect. Is is the grammatical predicate, limited by
happy, a descriptive adjective relating to the subject; is
happy is the logical predicate.
Of the subordinate proposition, who is the grammatical
subject, &c. (Analyze in full.)

BURTT'S ENGLISH GRAMMAR.

201

That he is guilty, is evident.
It is a compound sentence, composed of two propositions,
one principal and one subordinate, joined by incorp~ration:
that he is guilty, is evident, is the principal proposition; that
he is guilty is the subordina~e proposition.
Of the principal proposition, the subordinate clause, that
he is guilty is the grammatical subject, unlimited; hence it
is also · the logical subject, is is tho gramma;tical predicate, limited by evident, a descriptive adjective relating to
the subject; is evident is the logical predicat.
That he is guilty is the: subordi~ate proposition, used as
the subject of the principal proposition; he is the grammatical subject, unlimited, &c. · (Analyze in full.) That is
a conjunction introducing the clause.
I heard what he said.
It is a compound sentence, composed of two propositions
one principal and one - subordinate. I heard is the . principal proposition. What he said is the subordinate proposition.
Of the principal proposition, I is the grammatical subject,
unlimited; hence it. i~ also the logical subject. H eard is
the grammatical predicate, limited by the subordinate
clause what he said. Heard what he said is the logical predicate.
Of the subordinate proposition, he is the grammatical subject, unlimited; hence it is also .the logical subject. Said
is the grammatical predicate, limited by what; a pronoun
in the objective case; said what is the logical predicate.
EXAMPLES FOR ANALYSIS.

Horace was the compani<?n of Virgil, and ·died
eight years1 before Christ. He must increase, but
I must decrease. · Avarice and cunning may acquire an estate, but they cannot make friends. I

202

PROGRESSIVE SERIES.

was hungry, and ye gave me2 meat. Green is the
most refreshing color to the eye, and Providence
has made it the most common dress of nature. Go
to the ant, thou sluggard, consider her ways, and
be wise. All this passed much quicker than I can
write it. I will walk, that you may ride.
When I return, you may go. Those evils which .
cannot be cured, must be endured. When he arctse,
every sound was hushed. Eternity is longer than
time.3 John is as tall as James. The missing
vessel, for which we looked so long, has arrived.
I know who came. The man who instructs you
labors faithfully. My desire is that you may succeed. Why he did it is not known. When thou
hast received a favor, remember it. If you
squander your money, you will be poor. If we
do not exercise our faculties, they will become
impaired.
He studies what is useful. Whoever sins, will
suffer. He will do what is right. Take whichever
book pleases you best. 4 You may pursue those
studies which suit ·your taste. He has what money
he wants. Who will go, is the question. Speak "
as you think. She is not so amiable as her sister.
Much depends on who the men are. He can write
as well as you can. Now I know in part, but then
I shall know even as I am known.
Eight y ean is n. defective prepositional phrase, limiting the. verb died.
Jfe is a defective prepositi onal phrase, limiting the verb gave.
3 Time is the subj ect of the verb i:i understood.
• Take whichever book that pleases you best. The subject of the subordinate clause is the relative that understood.
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203

OBJECTS AND THEIR ATTRIBUTES.

An- object is any thing which has a name; as,
~nan, tree, wisdom,.
An attribute is something which pertains to an
object; as, Good boys. W ise men .. Boys play ..
Attributes are mostly of three kmds; of actwn,
of quality, and of cla.ss.
Attributes of action are expressed by verbs or
verbal adjectives ; as, The stream rwns. A running stream.
, . .
Attributes of quality are expressed by adJect1ves;
as, A good scholar. The tree is tall.
.
Attributes of class are expressed by substantives;
as Paul the apostle. Trees are plants.
'The attribute may be assumed or predicated; as,
A tall tree. The tree is tall.
When an attribute is assiimed, it is expressed by
a modifier of its obj~ct.
When an attribute is predicated, it is expressed
by a proposition, and is the grammati?al predic~te,
or an element used to limit the predicate, relatmg
in sense to the subject.
Assumed.

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ATTRIBUTES OF ACTION.
P redfrated .

The running stream.
The roaring wind.
The sun approaching dispels
the mist.

The stream runs.
The wind was roaring.
The sun is approaching.

ATTRIBUTES OF QUALITY.

2

A kind man.
The tall tree .
A benevolent lady.

The man is kind.
The tree is tall.
The lady was benevolent.

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BURTT'S ENGLISH GRAMMAR.

ATTRIBUTES OF CLASS.

205

EXERCISE.

P aul the apostle preached.
Paul was a n apostle.
Gold, th e most precious metal, Gold is a precious metal.
is abundant in California.
The elephant, a large ani- The elephant is.a large anirnal.
mal, is found in Asia and
Africa.

E xpand the fallowing expressions.
Prudent men. Wealt hy p ersons. Benevolent men.
Solomon' s temple. The queen's house. The king's castle.
The poor man's lot. The warlike nations. A silver plate.
The house-top. A tall tree. Cicero the orator . An industrious man will prosper. A good man will be happy. L ast
year's r eport was incorreet.

Remark.-The attribute may express a circumstance of
time or place; as, It was then. H e was here.

ABRIDGING.
VERBS, ATTRIBUTIVE AND COPULATIVE.

Verbs which express the attribute are called
attributive verbs.
Verbs which require the addition of an element
to express the attribute are called copulative verbs.
.Attr-ibutive Verba.

Th e
Th e
Th e
The

sun shines.
man was walking.
river is rising.
earth revolves.

Copulative Verba.

He is very good.
H e may become wise.
H e was called John.
Gold is a metal.
EXPANDING.

An expression may be expanded by substituting
a phrase or clause for a word, or a clause for a
phrase; as,
Word.

W ise men.
An evening walk.

P h1·aae.

Clause.

Men of wisdom.
Men who are wise.
A walk in the even- A walk when it is
ing.
evening.
Egyptian r elics.
Relics from Egypt. Relics which were
found in Egypt.
The English king Ed ward king of Edward who was
Edward .
England.
king of England.
Very qui ckly.
In great haste.
The city of Boston. 'I'he city which is
called B oston.
A madman.
A man who is mad.

.,

Expressions are abridged by the reverse of the
foregoing; as, A lady who conformed to the fashions
was there. A lady of fashion was there. A
f a.sliionable lady was th~re.
Abridge the fallowing expressions .
A gentleman who came from t he south. A lady who
came fro m France. A man who h as good health . The
soldiers who serve th e king. The person who iel!s li es.
General Scott was the commander-in-chief of the army.
Th e light which comes from the sun, is pleasant. The
coffee which is produced in Java, is excellent.
MODELS t<'OR AN ALYSIS.

The following modl 9 will be found convenwnt for
analyzing continuous . imposition, and for learnilrig
the office of the elements.*
We are anxious to see you.
It is a principal propositi9n. We is the subject, unlimited.
A re is the predicate, limited by anxious, an f. Jje<!tive word
element denoting the attribute, which is Ii. ited by to see
you, an adverbial phrase element; to is the c·· 1nective, and
see is the base, limited by you, an objective word element.

* Before using these models, the pupil should study thoroughly the
treatise on the elements of sentences found on pages 188-190.
18

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PROGRESSIVE SERIES.

BURTT'S E.NGLISH GRAMMAR.

He returned last week.
It is a principal proposition. H e is the subject, unlimited.
R eturned is the predicate, limited by last week,* an adverbial
phrase clement; the connective is wanting; week is the
base, limited by last, an adjective word element.

the transitive verb ascertain, hence an objective clause element; thou is the subject, unlimited; canst do is the predicate,
limitcu by what, an objective word element.

* A defective prepositionn,J phrase denoting time.
The wall was three f eet high.
It is a principal proposition. W all is the subject, lim~ted
by the, an adjective word element. Was is the predicate,
limited by high, an adjective word element denoting the.
attribute; high is limited by three f eet,* an adverbial phrase
element; the connective is wanting; feet is the base, limited
by three, an adjective word element.

* A defective prep ositional phrase

·where he was, could not be ascertained.

•

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it!
!~ ~

'

Where he was is a subordinate proposition used as the
subject of another proposition, hence a substantive clause
element; he is the subject, unlimited; was is the predicate,
limited by where, an adverbial word element denoting the
attribute.
Where he was, could not be ascertained, is a principal proposition; where he was is the subject, unlimited; could be
ascertained is the predicate, limited by not, an adverbial
word element.
h•·

denoting quantity,

The boy who studies will improve.
The boy will improve is a principal proposition; boy is the
subject, limited by the, an adj ective word element; will
improve ig the predicate, unlimited.
Who studies is a subordinate proposition, limiting the
noun boy, hence an adjective clause element; who is the .
subject, unlimited; studies is the predicate, unlimited.
If thoit wouldst know what thou art, ascertain what thou canst do.
If thou wouldst know is a subordinate proposition, limiting
the verb ascertain, hence an adverbial clause element; thou
is tbe subj ect, unlimited; wouldst know is the predicate; if is"
th e connective word element, uniti ng clauses.
What thou art is a subordinate proposition, object of the
transitive verb wouldst know, hence an objective clause
element; thou is the subject, unlimited; art is the predicate,
limited by what, a substantive word element denoting the
attribute.
Ascertain is a prin eipal proposition: thou or you understood
is the subj ect, unlimited; ascenain is the predicate.
lVhat thou canst do is a subordin ate proposition, object of

Mounds of earth and monuments of marble shall pass away;
but impressions made upon the deathless spirit, like scars
upon the oak, become a part of itself, and abide forever.
Mounds of earth and monuments of marble shall pass away,
is a principal proposition; mounds and monuments. form the
subject, hence compound; mounds is limited by of earth, an
adjective phrase element, of which of is the connective and
earth the base; monuments is limited by of marble, an adjective phrase element,,ofwhich of is the connective and mar• .
ble the base; and is a connective word element, uniting the
expressions mounds of earth and monuments of mar]Jle. Shall
pass is the predicate, limited by away, an adverbial word
' element.
But impressions made upon the deathless spirit, like scars
upon the oak, become a part of itself, is a principal proposition;
impressions is the · subject, limited by made, an adjective ·
word element, which is limited by upon the deathless spirit,
an adverbial phrase clement, of which upon is the connective and spirit is the base; the base is limited by the and
deathless, adjective word elements. B ecome is the predicate,
limited by part, a substantive word element denoting the
attribute; part is limited by a, an adjective word element,

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BURTT'S ENGLISH GRAMMAR.

PROGRESSIVE SERIES.

and of itself, an adjective phrase ·element, of which of is tho
•
connective and itself the baso.
And abide f orever is a principal proposition; they unders_to~d is the subj ect, unlimited; abide is the predicate,
111mted by forever, an adverbial word element.

EXAMPLES FOR ANALYSIS.

On thy fair bosom, silver lake,
Oh! I could ever sweep the oar;
When early birds at morning wake,
And evening tells us toil is o'er.
. On t~y !air bosom, silver lake, Oh! I could ever sweep the oar,
is a prmc1pal proposition; I is the subject, unlimited· could
sweep is the predicate, limited by ever, an adverbial' word
element, and oar, an objective word element which is
limited by the, an adjective word element; the ;redicate is
further limited by on thy fair bosom, an adverbial phrase
element, of which on is the connective, and bosom the base.
bosom is limited by thy and fair, adjective word elements'.
silver lake is a substantive used ·independently; Oh! is a~
exclamation used independently .
. _When _ea~·l~ birds at morning wake is a subordinate propos1t1on, hm1tmg could sweep, hence an adverbial clause
element; birds is th e subject, limited by early, an adjective
word elei~ent; wake is the predicate, limited by at morning,
an adverbial phrase element, of which at is the connective
and morning th e base. When is a connective word elemen~
uniting clauses.
•
And evening tells us is a subordinate proposition, limiting
could sii:eep, he~ ce_ an adver?ial clause element; evening is
the SU?Jec~, unl11mted; tells is the predicate, limited by us,
an obJect1ve word element; and is a connective word
element uniting clauses.
Toil is o'er is a subordinate proposition, object of the
transitive verb tells, hence an objective clause element·
t~il is the ~ubj_ect, unlimited; is is the predicate, limited b;
o er, an adjective word element denoting the attribute.

"

Virtue .embalms the memory of the good. Grea~
ness may build a tomb, but goodness alone deserves
an epitaph. No revenge is more noble than that
which torments envy by doing good.
It would be delightful to live in perfect trust, to
doubt no one, and- to believe all.
Oh, lay me, ye that see the light, near some rock
of my hills; let the thick hazels be around; let the
rustling oak be near; green be the place of my rest;
let the sound of the distant torrent be heard. ~a ugh~
ter of Toscar, take the harp, and raise the lovely
sbng of Selma, that sieep may overtake my soul in
the midst of joy, that the dreams of my youth
may return, and the days of the mighty Fingal.
As the branches of a tree return their sap to-the
root from which it arose; as a river pours its
waters to the sea from which its springs were suppiied ; so the heart of a grateful man delights in
returning a benefit received.
I went by the field of the slothful, l}nd by the
vineyard of the man void of understanding, and
lo ! it was all grown over with thorns.
Life is real, life is earnest;
And the grave ill not its goal;
Dust thou art, 'to dust return est,
Was not written of the soul.
The combat deepens : on, ye ·brave,
Who rush to glory or the grave!
Wave, Munich, all thy banners wave,
And charge with all thy chivalry!
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PROGRESSIVE SERIES.

EVENING SOUNDS.
Sweet was the sound, when oft, at evening's close,
Up yonder hill the village murmur rose;
There, as I pass'd with careless step and slow,
The mingling notes came soften'd from below;
The swain responsive as the milkmaid sung,
The so~er herd that low'd to meet their young,
The noi sy geese that gabb led o'er the pool,
~
The playful children just let loose from school,
The watch-dog's voice, that bay'd the whispering wind,
And the loud laugh that spoke the vacant mind Th ese all in soft confusion sought the shade, '
And fill 'd each pause the nightingale had made.

THE SOLDIER'S DREAM.
Our bugles sang truce-for the night cloud had lower'd,
And t he sentinel stars set their watch in the sky ;
And thousands had sunk on the ground overpower'd,The weary to sleep, and the wounded to die.
Wh en r eposing that night on my pallet of straw,
By the wolf-scaring fagot that guarded the slain,
At the dead of the night a sweet vision I saw,
And thrice ere the morning I dreamt it again.
Methought from the battle-field's dreadful array,
Far, far I had r oam' d on a desolate track;
'Twas autumn-and sunshine arose on the way,
T o the home of my fathers, that welcomed me back.
I flew to the pleasant fields traversed so oft,
_ In life's morning march, when my bosom was young;
I heard my own mountain-goats bleating aloft,
And knew the sweet strain that the corn-reanerR fl""~;

BURTT'S ENGLISH GRAMMAR.

211

Then pledged we the wine-cup, and fondly I swore
From my home and my weeping friends never to part;
My little on es kiss'd me a thousa nd times .o'er,
And my wife sobb' d aloud in her fullness of heart.
"Stay, stay with us- rest, thou art weary and worn:"
And fain was their war-broken soldier to stay;
But sorrow return'd with the dawning of morn,
·And the voice in my dreaming ear melted away.
THE SEASONS, A PICTURE OF RUMAN LIFE.
'Tis done! dread Winter spreads his latest glooms,
And reigns tremendous o'er the conquer'd y ear.
How dead the vegetable kingdom lies !
How dumb the tu,neful ! Horror wide extends
His desolate domain! Behold, fond man!
·See here thy pictured life. Pass some few years,
Thy flowerin g Spring, thy Summer's ardent strength,
Thy sober Autumn fading into age,
Arid pale concluding Winter comes at last,
And shuts the scene. Ah! whither now are fl,ed
Those dreams of greatness? those unsolid hopes
Of happin ess ? those longings after fame?
Those r estless cares? those busy, bustling days?
Those gay-spent, festive nights? those veering thoughts,
Lost between good and ill, that shared thy life?
All now are vanish' d ! Virtue sole survives,
Immortal, never-failing friend of man,
His guide to happiness on high.
RESIGNATION.
Should fate command me to the farthest verge
Of the gr een earth, to distant barb'rous climes,
Rivers unknown to song; where first the sun
Gilds Indian mountains, or his setting beam
Flames on the Atlantic isles; 'tis naught to me;

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213

BURTT'S ENGLISH, . GRAMMAR.

Since God is ever present, ever felt,
In the void waste as in the city full;
And where he vital breathes there must be joy.
When e'en at last the solemn hour shall come,
And wing my mystic flight to future worlds,
I, cheerful, will obey; there, with new powers,
Will rising wonders sing: I cannot go,
Where universal love not smiles around,
Sustaining all yon orbs, and all their suns:
From seeming evil still educing good,
And better thence again, and better still,
In in finite progression . But I lose
Myself in him, in light ineffable!
Come, then, expressive silence, muse his praise~
UNITY OF CREATION.
All are but parts of one stupendous whole,
Whose body nature is, and God the soul :
Th at, changed through all, and yet in all the same,
Great in the earth, as in th' ·ethereal frame ;
Warms in the sun, r efreshes in the breeze,
Glows in the star s, and blossoms in the trees;
Lives through all life, extends through all extent,
Spreads umlivided, operates unspent;
Breathes in our soul, informs our mortal part,
As fu ll, as p erfect, in a hair as h eart;
As full, as perfect, in vile man that mourns,
As the wrapt seraph that adores and burns:
To him no high, no low, no great, no small:
He fills, h e bouuds, connects, and equals all.
Wh at conscience dictates to be done,
Or warns me not to do,
'l'hi;; teach me more than h ell to shun,
That more than heaven pursue.

PART IV.
PROSODY.
PROSODY treats of punctuation, figureE, and versification.
PUNCTUATION.

Punctuation is the art of dividing written
.means .of points or pauses.

compo~tion

by

- The principal points used in . punctuation ar13 six,
namely:The P eriod,
(•)
The Interrogation, (1)
T~e Exclamation,
(!)

The Colon,
The Semicolon,
The Comma.

(:)
(;)
(,)

The first three. are generally us.ed to separate sentences ;
the last three, to separate the parts of a sentence.
THE PERIOD ( , ).

The period is placedl. After each complete declarative and imperative sentence.
2. After all 13Uiptical exprE)ssions
books, heads of chapters, dates, &c.

d~I1c;>ting

the titles of

3. After each abbreviated word, and i.n itial letter.

•

T ell why periods are used in the fallowing

expressio~.

The spirit of true heroism is generous. Wi~dom and virtue. ennoble,us.
Go forth to meet him. Listen to t)le voioe of Wisdom.
Kirkham's Grammar. Part 1. Orthography. Rule 4. , lvfa:\'9h 1 t.i~h,
1858.
Dr. Viz. Esq. Messrs. A. B. F. R. S. A. D. Simpson. Esq.

214

PROGRESSIVE SERIES.

BURTT?S ENGLISH GRAMMAR.

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THE INTERROGATION

(1).

THE <JOLON (:).

An interrogation point is placed after each interrogative
sentence; as, Where are you going ? What will he do ?
(!).
1. Th e exclamation point should be placed after each
exclamatory expression.
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THE EXCLAMATION

2. When a semicolon has preceded, or more than . one,
and a greater pause is necessa1!, the colon may be used; as,

An exclamatory expression may be a word, phrase, or
sentence; as, Strange ! Alas, poor Yorick! How wonderful is man!

He sank to repose where the red.heaths are blended;
One dream of his childhood his fancy pass'd o'er:
But his battles q.re fought, and hls marches are ended;
The sound of the bagpipe shall wake him no more.

2. When an interjection is used as an independent ex.
pression, it should be followed by the exclamation; as,
Hark! it is distant music. Oh! horrible thought!

3. The colo:n may be plaeed after the expressions· thus,
following, and as follows, when reference· is made by them
to something coming after; as, He .ascended thr . platform,
and spoke ~hus: Frien.d s and fellow-citizeI).S, :&c.

3. When an interjection is used to introduce an exclamatory expression, the point should be placed after the expression, but not after the interjection; as, Alas, for his poor
family ! 0 men of Athens I

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T ell why the interrogation and exclamation points are used in
the following expressions.

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Rebuke the erring in private: public reproof hardens.
To rule one's anger is well: to prevent it is better.
The well-bred man desires to' please : the coxcomb, to shine.
The warrior spoke as follows: 0 man heavy with wine, why. dost thou
keep prattling 1
He rose amidst.the throng, and thus bega.ii:
Assembled peers of this our middle state.

ti

To purchase heaven has gold the power f
Can gold remove the mortal hour?
In life can love be bought with gold?
Are friendship's pleasures to be sold?

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EXAMPLES.

WhQ.t f

Daughter of faith, awake! arise.! illume the dret].d unknown, the chaoa
of the tomb! 0 Rolla! you distract me! A dread eternity l How
surely mine! How are the mighty fallen! Approach and behold him
now! How pale! how silent l Alas l those happy days ar.e gone. Oh I
·you are wounded, my lord.

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4. A colon should be placed before a quotation, speech, a
course of reasoning; or a specification of articles or subjects
when formally introduced·; as, · In a letter from .Oxford to
my brother Amos, he thus expresses himself: "See that
you govern your passions," &c.

4. Wh en an interjection is repeated, the point is generi:+lly
placed after the last; as, Fie, fie ! Ha, ha, ha !

Can gray hairs make folly venerable ? What do you ~ay?
Are the wicked happy? Can sinners escape punishment ?

·

I. The colon should be placed after a clause which is
complete in itself, but which is followed, without a connective, by some remark, inference, or illustration; as,
Harb~r no malice in thy heart: it will be a viper . in thy
bosom.

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THE SEMICOLON (;).

1. The semicolon is inserted after a part of a compound
.sentence which makes complete sense; as, Straws swim on
the surface; but pearls lie at the bottom. .

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P;IWGRESSIVE SERIES.

BURTT'S ENGLISH GR.AMMAR.

2. A semicolon is put before as, viz., to wit, namely, i.e.
or that is, when they precede an example or a specification
o~ particulars; as, A noun is a name; as, John, Pittsburgh,
wisdom.

.7. Clauses which do not require to be separated by a
longer pause are generally separated by a comma; as1 I
will walk, that you may ride.
EXCEPTIONS .

EXAMPLES.

Th ere is good for tho good; there is virtue for the faithful· there is
victory for the v>tliant ; there is spirituality for the spiritual. '
We love liberty; we glory in tho rights of men; we glory in independence.
.
Every thing grows old; every thing passes away; every thing dtsappears. The wind and rain ar e over; calm is the noon· of the day; the
clouds are divided in heaven; over the green hills flies the inconstant
Bun.

THE COMMA (,).

1. Two words in the same construction, if used without a
c~nnective, are separated by a comma; as, L end, lend your
wings. Can flattery soothe the dull, cold ear of death?

2. Three or mo1•e words or phrases in the same construction are Aeparated by commas; as, Industry, honesty, and
temp ~ran ce, arc essential to happiness. The full, round,
hcaut 1ful, faultless, and perfect period. For him, for me,
for all, the earth in beauty smiles.
3. An expression denoting the object addressed is pointed
off by the com ma; as, J ohn, study carefully. Boast not,
dear friends, of t o-morrow.
4. An expression containing the absolute case before a
p arti ciple is set off by a comma; as, 'l'he sun having risen,"
we departed.
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5. The case in apposition, wh en limited otherwi se than
hy the article, is set off by commas; as, Arnold, the base
tr~itor, escaped. Homer, the great poet of antiquity, is
said to have been blind. The twin sisters, piety and
poetry, are wont to dwell together.
6. Successive pairs of words shou Id be ·separated by
commas; as, Sink or swim, live or die, survive or perish, I
am for the declaration.

... .

I.

A clause is not pointed ojf1 When it is the subject of a finite verb; as, Where he
went is not known.
2 When it is the object of a transitive verb; as, I heard
what he said.
a When it has the construction of the predicate nominative; as, His chief merit was that he was a true man.
4 When it is a relative clause joined directly to .the antecedent; as, The boy who studies ~ill improve.
s When it denotes comparison, and follows as or .t han; as,
He was a better ·scholar than I supposed him to be.
. 8. A comma is generally used to indicate an ellipsis of tho
p:redicate; as, The young are slaves to novelty; the old, to
custom.
9. A short quotation, or an expression having the appearance of a quotation, is set off by the comma.
10. When an element of a sentence is loosely connected,
or used parenthetically or intermediately, it is set off by
the comma; as, Strong proofs, not a loud voice, produce
conviction. We must, however, pay some .deference to the
opinions of the wise.

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ExAMPLES.

Veracity, justice, o.nd charity are ~s.sential virtuoo. lf)hine enemy
hunger, feed him ; 'if he thirst, give liiin . drink. Curiosity allures the
wise; vanity; the foolish; .o.nd pieasure, both. Labor. brings pleasure;
idleness, pain. On the rich and the eloquent, on nobles and priests, the
~uritans looked down with contempt. He, like the world, his ready
visit pays where fortune smiles. St. John says, "God is love." Truth
is not a stagnant pool, but a fou11tain. Though deep, yet clear; though
gentle·, yet not d~ll. The sun ha~ing risen, we dep~rted.

For an exercise in punctuation, let the pupil take s~lcctio'(IS
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218

PROGRESSIVE SERIES.

BURTT'S ENGLISH GRAMMAR.

219

The Caret (A) is used· to show wh~re something omitted,

from his R eader, or from any other book, and tell why each point
is used.

.

is

and afterwards interlined is to be read; as, The book lost.
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A
TbeEllipsis ( - - or * * * *) denotes the omission of
some letters or words; as, k--g, for king.

OTHE R CHARACTERS USED IN WRITING.

Besides th ose already con sidered, other marks are sometimes used in writing and printing, the principal of which ·
p.re as follows : -

The Asterisk ( * ), the Obelisk ( t ), the Double Dagger ct),
the Parallels (\I), &c., are ..used to refer to marginal notes.
Letters and figures may be used for the same purpose.

'.11he Dash (-) is used to denote a sudden suspension or
change of the sense; as, I will inquire into the affair, and
i f - - And if; interrupted the farmer, &c.
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FIGURES.

The Parenthesis ( ) is used to distinguish a clause thrown
in b etween the parts of a sentence, to which it does not
properly belong; as, Know then this truth, (enough for
m:..n to know,) Virtue alone gives happiness below. Abou
B en Adhem (may his tribe increase!) awoke one night from
a deep dream of peace.

A figure is a licensed. deviation from the ordinary form or
use of a word, or construction of a sentence.
Figures are of thretl kinds; figures of Etymology, figures
of Syntax, and figures of Rhetoric.

The Brackets [ ] are used to enclose a word or phrase
introduced for explanation; as, He [the speaker] was of a
different opinion.

A figure of Etymology is l a deviation from the ordinary
form of a word.

The Apostrophe ( ') is used either as the sign of the possessive 6asc, or to denote the omission of one or more
letters; as, John's book. O'er, tho', for over, though.

Aphceresis cuts off a letter or syllable from the beginning

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FIGURES OF ETYMOLOGY.

The figures of Etymology are as follow :of a word; as, 'gain st, 'gan, for against, began.

Syncope removes a letter or syllable from the middle of a
word; as, o'er, e'er, lov'd, for over, ever, loved.

The Quotation marks (" ") are used to include a passage
taken verbatim from some other author; as, The poet says,
"Be wise to-day."

Apocope cuts off a letter or syllable from the end. of a
word; as, th', tho', for the, though.

The Section ( §) and Paragraph (if) are used to indica\6
the beginning of a new subject.
The Diceresis ( · ·) is placed over the latter of two vowels
occurring together, to show that each is taken in a different
syllable ; as, aerial, coordinate.
Th e Hyphen ( - ) is used to separate the parts of a compound word; as, ever-living. It is also placed at the end
of a line, to show that one or more syllables of a word are
carried forward to the next line; as, It is incompatible with truth.

l

Prosthesis adds a letter or syllable to the beginning of a
· word; as, adown, bepaint, for down, paint.
Paragoge adds a letter or syllable to the end of a word;
. as, withouten, bounden, for without, bound.
FIGURES OF SYNTAX.

•

A figure of Syntax is a deviation from the ordinary construction of a sentence.
·

Ellipsis ·is the omission of a word, phrase, or clause
which is necessary to complete the construction; as, Go;

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PROGRESSIVE SERIES.

BURTT'S ENGLISH GRAMM.AR.

i.e. Go thou. Who came? George; i.e. George came.
Strange; i.e. It is strange.

Doth not Wisdom cry, and Understanding put forth her
voice?
Irony makes a sentence convey a meaning the opposite of
its ordinary use ; as, And we, brave m en, are satisfied if we
ourselves escape the sword. H e .was virtuous as a Nero.
Hyperbole exagger~tes the truth; as, Rivers of water run
down mine eyes.

Pleonasm is the use of words not n ecessary to the construction; as, I know thee, who thou art. He that hath
e~rs to h ear, let him hear. Gad, a troop shall overcome
him.
Enallage \s the use of one part of speech for another or of
one modificat~on for another; as, They fall successiv'e (ly)
and successive (ly) rise. . A world devote to universal
wreck.
Hyperbaton is the transposition of words from their natural
order; as, Afar is heard his voice sublime.
FIGURES OF RHETORIC.

A. fig~re of Rhetoric is a deviation from the ordinary
apphcat10n of a word. Figur es of this kind are commonly
called Tropes.
Simile is a direct comparison, introduced by like as or
so; as, H e. is like a tree planted by the rivers of ·wa~er.'
Metaphor gives to one object the name of another obj ect,
ou account of a resemblance between them; as, That man
is a fo x. He is a pillar of state. The soldiers were perfect lions.

An Allegory is a continued metaphor or series of mettphors ; as, The Pilgrim's Progress.
·
A Parable is an allegory usually drawn from su~h events
as might occur; as, Parable of the Sower. (Matt. xiii.)
.Of the Ten Virgins. (Matt. xxv.)
M etonymy is a change of names : it gives one object the
name of anoth er, which has some relation to it· as Gray
hairs should be respected, meaning, Old age sh~uld 'be respected. The kettle boils. H e addressed the chair.
P ersonification attributes to inanimate objects some of the
. qualities of living beings; .as, The earth smiles with· plenty.

Antithesis contrasts two or more things with each other;
as, By honor and dishonor, by evil report and good report,
as deceivers arid 'yet true.
.
Synecdoche puts a pa;t for the whole, or a whole
part; as, This roof [i.e. house] protects you. Alexander
conquered the world; [i.e. the p eople.]
E xclamation is used to express some strong emotion of
~he mind; as, Oh, Liberty!
Oh, sound, once delightful to
every Roman ear !
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for a

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Vision represents .a p ast or future event as-:i;>resent to
the view ; as, .
. I see the dagger-crest of Mar;
I see the Moray's silver star.

Interrogation expresses a strong affirmation in the form
of a question; as, Hath he said it, and will he not
do it?
Apostrophe is a sudden transition from the subject of discourse to address some other person or thing.
Climax is a series of members in a sentence each rising
in importance above the preceding.

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VERSIFICATION.

Composition is of two kinds, prose, and verse or poetry.
Prose is composition in which the words are arranged
with a primary reference to the sense.
Poetry is composition in which special regard is had to
measure or metre.

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BURTT'S ENGLISH GRAMMAR~

PROGRESSIVE .SERIES.

Measure or metre denotes a systematic arrangement of
the accented and unaccented syllables.
A verse is a single line.
A foot is a division containing two or three syllables.
A stanza is a division consisting of two or more lines.
Feet are of eight kinds, four of two syllables and four
of three syllables ..

\

The Tribrach, which has all of its syllables unaccented;
as, nu I merable.
The Spondee, Pyrrhic, and Tribrach are seldom u sed; and verse is never
formed of them alone.

RHYME AND BLANK VERSE.

The most prominent divisions of poetry are rhyme and
blank verse.

Those consisting of two syllables are:-

In rhyme the final syllables of two or more lines have
similar sounds; as,

The Trochee, which has the first syllable accented and tho
second unaccented; as, ha_teful, pettish.

A grasshopper gay
Sung the summer away,
And found himself poor
By the winter's first roar.

Softly I sweet, in I Lydian· I measures,
Soon he I soothed his I soul to I pleasures.

The Iambus, which has the second syllable accented and
the first unaccented; as, betray, consist.
Before I J eho I vah's aw I ful throne, I
Ye na I tions, bow I with sa I cred joy.

I

The Spondee has both syllables accented;. as, pale moon,
tall tree.
~he

The Pyrrhic has both syllables unaccented; as, on
tree.

At the close

J

of the day,

I when the ham I let is still.

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The Dactyl, which has the first syllable accented and the
last two unaccented; as, laborer, possible.
Come, ye dis

I consolate,

J

where'er you

J

languish.

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A gouplet is two lines which rhy_me, taken together; as,
Once upon a midnight drea1'y 1
While I ponder' d, weak and weary.

A triplet; consists of three lines which rhyme; as,
Few, few shall part, where many meet,
The· snow shall be their winding-sheet;
{
And every turf" beneath thy feet
Shall be a soldier's sepulchre.

tall

Those consisting of. three syllables are :Tho Anapest, which has the last syllable accented and
the first two unaccented; as, incomplete.

Blank verse is without rhyme; as,
H ere rest the great and good ; here they repose
After their generous toil. A sacred band,
They take their sleep together, while the year
Comes with its early flowers to deck their graves,
And gathers them again as winter frowns.

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THE END.

This example contains three Dactylic feet and one
Trochee.
The Amphibrach, which has its second syllable accented
and the oth er two unaccented; as, delightful.
There is a I bleak desert I where daylight I grows weary
Of wasting I its smile on J a region I so dreary. I

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8TE&IO'HP.RD BT L. JOBNSOM A OQ.
l'HILADELl'HLI..

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