'ENGLISH GRAMMAR:
A S I M PL E, C 0 NC IS 'E, AND C 0 MP REH EN S IVE

MANUAL
01'

DESIGNED FOR THE USE OF SCHOOLS, ACADEMIES, AND AS A
BOOK FOR GENERAL REFERENCE IN THE LANGUAGE.

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IN FOUR PARTS.

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BY REV. R. W. BAILEY, A.M ..

TENTH EDITION.

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PHILADELPHIA:

L I P P I N C 0 'l"l', G RAM B 0 & CO.

185 5.

PRE:E'ACE.

Entered, according to Act of Congress, in the year 1855, by
LIPPINCOTT, GRAMBO & CO.

in the Clerk's Office of the District Court of the Umted States for the
Eastern District of P ennsylvania.

()

THE "hundred and one" English Grammars now in use have not
diminished the demand among Teachers for a new Grammar. This
demand has induced the Author to offer the following work, which
has grown under his hand in an experience of more than thirty
years in the education of English youth. Whether this is the
right thing, the Author assumes not, except for himself, to decide.
Time and opportunity, which "overthrow the illusions of opinion,
establish the decisions of nature!' Sensible that his Grammar will
stand or fall by this test, the Author dismisses it, on probation, to
the Publishers and the Public. To those who mu.y use it, ~he following considerations are earnestly addressed : 1. The classification of the Parts of Speech, in the following
treatise, is Tripartite: embracing, 1. The Subject-Noun; 2. The
Verb; 3. The Particles.

2. This classification · is preserved through Part I. and Part II.
It simplifies the subject to the mind of the learner. It magnifies
the two leading parts of speech, the noun and the verb, attaching
to these the other parts of speech and the adjuncts, as subsidiar!
or connective.
(iii )

lV

v

PREFACE.

PREFACE.

3. The Rules are arranged under a similar division -1. Tho
Noun; 2. The Verb; 3. The Particles. With a Table of Contents
prefixed, the learner is able to find and apply the appropriate rule
to each particular case with great readiness.

tl!l'ee chapters on the Rules, embracing remarks, critical, comprehensive, and capable of solving all difficulties likely to occur.

6. Part llL embraces a list of Idioms and Difficult Phrases, which
have been collated with great care. These, in some instances, are
repetitions of difficulties solved under the Rules, but here bro.ught
into review that they may be easily found, be more fully explamed,

4. Part L is limited to the Simple Elements of Grammar, empracing only general rules, omitting exceptions and complex forms.
The definitions are concise, yet full, and should be thoroughly committed to memory once for all. Simple examples are cited for illustration. The pupil should be first exercised in the.se, without a
CTitical parsing of complex and difficult sentences. The details of
Grammar are numerous and complicated. If these details are too
soon, or too variously, forced on the attention of the young learner,
he becomes confused, and with difficulty comes to distinguish the
principles from the accidents, the philosophy of language from its
conventional forms. Let exceptions and idioms be left to a subsequent time. They should be introduced and recognized as belonging to the family, but secondary in the plan of its organization.
After parsing the examples which are cited, the entire text may
be profitably used for parsing-lessons. Extended parsing-lessons
have been excluded, because they are rarely used by teachers, and
because it is believed the common reading-books are best for this
purpose. "McGuffey's Series" have been used by the author.
These books furnish the most appropriate sentences for parsing,
from the most simple to the most complex, and of every variety in
prose and poetry.
5. Part IL, which is subjectively the same as Part L, and elaborated in the same order of arrangement, should next occupy the
particular attention of the pupil. Everything committed ~o memor;
in the First Part, will be found here repeated - if repeated at
all- in the same words, so that no confusion may occur. Attention is particularly cited to the chapter on Language, to that part
of the second chapter which treats of Modes and Tenses, and to the

and be made familiar.
7. The Reviews at the close of each chapter or subdivision, are
dee~ed to be of great importance, and should b_e practised by the

learner till he is perfectly familiar with what he has committed to
memory.
8. The whole method of parsing is analytic, rather than synthetic,
but truly pbilosophio and inductive. As soon as the pupil has
learned the definition of the noun, he may profitably be put to
selecting the nouns of sentences in his Grammar, in his Reader, or
in any other book- or to designating this class of words in ~he
names of things around him. So with the verb, the nature of which
he will arrive at by induction before he arrives at the division"
which treats of it in his Grammar. The noun and verb, two words
which form the basis of language, will then stand -out to his view
in bold relief, occupying always their proper and leading places in
the construction of sentences. He will then be led to see the
need, the use, and the proper office, of other words to aid in the
expression of every variety, and every shade of thought.

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9. Repetition should be required till all which belongs to the
fllemory is made perfectly familiar. Some memories are rapid in
the process of acquisition - others are more retentiv~. Both
equally need repetition - these, to acquire; those, to retain, knowledge. Reasoning on principles is a higher exercise of the intertect
than memory. The former should be superinduced, and gradually
brought into exercise on those elements of knowledge which tho

1*

vi

PREFACE.

PREFACE.

Secondly, -A classification,, simple and natural, with the essential principles so separated and , stated that they may not be con·

me~or~ ~as

treasured. Observation, early awakened, introduces
the 1~ c1~ 1 e~t exercise of reason. Attention should be direc ted
a~d d1strnct1ons made the subj ect of observation cotem oraneousl '
y
with the earlies t capabilities of the mind Al d" p
teacher is to awaken the mind of the p. up1"l ea rng office of the
u
and keep it awake.
nless he does this, he does nothing.

founded with tl<e less important details.

Thii:dly, -The arrangements and references are such that the
learner may easily find what he wants .
Hence this Grammar should be all studied, - every part of it,
closely, fully, accurately. The student is never a good Grammarian
till he understands his Grammar, and no Grammar is suited to its
object unless it embraces the principles of the science, clearly exprqssed, and a solution of all the d~fficulties of interpretation in
minute detail. It is then a Grammar for the child and for the

.10. The learn er is referred, for constant use, to the copious Table
of Contents, at the beginning of the b k
d
. .
.
oo ' an at the begrnnmg of
each separate art an
.
p . d each important division, to enable him to
find readily any thmg for which he may be seeking A .Al l;
betfral Index, as a reference-table, will be found at . the :lose'P ioa-f
th e volume.
The Table of Contents refers to section.~
The Index refers to the pages wh ere the· subjects are treated

philo~opher; - both must have the same.

14. Most of the published Grammars and Treatises on the Eng·
lish Language have been consulted, and have had their influence,
in the construction of this Grammar. Without referrin g to them
by nam e, the Author has thought it sufficient to give the results of
his own judgment, enlightened by all the helps he could reach all of which he has made a fr ee use· of; as common propertynone of which has he copied, as a careful examination of thie
work will plainly show. He has not hesitated to agree with all in

11. Part IIL embraces also Rules to "d h
.
position
: the Rules of P:"1ict
~1 br"
t e f begmner
in Com.
'" u at.ton -with
b t
s1ve, suggestions for forming
a
good
t
l
f
17
'
.
u
comprehen·
s Y e o writmg with
d
'.
~, rea .Y
comman d of language-a list of Obsol
our translation of the Sc . t
ete terms still retamed Ill
rip ures and a r t f th
.
e most important
works for study or reference . ' th . . is o
learning.
Ill
is important department of
.

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12. Part IV. comprehends a tr f
graphy. No teacher should d" e~ ise on Prosody and on Ortlwa knowledge of the R l
f i~m1ss an English student without
Orthography so far as ut~s oh rosody- and also the Rules of
'
ese ave been omitted · th ·
Ill
eir regular
or d er in the Spelling-book.
13. We have sought to aggre ate nd
. .
form, whatever a Gramma z ~d ' a . classify m a perspicuous
First
.
r s wu contain.
,-Everythmg necessary to t
h h
ture of the Language.
eac t e Grammatical struc-

vii

some things, and to differ with each in other things.

;

Ile bas also been influenced by the authority of the proper expounders of the language, and felt controlled by their expositions
so far as tbey have been fully and fairly expressed in the, English
and American Classics. To save room and simplify the work, he
has limited himself to simple examples for illustration, without
citing quotations from these authorities. H e believes, however,
that the principles laid down in this Grammar will be found to
accord with good ttsage, so far as standard writers arc authori{cd
to prcscri be rules.

Vlll

PREFACE.

To TIIE YouNa - among whom he has lived even now to old
age, and whom he desires to serve so long as such a class shall
exist to need a Manual of English Grammar To TEaCIIERS - whose arduous labors he desires to encourage
and alleviate To TIIE ScrrouRs of the present day - interested in the use,
the preservation and transmission of a pure EnglishTrrE AuTrroR - now excused from the labors of the Schoolroom -presents this as his literary contribution and valedictory.

STAUNTON,

Va., 1853.

R.

w.

BAILEY.

TABLE OF CONTENTS.

PART I.
CHAPTER I.
Section
•· • · ••• ·
GRAMMAR-what i"t treats of.· · · · • • • · • • • · · ••••••••••••••
• ••
Orthography · • · · · • • · · • • · · · ' • · ' • ' · ·

ADVERTISEMENT
TO LIPPINCOTT, GRAMBO & CO.'S EDITION.

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Etymology · · • · · · · • · · • · · • • · · · · • ·
Sy ntax .. ···············'···'·'·' •.•.•. . ..•.•
Prosody.·················''·''····

············
••. . . . .. •

• '••• • • • • • • ! • • • •• • • • • •

A cnll for the tenth thousnnd of the "Manual_ of English Grammar," within one year from the time of its first publication, bas
fully endorsed th e author's estimate of his own work. The approLation of teachers and scholars, extensively expressed, has inspired
the hope that this book may be found to supply the desideratum,
long felt, of a practical discussion of the principles of the English
language suited to common-school instruction. In this edition will
be found a thorough correction of former typographical errors,
so me slight verbal alterations in several definitions, and a new
classification of the irregular verbs. None of th ese alterations,
however, will interfere with the use in classes of the present with
former editi ons.

English Grammar . • • • . • • • .
• ••..•...•..••.
Of Etymology and Syntax .•••.. • ..•• • .•. : : ..•....•..•••• •

1.

1
1
2
3
4

English Words . • • • • •·• • · • • • · ' · · · · • • · • · : : . • . . . . . . . . . • • • . • • 5
Three classes of words .•••.. ~ .•• • ~~~~ed . • • . • • . . . • . . . • . • 6
First class of words ouns
.
. • . •• . • •• . • 6
Aqjectives defined· • • • • • • • • • • • · • · · ' • •
G
. Article defined ..••.•••••.•.••......•••.••..•.. : 6
Pronoun defined .•.•...•. • ..........••.•. • • . . •
7
Second class of words - Verb defined •........ : : : : : : : :
Predicate and Participle defined .. . .... ·.. . ..... • J
d
Adverb defined · · · · · · · ·
Third class of wor s .........•
Preposition defined · · · · · · · • · · · · · · : : : : : . . . . . . . . . .
Conjunction defined · · · · · · • · · · · · ·
.. ..........
Interjection defined. . . . . . . • . . . . . . . • .
( ix )

7
8
8

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8

x

CONTENTS-PART I.

xi

CONTENTS-PART I.

Scclion

Section
Eight parts of speech, enumerated . .. ...... . ....... .. ·.....
9
Threo declined- Noun, Adj ec tive and Y crb.......... 9

O wn ............ "......
None .. · ·· · ··············
Review.

.. .. .. .. ............
··
.....................

31
32

CHAPTER II.
Nouns- varied by P erson, &o ..•••.•••. •• .•••.•• ·. · · · · · · · 10

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by Persons . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . l l
by Numbers . ................... . .. .. ..... 12
"
by Gender .........•...................... 13
by Cases ..........•..•............ . .... ..
14
Declension of Nouns ....................... .. .. · .. · 15
Adj ectives - D·egrees of Comparison ....................... 16
Rules of Comparison .............................. 17
Irregular comparisons ............ . ............ · ·. ·
17
Artiules a and tl1e ....... . ....... . .......•...... · · · l 8
Pronouns --Classes ................................. ····· 19
Personal Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . • . • . • . . 19
Declension of Pronouns-I, thou, he ......••.•.•• 20
Mine, thine, hers, ours, yours, theirs .•.....•• -. • . • • 21
You used for thou - your for thy, &c. . . . • . . . . . . . • 22
Compounds- ourselves, yourselves, &c............ 23
Self a Noun ................ .. .• .. ............ 23
He!ative Pronouns ................................. 24
Declension of Relatives . . . . . . . . . . . . . . . . . . . . . • . . 24
Compound prononn-wl1at .•.......••..•••.••..•... 25
Compounds-whoever, &c............•..••..•.. .. . ·- 25
Interrogative Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Adjective Pronouns ................................ 27
Four classes - Distributive, Demonstrative, Possessive,
Indefinite .. .. . ................ .. ..... . ..... ·.· .. 27
F ew, many, &c ........................... ·. · · · · · · · 28
Other ............................ ·· .. . ... ·.· · ·· ·· · 29
One ... ......... ...... ........................... .
30

CHAPTER III
......... .
Verbs . · · · · · · · · · · · · · ·' · · · · ·' · ·
..•..... · ·
.Conjugation . · · · · · · · · · · • · · · · · · · · · · · · · ·. ·
.....•.
"
Regular . · · · · · · · · · · · · · · · · · · · ' · · ·
"
Irregular· · · · · · · · · · · · · · · · ' · · · · · · · .•.• : :
"
Defective . · · · · · · · · · · • • · · · · · · •

...............

........
......................
Intransitive· · · · · · · · · · · · · · · · ·
.......•.•••....

Transitive · · · · · • • · · · · · · · · · ........
•..•..• · •
. . . . .. .. .. .. .. . .
Active .. · · · · · · · · · · · · · · · •
. .• .• •• . •
. . . . . . . .. . . .. . . .
Passive .. ···············
..••....•.••.••.
.
.
..
..•.
•. .•. ..• .
Active form . . . . . . .
' .. • .•....
Passive form .....................................
Number and Person .................. . ..•.....•...
Mo de and Tense. · · · • · · · · • · · · · ' · · · · · · · · · . • . . . . . . • . .
"
"

........

33

34
35

36
37
38
39
40

0
4
1
4
42
43

44

45

Indicative · · · · · • · · · · · · '· '· ·: ...... 1!'••••••••• 46
Potential · · · · · · · · · · · · · · · · · ·
47

.... .... ................

Subjunctive...... . . . . .
. .........•..• 48
Imperative · · · · · · · · · · · · · · · · ·' ·
49
Infinitive · · · · · · · · · · · · · · · · · · · · · .........•.... 50
Present, Past, Future .•.....•.• •. •·
p st-two Future ........ 50
Tenses of VerbsOne Present- three a
....... 51
"
"
"

................. ..

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•

..... ···

Present Tense · · · ·
..... . ..... 52
Imperfect · · • · · · · · · · ' · · · ' · · · · · · . .
. .. , 53
p,noot .. . · · · · · · · · · · · · · • · · · · · · · · · · · · · · ·
. 54
Plup erfect . · · · · · · · · · · · · · · · · · · · · · · ' . ' . . . . . . 55 ,
First Future·· · · · · · · ·
56

.

. . . .. . .
...........
Second Future ... . . d.. S. ·b·,i·~~~t.ive Modes ....... 57

h I d ;~ative an
u,
5<
Tenses of t e n .,.., .
. ....... ' ... , . . . • o
"
of the Potential · · · · · · · · · · ·

xii

CONTENTS-PART I.

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xiii

CONTENTS- PART I.
Section

Ten ses of the Imperative . ........ .. ...... , ....... , . 59
of the Infinitive ..... , . . . . . . . . . . . . . . . . • • • • . . 60
Participles ... . ... ... .. . ........................... 61
Three Participles ................................•. 62
Auiriliary Verbe .... ,., •...........•..•........•. :. 63
Do, be, have . .................. , . . . . . . • . • . . . . . . 64
Principal parts of the Verb . ................. .. ..... 65
Conjugation of Regular Verb Love .•... , ••...•..•.. ,. 66
Formula of Regular Verb Love ...................... 67
Variations of verb in solemn discourse ..........• 67
Thou for you ............•..••....... ••...• , •.• 67
Hatlt for ltas and for luwe.. . .. • . . .. .. . . .. . .. . .. • 68
Use of Auxiliaries, ........ . ................. . ..... 69
Principal parts of Verb Love ..... . .................. 70
Conjugation of Indicative Mode ...............•.. , •. 71
of Potential Mode. . . . . . . . . . . . . . • . . • . . • . 72
of Subjunctive Mode .....•....••.....•. 73
of Impero.tive Mode .................... 74
of Infinitive Mode ...................... 75
Pa}ticiples.. . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . • 75
Passive Form ................................• 76
Conjugation of Irregular Verb Am ................•• 77
Principal parts ........ . ... . , .................. 78
Conjugation of Indicative Mode . ..... , . • . . . . . . . . . . • . 78
of Potential Mode .....• , ........•...... 79
of Subjunctive Mode .....•.. .. .•......• 80
of Imperative Mode .....•...•........ , . 81
of Infinitive Mode ...................... 82
Participles .. , ..................•............. 82
Defective Verbs ...... ..... ....................... . 83
Quoth ..........•....... . •.....•....•.. , ..... 84
Ought . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
B eware. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . 86

Section

Review.
Particles ................. . ....... . ...... · .• · . · · • • • • • · •
.Adverbs ....•........ . ....•....•.•...•..•.•.••..•.••..
Compared by er ......................... ·· .•.• •••
by more and most .•..••..•••.•.•••••••••
Irregularly compared .........................•. · •
Known by questions-lww, &c.·....................
Prepositions .•...............•.•.•...•.•.•.•••••••.•.••
Prepositions show relations ...•.•..•••••• . • • • ..• • · •
Simple Prepositions. . . . . . . . . • . . . . • • . • • • • • • . • . . . . • •
Prepositions compounded by a .............. ·......
"
by
by Prepositions . . . . . . . . • . •
"
"
variously . . . . . . . . • . . . . • • •
Conjunctions ..•.....•....•....•.......• ~ · · • .••• · · • · · • • •
Interjection.s ...........•.....• .• ...•.•.. • · ••.... · · · •·• • •
Interjections qualify .•••..•.•..•.....•.......•.. ·•
Review.

be....................

87
88
89

90
91
92

93
95
96
97
98
99
100
101
102

SYNTAX.
CHAPTER I.
Summary of Rules .•••.•.•.....•..••• ." .•••.••..• • • .• • •• 103
CHAPTER II.
Syntax of First Class of words .•••.•.•..•.• ~ •••.•••••.....
Nouns nominative .•....•.......•..•..••...•......
Nouns nominative to Verb ..................••.•.........
" following Intransitive Verb ...•....•...••.....•..•.
" in apposition .......................••....•••...•
" names of persons addressed .................•.... ·
" joined with Participles .....................•.•.••

2

104
104
104
105
106
107
108

xiv

CONTENTS-PART IV.

CONTENTS- PARTS II., III.
Betti on

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Pronoun relative, nominative . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Nouns objective ... .. . ..............................
Pronoun rela.ti ve .. .................. .. ... ., . . . . . . .. .
Noun, object of Transitive Verb., ....._............ . .. , ...
object of Participle .. , •....... , . , ..... , ...........
Two Nouns objective to a Verb ...........................
" " latter retained in Passive Form . ............ , ..
Nouns objective to Preposition ...........................
" of time, place, &c. •...• , .•..•......•. , : ..• , • . • • • . •
" Possessive ...•........... . ........ , .......••• , • . •
Adj ectives, Pronouns, Pa.rticiples ......... ,, ........ , ..•. ,
Article a and the .•..............•...........•... , •..•..

PA RT IV.

109
110
110

PROSODY.

111
111

CHAPTER I.
Introduction . , • • . • . . . . • . . . . . . . . . . . . . . . . . . . . . • . . . • • . 405, 406

112
113
114

CHAPTER II.
Accent-Quantity- Pauses ... .. ..........•.•• , , ..•• 407-415
Prose and Verse . . . . . . . . . • . . . . • . . . . . . . . . . . • . . • • • . • • • 415-419

115 ·
116
117
117

CHAPTER III.
Versification ..........•.......•..••..••...•..••...•
Ia.mbie Verse .................................
Trochaic Verse ... , .••..........•. , . • . . . . . . . . •
.A.nn.prestio Verse .............................

CHAPTER III.
The Verb . ............... . .........•..... . ...... .• .... , 118
The Verb and Nominative ......... . ..................... 119
Verb, Infinitive ..................................•. , , .• 120

f

CHAPTER IV.
Adverbs . ... .. ....... . ................. . ... ..... . . .. ..•
Prepositions .. . .......... . . . ................. ... - · . . . . .
Conjunctions ............................... , .. , .. , .. , .
Interjections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Analysis of Simple Sentences ... ...... , ..... .... .........
Note to Teachers ..................... , • , , . , , , .....•. , , .

121
122
123
124
125
126

ORTHOGRAPHY.
&e Tabl.e of Contents preceding Ortlwgraphy. . . . . . . . . . . 470-487

CHAPTER I.
Introduction .........•.•.........•••.....• , ..•...•• 470-474
CHAPTER II.

PART II.

Letters -their number, form, name, &c..•......•.... , 475, 476

Sea Table of Contents, Part IL ................ , .. , .... 127-'276

PART III.
Idioms and DifficuU ·&ntences.

See Thble Q,f CbnteQ~ preceding· Idioms .•............. , 277.,.403

420-441
427-431
432-436
437-441

CHAPTER IV.
Figures of Speech . • • • . . • . . . . . . . . . . . . . . . . . . . • . . . . . . . 442-469
Figures of Syntax . • • . . . . . . . . . . . • . . • . . . • • . . . • . . . . . . . 452-455
Figures of Rhet-Oric ................................. 456-469

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Section

&e Tabk of Conunta precdling Prosody .•••.•••.• , • • • • 404-469

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xv

CHAPTER III.

,-

Letters - genera.I divisions .............. . ........... 477--484
CHAPTER JV,
Sy lla.blea - Orthoopy ..... : . . . . . . . . . . . . . . . • . . . . . . . . • . 484-48

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EN GLI S H GRAMMAR.
PART I.

CHAPTER I.
SEcT. I. GRAMMAR is the Science of Language.
teaches the art of spea"king and writing correctly.

h

It treats,
I. Of LETTERS-their form, force, and formation into
words, called Orthography.
II. Of WoRns-their classification, derivation, and
modifications, called Etymology.
[II. Of SENTENCES-the arrangement, agreement, and
government of words in a sentence, called
Syntax.
IV. Of UTTERANCE-especially of the harmony of numbers in versification, including measure, quantity, accent, pause, &c., called Prosody.
§ 2. ENGLISH GRAMMAR treats of the principles and right
construction of the English Language.

§ 3. The English scholar has acquired the elements of
Orthography in the Spelling-book. Attention is now to b•
principally directed to Etymology and Syntax, comprisin[
the Grammatical Structure and .llnalysis of Language.
2•
(l~

18

CLASSIFICATION OF WORDS.

§ 4. The English language comprises 75,000 words.
§ 5. All words may be divided into three classes.·

1. The Noun, or name of a particular thing or subject.
2. The Verb, which predicates or declares something
of the subject or thing.

3. The• Particles,
or words used for connectin<Y the
•
b
principal words, or for qualifying them, or showing relations between them.
l!'IItS1' CLASS OF WORDS.

§ 6. The Noun includes the .IJdjective, the .IJrticle, and the

Pronoun.
1. The Noun, sometimes called the Substantil'e, is the
name of any ihing which can be made the subject of discoursP, As, .Man, lwuse,just'ice, virtue. § 10-15, 159-

166, 254-267.
2. The .JJdjective is that part

of the noun which qualifies
the simple name, or helps to describe it, and it is therefore
called the .IJdjective-nozm. As, A good man ; the grey
horse; exact justice. § 16-18, 167-8, 268.
The .IJrticle is that form of the adjective which is used to
designate some particular person, place, or· thing. As, .11
man; the man; a vice; the vice. § 18, 268, obs. 10.
3. The Pronoun is a form of the noun used to avoid the
too frequent repetition ?f the same word. As, A man should
pray, while he li ves. § 1 9~32, 169-173, 259-261.
SECOND CLASS OF WORDS.

§ 7. The Verb is a word used to assert or express something of the noun or subject. As, A man walks. § 33-86,
174-219, 269, 70.

CLASSIFIC.A.'rION OF WORDS.

The Predicat~ is that form of the verb which employs two
or more words in assertion. As, John is studious; .John
: j sstudying; John is.a student. § 206 . .
"' • ·· !fhe Participle is a part of the verb, and takes its name
·. l from its participating the properties of a verb and an adjective. As, John is studying. · § 208; 9.

....

' THIRD CLASS OF WORD& •

:§ S. There are four Particles - the .IJdverb, Preposition,
, Conjunction, and Interjection.
The .IJdverb is. a word used to qualify verbs, adjectives,
" andothe~adverbs. As, John walks rapidly-very rapidly;
he is very nimble. § 87-92, 218-,-28, 271.
The Preposition is placed. before a noun, which it governs,
and shows a relation between it and some other word. As,
Live in charity with all men. § 93-99, 229, 272.
. · The Conjunction is used to connect words and sentences
together. As, Men and women die, but the soul lives.

§ 100, 230-236, 273. .
.
The Interjection is an exclamation, expressing passion or
emotion. · As, Oh! ah! alas!

'§ 101, 237, 274.

§ 9. There are, then, commonly reckoned eight parts
speech, viz. : - ·
Noun,
First Class .lidjective,
{
Pronoun.
Second Class - The Verb, with its compounds.
.IJdverb,

of

Preposition,
Conjunction,
·
Interjection.
Three of these - the Noun, Pronoun, and Verb are
Third Class-

{

declined.

The others are undeclined.

216

STUDY OF LANGUAGE.

BOOKS FOR REFERENCE.

Marked is a participle, agreeing with hour, and may form another
sentence by the introd!Jction of the relative, which-thus, 'which ia
marked.' At governs ' top, and connects it with marked, of which
it is an adjunct; and of governs page, showing its relation to top:
'of the page ' is an a.djunct to top. Naturally qualifies conclutkth at conn ects th e simple sentences which precede and follow it.
Not and now qualify th e verb, are engaging--my agrees with atten.
tion, which is the object of the active participle, e:ngaging-not
qualifies calculated - on shows the relation between calculated and
the clause that follows - being, as a. participle, and early, as an
idjective, agree with travellers- to-day qualifies the sentence.
This model specimen of analysis may be sufficient to enable the ·
student to proceed without difficulty in the entire analysis of the
whole letter.

~

375. .A. LIST OF BOOKS

Recommended for reference, to the student of this Grammar.
FowLER's E lements and Fffrms of English Language.
TRENCH'S Study of Words.
RoGET's THESAURUS of English synonymes, by Dr. &ars.
SCHOLAR'S COMPANION - latest edition.
CAMPDELils Philosophy of Rhetoric, on GrammaticalOonstructiom.
1VEnSTER's English Dictionary-Quarto, unabridged.

§ 3 7 6. The idea of reading a dictionary has been regarded aa
ridiculous. But we seriously and earnestly recommend to English
scholars to read Webster's Dictionary, and to study it well -not
the Abridgment, but the Quarto. About four pages a day will
pass the student through the whole of it in a year, Sundays excepted. It is not a book of mere definition, but of etymology an~
analysis. We doubt whether as much of language, of philosophy,
of history, and of general learning, useful to tho scholar and tO tho
professional or business man, can be learned in the same time in
any other way. It is earnestly recommended to parents to supply
their children early with this standard work, at the small cost of
$6, at which it is now furnished. The youth who reperuae1 i•

attentively once a year, will find It the more at his command as n
book of reference, nnd will find himself in company with some
eminent schol_ars who have adopted the ·habit: at any rate, he will
prove the value of this advice.
'l'he same may be said of Trench's Study of Words, and, in a
• qualified sense, of all the books recommended in the foregoing list.
The language of a nation indicates, with wonderful apcuracy, its
character, its civilization, its religion, its progress in science and
. the arts, its manners and habits, and, at different periods, its rise,
: its progress, and !lecline. Thus we may read e. nation's history
in its words, even although it have no historian, and have no other written history than its classics, or even its lexicon. With their
language, if we had it, and no other memorial of them - all else
lost - we co uld, with almost unerring accuracy, decipher their
character, intellectual, moral, political, judicial, domestic - their
manners, pursuits, progress. Having their language at different
periods of their existence, we could trace their beginning, their
progress, their summit elevation, their decline, their refinement or
degradation. Have they no name for a. Suprem;:i Being? - th ey
are atheists. Names are things. What they have a name for, has
been - love, affection, hatred, crime, law, ju~tice, honor, morals,
religion, science.
So the dictionary of a nation reveals their character. We may,
therefore, read a nation's history in their dictionary. Their words
are correlatives of realities. The study of words, therefore, is the
study of history, and every scholar who produces anything in
iiterature that may live after him, becomes a part of that ·history,
and will instruct posterity. He is, therefore, a contributor to
general learning, and to the language itself, whether he uses it
only, or moulds and modifies its forms. Hence, he should be studious to understand and use properly the language he employs.

§ 377 • Language is not only to be "learned, to be spoken, to be
read- it is, also, to be W'l'itten. Tho application of principles to
?ractice, and the necessity of practice, to make a good writer of
~he language, must enter into, and form a part of, the education
:>f the English scholar.

§ 378. In anticipation of the study of Rhetoric, into which
the English student passes out of his grammar, we here collate a.
19

•

217

I

·;

I

218

STUDY OF LANGUAGE.

brief enumeration of what Is essentlal to correct writing - that
the young beginner, in composing, may be aided and encouraged.
The writing of letters and ess:i.ys should early form a part of schoolexercises, and bring into practice the early acquirements of the
English scholar.
In the selection of words, regard must be had to Purity, Proprie/,y, and Precision.
In the construction of sentences, the writer must study Olear11tSa, ·
Umty, Strength, and Harmony, with a proper application of the
'Figures of Spw:h.

Or WoRDS.

§ 3 79. 1. Purity requires the r ejection of such words as are

THEM~S FOB WRITERS.

21-0

3. Pronouns must be
d
. .
cedents.
so use as to md1cate clearly their ant~

§383. 2. Ui.
8ervcd througho::i:re r;e~~~r=~e~hat one leading idea. shall be pre-

me~ia~:P::!:c~~~~. distinct

sentences such clauses as have no

im~

2. The leading nominative should be s
any clause to whigh it belongs and th 1 ~·arranged as to fSOVern
placed.
'
e ea mg words prommently

tio!· o?:~:~r!e::~nth~ses, or introduce them with a strict

preserv~

§384

not English, and not authorized by good writers.
This exclusion, however, does not apply to foreign words that
have been adopted by respectable use, or others, of domestio manufacture, that have been duly authorized.

Lo given :n :ht!rength, in a sentence, requires that due importanc&
1. Avoid all rranflgement to every word and every member.
super uous words and members
2 · Pl ace the most im
ta t
ds
·
strongest impression.
por n wor where they will make the

§ 380. 2. Propriety implies the use of words in their accuir
tomed and authorized meaning.
1. Avoid low or provincial words.
2. Avoid words that are merely poetical or artificial.
3. Avoid, or uso with discretion, :i.11 terms that are technical.
4. Avoid tho use of the same word too frequently, or in different
senses.
5. Avoid ellipses that may obscure the sense. ·
6. Avoid equivocal or ambiguous expressions.
7. Avoid unintelligible and inconsistent expressions.

3. The stronger assertion should
succeed the weaker, and the
longer member, the shorter.

§ 381. 3. Precisi<m is defined by itself. It means to pare or
cut off.
1. Avoid all superfluous words.
2. Avoid tautology in words.
3. Avoid the employment of synonyms.

Or

8.ENTL.~cEs.

§ 382. 1. Clearness requires a proper arrangement of wolds.
1. Adverbs, relative pronouns, and explanatory phrases, mllSt
be 110 placed that their relations may be unequivocal.
2. Poetic license and transpositions must be avoided in prQBe: •

i

4. Where either resemblance or o
.. .
parison or contrast some
1 ppos1t10n is expressed in comguage should be pr:served. resemb ance in the construction of lan5. Avoid concluding a sentence with
..
siderable word, unless emphatic.
a preposition, or any incon-

§ 385. 4. Harmony regards the .
.
in this aspect, refers to the ro r Ju~t p:oportion of sound, and,
arrangement.
p pe se ection of words and their
§ 386. 5. A proper

a;-'P z·icat'ion oif tieli Figures
.
of Speech.

I

11

l
I

I F'
t'
1
. ig ura ive anguage must be used
.
.
quency is a matter of taste and
t d for illustration. Its fretrate o7 enforce the subject.'
mus epend on its effect to illus2. Figures, when introduced should b
.
e natural, not far-fetched,
not obsc ure or technical and ' t
.
.
.
•
no
pursued
too
far.
3 · A void blendmg literal d fi · .
4. Avoid jumbling differe:~ fi gurative language together.
is introduced, carry it through. gures together; but when a figur&

§ 38 7. The followin(J' Sub. t
T
the you ng writer.
o
vec s or ltemcs are subjoined, to air'

j

220

THEMES FOR WRITEOO.

1. .A.ffectatlon.
2. Ambition.
3. Attention.
4. Avnrice.
5. Benevolence.
6. Biography.
7. Beauty.
8. Chnrity.
9. Compassion.
10. Conscience.
11. Curiosity.
12. Cheerfulness.
13. Contentment.
14. Diligence.
15. Duplicity.
16. Duty.
17. Delay.
18. Envy.

73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
92.
93.

19. Energy.
37. Liberty.
55. Evening.
20. Friendship. 38. Music.
56. Self-love.
21. TheFuture. 39. Novelty.
57. SelfishnesB
22. Gratitude.
40. Pride.
58. Self-denial
23. Genius.
41. Prudence.
59. Self-gov't.
24. Generosity. 42. Punctuality. 60. Self-resp't·
25. Habit.
43. Piety.
61. Summer.
26. Hnppiness. 44. Poverty.
62. Spring.
27. Humility. 45. Perseverance. 63. Seasons.
28. Hypocrisy. 46. Politeness.
64. Sincerity. :
29. Hope.
47. Providence. 65. Time.
30. Innocence. 48. Pntience.
66. Truth.
31. Indolence. 49. Reading.
67. Vanity.
32. Industry.
50. Religion.
68. Virtue.
33. Imaginntion. 51. Reflection.
69. Variety.
34. Ignornnce. 52. Sunset.
70. Winter.
35. Justice.
53. Sunrise.
71. Wisdom.
36. Literature. 54. Morning.
72. War.

Follow nature.
Know thyself.
Passing away.
It is well.
Deny thyself.
Thou, God, seest me.
Hope on, hope ever.
Who is my neighbor?
Never despair.
Try again.
Be courteous.
Immortality of life.
I still live.
Individual responeibilMy friends.
[ity.
My enemies.
Memories of the past.
Let me think .
Mutual forbearance.
Public opinion.
Economy is wealth.

94.
95.
96.
l!7.
98.
99.
100.
101.
102.
103.
104.
105.
106.
107.
108.
109.
110.
111.
112.
113.
114.

My Bible.
My native pface.
My childhood.
Each must answer for himself.
I would rather be right than be
Prove your own selves. [President.
The voices of nature.
Nature's God.
S.eed-tiroe and harvest.
The flowe r and fruit.
'\V n.lks of usefulness.
The house I live in.
The world as it is.
Our Country.
Society of no.tions.
The last yenr.
Time flies.
Attend to your own business.
Let us live while we live.
We must die as we livo.
Medi tations among the tombs.

ENGLISH CLASSIC$.

115.
116.
117.
118.
119.
120.

Knowledge is power.
Be wise to-day.
Old age.
I must die.
What is my duty?
Precept and ex:o.mple.

121.
122.
123.
124.
125.

221

Meditations in a ball-room.
Meditations of Heaven.
This is a noble life to live.
The dignity of labor.
The closet.

§ 388. The student has now passed thro~gh what are 6om·
monly regarded as the most important parts of grammar-:-- Ety;
mology and Syntax:. He can analyse a sentence, and parse 1t, nn<
npply to it the rules of grammar. But this is not all which i1
necessary to make an English scholar.
The study of language, when limited to its structure, its origin,
its adaptations, uses, and principles, is a department of philosophy.
'l'he s,tudy of its classics, and of the language as there defined and
matured, is a department of polite literature and general learning.

§ 389. In its relation to other languages - its copious range
of words, its idioms and accidents - it is a study of details, of
analysi,s, of exceptions, of usages, and of authority.
§ 390. The whole scheme of language is philosophical - the
natural development of established principles. The entire struoture of language is analogical: to nature, in its formation; to other
languages, nnd to itself, in its processes. These are subjects of
study in the department of grammar.
The En"'lish
student has a mine of treasured literature to explore
0
.
in the received classics-the permanent records of the nation.
Our language is not now a football, to be the sport of boys : it is
the gymnasium of mind - the great arena of vigorous thought.
Men wrestle and contend there. Giants enter the combats. The
classics of England and the classics of .America preside e.nd give
judgment.
§ 391. The student, therefore, should have these classics before him, and study them. He must have his English dictionary,
not so much to learn the parts of speech, which must be ro.ther
decided by the uses of the words; but to aid him in tracing th(
origin of words, and the general uses to which the best authoritiei
liave applied them.

19"

'

I

, I

I
I

j

2"22

ENGLISH CLASSICS.

§ 392. A careful regard to the etymology of words, in their
derivation as well as their grammatical structure, is necessary to n
due perception of the true force, and to a practical command, of
lang uage. This involves a study of tho philosophy of language,
and of the languages cognate to our own -t-he derivation and
composition of words from other languages or from our own; the
changes and varieties in thei r signification; the formation of new
words, constantly occurring in a living language.
§ 393. Words have been adopted- I. From other languages.
A class of this kind is found in the Second Part of Etymology in
this work, which form their plurals regularly, according to the
language fr om which they aro taken. ~ 104, Obs. 12-17.
§ 394. 2. Wo.rds are derived from other words. In order to
und erstand the power and proper force of language, the attention
of the student should be carefully directed to trace the deriv~'tion
of words from other words in other languages, and in the English
itself.

§ 395. 3. Words are compounded- I. By the amalgamation
of two or more principal words. 2. By-prefixes and sufli::l:es. 3.
13y interchange of the several parts of speech: thus,
1. Nouns are used for adjectives: ns, Iron rule, gold pen.
2. Nouns are used for verbs: as, Rule - he rul,es his house.
3. Adjectives are used for noune: as, Wicked-the wicked perish.
4. Verbs are used for nouns: as, Concert' -con' cert.
5. Participles nre uscd-1. For nouns: ns, Beginning - in the
beginning. 2. For adjectives: ns, A standing pool. 3. For adverbs:
as, Passing strapge. 4. For prepositions: as, Concerning these
things. 5. For ·conj unctions : as, .Admitting you are in the wrong,
the qunrrel is settled.
6. Adverbs aro used -1. For phrases: as, He will doubtless without doubt. 2. For relative pronouns: ns, He has more money
than is required. 3: For prepositions: as, He, than whom none
greater sat. 4. For ellipses: as, Are you happy? Perfectly.
7. Prepositions are used -1. For adverbs: as, Ho went aboul
doing good . 2. For conjunctions: as, lie will go,for he said so.
This list might be indefinitely ez:tended. The inquirin"' mind
"'.ill readily be led by these hints to comprehend the copiou: r'l.ngo
given to langun.g e by th ese Interchanges of words.

PUNCTUATION.

223

PUNCTUATION.

ii 396.

The Analysis and Syntactical r elation of sentences and their several
parts in~olves Punctuation, or the division of sentences and parts of sentences by poillta, indicating stops or pauses in reading or speaking.
The prin cipal signs used to indicate these pauses are four. Tho Comma (,)
-the Semicolon (; ) - the Oolon ( : ) - and the Period (. ). There are o.lso
four others -the Interrogation (?)-the Exclamation (I )-the Parenthesio
()-and the Dash(-).
The use of these signs depends on the sense of the text.
?. 397. The comma separates parts of the sentence which are most clearly
connected: as,
1. Simple members of a compound sentence are separated by commas.
2. Words of the same part of speech, wb en not connected by conjunctions,
whether nouns, verbs, adjectives, or adverbs: as, 'Faith, hope, charity, these
three, but the greatest of these is charity.'
3. The nominative case independent-the infinitive used elliptically-a
phrase quoted-require separation by commas: as,' Sir, give mo your hand;'
'To confess the truth, I am in the wrong;' 'The phrase, Punic faith, is a
R oman slander.'
4. A name in apposition, accompanied by an adjunct, is separated by the
comma: as, 'Paul, the Apostle.' But a single no.me in apposition is not
separated: ns, 'The Apostle Paul.'
5. All adjuncts and explanatory phrases are separated by commas. Also
portions of a sentence placed out of their natural order.
6. The relative must be separated from its antecedent by the comma, except where the connection is so close that it can suffer no transposition.
7. When a verb is followed by the infinitive, which ca.n be made the nominative, they are separated by the comma.
8. A comma supplies the place of a verb understood.
9. Adverbs, prepositions, and conjunctions, used to introduce new members of a sentence, are sepo.ro.ted by commas.
10. Therefore, 1.Dlierefore, however, besides, indeed, 11a.y, so, li ence, again,
Ji.rat, secondly, formerly, 11ow, lastly, and all words of this sort, when emphatic, should be separated by commas.
i! 398. Tlie Semicolon. -When the divisions of a sentence are not close
enon"'h for tbe comma, and yet relo.ted, the semicolon is used.
i!
The Colon.-The colon is used to separate those parts of a sentence,
or those sentences, that are very near a final period.
i! 400. The Per·iod. -When the sentence is finished, in construetion and ;
sense, a period is used.
.
. j
The period should always be placed after a date, a signature, an abbrev1a.- .
tion, and between the capitals of abbrevio.tious.

399.

224

PUNCTUATION~

/

*

401. Much latitude is given to the exercise of taste in the punctuation
of sentences, and in this license are used the other signs_Qf pa~ses.
The Dash is used to designate indefinitely any length of pause-especially
llil abrupt or unexpected stop - a significant pause, or significant pa.ssa.go,
clause, or words, about to follow.
The Interrogation is used to ask a question;
The Exclamation to designate surprise, or any sudden emotion.
The Parenthesis is equal to two commas, or do.Shes, enclosing o. remark in
the body of a sentence.
·
The Apostrophe designates the omission of a letter; as, 'lov'd,' for' loved.'
this
The Caret shows that something is wanting: as," The Hyphen connects compound words: as, 'father-in-law;' or worda ~
vided : as, 'fath-er.'
.
The Section, thus, ~. designates portions of a discourse.
The Paragraph, thus, ,, denotes the beginning of new subjects.
Crotchet• [ ] enclose portions assigned to any special or specified purpoaa. i
A Quotation " " shows o. portion taken from another author.
An Index points out something remarkable: thus, Jj:!D'".
The Brace } connects what is to be considered together.
Ellipsia designates an omission: as, 'K-g' for' King.'
Accent-acute ( 1 ), denotes a short or accented syllable -grave (') a long
syllable-breve (") marks a short vowel or syllable- daeh ( - ) a long onedimresi• ( .. ) divides two vowels: as, 'aerial.'
Aateriak ( • ), obeliak ( t ), double dagger (
and paral~la ( TI ) .:...__ttnaU
letters: as, 'a, b, c,' and figures, refer to notes in the margin, or at the bottom
of the page. Several asterisks ( • • • ) denote passnges' or paragrapha
omitted.
?. 402. Sentences should be short. They are then most easily read an4
understood.
,
A subject should be divided into paragraphs. Short paragrapha, formed
by the natural subdivisions of the subject, render it more readable, and more
-,
cnsily understood.
In writing, Capital letter• should be used-:1. T.o commence every ch!'-pte~,
lotter, sentence, or address. 2. Proper names of persons, places, &o., and
adjectives derived from proper names. 3. The personal pronoun, I, and interjections. 4. The first word of any line in poetry. 6. The appellationa
of Deity. 6. The first word of a quotation. 7. Common nouns, when personified. 8. Every substantive and principal word in the titles of booka..,..
and any word which is remarkably emphntical.
.
Italic• are used for emphasis, or a call to special attention: and words .or
double emphasis are printed in small capitnls. In writing, italic• are dea_ig.
nated by an tmdei·acore: capita la, by a double ~score.

t ),

,~-4oa.
<\.. C, ......
A. B.......
A. D .•••.••
A. M.......
A. M.......
A. M .......

225

ABBREVIATIONS.

ABBREVIATIONS.

Before Christ ........................
Bachelor of Arts ...................
In the year of our Lord .........
Mnster of Arts .............. ........
In the .ye·ar of the World ........
In the f'Orenoon .....................

~~:!~~~.~~~~-~~.~-~~-t:.}

Ante Chris tum.
ArtiumBaccala.ureu1.
Anno Domini.
Artium Magister.
Anno Mundi.
Ante Meridiem.

A. U. C. { Fr:;n

Ab Urbe Condita.

B. D . ...... Bachelor of Divinity ... ."..........
C. P. S. •. . Keeper of the Privy Seal........
C. S........ Keeper of the Seal ....... ; ••• :..••
D. D... .... Doctor of Divinity.......... : ......
e.g......... For example .................. ......
F. R. S.... Fellow of the Royal Society •••
R. S.A.S. {Fellow of the Royal Society of}
Antiquarians •••••••••• .........
G. R. .. .•. • George the King...................
i. e... ....... That is .• •••••••••• ........ ...... ......
I. H. S...• Jesus, Saviour of mei;i ............
LL. D •••• Doctor of Laws .....................
L. S. ....... Place of the Seal •••.•.••. .••••.•••
Messrs ••.. Gentlemen ...........................
M. D ...... . Doctor of Medicine ...............
M. S...._. •. Sacred to the Memory ............
N. B....... Note well .............................
P. M ....... In the Afternoon ..................
P. M....... Postmaster.
P. S....... Postscript ............................
Ult. ........ Last (month) ........................
&o .......... And the rest ........................

Baccalaurous Divinitatis.
Custos Prive.ti Sigilli.
Custos Sigilli.
Doctor Divinitatis.
Exempli gratia.
Regim Societatis Socius.
Regim Societatis Antiquariorum
Sooius.
·
Georgius Rex.
Id est.
Jesus Hominium Salvator.
Legum Doctor.
Locus Sigilli.
Messieurs.
Medicinm D1ctor.
Memorim Sacrum.
Nota Bene.
Post Meridiem.

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Post Scrip tum.
Ultimo.
Et cmtera.

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A.-Answer.
Acct.-Account.
Bart.-Baronet.
Bp.-Bishop.
Oapt.-Captain.
Gol.-Colonel.
Oh.ap.-Chapter.
C'r.-Creditor.
Dr.-Dcbtor.
Do.-Ditto, the same.

Gen.-General.
L. 0. J. - Lord Chief
Justice.
-Knt.-Knight.
Maj.-Major.
MS.-Manuscript.
Apb.-Archbishop.
Admr.-Administrntor.
Apr.-April.
At19.-August.

Bbl.-Barrel.
Bp.-Bishop.
PerCent.-By the hundred.
Co.-Company.
Owt.-Hundredweight.
Dea.-Deacon.
Dec.-Deeember.
U. S.-United States.
Afe.-Maine.
N.H.-New Hampshire.

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Vt.- Vermont.

AB.BREVIATIONS.

Imp.-Imperntive.
I •if.- lnfinitive.
R . L-Rhode Island.
P oten.-Potential.
•nn.-Connecticut.
S ubJ.- Subjunctive.
N. Y.-New York.
Part.-Participle.
Pa.- P enn sylvania.
Pres.-Present.
N. J.- New J ersey.
I mp.f.- Imperfect.
.Del.- Delaware.
P er/.-Perfect.
.!lfa.-Mnryland .
Pluperf.-Pluperfeot.
.D. 0.- Dist. Columbia. Fut.- Future.
Va. - Virginia.
Sec. Fut.-Second Fut.
N. 0.- North Carolina.. lnde.f.-Indefinite.
8 . 0.-South Carolina. Inter.-Interrogation.
Ga.-Georgia.
.Deg.- Degree.
Fla.-Florida.
Dolls. or $.-Dollars.
Ala.-Alabama..
.Doz.-Dozen.
Jfiss.- Mississippl.
.Dwt.-Pennywelght.
La.- Louisiana..
E.- East.
Tex.- Texa.s.
W.-West.
Ark.- Arkansas.
N.- North.
Tenn.-Tenn es see.
8.- South.
Ky.-Kentucky.
Eng.- England.
Mo.- Missouri.
E sq.-Esquire.
0.-0hio.
E:i:r. -Executor.
Ia.-Indiana.
Fol.- Folio.
lll.-Dlinois.
Fr.-French.
Gall.- Ga.llon.
Io.-Iowa.
Wia.-Wisoonsin.
Gen.- General.
Nom.- N ominative.
Gent.- Gentleman.
Poss.-Possessive.
Gov.-Governor.
Gr.-Grain.
ObJ. -Objective.
Num.-Number.
Hhd.-Hogshead.
Pera.-Person.
Ron.- Honorable.
Gend.- Gendor.
Hund.- Hundred.
Indc.-Indicative.
~Mass.-Massachusetts.

Jb.-Ibidem; in the same
place.
Id.- Idem; the same.
Inst.-Instant; present,
or this month.
lnoog.-Unknown.
Jr.-Jµnior.
Lieut.-Lieutenant.
L on.-Longitude.
Mr.-Mister.
Mrs.- Mistress.
Nem. Oon. - No one. opposing.
No.- Number•
Ob·t .-Obedient.
O•.- Ounce•
PZ.-Plural.
Pp.-Pages.
Pre1.-President.
Prob.- Problem.
Pro/ •....:... Professor.
Prop .-Proposition.
Ps.-,-Psalm.
Qr.- Qua.rter.
Qt.- Quart.
Rev.- Reverend.
Sec.- Secreta.ry.
Sen....:.senfor.
Sq.- Square.
Vi•:- Namely.
Vol;- Volume.
4to.- Qua.rto.
Svo.- Octavo.
12mo.- Duodeolmo.
lSmo.- Octodecimo.

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PAR T· I V~
COMPRISING

I PROSODY. II. ORT HO GRAPHY.

( 227) ·

I NDEX .

in comparison ..

22, 81
22, 81

Article .... .... ............... .. .
Analysis .............. ......... .

54, 123

ADJECTIVE. ... ........ Pa.g es
"

"

24
215
22()

Abbreviations .......... .... .. .
Bibl e, its grammatical lan210
guuge .... ............. ...... .
217
Books for reference .. .... .. .
234
219Figures of Speech ...... .. ... .
234
" of Etymology ..... .
235
" of Sy ntax ..... ..... . .
235
" of Rhetoric ... ..... .
Idioms ........... . ...... .... .... . 172-201
63-70
L anguage, history of.. ..... .
237
L etters ..... .... ....... ........•.
18
Noun, first class of words ..
20- 74
''
P erson . . ... .... . .... ... .
''
''

Number ........... . . .. .
Gender ...... .... .. ... . .

"
''

D eclension .... ....... .
Divisions ........ ..... .

Case ... ..... . ...... ..... .
Orthography ...... .. . ... ..... .
Preface ... ... ...... ... ... .... .. .
Parti cles, third class of
words ............ .......... . .
Parts of Speech ...... ...... .•
Pronoun ..... .. ... ...... ....... .
"
declension ....... .. .
"
"

Relative ... .. ...... .
compo'nd

"

Adjective .. . .. .. .. . .

"

Interrog.

Prosody: Accent, Quantity,
Pauses, Prose ... ... .. ......
Prosody : Versification .....
Participles .. ....... •..... ... ...

"

20-74
20-78
21-79
21

73
236
3

19
19
24, 84
25
26, 85
27
27
28, 83

229

231
35

•........ ··· ··· ···· ·· 115-120

Adverb, Preposition, Conjunction, Interj ection ... ........ ......•.•
Part I. .... ....... ....... ..... .. .

46
17

Part II .•••..•....••. .. .•••...•••
Part III. ... ...•.•.•..••....•. .•
Part IV . ...........•.•..•.•....•
Position of Words ...•.......•
Pursing Lessons .. .....•..•..•

"

"

Punctuation ..• .... ... .. ...... .
R eview of Chaps. I and II.
"
of Verbs .... .... . .... .
"
of Chap. I . Part II.
"
of Chap. II. "
of Chap. III. "
"

50
167
227
153

159
204
213
223

29
44
70

87
121
154
''
of Rules ..... . .. .. ... .
Rul es .. .... .......•.. .. .... ... ..• 49, 146
2~9
Rules of Spelling ...•......••
Syntax ...... ...... ... •.........• 49, 123
126
"
of Noun .. ....... ....••
143
'' of V erb .. .... . .. ...... .
14.5
" of Particles .. ........ .
Sentences: clearness, unity,
218
strength, hnrmony .... ...•
9
Tnble of Con ten ts, Part I.. .•
57
"
"
Part II .•
169
"
"
Part III.
228
"
"
Par t IV.
220
Themes for Composition .. .
18, 90
Verb, second class of words.
32
" Conjugation .... .. ... .. .
36
"
of Love .•
"

of Am . .. .

"
"

Number nnd Person .
Mode nnd Tense .••..•

"

Auxiliaries . ....... . ... .

"
"
"

Formntion of. .•. ......•
Synopses ....... ...•..••
Emphatic form .......•

"

Interrogative form .. .

" Negntive form ...... .. .
" Irregular form ........ .
Words: .purity, propriety,
. precision .......... .... ...• .. •
Words : whence derived .. ..
( 240)

40
33, 90
33, 91
36
92
107
108
109
109
109
21 8
222

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