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GRAMMAR

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OF THE

ENGLISH LANGUAGE;
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SCHOOLS OF AMERICA.

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B Y J 0 SEP H R. C HA N D L ER ,
EDITOR OF THE UNITED STATES GAZETTE •

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PJU~DELPHIA:

THOMAS, CO'\VPERTI-IWi\JT & CO.
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PREFACE.

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2EREOTYPED

P R I NT ED

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FAGAN,

SM I T H .A N D

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IV

PREFACE.

parts of speech of which a simple sentence is composed. To
obviate this di!liculty, a system of teaching is proposed in which
the scholar, by commencing with the business of parsing, is
immediately made acquainted with the necessity for understanding the definitions of the parts of speech as they occur progressively in his lessons: and hence, by a continual application of
them, he becomes conversant with their uses, and familiar with
their various rumifications. The scholar, when he has read the
definition of the parts of speech, and seen their applica1ion as
thev occur in his first lessons for parsing, will find that the task
f .committing to memory the explanations in Etymology is
mtcriall y diminished.
For t!;is purpose, the progressive lessous or etymolo6ical
parsing are inserted, accompanied by the most simple exposition
of each sentence. These lessons, which, by their constant
reference to the explanations of the different parts of speech,
must fix in the mind of the scholar the just value of words, and
give him a facility in the use of grammatical terms, will, it is
confidently believed, be as uf:leful in grammar, as maps are in
geography.
The an·angcment of the work will be found to agree, as much
as practicable, with that of other wodcs of a similar kind. A
new classification of some words seems required by the analogy
of our language ; but us an alteration in the nomenclature of
any science is attended with much difficulty, it was deemed best
to adhere, as far as possible, to admitted arrangements; espe·
cially where a difference in the use of terms would make no
essential difference in composition.
On the subject of the use of a passive voice in the iu<lefi11ite
form of the verb, a chapter has been given containing an argu·
rnent for the admission of a form which is now coming into
general use. But, aware that many teachers are opposed to the
introduction of such a form of the verb, or rather that they
deny its existence, care has been taken to separate that chapter
from the text of the work; and, in the course of the treatise,
there is no parsing or compilation provided in that form.

PREFACE.

v

It is often said by people of some real claim to science, that
the bf>st knowledge of Grammar is to be obtained from reading
attentively the approved works of the language; and that the
tedious business of Etymology and Syntax is only a useless tax
upon the time and patience of a scholar. Such persons must
lia\'C but little acquaintance with the early progress of the
human mind, and still less knowledge of the art of directing it.
A pleasing style may be acquired from an intimate acquaintance
with the English classics; but no man has ever become a grammarian from reading them. We may learn from them to think
correctly, act nobly, and live virtuously; but not to write grammaticallv. It is the sentiment that excites our admiration, and
the plea;ing (not always correct) disposition o'f the words, which
<-.1-eates that peculiar pleasure we receive in reading; hence,
even supposing the works free from those errors in which
almost every page abounds, the reader has but a small chance
of correcting those improprieties which all acquire in their nurserv, and of which few, even in the severer labors of compositi~n, have been able to divest themselves. For it is the law
which gives a knowledge of offence; and if no law, or rule is
given, we may go on our whole life.time reading and writing,
without once perceiving the difference between a pleasing and a
correct style.
.
It is not presumed that even a perfect knowledge of the rules
of Syntax will prevent an occasional violation of them ; imita.
tive as we are, it is natural that the examples which are every
hour uttered in our ears, or spread before our eyes, should have
a greater effect than the cold precept which is seldom repeated,
and more rarely followed, The writings of every grammarian
are sometimes, from inattention, at variance with his own rules.
The study of English Grammar has been much neglected,
and even discountenanced, by men of science, from the belief
that a knowledge of the Latin language is sufficient to make an
English scholar. Though it is true that, in all languages, the
great principles of Grammar are the same, yet there are certain
forms of expressions, and some peculiarities, in every language,

Vl

PREFACE.

which ca1i not be reached by th~ rules of any other. - These
forms and expressions exist in a peculiar manner in the English
language; and, however liberal may_be the attainments of the
pupil in Latin or Greek, he is not an English scholar till these
are understood.
The progress of the pupil in foreign, and particularly in the
learned languages, would be materiaHy accelerated, were he to
commence the study of Grammar in .his maternal tongue: he
would certainly understand the principles, when he saw them
applied to the language which he already understood; and this
knowledge of the general principles of Grammar would be a
powerful auxiliary in the acquirement of any ancient language
which he might be desirous of learning.
It has been the object of the author to preserve, throughout
the whole work, great simplicity of explanation, in order to
reduce the study of Grammar to the capacity of those to whom
it is generally assigned. And this simplicity especially per·
vades the parsing lessons, •nrs 5:
rsr
nded
· to fix in the mind of the young scholar, the definition and offices
of the parts of speech, and to familiarize him with all their
accidents and combinations.
This book is not intended as an essay upon Grammar, but as
the hand.book of the scholar who wishes to commence the study
of Encrlish
Grammar, and feels the need of simple and f&miliar
b
explanations and illustrations, and oft-repeated rules,

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EXPLANATIONS.
THE teacher who may adopt this book will scarcely need any
hint in recrard to its use. He will understand how to arrange
"' and how to·adapt the various
.
1essons to th.I.
his classes,
err capacities and previous attainments ; and he will comprehend the
arrangements of the lessons, and know how to simplify them
even beyond what has already been effected.
Should any seek to acquire a knowledge of Grammar without
the aid of a recrular
,, teacher, it may not be improper to say to
them that the work commences with a cursory view of the parts
of speech, which inay be useful in acquiring a primary knowledae of their several uses, in that part of the work which purpor~ to treat at large of Etymology. Every definition should '
be carefully studied, and applied in some appropriate parsing;
and each new parsing example sliould include all that has been
previously explained ; and every successive lesson should, as
ar as possible, be connected with its predecessors.
·
The author of this volume does not pretend to write for the
, ( .nstruction of teachers : the book herewith presented is intended,
·'
by its simplicity of illustration, to instruct the scholar, and
thereby assist the teacher. Much of the success of the work
• must depend upon the exertions of the instructor, upon the
ndaptation of the lessons to the capacity of young pupils, and
the explanations and illustrations which may be given in addition to those with which the work abounds.
Persons not conversant with the labors of the school-room,
will be struck with the amount of repetition in the body of the
work-the experienced preceptor will bear in mind, undoubtedly, that almost every lesson he gives is made useful by being,
in part, a repetition of former instruction.

.

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INTRODUCTORY GRAMMAR.

PRELIMINARY REMARKS.
ALTHOUGH most pupils who enter upon the study of Gram·
mar ha,;e, by associating with other scholars, gathered some
knowledge of the names and uses of the parts of speech, yet it
frequently happens that scholars commence the regular study
of this science without ~aving a knowledge of its most simple
rules. It is best, therefore, " to begin at the beginning :" such
ll course must save the scholar from much confusion, and relieve
the teacher from much inconvenience. With this view, it has
been deemed expedient to give the scholar a cursory glance at
the parts of speech, and their most important relations ; and to
familiarize him with the use of some of the constantly recurring
terms, before he enters upon the regular study. Nothing will be
, omitted in the body of the work which can illustrate the rules;
but it is desired there to treat at large of each part of speech in
its place; in doing which, it will o!len become necessary to mention and to make use of certain of them, of which no account
will have been given : for example, in speaking of cases of
nouns, it is convenient to mention prepositions and participles.
A slight knowledge of the name and principal purpose of each
part of speech may then be deemed a convenient, if not a
necessary, preparation to a particular study of all.
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10

ENGLISH

GRAMMAR.

PARTS OF SPEECH.
A] The words in the English language are classed under ten
different heads-Nouns, Articles, Adjectives, Verbs, Pronouns,
Prepositions, Participles, Adverbs, Conjunctions, Interjections.
These are called parts of speech. When, therefore, the scholar
is asked what part of speech is any particular word, he will
understand that he is asked whether it is a Noun, a Pronoun,
an Adjective, a Verb, an Adverb, a Participle, an Article, a
Preposition, an Inte1jection, or a Conjunction ; for it must be
one of these.
Each of the definitions in the following preparatory lessons is ma1·ked
with a letter of the alphabet; and in parsing the parts of speech under
the subsequent lessons, the scholar should repeat the rules which apply.

NOUN.

•

n] A NOUN is the name of any person, thing, or idea : as
John, man, woman, angel, house, elegance, thought, wisdom.
Let the scholar point out the Nouns in the following sentences, and tell
why they are Nouns:
" Man has an idea of the wisdom and goodness of his Maker."
"God created man in his own image."
" Heaven is foll of happiness, and of angels."
!leaven is a Noun, because it is a name. [B

OF ARTICLES.

c] There are only three words called ARTICLES, namely,
A, An, and The. They refer to nouns, and are said to limit
them, as a man, the men.
u] A and an arc Indefinite Articles. There is no difference in the meaning of these two words; an is used in the
place of a, before words that begin with a vowel sound, as a
man, an ox.
E] Tl1e is a definite Article.

PREPARATORY

EXAMPLES

OF

LESSONS.

11

PARSING.

A horse-The cow-An ox.
A ..• is an indefinite article, limiting horse. [D
Ilorse is a noun, because it is a name. [B
T!ie •• is a definite article, limiting cow. [E
Cow • . is a noun, because it is the name of a creature. [B
A11 •. is an indefinite article, limiting ox, and takes the place of a in this
sentence, because the next word (ox) begins with a vowel sound. [o
Ox •. is a noun, because it is the name of \\ creature. [B

ADJECTIVES.

F] An ADJECTIVE is a word used to quaZ.ify a noun, by
expressing some property of the person, thing, OP idea, for which
the noun stands, as good, bad, old, new, liigli, low. These
arc Adjectives; and, when applied to a noun, aid that word to
distinguish the object for which it stands from another of the
same class ; us, a good book, not a bad book-a high office,
not a low office-an old cloak, not u nrw cloak.
In parsing, the scholar will say that the adjective qualifies a noun.

EXAMPLES

OF

PARSING.

A good boy.
A •• is an indefinite article, limiting the noun boy.. It will be recollected
that articles, though placed before ·adjectives, do not refor to or con·
trol them. [o
good is an adjective, qualifying the noun boy. [F
boy. is a noun, because it is a name. [B
The !urge Bible-Tlie beautiful city.
The longest street-The highest monument.
The wildest animal-The holy place.

VERBS.

G] VERBS generally express what is declared of some object,
or its existence. That is, they represent the action, or being,
of some person or thing.
Verb.

Charles
writes.
The people worship.

Verb.

William reads.
The birds sing.

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ENGLISH
EXA}IPLES

P REP ARATORY

GRAl\flllAR.
OF

The new ship sails.
[E

[!t may be remarked that adjectives will mnkc sense with the word
thing, or things; as, new thiug, good things, mat~y thing•.)
1hip is n noun, because it is the name of a thing. [B
1ails is a verb, because it represents the action of 1hip. [G
[A verb is said to agroe with the word whose action it represents;
and sails represents the action of ~hip. The verb aails is said to
agree with ship.]
The old man mourns-A young girl laughs.
An elegant horse trots-The Holy Bible instructs.

PRONOUNS.

a) A PRONOUN is a word standing for a noun, as for John
one may say lie; thus, John writes, and he reads-that is, John
reads: lie, then, is a Pronoun. I saw a man who was at Monterey. Who, represents the same person that is represented by
the noun man ; u:lio is, therefore, a Pronoun.
Napoleon called l\iurat, and told him to ask the queen whether she
would be ready.
1 informed her that the roads were bnd, and that they would need
repairing.

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PREPOSITIONS .

PARSING.

The . is the definite article, limiting ship.
new. is an adjective, qualifying ship. [F

LESSONS.

1] PREPOSITIONS are words used to show the relation of
w~rds, or parts of a sentence, with other words, which they are
said to govern. They are such words as by, in, or into, with,
without, to, unto.
The boat sank in the river. The men rode with the army. He fell
upon his face.

Prepositions govern the nouns to which they principally relate; for
e~ample, John rode in n gig: here, in gover..1s gig. Charles shot at the
btrds: here, at governs birda.
EXAMPLES OF PARSING.

The servant rode behind the carriage.
The • . • is a definite articfo, limiting aervant. [E
aervant . is a noun, because it is a name. [n
rode .•. is a verb, because it represents action; it represents the action
of aerva ..t, and agrees with that word. [G
behind . . is a preposition ; it governs the noun carriage. [I
the ..•• is a definite article, limiting carriage. [E
carriage is a noun, because it is the name of a thing. (B
He falls upon the pavement: upon is a preposltion, governing pavement.
Charles came into the room : into is a preposition, governing room.
Henry looked t/1rov.gh the hole.
He rode from the place.

PARTICIPLES.
EXAMPLES OF PARSING.

The boy told his mother he loved her.
The . . is a definite article, limiting boy. [E
boy •• is n noun, because it is a name. [B
told . . is a verb, because it signifies the action or doing of a person. This
verb agrees with boy. [G
his ••. is a pronoun ; it stands for boy. (11
mother is a noun, because it is the name of a person. (B
lie ••. is a pronoun, standing for boy; that is, the boy loved. [11
loved . is n verb, bc.cnusc it is the action of he (he loved), and agrees with
''"·
[G
J.er • .. is a pronoun ; it stnn<ls for mother.

A bad boy destroyed his book.
John told Mary-she told her mother.
John •aw the mnn who wrote the work.

[H

J] PARTICIPLES are words derived from a verb, and partake
of the characteristics of verbs and adjectives, as loving, de.
slroyed, having destroyed.
EXAMPLES OF PARSING.

l\iary found a little dog, tearing her dresses.
Mary . is a noun, because it is the name of a person. [a
found. is a verb, because it represents the action of Mary. (G
a .... is an indefinite article, limiting dog. [D
little . is an adjective, qual~ying dog. It qualifies or assists the word dog
to represent the particular animal, by referring to its size. (F
dog • • • is a noun, because it is the name of an object. (11
tearing is a participle from the verb tear. Most words that end in fog aro
participles. [J

n

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ENVLlSH

PREPARATORY

GRAMMAR.

1.5

LESSONS.

her ... is a pronoun, standing for the noun Ma1·y. [H
dr,.ses is a noun, because it is the name of certain things. [B
•·He discovered the island, buried beneath the water." In this sen·
tcnce, huried is a participle from the verb to bury; it has a relation to
island.
" William discovered the boys playing on the ice."

C/,nrlcs • is n noun, because it is the name of a person. [a
built· . .. is a verb, expressing the action of William and Charles. It
agrees, consequently, with the nouns William and Cltarles. [G
a ..•.. is an indefinite article, limiting house. [D
lto1Me .• is a. noun, because it is the name of a thing. [B
an;l ..• is a conjunction, connecting /,uilt and sold; showing that both of
the actions represented by the words built and sold were per.

ADVERBS.

sold ••. is a verb, because it represents an action. It represents the action

formed by the same agents, William and Charles.

Aov ERUS are words used to qualify · verbs, adjectives,
adverbs, and participles. They are such words as rapidly,
when, why, very, and fearfully. Almost all the words that end
in ly are Adverbs.
K]

EXA~IPLES

OF PARSING.

The wild birds move rapidly when they fly.
The . .. is a definite article, limiting birds. [~;
"'ild .. is an adjective, qualifying the noun birds.

[F
hircls . . is a noun, because it is the name of objects. [B
move .• is a verb, showing the action of birds. [G
..apitll!J is an adverb, qualifying the verb mo·ve. It shows the manner in

which the action is performed.

[K

wlten .. is an adverb, qualifying the verb fly, by showing the relative time.
(lt shows the relative time of the verb move, also.) [K
they . •. is a pronoun, standing for the noun birds. [H
jfy . .. is a verb, showing the action of they; and they represents the noun
birds. [G
•

John runs rapidly in the street.
Charles studies diligently at school.

CONJUNCTIONS.

i.] CoNJUNCTIONS are words used only to connect certain
words and sentences; they are such words as and, but, or, nor.
Thus, John and Charles came to school.
EXAMPLES OF PARSING.

'William and Charles built a house, and sold it.
lVilliam is a noun, because it is the name of a person. [a
and •.. is a conjunction, connecting William and Charles; because, by
the use of and, both William and Charles are represented as

doing one act.

[L

•

[L

of William and Charles, and, therefore, agrees with the nouns
'William and Charles. [G
it ..... is a pronoun, standing for the n~un house. [H
James mid William mske a noise, and disturb the school.
John laughed when he saw William running and jumping in the streets.

INTERJECTIONS.

INTERJECTIONS are certain words merely expressive of emotion, as Oh! Ah! Alas! &c. They are not said to relate to
any other word.

ENGLISH GRAMMAR.
1. E:..oLISH GRAMMAR is the art of writing and speaking the
English language with propriety.
2. Grammar is divided into four parts, viz., Orthography,
Etymology, Syntax and Prosody.
'
S. Orthography teaches ·the true powers of letters, and the
just mode of spelling words.
4. Etymology treats of the different sorts of words, their use
and variation.
5. Synta]r treats of the formation-of words into a sentence,
and of their several relations and depe~dencies.
6. Prosody teaches to pronounce words according to accent
and quantity. This definition, though strictly correct, is cer• cainly limited, when the usual application of the term is considered.
· As an elementary book, this work will be confined to ETYXOLOGY, SYNTAX and PROSODY.
7. As the terms, ol>ject, primary, and secondary, are frequently used in the course of this work, their meaning should
be clearly understood by the scholar. By ol>ject is meant the
person, thing, or event,- for which a word stands, thus : The
houie ia old: the building, referred to by the word house, is the
object of the word house.
8. The primary is that part of speech to which some other
..,, :word relates, thus : An old house: house, being referred to by
-"~ and old, is the primary of these two words.
9. A secondary is a part of speech which relates to some word,
2

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18

ENGLISH

GRAMMAR.

as, She writes elegantly. Elegantly is !lsed to express the
manner of writing ; it refers to the word writes, and is, therefore, a secondary.
RECAPITULATORY EXERCISES.

What is Grammar?
How is Grammar divided l
What is Orthography 1
What is Etymology 1
What is Syntax ?
What is Prosody ?
What is to be understood by object 1
What is a primary 1
·what is a secondary?

ETYMOLOGY.

19

EXERCISE FOR THE PUPIL.

In the sentence, "A gentleman who held an honorable office under
government, evinced an amiable weakness in declining a part of the
salary ; " let the scholar point out the indefinite articles, and state the rea.
son for the difference in the spelling.
PARSING.

A scholar.
A is an indefinite article, limiting scho"lar; that is, showing that the
word scholar means only one person.
An elephant.
An is an indefinite article, limiting elephant. It takes the I.titter n,
because the next word (elephant) begins with a v:owel.

An honest man.
An is an indefinite article, limiting man. It takes the letter n, because
the next word (honest) begins with a silent h.
EXAMPLES.

ETYMOLOGY.
10. The words of which the English language 'is composed
are classed under ten different heads, called parts of speech, viz.,
Article, Noun, Adjective, Pronoun, Verb, Participle, Adverb,
Conjunction, Preposition, Interjection.
ARTICLE.

11. The article is placed before a noun to limit or define its
extent. There are two kinds of articles, definite and indefinite.
INDEFINITE ARTICLE.

12. The indefinite article is only the letter a, (or the word an
before a vowel or silent h,) used in relation to a noun, to limit
its extent from a general to an individual application·.
EXAMPLES.

A man,
A person's estate,

An American,
An honorable man.

A bull. A tree.

An ear. An angel.

An honest woman.

13. Though this article limits the noun to a single individual, it does not
confine it to any particular one of the species ; it is therefore called an
indefinite article. Example: "He 'found man greater than all God's work
beside;" that is to say, he found the human species, expressed by the
word man. "He found a man greater than all God's work beside;"
that is, a single individual, because the word m~n is now limited by the
·
·
article, a.
DEFINITE ARTICLE.

14. The definite article is tlie; it is the word used to limit a
noun to some particular object of general acquaintance, or one
which has been previously mentioned; as, the ship has arrived:
that is, the one expected. The·children are well: that is, our
own children, or those inquired after, or any children to whom
a particular reference has been made.
The is also used in a sense which is a little different from the above, as,
"Moore died on tl1e field of glory." Though no particular field, in point
of locality, may be referred to, not even Corunna; yet, when a soldier is
mentioned, the word FIELD is with much propriety considered as standing
for a class. So, " Two men shall be in tlie field;" not any particular
enclosure, but the general theatre of a husbandman's labors.

