I -x> .. ,._.; tut. 0~1--. 7tf 16'41 )
( lt•t.u.ot. .. .t.. V"L./6.

THE

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7: JI.
/

LABOR-SAVING

•

~

T .
OF

ENGLISH GRAMMAR.
J

'

BY THE AUTHOR OF

. ''GRAMMAR SIMPLIFIED.''

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Entered according to the Act of Congress, in the year 1841, by JEREMJAH GnnENLEAF, Esq. in the Office of the Clerk of the District of
Massachusetts.

RECOMMENDATIONS OF "GRAMMAR SIMPLIFIED."
'

From the Rev. W Allen, President of Bowdoin College.
I have examined Mr. Greenleaf's "Grammar Simplified," and have received from
him some explanations of his mode of instruction, and am fully so.tisfied, tha.t his
•ystem is ·more siinple, and is calculated to impart a. knowledge of grammar with
nwre facility, and m a inuck slwrter time, than any now in use.
W. ALLEN.

I have seen, for the use of elementary schools. It is not intended to supersede the
study of Murray, or any other larger Grammar which may be preferred in colleges
or higher schools; but only to become preparatory to U1em with young persons, or
those who do not expect to obtain a liberal education. Under this view of the subject, I can decidedly recommend the Grammar of Mr. Greenleaf as the best I have
ever seen.
FREDERICK BEASLEY.

From the Rev. J. M. Mason, President of Carlisle College.
I have recently looked over, with ·some curiosity and attention, a little work by
M r. J. Greenleaf, entitled "Grammar Simplified." It is exceedingly brief, and proposes to teach the rudiments of that art in an almost incredibly short time. Considering the \'oluminous treatises on this subject, and the time usua1ly spent in ac·
quiring a tolerable knowledge of it, the author must necessarily encounter much
public prejudice.
It has unfortunately happened, that almost every man of obtuse intellect and
slrong powers of drudgery, thinks hims elf qualified to write a grammar; which, of
course, he contrives to make as unintelligible ns possible; and hence grammar, in·
stead of being an inviting, becomes an intole rably irksome task.
Children have to labor year after year, without much progress, through a liternry
swamp, and when they grow weary, th eir steps are often quickened by the birch;
while the blame is wholly and solely to be attributed to' th e stupid method of instruction.
This little treatise proffers a relief. It doe s not pretend to conduct the pupil
throu gh the depths of grammnticnl science-not to make him a master of its phi lo·
sophical principles, but to give him a competen t knowledge of it fo r p1'aclical p~r·
poses-to familiarize the matt.er of it to his mind-to put him in posse!sion of those
elements, without an accurate acquaintance with which, ulterior advances are im·
prncticnble.
The whole secret lies in stripping it of every thing but the very essentials-in
placing th ese before th e c;1Je of the learner, and in accustomir.g him to the applica·
lion of every thing as he goes along.
The public may be assured that Mr. Greenleaf is no quack; but that he performs
much more than the modestv of his titl e would lead his reader to expect.
•
J. M. MASON.

F rom R ev . W. Harris , President of Columbia College, [N. Y. city.]
Having examined J\'lr. Greenlears new system of English Grammar, I cheerfully
concur in recommending it, as a system well calculate<l to communicate a competen t knowl edge of the subject, as to all pr:ictical purposes, and in a much shorter
time thon any now in use.
WILLIAM HARRIS.

From th e R ev. P. Beasley, P resident qf th e University of Pennsylvania, [ P hiladclphia.]
I hav e examined the plan oftenching- Grammar drawn up by ]\fr. Greenleaf, and
3gree with those who have given their testimony in its favor. It is the best system

From the Rev . E . D. Griffin; Presiaent of Williamstown College.
I have rend, with some en.re, the second edition of Mr. Greenleaf's Grammar
Simplified. There is nothing miraculous or mysterious in it, nor in th e effects
which it is said to produce. The whole istfomprehended in the following facts:
Mr. G. has attentively studied the principles of English Grammar; and, with the
exception, perhaps; of a few minor deta:ils, has exhibited them with entire correct·
ness. His manner of expressing them is short, lucid, and striking. He has brought
together a greater number of principles than is found in almost any other gram·
mar, and those happily selected; and has presented them in a naked form, disencumbered of all unnecessary matt<r. There is ·nothing heavy, noth ing perplexed.
The arrangement is new, and strikes me favorably. How much it1 gained by this
means, a nd particularly by speaking so much to U1e eye, I could better judge were I
to sec the effects exem plified iu a school. Much will depend on th e skill and adroitness of tho teac her; but I am prepared to say, let him have the li•ely conception
and aptn ess to teach, '"'·hich are manifested in the compilation of this Grammar; let
him, in short, be Mr Gre enleaf himself, a_n d children will be likely to become initiated sooner and more thoroughly upon this plan than upon a.ny other which I have
seen.
-..
E. D. GRIFFIN.

From the R ev. W . Staughton, President of Columbian College.
I have perused the work, entitled "Grammar Simplified," by Mr Greenleaf. It is
precisely what it declares itself, "An Ocular Analysis of the English Language."
It is sca rcely possible to enter the tern pl~ of grn.mmatical knowledge by a more ea~
sy, or a more beautiful inlet. In my judgmen~ the internal merit of the work must
ensure its circulation.
WILLIAM ST AUGHTON.

From the R ev . C. A . Goodrich, Professor in Yale College.
From n cursory exnminatwn of Mr Greenlenf's method of instruc ting in English
Grammar, I am satisfied that it combines the advantages of greater simplicity, pre·
c ision and co rrec tness; and that, if successfully applied, it _will advance the young
student in th e tec hnical busir.ess of parsing, with more rapidity than any system
within my knowl edge.
CI-IAUNCY A. GOODRICH.

RECOMMENDATIONS OF THE "IMPROVED GRAMMAR," 1839.

From Wesleyan University.
H aving exam ined "Grecnl euf's Improved Grammar," I think it calculated to im·
port a knowledge of th e subject much quicker and much easfrr than any other sys·
tem eve r publishe c.l. As an elementary work, I consid er it by Jar the best Gra.m·
m11r extant ; and a great improvement upon uGrnmmnr Simplified."
,
WlLBUR FI SK, D. D. President.

From Brown's University, [Providence. ]
\V e hnve given some attention to Mr. Gree nleuf's system of teaching English
Gramrn nr, and are of the opinion, that it possesses peculiar advantages, and is worthy of public patronage.
H.B. HACKETT, Professor oftke L earned L anguages.
WM. GAMMELL, Professor of Rhetoric and Oratory.

From Cambridge College.
When connected with H arv ard College, President Kirkland nnd myself examined, o.nd recommended Greenleaf's new system of English Grammar, and thought
it th e bes t book of th e,kmd, fo r begmners, we had ever seen; but havmg recently
rend his "Improved Grammar," so fa r as to understand the auth or's sys tem and ar·
rangement, I am well satisfied, that it offers considerable advantages over "Gram·
mar Simplified."
SIDNEY WILLARD, late Professor oftlie Learned Languages.

ADVERTISEMENT.
--==t*ltl•t==--

Notwithstanding the great advantages which this book offers, both in echools
and in families, over all other works of the kind, notwithstanding the labor of
inonths, and even years, is here reduced to a few days, yet it will, undoubtedly,
liave to encounter much public prejudice-because many people (like the Dutchman who always went to mill, with a great stone in one end of his bag*) are exceedingly prone to like the "good old way" the best-let it be ever so
stupid, foolish, or absurd. It is to be expectetl, therefore, that all Teachers, "of
obtuse intellects and strong powers of drudgery," will moat heartily oppose this
~'Labor eaving System." Those, also, whose interest it may be to keep their pupils drilling as long as possible in grammar, will stand a pretty good chance to oppose it. And all the supe7jidal or quack teachers will, mDBt assuredly, oppose i!,
with all their might-because (although they may find it no very difficult matter
to teach from other grammars, and to keep up, perhaps, with their pupils) they cannot even begin to teach, from this system, without immediately exposing their ignorance-as those, who undertake it, should not only understand its "plan," but
t11ey must absolutely understand grammar themselves. It 'is confidently believed,
however, that all teachers, except the above mentioned classes, will immediately introduce it mto their schools, as soon as they become acquainted with its merits.'All the host of pretended "simplifyers" of grammar, from the days of Murray to the
present time, will also very probably oppose it. For, as many have attempted, and
all Jailed, it will be very natural for ·them to feel a little envious, and to use their
influence and eloquence to prevent its bei~g used in schools. A few, however, of
the above mentioned Authors, have succeeded in making some little improvements
in grammar, though not the least, in my opinion, has ever before been made, in the
"stupid method of instruction." But most of those who have 'made the attempt, instead of simplifying the subject, have, absolutely, mistijied it. Instead of "removing
*When on horseback.

the impediments and cle.aring away the stumbling blocks, from
111atical knowledge," they have, seemingly, labored, with all .th(
more obstacles in the way. Let the worth of theories and syE
tested by their practical usefulness, ar.d let them be appreciated
done, and lam bold to say, that ''Greenleaf's Impro\'.ed Gramm
all opposition. What man, wishing to go from Boston to Cape
foolish as to take the "round about way," on foot, through mud
week in getting there, when he might, just as well, take a pleai
the same place in two hours, with one tenth the expense ? Th·
to have his children, in studying grammar, ''to labor, year after
erary swamp, and when .they grow weary to have their ster
birch," when they might acquire the same knowled'ge, by an ag
ful study ofl2 or 15 days, with one fiftieth part of the expense
teacher, perhaps, it strengthens their memory'to be a long time
and they are not so apt to forget it.· Sheer nonsense! It str•
more like.
If any one should think this book is not what it professes to
a.mple recommendations, from all of our principal Colleges. SI
to it on account of its brevity, let 'him proiluce a scholar that sh
contents. Le.t hi!Il pr.oduce any correct sentence which one o
apply in analyzing,-or let ·him produce any incorrect sentenc1
corrected by the Key.
Besides the great facilities which this treatise offers in schc
and learner, the advantages to be derived from it, infamilies, a
ers, are almost incalculable,-as specimens of all the errors, whi
cur in common conversation, and Jetter-writing, are here corre
of a single leaf. Every person, therefore, wh<? can read (youi
unlearned) should be m the possession of a CO'P!J.

,,,

ADVERTISEMENT.
--==1e101e1==--

thstancling the great advantages which this book offers, both in 11chools
'.milies, over all other works of the kind, notwithstanding the labor of
and even years, is here reduced to a few days, yet it will, undoubtedly,
encounter much public prejudice-because many people (like the Dutch> always went to mill, with a great stone in one end of his bag*) are exy prone to like the "good old way" the best-let it be ever so
Jolish, or absurd. It is to be expecte~, therefore, that all Teachers, "of
1tellects and strong powers of drudgery," will most heartily oppose this
1aving System." Those, also, whose interest it may be to keep their pu1ing as long ns possible in grammar, will stand a pretty good chance to opAnd all the 81tpei:Jida1 or quack teachers will, most assuredly, oppose it,
their might-because (although they may find it no very difficult matter
from other grammars, and to keep up, perhaps, with their pupils) they can1 begin to teach, from this system, without immediately exposing their ig-as those, who undertake it, should not only understand its ''plan," but
1st absolutely understand grammar th£mselves. It is confidently believed,
:" that all teachers, except the above mentioned classes, will immediately init mto their schools, as soon as they become acquainted with its merits.host of pretended "simplifyers" of grammar, from the days of Murray to the
time, will also very probably oppose it. For, as many have attempted, and
~d, it will be very natural for them to feel a little envious, and to use their
:e and eloquence to prevent its being used in schools. A few, ho·wever, of
ve mentioned Authors, have succeeded in making some little improvements
,mar, though not the least, in my opinion, has ever before been made, in the
method of instruction." But most of those who have made the attempt, in' simplifying the subject, have, absolutely, mistijied it. Instead of "removing
en on horseback.

i

the impediments and clearing away the stumbling blocks, from the paths of gra
matical knowledge," they have, seemingly, labored, with all their might, to thr
more obstacles in the way. Let the worth of theories and systems, therefore,
tested by their practical usefulness, and let !.fem be appreciated accordingly. 'I
done, and I nm bold to sny, thnt "Greenleaf'~ Improved Grammar" will look do
all opposition. What man, wishing to go from Boston to Cape Cod, would be
foolish as to take the "round about way," on foot, through mud and 'mire, and b
week in getting there, when he might, just as well, take a pleasur~ b~at, and h1
the same plJtce in two hours, with one tenth the expense ? . Then. who would "
to have his children, in studying grammar, ''to labor, year after year,. through a
erary swamp, and when they grow weary to have their steps quickened. by
birch,'' when they might acquire the same knowled'ge, by an agreeable and deli1
ful study of 12 or 15 days, with one fiftieth part of the expense? 0 ! but says
teacher, perhaps, it strength£ns their menwry'to be a long time studying .gram1
and they are not so apt to forget it. Sheer nonsense! It s~engthens his p1
more like.
If any one should think this book is not what it professes to be, let him reai
ample recommendations, from all of our princjpal Colleges. Sh.ould any one ob
to it on account of its brevity, let him produce a schola.r tlmt shall under8tand al
contents. Let hi!Il produce any correct sentence which one of its Rules ·will
apply in analyzing,-or let him produce any incorrect sent!)nce which canno1
corrected by the Key.
Besides the great facilities which this. treatise offers in schools, ·both to tea'
and learner, the advantages to be derived from it, infamilies, and by private le
ers, are almost incalculable,-as specimens of all the errors, which so frequently
cur in common conversation, and Jetter-writing, are here corrected by the tur
of a single leaf. Every person, therefore, wh</ can read (young or old, learne
unlearned) should be m the possession of a copy.
PuBLISHE

\

•

PREFACE.
'o abridge toil and save cost, in acquiring the rudiments of Etymolygy and

Unlike all other Grammars, this little Compend is also calculated to be •

1tax, is the object of this publication. It is constructed upon a plan entirely

ly useful, in families and to private learners; being so constructed, that SJ

" and is calculated to impart a knowledge of the subject with more facility, and

of all the common and critical errors in Syntax can be corrected, and the " 1

1

much shorter time, than any other system ever published. However incredible

.1ay seem, the most ample testimonials can be produced, that
~

ONE

wherefores" given, with the greatest facility, without the aid of a teacher.

DAY's agree- · likewise .a very important desideratum; as it will go very far (should it be

Mo NTH of irksome drudgery, in

ly used in families) towards purifying our language from those corrupti

e good old way." "This is, certainly, a great saving of labor, amd expense.-

provincialisms, to which all living languages are liable. Hence, its vast

1 Time, says Dr. Franklin, is Money.

nence over all other works of the kind.

11

study, from this .system, is fuU equal to

ONE

THE

At

facilitating and accelerating the study of English ·grammar, "Grammar Sim-

ied*" has hitherto stood unrivall~d; .but this little treatise offers great advantaeven over that popular work.

Experience, that "best of schoolmasters," having

gested several very important alterations and improvements. It is now believmpossible "to enter the Temple of grammatical knowledge, by a more easy or a
·e beautifid Inlet."

*This book has had a most rapid sale, and is :irobably better recominen
any work ever before published-viz: by the Presidents and Professors •
teen of our' principal Colleges, including Cambridge, Yale, and the W esle}
versity,

PREFACE .
.oil and save cost, in acquiring the rudiments of Etymolygy and

Unlike all other Grammars, this little Compend is also calculated to be extreme-

bject of this publication. It is constructed upon a plan entirely

ly useful, infainilies and to private learners; being so constructed, that specimens

ulated to impart a knowledge of the subject with more facility, a11d

of all the common and critical errors in Syntax ·can be corrected, and the " whys and

er time, than any other system ever published. However incredi!Xe

wherefores" given, with the greatest facility, without the aid of a teacher.

e most ample testimonials can be produced, that Orrn DAY's agree-

likewise ·a very important desideratum; as it will go very far (should it be general-

This is

' this system, is foll equal to 0.NE MoNTH of irksome drudgery, in

ly used in families) towards purifying our language from those corruptions and

vay." "This is, certainly, a great saving of labor, and expense.Dr. Franklin, is Money.

provincialisms, to which all living languages are liable. Hence, its vast pre-eminence over all other works of the kind.

THE AUTHOR.

· and accelerating the study of English grammar, "Grammar Simherto stood unrivalled; but this little treatise offers great advantR1at popular work.

Experience, that "best of schoolmasters," haviag

al very important alterations and improvements. It is now believ:o enter the Temple of grammatical knowledge, by a more easy or a
nleL"

*This book has had a most rapid sale, and is ?robably better recom1)1ended than
any work ever before published-viz: by the Presidents and Professors of Eighteen of our principal Colleges, including Cambridge, Yale, and the Wesleyan University,

GREENLEAF'S HlPROVED GRAMMAR.

EXPLANATIONS, AND MODE OF INSTRUCTION.
Book 1st. contains a sufficient part of book 2nd. for etymological and syntactical
parsing, &c., drawn ·up in accordance with the author's new plan or method of instruction. It also contains the necessary parsing lessons, in the first five ?f which
(adapted to the different moods and tenses) the parts of speech are designated by
their initials. It is designed, exclusively, for those who may have the advantages of
a teacher. ·
Book 2nd. contains, niethodically arranged, all the esse:ntidls of Etymology and
Syntax. It is designed to be, occasionally, referred to by those practising from
book 1st., especially the Conjugation of Verbs, Rules of Syntax, False Grammar
and Key. It is also designed for families and for private learners.
Method. The tediousness of ·committing a ma~s of unintelligible matter to memory, preparatory to parsing, as is usually the case, is here entirely dispensed with;
as the beginner is enabled to enter upon this important bnsiness immediately, and
to learn the definitions, rules, &c., "as he goes along."
Having organi'zed a class, commence operations by a simultaneous recitation of
the names of the· parts ·of speech, (see commencement of book 1st.) thus-\Vhat
does ar stand for? .says. the teac.her. Answer, all together-Article. N'J Noun.
Pro~ Pronoun, &c, . This should be repeated several times. Then commence etymological and syntactical parsing, at Parsing Lesson fat., and contim1e to the end
of the lesson-( the teacher prompting, explaining and assisting, at all times, as occasion may require). Then commence syntactical parsing, at lesson 2nd. and contin11e to the end of the marked lessons. By this tim e, the learner will be able to
determine most of the parts .of speech w.ithout any assistance, and he may then commence at lesson 6, and continue to the end of th e book, or part way through, according to time and circurn6tances.
All that is necessary to be committeq, can easily be done by "making the application;'' by occasional recitations from the book, (as a relaxation from parsing) and
by taking short lessons to study during intermediate school hours. As it saves
much time, and students learn much foster, they should generally recite simultaneously; i.e. all together, instead of separately. It has also been recently ascertained,
that, in large classes, beginners will l ~arn much faster to parse, for most of the time, .
in this manner. Even in small classes, they will make more proficiency, by exercising, part of the time, in this way.
With proper instruction, the rapidity with which the learner "goes ahead,'' from
this system, is truly astonishing. It ri111y justly be calleu "railroad speed." Hav-

ing the whole fie!U of gro.mmar before his eyes at one view, the
of speech designated, being so progressive, and the changes fro
lions being so frequent, he becomes initiated into the subject, ,
aware of it. He soon begins to see th e propriety of his resea1
and delight, and his study becomes a matter of amusement to hi1
Much, however, depends upon the skill, judgment, and adroitnei
n
v ar n
How to commence parsing. Charles writes a letter.
Teacher-What part of speech is Charles?
Pupi'.Z-Charles is a noun.
T eacher-What is a noun?
Pupil-A noun is a word, &c.
Teacher-A proper noun. Why?
Pupil-Proper nouns are the names, &c.
Teacher-Masculine gender. 'Vhy?
Pupil-The masculine gender denotes males, &c.
As soon as the learner becomes a little initiated, the teacher r
following manner-Common, or proper? Why? What gend
He should continue to vary bis mann er of prompting, according
his pupils. 'Vhile proceeding in this manner, every one in the c
reeled to pla.:e hi3 left hand finger* under the "word" in the Jes
right hand finger, to trace tbe definitions, rules, &c. Tbe teach '
endeavor to prevent his pupils from "getting puzzled,'' and fo
should never attempt to explain or illustrate any faster than the
him, and when ever he thinks they are a little restless or tired of p1
exercise them, for a short time, in simultaneous r eci tations-s~1ch
the parts of speech, Declensions, Comparison of adjectives, List o
jectives, Prepositions, or Conjunctions, &c. This, while it animal
a recreation to them, has also a tendency to dispel all embarrassmc
of the mind. Those who teach other branches, in th eir schools, c;
pils parse, &c., ten or fifteen minutes in the forenoon, and the same
(or lon ge r, if th ey think proper) and then let them attend to th
T eac hers will also find, that this method of instruction saves themi
and perplexity, as well as their pupils. "A word, to the wise, is
*Or some kind of a pointer.

BOOK FIRST.

GREENLEAF'S E\lPROVED GRAMMAR.

5

EXPLANATIONS, AND MODE OF INSTRUCTION.
contains a sufficient part of book 2nd. for etymological and syntactical
., dra~n up in accordance with the author's new plan or method of inIt also contains the necessary parsing lessons, in the first five of which
the different moods and tenses) the parts of speech are designated by
'· It is designed, exclusively, for those who may have the advantages of

ing the whole fi eld of grammar before his eyes at one view, the lessons, with parts
of speech designated, being so progressive, and the changes from parsing to recitations being so frequent, he becomes in itiated into the subject, almost before he is
aware of it. He soon begins to see the propriety of his researches, with pleasure
and delight, and his study becomes a matter of amusement to him, rather than labor.
Much, however, depends upon the skill, judgment, and adroitness of the teacher.
. contains, methodically arranged, all the essE:ntidls of Etymology and
n
v ar n
How to commence parsing. Charles writes a letter.
·is designed to be, occasionally, referred to by those practising from
Teacher-What part of speech is Charles?
;pecially the Conjugation of Verbs, Rules of Syntax, False Grammar
Pupil-Charles is a noun.
:t is also designed for families and for private learners.
T eacher-What is a noun?
The tediousness of committing a ma~s of unintelli gible matter to memPupil-A noun is a word, &c.
tory to parsing, as is usually the case, is here entirely dispensed with;
T eacher-A proper noun. Why?
mer is enabled to enter upon this important business immediately, and
Pupil-Proper
nouns are the names, &c.
definitions, rules, &c., "as he goes along."
Teacher-Masc uline gender. Why?
·ganized a class, commence operations by a simultaneous recitation of
Pupil-The masculine gender denotes males, &c.
if the parts of speech, (see commencement of book l sL) thus-\Vhat
As soon as the learner becomes a little initiated, the teacher may prompt in the
d for? ·Bays the teacher. Answer, all together-Articl e. N~ Noun.
following
manner-Common, or proper? Why? Wh at gender? Why? &c.
·un, &c. This should be repeated se.veral times. Then commence etrnd syntactical parsing, at Parsing Lesson let., and contintle to the end He should continue to vary his manner of prompting, according to the progress of
1- (the teacher prompting, explaining and assisting, at all times, as oc· his pupils. Whil e proceedi ng in this manner, every one in the class should be d_irequ ire). Then commence syntactical parsing, at lesson 2nd. and con- rected to pla.:e hi3 left hand finger* under the ""'ord" in the lesson, and with his
end of the marked lessons. By this time, the learner will be able to ri ght hancl finger, to trace the definitions, rul es, &c. The teac her should always
os t of the parts of speech without any assistanc e, and he may then com- endeavor to prevent his pupils from "getting puzzled,'' and for this purpose, he
;son 6, and continue to the end of the book, or part way through, ac- shoul d never attempt to explain or ill1tstrate any faster than they can understand
him, and when ever he thinks th ey are a little restless or tired of parsing, he should
me and circumstances.
: necessary to be committed, can easily be done by "making the appli- exercise th em, for a short time, in simultaneous recitations-scich as the Names of
>Ccasional recitations from the book, {as a ·relaxation from parsing) and th e parts of speech, Declensions, Comparison of adjectives, List of pronominal ad10rt lessons to study during intermediate school hours. As it Baves jectives, Prepositions, or Conjunctions, &c. This, whil e it aniina.tes, ancl serves as
rnd students learn much faster, they should generally recite si:nulta- ,a recreation to them, has also a tendency to dispel all embarrassments or confusion
all together, instead of separately. It has also been rece ntly ascerta ined, of the mind. Those who teach other branches, in th eir schools, can hear their pupils parse, &.c., ten or fifteen minutes in the forenoon, and the same in the afternoon,
! classes, beginners will learn much faster to parse, fo r most of the time,
er. Even in small classes, they will make more proficiency, by exer- (or lon ger, if th ey th ink proper) and th en let them attend to their other studies.
T eache rs will also find, that this method of instruction saves themselves 1nuch lab or
if the time, in this way.
·
ancl perplex ity, as well as their pupils. "A worcl, to the wis e, is sufficient."
'er instruction, the rapidity with which the learner" goes ahead," from
is truly astonishing. It rimy justly be called "railroad speed." Hav* Or some kind of a pointer.

BOOK FIRST.
- - = r0J4i101c==---

B.
.

~~
·~A~

I

.

GREENLEAF'S IMPROVED GRAMMAR.
PARSING LESSON I.
n
v
nan loves.
n

cs Eli za.

ar

n

v

ar

Tli e boys study .
n

v

n

v

ar

v

ar

n

n

v

pr

ar

peace.

n

Charles wrote a lette r.
v

ar

n

v

ar

n

ar

n

pr

n

v

ar

n

Th e paths of virtu e are the paths

n

v

n

pr

a

.n

A good man worships God with humble confid ence .

n
n
pa
a
pr ar
n
v
ad
>;1 r's troops, being cager for an onse t, rush ed furi ously
ar n
n
ad
v
pa
ar
n pro
the foe. Men nre often found trnn>gressi ng th e laws. I
v
c
v pr pro
n
c
v
pr pro
II arise, and go to my fotl1er, and will say unto him;
n
pro
v
pr
n
c
pr
pro
ther, I have sinned against H ea ven, and before thee.
n

ar

n

v

ar

a

n

n

:wton, th e phil oso ph er, was a great astronomer. E sther
ad pro a
n
pro
v
n pr ar n pr
t on her royal apparel. She obtained favor in the sight of
n
n
pa pr
n
v
pro
n
ar
e king. Money, tak en by fraud, betrays its posse ssor. 'l'he
n
pro pro v pr n
ad
v
n
li es , whom we saw at cou rt, were gen te elly dressed. H enry
v

ar

n

ad

ar

n

v

n

cl rec eiY e<l the news before th e messe nger arrived. General ,
, v ar
n
pro pro v pro nr n
pro pro
is is th e sw ord which you g'1ve me. A le tter, which we
ad
v
v pro ar
n
a
v pr
n
.vc just rece iven, giY es us an an s wer. Some talk of subjects
ro
ad
v
a
v
n
pro
ud
ey do nut und erstand; others praise virtue, who do not
v pro nr
n
v pr ar
n
c
a pr
nc tise it. 'l'he men were tried by the court, and each of
ro
v
pro
ud
v
i
pr
em was fin ed. I hav e often be en occupied, alas 1 with
n
i
n
ad
a
v pro
fies. 0 ! virtue, how aminble art thou!

0

PARSING LESSON II.
If ,

unless, except , o/c., nre sign s of th e subjunctive mood.

pro

n

v

a

pro

n

v

a

c

ar

our desires be mod erate, our wants will be few. If the
v
pro
c
n
v
ad
a
c
pro
rnlution were no t legal. Un less thou hast loved her. If
n
v
pr pro
c
pro
v ar
n pr ar
1!10 hncl spoken to me.
Unl ess he will do th e work in a
n
v
pro
a
n
c ar
'11tec l mann er. If the mu n shall hav e accomplished hi s
n
pr
n
c
n
v pro
n
n
urk by midsummer. If Jam es has lost his money, Jack
v
pro
11
pa
pr
n
·ill recover it. Henry, having graduated at coll ege, will
11
c pro
n
v
c
v
pr
ar
n
pr
:1ter upon the study of divinity, if hi s health admit. If
ro
n
v pr
n
pro pro pro
v
c
v
1ir fri e nd be in trouble, we, whom he knows and loves,
v
pro . c pro
v
pr
n
c
ad
·ill console him . If we co nte nd about trifles, and viol ently
v
pro
n
pro
v
nd a
n
c
:>intain ou r opinion s, we shall gain !Jut few fri e nds. lf
n
v
pro
11
pro
v
pro
n
c
:eatness flatter our Yan ity, it mul tiplies our dangers . If
ro

v

pr

pro pro

v

c

nr

a

; full of active powe rs. If thou art he-but oh! how fa ll en!
n
pro v
a
c pro v ar
n
pr pro pro
rentlemen, you are mistaken, if I be the perso n to whom you
v
c pro
v
ad ar
n
pr
n
llude . If we possess not th e power of self-government,
v
ar
n pr
a
a
n
.ro
;e shall be th e pr ey of every e vil propensity .
Having
pa
pro
n
pro
v
p1·
a
n c
n
office, he
c
n

re tire d

v

to

privat e
ad

li fe, if hi st ory
n
v

If youth be trifled away, manhood will be
a
c
a
n
a
c
pr
a
a
:o ntemptibl e, and old uge, misera bl e. If, from anv i11ternal

:peak truth.
n

ar

n

n

nr

n

:11i'

NOUN.

A NO UN is a word which is the name of any person, place, or thing.
Common nouns are the names of whole snrts or species.
Proper nouns are the nam es of individuals.
GENDER is the distinction of se x.
The masculine !{ender denotes mules.
The feminine g~nder denotes females.
.
.
The neuter gender denotes things without sex.
PERSON is the quality of the noun which modifies the verb.
The first person denotes the person speaking.
The second person denotes the person or thing spoken to.
The third person denotes the person or thing spoken of.
NUMBER is the distinction of one from many.
The singular number denotes but one object.
The plural number denotes more objects than one.
CASE is th e different state or situation of nouns with regard to other words.
The nominative case is the actor, or subject of the verb ;-it generally comes before the verb.
The possessive case denotes prope rty or possess ion; it is formed by adding s to a noun with an a1
The objective case is the object on which the action of a verb or participle terminates, or the ol
pwposition :-it generally comes after the verb.
i'

PRONOUN.
A PnoNOuN is a word used instead of a noun, to avoid the too frequent repetition of the same ,,
Personal pronouns stand immediately for the name of some person or thing.
Relative pronouns .relate directly to some noun or personal pronoun, called the antecedent.
who, whose, whoni, which, what, and th at.
ADJECTIVE.
An ADJECTIVE is a word which expresses some quality or property of a noun.
, .
Pronominal culjectives are those whi c h are sometimes used as adjectil'es, and .sometimes as pro1
The positive degree expresses the quality of an object without any increas&or.dim!Jrntion.
The cornpara.ti'.ve degree in creases or lessens the positive in signification.
· ·
The superlative degne increases or lessens the positive in the highest or lowest degree.
VERB;
A VERB is a word which expresses action or being.
.
An acNve verb denotes action or energy which terniin·a tes on some object.
A passive verb denotes action received, or endured, by the person or thing which is the nomina
A neuter verb denotes simple being or existence, or it denotes act.ion which is limited to the su
Reg ular verbs are those whose imperfect tense and perfect participle end in ed.
l1ng1ilar verbs are those whose imperfect tense and perfect participle do not ~nd in ed• .
Defective verbs are those which are used only rn some of their moods and tenses.
·
MOOD is the man ner of representing action or being'.
. '·
The Indicative rnood simply indicates or declares a thing, or asks a question.
The Subjunctive inood expresses actwn or being in a doubtful or conditional manner.
Th e Potential rnood declares the power, liberty, possibility, or necessity, of action or being.
The Infinitive mood expresses a thing in a general and unlimited manner; having no nominal
quently, neither number nor person.
The Imperative mood commands, exhorts, or intreatS".
TENSE is the division of time.
The Present tense de notes present time.
The Impe1fect tense denotes past tim e, however distant.
The Peifect tense denotes past time, but a lso .conveys an allusion to the present.
The Pl11.pe1fect tense denotes past tim e, but as prior to so.me {)ther pa.s t time specified.
The F irst jiiture tense de notes future time.
·
The Secondfutun tense <knotes future time, but as prior to some other future time specified.

n

:e look around us, we shall perce ive, thnt the whole uni ve rse
a pr a
n
c pro v pro c i
rtd
pa

esigned his
v
n

ARTICLE.
An A RTICLFl is a word placed before nouns to limit their signi~cation.
The indefinite article limits the noun to one of a kind, but, generally, to no particular one.
The defmite article limits the noun to one or more particular objects. There are two articles, a or a
.f:1 or an is called the indefinite article-the is called the d<;finile.

n

Charles will have written a letter.

n

a

Harriet
ur

Charles had written a Jetter.

n

e gir ls play in sc hool.

n
v

n

arles will writP, a lette r.
n

v

n

Clrnrl es writes a letter.

n

n

A good girl learn s.

ar

arles Ins written a letter.
n

a

PARTICIPLE.
.
AP J. RTICIPLE is a word derived from a verb, and partakes of th e natlfre of the verb, adjective
The present participle denotes present time, and g e nerally ends in ing.
The pe1fccl participle denoted pas,t time, and, in regular verbs, corresponds exactly with the impe
ADVERB.
An AnvERB is a word generally used to qanlify or modify the sense of verbs.
comparison; as, soon, sooner, soonest.

Some adverb

PREPOSITION.
A PREPOSITION is a word which serves to connect words, and show the relation between the 1
CONJUNCTION.

n

-

""

.

~

-

-

~-

-

~

... -

-

GREENLEAF'S IMPROVED GRAMMAR.
Sing.
JV"om. king
Poss. king's
Obj. king

DECLENSION OF NOUNS.
Plti.
Plu.
Sing.
.¥om. men
Nom; kings
Nom. man
Poss. kings'
Poss. man's Poss. men's
Obj. men.
Obj. kings.
Obj. man

I
I

D ECLENSION OF 'THE PERSON AL PRONOUNS.
FIRST PERSON.

SECOND PERSON.

THIRD PERSON.

.
Sing.
JVom.
· Nom. thou,
1"om. I,
'o ss: my or mine, Poss. _thy or thine, Poss.
Obj. thee.
Obj.
lbj. me.
Plu;
Plu.
Nom. ye or you,
JVom.
rom. we,
Poss. your or yours, Poss.
'oss. our or ours,
Obj. you.
IObj.
lbj. us.
Sing.

Sing.
he,
his,
him.
Plu.
they,
their or theirs.
them.

'!'HIRD PERSON.

Nom.
Poss.
Obj.
Nom.
Poss.
Obj.

THIUD l'ERSON.

Sing.
Sing.
she,
JVom. it,
her or hers,
Poss. its,
her.
Obj. it.
Plu.
Flu.
they,
Nom. they,·
their .or theirs,I Poss. their or theirs,
them.
Obj them.

DECLENSION OF THE RELATIVE PRONOUNS.
Singular and Plural.
Obj. whom.
Pos.~. whose,
N01n. .who,
Obj. whomever.
Poss. whosever,
Nom. whoever,
Obj. whomsoever.
Poss. · whosesoever,
Norn. · whosoever,

Positive.
wise,
great,
virtuous,
ainiab le,
good,
bad,
little,
much 01· many,
near,
late;
far,

COMPARISON OF ADJECTIVES.
Compa.rat1've.
wiser,
greater,
more virtuous,
less amiable,
better,
worse,
Jess or lesser,
more,
ne arer,
later,
farther,
.

Superlative.
wisest.
greatest.
must virtuous.
least amiable.
best.
wortt.
least.
most.
nearest or next.
latest or last.
forth est.

.

A LIST OF THE PRONOMINAL ADJECTIVES.
One, other, another, each,' every,· either, neither, this, that, these, those, all, any,both, same, such, some,
1rmer, latter, none; Of these, one and other are declined the .same as nouns. Jlnother is declined, but
ants the plural.
of
to
for
by
with
in

A LIST OF THE PRINCIPAL PREPOSITIONS.
into
a!Jove
at
within
beloiv
up
between
dnwn
wil hout
over
beneath
before
under
from
behind
through
beyond

on or upon
among

a lter
about
against

A LIST OF THE PRINCIPAL CONJUNCTIONS.
Copulative. And, if, that,. both, then since, forl because, therefore, wherefore.
Disjunctive. But, or, nor, as, than, lest, though, nnless, either, neither, yet, notwithstanding.

PARSING LESSON III.
ftfay, can, must, might, could, would, should, are si
potential mood.
n
v ad
a
c
ad
pro
Charles is not insincere; and therefore, \ve may ·
pro
v ad
n
pro
v
ad
pro
It must be so; Plato, th ou reasonest well. We
v
ar
n
pr n
pro v pro
accomplish the business in time. It was my dir
v
J
v
n
v
a c pro
should submit. Amanda was ill, but I thought 1
v
pro
a . pr
n
v
ar
li1·e. Can we, untouched by gratitude, view the
pr n
pro ar
a
n
v
pr
of good, which the Almighty hand bestows around
v
ar
n
pr n pro
can resist the allurements of vice. I may have misu
pro
ar n
v
ar n
a
him. The man might have finished the work soon•
ad
v pro ad
pro v pro
a
could not hav.e done it \Jetter. I gave him good a
pro
ad
v
pr pro pro
he would not hearken to it. They might have bee1
ar
n pro
ad
v
pr
n
The man, who is faithfully attached to religion, ma)
ad pr
a
n
a
n
n
on with humble confidence. This author's sentim
v
pr pro n
n
pro
be mistaken by his critic. Thousands, whom ind c
v pr
a
n
v
s unk into contemptible obscurity, might have corn
ad
pr
n
c
n
c
n
to usefu lness and honor, if idl eness had not fru s
n
pr a pro
n
pro
v
pa
effects of all their powers. \Ve may rest assme
ar a
n
pr n pro
v
c
v
the steady pursuit of virtue, we shall obtain and enj o
ar
n
c
n
n
v
physi cian may administer the medicine, but Provich
v pro
pa
pro pr
a
can bless it. Having exposed hi mself in different
v pro n
ar
n
n
may have lost his health. The scholar's diligenc E
v ar n
n
pro pa
a
a
cure the tutor's approbation. She being absent, th
v
ad pr
a
was attended to by others.
PARSING L ESS ON IV.

To is th e sigh of infinitive mood.
pr pro

n

pro

v

n

v

c

In our travels we saw much to approve, ant
AUXILIARY VERBS.
.9.u.xilianJ, or helping 'verbs, (lre those by ~he help of which th e English verbs are principally conjng-ated.
'hose which ar.e ah,vays au.xiliaries, are nw.'}, can, must, might, coiild, would, should, ~nd shall. Those
·!J1ch are sometimes auxihanes, und sometimes principal verb.;, are do, be, have, allll un ll.
A LIST OF THE PRlNCIP AL ADVERBS.
1. Of numbe1·. Once, twice, thrice, &c.
2. Of order. First, sec.ondly, thirdly, fo urthly, fifthly, lastly, finally, &c.
3. Of place. Here~ there, where, elsewhere, anywhere, so!lle wh ere, nowhere, herein, whither, hith er,
thither, upward, downward, forward, backward, wh e11c e, hence, thence, whi_thersocver, &c.
4. Oftime.
Oft-ime present. Now, to-day, &c.
Of time past. Already, before, lately, yesterday, heretofore, hitherto, long since, long ago, &c.
Of time to come. To-morrow, not yet, hereafter, henceforth, henceforward, by and by, instantlv, presently, immediately, straightways, &c.
•
Of time indefi,ni'ie. Oft, often, oft times, oftentimes, sometimes, soon, seldom, daily, weekly, monthly,
yearly, always, when, then, ever, never, again, &c.
5. Of quantity. Much, littl e, sufficiently, how much, how g reat, enough, abundantly, &c.
6. Of manner or qiiality. Wisely, foolishly, justly, unjustly, quickly, slowly, &c. Adverbs of quality
are the most numero.us· kind; and they are grncrally formed by adding the termin ation Ly to
an ~djeciiv.e or participle, or changing le into ly; as, bad, badly; cheerfu l, cheerfully; ab le,
ably; a<lnmable, adrnirubly.
7. Of du-ubt. ·Perhap_s, peradventure, possibly, perchance.
8. Of affinnation. Verily, tmly, undoubtedly, doubtless, certainly, yea, yes, surely, indeed, really, &c.
9. Of negation. Nay, no, not, by no means, nnt at all, in no wii;e, &c.
JO. Ofinterrog:ation. How, why, wh~refo re, whether, &c.
11. Of comparison. More, most, better, best, worse, worst, less, least, very, almost, little, alik e, &c.

v
prov
a
v
ar
cond em n. It is delightful to contemplate the g•
n
prov ar
n
pro
v ar n
Provid ence. I am the person who owns a fault•
c
pro
v
v
pro pro
v
and who disdains to conceal it. He was kno''
v pro ar a
n v
a
v
n
loved her. A good man is unwillin g to give pain
n
ar ·a
n
a
n v
v p1
beast. The good parent's greatest joy is to see hi
a c
a
pro
pro ad ad
v
wise a nd virtuous. \Vhom can we so justly lov
pro
v
v pro a
c
a
who have endeavored to make · us wi.>e and lrn1
v ad .v pro n
pr
n
p:
dare not lea\'e our studies without permission. 0
c
n
v ar
n
pro pro v pr ar
and teachers are the pe rsons wh om we ought in a
n
v
p~o
v ad v
n
manner to respe ct. \ Ve need not urge Charles tc
v pro
v
v
pro v
he loves to <lo it. To have bee n admired, avai led
pro
pa
a
v
ar
n
'l'hey being willing to improve, the study wa•
a
n
v
pro
v
agrP.eable. Compassion prompted us to relieve
n
ar a
n ad
a
c
a

GREENLEAF'S IMPROVED GRAMMAR.

8

PARSING LESSON V.
verb in the imperative mood generally agrees with thou ye
or you, understo od, for its nominative.
' '
pro n
v ar
n
pr pro n
c
v
ad ar
My son, henr the counsel of thy father, and forsake not the
. n pr pro n
pr pro n
n
v
a
c
law of thy mother. In your whole behaviour, be humbl e nnd
n
c pr pro
a
n
v a
n
)bliging; and in yo ur youthful amusements, let ·no unfairness
v
n
v
ad ar
a
n
n
ie found. Guard! Drag here the Spanish prisoner, Alonzo !
ad . ". ar n_ ad
v
pr pro n a
~u1ck.1 brmg the traitor here.
Engrave on your mind this
a
c pro v
c pro
a
n
v pr
:acred rule; "Do unto others as you wish that they should
' pr pro
n
v pro v pro v
v a
:o unto you." Henry, let me hear you read. Let no
n_
Jlr nr
a
n
pr a
ad
v
:om phnnce with the immoderate mirth of others, ever betray
n
n
v
pr n
a
c
1ro _pr
·ou mto profane sallies. Beware of those rash and
a
n
pro
ad
v
pro pr
langerous connexions wJ1ich afterwards may load you with
n
v
ar
n . pr . n
v pro
lishonor. To correct the spmt of discontent, let us
. v_
ad . a pro v
c ad a
pro •;
.ons1der how httle we deserve, and how much we enjoy.
ad pro v
.a
n
pa
pr n
c
Nhen you behold wicked men multiplying m numb er, and
pa. pr n
v
ad c
n
·v
ncreasmg m power, imagine not that Providence favors
v pro v ad, pro n . c v pro .nd
.1~m. Leave me, take off 111s chums and use hi m well. No
a
v.
a·
a .
n
v pro v
pro v
nore ! unbmd that trembling wretch; let him depart; it is
~d pro
v ar
n
pro pro v pr a
•ell he should report the mercies which we show to insolent
n
1
pro n
v
v
pro
efiance. Hark ! our troops are movi ng. Foilow me,
v pro ar n
v pro n
n
:n
1ends. Art thou a parent? Teach thy ch il dren obedience.
\' pro 11r n c ar
n
v pro n
v a
.rt thou a son or a daughter ? Ob ey thy p:!rems, be grateful
r pro
v pr a
n
n
c ar n . n
' them; tl11nk of a mother's tenderness, and a father's care.
~- .
n .v n
c a v n
c pro v a
c
1 !S Peter's and that is Eliza's; but his is better than
l11 s boo.;
Jro
a P~ ar
n v a
pro v a
c pro c
ers . Each of the nppks is tart; yolll~ is better than his or
pro c pro v a
c
a
ers, but mine is better than either.

PARSING LESSON VII.

A

ro

PARSING LESSON VI.
Exerc_ise prom otes hea lt h. Al exand er conquered
1e P ers ians. ~rud e n ce saves us from many misfor: n ~= '. Crosses 111 trade d~mp th e spi rit of en terprise.
tu,,t1ons _of mom ent rcqn1rc slow an swPrs . D av id
di ed Golia h with a stone from his slin g. Moses
note tlrn rock in th e wjld ern ess with his r; d, Girls
ear large bonnets in wi nter. StarJ give mi~d ]i"ht
'. autu mn . A man's manners frequently influ e;ce
~s fonune . Idl eness wil l clo th e a man with rags. rood looks buy nothing in market. J oab took Amia by the b e~rd, and smote him with bis sword uner the fifth n b . . Grea t fires may be kindled with
~-all coals. If once a man fall, all will trea d on him.
,\izabeth, Queen of England , beh eaded Mary, Queen
~Scots . . ~han~e _and a ~t era tion_ form t.h e .very es,nce of .l~ ! c . Emily wntes rap1dly, wJth ele<rance
!·1J prec1 s1on. D eath is th e doctor that c ures all dis1se~. . Crosses are lad ders whic h lead to heaven.· bird in the hand is worth two in th e bush. Kin rrs
iay conquer armies, but not death. Th ere are m o~e
ays to the \Vood than one. B oys, stud y your Jes-

Obidah , the son of Abensina, left the cara~a~ se ra ea rly in the morning, an d pursued

l11s JOurney throu gh th e plains of lndostan.
H~ was fresh and vigorous with rest ; he was
arnmated with hope ; he was inci ted by desire; be walked swiftly forward over the valleys, and saw th e hill s gradually risina before him. As he pa ssed along, his ear3°were
delighted .with the morning song of the bird
of paradise; he was fanned by th e last flutte~·s of th e sinkin g breeze, and sprinkl ed
with dew from groves of spices. H e sometim es contempl ated the towerin g height of
th e oak, mon arch of the hills ; and somecaught the gentl e fracrrance
of th e
times
.
0
P'.Imrose, eldest dau ghter of the spring; all
his senses were gratified, and all care was
banished from his heart.
Extract.

Onrnr, the son of Hassan, had passed seventy-five yea rs, in honor and pros perity.Th e favor of three successive califs had filled his house with gold and sil ver ; and wh erever he app eared , th e bened ictions of the
people proclaimed his passage.
T errestrial happiness is of short continuance . T ::e brigh tness of th e fl ame is wasting its• fu. el; th e fraurant
fl ower is passincr0
.......
away m its ow n odours. Th e vigor of Om ar
began to fail; th e c url s of beauty fe ll from
his head; strength departed from his hands;
and agility fro m his feet. H e ga ve back to
t be ca liff tli e keys of trust, and th e seals of
sec recy ; and sought no o ~her pl easure for
the remains of life, than th e converse of the
. wise, and th e gra titud e of th e goo d.
The pow ers of his mind we;·e yet unimpaired. His chamber was fill ed with visitan ts, eager to catch the dictates of ex perience, and offic ious to pay th e tribute of admiration. C aled, the son of the viceroy of
E gy pt, entered e very day earl y, and retired
latte. He was beautiful and eloquent. Omar
adm ired his wit, a nd lo ved his docility." T ell me,'' said Cal ed, " thou to whose voice
nations have listened , and whose wisdom is
known to the ex tremities of Asia , tell me how
1 may resemble O mar tl1e prud ent."
Ex trat' t.

PARSING LESSON VIII.

1

I
I

The midni ght moon seren ely smiles
O 'er Na ture's soft repose;
No low'rin g cloud obscures the sky,
Nor ruffling tempest blows.
Now every passion sinks to rest,
The throbbin g heart lies sti ll ;
And varying schem es oflife no more
Distrac t the lab' ring will.
Extract.

Th e tremblin g grove confess'd its· fri ght,

Triumphan't to the goal return
With nobler thirst his bosom bu
Anti now along th' inoented phi
The self sarrie ~rack he marks a<
Pursues with care the nice desig
l\or ever deviates (rom the line.
Amazement seiz'd the circlin"b <
Th e youths with emulation glo\\·
E v'n bearded sages hail'd the be
And. all but Plato gaz'd with jo~

P AR~ING LESSON IX.
R emote from cities lived .a swain,
U?vex'd with all the cares of gain
His head was silvel"d o' er with ag<
And long experience made him sag
In summ er's heat and winter's cold
H~ fed his flock and penn' d the fo'
His hours in cheerful labor .flew,
·Nor envy nor ambition 'kn ew; ·
-His wisdom and his honest fame
Through all the country rais' d his
A dee p philosopher (whose rul e:
Of moral life were drawn from schc
The shepherd's hom ely cottage sot
An.d thu s explor'd his reach of tl!o1
" Whence, is thy le:Hnin g? H a1
· O'er books consun:i'd the rnidni<Yhl
0
Hast tbou old Greece and Rom e s1
And the v::ist sense of Plato weigh'
H ath Socrates thy soul refin 'd?
And hast thou fathorn'd Tully's mi
Or, lik e the wise Ulysses, thrown,
By various fates, .on realms unknO\
Hast thou through many cities stra
Their customs, laws, and manners \'
The shepherd modestly reply 'd,
"l ne'er tb e paths of learning try'd
Nor have I roam ' d in foreign parts,
1'0 read mankind, th eir laws and a
For man is prac tis' d in disguise,
He cheats the most discerning eyes

PARA.PHRASE ON TH E TW ENTY-TH IR

Th e Lord my pasture shall prPJ
And feed me with a shepherd 's .
His presence shall my wants su1
And guard me with a watchful e
My noon-day walks he shall atte
And all my .midnight homs defe1
When in the sultry glebe I faint
Or on th e thirsty mountains pan
To fertile vales, and dewy mead:
My weary wand'ring steps be le
·where peaceful rivers, soft and ~
Amid th e verdant landscape fl O\\
Tbo' in the paths of D eath J tre:
With gloomy horrors oversprend
My steadfast hea rt shall fea r no
For thou , 0, Lord, art with me

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fe w examples in wliich the same word, d~fferently
RULE 1. The s ubject of the verb
.:tuatcd or applied, becomes different parts of must always be in the nominative case.

Thine arm, unseen, convey ed me safe,
And led me up to man .

'ICecfi

Through hidd en dan ge rs, toils and death,
It ge ntl y cl ea red my w ay,
And throu g h th e pl easin g snares of vice,
More to be fe ared th a n th ey.

np air is injurious to h ealth. .

.
it sheds a damp upon our sprightli es t h?urs.
no disappointm ent damp your ent.erpnse.
ry bei ng loves its like: ·
·
. gos pel makes lilce promises to all.
:e to see every human being happy.
should acquit yourselves like men ..
·Se that would excel, must be atter1t1 ve.
sh that that idea might be forcibly impressed.
;h th~ t he would lend ine that book that you sold
him.
11 submit, f or submi ssion brings p eace.
for our health to be temperate.
all hope to be ha ppy hereafter.
1e is th e last thing that dies in man.
r a calm, we may expec t a storm.
ea~ i e r to pre vent passion than to calm it.
tlm e venin g often succeeds a stormy day.
' wa ters are commonly the deepest.
should end eavor to still the angry .passions.
y are still afraid, thou g h out of all clan ge r.
y returned befr,>re we ex pected th em.
rod e b~fore h er brother on a horse.
1rovidcd money for his journ,ey.
II go, provided he will a.ccoropany me ..
much more blessed to give, than to rec eiv e.
~ mon ey has been expended to littl e. purpose .
re much is given, much will be requ ired .
f air was num erously attend ed.
~ h a rac ter is f air and honorable.
hail was very des tructive.
hail you a3 fri ends and broth ers.
1as served them with his utmost ability.
·n we do our 'Utmost, no more is required.
'e thin gs appear great to little mind s.
'e do th e gay tbink of the misc;ry around them.
sc holars are employed in a very use ful stud!!.
indu strious scholars study grammar.
wrrow may be better weather than to-day.
cl to-day, but I sli a ll write to-morro w.
l what is dic ta ted by Infinite Wisdom.
ira te your mind, it will rend er old age hap py .

Thy bounteous h a nd with worldly bliss
Has made my c up run o'er,
And in a kind and faithful friend
Has doubl ed all my store.

·

RU LE; 4. Ac tiv e ve rb~, nc tive particip1e3, and prepositions go ve rn th e obj ec ti ve case.

how shall words with equal warmth,
Th e gratitud e declare ;
mt glows within my ravish'd heart,
But thou can st read i't there.

1

1y providence my life sustain ' d,
A nd all my w.mts redress'd,
hen I in embryo did lay;
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Throu gh ev 'ry period ofm y life
Tli y goodn ess I'll pursue ;
And after death , in distant worlds,
Th e glorious th eme renew.

When natu re fail s and cl ay and night
Divide thy works no more,
l\I y e ver grateful heart, 0 L ord,
Thy mercy shall adore.
Through all eternity-to th ee
A joyful son g I' ll raise,
For 0 , eternit y's too short,
To utter all th y pra ise.

RULE .5. T wo or more noun s, s ig nifyin g th e sa me thing, are put, by appos iti on,
in the same case.

RULE fi. ·wh en an address is made
to a person, th e nonn or prononn i8 pu t
in th e nominative c ase in depentl ent.

GRATITUDE,

I'm

T en thousa nd th ousand prec ious gifts
My dai ly than ks emp loy;
N or is th e least a ch eerful hea rt,
Th at tastes those g ifts with j oy.

RULE 3. Pron ou ns mn st agree with
the ir un tecP. dcnts, or the .non ns they represe nt, iu g ender and n um ber.

Dcutley.

hen all thy mercies, 0 my God,
My ri sin g soul surveys;
ansported wi ~ h the view.
lost
In wonder, love, and praise.

·wh en worn with sickn ess, oft hast tliou
'Vith health rene w'd my fac e ;
And wh en in sin and sorrow sunk,
H eviv'd my soul with grace .

R ULE 2. Th e verb mnst ngree with
its no min ati ve. in numbe r and person.

RULE 7. A noun or pronoun, .ioin erl
wi th fl n~rti r. ipl e, rtnd stanrlin.!l ind i:pendent ·of th e rest of th e si: nt.e nce, is in tl1e
nominative cn.se ind!)pendent.

A <l dison

ON PRJD B .

Of all th e causes which c onspire 'to bli nd
Ma n's e rring judgme nt, and misguide the mind ,
Wh at th e \vea !c head w1.-b stron gest bias roles,
Is Prid e; th e never-fa ilin g vice of fools.
Wliate ver Nature has in worth deny'd,
She gives in la rge recruit s of needless pride.
F or, as in bodies, thu s in souls we find
What w ants in bl ood and spiri ts , swell'd with
P rid e, wh ere wit fa ils, ste ps in to om defen ce,
And fill s up a II t he mi g hty void of sense.
If onc e ri g ht R eason dri ves that cloud away,
Truth breaks upon us with resistless day.
Trust not yo urself ; but , yo ur defec ts to kn O\\',
Make use of e v'ry fri end- and ev'ry fo e.
A little learnin g is a dan gerous thing ; .
Drink dee p, Oi' taste not th e P ierian s pnn ? ·
Th ere sh allow drau ghts intoxicate the bram,
And drinkin cr larrrely sobers us again.
Fir'd at first ~igl/with \vh at th e Muse imparts,
In fearl ess you th we tern pt the heigh ts of arts,
While from th e bound ed level of our mind,
S hort ~i e ws w e take, nor see th e leng ths behim
B ut more a dvanc' d, behold, with strange surpri
N ew distant scenes of endl ess sc ience rise.
So, pl eased at fi rst, th e tow' rin g Alps we try,
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GRAMMAR is the art of speaking and writing correctly.
It is divided into four parts; Orthography, Etymology, Syntax, and Prosody.
Orthography teaches the nature and powers of letters, and th e just method of spelling words .
Etymglogy .treats of the different sorts of word s, their various modifications, and their derivation.
Synta.-r treats of the agreement, governm ent, and prop er arrangement of words and sentences.
Prosli!dy treats of the just pronunciation of words, and the laws of versification.

ETYMOLOGY.
here ue in English, ten sorts of ·words, or, as th ey are comn1only call ed, parts of speech, nam ely ; th e Article, 1Vonn , Pronoun, A
Verb, PartiCiple, Adverb, Preposition, Conjunction, and lnte1jccti'.on.
regular, irregular, and defective. An acti:ve verb c!enotes action or ener
terrni·n a tes on so me obj ect; as, th e dog bit Thomas. A passive verb den o
rec e iv ed, or er:dured, by th e person or thing which is th e nomin ative; a:
was kicked by a. hors e. It is fo rme d uy addin g th e perfe ct participle of
ve rb to th e ve rb be throu g h a.JI its vari ous c ha nges of num be r. person, n
tense. A neuter verb de notes sim ple bein g or e1:isten ce, or it de notes act i
is limited to th e subj ect; as, I am, he stands, the fi sh swims. R egular
those whose impe rfect tense and perfect participl e end in ed; as, loved.
verbs are those wh os e imperfect tcn~e and perfect participle do not end
NOUNS.
wrote, written. All mon osyllabl es a re irreg ulars, unless compounde d.
A NOUN is a word which is the name of any person, place, or thing; as , John, verbs are those which are· used 011ly in som e of th eir moods and tenses;
•ndon, house, virtue. Nouns are of two kinds, common a nd proper. Common quoth, Sy·c. 'l'o ve rb s belon g mood, te nse, numb er, and pers on.
uns are the names of wilole sorts or species.; as, man, h<>rse, tree. Proper nonns
MOOD is th e ma nn e r of re prese nting action or bein g. There are fiv
' the names of individuals; as, Tlwmas, Jane, Boston. To nouns belong ge nde r, viz: th e In dica tiv e, Su bjunctive, P ote ntial, Infinitiv e, and Imperati ve. T i
!'Son, number, and case.
tive mood simply indicates or decla:es a thing, or ask s a qu es tion; as, I lee
GENDER is the distinction of ~ex. There are three genders, the masculin e, subjunctive mood expresses action or being in a doubtful or conditional m<
ninine, and neuter. The masculine gender denotes mal es; as, man, bo:y, Lion. if I learn, Th e potential mood decl ares the pow e r, l ib e rty, possibi litv. or
1e feminin'!. gender denotes females; as, woman, girl, lioness. The neuter gender of acti on or be in g; as, I 1na_'IJ, can, or must learn. Th e infinitive mood ex
notes things without sex; as; chah·, peadi, ta./Jle.
thing in a gen e ra! und unlimited mann er, hflvin g· no nom ina tive, cons equ e
PERSON is the quality of the noun which modifies the verb. There a re three
th er nnrriber nor pe rson; as, I should lik e lo learn. ~ h e imperative mood c1
rsons, the first, second, and third. The.first person denotes th e pe rso n speakin g; ex horts, or e ntrea ts ; as, Learn , learn thou, or do th ou le rr rn .
I learn. The second person denotes the person or thing spok e n to; as, _'IJOU lea rn .
TENSE is the division of time. Th e re are s ix ten ses. viz : the Pres e1
1e third.person denotes the person or thing spoken of; as, he learns. Nouns ha ve feet, P e rfect, Plupe rfect, First Future, flnd S econd Fut u'.·e. Th e present
t two persons, the second and third; hut pronouns have three.
notes present time; as, I write. The impeifcct tense de notes past time.
NUMBER is the distinction 0f one from many. Nouns have two numbers, th e .rlistant; as, I wrote yesterday. Th e peif ect lensr. denotes past time, but
g ular and plural. The singiila,r number denotes but one obj ect; as, pen, book.
veys a n allu s ion to the prese nt; as, I have written to-day. Th e plupeifecl
1e plural number denotes more objects than one; as, pens, books.
notes past tim e, but a.s prior to som e oth e r past time spec ified; as, I had 11
=: ASE is the different state or situation of nouns with regard to othe r word s.fore th e messe nge r arrived. The .firstjiit·w·e tense den otes foture time; :
o1rns have three cases, the nominative, possess ive, and obj ectiv e. The nominative write to- morrow. The sccondfiiture tense de notes futur e time, but as prio
·e is the actor, or subject ,,f the verb; as, the boy runs. It ge nerally comes beother future ti me specified; as, I shalt ha ve written before t he post arrives.
e the ve rb . The 1mssessive case denotes property or po sse~s i o n. It is ge neral ly
rn ed by adding s to a noun with an apostrophe; .thus, John's book. Whe n the
PARTICIPLE.
1ral ends in s the apostrophe onfy is added; as, on eagles' wings. Th e o~jcct ivc
A PARTICIPLE is a word deriv ed from a verb, and partakes of the natu
·e is the object on whi~h the action ot: a verh or participle te rminates, or the obverb, adj ectiv e, a nd noun; as, I heard a child c1:1Jing; I sa w a letter wrilte.
t of a preposition; as, Peter struck Jo seph; they live in Pa,-is. It g e nerally
liam. Partici ples are of two kind s, present and pe rfec t. The present par.
nes after the verb.
notes pres ent tim e, a nd gen e rally e nd s in ing, as lo ving. The peifect par.
noteb pas t tim e, a nd , in regul ar verb s, corresponds exactly with th e iroperf1
PRONOUN.
as, loved. Participles, like verbs, ha ve an activ e, passiv e, and ne uter sig1
A. PRONOUN is a word used instead of a noun, to avoid the too frequent repe tition
the same word; ns. Dick 1s idje, and he must be punish ed. The re are two kind s
ADVERB.
Pronouns, personal and relative·. P.e.rsonal pronouns sta.nd immediately for th e
An ADVERB is a word generally used to qualify or modify the sense of ·
nll') of some person or thing; as, he reads, and she writes ; i. e. Jack rea ds, a nd
the man fought bravel,y; the birds fly swijUy. It so meti mes qualifies p:
11e writes. Relative pronouns relate direct:y to some noun or personal pronoun,
led 'the antecedent; as, the boy who studies. They a re who, whose, whom, winch, adj ecti ves, a nd oth e r advArbs; as, studying diligently, she committed hE
ARTICLE.
An ARTICLE is a word placed before nouns to limit the!r signification; as, a ga rn, an eagle, the woman. 'fhere are two articles, a or an, and the. .H or an is
lled the indefinite article. The is oe alled the definite articl e. The indrfi~ite cir'e limits the noun to one of a kind, but, gen e rally, to no par ticular on e ; as, G ive
' a book; that is, any book. The definite article limits the no un t.o one or more
rticular -objects; as, Give me the book; that is, some particular book.

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THE KEY, OR FALSE GRAlVIMAR CORRECTED ..
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ACCORDING TO RULE 1.
ACCORDING TO RULE IO.
that is virtuous des erves esteem. 2. They th at oppress the poor, to in1. The committee were divided in their sentifllents, and they have r.efe~red rise
eir riches, shall come to wuilt. 3. Peter and I went to church. 4. How siness to the general meeting. 2. The family were all well yesterday. ;:l. W !
do? 5. I can run as fist as he. fi. You rend better th an she. 7. Tho11 the nation complains, the people should listen to its voice. 4. The fiock, and
t1:ore attentive to thy studies. 8. Edward is five years older than I.
the fleece, is, or ought to be, the object of the shepherd's care.
ACCORDING TO RULE 2;
ACCORDING TO RULE 11.
ty pounds of wheat co11tain forty pounds of flour. 2. Cro~ses in trade dnmp
J. Sobriety and humility lead to honor. 2. Time and tide wait for no man. ~
; of enterprise. 3. A variety of pleasing objects charms the s ight. 4. The fool n nd hi s money are soon parted. 4. Coffee and sugar are imported from
the pond nw.ke a great noise. 5. The number of oysters increasFs. 6. Th e West-Indies, and great quantities of the1n are used every year. 5. Peter and J
,.e here yesterday; but they were in great haste. 7. Great pains hai•e heen were here yes terday. 6 . . Have Mary and Charles returned? 7. Where have Bri
• little purpose. 8. Have the cattle Ileen taken cure of? 9. Thuu shouldst and his wife been? 8 . .f:lre Mt Shaw and his wife at home? 9. Were Sam
: diligent in attending to thy studies. 10. Were yon at church yeste rd ay? Be n at chu rch yesterday? JO. Where are Harriet and Eliza ? 11. Idleness
te re are Eliza's shoes? 12. How do the children behave. 13. Were th e ignorance are th e 7)(trenls of many vices. 12. Pride and rev enge are hateful to
re yesterday ? 14. \Vhere have the scholars a ll gone? 15. Where were an<l rnan. 10. Humility and love constitute the essence of true religion. 14.
·
t week? 16. Several places in the road want repairing-we i·vere all very tience and di lige nc e, like faith, remove mountains.
:rightened yesterday. 17. The rules of the school were very strict. 18.
ACCORDIN.G 'I'O RULE 12.
lwuldst love thy neighbor as thyself. 19. Thou hearest the sound of the
1. Man's happiness or misery.is, in' a great measlire; . put into his own hand s
ut canst not tell whence it cometh, or whither it goeth.
Neither he nor she wa.~ at home,, 3. Ignorance or negligence has beei
ACCORDING TO RULE 3.
cause of thi s mi stake. 4. Neither Helen nor Julia is the ladl) whom we saw f
ys that behave well in school will gain praise. 2. The men that were here devotion. 5. Knowledge or virtue is preferable to riches; strive, therefore, in
my, live in Boston. 3. 0 ! thou, who rulest on high, and who halest iniquity. life to attain ii. 6. Neither wisdom nor wealth is tu be obtained by idle wish
book of poems, which was sent me yesterday, is very elegant. 5. He that 7. Neither he nor th ey were present. 8. Have the maps or the globe been in
·
his passions is better th an he that taketh a city. 6. Let every person mind by the accident?. !), Neither the captain nor the sailors were saved.
1 business. 7. Every tree is known by its fruit. 8. R ebecca took goodly
ACCORDING TO- R.PLE 13.
t which was with her in the house, and put it on Jacob. 9. No one speoks
1. J ane speaks very co1nctly. 2. Ann sings deli[fhifully. 3. We have
himself. IO. •Take h a ndful ~ of ashes of the fun.ace, and let Moses sprinkle agreeably to promise. 4. The weather is remarkably fine. 5. He speaks ve1
wards the heaven,' &c. 11. An orator's tongue should be agreeable to th e
cntly, but does ilot ma.son coherently. 6. He 9_onducted himself very unsuito
his auditors. 12. Every girl shall be rewarded according to her meri1s. IJ. hi s profession. 7. Drink heartily, sir. 8. Alas! they are miserably poor. ~i
d a person say, that he or she thought you hand some. 14. Every person,
was exceedingly careful not to give offence. 1(). You read that very well. lJ
1er be his stalion, should attend to the duties of morality and rnligion; 15.
r oE e sme ll s sweet. 12. The heavenly bodies are perpetually in motion. 1(
a wise 1imn who speaks little. Hi. They who see k wisdom will certainly find
17. "Our Father who art in heaven." 18. These are beasts of prey, which we lmve been kindly trea ted. 14. I hope you will conclude not to go. 15. 'Ve
faithfully lo improve our precious time.
.
tmes hunt, and by which we are sometimes hunted.
ACCORDING
TO
RULE
14.
ACCOlWING TO RULE 4.
1. Instead of im.proving yours~lves, you have been playing these two hon
Him and them we know, but who art thou? 2. He invited my brother !'.\lid me
'his garden. 3. The master loves thee, because thou art dili:l'en t. 4. Whom \Ve do not approve of this kind of practices. 3. Please to give me those sc
u see? 5. Whom do you love? 6. Whom did he strik e? · 7. 1Y'1om is he 4. That &ort of favors did real injury under the appearance of friendship. 5.
mg? 8. Whom did she marry? 9. Whom did you tell? 10. I thank 11ou, s ir. to hand me those tongs. 6. Give me one of' those apples. 7. ]f those book;
esteem him and her and them. 12. Wlwm di cl they entertain so freely? 13. mine, l wu"ld hav e them re-bound. 8. See those birds on the tree. !:!. I
those paintings yonder exceedi ngly, especially, that to the right.
who committed the offence, thou shouldst correct, not me who am innocen t.ACCORDING TO RULE 15.
Phom shall we send to th e leg isla\ure? 15. S11specting not only us, but them
1. Of two evils, let us choose the lesser. 2. He is the stronger of the t
he was studious to avoid all intercourse. 16. You are displeaserl with me for
•nishing you. 17. From him that is needy and afflicted, turn not away. 18. Jam es is the taller of th e two brothers, although Henry is the older. 4. G1
silver are both precious metals, but the former-is by farthe more valuable. 5
e11t. for you and me. 19. Whom does he study with? 20. Whom rlid vou walk
is th e better girl of the two. 6. Which of those three kites is.the highest? '
:> 21. Whom did you ride with ? 22. Whom did you sit with? ?3. Whom did
t1 e! and Thomas are both studying grammar; but as the latter is the more 1
~ive it to? 24. Whom shall we send for? 25. Whom does she M e with? 26.
mare you talking about? 27. Whom shall you vote for? 28. Whom ore you he will probably .obtain a lmowl edg:e of it the sooner. · 8. His parents fre
ng to? 29. Whom did you receive the news from ? 30. Does that boy kn ow vi~ited him, but his mother much the oftener.
n. he is speaking to? 31. What concord can subsist between those who comACCORDING TO RULE 16.
~rimes, and those who abhor them? 32. From the charac ter of those persons
1. I shall walk out to-day, unless it rain . . 2. If Jane study well, she will
n you associate with, your own will be established.
her lesson. 3 If the child cry you must rock the cradle. 4. If the dog bite
wbip him. 5. If the bird fly. 6. lf the horse kick. 7. If the cat scratcl
ACCORDING TO RULE 5.
George go to Boston. !J. If my friend be in town. 10. If he be a good b
I gave the book to James my cousin, him who was here yesterday. 2. Augus- If I be in fau!:. 12. Unless thou be honest. 13. If Sam have a watch. 14.
the Roman Emp"ror, he who succeeded Julius Cesar, is variously described. 3. he come. 15. Except he repent. 16. ff she were in fault. 17. If Peter tv•
' estate was left to Simon and John, the two eldest sons, them that · had been to we would play ball. 18. Were I to enumerate all her virtues, it would J,
ope. 4. These books are my friend's, his who keeps the library. ·5. Art thou
flnttery. rn. Though the fact is extraordinrry, It certainly did happen.
uainted with Clarissa the milliner, hff whom we met in our walks this mornin g?
ACCORDING TO RULE 17.
lt was not I that made the noiRe. · 7; Thou art he who sold th e books. 8. I be1. Thomas has fallen from the tree and broken ~is arm. 2. I have tmit
1e it to be them. 9. I took it to be h.im. IO. It could not have been she. 11. It
;ht h&.ve been he, but th ere is no proof of it. 12. Whom do you think me to l:e ? ter to send to the post office. 3. Jack has driven his horse fifty miles to-d
Who do men say that I am? 14. Let · him be whom he may, I am not afraid of have eaten qoite heartily. 5. I .have drunk a glass of water. 6. I have Sj
truth. 7. I began my school , yesterday. 8. He would not have gcme, i
n.
known it. 9. Dick has frozen his ears. 10, The house was shaken by thf
ACCORDING TO RULE 6.
of the storm. 11. H a rriet has woven twenty yards of cloth .to-day. 12. '
I. "Romans, countrymen, and lovers, hear me for .my cause." 2. 0 ! thou, who
has flown from th e tree. 13. He has drunk no spirits th ese two years. 1'
' so. unmindful. of thy duty. 3. Hail! thou, that art highly favored. 4. O! tlwu, who w1-itlen and rea d much on the subject. 15. The following toasts were dn
hab1test etermty.
late celebration.

~

~

•

•

•

•

~

~ It

•

H

•

IV"'"

GREENLEAF'S IMPROVED GRAMMAR. '
ACCORDING TO RULE 20.
found my friend in much better circumstances than I expected to find him.
tended to write by the last mail. 3. George expected to receive an answer
:ek. 4. The prisoner wns acquitted, although he was supposed to have been
ned in the plot for which he was indicted.
ACCORDING TO RULE 21.
!y the exercisina of our judgment, i~ is improved. 2. By the observing of
thou wilt comma"nd esteem, 3. This was a betraying of the trust reposed in
4. A person cannot be wise or irood without the taking of pnins for it.
: learning of languages is very difficult.
ACCORDING TO RULE 22.
envy nobody, or I do not envy any one. 2. I think I cannot help him any
3. Death spareth none. 4. I cannot by any means allow him that privilege.
ACCORDING TO RULE 23.
r his writing is not so good as .that. 2. The place is not so pleasant as we
I. 3. Ben is not so tall as Cyp. · 4. She is not so old as her husband. 5. Sooes not behave so well as Mary. 6; Pompey was not so great a general as
, nor so great a man. 7. He is more beloved than Cynthia, but not so much
ed. 8. Sincerity is as valuable as knowlege, and even more so.

ex- .

ACCORDING TO RULE 24.
: never saw so tall a man. 2. Did you ever see so beautiful trees·? 3. He
J extravagant a young man, that he spent his whole patrimony in a few years.
ever saw so large potatoes. 5. I never knew so quarrelsome a fellow.
ACCORDING TO RULE 25.
! wretched me, how ungrateful. 2. Oh! happy they, surrounded with so many
ngs. 3. How swiftly our time passes away, and ah! us, how littl e concerned
?rove it. 4. Alas! he, where is he now ? 5. vVelcome thou, joyous spring!
ACCORDING TO RULE 26.
fhe inquisitiv_e are generally talkati\·e. 2. The generous never recount, m1y, the actions they have done.
ACCORDING TO RULE 27.
Let him that wishes to he great, pay diligent attention to his study.
entertains such an opinion, judges erroneously.
ACCORDING TO RULE 28.
To live soberly, righteously, and piously, is required of all men.
or to die was his desperate resolution.

2. Who-

2. To con-

ACCORDING TO RULE 29.
On this occasion, the pronoun is gove~nec! by the precedin"'
word, and conse0
.
.
1tly agrees with_it.
ACCORDING TO RULE 30.
Each day and hour of our lives brings new expressions of the divine munifi:e. 2. Every star and planet that adorns the firmament, declares the glory of
. 3. You may take any one of the three books.
ACCORDING TO RULE 31.

. I do not doubt hut that be did it for the best. 2. I do not care whether he
:eed or not. 3. Whether I shall come or not, is altogether uncertain.
ACCORDING TO RULE 32.
He or I am going to college. 2. I or thou luist been greatly in fault.
ACCORDING TO RULE 33.
. Many words darken speech. 2. Ignatius who was Bishop of Antioch, came
h the apostles. 3. John Baxter's book.
ACCORDING TO RULE 34.
His engagements were such as would not admit of his abse nc e. 2. vVe should
id such pe_rs<?ns as oppose t~e truth. 3. The Amazon, which is the largest river
:he world, 1s rn South America. 4. Martha said that Mary had injured her own
:nd; or, Martha said .that her friend had been injured by Mary. 5. The love of
hes, which is the root of all evil, is a prevailing sin.
0

ACCORDING TO RULE 35.
L. The moon shines bright. 2. How sweet the hay smells.
ry pleasant.

3. The fields look

ACCORDING TO RULE 36.
I. Amanda lo~t a shawl and a pair of new gloves. 2. This is a piece of fine
1th. 3. Here 1s a barrel of superfine flour, a firkin of sweet butter, and a hamper

fresh eg-rrs.

4. ThP. lfut

f.'11!() JlTA R nT'PQPnt

!=;.

~onov lo

a

,. ... ,..,-,..,,,,,.,

,,.,,,,

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

C!

8. Sing the .first four verses. 9. I never hurl a worse pen. 10. Virtu e is the
g-ood of man. 11. He i~ the most prudent ma n in town. 1'2. This is the mo.
Jul book I ever read. 13. He is the chief among ten th ous antl.
.,,
ACCORDING TO RULE 37.
1. Joseph i~~sl'xjeet and four inche~ hi gh. 2. I sold my horse for one ht
pounds in cash . .
ACCORDING TO RULE 38.
1. vVe left that place, at fiv e, and arrived at New York about si x in the ev

2. \IVe SL't out. from t.'w t place in the morning, and are to go from this place
evening. 3. Edward shower] me a letter in which the acc ou nt was 0rriven at
4. He suid that I had injured him, and th.at he was determineJ to hav e satisf
ACCORDING TO RULE 39.
1. They all went to church but hi'.m 2. Thev all behaver] well but hi'.in a
3. I-le gave all a present but us. 4. Di vide the money equ:i.lly among thE
brothers.
ACCORDING TO R ULE 40.
J. 'Ve have T1ithin ns an intelligent prin c iple, distinct from the body an
matt er. 2. .!ln humble Christian. 3. Reason was gi1·en to man for the co1
his passions.
ACCORDING TO RULE 41.
l. My fat her, mother nnd uncle's advice. 2. The silk wns p11rchasen nt
th e mercer and haberdasher. 3. This me asure gainf><l the k ing's as well as t!
pie's approb ation. 4. The government of the world is not left to chrrnce.
hou se belongs to th e partner of rny wife's broth er. ti. T b!? extent of the
England's prerog ative is sufficiently ascert:i.inerl. 7. This picture of th e
does not much resemble him. 8. Th ese pict11res of h·npo!eon's were sent
from [taly. 9. This is th e e ld est son of the king of E11 gland, or th e king o
land's eldest son. 10. They implicitly obeyed the imperious mandates of th
tec tor, as they called him.
ACCORDING TO RULE 42.
I. Between yon and me th ere is some disparity of years. 2. If he posse!
mon capacity to learn, and be a good rearler, he will soon acquire a co1
knowlerlge of grammar.
ACCORDING TO RULE 43.
1. I saw my old friend vVarren yesterday. ·2. There was no water, ancl
of thirst. 3. We ca n folly confide in none but the truly goo it. 4. Many h'
fited b.'lf good advice. 5. I have no occasion for his services. 6. Her sobri1
derogation from her understanding. 7. The error was occasioned by cou
with earnest entreaty. 8. This is a principle in unison with our nature.
should entertain no prejudice against simple anrl rustick persons. 10. I
my fri end last week, but have yet received no answer. 11. H e is a person
have remembered th ese nrn.ny years. 12. I hav e been in Lon<lon a year, an
the ki ng last summer. 13. After we had visited the city, we returned, con
thankful, to our peacefol habitation. 14. To-morrow will be. Frirlay. .1
we e k will be the ti me for holding th e ann ual meeting. lG. "Dismiss us l
servic e, after we shall have again sung to thy praise." 17. J ohn will ha ve e,
wages, wh en hi s service is completed . 18. 1 pur pose to go to Ne w y ,
wee!:, nnd after I shall have finished th ere, to pro ceed to the southern stn
Antl he that had been dead sat up, and began to speak. 20. His sea-sick!
so great, that I ofte n feared he would die, before our arrival. 21. I very n
sire, th at I may be more watchful in future. 22. Th e work has received se
terations and additions. 23. Th e first prop os al was essentially different
seco nd, and inferior to it. 24. Neither has he, nor have a ny other persons,
ed so much di ss imul ati on. 25. Th e intentions of som e of these philosophe
of many, might lia.ve been, nnd probably were good. 26. "Th e Lord gave,
L ord hath taken away." 27. If there is a n honest man in th e world, Chari
28. Sweet apples arc said to be as good for sw ine as potatoes, an <l even br
If thou sincerely des ire, and earnestly purme virtue, she will ass uredly be
th ee. 30. Be that ci s it may, he cannot JU Stify his co_n<luct. 31. I k_no11
whose hair was gray before he was eightee n. 31. A fl ight or set of stairs.
is to be blamed or is blarneable. 34. H e was born and bred in Troy. <15. Co
down stairs. 36. He must or shall learn. 37. B e meant to g o. 38. H i
teaches him. 39. He took more th an hal f. 40. H e thinks just as she do e
have done. 42. Yon m.ay as well gn. 43. I will not :;o unless you do.
reason is that. 45. They went on an eve ning. 46. We shall have fair w
47. The vessel has arrived. 48. I believe it was. 4!l. This is a very healtl
try. 50. Appl es are very plentiful this year. .51. I mistake. 52. I saw
the foundation of w hich is a Eolid rock. 53. The broad and narrow way
before us ; that lead s to misery, and this to happin es;;. 5t .!lre you si<
ought to go. 5G. These are very cheap goods. 57. Those houses, ir
squ are, are my brother's. 58. You nee d not <lo it. 50. Ld.'s or let its go h
In reli""ious concerns, or what a re considered to be snch, every mun mm
fall ac~orr1i~"" to the dec.ision of the rrreat J udrre.

GREENLEAF'S DlPROVED GRAMMAR.

•

..... ~

R•
.

~

NOTES TO SYNTAX.
.n; 1. The rela ti ve is genera lly th e nominative case, when no norninatil'e
between it >tnd the verb; as, Th e trees which arc plnnted: otherwise, in the
tivc, an<l governed by the next nctivc ve rb or participle that follo ws it ; ( unl ~cs
·ned by a preposition) a8, Th e trees whicli I planted. N. B. When there are
rntecedent,; of differen t persons to which a relative pronoun refers, the rE:lative
·erb foll owing, as we ll as t he possess ive pronoun, may agree in per>on with
r, thou g h usage m~y somet.i111es offer a pre ference; os, I a m a 11 1a n who rnind
wn bt:siness; or, I am a ma n who minds his own busi1~ c>s . But when one of
rntecedents has been pr efe rred, that agreement must be oh se rve<l throughout
er. ten.ce; as, I am he who counsels an<l advises you well; not, who counsels and
:e you we ll.
0 1 r: 2. Nouns that signify the time when or how long, or tha.t signify space, are
rally governed hy prepos iti ons understood; as, H e went hom e Ju.s t we e k; that
i las t week.
H e liv ed four years at college ; that is, during fo ur yearn. Wulk
le ; that is , lhrollgh tlie space of a mil e. All the <lays of my appointed tim e
f wait; that. is, throug h al I the days, or during all the days.
DTE 3. After ·1corlh nn<l like there is an ell ipsi s of of and to; as, Th e hook is
11 a <lo liar; th :1t is, wo rth y of a dollur. She is lik e th e lovely Thai s; that is,
1o the lovely Thai s.
Prepositions are fr equently understoou; as, \Ve are going
, that is, to borne-He taught them philosophy; that is, to th em.
,>TE 4. Th e Je tt.e r o be fore nouns in the phrases one o'clock, ten o'clock , &c. is
Itraction of on; the same us to say, one on the clock. The article a.. before
c iples, in th e phrases !t corning-, a going, a walking, a hnnting, &c. and before
s, as a be<l, a board, a shore, &c. is generally supposed to be a contraction of
r al .
OTE ;;. Nouns of number, weight, an<l measure, stand without a governing
I ; as, An army, twenty thousand s.t rong, invaded th e country; th ey built a wall
eel high, an<l thirty inches thick. N. B. The verb needs is sometimes use d withu1y no minative expressed or understood; as, There is no evidence of the fact,
there needs non e.
o n: (). "A vrrb in th e in fin itive mood may be governed by a verb, noun, adj cco r participle; as, He loves . to study-has an opportiin1ty to study; is apt tp
1, and is endeavoring to learn. N. B. Than and as, and other imleclinab le
Is, sometimes appear to gove rn the infinitive mood; as, Nothing- mak es a nmn
ec t m11ch, more tha n to know little; an object so high as to be i-nvisible.
OTE 7. A verh in the intinitil'e mood absolu te, stands independ e nt of the re1ing part of th e sc11tc nce; as, To confess the truth, I was in fault.
OTE 8. Participles, like verbs, relate to nouns or pronoun~; as, I s:aw a man
ring in the li e ld. Th ey sometimes arrree with a sei1tence or part of a se ntence;
'1ccordi.ng to hi s tory, Alexander conq1~ered the Persi an s. 'But, fr equently, th ey
.ot depend upon any pa rti c ular woril or sentence ; beiwr referabl e to either of
persons ind e finitely; as, Granting this to be true, it wo~ld help us but little.
O'l'E 9. Arlverhs q11alify verbs, participl es, adjectives, and other adverbs; as,
;po ke cloqucnt/~11; Having lived pr1ldentty, he became rich; She is mwjfectedl'!J
.e ; She writes very c01-re c tl y .
No exact rule can he given for tht) placing of
!rbs, on all occasIOn8 - tboug h t.he general rule may be of considerable 1 ~se;
the easy .flow ancl pe rspiclli ty of the phrase are the things whi ch ought. to be
fly reg-ard e <l. When .two aw: iliaries are used the abverb i~ \1sunlly placed after
second; as. W e have bee n kindh; treated. The adve rb there is so metimes
l as an expletive or as a word th;,_t adds nothing to the sense; as, 'l'l1ere is a
on at the doo r.
OTE 10.
Arti c les anrl adjectives be.I orig to nouns, wh ic h they qualify or de fine;
Wise men; a King; this book. A<lj ectiv"" sometim es belong to verbs in the
1:t1vc mood, a se ntence, or part of a sen tence; as, To see is pleasant; To be
cl is mifarltmate_ vVh e n nouns are taken in th~ir most extc1rn1ve si<rnification,
1 do not admit artic les before them; as, Dogs aro faithful; H orses ~re useful;
n is th e L ord of c re tttion. Proper nouns seldom admit articl e• before them;
ig sufficiently definite of themselves.
·
3

GENERAL REMARKS.
.'he R elutil'e Pronou n what, frequently, has no antecerlent, bu\. stands, immed iy, for ~orn e noun, nr for some indefinite idea; um] should be parsed (except
1ame) the same as rt pe rsona: pronoun. What is sometimes used a~ an int c rj ec 1; as, What! are you there ? The pronoun it sometimes stan<ls br ·~ sentence,

with one, an<l the, with tins or that. .11. often includes the meaning of evtnj an
as, H e clears :Six Dollars a day. Prepositions, in their original and literal
denoted relation of place; as, A ·bird in the cage; a squirrel o.n the house
under the tree. But they a re now used, figuratively, to express other relatio
\Ve serve v.nder a good master. When two prepositio'n s come to.gether, the
ui;ed adrnrbially; as , He came down from the mountain. In ·English mun
are som e time~ used in un active, an<l sometimes in a neuter, significution- t
stn.1t:t ion, onl y: determining of which kind they are; as, I wrote a letter; .H
\'Cry fast. A passive verb will always admit by or with afte r it, and mak<
The nawral division of time or tense is into three puts-the present, past.and
as, Pre se nt, Iain writing; Past, I wrote, have written, or had written; Future
or will write, or shall have written. But, to mark time with more precision.
marians genera ll y mak e use of si;ic. The Potential mood becomes· Subjunc.
means of the conjunctions if, unless, except, &c. prefixed; ns, If I could dece:
I s hould ublwr it. The distinguished use of the Conjunction is to save the
tion of word s; as, Tom, Dick, and Harry, liv e in York. The above contai 1
simple se nte nces-the same as to say, Tom lives in York, Dick lives in Ye
H e n ce it appears, that conjunctions often connect sentences, when they a1
connect on ly words. The adjective rnany, when followed by tile article a, i
to a ~in g ular noun; as, .lVlany a boy bas been ruined, by keeping bad comp
Poct8, a nd some prose w·riters, occasionally take the .license . of using th
form of the verb be when it has a singular nominative; ·a.s, "Seek· not teu
th en, which to avoid were better." i. e. would be better. · ·
Vu1.GARISMS. Th e following vulgarisms, with many '.Others of the sam
should be carefully avoided. I sot, I axed him, this is hisen,th.is,isy~n~, . h a
ho1.lscn, I seed him, I knowd him, many chimleys, the littlest apple, be aint ac ~
with her, a quarter of weal, she is going a wisiting, good port vine, &c.
AGREEMEi'i'T is wh e n one word is like .another in number, person, &c. G
MENT is when one word causes another to be in some particular case, &c. 1
is the resolving of a sentence into the elements or parts of speech, nnd ~
their con nexio n, government and agreement. A SrMPLL SENTENCE conta
nomin ative case and one finite* verb, expressed or understood; as, Exerc
rnoles hea lth. A COMPOUND SENTENCE contains more than one nomin al
and one fin ite verb expressed ot understood; as, Virtue refines the affecti<
vice de bases them.
A PH RASE, in grammar, is two or more words put together, so as to forn
a sentencl) ; ns, b.1J and by, not at all, &c.
ELI.ll'srs, wh e n applied to gramm ar, is the el egant omissi.oµ _of_S?m~, par~,
of speec h in a ~entence; as, "To e rr is human; to forgive, d1vrne -Lis
vVho tore my book? answer; John, that is, John tore it. Peter is taller
that is, ta! !er than I ani.
.
.,
NSPOS T'l'JO N is when words um ~laced ont of their natural order; a:
with exte,nde<l arms, his aid implores", [iiuplor~s his ai<l.] . . . , . ... .. .

·rRA

'··

,,~

I

.

CAPITAL LETTERS.

1. A capital letter sho.u ld be usod at the beginning· Of ·every book, Jett
chapter, or any other piece of .writing.
.•; · · · · ·
2. It shoul<l begin the first word after a perio~, . an.d · 'riien th() sense is c
after nn Iut en:ogation, or Exclamapon poi!lt.. . , , . , . · .
3. It should also begi n every line of poet~y. ·
4. Th e pronoun I and the ·interjeptjon_• Q sbou:ld alway_s be written in c ;

5. Al! proper nouns, of whatever. ~escrip~ion ,,should ,al~vays ~gi11; ,yit)1 .
an<l some [t.he na mes, epithets, &c. of,. 011~ . Crea,tor] are not unfreq~entl }
writte n in capitals ; as, GOD, JEHQV.AH, &c .., .
·
. .
.
6. Th e names of months and <lay_s of the week, as 'yell as ·au public d:
as Fast, Thanksgiving, &c. should be:rin with capitals; ali;o all sums ol
specified in notes, bonds, &c. as, Ten Dollars and Se-venty:five Cents.

. ..

GREENLEAF'S IMPROVED GRAMMAR.
PUNCTUATION.
1tion is the art of dividing written composition into eentences, or parts of
, by points or stops.
na , denotes a pause of one syllable-a Semicolon ; two-a Colon: three. four." An Interrogation point ? shows where a question is asked ; as,
1 you see?
An Exclamation point ! is a mark of wonder, or surprise; as,
ly of sinners.
1Sh - marks a break in the sentence, or an abrupt turn ; as, If thou art
oh! how fallen.
.
:nthesis ( ) includes words, not necessary to make sense, and should be
ker, and m a weaker tone of voice; as, "Know then this truth, (enough
o know) Virtue alone, is happiness below."
ts or Hooks ( ] include words that serve to explain a foregoing word or
; as, This event [the burning of Rome] occurred during the reign of Nero.
xret A shows wher~ to bring in what was omitted, in the line, through
my
book. .
&c. ; as, This is
A
fyphen - is chiefly used to join the parts of a word together, that are written partly in one line, and partly in ano.ther, as, We are como love our enemies. It is also used to. connect compound words; as,
: tea·pot, &c.
.
1osf:rophe ' is the sign of the possessive case; as, Peter's cane. It also
; words; as, lov'd for loved.
tuotation or Double Comma, "" includes a passage, taken from some
chor, in his own words; as, Remember this proverb, "Pride goes before
on."
lipsis - - - - is used when some letters in a word, or some words in a
.
, are omitted ; as, K---g for K1'.ng, &c.
lsterisk or Star, * Dagge,., t Double·Dagger, + letters, figures, &c. direct
erto some note in the margin, or bottom of the page. Two or more stars
hat something is wanting, defective, or immodest in the pas5age. .
nde:r: or Hand o::r-points out some remarkable passage, or somethmg that
particular attention.
while you can e-0unt four., &c.

~··

OBSERV~ 'THE FOLL0WING, GENERAL RULES.
1. The members of a simple sentence, unless it be very long, are not, genera
separated by a comma. A compound sentence must be resolved into simple or
and generally, separated by commas; as, "Deal justly, love mercy, and w:
humbly." Tlijl: Nominative case independ'ent, the infinitive mood absolute, 1
nouns in apµ,~pon,, should gen~rally be separated by a comma; as, Dear Sir, y ,
le~ter was rifc;d,-· His father dyrng, he su.cceeded to the estate: To be candi1
thrnk she '™ . blameable; John, the Baptist, was beheaded. ·When the verb o
simple sentehce is understood, a comma should generally be inserted; as, From l
arises security; from security, curiosity; from curiosity, knowledge. Parenth•
cal sentences should be separated by commas; as, The city of New York, wit,
the last.fifteen years, has increased, rapidly, in population.
2. \Vhen a l?nger pause than a comma is required, and yet the sentence is
complete, ~ semicolon or c~lon should be used; as, The wise man is happy wl
he gifins his own approbation; the fool, when he gains the approbation of th
around him. N. B. The colon is now almost obsolete.
'
3. A sentence makin~ in itself complete sense, requires a period after it ;
Fear God. Honor the Kmg. The · penod should also be used after initials 1
abbreviations; as, .11.. D. for Anno Domini; Q. for question ; Col. for Colonel ;
for Mister; &Jc. for and so forth.
SPELLING.
Good spelling, good punctuation, and good syntax, with a proper use of the<
itals, should go hand in hand. But as the Rules of orthography are extren
vague, they are not here inserted. Those, however, who may study this book,
most earnestly entreated not to neglect th eir spelling; and although the rules 1
be of considerable use, yet the only way, to become a good speller, is by obse:
ti on, and a good dictionary. The following example, [a note from a woman, wl
husband had just gone to sea, to her clergyman] will show how great a perver
of ·sense may be occasioned by the mis-spelling of a single word, and the mis-p
ing of a single point. "Captian Toby, having gone to see his wife, desires
prayers of this church and congregation," &c. It should have been, Capt. T
having gone to sea, his wife desires the prayers, &c. From the above we perc1
that a person, ever so well acquainted with Etymology and S_yntax, will freque
appear to great disadvantage, by being a bad speller. It is evident, therefore,
Orthography is a very important part of Grammar.

