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~·''"' RECOMMENDATIONS .. ''' ;•:·><I"'" ~~;.';
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.From th• .8.uric"" JOUMtal of EdUA:at.Um, fur Jan11qrJ1, 1830,. ;i

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. ....1Here ls, at ia.at, a.n attempt to pre&ent the subject of grammar in an intcll8ctual fomt
·t·h · toµie .miud o(\~• IO!lrnor. Witcanuot speak P,urticularly or the work, wi
anm"
~ ~· "'; ·, , conddence, u · to its aoouracJ'" in ·detat il; as if w8 had had full' opportunity t'
"lt' tO. :
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the~t'1.t. of expcri.me~t. in th~ ·1chool·room;• butiita plan• fR lvery •. neu.rly··that
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'
~p. reJ100tedlt 1ilggested. in our puge•,i us l"b•t •Was 1equir~ · f.o irewlenj.bB,.1tudy of,
¥
cramnuu a suitable discipline for the young minJ. The author's meth'ocl is to ·dr&w ih&
pupil into con..,e'rsation about' worris, and to put such quljstions to him a.a Jead bis mind
to.. lhe 8111ne conclwione that are U!\u11lly Ju.id down in bookK on grammar, in the shape. "'
11(dofipitiuys and rules. The work is, as it ought to be, of a ,simpJe and eleme.nta't)\. · ·
d:~&cter ;' and '" the illustrntitins 'a re,of that . familio.r kind whiCb ~JW"'fend~r :tliG l>ook9 "!.:'
. ,,. ~~
~ ·1 't:
t
wwtable for gtmeral use in 1chool1.)· • · ..... ..,.. ' • ·'
·' · d•1 !1·~-t.• . .
1;. 't\fJHi :.:.\~. ,'
t,·;-.. . ~ ~' . ·. -~+ ,Oa.e groat advantage of the plan of thia ~vork isl that the .pupil's mind 1'. . kej>t i"n con.,. •· \
~,.; ~ .~-r-·- ~ual ~tivity by th~_v.l!!l!tlJ-io--'bO"fortUJJf the C~_!l~ns· , some @r-whi~h consist in the .
,• .. .:
~on- ofinfpropnet1es of speech, and oCllcn--in ref' ular but..11bort an<reaify e1:erci~ -- "
'f· •
- to be written on· paper or on the 1)0.te. 'I'he lessons tn po.rri ing- a.ra, with the exception '.:
of the couclu<lina 011e on the Constitution of the Unitiid States, presep.ted iD" gradual '
aucce11fon, 1lnd bTonded with Lhe convorsnt Ma and oral exe rcises on each cluibrwOrda.. . }
To most teachen,tbit wori; will prubu.hly IM-t the mum e.ccept!Lble for the author's good · · (
.en.e ia Avoidin~ un necesaa.ry J>t'Culiari.ties in hiR views of grnmma r ; for, notwithstand~~-.r,;
ing the origina.hly of .the plan, the res ults of tho convenu. tiuns and Axercis~a will brt"'~ ..
found to eorreapond.pretty nearJy to the more forma l and theoretic &talementR contained ·:
1 ~...M¥rrayl• ,.Gr&mllJiU ; with .th it great advantnge, that the pupil i11 onu.b led, by~ t~ -~
arrangeme nt of Mr. Smith'• work, nµt only to understand perfeCtJy every step of bi1 '".. . ~
·_pro(fe81, but' to ofitain' the 1resulti for'· himself, by the exertion of hi1 ow n thoughta. 1 " TOF · ,
1n1truetcrt gene.rally, wbb .have 'riot seen thi:t work, we could not, perhaps, describe . !~ <~
m~r.~ accurately thaf1 by i,aying that it is nearly ~ ~~ aam~ t.hing among books on grq..J:Q... J.·'
mu; thut 'Colburn'a works are ·tlmon g books on arithmetic. We hope the resemblancaT' r;'
will hold in other re1pectR also, and that this work on granunar wiJJ effect fll great aodi .;..,·
u, ex~ ns iye a revolution in the mode of teaching in the. brunch of which it treat.11,u bu ~1
Ileen oJfected by I.be iaf<>ro or Mr. Colburn in his department.
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l Prom the 8xamination we have beon able to give the "Practical Grammar'4\,of Mr.:;.· ~
~1wcft1.C . Smith, ·we have been satisfied that it is by far the most · n.at·ural ayste~ of~ ...,:i;
t.eachiog th3~ important science whi ch has ever como under our notice. We earnestlJr! ! ,
r&Commond it the atteation .o!..all who are intereated in the imProve~e at Q~, our co~
JDOa ICboola. · · . b •
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SAMUEL J . MAY, Pastor of the Church in Brooklyn, Conn: ~ ",;"!
JONATHAN GOING, Chairman of the Board of Overseer• Of• "'
• "· •r
.
. tile Schoola .in Worc ..lll7'. Yillaza. u~
J
ISAAC GOODWIN, Worcuter.
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LEONARD WORCESTER, Prccepw oftka Latin Grammor

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WO... 26, 1829. ·
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PREF.A.CE:'

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1fl\lllOre dir.e<:t characw, intended to.comprise.a recapitll1ation. of the whole~
~ect matter ·of )he ,first set, and',also to, test, accurately, the pupil'a acquisi~~ ·
Should ·~Y hesitation be·e-:inced iu answering lhese questions,.referenC\l <,~ ·
again be had to lhe primary questions

011

lhe. same subject.

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··>T'°.iudl\Cfl 11l'·~a)>}t~~ .~tinf'&:ll],e~ l}"~ f""6f~6'911\'•lfifd~t.of:qu~·
~ tlons is added to those meuhoned ao-Ove, denommated ''l:xerc1ses tOi='""tbe S.lato

•

~· .b 'JNTE'l:.'UECTUA'.I:!; '~Nli ·PR'A'CTIC'Alt-'.-i'"·¥1 ''
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or Paper." In these, still more· latitude · is allowed; lhe pupil is introduc~ (()
_.Ot~ bifTtifi• .ct .~Ju,i . ,it: l'T•l>'~"~.u. •.H "-'""'"'"\ ~.i.t 1·H)'f<· :.m•.W 114: •r ;r •tf lO ,,.
~e objects arowid .him~Jil4 t;;_ugh to, asf,C!fiau;, the.. wil)i,.lhe study to whi~h)ip · j
Clll .d_,,J rt ,..- (i"''• .,,:; .
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JS attending, thus. acqwii!lg,.jn,au_~reeable mimne~ .lhe, principles of Lbe "Jaµ.:
~ ..k1,·i-t,·~·Aqf-:oiil·;.(~hR '>:.A.
''!r.:d• .:~ff>W»i•'"'
guage 115 rapidly as bis mind can be made to grasp them.
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_ The subject of parsing, and all that is naturally involved in it, is unfolded to.
'ltl . ~Mf,·" •J ~ 1 t~• '. .....,.J. ~,i,;r •l- ; ,, ... " J• (;i •, hH ~'..•I"• •if ,., v.r.n • ~.11.·
the mind of the pupil as fast as the different parts of speech wider consideratien
; ll'fiJl, ..,;.....,;, · J.,, .,i.,,,,.{, ...
~.m 1 t.._-.". ,,;;
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will admit. Of course, these e~t:;rcises must b,e progressive, commencing with
u ~H}'• 1· •• n
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PAR';Fi I. ~ ,: 1~. H ,. n.
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aimp1f;' and easy exainples, <ind proceeding, gradually, to those more difficult.
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l:lo' the Second Part, after the pupil has acquired a partial knowledge of grain_. C:
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matical parsing, exercises in false syntax · are given fur his correction. ~bis .
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course is deemed better adapted to awaken the pupil's powers of discrimiµati~ri;:'
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LESSON I. • .. ·~. ":.<> ' "''" A ,. """-.>>
to increase bis.care and accuracy in the construction of sentences, than an ex-..
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~lusive ,attention to.language strictly grammatical.
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MENTAL EXERCISES.
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... A similar method has beeu pursued in treating the subject of prosody. El:\ i:i:I ',-! """" '1. .,. ,.
...
-.
~!1lples for correction are added to all the rules there giveu for pw1ctU:a1ion;::&c. ...
,,Que$tioner.. . IF you. wished to speak correctly, would you say,
-Throughout the work, it has been the author's aim to make his book complJ te i·-. {
;/,{lll).~S qm,~ Qr ~James is, a good boy ?'
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in itself, on the subject of which it professes to treat.
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Answer.
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·· 'l'hp author takes this opportunity to observe, that, having been loni''engagf,d
· ,,., .Q~ 1 1W.ould you say, 'You am happy,' .or 'you are happy?'
in teaching Euglish grammar, in connexion with the grammars of ' other :1;&: ·
~;J.:l1e,se book,? or 'these books?' ~ .fl. apple,' or '.t,iJI apple?.' · · "''' '"
guagei, he became satisfied, several years ago, that the mode' of!iea~hlngl,~~ .
· ~r. R: , W.Quld you say, 'Maria am an industrious girl,' ore.~ Maria,.
, most' unnatural,' aud consequently, to the learner, dry and uuinteresti.u g;
W,,fl!l indµstrious girl ?' , 'She work well,'. or ..' she w<n:ks well?' ·.,.
ehtirelyuseless: Entertainingthese opinions, the authorbauished frr.m' his school'.
;0 .Q,. Would you say that 'Rufus learn well,'. or that ~.Rufus,
the· study of English-grammar as learned &om books, and commenced couri.e\ ' ·
~Ji!"-' ,~ell. ?~ , 'Birds sing,' or 'birds sings?' '. James write :well.
of oral and familiar lectures, always making it the indispe1!_sable ·dutY..'i>f tlli{.
y;e§>ter<~'1-y,' or "Jam es wrote well yesterday?' 'He writes well
•cholars to compose several se111ences on their slates, applying aiid l llustratin'f
110,-..y,;,. w·..' he wrote well now.?' , 'Yesterday you go to school/. OJ,",
proved useful aiii!'
'J'~S~jlrqay you went to school ?" ·
.,,
the principles advanced in eac h lecture. This system havin~
0
agreeable to scholars, and highly satisfaclory to parents, the author w~ uigc;d.·.. ~. <.,q~ }.V:-;iuld you say, .' One boys,' or 'one boy "P 'He gave th~
to giv"it publication. t
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bocik to we,' or 'he gave the book to us'' 'The bird wlto fie'!','.
In co">pliance wilh this request, and with a siucere desire 't0 fa'cilitjtte ihW
O!Jf t)lfal,.l;>i1;d tp,hich flew?' . 'They is happy,' or 'tliey are happy?'
progress of the youth of his country in the important study "of their' mitlvll
.
I,.µow see that,you know sqmetl'\ing. about language; . ~Ut :
.language, the author now submits this work, the result 0 ( n~arly 'tweutj'ye'a riit
d~ J.~U f.9,t ,thir;ik,tliat you sometimes speajc incorrectly ? . "'. . ,
'experience, to 1he caudor of an enlightened public, to be by them H!ceivcill llf ,
...
1X?q ~fed not,, how!Jver,. feel cliscourage.d .from,pm:sll1Dg ,
J:ejected, as they may deem proper.
;1d ; ~""i 'l"-8, i.l.!'l
tliis subject; but, on the contrary, do y~u not . fEfel.. pleased ~ith1

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the;il!.tt\\..Of; eX&!f1.ining the different forms of expression used by .

the best \vriters' and speakers? Besides, this will enable you, at
all times, to speak correctly. Shall you not like this also?
, · '"' ,11-,1lt Jf'?iVl : , , Well, then, let us proceed, '
.
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! "" / ll'.::1•1 ·11-. '9' ~' . ; ,... · Q.. When you prevail on your father to give you bis knife and
' ... f~lril lil •lttl': ~- 'J1 ··" a pine shingle, with which you wish to make four little wheels,
...
·'"•ttt"t>'li~ifli'~1
two sticks made round at the ends, on which to put the wheels,
•: .. , ·, ,.., .ciffiifll .: · a little box to place on these sticks, and a tongue to draw the ·
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these parts put together would make?
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_.i:.1-Q. Do all things have names, or not? . .
, ' ' ' '" Jl1'H
1 · ;·Q. Well; now, since all things have names, we shall want
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; aome general name for all this class of words ; and as the word

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Noun•me11D11;fiiime1would· you not, ' thenl ill the' names Yof.'aII'
things noiin:a!l•t• • ~ • tn"rl -t111 ui •0111Ji '(f tto't .mrlw J • !mu <dfulit
«i QP Wagon is the name' of\ something; •is itlt,lot ?- ~What{then;I
may it be called?
· ·
<-H tl11 m .<11 f1'n.B
Q! What•maY'the kmfe"with which you made1
the-llttlewagon
be called and why?'·-' · '·, ·
··• 0 'nl· t1.r1~ .•~1 h 1~;11
·~ i'Q.- Do' all things ·which' -you' can ·se'e, hear; ~taste, :sme¥itlr feel,
have names or do they not?
' ., ·' •· • "" •1 ...1w1
''' Q. 'By what· generallname, then, may··evefy~thin~ 'whi~h ·YOU
can .s ee, hear, taste; smell or feel, be called? • ".I·• "":"' "' 1 •l'\l\D
,.; Q, · Now you can see the bench .on which yoti sit', ·ai:id ;the
book which l ·hold in·rny'hand. ' By->What general •namef•then/ .
may book and bench be called?
_
·. ., 1.11\11. li1 rn
~rQ; ' Do you call book and bench by the -gen~ral name of 'hoi.ihs,
because they are, or are not, the names of things?
'''. " .
fll Q.• We have learned that the name of every thing thati wel
can see, t!15te, &c., is a noun. Now cast your eyes over the1
school-room, and say if you can discover any thing that is nb't: a
noun? \
.
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Q. If ah the things which are in the r\)Olll are nouns, will yQu'·
1
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· mention, say .six, ·that are nouns? ".•'
,!rQ.! Your fatherlivei:;, perhaps, in a large house. · · Now,.is there
any thing, from the garret to ·the cellar, that is not a noun~" in
Q. .How many things, the names of whjch are nouns,"q~you
1suppose•you·have on and about you? · Let me· hear you·-Teclton
themmp, .commencing ;with -y our shoes,, stockings,· but~'s ,' &c;i'.l ,,
, ~Q..There are in our language as many• as. seventylth6usana .
t W.oroi;,t •'Many•of!these; we have"already ·seen, may b'~ ~r'op~'i'ly ·.
called' nauna·; ' other-.words, we shall ·find, by · a nd by,•• may••be
called by some othe~ general names. Now, will it not·be .c on ~!Z ,
nient, sometimes, to have one·co1nmon term for these ilifferent
sorts or divisions of words?
: ' '1· • ,.,;,. 11 !'1' ' •
Q. Since speech means the power of using words .. ch- · l~rlguage, ,
and part means division; wou\d•or would not P AR TS 19.f •Si>EEcH', . ·.
then, be a convenient term or name for these grand divisions, 6fl
words?
..... - - ..
, Q. From the explanations which I have now given, can you ·
tell me w hy these division~;, classes Qr 1sorts·of words, iµ-e cailed

parts Qf speecH

• '' ·

: Q. When, then, I ask you, what part of speech bench- is, for

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1;9xn,-).~~M.-,&P.;,•· v.:bi.~9 , y.ou. ·h\\v~1 ~eui·. ·P.v wA.lkw.~·· bout\.th4'.:

1ields an.d,elsewhere,' you will n\lt~·hard ofm~if.ll,ias)c~~'
t : rn~_ \!9:Q /a (e~wat~9\lll, l118Y·.t.~P.i¥·mwi.,y ~ yoli ha• .,-~g~rs
and 'tliumbs) l:. iil·C!111 ,;1, .'H ·" ~ ,•m;:1 11.!!« 1 f ti1iJ1af .,;. , f', . ;
) n~~1 l;1W1.&:R~ eJj, . ~. ak p!!4'H kiliPlle.i;4 el)l::b. ilipgen~of' yp ur ;
. )lancJ!is, 8.nd·why ·? · · ""' · "",,' ; ·"'·"' '" ·~:rMl-"hnlt ~.P,·.,.,i ~

1V !l 1~~~;~y,e1,?'!~~e; )s~""i~unJ'1tI1;1
the'.
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name John a !1-oun?
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. ,,.. .-Q. i.ij(l.tf.pn:~.•~he-~aw,e~.ftP. .pl~,.;ul1;1_!,;B.0"'97; '! noun? , i 'ls ot
apple the' name of something? "Is llppZ~l a, noun?,\ 1 ,"•., ! ' ... :i.JM
1R·!.PP. yy;e n.ot le!J,rn from thei;;e.fact,s, that noun~ are the ·names
, R~&11bi . P.f: i\v~51-r ii.re_coµu:i1ouly c!l'l!~di~hinga; bµt,Jllso' ofpers<JM,
.' and places?
.
~ t· ·t!. :, .•. 1 '"'<\. ·r,,.-~ -!.' ,< ·•!'ii::
.1.1Q.1 ¥v.u· ll-!i~now·pr.cpared to. !1iceive.frpm m111&full.idea. of the
word noun. A !!Oun is the 11ame, ·of 1~ny .person,,plac0.or_'thing:'
, te~t 1y.ou s4pl!ld forg~t .what I ha,veJust1,now.•.t1>ld ,y.o u, 1,w.ill ,y ou·
. ~~J,l.1 ID4i' iWhat, a noun IB?~, , . '° .• 0 .. ! 1, ~, · •• ,A •••f~ , , • 110 ~
1i ·R 1j No,W,' since: a .n oun 1 118· you l!l,ay, js the naml)-pf any person.
·. place or thing, will you ipform me wh11t part of spe'ech Thomaa,
r. lj,,;aq~ ,wpy :; ,,., 11. n tl • ·~ ,· . . · , 1 ,: 1 t,· 1r•.,;, •a1 ii' t ~j "
<· ,.Q. .Wliat part of speech i_s NeW:r.Yor.k, IW<Lw,hy ,?_ 11- .
1.',., .
'. '."'>'lQ;, W.4ai,part ,of,speech IS Balt~rrurre! ~nd why ?,-·.-is H11:rif9rd,
.and ,WP.YJ&ois~R:uf~, ,1µ1q ;vyhy ?"-;JS -.Jrjll:w.n,i., 111~4,;w;~y ?,.,,,.is ~
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.' oaQ . .. I.t~em.s,,theI,l, that there axe three.i lasses pf,pout,ls,name-..
.. lY.t1W~ .1)4.ijl!lS"ofi;Pei;~ol!s, -P.iaces,an #iPlgJi•
y,o u..mentiQn
". ~~.e,¥.~Pl6* .Qf.,~<;,h ?,,,.«I ··:i>•rn11 1.I ··~":•.- 11. _.,, .~ · · ~o t'f' \h ,
.; ~f~·1·1i•)ViJJ IjClWi g1v,e.yol#.a ,few, l!llljte11ce11,·,M~ • WIU -:11<ou ~ll·.me-~
. : .w1c,rutJi~·1t\O@sra,r~, BP.~PPrt',m~y tbefe,lll'e, in e11i;h sentence,,
'_· 11!.il!re,adtth!\IJl tlP1}'.-0ll·? ,/. •.! ;11'1·~~·'1> ! ''" .. t ..~ ·• •'..- ·~tl·•• I • fl ,,;j 'l
. J.ti~J:;ft! iJames and ,}Vi!Jiam are in ii. ?oat.'. 1
. .... i. · ,.,_ . . . ., ,,11.,
, , 'The duck and the goose are m tbe water,,'
· . '.
,,,
,.'!l~,j f,~s,t9n \iii,a, ph~ce , pf curiosities.' ,
· . ·
.
, ·
. ii''lih-1' ~l\).te, pen<;il, paper, ,ink llllA.quills are things for the use
..' .,.qt;~lui.lm,\
1.ru,.n: .,, . ~ .: .,. '' "" ,, '" .-·1
. ,,,
.. , ,•
.i!'
...

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'•1m •\ 'rf.v 'llj" JltE NTAL ' EXERCJSES.'
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'LESS0N" Il.t•11•11, ,,.... 110..1•111 ,, · i,t1r

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·1'111

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instance, what do you understand me to mean ?-the same ils \0
·
h ...
iuiklyou whether bench is a•·noun or.nbt ? '••
,;.., ' 1 ft'>J W --~~;. .. ..... ~Q. ' When«l ask '·you,,.!,What is the-.number.'0£,31otudingers-?.'• .
Q. :You told me that the name of every thing whfoh1 ~ou -cah . do ·~ou .~.mderstand ,me to ask, how. many fingers you ha ye ii, , "
see is a noun. / Now, you can see a horse. ' What •partpf spe)l'ch, · · · ..if:'Q;1N'ecy tvue;.number. ..doe~: mean •Mw• ma:ny.i !l'! Well;now, su~
then; is.Jwrse ~ ·, Why? ' , " " , '1 ' ·'
' • 111 i. f1tt..; •· '""<f.q
pose· l ·should Bay to.you, 'Give me a book/~ should..I-.mean :one
· Q. -What part of speech is man '.I Why?' I •Is •woodpile.,
bobk.;. 101 ~moi:e· thall 1one? '="\, .. ~,. IJr 1-1· .. , l.i. •• "'• 't<f ""l:t vr .,l,
W:hy•? ,\I .
·
· : • • '
" ' . I I l\I li'"J/ ,}_) ',
Q: Well, then, since the word 11ingular means but one, would•
'"' Q-' -Are there not many things in this world? ' There are veey
you; when· speaking of the .name ot; one ·tfiing,.ch<>Qsea o have no
many •things, even in Boston;1if 1 wel1reekon all that•-;ist ini evei"y
~.lid to.'eJCpress it,;or,1should 1y,oui pnefer,to call.the n~e of one
shop, house, &c. . Now, Boston is but a ·little part?of.nh& world~ · : ~g·tt~ .tiiig11l~up~!'m/i~ i.i·~\ 1,.1 .... ,,~( · •. ., t· , .· 1 ,·J ~· f . .- ii~
'i.S4t·?hiv 9 ! ,,_•,.. ,,, 1 ,,1 ,,. tP 11- 1.> . 11"1 . ; ""' J: ~if 1( ,'~ }
1Q, -When •'I say.· tO'.. you, •·Give· me some books,' " I •:evidently·'
< '(hQ :<Since, then; there are so 'many things in the w-0rld;•as grllSI!.·
' ~aQ. mqr.ellbooks,. t.hon.,QJ1e,, 1,1.ql).-.not a-1·.Eerhap8 ryou1i8lr0jldy;'·

10 /

SIN"-.•~J..~H~'t ,;;t''l,fJ

II'f J'.ELJ,.E9TJJ.i\L ANI?.·1

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!Pl

ks o:w ~lb\ the . ~qrd plural .~e/ills nwre tha~ .~m.e. '\Yha,t mm;i-.,
~l:'r,1theq,J!hl,ill..we,caU ,the'RllJ\ie.S,?f1fUOr~ ;trpngf! 1 ~~ ·Rn~.Y .O;-. rt
1'Q.... •li'JJifal. nu111~er.,;eX,Pifl.S!l.ee. tl;l_.is;. 1deft .,y:eryiW!lll . .W.1!k )j_9
now inform me how -inany numbers there, ar11 1ip ,a,U,J B,l}g;1~~~l!h ·
th;ey.1 are called? 1;,.. ,,Jj.,~. 1:>•"1 'l:' .. '. : , . ·~l,, wb.11•·~ ·,11,:in,.),
(~•Q· ;When I speak .the word cart, do I me11n· one1Ci!J',t, ,o,~ nyJ,iil }t; .
thanoue? 'W henl.saycarts,dolmeanone,!Jr.II;lP,t;\l µi,a!l,,O).W ?..i
Is.carts,tben,ofthesingularorplurnlnumber? , · ,. ·"r• .~)
1- Q. 'Of :what, number~ is ,bo.'J, .and,why ?.-.-is bqyf ,,ani wh.y ?~is
dollars, and ,why il-tis p.irts, and. »'hy.?-'s inksta.1~ds, al}d 'Y,h y f <1l
is pins, and why?
· .
• / Iii '-.i
, Q...Will yoµ·. alamll a nou.u: of tlie siJ;igul.ar.. n~qW"lf}1v PJle ~9! ;
tb ll p)uralnumbe~ /,, '. ., .
· J
:
" · 'i ,. I
., ... ·~iu:
Q. Can you pomt out the noups, a!ld tht<lli different p.,llN);>~~·a
in.the following sentences ?,, ..
•d
• ,. •
'Rufus has a knife."' · '
'Three trees in a: meadow.'
'James has but oi1e apple.' · ·' ·'Three farms in;a·villnge.'
'Thirty peaches for one orange." " ' Three villageJ> in•the towlli
•Three boys on a tree."
· 'Thirty towns inlthe state.'
.
R
·
, ~o.hn h~s,_ten, 99ttons ori.~i~ ~lo~h~s,)l.~ .fus ~e~(·pins ?P. pis ..
1
sleeve,
and Wilham \:en peanuts m h1 pockets; . How many nouns .;
wll1"all the'$e thipgs make ?.; .. ,''''"' 1• '.'· .• .! .. •:•ut '' ::. , ,,:,.i. h m,
11 Q. Harry' Has'a 'little box\ and'in it he has 'three' wh' istl~st. ro'mfr .
.
'·u·r . .
walnutss~venpins,andthre eoran "'es. Howmnnvnouns· wi •..
ti/ ·
k' , '" · • ·•" "' n•" ' ·? : ... ,,, r I . "'h1 11 .1 .9 . )'
311
"Q: ~w.~~:\t,~h~ plural' ~um~er'Of d?ve './.'._of bdx ?ti <U Jt'!l •~'~'Vf'
Q. Is not the plural number of dove and box formedb v111odf di[!.V/7 ;'
a 'to dov~ and.'es to box'!""' ''• 1" ,, ,
"""1 II ,/),lJ J , 1h 1 ·y ":
.' Q.~'.A're, then, 'the singular and plural forms of' nouns'·aiike? " 7 1
Q. Is the plural generallv formed by addinl! 8 or ea . to' th84 "
•
?
: ~ ·11 ' :v, '' "' 1 wit•'" "·""' _,,,;,y,,~ J1'1lv,1 )ti .)i
smgu1ar
· , .1 ~ : ... 1 ,,.,.,i: .. , .,,f ,n.,~ Ji;rl ;i '10 '9
N" ,l,"r 1 .,! 11».r ., 11 h<J .. • ·<~ · •·''" "" "· !' •"' J>" 110 ·{ .~)
..
~'...i: •· ,,1..... .., :.. ,:~, 1u ''"LESSON" III;'.,,.,. 11 -A 1 N <1 'I, . '.1IMU.fl1_ ;
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•
PRACTICAL GRAMMAR.
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.~·. ·i'B'UJO, J.6 / II ,., •.,.,. ~1 ,..,•..,. •.,,,,.,•I .;11\u, !,·rJ'.f' l'rit .M1i1 ''"'ts.l
1
cf'-,;; Q.' ~p;e ,>bhy·is oi' the 'll!alei and;girli!o'f •ithe'rfeinale.gender.; <

• 'b'Ut(- siliife mdsculin'e'lnearlEt ni.ale, nndfen#nine,feni.ale1-gramqia• 'riansV!iliVe called the"mrue 1gender the m.asculine ·gender,1and the•
' female gender, the f eminine gender. Now, will ·youllinfonn me !
, ;~ha' gender'• the · n'ames l ofl ' males · are," and_. whad gender .,lhe
narn'e's' of 1females1_are' ? ;11i:·,~1 t· ·

. .q.

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Ofw~atgender' •is \)x? · 11 Why? ,q ... ",.,,, .·

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" a•~. y;c)tY are· right'; ·ox is ·o( the ~8.$culine gender, because it: is
<the naine of a tiiale~·J Now; will ·you tell ·mei of what gender cliw.~ 'i.11. ? Why? ,
. .
.
· "''' ""'"'"i···~·
...; < Q. ' Feminine, llecause it is the name of a female, is a•correct
answer. I will · now proceed to give you several nouns; the•
· •g,enders' ofwhich lwish' yciu to•point out... · ·
,... "'· 1 1:-'
•. .
.
·
· Of what gender is man, and why? ' '.·'"'.: · .,,1 .... , .,,
' 1" '.'llfll>" •·Of what .gende.ds woman, and why.? ,,.1
, •· 1.. h.
'-' '·1'.· ·:', Of what.gei;ider ~s brother, an'd ,why? • 1 , '
.;..
.,.., ·,;,n".i "•;Of what ·gender is father, and why? , . i. . , ,. , , 1·4 .
'.:.Ji.:"' · Of :what gender is mother, and why ?c "
. :1 ',
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.1\J,; H• • q,p,f wh~t. gender is cow! and why? · . .. , , .,
.~"'i,,Q..,J:'~!1 1Jr,Pi;d ?le-lfttr, fll.!i~us .nfit]~~r, as, ;when. I, ~ay, 'Janie~
: and John nre fightmg, and Rufus stands neuter.~ Do I me'ln ~
.i s J.ike,~ w.ise, ~gh;Hn_g, or1I;!?,i l.IP,~!W
,that he,
,,· th;,\t
with;RuW,S
'ue1
'rhe'r'?
r_,
,.i,.
,_, takei;i
' ...... '"' si.. '8
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Q:. Very true; by neuter we mean neitlier'one,nor, the o~her
'
1
' Now, let US apply tbiqvor,d• np\'t~{'1 to ;ge9de~. , la .t~ebeiii?h~~
.· w~i~.yoµ 1sit, ~i~her ma~culiP,e or, fe}~,ili..i~,e',',p'* iil'i~,~~jt~e~
?' ) ·
1
.:· . Q. Well, then, if bench is neither maeculjne nor .femir!in1:,
.. w1?fu~~4 ..n~uter be_a go<,>4 .z:i,ap e f1>,rJt., ~'hrp'e~ '
; ne~
,t , eo
,r)•f r-~h1 " , . d•;!,fvh l•I ! "' 1'da . ~' ""b ; h" '"" ,,i ! 9 .
"
.
w at gen er, t en, wou you say enc IS.r .'
,, .
, : Of what gender is floor, and why?
;
· l.b"'"''ll"'
: •.'
Q. You are righ t iri saying, 'Because it is ' neither male nor
: female.' Now, let us see if1,y?um)ell 1I1e of what gender book
'· is, and why?
,'
" •· ' '
'·11i ,, ,,,,,, "..,I MEN~TA'LI ' E
. x' E.R
.. CISES •. '"'" ''•).! aht '1() -~ ·_·'
1,:...-. ~·· vOf what
gender is cart, and whv ?-is box, and whv?
,
·
·
.
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ffiaSCU l'me, 1effil1llUe,
and
!,f,!; •\II' ol.,lo oo) '" " ' . ' >,\' I " 1,,I ! > • • JI• I H'Wl: lh! , ·°:· lV' , ,<,OU ave nOW eeJl tang t" t fi"e r"'r,.,.
1Q,! You .. doubtless •know that th~.~ord• femtile, when1· ~pplie~JI : ~ 1neut6.Ji(gimd~rs,. .~W~Jl1 ypµ ,ref.llp.\ rttlesii . dtifere~~ g~ndi:~. ~d
to. ~ school, as afe71!-aleschpol, for rnstance,' means 1a ~hool 1for:l{f· .1. Ume..b~wmany.,UJIJ~ ·malce .. 1,.1 :,. ,,1\., ""' "·"' •: •• -'•'• .•
1 also that• a ' male schdol" n:eans'· a •school •foJ\lma8teP, , ·~ ._" 1 ..;Q.~Lw1ll,npw..e~!4I1lne,,.yo" 1 a~til!l oi;i ,JhQ. 4~tlrent gen4_er11,.111
ni1sses1·
Now,.liit. u~ see If you have·.!l clear.idea ?f the•w~rds ~ev andl\\i' 9 ;t10,!1J;lil.l1t ,Can yo1ue~ me,the .geuder,of, ~py,.? · 11 "SJ,.y ?r-0,f tlll>:'i/'t
female; t "'Is•girl h. male or female ? .Js •boy a male olf female•? ~U'!lll' ,.ma1t, 'il.\ld•iW.h}'l i -:>0f1·~r/1 ,,Jlpd w lu:,{r-r<>f, 1~w, ,ayd 1w hY.?m-i
man a male or female .?·" ,.,,u,. .. 1.....i-.l>·~ h« • '(•IW .l>u.» ,~M.
f)(,.i:~e, ,anq why] -1>f grandfathlfl', and why,(, 1,,; .. 1-, 1 ..1•. ,1 .,.m
. Q. When we speak of the female sex, we evidently mean " . 1 rwsm•: thu·tf,; ,,, ,:1y1: ,1~• 'h·1<.'>\ •11h ·:· ,;.,,~ 1 ~ "'" it~J iJ .~
females; and ~hen we speak of the ma!e sex,· we mean males. i . ..! · ~~t Ut>'JIV ., " '· ,'. " " " ,. i.11 I·;·'''. 1.1 ,. ,! « ·1:1;. .,/•P
... ,,\~
Now,canyoumforinmew~et~~~u!~~eISofthemale ~i:'thefe- · · ;" ,"°'·~{ ~:' ·~f,.uJ'>tl.h~~ ,\, ,,,.,11 .. ,1 1u... 11rui:u_,,,,,
.. ,,,,vj
male sex?
, Ji , 11 ·,!':. l..1
·
·'
:
•• ·
.... .. LESSON IV. , : , .. ·. , , ..,, •11,un
· ~· Is sister of the male or female se;ic?
.
·
;, . · ...
··
,... '. 5.t:."( :i l1iif.'.~-'1•;,,.11i, .·•;li)!.i,'.»·~1 ! \\
. Do you not know thatge?\detpr~irid means.the same asae.rf · .. · ~i 4 !l1tl.Jli.·11t i .,llll'MENTAL' 'E:X:ERCISES.' ..... ,A ~"11 11< 1, II .~
.. : Well, if geµdei; ,~eans the same . as a~, w~pl_~. you say, o~.a l :I '.., ..a lo V-111!1 ""' hh"·~~ i:,•. "'!' .. 111,;~ ">1\1 ""' • ,, ""'' ,,1 ·1, : • 11 \,1
bQy,~th11t h1f 1s'of the male, gender} or of thefemale· ~ender,?~ ii.de~q91JP.J.~S!1.:lu\~hW1 tJJll~ . ha~ll.1 -l':~ql!!lill~ , '°~11rAhlYi ~o~ec; 1
a g"irl;ltliat·she>is 0£ the' mizle'or female' gender?'!' ~gh~~ .~0,.
~ } . . ,. 9f,_gen~er ~; .rum>gtiL~\\.'l ~«t..~H50&fl 1!,tp.sffieJqfd •
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: d~jn 'w.hicq , persqn~ B.1)4, $ing~ ·~f,·•Ro~\q~r1e~ inJ,di~c~µ,rse.
'No\l:\li'jt"1;10,f be i:qore ua.u~.riqifqr:!~e. p.ers.on speiJt~flg, .~1 ., 1 ~.11.- ,
' ~~qe~~· Y\l~ t<;> sit s~~1'i) ,to ~~-~ .,cfn~!~er~!l ih4(;}il'Y.~lPJlr 9i;1~.t;a,tli~ ·
·.fflan the second, oi;. ~4~ )~9·11 .1 :. 1 ·:. ~;J.t_ ., >''- ·"'•\ ''f " ! · ,iw
'. Q. .When ~- ~ay ,tp_.J~~es,
1 ..,~p1,v,ll. ..m.e., t~~t,J;>f'~~l~~1;ptly t
7speakHo•James., sot he'<1s not · the pers~n ·Wlf9 1 6P .,1 :·<.•
· ' then,•ca
'
11 '.'Tram,es 'th ~ fir
nPrso'n?
~pu,
,. stlqi?;second
. ·~ _.-.:,.
r: ·.. + ;, •'";<
,! " ' ;i IJ''
, Q. ;~gh:!'~'J arpe~, when, sp~~en ·Eo•. 15, th.e .S.5~~~¥.KP.~~n ~l:iut

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LESSON V.
I

'

MEN_TAL EXERCISES.
1

/ ·Q. ;The w~rd com"!-on,

very well know, means general.
·HWP ' Now, we will suppose Ithat1m your
cluss there are twelve boys.
b al d
h
fb ~
J:OU

.May not each one oft ie· c ass e c le by t e uame o oy ;o
Q. Would you say, th en, that. boy is a common noun that is,
1 a par, spP,poBl;\•Y,t;>, !m~'~)'w,ep~·ta~1g ·~out,Ja,~i~s1·fi3~.Qi!1J.~iill.~·~ ,. 11. name .common to each one m the class, or that boy lS
. ·sa~ .names ls '';'- "good b9y,_ 11 r;~~~ 1 ~ 0~.,F, 1~ 1 ,~s.~~~rfo•:i1>t'fr.J1: _ , ticular name of o_nly one o~the class?
. _
. e secop~. o~ tpifd Rersonl .-J • ' ' • ~ · , : • :.-Jt:. 'l('. ~· ,·r, H , I ' · 1 Q. You are rwht; bo.IJ 1s a common !10un, because lt 1s a
ff : QJ:Np;w;lf!lDCe
!the. perso!l spe~~g ,nrn~t~ pw ~.~\feliiij?:.i..
general name. For the same reason, girl is a common noun,
>wafk'~f'~ I irun,1 'I request' you,' &c:, and· smce .- 1 ?~ a_ ~· · - also man and so on. But if, in the class of boys mentioned
lbut1a<'differen t1 part of speeqh; aS ~e ' sha~l see _by ana -byl );P.)i
'. above, w~ single out one boy, whose name is John, you must
;perhaps perceive t\J~: reaso.n why nouns ca~~pt, p~ope~.1 Y,~b~lr~\ _ 'perceive a manifest Impropriety in colling John a common noun,
0
to•be of1 •the••first ·persf n. · ,But let us see. -"Y,. ,u i ~ll~,;r, ~t ~q., · '1t being the name of one person only. Proper means.fit or par·frm,n.•wliat was ~e!1tipnf~ a?~Xe1
. .how.ml\11Y.,P.,e.>S/i~>1-1°a:ld'J1°!f · ticular. Would you, th en, call John, it being a particular name,
1
,~rly belong to nouns. ' · '. '
'.: , h" 'q ''C" "d :
a conmwn or a proper noun?
:
: •
•
". Q. True; th~re ~re, bu~ tw? per.son,s,.,seco~d, i:,0n~·h,ir6t 1.'~f~,
Q. Right; John is a prop~r no.un, because it is a particular name .
.you.'roust "part1cQlarly·not1ce · that t~1e, pe~ko,q ,Ei£f n~ r ~~t.~e . Qan you tell whether William 1s a common or proper noun?
8
0
. :~c·o11d ,persoi!" ~nd. th1'J : ;p~rson or :thmg . B . e.wo .-.iPE'JlSU1 "'e' · '' · Q. Is Rufus a proper or common noun ?
.
:thi!d p!lrson. ,J,.e~ me g1v~. yo.u .a f~~. ll:~~mp!es.:-i:,;wp,exi ) .ay,; · ' ' ' Q. You must be particular to remember that a nou_n ~s called
•' ·Joseph,• study-your book,. •wh~t person is Joseph, ,!U!g1;W~~~ ''!rdcommon when it is a general nam e, and proper_ w~e~ lt l~ a par···). ,,Q_. W.hlffi Y,pU,an_d l ~re talking about /osev~· ap 'f~:y,_,,..,,.,
ticular name. Now, let 1_ne hear you repeat this d1stmct10n, and
~pnq~1gnt':Jear~ .r.e~,~~ 11~,~.;1y 0,W.~ ~P~U~~~(·,~.~·~11•.irr~r~~ir . · 0inform me when a noun 1s called common, and? when ~roper.
Joaep,h, ai;ld '}'hY · .- ,, .. , . ·'· . " .
_. ,., J,.,...,,,\" ili~lf1 I
,Q. Is dog a common or proper noun? Why. Is Lion, when
n~f~; ~m you tell me of.what person t~e'.no,uns. ~;~ ~ '. H .• ,~; . the name of a particular _dog, a commdn or prnper n.oun?
_
.}owl,lfg i>e!!t~nces? .
_ ~ ·-~- ___ ._ ,-- ~ -~--'-'-"'~¥ "
Q. Bo~t6n, you know, 1s the name of a particular city. .Would
,\_ -- --- - • John-;-wher~ are Y?U gomg;:i ...
, ~ 1; 1~ 1 , i 'ttn"{.
you call it a common or proper noun?
.. .
•Joh~ is an ,mdustnous boy. '· " . ,' "'''! :~
Q. You know_ that ther~ a~-e a vast many c1t1es m the world.
•t ...,,
'Wilham; please hapd 111e ~~at ,\\epp~,,, :, ·;i;. 1·;,_n(l
Do you, then, thmk that city 1s a common or proper noun?
..
,,,..• ·Y .• The s un shines'. p)easantly.'·/.._ . , , '!;'/I l"I .
Q. Will you point out the proper and common nouns m the
lltil; :; ; ,;,J .. •!~h.e la~I>· g~~l(:l-a ~lrar ,ligh~.'. .' ·~ i_,;,., ,. 0,;,ltif, :
following words ?-James, ~ew- J_'or:I:, .sleep, dog, man, '!f'illiani,
" Q. Do you recollect wb,Y. light lS of the th.1rd pers9n ?,: 't\'-::"-, .London, Hartford, benc~, chair, MisS1.Ssippi.
. .
. Q•.- Yoµ ar~ right in ·sayH1g, ;'1B,ecau.se,we ·are _talkmg al;10q~ l\,
.i• ~· Let me now see 1f you have not forgotten h~w to distmWeli ' now; Jet us ~e~ if; you,<ttan recollee;t aqd mf.orlp ·!P.!l !W:~eJl , .g\u s.h.the gender, number and person of nouns, while your at'nounk·are Of the third person, iµi,d 'Ypen of_ the seconQ...f 1tr>ll:r: . tent10n bas been called to proper and common nouns.
/
Q. We will now s~e if XPU
ha~e not forgotten genqe: and , J,., ' " .
' William _lean!s his lesson.'
1
number while 11ttendm.g 'to person. · Of what
gep 4ii.r ~PP ~,.m- ··
Which are the nouns m t~ sentence, and why?
1
ber is XIWmas, :aud ~hy'?,..:...is; .lfa;!l; ~~ 'Y_by f{)t~! f.Tioyi . ~~e, 1'
• Of what person are they, and why?
and' why?
..... · · "~",. ; ','.,,
· ,.. -_ ,;:(.,, '\(} : " ·. . • , Ofwha.t. gender ~re they, and why?
Q. Will you na.me the . ~nder, number an~ 1. P.~~son, ,o.f: ac~ . •L" . Of what number 1s each, and w!Jy?
noun in the followmg sentences1 !ls I read, them. to Y?~?.i~ , . .
. Are they proper or common, and why?
'Sarah, why .do· yo~ !,1oi ~~te.nd to your wy rk ?' . ·, ,. ·
· 'Charles keeps two ~irds. in a cage.'
•While the girls are P,la~in.g, the boys are ~t~d.Y,w,g. -1,.)
Q. How many nouns are there m this sentence?
Ha~ry,;~hy do y~u .n~~ perf?rm your ~~~} 1 1 ,11i n .~
Q. Which are co,mn_ion and which proper, and why?
J'ames,-remember that t~e lS m9nei: , •.J H 1\.v ·10 I.}
Q. Of what gender lB each, and why?
·
" '"# t'""' <l ...,,. '""' '
' ·.
''
Q. Of wh at person an d num ber JS
. euc h , and w h y.?
I
f...,
. ·. · '-'' \·- 1'}11. ··,. 1 1 , , ., . •I Jnl<i 10. ~· ,,
I
t ·
· ,,
.
, ,; , 1 • ·l ,.;' : •
'' · ·.. , .
, 'Tbe boy plays in school.'
fl"I+
I-'
I .-J1 , .
'
'
, .
.
\ ...
Q. H ow many nouns are there mt
. h'
t
'
..'\ f'":'l! "•Jr.
-. 1..1' ~•1 l .• tl ,'\ .. ,,.~!
i•i!l woH. ~9 ~~
lS sen ence.
1 ,.,
' ... ;.,.
.
..~ ur.; 1 rn ~4
2

i,

1

· ,;, ..

<

i

1·

j

'

,

,

• .... ,

•

!

14

I

INTELLECTUAL AND '

Q. Are they proper or common ?
Q. What is the gender, number and person?
'Many men of many minds, many birds of many kinds,
Many fishes in the sea, uiaµy men that do decree_.'
Q. How many nouns are there in this sentence ?
Q. Are they proper or common ?
Q. Of what gender, number and person is each?
Q. Will you mention.a noun which is of the masculine gender, third person, and singular number?
. _
Q. Will you meution one which is of the neuter gender, tlnrd
person, and plural number?
.
Q. Will you mention a proper noun, of the third person, and
singular number ?
·
LESSON VI.
MENTAL EXERCISES,

Q. 'William struck Thomas.'

:.-;)..-

_, ~ ·,. ·1

•=!-., _
~1

,

..

I CJ

c

.,..
I

Is it William or Thomas
who performs the act of striking ? Is it not William ? Then h~ .
is the actor or doer. 'Thomas struck 'William.' Is it Thomas
or William who is the actor or doer now?
Q. 'Henry beat Thomas.' Which is the actor in this case ?
.
'The lion seizes his prey.'
.
. ,
Q,. Which is the agent or actor in this sentence ? • .
What is the lion after? or, in other words, what 1s his object? Hence you see that in t~is sentence there is _both _an
actor and an object. Let me see 1fyo'' ran tell rue agam which
they are?
Q. 'A dog killed a cat.' W'hich is t ..e agent, and which the
object?
.
.
Q. ' A cat killed a dog.' Which is the agent, and which JS
the object now?
·
·
Q. By the last example, we see that an agent may become an
object, and an object, an agent. Hence we learn that the _state
or ~ndition of the sum\) noun may .be altered yery mate~iall:¥·
NoW, since case means condition, state, &c., would you thmk it
best to have no general name fqr these different states or conditions, or would you call them b1' the general name of case 'I 1
Q. Now, Jest you should forget what I have just explai_n~d to
you, will you repeat to me the meaning of case, and why it 18.so
called?
.
Q. ' James eats apples.' 'W hich is the actor and which the
object?
Q. True; James is the agent, and apples the ob~ect ; and. the.se
terms are good enough for all purposes ; bttt, smce nominative
means naming, and as the agent or actor is considered the leading or naming noun, grammarians have called all nouns that
are agents, the nominative case. WiH you now repeat th.e
meaning of nominative, when it is applied to nouns, and why. it
is so called ?

PRACTICAL GRAlliMAR.

IS

Q. We. have seen that there ' are nouns in seutences, which
may properly be considered objects; aml us the wor<l objective is
derived frolll object, aud means belonging to the object, would you,
then, ' make no distinction between the uomiuative case an<l the
object, or would you call that now1 which is the object the objective case 'J
Q. ' Rufus assists Harry.' Which is the Qominutive c~se or
agent, aud which the objective, iu this sentence?
Q. Do you recollect what gender, number aud person Rufus
and Thomas are?
· Q. Are they proper or common nouns ?
Q. ',Johu's slate.' Is there any agent or object, that is, is
there any nominative or objective case, in this sentence1 as it
now stands ?
Q. Very true; there is none. Let us, however, examine the
state or condition of the noun John's. Who is the owner or
possessor of the slate ?
Q. Now, since the phrase 'John's slate' denotes possession,
joined with case, thus, possessive case, what would be a good
naµie for all those nouns that denote possession, ownership or
'p{operty?
· . Q. If you cau recollect what I have just now told you, can
you not always tell when a noun is in the possessive case, and
give a reason for it ?
.
Q. 'Johnson's Dictionary.' Is Johnson's in the nominative,
· ·
possessive, or objective case? Why?
· Q. \Vhat number, person and gender are Johnson's and Diec
tionary "J
"'' Q. Are they proper or common nouns ?
1 - Q'. · ' John's slate' means !the same as 'The slate of John.'
Now, will you tell me what other form of expressjon means the
same as 'Johnson's Dictionary?'
Q. 'The Dictionary of Johnson,' it is true, means the same.
In the _expression 'Johnson's Dictionary,' do yo.u notice the s
, with a comma before it? This comma is called an apostrophe,
·and the s, an apostrophic s. This s, with the apostrophe, is put
, ·at the end of these nouns, to denote the possessive case, thus,
''Villiam's . kuife.' Now, let me hear you repeat what is put at
' the end of nouns to denote the possessive case.
r
Q. ' On eagles' wings.' ' l\foses' slate.' 'For righteousness'
sake.' \Vhat other forms of expression may mean the same as
. •these? \Ve find eagles', Moses', and righteousness', to b!'l in the
possessive case. Here we have no apostrophic s, but simply ll.ll
apostrophe or comma added. Do nouns, then, that e.nd in es
and ss, as these do, form the possessive case by adding the apostrophic s, or by simply adding the -apostrophe without the s"J*
Q. What gender, number 1111d person is each noun in the
last three examples ?
'~ Q. Are they proper or common, and why ?
· " Q. ' For conscience' sake.' This, you know, means the same
as 'For the sake of conscience.' Conscience, in the example,
bas the apostrophe merely, without th<J s; for if we should &clcl
-im 1, thus1 'For conscience's sake,' would it sound as well?
•Ws:bltcr.

16

I

fl

1,,
I

\i
.

~·

\'\-

\ ·

PRACTICAL GRAMMAR.

INTELLECTUAt. AND

Q. ,Hence, in nouns ending in nee, is the possessive case
formed by adding the apostrophic s, .or by an apostrophe without the·a !I
' };
.
Q. '\¥illiam's book.' Who owns or possesses the book?-·· .,
· Q. In_what case, then, is William'.s !l-of what. gender, )and .
why ?-1~· ,yhat number, and why ?-m what person; and· why·?
"· "l· 1 Wilham catches his horse.' 'William's horse;' ' 'The ·
horse bites William.' In these se ntences, there are' three difier~mt cases. In the first· example, who catches the horse?
'
Q. What word, theu, denotes the actor or agent? In what
case is the actor or agent?
"
Q. D?es _tl_ie s~,co11d phrase mean the same as to say, ' The
horse of Wilham r vYho, then, owns or possesses the horse?
Q. In what case, then, is William's !I
Q. In the last example, the horse bites-bites what or whom?
Q. What, then, is the object of biting ?
'
Q. In what case, then, is this object?
Q. From the preceding illustrat\ons, in how many cases' do
Jlouns appear to be? Will you name them?
· NomNATIVE, John (catches a
Q. lnnow many cases is'John
'horse.)
used, in these three sentences?
PossEss1vE, John's (horse.)
Q. Will you repeat each case '
0BJECTIV1E, (Th e horse ·bites) commencing thu s,
'
John.
Nominative, John, &c.?
Q. When I call upon you to name these different cases of the
nouns, it may .be well t~ have a name for this exercise. ·.No\v,
the word. dec!ine . s?me~1mes. :r:rieans to change the endings of .a
w_ord, which 1s g1vmg its different cases, as, for instance, the'
d1ffe_rent cases of John, as above. 4, vVhen, then, I ask you to
decline a noun, do you not understand me to mean that you
s~ould g!ve the d iff~rent endings or cases of the noun? . .
Q. Will you declme the word John again?
'
Q. Will you decline Ma.ry !I
NoMINATIVE CASE, Mary .
PossEss1vE CAsE, :'.\iary's.
OBJECTIVE CASE, Mary.
Q. Will you decline boy, in the singular and plural numbers ?
SINGULAR.
PL URAL
•
NoMINATIVE CASE, Boy.
NoMINATIVE CAsE, Boy;'. .
PossESSIVE CASE, Boy's.
PossEss1vE CAsE, Boys'. ·
OBJECTIVE CAsE, Boy.
OBJECTIVE CAsE, Boys. \·
Q. Will you declin e man !I
, :'"'
SIN.
PLu.
NoMiNATIVE CASE, Man.
Men.
Men's. ' · ,.,
PossEss1vE CAsE, Man's.
OBJECTIVE CASE, Man.
Men.
<J.·.' Rufus's coat.' ·what part of speech is coat, that is, js ii,
oi; 1s 1t not, a noun? Does Rufu s possess any thing?
·•
Q. What does Rufu s possess ? 11~ what case, then, is RufWJ ~
Q. Do you not observe that coat follows Ritfus's !I ' ·' , ' ·

17

Q. Did you, or did you not notice, in the preceding exam-

pl~s,

that another noun always followed the possessive case?

Q. Does, then, or does not, the fact of a noun's being in the

possessive case, depend on another noun's following it?
Q. Well, then, if the possessive case depends on the noun
after it, can we or can we not say, with propriety, that this case
is governed by the next following noun, it being the name of the
thing possessed ?
Q. It may be well to recollect these facts. They are, indeed,
of importance enough to make a rule, which I wish ·you to learn
and repeat.

nuLE

:i:.

The possessive case is governed by the next noun after it,
that is, by the name of the tlting possessed.

Q. ' William's house.' What does 'William possess ? By
what, then, is William's governed?
. Q. What is the rule for William's being governed by the next
noun?
Q. 'Mason's store.' What does Mason possess? In what
case,,Jhen, is Mason's, ancl by what is it governed? What is the
· rule?
Q. 'My brother's son.' \¥hose son? In what case, then, ie
brother's, and why? Is it a proper or common noun, and why?
Q. 'Peter's cap.' Here are two nouns; what is the gender
of each, and why ?-the number, and why ?-the person, and
why? Which is proper, and which is common, and why?
·whose cap is it? In what case, then, is Peter's !I By what word
is it governed, and by what rule?
Q. 'William's knife.' · Does this mean the same as to say,
'The knife of William?'
Q. What other form of expression means the same ns ' Har1iet's bonnet?' ·
LESSON VII.
QUESTIONS ON THE NOUN.

Q. What part of speech is WilQ. Which is tlie correct form of exliam?
pr~ssion, I are,' or ' I am?'
Q. What part of speech is B oston 7
Q. Do you ever speak incorrectly 7
Q. What part of speech is bench ?
Q. Is this subject of language a
Why 1
pleasing subject, and why 7
Q . Do all things have names 7
Q. Are the names of things the only
Q . What is the meaning of the word words that are noun! 1
Q. What, then, is a more accurale
nmm?
Q. \Vhat is the meaning of noun as definition of a noun 1
Q. What does s-ingular number
applied to words 7
Q. Will you give an example of a mean1
Q. What does plural mean 7
aoun?
Q. What is the meaning of speech 7
Q. How many numbers do nowl5
Q. What does part sigmfy 1
have 1
Q. When. I ask you what part of
Q. Will you give an example of the
singular number 7
speech man 1s, what do I mean 1
1

.

2*

INTELLEQTUAL AND

PRACTICAL GRAMMAR.

Q . What is the meaning of the word
Q. Will you give an example of the
nomi'TW.tive?
plural number 7

'

.
, ,,
· ;.'

(

Q. How is the plural number of
nolmS generally formed 7
Q. \>Vhat does the word gender mean! ,
Q. \>V hat does masculine mean 7
Q. Will you g·ivc an example 1
Q. What docs feminine mean 7
Q. Will you give an example 1
Q. What does neuter gender mean 7
Q. Will you give an exan1ple 7
Q. How many genders are there 1
Q. When is a noun of the second
person ? Give au example.

.

Q, \\'hen is a noun of the third per- sive case, genP.rally 7
Q. What nouns form this case by
son 'I Give an example.

Q. Why are there not nouns of the simply adding tlie apostrophe without
the s?
first person 7
Q. When now1s end in nee, how·do
Q. How many persons have nouns!
Q. What is the meaning of the word tl1ey form the possessive case, and why
<lu they so form it 7
commou 7
.
Q. Are the endings of the nominaQ. What is·a common noun 7
tive aud possessive cases alike 1
Q , What is a proper noun 1.
Q. How many difterent things or
Q. Will you give an example of a
properties have been named to you,
conun~:1 and also of a proper noun 't
Q. w1 bat is the meaning of the word which belong to nouns.
case?
EXERCISES FOR THE SLATE OR PAPER.

Q. Now, I wish to ascertain whether you can write correctly ; for it

"' ' _;'j
,
/

', :

=./ L;_,j

. LESSON VIII.

Q. What does nominative case mean,

as applied to nouns 7

Q. Will yon give an example 7
Q. What does possessive cuse mean 1
Q. Will you give an example 7
Q. What does ol!jective case mean 1
Q. Why are nouns said to be in the
objective case, or why do they have
this name 7
Q. How many cases of nouns do
there appear to be 7
Q. How <lo nouns form their posses-

will do you no good, comparatively, lo be able to tell a noun, and all
its properties, when you see one, unless you can apply that know ledge
to practice by writing and speaking correctly.
I will th'erefore give you some exercises in writing. Write down on
your slate six nouns. which shall be nar_nes of p~rsons; six, which are
names of places; six, the .names of ammal s ;_ ~1x, the.names of tr~es;
six the names of rivers ; six, the names of different kmds of clothmg ;
six' the titles of ditTerent books; six, the names of birds; six, the names
of things used in school; si~ , the nam.es of thi.ngs used·.in a blacksmith'~
shop; six, the names of thmgs used m the k1tc_hen; six, the nam.es ot
things used in the parlor; ~ix, the names of tlnngs used .at the dmner
table· six the names of thmgs used on board a vessel; six, the names
of anlmals' that eat grass; six, the names of animals that walk on two
feet · six the names of animals that eat fle sh ; six, the names of animals' whi~h climb trees ; six, the names of anim als that dig holes in
the ground; six, the names of good qualiti~s, ~u ch as _honesty, &c.;
six nouns each in the plural number ; six, m the smgular ; two,
of the third person; two, of the second person; six, of the masculine
gender; six, of the feminine gender; six, of the neuter gender, and of
the plural number. Write. down six s~ort sente~ces, eac!°J h_aving an
agent or nominative case; 51X, each havmg an object or obJecl!ve case;
six, each having a noun in the p~ssessive case.
.
Write down six common and six proper nouns . Wnte three proper
names of persons, in the possessive case, joined with book. Write the
whole of your own name in the ~ossessiv~ case, !n like manner joii;ied
with book. Write another format expression havmg the same meamng
as the last sentence.
Will you write in the possessive case t?e name of tl~e owne~ in the
following phrase-' The ball of Thomas. Change this, also, mto the
possessive case-' The hats of the boys ;' also these-' The slate of Pe"
ter ;' ' For the sake of conscience.'

19

'MENTAL EXERCISES.

Q.

When I say to you, 'Give me a book as soon as possible,'
do I mean any particular book ?
Q. Do I not mean any book you please?
Q. Is not a the little word that shows this?
· Q. When I say,' Give me the book that I lent you,' do I mean
any book, or do I mean some particular book?
Q. If you notice the words a and the, in these examples, you
will find that they limit the· signification of the noun, that is,
they tell what book is meant, and are called articles. Now, will
you repeat to me what a and the are called, and for what purpose they are used?
'
Q. 'Give me the book.' In this sentence, you say a particular
bciok is meant. Now, since d<jinite means particular, wuuld not
Definite Jlrticte be a good name for this word ?
Q. 'Give me a book.' This phrase, we know, means no particular book; and since in, placed before many words, means not,
(as incorrect means not correct,) would you, then, call the word a,
before book, a Definite or an Indefinite Jlrticte '.I
.Q. Can you now inform me what a and the are called, and
why they are so called?
· Q. In conversation, would you say, '.fl apple,' or 'an apple?'
'.!ln eagle,' or 'a eagle ?'
'.fl Irishman,' or 'an Irishman?'
'Jln onnce,' or ' a ounce ?' ' J1 nncle,' or 'an uncle?'
Q. Before each of these five letters, a, e, i, o, u, you will, then,
use an, instead of a: these five letters, you probably know, are
called vowels.
Q. Letters are, then, divided into vowels and consonants.
Now, since you know the vowels, you can, of course, tell the
consonants: will you, then, name to me all the vowels and consonants in the alphabet?
·
Q. .!J. is the same article as an, with this difference only in the
use-the latter is use.d before words beginning with a vowel,
b~cause it is more easy to pronounce; the former, before words
beginning with consonan ts. Now, will you repeat to me when
we use a, and when we use an 'J Why ?
Q. Do we say, 'J1 hour,' o.r 'an hour?' 'J1 honor,' or 'an
honor?'
Q. When, then, words begin with a silent h, as the h in honor,
(by which is meant that th e h is not sounded in pronouncing,
honor being pronounced as if written onor,) do we use a or an '.l
Q. 'An heroic action.' This, we know, sounds a little better
than 'J1 heroic action ;' but is th e h silent?
Q. Well, then, this is an exception to the rule that we must
use a before h, when it is not silent. Let us examine the example. Is, or is not, the acc!Jnt on.the second syllable, in hero-ic '.I
Q. 'An historical account.' This is also correct; and is the
accent on tor, the second syllable in histo1ical 'J

11\;'TELLECTUAL AND

Q. Well, then, when words begin with h not silent, and the
acce nt is on the second syllable, do we use a, or an '.I
Q. ' A homely man.' Here the accent is not on the second
syllable1 and the h is sounded. Would you use a, or an, in all
such cases?
Q. 'A union.' 'A university.' 'An uncle.' Do you, or do
you not, observe that, in these first two examples, the u in union
and university is Jong, while in uncle it is short?
Q. Would you, then, use a, or an, before words beginning with
ti long?
Q. In words beginning with u short, which would you use ?
Q. \!Veil, th en, would you say, 'J1 unit,' or 'an unit? 'Jln
ulcer,' or 'a ulcer?' '.8. useful thing,' or 'an useful thing?'
Q. 'Many a one.' This is the usual mode of speaking; but
does not one begin with a vowel?
Q. Then th is is another exception, is it not? L et us examine
it, however, and see if it is an exception in fact. Does not
'many a one' sound as if written 'many a wtm ~ ' Wun, you
perceive, begins with the consonant w. Ought we, or ought we
not, for this reason, to use a~
·
Q. W ould you, then, say,' Such a one,' or' such an one?'
Q. Do we say, 'A slate,' or ' a slates '.I' 'An oranges,' or an
orange'.I'
Q. Does a, or an, in these last sentences, come before a singular or plural noun?
Q. It is important to recollect ·this fact. , '\Ve will, therefore,
state it in the form ~fa rule. W'ill you repeat it?
llULE IZ.
/"

_,

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·v l
fl-

•:.:, .

.,

•

I

ti

c
;.
·~

'

'

\~

\- .
\'\'-

\ ·

T!te indefi,nite article
gular number only.

A

or

AN

belongs to nouns in tlte sin-

Q. 'A man.' Is a an indefinite or definite arti cle? Does it
come before the noun man '.I Is man of the singular number?
What, th en, is the rule for a '.I
Q. 'An apricot.' Is an a definite or indefinite article, and
why ?
.
.
Q. \rVh at is th e rule for an '.I Is apri cot a noun, and why? Is
it common or proper, and why? What is its gender, and why?
its number, and why? its person, and why?
Q. Do we. say, 'The boy,' and 'the boys?' 'Veil, then, c]oes
tlie d,'finite article the come before, or belong to, nouns, both in
the si ngular and plural numbers?
Q. It may be well to remember this fact also. I will therefore state it to you expressed in full. Will you repeat it?
RULE III.
The defi,nite article THE bdongs to nouns either of the singular or plural number.

Q. 'The men run.' '\Vhat kind of an' article is the, and why?
What does it come before? Wh at, then, is the rule for the definite article the '.I

PRACTICAL GRAMMAR.

21

Q. What p~t _of speech is men '.I Is it a proper or common
!loun? What 1s its person, and why? its number\ and why?.
.i~ gende.r, and ~hy? Do men do any thing·? Is men, then, the
agent or the object? In · other words, is men in the nominative
Qr objective case ?
Q. ' A cat catches mice in the garret.' How many articles
~th~~re?
·
Q. .Which is definite, and which indefinite? To what noun·
does each belong, and what are the rules for both? There are,
then, IJouns in the sentence: which are th ey?
Q. Are they proper or common, and why ? What is the
person of each, and why? the number, and why~
Q. To speak correctly, would you say, 'A boys,' or 'a bO'IJ,'
~nd w.hy? . ~ould you say, 'J1 ounce,' or 'an ounce,' and why?
J1. umyers1ty, or 'an university,' and why? 'J1 honor,' or 'an
, honor,' and why? '.!ln pen,' or 'a pen,' and why? 'Jl.n ink~
stand,' or 'a inkstand,' und w by ? 'J1 ox lows,' or 'an ox lows'
and why?
'
Q. ' A wise son.' Is son a noun ? To what, then, does a
belong?
Q. 'The man walks.' To what does the belong? What is
tpe rule?
Q. How many articles are there in' these
'A ball.'
sentences on the left, and why?
'The inkstand.'
Q. Which are definite, and which indefinite
'An orange.'
and why?
'
'A writ.'
Q. To what does each belong?
'The writs.'
Q. What is the rule for each ?
'The misers.'
Q. How 111any nouns are there ?
'An historical
Q. Are they proper or common, and why?
society.'
Q. What is the person of each, and why?
~
j l
•
the number, and why? the gender, and why?
h

f I

I

LESSON IX.
•.

QUESTIONS ON THE ARTICLE.

1

' Q. What is an article 1
. Q . What is lhe meaning of the word
definill ? ' '
' Q. What is a definite article 1
Q. What is the meaning of the word
indefinite ?
· Q. What is an indefinite article 1
Q. H ow many articles are there 1
Q . What are they 1
·
Q . When do we use a ?
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Q. When do we use an 7

Q. Is un the same article as a?
Q . When do we use a before vowels 1
Q. When do we use an before a con·
sonant 1
Q . What is the rule for the definite
article 7
Q. What is the rule for lhe indefinite
article 1

I '

EXERCISES FOR THE SLATE OR PAPER.

_Q. Will yo~ write down .the defii_ii~e article with a singular noun?with a masculine noun ?-with a femmme noun ?-with a neuter noun?with five masculine noun•, each beginning with a different vowel?)Vith five feminine nouns, beginning in like manner with the masculine l

INTELLECTUAL AND

PRACTICAL GRAMMAR.

• Will you write down a sentence, in w~ich ~here shall be · at least
two articles and two nouns '- a sente nce, m which there shall be at
least three articles, and at le~st thre.e nouns in the plural ?
, ·," '"
N oTE . Those pupils who have n ot attended to the study of afith;

-Q. 'Which are the describing words that you ·have used in
describing the school-room ?
,
Q. Will you describe the bench on which you sit? this inkstand ? paper ? book ? pencil ?
.
; Q. Can we not say, 'a good cow,' 'a good man,' · ' a good
garden,' ' a good house,' ' a good tree,' &c. ?
Q. Is the same adjective, then, confined to ' one noun, or will
it describe several?
• Q. Will you give au example of an adjective that will describe several nouns ?
Q. Can we not say, 'a wise man,' 'a good man,' 'a happy
man,' ' an intelligent man ?'
.
· Q. Must, then, every noun be confined to one adjective, or
may 'it be described by several?
.
·Q. 'vVe have seen that au adjective is so called, because it is
joiued with a noun to describe it. \-Vhat, then, may all words
that are joined with nouns be called ?
Q. Will you give me an exarnple of any adjective joined with
a noun? Will you give me auother? anoth er? one more?
·Q. ' A wise man.' What part of speech is a ~-is wise ?-ifl

22

metic may om·it the two following exa!'iples.

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Jam es says , that he is the owner of five hundred and ~fty thmgs, the
names of which are nouns. Says John, ' You must be mistaken; let. me
h ear you name them.' ' Well,' says James, 'I have forty. cents in a
purse thirty apples in a basket, tw o 11undred and twenty-nme walnuts
in my chest, and two hundred and fifty-six pins in my box.' Does
J ames speak the truth, or not?
Har;-y told Thomas, that ' h e had seen, in one single store, one tho~­
sand thino-s
the names of which were nouns.' Says Thomas, ' This
0
cannot b.e t;·ue. What! one thous"ncl nouns! This surely is a mistake,
Harry .' •No,' said Harry,' I am right; and if you will, ta~e the troubl~
to reckon them, as I name them, I will convmce you.
Very good,
says Thom as ; • proce ed.' ' Well,' says Harry~ ' 1 have s~en tw entyfive piece s of cloth, fourteen pair of sh oes, forty pieces of calico, twe11;tyscven umbrellas, forty -two cravats , seve nty-five fans, seventeen whips,
and perhaps ten thou sand knives and pins.' ' Enough,' says Thom'.'8;
' l did not think that every little thing is a noun.' Now the question
is, how many nouns will all the se things , which Harry enumerated,
make when added together I

LESSON X.
!IIENTAL EXERCISES.

de ~ired to sell )'.OU, would it not
be very natural that you sho uld wish to have !nm descnbed be.
.
.
fore yo u purchased ? .
. Q. If I were to describe him, and wished to recommend hnn,
should I not probably say, that 'He is' gentle, kind, young and
handsome?'
.
Q. Are not the words gentle, kind, &c. the words that des<;ribe
the horse? '
Q. Cannot you describe something which you have seen, a '
cog, for iustance ?
. .
. .
Q. Do yo u not notice, that the descnbmg words are JOmed to
the thiu g that is described ?
. .
.
.
Q. Now since the word .!J.dJective, derived from the. Latm
word adje~tum, signifies adjoined, that is, joined to! would _it. not
be a convenient name to give to th ose words wluch are JOmed
to nouns for the purpose of describing them?
Q. What part of speech, th en, woul? you call g_ood, wi~e and
industrious, in this sentence?-' J am es 1s a good, wise and mdustrious boy.'
·
·
Q. Can we not say of a mountain, that it is a 'steep and lofty
m ountain ?' Is m.ountain the describing word, or are steep and
lofi.'I the describing words ? . .
.
.
Q. \-Vhich, th en, are th e adj ecti ves Ill th e sente~ce?
Q. Can yo u not describe this school-roon~ ? Is 1t h.1gh or lo_,~
in the walls? dirty or clean? convenient or mconverneut? .

Q. If I had a horse, which I

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·Q. ',A wise son makes a glad father.' How many adj ec tives
are there in this se ntence? Why are th ey adjectives? l s it not
because th ey describe the nouns after them ?
Q. How many articles are there in the same sentence? bow
many nouns ?
Q. When I say to you, 'James is a good boy, but Rufus is a
better one,' do I not compare Rufus with James?
·Q. Now, since degree mea ns the condition of a thin g, which
may be altered in many respects, and as you say I made a comparison by saying Rufus was a better boy than J ames, would it
not be proper to say that bette-r is in the comparative degree')
Q. If; then, I should ask you what degree of comparison betber, wi3er, happier, and such words are, what would you say?
Q. If I should ask you why better is in th e comparative degree, would yo u not say, 'Because it implies a comparison betw;een two thin gs or persons?'
l Q. Now, will you tell me in what degree of comparison better, safer and wiser are, and why ?
Q. 'Wil-liam is a tall boy of his age, but Thomas is a taller
one.' What degree of comparison is taller, nnd why?
Q. If I say, 'This is a· good appl e,' without comparing it
witfi any other apple, cnn I reasonably call good the comparative -degree ?
Q. Do I mean any thing more th an to assert that the apple
is goocl?
' Q. Would it not be very proper, th en, when we speak thus
positively, to say that the adjective which we make use of is in
the positive degree 1
Q. 'This is a good peach.' Is good of tho positive or comparative rlegree ?
Q. If I should ask you why, would it not be a satisfactory

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I

~'l.'EL.l.fCT,UAL AND, .

1

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P.

25

ans;wei; to. say, that '.It .is pi;icause .goo~ si~nply gives i:-n id!(~' oft
Is little, l~ss, least, a regular comparison, formed according to
that single peach, without cornpanng 1t with an~thei;?
, . ,,;,
we foregoing rules, .o r i~ it irregul~?
.
.
. Q. W.ill yo~ . now state to me wh8:t degree of COJll.par\ljOil
· Q. Does the expresswn, ' He .is the more unser man, He IS
wise is and why ?-is safe, and why ?-1s small, and why? · ,,•
the most wisest man,' show any thing more than, 'He is the
· ·Q. <'James is a good . scholar, Th,omits is. a petter on.!J, .an4
itMer man, He is the wisest man?'
Harry is the best scholar .I ever saw. In this ~entence, 1s goo~
·Q. True ; it does not. Besides; such forms of expression are
the positive or comparative degree, and why? 1s bette: the posinot used by correct writers and speakers. How, then, would
tive or comparative, and why? In the. phrnse 'Ha.rry is .th~ b.e~t
you speak, instead of .saying, 'He is more fairer'J' 'He is the
scholar,' do we .not give Harry, for his scholarship, the lughest
most oldest man?' 'She is the more prettier woman?' ' He is
possible praise?
, .
the .most comeliest man?' 'Washington was the most noblest
Q. Do you not know that superlative means hig~est or lowest,
pat.riot?' " One star appears more brighter than another ?'
that is, the extreme ?
,
'A more sweeter pie I never ate?'
Q. Well, tben, would you call best'the positive, comparnt~ve
Q. Would you say, 'A more sweeter apple,' or 'a sweeter
or superlative degree 'J
, ".
app1e ?' An older man,' or ' a. more older man ?'
, Q. If you were uske~l why, wo':11d yon! or would you ,n ot
Q. Why is '.JJ. wise man' a more correct form of speaking
say 'Because best descnbes scholar m the lnghest degree?
than 'an wise man ?'
Will you tell me what degree of comp~rison best, wisest
. Q. Good, you know, is an adjective; as, 'Good man.' But
and greatest are, and why?
.
·.
if we add ness to good, it makes goodness. Is it proper to say,
' Q. ' This is a poor apple, that 1s a poorer one, but the. one ~~
'Goodness man ?'
the basket is the poorest of all.' What parts of speech are
Q. Is goodness an adjective, then ?
poor, poorer and poorest 'J Why are .they '.ldjectives ?
~
Q. Is it not the name cifsome quality?
Q. Of what degree of companson 1s poor, and why ?-fis
Q. Do you recollect what all names are called?
.
poorer, and why ?-is poorest, and why?
. .
. · . Q. ·what part of speech, then, is goodness 'J
Q. 'The great man, the. greater man, the greatest .man.'
1Q. Can you not, in the sarile manner, form a noun from the
'..This is a safe place, that 1s a s~fer place, but ~onder 1s the · adjective bad ?-from ripe 'J cheerful 'J ingenious 'J peevish 'J calm 'J
safest place.' How many adjectives are there m these si;i~-: .
greedy 'J ill 'J sober 'J righteous 'J s-unft 'J spotless '! tame 'J rash 'J
tences?
.
smooth 'J slow 'J idle 'J
Q. In what degree of comparison is each ?
. 1
.Q. ·Do you not know that lawful is an adjective? Is it not
Q.. Great and safe are words of bow many syllables.? Is .not,
formed from the noun law ?
greater formed from great by adding er, and greatest from .tjie
· '' Q. " '\Viii you form, in like manner, an adjective from the
same, by adding est 'J .
. . ; '""
noun f!ar 'J-from ltope 'J
Q. Is not safer.. formed from safe by adding r, and safest, by '
' Q. The best way, perhaps, to find out whether you have
. . • • 1 formed your adjective correctly, is to join it to a noun; if ~t
adding st 'J
· Q. How, then, do adjectives of one syllable copuno,nly form , m'ake sense, the wo1·d is rightly formed. Thus from beauty . 1s
:•
'the comparative degree?
formed beautiful, which makes sense before a noun; as, 'BeauQ. How do they form the superlative?
. 1· ,.,.•; 1
tiful 'house.' Can you now form an adjective from revenge 'JQ. ·Tr1ie; the)'. do form t~e comparative by addi_n.g .r or ~r, , . from zeal 'J chilrj. 'J mercy 'J change 'J courage 'J care "! he<ilth "!
and the superlative, by addrng st or est, to the pos~~1ye. ·W1µ ! ' wedlth ') worth' 'J patriot 'J
.
you, then, in the same manner, compare strong 'J
,
Q. I will now give you some sentences, in which there are
, .Q. Will you now compare keen 'J old 'J small 'l. fresh 'J large~- .
adjectives both regularly and irregularly compared. You need
red} green 'J light 'J dark 'J salt 'J new 'J young 'J rich 'J
.1 '.c)
only repeat the comparison without the nouns. I will name
Q. Do we .say, 'This ~oman is bea~tifuler than that,' 1 oi: l the positive to you; then will you repeat the other degrees?
'This woman 1s nwre beautiful than that ?
POSITIVE,
COMPARATIVE.
SUPERLATIVE•
Q. Do we say, 'The beautifulest woman,' or 'The m,oat.
Good man,
Better man,
Best man.
;£;it l ·woman .~·
beautv·
.
- '
,.,,l
,,Littl13 .. money,
Less money,
Least money.
Q. Do, then, adjectives of more than _one sylla~le form ihe
·'. ''.Many -'persons,
.More persons,
Most persons.
comparative by adding er, and the superlative by ad~1i:ig· est, to t~e
•,'(Late inquiry,
. Later inquiry,
Latest inquiry..
positive; or by prefixing the word more to the pos1t1ve, to ~fi'l'fll
Ol!I·man,
· Older man,
Oldest man.
the comparative, and the word most, to form the superlat1w ?
·,\'·'.Much evil,
More evil,
Most evil.
Q. After the same manner .will you com1~nre · numerous'J
benevolent 'J splendid 'J f aithftil 'J irregular 'J cr:.ndid !Ii ,dangero'I¥ 'J
Q... From the preceding remarks, how many degrees of comgri.evous 'J hungry 'J knrwish. 'J plentij'ul 'J
•
· ' 1 • ~ • 'n,rr pilri.son do there appear to ·be ?
· Q. Do we not say,' Little 1111i11ey, less money, least money?'
3

Q.

.

PRACTICAL GRAMMAR.

PRACTICAL

26

INTELLECTUAL AND

, . Q. Why are they called degrees 'J Will you name the~ ? · · !
Q. Adjectives, you say, describe nounR. Ought they, or ou~ht
they not, to belong to those nouns which they describe?
·
Q. This fact should be remembered. I will therefore state
it to you distinctly, so that you may refer to it at any time.
Will you repeat it?
''
.
B.VL:E J:V.
•;-

A<!jectives belong to tlte nouns wliiclt t!tey describe.
Q. ' An old man.' Which word describes man 'J What part .
of speech is it, then ? Will you compare old, that is, tell its positive, comparative and superlative degrees?
Q. In what degree is old, and why? If it describes man, as
you say, to what ought it to belong? What is the rule for its
belonging to man 'J
Q. ' The most industrious man labors.' Which word here is
the article, which the noun, which the adjective, and why? .
Q. Is the article defiuite or indefinite?
·
Q. Will you compare the adjective industriou.s 'J
Q. Is it regular or irregular, and why? To what does it belons-, and what is the rule for it ?
ll.· Is the noun, to which industrious belongs, proper, or
common, and why ? 'What is its . number, person and gender?
Does man do auy thing ? Is the word man, then, an agent ? In
what case, then, is it ?
'A large boy.'
Q. How many different parts of speech
' The busy woman.' are there in each of these sentences?
'An angry man.'
Q. Will you compare each adjective? ·
'A foolish girl.'
Q. Are they regularly or irregularly
'A dirty room.'
compared ?
'The noisy boys.'
Q. In what degree of comparison is
each, and why?
Q. To what does each of them belong, and what is' the rule?
Q. Are the nouns proper or common, and why ?
·
Q. What is their person, gender, number, and the reason for
each?
·
Q. To what does an article belong? To what does each of
these belong, and what is the rule ?

LESSON XI.
QUESTIONS ON THE ADJECTIVE.

Q . How many degrees of compari·
son are there 7
·
· H .... u ·
adjecti»e 1
Q. Which is tl1e positive, and why.1
Q. What is an adjective joined to 7
Q. Will you give an example 7 ·
Q. What is a correct definition of
Q. What is the meaning of com·
adjectives 1
Q. Will you give an example of an paralil!e de....<rree ?,
Q. Wilf you give an example 7 ·
adjective?
Q. What docs the word ...perlative
Q . What is the meaning of degree of
mean 1
·
com~01•?
Q. What is the meaning of the .word

Q. What is the meaning of super-

lative <k/t:r•.e 1

'

·

·

G~l\',IA!l.

2Z.

Q. What are they 7
Q. :Will you o-ive an example of an

Q. Ilow many different ways are · adjective reguFarly compared 1-one
there of comparing adjectives 1
irregularly compared 1
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. ;

'EXERCISES FOR THE SLATE OR PAPER.

Q. Will you write down an article, adjective and noun, in one ~en­
te~ce, so as to make sense ? Will you write six different adjectives, that
will make sense, between these words; ' A - - - man?' six, that will
make sense between these; 'A-- - cow ?' four in the superlative
degree in like manner between these; 'The - - ' bench?' four be.:
·tween these; ' ·The - - - gil'ls ?' four, in the comparative degree: between these; ' A - - - house?'
·
. Will you write _three p_hrases, each having a different article, adjec- ·
tive and noun? s1x,_havmg the sa~e article and adjective, but each
~oun the name of a d1~erent tree ? six nouns, the names of things used
,m· _sc~ool, each desc:ibed by the same adjective ? six, the names of·
bmlding_s, ~ach d.e scrtbed by a differe!lt adjective denoting the color of
each bmldmg? six phrases, each havmg the same article but different
adjectives, in the superlative degree, and the nouns th~ names of six
different pla~ts ?. two p~rases, e~ch having the article an properly used
before an adjective begmnm~ with a conwnant ? two, having the article
a properly used before an adjective beginning with a vowel?
. . ~ill you d~s~ribe th_e noun hat, in four phrases, by different adjective~, .descnl?t1ve of different colors?_ Will you write your name, correctly JOmed with the noun book 7 Write another form of expression for
the phrase ' Peter's knife.' Write a phrase having a noun in the second person; twenty different nouns to be described by the same adjec-·
tive ; twenty different adjectives descriptive of the same noun.
. Will you write a phra?e having an article and an adjective belong·
mg to the same noun? Will each of you who are in the class see who
J!iU write .the greatest number of nouns described by the same adjective? also the greatest number of adjectives describing the same
noun! . ,
~ames says to William,' I once visited New- York, and what do you
thmk I saw there?' 'Oh, I don't know,' says William. 'Well' says
James, '.I saw so many thin~s~ that it will take five hundred adj~ctives
to describe them.1 Says W1lham, ' I should be much gratified to ·h ear
you make use of your five hundred adjtJctives.' • Reckon them up, then,
as I name them,' says Jame~ . 'I saw a large, white airy ·spacious
C?nvenient,_ and ~arbl~ city-hall; an old,' e levated , eieganf, commo:
dious, and splendid hotel; twenty pretty little steam-boats· fourteen
large, g_rand, and costly ships; ~wenty_ large bay, and .fifteen' old, small,
and white dray horses; four m1lk-wh1te steeds, drawmg a large rich
splendid, gilded, beautiful, and most superb coach; and the driv~r w~
so ~o.nes t, so active, so amiable, so industrious, so intelligent, and so
obhgmg, that he possessed the entire and implicit confidence of all who
knew him.' 'Stop,' says William; 'I was not aware that we could de.'
scribe every thing that we see by an adjective: you have convinced
me.' . ~ow the question is, how many adjectives did James use in his
descriptions, before he was stopped by William? How are they com·
· pared, .to what do they belong, and what js the rule for each I
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..INTELLECTUAL AND :

LESSON XII. ·

PRACTICAL ·GRAMMAR.

I '

MENTAL EXERCISES.

Q. 'The boy goes to school, the boy learns fast, .and the boy

it

will excel.' Can we not say, 'The boy goes to school, he l~ams
fast aud he wm excel ' instead of saying the boy. every tune ?
Wh'at little word, then: may stand for bO!J '.1
.
. .
Q. 'That girl will make rapid progress, for. thQ.t ._girl studies
hard.' Do we not say, in this sentence, that girl twice? What
little word can we use instead of it, so as to use the w01·d
gi.rl but once ?
.
Q. Do you not see, by these examples, t.hat there is quite .n
convenience, many times, in using several little words, to avoid
repeating other words several tunes over ?
.
Q. You have doubtless noticed, that these small words, wh1~1
we have used in the place of . others, do . no~ resemble the. !lr.t1cles nor describe other words, hke adJecuves,. and that they
diff~r somehow from nouns. Let us see if we can fipd some
good name for them. .You said of on.e of the examples above,
that he stood in the place of boy; that 1s, stood for a noun. Now,
the Latin word pro means for. Can we not, then, make sµch
a .word as we need, by placing the word pro before .t he ~ord
nO'Un "J
·
. Q. What will the' word be, then ?
" .
Q. You are right; it is Pronoun. Well, now we have 41t
upon the right name, will you tell me. wb1c~ are th~ prono.~ms
in the foliowing sentences?- ' John 1s stud10us, he 1s attentive,
and he is .obedient.' 'Boys, why do you not study? Do you not
wish to learn ?'
·
Q. What noun does he stand for in the first sentence?
.
Q. What noun does you stand for in the next ? If he· stands
for Johri, what gender, number and person ought he to b~?
Q. In speaking of a man, do we say he or she './~of a woman,
which dCYwe say ?-of a bench, do we say he or it ·
Q. Do pronouns, then, h~ve the same gender, number ~d
person as the nouns for which they stand, or do they have different ones ?
.
Q. Wh~n the noun denotes the person or tlung ~poken to, do
you recollect what person it is ? When the noun is spoken of,
what person is it?
.
Q. Do vou not recollect that it was stated as a re11son why
nouns.have no first person, that ~e do not use a noun to denote
the person who is himself speakmg? Thus, would .James say,
.
'James does so and so,' or ' /.do so and so ?'
Q. Does or does not I stand for the perso1_1 speakmg ?
Q. We have a second person and a tlurd person to· I\OUDS,
and also to pronouns, as you have seen, and ~nother perso~,
peculiar to pronouns, to denote the person speaking. Would 1t
not, then, be proper, since we have as yet had no first person, to
call the person speaking the first person~

,29

Q. Since the pronouns which we have used take the place
of nouns, ought they not to stand for all the different persons
of nouns?
.
Q. True; they ought. . Now, when any one is speaking, and
says, 'lJe loves learning, but I do not,' you know that I stands
for the person speaking, and he for the person spoken of. ,Can
· we not tell, by the very words I and he, which person is meant?
Q. \Vould you not, then, for this reason, call them personal
pronouns'J
.
·
·
.
,. Q. · When any one is speaking of himself, ought he to say, ' I
do so and so,' or 'He does so and so?'
1
• Q. fa not I the agent? In what case, then, is J"J
Q. Do you recollect what person I is ?
. Does I stand for two persons speaking, or only one ?
. If but one, what number is J'J
' ,'
. In speaking of myself and brother, which would be proper
1 to say, 'I' or 'we do so and so?'
,
.
' Q. Is not we an agent, then? In what case, then, is it? what
~number and person ?
-~
Q. When I am speaking to J ames, ought I to say, 'He does
_•well,' or 'you do well?'
,
' < '' Q. Do we not sometimes, in the language of Scripture, say,
· . ; ' Thou dost well,' instead of saying, 'you do well ?' . ·
·.
•.1 -· ; Q. Is not thou or you an agent? In what case, then, is thou
and you 'J in what number and person?
."
· · . Q. When I am speaking to James. about William, and telling
' James how \Villiam behaves, should I say,' You does.well,' or
'he' does well ?'
.
•• Q. What is the gender, number, person and case M he")
. Q. When I am speaking to James about William and his
brother, should I say, ' You (meaning William and his brother)
4o well,' or ' they do well ?'
, '·· Q. What gender, person and case, then, is they "J 'What is the
plural of he "J
<' ·• Q. ' She reads well.' Does she stand for a noun, meaning
·
some female ?
Q. · What gender, number, person and case, then, is she 'J
' · Q. In speaking of more than one woman, should we not say
they"J
Q. \Vhat, then, is the plural of she")
Q. 'This is the door which I made, and it fits exactly.' What
little word stands for door 1
· Q. What ~ender, number and p,erson is it, then? What case
is the word it in ?
' Q. When :we speak of this chair and that bench, as being
well made, should we say, 'It (meaning both) is well made,' 01·
' they are well made ?'
<"" Q. ·What word, then, do we find is used for the plural of he,
'she and it "J
1
~-·Q,. 'If Harriet has a book given her, then it is her book, is it
·.. not?
3*

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INTELLECTUAL AND .

PRACTICAL GRAM.MAR.

3l

~·
Q. Does 'her book,' in this ca.se, mean the same as 'Harrit!'6
LIST OF THE PERSONAL PRONOUNS. •· .
book?'
First Person Plur~.
First
Person
Singtdar.
. 'Vhat noun, then, does her take the place of?
· · ·
WE have a name .
Nom,, I have a name.
. In what gender, number and person must her be, then? ·
P;oss. The name is MINE, or The name is. o~rns,· pr OUR
. Harriet's, you know, is in the possessive case, because it'
name.
.
MY name.
denotes possession ; then, if her stands in the place of Harriet's,
Obj. The name belongs to ME. The nume belongs to us.
in what case must it be ?
··
· ,. Second Person Singular.
Second Person Plural. 1
Q. 'My name--o.ur name-thy name- your name- his name
YE or YOU have a name.
Nom. Tnou hast a na me.
-her name-its name- their name.' In the first phrase, does·
Poss. The name is THINE, or The name is YOURS, or YOUR
or does not my stand for, or refer to, the person speaking ?
.~ THY name.
name.
Q. Does or does not my signify that the name belongs to the
Obj. The name belongs to The nume belongs to YOU.
person speaking?
THEE.
Q. What part of speech, then, is my 'J.
Q. There are eight small words in all these phrases, each
Third Person Plu. (Mas .)
1 Third Person Sing. (Mas.)
placed before the word name. 'Vhat do they stand for?
THEY have a name.
Nom. HE has a name.
Q. What part ofspeech are they, then?
Posa. The name is HIS, or Hiii The name is THEIRS, or THEIR
Q. Does or does not each of them denote possession ?
name.
name.
Q. In what case, then, are they ?
Obj. The name belongs to HIM. The na me belongs to THEM.
Q. 'Susan has had her troubl es, as well as John and I, but
. Third P erson Plu. (Fem.)
Third Person Sing. (Fem.)
hers were passed before ours began.' ' Susan had her troubles
THEY have a name.
Nom. SHE has a name.
as well as John a:nd I, but Susan's were passed before J ohn's
Poss. The name is HERS, or The name is 'l'HErns, or THEI,R
and mine began.' Will you compare th ese two.sentences, and
HER name.
name.
,
.
tell me what word in th e first stands for Susan's in the last?
The name belongs to THEM.
Q. What in the first stands for John's and mine (plural)~ · ," Obj. The name belongs to HER.
Third Person Plu. (Neuter.)
' Third Person Sing. (Neuter.)
the last.
. .
THEY have a name.
Nom .. IT has a name.
Q. Well, then, if these words stand for nouns, what part of '
Poss\ The name is ITS, or ITS The name is THEIRS, or THEIR
speech are they? also, what is their gender, number and pername.
name.
·
,
son ?
Obj. The name belongs to IT. The name belongs to •THEM . .
Q. Do they stand for nouns in the possessive case?
"
Q. In what case are they, then?
Q. If I should speak to you, would it not be more natural, in
Q. ' Here are several books. One is mine, one thine, one his,
familiar conversation, to say you and yours, than tlwu, thine and
one hers, one ours, one yours, and one th eirs.' Which are the
thee 'J.
words here, that stand for the person or persons speaking, s~o-, 1
Q. Which is most natural to say, ' You have a book,' or 'tlwu
ken to, or spoken of?
·
•
h&~t a book ?'
Q~ If you select the ri ght words, you will find that they make >
Q. How many agents or nominatives in the singular number
seven in -number; and d oes each simply imply possession? · 1
are there in the foregoing list? Which are they? .
·
Q. In what cases, then, are th ey ?
·
'·'
Q. }fo\\'. many nominatives in the plural number? Which
Q. Hence we see that th ere are two sorts of pronouns in the
are they?
·
possessive case, th at is, two sorts as it reganls their use, as you,
Q. How many pronouns in the possessive case singular, and
perhaps, observe ; for do we· say, ' Ours book,' or 'our book?'
which are they? how many in the possessive plural, .and
'This book is our,' or 'ours?'
which are they? ·
Q. W ell, then, does or does not the only difference • consist in '
Q. How many objects, or how many in the objective case
this, that one has a noun after it, and th e other has not?
Q.. 'A bee stun g me, you, hi~1, her, it, us, and them.' Sturig' · singular, and w hich are they? how many in the objective ca.so
plural, and which are they ?
·
whom? What, then, are the objects of the word stun.P: 'J. ' " · "
Q. How many pronouns are there of the first person, and
Q. Jn what case, then, are each of these pronouns?° '· I ' l
I
t 'I
which are they? Decline them. ·
No(e.~Perhaps it would be well for the pupil to write down on the slate those
· ·Q•'' How many of the second person ? Will you decline them ?
of th~ following sentences whi ch contain lhc six pronouns of the first person Biid
' Q. How many of the third person? Will you decline them?·
then to substitute, in place of these, the other pronouns. At first( l>em~_be' perQ:' When /, you, &c. are u~e<l 1n cliscQurse, clo we know cermitted to answer the q u"8tions that foll ow, by looking on the sate. When h.<t
..
tainly whether tlaea;e wor<ls tle11ote males or females?
CBII do this readily, he ought to be required to do it without this aid.
• · ) ~·n•
. Ji
Q. When he is ua;etl, do we not mean a male?

~

33
"'

. . INTELLEC'l'UAL; ·ANO:

.,

~

.

1
What gender, then, is he 'J
" ' ' , ..i
•
Is male or female ref~rred' to ·~lien she 'is 'us~d?
': 1 • " ;
·W hat ·gender, then, is she?
. · · · · · ·' · '" · I · '
When we say it, do we r~fer to man or woman, or neither?
'What gender would you call it ?
•., ,, ,~
Q. Of which 9f the pronouns, then, can we say · that their
g ender is always ·kriown? · · · ,
" 1 ., •.It.
Q. You are right; gender does refer only to he, she and it;
but when the other pronouns stund for mules or females may
µ.ot their gendei: be known ?
. .,
1 ' '
• ,
Q. Notwithstanding t~er~ are a great many pronoµns, ·still,·
as the .possessive and objective cases are on ly variations of the
nominative, it is sometimes said th at there are no more personal
pronouns than there ure agents or nominatives. Ho\y.•many
then, of the above list may" Q~ said to embrac.e !ill the phsonai
pronouns of .the singular numlier? an.d how ma11y, 'all of t.ile'
plural?"
·
Q.. Do we n.ot sometim es speak thus-' I myself a.m in fault,'
' You yourselves must bear it ?'
· '
' ·
Q. Do you not see that myself, himself, th71self, herself, itself,
ourselves and themsdves . are compounded of a pronoun and 'the·
word self (in the plural, selves)? ·
· '
Q. Would you, then, call them simple personal pronouns, or
; ''·· 1
would you c~ll them compound personal pronouns?
.Q. Have we not seen that prono uns take .the place of nouns?
also that they ought to be of the same gender, number and
person as th e nouns are for which they.stand?
..•
Q. Would you, then, as a rul e, pay no regard to the nouns
for whi ch the pronouns stand ? or, in using them, would you
make them agree with the nouns, in gender, number and person?
·
·1
,
Q. It will be important to remember this. I will tlier~fore
state it to you in the form of a rule. , Will you rep ent it ?_
,.

.
.
.
·. Q.

..,

, .,.

;v

I

£ ,

'"'

\~

~·

,~

\ ·
"'<

...
r~ '.

-' ·;'.:

RULE V.

.. I

· Pronouns agree with the nouns for which thcy ·stand, ·in
gender, number and person.
Q. 'James is a good b~y, for he has studied ~ell.' What
won! here stands for James :1
·,
Q. What part of speech is it, then? \Vhnt is its gender, num.ber and person? \Vlty? If it stands for James, •with what
does it agree, and wli at is tlt e rule fo r its agreement? Does or
does not he stand as an agent? In wh at case, then, is he?,
Q. 'Mary, why do you play?' \Vhut word stands for Mary~
What part of speech, then, is it? Of what person, number a11d
gender is ManJ, and why? What, then, is th e gender, numlier
and person of you, and why? · 'Vhat is the rule for the agreement of you with ManJ?
. ,
Q. 'The boy~ are ont: will you tell th em to come.in.?' 1What
ge11tl~r, number and person is boys 'J 'Vhat word stands fol)
boys, m the Inst clause of the sentence, and what is its. gender

number and person ? Why? What, then, does them agree with,
and what is the rule ? , ··r ' • '
Q. 'I will teach him.' Here are two' pronouns; which are they?
Q. Does I . stand for the person speaking, an4 him for some
person understood and spoken of? What, then, are th;e ir persons, genders and numbers ? Who will teach ? Which, then, is
the agent? Whom will I teach ? What word, then, represents
the object? In what case, th en, is him 'J
·
·
·.:
:, Q. 'The book is mine.' 'I will leave his book.' Here are three
pronouns; which are they? Why? What is their gender, m:im~
,l;ier and person, and why? Who will leave? . Which, then, is.the
,a gent?. In what case is I? Who owns the book? In what case,
then, is his') What is the rule for the possessive case of nouns?
.W.l;lat, then, is the rule for his 'J
.
f · Q. What part of speech is book, and why ? What is its g.en,der, number and person? Why ?
·
Q. 'I will Jeave'-whut? What, then, is the object of leave!!
.Jn what case, th en, is book?
Q. 'A worthy man will receive him.' ·what part of speech is
a, and why? Does it belong to a noun, or an adjective?
:;. Q. What is the rule for the indefinite article? What does
worthy describe? What part of speech ra it, then, and what is the
rule for it? 'Viii you compare it ? Is it regularly or irregularly
compared? What degree of comparison is it, and why?
' Q. 'He went to play, she went to· school, and my sister and I
;went to church.' Which are the pronouns in this sentence, and
·w hy?
' • , Q. Why are they called personal?
;
Q. In what gender, number and person are they, and why?
1
... Q. What is the rule for the agreement of each?
· Q. In what case is each, and why?
~ Q. How many nouns are there in the sentence? What is their
gender, number and person? Why?
Q. Since we have repeatedly found, the pronouns must agree
with nouns in several particulars, and have made a rule for
them, it cannot be very difficult for you to tell when they are
used correctly and when incorrectly. Is it correct to say,' My
book fell into the fire, and by that means she was burnt?'
Q. Why not?
Q. Will you correct the following sentences as I read them ?
'My cane fell into the river, and I lost him.'
'The house is mine, and she is well buih.'
1 This pen is poor; she must be mended.'
' That is a beau tiful woman, and he has fine black eyes.'.
' I Jost my hut, but I soon found them again.'
'I bung my watch up, but·, when I wanted her, I could
not find ·him.'
- , Q. Let me.now examine you on other parts of speech. ·which
is correct, to say, 'He is the most wisest man,' or ' he is the
:wisest man ?' ' It i~ the more easier way,' or 'it is the easier
.way?' · ·
.
·
,
•
-" Q. ·Do we say, 'J.ln eagle,' or . ' a eagle?' Why? '.I.Zn happy
man,' or ' a. happy man ?' Why ?

;

. INTELLECTUAL AND

LESSON XIII.

PRACTICAL GRAMMAR.
'

~

I

••

.!
• . . · . . !": .H

QUESTIONS ON PERSONAL PRONOUNS.

· · Q. ·Wliat is the meaning of the w'ord.

P,.onoun ?
Q. What is the meaning of personal
pr0110U71S 7
Q. How many pronouns are there in
all 1
Q. \Vhat is the use of pronouns 1
q. Why were they invented 1
Q. How many personal pronouns
are there, properly speaking 1
Q. How many pronouns are there
of the first person 1
" Q. Will you decline them 1
Q. How many are there of the secOlld person 1
'
Q. Will you decline them 1

Q. How many' are there of the tli.ird
person 1
·
'.
.. " .
Q. Will you decline them 1
.It
Q. How mauy numbers have pronouns?

Q. How many persons 7 '
· Q. How many cases have.they? ~
Q. T o which of the pronouns has
gender respect 1
,. 1
.',:
•
Q . Will you decline. the · niascu,~
line 1
· :
Q. Will you decline the feminine 7'
Q. The ueutcr 1
Q. What kind of pronouns are my•e!Jj,_ thy.<elf, himself, &c. 'I
.
"L· Why are they so called 7 · .

EXERCISES FO!t THE SLATE OR PAPER.

be

Q. Will you write down a, sentence, in which there shall
two perwnal pronouns? one, containing two personal pronouns, the one in the
nominative and the other in the objective case? one, containing an ar~
ticle, adjective, noun, and pe rsonal .pronoun ? one, containing a noun in
the nominative case, an adjective in the superlative degree, and a pronoun in the third person plural, objective case ? one, in which 'ther~
shall be a µiasculin e agent, and the object a masculine pronoun .! one,
~ which there shall be two pronouns, and ne ither of them in the third
person? Will you write down the objective case of he? of she? of it 7
of I7 of tlum 7 of we 7 of ye, or you 7 of they 7 Will you write down a
sentence, which shall have n pronoun in the nominative case, and also
one in the possessive case ? one, containing an article, an agent, an' ad·
jecti:ve in the comparative degree, and a masculine object?
. :.
.

LESSON XIV.
J\IENTAL EXERCISES .

' .
. Q. 'The boy learns, who studies his book.' Is it not boy·who
learns and studies?
, ,,
Q. Does who, /hen, stand for boy, or for something else?
Q. If who stands for the noun boy, would you call who a n,oun
or pronoun ?
·
Q. If who stands for the noun boy, what is the gender, number
and person ofwho.'J.
.. ..
1
Q. ' The woman who is amiable will be loved.' Does who, in
this sentence, stand for or relate .to woman? 'Vhat, .th11J!, i the
, "
gender, number and person of who, in this case ? .
· Q. When any ·one is speaking, and says, 'I, who lov:e learning, am perusink books,' does the who stand for, or refer to,.f 'J
·What, then, is the number and .person of who, in this .c~lie ?,.i·'

)

35

'Q. Have we or have we not found, that .who :may"stand .. for
two different genders, and also for two different persons?
• ..
Q. Can you tell what persons and .what genders these are .?
·1 . IQ. Do the personal pronouns ever v:ary their> persons ;' that is,
does I stand for any other than the first person; thou for . any
other than the second, &c.?
,., . .~
Q. True; they do not vary, but each one always stands for
.the same person. \VeJJ, then, the pronoun who and personal
pronouns are different, are they not?
·
· ,.
· . Q. Would you call who, then, a personal pronoun 1 or not? '
· .. Q. Let us try to find some other name, by which to distinguish
pronouns like who from personal pronouns. Did you not notice;
in the fqregoing examples, that who stood for· a noun mentioned
before ; that is, that it .reforred back, each time, to a foregoing
noun? Now; since relative means relating to, would you not call
who and similar 1words relative pronouns 'J
Q. ' The bench which I made.' Does not which, in this sentence, relate to bench 'J
Q. Is it, then, a relative or a personal pronoun ?
., Q. If it relates to bench, what is its gender, number and per. son'"'? Why?
·
'.' .Q. Has not the relative · referred back, each tirrie, to some
· foregoing noun, as, 'The man who?' Let us give a name for
this noun, to which the relative refers, to distinguish it from other
nouns. Do you not know that antecedent means foregoing (the
ante, at the beginning of antecedent, meaning l1efore, as antedate,
to d,ate before, &c.)? Can you not .easily tell what to call the
for.egojng ,noun, to which the relative re.fers? .
·
Q. 'The candle which burns I lighted.' Is it not the candle
t~at burns? Does which stand for candle 'J What, then, is its.
g'ender; number and person ?
Q. Does not candle, to which the relative refers, go before
'which')' What, then, is the antecedent to which 'J
·
.· Q.· If the relative is of the same gender, number and person.
as its antecedent, is not the rule for the relative the same as for
~4~ personal pronoun ? Will you repeat that rule?
· ' The man who came tarried but a short time.'
, " .. •The woman whom I saw is drowned.'
'The person whose book I borrowed left us in a hurry."
,1,.
'The horse which I shod ran away with tl)e chaise.'
'The same man that I saw yesterday was buried to-day.'
' Q.. Do not who, whose, whom, which and that, in the foregoing
sentences, stand for the nouns before them ?
What parts of speech are they, then?
~
. " . What 1s the antecedent to-each?
.
. ·What is their gender, number and person? Why?
"· . What is the rule for the agreement of each?
Q. 'The man who came.' Is not wha an agent? In whai
ease, then, is it?
,
• "! Q. 'The P.;son whose hook I borrowed.'
Does not whose
denote possess10n? In what case is it, then?
.i>

.:·1·

PRACTlCAL GRAMMAR.

INTELLECTUAL AND

36

,nQ. Ifwho8e is a pronoun, that i~, if it stands in the place ?fa
noun, ought it not to be governed m the same manner as lj. no1µ1?
Q. What is the .rule for the possessive case of nouns?
Q. What, then, would you say whose is governed by, and. by
'fhat rule?
·
\ Q. 'The woman whom I saw peris~ed.' Is not whom the
object of the word saw 'J In what case 1s whom, then? .
· Q. Have we not found the pronoun to be .in. three cases ? ·
Q. Will you tell me, then, w~at case who 1,s m?
,
Q. In what case ·is whose 'J-1s whom 'J
.
. Q. Telling these cases, you know, is declining the pro~oun or
ooun. Now, since you have told the cases yourself, I will state
them in order. Will you decline them ?
Si.ng.
Plur.
Nom. Who,
Who.
Poss. Whose,
Whose.
Obj.
Whom,
Whom.
. Is it proper to say, 'The persons which I love?'
. Is it proper to say, 'The p e ~sons whom. I love?,'
. Is it proper to say, 'The ummals or thmgs which I saw?'
Q. Can we not also say, ·'The pei·sons that I .Jove?' also;
'The things that I desire?'
Q. Do we, in speaking of persons, then, use who, whose, whom,
m~~'J
' .
Q. Can we not use that, in speaking both of persons and,
things?
Q. 'Vhen speaking of thin gs, and of all animals except persons, do we use who, or do we use which, and sometimes that 'J.
Q. Ifwe can use that, both when speaking of persons and
tnings, is it, or is it not, important to know when to use that, a9A
when to use who and which 'J
'
Q. Well, then, I will try to explain this by a few examples,
which follow:-' 'Vho, that wishes to learn, will not study ?' If
we should use who, instead of that, in this sentence, should we
not use who twice.
Q. 'Vould not this be a repetition? and do we not avoid it,by
the use of that for who 'J
Q. Since which, repeated, would so und-as bad a.s who, repeated, ought it not to be avoided by using tha.t for which 'J
•
Q. 'The man and the 1horse, that were drowned, haye not
been found.' How many 'were th ere drowned?
:
Q. Does or does not that stand for both the man and horse ?
Q. Could we say, 'who or which were drowned,' instead ofthat'J.
Q. True; we could not, because who refers only to persons, ·
and which only to things, or irrational beings. "\Vhat are . the ·
'
f • \·
antecedents of that, in the last ex um pie?
Q. 'Veil, then, when there are two or more ~ntecedents to a
relative, and one is a person, and the other 1s not, do we use
who, which or that 'J
~! ·
Q. 'He is the wisest man that I ever saw.' Is this more cor- J
rect than to say, 'He is the wisest man whom I ever saw~· 1~

~

,. ·~· :Pi:>.;we u~e who, which, or that, after an adjective ·of the
.: , : .. .. . ;
.
" ...
S\Jperlauve .degree?
Q. WJJ._ have seen that we can say, ,\ The man who' ·' The men
yf.q,: ', It.is I. who,' .' The..beas,t whicl\,' &c. O.ught ~e" then, to
irifer from this, that relatives are varied, like personal pronouns,.
,o_ ~xpr~ss ·!lender, number and j)erson, or tha.t they are not
\tar1ed for :this.purpose? .
·
. ~· The.foregoing iire all the relative pronouns which we use.
Will ~ou ~u~t turn back, 11;nd reckon up how many there are?
Q. This 1s ~hat I _wanted.' Does not what, in this sentence
stand for the thrng which, or that which 'J.
'
., Q. Well, now, since '!°hat (requel1tly stands for two words,
would you call what a simple or compound pronoun 'J
.Q. ' Whoever lives in this world must expect trouble.' Does
this mean the same as to say, 'He who,' or ' the man who lives,'
&c.?
,
Q. W ~II, then, does whoever stand 'for two words or only one?
Q. ~f It stan?s for two, is it a simple or compou~d pronoun?
Q. I will give you whatever you wish.' Does whatever her11
mean the same as any thing which~
Q. When, then, it stands for two or more words ought it to
be called a simple or compound pronoun ?
'
Q. How many compound pronouns lmve we now noticed?
.' Q• What does what stand for? "\Vhat does whoever stand for?
)Yhat does whatever stand for?
"
.,!.. Q. 'Who comes here?' ''Vhich of the two do you mean?'
What do you want?' In these sentences, is there any antecedent expressed, for who, which and what to refer to?
Q. Is there not a question asked in each? .
L Q. Interrogative means asking. When, then who which and
1oh~t .are use.d in asking questions, would you dall th~m relative, .
or i~terrogatwe pronouns 'J
·
-; Q. 'Which apple will you have?' 'What man is that?' Ai-e
ndt what and which here joined, the one to the noun man, th11
, other to the noun apple 'J
· Q. Do they not describe or define these nouns?
.. Q.. Would you, then, on this account, call them adjectives, or
relative.a ~
'
Q. Is there. not a question asked in each of these sentences?
Q. What did we find that such words as which and what were
called, when used in asking questions?
Q. When, then, which and what are joined with 'nouns for the
purpose . of~ asking questions, would you call them retdtives or
interrogative adjective pronouns 'J
'
' ,. Q. 'I saw the man who killed the boy.' Saw whom? What,
then, is. the object? ,
·
. .. "
·
' Q. Was it the man or hoy who killed somebody?
-.Q.1W:~at, 'tpen, does who stand for? and is it an agent?
.
~ Q. If it sta!ld~ for man, what is its ge'.'der, number and person? ·
,,Q. What 1s its antecedent? that 1s, to what word goin'
before, does it relate?
· .
· : 1 . . ', • ...
Q. What is the rule by which pronouns agree with nouns'

4

.

INTE'L LECTUATI !AND

38

39

1

Q.
Q.
Q.
Q.

How many nouns .are there in the example just given?
LESSON XVI.
What are their gender, number and person? "Vhy?
If man is the object, what case is it in? Killed whom?
What, then, is the-object after.killed~ In what case, then,
QUESTIONS · ON THE RELATIVE PRONOUNS.
is it? .
·
Q. Why are they•so called 7
Q. What is a relative pronoun 1
Q. How many a1:ticles are there in the same example ?
Q. Are relative pronouns varied
Q. Why is it so called 1
' like personal, to express number, genQ. Are they definite or indefinite? Why? To what words
Q. How do you decline who?
·
'
.
der and person 7
Q. ls which declined 1
do they belong, and what is the rule? ·
.Q. How, then, .,·an you tell their
Q.
How,
then,
can
you.
tell
its
case
1
Q. 'The instructer punished the boy whom he loved.' How·
Q. 'Vhat is the noun to which pro- geudctj. !iumber and person 1 '
[\lllllY nouns are there here, and why?
.
nouns refer, or for which they stand, . Q. what rule did we find that ap·
.;
plied to relative pronouns 7
~t_. Are they proper or common, and why ?
called 7
Q. Would you, then, since we have
Q. Why is it so called 7
/
Q. \Vas it the boy, or instructer, who. lo ved?
·· · Q. When speaking of persons, do a rule by which we can determine tha
Q. \Vhat, then, doe~ he stand for, and with what does it agree?
correct
use of the rel atives, saywe say who, or which?
Q. Is it an agent? In what case, then, is it?
Q. ' The man which,' or ' whom I
· Q. When speakinu of things and
Q. Whom did he love? What, then, does whom stand for, or ·
love,'
and
why 7
,
animaJsJ.do WC use wfw, or which 1 ,
Q. 'The : woman wlio,' or 'which
Q. \ ·v hat is the first rule for using
what is the antecedeut ofwhom:I
saw me' and why 1
that,1,. instead of who or w/Jich ?
Q. Is not whom a relative pronoun, because it refers to, and
Q . ' The boy and the cow that,' or
~· What is the second rule 7
stauds for, the noun mentioned before?
'which I met,' and why?
Q. \Vhat i.s the third 7
Q. What is its gender, number and person? With what does
Q. ' This is the same boy who,,' or
.Q. What is the fourth 7
Q. How many relative pronouns 't/UJL was lost,' and why 7
it agree, and what is the rule?
Q.
' The Canadian giant is the great. Q. In what case is who1n ~ Why is whom used here rather .. ... are there in all 7
Q. \Vhen are who, which and whJJt est man that.,' or ' wfiom 1 ever saw/
than which~
and
why
7
· called interrogative pronouns 1
Q. 'James saw the fox which they caught in the woods.'
Q. 'Jllary is the same girl that,' or
. Q. Are there any interrogative ad·
'who was here yesterday,' and why 1
How many nouns are there here? Saw what? Is not fox, then,
jecti \'e pronouns 7
Q. ' Who that is wise ' or ' who
Q . How many are there, and which
an object? Caught what? Wl1ich is the relative pronoun, and
who is wise, would do thus/ and why?
are they 1
why? What is its antecedent, and why is it so culled?
Q. With what does it agree, and in what respects?
Q. 'Vlrnt is the rul e? Is which an agent or an object?
EXERCISES FOR THE SLATE OR PAPER. ,.
Q. In wliat case, th en, is which~ Why i~ which used here in
Q.
Will
you
write down a sentence containing the relative who~
preference to who or whrmi ~
Will you write a sentence, in which it is proper to use which 7 one, ·
Q.
How
many
relative
P,rO'I love the man who pracwith a masculine antecedent? one, with a neuter antecedent? ·one, in
nouns are there here ?
I
which it is more elegant to use that than who 7 one, in which it is more
tises virtue.'
Q.
"Vhat
words
are
their
an.
elegant to use that than which 7 Write a sentence containini:; whose;
' Obey your parents, whom
one,
containing whom ; one, containing which, in the objecuve case.
tecedeu
ts
?
"
·
you should always respect.'
Write who and which in interrogative. sentences. Write two sentences,
Q. What is their gender, '
'James, whose father was
one containing which, and the other what, both interrogative pronouns.
there, retired.'
' number aud person?
Write a sentence containing an article, adjective and noun of the ne uter.
Q. Is there any rule for their
'The young trees, which he
gender; one, containing an article, an adjective in the superlativ~
agreement"
planted, flourished.'
degree, and a masculine agent? one, containing an article, adjective
1

:..n

C

..

Q.
Q.
Q.
Q.

Which denote possession?
In what case are th ey, then?
Which are the noi.ms, and why?
How many articles are. there? Are they definite or indef- ·
·
inite? Why?
Q. What is the rule by which they belong to nouns? ·
' Q. There is but one adjective in all these sentences. Whicli ~
is it ?
I
Q. Will you compare it ? Is it regularly or irregularly compared? Why?
Q. What does it describe? To what, then, doiis it belon~,
and what is the rule?

.

i'

and agent, also an object with an article, and an adjective agreeing
with the object .
Will you fill up the following sentences with .JJuitable words to
inake sense ? ' An - - man.' 'The - - man came - - me.' 'A - man.' 'A - - man.' 'A - - man.' 'A - - man.' 'A - - Son.'
•A--son.' 'A - - son.' 'A--cliild.' 'A--daughter.' 'A
;:-;r g;andson.' 'I saw the bird--has flown.' 'The man is come
_,. -' - was absent.' 'The woman-.- I loved died.' ' - - comes h ere i'
'The boy - - hat I stole.' 'The fox - - I shot was running.' · ' He i•
the same man - - I saw yesterday.' 'He is the wisest man-- I
ever ·saw.' 'I will give you --you wbh.' '--book will you
h ave?'
. : Will you now Inform me how many parts of speech you have u51ld in
filling up these sentences? Will you name thein I
·
_

INTELLE.CTU..µ. AND, .

LESSON XYII.
l\lENT.AL EXERCISES.

.Q. ' The..candle burns.' What part of speech is cand/;e 'J.
Q. What part of speech is the 'J
·:
Q. The other word is burns. This, you know, is not an 'adjective. · Can you tell me why it is not?
Q. Is it a pronoun ? Is it an article ?
,
Q. Hence we. see' that we cannot class it with any part of
speech already explaiued; but, if we can find several such
words, we can form another class of words, can we not? Let
us try.
Q. 'The candle burns.' Does burn tell what the candle does?
'The man walks.' 'Which is the noun in this sentence?
Q. ·what word tells what the man does?
Q. 'Boys piny.' Which word here tells what the noun does?
Q. 'The lions roar.' What word here tells what lious do?
Q. Have we not already found several words that have· the
same general meaning ?
.
Q. 'A good man pates the ways of vice.' What word in this
11entence tells what the noun man does?
Q. If we leave out this word hates, will it not destroy the
aeuse?
Q. Well, then, since Verb (from. the Latin verbum, signif.}ring
word) means word, and n.s the words which tell what the nouns
do are very important ones, would not verbs be a good.name for
this class of words?
Q. 'Industrious boys learn.' What word here shows what
boys do?
Q. Is, then, learn a verb, or noun?
Q. If you were asked why learn is a verb, would you say
~Because it is the name of something,' or 'Because it tells what
the noun does?'
Q. ' Peter struck a dog.' Which is the verb here, and why ?
Q. ' Thomas and Rufos learn their lessons.' lfow many
nouns are there in this sentence ?
Q. Is there any pronoun ?
·
Q. Which is the verb, and why ?
Q. 'James struck Charles.' Which word is the agent here,
and which is the object? Which is the verb, and why?
Q. If Charles is the object, is it not denoted by struck 'J
Q. 'Peter hurts Thomas.' Which is the actor or agent here?
Q. Which is the verb, and why ? Which is th e object ?
·
Q. 'Peter makes.' Makes what?. Does he not make something? Let · us suppose that Peter f!lnkes a cart ; is not fart,
then, the object of makes 'J
,
·
Q. What, then, will you add for an object, when I say 'Peter
makes---?'
~ ""'
Q. Will you put an object after the verbs in the following
aentences, as I read them over to you ?

'PRACTICAL GRAMMAR.

'41

<.Peter makes--·.'
' Peter hurts - · -.'
· ' Peter loves --.'
'Peter writes --.'1.
' Peter eats --.'
.
;
'Peter tears --.'
Q. 'John caught a fox.' \Vhich word is the agent, and which
the object, in this sentence?
'
Q. Which is the verb, and why? Does not ca'ltght show that
something was done?
Q. You 1 say that J ohn 'is the actor or agent. Does.not the
·':Yerb caught, then, merely show that there was an acuon per·
'
formed by John?
Q. You · say that fox is the object of the .actio!l. Does not,
then, th e action of John centre on the fox as its obJeCt?
·Q. Is not this action carried on to fox by th e. verb c~ught 'J or,
in other words, is not fox the obJeCt placed 1mmedmtely after
w.ught'J
.
.
.'
Q. Since, then, the verb conveys or shows th!s act!on_, w:ould
·it not be proper to give the verb some name which w1Jl mdicate
this action ?
· , ·Q. .llctive, you probably know, implies action. Would not the
term active, then, be a good name for such verbs as carry on the
action to some object ?
,
. · Q. Ca n you now tell me what verbs you would call active~
,. • : Q. ' Thomas cuts wood.' Which is tlie .a gent here? whwh
the object?
Q.. Which is the verb? Is it active, or not, and why?
EXERCIS ES FOR THE SLATE OR PAPER.

Q. Will you write down an agent, verb ~nd ~bject? "'.ill you wr~te
·the same agent to six ddferent verbs,_and six different objects? Wnte
,six different age nts, and six .diffe~·ent verbs'. and the same object to each.
Write six different agents, six different obj ects, bu.t the .same verb to
each, Will you write down an age nt, and a favo n.te object, and con·
·nect them by as many different verbs as you can thmk of, and then tell
how many verbs you have used ?

·me

LESSON XVIII.
~

... ,

MENTAL EXERCISES. •

+.

, ,

Q. 'John strikes Thon:ias.'. Wei.I, if this is true, ii! it net
equally frue that Thomas 1s struck by John ?

' Q. 'Cain killed Abel.' Does •his . mean
the same
1

1

a~ to , ~ay,

'Abel was killed by Cain?' ·
' ·
'l.J·. Q. "John eats an . apple.' What oth'e r form of ex{ir~s:ii.on
means the same as this ?
· ;1 Q:" l{arry finds a. knife.'
What other · form of expre!isi~a
means the same as this ?

'4 *

.42

:.-;.;,.'.)
' (•

0•J.

I

1'

l:\ ' ·

!INTELLECTUAL ANI>i

Q. 'William struck Harry.' What other form of expression
means the same?
-~ , ~'""\ -. , • . ·
Q. Which is the agent and which the verb in this sentence,
aa it now stands ? Which is.the object?
Q. If Hurry is the object, does not he receive the action ?
Q. 'William is struck by Harry.' This means the same u
' Harry strikes William.' .. Since this is the fact, does not William receive the action in both cases ?
,
·
_
Q. Do not the words ia struck show that William receives the
action?
Q. Is s(ruck shows that an action is received in the one case
aa well as the other. Ought is struck, then, to be a verb, or
some other part of speech ?
Q. ' William beats Charles.' Is the object here before or
11.fter the verb ?
Q. 'Charles is beaten by William.' This phrase means the
Bame as the other; but is the object after or before the verb?
Q. Is there not, then, a considerable difference between the
Terbs beat and is beaten ~
.
Q. If, in the one case, the object is before the verb, as, 'Charles
is beaten,' does is beaten carry on ward the action to some object, that is, have an object atler it, like an active verb, or does
it_merely show that Charles receives the action denoted by i.t
beaten "J
Q. Would you, then, call is beaten an active verb ?
Q. Well, then, it is evident that we want another name; for ·
have we not seen tliat there are several verbs of this description?
Q. If, as we have seen, is beaten shows that an action is rece!v.ed, withont au object after it, and since passive means reaiving, would you not call all such verbs, that is, all which
»how that an action is received, passive '.2
Q. Such verbs are, it is true, properly called passi1!e; and, if
you were asked why,·could you not, by remembering the meaning of the word passive, always give a reason ?
. Q. Are verbs, then, called passive because they have an obJect after them, or because they show that an action is received?
Q. Well, let me ex.amine you a little. Do you say, in the
phrase• 'William strikes Thomas,' that strikes is an active or
passive verb, and why?
Q. 'Thomas is stmck by William.' Would you call is struck
llJl active or passive verb, and why?
Q. ' Horses carry men.' Which is the verb here ? Is it active
&r passive, and why?
Q. ' Men are carried by horses.' Is not the sense of this e::a:a.mple the same as that of the.last?
Q. Which is the verb? Is it active or passive? Why?
,.
Q. Do we not see, by these examples, that every active verb
may be made passive ?
.1
Q. Would it, then, be reasonable to infer, that every passive
verb may be made active ?

r Q. 'Abel was killed by Cain.' . Who killed Abel? w.Jiat
phrase, then, means the same as thJ!J ? .
, Q. 'Brµtus slew Cresar.' · What other expression means the
-same as this ? Is not was slain, then, a passive verb ?
·
. Q. Well, then, if [should·give y{iu a phrase in which there ia
an active verb, coµld you .not make it passive? · · - ...
'
··<1Q. \The girls learn their lesson.' · Will you change :this form
of expression so as to make the verb passive, still retaining the
same meaning ?
.
Q. ' Cattle eat grass.' ' Buffaloes are caught for their skins!
'.1Ior8es eat oats.' How many verbs are there in these sentences? Which is active, and why? which passive, and why.?
· Q. We have seen that every active verb may be made passive, and the reverse. Is not this a good test to determine the
active nature of verbs?
Q. Will you repeat this test or rule?
Q. 'James, loves.' In this example, we have no object; but
cannot we suppose one? Let us suppose William. It will then
' read thus ~ 'James loves William.' What is the passive of
lO'Ves, when this expression is altered so as to retain the same
meaning?
, ·Q. ' Mary mends--.' 'William cuts - -.' What objects
can you put after these verbs? "Vhat is the passive form of thestt
words?
\.

QUESTIONS ON THE ACTIVE AND PASSIVE VERBS.

Q . What is the meaning of the word
W'b?
Q. ls this term applied to particular
words 1
Q. How can you tell the words to
which this term applies 1 Will you
give an examele 1
Q. What 1s the meaning of the
word actir" 7
Q. What is an active verb 1 Will
you give an example 1

Q. Does an active verb always hav~
the object after it expressed 1
Q. Is the object before or after a
passive verb 1
Q. 'What does an active verb denote 1
Q. What does a passive verb
denote 1 Will you givf( an example 1
Q. Can every active verb be made
passive 7

EXERCISES FOR THE SLATE OR PAPER.

Q. Will you write down an agent, an active verb, and an object i
Write the same meaning, by makingthe verb passive, Write downs.ix
different agents, six different objects, and connect each by the same
verb. Will you now change each of ,these six verbs to passive ones,
and not alter the sense 1 Will you write a different verb to six ditfererit
agents having the same object 1 Will you write the same verbs in the
passive , retaining the same meaning 1 Will you write down as many
verbs as you can think of, with the same agents and the same objects?
. Wm you write the same phrases, that is, such as shall mean the sam~
things, with the verbs changed to passive ?
. t·

•,·,

PIU,.QTICAI.. <m~

·INTELLECTUAL ANif'
;,

I

;,-')

LE~SON XIX. . ,

... ,,.

.11.

(~ '

';}

:: ...

i'

.,

1

MENTAL . EXERCISES.

,

·' ( '

Q. 'John makes--> . Does not John make something? ·
Q,. Can you not think of ' a noun which you can put after"\
malces, for an object ·?
'
., .,' '
Q. If a verb have an object after it, you know that it is called. .
active. What kind of a verb, then, is makes ? · ·
;
Q. •John stoops.' Which is the agent here? Which is the'
verb, and why?
..
.
·
.' .
· '1
Q. Will you put an object after stoops ?
'' · · ·: .
· .Q. You cannot; true; neither can I ask you, with any pro-.
pnety, what John stoops. Is not the reason of this because
11toopa carries on uo action to an object?
. "··
· Q: ]fit did, would it not be active?
·
Q. '' John smiles.' Which is the verb; and why? · Which is .
the actor or agent ?
• Q. Can you put an object after smiles? Can you make it pas- :
,
liive?
. 1
' Q. Certainly not; for, if John is th e actor does smiles me~
th~t John r~ceives the action? Can he both perfm;m and receive the act10n at the same time ?
Q. Are smiles, stoops, and such verbs, passive, then ?
. Q. If we examine our language, we shall find a considerable
number ?f.verbs of this description, that is, being neither active '
~or p~ss1ve. Would it not be well, then, to have a name to dis-'
•·
tm gmsh them from other verbs ?
Q. Neuter, you recollect, means neither. Since we have found'
some verbs that are neither active nor passive what would y.pu
call them? '
'
·' · ' ·
: ·
Q. Neuter is a good nam~. · Let me now ascertain ;~ne,theh
you fully understand these different km els of verbs. 'James sits.'"
Ca_n you say ~hat Jam~s sits any thing? Can you, then~ put· an.
obJeCt after sits 'J.
• }'
Q. Is sits, then, an active or neuter verb, and why? '· '' · ' t..
Q. 'JohnJiates.' Can.. you .put an object after hates? Is it,
then, an active or neuter verb, and why?
··
Q. 'James winks.' Does James wink any thing? Has winks ·
any object? Can it have any?
·
Q. ~h.at kin? ofver~, then, is it, and why?
Q. Wilham 1.s loved. , . Is loved, you know, being passive, '\'V:i)l
not ~dm1~ an obJe~t after 1t, any rpor~ than m:uterverb~ .do; ,oil
do neute1 verbs show that an act10n 1s received?
· ';
· Q: Hepce, then, when a .ve;·b does not show.that a·~ ·~c~ion'i':
!ece1.ve?, as, ·' James sleeps,' .and we cannot put · an .object..afte~
1t, will 1t·always be neuter?
,
"' .. :.;,,
• Q. 'John stands.'·' Is stands active or neuter; and why.f' r '"'It,
Q. 'Jo?n walks.' I~ not Jolm.the actor, and can walks carr'J
on an action to any object?
· · " .
q. Does it mean any thing more than that John is active in
domg something ?
,
·

45

Q.. 'John walks.' 'Peter hops.' Some consider walks and
hops active verbs as mucl;\ as llll:f verbs are; but do they mean
any thing more than that 'J'ohn·'and"Pe'ter are actors?
Q. When I say, 'Tbomas strikes William,' it is true that
Thomas is the actor; · •md strikes ' cannot, strictly speaking be
Mift .to be an.other .~ctoi:; but does.it nor differ from iqal.ks .~nd
hpps" inasmuch. as tpe actio.n' which Thonias does pas~es·; on~
and, m some sense, roay be said to carry on the actiou to William
f?r its object.?
. . ',
. .· . ·
Q. Hence, you must be particular to distinguish between such
verbs . as carry on the action to an object, and such as have
agents," &c., but do not carry on the action. Now, can you tell
~e what the former are called ? also what the latter are called?
, .~· 'Joseph killed a man.' Then a man .is killed. Is the verb
iaJ~illed . acti\'.e, passive, or neuter? Why?
.
. ..
Q. How many words are there in the passive verb is killcd'J. _
.Q.. Well, t~1en, to help you in distinguishing a passive verb, I
":'Ill JllSt remmd you of what you must have noticed, that a passive verb never has less than two words, and sometimes mor.e.
Q. 'The birds fly.' 'The robins feed their young.' . 'Warms
era wI.' Which are th~ neyter ve~bs in these sentences? Why?
Q. F.rom the foregomg illustratlons, how many different kinds
of.verbs do there appear to be? What are they?
.
' Q. 'James is a good boy.' Which words are the nouns in
this sentence? Wh~t is .their gender, number and person? Why?
. .Q. Is there ai;iy art1.cle in the sentence? ls it definite or
indefinite, .and why? To what does it belong, and what is . the
rule for it?
.
•
. ~· Is there not an. adjective? Will you compare it? Whai
18 us degr!le of comparison? Why? To what does it befong1
, and what is the rule for it?
Q. Which word is the verb ?
. Q. Does is have a noun after it? Well, if it does, is boy the
object· of any action?
.
·-,, Q. Do not James and boy mean the same person?
Q. Well, then, if boy is not an object, would you call the verb
a neuter or a passive verb ?
Q. What is the meaning pf the worrl neuter?
·
Q. What does neuter verb inean? Will you give an example?
~ Q'. How can a neuter verb be· distinguished?
EXERCISES FOR THE SLATE OR PAPER.

Q. Will you write down an agent, and neuter verb? a neuter ag~nt,
and a ~euter verb? six verbs, all neuter, and the same agent to each?
four different agents, and the same verb to each ? Write as many neuter verbs as you can find proper agents for. Will you write a sentence
co~µining th~ article an, .an adj~cfive 'in the superlative degree, and· an
ac~ve verb with a mascul~ne object? Write an agent and verb, with an
obJ~Ct after the verb. Wnte .the same verb in a pa.•sive form. Will you
write the ,same article, adjective and agent to six different verbs 1 Write
1entences enough to contain five personal and three relative pro-·
nouns.

a

PR..ACTICAL GRAMMAR.

. INTELLECTUAL IAND '!

l:I ·
I

', 1.

...

i ~ ·'·

•· I

• ,.. • •

«

I

"BESSON XX.
. j

"' J

MENTAL EXERCISES.

: .1

l

•I

•, ti

I-'

47

ti· Q.

' lf I walk.' Does this declare positively what I am doing?
, Q. .Is it' in the indicative . mode, then? Does it . imply that I

I

V.. ~:;.

Q. When, in reproving James, I say to him, 'You can learn
if you choose,' and he replies,' I will learn,' do you not see that
can lea:rn means that James has the ability to learn?
Q. When he says, 'I will learn,' does he mean that he has the
ability, or does he simply declare his intention to learn ? -"
Q. If, then, one form of the verb means ability, and anothet 1
inlentwn, simply, is not the manner of stating actions different?"
. Q. Well, now, we want a name for this difference; and, since.·
mode means nianner, grammarians have called this differen~
manner of representing actions by the name of nwde. "Will you,
now repeat to me what is called mode, and why it is-so called? '·
Q. 'William does play.' 'Does William play?' Does the
first phrase merely state a fact?
r(\
. Q. Is not the second the same as the first, excepting that a .
.
question is asked ?
Q. "James learns, but Thomas will play.' Does this sentenco,
mean, that James and Thomas have merely the ability to act, or..
do es it declare simply the facts.
·
· '
Q. When a verb declares, or shows positively, or a~ks a que~r,
tion, grammarians call it the indicative mode, because indicativ(
means declaring, and mode, as you have seen, is a name given(
for all the forms or manuers of acting. 'Will you now state ·to
m e when a verb is in the indicative mode, and why?
· '··
Q. •James walks-walked-has walked-had walked-s.haq
walk-shall have walked.' Do not all these .expressions declq.re.
some fact? In what mode are the verbs; then?
Q. 'James may or can swim.' Does this declare the fact tha~- .
James does swim, or that he has th e power or ability to swim?;
Is it in the indicative mode, then ?
, ,,r.,
Q. As it means power or ability, do we not want a name de,-,J
· ' . ,,'
noting power or ability?
Q. Do you not know that the word potential means able, (from
the Latin word potens, signifying ab.le~)
' .',
Q. Now, th en, would you say that may or can swim is in,th.E!v
indicative or potential mo.de?
.' '
Q. 'James may learn.' Does this imply power or ability? Jn ,
what mode, then, is it?
,
Q. 'William may or can learn-might, could, should or would
learn-may or can have learned-might, could, would or shoul~,f
have learned.' . Do these phrases declare facts, or denote abilitYj1,'
power, &c.?
.
. l
Q. Can you tell me in. wh11:t mode they are, then, ar,id ~VhY. .~ -.(•
Q. 'John goes out, and 'Vilham may go out.' Wluch wor.~~
ar,e the verbs here ? , Here are two different modes. , .JYJ.ii_cA,
the inrlicative; and which is the potential? Why? " .,., ., , , ,.. ,.
Q. ' William is a good boy, and Thomas ma~ ~e a gqi;>Q. · Q~19
also.' Which are the verbs here? What mode 1s each m, aI\d
why?

have the ability to walk? Is it in the potential mode, then?
t>r Q. Does .it not express a conditioll' or doubt, whether I shall,
orshall'not,.walk?
, ,;
MQ. Do we not, then, want a suitable name for this mode? ··
. , Q. Now, supposing that we take away if from the phrase,
making it thus, 'l walk,' would there be any doubt or condition
· ~x:_pressed? · In what mode would it be, then, and why?
Q. Do we not see, then, that the doubt or condition depends
if, the word before I walk . .
>. Q. Well, then, siuce the vei·b must, in general, be. joined, or
·subjoined, to some such words as if, unless, &c., tha.t imply
doubt, and since subjunctive (from the Latin sub and junctmn)
_signifies subjoined, would you, the_i!i say, that 'lf l walk' is in the
subjunctive or poteutial mode? Why?
·
· .
'"' Q. 'I write.' 'If I write.' 'I might or could write.' Here are
·three different modes. Will you tell me in what mode each verb
· ~,and why?
,
Q. ' Unless he reform.' 'He does not reform.' 'He can reform.' How many verbs are there here? In what mode is·
each, and why?
. ,< Q. 'James, attend to your book.' Is there any doubt or abil-·
ity irnj}lied here, or is a11y thin g declared posi tively?
Q,. Will you, then, name the modes, in which the verb is·note
found, and the reason why it is not?
·
•»Q. 'James, attend to your book.' Is not James commanded
to do some action? Does not the verb imply this?
,lQ. Do we not want a name for this mode, as well as th e foregoing? •Let us take some word that signifies command. When;
~me · says to you, that '·You are imperatively called on to do thus
·atid so;' does he mean that yo.u are commanded to do thus ancL
s-01 or not?
·l·
Ji Q. Well, then, since imperative implies a command, in what
mode, -in the phrase 'James, attend,' would you say that attend.
iB, and why?
)• Q: 'James, study your book.' 'If James study.' 'James can
study.' 'James studies.' Here are four different modes. Will!
you•point out each one, and tell the reason of its name?
». Q. 'Mary, do study more.' Does this phrase imply n command, ability, doubt, &c.? Does it not imply that Mary i.8'
ev.treated or. exhorted to s t~ cly?
.
.
'Q. We might, th en, call 1t the entreating or exhorting mode;,
\JUt, if.we shquld give a name to every different form or manner
'of!aciion., w e' should mu ltiply modes to a numberless extent.
Jrence grammarians have classed all such verbs as are used for
com1nanding, exhorting, entreating, &c., under the l1ead of imptrative modt." Besides, verbs used for commanding are in more
general use than those· for exhorting and entreating. , Will you,
therefore, •inform' me in what mode verbs used for exhorting,
.
·
'1lreating; &c; are,' and .why? ·
, ·Q. 'William, do study.' 'William, study.' 'William might

on

, ~TELLECTUM,. .AND.·

PRACTICAL GRAMMAR.

study.' .Here are only two modes, .but. three. ver.bs• . Can .y.o~.
··'' Q. 'William may learn to write.' How many verbs are ther1t
here, and in what mode is euch ?
·
tell which is in the potential and which lll the illlper.at1ve mo,d,~
and _why?
.
· . l
•
(
L·~J;f[
.Q. 'John, do come to visit me.' Which of these verbs is in
the imperative mode, and why?
: Q. •John may write.' •John .will writ!). ·. Which · are the
verbs in these sentences? In what modes are they? W.hy·? w
Q. Which is in the infinitive, and whI?
·
Q. •He co.u stud{'' In what mode·is .this phrase~. ~1~d ';by?
. Q" In what mode is this phrase, ' sing,' and why? •To
Q. 'It may rain. · Does this im)Jly ab1lity ·or poss1b1hty..
s~ng, ,and why? ''l'o have sung,' a11d why? ''William, do you
Q.. •He would go.'. Does this imply a,i)ility o~ ~ill .to go? . . :Ji
~n!!:? ,why? 'Thoma.s may or can sing,' why?
Q. •He .should mind his instr.ucter.' Does this imply ab1litY1
· 't· From the foregomg, how m11ny modes do there appear to
be, and what are their names?
or obligation, that is, what he ouglit to do? •: . · · · . · : ,.,j.
Q. 'He must mind his instructer.'. Does. this. imply obbgat1\)n ii ·~ Q. 'James assists Charles.' Which is the verb here and
Q 'l'hese last five examples are all considered m .the poten• . .why? . What kind, and '"'.hY ~ In what mode, and why? ~.Vhat
tial ~ode not because that mode or form of the verb alway.1,,
word 1s the agent or nommative, and why? \Vhich is the object
de1iotes a'bility·or power, but because it .does in n;iany cases, wi.
~d why? What is the gender, number and person of both
the name indicates. Will you inform me, the~? 1ll what mo~~ ' ~.oun~, and why ?
all verbs may be classed, that denote power, alnhty, liberty, .will ' I• Q. 'John .sa!ls.' What kind of verb is sails, and why? In
or obligation, and why they may be so classed? . , . ,
· ,; ·" · what mode 1~ 1t, and why ? What part of speech is John, and
Q. In what mode is the, phrase '~ ame~ le~rns? why ?c:-18' why? ·what 1s the gender, number and case of John?
this •James has learned? why ?-1s this, James, <lo 1m•, ..~ Q: 'A d~lig~nt an~ att~ntive boy will make great .Proficiency
pro~e · your time?' why ?:-is this, ,'John, sit. still?' ~by ?-i.S
JD his studies.
\Vh1ch 1s the verb in this sentence and why?
1!1 what mode is it, and why?
'
this, 'You may g<? out. to play? why ?-is_ · th1~'. He? ca.n
improve?' why ?-1s tins, 'If he behave well? why .-1s, -1-Q. How many nouns are there ? 'What is their gender numthis, '.Tames, you should not <lo so .a nd ~o ?: why ?-is thisj; pe~ and person? Why? In what ca~e is boy, and why ?~is pro'Although I · reprove h.im ?' why ?-1s tlus, l\ia!"Y :s a goo.d; :ficiency, and why? Are _there. any adjectives? Why? Will you
girl·?' why ?-is this, 'Mary can become a good girl? why?.....,
compare them? What 1s their degree, and why? To what do
they belong, and what is the rule?
is this 'He should be esteemecl ?' why?
,,;j•
..Q. : I expect to write.' Here are two verbs. Which are th~y? .5 'Q. Which is the article? Of what kind is it, and why? 'l'o
what doe~ th~ article belong, and by what rule?
Why?
· · J
Q. In what mode is the fir~t! and why? . Does to wr:te imp Y. ·.'' Q. Whwh 1s the pronoun, and why? Is it in the nominative
command, ability, doubt, condltlon, or )JOSll!ve declaratwn? :• · or possessive case, and why? What is the rule for the possessive
Q. ·True ; it ?oes not. Let 1:1s find a suitable i;ame for t~Js " c,ase of nouns? By what is his governed, and by what rule?
mode, there bemg many of this class, as, to wnte, to speak, .t9, ~ · Q. Do we say, ''l'he man who,' or 'the man which' and
·why? 'The man whom,' or.' the man which,' and why? '
'
think, &c.
Q. When I say, 'Jam es writes,' do we not know what pei:son . ,,<•Q. The man whom I saw is drowned.' Is there a relativ~
writes, and how many? When I say, 'to write,'' to speak,' &c.,can .~ronoun in this s~ntence?
we tell by the verbs themselves, who does the act, or how many?r • ·Q. What does _it stand for? \Vhat, then, is its gender, number
. Q. Well, then, do we not see that to write is not afiected .or,1 lllld person ? \V1th what does it agree, and what is the rule for
.
limited either as to number or person? Now, for the name. ~0' the pronoun?
you not know that.finite means limited~ as, when we say •Ma~. lll.; ,., ~- How !nany verbs are there, and which are they? Are they
a finite bein ...,' do we mean that man has boundless and unlun· ·active, passive or neuter, and why? In what mode are they, and
' 1•(11 why?
ited knowledge, or very limited knowledge?
Q: Well, then, since in_, p~lt b~fore words, as you have alread~_ 't~\J•
QUESTIONS ON THE MODES .
seen, means not, what w1Hinfinite mean?
.
.
· '
Q. Now, since infinitive ,is derived fr~m in~nite, ai_id rr;e~na ~· Q. What is the meaning of the wo rd
Q. What does subjunctive mean 1
Q. What does suljunclive mod• im·
the same, grammarians have preferred wjinitive to. in.finite;: as, 'IAO<k·?
, J Q. What does 11wde mean as applied
ply
1
'
applied to modes. When, then, such verbs as. to wnte, to specU<i;. !\>, verhs 1
Q. Will you give an example 7
&c. are not limited by ·person and number, m what mode1.&rel ~ Q , What does indi.catfre mean 7
Q. What do the words before the
they said to be? You are right in giving this mode the .name .o.~ · ·i•Q. Will you give 'an example 1
verb in the subjunctive mode generally
infinitive. Will you just tell me why such verbs have _th1s.n'.lmeP~ ~ ~ •Q. What does the word potential 1mply7
7
.
Q. What does i:mperali1"' mean 7
Q. 'Susan begins to write:' ~ere a!e t~? verbs m d1fier~nt . , ~~an
;Q. What does poteruial mode im·
Q .. \Vliat does imperative mode im·
modes. Will you tell me which 1s the mfimt1ve, and why P·,. ~, ' py7
l
ply?
what mode is the other verb, and why?
, ' .y
Q. Will you give an example 1
· Q. Why are verbs denoting entrea·
'
5

50

PRACTICAL GRAMMAR.

INTELLECTUAL AND

ty classed with those implying com·
maud 7
Q. Why are verbs denoting. liberty,
will obligation, &c., classed with those
that' denote ability or power 1
Q. What does ii!fi11.uive mean 7

Q. When is a verb said to be in

\he

infinitive mode 7
,
Q . Will you give an example 1
·\
Q. How many modes do iliere ap·!
pear to be 1
,.
Q. Will you name them 1

EXERCISES FOR THE SLATE OR PAPER;

i.

Q. Will you write down a phrase in ;the indica!ive m?'1e ?. ~ne, in the
subjunctive mode ? one, in the potential ? one , m the m~mhve ? one,
having both an indicative and infinitive mode ? . one~ havmg .bo~h lJ: po-~"
tential and infinitive ? one, having both a subjunctive and mfimuve ?
one, havirig two nouns in the n~rninative, and one in ~he objec~ive case,;
with an active verb ? one, havmg an agent, an active verb m the po- ,
tential mode, an adjective in the superlative deg~ee, and a neuter ob-,
ject? one, having the i;ame meaning as the last, with the verb changed
to the passive voice ? o~e, having two. personal p~o~ouns ? four phrase.s~
having a different relative ? one, havmg whose m 1t? five phrases, m .
'which who and which may be u sed, but that more elegantly? one;.
having your given name correctly joined with the word b~ok 7 _one,t
having your whole name joined to the same word? one, havmg the arb .'
ticle an before a noun ?

' ·1·

. . ...f
LESSON XXI.

., . ·

MENTAL EXERCISES.

Q. 'Mary writes to-day, but Susan wrote yesterday.'

Do .
Mary and Susan both write at the same time ?
Q. The verbs, you kuow, are writes aud wrote. Do not these..
verbs, then, show that actions may be performed at differen.t .-'
times?
'j ·
· Q. 'James read yesterday, but Mary will read to-morrow, ,
Which are the verbs here? Do James and Mary both read at
the same time? Is there not, then, here, also, a dif[erence of, .
,,,..
time, in which a'c tions are perform~d ?
Q. Well, then, it may be convement to have a name for thi.S ,
difference, muy it not ?
.
.
. ,.
Q. Since the word tense means time, would 1t. not b~ a good
general name to denote the different times in wluch actions ar~
performed ?
. .
.
Q. The name is good for a general name, 1t .1s. t:ue; b~t Wll·
lihall probably find that it will admit of sev~rul dms10ns. J ohq. .
writes now-is writing now.' Does not this mean that John at
the pr,e sent time is writing? . .
.
Q. Well, then, when. an a,ct10n 1s passmg now, at the prese~t
time, shall we not call it the present tense 'J
•
•1
Q. Will you repeat the rea,son why we call this the pres~.~.t ,
tense?
i•
· Q.. 'James wrote-has written-had written.' Do ·I_lot all .
these phrases denote actions done some time ago, that is, Pl!llt
actions ? Which, then, can they properly be called, present or
past tenses ?
•

51

"' Q. 'James wrote yesterday, and Mary writes to-day.' Here
are two tenses. Which verb is of the present, aud which of the
past tense, and why ?
· Q. 'I shnll write-shall have written.' Do not the actions
of !Joth these verbs refer to time hereafter, that is, future time ? ·
; Would you, then, say that these verbs are of the present or fiiture tense ?
.
Q. 'John plays-played-has played-had played-shall play
~Judi have playe1l.' Here are three teuses. Which is the
p_resent, which are the past, which are tl1efuture!I
Q. From the foregoing examples, how many graucl divisions
of ti mE: 110 there appear to he, all(! what are they ?
· ' Q. You are right ; there are I.Jut three, properly speaking; for
every acti"ou must be 1lone either in the preseu t, past or foture
time; but when I say, 'James wrote well yesten lay, hus written
well to-day, ]11ul written well some time ago,' does there not
appear to l.Je some difference in the time of performing the past
.actions?
. Q. Well, then, to he accurate, we must notice tl1is shade of
' difference, rnu~t we not?
·
· Q. ' James wrote.' Is this in present or past time? Does it,
however, specify auy particular period of past time, as yesterday, last month, or last year?
Q. 'James was writing when I saw him.' Does this mean
. that Jan1es had or had not 1lone writiug when I saw him?
Q. Does it, then, ill(licate an action unfinished and incomplete, or one finishe1l and complete?
. Q. Now, since imperfect means not perfect, but -incomplete,
grammarians have classed all such actions as take place i11 time
indefinite, with those which remain u11fi11i shed or incomplete, in
a certain past tense, a1H\ given to both the name of imperfect; a
name, as you have seen, peculiar only to the latter. \.Yill you,
· now, in order that you may not forget, tell me in what tense
·such actions are, as take place in time past indefinite ; as, 'I
walked, I slept?'
r Q. In what tense are those which remain unfinished or in,complete, in a definite time past; as, 'Jmries was readiug ?'
-'-1 Q. Will you put both of these illustrations together, and tell
me when actions are said to be in the imperfect tense?
Q. 'James labors now, and lahoreil some time ago, yesterday,
J!erhaps.' Here are two verbs and two different tenses. Which
· the present, and why? Which is the imperfect, and why?
Q. 'John sai ls-was sailing.' Which is the present, and
which the imperfect tense, a111\ why ?
~II Q: ·There is an easy way of distinguishing these two tenses;
, If you can put the 'Yord now after the v.erb, without destroying
'the sense, it is the present tense; if yesterda.IJ, it is the imperfect:
~thus, 'I swim' is present tense; for I can say, 'I swim now:'
· 'I swam'-this is imperfect; for 'I swam yesterday' makee
·! ood sense. Will you remember this?
, '• Q. Will you tell me, then, what tense 'I run' ia in? 'I jump?'
' 1 ~ hopped?' ' I fought?'

INTELLECTUAL AND

PRACTICAL GRAMMAR.

Q. 'Peter ciphered yesterday, and has ciphered to-day.'
not both the acts of ciphering in past time?
Q. Which refers most nearly to the present time?
Q. Does has ciphered mean that Peter had or had not qona
ciphering ?
.
Q. If the action is finished, without reference to any partic·
ular time, you know that it is called the imperfect tense, do you
not?
·
· Q. Has ciphered to-day, then, cannot properly be called the.
imperfect tense, for it refers to time present, does it not ?
Q. Well, then, since has ciphered denotes an action as past
and complete, with reference to present time, and since perfect J
means cornplete, would you say that has ciphered is in the imper!
feet or perfoct tense ?
·
Q. If I should ask you why has ciphered is in the perfect tense;
would you say, 'Because it not only refers to what is past, but
also to ·present time,' or, ' Because it denotes past time in~
definite?'
· Q. 'I eat-ate-have eaten.' Here are three different tenses:.
·what are th ey, and why are they so called ?
.
.
Q. Have you not noticed that have and has are the signs of
the perfect tense ; thus, 'I have learned,' 'he has learned,' &c.?
Q. 'I write-wrote-have written.' In what tense is each of
these phrases, and why?
·
Q. 'James loved.' In what tense is loved~ Why?
Q. 'Peter wept.' In what tense is the verb in this sentence?
Why?
Q. 'Peter has wept.' What tense is this ? vVhy?
Q. 'The thief had escaped before they missed their goods.'
Are there not here two acts, both done in past time?
Q. Which was done first ? Is not missed in the imperfec.t ,
tense?
Q. Well, then, is not had escaped used in reference to p_ast
time, or the imperfect tense ?
.
Q. Is the perfect tense used in reference to past time or
pre~e nt time?
Q. Well, if the perfect is used in reference to present time, ·
and had escaped refers to past time, or the imperfect tense, does,
not had escaped, then, refer to an action more remote than the
perfect?
Q. Since pluperfect (from the Latin plus, more, and perfectus,
perfect) signifies nwre than the perfect, what would you call that
ten~e which denotes past time befbre another past time?
':
Q. Pluperfect is a very proper name. If I should ask you
why you call had loved, had written, &c. the pluperfect tense, ;
would you say, 'Because they denote past time before another
past time,' or simply, 'Because they denote past time ?'
.~.
. Q. 'Sophia had left before John came.' How many vei:l>J,
are there here?
~
Q. One verb is in the pluperfect, and the other is in the im·
perfect. Can you tell which is the one, which the other?
Q. Do you not see that had is the sign of the pluperfect?

~' Q. 'Ebenezer plays-played-has played-had played.' ' Here
·!ll'e four verbs, and four different tenses. Will you point out to
me 'e ach tense, and tell me why it is so called ?
,c Q. 'John will come,' Does this refer to an action that is
' past, or to come hereafter, that is, in some future time? ·
, , Q. Future.refers to something that is to come. Will not future,
ihen, be a ,g.ooii,Dame for this tense ?
'. Q. What t~ ·~, then, will you say the verb is in, when the act
· ·18 to take placeihereafter?
,. Q. If you were asked why, would you not say, 'Because
· future means time to come ?'
·:· ·Q. In what tense is' James had come,' and why ?-is' Susan
will learn,' and why ?-is 'Mary shall come,' and why?
Q. Do you not perceive that shall and will are the signs of
the fo tll re tense ?
; Q. In what tense is this, 'The bench is made ?'-is this,' The
) bench was made ?'-is this, 'The man shall give?' why?
Q. 'I shall have learned my lesson before the teacher comes.'
.Does this mean that I have already learned my lesson, or that
. the teacher has already come?
,
· · Q. Is either action, then, in past time?
1
Q. Does it mean that the lesson is now learned, or that the
"teacher is now come ?
. Q. Is either action, properly speaking, then, in the present
tense?
- Q. Does it mean, that I shall learn my lesson, and that the
teacher is to come, hereafter?
Q. Does it also mean, that the act of learning the lesson is
' to precede th e time of the teacher's coming?
- Q. Does not shall have learned also specify when, or before
what time the act is to happen?
' - Q. Siuce this form of expression, shall have learned, besides
$lenoting future time, specifies a time certain, and as we have
already !i at l one foture tense, woulu you call this simply afuture
or a second future tense ?
·
.· Q. Do you not notice that shall have, or will have, may be the
aign of this tense ?
~ Q. In what tense is this phrase, 'James writes?' why ?-is this,
~James sung?' why ?-is this,' William has laughed?' why?' is this,' Birds will sing?' why ?-is this,' The,man will have been
hung?' ' why ?-is this,' The sun will rise?' why ?-is this,' The
1un will have risen?' why ?-is this, 'I have come ?'-is this,
'I had wept?' why ?-is this, ' Thomas was singing ?'-is thi~,
!The dog has harked ?'-is this, 'He may 01· can learn now?'i!,-this, 'He would study, in spite of me ?'-is this,' If I hav~
ie!ll'lled ?'~is this, 'If I learned ?'-is this, 'I do learn now?'ls this, 'Do I learn 110w ?'-is this,' I will learn ?'-is this, 'Will
I 'le11rn ?'-is this, 'They have learned ?'-is this, 'Have ther
learned ?'-is this,' She did learn ?'-is this, 'Did she learn?'

52

f ' ·"

5*

PRACTICAL GRAMMAR.

INTELLECTUAL AND
QUESTIONS ON THE TENSES.

Q. What is the meaning of the word
Um;e?
Q. How many grand divisions of
time are there 7
Q . What are they 7
Q . Will you giye an example of
uch 7
,
Q. What are the more accurate divisions of time 7
Q. How mauy are there 7
Q. What is the meaning of present
tim.e?
Q. How may the present tense be
distiu~ui shed

7

• Q. 'Viii you definetheimperfectt"{"'e?
Q. Why is it called impe1Ject?
Q. How may it be distmgui,hod 7

.,

Q. Will you give an eXample 1 ' ~,.
Q. Will you ilefiue the pe1fed te111d
Q. Why is it called perfect 1
Q. Will you give an example 7
Q. What is the sign of this t~nse 1
Q. What does the :pfuperfect denote,!.
Q. Why called pwperfect?
Q . Will you givel.iui example 7
Q. What is tfie sign of this tense 7
Q. Will you define thejirstfutu.re?
Q. Why calledjidure?
Q. Will you give an example 7
, .
Q. What is the sign of this tense 7 '
Q. Will you defiue the SP.curul.futur11? ,
Q. Why called secondjittw-e?
Q. Will you give an example 1
Q. 'Whal i• the sign of this tense 7

EXERCISES FOR THE SLATE OR PAPER. .

Q. Will you write down a phrase having a verb in the present tense~ ·
one, having a verb in the imperfect? one, having a verb in the perfect
tense ? one, having an agent, an active verb in the p~rfect tense, and
.. n object after it? one, havin~ a verb in th e pluperfect tense? one,
having an agent, a neuter verb m the ·potential mode and present tense? .·
one, h aving a pronoun of the first person singular , in the nominative case! !
..1so a verb in the indicative mode, present tense , having an object afte~
it? one, having a pronoun of the hrsl person plural, nominative case,
and a verb in the future indicative, an anicle, an adjective in the super·
lative degree, and a ne ute r obj ect ? one, having the subjunctive mode,.
future tense ? one, containing an article, an adjective, and an active verb
in the indicative mode, present tense, and a masc uline object?

Q. Why is hiin a personal pronoun? What is its gender,
·
number and person? \Vhy?
, .Q. What does it agree 'with, and what is the rule?
· ··Q. What or whom does William strike?
Q. What, then, is the object of strikes J
Q. True; Mm is the object, or objective case, and we k~uw
· that, sim ply by decliuiug he. Will you decline he ?
.,
Q. Well, then, since him is the object of tbe action denoted
by gives, is it a fact that active verbs do have an objective case
· '
or that they do not ?
Q. Active verbs, then, must have an object. Would it uot be
tlatural, therefore, to lay it down, as a rule, that active verb11
_1pust have an objective case?
Q. .Hence, if [ sh o1~ld ask you what ~o.rd him, in the objective
case, 1s governed by, m the plira~e 'William strikes him,' what
· would you say, and what rule would you give?
. Q. I will uow, for the sake of convenient reference state th~
rule, and will you repeat it?
'
·'

RULE VI.

case is governed by active verbs .
.; Q. Well,Tliethen,oqjective
since we have this rule to guide us in deter-

,mi:nin?' the object of the verb, would you say, 'I love he,' or
1
him? Why? 'I love them. ,' or 'they ~I' Why? 'William assists.
. 's~e,' or' her~· 'Vhy? 'The man who,' or' whom I saw?' Why?
•Charles may love he,' or' may love him?' ·why? 'He honor&
Jhou,' or 'thee?' Why? 'He commends we,' or 'us '.I' Why?
. 'He will surpass yours,' or 'you '.I' \Vhy? 'Thomas will marry
· her,' or ' she ?' 'V'hy ?
Q. What is th e ~bjec~, and the rule for it, in this phrase•John loves me? 1-m tins, 'Charles follows Thomas ?'-in this
LESSON XXII.
· t ' William calls Charles ?'-in this, 'They persecuted us ?'-i;
this, 'A merchant had passed the Rtreet door ?'-in this 'WilMENTAL EXERCISES.
liam may admire Mary ?'-in this, 'He praised himself?'-in
this, 'They neglected him ?'-in this, i They could have regardQ. 'The sun gives light.' Is there an article here ? Is it
ed it ?'~in this, 'Israel loved Joseph?'
definite or indefinite? Why? To what does it belong, and by
Q. 'I received my books.' Which · are the pronouns here?
what rule?
· Q. There are two nouns in t.he se!ltence. Which are they ( , :W.hich is the verb? Is it act~ve, passive, or neuter? Why? What
.JS Its mode and tense? Which 1s the noun ? What did I rece~ve?
'V'hy are they nouns? What 1s their gender, and why? num.
In what case is books, then? By what is it governed and what
ber, and why? person, aud wby?
is the rule?
'
Q. \Vhich is the agent, or nominative?
i 'i· ' She despised reproof.'
How many parts of speech are
Q. What does the sun give? What is the object, then? Iii
there•here, and what are they? What did she despise? In what
what cnse is light, theo ?
.
case, then, is repro?f'.I What is it governed by, and by what rule?
Q. Which is the verb, and why? Have we not already found
Q. 'They deceived themselves.' Whom or what did they
the object?
deceiv e? In what case, then, is themselves?. By what is it gov· Q. Is the verb active, passive, or neu~er. ? Why ? Doei:i it
erned, and by what rule ?
'
.
simply indicate or declare? In wliut i:node !s 1t, then?
1
·Q. Can we say that 'The sun gives hght now?' In what · I" Q. 'An industrious man will obtain a livelihood.' 'Vhat is
the rule for an 'J for industrious '.I for a 'J for livelihood?
'·.
tense, th en, is it ?
' . Q. ' Susan's brother will visit me.' What is the rule for
Q. 'William strikes him.' Here are three different parts of
Susan's 'J for me
speech. Will you tell me what they are?
~.
·

INTELLECTUAL AND

PRACTICAL GRAMMAR.

57

. Q. What is having, without slept 'J. Is it not a present parti1
LESSON X:XHI.
MENTAL EXERCISES.

Q. 'William found James. playi.n~, laughing, jumping and'
hopping.' Whom or what did William find? Is found, then,
an active or neuter verb?
·
.
Q. Are there not several other words in the sentenc.e denoting.
actions? What are they? Some of these words describe J at~ies.
Will you tell me whether it is the word found, that descnbes
James or the words playing, laughing, jumping and hopping_ 'J. .
Q. <'I foW1d Thomas catching fish.' Which word descnbeii
here?
'
Q. But does not the word catching also d.eno.te action ?·
Q. Well, then, if it describ.es, like an adjective, and al~o denotes action like a verb can 1t be classed, properly, with either?
Q. Hence' we see that we shall want a name for th ese word~,.
and others of a similar characte1·. We have seen that they are
:partly like adjectives, and partly !ike. verbs; an~l since Participle
\from the Latin wordpmticeps) s1grnfies partaking o.f, would not
this be a good name for these and ?ther words, winch partake
·o f the nature of the verb aml ad.1ect1ve?
.
Q. 'I saw Mary weeping.' Which word descpbes here.? 111,
not weeping the participle, then?
.
.
Q. <.James is running, and crying for help.' ·wh1~h are !111.1 ·
participles here, and why ? Do they denote somethrng domg,
now? In what tense, then, are th ey?
. .
.
Q. Have you not noticed, that this present part.Jc1ple ends m
ing, as hating, loving, &c. ?
.
·
Q. Do you not perceive, also, that it is formed from a verb; ,'
thus from hate comes hating, from love, loving, &c.?
..
· Q'. Will you form u present participle frnm see '.I from worship~
from sit 'J from think ~
·
,
Q . ., Jacob worshiJ?ped, leaning o.n his sta!f.' Here M'e. t~vo
phrases, Jacob worshipped, a~d lean:u_ig on his ~ta.ff; but winch·
describes Jacob, or rather !11s cond1t10n at the tnne?
·Q. Hence, not only single participles, bu.t the wh~le phra6e,
ofw'hich the participle !11akcs a rart, tl escnbes,.does It _not?
Q. 'The comet seen 111 182;1 will retm:n agam.' . ~Vill ~et·wn,
you know, is the verb; lmt which word 1s the part1c1ple m the
descrihing pJ1rase, seen in 182:3? Is it not the word seen 'J.
.
Q. Can you tell me whether the word ~een denotes an action
past and fiuish~d, or one not p~st and. filll shed?
.
· Q. If, tben, 1t denotes an action filllshed ~nd complete, m any
past time up to the present, the1:eby resembling the perfec_t ~ens~
of verbs, will you say that seen 1s a present, or_p~rfect p~rticiple . .1
Q. 'A<lmired an<l upplamled, he became vam. Which words
are the perfect participles here ?
.
~· 'The man, having s!ept so undly, awoke.' Does the.~hra:ie
having s!ept soundl11 descnbe th e man, or ratl:er th~ cond1t1on LQ•
·
which he was? What part of speech, then, 1s hamng slept~

ciple ? le slept a present or perfect participle ? Well, then,
having slept, taken together, is compounded of two participles,
the one present', and the other perfect. Would you, then, call it
simply a perfect participle, or a compound perfect participle ?
· . Q. Do you not notice that having is the sign of this participle?
·
Q. ' Thinking, thought, having thought.' Here are three
participles. Which is the present, and why ? the perfect, and
why? the compound perfect, and why?
•
Q. 'James was studying and learning.' Do studying and
learning desc.rihe or refer to James?
· · Q. If these participles describe, like adjectives, will they not
belong to nouns, in the same manner as adjectives ?
Q. Would you not, then, say, that studying and learning ought
to belong to the noun James '.I
· Q. Lest you may forget that participles belong to nouns, I
will state the rule. Will you repeat it?
BVLE VII.

Participles belong to nouns.

Q. 'The sun, approaching, melts the snow.' What is the rule
for the '.I for approaching ~ Is not snow the object of melts 'J.
What, then, is the rule for snow '.I
Q. 'James found him hanging on a tree.' What is the agent
offoiind ;l Found whom? What, then, is the rule for him 'J
Q. What is the rule for hanging '.I
Q. What is the gender, number and person of tree, and why?
Q. 'James, striking his brother, hurt him exceedingly.' Whom
· did . he hurt? What, then, is the rule for him') Whom did
·James strike?
. Q. \Veil, then, since striking denotes action, and has an object or objective case after it, like an acting verb, would you infer that active participles govern an ohjective case, like active
verbs, or not ?
Q. True, they do; and therefore I will give you a rule for it;
Will you repeat h?
llVLE VIII.

The objectfoe case may be governed by active participles.
Q. 'The thief was eating his breakfast when his pursuers
caught him.' What was he eating? In what case is breakfast !l
What is the rule for breakfast, it being after the participle eating'J
· Q. Who was eating? To what, · then, does eating belong or
refer? \Vhat is the rule for it?
.
·· · Q. What is the object of caught~ In what case, then, is
kim'J.
,. Q. By what is it governed, and what is the rule?
Q. 'I saw running streams and flying cloudit.' What do
1 running and flying describe ? To what do they belong, and
what is the rule ?

59

PRACTICAi,. GRAMMAR.

58

: INTELLECTUAL AND

Q. 'William shot a squirrel eating nuts.' What did William
shoot? What, then, is the 'object of shot, and 1.Jy what is this oJ>.;
ject governed ?
Q. Which word is the agent? What does eating refer to?"
What, theu, is. the rule for eating 'J What did the squirrel eat?· '
By what is nuts governed ?

LESSON XXIV.
QUESTIONS ON THE PARTICIPLE.

LESSON XXV.
-·•, .
J'Q. "Vhen I say, 'I love,' do I mean that I love now')
MENTAL EXERCISES.

In what
tense, then, .is I love '.I
·
Singular Pronouns, Present Tense.
Do we say, 'I loves,' or 'I love 'J'
Do we say, 'Thou love,' or 'thou lovest 'J.'
Do we say, 'He, she or it love,' or ! he, she or it lovdh or
loves ?'
Plural Pronouns, Present Tense.
Do we say, ''\Ve loves,' or 'we love 'J'
Do we say, 'Ye or you loves,' or 'ye or you love 'J'
i
Do we say, 'They loves,' or 'they love 'J'
· Q. '\Vhen Thomas says, 'I loved yesterday,' in .what tense ill

Q. What is the compound perfed
purtfr·iple?
po.rtt'ciple?
Q. ·why does it have this name 1 •
Q . Why does it have this name 1
Q. 'Vha t is the sign of' a compound
Q. Does a participle describe 1
Q. How, then, can you distinguish perfect participle 1
Q . If any participle, when luwingi
it from ru1 adjective by the sense 1
1
,- ~loved 'J
Q. How mauy participles are there 1 is not joined with it, will make sense
Singular Pronouns, Imperfect Tense.
joined wilh hay~ng., is it a compound or :
Q . What are their names 1
a perfec t paruc1ple 1
Q. Whal is a present parliciple?
Do we say, ' I lovedst,' or 'I loved 'J'
Q. From what are participles de·
Q. Will you give an example 1
Do we say, 'Thou loved,' or 'thou lovedst ')'
rivcd7
Q. Whal does it generally end in 1
Do we say, 'He, she or it lovedst,' or 'he, she
Q. Will you form a present parti· ·
q. What is a perj<et participle?
q. Why does it have the name of ciplc from despise 7 from nwurn? de-Plural Pronou,,ns, Imperfect Tense.
lay?
perfect 1
Q . Whal is the meaning of the word

EXERCISES FOR THE SLATE OR PAPER.

Q. 'I went to the review ground, and saw the people there eating,
drinking, playing, marching, exercising, buying, selling, running, form·
ing lines , riding, disputing, fightin g, fiddling, dancing, singing, walking;· •
scattering, and leaving th e ground.' How many participles are there
here? what. does each one belong to, and what is the rule for each? ·"
Will you write a phrase having ten different participles, and tell me ; •
the rule for each? one, having an agent, verb, and object, but eight .,
different words being participles ? Give the rule for each of them
Will you write six phrases, having the same participles, but differen
a,gen ts, different verbs, and dilforent objects in each? one, having four·
pa~ticipl es , e~ch agreeing ~ith a noun , and governing an.object. likewise 1.11
Will you write twenty objects to this phrase,' Thom as 1s cuttmg - - ?'·
twenty different participles to this, 'James is - - Charles?' twenty '
different agents to thi!>, ' - - is learning?' Will each one in the class ':
see which can w,rite the most sentences, each containing an agent, a'I
verb, an object, and a participle agreeing with the agent? which
will write the most, each sentence containing an agent, verb, and ,
participle agreeing with the obj ect of the verb! Write one having an.;
article, adjective, agent, verb, and object. Will you now tell the rule·
for each word in the sentence ! Will you write a sentence containing a 1
person al pronoun, and tell the rule for it? one, h aving a relative pro- ,
noun in it, and tell the rule for its agreement? one, h aving an active
verb? Write the same meaning, bnt change the verb to the passive. ·
Write a neuter verb; six sentences in the indicative mode, each having·
a different tense ; one, in the imperative mode ; one, in the potential; ;
one, in the subjunctive; one, in the infinitive.
•
'~

or it loved 'P

Do we say, ' "Ve lovedst,' or ' we loved 'J'
Do we say, 'Ye or you lovedst,' or 'ye or you loved 'J'
Do we say, ' They lovedst,' or 'they loved 'J'
Q. Of what number and person is I 'J-is thou '.I-is he, sht.
and it :2-is we 'J-is ye or you 'J-is they '.I
Q. Will yo u repeat these pronouns, by saying them in this
·order, viz: the first, second autl third persons singular; then the
first, sP.cond and third persons plural?
•· Q. Will you repeat them, i11 this order, with the verb love '.1-~th the verb hate ?- with desire ?-with hope 'J- with walk '.I-with loved ?-with walked '.I-with desired 'J '
Q. Do we say, 'Thou have,' or 'thou hast a book?' 'Thou
/t,ad,' or 'thou hadst a book?' 'Thou shall,' or 'thou shalt have?'
'Thou will have,' or 'thou wilt have?' 'Thou mayst have,' or
'thou may have?' 'Thou mightst, couldst, wouldst and should&t,'
or 'thou might, could, would aud should')'
Q. You have probably not forgotten the order of the pro-1
nouns above. Will you join them, us before, to ' have written
to-day?'
· Q. Do you recollect what tense have is the sign of? Do you
recollect what tense had is the sign of? In what tense, then, is
'I had written?'
..Q. In what tense is 'I shall write ?'-is' I shall have written?'
Q. Will you join the pronouns, as before, to ' - - had wrilten ?'-to ' - - had lived ?'-to ' - - shall or will write ?'-to
'--may or can write?'-to '--might, could, would err
ehould write ?'

60

• PRACTICAL GRlllMA:B..

.INTELLECTUAL AND

Q. Do not might and could write imply ability, power, &c.?
In what mode, then, are they?
,
r
Q. Do you not recollect that if, unless, &c. by implying doubt;
were the signs of the subjunctive mode?
,
Q. Which would you say, 'If he study,' or 'if he studies~·.
•,If he study' is right, because we have seen that, when the pro-'
nouns are joined to it, th e verb is not generally varied. \.Vill
you, then, join the pronouns to the phrase ' I f - - study,' and
•
not change its ending ?-to this, 'Unless - - learns?'
Q. Do you not recollect that have, had, shall a11d will are the
,
signs of the difforeut tenses of the indicative mode ?
Q. Do they or do they not, then, help to show these different
tenses?
Q. W ell, then, since auriliary means helping , would yo u, o .
would you uot, call suc h verb~ us help to sl10w tl1 e <l.ifforent,
modes and tenses, .!lu:i:iliary Verbs 'J.
9-· !he verb,, whose teuse tbe auxiliary sh.ows, b ei n~ the\ 1
Principal, Verb, is consequ ently called so. Winch, tl1 en, 1s the, .
auxiliary, and which the principal verb, in tliis sentence,"""".\'.
'James will ride ?'-in this, ' Jam es has written ?I
,.·
Q. When th e a uxiliary verbs are used witb the principal, may;
it not be said that they form a compound of two or more words.
or verbs?
Q. Would yo~, then, call such tenses as are formed by two.
or more verbs, simple, or compound tenses ?
.
'
Q. Is this, 'James has loved,' a simple or compound tense?
Q. Is this, 'I have?'
Q. Do you recollect the signs of the potential mode? If you
do not, turn back and see. What are they? Are they auxiliary;
or princi pal verbs?
Q. Which is the principal verb in the following phrase;
•James might have been loved ?'-in this, 'James shall have
loved?'
Q. Will you join the pronouns, as above, to this phrase,'--·!
may love ?'-to this, '--might love?'
'. ·
Q. Do we say, ' They is,' or 'they are~· ''Villiam strikes,' 01" ,
'William strike?' ' One man runs,' or 'one man run 'J.' 'Two!
men runs,' or' run?'
·
I
,Q. When we say, 'One man runs,' what letter does runs ~nd·
in? When we say, 'Two men run,' what letter does run end ill ?1
Q. 'Vhen we say, 'The boy run s,' is the agent singular 01'!
plural? When, then, the agent is singular, do we say run 'Or
runs 'J.
.,,r.
Q. When we say, 'The boys run,' is th e agent singular or.
plural? When, then, the agent is singular, as, ' Boy runs,' does:
the verh end in s, or does it not? When the agent is plura:I, asr .
'.The birds fly,' does the verb end in s, or does it not?
·•
Q. Is, then, the ending of the verb varied or governed by the·
agent, as it regards number, or is it not?
· ..,!J
Q. Do we say: ' He write,' or ' he writes 'J.' J I write,' or ' l 1
writes 'J.'
'
· ..>''

61 ·

~i '1 Q•. Whoo w:e u.se he, 1we Bl/-Y, · 'He ttnit.u ;' bµt when w.e use L
we say, 'I write;'. but are not I ~d he of diff'&ent persons? !.
,~A?: · W.e~, ·~hen, 1s ~ werh vaned as .the person .o f the agent
V.8.lll.es, .o r .1s ·Jt no.t ?
•

. ' Q. Lt; then, ¢e •V.ellh ;varies 88 t,he nominative or ag.e nt :vlµ'ies
w number, also as this varies in person, .does or .do.es l).ot the

"ent or .nominati\le gov:~n the. v.erb in these re~pects? I.t is
llll.portant .to .remember tlus. I will tper.efore state 1t in the form.
of.a r.ule. W.ill you r..e peat it?
i:~e

.JJ. V.X4;E ~:it.
g.ovcr'(l,S t/1e perb in

nu~bp- q,nd per.son.
, . Q. W ell, then, if. the nomina.tive case g.overns the verb in·

~umber and person, Iii the verb governed by the nominative case
~ number and person,
is it not ?
' ·
·

.~

q.

o:

Well, when you w.1sh to account .fqr the ending of a verb,
· or rather ti:> account for the fact of the verb's being varied so as
Y> agree With the Uominative in number .and person, Would you
:say that the .verb agrees with its nominative in number and p~­
son, or that 1t .does· not agree? It is important to remember this
,W:t also. W1ll .You, tlwrefore, repeat the rule?
.
·
D.ULE :X:.

lt verb agrees 'lllith its nomjnative c,ase in number .G.JYl, p.er~on.

LESSON :XOCVI.
1 :;, ·

MENTAL EXERCISES, ,

;· Q. Nonyithsta,nding you admit the fact, that the ver,b is va-

~00. .to s.u1t ~he nominative, still it is .not always true.

Are .not'
'-i 1Iove' .11ud 'they .lo•'.e' equally correct? You may ask then
how you shall .know ? Can you, or can you not, tell by ]oini~.
the pronouns .w~th the verbs as aboYe ·? Will you joi.n ;the pro1JpµJ:1S,to ' .!\lve ?'
· ·
·
f\rQ.. ·Whe.n you ,~y, ·' l Jov;e,' ·"thou lo.vest,' 'he loves,' .ho.w
·, ~~ ,th~ 1~~~b,Md. 1.11,each t}lhra.se .P A.re ,th~se pro»O.\l.W! ~ingullll'
Qr p ura r
.,,~Q,.' \Mh611, 1the,n, ·we .join ,th~e pronoUtis ·wi.th .the ·:ver;bs, and
,make senSiJ? ,q~h.t :the. ve~l;ill to .be co.nsidercd.singular or plural?,·
:l~· al l_,:w,nte. :ls ir.w;~e .,s1~ulll;r ,or plui:a;l? 1·Thou writeiit.' Is
tpr:itest smgular or J?lural ? I.f I should ask you why, wol!ld ~O..U
~ot say, ·t&<i1wse 1ts,agent )s?' .
....1,Q. ,•.W.e <W,!'Ot!'l,' ·"'ye or Yilu ,wr~e,' .-',they .wro,te.' Ho,w d9es
~e~ ll\~PJ®d ;:h.~e:.P ·1WQtl\d 0 yoµ ·,OA!J.th~ ;verbs ,pl\ll',lll be«a.11~
their agents are plural?
.. ,. .
""' , : .
\ •1
:ti! •~· : '~!M'.l\Oti:'· ilnds ill110. ~n .e. ~••Jh~, !the ;plwal Yerb, 11.Dd.,ah~
Y~l>Jomed w~th I, end aliliie ·?
.
·
. ~.
'·' Q.' 'He wr~es and thou writest.' What do;bpJh ,ver.bs.imd:iU

1 1

PRAVTICAL .GRAMM,AR.

INTELLECTUAL Al'W

l:!ere ? Are these ·agents singular or plural? 'Are the verbs, then,
singular or plural?
· '
·
· ·:"
tl· How many different persons of the pronouns are there,1m
the phrases 'Thou writest' and 'he writes?' C1:1n. ;:ou.not te.11;
then, whether the verb is singular or plural, by JOlllmg the. dif•.
ferent pronouns with them ?
·.iii
· Q. 'I Jove.' What uumber is love 'J 'They love.' Whatt
number is love here, and why? •Thou lovest,' 'lie loves.' Lov~I'
and loves end difforentlv, because their agents are of diflerent<
persons. 'Vhat person Is he ?-is thou 'J Would or would it not
be proper to say, lovest is of the second person, and loves of. th~ ·
third, since their agents are of these persons, and their endmgs ,
different?
Q. Can we not tell the persons of verbs also, by joining their(
pronouns, as above ?
;.
·Q. Hence do we learn, that verbs, in th emselves consider~d,
have person and number, or that they have these propertle'!i
l)lerely on account of th ei r conn exion with their agents?
~·
Q. 'James stands.' What is ~he ~umber. and pe.rson of st~nds~;
'Vlty? I s it not because James 1s of the third person, and smgll~, ~
lar number?
•,,
Q. Well, then, does or does not stands agree with James in'
number and person?
Q. Do you recollect the rule for the agreement of the verb :
with its nominative or agent? Will you repeat it?
i"
Q. 'John has sung.' What is the number and person of has
sung, and why? What does it agree with, th en, and what is the ·,
rule?
Q. 'The bird will fly.' What does will fly agree with, and
what is the rule ?
1
Q. 1 Thomas hurts.' What is the number and person of htt~,
and why? With what does it agree, and by what rule? Who IS .
it that hurts? What, then, is the agen t of hurts 'J
.
Q. The agent of hurts being the nomina~ive case t~at govern~ ·
hurts, would you or would yo.u not say, that Thomas 1s the nom~·.
inative case to hurts 'J
,_..;_
Q. What rule would you give for Thomas, then?
t
Q. 'She learns.' What does s,he <lo? T? what, t~en, is ~he ~h~
nominative case ? What rule would you give for dus nommatlve
case? What is the number and person of learns, and why?
What does it agree with, then, and by what rule?
·
1·
Q. 'Peter makes a whistle.' 'Wh at does Peter do? To what,
' :~
then, is Peter the nominative case? What is the rule?
• Q. Who makes? What, then, must be the number and pe.rso~
ofmakes~ Why?
'
· ""
q,. ' Vith wh at does makes agree, and what i8 the rule? \ · I
~- What does Peter make? What, then, is the object, or object1ve case ? What is whistle governed by, and 'l'Lhat is the rule?
What is the rule for the article a 'I
'
' ~~
• Q: Will you first repeat to me the parts of speech, and then
the rules for each of the words, in the following sentences,•aii
1
read them to you ?
;•,
•

63

.' William can open the win;, t Mills grind corn.'
dows.'
.•
·-:
'Israel loved Joseph.'
' Idlers should receive , re·
, i ' Peter made a cart.' ·
proof.'
~I .' He shuns strife.'
'The man who loves virtue
,-: I The teacher loves good
will practise it.'
boys.'
'George will learn his lesson.'
:•I Oxen draw carts.'
' I will respect my teacher,
• .Birds fly.'
though ho chide me.'
.
./ 'Horses run.'
'A scholar, who intends to
, 'A dutiful child will obey his
improve his time, will mind his
, parents.'
business.'
·~ ·

QUESTIONS ON PRONOUNS JOINED WJTH VERBS.

1
• :

Q'. What is the rule for the nomina·

Q. Will you j oin the nominative
. pronouns of each person to ' love 7'
lO '.- - desire 7 to "- - loved 7' lo
.. '' - - have loved7' to '--_sleep,' in
lhe perfect tense 7 to 1 - - satJ,' m the
~ltipP.rfect

tive 'I

Q. What do verbs agree with 7

teuse? lo ' - - strive/ in

.,\he first future 7 to ' - - see,' in the
second future 7 to ' - - may or can
~ee 7' lo' - - might, could, would or
. ahould see 1'
, -" Q. In what mode is the last phrase 1
"u Q. Will you j oin the pronouns to
i I f - - have scot 7'
·\ Q . How can you tell a singular from
!!' plural verb 7
, Q. How can you tell one person
from another 7
·, I Q. When a noun is in the nominai live case, to what part of speech is it
· ~e ilomi.11ative 'I

1

Q. What is thA rule for them 7
Q. Why does the verb agree with
its nominative in number and person 1
Q. Do verbs have number and pef'o
son, in themselves considered 7
.Q. On what accowot, thenl are they
said to have these properties 'f
Q. What is the rule for the indefinite
article 1
Q. What is the rule for the definite
article 7
Q . What is the rule for the adjective7
Q. Vv'hat iai the rule for the pronoun 1
Q. What are the rules for partici·
pies 7
Q. What is the rule for the objective
case after a verb 7

. ~·
LESSON XX.VII.
MENTAL

~XERCISES.

see~.' Would you say,' I seen him,' or 'I sa!ll
' I had saw him,' or ' I had seen him?'
Q. Is seen a participle or a verb? Is saw a verb or participle?
Hence, do you not see, that seen must not be used for the imper·
,feet tense ?,
,. Q. ' Do, did, done.' Would you say, ' I did it well,' or ' I done
· i.1t well,' and why? 'I wrote,' or' J written,' and .why? 'I have
1aw,' or' I have seen him?' 'I had saw,' or 'I had seen,' and why?
Q. Must you, or must. you not, use the participle with hav•
, ,~nd, had 'J
·
·." Q· Do we say, 'I have done it,' or 'I have did it' and why~
. ~~he had did well,' or' she had done well,' and why'?
·
· ~.. Q...If you are a smal! boy, or even a large one, is it not more
Jill, pr.obable that yo~ make mistakes in using these words?
. o you not say, sometimes, when speaking quickly, 'I done i~

l!·Q· 'See, saw,

,Jiim ?'

5,

INTELLECTU.AL AN1
I

mother?' Is this correct?. , What would be correct; and Why? . 1~ ,Q~, Wuuld .you say, 'They hav.e bo:nie,'; 91 ,•,they P,ave' oore the
Would you say,' I have done,' or' I have did,' aud why?
, •l ·~rpse a.wicy.?'1• t The.y, bore;'. or' they.borne it ·away~ " You bad!:
Q. We cannot say, 'I have did thus;! but 'I did thus' is eor.J· ibiin.b.e still,' or' you .bidden .him belstill ?' " ''"1 ·, '" 1 .,
rect. 'Hence, if we can use have, is it a verb, or is it not raiher ...~_.Q. , Auother, mistake, which occurs :with good speakers more
a participle? Do we use the participle for the imperfect tense~ . frequently, perhaps, .than any other, is the wrong pronwiciation
or do we not?
·
,,/ ·of the word get; · as, git for get.* I ·will now examine you a .little
Q. Well, now, since you can tell, by joining have,· which is the' 1W\th reg;i.rd to this .word gd. 'Get, got, got.' Would .you S1;1y,
participle, and which is not, will you tell me which is correct to 1 Jawes.,git,' . or .'-get your place?' _, ' Get you to bed,'. 011 'git
say, 'He gai•e,' or ' he given 'J' ·
• r,, .you to bed?' : 'I cannot git,' 01.. 'I cannot get on my boots.?'
.Q. Can we join: have with gave, and make it sound well, thus; ·',.Git ,u,way,' or 'get aw.ay,?', 1 •Thoma!!, why .do. you non git up,'
..
,
.or ' why do ·you uot ·get up?'
' He have gave 'J'
Q. Would you say, ' I drove,.' or ' I driven 'J' Why? 'I have: . !) ,Q. I James.J.1.11.s written hiscopy.'i .;.What has James done? To
drove,' or 'I have driven 'J'
what, tl1eu, and by what rule, is James in the nominative case?
Q. 'L!)ad, led, led.' Can we not say, 'I led,' and' 1 have led?' . · Who hll.':!. written? "What, ' then., does has written agree with?
Hence you see, that participles and th e imperfect tense are' ~What is the rule? . ..What.did James write? What, then, is the
sometimes alike; but, if you know what the irnperfect tense is;.l 9bjective case, and what is the rule? Will you join the pro.can you or can yo u not tell wh ether th e participle is the samej nouns to h.a.8 written'J You cannot say, 'I has,'. but you must
by loining have with it?
. {.' ·begin to say,' I have written.' What pronoun do you join with
ft. Would you say, ' They lay down,' or ' they lain down,' ancl· .ljas written~ What, then, is th e number and person of has writwhy?
.
l , ten 'J Why? Is it not because he, or James, being the ageut OJ'
·
.·
Q. "Vould you say, 'They have lay,' or 'they. have lain,' and. ftominative, is of the .third person singular?
why?
' -.;,, . Q. \Vill you join all the pronouns to ' - - have. written,'
Q. Would you say, 'William eaten fast,' or' ate fast,' and why~ · .except he, and when you come to that, put William instead of it?
Q. \Vould you say, 'She has ran,' or 'she has run,' nud w'hy? . ~ Q. Joiu nil the. pronouns to'~ wrote,' except they, and use
. . · .
·
. Would you say, 'He took him,' or 'he taken him,' and why~, h.oys .i n its plaee ? ·.
. Would you say, 'He hns took,' or 'he has taken,' and why? · ~· Q . .Join all the . pronouns, except he, .ake and it, to'--· have .
. Would you say, 'He has tore,' or 'he has torn,' and why lt ·;l!lalil.led,' and use girl in the place of them.
Q. Would you say, 'She torn,' or 'she tore the book,' nud why? 'J; Q. · Wo.uld it, or would it not, be convenient to have a name
.
:
Q. \Vould you say, 'Sbe strove,' or 'she striven,' and why? l . .for.joining the pronouns together .as above ? .
Q. Would you say,' Tbey sat here,' or' they sit bere,' and why? ~ ·. Q. Now, since conjugation (frorn the Latin con, together, and
Q. Would you say, 'They stole it,' or' they stolen it,' and why"P., jµ.go, .,· to join, or yoke) means joining together, would not conQ.. ' Set, set, set.' Se! means to place, as, to set a thing down;, ~gali.on be a good name for thus joining the pronouns and verbs
but sit, sat, sat, means to occupy a seat, as, 'William sits in hi8 toge~her, . tltroughout all th eir modes, tenses, numbers and perchair;' we set a chuir·for others to sit in.
. ,~.' .sons, th ereby showing the different endings, &c.?
Q. It is common to hear good speakers, inadvertently, no t•1;Q· ;\Veil, then, if I ask you to conjugate love, for instance, do
doubt, misapply th ese words. I will now see if you can usti> ·1,· or do I not, mean . that you are ·to join the pronouns to· the
them correctly. Would you sn:y•I.
word love!/ \Viii you, then, conjugate love'J conjugate desire'J
'James sets here,' or 'sits
'The hen has set ·and hatch;) ' hf.Ve loved !I shall have lo·ved 'J may or can love 'J if - -. love "I
here?'
ed,' or 'hns sat and hatched?" · ~ight, could, would or should love 't am') was 'J have been 'J shall or
' James sat here,' or ' set
' The hen is sitting,' or 'set~. 'tflJ .be!/ . have nm, and use Mary for she 'J rr1ay or can swin~, by
here ?'
.
ting '.I'
.
',6 using boys for they 'J have made, by using any noun you please for
' Jam es has sit here,' or ' has
' The trap is set,' or 'sat '.I' ·•r, ~ .') q.~n, by using n noun·for they'/ am, by using a nonn for i1 ')
sat here?'
·
'The squirrel sets,' or 'sits or{ • ¥ffe loved, and use a noun for it'!- Use a noun with hath been loved.
Q. 'James. has been punished.' Who has been punished?
'James set,' or 'sat his trap?' that tree ?'
·
'
•' f
' The hen sits,'* or 'sets to
' The man is setting,' or 'sif..' ~? wh.at, then, is James the nominative case ? By wh11t rule.,?
' • Q. Coniuµ-ate has been punished, by using James in its propel'
batch?'
ting upright?'
·
pl;ice. Of what person and number do you find that the verb is,
Q. Would you s.ay, 'I have began,' or ' have begun !I' ' Sb' . ltrid why?." What is the ·rule for its agreement?
·' .
began,' or ' begun 'J' Why ?
.
·•
: ~~· :'?-·,You have learned that the nominative case is the agent:
1

~

* ''.As the partridge sitteth on eggs, and . halcheth them n.ot, so he that 11et~
let!J nches, not by right, shall leave them in the midst of his days.''-Jut111Wi.
Xvii. 11.
.. t fj

· ~ .,, l\fo~t.te~chers, in a f~w <lays, .would find ample proof .of the truth of this
· ttalement, by allowing their pupils to correct, as well as to be corrected.
6*

'66
1this '

..~

INTELLECTUAL .'AND
1

is ,true•; but this is . not all. • When I say, J111T1es strikes'
Charles,' which is the agent ·or nominative? •To what is it the!
nominative case? .What ·is the rule? Which word is .the objec~ ·
-and by ·what is it governed? What is the rule for its gover.n· .
ment?
·
'
• . .,,. 1·
.. Q. 'James strikes Charles.' Then Charles is struck by J ameS..
Does Charles, then, receive the action, in the last phrase? " Ia
)lot Charles the object, still? True ; ' Charles is;' but can we say '
'Boys is?' Do we not say, ' Charles,' or 'he is?' Do you not
1ee, then, that Charles governs the verb is '.I
'· •
Q. \.Yell, then, may or may not every name or noun, that
governs the verb, be considered the nominative case to the verb,
whether it be the agent or tl1e object?
.
Q. True ; it may. Hence, do you or do you not see, that the
nominative case may be sometimes the agent, and sometimes
th e object ?
,'
Q. 'William is wise.' Can we say, 'William are 'J' . What,':
th en, governs is 'J To what, tl1 en-, is William nominative?
.r \'J
Q. What is the rule for William 'J What are the rules for ii.
11nd wise 'J
., \'
Q. You have the impression, perhaps, that "'erbs merely tell. "
what the nouns do, and no more; but it is tirne that we become 1
more 'Particular. 'James is at home.' Does or does not this ·
mean, that James does any thing at home? Does it mean any
thing more than that James exists, lives, or has a being at home? .,
Q. 'James rests.' 'James sleeps.' Does this imply .action;
or does it not simply imply beiug, or existence, in a certain state? '
. Q. Active verbs, you kuow, carry an action to an object;.·
passive verbs denote an action received ; and neuter verbs have
no object after them; some neuter verbs, as we have just seen,'
imply simply being or existence. Now, then, since active and,
passive, aud some neuters, imply action, and some neuters
merely existence or being, would you 8ay, in defining verps,
that they merely tell what the nouns do, or that they denote ·
£CTION or BEING?
'
Q. Will yo11 repeat this rlefinition of a verb?
", j. ·
. Q. •James is loved.' Does or does not is loved denote an ae· ·
1 "
tion received?
Q. Js it, or is it not, a verb, then?
t ·,
Q. Who is loved? What, tl1en, is thenominath:e to is lov~d?,
Q. Again, rlo we ever say, 'James are loved?'
. /~
Q. Does, then, or does not, James govern, that is, determme
whether we are to use is, or are?
: ,'.
Q. What., then, docs is loved agree with?
· .,
.Q. 'Troy was.' Does or does not was de.µote that Troy onot ,
existed ?
'N '.
Q. What part of speech, th en, is was, and why?
".f
Q. 'I om at home, thou art at home, he is at home, we are at
home, I was at home, thou wast at home, they :were at h.ome,
I have been at home, I slrnll be at home.' How ~any princi-.
pal verbs are there in these nine phrases? Why are they, ve!"Ra? ,
Do you not see that the same verh is used in each example, and
that it is only varied to express difference in time?

Does.this verb denote action, or ..!limply;the .fact .of IMlilig
, ,, 1 -.l .
,• l :
Q., This word ·A.M .is .an im1:iorta11t .little ,word, and, ,becaus6 it
· enotes being, as you have tieen, it has hence been • called the
~ ~erb TO BE, that is, to exist. \Vil! you just repeat to me th,ose
~·nine . words above, which constitute this verb to be, such a~. am,
~art, &c.? . .
..
.
· ~.' · Q. 'Mary loves her mother.' Then the mother . is loved by
•.Mary. ls loved, you kuow, is a passive verb; but if we take
away is from the phrase 'moth er is loved,' will it or will it uot,
s.then, stand, ' the mother loved ?'
~ ,;; .Q. ' J alnes was seen by Thomas.' Is or is not was seen a
' passive verb?
~- Q. Is or is not was a part of the verb to be 'J
a\ Q. 'See, saw, seen.' fa seen a participle, or a verb?
• Q. What kind of a participle is it? Is it' perfect, or present?
'_ ,)" Q. Do you not see that the perfoct participle of auy active
' verb, joined with th e verb to be, makes it passive?
i . Q. 'Strike, struck, struck.'
Can we not, by putting is hefore
, ,struck, make a passive verb? What will the passive verb be?
~-' Q. 'Shake, shook, shaken.' Have been, you know, is the per·
'·u,fect tense of the verb to be. Cau we, then, or can we uot,_ make
tithe same teuse in the passive, by putting the perfec t participle
lii shaken with have been~ \Vhat will the passive be?
·
£., · Q.· If the passive verb is always com posed of the verb to be,
"' and the perfect participle of some active verb, will it, or will it
} not,- be difficult to distinguish a passive verb?
; '" Q. Will you make a passive verb with the following verb to
. ft be; 'James is - -.?' with this,' I may or can be - - ?' 'She
t' shall or will be --?' with this, and leave out at home; •James
lY·was at home~·
·
.
·
.
-:• •· Q. Will you now inform me of what. two things a passiv~
· .Sverb is compounded, and how it may always be formed?
• ; · Q. If, in forming the passive verb, you use the present tense
of tfie verh to be, as, is hated, in what tense will the passive verb
, ' he ? \Viii, or will it not, be in the same tense as the verb ta. be 'J
-~·· Q. True ; it will. Hence, it cannot be difficult to telli the
" tense and mode of the passive verb ; for they will be detemuned
by the mode and tense of the verb lo be. Consequently, if she
~ may or can be is the present potential of. the ve1:b to be, is or is
· not may or can be loved the present potential passive ?
!'! ~' Q. 'Evil commullications corrupt good manners.'
How
'many adjecti ves are there in this sentence? 'Why are they adjectives?
.
.,., Q. Will you compare them?. Are they regular or irregular?
Why? '
. Q. What is their degree ? Why ?
1 ljl ,, ·Q. .How many nouns are there ? Why are they ·n ouns? What
!'!1a tl1eir irender, number and person? Why?
:.·J;" .. Q. \Vhat do communications do? To what, then, is commu~~ 'nications the nominative case? By what rule?
b11>
~ Q.·

at home? . fa it active or neuter, then ? . .

#n!..

PRACTICAI!. GRA:MMMt.

·. Q.. Wh!lt.cormpt ,good manners? What, then, does corrul?I
times not? You may, perhaps,.ask, 'Ho~. shall I k'now ?' 11!
agree with? By what rule?
. ·
.
:
reply, ! will ask yo 11 whetheF tws phrase, . If he do but learn,
Q: Wnut do evil communications corrupt? What, ·. then, ~U implies doubt or condition whether he learns now, or hereafter,
the objective cuse, by what is it governed, aud by what rule? }:.ffj tnat is, in foture time? .
.
·
· . Q. Does the verb corrupt, here, indicate a foct? In what mode,
. Q. Hereafter. Well, then, when future t11ne. and doubt ~
then 1 is it!
•
·
,
~: · ~ bOth implied, do we, or do we not, vary the endings of the verb,
·Q. Do not communications corrupt now~ In what ten!¥! ~ in conjugating it?
.
. '
· · · . , . . Q. Right ; we do not. In this ?ase, we have the word b~. (IS
then, i~ the verb.?
Q. Will you conjugate corrupt, using conimunications in itsil' . a:· sign. In phrases, however,. w1tl!out ·but, w_hen future t11~e
pro1)er place? ..
..
and doubt, or contingency, are 1m_phed, would it make any dif1
ct,. In what number and person do you find corrupt to be'P~/ ference?
··
·
.
.
.
.
. · .) ~
Q. How then would you conjugate do touch, m this phrase,
Why.? . . , ,. . • ..• • ,
Q. What did you say that it agreed with?
'.t i ·,If he do 'but t~uch ?' slay, in this phrase, 'Though. h\l s\ay
Q. Would it not be proper to have a particular name for thiBi
ine ?'
,
.
tirocess of taking up each of the words in a sentence, t.e lling 1 Q. "If she is but sincere, then I am happy. Does this m~an,
what· part of speech it is, giving an accouut of ilti 1Urmatio11 and 1 1 If she is now sincere, then I am happy?' ls there future tllne.'
variation, its agreement with, and its governmeut of, othe t
then?
,
·
.
words ?
. .··. . ·
Q. \Veil, then, is not the verb _to be vaned as usual ?
: Q. Parsing is a word derived fro!ll the Latin pars, a part, • ·, Q. How, then, would you conjugate am 'J
,
and signifies resolving a sentence into its elements or parts · qf
· q,. , If she be .but .sine.ere, than I shall be h~ppy. Is, there,
speech, as we have done in the above exan1ple. 'Will not thi!tJ 1 or ··18 there not, unphed m the first part of this sentence both
be a good name for our purpose ?
.
future time aud doubt ?
.
,
.
.
Q. 'James, study now.' Does study imply a command or
Q. Do you not uotice, that m one case we use be, and m the
entreaty? Ill what mode, then, is it? Who is commu11ded to 1 ,other is, are, &c.?
.
study? What, then, does study agree with, and what is the rule?
Q. Which do we use, when future time and doubt are unQ. The nature of the imperative rno<le is to command or enr. . l' d?
. be use d h ere,
p ieQ- ., If thou be afflicted, repine not., Why IS
I
1 ·a''"
treat; b ut can we comm an <l or entreat a person, ,to-ray,
to lo.
rather than are"!
.
thing or action yester<luy? Whe11ever a person co rrunand s, must 1
then, or must not, the time when the couunand is giveu be the 1
Q. , Though he is poor, he is happy.' Why do we use· is,
present tense or time?
' •'
here, rather than be 'J
.
,
.Q. When I say,' John, go and get some wood,' do I not '·
Q. , No power, except it were given him from above. Why
speuk to J ohu ?
·
··
were, and not was~
. ,
.
Q. \Vhen we command, must we, or must we not, always 1
Q. , If I were to write, he would not regard it. Why tQere,
speak to some one ?
·
.;'
and not was 'J·
,
Q. "What person is the person spoken to?
Q. , Though he was rich, yet for our sakes he became.poor.
Q. Well, then, is or is not the imperative mode always con., · Why was, and not were 'J
•
•
.
fined to the present tense and the secoud person?
· Q You know that in certam cases, be 1s not vaned to agree
Q. Will you parse the following seutences?
.. .,,
with different perso~s, and that it is used for am, art, &c. W,e
'A good boy loves study.'
'The man whom I saw hain
do not change all verbs thus, as you may have seen. This
'John may play.'
fled.'
L1
change is confined to the present and in~perfect tenses of t~e
'Philosophers may flour'\.Yilliam, whose brother I 1
verb to be and these like others, do not m general vary their
ish.' .
'
saw, is clead.'
endings. Do we eve~ say, 'If thou were '.I' Do we not say, 'If
'Good people detest vice.'
'I saw the wild animals !
thou wert 'J'
•
h
'I love him.'
whieh they ca ught.'
. Q. Do you or do you not see, from !he foregomg, that t e
'I love the man who prac' They saw the fox catching i' · imperfect tense is varied only to agree with the second person
tises virtue.'
·
a goose:•
· •'j ' thou')
Q. Will you conjugate 'If I were ?•
. ' ·If I b e .?' 'If I was.?•

.an.

Q. ' If he does learn.' ' If he do but learn.' In what mode 1 •
are these verbs? Why?
Q. Hence, do you not see that we can say, 'If he does,' !ID\lr
'if he do,' sometimes varying the endings of the verb, and some~

'lfl am?'

· Q. ' Though an angel were to address you.' Why were~
Why not was~

-• •
70

PRACTICAL GRAMM.AR

· INTELLECTUAL AND

EXERCISES FOR THE. SLATE OR PAPER.

QUESTIONS ON 'rHE CONJUGATION OF THE VERB.

· Q. Do we use 1he participle or verb
for the imperfect teuse 1
· , Q. Why is ' I did. it' correct, rather
than 'I dofll! it 1'
Q. Do we use the participle or verb
with ha1>e and had ?
.Q. What is the meaning of the word
conjugation 7
· Q. What does it mean as applied
to verbs 1
Q. Will you conjugate am I lat:e?
walk ?

Q. Will you conjugate the imperfecl tense of --- f(fl)e 1 - - w1i ? - llllie ? - - see? - - de.,ire ?

Q. Will you conjugate tl)e pluper-

fect of Wiie, u.siug boys in its proper
place 1
·

Q. Docs an object ever become the
nominative

.

ca~?

Q. !low, then, can you tell tbe

nominative case 1

Q. What is the most accurate definilion ofrerb?

Q. Will

71

" Q. Will you write ten different phrases, each containing an article,

Q. Whal is the meaning of lhe verli
·adjective and noun? Now, will you make each one of the nouns, which
,to be?
'.J
1
you have w1-'i tten down, do something? N ext, will you write what
Q. How many variations are there
of this verb 1 Will you repeat them 1ti
they do for objects? Will you write phrases enough to embrace all the
Q. How is a passive verb formed? l
personal pronouns ! enough to embrace all the relative pronouns I' .six
Q. Wliat is its mode and tense air
phrases having the same nominalives, but different verbs in thedndicative
ways like 1
,
mode, and the same objects! Write the same meaning, and change ~he
Q. ls the verb to he an active overbs to passive. Will you· write four phrases having the same nom.tnancu lcr verb 1
-1
but the verbs different, and neuter ! twenty- different nominatives
tives,
Q. Why is it neuter 1
"!
Q. Will 1,ou fo rm a passive vei:6 _to this, ' - - i" running ?' thirty diffe rent objects to thi", ' James is
catching - - !' twenty different participles to this, 'James is. - with am and lored, and conjugate' it 1.-· f
Q. Will you conjugate any passiv~
Thomas?' six phrases, having a potential mode in each! Wri'te the
verb that you can thiuk of, in the im..- ·same in the form of questions. Will you write six phrases in the subperfcct tense 1 in the perfect 1 in the ' junctive mode ? ten, having the pronoun I and a different variation of
pln\Jerfoc l 1 in the present potential \' the verb to be in each ! forty different verbs in the infinitive modo I .
m t ie presen t indiealive aclive 1
·. · , 'I am the man whom you saw.' 'The soul that sinneth shall die.•
Q. \Viii you conju~ot e am, in the.
: ' Moses' rod became a living serpent.' ' Washington was esteemed a
present 1 in the poteu!Ial 1
Q. How many teuses and persons 1 ·great patl'iot.'
I will now class each word in the last four sentences, as a model for
has the imperati ve mode, and why 1 ·
Q. When is tbe ending of the verb,' .. . you, when I require you to do the same.
not varied 1

.

Q. When do you . use be and
for am and was, &c.

)
lllert .
~

you te ll why the following expressions are wrong,

I•

.IJ.rt.

. The
-; the
a
a

· t,~

·and muke th o corrections as I rend them to you ?

'I love h e and she.'
is.'
'He admires sh e.'
'They comes.'
' \Vhom do co m e ?'
'Sh e wilt he ar.'
'The gi rl s does run.'
'The men· runs.'
'Do the girl run ?'
'A ox draw .'
'Th ey have did it.'
'The man go by.'
'The boy sets h ere.'
'I is very well.'
'Th e h en is setting.'
'Great pains is n eedful.'
'The man to who I gave tI!e, ·
'J a mes write yesterday.'
b ook.'
' . ·,,,
'William wrote now.'
'Shall them that oppress t~ ,
'A girls run.'
poor be pro~pered ?'
. '..·, 'Him that came departed.'
'I did saw him teaching.' ,
'How dost th ee do, Samuel?'
'Did I seen him w ee ping?' ;
'Art thee w e ll?'
'Sinn ers is unhappy.'
,,; ·
'Has thee been home?'
'Is sinn er s unhappy?'
.
'The man which comes.', 1
· 'Them that . seek :wisdom
shall find it.'
'The mos t great pains ha&'
' 'Git me a 'book.'
bee n taken.'
:
'The most properest .to Wl
I sa w him teaching she.'
William's book wu.s loosed.' said.'
/
'A old horse.'
'Tli~w

.t

Nouns.

Verbs.
Per. Pr. R el. Pr . .lldj. Part.
am
I
whom great living '.
saw
that
you
sinneth
shall die
rod
Washington
became
patriot
was esteemed
se rpent
man
soul
Moses'

Will you class, on your slate, the words in the following sentences,
.in the same manner? 'Johnson's Dictionary.' 'The best man is the
happiest man.' ' They will come.' 'Susan has learned h er lesson.'
'I will begin.' 'James is trying to come.' ' Mary will be re; pected.'
'I saw the boys running, playing and jumping.' 'William found my
, pocket1 book.' 'Did William find my pocket-book!' 'Who comes!'
•William.'
'·

."Q' ,,
LESSON

XXVIII.

MENTAL EXERCISES.

Q.

Having explained to you the different modes, tenses, nunr
- hers ·and persons of verbs, I will, in the next place, give you a
(eneral -and concise view of the whole, to which you can at any.
'. 'P,ne refer : ·
•J -

cuiu , ,11.~.:'lZaf•.
PR.A:C'I'l<!:Al!11GRAMMA'R'.'

INTELLECTUAL AND

72

•.• • -~ l

:;S: •

•

73 ,

frio'· .. ');;; ..~

•

-

..

•

•

,. .

~UES'l'IO~s~i 'l'O ···~E ANSWERED'. .. BY' I&oKlNq ''ON THE TABLE~ .

.,,,j

j
..;

~

:i

]

.l!

.OQOt ~~~l13'hfO°'f.~~-:~~.u ~; 'l.'~le. _I;

] ]

e

• ·t

;8

.v!1£ip.\i UJrql\gh a,11,lhfl

e

e

~ ~

~

t:i

':w

J

~

~ ~

" .

r.,

.,.

o

Q

o

... ..;
II';

I:

·am.,

;i~!c ,;_,;. '.· ~-1t k..t:r~' .H~: 1f#~t ..A•.

lj"'r.i- --:

!J iVil.l ;you, now •e;µj :,.4he enti_re. ~ Q. .G,an you tell rme; by,Jooking:jm
'able, incluc!i!)g;lhe subj.!llJfJive mode, , thc.!lfab.le,..lli 1.what,,m~e> and ' \t!l!l
. se ..
teus~.s.of,the :m- this i po/ase- is . found, :,v';!'P ' ·l :shal! bel
~ .ll ~
ll,ic(!l\ve ;.and•. po,tential . m~des, . 11smg .. beaten ,l W.),diwh!llhf it.:is acuve;~Bl'S~ )
.! 5
~ ~ ~
~
•=.s.8.; .8.,;,,.a.,,,-.
~'f'l, a,s a; P.Pn~1p~ verb,.,111. l!J~ IP).ace :,sive\Qf'nel\ter,i l'.f• ~ '~i::~ '·
~i;.;;·
.g ol
as a·-eva
e~ac
~a
e~
a" aol
~~·!1/iJ!tt~ '.l, •Ui .X~· reaP..t1tlie ' T.able,. ? .Q. :.Wh~~e I~ tlu~ ,fouoa,( I sllJ)-11 oe ?.' ,1
.li.a
J2~·~~~]2
~~~~~]
~~
.8 e.8 ~~
!J.!lllg <¥Sir.< ID p]aC~ of •I~~<· ?- ~._usJng --1St~1s,' II I be J'.:-::' If.I o~<l•s~sed 1'
5- .8 .. ]-..
~;; ~- a •
~~l . !!S~ig. hate / ,,.u.')mg 'bind! IJ&ng. -;-arP. tlJese,.' I ·s(j-1ke, tliou. stt1k~st, ~e !.
!!'•
g.. •
::::; :::;
:~)1 / 1~g·u"!lk.l; C!ill yo)l. u~ walk$ 1 o• Charles.i;tnketh ~r stnkes ?l>--:1s this,>
Ill
~ ~
~
- -c -c - -c -c ¥ - -c -c -c
~d··s<\Y,!, ~ Char\e~ ,)V-1'-lks '\!JC .a,t ~ome, · 'Thou;•tru_ckst 1.'-:-:\• A.1i1s,;ll·Thou hadst,·
.l\Di;i 'l'altll_~~SC ~~ . ~'>, , a+< ,': .. ,.., :•·'''> Struck j 1....,;s t~tS 1 ~ lfe.._'.!Jl.al!.' Ot ; V(Ill1•
:;i~~'.;j~~ ~.1
'11uQ , - .Cal1«YQU"'J>U.l an r ObJect·ra.~er ' s([1ke'T''-i-!_s this/ .i 'Thou '.shalt;' have
~• 1; Isioalks, t.Ren, a11 fl.~! 1 v~ pr neu, struck 7ir.-1s th,,,,.\ Thou mayst on canst "
~
' ~:Y~b ~ Hen,c1>, ,do nu Of 4ll you noJ,; jump 1'-is tpis, 'Thoum
~
· pist, couldst!'.!f
• ':!
• ~
~
•
~.~hat ,-whan . y,ou . ca;Wot ~ . '. me. aQ w;ouldsti or shouldstlea · ; I Js.'*'1p
~
E
Ai::I
i::1 ~
' iOine•: afler 'tlie verb, that it iStneuter ·b tiye or iieute"'1 ..,Why ,; ,.;, , ,· .., .;~
Q
.8
~
Q
•
o ~
.l! ""
<o
oo
~Q. U yQU ~' use the wholq phrase;{ _Q. How can you ascertain this 7;,..
. . . . ':j "' II';
).;:! " ...
~
1'ihat kiud ·qf; a .verb 'l!ill it be1 Will
· Q: Is 111/iy ·be ·active. ·ot 1 neu~.
.
II';
~ 2 g
.li II';
~
)L,'·~t.lien. ue, <lij!icult to tell ·' l:l ' ac,ti VE)..: Can you ru.t 11te a!Jert/le ?: ; ! . .f: ....
ol ol .s .i .i .i
oJ ~ ol il .i-5 .i ~ oJ .; ~ 5 .
~
Se a S~e~s.:J ... s ccess~ SE :: ~
~
.!iiim·!' yeu~:\lerb 7 \-'. . . , · , '"< ~- fl'h1s •S'~ gpod test ·;· y~u '!lust tr}'.'°;
.B .8 .8 .8.5.8f.8~~i:~ .8].l:~.8 ~ _g ~?-.g .....
't1 0
'
\ Q. , .Is §lrik .aa .ac.t1 v.e . w.. neQter to remember•1t. i'When y.ou put· .;-m~
"-t1;; ;; .. jt~d .... -."";.:~";;~d~;;; ~;; ;;;"""'s . . . .
.E ~
~
·~rbi~1-,-is cksire? ;,,,is sleep·?""C'is .~fn. !,'.) ~t h 11me1 aflet a. ve~·b,·are;you sure thai.i
.!! .!1£.!!~.!!~:!lli.!! ~.li.!!.,;.!!H'-.!! O .!!':!!! ~" · ~
•. ~ . li Ill :xqu p11t'.¥ we :,aJ, home,!,. afi~r. ;,I .· ll 1s· uot neu L~r 7
, -;,. I' ,..
':j.a':!.a~.a~.a;i~h:o.a~.a~.a~.a~~.a~.a~n~':j ]ir~"'a ]~
:r,r: Is ~:~1~; :O~u.l e~ or. a.$Jiv!J.b :.' . Q. Do ;you :notic.e, ~n·the T~able\ tliat;
E ~~~.3~.t:.~c;.,.s~ W;J sc;,/;.sc;._.c;.~ -;,;c;_e<;.-~ ~: · ~ !> ~ < ~~ !
~,u,; cannq~ pu.t ·~ obJrCl 1f!fL~".; ~e .rass1ve };erb. is .~n _ev.e'Y., n;spec~
•.Q~.Qll),D .Q;:::.Q=.Dc:....>...Obi.Q'"".Q..C:.Q)W.8,.::~.Q~_g .. ,,. 11) ::o-~-"° ..,.111. ~
~ • ~ ] .l! ..a <"' il ·a' il ·§ .., - - i=.. ;; ""'"' "' "" .e g ·~ .•~•,
J~";:i , ~µl ~~ - a1n. rlored_tpe'!.l.er 1· . s.1Jn1~ar ,to. (he., act1ve, .w1th.ltli~~ ~ce~
- - - - .: .:
>Q"' "' ...... Ii«~ ~ '
ill .5l ii! .At:
·then; can you tell'a ~1vei(om·~ t1on that1r·has.one word mo'61 ' "' ~
z z z z z z ~ z z z z ;;;, z z ~ z .... z z
z z z . -;! , ,;µe~er,>¥.el,b ?·:"'' . ! ~ - ..·~·:: :'t ' ; ~ Q1 .. Will; you 'read. the '.Table~inter- ..
~~.t.:i~~~
.t.:i'"l~WrJ:i~C.ol,....,.t.:i
C.ol.t.:i
~.t.:i~ ·- .,
; '. '.Does €harl~tri.kc.
~~~in:
~~~~ ....................................
~~
~
~~
i::~i:: - !'JjQriJ)Ojls.~1wt a·1pass1ve verb. ~l'~Qle'i rqgauv,!ily:'1 thus
1
!~ .~~ r4;,!l1~.i:<i.by.,the,. npmm;ui.ve, me at, hom,e 71 ~~1Jbyou,
read 1t-mf0r· .
':j
!ii~ oean)lot yo111um la pass1".e. "!to ·ao r'?gallvely b>: us~g
t
,..........,
e
·~~e verb, as well as au act.Jve mto a
~ 'i;'~i, , ; ' 1, :~1 •· ·, t
:h.1· .. , ·,J "i'll
t

~ j .•
~ r~·i·~·· i·~· i·t·

r.,

,

'h y •r;,!;i ~f.'1 S>-; ·"" Of• "t:,d : ;t..~h;.i:t(iT(p:) >'•_l,ft
:\.i,' · :.~\hM ~J 01' ~"1 ~ f ~--'it- l:i- '
!Na,'~·~'111e ~vli,'J".-¥1~ ·n~ not be, r;e~tcd at 6,nt b'?t It~ a~ _that .lb!~ wiJ~-he~~ -~~
1:,Q'birilliit wub tho.different m ·idq ,:lnd...tel'lite, as t~~,a.ble 1.0 do .11 iluently. -! Ui1 1io"bo road 1hut: 1 1n~f
lVC moda.:_preliinfn.ctivt\...Claarli:i 1triMl1rm~at hon'f..i ·~htn;
f J'ta.;.~~ 'l 1fu{it
. ""1
. ~. ·c.'hit.rlo'tlt fAorM.~'
prca:~out. lam~ Jwfn4'1 ~b(U:t.iper£ec1 js .LO ~ reid • ' Dthe
nWmer,-oaultp:ri,'tpe.:~tbl

t;

t;:,;:

"""'
~cu
~ ·e

~ ~
~ r;
0

~

Q
Ii"<
...

o':!·

..

o- - - -

__ _

..

~

~

"

...,;

...

.

.
'5

~ ~ ,!l

~

!) ~

~
.: Ji
i ~

" ii

!

i-ii

~

~ !i~!~~~~~!~~~

~ ~~~~i~i~~~~~
-l!a~a .!!a.!!il]s]a
.:! .:! •

.a (,) (,)

~

~
t

U.;8<~•"o3

tl§iSt~~S

i....c "'.S '"".c:.i::;.8
E~fSoqp:·~;;

JS~ Sn.E~
• .l! ] ]

~

1

:;-.

..

~~~~
'"i..:~.c

zifttJr:i

\~UESTIONS

,·

~~

~.8

;;;;;

e ] s]a ].ra
(,)

I~

.

.,.

·~

•:-LESSON XXIX.

(,)

"' "' ·"
l t l

ti

~ .~

~NSWERED ,W,TJ;!01:1T

..'!"

~-

~

~,

LpOKlt'°G ON,:T;l!E

· _ - ' ~.sf,. ·.:•>i'"'A
... . . BLi. · ti .;4-:f'· •.r..._.-1_1t-..f'.•1":t.~-3'
,,,._ ~·. 'ti'-Ii
rw1ir).O.u: ~lijligate. ;irk in Jli~ ~i~ ''-:W\l1J~~li.~~;~ee1i't·~;L-lwi1o
1

~~]

~ ~

BE

\.1

a

II)~~~

~ E] a

TO

' ·' ~t >,0"1 :,~.

Q

!'' e '<~Qde' )5fesent" tense·1: the liam ~ h.~ ~ ~een· str,uc\d'-';-is_ ~~ Strike
t~pBS\lL~e ir,,the present ; of· the · thou.11-1s 'J Be'thoulstruck•1'-;o.•s''The ·.

,'fi;!l I~ .l/f:J ,!h~ Jl!',.E;SCllt wit!) do, ~! n .. gids have bee.n j'-::-is ~The girls' had r.
!Iii .~lr/lte ·?' the 1mperfect '!rllh. j,id} , , b.111n~owd i:-1s if,A ·ID'H_l .4hajl, ~ 71...,..,
,e pcifect p£:t.o1·• 1' the perfect passive · is , A: man snail be hun_g l'~s l A;'tnan

~

~ ~ ~

:.w1

•The remaining ten&eenfthi1 mnde are varied precisely like tbe same lenMS of the iDdlcative. aJld pote.o~
1

.

~

.§

~ ~ ~ ~
t£ ~- ~ ~
~ ~ .a :§

it~

~!~~!ii

~v~. l

.a

d (,) " (,)

~~uo~~

wve

ij,!U~~~ ~~ ,>'t!ir~~re.'j~~1~ ;,i,~,~~ci,o!1~~o~~~~:i~··;,roi~i:~:; :~~= r~~~f,1 ~i~ti:;~i
~l~~mtE~lnro~&eaTilli~y~~}e~~ ::~\~i'!c~~1lfili=:u:c.~h:e;;~:~\~~;;~~v~;1 ~

the~perfect of to _be l the i!'Jc. . shall '. ha.I!g 7'-~S.....'.,!!¥Y.~!La!Lh<1v.e~

~alive-of lat'<?· the present potential sung 7'-•s 'Thou mayst or canst be 71
. ,
.... , _"it . . '.1 ii:-~·fJT.Jlpu ~~yst. or canst b~ takep ·?!=.::
.
i~}Yfia!. I,S the. tmperallve ~p~SlV0 ;,' lS 1· Jam~s.•m1ght•Jove!r-'-1S" '. CO!Jl.d

1,

i•

, ,bter of~ 1.

kitl.~of/IOf.t~,..."

.,,.,

·.. , • . . .

r

!ove"1'~1S'·': •Sli11.°sho1!J~ ~ lovE(JJ!-1s •·

~'<l.~,W1ll~~\c'JJ:ll.l!'e :v.hat·~!nng .!'f ,r l They woul<I. 19".e-11-

~·'-IMi love 1~<'

..

·e~\l•·~ .WAl\1 1110\l~cand m .what.\euse, _ :-•s 'lf:lJie;!'.,...,s ' lfl be.loved .7'-:- ;·
II am'>io.·'l>•.ln what 1mode and what ·' is' Although•thoti hast been despised?' IOose is1 'Thou art 1 -is .'Thou art -is 'Unless he· had· rome' 71-1s 'If I

Jovecl7 :....is· :• Idostrikc7'-i•· •'.Thou '· am 7'-is 'lf 'l were 7'-is 'Were

I.

'eyist'slt!k~ii ?~;i\is;Williarn hru,1 struck l' . able 1•:.....js .! Except he go 1'-is 'He ·

yoµ h'l.r ~\~r. ' It ,will, ,how,c;~~,r;..L be/ mto no mistake; for do yo11;.no~ k.!IJ!
)Qve9;~~is"' Tp ;Jaµgh 1•1 is ,i If the,, j that the ~erh to be~ !'i~!'Yfl ·n'l!i'!Fo
doe: ' collld have been killed ,1-is 'Ir . Q , Will you cpnJugate..,s;fl,g C
tJie'l.~~ could"scratch •1'-is• '-lf• merr' I you put 'me at home' a.Iler go1.1 'G·
shall."bave lived 1-is ' .Living"1'-is active or neyter, the n 1•,-:B,qt, is; it
'Jlaving bceu,1'-i.8" ' Havmg bcen correct to say, 'He is gone.J',, .
lpved·7!--ia' Being lo~ed 3 '~is~! Do l' l two verhs compOSj' 'is g'?!le ~' , '
. Jove·1•-is ''Have 1loved1 '-i~ •·SlialV
Q . Does or does not, ilien, the
r 6e 11:....is' 11 May . r ~ be- ·foyecf,1'-is' "ter v~rb go admit·of a ~~'le.formn(
'·Sbajl I have been loved 1 '~ ) May ·t · Q ~ yvell, let us see) f; 1t IS reaJ!
j' Write 71' ·~ .,. · " A~~ I'-·' ~.., ' ~;. l passive. Does it deuote ·au action(?
' · Q. )Viii ~u now begin a,nd .repeat ; ceived,by an 11gent,1 Can, you put1oJi
the whole Ti.hie] using lure instead, of, agent after ' _is g<?lle,' and .make se .
strik 1.\ - \fill , you repeat the whole as we can. with '1s loved,':thus,.1 H~ .
Table, iuterrdga ·vely, ' using write in· ! loved by .l:<!lµi 1' Qan· w~ ~y 1 .'Jf~
stead of strike-? ., ~.., ..;<<, '
· gone by-' any person or thmg 7 ·
Q . ,Will you r epeat the whole Table · . Q . Do you uot see li'om tJiis, t~ai
by conjugating ' the verh love in each goTIR. is not really passive 7 ·!H'will·
~se as yoiiiproceed11· .. ' ' ' ·
· · . well, theµ ; to · distingni~ ..su~~ ~­
f~Q~ •Jiave you nouced that any word; from those that are really p8SS1ve,,W.
which will run in t)}e ,above Table is a . it·not·-1 . · ·~ .,,
'' ' •) '" ,,,,.,,. ~ '
verb 1
.... ,
•
,
Q . We have seen thafthej:'are
·•-.Q. If, jt cannot he ma<le to
i; . sive in form, .but neuter-·in
meani,ng.
1
- the _passi.ve, is it active or neuter 1
. · Would, then,' or would not.,
-:,-" Q . . Will JOU repeat the Table..lly_...passi~ be a goo~ term for such verbi.
~jug!l:ting se< for .strikes? .
··
Q. 'James 1s come.I i. 'James ..
fol. Wilryo~ conJugatedesire !1u'9qg)l ;i!qv,e\I.'• '. H ere are two v~rbs., ~hi
the Table? '
! 'c
• 't 1s <really passive, and wl)icb IS ,il~.
"' Q :· 9 an (OU say; ~.Charles sleeps me I .neuter i being {'11¥iVe'onJ.y,in for!Jl
must.

~l'iris ~' TIJ<iu"'m~1.,c11:p~l'.-is

•"'l'o·~1'-is :•,To· be 1'-is ., To

.run

aL,.>liqwe ·~.1.i,~... .lfl!'f!! a~"et '':th\m '('. 1 is, neuterJl.~1Y.'! 1 ·
!.· •..._.., ' "·
Have.you.notiseen, 1f you. ~annot. P':'l , Q.. '•W:ilham went bef~rf!.. I
(, e at bo~e' after a iverb, ' that 1t IS ' 'Wilham · was· gone) ' ' •Wilham·
neuter?' ' ~:. ., ': "' ' ~ "' .!'.
· ' found by his faiher.1 Here · are' tlir ·
$...Q : oThia is true in· ahnosl al! "cases;; ver_bs . .Whi~h is' neuter' passive, -~
but the verb to be sometimes will admit wh1cb·s1mply neuter, and wh[ 1 ~w
I Ille ~ home/ thus, ' He took it to be really passive, and why 1 · ... ,._,r
;.,e at home.' ,' I will explain' this tC: '
..-) ·-:.t ~fl·i\ > _,-. r ~t· J
.i(IL .

'Co \f,

» ,, ""

'lo

~ ~',,

~-

j

, . 1'4 '

"""'-'110...

-e

"''~···

"':

'~·

I

LESSON XXX.

.. '~:~~t.i'.l~

•.

'

.

'

":1
.,.,Q. Now, since you 'understand, ·in •substance, the conj,ygli
tioJl of active, passive .and neuter verbs, I will ~pr!lad out, Qe~~
you.p'9.It'tlie'. !li,fferent person!! ,o f vfl~bs, accurately adju:ste~:%~
g!lther,w th .al). the different tenses,,modes, &c., that, in::'cu,se :YJI
should doub~ respecting the ending, of any p l\rticular. v1;1ib '' ·
ma have' s~methlng to refer to :as a guide.
~ .. l' , . .. !(• :\.µ •
..t

,~<'l"',

.

f '• t~~~~ J. .

.•.,,

"'I

J!

. ;t~ .

MENTAL
EXERCl>IES.
•", >I•'.,"'
l <,,. '{';
.

... a:..,.,~.f!

·-::-~: ·:.';rn~ . ·'P ·' .

. ':j ~

l. I am.

.
2. -Thou art. •
-1 r
a. ·He,aboCl!'i P a. . . . ,

t

! Plurtll.

1. W e are.

,

2. Ye or }'OU arc.
Sr ·Tliorue. ; -

l !J ·:.l,....,.\ l!!f1'!!'ifd.:J'..tfllfr,i1.,,:1:.... ~ ..
1

t. I wu. J
i. Thou wu!.
3.! lit wu. . -

t. We were.
,
It Ye ur you were.
3. ,They were.

J,

' ' · _.,l

"'f1f °"'

.L'

.1,,. , " . . ' . , ;..

.\_·. "-''.~.. ,• ,, ;
VERB TO BE .
., ..t1~1NDic..&.T~_..~o;~.~~ Tm.ff. t ,.,.,
, , : '·,·
,.-.~~-·'" ~·~~~? "•,.

~

11

Ptrftd

f , J-1~

u..tt>* ~

~ 1:~1 t

i° bav~'~· · 1¥ !"' llt , 1;\~e 1 itave been.

~· ~~-~,!..belwen... __ · ~ _X!~
'7' UVUILUI...

~

... .

rm;

haH

~ .... ,..b&, 0

~

Plt.'fl'lf.ect. 17"
. w""o'--~~-.!.,•
. :, i.,'

1. I bad been.
2.. Thou hadst hem.
3. He had been. ' ·

uau

~

11

~I

~ ,~r. . ~

1, ,_ "'·

\

·:"'<t· '"

' : 1 '' 1hMl"i
~i't. t r.i 1 ··-.1· · 1•r

\.

N ~'P."! '.1'."· .
~
··

, ,., . .,.. ' H. , ,.,.
\WXUCJ.T~ ~ODE..7".Pl;uent 7'plft.

tkiam.il~~~··:·r·.c~ · •~ weS~~p,i:~.·

. ~·, <..
. Plupa'jtd

1

.1.t'J mlth.~J; ;~o~ld . .~.~~f··

\!•l.

,2. Tbouartloved.
2. Yeoryoua.telond .
J ,S. fHeil loved.
·, --' -.. ~ Tb,ey&l'fllovcd.

\~'~.iJ. .

V
" \.
i;,,
J\ 1t•\ .trl lttltf!;@
Tow.:, 1~ • 1 ·., ·t· ·

'
~'~· • v\\j~'.t••,; \
·'!-.t'·~ASSIVE ''vERB!' -'. 1
.e :i~·~.:,,~ ''

(IT

.t
. 2.

ImperftdT«Ut.. 1.;.." • ·: t
...1. I wu loved.
. .J. We were loved. .
a Ye tr you were loved.
2. Thou wast lov~ •
1
3.· ~~'Yu lo...·~·
~ey \'"Cre·lov&d. ,
1.1;. H·,

1hould hue been'

loved. .

'

1 1 .\

lov

T1!!!~u:!~~~·~ %~~~l 2-1Y ,
ba.v~ ~n loved: ,.,

3. He n.iigh1, could, would 3.
~\'~~ul~ U\:a befu ·~ f . ; • 6'e\~~:;cd~uld..~
·l ·~,o·•'
~. :f~ ,,., .. <l. •<'·,~ _.: . ~
·,•, ·~,
.1° 1 ;
1,.li_;t1o,.1 •l,Jl• f'fJ.~
~: ~~~eb~~~~~ved. ~: ~6 '::';~~~~~v~o , . SUBJUNCTIVE MODE.-PruoU Tm~ (i
3. He hatb OT ha.I been
loved.
I. It I ~e loved.
;
l • .l( we be loved,. ;· •1
'·
loved • ....-.,. ~h· ~.
• 3 . They have bec.-o loved. ·
2. H 1huu be loved.
,., 2. If y6 oT you be lov
Plupqjtcl Tmle.
' ,.
3. lt be be loved: , ..: ~· :r ~~y\~ ~o,~~~.;
1. I had beetl. lovod, ,
1. We had b~ loved.
Jmptrf«I. Terne.
~~ •
l. Thou hads(beeu loved. 2. Ye.or you had beCn Jov·
l.· If I were loved. · · ' I. If we ~ei-e 1b'Ved!~
•
· eJ.
2. lftl1ou 1Vert loved.
, 2, ,Ir,yeoryou were lo
3. H·e• ~- ~en lO\'~· • · 3. They had been loved.
3. If.lie were loved.
3', If tb~r ,were lov~ 1 .)
1.,. •}
'· ,
.
J'.rrt; Nure Tmn.
Perftd Tenu, 1 • \
1
J. lshallorwill _~eloved,. 1. W;dshalforwillbelov· .J; HI have been loved.
}.' Irwe have·bUD":- l

;_\pa ,d

0

!. iTbou. .ab-alt ,or .wilt be 2. Ye ~ you tlull OT will
loved.
,
..
bekl\'e:.J. ' ,
1

3. Heah.:illur w1Ubelo~· ' 3. They ~ha.II w will be

S~ F.uture ;::~·
lahalJhave beenloved. 1. W~ ~II
0
ed.

l.

. ,

: •· ,.

·.

~

have beeo

2. Thou wilt have been 2. Ye : You wilt have
loved.
,
.
been lnved.
3. H':iii.ill huebeeolov· • 3. T~~~ed~Hq1~ve.' ~n

' l,Ml'ER4TIVE •MODE.
2,. Be tbOlil lo\'ed,\ "! do , 2. Be yo or you· loved, or

n

'-1 ~. " lhou.be, loved.·.•..; .'
1

'"

,·

, doyebelovOO. '

"''"·:.rrotE.NTW. ~~OD~.~h~t T~u;,

-~· I

ma._y .or can bo loved.

... I
t. ·We may or can be lov· :

, 2. ·Tbou maytl: or ea.mt be 2. Yeoobr you ~y ~can
"" . loved, .•,•
beloved. ~· •
3. He may"" can be lov· 3. ~hey may or can be
1;.:~ ~· .. .,•• ,• • · • . , .' l~.ved, . ~ , . , ,

'1.~J might, ccr11ld,/=~tdt~ mltht.. <nuld,would
•••

(Jr

should be loved.

or should be loved.

I.

T~~u:~fh':;, ~~1~t

Z.· Ye::Ji~" :i~~~u~u/~

3,

H:~l;h~~u1d; wo~ld

3.

l~ '

"oi; aho\Lld be loved,

Paft.d
. 1. 1 m.:iy or cai:i have been
loved.

T~~;~~ight, ca~ld,
would

7bu~~ved.

S

•

1

or· should be
.

2.. I~,lbou ~t bet!1 lov~. 2._ l f I~~: you~~'
3. IC· he hath 07'-basbeen ·3. Iflbe havebeerl· 1"'
, loved.
~ : .·· ··.t

V

Pluperft.d T.:n.1: I

: f {

~: 1~~1~::ds~ l~~·lov- · ~: ~~;::iy,:eb!i-·
3 u~ved~:: ~-~l ,_
.
ey """'
.w

.

3" If ~d.ha.d b
1 ·ed
•
e
een O\: .

ua:o1.1

,~. ,,. •

FiTatF\dunfin.tt.1 •. ' t
.i. lfl bha.ll orwiU be lov- I. It we ~I ,QI'~:
ed.
loved. - . ',/
•
2. If l~vo~-~balt ~ wilt "be 2., ItJi~I ~ ~v~~ball,
3. U he eball Of" will be 3. If they~lori ·

· loYed. · -

·x 1:; .~
lo!~.'/ "' ,:
&c.cmd Future Tcntt. ' ':": .- .1

1. 1£ ~•.hall ha.vc boen lov- .l " lf i~v~:w1 irve
2. It
ba1
been 2. U
:~~~ 1 have
L!e'i\~!i~·r
3. If he stiall liave ' been ·a. If. they shall lJ&Vli

"'!f '.

lo.ved.
· ·

.

Pru~tT~

;-- '' "loved._.' ' : ...
l.NFINI'IIVE MOJ}E., •l It ·,1:.J'llf{ •
To be lov·

Pirf~· •· Toio~~~':;:~

PARTICIPi£s.

, ~· :) lriA I

Perfuil!OI'" Pa.uitie;"

Prumt. Being loved.

'

Com~ Per/td. ' Ba~~ been "Jov,=: ~I

I. We may or can b.:i\'.O
been loved.

.I. ~~ei:J;\~:-cd.canst 2. Yeha~e ~n~~ecf. can
·3. He; ~y .or CaD have• 3. They may. or can have
-:' .
been loved• . ,
1 i t . becnlov~,

. Q. 'PaEs'. honor, l:r.1 ~!f01."~i~f~•l_P;...u. ~ea.' 7What do
· ou add to honor, h. ere, to form its unperfect ·tense and Pllrfe.~t ·
P,artjciwe . .''"""",....
' · · ! : · • "'!::''i..--,11" '"
»fl '.~ ,
·1.tQ:'."Dl>.;y:ou noi nS'W.,,.see, that the imperfect tense,Jt"
nd~piirfect
, articiple~· of soine'~verbs, are alike,
so1,ne u,nlike ?""iils.o; .th~t
·. ¢.e•,are"'. formed ' by'_ adding d or ed to the present,. ~ honor, aµ~

and.

1 J .. .

,.

~­

···> ~·,,,.~.,... ·. ·). ~

som~ fno~.1.1 as se.~.

;·r.· h·.,._·t
1

A-l

j ~·

.t.

:·.Md:,

•A .

~1:

.;

,...~~>:::£ .

1Q. -We\I, then; when the imperfect: tense 1and perfectaplfr~­
i;eiple. are;,alike; and formed by addin.g~~ Of:ed to the. v,res~~-t;: 6.fP

Jhey; qt are they ·not, more regular, m these respects, tban th.\>~
. erbs".which are formed di:lferently, such ias aee, saw, seen, , lin~
wriU, wrote, written 'J
' '.
_. '
'~'
. • Q. Y( 9uld you, then, call such verb~~ are forme4 by ad4fug
1
<or'ed to the present, regular or irre~ular verbs? ·
.
fl> Q? If'd or ed is ,riot added 'to the 'present, as in'. the foregoing
llll!lllr, .would Y9.ll call the, verb regular or irregul~, ?
.•
, ~ Q. I~ .¢.espise a regular or irregular V!Jr.b; apd why;? Is make .a
egular •or" irnigular verb? ' Is abo~inat~ reguJru:, 9.r1,.irreguJar.?
Why? What ~d o.f verbjs hope 'l_ why·?:-;-is rejofce t why ?-is
". e ~ why ?-1s ad;ust 'J why ?-1s wn..te 'J why ~-'-;"IS dream. ~
by ?-7-i~ dispose') why?
l .i:
~- .~
PRES .. 1 1·
"<
IMP. ' "" ~ ' .
PER,. PAR•.,." 'i
:~tJ· ~~itf,. n?_";.' " _' I ~rote !esterday.' · ', '}.~.a~? ~~~~~n to-day.'
.n..:~·: po~you or do yo'}. not see, tl!at..w.~ .can JOm;..~w:t.~ !he
resent, 'yesterday to the unperfect, and ,ha'l!e to, thll,perfect par'ciple"of, any verli,.in the indicative· I,n'()ae,'iiiid make.sense? : ,."
"~· ·J<\Yill •yon joim these words, jn this m~ ·with lov'. ~ .. ¥{i@
u} <\Vi~h ta~:; ,\..;ith wear :1 ";~th shf1k;e·'J:;,,, , *'"·.,.i';,; .1• .~; .i::
,;Q./ Xou .11eed . Qqi speak , t)le .word~ n.o.w, yesteraay and have;
;r. r can"'you not jo\n them in your mind~ _ and merely sp1;,ak. the
" resent,•·imperfect and perfect ·participle'; "tHus; :7 PRES: writ~.
~~JJrote;'-'PErt:. PA'R. written.' · '' "'" ~ • • • ....... ·: ·· J[..,.
'i" Q. .Wil.l 1 ):O.u.,speak throw in . thls manner? Will you spe\k
trike·'J!. speak wear 'J •'Is· wear a regular · or irre·g ular·verb, and
~Ily? '°"Will · you"'speak cost') ; Will you speak feed~ Will you
·1spe·ak "am,'or the verb to be 'J ,Is this regular or. irregular,-and
. why? '· Will you speak confine~ ; Is tl,lis 'regular or irregular,.and
~.

f

j

;rh~~? Si~~e

ver~s

reduc~d· :~~;t~' twO''ir~rt div;si6~11

all
may be:
•or Classes, the one regular and the other irregular, it will conse\,ciuently .lie neoessury,.tp !!ti).~~ this f11ct. ,,But, in doing this, you
, ' '
MENTAL EXERCISES • •. ,.
·.,
may so.mE;times lie in doubt 'with regard to the imperfect tense!!
' '" ...0
- ".1'-.
!..,..
·~· ~
I
I
•
•
•\• l •;•) i "
~ il f f
· d!tbEJ..participl.e.s ir. for,,~nisome Vl;lrbsf\il:s "you .J1'ave;se"en,· hese
Q. } ~- s~e,, l saw, I h11;ve ~en.' <.> ~hich word: is the particip! .
here, saw o~ seen ~ .•1Wh1ch 1s the imperfect tense, s~tp or: s.~'en . .arei.lik6ithe ,present.; ;and in' others, agajnftjie.irnperfect and pet1
Are ·they ahke? ·
" •' .; •., ·. , •
· · ",· ·-i·· "h'.~'
ect ·"pu.rticiples are sometimes 'alike ai1d sometimes 1ditferebt.
· .~ I,answ~r1 a!ly:doqbts, whica. you · a'tr.any1:tiriie "1nay ~1'av.e\ re:.
Q. _p}~te!l,, I' liave loved.' , Are the iniperfect<tense' and ~
• feet p~c1pl~ alike, here -? Does the verb lo11e app_e ar.-t o •be) i1Pr8
'pe.ctiygi~h..e.irGegij}p.r . viirJ:is,.~e ~ following: list: is in,11eried:J 'Wi)l
you ' speak 'the present and. imperfect tenses, •also: the •perfect
~egul,ar m this respect than the word see 'J
.; ·[', ' "'"' 11 ·
- · Q"" I ·hate, hated,· 1have hated;' ·or," PRES. hate, · l~P;i ~ ,panticiple; , of. ~thtl!~whole .list ·Wi I name the· present i of'..each
PER. P A!i·:hated.'~ D?es hate form its imperfect tens.e aiid1per~ rit~J?.,<l~ .~11,~t ,.,.;!• •i.ni •lf "l1 ::I! •Ul~ ,;<l'.'tf_ '.\\< l'1\ ·"'."CJ H • '.~ ·
feet part1c1ple by addmg d or ed to the present, hate 'J
· ••:
• ·-~: ; .... ,t.,,.)J;, ~11w.is:1q .'" .,1 .,., 'l"' \I ::1rrhlw 't" •1iql'J1 l'lfH! ::"
.,,

· ~·~·:~ ::

I

.' ~'''

.,·

•

lf ). 11

•

.;

•

'1

~

:)J

~.o:.· 1~r11\1~;,~~ r.
,h'f, 11i•;111.;~·

· .·~.tth>;.;:,:·mff ~·,;,/•:''tihf.Ei.r~AL"~xEil.t::iJut~~~ ~·;· tt~P. ·~t';t•r ' -

'q
~y; f~~.1!.ll oqg~f,Wlr',fJ_:may

•
.- .~,
~ t • ·J.~f..t•
.B~i. I o,\lght to have'gone'~'.~ i C~~~i ~ow.e've~·
ought·(ihs '~'•l •r/ Ot.J,,~•l"'~(; ·~t ..r.:,_
Q. '/-f!..<tu~hJ., t~11l{l~ or , 1~, 1t not, used'Qnly11.n SQ1I1,e 1 p.f,t4e~9d~ij
, d tens!(s.. , W e,11,;the,n, since 'soir1e ,o,(. its. JJ10.4es1wtd/ ~ellii!llf' lµ'e
antingr~nd s,ip.ce ~ defective , i:neans wanting, .w l;ia~ ~owd. J>(t
·good .n!lffie , for .a}!' ~uch •viirbs as· are "4efJJ.i:t1w, e,iµi;er a.s ¢~e~
gp.rds .mpdes, ten;;es ior piµqticiples ? 1 "'~~·'°"!". ii•''"·~·.
, : ~->';' "·
: Q. . Qu.Oth, you know, mean~ said, 118, ~~,µoth lie..;' ;p,ut can ' X,'
[WJ,y, .' !le ,hath qu,Q.~~d ?' · Is q~oth, th1;m, a regul,ar or defectiy,~
r.v,ertJ;~ ~h.Y? Thfil, <;h\ef defect1ye verbs,lll'.e th~.s~ :,.:, .. . .. , :i .;
~· .' ..;, ';':{'-resent. ~ ·
Imperfect. "'~;,per. Participle. l i -~.:~·.
1 ;~·~\... -•"'!i\~'-:·" ·~· ... . 11tii1 t • ~t·1

j_

~~tl;tiught,

·~~'fi!• ~~*' May, '~A""
t ~ · Jl, v:"~"'ttt Can ~·~·1:~
1'

l

I

'

:)I.

'

'•

,;~wight, ··_.!,..-;~:I
~ ~Could
w.i•tA

,

'

.

""'- •

1 -· - - ., .

~j

. L;~

..

··:·:.~
· ~" 1..

•

~

•

~'

would, ~1 i '>{'-. • - - should, · ' ' '"
~·~
·.._.·,~· Must, ·'·
:must,
,___.__·,
l •,;,
-,,~ Ought, ,
ought,
>,t~·· .. - -.- .
.), •{
> ,~ - - - •
quoth,
"" ··: -..:.-..:.__.. .~ 1 """';
"Q. Which ·verbs,: in the foregoing list, are auxiliary, ;md
Whicp 1are llOt ?
''
\ '. .
!•' >f I
,"
'<::'
-''.' Q. ·~he perfe!!t' ~nd imperfect tense ~f cnl.ghJ. the"same ? , "~
~J.R, ..'l');u!;l, however, need not confuse. you; for can you make'a
~entence with ottght \vithout'having an infinitive following it;~
. ~He' ought-- ' what? 'He ought to do; to act,' &c~ . ·
~""
-~ Q. 'Hf;! ought t,o go now.' ls ottghJ. here of the present o
uhperfect" tense? '.True, it is 'present; arid is not'to.gd prelient
iiiso ?<~·. W.ell, th en,· when . an infinitive, .of :the present tense; fol:
fows Qttght, i,n what' tense Will Ought be? •• ' .
I
"'··
, '
?
".I Q. •'James'" ought to have ·gone.' Does this · phra8e denott\
:~p1ethihg ,passing now, or some time ago, yf)sterday, perhap.s~~
~ 'what,tense, theJJ, is oughJ, ~
'
·
.',:
' · ~·. Ip ' ,}Vhat' tens~ is . t? have gone, after .oughJ. ~ 'Yell, then,
~he.n OUf5ht has an .lfl~mt1ve o~ the perfect tense after·1t, in what
·~Pile will wght be1 present or imperfect?," .' ·
.'
,.,,,;
Will, , •
··~ Shall, ;,:.,

-'l - ;_.

Is

. ., '1 ·

·

c;

r ~1

\

•

•

•

•

'

:

•

• '

t

.

; ' 'f, ";;: .. ;'."'
J~'
Qtv;-•
· 'I;·~

·'

·~-t,i

"'1

. LESSON XXXI. ·..

\'f\)

'

; ,,

•"

MENTAL EXERCISES_••., ,

"< Q. ..D~· you

!ToTo 1tie;t,
or
split.

adbere.

II To venture.
1r To challenge.

•• ProooWJCed d. '
tt To lie dow 11 •

t /

1

I.\'* ·

..

'" '

,•
t

~~

•.<J

<•

lilj;

recollect how the perfect .tense of a verb in the
i)idicative mode is formed? Is' it form~d by joining have With
".tlle"pe'rfeci particip1e?
_
1 '.
·~
'. ' Q. Will you examine the foregoing list of irregular verbs, and
,lhe~· cPg!l~t the f?llowin.g ex~ressions, as I r~ad the~ t~ YQl.,I, 8:~
fl!~ ~iw.i~e ,.,trme te)l!ng why ti\ey
wz:gng? '
~ '
: >..! .
:.t ' ThfiJY, ~ h!\ve ,, cleaved .the 1 . '.Wood is cleave.'.
,. '
:!v,ood.' ·
·
. 'They have drew · w~ter.~ .
, }:;'.::,'F,he snake .creep yesterday.' ,.,. :: I do,n.f( ,it, sir.' i. !
.,_"

re

• To bri ng Corth.
t To carry. \

• •

'~

'!,_, : ,('( ""·

'' 1-H.:>"·:

132
-}{

.

.1~JNmm:LEcmmu;oAND«.

.

'.

.

(

.

.

'

.

••~.r.s..-.James ~aets1iohl¥J 1'Does. 'nobly"tlescrib1r1¢~1mahhWor:
al{un~. ~atipar.t• ofispeech, then,"i~ ·nobly/ andi;whr. ?.f:UJ.ill'
:·•'UQ1~Rutils. ihaa1beatem<liim .shamefully:\,· •·Whichi is :t11el adverb
herej1and why.? \s 'TU. 1.j. 11:Ll'l-'1Dnfl:11·:rr.in-F:".'ltt.!lltlb111.H1V11; · '
1t,1oQ. l\Jlfe leiir.ris wel!JtJ~.}Which i11 the .adverb here, ana1 ~h~lil
. Q, 'I mus~ go . ~?o!1:'" ..;.W)lat word :describes the ,act .of:'t{-Oin.BJ
e1th.erras to time, or m some :other respect•?•."-<7. l:..Hmll:m':ht •1ft
lwQ...What part of speech, ·then, is· soon, and why,? 1•11-r•il..,
~· ' W~e~!l ~sha!Ll go?\. What w_ord describes the I act?.o
~orng, .as it .regards the place? What part of speech .the ';\
~here,;and' why? \"·,· · :· • i •
·· .
., t • '·"';ti •:!{ ;<.; :'
.·.'J. f!.· i~ Jp.ve , yo,4 111~c~.', , What word here de.ScriQ~&·
.~p\jng~ ~.s 1t,re.g~ds, !h~ degree ? Wh_at part .of speech, the~·

tlie.d11·

-')l:UCh •

.,a ..... , '.1 ., .....

:

,,

,

,

,

.•• , .. Hl·

'

1 !,.~li·l~

•~..,.Q•. WelJ, .then? do .y.ou not see that adverbs•may de.s¢!iib6:tli '
.maqner, place, time and degree of actions ? ·: "''' .~.<~ 1..11.11hr1 ~·'»·
:r:~Q. • This: is .a good.defini~ion of:adverbs. W ,i ll you repeat \jtf?9
,.. Q. ' Vei:Y ._industrJOUS gll'IS ' will learn.' Can we ' say;·'.' ve#.
1 · ··: ..:«1.,1l1 :•1f ·.'"s "''-z
·grrls?1 · "'" ·. ·· ·. .
· <-· ·
' ..Q. ·p~es. ~erit de~cribe girls, then·? . Does it not de.s cribe i~d~,
.trw~, that .1s, t~l.l ~n w~afdegree, or how mu.ch, they' (the girl~
~e mdustnous.? '.
,.
·· ,
.
. ·...., .. :t .r'J:, ~
". Q.. '. ~l;l writes very diligently.' ·· What word· describes ·the,&t
of writing? Wh,a.t . part of speech, 1.then, is·· diligently fJ .,
wo,;d.tells :how. diligently?:~ What .part of _speiich · dcies •·11enj)ii~1
scribe now?
• , ·tii1 -.,,,l'ml
• ;Q.: '. Isaw.l~im -writin~· attentively.' . Is the verb aawf or\the,!
part1c1ple writing, de~cnbed by. the word attentively 'J What. OJ1,
of speech does attentively •deicnbe, then? ·
. , -. If,· . :) ·
.:: Q. Adjectives and participles, you knoJ.v,!1escribe •noun9 ·onir1
but have we not ~ow found ~theqiarts o~ ~peech 'ilescribe~·lfiy
words that are neither adjectlves nor part1c1ples? • .' '' ·, ; ., li'.tij
;.tsQ• :1W'!ll, :th~n;rlenus class •1them all ' under icine head ;.(8,nd, '
srnce the verb lS more frequently ·described or ·qualified by1the8&
-woros :than any other part of speech; wouH or would 'no( V1J;r
verb be a good name for these ·describing words? "" ( td ' ~bi:'
· .Q. When we parse .adverbs, 'it will ·be well to state·how
parts of speech they _qualif:y. Would you, • then,•011.would 1lf .
~ot, say, that adverbs describe or qualify verbs, ' participles,>Jacl~
-JCCtl.v es,.and:other·adverbs?
:··.:
. · " I · ·Hl11· •1-'•t l '1 .~ ;t ·
.• ·Q. You shall n~w have the rule stated for you •as a ooriven~ .
·ientreference'• •:,WillJou.repeatit .?:"
. :• ... ,,,.r · mlt: .,;)," ,

:Wpat'

{ \ lif

,! .0f!f:!"'11 ~ •~ lJJJ ,

ii·,.,.,, . •

i

.

!J I!

£1\,

I

''

f

if

D.'Q'I:aE XI.

,i

}

,J ... 1! 1.. .~ '·,'f-(~J'tl

l

, ..

,,,.,j.,. ,.I

~·

· ''··Adverb~ ·qualify~ verbs, participles, aqjectives · ~il.d ·~ti •
a.dverbs;. ,.,, '
"'' · ·
' ·· . ·' ". 1 • • " ;r ·11A···.111.f 1y • .
,.,

,,; !1·.\. i-

1< ·! \,·

.,.LJ[, :J..!" ' ""' i ~,;:

l! 1i1 lll~:wLl l u ilf< l~?'!f

l '111Q.«t1Ie 1wilh>come •:Soon." r• She ·will .come.,soonettl ·ilian.She1
'. and 1Mary.fwill ·.come ~ soonest.', , Which ' are the.1 adv~rb\i ·he~e~·
Are they compared? Hence you see that adverbs have •coDi . Bl\a.
dson;.iike·adjectives ;11do\they •not ?: ui, .,., ,, ; ·~•• .,.n)UJ.'l'l.l. '. · ,(:
.Q. What degree is .soon·~is sooner ~is 8oonest:'J.fHri ·11 , :

.ii,J;es,I
~,r- MijilelJi,I; mQfej~~li1 ··~os~elfJJl~llthi:@Ei~ex'.4»?­
J.iQ~ d_o' a.dJu.irbit;llnd!ng ;uitly· appeap,to;:be!"q>~pBi'ed:?~tt
'j

\

~

'

\

hlduei111ous

-

~or µid~tr.ious;,1most:rwd~tnou~l!l.~~n(llU:..

;;1y.ou iknow.;1 ~1: an. adjective· u !Jy11w.hat·. wo11ds fiS:l< W>d&i :
acr.iqed1or. i.quajified ? , , What part .of .Speech,,,then,nis Sziiore r.,.nd :
:ii!!~{ ·it~;
uill-'ll<Jttdl•l9id:r1t:i.~.·~'1J1"1#' »>:··· l ; \tn,.au111tt1: ··'ii'
/.~~· ': P.rt~ent1Iesi;i prudent, least:prud~ntl,11 Whirt.W~rds:.qu_-~ ; .
the adjectl ve ><pr,udent-2. .W.hati ·parbxof' spel;Jch;; then;:1sl tless~~ ·
!tast. ~~ Why a,Jni\-r;hat degi:ee·is each .adjective, and.why:,? " lJl_ ,ii:
·,.Q,,,\.J:)ove,.y ou none . at. all.~ 'I lo.ve yoµ ve!IJ:'>muc4.' h •I IQ-~4i'
JQff ·a ~reat deal.' .. 'I have struck you many times.' }.<cl' str~ci~ '·
X9 . ·A> fll~ !JayJ!";agq.' ; , Ar~ ihere ,&ny phrase.s , l;ii:re; ;,hat ip1e~lllY,
;lie~r.ibe,.ilie · 111tumerf OI) time10,f acting?, Is. f none. at all' oqee~e,. ,
llf~ibirig , pbras!'l.? ,JYhich are the O\ht;lrs_(, J~el!, tppn, ,sjqc~ ,·the
iJilioler phrase, descr11b1Js, :wpµljl ,:yoµ; . call".t\lll~ · phrwp~, !l~v.e:r}ls, :
··oo adVlll'~ ph:ras~

'1 ":.>ilfl ,, . .,,.,., , .• .,.•,;1.,..11~ ·11.< , ··~ ,,._, .. .i' ~ "

I~ R•tf· ~he jlnore ,diligently< he.studies, the 1better he will : le~.'
: . ere'are. three adverbs ...·.Which are they;,and;,Y!\hY ?4-ct, I, , .•,J

; · Q., Are there any articles? Wha~ d\l, th ~y com~ ,b,ef<:]r!l.f ·Al~ ·

w

~ere, a_n~>!lo~~SJ for; . thern
aw~~. 'Y!t?, !1~~qf4lll~ i~ . µie PM~ .
(Qriilied U11Cie . '•' .
.
'·
.
. .·I
.
.
I' .
j ·{ Q~ Do not'these·articles add force to the comparative •degr~e
Of~adyerbs :.1 ·, Cani·you, in .parsing. an article;.say,. that'it ,belo,rtgs
1~dl inoun, ·.when . thei:e is none ·? ~ .,.
. ·· ..... \·n : .. "·' ; ,.,
~IQ .'Woul<l, you1, rjlther :say, that • artic.les •are'r put i before 1 t4e
comparative and superlative degrees, to add force to·them? 1 ~. s
«JiifQ.H\Vi!Lyou1explain, to me ·when· articles do-.:.not'beloni(:to
Apg_uns, and w~at is· to ibe done · with them: in parsing?-< .:. ·. ~'~·.q
•: !Q.· 'Mo.re men than boys·came to· towii:'•'" Does 11Wre describe
~l(fqualify: an adje<itive,lor•ihe·noun nr.en 'J .Js it <an ·adverb, then? .
~y llQt i!· ,If it·describes .a .noun,. and not. a 'Ve.r b, pa~iciplel ad..!.
"ective or adverb,.·what part of speech is it, and·why ?•·'•11 • • •.,,.
ikQ· ~ J.1am· more tempei:ate than· he.' · •What" part of· speech '.
·9'le~ rn~ei• qualify here.:r,·'What. •part of' speechi;then;) s '. it;_and·
iyB-1t bhiwir .;, ~t l' h:i.., .,. · •
•."
• , • • • .. ·1 1 1 ,,. ... ,'<
·ft- q,. Do you seef<then,··that a -word may 1be 1one •part speech
··~j()Jl~ place,1andranother. in a different place?. '•,, ',~1·1 .....,v·,,
· · .t.Cllllt1you,,1how.e v.er, tori. can you· 1not, •l,llways tell,. hy the,
~sii~ ·w.b.at -,parv.o£ :speech .each•wocd is?· v\ln: ·1 ~ '; ' '" \ '<• ' 1rm.
'1 Q." Yesterday he came here.' 'Yesterday.~s· tlesson• iwas more1.
'l)Wicult.. 1Uia.n 11~0,day•s.'. 11 In ,the first example, does •ye.<Jterday
'SF~city the time of coming? -. What part ofi1speech is: it,.then;i/i;
•, );'esterda_yl1:1 lesso!l.'· .Js n 2~. y~s4~r,cl,ay's ·the name. 1 merely· of»
, sp,me. portion •of tupe ; and;· if':(a name, .what ·pl!rt ; of !~peeck ;

·of·

·• i~g,

t- ·~\'

~· ,..!~"\~

\) '/ ·\·,.~-,

\;.,,j

'\~

'°'"'\'

~(~~.·tj

HI'

1\I

i

, t,

· Q .. .What are the two ·parts of speech that yestaday's and yes~)
· y 13t11-nd for, in t~ese. last two exai:iples.:?.r· 1<'. i r... , ., " '. •~-.,
1Whjll'.er,\ll_u cb,'1S given, much;wi!frhe·reqwred;I 1W.hath s ·;
· gw~n·r.,,l111 iwtmiuch, that is, a 'great.llllariy..thingsi?,liWhat ptirtloi!J'.
Jl.{lll~®,. d:\~1111,ismi,'.l'Ch_>'J 1 .11 1 ·' ,n;·,,rt1'.•. ·1. ·i. "'!.u,.,,,·,',! .·n\1 '. ·'~ •
."' ·.l{l 'Much mo·ney is troublesome.{· \,.W.hat•doe1M1~Uck · describe•~
here? What:·p~ ,0(13peech .is·m.uch,. now1,?. ilhi ;i u 1 f '. \'.'"'

.INTEULECTUAE IAND'. ·:

'

~:Q! 'Will.yoo.~velan''example!otlao: . ;._one.P,f.quantity17 fne ,qf,~N%l1
~
1

~.t,Qe'~~P.i'n~"~·'J\qes '. Or'· 'does n\I t9q1liµ~E1.iW~~~1~ ~~w &ie
adverb:0(uumood one of orde ....7[;<>µe -0f. l\1"!m~r,7., one, qf.. ~<il\ .
?!% '
1 ~·.;'o.n . if..t.w."e,o
\l
Ja
.· ,me.',s. n."iid,. th
, e weU\?"~.1,,., ·,.;·,.,,,f • ,, .·"·'" ., •" •'0.
.Ofplace7, oue·Qftim,epr.ese':!!,7 ,op~<lf. 1 , :lffinn!ll•~~7oneofnegauou, 7 ' one;, ·
" r
b
b
d
\im~ to COYJe 7 one of time mdefimte 1 ' mterrogat1on'7 oue of.comparfso4Jt·. . f ~"
Qii><.W ijLy.P\l fill \IP •~S\J,. s~ut~P9,W~· , Y1,~1? IJ/e.;~!1!< . wor s tall
· • " "" • .: "·· · "'""'" •.u .1 ' " '' '" 1
1•
...... "l ,; ~iJt .. 1(111 lliw · _.w~ll denote a p,rope~: rel11.tio1i . b ~i.we~n tlie r;iouns; ll$ ~read them.
- ~;,,
EXERCISESFORTHESLATEORPAPER~
: 11 • 1 { • toyou?
'Ll"l'I ., ..
r .......
·1 ' . . . .
'
•
Will you
c?ntai_n!ng
,,!J.f(\m.e&.flW - ,. ,the house.' 'James eats .- 1
ijtent, verb, an ·object, a yerb in the 1,nfimuve m~_e, .an<l ~ obJ?ijl '~111-~fil. ;,., •;areaP. J s b~9d' ~-·-., $.erov,en:~ ·'fl)he
bp~s'•gO ?--• after it? Will you write four sentences, each llcontamm~· an adverb of
'llchoo.l.'.. ,,•,.Tl~..l:\dl;lg,i ,~~ ~u_4e ""'.f.:"":'. tl~e.,nver.' ' ' ·"',, •: " " • 1" ·~~
iJ!umber .1. ifour, each . containing one of order I four, havmg a?ver 0£ .~ Q. ,•,James lost l1is knife, and, in .the ~~arc.ht be looked upon
place? four, two having adverbs of time present; an~1 tw~.0( 1tifi'.e passl \tb'el ground,. 'liear · the gate, before th~, wmdq~, towards ·~h.e w~~l,
' twenty~· two havi~g adverbs of tim~ to cpm~, two of ti.Qle m<l!lfim~,i;. ~.!YP. ilef:gainat'. th~ barn, about the yo.rd, .oper.. t4.e f~n_ce,,acr~ss ,.tlie ~~~e~t,.
of quantity, two of manner or quality, two of doubt, two. qf afµ,rip\l,lt~B! , eiide the ooor, around the hedge,. ,withl?J- ti.ii! bushes, bif.qre,, tqe .
'two of negation, two· of interrogation, and four of compansp(\ I '. -, 1~·
!!bed bet·we'en ·th~' trees, · by' the stepS; without µie ,, door, i~l.l··~lje
.... Will you write ten sentences, each having a verb Ill the SUbJUncb~ !fio~s~· vfa ·'the ,,stairs, upon the carpet, behind the. desk, thrqu.gh
1~Ode, but a different tense?
six, each h~ving an _lr,r,egular ~e.rb;',
.•i..~ i'tr~•. n,.Jt,",l.h.0111e.,th, e,iir.ei>lace, on., the shelf, beyond the bed, witlfin.
~'agent and an .object ?. two, eaFh· ,havi~g ail adverb 1~ the· ·.sup?rla~ve •"" ..,,...,. ~ r i
h' th h
fi
h
bl to
degree? one, having a passive verb? the··saµie m~anmg •irl'a.n • active ~the,. r,lgs~h .g.t 1t)l,f;l bu,reau, beneat
e c est~ rom t e •ta ~'· .
fo 1
•
\
' '' 1>1>1' • 'l'>J·· ")JU
,the StOVe, at Hl ~~~t"tl:le fOOm.' •I 'IVi"«i ,~ i-< ' ( • '
: ·' "
1 ' . rwiil you writ~ .two sentences, each having a noun in ..the '.possj ssi".e'
t vl •• Q.~dh?at1word&,.i~ .ihjs 1011g ~~I}}~'fl'. ~,e, , m~yl~~I ~l~~ u!1der
1
",case,? threh wi~ an article in each? three, with a prese_nt•IUl\I. aq1~
tlqne· hea : ... ": . . . . . , ,
, 1~ 1 "" , ,
_ ,:, •
.
1
tivfl participl~,
\ and an object after each? tbree1eacJ1. bavu:1g1 ~ ~tjati'!!~
• ll'Q.' Do- you not notice that thi:y lll'il g11neral)y p),ll:?ea .before.
11
''.'pronoun? two,' each having a neuter verb? two, each hav1p,g . ~ ng "'""'_..,,,,., 'e '' iiouns? 1 Well, then, since. Prepoai.tiqn (fro,m . Jp~ Latin. Pre,
f,. passive· verb 1' · '
' · .·,, •
' • .,.
'"·''" l• 111 • •• .,,;,.,cf.
,'before, and poai.tum, placed,) mean.i placed bifore, ,~¥:,l:}~t. :W_?.pld
· ,, ur '" ' 1 •
,, .. "•k ll tt~ ""'('
l'.ou call .s uch, words' 8.8 iue placed b_e(Q.i::t'l. !l.Ouns,, to Show i:~jo.. · . · u.,. 1. 1 «I 1:vif
.uon between them?
.
..
,•:· ,,;,"l:.i uc·.h:"'iJ'• ·· lLESSdN XXXIV ' "1 11t ~ i1 1V/ .~ Q. Will you now e~!l!'~_,tO/llfe ~ji~t a p~~pos1uoi;i connects,
, ·
• ' 1'" .,. • ·1 .. , ' 1 .. .,, • • • • •
;
'
,,
.~I! "'" 11 1.n1l.vr1..' what it shows, and wny 1t 1s calle3·a prepos1uon?
,
4:~·.,· ,,. , MENTAL , QUESTIONS. ' · · ":·1111 b l.• .fl,•·;,'
·
•- 1. 1 : 11·:·1
. , Q.· •James went i~ ffi1-;iteo.mb o~t fi.: om N ew- Y orkto Alb any.
'·
' .... · ; • " ' ' · ' • w .
'·
•• •
•
•
"
,
Ii " I Tf,
W~at ~,o~.dl h~re denote the relation between Jal!i.es, steamboat,
Q. •A rat ran across. the road, ~ver the drai~, i.n\q 1a .P..1!R.Bei ~ewPYorTt;'Jlnd:.Blbany!lJ •\• ,1 ... ,,, 1111 <n ".>" n11~ J~1J J, ' ; ·1
oyer the bridge, near the ·st~eet, beside the .waier, fi;o~~\flV~r, ~ ff'q::lAre''t\.i ey nrepositions..then,.an~ ;why? ,. ;•· i i~d ; ; .. .•~
in ' the ' town of Hartford, · m the state of Coµµ,e~\J.c,ut. ; )~o
t,Ll~i ~• .1To1 bim.' " To her..' <. ]i'rom,hlll\l1,.~icJ:v1+,e ,t.l,i,81 .P~RPomany nouns are there in this sentence ?.,Why .w~.,~~Y ,fHl~
"liiii8hs li~re; 'anil ·why ?-· In what.case ar,e, hif.m... an~,{ter,.~ . ..,...,
'' ttow many articles are there, and why r · . ~ ., , ,,.,·J
'·' .'
\
Q. Can o/e say, 'JJ'Q.he,I .. \ Tp .she ?! 111W1ill, ~?elhAQ ~o, y.,see
J ti{at 'i Here'·islaniobject. after prepositions,(,, ¥. !lffi! ,µie ,ob;f;lct of
1" · "Q:•Ho'v many verbs are· ·ther11? '.' Wbicl/- ar.e r.tP.eYtJIB ,;rril,ti?
What are the rules for each r
"··· • ,, · .. •'""'''¥ mt· ·an·ac iou, oi; of a relation?
· ,( . '" .. : 111 • 1 ,, • , r.f .
1 "' •1"Q!' Pef J111.ps · yoµ"do ' npt• know ·what parts of l!Plle.llh 'fCTfl
. l>'.1
' 'Q. Sirlce it' is; a ifact, ,,then, thati .prePf,ls~ti,qns 1 ~pll~·~,op;~ct
:J•
&c.~'are. i.JJet us see if they _bav11, A ,g{l~~i.ii)r P1 ~~. 0aj1,e't1Vi'.eid'~ !~will s~a'te-.it! in the f~!'u pf .Y. 1flf~~'I•
;'i9. re·for, if they have, we shall of course wish t_o class ~~....as<L~·
at.~t'.?u ""· • .''~ "~''' "~' ''"" '\., "'!'1, .11, <''"d '~·Jd r. 11 ,. jl
have others, and give,·therri. ,V. \,lllPT~e. Will you })!CK ~>Ut "\11
.. w~ ll :>111 u" ~ fl, fl . •"'111.'C'X.:El• :'!Cl%• •: io.i.; ,,. 1 ·d;
, ,,,.(
· . this example ' that
have· a krnd of general
( · ..'i ,"'
"'11Hll ""'"' I 1 . . • I I , ; l
( • •· _ ,_:_i bypreposi•tions.
•
word s .m
·
• Ill
,r; 1tnmg
rTlle:.abue ftive case·ma1/begovern,,.,.·
,,
Q. Will you name them, as I 1:ead the sentence_I'''
·
.•\.
. . • ' ,,, ,-. _, ,., lH• ' t' 1 ,, ,, • 111 ,, .i , ,, 111 ~ 0 " " ' 11 /1 , 1
•·· '' "Q. Do •these•words .do .any.thrng more ti1a,p ,~i~\llY ~nnec
ttn ~. v I 'saw·James••catchingdi!!h in. that riv,er;'..•;-~VJ:11~t preposithe nouns, by showing the direction or disian,ce of q.n,~,f?bJ~fit
lii)?~'~<M's'. ~vef 'com~'after!l'. 1'""'.1 '.• •11h
v.rt >t11t ., , ., 1
,l,., ·· nouri 'from another noun' in the same sent\ln.c~? ,.';l;hwi, fli!ll"I
1'1,1 'ft· f~)Vb,llt case, then,' 18 r.i:ver.; by..w,hµ.t, ·is. 1 ~t gpy~rp~d llllil
weatovert~ebridge,near t~e m~etiug-h.ous,e • . })~~~ 11,p,~,o '~atls''t,heru\e·?· i'.!": I'"'·· .1 .' .11••. t "<'i.; 1.1. 11 1. 0 .," .'. ,.u
'°' !· does it' no't\' 11hoW·.that. the ~bridge' is.-11ot; S\tU~~llii /Pf' ~)qm. ~ ,
<'lfe J.wil' in' "State · of,de~pc:\Il.WWJl)'r}•" Jlq~,,m~ny, ,~ei:hs
' ' meeting-house? "~' ",,.. l ·' .1 ..
<Ill 1ih,.,rJ1 ;\~ ?.'
'• li?i thflr.e in \his sentence, . and, if but one, 'l'l\i\~..J!I ,,91.11 .•i;m,ll. f~
· Q. Do n.ot these words connect nouns, and, show, ~4~ .~.e aHo
~ it'A· ri'grl!eifle'!ir?l•'.ui ,-11 1,1 u11 ' ' ,,.,; ry :~·!n'."" ,,, •ti. 1,, 11 ,, , ~~ •
'"·.. u'it regards place, ·distam;e;:&c •.benye\)i:i t\1~ ?,. . ';I ~ I ~ ~ . .!}_
. R· Is there 'any pronoun ?· .W,h)I <lSlltla ,pr~~O!W-,hWlJ!l~JS the
~ ~~m~~ .w~s. in the we~l.' In .~hat \).qnditiqIJ,}ym' >tl
. ;Jl,Ie % f' it'? rJ1lmv ·• 11· ! ,, I '.Ha'< .,, ,i1 n( .i>,,. , 1 .i•.1 • , , .
Does'or aoes not'-i7il.sho_w·1th1s•.conii1wm~ "tr.1·.,,...,,i. ~ 1., ·~1t· .~. .· . ~ltifl::.. Is, wer~ ap y ~clll, 1and, ~ti,any" 19{..wl}~i. ~~ .~ ,,WJiiX\? . 'h .
· ,,\ "".. Qi·-ll~ we•should· say,A1Jame11 W8.8 17'""0 )1!,e~Sllh:.t~~1t'~ ~{ ~~~~wAi#th'e~tr1ilny words tbAl-tu 8llcr+·.,~1~Wit~ h~~.een . e,

.:·-Q. ,

~~i,te down.~ 'se~tence'·

an''a~t~cl~. .,t adj~bt~~~·;

~~~.top,o~

bi~

.

1

:W.W

p;,er, near,

'''''"''"!."'

'ttl

N

•

•

•

.5l,

I

a

·~

!i!r, .,J';:'.'iif,,.0,;:•·• _r..Q~ ;!~.1 w~i( ii' ilr.e1'11k>?r.i 11 xriilft":- ~'1·6f'.i£1.!
f~•y;,f'~~ffl.W'.W~,lf/t .~ , !/L";.p •\:' ~rrlt!· ~1.1~ 111'...' . iI/ {· ~.,, Jflij
!tfftliff~Y,•.\tf.e.qJ. d · ~"'n:J·,D-~j1 ~('.~·~'i"·t 11tl;!f(&1>".~Jii?.. { ·i/t'il:1

,ti'. Q.··'~ow ' 1any.L~OU.Pti\ a11e lthere ,, m ' thtl seuteJlW·'1 '~~
rrJ ·
ntif i'.n ·tlie''objective: 'cas'¢~ 1a1idi' gciverned ·•oy ti!el 'prepositions,~ei.
fore· them? .. What ·1sthe •ruleforeach? • ·r ;... 1 ; ""''·'' h1W1<1J

·~Sf' !} ~.!!en~.~~'gl.~e y~u'1'.a,H~~cro't1'thelp.ri'n,ci ial ·P.r~nl'/tibif,s(.(

1
m
rh1?.~ fOU~.~a,Y.'~~f.ei'I. w·:,J?1eM~_r.e;·, ;Will ' you, •lt~}l ·m~ ~W.hldli
are the prelios1t1011s'' as 1 ¥ea4" lie
to: you ?" ·'i!"·'•L ·!. 1rM;

1
phr~es
~.lUi Ctf.l .;tl ,k- ~·'li\1' 1 1 t\;' ,f , "" '-' P,t'.':1j_y i} ,\;,,f\ ,11,-: .. :: ,of;;'l'•> j',.fl',•;., b ~ ~l/ .11'.'
'Gf.lhe 11nan.' ' ~~ .. 1¥~ '1.:111Jidstl\he troubles.' . ;, · ~ .' ! Ti7'!'f!rds 'thf,.h.O .

r

Jib'

'i' '

Ou11 of tl\e>l1ou'*'A'{-<i' ,.;,f.1' Be/1oe_~11..th~ b~1ld1nr·'.•. · . ,./ At~!",'lCt,l\1s •PW
!·, Tq the ho11S!".' ,;,., <.
petwµ:t the. hoq~e~. · ., i ·~', ·• "Eicq.>t'q~e qoo
' 'For the house.' "!!·! 1 13eueath ·the house.' , 1 :.• ! " Ac1oss tbe;.ireef:: lai
';By tl!e h011~e/ ;' ., 1,... ·. 'P1:q11• 1\1e towu.' .. "
·,, · .' Q,.e~ l)]e-'.h,ill.'1; ·~I;!'
'. .JVit/1,'tlie house.' ,.11· · · i·' 1B eymid the city.'
·.
'A <rainst the oost. •· ·r'~
•' •rn·h
· J, , •.-.,I ' .n' ~' th e I'll'
"· ' '11;· " ' A"'nl(J11g
' "'st' ·ilie'i'bo'''ln/f~
rn." · 7··1
.1 t h"
c h"ouse.
11 • '·'
s. 1
" Wit!iout,Lh'e 'bouse.' · 'Insteud'oftha( word.'·· 1· ·' '· · '"' Upiiri,th'e top!! :.i1.Tlf
' 'i.trozind ·thC house.' ·
1'Notwilhstullding tbe diffi: ' ·On t11e brow/,!· . ..~· '
' In the house.'
culty.'
. . ., .
. ' OJ/' his ·guard.' , ..,LI
1
'·:Int.a the house.'
' Concerning; his case.' 1
'B(j'ore the' housC/ "'", ~
' Duer the house.'
1 ' T ouching his case.'
·"' '
' Down,the 'lull.' ·;'
•
' Uuder the house .'
1 ' Throu1rhout the house.' .
' Up t.he hill.' 1 ' :: ·II!() '
' Through the house.'
Ac:coriliug to the custom'. '
'Ne"ar the city.' ,{ !- r-'•. •
'. About lhe house .' . · 'Behind the hill.' .... ~- ·.•<.
.· ,,{ ,,
/
1
• '

:~~';ow t~e l\~us,~.' . 1 ' .Besi.~e th~ ho:s,7.'_ ·~ . . ,'. ·. .: '; \)'>l(S-·1 ~
· Q. Wi\l ·you now:tgo back, and.parse all the .foregoir;ig p,hra~S';'. '
and be particular' to give tbe rules for .e aclnvord,? ",.: ·11 •: •' " 1
Q. 'He casts seed into ·the gr.ound/· ·. To cq,st me.ans' to;thr,Ow: ·
~He casts up.his accounts.'. To cast up meansto computei 1 H!lnce; V
do '. yo~ not se.e t,bat iprepo~iti~ns,,whe1.1,j.00ine.d to ve,rl:>s,',llfi'.e~t>)~e
meanmg of verbs v~ry matermlly? · · ;· 1 • •• ';rl.f'J '" ,!'.;
. Q. When pr~positions thus affect the meaning pf:~erb~, ' O!lgll~
thex, or ought the,Y pp t, to be c.o~sid~red as pan~ .of. t~1e;. v~rM ?rr. ·• •
' ~·Well, then, 1f ,the prepos1tw1i.1s ,to be · cons1.d,er.e,i;! /ff!\ rPI\~ ~1
of the1•verb, ought .t he preposition ·above . to govern .the . object'
after it,·_or ought the preposition.aud .verb toge!her,to gc;ive,ri;J,.jt,f-.i
· Q. 'He gives up alL·hopes.' . Is hopes the objectc af;er ,·J.!J?; t
alone, or after .gives up . taken .together, as one , active•: verb 3 ·1
What,.then, is the ·ntle for nopes 9
·
, .,. .\ ~~:. u ;: '

r,Qnta.!ni~fi· \\!ll sam~~g~ts 1 tl\e sani!j'V..e,f,QS . ~d th!l..,..same fbjects, +but
I llifretlint &avifriis }•':Will you 'write1J.ll attijj\~, ,~gent;'v~b~i\'epter'; P,rep~
aitl.qn, ,jLrtic;l~, an,d. objecµv;~ , ~e , to ,b!l. go~\:.rn~4 -by i~e<: pre\>l?si9pii1
W.ilf' yo 'write twelve -phrases;- eac)r·havmg ' ~·dltrerent prepos1,\jon,
,. uilcle:(and•Ii.ounjl <isix;1h'aving ditfelllnt'. prep0sitionsi buvt~e same' !ll'ti" cles and nouns? Will you write as many sentences as !here~a~e relalive
• ~J;Qlj.!:\w;lh~Wj,t,h a..r~latir;ej eit~er, in acjiifererit case,' or ;l aijfeJ;eQt rel~tive,
!JR;!l.~\:P ·,(W\11 1yoµ ,-.yf\tf?'.8P ~x;apiple ~f each mod~ ' andr teqs~ pf,,l).Ftiv!l,
passive· and neutet .i'\lrb.s ?, ~111 y!'>u. f.fl~ ~e,san,ie mt~rr_?g~(;\i',ely-,?ii ~ilJ ·
, .'y,ou write a sentence, m wli1ch the article does not be~on - to the no11n.
·'.·but is.used ,merely to add force to the-comparative adverb \.twent)'< sen- ·
l't ences,'thaving the same no.m inatives, the same irregulan verbs, ,als9.1a
r ,di~ere~t ·it·~~gular-ye1ib, in . the infinitiye_mO<te; in . e~ch, and a di!feren~
;..Q?JeCt ,if.te,r,~a~IJ .1. ,
·'. "'
•
,
.
• . . · ..
· . Will 'eac)i one m tl~e class examme the first example illustrating the
'· til'o.furo',bf,'propo iiliomi, o.nd then see w)lo will .write a sentence 'oonuliu1infthe, ~reatest' riµmber of prepositions' ?
'.
·
:
· '.,

.!. ' '
. •

•• N•.rr~ '

'}h'. '-'.

>t. - "'l

'J\' l _ _ _ _ _ _ _ _.......;..:_..;__ _

.lJ:!.~"'!(!.jl' !.·

I

\ '.~'

1·••

~

'

•

LESSON

"

_
_;:; ~·

xx:xvl.

,. t

~\.;

{,.,

" .'

MENTAL EXERCISES,
~

. .

.

.

'

:

'I

'

•'

.. : Q. 'James learns well at school, and behaves well, at home.'
,".."VJ'Q.f'Which words are the nonns here, and.why· are they no_uns?
. : ~'" Q. Which are tb.e i,tdverbs, and why?
, " :.,.;i
. ·"• ~Q. l Which are ·the verbs, and why? ·, '
·
· " · -~'
···'t!!i -~· l' James ·learns well. at school " is one i;;entence; 'he· behave11
'.
~W,e
.-at· ·home' is anoth er. ·What word c,onnects these' ·two. sen-.
' ·.tences togetl~er, in the first example? • , , '. • • ~ ' ·" !; 111
. itl_:.:q:1 'I iwill not 'desist - - he· ch id~ m.e.' •Can we, or i:an •w_e
,·'· nbt~ ' cbnnect 'these 1sentenc~s by puttmg m although 'J . Will.this
'!!Word make the ·sentence ·complete ?. .
"
•' ''
' 1l:.· Q>' James or John writes.' If we leave out or, will · there be
·~anyu sense in the · sentence? What word joins James and John
, •:together·? ' · • ' "-"
·
. .. • ·, •
~ o· Q: In· this case, are words only connected, or are sentences connected by or ')
·
,
..
. , •1 • '
1'.,<'· Q. These words, which thus joi.n sentences and. words together,
;~f
r;' r
-:. '
J
·~.}.. :in.~
~-, ::are · different, iu many respects, from any to which we have ati·.
. . .: " ~' ·'n"' . :.)
" · tended. Can we· not, then, form a new class of words with them?
' , \1: .· .~~ ~ : 1
! '·
Q. The name for this' class of words, since t.bey join words and
.. ;.
,. sentence~ togeth er, must of course resemble cor1fugp.lion. Do you
' QUESTIONS ON :rH.E _PREf.OS1r10N., , " ., ·1·: .•~ .:~ ·~_.
.'" 1remember what that word means? ·
Q. What is the meaning qf tl1e word .
Q: : Is a preposition 13Y.~r G<l"'P.. uq~ ;
').'~1 Q: ' Will Y?U turn h:1ck, ~you ' d? n?t. ~collect, and tell me?:..·
pr,epositirm 7
,
·
· ed with a verb 7
• ,.
J •.. Q. Now, smce Con;unction, that 1s,Jommg together, means.nearly
Q . 'What is a proper defiiiltion of . . . Q. Will you mention a' few pr'epJ>Si-. ,;
·
lions 7
·
' ' < " .· 1;rr1.i ')111 .'.. :I' the same, 'Yould it not be a good name for those words that, jq4
prepositions 7 '"" ' ·
tl,. What case does the.preposition·_,.,.. I .<
1 · \ )1 ;0 ,"";~•h· . ;fl:..1&.r.
· ·.eentences, and sometimes only words, together?. . , · 11 1 \l
govetn1 '1,j·: .. ,, ! ~ ..;.r;, , 1 . . •• . '·"·' ~~ ,!
· ·•
r H 1 ·!';·,! !1 \'\ · -~ :c
~' · Q. Will · you now tell me w.hat words are called co11junctiooa0
·
. · ·
t~ ~ \ 1td'>"l'~f>tt&i~~~. •g and what the word means?
' ~'f• t/ ~; •1·' EXERCISE·S.· .FOR',.THE • .SLATE •:OR . PAPER• :<'., J 1 .~, .;:.,t , \.f.: Q. . ' I love him,'oF I fear him.~ .. What word connects the two
·" ..p!;iruses here ? Does the sentence mean ~at I h?th ~oye)i,i,m_.1111~
Ji 'Q.', Will ydu.' write'd9wn an 'article,.adjective, agent, a verti/ l!' Prei\cf ·
1

'h1\Jl ·

1

I

·~,I,

•

I

I

:.

,

,

_. ·-~

"

,:.:::!".

I

-

•

eitio.n , '.a'.npfa.er 'article, and an.object. of.the r.elati~n? ;WiIJ. yollipar~e \i]f
11entence ·whlch' you have written? · Will you write s1Jrlsentenc_es, .each · ,

,;

' lfe&.Jt'·bim..?u

.'ff,·.'/!.

··'• :l).iir>:lr-, ., tt'h ·-. . ., . .,·.1.· •i ,•

·41t 0 ,e~>OiJJHtu: Si*~ 'JJu

?(

1t..:..~: Ut 1' 1 •. ~w1n·pr, .

1

·"

't';

....

1!

1.;f'..:.

l

tJ\J ,

~.,1 ;~
."l~it1J ~
/{oJtf~. .-.~.!~ UJii-:-'--.

90

.INTEL'L'ECTUAll !AND

PMcrm~ >'JR~.

~3J•

>'tin~h~m:Yo.u .~xf! ~ .E!<> :go.od !lgentj.'11;1,.J .:W},J,\,givii you l!'{me

111 Q; Well;•then,"are·~the 'c lauses·.'of the-'senten~ co~ected-'lihd• ,,
OO!Ilbinedj'Or separate and•disjoined ?•, I } "I ' • <'< >.:H ·l•i ' ~ 1 '"' :·!(~ , . .Beptences c_ontalliing .t}ie -principal, qopul~~v~ tCW>i~ctionB. 1 .~;WiJl
··Q: Disjoined ; you·are· right.' · Now, since' disjunetive' medn8 diJ..', ~ \!lU,"YW!:R1tP.ey !IJ;e;·~ l~ ~film ,f;!> YPu1?· ~ ~~f..Hlll>~~ ~i· ~l ·: .
.:.,J I[.fl.write.' 1 1 11 " ;, 1! _, ; •• • 1 ~ • f,Sinct•ltiutH ·randit chiis'istency :..i ant
jP.i11e{l. ~9u.\d . it, w wQuld it not, be a suital.ile name for those cb:n: ·
n' James urul John ~rile.h ·r.~ 1 Jll!.~1 !:'f vain.'... I:. ·u. 'ff"; .,1tJ,tf 1i.: L ,It . • ;
junctions that join sentences but' disjoin the sense? · '· i ,,.. '.,,,i;f,:~ . •,
. !, smdy tliai I !')ay learn.' . . . '. 1 ~il p.~isp~qygu ¥Pi1S~ · ~qu ,d_.-v•r Q.: Dis/u~tive exp~esses · ih~. idea very, wep: .: Will yoq, 'ili,.p1,~ . . _.'
."'!f'.y.ou sax 80) then~ am "ll"ht.' .
ed It.
. · . . .,, : . .. ,; ,.·· .•
~e,i; . ~.?, fix ~t m your ~~d, .e:wlam . W me wh~t a., <;lisji,ip~\iv,e :. <;9n;;'. ·
•Cftl w1U •operate 11 b~1 for 1your goOd 1 ' 'He blushed, thhifo're b~ is _gt!ilty."
J.\U!l<Uon .does, and, why it.is so called?
.
...,\, ~'¥ ,
and mme.'
.
',
" " ·" '. W~ierefort ' gaze' this -goo.µ'y 'c:9m:.
Q. 'I either love him or fear. him.' What word«here •connects ' ( ,t.EP!i • ~1 ip.US\ • l~n.ft I f1 ;; i l U • il1 P~xi7 1 •· 1· I / • ; • · 1 • ~ . -~ J.
,f\ rl , "'~ltl ! f r1 •; ;I l
... ,
,
·!
.tl!!~, I.do, I\Ql beheye it. 11 :1~ .Hh
the Pin:'d8es, but disjoins. or·separates ~~e SP,nse ? In disjoining the ·
· ·iQ;;·wm you .now. pick ' out those '.words in 'the following sen:.:1
Bl(nse, ~ there not a kind of oppos1tion of, meaning? 111n1 ot)ler;"
11'ltences that· are .disjunctive conjunctions( and"give me a rea8oii'
'Xords, do not the.phrases express directly opposite ideas?.!1 ~.. ~ o-9t
Why,theynresocalled?"
I
I "
lo •;•
•I
•
• ·~ )
_Q. \.Vhat k_ind of~onjunction, then, to be more accurate,. .woµldt ,
Y':lll, call t~ose t!i~t.Join ~ent'3nces, sorn~til!les, 011ly wo,~ds, ~41, !ll •
I Jlim!is w}ites ·1but'Josepn' ~ill not.' ' ., 'I1will r~pect'
him,
/houcrh
he
chide~
~e ~~ · time dISJOlll the sense,, by expressmg oppo&iti,on: of mei;µi- .
-~ Jobiior · l'·wil11 asiiiil' you.'
;
,C me.' H ·· 1 ' 1 · 11 ' ...
·
P
"'
"
i~g m diff~rent degrees?
.
· .
· ,.,, , .. ',. I' ,
· 'I mitlier love nor fear thee.'
• I shall do it;'tw1kihstanding he' hai'
1
1
;;
;;/)
~.L
,
js
tteilhe1j
~
f~w
grftat
me.p,
that
1forbidden'me
:
•1r
r
••·
.
1
'
•
-,i
1
J:
Q.' Will you now explain what a disjunctive conjunction jo~.
1
~cff1~, or µie m_ul.llfude."
·
. ...
-' ·' ll.h<\8 , ~n ,\he . queslion · of, some•
and what it disjoins, also what it expresses by disjoining the se~.'?''
" · •'.Its fhve, •\'-•th' ihe' Lord.'
,curious,, wits, '1'/ietlitr, in, 1he world,
·1'.Q. 'Mary sings we.I,!, and behaves prettily1' ,.;Does .thlli, 'rii~ ;t 'i lk.IJ'hou art w1.ser t}w.11.V
ihere. a,re more ,he¥1~. than.f~et.' . i, ,
that she both behave~ . prettily and sings well? Which word> is l
1!1 £e•t<they farnti •
· 1·
! '·' 'How can we·do bur1duty except we
11 ' Unless he, even like Pbcebus,
" ., "
know it 11
• • ". •
the conjul)ction ?
),i · ". I • .,'
.
•
' • ,
••
1
. ..r . .J.j ·~' : •1·1 l i 1 H ... ~ •
. Q. Does it connect the phrases only, or does it connect the senS8~ .YBHPg:? •H {i J)·I(, • ', It~ !. ,
also?. . .
, , . , · ' . " · . . .' "
Iii ./ I ,~) .....
W!ll y_o u now go back, and.~ckoJ?- up how mai;iycop_ulative'
Q. Well,, then, s4tce some conjunctions connect both..senten\lesli XoonJunctions, .and· how· many disJuncuve; ·are contallied ' in 'the
abo:im.sentences-? I· 1,,.. , " ,.,,,. ;· '" ·
-' .
· . ;r.
and the sense, and some connect sentenceR and disjoin • the• se~
;': Q.· Will you name a few copulative coµjunctions?
'' ''
ought we not to .make .a p.istinction between them?, .: > :. .!1 'ii ';'J) ,,};
Q. We have already named those 'that disjoin :the sen8e, qis- '. · -tQ. :Will .you name a .few _disjunctive _cofjunctions? ,'
' · \)
·h lo o·11 ,;__\,_:\·.\ :
.... ·
,. , · ; \
•
· . · ··
· ,.. •
junctive ; and, since coptilative rm·a ns j<Yining or coupling, would
;!:~1fl~1 •1 ci nii>t . thi;'
:
~
'tiJ
I 1 1
not this be a good name for those conjunctions which join or con.:.-.1
1 1 1'' I'
. : ;ttk·~ "•111 'ft) ·: 1-j <•'t;J •-1dt \ "· · 1 .... j ... 1'•
I
;,. ~ ..... q
nect, not only words and sentences, but also the sense of the sen-.;,
1
tences ?
,,
., ( ' _ , t
.
·. ·, : ~ >1 ' !J.i'
.
LESSON XXXVII.
1· ·< •1 ' '
1tll •
f ,·
. ~·. Disjunctive conjunctions, you say, connect sentences, but .' <l '··t uc-f ~ ·1··•t·.in .;.. t· ··lf(: ~ - 1'{ 1. :1· 1 . ~! • .. ,,r!"•.J .;.;.:·"'
;\ "
• ' .. , . · '" " ;.
d1SJ01_n_ the sense, by ~xpr~ing opposi<ion of meaning. By this ., '. ,.eJ h . '.~It . -~i'";!H». 1 1 MENTAL EXERCISES.
h • ·f~\_ 't lf'1 '1• · ·~l
•
1 ;41
1•i1
·•I JI .
ql'l1I J
•,·
b
defini~1on you ?Rn •l!~!!ngtnsh them! but y_ou ~~y ue. I,>y-tzlpP, .:
,write.' What word ,i,s,the conjunction
sometimes, to dm1.11gu1sh .the copulative 'conJunc110nsj .for: •ao ·not 1. • 1.iJl.' ,~ 111!-ffieB !III~ . Will/am
1
here, and why?. ·.,h!l. \)opul11-ljve or disjunctive,, !llld ,w,hy ?., , Who 11 •
prepositions connect words, !lS well as conjunctions ( ''; ' '''' ,·,19
· "tes, or ho)\\.p;\@Y wri.~? How many agents . or nominatives
-.Q... \Vhat do'prepdsitions show, when they connect? "' 11 ' .~"'1/'.!'l'l
\h~(. ,~~.n .? ,)!l Wiflifzm the ~onµµatjye;.~,·as well as Jami,'J
1Q.."The·man is happy be·cause he is good.' '' Does· or 'does'lno~' ,
~~ c~µjqqp,~W.!~1i.Pll.,Q,0Ch t.411 Sll!I/-!t <l~ \pf,po~ . IU\~ 1COD- · J
theN:onjunction because connect both the sense and ' the ' phra8e'i',L
', , . ,I ,, >,, ' " !t .. I H.,,
,
• ·l
Is it, then, _a cop~lative .~r disjunctive c?nju~ction? :' 1•• 1 1'.' }V'.'"~f~.i r quently of P/Onq\j~~'\,,
1Q...1 :,J,~~ ;wri.~1(8 1 ,8!';l~,.,~<;ls.' 11 • ])9es• thi,s zµep,n tji.e same •118
· -;,Q. " l •\'Vlll go, 1f he will.' ' What couJunctJon here ·connects, and ..
·'James wntes and James reads?' ls reads colU).e~ted to writes by ,,
i.mp1ies a .doubt, or condition? '
·
··
"• ' ' '·"lJ.U!l .
~ .~11j_yp.c):\oq, ~na;~;, ,., ,
',. , ·
' ,.
'. · .. .
' .•
Q. Well, then, does or does not the copulative ,conjunctiouh
'. ..1{l~ 1 ~\l 1 WPP,.t,.11!-[?9.~. IW4 ~~n~ are re~;la ,~~ .writes,? Well, then,....,
iserve to ~b_niiect and continue a sentence, by expressing' a' c6nditi~b. .
11
!Io· conJunctJons, or do they ILot, connect th!J- Same modes · and I)'
a suppos1t10n, a cause; &c;?
'
· '" 1 '" "'. ·:· /l (In
. ,pf,rerus,,w:i4. -4tlllle,s .of,nouns and pron~w1s? .
't 'i
Q. Will you now inform me what the copufative "conjiJpcti~rlt)f
;,,P~m,es_ i::i 1 1Ja~g , and drinlfing.' . How many. present parti- .
~xp:esses; when it connects? what the disjunctive does; and" w~t:
4'1P es are there here ? <1 Are ,!hey .COllI)ected, ap,d,,if's,o, by what? , J1
it expresses? also what it shows when it connects? ' 1 " 11 • • 'u .- .,i q1;>
_Q.· You must remember accurately these distinctions. "By'lio ;°' . ' ~..,!lo y_qµ .f!lll1\ •~!Jn, t!i~t tl_ie, sawe.,kind .. 1>f.Mrti.cip.l!lS are con~,,,_~Y 1c.qpajii#:y~ . cqpJunctJ.oll!l,' . _,.,,\· ,,. . t.i»: '" ;> .. , ,_.. • .- , .h
domg, .c~ you, or can you not, always tell a conjuncti<:>n "from1}'lq,
• Do> then, or do not, copulative conjunctions connect i,4e 'I
preposition? ·
· "'· '·
·
,
.. '
· .. '"' .•• n .µ,.~~"
Q. 'James.lrill not go,·unless Charles does.' Does unless'-her88' ~1~!lfl,,WQd!;~1 tenses,, and piuticipl\ll! of \f1e sam~ kind?- \)
. ~!I Hit ,.J[ ~J. lli.1:f·,,_ ti 1 • !11 L~Jl_ A i ... ,, IJ · ; .! . . i ii·
i: J. i
express con~tion? What kind of conjunction is it, then? ·
· · .-' ·;-;,
0

.· q.

.

.92

'!INTELLECTUAL AND
.
'Hlflf J, (1. 11 ;f''.. -, • JI .
. ·,
~" Q. 'Since conjunctions, ·iike ' prepositions an~ adv~rbs. .are _!\O~
·variedt can 1wer whe1hwe· parse·them,·sayranything more -than l!,Ull,
~

', plv,i to istate!•W.hat kind .of ·coniunctions.they are,lthat is
. ;o w_,he,l4"!
"·
'""'
OOpl!lative·or,
disjunctive?..., . ' . .
'
'
:'' 1."· ' "'lfl'~.
~ Q. Will you now st9-te to me m what respects conJUIICtlons conor.
1 'l'"" ;! : ~1:. ,
nect nouns, verbs and· participles? ·
•
" Q. I will swn up t)lese facts in the . form of a
.i· Wi1Lyo1;1·'
re~eat it?
·
1' ·
B.ULE XIII.
'

rule.

,

.ttuJ ,ad~!!'fhn

(lY,·i\. ,JA.tl'l'J3'.,l~~:
PRACTie:A'L" GR:AMMAR. ,

·WUl.

l••il1eoc1'Ylq · '11lir' ,~rmi "ll:n '>~niH ·~

93

, F~· 1;\Yba hlnd\nfi.il;!JOlljµnctiQmro~ct&1RuJ~J\Vi~ rMarjj ; : ruv' '
. ,MTeij, 1•lu•n,t<Wh®•t~o·1onimore "Qimsr .llre;,cowiected . b~
iA
~
· ul9ii~ C'rfff5'J·tiricti"o:n.i ,' 'm
".'. ust.:the 've"·r·· b'' w
·.-:r't!.!·
;;ffi~~'
'•"-em
' ,.. ..
w~~""6.
'"~Q",~~Lt.
••uW•W
. .tllsJBi.n~i<m pb1ra;i,,number ?1 !I 1>~·1.11. ,. 1,.,i'io:#~i1u;,.._,, i."!N : 'ft\ ·

Q.. It _will be _neceSsar); to remember1this ;'.'s o"I iwill;givel .y ou a
~.'Q ~~F?h~!~WJ&h ·you,r,tqf.re~at. . "!·,1 , "'":.' !~• " 'ilil-:·h,~;'J; ·: ; "
.. ,
,_ ·: · . , "B.ULE ·X IV• ·, ,, .:i .,. "·· .;!; .• c,:d'\', '.. ,.,

''

I( ,· .. J ... ·< .· . .: •

.·'

·.l ll}~

{;.!()

'!.

'

........ .\ . ' '

... , , ........ ... ,.•.• ~. · •" · .
· · · .·•
,.Two _or \more nouns. in the singular, :n71-mber,coupfcdtogetker
~ (Jonjun~tions _con_nect,tfze Slf!ll-~ c.a ~eS of no~n_s ar tJ.p_rqnq~'f\~
~Jtd't'opµJa'ti've" conjunction, must have' V~rbs ag~eang ' W~th
0
the s11me uwdes and tenses of verbs, .an~par~zcipli;~, tJlze, ~o/!f~ · Oie'm: in"tli'e'plu'rli.l'nurnb'er.''· ., .. , " ' \1• • ""~ "'"·' • · .•,.~ •· "'
u ,~

kind. .

~

·

,,:~··,-\'" '
. h .

.

.

·'

..::

· ·

!

.. ,

. · .·-.~i.'·

·

<''''

~'''·

<'
'
;, Q; ~,.lllJll~S ~d. ~.hqmas. _run
, tO . SC~P9.Jt, -~Y is i;un,,P.l"." "I?
· ~· •ivlary ·sing8 IU\\i plays well on the harpsichord.' In 'Y , a . :Whar 'ti n •d
t
•i.:
l fc •
~'t'
1th? Wh·1t
: . ' .<)
, .ls
~:'
"
'71.. ~r
~~;p
~!.
e
e
:W
ll! :""'\" ~ e or· its ~.
····o· e ~•1d tense are the ve1·bs .tJ·11's seritence ?, To what, t,hen.,..,
m
,;µ
·menfl w~qi· both those nouns? . · ., ' '· .' 1;1 -.t
• ··
.
•·.•
plq,!J..S COIJnected, and PY what rule?
. .
. ' • ' ! .. I
'.Q .. 1.Wleness and ignor.iµ1ce .are ·the parents ·of. many vices.'
:, <t·.,' ~l~ 'aµu I . p~seu ,by . you.' What are ,th13 rµlesJqr \l~rJl· ,W hy iBJ are·rused fo ·this sentence, rather. tha:n 'is ll '!What is;-the
,: • rr · rule fot 'are!I ·
: '
.:,_.. "~" ~ri ·''""''' "1 "
word in this sentence ?
Q. Will you tell .tile rule for each word in the ~oUmy~g
,YlfQYWiU " you give the "rules for ; edch word- ~ 'tlie l·follo~
tences?
' o i· J~ sen,tences?
. ·.
. . c .... ,.,tlu•

'·•

m·

0

, i_i-

'They told the, wh~le affair to
'1 do not believe him1 rnor .,1'>"You and I are' young.' ' :
'Y~u ~d Ii~ writ~! '
,
hinl and me.'
.
her, nor you.'
"
,
'You arid George did com'Tbey and I had written.' ·1' ''
. •You do not care for .him or
'I will say it between YR.Yj · plain.' " ., ' "
,;
I
.
'They and you had been punine.'
and me.'
..
,I '
- ' •You and he will have run.'
ished.'
·
Q. Will you, in correcting th~ followiug sentences; tell me w hy '
~e .and I write.'
'William and he do learn.>.
¢,ey ru;~ ~rong, and give tile rule, as I rnad them to you?'\I s1
·
Q. Will you, in correcting each of the .following sentences, tell'
'He came with me and thout• wJiy.,they are ,wrong, and what the rule is for each 'word which you
, •I will say it . between you
and L'
'He promised them and I.!ro:>· borr,ect; as I;read :them to· you? ·
•
" , / 1" · . '" , , 'i ~
1 ,
•He will write for you or she;'
'Will you pemut George and lfli Tlloil and. J:iWi-ites.' •. "O'., •
and' lie doe~ ·Study.~
. •Will you permit · Jrunes and I to go out?' . . , , . " . ' P .
• lDo.,Thomas and I lean;is·?"
,.,, My'wifo lll_lq, couSir:i. Vja.S
I to read the letter?'
'She and lnm ru:e very.1,llll·" -r~'He. !IDd she p,~a:r's prettily.'
the ,coun~.' . 1 1 • 1 , • ~ ·:. >J ·'
'Do you prefer tilem and I to happi_ly situl!.ted'.'
.•' 1. '
' Innocence · and . ,happine~
, \i ' ~\l~e.s ·~.d Wilham J:!a~ ~en
Char1es ?'
·,
'Diel he not tell thee Jtls•fa.W.W ppmshed.' ·1• ,1 Ii .... "" · · ·
dwells together, ·
. .•: "'···
'You and us ·enjoy many · and ent_reat thee t? forgive hi~?\ l:.' 'Pride' 'and 'meanness is de~
.
·
'" . 1 ,, 1 • · , • 1 • •
privileges.'
'Seemg tbe forts, and havu.i
iSoo:'"""' i•J·1 • .~ .... .,, ,,.,. • ·
1·
1 .. ... ...t '''-' 1
'I BaW the boat, and have been much gratified, he rem-_c....1;·- <="1""' ;. fl " "''" n1 •· •·•!· "'"" • • "'·~· ·\ il , Ii · 11 1111 "" ' J<J f""
been much pleased with it;'
ed there sometime.'" ,, •,. ~- ,r.
.,Q.. .The foJ\Qtv:ing.. p~~11ses · are incorrect,.according to .. one or
· , '" ,. .,,,,., ii.,, tJie other of tbe precedrng rules. Will you ·correct .them in ·the
- - - - - - - - - - - - . . , -" "'
~e..manner, as last requested?
.,. :; ,
011and he. ~alks fast.' .
'Thoma~ and you is' writirig
''. H Cf, a'n d her is disappoint!ld.' • now.'·.:"r, '
.
LESSON xxxvm.
~~.You and' me does well.'
' Will Mary and thelll go'?' '
1tff
•;Doe8 William·
hinl irt.':William's ·b;other and us is
i
'
·
MENTAL EXERCISES.
,.
" ·•: ,
' '
t ~"\ r .... /f! 11r ,1 ·o
Qiii'j(to play :together:~ · ., , .. ' tend 't~
Q. 'M~ and Rufus learn well.' To what is P.t(.W!·c'o:izi,El
!M1iry:"a'ija ;•m.e"' 1is'''going to 1<1 '-' • •f •1: )11IH1 n•'l ll ·f t S) '_~
and what is the nile for it? How many learn well. · .·1 l r)jr
001 to-day;* ii >I ·,.j~ .•'M • ·'.•1 -W I n<> { ', " 11"1< 11 •11 .i " ' . ;.,,.·.; fi l l hJ)::;
P..,.'li lfVHt r-c.•!f)· . . ·f 1'1 /
. : . , ~ w'- • ( I} .t,1 l:·;' '' .,./
~"': ii~w/\ n '<\ !!" .
· ·Q. How many agents 'are th.ere_? Yo~ re~olje~~ .. ~\lt ,fll:e ' yf
fl !'l1 ~!f1<%1µ~·t9~~ tlm,e , 9,~BGfllml:l ·~ Hg_W,~!ply,,~O_Ullli
must be of th!l same number with its nonuna~ve or ~eJ1t!_ ~~
'l.l;~\t1:er.e, Yt .)V._,,at .c,ase : are,.tp~y, ,\l;IlP, , pYi 1w,Q~t \ar~ .AA:iey;
'then', there' are'two or more agents, mu~ the v~rb b~ of.the am
•-1uJ .,, '" ··""" .. , u1 ...... u.tt.-, ...l-~'l4 _
.~eij~ .,W,h!lt ar~ the rules for. them?. " 1; ,t.11uif :<hi r1..i;, 1.i;:
,.... or plural n umber?
.
.
, ' .i .

:·t

James'

I

j

'

'-

I

r

'

'm

and
go''?> .. ·,' . : .

·'il>J t:;f.!/."•"

•.<1.:- !.1 .. 1 . . ,

11.

...; ,

eQ

!J:Jdftfi U {;J .ll '.JI t.i /..J1Y

94

; INTELLECTUAL. AND

llu ()l. l!j.(lbll:ti llU (111) <1 .J,hlj

v·1&,'f,

·<

~!tllll)

'H IJ 1 (l ) .'('11. )

QUES'..l\IONS: ON• THE

,

~I' ".il.1t1 •1,•)q.-.:> 1 1 b~~!

CONJ~NCTIONS..IJ

't•ilt!r 11Ubq.,

·~UQ•i, !.'
.'n"'f.\'ll ' 'H» If, ~'th-~~ft:;,,•
tne meanmg,o tne wol'·
·w nat 1s me meanme:o~ . 'l"'\'."'.l!
ccm ·Wictum ?
· :
·
disjunctir.e? .'
~ h'.>HL ., t "' •M J lli
..r;:~ tWliat<dolconjunctions conncct11 l. · Q:»Whal ldoes ' :a ndisjW1.etiv~!lll .
. Q ; How_many,k1iids.ofepqjunclions junction do '7
. . '' . " ' .,/,,iif11l
,ar1Hh~w
,,f l h'ey11 i1 "'lt , J':liln "'ll"""",'QQ,• . ~4\lf.~'J.~,Jl.~fP'
~,s.~ ~ I
·:,11
. Q. ·'llih't1at are
now can you te a,·conJUllC 11OD ·
~~ J Q. "WhaiiS the' meaningofth~ word from a preposition 1 '. ' '. !«111 <11li
copulo.tir<e? •
·
. ,\.. '!" '" •' Q. How many CODJUilfl1ons:cany~
''!' Q, . w~at.,•11,.a· coP.qla1w.e 1~onJunc, , ~ remem\>~{ .1 "'~t 1 nt11 ., "' • • .~l . ..' ,.
1
t~0Jl,i1 ;} ,t- ! ·P~l !!\·i'.'1J ~ ~' t~· •.i• t , , ' .. j · • '
I'
. •{/
, 'H ' )d f ... • t d'.,..'/(~•
~ f<l, iT '11 fl .r1 •1o1 l l'; :ih 1:1 ~" vi·· , ii i • ~-rl · tf~ ·)' H• o ... p ·1 JJHI,~

'Q.!Jl
"''

Wli
l"
-. · ..IJ1 '1)' •"1"• H llf f.11l 1111\d '/

at

ts

11

,.,y

EXERCISE!;1 1, !i'OR 1THE S¥TE , OR, P4J?!";it~•. ,: /{ ·\I ',,'
~· Will you write 'a sentence · having an 1article; adjeciive, andt1no.1U1;

Ht•-'l" ·: !• .. , ;

. an'other •article11adjective and noun connected ;t;iy1a coojuqc,tiol\ I .~so• ~
verb, an object, and a present participle agreeing with tl)e pbj~.c,t, 'll° ¥)
. Will you; write senlencee.- e noµgh , to, .embrace all the· conjunctions
include\l.in ,the li•t.a few. p~ages' back? Will you w1:ite <l single sentence
'' containing 'ten ·prepositions! 1 Will you writ'e five ·seiltences, ·ha'.1':ingJ~
. , ~lliu:0n.t..adv_~b ~e\lAll,l.; )V-i\l, !oui 'Yrit~ fiv,~ seqwnc~~ ••,11.~~ \\\av~il.f;"
differen~ conJuncl1on? ·
.
, '.. .
.,, \,.\ir ~ ~1)~
Will you class the words which you have now written ? · ·
•
, ·~
1
•, J.qf
r·· : 1'·'1 d ,;1 ·/t \: ... ~~· ·1, ~t .i , •
·
,:1 II
. , 1H1 '1! ( · Sl.)
h ,o.f.& ,j

c ·,

!J:""l~~I

t.'ili

i(iJ '"'""''' ·., ; ,

.,,~ ,;·q1.•d"=

; t l!I"

!.i

''!"

' :::.inJt
~\~~~. ~

l 1d
1

""~· , -,~~~~Ofl' ~1~: , ... ;,\ ...';;·,1; 1\~ ','{1~:,~~·
'•t..,

MENTAL EXER~ISES.

.

Q. 'Oh! dear me!'' ' '\Yhat shall I do•?' " Alas! I die!' 'OhJ
·. l •llave .. ruined UliY friend
'Strange! , peop~,, ;wJl) 1 a,~~ ~o lh D,
,OU here DO,tfoe a particular kiud of Words, tl1~t WC have, Il,Q~1)iet
• 1 ctasse3?' I:.et 'ut! exairijne their meaning.
'· · 1.,.,,,r, 1... ,·11 ~). .,,:,,
.Q. Do, these words ·a e'uote no feel.iug; or do. 0ey~ on the "con~
tr~ry" denote ~~.ep .J!~ ~~d~n feelrng ~f -~?rprise, wonder, ,~·
•
mirauon, &c. .
, ~{.
· Q. Do these words app,e ar to be. connected with othei p~~
of speech, or are they thrown between parts of sentences mere)
to denote some powerful feeling, as surprise, fear, wond~r; "' •
miration &c.?
'·"' · .;, ·
'U'lt .
· ' 'Yif
! ~,,r8·· ,~i4G~ ,there. are. ~o,me fe~ w~r1~ of tpjs des,crj~tjp~, .Qiffer•
~n.1-ift<w.\ \!DY. 'fi~l~~W,ll~av,e b.efore found,\~.~ ', up. ?}8r~·~~Pli
· and then, for your enc9urJig~,u~ent, 1,e~ !}1!'1 t~.V. Y0,~1 ~li1 N..Yo,if~~
'J[tll~~ffiil/~ ,~i\ 1f11iDY. S~Jtt~IWes , as you pl,f1lRSf 1 and you ~,\ll *d;nG
:words except s';lcli as belong to. some one, ?,~; , ~~!\ ., f:ec~~{n
.,, ,~~s~e~ , ,Fq~. th1s)!l~l; c\ass .'Ye.,win, ~.o~ &n P,:,~ na,rp,~11 , ~Ne:,7~
lion (from the Latm inter, between, andJectum, thrown), s1gmp~s
\ tH,o.wn betwee1~; an~,,siuc~ ~his. class of ~ords, whiC4 1 )xe~~
. no'w '.lip~n', is~"as'w~ have" se~n; throw1i b.etw'e'eh' tliil '}~arts~··
ea ~mep,~e.,,.~qul~ ~~ ~·~iµd not 'this te~~I i1,1;te1Jecti.~1n;'pf~~]:l'~;f,
· :"
,'''', .:i ·),'.'; ·: .~
,, ~~mjl, for. all this ~1~1s10n of'~ords?
1
Q. This word, 1t 1s true, will answer our pUfP9.se weJt:'ll{
can easily tell the words which are to be classed 'undel.

r

1

<;{_f'

<'. ,

PRACTICAL GRAMMAR.

adjective pronouns. Which ' are they, nnd why are they so
called?
Q. ·' One likes one's self.' 'I gave the book to one, I knovr
not to whom.'. Here are two adjective pronouns, one (used
'·twice) and one's. In what case is each?
Q. Do you not see, then, that the adjective pronoun one ilil
,regularly declined ?
Q. Will you decline it ?

Sing.
Nom. One.
Poss. One's.
Obj. One.
. Q. Do we not sometimes see such an expression as this, ' The
gr~at ones o~ th~ earth?' Does not one, then, have a plural?
Will you decline it Ill the plural ?
Plur.
Nom. Ones.
Poss. Ones'.
Obj. Ones.
. Q. 'Another's property.' ·'Others' property.' 'The former'e
'. phlegm was a eheck upon the latter's vivacity.' Here are four
adjective pronouns. Which are they, and why? In what case
is each, and by what words are they governed?
Q. Wh.a t is the rule for the possessive case of pronouns or
.nouns? ,
, Q. By observing these four sentences, you see what the possessive ca.&es \U'e; the others are easily told. Will you decline
other'.:!
Sing.
Plur.
' Nom. Other.
No1n. Others.
Poss. Other's.
Poss. Others'.
Obj. Other.
Obj. Others.
I
' ' 1 Q. 1 One man will injure another.'
Is another singular or .
pl.u ral?
' Q. True ; it is singular; and can we, then, ever say anothers,
,'meaning more than one ? Will you decline another, it being, ail
,WE; have seen, used only in the singular?
.:
.
Nam. Another.
Poss. Another's.
Obj. Another.
' . .Q. By examining a few sentences pack, do you not see that
:f<Yl'm£r and latter may be used in the possessive case ?
. · Q. I will now give you a list of adjective pronouns, disposed
1.m•sentences in which they are used both as adjectives and pro~ou:ns. They. are in italics, but you must decide which ar~
i~!lliciaed · l).S pronouns, and which as adjectives; also what th11
pr-onouns stand for, whep. used as sucl,i. _Will you dq this Q.S l
·r.ead.·them to y~m?
1

'

9

PRACTICAL GRAMMAR.

INTELLECTUAL AND
'Musi I endure all this ?1 •
'lknow llwl, but I cannot help it.'
' Those call it pleasure, and content·
ment tl1£Se.'

Q. By examining the foregoing examples, you will see th.at .·
th.is a11d these de'note objects or things which are near, but that
and . those more distant, or absent. When, however, iu a discourse, we say this, you know that it refors to something lait' _
ruentioued, and that to something before meutioned. 'Tliis man.'
'These men.' 'That man.' 'Those men.' Here we see that
the plural of this is these, of that, those.
Q. How many adjective pronouns have already been named?
Q. \Vhat do this and these refor to, the nearest or most distant
person or thing ?
Q. To what do that and those refer? \Vhat is the plural of
this') 0f that 'J

Q. How many adjective pronouns have been named above?
. Q. What does each refor to ? What does every denote ? Is it
: ever separated from the noun to which it belongs ? In what cases
is it used as a pronoun ?
Q. What does either signify? Would it be proper to · say,
. 'Either of the three ?' :what does neither mea n ?
NoTE.-Euch , every, either and neither are sometimes called distribuifre adiec. tit'e wonomis, because they denote the persons or things that make up a numDer,
taken separately an<l singly.

LESSON XL!.

NoTE .-Tlds, that, these and those are sometimes called, by grammarians, tk·
monstrutire ud{"ective prmwuiis, because they precisely point out the subjects to
which they re ate.

MENTAL EXERCISES .

.Q. Will you now point out the adjective pronouns in the fol-

Q.

lowing, as you did iu the foregoing sentences?
' Some talk too much, others 1 not
enough.'
' Let another praise thee.'
,
' If a soul shall sin against any of the
"CQmmandments.'

' He will either hale the one and love
the other.'
'All that come in lo the tent, and all
that is in the tent, shall be unclean
seven days.'
'If ye do such thin9s, ye shall die.'
' Ou the other side.

'Abraham took sheep and oxen, and
gave them unto Abimelcch, au<l both
of them mad e a cove11ant.'
'Both boys are here.'
'The lust sha.11 be .first, and the .first
shall be la.st.'
' I saw the first man go in, and the
last man come out.'
· '.Many are called, but J ew chosen.'
'There are man y men, but few phi·

may choose to give me.1
'I have but one apple.'
' All things were made by God.'
' Abel was the father of such as dwell
in teuts.'

'Thy life shall hang heavy in doublz .
and thou shalt have 1ume a,.,surance 01
this life.'

losophers.'
'A thir d is like lhefomter.'
'lnfonner times.'
·

Q. How many adjective pronouns are there in these last

'The difference between reason and

revelation, aud in what sense the latter
' is superior.'
.

·

Q. Will you point out the following adjective pronouns in the
manner last described ?
' Each man has a part.'
' Ei:ery of the clauses and condi-

' 'l'he four beasts had each of them

six wi11gs. 1

'Hath not nav igation discovered, in

· these latter limes, whole nations at the
bafi of SalJonia 1'

NoTE.-Snme, other, another, any, one all, S11ch, have been called ind'!fimu .
adjectfre pron<YUns, because they express their subjects in a general or unlimited 1
manner.

·wm you pick out the following adjective pronouns, as you

have the foregoi11g ones?

' Some considerations swerw~ me.'
'Atwther man has appeared.'
'I will take uny tl1111g which yo11

sentences ?
Q. None, you know, means no one ; but, in this sentence,
'Terms of peace were none vouchsafed,' you see that it is used
in the plural as well as the singular number.

99

not occur very frequently. 'Every seven years.' Here it is used with a plural
noun, but the term implies a collective idea
· · Either signiries 011ly one of two p<rsons or things. 'Either of the three' would
consequentfy be improper.
Neithu means not euher, that is, neither one 1wr the other.

This apple I will give you.'
1 ,1
'The eud oftliat man is peace.' .. ~
' 'l 'hese pears here are better than
those apples yonder.'
·
, •
'

'

,

. They that would have rnore and
more can never have enough.'
'Give me more love or 11wre dis·

arun.'

'I am not worthy of the least of the
mercies showed lo thy servant.'

'The least favor will be acceptable.'
'The tenor of man's life holds 011 the
same.'
' I saw the same things to-day.'
~He began lo upbraid the cities
wherein most of his mighty works were
done.'
' l~Iost men pursue pleasure as their
chief good.'
'Ife came unto his own, and his own
recei ved him 11ot.'
'I will attend to my own concerns .'
'Severut of my w1known correspond·
ents .'
' I have several things to say to
you.'
. NoTE:-This word se1-eral, you see,
is used Ill the plural, as expressive of
no particular number, but not large.
'It is not material what names are
assiuned to thee.'
'~ whatever conditioll I am, I will
be content.'
'This is the book itself.' Self is
used here for the sake of emphasis.

Q. We have seen that .what and whatever are compound pronouns when they stand for two words ; also, that what is used
as an interrogative pronoun, in asking questions, and sometimes
as an interrogative adjective pronoun, when it is added to a
road.1
_
1
,noun in asking a question ; but in the phrase above, both words
NoTE.-From the preceding examples, we find that erich refers to two or more
are jo\ned to nouns, and no questions are asked. Are the words
persons or things, and signifies either of the two, or euery one of any 1111mher takm
separately , and that every relates to several persons or things, and signifies each
what and whatever joined to the nouns after them, to describe or
one of them, all taken separately. When. 1t is used as a pronoun," it 1s chiefly 4i , ~pecify, sc,mething like adjectives?
the law style.'' 'Every, the least variallon.' Here we see that every isseparal·
eel from the noun to which it belongs by a definite article. This, however, dolll · ~- .Q. Are they, then, compound, or simply adjective prououna?
tions.'

'Neither office is filkd, but 11eitlter of the offices will suit the candidates.'

'ln1part lo erery man his due.'
'Either of the roads is a good one;.
consequently you may take either

100

PRACTICAL GRAMMAR.

. INTELLECTUAL AND

· Q. 'I will send such books as will please ·him.' In this sentence, it is evident the meaning is, that those books which I send
will please ~im. Now, since it is books which will please, as,
must stand for books, else we sh'all have no nominative to will
send. If as stands for books, then it must be a pronoun · and
because the word for which it stands is before it, as an' ante~
ced.ent, perhaps it is more correct to call as a relative pro,u'ow1;
takmg the gender, number and person of its antecedent.
·
Q. 'I will take what goods are on board his vessel/ WJud
~e have se~n before, wh en it is used as a pronoun, was con:
:s1dered a krnd of compound pronoun ; but, in the last example
'IJ!hat goods, it is an adjective agreeing with books.
'
· Q. Do ·we say, 'These book,' or' th ese books~· 'That books;
or 'that book?' Do adjective pronouns, then or do they noi
agree in number witli their nouns?
'
.
'
Q. This is suffi ciently important to constitute a rule. Will
you repeat it?

101

, • NoTE .....-Tqe foregoing is a list of.those adjectives which do fre<J!lently ~tand
:for names. In these phiases, ',The rich may have friends/ '. Assoc1at~ with the
·· wise and . p;ood,' 'The future will resemble the past' the adJecuves are used as
.nouns; aiid they may always be so considered, when they describe persons or
~'things with sutlicieut clearness, without the name to which they belo1.1g.

Q. 'Rufus and 'Villiam came to towri, and both of them went
museum.' 'What does both stand for here? What gen' der, number and person is it, then ? What, therefore, will it ai,rree
;. ,with? Wh'a t is the rule for its agreement? Who went irito the
' Jnuseum ?" Was it not both~ To what, then, is both the noriliua. tive case ? ·
• 'Q. Who, or how many, came to town? How many agents are
, there, then? To what may William be connected? What is the
rule? You say there are two agents, connected by and. 'Vhat,
· ·'then, does came agree with? What is the r41e for such agreeJilCnt?
I· ' Q. What are the rules for the rest of the words in the sentence?
Q. ' Both roads lead to Boston.' Does both stand for a noun
here? Is it not rather added to the noun roads, to specify someBULE XVI.
thing? 'Which is it, then, an adjective or pronoun?
Adjective pronouns must agree in number with. their nouns.
Q. If an adjective, what is the rule for it? What are the rules
.for the rernaiuing words in the sentence ?
Q. Will you te.11 me which of the words in the following senQ. Both, you see, is used in the latter sentence as an adjective,
tences .are adjective pronouns, and why? also, what the rule is
~and in tlie former as a pronoun. What is the name given to such
for their agreement? 'This man.' 'These men.' 'That book• '
words?
'Those books.' 'All men.' 'Each man.' .'Some menl'
•
, .Q. In parsing adjective pronouns, used either as pronouns or
Q. Will you, in correcting th e following sentences ~s I read
them to you, give the reasons first, and then th e rul~? 'These · ~.adjectiv es, ought 'you not to mention what they are called, also
,:why they.are so called, and then to proceed Ill! in the laBt two exman.' 'This men.' 'Those horse.' 'That horses.' 'Each
e.IUllPles?
men.' 'All man.' 'Every meu.' 'Both man.' 'Each of the
four.'
Q. Did you never hear people in con versation say 'Them
11
cost me so much,' or 'I bought them articles very low?,' 'Them I II
LESSON XLIL
books are cheap?'
·

)ntd the

Q., In what case is thcrn ~ Besides, is it not joined to books to
~pe~.1fy? ~nd ca1~ it specif_y, if. it is a simple pronoun in the ~b­

MENTAL EXERCISES.

Ject1ve, JOmed with a nommat1ve? Ought it or ourrht it not to
. Q. In speaking of the sun, do we not sometimes say, 'He is set.
be changed to those~ Thus, instead of saying, ' Them bo~ks,• ' •,&µg,' and of the moon, 'She shines brightly?'
ought we not to say, ' Those hooks?'
· Q. Do not the pronouns he and she refer, the former to sun,
.Q. Wil~ you correct the following sentences, and, in doing it, . · ,.IUld the latter to moon !l Of what gender must sun and moon be,
will you give the rules and the reasous for the same ?
·
then?
·
Q.
True ; sun is considered masculine, and moon feminine, ·by a:·
' I want them books.'
' Do you know them young :. ~figure of speech, as it is called. Will you now tell me how words,
'Who owns them houses ?'
ladies ?'
.
,naturally n1mter, may. be made masculine or feminine?
.
'Observe them three persons.;
' What is the price of them
-''Q. "Jarpes, the mechanic, has arrived.' . "Who has arrived?
handkerchiefs?' ·
'Them are one dollar.' '- '.I .
' Have two 'i)hsons, or only one, arrived? James aud the mechanic
'I wish to see them knives.'
'Where is them boys?'
.
are· one per6on ; very true. Ought no~ then·, these two nouns to
will now give you a list of adjective pronouns, which ha~:
been illustrated by examples, that you may consult at pleasure:-

'?..· .I

pr..:.f.;

. THIS, THAT; THESE, THOSE, SOME, OTHER, ANOTHER, ANY,
ALL, SUCH, NONE, BOTH, SAME, MANY, FEW, FIRST, LAST, FORMER,
LATTER, LESS, LEAST, MORE, MOST, OWN, EACH, EVERY) ' EITuta · 'i
1
NEITHER, SEVERAL, WHAT, WHATEVER,
· ·' ·'

, ~in

case?

• Q. When two nouns, then, come together, signifying the

sam~

thing,, would you, or.would you not, say, that they agree in case?
•· ~. Q. What, therefore, would you say, in parsing· mechanic !l If
·J:ou,make mechanic agree in case with James, which· is· correct,
'what is the nominative case to has arrived 'J ·

9*

PRAC'rlCAL' GRAMMAR.

INTELLECTUAL AND

Q. As it is important ~ remember this, I will give a rule for it. :
.

ll'ULE XVIJ:,

' '

When two nouns come together, signifying the same thing,

they agree in case.

.

i

·

~·

'John, the blacksmith, is dead.' 'I saw William, the lawyer. Does black.smith mean the same person as John 'J With
what, then, does black.smith agree in case, ·and what is the rule
for it?
•
Q. In the second example, just given, is lawyer and William the
same person? In what case, then, is lawyer, with what does it
agree, and what is the rule for it?
.
Q. 'John is a blacksmith.' 'William is a lawyer.' 'Is, you
know, is a variation of the verb to be, which is always neuter.
Can it, th en, have an object after it, and governed by it? Besides,
is not John and the black.smith the same pi,rson, and is not Willwrn
and the lawyer the same person?
Q. \.Vell, then, ouglit they, or ought they not, to be in the same
case?
Q. True; they ought, for the same reason as in the fo1mer examples. The principle is obviously tlrn same. The only difference is that, now, one of the words comes before the verb, and the
other after; in the forrner instances, both came' either before or
after. \.Vould, then, or would not, the following be a good rule
for cases of this kind ?
·
llULE XVIII.
.,
Any verb may have the same case after it as before it, whe>i
•both words rifer to tlte same thing.
'

Q. 'I took her to be l\fary.' Is Jlfa.ry after the verb, and does
her and Mary mean the same person ? :\Vell, then, in what case
must ManJ be ? \.Vhat is the rnle for it ?
Q. If you have been attentive to the foregoing, you have observed one thing, which ought to be remembered, viz. that it
makes no difference what case comes before the verb, whether
nominative, possessive or objective ; the verb will still have the .
Mme case after it as before it. Well, then, if it have an objectivo.
c:ase before it, what case will it have after it, by 'tl1e last rule?
Q. 'She walks a queen.' Do queen and she refer to the same
person ? What, then, is .the rule for que~n, since it is after the
verb?
'
Q. ':Mary is consi<lered a lady of distinction.' Do these tw()
nouns, one before and the other after tlrn verb, both tefer to the
same thing or person ? What, then, is the rule for lady 'J
Q. What is the rule for the rest of the words in the sentence ? ·
. Q. The following are proper examples under the two rules last
illustrated. Will you purse the words which fall under thesw'
~?
'
•
. 'Ye are they.'
.
'Peter and Edward are brothers.'
·
·
'She moves a queen.'
'Plautus was accoU.nted a po~t.,: •
' Thou art my friend.'

103

t Cicero was a very eloquent
'Virtue is a precious jewel'
'· man.'
.
'Varro was esteemed a great
'I considered him to be a phi- ·man.'
.
·
losopher.' ·' · '
' I took it to be him.'
·
'Julius Cresar, a Roman gen'Alexander the Great subdueral, conquered the Gauls.'
ed Asia.'
· 'He sat judge.'
'Uluudius · N~ro, Caligula's
'George will become a great uncle, Drusus' son, a senseless,
!cholar.'
foolish fellow, obtained the king' They are good companions.' dom.'
Q. Will you correct the following, as I read them to you ; also
give the rules, and tell why they are wrong?
'It was him.'
'It is me.'
'It was them.'
'Was it me?'
' I tl1ought him to be thou.'
I It was he that did it.'
'It could not have been her.' .
'It was not me ; it was him.'
' Mary is often taken to be
.' I took it to be she, but it was
me.'
him.'

I

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.,

LESSON XLIII:

.o·

.....

:\·

'

QUESTIONS ON ADJECTIVE PRONOUNS •

Q. Are the numbers one, two, three,
&c. ad jectives 1
Q. \Vhat, then, is a more accurate
definition of adjectives than the one bek>re given 1
Q. Are adjectives of number com·
pared 1
Q. Are there any others that are not
compared 1 \Vhy are 1hey nol 1
Q. Will you mention some of this
description 1
Q . "Whal is the meaning of the term
'tuljectire pr01w1m 7
Q . Wheu are words callel) adjective
pronouns 1
Q . ls both an adjective pronow11
W1!,y1
Q. What kind of an adjective is
this 7 Why 1
Q . What kind of an adjective is
· that 7 is these 7
Q. When do we use that 7 when
these 7
• · Q. Are any of these adjective pronouns declined 1
" Q. Will you decline one 7 another?
Q. Does ani have a plural ?
Q. Does arwther have a plural 1
'
Q . In how many cases may Jann.er
. ' and laU~r be used 1
- Q.' What does each denote 7

Q. Is it proper to say, 'Each of tlw
three, four, &c.1
Q. Is e!'ery sometimes joined witli a
plural IWUU 1
Q. Whal does nrither mean 7
Q. How is itself used 1

Q . When are what and whatever
compound pronouns 1
Q. When is what an interrogative
pronoun 1
Q. When is i.t an interrogative adj ective pro11ow1 7
Q . When are what and whateuer adj ective pronouns 1
Q . ls as ever used as a relative 1
Q. Are there not other words, besides those enumerated in the foregoing
list, which are sometimes used as aajective pronouns 1
Q . Why, then, are they not classed
with these, and called by the same
name 1
Q. Are adjective pronouns · ever
compared?
Q, What is the rule for adjectivM
agreeing with nouns 7
Q . Why is it not ·correct, then, lo
say,' This books 1'
Q. Is it correct to say, 'T.hem
books 1'

'.)

·/ ·
0._,.

104
I

IN..TELLECTUAL AND

Q. Why is it improper to say,
!Them men are gone 1'
. Q . Are now1s naturally neuterP.ver.
used as masculine or feminine 7
Q. When two nouus come together,
5ignifying the same thing, are they in

PlUCTICAL GRAMMAR.

10$

the same, or different cases 1

are the personal, and why? Which is the relative, and, why?
What do the personal pronouns stand for? What, then, is their
ge·n der, number and person? What is the rule for each? Does
his denote possession ? In what case is it, the1i? What is the
rule for the possessive case?
--.!
Q. What is the rule for each of the remaining pronouns?
Q. If whom stands for, aud refers to man, in what gender,
number and person must it be? What is the rule for its agreement with man~ Is not whom, referring to man, the object of
LESSON XLIV.
1:1! J
saw~ In what case, then, is whom, and why? By wliat word is
it governed, and what is the rule?
MENTAL EXERCISES.
Q. There are two participles. Which is present, and whi~h
Q. These sentences contain all the dif'A good man will
is perfect? Who are designated? To what, then, does desig' respect his neighbors' ferent parts of speech, and exemplify1 ; , nated 'fefer? What is the rule for it?
nearly all the rules which you at presrights.'
Q. What is the rule
which striking agrees with him~
'The man whom I ent understand. Will you answer <all
· Q. There are two conjunctions. Whicl• are they, and why?
exain~
the
questions
respecting
these
saw perished on the
Are they copulative or disjunctive, and why ?
.pies? You will then have a model for· . Q. There is but one word that describes or qualifies the acmountains.'
'His wife and chil- parsing other sentences. In the first.
tion of a verb or participle. 'Vhich is it? What part of speech
dren are forsaken by place, how many articles are there in:'
would you call it? What is the rule for the adverb?
these sentences, of what kind, and
their best friend.'
Q. Is there an interjection i-r1 the example? Which is it, and
'Jam es and John are why ? To what does the first mticle
why?
the persons designated.' belong?
Q. Will you parse the following sentences, and give the reaQ. What is the rule for the definite
'Ah ! me! I die.'
'°ons, as above ?
· -I
'I caught him strik- article ? for the other articles?
Q. Which are the adjectives, and
' There are many men of
ing his brother shame'Jam es is a mechanic.'
why are they adjectives? ·will you
many minds.'
fully.'
'I will do all my pleasure.'
' There are many birds of
compare each of them ? Are they reg~
'Modesty is a quality that
many kinds.'
ulm·ly or irregularly compared, and why? In what degrel) js: . highly adorns a \Voman.'
' There are many fishes in
each, and why? What does good describe or quality?
'He went behind the house,
Q. To what, then, does good belong? What is the rule for ad-, · before the house, beside the the sea.'
' And there are many men
jectives?
house, on the top of the house,
1
Q. There are six verbs. Which are they, and why are they,
into the house, through the that do decree.'
'There is a boy whose ·name
house, into the parlor, up the
~?
'
Q. Will you name the present and imperfect indicativl) active,. · chimney, and down the roof, is John.'
and the perfect participle of each? Are they regular or irregular,•
' He might learn if he would.'
l:mt could not find' him.'
wid why? There are three active verbs. Which are they, and
'Industry will be rewarded;'
'James, the mechanic, has
why? There are two neuter and one passive. \>Vhich are they,_
' I will respect him, though
left us.'
wid why ? In what mode and tense is each verb in the examples,
.
'He that acts wisely deserves he chide me.'
nnd why? \>Viii you conjugate each? In what person am~ num'Remember the sabbath-day.'
praise.'
' I kept two dogs, but neither
ber is each, and why?
' '
'John Nokes is a worthy
Q. In the first sentence, who will respect? What, then, does,
of them is now living.'
citizen.'
will respect agree with, and what is the rule? 'What is the rule
for each of the remaining verbs?
EXERCISES FOR THE SLATE OR PAPER.
Q. Wlrnt will 'a good man' do? To what, then, is man the
nominative? What is the rule for the nominative? What will'
Q. Will you write down four sentences containing an article, an adhe respect ? \>Vhat, then, is the object of restect, that is, the .ob:'i
jective in the superlative degree, and a noun? also four, having the
indefinite artide an used correctly, the adjectives in the comparative
ji;ctive case? By what is rights gqverned. What is the rul&.
·degree,
and four neuter nouns, all in the plural? four sentences, having
for it?
• . ·!.
four adjectives in the positive degr,ee, and four nouns in the feminine
Q. What are the rules for the remaining nouns in all the eJF
·gender? Write twelve sentences, each having a personal pronoun, verb
';>,_
amples?and object. Will you write as many sentences as there are relative
Q. There is one relative, and nine personal-pronouns. Which·
pronouns, with two verbs and two objects in each ? Will you write four
a verb intervenes, what is
then 7
Q. Why, then, is it not correct IQ,
say,' I am her whom you saw}'
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by

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INTE~LECTUAL

PRACTICAL GRAMMAR.

AND

107

1 Q. Again; does, or does not, the word James stand hy itself;
examples, in which it shall be more elegant to use that than who or
which? twenty, each h aving a specifying •djective of number, joinaj , th~ is, does it, or does it not, depend at all on the rest of the
with the same noun? Will you write thir1y sentences, having the saui11
sentence?
nominatives and objects, but each ve1·b different? Will you write the
' Q. True; it does not; it is independent of it. Since, then,
last examples in the passive form? Write th e follow ing examples in the
James is simply a name, and as the nominative is the naming or
possessive case, retaining the same meaning, viz . ' The book of John.'
leadi ng case, would you, or would you not, say of such nouns as
'The hat of man.' 'The bonnet of my sister.'
Will you change the following into other forms of expression, retain· ' stand by themselves, being the names of persons spoken to, that
they are in the nominative case independent'J.
ing the same meaning, viz. 'John's slate.' ' Rufus's pen.' 'William's
Q. Very true; they are placed in<lependently. I will theretop.' ' Susan's handkerchief?' Will you write your own name corfore state it in the form of a rule. Will you repeat it?
rectly joined with the word book .~ an example of eac h mode and tense
of an ac1 ive, passive and neuter verb? Will you write five sentences,
RULE XIX.
each having a different personal pronoun for an agent, or the nominative
cai;e, two verbs, one in the indica1ive and the other in the infinitive
A noun ~r .pronoun, ~cnot_ing tlie ~amf of a person or tlting
mode? several sentences, each having a present participle? several, , , a.ddressed, is in tlte nominative case independent.
h aving a present participle, referring to a noun, also governing an object? seve ral, having the same agents, but dilforent verbs, each in a
, Q. 'Ladies, I rise with astonishment.' Does this word ladies
different mode or ten;e ? twelve se ntences, each having an adjective
stand by itself, and is it iu the second person? What, then, is
pronoun used as a noun? also, twelve sentences, each having an adjecthe rule for it?
·
, Q. W'lrnt are the rules for the r emaining word~ in the extive pronoun used as an adj ective? twelve objects for this, 'William is
striking - - ?' twenty differen t adjectives lo this, ' A - - boy?'
1 '
twenty different verbs to this, 'John - - William ?' twenty different
~m_p. e, Joseph, I am astonished.' What is the rule for Joseph')
verbs in lhe infinitive after thi , , ' I began - - ?' Supply th e words in
(/,
the following sentence: •John went __ the house - -. the room
Q. \Vhat are the rules for the remaining words in the sen- - ga rd en - - wall - -.th e boat - - the river - - th e hill - tence ?
the top of it - - its side - - his brother and sister.' What part of
Q. Will you give the rules for the words in the following senspeech do you call the worrls which you have su pplied in this se ntence?
'tences?
Some oi th e conjunc1ions, you recollect, are and, if, that, as, &c.
'Gentlemen of the jury.'
'Fathe r, I have done wrong.'
Will you supply conjunctions to make out the sense to these phrases? .
, Reverend sir, I received
'Oh ! my mother! what shall
'He is younger - - I am.' 'She can improve - - she ple ases.' 'He ·
I d r, l ''
h as tim e - - opportunity - - he would only improve them.' • He 1 :your letter.'
O ·or t iee ·
writes - - he may learn.'
Q. 'The army being taken, we r e linquished a ll hopes.' Does
Will you write four sentences, each having a verb qualified by an
or does not 'the army being taken' stand independent of the
adverb ? four, each having a participle qualified by an adverb? four,. r.est of the sentence?
each having an arlverb qualified by another adverb ? Will you write'
' ·Q. Do you, or do you not see, that we have a nominative case
two sentences, each containing an int e1j ection? Will you write a sen-1 . independent here, as much as in the former examples?
tence containing all the different parts of speech ?
Will you now give an example of an article agreeing with a noun?.· · Q. Does or does not the nominative here lrn ve a participle
of a noun that shall be nominative to a verb ? Will you thus illustrate. joined with it, a like independent of the res t of the sentence?
every rul e which you have used by suitable examp les?
·
Q. Well, then, since the example is so similar to the last, we
Will you now begin with the first example which you wrote down,r ,'might class them together, might we not? Perhaps, however,
and give the rules for each word in that and the succeeding examples · for the-sake of distinguishing them, it may be well to give the
Then, will you commence as before, and class each word throughout1 ' last example a new name. Since absolu.te means independent,
all the sentences?
.1
would it not be ' a good name for in5tances of this description,
r, ·where a noun and a participle joined with it are connected with
'1.: the reRt of the sentence ?
. Q. True; it would. I will now give you this rule. Will you
LESSON XLV.
repeat it?

MENTAL EXERCISES .

In, ,

•I'

RULE XX.

Q. •James, where is that knife?' Is James spoken to?
~ A noun or pronoun joined with a participle, and not dependwhat person, the n, is James~ Does James appear to be an agentt1 ·ing on tlte rC11!aining part of tlte sentence, is put in tlte nomi-.
or an object of the verb, or neither?
'".
. Q. Why is James a noun? Now, do you, or do you not recollect, that the nominative case is so called, because it ·is t.b,Q,r:
naming or leading case?
1./f

Rative case absolute.

.

: , Q. 'The army being taken, all hopes were abandoned.' What
iathe rule for armJJ:I What are the rules for the remaining
words in that and the following sentence~?

'
I

>

,

Plj.AC.TICAL

- ~ Sh~e b!\ing lqst, a\l :V.irtue · ~;h.e whole !\S.t ate 4~vol:V!llJ, o~,..
him.'
.
' The sun having arjs!\IJ, !tlJ, ·
•John's father having died,
things appe\lred lovely.'
,
Q. 'To conclude, the · power can never return.' Has to con- '
elude any verb or any thing before it, to govern i!? Has it any!
thing to do with the rest of the sentence? Does 1t, then, or doe!!;
it not, stand independently of the rest of the sentence?.
Q. Well, then, if it is independent, can w~ do any thrng more~.
when we parse it, than simply to state this fact? Very true; ,
we cannot. Will you, then, repeat it?
B.ULE XXI.
The infinitive mode is fn·quently indrpendent.
..
Q. Will you give the rules for each of the words in the fol- :
·~.
lowing sentences?
'To confess the truth, I was
' To proceed, I expect the .
much in fault.'
sacrifice must be made.'
j
'To speak plainly, I compel' To exert his power, he opled him.'
pressed his men.'
~Jost.'

GR~'\~·

:.'·To be 'o ften -:vexed shows fol'- a new o:ue is not .g6od p0lweakness:» " ' "
; .
icy.' · · '· . '
· .1
:. 'To telieve• the oppressed is
' To begin is th~ best way to
~onimendable.". · ·
.
accomplish.' · " ·
: 'To renounce an old friend
·''Q. ' 'To govern that unruly member, the tongue, is·sqmetimes
·difficult.' How many words constitute the nominative case to
iS' in the lase sentence?'
· Q. Does or does not the word dijficult describe t11is nominative?
<"Q! Well, then; when there is an adjective describing any _
phrase or nominative, must it, or must it not, belong to that
phrase or nominative?
·
· Q. In parsing such ientences; the ~iffe:~nt parts of spee.ch.
may be par8ed by themselves, !lnd the mfimt1ve, only; be considered the nominative to the verb. Will you parse the following
sentences?
· ., 'To suppo~t a just cause is
' To hav'e' · ~ competency i,s
the duty of all.'
very desirable.'
' To be ridiculed is unpleas1111t.'

LESSON XL VII.

LESSON XL VI.

MENTAL EXERCISES.
MENTAL EXERCISES.

'He came to instmct.'
' He was worthy to be reQ. 'To excel requires mu~h study.' Is to excel indepencjent .' .l-' He was endeavoring to garded.'
·
of the rest of the sentence, as m the former examples?
J foarn.'
' He is an obj'e ct to be pitied.'
Q. Does not to excel do som.ethi1:g? .What does it do?.
:.,
'I took it to be her.'
Q. If it is to excel that reqmres1 1s or 1s not to excel a kl,Ild of
Q.
In
the first example, what does the infinitive to instruct
aaent or nominative case to requires "J
il
What does the infinitive follow, in the second? what
"Q. True; it is the nominativ~ case; and, as the verb is of the~. follow?
in.the third? the fourth ? fifth?
third person sin"ular number, m what person and number may
we, then, or can we not, make a rule with these facts?
to excel its n'omi~ative case, be considered?
'1 ' Q. Can
the infinitive comes after, either a verb, participle, adjecQ. ''To sing vulgar songs wil~ degrade a man.' 'W ha.t wil).:I When
tive, noun or pronoun, on which it depends, may it, or may it
degrade a man ? Is it not to smg vul!far songs "J Well, t.l:ien,,; not, be ~aid to be governed by either of these parts of speech?
may, or inay not, the whole phrase to sing vulgar songs be cQ:i;t· · Q. Well, then, in parsing, you may state the whole . rule, or
sidered as the nominative case to degrade"]
. ,,
that part which applies to one instance. Will you repeat it?
Q. Let us now put these facts into the form of a rule. Will. only
.i.... .
RULE XXIII.
you repeat it?
.· .T he infinitive mode may be governed by verbs, particip'les,
:RULE XXII.
Tlte infinitive mode, or part of a sentence, m~y be used (ZS'~ 71Quns,,pronoims or arijectives.
t''·Q. Will '. you examine the five foregoing examples, at the
tlie nominative case to verbs of the third :person srngular.
commencement of the lesson, and parse each word in them, also'
· 'To be learned requires much study.' 'To do mean acts~( irf the foliowing ?
·
degrades a man.'
·
'H!!.
W8.1!
..
ep.ger
to
learn.'
'James
prevailed
on William
Q. What are the uominatives to the verbs requires and'da,:.1,·
·'li¥be i~structer requested to study.'
.
grades"J
Jii¥i to write.'' · ·
' He endeavored , to make
.Q. Will you give the .rules for each word of the
· '1 I saw John trying to swim.' progress in his studies.'
sentences, and also of the following ones?
0

10

·~

I ,

INTELLECTUAL
AND
1
•.
. '
l
.

Q. 'They love to play.' '.They ·love to reaJ books.'

PRACTICAL GRAMMAR.
In , the~e

two examples, what do to play and to read follow?
· ].· · ·
. Q.. What, then, is the rule for each? Hut what do they ldve ?,
What, then, is the object of love in both examples? · ., , ·l ' ,
Q. True; to play is an object, and to rtad books is another;
but the infinitive and all the words may be governed without
considering this fact.
Q. When, th en, we parse the verb, can we, or can we not, in 1
this manner, determine whether the verb before the infinitive is
active or not?
,
Q. Hence, do you see that the infinitive, or part of a sentence;·
does sometimes perform the office of an agent or nominative,
and sometimes of an object or objective case?
Q. ' They desire to make progress in learning.' What does
to make follow, in this sentence? ·what, th en, is the rule for to..

Ill

Q. ·Will you parse the following examples?
'. 'He ~aw the lion jump.'
: 'Boys, let the dog go.
· : 'They heard Mary sing.'

'Susan, · let Catharine · have
her book.'
~.t:-_:)
~1·

LESSON XL VIII.
,-.

' Verbs that follow nm, DARE, LET, SEE, HEAR, FEEL,· Mlxji ~~s had to a part only of those individuals ; but wlien reference
and s.ome o.tl~ers, are in tlte infinitive mode without .tM; ~i{fl',,';JI . ltS had to {!,,em as a whole, the verb must be singular.
the preposition TO. ,..

· Q.

Will yciu parse the following sentences?

~

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(

~

1'

MENTAL EXERCISES .

,· Q. In speaking of the boys in any school, would you say,
'A part of the boys is out,' or 'a part of the boys are out?' What
are out? Is it, or is it not, the word 'part of the boys,' which
is the nominative case to are~ Is, or is not, are plural'?
Q. fa this, then, agreeable to the rule, that a verb must agree
make~
Q. But what do th ey desire ? Is not 'to make progress in with its nominative in number? Let us examine the example a
little. Do we not by part mea n more boys than one? If part
learning' the object in fact? Is desire, then, an active or passive
verb?
·
; signifies more th an one, is it, or is it not, plural, in fact?
Q. This object, being a sentence, consists of several words.' , Q. \.Yell, then, since part stands for more than one, that is,
What is the rule for the other words besides to make, also for · for several, must it have a singular or a plural verb?
Q. 'The army commits mau y depredations.' This is more
those in the following sentences?
·
' William-desires to excel.'
' The boys love to slide on . porrect than to say, 'co-mniit many depredations,' is it not?
' Man likes to associate with the ice.'
' ~" Does, or does not, a1'1ny include the idea of many soldiers?
man.'
' A good boy hates to be idle.' •. .. Q. !~ere, then, is a noun signifying many, used as a nomii;iapve to a sing ular verb ; and in the other case, the fact was di'I bade him do it.' What is the rule for H for bade~ for . i:~ctly contrary. Do you, then, or do you not see, that a noun
hini ~ Now, it would seem that do ought to be in the infinitive, ·meauing many may be 'the nominative either to a singular or a
since it follows another verb ; but has it the sign to~ Well, let.· ;P,~ural verb?
·
us see if we ca11not supply it, although it 8hould not sound quiie ·;-; Q. 'vVe must examine-these two examples, and see if th ere is
so well. 'I bade him to do it.' Now, since to is understood, 'not a differenc.e between them. When I say, ' A part of the
what rule would you gil'e for do ~
· 1 .Jioys are out,' do I, or do I not, mean, that several, say, perhaps,
, Q. I will now give you several examples to be parsed,' it!· ~ dozen or more, are out? When I say, 'The army commits
which there is an infinitive, without the sign to. Will you tell ,manx depredations,' do I mean that several soldiers commit, or
me which they are, aud what is the rule for each, as I read them ·ao· I /nean that the whole army, taken as a body, commits many
'
·tt. •depredations ?
to you?
' I bid you do it.'
' He dares not repeat that
;' Q. Now, then, do you not see a plain difference in the two
'James saw him catch the speech.'
'
instances ?
bird.'
' I heard him declare it.'
_ Q.' When, then, w01rhave a noun standing for many individu' l hear him breathe.'
'James, let him go.'
, als, and, in using it, we refer to a part of them only, but more
ethan one, must the verb agreeing with it be singular or plural? ·
'Q. How many verbs are in the foregoing sentences, in
Q. Wilen we u ~e a noun which stands for many individuals,
infinitive mode, without the sign to ~ Which are they?
. Q. · There may be some verbs, besides those named above, ,rand miian tbe whole, taken as one single body, in what number
'
that have an infinitive after th em, without the sign to; but yoq 11must the verb be, that agrees with it?
can easily tell them by the sense of the sentence. I will give 11 _ ,.Q. I will give you a rule for this. Will you repeat it?
· you a list of the most common ones in a rule. Will you re- . ·~
B. ULE XXV,
peat it?
·
'
: A noun, singular in form, but meaning many individuals,
. ,1(
B.lJLE XXIV, .
' may have a verb agreeing with it in the plural, when reference

o_
•J

"f

I

P.RAC'rICAL GRA,MMA;R.

lNl'ELLECTJJAL> AND·

, 'A part of the boys are out.'
'The multitude·.ru$~ . ." ,,
'A part spoil the 11ltq.rs.', ' .
6 Jf.} ~ff,,of.~lte .boys are disIDIStseU.'
.
' The niultitude e~ge.l"lY, pqr' The council were not unani- ·sue pleasure as ttieb;., chijlf
mous when they separated.'
good.'
Q. ' The meeting was large.' Here meeting stands for many
individuals, it is true; but does it uot refer to tb em ,us a body? Is
it, then, plural in fact? Ought the verb, then, to be was or were~
Q. Does, then, or does not, was agree with meeting according
to the general rule,' A verb mu st agree with its nominative,' &c.~
Q. The following sentences contain violations of the abpve
rule. Will you parse them, correct them, and tell why they 'a re

Q. WillJyou ·parse the :following.e}!:amples?,
. 'He lived t)'Venty years.'
~YI~ Thef were carried six hundred' mile's .' ',.
'They built a wall twenty
feet in thickriess.'.
~l

> I •)

· " He was 'c onfined thirty days.'
' Congress continued in session six months.' "
' The last summer; I visited
New-Haven.'

Q:' 'He tau ght me grammar.' 'He gave me a book.' '\!Vhat
'did' he teach, and what did he give? What, then, are objects of
·t aught and gave 't What are the rules for each? Is not me in
•.the objectiYe ? ·
Q. Well, then, we have two objective cases after each verq1
have we uot?
incorrec~?
. Q. J:Iere, perhaps, we. shall have a little diffic11lty; for do you
' A part of the boys has re'The nation are powerful.' "
·know of any rule by winch we can govern me 't Let us examine
'Tl1e church have no reru;on
turned.'
these ex1unples, and see if there is not some little word left out
'In the days of youth, the to proceed in this manner.' .... .before me, in each instan ce. 'He gave a book - - me.' 'H11
multitude eagerly pursues plea'The people lms many privi • .,· 'taught grammar-' me.' 'W hat word, and what part of speech
sure.'
leges.'
..
'is there, tbat you can iusert, and make sense?
·
Q. \Vh at, then, is me governed by, in eacl1 example, and what
is the rnle?
Q. 'He asked me a question.' '\!Vhat did he ask? Of whom
LESSON XLIX.
did he ask?
MENTAL EXERCISE.
, Q. What, then, are the rules for ·me and question?
- Q. Well, now, since it is customary to omit the preposition
Q. 'He walked a mile.' Did he walk any thing ? Does walkafter some verbs, we can make a rule to suit this fact. Will
ed, th en, have an object after it?
you .repeat it?
Q. Is mile, th en, in the obj ective case, and governed by walked'J
Q. Well, th en, let us suppose it to be in th e nominative. But
RULE XXVII.
can it be in the nominative after the verb; for does it mean or
' Active verbs of asking, teaching, and some otliers, are folrefer to the same person as he, the n omi11ative before the verb?
Q. lf it were the nominative after th e verb, what would be
lowed b!t two objective cases, the one of a thing, the other of a
the rule for it?
·
pe1·son, a preposition being understood.
'
Q. We will next see if there are any words omitted, as in
former example. Does the sentence mean the same as ~ He
Q. Will you parse the following examples?
walked over lite space of a mile?'
.
'The lecturer taught me as' He asked me some questions
Q. Io wh.a t case is mile, in thi s instance, having the r.repo;>i~
&ronomy every day.'
respecting that science.'
tion before it.
· · "'
, 'l\fy father gave me food and
'He wrote me a very long
Q. Now, since 1t 1s cnstomary, in spe41king, to omit, in
if,~ot¥,11g twenty-ou e years.'
letter last winter.'
mann er, several words in a sentence, as, in speaking of time,' to I ·'
say,' The gentleman visited m e a week;' of measure, 'The Cli'i· . :.; · r
•.f '
nese have built a wall fifteen feet high ;' and of distanqe, 'He
ran a mile;' woult.l you not say, that nouns signifying time, distance and measure, are put in the objective case, and governed ·
LESSON L.
by a preposition understood ?
· ;i\
Q. In what case, then, are week, feet and mile, in the forego- :
MENTAL EXERCISES.
ing examples?
·
'
·
,
.
Q.·
q{e
taught
me
grammar.' Then grammar was taught
· Q. As many cases of this kind may occur, it will be well to'.
me by him. Do you see, in the last example, after the p~ssive
have a rule to dispose of them. Will you repeat it?
~1, rt
.'.verb was taughl, we have me, in the objective case, and governed
.Jl'ULE XXVJ:.
.
,. 1 ,'- • 'by. to, understood?
·
Nouns signifying time, measure, distance, direction or space/' ,., Q. You have l<~arned, that every active verb may be made
'passive, by making the object the nominative case; but do we
are in the oqjective case, and governed by a prepositi.on ..undefi!
.
10*
stood.
·

a

~

y

•/

+

l'
-~

'

'

•. ~OTICAL GRA!\fMAR.

,JN'llELLEC!rU.AL AnlD

not sometimes meetM'ith ;this .sam.e .meaning 'tllqll'e~sed.th~'l .·
was taught grammar, by him?'
,
· ,
- . . . :.!
• ,Q. In this phrase, mstead of makmg the object of the .action
' ,t he nominative in the passive, is it not placed after the .verb a ~
·'· .. Q, Is it, or is it not, still in the objective case?
' . . ,•
. Q. Well, since this and similar modes of expression hay~ ·
come into use, can we or can we not say, that passive verbs have
, sometimes an object, that.is, an objective case, after .them?"' ,
Q. 'He asked me a questio_n.' 'I w.as - ~sked a question:'
, What -did he ask me ? ls question -the object m •hoth examples?
Now, let us put these facts into the form of a rule. Will you ~
,repeat it?
1
llULE XXVIII,
•t.o
,~

, Passive verbs of asking, teaching, and some otliers, m;efo'J..
!lo.wed ·by the objective case.
,, .,

·• ., Q. Of the following, some are proper .exar_nples under the 'Jast ,
1 'rule

and others under the last but one. Will you parse them
,corr~ctly?
·
·•
'I asked him the question.'
'The emperor forbid There-·
''l'he .question was asked sa bis presence.'
him.'
'He taught me grammar.'
'He was asked t:{ie ques'He wrote me a letter.'
'They allowed him his 'seat.' '
1tiov.'
letter was written me.'
'Theresa was forbid..the.pres" 'The bishops and aubots ence of the emperor.'
" . '.
were all allowed their seats
'The presence of the e.qiµi the house of lords.'
peror was forbid Theresl,l.'

; .',A

_,,.

·,.

LESSON LI.

''(

MENTAL EXERCISES.

Q. 'In the begin~ing of the world.' What kind of participle '
is beginning 'J
Q. Who or what was beginning? or, in ot·her .words, is there
any thing for beginning to refer to? True, there is not; but pos-'
sibly it may partake of the nature of another part of speec_h.
Does it, or does it not, mean the same as commencement 'J that is, ·
does it, or does it not, have the sense of a noun?
Q. True, it does; and it bas an article b.efore it. What p~
of speech, then, may a participle be sometimes called! when it
has an article before it?
;
. ; ·Q. We shall sometimes :wish to distinguish this class:of nouna,
·from others, shall we not?
~1r· ·
· Q. Since participial means relating to pa:r~iciples, would .it'.oli
would it not, be a good name for such part1.c1ples .as are used .11,1 ,
•nouns?
.1
Q. 'If.hey spend large sums .in decorating their .houses; .,;J;p.,·,

I

l ·d econating·. ~hat '~w :W.h~t, .then, is \he.rple·for •govel'ning housu
. by the participle decorating 'l
. ~ . . .. . : .
&r.v•i Q. _,Decor.ating·has no article befor.e it,r.it ~ · tr.µe ,; :but <doe8 it
.refer-to any thif!g? does it not rather have the meaning.of oma:ments. ~ Let us see:-'--' iin the ornaments ·of .their houses.' Does
s. not this make sense ?
·
Ii. " Q. •,If, then, ·deco'l'atii:ig means the same as the noun ornaments,
ought it,-or ought it not, although it has no article befo!'e it, to
' l>e called a Fa11ticipial Noun 'l
£" , Q. , Well, if.it is ,a noun, what .w ord is there before -it, by which
11 it must be governed?Q. From the foregoing Temarks, what does it appear that all
participles, w.hether they take an object after them oi· not, may
be called, when they have the sense of nouns?
_~' Q. Participial nouns is 'a good term for them. They generally .h ave an article before them, though n0t always. Do 'you
1 recollect whether the participial noun decorating governed
: liouses iri the objective case? It may be well to remember what
case participial nouns govern. Will you therefore repeat. ·t he
. rule?
·
B.ULE XXIX.
Tlie objective case may be governed by participial nouns.
Q. Will you parse the following sentences, illustrating the use
' --0f a participial noun, both with and without an objective case?
-t· r· • Some things perish in the
' Pleased with the whistling
· using; others in the using be- ofa uame.'
·'come 'more valuable.'
'He bore his misfortunes
"By the fear of raising envy.' without uttering one complaint.'
'Without having been in the
'He was busy iu making prep:world.'
arations for his departure.'
'Reading is useful.'
'Being praised was hit< ruin~•
'By the observing of these
' Do you teach reading and
rules he succeeded.'
writing?'
' Excessive drinking is ruin'Ju correcting his sentences,
ous to a mljll 1s health.'
.h e made some mistakes.'
si•tJ . ·

LESSON Lii.

~·1

:·ib -'· 1,
1
• ·

MENTAL EXERCISES.

Q. 'He does nothing.' Does this mean that he does any

,'t>thing? Ii
.
Q. ·'He does not do nothing.' Does this phrase mean the same
as the last ?
l'll u'Q. ·Well, then, if'he does not do nothing, does he or does he
· 11ot do something ?
·
, ;?o Q. 'He does evil.'
Does this phrase affirm or deny anything?
~ ·- ·Q.' ~He does not do evil.' Does -t his affirm or deny anythin!J?
Q. Well, now, since negative means denyi.ng, and affirmati:ve
!means affirming, would you call this sentence," He does good,'
lln affirmative or negative sentence?

' i •

~d-­
_,
~

·.'.>
I

"

_,.

C?_)

116

INTELLECTUAL 1AND ·1

1.1.7

I

" ' Q: 'He does not do good.' · .Js this a negative or an .affirma• , '
tive sentence?

"

.

".

· i Q; '1s ·this •a negative or an affirmative sentence-' He .does.:

not do nothing ?'
· - Q. JVothing, you know, means not any thing, and is there not
anoth er 11egutive word?
:· ·Q. How many negative words, then, are there in the sentence?
Q. You say there are two, and also that it is an affirmative
sentence. Well, then, do uot two negatives destroy each other?.
that is, are they not equal to au affirmative?
'"' Q. It will be usefol to remember. this. Perhaps it is of importance sufficient to eonstitu te a rule. Will you therefore repeat
RULE XXX.

' ' Two negatives <kstrvy one another, or are equal to an afjf.nnative.
,,.

·;" Q. Wi)I you correct th e following sentences, and, in ·doing it;
tell what a sentence having two negatives meaiis, and then give
the rule?
·
··
'He does not do no harm.'
'Nor did I not perceive him.'
. "Be houest,nor take no shape,
' I am poor. I do not possess·
no property.'
nor semblance of disguise.'
LESSON LIII.
MENTAL ' EXERCISES.

· Q. 'I detained you, that you might see th at man · that was
murd ered.' How many thats are tliere here? They are each of
.a diffenrnt part of speech, as you doubtless see. Let us see if
we can pick them out. What does the last that stand for; or
relate. to ?
·
·' '
Q. What part of speech is it, th en ? Can who or which be sub&tituted for this word jn this place, and make sense, thus, 'that·
mau who' or 'which was murdered?'
Q. When, then, you can substitute who or which for that, and,
mak e sense, what part of speec h is it?
Q. Can you use who or which fo r the that which stands before
man 'J Is it a relative, then, or is it added to the nouu to specify?:
ls it not,. then, an .adjective pronoun 'J
'
Q. Is the first tlwt in the sentence added to a noun? Can .who ·
or which be used in its place ? Is it, then, either an adjective or :.
relative pronoun? .
· · · · · ' ,,,,. ,
" · Q. Does it not assign a .-cause, or give a ·reason, why I ~de'
~ained you, and at the same time connect the clauses of the 's en.: ·
'tence together ?
·
.. Q.. .W ell, if it connects by expressing addition, cause, &c., ill
' the word a pronoun, or coujunction?
·· rJ ·~·
· Q: In such phrases as the above, the sense is l:he best guide;
it is true, to determine the parts of speech. But, as this word

t/i,al; is · a ·relative, w:hen y.ou, can .substi.tute who or which for it

..and an udjecti·ve prono.un? whe.n joined with a noun to specify,;
.o f cours~, then,, wl~en 1t 1s 1_1e1ther 0f these . parta of sp~ec~ h
must be a cpn3unct10n, must it not?
.
·' ·Q. '! ?islike such folks as love idleness.'. What is the object
after dislikes 'J By what, then, is folks governed?
·Q. Is it not folks that love idleness? The.n, what can be the
nominative to love, unless it is as 'J
. Q. Does as staIJd for folks, then? What part of speech; then
is as, when it stands for or refers to a noun?
'
Q. What is the rule for its agreement with /olks 'J In wha1
case is as 'J Do you notice that it follows such m the same sente11ce?
·
Q. \Vhen, th en, as follows such, in the same sentence, what
part of speech is it generally called?
, Q .. Can you also tell, by the sense, as well as by the word
.auch, when as is a rela tiv e pronoun?
. Q. 'I found such a thing as I never saw before.' What did
I find? What, then, it. the object of found, and what is the rule
for it?
Q. What d~d I never see before ? Does as stand for thing,
th en, here, or uoes it not ?
Q. If it does, what is its gender, number and person?
Q. You say that thing i ~, strictly srieaking, the object of saw,
and that as eiands for tlns word thing. In what case, then, is
a.i, and what ii' ·the rule by which it is governed by•aaw 'J
Q. Do you find, from the foregoing, that as may be in the
objective, as well as in the nominative case ?
Q. ' Do as well as you can.' Does the first as describe the
adverb well, that is, tell how well?
Q' What part of speech must it be, then, if it describes or
.qualifies a verb, participle, adjective or adverb?
. ,,. Q. Had it described a noun, what part of speech would it
.h ave been?
· . · Q. ', Do as well as you can.' Does or does not the second aa
connect th e phrases on each side of it? What part of" speech
· must it he, then, in this, and in all instances where it connects
.s entences?
Q. Can you substitute so for the first as, and not destroy the
sense?
"." .Q.. Herice, do you see, th at we can always tell each part of
..speech by the sense, and sometimes by the word joined with it ?
, · Thµ~ .when as' fol19ws such, what part of speech did you say it
was? . When you can use so for as, what part of speech is aa 'J
;When you can do neither, is it a relative; conjunction or ad-¥erb ? , ,
.
·
'
'·
,, Q-_ :.I will take either road.' ' I will tak.e either this road or
.that.' In the first example, either is an adjective pronoun; ih
..the second, a conjunction: will you .tell me why?
·
\\" Q .. Is either, in th e last example, followed hy <rr 'J What part
.of ii!peech ·is it in this case? In the :first, it is joined to a noun.
What part of speech is it, then? · .

1i8

PRACTICAL GRAMMAR.
,,

INTELLECTUAL AND

'

l

)

~

~llil >.i ~I(· l .
Q. 'I \vi ti take all the · fruit but two apples.' 'This is bu~
"'' •· LESSON LIV. , " • "'
•' rft
i pl- -: . tl1 111i , .
n· ,,,
" .,\
doing our duty.' In these two sentences, but is used both as an.
a,dverb•.and a prepo~ition. Will you tell me which is the ontr;'
QUESTiONS 'QN WORDS !usED FOR DIFFEREN~ PARTS QF SPEECH~ ·
and which is the other? Why ? ·
, · ·
. Q.. When is that.a relalive 7
Q. W.hen may any, prepositio\l be'
·····Q: Does the first but mean the same as except, and the last Hie
:t•Q: When'is it' an adjective pronoun 7 used as an adverb 1
iame .as only'J
.. ,
• Q. When is it a coujunction 7
Q. When is then a conjunction 1
Q . When is then an adverb 1 · ,
n Q. Whenjs as a relative 7
" Q. Can you, then, or can you not, distinguish them by their
Q. When is it a ro1tj unct:on 1
Q . When is both an adjective 1
meani1w ?
:...> . ·.
Q . When is it an adverb 7
Q. When is both a conjunction 1
Q. .•.He works for me.' 'I submitted, for it was vain to re· Q. When is either a coniunction 7
Q. Wheu is yet a conjunction 7 •
sist.' What is ine governed by, in the. first phraiie? Does for, in
.'. Q: When is .Uher an a<\1ective proQ. When is yet an adverb 1 •
Q: \Vhen are m11ch and more nouns 1
noun 7
the second, mean the same as because ? What parts of speech
. Q. When is but a preposition 7
Q . When are they adjectives 7 ·
·are each, then?
.) '
Q . When are they adverbs 1
·. Q. When is bnt a conj unctiou 1
Q. 'Since things are so, we must part.' 'He has not seen
.. Q . When is for a prcposiiion 7
Q . When is walk a uow1 7
me since that time.' 'We tiuished our studi es some time since.' .
Q. When is it a verb 7
· Q. When is for a COI\JUnctiou 1
, Q . When is suu"- a c01tj uuc1ion 7
Q. Are there any other words used
The word since is used here for three different parts of speech. .
,
Q
.
When
is
since
a
preposition
7
for
two or more difterent ports of
When it means because, is it, or is it uot, a conjunction? When
Q. When is since an adverb 1
speech 1
it is placed uefo re a noun, and denotes rela tion between one
Q. How can you distinguish them 1
·noun aud anoth er, is it a prepositio11 or a<lveru? When it simply
tells wh en an action is perfo rmed, th at is, relates to time, withQUt having any noun after it, is it an adverb or a preposition?
EXERCISES FOR THE SLATE OR PAPER.
Q. Do you, or do you not see, by the last exalllple, tliat when
'
Q.
Will
you
compose three se nte nces, containing the word that, used
a preposition does not govern any ca!';,e, it is an adverb?
.
for a different part of ~pee c h in each sentence? three, each containing
Q. 'If he has come, theri I must go.' 'He cam e th en .' Does
the word as, used for a different part of speech ? two, having the word
the first then refer to tim e, or does it mean therefore, implying
either, use<l as an adve rb and conjunction? two, having the word but,
reason, cause, &c.? I s it, tli en, a conjunction or au adverb ? ~
used as a preposition and conjunction I two, having the word for, used
. Q. .Does the second then refer simply to the time of coming (
as a conj unction and prepo;itioo ? three, having the word since, used for
Is it, then, an adverb or conj uu ction ?
three diffe rent parts of speech? one, containing a pre position, used as
an adverb? two, e:cemplifying the different parts of speech of yet? two,
Q. 'He is respected both on his own and on his father's aceach
having then, used as an adverb and conjunction? two, having the
com1t.' You have seen th at both is sometimes an adjective pro·
Word both, used as an adjective and conj unction ? two, exemplifying the
noun ; but when it corresponds with and, as in this example, is
differe nt uses of more and much? two, containing the same word, used
it an ad.iective pronoun, or conjunction ?
'
as a noun in one, and as a verb in the other?
· Q. 'Yet love does them to slavery draw.' 'They ~ttP.st f~cts
tl1 ey have heard , while th ey were ye t heathen.' Yet, m th e first
exam ple, means nevertheless. Would yo u, th en, call it un adverb
or a conjunction? In the 'second, it means still, or at that tirne.
Is it, in this case, a co nju nction or an adverb?
LESSON LV.
Q. 'Ye take too much on you.' 'Tlion shalt carry much seed
out.' 'Thou art much mi ghti er than we.' 'More men.' 'More
lllENTAL EXERCISES,
ingenious men.' 'The desire of havin g more will never have .
an end.' Jn these exam ples, rnuch and more are each used for · i.. Q. You now understand, it is hoped, how to class every word .
in the English lang ua ge. Classing words, you doubtlesR know,
three different parts of speech. When much and rnore stand for
is an exercise distinct from giving the rules for their agreement.
quantity, are they noun s, or adj ectives? What part of speech
He1ice we shall need 80me name for each of these exerci!es.
are they wh en joined to nouns? what, when joined to adjec""This, then, shall be our next object. You know, perhaps, that
tives, adverbs, &c.?
1 ·.
Q. 'The walk on the wall is delightful, and I frequently walk
,wer have a word, ETYMON, which signifies an original word or
there with a friend.' What two different parts of speech is walk
,root; and by taking the Greek word LOGOS, a discourse, we can .
..in this sentence?
.• : ::
form a .compound word of these two, and by a slight variation,
': Q. The fore going are 11 few of the many words that iare used · it will be. ETYMOLOGY. El,IJmology will then niean, literally,
discoursing l'especting the original signification of words; but
in different senses, and, consequently, as different parts of speech.
·But, by th ese illustrations, if you have paid good attention, can
in doing
this, it will be natural to notice their different sorts or
.
.
.
you, or can you not, tell whut part of speech any word may.be,
in any sense in which it may be used?
'JI

~

.

I

o

INTELLEC'FUAL AND '

classes, as nouns, verbs, and thA various changes which they
• undergo. Hence these exercises are generally cnlled Etymology.
Etymology, th en, will treat of all the difterent parts of speech, .
vfa. noun, article, adjective, pronoun, verb, participle; ad1•erb,. .prep . '
.. 1 ... 11.
osition, conjunction aud inte1jection.
- The next name, for which we arn in immediate want, is- oµe
for the due arrangement of these words in sentences. ·' The
Greek preposition sYN meaus with, and there is a Greek wora;"1.
TA.XO, to arrange. By a little alteration of tliese words, we forpi
the compound word SYNTAX. By S!Jnta.x, then, we· are to un-~·­
derstand that subject which treats of the due arrangement and ·.
agreement of words in a sentence.
· -'""···
We now have two names, that will represent all the variquliJ ,
exercises in language, which you have thus far Leen called upo°'>t
to perform. Will it not be convenient, sometimes, to have ;~ '
11ingle name for both subjects, to distinguish tl1em from many
others at school ? The object of all the exe rcises in this work is,
to teach you to speak and write agreeably to the usage of the
best writers aud speakers.
/:
We will next find the naine for these exercises, of which we . .
11re now speaking. GRAMMAR, in Greek, signifies a letter, and, .
as a letter is the first element of language, .we will call the
whole subject of speaking or writing the E11glish language, .'
according to established usage, by the general name of Gram-1
mar.
~
When any Grammar treats of the leading principles equallyf
applicable to all languages, it is called Universal or Philosophic~ ·
Grammar. ·when it is confined to the peculiar expressions andi,.·
idioms of a single tongue, it is called Particular Grammar, or; .
·~perhaps more commonly, by the simple term Grammar. '
We have seen th at the subject of Grammar includes Etymol-./
ogy and Syntax; ant! when words are arranged conformaLl)'. .to •
the rules of the latter, you know that they will form · sentences ",
'John learns hiR lesson,' is a simple senteJ'!ce ; so also is this;
'The industrious ant, in the time of summer, lays up food in
abundance against the ravages of dreary winter;' because there>-,
is but one verb and one nominative in each of them. 'John
learns his lesson, but Rufus loves play,' is a compound sentence,i .
because it contains two nominatives and two verbs. ,
'"
Hence we see, that a simple sentence may contain several}.
part~ of~peech, but it can contain only one finite* verh, and· on~ '
nommauve to the verb; also, that a compou nd sentence must"
contain at least two finite verbs and two nominatives.
- .,.,
\Vhen two or more words are put together so· as· to m~~ ·
sense, fonning either a sentence or part of a sentence, such ex .' .·
pressions are called phrases.
"
' ·
. • · Ffaill, to disti~guish them from

those in the injinili~ .~odii.'

PRACTICAL . GRAl\11\'IAR.

121

QUESTIONS.

Q. What does Universal. Gram.mar
mean 7 ·
Q. What does Philosophical Gramma>" mean 7 .. •
"
Q . When is Grammar called Par.
,
ticular?
1
ther~ 1
,
,
Q . Is the GramrriarJ. of which this
• Q. What are their names 7
work treats, Universal, rliilosophical or
Q. \Vhat docs syn signify, in com· Paiticular ?
.
Q. What constitutes a sentence 1
1position 1
. • Q. \Vhat does Syntax mean 7
Q . How many kinds of sentences
: Q. Ofwhat subject does it treat 1
are there 7
Q. What is the meaninll" of the word
Q. What is a simple sentence 7
1 G>"am:nUJr, and what is tne object of
Q . Must a simple seuteuce be con·
·it'! f ' •. · ·
fined lo two l'arls of speech 1
·:Q. What is the true definition of
Q. What 1s a compound sentence 1
G[ 1J111:11UJr ?
Q. What is a phrase ?

Q . What does the word ety11um sig·
ajfy 1
~.' 'Wbat "does the ·word Etymolng-y
' signify 1
; Q. Of what does Etymology treat 7
' c.Q. How many parts of speech are

LESSON L VI.
~

(

MENTAL EXERCISES.

'.

Q. As the true object of grammar is not only to write correctly,
but to speak so too, I will uow direct your attention to some
improper modes of speech, pronunciation, &c., frequently hear<l,
' but carefolly to be avoided by accurate scholars.
~,. Q. I will read the incorrect examples. Will you repeat the
correct ones which follow?
·
i.. ,.

f

Q. ' I s)lould admire to go.'
"

I should be pleased to go.
Q; 'Git your seat.'
, ·• Gd your seat.

'"i ' An awful fellow.'
• ; _1 A

d~sagreeable fellow.

'" Q. ".lam very poorly.'

' l'am very ill.
the chair.'
"" He·sat in the chair.
Q. ' He had'nt ,ught to go.'
';_ H e ought not to go.
.· ~· ''., '1 am nicely, I thank you.'
; 'i6I a~ well, I thank you.
_,S; LT~is bee~ is mighty goo_d, sir.'
. ··. ' This beef 1s very good, sir.
,, Q.« J ~mes is to home.'
·
'
James is at home. ·
•: Q:--~· I guess I shall go home soon.'
I t!i-ink I shall go home soon.
Q. ' I guess it rains a little.'
I believe it rains a little.
' Do not pint your finger at me.'
Do not point your finger at me.
'

Q:'< Hjl sot in

11

I,,.
~ <•

f

\J

,....

.

'.

1] ':'-

Q. ' Will you close the shetter ?' ·'
Will you close the shutter 7 '
Q. ' Are there a good many stu- ·
. dents in college ?'
<
Are. there a great many stu-.
dents in college ?
Q. ' Do that the just thing.'
Do that the first thing. ·
Q. ' I wi.~ h we could have the
door shet.'
I wish we could have the door

shut.
Q. 'Jest ·look at them houses.'
Just look at those houses.
Q. ' What a sight of churches that
are town bas !'
,
What a · number of churches
that town· has !

· ....,,

Q. ' I ·can't go there noways.' '·
I cannot go there nowise. ·
Q. ' I calculate to study hard this
ye~r.'

I intend to study hard this year,
Q. ' I reckon so.'

l think so.

..

·\

. ()

PRACTICAL 'GR'AMMAR.

.122
Q. • OpP.n the winder, or I shall
·
faint.'
Open the window, or I shall
I
faint.
Q. ' He learnt his lesson well.'
He lear11ed his lesson well.
Q. ' Did your instructer learn you
that-?'
Did your instructer teach you
that?
Q. ' The lesson is extremely
tough.'
The lesson is extremely hard.
Q. ' H e is otherways employed.'
H e is otherwise employed.
Q. ' Shall I go or n o ?'
Shall I go or n ot ?
Q. 'They rlone"it poorly.'
They did it poorly.
Q. 'This 'ere is very pretty.'
This is very pretty.
Q. ' Will you lay down after dinner ?'

Will you lie down after dinner?
He belongs to meeting.'
H e belongs to the church.
' H e must'nt go.'
He must not go.
• I wi; h I could get red of this
headache.'
I .wish I could get rid of this
headache.
' I see your brother the other
day.'
I saw your brother the other
day.
' I have got to go and see my

'?; '
Q,
Q.

Q.

Q.

aunt. '

I must go and see my aunt.
Q. '. Do not spile your book, my
child.'
Do not spoil your book, my
child.
Q. ' He sat out o.n his way home.'
He set out on ·his way home.
Q. 'Mr . .L. chaws tobacco.'
. Mr. L. chews tobacco.
Q. •The n igger has run away.'
The negro has run away.
Q. " Where do they set in church?'
Where do they sit in church ?
Q. ' Nary one of them saw the
whale.'
· Neither of them saw the whale.

I

Q. • James made out to get home·'

Q,, ' I have not got none.'
Q. ' He has no gardeen.'
. I have got none.
.
·"' He has no guardian.
home.
.
Q. ' He is very good to go . of ar- Q. 'He is cmn{n, ioalki'Tiorridin.'
Q. • The heft of it is very great (
He i.s coming, walking or
' ' rants.'
··
The weight of it is very ,great.·,
ding.
,
, ·' He is very good to go ·of erQ. 'Do heft me, and see how much ·
1
rands.
Q. ' I would ruther go than not.
I weigh.'
.
· ••; .. " Q. ' W oul.d you rense them ?'
I would rather go than not.
Do lij~ rue, and see how muct l
Would you rinse them ?
Q. ' He is a very pi.usical man.'
I weigh.
'
He is a very humorous man.
-Q. •He behaves awfully.'
Q. ' I dare not resk it.'
He behaves badly.
Q. ' That is poor luther .'
I dare not ri sk it. .
That is poor leather.
1 Q. ' He is a very leetle fellow.'
Q. ' H e hel it hot.'
r:- He is a very little fellow.
Q. 'How perk he is to-day!'
H e heat ed it hot.
How lively he ir,to-day ! .
.~; Q. ' Are you cleverly to-day?'
Q. 'The rain hendered I\l)'., Se,efug; ':":. · Are you well to-day ?
Q. ' H e fell down the sullar stairs.'
the city.'
" .. '·~ '.
H e fell down the cellar stairs •
.Q. " The laloc ii in bloom.'
The rain hindered my seeln
•• • 'The lilac is in bloom.
Q.
'
I wish I had two million
the ci ty.
.,.
i''.Q.1'The boys were all drownded.'
.such.'
Q. ' You have got some crock )
I wish I had two millions such.
·
i..j_
you r .face.'
(' ·~.- ; h~~o::h:~:e~I~:i~::.~ed.
Q. ' The stick is twenty foot long.'
You have got some smut on,
, · I am a sturdy fellow.
stick is twenty feet long.
your face.
.".'r Y :. Q. ' H e combed the dander from Q. 'The
How many pound do they
Q. ' ]Je you going before nm~ . ~· ., his head.'
weigh?'
o' clock ?'
· ~
He combed the dandruff from
How many pounds do they
.11.re you going before
..
his head~
weigh?
o' clock?
'. Q. • The horse's huff is badly Q. ' From whence does the Q.oise.. ,
Q. ' The water biles.'
hurt.'
co1ne !'
.
.: ·
The water boi/.s.
The horse's hoof is badly hurt.
Whence does the noise coi;ne'.l
Q. 'He had a span of horses.'
I· Q: ' He is the composuist of many Q. 'Do you know how many there _-'
H e had a p air of horses.
\
. · pieces.'
is 7'
""' ..
Q. ' Are you fond of cowslops, ?'
:
He is 'the composer of many
Do you know
how many there
A re you fond of cowslips ? _
,
pieces.
are? 1 ;
Q. ' l\fr.W.ex pected to have gone ~, ', ' Q. ' I have a fine hoss .'
...,._, Q. ' It was a tight match for us
Mr. W. expected to go. ,
· I have a fine horse.
to do it.'
Q. ' I live very f ur from here.'_'
Q. ' The dreen is finished.' ...,._,
It was with difficulty we did it.
I live ve ry far from · her~'. · ·.
The drain is finished.
\
Q. ' You must do like he does;i'
Q. ' The flow er wilted, and died. ~
. ~ • . •I begrutch the money I gave.'
You must do as he does./
1
Th e fl ower with ered an~ ~ie1I.
"
I grudge the money I ga~e ..
Q.
'
Oh, no, s~ys I.'
Q. ' Could you get i11 the house )'
.Q. •There are many hO'Us n m
Oh, no, said L
Could you get into the 'house.?
town. 1
(- There are many houses in Q. ' H e rode five mild.'
Q. ' Cramberry sauce ·is ,_very
He rode five miles.
gpod.'
·,
town.
Cran berry sauce is very g<>04.
Q. 'I took a peek into the room_,•,:
I took a peep into the room.
Q. ' I never saw aich . '<Ur,ous \.W''J(. B.-PART II. contains progressive ex~r.cises in syntadiw:t parsi7.'g,
• more critical rules for parsing and composilwn, and. numerous exi:reu1es
things.'
·'in fnlse syntax. It has.the Constitut_im• of the United States, wifh tM
I never saw such curiop
Amendments, for promiscuous [arsing ; also, a c<J'!llPltfe treatis~. oa
things.
' ~:
'Prosod1,1; the whole intersperse . '!1'ith jrequen;t exereu1es in compo~n.
Q. ' When the ruff caught on fir~.
·. There is also a key to the definition of English words_, and a familW
all was in vain.' ·
...,
When the roof caug4t ,oq_fi~$~
11.illuatration of t/&e French and Lati.n p/&rases and term8 in general. use.
.
all was in vain.
Q. ' I 'lleldom ever ride!·
'!,;
I seldom ride.
James succeed.ed in: .

g~tting
, . ~

rf·

1

• 1 1.

•

,

'.

