A NEW SYSTEM
OF
ENGLISH GRAMMAR.
PA TUP STOUT OF V. HICH
Y OPT IIS AND ,.01-LTS
MAJH BECUI fc.
ACCOMPLISHED! GRAMMARIANS
IN
THREE OR FOUi. MONTHS,
" 1T T 0 I T 'I HE AID OF A T E ACHE R
BY
m
SIDNEY S. CALDWELT
SOul" IF E Ji N UETHO 01 ST ;> r;BLISHI N H 'I S k
1890.
Accession - —
MEMORY COLLEGE LIBRARY,>»
OXFORD, GE30R.C3-IA.
REGULATIONS.
1. Two books may be taken at a time by any student or member of the Faculty,
or any other person in the village paying Library fees, and no volume shall be re¬
tained more than two weeks without a renewal, and no second renewal will be
allowed ■without special permission of the Faculty.
2. A fine of ten cents per week will be assessed for each book detained over time,
payable on its return.
3. An v person taking books from the Library will be held responsible lor their
loss or injury. No pen or pencil marks shall be made in the books, and no books
I shall be lent out of the household of the person responsible for the same.
4. No general reference work shall at any time be taken from the Library Duilding.
5. Any person willfully violating an" of the foregoing rules shall thereby forfeit
all right to the use of the Library.
,
^3
CERTIFICATES.
S. S. Caldwell.
Dear Sir : Agreeably to your request, I bave made as thorough an
examination of your work on English Grammar as my limited time will
allow; and I am decidedly of the opinion, that, from its thorough
analysis and frequent repetition and explanation of principles in the nu¬
merous exercises given, that for Foreigners and persons wishing to ac¬
quire a knowledge of the English language without the aid of a Teacher,
it is superior to any work now published. Also, for Teachers of large
promiscuous schools, having little time to make necessary explanations,
your work will prove an invaluable auxiliary.
Very respectfully yours,
R. M. Sawyer,
Formerly Principal of Franklin Institute,
St. Mary's Parish, La.
New Ibekia, La., May 9th, 1855.
Holmesville, La., Dec. 18th, 1857.
Dear Sir : From such examination as I have been able to make of
your grammar, within the limited time allowed for that purpose, I am
convinced that it will prove a valuable addition to the useful text books
recently contributed to the public. The Rules which are announced in
terms clear, simple, and suited to the comprehensions of all, are fol¬
lowed by such ample, practical applications, that the student of ordinary
intelligence can scarcely be conducted through the work without be¬
coming familiar with the structure and grammar of our language. The
work must commend itself to all who examine it, more particularly to
those engaged in the vocation of teaching, whose labors it will mate¬
rially diminish. I trust sir, that it will meet with popular favor, and be
brought into general use.
Very respectfully your obedient servant,
Geo. R. King,
Ex-Supreme Judge of La.
Sidney S. Caldwell.
Baton Rouge, March, 1858.
Hon. E. W. Fuller : From an examination of the MS. copy of Mr.
Sidney S. Caldwell's new system of English Grammar, submitted to me
by you, I am induced to give it as my opinion, that he has done much
towards uniting the practical with the theoretical. The principle and
the application, the doctrine and the illustration are so blended by him,
as to enable the student, with but little effort, to understand thoroughly
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the fundamental principles of the English language. I trust that his
labors may be duly appreciated by every school teacher, and that He may
meet with such encouragement as his work merits.
Respectfully yours, &c.,
W. J. Hamilton,
State Superintendent of Public Education.
Lagrange, Ky., May 27th, 1858.
Mr. Sidney S. Caldwell,
I have, by request, examined your New System of English Grammar
with some attention. It evinces a good deal of thought, research, and
industry; and I can see no good reason why it may not become the prin¬
cipal grammar through the South and West. Being a Southern produc¬
tion, it should elicit the sympathy and support of every Western man.
Its explanations and numerous examples are well calculated to make a
lasting impression upon the pupil, and produce more practical gram¬
marians than our usual systems of grammar do. It is so arranged, that
any one, with energy and perseverance, could acquire a knowledge of
English grammar, by this system, without a Teacher, in less time than is
usually devoted to that study at school.
Wishing you all the success that your great energy and untiring in¬
dustry merit, I subscribe myself very respectfully yours,
O. L. Leonard.
Pres. of LaGrange College.
From the examination I have made of the English grammar pre¬
pared by Sidney S. Caldwell, I concur in the opinion of the Hon.
George R. King.
Henry Gibbon.
Franklin, La., Parish oe St. Mary, Sept. 23d, 1858. Att'y at Law.
Franklin, La., Sept. 25tb, 1858.
I have just examined a work on English grammar, by Sidney S. Cald¬
well, which is, beyond doubt, much superior to the generality of gram¬
mars now in use; and I see no reason why it should not be adopted by
teachers throughout the country. I think it peculiarly adapted to the
wants of Foreigners) also, to adults of our own country, who have neg¬
lected the study, when young, and who may afterwards wish to correct
such a defect in the shortest possible time.
Charles Brown, A. M.
Franklin, La., Sept. 27th, 1858.
S. S. Caldwell :
From the examination which I have been able to give your English
grammar, I am gratified to say, without hesitation, that I consider it a
great improvement on those Grammars of our language now in use.
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Vithout making any radical innovations upon tlie principles of tlie
science, or their practical application, as found in other popular treatises,
presents the subject in its simplest and most natural form, clearing it of
nil obscurity; and by the numerous and varied examples in Parsing,
"which it gives under each Rule, it easily initiates the learner into the
analyzation of the English language; at once familiarizing him with
both the reason and application of the definitions and rules.
I venture nothing in saying, that you will have rendered an important
service to the cause of education, by the publication of your work;
and I sincerely hope, that you may meet with that encouragement and
Miceess, at the hands of a liberal and enlightened public, which the high
merit of your Grammar so well deserves.
I have the honor to be, dear Sir, your obt. servt,
A. L. Tucker.
Att'y at Law.
I concur in the opinions as above expressed.
A. Edwin Davis, A. M.
From the examination I have been able to give the prepared Gram¬
mar of Mr. Caldwell, I feel warranted in concurring fully with the fore-
£0JI1? opis^us.
G. B. Shepherd,
Editor of the Attakapas Gazette.
Franklin, La., Sept. 30th, 1858.
g, g, Caldwell :
Your work bears evident marks of great care and skill, and ripe and
accurate scholarship. It excels most grammars in these particulars; by
its fulness and detail, it will satisfy the inquiries of the advanced scholar;
its plainness, it is suited to the necessities of beginners; and it
Jll be a suitable companion, at all stages of their progress. For these
jitieS; I cordially recommend it to students and teachers.
1' G. W. Lane, A. M.
Franklin, La., Sept. 30th, 1858.
g. S. Caldwell,
In compliance with your request, I have examined your work on En-
M grammar, and although my time was very limited, and consequently
examination a very cursory one, yet I can safely say, that your
rk justly merits my highest commendations; and it will, I have no
f u foe well appreciated by an intelligent public.
' Very respectfully, &c.,
Jas. T. Fontaine, M. D.
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CERTIFICATES.
Franklin, La., Sept. 30th, 1858.
S. S. Caldwell,
I am of the same opinion, with regard to your work on English
grammar, as expressed by A. L. Tucker, A. E. Davis, and Gr. B. Shep¬
herd.
F. C. Palfrey.
Franklin, La., Oct. 1st, 1858.
Mr. S. S. Caldwell,
I have examined, with considerable Care, your new system of English
grammar, and I have no hesitation in expressing my cordial approval of
the same. A work on the English language, which will materially
abridge the labor of the Teacher, at the same time that it will facilitate
an acquisition of the required knowledge, by the pupil, is a desideratum,
the want of which has long been felt in our schools; and I am fully of
the opinion, that the grammar you now offer the public will serve very
materially to supply this deficiency.
Wishing you every success in your enterprise, which its merits de¬
serve, I am yours, respectfully,
J. W. Lyman, M. D.
Franklin, La., Oct. 1st, 1858.
Mr. S. S. Caldwell,
Agreeably to your request, I have made a hasty examination of your
work on English grammar, and although I am aware that my acquaint¬
ance with the work is necessarily limited, yet I do not hesitate to yield
it the meed of my unqualified approbation. I am persuaded, that it
w;ill supply a want that has long existed in our schools; and I hope, ere
long, to see it generally introduced.
Very respectfully,
Homer H. Smith.
Franklin, La., Oct. 2d, 1858.
Sidney S. Caldwell,
I have examined your system of grammar, and so far as my time has
permitted my attention to it, I am convinced it will be a valuable acqui¬
sition to the list of our school books. I wish my examination could have
been more thorough, as at every stage of the system, I find more to com¬
mend it to the patronage of Teachers and the public. In my opinion,
it leaves little to be desired as an exposition of the principles of which
it treats; and I think it deserves, and I hope it will receive the liberal
support of all, whose labors and studies it is so eminently calculated to
facilitate.
Yours respectfully,
R. N. McMillan,
Collector of Customs.
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Franklin, La., Oct. 3d, 1858.
Mr. S. S. Caldwell,
With regard to the system of English grammar that you have now in
manuscript, for publication, I am satisfied, that it will meet the approba¬
tion of all Teachers, and every one who may be fortunate enough to have
a copy of it in possession.
Respectfully yours, &c.,
Elihu Allen.
Franklin, La., Oct. 4th, 1858.
Erom the examination which I have made of the treatise of Mr. Sidney
S. Caldwell on English grammar, I am satisfied that it is a valuable im¬
provement upon the works of other authors on the same subject, now in
use in this country; and I very fully agree with the Hon. Gfeorge R.
King in the favorable opinion, which he has expressed of the work.
J. W. Walker.
Att'y at Law.
Franklin, La., Oct. 4th, 1858.
S. S. Caldwell,
I have examined your new system of English grammar, and I say,
with pleasure, it should meet with general commendation. The examples
under each Rule illustrate, in a clear manner, the principles of our lan¬
guage, and initiate the student in a proper appreciation of the same. I
have found your definitions to be lucid, and apt to strike the mind. It
will, I have no doubt, be a powerful auxiliary to Teachers; and it should
command the encouragement of all those, who are the friends of educa¬
tion.
It remains for me to congratulate you, on the result of your labors;
whilst I am, very respectfully, yours, &c.,
Adolphtjs Olivier.
Att'y at Law.
Franklin, La., Oct. 8th, 1858.
S S. Caldwell,
My examination of your new system of Grammar, has afforded me
much interest; and I regard it as a source of pleasure to recommend it
as the most complete system, on account of the brevity and perspicuity
of its Rules, and the clearness of their exemplifications, that I have ever
seen. I most sincerely congratulate you upon the accomplishment of a
work, which, in my opinion, affords such great facilities to the student
for acquiring a knowledge of the construction of the English language;
and with an earnest wish for your success in introducing it, generally,
as the standard work upon grammar, I remain very respectfully truly
yours, &c.,
H. C. Wilson.
Att'y at Law.
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CERTIFICATES.
Franklin, Oct. 9th, 1858.
Mr. Sidney S. Caldwell,
I have examined your System of English Grammar, and I have no
hesitation in saying, that, in my opinion, you have accomplished much
in making clear and lucid to the student, many difficulties to be found in
the old system, by a concise method of elucidating the various principles
of grammar, and by giving many examples to illustrate your definitions,
as well as the many examples of parging, and correcting False Syntax,
in which you apply the plainest Rules and Notes. I think your System
possesses many peculiar merits, and when once introduced into our
schools, it will soon recommend itself, as being so far superior to all other
grammars which I have seen, as to supersede them in a short time after
its introduction.
With my best wishes for your success, and hoping that others who
are better able to judge, may form the same opinion of its merits, I am
very respectfully yours, &c.,
Thomas J. Foster.
I have examined Mr. S. S. Caldwell's improved System of English
grammar, as handed to me in manuscript by the author, and I think it
entitled to the confidence and liberal patronage of the public.
D. Dennett.
Franklin, La., Oct. 22d, 1858.
Parish of Vermillion, La., Abbeville, Oct. 23d, 1858.
S. S. Caldwell,
In compliance with your request, I have examined carefully and criti¬
cally, your new System of English grammar, and I feel much gratified in
saying, that it is, in my candid opinion, certainly destined to supersede
all other grammars, now in use, in our public schools, seminaries, and
colleges: in this opinion I believe the great body of Teachers will
concur fully with me, after having given it a critical examination.
Your grammar will also be well adapted to the wants of those adults, who,
in early life, have given little or no attention to this all important and
most useful science, which is the key by which we readily comprehend
the intricacies of the various other sciences of our language. Those
adults who may be desirous to become accomplished grammarians in the
shortest possible time, may easily effect their object in a few months, by
studying your system of grammar.
I most earnestly recommend to all our public and private Teachers,
as well as all youths and adults who may wish to study grammar without
the aid of an Instructor, your invaluable work, that they may test the
justness of my remarks; for candidly, I can see no reason why it
should not become the Text Book of all the Public and private schools
of our common country.
Wishing you all the success commensurate with your noble and merit¬
orious enterprise, I remain, very respectfully your obedient servant,
Ambroise Lacour
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Franklin, La., Oct. 25tli, 1858.
S. S. Caldwell,
Having examined carefully your new System of English grammar, I
must say, with much pleasure, that it is the most lucid and systematic
Treatise on grammar that I have ever examined. In your several Treat¬
ises on the ten parts of speech, and the many examples given of parsing
them, both separately and together; and the many examples, which you
have given and corrected, of False Syntax, pertaining to the several
parts of speech which can be violated, throughout your work; and the
clear, comprehensive manner in which you treat of Punctuation by
giving numerous examples under every Rule, and correcting nearly all
of them, you seem to evince a thorough knowledge of every important
principle of grammar, and to possess a peculiar faculty of communicating
your definitions and explanations in such a clear and brief manner, that
youths, as well as adults, may readily understand them. You have
given such apt illustrations and numerous examples of parsing and cor¬
recting, throughout Etymology and Syntax, that all intelligent youths
and adults who will study your work, may acquire a practical, if not a
thorough knowledge of grammar in a few months, without an instructor;
which cannot he done by the study of any other system of grammar
within my knowledge.
I sincerely hope, that you may meet with such encouragement as your
work justly deserves, and ere long, that its merits may be rightly appre¬
ciated by the intelligent public.
Yours most respectfully,
Thos. Gr. Wilson.
Att'y at Law.
Glen Orange, Parish of St. Mary, Noy. lGth, 1858.
Mr. Sidney S. Caldwell,
I have examined carefully your new system of English grammar, and
I give it as my opinion, that it is a decided improvement on any work
of the kind, that I have ever seen. Having been a teacher for many
years, you appear to know well wbat is necessary to lead the minds of
children, youths and adults to the knowledge of the principles of grammar:
to lead them by very easy steps, and at every step, to pause and view the
scenery around them, till finally they attain the most thorough knowledge
of the structure of the English language. You have presented the
principles of gi'ammar in all their various phases, and illustrated them
by ample, copious examples: in this respect, especially, I think, that
your work is greatly superior to any other system of grammar. By one
hour's attention to it, daily, any young man may, in a very short time,
become a good practical grammarian, without the aid of a Teacher.
Any work that will lead that large class of the youths of our country,
who have not had the privilege of early culture, to the attainment of
such a useful science as that of grammar, should certainly be hailed by
all, as a blessing to our race.—Hoping that you will be as successful in
introducing your work to the public, as to Qause it to become the Text
Book in the schools and colleges of our land; and that you may be amply
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compensated for your arduous labor of several years in composing it;
and that you may live to see it become the standard work of our common
country, I am very respectfully, yours, &c.,
Stephen J. Davies,
Pastor of tlie Meth. E. Church, South, at New Iberia.
Franklin, La., November 17th, 1858.
S. S. Caldwell,
With pleasure, I have examined your New System of English grammar,
which is, in my estimation, greatly superior to any other work of the
kind, that I have ever seen.—Your several Treatises on language, grammar,
English grammar, Orthography, Etymology, and Syntax together, com¬
prising the ten parts of speech, of which you first treat briefly, and then
minutely, are given in the clearest possible manner; that youths as well
as adults, may readily comprehend them in a very short time.—After
treating of each of the ten parts of speech in the most lucid manner, you
give many examples of the most concise, systematic order of parsing it,
as well as many examples of correcting false syntax in which it is mis¬
applied : which is not done by any other author on grammar, whose work
I have had the honor to examine.—You also parse many exercises com¬
prising a great variety of examples of the ten parts of speech; which
I have never seen done in any other work on grammar.—Your Rules
and Notes of Syntax are concise, and they may be easily comprehended
by the young learner, as well as the adult; and I notice that you have
given a great many examples of False Syntax under every Rule which
can be violated; and you have corrected nearly every example under
each Rule, leaving but few examples to be corrected by the pupils.—
Your Treatise on Punctuation will certainly enable all those, who may
study it, to become accomplished punctuists in a short time; as you
have given many examples of False Punctuation under every rule which
can be violated, and corrected nearly all of them. In my opinion, you
seem to have made a vast improvement in the mode of teaching grammar;
and I sincerely hope, that your invaluable work may prove to be the
Text Book of our land, on this all important science, which is the Key to
all others; and that you may be amply compensated for your arduous
task of several years in writing it.—Very respectfully yours, &c.,
John C. Gdrdy.
Franklin, La., November 20th, 1858.
Mr. S. S. Caldwell,
I have examined your New System of English grammar, as carefully,
as the limited time allowed me would permit; and it affords me much
pleasure to express the opinion, that both in design and execution, it
merits the highest praise. The work seems to be the result of much
labor and research, based upon an intimate and thorough knowledge of
the English language; and it embraces, in a convenient and compendious
form, every thing relating to the subject. From its simplicity, it seems
admirably adapted to the wants of the young beginner; while its com-
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prehensiveness and the copiousness of its Rules and examples, render it
equally suited to the pupil of maturer age. I think it well deserves to
become the Text Book, both in our Public schools and the higher insti¬
tutions of learning in our land; and with my best wishes for your suc¬
cess, I remain, very respectfully, your friend,
C. M. Smith, M. D.
Fkanklin, La., November 20th, 1858.
Mr. S. S. Caldwell,
Having given your "New System of English Grammar" such examina¬
tion as to satisfy me, that it will prove a very valuable book for the youth
in our schools, and for those of riper years, I cheerfully recommend it
to popular favor. It is such a work, as has been much wanted for
teacher and scholar, calculated to relieve the one from much painful, and
often profitless drudgery, and simplifying the toil of the other. The
leading characteristic of your system is simplicity, which enhances
greatly its value; especially as your efforts have been directed in framing
it to the education of the young; while this prominent feature recom¬
mends it equally to those whose early education has been defective, and
to foreigners. These may learn here, as correct a knowledge of the
structure and peculiarities of our spoken and written language, as from
any other work; and more easily without a teacher, than from any
grammar now in use. There may exist similar works of loftier preten¬
sions, but not one of more merit. I hope its popularity may be as
widely diffused as it deserves, and that it may be generally adopted as
the Text Book in the schools of our common country; and more, may
your years of hard toil in the preparation of your valuable work, be re¬
warded with substantial benefits to yourself, is the sincere wish of yours
truly,
John Augustine Smith, M. D.
"We have examined, as carefully as our limited leisure would permit,
the proof-sheets of "A New System oe English Grammar," by Sidney
S. Caldwell, and are pleased with the industry and fidelity exhibited in
the treatment of the subject. The exercises are remarkably full and
elaborate; and a studious pupil cannot fail of being greatly benefited in
the faithful use of the work. Mr. Caldwell appears to have spared neither
time, pains, nor labor in his attempt to produce a perfect work; and we
heartily wish his enterprise abundant success.
A. A. S'titt.
F. B. Stitt.
Nashville, Feb. 14, 1859.
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Nashville, Tenn., Feb. 26th, 1859.
S. S. Caldwell,
I have, at your request, examined your work, entitled "A New System,
of English Grammar/' and without the time to become familiar with all
its details, I am satisfied that it deserves a high rank among the modern
improvements of that class. What has struck me most in its perusal is
its simplicity ; while at the same time it possesses a wonderful variety.
It would be difficult I think to combine a process in that branch of sci¬
ence whose grade would be so well adapted to the capacity of the young
beginner. The illustrations are apt and well chosen, and embody senti¬
ments that will be useful to the student beyond the attainment of a know¬
ledge of grammar. I sincerely hope that this view may be verified by a
practical experiment, and that your labors may be amply rewarded.
Respectfully yours, &e.,
Neill S. Brown.
Hon. N. S. Brown is an Ex-governor of Tennessee.
Nashville, Tenn., Feb. 28th, 1859.
Mr. "S. S. Caldwell,
I have examined your "New System of English Grammar," and I
highly approve the method of the work, as well as the manner of its
execution. You have manifestly brought to the task of simplifying this
most important branch of learning the experience and reflection of years;
and you have produced a work which must soon commend itself as a pub¬
lic benefaction.
Respectfully yours, &c.,
John L. T. Sneed,
Attorney-General of Tennessee.
Nashville, Tenn., Feb. 28th, 1859.
Mr. S. S. Caldwell,
Favored by yourself with a copy of your " New System of English
Grammar,'*' just issued, I have taken considerable pleasure in examining
it with as much care as leisure from my professional engagements would
permit. I am pleased, sir, to find it all that your Prospectus represented it
to -be, and even more complete, admirably arranged, and easily compre¬
hended than I had reason to anticipate. In fact, so fully" am I satisfied
of its superiority to all other forms of English Grammar extant, that I
should be much gratified to see it made a standard work in the schools
of our country.
Respectfully yours, &c.,
James R. Bruce,
Editor of Nashville Gazette.
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Nashville, Tenn., Feb. 28th, 1859.
To produce a good English Grammar is to confer a public good; and
from the slight examination that I have been able to give the work of
Mr. Sidney S. Caldwell, I think that it is a production worthy of com¬
mendation. Good in its arrangement, just and concise in its definitions,
with an unusual variety of excellent examples, it will afford the private
learner a just and comprehensive view of a very important science. The
moral and excellent sentiments contained in the examples given, add no
little to its value.
A. P. M'Eerrin.
Nashville, Tenn., Feb. 28th, 1859.
Having partially examined the work of Mr. S. S. Caldwell on English
Grammar, I concur fully in the sentiments of the Rev. A. P. M'Ferrin.
Hugh Carroll.
Nashville, Tenn., March 1st, 1859.
S. S. Caldwell,
An examination of your "New System of English Grammar," just
published in this city, satisfies me that it is an invaluable addition to our
catalogue of school-books; and it should supersede, in a great measure,
all others of its class. Its arrangement is admirable in every respect.
Neither the teacher nor the pupil—not even students who wish to
acquire a knowledge of Grammar without the aid of a teacher—could
desire a work better adapted to their wants.
Respectfully yours, &e.,
W. Hy. Smith,
Editor of the Patriot.
Nashville, Tenn., March 1st, 1859.
Mr. Sidney S. Caldwell,
I have with great pleasure examined your Grammar, and I give you
most cheerfully my opinion of the work. So gradually and methodically
does it unfold the principles and structure of our language, that the mind
is led to pursue the pleasing inquiry without the consciousness of fatigue;
and from the ease of the acquisition, it is astonished at the amount of
information obtained. The " System" presents all the beauty of a ma¬
thematical problem, the solution being effected by the continual use of
the known, for the discovery of the unknown. It is essentially an excel¬
lent system' of logic, the conclusion inevitably following the premises.
To me it appeared like the dawn of morning upon a lovely landscape ;
the shades of night gradually dissipating before the rays of intellectual
light poured upon the subject until each object within the prospect rises
clearly and distinctly before the view, and the beauty, symmetry, and
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order of the whole became irresistibly attractive. I heartily commend
the work to all who delight in the study of the philosophy of our com¬
plicate and comprehensive language.
Respectfully yours, &c.,
W. G. Brien,
Attorney at Law.
Nashville, Tenn., March 1st, 1859.
Mr. Sidney S. Caldwell,
I have, as you desired, examined your work on English Grammar, and
I only regret that my time was too limited to allow as critical an exami¬
nation as I had wished to give it. Yet, I think, that I am justified in
saying that it is a work of superior merit, and it deserves amply the pa¬
tronage commensurate with your labors. It is readily to be seen by those
who are familiar with the Grammars of Murray and Kirkham, that many
rules and passages, which, to the beginner, would seem difficult and ob¬
scure, have been so simplified and explained, that he who could not
comprehend them at a glance, though he be a youth, must indeed be
stupid. With a wish that your labors, which, I think, are the most
arduous of all others, may be rewarded by the public favor and patronage,
I remain your obedient servant,
John D. Brien,
Attorney at Law.
Nashville, Tenn., March 2d, 1859.
By request of Mr. Sidney S. Caldwell, I have examined his " System
of English Grammar," just issued at the Southern Methodist Publishing
House in Nashville. It is based upon the Grammars of Murray and
Kirkham, but their systems are here elaborated, amplified, and very
copiously illustrated by examples and explanations. For that class of
persons called by the ancient Greeks, OpsimatMsts, to be found especially
in thinly s.ettled parts of our country, where but few schools exist, and
who desire at a late age, to acquire a knowledge of English Grammar, we
know of no work so well adapted as Mr. Caldwell's. A careful perusal
of it can hardly fail to give a competent knowledge of the subject; and
here I hope the author may receive a suitable reward for the labor he
has evidently bestowed upon his work. If he has produced a work that
will enable the youths of our country that have not had the benefits of
an early education, to supply, to this extent, this defect, he is, so far, a
public benefactor.
Nathaniel Cross, A. M.
Nashville, Tenn., March 10th, 1859.
Mr. S. S. Caldwell,
The very hasty examination which I was able to give your "New Sys¬
tem of English Grammar," while a copy remained in my possession,
CERTIFICATES.
13
satisfied me that your thorough acquaintance with the subject, and the
uncommon diligence you have used in attempting its elaborate illustra¬
tion by ample exercises, must afford great assistance to those who would
pursue the study of our language without an oral instructor. Wishing
you abundant success in a work so commendable, and in the furtherance
of an object so desirable, I sincerely commend your work to public con¬
sideration. Respectfully yours, &c.,
W. Lellyett,
Local Editor of the Nashville Daily News.
Executive Department, Nashville, Tenn., March 28th, 1859.
Mr. S. S. Caldwell,
From the hurried examination given to your " New System of English
Grammar," I am satisfied that it will be a valuable acquisition to our
schools; and it is certainly the best Grammar that I have seen for those
who wish to learn the English language without a teacher.
Yery respectfully,
Isham G. Harris,
Governor of Tennessse.
Nashville, Tenn., March 28th, 1859.
Mr. S. S. Caldwell,
I have carefully examined your " New System of English Grammar,"
and I am convinced that it is a decided improvement upon any other
work of the kind now in use. While it certainly is well adapted as a
class-book in schools, and ought, in my opinion, to he generally adopted
as such, its principles are so simplified, and its rules so plain, that
youths and adults may study it successfully without the aid of a teacher.
Hoping that the public may speedily come to a knowledge of its superior
merits, I am, very respectfully, &c.,
Ira P. Jones.
New Orleans, La., April 7th, 1859.
S. S. Caldwell,
I have examined your work on English Grammar with some degree of
care. My decided opinion is, that in clearness, system, accuracy, and
comprehensiveness, it is superior to any treatise of the kind hitherto
published. It seems to me quite impossible for an American or for¬
eigner to devote a moderate amount of time to this admirable Grammar,
without succeeding in mastering the principles of our language. No
Grammar that I have seen approaches it as a means of facilitating the
acquisition of the English language.
Respectfully yours, &c.,
Samuel Harby,
Editor of the N. 0. Bee.
14
CERTIFICATES.
Assumption, April 27th, 1859.
Mr. S. S. Caldwell, _ •.
I have examined your work on English Grammar with some care, an
I have no hesitation in saying that it seems to me better fitted tor aci l
tating the studies of those engaged in acquiring a correct knowie ge o
writing and speaking our language than any other work which has ae
under my observation. The simplicity of the method adopted, toge er
with the clearness and precision of the rules laid down, and the iu ness
with which those rules are illustrated by well-selected examples, leave
little more to be desired in a work of the kind; and I therefore trus
that it will soon be introduced, as it deserves to be, into all our schoo s,
where young persons are instructed in that most important department
of learning.
Yours very respectfully,
Miles Taylor,
Member of Congress from La.
New Orleans, La., May 16th, 1859.
S. S. Caldwell,
I take much pleasure in recommending to the public your work, which
is the re&ult of more than twenty years spent by you in the successful
teaching of Grammar in several of the institutions of this State. Yours
is a practical work, and it will prove to be of incalculable advantage in
all our schools, if its usefulness may be tested by the success which has
attended you, as a teacher, when you were but maturing its general plan.
With the best hopes for your welfare, I remain respectfully yours, &c.,
Albert Voorhies,
Supreme Judge of La.
New Iberia, La., May 16th, 1859.
1 have just examined a " New System of English Grammar," by Sid¬
ney S. Caldwell, of this State, and X think that it deserves public patron¬
age, and it should be introduced as the standard Grammar of our public
schools.
John Moore,
Ex-Mem. of Congress from La.
New Iberia, La., May 16th, 1859.
Mr. S. S. Caldwell,
I take great pleasure in adding my recommendation to the many others
that you have already received, to the great merit of your "New System
of English Grammar." It combines all the excellencies of the Gram¬
mars of Kirkham and Murray, which are greatly simplified. I think it
CERTIFICATES.
15
a work called for by the progress of the age, and that it will assuredly
become the text-book of our schools and colleges. Hoping that you may
receive from the hands of a grateful public a handsome reward for the
many years' labor which you have devoted to the perfection of this work,
I am respectfully yours, &c.,
J. A. Lee.
Attakapas College, New Iberia, La., May 17th, 1859.
S. S. Caldwell,
Accept my sincere thanks for a copy of your "New System of Eng¬
lish Grammar," which I received through the hands of Dr. Epperson. I
entirely approve of your system, and I am thankful to meet with a work
which will aid me, as much as my pupils, in our mutual labors. The in¬
terrogative form in which it is written will be a great help to the me¬
mory ■ and the numerous examples of parsing and correcting given under
each rule will render my assistance almost unnecessary. Trusting that
your labors may be universally appreciated, I remain yours, &c.,
Arthur Cook,
Prof, of English Lang, and Lit. at the Attakapas College, La.
New Iberia, La., May 18th, 1859.
Erom an examination of a "New System of English Grammar," by
Sidney S. Caldwell, of this State, I am satisfied that it is a work of a
high order of merit; that it possesses all the advantages of the systems
of Kirkham and Murray, and from its greater perspicuity, fulness, and
facility of comprehension, it deserves to be introduced as the text-book
in our schools.
Wm. Robertson.
New Iberia, La., May 19th, 1859.
Mr. S. S. Caldwell,
After a cursory examination of your "New System of English Gram¬
mar," I have no hesitation in saying that you have attained a desidera¬
tum much required by teachers in imparting a thorough knowledge of
the English language to their pupils. The brevity of its rules, and the
clearness of their exemplifications, cannot fail to facilitate greatly the
labor of the student. Hoping that you may meet with the reward which
your labors deserve, I remain very respectfully yours, &c.,
A. Duperior, M.D.
New Iberia, La., May 24th, 1859.
Mr. S. S. Caldwell,
I have examined your "New System of English Grammar," with con¬
siderable attention. X have always considered Lindley Murray as the
16
certificates.
best authority upon the subject, and I do not think that any good Gram¬
mar could be constructed upon any plan so widely from his as that fol¬
lowed by some very modern writers.. But his work is confessedly un-
suited to the purposes of ordinary common school instruction; hence, I
am glad to see all that is really available in his system presented in a
practical form, and incorporated with so much that is good, and yet new,
in your work. I was, at first sight, appalled at the size of the work, but
on taking up a single subject, and considering how much space is occu¬
pied by the exercises in parsing, and examples of false syntax—not the
least important parts of the whole work—I find that instead of being
diffuse and excursive, the Grammar is remarkable for its real conciseness
and strictly logical arrangement. It gives me much pleasure to learn
that the success of this first edition has been so decided, and I trust that
in addition to the consciousness of having done a good work, you will
reap an abundant pecuniary reward for your labors.
Yery respectfully yours, &c.,
Wm. K. Douglas,
Rector of the Church of the Epiphany, New Iberia, La.
Franklin, La., May 25th, 1859.
S. S. Caldwell,
I have perused, with much interest, and no small degree of satisfaction,
your " New System of English Grammar."' To say that the work com¬
mands my unqualified approbation, and that I prefer your system of
teaching our vernacular tongue to any other yet published, conveys but a
feeble estimate of the superiority and many excellencies of the volume
now before me. The interrogative system adopted by you, the numerous
examples in parsing and correcting, and the great comprehensiveness of
your rules of syntax, place a knowledge of the Grammar of our language
within the reach of all who may wish to perfect themselves in that sci¬
ence—the most useful among the liberal arts. You have overlooked no¬
thing in the compilation of the work which would serve to throw addi¬
tional light on the subject, or to divest it of all superfluities in the eyes
of new beginners. Hoping soon to hear that your Grammar " is being
generally adopted," not only in the South, but throughout the Union, as
a text-book in our common schools, as well as in the higher institutions
of learning, I have the honor to remain, very respectfully yours, &c.,
Jona C. White,
Editor of the Planters' Banner.
New Iberia, La., June 1st, 1859.
S. S. Caldwell,
Having examined your "New System of English Grammar," it is with
great pleasure that I pronounce it a superior work on the structure of
our language. It combines all the excellencies of several standard text-
A NEW SYSTEM
OF
ENGLISH GRAMMAR,
BY THE STUDY OF WHICH
YOUTHS AND ADULTS
MAY BECOME
ACCOMPLISHED GRAMMARIANS
IN
THREE OR FOUR MONTHS,
WITHOUT THE AID OF A TEACHER.
BY
SIDNEY S. CASWELL.
SOUTHERN
Nassfibtlle, Com.:
METHODIST PUBLISHINH HOUSE.
1860.
Entered, according to Act of Congress, in tlie year 1858, by
SIDNEY S. CALDWELL,
in the Office of the Clerk of the District Court of the United States for the
Eastern District of Louisiana, and therein registered, according to said Act.
Attest: ROBERT M. LUSHER, Deputy Clerk.
stereotyped and printed by a. a. stitt, southern methodist
publishing house, nashville, tenn.
PREFACE.
It is generally conceded by literary men, that Grammar is
tbe science of language. It is also admitted by tbe most
learned men, that Lindley Murray was tbe most systematic
author of the general principles of the English language.
Since the days of Murray, many philologists have endea¬
vored to simplify his mode of teaching English grammar, that
youths and adults may acquire a thorough knowledge of this
all-important science in the shortest possible time.
"We frankly admit, and with much pleasure do we assert,
that, in our opinion, Murray's mode of teaching grammar has
been greatly simplified by various philologists; but, we think
the most important parts of grammar have not been clearly
explained by any author on English grammar, whose work we
have had the honor to examine. It will be readily admitted
by all persons who understand grammar, that no one who
cannot parse and correct systematically and fluently, can be
considered an accomplished grammarian. In order to parse
and correct systematically, the author of the grammar in
which the pupils study, should give many examples of the
clearest systematic order of parsing every part of speech;
and he should also give many examples of the clearest, brief¬
est, and simplest systematic order of correcting Ealse Syntax
under every rule which can be violated. We must say,
candidly, that we deem the few examples of the systematic
order of parsing and correcting, which are given by any of
the various authors whose works we have examined, altoge¬
ther insufficient to enable the pupils to acquire a thorough
(iii)
iv
PREFACE.
knowledge of English, grammar in a few months. We have
endeavored to supply this defect, by giving a great many
examples of a concise systematic order of parsing each of the
ten parts of speech, as well as a brief systematic order of cor¬
recting the many examples of False Orthography and False
Syntax, under their respective Rules throughout this work.
Those persons who may wish to study grammar, and who
wish to purchase the best grammar for their children, gene¬
rally consult some teacher, in order to obtain the best work.
On the introduction of this work to the public, we most ear¬
nestly solicit all such persons, as well as teachers, to examine
it, that they may see the general plan of the greatly improved
method of teaching grammar, which we profess to have
made, before they buy it.
In treating of the general principles of grammar, we have
taken Murray and Kirkham as our guides; though we differ
with them both in a few important points, which will be seen
by the students as they proceed; those points being clearly
explained, that the pupils may judge for themselves. As Mr.
Samuel Kirkham frankly acknowledged, that his work was a
mere simplification of Murray's grammar, so do we admit,
that ours is a work, by which Kirkham is simplified. "We
have used every possible exertion to simplify Kirkham in a
much greater degree, than he simplified Murray; but how we
have succeeded, will be seen by the progress of the pupils.
It is an old proverb, that every tub should stand upon its own
bottom, or it will fall to pieces. This proverb is applicable to
all professed improvements in the arts and sciences throughout
the civilized countries of the globe; and we cheerfully
submit this work to the test of the strictest examination by
the most able connoisseurs of the English language. "We
have endeavored to use the plainest language to express our
ideas in such a manner as to be understood by the younger
pupils, as well as adults ; and we sincerely hope, and feel
quite confident, that we have succeeded in so simplifying the
mode of teaching grammar, that all persons, both youths and
adults, who may study this work, maybe enabled to acquire
a thorough knowledge of English grammar in a few months.
PREFACE.
V
This work is designed as well for those foreigners who
annually emigrate to our country, as for the use of our
schools. Some three or four hundred thousand foreigners
O
come, annually, to the United States, a large majority of
whom are unacquainted with the English language; and our
country seems to demand a system by which they may readily
learn to speak and write it correctly in a few months. As
soon as such foreigners, who are generally adults, shall have
learned to read the English language, they may, by the study
of this work, become good practical grammarians in three or
four months, without the aid of an instructor. It will he seen
that we treat of the general principles of grammar by inter¬
rogatories, the answers of which, immediately follow the
questions. Every thing pertaining to each and every'part of
speech is clearly exemplified by questions and answers, in such
a manner that the pupils will need hut little instruction from
a teacher: and youths of fifteen years, or more, and adults
will he enabled to study, by this system, almost as well with¬
out a teacher as with one.
For the benefit of those persons who may wish to know
the general plan of this work, we will give a synopsis of it in
the preface. After treating briefly of language, grammar,
&c., we treat clearly of Orthography, and give many exam¬
ples of correcting False Orthography, under every Rule.
We then treat briefly of the several parts of speech, that the
pupils may readily distinguish them, as the}?- proceed; except
the Article, Personal -Pronoun, and Interjection, of which we
treat in the clearest possible manner. We then take up the
several parts of speech, and after treating of each of them,
we give many examples of the systematic order of parsing it,
and correcting False Syntax in which it is misapplied. We
then parse many examples of the ten parts of speech by the
shortest systematic order of parsing. We then treat of
Syntax, and correct many examples of False Syntax under
every Rule in which those examples are given. We then
treat of Prosody and Punctuation; and we correct systemati¬
cally many examples of False Punctuation under each Rule.
We then give the Appendix, after which comes the Key, by
vi
PREFACE.
which the proper corrections are made for every sentence in
False Syntax, which has not been corrected under its respect¬
ive Rule.
We will remark, that we have written more than two
hundred pages of manuscript, in giving the systematic order
of parsing the ten parts of speech, and correcting False
Syntax, in which they are misapplied. The systematic order,
of parsing and correcting, is similar to Kirkham's order; hut
ours is more brief than his, as we discard many superfluous
words used by him, both in parsing and correcting. Though
we have taken Murray and Kirkham as our guides in writing
this work, we will remark, that the general plan and arrange¬
ment of it, throughout, is entirely original with us; and
should it prove as efficient in the advancement of those pupils
who may study it, as the author anticipates, he will feel
amply recompensed for his arduous task of several years in
writing it.
SUGGESTIONS TO TEACHERS.
As we profess to treat of grammar, in this work, on a new
system, and a different plan from that of any other anthor
whose work we have had the honor to examine, we propose
to make a few suggestions to you, in regard to the proper
manner of using it in your schools. You will perceive, on an
examination of this work, that by its arrangement, it is
designed to relieve the teacher, in a great measure, from the
burdensome task of pointing out the lessons to his pupils,
and explaining their lessons to them after they shall have
recited them. Permit me to assure you, that by complying
with the following requisitions, your.pupils will acquire a
thorough knowledge of grammar in three or four months,
if such pupils are over fifteen years of age. But it will gene¬
rally require six months, and in some instances, nine months,
for pupils from eight to fifteen years of age, to understand
grammar.
We propose the following suggestions.
1st. You should require your pupils to read their reciting
lessons to you immediately after giving them, that they may
understand them; and they should read the sentences which
are not designed to be memorized, as well as those which are
required to be committed to memory. If time will permit,
they should read the whole of one lesson, as given in this
work, at a time. The principal object is, to have your pupils
to understand their lessons, before they commence to commit
them to memory. They will, then, learn them with pleasure,
and commit them to memory in a short time. You may
(vii)
viil SUGGESTIONS TO TEACHERS.
think, that some of the lessons given throughout this work,
are too long for your pupils to get at one time, in which case,
you will, of course, divide them to suit their several capacities.
2d. You should require your pupils to memorize the
answers in the large print, and read those in the small print,
until they understand them. You will find a great advantage
in requiring your pupils to read, several times, those questions
and answers which are not designed to he memorized; and
they should endeavor to understand well the various examples
given to illustrate those answers. We have treated of Ortho¬
graphy in so lucid a manner, that students may readily under¬
stand it by reading, several times, the questions and answers;
but they should be required to correct all the examples of
False Orthography under each Fule, and apply the Fule
every time they correct a sentence, by reading it; and when
they shall have corrected all the examples under a Fule, they
will have memorized the Fule.
3d. When your pupils shall have learned the first Lecture,
they should be required to study the ten parts of speech,
until they can readily distinguish them in composition. You
will perceive, that we treat clearly of the Article, on its intro¬
duction, as it is the most simple of the ten parts of speech.
The pupils should understand every thing pertaining to the
Article, and the systematic order of parsing it, &c., before
they proceed further; and they should, then, study diligently
the other parts of speech, until they can readily distinguish
them in composition. They should then study the Youn,
until they understand perfectly all its properties, and the sys¬
tematic order of parsing it, &c. In like manner, they should
study each of the other parts of speech, until they understand
perfectly all the properties pertaining to each, and the sys¬
tematic order of parsing it, &c. They should parse one or
two lessons every day, as time will permit. By studying
attentively the systematic order of parsing each of the ten
parts of speech, and the order of correcting False Syntax,
given throughout this work, they will parse and correct
fluently all the examples in each lesson in a very short time.
The students should learn perfectly the order of parsing one
SUGGESTIONS TO TEACHERS. ix
part of speech, before they attempt to learn the order of pars¬
ing another; and they should parse every example in each
lesson, before they proceed to parse the examples in the next
lesson. They should study the order of parsing each part of
speech by reading the examples parsed, until they can parse
it fluently, in the examples given, without making mistakes.
They should endeavor to understand each lesson, as they pro¬
ceed, before they commence the next lesson; and they should
try to remember all the most important points in one Lecture,
before they commence to study the next Lecture. They
should endeavor to understand and remember all the most
important points in the first part of this work, which treats of
Etymology and Syntax combined, before they commence the
study of the second part, which treats of the Rules and bTotes
of Syntax. They should, however, correct the examples of
False Syntax under each Rule, whenever they shall have
become familiar with the ten parts of speech, and before they
commence the study of the Rules and Rotes of Syntax, which
must he determined by their teacher. They should parse every
example in a lesson, if time will admit it, and they should
parse every sentence, and correct every example in False Syn¬
tax given in this work, before they quit the study of gram¬
mar; after which, they will he enabled to stand the test of the
most critical examination.
4th. The students should memorize perfectly the Rules of
Syntax, as well as the Rotes under the Rules which are
designed to he memorized; and they will always readily
apply them in parsing and correcting any sentence in the
English language. They should correct all the examples of
False Syntax under each Rule, until they can correct them
fluently, before they proceed to correct the examples under
the next Rule. By studying attentively the order of correct¬
ing False Syntax under each Rule, the students may easily
correct all the examples under the Rule, at one lesson, with
the greatest facility. When the students shall have com¬
pleted the study of Syntax, they should proceed to that of
Prosody and Punctuation. Of all the acquirements in the
various branches of our education, Punctuation is one of the
X
SUGGESTIONS TO TEACHERS.
most useful; though it is the most neglected in our schools.
Many persons who are good scholars, write all their business
transactions, letters, &c., without any other pauses than
commas and periods; and some persons write a great deal,
and use only the period. Agreeably to the usual method of
treating of punctuation, it is difficult to learn properly; and
those who study it, generally punctuate differently: hence,
the neglect by teachers in instructing their pupils in this all-
important branch of their education. It will be seen, that we
treat of punctuation, in this work, in such a clear and simple
manner, that pupils may easily acquire a thorough and cor¬
rect knowledge of it in a few weeks, or a month; and all
those who study it, will punctuate precisely in the same man¬
ner. There are only eighteen Rules, which should be memo¬
rized, as well as the definitions of the various pauses. The
pupils should correct every example of False Punctuation
under each Rule, and apply the Rule to each example, until
they can correct all of them with the greatest ease and
facility.
Such are our views with regard to the study of grammar,
and we hope that you will not find them inappropriate in
advancing your pupils in this most useful and important
science in the English language.
ADDRESS TO THE YOUNG LEARNERS.
The following Address is given by Mr. Samuel Kirkham
in the first part of his Grammar, and we think it so appropri¬
ate to the minds of the young learners, that we insert it, with
pleasure, in our work; and we sincerely hope, that all of the
young students, who may study this work, will read it, before
they commence the study of grammar. As we have taken
Messrs. Murray and Kirkham as our guides, in writing this
work, our inexpressible regard for those authors, has prompted
us to open this work with the address of the latter author,
and to close it with that of the former author to young
students, as given at the close of his grammar. Both
addresses are well calculated to incite a great desire for litera¬
ture, and to impel youths to pursue their various studies with
that ardor which will enable them to reach the summit of the
ladder of fame :
"My Young Friends,
"You are about to enter upon one of the most use¬
ful, and when rightly pursued, one of the most interesting
studies in the whole circle of science. If, however, you, like
many a misguided youth, are under the impression that the
study of grammar is dry and irksome, and a matter of little
consequence, I trust I shall succeed in removing from your
minds, all such false notions and ungrounded prejudices;
for I will endeavor to convince you, before I close these lec¬
tures, that this is not only a pleasing study, but one of real
and substantial utility; a study that directly tends to adorn
(xi)
xii ADDRESS TO THE YOUNG LEARNERS.
and dignify human nature, and meliorate the condition of
man. Grammar is a leading branch of that learning which
alone is capable of unfolding and maturing the mental
powers, and of elevating man to his proper rank in the scale
of intellectual existence;—of that learning which lifts the
soul from earth, and enables it to hold converse with a thou¬
sand worlds. In pursuing any and every other path of sci¬
ence, you will discover the truth of these remarks, and feel
its force; for you will find, that, as grammar opens the door to
every department of learning, a knowledge of it is indispen¬
sable : and should you not aspire at distinction in the republic
of letters, this knowledge cannot fail of being serviceable to
you, even if you are destined to pass through the humblest
walks of life. I think it is clear, that, in one point of view,
grammatical knowledge possesses a decisive advantage over
every other branch of learning. Penmanship, arithmetic,
geography, astronomy, botany, chemistry, and so on, are
highly useful in their respective places; but not one of them
is so universally applicable to practical purposes, as this. In
every situation, under all circumstances, on all occasions;—
when you speak, read, write, or think, a knowledge of gram¬
mar is of essential utility.
" Doubtless, you have heard some persons assert, that they
could detect and correct any error in language by the ear, and
speak and write accurately without a knowledge of grammar.
ISTow, your own observation will soon convince you, that this
assertion is incorrect. A man of refined taste, may, by
perusing good authors, and conversing with the learned,
acquire that knowledge of language, which will enable him to
avoid those glaring errors that offend the ear; but there are
other errors equally gross, which have not a harsh sound, and
consequently, which cannot be detected without a knowledge
of the rules that are violated. Believe me, therefore, when I
say, that without the knowledge and application of grammar
rules, it is impossible for any one to think, speak, read, or
write with accuracy. From a want of such knowledge, many
often express their ideas in a manner so improper and obscure
as to render it impossible for any one to understand them:
ADDRESS TO THE YOUNG LEARNERS. xiii
their language frequently amounts, not only to bad sense, hut
W07i-sense. In other instances, several different meanings may
"be affixed to the words they employ; and what is still worse,
is, that not unfrequently, their sentences are so constructed,
as to convey a meaning quite the reverse of that which they
intended. Nothing of a secular nature can he more worthy
of your attention, then, than the acquisition of grammatical
knowledge.
" The path which leads to grammatical excellence, is not all
the way smooth and flowery, hut in it you will find some
thorns interspersed, and some obstacles to he surmounted; or,
in simple language, you will find, in the pursuit of this
science, many intricacies which it is rather difficult for the
juvenile mind completely to unravel. I shall, therefore, as I
proceed, address you in plain language, and endeavor to illus¬
trate every principle in a manner so clear and simple, that
you will be able, if you exercise your mind, to understand its
nature, and apply it to practice as you go along; for I would
rather give you one useful idea, than fifty high-sounding
words, the meaning of which you would probably be unable
to comprehend.
" Should you ever have any doubts concerning the meaning
of a word, or the sense of a sentence, you must not be dis¬
couraged, but persevere, either by studying my explanations,
or by asking some person competent to inform you, till you
obtain a clear conception of it, and till all doubts are
removed. By carefully examining, and frequently reviewing
the following lectures, you will soon be able to discern the
grammatical construction of our language, and fix in your
mind the principles by which it is governed. Nothing
delights youth so much, as a clear and distinct knowledge of
any branch of science which they are pursuing; and, on the
other hand, I know they are apt to be discouraged with any
branch of learning which requires much time and attention
to be understood. It is the evidence of a weak mind, how¬
ever, to be discouraged by the obstacles with which the
young learner must expect to meet; and the best means that
you can adopt, in order to enable you to overcome the diffi-
Xiv ADDRESS TO THE YOUNG LEARNERS.
culties that arise in the incipient stage of your studies, is to
cultivate the habit of thinking methodically and soundly on all
subjects of importance which may engage your attention.
Nothing will be more effectual in enabling you to think, as
well as to speak and write, correctly, than the study of
English grammar, according to the method of pursuing it as
prescribed in the following pages. This system is designed,
and, I trust, well calculated, to expand and strengthen the
intellectual "faculties, in as much as it involves a process by
which the mind is addressed, and a knowledge of grammar
communicated in an interesting and familiar manner.
" You are aware, my young friends, that you live in an age
of light and knowledge; an age in which science and the
arts are marching onward with gigantic strides. You live,
too, in a land of liberty; a land on which the smiles of
Heaven beam with uncommon refulgence. The trump of the
warrior and the clangor of arms no longer echo on our moun¬
tains, or in our valleys; 'the garments dyed in blood have
passed away;' the mighty struggle for independence is over;
and you live to enjoy the rich boon of freedom and pros¬
perity which was purchased with the blood of our fathers.
These considerations forbid that you should ever be so
unmindful of your duty to your country, to your Creator, to
yourself, and to succeeding generations, as to be content to
grovel in ignorance. Remember that ' knowledge is power ;'
that an enlightened and a virtuous people can never be
enslaved; and that, on the intelligence of our youth, rest the
future liberty, the prosperity, the happiness, the grandeur,
and the glory of our beloved country. Co on, then, with a
laudable ambition, and an unyielding perseverance, in the
path which leads to honor and renown. Press forward. Go,
and gather laurels on the hill of science; linger among her
unfading beauties; 'drink deep' of her crystal fountain; and
then join in 'the march of fame.' Become learned and vir¬
tuous, and you will be great. Love God and serve him, and
you will be happy."
ENGLISH GRAMMAR.
PART PIRST.
LECTURE FIRST.—LESSOR I.
LANGUAGE.
Question 1. What does Language imply, philosophically ?
Answer. It implies those natural signs by which man, and
the same species of the whole animal creation, communicate
to each other their thoughts, affections, and desires.
Q. 2. How may language be divided ?
A. Into Ratural, Artificial, "Written, and Spoken.
Q. 3. What does Natural language imply ?
A. It implies those signs which uncivilized man, and the
same species of the animal creation, use to express their feel¬
ings to each other.
Q. 4. What does Artificial language imply ?
A. It implies the use of words by civilized and enlightened
persons to communicate their thoughts and ideas to each
other.
Q. 5. What are thoughts ?
A. They are the natural instincts which occur to the brain
of the whole animal creation.
Q. 6. What are ideas ?
A. They are the impressions which thoughts make upon
the mind of man, after mature reflection.
Q. 7. What are words ?
(15)
16 ENGLISH GRAMMAR.
A. They are artificial sounds used by men to express their
thoughts and ideas to each other.
Q. 8. What is Written language ?
A. It consists of words and characters representing words,
reduced to writing.
Q. 9. What is Spoken language ?
A. It consists of artificial sounds and words uttered by
men to express their ideas to each other.
LESSON II.—GRAMMAR.
Q. 1. What is Grammar ?
A. It is the science of language.
Q. 2. How may Grammar he divided ?
A. Into Universal and Particular.
Q. 8. What does Universal grammar explain?
A. It explains the principles which are common to all
languages.
Q. 4. What does Particular grammar explain ?
A. It explains the principles which are peculiar to any par¬
ticular language.
Q. 5. What is the standard of grammatical accuracy of any language?
A. It is the established practice of the best speakers and
writers in the use of that language.
Q. 6. What are the essentials of Particular grammar ?
A. They are Principle, Definition, and Eule.
Q. 7. What is a Principle in grammar ?
A. It is a peculiar construction of the language, sanctioned
by good usage.
Q. 8. What is a Definition in grammar ?
A. It is a principle of language expressed in a definite form.
Q. 9. What is a Rule.in grammar?
A. A Eule describes the peculiar construction or circum¬
stantial relation of words, which custom has established for
our observance.
LESSON in.—ENGLISH GRAMMAR.
Q. 1. What is English grammar ?
A. It is the art of speaking and writing the English lan¬
guage with propriety.
ORTHOGRAPHY. 17
Q. 2. Into how many parts is grammar divided ?
A. Four. Orthography, Etymology, Syntax, and Prosody.
Q. 3. What does Orthography teach?
A. It teaches the nature and powers of letters, and the' just
method of spelling words.
Q. 4. Of what does Etymology treat ?
A. It treats of the different sorts of words, their various
modifications, and their derivation.
Q. 5. Of what does Syntax treat ?
A. It treats of the agreement and government of words,
and of their proper arrangement in a sentence.
Q. 6. Of what does Prosody treat ?
A. It treats of the modulations of the voice according to
the usages of the language we speak, and the sentiments we
wish to express: hence, in its most extensive sense, it com¬
prises all the laws of elocution.
LESSON" IV.—ORTHOGRAPHY.
Q. 1. What is the meaning of the word orthography ?
A. It means word-making or spelling.
Q. 2. What does Orthography teach us ?
A. It teaches us the different sounds of letters, how to com¬
bine them into syllables, and syllables into words.
Q. 3. Of how many things does Orthography treat ?
A. Three. It treats of letters, syllables, and words.
Q. 4. What is a letter ?
A. It is the first principle, or least part of a word.
Q. 5. How many letters are there in the English alphabet; and how
are they divided ?
A. Twenty-six. They are divided into vowels and conso¬
nants.
Q. 6. Which are the vowels ?
A. They are a, e, i, o, u, and sometimes w and y.
Q. 7. When are w and y vowels; and when are they consonants ?
A. They are vowels, when they do not begin a word or a syl¬
lable ; but when they begin a word or a syllable, they are con¬
sonants.
Q. 8. What are the consonants ?
2
18 ENGLISH GRAMMAR.
A. They are h, c, d, f, g, h, j, k, I, m, n, p, q, r, s, t, v, x, z,
and sometimes w and y.
Q. 9. What is the meaning of the word vowel ?
A! A Vowel is a letter that can he perfectly sounded of
itself; as, a, e, i, o, u.
Q. 10. What is the meaning of the word consonant ?
A. A Consonant is a letter that cannot he perfectly sounded
without the help of a vowel; as, f, I, m, &c.
Q. 11. Give some examples in which w and y are consonants, and
some, in which they are vowels ?
A. They are consonants in was, watch, water, aware, award,
yes, youth, vineyard, &c.
They are vowels in fawn, pawn, dwarf, cow, clownish, hoy,
day, key, lady, loyal, royal, &c.
Q. 12. How many letters may he used as vowels ?
A. Seven, five of which are always vowels.
Q. 13. How many letters are always consonants ?
A. Nineteen, and twenty-one are sometimes consonants.
Q. 14. How are the consonants divided ?
A. Into mutes and semivowels.
Q. 15. What are mutes, and which are they ?
A. The mutes cannot he sounded at all without the aid of
a vowel. They are h, p, d, t, k, and c and g hard.
Q. 16. What are semivowels, and which are they ?
A. The semivowels have an imperfect sound of themselves.
They are/, I, m, n, r, v, s, x, z, and c and g soft.
Q. 17. The four semivowels I, m, n, r, are called liquids. Do you
know why they are so called ?
A. Because they readily unite with other consonants, and
flow, as it were, into their sounds.
Q. 18. When two vowels are united, the combination is called a diph¬
thong. Can you give some examples ?
A. Oi in voice, ou in sound, ea in eagle, &c.
Q. 19. When three vowels are united, the combination is called a
triphthong. Can you give some examples ?
A. Eau in beau, iew in view, &c.
Q. 20. Diphthongs are of two kinds, proper and improper. Can you
define them ?
A. A Proper Diphthong has both the vowels sounded; as,
ORTHOGRAPHY.
19
oi in voice, oa in sound. An Improper Diphthong has only one
of the vowels sonneted; as, oa in boat, ea in bread.
Q. 21. What is a syllable ?
A. It is a distinct sound uttered by a single impulse of the
voice; as, a, an, ant.
Q. 22. What are words of one, two, three, four, or more syllables
called ?
A. "Words of one syllable are called monosyllables.
Words of two syllables are called dissyllables.
Words of three syllables are called trissyllables.
Words oi four, or more syllables, are called polysyllables.
Q. 23. How many kinds of words are there?
A. Two. They are Primitive and Derivative.
Q. 24. What are Primitive words ?
A. Primitive words cannot be shortened; as, man, joy,
grief, &c.
Q. 25. What are Derivative words ?
A. Derivative words may be reduced to more simple words;
as, manly, joyful, grievous, &c.
LESSOR V.—SOUNDS OP TPIE VOWELS.
Q. 1. How many sounds has A ?
A. A has four sounds.
1st. The Italian sound; as, in bar, father.
2d. The long sound; as, in name, baker.
3d. The short sound; as, in fagot, glass.
4th. The broad sound; as, in ball, fall, wall.
Q. 2. How many sounds has E?
A. JE has three sounds.
1st. The long sound; as, in mete, sea.
2d. The short sound; as, in met, yet.
3d. The sound of a long; as, in prey, vein.
Q. 3. How many sounds has I?
A. I has four sounds.
1st. - The long sound; as, in fine, pine.
2d. The short sound; as, in inch, pin.
3d. The sound of u short; as, in bird, first.
4th. The French sound; as, in machine, marine.
Q. 4. How many sounds has 0 ?
A. 0 has three sounds.
20
ENGLISH GRAMMAR.
1st. The long sound; as, in note, vote.
2d. The short sound; as, in not, got.
3d. The sound of u short; as, in dove, love.
Q. 5. How many sounds lias U?
A. JJ has five sounds.
1st. The long sound; as, in tube, cube.
2d. The short sound; as, in tub, cub.
3d. The sound of yu; as, in use, union.
4th. The sound of e short; as, in bury.
5th. The short sound of i; as, in busy, business.
Q. 6. How many sounds has W, when it is a vowel ?
A. W. has hut one sound, which is that of u, in now, how.
Q. 7. How many sounds has Y, when it is a vowel ?
A. Y has two sounds, when it is a vowel.
1st. The long sound; as, in rhyme, thyme.
2d. The short sound; as, in witty, system.
LESSON VI.—SOUNDS OF THE CONSONANTS.
Q. 1. How many sounds has B?
A. B has but one sound; as, in barber, number. B is silent
before t in the same syllable; as, doubt, debt; also when it fol¬
lows m in the same syllable; as, tomb, comb, lamb, etc.; except
in accumb, rhomb, succumb.
Q. 2. How many sounds has C?
A. C has three sounds.
1st. The sound of s, before e, i, and y; as in cent, cigar,
mercy.
2d. The sound of k, before a, o, u, r, I, t; as in cart, cottage,
cub, croft, cloth, tract.
3d. The sound of z, in discern, sacrifice, sice, and suffice.
G is mute in arbuscle, czar, czarina, indict, victuals, and muscle.
Q. 3. How many sounds has Ch ?
A. Ch has three sounds.
1st. The sound of k; as in chemist, chorus, achish, Enoch.
2d. The sound of tsh; as in church, chin, archbishop.
3d. Tl^e sound of sh; as in chaise, machine, chevalier.
Ch is silent in schism, yacht, drachm.
Q. 4. How many sounds has D ?
A. T> has three sounds.
1st. Its natural sound; as in dollar, decide.
2d. The sound of dj; as in educate, verdure.
ORTHOGRAPHY. 21
3d. The sound of J; as in 'grandeur, soldier.
Q. 5. How should we pronounce adjectives ending in ed ?
A. The ed should be distinctly sounded; as, A learn-ed man;
A icick-ed person; Bless-ed are the meek.
Q. 6. How should we pronounce verbs ending in ed ?
A. The ed should not he distinctly sounded; as, I walked;
He learned well; You talked; It flashed.
Q. 7. How many sounds has F ?
A. JF has two sounds.
1st. Its natural sound; as in fancy, muffin.
2cl. The sound of v; as in of hereof\ whereof, thereof.
Q. 8. How many sounds has G?
A. G has two sounds.
1st. It is hard before a, o, u, I, and r, and at the end of a syl¬
lable or word; as in gay, go, gun, glory, grand, wagon, brag, drag,
&c.
2d. It is soft before e, i, and y; as in genius, ginger, gymnastic,
&c., except in get, gewgaw, gimlet, etc.
G is silent before n; as in gnat, gnaw, gnomon.
Q. 9. How many sounds has H?
A. II has only one sound; as in hat, house. ,
It is silent in hour, heir, and herb; also after r and t; as in
rhetoric, rhubarb, thyme, rhyme, Thomas.
Q. 10. How many sounds has J?
A. J always has the sound of g soft; except in hallelujah, in
which it has the sound of y.
Q. 11. How many sounds has K?
A. K always sounds like c hard; and it is placed before e, i,
and y, where c would he soft; as in key, king, sky.
K is silent before n; as in knife, knell, knocker.
Q. 12. How many sounds has L ?
A. L has always a soft liquid sound; as in love, billow. It is
often silent; as in half, calf, talk, walk, chalk.
Q. 13. How many sounds has M?
A. Mlias but one sound; as in murmur, monument; except
in comptroller, in which it sounds like n.
Q. 14. How many sounds has N?
A. Abas two sounds.
1st. Its simple sound; as in not, noble.
2d. A compound sound; as in ankle, banquet.
22
ENGLISH GRAMMAR.
N is silent after m; as in hymn, autumn.
Q. 15. How many sounds has P?
A. P has but one sound; as in slipper; except in cupboard,
clapboard, in which it has the sound of b.
P is mute in psalm, tempt, empty, corps, raspberry, phthisic, re¬
ceipt, Ptolemy, and a few others.
Q. 16. How many sounds has Ph ?
A. Ph has two sounds.
1st. The sound of /; as in philanthropy, Philip.
2d. The sound of v; as in nephew, Stephen.
Q. 17. How many sounds has Q ?
A. Q has always the sound of k; and it is invariably fol¬
lowed by u; as in quick, question, queen.
Q. 18. How many sounds has R?
A. P has two sounds.
1st. A rough sound; as in bard, card, regard.
2d. A smooth sound; as in Pome, river, rage.
In the unaccented termination re, the r is sounded after the
e; as in fibre, centre, massacre.
Q. 19. How many sounds has S?
A. $»has two sounds.
1st. A sharp hissing sound; as in saint, sister.
2d. The sound of z; as in muse, his, wise, busy.
S is mute in isle, aisle, corps, demesne, and viscount.
Q. 20. How many sounds has T?
A. T has two sounds.
1st. Its natural sound; as in take, tempt, tutor.
2d. The sound of tsh; as in virtue, nature, feature.
Q. 21. How many sounds has Th?
A. Th has two sounds.
1st. The aspirate sound; as in think, thin, thunder.
2d. The vocal sound; as in those, the, thine, scythe.
Q. 22. How many sounds has V?
A. I7"has always the sound of flat/; as in vanity, love.
Q. 23. How many sounds has W, when it is a consonant ?
A. W, when a consonant, has but one sound; as in word,
worm.
W is mute before r; as in wry, wrap, wrinkle: also in
answer, sword, &c. Before h, it is pronounced as if written
after the h; as in why, when, what, which.
ORTHOGRAPHY.
23
Q. 24. How many sounds lias X?
A. .Alias three sounds.
1st. The sound oiks; as in excuse, exit, extent.
2d. The sound of gz; as in exact, exhort, exist.
3d. The sound of z, when it begins a word or syllable, as in
xiphias, Xerxes, Xenophon.
Q. 25. How many sounds lias Y, when it is a consonant ?
A. Y, when a consonant, has but one sound; as in youth,
York, yes, year.
Q- 26. How many sounds has Zf
A. Z has always the sound of flat s; as in freeze, brazen.
LESSON" VII.—RULES FOR SPELLING.
Q. 1. Can you recite RULE I. ?
A. Monosyllables ending in/, I, or s, double the final or end¬
ing consonant when preceded by a single vowel; as in staff,
mill, pass; except in of, if, is, as, has, was, yes, his, this, us, and
thus.
FALSE ORTHOGRAPHY.
1. Be thou like the gale, that moves the gras to those who ask thy
aid. 2. The aged hero comes forth on his staf. 3. Shal mortal man he
more just than God? 4. Few persons know the value of health, til they
lose it. 5. Our manners should neither be gros, nor exceedingly refined.
6. I have more care to stay, than toil to go. 7. It is no great merit to
spel properly, but a great defect to do it incorrectly. 8. Jacob wor¬
shiped his Creator leaning 011 the top of his staf. 9. We may place too
little, as well as too mtich stres upon dreams.
1. Incorrect.—The s, in gras, being preceded by a single vowel, should
be doubled; thus, grass :—Rule 1st.
2. Incorrect.—The f in staf, being preceded by a single vowel, should
be doubled; thus, staff. Rule 1st.
Q. 2. Can you recite RULE II. ?
A. Monosyllables ending in any consonant but f I, or s,
seldom double the final consonant, when it is preceded by a
single vowel; as, man, hat; except in add, odd, ebb, butt, egg,
err, inn; burr, purr, bunn, and buzz.
FALSE ORTHOGRAPHY.
1. None ever went away sadd from Fingal. 2. He rejoiced over his
sonn. 3. Clonar lies bleeding on the bedd of death. 4. Many a trapp
is set to insnare the feet of youth. 5. A carr signifies a carriage of bur¬
den. 6. In the name of a drugg or a plant, the mistake of a word may
24
ENGLISH GRAMMAR.
endanger life. 7. The finn of a fish is the limb by which he balances
his body, and moves in the water. 8. Many families are supported by
the business of making matts.
9. Nor undelightful is the ceaseless humm,
To him who muses through the woods at noon.
10. The weary sunn has made a golden sett,
And by the bright track of his golden carr,
He gives token of a goodly day to-morrow.
1st. Incorrect.—As sadd does not end in f I, or s, the d should not
be doubled:—agreeably to Rule 2d.—Recite it. It should be sad.
2. Incorrect.—As sonn does not end in f I, or s, the n should not be
doubled:—Rule 2d.—It should be son.
8. Incorrect.—As bedd does not end in f I, or s, the d should not be
doubled:—Rule 2d.—It should be bed.
4. Incorrect.—As frapp does not end in f, I, or s, they? should not be
doubled:—Rule 2d.—It should be trap.
5. Incorrect.—As carr does not end in f I, or s, the r should not be
doubled:—Rule 2d.—It should be car.
6. Incorrect.—As drugg does not end in f, I, or s, the g should not be
doubled:—Rule 2d.—It should be drug.
Q. 8. Can you recite RULE III. ?
A. "Words ending in y, form the plural of nouns, the, per¬
sons of verbs, perfect participles, comparatives and superla¬
tives, by changing y into i, when the y is preceded by a con¬
sonant; as, spy, spies, I carry, thou earnest, he carries; carrier,
carried; happy, happier, happiest The present participle retains
they, that i may not be doubled; as in carry, carrying. But
when y is preceded by a vowel, in such instances as the above,
it is not changed into i; as hoy, hoys; I cloy, he cloys; except
in lay, pay, and say, from which are formed laid, paid, and said,
and their compounds inlaid, unpaid, unsaid.
FALSE ORTHOGRAPHY.
1. Our fancys should be governed by reason. 2. Thou toearyest thy¬
self in vain. 3. He denyed himself all sinful pleasures. 4. We shall
not be happyer for possessing talents and affluence, unless we use them
with discretion. 5. The truly good man is not dismaied by poverty.
6. Ere fresh morning streak the east, we must be risen to reform yonder
allies green.
7. Win straiing souls with modesty and love;
Cast none away.
1. Incorrect.—The y in fancy, being preceded by a consonant, should'
be changed to i, to form the plural; thus, fancies:—Rule 3d.
2. Incorrect.—The y, in weary, being preceded by a consonant,
ORTHOGRAPHY.
25
should be changed to i, to form the second person singular of the verb;
thus, weariest:—Rule 3d.
5. Incorrect. The y, in dismay, being preceded by a vowel, should
not be changed to i, to form the perfect participle: it should be dis¬
mayed; agreeably to Rule 3d.
Q. 4. Can you recite RULE IV. ?
A. "When words ending in y assume an additional syllable
beginning witb a consonant, tbe y, if it be preceded by a con¬
sonant, is commonly changed to i; as, hapjpy, happily, hap¬
piness.
But when y is preceded by a vowel, in such instances, it is
very rarely changed to i; as, coy, coyless; boy, boyish, boyhood;
joy, joyless, joyful
FALSE ORTHOGRAPHY.
1. His mind is uninfluenced by fancyful humors. 2. The vessel was
heavyly laden. 3. When we act against conscience, we become the
destroiers of our own peace. 4. The comelyness of youth are modesty
and frankness. 5. We may be plciiful, and yet quite innocent. 6.
From our general conduct, our true character can be portraied.
7. Christian mayden of heroic mien!
Star of the north ! of northern stars the queen !
1. Incorrect. The y, in fancy, being preceded by a consonant, should
be changed to i in fanciful;—Rule 4th.
2. Incorrect. The y in heavy, being preceded by a consonant, should
be changed to i, in heavily ;—Rule 4th.
3. Incorrect. The y, in destroy, being preceded by a vowel, should
not be changed to i, in destroyers ; Rule 4th.
4. Incorrect. The y, in comely, being preceded by a consonant, should
be changed to i in comeliness; Rule 4th.
5. Incorrect. They, in play, being preceded by a vowel, should not
be changed to i, mplayful; Rule 4th.
6. Incorrect. The y, in portray, being preceded by a vowel, should
not be changed to i, in portrayed; Rule 4th.
7. Incorrect. As maid is the proper way to spell the primitive word,
the derivative is formed by adding en to the primitive; thus, maiden,
agreeably to orthography.
Q. 5. Can you recite RULE Y. ?
A. Monosyllables, and words accented on tbe last syllable,
ending with a single consonant that is preceded by a single
vowel, double that cons.onant when they assume another syl¬
lable that begins with a vowel; as, wit, witty; thin, thinnish;
to abei, an abetter.
But if a diphthong precedes, or the accent is not on the last
26
ENGLISH GRAMMAR.
syllable, the consonant remains single; as, to toil, toiling; to
offer, an offering ; maid, maiden.
FALSE ORTHOGRAPHY.
1. The business of to-day should not be defered till to-morrow. 2.
That law has been annuled. 3. When we have outstriped our errors, we
have won the race. 4. By defering our repentance, we accumulate our
sorrows. 5. Pupils should be permited by their instructors to ask
important questions. 6. The Christian Lawgiver has prohibittcd many
things which the heathen philosophers allowed.
7. At summer eve, when heaven's aerial bow
Spans with bright arch the glittering hills below.—
Thus mourned the hapless man; a thunderring sound
Boiled round the shudderring walls, and shook the ground.
1. Incorrect. The r, in defer, which is accented on the last syllable,
should be doubled in deferred; Rule 5th.
2. Incorrect. The I, in annxd, which is accented on the last syllable,
being preceded by a single vowel, should be dqjubled in annulled;
Bule 5th.
6. Incorrect. The t, in prohibit, which is not accented on the last
syllable, should not be doubled vn prohibited; Bule 5th.
7. Incorrect. The r, in glitter, thunder, and shudder, which are not
accented on the last syllable, should not be doubled in glittering, thun¬
dering, and shuddering; Bule 5th.
Q. 6. Can you recite BULE YI. ?
A. Words ending in donble I, in taking ness, less, ly, or ful,
after them, generally omit one I; as, fulness, shitless, fully, skil¬
ful.—But words ending in any double letter except I, and tak¬
ing ness, less, ly, or ful, after them, retain the double letter;
as, harmlessness, carelessness, stiffly, successful.
FALSE ORTHOGRAPHY.
1. A chillness generally precedes a fever. 2. He is wed to dullness.
3. To recommend virtue to others, our lights should shine briglitlv, not
dullly. °
4. The silent stranger stood amaz'd to see
Contempt of wealth, and willful poverty.
5. Bestlesness of mind impairs our peace. 6. The road to the blisful
regions is as open to the peasant as to the king. 7. The arrows of
calumny fall harmlesly at the feet of virtue.
1. Incorrect. Chill should drop one I in' chilness, agreeably to Bule
6th, which says, &c.
2. Incorrect. Dull should drop one I in dulness, agreeably to Bule
6th, which says, &c.
OETHOGRAPHY.
27
3. Incorrect. Dull should drop one I in dully, agreeably to Rule 6th,
"which says, &c.
4. Incorrect. Will should drop one I in wilful, agreeably to Rule 6th,
which says, &c.
5. Incorrect. Restless should retain the double s in restlessness, agree¬
ably to Rule 6th, which says, &c.
6th. Incorrect. Bliss should retain the double s in blissful, agreeably
to Rule 6th, which says, &c.
7. Incorrect. Harmless should retain the double s in harmlessly,
agreeably to Rule 6th, which says, &e.
Q. 7. Can you recite RULE VII. ?
A. Ness, less, ly, or fid, added to words ending in silent e,
does not cut it off; as, paleness, guileless, closely, peaceful; ex¬
cept in a few words; as, duly, truly, awful.
FALSE ORTHOGRAPHY.
1. Sedatness is becoming. 2. Behold the palness of his face. 3.
Guilless persons are esteemed by the virtuous. 4. Nature's laws are
blamless. 5. Rude behavior, and indecent language, are peculiarly dis-
gracful to youth of education. 6. In our reasonings, our minds should
be sincerly employed in the pursuit of truth. 7. All these with ceasless
praise his works behold, both day and night.
8. Stars rush : and final ruin fiercly drives
Her ploughshare o'er creation!
9. He is duely entitled to credit. 10. Wisdom alone is truely fair: folly
only appears so. 11. The true worship of Grod is an important and awe-
ful service.
12. Nature made a pause,
An aweful pause ! prophetic of her end!
1. Incorrect. The silent e in sedate, should be retained in sedateness,
agreeably to Rule 7th, which says, &c.
2. Incorrect. The silent e in pale, should be retained in paleness,
agreeably to Rule 7th.
3. Incorrect. The silent e in guile, should be retained in guileless,
agreeably to Rule 7th.
9. Incorrect. The silent e in due, should be omitted in duly ; it being
an exception to Rule 7th.
10. Incorrect. The silent e in true, should be omitted in truly; it
being an exception to Rule 7th.
11. Incorrect. The silent e in awe, should be omitted in awful; it
being an exception to Rule 7th.
Q. 8. Can you recite RULE VIII. ?
A. When words ending in silent e, assume the termina¬
tion ment, the e should not he cut off; as, abatement, chastise-
28
ENGLISH GEAMMAE.
ment, allurement.—Ment, like other terminations, changes y into
i, when the y is preceded hj a consonant; as, accompany,
accompaniment; merry, merriment.
FALSE ORTHOGRAPHY.
1. A judicious arrangment of our studies facilitates improvment. 2.
Encouragment is greatest when we least need it. 3. The abatment of
the epidemic is quite perceptible. 4. The study of the English language
is making daily advancment. 5. The greater our incitments to evil, the
greater will be our victory and reward. 6. A spell of sickness is often a
chastisment and discipline, to moderate our affections for the things of
this life. 7. Neither pleasure nor business should engross our time and
affections: proper seasons should be allotted for retirment.
8. To shun allurments is not hard,
To minds resolv'd, forewarn'd, and well prepar'd.
9. Excessive merryment is the parent of grief.
1. Incorrect. The silent e in arrange, should be retained in arrange¬
ment; and the silent e in improve, should be retained in improvement;
agreeably to Rule 8th, which says, &c.
2. Incorrect. The silent e in encourage, should be retained in encour¬
agement ; agreeably to Rule 8th.
3. Incorrect. The silent e in abate, should be retained in abatement;
agreeably to Rule 8th.
4. Incorrect. The silent e in advance, should be retained in advance¬
ment; agreeably to Rule 8th.
5. Incorrect. The silent e in incite, should be retained in incitements;
agreeably to Rule 8th.
9. Incorrect. The y in merry, should be changed to i in merriment;
agreeably to Rule 8th.
Q. 9. Can you recite RULE IX. ?
A. When words ending in silent e, assume the termination
able or ible, the e should generally he cut off; as, blame, blam-
able; cure, curable; sense, sensible.
But if c or g soft comes before e in the original word, the e
is retained in words compounded with able.; as, peace, peaceable;
change, changeable.
FALSE ORTHOGRAPHY.
1. Knowledge is desireable. 2. Misconduct is inexcuseable. 3. Our
natural defects are not chargeable upon us. 4. We are made to be ser-
vicable to others as well as to ourselves. 5. Every person and thing con¬
nected with self, is apt to appear good and desireable in our eyes. 6.
Errors and misconduct are more excuseable in ignorant, than in well
instructed persons. 7. The divine laws are not reverseible by those of
ORTHOGRAPHY.
29
men. 8. Gratitude is a forceible and active principle in good and gener¬
ous minds. 9. It is hard to say what diseases are cureable: they are all
under the guideance of Heaven.
1. Incorrect. The silent e in desire, should he omitted in desirable;
agreeably to Rule 9th, which says, &c.
2. Incorrect. The silent e in excuse, should be omitted in inexcus¬
able ; agreeably to Rule 9th.
4. Incorrect. The silent e in service, being preceded by c soft, should
be retained in serviceable ; Rule 9th.
7. Incorrect. The silent e in reverse, should be omitted in reversible ;
agreeably to Rule 9th.'
8. Incorrect. The silent e in force, being preceded by c soft, should
be omitted in forcible ; it being an exception to Rule 9th.
9. Incorrect. The silent e in cure, should be omitted in curable;
agreeably to Rule 9th.
Q. 10. Can you recite RULE X. ?
A. When ing or ish is added to words ending in silent e, the
e is generally omitted; as, place, placing; lodge, lodging; slave,
slavish; prude, prudish.
FALSE ORTHOGRAPHY.
1. Labor and expense are lost upon a droneish spirit. 2. An obligeing
disposition is totally unconnected with a cringeing humor. 3. By
solaceing the sorrows of others, the heart is improved. 4. The inad¬
vertencies of youth may be excused, but knaveish tricks should always
meet with the most severe reproof. 5. Chronology is the science of
computeing and adjusting the periods of time.
6. Conscience anticipateing time,
Already rues the unacted crime.
7. One self approveing hour, whole years outweighs,
Of stupid starers, and of loud huzzas.
1. Incorrect. The silent e in drone, should be omitted in dronish;
agreeably to Rule 10th, which says, &c.
' 2. Incorrect. The silent e in oblige and cringe, should be omitted in
obliging and cringing; agreeably to Rule 10th.
3. Incorrect. The silent e in solace, should be omitted in solacing;
agreeably to Rule 10th.
4. Incorrect. The silent e in Tcnave, should be omitted in knavish;
agreeably to Rule 10th.
5. Incorrect. The silent e in compute, should be omitted in comput¬
ing; agreeably to Rule 10th.
6. Incorrect. The silent e in anticipate, should be omitted in antici¬
pating; agreeably to Rule 10th.
7. Incorrect. The silent e in approve, should be omitted in approv¬
ing; agreeably to Rule 10th.
30
ETYMOLOGY AND SYNTAX.
Q. 11. Can you recite RULE XI. ?
A. Compound words are generally spelled in the same
manner as the simple words of which they are compounded;
as, glasshouse, skylight, thereby, hereafter.—Many words ending in
double I, are exceptions to this rule; as,already, welfare, wilful,
fulfil; and also the words wherever, Christmas, lammas, &c.
FALSE ORTHOGRAPHY.
1. The Jews' pasover was instituted in A.M. 2513. 2. They salute
each other by touching their forheads. 3. That which is sometimes
expedient is not allways so. 4. By helping our neighbors, we are full-
filling the moral law. 5. We may he hurtfull to others by our example,
as well as by personal injuries. 6. Where diligence opens the door of
the understanding, and impartiality keeps it, truth finds an entrance and
a wellcome reception.
7. Then in the scale of reas'ning life 'tis plain,
There must he somwhere such a rank as man.
8. Till Hymen brought his lov-delighted hour
There dwelt no joy in Eden's rosy bower.
9. The head reclined, the loosened hair,
The limbs relaxed, the mournful air:—
See, he looks up, a wofull smile
Lightens his wo-worn cheek awhile.
1. Incorrect. The double s in pass, should be retained in the com¬
pound word passover; agreeably to Rule 11th.
2. Incorrect. The e in fore, should be retained in the compound
word foreheads; agreeably to Rule 11th, which says, &c.
3. Incorrect. One I in all, should be omitted in the compound word
always; it being an exception to Rule 11th.
5. Incorrect. One I in full, should be omitted in the compound word
hurtful; it being an exception to Rule 11th.
ETYMOLOGY AND SYNTAX.
LECTURE II.—LESSON" VIII.
ETYMOLOGY AND .SYNTAX.
Q. 1. What does the word Etymology signify ?
A. It signifies the origin of words.
Q. 2 What does the word Syntax mean ?
ARTICLE.
31
A. It means sentence making.
Q. 3. Of what does Etymology treat?
A. It treats of the different sorts of words, their various
modifications, and their derivation.
Q. 4. Of what does Syntax treat?
A. It treats of the agreement and government of words,
and of their proper arrangement in a sentence.
Q. 5. Etymology treats of three things : what are they ?
A. 1st. It treats of the classification of words.
2d. It explains the properties peculiar to each class of
words, and their various modifications.
3d. It treats of the derivation of words.
Q. 6. From what languages is the English language derived ?
A. Originally from the Saxon, Danish, Celtic, and Gothic;
hut, it has been greatly enriched by accessions from the
Greek, Latin, French, Spanish, Italian, and German languages.
Q. 7. llow many words are supposed to be in the English language,
after deducting proper names, and words formed by the inflections
of verbs, nouns, and adjectives?
A. About forty thousand.
Q. 8. The forty thousand words of our language have been reduced to
ten parts of speech. Can you recite them ?
A. The Article, Houn, Pronoun, Verb, Participle, Adjec¬
tive, Adverb, Preposition, Conjunction and Interjection.
Q. 9. "Which of these, are considered the most important parts of
speech ?
A. The Noun and Verb; for which reason they are called
major parts of speech. All the others are called minor parts
of speech, the Interjection being the least important.
ARTICLE.
LESSOX IX.—ARTICLE.
Q. 1. What is an article ?
A. An Article is a word prefixed to nouns to limit their
signification ; as, a man, an orange, the river.
32 ETYMOLOGY AND SYNTAX.
Q. 2. How many articles are there in the English language ?
A. There are only two articles in onr language. They are
a or an, and the.
Q. 3. What is a or an called ?
A. A or an is called the indefinite article.
Q. 4. What is the called ?
A. The is called the definite article.
Q. 5. What does the word indefinite mean ?
A. It means unlimited. A or an is called the indefinite
article, because it is unlimited in its application.
Q. 6. What does the word definite mean ?
A. It means limited. The is called the definite article,
because it is limited in its application.
Q. 7. What is the office of the indefinite article ?
A. The indefinite article generally limits the noun to one
of a kind, individually or collectively; as, a star, an teagle, a
score, a thousand.
Q. 8. What is the office of the definite article?
A. The definite article limits the noun to a particular
object, or collection of objects ; as, the man, the army.
Q. 9. Nouns generally have articles or adjectives prefixed to them.
In what sense is a noun used, when it has neither an article nor an
adjective prefixed to it?
A. It is used in a general sense; as, Fruit is abundant;
Gold is heavy; Man is born to trouble. Here we mean fruit
and gold in general, and all men or mankind.
Q. 10. Before what kind of nouns should the article he omitted ?
A. Before nouns implying the different virtues, vices, pas¬
sions, qualities, sciences, arts, metals, herbs, and fruits; as,
Modesty is becoming; Falsehood is odious; Love is a strong
passion; Truth is the most essential quality of youth ; Trees
make a forest; Grammar is the science of language, &c.
Q. 11. Is the definite article ever applied to adverbs ?
A. It is. The definite article is frequently applied to adverbs
in'the comparative or superlative degree; as, The more I ex¬
amine it the better I like it; I like this the least of any.
Q. 12. What is the meaning of a or an ?
A. A or an means one or any one.
Q. 13. When is a prefixed to a plural noun ?
ARTICLE.
33
A. A is prefixed to a plural noun, when any of the adjec¬
tives few, great many, dozen, hundred, thousand, million, billion,
trillion, quadrillion, &c., comes between the article and the noun;
as, A few men ; A great many persons; A dozen marbles;
A. hundred cents; A thousand dollars; A million inhabitants;
A trillion insects, &c.
LESSON X.
Q. 1. The article is seldom prefixed to proper nouns. Can you give
some examples to illustrate this fact ?
A. Barron killed Decatur; Pope translated Homer's Iliad ;
"Washington loved his country; Anthony murdered Cicero.
Q. 2. When may we prefix the article to a proper noun ?
A. When we wish to distinguish such nouns from other
proper nouns; as, We came down the Ohio river to Cairo; He
crossed the Rocky mountains; He is not a Franklin; He is a
Lee, or of the family of the Lees.
Q. 3. Adjectives are often placed between the article and the noun
with which the article agrees. Can you give some examples ?
A. A good boy; An industrious man; The immortal signers
of the Declaration of Independence.
Q. 4. Sometimes $ie adjective precedes the article. Can you give
some examples of this kind ?
A. As great a man as Alexander; Such a shame.
Q. 5. The indefinite article is placed between the adjective many and
a singular noun, when we refer to several persons or things, and wish to
bring each one separately under consideration. Can you give some ex¬
amples of this kind ?
A. Many a man has suffered martyrdom; Where many a
rosebud rears its blushing head; Full many a flower is born
to blush unseen.
Q. 6. A nice distinction is sometimes effected by the use or omission
of a. Can you give some examples of this kind ?
A. If I say, "He behaved with a little reverence," my
meaning is positive. But if I say, "He behaved with little
reverence," my meaning is negative. By the former, I rather
praise a person; by the latter I dispraise him. Again, when
I say, "There were few persons with him," I speak dimi¬
nutively ; whereas, when I say, " There were a few persons
with him," I evidently intend to make the most of them.
Q. 7. The indefinite article sometimes has the meaning of every. Can
you give some examples of this kind ?
A. They cost five shillings a dozen ; i. e. every dozen.
3
34
ETYMOLOGY AND SYNTAX.
A man lie was to all tlie country dear,
And passing ricli witli forty ponnds a year.
Q. 8. When several adjectives are connected, and express the various
qualities of things individually different, though alike in name, the ar¬
ticle should be repeated. Can you give some examples of this kind ?
A. A black, and a wbite calf; A bay, and a white, and a
sorrel horse; signify two calves, and three horses, of dif¬
ferent colors.
Q. 9. When the qualities belong to the same thing or things, the ar¬
ticle should not he repeated. Can you give some examples of this kind?
A. A black and white calf; A red and bine hog; A green,
yellow, black and white cat; signify the different colors of
one calf, one hog, and one cat.
Q. 10. It is evident that a, an, and the, are three words. Why do we
say that there are only two articles in our language ?
A. Because A and An have the same signification, they
being prefixed to different kinds of nouns.
Q. 11. Before what kind of nouns is A prefixed ?
A. A is prefixed to nouns beginning with a consonant, h,
when sounded, u long, and the word one; as, A pen; A hat;
A union ; Many a one.
Q. 12. Before what kind of nouns is An prefixed ?
A. An is prefixed to nouns beginning with a vowel, a si¬
lent A, and u short; as, An apple, An heir, An umbrella.
Q. 13. Will you read the following examples in which A and An are
properly prefixed to their respective nouns ?
A. 1st. A ball, a cent, a dollar, a fan, a gun, a house, a
judge, a kite, a lamb, a man, a noun, a pen, a quill, a river,
a saw, a ton, a union, a vice, a watch, a xiphias, a zone, many
a one.
2d. An acorn, an enemy, an inkstand, an orange, an um¬
brella, an hour, an heir, an herb, an honor.
Q. 14. Can you recite the Order of parsing the Article ?
A. It is, The definite or indefinite article, and why"?
To what noun does it belong ?—Rule.—In parsing the defi¬
nite article, we sometimes say, it belongs to an adverb in the
comparative or superlative degree; agreeably to Note 1st to
Rule 2d. ,
Q. 15. What Rule applies in parsing the indefinite Article?
A. Rule 1st. The indefinite article generally belongs to
nouns in the singular number, individually or collectively;
as A star an eagle, a score, a thousand.
ARTICLE.
35
Q. 16. What Rale applies in parsing the definite Article?
A. Rule 2d. The definite article "belongs to nouns in the
singular or plural number; as, The star, the stars.
Q. 17. What Note applies in parsing A, when it is prefixed to plural
nouns ?
A. Rote 1st to Rule 1st. A may be prefixed to a plural
noun, when any of the adjectives few, great many, dozen, hun¬
dred, thousand, million, billion, trillion, or quadrillion comes be¬
tween the article and the noun; as, A few men; A great
many stars ; A dozen marbles, &c.
Q. 18. What Note applies .in parsing the definite Article, when it is
prefixed to an adverb in the comparative or superlative degree ?
A. Rote 1st to Rule 2d. The definite article is frequently ap¬
plied to adverbsiriAiQcomparative or superlative degree; as, The
more I examine it, the better I like it; I like this the least of any.
Q. 19. What N'ote applies in correcting examples in False Syntax,
in which An is improperly used instead of A ?
A. Rote 2d to Rule 1st. A is used before a consonant, u
long, h when sounded, and the word one.
Q. 20. What Note applies in correcting examples in False Syntax, in
which A is improperly used instead of An ?
A. Rote 3d to Rule 1st. An ijj used before a vowel, a silent
h, and u short.
Q. 21. What Note applies in correcting examples in False Syntax, in
which the definite article is improperly prefixed to nouns which are used
in a general sense ?
A. Rote 2d to Rule 2d. When a noun is used in a general
sense, the article should be omitted; as, Modesty is becoming;
Falsehood is odious; Truth is immortal; Gold is corrupting.
Q. 22. What Note applies in correcting examples in False Syntax,
in which the nouns are not used in a general sense, and the article should
he expressed ?
A. Rote 3d to Rule 2d. When a noun is not used in a
1 general sense, the article should be expressed; as, A lion is
bold; The sea is green.
Every thing of importance in relation to the article, has been given.
You will please to study this part of speech, until you can answer all the
questions with facility; when you should proceed to parse all the ex¬
amples of the Articles, given in the following exercises.
Before you commence to parse the examples in the Exercises, you
should read the many examples given of the systematic Order of pars¬
ing the Article, which will enable you to parse this part of speech with
the greatest ease and fluency. You should parse the Articles in those
36
ETYMOLOGY AND SYNTAX.
examples, until you are perfectly familiar with the order of parsing them;
and you will always parse them fluently in the following exercises
throughout this work. When you shall have learned perfectly the
order of parsing the Article, you should then- read the many examples
given of the systematic order of correcting False Syntax in which the
articles are misapplied, until you become quite familiar with the order
of correcting them; when you should correct all the examples of False
Syntax in the following Exercises, which contain every variety of manner
in which the articles can he misapplied.
PARSING.
EXERCISES IN PARSING.
1. A bird. 2. A crow. 3. A dollar. 4. A farm. 5. A gun. 6. A
hat. 7. A judge. 8. A king. 9. A lord. 10. A man. 11. A noun.
12. A pen. 13. A quill. 14. A razor. 15. A saint. 16. A thought.
17. A violin. 18. A union. 19. A watch. 20. A xiphias. 21. A
youth. 22. A zone. 23. A score. 24. A thousand. 25. A million.
26. A few persons. 27. A great many houses. 28. A dozen marbles.
29. A hundred cents. 30. A thousand dollars. 31. A million in¬
habitants. 32. A billion insects. 33. A trillion atoms. 34. A quad¬
rillion seconds. 35. Many a one.
1. An apple. 2. An enemy. 3. An inkstand. 4. An orange. 5.
An umbrella. 6. An honor. 7. An hour. 8. An heir. 9. An herb.
10. An uncle. 11. The man. 12. The men. 13. The star. 14. The
stars. 15. The boy. 16. The boys. 17. The lady. 18. The ladies.
19. The planet. 20. The planets. 21. The sun. 22. The moon. 23.
The Earth. 24. The more I examine it, the better I like it. 25. The
more we get, the more we want. 26. I like this the least of any.
1. A is the indefinite article, a word which limits the noun to one of
a kind, but to no particular one; it belongs to the noun bird, agree¬
ably to Rule 1st. The indefinite article generally belongs to nouns in the
singular number, individually or collectively.
2. A is the indefinite article, a word which limits the noun to one of
a kind, but to no particular one; it belongs to the noun crow, agreeably
to Rule 1st.—Recite the Rule.
3. A is the indefinite article, a word which limits the noun to one of
a kind, but to no particular one; it belongs to the noun dollar, agree¬
ably to Rule 1st.
4. A is the indefinite article, a word which limits the noun to one of a
kind, but to no particular one; it belongs to the noun farm, agreeably
to Rule 1st.
23. A is the indefinite article, a word which limits the noun to one of
a kind, but to no particular one; it belongs to the noun score, agreeably
to Rule 1st.
26. A is the indefinite article, a word which is sometimes prefixed to
plural nouns; it belongs to the noun persons, agreeably to Note 1st to
Rule 1st. A may be prefixed to a plural noun, when any of the adjec¬
tives few, great many, dozen, hundred, thousand, million, billion, trillion,
or quadrillion, comes between the article and the noun.
ARTICLE.
— CORRECTING.
3T
27. A is the indefinite article, a word which is sometimes prefixed to
plural nouns; it belongs to the noun houses, agreeably to Note 1st to
Rule 1st. Recite it.
28. A is the indefinite article, a word which is sometimes prefixed to
plural nouns; it belongs to the noun marbles, agreeably to Note 1st to
Rule 1st.
29. J. is the indefinite article, and belongs to the noun cents, Note 1st
to Rule 1st.
35. A is the indefinite article, and belongs to one, Rule 1st.
1. An is the indefinite article, a word which limits the noun to one
of a kind, but to no particular one; it belongs to the noun apple, agree¬
ably to Rule 1st.
2. An is the indefinite article, a word which limits the noun to one
of a kind, but to no particular one; it belongs to the noun enemy,
agreeably to Rule 1st.
3. An is the indefinite article, and belongs to inkstand, Rule 1st.
4. An is the indefinite article, and belongs to orange, Rule 1st.
11. The is the definite article, a word which limits the noun to a par¬
ticular object; it belongs to the noun man, Rule 2d. The definite ar¬
ticle belongs to nouns in the singular or plural number.
12. The is the definite article, a word which limits the noun to a par¬
ticular object; it belongs to the noun men, agreeably to Rule 2d.—Al¬
ways recite the Rule.
13. The is the definite article, and belongs to star, Rule 2d.
14. The is the definite article, and belongs to stars, Rule 2d.
24. The is the definite article, a word which is sometimes prefixed to
adverbs in the comparative or superlative degree; it belongs to the ad¬
verb more, agreeably to Note 1st to Rule 2d. The definite article is
frequently applied to adverbs in the comparative or superlative degree.
The is the definite article, and belongs to the adverb better, Note 1st to
Rule 2d.
26. The is the definite article, and belongs to the adverb least, Note
1st to Rule 2d.—Recite the Note.
CORRECTING.
EXERCISES IN EALSE SYNTAX.
1. An bell. 2. An cart. 3. An drum. 4. An friend. 5. An gun.
6. An hat. 7. An union. 8. An youth. 9. An zone. 10. Many an
one. 11. A apple. 12. A enemy. 13. A inkstand. 14. A orange.
15. A umbrella. 16. A uncle. 17. A hour. 18. A heir. 19. A
honor. 20. A herb. 21. An horse, an herald, an heart, an heathen,
an union. 22. A acorn. 23. An useful book. 24. Many an one.
25. The grass is good for horses, and the wheat for men. 26. Grass
is good for the horses, and wh'eat for the men. 27. Grass looks well.
28. Wheat is blighted. 29. Corn in the garden grows well, but corn in
the field does not seem to grow. 30. How does the tobacco sell ? 31.
How do you like the study of the grammar ? 32. A candid temper is
proper for the man. 33. World is wide. 34. The man is mortal. 35.
88
ETYMOLOGY AND SYNTAX.
And I persecuted this way unto the death. 36. The earth, the air, the
fire, and the water are the four elements of the old philosophers.
1. Incorrect. Bell begins with a consonant, and it should have a
prefixed, agreeably to Note 2d to Rule 1st. A is used before a conso¬
nant, u long, h when sounded, and the word one.
2. Incorrect. As cart begins with a consonant, it should have a pre¬
fixed, agreeably to Note 2d to Rule 1st.
3. Incorrect. As drum begins with a consonant, it should have a
prefixed, agreeably to Note 2d to Rule 1st.
4. Incorrect. As friend begins with a consonant, it should have a
prefixed, agreeably to Note 2d to Rule 1st.
5. Incorrect. As gun begins with a consonant, it should have a pre¬
fixed, agreeably to Note 2d to Rule 1st.
6. Incorrect. As hat begins with a consonant, it should have a pre¬
fixed, agreeably to Note 2d to Rule 1st.
7. Incorrect. As the u is long in union, it should have a prefixed,
agreeably to Note 2d to Rule 1st.
10. Incorrect. The word one should have a prefixed, agreeably to
Note 2d to Rule 1st.
11. Incorrect. As apple begins with a vowel, it should have an pre¬
fixed, agreeably to Note 3d to Rule 1st. An is used before a vowel, a
silent h, and u short.
12. Incorrect. As enemy begins with a vowel, it should have an pre¬
fixed, agreeably to Note 3d to Rule 1st.
15. Incorrect. As the u is short in umbrella, it should have an pre¬
fixed, agreeably to Note 3d to Rule 1st.
17. Incorrect. As the h is silent in hour, it should have an prefixed,
agreeably to Note 3d to Rule 1st.
21. Incorrect. As the h is sounded in horse, herald, heart, and
heathen, and the u is long in union, they should have a prefixed, agree¬
ably to Note 2d to Rule 1st.
23. Incorrect. As the u is long in useful, it should have a prefixed,
agreeably to Note 2d to Rule 1st.
25. Incorrect. As grass and wheat are used in a general sense, the
definite article should be omitted, agreeably to Note 2d to Rule 2d.
"When a noun is used in a general sense, the article should be omitted.
—The sentence should read, " Grass is good for horses, and wheat for
men."
26. Incorrect. As horses and men are used in a general sense, the
definite article should be omitted, agreeably to Note 2d to Rule 2d.
27. Incorrect. As grass is not used in a general sense, because we
mean the present crop of grass, the definite article should be expressed,
agreeably to Note 3d to Rule 2d. When a noun is not used in a general
sense, the article should be expressed. — The sentence should read,
" The grass looks well."
31. Incorrect. As grammar is used in a general sense, the definite
article should be omitted, agreeably to Note 2d to Rule 2d.—The sen¬
tence should read, " How do you like the study of grammar ?"
NOUN. 39
32. Incorrect. As man is used in a general sense, because it signi¬
fies mankind, the definite article should be omitted, agreeably to Note
2d to Rule 2d.
33. Incorrect. As we mean the planet on which we live, the definite
article should be expressed, agreeably to Note 3d.
NOUN.
LESSON XI.—NOUN.
Q. 1. What is a noun ?
A. A Noun is a name; as, man, James, tree, knowledge.
Q. 2. How many kinds of nouns are there ?
A. Nouns are of two kinds, common and proper.
Q. 3. What are common nouns ?
A. Common Nouns are common names; as, man, tree, river.
Q. 4. What are proper nouns ?
A. Proper Nouns are proper names; as, John, Eliza, Ohio.
Q. 5. What are common and proper nouns signifying many called ?
A. They are called Collective Nouns, or Nouns of Multi¬
tude ; as, army, people, flock, herd, The Congress of the United
States.
Q. 6. .As you should understand this part of speech, before you pro¬
ceed to the next, will you read the following examples containing the
several kinds of nouns ?
A. 1st. Common Nouns; as, man, men, woman, women, boy, boys,
girl, girls, brother, sister, father, mother, tree, river, sea, mountain,
ocean, gulf, bay, stream, town, city, country, home, lake, pond, house,
book, pen, ink, paper, horse, animal, bird, fish, fowl, duck, hen, chair,
table, desk, furniture, bed, knife, scissors, shears, bellows, snuffers,
tongs, shovel, spade, hoe, plow, conscience, meekness, mildness, good¬
ness, gentleness, truth, piety, virtue, honesty, dishonesty, falsehood, vice,
sin, hope, peace, friendship, cheerfulness, generosity, &c.
2d. Proper Nouns; as, Thomas, Robert, William, Mary, Jane, Ellen,
Joseph Smith, Henry Thompson, Dr. Benj amin Franklin, Sir Francis Drake,
Boston, Albany, Troy, New York, Philadelphia, Baltimore, Cincinnati,
Pittsburg, Louisville, New Orleans, Kentucky, Tennessee, Missouri, Louisi¬
ana, Texas, California, Europe, Asia, Africa, America, England, France,
Germany, Austria, Russia, Amazon river, Mississippi river, Missouri
40
ETYMOLOGY AND SYNTAX.
river, Ohio river, Rocky mountains, Alleghany mountains, Andes moun¬
tains, lake Superior, lake Huron, lake Michigan, lake Erie, lake Ontario,
Gulf of Mexico, Gulf of Guinea, Gulf of California, Hudson's hay,'
Bay of Fundy, Davis's strait, Bhering's strait, Isthmus of Darien,
Isthmus of Suez, &c.
3d. Common Nouns of the Collective kind, which are called Collective
Nouns, or Nouns of Multitude; as, army, fleet, navy, flock, herd, drove,
people, rabble, assembly, multitude, nation, committee, &c.
4th. Proper Nouns of the Collective kind, which are also called Col¬
lective Nouns, or Nouns of Multitude; as, The House of Commons and
House of Lords of Great Britain; The Senate and House of Representa¬
tives constitute the Congress of the United States; The General Assem¬
bly of Louisiana; The Legislature of Kentucky; 0 House of Israel;
0 Jerusalem, Jerusalem, &c.
You perceive that the words in italics are Collective nouns, because
they signify many persons or things in one collective body. You should
remember, however, that the plurals of those nouns, are not collective
nouns. Armies, fleets, navies, flocks, herds, droves, rabbles, assemblies,
multitudes, nations, committees, &c., are common nouns, but not of the
collective kind.
Q. 7. What is the meaning of the word noun ?
A. It signifies a name.—All things have names, and those names are
nouns. The name of any thing that we can see, hear, taste, smell, feel,
or think of, is a noun. The names of all the animal, vegetable, and
mineral kingdoms are nouns; and we call them common nouns, because
they are common names; as, man, horse, mule, cow, sheep, goat, animal,
dog, cat, panther, tiger, lion, bird, fish, whale, tree, herb, plant, flower,
grass, wheat, corn, rye, hay, barley, oats, grain, mountain, river, lake,
ocean, sea, country, city, town, house, gold, silver, platina, copper, zinc,
brass, iron, steel, &c. But when we give names to many of these com¬
mon nouns, they become proper nouns; as, Louis Napoleon Bonaparte;
Mary Ellen Simpson; My dog Tray; His horse Rover; Your Mule
Bob; Her cow Cherry; Her cat Tom; That lion is named Da'nco;
That panther is called Caesar; That tiger's name is Brutus; That par¬
rot's name is Poll, &c.
Many examples of nouns have been given in this lesson, that you
may readily become quite familiar with this part of speech, before you
commence the study of the pronouns.
PERSONAL PRONOUNS.
LESSOX XII.—PERSONAL PKOXOUXS.
Q. 1. What is a pronoun ?
A. A Pronoun is a word used instead of a noun, and gene-
PERSONAL PRONOUNS. 41
rally to avoid the too frequent repetition of the noun which it
represents; as, The man is happy; he is benevolent; he is
useful.
Q. 2. How many kinds of pronouns are there ?
A. Pronouns are of two kinds, Personal and Relative pro¬
nouns.
Q. 8. What do Personal pronouns denote ?
A. Personal Pronouns denote the persons of the nouns
which they represent; as, "John writes, and he will soon
write well."
Q. 4. What is the office of the Relative pronoun ?
A. The Relative Pronoun relates to some noun or personal
pronoun preceding it, as its antecedent; or it refers to some
noun or personal pronoun succeeding it, as its subsequent; as,
" The man who instructs you labors faithfully;" Who gave you
that book ? John.
Q. 5. What distinguishes the Personal from the Relative pronouns ?
A. Personal Pronouns always denote the persons of the
nouns which they represent; whereas, Relative pronouns do
not; but they always agree in gender, person, and number
with their antecedents or subsequents.
Q. 6. How many personal pronouns are there ?
A. Pive. They are I, thou, or you, he, she, and it; with
their plurals we, ye, or you, and they.
Q. 7. How many properties have pronouns ?
A. Four. They are gender, person, number, and case.
Q. 8. Have all the personal pronouns a peculiar termination to denote
their gender ?
A. They have not. Gender has- respect only to the third
person singular of the pronouns, he, she, and it. He is mascu¬
line, she is feminine, and it is neuter.
Q. 9. Which of the personal pronouns have no peculiar termination to
denote their gender ?
A. The first and second persons, both singular and plural,
and the third person plural.
Q. 10. How many persons have pronouns ?
A. Three: the first, second, and third persons.
Q. 11. Can you speak the persons of the Personal pronouns?
ETYMOLOGY AND SYNTAX.
A. I is tile first person,
Thou or you is tlie second person, > Singular.
lie, she, and it are the tliird person, J
We is the first person, 4
Ye or you is the second person, V Plural.
They is the third person, j
Q. 12. How many numbers have Personal pronouns ?
A. Two: the singular and plural numbers.
Q. 13. Can you recite them in their different numbers?
A. I, thou, or you, he, she, and it are singular.
We, ye, or you, and they are plural.
Q. 14. How many cases have pronouns ?
A. Three: the nominative, the possessive, and the objective
We will next present the declension of the Personal pronouns, which
you should memorize perfectly, before you proceed any further. By
understanding well, the declension of the personal pronouns, you will
never have any difficulty in parsing them; whereas, if you do not make
yourself well acquainted with their declension, you will be continually
making mistakes in parsing them.
By a little reflection in studying the Declension of the Personal pro¬
nouns, you will soon understand them. For instance, you should remem¬
ber, that I is the only personal pronoun which is in the first person, sin¬
gular number, nominative ease; that thou and you are the only personal
pronouns which are in the second person, singular number, nominative
case; that he, she, and it are the only personal pronouns which are in the
third person, singular number, nominative case. That we is always first
person, plural number, nominative case; that ye is second person, plural,
nom. case; that you is second person singular number when it represents
a singular noun; but second person plural number when it represents a
plural noun: and, that you is sometimes in the nominative, and some¬
times in the objective case. That they is third person, plural number,
nominative case, &c.
Enough has been said, here, to induce you to see that personal pro¬
nouns have peculiar terminations to denote their cases; except you and
it, which are sometimes in the nominative, and sometimes in the object¬
ive case.
DECLENSION OF THE PERSONAL PRONOUNS.
Q. 15. Can you decline the Personal pronouns ?
case.
EIRST PERSON.
Singular.
Nominative I,
Possessive my or mine,
Objective me.
Plural.
Nominative we,
Possessive our or ours.
Objective us.
PERSONAL PRONOUNS.
43
SECOND PERSON.
Singular. Plural.
Nominative tliou or you, Nominative ye or you,
Possessive tliy or thine, or your or Possessive your or yours,
yours, Objective you.
Objective thee or you.
THIRD PERSON.
Mas. Singular. Plural.
Nominative he, Nominative they,
Possessive his, Possessive their or theirs,
Objective him. Objective them.
THIRD PERSON.
Eem. Singular. Plural.
Nominative she, Nominative they,
Possessive her or hers, Possessive their or theirs,
Objective her. Objective them.
THIRD PERSON.
Neut. Singular. Plural.
Nominative it, Nominative they,
Possessive its, Possessive their or theirs,
Objective it. Objective them.
Q. 16. When is you singular in sense ?
A. You is singular, in sense, when it represents a singular
noun in the nominative or objective case; as, John, what are
you doing ? Eliza, let me hear you recite.
Q. 17. Though you is invariably used to represent a singular noun,
except in solemn style, should the verb, to which you is nominative, ever
be singular ?
A. It should not. Though you is singular, in sense, when
it represents a singular noun, it always requires a plural verb;
as, " My friend, you are mistaken."
Q. 18. When is your a singular pronoun?
A. Your is singular, when it represents a singular noun in
the possessive case; as, James, get your hat; Eliza, wear your
bonnet.
Q. 19. Some philologists call my, thy, his, her, our, your, and their,
Possessive Adjective Pronouns. But it is evident, that they are Per¬
sonal pronouns. Can you tell me why these words are personal pro¬
nouns ?
A. Because they always stand for nouns in the possessive
case; as, wry pen; thy hat: Ms book; her bonnet; our friends;
your horses; their cattle.
44
ETYMOLOGY AND SYNTAX.
Q. 20. What are the words mine, thine, his, hers, ours, yours, and
theirs called, and why ?
A. They are called compound personal pronouns, because
they always represent both the possessor, and the thing pos¬
sessed, which gives them a compound character.
!° Q. 21. His is sometimes a compound personal pronoun, and sometimes
it is simply a personal pronoun in the possessive case. When is his a
personal pronoun in the possessive case ? and when is it a compound per¬
sonal pronoun ?
A. His is a personal pronoun in the possessive case, when
it represents a noun in the possessive case; as, His hat; his
pen; his horse; his house; his farm, &c.
His is a compound personal pronoun, when it represents
both the possessor, and the thing possessed; as, This is my
pen, but that is his, i. e. his pen ; This is your hat, but that is
his, i. e. his hat s
You will perceive that when his is a personal pronoun in the possessive
case, it is always placed before a noun.
Q. 22. Her is sometimes in the possessive, and sometimes in the
objective case. When is her in the possessive, and when is it in the
objective case?
A. Her is in the possessive case, when it is placed before a
noun; as, Her bonnet; her shawl; her dress, &c.
Her is in the objective case, when it is governed by a verb,
or a participle, or a preposition; as, Hear her recite; He is in¬
structing her ; G-ive the book to her.
In the first of these examples, her is in the objective case, governed by
the active transitive verb hear. In the second example, her is in the
objective case, governed by the active participle instructing. In the
third example, her is in the objective case, governed by the preposi¬
tion to.
Q. 28. You and it are sometimes in the nominative, and sometimes in
the objective ease. When are they in the nominative, and when are
they in the objective case?
A. You and it are in the nominative case, when they govern
a verb; as, You are writing; You have a book; You read well;
It is raining; It has been a pleasant day.
You and it are in the objective case, when they are governed
by a verb, or a participle, or a preposition ; as, The tutor instructs
you; The preceptor is teaching you; He gave the book to you;
I found it; He is commencing it; She gave ten dollars for it.
Q. 24. In solemn style, mine and thine are sometimes used in the pos¬
sessive case, instead of my and thy. Can you give some examples ?
PERSONAL PRONOUNS.
45
A. "Blot out all mine iniquities;" "Thine hour has
arrived."
Myself, thyself, yourself, himself, herself, itself, ourselves, yourselves,
and themselves are compound personal pronouns, and tliey are always in
the nominative or objective case.
IT.
It was formerly written hit, which was the past participle of
the Moeso-Gothic verb haitan. It means the said, and there¬
fore, like its near relative that', which means the assumed, it
originally had no respect, in its application, to gender, person
or number. "A is a wholesome law." "A is the man." "I
believe it to be themthat is, The said law is a wholesome law;
The said man is the man; I believe the said persons to be them.
It, according to its accepted meaning in modern times, is
not referred to a noun understood after it, but it is considered
a substitute; as, "How is it with you?" "It is a hard
winter." That is, "How is your state or condition? The said
winter is a hard winter.
It is used to represent a noun in the masculine or feminine
gender, or masculine and feminine gender, as well as the
neuter gender; as, "He shot at a deer, and missed#." "It
was the birds, that ate the rice."
It always requires a singular verb, when it represents a
plural noun; as, "It was the crows, that pulled up the corn."
"It is books, that I like."
It is often used as the nominative to the neuter verb to be,
in preference to a noun; in which case, it may be fol¬
lowed by a noun of the masculine or feminine gender, or
of the masculine and feminine gender, as well as the neuter,
and of the first, second, or third person, singular or plural
number; which noun signifies the same person or thing,
that it does, and it is always in the nominative case after is or
was, as the case may be; as, "It is I John Smith, who promise
to pay you." "It was you, James, who informed me." "It
was Judas, who betrayed Christ." "It is we Paul and Jobe,
whom you blame." "It was you, girls, whom I called to
recite." "It is men, who try causes." "It was the ladies, of
whom I spoke, as being the chief embellishments of society."
"It was the worms that destroyed the cotton." "It was the
Sun, Moon, and stars, that caused Sir Isaac Hewton and others
to study astronomy."
It is always nominative to the following verbs, which are
generally called impersonal verbs, because they will not admit
a nominative of the first or second person; nor will they
admit a nominative of the third person plural; consequently
46
ETYMOLOGY AND SYNTAX.
it is invariably used as tlieir nominative, in preference to a
noun of the third person, singular; as, 11 It rains. It snows.
It hails. It freezes. It thunders. It lightens."
It may represent a young child, or other creatures, whose
sex is not known to the speaker or writer; as, "Which is the
real friend to the child, the person who gives it sweetmeats, or
the person who, considering only its health, resists its impor¬
tunities." "He loads the animal with so many trappings and
collars, that X cannot distinctly view it." " The nightingale
sings most sweetly, when it sings in the night."
It may represent a sentence, or a part of a sentence; as, "It
is delightful to see brothers and sisters living in uninterrupted love
to the end of their days." "It is well ascertained, that the figure
of the Earth is an oblate spheroid." "It is base, that men should
lie." "It is impossible to please every one." In the preceding
examples, it represents, in each, all of that part in italics, as
will be seen by transposing the sentences: thus, To see
brothers and sisters living in uninterrupted love to the end of their
days is delightful. That the figure of the Earth is an oblate sphe¬
roid is well ascertained. That men should lie is base. To please
every one is impossible.
It sometimes represents the state or condition of things; as,
"I wish, that it may go well with thee." "It shall be well
with the righteous." "How fares it with thee? "How is it
with you ?"
" Come and trip it, as you go,
On the light fantastic toe."
In two of the preceding examples, viz. "It was you, James,
who informed me;" and "It was you, girls, whom I called to
recite;" the nouns James and girls are in the nominative case
independent; but you, in both examples, is in the nominative
case after was, agreeably to Pule 22d. " The verb to be should
have the same case after it, as before it, when both words sig¬
nify the same person or thing."
In all of the other imeceding examples, in which it is the
nominative to is or was, which is followed by a noun signify¬
ing the same person or thing as it, such noun is in the nomi¬
native case after is or was, as the case may be, agreeably to
the same rule.
If you wish to see how it and the nouns which follow the
verb to be, are parsed in all such examples as have been given
in this treatise, I refer you to the first Exercises in Parsing, in
which the ten parts of speech are parsed, and in which the 22d
Rule is applied in parsing the nouns that follow the verbs, in
the seventy-second lesson.
VERB.
47
When, it is nominative to is or was, followed by a nonn sig¬
nifying the same person or thing, it does not agree with such
noun in gender, person, and number; but, in all such in¬
stances, it is of the neuter gender, third person, singular
number. But when it represents a preceding noun in the sen¬
tence, it agrees with such noun in gender, person, and num¬
ber ; as, " He shot at a deer, and missed it." In this sentence,
it represents deer, with which it agrees in the masculine or
feminine gender, third person, singular number, agreeably to
Note 5th to Rule 17th. It is used to represent an animal or
collective noun whose sex is unknown, with which it agrees in
the masculine or feminine gender, or in the masculine and
feminine gender, if the collective noun convey unity of idea.
VERB.
LESSON XIII.—VERB.
Q. 1. What is a verb?
A. A Verb is a word which signifies to be, to do, or to suffer;
as, I am; I rule; I am ruled.
Am signifies to be; rule signifies to do; and am ruled signifies to
suffer.
Q. 2. How many kinds of verbs are there ?
A. Verbs are of three kinds, Active, Passive and Neuter.
They are also divided into Regular, Irregular, and Defective.
Q. 3. What does an Active verb express ?
A. An Active Yerb expresses action; as, John writes; Jane
reads; Eliza sings; birds fly; clouds move.
Q. 4. What does a Neuter verb express ?
A. A Neuter Yerb expresses neither action nor passion, but
simply a being or a state of being; as, John sits; Men repose;
Mountains stand.
Q. 5. What does a Passive verb express ?
A. A Passive Yerb expresses an action which is received
by its nominative; as, The boy is beaten; The army was
routed; The work has been completed.
48
ETYMOLOGY AND SYNTAX.
Is beaten expresses an action which is received by its nominative boy;
and was routed expresses an action received by its nominative army ;
and has been completed expresses an action received by its nom. worlc.
Q. 6. How are Active verbs divided ?
A. Active Verbs are either transitive or intransitive.
Q. 7. When is an Active verb transitive ?
A. An Active Verb is transitive, when the action termi¬
nates on an object; as, Richard strikes John; Columbus dis¬
covered America; Truth ennobles her.
The verb strikes is transitive, because the action terminates on the
object John; and discovered is a transitive verb, because the action ter¬
minates on the object America; and ennobles is a transitive verb, because
the action terminates on the object her.
Q. 8. When is an Active verb intransitive ?
A. An Active Verb is intransitive, when the action does
not terminate on an object; as, John walks; Men labor;
Armies march; Vessels sail; The Sun sets.
You must clearly perceive, that the verbs walks, labor, march, sail,
and sets are intransitive, because the action of each does not terminate
on any object.
Q. 9. As it is very essential that you should understand this part of
speech, before you proceed to the next, will you read the following
examples containing the several kinds of verbs ?
A. 1st. Neuter verbs; as, Mountains stand; Books lie on shelves;
Oranges hang on trees; He is here. You are well; Many persons sleep
in death; Men repose on beds; The grass looks green; The 'rainbow
appears variegated; The sun seems to rise and set every day.
2d. Active Intransitive Verbs; as, An eagle flies; The moon rises;
Multitudes perish; Rain descends; Snow falls; Thunder rolls; Boys
play; Ladies sew; Meteors shoot; Horses prance; Dogs bark; Lions
roar; Cattle graze; Children grow; The leaves fall; The stars
twinkle.
3d. Active Transitive Verbs; as, Farmers mow grass; Men reap
grain; Boys spread hay; Clerks sell goods; Ostriches outrun horses;
Cecrops founded Athens; Galileo invented the telescope; James Mae-
pherson translated Ossian's poems; Sir Francis Drake circumnavigated
the globe; Doctor Benjamin Franklin invented the lightning-rod; Wash¬
ington Irving wrote the Sketch-Book.
4th. Passive Verbs; as, Eliza is loved; Boys are governed; Thomas
was ruled; The boys were subdued; The boy has been punished; The
horses have been caught; The rabble had been dispersed; The officers
will be chosen ; The president will have been elected.
In the first of these examples, you must perceive, clearly, that the
words in italics are neuter verbs, because they do not express any action
whatever. In the second examples the words in italics are intransitive
PARTICIPLE. 49
verbs, because tbeir actions do not terminate on objects. In the third
examples the words in italics are transitive verbs, because their actions
terminate on their respective objects. In the fourth examples the words
in italics are passive verbs, because their actions are received by their
nominatives.
PARTICIPLE.
LESSOX XIV.—PARTICIPLE.
Q. 1. What is a participle ?
A. A Participle is a word derived from a verb, and it par¬
takes of the nature of a verb, and an adjective.
Q. 2. How many participles have verbs ?
A. Verbs have three participles, the present or imperfect,
the perfect, and the compound.
Q. 3. What does the present or imperfect participle denote?
A. The Present Participle denotes an unfinished action or
being. It always ends in ing ; as, seeing, hearing, tasting, smell¬
ing, feeling; I am writing.
Q. 4. What does the perfect participle denote ?
A. The Perfect Participle denotes a finished action or
being. "When derived from a regular verb, it ends in ed, and
corresponds with the imperfect tense; as, ruled, smiled, loved,
walked ; The letter is written.
Q. 5. What does the compound participle imply ?
A. The Compound Participle implies action or being com¬
pleted before the time referred to. It is always formed by
prefixing the word having to the perfect participle; as, having
ruled; having been ruled; Having written the letter, he mailed it.
Q. 6. Participles frequently become adjectives, when we call them par¬
ticipial adjectives, because they are words which may be used either as
participles or adjectives. When do participles become adjectives ?
A. When they are placed before nouns; as, A loving com¬
panion ; The rippling stream; The roaring wind ; A wilted
leaf; An accomplished scholar.
Q. 7. When are the same words parsed as participles ?
4
.50
ETYMOLOGY AND SYNTAX.
A. "When they are placed after nouns; as, Those compa¬
nions are loving each other; The stream is rippling ; The wind
is roaring ; The leaf is wilted; That scholar is accomplished.
Q. 8. What kind of participles may he used as adjectives?
A. The Present and Perfect participles only, may he used as
adjectives, the compound, and the passive participles never being
used as adjectives.
Q. 9. As you should become well acquainted with this part of speech,
before you commence the study of the next, will you read the following
examples containing the three kinds of participles ?
A. 1st. Present Participles; as, The trees are standing; Thomas is
lying down; The apples are hanging on the trees; John, being sick,
went home; The child is sleeping; The man is reposing; James is
looking at the stars; The sun is appearing in the east; The moon is
seeming to give us her own light; I see a boy running; Those men are
walking; The girls are talking; I am writing; You are reading; He
is spelling; We are parsing; They have been studying; Thou hast been
praying; You have been reciting; I have been thinking; He is
learning.
2d. Perfect Participles; as, I am reading a decision rendered, signed,
sealed and delivered by the judge. He is copying the American Con¬
stitution, written, revised, amended, framed, and adopted by our fore¬
fathers of the revolution. The farmer is selling his tobacco, planted,
cultivated; gathered, stemmed, and manufactured by his own servants.
3d. Compound Participles; as, I, having written this explanation,
wish you to study it; and you, having read it several times, ought to
understand it; He, having visited us, returned home; You, having
recited well, may have a recreation; She, having written her letter, sent
it to the office; The class, having learned their lesson, recited it; We,
having labored all day, wish to retire; You, having studied these exam¬
ples, ought to know, perfectly, how to distinguish the Present, Perfect,
and Compound participles from the other parts of speech.
Q. 10. Can you give some examples to show how participles are
derived from verbs ?
A. Seeing comes from the verb to see; hearing comes from
the verb to hear; tasting comes from the verb to taste; smelling
comes from the verb to smell; feeling comes from the verb to
feel; writing, written, and having written come from to write;
reading, read, and having read, from to read, &c.
Q. 11. Can you speak the participles from see, hear, taste, love and
learn ?
A. Present seeing, Perfect seen, Compound having seen; Present
hearing, Perfect heard, Compound having heard; Present tasting, Per¬
fect tasted, Compound having tasted; Pres. loving, Perf. loved, Comp.
having loved; Pres. learning, Perf. learned, Comp. having learned.
ADJECTIVE.
51
ADJECTIVE.
LESSON XV.—ADJECTIVE.
Q. 1. What is the office of an adjective ?
A. An Adjective is a word wiiicli is generally used to qua¬
lify a noun ; as, A good boy; An industrious man.
Q. 2. Adjectives are frequently placed after the nouns which they
qualify. Can you give some such examples ?
A. Gold is heavy; Fruit is abundant; The sea is green;
Those men are tall; The weather is calm; A lion is bold.
Q. 8. Do adjectives ever restrict nouns ?
A. They do. Adjectives frequently restrict nouns; as, one
mill; ten cents; twenty dollars; one hundred guineas; ten thou¬
sand people; fifty million inhabitants.
Q. 4. Do adjectives ever belong to pronouns ?
A. They do. Adjectives frequently belong to pronouns;
as, I am happy; thou art wise; you are industrious; he is stu¬
dious; sh^is intelligent; we are cheerful; ye are assiduous; they
are benevolent.
Q. 5. Do adjectives ever belong to verbs in the infinitive mood ?
A. They do. Adjectives sometimes belong to verbs in the
infinitive mood, or to a part of a sentence; as, To see is plea¬
sant; To be blind is unfortunate; To die for our country is
glorious.
Q. 6. Do adjectives ever belong to verbs which are not in the infini¬
tive mood ?
A. They do. Adjectives sometimes belong to verbs which
are not in the infinitive mood; as, The apples boil soft; Open
your hand wide; The clay burns white; The fire burns blue;
The eggs boil hard.
Q. 7. Are adjectives ever used to qualify other adjectives ?
A. They are. Adjectives are sometimes used to modify the
sense of other adjectives; as, Red hot iron; Pale blue lining;
Deep sea-green sash; Orange colored dresses ; Sky blue colors.
Q. 8. As it is all important that you should understand this part of
speech, before you commence the study of the next, will you read the
following examples, and point out the adjectives in each of them?
52
ETYMOLOGY AND SYNTAX.
A. A virtuous youth ; an interesting story; an impudent boy; an
impertinent fellow; naughty children; fat cattle; old houses; new
hooks; large trees; small potatoes; great abundance; white paper;
green silk; ripe fruit; yellow cotton; red apples; sour oranges; sweet
roses; hitter acorns; hard wood; soft peaches; warm water; cold
weather; Lead is heavy; Gold is valuable; Steel is hard; Iron is use¬
ful; Time is precious; The soul is immortal; Truth is inestimable;
Man is mortal.
Q. 9. How are adjectives varied ?
A. Adjectives are varied only to express the degrees of
comparison.
Q. 10. How many degrees of comparison have they ?
A. They have three degrees of comparison, the Positive,
the Comparative, and the Superlative.
Q. 11. What does the positive degree express?
A. The Positive degree expresses the quality of an object
without any increase or diminution ; as, good, wise, great.
Q* 12. What is the office of the comparative degree ?
A. The Comparative degree increases or lessens the posi¬
tive in signification; as, better, wiser, greater, less wise.
Q. 13. What is the office of the superlative degree ?
A. The Superlative degree increases or lessens the positive
to the highest or lowest degree; as, best, wisest, grmtest, least
wise.
Q. 14. What effect have the adverbs more and most, and less and least,
in comparing adjectives ?
A. More and most increase the positive, and less and least
diminish it.
Q. 15. What are words used in counting called ?
A. They are called numeral adjectives of the cardinal
kind; as, one, two, three, four, five, six, seven, eight, nine, ten, &c.
Q. 16. What are words used in numbering called ?
A. They are called numeral adjectives of the ordinal kind;
as, first, second, third, fourth, fifth, sixth, seventh, eighth, &c.
Q. 17. Can you compare the following adjectives?
A.
Positive. Comparative.
wise, wiser,
great, greater,
good, better,
bad, worse,
little, less,
Superlative.
wisest
greatest,
best,
worst,
least.
old, older or elder, oldest or eldest.
Pos.
late,
frugal,
lovely,
wise,
frugal,
Comp.
later,
more frugal,
more lovely,
less wise,
less frugal,
Sup.
latest or last,
most frugal,
most lovely,
least wise,
least frugal.
ADVERB.
53
ADVEEB.
LESSON XVI.—ADVERB.
Q. 1. What is the office of an adverb ?
A. An Adverb is a word used to qualify a verb, a participle,
an adjective, or another adverb; as, He acts wisely; The clouds
are moving slowly; A very good pen writes extremely well.
Wisely is an adverb, qualifying the verb acts; slowly is an adverb,
qualifying the participle moving; very is an adverb, qualifying the
adjective good; and extremely is an adverb, qualifying the adverb well,
which qualifies the verb writes.—You will remember, that an adverb
never qualifies a noun; nor does it ever qualify any other part of speech
than the four which have been given: nor can it qualify two parts of
speech at the same time.
Q. 2. When an adverb qualifies a verb or participle, what does it
generally express ?
A. It generally expresses the manner, time or place in
which the action is performed; as, She sings sweetly; He is
walking slowly; The man rides daily; I am improving
hourly; We are here; They are going somewhere.
Q. 3. When an adverb qualifies an adjective or an adverb, what does
it generally express ?
A. It generally expresses the degree of comparison, for
adverbs, like adjectives, have degrees of comparison; as,
Some men are more wise than others; A wise man acts more
prudently than an unwise one.
Q. 4. By what sign may an adverb be known ?
A. Any word or short phrase that will answer to any of the
questions how, how much, when, or where, is an adverb; as,
The river flows rapidly; He walks very fast; He has gone far
away, but he will soon return; She sings sweetly; They learn
none at all.
How does the river flow? Rapidly. How does he walk? Very
fast. Where has he gone ? Far away. When will he return ?
Soon. How does she sing ? Sweetly. How much do they learn ?
None at all.
Q. 5. Can you repeat some adverbial phrases ?
A. None at all; a great deal-; a few days ago; long since;
54
ETYMOLOGY AND SYNTAX.
at length; in vain; in general; in particular; in no wise, &c.,
are adverbial phrases, which are parsed, as a phrase, like a
single adverb.
Q. 6 As it is very important, that you should understand this part of
speech, before you commence the study of the next, will you read the fol¬
lowing examples in which the words ii^ italics are adverbs, qualifying their
respective parts of speech ?
A. 1st. Examples in which the Adverbs qualify Verbs; as, He runs
swiftly; They walk slowly; You study diligently; I am well; Thou im-
provest rapidly ; We read often; Ye pray frequently; They learn none
at all; Horace acts wisely; Mary writes elegantly; Thomas complains
bitterly ; The horse jumps badly; John has written enough; Peter be¬
haved manfully ; Richard spells indifferently ; The man rides gracef ully ;
The horse moves awkwardly; I write daily; You came yesterday; He
will know hereafter; The clock stops seldom; We live here; Who goes
there? Who walks yonder ?
2d. Examples in which the Adverbs qualify Participles; as, I am
writing leisurely; Thou art praying fervently; You are studying atten¬
tively; He is reading carefully; They are riding swiftly; She is reciting
rapidly; We are progressing admirably; He is improving astonish¬
ingly; The clouds are moving slowly; The Earth is revolving swiftly;
We are staying here; He is going there; I am studying to-day; We
were working yesterday; They will be moving to-morrow ; The boats are
running daily.
3d. Examples in which the Adverbs qualify Adjectives; as, A very
good pen; A truly wise man; This is exceedingly coarse cloth; That is
finely woven silk; This is remarkably warm weather; Our inconceivably
all-wise Creator.
4th. Examples in which the Adverbs qualify other Adverbs; as,
He writes exceedingly well; They perform excellently well; She is walk¬
ing quite slowly; He spells very badly; They search very carefully;
You visit too often; He errs too frequently; You will not have to read
these examples very often, before you will understand them perfectly
well.
Q. 7. Can you compare the following adverbs ?
A.
Positive. Comparative. Superlative.
soon, sooner, soonest,
often, oftener, oftenest.
much, more, most.
Positive. Comparative. Superlative.
well, better, best,
far, farther, farthest,
wisely, more wisely, most wisely.
PREPOSITION.
55
PREPOSITION.
LESSOX XVEL—PREPOSITION'.
Q. 1. What is the office of a preposition ?
A. A Preposition is a word which, serves to connect words,
and show the relation between them; as, " He went from
IJtica to York, and then passed through Redfield."
Q. 2. Can you recite the following list of prepositions ?,
A LIST OE THE PREPOSITIONS.
A. of, unlike,
over, off,
at,
after,
betwixt,
to, worth,
under,
near,
about,
beside,
for, ere,
by, but,
through,
up,
against,
athwart,
above,
down,
unto,
towards,
notwithstanding,
with,
below,
before,
across,
in, like,
between,
behind,
around,
out of,
into,
beneath,
on,
amidst,
instead of,
within,
from,
beyond,
upon,
throughout,
over against,
without,
among,
underneath,
according to,
along,
amid,
amongst,
aslant,
besides,
concerning,
during,
except,
excepting,
nigh,
past, except,
regarding, respecting.
, round,
since.
This list contains nearly all the words which can he used as preposi¬
tions; and many of these words are often used as conjunctions, adverbs,
or participles, but when you shall have become well acquainted with the
office of those parts of speech, you will know instantly, when such words
are conjunctions, adverbs, participles, or prepositions.
Q. 3. What parts of speech do prepositions connect?
A. Prepositions connect nouns; pronouns; nouns and pro¬
nouns ; pronouns and nouns; verbs and nouns; verbs and
pronouns; participles and nouns; participles and pronouns ;
adverbs and nouns; adverbs and pronouns; adjectives and
nouns ; and adjectives and pronouns.
Q. 4. Will you read the following examples in which prepositions con¬
nect the several parts of speech ?
A. 1st. Examples in which the Prepositions connect Nouns; as^ I
bought the book of John; Give the hat to James; He bought that knife
for Thomas; Set the inkstand by Robert; We write books with pens;
You left your hat in the house; He threw his ball into the water; You
may understand grammar within three months; Go home without John;
See those meteors like stars; We pursued the fox along the plain;
56
ETYMOLOGY AND SYNTAX.
He ran the boat past the channel; The prophets foretold many things
concerning the people; He threw the hall over the house; Help the lady
off the horse ; He threw my hat under the table; Behold the flashes off
lightning through the house.
2d. Examples in which the Prepositions connect Pronouns; as, Are
you above me ? Am I below him ? Are you between us ? Am I beneath
him ? Did you buy it from him ? Is it beyond us ? We dread the
epidemic, and is it amid us ? He advised us regarding them; He threw
it at me; (let the fruits, and put them near us; Bring the desserts, and
set them before him j We crossed the plain, and left it behind us; He
took water, and sprinkled it on us.
3d. Examples in which the Prepositions connect Nouns and Pronouns;
as, Lend your knife to me; Grive the pen to him; He shook the apples
upon us; Distribute the oranges among them; Divide the raisins amongst
us; All the hoys have gone home except us; He said many things re¬
specting you; I sent Henry after you.
4th. Examples in which the Prepositions connect Pronouns and
Nouns; as, Take ashes and sprinkle them about the trees; He burnt
them with a brand; I put it against the wall; Study the gospel, and
preach it unto the people; He killed a deer, and threw it across his
horse; We buy shells, and put them around the house.
5th. Examples in which the Prepositions connects Verbs and Nouns;
as, He walks amidst the multitude; We traveled throughout Europe;
They sailed underneath the bridge; The rudder turns aslant the stern;
The vine winds round the tree; The general rides betwixt his guard;
You sit beside James; Meteors shoot athwart the heavens; The comets
move towards the Sun; He works, notwithstanding his infirmity; They
live out of the city; The girls will recite instead of the boys; He acted
according to instructions.
6th. Examples in which the Prepositions connect Verbs and Pro¬
nouns ; as, He sits nigh me; They will walk with us; I will send by
you; You sing for them; The bees swarm about us; You recite to him;
They spoke of you; He looks like me; We buy books and read in
them; To understand the laws of nature, we must pry into them. You
may go without him; They ran past us.
7th. Examples in which the Prepositions connect Participles and
Nouns; as, He is reading in a book; I am writing with a pen; You are
reciting to the instructor; They are sitting by John; We are talking
about the ladies; He is sitting under a tree; They are marching along
the plain ; He is getting off his horse; The kite is flying over the house;
They are riding through the city; The fox is running from the hounds;
He is soaring above the clouds; The boys are throwing at the birds.
8th. Examples in which the Prepositions connect Participles and Pro¬
nouns; as, They are standing by me; We are speaking of them; He is
talking to us; The clouds are moving above us; The deer are running
from him; He is looking at you; It is raining on us; The ducks are
swimming toward me; We are going without them.
9th. Examples in which the Prepositions connect Adverbs and Nouns;
as, John sits quietly by James; Robert dances gracefully with the ladies;
CONJUNCTION.
57
The horses run swiftly over the field; The boat glides beautifully down
the stream.
10th. Examples in which the PrepositiQns connect Adverbs and Pro¬
nouns; as, The horse runs swiftly by us; You read well with them; He
performs admirably for us.
11th. Examples in which the Prepositions connect Adjectives and
Nouns and Pronouns; as, We are happy in prosperity, and unhappy in
adversity; She is cheerful with us, but discontent with them.
You must perceive clearly, that the words in italics are prepositio.ns,
connecting the preceding word with the following noun or pronoun, which
is always in the objective case governed by the preposition. Many
examples have been given here, that you may understand the office of the
preposition, before you commence the study of the conjunction.
CONJUNCTION.
LESSON" XVin.—COXJIIXCTIOX.
Q. 1. What is the office of a conjunction ?
A. A Conjunction is a word which serves to connect words
or sentences ; as, "Two and three are five"You are happy
because you are good."
And is a conjunction, connecting the nouns two and three ; and because
is a conjunction, connecting two simple sentences, and forming a com¬
pound sentence.
Q. 2. What is a sentence ?
A. A Sentence is an assemblage of words forming complete
sense; as, Trees grow; Mountains stand; Columbus discov¬
ered America on the 12th of October, 1492.
Q. 3. How many kinds of sentences are there?
A. Sentences are of two kinds, Simple and Compound.
Q. 4. What is a simple sentence ?
A. A Simple Sentence contains but one nominative, and one
verb which agrees with that nominative; as, "Wheat grows in
the field."
Q. 5. What, is a compound sentence ?
A. A Compound Sentence contains two or more simple
58
ETYMOLOGY AND SYNTAX.
sentences connected together; as, "Wheat grows in the field,
and men reap it."
Q. 6. When conjunctions connect words, they are nearly allied to pre¬
positions. What is the difference between these parts of speech, when
conjunctions connect words ?
A. The latter word, connected by a preposition, is always a noun or
pronoun, which is invariably in the objective case, governed by the pre¬
position; whereas, the latter word, connected by a conjunction, is a
noun, pronoun, verb, participle, adverb, or adjective; and it is never gov¬
erned by the conjunction, which has not the power of governing any
other part of speech.
Q. 7. How many kinds of conjunctions are there?
A. Conjunctions are of two kinds, Copulative and Dis¬
junctive.
Q. 8. What is the copulative conjunction ?
A. The Copulative Conjunction serves to connect and con¬
tinue a sentence by joining on a member which expresses an
addition, a supposition, or a cause; as, " Two and three are
five;" "I will go, if you will accompany me;" "You are
happy, because you are good."
Q. 9. What is the office of the disjunctive conjunction ?
A. The Disjunctive Conjunction serves to connect and con¬
tinue a sentence, by joining on a member that expresses
opposition of meaning; as, " They came with herj but they
went away without her."
Q. 10. Can you recite the list of conjunctions ?
A. 1st. Copulative Conjunctions; as, And, if, that, both,
then, since, for, because.
2d. Disjunctive Conjunctions; as, But, or, nor, as, than,
lest, though, unless, either, neither, yet, notwithstanding,
nevertheless, except, whether, whereas, as well as.
Q. 11. What kind of words do conjunctions connect?
A. Conjunctions connect nouns; pronouns; nouns and pro¬
nouns ; verbs; participles; adverbs; and adjectives.
Q. 12. Will you read the following examples in which the words in
italics are conjunctions, connecting the several parts of speech ?
1st. Nouns; as, John and James improve; Paul or Peter may go to
town; The boys and girls may go home; March, April, and May are the
Spring months.
2d. Pronouns; as, He and she are associates; You or I must stay;
Invite him and her; He told you or me to go; I saw nobody but him
and her.
INTERJECTION.
59
3d. Nouns and Pronouns; as, Edward and you may ride; Ellen or
I will read; Jane and you may parse.
4th. Pronouns and Nouns; as, I and John are in a class; You or
Julia may recite; He nor James can go.
5th. Verbs; as, Love and serve God; We must eat and drink; You
may ride or walk; He may go or stay.
6th. Participles; as, We are reading and parsing; They are running
and jumping; He is writing and ciphering.
7th. Adverbs; as, Study diligently and attentively; He writes rapidly
and beautifully; We may study attentively or carelessly.
8th. Adjectives; as, He is a good and wise man; She is gay or sad,
as either takes her.
INTERJECTION.
LESSON" SIX.—INTERJECTION.
Q. 1. What is the office of the interjection ?
A. An Interjection is a word, used to express some passion
or other sudden emotion of the speaker; as, "Alas! I fear
for life;" "0 death ! where is thy sting ?"
Q. 2. Can you recite the following list of interjections ?
A LIST OP THE PRINCIPAL INTERJECTIONS.
A. 1st. Of earnestness or grief; as, 0 ! oh ! ah ! alas !
2d. Contempt; as, Pish ! tush !
3d. Wonder; Heigh ! really ! strange !
4th. Calling; as, Hem! ho ! halloo !
5th. Disgust or aversion; as, Eoh ! fy ! fudge ! away !
6th. Attention; as, Lo ! behold! hark !
7th. Requesting silence; as, Hust! hist!
8th. Salutation; as, Welcome! hail! all hail!
Q. 3. Can you recite the Order of parsing the interjection?
A. It is, An interjection, and wlty?
EXERCISER IN PARSING.
1. Alas! I fear for life. 2. 0 grave! where is thy victory? 3. 0
death ! where is thy sting ? 4. 0 virtue ! how amiable thou art!
1. Alas, is an interjection, a word used to express a sudden emotion
of the speaker.
60
ETYMOLOGY. AND SYNTAX.
2. 0 is an interjection, a word used to express a sudden emotion of
the speaker.
3. 0 is an interjection, a word used to express a sudden emotion of
tlie speaker.
Interjections which are not included in the within List, may he
known, in composition, by their having an exclamation point. As the
Interjection is the least important part of speech, we have treated of it,
clearly, in this Lesson; and given the systematic Order of parsing it,
that we may not be compelled to treat of it in another lesson. A few
examples only, have been given of the systematic Order of parsing it,
because it is always parsed precisely in the same manner.
As interjections are used merely to express the sudden emotions or
feelings of the speaker, it is evident, that almost any word may be used
as an interjection; and when so employed, it is not the representative of
a distinct idea. When we wish to express any material idea, we must
use some other part of speech. They who speak often, and to little
effect, are apt to indulge in the indiscreet use of interjections; as, la!
la me! my ! 0 my ! O dear! dear me ! ah indeed ! mercy on us !
surprising ! astonishing ! nonsense ! strange ! wonderful ! shocking !
behold! well done! &c. "The interjection is so called, because it is, as
it were, thrown in among the words of a sentence, without any gram¬
matical connection with them. Sometimes it stands at the beginning of
a sentence, sometimes in the middle, and sometimes it stands alone, as if
the emotion were too strong to admit of other words being spoken."
We have treated of the ten parts of speech in such a manner, that, we
hope, you understand them, sufficiently, to enable you to distinguish
them from each other in composition. As the article is easily learned,
we have explained every thing of importance relating to it, that you
may understand it perfectly in a few lessons. It is very important, that
you should understand the Personal Pronouns, before you conjugate
Verbs: therefore, we have explained every thing of importance in rela¬
tion to them, except the systematic order of parsing them, and the Rules
and Notes applicable in parsing and correcting them. As we have only
treated briefly of the other parts of speech, we will now explain them
clearly, commencing with the Noun.
NOUN.
•
LECTURE in.—LESSON XX.
NOUN.
Q. 1. From what is the word Noun derived ?
A. Noun is derived from the Latin word nomen, which sig¬
nifies name. Hence, the word Noun means a name.
NOUN'. 61
Q. 2. How many kinds of nouns are there ?
A. Two. Common and Proper.
Q. 3. What is a Common Noun ?
A. A Common Noun is a common name; as, man, tree,
river.
Q. 4. What is a Proper Noun?
A. A. Proper Noun is a proper name; as, John, Boston,
Ohio.
Q. 5. What are Common and Proper nouns signifying many calle^ ?
A. They are called Collective Nouns, or Nouns of Multi¬
tude; as, the people; the army; The Congress of the United
States.
Q. 6. Many nouns are improperly called substantives. What is the
distinction between a substantive and a noun ?
A. A Substantive is the name of any material thing only,
whereas, a Noun is the name of a material thing, or its quality.
Hence, all substantives are nouns, hut all nouns are not sub¬
stantives.
Q. 7. What is the meaning of material things ?
A. Material things are such as are composed of matter; as,
man, horse, animal, house, tree, mountain, ocean, river, &c.
Q. 8. In order that you may understand clearly, the distinction
between substantives and nouns, will you read the following examples in
which they are separately classed ?
A. 1st. Substantives; as, Man, animal, bird, fish, reptile, insect,
house, town, city, country, mountain, tree, river, ocean, sea, lake, gulf,
bay, strait, water, land, book, pen, chair, table, &c.
2d. Nouns which are not substantives, because they are not composed
of matter, but they are simply the names of qualities; as, Virtue, vice,
meekness, mildness, goodness, truth, honesty, falsehood, sin, conscience,
faith, modesty, sobriety, temperance, intemperance, Christianity, human¬
ity, cheerfulness, dullness, contentment, pride, vanity, understanding,
&c.
Q. 9. Which! then, is the more appropriate name for this part of
speech ? *
A. Nourqftbecause it is applicable to all substantives, and more easily
called than the word substantive.
Q. 10. How many properties have nouns ?
A. Four. They are Gender, Person, Number, and
Case.
62 ETYMOLOGY AND SYNTAX.
GENDER.
Q. 11. What is gender ? and how many genders have nouns ?
A. Gender is the distinction of sex. Nouns have three
genders, the masculine, the feminine, and the neuter.
Q. 12. What does the masculine gender denote?
A. The masculine gender denotes a male or males; as, a
man, men; a boy, boys.
Q. 13. What does the feminine gender denote ?
A. The feminine gender denotes a female or females; as,
a wbman, women; a girl, girls.
Q. 14. What does the neuter gender denote ?
A. The neuter gender denotes a thing or things without
sex; as, a book, books; a pen, pens.
Q. 15. What does neuter gender mean ?
A. Neuter gender .means no gender; that is, neither mas¬
culine nor feminine.
Q. 16. Some nouns are used in the masculine or feminine gender.
Can you give some examples of such nouns?
A. The nouns parent, associate, neighbor, servant, friend, child,
bird, fish, &c., are masculine or feminine gender.
Q. IT. The plurals of the same nouns, are masculine and feminine
gender. Can you give some examples ?
A. The nouns parents, associates, neighbors, servants, friends,
children, birds, fishes, &c., are masculine and feminine.
Q. 18. Some nouns, naturally neuter, are converted into the mascu¬
line gender, because they are by nature strong and efficacious; and con¬
spicuous for imparting and communicating. Can you give some exam¬
ples of such nouns ?
A. The Sun, time, death, sleep, winter, &c., are figuratively of
the masculine gender.
Q. 19. Other nouns naturally neuter, are figuratively converted into
the feminine gender, because they are conspicuous for the attYibutes of
containing or bringing forth vegetables, &c., or they are by nature mild
and beautiful in appearance; or amiable and lovely in their qualities.
Can you give some examples of siich nouns ? ^
A. The Earth, Venus, Mercury, Moon, church, boat, vessel,
city, country, nature, ship, soul, fortune, virtue, hope, spring, peace,
&c., are figuratively of the feminine gender.
Q. 20. Ey the following list, you will observe, that the masculine and
feminine of nouns are distinguished in three ways. Can you name the
feminine of each, if I give out to you the masculine of each of them ?
NOUN.
— GENDER.
63
A LIST OF THE GENDERS OF NOUNS.
A. 1st. By different words; as,
Masculine.
Feminine.
Bachelor
maid
Boar
sow
Boy
girl
Brother
sister
Buck
doe
Bull
cow
Cock
hen
Dog
bitch
Drake
duck
Earl
countess
Father
mother
Friar
nun
Gander
goose
Hart
roe
Horse
mare
Husband
wife
Masculine.
Feminine.
King
queen
Lad
lass
Man
woman
Master
mistress
Milter
spawner
Nephew
niece
Ram
ewe
Singer
songstress or
singer
Sloven
slut
Son
daughter
Stag
hind
Sir
madam
Uncle
aunt
Lord
lady
Wizard
witch
2d. By a di:
Masculine.
Abbot
Actor
Adulterer
Auditor
Author
Baron
Benefactor
Bridegroom
Canon
Caterer
Chanter
Conductor
Count
Czar
Deacon
Detractor
Director
Duke
Elector
Embassador
Emperor
Enchanter
Executor
Fornicator
God
Governor
ence in termin
Feminine.
abbess
actress
adulteress
auditress
authoress
baroness
benefactress
bride
canoness
cateress
chantress
conductress
countess
czarina
deaconess
detractress
directress
duchess
electress
embassadress
empress
enchantress
executrix
fornicatress
goddess
governess
1 as,
Masculine.
Administrator
Ambassador
Arbiter
Jew
Lion
Marquis
Mayor
Patron
Peer
Poet
Priest
Prince
Prior
Prophet
Proprietor
Protector
Shepherd
Songster
Sorcerer
Suiter
Sultan
Tiger
Testator
Traitor
Tutor
Feminine.
administratrix
ambassadress
arbitress
jewess
lioness
marchioness
mayoress
.patroness
peeress
poetess
priestess
princess
prioress
prophetess
proprietress
protectress
shepherdess
songstress
sorceress
suitress
sultaness or
sultana
tigress
testatrix
traitress
tutress
64
ETYMOLOGY AND SYNTAX.
Heir
Hero
Host
Masculine.
Feminine.
heiress
heroine
hostess
huntress
Yiscount
Votary
Widower
Tyrant
Victor
Masculine.
Feminine.
tyranness
victress
viscountess
Hunter
Inheritor
inheritress or
inheritrix
votaress
widow
3d. By prefixing another word; as,
Masculine.
A cock sparrow
A man servant
A he goat
A he bear
A male child
Male descendants
Male ancestors
Male associates
Feminine.
a hen sparrow
a maid servant
a she goat
a she bear
a female child
female descendants
female ancestors
female associates
LESSON XXI.—PERSON.
Q. 1. What is person ?
A. Person is a property of the noun and pronoun which,
varies the verb.
Q. 2. How many persons have nouns ?
A. Nouns have three persons, theirs*, second, and third.
Q. 3. What does the first person of nouns denote ?
A. The first person denotes the speaker; as, I James Taylor
promise to pay, &c. We John Hall and Robert Smith obligate
ourselves to pay, &c.
Q. 4. What does the second person denote ?
A. The second person denotes the person or thing spoken
to; as, John, you may recite; Listen O Earth !
Q. 5. What does the third person denote ?
A. The third person denotes the person or thing spoken of;
as, James reads well; The earth thirsts.
You must readily perceive the difference between the persons of nouns.
In the first examples, James Taylor, John Hall and Robert Smith are in
the first person, because they denote the speaker, as well as I and we do.
In the second examples, John is in the second person, because he is
spoken to, and Earth is in the second person, because it denotes a thing
spoken to. In the third examples, James is in the third person, because
he is spoken of, and earth is in the third person, because it denotes a
JS 0 D N.
-PERSON.
65
thing spoken of. A little reflection is requisite to become well acquainted
with the persons of nouns,
Mr. Samuel Kirkham says, that nouns have but two persons, the second
and third; that nouns can never be in the first person; that when a
man uses his own name in connection with the pronoun I, he speaks of
himself; as, I Jonas Taylor, do hereby give and grant, &c.
This is certainly a great mistake, and if he had parsed the phrase, he
surely would not have arrived at such an erroneous conclusion. In all
such examples in which a man uses his own name in connection with the
pronoun 1, or his own name and the name or names of another, or other
persons in connection with the pronoun we, the nouns, so used, are in the
first person, as well as the pronouns used in connection with them. In
order to convince you clearly of the truth of this assertion, we will parse
the pronouns, nouns, and verbs in the following examples of this kind.
1st. I Jonas Taylor, do hereby give and grant, &c.
2d. We, John Hall and James Smith enter into the following article
of agreement, &c.
1. I is a personal pronoun, personating Jonas Taylor, with which it
agrees in the masculine gender, first person, singular number, Rule 17th.
Personal pronouns must agree with the nouns which they represent in
gender, person, and number,—nominative case to the verb do give, Rule
3d. The nominative case governs the verb.—Jonas Taylor is a proper
noun, masculine gender, first person, singular number, nominative case
in apposition with I to do give, Rule 7th. Two or more nouns, or nouns
and pronouns signifying the same person or thing, are in apposition in
the same case. Do give is an irregular active transitive verb, indicative
mood, present tense, first person, singular number, agreeing with its
nominatives I and Jonas Taylor, which are in apposition; Rule 4th.
The verb must agree with its nominative case in person and number.
2. We is a personal pronoun, personating John Hall and James Smith,
with which it agrees in the masculine gender, first person, plural number,
Rule 17th,—nominative case to enter, Rule 3d.—John Hall is a proper
noun, masculine gender, first person, singular number, nominative case in
apposition with we, to enter, Rule 7th. James Smith is a proper noun,
masculine gender, first person, singular number, nominative case in appo¬
sition with we, to enter, Rule 7th.—Enter is a regular active intransitive
verb, indicative mood, present tense, first person, plural number, agreeing
with its nominatives we, John Hall and James Smith, which are in appo¬
sition, Rule 4th.
We will remark, that in the first of these examples, the verbs do give
and do grant are connected by the copulative conjunction and, which
connects verbs of like moods and tenses, agreeably to Rule 30th. Con¬
junctions connect verbs of like moods and tenses.
When verbs are connected by a conjunction, the nominative case to the
latter verb or verbs,should never be expressed; nor should the auxiliary
to the latter verb or verbs ever be ^expressed, when such verbs are in the
compound tenses. Do grant is governed by we understood; conse¬
quently, in parsing it, we say, Do grant is a regular active transitive
5
66
ETYMOLOGY AlfD SYNTAX.
verb, indicative mood, present tense, first person, plural number, agreeing
with its nominative we understood, Rule 4th.
Q. 6. Will you read the following examples, in which the words in
italics are nouns in the different persons ?
A. 1st. Nouns in the First Person; as, I Paul have written it; I
Robert Part make my will, &c. I James Mason bequeath the following
property to my legal heirs, &e.
We Rufius Summers and Noah C. Simmons promise to pay to Thomas
Smiley, or Order, one thousand dollars, &c. We Paul Jackson, Philip
Holt, Henry Thompson, and Joseph Roberts solemnly swear, that we will
serve as jurors, in this case, to the best of our knowledge, &c.
2d. Nouns in the Second Person; as, James, are you well ? Eliza,
where have you been ? Boys, what are you doing ? Father, may I go ?
Mother, must I stay ? My son, come with me; Ocean, be still; Moun¬
tains, remove; Dogs, get out; " 0 Diamond, Diamond, thou little
knowest the mischief thou hast done."
3d. Nouns in the Third Person; as, Jane writes; Thomas reads;
John spells; Susan parses; Ladies sew; Men labor; Boys play; Girls
sing; Mountains stand; Rivers flow; Trees grow; The boy studies
grammar; Farmers mow grass ; Romulus built Rome j Columbus dis¬
covered America ; Solomon was a wise man ; Time is precious; Truth
is immortal; Falsehood is odious; Grammar is a useful science.
LESSON XXIL—NUMBER.
Q. 1. What is number? and how many numbers have nouns?
A. Number is tbe distinction of objects. Nouns bave two
numbers, the singular and the plural.
Q. 2. What does the singular number imply ?
A. The Singular number implies but one; as, hook, pen.
Q. 3. What does the plural number imply ?
A. The Plural number implies more than one; books, pens.
Q. 4. Some nouns are always singular, and have no plurals. Can you
give some examples of such nouns ?
A. The nouns hemp, 'flax, barley, pitch, gold, sloth, pride, hon¬
esty, meekness, goodness, sobriety, compassion, &c. are always
singular.
Q. 5. Other nouns are always plural. Can you name them ?
A. The nouns bellows, scissors, ashes, riches, snuffers, tongs,
thanks, wages, embers, ides, pains, vespers, &c. are plural.
Q. 6. Some nouns are used in the singular or plural number, which
must be determined by the sense. Can you name them ?
A. A deer, a sheep, a swine, &c. are singular nouns.
Two deer, ten sheep, fifty swine, &c. are plural nouns.
NOUN.
— NUMBER.
67
Q. 7. There are some other nouns which are used in the singular or
plural number, which must also be determined by the sense. Can you
name them ?
A. A hiatus, an apparatus, a series, a species are singular.
Those hiatus, those apparatus, those series, and those species are
in the plural number.
Q. 8. Some nouns are construed as singular or plural, though they have
a plural termination. Can you name them ?
A. The nouns mathematics, metaphysics, politics, optics, ethics,
pneumatics, hydraulics, means, alms, and amends are construed
either as singular or plural.
Q. 9. Some other nouns are always plural. What are they?
A. The nouns antipodes, credenda, literati, and minutia are
always plural. The word news is always singular. Bandit is
the singular of banditti.
Q. 10. How is the plural number of nouns generally formed ?
A. By adding s or es to the singular; as, dove, doves; face,
faces; box, boxes; bench, benches; church, churches; cargo, car¬
goes.
Q. 11. How do nouns ending in f or fe generally form their plurals?
A. By changing f or fe into ves ; as, half, halves ; calf, calves;
wife, wives ; except grief, relief, reproof, and several others which
form their plurals by the addition of s. Nouns ending in ff
have their regular plurals; as, ruff, ruffs ; buff, buffs ; except in
staff, staves.
Q. 12. Nouns ending in y in the singular, with no other vowel in the
same syllable, change the y into ies in the plural. Can you give some
examples of such nouns ?
A. Beauty, beauties ; fly, flies; shy, shies; spy, spies ; jury,
juries, &c.
Q. 18. When there is another vowel in the same syllable, the y is not
changed into ies. Can you give some examples of such nouns ?
A. Key, heys ; boy, boys ; delay, delays ; valley, valleys ; pulley,
pulleys; chimney, chimneys; attorney, attorneys, &c.
Q. 14. There are some nouns which form their plurals not according
to any general rule in our language. What are they ? .
A. Man, men ; woman, women ; child, children ; ox, oxen ; tooth,
teeth; goose, geese; mouse, mice; louse, lice; foot, feet; cow, cows
or hine; brother, brothers or brethren; penny, pence, or pennies
when the coin is meant; die, dice for play; dies for coining;
pea and fish, pease and fish when the species is meant, but peas
and fishes, when we refer to a certain number; as, six peas,
ten fishes.
68
ETYMOLOGY AND SYNTAX.
Q. 15. Can you name the plurals of the following nouns, if I give out
to you the singular of each of them ?
A. Handful, handfuls; cupful, cupfuls ; spoonful, spoonfuls;
brother-in-law, brothers-in-law ; court-martial, courts-martial.
Q. 16. The following words form their plurals according to the rules
of the languages from which they are adopted. Can you name the plural
of each of them, if I give out to you the singular 1
A LIST OP SINGULAR AND PLURAL NOUNS.
Singular.
A. Antithesis,
Apex,
Appendix, |
Basis,
Beau,
Calx,
Cherub, |
Crisis,
Criterion,
Datum,
Diaeresis,
Desideratum,
Effluvium,
Ellipsis,
Emphasis,
Encomium, |
Erratum,
Stimulus,
• Stratum,
Thesis,
Plural.
antitheses,
apices.
appendixes or
appendices,
bases.
beaux or beaus.
calces or calxes.
cherubim or
cherubs,
crises,
criteria,
data,
diaereses,
desiderata,
effluvia,
ellipses,
emphases,
encomia or en¬
comiums,
errata,
stimuli,
strata,
theses.
Singular.
Arcanum,
Automaton,
Axis,
Genius,
Genus,
Hypothesis,
Ignis fatuus,
Index,
Lamina,
Magus,
Memorandum, |
Metamorphosis,
Parenthesis,
Phenomenon,
Radius,
Stamen,
Seraph,
Vertex,
Vortex, |
Plural.
arcana,
automata.
genii.*
genera,
hypotheses,
ignes fatui.
indices or in-
dexes.f
laminae,
magi.
memoranda or
memorandums,
metamorphoses,
parentheses,
phenomena,
radii or radiuses,
stamina,
seraphim, or
seraphs,
vertices,
vortices or
vortexes.
You will please to study this lesson, diligently, until you can readily
answer every question in it; when you will understand, perfectly, the
numbers of nouns. We have endeavored to explain, in the clearest pos¬
sible manner, the genders, persons, and numbers of nouns, that you may
easily learn them in a few lessons. It is very essential, that you should
understand well the four properties of nouns, before you commence to
parse them. When you shall have understood well the four properties
of the noun, you will have only to learn the systematic Order of parsing
it, by reading the numerous examples parsed, which will enable you to
parse nouns with the greatest facility.
* Genii, imaginary spirits: geniuses, persons of great abilities,
f Indexes, when pointers or tables of contents are meant: indices, when refer*-"
ring to algebraic quantities.
NOUN.
— CASE.
69
LESSON XXTTT.—CASE.
Q. 1. "What is Case, when applied to Nouns and Pronouns?
A. Case is a property of the Noun and Pronoun, with
regard to the verb, participle, preposition, and noun.
Q. 2. How many cases have nouns ? and what are they?
A. Nouns have three cases, the Nominative, the Possessive,
and the Objective.
Q. 3. What is the nominative case to a verb ?
A. The Nominative Case is the actor, subject or object of
the verb; as, John walks; James sits; Robert is punished.
Q. 4. Can you define the nominative case to an active verb ?
A. The Nominative Case is the actor of the verb, because it
performs the action; as, Jane writes; Eliza reads.
Q. 5. Can you define the nominative case to a neuter verb ?
A. The Nominative Case is the subject of the verb, because
it does not perform any action, but it simply governs the verb;
as, Mountains stand; Man is mortal.
Q. 6. Can you define the nominative case to & passive verb ?
A. The Nominative Case is the object of the verb, because it
receives the action expressed by the verb; as, The boy is
beaten; The ground is frozen; The army was routed.
Q. 7. What does the possessive case denote ?
A. The Possessive Case denotes possession; as, John's horse
has gone; Men's labors cease; Eliza's voice trembles.
Q. 8. What is the objective case?
A. The Objective Case expresses the object of an action or
relation. It is always governed by a transitive verb, a participle,
or a preposition.
Q. 9. When does the objective case express the object of an action ?
A. "When it is governed by an active transitive verb, or a par¬
ticiple ; as, Columbus discovered America; You are studying
grammar.
Q. 10. When does the objective case express the object of a relation ?
A. When it is governed by a preposition; as, He went to
Washington; We reside in the country.
Q. 11. How many parts of speech have the power of governing nouns
and pronouns in the objective case?
A. Three. They are Active Transitive Verbs, Participles
derived from transitive verbs, and Prepositions.
70
ETYMOLOGY AND SYNTAX.
Q. 12. Will you read the following examples in which the nouns in
italics are in the nominative case to active verbs; because they are the
actors of their respective verbs ?
A. Hoys play ; The farmers plow; The wind blows; The sea roars;
The river flows; An eagle flies; The rain descends; The dog harks; The
horse limps; The thunder rolls; The man labors; The army marches;
The clouds move; The Sun sets; The Moon rises; The stars twinkle.
Q. 13. Will you read the following examples in which the nouns are
in the nominative case to neuter verbs, because they are merely the sub¬
jects of their verbs?
A. Thomas is here; The boys are well; The Sun appears red; The
grass looks green; The trees stand; The Sun seems to rise and set every
day; Many persons sleep in death; Wax sticks to trees; Plasters adhere
to the skin; Persons lie on beds; Vines cling to trees; Apples hang by
stems; Men sit on chairs.
Q. 14. Will you read the following examples in which the nouns are
in the nominative case to passive verbs, because they are the objects of
the verbs, each nominative receiving the action expressed by its respective
verb ?
A. The lady is loved; The boy is punished; The officers are chosen;
The President is elected; The horses are caught; The child was awaked;
The bread is baked; The child is born; The burdens were borne by
ships; The boy is beaten; The work is begun; The rod is bent; The
' men were besought; The., army was vanquished; The • apprentice was
bound; The boy is bitten; The man- was bled.
Q. 15. The nominative case frequently comes after the verb. Can you
tell me when ? and give the following examples ?
A. In poetry the nominative case often comes after the verb, and when
a question is asked, the nominative case always comes after the verb, if
such nominative is a noun or a personal pronoun; as, Is John here ? Are
the boys there? Has the mail arrived ? Where are the girls? What
are those men doing ? Has Robert been here ? Can Paul ride ? Will
the boys walk ? Has Joseph gone home ?
In the last examples you perceive that the nominative case comes after
the verb, or between the auxiliary and the verb. I wish you particularly
to remember, that when a question is asked, the nominative case always
comes after the verb, or between the auxiliary and the verb, if such
nominative is a noun or a personal pronoun. The relative pronouns who
and which are always placed before the verbs which they govern in ask¬
ing questions; as, Who told you so? Who came with you? Which is
Mr. Smith ? Which are the gentlemen whom you seek ?
Q. 16. Will you read the following examples in which the nouns in
italics are in the possessive case, because they denote possession ?
A. John's dog barks; Man's works decay; Men's labors cease; Eliza's
voice trembles; Children's primers are sold here; The lady's child
dances; Ladies' bonnets are made here; Samuel Badger sells boys' hats;
NOUN.
— CASE.
71
John's hand shakes; Julia's sister's child improves; Peter's cousin's
horse limps.
Q. 17. How may we always know singular nouns in the possessive case,
when they are correctly written ?
A. Ity their having an apostrophic s; as, The hoy's hat;
The girl's bonnet; The child's cap; The lady's shawl.
Q. 18. How may we know plural nouns in the possessive case, when
they are correctly written ?
A. By their having an apostrophe only; as, The boys' hats;
The girls' bonnets; The ladies' shawls.
Q. 19. There are some exceptions to this rule. Can you give them?
A. "When plural nouns do not end in s, both the apostrophe
and the s must be used to form the possessive case; as, The
men's hats; The women's bonnets; The children's books; The
oxen's yokes; The geese's young ones; The teeth's disorder is
scurvy; Idis feet's distemper is gout; The mice's food is
cheese; The lice's food is blood; This is Jane's milk; Our
brethren's cause is just.
Q. 20. What is said of the possessive case of singular nouns ending
in ss ?
A. The possessive case of singular nouns ending in ss, is
formed by using the apostrophe only; as, " For goodness' sake;
For righteousness' sake;" except the word witness; as, The wit¬
ness's testimony.
Q. 21. What is said of the possessive case of nouns ending in ence ?
A. "When a noun in the possessive case ends in ence, the s is
omitted, but the apostrophe is retained; as, "For conscience'
sake."
Q. 22. Will you read the following examples, in which the nouns in
italics, are in the objective case, governed by verbs and participles, be¬
cause they are the objects of actions expressed by their respective verbs
and participles, by which they are governed ?
A. Julius prints primers; Harriet makes bonnets; The servant beats
the horse; The horse kicked the servant; The boy struck the child;
The child lost the ball; The tempest sunk the vessels; The gale swept
the brow; Pope translated the Iliad of Homer; Cicero procured the
release of Milo; Alexander conquered the army of Darius; Perry cap¬
tured the fleet of Great Britain; Washington obtained the freedom of
his country. The pupils are studying grammar; The tutor is instruct¬
ing his pupils; The boys are parsing a lesson; John is writing a letter;
The men are building a house; James is reading Shakspeare; Those
boys are running a race; The ladies are singing a hymn; The boys are
catching fish ; You are reading these exercises.
72
ETYMOLOGY AND SYNTAX.
Q. 23. Will you read the following examples, in which the nouns in
italics are in the objective case, governed by prepositions, because they
are objects of the relation expressed by their respective prepositions, by
which they are governed ?
A. lie went to Boston ; I came from Troy-, They speak of literature;
We walk by moonlight; He writes with a pen ; We reside in the city ; I
fell into the river; We may graduate within three years; He has gone
without his dinner; The bird flew over the 'house ; Your book is under
the table; The lightning flashes through the house; The eagles soar
above the mountains; The belfry is below-the steeple; The valley lies
between two hills; Glold is found beneath the surface of the ground;
He traveled beyond Jerusalem; They live at home; I sit near Rufus;
He has gone up stairs; The raft floats down the river; Men feit before
the fire; Joseph walks behind Henry; The man got off his horse.
Q. 24. The objective case frequently comes before the verb or parti¬
ciple which governs it. Can you tell me when ? and give example.s ?
A. When a question is asked, or in poetry, the objective
case often comes before the verb or participle which governs
it; as, How many deer have you killed to-day? How many
fish have you caught ? Whose book have you ? Whose pen
did he take ? How many branches are you studying, at school ?
What lesson are you learning ? What horses are they running ?
Transpose these sentences, and you will readily perceive, that the
nouns in italics are in the objective case governed by their respective
verbs and participles, before which they are placed: thus, You have
killed how many deer to-day ? You have caught how many fish ? You
have whose booh ? He did take whose pen ? You are studying how
many branches, at school? You are learning what lesson? They are
running what horses ?
Q. 25. Can you give some examples in poetry, in which the objective
case is placed before the verb which governs it ?
A. 1st. "Now came still evening on, and twilight gray
Had, in her sober livery all things clad."
2d. " Stern rugged nurse, thy rigid lore
With patience many a year she bore."
In the first example, evening is in the nominative case to came; and
the word things is in the objective case, governed by had clad. In the
second example, lore is in the objective case, governed by bore; and year
is in the objective case, governed by the preposition for or during under¬
stood.
Q. 26. Should the objective case ever be placed before the preposition
which governs it ?
A. It should not. Prepositions should always be placed
before the nouns and pronouns, which they govern in the
objective case; as, He went from Utica to Rome, and then passed
NOUN.
—CASE.
73
through Pedfield; With what ladies did you ride to town f In
whose company were you ? With whose pen did you write ?
On what boat did you come ? To what city are they going ?
With whom did you walk ? To whom did you give the present ?
Of whom did you buy your hook ?
Q. 27. A noun is frequently nominative to a verb understood, or in the
objective, governed by a verb understood. Can you give some examples
of tbis kind ?
A. "Lo the poor Indian whose untutored mind." "0 the pain the
bliss in dying." "He thought as a sage, though he felt as a man."
" His hopes immortal, blow them by, as dust."
In these examples, Indian is nominative to is understood. Pain is
nominative to is understood. Bliss is nominative to is understood. Sage
is nominative to thinJcs understood, and map is nominative to feels under¬
stood. Dust is nominative to is blown understood. In parsing Indian,
pain, and bliss, we apply the 3d Rule. And in parsing, sage, man, and
dust, we apply the 23d Rule.
Q. 28. There are two other cases of nouns and pronouns, which never
govern verbs. What are they called ?
A. The Nominative Case Independent, and the Nominative
Case Absolute.
LESSON XXIV.—NOMINATIVE CASE INDEPENDENT.
Q. 1. When is a noun or pronoun in the nominative case inde¬
pendent ?
A. When an address is made, the person or thing addressed,
is in the nominative case independent; as, "James, I desire
you to study."
Q. 2. When is a proneun in the nominative case independent ?
A. When a pronoun of the second person is in apposition
with a noun independent, it is in the same case; as, "Thou
traitor, I detest thee."
Q. 3. In what person are nouns and pronouns in the nominative case
independent ?
A. They are always in the second person, because they are
spoken to or addressed. All nouns in the second person,
are in the nominative case independent. But pronouns in
the second person, are seldom in the nominative case indepen¬
dent, as they are rarely in apposition with nouns in the nom¬
inative case independent.
Q. 4. Will you read the following examples in which the nouns in
italics are in the nominative case independent, because they denote per¬
sons or things spoken to ?
74
ETYMOLOGY AND SYNTAX.
A. Plato, thou reasonest well; Do Trim, said my uncle Tohy; Saul,
Saul, why persecutest thou me ? Boys, prepare to recite; Girls, you
may read; Ladies and gentlemen, the speaker will address you, &c. Mr.
Speaker, the bill now before the house, &c. Father, may I go ? Mother,
must I stay ? Selma, thy halls are silent; Ocean, be still; Mountains,
remove; Listen 0 Earth! Dogs, get out of the house; Tray, come
here; 0 Diamond, Diamond, thou little knowest the mischief thou hast
done! 0 king I live forever; Dost thou behold that huge rock Mel-
vina ? Ye fields of light, celestial plains, ye scenes divinely fair ! pro¬
claim your Maker's wondrous power. Friends, Romans, countrymen.
lend me your ears.
Soul of the just, companion of the dead!
Where is thy home, and whither art thou fled ?
You perceive, by these examples, that whenever we speak to a person
or persons, or to a thing or things, such person or persons, or thing
or things are in the nominative case independent. In all these
examples, you must perceive clearly, that the nouns in italics, are in the
nominative case independent, because they denote persons and things
spoken to or addressed; and they have no verbs to agree with them. Ye
is in apposition with fields in the nominative case independent; and the
other ye is in apposition with scenes in the nominative case independent.
You will please to remember, that all nouns in the second person are in
the nominative case independent.
NOMINATIVE CASE ABSOLUTE.
Q. 5. When is a noun or pronoun in the nominative case absolute ?
A. A noun or pronoun placed "before a participle, without
any verb to agree with it, is in the nominative case absolute ;
as, " The Sun being risen, we pursued our journey."
Sun is placed before the participle being risen, and it has no verb to
agree with it; therefore, it is in the nominative case absolute, agreeablv
to Rule 6th.
Q. 6. In what persons are nouns in the nominative case absolute ?
A. Nouns in the nominative case absolute are generally
in the third person, hut they may he in the first person.
Q. 7. - In what persons are pronouns in the nominative case absolute ?
A. Pronouns in the nominative case absolute, may he in the
first, second, or third person.
Q. 8. Will you read the following examples in which the nouns and
pronouns in italics are in the nominative case absolute, because they are
placed before their respective participles, and they have no verbs to agree
with them ?
A. Shame being lost, all virtue is lost; I John Smith being about to
depart this life, the attorney proceeds to write my will, &c. We Rufius
NOUN.
— CASE.
75
Turner and Adam Morse having converted many persons, they will join
our church; I having persuaded him, he accompanied me home; We
having finished our; lessons, the tutor dismissed school; Thou being in
great want, I will relieve thee; You having applied first, he will give
you the office; Strangers, ye being weary, we will take you in; and you
being hungry, we will provide for you; Robert being ill, the physician
visited him; The boys having invited us, we went home with them; The
rabble having been dispersed, the police returned home; He being here,
we will ride in company; She having permitted me, I will accompany
her home; They having gone astray, we went in search of them; You
ought to understand well, the nominative case absolute, it having been
carefully explained.
In all these examples, you must plainly see, that the nouns and pro¬
nouns in italics, are in the nominative case absolute, because they are
placed before their respective participles which are also in italics, and
they have no verbs to agree with them. We have given many examples
of the nominative case independent, and the nominative case absolute,
in order that you may understand them perfectly, in one lesson. We will
next treat of nouns and pronouns in apposition.
LESSON XXV.—NOUNS IN APPOSITION.
Q. 1. When are nouns, or nouns and pronouns in apposition ?
A. Two or more nouns, or nouns and pronouns signifying
tlie same person or thing, are in apposition in the same case;
as, " Cicero, the great orator, philosopher, and statesman of Rome,
was murdered by Anthony."
Cicero, orator, philosopher and statesman signify the same person;
therefore they are in the nominative case in apposition to was murdered,
agreeably to Rule 7th.
In parsing Cicero, we say, it is nominative case to was murdered, Rule
3d.—But, we apply the 7th Rule in parsing orator, philosopher and
statesman.
In a grammatical sense, apposition means a name or names added to
illustrate clearly, the sense of the first name mentioned; as, in the pre¬
ceding example, you perceive, that orator, philosopher, and statesman are
words used to elevate the character of Cicero to the rank of the first men
of Rome*.
Q.-2. Will you read the following examples, in which some of the
nouns and pronouns in italics are in the nominative case in apposition;
some are in the possessive case in apposition; and others are in the
objective case in apposition ?
A. 1st. Paul the apostle suffered martyrdom; It was John, he who
preached repentance; Adams and Jefferson, they who died on the fourth
of July, 1826, were both signers and the firm supporters of the Declara¬
tion of Independence; Augustus the Roman emperor, he who succeeded
Julius Caesar, is variously described by historians; Religion, the support
76
ETYMOLOGY AND SYNTAX.
of adversity, adorns prosperity; Byron the jpoet, the only son of Captain
John Byron, was horn in 1788 ; Coleridge, a remarkable man, and rich
imaginative poet, was the friend of Wordsworth;
2d. This is Campbell the poet's production; The silk was purchased
at Brown's, the mercer and haberdasher ; For David my servant's sake;
That was John the Baptist's head; The canal was built in consequence
of De Witt Clinton the governor's advice.
3d. I saw Juliet and her brother, them that you visited; They slew
Varus, him that was mentioned before; We ought to love God, Him who
created and who sustains all things; We adore the Divine Being, Him
who is from eternity to eternity.
1st. In the first example, Paul is nominative case to suffered, Rule
3d,—and apostle is nominative case in apposition with Paul to suffered,
Rule 7th.—It is nominative case to was, Rule 3d. John is nominative
case after was, Rule 22d. He is nominative case in apposition with John
after was, Rule 7th.—Adams and Jefferson are nominative case to were,
Rule 3d. They is nominative case in apposition with Adams and Jeffer¬
son to were, Rule 7th. Augustus is nominative to is described, Rule 3d.
Emperor and he are in the nominative case in apposition with Augustus
to is described, Rule 7th.—Religion is nominative to adorns, Rule 3d,
and support is in the nominative case in apposition with religion to
adorns, Rule 7th.—Byron is nominative to was born, Rule 3d, and poet
and son are in the nominative case in apposition with Byron to was born,
Rule 7th.— Coleridge is nominative to was, Rule 3d, and man and poet
are in the nominative case in apposition with Coleridge to was, Rule
7th, and friend is in the nominative case after was, Rule 22d.
2d. Campbell is in the possessive case, governed by production under¬
stood, Rule 7th, because Campbell is in apposition with poet, but as they
follow each other in quick succession, the possessive sign should be ap¬
plied to poet only, agreeably to Note 3d to Rule 8th. Poet is in the
possessive case, governed by production expressed, Rule 8th.—Brown is
in the possessive case, governed by store understood, Rule 8th, and mercer
and haberdasher are in the possessive case in apposition with Brown,
governed by store understood, Rule 7th. Though Brown, mercer and
haberdasher are in apposition, a pause being proper at Brown, and the
governing noun not being expressed, the possessive sign should be applied
to the first term only, which is Brown, and understood to the rest, agree¬
ably to Note 2d to Rule 8th.—David is in the possessive case in apposi¬
tion with servant, governed by sake understood, Rule 7th, and servant is
governed by sake expressed, Rule 8th.—John is in the possessive, case,
in apposition with baptist, governed by head understood, Rule 7th, and
baptist is governed by head expressed, Rule 8th.—De Witt Clinton is in
the possessive case in apposition with governor, governed by advice
understood, Rule 7th, and governor is governed by advice expressed,
Rule 8th.
3d. Juliet and brother are in the objective case, governed by saw, Rule
9th, and them is in the objective case in apposition with Juliet and
brother, governed by saw, Rule 7th.— Varus is in the objective case,
governed by slew, Rule 9th, and him is in the objective case in apposi-
NOUN.
— CASE.
77
fcion with Varus, governed by slew, Rule 7th.—God is in the objective
case, governed by love, Rule 9th, and Him is in the objective case in ap¬
position with God, governed by love, Rule 7th.—Being is in the objective
case, governed by adore, Rule 9th, and Him is in the objective case in
apposition with Being, governed by adore, Rule 7th.
You must perceive, that nouns, or nouns and pronouns in apposition,
are always in the nominative case to the same verb; or in the possessive
case, governed by the same noun; or in the objective case governed by
the same verb, participle, or preposition.
Q. 3. Can you recite the Order of parsing a noun?
A. It is, A common, proper or collective noun, and why ?—
gender, and why ?—person, and why ?—number, and why ?—
case, and why ? Rule:—decline it.
Q. 4. What Rule applies in parsing a noun or a personal pronoun in
the nominative case to a verb ?
A. Rule 3d. The nominative case governs the verb; as I
learn; thou learnest; he learns; they learn.
Q. 5. What Rule applies in parsing the verb ?
A. Rule 4th. The verb must agree with its nominative case
in person and number; as, A bird sings; The birds sing; Thou
* singest.
Q. 6. What Rule applies in parsing the nominative case independent ?
A. Rule 5th. "When an address is made, the person or thing
addressed is in the nominative case independent; as, "Plato,
thou reasonest well."
Q. 7. What Rule applies in parsing the nominative case absolute ?
A. Rule 6th. A noun or pronoun placed before a participle,
without any verb to agree with it, is in the nominative case
absolute; as, Shame being lost, all virtue is lost; I being in
great haste, he consented.
Q. 8. What Rule applies in parsing nouns and pronouns in apposi¬
tion ?
A. Rule 7th. Two or more nouns, or nouns and pronouns
signifying the same person or thing, are in apposition in the
same case; as, "Paul the apostle suffered martyrdom;" "We
adore the Divine Being, Him who is from eternity to
eternity."
Q. 9. What Rule applies in parsing the possessive case ?
A. Rule 8th. A noun or pronoun in the possessive case is
governed by the following noun which it possesses; as, Eliza's
voice trembles; Our time is precious.
Q. 10. What Rule applies in parsing a noun or a personal pronoun in
the objective case, governed by an active transitive verb ?
78
ETYMOLOGY AND SYNTAX.
A. Rule 9th. Active transitive verbs govern the objective
case; as, " Csesar conquered Pompey; Columbus discovered
America; Truth ennobles her.'"
Q. 11. What Rule applies in parsing a noun or pronoun in the objective
case, governed by a participle ?
A. Rule 10th. Participles have the same government as the
verbs have from which they are derived; as, The tutor is
instructing his pupils; You are teaching us.
Q. 12. What Rule applies in parsing a noun or pronoun in the objec¬
tive case, governed by a preposition ?
A. Rule 11th. Prepositions govern the objective case; as,
" He went from TJtica to Rome, and then passed through Red-
field." "From whom did you receive instruction?"
Q. 13. What Note applies in correcting examples of False Syntax, in
which nouns in the possessive case are improperly written by having the
apostrophe omitted ?
A. Note 1st to Rule 8th. A noun in the possessive case
should always have an apostrophe; as, " The nation's glory."
Q. 14. What Note applies in correcting False Syntax, when singular
nouns, in the possessive case, whose plurals end in s, have not the apos-
trophic s ?
A. Note 5th to Rule 8th. The possessive case of singular
nouns whose plurals end in s, is formed by an apostrophic s;
as, The boy's book; The girl's bonnet.
But the possessive case of plural nouns which end in s, is
formed by the apostrophe only; as, boys' books; girls' bon¬
nets.
Q. 15. When plural nouns do not end in s, what Note applies ?
A. Note 6th to Rule 8th. The possessive case of both sin¬
gular and plural nouns which do not end in s, is formed by
an apostrophic s; as, man's happiness, men's hats; woman's
love, women's shoes ; a child's toy, children's toys.
Q. 16. When singular nouns end in ss, what Note applies ?
A. Note 7th to Rule 8th. The possessive case of singular
nouns ending in ss, is formed by the apostrophe only; as, For
goodness' sake; For righteousness' sake; except the word witness,
which must have an apostrophic s; as, "The witness's testi¬
mony."
Q. 17. What Note applies when nouns, in the possessive case, end in
ence f
A. Note 8th to Rule 8th. The possessive case of nouns end-
NOUN.
— PARSING.
79
ing in ence, is formed by using tbe apostrophe only; as,
" They suffer for conscience' sake."
Every property of the noun has been clearly explained. We will now
decline it, and give many examples of the systematic Order of parsing it;
and we will correct many examples of False Syntax in which nouns in
the possessive case are improperly written. -
You should first read the examples given of parsing the noun, until
you shall have memorized the Order of parsing this part of speech,
after which, you should parse every noun in each example of the Exer¬
cises in parsing this part of speech, which will perfect you in the system¬
atic order of parsing the noun.
You should then study the systematic Order of correcting False
Syntax, by reading the numerous examples corrected, until you can cor¬
rect them by rote; when you should correct every example given, before
you commence the study of the verb.
Q. 18. Can you decline the following nouns, if I name the nominatives?
DECLENSION OE NOUNS.
Singular.
Plural.
Singular.
Plural.
A. Nom.
king,
■ kings,
Nom.
woman,
women,
Pos.
king's,
kings',
Pos.
woman's,
women's,
Obj.
king.
kings.
Obj.
woman.
women.
Nom.
boy,
boy's,
boys,
boys',
Nom.
child,
children,
Pos.
Pos.
child's,
children's,
Obj.
boy.
boys.
Obj.
child.
children.
Nom.
girl,
girls,
girls',
Nom.
brother,
brother's or
Pos.
girl's,
brethren,
Obj.
girl.
girls.
Pos.
brother's,
brothers' or
Nom.
bird,
birds,
brethren's
Pos.
bird's,
birds',
Obj.
brother.
brothers or
Obj.
bird.
birds.
brethren..
Nom.
John,
p Johns,
Johns',
Nom.
cow,
cows or
Pos.
John's,
kine,
Obj.
John.
J ohns.
Pos.
cow's,
cows' or
Nom.
Eliza,
Elizas,
kine's,
Pos.
Eliza's,
Elizas',
Obj.
cow.
cows or
Obj.
Eliza.
Elizas.
kine.
Nom.
man,
men,
Nom.
ox,
oxen,
Pos.
man's,
men's,
Pos.
ox's,
oxen's,
Obj.
man.
men.
Obj.
ox.
oxen.
PAUSING.
EXERCISES IN PARSING.—ACTIVE VERBS.
1. John writes. 2. Kobert improves. 3. Eliza reads. 4. Jane
spells. 5. A lady sings. 6. The ladies dance. 7. A man works. 8.
The men labor. 9. A boy plays. 10. The boys run. 11 A girl knits.
80
ETYMOLOGY AND SYNTAX.
12. The girls spin. 13. A tree grows. 14. The plants thrive. 15.
An orange falls. 16. The rain descends. 17. An eagle flies. 18. The
thunder rolls. 19. An attorney speaks. 20. The rivers flow.^ 21. An
army marches. 22. The armies fight. 23. The multitude has
dispersed. 24. Multitudes assemble. 25. The nation mourns. 26.
The flock increases. 27. The church has divided. 28. The people
do not consider. 29. The peasantry labor. 30. The committee disa¬
gree.
31. John's dog barks. 32. Eliza's voice trembles. 33. Man's works
decay. 34. Men's labors cease. 35. The boy's ball rolls. 36. Boys'
tops spin. 37. Farmers' boys mow. 38. The merchant's clerk
writes. 39. Julia's sister's child improves. 40. Peter's cousin's horse
limps.
1. John is a proper noun, because it is a proper name; masculine gen¬
der, because it denotes a male; third person, because it is spoken of;
singular number, because it implies but one; nominative ease, because it
is the ac$or of the verb writes, which it governs, agreeably to Rule 3d.
The nominative case governs the verb.—Singular, Nominative John, Pos¬
sessive John's, Objective John; Plural. Nominative Johns, Possessive
Johns', Objective Johns.
3. Eliza is a proper noun, because it is a proper name; feminine gen¬
der, because it denotes a female; third person, because it is spoken of;
singular number, because it implies but one; nominative case, because it
is the actor of the verb reads, which it governs, agreeably to Rule 3d.—
Recite the Rule, and decline Eliza.
5. A is the indefinite article, and belongs to lady, Rule 1st. The
indefinite article generally belongs to nouns in the singular number,
individually or collectively.—Lady is a common noun, because it is a
common name; feminine gender, because it denotes a female; third per¬
son, because it is spoken of; singular number, because it implies but
one; nominative case, because it is the actor of the verb sings, which it
governs, Rule 3d.—Recite it. ^
Singular. Nominative lady, Possessive lady's, Objective lady. Plural.
Nom. ladies, Poss. ladies', Obj. ladies.
6. The is the definite article, and belongs to ladies, Rule 2d. The
definite article belongs to nouns in the singular or plural number.—
Ladies is a common noun, because it is a common name; feminine gen¬
der, because it denotes females; third person, because it is spoken of;
plural number, because it implies more than one; nominative case,
because it is the actor of the verb dance, which it governs, Rule 3d.
Recite the Rule, and decline the noun.
7. A is the indefinite article, and belongs to man, Rule 1st. Man is
a common noun, it is a common name; masculine gender, it denotes a
male; third person, it is spoken of; singular number, it implies but one;
nominative case, it is the actor of the verb works, which it governs,
Rule 3d.
8. The is the definite article, and belongs to men, Rule 2d. Men is a
common noun, it is a common name; masculine gender, it denotes males;
NOUN.
— PARSING.
81
third person, it is spoken of; plural number, it implies more than one;
nominative case, it is the actor of the verb labor, which it governs,
Rule 3d.
9. A is the indefinite article, and belongs to boy, Rule 1st. Boy is a
common noun, it is a common name; masculine gender, it denotes a
male; third person, it is spoken of; singular number, it implies but
one; nominative case, it is the actor of the verb plays, which it governs,
Rule 3d.
10. The is the definite article, and belongs to boys, Rule 2d. Boys is
a common noun, it is a common name; masculine gender, it denotes
males; third person, it is spoken of; plural number, it implies more than
one; nominative case, it is the actor of the verb run, which it governs,
Rule 3d.
11. A is the indefinite article, and belongs to girl, Rule 1st. Girl is
a common noun, it is a common name; feminine gender, it denotes a
female; third person, it is spoken of; singular number, it implies but
one; nominative case, it is the actor of the verb Tcnits, which it governs,
Rule 3d.
12. The is the definite article, and belongs to girls, Rule 2d. , Girls
is a common noun, it is a common name; feminine gender, it denotes
females; third person, it is spoken of; plural number, it implies more
than one; nominative case, it is the actor of the verb spin, which it
governs, Rule 3d.
13. A is the indefinite article, and belongs to tree, Rule 1st. Tree is
a common noun, it is a common name; neuter gender, it denotes a thing
without sex; third person, it is spoken of; singular number, it implies
but one; nominative case, it is the actor of the verb grows, which it
governs, Rule 3d.
14. The is the definite article, and belongs to plants, Rule 2d. Plants
is a common noun, it is a common name; neuter gender, it denotes
things without sex; third person, it is spoken of; plural number, it
implies more than one; nominative case, it is the actor of the verb
thrive, which it governs, Rule 3d.
15. An is the indefinite article, and belongs to orange, Rule 1st.
Orange is a common noun, neuter gender, third person, singular number,
nominative case to falls, Rule 3d.
16. The is the definite article, and belongs to rain, Rule 2d. Rain is
a common noun, neuter gender, third person, singular number, nomina¬
tive case to descends, Rule 3d.
17. An 'is the indefinite article, and belongs to eagle, Rule 1st. Eagle
is a common noun, masculine or feminine gender, it is applicable to
either sex; third person, singular number, nominative case to flies,
Rule 3d.
21. An is the indefinite article, and belongs to army, Rule 1st. Army
is a collective noun, it signifies many persons in one collective body;
masculine gender, it denotes males; third person, it is spoken of; sin¬
gular number, it conveys unity of idea; nominative case, it is the actor
of the verb marches, which it governs, Rule 3d.
22. The is the definite article, and belongs to armies, Rule 2d.
6
82
ETYMOLOGY AND SYNTAX.
Armies is a common noun, masculine gender, third person, plural num¬
ber, nominative case to fight, Rule 3d.
23. The is the definite article, and belongs to multitude, Rule 2d.
Multitude is a collective noun, it signifies many persons in one collective
body; masculine and feminine gender, it implies both sexes; third person,
it is spoken of; singular number, it conveys unity of idea; nominative
case, it is the actor of the verb has dispersed, which it governs,
Rule 3d.
24. Mxdtitudes is a common noun, masculine and feminine gender, it
implies both sexes; third person, plural number, nominative case to
assemble, Rule 3d.
25. The is the definite article, and belongs to nation, Rule 2d.
Nation is a collective noun, it signifies many persons in one collective
body; masculine and feminine gender, it implies both sexes; third per¬
son, it is spoken of; singular number, it conveys unity of idea; nomina¬
tive case to mourns, Rule 3d.
26. The is the definite article, and belongs to fiock, Rule 2d. Flock
is a collective noun, masculine and feminine gender, third person, singu¬
lar number, nominative case to increases, Rule 3d.
27. The is the definite article, and belongs to church, Rule 2d. Church
is a collective noun, masculine and feminine gender, third person, singu¬
lar number, nominative case to has divided, Rule 3d.
28. The is the definite article, and belongs to people, Rule 2d. People
is a collective noun, masculine and feminine gender, third person, plural
number, it conveys plurality of idea; nominative case to do consider,
Rule 3d.
29. The is the definite article, and belongs to peasantry, Rule 2d.
Peasantry is a collective noun, masculine and feminine gender, third per¬
son, plural number, it conveys plurality of idea; nominative case to
labor, Rule 3d.
30. The is the definite artiqle, and belongs to committee, Rule 2d.
Committee is a collective noun, masculine or feminine gender, it may be
a committee of gentlemen or ladies; third person, plural number, it con¬
veys plurality of idea; nominative case to disagree, Rule 3d.
31. John is a proper noun, masculine gender, third person, singular
number, possessive case, it denotes possession; it possesses the noun"dog,
by which it is governed, agreeably to Rule 8th. A noun or pronoun in
the possessive case, is governed by the following noun which it possesses.
—Dog is a common noun, masculine gender, third person, singular num¬
ber, nominative case to barks, Rule 3d.
32. Eliza is a proper noun, feminine gender, third person, singular
number, possessive case, it denotes possession; it possesses the noun
voice, by which it is governed, agreeably to Rule 8th.— Voice is a com¬
mon noun, neuter gender, third person, singular number, nominative
case to trembles, Rule 3d.
33. Man is a common noun, masculine gender, third person, singular
number, possessive case, it denotes possession; it possesses the noun works,
by which it is governed, Rule 8th.— Works is a" common noun, neuter
gender, third person, plural number, nominative case to decay, Rule 3d.
NOUN.
— PARSING.
83
34. Men is a common noun, masculine gender, third person, plural
number, possessive case, governed by labors, Rule 8th.—Labors is a
common noun, neuter gender, third person, plural number, nominative
case to cease, Rule 3d.
35. The is the definite article, and belongs to boy, Rule 2d.—Boy is a
common noun, masculine gender, third person, singular number, possessive
case, governed by ball, Rule 8th.—Ball is a common noun, neuter gen¬
der, third person, singular number, nominative case to rolls, Rule 3d.
36. Boys is a common noun, masculine gender, third person, plural
number, possessive case, governed by tops, Rule 8th.— Tops is a common
noun, neuter gender, third person, plural number, nominative case to
spin, Rule 3d.
37. Farmers is a common noun, masculine and feminine gender, third
person, plural number, possessive case, governed by boys, Rule 8th.—
Boys is a common noun, masculine gender, third person, plural number,
nominative case to mow, Rule 3d.
38. The is the definite article, and belongs to merchant, Rule 2d.—
Merchant is a common noun, masculine gender, third person, singular
number, possessive case, governed by clerk, Rule 8th.— Clerk is a com¬
mon noun, masculine or feminine gender, third person, singular number,
nominative case to writes, Rule 3d.
39. Julia is a proper noun, feminine gender, third person, singular
number, possessive case, governed by sister, Rule 8th.—Sister is a com¬
mon noun, feminine gender, third person, singular number, possessive
case, governed by child, Rule 8th.— Child is a common noun, masculine
or feminine gender, third person, singular number, nominative case to
improves, Rule 3d.
40. Peter is a proper noun, masculine gender, third person, singular
number, possessive case, governed by cousin, Rule 8th.— Cousin is a
common noun, masculine or feminine gender, third person, singular num¬
ber, possessive case, governed by horse, Rule 8th.—Horse is a common
noun, masculine gender, third person, singular number, nominative case
to limps, Rule 3d.
We have parsed the nouns in nearly every example in the preceding
exercises, in order that you may easily learn to parse nouns in the nomi¬
native case to active verbs, and nouns in the possessive case, at one
lesson; for they are always parsed precisely in the same manner, as you
must see by the numerous nouns, in these cases, which have been parsed.
You perceive, that, in parsing the nominative case to an active verb,
we say, it is in the nominative case, because it is the actor of the verb.
That, in parsing a singular noun in the masculine, feminine, or neuter
gender, we say it denotes a male, or a female, or a thing without sex)
but in parsing plural nouns, we say, they denote males, or females, or
things without sex. That, in parsing a collective noun which is nomi¬
native to a singular verb, we say, it is singular, because it conveys unity
of idea; but in parsing a collective noun which is nominative to a plural
verb, we say, it is plural, because it conveys plurality of idea. ^ That, in
parsing a plural noun, we say, it is a common, proper or collective noun,
84
ETYMOLOGY AND SYNTAX.
(as the case may be,) because it is a common, or proper name, or it
signifies many persons, or things in one collective body, &c.; as, in the
following example.
Birds fly through the air.
Birds is a common noun, because it is a common name; masculine and
feminine gender, because it implies both sexes; third person, because it is
spoken of; plural number, because it implies more than one; nominative
case, because it is the actor of the verb fly, which it governs, Rule 3d.—
We mean the word birds, is a common noun, &c. It would be incorrect
to say birds are a common noun, because they are a common name;
masculine and feminine gender, because they imply both sexes; third
person, because they are spoken of; plural number, because they imply
more than one; nominative case, because they are the actor of the verb,
&c.
EXERCISES IN PARSING.—NEUTER YERBS.
1. Thomas is well. 2. The boys are here. 3. The Sun appears red.
4. The grass looks green. 5. The trees stand. 6. The moon seems
full. 7. Men repose on beds. 8. Cathmor's warriors sleep in death.
9. The sunbeams rest, on the grave. 10. Wax sticks to trees. 11.
Plasters adhere to the skin. 12. People lie on sofas. 13. Vines cling
to trees. 14. Apples hang by stems. 15. Men sit on chairs.
1. Thomas is a proper noun, masculine gender, third person, singular
number, nominative case, it is the subject of the verb is, which it governs,
Rule 3d.
2. The is the definite article, and belongs to boys, Rule 2d. Boys is
a common noun, masculine gender, third person, plural number, nomi¬
native case, it is the subject of the verb are, which it governs, Rule 3d.
3. The is the definite article, and belongs to Sun, Rule 2d. Sun is a
proper noun, figuratively of the masculine gender, third person, singular
number, nominative case, it is the subject of the verb appears, which it
governs, Rule 3d.
4. The is the definite article, and belongs to grass, Rule 2d. Grass is
a common noun, neuter gender, third person, singular number, nomi¬
native case, it is the subject of the verb looks, which it governs, Rule 3d.
5. The is the definite article, and belongs to trees, Rule 2d. Trees is a
common noun, neuter gender, third person, plural number, nominative
case, it is the subject of the verb stand, which it governs, Rule 3d.
6. The is the definite article, and belongs to Moon, Rule 2d. Moon is
a proper noun, figuratively of the feminine gender, third person, singular
number, nominative case, it is the subject of the verb seems, which it
governs, Rule 3d.
7. Men is a common noun, masculine gender, third person, plural
number, nominative case, it is the subject of the verb repose, which it
governs, Rule 3d.
8. Cathmor is a proper noun, masculine gender, third person, singular
number, possessive case, governed by warriors, Rule 8th. Warriors is a
NOUN.
— PARSING.
85
common noun, masculine gender, third person, plural number, nominative
case, it is the subject of the verb sleep, which it governs, Rule 3d.
9. The is the definite article, and belongs to sunbeams, Rule 2d. >Sun¬
beams is a common noun, neuter gender, third person, plural number,
nominative case to rest, Rule 3d.
10. Wax is a common noun, neuter gender, third person, singular
number, nominative case to sticks, Rule 3d.
11. Plasters is a common noun, neuter gender, third person, plural
number, nominative case to adhere, Rule 3d.
12. People is a collective noun, masculine and feminine gender, third
person, plural number, it conveys plurality of idea; nominative case to
lie, Rule 3d.
In parsing the nominative case to a neuter verb, we say, it is in the
nominative case, because it is the subject of the verb ; whereas, we say the
nominative case to an active verb, is the actor of the verb, though it is
both the actor and subject of the verb. In every other respect," the
nominatives to active and neuter verbs, are parsed precisely in the same
manner. We will next parse the nominative case to passive verbs, which
nominatives are parsed exactly as the other nominatives, except they are
the objects of passive verbs.
EXERCISES IN PARSING.—PASSIVE VERBS.
1. The lady is loved. 2. The boy is punished. 3. The officers are
chosen. 4. The president is elected. 5. The horses are caught. 6.
The child was awaked. 7. The money has been found. 8. The fire
has been extinguished. 9. The tumult has been quelled. 10. The
jurors have been sworn. 11. The rabble had been dispersed. 12. The
robber will be tried. 13. The work will be done. 14. The house will
be built. 15. The army will have been vanquished. 16. The laws will
have been made. 17. Homer's Iliad was translated. 18. Darius's army
was conquered. 19. Milo's release was procured. 20. The merchants'
vessels have been sunk.
1. Lady is a common noun, feminine gender, third person, singular
number, nominative case, it is the object of the verb is loved, which it
governs, Rule 3d.
2. Boy is a common noun, masculine gender, third person, singular
number, nominative case, it is the object of the verb is punished, which
it governs, Rule 3d.
3. Officers is a common noun, masculine gender, third person, plural
number, nominative case, it is the object of the verb are chosen, which it
governs, Rule 3d.
4. President is a common noun, masculine gender, third person,
singular number, nominative case, it is the object of the verb is elected,
which it governs, Rule 3d.
5. Horses is a common noun, masculine gender, third person, plural
number, nominative case, it is the object of the verb are caught, which it
governs, Rule 3d.
86
ETYMOLOGY AND SYNTAX.
6. Child is a common noun, masculine or feminine gender, third per¬
son, singular number, nominative case, it is the object of the verb was
awaked, Rule 3d.
7. Money is a common noun, neuter gender, third person, singular
number, nominative case, it is the object of the verb has been found,
Rule 3d.
8. Fire is a common noun, neuter gender, third person, singular num¬
ber, nominative case, it is the object of the verb has been extinguished,
Rule 3d.
9. Tumult is a common noun, neuter gender, third person, singular
number, nominative case to has been quelled, Rule 3d.
10. Jurors is a common noun, masculine gender, third person, plural
number, nominative case to have been sworn, Rule 3d.
11. Rabble is a collective noun, masculine and feminine gender, third
person, singular number, it conveys unity of idea, nominative case to had
been dispersed, Rule 3d.
12. Robber is a common noun, masculine or feminine gender, third
person, singular number, nominative case to will be tried, Rule 3d.
13. Work is a common noun, neuter gender, third person, singular
number, nominative case to will be done, Rule 3d.
EXERCISES IN PAUSING.—NOMINATIVE CASE INDEPENDENT.
1. Plato, thou reasonest well. 2. Do Trim, said my uncle Toby. 3.
James, I desire you to study. 4. Selma, thy halls are silent. 5.
Boys, prepare to recite. 6. Grirls, you may read. 7. Ladies and gentle¬
men, the speaker will address you. 8. Mr. Speaker, I wish to make a
few remarks on the bill now before the house. 9. Father, may I go ?
10. Mother, must I stay ? 11. Ocean, be still. 12. Mountains, remove.
13. Listen 0 Earth. 14. Dogs, get out of the house. 15. Tray, come
here. 16. 0 Diamond, Diamond, thou little knowest the mischief thou
hast done! 17. 0 king, live for ever. 18. Malvina, dost thou behold
that huge rock? 19. John, what are you doing? 20. James, where
are you going ? 21. Eliza, you may recite. 22. Jane, you will write.
23. Ye fields of light, celestial plains, ye scenes divinely fair. 24.
Friends, Romans, countrymen, lend me your ears.
25. Soul of the just, companion of the dead !
Where is thy home, and whither art thou fled ?
1. Plato is a proper noun, masculine gender, second person, singular
number, nominative case independent, Rule 5th. When an address is
made, the person or thing addressed is in the nominative case inde¬
pendent.
2. Trim is a proper noun, masculine gender, second person, singular
number, nominative case independent, Rule 5th.—Recite it.
3. James is a proper noun, masculine gender, second person, singular
number, nominative case independent, Rule 5th.
4. Selma is a proper noun, masculine gender, second person, singular
number, nominative case independent, Rule 5th.
NOUN.
— PARSING.
87
5. Boys is a common noun, masculine gender; second person, plural
number, nominative case independent, Rule 5tli.
6. Girls is a common noun, feminine gender, second person, plural
number, nominative case independent, Rule 5th.
7. Ladies is a common noun, feminine gender, second person, plural
number, nominative case independent, Rule 5th. Gentlemen is a com¬
mon noun, masculine gender, second person, plural number, nominative
case independent, Rule 5th.
8. Mr. Speaker is a proper noun, masculine gender, second person,
singular number, nominative case independent, Rule 5th.
9. Father is a common noun, masculine gender, second person, sin¬
gular number, nominative case independent, Rule 5th.
10. Mother is a common noun, feminine gender, second person, sin¬
gular number, nominative case independent, Rule 5th.
11. Ocean is a common noun, neuter gender, second person, singular
number, nominative case independent, Rule 5th.
12. Mountains is a common noun, neuter gender, second person, plural
number, nominative case independent, Rule 5th.
13. Earth is a proper noun, figuratively of the feminine gender,
second person, singular number, nominative case independent, Rule 5th.
14. Dogs is a common noun, masculine gender, second person, plural
number, nominative' case independent, Rule 5th.
15. Tray is a proper noun, masculine gender, second person, singular
number, nominative case independent, Rule 5th.
16. Diamond is a proper noun, masculine gender, second person, sin¬
gular number, nominative case independent, Rule 5th.
17. King is a common noun, masculine gender, second person, singular
number, nominative case independent, Rule 5th.
18. Malvina is a proper noun, feminine gender, second person, sin¬
gular number, nominative case independent, Rule 5th.
23. Re is a personal pronoun, personating fields, with which it agrees
in the neuter gender, second person, plural number, Rule 17th. Per¬
sonal pronouns must agree with the nouns which they represent in
gender, person, and number. It is in apposition with fields in the nom¬
inative case independent, Note 1st to Rule 5th. When a pronoun of the
second person is in apposition with a noun independent, it is in the same
case. Fields is a common noun, neuter gender, second person, plural
number, nominative case independent, Rule 5th. Plains is a common
noun, neuter gender, second person, plural number, nominative case in¬
dependent, Rule 5th.— Ye is a personal pronoun, personating scenes, with
which it agrees in the neuter gender, second person, plural number,
Rule 17th. It is in apposition with scenes in the nominative case
independent, Note 1st to Rule 5th. Scenes is a common noun, neuter
gender, second person, plural number, nominative case independent,
Rule 5th.
EXERCISES IN PARSING.—NOMINATIVE CASE ABSOLUTE.
1. Shame being lost, all virtue is lost. 2. The Sun being risen, we
traveled on. 3. The Moon having set, they went astray. 4. The gen-
88
ETYMOLOGY AND SYNTAX.
eral being slain, the army was routed. 5.' Commerce haying got into
the legislative body, privilege must be done away. 6. The rain having
ceased, the dark clouds rolled away. 7. A multitude being in that
place, he went away. 8. Robert being ill, the physician visited him.
9. The rabble having been dispersed, the police retired. 10. The boys
having invited us, we accompanied them home. 11. I John Smith be¬
ing about to depart this life, the attorney proceeds to write my will. 12.
We Rufus Turner and Adam Morse having converted many persons,
they will join our church. 13. The strangers being weary, we will take
them in, and refresh them.
1. Shame is a common noun, neuter gender, third person, singular
number, nominative case absolute, Rule 6th. A noun or pronoun placed
before a participle, without any verb to agree with it, is in the nomin¬
ative case absolute.
2. Sun is a proper noun, masculine gender, third person, singular
number, nominative case absolute, Rule 6th.
3. Moon is a proper noun, feminine gender, third person, singular
number, nominative case absolute, Rule 6th.
4. General is a common noun, masculine gender, third person, sin¬
gular number, nominative case absolute, Rule 6th.
5. Commerce is a common noun, neuter gender, third person, singular
number, nominative case absolute, Rule 6th.
6. Rain is a common noun, neuter gender, third person, singular num¬
ber, nominative case absolute, Rule 6th.
7. Multitude is a collective noun, masculine and feminine gender, third
person, plural number, nominative case absolute, Rule 6th.
8. Robert is a proper noun, masculine gender, third person, singular
number, nominative case absolute, Rule 6th.
9. Rabble is a collective noun, masculine and feminine gender, third
person, singular number, it conveys unity of idea, nominative case
absolute, Rule 6th.
10. Boys is a common noun, masculine gender, third person, plural
number, nominative case absolute, Rule 6th.
11. I is a personal pronoun, personating John Smith, with which it
agrees in the masculine gender, first person, singular number, Rule 17th.
Personal pronouns must agree with the nouns which they represent in
gender, person and number:—nominative case absolute, Rule 6th. John
Smith is a proper noun, masculine gender, first person, singular number,
nominative case absolute, in apposition with I, Rule 7th. Two or more
nouns, or nouns and pronouns signifying the same person or thing, are in
apposition in the same case.
12. We is a personal pronoun, personating Rufus Turner and Adam
Morse, with which it agrees in the masculine gender, first person, plural
number, Rule 17th. Personal pronouns must agvee with the nouns
which they represent in gender, person and number :—nominative case
absolute, Rule 6th.—Rufus Turner is a proper noun, masculine gender,
first person, singular number, nominative case absolute, in apposition
with toe, Rule 7th. Two or more nouns, or nouns and pronouns signify¬
ing the same person or thing, are in apposition in the same case.—
NOUN.
— PARSING.
89
Adam Morse is a proper noun, masculine gender, first person, singular
number, nominative case absolute, in apposition with we, Rule 7th.—
Recite it.
13. Strangers is a common noun, masculine and feminine gender,
third person, plural number, nominative case absolute, Rule 6th.
Every example of the nominative case absolute in these Exercises,
has been parsed, that you may understand this case perfectly, in one
lesson.*
EXERCISES IN PARSING. TRANSITIVE VERBS. OBJECTIVE CASE.
1. Richard strikes John. 2. Merchants sell goods. 3. Men mow
grass. 4. Boys spread hay. 5. Children fly kites. 6. Columbus dis¬
covered America. 7. Cecrops founded Athens. 8. Galileo invented
the telescope. 9. John has written a letter. 10. The girls have parsed
a lesson. 11. The child had lost the ball. 12. The men had received
the news. 13. The farmers will reap the grain. 14. The artist shall
receive a reward. 15. The bees will have filled the hive. 16. The
workmen will have built a house. 17. The tutor is instructing his
pupils. 18. The preceptor is writing a letter. 19. The boys are parsing
a lesson. 20. The carpenters are building a house. 21. James is read¬
ing Shakspeare. 22. The boys are running a race. 23. The ladies are
singing a hymn. 24. The gentlemen and ladies are catching fish. 25.
The pupils are studying grammar. 26. We are parsing these exercises.
27. John bought the books of a merchant. 28. Robert gave the pre¬
sent to Henry. 29. William purchased the farm for Thomas. 30. Jane
set the inkstand by Eliza. 31. Men write books with pens. 32.
Richard put the chairs in the house. 33. The carpenters launched the
vessel into the water. 34. Pupils should understand grammar within
four months. 35. Students may study grammar without a teacher. 36.
The boy threw the ball over the house.
1. John is a proper noun, masculine gender, third person, singular
number, objective case; it is the object of the action expressed by the
active transitive verb strikes, by which it is governed, Rule 9th. Active
transitive verbs govern the objective case.
2. Goods is a common noun, neuter gender, third person, plural
number, objective case; it is the object of the action expressed by
the active transitive verb sell, by which it is governed, Rule 9th.—
Recite it.
3. Grass is a common noun, neuter gender, third person, singular
number, objective case; it is the object of the action expressed by the
active transitive verb mow, by which it is governed, Rule 9th.
4. Hay is a common noun, neuter gender, third person, singular num¬
ber, objective case; it is the object of the action expressed by the active
transitive verb spread, by which it is governed, Rule 9th.
5. Kites is a common noun, neuter gender, third person, plural num¬
ber, objective case; it is the object of the action expressed by the active
transitive verb fly, by which it is governed, Rule 9th.
6: America is a proper noun, neuter gender, third person, singular
90
ETYMOLOGY AND SYNTAX.
number, objective case; it is tbe object of the action expressed by the
active transitive verb discovered, by which it is governed, Rule 9th.
7. Athens is a proper noun, neuter gender, third person, singular num¬
ber, objective case, governed by founded, Rule 9th.
8. Telescope is a common noun, neuter gender, third person, singular
number, objective case, governed by invented, Rule 9th.
9. Letter is a common noun, neuter gender, third person, singular num¬
ber, objective case, governed by has written, Rule 9th.
10. Lesson is a common noun, neuter gender, third person, singular
number, objective case, governed by have parsed, Rule 9th.
11. Ball is a common noun, neuter gender, third person, singular num¬
ber, objective case, governed by had lost, Rule 9th.
12. Hews is a common noun, neuter gender, third person, singular
number, objective case, governed by had received, Rule 9th.
17. Pupils is a common noun, masculine and feminine gender, third
person, plural number, objective case; it is the object of the action ex¬
pressed by the active participle instructing, by which it is governed, Rule
10th. Participles have the same government as the verbs have from
which they are derived.
18. Letter is a common noun, neuter gender, third person, singular
number, objective case; it is the object of the action expressed by the
active participle writing, by which it is governed, Rule 10th.—Re¬
cite it.
19. Lesson is a common noun, neuter gender, third person, singular
number, objective case; it is the object of the action expressed by the
active participle parsing, by which it is governed, Rule 10th.
20. House is a common noun, neuter gender, third person, singular
number, objective case; it is the object of the action expressed by the
active participle building, by which it is governed, Rule 10th.
21. Shakspeare is a proper noun, masculine gender, third person, sin¬
gular number, objective case; it is the object of the action expressed
by the active participle reading, by which it is governed, Rule 10th.
22. Race is a common noun, neuter gender, third person, singular
number, objective case; it is the object of the action expressed by the
active participle running, by which it is governed, Rule 10th.
23. Hymn is a common noun, neuter gender, third person, singular
number, objective case, governed by the active participle singing,
Rule 10th.
24. Fish is a collective noun, masculine and feminine gender, third
person, plural number, it conveys plurality of idea, objective case, gov¬
erned by the active participle catching, Rule 10th.
25. Grammar is common noun, neuter gender, third person, singular
number, objective case, governed by the active participle studying,
Rule 10th.
26. Exercises is a common noun, neuter gender, third person, plural
number, objective case, governed by the active participle parsing
Rule 10th. _
27. Merchant is a common noun, masculine gender, third person,
singular number, objective case; it is the object of the relation expressed
NOUN.
— PARSING.
91
by the preposition of, by which it is governed, Rule 11th. Prepositions
goyern the objective case.
28. Henry is a proper noun, masculine gender, third person, singular
number, objective case; it is the object of the relation expressed by the
preposition to, by which it is governed, Rule 11th.
29. Thomas is a proper noun, masculine gender, third person, singular
number, objective case, governed by for, Rule 11th.
30. Eliza is a proper noun, feminine gender, third person, singular
number, objective case, governed by by, Rule 11th.
31. Pens is a common noun, neuter gender, third person, singular num¬
ber, objective case, governed by with, Rule 11th.
EXERCISES IN PARSING.—NOUNS IN APPOSITION.
1. Paul the apostle suffered martyrdom. 2. Cicero, the great orator,
philosopher, and statesman of Rome, was murdered by Anthony. 3. Re¬
ligion, the support of adversity, adorns prosperity. 4. Coleridge, a
remarkable man, and rich imaginative poet, was the friend of Words¬
worth. 5. It was John, he who preached repentance. 6. Adams and
Jefferson, they who died on the fourth of July, 1826, were both signers,
and the firm supporters of the Declaration of Independence. 7. Byron
the poet, the only son of Captain John Byron, was born in 1788. 8.
Augustus the Roman emperor, he who succeeded Julius Cesar, is vari¬
ously described by historians. 9. Solomon, the son of David, king of
Israel, wrote many proverbs. 10. I saw Juliet and her brother, them
that you visited. 11. They slew Yarus, him that was mentioned before.
12. We ought to love Grod, Him who created, and who sustains all
things. 13. We adore the Divine Being, Him who is from eternity to
eternity.
1. Paul is a proper noun, masculine gender, third person, singular
number, nominative case to suffered, Rule 3d. The nominative case
governs the verb.—Apostle is a common noun, masculine gender, third
person, singular number, nominative case in apposition with Paul to suf¬
fered, Rule 7th. Two or more nouns, or nouns and pronouns signifying
the same person or thing, are in apposition in the same case.
2. Cicero is a proper noun, masculine gender, third person, singular
number, nominative case to was murdered, Rule 3d. Orator is a com¬
mon noun, masculine gender, third person, singular number, nominative
case in apposition with Cicero to was murdered, Rule 7th.—Philosopher
is a common noun, masculine gender, third person, singular number,
nominative case in apposition with Cicero to was murdered, Rule 7th.—
Statesman is a common noun, masculine gender, third person, singular
number, nominative case in apposition with Cicero, to was murdered,
Rule 7th.
3. Religion is a common noun, neuter gender, third person, singular
number, nominative case to adorns, Rule 3d. Support is a common
noun, neuter gender, third person, singular number, nominative case in
apposition with religion to adorns, Rule 7th.
4. Coleridge is a proper noun, masculine gender, third person, singu-
92
ETYMOLOGY AND SYNTAX.
lar number, nominative case to was, Rule 3d. Man is a common noun,
masculine gender, third person, singular number, nominative case in ap¬
position with Coleridge to was, Rule 7th.—Poet is a common noun, mas¬
culine gender, third person, singular number, nominative case in apposi¬
tion with Coleridge to was, Rule 7th. Friend is_a common noun, mas¬
culine gender, third person, singular number, nominative case after was,
Rule 22d. The verb to he should have the same case after it as before
it, when both words signify the same person or thing.
5. John is a proper noun, masculine gender, third person, singular
number, nominative case after was, Rule 22d. lie is a personal pro¬
noun, personating John, with which it agrees in the masculine gender,
third person, singular number, Rule 17th. Personal pronouns must
agree with the nouns which they represent in gender, person, and num¬
ber,—nominative case in apposition with John after was, Rule 7th.
6. Adams is a proper noun, masculine gender, third person, singular
number, nominative case to were, Rule 3d.—Jefferson is a proper noun,
masculine gender, third person, singular number, nominative case to were,
Rule 3d. They is a personal pronoun, personating Adams and Jefferson,
with which it agrees in the masculine gender, third person, plural num¬
ber, Rule 17th,—nominative case in apposition with Adams and Jeffer¬
son to were, Rule 7th.—Signers is a common noun, masculine gender,
third person, plural number, nominative case, after were, Rule 22d. Sup¬
porters is a common noun, masculine gender, third person, plural number,
nominative case after were, Rule 22d.
7. Byron is a proper noun, masculine gender, third person, singular
number, nominative case to was born, Rule 3d. Poet is a common noun,
masculine gender, third person, singular number, nominative case in
apposition with Byron to was born, Rule 7th.—Son is a common noun,
masculine gender, third person, singular number, nominative case in ap¬
position with Byron to was born, Rule 7th.
8. Augustus is a proper noun, masculine gender, third person, singular
number, nominative case to is described, Rule 3d. Emperor is a com¬
mon noun, masculine gender, third person, singular number, nominative
case in apposition with Augustus to is described, Rule 7th. He is a per¬
sonal pronoun, personating Augustus, with which it agrees in the mas¬
culine gender, third person, singular number, Rule 17th,—nominative
case in apposition with Augustus to is described, Rule 7th.
9. Solomon is a proper noun, masculine gender, third person, singular
number, nominative case to wrote, Rule 3d.—Son is a common noun,
masculine gender, third person, singular number, nominative case in
apposition with Solomon to wrote, Rule 7th.—King is a common noun,
masculine gender, third person, singular number, nominative case in
apposition with Solomon to wrote, Rule 7th.
10. Juliet is a proper noun, feminine gender, third person, singular
number, objective case, governed by saw, Rule 9th. Active transitive
verbs govern the objective case.—Brother is a common noun, masculine
gender, third person, singular number, objective case, governed by saw,
Rule 9th.— Them is a personal pronoun, personating Juliet and brother,
with which it agrees in the feminine and masculine gender, third person,
NOUN .
—PARSING.
93
plural number, Rule 17th,—objective case in apposition with Juliet and
brother, governed by saw, Rule 7th.
11. Yarns is a proper noun, masculine gender, third person, singular
number, objective case, governed by slew, Rule 9th. Him is a personal
pronoun, personating Varus, with which it agrees in the masculine gen¬
der, third person, singular number, Rule 17th,—objective case in apposi¬
tion with Varus, governed by slew, Rule 7th.
12. God is a proper noun, masculine gender, third person, singular
number, objective case, governed by to love, Rule 9th. Him is a per¬
sonal pronoun, personating God, with which it agrees in the masculine
gender, third person, singular number, Rule 17th,—objective case in ap¬
position with God, governed by to love, Rule 7th.
13. Being is a proper noun, masculine gender, third person, singular
number, objective case, governed by adore, Rule 9th. Him is a per¬
sonal pronoun, personating Being, with which it agrees in the masculine
gender, third person, singular number, Rule 17th,—objective case in
apposition with Being, governed by adore, Rule 7th.
All the cases of the noun have been parsed; and we have parsed so
many examples in each case, that you must certainly have learned per¬
fectly the order of parsing this part of speech. By studying diligently
the numerous examples which have been given, of the systematic Order
of parsing the several cases of the noun, you will acquire a perfect know¬
ledge of the Order of parsing this part of speech in a few hours.
EXERCISES IN FALSE SYNTAX.
Note 1st to Rule 8th.—A noun in the possessive case, should always
have an apostrophe; as, " The nation's glory."
1. That girls book is cleaner than those boys books. 2. Thy ancestors
virtue is not thine. 3. A mothers tenderness and a fathers care are
natures gifts for mans advantage. 4. Wisdoms precepts form the good
mans interest and happiness. 5. He is reading Cowpers poems. 6.
James bought Johnsons dictionary. 7. My friends offence will not injure
his reputation. 8. I will not destroy the city for ten righteous persons
sake. 9. A mans manners frequently influence his fortune. 10. He
cast himself down at Jesus feet. 11. If some persons opportunities were
ever so favorable, they would be too indolent to improve. 12. The
Earths orbit is 190 million miles in diameter, and 596,088,000 miles in
circumference. 13. Julius prints childrens primers. 14. The clerk sells
mens hats, and womens shoes. 15. Men bestow charity for goodness's
sake. 16. Many persons have suffered martyrdom for righteousness's
sake. 17. The magistrate has taken the witness' testimony. 18. They
suffer for conscience's sake.
1. Incorrect. Girl and boys being in the possessive case, the former
should' have an apostrophic s, and the latter, an apostrophe only, agree¬
ably to Note 1st to Rule 8th. A no.un in the possessive case should
94
ETYMOLOGY AND SYNTAX.
always have an apostrophe.—Thus, "That girl's book is cleaner than
those boys' books."
2. Incorrect. Ancestor, being in the possessive case, should have an
apostrophic s, if one ancestor is meant; but if more than one ancestor is
meant, it should have an apostrophe only, agreeably to Note 1st. Thus,
"Thy ancestor's virtue is not thine;" or "Thy ancestors' virtue is not
thine."
3. Incorrect. Mother, father, nature and man, being in the possessive
case, should have an apostrophic s, Note 1st. Thus, "A mother's tender¬
ness and a father's care are nature's gifts for man's advantage."
4. Incorrect. Wisdom and man, being in the possessive case, should
have an apostrophic s, Note 1st.—Thus, " Wisdom's precepts form the
good man's interest and happiness."
5. Incorrect. Coioper, being in the possessive ease, should have an
apostrophic s, Note 1st.—Thus, "He is reading Cowper's poems."
6. Incorrect. Johnson, being in the possessive case, should have an
apostrophic s, Note 1st.—Thus, "James bought Johnson's dictionary."
7. Incorrect. Friend, being in the possessive case, should have an
apostrophic s, Note 1st.—Thus, "My friend's offence will not injure his
reputation."
8. Incorrect. Persons, being in the possessive case, should have an
apostrophe only, Note 1st.—Thus, "I will not destroy the city for ten
righteous persons' sake."
9. Incorrect. Man, being in the possessive case, should have an apos¬
trophic s, Note 1st.—Thus, "A man's manners frequently influence his
fortune."
10. Incorrect. Jesus, being in the possessive case, should have an
apostrophic s, Note 1st. — Thus, "He cast himself down at Jesus's
feet."
11. .Incorrect. Persons, being in the possessive case, should have an
apostrophe only, Note 1st.—Thus, "If some persons' opportunities were
ever so favorable, they would be too indolent to improve."
12. Incorrect. Earth, being in the possessive case, should have an
apostrophic s, Note 1st.—Thus, "The Earth's orbit is one hundred and
ninety million miles in diameter, and five hundred and ninety-six million
and eighty-eight thousand miles in circumference."
13. Incorrect. Children, being in the possessive case, should have
an apostrophic s, agreeably to Note 6th to Rule 8th. The possessive
case of both singular and plural nouns which do not end in s, is formed
by an apostrophic s.—Thus, "Julius prints children's primers."
14. Incorrect. Men and women, being in the possessive case, should
have an apostrophic s, Note 6th.—Thus, "The clerk sells men's hats and
women's shoes."
, 15. Incorrect. Goodness, being in the possessive case, should have
an apostrophe only, agreeably to Note 7th to Rule 8th. The possessive
case of singular nouns ending in ss, is formed by the apostrophe only;
except in the word witness, which must have an apostrophic s; as, "The
witness's testimony." Thus, "Men bestow charity for goodness' sake."
16. Incorrect. Righteousness, being in the possessive case, should
verb.
95
have an apostrophe only, Note 7th.—Thus, "Many persons have suffered
martyrdom for righteousness' sake."
17. Incorrect. Witness, being in the possessive ease, should have an
apostrophic s, agreeably to Note 7th.—Thus, "The magistrate has taken
the witness's testimony."
18. Incorrect. Conscience, being in the possessive case, should have
an apostrophe only, agreeably to Note 8th to Rule 8th. The possessive
case of nouns ending in encc, is formed by using the apostrophe only.—
Thus, " They suffer for conscience' sale."
Every example in these Exercises of False Syntax, has been corrected,
for the benefit? of the younger pupils, as well as youths and adults, who
may not have an instructor. By reading these corrections a few times,
you will understand perfectly, the manner of forming the possessive case
of nouns; for we have given and corrected examples in every manner in
which the possessive case is usually improperly written Every property
of the noun has been clearly defined; as well as the Order of parsing and
correcting it in every possible manner. We will next treat of the Verh
in as clear a manner as our capacity will admit.
VEBB.
LECTURE IV.—LESSON XXVI.
VERB.
Q. 1. From what word is the term Verb derived ?
A. From the Latin word verbum, which signifies a word.
Q. 2. What is a verb ?
A. A verb is a word which signifies To Be, To Do, or To
Suffer ; as I am, I rule, I am ruled.
Q. 3. How many kinds of verbs are there ?
A. Verbs are of three kinds, Active, Passive, and Xeuter.
They are also divided into Regular, Irregular, and Defective.
Q. 4. What does an active verb express ? and what is the nominative
case, to an active verb ?
A. An Active Verb expresses action; and the nominative
case is the actor of the verh; as, John writes.
96
ETYMOLOGY AND SYNTAX.
Q. 5. What does a Passive verb express ? and what is the nominative
ease to a passive verb ?
A. A Passive Yerb expresses an action which is received
by its nominative ; and the nominative case is the object of the
verb; as, The army is vanquished.
Q. 6. What does a Neuter verb express? and what is the nominative
case to a neuter verb ?
A. A Neuter Yerb expresses neither action nor passion, but_
a being, or a state of being; and the nominative case is the
subject of the verb; as, John sits.
Q. 7. What are Regular verbs ?
A. Regular Yerbs form their imperfect tense of the indica¬
tive mood, and their perfect participle by adding eel to the
present tense, or d only, when the verb ends in e ; as, Present
I favor, Imperfect I favored, Perfect Participle favored,, Present
I love, Imperfect I loved, Perfect Participle loved.
Q. 8. What are Irregular verbs ?
A. Irregular Yerbs do not form their imperfect tense of the
indicative mood, and their perfect participle by the addition
of d or ed to the present tense; as, Present I am, Imperfect I
was, Perfect Participle been.
Q. 9. Can you speak the Present and Imperfect tenses, and the Per¬
fect participles of the following Regular verbs, if I give out to you the
Present tense of each of them ?
Present Tense.
Imperfect Tense.
Perfect Participle.
A. I walk,
I walked,
walked.
I talk,
I talked,
talked.
I favor,
I favored,
I conquered,
I punished,
I finished,
favored.
I conquer,
I punish,
I finish,
conquered.
punished.
finished.
I smell,
I smelled,
smelled.
I shun,
I shunned,
shunned.
I rule,
I ruled,
ruled.
I love,
I loved,
loved.
I smile,
I smiled,
smiled.
I taste,
I tasted,
I appeased,
I reduced,
tasted.
I appease,
I reduce,
appeased,
reduced.
I relate,
I related,
related.
I manage,
I managed,
managed.
Q. 10. As the Imperfect tense and Perfect participle of Regular verbs
are alike in termination, hoiv may we always distinguish them in compo¬
sition ?
VERB.
97
A. The Imperfect tense of all verbs, both Regular and
Irregular, always has a nominative case, either expressed or
implied; whereas, the Perfect participle never has a nomina¬
tive case.
Q. 11. Can you speak the Present and Imperfect tenses, and the Per¬
fect Participles of the following Irregular verbs, if I give out to you the
Present tense of each of them ?
Present Tense. Imperfect Tense. Perfect Participle.
A. I am, I was, been.
I write, I wrote, written.
I begin, I began, begun.
I go, I went, gone.
I abide, I abode, abode.
I see, I saw, seen.
I hear, I heard, heard.
Q. 12. How many properties have verbs ?
A. Pour. They are Person, Number, Mood, and Tense.
Q. IB. Person and number, strictly speaking, are the properties of
nouns and pronouns only; but, we are obliged to apply them to verbs.
Can you tell me why ?
A. Because their nominatives have person and number;
and the verb must agree with its nominative in person and
number.
Q. 14. There are some verbs to which we do not apply person and
number. What are they ?
A. Verbs in the Infinitive mood have no person and num
ber, because they have no nominatives; but person and num¬
ber must be applied to all verbs, which are not in the Infini¬
tive mood, because they always have nominatives, either
expressed or understood.
Q. 15. Active verbs are always either transitive or intransitive. When
is an Active verb transitive ?
A. An Active Verb is transitive, when the action terminates
on an object; as, Richard strikes John.
Q. 16. When is an Active verb intransitive ?
A. An Active Verb is intransitive, when the action does not
terminate on an object; as, John walks.
Q. 17. Active verbs are sometimes transitive, when* their actions
terminate on objects understood. Can you give some examples of this
kind ?
A. The first fleet contained three hundred men; the second,
contained four thousand. The city of New York has about
7
98
ETYMOLOGY AND SYNTAX.
seven hundred thousand inhabitants; and Philadelphia has
about five hundred thousand.
In the first example, contained is transitive, because the action termi¬
nates on men, understood; and in the second example, has is transitive,
because the action terminatives on inhabitants understood.
Q. 18. Will you read the following examples of Active transitive verbs,
in which both the verbs and their objects are in italics ?
A. The reaper reaps the grain. Farmers mow the grass. The hoys
spread the hay. The clerk sold the goods. Columbus discovered
America. Cecrops founded Athens. Galileo invented the telescope.
James Macpherson translated Ossian's poems. Washington obtained his
Country's freedom. Washington Irving wrote the Sketch Book. Dr.
Benjamin Franklin invented the lightning-rod. Sir Francis Drake cir¬
cumnavigated the Globe. The pupils have studied grammar. John
has written a letter. The girls had parsed a lesson. The preceptor
had dismissed school. The class will recite their lesson. The physician
will have administered the medicine. When you shall have read these
examples, you ought to understand Active transitive verbs.
Q. 19. Will you read the following examples of Active intransitive
verbs which have no objects ?
A. Robert walks. Eliza sings. Boys play. Girls dance. Men labor.
Women spin. Ladies sew. The Sun rises. The Moon sets. The stars
twinkle. Meteors shoot. The rain descends. The snow falls. The
clouds move. The plants grow. The rivers flow. The sea roars. The
army marches. Armies fight. The multitude assembles. Multitudes
perish.
Q. 20. Many intransitive, and some neuter verbs may be made transi
tive. Will you read the following examples, in which intransitive and
neuter verbs are made transitive, because the action of each, terminates
on its object, which is in italics ?
A. James walks his horse. Eliza sings a hymn. The boy flies his
kite. The lady dances her child. The boys ran a race. Pharaoh
dreamt a d,ream. Children play ball. The man shot a deer. Richard
fell a tree. The men have moved the house. The Earth grows plants
and trees. The parson lives a holy life. Let me die a righteous death.
Q. 21. Active transitive verbs are often parsed as intransitive, because
their actions do not terminate on any objects, either expressed or implied.
Will you read the following examples of this kind ?
A. John, reads well. The tailor sews neatly. The girl spins very
fast. The boys study diligently. The pendulum beats regularly. The
wind blows fresh. The clouds dispersed rapidly. The armies have
fought desperately. The men have done well. The reapers have reaped
a great deal. The clerk writes remarkably well. The timber splits
beautifully.
Q. 22. Sometimes we are obliged to parse Active verbs as transitive,
VERB.
99
when both their nominatives and objects are understood. Can you give
some examples of this kind ?
A. The first vessel contains one thousand tons; the second, contains
two thousand; the third, contains three thousand, and the fourth, con¬
tains four thousand. The first cistern which he made, holds five thou¬
sand gallons; the second, holds seven thousand; the third, holds ten
thousand; and the fourth, holds twelve thousand.
In the first of these examples, the verb contains is transitive, because
the action passes over from the nominative vessel understood to the
object tons understood. In the second example, holds is transitive, be¬
cause the action passes over from the nominative cistern understood to
the object gallons understood.
Q. 23. Some verbs do not seem to express any action at all; yet we
are obliged to parse them as active transitive verbs, because their objects
will not admit a preposition before them. Will you read the following
examples of this kind ?
A. I have a book. You own a, horse. Robert resembles his father.
The sheriff retains my property. We love our country. Good people
hate vice. Ladies despise immorality. They believe the story. Repent
your sins and forsalte them. Relent your evil ways. You hear the
bell. I see the stars. We smell roses. He feels much pain. The
Moon reflects her light from the Sun. Mirrors reflect images. We
mourn the loss of a good man. Muse well your thoughts, before you
speak.
Q. 24. What are such actions as are expressed by the verbs in the
preceding examples called ?
A. They are called mental actions, because they denote
actions of the mind.
Q. 25. What do we call all actions which are performed physically,
by man and the whole animal creation ?
A. They are called physical actions, because it requires some
labor or physical exertion to perform them.
You will please to read this lesson very attentively, until you under¬
stand it perfectly; as it is highly important that you should acquire a
thorough knowledge of the verb.
LESSON XXVII.—'WEBB.
Q. 1. As the verb and noun are so intimately connected, that we are
compelled to treat of them both together; and as it is sometimes difficult
to determine the cases of nouns; Can you tell me by what rule may the
nominative and objective cases of nouns and pronouns be known ?
A. The nominative case does something; the objective case
has something done to it. The nominative case generally
comes before the verb, and the objective case after it; as,
George struck the servant.
100
ETYMOLOGY AND SYNTAX.
Q. 2. In order to find the verb to which a noun or pronoun is the
nominative, what question do we ask ?
A. What does the nominative do ? and the verb answers to
the question.
Q. 3. Will you read the following examples which will show you how
to find the verb to which a noun or pronoun is the nominative ?
A. "He who every morning plans the transactions of the day, and
who follows out that plan, carries on a thread that will guide him through
the labyrinth of the most busy life."
"A soul without reflection, like a pile
Without inhabitant, to ruin runs."
In the first of these examples, we ask the questions, What does he do ?
and what does who do ? He carries, and who plans, and who follows.
In the second example, we ask the question, What does soul do ? Soul
runs to ruin.
Q. 4. Sometimes a verb in the infinitive mood, or a phrase, or a simple
or compound sentence is the nominative case to a verb, or in the objec¬
tive case, governed by a verb, a participle, or a preposition. Will you
read the following examples containing such nominatives and objectives ?
A. To play is pleasant. To see is fortunate. To be blind is unfor¬
tunate. To seek God is wisdom. To die for our country is glorious.
That warm climates shorten life is reasonable to suppose. We like to see.
Boys love to play. He does not consider how near he approaches to his
end. He studied to avoid expressing himself too severely. He is pray¬
ing to live a holy life and die a righteous death. I cannot fail of having
money. By promising much and performing but little, we became des¬
picable.
To play is nominative case to is, Rule 14th. To see is in the nomin¬
ative case to is.—To be blind is nominative case to is.— To seek God is
nominative case to is.—To die for our country is nominative case to is.—
That warm climates shorten life is nominative case to is.— To see is in
the objective case, governed by like, Rule 14th.— To play is in the objec¬
tive case, governed by love.—How near he approaches to his end is in the
objective case, governed by does consider.—Expressing himself too
severely is in the objective' case, governed by to avoid.— To live a holy
life, and die a righteous death, is in the objective case, governed by the
participle praying.—Having money is in the objective case, governed by
the preposition of.—Promising much and performing but little is in the
objective case, governed by the preposition by. We always apply Rule
14th in parsing all such nominatives and objectives.
Q. 5. Can you recite Rule 14th ?
A. Rule 14th. The infinitive mood, a phrase, a simple or
compound sentence is frequently the nominative to a verb,
or the object of a transitive verb, a participle, or a preposi-
VERB.
101
tion ; as, To see is pleasant. Boys love to play. He is pray¬
ing to live a holy life, and die a righteous death. By promising
much, and performing hut little, we become despicable.
Q. 6. "Will you read the following* examples in which compound sen¬
tences are in the nominative case to verbs ?
A. 1. To do good to them that hate us, and on no occasion to seek
revenge, are the duties of a christian. 2. To be of a pure and humble
mind; to exercise benevolence towards others; and to cultivate piety
towards God, are the sure means of becoming peaceful and happy. 3.
All that make a figure on the great theatre of the world; the employ¬
ments of the busy; the enterprises of the ambitious; the exploits of the
warlike; the virtues which form the happiness, and the crimes which
occasion the misery of mankind, originate in the silent and secret recess
of thought, which is hidden from every human eye. 4. To be wise in
our own eyes; to he wise in the opinion of others; and to he wise in
the sight of our Creator, are three things so very different, as rarely to
coincide.
In the first example, all that part of the sentence preceding are, is in
the nominative case to are. In the second example, all that part of the
sentence preceding are, is in the nominative case to are. In the third
example, all that part of the sentence preceding originate, is in the nom¬
inative case to originate. And in the fourth example, all that part of
the sentence preceding are, is in the nominative case to are.
Q. 7. What Rule applies in parsing the verb, when it is governed by
the infinitive mood, or a phrase, or a simple sentence ?
A. Rule 15th. "When the infinitive mood, or a phrase,
or a simple sentence is the nominative case to a verb, the
verb must agree with it in the third person singular; as,
To he blind is unfortunate ; To seek God is wisdom ; To die for
our country is glorious ; That warm climates shorten life is reason¬
able to suppose.
Q. 8. What Rule applies in parsing the verb, when it is governed hy a
compound phrase, or a compound sentence ?
A. Rule 16th. "When a compound phrase, or a compound
sentence is the nominative case to a verb, the verb must
agree with it in the third person plural; as, " To be wise in
"our own eyes ; to be wise in the opinion of others; and to be
wise in the sight of our Creator, are three things so very'dif¬
ferent, as rarely to coincide."
Q. 9. When collective nouns conveying unity of idea, are in the
nominative case to verbs, the verbs must agree with them in the sin¬
gular. Will you read the following examples containing such nom¬
inatives ?
A. My flock increases yearly. The herd, is grazing. The drove
contains one hundred beeves. The fleet was destroyed. The nation
102
ETYMOLOGY AND SYNTAX.
is powerful. The church has no power to inflict corporal punishment.
The army was vanquished. The navy is composed of ships and steamers.
The rabble was dispersed.
Q. 10. When collective nouns eonveying plurality of idea, are in the
nominative case to verbs, the verbs must agree with them in the third
person plural. Will you read the following examples containing such
nominatives ?
A. The peasantry go barefoot. My people do not consider. The
council were divided in their sentiments. The committee were unani¬
mous in their decision. The assembly have adjourned till to-morrow.
Q. 11. What Rule applies in parsing a verb, which is governed by a
collective noun conveying unity of idea ?
A. Rule 12th. A collective noun conveying unity of idea,
requires the verb and pronouns representing it, to agree with it
in the singular number; as, The meeting was large, and it held
three hours.
Q. 12. What Rule applies in parsing a verb, which is governed by a
collective noun conveying plurality of idea ?
A. Rule 13th. A collective noun conveying plurality of idea,
requires the verb and pronouns representing it to agree with it
in the plural number; as, The council were divided in their
sentiments.
There are but few collective nouns which strictly convey unity or
plurality of idea; for it is equally correct to say, The meeting have
adjourned; The fleet were dispersed; The council was divided; as to
say, The meeting has adjourned; The fleet was dispersed; The council
were divided. Both are equally supported by the genius of our lan¬
guage, and by the power of custom. But, perhaps, for the sake of
euphony, in some instances, custom has decided in favor of a singular, and
in others, of a plural construction, connected with words of this class;
as, My flock is increasing; The herd is grazing; The rabble was dis¬
persed ; My people do not consider; The peasantry labor; The com¬
mittee were unanimous in their decision.
As we are obliged to apply the twelfth and thirteenth Rules in parsing
several verbs, which, according to custom and the euphony of our lan-.
guage, must be singular or plural to agree with their nominatives, which
are Collective nouns, we may as well apply these Rules in parsing all verbs
which are governed by collective nouns.
You will please to remember, that when collective nouns convey
unity of idea, they require the pronouns representing them to be sin¬
gular, as well as the verbs; and when they convey plurality of idea,
they require the pronouns representing them to be plural, as well as the
verbs.
Q. 13. In parsing collective nouns which are in the nominative case to
VERB.—
MOODS/
103
verbs, how do we determine whether they convey unity or plurality of
idea, when the sentence is correctly written ?
A. If the verb is singular, the collective noun conveys unity
of idea; but if the verb is plural, the collective noun conveys
plurality of idea.
Hence, in parsing collective nouns which govern verbs, we should
always first glance at the verbs, before we determine whether their nom¬
inative convey unity or plurality of idea.
You will please to study this lesson diligently, until you shall have me¬
morized all the answers which are designed to be committed to memory ;
when you will be prepared to study the moods and tenses of the verb.
We will nest treat of the moods and tenses; and we will endeavor to
define them so clearly, that you will have no difficulty to understand
them perfectly in a very short time. One of the most difficult things,
in grammar, for the young pupil to comprehend, is to determine in¬
stantly the mood and tense of a verb. But, if you will study attentively,
what will be said of the moods and tenses of verbs, you will understand
them perfectly in a few hours; and when you commence to parse verbs,
you will be enabled instantly to determine their moods and tenses. It
generally requires a longer time to acquire a thorough knowledge of the
verb and noun, than all the other parts of speech.
VERB.—MOODS.
LESSOR" XXVIII.—MOODS.
Q. 1. What is the Mood or mode of a verb ?
A. The Mood or mode of a verb means tbe manner in which
its action, passion, or being is represented.
Q. 2. How many moods have verbs ?
A. Verbs have five moods, the Indicative, the Subjunctive,
the Imperative, the Potential, and the Infinitive.
Q. 3. What does the Indicative mood indicate ?
A. The Indicative mood simply indicates or declares a
thing; as, He writes a letter; or it asks a question; as, Does
he write f "Who wrote that copy ?
Q. 4. Will you read the following examples, in which we both declare
things and ask questions in every tense of this mood ?
A. John writes well. Henry wrote a letter. The boys have recited
their lessons. They had heard the news, before the mail arrived. The
preceptor will instruct his pupils. The planters will have gathered their
crops before winter. Does Henry write well ? Did, John write a letter;
Dave the boys recited their lessons ? Had they heard the news, before
the mail arrived? Will the preceptor instruct his pupils ? Will the
planters have gathered their crops before winter ?
104
ETYMOLOGY AND SYNTAX.
Q. 5. What does the Subjunctive mood express ?
A. The Subjunctive mood expresses action, .passion, or
being in a doubtful or conditional manner: Or When a verb
is preceded by a conjunction, that expresses a condition,
doubt, motive, wish, or supposition, it is in the subjunctive
mood; as, "If he study, he will improve;" "I will respect
him, though he chide me;" " He will not be pardoned, unless he
repent;" "Had he been there, he would have conquered;" (that
is, if he had been there.)
The conjunctions if, though, and unless, in the preceding examples,
express condition, doubt, or supposition; therefore the verbs study, chide,
repent, and had been, are in the subjunctive mood.
A verb in this mood, is generally attended by. another verb in some
other mood. You observe, that each of these examples given, contains a
verb in some other mood: the first three examples contain verbs in the
indicative mood, and the fourth example contains a verb in the potential
mood.
Q. 6. Will you read the following examples, in which the verbs in
italics, are in the subjunctive mood, because they are preceded by
conjunctions that express condition, doubt, motive, wish, or supposi¬
tion ?
A. If we study, we will improve. I will try to recite, though he
punish me for mistakes. Unless you told him what to do, he will not
know. Except you have invited them, they will not come. Whether he
had heard, the news or not, before you told him, I can not say. Lest
you will go too, I will stay. Unless that man shall have accomplished his
work by midsummer, he will receive no wages.
You may always know a verb in this mood by its being preceded by
the conjunction if, though, unless, except, whether, or lest; or some other
conjunction expressing a condition, doubt, motive, wish or supposition.
But when these conjunctions do not imply condition, doubt, motive, wish
or supposition, the verbs which follow them are in the Indicative or
Potential mood; as, Though he rides out every morning, his health does
not improve. Though he may study, he makes poor progress. If
Charles studies, he does not improve. Though you must ride, I will
walk. Though he may go, I must stay.
Q. 7. Por what is the Imperative mood used?
A. The Imperative Mood is used for commanding, exhort¬
ing, entreating, or permitting; as, "Depart thou; Remember
my admonitions; Tarry a while longer; Go in peace."
Depart expresses a command; remember exhorts; tarry entreats; and
go permits.
Q. 8. In what person is a verb in the Imperative mood ? and by what
is it always governed ?
VERB.
— MOODS.
105
A. A Verb in the Imperative mood, is always in the second
person; and it is always governed by thou or you; or ye or
you, which is sometimes expressed, though generally under¬
stood.
Q. 9. Why is a verb in the Imperative mood always in the second per¬
son?
A. Because we cannot command, exhort, entreat, or permit
a person or thing, unless we address him or it, either verbally,
or by letter.
Q. 10. Why is a verb in the Imperative mood never governed by a
noun ?
A. Because all nouns in the second person, are in the nom¬
inative case independent.
Q. 11. Will you read the following examples in which the verbs in
italics are in the Imperative mood, because they are used for command¬
ing, exhorting, entreating, or permitting ?
A. George, give me an apple. John, bring me some water. James,
hand me an inkstand. Charles, lend me your pen. Boys, attend to
your studies. Girls, recite your lesson. Henry, throw the hall to me.
Thomas, put your slate away. Peter, wear your hat. Cowper, get your
books. Paul, drive the hogs out, of the yard. Dick, saddle my horse.
Young ladies, let me hear you read. Friends, Romans, countrymen, lend
me your ears. Learn to unlearn what you have learned amiss. Let us
consider how little we deserve. John, depart thou. James, do you go
home. Orlando, obey you my precepts. Pupils, endeavor to understand
these examples.
In all these examples, the imperative mood is governed by you under¬
stood, except in the three last, hut one, in which their nominatives thou,
and you are expressed.
In familiar style, *a verb in the Imperative mood, is always governed
by you, either expressed or understood; because you is now universally
used, in familiar style, to represent a singular or plural noun; and in
solemn style, the imperative mood is always governed by thou or ye.
Q. 12. What does the Potential mood imply ?
A. The Potential mood implies possibility, liberty, or
necessity, power, will, or obligation; as, It may rain; He may
go or stay ; "We must eat and drink; I can ride; He would walk;
They should learn.
In the first of these examples, the auxiliary may implies possibility;
in the second, it implies liberty; in the third, must implies necessity; in
the fourth, cam implies power or liberty; in the fifth, would implies will
or inclination; and in the sixth, should implies obligation.
Q. 13. Will you read the following examples in which the verbs in
italics are in the Potential mood ?
106
ETYMOLOGY AND SYNTAX.
A. I may go. Thou canst ride. You must learn. He might hear.
She could write. It would rain. We should study. Ye may have
prayed. You can have arrived to-day. They must have gone astray.
We might have seen him before this time. You could have gone to town
yesterday. He would have heard the orator, had he gone to the meet¬
ing. They should have accomplished the work before this time.
Q. 14. The Potential mood may be converted into the Subjunctive, by
prefixing any of the conjunctions expressing contingency, doubt, motive,
wish, or supposition. Can you give some examples in which the Poten¬
tial mood is converted into the Subjunctive mood ?
A. If I could deceive him, I should abhor it. Though- ho
shoidd increase in wealth, he will not he charitable. Unless we
should strive to improve, we will not progress rapidly.
In all these examples, you must perceive, that the verbs in italics, are
in the Subjunctive mood, because they are preceded by conjunctions
which express condition, &c. You will remember, that any of the con¬
junctions expressing contingency, &c., prefixed to the Indicative or
Potential mood, forms the Subjunctive mood.
Q. 15. The Potential mood is used in asking questions, as well as the
indicative. Can you give some examples in which the Potential mood is
used in asking questions ?
A. May I go to town.? Can you ride on horseback ? Must he stay at
home ? Might we not walk out in the country ? Could you understand
him ? Would he not learn ? Should we not strive to improve ? May
he not have gone to the city ? Can you not have learned the moods
to-day ? Must they not have gone astray ? Might we not have gone to
church ? Could you have seen him, if you" had gone to town ? Woidd
they have gome, had you accompanied them? Shoidd you not have
understood the Potential mood by this time ?
Q. 16. What does the Infinitive mood express ?
A. The Infinitive mood expresses action, passion, or being,
in a general and unlimited manner, having no nominative,
consequently, neither person nor number; as, To see, to have
seen; To hear, to have heard.
Q. 17. Will you speak the two tenses of the following verbs in the
Infinitive mood, if I give them out to you ?
INFINITIVE MOOD.
Present Tense.
Perfect Tense.
To have loved.
To have ruled.
To have smiled.
To have lived.
To have tasted.
To have smelled,
To have seen.
A. To love,
To rule,
To smile,
To live,
To taste,
To smell,
To see,
VERB. — TENSES.
107
Present Tense.
Perfect Tense.
To have heard.
To have felt.
To have written.
To have read.
To have chosen.
To hear,
To feel,
To write,
To read,
•To choose,
VERB. — TENSES.
LESSON XXIX.—TENSES.
Q. 1. What is Tense ? and how many tenses have verbs ?
A. Tense means time. Verbs have six tenses, tbe Present,
tbe Imperfect, tbe Perfect, tbe Pluperfect, tbe First and
Second Future tenses.
Q. 2. To what does the Present tense relate ?
A. Tbe Present tense relates to present time: Or Tbe
Present tense represents an action or event as taking place at
tbe time in wbicb it is mentioned; as, I smile; I see; I am
seen.
Q. 3. The Present tense is also used in speaking of actions continued
with occasional intermissions to the present time. Can you give some
examples of this kind ?
A. He rides out every morning; Tbey come borne every
day; "We go to cburcb every Sunday; Tbe steamer arrives
bere every week; Tbe Moon changes every montb; Tbe Eartb
goes around tbe Sun every year.
Q. 4. The Present tense is sometimes used to represent the actions of
persons long since dead. Can you give some examples of this kind ?
A. "Seneca reasons and moralizes well;" Solomon says,
" Train up a cbild in tbe way be should go; and wben be is
old, .be will not depart from it."
Q. 5. When the Present tense is preceded by any of the words when,
he/ore, after, as soon as, whenever, wherever, till, or until, it is used to
express actions which relate to future time. Will you read the follow¬
ing examples of this kind*?.
A. When the mail arrives, we will hear the news; I wish to see him,
before he goes to the city; After George returns from college, I will send
you; As soon as you see him, tell him to come home; Whenever he
comes home, I will write to you; Wherever he goes, he will prosper;
You must wait till the mail arrives; You will not get your letters
and papers, until the ipail is opened.
Q. 6. To what does the Imperfect tense relate 1
108
ETYMOLOGY AND SYNTAX.
A. The Imperfect tense relates to past time, however dis¬
tant : Or The Imperfect tense represents an action or event as
past and finished, hnt without defining the precise time of its
completion; as, I loved her for her modesty and virtue; They
were travelling post, when he met them.
You perceive, that the verbs loved, were, and met relate to past
events however distant, because we cannot determine when those events
occurred.
Q. 7. Will you read the following examples in which the verbs in
italics are in the Imperfect tense, because they denote past actions or
events however distant 1
A. Columbus discovered America. Washington loved his country.
Cecrops founded Athens. Richard struck John. The boy lost his ball.
The tempest sunk the ship. The horse kicked the boy. Pope trans¬
lated Homer's Iliad. Cicero procured Milo's release. Alexander con¬
quered Darius's army. Perry met the enemy's fleet. James Macpher-
son translated Ossian's poems. Washington obtained his country's free¬
dom. G-alileo invented the telescope. Sir Francis Drake circumnavi¬
gated the Grlobe. Washington Irving wrote the Sketch Book.
Q. 8. What does the Perfect tense denote ?
A. The Perfect tense denotes past time, and also conveys
an allusion to the present; as, I have finished my letter.
The verb have finished denotes an action which has just been com¬
pleted, in a period of time, a part of which has yet to elapse.
Q. 9. As the Imperfect tense is often improperly used instead of the
Perfect, and the Perfect as often used instead of the Imperfect, we will
give you an infallible Rule by which you may always know when to use
the Perfect tense. Can you tell me when we should use the Perfect
tense, and give a few of the following examples ?
A. "We should use the Perfect tense, when we wish to
express a past action or event, that occurred during the pre¬
sent minute, hour, day, week, fortnight, month, year, century, or
even since the beginning of time; as, The clock has just struck
twelve; I have studied this lesson nearly an hour; Have you
seen James to-day? John has not been here this week; We
have not heard from home this fortnight; It has not rained dur¬
ing this month; The hoys have been at college nearly one year;
I have seen the Sun appear to rise and set all my life; Many
improvements have been made in the arts and sciences during
the present century; The Earth has performed her daily and
yearly revolutions for many centuries; Our all-wise Creator
has governed the Universe since the beginning of time.
In all of these examples, you will notice, that the verbs express past
VERB.
— T'ENSES.
109
actions or events tliat occurred during a period of time, a part of which
has yet to elapse.
Q. 10. What does the Pluperfect tense represent ?
A. The Pluperfect tense represents a past action or event,
that transpired before some other past time specified; as, I
had finished my letter, before my brother arrived.
You observe, that the verb had finished expresses a past action, that
transpired before the action expressed by the arrival of my brother.
Q. 11. Will you read the following examples in which the verbs in
italics are in the Pluperfect tense, because they represent actions or
events that occurred before the actions or events expressed by the follow¬
ing verbs ?
A. The mail had arrived, before you came; They had received the
news, before the messenger arrived; The letter had remained in the
office a week, before I received it; We had been in Washington a fort¬
night when Congress adjourned; The ship had sailed, when the mail
arrived; I had rode six miles, when the stage overtook me; Our Earth
and all the planets belonging to the Solar System, had performed their
diurnal and annual revolutions for thousands of years, before the astrono¬
mers ascertained the fact.
Q. 12. What does the Pirst Future tense represent ?
A. The First Future tense represents a future action or
event; as, I shall finish my letter; or I will finish my letter.
Q. 13. As the First Future tense belongs only to the Indicative and
Subjunctive moods, we will give many examples of this tense in those
moods. Will you read them ?
A. I will walk to school; Thou wilt learn this lesson; You will go to
the city ; He will ride to town; She will parse a lesson; It will rain to¬
day; We will try to improve; You will remember this tense; She will
learn; Ye will do good to others; They will end.eavor to learn their
lessons well; Boys, you shall go to school, though you do not wish to go;
The robber*s7iaS be punished ; The assassin shall be hanged.
If you will go, I will accompany you; If I study these examples, I
will soon understand them; Unless we will study diligently, we will not
progress rapidly; If you will read these examples attentively, you will
notice, that shall or will is the sign of the First Future tense.
It may be well to remark, that though shall is the sign of the First
Future tense, it is seldom used, except to express an action in a peremp¬
tory manner; as, John, you shall take this medicine; Boys, you shall go
to school.
Q. 14. What does the Second Future tense represent ?
A. The Second Future tense represents a future action or
event, that will be fully accomplished at or before the time of
another future action or event; as, I shall have finished my
110
ETYMOLOGY AND SYNTAX.
letter, wlien my brother arrives; or I will have finished my
letter, &c. We shall have completed the study of grammar,
before the expiration of four months; Or We ivill have com¬
pleted the study of grammar, &c.
Shall have finished and shall have completed represent future actions,
that will be accomplished at, or before the arrival of my brother, and the
expiration of four months.
Q. 15. As the Second Future tense belongs only to the Indicative and
Subjunctive moods, we will give many examples of this tense in those
moods. Will you read them ?
A. I will have accomplished my work before midsummer; We will have
understood the tenses of verbs before to-morrow; I shall have learned
my lesson, when the preceptor arrives; We shall ha,ve completed our stu¬
dies at college, before the expiration of three years; When you shall
have learned this lesson, you will study the auxiliaries; You will have
visited me three times, if you come to-morrow; He will have received his
diploma, before the expiration of two years; When he shall have gra¬
duated, he will study law; He will have arrived at home before noon;
Boys, when you shall have parsed a lesson, you may go home ; You will
have learned th§ most difficult part of speech, when you understand the
verb; When they shall have studied English, the preceptor will teach
them French; They will have commenced the study of Latin before six
months.
If I shall have done my work before noon, I will go home; Unless we
shall have arrived before twelve, the boat will leave us; Unless they shall
have finished the house before midsummer, they will receive no wages;
Unless we shall have understood well the moods and tenses of verbs,
before we commence to parse them, we will be continually making mis¬
takes.
You observe, that shall have or will have is the sign of the Second
Future tense of the Indicative mood; but shall have, only, is the sign of
the Second Future tense of the Subjunctive mood. Some philologists
assert, that shall have should always be used in the first person only of
the Indicative mood; and that will have should always be used in the
second and third persons of the Indicative mood. But we think it
equally correct, to say, I will have finished my letter, before my brother
arrives ; We will have finished the work before midsummer; Or I shall
have finished my letter, &c. We shall have finished the work, &c.
The best speakers aitd writers of the present age, generally use the for¬
mer mode of expression in preference to the latter. In several instances,
we should use shall have, "in preference to will have, in the second and
third persons of the Second Future tense of the Indicative mood; as,
When you shall have studied this lesson, you will study the auxiliaries;
When he shall have graduated, at college, he will study law; After
James shall have returned from college, I will send you; As soon as you
shall have read these examples, you will perceive, that shall have or will
have, prefixed to the perfect participle of any verb, forms the Second
VERB.
— AUXILIARIES.
Ill
Future tense of the Indicative mood. But shall have, only, prefixed to
tlie perfect participle of any verb, forms the Second Future tense of tbe
Subjunctive mood.
LESSON" XXX.—AUXILIARIES.
Q. 1. "What are auxiliaries ?
A. Auxiliaries are helping words, by tbe aid of wbicb tbe
-English verbs are conjugated through all their moods and
tenses.
Q. 2. There are some words which are always auxiliaries, and others
which are sometimes verbs. Can you name them ?
A. The words may, can, must, might, could, would, should,
shall, and will, are always auxiliaries. The words do, he,
and have, are sometimes auxiliaries, and sometimes verbs.
Q. 3. When are do, he, and have auxiliaries, and when are they
verbs ?
A. Do, he, and have, are auxiliaries, when they are prefixed
to verbs; and they are verbs, when they are not prefixed to
verbs. '
Q. 4. In what moods and tenses may do be used as an auxiliary ?
A. Do may be used as an auxiliary in the Present and
Imperfect tenses, only, of the Indicative and Subjunctive
moods; and in the Imperative mood.
Q. 5. Will you read the following examples in which do is used as an
auxiliary in those moods ? *
A. INDICATIVE MOOD.—Present Tense.
Singular. Plural.
1st person. I do write. 1st person. We do write.
2d person. Thou dost write, or you 2d person. Ye or you do write.
do write.
3d person. He, she, or it doth or 3d person. They do write.
does write.
Imperfect Tense.
Singular. Plural.
1st person. I did, write. 1st person. We did write.
2d person. Thou didst write, or you 2d person. Ye or you did write.
did write.
3d person. He, she, or it did write. 3d person. They did write.
112
ETYMOLOGY AND SYNTAX.
SUBJUNCTIVE MOOD—Present Tense.
Singular. Plural.
1. If I do write. 1- If we do write.
2. If thou dost write, of if you do 2. If ye or you do write,
write.
3. If he, she, or it doth or does 3. If they do write,
write.
Imperfect Tense.
Singular. Plural.
1. If I did write. 1. If we did write.
2. If thou didst write, or if you did 2. If ye or you did write,
write.
3. If he, she, or it did write. 3. If they did write.
IMPERATIVE MOOD.
Singular. Plural.
2d person. Write, or write thou, or 2. Write, or write ye or you; or do
you; or do thou or you write. ye or you write.
Q. 6. In what moods and tenses may be be used as an auxiliary, and
what kind of verbs does it form, when used as an auxiliary ?
A. Be may "be used as an auxiliary, in the conjugation of
any verb, through all its moods and tenses; and when so
used," we invariably form either a passive verb, or a neuter
verb in the passive voice ; as, Indicative Mood.—Present
Tense. 1st person. Singular. I am loved.-Mmperfect Tense.
I was loved.—Perfect Tense. I have been loved. Pluperfect
Tense. I had been loved.—First Future Tense. I shall or
will be loved.—Second FutureXfense. I shall have been loved,
or I will have been loved.
Q. 7. In what moods and tenses may have be used as an auxiliary ?
A. Have may he used as an auxiliary, in the Perfect, Plu¬
perfect, and Second Fnpire Tenses, of the Indicative and Sub¬
junctive Moods; and in the Perfect and Pluperfect Tenses of
the Potential Mood; and in the Perfect Tense of the Infinitive
Mood.
Q. 8. Will you read the following examples, in which have is used as
an auxiliary in those moods and tenses ?
A. Indicative Mood.—^Perfect Tense. 1st person, Singular, I have
loved.—Pluperfect Tense. I had loved. Second Future Tense. I shall
have loved, or I will have loved.—Subjunctive Mood.—Perfect Tense.
1st person. Singular. If I have loved.—Pluperfect Tense. If I had
loved.—Second Future Tense. If I shall have loved.—Potential Mood.—
Perfect Tense. I may have loved, or I can have loved, or I must have
loved.—Pluperfect Tense. I might have loved, or I could have loved, or
verb.
— auxiliaries.
113
I would have loved, or I should have loved.—Infinitive Mood. Present
Tense, To love.—Perfect Tense, To have loved.
Q. 9. Will you read the following examples, in which do, be, and have
are verbs ?
A. To Do.—Indicative Mood.—Present Tense. 1st person.
Singular. I do my work well.—Imperfect Tense. I did my
task, yesterday.—Perfect Tense. I have done his work to¬
day.—Pluperfect Tense. I had done his work, before he came
home.—First Future Tense. I shall do his work to-day ; Or
I will do his work to-day.—Second Future. I shall have
done his work before he arrives, or I will have done it, &c.
This verb to do may he conjugated through all the moods and tenses.
To Be.—Indicative Mood.—Present Tense. 1st person,
Singular. I am here.—Imperfect Tense. I was there.—
Perfect Tense. I have been to town to-day.—Pluperfect
Tense. I had been in the office for two hours, before the mail
arrived.—First Future Tense. I shall be here to-morrow, or
I will be here to-morrow.—Second Future Tense. I shall have
been in town a week, to-morrow, or I will have been in town a
week, to-morrow.
This verb to be will be conjugated through all the moods and tenses, in
this work.
To Have.—Indicative Mood.—Present Tense. 1st person.
Singular. I have a book.—Imperfect Tense. I had a pre¬
sent.—Perfect Tense. I have had much pleasure to-day.—
Pluperfect Tense. I had had the fever a week, before the
physician visited me.—First Future Tense. I shall have the
work done to-day, or I will have it done to-day.—Second
Future Tense. I shall have had this work completed, before
the expiration of six months, or I will have had it com¬
pleted, &c.
This verb to have may he conjugated through all the moods and
tenses; and you notice, that it becomes an auxiliary to itself in the com¬
pound tenses.
Q. 10. Why are may, can, must, might, could, would, should, shall,
and will, always auxiliaries ?
A. Because they cannot, in any instance, be used as verbs;
but they are invariably prefixed to verbs to determine their
moods and tenses.
It is, by using the verbs in the different moods and tenses, that we
vary the different actions or events, which we wish to express; and as
8
114
etymology and syntax.
the auxiliaries determine the moods and tenses of verbs, they are con¬
sidered and parsed as a part of the verb.
Many philologists call the auxiliaries Defective verbs. We cannot
conceive how the auxiliaries can be Defective verbs, when they cannot be
used as verbs at all, in one single instance. What is the definition of a
verb? All philologists agree, that A Verb is a word used to express
some action, passion, or being. That an Active verb expresses an
action which is performed by its nominative. That a Passive verb ex¬
presses an action which is received by its nominative. And that a Neuter
verb does not express any action or passion; but it expresses simply a
being, or a state of being; and that its nominative is merely the subject
of the verb.
Now, it is evident, that we cannot express any action, passion, or be¬
ing, by the use of an auxiliary alone. When we prefix auxiliaries to
verbs, it is the verbs which express the actions, and not the auxiliaries,
which are used merely to determine the mood and tense of the verb;
as, I may write; I can write; I must write; I might write; I could
write; I woidd write; I should write; I shall write; or I will write.
In all these examples, you must perceive, clearly, that the verb write,
expresses the action, and the auxiliaries simply vary the meaning of the
action.
It is true, that the auxiliaries may be conjugated through the Present
and Imperfect tenses; but we do not consider that they should, on
that account, be called Defective verbs, as they can not be used, sepa¬
rately, as verbs.
Q. 11. What is said of the word WILL?
A. There are two Wills in the English language. One will
is always an auxiliary, and its imperfect tense is would.—The
other will is a regular active transitive verb, and it will he con¬
jugated in this work.
We will next give you the signs of the moods and tenses; and if you
will study attentively those signs, you will always know the mood and
tense of any verb, when you are reading or parsing any sentence.
LESSON" XXXI.—SIGN'S OF THE MOODS AND
TEXSES.
Q. 1. What is the sign of the INDICATIVE MOOD ?
A. The Indicative Mood of verbs, is known by the sense,
or by its having no sign, except in asking a question; as, Who
loves you ?
Q. 2. What is the sign of the Present Tense, of this Mood ?
A. The first form of the verb; as, I love, I smile, I see.
0- 3. What is the sign of the Imperfect Tense, of Regular verbs,
in this Mood ?
A. Ed; as, I loved; I smiled; I ruled.
verb. — signs of the moods and tenses. 115
Q. 4. What is the sign of the Perfect Tense, of this Mood ?
A. Have ; as, I have loved; I have smiled; I have ruled.
Q. 5. What is the sign of the Pluperfect Tense, of this
Mood ?
A. Had ; as, I had loved; I had smiled; I had ruled.
Q. 6. What is the sign of the First Future Tense, of this
Mood?
A. Shall or "Will ; as, I shall love, or I will love; I shall
smile, or I will smile; I shall rule, or I will rule.
Q. 7. What is the sign of the Second Future Tense, of this
Mood?
A. Shall Have or "Will Have ; as, I shall have loved, or I will
have loved; I shall have smiled, Or I will have smiled; I shall
have ruled, or I will have ruled.
Q. 8. What is the sign of the SUBJUNCTIVE MOOD ?
A. Any one of the conjunctions if, though, unless, except,
whether, or lest, is generally the sign of this mood; as, if I
love; though I love; unless I love; except I love: whether I
love; lest I love.
Q. 9. What is the sign of the Present Tense, of this Mood ?
A. The first form of the verb, with any of the preceding
conjunctions prefixed; as, If I love; though I love; unless I
love.
Q. 10. What is the sign of the Imperfect Tense, of Regular
verbs in this Mood ?
A. Ed, with any of the preceding conjunctions prefixed;
as, If I loved; though I loved; unless I loved, &c.
Q. 11. What is the sign of the Perfect Tense, of this Mood ?
A. Have, with any of the preceding conjunctions pre¬
fixed; as, If I have loved; unless I have loved; lest I have
loved.
Q. 12. What is the sign of the Pluperfect Tense, of this
Mood ?
A. Had, with any of the preceding conjunctions prefixed;
as, If I had loved; unless I had loved; except I had loved.
Q. 13. What is the sign of the First Future Tense, of this
Mood ?
A. Shall or Will, with any of the preceding conjunctions
prefixed; as, if I shall love, or if I will love; unless I shall or
will love.
116 etymology and syntax.
Q. 14. What is the sign of the Second Future Tense, of this
Mood ?
A. Shall Have, with any of the preceding conjunctions
prefixed; as, If I shall have loved; Unless I shall have loved.
Q. 15. What is the sign of the IMPERATIVE MOOD ?
A. "We may always know a verb in this mood, by its being
used for commanding, exhorting, entreating, or permitting;
and it is always governed by you in familiar style, and by thou
or ye, in solemn style; as,
Singular. Plural.
2d person. Love, or love thou or 2. Love, or love ye or you; Or do
you; Or do thou or you love. ye or you love.
Q. 16. What is the sign of the POTENTIAL MOOD ?
A. Any one of the auxiliaries may, can, must, might, could,
could, or should, prefixed to a verb, is the sign of this mood; as,
I may love; I can love; I must love; I might love; I could love;
I would love; Or I should love.
Q. 17. What is the sign of the Present Tense, of this Mood ?
A. May, Can, or Must ; as, I may love; I can love; Or I
must love.
Q. 18. What is the sign of the Imperfect Tense, of this mood ?
A. Might, Could, Would, or Should; as, I might love; I
could love; I would love; or I should love.
Q. 19. What is the sign of the Perfect Tense, of this mood ?
A. May have, Can have, or Must have; as, I may have
loved; I can have loved; or I must have loved.
9
Q. 20. What is the sign of the Pluperfect Tense, of this
mood ?
A. Might have, Could have, Would have, or Should have ;
as, I might have loved; I could have loved; I would have loved;
or I should have loved.
Q. 21. What is the sign of the INFINITIVE MOOD ?
A. To, prefixed to the Present tense of any verb, forms the
Present tense of this Mood; and To Have, prefixed to the
Perfect Participle of any verb, forms the Perfect tense of this
Mood; as,
verb.
— conjugation.
117
Present Tense.
Perfect Tense.
Present Tense. Perfect Tense.
To
learn,
To have learned.
To
be,
To have
been.
To
conquer,
To have conquered. '
To
catch,
To have
caught.
To
shun,
To have shunned.
To
eat,
To have
eaten.
To
sail,
To have sailed.
To
hold,
To have
held.
To
manage,
To have managed.
To
get,
To have
got.
To
reduce,
To have reduced.
To
go;
give,
To have
gone. ■
given.
To
relate,
To have related.
To
To -have
To
discover,
To have discovered.
To
grow,
To have
grown.
To
overrate,
To have overrated.
To
have,
To have
had.
To
disengage,
To have disengaged.
To
do,
To have
done.
To
walk,
To have walked.
To
find,
To have
found.
LESSON"
-CONJUGATION.
Q. 1. What is meant by the conjugation of a verb ?
A. The conjugation of a verb is the regular combination
and arrangement of its several numbers, persons, moods and
tenses.
Q. 2. What is the conjugation of active and passive verbs styled ?
A. The conjugation of an active verb is styled the active voice,
and that of a passive verb, the passive voice.
Q. 3. Can you conjugate the Regular verb To Will through all its
moods and tenses ?
A. To Will.—INDICATIVE MOOD.
Present Tense.
Singular. Plural.
lgt Pers. I will. 1st Pers. We will.
2d Pers. Thou wiliest, or you will. 2d Pers. Ye or you will.
3d Pers. He, she, or it willeth or 3d Pers. They will,
wills.
Or by prefixing the auxiliary do to the verb j as,
Singular. Plural.
1. I do will. 1. We do will.
2. Thou dost will, or you do will. 2. Ye or you do will.
3. He, she, or it doth or does will. 3. They do will.
Ed is the sign of the Imperfect Tense.
Singular.
1. I willed.
2. Thou willedst or you willed.
3. He, she, or it willed.
Plural.
1. We willed.
2. Y8 or you willed.
3. They willed.
118 ETYMOLOGY AND SYNTAX.
Or by prefixing tbe auxiliary did to tbe present tense j as,
Singular. Plural.
1. I did will. 1. We did will.
2. Thou didst will, or you did will. 2. Ye or you did will.
3. He, she, or it did will. 3. They did will.
Have is the sign of the Perfect Tense.
Singular. Plural.
1. I have willed. 1. We have willed.
2. Thou hast willed, or you have 2. Ye or you have willed,
willed.
3. He, she, or it hath or has willed. 3. They have willed.
Had is the sign of the Pluperfect Tense.
Singular. Plural.
1. I had willed. 1. We had willed.
2. Thou hadst willed, or you had 2. Ye or you had willed,
willed.
3. He, she, or it had willed. 3. They had willed.
Shall or will is the sign of the First Future Tense.
Singular. Plural.
1. I shall or will will. 1. We shall or will will.
2. Thou shalt or wilt will, or you 2. Ye or you shall or will will,
shall or will will.
3. He, she, or it shall or will will. 3. They shall or will will.
Shall have or will have denotes the Second Future Tense.
Singular.
1. I shall or will have willed.
2. Thou shalt or wilt have willed,
or you shall or will have willed.
3. He, she, or it shall or will have
willed.
Plural.
1. We shall or will have willed.
2. Ye or you shall or will have willed.
3. They shall or will have willed.
SUBJUNCTIVE MOOD.
Present Tense, or Elliptical Future.
Singular. Plural.
1. If I will. 1. If we will.
2. If thou will, or if you will. 2. If ye or you will.
3. If he she, or it will. 3. If they will.
This is called the conjunctive form of the verb, and it has the auxiliary
should understood in every verb in this tense of this mood; as, 1. If I
should will, 2. If thou shouldst will, or if you should will, 3. If he, she,
VERB.
—CONJUGATION.
119
or it should will.—1. If we should will, 2. If ye or you should will, 3.
If they should will.—This Tense is called the Elliptical Future, because
it relates to future time; as, If I study diligently, I may soon conjugate
any verb; that is, If I should study diligently, &c.
I wish you to remember, particularly, that every verb in this Tense,
relates to future time; and it always has the auxiliary should understood,
which is the reason why the verb does not vary its terminations in the
second and third persons singular.
This mood has two forms of the Present tense. The other form, though
it is conjugated precisely like the Present tense of the Indicative mood
with the same conjunction prefixed, conveys a different meaning, as it
expresses an action or event in a conditional manner; whereas, the Present
tense of the Indicative mood with the same conjunction prefixed, simply
declares a thing. The other mode of conjugation is called the Indicative
Form of the Present Tense of the Subjunctive Mood. I will give you a
few examples, which will illustrate the different meaning of the two forms
of the Present Tense of this mood, as well as the Present Tense of the
Indicative Mood, with the same conjunction preceding the verb, which
does not express an action in a conditional manner.
1st. Elliptical Future ; as, "If thou prosper, thou shouldst be
thankful ;" " He will maintain his principles, though he lose his estate;"
" He will not become eminent, unless he exert himself ;" "If Eliza study
diligently, she will improve." That is, "If thou shouldst prosper," &c.
"Though he should lose his estate;" "Unless he should exert himself
"If Eliza should study," &c.
2d. Indicative Form; as, "Unless he means what he says, he is
doubly faithless;" "If he writes as well as he reads, he will succeed."
That is, " Unless he does mean what he says," &c. "If he does write as
well as he reads," &c.
3d. Present Tense of the Indicative Mood, with a conjunction pre¬
fixed ; as, "If Charles studies, he does not improve;" " Whether he is a
sinner or not, I cannot tell."
You must perceive, clearly, that these last examples convey a different
meaning from those, in the Indicative Form of the Present Tense of the
Subjunctive Mood.
In speaking or writing, it is sometimes difficult to determine when to
use the Elliptical Future, which is called the Conjunctive Form of the
Present Tense of the Subjunctive Mood, and when to use the Indicative
Form of the Present Tense of this mood. I will, therefore, give you an
infallible Rule, by which you may always know how to use these two
forms of the Present Tense of this mood.
When you wish to refer to future time, you should use the Elliptical
Future; as, If I go to town to-morrow, I will call to see you; that is. If
I should go to town, &c. Unless you study attentively this explanation,
you will not know how to use the two forms of this tense; that is, Unless
you should study, &c.
But when you do not wish to refer to future time, but you merely
wish to express a conditional action or event, which relates to present
time, you should use the Indicative form of the Present Tense of this
120
ETYMOLOGY AND SYNTAX.
mood; as, If lie serves God, lie will be rewarded; Unless lie studies dil¬
igently, every day, be will not make rapid progresstbat is, "If he does
serve God," &c. " Unless he does study," &c. We will now conjugate the
Indicative Form of this tense.
Indicative Form of the Present Tense.
Singular. Plural.
1. If I will, 1. If we will.
2. If thou wiliest, or if yoli will, 2. If ye or you will.
3. If he, she, or it willeth or wills. 3. If they will.
Ed is the sign of the Imperfect Tense.
Singular. Plural.
1. If I willed, 1. If we willed.
2. If thou willedst, or if you willed, 2. If ye or you willed.
3. If he, she, or it willed. 3. If they willed.
Have is the sign of the Perfect Tense.
Singular. Plural.
]. If I have willed. 1. If we have willed.
2. If thou hast willed, or if you 2. If ye or you have willed,
have willed.
3. If he, she, or it hath or has 3. If they have willed,
willed.
Had is the sign of the Pluperfect Tense.
Singular. Plural.
1. If I had willed. 1. If we had willed.
2. If thou hadst willed, or if you 2. If ye or you had willed,
had willed.
3. If he, she, or it had willed. 3. If they had willed.
Shall or will is the sign of the First Future Tense.
Singular. Plural.
1. If I shall or will will. 1. If we shall or will will.
2. If thou shalt or wilt will, or if 2. If ye or you shall or will will,
you shall or will will.
3. If he, she, or it shall or will will. 3. If they shall or will will.
Shall have is the sign of the Second Future Tense.
Singular. Plural.
1. If I shall have willed. 1. If we shall have willed.
2. If thou shalt have willed, or if 2. If ye or you shall have willed
you shall have willed.
3. If he, she, or it shall have willed. 3. If they shall have willed.
VERB. — CONJUGATION. 121
IMPEKATIVE MOOD.
Singular. Plural.
2d Pers. Will, or will thou or you, 2d Pers. Will, or will ye or you, or
or do thou or you will. do ye or you will.
POTENTIAL MOOD.
May, can, or must is the sign of the
Present Tense.
Singular Plural.
1. I may, can, or must will. 1. We may, can, or must will.
2. Thou mayst, canst, or must will, 2. Ye or you may, can, or must will,
or you may, can, or must will.
3. He, she, or it may, can, or must 3. They may, can, or must will,
will. '
Might, could, would, or should is the sign of the
Imperfect Tense.
Singular. Plural.
1. I might, could, would, or should 1. We might, could, would, or
will. should will.
2. Thou mightst, couldst, wouldst, 2. Ye or you might, could, would,
or shouldst will, or you might, or should will.
could, would, or should will.
3. He, she, or it might, could, 3. They might, could, would, or
would, or should will. should will.
May have, can have, or, must have is the sign of the
Perfect Tense.
Singular. Plural.
1. I may, can, or must have willed. 1. We may, can, or must have
2. Thou mayst, canst, or must have willed.
willed, or you may, can, or must 2. Ye or you may, can, or must
have willed. have willed.
3. He, she, or it may, can, or must 3. They may, can, or must have
have willed. willed.
Might have, could have, would have, or should have is the sign of the
Pluperfect Tense.
Singular. Plural.
1. I might, could, would, or should 1. We might, could, would, or
have willed. should have willed.
2. Thou mightst, couldst, wouldst, 2. Ye or you might, could, would,
or shouldst have willed, or you or should have willed.
might, could, would, or should
have willed.
3. He, she, or it might, could, 3. They might, could, would, oi
would, or should have willed. should have willed.
INFINITIVE MOOD.
present tense. perfect tense.
To will. To have willed.
122 ETYMOLOGY AND SYNTAX.
PARTICIPLES.
Present or Imperfect, Willing.
Perfect or Passive, Willed.
Compound Perfect, Having willed.
We will next conjugate the verb To Love, through all its moods and
tenses, without giving the signs of the tenses.
LESSON YXXTTT.
To Love.—INDICATIVE MOOD.
Present Tense.
Singular. Plural.
1. I love. 1. We love.
2. Thou lovest, or you love. 2. Ye or you love.
3. He, she, or it loves. 3. They love.
or,
1. I do love. 1. We do love.
2. Thou dost love, or you do love. 2. Ye or you do love.
3. He, she, or it doth or does love. 3. They do love.
Impereect Tense.
Singular. Plural.
1. I loved. 1. We loved.
2. Thou lovedst, or you loved. 2. Ye or you loved.
3. He, she, or it loved. 3. They loved.
or,
1. I did love. 1. We did love.
2. Thou didst love, or you did love. 2. Ye or you did love.
3. He, she, or it did love. 3. They did love.
Perfect Tense.
Singular. Plural.
1. I have loved. 1. We have loved.
2. Thou hast loved, or you have 2. Ye or you have loved,
loved.
3. He, she, or it hath or has loved. 3. They have loved.
Pluperfect Tense.
Singular. Plural,
1. I had loved. 1. We had loved.
2. Thou hadst loved, or you had 2. Ye or you had loved,
loved.
3. He, she, or it had loved. 3. They had loved.
YERB.
—CONJUGATION.
123
First Future Tense.
Singular. Plural.
1. I stall or will love. 1. We stall or will love.
2. Ttou stalt or wilt love, or you 2. Ye or you stall or will love,
stall or will love.
3. He, ste, or it stall or will love, 3. Ttey stall or will love.
Second Future Tense.
Singular. Plural.
1. I stall or will tave loved 1. We stall or will tave loved.
2. Ttou stalt or wilt tave loved, 2. Ye or you stall or will tave
or you stall or will tave loved. loved.
3. He, ste, or it stall or will tave 3. Ttey stall or will tave loved,
loved.
SUBJUNCTIVE MOOD.
Present Tense, or Elliptical Future.
Singular. Plural.
1. If I love. 1. If we love.
2. If ttou love, or if you love. 2. If ye or you love.
3. If te, ste, or it love. 3. If ttey love.
Indicative Form op the Present Tense.
Singular. Plural.
1. If I love, 1. If we love.
2. If ttou lovest, or if you love. 2. If ye or you love.
3. If te, ste, or it lovett or loves. 3. If ttey love.
Imperpect Tense.
Singular. Plural.
1. If I loved. 1. If we loved.
2. If ttou lovedst, or if you loved. 2. If ye or you loved.
3. If te, ste, or it loved. 3. If ttey loved.
Perfect Tense.
Singular. Plural.
1. If I tave loved. 1. If we tave loved.
2. If ttou tast loved, or if you 2. If ye or you tave loved,
tave loved.
3. If te, ste, or it tatt or tas 3. If ttey tave loved,
loved.
Pluperfect Tense.
Singular. Plural.
1. If I tad loved. 1. If we tad loved.
2. If ttou tadst loved, or if you 2. If ye or you tad loved
tad loved.
3. If te, ste, or it tad loved. 3. If ttey tad loved.
124 ETYMOLOGY AND SYNTAX.
First Future Tense.
Singular. Plural.
1. If I shall or will love. 1. If we shall or will love.
2. If thou shalt or wilt love, or if 2. If ye or you shall or will love,
you shall or will love.
3. If he, she, or it shall or will 3. If they shall or will love,
love.
Second Future Tense.
Singular. Plural.
1. If I shall have loved. 1. If we shall have loved.
2. If thou shalt have loved, or if 2. If ye or you shall have loved,
you shall have loved.
3. If he, she, or it shall have loved. 3. If they shall have loved.
IMPERATIVE MOOD.
Singular. Plural.
2 Love, or love thou or you, or do 2. Love, or love ye or you, or do
thou or you love. ye or you love.
POTENTIAL MOOD.
Present Tense.
Singular. Plural.
1. I may, can, or must love. 1. "We may, can, or must love.
2. Thou mayst, canst, or must love, 2. Ye or you may, can, or must
or you may, can, or must love. love.
3. He, she, or it may, can, or must 3. They may, can, or must love,
love.
Imperfect Tense.
Singular. Plural.
1. I might, could, would, or should 1. We might, could, would, or
love. should love.
2. Thou mightst, couldst, wouldst, 2. Ye or you might, could, would,
or shouldst love, or you might, or should love.
could, would, or should love.
3. He, she, or it might, could, 3. They might, could, would, or
would, or should love. should love.
Perfect Tense.
Singular. Plural.
1. I may, can, or must have loved. 1. We may, can, or must have
loved.
2. Thou, mayst, canst, or must have 2. Ye or you may, can, or must
loved, or you may, can, or must have loved.
have loved.
3. He, she, or it, may, can, or must 3. They may, can, or must have
have loved. loved.
VERB. — CONJUGATION. 125
Pluperfect Tense.
Singular. Plural.
1 I might, could, would, or should 1. We might, could, would, or
have loved. should have loved.
2 Thou mightst, couldst, wouldst, 2. Ye or you might, could, would,
or shouldst have loved, or you or should have loved.
might, could, would, or should
have loved.
3. He, she, or it might, could, 3. They might, could, would, or
would, or should have loved. should have loved.
INFINITIVE MOOD.
Present Tense. Perfect Tense.
To love. To have loved.
PARTICIPLES.
Present, Loving.—Perfect, Loved.—Compound, Having loved.
We will next conjugate the verb To Learn, in a different manner,
which is the same, that we use to conjugate verbs, when we parse them.
LESSON" xxxrv.
To Learn.—INDICATIVE MOOD.
Present Tense. 1st Person, Singular. I learn, or I do learn.
Imperfect Tense. 1st Person, Singular. I learned, or I did learn.
Perfect Tense. 1st Person, Singular. I have learned.
Pluperfect Tense. 1st Person, Singular. I had learned.
First Future Tense. 1st Person, Singular. I shall or will learn.
Second Future Tense. 1st Person, Singular. I shall or will have
learned.
Present Tense. 2d Person, Singular. Thou learnest, or you learn; or
Thou dost learn, or you do learn.
Imperfect Tense. 2d Person, Singular. Thou learnedst, or you
learned; or Thou didst learn, or you did learn.
Perfect Tense. 2d Person, Singular. Thou hast learned, or you have
learned.
Pluperfect Tense. 2d Person, Singular. Thou hadst learned, or you
had learned.
First Future Tense. 2d Person, Singular. Thou shalt or wilt learn;
or you shall or will learn.
Second Future Tense. 2d Person, Singular. Thou shalt, or wilt have
learned; or you shall or will have learned.
126
ETYMOLOGY AND SYNTAX.
Present Tense. 3d Person, Singular. He, she, or it learneth or
learns; or lie, she, or it doth or does learn.
Imperfect Tense. 3d Person, Singular. He, she, or it learned; or
he, she, or it did learn.
Perfect Tense. 3d Person, Singular. He, she, or it hath or has
learned.
Pluperfect Tense. 3d Person, Singular. He, she, or it had learned.
First Future Tense. 3d Person, Singular. He, she, or it shall or
will learn.
Second Future Tense. 3d Person, Singular. He, she, or it shall or
will have learned.
Present Tense. 1st Person, Plural. We learn, or we do learn.
Imperfect Tense. 1st Person, Plural. We learned, or we did learn.
Perfect Tense. 1st Person, Plural. We have learned.
Pluperfect Tense. 1st Person, Plural. We had learned.
First Future Tense. 1st Person, Plural. We shall or will learn.
Second Future Tense. 1st Person, Plural. We shall or will have
learned.
Present Tense. 2d Person, Plural. Ye or you learn; or ye you do
learn.
Imperfect Tense. 2d Person, Plural. Ye or you learned; or ye or
you did learn.
Perfect Tense. 2d Person, Plural. Ye or you have learned.
Pluperfect Tense. 2d Person, Plural. Ye or you had learned.
First Future Tense. 2d Person, Plural. Ye or you shall or will
learn.
Second Future Tense. 2d Person, Plural. Ye or you shall or will
have learned.
Present Tense. 3d Person, Plural. They learn; or they do learn.
Imperfect Tense. 3d Person, Plural. They learned; or they did
learn.
Perfect Tense. 3d Person, Plural. They have learned.
Pluperfect Tense. 3d Person, Plural. They had learned.
First Future Tense. 3d Person, Plural. They shall or will learn.
Second Future Tense. 3d Person, Plural. They shall or will have
learned.
SUBJUNCTIVE MOOD.
Present Tense, or Elliptical Future. 1st Person, Singular. If I
learn. .
VERB. — CONJUGATION.
127
Indicative Form of the Present Tense. 1st Person, Singular. If
I learn; or if I do learn.
Imperfect Tense. 1st Person, Singular. If I learned, or if I did
learn.
Perfect Tense. 1st Person, Singular. If I have learned.
Pluperfect Tense. 1st Person, Singular. If I had learned.
First Future Tense. 1st Person, Singular. If I shall or will learn.
Second Future Tense. 1st Person, Singular. If I shall have learned.
Present Tense, E. F. 2d Person, Singular. If thou learn; or if you
learn.
Indicative Form of P. T. 2d Person, Singular. If thou learnest, or
if you learn; or if thou dost learn, or if you do learn.
Imperfect Tense. 2d Person, Singular. If thou learnedst, or if you
learned; or if thou didst learn, or if you did learn.
Perfect Tense. 2d Person, Singular. If thou hast learned, or if you
have learned.
Pluperfect Tense. 2d Person, Singular. If thou hadst learned, or
if you had learned.
First Future Tense. 2d Person, Singular. If thou shalt or wilt
learn; or if you shall or will learn.
Second Future Tense. 2d Person, Singular. If thou shalt have
learned; or if you shall have learned.
Present Tense, E. F. 3d Person, Singular. If he, she, or it learn.
Indicative Form. 3d Person, Singular. If he, she, or it learneth or
learns; or if he, she, or it doth or does learn.
Imperfect Tense. 3d Person, Singular. If he, she, or it learned; or
if he, she, or it did learn.
Perfect Tense. 3d Person, Singular. If he, she, or it hath or has
learned.
Pluperfect Tense. 3d Person, Singular. If he, she, or it had
learned.
First Future Tense. 3d Person, Singular. If he, she, or it shall or
will learn.
Second Future Tense. 3d Person, Singular. If he, she, or it shall
have learned.
Present Tense, E. F. 1st Person, Plural. If we learn.
Indicative Form of P. T. 1st Person, Plural. If we learn; or if we
do learn.
Imperfect Tense. 1st Person, Plural. If we learned; or if we did
learn.
Perfect Tense. 1st Person, Plural. If we have learned.
Pluperfect Tense. 1st Person, Plural. If we had learned.
128
etymology and syntax.
First Future Tense. 1st Person, Plural. If we stall or will learn.
Second Future Tense. 1st Person, Plural. If we stall tave learned.
Present Tense, E. F. 2d Person, Plural. If ye or you learn.
Indicative Form op P. T. 2d Person, Plural. If ye or you learn; or
if ye or you do learn.
Imperfect Tense. 2d Person, Plural. If ye or you learned; or if ye
or you did learn.
Perfect Tense. 2d Person, Plural. If ye or you tave learned.
Pluperfect Tense. 2d Person, Plural. If ye or you tad learned.
First Future Tense. 2d Person, Plural. If ye or you stall or will
learn.
Second Future Tense. 2d Person, Plural. If ye or you stall tave
learned.
Present Tense, E. F. 3d Person, Plural. If ttey learn.
Indicative Form of P. T. 3d Person, Plural. If ttey learn; or if
ttey do learn.
Imperfect Tense. 3d Person, Plural. If ttey learned; or if ttey
did learn.
Perfect Tense. 3d Person, Plural. If ttey tave learned.
Pluperfect Tense. 3d Person, Plural. If ttey tad learned.
First Future Tense. 3d Person, Plural. If ttey stall or will learn.
Second Future Tense. 3d Person, Plural. If ttey stall tave learned.
IMPERATIVE MOOD.
Singular. Plural.
2d. Learn, or learn thou or you; 2d. Learn, or learn ye or you; or
or do tliou or you learn. do ye or you learn.
POTENTIAL MOOD.
Present Tense. 1st Person, Singular. I may, can, or must learn.
Imperfect Tense. 1st Person, Singular. I migtt, could, would, or
stould learn.
Perfect Tense. 1st Person, Singular. I may, can, or must tave
learned.
Pluperfect Tense. 1st Person, Singular. I migtt, could, would, or
stould tave learned.
Present Tense. 2d Person, Singular. Tliou mayst, canst, or must
learn; or, You may, can, or must learn.
Imperfect Tense. 2d Person, Singular. Thou mightst, couldst,
wouldst, or stouldst learn; or, You might, could, would, or stould learn.
VERB. — CONJUGATION
129
Perfect Tense. 2d Person, Singular. Thou mayst, canst, or must
have learned; or, You may, can, or must have learned.
Pluperfect Tense. 2d Person, Singular. Thou mightst, couldst,
wouldst, or shouldst have learned; or, You might, could, would, or
should have learned.
Present Tense. 3d Person, Singular. He, she, or it may, can, or
must learn.
Imperfect Tense. 3d Person, Singular. He, she, or it might, could,
would, or should learn.
Perfect Tense. 3d Person, Singular. He, she, or it may, can, or
must have learned.
Pluperfect Tense. 3d Person, Singular. He, she, or it might, could,
would, or should have learned.
Present Tense. 1st Person, Plural. We may, can, or must learn.
Imperfect Tense. 1st Person, Plural. We might, could, would, or
should learn.
Perfect Tense. 1st Person, Plural. We may, can, or must have
learned.
Pluperfect Tense. 1st Person, Plural. We might, could, would, or
should have learned.
Present Tense. 2d Person, Plural. Ye or you may, can, or must
learn.
Imperfect Tense. 2d Person, Plural. Ye or you might, could, would,
or should learn.
Perfect Tense. 2d Person, Plural. Ye or you may, can, or must
have learned.
Pluperfect Tense. 2d Person, Plural. Ye or you might, could,
would, or should have learned.
Present Tense. 3d Person, Plural. They may, can, or must learn.
Imperfect Tense. 3d Person, Plural. They might, could, would, or
should learn.
Perfect Tense. 3d Person, Plural. They may, can, or must have
learned.
Pluperfect Tense. 3d Person, Plural. They might, could, would, or
should have learned.
Present Learning. Perfect Learned. Compound Having learned.
INFINITIVE MOOD.
Present Tense.
To learn.
Perfect Tense.
To have learned.
PARTICIPLES.
9
130
ETYMOLOGY AND SYNTAX.
We will next give a List of the Irregular verbs, wbicli you should
study until you can speak the Present and Imperfect Tenses, and the
Perfect Participle of every one of them, by giving the book to your In¬
structor, or some other person, who will give out to you the Present Tense
of each of them. You should endeavor to understand the Irregular verbs
as well as your alphabet; for unless you learn to speak fluently, their
Present and Imperfect tenses and their Perfect participles, you will fre¬
quently use the Imperfect tense instead of the Perfect participle) and as
often, perhaps, will you use the Perfect participle instead of the Imper¬
fect tense.
LESSON XXXV.—IRREGULAR VERBS.
Present Tense.
Imperfect Tense.
Perfect Participle.
I abide,
I abode,
abode.
I am,
I was,
been.
I arise,
I arose,
arisen.
I awake,
I awoke, or awaked,
awaked.
I bear, to bring forth,
I bare,
born.
I bear, to carry,
I bore,
borne.
I beat,
I beat,
beaten, or beat.
I begin,
I began,
begun.
I bend,
I bent,
bent.
I bereave,
I bereft, or bereaved,
bereft, or bereaved.
I beseech,
I besought,
besought.
I bid,
I bade, or bid,
.bidden, or bid.
I bind,
I bound,
bound.
I bite,
I bit,
bitten, or bit.
I bleed,
I bled,
bled.
I blow,
I blew,
blown.
I break,
I broke,
broken.
I breed,
I bred,
bred.
I bring,
I brought,
brought.
I build,
I built,
built.
I burst,
I burst, or bursted,
burst, or bursted.
I buy,
I bought,
bought.
I cast,
I cast,
cast.
I catch,
I caught, or catched,
caught, or catched
I chide,
I chid,
chidden, or chid.
I choose,
I chose,
chosen.
I cleave, to adhere,
I clave, or cleaved,
cleaved.
I cleave, to split,
I cleft, or clove,
cleft, or cloven,
clung.
I cling,
I clung,
I clothe,
I clothed,
clad, or clothed.
I come,
I came,
come.
I cost,
I cost,
cost.
I crow,
I crew, or crowed,
crowed.
I creep,
I crept,
crept.
I cut,
I cut,
cut.
IRREGULAR VERBS.
133
Present Tense.
dare, to venture,
dare, to challenge, is a
Regular verb,
deal,
dig>
do,
draw,
drive,
drink,
dwell,
eat,
fall,
feed,
feel,
fight,
find,
flee,
fling,
fly>
forget,
forsake,
freeze,
get,
gild,
gird,
give,
gO;
grave,
grind,
grow,
have,
Imperfect Tense.
I durst,
I dealt,
I dug,
I did,
I drew,
I drove,
I drank,
I dwelt,
I eat, or ate,
I fell,
I fed,
I felt,
I fought,
I found,
I fled,
I flung,
I flew,
I forgot,
I forsook,
I froze,
I got,
I gilt,
I girt,
I gave,
I went,
I graved,
I ground,
I grew,
I had,
hang, for clothes, &c. I hung,
hang, to execute a
criminal, is a Regular
verb.
hear,
hew,
hide,
hit,
hold,
hurt,
keep,
knit,
know,
lade,
la7;
I heard,
I hewed,
I hid,
I hit,
I held,
I hurt,
I kept,
I knit,
I knew,
I laded,
I laid,
Perfect Participle.
dared.
dealt,
dug.
done.
drawn.
driven.
drunk, or drank.*
dwelt,
eaten.
fallen.
fed.
felt.
fought.
found.
fled.
flung.
flown.
forgotten.
forsaken.
frozen.
got, or gotten.
gilfc,
girt,
given.
gone.
graven, or graved.
ground.
grown.
had.
hung.f
heard.
hewn, or hewed.
hidden, or hid.
hit.
held.
hurt.
kept.
knit.
known.
laden.
laid.
* The men were drunk.—The toasts were drank,
f The clothes were hung on the line.—The man was hanged.
132
etymology and syntax.
Present Tense.
I lead,
I leave,
I lend,
I let,
I lie, to lie down,
I load,
I lose,
I make,
I meet,
I mow,
I pay,
I put,
I read,
I rend,
I rid,
I ride,
I ring,
I rise,
I rive,
I run,
I saw,
I say,
I see,
I seek,
I sell,
I send,
I set,
I shake,
I shape,
I shave,
I shear,
I shed,
I shine,
I show,
I shoe,
I shoot,
I shrink,
I shred,
I shut,
I sing,
I sink,
I sit,
I slay,
I sleep,
I slide,
I sling,
Imperfect Tense.
Perfect Participle.
led,
led.
left,
left.
lent,
lent.
let,
let.
lay,
loaded,
lain.
laden or loaded.
lost,
lost.
made,
made.
met,
met.
mowed,
mown, or mowed.
paid,
paid.
put,
put.
read,
read.
rent,
rent.
rid,
rid.
rode,
rode, or ridden.
rung or rang,
rung.
rose,
risen.
rived,
riven.
ran,
run.
sawed,
sawn, or sawed.
said,
said.
saw,
seen.
sought,
sought.
sold,
sold.
sent,
sent.
set,
set.
shook,
shaken.
shaped,
shaped,
shaved,
shaven, or shaved.
sheared,
shorn.
shed,
shed.
shone, or shined,
shone, or shined.
showed,
shown.
shod,
shod.
shot,
shot.
shrunk, or shrank,
shrunk.
shred,
shred.
shut,
shut.
sung or sang,
sung.
sunk, or sank,
sat,
sunk.*
sat.
slew,
slain.
slept,
slept.
slid,
slidden.
slung,
slung.
* Sang and sank should he used in solemn style only.—Set is a transitive verb,
and sit is a neuter verb.—Men sit on chairs. The hen sits on eggs.—Set the table.
IRREGULAR VERBS.
133
Present Tense. Imperfect Tense. Perfect Participle.
I slink, I slunk, slunk.
I slit, I slit, slit.
I smite, I smote, smitten.
I sow, I sowed, sown, or sowed.
I speak, I spoke, spoken.
I speed, I sped, sped.
I spend, I spent, spent.
I spill, I spilt, or spilled, spilt, or spilled.
I spin, I spun, spun.
I spit, I spit, or spat, spit.
I split, I split, split.
I spread, I spread, spread.
I spring, I sprung, or sprang, sprung.
I stand, I stood, stood.
I steal, I stole, stolen.
I stick, I stuck, stuck.
I sting, I stung, stung.
I stink, ' I stunk, stunk.
I stride, I strode, or strid, stridden.
I strike, I struck, struck, or stricken.
I string, I strung, strung.
I strive, I strove, striven.
I strow, or strew, I strowed, or strewed, strown, strowed, or
strewed.
I sweat, I sweat, sweat,
I swear, I swore, sworn.
I swell, I swelled, swollen, or swelled.
I swim, I swum, or swam, swum.
I swing, I swung, swung.
I take, I took, taken.
I teach, I taught, taught.
I tear, I tore, torn.
I tell, I told, told.
I think, I thought, thought.
I thrive, I throve, or thrived, thriven.
I throw, I threw, thrown.
I thrust, I thrust, thrust.
I tread, I trod, trodden.
I wax, I waxed, waxen, or waxed.
I wear, I wore, worn.
I weave, I wove, woven.
I wet, I wet, wet.
I weep, I wept, wept.
I win, I won, won.
I wind, I wound, wound.
I work, I wrought, or worked, wrought, or worked.
I wring, I wrung, wrung.
I write, I wrote, written.
134
ETYMOLOGY AND SYNTAX.
In familiar writing and discourse; tlie following verbs, and some others,
are often improperly terminated by t instead of ed; as, learnt, spelt, spilt,
stopt, latcht. Tbey should be learned, spelled, spilled, stopped, and latched.
LESSON XXXVI.—CONJUGATION OF THE AUXILI¬
ARIES.
Though the Auxiliaries are simply helping words, by the aid of which
we conjugate the verbs, and without the aid of which, no verb, except
the Defective verbs, can be conjugated through all the moods and tenses,
they may, themselves, be conjugated through the Present and Imperfect
tenses, in the following manner.
MAY.
. Present Tense.
Singular. Plural.
1. I may. 1. We may.
2. Thou mayst, or you may. 2. Ye or you may.
3. He, she, or it may. 3. They may.
Imperfect Tense.
Singular. Plural.
1. I might. 1. We might.
2. Thou mightst, or you might. 2. Ye or you might.
3. He, she, or it might. 3. They might.
CAN.
Present Tense.
Singular.
1. I can.
2. Thou canst, or you can
3. He, she, or it can.
Plural.
1. We can.
2. Ye or you can.
3. They can.
Imperfect Tense.
Singular. Plural.
1. I could. 1. We could.
2. Thou couldst, or you could. 2. Ye or you could.
3. He, she, or it could. 3. They could.
CONJUGATION OF THE AUXILIARIES.
WILL.
Present Tense.
Singular. Plural.
1. I will. 1. We will.
2. Thou wilt, or you will. 2. Ye or you will.
3. He, she, or it will. 3. They will.
Imperfect Tense.
Singular. Plural.
1. I would. 1. We would.
2. Thou wouldst, or you would. 2. Ye or you would.
3. He, she, or it would. 3. They would.
SHALL.
Present Tense.
Singular. Plural.
1. I shall. 1. We shall.
2. Thou shalt, or you shall. 2. Ye or you shall.
3. He, she, or it shall. 3. They shall.
Imperfect Tense.
Singular. Plural.
1. I should. 1. We should.
2. Thou shouldst, or you should. 2. Ye or you should
3. He, she, or it should. 3. They should.
TO DO.
Present Tense.
Singular. Plural.
1. I do. 1. We do.
2. Thou dost, or doest; or you do. 2. Ye or you do.
3. He, she, or it doth or does. 3. They do.
Imperfect Tense.
Singular. Plural.
1. I did. 1. We did.
2. Thou didst, or you did. 2. Ye or you did.
3. He, she, or it did. 3. They did.
TO BE.
Present Tense.
Singular. Plural.
1. I am. 1. We are.
2. Thou art, or you are. 2. Ye or you are.
3. He, she, or it is. 3. They are.
136
ETYMOLOGY AND SYNTAX.
Singular.
1. I was.
2. Thou wast, or you were.
3. He, she, or it was.
Imperfect Tense.
Plural.
1. "We were.
2. Ye or you were.
3. They were.
TO HAVE.
Present Tense.
Singular. Plural.
1. I have. 1. We have.
2. Thou hast, or you have. 2. Ye or you have.
3. He, she, or it hath, or has. 3. They have.
Imperfect Tense.
Singular. Plural.
1. I had. 1. We had.
2. Thou hadst, or you had. 2. Ye or you had.
3. He, she, or it had. 3. They had.
LESSON XXXVII.—TO BE.—CONJUGATION.
We will next conjugate the Irregular Neuter Verb To Be, which is
one of the most important verbs in our language; for it is used, perhaps,
more than any other verb; and it is by the use of this verb, that we
form all Passive verbs. If you will learn perfectly the conjugation of
this verb, you may readily conjugate any passive verb in the English
language.
To Be.—INDICxiTIVE MOOD.
Present Tense.
Singular. Plural.
1. I am. 1. We are.
2. Thou art, or you are. 2. Ye or you are.
3. He, she, or it is. 3. They are.
Imperfect Tense.
Singular. _ Plural.
1. I was. 1. We were.
2. Thou wast, or you were. 2. Ye or you were.
3. He, she, or it was. 3. They were.
Perfect Tense.
Singular. Plural.
1. I have been. 1. We have been.
2. Thou hast been, or you have 2. Ye or you have been,
been.
3. He, she, or it hath, or has been. 3. They have been.
VERB.
— TO BE.
—CONJUGATION.
137
Pluperfect Tense.
Singular. Plural.
1. I had been. 1. We bad been.
2. Thou hadst been, or you had 2. Ye or you had been,
been.
3. He, she, or it had been. 3. They had been.
First Future Tense.
Singular. Plural.
1. I shall or will be. 1. We shall or will be.
2. Thou shalt or wilt be, or you 2. Ye or you shall or will be.
shall or will be.
3. He, she, or it shall or will be. 3. They shall or will be.
Second Future Tense.
Singular. Plural.
1. I shall or will have been. 1. We shall or will have been.
2. Thou shalt or wilt have been, or 2. Ye or you shall or will have been,
you shall or will have been.
3. He, she, or it shall or will have 3. They shall or will have been,
been.
SUB JUNCTIVE- MOOD.
Present Tense, or Elliptical Future.
Singular. Plural.
1. If I be. 1. If we be.
2. If thou be; or if you be. 2. If ye or you be.
3. If he, she, or it be. 3. If they be.
Indicative Form of the Present Tense.
Singular. Plural.
1. If I am. 1. If we are.
2. If thou art j or if you are. 2. If ye or you are.
3. If he, she, or it is. 3. If they are.
Imperfect Tense.—Conjunctive Form.
Singular. Plural.
1. If I were. 1. If we were.
2. If thou wert, or if you were. 2. If ye or you were.
3. If he, she, or it were. 3. If they were.
Imperfect Tense.—Indicative Form.
Singular. Plural.
1. If I was. 1. If we were.
2. If thou wast j or if you were. 2. If ye or you were.
3. If he, she, or it was. 3. If they were.
138
ETYMOLOGY AND SYNTAX.
The neuter verb To Be, and all passive verbs, have two forms of the
Imperfect tense of this mood, as well as in the Present tense; therefore,
the following rule may serve to direct you in the proper use of each form.
When the sentence implies doubt, supposition, &c., and the neuter verb
To Be, or the passive verb, is used with a reference to present or future
time, and is either followed or preceded by another verb in the Imperfect
tense of the Potential mood, the Conjunctive form of the Imperfect tense
must be employed; as, "If he were here, we should rejoice together;"
" She might go, were she so disposed." But when there is no reference
to present or future time, and the verb is neither followed nor preceded
by another in the Imperfect tense of the Potential mood, the Indicative
form of the Imperfect tense must be used; as, "If he was ill, he did not
make it known;" "Whether he was absent or present, is a matter of no
consequence."
Perfect Tense.
Singular Plural.
1. If I have been 1. If we have been.
2. If thou hast been; or if you 2. If ye or you have been,
have been.
3. If he, she, or it hath or has been. 3. If they have been.
Pluperfect Tense.
Singular. Plural.
1. If I had been. 1. If we had been.
2. If thou hadst been, or if you 2. If ye or you had been,
had, been.
3. If he, she, or it had been. 3. If they had been.
First Future Tense.
Singular. Plural.
1. If I shall or will be.
2. If thou shalt or wilt be; or if
you shall or will be.
3. If he, she, or it shall or will be.
1. If we shall or will be.
2. If ye or you shall or will be.
3. If they shall or will be.
Second Future Tense.
Singular. Plural.
1. If I shall have been.
2. If thou shalt have been; or if
you shall have been.
3. If he, she, or it shall have been.
1. If we shall have been.
2. If ye or you shall have been.
3. If they shall have been.
IMPERATIVE MOOD.
Singular. Plural.
2. Be, or be thou or you; or do 2. Be, or be ye or you; or do ye
thou or you be. you be.
VERB.— TO BE. — CONJUGATION. 139
POTENTIAL MOOD.
Present Tense.
Singular. Plural.
1. I may, can, or must be. 1. We may, can, or must be.
2. Thou mayst, canst, or must be; 2. Ye or you may, can, or must be.
or you may, can, or must be.
3. He, sbe, or it may, can, or must 3. They may, can, or must be.
be.
Imperfect Tense.
Singular. Plural.
1. I might, could, would, or should 1. We might, could,- would, or
be. should be.
2. Thou mightst, couldst, wouldst, 2. Ye or you might, could, would, or
or shouldst be; or you might, should be.
could, would, or should be.
3. He, she, or it might, could, 3. They might, could, would, or
would, or should be. should be.
Perfect Tense.
Singular. Plural.
1. I may, can, or must have been. 1. We may, can, or must have been.
2. Thou mayst, canst, or must have 2. Ye or you may, can, or must have
been; or you may, can, or must been.
have been.
3. He, she, or it may, can, or must 3. They may, can, or must have been,
have been.
Pluperfect Tense.
Singular. Plural.
1. I might, could, would, or should 1. We might, could, would, or should
have been. have been.
2. Thou mightst, couldst, wouldst, 2. Ye or you might, could, would, or
or shouldst have been; or you should have been.
might, could, would, or should
have been.
3. He, she, or it might, could, 3. They might, could, would, or
would, or should have been. should have been.
INFINITIVE MOOD.
present tense. perfect tense.
To be. To have been.
PARTICIPLES.
Present, Being.—Perfect, Been.—Compound, Having been.
140
ETYMOLOGY AND SYNTAX.
LESSON" XXXVHL—PASSIVE VERBS.
Q. 1. What does a Passive verb denote?
A. A Passive Verb denotes an action which is received by
its nominative; as, " Tbe boy is beaten by Ms father;" " Tbe
bouse is struck by lightning."
Q. 2. How are all Passive verbs formed ?
A. All Passive Verbs are formed by adding the Perfect Par¬
ticiple of an active transitive verb to the neuter verb to be; as,
lam loved; You were taught; He has been bled; She had been
sought; It will be known; We shall have been chosen; You will
have been accomplished; They will have been conveyed to Europe,
before the expiration of one month.
Q. 3. When are Passive verbs called regular ?
A. Passive Verbs are Regular, when their Perfect partici¬
ples are derived from regular active transitive verbs; as, I am
ruled; Thou art loved, or you are loved ; He was punished; She
has been saluted; We had been reduced; You will be favored;
They will have been managed.
Q. 4. As a Passive Verb expresses an action which is received by the
person or thing which is its nominative, can you tell me how we parse the
nominative case to a passive verb, and give a few of the following exam¬
ples of passive verbs ?
A. The nominative case to a Passive verb, is the object of
the verb, because it receives the action of the verb which
it governs; as, I am awaked; Thou art besought; You
were chosen; He has been bound; She had been addressed; It will
be borne; We will have been heard; Ye.will have been seen; You
will have been paid; They will have been told; If I be punished;
If thou be loved; If you be chosen; If he be morn; If she be
gallanted; If it be taken; If we be clothed; If you be done;
If they 'be driven; If I am fed; If you were forgotten; If he
has been forsaken ; If she had been learned; If it shall be written ;
If we shall have been smitten; Unless you shall have been taught
to read Passive verbs, you will not understand them.
To be Loved.—INDICATIVE MOOD.
Present Tense.
Singular. Plural.
1. I am loved. 1. We are loved.
2. Thou art loved; or you are 2. Ye or you are loved.
loved.
3. He, she, or it is loved. 3. They are loved.
PASSIVE VERBS. — CONJUGATION.
141
Imperfect Tense.
Singular. Plural.
1. I was loved. 1. We were loved.
2. Thou wast loved; or you were 2. Ye or you were loved,
loved.
3. He, she, or it was loved. 3. They were loved.
Perfect Tense.
Singular. Plural.
1. I have been loved. 1. We have been loved.
2. Thou hast been loved; or you 2. Ye or you have been loved,
have been loved.
3. He, she, or it hath or has been 3. They have been loved,
loved.
Pluperfect Tense.
Singular. Plural.
1. I had been loved. 1. We had been loved.
2. Thou hadst been loved; or you 2. Ye or you had been loved,
had been loved.
3. He, she, or it had been loved. 3. They had been loved.
First Future Tense.
Singular. Plural.
1. I shall or will be loved. 1. We shall or will be loved.
2. Thou shalt or wilt be loved; or 2. Ye or you shall or will be loved,
you shall or will be loved.
3. He, she, or it shall or will be 3. They shall or will be loved,
loved.
Second Future Tense.
Singular. Plural.
1. I shall or will have been loved. 1. We shall or will have been
loved.
2. Thou shalt or wilt have been 2. Ye or you shall or will have been
loved; or you shall or will have loved.
been loved.
3. He, she, or it shall or will have 3. They shall or will have been
been loved. loved.
SUBJUNCTIVE MOOD.
Present Tense, or Elliptical Future.
Singular. Plural.
1. If I be loved. 1. If we be loved.
2. If thou be loved; or if you be 2. If ye or you be loved,
loved.
3. If he, she, or it be loved. 3. If they be loved.
142
ETYMOLOGY AND SYNTAX.
Indicative Form of the Present Tense.
Singular. Plural.
1. If I am loved. 1. If we are loved.
2. If thou art loved; or if you are 2. If ye or you are loved,
loved.
3. If he, she, or it is loved. 3. If they are loved.
Imperfect Tense.—Conjunctive Form.
Singular. Plural.
1. If I were loved. 1. If we were loved.
2. If thou wert loved; or if you 2. If ye or you were loved,
were loved.
3. If he, she, or it were loved. 3. If they were loved.
Imperfect Tense.—Indicative Form.
Singular.
1. If I was loved.
2. If thou wast loved; or if you
were loved.
3. If he, she, or it was loved.
Plural.
1. If we were loved.
2. If ye or you were loved.
3. If they were loved.
Perfect Tense.
Singular. Plural.
1. If I have been loved.
2. If thou hast been loved; or if
you have been loved.
3. If he, she, or it hath or has 3. If they have been loved,
been loved.
1.
If
2.
If
3.
If
Pluperfect
Singular.
1. If I had been loved.
2. If thou hadst been loved; or if
you had been loved.
3. If he, she, or it had been loved.
Tense.
Plural.
1. If we had been loved.
2. If ye or you had been loved.
3. If they had been loved.
First Future Tense.
Singular.
1. If I shall or will be loved.
2. If thou shalt or wilt be loved; or
if you shall or will be loved.
3. If he, she, or it shall or will be
loved.
Plural.
1. If we shall or will be loved.
2. If ye or you shall or will be
loved.
3. If they shall or will be loved.
PASSIVE' VERBS.
—CONJUGATION.
143
Second Future Tense.
Singular. Plural.
1. If I shall have been loved. 1. If we shall have been loved.
2. If thou shalt have been loved; 2. If ye or you shall have been
or if you shall have been loved. loved.
3. If he, she, or it shall have been 3. If they shall have been loved,
loved.
IMPERATIVE MOOD.
Singular. Plural.
'2. Be thou or you loved; or do 2. Be ye or you loved; or do ye
thou or you be loved. or you be loved.
POTENTIAL MOOD.
Present Tense.
Singular. Plural.
1. I may, can, or must be loved. 1. We may, can, or must be loved.
2. Thou mayst, canst, or must be 2. Ye or you may, can, or must be
loved; or you may, can, or must loved.
be loved.
3. He, she, or it may, can, or must 3. They may, can, or must be
be loved. loved.
Imperfect Tense.
Singular.
Plural.
1. I might, could, would, or should 1. We might, could, would, or
should be loved.
2. Ye or you might, could, would,
or should be loved.
be loved.
2. Thou mightst, couldst, wouldst,
or shouldst be loved; or you
might, could, would, or should
be loved.
3. He, she, or it might, could, 3. They might, could, would, or
would, or should be loved. should be loved.
Perfect Tense.
Singular. Plural.
1. I may, can, or must have been 1. We may, can, or must have been
loved. loved.
2. Thou mayst, canst, or must have 2. Ye or you may, can, or must
been loved; or you may, can, or have been loved.
must have been loved.
3. He, she, or it may, can, or must 3. They may, can, or must have
have been loved. been loved.
144
ETYMOLOGY AND SYNTAX.
PLUPERFECT TENSE.
Singular.
1. I might, could, would, or should
have been loved.
2. Thou mightst, couldst, wouldst,
or shouldst have been loved; or
you might, could, would, or should
have been loved.
3. He, she, or it might, could, would,
or should have been loved.
Plural.
1. We might, could, would, or
should have been loved.
2. Ye or you might, could, would,
or should have been loved.
3. They might, could, would, or
should have been loved.
INFINITIVE MOOD.
Present Tense. Perfect Tense.
To be loved. To have been loved.
PARTICIPLES.
Present Being loved, Perfect Loved, Compound Having been loved.
You perceive, that the Perfect participle of a Passive verb, is merely
the Perfect participle of the transitive verb from which the Passive verb
is derived. Strictly speaking, Passive verbs have but two participles,
the Present and Compound; there being no such phrases, as, Been loved ;
Been ruled ; Been conquered, &c., which the young learner is apt to think
forms the Perfect participle of a Passive verb.
We will conjugate the Irregular Passive verb To Be Taught in the
manner that we use in conjugating Passive, as well as active and neuter
verbs, when we parse them. You should study both forms of conjugation,
until you can conjugate a verb in either form with facility.
LESSON" XXXIX.—To Be Taught.—CONJUGATION".
. INDICATIVE MOOD.
Present Tense. 1st Person, Singular. I am taught.
Imperfect Tense. 1st Person, Singular. I was taught.
Perfect Tense. 1st Person, Singular. I have been taught.
Pluperfect Tense. 1st Person, Singular. I had been taught.
First Future Tense. 1st Person, Singular. I shall or will be taught.
Second Future Tense. 1st Person, Singular. I shall or will have
been taught.
Present Tense. 2d Person, Singular. Thou art taught; or you are
taught.
Imperfect Tense. 2d Person, Singular. Thou wast taught; or you
were taught.
PASSIVE VERBS.
—CONJUGATION.
145
Perfect Tense. 2d Person, Singular. Thou liast been taught; or you
have been taught.
Pluperfect Tense. 2d Person, Singular. Thou hadst been taught; or
you had been taught.
First Future Tense. 2d Person, Singular. Thou shalt or wilt be
taught; or you shall or will be taught.
Second Future Tense. 2d Person, Singular. Thou shalt or wilt have
been taught) or you shall or will have been taught.
Present Tense. 3d Person, Singular. He, she, or it is taught.
Imperfect Tense. 3d Person, Singular. He, she, or it was taught.
Perfect Tense. 3d Person, Singular. He, she, or it hath or has been
taught.
Pluperfect Tense. 3d Person, Singular. He, she, or it had been
taught.
First Future Tense. 3d Person, Singular. He, she, or it shall or
will be taught.
Second Future Tense. 3d Person, Singular. He, she, or it shall or
will have been taught.
Present Tense. 1st Person, Plural. We are taught.
Imperfect Tense. 1st Person, Plural. We were taught.
Perfect Tense. 1st Person, Plural. We have been taught.
Pluperfect Tense. 1st Person, Plural. We had been taught.
First Future Tense. 1st Person, Plural. We shall or will be taught.
Second Future Tense. 1st Person, Plural. We shall or will have
been taught.
Present Tense. 2d Person, Plural. Ye or you are taught.
Imperfect Tense. 2d Person, Plural. Ye or you were taught.
Perfect Tense. 2d Person, Plural. Ye or you have been taught.
Pluperfect Tense. 2d Person, Plural. Ye or you had been taught.
First Future Tense. 2d Person, Plural. Ye or you shall or will
be taught.
Second Future Tense. 2d Person, Plural. Ye or you shall or will
have been taught.
Present Tense. 3d Person, Plural. They are taught.
Imperfect Tense. 3d Person, Plural. They were taught.
Perfect Tense. 3d Person, Plural. They'have been taught.
Pluperfect Tense. 3d Person, Plural. They had been taught.
First Future Tense. 3d Person, Plural. They shall or will be
taught.
Second Future Tense. 3d Person, Plural. They shall or will have
been taught.
10
146 ETYMOLOGY AND SYNTAX.
SUBJUNCTIVE MOOD.
Present Tense, or Elliptical Future. 1st Person, Singular. If I
be taught.
Indicative Form of the Present Tense. 1st Person, Singular. If
I am taught.
Impereect Tense. Conjunctive Form. 1st Person, Singular. If I were
taught.
Imperfect Tense. Indicative Form. 1st Person, Singular. If I was
taught.
Perfect Tense. 1st Person, Singular. If I have been taught.
Pluperfect Tense. 1st Person, Singular. If I had been taught.
First Future Tense. 1st Person, Singular. If I shall or will be
taught.
Second Future Tense. 1st Person, Singular. If I shall have been
taught.
Present Tense, or Elliptical Future. 2d Person, Singular. If
thou be taught 3 or if you be taught.
Indicative Form of the Present Tense. 2d Person, Singular. If
thou art taught 3 or if you are taught.
Imperfect Tense, Conjunctive Form. 2d Person, Singular. If thou
were taught 3 or if you were taught.
Imperfect Tense, Indicative Form. 2d Person, Singular. If thou
wast taught 3 or if you were taught.
Perfect Tense. 2d Person, Singular. If thou hast been taught 3 or
if you have been taught.
Pluperfect Tense. 2d Person, Singular. If thouhadst been taught;
or if you had been taught.
First Future Tense. 2d Person, Singular. If thou shalt or wilt be
taught 3 or if you shall or will be taught.
Second Future Tense. 2d Person, Singular. If thou shalt have been
taught j or if you shall have been taught.
Present Tense, or Elliptical Future. 3d Person, Singular. If he,
she, or it be taught.
Indicative Form of the Present Tense. 3d Person, Singular If
he, she, or it is taught.
Imperfect Tense, Conjunctive Form. 3d Person, Singular. If he,
she, or it were taught.
Imperfect Tense, Indicative Form. 3d Person, Singular. If he, she,
or it was taught.
Perfect Tense. 3d Person, Singular. If he, she, or it hath or has
been taught.
Pluperfect Tense. 3d Person, Singular. If he, she, or it had been
taught.
PASSIVE VERBS. — CONJUGATION. 147
First Future Tense. 3d Person, Singular. If he, she, or it shall or
will he taught.
Second Future Tense. 3d Person, Singular. If he, she, or it shall
have been taught.
Present Tense, or Elliptical Future. 1st Person, Plural. If we
be taught.
Indicative Form of the Present Tense. 1st Person, Plural. If we
are taught.
Impereect Tense, Conjunctive Form. 1st Person. Plural. If we were
taught.
Imperfect Tense, Indicative Form. 1st Person, Plural. If we were
taught.
Perfect Tense. 1st Person, Plural. If we have been taught.
Pluperfect Tense. 1st Person, Plural. If we had been taught.
First Future Tense. 1st Person, Plural. If we shall or will be
taught.
Second Future Tense. 1st Person, Plural. If we shall have been
taught.
Present Tense, or Elliptical Future. 2d Person, Plural. If ye
or you be taught.
Indicative Form of the Present Tense. 2d Person, Plural. If ye
or you are taught.
Imperfect Tense, Conjunctive Form. 2d Person, Plural. If ye or
you were taught.
Imperfect Tense, Indicative Form. 2d Person, Plural. If ye or you
were taught.
Perfect Tense. 2d Person, Plural. If ye or you have been taught.
Pluperfect Tense. 2d Person, Plural. If ye or you had been
taught.
First Future Tense. 2d Person, Plural. If ye or you shall or will
be taught.
Second Future Tense. 2d Person, Plural. If ye or you shall have
been taught.
Present Tense, or Elliptical Future. 3d Person, Plural. If they
be taught.
Present Tense, Indicative Form. 3d Person, Plural. If they are
taught.
Imperfect Tense, Conjunctive Form. 3d Person, Plural. If they were
taught.
Imperfect Tense, Indicative Form. 3d Person, Plural. If they were
taught.
Perfect Tense. 3d Person, Plural. If they have been taught.
Pluperfect Tense. 3d Person, Plural. If they had been taught.
148 etymology and syntax.
First Future Tense. 3d person, Plural. If they shall or will ,bj^
taugliCT '
Second Future Tense, 3d Person, Plural. If they shall have been
taught.
IMPERATIVE MOOD.
Singular. ' Plural.
2. Be thou or you taught; or do 2. Be ye or you taught; or do ye
thou or you be taught. or you be taught.
POTENTIAL MOOD.
Present Tense. 1st Person, Singular. I may, can, or must be
taught.
Imperfect Tense. 1st Person, Singular. I might, could, would, or
should be . taught.
Perfect Tense. 1st Person, Singular. I may, can, or must have been
taught.
Pluperfect Tense. 1st Person, Singular. I might, could, would, or
should have been taught.
Present Tense. 2d Person, Singular. Thou mayst, canst,- or must be
taught; or you may, can, or must be taught.
Imperfect Tense. 2d Person, Singular. Thou mightst, couldst,
wouldst, or shouldst be taught; or you might, could, would, or should be
taught.
Perfect Tense. 2d Person, Singular. Thou mayst, canst, or must
have been taught; or you may, can, or must have been taught.
Pluperfect Tense. 2d Person, Singular. Thou mightst, couldst,
wouldst, or shouldst have been taught; or you might, could, would, or
should have been taught.
Present Tense. 3d Person, Singular. He, she, or it may, can, or
must be taught.
Imperfect Tense. 3d Person, lingular. He, she, or it might, could,
would, or should be taught.
Perfect Tense. 3d Person, Singular. He, she, or it may, can, or
must have been taught.
Pluperfect Tense. 3d Person, Singular. He, she, or it might, could,
would, or should have been taught.
Present Tense. 1st Person, Plural. We may, can, or must be
taught.
Imperfect Tense. 1st Person, Plural. We might, could, would, or
should be taught.
Perfect Tense. 1st Person, Plural. We may, can, or must have been
taught.
PASSIVE VERBS. — CONJUGATION. 149
Pluperfect Tense. 1st Person, Plural. We might, could, would, or
■iouldjiayebce^vtaugh^ ^ '
Present Tense* ' 2d Person, Plural.^Ye ox- yo^jmv,y}an, ibr.must.be
taught. \
Imperfect Tense. 2d Person, Plural. Ye of y^u mfght, could, would^
or should be taught. ' " \
Perfect Tense. 2d Person, Plural. 4*e or you may, can, or must
have been taught.
Pluperfect Tense. 2d Person, Plural. Ye or you might, could,
would, or (should have been taught.
Present Tense. 3d Person Plural. They may, can, or must be
taught.
Imperfect Tense. 3d Person, Plural. Theyfcmight, could, would, or
should be taught.
Perfect Tense. 3d Person, Plural. They may, can, or must have
been taught.
Pluperfect Tense. 3d Person, Plural. They might, could, would, or
should have been taught.
INFINITIVE MOOD.
Present Tense. Perfect Tense.
To be taught. To have been taught.
PARTICIPLES.
Present Being taught. Perfect Taught. Compound Having been
taught.
LESSON XL.
OF NEUTER VERBS IN THE PASSIVE VOICE.
Q. 1. What kind of verbs are called Neuter verbs in the Passive
voice ?
A. "When the Perfect participle of ail Active intransitive
verb, is affixed to the neuter verb to be, the combination is
called a Neuter verb in the Passive voice; as, He is gone;
The birds are flown; The boy is grown; My friend is
arrived.
Q. 2. Will you read the following examples of Neuter verbs in the
Passive voice ?
A. The Sun is arisen; The leech is cleaved to the skin; The vine is
clung to the tree; The thief is fled; The Moon is risen; The boys are
come; The vine is crept round the pole; The horse is rode by the boy;
The horse is thriven.
150
ETYMOLOGY AND SYNTAX.
The following mode of constructing such sentences as the preceding
examples, is, in general, to he preferred; as, He has gone; The birds
have flown; The Sun has arisen; The hoy has grown; My friend
has arrived; The leech has cleaved to the skin; The vine has clung to
the tree; The thief has fled; The Moon has risen; The hoys have
come; The vine has crept round the pole; The horse has thriven.
In all these examples, except two, the latter mode of expression is far
preferable to the former; and should be universally adopted. When we
say, "The boy is grown " we imply, that he will not grow any larger,
though he is not of age. But when we say, " The boy has grown " we
imply, that he is larger than he has ever been since he was born; which
is a very different meaning from the former mode of expression, which
is quite admissible, if we mean, that the boy has attained his full growth,
though he is not yet twenty-one years of age. In the example, " The
horse is rode by the boy;" we cannot supply the auxiliary is by has,
without changing the tense of the verb: consequently, in a few
instances, we are compelled to use neuter verbs in the passive voice; but
we should never use them, if we can supply have, for the verb to he,
without changing the meaning of the sentence. In all the preceding
examples, though have, prefixed to the active intransitive verbs, changes
them from the present to the perfect tense, it does not alter the mean¬
ing of the sentence; except in two examples, in which have can not be
used, without varying their meaning. There are very few instances, in
which we are compelled to use neuter verbs in the passive voice; and
they should never be used, if we can convey our meaning equally clear
without them. Neuter verbs in the passive voice may be conjugated
through all the moods and tenses, in the same manner that we conjugate
passive verbs.
DEFECTIVE VERBS.
Q. 1. What are Defective verbs ?
A. Defective Verbs are those, which cannot he conjugated
through all the moods and tenses.
Q. 2. How many Defective verbs are there now in use, and what are
they ?
A. There are only four Defective verbs now in use. They
are ought, beware, to wit, and quoth.
Q. 3. What is said of ought f
A. Ought, being often used, is a very important verb ; and
it is always followed by a verb in the Infinitive mood, which
verb invariably determines the tense of ought; as, You ouo-ht
to do it; He ought to have done it.
Q. 4. Can you tell me how the verb, in the Infinitive mood, which fol¬
lows ought, determines its tense ?
A. If the infinitive, following ought, is in the present tense,
ought is in the present tense ; as, I ought to write a letter. But
DEFECTIVE VERBS.
151
if the infinitive, following ought, is in the perfect tense, ought
is in the imperfect tense ; as, I ought to have written a letter.
Q. 5. In how many moods and tenses may ought be conjugated ?
A. Ought can be conjugated only in the Present and
Imperfect tenses of the Indicative and Subjunctive moods.
Ought never varies its termination, except in the second per¬
son, singular; as, Thou oughtest.
Q. 6. Will you read the following examples, in which ought is used in
both the Indicative and Subjunctive moods, and in which its tense is
determined by the infinitive following it ?
A. Indicative Mood. I ought to go home. You ought to read a
lesson. He ought to do his work well. She ought to write a letter. We
ought to govern our passions. Ye ought to worship God. They ought
to think methodically, before they act. I ought to have gone home yes¬
terday. You ought to have read, a lesson before noon. He ought to
have done his work in a proper manner. She ought to have written a
letter, before the mail arrived. We ought to have governed our passions,
instead of letting them govern us. Ye ought to have worshipped God
all your lives. They ought to have thought methodically, before they
acted in such an improper manner.
Subjunctive Mood.—If I ought to goi you should accompany me.
If you ought to ride, he should walk. If he ought to he punished, what
should be done to you ? If we ought to progress rapidly, he should
instruct us in a proper manner. If they ought to study these examples,
I will also endeavor to understand them. If I ought to have gone, you
should have accompanied me. If you ought to have rode, he should
have walked. If he ought to have heen punished, what should have
been done to you ? If we ought to have progressed rapidly, he should
have instructed us in a proper manner. If they ought to have studied
these examples, I should have endeavored, also, to understand them.
Ought is sometimes used in the Indicative mood in asking questions;
as, Ought I to study grammar ? Ought you to reflect on what you read ?
Ought we not to strive to excel each other in our several studies, as well
as in our various occupations ?
Q. 7. What is said of heware ?
A. Beware is a very important verb. It is generally used
in the Imperative mood, as a cautioning verb, though, it is
sometimes used in the Potential mood; as, Beware of the
many.temptations which you will have through life; We
should heware of danger, if we wish to avoid sad calamities.
Q. 8. Will you read the following examples, in which heware is used
in the Imperative and Potential moods ?
A. Beware of him who would beguile you. Beware of vicious and lewd
152
ETYMOLOGY AND SYNTAX.
persons, if you wish to be respected. Beware of evil communications,
for they corrupt good manners. You should beware of those persons
who speak evil of others, in your presence, for they will traduce you
behind your back. We should beware of the doctrine of atheists, who
believe not in the existence of a Supreme Being; lest it pervert our
minds to a like conviction, which would place us on an equality with the
brute creation, both in this life, and our future state of existence.
Q. 9. What is said of to wit?
A. To wit is used only in the Infinitive mood, Present tense, to sig¬
nify namely; as, We have defined, clearly, four parts of speech; to wit,
The Article, Noun, Personal Pronoun, and Yerb; and we have the
others to define in a similar manner.
Both to wit and viz signify namely, and they are never used for any
other purpose.
Q. 10. What is said of quoth ?
A. Quoth is seldom used, and it would not "be missed, if it
were stricken from our language.
Quoth means to say, or to speak; and it is used only in ludicrous lan¬
guage : when used, it is always in the first or third person, Singu¬
lar number, Present or Imperfect tense, of the Indicative mood; as,
Quoth I; or Quoth he; or Quoth she.
As qitoih never varies, its tense is always determined by the following
verb, or by the sense of the sentence.
We have defined the Yerb in the clearest possible manner, agreeably
to our capacity; and we hope, that you have had no difficulty in com¬
prehending our explanations. We will now parse the verb in every pos¬
sible systematic Order, in which it can be parsed.
Before we commence to parse the noun and verb, it is highly impor¬
tant that you should understand the meaning of the Rules which we apply
in parsing them : therefore, we will endeavor to illustrate them so clearly,
that you will readily comprehend them, as well as the definition of govern¬
ment, in language.
Q. 11. What is meant by government, in language ?
A. Government, in language, consists in the power which
one word has over another, in causing it to he in some parti¬
cular case, person, number, mood, or tense.
Q. 12. What Rule applies in parsing a noun or a personal pronoun, in
the nominative ease to a verb ?
A. Rule 3d. The nominative case governs the verb; as, I
learn; Thou learnest; He learns ; They learn.
Q. 13. What Rule applies in parsing the verb ?
A. Rule 4th. The verb must agree with its nominative case in person
and number; as, A bird sings; The birds sing; Thou singcst; You
sing; We sing; They sing.
ILLUSTRATION OR THIRD AND FOURTH RULES. 153
ILLUSTRATION OF THE THIRD RULE.
Q. 14. Will you read the following illustration of the 3d Rule, until
you understand it ?
A.. When we say, that the nominative case governs the verb, we mean,
that the nominative case has the power to change the person and number
of the verb. When I is the nominative case to a verb, the verb must
agree with it in the first person, singular; as, I write.—When thou is
the nominative ease to a verb, the verb must agree with it in the second
person, singular; as, Thou writest.—When he, she, or it is the nomina¬
tive case to a verb, the verb must agree with it in the third person,
singular; as, He writes; She writes; It rains.—When we is the nomi¬
native ease to a verb, the verb must agree with it in the first person,
plural; as, We write.—When ye or you is the nominative to a verb, the
verb must agree with it in the second person, plural; as, Ye write; You
write.—And when they is the nominative case to a verb, the verb must
agree with it in the third person, plural; as, They write.—In the ex¬
ample, "A bird sings;" the nominative bird is third person, singular;
therefore, the verb sings is third person, singular, agreeing with its
nominative bird. And in the example, "The birds sing;" the nomina¬
tive birds is third person, plural; therefore, the verb sing is third person,
plural, agreeing with its nominative birds.
ILLUSTRATION OF THE FOURTH RULE.
Q. 15. Will you read the following illustration of the 4th Rule, until
you understand it ?
A. When we say, that " The verb must agree with its nominative case in
person and number;" we mean, if the nominative is first person, singular,
the verb must be first person, singular; as, I hear.—If the nominative
is second person, singular, the verb must be second person, singular; as,
Thou hcarest.—If the nominative is third person, singular, the verb must
be third person, singular; as, He hears; She hears ; It snows.—If the
nominative is first person, plural, the verb must be first person, plural;
as, We hear.—If the nominative is second person, plural, the verb must
be second person, plural; as, Ye hear ; or You hear.—And if the nomi¬
native is third person, plural, the verb must be third person, plural; as,
They hear ; The men hear.
It is incorrect to say, I hear est; Thou heareth ; He hear ; They hears.
Why is it incorrect ? Because the nominative I is first person, singular,
and the verb hearest is second person, singular; Thou is second person,
singular, and heareth is third person, singular; He is third person,
singular, and hear is first person, singular; They is third person, plural,
and hears is third person, singular. They should be, "I hear; Thou
hearest; He hears; They hear."
But why must the verb agree with its nominative case in person and
number ? Why must we say, I hea\; thou hearest; he hears; they
hear f Because the genius of our language requires such a construction;
and this requisition amounts to a law or rule, which is sanctioned by good
usage.
154
ETYMOLOGY AND SYNTAX.
Q. 16. Can you recite the Order of parsing an Active verb ?
A. It is, An active verb, and why ?—transitive or intransi¬
tive, and why ?—regular or irregular, and why ?—mood, and
why ?—tense, and why ?—person and number, agreeing with
its nominative—Rule—conjugate it.
Q. 17. Can you recite the Order of parsing a Neuter verb ?
A. It is, A neuter verb, and why ?—regular or irregular, and
why ?—mood, and why ?—tense, and why ?—person and num¬
ber, agreeing with its nominative—Rule—conjugate it.
Q. 18. Can you recite the Order of parsing a Passive verb ?
A. It is, A passive verb, and why?—how is it formed?—
regular or irregular, and why ?—mood, and why ?—tense, and
why?—person and number, agreeing with its nominative—
Rule—conjugate it.
Q. 19. Can you recite the Order of parsing a Defective verb ?
A. It is, A defective verb, and why ?—mood, and why ?—
tense, and why ?—person and number, agreeing with its nomi¬
native—Rule—conjugate it.
EXERCISES IN PARSING!.—Active Intrans. Yerbs.
1. John walks. 2. James writes. 3. Eliza reads. 4. Susan sews.
5. The man works. 6. Men labor. 7. The boy runs. 8. Boys play.
9. The girl knits. 10. Girls spin. 11. A woman toils. 12. Women
weave. 13. A lady sings. 14. Ladies dance. 15. A plant grows. 16.
Plants grow'. 17. An eagle flies. 18. Eagles fly. 19. The sun rises.
20. The Moon sets. 21. Man's works decay. 22. Men's labors cease.
23. John's dog barks. 24. Eliza's voice trembles. 25. Julia's sister's
child improves. 26. Peter's cousin's horse limps. 27. Farmers' boys
mow. 28. The man's horse kicks.
1. John is a proper noun, masculine gender, third person, singular
number, nominative case to walks, Rule 3d. The nominative case
governs the verb.— Walks is an active verb, a word which signifies to
do; intransitive, the action does not terminate on an object; regular, its
imperfect tense of the indicative mood, and its perfect participle, end in
ed; Indicative mood, it declares a thing; Present tense, it relates to
present time; third person, singular number, agreeing with its nomina¬
tive John, Rule 4th. The verb must agree with its nominative case in
person and number.—Conjugated thus—Indicative mood, present tense,
third person, singular, he walks; imperfect tense, he walked; perfect
tense, he hath or has walked; pluperfect tense, he had walked; first
future tense, he shall or will walk; second future tense, he shall have
walked, or he will have walked.
2. James is a proper noun, masculine gender, third person, singular
number, nominative case to writes, Rule 3d.— Writes is an active verb a
word which signifies to do; intransitive, the action does not terminate on an
VERB.
— PARSING.
155
object; irregular, its imperfect tense of the indicative mood, and its
perfect participle, are not formed by adding d or ed to the present tense;
Indicative mood, it declares a thing; Present tense, it relates to present
time; third person, singular number, agreeing with its nominative James,
Pule 4th.—Conjugated thus, Indicative mood, present tense, third per¬
son, singular, he writes; imperfect tense, he wrote; perfect tense, he
hath written, or has written; pluperfect tense, he had written; first
future tense, he shall write, or he toill write ; second future tense, he
shall have written, or he will have written.
8. Eliza is a proper noun, feminine gender, third person, singular
number, nominative case to reads, Pule 3d.—Reads is an active verb, a
word which signifies to do ; intransitive, the action does not terminate on
an object; irregular, its imperfect tense of the indicative mood, and its
perfect participle, are not formed by adding d or ed to the present tense;
Indicative mood, it declares a thing; present tense, it relates to present
time; third person, singular, agreeing with its nominative Eliza, Rule
4th.—Indicative mood, present tense, third person, singular, she reads ;
imperfect tense, she read; perfect tense, she hath or has read; plu¬
perfect tense, she had read; first future tense, she shall or will read;
second future tense, she shall or will have read.
4th. Susan is a proper noun, feminine gender, third person, singular
number, nominative case to sews, Rule 3d.—Sews is an active verb, a word
which signifies to do ; intransitive, the action does not terminate on an
object; regular, its imperfect tense of the indicative mood, and its perfect
participle, are formed by adding ed to the present tense; Indicative mood,
it declares a thing; present tense, it relates to present time; third person,
singular number, agreeing with its nominative Susan, Pule 4th.—Indi¬
cative mood, present tense, 3d person, singular, she sews ; imperfect tense,
she sewed; perfect tense, she hath or has sewed; pluperfect tense, she
had sewed; first future tense, she shall or will sew; second future tense,
she shall or will have sewed.
5. The is the definite article, and belongs to man, Pule 2d. Man is a
common noun, masculine gender, third person, singular number, nomi¬
native case to works, Rule 3d. Works is an active verb, a word which
signifies to do; intransitive, the action does not terminate on an object;
regular, its imperfect tense of the indicative mood, and its perfect parti¬
ciple, are formed by adding ed to the present tense; Indicative mood, it
declares a thing; Present tense, it relates to present time; third person,
singular number, agreeing with its nominative man, Pule 4th.—Indica¬
tive mood, present tense, 3d person, singular, he works; imperfect tense,
he worked; perfect tense, he hath worked, or he has worked; pluperfect
tense, he had worked ; first future tense, he shall work, or he will work ;
second future tense, he shall have worked, or he will have worked.
6. Men is.a common noun, masculine gender, third person, plural num¬
ber, nominative case to labor, Rule 3d.—Labor is an active verb, a word
which signifies to do; intransitive, the action does not terminate on an
object; regular, its imperfect tense of the indicative mood, and its perfect
participle, are formed by adding ed to the present tense; Indicative mood,
it declares a thing; present tense, it relates to present time; third person,
156
ETYMOLOGY AND SYNTAX.
plural number, agreeing with its nominative men, Rule 4th. Indicative
mood, present tense, 3d person, plural, they labor ; imperfect tense, they
labored; perfect tense, they have labored; pluperfect tense, they had
labored ; first future tense, they shall or will labor ; second future tense,
they shall or will have labored.
15. A is the indefinite article, and belongs to plant, Rule 1st. Plant
is a common noun, neuter gender, third person, singular number, nomi¬
native case to grows, Rule 3d.— Grows is an active verb, a word which
signifies to do; intransitive, the action does not terminate on an object;
irregular, its imperfect tense of the indicative mood, and its perfect par¬
ticiple, are not formed by adding d or ed to the present tense; Indicative
mood, it declares a thing; present tense, it relates to present time; third
person, singular number, agreeing with its nominative plant, Rule 4th.
Indicative mood, present tense, 3d person, singular, it grows; imperfect
tense, it grew; perfect tense, it hath or has grown ; pluperfect tense, it
had grown ; first future tense, it shall or will grow ; second future tense,
it shall or will have grown.
16. Plants is a common noun, neuter gender, third person, plural num¬
ber, nominative case to grow ; Rule 3d.— Grow is an active verb, a word
which signifies to do; intransitive, the action does not terminate on an
object; irregular, its imperfect tense of the indicative mood, and its perfect
participle, are not formed by adding d or ed to the present tense; Indica¬
tive mood, it declares a thing; present tense, it relates to present time;
third person, plural number, agreeing with its nominative plants, Rule
4th.—Indicative mood, present tense, 3d person, plural, they grow; im¬
perfect tense, they grew; perfect tense, they have grown; pluperfect
tense, they had grown ; first future tense, they shall or will grow ; second
future tense, they shall or will have grown.
17. An is the indefinite article, and belongs to eagle, Rule 1st.—Eagle
is a common noun, masculine or feminine gender, third person, singular
number, nominative case to flies, Rule 3d.—Flies is an irregular active
intransitive verb, Indicative mood, Present tense, third person, singular
number, agreeing with its nominative eagle, Rule 4th.—Indicative mood,
present tense, 3d' person, singular, he or she flies ; imperfect tense, he or
she flew ; perfect tense, he or she hath or has flown; pluperfect tense,
he or she had flown; first future tense, he or she shall or will fly ; second
future tense, he or she shall or will have flown.
18. Eagles is a common noun, masculine and feminine gender, third per¬
son, plural number, nominative case to fly, Rule 3d.—Fly is an irregular
active intransitive verb, Indicative mood, Present tense, third person,
plural number, agreeing with its nominative eagles, Rule 4th.—Indicative
mood, present tense, 3d person, plural, they fly; imperfect tense, they
flew; perfect tense, they have flown ; pluperfect tense, they had flown ;
first future tense, they shall or will fly; second future tense, they shall
or will have flown.
19. The is the definite article, and belongs to Sun, Rule 2d. Sun is
a proper noun, masculine gender, third person, singular number, nomi¬
native case to rises, Rule 3d.—Rises is an irregular active intransitive
verb, Indicative mood, Present tense, third person, singular number,
VERB.
— PARSING.
15T
agreeing with its nominative Sun, Rule 4th.—Indicative mood, present
tense, 3d person, singular, he rises; imperfect tense, he rose; perfect
tense, he hath or has risen ; pluperfect tense, he had risen; first future
tense, he shall or will rise; second future tense, he shall or will have
risen.
20. The is the definite article, and belongs to Moon, Rule 2d.—Moon
is a proper noun, feminine gender, third person, singular number, nomi¬
native case to sets, Rule 3d.—Sets is an irregular active intransitive verb,
Indicative mood, Present tense, third person, singular number, agreeing
with its nominative Moon, Rule 4th.—Indicative mood, Present tense, 3d
person, singular, she sets; imperfect tense, she set; perfect tense, she
hath or has set; pluperfect tense, she had set; first future tense, she shall
or will set; second future tense, she shall or will have set.
21. Man is a common noun, masculine gender, third person, singular
number, possessive case, governed by works, Rule 8th.— Works is a com¬
mon noun, neuter gender, third person, plural number, nominative case to
decay, Rule 3d.—Decay is a regular active intransitive verb, Indicative
mood, Present tense, third person, plural number, agreeing with its nom¬
inative works, Rule 4th.—Conjugate it.
22. Men is a common noun, masculine gender, third person, plural num¬
ber, possessive case, governed by labors, Rule 8th.—Labors is a common
noun, neuter gender, third person, plural number, nominative case to
cease, Rule 3d.— Cease is a regular active intransitive verb, Indicative
mood, Present tense, third person, plural number, agreeing with its nom¬
inative labors, Rule 4th.—Conjugate it.
23. John is a proper noun, masculine gender, third person, singular
number, possessive case, governed by dog, Rule 8th.—Dog is a common
noun, masculine gender, third person, singular number, nominative case
to barks, Rule 3d.—Barks is a regular active intransitive verb, Indica¬
tive mood, Present tense, third person, singular number, agreeing with its
nominative dog, Rule 4th.—Conjugate it.
24. Eliza is a proper noun, feminine gender, third person, singular
number, possessive case, governed by voice, Rule 3d.— Voice is a common
noun, neuter gender, third person, singular number, nominative case to
trembles, Rule 3d.—Trembles is a regular active intransitive verb, Indi¬
cative mood, Present tense, third person, singular number, agreeing with
its nominative voice, Rule 4th.—Conjugate it.
25. Julia is a proper noun, feminine gender, third person, singular
number, possessive case, governed by sister, Rule 8th.—Sister is a com¬
mon noun, feminine gender, third person, singular number, possessive
case, governed by child, Rule 8th.— Child is a common noun, masculine
or feminine gender, third person, singular number, nominative case to
improves, Rule 3d.—Improves is a regular active intransitive verb, Indi¬
cative mood, Present tense, third person, singular number, agreeing with
its nominative child, Rule 4th.
In reading these examples of parsing, and all others, which will be
given, you should recite the Rules that are applied; and when you parse
the examples, in each and every lesson, which are not analyzed, you should
always recite the Rules as you apply them.—You should parse the exam-
158
ETYMOLOGY AND SYNTAX.
pies, in this lesson, from the sixth to the fifteenth, in the same manner in
which the first six examples are parsed; and the other three examples
which are not analyzed, you may parse in the same manner in which the
last examples are parsed; and always conjugate the verb, as you parse it.
.LESSON XLI.
EXERCISES IN PARSING.—Neuter Verbs.
1. A tree stands. 2. Mountains stand. 3. A man sleeps. 4. Men
sleep. 5. A boy sits. 6. Boys sit. 7. The lady reposes. 8. Birds re¬
pose. 9. An orange hangs. 10. Apples hang. 11. The man is ill.
12. The men are here. 13. The child lies down. 14. Man's days are
few. 15. The boy sat still. 16. The boys have been here. 17. The
trees had stood there. 18. The merchant will be here. 19. The men
will have been here a week, to-morrow. 20. The Sun seems red. 21.
The grass looks green. 22. The rainbow appears variegated. 23. The
sunbeams rest here. 24. The wax sticks fast. 25. The leech adheres
to the skin. 26. Vines cling to trees.
The words in italics you will not parse.—As you ought to know how
to parse the article and noun, we will parse the verbs only, in the pre¬
ceding examples; but when you shall have learned the Order of parsing
neuter verbs, you should parse the articles, nouns, and verbs in every
example in this lesson.
1. Stands is a neuter verb, a word which signifies to be ; irregular, its
imperfect tense of the Indicative mood, and its perfect participle, are not
formed by adding d or ed to the present tense; Indicative mood, it de¬
clares a thing; Present tense, it relates to present time; third person,
singular number, agreeing with its nominative tree, Rule 4th.—In¬
dicative mood, present tense, 3d person, singular, it stands; imperfect
tense, it stood; perfect tense, it hath or has stood; pluperfect tense, it
had stood ; first future tense, it shall or will stand ; second future tense,
it shall or will have stood.
2. Stand is an irregular neuter verb, Indicative mood, Present tense,
third person, plural number, agreeing with its nominative mountains,
Rule 4th.—Indicative mood, present tense, 3d person, plural, they stand;
imperfect tense, they stood; perfect tense, they have stood ; pluperfect
tense, they had stood ; first future tense, they shall or will stand ; second
future tense, they shall or will have stood.
3. Sleeps is a neuter verb, a word which signifies to be ; irregular, its
imperfect tense of the Indicative mood, and its perfect participle, are not
formed by adding d or ed to the present tense; Indicative mood, it de¬
clares a tiling; Present tense, it relates to present time; third person,
singular number, agreeing with its nominative Man, Rule 4th. In¬
dicative mood, present tense, 3d person, singular, he sleeps; imperfect
tense, he slept; perfect tense, he hath or has slept; pluperfect tense, he
had slept; first future tense, he shall or will sleep ; second future tense,
he shall or will have slept.
NEUTER VERBS.—PARSING. 159
-V - *» y>. ^
4.\S?eep is an irregular neuter verb, Indicative xhood^Pros^nt hmse, t
third person, plural number, agreeing with its nominative men, Rjde
4tb.—Indicative mood, present tense, 3d person, plural, tbej sleep ; im¬
perfect tense, they slept; perfect tense, they have slept; pluperfect-tense,
they had slept; first future tense, they shall or will sleep ; second futuve
tense, they shall or will have slept.
5. Sits is a neuter verb, a word which signifies to be; irregular, its im¬
perfect tense of the Indicative mood, and its perfect participle, are not
formed by adding d or ed to the present tense ; Indicative mood, it de¬
clares a thing; Present tense, it relates to present time; third person,
singular number, agreeing with its nominative boy, Rule 4th.—Indicative
mood, present tense, 3d person, singular, he sits ; imperfect tense, he sat;
perfect tense, he hatJi or has sat; pluperfect tense, he had sat; first future
tense, he shall or will sit; second future tense, he shall or will have
sat.
6. Sit is an irregular neuter verb, Indicative mood, present tense, third
person, plural number, agreeing with its nominative boys, Rule 4th.—
Indicative mood, present tense, 3d person, plural, they sit; imperfect
tense, they sat; perfect tense, they have sat; pluperfect tense, they had
sat; first future tense, they shall or will sit; second future tense, they
shall or will have sat.
7. Reposes is a neuter verb, a word which signifies to be; regular, its
imperfect tense of the Indicative mood, and its perfect participle, are
formed by adding d to the present tense; Indicative mood, it declares a
thing; Present tense, it relates to present time; third person, singular
number, agreeing with its nominative lady, Rule 4th.—Indicative mood,
present tense, 3d person, singular, she reposes; imperfect tense, she
reposed; perfect, she hath or has reposed; pluperfect, she had reposed;
first future, she shall or will repose ; -second future, she shall or will have
reposed.
8. Repose is a regular neuter verb, Indicative mood, Present tense,
third person, plural, agreeing with its nominative birds, Rule 4th. Indica¬
tive mood, present tense, 3d person, plural, they repose ; imperfect, they
reposed; perfect, they have reposed; pluperfect, they had reposed; first
future, they shall or will repose ; second future, they shall or will have
reposed.
9. Hangs is an irregular neuter verb, Indicative mood, Present tense,
third person, singular, agreeing with its nominative orange, Rule 4th.—
Conjugate it.
10. Hang is an irregular neuter verb, Indicative mood, Present tense,
third person, plural, agreeing with its nominative apples, Rule 4th.—
Conjugate it.
11. Is is an irregular neuter verb, Indicative mood, Present tense,
third person, singular number, agx*eeing with its nominative man, Rule
4th.—Conjugate it.
12. Are is an irregular neuter verb, Indicative mood, Present tense,
third person, plural, agreeing with its nominative men, Rule 4th.—Con¬
jugate it.
15. Sat is an irregular neuter verb, Indicative mood, it declares a thing;
160
ETYMOLOGY AND SYNTAX.
imperfect tense, it denotes past time however distant; third person, sin¬
gular number, agreeing with its nominative boy, Rule 4th. Indicative
mood, present tense, 3d person, singular, he sits ; imperfect, he sat; per¬
fect, he hath or has sat; pluperfect, he had sat ; first future, he shall or
will sit; second future, he shall or will have sat
16. Save been is an irregular neuter verb, Indicative mood, it declares
a thing; Perfect tense, it denotes past time, and also conveys an allusion
to the present time; third person, plural number, agreeing with its nom¬
inative boys, Rule 4th.—Indicative mood, Present tense, 3d person, plural,
they are', imperfect, they were; perfect, they have been; pluperfect, they
had been ; first future, they shall or will be ; second future, they shall or
will have been.
17. Sad stood is an irregular neuter verb, Indicative mood, it declares
a thing; Pluperfect tense, it denotes a past event which occurred before
some other past event, which is not expressed in the sentence; third per¬
son, plural number, agreeing with its nominative trees, Rule 4th.—In¬
dicative mood, Present tense, 3d person, plural, they stand; imperfect,
they stood; perfect, they have stood; pluperfect, they had stood; first
future, they shall or will stand; second future, they shall or will have
stood.
18. Will be is an irregular neuter verb, Indicative mood, it declares a
thing; First Future Tense, it relates to future time; third person, sin¬
gular number, agreeing with its nominative merchant, Rule 4th.—
Indicative mood, present tense, 3d person, singular, he is; imperfect, he
was; perfect, he hath or has been; pluperfect, he had been; first
future, he will be ; second future, he shall or will have been.
19. Will have been is an irregular neuter verb, Indicative mood, it de¬
clares a thing; Second Future Tense, it denotes a future event, that will
be accomplished to-morrow ; third person, plural number, agreeing with
its nominative men, Rule 4th.—Indicative mood, Present tense, 3d per¬
son, plural, they are; imperfect, they were; Perfect, they have been;
Pluperfect, they had been; First Future, they shall or will be ; Second
Future, they will have been.
You should memorize both Orders of parsing the verb, in order to
parse it with facility. You observe, that in conjugating a verb, if it has
a singular nominative of the masculine gender, we use the pronoun he ;
if it has a singular feminine nominative, we use she ; if it has a singular
neuter nominative, we use it; if it has a nominative, which may be of
the masculine or feminine gender, we use he or she ; if its nominative is
I, we use I in conjugating it; if its nominative is thou, we use thou in
conjugating it; if its nominative is you, we use you in conjugating it;
if its nominative is he, we use he; if she, we use she; if it, we use it;
if we, we use we; if ye, we use ye; and if its nominative is they, or a
plural noun, we use they in conjugating it.
TRANSITIVE VERBS'.
—PARSING.
161
LESSON XLII.
EXERCISES IN PARSING.—Active Trans. Yerbs.
1. Richard strikes John. 2. Julius prints children's primers. 3.
Harriet makes ladies' bonnets. 4. The servant heats the man's child.
5. The horse kicked the servant's master. 6. The child lost the boy's
ball. 7- The tempest has sunk the merchant's vessels. 8. The gale has
swept the mountain's brow. 9. The reapers have reaped the farmer's
grain. 10. The farmers' boys have spread the hay. 11. Henry had
written a letter before the mail arrived. 12. The boys had recited a
lesson, before the spectators came. 13. The gentlemen had heard the
news, before the messenger arrived. 14. The girls will read a lesson.
15. James will write a letter. 16. The class will recite a lesson. 17.
The carpenters will have finished the work, before the proprietor comes.
18. The class will have parsed a lesson, before the audience come. 19.
When the girls shall have said a lesson, the preceptor will hear the boys.
20. When the pupils shall have analyzed these examples, they will parse
the next lesson.
The words in italics you will not parse; but when you shall have
memorized the Order of parsing active transitive verbs, you should parse
the articles, nouns, and verbs in every one of these examples, before you
parse the next lesson.
1. Strikes is an active verb, a word which signifies to do ; transitive,
the action terminates on the object John ; irregular, its imperfect tense
of the Indicative mood, and its perfect participle, are not formed by add¬
ing d or ed to the present tense; Indicative mood, it declares a thing;
Present tense, it relates to present time; third person, singular number,
agreeing with its nominative Richard, Rule 4th.—Indicative mood, Pre¬
sent tense, 3d person, singular, he strikes; Imperfect, he struck', Per¬
fect, he has struck ; Pluperfect, he had struck; First Future, he shall
or will strike ; Second Future, he shall or will have struck.
2. Prints is an active verb, a word which signifies to do; transitive,
the action terminates on the object primers ; regular, its imperfect tense
of the Indicative mood, and its perfect participle, are formed by adding
ed to the present tense; Indicative mood, it declares a thing; Present
tense, it relates to present time ■, third person, singular number, agreeing
with its fiominative Julius, Rule 4th.—Indicative mood, Present tense,
3d person, singular, he 'prints', Imperfect, he printed; Perfect, he has
printed) Pluperfect, he had printed; First Future, he shall or will
print; Second Future, he shall or will have printed.
3. Makes is an irregular active transitive verb, the action terminates
on bonnets; Indicative mood, Present tense, third person, singular num¬
ber, agreeing with its nominative Harriet, Rule 4th.—Indicative mood,
Present tense, 3d person, singular, she makes; Imperfect, she made;
Perfect, she has made; Pluperfect, she had made; First Future, she
shall or will make; Second Future, she shall or will have made.
4. Beats is an irregular active transitive verb, the action terminates on
child; Indicative mood, Present tense, third person, singular number,
11
162
ETYMOLOGY AND SYNTAX.
agreeing with its nominative servant, Rule 4th.—Indicative mood, Pre¬
sent tense, 3d person singular, he or she beats; Imperfect, he or she
beat; Perfect, he or she has beat; Pluperfect, he or she had beat; Pirst
Puture, he or she shall or will beat; Second Future, he or she shall or
will have beat.
5. Kicked is a regular active transitive verb, the action terminates on
master ; Indicative mood, Imperfect tense, it denotes a past action, how¬
ever distant; third person, singular number, agreeing with its nomina¬
tive horse, Pule 4th.—Indicative mood, Present tense, 3d person, singu¬
lar, he hides; Imperfect, he kicked; Perfect, he has kicked; Pluper¬
fect, he had kicked; Pirst Future, he shall or will kick; Second Puture,
he shall or will have kicked.
6. Lost is an irregular active transitive verb, the action terminates on
ball; Indicative mood, Imperfect tense, it denotes a past action, how¬
ever distant; third person, singular number, agreeing with its nomina¬
tive child, Rule 4th.—Indicative mood, Present tense, 3d person,
singular, he or she loses; Imperfect, he or she lost; Perfect, he or she
has lost; Pluperfect, he or she had lost; Pirst Future, he or she shall or
will lose; Second Future, he or she shall or will have lost.
7. Has sunk is an irregular active transitive verb, the action termi¬
nates on vessels ; Indicative mood, Perfect tense, it denotes a past action,
and also conveys an allusion to the present time; third person, singular
number, agreeing with its nominative tempest, Rule 4th.—Indicative
mood, Present tense, 3d person, singular, it sinks; Imperfect, it sunk;
Perfect, it has sunk ; Pluperfect, it had sunk ; Pirst Future, it shall or
will sink ; Second Future, it shall or will have sunk.
8. Has sioept is an irregular active transitive verb, the action termi¬
nates on broxv ; Indicative mood, Perfect tense, it denotes a past action,
and also conveys an allusion to the present time; third person, singular
number, agreeing with its nominative gale, Rule 4th.—Indicative mood,
Present tense, 3d person, singular, it sweeps; Imperfect, it swept; Per¬
fect, it has swept; Pluperfect, it had swept; Pirst Future, it shall or
will sioeep ; Second Future, it shall or will have swept.
9. Have reaped is a regular active transitive verb, the action termi¬
nates on grain; Indicative mood, Perfect tense, third person, plural
number, agreeing with its nominative reapers, Rule 4th.—Indicative
mood, Present tense, 3d person, plural, they reap; Imperfect, they
reaped ; Perfect, they have reaped ; Pluperfect, they had reaped ; First
Future, they shall or will reap ; Second Future, they shall or will have
reaped.
10. Have spread is an irregular active transitive verb, the action ter¬
minates on hay; Indicative mood, Perfect tense, third person, plural
number, agreeing with its nominative boys, Rule 4th.—Conjugate it.
11. Had written is an irregular active transitive verb, the action ter¬
minates on letter; Indicative mood, Pluperfect tense, it denotes a past
action that transpired before the arrival of the mail j third person, singu¬
lar number, agreeing with its nominative Henry, Rule 4th.—Conju¬
gate it.
12. Had recited is a regular active transitive verb, the action termi-
TRANSITIVE VERBS.
— PARSING.
163
nates on lesson; Indicative mood, Pluperfect tense, it denotes a past
action tliat transpired, before tbe arrival of the spectators; tbird per¬
son, plural number, agreeing with its nominative boys, Rule 4th.—Conju¬
gate it.
13. Had heard is an irregular active transitive verb, the action ter¬
minates on news; Indicative mood, Pluperfect tense, third person, plural
number, agreeing with its nominative gentlemen, Rule 4th. Conju¬
gate it.
14. Will read is an irregular active transitive verb, the action ter¬
minates on lesson; Indicative mood, First Future tense, it denotes a
future action) third person, plural number, agreeing with its nominative
girls, Rule 4th.
15. Will write is an irregular active transitive verb, the action ter¬
minates on letter; Indicative mood, First Future tense, it denotes a
future action; third person, singular number, agreeing with its nomina¬
tive James, Rule 4th. #
16. Will recite is a regular active transitive verb, the action terminates
on lesson; Indicative mood, First Future tense, third person, singular
number, agreeing with its nominative class, which conveys unity of idea,
Rule 12th.—A collective noun conveying unity of idea, requires the
verb, and pronouns representing it, to agree with it in the singular num¬
ber.—Conjugate it.
17. Will have finished is a regular active transitive verb, the action
terminates on work ; Indicative mood, Second Future tense, it denotes a
future action, that will be accomplished, before the arrival of the pro¬
prietor ; third person, plural number, agreeing with its nominative car¬
penters, Rule 4th.—Conjugate it.
18. Will have parsed is a regular active transitive verb, Indicative
mood, Second Future tense, it denotes a future action, that will be accom¬
plished, before the arrival of the audience; third person, singular num¬
ber, agreeing with its nominative class, which conveys unity of idea,
Rule 12th.
19. Shall have said is an irregular active transitive verb, Indicative
mood, Second Future tense, it denotes a future action, that will be
accomplished, before the preceptor will hear the boys; third person,
plural number, agreeing with its nominative girls, Rule 4th.—Conju¬
gate it.
20. Shall have analyzed is a regular active transitive verb, Indicative
mood, Second Future tense, third person, plural number, agreeing with
its nominative pupils, Rule 4th.—Conjugate it.
lessor xliil
EXERCISES IN PARSING.—Transitive Yerbs.
1. If the pupils study this lesson, they will soon learn to parse it. 2.
If Paul writes a good hand, he may study book-keeping. 3. Unless the
masons did the work well, they will receive no wages. 4. Unless the
164
ETYMOLOGY AND SYNTAX.
joiners lave finished the house, the contractor will not pay them. 5.
Unless the judge had instructed the jury, they would have found the man
guilty. 6. If youths will study grammar, they may soon understand it.
7. Unless the men shall have accomplished the work, the undertaker will
discharge them.
8. Robert, study your lesson. 9. Ellen, wear your bonnet. 10. Saul,
remember my admonitions. 11. Boys, get your slates. 12. Job, herd
the cattle. 13. Orlando, obey my precepts. 14. Girls, sing a hymn
15. Ladies, permit the gentlemen to accompany you. 16. Confess your
faults, and forsake them.
17. John may do the sum. 18. Susan can write a pretty letter. 19.
The girls must wear their bonnets. 20. The horse might break the
bridle. 21. The actor could walk the wire. 22. That man would not
obey the laws. 23. The orator should make a speech. 24. The work¬
men may have finished the house. 25. The clerk can have posted the
books. 26. Charles must have conrpleted his studies. 27. The precep¬
tor might have expelled Rufus. 28. The boys could have run a race.
29. The court would have tried the man, if he had not broken jail. 30.
The men should have received their wages, if they had done their duty.
The words in italics you will not parse.
1. Study is a regular active transitive verb, Subjunctive mood, it ex¬
presses a conditional action; Present tense or Elliptical future, it relates
to present time, and also conveys an allusion to future time; third person,
plural number, agreeing with its nominative pupils; Rule 4th.—Sub¬
junctive mood, Present tense or Elliptical Future, 3d person, plural, If
they study; Indicative form of the Present tense, If they study; Im¬
perfect, If they studied; Perfect, If they have studied; Pluperfect, If
they had studied; First Future, If they shall or will study; Second
Future, If they shall have studied.
To parse is a regular active transitive verb, Infinitive mood, it ex¬
presses a general and unlimited action; Present tense, and it refers to
they, for its actor, Rule 18th. A verb in the infinitive mood, refers to
some noun or pronoun, as its subject, object, or actor.—Infinitive mood,
Present Tense, To parse ; Perfect Tense, To have parsed.
2. Writes is an irregular active transitive verb, Subjunctive mood, it
expresses a conditional action, Indicative form of the Present tense,
third person, singular number, agreeing with its nominative Paul, Rule
4th.—Subjunctive mood, Present tense or Elliptical future, 3d person,
singular, If he write; Indicative form of the Present tense, If he writes;
Imperfect, If he wrote; Perfect, If he has written; Pluperfect, If he
had written; First Future, If he shall or will write; Second Future, If
he shall have written.
May study is a regular active transitive verb, Potential mood, it implies
liberty; ^ Present tense, third person, singular number, agreeing with its
nominative he, Rule 4th. — Potential mood, Present tense, 3d person,
singular, he may study; Imperfect, he might study; Perfect, he may
have studied ; Pluperfect, he might have studied.
3. Did is an irregular active transitive verb, Subjunctive mood, Im¬
perfect tense, third person, plural number, agreeing with its nominative
TRANSITIVE VERBS.
— PARSING.
165
masons, Rule 4th.—Subjunctive mood. Present tense, Conjunctive form,
3d person, plural, Unless they do; Present tense, Indicative form,
Unless they do; Imperfect, Unless they did; Perfect, Unless they have
done; Pluperfect, Unless they had done; First Future, Unless they
shall or will do ; Second Future, Unless they shall have done.
4. Have finished is a regular active transitive verb, Subjunctive mood,
Perfect tense, third person, plural number, agreeing with its nominative
joiners, Rule 4th.—Subjunctive mood, Conjunctive form of the Present
tense, 3d person, plural, Unless they finish; Indicative form of the
Present Tense, Unless they finish; Imperfect, Unless they finished;
Perfect, Unless they have finished; Pluperfect, Unless they had finished;
First Future, Unless they shall or will finish; Second Future, Unless
they shall have finished.
5. Had instructed is a regular active transitive verb, Subjunctive
mood, Pluperfect tense, third person, singular number, agreeing with its
nominative judge, Rule 4th.—Subjunctive mood, Conjunctive form of
the Present tense, 3d person, singular, Unless he instruct; Indicative
form of the Present tense, Unless he instructs; Imperfect, Unless he
instructed; Perfect, Unless he has instructed; Pluperfect, Unless he
had instructed,; First Future tense, Unless he shall or will instruct;
Second Future, Unless he shall have instructed.
6. Will study is a regular active transitive verb, Subjunctive mood,
First Future tense, third person, plural number, agreeing with its nomi¬
native youths, Rule 4th.—Subjunctive mood, Present tense, Conjunctive
form, 3d person, plural, If they study; Indicative form, If they study ;
Imperfect, If they studied; Perfect, If they have studied; Pluperfect,
If they had studied; First Future, If they shall or will study ; Second
Future, If they shall have studied.
May understand is a regular active transitive verb, Potential mood, it
implies possibility ; Present tense, third person, plural number, agreeing
with its nominative they, Rule 4th.—Potential mood, Present tense, 3d
person, plural, they may understand ; Imperfect, they might understand;
Perfect, they may have understood; Pluperfect, they might have under¬
stood.
7. Shall have accomplished is a regular active transitive verb, Sub¬
junctive mood, Second Future tense, third person, plural number, agree¬
ing with its nominative men, Rule 4th.—Subjunctive mood, Present tense,
Conjunctive form, 3d person, plural, Unless they accomplish; Indica¬
tive form, Unless they accomplish; Imperfect, Unless they accomplished;
Perfect, Unless they have accomplished; Pluperfect, Unless they had
accomplished; First Future, Unless they shall or will accomplish;
Second Future, Unless they shall have accomplished.
Will discharge is a regular active transitive verb, Indicative mood,
First Future tense, third person, singular number, agreeing with its
nominative undertaker, Rule 4th.—Conjugate it.
8. Study is a regular active transitive verb, Imperative mood, it com¬
mands ; second person, singular in sense, though plural in form, agree¬
ing with its nominative you understood, Rule 4th.—Imperative mood,
2d person, Singular, study, or study thou or you; or do thou or you
166
ETYMOLOGY AND SYNTAX.
study.—2d person. Plural, study, or study ye or you; or do ye or you
study.
9. Wear is an irregular active transitive verb, Imperative mood, it
commands,• second person, singular in sense, though plural in form,
agreeing with its nominative you understood, Rule 4th. Imperative
mood, second person, Singular, wear, or wear thou or you; or do thou
or you wear.—2d person, Plural, wear, or wear ye or you; or do ye or
you wear.
10. Remember is a regular active transitive verb, Imperative mood, it
exhorts or entreats; second person, singular or plural, agreeing with its
nominative thou or you understood, Rule 4th.—Imperative mood, 2d
person, Singular, remember, or remember thou or you; or do thou or you
remember.—2d person, Plural, remember, or remember ye or you; or
do ye or you remember.
11. Get is an irregular active transitive verb, Imperative mood, it
commands; second person plural, agreeing with its nominative you
understood, Rule 4th.—Imperative mood, 2d person, Singular, get, or
get thou or you; or do thou or you get.—2d person, Plural, get, or get
ye or you; or do ye or you get.
12. Herd is a regular active transitive verb, Imperative mood,
second person, singular in sense, though plural in form, agreeing with its
nominative you understood, Rule 4th.—Imperative mood, 2d person,
Singular, herd, or herd thou or you; or do thou or you herd.—2d
person, Plural, herd, or herd ye or you; or do ye or you herd.
13. Obey is a regular active transitive verb, Imperative mood, second
person, singular in sense, though plural in form, agreeing with its nomina¬
tive you understood, Rule 4th.—Imperative mood, 2d person, Singular,
obey, or obey thou or you; or do thou or you obey.—2d person, Plural,
obey, or obey ye or you; or do ye or you obey.
14. Sing is an irregular active, transitive verb, Imperative mood, it
entreats ; second person, plural, agreeing with its nominative you under¬
stood, Rule 4th.—Imperative mood, 2d person, Singular, sing, or sing thou
or you; or do thou or you sing.—2d person, Plural, sing, or sing ye or
you; or do ye or you sing.
15. Permit is a regular active transitive verb, Imperative mood, it en¬
treats ; second person plural, agreeing with its nominative you understood,
Rule 4th.—Imperative mood, 2d person, Singular, permit, ox permit thou
or you; or do thou or you permit.—2d person, Plural, permit or permit
ye or you; or do ye or you permit.
16. Confess is a regular active transitive verb, Imperative mood, it en¬
treats; second person plural, agreeing with its nominative you understood,
Rule 4th.—Imperative mood, 2d person, Singular, confess, or confess thou
or you; or do thou or you confess.—2d person, Plural, confess, or confess
ye or you; or do ye or you confess.
Forsake is an irregular active transitive verb, Imperative mood, second
person plural, agreeing with its nominative you understood, Rule 4th.
Imperative mood, 2d person, Singular, forsake, or forsake thou or you;
or do thou or you forsake.—2d person, Plural, forsake, or forsake ye or
you; or do ye or you forsake.
TRANSITIVE VERBS.
— PARSING.
167
17. May do is an irregular active transitive verb, Potential mood, it
implies liberty; Present tense, third person, singular number, agreeing
with its nominative John, Eule 4th.—Potential mood, Present tense, 3d
person, singular, he may do ; Imperfect, he might do ; Perfect, he may
have done ; Pluperfect, he might have done.
18. Can write is an irregular active transitive verb, Potential mood, it
implies power; Present'tense, third person, singular number, agreeing
with its nominative Susan, Eule 4th.—Potential mood, Present tense, 3d
person, singular, she can write; Imperfect, she could write ; Perfect, she
can have written; Pluperfect, she could have written.
19. Must wear is an irregular active transitive verb, Potential mood, it
implies obligation; Present tense, third person, plural number, agreeing
with its nominative girls ; Eule 4th.—Potential mood, Present tense, 3d
person, plural, they must wear; Imperfect, they should wear; Perfect,
they must have worn; Pluperfect, they should have worn.
20. Might break is an irregular active transitive verb, Potential mood,
it implies possibility; Imperfect tense, third person, singular number,
agreeing with its nominative horse, Eule 4th.—Potential mood, Present
tense, 3d person, singular, he may break ; Imperfect, he might break;
Perfect, he may have broken; Pluperfect, he might have broken.
21. Could walk is a regular active transitive verb, Potential mood, it
implies power; Imperfect tense, third person, singular number, agreeing
with its nominative actor, Eule 4th.—Potential mood, Present tense, 3d
person, singular, he can walk; Imperfect, he could walk; Perfect, he
can have walked; Pluperfect, he could, have walked.
22. Would obey is a regular active transitive verb, Potential mood, it
implies will; Imperfect tense, third person, singular number, agreeing
with its nominative man, Eule 4th.—Potential mood, Present tense, 3d
person, singular, he can obey ; Imperfect, he would obey ; Perfect, he can
have obeyed; Pluperfect, he would have obeyed.
23. Should make is an irregular active transitive verb, Potential mood,
it implies obligation; Imperfect tense, third person, singular number,
agreeing with its nominative orator, Eule 4th.—Potential mood, Present
tense, 3d person, singular, he must make; Imperfect, he should make;
Perfect, he must have made ; Pluperfect, he should have made.
24. May have finished is a regular active transitive verb, Potential
mood, it implies possibility; Perfect tense, third person, plural number,
agreeing with its nominative workmen, Eule 4th.—Potential mood, Pre¬
sent tense, 3d person, plural, they may finish; Imperfect, they might
finish; Perfect, they may have finished; Pluperfect, they might have
finished.
25. Can have posted is a regular active transitive verb, Potential mood,
Perfect tense, third person, singular number, agreeing with its nominative
clerk, Eule 4th.—Potential mood, Present tense, 3d person, singular, he
can post; Imperfect, he could post; Perfect, he can have posted; Plu¬
perfect, he could have posted.
26. Must have completed is a regular active transitive verb, Potential
mood, Perfect tense, third person, singular number, agreeing with its
nominative Charles, Eule 4th.—Potential mood, Present tense, 3d person,
168
ETYMOLOGY AND SYNTAX.
singular, lie must complete; Imperfect, lie should complete; Perfect, lie
must have completed; Pluperfect, lie should have completed.
27. Might have expelled is a regular active transitive verb, Potential
mood, Pluperfect tense, third person, singular number, agreeing with its
nominative preceptor, Rule 4th.—Potential mood, Present tense, 3d per¬
son, singular, he may expel; Imperfect, he might expel j Perfect, he may
have expelled ; Pluperfect, he might have expelled.
28. Could have run is an irregular active transitive verb, Potential
mood, Pluperfect tense, third person, plural number, agreeing with its
nominative boys, Rule 4th.—Potential mood, Present tense, 3d person,
plural, they can run ; Imperfect, they coidd rim ; Perfect, they can have
run ; Pluperfect, they could have run.
29. Would have tried is a regular active transitive verb, Potential mood,
Pluperfect tense, third person, singular number, agreeing with its nomi¬
native court, which conveys unity of idea, Rule 12th. Potential mood,
Present tense, 3d person, singular, it must try; Imperfect, it would try;
Perfect, it must have tried; Pluperfect, it woidcl have tried.
Had brohen is an irregular active transitive verb, Subjunctive mood,
Pluperfect tense, third person, singular number, agreeing with its nomi¬
native he, Rule 4th.—Conjugate it.
30. Should, have received is a regular active transitive verb, Potential
mood, Pluperfect tense, third person, plural number, agreeing with its
nominative men, Rule 4th.—Potential mood, Present tense, 3d person,
plural, they must receive; Imperfect, they should receive ; Perfect, they
must have received; Pluperfect, they should have received,.
Had done is an irregular active transitive verb, Subjunctive mood, Plu¬
perfect tense, third person, plural number, agreeing with its nominative
they, Rule 4th.—Conjugate it.
LESSON XLIY.
EXERCISES IN PARSING.—Passive Verbs.
1. The boy is punished. 2. The servant is beaten. 3. The servants
are chastised. 4. The lion was subdued. 5. The tigers were caught.
6. The rabble has been dispersed. 7. The people have been notified.
8. A drove had been collected before the butcher came. 9. The jury had
been sworn, before they took their seats. 10. The assassins will be hanged.
11. The mail will be opened. 12. The laws shall be obeyed. 13. The
traitor shall be executed. 14. The outlaws will have been tried, before
the court adjourns. 15. When the enemy shall have been conquered, the
army will be disbanded.
16. The horses may be found. 17. The pupils can be taught. 18. The
rubbish must be removed. 19. The house might be repaired. 20. The
work could be done. 21. The tumult would be quelled, if the police
were here. 22. The orator should be heard. 23. The mail may have
been detained. 24. The earthquake must have been felt afar off. 25.
The judgment can have been rendered, during this court. 26. The river
might have been forded. 27. The cattle could have been penned.
PASSIVE VERBS
— PARSING.
169
28. The ship would have been sunk, if the storm had not abated. 29. The
corn should have been gathered, before the rainy season commenced.
The words in italics you will not parse.
1. Is punished is a passive verb, a word which signifies to suffer; it is
formed by adding the perfect participle of the active transitive verb to
punish, to the neuter verb to be ; regular, its perfect participle is derived
from a regular active transitive verb; Indicative mood, Present tense,
third person, singular number, agreeing with its nominative boy, Rule
4th.—Indicative mood, Present tense, 3d person, singular, he is punished;
Imperfect, he was punished; Perfect, he has been punished; Pluperfect,
he had been punished; First Future, he shall or will be punished; Second
Future, he shall or will have been punished.
2. Is beaten is a passive verb, a word which signifies to suffer; it is
formed by adding the perfect participle of the active transitive verb to
beat to the neuter verb to be; irregular, its perfect participle is derived from
an irregular active transitive verb; Indicative mood, Present tense, third
person, singular number, agreeing with its nominative servant, Rule 4th.
Indicative mood, Present tense, 3d person, singular, he or she is beaten;
Imperfect, he or she was beaten; Perfect, he or she has been beaten;
Pluperfect, he or she had been beaten; First Future, he or she shall or will
be beaten; Second Future, he or she shall or will have been beaten.
3. Are chastised is a passive verb, a word which signifies to suffer;
it is formed by adding the perfect participle of the active transitive verb
to chastise, to the neuter verb to be ; regular, its perfect participle is de¬
rived from a regular active transitive verb; Indicative mood, Present
tense, third person, plural number, agreeing with its nominative servants,
Rule 4th. Indicative mood, Present tense, 3d person, plural, they are
chastised; Imperfect, they were chastised; Perfect, they have been chas¬
tised ; Pluperfect, they had been chastised; First Future, they shall or
will be chastised; Second Future, they shall or will have been chastised.
4. Was subdued is a passive verb, a word which signifies to suffer ; it is
formed by adding the perfect participle of the active transitive verb to
subdue, to the neuter verb to be ; regular, its perfect participle is derived
from a regular active transitive verb; Indicative mood, Imperfect tense,
third person, singular number, agreeing with its nominative lion, Rule
4th. Indicative mood, Present tense, 3d person, singular, he is subdued;
Imperfect, he was subdued; Perfect, he has been subdued; Pluperfect,
he had been subdued; First Future, he shall or will be subdued; Second
Future, he shall or will have been subdued.
5. Were caught is a passive verb, a word which signifies to suffer; it
is formed by adding the perfect participle of the active transitive verb
to catch, to the neuter verb to be; irregular, its perfect participle is de¬
rived from an irregular active transitive verb; Indicative mood, Imper¬
fect tense, third person, plural number, agreeing with its nominative
tigers, Rule 4th. Indicative mood, Present tense, 3d person, plural, they
are caught; Imperfect, they were caught; Perfect, they have been
caught; Pluperfect, they had been caught; First Future, they shall or
will be caught; Second Future, they shall or will have been caught.
6. Has been dispersed is a passive verb, a word which signifies to suf-
170
ETYMOLOGY AND SYNTAX.
fier ; it is formed by adding the perfect participle of tbe active transi ¬
tive verb to disperse, to tbe neuter verb to be; regular, its perfect parti¬
ciple is derived from a regular active transitive verb; Indicative mood,
Perfect tense, tbird person, singular number, agreeing witb its nominative
rabble, which conveys unity of idea, Rule 12th. Indicative mood,
Present tense, 3d person, singular, it is dispersed; Imperfect, it was dis¬
persed; Perfect, it has been dispersed; Pluperfect, it had been dispersed;
First Future, it shall or will be dispersed; Second Future, it shall or
will have been dispersed.
7. Have been notified is a regular passive verb, Indicative mood, Per¬
fect sense, third person, plural number, agreeing with its nominative
people, which conveys plurality of idea; Rule-13th. A collective noun
conveying plurality of idea, requires the verb, and pronouns representing
it, to agree with it in the plural.—Indicative mood, Present tense, 3d per¬
son, plural, they are notified; Imperfect, they were notified; Perfect,
they have been notified; Pluperfect, they had been notified; First Fu¬
ture, they shall or will be notified; Second Future, they shall or will
have been notified.
8. Had been collected is a regular passive verb, Indicative mood, Plu¬
perfect tense, third person, singular number,, agreeing with its nominative
drove, which conveys unity of idea, Rule 12th.—Conjugate it.
9. Had been sworn is an irregular passive verb; Indicative mood,
Pluperfect te'nse, third person, plural number, agreeing with its nominative
jury, which conveys plurality of idea, Rule 13th.—Conjugate it.
10. Will be hanged is a regular passive verb, Indicative mood, First
Future tense, third person, plural number, agreeing with its nominative
assassins, Rule 4th.—Conjugate it.
11. Will be opened is a regular passive verb, Indicative mood, First
Future tense, third person, singular number, agreeing with its nominative
mail, Rule 4th.—Conjugate it.
12. Shall be obeyed is a regular passive verb, Indicative mood, First
Future tense, third person, plural number, agreeing with its nominative
laws, Rule 4th.—Conjugate it.
1.3. Shall be executed is a regular passive verb, Indicative mood, First
Future tense, third person, singular number, agreeing with its nominative
traitor, Rule 4th.—Conjugate it.
14. Will have been tried is a regular passive verb, Indicative mood,
Second Future tense, third person, plural number, agreeing with its nomi¬
native outlaws, Rule 4th.
15. Shall have been conquered is a regular passive verb, Indicative
mood, Second Future tense, third person, singular number, agreeing with
its nominative enemy, which conveys unity of idea, Rule 12th.
16. May be found is an irregular passive verb, Potential mood, Pre¬
sent tense, third person, plural number, agreeing with its nominative
horses, Rule 4th.—Potential mood, Present tense, 3d person, plural, they
may be found; Imperfect, they might be found; Perfect, they may have
been found; Pluperfect, they might have been found.
19. Might be^ repaired m a regular passive verb, Potential mood, Im¬
perfect tense, third person, singular number, agreeing.with its nominative
house, Rule 4th.—Conjugate it.
NEUTER VERBS.
— PARSING.
■171
28. May have been detained is a regular passive verb, Potential mood,
Perfect tense, third person, singular number, agreeing with its nomina¬
tive mail, Rule 4th.
27. Could have been penned is a regular passive verb, Potential mood,
Pluperfect tense, third person, plural number, agreeing with its nomina¬
tive cattle, Rule 4th.
28. Would have been sunk is an irregular passive verb, Potential mood,
. Pluperfect tense, third person, singular "number, agreeing with its nomi¬
native ship, Rule 4th.
29. Should have been .gathered is a regular passive verb, Potential
mood, Pluperfect tense, third person, singular number, agreeing with its
nominative corn, Rule 4th.
You should memorize both Orders of parsing the passive verb, and
then parse every example in this lesson.
EXERCISES IN PARSINGi.—Neuter Verbs in the Passive
Voice.
1. The youth is grown. 2. The horse is rode. 8. The boys are gone.
4. The birds are flown. 5. The mail is arrived. 6. The guests are come.
7. The robbers are fled. 8. The Sun is risen.
1. Is grown is an irregular neuter verb in the passive voice; it is
formed by adding the perfect participle of the active intransitive verb to
grow, to the neuter verb to be; Indicative mood, Present tense, third
person, singular number, agreeing with its nominative youth, Rule 4th.
Indicative mood, Present tense, 3d person, singular, he is grown; Imper¬
fect, he was grown; Perfect, he has been grown; Pluperfect, he had
been grown; First Future, he shall or will be grown; Second Future,
he shall or will have been grown.
2. Is rode is an irregular neuter verb in the passive voice; it is
formed by adding the perfect participle of the active intransitive verb to
ride, to the neuter verb to be; Indicative mood, Present tense, third
person, singular number, agreeing with its nominative horse, Rule 4th.—
Conjugate it, and parse and conjugate the other verbs in a similar manner.
All the sentences in these exercises, except the two in which we have
parsed the verbs, will admit the auxiliary have, instead of the neuter
verb to be, without changing the sense of the sentence. Therefore, it is
better to say, " The boys have gone; The birds have flown; The mail has
arrived; The guests have come; The robbers have fled; The Sun has
risen/'
We will remark, that we have merely bowed to custom, in this one
single instance, in parsing is grown and is rode, as neuter verbs in the
passive voice: for we consider them passive verbs. We say, That the
earth grows plants, vegetables, fruits, wheat, corn, rye, oats, &c. The
wheat is grown; The corn is grown, &c. In these examples, is grown is
certainly as much of a passive verb, as any in our language. Then, in
the example, "The youth is grown," why may not is grown be con¬
sidered a passive verb ? for it implies, that the youth has attained his full
growth, as well as the wheat and corn.
It is because ride will admit the preposition on after it, that it is con-
172
ETYMOLOGY AND SYNTAX.
sidered by philologists., to be an active intransitive verb. Many verbs,
that will admit prepositions after them, may be parsed as active tran¬
sitive verbs, because they can be used as well without a preposition after
them, as with it. The following verbs are of this class; viz. admit,
work, sail, move, fly, set, flow, mourn, march, repent, think, reflect. .We
can say,
These verbs admit of prepositions after them; or they admit preposi¬
tions after them. The man works in the field; or The^man works his
land, by plowing it. Vessels sail on the ocean; or Mariners sail their
vessels on the ocean. Clouds move through the air; or The wind moves
the clouds through the air. The kite flies over the house; or The boy
flies his kite over the house. The Sun sets in the west; or God set the
Sun in the heavens. The rivers flow into the sea; or The sea flows the
tides up the rivers. We mourn for the loss of a good man; or We
mourn the loss of a good man. The army marches over the plain; or
The general marches his army over the plain. We should repent of our
sins and forsake them; or We should repent our sins and forsake them.
We think of a great many things; or We think a great many things.
We should reflect on what we read; or The Moon reflects her light from
the Sun.
Then, why may not ride be classed with these verbs which are used as
transitive or intransitive ? Why is it not as well to say, The man rides
the horse; as The man rides on the horse ? The former expression
accords as well with the euphony of our language, as the latter; and we
think it preferable to the latter mode of expression. It must be ad¬
mitted by all philologists, that if active intransitive verbs can be used as
transitive, as has been shown in the preceding examples, that their per¬
fect participles, affixed to the neuter verb to be, form passive verbs.
Then, in the examples, The youth is grown; The horse is rode; the
verbs is grown and is rode must be passive verbs, as well as the verbs in
the following examples; viz. The Mason was admitted into the lodge;
The ground is worked with plows and hoes; Vessels are sailed by
mariners; The boat is moved by steam; The kite is flown by the boy;
The Sun is set below the horizon; The tide is flown over the land; The
nation was mourned at the death of Washington; The army was
marched over the plain; We are repented of our sins, by the help of
God; Astronomers are thought to be wise men; The light of the Moon
is reflected from the Sun, on our Earth.
LESSON XLV.
EXERCISES IN PARSING.—Defective Verbs.
1. Youths ought to study grammar. 2. Children ought to go to
school. 3. Children ought to obey their parents. 4. The timber ought
to be sawed. 5. The boat ought to be loaded. 6. The grass ought
to be mown. 7. That man ought to have studied law. 8. The boys
ought to have gone to school. 9. That boy ought to have obeyed his
parents. 10. The timber ought to have been sawn. 11. The ship
ought to have been loaded. 12. The hay ought to have been mown.
DEFECTIVE VERBS.
— PARSING.
13. Beware of the many temptations which you will have through
life. 14. We should beware of danger, if we wish to avoid calamities.
15 Beware of him who would beguile you. 16. Beware of vicious per¬
sons, if you wish to be respected. 17. Beware of evil communications,
for they corrupt good manners. 18. You should beware of those per¬
sons, who speak evil of others in your presence; for they will traduce
you in your absence. 19. We should beware of the doctrine of atheists,
who believe not in the existence of a Supreme Being, lest it pervert our
minds to a like belief, which would place us on an equality with the brute
creation, both in this life and our future state of existence.
OF QUOTH.
Quoth I, i. e. say I.
20. He or she who uses quoth,
Knoweth not what he doth;
In an age that's too progressive,
To use a word so inexpressive.
Then, Quoth he and she; i. e. said he and she.
Of the forty thousand words which store our minds,
Why not strike it from our lines ?
For if this quoth were not in use,
It would not subject us to abuse.
The words in italics, from the first to the twelfth example, you will
not parse, until you shall have learned the order of parsing those parts of
speech, when you should revise, and parse every word in each example in
this lesson.
1. Ought is a defective verb, a word which can not be conjugated
through all the moods and tenses; Indicative mood, Present tense, be¬
cause the infinitive following it is in the Present tense, third person,
plural number, agreeing with its nominative youths, Rule 4th.—Indicative
mood, Present tense, 3d person, plural, they ought; Imperfect tense, they
ought.
To study is a regular active transitive verb, Infinitive mood, it expresses
an action in a general and unlimited manner, having no nominative, con¬
sequently, it has neither person nor number; Present tense, and it refers
to youths, as its actor, Rule 18th.
A verb in the infinitive mood refers to some noun or pronoun as its
subject, object, or actor.—Infinitive mood, Present tense, To study, Per¬
fect tense, To have studied.
2. Ought is a defective verb, a word which can not be conjugated
through all the moods and tenses; Indicative mood, Present tense,
because the infinitive following it is in the Present tense; third person,
plural number, agreeing with its nominative children, Rule 4th.—
174
ETYMOLOGY AND SYNTAX.
Indicative mood, Present tense, 3d person, plural, they ought; Imperfect
tense, they ought.
To go is an irregular active intransitive verb, Present tense of the ^In¬
finitive mood) and it refers to children, as its actor, Pule 18th. Innni-
tive mood, Present, To go, Perfect, To have gone.
3. Ought is a defective verb, Indicative mood, Present tense, third
person, plural number, agreeing with its nominative children, Pule 4th.—
Conjugate it.
To obey is a regular active transitive verb, Present tense of the
Infinitive mood, and it refers to children as its actor, Pule 18th.—
Infinitive mood, Present tense, To obey, Perfect tense, To have obeyed.
4. Ought is a defective verb, Indicative mood, Present tense, third
person, singular number, agreeing with its nominative timber.—Rule
4th.
To be sawed is an irregular passive verb, Present tense of the In¬
finitive mood, and it refers to timber as its object, Rule 18th.—Infinitive
mood, Present, To he sawed, Perfect, To have been sawed.
5. Ought is a defective verb, Indicative mood, Present tense, third
person, singular number, agreeing with its nominative boat, Pule 4th.
To be loaded is an irregular passive verb, Present tense of the
Infinitive mood, and it refers to boat as its object, Pule 18th%—Infinitive
mood, Present, To be loaded, Perfect, To have been loaded.
6. Ought is a defective verb, Indicative mood, Present tense, third
person, singular number, agreeing with its nominative grass.—Pule 4th.
To be mown is an irregular passive verb, Present tense of the In¬
finitive mood, and it refers to grass as its object, Rule 18th.—Infinitive
mood, Present, To be mown, Perfect, To have been mown.
7. Ought is a defective verb, Indicative mood, Imperfect tense, the in¬
finitive following it is in the Perfect tense; third person, singular num¬
ber, agreeing with its nominative man, Rule 4th.
To have studied is a regular active transitive verb, Infinitive mood,
Perfect tense, and it refers to man, as its actor, Pule 18 th.—Con¬
jugate it.
8. Ought is a defective verb, Indicative mood, Imperfect tense, the in¬
finitive following it is in the Perfect tense) third person, plural number,
agreeing with its nominative boys, Rule 4th.
To have gone is an irregular active intransitive verb, Infinitive mood,
Perfect tense, and it refers to boys, as its actor, Rule 18th.
9. Ought is a defective verb, Indicative mood, Imperfect tense, third
person, singular number, agreeing with its nominative boy, Rule 4th.
To have obeyed is_ a regular active transitive verb, Infinitive mood,
Perfect^ tense, and it refers to boy as its actor, Rule 18th.—Con¬
jugate it.
10. Ought is a defective verb, Indicative mood, Imperfect tense, third
person, singular number, agreeing with its nominative timber, Rule 4th.
To have been sawn is an irregular passive verb, Infinitive mood, Perfect
tense, and it refers to timber, as its object, Rule 18th.
11. Ought is a defective verb, Indicative mood, Imperfect tense, third
person, singular number, agreeing with its nominative ship, Rule 4th.
DEFECTIVE VERBS.—
PARSING.
175
To have been loaded is an irregular passive verb, Infinitive mood, Per¬
fect tense, and it refers to ship, as its object, Rule 18th.
12. Ought is a defective verb, Indicative mood, Imperfect tense, third
person, singular number, agreeing with its nominative hay, Rule 4th.
To have been mown is an irregular passive verb, Infinitive mood, Per¬
fect tense, and it refers to hay, as its object, Rule 18th.
13. Beware is a defective verb, Imperative mood, it entreats;.second
person, plural number, agreeing with its nominative you understood, Rule
4th. Imperative mood, 2d person, Singular, Beware, or beware thou or
you; or do thou or you beware. 2d person, Plural, Beware, or beware
ye or you; or do ye or you beware.
14. Should beware is a defective verb, Potential mood, Imperfect tense,
first person, plural number, agreeing with its nominative we, Rule 4th.—
Potential mood, Imperfect tense, 1st person, plural, we should beware.
15. Beware is a defective verb, Imperative mood, second person, plural
number, agreeing with its nominative you understood, Rule 4th.—Im¬
perative mood, 2d person, Singular, Beware, or beware thou or you; or
do thou or you beware. 2d person, Plural, Beware, or beware ye or
you; or do ye or you beware.
16. Beware is a defective verb, Imperative mood, second person, plural
number, agreeing with its nominative you understood, Rule 4th.—Con¬
jugate it.
17. Beware is a defective verb, Imperative mood, second person, plural
number, agreeing with its nominative you understood, Rule 4th.
18. Should beware is a defective verb, Potential mood, Imperfect tense,
second person, plural number, agreeing with its nominative you, Rule 4th.
Potential mood, Imperfect tense, 2d person plural, you should beware.
Or thus; Potential mood, Imperfect tense, Singular, 1st person, I should
beware, 2d person, Thou shouldst beware, or you should beware, 3d per¬
son, He, she, or it should beware. Plural. 1st person, We should be¬
ware, 2d person, Ye or you should beware, 3d person, They should be¬
ware.
19. Should beware is a defective verb, Potential mood, Imperfect tense,
first person, plural number, agreeing with its nominative we, Rule 4th.
20. Quoth is a defective verb, a word which can be used only in the
first and third persons, singular number, in the Present and Imperfect
tenses of the indicative mood; it is in the Indicative mood, Present
tense, first person, singular number, agreeing with its nominative I,
Rule 4th. Indicative mood, Present tense, 1st person, singular, Quoth
I;*i. e. say I; Imperfect tense, Quoth I; i. e. said I.
Quoth is a defective verb, Indicative mood, Imperfect tense, third
person, plural number, agreeing with its nominatives he and she, which
are copulatively connected, Rule 32d. Two or more nouns, or nouns
and pronouns in the singular number, connected by copulative conjunc¬
tions, must have verbs, nouns, and pronouns agreeing with them in the
plural.—Indicative mood, Present tense, 3d person, plural, Quoth they;
i. e. say they; Imperfect tense, Quoth they; i. e. said they.
Every manner of parsing the verb, has been given. In each lesson,
176
ETYMOLOGY AND SYNTAX.
we have given a great many examples of the systematic order of par¬
sing the verb, that yon may become quite familiar with every order
of parsing it in a few days. Permit me to assure you, that if you
will read attentively, all the examples of parsing the verb, which have
been given, you will be enabled, in a few days, to parse any verb, with
facility; and it generally requires as many months to parse the verb
fluently.
LESSON XLVI.—EXERCISES IX FALSE SYNTAX.
1. Those boys improves rapidly. 2. The men labors in the field. 3.
Nothing delight some persons. 4. Thou shuns the light. 5. You im¬
proves very fast. 6. He dare not do it. 7. I reads a great deal. 8.
We writes every day. 9. I hears the bell. 10. We goes to school.
11. Thou learns well. 12. You was at school yesterday. 13. You is
improving slowly. 14. They reads well. 15. They rides out every day.
16. They tries to excel each other in all their studies.
17. A variety of pleasing objects charm the eye. 18. Nothing but
vain and foolish pursuits delight some persons. 19. The number of in¬
habitants of the United States and Territories, exceed twenty-five mil¬
lions. 20. Disappointments sinks the heart of man; but the renewal of
hope give consolation. 21. The mechanism of clocks and watches, were
unknown a few centuries ago. 22. The number of inhabitants of Great
Britain and Ireland, do not exceed twenty millions.
28. While ever and anon there falls
Huge heaps of hoary moulder'd walls.
24- In vain our flocks and fields increase our store,
When our abundance make us wish for more.
1. Incorrect. The verb improves is third person, singular, and its
nominative boys is third person, plural. Rule 4th is violated in number ;
which says, The verb must agree with its nominative case in person and
number :—improves should be improve j and the sentence should read,
" Those boys improve rapidly."
2. Incorrect. The verb labors is third person, singular, and its no¬
minative men is third person, plural. Rule 4th is violated in number ;
labors should be labor, and the sentence should read, " The men labor
in the field."
3. Incorrect. Delight is third person, plural, and its nominative no¬
thing is third person, singular. Rule 4th is violated in number: delight
should be delights, and the sentence should read, "Nothing delights
some persons."
4. Incorrect. Shuns is third person, singular, and its nominative thou
is second person, singular. Rule 4th "is violated in person: shuns should
be shunnest, and the sentence should read, " Thou shunnest the light."
5. Incorrect. Improves is third person, singular, and its nominative
you is second person, singular or plural; but it always requires a plural
FALSE SYNTAX CORRECTED.
177
verb. Rule 4th is violated in person: improves should be improve, and
the sentence should read, " You improve very fast."
6. Incorrect. Dare is first person, singular, and its nominative he is
third person, singular. Rule 4th is violated in person : dare should be
dares, and the sentence should read, " He dares not do it."
7. Incorrect. Reads is third person, singular, and its nominative I is
first person, singular. Rule 4th is violated in person: reads should be
read, and the sentence should read, " I read a great deal."
8. Incorrect. Writes is third person, singular, and its nominative ice
is first person, plural. Rule 4th is violated in person and number: writes
should be write, and the sentence should read, "We write every day."
9. Incorrect. Bears is third person, singular, and its nominative /is
first person, singular. Rule 4th is violated in person : hears should be
hear, and the sentence should read, "I hear the bell."
10. Incorrect. Goes is third person, singular, and its nominative we
is first person, plural. Rule 4th is violated in person and number: goes
should be go, and the sentence should read, "We go to school."
11. Incorrect. Learns is third person, singular, and its nominative
thou is second person, singular. Rule 4th is violated in person: learns
should be learnest, and the sentence should read, " Thou learnest well."
12. Incorrect. Was is third person, singular, and its nominative you
is second person, singular or plural; but it always requires a plural verb:
was should be were, and the sentence should read, " You were at school
yesterday."
13. Incorrect. Is is third person, singular, and its nominative you is
second person, singular or plural; but it always requires a plural verb :
is should be are, and the sentence should read, "You are improving
slowly."
14. Incorrect. Reads is third person, singular, and its nominative
they is third person, plural. Rule 4th is violated in number: reads
should be read, and the sentence should read, " They read well."
15. Incorrect. Rides is third person, singular, and its nominative
they is third person, plural. Rule 4th is violated in number: rides
should be ride, and the sentence should read, "They ride out every day."
16. Incorrect. Tries is third person, singular, and its nominative
they is third person, plural. Rule -4th is violated in number: tries
should be try, and the sentence should read, "They try to excel each
other in all their studies."
17. Incorrect. Charm is third person, plural, and its nominative
variety is third person, singular. Rule 4th is violated in number: charm
should be charms, and the sentence should read, "A variety of pleasing
objects charms the eye."
18. Incorrect. Delight is third person, plural, and its nominative
nothing is third person, singular.. Rule 4th is violated in number:
delight should be delights, and the sentence should read, "Nothing but
vain and foolish pursuits delights some persons."
19. Incorrect. Exceed is third person, plural, and its nominative
number is third person, singular. Rule 4th is violated in number:
exceed should be exceeds, and the sentence should read, " The number of
12
178
ETYMOLOGY AND SYNTAX.
inhabitants of the United States and Territories exceeds twenty-five
millions."
20. Incorrect. Sinks is third person, singular, and its nominative
disappointments is third person, plural; and give^ is third person, plural,
and its nominative renewal is third person, singular. Rute 4th is
violated in number: sinks should be sink ; and give should be gives, and
the sentence should read, " Disappointments sink the heart of man) but
the renewal of hope gives consolation."
21. Incorrect. Were is third person, plural, and its nominative
mechanism is third person, singular. Rule 4th is violated in number:
were should be was, and the sentence should read, "The mechanism of
clocks and watches was unknown a few centuries ago."
22. Incorrect. Do exceed is third person, plural, and its nominative
number is third person, singular. Rule 4th is violated in number: do
exceed should be does exceed, and the sentence should read, "The num¬
ber of inhabitants of Great Britain and Ireland, does not exceed twenty
millions."
23. Incorrect. Falls is third person, singular, and its nominative
heaps is third person, plural. Rule 4th is violated in number: falls
should be fall, and the lines should read,
"While ever and anon there fall
Huge heaps of hoary moulder'd walls."
24. Incorrect. Make is third person, plural, and its nominative abun¬
dance is third person, singular. Rule 4th is violated in number : make
should be makes, and the lines should read,
" In vain our flecks and fields increase our store,
When our abundance makes us wish for more."
We have corrected every example of False Syntax in this lesson, in
order that the young learner, as well as the adult, may become quite
familiar with the systematic Order of correcting False Syntax, in which
the 4th Rule is violated, in a few hours. The fourth Rule of Syntax is,
perhaps, as often violated, as any other Rule in grammar; therefore, you
can not become too familiar with the proper manner of correcting ex¬
amples in False Syntax to which this Rule applies.
It generally requires several days or a week, for the young learner to
understand well the proper application of this fourth Rule, in correcting
False Syntax. By reading, attentively, all the corrections which are
made in this lesson, you may correct, with ease and facility, any example
to which this rule applies.—AVe have defined every property of the verb,
and given every order of parsing it, and correcting False Syntax in which
the fourth Rule can be violated, agreeably to our capacity: therefore,
we will endeavor to define, clearly, the Pronoun.
PRONOUN,
179
PRONOUN.
LECTURE V.—LESSON XLVII.
PRONOUN.
Q. 1. From what words is the term Pronoun derived ?
A. From tlie two Latin words, pro, which means for, or
instead of and nomen, which means a name or noun. Hence, the
word Pronoun means for a noun, or instead of a noun.
Q. 2. What is the definition of a pronoun ?
A. A Prononn is a word nsed instead of a nonn, and gene¬
rally to avoid the too frequent repetition of the noun, which
it represents; as, " The man is happy; he is benevolent; he is
useful."
Q. 3. How many kinds of pronouns are there ?
A. Two. They are the Personal, and the Relative pro¬
nouns.
Q. 4. What distinguishes the Personal, from the Relative pronoun ?
A. Personal Pronouns are distinguished from the Relative,
by their denoting the person of the nouns for which they
stand; whereas, Relative Pronouns have no peculiar termi¬
nations which denote the persons of the nouns which they
represent.
As we have clearly defined the Personal Pronoun, in the preceding
part of this work, it would he an unnecessary repetition to define it again:
therefore, we will proceed to define the Relative pronoun.
Q. 5. What is the office of the Relative pronoun ?
A. The Relative Pronoun relates to some noun or p^bme
pronoun preceding it, for its antecedent; or it refers/^; as,
noun or personal pronoun succeeding it, for its sub'g&ye you
The man who instructs you, labors faithfully. TV
that book? John. Antecedent; and in
In the first example, who relates to mem, forfluent.
the second example, who relates to John, for it/ nr nr0.
. ' ' ^wo or more nouns or pro
Q. 6. Do Relative pronouns ever relatejcecjients or subsequents f
nouns, or phrases, or sentences, for their/ nmetimes relates to
A. They do. The Relative /f/^aoun s
180
ETYMOLOGY AND SYNTAX.
two or more nouns or pronouns, a phrase, or. a sentence, for
its antecedent; or it refers to them for its subsequent.
Q. 7. How many words may be used as relative pronouns ?
A. Seven; three of which are always relative pronouns.
Q. 8. "What words are always Relatives ? and what words may be used
as Relatives ?
A. Who, whoever, and whosoever, are always Relatives.
Which, that, what, and whatever, may he used as Relatives. *'
Q. 9. How may tbe Relatives be divided ?
A. Into Simple and Compound relatives.
Q. 10. What are tbe Simple, and Compound relatives ?
A. The Simple Relatives are who, ivhich, that, and sometimes
whoever.
The Compound Relatives are whosoever, what, whatever, and
generally whoever. , '
Q. 11. When is whoever a Simple, and when is it a Compound r^lativd*?
A. Whoever is a Simple relative when it is used in asking
a question; as, Who has ever seen such large hailst'6nes*?
James.
Whoever is a Compound relative, when it is equivalent to he
who, or she who ; as, " Whoever takes that oath, is hound to em
force the laws." In this sentence, whoever is equivalent to he
who, or she who; thus, "He who takes that oath, is hound to
enforce the laws." '
Instead of using whoever as a Simple relative in asking questions, we
may separate ever from who; thereby making who the interrogative
relative; as, Who ever has seen such large hailstones ? James.—This
form of asking questions, would make whoever always a Compound
relative. v
WHICH.
Q. 12. When is which a Relative pronoun ?
thu Which is a relative only when it can be changed into
bird'thout destroying the sense of the sentence; as, "The
which p\h sung so sweetly, has flown;" "This is the tree,
has flown pes no fruit;" or " The bird that sung so sweetly,
< This is the tree, that produces no fruit."
a 19 m. • THAT.
Q. 13. When is that .
A. Thai is a relative*^"6 Pron™n?
or which without destroy/ w^en ^ can changed into who
^ x the sense of the sentence; as,
RELATIVE PRONOUNS.
181
^ He that acts wisely, deserves praise;" " Modesty is a quality,
jthfyfr*highly adorns a woman;" or "He who acts wisely,
r deserves praise;" " Modesty is a quality, which highly adorns
'ai^&man."
WHO.
"~Q- 14- To what should who always he applied ?
£A.« Who should always he applied to persons ; as " He is a
Cfri&id, who is faithful in adversity;" "He whom ye seek, has
gonejience.J'
THAT, WHICH, AND WHO.
^^15. To what may that be applied ?
"A. ■ That may he applied both to persons and things. That
is soften used as a relative, to prevent the too frequent repeti¬
tion of Uoho and which; as "He is the same man, that we saw
yesterday;" "Those are the trees, that we planted;" "This
i|rthe4ion, that broke his cage."
tQ. £6. To what should which be applied ?.
^A. Which should be applied to animals and things; as,
" The horse whiqh you purchased, is a noble animal;" " This
js,„th<3 pen, which you gave to me."
*■ Who should never be applied to animals, though it is frequently done
by.authors of books, and editors of newspapers; as, "He is like a beast
fcf prey, who destroys without pity;" " The fox who had never seen a
lion." They should be, " that destroys," &c., " that had never seen," &e.
Q, -17. Should who ever be applied to children ?
."""A. JWho should never be applied to young children that are
incapable of reasoning in some sense. It is incorrect to say,
'i^Haat is the child whom we have just seen ;" " Those are the
children whom we have just seen." They should be, " that we
havl^just seen."
Q. 18. When should that be applied to persons in preference to who ?
A. When they are qualified by an adjective in the superlative degree,
or preceded by the indefinite adjective same; as, " Charles XII., king of
Sweden, was one of the greatest madmen, that the world ever saw;"
" Those are the same gentlemen that were here in June."
Q. 19. What is said of that, when it follows who in asking questions ?
A. That is used after the interrogative who, in cases like the
following: " Who that has any sense of religion, would have
argued thus ?"
Q. 20. It is said that Relative pronouns relate to antecedents ; or refer
to subsequents. What is the meaning of antecedent and subsequent?j
182
ETYMOLOGY AND SYNTAX.
A. Antecedent means going before ; and Subsequent means com¬
ing after.
ANTECEDENTS.
Q. 21. When do Relatives relate to antecedents ?
A. When the simple relatives are not nsed in asking ques¬
tions, they always relate to antecedents; as, "Youths who study,
will improve;" "He whom I serve, is eternal;" "They that
seek wisdom, will find it;" " From every thing that you see,
derive instruction;" " Those are the lions which we saw in the
city;" " That is the house which Jack built."
Who relates to youths, for its antecedent. Whom relates to Be, lor its
antecedent. That relates to they, for its antecedent. That relates to
thing, for its antecedent. * Which relates to lions, for its antecedent.
And which relates to house, for its antecedent.
Q. 22. As who is always applied to persons, will you read the follow¬
ing examples, in which who relates to the noun or personal pronoun
immediately preceding it for its antecedent ?
A. I wish all persons, who may read these examples, to understand
them. Pupils, who aspire to fame, should strive to excel each other. If
he will ride with the ladies whom we saw by themselves, they will
he pleased with his company. The gentleman whom you wish to see, has
gone home. The lady whose house we occupy, bestows many charities.
That is the gentleman, whose fortune you told. I who speak from expe¬
rience. Thou who lovest wisdom. You who study this lesson, will soon
understand Relative pronouns. He who formed the ear, can hear. She
who seeks G-od, will find Him. We who seek wisdom will find it.
Pupils, you who study diligently, will improve rapidly. They who
employ their time usefully, will reap the fruits of their labor.
Q. 28. That always relates to persons, animals, or inanimate things,
for its antecedent; but it never relates to a subsequent. Will you read
the following examples, in which that relates to the noun or personal pro¬
noun immediately preceding it, for its antecedent ?
A. Those are the same ladies that we saw at church. He is the man
that rides to town every day. He is the friend that relieved my wants.
"I am the Lord that maketh all things; that stretcheth forth the hea¬
vens alone; that spreadeth abroad the earth by myself." He that acts
wisely, deserves praise. They that study, will fmprove. Modesty is a
quality that highly adorns a woman. The bird that sung so sweetly, has
flown. This is the tree that produces no fruit. They that reprove us,
may be our best friends. From every thing that you see derive instruc¬
tion.
Q. 24. Which always relates to animals or things, for its antecedent; but
it may relate to persons for its subsequent, which will shortly be exem¬
plified. Will you read the following examples, in which which relates to
the noun immediately preceding it, for its antecedent ?
RELATIVE PRONOUNS.
183
A. The horse which you ride, is a fiery animal. The cattle which they
drove to market, are in fine condition. Those are very large hogs,
which he sold to you. That is the hear, which broke his chain. These
are the kind of birds, which eat rice. The xiphias is the sword fish,
which is the lion of the ocean. These are the worms, which eat the
cotton. Those are the lions, which we saw in New York. Those are
the tigers, which were caught in Bengal. These are the trees, which you
planted. Those are the books, ivhich he bought in the city. The fruit
trees which are barren, should be destroyed. The examples which you
have read, you ought to understand.
In each of the numerous examples which have' been given, the Rela¬
tive relates to the preceding noun or pronoun, for its antecedent, with
which it agrees in gender, person, and number.
SUBSEQUENTS.
Q. 25. When do Relative pronouns relate to subsequents ?
A. When the Relatives are used in asking questions, they
relate to subsequents, with which they agree in gender, person,
and number; and the subsequent must agree in case with the
interrogative; as, Who gave you that hook? James.
Whose hat have you ? John's.— Whom did you see at church ?
Many gentlemen and ladies.
Who relates to James, for its subsequent, with which it agrees in gen¬
der, person, and number ; and James agrees in case with who.— Whose
relates to John, for its subsequent, with which it agrees in gender, person,
and number; and John agrees in case with whose.— Whom relates to
gentlemen and ladies, for its subsequents, with which it agrees in the mas¬
culine and feminine gender, third person, plural number; and the
subsequents agree in case with the interrogatives.
INTERROGATIVE RELATIVES.
Q. 26. What Relatives may be used in asking questions ? and what
are they called, when so used ?
A. Who, whose, whom, what, and which, are used as Relatives,
in asking questions; and when so used, they are called Inter¬
rogative relatives.
Q. 27. When are who, whose, and whom Interrogative relatives ?
A. When they are placed before nouns or verbs in asking
questions; as, Who came with you ?—Henry. Whose house is
that?—Mr. Smith's. Whom have you seen to-day?—Many
persons.
Q. 28. What else is said of who, whose, and whom, when they are used
in asking questions ?
A. When toho, whose, and whom are used in asking ques-
184
ETYMOLOGY AND SYNTAX.
tions, they are Interrogative relatives ; and they refer to the
answers to the questions, for their subsequents, with which
they agree in gender, person, and number; ^ and the sub¬
sequents must agree in case, with the interrogatives.
WHAT AND WHICH.
Q. 29. When are what and which Interrogative relatives ?
A. When ivliat and which are placed before verbs in asking
questions, they are Interrogative relatives ; and they refer to
the answers to the questions, for their subsequents, with which
they agree in gender, person, and number; and the subse¬
quents must agree in case, with the interrogatives; as. What
are you doing? — Nothing. Which is the - most difficult
science to understand thoroughly, grammar, philosophy,
mathematics, or astronomy ? Astronomy.
WHICH REFERS TO PERSONS.
Q. 30. It has been said, that which may refer to a person or persons,
for its subsequent or subsequents. Can you tell me when which refers to
such subsequents ?
A. Wlien we wish to distinguish one person from an¬
other, or a particular person or persons among a number of
others, we use which as the interrogative, which refers to the
person or persons, given in answer to the question, for its sub¬
sequent, or subsequents; as, Which, of those two gentlemen, is
Mr. Smith?—That gentleman is he.— Which are the Miss
Thompsons, on that sofa ?—Those ladies, dressed in pink, are
they.— Which are the gentlemen and ladies, whom you wish
to see ?—Those gentlemen and ladies, on that seat, are they.
Which refers to gentlemen for its subsequent.— Which refers to ladies,
for its subsequent.— Which refers to gentlemen and ladies, for its sub¬
sequents, with which it agrees in the masculine and feminine gender,
third person, plural number; and the subsequents agree in case, with
the interrogative; and the other two subsequents agree in ease, with
their interrogatives.
WHO, WHAT, AND WHICH.
Q. 31. Will you read the following examples in which who, what, and
which, are Interrogative relatives ?
A. Who gave John those hooks ? We. Of whom did you buy them ?
Of a bookseller. Who walked with you? My brother and sister.
Who will accompany me to the city ? She and I. With whom did you
go to the country ? With several gentlemen and ladies. From whom
RELATIVE PRONOUNS.
185
did you receive instruction ? From Mr. Elder. Whose pen have you ?
Thomas's. Whose horse is that? James's. What did he say? He
said many things. What shall I do to be saved ? Adore God. What
do you want? I want some money. What has he done this month?
He has built a house. Which is the best pen ? This one. Which won
the prize, you or he? He won it. Which is the most valuable jewel?
The diamond. Which is the most valuable metal ? Platina. Which is
next? Gold. Which is next ? Silver.-
In each of these examples, the interrogative refers to the noun or pro¬
noun in answer to the question, for its subsequent, with which it agrees
in gender, person, and number ; and the subsequent agrees in case, with
the interrogative.
Q. 32. Are the subsequents always expressed?
A. They are not. In composition the subsequents are often under¬
stood; because questions are frequently asked, the answers to which,
must be given by the reader. But in conversation, the questions are
generally answered.
SUBSEQUENTS ARE UNDERSTOOD.
•Q. 33. Will you read the following examples in which the subsequents
are understood ?
A. Who built your house ? Whose plantation did you purchase ?
Whom of your friends, did you see in the city ? Who gave you that
present ? To whom did you give that book ? What is wanted ? What
shall I do? What is he doing? What have you done? Which is
your book ? Which is your house ? Which is the man, whom you wish
to see ?
WHOSE AND WHICH.
Q. 34. What is said of whose with regard to which ?
A. Whose is now used as the -possessive case of ivhich, by
our best speakers and writers; as, " Is there any other doc¬
trine whose followers are punished?" "A religion whose origin
is Divine."
THAT, AS FOUR PARTS OF SPEECH.
Q. 35. That may be used as four parts of speech. What are they ?
A. That may be a noun, a relative pronoun, a demonstrative ad¬
jective, or a conjunction, depending on the office which it per¬
forms in the sentence.
Q. 36. When is that a common noun ?
A. That is a common noun, when it is the antecedent
of what, or whatever, or whatsoever. That is also a common
186
ETYMOLOGY AND SYNTAX.
noun in examples like tlie following; "What part of speech is
the word that f Can you parse that, when it is a noun ?
Q. 37. As you have learned when that is a relative pronoun, can you
tell me when it is a demonstrative adjective ?
A. That is a demonstrative adjective, when it is placed
before a noun, or when it belongs to a noun understood; as,
Give me that hook; Hand him that inkstand; Who built that
house ? Catch that horse. That is my pen; i. e. that pen is
my pen; Give me that; i. e. that thing; Who is that ? i. e.
that person.
Q. 38. When is that a conjunction ?
A. That is a conjunction, when it simply connects sen¬
tences; as "Take care that every day he well employed;"
The preceptor would not believe that I was in fault; He said
that John was to blame. I told him that he might go home.
In each of these examples, that connects two simple sentences, and
forms a compound sentence.
WHAT.
Q. 39. What may he used as how many parts of speech ?
A. Three; but it may be used in five ways. What may
be an interrogative relative, a compound relative, a demonstra¬
tive adjective, an interrogative adjective, or an interjection.
You have learned when what is an interrogative relative, and we will
soon explain it as a compound relative, under the head of compound
relatives.
Q. 40. When is what a demonstrative adjective?
A. What is a demonstrative adjective, when it is placed
before a noun without asking a question; as, " What misery,
the vicious endure!" "What havoc hast thou made, foul
monster, sin!" "Give him what name }rou choose." "In
what character Butler was admitted, is unknown."
Q. 41. When is what a demonstrative interrogative adjective?
A. When what is placed before a noun in asking a question
it is an interrogative adjective; as, What man is that ? What
book have you? What work shall I do? What time is it?
What kinds of fruits have you ? What parish is this ? In lohat
State do you live ?
Q. 42. When is what an interjection?
A. When what is used to express a sudden emotion of the
speaker, it is an interjection; as, " But what ! is thy servant a
RELATIVE PRONOUNS.
187
dog, that lie should do this?" 11 What! rob us of our right
of suffrage, and then shut us up in dungeons?" What!
do you ask a question, which you can not answer ?
WHICH.
Q. 43. Which may be used as bow many parts of speech ?
A. Two; though it may he used in four ways. Which
may he a relative pronoun, an interrogative relative, a
demonstrative adjective, or an interrogative demonstrative
adjective.
Q. 44. You have learned when which is simply a relative pronoun,
which relates to an antecedent; and when it is an interrogative relative,
which refers to a subsequent. Can you tell me when which is a demon¬
strative adjective ?
A. "When which is placed before a noun when a question is
not asked, it is a demonstrative adjective; as, "Unto which■
promise our twelve tribes hope to come." "Let him take
which course he will." " Which thing I also did at Jerusalem.''
He has acted uprightly, which course has elevated him to the
highest rank among men. Parents should instruct their
children, which instructions they should obey.
Q. 45. When is which an interrogative adjective ?
A. When which is placed before a noun in asking a question,
it is an interrogative adjective; as, Which road did he take?
Which pen did she use ? In which book must I read ? Which
horse is yours ? Which way shall we go ? Which lesson did
you get ? Which chapter shall I read ?
WHATEVER, &c.
Q. 46. What is said of whatever, whatsoever, whichever, and whichso¬
ever ?
A. When whatever, whatsoever, whichever, and whichsoever, are
placed before nouns, they are demonstrative adjectives; as,
" hTature's care largely endows whatever happy man, who will
deign to use her treasures." Whatsoever command he gives,
obey it promptly. Whichever road, you think, is the right one,
we will travel. Whichsoever course you may direct me to pur¬
sue, I will follow it strictly.
When what, which, that, whichever, whichsoever, whatever, and what¬
soever, are placed before nouns, either in asking questions, or when ques¬
tions are not asked, they are specifying adjectives; and we call them
demonstrative adjectives, because they may as well be classed with the
demonstrative, as the indefinite adjectives.
188
etymology' and syntax.
We treat of these words, here, as demonstrative adjectives, because
some philologists call them either simple or compound relatives, when
they occupy the same positions in the sentences in which we have defined
them as demonstrative adjectives. We think, that they cannot, in such
instances, be relative pronouns, because they neither stand for, or repre¬
sent nouns; nor do they relate to antecedents, or refer to subsequents.
They cannot be compound relatives, because they are not equivalent to
two or more words. These words will be classed under their proper head
of demonstrative adjectives.
Q. 47. What is said of relatives, with regard to their antecedents ?
A. Relatives should he placed immediately after their ante¬
cedents, or as near them as the case will admit; as, "I am the
man ioho commands you." "I who command you, am the
man."
Q. 48. Who, whoever, and whosoever, are the only relatives which can
be declined. Can you decline them ?
DECLENSION OF THE RELATIVES.
Singular and Plural
Nominative who, Possessive whose, Objective whom.
" whoever, " whosever, " whomever.
" whosoever, " whosesoever, " whomsoever.
LESSON XLVIII.—COMPOUND RELATIVES.
Q. 1. What is a compound relative ?
A. It is a word which is equivalent to two or more words,
one of which, is called the antecedent, and the other is called
the "relative.
Q. 2. Compound relatives are always equivalent to certain words. What
are those words ?
A. A Compound Relative is always equivalent to he who ;
she who ; that which ; or those things which ; or they ioho ; or them
whom ; or him or her whom.
Q. 3. Some words are always compound relatives, and others may be
used as compound relatives. What are they ?
A. Whoever and whosoever, whomever and whomsoever, are al¬
ways compound relatives.
What, whatever, and whatsoever, may he used as compound
relatives.
WHOEVER, &c.
Q. 4. To what words are whoever and whosoever equivalent ?
COMPOUND RELATIVES.
189
A. They are always equivalent to he who, or she who, or they
who ; because they are always applied to persons.
Q. 5. To what words are whomever and whomsoever equivalent ?
A. They are always equivalent to him whom, or her whom, or
them whom.
Q. 6. When are what, whatever, and whatsoever called compound
relatives ?
A. When they are equivalent to that which, or those thinqs
ivhich.
Q. 7. Will you read the following examples in which the compound
relatives whoever and whosoever are equivalent to he who, or she who, or
they who f
A. 1. Whoever takes that oath, is bound to enforce the laws. 2. Who¬
ever instructs you at the convent, is an accomplished instructress.
3. Whoever live to see this Republic forsake her moral and literary insti¬
tutions, will behold her liberties prostrated. 4. Whoever steals my purse,
steals trash. 5. Whoever does no good, does harm. 6. Whoever sin,
will suffer. 7. Whosoever, therefore, will be a friend of the world, is the
enemy of God. 8. Whosoever are friends of the world, are enemies of
God. 9. Whosoever comes, will be welcome. 10. Whosoever came,
were made welcome. 11. Whosoever studies these examples, should en¬
deavor to understand them. 12. Whosoever act uprightly, will be esteemed
on earth, and rewarded in heaven.
1. Whoever is equivalent to he who, or she who. 2. Whoever is equi¬
valent to she who. 3. Whoever is equivalent to they who. 4. Whoever
is equivalent to he who, or she who. 5. Whoever is equivalent to he who,
or she who. 6. Whoever is equivalent to they who. 7. Whosoever is
equivalent to he who, or she who. 8. Whosoever is equivalent to they who.
9. Whosoever is equivalent to he who, or she who. 10. Whosoever is
equivalent to they who. 11. Whosoever is equivalent to he who, or she
who. 12. Whosoever is equivalent to they who.
WHOMEVER AND WHOMSOEVER.
Q. 8. Will you read the following examples in which the compound
relatives whomever and whomsoever are equivalent to him whom, or her
whom, or them whom ?
A. 1. James, I wish to have my portrait taken; therefore, whomever
you may see, that is a good artist, send to my house. 2. I wish to employ
an instructress: send whomever you may find, that is competent.
3. Whomever you may see, of respectability, invite to the wedding.
4. He wants a seamstress : tell whomsoever you may select, to go to his
house. 5. I wish to get an instructor: inform whomsoever you may
choose, that I will employ him. 6. Invite whomsoever you may select, to
come to our party.
1. Whomever is equivalent to him whom. Him is governed by send ;
and whom is governed by may see. 2. Whomever is equivalent to her
190
ETYMOLOGY AND SYNTAX.
whom. Her is governed by send; and whom is governed by may find.
3. Whomever is equivalent to them whom. Them is governed by invite ,*
and whom is governed by may see. 4. Whomsoever is equivalent to her
whom. Her is governed by tell; and whom is governed by may select.
5. Whomsoever is equivalent to him whom. Him is governed by inform /
and whom is governed by may choose. 6. Whomsoever is equivalent to
them whom. Them is governed by invite; and whom is governed by
may select.
In these explanations, him, her, and them, are the antecedents, and
whom is the relative, which relates to its respective antecedent, with which
it agrees in gender, person, and number.
WHAT, &c., AS COMPOUND RELATIVES.
Q. 9. Will you read the following examples in which the Compound
Relatives what, whatever, and whatsoever, are equivalent to that which,
or those things which ?
A. 1. I believe what he says. 2. He speaks what he knows. 3. I
heard what he said. 4. This is what I wanted. 5. What you recollect
with most pleasure, are the virtuous actions of your past life. 6. What
the several States produce, are learned by reading their statistical tableaus.
7. What the United States export and import, are known by referring to
the statistical Tableau of the Secretary of the Treasury. 8. Whatever
purifies the heart, also fortifies it. 9. Whatever is evil, should be avoided.
10. Whatever you do, should be done well. 11. Whatever is worth
doing at all, is worth doing well. 12. Whatever give pain to others,
deserve not the names of pleasurable enjoyments. 13. Whatever you
would have others to do unto you, should be done unto them. 14. What¬
soever I command you to do, should be done promptly. 15. Whatsoever
our Savior taught, are now taught by our ministers of the gospel.
1. What is equivalent to that which. 2. What is equivalent to that
which. 3. What is equivalent to that ivhich. 4. What is equivalent to that
which. 5. What is equivalent to those things which. 6. What is equiva¬
lent to those things which. 7. What is equivalent to those things which.
8. Whatever is equivalent to that which. 9. Whatever is equivalent to
that which. 10. Whatever is equivalent to that which. 11. Whatever is
equivalent to that which. 12. Whatever is equivalent to those things
which. 13. Whatever is equivalent to those things which. 14. Whatso¬
ever is equivalent to that which. 15. Whatsoever is equivalent to those
things which.
In these explanations, that and things are the antecedents, and which is
the relative, which relates to its respective antecedent, with which it
agrees in gender, person, and number. All these examples will be parsed
in this work, when we will give the cases of the antecedent and relative
in each of them.
We have defined the Relative Pronoun so clearly that we hope you will
have no difficulty in understanding our explanations. Nothing more will
be said of them here; but we will give the Rules that apply in parsing
them. We have not yet given the Order of parsing the Personal Pro-
PERSONAL AND RELATIVE PRONOUNS. 191
nouns, and the Rules that apply in parsing them. Therefore, we will
first give the Order of parsing Personal Pronouns, and the Rules that
apply in parsing them; after which, we will give the Order of parsing
the Simple and Compound Relatives; and the Rules that apply in pars¬
ing them.
Q. 10. Can you recite the Order of parsing Personal Pronouns of the
first and second persons, both singular and plural; and the third person
plural, when the nouns which they represent are not expressed ?
A. It is, A Personal Pronoun, and why?—person, and
why ?—number, and why ?—case, and why ? Rule,—decline it.
Q. 11. Can you recite the Order of parsing Personal Pronouns, of the
first, second or third person, both singular and plural; when their nouns
are expressed ?
A. It is, A Personal Pronoun, personating—with which it
agrees in—gender,—person,—number, Rule—case, Rule—
decline it.
Q. 12. What Rule applies in parsing Personal Pronouns in the first
and second person, both singular and plural; and the third person plural,
in the nominative case; when their nouns are not expressed ?—We mean,
I, we, thou or you, ye or you, and they.
A. Rule 3d. The nominative case governs the verb.
Q. 13. What Rule applies, when the pronouns, in the same persons
and numbers, are in the possessive case, their nouns not being expressed ?
—We mean, my, our, thy, your, and their.
A. Rule 8th. A noun or pronoun in the possessive case, is
governed by the following noun which it possesses.
Q. 14. What Rule applies, when pronouns in the same persons, are
in the objective case, governed by a verb, their nouns not being ex¬
pressed?—We mean me, us, thee, you, and them.
A. Rule 9th. Active transitive verbs govern the objective
case.
Q. 15. What Rule applies, when the same words are governed by a
participle, their nouns not being expressed ?
A. Rule 10th. Participles have the same government as
the verbs have, from which they are derived.
Q. 16. Suppose the same words are governed by a preposition, their
nouns not being expressed, what Rule applies ?
A. Rule 11th. Prepositions govern the objective case.
Q. 17. What Rules apply in parsing Personal Pronouns in the first,
second, or third person, nominative case, when their nouns are expressed ?
We mean, I, we, thou or you, ye or you, he, she, it, and they.
A. Rule 17th and Rule 3d.—Rule 17th. Personal pronouns
192
ETYMOLOGY AND SYNTAX.
must agree with, the nouns which they represent, in gender,
person, and number.—Recite Rule 3d.
Q. 18. Wliat Rules apply, in parsing Personal pronouns in the pos¬
sessive case, when their nouns are expressed?—We mean, my, our, thy,
your, his, her, its, and their.
A. Rule 17th and Rule 8th.—Recite Rule 17th.—Rule 8th.
A noun or pronoun in the possessive case, is governed by the
following noun, which it possesses.
Q. 19. What Rules apply in parsing Personal pronouns in the object¬
ive case, governed by a transitive verb, when their nouns are expressed ?
We mean, me, us, thee, you, him, her, it, and them.
A. Rule 17th and Rule 9th.—Recite them.
Q. 20. What rules apply in parsing the same words, when they are
governed by a participle ?
A. Rule 17th and Rule 10th.—Recite them.
Q. 21. Suppose the same words are governed by a preposition, what
Rules apply in parsing them ?
A. Rule 17th and Rule 11th.—Recite them.
Q. 22. Can you recite the Orders of parsing Simple Relatives, either
when they relate to antecedents; or interrogative relatives, which relate
to subsequents, expressed or understood ?
A. If it is a relative, which relates to an antecedent, we say
—it is a relative pronoun, relating to—for its antecedent, with
which it agrees in—gender—person—number, Rule—case,
Rule—decline it.
If it is an Interrogative Relative, we say, It is an interroga¬
tive relative, relating to—for its subsequent, with which it agrees
in—gender—person—number, Rule—case, Rule—decline it.
The subsequent must agree in case with the interrogative; but if the
subsequent is not expressed, we can not determine the gender, person,
and number of the interrogative; but we merely give its case.
Q. 23. Can you recite the Order of parsing a compound relative ?
A. It is, A compound relative, a word which includes both
the antecedent and the relative; it is equivalent to he who ; she
who ; they who ; him whom ; her whom ; them whom ; that which ;
or those things which; as the case may be. "We then parse the
antecedent as a personal pronoun, or a common noun, as the
case maybe. We then parse the relative, as relating to its
antecedent, with which it agrees in—gender—person num¬
ber, Rule—case, Rule,—decline it.
When the antecedent is that or things, it is always a common noun.
Q. 24. What Rules apply, in parsing Relative pronouns in the nomi¬
native case ?
PRONOUNS.
— PARSING.
193
A. Rule 19th.and Rule 20th.—Rule 19th. Relative pronouns agree
with their antecedents or subspquents in gender, person, and number.
Rule 20th. The relative is the nominative case to the verb, when no
nominative comes between it and the verb.
Q. 25. What Rules apply in parsing Relatives in the possessive case ?
A. Rule 19tli and Rule 8th.—Recite them.
Q. 26. What Rules apply, in parsing Relatives in the objective case,
when a nominative comes between them and the verb ?
A. Rule 19th and Rule 21st. When a nominative comes between the
relative and the verb, the relative is governed by the verb, or by some
other word in its own member of the sentence. Recite Rule 19th.
Q. 27. Suppose the Relative is in the objective case, having no nomi¬
native between it and the verb, what Rules apply in parsing it ?
A. Rule 19th and Rule 9th.—Recite them.
Q. 28. Suppose the Relative is governed by a participle, what Rules
apply in parsing it ?
A. Rule 19th and Rule 10th.—Recite them.
Q. 29. Suppose the Relative is governed by a preposition, what Rules
apply in parsing it ?
A. Rule 19th and Rule 11th.—Recite them.
LESSON XLIX.—EXERCISES IN PARSING.
I. I saw the artist, who won the prize. 2. Thou seest the general who
gained the victory. 3. Preceptor, you have given the medal to James,
who excelled his class. 4. John, have you seen the orators, who have^wstf
arrived ? 5. He whose house we wish to rent, had gone, before we ar¬
rived. 6. She whom we sought, had left the city, when we visited her
father's residence. 7. We whom he instructs, will strive to excel each
other. 8. Boys, you whom I select, will parse a lesson. 9. They whom
you wish, will come. 10. They whom he employed, will have finished
his work before he arrives.
II. Give me the book that I wanted. 12. Boys, do the sums, which
I gave you. 13. Jane, try to write your letter well. 14. Girls, you may
get your lessons. 15. Boys, you may recite your lesson. 16. Students,
you may parse the nouns, pronouns, verbs, and articles in this lesson.
The words in italics you will not .parse, until you revise, when you
should parse every word in this lesson. We will parse only the personal
and relative pronouns, in this lesson, as you should know how to parse
the articles, nouns, and verbs.
1. 7is a personal pronoun, a word used instead of a noun; first per¬
son, it denotes the speaker; singular number, it implies but one; nomi¬
native case, it is the actor of the verb saw, which it governs, Rule 3d.—
Decline thus,—First Person, Singular. Nominative I, Possessive my or
13
194
ETYMOLOGY AND SYNTAX.
mine, objective me. Plural. Nominative we, Possessive.our or ours, Ob¬
jective1 us.
Who is a relative pronoun, a word which relates to an antecedent; it
relates to artist for its antecedent, with whicb it agrees in the masculine
gender, third person, singular number, Rule 19th—nominative case to
won, Rule 20th. Singular and Plural. Nominative who, Possessive whose,
Objective whom.
2. Thou is a personal pronoun, a word used instead of anoun ^ second
person, it denotes a person spoken to; singular number, it implies but
one; nominative case to seest, Rule 3d.—Second Person, Singular. Nom.
Thou or you. Poss. thy or your, Obj. thee or you. Plural. Nom. ye or you,
Poss. your, Obj. you.— Who is a relative pronoun, a word which relates
to an antecedent; it relates to general for its antecedent, with which it
agrees in the masculine gender, third person, singular number, Rule
19th—nominative case to gained, Rule 20th.—Recite the Rules, as you
apply them.—Decline it.
3. You is a personal pronoun, a word used instead of a noun; it per¬
sonates preceptor, with which it agrees in the masculine gender, second
person, singular number, Rule 17th—nominative case to have given,
Rule 3d.—Decline it. Who is a relative pronoun, relating to James for
its antecedent, with which it agrees in the masculine gender, third person,
singular number, Rule 19th.—Nominative case to excelled, Rule 20th.—
Decline it.—His is a personal pronoun, personating James, with which it
agrees in the masculine gender, third person, singular number, Rule
17th—possessive case, governed by class, Rule 8th.— Third Person;
Masculine gender. Singular. Nom. he, Poss. his, Obj. him. Plural. Nom.
they, Poss. their, Obj. them.
4. You is a personal pronoun, personating John, with which it agrees
in the masculine gender, second person, singular number, Rule 17th—
nominative case to have seen, Rule 3d.—Decline it.— Who is a relative
pronoun, relating to orators for its antecedent, with which it agrees in
the masculine gender, third person, plural number, Rule 19th—nomina¬
tive case to have arrived, Rule 20th.—Decline it.
5. He is a personal pronoun, personating man understood, with which
it agrees in the masculine gender, third person, singular number, Rule
17th—nominative case to had gone, Rule 3d.—Decline it.— Whose is a
relative pronoun, relating to he for its antecedent, with which it agrees in
the masculine gender, third person, singular number, Rule 19 th—posses¬
sive case, governed by house, Rule 8th.—Decline it.— We is a personal
pronoun, a word used instead of a noun; first person, it denotes the
speaker; plural number, it implies more than one; nominative case to
wish, Rule 3d.—First Person, Singular. Nom. I, Poss. my or mine,
Obj. me. Plural. Nom. we, Poss. our, Obj. us.— We is a personal pro¬
noun, first person, plural number, nominative case to arrived, Rule 3d.—-
Decline it.
6. She is a personal pronoun, personating lady, understood, with which
it agrees in the feminine gender, third person, singular number, Rule
17th—nominative case to had left, Rule 3d.—Third Person. Feminine
gender. Singular. Nom. she, Poss. her, Obj. her. Plural. Nom. they,
PRONOUNS.
— PARSING.
195
Poss. their, Obj. them.— Whom is a relative pronoun, relating to she for
its antecedent, with which it agrees in the feminine gender, third person,
singular number, Pule 19th—objective case, governed by sought, Rule
21st.—Recite it, and decline whom.— We is a personal pronoun, first per¬
son, plural number, nominative case to visited, Rule 3d.—Decline it.—
Her is a personal pronoun, personating lady, understood, with which it
agrees in the feminine gender, third person, singular number, Rule 17th—
possessive case, governed by father, Rule 8th.—Recite it, and decline
her.
7. We is a personal pronoun, first person, plural number, nominative
case to will strive, Rule 3d.—Decline it.— Whom is a relative pronoun,
relating to we for its antecedent, with which it agrees in the first person,
plural number, Rule 19th—objective case, governed by instructs, Rule
21st.—Decline it.—He is a personal pronoun, personating instructor, un¬
derstood, with which it agrees in the masculine gender, third person, sin¬
gular number, Rule 17th—nominative case to •instructs, Rule 3d.—De¬
cline it. ,
8. You is a personal pronoun, personating hoys, with which it agrees in
the masculine gender, second person, plural number, Rule 17th—nomi¬
native case to will parse, Rule 3d.—Decline it.— Whom is a relative pro¬
noun, relating to you for its antecedent, with which it agrees in the mas¬
culine gender, second person, plural number, Rule 19th—objective case,
governed by select, Rule 21st.—Decline it.—I is a personal pronoun,
first person, singular number, nominative case to select, Rule 3d.—
Decline it.
9. They is a personal pronoun, third person, plural number, nomina¬
tive case to will come, Rule 3d.—Decline it.— Whom is a relative pro¬
noun, relating to they for its antecedent, with which it agrees in the third
person, plural number, Rule 19th—objective case, governed by wish,
Rule 21st.—Decline it.—You is a personal pronoun, second person, sin¬
gular or plural number, nominative case to wish, Rule 3d.—Decline it.
10. They is a personal pronoun, third person, plural number, nomin¬
ative case to will have finished, Rule 3d.—Decline it.— Whom is a rela¬
tive pronoun, relating to they for its antecedent, with which it agrees in
the third person, plural number, Rule 19th—objective case, governed by
employed, Rule 21st.—Decline it.—He is a personal pronoun, personating
man, understood, with which it agrees in the masculine gender, third
person, singular number, Rule 17th—nominative case to employed, Rule
3d.—His is a personal pronoun, personating man, understood, with which
it agrees in the masculine gender, third person, singular number, Rule
17th—possessive case, governed by work, Rule 8th.—He is a personal
pronoun, personating man, understood, with which it agrees in the mas¬
culine gender, third person, singular number, Rule 17th—nominative
case to arrives, Rule 3d.
11. Me is a personal pronoun, first person, singular number, objective
case, governed by the preposition to, understood, Note 1st to Rule 11th.
The prepositions to and for are often understood, chiefly before the pro¬
nouns.
That is af relative pronoun, relating to hook for its antecedent, with
196
ETYMOLOGY AND SYNTAX.
which, it agrees in the neuter gender, tjiird person, singular number,
Rule 19th—objective case, governed by wanted, Rule 21st.—J is a per¬
sonal pfonoun, fh^t person, singular number, notninative case to wanted,
Rule 3d.
*12. Which is a relative pronoun, relating to sums for its antecedent,
with which it agrees in the neuter gender, third person, plural number,
.Rule 19th—objective case, goyerned by gave, Rule 21st.—I i^a per¬
sonal pronoun^ first person, singular number, nominative case to gave,
Rule 3d.— You is a personal pronoun, personating bogs, with which it
agrees in the masculine gender, second person, plural number, Rule 17th
—objective case, governed by to, understood, Note 1st to Rule 11th.
The prepositions to and for are often understood, chiefly before the
pronouns.
13. Your is a personal pronoun, personating Jane, with which it
agrees in the feminine gender, second person, singular number, Rule 17th
—possessive case, governed by letter, Rule 8th.—Decline it.
14. You is a personal pronoun, personating girls, with which it agrees
in the. feminine gender, second person, plural number, Rule 17th—
nominative case to may get, Rule 3d.— Your is a personal pronoun,
personating girls, with which it agrees in the feminine gender, second
person, plural number, Rule 17th—possessive case, governed by lessons,
Rule 8th.
15. You is a personal pronoun, personating boys, with which it agrees
in the masculine gender, second person, plural number, Rule 17th—
nominative case to may recite, Rule 3d.— Your is a personal pronoun,
personating boys, with which it agrees in the masculine gender, second
person, plural number, Rule 17th—possessive case, governed by lesson,
Rule 8th.
16. You is a personal pronoun, personating students, with which it
agrees in the masculine and feminine gender, second person, plural num¬
ber, Rule 17th—nominative case to may parse, Rule 3d.
You should always recite the Rules as you apply them, and decline the
pronouns, until you understand them.
LESSON" L.—EXERCISES EN PARSING.
1. The man who instructs you, labors faithfully. 2. The boy whom
I instruct, learns well. 3. The lady whose house we occupy, bestows
many charities. 4. She possesses that modesty, which highly adorns a
woman. 5. He that acts wisely, deserves praise. 6. This is the tree
which produces no fruit. 7. Him whom you worship, I declare unto
you. 8. Youths who study, will improve. 9. He whom I serve is eter¬
nal. 10. They that seek wisdom, will find it. 11. From every thing
that you see, derive instruction. 12. Those are the lions, which we saw
in the city. 13. That is the house, which Jack built.
14. I wish all persons, who may parse these examples, to parse them
with facility. 15. Pupils who aspire to fame, should strive to excel each
other. 16. If he will ride with the ladies, whom we saw by themselves,
they will be pleased with his company. 17. The gentleman whom you
PRONOUNS.
—PARSING.
197
e-eha&gobe. 18'.' That is the gentkman, ^wh'&e fi^ttmirslie
told. 1*9. tI -who speak*from, dxperieh^-e"; relate facts. 20. Tfeou who
vlovest*wisdom,'art Aty^il^eSthemed. 21.'- Pupils, you who parsw47m les¬
son, will soon understand "the pronouns. 22. She^ho seeks God, will
find Him. 23. We Who seek^ wisdom, will find it. 24. They-jeltf
empky their time usefully, will rSap the fruits of their labors.
TlSkwords in itali^pyou will not. parse now.
1. Who is a relative pronoun, relating to man for its antecedent, with
which it agrees in the masculine gender, third person, singular number;
Rule 19th—nominative case to instructs, Rule 20th.—You is a personal
pronoun, second person, singular or plural number, objective case,
governed by instructs, Rule 9th.
2. Whom is a relative pronoun, relating to hoy for its antecedent, with
which it agrees in the masculine gender, third person, singular number,
Rule 19th.—objective case, governed by instruct, Rule, 21st.—Jis a per¬
sonal pronoun, first person, singular number, nominative case to instruct,
Rule 3d. \
3. Whose is a relative pronoun, relating to lady for its antecedent,
with which it agrees in the feminine gender, third person, singular
number, Rule 19th—possessive casef governed by house, Rule 8th.—We
is a personal pronoun, first person-; plural number, nominative case to
occupy, Rule 3d.
4. She is a personal pronoun, personating woman, with which it
agrees in the feminine gendw* thirS person, singular number, Rule
17th—nominative case to possesses^ Rule 3d.— Which is a relative pro¬
noun, relating to modesty for its antecedent, with which it agrees in the
neuter gender, third person, singular number, Rule 19th—nominative
case to adorns, Rule 20th.
5. He is a personal pronoun, personating man or hoy, with which it
agrees in the masculine gender, third person, singular number, Rule
17th—nominative case to deserves, Rule 3d.— That is a relative pronoun,
relating to he for its antecedent, with which it agrees in the masculine
gender, third person, singular number, Rule 19th—nominative case to
acts, Rule 20th.
6. Which is a relative pronoun, relating to tree for its antecedent, with
which it agrees in the neuter gender, third person, singular number, Rule
19th—nominative case to prod,uces, Rule 20th.
7. Him is a personal pronoun, personating God, with which it agrees
in the masculine gender, third person, singular number, Rule 17th—ob¬
jective case, governed by declare, Rule 9th.— Whom is a relative pro¬
noun, relating to him for its antecedent, with which it agrees in the
masculine gender, third person, singular number, Rule 19th—objective
case, governed by worship, Rule 21st.— You is a personal pronoun,
second person, singular or plural number, nominative case to worship,
Rule 3d.—I is a personal pronoun, first person, singular number, nomin¬
ative ease to declare, Rule 3d.— You is a personal pronoun, second
person, singular or plural number, objective case, governed by unto,
Rule 11th.
198
ETYMOLOGY AND SYNTAX.
8. Who is a relative pronounj relating to youths for its antecedent,
with which it agrees in the masculine gender, third person, plural num¬
ber, Rule 19th—nominative case to study, Rule 20th.
9. lie is a personal*pronoun, personating God, with which it agrees in
the masculine gender, third person, singular number, Rule 17th—nom¬
inative case to is, Rule 3d. Whom is a relative pronoun, relating to lie
for its antecedent, with which it agrees in the masculine gender, third
person, singular number, Rule 19th—objective case, governed bp-serve,
Rule 21st—I is a personal pronoun, first person, singular number, nom¬
inative case to serve, Rule 3d.
10. They is a personal pronoun, third person, plural number, nomin¬
ative case to will find, Rule 3d.— That is a relative pronoun, relating to
they for its antecedent, with which it agrees in the third person, plural
number, Rule 19th—nominative case to seek, Rule 20th.—It is a per¬
sonal pronoun, personating wisdom, with which it agrees in the neuter
gender, third person, singular number, Rule 17th—objective case, gov¬
erned by will find, Rule 9th.
11. That is a relative pronoun, relating to thing for its antecedent,
with which it agrees in the neuter gender, third person, singular num¬
ber, Rule 19th—objective case, governed by see, Rule 21st.— You is a
personal pronoun, second person, singular or plural number, nominative
case to see, Rule 3d.—Derive is a regular active transitive verb, Im¬
perative mood, second person, singular or plural, agreeing with its nom¬
inative you, understood, Rule 4th.—Conjugate it.
12. Which is a relative pronoun, relating to lions for its antecedent,
with which it agrees in the masculine gender, third person, plural num¬
ber, Rule 19th—objective case, governed by saw, Rule 21st.— We is a
personal pronoun, first person, plural number, nominative case to saw,
Rule 3d.
13. Which is a relative pronoun, relating to house for its antecedent,
with which it agrees in the neuter gender, third person, singular number,
Rule 19th—objective case, governed by built, Rule 21st.
14. /is a personal pronoun, first person, singular number, nominative
case to wish, Rule 3d.— Who is a relative pronoun, relating to persons for
its antecedent, with which it agrees in the masculine and feminine gen¬
der, third person, plural number, Rule 19th—nominative case to may
parse, Rule 20th.— Them is a personal pronoun, personating examples,
with which it agrees in the neuter gender, third person, plural number,
Rule 17th—objective case, governed by to parse, Rule 9th.
15. Who is a relative pronoun, relating to pupils for its antecedent,
with which it agrees in the masculine and feminine gender, third person,
plural number, Rule 19th—nominative case to aspire, Rule 20th.
16. He is a personal pronoun, personating gentleman, with which it
agrees in the masculine gender, third person, singular number, Rule
17th—nominative case to will ride, Rule 3d.— Whom is a relative pro¬
noun, relating to ladies fbr its antecedent, with which it -agrees in the
feminine gender, third person, plural number, Rule 19th—objective
case, governed by saw, Rule 21st.—We is a personal pronoun, first per¬
son, plural number, nominative case to saw, Rule 3d.—Themselves is a
PRONOUNS.—
PARSING.
199
compound personal pronoun, personating ladies, with which it agrees in
the feminine gender, third person, plural number, Rule 17th—objective
case, governed by the preposition by, Rule 11th.—They is a personal pro¬
noun, personating ladies, with which it agrees in the feminine gender,
third person, plural number, Rule 17th—nominative case to will be
pleased, Rule 3d.—His is a personal pronoun, personating gentleman,
with which it agrees in the masculine gender, third person, singular num¬
ber, Rule 17th—possessive case, governed by company, Rule 8th.
17. Whom is a relative pronoun, relating to gentleman for its ante¬
cedent, with which it agrees in the masculine gender, third person, sin¬
gular number, Rule 19th—objective case, governed by to see, Rule
21st.— You is a personal pronoun, second person, singular or plural num¬
ber, nominative case to wish, Rule 3d.
18. Whose is a relative pronoun, relating to gentleman for its ante¬
cedent, with which it agrees in the masculine gender, third person,
singular number, Rule 19th—possessive case, governed by fortune, Rule
8th.—She is a personal pronoun, personating woman, with which it agrees
in the feminine gender, third person, singular number, Rule 17th—no¬
minative case to told, Rule 3d.
19. / is a personal pronoun, first person, singular number, nominative
case to relate, Rule 3d.— Who is a relative pronoun, relating to I for its
antecedent, with which it agrees in the first person, singular number,
Rule 19th—nominative case to speah, Rule 20th.
20. Thou is a personal pronoun, second person, singular number, no¬
minative case to art esteemed, Rule 3d.— Who is a relative pronoun, re¬
lating to thou for its antecedent, with which it agrees in the second per¬
son, singular number, Rule 19th—nominative case to lovest, Rule 20th.
21. You is a personal pronoun, personating pupils, with which it agrees
in the masculine and feminine gender, second person, plural number,
Rule 17th—nominative case to will understand, Rule 3d.— Who is a re¬
lative pronoun, relating to you for its antecedent, with which it agrees in
the masculine and feminine gender, second person, plural number, Rule
19th—nominative case to parse, Rule 20th.
22. She is a personal pronoun, personating woman or girl, with which
it agrees in the feminine gender, third person, singular number, Rule
17th—nominative case to xoill find, Rule 3d.— Who is a relative pro¬
noun, relating to she for its antecedent, with which it agrees in the femi¬
nine gender, third person, singular number, Rule 19th—nominative case
to seeks, Rule 20th.—Him is a personal pronoun, personating God, with
which it agrees in the masculine gender, third person, singular number,
Rule 17th—objective case, governed by will find, Rule 9 th.
23. We is a personal pronoun, first person, plural number, nominative
case to will find, Rule 3d.— Who is a relative pronoun, relating to we for
its antecedent, with which it agrees in the first person, plural number,
Rule 19th—nominative case to seek, Rule 20th.—It is a personal pronoun,
personating wisdom, with which it agrees in the neuter gender, third per¬
son, singular number, Rule 17th—objective case, governed by will find,
Rule 9th.—Third Person. Neuter gender. Singular. Nom. it, Poss. its,
Obj. it. Plural. Nom. they, Poss. their, Obj. them.
200
ETYMOLOGY AND SYNTAX.
24. They is a personal pronoun, personating persons, with which it
agrees in the masculine and feminine gender, third person, plural num¬
ber, Rule 17th—nominative case to will reap, Rule 3d.— Who is a rela¬
tive pronoun, relating to they for its antecedent, with which it agrees in
the masculine and feminine gender, third person, plural number, Rule
19th—nominative case to employ, Rule 20th.—Their is a personal pro¬
noun, personating persons, with which it agrees in the masculine and
feminine gender, third person, plural number, Rule 17th—possessive case,
governed by time, Rule 8th. — Third Person. Masculine gender.
Singular. Nom. he, Poss. his, Obj. him. Plural. Nom. ihey< Poss.
their, Obj. them.
Note 3d to Rule 32d. When and connects two or more nominatives
of different persons, the verb must be plural, and agree in person with
each of its nominatives; and the pronoun representing them must be first
person plural, if one of them is first person; and second person plural, if
they are second and third persons; as, John and thou and I are attached
to our country. James and I love our parents. Paul and you obey your
Instructor, and he has amply rewarded you.
We will parse the preceding examples.
EXERCISES IN PARSING.
1. John and thou and I are attached to our country. 2. James and I
love our parents. 3. Paul and you obey your Preceptor, and he has
amply rewarded you.
1. John is a proper noun, masculine gender, third person, singular
number, nominative case to are attached, Rule 3d. The nominative
case governs the verb.—Thou is a personal pronoun, second person,
singular number, nominative case to are attached, Rule 3d.—I is a
personal pronoun, first person, singular number, nominative case to are
attached, Rule 3d.—Are attached is a regular passive verb, Indicative
mood, Present tense, third, second, and first person, plural number,
agreeing with its nominatives John, thou and I, agreeably to Note 3d to
Rule 32d. When ancl connects two or more nominatives of different
persons, the verb must be plural, and agree in person with each of its
nominatives; and the pronoun representing them must be first person
plural, if one of them is first person; and second person plural, if they
are second and third persons. Our is a personal pronoun, first person,
plural number, possessive case, governed by country, Rule 8th.
2. James is a proper noun, masculine gender, third person, singular
number, nominative case to love, Rule 3d.—I is a personal pronoun, first
person, singular number, nominative case'to love, Rule 3d.—Love is a
regular active transitive verb, Indicative mood, Present tense, third and
first person, plural number, agreeing with its nominatives James and I,
agreeably to Note 3d to Rule 32d.— Our is a personal pronoun, first
person, plural number, possessive case, governed by parents, Rule 8th.
3. Paul is a proper noun, masculine gender, third person, singular
number, nominative case to obey, Rule 3d. You is a personal pronoun,
second person, singular number, nominative case to obey, Rule 3d.—Your
interrogative relatives. — parsing. 201
is a personal pronoun, second person, plural number, possessive case,
governed by preceptor, Rule 8th.—You is a personal pronoun, second
person, plural number, objective case, governed by has revjarded, Rule 9th.
LESSON LI.—Interrogative Relatives.
EXERCISES IN PARSING.
1. Who does that work ? Henry. 2. Whose hat have you ? John's.
8. Whom seest thou? Many persons. 4. Who gave you that book?
My preceptor. 5. Whose house is that? Mr. Thompson's. 6. To
whom did you give the present ? To Eliza. 7. From, whom did you
receive instruction? From, my preceptress. 8. With whom did you
walk? With the ladies. 9. What are you doing? Nothing. 10.
What have you ? A poem. 11. Which is Mr. Brown ? That man is
he. 12. Which are the Misses Smith? Those ladies are they. 13.
Who came with you ? 14. Whose horse is that ? 15. Whom must I
send ? 16. What shall I do ? 17. Which are your horses ?
1. Who is an interrogative relative, a word which relates to a subse¬
quent ; it relates to Henry for its subsequent, with which it agrees in the
masculine gender, third person, singular number, Rule 19th—nominative
case to does, Rule 20th.—Henry is a proper noun, masculine gender, third
person, singular number, nominative case to does, understood, Rule 3d.
2. Whose is an interrogative relative, a word which relates to a subse¬
quent; it relates to John for its subsequent, with which it agrees in the
masculine gender, third person, singular number, Rule 19th—possessive
case, governed by hat, Rule 8th—John is governed by hat, understood,
Rule 8 th.
3. Whom is an interrogative relative, a word which relates to a subse¬
quent; it relates to persons for its subsequent, with which it agrees in
the masculine and feminine gender, third person, plural number, Rule
19th—objective case, governed by seest, Rule 9th—Persons is governed
by see, understood, Rule 9th.
4. Who is an interrogative relative, relating to preceptor for its subse¬
quent, with which it agrees in the masculine gender, third person, singu¬
lar number, Rule 19th—nominative case to gave, Rule 20th.
5. Whose is an interrogative relative, relating to Mr. Thompson for
its subsequent, with which it agrees in the masculine gender, third
person, singular number, Rule 19th—possessive case, governed by house,
Rule 8th.
6. Whom is an interrogative relative, relating to Eliza for its subse¬
quent, with which it agrees in the feminine gender, third person, singu¬
lar number, Rule 19th—objective case, governed by to, Rule 11th.
7. Whom is an interrogative relative, relating to preceptress for its
subsequent, with which it agrees in the feminine gender, third person,
singular number, Rule 19th—objective case, governed by from, Rule 11th.
8. Whom is an interrogative relative, relating to ladies for its subse¬
quent, with which it agrees in the feminine gender, third person, plural
number, Rule 19th—objective case, governed by with, Rule 11th.
202
ETYMOLOGY AND SYNTAX.
9. What is an interrogative relative, relating to nothing, for its subse¬
quent, with which it agrees in the neuter gender, third person, singular
number, Rule 19th—objective case, governed by doing, Rule 10th—
Nothing is governed by doing, understood, Rule 10th.
10. What is an interrogative relative, relating to poem for its subse
quent, with which it agrees in the neuter gender, third person, singular
number, Rule 19th. — Objective case, governed by have, Rule 9th.—
Poem is in the objective case, governed by have, understood, Rule 9th.
11. Which is an interrogative relative, relating to man for its subse¬
quent, with which it agrees in the masculine gender, third person, singu¬
lar number, Rule 19th.—Nominative case to is, Rule 20th.
12. Which is an interrogative relative, relating to ladies for its sub¬
sequent, with which it agrees in the feminine gender, third person, plural
number, Rule 19th—nominative case to are, Rule 20th.
13. Who is an interrogative relative, relating to a subsequent under¬
stood; nominative case to came, Rule 20th.
14. Whose is an interrogative relative, whose subsequent is not ex¬
pressed ; possessive case, governed by horse, Rule 8th.
15. Whom is an interrogative relative, whose subsequent is not ex¬
pressed; objective case, governed by must send, Rule 9th.
16. What is an interrogative relative, relating to a subsequent which
is not expressed; objective case, governed by shall do, Rule 9th.
17. Which is an interrogative relative, whose subsequent is not ex¬
pressed ; nominative case to are, Rule 20th.
In the fiftieth lesson, we have parsed both the personal and relative pro¬
nouns in every example; and we have parsed every example of inter¬
rogative relatives in this lesson; that you may become perfectly familiar
with the order of parsing personal and relative pronouns in the shortest
possible time. If you will read attentively, these two lessons, you will
understand perfectly, the order of parsing the simple relatives, in a few
hours.
LESSON LII.—Compound Relatiyes.
EXERCISES IN PARSING.
1. Whoever takes that oath, is bound to enforce the laws. 2. Whoever
teaches you, at the convent, is an accomplished instructress. 3. Whoever
live to see this Republic forsake her moral and literary institutions, will
behold her liberties prostrated. 4. Whoever steals my purse, steals
trash. 5. Whoever do no good, do harm. 6. Whoever sin, will suffer.
7. Whosoever will be a friend of the world, is the enemy of God.
8. Whosoever love virtue, contemn vice. 9. Whosoever comes, will be
welcome. 10. Whosoever came, were made tvelcome. 11. Whosoever
parses these examples, will soon learn to parse compound relatives.
12. Whosoever act uprightly, are esteemed on earth, and they will be
rewarded in heaven. |
13. James, send whomever you may see, that is a good artist, to my.
house. 14. Robert, send whomever you may find, that is a competent
COMPOUND RELATIVES.
— PARSING.
203
instructress, to our school. 15. John, invite whomever you may see, of
respectability, to the wedding. 16. Henry, tell whomever you may
select, that is a good seamstress, to go to our establishment. 17. Paul,
inform whomever you may find, that are competent instructors, that we will
employ them.
18. I believe what he says. 19. He speaks what he knows. 20. I
heard what he said. 21. This is what I wanted. 22. What you recol¬
lect with most pleasure, are the virtuous actions of your. past life.
23. What the United States export and import, are learned from the sta¬
tistical tableau of the secretary o/the treasury. 24. Whatever purifies
the heart, also fortifies it. 25. Whatever is evil, should be avoided.
26. Whatever we would have others to do unto us, should be done to them.
27. Whatsoever he tells you to pursue, should be done. 28. Whatso¬
ever our Savior taught, are preached by our ministers o/the gospel through¬
out Christendom.
The words in italics you will not parse, until you shall have learned
the order of parsing those parts of speech.
1. Whoever is a compound relative, a word which includes both the
antecedent and the relative, it is equivalent to he who. Re is a personal
pronoun, personating man, with which it agrees in the masculine
gender, third person, singular number, Rule 17th—nominative case to
is bound, Rule 3d. Who is a relative pronoun, relating to he for its
antecedent, with which it agrees in the masculine gender, third person,
singular number, Rule 19th—nominative case to tahes, Rule 20th.
2. Whoever is a compound relative, equivalent to she who. . She is a
personal pronoun, personating instructress, with which it agrees in the
feminine gender, third person, singular number, Rule 17th—nominative
case to is, Rule 3d.— Who is a relative pronoun, relating to she for its
antecedent, with which it agrees in the feminine gender, third person,
singular number, Rule 19th—nominative case to teaches, Rule 20th.
3. Whoever is a compound relative, equivalent to they who. They is
a personal pronoun, personating persons, with which it agrees in the
masculine and feminine gender, third person, plural number, Rule 17th
—nominative case to will behold, Rule 3d.— Who is a relative pronoun,
relating to they for its antecedent, with which it agrees in the masculine
and feminine gender, third person, plural number, Rule 19th—nomin¬
ative case to live, Rule 20th.
4. Whoever is a compound relative, equivalent to he who, or she who.
He is a personal pronoun, personating man or boy, with which' it agrees
in the masculine gender, third person, singular number, Rule 17th—
nominative case to the latter steals, Rule 3d.— Who is a relative pro¬
noun, relating to he for its antecedent, with which it agrees in the mas¬
culine gender, third person, singular number, Rule 19th—nominative case
to the former steals, Rule 20th.
5. Whoever is a compound relative, equivalent to they who. They is
a personal pronoun, personating persons, with which it agrees in the mas¬
culine and feminine gender, third person, plural number, Rule 17th—
nominative case to the latter do, Rule 3d.—Who is a relative pronoun,
204
ETYMOLOGY AND SYNTAX.
relating to they for its antecedent, with which it agrees in the masculine
and feminine gender, third person, plural number, Rule 19th—nomin¬
ative case to the former do, Rule 20th.
7. Whosoever is a compound relative, equivalent to he who, or she who.
—He is a personal pronoun, personating man, with which it agrees in
the masculine gender, third person, singular number, Rule 17th—nomin¬
ative case to is, Rule 3d.— Who is a relative pronoun, relating to he
for its antecedent, with which it agrees in the masculine gender, third
person, singular number, Rule 19 th—nominative case to will he,
Rule 20th.
8. Whosoever is a compound relative, equivalent to they who.— They
is a personal pronoun, personating persons, with which it agrees in the
masculine and feminine gender, third person, plural number, Rule
17th—nominative case to contemn, Rule 3d.— Who is a relative pronoun,
relating to they for its antecedent, with which it agrees in the masculine
and feminine gender, third person, plural number, Rule 19th—nomin¬
ative case to love, Rule 20th.
13. Whomever i/ a compound relative, equivalent to him whom.—
Him is a personal pronoun, personating man, with which it agrees in
the masculine gender, third person, singular number, Rule 17th—ob¬
jective case, governed by send, Rule 9th.— Whom is a relative pronoun,
relating to him for its antecedent, with which it agrees in the masculine
gender, third person, singular number, Rule 19th—objective case, gov¬
erned by may see, Rule 21st.
14. Whomever is a compound relative, equivalent to her whom.—Her
is a personal pronoun, personating lady, with which it agrees in the
feminine gender, third person, singular number, Rule 17th—objective
case, governed by send, Rule 9th. Whom is a relative pronoun, relating
to her for its antecedent, with which it agrees in the feminine gender/
third person, singular number, Rule 19th—objective case, governed by
may find, Rule 21st.
15. Whomever is a compound relative, equivalent to them whom.—
Them is a personal pronoun, personating persons, with which it agrees
in the masculine and feminine gender, third person, plural number, Rule
17th—objective case, governed by invite, Rule 9th. Whom is a relative
pronoun, relating to them for its antecedent, with which it agrees in the
masculine and feminine gender, third person, plural number, Rule 19th—
objective case, governed by may see, Rule 21st.
17. Whomever is a compound relative, equivalent to them whom.—
Them is a personal pronoun, personating men or instructors, with which
it agrees in the masculine gender, third person, plural number, Rule
17th—objective case, governed by inform, Rule 9th.— Whom is a rela¬
tive pronoun, relating to them for its antecedent, with which it agrees in
the masculine gender, third person, plural number, Rule 19th—objective
case, governed by may find, Rule 21st.
18. What is a compound relative, equivalent to that which. That is
a common noun, neuter gender, third person, singular number, objective
case, governed by believe, Rule 9th.— Which is a relative pronoun, relat¬
ing to that for its antecedent, with which it agrees in the neuter gender,
COMPOUND RELATIVES.—PARSING. 205
third person, singular number, Rule 19th—objective case, governed by
says, Rule 21st.
19. What is a compound relative, equivalent to that which. That is
a common noun, neuter gender, third person, singular number, objective
case, governed by speaks, Rule 9th.— Which is a relative pronoun, relat¬
ing to that for its antecedent, with which it agrees in the neuter gender,
third person, singular number, Rule 19th—objective case, governed by
knows, Rule 21st.
20. What is a compound relative, equivalent to that which. That is
a common noun, neuter gender, third person, singular number, objective
case, governed by heard, Rule 9th.— Which is a relative pronoun, relat¬
ing to that for its antecedent, with which it agrees in the neuter gender,
third person, singular number, Rule 19th—objective case, governed by
said, Rule 21st.
21. What is a compound relative, equivalent to that which. That is
a common noun, neuter gender, third person, singular number, nomina¬
tive case after is, Rule 22d. The verb to he should have the same case
after it as before it, when both words signify the same person or thing.
— Which is a relative pronoun, relating to that for its antecedent, with
which it agrees in the neuter gender, third person, singular number,
Rule 19th—objective case, governed by wanted, Rule 21st.
22. What is a compound relative, equivalent to those things which.—
Those is a demonstrative adjective, and belongs to things, Rule 28th.
Adjectives belong to, and qualify or restrict nouns, expressed or under¬
stood.— Things is a common noun, neuter gender, third person, plural
number, nominative case to are, Rule 3d.— Which is a relative pronoun,
relating to things for its antecedent, with which it agrees in the neuter
gender, third person, plural number, Rule 19th—objective ease,
governed by recollect, Rule 21st.—Actions is in the nominative case after
are, Rule 22d.
23. What is a compound relative, equivalent to those things which.
Those is a demonstrative adjective, and belongs to things, Rule 28th.
Things is a common noun, neuter gender, third person, plural number,
nominative case to are learned, Rule 3d.— Which is a relative pronoun,
relating to things for its antecedent, with which it agrees in the neuter
gender, third person, plural number, Rule 19th—objective case,
governed by export, Rule 21st.—("And what the United States import.")
Import is third person, plural, agreeing with its nominative United States,
understood, Rule 4th.
24. Whatever is a compound relative, equivalent to that which.—That
is a common noun, neuter gender, third person, singular number, nomi¬
native case to fortifies, Rule 3d.— Which is a relative pronoun, relating
to that for its antecedent, with which it agrees in the neuter gender,
third person, singular number, Rule 19th—nominative case to purifies,
Rule 20th.
26. Whatever is a compound relative, equivalent to those things which.
— Those is a demonstrative adjective, and belongs to things, Rule 28th.
— Things is a common noun, neuter gender, third person, plural number,
nominative case to should he done, Rule 3d.— Which is a relative pro-
206
etymology and syntax.
noun, relating to things for its antecedent, with wMcF it agrees in the
neuter gender, third person, plural number, Rule 19th objective case,
governed by to do, Rule 21st.
27. Whatsoever is equivalent to that which.
28. Whatsoever is equivalent to those things which.
In the third example, forsake is in the Infinitive mood, without the
sign to prefixed, Rule 25th.
LESSON" LIIL—Compound Personal Pronouns.
EXERCISES IN PARSING.
I. Julia injured her book, and soiled mine: hers is better than mine.
2. My friend sacrificed his fortune to secure yours: his deeds deserve
reward; yours merit disgrace. 3. Henry's labors are past; thine are to
come. 4. We leave your forests of beasts for ours of men. 5. My sword
and yours are kin. 6. That book is mine; this book is yours. 7. George
brought my books, and left his. 8. Boys, take your pens, but leave ours.
9. The boys have taken our hats, and left theirs. 10. Girls, you know
your lessons, but the boys do not know theirs.
II. Boys, recite your lesson : the girls have recited theirs. 12. I bought
those books for George and myself. 13. John, you must go to school by
yourself. 14. James has gone to town by himself. 15. The hay stack
fell of itself. 16. Eliza came to school by herself. 17. Girls, you must
play by yourselves; and boys, you must play by yourselves. 18. Nurse,
do not let the children hurt themselves. 19. Every man is accountable
for himself. 20. They settled it among themselves. 21. Calumny and
detraction are sparks which, if you do not blow, will go out of themselves.
22. Every church and sect has opinions peculiar to itself. 23. Horace,
we will play by ourselves. 24. Students, you should endeavor to parse
these examples by yourselves.
Parse only the articles, nouns, pronouns, and verbs; and when you
revise, you will parse every word.
1. Mine is a compound personal pronoun, a word which includes both
the possessor and the thing possessed : it is equivalent to my hook.—My
is a personal pronoun, first person, singular number, possessive case, gov-
erned_ by hook, Rule 8th.—First Person, Singular, Norn. I, Poss. my
or mine, Obj. me. Plural, Nom. we, Poss. our or ours, Obj. us. Book
is a common noun, neuter gender, third person, singular number, objective
case, governed by soiled, Rule 9th.—Hers is a compound personal pro¬
noun, equivalent to her hook. Her is a personal pronoun, personating
Julia, with which it agrees in the feminine gender, third person, singu¬
lar number, Rule 17th—possessive case, governed by hook, Rule 8th.—
Third Person, Feminine gender, Singular, Nom. she, Poss. her or hers,
Obj. her. Plural, Nom. they, Poss. their or theirs, Obj. them.—Book is
a common noun, neuter gender, third person, singular number, nominative
case to is, Rule 3d.—Mine is a compound personal pronoun, equivalent to
my book. My is a personal pronoun, first person, singular number, pos-
COMPOUND PERSONAL PRONOUNS. — PARSING. 207
sessive case, governed by booh, Rule 8th.—Decline it. Booh is a com¬
mon noun, neuter gender, third person, singular number, nominative case
to is understood, Rule 23d. A noun or pronoun following the conjunc¬
tion than or as, is nominative to a verb, or governed by a verb, participle,
ox preposition, expressed or understood.
2. Yours is a compound personal pronoun, equivalent to your fortune.
Your is a personal pronoun, second person, singular number, possessive
case, governed by fortune, Rule 8th.—Decline it.—Fortune is a common
noun, neuter gender, third person, singular number, objective case, gov¬
erned by to secure, Rule 9th.— Yours is a compound personal pronoun,
equivalent to your deeds.—Your is a personal pronoun, second person,
singular number, possessive case, governed by deeds, Rule 8th.—Deeds is
a common noun, neuter gender, third person, plural number, nominative
case to merit, Rule 3d.
3. Thine is a compound personal pronoun, equivalent to thy labors.—
Thy is a personal pronoun, second person, singular number, possessive
case, governed by labors, Rule 8th.—Labors is a common noun, neuter
gender, third person, plural number, nominative case to are, Rule 3d.
4. Ours is a compound personal pronoun, equivalent to our forests.—•
Our is a personal pronoun, first person, plural number, possessive case,
governed by forests, Rule 8th.—Forests is a common noun, neuter gen¬
der, third person, plural number, objective case, governed by for, Rule
11th.
5. Yours is a compound personal pronoun, equivalent to your sword.—
Your is a personal pronoun, second person, singular number, possessive
case, governed by sword, Rule 8th.—Sioord is a common noun, neuter
gender, third person, singular number, nominative case to are, Rule 3d.—
Are is third person, plural, agreeing with its nominatives sword and sword,
which are copulatively connected, Rule 32d.—Kin is a noun, nominative
case after are, Rule 22d.
6. Mine is a compound personal pronoun, equivalent to my booh.—My
is a personal pronoun, first person, singular number, possessive case,
governed by booh, Rule 8th.—Booh is a common noun, neuter gender,
third person, singular number, nominative case after is, Rule 22d.—■
Yours is a compound personal pronoun, equivalent to your book.—Your
is a personal pronoun, second person, singular number, possessive case,
governed by booh, Rule 8th.—Booh is a common noun, neuter gender,
third person, singular number, nominative case after is, Rule 22d.
7- His is a compound personal pronoun, equivalent to his books.—His
is a personal pronoun, personating George, with which it agrees in the
masculine gender, third person, singular number, Rule 17th—possessive
case, governed by books, Rule 8th.—Books is a common noun, neuter
gender, third person, plural number, objective case, governed by left,
Rule 9th.
8. Ours is a compound personal pronoun, equivalent to our pens.—
Our is a personal pronoun, first person, plural number, possessive case,
governed by pens, Rule 8th.—Pens is a common noun, neuter gender,
third person, plural number, objective case, governed by leave, Rule 9th.
9. Theirs is a compound personal pronoun, equivalent to their hats.—
208
ETYMOLOGY AND SYNTAX.
Their is a personal pronoun, personating hoys, with which it agrees in
the masculine gender, third person, plural number, Rule 17th—posses¬
sive case, governed by hats, Rule 8th.—Hats is a common noun, neuter
gender, third person, plural number, objective case, governed by left,
Rule 9th.
10. Theirs is a compound personal pronoun, equivalent to their lessons.
— Their is a personal pronoun, personating hoys, with which it agrees in
the masculine gender, third person, plural number, Rule 17th—posses¬
sive case, governed by lessons, Rule 8th.—Lessons is a common noun,
neuter gender, third person, plural number, objective case, governed by
do know, Rule 9th.
11. Theirs is a compound personal pronoun, equivalent to their lesson.
— Their is a personal pronoun, personating girls, with which it agrees in
the feminine gender, third person, plural number, Rule 17th—possessive
case, governed by lesson, Rule 8th.—Lesson is a common noun, neuter
gender, third person, singular number, objective case, governed by have
recited, Rule 9th.
12. Myself is a compound personal pronoun, first person, singular num¬
ber, objective case, governed by for, Rule 11th.
13. Yourself is a compound personal pronoun, personating John, with
which it agrees in the masculine gender, second person, singular number,
Rule 17th—objective case, governed by the preposition hy, Rule 11th.
14. Himself is a compound personal pronoun, personating James, with
which it agrees in the masculine gender, third person, singular number,
Rule 17th—objective case, governed by hy, Rule 11th.
15. Itself is a compound personal pronoun, personating stack, with
which it agrees in the neuter gender, third person, singular number,
Rule 17th—objective case, governed by of, Rule 11th.
16. Herself is a compound personal pronoun, personating Eliza, with
which it agrees in the feminine gender, third person, singular number,
Rule 17th—objective case, governed by hy, Rule 11th.
17. Yourselves is a compound personal pronoun, personating girls, with
which it agrees in the feminine gender, second person, plural number,
Rule 17th—objective case, governed by hy, Rule 11th.—Yourselves is a
compound personal pronoun, personating hoys, with which it agrees in
the masculine gender, second person, plural number, Rule 17th—objec¬
tive case, governed by hy, Rule 11th.
18. Themselves is a compound personal pronoun, personating children,
with which it agrees in the masculine and feminine gender, third person,
plural number, Rule 17th—objective case, governed by hurt, Rule 9th.
22. Itself is a compound personal pronoun, personating church or sect,
with which it agrees in the masculine and feminine gender, third person,
singular number, Rule 17th—objective case, governed by to, Rule 11th.
LESSON LIV.—EXERCISES IN PARSING.
1. Of whom did you buy your books ? Of a bookseller. 2. "Whom
is the preceptor hearing recite ? John and Jane. 3. Preceptor, whom
are you instructing ? Many pupils. 4. Who is there ? A gentleman.
FALSE SYNTAX CORRECTED.'
209
5. Who built that house ? Mr. Brown. 6. Which is Mr. Brown ?
That gentleman is he. 7. Whose plantation is that? Mr. Mason's.
8. What have you to sell ? Corn. 9. I will try what can be found in
female delicacy. 10. Learn to unlearn what you have learned amiss.
11. Inform whomsoever you may see, that is a competent instructor,
that I will employ him. 12. Modesty is a quality that highly adorns a
woman.
13. He is a friend, who is faithful in adversity. 14. He is the same
man, that we saw yesterday. 15. Those are the trees that we planted.
16. This is the lion that broke his cage. 17. The horse which he
purchased, is a noble animal. 18. This is the pen which you gave to
me. 19. He is the friend that relieved your wants. 20. They that
reprove us, may be our best friends. 21. From every thing that you
see, derive instruction. 22. These are the worms, which destroy the
cotton. 28. Those are the lions which we saw in the city. 24. I am
the Lord that maketh all things; that stretcheth forth the heavens alone;
that spreadeth abroad the earth by myself.
Explanations. 9. What is equivalent to that which. 10. What is
equivalent to those things which. Learn is transitive, the action ter¬
minates on the rest of the sentence, which, after you parse, you say, it is
in the objective ease, governed by learn, Rule 14th.—11. Whomsoever
is equivalent to him whom.—Him is governed by inform, and whom is
governed by may see.
You will parse only the articles, nouns, pronouns and verbs, now, and
when you revise, you will parse every word.
LESSON LV.—EXERCISES IN FALSE SYNTAX.
Note 2d to Rule 17th. When a noun or pronoun governs a verb, it
must be in the nominative case.
1. Him and I will go to town. 2. How does thee do ? 3. Is
thee well ? 4. Him and me went to the city. 5. Thee must be atten¬
tive. 6. Him who is careless, will not improve. 7. They can write
as well as me. 8. This is the man, whom was expected. 9. Her and
I deserve esteem. 10. I have made greater proficiency than him. 11.
Whom, of all my acquaintances, do you think, was there ? 12. Whom,
for the sake of his important services, had an office of honor bestowed
upon him.
1. Incorrect. Him is in the objective case, and it should be in the
nominative case, with I, to will go; agreeably to Note 2d to Rule 17th.
When a noun or pronoun governs a verb, it must be in the nominative
case.—Him should be he, and the sentence should read, " He and I will
go to town."
2. Incorrect. Thee is in the objective case, and it should be in the nom¬
inative case to the verb, which should be dost do, or do do, to agree with
14
210
ETYMOLOGY AND SYNTAX.
its nominative; Note 2d to Rule 17th.—Recite it.—Thee should he thou
or you, and the sentence should read, " How dost thou do ?" or " How do
you do?"
3. Incorrect. Thee is in the objective case, and it should be in the
nominative case to the verb, which should be art or are, to agree with
its nominative; Note 2d.—Thee should be thou ox you, and the sentence
should read, "Art thou well ?" or "Are you well ?"
4. Incorrect. Him and me are in the objective case, and they should
be in the nominative case to went, Note 2d. Him and me should be
he and I, and the sentence should read, " He and I went to the city."
5. Incorrect. Thee is in the objective case, and it should be in the
nominative case to must he ; Note 2d.— Thee should be thou or you, and
the sentence should read, "Thou must be attentive;" or "You must be
attentive."
6. Incorrect. Him is in the objective case, and it should be in the
nominative case to will improve; Note 2d.—Him should be he, and the
sentence should read, " He who is careless, will not improve."
7. Incorrect. Me is in the objective case, and it should be in the
nominative case to can write, understood, Note 2d and Rule 23d.—Me
should be I, and the sentence should read, " They can write as well as I."
8. Incorrect. Whom is in the objective case, and it should be in the
nominative case to was expected ; Note 2d.— Whom should be who, and
the sentence should read, "This is the man, who was expected."
9. Incorrect. Her is in the objective case, and it should be in the
nominative case with I, to deserve; Note 2d.—Her should be she, and
the sentence should read, "She and I deserve esteem."
10. Incorrect. Him is in the objective case, and it should be in the
nominative case to has made, understood; Note 2d and Rule 23d. A
noun or pronoun following the conjunction than or as, is nominative to
a verb, or governed by a verb, participle, or preposition, expressed or
understood.—Him should be he, and the sentence should read, " I have
made greater proficiency than he."
11. Incorrect. Whom is in the objective case, and it should be in
the nominative case to was, Note 2d.— Whom should be who, and the
sentence should read, "Who, of all my acquaintances, do you think, was
there ?"
12. Incorrect. Whom is in the objective case, and it should be in
the nominative case to had; Note 2d.— Whom should be who, and the
sentence should read, " Who, for the sake of his important services, had
an office of honor bestowed upon him."
Bestowed is a perfect participle, and belongs to office, Rule 27th.
EXERCISES IN FALSE SYNTAX.
Note 3d to Rule 17th. A.personal pronoun should not be used in the
same member of the sentence with the noun which it represents.
1. The men they are there. 2. I saw him the king. 3. Our cause
it is just. 4. Many words they darken speech. 5. That noble general
who had gained so many victories, he died, at last, in prison. 6. We
FALSE .S YNTAX CORRECTED.
211
scorn those persons who, instead of going about doing good, they are
continually doing evil. 7. The cares of this world, they often choke the
growth of virtue. 8. The man who entertains such an opinion, he
judges erroneously.
1. Incorrect. They is used in the same member of the sentence with
men, which it represents. Note 3d to Rule 17th is violated, which says,
"A personal pronoun should not be used in the same member of the
sentence with the noun which it represents." They should be rejected,
and the sentence should read, "The men are there."
2. Incorrect. Him is used in the same member of the sentence with
king, which it represents. Note 3d is violated, which says,—Recite it.
—Him should be rejected, and the sentence should read, "I saw the
king."
3. Incorrect. It is used in the same member of the sentence with
cause, which it represents. Note 3d is violated, which says,—Recite it.
—It should be rejected, and the sentence should read, "Our cause is
just."
4. Incorrect. They is used in the same member of the sentence with
words, which it represents. Note 3d is violated, which says,—Recite it.
—They should be rejected, and the sentence should read, "Many words
darken speech."
5. Incorrect. He is used in the same member of the sentence with
general, which it represents. Note 3d is violated, which says,—Recite
it.—He should be rejected, and the sentence should read, "That noble
general who had gained so many victories, died, at last, in prison."
6. Incorrect. They is used in the same member of the sentence with
the relative who; which is nominative to are. Note 3d is violated,
which says,—Recite it.—They should be rejected, and the sentence
should read, "We scorn those persons who, instead of going about doing
good, are continually doing evil."
7. Incorrect. They is used in the same member of the sentence with
cares, which it represents. Note 3d is violated, which says,—Recite it.
They should be rejected, and the sentence should read, "The cares of this
world often choke the growth of virtue."
8. Incorrect. He is used in the same member of the sentence with
man, which it represents. Note 3d is violated, which says,—Recite it.
He should be rejected, und the sentence should read, " The man who
entertains such an opinion, judges erroneously."
EXERCISES IN FALSE SYNTAX.
Note 4th to Rule 17th. The pronoun them is often improperly used
to qualify nouns, instead of the demonstrative adjective those. Pro¬
nouns never qualify nouns, but this property belongs to demonstrative
adjectives.
1. Remove them papers from the desk. 2. Give me them books.
3. Give them men their discharge. 4. Observe them three there.
5. Which of them two persons deserves the more esteem ? 6. Bring me
212
ETYMOLOGY AND SYNTAX.
tliem books. 7. Which of them three men deserves the most credit?
8. Can you not pen them cattle-? 9. Which of them horses do you pre¬
fer ? 10. Will you accompany them ladies to the city ? 11. Plant them
trees in the orchard. 12. Give them marbles to John.
1. Incorrect. Them is improperly use to qualify papers, instead of
those, agreeably to Note 4th to Rule 17th, which says,—Recite it.—The
sentence should read, " Remove those papers from the desk."
2. Incorrect. Them is improperly prefixed to hooks, instead of those,
agreeably to Note 4th to Rule 17th, which says,—Recite it.—The sen¬
tence should read, " Give me those books."
3. Incorrect. Them is improperly prefixed to men, instead of those,
agreeably to Note 4th, which says, &c. The sentence should read, "Give
those men their discharge."
4. Incorrect. Them is improperly prefixed to persons or things, un¬
derstood, instead of those, agreeably to Note 4th, which says, &c.—Recite
the Note every time you apply it.—The sentence should .read, "Observe
those three there."
5. Incorrect. Them is improperly prefixed to persons, instead of those,
agreeably to Note 4th, which says, &c. The sentence should read, " Which
of those two persons deserves the more esteem ?"
6. Incorrect. Them is improperly prefixed to hooks, instead of those,
agreeably to Note 4th.—The sentence should read, "Bring me those
books."
7. Incorrect. Them is improperly prefixed to men, instead of those,
agreeably to Note 4th.—The sentence should read, "Which of those three
men deserves the most credit ?"
8. Incorrect. Them is improperly prefixed to cattle, instead of those,
agreeably to Note 4th.—The sentence should read, " Can you not pen
those cattle ?"
9. Incorrect. Them is improperly prefixed to horses, instead of those,
agreeably to Note 4th.—The sentence should read, "Which of those
horses do you prefer ?"
10. Incorrect. Them is improperly prefixed to ladies, instead of those,
agreeably to Note 4th.—The sentence should read, " Will you accompany
those ladies to the city?"
11. Incorrect. Them is improperly prefixed to trees, instead of those,
agreeably to Note 4th.—The sentence should read, "Plant those trees in
the orchard."
12. Incorrect. Them is improperly prefixed to marhles, instead of
those, agreeably to Note 4th.—The sentence should read, " Give those
marbles to John."
We have defined the Pronouns agreeably to our capacity, and °iven
every Order of parsing them; and correcting False Syntax, in which the
three Notes under the 17th Rule, are violated.
PARTICIPLE.
213
PARTICIPLE.
LECTURE YI.—LESSON LYI.
PARTICIPLE.
Q. 1. What is a participle?
A. A Participle is a word derived from a verb, and it
partakes of tbe nature of a verb, and also of an adjective.
Q. 2. How many participles have verbs ?
A. Yerbs bave three participles, the present or imperfect,
the perfect, and the compound. *
Q. 8. What does the Present or Imperfect participle denote ?
A. The Present Participle denotes an unfinished action or
being. It always ends in ing; as, ruling, being, "I am writing
a letter."
Q. 4. What does the Perfect participle denote ?
A. The Perfect Participle denotes a finished action or being
When derived from a Regular verb, it ends in ed, and corre¬
sponds with the Imperfect tense ; as, ruled, smiled, " The letter
is written."
Q. 5. What does the Compound participle imply ?
A. The Compound Participle implies action or being com¬
pleted before the time to which we refer. • It is always formed
by prefixing having to the Perfect participle; as, uHaving ruled;
having been ruled;" "Having written the letter, he mailed it."
Q. 6. From what word is the term Participle derived ?
A. From the Latin word participio, which signifies to 'par¬
take ; and this name is given to this part of speech, because it
partakes of the nature of a verb, and also of an adjective.
Q. 7. Participles often become adjectives. Can you tell me when they
are parsed as adjectives ?
A. When Participles are placed before nouns, they become
adjectives; as, A loving companion; The rippling stream; The
roaring wind; A jumping horse; A. wilted leaf; An accomplished
scholar.
Q. 8. When do we parse the same words as participles?
A. When Participles are placed after nouns, or pronouns,
we parse them as participles; as, The stream is rippling ; See
214
ETYMOLOGY AND SYNTAX.
those leaves, wilted on the trees; That gentleman is a scholar,
accomplished in his manners; The horse is jumping; John is
reading; James is writing a letter; He is playing; She is skip¬
ping the rope.
Q. 9. Do Compound participles ever become adjectives?
A. They do not. The Present and Perfect participles only,
become adjectives, when they are prefixed to nouns.
Q. 10. Will you read the following examples, in which the same words
are used as participles and adjectives ?
1st. As Participles. 2d. As Participial Adjectives.
See the Sun setting. Behold the setting Sun.
Behold the Moon rising See the rising Moon.
The wind is roaring. Hear the roaring wind.
See the ship anchored. There is an anchored vessel.
The stream is running. Here is a running stream.
The dog is barking. That is a barking dog.
The man is sleeping. Awake the sleeping man.
Have him subdued. That is a subdued lion.
Let him become grown. That is a grown panther.
Have him bound. He is a bound apprentice.
Have the work executed. Behold the executed man.
Have your horse broken. You have a broken knife.
Have him chosen. He is a chosen officer.
Have the shingles shaved. Those are shaved shingles.
Have your picture drawn. That was a drawn race.
Have your timber hewn. This is hewn timber.
Q. 11. Why are these words called participial adjectives ?
A. Because they are used either as participles or adjectives.
But they are parsed like other adjectives.
Q. 12. How do we form the Present participle of any verb ?
A. By adding ing to its present tense; as, love, loving; rule,
ruling; talk, talking; think, thinking.
Q. 13. How do we form the Perfect participle of Regular verbs ?
A. By adding d or ed to the present tense; as, walk, walked; talk,
talked; love, loved; rule, ruled.
Q. 14. How do we form the Compound participle of verbs ?
A. By prefixing the word having to the Perfect participle of any
verb; as, Having walked; having talked; having loved; having
ruled.
Q. 15. Do Present participles ever become nouns ?
A. They do, frequently; as, He is a man of a good under-
PARTICIPLE.
215
standing ; That is excellent writing ; He made a good beginning,
but a bad ending.
Q. 16. In the preceding examples, the words in italics are called par¬
ticipial nonns. Why are they so called ?
A. Because they may be used as participles or nouns. But
they are parsed like other nouns.
Q. 17. Will yon read the following constructions which were formerly
used by our best speakers and writers ?
A. The goods are selling; The house is building; The work is now
publishing.
Q. 18. Can you tell me how such sentences are now constructed by
our best speakers and writers ?
A. The goods are being sold; The house is being built; The
work is now being published.
Q. 19. What are setting, building, and publishing ?
A. They are Present active participles.
Q. 20. What are being sold, being built, and being published?
A. They are Present passive participles.
Q. 21. Can you speak the following participles, if I give out to you
the Present participle of each ?
Present.
Perfect.
Compound.
A. Learning,
learned,
Having learned.
Walking,
walked,
Having walked.
Talking,
talked,
Having talked.
Smiling,
smiled,
Having smiled.
Loving,
loved,
Having loved.
Ruling,
ruled,
Having ruled.
Seeing,
seen,
heard,
Having seen.
Hearing,
Having heard.
Feeling,
felt,
Having felt.
Thinking,
thought,
Having thought.
Knowing,
known,
Having known.
Choosing,
chosen,
Having chosen.
Being,
been,
Having been.
Sitting,
sat,
Having sat.
Standing,
stood,
slept,
Having stood.
Sleeping,
Having slept.
hying, _
lain,
appeared,
Having lain.
Appearing,
Having appeared.
Looking,
looked,
'reposed,
Having looked.
Reposing, -
Having reposed.
Being seen,
Being ground,
seen,
ground,
Having been seen.
Having been ground.
Being known,
known,
Having been known.
216
etymology and syntax.
Present.
Being chosen,
Being sold,
Being built,
Being published,
Being heard,
Being caught,
Being frozen,
Being bound,
Being written,
Being conquered,
Being loved,
Being ruled,
Being punished,
, Being subdued,
Being learned,
Being anchored,
Being sailed,
Being managed,
Being reduced,
Being related,
Being discovered,
Perfect.
chosen,
sold,
built,
published,
heard,
caught,
frozen,
bound,
written,
conquered,
loved,
ruled,
punished,
subdued,
learned,
anchored,
sailed,
managed,
reduced,
related,
discovered,
Compound.
Having been chosen.
Having been sold.
Having been built.
Having been published.
Having been heard.
Having been caught.
Having been frozen.
Having been bound.
Having been written.
Having been conquered.
Having been loved.
Having been ruled.
Having been punished.
Having been subdued.
Having been learned.
Having been anchored.
Having been sailed.
Having been managed.
Having been reduced.
Having been related.
Having been discovered.
Q. 22. What are the first twelve participles in this list called ?
A. They are called Active participles, because they are
derived from active verbs.
Q. 23. What are the next eight participles in this list called ?
A. They are called Neuter participles, because they are de¬
rived from neuter verbs.
Q. 24. What are the other twenty-four participles in this list called ?
A. They are called Passive participles, because they are de¬
rived from passive verbs.
Q. 25. Can you recite the Order of parsing the participle ?
A. It is, A participle, and why?—from what verb is it
derived ?—speak the three—present, perfect, or compound,
and why?—to what noun or pronoun does it refer or belong?
Rule.
Q. 26. What Rule applies in parsing Present participles ?
A. Rule 26th. The present participle refers to some noun
or pronoun as its subject, object, or actor; as, The trees
are standing; The house is being built; He is writing a letter.
Q. 27. What Rule applies in parsing the Perfect and Compound par¬
ticiples ?
A. Rule 27th. The perfect and compound participles be¬
long, like adjectives, to some noun or pronoun, expressed or
PARTICIPLE.
— PARSING.
217
understood; as, I saw the boy abused; John having written his
letter, sent it to the office.
Q. 28. What Rule applies in parsing Participial adjectives?
A. Rnle 28th. Adjectives belong to, and qualify or restrict
nouns, expressed or understood; as, "He is a good, as well as
a wise man;" "He is a loving companion;" "His hat cost ten
dollars."
Q. 29. What Rule applies in parsing a noun or pronoun in the objec¬
tive case, governed by a participle ?
A. Rule 10th. Participles have the same government as
the verbs have, from which they are derived; as, " The tutor
is instructing his pupils."
The Participle has been clearly defined. We will next parse many
examples of the three participles of verbs.
LESSON LVIL—EXERCISES IN PARSING.
1. Orlando left the herd grazing. 2. The hunters heard the dogs
barking. 3. The fox has heard the sportman's horn sounding. 4. The
boats are floating on the river. 5. The Sun approaching, melts the
snow. 6. Pale Cynthia declining, clips the horizon. 7. Man beholds
the twinkling stars adorning night's blue arch. 8. The stranger saw the
thistle bending. 9. I see two boys running a race. 10. The tutor
is instructing his pupils. 11, We obtain wisdom, by studying the laws
of nature. 12. They have been mowing hay. 13. We are parsing these
examples.
14. He is reciting his lesson. 15. You are reading a speech, de¬
livered by Cicero, the great orator, philosopher, and statesman of Rome.
16. The clerk is reading a decision, rendered, written, signed, sealed, and
delivered to him by the judge. 17. He being ridiculed and despised,
left the institution. 18. The general being slain, the army was routed.
19. I, having recited my lesson, will write a letter. 20. The rain having
ceased, the dark clouds rolled away. 21. The physician having admin¬
istered the medicine, Providence only can bless it. 22. The assassins
having been condemned, were executed.
The words in italics you will not parse until you revise, when you
should parse every word in these examples.
1. Grazing is a participle, a word derived from a verb, and it partakes
of the nature of a verb, and also of an adjective—it comes from the
verb to graze—Present grazing, Perfect grazed, Compound having
grazed—it is a present participle, because it denotes a continued action,
and it refers to herd for its actor, Rule 26th. The present participle
refers to some noun or pronoun as its subject, object, or actor.
2. Barking is a participle, a word derived from a verb, and it partakes
218
ETYMOLOGY AND SYNTAX,
of the nature of a verb, and also of an adjective—it conies from the verb
to bark—Present harking, Perfect barked, Compound having barked—it is
a present participle, it denotes a continued action, and it refers to dogs as
its actors, Rule 26th.
3. Sounding is a participle, a word derived from a verb, and it par¬
takes of the nature of a verb, and also of an adjective—it comes from
the verb to sound—Present sounding, Perfect sounded, Compound having
sounded—it is a present participle, it denotes a continued action, and it
refers to horn for its actor, Rule 26th.
4. Floating is a participle, a word derived from a verb, and it partakes
of the nature of a verb, and also of an adjective—it comes from the verb
to float—Present floating, Perfect floated, Compound having floated—it
is a present participle, it denotes a continued action, and it refers to boats
for its actors, Rule 26th.
5. Approaching is a participle, a word derived from a verb, and it par¬
takes of the nature of a verb, and also of an adjective—it comes from
the verb to approach—Present approaching, Perfect approached, Com¬
pound having approached—it is a present participle, it denotes a con¬
tinued action, and it refers to Sun for its actor, Rule 26th.
6. Declining is a participle, a word derived from a verb, and it partakes
of the nature of a verb, and also of an adjective—it comes from the verb
to decline—Present declining, Perfect declined, Compound having de¬
clined—it is a present participle, it denotes a continued action, and it
refers to Cynthia for its actor, Rule 26th.
7. Twinkling is a participial adjective, a word which qualifies a noun—
it qualifies stars, Rule 28th. Adjectives belong to, and qualify or restrict
nouns, expressed or understood. Adorning is a present participle, derived
from the verb to adorn—it refers to stars for its actors, Rule 26th.
8. Bending is a present participle, derived from the verb to bend—it
refers to thistle for its actor, Rule 26th.
9. Running is a present participle, derived from the verb to run—it
refers to boys for its actors, Rule 26th.
10. Instructing is a present participle, derived from the verb to instruct
—it refers to tutor for its actor, Rule 26th.—Pupils is a common noun,
masculine and feminine gender, third person, plural number, objective
case, governed by the participle instructing, Rule 10th. Participles have
the same government as the verbs have from which they are derived.
11. Studying is a present participle, derived from the verb to study—
it refers to we for its actors, Rule 26th.—Laws is a common noun, neuter
gender, third person, plural number, objective case, governed by studying,
Rule 10th.—Nature is a common noun, neuter gender, third person,
singular number, objective case, governed by of, Rule 11th. Prepositions
govern the objective case.—Studying the laws of nature is in the objective
case, governed by the preposition by, Rule 14th. The infinitive mood, a
phrase, a simple or compound sentence is frequently the nominative case
to a verb, or in the objective case, governed by a verb, participle, or
preposition.
12. Mowing is a present participle, derived from the verb to mow—it
refers to they for its actors, Rule 26th.
PARTICIPLE.
— PARSING.
219
13. Parsing is a present participle, derived from the verb to sparse—it
refers to we for its actors, Rule 26th.
14. Reciting is a present participle, derived from the verb to recite—it
refers to Tie for its actor, Rule 26th.
15. Reading is a present participle, derived from the verb to read—it
refers to you for its actor, Rule 26th.—Delivered is a participle, a word
derived from a verb, and it partakes of the nature of a verb, and also of
an adjective—it comes from the verb to deliver—Present delivering, Per¬
fect delivered, Compound having delivered—it is a perfect participle,
because it denotes a finished action, and it belongs to speech, Rule 27th.
The perfect and compound participles belong, like adjectives, to some
noun or pronoun, expressed or understood.
16. Rendered is a participle, a word derived from a verb, and it par¬
takes of the nature of a verb, and also of an adjective—it comes from
the verb to render—Present rendering, Perfect rendered, Compound
having rendered—it is a perfect participle, because it denotes a finished
action, and it belongs to decision, Rule 27th.— Written is a perfect par¬
ticiple, derived from the verb to write, and it belongs to decision, Rule
27th.—Signed is a perfect participle, derived from the verb to sign, and
it belongs to decision, Rule 27th.—Sealed is a perfect participle, derived
from the verb to seal, and it belongs to decision, Rule 27th.—Delivered
is a perfect participle, derived from the verb to deliver, and it belongs to
decision, Rule 27th.
17. Being ridiculed is a participle, a word derived from a verb, and it
partakes of the nature of a verb, and also of an adjective—it comes from
the passive verb to be ridiculed—Present being ridiculed, Perfect ridi¬
culed, Compound having been ridiculed—it is a present passive partici¬
ple, it denotes an action received by its object he, to which it refers, Rule
26th.—And is a copulative conjunction, connecting the participles being
ridiculed and being despised, which are in the same form, and refer to
the same word for their object, Rule 31st. Participles connected by
conjunctions, must be in the same form, and refer to, or belong to
the same noun or pronoun.—Being despised is a present passive par¬
ticiple, derived from the passive verb to be despised; and it refers to he
for its object, Rule 26th.
18. Being slain is a present passive participle, derived from the passive
verb to be slain ; and it- refers to general for its object, Rule 26th.
19. Having recited is a participle, a word derived from a verb, and it
partakes of the nature of a verb, and also of an adjective—it comes from
the verb to recite—Present reciting, Perfect recited, Compound having
recited—it is a compound participle, because it implies an action com¬
pleted before the letter will be written—and it belongs to I, Rule 27th.
20. Having ceased is a compound participle, derived from the verb to
cease ; and it belongs to rain, Rule 27th.
21. Having administered is a compound participle, derived from the
verb to administer; and it belongs to physician, Rule 27th.
22. Having been condemned is a compound passive participle, derived
from the passive verb to be condemned ; and it belongs to assassins, Rule
27th.
220 ETYMOLOGY AND SYNTAX.
We have parsed every participle in this lesson, that you may become
perfectly familiar with the Order of parsing the participles in a few
hours, by simply reading attentively, a few times, every example which
we have parsed.
ADJECTIVE.
LECTURE VII.—LESSON LVIII.
ADJECTIVE.
Q. 1. Erom what words is the word Adjective derived ?
A. Adnoun or Adjective comes from the Latin ad and jicio, to
add to.
Q. 2. What is the office of an adjective ?
A. An Adjective is a word which is generally placed before
or after nonns to qualify them, or to restrict their meaning;
as, A wise man; A new hook; A lion is bold; The sea is green;
One cent; Ten dollars ; Five hundred guineas.
Q. 3. Do adjectives ever belong to pronouns ?
A. They do. Adjectives frequently belong to pronouns;
as, I am cheerful; Thou art industrious ; You are happy ; He is
content; She is beautiful; "We are playful; Ye are sad; You are
wise ; They who are diligent, will improve; They are virtuous.
Q. 4. Do adjectives ever qualify verbs in the infinitive mood, or a part
of a sentence ?
A. They do. Adjectives frequently qualify verbs in the
infinitive mood, or a part of a sentence; as, To see is pleasant;
To be blind is unfortunate; To die for our country is glorious.
Q. 5. Do adjectives ever belong to verbs which are not in the infini¬
tive mood ?
A. They do. Adjectives sometimes belong to verbs which
are not in the infinitive mood; as, "The apples boil soft;"
"The eggs boil hard;" "The clay burns white;" "The fire
ADJECTIVE.
221
burns blue"Open your band wide;" "Drink deep, or taste
not the Pierian spring."
Q. 6. Do adjectives ever qualify other adjectives?
A. They do. Adjectives sometimes qualify other adjec¬
tives; as, "Red hot iron;" "Pale blue lining;" "Peep sea-green
sash;" "Asky blue color."
Q. 7. How many parts of speech may adjectives qualify?
A. Four. Adjectives may qualify nouns, pronouns, verbs,
or other adjectives.
Q. 8. How may adjectives be divided?
A. Into Qualifying, Restrictive, and Specifying adjectives.
Q. 9. What are qualifying adjectives ?
A. They are those which qualify nouns, pronouns, verbs, or
other adjectives ; as, A good man; He is happy; The apples
boil soft; This is red hot iron.
Q. 10. What are restrictive adjectives ?
A. They are those which restrict nouns to a certain number;
as, One dime; Ten dollars; The fiftieth page; The tenth chap¬
ter ; The twentieth psalm.
Q. 11. What are specifying adjectives?
A. They are a kind of adjectives, which point out nouns
by some distinct specification; as, Each man; Every person;
This book; These books; That sort; Those sorts; Some persons
are wise; Other persons are foolish; All men have erred.
Q. 12. How may the Restrictive adjectives he divided?
A. Into Cardinal and Ordinal restricting adjectives.
Q. 13. What are cardinal restricting adjectives ?
A. They are the words which we use in counting, prefixed
to nouns to restrict them to a certain number; as, Ten mills;
Twenty cents; Fifty dollars.
Q. 14. What are ordinal restricting adjectives?
A. They are the words used in numbering pages, sentences,
paragraphs, sections, chapters, rules, notes, &c., as, The first
page, or 1st page; The 2d sentence; The 3d paragraph; The
4th section; The 5th chapter; The 6th Rule; The 7th
Hote, &c.
Q. 15. Cardinal restricting adjectives are often used as nouns. Can
you tell me when they become nouns ? v * i
A. When cardinal restrictives are not prefixed to nouns, expressed or
understood, they are nouns; as, I can count twenty; You can count
fifty ; He can count one hundred, &c.
222
ETYMOLOGY AND SYNTAX.
SPECIFYING ADJECTIVES.
Q. 16. What are Specifying adjectives ?
A. Specifying Adjectives are a kind of adjectives which
point out nouns by some distinct specification.
Q. 17. How may Specifying adjectives be divided ?
A. Into Distributive, Demonstrative, and Indefinite adjec¬
tives.
Q. 18. What do the Distributive adjectives denote ?
A. The Distributive Adjectives denote the persons or things
that make up a number, each taken separately and singly.
They are each and every, and sometimes either and neither; as,
"Each of his brothers is in a favorable situation;" "Every man
must account for himself;" "Either one of you may go to
town;" "Neither of .them is industrious."
Q. 19. Either and neither are often Disjunctive conjunctions. Can
you tell me when they are conjunctions ?
A. Either and neither are Disjunctive conjunctions, when
they are used with their respective corresponding conjunctions
or and nor; as, "I will either send it, or bring it myself;"
uNeither you nor he can comprehend it."
Q. 20. To how many persons or things may each be applied ? and what
does it signify ?
A. Each may be applied to two or more persons or things;
and it signifies every one of any number, taken separately; as,
Each of you two boys, may have six oranges; Each one of
your class should study every sentence of your lesson.
Q. 21. To how many persons or things may every be applied ? and
what does it signify ?
A. Every may be applied to three or more persons or things;
and it signifies each one of any number, all taken separately;
as, Every one of those three boys, knows his lesson; Every man
must account for himself; Every leaf, and every twig, and
every drop of water, teems with living insects.
Q. 22. To how many persons or things may either be applied ? and
what does it imply ?
A. Either may be applied to two persons or things only;
and it implies the one or the other ; as, Either of the two boys,
may go with me. When an allusion is made to more than two
persons or things, any should be used, instead of either; as,
Any one of those three boys, may go with you; Take any one
of my horses.
ADJECTIVE.
223
Q 23. To how many persons or things may neither be applied? and
what does it imply ?
A. Neither maybe applied to two persons or things only;
and it implies not either of them; as, "Neither of my two friends,
was there." When an allusion is made to more than two per¬
sons or things, none should he used, instead of neither ; as, "None
of my friends, was there."
Q. 24. What is the office of the Demonstrative adjectives ? and which
are they ?
A. The Demonstrative Adjectives precisely point out the
nouns, to which they belong. They are this, that, these, those,
former, latter, what, which, whatever, whatsoever, whichever, and
whichsoever.
Q. 25. Some of these words are always demonstrative adjectives, and
some of them may he used as other parts of speech. Which of them are
always demonstrative adjectives, and which of them are used as other
parts of speech?
A. This, these, those, former, latter, whichever, and whichsoever,
are always demonstrative adjectives. But that, what, which,
whatever, and whatsoever, are used as other parts of speech.
Q. 26. Can you tell me when all these words are called demonstrative
adjectives ?
A. They are demonstrative adjectives, when they are pre¬
fixed to nouns, or when they belong to nouns understood.
Q. 27. Will you read the following examples, in which all these words
are used as demonstrative adjectives?
A. Study this lesson; Bead these examples; Give me that book; Who
is that ? What is that ? Arrange those papers; Some men labor, others
labor not; the former increase in wealth, the latter decrease. What
misery the vicious endure! What havoc hast thou made, foul monster,
sin ! Unto which promise our twelve tribes hope to come; Give him what¬
ever name yoii choose; Whatsoever things you would have men to do
unto you, do you the same unto them; Let him take whichever course
that he may choose; Whichsoever way you may go, I will follow you;
Nature's care largely endows whatever happy man, who will deign to use
her treasures.
Q. 28. To what do this and these, and that and those refer ?
A. This and these refer to the nearest persons or things, and
that and those to the most distant; as, This is true charity;
that is only its image; These goods, on the counter, are superior
to those, on the shelf. This and these indicate the latter, or
last mentioned, and that and those indicate the former, or first
224
ETYMOLOGY AND SYNTAX.
mentioned; as, " Both wealth and poverty are temptations; that
tends to excite pride, this, discontent."
"Some place their bliss in action, some in ease;
Those call it pleasure, and contentment, these."
Q. 29. What is the office of the Indefinite adjectives?
A. The Indefinite Adjectives express their subjects in an
indefinite or general manner. They are some, other, any, one,
all, such, both, same, and another. Of these words, one is some¬
times a common noun, when it may be declined like other
nouns.
Q. 30. Will you read the following examples, in which the words in
italics are Indefinite adjectives ?
A. Give me some- paper; Bring the other book; Any person may im¬
prove ; One man should help another, in distress; All men have sinned,
but some have repented; We should esteem such persons, as deserve it;
He is the same man, that we saw yesterday; Give me another pen;
Both boys knew their lessons; When you shall have understood this
lesson, you will study another.
Q. 31. When is one a common noun ?
A. One is a common noun, when it does not belong to a
noun, expressed or implied, in which case, it means a person
or thing; or the first hour of the day or night; as, Many a one
has gone the way of all the earth; He is the one whom we
elected to office ; I heard the clock strike one.
Q. 32. All may be used as a common noun. Can you tell me when it
is a common noun ?
A. All is a common noun, when it does not belong to a
noun, expressed or implied, in which case, it means therwhole;
as, Remove all of that rubbish; He taught me all that I know
about grammar; All of bur leisure hours should be so occu¬
pied, that we may never have any caus^ to regret their loss.
Q. 33. Both is sometimes a Copulative conjunction, and sometimes an
Indefinite adjective. Can you define it?
A. Both is a copulative conjunction, when it signifies as
well as; in which case, it will not admit a plural noun after it;
as, Life and health are both uncertain; Both you and he will
accompany her; Both John and James will go to school.
Both is an indefinite adjective, when it is prefixed to a plural
noun; or when it belongs to a plural noun understood; as,
Both boys have gone to school; Both girls have recited their
lessons, but both, did not know them; Bring me both of those
books.
ADJECTIVE.
225
Q. 84. What part of speech is ones, the plural of one ?
A. Ones is always a common nonn, because it invariably
means persons or things; as, " The great ones of the world, have
their failings" The boy wounded the old bird, and stole the
young ones;" "When the old fruit trees decay, we plant
young ones"
Q. 35. What part of speech is the word none ?
A. None is always either a common noun in the singular
number, or a common noun of the collective kind, conveying
plurality of idea; as, uNone performs his duty too well;"
uNone of those poor wretches complain of their miserable
lot."
Q. 36. What part of speech is others, the plural of other ?
A. Others is always a compound pronoun, equivalent to
other persons, or other things; as, " Some men increase in
wealth, while others decrease ;" i. e., other men ; Some persons
labor, others labor not; i. e., other persons; Some children im¬
prove rapidly, others learn hone at all; i. e., other children;
Some horses are valuable, others are worthless; i. e., other
horses; Some orange trees are fruitful, others are barren; i. e.,
other trees.
Q. 37. What part of speech is own, when in the possessive case ?
A. Own is a pronoun, when it is in the possessive case, and
it should be classed with the personal pronouns, as it is parsed
like them, except it does not personate a noun in any particu¬
lar person. Own is always used with a personal pronoun in
the possessive case, which may be in the first, second, or third
person, singular or plural number; as, My own books; Our
own hats: Thy own sins; Thine own iniquities; Your own
faults; His own neglect; Her own carelessness; Their own
misconduct.
Q. 38. How many words are always Specifying adjectives, and what
are they ?
A. Fifteen. They are each, every, this, these, those, former,
latter, whichever, whichsoever, some, other, any, such, same, and
another.
Q. 39. How many Specifying adjectives are used as other parts of
speech, and which are they ?
A. Ten. They are either, neither, that, which, what, whatever,
whatsoever, both, one, and all.
Q. 40. Do qualifying, restrictive, and specifying adjectives ever belong
to nouns understood ?
15
226
ETYMOLOGY AND SYNTAX.
A. They do, frequently; as, That is a tall, as "well as a large man;
The first fleet contained three hundred men; the second contained four
thousand; The Earth contains nine hundred million inhabitants, of
■which twenty-jive million live in the United States; Every man must
account for himself, and each is accountable for his actions; You may
take either of those two books ; Neither of my two brothers came; Give
me that book, and take this ; What is this ? Take this pen, and give me
that; What is that? (thing.) Who is that? (person.) What man is
that? (man.) Whose house is that? (house.) Who gave you this?
(thing.) Keep those pens, and I will give these to John; or you may-
give him those, and take these; Some men are frugal, others are prodi¬
gal; the former (men) are generally esteemed, the latter (men) are gene¬
rally disesteemed; George, take these oranges, and give some to the
ladies, and some to the gentlemen, and keep some for yourself; James,
ride one horse, and lead the other ; He gave you some apples, but he did
not give me any ; I gave him two apples and kept one ; Some men have
repented, though all (men) have sinned; I am reading an example, of
the many such, which are here given; Both (boys) of those two boys,
write a good hand; Boys, you have read these examples, which show
how adjectives belong to nouns understood, and I am reading the same;
We will soon have learned this lesson, after which, we will commence
another.
In all of these examples, you must perceive clearly, that the words in
italics, are adjectives, and belong to nouns understood.
Q. 41. Other is sometimes a common noun. Can you tell me when it
is a noun ?
A. Other is a common noun, when it does not belong to a noun ex¬
pressed or understood; as, We should assist each other to do good; It is
the duty of all men to help each other in distress; We should instruct
each other in our several studies; We should strive to excel each other
in learning, if we wish to improve rapidly.
Q. 42. Will you read the following examples in which the words in
italics are adjectives, qualifying their respective nouns, before or after
which, they are placed ?
A. He is a tall man; This is a new book; These are sweet oranges;
This is blue paper; You have a pink dress; She has a red shawl; He
wears a black hat; That is a bay horse; You ride a white horse; She
has a good disposition; He is a wise man ; That is a strong man; He is
an bbedient son; Thou art a diligent scholar; He is a happy man;
Those are shady trees; These are fragrant flowers; Those are verdant
fields; He has a peaceful mind; We should endeavor to have composed
thoughts ; That is a serene aspect; He has an affable deportment; Hear
the whistling wind; He has a dignified appearance; She has a pleasing
address; He has an open countenance; He is a candid reasoner; You
made fair propositions; It was a mutual agreement; That is a plain
narrative of past events; This is a historical fiction; That was a relent¬
less war; Xerxes had an obdurate heart; He was a man of an un¬
happy temper, and tempestuous passions; You have a beautiful dress;
adjective.
227
He has a sensual mind; Man is mortal; The soul is immortal;
Modesty is becoming; Falsehood is odious; Truth is inestimable;
Gold is heavy; The grass is dead; The sea is green; A lion is bold;
These apples are sweet; Those oranges are bitter; This knife is sharp;
His razor is dull; Vinegar is sour; The sky is blue; The stars arc
bright; The Sun is red; The Moon is pale; The Earth is round;
This table is square.
Q. 43. Nouns frequently become adjectives. Can you tell me when
they become adjectives? and will you read the following examples, in
which the words in italics, are adjectives of this kind ?
A. When nouns are placed before other nouns, they become adjectives.
Examples ; A school house; A corn house; A stone house; A brick
house; A log house; A mud house; A glass house; An ice house;
A glass window; window glass; A cork inkstand; A tin vessel; A steel
pen; A gold pen; A quill pen; A silver thimble; A copper bolt; A
brass cannon; An iron ship; A slate roof; An American soldier; A
Roman citizen; A Greek testament; A French artist; An English
nobleman, &c.
Q. 44. Some eminent philologists say, that when adjectives have the
definite article prefixed, and their nouns are not expressed, such ad¬
jectives become nouns ; but it is evident, that they qualify nouns under¬
stood. Will you read the following examples in which the words in
italics are such adjectives which qualify the following nouns which are
understood ?
A. "The virtuous (persons) and the sincere (persons) are always
esteemed;" "Providence rewards the good (people) and punishes the
bad;" (people.) "The evil (deeds) that men do, live after them;"
"The good (deeds) which they do, are often interred with their bones;"
We should follow the examples of the good, (persons) the virtuous, (per¬
sons) humane, (persons) and the upright, (persons) if we wish to be
esteemed on earth, and rewarded in heaven.
You must clearly perceive, that the words in italics, are adjectives,
qualifying the nouns in parentheses, which nouns are not expressed in col¬
loquial conversations.
Q. 45. Some adjectives, by their manner of meaning, become nouns,
when they have other adjectives prefixed to them. Will you read
the following examples, in which the words in italics, are nouns of this
kind ?
A. The upright pursue virtue as their chief good; Lying is a principal
evil, which leads to all other vices.
Q. 46. Participles frequently become adjectives. Can you tell me
when they become adjectives ? and will you read the following examples,
in which the words in italics, are participial adjectives ?
A. When Present and Perfect participles are prefixed to
nouns, they become adjectives.—examples ; He is a writing
228
ETYMOLOGY AND SYNTAX.
master; They are laboring people; That is a running stream;
He is a learned man; We have read of the enchanted horse;
He is a chosen officer.
LESSON LIX.—COMPARISON.
Q. 1. How are Adjectives varied ?
A. Adjectives are varied only to express the degrees of
comparison.
Q. 2. How many degrees of comparison have they ?
A. They have three degrees of comparison, the Positive,
the Comparative, and the Superlative.
Q. 3. What does the Positive degree express ?
A. The Positive degree expresses the quality of an object
without any increase or diminution; as, good, wise, great
Q. 4. What does the Comparative degree express ?
A. The Comparative degree expresses the quality of an
object in a greater or less degree than the positive; as, better,
wiser, greater, less wise.
Q. 5. What does the Superlative degree express ?
A. The Superlative degree expresses the quality of an
object in the highest or lowest degree; as, best, wisest, greatest,
least wise.
Q. 6. What effect have more and most, and less and least, in comparing
adjectives ?
A. More and most increase the positive, and less and least
diminish it.
Q. 7. What are words used in counting called ?
A. They are called cardinal restricting adjectives; as, one
cent, two cents, three cents, four cents, five cents, six cents,
seven cents, eight cents, nine cents, ten cents, twenty cents, fifty
cents, &c.
Q. 8. What are words used in numbering the pages, sentences,
paragraphs, lessons, sections, chapters, verses, Kules, Notes, &c., in books,
called ?
A. They are called ordinal restricting adjectives; as, The
1st page; 2d sentence; 3d paragraph; 4th lesson; 5th section;
6th chapter; 7th verse, &e.
Q. 9. What are the words many, few, and several, called?
A. They are called numeral adjectives of the indefinite
kind, because they always refer to an indefinite number.
ADJECTIVE.
229
COMPARISON OF ADJECTIVES.
Q. 10. Can you compare the following adjectives, if I give out to you
the Positive degree of each of them ?
A. 1st. By increasing the positive; as,
Positive. Comparative. Superlative.
wise, wiser, wisest,
great, greater, greatest,
large, larger, largest,
rich, richer, richest,
pretty, prettier, prettiest,
handsome, handsomer, handsomest,
much or many, more, most,
good, better, best,
old, older or elder, oldest or eldest,
frugal, more frugal, most frugal,
holy, more holy, most holy,
interesting, more interesting, most interesting,
amiable, more amiable, most amiable,
lovely, .more lovely, most lovely,
diligent, more diligent, most diligent,
fragrant, more fragrant, most fragrant.
2d. By diminishing the positive; as,
wise, less wise, least wise,
frugal, less frugal, least frugal,
holy, less holy, least holy. »
interesting, less interesting, least interesting,
amiable, less amiable, least amiable,
fragrant, less fragrant, least fragrant,
obedient, less obedient, least obedient,
fruitful, less fruitful, least fruitful,
happy, less happy, least happy,
diligent, less diligent, least diligent,
able, less able, least able,
polite, less polite, least polite,
little, less, • least,
small, smaller, smallest,
bad, worse, worst.
Q. 11. How do we generally form the comparative and superlative
degrees from the simple word or positive ?
A. By adding r or er to form the comparative, and si or est
to form the superlative degree ; as, wise, wiser, wisest; great,
greater, greatest. But some monosyllables will admit more and
most, or less and least, prefixed to form the comparative and
superlative degrees; as, wise, more wise, most wise; fair, more
fair, most fair.
230
ETYMOLOGY AND SYNTAX.
Q. 12. How do we generally compare dissyllables ?
A. By prefixing more and most, or less and least to the posi¬
tive; as, frugal, more frugal, most frugal; fragrant, less fragrant,
least fragrant.
Q. 13. Some dissyllables, of certain terminations or accent, admit er
and est to form the comparative and superlative degrees. What are those
terminations ?
A. Dissyllables ending in y ; or le after a mute; or accented
on the last syllable, admit er and est to form the comparative
and superlative degrees; as, happy, happier, happiest; able,
abler, ablest; polite, politer, politest. Words of more than two
syllables, seldom admit of these terminations.
Q. 14. How do we compare trisyllables and polysyllables ?
A. By prefixing more and most, or less and least to the posi¬
tive ; as, sociable, more sociable, most sociable; amiable, more
amiable, most amiable; interesting, less interesting, least interesting.
NOTES.
1st. When the positive ends in d or t, preceded by a single vowel, the
consonant is doubled in forming the comparative and superlative degrees;
as, red,, redder, reddest; hot, hotter, hottest.
2d. In some words the superlative is formed by adding most to the
end of them; as, neithermost, uttermost, or utmost, undermost, uppermost,
hindmost, foremost.
3d. Some few words, of very common use, are irregular in forming their
comparative and superlative degrees; as, good, better, best; bad, worse,
worst; little, less, least; much, or many, more, most; near, nearer,
nearest, or next; late, later, latest or last; old, older or elder, oldest or
eldest; and a few others.
4th. The following adjectives, and many others, are always in the
superlative degree, because they express the qualities of objects in the
highest degree; as, chief, extreme, perfect, right, wrong, honest, just, true,
correct, sincere, vast, immense, ceaseless, infinite, endless, unparalleled,
universal, supreme, unlimited, omnipotent, all-wise, eternal.
5th. Compound adjectives, and adjectives denoting qualities arising
from the figure of bodies, do not admit of comparison; as, well-formed,
frost-bitten, all-wise, round, square, oblong, circular, quadrangular,
conical, &c.
6th. The termination ish added to adjectives, expresses a slight degree
of quality, below the comparative; as, black, blackish; white, whitish;
salt, saltish.
Yery, prefixed to an adjective, sometimes forms the comparative, and
sometimes the superlative degree, which must be determined by the sense.
When very is prefixed to an adjective in comparing an object of the first
class, we parse such adjective in the superlative degree; as, The Amazon
Mississippi, Missouri, and St. Lawrence are very large rivers; The Him-
ADJECTIVE.
331
maleh, Andes, Rocky, and Alleghany are very high mountains; London,
Pekin, Paris, and New York are very large cities. But when very is
prefixed to adjectives in comparing objects of the second or third class,
we parse such adjectives in the comparative degree; as, The Ohio, Red,
Arkansas, and Hudson, are very large rivers; The Alps, Apennines, and
Blue Ridge, are very high mountains; Boston, New Orleans, Cincinnati,
and St. Louis are very large cities.
Q. 15. Can you recite the Order of parsing the adjective?
A. It is, An adjective, and why?—compare it—degree of
comparison, and why ?—what does it qualify ? or to what does
it belong ?—Rule.
Q. 16. What Rule applies in parsing Adjectives ?
A. Rule 28th. Adjectives belong to, and qualify or restrict
nouns expressed or understood; as, He is a good, as well as a
wise men; His hat cost ten dollars.
Q. 17. What Note applies in parsing an adjective which belongs to a
pronoun ?
A. Note 1st to Rule 28th. Adjectives frequently belong to
pronouns; as, I am miserable ; He is industrious ; You are happy.
Q. 18. What Note applies in parsing an adjective which belongs to a
verb in the infinitive mood, or to a part of a sentence ?
A. Note 2d to Rule 28th. Adjectives sometimes belong to
verbs in the infinitive mood, or to a part of a sentence; as, To
see is pleasant; To be blind is unfortunate; To die for our
country is glorious.
Q. 19. What Note applies in parsing an adjective which belongs to a
verb that is not in the infinitive mood; or which qualifies another ad¬
jective ?
A. Note 3d to Rule 28th. Adjectives sometimes belong to
verbs which are not in the infinitive mood; and sometimes
they qualify other adjectives; as, The apples boil soft; The
eggs boil hard; The fire burns blue; The clay burns white;
Open your hand wide; Red hot iron ; Pale blue lining.
Q. 20. What Note applies in correcting False Syntax in which nouns
do not agree in number with their cardinal restricting adjectives?
A. Note 4th to Rule 28th. Numeral adjectives belong to
nouns, which must agree in number with cardinal adjectives;
as, Ten feet; Eighty fathoms. But some anomalous and figu¬
rative expressions form an exception to this rule; as, "A fleet
of forty sail;" "Two hundred head of cattle."
232
ETYMOLOGY AND SYNTAX.
LESSON" EX.—EXERCISES IN" PARSING.
1. A benevolent man helps indigent beggars. 2. Studious scholars
learn many long lessons. 3. Wealthy merchants own large ships. 4. The
heavy ships bear large burdens; the lighter ships carry less burdens.
5. Just poets use figurative language. 6. Ungrammatical expressions
offend a true critic's ear. 7. Weak critics magnify trifling errors. 8. No
composition is perfect. 9. The rabble was tumultuous. 10. The late-
washed grass looks green. 11. Shady trees form a delightful arbor.
12. The setting Sun makes a beautiful appearance.
13. The variegated rainbow appears more beautiful. 14. Epaminondas
was the greatest of the Theban generals. 15. Pelopidas was next to
Epaminondas. 16. The first fleet contained three hundred men; the
second contained four thousand. 17. Many a cheering ray brightens the
good man's pathway. 18. The Earth contains nine hundred million in¬
habitants. 19. The United States and Territories contain two million
eight hundred thousand square miles, and twenty five million inhabitants.
20. London has a population of two million three hundred and eighty
thousand inhabitants; Paris has one million two hundred thousand; St.
Petersburg has five hundred thousand; New York has seven hundred
thousand; Philadelphia has five hundred thousand; Baltimore has one
hundred and eighty thousand; Boston has one hundred and fifty thousand;
New Orleans has one hundred and forty thousand; Cincinnati has one
hundred and thirty thousand; St. Louis has one hundred and twenty
thousand; Chicago has one hundred and ten thousand; Brooklyn has
one hundred and five thousand ; Pittsburg has seventy thousand; Louis¬
ville, Kentucky, has sixty thousand.
1. Benevolent is an adjective, a word which qualifies a noun—Positive
benevolent, Comparative more benevolent, Superlative most benevolent—
it is in the Positive degree, because it expresses the quality of an object
without any increase or diminution—and it qualifies man, Rule 28th.
Adjectives belong to, and qualify or restrict nouns, expressed or under¬
stood. Indigent is an adjective, a word which qualifies a noun—Posi¬
tive indigent, Comparative more indigent, Superlative most indigent—it
is in the positive degree, it expresses the quality of an object without
any increase or diminution—and it qualifies beggars, Rule 28th.
2. Studious is an adjective, a word which qualifies a noun—Pos.
studious, Comp. more studious, Sup. most studious—it is in the Positive
degree, it expresses the quality of an object without any increase or
diminution—and it qualifies scholars, Rule 28th. Many is an adjective,
a word which qualifies a noun—Pos. much or many, Comp. more, Sup.
most—it is in the Positive degree, it expresses the quality of an object
without any increase or diminution—and it qualifies lessons, Rule 28th.
Long is an adjective, a word which qualifies a noun—Pos. long, Comp.
longer, Sup. longest—it is in the Positive degree, it expresses the quality
of an object without any increase or diminution—and it qualifies lessons
Rule 28th.
3. Wealthy is an adjective, in the positive degree, qualifying merchants,
Rule 28th. Large is an adjective, in the positive degree, qualifying
ships, Rule 28th.
ADJECTIVE . — PARSING.
233
4. Heavy is an adjective, in the positive degree, qualifying ships, Rule
28th. Large is an adjective, in the positive degree, qualifying burdens,
Rule 28th. Lighter is an adjective, a word which qualifies a noun—Pos.
light, Comp. lighter, Sup. lightest—it is in the comparative degree, the
positive is diminished in signification—it qualifies ships, Rule 28th. Less
is an adjective, a word which qualifies a noun—Pos. little, Comp. less,
Sup. least—it is in the comparative degree, the positive is diminished in
signification—it qualifies burdens, Rule 28th.
5. Just is an adjective, in the superlative degree, qualifying poets,
Rule 28th. Figurative is an adjective, in the positive degree, qualifying
language, Rule 28th.
6. Ungrammatical is an adjective, in the positive degree, qualifying
expressions, Rule 28th. True is an adjective, in the superlative degree,
qualifying critic, Rule 28th.
7. Weak is an adjective, in the positive degree, qualifying critics,
Rule 28th.— Trifling is an adjective, in the positive degree, qualifying
errors, Rule 28th.
8. No is a negative adjective, and it belongs to composition, Rule 28th.
—Perfect is an adjective, in the superlative degree, qualifying composi¬
tion, Rule 28th.
9. Tumultuous is an adjective, in the positive degree, qualifying rab¬
ble, Rule 28th.
10. Late-washed is a compound adjective which can not be compared,
qualifying grass, Rule 28th.— Green is an adjective, in the positive
degree, qualifying grass, Rule 28th.
11. Shady is an adjective, in the positive degree, qualifying trees,
Rule 28th.—Delightful is an adjective, in the positive degree, qualifying
arbor, Rule 28th.
12. Setting is a participial adjective, which can not be compared,
qualifying Sun, Rule 28th.—Beautiful is an adjective, in the positive
degree, qualifying appearance, Rule 28th.
13. Variegated is an adjective, in the positive degree, qualifying rain¬
bow, Rule 28th.—Beautiful is an adjective, in the comparative degree,
qualifying rainbow, Rule 28th.
14. Greatest is an adjective, in the superlative degree, qualifying
general understood, Rule 28th.— Theban is an adjective, which can not
be compared, qualifying generals, Rule 28th.
15. Next is an adjective, in the superlative degree, qualifying Pelopi-
das, Rule 28th.
16. First is an ordinal restricting adjective, restricting fleet, Rule 28th.
— Three hundred is a cardinal restricting adjective, restricting men,
Rule 28th.—Second is an ordinal restricting adjective, restricting fleet
understood, Rule 28th.—Four thousand is a cardinal restricting adjec¬
tive, restricting men understood, Rule 28th.
17. Many is an adjective, in the positive degree, qualifying ray, Rule
28th.—Cheering is a participial adjective, in the positive degree, quali¬
fying ray, Rule 28th.— Good is an adjective, in the positive degree,
qualifying man, Rule 28th.
234
ETYMOLOGY AND SYNTAX.
18. Nine hundred million is a cardinal restricting adjective, restrict¬
ing inhabitants, Rule 28th.
19. Two million eight hundred thousand is a cardinal restricting
adjective, restricting miles, Rule 28th.—Square is an adjective, which
can not be compared, qualifying miles, Rule 28th.— Twenty jive million
is a cardinal restricting adjective, restricting inhabitants, Rule 28th.
20. Two million three hundred and eighty thousand is a cardinal
restricting adjective, restricting inhabitants, Rule 28th.— One million
two hundred thousand is a cardinal restricting adjective, restricting
inhabitants, understood, Rule 28th.—Five hundred thousand is a cardi-
dal restricting adjective, restricting inhabitants, understood, Rule 28th.
LESSON" LXL—EXERCISES IN" PAESIEG.
1. Each, individual fills a space in creation. 2. Every man helps a
little. 3. Each one of us is accountable to our Creator. 4. Every man
is accountable for himself. 5. These men rank among the great ones of
the world. 6. That book belongs to the tutor •, this belongs to me. 7.
Some men labor, others labor not ; the former increase in wealth, the lat¬
ter decrease. 8. The boy wounded the old bird, and stole the young
ones. 9. None performs his duty too well. 10. None of those poor
wretches complain of their miserable lot. 11. This is the man whom
we saw in town. 12. Every leaf, and every twig, and every drop of
water teems with living insects.
13. That sort of favors, does real injury. 14. They have been play¬
ing for these two hours. 15. This kind of indulgences, injures and
softens the mind. 16. He saw one person, or more, enter the garden.
17. Let each one esteem others better than himself. 18. There are
bodies, each one of which, is so small, as to be invisible. 19. On each
side of the river was the tree of life. 20. It is unknown in what cha¬
racter Butler was admitted. 21. Give him what name you choose. 22.
Nature's care largely endows whatever happy man*, who will deign to use
her treasures. 23. Let him take whichever course he may choose. 24.
Unto which promise our twelve tribes hope to come.
1. Each is a distributive adjective, a word which denotes the persons
or things that make up a number, each one of which, is taken separately
and singly—it belongs to individual, Rule 18th. Adjectives belong to,
and qualify or restrict nouns, expressed or understood.
2. Every is a distributive adjective, and belongs to man, Rule 28th.
3. Each is a distributive adjective, and belongs to one, Rule 28th.
Accountable is an adjective, in the positive degree, and qualifies one,
Rule 28th.
4. Every is a distributive adjective, and belongs to man, Rule 28th.
Accountable is an adjective, in the positive degree, qualifying man
Rule 28th. _ &
5. These is a demonstrative adjective, a word which precisely points
out the noun to which it refers—it belongs to men, Rule 28th.— Ones is
ADJECTIVE.
— PARSING.
235
a common noun, masculine gender, third person, plural number, objec¬
tive case, governed by among, Rule 11th.
6. That-is a demonstrative adjective, and belongs to book, Rule 28th.
— This is a demonstrative adjective, and belongs to book understood,
Rule 28th.
7. Some is an indefinite adjective, a word which expresses its subject
in an indefinite or general manner—it belongs to men, Rule 28th.— Others
is a compound pronoun, equivalent to other men—other is an indefinite
adjective, and belongs to men, Rule 28th.-—Men is a common noun, mas¬
culine gender, third person, plural number, nominative case to labor,
Rule 3d.—Former is a demonstrative adjective, and belongs to men
understood, Rule 28th.—Latter is a demonstrative adjective, and belongs
to men understood, Rule 28th.
8. Old is an adjective in the positive degree, qualifying bird, Rule
28th.— Young is an adjective in the positive degree, qualifying ones,
Rule 28th.— Ones is a common noun, masculine and feminine gender,
third person, plural number, objective case, governed by stole, Rule 9th.
9. None is a common noun, masculine gender, third person, singular
number, nominative case to performs, Rule 3d.
10. None is a collective noun, masculine and feminine gender, third
person, plural number, nominative case to complain, Rule 3d.— Those is
a demonstrative adjective, and belongs to wretches, Rule 28th.—Poor is
an adjective, in the positive degree, and qualifies wretches, Rule 28th.—
Miserable is an adjective, in the positive degree, qualifying lot, Rule 28th.
11. This is a demonstrative adjective, and belongs to man understood,
Rule 28th.
12. Every is a distributive adjective, and belongs to leaf, Rule 28th.
—Every is a distributive adjective, and belongs to twig, Rule 28th.—
Every is a distributive adjective, and belongs to drop, Rule 28th.—
Living is a participial adjective, which cannot be compared, qualifying
insects, Rule 28th.
13. That is a demonstrative adjective, and belongs to sort, Rule 28th.
—Real is an adjective, in the superlative degree, qualifying injury,
Rule 28th.
14. These is a demonstrative adjective, and belongs to hours, Rule
28th.—Two is a cardinal restricting adjective, restricting hours, Rule
28th.
15. This is a demonstrative adjective, and belongs to kind, Rule 28th.
16. One is a cardinal restrictive, restricting person, Rule 28th.—More
is an adjective in the comparative degree, qualifying persons understood,
Rule 28th.
17. Each is a distributive adjective, and belongs to one, Rule 28th.—
One is a common noun, masculine gender, third person, singular number,
objective case, governed by let, Rule 9th.— Others is a compound pro¬
noun, equivalent to other persons.— Other is an indefinite adjective, and
belongs to persons, Rule 28th.—Persons is a common noun, masculine
and feminine gender, third person, plural number, objective case,
governed by esteem, (which is in the infinitive mood without the sign to
prefixed, Rule 25th,) Rule 9th.—Better is an adjective, in the com-
236
ETYMOLOGY AND SYNTAX.
parative degree, qualifying persons, Rule 28th.—Himself is a compound
personal pronoun, personating one, with which it agrees in the masculine
gender, third person, singular number, Rule 17th—nominative case to is
understood, Rule 23d. A noun or pronoun following the conjunction
than or as, is nominative to a verb, or the object of a verb, participle, or
preposition. (See the Adverb, 8th Question.)
18. Each is a distributive adjective, and belongs to one. Rule 28th.—
Small is an adjective, in the positive degree, qualifying one, Rule
28th.—Invisible is an adjective, in the superlative degree, qualifying one,
Rule 28th.
19. Each is a distributive adjective, and belongs to side, Rule 28th.
20. What is a demonstrative adjective, and belongs to character, Rule
28th.
21. What is a demonstrative adjective, and belongs to name, Rule
28th.
22. Whatever is a demonstrative adjective, and belongs to man, Rule
28th.—Happy is an adjective, in the positive degree, qualifying man,
Rule 28th.
23. Whichever is a demonstrative adjective, and belongs to course,
Rule 28th.
24. Which is a demonstrative adjective, and belongs to promise,
Rule 28th.
LESSON LXII.—EXERCISES EST PARSING.
1. Either one of those two boys may go with you. 2. Neither of my
two friends was in town. 3. What havoc hast thou made, foul monster,
sin! 4. What man is that? 5. Which road did he take? 6. George,
you may pursue whatever science, that suits your taste. 7. Eliza,
take whichever pattern, that pleases you best. 8. Every day brings its
own duties. 9. Some men love their money more than their honor.
10. Whatever things you would have others to do unto you, do you the
same unto them. 11. Whichever course you may think best, we will
pursue. 12. Each one of your class should parse a sentence. 13.
Either one of you, may first recite. 14. Neither one of his two cousins
came to the party. 15. Any one may improve by close application.
1. Either is a distributive adjective, and belongs to one, Rule 28th.
Those is a demonstrative adjective, and belongs to boys, Rule 28th.—
Two is a cardinal restrictive, restricting boys, Rule 28th.
2. Neither is a distributive adjective, and belongs to one understood,
Rule 28th.
3. What is a demonstrative adjective, and belongs to havoc, Rule
28th.—Foul is an adjective in the positive degree, qualifying monster,
Rule 28th.
4. What is an interrogative adjective, because it is placed before a
noun in asking a question, and it belongs to man, Rule 28th.— That
is a demonstrative adjective, and belongs to man, understood, Rule
28th.
5. Which is a demonstrative adjective of the interrogative kind, be-
ADJECTIVE.
— PARSING.
237
cause it is placed before a noun in asking a question, and it belongs to
road, Rule 28th.
6. Whatever is a demonstrative adiective, and belongs to science, Rule
28th.
7. Whichever is a demonstrative adjective, and belongs to pattern,
Rule 28th.
8. Every is a distributive adjective, and belongs to day, Rule 28th.—
Its is a personal pronoun, persoiiating day, with which it agrees in the
neuter gender, third person, singular number, Rule 17th—possessive
case, governed by duties, Rule 8th.— Own is a personal pronoun, in the
possessive case, governed by duties, Rule 8th.
9. Some is an indefinite adjective, and belongs to men, Rule 28th.
10. Whatever is a demonstrative adjective, and belongs to things, Rule
28th.— Others is a compound pronoun, equivalent to other persons.—
Other is an indefinite adjective, and belongs to persons, Rule 28th.—
Persons is a common noun, masculine and feminine gender, third person,
plural number, objective case, governed by have, Rule 9th.—Same is
an indefinite adjective, and belongs to things understood, Rule 28th.
Every order of parsing the adjective has been given. We will give
one more lesson of the several kinds of adjectives, which you may easily
parse by yourselves.
LESSON LXHX—EXERCISES IN PARSING.
1. We should entertain such thoughts only as tend to promote happi¬
ness. 2. All intelligent persons should esteem each other, agreeably to
their merit. 3. James, you- will ride one horse, and lead the other.
4. Both boys will go to school. 5. He is the same gentleman, that we
saw in the city. 6. Give me another orange. 7. Pile all of that rubbish
in one heap. 8. We should assist each other to do good. 9. None es¬
cape the slander of the infamous. 10. None deserve the fair, but the
brave. 11. Some men increase in wealth, while others decrease.
12. Some children improve rapidly; others learn none at all. 13. It is
the duty of all enlightened persons to help each other in distress.
14. Pupils should strive to excel each other in their several studies.
15. Train up a child in the way he should go, and when he is old, he
will not depart from it. 16. Every man is, to some extent, the architect
of his own fortune. 17. God created man in his own image. 18. Stu¬
dents should study of their own accord. 19. All thinking and reflecting
persons should exercise their own free will. 20. In parsing this lesson,
you should parse only those parts of speech, which have been defined and
parsed; and when you revise, you will know how to parse every word in
this lesson.
Explanations. 1. As those thoughts are, which tend to promote
happiness. 7. All is a common noun. 8. Good is a noun. 9. None is
a collective noun. 10. None is a collective noun, masculine gender.
Brave is an adjective, qualifying men understood. 11. Others is a com¬
pound pronoun, equivalent to other men. 12. Others is a compound
238
ETYMOLOGY AND SYNTAX.
pronoun, equivalent to other children. 13. Other is a common noun,
masculine or feminine gender. 14. Other is a common noun, masculine
or feminine gender. 16. Own is a personal pronoun, in the possessive
case, governed by fortune, Rule 8th.
LESSON" LXIY.—EXERCISES IN FALSE SYNTAX.
Note 4th to Rule 28th. Numeral adjectives belong to nouns, which
must agree in number with cardinal adjectives; as, Ten feet; Eighty
fathoms. But some anomalous and figurative expressions form an excep¬
tion to this rule; as, A fleet of forty sail; Two hundred head of cattle.
1. The boat carries thirty ton. 2. The chasm is twenty foot broad, and
one hundred fathom in depth. 3. That mast is eighty "foot in length.
4. This field is one hundred and ten rod square. 5. There are three
hundred and twenty rod in a mile. 6. Three foot make one yard.
i
Note 5th to Rule 28th. .Adjectives should be placed next to the nouns
which they qualify; as, "A tract of good land."
1. He bought a new pair of shoes, and an elegant piece of furniture.
2. My cousin gave his fine pair of horses for a poor tract of land. 3. I
have bought a new pair of boots. 4. He is the servant of an old rich
man, who is our neighbor.
Note 6th to Rule 28th. When an adjective is used in comparing two
objects, it should be in the comparative degree, but when more than two
objects are compared, the superlative should be employed; as, "Julia is
the taller of the two;" " Her specimen is the best of the three."
1. Which of these two cords is the strongest? 2. John, which is the
tallest, you or James? 3. Which is the best scholar, you or James?
4. Which is the heaviest of you two boys ? 5. Henry is the better
scholar of those three boys. 6. Which is the heaviest, a pound of lead,
or a pound of feathers ? 7. Her specimen is the better of all of them.
Note 7th to Rule 28th. Double comparatives and superlatives should
be avoided; such as, worser, lesser, more deeper, more wickeder; chicf-
est, supremest, perfectest, or most perfect, most supreme, &c.
1. He made the greater light to rule the day, and the lesser light to
rule the night. 2. The pleasures of the understanding are more prefer¬
able than those of imagination or sense. 3. The tongue is like a race
horse, which, the faster it runs, carries the lesser weight. 4. Virtue
confers the most supreme dignity on man, and it should be his chiefest
desire. 5. The nightingale's voice is the most sweetest in the grove. 6.
The most highest hath created us for his glory. 7. He was admitted to
the chiefest offices. 8. The first witness gave a strong proof of the fact;
the next, a more stronger still; but the last witness the most strongest of
ADJECTIVE.
—FALSE SYNTAX.
239
all. 9. He gave the fullest and most sincere proof of the truest friend¬
ship. 10. The contradictions of impiety are still more incomprehensi¬
ble. 11. It is the most uncertain way that can he devised. 12. This is
the most perfect model, that I have ever seen.
Note 9th to Rule 28th. The demonstrative adjectives this and that, and
these and those, must agree in number with their nouns; as, This book,
these books ; that sort, those sorts.
1. These sort of favors does real injury. 2. They have been playing
for this two hours. 3. These kind of indulgences, injures and softens'
the mind. 4. I have known him for this twelve months. 5. Those kind
of charitable deeds, is very beneficial to the poor. 6. Those sort of
benevolent actions, will cause him to be highly esteemed.
Note 10th to Rule 28th. The specifying adjectives each, every, either,
neither, another, and one, belong to nouns in the singular number only;
as, Each man; every person; either one; neither one of the two;
another lesson; unless the plural noun convey a collective idea; as,
Every five minutes; Every twelve hours; Every seven days, &c.
1. Put each sets of harness in good order. 2. Arrange every pairs of
shoes and boots in those boxes. 3. Take either pairs of reins that suits'
you. 4. Neither pairs will suit me. 5. Examine another sets of har¬
ness. 6. Here is one pairs of reins that will do very well.
Note 11th to Rule 28th. Either is often improperly used instead of
each; as, " The king of Israel and Jehoshaphat the king of Judah, sat
either of them on his throne." Each signifies both taken separately;
either implies the one or the other taken disjunctively:—it should be,
" sat each of them on his throne."
1. On either side of the river was the tree of life. 2. Nadab and
Abihu took either of them his censer. 3. The king of Israel and
Jehoshaphat the king of Judah, sat either of them on his throne.
Note 4th. 1st. Incorrect.—Ton is singular, and its cardinal restrictive
thirty is plural. Note 4th is violated, which says, Numeral adjectives
belong to nouns, which must agree in number with cardinal restrictives.
—Ton should be tons, and the sentence should read, "The boat carries
thirty tons."
2d. Incorrect.—Foot and fathom are singular, and their cardinal
restrictives twenty and one hundred are plural.—Note 4th is violated,
which says, &c.—Foot should be feet, and fathom should be fathoms,
and the sentence should read, " The chasm is twenty feet broad, and one
hundred fathoms in depth.
3d. Incorrect.—Foot is singular, and its cardinal restrictive eighty is
plural.—Note 4th is violated, which says, &c.—Foot should be feet, and
the sentence should read, " That mast is eighty feet in length."
240
ETYMOLOGY AND SYNTAX.
4th. Incorrect.—Rod is singular, and its cardinal restrictive one hun¬
dred and ten is plural.—Note 4th is violated.—Rod should he rods, and
the sentence should read, " This field is one hundred and ten rods
square."
5th. Incorrect.—Rod is singular, and its cardinal restrictive three
hundred and twenty is plural.—Note 4th is violated.—Rod should be
rods, and the sentence should read, "There are three hundred and
twenty rods in a mile."
6th. Incorrect. Foot is singular, and its cardinal restrictive three is
plural.—Note 4th is violated.—Foot should be feet, and the sentence
should read, "Three feet make one yard."
Note 5th.—1. Incorrect.—The adjectives new and elegant, should' be
placed next to the nouns shoes and furniture, which they qualify ; agree¬
ably to Note 5th, which says, Adjectives should be placed next to the
nouns which they qualify.—The sentence should read, "He bought a
pair of new shoes, and a piece of elegant furniture."
2. Incorrect.—The adjectives fine and poor should be placed next to
the nouns horse and land, which they qualify; agreeably to Note 5th.—
The sentence should read, " My cousin gave his pair of fine horses for a
tract of poor land."
3. Incorrect.—The adjective new should be placed next to the noun
hoots, which it qualifies; agreeably to Note 5th.—The sentence should
read, " I have bought a pair of new boots."
4. Incorrect.—The adjective old should be placed next to the noun
man, which it qualifies; agreeably to Note 5th.—The sentence should
read, " He is the servant of a rich old man, who is our neighbor."
Note 6th.—1. Incorrect.—Strongest is in the superlative degree, and it
is used in comparing two objects.—Note 6th is violated, which says, When
an adjective is used in comparing two objects, it should be in the com¬
parative degree.—Strongest should be stronger, and the sentence should
read, " Which of these two cords is the stronger ?"
2. Incorrect.— Tallest is in the superlative degree, and it is used in
comparing two objects.—Note 6th is violated, which says, &c.—Tallest
should be taller, and the sentence should read, "John, which is the
taller, you or James ?"
3d. Incorrect.—Best is in the superlative degree, and it is used in
comparing two objects.—Note 6th is violated.—Best should be better, and
the sentence should read, "Which is the better scholar, you or James ?"
4. Incorrect.—Heaviest is in the superlative degree, and it is used in
comparing two objects.—Note 6th is violated.—Heaviest should be
heavier, and the sentence should read, "Which is the heavier of you
two boys."
5. Incorrect.— Better is in the comparative degree, and it is used in
comparing three objects.—Note 6th is violated, which says, When an
adjective is used in comparing three objects, it must be in the superlative
degree.—Better should be best, and the sentence should read, "Henry is
the best scholar of those three boys."
6. Incorrect.—Heaviest is in the superlative degree, and it is used to
compare two objects.—Note 6th is violated.—Heaviest should be heavier,
FALSE SYNTAX CORRECTED.
241
and the sentence should read, ''Which is the heavier, a pound of lead,
or a pound of feathers ?"
7. Incorrect.—Better is in the comparative degree, and it is used to
compare several objects.—Note 6th is violated.—Better should be best,
and the sentence should read, "Her specimen is the best of all of them."
Note 7th.—1. Incorrect.—Lesser is a double comparative.—Note 7th
is violated, which says, Double comparatives should be avoided.—Lesser
should be less, and the sentence should read, "He made the greater
light to rule the day, and the less light to rule the night."
2. Incorrect.—More preferable is a double comparative.—Note 7th
is violated.—More should be rejected, and than should be to, and the
sentence should read, "The pleasures of the understanding are preferable
to those of imagination or sense."
3. Incorrect.—Lesser is a double comparative.—Note 7th is violated.
—Lesser should be less, and the sentence should be differently con¬
structed; thus, "The tongue is like a race horse, which runs the faster,
the less weight it carries."
4. Incorrect.—Most supreme and chiefesi are double superlatives.—
Note 7th is violated, which says, Double superlatives should be avoided.
Most should be rejected, and chief est should be chief, and the sentence
should read, " Virtue confers supreme dignity on man, and it should be
his chief desire."
5. Incorrect.—Most sweetest is a double superlative.—Note 7th is vio¬
lated.—Most should be rejected, and the sentence should read, "The
nightingale's voice is the sweetest in the grove."
6. Incorrect.—Most highest is a double superlative.—Note 7th is vio¬
lated.—Highest should be high, and the sentence should read, " The most
High hath created us for His glory."
7. Incorrect.— Chief est is a double superlative.—Note 7th is violated.—
Chief est should be chief, and the sentence should read, "He was admitted
to the chief offices."
8. Incorrect.—More stronger is a double comparative, and most strongest
is a double superlative.—Note 7th is violated, which says, Double com¬
paratives and superlatives should be avoided.—More and most should be
rejected, and the sentence should read, "The first witness gave a strong
proof of the fact; the next, a stronger still; but the last witness, the
strongest of all."
9. Incorrect.—Fullest, most sincere, and truest, are double superlatives.
—Note 7th is violated.—Fullest should befull, most should be rejected,
and truest* should be true, and the definite article should be omitted, and
the sentence should read, "He gave full and sincere proof of true
friendship."
10. Incorrect.—More incomprehensible is a double comparative.—Note
7th is violated.—More should be rejected, and the sentence should read,
" The contradictions of impiety are still incomprehensible."
11. Incorrect.—Most uncertain is a double superlative.—Note 7th is
violated.—Most should be rejected, and the sentence should be differently
constructed; thus, "It is as uncertain a way as can be devised;" or "It
is the most precarious way that can be devised."
16
242
ETYMOLOGY AND SYNTAX.
12. Incorrect.—Most perfect is a double superlative. Note 7th is vio¬
lated.—Most should be rejected, and the sentence should be differently
constructed; thus, "This is as perfect a model, as I have ever seen."
Note 9th.—1. Incorrect.— These is plural, and the noun sort, to which
it belongs, is singular.—Note 9th is violated.— These should be this, and
the sentence should read, "This sort of favors does real injury."
2. Incorrect.—This is singular, and hours, to which it belongs, is plu¬
ral.—Note 9th is violated, which says, The demonstrative adjectives this
and that, and these and those, must agree in number with their nouns.—
This should be these, and the sentence should read, " They have been
playing for these two hours."
5. Incorrect".— Those is plural, and kind, to which it belongs, is sin¬
gular.—Note 9th is violated.— Those should be that, and the sentence
should read, "That kind of charitable deeds, is very beneficial to the
poor."
Note 10th.—1. Incorrect.—Sets is plural, and its distributive adjective
each is singular.—Note 10th is violated, which says, &c.—Sets should be
set, and the sentence should read, "Put each set of harness in good
order."
2. Incorrect.—Pairs is plural, and its distributive adjective every is
singular.—Note 10th is violated.—Pairs should be pair, and the sentence
should read, "Arrange every pair of shoes and boots in those boxes."
3. Incorrect.—Either is improperly placed before a plural noun,pairs,
agreeably to Note 10th, which says, &c.—Pairs should be pair, and the
sentence should read, " Take either pair of reins, that suits you."
4. Incorrect.—Neither is improperly prefixed to pairs, which is a
plural noun, agreeably to Note 10th, which says, &c.—Pairs should be
pair, and the sentence should read, "Neither pair will suit me."
Note 11th.—1. Incorrect.—Either is improperly used instead of each,
agreeably to Note 11th, which says, &c.—Either should be each, and the
sentence should read, " On each side of the river was the tree of life."
2. Incorrect.—Either is improperly used, instead of each, agreeably
to Note 11th, which says, &c.—Either should be each, and the sentence
should read, " Nadab and Abihu took each of them his censer."
We have done with the adjective; and we hope that we have defined
it so clearly, that you understand it perfectly. We have parsed many
examples of the several kinds of adjectives; and we have corrected every
order of False Syntax, in which adjectives are usually misapplied.-
ADVERB.
243
ADVERB.
LECTURE VIII.—LESSON LXV.
ADVERB.
Q. 1. What is the office of an adverb ?
A. An Adverb is a word used to modify the sense of a
verb, a participle, an adjective, or another adverb; as, He reads
well; I am writing slowly; A very good pen writes extremely
well.
Q. 2. Does an adverb ever qualify any other part of speech, than a,
verb, a participle, an adjective, or an adverb ?
A. It does not. Sometimes an adverb qualifies a verb, some¬
times a participle, sometimes an adjective, and sometimes it
qualifies another adverb.
Q. 3. When an adverb qualifies a verb or a participle, what does it
generally express ?
A. It generally expresses the manner, time, or place, in which
the action is performed.
Q. 4. Will you read the following examples, in which the words in
italics are adverbs, which express the manner, time or place in which
the action or being is performed by their respective verbs or participles ?
A. 1st. The Manner ; as, The man rides gracefully; The horse moves
awkwardly; The boy spells badly; That deer runs swiftly; The clouds
move slowly; He writes leisurely; That wheel is turning rapidly; The
Earth is moving swiftly; That man is sleeping soundly; That lady is
dancing gracefully; The boys are standing awkwardly; The horse is
jumping badly; The boys are studying diligently.
2d. The Time; as, That man rides daily; The clock strikes hourly;
The boat arrives weekly; The Moon changes monthly; The Earth moves
around the Sun yearly; We visit our friends frequently; They come
often, to see us; We write to them sometimes; We go seldom to the
city; I am reading now; He is writing to-day; The child is walking
already; He was surveying yesterday; Have you seen John riding
lately? We will commence parsing to-morrow.
3d. The Place; as, We live here; They live there; Show me where
I will sit; May I sit elsewhere? You may sit anywhere; He has gone
somewhere; I wish to go nowhere; We are treating herein, of the ad¬
verb; The troops are marching whither ? He is coming hither; They
are going thither; The kite is flying upward; The meteor is shooting
downward; The Earth is moving forward.
244
ETYMOLOGY AND SYNTAX.
Q. 5. When an adverb qualifies an adjective or another adverb, what
does it generally express ?
A. It generally expresses tlie degree of comparison, for ad¬
verbs, as well as adjectives, may be compared.
Q. 6. Will you read the following examples, in which the words in
italics are adverbs, which qualify their respective adjectives and ad¬
verbs ?
A. A more skillful artist; Henry is the most intelligent scholar in
school; Modesty is the most amiable quality, which the fair sex can pos¬
sess; Truth is the most essential quality of youth; A very good pen
writes extremely well; He is progressing very rapidly; The clouds are
moving very slowly; The cars are running very swiftly; He is walking
quite leisurely; The Earth is moving more swiftly than the Moon.
Q. 7. By what signs may an adverb be known ?
A. Any word or short pbrase that will answer to any
of tbe questions, how, how much, when, or where, is an adverb.
Q. 8. Will you read the following examples, and questions which are
asked to illustrate this rule ?
A. The river flows rapidly; He walks very fast; He has gone far
away, but he will soon return; She sings sweetly; They learn none at
all.—How does the river flow ? Rapidly. How does he walk ? Very
fast. Where has he gone? Far away. When will he return?
Soon. How does she sing ? Sweetly. How much do they learn ? None
at all.
When you can not distinguish adverbs by the sense of the sentence,
you should ask these questions; for sometimes it is difficult to distin¬
guish an adverb from an adjective; as the same word is sometimes used
as an adverb, and sometimes as an adjective. In the sentence, "Let
each esteem others better than. himself;" it is difficult for the young
learner to determine whether better is an adjective or an adverb. We
determine this, by asking the following question. Whom must he
esteem better than himself? Other persons; that is, He should esteem
other persons as being better than he is. When better is an adverb, its
positive degree is well; and when it is an adjective, its positive is good.
Better would be an improper word to use as an adverb to qualify the verb
esteem. The writer did not mean, Let each esteem others better than
he esteems himself. If he had so meant, he would have used more, in¬
stead of better. It is evident, then, that better is an adjective, qualifying
persons.
Q. 9. Expressions used to denote the manner or time of the action of
verbs or participles, are called adverbial phrases. Will you read the fol¬
lowing examples, in which the words in italics, are parsed as adverbial
phrases ?
A. Some children learn a great deal, in a short time; others learn none
at all; James came home a few days ago ; The mail arrived long since ;
ADVERB.
245
I have shot at several deer, and I have, at length, killed one; I tried, in
vain, to excel him; my health, in general, has been good; I told him,
in particular, what I wanted; He will come after a while, &c.
Q. 10. Adverbs are very numerous, and they may be more easily
learned, by dividing them into classes. You should study the following
list containing the different classes of adverbs, until you can recite it.
Can you recite the following list of adverbs, if I give out to you the
name of each class ?
LIST OF THE DIFFERENT CLASSES OF ADVERBS.
A. 1. Of Number ; as, Once, twice, thrice, &c.
2. Of Order ; as, First, secondly, lastly, finally, &c.
3. Of Place; as, Here, there, where, elsewhere, anywhere,
somewhere, nowhere, herein, whither, hither, thither, upward,
downward, forward, backward, whence, thence, whitherso¬
ever, &c.
4. Of Time.—Present ; as, Now, to-day, &c.
Past Time ; as, Already, before, lately, yesterday, heretofore,
hitherto, long since, long ago, &c.
Future Time ; as, To-morrow, not yet, hereafter, henceforth,
henceforward, by and by, instantly, presently, immediately,
ere long, straightways, &c.
Indefinite Time ; as, Oft, often, oft-times, often-times, some¬
times, soon, seldom, daily, weekly, monthly, yearly, always,
when, then, ever, never, again, &c.
5. Of Quantity; as, Much, little, sufficiently, how much,
how great, enough, abundantly, &c.
6. Of Manner or Quality ; as, Wisely, foolishly, justly, un¬
justly, quickly, slowly, &c. Adverbs of quality are the most
numerous kind, and they are generally formed by adding ly
to an adjective or a participle, or by changing le into ly; as,
Bad, badly; cheerful, cheerfully; able, ably; admirable, ad¬
mirably.
7. Of Doubt ; as, Haply, perhaps, peradventure, possibly,
perchance.
8. Of Affirmation; as, Verily, truly, undoubtedly, doubt¬
less, certainly, yea, yes, surely, indeed, really.
9. Of Negation ; as, Nay, no, not, by no means, not at all,
in no wise, &c.
10. Of Interrogation ; as, How, why, wherefore, whither,
&c., and sometimes when, whence, and where.
11. Of Comparison ; as, More, most, better, best, worse,
worst, less, least, very, almost, little, alike, &c.
Q. 11. This list contains but a small portion of the adverbs in our lan¬
guage. Many adverbs are formed by a combination of prepositions with
246
ETYMOLOGY AND SYNTAX.
the adverbs of place, here, there, and where. Can you recite the fol¬
lowing adverbs of this class ?
A. Hereof, thereof, whereof; hereto, thereto, whereto;
hereby, thereby, whereby; herewith, therewith, wherewith;
herein, therein, wherein; therefore, wherefore, hereupon,
hereon, thereupon, thereon, whereupon, whereon, &c.
Q. 12. Some adverbs are composed of nouns or verbs and the letter a
used instead of at, on, &c. Can you recite the following adverbs of this
class ?
A. Aside, athirst, afoot, asleep, aboard, ashore, abed,
aground, aflqat, adrift, aghast, ago, askance, away, asunder,
astray, &c.
Q. 13. There are some words which are sometimes used as adjectives,
and sometimes as adverbs. Will you read the following examples,
in which the same words are used both as adjectives and adverbs ?
A. 1st. As Adjectives ; as, Much money has been expended; There
are more gentlemen than ladies here; This bank contains the most
money; John is a good boy, James is a Letter boy than he, but Rufus
is the best boy of the three; Paul is a little boy, Homer is a less boy, and
Albert is the least boy of the three; This is a bad boy; that is a worse
boy than he; but there is the worst boy in school.
2d. As Adverbs ; as, It is much better to live on a little, than to
outlive a great deal; Some persons are much more wise than others;
The first coat fits me tolerably well; the second fits me better; but the
third, fits me best; This horse jumps badly; that one jumps worse than
he; but his horse jumps worst of the three; The first boy acts wisely;
the second acts more wisely than he; but the third boy acts most wisely
of any of them; Alfred is a little less boy than Albert; The first speaker
appears a little wise; the second, is evidently less wise than he; but the
third, is the least wise of all of them; Ellen is beautiful; Mary is more
beautiful than she; but Eliza is most beautiful of all.
Q. 14. The same words may be used as adverbs or nouns. Will
you read the following examples containing some such words ?
A. 1st. As Adverbs ; as, He came home yesterday, but he will set
out again to-day; He will come home to-morrow, and he will not leave
again till next week; I saw him last week, when he promised to come
to-day.
2d.^ As Nouns; as, To-day's lesson is longer than yesterday's lesson;
He will come home on to-day; He arrived on yesterday ; I will do your
work on to-morrov).
Q. 15. Some words may be used as adverbs or as prepositions. Will
you read the following examples containing such words ?
A. 1st. As Adverbs; as, He lay down to sleep; He is lying down;
Wake him up; I am helping him up; Let us turn the boat over; That
man walked off; I will walk on slowly; Stand about, and let the ladies
pass.
ADYEKB.
247
2d. As Prepositions ; as, Your hat is down stairs; His hat is up
stairs; John threw his bait over the house; Get off your horse; Put the
inkstand on the table; We ride about town.
Q. 16. How do we know when such words as to-day, yesterday, to¬
morrow, &c., are adverbs, and when they are nouns?
A. Such words are adverbs, when they have not prepositions
placed before them; and they are nouns, when they have pre¬
positions placed before them.
Q. 17. Some adverbs participate of the nature of conjunctions, be¬
cause they connect sentences, as well as denote the attributes of time or
place: therefore, some eminent philologists call them adverbial conjunc¬
tions. They are, however, parsed as adverbs. Will you tell what those
words are ?
A. They are when, where, whence, whither, whenever,
wherever, till, until, before, otherwise, while, wherefore, there¬
fore, and some others of a like nature.
Q. 18. Before is sometimes an adverb, and sometimes a preposition.
Can you define it ?
A. Before is an adverb, when it signifies sooner than, time
past, already, previously, or hitherto; in which case it always
qualifies a verb or a participle; as, The mail had arrived
before I finished my letter; "We commenced studying before
the preceptor came.
Before is a preposition, when it signifies further, onward, in
front of, or superior ; in which case, it is placed before a noun
or pronoun which it governs in the objective case; or it
governs some noun or pronoun understood; as, Stand before
my horses ; Ride before John on the same horse; Sit before me
on this horse; Let the child ride before you ; Go before him.
Q. 19. Several adverbs sometimes qualify the same verb or participle.
Will you read the following examples of this kind ?
A. He always rides gracefully, whether he rides leisurely, hastily,
rapidly, or swiftly; and he acts calmly, coolly, cautiously, fearlessly,
prudently, promptly, and wisely ; and he has never been defeated in one
single action.—He is studying calmly, seriously, leisurely, methodically,
and interestingly, the laws of nature.
In the first example, you must perceive, that the four adverbs in italics,
qualify the verb rides; and in the second example, the adverbs in italics
qualify the verb acts. In the other example, the adverbs in italics,
qualify the participle studying.
Q. 20. Can you recite the order of parsing an adverb ?
A. It is,—An adverb, and why ?—what sort ?—what does it
qualify ?—Rule.
Q. 21. What Rule applies in parsing an adverb ?
248
ETYMOLOGY AND SYNTAX.
A. Rule 24th. Adverbs qualify verbs, participles, adjec¬
tives, and other adverbs; as, "He speaks fluently, and reasons
coherently "He is walking slowly A "A very good pen writes
extremely well."
Q. 22. What Note applies in correcting examples of False Syntax, in
which, the adverbs are improperly placed in the sentence ?
A. Note 1st to Rule 24th. Adverbs are generally set
before adjectives or adverbs, after verbs, or between the auxil¬
iary and the verb ; as, "They are now miserably poor, though
they once lived tolerably well" She reads prop.erly, and writes
very neatly;" "He made a very sensible discourse, and was
attentively heard."
Q. 23. What Note applies in correcting examples of False Syntax, in
which adjectives are improperly used instead of adverbs ?
A. Note 3d to Rule 24th. Adjectives are sometimes im¬
properly used instead of adverbs; as, He is indifferent honest;
She writes excellent well; They are walking slow; Horace be¬
haved submissive.
Adjectives do not qualify verbs, participles, adjectives or adverbs, in
such instances, but this is the office of the adverb.
Q. 24. What Note applies in correcting examples of False Syntax, in
which adverbs are improperly used instead of adjectives ?
A. Note 4th to Rule 24th. Adverbs are sometimes im¬
properly used instead of adjectives; as, "The tutor addressed
him in terms rather warm, but suitably to his offence."
Adverbs never qualify nouns, but this is the office of the adjective.
Nothing remains to be said of the adverb, except the Order of parsing
it, and correcting False Syntax, in which it is improperly placed, used,
or applied in the sentence. If you have studied diligently, what is said
of the adverb in this lesson, you must certainly understand well, this
part of speech. We will now parse a great many adverbs, and correct
many examples of False Syntax, in which adverbs are clearly misplaced,
misused and misapplied.
LESSON LXVL—EXERCISES IN PARSING.
1. The traveller described a lofty castle decaying gradually. 2. Very
few literary men ever became distinguished poets. 3. The great Milton
excels not Homer. 4. The Roman women once, voluntarily contributed
their most precious jewels to save the city. 5. Many small streams
uniting, form very large rivers. 6. The river Funza falling perpendicu¬
larly, forms a vast cataract. 7. Attentive servants always drive horses
very carefully; negligent servants often drive horses very carelessly.
ADVERB.
— PARSING.
249
8. Assiduous scholars improve very fast \ idle scholars learn none at all.
9. Friendship often ends in love; but love never ends in friendship.
10. The general rides gracefully, and he commands calmly, coolly,
cautiously, prudently, promptly, and wisely; and he'has never been
defeated. 11. He is studying calmly, seriously, leisurely, methodically,
and interestingly, the laws of nature. 12. He speaks fluently, and rea¬
sons coherently. 13. She reads properly, and writes very neatly. 14.
They once lived tolerably well, but now they are miserably poor. 15.
The lowering clouds are moving slowly. 16. He behaved submissively,
and was exceedingly careful not to give offence.
1. Gradually is an adverb of manner, a word used to modify the
sense of a verb, participle, adjective, or another adverb—it qualifies the
participle decaying, Rule 24th. Adverbs qualify verbs, participles,
adjectives, and other adverbs.
%. Very is an adverb of comparison, a word used to modify the sense
of a verb, participle, adjective, or another adverb—it qualifies the adjec¬
tive few, which it compares and renders in the superlative degree, Rule
24th.—Ever is an adverb of time indefinite, a word used to modify the
sense of a verb, participle, adjective, or another adverb—it qualifies the
verb became, Rule 24th.
3. Not is a negative adverb, a word used to modify the sense of a
verb, participle, adjective, or another adverb—it qualifies the verb excels,
Rule 24th.
4. Once is an adverb of number, a word used to modify the sense of a
verb, participle, adjective, or another adverb—it qualifies the verb con¬
tributed, Rule 24th.— Voluntarily is an adverb of manner, qualifying
contributed, Rule 24th.—Most is an adverb of comparison, comparing
the adjective precious, which it qualifies, Rule 24th.
5. Very is an adverb of comparison, comparing the adjective large,
which it qualifies, Rule 24th.—Large is an adjective in the comparative
degree, qualifying the noun rivers, Rule 28th.
6. Perpendicularly is an adverb of manner, qualifying the participle
falling, Rule 24th.— Vast is an adjective in the superlative degree, qua¬
lifying cataract, Rule 28th.
7. Always is an adverb of time indefinite, qualifying the verb drive,
Rule 24th.— Very is an adverb of comparison, comparing the adverb
carefully, which it qualifies, Rule 24th.—Carefully is an adverb of man¬
ner, in the superlative degree, qualifying drive, Rule 24th.— Often is
an adverb of time indefinite, qualifying drive, Rule 24th.— Very is an
adverb of comparison, comparing the adverb carelessly, which it qualifies,
Rule 24th;—Carelessly is an adverb of manner, in the superlative
degree, qualifying drive, Rule 24th.
8. Very fast is an adverbial phrase of manner, qualifying improve,
Rule 24th.—None at all is an adverbial phrase of negation, qualifying
learn, Rule 24th.
9. Often is an adverb of time indefinite, qualifying ends, Rule 24th.—
Never is an adverb of time indefinite, qualifying ends, Rule 24th.
10. Gracefully is an adverb of manner, qualifying rides, Rule 24th.—
250
ETYMOLOGY AND SYNTAX.
Calmly is an adverb of manner, qualifying commands, Rule 24th.—■
Coolly is an adverb of manner, qualifying commands, Rule 24th—Cau¬
tiously is an adverb of manner, qualifying commands, Rule 24th.—Pru¬
dently is an adverb of manner, qualifying commands, Rule 24th.—
Promptly is an adverb of manner, qualifying commands, Rule 24th.—
Wisely is an adverb of manner, qualifying commands, Rule 24th.—
Never is an adverb of time indefinite, qualifying has heen defeated,,
Rule 24th.
11. Calmly is an adverb of manner, qualifying the participle studying,
Rule 24th.—Seriously is an adverb of manner, qualifying studying, Rule
24th.—Leisurely is an adverb of manner, qualifying studying, Rule 24th.
—Methodically is an adverb of manner, qualifying studying, Rule 24th.—
Interestingly is an adverb of manner, qualifying studying, Rule 21th.
12. Fluently is an adverb of manner, qualifying speaks, Rule 24th.—
Coherently is an adverb of manner, qualifying reasons, Rule 24th.
13. Properly is an adverb of manner, qualifying reads, Rule 24th.—
Very is an adverb of comparison, comparing the adverb neatly, whicl? it
qualifies, Rule 24th.—Neatly is an adverb of manner, in the superlative
degree, qualifying writes, Rule 24th.
14. Once is an adverb of number, qualifying lived, Rule 24th.— Toler¬
ably is an adverb of comparison, comparing the adverb well, which it
qualifies, Rule 24th.— Well is an adverb of manner, in the comparative
degree, qualifying lived, Rule 24th.—Now is an adverb of time present,
qualifying are, Rule 24th.—Miserably is an adverb of comparison, com¬
paring the adjective poor, which it qualifies, Rule 24th.—Poor is an
adjective, in the superlative degree, qualifying the pronoun they, agree¬
ably to Note 1st to Rule 28th. Adjectives frequently belong to pronouns.
15. Slowly is an adverb of manner, qualifying the participle moving,
Rule 24th.
16. Submissively is an adverb of manner, qualifying behaved, Rule
24th.— Fas is an irregular neuter verb, Indicative mood, Imperfect
tense, third person, singular number, agreeing with its nominative he
understood, Rule 4th.—Exceedingly is an adverb of comparison, compar¬
ing the adjective careful, which it qualifies, Rule 24th.— Careful is an
adjective, in the superlative degree, qualifying he understood, Note 1st
to Rule 28th.—Not is a negative adverb, qualifying to give, Rule 24th.
LESSON" LXVII.—EXERCISES EST FALSE SYNTAX.
Note 1st to Rule 24th. Adverbs are generally set before adjectives or
adverbs, after participles and verbs, or between the auxiliary and the
verb; as, "He made a very sensible discourse, and was attentively
heard."
1. It cannot be impertinent or ridiculous therefore to remonstrate. 2.
He was pleasing not often, because he was vain. 3. These things should
be never separated. 4. We may happily live, though our possessions
are small. 5. It is a union supported by a hypothesis merely. 6. Edu¬
cation is not attended to properly in Spain
FALSE SYNTAX CORRECTED.
251
Note 3d to Rule 24th. Adjectives are sometimes improperly used
instead of adverbs; as, He is indifferent honest; She writes excellent
well; They are walking slow ; Horace behaved submissive.—Adjectives
do not qualify verbs, participles, adjectives, or adverbs, in such instances,
but this is the office of the adverb.
1. Some men are indifferent honest. 2. James will soon write ex¬
cellent well. 3. Those horses were once fat, but now they are miserable
poor. 4, She once wrote bad, but now she writes elegant. 5. He is
walking slow. 6. He speaks fluent, and reasons coherent. 7. She
reads proper, and writes very neat. 8. The lowering clouds are moving
very slow. 9. They once lived tolerable well, but now they are miser¬
able poor. 10. He behaved himself submissive, and he was exceeding
careful not to give offence. 11. The book is printed very neat, and on
fine finished paper. 12. Richard acted very independent on the occasion.
13. My cousin has furnished his new house most elegant. 14. The
Niagara river falls perpendicular one hundred and sixty-two feet, and it
roars very loud.
Note 4th to Rule 24th. Adverbs are sometimes improperly used
instead of adjectives; as, "The tutor addressed him in terms rather
warm, but suitably to his offence."
Adverbs never qualify nouns, but this is the office of the adjective.
1. The tutor addressed him in terms rather warm, but suitably to his
offence. 2. He lived in a manner agreeably to his condition. 3. The
study of syntax should be previously to that of punctuation. 4. He
introduced himself in a manner very abruptly. 5. Conformably to their
vehemence of thought was their vehemence of gesture. 6. I saw him
previously to his arrival.
Note 1st.—1. Incorrect.— Therefore should be set between the auxili¬
ary and the verb which it qualifies, agreeably to Note. 1st, which says,
Adverbs are generally set before adjectives and adverbs, after participles
and verbs, or between the auxiliary and the verb.—The sentence should
read, " It cannot therefore be impertinent or ridiculous to remonstrate."
2. Incorrect.—The adverbs not and often should be placed after the
verb was, which they qualify, agreeably to Note 1st, which says, &c.—■
The sentence should read, " He was not often pleasing, because he was
vain."
3. Incorrect.—The adverb never should be set between the auxiliary
and the verb which it qualifies, agreeably to Note 1st.—The sentence
should read, " These things should never be separated."
4. Incorrect.—Happily should be placed after may live, which it qua¬
lifies, agreeably to Note 1st.—The sentence should read, "We may live
happily, though our possessions are small."
5. Incorrect.—Merely should be placed next to the verb supported,
which it qualifies, agreeably to Note 1st.—Thus, " It is a union supported
merely by a hypothesis."
252
ETYMOLOGY AND SYNTAX.
6. Incorrect.—Properly should be set between tbe auxiliary and tbe
verb, wbicb it qualifies, agreeably to Note 1st.—Thus, " Education is not
properly attended to in Spain."
Note 3d.—1. Incorrect.—Tbe adjective indifferent is improperly used
to qualify tbe adjective honest, instead of tbe adverb indifferently;
agreeably to Note 3d, wbicb says, Adjectives do not qualify adjectives,
but this is tbe office of tbe adverb.—Tbe sentence should read, " Some
men are indifferently honest."
2. Incorrect.—The adjective excellent is improperly used to qualify
tbe adverb well, instead of tbe adverb excellently; agreeably to Note 3d,
which says, Adjectives do not qualify adverbs, but this is the office of tbe
adverb.—Tbe sentence should read, " James will soon write excellently
well."
3. Incorrect.—Tbe adjective miserable is improperly used to qualify
tbe adjective poo?', instead of the adverb miserably, agreeably to Note 3d,
wbicb says, Adjectives do not qualify other adjectives, but this is the
office of tbe adverb.—The sentence should read, " Those horses were
once fat, but now they are miserabfy poor."
4. Incorrect.—Tbe adjectives bad and elegant are improperly used to
qualify the verbs wrote and writes, instead of tbe adverbs badly and
elegantly; agreeably to Note 3d, wbicb says, Adjectives do not qualify
verbs, but tEis is tbe office of tbe adverb.—Tbe sentence should read,
" She once wrote badly, but now she writes elegantly."
5. Incorrect.—The adjective slow is improperly used to qualify tbe
participle walking, instead of tbe adverb slowly; agreeably to Note 3d,
which says, Adjectives do not qualify participles, but this is tbe office of
tbe adverb.—Tbe sentence should read, " He is walking slowly."
6. Incorrect.—Tbe adjectives fluent and coherent are improperly used
to qualify tbe verbs speaks and reasons, instead of tbe adverbs fluently
and coherently; agreeably to Note 3d, which says, &c. Tbe sentence
should read, " He speaks fluently, and reasons coherently."
7. Incorrect.—Tbe adjectives proper and neat are improperly used to
qualify tbe verbs reads and writes, instead of tbe adverbs properly and
neatly; agreeably to Note 3d, wbicb says, &c.—Tbe sentence should
read, " She reads properly, and writes very neatly."
8. Incorrect.—Slow is improperly used to qualify tbe participle
moving, instead of tbe adverb slowly; agreeably to Note 3d, which says,
&c.—The sentence should read, " Tbe lowering clouds are moving very
slowly."
9. Incorrect.— Tolerable and miserable are improperly used to qualify
tbe adverb well, and the adjective poor, instead of tbe adverbs tolerably
and miserably; agreeably to Note 3d, which says, Adjectives do not
qualify adverbs or adjectives, but this is the office of the adverb.—Tbe
sentence should read, " They once lived tolerably well, but now they are
miserably poor."
10. Incorrect.—Submissive and exceeding are improperly used to
qualify tbe verb behaved, and tbe adjective careful, instead of tbe ad¬
verbs submissively and exceedingly; agreeably to Note 3d, which says,
FALSE SYNTAX CORRECTED.
253
Adjectives do not qualify verbs or adjectives, but tbis is tbe office of tbe
adverb Tbe sentence should read, " He behaved himself submissively,
and he was exceedingly careful not to give offence."
11. Incorrect.—Neat and fine are improperly used to qualify the verb
printed, and the adjective finished, instead of the adverbs neatly
and finely,• agreeably to Note 3d, which says, &c.—The sentence should
read, "The book is printed very neatly, and on finely finished paper."
12. Incorrect.—Independent is improperly used to qualify the verb
acted, instead of the adverb independently; agreeably to Note 3d,
which says, &c.—The sentence should read, " Richard acted very inde¬
pendently on the occasion."
13. Incorrect.—Elegant is improperly used to qualify the verb has
furnished, instead of the adverb elegantly ; agreeably to Note 3d, which
says, &c.—The sentence should read, " My cousin has furnished his new
house most elegantly."
14. Incorrect.—Perpendicular and loud are improperly used to qualify
the verbs foils and roars, instead of the adverbs perpendicularly and
loudly; agreeably to Note 3d, which says, &c.—The sentence should
read, " The Niagara river falls perpendicularly one hundred and sixty-two
feet, and it roars very loudly."
Note 4th.—1. Incorrect.—The adverb suitably is improperly used to
qualify the noun terms, instead of the adjective suitable; agreeably to
Note 4th, which says, Adverbs never qualify nouns, but this is the office
of the adjective.—The sentence should read, " The tutor addressed him
in terms rather warm, but suitable to his offence."
2. Incorrect.—The adverb agreeably is improperly used to qualify
the noun manner, instead of the adjective agreeable ; agreeably to Note
4th, which says, &e.—The sentence should read, " He lived in a manner
agreeable to his condition."
3. Incorrect.—Previously is improperly used to qualify the noun study,
instead of the adjective previous, agreeably to Note 4th, which says,
&c.—The sentence should read, " The study of syntax should be previous
to that of punctuation."
4. Incorrect.—The adverb abruptly is improperly used to qualify the
noun manner, instead of the adjective abrupt, agreeably to Note 4th,
which says, &c. The sentence should read, " He introduced himself in
a very abrupt manner."
5. Incorrect.—The adverb conformably is improperly used to qualify
the noun vehemence, instead of the adjective conformable, agreeably to
Note 4th, which says, Adverbs never qualify nouns, but this is the office
of the adjective.—The sentence should read, " Conformable to their
vehemence of thought was their vehemence of gesture."
6. Incorrect.—The adverb previously is improperly used to qualify
the noun time understood, instead of the adjective previous; agreeably
to Note 4th, which says, Adverbs never qualify nouns, but this is the
office of the adjective.—The sentence should read, "I saw him previous
to his arrival."
We have corrected every example of False Syntax in this lesson, that
254
ETYMOLOGY AND SYNTAX.
you may become perfectly familiar with the systematic order of correct,
ing such errors, whicb are made as often, perhaps, as any others.
PREPOSITION.
LECTURE IX.—LESSON LXVIII.
PREPOSITION.
Q. 1. Prom what words is the term Preposition derived ?
A. From the Latin words pre, which signifies before, and
pono, to place.
Q. 2. Why are Prepositions so called ?
A. Because they are placed before nouns and pronouns,
which they govern in the objective case.
Q. 3. What is the office of the preposition ?
A. A Preposition is a word which serves to connect words,
and show the relation between them; as, " He went from
Utica to Rome, and then passed through Redfield."
As we have given the List of prepositions, and also shown how they
connect words, and what parts of speech they connect, in the preceding
part of this work, it would he an unnecessary repetition to give them
again in this place. If you have not learned the list of prepositions,
you should now learn it perfectly, before you proceed any further.
You should also read, several times, all the examples given, showing
how prepositions connect words, and what parts of speech they connect,
that you may understand perfectly, their connective powers.
Q. 4. Some words may he used as prepositions, adverbs, or conjunc¬
tions. How may we always know when such words are prepositions, ad¬
verbs, or conjunctions ?
A. Such words are Prepositions, when they are placed be¬
fore nouns or pronouns, which they govern in the objective
case; or when they will admit of a noun or pronoun after
them; as, "I have not seen him since that time"He put
me off my guard" We fought along the vale" My hat is
down stairs" His book is on the desk" They sold all their
property except the land."
PREPOSITION.
255
Such words are adverbs, when they qualify verbs or partici¬
ples ; as, " Our friendship commenced long since;" "We rode
off together;" "He is lying down on the sofa;" "Ride on
ahead of us;" "He carries on several kinds of business; Let
him go along about his business."
Such words are conjunctions, when they connect sentences;
as, " Let us separate peaceably, since we must part;" "I will
not go, except you accompany me."
Q. 5. Does every preposition require an objective case after it?
A. It does. Every preposition expresses a relation, and
every relation must have an object; consequently, every pre¬
position must be followed by a noun or pronoun, which it
governs in the objective case.
Q. 6. In order to see clearly the -utility of the preposition, will you
read the following examples, which show how defective our language
would he, if we had no prepositions ?
A. " When corn is ripe—October, it is gathered—the field—men who
go—hill—hill—baskets—which they put the ears."
You perceive, that in this sentence there is a total want of connection
and meaning; but let us fill up each vacancy with a preposition, and the
sense will be clear; thus, "When corn is ripe in October, it is gathered
in the field by men, who go from hill to hill with baskets, into which
they put the ears."
From this illustration you must be convinced, that our language would
be very deficient without prepositions to connect the various words of
which it is composed. If we had no prepositions and conjunctions in
our language, it would be altogether inadequate to express our ideas:
nor could we express them intelligently, without the use of either of these
connectives.
Q. 7. Prepositions sometimes connect words with phrases, which they
govern in the objective case. Can you give some examples of this kind ?
A. "We become despicable, by pronysing much and performing but
little;" "Upon God's having ended all His works," &c. "I cannot fail
of having money," &c. "In case of his majesty's dying without issue,"
&c. "He said, at my coming into the house," &c.
By connects despicable with the rest of the sentence, which is in the
objective case, governed by by, Rule 14th.— Upon connects a word under¬
stood with the rest of the sentence, which is governed by it, Rule 14th.
Of connects can fail with the rest of the sentence, which is governed by
of, Rule 14th. Of connects case with the rest of the sentence, which is
governed by it, Rule 14th. At connects said with the rest of the
sentence, which is governed by it, Rule 14th.
Q. 8. Are nouns and pronouns ever governed by prepositions under¬
stood ?
A. They are. A noun or pronoun in the objective case is
256
ETYMOLOGY AND SYNTAX.
often governed by a preposition understood; as, "Ortugal
was one day wandering;" i. e. on one day, &c. "Mercy gives
affliction a grace;" i. e. to affliction ; Give me a book; i. e. to
me. Get him some paper ; i. e. for Mm.
In these examples day is in the objective case, governed by on under¬
stood; affliction is governed by to understood; me is governed by to
understood; and Mm is governed by for understood.
Q. 9. Particular attention is requisite, in order to make a proper use of
prepositions, for they are often improperly used. Will you read the
following examples in which the prepositions are misapplied?
A. 1. "He walks by a staff with moonlight." 2. "He was taken with
stratagem, and killed by a sword." 3. "I bought this book from a
merchant." 4. "In my proceedings I have been actuated from the con¬
viction, that I was supporting a righteous cause." 5. "He should have
profited from the golden precepts." 6. "It is connected to John with
the conjunction and." 7. "He was made much on at Argos." 8.
"They are resolved of going." 9. "The rain has been falling of a
long time." 10. "It is a work deserving of encouragement."
These sentences should be written thus, 1. "He walks with a staff by
moonlight." 2. "He was taken by stratagem, and killed with a sword."
3. "I bought this book of a merchant." 4. " In my proceedings I have
been actuated by the conviction, that I was supporting a righteous cause."
5. "He should have profited by the golden precepts." 6. "It is con¬
nected to John by the conjunction and." 7. "He was made much of
at Argos." 8. "They are resolved on going." 9. "The rain has been
falling for a long time." 10. "It is a work deserving encouragement."
The preposition to is used before nouns of place, where they follow
verbs or participles of motion; as, " I went to the city;" " He is going
to Washington." But at is used after the verb to be; as, "I have been
at Washington." He has been to Washington, is incorrect.
The preposition in is set before countries, cities, and large towns; as,
"He lives in France;" "He resides in London;" "He is in Boston."
But at is used before single houses or places; as, "He lives at Park
place;" "She resides at Oak Lawn;" "They are at the Sulphur
Spring."
Verbs are often compounded of a verb and preposition; as, to uphold,
to withstand, to overlook ; which we term the present tense of the Infi¬
nitive mood. But the preposition is frequently placed after the verb,
like an adverb, which it sometimes is; but if it gives a new meaning to
the verb, it should be parsed with the verb ; as, To cast up an account;
The eagle falls on his prey; Fortune seems to smile on some persons,
and to frown on others; The more we learn, the more it enables us to
wonder at the mighty works of God; An empty stomach, good health,
and a contented mind, cause us to dream of pleasant things.
These are active transitive verbs, and we call them compound verbs. •
Q. 10. Can you recite the Order of parsing a preposition ?
A. It is,—A preposition, and why ?—what does it connect 'i
PREPOSITION.— PARSING.
257
Q. 11. What Rule applies in parsing a noun or pronoun in the
objective case, governed by a preposition?
A. Rule 11th. Prepositions govern the objective case ; as,
" He went from Boston by railroad, to Hew York, in eight
hours." t
Q. 12. What Rule applies in parsing a phrase, a simple or compound
sentence in the objective case, governed by a verb, participle, or preposi¬
tion ?
A. Rule 14th. The infinitive mood, a phrase, a simple or
compound sentence, "is frequently the nominative to a verb, or
the object of a verb, a participle, or a preposition; as, "To see,
is pleasant;" "To be blind is unfortunate;" "To die for our
country is glorious ;" "That warm climates shorten life is reason¬
able to suppose;" "Boys love to play "He does not consi¬
der how near he approaches to his end " By promising much and
performing but little, we become despicable."
Q. 18. What Note applies in parsing a noun or pronoun in the objec¬
tive case, governed by a preposition understood ?
A. Note 1st to Rule 11th. The prepositions to and for are often
understood, chiefly before the pronouns; as, " Give me a book;" "Get
him some paper;" "Mercy gives affliction a grace."
The Preposition has been clearly defined. If you have memorized the
List of prepositions, and studied attentively, what has been said of pre¬
positions, you are now prepared to parse them.
LESSON" LXIX.—EXERCISES IN PARSING.
1. The all-wise Creator bestowed the power of speech upon man for
the most excellent uses. 2. Augustus heard the orator pleading the
client's cause in a flow of most powerful eloquence. 3. Fair Cynthia
smiles serenely over nature's soft repose. 4. Life's varying schemes no
more distract the laboring mind of man. 5. Septimius stabbed Pompey
standing on the shore of Egypt. 6. A beam of tranquillity often plays
round the heart of the truly pious man. 7. The thoughts of former
years glide over my soul, like swift shooting meteors over Ardven's
gloomy vales. 8. At the approach of day night's swift dragons cut the
clouds full fast, and ghosts wandering here and there, troop home to
church-yards.
9. He went from Utica to Rome, and then passed through Redfield.
10. He went from Boston, by railroad, to New York, in eight hours.
11. It is consistent with the character of a man of honor to act consist¬
ently with his principles. 12. He was travelling toward Rome when we
met him at Milan, without a single attendant. 13. He was highly
honored for his gallant conduct in rescuing so many from a wateryjgrave.
14. The Sun appears to rise in the east, and set in the west. 15. The
258
ETYMOLOGY AND SYNTAX.
Earth revolves on her axis once in every twenty four hours, and she
moves in her orbit around the Sun once in a year.
1. Of is a preposition, a word which serves to connect words, and
show the relation between them :—it connects the nouns power and
speech, and shows the relation between them.—Speech is a common noun,
neuter gender, third person, singular number, objective case, governed
by of, Rule 11th. Prepositions govern the objective case.— Upon is a
preposition, a word which serves to connect words, and show the relation
between them :—it connects speech and man, and shows the relation be¬
tween them. Man is a common noun, masculine gender, third person,
singular number, objective case, governed by upon, Rule 11th. For is
a preposition, a word which serves to connect words, and show the rela¬
tion between them:—it connects man and uses, and shows the relation
between them. Uses is a common noun, neuter gender, third person,
plural number, objective case, governed by for, Rule 11th.
2. In is a preposition, connecting cause and flow, and showing the re¬
lation between them. Flow is a common noun, neuter gender, third per¬
son, singular number, objective case, governed by in, Rule 11th. Of
is a preposition, connecting flow and eloquence, and showing the relation
between them. Eloquence is a common noun, neuter gender, third per¬
son, singular number, objective case, governed by of, Rule 11th.
3. Over is a preposition, connecting serenely and repose, and showing
the relation between them. Repose is a common noun, neuter gender,
third person, singular number, objective case, governed by over, Rule
11th.
4. No more is an adverbial phrase of negation, qualifying distract,
Rule 24th. Of is a preposition, connecting mind and man, and show¬
ing the relation between them. Man is a common noun, masculine
gender, third person, singular number, objective case, governed by of,
Rule 11th.
5. On is a preposition, connecting standing and shore, and showing
the relation between them. Shore is a common noun, neuter gender,
third person, singular number, objective case, governed by on, Rule
11th. Of is a preposition, connecting shore and Egypt, and showing
the relation between them. Egypt is a proper noun, neuter gender,
third person, singular number, objective case, governed by of Rule
11th.
6. Of is a preposition, connecting beam and tranquillity, and show¬
ing the relation between them. Tranquillity is a common noun, neuter
gender, third person, singular number, objective case, governed by of
Rule 11th. Round is a preposition, connecting plays and heart, and
showing the relation between them. . Heart is a common noun, neuter
gender, third person, singular number, objective case, governed by
round, Rule 11th. Of is a preposition, connecting heart and man, and
showing the relation between them. Man is a common noun, masculine
gender, third person, singular number, objective case, governed by of,
Rule 11th.
7. Of is a preposition, connecting thoughts and years, and showing the
PREPOSITION.—
PARSING.
259
relation between tbem. Years is a common noun, neuter gender, tbird
person, plural number, objective case, governed by of, Rule 11th. Over
is a preposition, connecting glide and soul, and showing the relation be¬
tween them. Soul is a common noun, neuter gender, third person, sin¬
gular number, objective case, governed by over, Rule 11th. Like is a
preposition, connecting soul and meteors, and showing the relation
between them. Meteors is a common noun, neuter gender, third person,
plural number, objective case, governed by like, Rule 11th. Over is a
preposition, connecting meteors and vales, and showing the relation be¬
tween them. Vales is a common noun, neuter gender, third person,
plural number, objective case, governed by over, Rule 31th.
8. At is a preposition, connecting full fast and approach. Approach
is a common noun, neuter gender, third person, singular number, objec¬
tive case, governed by at, Rule 11th. Of is a preposition, connecting
approach and day. Day is a common noun, neuter gender, third per¬
son, singular number, objective case, governed by of, Rule 11th. Here
is an adverb of place, qualifying wandering, Rule 24th. And is a
copulative conjunction, connecting the adverbs here and there, which
qualify the same word, Rule 37th. Adverbs or adjectives connected by
conjunctions, qualify the same word. There is an adverb of place,
qualifying wandering, Rule 24th. Troop is a regular active intran¬
sitive verb, indicative mood, present tense, third person, plural number,
agreeing with its nominative ghosts, Rule 4th. Home is a common
noun, neuter gender, 'third person, singular number, objective case,
governed by to understood, Rule 36th. Home, and nouns signifying
distance, time when, how long, &c., are generally governed by a prepo¬
sition understood. To is a preposition, connecting home, and church¬
yards. Church-yards is a compound noun, neuter gender, third person,
plural number, objective case, governed by to, Rule 11th.
9. From is a preposition, connecting went and Ulica. Utica is a
proper noun, neuter gender, third person, singular number, objective
case, governed by from, Rule 11th. To is a preposition, connecting
Utica, and Rome. Rome is a proper noun, neuter gender, third person,
singular number, objective case, governed by to, Rule 11th. And is a
copulative conjunction, connecting went and passed, which are in the
same mood and tense, Rule 30th. Conjunctions connect verbs of like
moods and tenses. Passed is a regular active intransitive verb, indica¬
tive mood, imperfect tense, third person, singular number, agreeing with
its nominative he understood, Rule 4th. Through is a pi^position, con¬
necting passed, and Redfield. Red,field is a proper noun, neuter gender,
third person, singular number, objective case, governed by the preposi¬
tion through, Rule 11th.
10. From is a preposition, connecting went and Boston. Boston is a
proper noun, neuter gender, third person, singular number, objective
case, governed by from, Rule 11th. By is a preposition, connecting
Boston and railroad. Railroad is a common noun, neuter gender, third
person, singular number, objective case, governed by by, Rule 11th.
To is a preposition, connecting railroad and New York. New York is
.a proper noun, neuter gender, third person, singular number, objective
260
ETYMOLOGY AND SYNTAX.
case, governed by to, Rule 11th. In is a preposition, connecting New
York and hours. Hours is a common noun, neuter gender, third person,
plural number, objective case, governed by in, Rule 11th.
11. With is-a preposition, connecting consistent and character. Cha¬
racter is a common noun, neuter gender, third person, singular number,
objective case, governed by with, Rule 11th. Of is a preposition, con¬
necting character and man. Man is a common noun, masculine gender,
third person, singular number, objective case, governed by of, Rule 11th.
Of is a preposition, connecting man and honor. Honor is a common
noun, neuter gender, third person, singular number, objective case,
governed by of, Rule 11th. With is a preposition, connecting consis¬
tently and principles. Principles is a common noun, neuter gender,
third person, plural number, objective case, governed by with, Rule 11th.
12. Toward is a preposition, connecting travelling and Rome. Rome
is a proper noun, neuter gender, third person, singular number, objective
case, governed by toward, Rule 11th. At is a preposition, connecting
him and Milan. Milan is a proper noun, neuter gender, third person,
singular number, objective case, governed by at, Rule 11th. Without is
a preposition, connecting Milan and attendant. Attendant is a common
noun, masculine or feminine gender, third person, singular number,
objective case, governed by without, Rule 11th.
13. For is a preposition, connecting was honored and conduct. Con¬
duct is a common noun, neuter gender, third person, singular number,
objective case, governed by for, Rule 11th. In is-a preposition, connect¬
ing conduct with the rest of the sentence, which it governs in the
objective case. Frpm is a preposition, connecting persons understood
and grave. Grave is a common noun, neuter gender, third person,
singular number, objective case, governed by from, Rule 11th. Rescu¬
ing so many from a watery grave is in the objective case, governed by
in, Rule 14th.
14. In is a preposition, connecting to rise and east. In is a preposi
tion, connecting to set and west.
15. On is a preposition, connecting revolves and axis. In is a prepo¬
sition, connecting once and hours. In is a preposition, connecting moves
and orbit. Around is a preposition, connecting orbit and Sun. In is
a preposition, connecting once and year.
CONJUNCTION.
261
CONJUNCTION.
LECTURE X.—LESSON" LXX.
CONJUNCTION.
Q. 1. From what words is the term conjunction derived ?
A. From the Latin words con, which signifies together, and
jungo, to join.—A conjunction, then, is a word which conjoins
or joins together something.
Q. 2. What is the office of the conjunction ?
A. A Conjunction is a word which is used to connect words
or sentences. "When used to connect sentences, it joins two
or more simple sentences, into one compound sentence; as,
"Two and three are five;" "I will go, if you will accompany
me;" "Xou are happy, because you are good."
And connects the nouns two and three; and if and because connect
sentences.
Q. 3. What parts of speech do conjunctions connect ?
A. Conjunctions connect nouns, pronouns, nouns and pro¬
nouns, pronouns and nouns, verbs, participles, adverbs, and
adjectives.
Q. 4. Will you read the following examples in which conjunctions con¬
nect those parts of speech ?
A. 1st. Nouns; as, Jane and Eliza read well; Thomas and Henry
have gone to school; Robert or William may first recite; Nancy, Jane,
Mary, Ellen, Eliza and Sarah are classed together; January, February,
March, April, May, June, July, August, September, October, November
and, December are the twelve calendar months.
2. Pronouns ; as, You and I are reading; He ancl she are associates;
He and, I will walk to town; You or I am in fault; I or thou art to
blame; I or thou or he is the author of it; The preceptor taught her
and me to write; Between you and me there is a great disparity of
years.
3d. Nouns and Pronouns; as, Henry and I are parsing; The precep¬
tor and you are talking; John and she may write; George or you may
recite; I taught James and her to read; The instructor is hearing Jane
and him spell; Set the inkstand by Eliza and me; Get some paper for
William and her.
4. Pronouns and Nouns; as, I and James go to school; Thou and
Robert may spell; You and, Eliza are playing; He or Ellen may read;
She or Edward must go to school; The tutor is instructing her and
262
ETYMOLOGY AND SYNTAX.
Rufus; He is hearing him and Mary read; You are teaching me and
Thomas ; Get some oranges for her and James.
5th. Verbs; as, You study and recite well; He memorized in the
morning, and recited in the evening; John has written two pages, and
said three lessons; I had written six letters and mailed them, before the
mail arrived; You will recite in the morning, and parse in the evening;
We shall have completed our studies and received our diplomas before
the first day of next January.
In each of these examples the conjunction arid connects the preceding,
with the following verb; and you perceive that the nominative case to
the latter verb, is not expressed: nor is the auxiliary to the latter verb
expressed, when the verbs are in a compound tense. Whenever verbs
are connected by conjunctions, the nominative case to the latter verb, or
verbs, is never expressed; nor is the auxiliary to the latter verb, or
verbs, ever expressed, when such verbs are in the compound tenses. In
parsing the latter verb or verbs, connected by conjunctions, we must
always supply the auxiliary, and parse it as agreeing with its nominative
understood, which nominative is always a pronoun, personating the noun
used as the nominative to the first verb, or the same pronoun which is
used as the nominative to the first verb. We will prove these assertions
by giving the same examples, in which the nominatives and auxiliaries
to the latter verbs are expressed.
1. You study and you recite well. 2. He memorized in the morn¬
ing, and he recited in the evening. 3. John has written two pages,
and he has said three lessons. 4. I had written six letters, and I had
mailed them, before the mail arrived. 5. You will recite in the morn¬
ing, and you will .parse in the evening. 6. We shall have completed
our studies, and we shall have received our diplomas before the first day
of next January.
In these examples and connects sentences, and you must perceive,
that this latter mode of expression is inelegant and offensive to the ear.
We will proceed to give many examples, in which conjunctions connect
verbs in the other moods, and you will see clearly, that the latter verbs
are governed by pronouns understood.
Verbs in the Subjunctive Mood; as, If you love and serve God, you
will be happy; Unless he means and Joes what he says, he is doubly
faithless; Unless we analyzed sentences and corrected False Syntax, we
would not understand grammar; Unless you have studied diligently, and
memorized all the Rules which have been given, you can not recite,
them; If he had used economy, and saved his money, he would have
been a rich man; If you toil I read attentively, and think methodically,
you will soon understand perfectly, the connective power of the conjunc¬
tion; Unless we shall have parsed all the sentences in the Exercises,
and corrected all the examples of False Syntax in this book, before the
expiration of three months, we will not be able to stand a critical exam¬
ination, on grammar, at the end of the quarter.
Verbs in the Imperative Mood; as, Gome peace of mind, delightful
guest, and dwell with me; Love God and serve Him, and you will be
happy; Drink deep, or taste not the Pierian spring; Study profoundly,
CONJUNCTION.
263
and search, for the foundation of all things, if you wish to become an
accomplished scholar; Arise thou, and go in peace; Orlando, hear my
precepts, and obey them.
Verbs in the Potential Mood; as, "We may live and learn something
useful every day; We can spell, read, write, and cipher very well; We
must see, hear, taste, smell, and feel, to enjoy the five senses; We might
go to school, and receive the best instruction, and learn but little, with¬
out application; The miser could bestoio charity and thus relieve the
poor, if he were so disposed; Boys would play more, and study less,
if they did not go to school; Youths shoidd study diligently, and try to
improve rapidly, if they wish to become accomplished scholars; We
may have studied the principles of Nature, and read her laws all our
lives, yet we have much to learn; We can have gone to Liverpool and
returned to New York by the first day of June, if we meet with no mis¬
fortune ; He must have labored incessantly, and lived economically, to
acquire wealth in so short a time; We might have gone to Europe, and
returned before this time, if we had not been detained, by important
business. We could have seen the president, and witnessed, his inaugu¬
ration, if we had gone to the city of Washington; He would, have gone to
the North, and spent the Summer there, if his health had permitted
him; You should have gone to see the Mammoth Cave in Kentucky,
crossed the Natural bridge over Cedar creek in Virginia, gone to Har¬
per's Ferry, visited Wyer's Cave, and returned by Niagara Falls and
the Suspension bridge over Niagara river, and you would have seen the
most sublime and picturesque scenery, and the most stupendous works in
nature.
Verbs in the Infinitive mood; as, We are compelled to eat and drinh
in order to sustain life; Boys love to run and play; Children should
learn to spell, read, write, cipher, parse and correct; I should like to
have seen and heard the orator; It would have given us much pain to
have seen and endured the hardships, which many persons of high rank
have suffered.
In these last examples you perceive, that to and to have, the signs of
the present and perfect tenses of the infinitive mood, are not prefixed to
the latter verbs. You will please to remember, that when verbs in the
infinitive mood, are connected by a conjunction, to and to have should
never be prefixed to the latter verb or verbs so connected, but they are
always understood, and they must be supplied, when we parse the verbs.
We will proceed to give examples in which conjunctions connect par¬
ticiples, adverbs, and adjectives.
Participles; as, We, by professing regard, and acting differently,
discover a base mind; We are spelling, reading, writing, ciphering, and
studying grammar, geography, diction, and natural philosophy, at school;
The clerk is reading a decision rendered, written, ^signed, sealed, and
delivered to him by the judge; The planter is selling his tobacco, planted,
cultivated, gathered, housed, dried, stemmed and manufactured by his
own laborers; The clerk is recording a deed, written and given to him
by the attorney; We are returning home, having spelled, read, written,
ciphered, memorized, recited, parsed and corrected our respective lessons,
264
ETYMOLOGY AID SYNTAX.
at school ; He, having written his letter, and mailed it, returned home;
He, being ridiculed, reprimanded, punished and expelled, left the insti¬
tution, in disgrace; Darius's army was vanquished, it having been
attacked and defeated by Alexander the Great, who conquered the then*
known world.
You must perceive, that when compound active, and neuter participles,
and present passive, and compound passive participles are connected by
conjunctions, the words having, being, and having been, are,not expressed
in the latter participles, but they are always understood; and we must
supply them, when we parse the participles.
Adverbs; as, He reads slowly and distinctly,r You write easily,plainly,
and beautifully; He rides gracefully and leisurely; We are studying
attentively, deliberately, carefully, anxiously, diligently and methodically,
the connective powers of the conjunction.
Adjectives; as, David was a brave, wise, andyn'cms man; He is a prur
dent, discreet, witty, shrewd, keen, and sociable companion; Solomon was
the richest, ablest, best, and wisest king, that ever graced the throne of
Israel; He is cheerful, contented, and happy, She is a beautiful, intelli¬
gent, amiable, interesting, lovely, and accomplished young lady.
Q. 5. Will you read the following examples, in each of which several
verbs are connected by a conjunction ?
A. Think, reflect, mature, deliberate, and weigh well, your thoughts,
before you speak or write; If you think, reflect, deliberate, mature, and
weigh well, the meaning of the words which you use in speaking or
writing, you will seldom err; and you will make a good speaker and
writer; We have spelled, read, written, ciphered., memorized, recited,
parsed, and corrected our respective lessons to day; You may work,
hunt, fish, ride, sail, or play, to day; You should learn to hoe, plow,
chop, and cradle, if you wish to become a farmer; We ought to have hoed
our potatoes, plowed our corn, chopped our wood, and cradled our wheat,
rye, and oats, before this time.
Q. 6. Will you read the following examples, in which sentences are
connected by conjunctions ?
A. 1. They came with her, but they went away without her. 2. He
has gone home, but he will soon return. 8. The attorney executed the
deed, but he will write no more. 4. Affluence might give us respect in
the eyes of the vulgar, but it will not recommend us to the wise and
good. 5. Wheat grows in the field, and men reap it. 6. You are
happy, because you are good. 7. I will go, if he will accompany me.
8. I respect my friend, because he is upright and obliging. 9. He will
improve, if he study diligently. 10. I will respect him, though he chide
me. 11. He will not be pardoned, unless he repent. 12. He would
have conquered, if he had been there. 13. He will have visited me
three times, if he come to-morrow. 14. Eliza will improve, if she study
diligently. 15. Charles does not improve, though he studies. 16. That
man will receive no wages, unless he shall have accomplished his work by
midsummer. 17. Orlando, obey my precepts, unless you wish to injure
yourself. 18. Young man, you must be more assiduous, if you wish to
CONJUNCTION.
265
be respected. 19. He may be respected, if be become more ingenuous.
20. Who shall be sent to admonish him, if he will not hear his best
friend? 21. We may live happily, though our possessions are small.
22. He and I went to the city in company, hut John and he returned
without me. 23. They know how to write as well as he, hut he is a bet¬
ter grammarian than they. *24. Jesus sought none but them who had
gone astray, and He taught them.
Q. 7. Some words may be used as Conjunctions, Prepositions, or
Adverbs. Will you read the following examples, in which the same
words are so used ?
A. 1st. As Conjunctions; as, Let us separate in peace, since we must
part; I submitted, for it was in vain to resist; We will not improve
rapidly, except we study diligently; I told him, that he might go, hut he
would not go; He contributed fifty dollars to build a church, notwith¬
standing he is a poor man.
2d. As Prepositions; as, I have not seen my friend since last June;
He contended for victory; All have gone to church except me; Stand
before the horses; He has heard all the boys recite but you and me; He
is content, notwithstanding his poverty; Did he tell any others besides
you and me ?
3d. As Adverbs; as, Our friendship commenced long since ; This life,
at best, is but a dream; It affords hut a scanty measure of enjoyment.
It may be remarked, that very few words can be used as conjunctions
or adverbs, because the conjunction is used only as a connective word;
whereas, an adverb is a qualifying word. But as the preposition is a
connective word, as well as the conjunction, several words may be used as
conjunctions or prepositions.
Q. 8. As it is sometimes difficult to determine when hut is a conjunc¬
tion, when it is a preposition, and when it is an adverb, will you read the
following explanation of this little word ?
A. 1st. But is a conjunction, when it connects sentences; as, They
came with her, hut they went away without her; He has gone home, hut
he will soon return; The attorney executed the deed, hut he will write
no more; Affluence might give us respect in the eyes of the vulgar, hut
it will not recommend us to the wise and good.
2d. But is a preposition when it connects words; in which case, it
means except; and the latter word is always a noun or pronoun, which it
governs in the objective case; as, All were well but the stranger; I saw
nobody but the stranger; All had returned but him; None but the brave
(men) deserve the fair (sex.)
3d. But is an adverb, when it signifies only; in which case, it always
qualifies a verb or participle; as, This life, at best, is but a dream; It
affords but a scanty measure of enjoyment; If he but touch the hills,
they will smoke; Man is but a reed floating on the current of time.
Q. 9. As the words of a sentence are often transposed, so are also its
members. Whenever a sentence begins with a conjunction or a preposi¬
tion, its members are transposed. Without attending to this Rule, which
266
ETYMOLOGY AND SYNTAX.
is an infallible one, you will often be at a loss to perceive tbe connecting
power of a conjunction or a preposition, for every conjunction connects
words or sentences, or members of a sentence; and every preposi¬
tion connects words, and shows the relation between them. Will you
read the following examples, in which the sentences commence with a
conjunction, alid will you also read their transpositions?
A. 1. If you study, you will improve. 2. Unless you go, I will stay
3. Except you transpose these examples, you will not understand them.
4. Whether he will go or not, I cannot tell. 5. Though he chide me, I
will respect him. 6. Lest that man shall have accomplished his work by
midsummer, he will receive no wages.
Transpositions.—1. You will improve, if you study. 2. I will stay,
unless you go. 3. You will not understand these examples, except you
transpose them. 4. I can not tell, whether he will go or not. 5. I will
respect him, though he chide me. 6. That man will receive no wages,
lest he shall have accomplished his work by midsummer.
Q. 10. Will you read the following examples, and their transpositions,
in which the sentences commence with a preposition ?
A. 1. In the days of Joram, king of Israel, flourished the prophet
Elisha. 2. From ev'ery thing, that you see, derive instruction. 3. Of
whom did you buy your books ? 4. To whom gave you the present ?
5. For whom are you writing ? 6. By whom did you send your letter ?
7. With whom did you ride to church ? 8. In what parish do you
live ? 9. Into what gulf does the Mississippi river empty ? 10. Within
twenty four hours the Earth turns upon her axis. 11. Without the
knowledge of grammar, we can neither speak nor write correctly. 12.
Over the Universe our all-wise, omnipotent, and omnipresent Creator
reigns, with that almighty power and wisdom which are inconceivable by
man.
Transpositions.—1. Elisha the prophet flourished, in the days of
Joram, king of Israel. 2. Derive instruction from every thing that
you see. 3. You did buy your books of whom ? 4. You gave the pre¬
sent to whom ? 5. You are writing for whom ? 6. You did send your
letter by whom ? 7. You did ride to church with whom ? 8. You do
livtf in what parish ? 9. The Mississippi river does empty into what
gulf? 10. The Earth turns upon her axis within twenty four hours.
11. We can neither speak nor write correctly, icithout the knowledge of
grammar. 12. Our all-wise, omnipotent, and omnipresent Creator reigns
over the Universe, with that almighty power and wisdom which are in¬
conceivable by man.
Q. 11. Some conjunctions are used only to connect sentences, or mem¬
bers of sentences. Can you recite them ?
A. They are if though, unless, except, whether, lest, than, that,
but, so that, yet, nevertheless, for, as, whereas, since, although, be¬
cause, so as, as as, and notwithstanding.
Q. 12. Will you read the following examples, in which these conjunc-
CONJUNCTION.
267
tions connect sentences, or members of a sentence ? and will you remem¬
ber, tbat they can not be used to connect words ?
A. 1. We will go if you will accompany us. 2. He will maintain his
principles, though he lose his estate. 3. You will not improve rapidly,
unless you study diligently. 4. We will not become wise, except we
apply ourselves. 5. I do not know whether he will ride or walk to school.
6. We will not be respected, lest we act uprightly. 7. He is richer than
you are, hut you are wiser than he is. 8. He would not believe that 1
was in fault. 9. I intended to pay you yesterday, hut I could not get
the money, 10. He became so vain, that every one disliked him. 11.
The wisest men have their faults, yet they are justly the most highly
honored. 12. Our Saviour was perfect, while on earth, nevertheless He
was crucified by the Jews. 13. You must remain with me, for I can not
do without you. 14. You may do as you please. 15. Conjunctions
connect sentences, as well as words; whereas prepositions connect only
words; or words with phrases which they govern in the objective case.
16. Let us ever remain friends, since we can not agree in politics. 17.
He would not consent to run for office, although he might have been
elected. 18. You are happy, because you are good. 19. To see thy
glory, so as I have seen thee in the sanctuary. 20. She is as amiable as
her sister is. 21. The best mathematicians, the greatest poets, the most
able statesmen, the wisest philosophers, and the most profound astrono¬
mers can form but a faint conception of the wisdom of God, notwith¬
standing they may have studied the laws of nature all their lives.
Q. 13. Some conjunctions connect words, or sentences, or members of
a sentence. Can you name them ?
A. They are and, or, nor, either, neither, both, as well as, and as
justly as.
Q. 14. Will you read the following examples, in which these conjunc¬
tions connect words, and sentences, in order that you may understand
their connective powers ?
A. 1. John and James are intelligent boys. 2. Eliza or Jane may
first recite. 3. The precepter told neither Robert nor William to go
home. 4. He called either you or me. 5. Both Charles and Rufus
know their lessons. 6. Paris, as well as London, is a very large city.
7. The United States, as justly as Great Britain, can now boast of their
literary institutions. 8. Caesar came, and he fought, and he conquered.
9. We came to town yesterday, and we will return home to-day. 10.
You may go to the city by yourself, or your brother may go with you.
11. Richard did not know his lesson, nor do you know yours. 12. You
can not go to school to-day, neither can your brother go. 13. You may
either go to school, or stay at home, as you are somewhat indisposed. 14.
He can neither read nor write as well as you. 15. When you shall have
understood grammar, as well as you understand geography, arithmetic,
history, and natural philosophy, I will send you to college. 16. Robert
deserves to have a gold medal awarded to him, as justly as William
merits the one which he received.
268
ETYMOLOGY AND SYNTAX.
As we defined the copulative and disjunctive conjunctions, and gave
their lists, as well as the meaning of simple and compound sentences, in
the preceding part of this work; it would he an unnecessary repetition
to define them again in this Lecture; as, you must have learned them,
if you have studied all this work. But we have, in our language, seve¬
ral conjunctions, which are classed into pairs, because they are used
together; and we call them corresponding conjunctions. We will now
proceed to give the List of corresponding conjunctions, which list you
should commit to memory, as it is very important that you should always
know how to use them in speaking and writing.
LIST OP CORRESPONDING CONJUNCTIONS.
Q. 15. Can you recite the List of corresponding conjunctions ?
A. 1. Though—yet or nevertheless; as, "Though he was rich, yet for
our sakes he became poor."
2. Whether—or ; as, " Whether he will go, or not, I can not tell." It
is improper to say, " Whether he will go, or no."
3. Either—or; as, "I will either send it, or bring it myself."
4. Neither—nor ; as, "Neither thou nor I can comprehend it."
5. As—as; as, "She is as amiable as her sister."
6. As—so; as, "As the stars, so shall thy seed be."
7. So—as; as, "To see thy glory, so as I have seen thee in the sanc¬
tuary."
8. So—that; as, "'He became so vain, that every one disliked him."
9. Both—and; as, "Both he and I came with her."
10. Not only—but also ; as, "Not only he, but also his brother goes to
school."
Q. 16. Some words require certain conjunctions after them, and some
of these conjunctions require different corresponding conjunctions, which
vary our meaning. Can you define them i
A. In clauses connected to imply comparison—
1. The comparative degree requires than; as, "He is taller than I
am."
2. The indefinite adjective other requires than; as, " It is no other than
he."
3. Else requires than; as, "What else do you expect than this?"
4. As requires as, when equality is expressed; as, " He is as tall as I
am."
5. As sometimes requires so after it, in expressing equality; as, "As
thy day is, so shall thy strength be."
6. So requires as, in expressing inequality negatively; as, " He is not
so learned as his brother."
7. So requires that, in expressing consequence; as, " He is so weak,
that he can not walk."
8. Such requires as, in expressing similarity; as, "Let such as pre¬
sume to advise others," &c.
CONJUNCTION.
269
Q. 17. As it is somewhat difficult to transpose sentences, in which the
corresponding conjunctions are used, in order that we may see their con¬
nective powers, we will give several examples of such sentences, and
transpose them. Will you read them, and their transpositions ?
A. 1. "Though he was rich, yet for our sakes he became poor." 2.
" Though great has been his disobedience and his folly, nevertheless, if he
sincerely acknowledge his misconduct, he shall be forgiven." 3.
" Whether he will go, or not, I cannot tell." 4. "Neither he nor I can
comprehend it." 5. "As the stars, so shall thy seed be." 6. " Whether
you memorize these examples, or not, is a matter of little consequence,
if you understand and remember them." 7. "Either he or I will go to
the city." 8. "Though he slay me, yet will I trust in him." 9. "Not
only he, but also his brother goes to school."
Transpositions.—1. " That man, though he was rich, yet for our
sakes, became poor." 2. " That boy, though great has been his disobedi¬
ence and his folly, nevertheless, shall be forgiven, if he sincerely acknow¬
ledge his misconduct." 3. "I cannot tell whether he will go, or not."
4. " I can neither comprehend it, nor can he comprehend it." 5. " Be¬
hold the stars! As the stars are, so shall thy seed be." 6. " It is a
matter of little consequence, whether you memorize these examples, or
not, if you understand and remember them." 7. " I will either go. to
the city, or he will go." 8. "I will yet trust in him, though he slay me."
9. " His brother not only goes to school, but also he goes."
The sentence, "Both he and I came from New York;" may be trans¬
posed, thus; "He and I both came from New York."
Q. 18. Can you recite the Order of parsing the conjunction?
A. It is, A copulative or disjunctive conjunction, and why ?
—what does it connect ?—when it connects words we apply a
Rule—when it connects sentences, we do not apply a Rule.
Q. 19. What Rule applies in parsing a conjunction, which connects
nouns, and pronouns ?
A. Rule 29th. Conjunctions connect nouns and pronouns
in the same case ; as, "Joseph and his brother reside in New
York;" "He and she are associates."
Q. 20. What Rule applies in parsing a conjunction which connects
verbs ?
A. Rule 30th. Conjunctions connect verbs of like moods
and tenses ; as, "If thou sincerely desire, and earnestly pursue
virtue, she will assuredly be found by thee, and prove a rich re¬
ward."
Q. 21. What Rule applies in parsing a conjunction, which connects
participles ?
A. Rule 31st. Participles connected by conjunctions, must
be in the same form, and refer to, or belong to the same noun
270
ETYMOLOGY AND SYNTAX.
or pronoun ; as, "John is reading and writing, at school"We,
by 'professing regard, and acting differently, discover a base
mind;" "The clerk is reading a decision rendered, written,
signed, sealed, and delivered to him by the judge." "He, having
written his letter, and mailed it, returned home."
Q. 22. What Rule applies in parsing a conjunction, which connects
adverbs or adjectives ?
A. Rule 37th. Adverbs connected by conjunctions, qualify
the same word; and adjectives connected by conjunctions,
qualify, belong to, or restrict the same word; as, "He writes
rapidly and elegantly" She is dancing slowly and gracefully;"
"He is a good and wise man ;" "His horse is worth eighty or
ninety dollars."
LESSOR" LXXL—EXERCISES IH PARSING.
1. Joseph and his brother reside in New York. 2. The Sun, Moon,
and stars admonish us of a superior and superintending Power. 3. I
respect my friend, because he is upright and obliging. 4. Henry and
William, who obey their teacher, improve rapidly. 5. Horace or George,
who obeys his teacher, learns very fast. 6. Neither rank nor possession
makes the guilty mind happy. 7. Wisdom, virtue, and meekness, form
the good man's happiness and interest; they support him in adversity,
and comfort him in prosperity. 8. Man is a little lower than the angels.
9. The United States, as jnstly as Great Britain, can now boast of
their literary institutions.
10. If thou sincerely desire, and earnestly pursue virtue, she will
assuredly be found by thee, and prove a rich reward. 11. I will respect
him, though he chide me. 12. We will not improve rapidly, unless we
study diligently. 13. He will maintain his principles, though he lose
his estate. 14. Unless we analyzed sentences, and corrected False
Syntax, we would not understand grammar. 15. Unless you have
studied diligeptly, and memorized all of the Rules and definitions which
have been given, you can not recite them. 16. If he had used economy,
and saved his money, he would have been a rich man. 17. If you will
read attentively, and think methodically, you will make an accomplished
scholar. 18. Unless that man shall have accomplished his work by mid¬
summer, he will receive no wages.
19. "A little learning is a dangerous thing;
Drink deep, or taste not the Pierian spring."
1. And is a copulative conjunction, a word which is used to connect
words or sentences—it connects Joseph and brother, which are in the
same case, Rule 29th. Conjunctions connect nouns and nronouns in the
same case.
2. And is a copulative conjunction, a word used to connect words or
CONJUNCTION.
— PARSING.
271
sentences—it connects Sun, Moon, and stars, which are in the same case,
Rule 29th.—Admonish is a regular active transitive verb, indicative
mood, present tense, third person, plural number, agreeing with its nom¬
inatives Sun, Moon, and stars, which are copulatively connected, Rule
32d. Two or more nouns, or nouns and pronouns, connected by copu¬
lative conjunctions, must have verbs, nouns, and pronouns agreeing with
them in the plural.—And is a copulative conjunction, connecting the
adjectives superior and superintending, which qualify Power, Rule 37th.
Adjectives connected by conjunctions, qualify the same word.
3. Because is a copulative conjunction, a word which joins on a mem¬
ber of a sentence expressing a cause—it connects two simple sentences,
which form a compound sentence. And is a copulative conjunction, a
word which joins on a member expressing addition—it connects upright
and obliging, which qualify he, Note 1st to Rule 28th. Adjectives fre¬
quently belong to pronouns.
4. And■ is a copulative conjunction, joining on a member expressing
addition—it connects Henry and William, which are in the same case,
Rule 29th.— Who is a relative pronoun, relating to Henry and William
for its antecedents, with which it agrees in the masculine gender, third
person, plural number, Rule 19th—nominative case to obey, Rule 20th.
Obey is a regular active transitive verb, indicative mood, present tense,
third person, plural number, agreeing with its nominative who, Rule
4th.— Their is a personal pronoun, personating Henry and William,
with which it agrees in the masculine gender, third person, plural num¬
ber, Rule 17—possessive case, governed by teacher, Rule 8th.—Improve
is a regular active intransitive verb, indicative mood, present tense, third
person, plural number, agreeing with its nominatives Henry and Wil¬
liam, which are copulatively connected, Rule 32d.
5. Or is a disjunctive conjunction, a word which joins on a member
that expresses opposition of meaning—it connects Horace and George,
which are in the same case, Rule 29th.— Who is a relative pronoun,
relating to Horace or George for its antecedent, with which it agrees in
the masculine gender, third person, singular number, Rule 19th—nom¬
inative case to obeys, Rule 20th.— Obeys is a regular active transitive
verb, indicative mood, present tense, third person, singular number,
agreeing with its nominative who, Rule 4th.—His is a personal pronoun,
personating Horace or George, with which it agrees in the masculine
gender, third person, singular number, Rule 17th—possessive case, gov¬
erned by teacher, Rule 8th.—Learns is a regular active intransitive verb,
indicative mood, present tense, third person, singular number, agreeing
with its nominatives Horace and George, which are disjunctively con¬
nected, Rule 33d. Two or more nouns, or nouns and pronouns connected
by disjunctive conjunctions, must have verbs, nouns, and pronouns
agreeing with them in the singular.
6. Neither is a disjunctive corresponding conjunction, joining on a
member which expresses opposition of meaning.—Nor is a disjunctive
corresponding conjunction, connecting rank and possession, which are in
the same case, Rule 29th.—Makes is an irregular active transitive verb,
indicative mood, present tense, third person, singular number, agreeing
272
ETYMOLOGY AND SYNTAX.
with its nominatives rank and possession, winch are disjunctively con¬
nected, Rule 33d.—This sentence may be written thus, " Rank neither
makes the guilty mind happy, nor does possession make it happy."
7. And is a copulative conjunction, joining members of addition it
connects wisdom,, virtue, and meekness, which are in the same case, Rule
29th.—Form is a regular active transitive verb, indicative mood, present
tense, third person, plural number, agreeing with its nominatives wisdom,
virtue, and meekness, which are copulatively connected, Rule 32d.- And
is a copulative conjunction, connecting happiness and interest, which are
in the same case, Rule 29th.— They is a personal pronoun, personating
wisdom, virtue, and meekness, with which it agrees in the neuter gender,
third person, plural number, Rule 17th—nominative case to support, Rule
3d.—Support is a regular active transitive verb, indicative mood, present
tense, third person, plural number, agreeing with its nominative they,
Rule 4th.—And is a copulative conjunction, connecting support and
comfort, which are in the same mood and tense, Rule 30th.— Comfort is
a regular active transitive verb, indicative mood, present tense, third
person, plural number, agreeing with its nominative they understood,
Rule 4th.
8. Little is an adverb of comparison, comparing the adjective lower,
which it qualifies, Rule 24th.—Lower is an adjective, in the comparative
degree, qualifying being understood, Rule 28th.— Than is a disjunctive
conjunction, joining on a member which expresses opposition of meaning
—it connects two simple sentences, and forms a compound sentence.—
Angels is a common noun, masculine and feminine gender, third person,
plural number, nominative case to are understood, Rule 23d. A noun
or pronoun following the conjunction than, or as, is nominative to a verb
understood, or the object of a verb, participle, or preposition.
9. As justly as is a disjunctive conjunction, connecting United States
and Great Britain, which are in the same case, Rule 29th. — Great
Britain is a proper noun, neuter gender, third person, singular number,
nominative case to can boast understood, Rule 23 d.
10. If is a copulative conjunction, joining on a member which ex¬
presses a condition—it connects sentences.—And is a copulative con¬
junction, connecting desire and pursue, which are in the same mood and
tense, Rule 30th.—Pursue is a regular active transitive verb, subjunctive
mood, conjunctive form of the present tense, second person, singular
number, agreeing with its nominative thou understood, Rule 4th.—And
is a copulative conjunction, connecting will be found and will prove,
which are in the same mood and tense, Rule 30th.— Will prove is a
regular active transitive verb, indicative mood, first future tense, third
person, singular number, agreeing with its nominative she understood,
Rule 4th.
11. Though is a disjunctive conjunction connecting two simple sen¬
tences, and forming a compound sentence. Chide is an irregular active
transitive verb, subjunctive mood, conjunctive form of the present tense,
third person, singular number, agreeing with its nominative he, Rule
4th.
12. Unless is a disjunctive conjunction, joining on a conditional mem-
CONJUNCTION.
— PARSING.
273
ber—it connects two simple sentences, and forms a compound sentence.
—Study is a regular active intransitive verb, subjunctive mood, conjunc¬
tive form of the present tense, first person, plural number, agreeing with
its nominative we, Rule 4th.
13. Though is a disjunctive conjunction, connecting two simple sen¬
tences, and forming a compound sentence.—Lose is an irregular active
transitive verb, subjunctive mood, conjunctive form of the present tense,
third person, singular number, agreeing with its nominative he, Rule
4th.
14. Unless is a disjunctive conjunction, connecting sentences.—And
is a copulative conjunction, connecting analyzed and corrected, which
are in the same mood and tense, Rule 30th.— Corrected is a regular
active transitive verb, subjunctive mood, imperfect tense, first person,
plural number, agreeing with its nominative we understood, Rule 4th.
15. Unless is a disjunctive conjunction, connecting sentences.—And.
is a copulative conjunction, connecting have studied and have memorized,
which are in the same mood and tense, Rule 30th.—Have memorized is
a regular active transitive verb, subjunctive mood, perfect tense, second
person, plural number, agreeing with its nominative you understood,
Rule 4th.—And is a -copulative conjunction, connecting Rules and defi¬
nitions, which are in the same case, Rule 29th.
16. If is a copulative conjunction, connecting sentences.—Had used
is a regular active transitive verb, subjunctive mood, pluperfect tense,
third person, singular number, agreeing with its nominative he, Rule
4th.—And is a copulative conjunction, connecting had used and had
saved, which are in the same mood and tense, Rule 30th.—Had saved is
a regular active transitive verb, subjunctive mood, pluperfect tense, third
person, singular number, agreeing with its nominative he understood,
Rule 4th.
17. If is a copulative conjunction, connecting sentences.— Will read
is an irregular active intransitive verb, subjunctive mood, first future
tense, second person, plural number, agreeing with its nominative you,
Rule 4th.—And is a conjunction copulative, connecting will read and
will think, which are in the same mood and tense, Rule 30th.— Will
think is an irregular active intransitive verb, subjunctive mood, first
future tense, second person, plural number, agreeing with its nominative
you understood, Rule 4th.
18. Unless is a disjunctive conjunction, connecting sentences.—Shall
have accomplished is a regular active transitive verb, subjunctive mood,
second future tense, third person, singular number, agreeing with its
nominative man, Rule 4th.
19. A is the indefinite article, and belongs to learning, Rule 1st.—
Little is an adjective, in the positive degree, qualifying learning, Rule
28th.—Learning is a common noun, neuter gender, third person, singu¬
lar number, nominative case to is, Rule 3d.—Is is an irregular neuter
verb, indicative mood, present tense, third person, singular ^ number,
agreeing with 'its nominative learning, Rule 4th.—A is the indefinite
article, and belongs to thing, Rule 1st.—Dangerous is an adjective, in the
positive degree, qualifying thing, Rule 28th.— Thing is a common noun,
274
ETYMOLOGY AND SYNTAX.
neuter gender, third person, singular number, nominative case after is,
Eule 22d. The verb to be, should have the same case after it as before
it, when both words signify the same person or thing.—Drink is an
irregular active intransitive verb, imperative mood, second person, singular
or plural number, agreeing with its nominative thou or you understood,
Eule 4th.—Deep is an adjective, in the positive degree, qualifying drink,
Note 3d to Eule 28th.— Or is a disjunctive conjunction, connecting
drink and taste, which are in the same mood and tense, Eule 30th.—
Taste is a regular active transitive verb, imperative mood, second person,
singular or plural, agreeing with its nominative thou or you understood,
Eule 4th.—Not is a negative adverb, qualifying taste, Eule 24th.— The
is the definite article, and belongs to spring, Eule 2d.—Pierian is an
adjective which cannot be compared, qualifying spring, Eule 28th.—
Spring is a common noun, neuter gender, third person, singular number,
objective case, governed by taste, Eule 9th.
LESSON LXXIL—EXERCISES IN PARSING.
1. I know it to be them. 2. Be composed, it is I. 3. I would not
act thus, if I were he. 4. Well may you be afraid; it is he, indeed.
5. Whom do you fancy him to be ? 6. Who do men say that I am ?
7. Who say ye that I am ? 8. If it was not he, whom do you imagine it
to have been ? 9. He supposed it was I, but you knew that it was
he. 10. Bid him come to the wedding. 11. He durst not do it without
permission. 12. He is hearing his class recite. 13. Hear him read his
lesson. 14. It is the difference in their conduct, which makes us approve
the one, and reject the other boy. 15. It is better to live on a little,
than to outlive a great deal.
1. /is a personal pronoun, first person, singular number, nominative
case to knoio, Eule 3d.—Know is an irregular active transitive verb,
indicative mood, present tense, first person, singular number, agreeing
with its nominative I, Eule 4th.—It is a personal pronoun, neuter gen¬
der, third person, singular number, objective case, governed by know,
Eule 9th.— To be is an irregular neuter verb, -infinitive mood, present
tense, and it refers to it for its subject, Eule 18th.— Them is a personal
pronoun, neuter gender, third person, plural number, objective case after
to be, governed by know, Eule 22d.
2. Be is an irregular neuter verb, imperative mood, second person,
singular or plural number, agreeing with its nominative thou or you
understood, Eule 4th.— Composed, is an adjective, in the positive degree,
qualifying thou or you understood, Note 1st to Eule 28th.—It is a per¬
sonal pronoun, neuter gender, third person, singular number, nominative
case to is, Eule 3d.—Is is an irregular neuter verb, indicative mood,
present tense, third person, singular number, agreeing with its nomina¬
tive it, Eule 4th.—I is a personal, pronoun, first person, singular number,
nominative case after is, Eule 22d.
3. / is a personal pronoun, first person, singular number, nominative
PARSING THE TEN PARTS OP SPEECH.
275
case to would act, Rule 3d.—Would act is a regular active intransitive
verb, potential mood, imperfect tense, first person, singular number,
agreeing with its nominative I, Rule 4th.—Not is a negative adverb,
qualifying would act, Rule 24th.— Thus is an adverb of manner, quali¬
fying would act, Rule 24th.—If is a copulative conjunction, connecting
sentences.—I is a personal pronoun, first person, singular number, nomi¬
native case to were, Rule 3d.— Were is an irregular neuter verb, subjunc¬
tive mood, imperfect tense, first person, singular number, agreeing with
its nominative I, Rule 4th.—He is a personal pronoun, personating man
or hoy, with which it agrees in the masculine gender, third person, sin¬
gular number, Rule 17th—nominative case after were, Rule 22d.
4. Well is an adverb of manner, qualifying may he, Rule 24th.—May
he is an irregular neuter verb, potential mood, present tense, second pei»-
son, plural number, agreeing with its nominative you, Rule 4th.—You is
a personal pronoun, second person, plural number, nominative case to
may he, Rule 3d.—Afraid is an adverb of manner, qualifying may he,
Rule 24th.—It is a personal pronoun, neuter gender, third person, sin¬
gular number, nominative case to is, Rule 3d.—Is is an irregular neuter
verb, indicative mood, present tense, third person, singular number,
agreeing with its nominative it, Rule 4th.—He is a personal pronoun,
personating man, with which it agrees in the masculine gender, third
person, singular number, Rule 17th—nominative case after is, Rule 22d.
Indeed is an adverb of affirmation, qualifying is, Rule 24th.
5. Whom is an interrogative relative, relating to a subsequent under¬
stood—objective case after to he, governed by do fancy, Rule 22d.—Do
fancy is a regular active transitive verb, indicative mood, present tense,
second person, plural number, agreeing with its nominative you, Rule
4th.—You is a personal pronoun, second person, plural number, nomina¬
tive case to do fancy, Rule 3d.—Him is a personal pronoun, personating
man, with which it agrees in the masculine gender, third person, singu¬
lar number, Rule 17th—objective case, governed by do fancy, Rule 9th.
— To he is an irregular neuter verb, infinitive mood, present tense, refer¬
ring to Mm for its subject, Rule 18th.
6. Who is an interrogative relative, relating to a subsequent under¬
stood—nominative case after am, Rule 22d.—Do say is an irregular
active intransitive verb, indicative mood, present tense, third person,
plural number, agreeing with its nominative men, Rule 4th.—Men is a
common noun, masculine gender, third person, plural number, nominative
case to do say, Rule 3d.— That is a copulative conjunction, connecting
sentences.—I is a personal pronoun, first person, singular number,
nominative case to am, Rule 3d.—Am is an irregular neuter verb,
indicative mood, present tense, first person, singular number, agreeing
with its nominative I, Rule 4th.
7. Who is an interrogative relative, relating to a subsequent under¬
stood—nominative case after am, Rule 22d. Say is an irregular active
intransitive verb, indicative mood, present tense, second person, plural
number, agreeing with its nominative ye, Rule 4th. Ye is a personal
pronoun, second person, plural number, nominative case to say, Rule 3d.
That is a copulative conjunction, connecting sentences. / is a personal
276
ETYMOLOGY AND SYNTAX.
pronoun, first person, singular number, nominative case to am, Rule 3d.
Am is an irregular neuter verb, indicative mood, present tense, first per¬
son, singular number, agreeing with its nominative I, Rule 4th.
8. If is a copulative conjunction, connecting sentences. It is a per¬
sonal pronoun, neuter gender, third person, singular number, nominative
case to was, Rule 3d. Was is an irregular neuter verb, subjunctive
mood, indicative form of the imperfect tense, third person, singular
number, agreeing with its nominative it, Rule 4th. Not is a negative
adverb, qualifying was, Rule 24th. He is a personal pronoun, personating
man or boy, with which it agrees in the masculine gender, third person,
singular number, Rule 17th—nominative case after was, Rule 22d.
Whom is an interrogative relative, relating to a subsequent understood—
objective case after to have been, governed by do imagine, Rule 22d.
Do imagine is a regular active transitive verb, indicative mood, present
tense, second person, plural number, agreeing with its nominative you,
Rule 4th. You is a personal pronoun, second person, plural number,
nominative case to do imagine, Rule 3d. It is a personal pronoun, neuter
gender, third person, singular number, objective case, governed by do
imagine, Rule 9th. To have been is an irregular neuter verb, infinitive
mood, perfect tense, referring to it for its subject, Rule 18th.
9. He is a personal pronoun, personating man or boy, with which it
agrees in the masculine gender, third person, singular number, Rule
17th—nominative case to supposed, Rule 3d. Supposed is a regular
active intransitive verb, indicative mood, imperfect tense, third person,
singular number, agreeing with its nominative he, Rule 4th. It is a
personal pronoun, neuter gender, third person, singular number, nomin¬
ative case to was, Rule 3d. Was is an irregular neuter verb, indicative
mood, imperfect tense, third person, singular number, agreeing with its
nominative it, Rule 4th. I is a personal pronoun, first person, singular
number, nominative case after was, Rule 22d. But is a disjunctive con¬
junction, connecting sentences. You is a personal pronoun, second per¬
son, plural number, nominative case to knew, Rule 3d. Knew is an
irregular active intransitive verb, indicative mood, imperfect tense,
second person, plural number, agreeing with its nominative you, Rule
4th. That is a copulative conjunction, connecting sentences. It is a
personal pronoun, neuter gender, third person, singular number, nomin¬
ative case to was, Rule 3d. Was is an irregular neuter verb, indicative
mood, imperfect tense, third person, singular number, agreeing with its
nominative it, Rule 4th. He is a personal pronoun, personating man
or boy, with which it agrees in the masculine gender, third person,
singular number, Rule 17th—nominative case after was, Rule 22d.
10. Bid is an irregular active transitive verb, imperative mood,
second person, singular or plural number, agreeing with its nominative
thou or you understood, Rule 4th. Him is a personal pronoun, per¬
sonating man or boy, with which it agrees in the masculine gender, third
person, singular number, Rule 17th—objective case, governed by bid,
Rule 9th. Come is an irregular active intransitive verb, infinitive mood,
present tense, without the sign to prefixed, Rule 25th. The verbs which
follow bid, dare, need, make, see, hear, feel, help, let, and their partici-
PASSING THE TEN PARTS OP SPEECH.
277
pies, are in tlie infinitive mood without the sign to prefixed. To is a
preposition, connecting come and wedding. The is the definite article,
and belongs to wedding, Rule 2d. Wedding is a common noun, neuter
gender, third person, singular number, objective case, governed by to,
Rule 11th.
11. He is a personal pronoun, personating man, or bog, with which it
agrees in the masculine gender, third person, singular number, Rule
17th—nominative case to durst, Rule 3d. Hurst is an irregular active
intransitive verb, indicative mood, imperfect tense, third person, singular
number, agreeing with its nominative he, Rule 4th. Not is a negative
adverb, qualifying durst, Rule 24th. Do is an irregular active transitive
verb, infinitive mood, present tense, without the sign to prefixed, Rule
25th—and it refers to he for its actor, Rule 18tb. It is a personal
pronoun, neuter gender, third person, singular number, objective case,
governed by do, Rule 9th. Without is a preposition, connecting it and
permission. Permission is a common noun, neuter gender, third person,
singular number, objective case, governed by without, Rule 11th.
12. He is a personal pronoun, personating instructor, with which it
agrees in the masculine gender, third person, singular number, Rule
17th—nominative case to is, Rule 3d. Is is an irregular neuter verb,
indicative mood, present tense, third person, singular number, agreeing
with its nominative he, Rule 4th. Hearing is a present participle, and
refers* to he, for its actor, Rule 26th. His is a personal pronoun, per¬
sonating instructor, with which it agrees in the masculine gender, third
person, singular number, Rule 17th—possessive case, governed by class,
Rule 8th. Class is a collective noun, masculine or feminine gender,
third person, singular number, objective case, governed by hearing, Rule
10th. Recite is a regular active intransitive verb, infinitive mood, pre¬
sent tense, without the sign to prefixed, Rule 25th—and it refers to class,
for its actor, Rule 18th.
13. Hear is an irregular active transitive verb, imperative mood,
second person, singular in sense, though plural in form, agreeing with its
nominative you understood, Rule 4th. Him is a personal pronoun, per¬
sonating man or boy, with which it agrees in the masculine gender, third
person, singular number, Rule 17th—objective case, governed by hear,
Rule 9th. Read is an irregular active transitive verb, infinitive mood,
present tense, without the sign to prefixed, Rule 25th—and it refers to
him for its actor, Rule 18th. His is a personal pronoun, personating
man or boy, with which it agrees in the masculine gender, third person,
singular number, Rule 17th—possessive ease, governed by lesson, Rule
8th. Lesson is a common noun, neuter gender, third person, singular
number, objective case, governed by read, Rule 9th.
14. It is a personal pronoun, neuter gender, third person, singular
number, nominative case to is, Rule 3d. Is is an irregular neuter verb,
indicative mood, present tense, third person, singular number, agreeing
with its nominative it, Rule 4th. The is the definite article, and belongs
to difference, Rule 2d. Difference is a common noun, neuter gender,
third person, singular number, nominative case after is, Rule*22d. In is
a preposition, connecting difference and conduct. Their is a personal
278
ETYMOLOGY AND SYNTAX.
pronoun, personating boys, "with, which it agrees in the masculine gender,
third person, plural number, Rule 17th—possessive case, governed by
conduct, Rule 8th. Conduct is a common noun, neuter gender, third
person, singular number, objective case, governed by %n, Rule 11th.
Which is a relative pronoun, relating to conduct for its antecedent, with
which it agrees in the neuter gender, third person, singular number,
Rule 19th—nominative case to makes, Rule 20th. Makes is an irregu¬
lar active transitive verb, indicative mood, present tense, third person,
singular number, agreeing with its nominative which, Rule 4th. Ls is a
personal pronoun, first person, plural number, objective case, governed by
makes, Rule 9th. Approve is a regular active transitive verb, infinitive
mood, present tense, without the sign to prefixed, Rule 25th—and it
refers to us, for its actor, Rule 18th. The is the definite article, and
belongs to boy understood, Rule 2d. One is an indefinite adjective, and
belongs to boy, understood, Rule 28th. And is a copulative conjunction,
connecting approve and reject, which are in the same mood and tense,
Rule 30th. Reject is a regular active transitive verb, infinitive mood,
present tense, without the sign to prefixed, Rule 25th—and it refers to
us for its actor, Rule 18th. The is the definite article, and belongs to
boy, Rule 2d. Other is an indefinite adjective, and belongs to boy, Rule
28th. Boy is a common noun, masculine gender, third person, singular
number, objective case, governed by reject, Rule 9th.
LESSON LXXIIL—EXERCISES IN PARSING.
1. 0 king ! live forever. 2. John, will you help us brand our cattle?
3. Let him write his letter. 4. He is bidding us follow the golden rule.
5. I am daring him engage in that enterprise. 6. If he is needing me
help him, I will do so with pleasure. 7. The preceptor is making us
write our parsing lesson. 8. They are seeing us do more for each other,
than they would do for themselves. 9. The preceptor is hearing us re¬
cite our lesson. 10. We are feeling the electricity shock us in every
nerve. 11. The preceptor is letting us compose our own letters to our
parents.
12. The meeting was large, and it held for three hours. 13. The fleet
was seen, as it was sailing up the channel. 14. The church has no
power to inflict corporal punishment, but it may expel its members. 15.
The flock, and not the fleece, is, or ought to be, the object of the shep¬
herd's care. 16. The Roman nation was once powerful, but it is now
weak. 1/. The people rejoice in that which should give them sorrow.
18. The committee were divided in their sentiments. 19. The peasantry
are the laboring class, and they generally go barefoot in summer. 20.
To see is pleasant. 21. To be blind is unfortunate. 22. To die for our
country is glorious. 23. That warm climates shorten life is reasonable
to suppose.
1. 0 is an interjection, a word which expresses a sudden emotion of
the speaker. King is a common noun, masculine gender, second person,
PARSING THE TEN PARTS OF SPEECH.
279
singular number, nominative case independent, Rule 5th. Live isti
regular active intransitive verb, imperative mood, second person, singular
number, agreeing with its nominative thou or you understood, Rule 4th.
Forever is an adverb of time indefinite, qualifying live, Rule 24th.
2. John is a proper noun, masculine gender, second person, singular
number, nominative case independent, Rule 5th. Will help is a regular
active transitive verb, indicative mood, first future tense, second person,
singular in sense, though plural in form, agreeing with its nominative
you, Rule 4th. You is a personal pronoun, personating John, with
which it agrees in the masculine gender, second person, singular num¬
ber, Rule 17th—nominative case to will help, Rule 3d. Us is a personal
pronoun, first person, plural number, objective case, governed by will
help, Rule 9 th. Brand is a regular active transitive verb, infinitive
mood, present tense, without the sign to prefixed, Rule 25th—and it re¬
fers to us, for its actors, Rule 18th. Our is a personal pronoun, first
person, plural number, possessive case, governed by cattle, Rule 8th.
Cattle is a collective noun, masculine and feminine gender, third person,
plural number, objective case, governed by brand, Rule 9th.
3. Let is an irregular active transitive verb, imperative mood, second
person, singular nuihber, agreeing with its nominative thou or you under¬
stood, Rule 4th. Him is a personal pronoun, personating man or boy,
with which it agrees in the masculine gender, third person, singular
number, Rule 17th—objective case governed by let, Rule 9th. Write
is an irregular active transitive verb, infinitive mood, present tense,
without the sign to prefixed, Rule 25th—and it refers to him, for its
actor, Rule 18th. His is a personal pronoun, personating man or boy,
with which it agrees in the masculine gender, third person, singular
number, Rule 17th—possessive case, governed by letter, Rule 8th. Letter
is a common noun, neuter gender, third person, singular number,
objective case, governed by write, Rule 9th.
4. He is .a personal pronoun, personating man or boy, with which it
agrees in the masculine gender, third person, singular number, Rule
17th—nominative case to is, Rule 3d. Is is an irregular neuter verb,
indicative mood, present tense, third person, singular number, agreeing
with its nominative he, Rule 4th. Bidding is a present active participle,
referring to he, for its actor, Rule 26th. Us is a personal pronoun, first
person, plural number, objective case, governed by bidding, Rule 10th.
Follow is a regular active transitive verb, infinitive mood, present tense,
without the sign to prefixed, Rule 25th—and it refers to us for its actors,
Rule 18th. The is the definite article, and belongs to rule, Rule 2d.
Golden is an adjective, in the superlative degree, qualifying rule, Rule
28th. Rule is a common noun, neuter gender, third person, singular
number, objective case, governed by follow, Rule 9th.
5. Engage is a regular active intransitive verb, infinitive mood, pre¬
sent tense, without the sign to prefixed, Rule 25th—and it refers to him
for its actor, Rule 18th.
6. Help is a regular active transitive verb, infinitive mood, present
tense, without the sign to prefixed, Rule 25th—and it refers to me, for
its actor, Rule 18th.
280
ETYMOLOGY AND SYNTAX.
® 7. Write is an irregular active transitive verb, infinitive mood, pre¬
sent tense, without the sign to prefixed, Rule 25th—and it refers to us,
for its actors, Rule 18th.
8. Do is an irregular active intransitive verb, infinitive mood, present
tense, without the sign to prefixed, Rule 25th—and it refers to us for its
actors, Rule 18th.
9. Recite is a regular active transitive verb, infinitive mood, present
tense, without the sign to prefixed, Rule 25th—and it refers to us, for its
actors, Rule 18th.
10. Shock is a regular active transitive verb, infinitive mood, present
tense, without the sign to prefixed, Rule 25th—and refers to electricity
for its actor, Rule 18th.
11. Compose is a regular active transitive verb, infinitive mood, pre¬
sent tense, without the sign to prefixed, Rule 25th—and it refers to us,
for its actors, Rule 18th.
12. The is the definite article, and belongs to meeting, Rule 2d.
Meeting is a collective noun, masculine or feminine gender, or masculine
and feminine gender, third person, singular number, it conveys unity of
idea, nominative case to was, Rule 3d. Was is an irregular neuter
verb, indicative mood, imperfect tense, third person, singular number,
agreeing with its nominative meeting, which conveys unity of idea, Rule
12th. Large is an adjective, in the positive degree, qualifying meet¬
ing, Rule 28th. And is a copulative conjunction, connecting sentences.
It is a personal pronoun, personating meeting, with which it agrees in
the masculine or feminine gender, or masculine and feminine gender,
third person, singular number, Note 5th to Rule 17th. It sometimes
personates a noun in the masculine or feminine gender, or masculine and
feminine gender, with which it agrees in person and number—nomin¬
ative case to held, Rule 3d. Held is an irregular active intransitive
verb, indicative mood, imperfect tense, third person, singular number,
agreeing with its nominative it, Rule 4th. For is a preposition, con¬
necting held and hours. Three is a cardinal restrictive adjective,
restricting hours, Rule 28th. Hours is a common noun, neuter gender,
third person, plural number, objective case, governed by for, Rule 11th.
13. Fleet is a collective noun, neuter gender, third person, singular
number, it conveys unity of idea, nominative case to was seen, Rule 3d.
Was seen is an irregular passive verb, indicative mood, imperfect tense,
third person, singular, number, agreeing with its nominative fleet, which
conveys unity of idea, Rule 12th. As is a disjunctive conjunction, connect¬
ing sentences. It is a personal pronoun, personating fleet, with which it
agrees in the neuter gender, third person, singular number, Rule 17th—
nominative case to was, Rule 3d.
14. Church is a collective noun, masculine and feminine gender, third
person, singular number, it conveys unity of idea, nominative case to has,
Rule 3d. Has is an irregular active transitive verb, indicative mood,
present tense, third person, singular number, agreeing with its nominative
church, which conveys unity of idea, Rule 12th. No is a negative adjec¬
tive, and belongs to power, Rule 28th. But is a disjunctive conjunction,
connecting sentences. It is a personal pronoun, personating church,
PARSING THE TEN PARTS OF SPEECH.
281
with which it agrees in the masculine and feminine gender, third person,
singular number, Note 5th to Rule 17th—nominative case to may expel,
Rule 3d. Its is a personal pronoun, personating church, with which it
agrees in the masculine and feminine gender, third person, singular num¬
ber, Note 5th to Rule 17th—possessive case, governed by members,
Rule 8 th.
15. Flock is a collective noun, masculine and feminine gender,
third person, singular number, it conveys unity of idea, nominative case
to is, Rule 3d. And is a copulative conjunction, connecting flock and
fleece, which are in the same case, Rule 29th. Not is a, negative adverb,
qualifying is understood, Rule 24th. Fleece is a common noun, neuter
gender, third person, singular number, nominative case to is understood,
Rule 3d.' Is is an irregular neuter verb, indicative mood, present tense,
third person, singular number, agreeing with its nominative flock, which
conveys unity of idea, Rule 12th. Or is a disjunctive conjunction, con¬
necting is and ought, which are in the same mood and tense, Rule 30th.
Ought is a defective verb, indicative mood, present tense, third person,
singular number, agreeing with its nominative it understood, Rule 4th.
To be is an irregular neuter verb, infinitive mood, present tense, referring
to it understood for its subject, Rule 18th. Object is a common noun,
neuter gender, third person, singular number, nominative case after is,
Rule 22d.
16. Nation is a collective noun, masculine and feminine gender, third
person, singular number, it conveys unity of idea, nominative case to was,
Rule 3d. Was is an irregular neuter verb, indicative mood, imperfect
tense, third person, singular number, agreeing with its nominative nation,
which conveys unity of idea, Rule 12th. It is a personal pronoun, per¬
sonating nation, with which it agrees in the masculine and feminine
gender, third person, singular number, Note 5th to Rule 17th—nomina¬
tive case to is, Rule 3d.
17. People is a collective noun, masculine and feminine gender, third
person, plural number, nominative case to rejoice, Rule 3d. Rejoice is a
regular active intransitive verb, indicative mood, present tense, third
person, plural number, agreeing with its nominative people, which con¬
veys plurality of idea, Rule 13th. Them is a personal pronoun, person¬
ating people, with which it agrees in the masculine and feminine gender,
third person, plural number, Rule 17th—objective case, governed by to
understood, Note 1st to Rule 11th. Sorrow is a common noun, neuter
gender, third person, singular number, objective case, governed by
should give, Rule 9th.
18. Committee is a collective noun, masculine or feminine gender,
third person, plural number, it conveys plurality of idea, nominative case
to were divided, Rule 3d. Were divided is a regular passive verb,
indicative mood, imperfect tense, third person, plural number, agreeing
with its nominative committee, which conveys plurality of idea, Rule 13th.
Their is a personal pronoun, personating committee, with which it agrees
in the masculine or feminine gender, third person, plural number, Rule
17th—possessive case, governed by sentiments, Rule 8th.
19. Peasantry is a collective noun, masculine and feminine gender,
282
ETYMOLOGY AND SYNTAX.
third person, plural number, it conveys plurality of idea, nominative case
to are, Rule 3d. Are is an irregular neuter verb, indicative mood, pre¬
sent tense, third person, plural number, agreeing with its nominative
peasantry, which conveys plurality of idea, Rule 13th. They is a per¬
sonal pronoun, personating peasantry, with which it agrees in the mas¬
culine and feminine gender, third person, plural number, Rule 17th—
nominative case to go, Rule 3d.
20. To see is an irregular active intransitive verb, infinitive mood
absolute, Note 1st to Rule 18th—nominative case to is, Rule 14th. Is
is an irregular neuter verb, indicative mood, present tense, third person,
singular number, agreeing with its nominative to see, Rule 15th. Plea¬
sant is an adjective, in the positive degree, qualifying to see, Note 2d to
Rule 28th.
21. To he blind is an irregular passive verb, infinitive mood absolute,
Note 1st to Rule 18th—nominative case to is, Rule 14th. Is is an
irregular neuter verb, indicative mood, present tense, third person, sin¬
gular number, agreeing with its nominative to he blind, Rule 15th.
Unfortunate is an adjective, in the positive degree, qualifying to he blind,
Note 2d to Rule 28th.
22. To die is a regular active intransitive verb, infinitive mood
absolute, Note 1st to Rule 18th. For is a preposition, connecting to die
and country. Our is a personal pronoun, first person, plural number,
possessive case, governed by country, Rule 8th. Country is a common
noun, neuter gender, third person, singular number, objective case,
governed by for, Rule 11th. To die for our country is nominative case
to is, Rule l4th. Is is an irregular neuter verb, indicative mood, pre¬
sent tense, third person, singular number, agreeing with its nominative,
which is a phrase, Rule 15th. Glorious is an adjective, in the positive
degree, qualifying to die for our country, Note 2d to Rule 28th.
23. That is a copulative conjunction, connecting sentences. Warm
is an adjective, in the positive degree, qualifying climates, Rule 28th.
Climates is a common noun, neuter gender, third person, plural number,
nominative case to shorten, Rule 3d. Shorten is a regular active transi¬
tive verb, indicative mood, present tense, third person, plural number,
agreeing with its nominative climates, Rule 4th. Life is a common
noun, neuter gender, third person, singular number, objective case,
governed by shorten, Rule 9th. That warm climates shorten life is nom¬
inative case to is, Rule 14th. Is is an irregular neuter verb, indicative
mood, present tense, third person, singular number, agreeing with its
nominative, which is a simple sentence, Rule 15th. Reasonable is an
adjective, in the positive degree, qualifying that warm climates shorten
life, Note 2d to Rule 28th. To suppose is a regular active intransitive
verb, infinitive mood, present tense, referring to %is understood for its
actors, Rule 18th.
LESSON" LXXIV.—EXERCISES IN PARSING.
1. Boys love to play. 2. He does not consider how near he ap¬
proaches to his end. 3. By promising much and performing but little,
PARSING THE TEN PARTS OF SPEECH.
283
we become despicable. 4. To live soberly, righteously, and piously, is
required of all men. 5. The smooth stream, the serene atmosphere, and
the mild zephyr, are the proper emblems of a gentle temper, and a
peaceful life. 6. To do good to them who hate us, and on no occasion
to seek revenge, are the duties of a christian. 7. To be wise in our
own eyes; to be wise in the estimation of others; and to be wise in the
sight of our Creator, are three things, so very different, as rarely to coin¬
cide. 8. Patience and diligence, like faith, remove mountains. 9. Time
and tide wait for no man.
1. Boys is a common noun, masculine gender, third person, plural
number, nominative case to love, Rule 3d. Love is a regular active
transitive verb, indicative mood, present tense, third person, plural num¬
ber, agreeing with its nominative boys, Rule 4th. To play is a regular
active intransitive verb, infinitive mood, present tense, referring to boys,
for its actors, Rule 18th—objective case, governed by love, Rule 14th.
2. He is a personal pronoun, personating man or boy, with which it
agrees in the masculine gender, third person, singular number, Rule
17th—nominative case to does consider, Rule 3d. Does consider is a
regular active transitive verb, indicative mood, present tense, third per¬
son, singular number, agreeing with its nominative he, Rule 4th. Not is
a negative adverb, qualifying does consider, Rule 24th. How near is an
adverbial phrase, qualifying does consider, Rule 24th. He is a personal
pronoun, personating man or boy, with which it agrees in the masculine
gender, third person, singular number, Rule 17th—nominative case to
approaches, Rule 3d. Approaches is a regular active intransitive verb,
indicative mood, present tense, third person, singular number, agreeing
with its nominative he, Rule 4th. To is a preposition, connecting
approaches and end. His is a personal pronoun, personating man or
boy, with which it agrees in the masculine gender, third person, singular
number, Rule 17th—possessive case, governed by end, Rule 8th. End
is a common noun, neuter gender, third person, singular number, objec¬
tive case, governed by to, Rule 11th. How near he approaches to his
end is in the objective case, governed by does, consider, Rule 14th.
3. By is a preposition, connecting despicable with the rest of the sen¬
tence. Promising is a present participle, referring to we for its actor,
Rule 26th. Much is a common noun, neuter gender, third person, sin¬
gular number, objective case, governed by promising, Rule 10th. And
is a copulative conjunction, connecting phrases. Performing is a present
participle, referring to we, for its actors, Rule 26th. But is an adverb,
(it signifies only,) qualifying performing, Rule 24th. Little is a com¬
mon noun, neuter gender, third person, singular number, objective case,
governed by performing, Rule 10th. Promising much, and performing
but little, is in the objective case, governed by by, Rule 14th.
4. To live is a regular active intransitive verb, infinitive mood absolute,
Note 1st to Rule 18th. Soberly is an adverb of manner, qualifying to
live, Rule 24th. Righteously is an adverb of manner, qualifying to
live, Rule 24th. And is a copulative conjunction, connecting soberly,
righteously, and piously, which qualify the same verb, Rule 37th.
284
ETYMOLOGY AND SYNTAX.
Piously is an adverb of manner, qualifying to live, Rule 24th. To live
soberly, righteously, and piously, is nominative case to is required, Rule
14th. Is required is a regular passive verb, indicative mood, present
tense, third person, singular number, agreeing with its nominative, which
is a simple phrase, Rule 15th. Of is a preposition, connecting is
required and men. All is an indefinite adjective, and belongs to men,
Rule 28th. Men is a common noun, masculine gender, third person,
plural number, objective case, governed by of, Rule 11th.
5. The smooth stream, the serene atmosphere, and the mild zephyr is
nominative care to are, Rule 14th. Are is an irregular neuter verb,
indicative mood, present tense, third person, plural number, agreeing
with its nominative, which is a compound phrase, Rule 16th. Emblems
is a common noun, neuter gender, third person, plural number, nomina¬
tive case after are, Rule 22d.
6. To do is an irregular active transitive verb, infinitive mood abso¬
lute, Note 1st to Rule 18th. Good is a common noun, neuter gender,
third person, singular number, objective case, governed by to do, Rule
9th. To do good to them who hate us, and on no occasion to seek
revenge, is nominative case to are, Rule 14th. Are is an irregular neuter
verb, indicative mood, present tense, third person, plural number, agree¬
ing with its nominative, which is a compound sentence, Rule 16th.
Duties is a common noun, neuter gender, third person, plural number,
nominative case after are, Rule 22d.
7. To be is an irregular neuter verb, infinitive mood absolute, Note
1st to Rule 18th. Wise is an adjective, in the positive degree, qualify¬
ing us understood, Note 1st to Rule 28th. In is a preposition, connect¬
ing wise and eyes. Our is a personal pronoun, first person, plural
number, possessive case, governed by eyes, Rule 8th. Own is a pronoun,
first person, plural number, possessive case, governed by eyes, Rule 8th.
Eyes is a common noun, neuter gender, third person, plural number,
objective case, governed by in, Rule 11th. To be wise in our own eyes ;
to be wise in the estimation of others; and to be wise in the sight of our
Creator, is nominative case to are, Rule 14th. Are is an irregular
neuter verb, indicative mood, present tense, third person, plural number,
agreeing with its nominative, which is a compound sentence, Rule 16th.
Things is a common noun, neuter gender, third person, plural number,
nominative case after are, Rule 22d. So is an adverb, qualifying very,
Rule 24th. Very is an adverb of comparison, qualifying different, Rule
24th. Different is an adjective, in the superlative degree, qualifying
things, Rule 28th. As is a disjunctive conjunction, connecting sentences,
or joining on a phrase expressing opposition of meaning. Rarely is an
adverb of time indefinite, qualifying to coincide, Rule 24th. To coincide
is a regular active intransitive verb, infinitive mood, present tense, and
refers to things, for its actor, Rule 18th.
8. Patience is a common noun, neuter gender, third person, singular
number, nominative case to remove, Rule 3d. And is a copulative con¬
junction, connecting patience and diligence, which are in the same case,
Rule 29th. Diligence is a common noun, neuter gender, third person,
singular number, nominative case to remove, Rule 3d. Like is a prepo-
PARSING THE TEN PARTS OF SPEECH.
285
sition, connecting diligence and faith. Faith is a common noun, neuter
gender, third person, singular number, objective case, governed by like,
Rule 11th. Remove is a regular active transitive verb, indicative mood,
present tense, third person, plural number, agreeing with its nominative
patience and diligence, which are copulatively connected, Rule 32d.
Mountains is a common noun, neuter gender, third person, plural num¬
ber, objective case, governed by remove, Rule 9th.
LESSON LXXV.—EXERCISES IN PARSING.
1. They are much greater gainers than I. 2. They know how to
write as well as he, but he is a better grammarian than they. 3. They
are all well but him. 4. None were rewarded but him and me. 5. He
is as amiable as she. 6. Jesus sought none but them who had gone
astray. 7. I saw nobody but him. 8. All had returned but her and
him. 9. He dismissed all the scholars except him and me. 10. I have
written more than he. 11. He has recited more than she. 12. I know
my lesson as well as he.
13. The preceptor is hearing me as well as him. 14. These sentences
are to be parsed by you as well as me. 15. Socrates and Plato were
wise; they were eminent philosophers. 16. Man's happiness or misery
is, in a great measure, put into his own hands. 17. Despise no infirmity
of mind or body, nor any condition of life, for it may be thy own lot.
18. Tom struts a soldier through the city. 19. Will sneaks a scrivener
about the country. 20. The general was saluted emperor, by the citizens
of France. 21. Lady Jane Grey fell a sacrifice to the wild ambition of
the duke of Northumberland.
1. Gainers is a common noun, masculine and feminine gender, third
person, plural number, nominative case after are, Rule 22d. Than is a
disjunctive conjunction, connecting gainers and I, which are in the same
case, Rule 29th. I is a personal pronoun, first person, singular number,
nominative case to am understood, Rule 23d. A noun or pronoun fol¬
lowing the conjunction than or as, is nominative to a verb, or the object
of a verb, participle or preposition expressed or understood.
2. As well as is a disjunctive conjunction, connecting sentences. He
is a personal pronoun, personating man or hoy, with which it agrees in
the masculine gender, third person, singular number, Rule 17th—nom¬
inative case to knows understood, Rule 23d. Grammarian is a common
noun, masculine gender, third person, singular number, nominative case
after is, Rule 22d. Than is a disjunctive conjunction, connecting
sentences. They is a personal pronoun, personating persons, with which
it agrees in the masculine and feminine gender, third person, plural
number, Rule 17th—nominative case to arc understood, Rule 23d.
3. But is a preposition, connecting well and him. Him is a personal
pronoun, personating man or hoy, with which it agrees in the masculine
gender, third person, singular number, Rule 17th—objective case, gov¬
erned by hut, Rule 11th.
4. None is a collective noun, masculine and feminine gender, third
286
etymology and syntax.
person, plural number, it conveys plurality of idea, nominative case to
were rewarded, Rule 3d. But is a preposition, connecting were re¬
warded and him. Him is a personal pronoun, personating man or boy,
with which it agrees l in the masculine gender, third person, singular
number, Rule 17th—objective case, governed by but, Rule 11th. And
is a copulative conjunction, connecting him and me, Rule 29th. Me
is a personal pronoun, first person, singular number, objective case, gov¬
erned by but, Rule 11th.
5. J.s is a disjunctive corresponding conjunction, connecting sentences.
As is a disjunctive corresponding conjunction, connecting sentences,
(^.s and as are corresponding conjunctions, connecting the same sen¬
tences ; viz. He is and she is.) She is a personal pronoun, personating
woman or girl, with which it agrees in the feminine gender, third
person, singular number, Rule 17th—nominative case to is understood,
Rule 23d.
6. None is a collective noun, masculine and feminine gender, third
person, plural number, objective case, governed by sought, Rule 9th.
But is a preposition, connecting none and them. Them is a personal
pronoun, personating persons, with which it agrees in the masculine and
feminine gender, third person, plural number, Rule 17th—objective case,
governed by but, Rule 11th.
7- Nobody is a common noun, neuter gender, third person, singular
number, objective case, governed by saw, Rule 9th. But is a preposi¬
tion, connecting nobody and him. Him is a personal pronoun, per¬
sonating man or boy, with which it agrees in the masculine gender, third
person, singular number, Rule 17th—objective case, governed by but,
Rule 11th.
8. All is an indefinite adjective, and belongs to persons understood,
Rule 28th. Had returned is a regular active intransitive verb, .in¬
dicative mood, pluperfect tense, third person, plural number, agreeing
with its nominative persons understood, RuIq 4th. But is a preposition,
connecting had returned and her. Her is a personal pronoun, per¬
sonating woman or girl, with which it agrees in the feminine gender,
third person, singular number, Rule 17th—objective case, governed by
but, Rule 11th. And is a copulative conjunction, connecting her and
him, Rule 29th. Him is personal pronoun, personating man or boy,
with which it agrees in the masculine gender, third person, singular
number, Rule 17th—objective case, governed by but, Rule 11th.
9. Except is a preposition, connecting scholars and him. Him is a
personal pronoun, personating man or boy, with which it agrees in the
masculine gender, third person, singular number, Rule 17th—objective
case, governed by except, Rule 11th. And is a copulative conjunction,
connecting him and me, Rule 29th. Me is a personal pronoun, first per¬
son, singular number, objective case, governed by except, Rule 11th.
10. Than is a disjunctive conjunction, connecting sentences. He is a
personal pronoun, personating man or boy, with which it agrees in the
masculine gender, third person, singular number, Rule 17—nominative
case to has written understood, Rule 23 d.
11 More is an adverb of quantity, qualifying has recited, Rule 24th.
PARSING THE TEN PARTS OP SPEECH.
287
Than is a disjunctive conjunction, connecting sentences. She is a per¬
sonal pronoun, personating woman or girl, with which it agrees in the
feminine gender, third person, singular number, Rule 17th—nominative
case to has recited understood, Rule 23d. '
12. As well as is a disjunctive conjunction, connecting sentences. He
is a personal pronoun, personating man or boy, with which it agrees in
the masculine gender, third person, singular number, Rule 17th—nom¬
inative case to knows understood, Rule' 23d.
13. Me is a personal pronoun, first person, singular number, objective
case, governed by hearing, Rule 10th. As well as is a disjunctive con¬
junction, connecting me and him, Rule 29th. Him is a personal pro¬
noun, personating man or boy, with which it agrees in the masculine
gender, third person, singular number, Rule 17th—objective case, gov¬
erned by hearing, Rule 23d.
14. To be parsed is a regular passive verb, infinitive mood, present
tense, referring to sentences for its object, Rule 18th. By is a preposi¬
tion, connecting to be parsed and you. You is a personal pronoun,
second person, singular or plural number, objective case, governed by
by, Rule 11th. As well as is a disjunctive conjunction, connecting you
and me, Rule 29 th. Me is a personal pronoun, first person, singular
number, objective case, governed by by, Rule 23d.
15. And is a copulative conjunction, connecting Socrates and Plato,
Rule 29th. Were is an irregular neuter verb, indicative mood, imper¬
fect tense, third person, plural number, agreeing with its nominatives
Socrates and Plato, which are copulatively connected, Rule 32d. Wise is
an adjective, in the positive degree, qualifying Socrates and Plato, Rule
28th. They is a personal pronoun, personating Socrates and Plato,
with which it agrees in the masculine gender, third person, plural num¬
ber, Rule 17th—nominative case to were, Rule 3d. Philosophers is a
common noun, masculine gender, third person, plural number, nominative
case after were, Rule 22d.
16. Or is a disjun&tive conjunction, connecting happiness and misery,
Rule 29th. Is put is an irregular passive verb, indicative mood, present
tense, third person, singular number, agreeing with its nominatives
happiness and misery, which are disjunctively connected, Rule 33d.
17. Despise is a regular active transitive verb, imperative mood,
second person, singular number, agreeing with its nominative thou under¬
stood, Rule 4th. Nor is a disjunctive conjunction, connecting body and
condition, Rule 29th. Condition is a common noun, neuter gender,
third person, singular number, objective case, governed by despise under¬
stood, Rule 9th. It is a personal pronoun, personating infirmity or
condition, with which it agrees in the neuter gender, third person,
singular number, Rule 17th—nominative, case to may be, Rule 3d.
18. Struts is a regular active intransitive verb, indicative mood, pre¬
sent tense, third person, singular number, agreeing with its nominative
Tom, Rule 4th. Soldier is a common noun, masculine gender, third
person, singular number, nominative case after struts, Rule 34th. In¬
transitive, passive, and neuter verbs have the same case after them as
before them, when both words signify the same person or thing.
288
ETYMOLOGY AND SYNTAX.
19. Sneahs is a regular active intransitive verb, indicative mood,
present tense, third person, singular number, agreeing with its nominative
Will, Eule 4th. Scrivener is a common noun, masculine gender, third
person, singular number, nominative case after sneaks, Eule 34th.
20. Was saluted is a regular passive verb, indicative mood, imperfect
tense, third person, singular number, agreeing with its nominative gene¬
ral, Eule 4th. Emperor is a common noun, masculine gender, third
person, singular number, nominative case after was saluted, Eule 34th.
21. Fell is an irregular active intransitive verb, indicative mood, im¬
perfect tense, third person, singular number, agreeing with its nominative
Lady Jane Grey, Eule 4th. Sacrifice is a common noun, neuter gender,
third person, singular number, nominative case after fell, Eule 34th.
LESSON" LXXVI.—EXERCISES EST PASSING.
1. That man remains an idler in the street. 2. He was called Caesar
in honor of Julius Caesar. 3. 0 virtue! how amiable thou art! 4.
Alas ! I fear for life. 5. 0 death ! where is thy sting ? 6. The horse
ran a mile in less than two minutes. 7. My friend came home last
June. 8. His son remained at college four years. 9. The length of the
Ohio river is one thousand miles. 10. The age of his son is ten years.
11. The Mississippi river is four thousand three hundred miles long,
from its mouth to the head of the Missouri. 12. The height of the wall
is fifty feet. 13. The worth of my knife is a shilling. 14. True cheer¬
fulness makes a man happy in himself, and it promotes the happiness of
all persons around him. 15. Modesty always appears graceful in youth :
it doubles the lustre of every virtue, which it seems to hide.
1. Remains is a. regular neuter verb, indicative mood, present tense,
third person, singular number, agreeing with its nominative man, Eule
4th. Idler is a common noun, masculine gender, third person, singular
number, nominative case after remains, Eule 34th.
2. Was called is a regular passive verb, indicative mood, imperfect
tense, third person, singular number, agreeing with its nominative he,
Eule 4th. Caesar is a proper noun, masculine gender, third person,
singular number, nominative case after teas called, Eule 34th.
3. 0 is an interjection, a word used to express a sudden emotion of
the speaker. Virtue is a common noun, neuter gender, second person,
singular number, nominative case independent, Eule 5th. How is an
adverb of comparison, comparing amiable, which it qualifies, Eule 24th.
Amiable is an adjective in the superlative degree, qualifying thou, Note
1st to Eule 28th. Thou is a personal pronoun, personating virtue, with
which it agrees in the neuter'gender, second person, singular number,
Eule 17th—nominative case to art, Eule 3d.
4. Alas is an interjection, a word used to express a sudden emotion of
the speaker.
5. 0 is an interjection, a word used to express a sudden emotion of
the speaker. Death is a common noun, neuter gender, second person,
PARSING THE TEN PARTS OF SPEECH.
289
singular number, nominative case independent, Rule 5th. Where is an
interrogative adverb, qualifying is, Rule 24th. Is is an irregular neuter
verb, indicative mood, present tense, third person, singular number,
agreeing with its nominative sting, Rule 4th. Thy is a personal pro¬
noun, personating death, with which it agrees in the neuter gender,
second person, singular number, Rule 17th—possessive case, governed by
sting, Rule 8th. Sting is a common noun, neuter gender, third person,
singular number, nominative case to is, Rule 3d.
6. Mile is a common noun, neuter gender, third person, singular num¬
ber, objective case, governed by for understood, Rule 36th. In is a pre¬
position, connecting mile and time understood. Less is an adjective, in
the comparative degree, qualifying time understood, Rule. 28th. Than
is a disjunctive conjunction, joining on a phrase. Minutes is a common
noun, neuter gender, third person, plural number, objective case, gov¬
erned by in understood, Rule 23d.
7. Home is a common noun, neuter gender, third person, singular
number, objective case, governed by to understood, Rule 36th. June is
a proper noun, neuter gender, third person, singular number, objective
case, governed by in understood, Rule 36th.
8. Tears is a common noun, neuter gender, third person, plural num¬
ber, objective case, governed by for understood, Rule 36th.
9. Length is a common noun, neuter gender, third person, singular
number, nominative case to is, Rule 3d. Miles is a common noun, neu¬
ter gender, third person, plural number, nominative case after is,
Rule 22d.
10. Age is a common noun, neuter gender, third person, singular num¬
ber, nominative case to is, Rule 3d. Years is a common noun, neuter
gender, third person, plural number, nominative case after is, Rule 22d.
11. Mississippi river is a proper noun, neuter gender, third person,
singular number, nominative case to is, Rule 3d. Four thousand three
hundred is a cardinal restrictive adjective, restricting miles, Rule 28th.
Miles is a common noun, neuter gender, third person, plural number, and
it has no case, because it does not signify the same thing that river does,
Note 1st to Rule 36th. Nouns signifying extension, duration, quantity,
quality, or value, are used without a governing word.
12. Height is a common noun, neuter gender, third person, singular
number, nominative case to is, Rule 3d. Feet is a common noun, neuter
gender, third person, plural number, nominative case after is, Rule 22d.
13. Worth is a common- noun, neuter gender, third person, singular
number, nominativd case to is, Rule 3d. Shilling is a common noun,
neuter gender, third person, singular number, nominative case after is,
Rule 22d.
14. True is an adjective, in the superlative degree, qualifying cheerful¬
ness, Rule 28th. Cheerfulness is a common noun, neuter gender, third
person, singular number, nominative case to makes, Rule 3d. Makes is
an irregular active transitive verb, indicative mood, present tense, third
person, singular number, agreeing with its nominative cheerfulness, Rule
4th. A is the indefinite article, and belongs to man, Rule 1st. Man is
a common noun, masculine gender, third person, singular number, objec-
19
290
etymolo'gy and syntax.
tive case, governed by maJces, Rule 9th. Happy is an adjective, in the
positive degree, qualifying man, Rule 28th. In is a preposition, con¬
necting happy and himself. Himself is a compound personal pronoun,
personating man, with which it agrees in the masculine gender, third
person, singular number, Rule 17th—objective case, governed by in,
Rule 11th. And is a copulative conjunction, connecting sentences. It
is a personal pronoun, personating cheerfulness, with which it agrees in
the neuter gender, third person, singular number, Rule 17th—nomina¬
tive case to promotes, Rule 3d. Promotes is a regular active transitive
verb, indicative mood, present tense, third person, singular number,
agreeing with its nominative it, Rule 4th. The is the definite article,
and belongs to happiness, Rule 2d. Happiness is a common noun, neu¬
ter gender, third person, singular number, objective case, governed by
promotes, Rule 9th. Of is a preposition, connecting happiness and
persons. All is an indefinite adjective, and belongs to persons,
Rule 28th. Persons is a common noun, masculine and feminine
gender, third person, plural number, objective case, governed by of Rule
11th. Around is a preposition, connecting persons and him. Him is a
personal pronoun, personating man, with which it agrees in the mascu¬
line gender, third person, singular number, Rule 17th—objective case,
governed by around, Rule 11th.
15. Which is a relative pronoun relating to virtue for its antecedent,
with which it agrees in the neuter gender, third person, singular num¬
ber, Rule 19th—objective case, governed by to hide, Rule 21st.
LESSON LXXVIL—REMARKS ON ANOMALIES.
The next lesson which we will parse will consist of anomalous expres¬
sions, which are departures from the Rules of our language. In order
that you may know what anomalies are, we will define them in the
language of Mr. Kirkham, as a better definition cannot well be given.
"Anomaly is derived from the Greek a, without, and omales, similar;
that is, without similarity. Some give its derivation thus; anomaly,
from the Latin ab, from, or out of, and norma, a rule, or law, means an
outlaw ; a mode of expression that departs from the rules, laws, or gene¬
ral usages of the language; a construction in language peculiar to itself.
Thus, it is a general rule of the language, that adjectives of one syllable,
are compared by adding r, or er, and st, or est, to the positive degree;
but good, better, best; bad, worse, worst, are ^iot compared according to
the general rule. They are, therefore, anomalies. The plural number
of nouns, is generally formed by adding s to the singular; man, men;
woman, women ; child, children ; goose, geese ; penny, pence, are anoma¬
lies. The use of news, means, alms, and amends, in the singular, con¬
stitutes anomalies. Anomalous constructions are correct according to
custom; but, as they are departures from general rules, they cannot be
analyzed by the rules."
"An idiom, Latin idioma, a construction pecuhar to a language, may
be an anomaly, or it may not. An idiomatical expression which is not
an anomaly, can be analyzed."
PARSING ANOMALIES AND IDIOMS.
291
"An anomaly, when ascertained to be such, is easily disposed of; but
sometimes it is very difficult to decide whether a construction is anoma¬
lous or not. On extreme points,' and peculiar and varying constructions
in a language, the most able philologists can never be agreed; because
many usages will always be unsettled and fluctuating; and they will,
consequently, be disposed of according to the caprice of the grammarian.
By some, a sentence may be treated as an anomaly; by others who con¬
tend for, and supply an ellipsis, the same sentence may be analyzed
according to the ellipsis supplied; whilst others, who deny both the
elliptical and anomalous character of the sentence, construct a rule by
which to analyze it, which rule has for its foundation the principle con¬
tained in that sentence only. This last mode of procedure, as it requires
us to make a rule for every peculiar construction in the language, appears
to me to be the most exceptionable of the three. It appears to be multi¬
plying rules beyond the bounds of utility."
EXERCISES IN PARSING!.
1. "The wall is three feet high." 2. "His son is eight years old."
3. "My knife is worth a shilling." 4. "She is worth him and all of his
connections." 5. "And God said, 'Let there be light/ and there was
light." 6. 'And God said, 'Let us make man/ " 7. "Let us bow be¬
fore the Lord." 8. "Let high-born seraphs tune the lyre." 9. "Be it
enacted by the General Assembly of the State of Louisiana," &c. 10.
"Be it remembered, that on this twenty ninth day of August, 1857," &c.
11. "Blessed be he that blesseth thee; and cursed be he that curseth
thee." 12. " My soul, turn from them : turn we to survey." 13. "Me-
thinks I see the portals bf eternity wide open to receive him." 14.
" Methought I was incarcerated beneath the mighty deep." 15. "I was,
there just thirty years ago." 16. "Their laws and their manners,
generally speaking, were extremely rude." 17. "Considering their
means, they have effected much."
1. Feet is a common noun, neuter gender, third person, plural number,
and it is without a case, because it does not signify the same thing that
wall does, Note 1st to Rule 36th. Nouns signifying extension, duration,
quantity, quality, or value, are used without a governing word.
2. Years is a common noun, neuter gender, third person, plural num¬
ber, and it is without a case, because it is not synonymous with son, Note
1st to Rule 36th.
3. Is is an irregular neuter verb, indicative mood, present tense,
third person, singular number, agreeing with its nominative knife, Rule
4th. Worth is a preposition, connecting is and shilling. Shilling is a
common noun, neuter gender, third person, singular number, objective
case, governed by worth, Rule 11th.
4. Worth is a preposition, connecting is and him. Him is a personal
pronoun, personating man, with which it agrees in the masculine gender,
third person, singular number, Rule 17th—objective case, governed by
worth, Rule 11th. And is a copulative conjunction, connecting him and
292
ETYMOLOGY AND SYNTAX.
all, Rule 29th. All is a common noun, masculine and feminine gender,
third person, plural number, objective case, governed by worth, Rule
nth.
5. And is a copulative conjunction, connecting a preceding sentence
with the succeeding one. Let is an irregular active transitive verb, im¬
perative mood, first or second person, singular or plural number, agree¬
ing with its nominative I, we, thou, or you understood, Rule 4th.
There is an adverb of place, qualifying to he, Rule 24th. Be is an
irregular neuter verb, infinitive mood, present tense, without the sign to
prefixed, Rule 25th—and it refers to light for its subject, Rule 18th.
Light is a common noun, neuter gender, third person, singular number,
objective case, governed by let, Rule 9th. And is a copulative conjunc¬
tion, connecting sentences. There is an adverb of place, qualifying was,
Rule 24th. Was is an irregular neuter verb, indicative mood, imperfect
tense, third person, singular number, agreeing with its nominative light,
Rule 4th. Light is a common noun, neuter gender, third person, sin¬
gular number, nominative case to was, Rule 3d.
6. And is a copulative conjunction, connecting a preceding with the
succeeding sentence. Let is an irregular active transitive verb, impera¬
tive mood, second person, singular or plural number, agreeing with its
nominative thou or you understood, Rule 4th. Us is a personal pronoun,
first person, plural number, objective case, governed by let, Rule 9th.
Make is an irregular active transitive verb, infinitive mood, present
tense, without the sign to prefixed, Rule 25th—and it refers to us for its
actor, Rule 18th. Man is a common noun, masculine gender, third per¬
son, singular number, objective case, governed by make, Rule 9th.
7. Let is an irregular active transitive verb, imperative mood, second
person, singular or plural number, agreeing with its nominative thou or
you understood, Rule 4th. Us is a personal pronoun, first person, plural
number, objective case, governed by let, Rule 9th. Bow is a regular
active intransitive verb, infinitive mood, present tense, without the sign
to prefixed, Rule 25th—and it refers to us for its actors, Rule 18th.
Before is a preposition, connecting how and Lord. The is the definite
article, and belongs to Lord, Rule 2d. Lord is a proper noun, mascu¬
line gender, third person, singular number, objective case, governed by
before, Rule 11th.
8. Let is an irregular active transitive verb, imperative mood, second
person, singular or plural, agreeing with its nominative thou or you
understood, Rule 4th. High-horn is a compound adjective, which cannot
be compared, qualifying seraphs, Rule 28th. Seraphs is a common noun,
masculine and feminine gender, third person, plural number, objective
case, governed by let, Rule 9th. Tune is a regular active transitive
verb, infinitive mood, present tense, without the sign to prefixed, Rule 25th
—and it refers to seraphs for its actors, Rule 18th. The is the definite
article, and belongs to lyre, Rule 2d. Lyre is a common noun, neuter
gender, third person, singular number, objective case, governed by tune,
Rule 9th.
9. Be enacted is a regular passive verb, infinitive mood, present tense,
without the sign to prefixed, because it follows let understood. Rule
PARSING ANOMALIES AND IDIOMS.
293
25th—and it refers to it for its object, Rule 18th. It is a personal pro¬
noun, neuter gender, third person, singular number, objective case, gov¬
erned by let understood, Rule 9th. By is a preposition, connecting be
enacted and assembly. General is an adjective, in the positive degree,
qualifying assembly, Rule 28th. Assembly is a collective noun, mascu¬
line gender, third person, plural number, it conveys plurality of idea,
objective case, governed by by, Rule 11th.
10. Be remembered is a regular passive verb, infinitive mood, present
tense, without the sign to prefixed, Rule 25th—and it refers to it for its
object, Rule 18th. It is a personal pronoun, neuter gender, third per¬
son, singular number, objective case, governed by let understood, Rule
9th. That is a copulative conjunction, connecting sentences. On is a
preposition, connecting that and day.
11. Blessed is an adjective in the positive degree, qualifying he, Note
1st to Rule 28th. Be is an irregular neuter verb, imperative mood,
third person, singular number, agreeing with its nominative he, Rule 4th.
He is a personal pronoun, personating man, with which it agrees in the
masculine gender, third person, singular number, Rule 17th—nominative
case to be, Rule 3d. That is a relative pronoun, relating to he for its
antecedent, with which it agrees in the masculine gender, third person,
singular number, Rule 19th—nominative case to blesseth, Rule 20th.
Blesseth is a regular active transitive verb, indicative mood, present
tense, third person, singular number, agreeing with its nominative that,
Rftle 4th. Thee is a personal pronoun, second person, singular number,
objective case, governed by blesseth, Rule 9th. And is a copulative eon-
junction, connecting sentences. Cursed is an adjective, in the positive
degree, qualifying he, Note 1st to Rule 28th. Be is an irregular neuter
verb, imperative mood, third person, singular number, agreeing with its
nominative he, Rule 4th. He is a personal pronoun, personating man,
with which it agrees in the masculine gender, third person, singular
number, Rule 17th—nominative case to be, Rule 3d. That is a relative
pronoun, relating to he for its antecedent, with which it agrees in the
masculine gender, third person, singular number, Rule 19th—nomina¬
tive case to curseth, Rule 20th. Curseth is a regular active transitive
verb, indicative mood, present tense, third person, singular numb.er,
agreeing with its nominative that, Rule 4th. Thee is a personal pronoun,
second person, singular number, objective case, governed by curseth,
Rule 9th.
12. Sbul is a common noun, neuter gender, second person, singular
number, nominative case independent, Rule 5th. Turn is a regular
active intransitive verb, imperative mood, second person, singular number,
agreeing with its nominative thou understood, Rule 4th, From is a" pre¬
position, connecting turn and them. Turn is a regular active intransitive
verb, indicative mood, present tense, first person, plural number, agree¬
ing with its nominative we, Rule 4th.
13. Me is a personal pronoun, first person, singular number, nomina¬
tive case to thinks, Rule 3d. Thinks is an irregular active intransitive
verb, indicative mood, present tense, first person, singular number,
agreeing with its nominative me, Rule 4th.
294
ETYMOLOGY AND SYNTAX.
14. Me is a personal pronoun, first person, singular number, nomina¬
tive ease to thought, Rule 3d. Thought is an irregular active intransi¬
tive verb, indicative mood, imperfect tense, first person, singular number,
agreeing with its nominative me, Rule 4th.
16. Generally speaking is an adverbial phrase, qualifying were, Rule
24th. Were is an irregular neuter verb, indicative mood, imperfect
tense, third person, plural number, agreeing with its nominatives laws
and manners, which are copulatively connected, Rule 32d.
17. Considering is a present participle, referring to we understood for
its actors, Rule 26th. Much is a common noun, neuter gender, third
person, singular number, objective case, governed by have effected.,
Rule 9th.
Of the examples which we have just parsed, some are anomalous con¬
structions, and others are idiomatical expressions, which are easily
analyzed. The 1st, 2d, 3d, 4th, 5th, 6th, 11th, 13th, 14th, and 15th
examples are anomalous constructions; and the 7th, 8th, 9th, 10th, 12th,
16th, and 17th examples are idiomatical constructions, which may be
readily analyzed by the Rules of Syntax.
We have analyzed two of these anomalous sentences, agreeably to the
Rules of Syntax, by parsing, as a preposition, worth, which is defined as
an adjective, by lexicographers.
It will be readily admitted by all philologists, that there are several
words, in our language, which may be parsed as adverbs or prepositions; (
and others as conjunctions or prepositions; and others as adjectives-or
prepositions, according to the situation of such words in the sentence;
and yet the meaning of such words is the same, as defined by lexico¬
graphers. Thus, down, up, ovr, off, on, about, &c., may be used as
adverbs or prepositions, as has been shown in the definitions and treatise
of the adverb. Again : but, since, except, &c., may be used as conjunc¬
tions or prepositions, as has been shown in the treatise of the preposition.
In the example, "Anger, envy, and like passions are sinful;" like is
evidently an adjective. But, in the example, "Charity, like the Sun,
brightens every object around it;" like is evidently a preposition,
governing Sun in the objective case. Again ; in the example, " I want
to speak to you on business ere you go home;"—ere is evidently an
adverb. But, in the example, "The mail should have arrived ere this
time;" ere is evidently a preposition, governing time in the objective
case. Why, then, may not worth be parsed as a preposition, in all such
examples as the^hird and fourth sentences in the preceding exercises ?
That worth is a preposition in all such examples as those, in which we
have parsed it as such, we have not the least doubt.
LESSON LXXYIII.—EXERCISES IN PARSING.
1. We can not feel the Earth turn upon her axis, nor move in her
orbit around the Sun. 2. He was smiled on by fortune, and she has
been frowned on by misfortune. 3. The account which he gives of him¬
self, is not to be wondered at by reflecting men. 4. I saw a man leading
his horse slowly over the new bridge. 5. My friends visit me very
EXERCISES IN PARSING.
295
often at my father's office. 6. "We improve ourselves by close application.
7. Horace, thou learnest many lessons. 8. Charles, you, by your dili¬
gence, make easy work of the task given to you by your preceptor. 9.
Young ladies, you run over your lessons very carelessly. 10. The
stranger drove his horses too far into the water, by which means he
drowned them. 11. Gray morning rose in the east. 12. A green
narrow vale appeared before us : its winding stream murmured through
the grove.
13. The dark host of Rothmar stood on the banks of the stream, with
their glittering spears. 14. We fought along the vale: they fled. 15.
Rothmar sunk beneath my sword. 16. Day was descending in the west,
when I brought his arms to Crothar. 17. The aged hero felt them with
his hands : joy brightened his thoughts. 18. Thrice I raised my voice,
and called the chiefs to combat; but they dreaded the force of my arm.
19. Young man, thou hast deserted thy companion, and left him in
distress. 20. What! is thy servant a dog, that he should do this ? 21.
What! rob us of our right of suffrage, and then shut us up in dungeons !
22. Thou man of God, flee to the land of Judah.
Explanations.
1. Turn and move are in the infinitive mood, Rule 25th. 2 and 3.
Was smiled on; has been frowned on; and to be wondered at, are com¬
pound passive verbs. 22. Thou is nominative case independent in
apposition with man, Note 1st to Rule 5th.
LESSON LXXIX.—EXERCISES IN PARSING.
1. Weep on the rocks of roaring winds, 0 maid of Inistore. 2. I
James Taylor herein bequeath to my son John the following property.
3. We, Rufus King and Thomas J. Smith promise to pay to William
Holt, or Order, one thousand dollars, in three months from this date.
4. I like what you dislike. 5. Every creature loves its like. 6. Anger,
envy, and like passions are sinful. 7. Charity, like the Sun, brightens
every object around it. 8. Thought flies swifter than light. 9. He
thought as a sage, though he felt as a man. 10. Hail often proves de¬
structive to vegetation. 11. I was happy to hail him as my friend. 12.
Hail! beauteous stranger of the wood.
12. The more I examine the work, the better I like it. 14. Johnson
is a better writer than Sterne. 15. Calm was the day, and the scene de¬
lightful. 16. We may expect a calm after a storm. 17. To prevent
passion is easier than to calm it. 18. Damp air is unwholesome. 19.
Guilt often casts a damp over our sprightliest hours. 20. Soft bodies
damp the sound much more than hard ones. 21. Much money has been
expended. 22. Of him to whom much is given, much will be required.
23. It is much better to give than to receive. 24. Still water runs
deep. 25. He labored to still the tumult. 26. Those two young pro¬
fligates remain still in the wrong. 27. They wrong themselves as well
as their friends.
296
ETYMOLOGY AND SYNTAX.
Explanations.—1. Weep is in the imperative ^ mood. 2. I and
James Taylor are in the first person, nominative case in apposition to be¬
queath. 3. We is nominative case to promise, Rule 3d. Rufus King
and Thomas J. Smith are nominative case in apposition with we to pro¬
mise, Rule 7th. The other sentences need no explanations, and you must
perceive, that they are given to show you how the same word may he used
as different parts of speech.
LESSON LXXX.—EXERCISES IN PARSING.
1. " Love still pursues an ever devious race,
True to the winding lineaments of grace."
2. " Some place their bliss in action, some in ease;
Those call it pleasure, and contentment these."
3. "When coldness wraps this suffering clay,
Ah ! whither strays the immortal mind ?"
4. "A soul without reflection, like a pile
Without inhabitant, to ruin runs."
5. "Now came still evening on, and twilight gray
Had in her sober livery all things clad."
6. " Stern rugged nurse, thy rigid lore
With patience many a year she bore."
7. " Lo! Newton, priest of nature, shines afar,
Scans the wide world, and numbers every star."
8. " Soul of the just, companion of the dead !
Where is thy home, and whither art thou fled ?"
9. " May I govern my passions with absolute sway,
And grow wiser and better as life wears away."
1. Love is a common noun, neuter gender, third person, singular num¬
ber, nominative case to pursues, Rule 3d. Still is an adverb of time
present, qualifying pursues, Rule 24th. Pursues is a regular active
transitive verb, indicative mood, present tense, third person, singular
number, agreeing with its nominative love, Rule 4th. An is the indefinite
article, and belongs to race, Rule 1st. Ever is an adverb of comparison,
qualifying devious, Rule 24th. Devious is an adjective in the superla¬
tive degree, qualifying race, Rule 28th. Race is a common noun, neuter
gender, third person, singular number, objective case, governed by
pursues, Rule 9th. True is an adjective, in the superlative degree,
qualifying love understood, Rule 28th. To is a preposition, connecting
PARSING POETRY.
297
true and lineaments. The is the definite article, and belongs to linea¬
ments, Rule 2d. Winding is an adjective, in the positive degree,
qualifying lineaments, Rule 28th. Lineaments is a common noun, neu¬
ter gender, third person, plural number, objective case, governed by to,
Rule 11th. Of is a preposition, connecting lineaments and grace.
Grace is a common noun, neuter gender, third person, singular number,
objective case, governed by of, Rule 11th.
2. Some is an indefinite adjective, and belongs to persons understood,
Rule 28th. Place is a regular active transitive verb, indicative mood,
present tense, third person, plural number, agreeing with its nominative
persons understood," Rule 4th. The is the definite article, and belongs to
bliss, Rule 2d. Bliss is a common noun, neuter gender, third person,
singular number, objective case, governed by place, Rule 9th. In is a
preposition, connecting bliss and action. Action is a common noun, neu¬
ter gender, third person, singular number, objective case, governed by
in, Rule 11th. Some is an indefinite adjective and belongs to persons
understood, Rule 28th. In is a preposition, connecting some and ease.
Ease is a common noun, neuter gender, third person, singular number,
objective case, governed by in, Rule 11th. Those is a demonstrative
adjective, and belongs to persons understood, Rule 28th. Call is a regu¬
lar active transitive verb, indicative mood, present tense, third person,
plural number, agreeing with its nominative persons understood, Rule
4th. It is a personal pronoun, personating bliss, with which it agrees in
the neuter gender, third person, singular number, Rule 17th—objective
case, governed by call, Rule 9th. Pleasure is a common noun, neuter
gender, third person, singular number, objective case in apposition with
it, governed by call, Rule 7th. And is a copulative conjunction, con¬
necting pleasure and contentment, Rule 29th. Contentment is a common
noun, neuter gender, third person,, singular number, objective case- in
apposition with it understood, governed by call understood, Rule 7th.
These is a demonstrative adjective, and belongs to persons understood,
Rule 28th.
3. When is an adverb of time indefinite, qualifying wraps, Rule 24th.
Coldness is a common noun, neuter gender, third person, singular num¬
ber, nominative case to wraps, Rule 3d. Wraps is a regular active
transitive verb, indicative mood, present tense, third person, singular
number, agreeing with its nominative coldness, Rule 4th. This is a
demonstrative adjective, and belongs to clay, Rule 28th. Suffering is a
participial adjective, in the positive degree, qualifying clay, Rule 28th.
Clay is a common noun, neuter gender, third person, singular number,
objective case, governed by wraps, Rule 9th. Ah is an interjection.
Whither is an interrogative adverb, qualifying strays, Rule 24th. Strays
is a regular active intransitive verb, indicative mood, present tense, third
person, singular number, agreeing with its nominative mind, Rule 4th.
The is the definite article, and belongs to mind, Rule 2d. Immortal is
an adjective in the superlative degree, qualifying mind, Rule 28th.
Mind is a common noun, neuter gender, third person, singular number,
nominative case to strays, Rule 3d.
4. A is the indefinite article, and belongs to soul, Rule 1st. Soul is a
298
ETYMOLOGY AND SYNTAX.
common noun, neuter gender, third person, singular number, nominative
case to runs, Rule 3d. Without is a preposition, connecting soul and
reflection. Reflection is a common noun, neuter gender, third person,
singular number, objective case, governed by without, Rule 11th. Like
is a preposition, connecting reflection and pile. A is the indefinite arti¬
cle, and belongs to pile, Rule 1st. Pile is a common noun, neuter gen¬
der, third person, singular number, objective case, governed by like, Rule
11th. Without is a1 preposition, connecting pile and inhabitant. Inha¬
bitant is a common noun, masculine or feminine gender, third person,
singular number, objective case, governed by without, Rule 11th. To is
a preposition, connecting inhabitant and ruin. Ruin is a common noun,
neuter gender, third person, singular number, objective case, governed
by to, Rule 11th. Runs is an irregular active intransitive verb, indica¬
tive mood, present tense, third person, singular number, agreeing with
its nominative soul, Rule 4th.
5. Now is an adverb of time present, qualifying came, Rule 24th.
Came is an irregular active intransitive verb, indicative mood, imperfect
tense, third person, singular number, agreeing with its nominative even¬
ing, Rule 4th. Still is an adjective, in the superlative degree, qualifying
evening, Rule 28th. Evening is a common noun, neuter gender, third
person, singular number, nominative case to came, Rule 3d. On is an
adverb, qualifying came, Rule 24th. And is a copulative conjunction,
connecting sentences. Twilight is a common noun, neuter gender, third
person, singular number, nominative case to had clad, Rule 3d. Gray
is an adjective, in the positive degree, qualifying twilight, Rule 28th.
Had clad is an irregular active transitive verb, indicative mood, plu¬
perfect tense, third person, singular number, agreeing with its nomina¬
tive twilight, Rule 4th. In is a preposition, connecting had clad and
livery. Her is a personal pronoun, personating twilight, with which it
agrees, figuratively, in the feminine gender, third person, singular num¬
ber, Rule 17th—possessive case, governed by livery, Rule 8th. Sober
is an adjective, in the positive degree, qualifying livery, Rule 28th.
Livery is a common noun, neuter gender, third person, singular number,
objective case, governed by in, Rule 11th. All is an indefinite adjective,
and belongs to things, Rule 28th. Things is a common noun, neuter
gender, third person, plural number, objective case, governed by had
clad, Rule 9th.
6. Stem is an adjective in the positive degree, qualifying nurse, Rule
28th. Rugged is an adjective, in the positive degree, qualifying nurse,
Rule 28th. Nurse is a common noun, feminine gender, second person,
singular number, nominative case independent, Rule 5th. Thy is a
personal pronoun, personating nurse, with which it agrees in the femi¬
nine gender, second person, singular number, Rule' 17th—possessive
case, governed by lore, Rule 8th. Rigid is an adjective, in the positive
degree, qualifying lore, Rule 28th. Lore is a common noun, neuter
gender, third person, singular number, objective case, governed by bore,
Rule 9th. With is a preposition, connecting lore and patience. Patience
is a common noun, neuter gender, third person, singular number, objec¬
tive case, governed by with, Rule 11th. Many is an adjective, in the
PARSING POETRY.
299
positive degree, qualifying year, Rule 28th. A is the indefinite article,
and belongs to year, Rule 1st. Tear is a common noun, neuter gender,
third person, singular number, objective case, governed by for under¬
stood, Rule 36th. She is a personal pronoun, personating woma,n, with
which it agrees in the feminine gender, third person, singular number,
Rule 17th-—nominative case to hore, Rule 3d. Bore is an irregular
active transitive verb, indicative mood, imperfect tense, third person,
singular number, agreeing with its nominative she, Rule 4th.
7. Lo is an interjection. Newton is a proper noun, masculine gender,
third person, singular number, nominative case to shines, Rule 3d. Priest
is a common noun, masculine gender, third person, singular number,
nominative case in apposition with Newton to shines, Rule 7th. Of is a
preposition, connecting priest and Nature. Nature is a common noun,
neuter gender, third person, singular number, objective case, governed
by of, Rule 11th. Shines is an irregular active intransitive verb, indica¬
tive mood, present tense, third person, singular number, agreeing with
its nominatives Newton and priest, which signify the same person, Rule
4th. Afar is an adverb of place, qualifying shines, Rule 24th. Scans
is a regular active transitive verb, indicative mood, present tense, third
person, singular number, agreeing with its nominative he understood,
Rule 4th. The is the definite article, and belongs to world, Rule 2d.
Wide is an adjective in the positive degree, qualifying world, Rule 28th.
World is a common noun, neuter gender, third person, singular number,
objective case, governed by scans, Rule 9th. And is a copulative con¬
junction, connecting scans and numbers, Rule 29th. Numbers is a
regular active transitive verb, indicative mood, present tense, third per¬
son, singular number, agreeing with its nominative he understood, Rule
4th. Every is a distributive adjective, and belongs to star, Rule 28th.
Star is a common noun, neuter gender, third person, singular number,
objective case, governed by numbers, Rule 9th.
8. Soul is a common noun, neuter gender, second person, singular
number, nominative case independent, Rule 5th. Of is a preposition,
connecting soul and persons understood. The is the definite article, and
belongs to persons understood, Rule 2d. Just is an adjective, in the
superlative degree, qualifying persons understood, Rule 28th. Com¬
panion is a common noun, neuter gender, second person, singular
number, nominative case independent, Rule 5th. Of is a preposition,
connecting companion and persons understood. The is the definite
article, and belongs to persons understood, Rule 2d. Dead is an ad¬
jective, in the superlative degree, qualifying persons understood, Rule
28th. Where is an interrogative adverb, qualifying is, Rule 24th.
Is is an irregular neuter verb, indicative mood, present tense, third per¬
son, singular number, agreeing with its nominative home, Rule 4th. Thy
is a personal pronoun, personating soul, with which it agrees in the
neuter gender, second person, singular number, Rule 17th—possessive
ease, governed by home, Rule 8th. Dome is a common noun, neuter
gender, third person, singular number, nominative case to is, Rule 3d.
And is a copulative conjunction, connecting sentences. Whither is an
interrogative adverb, qualifying art fled, Rule 24th. Art fled is an
300
ETYMOLOGY AND SYNTAX.
irregular neuter verb in tbe passive voice, indicative mood, present tense,
second person, singular number, agreeing with its nominative thou, Rule
4th. Thou is a personal pronoun, personating soul, with which it agrees
in the neuter gender, second person, singular number, Rule 17th—nom¬
inative case to art fled, Rule 3d.
9. May govern is a regular active transitive verb, potential mood, pre¬
sent tense, first person, singular. number, agreeing with its nominative I,
Rule 4th. 7 is a personal pronoun, first person, singular number,
nominative case to may govern, Rule 3d. My is a personal pronoun,
first person, singular number, possessive case, governed bj passions, Rule
8th. Passions is a common noun, neuter gender, third person, plural
number, objective case, governed bj may govern, Rule 9th. With is a
preposition, connecting passions and sway. Absolute is an adjective, in
the superlative degree, qualifying sway, Rule 28th. Sway is a common
noun, neuter gender, third person, singular number, objective case, gov¬
erned by with, Rule 11th. And is a copulative conjunction, connecting
may govern and may grow, Rule 30th. May grow is an irregular active
intransitive verb, potential mood, present tense, first person, singular
number, agreeing with its nominative I understood, Rule 4th. Wiser is
an adjective, in the comparative degree, qualifying I understood, Note
1st to Rule 28th. And- is a copulative conjunction, connecting wiser
and better, Rule 37th. Better is an adjective, in the comparative degree,
qualifying I understood, Note 1st to Rule 28th. As is a disjunctive
conjunction, connecting sentences. Life is a common noun, neuter
gender, third person, singular number, nominative case to wears, Rule
3d. Wears is an irregular active intransitive verb, indicative mood,
present tense, third person, singular number, agreeing with its nomin¬
ative life, Rule 4th. Away is an adverb of time indefinite, qualifying
wears, Rule 24th.
We have parsed a great many examples of prose, and as many in
poetry and blank verse, as our limited space will permit; and we feel
confident, that you will have no difficulty in parsing the following
lessons.
LESSON LXXXL—EXERCISES IN PARSING.
1. If Eliza study diligently, she will improve rapidly. 2. He will
have visited me three times, if he come to-morrow. 3. Young man, if
you wish to be respected, you must be more assiduous. 4. If he acquire
riches, they will corrupt his mind. 5. We will visit our friend to day,
unless it rain. 6. If thou study attentively, thou wilt make an accom¬
plished scholar. 7. Though great have been his disobedience and his
folly, yet, if he sincerely acknowledge his misconduct, he shall be
forgiven.
8. Calumny and detraction are sparks, which, if you do not blow, will
go out of themselves. 9. If some persons' opportunities were ever so
favorable, they would be too indolent to improve. 10.. Christopher
Columbus discovered America, on the 12th day of October, 1492.
EXERCISES IN PARSING.
301
11. The Earth revolves on her axis, at the rate of 1042 miles in an hour,
and she moves in her orbit, around the Sun, at the rate of 68,000 miles
in an hour. 12. The Earth is situated at the mean distance of
95,000,000 miles from the Sun, whose bulk is 1,300,000 times as large
as the Earth.
13. The orbit of the Earth is 190,000,000 miles in diameter, and
596,088,000 miles in circumference, which latter distance she travels
annually, around the Sun. 14. The Sun revolves on his axis in 25 days
and 10 hours; and he, with all the planets of the Solar System, and
their respective satellites, moves around an. inconceivably greater Sun as
his centre, requiring millions of years to accomplish one revolution. 15.
Light is emitted from the Sun to the Earth, and the other planets of the
Solar System, at the astonishing rate of 200,000 miles in a second. 16.
The most eminent astronomers say, that the nearest fixed star can not be
less than twenty trillion miles from this Earth.
LESSON LXXXn.—EXERCISES IN PARSING.
1. What I forfeit for myself is a trifle; that my indiscretions should
reach my posterity, wounds me to the heart. 2. King Micipsa charged
his sons to consider the senate and people of Rome as proprietors of the
kingdom of Numidia. 3. Hazael smote the children of Israel in all
their coasts; and from what is left on record of his actions, he plainly
appears to have proved, what the prophet foresaw him to be, a man of
violence, cruelty, and blood. 4. Heaven hides from brutes what men
know, and from men, what spirits know.
5. If the Earth, which moves 68,000 miles an hour, were to lose her
equilibrium in her orbit, and fly toward the fixed stars, with the same
velocity, she would not reach the nearest of them in three hundred and
thirty-five thousand five hundred and twenty years. 6. Light, which is
emitted from the stars with the wonderful velocity of 200,000 miles a
second, was more than three years in passing from the nearest of the
fixed stars to our Earth.
T. This Earth contains two hundred and fifty nine billion, nine hun¬
dred and ninety two million, seven hundred and ninety two thousand and
seventy nine solid or cubic miles. 8. Russia contains 2,041,000 square
miles, and 60,000,000 inhabitants. 9. Great Britain and Ireland con¬
tain 116,700 square miles, and 30,000,000 inhabitants. 10. France
contains 202,125 square miles, and 40,000,000 inhabitants. 11. Ger¬
many contains two hundred and forty seven thousand four hundred and
thirty eight square miles, and 40,000,000 inhabitants. 12. Europe con¬
tains 3,667,146 square miles, and 240,000,000 inhabitants. 13. Asia
contains 15,700,000 square miles, and 400,000,000 inhabitants. 14.
Africa contains 10,900,000 square miles, and 70,000,000 souls.
LESSON LXXXIH.—EXERCISES IN PARSING.
1. " E'en now, where Alpine solitudes ascend,
I sit me down a pensive hour to spend;
302
ETYMOLOGY AND SYNTAX.
And, placed on high, above the storm's career,
Look downward where a hundred realms appear."
Transposition.—I sit me down, even now, where Alpine solitudes
ascend, to spend a pensive hour; and I, being placed on high, above
the storm's career, look downward where a hundred realms appear.
2. "Alas ! the joys that fortune brings,
Are trifling, and decay;
And those who mind the paltry things,
More trifling still than they."
Transposition.—Alas! the joys that fortune brings, are trifling, and
they decay; and those persons who mind the paltry things, are more
trifling still than they are.
3. " Till Hymen brought his love-delighted hour,
There dwelt no joy in Eden's rosy bower :—
The world was sad, the garden was a wild,
And man the hermit sighed, till woman smiled."
Transposition.—There dwelt no joy in Eden's rosy bower, till
Hymen brought his love-delighted hour:—the world was sad, the garden
was a wild, and man the hermit sighed, till woman smiled.
Source op Friendship.—Dr. Young.
4. Lorenzo, pride repress; nor hope to find
A friend, but what has found a friend in thee.
Transposition.—Lorenzo, repress thou pride; nor hope thou to find
a friend, only in him who has already found a friend in thee.
LESSON LXXXTV.—EXERCISES IN PARSING.
1. " Eternal Hope ! when yonder spheres sublime
Pealed their first notes to sound the march of time,
Thy joyous youth began :—but not to fade.—
When all the sister planets have decayed,
When wrapt in flames the realms of ether glow;
And Heaven's last thunder shakes the world below;
Thou, undismay'd, shalt o'er the ruins smile,
And light thy torch at Nature's funeral pile !"
Transposition.—Eternal Hope! thy joyous youth began when
yonder sublime spheres pealed their first notes to sound the march of
time:—but it began not to fade.—Thou, undismayed, shalt smile over
the ruins, when all the sister planets shall have decayed; and thou shalt
EXERCISES IN PARSING POETRY.
303
light thy torch at Nature's funeral pile, when wrapt in flames, the
realms of ether glow, and Heaven's last thunder shakes the world
below.
Address to Adversity.— Gray.
2. Daughter of heaven, relentless power,
Thou tamer of the human breast,
Whose iron scourge, and tort'ring hour,
The bad affright, afflict the best!
The gen'rous spark extinct revive;
Teach me to love and to forgive;
Exact my own defects to scan :
What others are to feel; and know myself a man.
Transposition.—Daughter of heaven, relentless power, thou tamer
of the human breast, whose iron scourge and torturing hour affright the
bad, and afflict the best! Revive thou in me the generous, extinct
spark; and teach thou me to love others, and to forgive them; and
teach thou me to scan my own defects exactly; and teach thou me that
which others are to feel; and make thou me to know myself to be a
man.
LESSGN LXXXV.—EXERCISES IN PARSING.
Address to the Almighty.—Pope.
1. What conscience dictates to be done,
Or warns me not to do,
This teach me more than hell to shun,
That more than heav'n pursue.
Transposition.—0 God, teach thou me to pursue that which conscience
dictates to be done, more ardently than I pursue heaven; and teach thou
me to shun this thing which conscience warns me not to do, more
cautiously than I would shun hell.
Trials op Yirtue.—Merrich.
2. For see, ah ! see, while yet her ways
With doubtful step I tread,
A hostile world its terrors raise,
Its snares delusive spread.
0 how shall I, with heart prepared,
Those terrors learn to meet ?
How, from the thousand snares to guard
My unexperienced feet ?
Transposition.—For see thou, ah! see thou a hostile world to raise
304
ETYMOLOGY AND SYNTAX.
its terrors, and see thou a hostile world to spread its delusive snares,
while I yet tread her (virtue's) ways with doubtful steps.
0 how shall I learn to meet those terrors with a prepared heart ? How
shall I learn to guard my unexperienced feet from the thousand snares
of the world ?
3. Where, thy true treasure? Gold says, "not in me;"
And, "not in me," the Diamond. Gold is poor.
Transposition.—Where is thy true treasure ? Gold says, "It is not
in me;" and the Diamond says, "It is not in me." Gold is poor.
LESSON LXXXVL—EXERCISES IN PARSING.
True Greatness.—Pope.
1. Who noble ends by noble means obtains,
Or, failing, smiles in exile or in chains,
Like good Aurelius let him reign, or bleed
Like Socrates, that man is great indeed.
Transposition.—That man is great indeed, let him to reign like good
Aurelius, or let him to bleed like Socrates, who obtains noble ends by
noble means; or that man is great indeed, who, failing to obtain noble
ends by noble means, smiles in exile or in chains.
The Morning in Summer.—Thomson.
2. Short is the doubtful empire of the night;
And soon, observant of approaching day,
The meek-eyed morn appears, mother of dews,
At first, faint gleaming in the dappled east,
Till far o'er ether spreads the wid'ning glow,
And from before the lustre of her face
White break the clouds away.
Transposition.—The doubtful empire of the night is short; and the
meek-eyed morn, (which is the) mother of dews, observant of approach¬
ing day, soon appears gleaming faintly, at first, in the dappled east, till
the widening glow spreads far over ether, and the white clouds break
away from before the lustre of her face.
Nature Bountiful.—AJcenside.
3. ——Nature's care, to all her children just,
With richest treasures, and an ample state,
Endows at large whatever happy man
Will deign to use them.
Transposition.—Nature's care, which is just to all her children,
largely endows, with richest treasures, and an ample state, whatever
happy man, who will deign to use them.
EXERCISES IN PARSING POETRY.
305
LESSON LXXXVII.—EXERCISES IN PARSING.
Invocation.—Pollok.
1. Eternal Spirit! God of truth ! to whom
All things seem as they are, inspire my song;
My eye unscale: me what is substance teach;
And shadow what, while I of things to come,
As past rehearsing, sing. Me thought and phrase
Severely sifting out the whole idea, grant.
Transposition.—Eternal Spirit! God of truth! to whom all things
seem to be as they really are, inspire thou my song; and unscale thou
my eye : teach thou to me the thing which is substance; and teach thou
to me that which is shadow, while I sing of things which are to come,
as one sings of things which are past rehearsing. Grant thou to
me thought and phraseology, which shall severely sift out the whole
idea.
Reflections on a Skull.—Lord Byron.
2. Remove yon skull from out the scattered heaps.
Is that a temple where a God may dwell ?
Why, ev'n the worm at last disdains her shattered cell!
Look on its broken arch, its ruined wall,
Its chambers desolate, and portals foul j
Yes, this was once ambition's airy hall,
The dome of thought, the palace of the soul.
Behold, through each lack-lustre, eyeless hole,
The gay recess of wisdom and of wit,
And passion's host, that never brooked control.
Can all, saint, sage, or sophist ever writ,
People this lonely tower, this tenement refit ?
Transposition.—Remove thou yonder skull out from the scattered
heaps. Is that a temple where a God may dwell? Why, even the
worm, at last, disdains her shattered cell! Look thou on its broken
arch, and look thou on its ruined wall, and on its desolate chambers, and
on its foul portals:—yes, this skull was once ambition's airy hall; (it
was) the dome of thought, the palace of the soul. Behold thou,
through each lack-lustre eyeless hole, the gay recess of wisdom and of
wit, and passion's host, which never brooked control. Can all the works
which saints, or sages, or sophists have ever written, repeople this lonely
tower, or can they refit this tenement ?
The Yoyage of Life.
3. How few, favored by every element,
With swelling sails make good the promised port,
20
306
ETYMOLOGY AND SYNTAX.
With, all their wishes freighted. Yet ev'n these,
Freighted with all their wishes, soon complain.
Free from misfortune, not from nature free,
They still are men ; and when is man secure ?
As fatal time, as storm. The rush of years
Beats down their strength; their numberless escapes
In ruin end : and, now, their proud success
But plants new terrors on the victor's brow.
What pain, to quit the world just made their own!
Their nests so deeply downed and built so high!—
Too low they build, who build beneath the stars.
Transposition.—How few persons, favored by every element, safely
make the promised port with swelling sails, and with all their wishes
freighted. Yet even these few persons who do safely make the promised
port with all their wishes freighted, soon complain. Though they are
free from misfortunes, yet they are not free from the course of nature,
for they still are men; and when is man secure ? Time is as fatal to
him, as a storm is to the mariner.—The rush of years beats down their
strength; and their numberless escapes end in ruin: and then their
proud success only plants new terrors on the victor's brow. What pain
it is to them to quit the world, just as they have made it to be their own
world; when their nests are built so high, and when they are downed so
deeply !—They who build beneath the stars, build too low for their own
safety.
SYNTAX.
807
SYNTAX.
PART SECOND.
SYNTAX.
Q. 1. What is the third part of Grammar, and of what does it treat?
A. The third part of Grammar is Syntax, which treats of
the agreement and government of words, and of their proper
arrangement in a sentence.
Q. 2. Of how many parts does Syntax consist ?
A. Syntax consists of two parts, Concord and Government.
Q. 3. What is Concord, in language ?
A. Concord is the agreement which one word has with
another, in gender, person, number, or case.
Q. 4. What is Government, in language ?
A. Government, in language, consists in the power which
one word has over another, in causing it to be in some par¬
ticular case, person, number, mood or tense.
Q. 5. What are the principal parts of a simple sentence ?
A. The principal parts of a simple sentence, are the nomi¬
native, the verb, and the object; as, "A wise man governs his
passions."
Q. 6. What is a Phrase ?
A. A Phrase is two or more words rightly put together,
making sometimes a part of a sentence, and sometimes a
whole sentence; as, "An enemy;" "An eagle;" "A useful
book;" "A lion is bold."
Q. 7. What is an Ellipsis ?
308
SYNTAX.
A. An Ellipsis is the omission of some word or words, in
order to avoid disagreeable and unnecessary repetitions, and
to express our ideas concisely, and with strength and elegance;
as, ""Wo is me;" i. e. to me; "To sleep all night;" i. e.
through all the night; "They walked a league ;" i. e. over the
space of a league.
RULE I.
The indefinite article generally belongs to nouns in the
singular number, individually or collectively; as, "A star; an
eagle; a score ; a thousand."
Note 1st. A is placed before a plural noun, when any of the adjectives
few, great many, dozen, hundred, thousand, million, billion, trillion,
quadrillion, &c., comes between it and the noun; as, A few mew; a great
many persons ; a dozen marbles ; a hundred cents ; a thousand dollars ;
a million inhabitants, &c.
RULE II.
The definite article belongs to nouns in the singular or plu¬
ral number; as, "The star; the stars; the hat; the hats; the
man; the men."
Note 1st. The definite article is frequently applied to adverbs in the
comparative or superlative degree; as,11 The more I examine it, the better
I like it;" "I like this the least of any."
RULE ni.
The nominative case governs the verb ; as, "J learn; Thou
learnest, or you learn; He learns, or she learns; We learn;
Ye learn, or you learn; They learn."
RULE IV.
The verb must agree with its nominative case in person and
number; as, "A bird sings; The birds sing; I sing; Thou
singest; Ve sing; You sing."
Note 1st. Every verb, except the infinitive mood, must have a nomin¬
ative, expressed or implied; as, "Awake, arise; that is, Awake ye,
arise ye."
Note 2d. When a verb comes between two nouns, either of which may
be considered as the subject of the affirmation, it must agree with that
RULES AND NOTES OP SYNTAX.
309
which, is the more naturally its subject; as, " The wages of sin is death
" His meat was locusts and wild honey" His pavilion were dark waters
and thick clouds."
EXAMPLES OE FALSE SYNTAX.
1. Frequent commission of sin harden men in it. 2. Great pains has
been taken to reconcile the parties. 3. So much both of ability and
merit, are seldom found. 4. The sincere is always esteemed. 5. Not
one of them are happy. 6. What avails the best sentiments, if people do
not live suitably to them ? 7. The variety of the productions of genius,
like that of the operations of nature, are without limit. 8. A variety
of blessings have been conferred upon us. 9. Thou cannot heal him,
it is true, but thou may do something to relieve him. 10. In piety and
virtue consist the happiness of man. 11. There were, in the metro¬
polis, much to amuse them. 12. The property of my friend, I mean his
books and furniture, were wholly consumed.
13. 0 thou my voice inspire,
Who touched Isaiah's hallowed lips with fire.
Note 1st.—14. He was a man whose inclinations led him' to be cor¬
rupt, and had great abilities to manage the business.
Note 2d.—15. The crown of virtue is peace and honor. 16. His
chief occupation and enjoyment were controversy.
1. Incorrect. Harden is third person, plural, and its nominative
commission is third person, singular. Rule 4th is violated in number,
which says, &c. Harden should be hardens, and the sentence should
read thus, u Frequent commission of sin hardens men in it."
3. Incorrect. Are found is third person, plural, and its nominative
much is third person, singular. Rule 4th is violated in number. Are
found should be is found, and the sentence should read, " So much both
of ability and merit, is seldom found."
9. Incorrect. Can heal and may do are third person, singular, and
their nominatives, thou, are second person, singular. Rule 4th is violated
in person. Can heal and may do should be canst heal and mayst do,
and the sentence should read, " Thou canst not heal him, it is true, but
thou mayst do something to relieve him."
13. Incorrect. Touched is third person, singular, and its nominative
who relating to thou for its antecedent, is second person, singular. Rule
4th is violated in person. Touched should be touchedst, and the sen¬
tence should read,
" 0 thou my voice inspire,
Who touchedst Isaiah's hallowed lips with fire."
310
SYNTAX.
14. Incorrect. Had, being in tbe indicative mood, should have
its nominative ivho expressed, agreeably to Note 1st to Rule 4th, which
says, &c. The sentence should read, " He was a man whose inclina¬
tions led him to be corrupt, and who had great abilities to manage the
business."
15. Incorrect. Peace and honor being more naturally the subjects of
the verb than crown, is should be plural are, agreeably to Note 2d to
Rule 4th, which says, &c. The sentence should read, " The crown of
virtue are peace and honor."
16. Incorrect. Controversy being more naturally the subject of the
verb than occupation and enjoyment, were should be was, agreeably to
Note 2d to Rule 4th, which says, &c. The sentence should read, " His
chief occupation and enjoyment was controversy."
R.ULE V.
"When an address is made, the person or thing addressed, is
in the nominative case independent; as, uPlato, thou reasonest
well;" "O Diamond! Diamond! thou little knowest the mis¬
chief thou hast done."
Note 1st. When a pronoun of the second person is in apposition with
a noun independent, it is in the same case; as, "Thou traitor, I detest
thee."
Note 2d. Interjections require the objective case of a pronoun of the
jirst person after them, but the nominative of a noun or pronoun of the
second or third person ; as, "Ah ! me ; 0 ! thou ; 0 ! virtue."
Me is in the objective case, governed by ah, and thou and virtue are
in the nominative case independent.
RULE VI.
A noun or pronoun placed before a participle, without any
verb to agree with it, is in the nominative case absolute; as,
"Shame being lost, all virtue is lost;" "Jbeing in great haste,
he consented."
Note. Every nominative case, except the case absolute and independ¬
ent, governs some verb, expressed or implied; as, "To whom thus
Adam ;" that is, spohe.
BULE vn.
Two or more nouns, or nouns and pronouns signifying the
same person or thing, are in apposition in the same case;
as, "Paul the apostle suffered martyrdom;" "Cicero the great
RULES AND NOTES OE SYNTAX.
311
orator, philosopher, and statesman of Rome, was murdered by
Antony;" "We ougbt to love God, Him who created, and
who sustains all things."
EXAMPLES OE FALSE SYNTAX.
1. We ought to love God, He who created, and who sustains all
things. 2. I saw Juliet and her brother, they that you visited. 3. They
slew Yarus, he that was mentioned before. 4. It was John, him who
preached repentance. 5. Adams and Jefferson, them who died on the
4th of July, 1826, were both signers and the firm supporters of the Decla¬
ration of Independence. 6. Augustus the Roman emperor, him who
succeeded Julius Caesar, is variously described by historians. 7. We
adore the Divine Being, He who is from eternity to eternity.
1. Incorrect. He is in the nominative case, and it should be in the
objective case in apposition with God, governed by to love, agreeably to
Rule 7th, which says, &c. The sentence should read, "We ought to
love God, Him who created, and who sustains all things."
2. Incorrect. They is in the nominative case, and it should be in the
objective case in apposition with Juliet and brother, governed by saw,
Rule 7th. The sentence should read, "I saw Juliet and her brother,
them that you visited."
3. Incorrect. He is in the nominative case, and it should be in the
objective case in apposition with Yarus, governed by slew, Rule 7th.
The sentence should read, "They slew Yarus, him that was mentioned
before."
4. Incorrect. Him is in the objective case, and it should be in the
nominative case in apposition with John after was, Rule 7th. The sen¬
tence should read, "It was John, he who preached repentance."
5. Incorrect. Them is in the objective case, and it should be in the
nominative case in apposition with Adams and Jefferson, to were, Rule
7th. The sentence should read, "Adams and Jefferson, they who died
on the 4th of July, 1826, were both signers and the firm supporters of
the Declaration of Independence."
RULE VIII.
A noun or pronoun in the possessive case, is governed by
tbe following noun, which it possesses; as, "Man's happi¬
ness "Its value is great."
Note 1st. A noun in the possessive case, should always have an apos¬
trophe; as, A lady's cloak; Ladies' cloaks; A boy's hat; Boys' hats.
Note 2d. Participles frequently govern nouns and pronouns in the
possessive case ; as, " In case of his majesty's dying without issue," &c.;
" Upon God's having ended all His works," &c.; " I remember its being
reckoned a great exploit," &c.; "At my coming in he said," &e.
312
SYNTAX.
Note 3d. When nouns in the possessive ease, are in apposition, and
follow each other in quick succession, the apostrophe should be annexed
to the last noun only; as, "For David my servant's sake;" "John the
Baptist's head;" " The canal was built in consequence of De Witt Clin¬
ton the governor's advice."
But when a pause is proper, and the governing noun is not expressed,
the apostrophe should be applied to the first noun only, and understood
to the rest; as, "I reside at Lord Stermont's, my old patron and
benefactor."
Note 4th. Its, the possessive case of it, is often improperly used for
tis, or it is; as, Its my book; its his book, &c.; instead of, It is my
book; it is his book; or ' Tis my book; 'tis his book, &c.
Note 5th. The possessive case of singular nouns whose plurals end in s,
is formed by an apostrophic s; as, "The boy's book; " The girl's bonnet."
But the possessive case of plural nouns Much end in s, is formed by
the apostrophe only; as, "Boys' books," &c.
Note 6th. The possessive case of both singular and plural nouns
which do not end in s, is formed by an apostrophic s; as, Man's happi¬
ness ; men's hats; woman's love; women's shoes; a child's toy; child¬
ren's toys, &c.
EXAMPLES OF FALSE SYNTAX.
Note 1st. 1. Homers works are much admired. 2. He is reading
Cowpers poems. 3. You are reading Ciceros orations. 4. The merchant
keeps boys hats for sale. 5. The milliner makes ladies bonnets,
dresses, &c.
Note 2d. 6. Much will depend on the pupil composing frequently.
7. The measure failed in consequence of the president neglecting to lay
it before the council. 8. The time of my friend entering on business
soon arrived. 9. In case of the attorney neglecting his client's cause,
he will lose his suit, and the attorney will lose his reputation.
Note 3d. 10. This is Campbell's the poet's production. 11. This is
Peter's the emperor's declaration. 12. Herodias's daughter demanded
John's the Baptist's head. 13. He was pardoned for David's my ser¬
vant's sake.
2d part of Note 3d. 14. The silk was purchased at Brown's, the
mercer's and haberdasher's. 15. I reside at Lord Stermont's, my old
patron's and benefactor's.
6. Incorrect. Pupil, being in the possessive case, governed by com¬
posing, should have an apostrophic s, agreeably to Note 2d, which says,
&c. The sentence should read, " Much will depend on the pupil's com¬
posing frequently."
10. Incorrect. Campbell and poet being in apposition, and following
each other in quick succession, the possessive sign should be applied to
RULES AND NOTES OE SYNTAX.
313
the last term only, Note 3d. Thus, " This is Campbell the poet's pro¬
duction."
14. Incorrect. Though Brown, mercer, and haberdasher are in appo¬
sition, and follow each other in quick succession, a comma is required
after Brown; therefore, the apostrophe should be annexed to the first
term only, and understood to the rest, agreeably to the 2d part of Note
3d, which says, &c. The sentence should read, "The silk was pur¬
chased at Brown's, the mercer and haberbagher."
RULE IX.
Active transitive verbs govern the objective case; as,
" Csesar conquered Pompey " Columbus discovered America
"Truth ennobles her."
EXAMPLES OF FALSE SYNTAX.
1. Ye who were dead, hath he quickened. 2. Who did they enter¬
tain so freely ? 3. They who opulence has mdde proud, and who luxury
has corrupted, cannot relish the simple pleasures of life. 4. He and
they we know, but who are you ? 5. She that is negligent, reprove
sharply. 6. He invited my brother and I to pay him a visit. 7. Who
did they send on that mission ? 8. They who he has most injured, he
had the greatest reason to love. 9. You have reason to dread his wrath,
which, one day, will destroy ye both. 10. Who have I reason to love so
much, as this friend of my youth ? 11. This is a friend, who you will
receive cordially, and .who you cannot esteem too highly. 12. He who
committed the offence, you should correct, not I who am innocent.
1. Incorrect. Ye is in the nominative case, and it should be in the
objective, governed by hath quickened, Rule 9th. The sentence should
read, "You who were dead, hath he quickened."
2. Incorrect. Who is in the nominative case, and it should be in the
objective, governed by did entertain, Rule 9th. Thus, "Whom did they
entertain so freely ?"
3. Incorrect. Who and who are in the nominative case, and they
should be in the objective, governed by has made and has corrupted,
Rule 21st.* Thus, "They whom opulence has made proud, and whom
luxury has corrupted, cannot relish the simple pleasures of life."
4. Incorrect. He and they are in the nominative case, and they should
be in the objective, governed by know, Rule 9th. Thus, "Him and
them we know, but who are you ?"
5. Incorrect. She is in the nominative case, and it should be in the
objective, governed by reprove, Rule 9th. Thus, "Her that is negligent,
reprove sharply."
* This sentence should have been given under the 21st Rule.
314
SYNTAX.
6. Incorrect. I is in the nominative case, and it should be in the
objective case with brother, governed by invited, Rule 9th. Thus, "He
invited my brother and me to pay him a visit."
7. Incorrect, Who is in the nominative case, and it should be in the
objective, governed by did send, Rule 9th. Thus, "Whom did they
send on that mission ?"
8. Incorrect. They is in the nominative case, and it should be in the
objective, governed by to love, Rule 9th. And who is in the nominative
case, and it should be in the objective, governed by has injured, Rule
21st. Thus, "Them whom he has most injured, hq had the greatest
reason to love."
9. Incorrect. Ye is in the nominative case, and it should be in the
objective, governed by will destroy, Rule 9th. Thus, "You have reason
to dread his wrath, which, one day, will destroy you both."
10. Incorrect. Who is in the nominative case, and it should be in the
objective, governed by to love, Rule 9th. Thus, "Whom have I reason
to love so much, as this friend of my youth ?"
11. Incorrect. Who and who are in the nominative case, and they
should be in the objective case, governed by will receive and can esteem,
Rule 21st. Thus, "This is a friend whom you will receive cordially,
and whom you cannot esteem too highly."
Mr. Murray gives this 11th example under his 11th Rule, which cor¬
responds with our 9th Rule; but Rule 21st applies in correcting it.
12. Incorrect. He is in the nominative case, and it should be in the
objective, governed by should correct; and I is in the nominative case,
and it should be in the objective, governed by should correct understood,
Rule 9th. Thus, "Him who committed the offence, you should correct,
not me who am innocent."
KTJLE X.
Participles have the same government as the verbs have
from which they are derived; as, " The tntor is instructing
his pupils."
Note 1st. The present participle with the definite article before it, be¬
comes a noun, and it must have of after it. The and of must both be
used, or they must both be omitted ; as, " By the observing of truth, you
will command respect;" or, " By observing truth, you will command re¬
spect."
The latter mode of expression is far preferable to the former, and it
should be universally adopted.
Note 2d. Participles of intransitive, and neuter verbs, have the same
case after them as before them, when both words signify the same person
or thing; as, "Tom is strutting a soldier;" "Will is sneaking a .scriv¬
ener;" "Tbe general is reigning emperor;" "Pontius Pilate being
governor of Judea, and Herod being tetrarch," &c.
RULES AND NOTES OE SYNTAX.
315
EXAMPLES OF FALSE SYNTAX.
Note 1st. 1. We cannot be wise and good without the taking pains
for it. 2. The changing times and seasons, the removing and setting up
kings, belong to Providence alone. 3. By observing of truth, you will
command esteem. 4. He prepared for this event by the sending to
them the evidence. 5. Nothing could have made her more unhappy,
than the marrying a man who professed such principles. 6. The middle
station of life seems to be the most advantageously suited for gaining of
wisdom. 7. These are the rules of grammar, by observing of which,
you may avoid mistakes.
1. Incorrect. Talcing, having the definite article prefixed, becomes a
noun, and it should have of after it ; or the definite article should be
omitted, agreeably to Note 1st. It would be better to omit the article;
thus, "We cannot be wise and good without taking pains for it."
2. Incorrect. Changing, removing, and setting, having the definite
article prefixed, become nouns, and they should have of after them,
agreeably to Note 1st. Thus, " The changing of times and seasons, the
removing and setting up of kings, belong to Providence alone."
3. Incorrect. Observing, not having the definite article prefixed, does
not become a noun, and of should be omitted, agreeably to Note 1st.
Thus, " By observing truth, you will command esteem."
4. Incorrect. Sending, having the definite article prefixed, becomes
a noun, and it should have of after it; or the article should be omitted,
agreeably to Note 1st. It would be better to omit the article; thus, " He
prepared for this event, by sending to them the evidence."
5. Incorrect. Marrying, having the definite article prefixed, becomes
a noun, and it should have of after it; or the article should be omitted,
agreeably to Note 1st. Thus, "Nothing could have made her more
unhappy, than marrying a man, who professed such principles."
6. Incorrect. As gaining has not the definite article prefixed, it is
not a noun, and of should be omitted, Note 1st. Thus, " The middle
station of life seems to be the most advantageously suited for gaining
wisdom."
7. Incorrect. As observing has not the definite article prefixed, it is
not a noun, and of should be omitted, Note 1st. Thus, " These are
the rules of grammar, by observing which, you may avoid mistakes."
It seems to me, that this Note should be stricken out of the various
grammars in which it may be found; for, as participles have the same
government as the verbs have from which they are derived, I can see no
plausible reason for transferring the office of the participle to the pre¬
position. In every instance of this kind, it is much more euphonious to
omit the article and preposition, and give to the participle, the office of
governing the following noun or pronoun in the objective case.
316
SYNTAX.
RULE XL
Prepositions govern the objective case; as, " He went from
Utica to Rome, and then passed through Redfield."
Note 1st. The prepositions to and for are often understood, chiefly
before the pronouns; as, Give (to) me a book; Get (for) him some
paper.
Note 2d. Like, unlike, but, except, ere, and worth, are prepositions,
when they are placed before nouns or pronouns; as, " She is like her
brother;" "You axe unlike him;" "I saw nobody but the stranger;"
" They were all well except Eliza;" " The mail should have arrived ere
this time;" " My hat is worth ten dollars."
Note 3d. Nouns as well as pronouns, are often governed by preposi¬
tions understood; as, " Ortugal was (on) one day wandering;" " Mercy
gives (to) affliction a grace;" " I have known him (for) many years."
. Note 4th. Prepositions should always be placed before the nouns and
pronouns, which they govern in the objective ease; as, "We go to
school;" " Every man is accountable for himself;" " It is not I with
whom he is displeased;" " Of whom did you buy your books ?"
EXAMPLES OE FALSE SYNTAX.
1. Every man is accountable for hisself. 2. They settled it among
theirselves. 3. It is not I who he is displeased with. 4. Who did you
go with to the city? 5. Who did those boys receive instruction from?
6. Who did you come with from church ? 7. Who did you send for to
help you harvest? 8. We are all accountable creatures, each for hisself.
9. They willingly, and of theirselves, endeavored to make amends.
10. He laid the suspicion on somebody, I know not on who. 11. Does
he know who he speaks to ? 12. Who does he address such language
to ?
1. Incorrect. Hisself being in the objective case, governed by for,
should be in the objective form, Rule 11th. Thus, " Every man is
accountable for himself."
2. Incorrect. Theirselves, being in the objective case, governed by
among, should be in the objective form, Rule 11th. Thus, " They set¬
tled it among themselves."
3. Incorrect. Who, being in the objective case, governed by with,
should be in the objective form, Rule 11th. And it should succeed
with, Note 4th. Thus, " It is not I, with whom he is displeased."
4. Incorrect. Who, being in the objective case, governed by with,
should be in the objective form, and succeed with, Rule 11th and
Note 4th. Thus, " With whom did you go to the city ?"
5. Incorrect. Who, being in the objective case, governed by from,
RULES AND NOTES OE SYNTAX.
31T
should be in the objective form, and succeed from, Rule 11th and Note
4th. Thus, " From whom did those boys receive instruction ?"
6. Incorrect. Who, being in the objective case, governed by with,
should be in the objective form, and succeed with, Rule 11th and Note
4th. Thus, " With whom did you come from church ?"
7. Incorrect. Who, being in the objective case, governed by for,
should be in the objective form, and succeed for, Rule 11th and
Note 4th. Thus, " For whom did you send to help you harvest ?"
8. Incorrect. Hisself being in the objective case, governed by for,
should be in the objective form, Rule 11th. Thus, "We are all account¬
able creatures, each for himself."
9. Incorrect. Theirselves, being in the objective case, governed by
of should be in the objective form, Rule 11th. Thus, "They willingly,
and of themselves, endeavored to make amends."
10. Incorrect. Who, being in the objective case, governed by on,
should be in the objective form, Rule 11th. Thus, " He laid the sus¬
picion on somebody, I know not on whom."
11. Incorrect. Who being in the objective case, governed by to,
should be in the objective form, and succeed to, Rule 11th and Note 4th.
Thus, "Does he know to whom he speaks ?"
12. Incorrect. Who, being in the objective case, governed by to,
should be in the objective form, and succeed to, Rule 11th and Note 4th.
Thus, " To whom -does he address such language ?"
RULE XII.
A collective noun conveying unity of idea, requires the
verb which it governs, and the pronoun or pronouns represent¬
ing it, to agree with it in the singular; as, " The meeting was
large, and it held three hours."
EXAMPLES OF FALSE SYNTAX.
1. The French nation are powerful, and they have a large naval and
land force. 2. The fleet were seen, as they were sailing up the channel.
8. The church have no power to inflict corporal punishment, but they
may expel their members. 4. The flock, and not the fleece, are, or ought
to be, the object of the shepherd's care. 5. The court have adjourned
until to-morrow, when they will sit again. 6. The crowd were so great,
that we could not pass through them. 7. The corporation of York, con¬
sist of a mayor, aldermen, and a common council. 8. The British par¬
liament are composed of the queen, the house of lords, and the house of
Commons. 9. The regiment consist of one thousand men. 10. When
the nation complain, the rulers should listen to their voice.
1.. Incorrect. Arc should be is to agree with its nominative nation,
which conveys unity of idea, and they should be it, to agree with nation,
and have should be has, to agree with its nominative it, Rule 12th.
318
SYNTAX.
Thus, "The French nation is powerful, and it has a large naval and land
force."
2. Incorrect. Were seen should be was seen, to agree with its nomi¬
native fleet, which conveys unity of idea, and they should be it, to agree
with fleet, and were should be was, to agree with its nominative it, Rule
12th. Thus, "The fleet was seen, as it was sailing up the channel."
3. Incorrect. Rave should be has, to agree with its nominative
church, which conveys unity of idea, and they should be it, to agree with
church, and their should be its, to agree with church, Rule 12th. Thus,
" The church has no power to inflict corporal punishment, but it may
expel its members."
4. Incorrect. Are should be is, to agree with its nominative flock,
which conveys unity of idea, Rule 12th. Thus, " The flock, and not the
fleece, is, or ought to be, the object of the shepherd's care."
5. Incorrect. Rave adjourned should be has adjourned, to agree
with its nominative court, which conveys unity of idea, and they should
be it, to agree with court, Rule 12th. Thus, "The court has ad¬
journed until to-morrow, when it will sit again."
6. Incorrect. Were should be was to agree with its nominative crowd,
which conveys unity of idea, and them, should be it, to agree with crowd,
Rule 12th. Thus, "The crowd was so great, that we could not pass
through it."
7. Incorrect. Consist should be consists, to agree with its nominative
corporation, which conveys unity of idea, Rule 12th. Thus, " The cor¬
poration of York consists of a mayor, aldermen, and a common council."
8. Incorrect. Are composed should be is composed, to agree with its
nominative parliament, which conveys unity of idea, Rule 12th. "The
British parliament is composed of the queen, the house of lords, and the
house of commons."
9. Incorrect. Consist should be consists, to agree with its nominative
regiment, which conveys unity of idea, Rule 12th. Thus, " The regi¬
ment consists of one thousand men."
10. Incorrect. Complain should be complains, to agree with its nom¬
inative nation, which conveys unity of idea, and their should be its, to
agree with nation, Rule 12th. Thus, " When the nation complains, the
rulers should listen to its voice."
rule xirr.
A collective noun conveying plurality of idea, requires the
verb which it governs, and the pronoun or pronouns repre¬
senting it, to agree with it in the plural; as, " The people re¬
joice in that which should give them sorrow."
Note. A collective noun conveys unity of idea, when it governs a sin¬
gular verb; and plxirality of idea, when it governs a plural verb, if the
sentence is correctly written. Hence, when we parse a' collective noun,
RULES AND NOTES OF SYNTAX.
319
we should notice the verb, to determine whether the noun conveys unity
or plurality of idea.
EXAMPLES OE FALSE SYNTAX.
1. My people does not consider its general welfare. 2. The com¬
mittee was divided in its sentiments. 3. The peasantry is the laboring
class, and it goes barefoot. 4. The council was not unanimous, and it
separated without coming to any determination. 5. The people draweth
near to me with its mouths, and honoreth me with its lips. 6. The mul¬
titude eagerly pursues pleasure as its chief good.
1. Incorrect. Does consider should be do consider, to agree with its
nominative people, which conveys plurality of idea; and its should be
their, to agree with people, Rule 13th. Thus, " My people do not con¬
sider their general welfare."
2. Incorrect. Was divided should be were divided, to agree with its
nominative committee, which conveys plurality of idea; and its should
be their, to agree with committee, Rule 13th. Thus, " The committee
were divided in their sentiments."
3. Incorrect. Is should be are, to agree with its nominative peasan¬
try, which conveys plurality of idea; and it should be they, to agree
with peasantry, and goes should be go, to agree with its nominative they,
Rule 13th. Thus, " The peasantry are the laboring class, and they go
barefoot."
4. Incorrect. Was should be were, to agree with its nominative
council, which conveys plurality of idea; and it should be they, to
agree with council, Rule 13th. Thus, " The council were not unani¬
mous, and they separated without coming to any determination."
5. Incorrect. Draweth should be draw, to agree with its nominative
people, which conveys plurality of idea; its should be their, to agree
with people; honoreth should be honor, to agree with its nominative
they understood; and its should be their, to agree with people, Rule 13th.
Thus, " The people draw near to me with their mouths, and honor me
with their lips."
6. Incorrect. Pursues should be pursue, to agree with its nominative
multitude, which conveys plurality of idea; and its should be their, to
agree with multitude, Rule 13th. Thus, " The multitude eagerly pur¬
sued pleasure as their chief good."
RULE XIV.
The infinitive mood, a phrase, a simple or compound sen¬
tence is frequently the nominative case to a verb, ot the object
of a verb, participle, or preposition; as, "To see is pleasant
"To die for our country is glorious;" "That warm climates
shorten life is reasonable to suppose;" "Feeding the hungry;
320
SYNTAX.
clothing the naked; and comforting the afflicted, yield more plea¬
sure than we receive from the actions which respect ourselves
only;" "Boys love to play;" "He does not consider how
near he approaches to his end;" "Bypromising much and perform¬
ing hut little, we become despicable."
RULE XV.
When the infinitive mood, a phrase, or a simple sentence is
the nominative case to a verb, the verb must agree with it in
the third person singular; as, "To obey is the duty of chil¬
dren;" "To seek God is wisdom;" "The first thing which
children should learn is to speak the truth."
EXAMPLES OF FALSE SYNTAX.
1. To live soberly, righteously, and piously, are required of all men.
2. From a fear of the world's censure by being ashamed to practice pious
precepts, mark a feeble and imperfect character. 3. To do unto others
as we would wish them to do unto us in similar circumstances, constitute
the great principle of virtue. 4. To live uprightly, virtuously, and
piously, comprehend the whole duty of man. 5. Taking from another
without his knowledge or assent, are called stealing.
1. Incorrect. Are required, being governed by the phrase which
precedes it, should be singular, is required, Pule 15th. Thus, 11 To live
soberly, righteously, and piously, is required of all men."
2. Incorrect. Mark, being governed by all that part of the sentence
preceding it, which is a phrase, should be singular, marks, Pule 15th.
Thus, " From a fear of the world's censure by being ashamed to practice
pious precepts, marks a feeble and imperfect character."
3. Incorrect. Constitute, being governed by all that part of the sen¬
tence preceding it, which is a simple sentence, should be singular, con¬
stitutes, Rule 15th. Thus, " To do unto others as we would wish them
to do unto us in similar circumstances, constitutes the great principle of
virtue."
4. Incorrect. Comprehend, being governed by all that part of the
sentence preceding it, which is a phrase, should be singular, comprehends,
Rule 15th. Thus, " To live uprightly, virtuously, and piously, compre¬
hends the whole duty of man."
5. Incorrect. Are called, being governed by all that part of the sen¬
tence preceding it, which is a phrase, should be singular, is called, Rule
15th. Thus, " Taking from another without his knowledge or assent, is
called stealing."
RULE XVI.
"When two or more phrases, or a compound sentence is the
nominative case to a verb, the verb must agree with them in
RULES AND NOTES OF SYNTAX.
321
the third person plural; as, " The smooth stream, the serene
atmosphere, and the mild zephyr, are the proper emblems of
a gentle temper, and a peaceful life." " To do good to them
who hate us, and on no occasion to seek revenge, are the duties
of a christian."
EXAMPLES OF FALSE SYNTAX.
1. To be of a pure and humble mind; to exercise benevolence towards
others; and to cultivate piety towards God, is the sure means of becom¬
ing peaceful and happy here, and hereafter. 2. All that make a figure
on the, great theatre of the world; the employments of the busy; the
enterprises of the ambitious; the exploits of the warlike; the virtues
which form the happiness, and the crimes which occasion the misery of
mankind, originates in that silent and secret recess of thought, which is
hidden from every human eye. 3. To do good to them who hate us,
and on no occasion to seek revenge, is the duty of a christian. 4. To be
humble and modest in opinion; to be vigilant and attentive in conduct;
and to restrain rash desires, is a virtue, which we should strongly incul¬
cate. 5. To give an early preference to honor, above gain, when they
stand in competition; to scorn every advantage which cannot be attained
without dishonest means; to brook no meanness, and to stoop to no dis¬
simulations, is the indications of a great mind, and the presages of future
eminence and usefulness in life. 6. To be wise in our own eyes; to be
wise in the estimation of others; and to be wise in the sight of our
Creator, is three things so very different, as rarely to coincide.
1. Incorrect. Is, being governed by all that part of the sentence pre¬
ceding it, which is a compound phrase, should be plural are, Pule 16th.
Read the sentence, and substitute are for is.
2. Incorrect. Originates, being governed by all that part of the
sentence preceding it, which is a compound sentence, it should be plural,
originate, Rule 16th.
3. Incorrect. Is, being governed by all that part of the sentence pre¬
ceding it, which is a compound sentence, should be plural, are; and
two things being required, duty should be duties. Read the sentence
correctly.
4. Incorrect. Is, being governed by all that part of the sentence pre¬
ceding it, which is a compound phrase, should be plural, are; and
virtue should be virtues, because three things are mentioned; and a
before virtue should be omitted, Rule 16th. Read the sentence correctly.
. 5. Incorrect. Is, being governed by all that part of the sentence pre¬
ceding it, which is a compound sentence, should be plural, are, Rule
16th.
6. Incorrect. Is, being governed by all that part of the sentence pre¬
ceding it, which is a compound phrase, should be plural, are, Rule 16th.
21
322
SYNTAX.
RULE XYII.
Personal pronouns must agree with the nouns for which
they stand in gender, person, and number; as, "John writes,
and he will soon write well." "Eliza has gone home, hut she
will soon return."
Note 1st. You, though universally used, in familiar style, to represent
a singular noun, always requires a plural verb; as, " My friend, you are
mistaken."
Note 2d. When a noun or pronoun is the subject of a verb, it must
be in the nominative case; as, " He who is careless, will not improve."
Note 3d. A personal pronoun should not he used in the same member
of the sentence with the noun which it represents; as, "I saw him the
king." It should he, "I saw the king."
Note 4th. The pronoun them should not be prefixed to nouns instead
of the demonstrative adjective those; as, "Grive me them books." It
should be, " Grive me those books."
Pronouns never belong to, or qualify nouns, but this office belongs to
demonstrative, and qualifying adjectives.
EXAMPLES OF FALSE SYNTAX.
1. Every man will be rewarded according to their works. 2. An ora¬
tor's tongue should be agreeable to the ear of their audience. 3.
Rebecca took goodly raiment, and put them on Jacob. 4. Take hand-
fuls of ashes, and let Moses sprinkle it towards heaven, and it shall become
small dust. 5. No one should incur censure for being tender of their
reputation. 6. The male among birds, seems to discern no beauty, but
in the color of their species. 7. The mind of man, cannot be long with¬
out some food to nourish the activity of his thoughts. 8. The ship
Hercules foundered at sea; it overset, and lost nearly all of its crew.
Note 1st. 9. Horace, you was blamed, and I think you was justly
censured. 10. Witness, where was you when the affray commenced ?
11. Ellen, has you seen Jane this week? 12. James, what has you
been doing to day ?
1. Incorrect. As their represents man, which is singular, it should be
singular his, Rule 17th. Thus, "Every man will be rewarded according
to his works."
2. Incorrect. As their represents orator, which is singular, it should
be singular his, Rule 17th. Thus, "An orator's tongue should be agree¬
able to the ear of his audience."
3. Incorrect. As them represents raiment, which is singular, it
RULES AND NOTES OF SYNTAX.
323
should he singular it, Rule 17th. Thus, "Rebecca took goodly raiment,
and put it on Jacob."
4. Incorrect. As it and it represent ashes, which is plural, they
should be plural them and they, Rule 17th. Thus, " Take handfuls of
ashes, and let Moses sprinkle them towards heaven, and they shall become
small dust."
5. Incorrect. As their represents one, which is singular, it should be4"
singular his or her, Rule 17th. Thus, "No one should incur censure for
being tender of his reputation."
6. Incorrect. As their represents male, which is singular, it should
be singular his, Rule 17th. Thus, " The male among birds, seems to
discern no beauty, but in the color of his species."
7. Incorrect. As his represents mind, which is in the neuter gender,
it should be neuter its, Rule 17th. Thus, " The mind of man cannot be
long without some food to nourish the activity of its thoughts."
8. Incorrect. As it and its represent ship, which is figuratively of
the feminine gender, they should be feminine she and her, Rule 17th.
Thus, " The ship Hercules foundered at sea; she overset, and lost nearly
all her crew."
9. Incorrect. Though yon represents Horace, which is a singular
noun, it always requires a plural verb; therefore, was blamed should be
xvere blamed, and was censured should be were censured, Note 1st.
Thus, " Horace you were blamed, and I think you were justly censured."
10. Incorrect. Though you represents witness, it always requires a
plural verb; therefore, teas should be were, Note 1st. Thus, " Witness,
where were you when the affray commenced ?"
11. Incorrect. Though you represents Ellen, it always requires a
plural verb; therefore, has seen should be have seen, Note 1st. Thus,
" Ellen, have you seen Jane this week ?"
12. Incorrect. Though you represents James, it always requires a
plural verb ; therefore, has been should be have been, Note, 1st. Thus,
" James, what have you been doing to day ?"
You will please to remember that you is always plural in form, for
which reason, it always requires a plural verb. Thou is used only, in
solemn style to represent a singular noun ; as, " 0! Lord, Thou art
merciful," &c.
RULE XVIII.
A verb in the infinitive mood, refers to some nonn or pro¬
noun as its subject, object, or actor; as, "We all have our
talent to he improved;" " Cease thou to do evil;" "She is eager to
learn ;" " They are prepared to go " Let him do it."
Note 1st. The infinitive mood absolute stands independent of the rest
of the sentence; as, " To confess the truth, I was in fault."
Note 2d. When a sentence begins with a verb in the infinitive mood,
such verb is in the infinitive mood absolute; as, uTo seek Hod is wisdom."
324
syntax.
Note 3d. The infinitive mood is sometimes erroneously said to be gov¬
erned by conjunctions or adverbs; as, "An object so high as to be
invisible;" "He is wise enough to deceive;" "The army is about to
march."
In these examples, it is evident, that to be refers to object for its sub¬
ject; to deceive refers to he for its actor; and to march refers to army
for its actor.
RULE XIX.
Relative pronouns agree with their antecedents or subse-
quents in gender, person, and number; as, "Iwho speak from
experience;" "Thou who lovest wisdom;" "He who acts
wisely, deserves praise;" "They who seek wisdom will
find it."
Interrogative relatives refer to snbseqnents, which must
agree in case with their interrogatives; as, Who did that
work ? Henry. Whose book have yon ? John's. Whom do
yon see ? James.
Note 1st. Every relative refers to an antecedent or subsequent, ex¬
pressed or implied; as, "Who steals my purse, steals trash;" that is,
uHe who steals my purse, steals trash." Whom did you see ? Whom is
he instructing ?
Note 2d. In prose, the relative should be placed immediately after its
antecedent; as, "The man who instructs you, labors faithfully;" "I am
the man who commands you;" " I who command you, am the man."
Note 3d. When the relative is preceded by two antecedents of dif¬
ferent persons, the relative must agree with that which is placed nearest
to it, which agreement must be preserved throughout the sentence; as,
"I am the Lord that maketh all things; that stretcheth forth the
heavens alone; that spreadeth abroad the earth by myself."
Note 4th. As relative pronouns agree with their antecedents or sub-
sequents in gender, person, and number, they require the verbs, which
they govern, to agree with them in person and number; as, " I am the
man who instructs you;" " I who instruct you, am the man."
Note 5th. We cannot determine the gender, person, and number of
interrogative relatives whose subsequents are not expressed; therefore,
in parsing them, we can only give their case; as, uWho came with you?"
" Whose house is that ?" " Whom do you see ?"
EXAMPLES OF FALSE SYNTAX.
Note 4th. 1. Thou who has been a witness of the fact, canst state it.
2. The wheel killed another man, which make the sixth that have lost
RULES AND NOTES OF SYNTAX.
325
his life by this means. 3. Lord, thou, who sees us, knowest our faults.
4. Thou art the Lord, who didst choose Abraham, and who brought him
forth out of Ur of the Chaldees.
5. Thou great First Cause least understood!
Who all my sense confined.
6.- Who gave John those books ? Us. 7. Of whom did you buy them?
Of a bookseller, he who lives in Pearl street. 8. Who walked with you ?
My brother and him. 9. Who will accompany me to the country ? Her
and me.
1. Incorrect. Who, relating to thou for its antecedent, which is
second person, singular, requires the verb has been to be hast been to
agree with it in the second person, singular, Note 4th. Thus, "Thou
who hast been a witness of the fact, canst state it."
2. Incorrect. As which agrees with its antecedent man, in the mascu¬
line gender, third person, singular; and as that agrees with its antece¬
dent man understood, they require their respective verbs make, and have
lost, to be makes, and has lost, to agree with them in the third person,
singular, Note 4th. Thus, "The wheel killed another man, which makes
the sixth, that has lost his life by this means."
3. Incorrect. As who agrees with its antecedent thou in the masculine
gender, second person, singular, it requires the verb sees to be seest, to
agree with it in the second person, singular, Note 4th. Thus, "Lord,
Thou who seest us, knowest our faults."
4. Incorrect. As ivho agrees with its antecedent Lord in the mascu¬
line gender, third person, singular, it requires the verb didst choose to be
did choose, to agree with it in the third person, singular, Note 4th.
Thus, "Thou art the Lord who did choose Abraham, and who brought
him forth out of Ur of the Chaldees."
5. Incorrect. As who agrees with its antecedent Thou or Cause,
which are in apposition in the nominative case independent, in the mas¬
culine gender, second person, singular, it requires confined to be con-
finedst, to agree with it in the second person, singular, Note 4th. Thus,
"Thou great First Cause least understood!
Who all my sense confinedst."
6. Incorrect. As the interrogative who is in the nominative case, its
subsequent us should be in the nominative, we, to agree with it, Eule
19th—2d part.—Thus, Who gave John those books ? We.
7. Incorrect. As the interrogative whom, is in the objective case,
governed by of, its subsequent he, which is in apposition with bookseller,
should be in the objective ease, him, governed by of, to agree with its
interrogative whom, Eule 19th—2d part.—Thus, "Of whom did you
buy them ? Of a bookseller, him who lives in Pearl street." ^
8. Incorrect. As the interrogative who is in the nominative case, its
subsequents brother and him sire in the nominative case to walked under-
326
SYNTAX.
stood; him should be he, Rule 19th—2d part.—Thus, " Who walked
with you ? My brother and he."
9. Incorrect. As the interrogative who is in the nominative case, its
subsequents, her and me, should be in the nominative case to will accom¬
pany understood, to agree with their interrogative who, Rule 19th—2d
part.—Thus, " Who will accompany me to the country ? She and I."
RULE XX.
The relative is the nominative case to the verb, when no
nominative comes between it and the verb; as, "The master
who taught ns, was eminent;" "He that acts wisely, deserves
praise;" "This is the tree which produces no fruit."
Note 1st. The interrogatives who and which always precede the verbs
which they govern, in asking questions ; as, " Who is he ?" " Which is
Mr. Brown ?"
Note 2d. What and which are interrogative relatives only, when they
are placed before verbs in asking questions, in which case, what is some¬
times in the nominative, and sometimes in the objective case ; as, " What
is your name ?" Jbhn. " What are you doing ?" Nothing.
Note 3d. When what and which are placed before nouns in asking
questions, they are interrogative adjectives; as, uWhat man is that?"
" Which road did he take ?"
Note 4th. When a noun or personal pronoun is used in asking a ques¬
tion, it always comes after the verb, or between the auxiliary and the
verb which it governs, unless it is preceded by the interrogative adjective
what or which ; as, " Is John here ?" "Are you well ?" " Has the mail
arrived ?" " Do you know the golden rule ?" " What horse won the
race ?" " Which pen makes the smoothest mark ?"
EXAMPLES OP FALSE SYNTAX.
1. If he will not hear his best friend, whom shall be sent to admonish
him ? 2. This is the man whom, he informed me, was my benefactor.
8. Whom is there, that can subsist by himself? 4. It is not to be
expected, that they whom, in early life, have been dark and deceitful,
should afterward become fair and ingenuous. 5. That is the student to
whom I gave the book, and whom, I am persuaded, deserves it. 6.
Whomever live to see the twentieth century, will behold this Republic
to be the most powerful and enlightened country on earth, if no sad
calamity should befall our great nation.
1. Incorrect. Whom is in the objective case, and it should be in the
nominative case to shall be sent, Rule 20th. Thus, " If he will not hear
his best friend, who shall be sent to admonish him ?"
2. Incorrect. Whom is in the objective case, and it should be in the
RULES AND NOTES OE SYNTAX.
327
nominative case to was, Rule 20tli. Thus, " This is the man, who, he
informed me, was my benefactor."
3- Incorrect. Whom is in the objective case, and it should he in the
nominative case to is, Rule 20th. Thus, u Who is there that can subsist
by himself?"
4. Incorrect. Whom is in the objective case, and it should be in the
nominative case to have been, Rule 20th. Thus, " It is not to be
expected, that they who, in early life, have been dark and deceitful,
should afterward become fair and ingenuous."
5. Incorrect. Whom is in the objective case, and it should be in the
nominative case to deserves, Rule 20th. Thus, " That is the student to
whom I gave the book, and who, I am persuaded, deserves it."
6. Incorrect. Whomever is a compound relative in the objective case,
equivalent to them whom, and it should be in the nominative case,
equivalent to they who; they being the nominative case to will behold,
and who being the nominative case to live, Rule 20th. Thus, " Whoever
live to see the twentieth century, will behold this Republic to be the
most powerful and enlightened country on Earth, if no sad calamity
should befall this great nation."
RULE XXI.
When a nominative comes between the relative and the
verb, the relative is governed by the verb, or by some other
word in its own member of the sentence; as, "He whom I
serve is eternal."
Note 1st. Whom, when governed by a verb, always precedes it; and
what, which, and that, when relatives in the objective case, governed by
verbs, always precede them; "He whom you seek, has gone;" "What
have I done ?" " This is the tree which I planted;" " He is the same
man that we saw yesterday."
EXAMPLES OE FALSE SYNTAX.
1. He is a friend who I sincerely esteem. 2. They, who much is
given to, will have much to answer. 3. From the character of those
who you associate with, your own will be estimated. 4. He is a man
who I greatly respect. 5. Our benefactors and tutors are the persons
who we ought to love, and who we ought to be grateful to. 6. They
who conscience and virtue support, may smile at the caprices of fortune.
7. Who of all your friends, did you see in town ? 8. Who have you
visited, since you came home ?
1. Incorrect. As who has the nominative I between it and esteem,
it should be in the objective case, governed by esteem, Rule 21st. Thus,
" He is a friend whom I sincerely esteem."
2. Incorrect. As who has the nominative much between it and is
328
SYNTAX.
given, it should be in the objective ease, governed by to, which should
precede it, Rule 21st. Thus, " They to whom, much is given, will have
much to answer."
3. Incorrect. As who has the nominative you between it and asso¬
ciate, it should be in the objective case, governed by with, which should
precede it, Rule 21st. Thus, " From the character of those with ivhom
you associate, your own will be estimated."
4. Incorrect. As who has the nominative I between it and respect, it
should be in the objective case, governed by respect, Rule 21st. Thus,
" He is a man whom I greatly respect."
5. Incorrect. As the relatives, who, have the nominatives, we, be¬
tween them and the verbs, ought, they should be in the objective case,
governed by to love and to, which preposition should precede its object,
Rule 21st. Thus, " Our benefactors and tutors are the persons whom
we ought to love, and to ivhom we ought to be grateful."
6. Incorrect. As who has the nominatives conscience and virtue
between it and support, it should be in the objective ease, governed by
support, Rule 21st. Thus, " They whom conscience and virtue support,
may smile at the caprices of fortune."
7. Incorrect. As who has the nominative you between it and did see,
it should be in the objective case, governed by did see, Rule 21st. Thus,
" Whom, of all your friends, did you see in town ?"
8. Incorrect. As who has the nominative you between it and have
visited, it should be in the objective case, governed by have visited, Rule
21st. Thus, " Whom have you visited, since you came home ?"
RULE XXII.
The verb to he should have the same ease after it as before
it, when both words signify the same person or thing; as,
"J am the manuHe is the thief;" "I believe it to have
been them."
EXAMPLES OF FALSE SYNTAX.
1. I know it to be they who were here yesterday. 2. Be composed, it
is me, who is your best friend. 3. I would not act so imprudently, if I
were him. 4. Well may you be afraid, it is him indeed. 5. Who do
you fancy him to be ? 6. Whom do men say that I am ? 7. Whom say
ye that I am? 8. If it was not him, who do you imagine it to have
been ? 9. He supposed it was me, but you know that it was him. 10. Is
it me or him whom you requested to go ? 11. I know not who has be¬
friended me, unless it is him from whom I have received many benefits.
12. It was not them who conducted the business.
1. Incorrect. As the verb to he has the objective case before it, it
should have the objective case after it, because both words signify
RULES AND NOTES OF SYNTAX.
329
the same persons. Rule 22d. Thus, "I know it to be them who were
here yesterday."
2. Incorrect. As is has the nominative case before it, it should have
the nominative case after it, because both words signify the same person,
Rule 22d. Thus, " Be composed, it is I, who is your best friend."
3. Incorrect. Were, having the nominative I before it, should have
the nominative he after it, because both words signify the same person,
Rule 22d. Thus, " I would not act so imprudently, if I were he."
4. Incorrect. Is, having the nominative it before it, should have the
nominative he after it, because both words signify the same person, Rule
22d. Thus, " Well may you be afraid, it is he indeed."
5. Incorrect. To he, having the objective him before it, should have
the objective whom after it, because they both signify the same person,
Rule 22d. Him and whom are in apposition, governed by do fancy, Rule
7th. Thus, " Whom do you fancy him to be ?"
6. Incorrect. Am, having -the nominative I before it, should have
the nominative who after it, because both words signify the same person,
Rule 22d. Thus, " Who do men say that I am ?"
7. Incorrect. Am, having the nominative I before it, should have
the nominative who after it, because both words signify the same person,
Rule 22d. Thus, " Who say ye that I am ?"
8. Incorrect. Was, having the nominative it before it, should have
the nominative he after it, because they signify the same person; and to
have been, having the objective it before it, should have the objective
whom after it, because both words signify the same person, Rule 22d.
It and whom are in apposition, governed by do imagine, Rule 7th.
Thus, " If it was not he, whom do you imagine it to have been ?"
9. Incorrect. The verbs, was, having the nominatives, it, before
them, should have the nominatives I and he after them, because they
signify the same persons, Rule 22d. Thus, " He supposed it was I, but
you know that it was he."
10. Incorrect. Is, having the nominative it before it, should
have the nominatives I and he after it, because they signify the
same person, Rule 22d. Thus, "Is it I or he whom you requested
to go ?"
11. Incorrect. Is, having the nominative it before it, should have
the nominative he after it, because they signify the same person, Rule
22d. Thus, " I know not who has befriended me, unless it is he from
whom I have received many benefits."
12. Incorrect. Was, having the nominative it before it, should have
the nominative they after it, because both words signify the same
persons, Rule 22d. Thus, "It was not they who conducted the
business."
RULE XXIII.
A noun or pronoun following the conjunction than or as, is
nominative to a verb, or governed by a verb, participle, or pre-
330
syntax.
position, expressed or understood; as, " Thou art wiser than
I;" (am;) "She is as amiable as her sister(is.)
EXAMPLES OF FALSE SYNTAX.
1. They are much greater gainers than me. 2. They know how to
write as well as him, hut he is a better grammarian than them. 3. He
is as amiable as her. 4. I have written more than him. 5. He has re¬
cited more than her. 6. I know my lesson as well as him. 7. The pre¬
ceptor is hearing me as well as thou. 8. These sentences are to be cor¬
rected by you as well as I.
1. Incorrect. Me is in the objective case, and it should he in the
nominative case to am understood, Rule 23d. Thus, " They are much
greater gainers than 1."
2. Incorrect. Him and them are in the objective case, and they
should be in the nominative case to knows and are understood, Rule 23 d.
Thus, " They know how to write as well as he, but he is a better gram¬
marian than they."
3. Incorrect. Her is in the objective case, and it should be in the
nominative ease to is understood, Rule 23d. Thus, " He is as amiable as
she."
4. Incorrect. Him is in the objective case, and it should be in the
nominative case to has written understood, Rule 23d. Thus, "I have
written more than he."
5. Incorrect. Her is in the objective case, and it should be in the
nominative case to has recited understood, Rule 23d. Thus, "He has
recited more than she."
6. Incorrect. Him is in the objective case, and it should be in the
nominative case to knows understood, Rule 23d. Thus, "I know my
lesson as well as he."
7. Incorrect. Thou is in the nominative case, and it should be in the
objective case, governed by hearing, Rules 23d and 29th. Thus, "The
preceptor is hearing me as well as you."
8. Incorrect. I is in the nominative case, and it should be in the
objective case, governed by by, Rules 23d and 29th. Thus, "These sen¬
tences are to be corrected by you as well as me."
RULE XXIV.
Adverbs qualify verbs, participles, adjectives, and other
adverbs; as, "John reads well;" "They are walking slowly
"A very good pen writes extremely well."
Note 1st. Adverbs should be set before adjectives or adverbs, after
participles and verbs, or between the auxiliary and the verb; as, " He is
a wry attentive student;" "She writes excellently well;" "He speaks
RULES AND NOTES OE SYNTAX.
331
fluently, and reasons coherently ;" " He made a very sensible discourse,
and was attentively beard."
Note 2d. When the qualifying word which follows a verb expresses
quality, it must be an adjective, but when it expresses manner, an adverb
should be used ; as, "She looks cold;" " She looks coldly on him/' "He
feels warm ;" " He feels warmly the insult offered to him."
If the verb to he can be substituted for the verb employed, an adjec¬
tive should follow the verb; as, "She looks (is) cold-" "He feels (is)
warm;" "The hay smells (is) sweet;" "The fields look (are) green;"
"The apples taste (are) sour;" "The wind blows (is) fresh."
Note 3d. The use of where, instead of in which, in constructions like
the following, is inadmissible; as, "The immortal sages of '76 formed a
charter, where (in which) their rights are boldly asserted."
Note 4th. Hence, thence, and whence, are often improperly preceded
by a preposition; as, uFrom whence it follows," &e. "He came from
thence since morning;" "The ship sailed from hence to Boston." In all
these examples from should be omitted.
The following phrases are also exceptionable; as, "The then ministry;"
"The above argument;" "Ask me never so much dowry;" "Charm he
never so wisely." They should be, " The ministry of that time ;" " The
preceding argument;" "Ask me ever so much dowry;" "Charm he
ever so wisely."
EXAMPLES OF FALSE SYNTAX.
Note 1st. 1. It cannot be impertinent or ridiculous therefore to re¬
monstrate. 2. He was pleasing not often, because he was vain. 3. These
things should be never separated. 4. We may happily live, though our
possessions are small. 5. William nobly acted, though he was unsuc¬
cessful. 6. We always should prefer our duty to our pleasure. 7. The
heavenly bodies are in motion perpetually. 8. It is impossible continu¬
ally to be at work. 9. Note 2d. The ocean appears calmly to day.
10. The fields look greenly, freshly, and beautifully, since the rain.
11. The Sun seems very brightly this morning. 12. The Moon appears
beautifully this evening. 13. The apples taste sweetly. 14. She looks
cold on him, and he feels warm the insult offered to him. 15. She acts
cold toward him. 16. He acted independent on the occasion. 17. Note
3d. He drew up a petition, where he too freely represented his own
merits. 18. His follies had reduced him to a situation, where he had
much to fear, and nothing to hope. 19. Note 4th. From hence, we
may date the period of this event. 20. He came from thence in two
hours. 21. From whence came you ?
1. Incorrect. Therefore should be placed between the auxiliary and
the verb which it qualifies, Note 1st. Thus, "It cannot, therefore, be
impertinent or ridiculous to remonstrate."
332
SYNTAX.
2. Incorrect. Not often should be placed after was, which they qua¬
lify, Note 1st. Thus, " He was not often pleasing, because he was vain."
3. Incorrect. Never should he placed between the auxiliary and the
verb, which it qualifies, Note 1st. Thus, " These things should never be
separated."
4. Incorrect. Happily should be placed after may live, which it
qualifies, Note 1st. Thus, "We may live happily, though our posses¬
sions are small."
5. Incorrect. Nobly should be placed after acted, which it qualifies,
Note 1st. Thus, " William acted nobly, though he was unsuccessful."
6. Incorrect. Always should be placed between the auxiliary and the
verb, which it qualifies, Note 1st. Thus, " We should always prefer our
duty to our pleasure."
7. Incorrect. Perpetually should be placed after are, which it quali¬
fies, Note 1st. Thus, " The heavenly bodies are perpetually in motion."
8. Incorrect. Continually should be placed after to be, which it qua¬
lifies, Note 1st. Thus, "It is impossible to be continually at work."
9. Incorrect. As is can be substituted for appears, calmly should be
calm, Note 2d. Thus, " The ocean appears calm to day."
10. Incorrect. As are can be substituted for look, greenly, freshly,
and beautifully, should be adjectives, Note 2d. Thus, "The fields look
green, fresh, and beautiful, since the rain."
11. Incorrect. As is can be substituted for seems, brightly should be
bright, Note 2d. Thus, "The Sun seems very bright this morning."
12. Incorrect. As is can be substituted for appears, beautifully
should be beautiful, Note 2d. Thus, " The Moon appears beautiful this
evening."
13. Incorrect. As are can be substituted for taste, sweetly should be
sweet, Note 2d. Thus, "The apples taste sweet."
14. Incorrect. As looks expresses an action, which cannot be done by
is; and as feels also expresses an action, which cannot be done by is,
they should be followed by adverbs, Note 2d. Thus, " She looks coldly
on him, and he feels warmly the insult offered to him."
15. Incorrect. As acts expresses an action, which cannot be done by
is, it should be followed by an adverb, Note 2d. Thus, " She acts '
coldly towards him."
16. Incorrect. As acted expresses an action, which cannot be done
by was, it should be followed by an adverb, Note 2d. Thus, " He acted
■independently on the occasion."
17. Incorrect. Where is improperly used instead of in which, Note
3d. The sentence should read, " He drew up a petition, in which he too
freely represented his own merits."
18. Incorrect. Where is improperly used instead of in which, Note
3d. The sentence should read, " His follies had reduced him to a situ¬
ation, in which he had much to fear, and nothing to hope."
19. Incorrect. As hence, here, signifies from this time, the prepo¬
sition from should be omitted, Note 4th. The sentence should read,
"Hence, we may date the period of this event."
rules and notes of syntax.
333
20. Incorrect. As thence means from, that place, the preposition from
should be omitted, Note 4th. The sentence should read, "He came
thence in two hours."
21. Incorrect. As whence means from, what place, it should not have
from, prefixed, Note 4th. The sentence should read, "Whence came
you ?"
KULE XXV.
The verbs which follow hid, dare, need, make, see, hear, feel,
help, let, and their participles, are in the infinitive mood with¬
out the sign to prefixed; as, "He bids me come;" "I dare en¬
gage;" "They need not go;" "He makes them work;" "I
saw them run;" "We heard him speak;" "I feel the car move;"
"He helps me harvest;" "Let us play;" "He is hearing me
recite;" &c. ; that is, to come; to engage; to go; to work; to run; to
speak; to move; to harvest; to play; to recite.
Note 1. To is generally prefixed to verbs which follow the passive
form of hid, dare, need, make, see, hear, feel, help, or let; and sometimes
to is prefixed to verbs which follow the active form of these verbs; as,
We are bid to attend; He is dared to strike; You may he needed to
assist them; Horses are made to plow; Meteors may he seen to shoot;
Sound may he heard to echo; The Earth is sometimes felt to quake;
The poor old infirm soldier should he helped to support his family, by an
annual pension; The cattle arc let to graze on the plains; He can not
see to do it.
EXAMPLES OE FALSE SYNTAX.
1. Bid him to come to the party. 2. He durst not to do it without per¬
mission. 3. They need not to go before October. 4. God makes it to
rain on the just and unjust. 5. We see the Sun to rise and to set every
clear day. 6. The preceptor hears us to recite our lessons. 7. We feel
the boat to move by the power of steam. 8. Help him to do that work in
a proper manner. 9. Let me to go home and to get some paper. 10.
He is bidding us to go to his wedding. 11. They are needing us to
help them to raise the house. 12. The overseer is making his hands to
work in the field. 13. We are seeing the meteors to shoot and to ex¬
plode. 14. The instructor is hearing us to correct these examples. 15.
He, having heard us to recite, gave us another lesson. 16. Many per¬
sons having seen such an immense number of meteors to shoot in 1832,
were much alarmed. 17. The treasurer will please pay to James Smith,
&c. 18. It is better live on a little, than outlive a great deal. 19. I
wish him not wrestle with his happiness.
1. Incorrect. As to come follows hid, to should be omitted, Rule 25th.
Thus, "Bid him come to the party."
334
SYNTAX.
2. Incorrect. As to do follows durst, to should he omitted, Rule 25th.
Thus, " He durst not do it without permission."
3. Incorrect. As to go follows need, to should he omitted, Rule 25th.
Thus, " They need not go before October."
4. Incorrect. As to rain follows makes, to should be omitted, Rule
25th. Thus, " God makes it rain on the just and unjust."
5. Incorrect. As to rise and to set follow see, to should be omitted,
Rule 25th. Thus, "We see the Sun rise and set every clear day."
6. Incorrect. As to recite follows hears, to should be omitted, Rule
25th. Thus, "The preceptor hears us recite our lessons."
7. Incorrect. As to move follows feel, to should be omitted, Rule
25th. Thus, "We feel the boat move by the power of steam."
8. Incorrect. As to do follows help, to should be omitted, Rule 25th.
Thus, " Help him do that work in a proper manner."
9. Incorrect. As to go and to get follow let, to should be omitted, Rule
25th. Thus, "Let me go home, and get some paper."
10. Incorrect. As to go follows bidding, to should be omitted, Rule
25th. Thus, " He is bidding us go to his wedding."
11. Incorrect. As to help and to raise follow needing, to should be
omitted, Rule 25th. Thus, " They are needing us help them raise the
house."
12. Incorrect. As to work follows making, to should he omitted,
Rule 25th. Thus, "The overseer is making his hands work in the
field."
13. Incorrect. As to shoot and to explode follow seeing, to should be
omitted, Rule 25th. Thus, "We are seeing the meteors shoot and
explode."
14. Incorrect. As to correct follows hearing, to should be omitted,
Rule 25th. Thus, "The instructor is hearing us correct these ex¬
amples."
15. Incorrect. As to recite follows having heard, to should be omitted,
Rule 25th. Thus, "He, having heard us recite, gave us another
lesson."
16. Incorrect. As to shoot follows having seen, to should be omitted,
Rule 25th. Thus, " Many persons, having seen such an immense num¬
ber of meteors shoot in 1832, were much alarmed."
17. Incorrect. As pay does not follow any of the verbs mentioned in
the 25th Rule, to should be expressed, Rule 25th. Thus, " The treasurer
will please to pay to James Smith," &c.
18. Incorrect. As live and outlive do not follow any of the verbs
mentioned in the 25th Rule, they should have to prefixed, Rule 25th.
Thus, " It is better to live on a little, than to outlive a great deal."
19. Incorrect. As wrestle does not follow any of the verbs mentioned
in the 25th Rule, it should have to prefixed, Rule 25th. Thus, " I wish
him not to wrestle with his happiness."
RULE XXVI.
The present participle refers to some noun or pronoun as
RULES AND NOTES OE SYNTAX.
835
its subject, object, or actor; as, "The cloak is hanging on the
wall;" "The student, being ridiculed, left the institution;" "I
see a boy running /" " They are reciting."
RULE XXVII.
The perfect and compound participles belong, like adjec¬
tives, to some noun or pronoun, expressed or understood;
as, "I saw the boy abused;" "He, havinq written his letter,
mailed it."
Note 1st. The perfect participle of irregular verbs, is often used
instead of the imperfect tense; as, "He begun," for "he began;" "He
come," for "he came;" "He run," for "he ran;" "He done," for
"he did;" "He drunk," for "he drank;" "I seen," for "I saw," &c.
The imperfect tense of irregular verbs, is often used instead of the
perfect participle; as, " I have wrote" for " I have written ;" " He was
chose ," for " he was chosen ;" " I have eat," for " I have eaten ;" " He
would have spoke," for "he would have spoken;" "The Sun had rose"
for "the Sun had risen"
EXAMPLES OE ExiLSE SYNTAX.
1. I seen a great many persons in town. 2. I have never saw the
president of the United States. 3. I seen him execute that work, and
he done it well. 4. He done me no harm, for I had wrote to him in time.
5. My friend come to see me, agreeably to promise. 6. I have saw many
persons, and a variety of scenery to day. 7. John begun to study gram¬
mar, before I commenced. 8. James and I run a foot race, and he beat
me. 9. Your horse drunk too much water, which foundered him. 10.
Plenry set up all night. 11. I have wrote ten pages to day. 12. Horace
was chose to act as president of the meeting. 13. We have not eat our
breakfast this morning. 14. He would have spoke for two hours, if he
had not been restricted by the rules of the house. 15. The Sun had
rose, before we left home. 16. John has broke his knife. 17. Had not
that misfortune befell my cousin, he would have went to Europe. 18.
Since the work is began, it must be completed. 19. The Erench lan¬
guage is spoke in every state in Europe. 20. He writes as the best
authors would have wrote, had they writ on the same subject.
1. Incorrect. Seen is the perfect participle, improperly used instead
of the imperfect tense saw, Note 1st. Thus, "I saw a great many per¬
sons in town."
2. Incorrect. Saw is the imperfect tense improperly used instead of
the perfect participle seen, Note 1st. Thus, "I have never seen the
President of the United States."
386
SYNTAX.
3. Incorrect. Seen and done are perfect participles improperly used
instead of the imperfect tense saw and did, Note 1st. Thus, "I saw
him execute that work, and he did it well."
4. Incorrect. Done is the perfect participle used instead of the im¬
perfect did; and wrote is the imperfect tense used instead of the per¬
fect participle written, Note 1st. Thus, "He did me no harm, for I had
written to him in time."
5. Incorrect. Come is the perfect participle improperly used instead
of the imperfect came, Note 1st. Thus, "My friend came to see me,
agreeably to promise."
6. Incorrect. Sato is the imperfect tense improperly used instead of
the perfect participle seen, Note 1st. Thus, "I have seen many per¬
sons, and a variety of scenery to day."
7. Incorrect. Begun is the perfect participle improperly used instead
of the imperfect began, Note 1st. Thus, "John began to study gram¬
mar, before I commenced."
8. Incorrect. Run is the perfect participle improperly used instead
of the imperfect ran, Note 1st. Thus, "James and I ran a foot race,
and he heat me."
9. Incorrect. Drunk is the perfect participle improperly used instead
of the imperfect drank, Note 1st. Thus, "Your horse drank too much
water, which foundered him."
10. Incorrect. Set is improperly used as the imperfect tense of sit,
instead of sat, Note 1st. Thus, " Henry sat up all night."
11. Incorrect. Wrote is the imperfect tense improperly used instead
of the perfect participle written, Note 1st. Thus, "I have written ten
pages to day."
12. Incorrect. Chose is the imperfect tense improperly used instead
of the perfect participle chosen, Note 1st. Thus, "Horace was chosen to
act as president of the meeting."
13. Incorrect. Eat is the imperfect tense improperly used instead of
the perfect participle eaten, Note 1st. Thus, "We have not eaten our
breakfast this morning."
14. Incorrect. Spoke is the imperfect tense improperly used instead
of the perfect participle spoken, Note 1st. Thus, "He would have
spoken for two hours, if he had not been restricted by the rules of the
house."
15. Incorrect. Rose is the imperfect tense improperly used instead
of risen, Note 1st. Thus, "The Sun had risen, before we left home."
16. Incorrect. Broke is the imperfect tense used instead of the per¬
fect participle broken, Note 1st. Thus, "John has broken his knife."
17. Incorrect. Befell and went are the imperfect tense improperly
used instead of the perfect participles befallen and gone, Note 1st. Thus,
"Had not that misfortune befallen my cousin, he would have gone to
Europe."
18. Incorrect. Began is the imperfect tense used instead of the per¬
fect participle begun, Note 1st. Thus, " Since the work is begun, it must
be completed."
19 Incorrect. Spoke is the imperfect tense used instead of the per-
RULES AND NOTES OF SYNTAX.
337
feet participle spoken, Note 1st. Thus, " The French language is spoken
in every state in Europe."
20. Incorrect. Wrote is the imperfect tenso used instead of the per¬
fect participle written; and writ is improperly used for written, Note 1st.
Thus, " He writes as the best authors would have written, had they
written on the same subject."
RULE XXVIII.
Adjectives belong to, and qualify or restrict nouns, ex¬
pressed or understood; as, " He is a good as well as a wise
man" My liat cost jive dollars."
Note 1st. Adjectives frequently belong to pronouns; as, "Iam miser¬
able "He is industrious."
Note 2d. Adjectives sometimes belong to verbs in the infinitive mood,
or to a part of a sentence; as, "To see is pleasant;" "To be blind is
unfortunate ;" " To die for our country is glorious."
Note 3d. Adjectives sometimes qualify other adjectives, and verbs
which are not in the infinitive mood; as, "Red hot iron;" "Pale blue
lining;" "Deep sea-green sash;" "The apples boil soft;" "Open your
hand wide;" " The clay burns white;" "The eggs boil hard."
Note 4th. Numeral adjectives restrict nouns, which must agree in
number with cardinal restrictives ; as, " Ten feet;" " Eighty fathoms."
But some anomalous expressions form an exception to this rule; as,
"A fleet of forty sail;" "Three hundred head of cattle."
Note 5th. Adjectives should be placed next to the nouns which they
qualify; as, "A tract of good land;" "A pair of fine horses."
Note 6th. When an adjective or an adverb is used in comparing two
objects, it should be in the comparative degree, but when more than two
objects are compared, the superlative should be employed; as, "Julia is
the taller of the two;" " Her specimen is the best of the three."
Note 7th. We should avoid comparing such adjectives as do not
literally admit of comparison; as, more impossible; most perfect; most
just; most true, &c.
Note 8th. When an adjective is preceded by a preposition, and the
noun is understood, the two words may be considered an adverbial
phrase; as, "In general; in particular;" that is, generally, particularly.
Note 9th. The demonstrative adjectives this, that, these, and those,
must agree in number with their nouns; as, " This book; these books;
that sort; those sorts."
Note 10th. The specifying adjectives each, every, either, neither, an¬
other, and one, agree with nouns in the singular number only; as,
22
338
SYNTAX.
Each man: every person; either pen: neither one) another lesson; one
dollar.
Every may be prefixed to plural nouns, when cardinal restrictives
come between it and sucb nouns; as, "Every five seconds; every ten
minutes; every six bours; every seven days; every four weeks; every
twelve months; every hundred years."
Note 11th. Either is often improperly used instead of each; as,
"The king of Israel, and Jehoshaphat the king of Judah, sat either of
them on his throne." Each signifies both taken separately; either im¬
plies the one or the other taken disjunctively: it should be, "sat each of
them on his throne."
Note 12th. When dozen, hundred, thousand, million, billion, trillion,
quadrillion, &c., are placed before nouns, they are cardinal restricting
adjectives; and they will not admit of the addition of s, nor the preposi¬
tion of between them and the nouns before which they are placed; as,
"Six dozen marbles; nine hundred miles; ten thousand dollars; twelve
million acres; twenty billion insects; fifty trillion atoms," &c.
Million, billion, trillion, &c., are often improperly made nouns by
placing of between them and the nouns which they restrict; as, Ten
millions of dollars; twelve billions of insects; twenty trillions of atoms,
&c. As we never say ten of cents; five hundred of dollars; ten thou¬
sand of inhabitants, &c., it is equally incorrect to place of between mil¬
lion, billion, trillion, quadrillion, &c., and the nouns which they restrict.
For the correction of False Syntax in which the Notes under this Rule
are violated, see the Adjective in Etymology.
RULE XXIX.
Conjunctions connect nouns and pronouns in the same
case; as, "He and she are associates;" "The master taught
her and me to write."
EXAMPLES OF FALSE SYNTAX.
1. My brother and him are grammarians. 2. You and me enjoy
great privileges. 3. Him and I went to the city in company, but John
and him returned without me. 4. Between you and I there is a great
disparity of years. 5. He and her are unhappily 'connected. 6. The
preceptor taught her and I to write. 7. The tutor is instructing him
and I in mathematics. 8. I will ask him to let you and I go to town.
1. Incorrect. Brother and him, being copulatively connected, should
both be in the nominative case to are, Rule 29th. Thus, " My brother
and he are grammarians."
2. Incorrect. You and me, being copulatively connected, should both
RULES AND NOTES OP SYNTAX.
339
be in the nominative case to enjoy, Rule 29th. Thus, " You and I enjoy
great privileges."
3. Incorrect. Him and I, being copulatively connected, should both
be in the nominative case to went; and John and him, being copulatively
connected, should both be in the nominative case to returned, Rule 29th.
Thus, "He and I went to the city in company, but John and he returned
without me."
4. Incorrect. You and I, being copulatively connected, should both
be in the objective case, governed by between, Rule 29th. Thus,
"Between you and me there is a great disparity of years."
5. Incorrect. He and her, being copulatively connected, should both
be in the nominative case to are connected, Rule 29th. Thus, " He and
she are unhappily connected."
6. Incorrect. Her and I, being copulatively connected, should both
be in the objective case, governed by taught, Rule 29th. Thus, "The
preceptor taught her and me to write."
7. Incorrect. Him and I, being copulatively connected, should both
be in the objective case, governed by instructing, Rule 29th. Thus,
"The tutor is instructing him and me in mathematics."
8. Incorrect. You and I, being copulatively connected, should both
be in the objective case, governed by to let, Rule 29th. Thus, "I will
ask him to let you and me go to town."
RULE XXX.
Conjunctions connect verbs of like moods and tenses; as,
" If thou sincerely desire and earnestly pursue virtue, she will
assuredly be found by thee, and prove a rich reward."
Note 1st. "When verbs are not connected by conjunctions, their nomi¬
natives should be expressed, unless they are in the imperative mood; as,
" He has gone, but he will soon return;" " I may go, but I will not
stay."
Note 2d. When two or more verbs are connected by conjunctions,
the latter verb or verbs should not have their nominatives expressed;
nor should their auxiliaries be expressed, when they are in the compound
tenses; as, "John reads and writes well;" "Boys, you may spell, read,
write, cipher, and 'parse, to day."
Note 3d. The conjunctions if, though, unless, except, whether, and
lest, generally require the subjunctive mood after them; as, "If he study,
he will improve;" "I will respect him, though he chide me;" "He will
not be pardoned, unless he repent"I will not go, except you accom¬
pany me;" "I know not whether he will go or stay f "Lest you go, I
will stay."
Note 4th. Conjunctions of a positive and absolute nature, implying no
doubt, require the indicative mood after them; as, "As virtue advances,
so vice recedes."
340
SYNTAX.
EXAMPLES OF FALSE SYNTAX.
Note 1st. 1. They may return, but will not tarry. 2. He has gone,
but will soon return. 3. Affluence might give us respect in the eyes of
the vulgar, but will not recommend us to the wise and good. 4. I in¬
tended to call last week, but could not call on account of business. 5.
Note 2d. Eliza reads well, and she writes beautifully. 6. We spell, we
read, we write, we cipher, we memorize, we recite, and we parse at
school. 7. Note 3d. I will go to town to day unless it rains. 8. If he
acquires riches, they will corrupt his mind. 9. Though great have been
his disobedience and his folly, yet, if he sincerely acknowledges his mis¬
conduct, he shall be forgiven. 10. If he goes to Saratoga next week, it
will make eight times, that he has visited that renowned watering place.
1. Incorrect. As may return and will tarry are in different moods
and tenses, they are not connected by but; therefore, will tarry should
have its nominative they expressed, Note 1st. Thus, "They may return,
but they will not tarry."
2. Incorrect. As but connects sentences, and not the verbs, which
are in different tenses, the nominative to will return should be expressed,
Note 1st. Thus, "He has gone, but he will soon return."
3. Incorrect. As but connects sentences, and not the verbs, which
are in different moods and tenses, will recommend should have its nomi¬
native it expressed, Note 1st. Thus, "Affluence might give us respect
in the eyes of the vulgar, but it will not recommend us to the wise and
good."
4. Incorrect. As but connects sentences, and not the verbs intended
and could call, which are in different moods, could call should have its
nominative I expressed, Note 1st. Thus, "I intended to call last week,
but I could not call on account of business."
5. Incorrect. As reads and writes are in the same mood and tense,
they should be connected by and, and the nominative to writes, should
not be expressed, Note 2d. Thus, "Eliza reads well, and writes beauti¬
fully."
6. Incorrect. As the verbs in this sentence, are in the same mood
and tense, they should be connected .by and, and the nominative to the
first verb only, should be expressed, Note 2d. Thus, "We spell, read,
write, cipher, memorize, recite, and parse, at school."
7. Incorrect. As unless implies condition, it should be followed by
the subjunctive mood, instead of the indicative, Note 3d. Thus, "I will
go to town to day, unless it rain."
8. Incorrect. As if implies supposition, it should be followed by the
subjunctive mood, instead of the indicative, Note 3d. Thus, "If he
acquire riches, they will corrupt his mind."
9. Incorrect. As if implies condition, it should be followed by the
subjunctive mood, instead of the indicative, Note 3d. Thus, "Though
great have been his disobedience and his folly, yet, if he sincerely acknow¬
ledge his misconduct, he shall be forgiven."
10. Incorrect. As if implies supposition, it should be followed by the
RULES AND NOTES OP SYNTAX.
341
subjunctive mood, instead of the indicative. Note 3d. Thus, " If he go
to Saratoga next week, it will make eight times, that he has visited that
renowned watering place/' •
RULE XXXI.
Participles connected by conjunctions, must be in tbe same
form; that is, they must be present, perfect, or compound par¬
ticiples ; as, "Professing regard, and acting differently, dis¬
covers a base mind;" "The clerk is reading a decision
rendered, written, signed, sealed, and delivered to him by the
judge;" "He having encountered and defeated his antagonist,
returned, uninjured."
Note 1st. When present passive participles, or compound neuter,
active, or passive participles are connected by conjunctions, the words
being, having, and having been, should not be prefixed to the latter par¬
ticiple or participles so connected; as, "He, being reprimanded and
expelled, went home disgraced;" " The steamer having delivered and
received her freight in New Orleans, has left for Louisville;" "The
generals and other officers, with their troops, having landed, marched,
encountered, and vanquished the Mexican armies, in every engagement,
returned to the United States;" " The pupil, having been reproved,
reprimanded, and punished without effect, was expelled from college."
RULE XXXII.
Two or more nouns, or nouns and pronouns connected by
copulative conjunctions, must have verbs, nouns, and pro¬
nouns, agreeing with them in the plural; as, " Socrates and
Plato were wise; they were eminent philosophers."
Note 1st. When each or every is prefixed to two or more nominatives
which are copulatively connected, the verb must agree with such nomi¬
natives in the singular; as, "Each page, chapter, section, and paragraph
in a book, is numbered;" "Every leaf, and every twig, and every drop of
water, teems with living insects."
Note 2d. When and connects two or more nominatives of different
persons, the verb must be plural, and agree in person with each of its
nominatives; and the pronoun representing them must be first person
plural, if one of them is first person; and second person plural, if they
are second and third persons; as, John and thou and I are attached to
our country. James and I love our parents. Paul and you obey your
preceptor, and he has amply, rewarded you.
342
syntax.
EXAMPLES OF FALSE SYNTAX.
1. Coffee and sugar grows in the West Indies; it is exported in large
quantities. 2. Time and tide waits for no man. 3. Patience and dili¬
gence, like faith, removes mountains. 4. Life and health is both uncer¬
tain. 5. Wisdom, virtue, and happiness, dwells with the golden
mediocrity. 6. The planetary system, boundless space, and immense
ocean, affects the mind with sensations of astonishment. 7. What signi¬
fies the counsel and care of preceptors, when you think, that you have
no need of their assistance ? 8. Their love, and their hatred, and their
envy is now perished. 9. Why is whiteness and coldness in snow ?
10. Obey the commandment of thy father, and the law of thy mother:
bind it continually upon thy heart. 11. Pride and vanity always renders
its possessor despicable in the eyes of the judicious. 12. There is error
and discrepance in the minds of the orthoepists, which shows the impos¬
sibility of carrying them into effect. 13. Note 1st. Each satellite, and
each planet, and each fixed star, that is known to astronomers, are
placed upon the celestial chart. 14. Every man, woman, and child,
were numbered. 15. When benignity and gentleness reign in our
breasts, every person and every occurrence are beheld in the most favor¬
able light.
1. Incorrect. Grows should be plural grow to agree with its nomin¬
atives coffee and sugar, which are eopulatively connected; it should be
they, to agree with coffee and sugar, which it represents; and is exported
should be are exported, to agree with its nominative they, Rule 32d.
Thus, " Coffee and sugar grow in the West Indies : they are exported in
large quantities."
2. Incorrect. Waits should be wait, to agree in the plural with its
nominatives time and tide, which are eopulatively connected, Rule 32d.
Thus, "Time and tide wait for no man."
3. Incorrect. Removes should be plural remove, to agree with its
nominatives patience and diligence, which are eopulatively connected,
Rule 32d. Thus, "Patience and diligence, like faith, remove moun¬
tains."
4. Incorrect. Is should be plural are, to agree with its nominatives
life and health, which are eopulatively connected, Rule 32d. Thus,
" Life and health are both uncertain."
5. Incorrect. Dwells should be plural dwell to agree with its nomin¬
atives wisdom, virtue, and happiness, which are eopulatively connected,
Rule 32d. Thus, "Wisdom, virtue, and happiness, dwell with the golden
mediocrity."
6. Incorrect. Affects should be plural affect, to agree with its nomin¬
atives system, space, and ocean, which are eopulatively connected, Rule
32d. Thus, " The planetary system, boundless space, and immense ocean,
affect the mind with sensations of astonishment."
7. Incorrect. Signifies should be plural signify, to agree with its
nominatives counsel and case, which are eopulatively connected, Rule 32d.
RULES AND NOTES OE SYNTAX.
34-3
Thus, " What signify the counsel and care of preceptors, when you think,
that you have no need of their assistance ?"
8. Incorrect. Is perished should he plural are perished, to agree with
its nominatives love, hatred, and envy, which are eopulatively connected,
Rule 32d. Thus, " Their love, and their hatred, and their envy, are now
perished."
9. Incorrect. Is should be plural are, to agree with its nominatives
whiteness and coldness, which are eopulatively connected, Rule 32d. Thus,
" Why are whiteness and coldness in snow ?"
10. Incorrect. It should be plural them, to agree with commandment
and law, which it represents, Rule 32d. Thus, " Obey the commandment
of' thy father, and the law of thv mother: bind them continuallv upon
thy heart/'
11. Incorrect. Renders should be plural render, to agree with its
nominatives pride and vanity, which are eopulatively connected; and its
should be plural their, to agree with pride and vanity, which it re¬
presents, Rule 32d. Thus, " Pride and vanity always render their pos¬
sessor despicable in the eyes of the judicious."
12. Incorrect. Is should be plural are, to agree with its nominatives
error and discrepance, which are eopulatively connected; and which,
relating to error and discrepance for its antecedents, requires shows to be
shoio, to agree with it in the plural, Rule 32d. Thus, " There are error
and discrepance in the minds of the orthoepists, which show the impossi¬
bility of carrying them into effect."
13. Incorrect. Are placed should be is placed, to agree in the sin¬
gular with its nominatives satellite, planet, and star, which, though
eopulatively connected, having each prefixed, require a singular verb,
Note 1st. Thus, " Each satellite, and each planet, and each fixed star,
that is known to astronomers, is placed upon the celestial chart."
14. Incorrect. Were numbered should be was numbered, to agree in
the singular with its nominatives man, woman, and child, which, though
eopulatively connected, having every prefixed, require a singular verb,
Note 1st. Thus, " Every man, woman, and child, was numbered."
15. Incorrect. Are beheld should be is beheld, to agree in the singu¬
lar with its nominatives person and occurrence, which, though eopula¬
tively connected, having every prefixed, require a singular verb, Note 1st.
Thus, " When benignity and gentleness reign in our breasts, every per¬
son and every occurrence is beheld in the most favorable light."
RULE XXXIII.
Two or more nouns, or nouns and pronouns in the singular
number, connected by disjunctive conjunctions, must have
verbs, nouns, and pronouns, agreeing with them in the singu¬
lar; as, "Neither John nor James has learned his lesson."
Note 1st. When singular pronouns, or a noun and pronoun of differ¬
ent persons, are disjunctively connected, the verb must agree in person
344
SYNTAX.
with that which is next to it; as, " Thou or I am in fault;" " I or thou
art to blame ;" " I, or thou, or he is the author of it."
These expressions should he, " Thou art, or I am in fault ;" " I am,
or thou art to blame;" " I am, thou art, or he is the author of it."
Note 2d. When a disjunctive occurs between a singular noun or pro¬
noun and a plural one, the verb must agree with the plural noun or pro¬
noun, which should be placed next to it; as, "Neither poverty nor
riches were injurious to him;" " I or they were offended by it."
Note 3d. The speaker, when speaking or writing copulatively or dis¬
junctively to or of another or others in connection with himself, should
generally mention himself last; as, Jane, you and I will go to school.
Horace, you or I am in fault. James, you, John, Henry, and I have
received the first prizes. Rufus, you, Paul, Homer, or I must go to town
to day. Robert and I are classed together. Richard or I will accom¬
pany the ladies. Thomas, Stephen, William and myself have just
arrived from the city. Julia, Eliza, Nancy, Mary, or I will first recite.
Note 4th. Two or more distinct phrases connected by or or nor,
require a singular verb; as, " That a drunkard should be poor, or that a
fop should be ignorant, is not strange." "Neither the vain pomp and
show of the world, nor all the wealth which he may have acquired, con¬
soles the guilty mind of man, in his last hours of affliction."
EXAMPLES OF FALSE SYNTAX.
1. Ignorance or negligence have caused this mistake. 2. A circle or
a square are the same in idea. 3. Neither whiteness nor redness are in
the porphyry. 4. Neither of them are remarkable for precision. 5.
Man is not such a machine as a clock or a watch, which move merely as
they are moved. 6. When sickness, infirmity, or reverse of fortune,
affect us, the sincerity of friendship is proved. 7. Man's happiness or
misery are, in a great measure, put into his own hands. 8. Despise no
infirmity of mind or body, nor any condition of life, for they may be thy
own lot. 9. Neither William nor Thomas have arrived. 10. A lam¬
poon or a satire do not carry in them robbery or murder. 11. On these
causes depend all the happiness or misery which exist among men.
12. There are many faults in spelling, which neither analogy nor pro¬
nunciation justify.
1. Incorrect. Have caused should be has caused, to agree in the sin¬
gular with its nominatives ignorance and negligence, which are disjunc¬
tively connected, Rule 33d. Thus, "Ignorance or negligence has
caused this mistake."
2. Incorrect. Are should be is, to agree in the singular with its
nominatives circle and square, which are disjunctively connected, Rule
33d. Thus, "A circle or a square is the same in idea."
3. Incorrect. Are should be is, to agree in the singular with its
RULES AND NOTES OE SYNTAX.
345
nominatives whiteness and redness, which are disjunctively connected,
Rule 33d. Thus, "Neither whiteness nor redness is in the porphyry."
fy Incorrect. Are should he is, to agree in the singular with its
nominatives person or thing understood, which are disjunctively con¬
nected, Rule 33d. Thus, "Neither of them is remarkable for pre
cision."
5. Incorrect. Which, relating to clock or watch for its antecedent,
requires a singular verb moves; and as they personates clock or watch, it
should be singular it; and are moved should be is moved to agree with
it, Rule 33d. Thus, " Man is not such a machine as a clock or a watch,
which moves merely as it is moved."
6. Incorrect. Affect should be affects, to agree in the singular with
its nominatives sickness, infirmity, and reverse, which are disjunctively
connected, Rule 33d. Thus, " When sickness, infirmity, or reverse of
fortune affects us, the sincerity of friendship is proved."
7. Incorrect. Are should be is, to agree in the singular with its nomi¬
natives happiness and misery, which are disjunctively connected, Rule
33d. Thus, " Man's happiness or misery is, in a great measure, put into
his own hands."
8. Incorrect. They should be it, to agree with infirmity or condition,
which it represents, Rule 33d. Thus, "Despise no infirmity of mind or
body, nor any condition of life, for it may be thy own lot."
9. Incorrect. Have arrived should be has arrived, to agree in the
singular with its nominatives William and Thomas, which are disjunc¬
tively connected, Rule 33d. Thus, "Neither William nor Thomas has
arrived."
10. Incorrect. Do carry should be does carry, to agree in the singu¬
lar with its nominatives lampoon and satire, which are disjunctively con¬
nected ; and them should be it, to agree with lampoon or satire, which it
represents, Rule 33d. Thus, "A lampoon or a satire does not carry in it
robbery or murder."
11. Incorrect. Depend, should be depends, to agree in the singular
with its nominatives happiness and misery, which are disjunctively con¬
nected; and which, relating to happiness or misery for its antecedent,
requires a singular verb exists, Rule 33d. Thus, "On these causes
depends all the happiness or misery which exists among men."
12. Incorrect. Justify should be justifies, to agree in the singular with
its nominatives analogy and pronunciation, which are disjunctively con¬
nected, Rule 33d. Thus, "There are many faults in spelling, which
neither analogy nor pronunciation justifies."
RULE XXXIV.
Intransitive, neuter, and passive verbs have the same case
after them as before them, when both words signify the sgme
person or thing; as, "Tom struts a soldier;" " Will sneaks a
scrivener;" iCJIe was called Ccescir ; "The general was saluted
emperor
346
SYNTAX.
Note 1st. Many intransitive, and some neuter verbs may be made
transitive; as, " To dream, a dream; To run a race; To walk the horse ;
To da,nee the child; To fly the kite; To sit a hen; To stand the top;
To rest yonr team; To hang yonr watch; To sleep the sleep of death."
Note 2d. Sometimes an improper nominative is nsed to a passive verb,
which causes the verb to be followed by an objective case, without the
possibility of placing a preposition before it; as, "Pitticus was offered a
large sum by the king;" "She was promised the jewels by her mother;"
"I was asked a question." They should be, "A large sum was offered to
Pitticus;" &c. "The jewels were promised to her;" &c. "A question was
put to me."
Note 3d. When the perfect participle of an intransitive verb, is affixed
to the verb to be, the combination is called a neuter verb in the passive
voice; as, "He is gone;" "The birds are flown;" "The youth is
grown."
Note 4th. Some passive verbs are formed by using the participles of
compound active verbs. To smile, to wonder, to dream, are intransitive
verbs, and they will not admit of a passive voice; but, to smile on, to
wonder at, to dream of, are compound active transitive verbs, and, there¬
fore, admit of a passive voice; as, "He was smiled on by fortune;"
" The accident is not to be wondered at;"
"There are more things in heaven and earth, Horatio,
Than are dreamed of in your philosophy."
EXAMPLES OP FALSE SYNTAX.
1. Note 2d. In 1778, during the Revolution, Hen. Joseph Reed was
offered ten thousand pounds sterling, by one Johnstone, an English
emissary, if he would desert the American, and join the British army.
G-en. Reed replied, " I am not worth purchasing; but, such as I am, the
king of England is not rich enough to buy me."
2. It has been announced, that Miss Jenny Lind, the renowned song¬
stress, was promised twenty thousand dollars, by the Californians, if she
would go to San Francisco, and give concerts.
3. The students were asked many questions, which they could not an¬
swer.
1. Incorrect. Gen. Joseph Reed, being the improper nominative to
the passive verb was offered, causes the verb to be followed by an object,
which will not admit a preposition before it, Note 2d. Pounds sterling
should be the nominative to were offered, and the sentence should read,
"In 1778, during the Revolution, ten thousand pounds sterling were
offered to Gen. Joseph Reed, by one Johnstone, an English emissary,
if he would desert the American, and join the British army."
2. Incorrect. Miss Jenny Lind, being the improper nominative to
was promised, causes it to be followed by an object, which will not
admit a preposition before it, Note 2d. Dollars should be the nominative
RULES AND.NOTES OE SYNTAX.
347
to the verb, which should he were promised. Thus, "It has been
announced, that twenty thousand dollars were promised to Miss Jenny
Lind," &c.
3. Incorrect. Students, being the improper nominative to were ashed,
causes it to he followed by an object, which will not admit a preposition
before it, Note 2d. The sentence should read, " Many questions, which
the students could not answer, were put to them."
RULE XXXV.
Two negatives in a simple sentence, destroy each, other, and
are equivalent to an affirmative; as, " Such things are not un¬
commonthat is, they are common.
Note 1st. The negative, disjunctive corresponding conjunctions
neither and nor, form the only exception to this rule; as, "Neither '
poverty nor riches were injurious to him."
EXAMPLES OE FALSE SYNTAX.
1. I don't know nothing about it. 2. I did not see nobody there. 3.
Nothing never affects her. 4. Be honest, nor take no shape nor sem¬
blance of disguise. 5. There can not be nothing more insignificant than
vanity. 6. Neither precept nor discipline is not so forcible as example.
7. You don't know nothing at all about that affair. 8. I never heard
nothing about that report. 9. I did not leave nobody at home to-day.
10. I don't know nobody in this assembly. 11. Neither riches nor
honors, nor no such perishing goods, can satisfy the desires of an im¬
mortal spirit. 12. The measure which you recommend, is so exception¬
able, that we can not, by no means, permit it.
1. Incorrect. Don't and nothing, being two negatives used in the
same sentence, are equivalent to an affirmative, Rule 35th. Don't
or nothing should be rejected, and the sentence should read, "I know
nothing about itor " I don't know any thing about it."
2. Incorrect. Not and nohody, being two negatives used in the same
sentence, are equivalent to an affirmative, Rule 35th. One of the
negatives should be rejected, and the sentence should read, "I did not
see anybody there;" or "I saw nobody there."
3. Incorrect. Nothing and never, being two negatives used in the
same sentence, are equivalent to an affirmative, Rule 35th. Never
should be ever, and the sentence should read, "Nothing ever affects
her." .■ . _ .
4. Incorrect. Nor, no, and nor, being three negatives used m the
same sentence, are equivalent to an affirmative, Rule 35th. The sen-
348
SYNTAX.
tence should read, " Be honest, and take no shape or semblance of dis¬
guise."
5. Incorrect. Not and nothing, being two negatives used in the
same sentence, are equivalent to an affirmative, Rule 35th. The sen¬
tence should read, "There can not be any thing more insignificant
than vanity;" or "There can be nothing more insignificant than
vanity."
6. Incorrect. Nor and not, being two negatives in the same sentence,
are equivalent to an affirmative, Rule 35th. The sentence should read,
"Neither precept nor discipline is so forcible as example."
7. Incorrect. Don't and nothing, being two negatives in the same
sentence, are equivalent to an affirmative, Rule 35th. The sentence
should read, "You don't know any thing at all about that affair;" or
"You know nothing at all about that affair."
8. Incorrect. Never and nothing, being two negatives in the same
sentence, are equivalent to an affirmative, Rule 35th. The sentence
should read, " I have never heard any thing about that report."
9. Incorrect. Not and nobody, being two negatives in the same sen¬
tence, are equivalent to an affirmative, Rule 35th. The sentence should
read, " I did not leave anybody at home;" or " I left nobody at home."
10. Incorrect. Don't and nobody, being two negatives in the same
sentence, are equivalent to an affirmative, Rule 35th. The sentence
should read, "I don't know anybody in this assembly;" or "I know
nobody in this assembly."
11. Incorrect. Nor and no, being two negatives in the same sen¬
tence, are equivalent to an affirmative, Rule 35th. The sentence should
read, "Neither riches nor honors, nor any such perishing goods, can sat¬
isfy the desires of an immortal spirit."
12. Incorrect. Not and no, being two negatives in the same sentence,
are equivalent to an affirmative, Rule 35th. The sentence should read,
" The measure which you recommend, is so exceptionable, that we can
not, by any means, permit it."
RULE XXXVI.
Home, and nonns implying distance, time when, how long, &c.,
are generally governed by a preposition understood; as, "He
came home (in) last June;" "The horse ran (over) a mile;"
"My son lived (during) four years at college;" that is, to his
home, &c.
Note 1st. Nouns signifying extension, duration, quantity, or quality,
are used without a governing word; as, " The Ohio river is one thousand
miles long;" " Susan is ten years old."
Note 2d. An ellipsis of a word or words, is often admitted, which
must be supplied in the mind; as, " Wo is (to) me;" " To sleep (through)
false syntax promiscuously arranged. 349
all the night;" "He has gone (on) a journey;" "They ran (over) a
league"
Note 3d. When the omission of words would obscure the sense, or
weaken the force of the sentence, they should be expressed.
Note 4th. In the use of prepositions and other words that relate to each
other, particular regard should be paid to the meaning of the words
which they connect, and the position and strength of such words in the
sentence. In every sentence, the words employed, and the order in
which they are arranged, should be such, as clearly and properly to ex¬
press the idea intended; and all the parts of the sentence should corre¬
spond, and a regular and clear construction throughout should be carefully
preserved.
RULE XXXVII.
Adverbs connected by conjunctions, qualify tbe same word;
and Adjectives connected by conjunctions, quality, belong to,
or restrict tbe same word; as, "He writes rapidly and beauti¬
fully "They are dancing leisurely and gracefully"David
was a brave, wise, and pious man;" "That horse is worth eighty
or ninety dollars."
FALSE SYNTAX PROMISCUOUSLY ARRANGED.
1. There is many occasions in life, in which silence and simplicity is
true wisdom. 2. The generous never recounts minutely the actions
which they have done, nor the prudent, those which they will do. 3.
Thou should love thy neighbor as sincerely as thou loves thyself. 4.
To do unto all men, as we would wish them to do unto us in similar cir¬
cumstances, constitute the great principle of virtue. 5. Idleness and
ignorance is the parent of many vices. 6. In unity consists the welfare
and security of every society. 7. Humility and knowledge, with poor
apparel, excels pride and ignorance under costly attire. 8. A tart reply,
a proneness to rebuke, or a captious and contradictious spirit, are capable
of imbittering domestic life, and of setting friends at variance. 9. The
court have just ended, after having sat through the trial of a very long cause.
10. The crowd were so great, that the judges, with difficulty, made their
way through them. 11. Every church and sect have opinions peculiar
to themselves. 12. Never- was any people so much infatuated, as the
Jewish nation.
13. I do not think that any man should incur censure, for being tender
of their reputation. 14. We are dependent on each other's assistance:
whom is there that can subsist by himself? 15. They who have labored
to make us wise and good, are the persons who we ought to love, and
who we ought to be grateful to. 16. Each of them, in their turn, re¬
ceive the benefits to which they are entitled. 17. Neither of those two
350
SYNTAX.
men seem to have any idea, that their opinions may he ill-founded. 18.
"We should fear and obey the Author of our being, even He who has
power to reward or punish us forever. 19. I would act the same part,
if I were him, or in his situation. 20. I know not whether it were them
who conducted the business; but I am certain, that it was not him.
21. He so much resembled my brother, that, at first sight, I took it to
be he. 22. It could not have been her, for she has always behaved
discreetly. 23. I dare not to proceed so hastily, lest I should give
offence. 24. I have seen some young persons to conduct themselves
very discreetly. 25. It'is a great support to virtue, when we see a good
mind to maintain its patience and tranquillity, under injuries and afflic¬
tion, and to cordially forgive its oppressors. 26. To see young persons
who are courted by health and pleasure, to resist all the allurements of
vice, and to steadily pursue virtue and knowledge, is cheering and delight¬
ful to every good mind. 27. And the multitude wondered, when they
saw the lame to walk, and the blind to see. 28. You ought not write too
hastily.
29. Esteeming theirselves wise, they became fools. 30. Suspecting
not only ye, but they also, I was studious to avoid all intercourse. 31. I
could not avoid considering they as my enemies, and he as a suspicious
friend. 32. In tracing of his history, we discover little, that is worthy
of imitation. 33. By reading of books written by the best authors, his
mind became highly improved. 34. By too eager pursuit, he run a great
risk of being disappointed. 35. He had not long enjoyed repose, before
he begun to be weary of having nothing to do. 36. He was greatly
heated, and drunk with avidity. 37. He would have went with us,
had he been invited. 38. They have chose the part of honor and
virtue.
39. Unless he have more government of himself, he will be always dis¬
contented. 40. It is too common with mankind to be engrossed, and
overcome totally, by past events. 41. I am resolved not to comply with
his proposal, neither at present, nor at any other time. 42. Do not in¬
terrupt me yourselves, nor let no one disturb my retirement. 43. These
people do not judge wisely, nor take no proper measures to effect their
purpose. 44. I have received no information on the subject, neither from
him, nor from his friend.
45. Does that boy know who he speaks to ? 46. Who does he offer
such language to ? 47. The man who I went with to Texas, has sold
the horse that he rode, during our journey. 48. It is not I who he is
engaged with. 49. Who did he receive that intelligence from? 50.
We have met with many disappointments; and if life continue, shall
probably meet with many more. 51. Bank may confer influence, but
will not necessarily produce virtue. 52. These people have acquired
great riches, but do not command esteem. 53. Learning strengthens the
mind, and, if it be properly applied, will improve our morals too.
54. Despise no condition or honorable occupation, lest it happens to be
your own lot. 55. If he does promise, he will certainly perform. 56.
Unless he learns faster, he will be no scholar. 57. The undertaking was
FALSE SYNTAX CORRECTED.
351
much better executed by his brother than he. 58. They are much
greater gainers than me by this unexpected event. 59. Though she is
not so learned as him, she is as much esteemed.
60. Who betrayed her companion ? Not me. 61. Who revealed the
secrets which he should have concealed ? Not him. 62. Who related
falsehoods to screen herself, and to bring an odium upon others ? Not
me; it was her. 63. There is but one in fault, and that is me. 64.
Virtue and mutual confidence is the soul of friendship. 65. An army
present a painful sight to a feeling mind. 66. The enemies who we
have most to fear, are those of our own hearts. 67. Though remorse
sleep sometimes during prosperity, it will awake surely in adversity.
68. It is an invariable law, in our present condition, that every pleasure
that are pursued to excess, convert themselves into poison.
69. Christ applauded the liberality of the poor widow, who he had
seen casting her two mites in the treasury. 70. Their example, their
influence, and their fortune, and every talent which they possess, dis¬
penses blessings bn all around them. 71. When a string of such sen¬
tences succeed each other, the effect is disagreeable. 72. The polite
accomplished libertine is but miserable, amidst all his pleasures: the
rude inhabitant of Lapland is happier than him. 73. How much is
real virtue and merit exposed to suffer the hardships of a stormy life!
74. This is one of the duties which requires peculiar circumspection.
75. Whence have there arose such a great variety of opinions and prin¬
ciples in religion ? 76. May thou as well as me, be meek, patient, and
forgiving. 77. He resembles one of those solitary animals, that has
been forced from its forest, to gratify human curiosity. 78. Hatred
or revenge are things deserving censure, wherever they are found to
exist. 79. Having thus began to throw off the restraints of reason, he
was soon hurried into deplorable excesses.
80. We have subjected ourselves to much expense, that thou may be
well educated. 81. If he does not approve my endeavors, it will be an
ample reward. 82. Ignorance, or the want of light, produce sensuality,
covetousness, and those violent contests with others about trifles, which
occasions so much misery and crime in the world.
1. Incorrect. Is should be are, to agree in number with its nomina¬
tive occasions, Rule 4th. And is should be are, to agree in the plural
with its nominatives silence and simplicity, which are copulatively con¬
nected, Rule 32d. Thus, " There are many occasions in life, in which
silence and simplicity are true wisdom."
5. Incorrect. Is should be are to agree in the plural with its nomina¬
tives idleness and ignorance, which are copulatively connected; and
parent should be parents, because two things are implied, Rule 32d.
Thus, "Idleness and ignorance are theparents of many vices."
8. Incorrect. Are should be is, to agree in the singular with its nomina¬
tives reply, proneness, and spirit, which are disjunctively connected,
Rule 33d. Thus, "A tart reply, a proneness to rebuke, or a captious and
contradictious spirit, is capable of imbittering domestic life, and of set¬
ting friends at variance."
352
SYNTAX.
11. Incorrect. Have should be has, to agree in the singular with its
nominative church, which conveys unity of idea; and themselves should
he itself, to agree in the singular with church and sect, which, though
copulatively connected, having every prefixed, require a singular verb
and pronoun, Rule 12th, and Note 1st to Rule 32d. Thus, "Every
church and sect has opinions peculiar to itself"
12. Incorrect. Was should be were, to agree in the plural with its
nominative people, which conveys plurality of idea, Rule 13th. Thus,
"Never were any people so much infatuated, as the Jewish nation."
In this sentence was infatuated is a passive verb, which should be
were infatuated.
13. Incorrect. Their should be his, to agree in gender, person, and
number, with man which it represents, Rule 17th. Thus, " I do not
think that any man should incur censure, for being tender of his repu¬
tation."
14. Incorrect. Whom, being the nominative to is, should be who,
Rule 20th. Thus, " Who is there that can subsist by himself?"
16. Incorrect. Their should be his, and they should be he, to agree
with one which they represent, Rule 17th. And receive should be
receives, to agree with its nominative one understood; and are entitled
should be is entitled, to agree with its nominative he, Rule 4th. Thus,
" Each of them, in his turn, receives the benefits to which he is
entitled."
17. Incorrect. Seem should be seems, to agree with its nominative
one understood, Rule 4th. And their should be his, to agree with one
which it represents, Rule 17th. Thus, " Neither of those two men,
seems to have any idea, that his opinions may be ill-founded."
18. Incorrect. He, being in the objective case in apposition with
Author, governed by fear and obey, should be Him, Rule 7th. Thus,
"We should fear and obey the Author of our being, even Him who has
power to reward or punish us forever."
19. Incorrect. Were, having the nominative /before it, should have
the nominative he after it, because they signify the same person, Rule
22d. Thus, " I would act the same part, if I were he, or in his situa¬
tion."
20. Incorrect. Were, having the nominative it before it, should have
the nominative they after it, because they represent the same persons;
and was, having the nominative it before it, should have the nominative
he after it, because they represent the same person, Rule 22d. Thus,
" I know not whether it were they who conducted the business, but I am
certain, that it was not he."
21. Incorrect. To be, having the objective it before it, governed by
took, should have the objective him after it, because they represent the
same person, him being in apposition with it, governed by took, Rule
22d. Thus, " He so much resembled my brother, that, at first sight, I
took it to be him."
23. Incorrect. As to proceed follows dare, to should be omitted, Rule
25th. Thus, "I dare not proceed so hastily, lest I should give offence."
24. Incorrect. As to conduct follows have seen, to should be omitted.
FALSE SYNTAX CORRECTED.
353
Rule 25th. Thus, "I have seen some young persons conduct themselves
very discreetly."
28. Incorrect. As write does not follow any of the verbs mentioned
in the 25th Rule, it should have to prefixed, Rule 25th. Thus, "You
ought not to write too hastily."
29. Incorrect. Theirselves, being in the objective case governed by
esteeming, should be themselves, Rule 10th. Thus, "Esteeming them¬
selves wise, they became fools."
30. Incorrect. Ye and they being in the objective case governed by
suspecting, should be you and them, Rule 10th. Thus, " Suspecting not
only you, but them also, I was studious to avoid all intercourse."
31. Incorrect. They and he being in the objective case governed by
considering, should be them and him, Rule 10th. Thus, "I could not
avoid considering them as my enemies, and him as a suspicious friend."
32. Incorrect. History being governed by tracing, agreeably to Rule
10th, of should be omitted, Note 1st to Rule 10th. Thus, "In tracing
his history, we discern little that is worthy of imitation."
33. Incorrect. Books being governed by reading, agreeably to Rule
10th, of should be omitted, Note 1st to Rule 10th. Thus, "By reading
books written by the best authors, his mind became highly improved."
34. Incorrect. Run being the perfect participle used instead of the
imperfect tense, should be ran, Note 1st to Rule 27th. Thus, "By too
eager pursuit, he ran a great risk of being disappointed."
35. Incorrect. Begun, being the perfect participle used instead of the
imperfect tense, should be began, Note 1st to Rule 27th. Thus, "He
had not long enjoyed repose, before he began to be weary of having
nothing to do."
36. Incorrect. Drunk, being the perfect participle used instead of
the imperfect tense, should be drank, Note 1st to Rule 27th. Thus,
"He was greatly heated, and drank with avidity."
37- Incorrect. Went, being the imperfect tense used instead of the •
perfect participle, should be gone, Note 1st to Rule 27th. Thus, "He
would have gone with us, had he been invited."
38. Incorrect. Chose, being the imperfect tense used instead of the
perfect participle, should be chosen, Note 1st to Rule 27th. Thus,
"They have chosen the part of honor and virtue."
39. Incorrect. Always should be placed between will and be which
it qualifies, Note 1st to Rule 24th. Thus, "Unless he have more govern¬
ment of himself, he will always be discontented."
40. Incorrect. Totally should be placed between to be, understood,
and overcome, which it qualifies, Note 1st to Rule 24th. Thus, "It is
too common with mankind to be engrossed and totally overcome by past
events."
41. Incorrect. Not neither and nor, being two negatives used in the
same sentence, are equivalent to an affirmative, Rule 35th. Neither and
nor should be either and or, Thus, "I am resolved not to comply with his
proposal, either at present, or at any other time."
45. Incorrect. Who, being in the objective case governed by to,
23
354
SYNTAX.
should be whom which should succeed to, Rule 11th and Note 4th to
Rule 11th. Thus, "Does that boy know to whom he speaks ?"
50. Incorrect. Have 'met and shall meet, being in different tenses,
are not connected by a conjunction; therefore, shall meet should have its
nominative we expressed, Note 1st to Rule 30th. Thus, "We have met
with many disappointments, and, if life continue, we shall probably meet
with many more."
54. Incorrect. Happens, being the indicative mood used instead of
the subjunctive, should be happen, Note 3d to Rule 30th. Thus, "De¬
spise no condition or honorable occupation, lest it happen to be your own
lot."
• 57. Incorrect. He, being in the objective case governed by by, should
be him, Rule 23d. Thus, "The undertaking was much better executed
by his brother than him."
For the correction of the other examples, see the Key.
PROSODY.
355
PROSODY.
PART THIRD.
LECTURE XI.—PROSODY.
Q. 1. Of what does Prosody treat ?
A. Prosody treats of the modulation of the voice, in the
sentiments we express: it comprises all the laws of elocu¬
tion.
Q. 2. Of how many parts does Prosody consist ?
A. Two. The first part teaches the true pronunciation of
words, comprising accent, quantity, emphasis, pause, and tone;
and the second part teaches the laws of versification.
Q. 3. What is the meaning of accent ?
A. Accent is a peculiar stress of the voice on a particular
letter or syllable in a word; as, in baker, fever, icy, over, awful,
and cypress, the accent is on the vowel and first syllable of
each word.
Q. 4. Every word of more than one syllable, has an accented syllable.
In some long words, for the sake of euphony, a secondary accent is given
to another syllable besides the principal accented syllable. Can you give
some examples of such words ?
A. 1st. In luminary, momentary, tributary, and legislature, the prin¬
cipal accent is on the first syllable, and a secondary accent is on the
third.
2d. In antecedent, disagreement, and circumjacent, the full accent is
on the third syllable, and a weak accent is on the first.
3d. In imagination, exaggeration, and refrigeration, the full accent is
on the fourth syllable, and a weak accent is on the second.
Q. 5. What is quantity?
356
PROSODY.
A. The quantity of a vowel or syllable, is the time required
to pronounce it. Quantity may be either long or short.
Q. 6. When is quantity in a vowel or syllable long or short ?
A. It is long, when the accent is on the vowel; as, in fall,
bale, mood, &c.
It is short, when the accent is on the consonant; as, in ant,
bonnet, ditty, witty, &c.
Q. 7. A long vowel requires double the time of a short one to pronounce
it. Can you give some examples of this kind ?
A. Babe, here, bide, mode, use, require twice the time to
pronounce them, as is required to pronounce bob, her, bid, not,
and us.
Q. 8. What is emphasis ?
A. Emphasis is a fuller accent on some word or words in a
sentence, than the others; and such emphatic word or words,
must sometimes be distinguished by a particular tone of voice,
as well as by a greater stress; as, "0 Jerusalem, Jerusalem,
how often would I have gathered thy children together, even
as a hen gathereth her chickens under her wings, but ye would
not." " What! is thy servant a dog, that he should do this ?"
" What! rob us of our right of suffrage, and then shut us up
in dungeons !"
Q. 9. What are pauses ?
A. Pauses, in speaking and reading, are a cessation of the
voice during a perceptible, and in many cases, a measurable
space of time.
Q. 10. What are tones ?
A. Tones consist in the different modulations of the voice,
as we express our sentiments.
Q. 11. What is the difference between emphasis and tone ?
A. Emphasis affects particular words and phrases; but tones
affect sentences, paragraphs, and even a whole discourse.
PUNCTUATION.
Q. 1. What is punctuation ?
A. Punctuation is the art of dividing written composition
PUNCTUATION.
357
into sentences, or parts of a sentence, or sentences, by points
or stops, which mark the different pauses, that the sense, and
an accurate pronunciation require.
Q. 2. How many kinds of pauses, or stops, are used in punctuation,
and what are they called ?
A. Seven. They are the. comma, the semicolon, the colon, the
period, the interrogation point, the exclamation point, and the
dash.
Q. 3. What is the time required, to pause at each of these stops ?
A. The comma requires a pause of one syllable; the semico¬
lon, two; the colon, three; and the period,, interrogation, and
exclamation points, require a pause of four syllables. The dash
requires a pause, but of no* definite length. As the dash is
used to change the subject, it requires a long, or a short pause,
as the sense of the subject may indicate.
Q. 4. Of how many parts does Composition consist ?
A. Five: viz. Adjuncts, Phrases, Simple sentences, Com-
pound sentences, and Paragraphs.
Q. 5. What is an Adjunct ?
A. An Adjunct is an imperfect phrase which contains no
assertion or proposition; as, " Therefore, wherefore, consequently,
accordingly, studious of praise, in the pursuit of commerce," &c.
Q. 6. What is a Phrase ?
A. A Phrase is two or more words rightly put together,
making sometimes a part of a sentence, and sometimes a
whole sentence; as, " An enemy; Many a one; A useful
book; A bird sings; An eagle flies."
Q. 7. What is a Simple sentence ?
A. A Simple Sentence contains but one nominative, and
one verb which agrees with that nominative; as, "Gold is cor¬
rupting " The sea is green"A lion is bold."
Q. 8. What is a Compound sentence ?
A. A Compound Sentence is composed of two or more
simple sentences connected together by conjunctions or rela¬
tive pronouns; as, "The setting Sun makes a beautiful
appearance, but the variegated rainbow appears more beauti¬
ful ;" " The tongue is like a race horse, which runs the faster,
the less weight it carries;" "Blessed is the man who feareth
the Lord, and keepeth His commandments;" "If thou sin¬
cerely desire, and earnestly pursue virtue, she will assuredly
be found by thee, and prove a rich reward."
358
PROSODY.
Q. 9. What is a Paragraph ?
A. A Paragraph denotes the beginning of a new subject.
In written composition a paragraph is known by the first
word being placed a little forward of the first words in the
succeeding lines; as in this paragraph.
COMMA.
Q. 1. Can you recite RULE I. ?
A. The members of a simple sentence should not, in gene¬
ral, be separated by a comma; as, " Every part of matter
swarms with living creatures;" "Hope is necessary in every
condition of life;" "Revelation tells us how we may attain
happiness."
FALSE PUNCTUATION.
1. Idleness is the great fomenter of all corruptions, in the human
heart. 2. The friend of order, has made half his way to virtue. 3. All
finery, is a sign of littleness. 4. The tear of repentance, brings its own
relief. 5. Manhood is disgraced, by the consequences of neglected
youth. 6. It is honorable, to be a friend to the unfortunate. 7. Sloven¬
liness and indelicacy of character, commonly go hand in hand.
1. Incorrect. As this is a simple sentence which is uninterrupted by
an adjunct of importance, the comma should not be used, Rule 1st.
Thus, " Idleness is the great fomenter of all corruptions in the human
heart."
2. Incorrect. As this is a simple sentence which is uninterrupted by
an adjunct of importance, the comma should not be used, Rule 1st.
Thus, "The friend of order has made half his way to virtue."
3. Incorrect. As this is & simple sentence which is uninterrupted by
an adjunct of importance, the comma should not be used, Rule 1st.
Thus, "All finery is a sign of littleness."
All the other examples should be corrected precisely in the same
manner.
Q. 2. Can you recite RULE II. ?
A. "When a simple sentence is long, and tbe nominative is
accompanied with an inseparable adjunct of importance, a
comma should be placed before the verb; as, "The good taste
of the present age, has not allowed us to neglect the cultivation
of the English language;" " Two many of the pretended friend¬
ships of youth, are mere combinations in pleasure."
PUNCTUATI ON.
'359
FALSE PUNCTUATION.
The indulgence of a harsh disposition is the introduction to future
misery. 2. To be totally indifferent to praise or censure is a real defect
in character. 3. The intermixture of evil in human society serves to
exercise the suffering graces and virtues of the good. 4. The good taste
of the present age has not allowed us to neglect the cultivation of the
English language. 5. Too many of the pretended friendships of youth
are mere combinations in pleasure. 6. A steady and undivided atten¬
tion to one subject is a sure mark of a superior mind.
1. Incorrect. Though this is a simple sentence, the nominative is
accompanied by the inseparable adjunct of a harsh disposition, which
requires a comma after it, Rule 2d. Thus, "The indulgence of a harsh
disposition, is the introduction to future misery/'
2. Incorrect. Though this is a simple sentence, the nominative is
accompanied by the inseparable adjunct to praise or censure, which re¬
quires a comma after it, Rule 2d. Thus, "To be totally indifferent to
praise or censure, is a real defect in character."
In this example, all that part of the sentence preceding is, is nomina¬
tive to is, Rule 14th of Syntax. The other four examples should be
corrected precisely in the same manner. In the third example, a comma
should be placed after the adjunct in human society. In the fourth
example, a comma should be placed after the adjunct of the present age.
In the fifth example, a comma should be placed after the adjunct of the
pretended friendships of youth. In the sixth example, a comma should
be placed after the adjunct to one subject.
Q. 3. Can you recite RULE III. ?
A. "When the connection of the different parts of a simple
sentence, is interrupted by an adjunct of importance, the ad¬
junct must be distinguished by a comma before and after it;
as, "His work is, in many respects, very imperfect;" "It
is, therefore, not much approved."
But when these interruptions are slight and unimportant,
it is better to omit the comma; as, "Flattery is certainly per¬
nicious ;" " There is surely a pleasure in beneficence."
FALSE PUNCTUATION.
1. Charity like the Sun brightens every object on which it shines. ^ 2.
Gentleness is in truth the great avenue to mutual enjoyment. 3. You
too have your failings. 4. Humility and knowledge with poor apparel
excel pride and ignorance under costly attire. 5. The tutor by instruc¬
tion and discipline lays the foundation of the pupil's honor. 6. Trials
in this stage of being are the lot of man. 7. No assumed behavior can
360
PROSODY.
always, hide the real character. 8. The best men often, experience dis¬
appointments. 9. Advice should be seasonably, administered.
1. Incorrect. The adjunct, like the Sun, in this sentence, requires a
comma before and after it, Rule 3d. Thus, " Charity, like the Sun,
brightens every object on which it shines."
2. Incorrect. In truth, being an adjunct of importance, requires a
comma before and after it, Rule 3d. Thus, " Gentleness is, in truth, the
great avenue to mutual enjoyment."
3. Incorrect. Too, being an adjunct of importance, requiring to be
emphasized, should have a comma before and after it, Rule 3d. Thus,
"You, too, have your failings."
4. Incorrect. With poor apparel, being an emphatic adjunct, re¬
quires a comma before and after it, Rule 3d. Thus, " Humility and
knowledge, with poor apparel, excel pride and ignorance under costly
attire."
5. Incorrect. By instruction and discipline, being an emphatic ad¬
junct, requires a comma before and after it, Rule 3d. Thus, "The
tutor, by instruction and discipline, lays the foundation of the pupil's
honor."
6. Incorrect. In this stage of being, being an emphatic adjunct, re¬
quires a comma before and after it, Rule 3d. Thus, " Trials, in this
stage of being, are the lot of man."
7. Incorrect. As always is not an emphatic adjunct, it should not
have a comma after it, agreeably to the 2d part of Rule 3d. Thus,
" No assumed behavior can always hide the real character."
8. Incorrect. Often, being an unemphatic adjunct, should not have
a comma after it, agreeably to the second part of Rule 3d. Thus, " The
best men often experience disappointments."
9. Incorrect. Seasonably, being an unemphatic adjunct, should not
have a comma after it, agreeably to the second part of Rule 3d. Thus,
"Advice should be seasonably administered."
Q. 4. Can you recite RULE IV. ?
A. The nominative case independent, and nouns in apposi¬
tion accompanied with adjuncts, must be distinguished by
commas; as, "My son, .give me thy heart;" "Dear Sir, I
write to express my gratitude for your many kindnesses;" "I
am obliged to you, my friends, for your many favors;" "Paul,
the apostle of the Gentiles, was eminent for his zeal and know¬
ledge;" "The butterfly, child of the summer, flutters in the
sun."
But if two nouns in apposition are unattended with
adjuncts, or if they form only a proper name, they should not
be separated; as, Paul the apostle, suffered martyrdom; The
statesman Jefferson, wrote the Declaration of Independence.
PUNCTUATION.
361
FALSE PUNCTUATION.
1. Lord Thou hast been our dwelling place in all generations. 2. Con¬
tinue my dear child to make virtue thy chief study. 3. Canst thou
expect thou betrayer of innocence to escape the hand of vengeance ?
4. Death the king of terrors chose a prime minister. 5. Hope the balm
of life soothes us under every misfortune. 6. Confucius the Chinese
philosopher was eminently good as well as wise. 7. The patriarch,
Joseph is an illustrious example of true piety.
1. Incorrect. Lord, being in the nominative case independent, re¬
quires a comma after it, Rule 4th. Thus, " Lord, Thou hast been our
dwelling place in all generations."
2. Incorrect. Child, being in the nominative case independent,
requires a comma after it, as it is an emphatic word accompanied by the
adjunct my dear, Rule 4th. Thus, " Continue, my dear child, to make
virtue thy chief study."
3. Incorrect. Thou and betrayer being in apposition in the nomina¬
tive case independent, accompanied by the adjunct of innocence, a comma
should be placed before thou, and after innocence, Rule 4th. Thus,
" Canst thou expect, thou betrayer of innocence, to escape the hand of
vengeance ?"
4. Incorrect. Death and king being in the nominative case in apposi¬
tion to chose, and they being accompanied by the adjunct of terrors, a
comma should be placed after death, and terrors, Rule 4th. Thus,
" Death, the king of terrors, chose a prime minister."
5. Incorrect. Hope and balm being in the nominative case in apposi¬
tion to soothes, and they being accompanied by the adjunct of life, a
comma should be placed after hope, and life, Rule 4th. Thus, " Hope,
the balm of life, soothes us under every misfortune."
6. Incorrect. Confucius and philosopher being in the nominative
case in apposition to was, and philosopher being qualified by the adjective
Chinese, a comma should be placed after Confucius, and philosopher,
Rule 4th. Thus, " Confucius, the Chinese philosopher, was eminently
good, as well as wise."
7. Incorrect. Though patriarch and Joseph are in the nominative
case in apposition to is, as they are unattended with an adjunct, they
should not be separated by a comma, Rule 4th. Thus, " The patriarch
Joseph, is an illustrious example of true piety."
Q. 5. Can you recite RULE V. ?
A. The nominative case absolute, and the infinitive mood
absolute, with their adjuncts, a participle with words depend¬
ing on it, and any imperfect phrase which may be resolved
into a simple sentence, should be separated from the rest of
the sentence by commas; as, "His father dying, he succeeded
to the estate;" "To confess the truth, I was in fault;" "The
862
PROSODY.
king, approving the plan, put it in execution;" "He, having
finished his academical course, lias returned home, to prosecute
his professional studies."
FALSE PUNCTUATION.
1. Peace of mind being secured we may smile at misfortune. 2. To
enjoy present pleasure be sacrificed bis future ease and reputation. 3.
His talents formed for great enterprises could not fail of rendering him
conspicuous. 4. The path of piety and virtue pursued with a firm and
constant spirit will assuredly lead to happiness. 5. All mankind com¬
pose one family assembled under the eye of one common Father. 6.
Virtue abandoned and conscience reproaching us we become terrified
with imaginary evils. 7. Charles having been deprived of the help of
tutors his studies became totally neglected. 8. To prevent further alter¬
cation I submitted to the terms proposed. 9. To say the least they have
betrayed great want of prudence.
1. Incorrect. Peace, being in the nominative case absolute, requires
a comma after the adjunct being secured, Rule 5th. Thus, "Peace of
mind being secured, we may smile at misfortune."
2. Incorrect. To enjoy, being in the infinitive mood absolute, re¬
quires a comma after its adjunct present pleasure, Rule 5th. Thus, "To
enjoy present pleasure, he sacrificed his future ease and reputation."
3. Incorrect. "Formed for great enterprises," being an adjunct
which may be resolved into a simple sentence, requires a comma before
and after it, Rule 5th. Thus, " His talents, formed for great enterprises,
could not fail of rendering him conspicuous."
4. Incorrect. This sentence is composed of three imperfect phrases,
which should be separated by a comma, Rule 5th. Thus, " The path of
piety and virtue, pursued with a firm and constant spirit, will assuredly
lead to happiness."
5. Incorrect. As this sentence is composed of a simple sentence, and
a participial phrase which may be resolved into a simple sentence, they
should be separated by a comma, Rule 5th. Thus, "All mankind com¬
pose one family, assembled under the eye of one common Father."
6. Incorrect. As this sentence is composed of two participial phrases,
which may be resolved into simple sentences, and a simple sentence,
they should be separated by commas, Rule 5th. Thus, " Virtue aban¬
doned, and conscience reproaching us, we become terrified with imagin¬
ary evils."
7. Incorrect. As this sentence is composed of a noun in the nomina¬
tive case absolute, a participial phrase, and a simple sentence, they should
be separated by commas, Rule 5th. Thus, "Charles having been de¬
prived of the help of tutors, his studies became totally neglected."
8. Incorrect. As this sentence is composed of the infinitive mood
absolute with its adjunct, and a simple sentence, they should be separated
PUNCTUATION.
363
by a comma, Rule 5th. Thus, "To prevent further altercation, I sub¬
mitted to the terms proposed."
9. Incorrect. As this sentence is composed of the infinitive mood
absolute with its adjunct, and a simple sentence, they should be separated
by a comma, Rule 5th. Thus, " To say the least, they have betrayed
great want of prudence."
Q. 6. Can you recite RULE YI. ?
A. A compound sentence must be resolved into simple ones
by placing commas between its members; as, "The decay,
the waste, and the dissolution of a plant, may affect our
spirits, and suggest a train of serious reflections."
Three or more nouns, verbs, adjectives, participles, or ad¬
verbs, connected by conjunctions, expressed or understood,
must be separated by commas; as, " The husband, wife, and
children, suffered extremely;" "In a letter, we may advise,
exhort, comfort, request, and discuss;" "David was a brave,
wise, and pious man ;" "A man, fearing, serving, and loving
his Creator, lives "for a noble purpose;" " Success generally
depends on acting prudently, steadily, and vigorously, in what
we undertake."
Two or more nouns, verbs, adjectives, participles, or adverbs, occurring
in the same sentence, with their conjunctions understood, should be
separated by commas; as, "Reason, virtue, answer one great aim;"
" Virtue supports in adversity, moderates in prosperity;" " Plain, honest
truth, needs no artificial covering;" "We are fearfully, wonderfully
framed."
FALSE PUNCTUATION.
1. We have no reason to complain of the lot of man nor of the muta¬
bility of the world. 2. Sensuality contaminates the body depresses the
understanding deadens the moral feelings of the heart and degrades man
from his rank in creation. 3. Self-conceit presumption and obstinacy
blast the prospects of many a youth. 4. He is alternately supported by
his father his uncle and his elder brother. 5. The man of virtue and
honor will be trusted relied upon and esteemed. 6. Conscious guilt
renders one mean-spirited timorous and base. 7. An upright mind will
never be at a loss to discern what is just and true lovely honest and of
good report. 8. Habits of reading writing and thinking are the indis¬
pensable qualifications of a good student. 9. The great business of life
is to be employed in doing justly loving mercy and walking humbly with
our Creator. 10. To live soberly righteously and piously compre¬
hends the whole of our duty. 11. In our health life possessions connec¬
tions pleasures there are causes of decay imperceptibly working. 12.
364
PROSODY.
Deliberate slowly execute promptly. 13. An idle trifling society is near
akin to such as is corrupting. 14. This unhappy person had been
seriously affectionately admonished but in vain.
1. Incorrect. As this is a compound sentence, its members should be
separated by a comma, Rule 6th. Thus, "We have no reason to com¬
plain of the lot of man, nor of the mutability of the world."
2. Incorrect. As this is a compound sentence, composed of four
members, they should be separated by commas, Rule 6th. Thus,
" Sensuality contaminates the body, depresses the understanding, deadens
the moral feelings of the heart, and degrades man from his rank in
creation."
3. Incorrect. As the verb blast, in this sentence, has three nomi¬
natives which are copulatively connected, they should be separated by
commas, Rule 6th. Thus, " Self-conceit, presumption, and obstinacy,
blast the prospects of many a youth."
4. Incorrect. As this sentence contains three objects which are
copulatively connected, they should be separated by commas, Rule 6th.
Thus, "He is alternately supported by his father, his uncle, and his elder
brother."
5. Incorrect. As this is a compound sentence, composed of three
members which are copulatively connected, they should be separated by
commas, Rule» 6th. Thus, "The man of virtue and honor, will be
trusted, relied upon, and esteemed."
6. Incorrect. As this sentence contains three adjectives which are
copulatively connected, they should be separated by commas, Rule 6th.
Thus, " Conscious guilt renders one mean-spirited, timorous, and base."
7. Incorrect. As this sentence contains four adjectives which are
copulatively connected, they should be separated by commas, Rule 6tli.
Thus, "An upright mind will never be at a loss to discern what is just
and true, lovely, honest, and of good report."
8. Incorrect. As this sentence contains three participles which are
copulatively connected, they should be separated by commas, Rule 6th.
Thus, "Habits of reading, writing, and thinking, are the indispensable
qualifications of a good student."
9. Incorrect. As this sentence is composed of one simple sentence
and three participial phrases which are copulatively connected, they
should be separated by commas, Rule 6th. Thus, "The great business
of life, is, to be employed in doing justly, loving mercy, and walking
humbly with our Creator."
10. Incorrect. As this sentence contains three adverbs which are
copulatively connected, they should be separated by commas, Rule 6th.
Thus, "To live soberly, righteously, and piously, comprehends the whole
of our duty."
11. Incorrect. As this sentence contains five nouns which are con¬
nected by and understood, they should be separated by commas, Rule
6th. Thus, " In our health, life, possessions, connections, pleasures, there
are causes of decay imperceptibly working."
PUNCTUATION.
365
12. Incorrect. As this is a compound sentence, composed of two simple
sentences connected by and understood, tbey should he separated by a
comma, Rule 6th. Thus, "Deliberate slowly, execute promptly."
13. Incorrect. As this compound sentence, contains two adjectives
connected by and understood, they, as well as its members, should be
separated by a comma, Rule 6th. Thus, "An idle, trifling society is
near akin to such, as is corrupting."
14. Incorrect. As this compound sentence contains two adverbs con¬
nected by and understood, they, as well as its members, should be sepa¬
rated by a comma, Rule 6th. Thus, "This unhappy person has been
seriously, affectionately admonished, but in vain."
Q. 7. Can you recite RULE VII. ?
A. Comparative sentences whose members are short, and sen¬
tences connected by relative pronouns the meaning of whose
antecedents is restricted to a particular sense, should not be
separated by a comma; as, ""Wisdom is better than riches;"
"NTo preacher is so successful as time ;" "He accepted what I
rejected ;" " Self-denial is a sacrifice which virtue must make;"
" Substract from many modern poets all that may be found in
Shakspeare, and trash will remain;" "Give it to the man
lohom you most esteem."
But when the antecedent is used in a general sense, a
comma should be inserted before the relative; as, "Man, who
is born of a woman, is of few days, and full of trouble;"
" There is no charm, in the female sex, which can supply the
place of virtue."
This rule is equally applicable to constructions in which the
relative is understood; as, "Value duly the privileges you
enjoy ;" that is, "the privileges which you enjoy."
FALSE PUNCTUATION.
1. How much better it is to get wisdom, than gold ! 2. The friend¬
ships of the world, can exist no longer, than interest cements them. 3.
Eat what, is set before you. 4. They, who excite envy, will easily incur
censure. 5. A man, who is of a detracting spirit, will misconstrue the
most innocent words that can be put together. 6. Many of the evils,
which occasion our complaints of the world, are wholly imaginary. 7.
The gentle mind is like the smooth stream which reflects every object in
its just proportion, and in its fairest colors. , 8. In that unaffected
civility, which springs from a gentle mind, there is an incomparable
charm. 9. The Lord whom I serve, is eternal. 10. This, is the man,
we saw yesterday.
366
PROSODY.
1. Incorrect. This being a comparative sentence whose members are
short, they should not he separated by a comma, Rule 7th. Thus, "How
much better it is to get wisdom than gold."
2. Incorrect. This being a comparative sentence whose members are
closely connected, the last clause should not be separated by a comma,
Rule 7th. Thus, "The friendships of the world, can exist no longer
than interest cements them."
3. Incorrect. In this sentence what, is equivalent to that which, which
are so closely connected, that they should not be separated by a comma,
Rule 7th. Thus, "Eat what is set before you."
4. Incorrect. In this sentence the antecedent they relates to particu¬
lar persons, and there is so close a connection between it and its relative
who, that they will not admit a comma between them, Rule 7th. Thus,
" They who excite envy, will easily incur censure."
5. Incorrect. Man, in this sentence, relates to a particular kind of
person, and it is so closely connected with who, that they should not be
separated by a comma, Rule 7th. Thus, "A man who is of a detracting
spirit, will misconstrue the most innocent words that can be put to¬
gether."
6. Incorrect. In this sentence a particular kind of evils is meant;
and there is so close a connection between evils and its relative which,
that they will not admit a comma between them, Rule 7th. Thus,
"Many of the evils which occasion our complaints of the world, are
wholly imaginary."
7. Incorrect. As stream is used in a general sense, and being an em¬
phatic word, it should be separated from its relative which by a comma,
Rule 7th. Thus, "The gentle mind is like the smooth stream, which
reflects every object in its just proportion, and in its fairest colors."
8. Incorrect. As a particular kind of civility is meant, it should not
be separated from its relative which by a comma, Rule 7th. Thus, "In
that unaffected civility which springs from a gentle mind, there is an
incomparable charm."
9. Incorrect. As Lord is used in a general sense, and being an em¬
phatic word, it should be separated from its relative whom by a comma,
Rule 7th. Thus, "The Lord, whom I serve, is eternal."
10. Incorrect. As a particular man is meant, it should not be sepa¬
rated from its relative whom understood by a comma, Rule 7th. Thus,
" This, is the mag. we saw yesterday."
Q. 8. Can you recite RULE VIII. ?
A. "When two words of the same sort, are connected by a
conjunction expressed, they must not he separated; as, "Liber¬
tines call religion, bigotry or superstition;" "True worth is
modest and retired;" "The study of natural history, expands
and elevates the mind;" "Some men sin deliberately and
presumptuously."
PUNCTUATION.
367
When words are connected in pairs, the pairs only should
he separated; as, "There is a natural difference between
merit and demerit, virtue and vice, wisdom and folly."
"Whether we eat or drink, labor or sleep, we should be tem¬
perate."
But if the parts connected by a conjunction are not short,
they should be separated by a comma; as, "Romances may
be said to be miserable rhapsodies, or dangerous incentives
to evil."
FALSE PUNCTUATION.
1. Idleness brings forward, and nourishes many bad passions. 2.
True friendship will, at all times, avoid a rough, or careless behavior. 3.
Health, and peace, a moderate fortune, and a few friends, sum up all the
undoubted articles of temporal felicity. 4. Truth is fair, and artless,
simple, and sincere, uniform, and consistent. 5. Intemperance destroys
the strength of our bodies and the vigor of our minds. 6. Anarchy,
and confusion, poverty, and distress, desolation, and ruin, are the conse¬
quences of civil war.
1. Incorrect. As the verbs in this sentence, are copulatively con¬
nected, they should not be separated by a comma, Rule 8th. Thus,
" Idleness brings forward and nourishes many bad passions."
2. Incorrect. As rough and careless are disjunctively connected, they
should not be separated by a comma, Rule 8th. Thus, " True friendship
will, at all times, avoid a rough or careless behavior."
3. Incorrect. As health and peace are copulatively connected, they
should not be separated by a comma, Rule 8th. Thus, "Health and
peace, a moderate fortune, and a few friends, sum up all the undoubted
articles of temporal felicity."
4. Incorrect. As this sentence contains pairs of adjectives which
are copulatively connected, the pairs only should be separated by commas,
Rule 8th. Thus, " Truth is fair and artless, simple and sincere, uniform
and consistent."
5. Incorrect. As this sentence contains two long clauses connected
by a conjunction, they should be separated by a comma, Rule 8th. Thus,
" Intemperance destroys the strength of our bodies, and the vigor of our
minds."
6. Incorrect. As this sentence contains pairs of nominatives con¬
nected by conjunctions, the pairs only should be separated by commas,
Rule 8th. Thus, "Anarchy and confusion, poverty and distress, desola¬
tion and ruin, are the consequences of civil war."
Q. 9. Can you recite RULE IX. ?
A. When the vero is understood, a comma may, in some
368
PROSODY.
instances, be used; as, "From law arises security; from
security, curiosity; from curiosity, knowledge."
But, in other instances, the comma should not be inserted
when the verb is understood; as, "No station is so high, no
power so great, no character so unblemished, as to exempt
men from the attacks of rashness, malice, and envy.
FALSE PUNCTUATION.
1. As a companion, he was severe and satirical; as a friend captious
and dangerous. 2. If the spring put forth no blossoms, in summer there
will be no beauty, and in autumn no fruit. 3. So, if youth be trifled
away without improvement, manhood will be contemptible, and old age
miserable. 4. Reading makes a full man; conversation a ready man;
and writing an exact man. 5. Providence never intended, that any state
here, should be either completely happy or entirely miserable.
1. Incorrect. As the verb is understood in the latter clause of this
sentence, a comma should be placed after friend, Rule 9 th. Thus, "As
a companion, he was severe and satirical; as a friend, captious and dan¬
gerous."
2. Incorrect. As the verb is understood in the last clause of this sen¬
tence, a comma should be inserted after autumn, Rule 9th. Thus, " If
the spring put forth no blossoms, in summer there will be no beauty, and
in autumn, no fruit."
3. Incorrect. As the verb is understood in the last clause of this
sentence, a comma should be inserted after age, Rule 9th. Thus, " So,
if youth be trifled away without improvement, manhood will be con¬
temptible, and old age, miserable."
4. Incorrect. As the verb makes is understood in the second and
third clauses of this sentence, a comma should be inserted after conver¬
sation, and writing, Rule 9th. Thus, "Reading makes a full man; con¬
versation, a ready man; and writing, an exact man."
5. Incorrect. As the verb is understood in the last clause of this sen¬
tence, a comma should be inserted after happy, Rule 9th. Thus,
" Providence never intended, that any state here, should be either com¬
pletely happy, or entirely miserable."
Q. 10. Can you recite RULE X. ?
A. When the verb to he is followed by a verb in the infini¬
tive mood, which, by transposition, may be made the nomin¬
ative case to it, the verb to he should be separated from the
infinitive by a comma; as, " The most obvious remedy against
infection, is, to withdraw from all associations with bad men."
Transposed, " To withdraw from all associations with had men, is
the most obvious remedy against infection."
PUHCTUATION.
369
FALSE PUNCTUATION.
1. The most obvious remedy is to withdraw from all associations with
had men. 2. The greatest misery is to he condemned by our own hearts.
3. The first and most obvious remedy against the infection, is to with¬
draw from all associations with bad men. 4. The greatest misery that
we can endure, is to be condemned by our own hearts. 5. Charles's
highest enjoyment was to relieve the distressed, and to do good. 6. The
highest enjoyment that Charles ever experienced, was to relieve the dis¬
tressed, and to do good.
1. Incorrect. By transposing this sentence, the verb to toithdraw,
with its adjunct, may be made the nominative to is ; therefore is should
be separated from the infinitive by a comma, Rule 10th. Thus, " The
most obvious remedy is, to withdraw from all associations with bad
men."
2. Incorrect. By transposing this sentence, the verb to be condemned,
with its adjunct, may be made the nominative to is; therefore, is should
be separated from the infinitive by a comma, Rule 10th. Thus, " The
greatest misery is, to be condemned by our own hearts."
3. Incorrect. By transposing this sentence, the verb to withdraw,
with its adjuncts, may be made the nominative to is ; therefore, is should
be separated from the infinitive by a comma, Rule ;10th. Thus, " The
first and most obvious remedy against the infection, is, to withdraw from
all associations with bad men."
The other three sentences should be corrected precisely in the same
manner.
The comma should be used in several other instances, which will be
given in the following notes.
Note 1st. The words " as, thus, may, so, hence, again, first, secondly,
formerly, now, lastly, once more, above all, on the contrary, in the next
place, in short," and all other words and phrases of a similar kind,
should be separated from the context by a comma; as, "Remember thy
best friend; formerly, the supporter of thy infancy; now, the guardian
of thy youth;" "He feared want; hence, he overvalued riches;" "No,
if youth be trifled away," &c.; "Again, we must have food and cloth¬
ing ;" "Finally, let us conclude."
Note 2d. That, used as a conjunction, and preceded by another
clause, should have a comma before it; as, " Be virtuous, that you may
be happy."
Note 3d. Words repeated should be separated by a comma; as,
"Holy, holy, holy, is the Lord Giod Almighty;" "No, no, no, it can
not be."
Note 4th. Inverted sentences, by throwing two or more words out of
their regular connection, should have a comma; as, "To God, all things
are possible;" " His delight was, to assist the distressed."
24
370
PROSODY.
Note 5th. A short expression, in the manner of a quotation, should
he separated by a comma • as, " Plutarch calls lying, the vice of slaves."
Note 6th. Several verbs in the infinitive mood, succeeding each
other, and having a common dependence, should be separated by
commas; as, " To relieve the indigent, to comfort the afflicted, to pro¬
tect the innocent, to reward the deserving, are humane and noble em¬
ployments."
Note 7th. Words placed in opposition to each other, or used with
some marked variety, should be separated by a comma; as, " Good men,
in this frail, imperfect state, are often found, not only in union with, but
in opposition to, the views and conduct of each other."
a Tho' deep, yet clear ; tho' gentle, yet not dull;
Strong, without rage; without o' erflowing, full."
Note 8th. Sometimes when the word with which the last preposition
agrees, is single, the comma may be omitted; as, " Many states were in
alliance with, and under the protection of Rome."
The same rule and restrictions apply, when two or more nouns refer to
the same preposition; as, " He was composed both under the threatening,
and at the approach, of a cruel and lingering death;" " He was not
only the king, but the father of his people."
In the preceding rules and examples, you should pay particular atten¬
tion to the length of the clauses, and the proportion which they bear to
one another.
It will require more time to learn when and where to use the comma,
than all the other pauses. But, by studying attentively the preceding
rules and notes, and the examples which have been corrected, you may
understand perfectly, in a few days, the proper places to insert commas in
composition.
SEMICOLON.
Q. 1. What is the use of the semicolon ?
A. The Semicolon is used to divide a compound sentence
into parts which are not so closely connected as those parts
which are separated by a comma, yet more closely united
than those separated by a colon.
Q. 2. Can you recite RULE I. ?
A. When the preceding member of a sentence does not
give complete sense, but depends on the following clause, and
PUNCTUATION.
371
sometimes when the sense of the preceding member is com¬
plete without the concluding one, the semicolon is used; as,
"As the desire of approbation, when it works according to
reason, improves the amiable part of our species; so, nothing
is more destructive to them, when it is governed by vanity
and folly." "The wise man is happy, when he gains his own
approbation; the fool, when he gains the applause of those
around him." "Straws swim upon the surface; but pearls
lie at the bottom."
FALSE PUNCTUATION.
1. The path of truth, is a plain and safe path, that of falsehood, a per¬
plexing maze. 2. Heaven is the region of gentleness and friendship,
hell, of fierceness and animosity. 3. As there is a worldly happiness,
which G-od perceives to be no other than disguised misery, as there are
worldly honors, which, in His estimation, are reproach, so, there is a
worldly wisdom, which, in His sight, is foolishness. 4. Perform your
duty faithfully, for this will procure you the blessing of Heaven. 5.
The orator makes the truth plain, to his hearers, he awakens them, he
excites them to action, he shows them their impending danger. 6. Be
at peace with many, nevertheless, have hut few counsellors.
7. "But all subsist by elemental strife,
And passions are the elements of life."
1. Incorrect. As this sentence is composed of two simple sentences,
the former of which makes complete sense without the latter; a semi¬
colon should he used after path, Rule 1st. Thus, "The path of truth, is
a plain and safe path; that of falsehood, a perplexing maze."
2. Incorrect. As this sentence is composed of two simple sentences,
the first of which makes complete sense without the last; a semicolon
should he used after friendship, Rule 1st. Thus, "Heaven is the region
of gentleness and friendship; hell, of fierceness and animosity."
8. Incorrect. As this sentence contains three principal members, the
first and second of which, are dependent on the third for complete sense;
a semicolon should be inserted after misery, and reproach, Rule 1st.
Thus, "As there is a worldly happiness, which God perceives to be no
other than disguised misery; as there are worldly honors, which, in His
estimation, are reproach; so, there is a worldly wisdom, which, in His
sight, is foolishness."
4. Incorrect. As this sentence is composed of two simple sentences,
the former of which makes complete sense without the latter; a semicolon
should he used after faithfully, Rule 1st. Thus, "Perform your duty
faithfully; for this will procure you the blessing of Heaven."
5. Incorrect. This sentence contains four principal members, the
first? second, and third, of which, make complete sense without the
872
PKOSODY.
fourth; therefore, a semicolon should be used after hearers, them, and
action, Rule 1st. Thus, "The orator makes the truth plain to his
hearers; he awakens them; he excites them to action; he shows them
their impending danger."
6. Incorrect. As this sentence is composed of two simple sentences,
the first of which, makes sense without the last; a semicolon should be
used after many, Rule 1st. Thus, "Be at peace with many; neverthe¬
less, have but few counsellors."
7. Incorrect. As these poetic lines are composed of two simple sen¬
tences, the first of which, makes complete sense without the last; a semi¬
colon should be used after strife, Rule 1st. Thus,
"But all subsist by elemental strife;
And passions are the elements of life."
Q. 3. Can you recite RULE II. ?
A. Several short sentences, complete in themselves, hut
having a slight connection in idea, following in succession,
should he separated by a semicolon; as, "The epic poem re¬
cites the exploits of a hero; tragedy represents a disastrous
event; comedy ridicules the vices and follies of mankind;
pastoral poetry describes rural life; and elegy displays the
tender emotions of the heart."
FALSE PUNCTUATION.
1. Philosophers assert, that Nature is unlimited in her operations, that
she has inexhaustible treasures in reserve, that knowledge will always be
progressive, and that all future generations will continue to make dis¬
coveries, of which we have not the least idea. 2. Religion raises men
above themselves, irreligion sinks them beneath the brutes, this, binds
them down to a poor, pitiable speck of perishable earth, that, opens for
them a prospect to the skies. 3. Drunkenness impairs the understand¬
ing, it wastes an estate, it destroys a reputation, it consumes the body,
and it renders a man of the brightest intellect the common jest of the
meanest clown.
1. Incorrect. As this sentence contains four principal members, each
of which, though complete in itself, having a slight connection with the
following member; a semicolon should be used after operations, reserve,
and progressive, Rule 2d. Write the sentence and punctuate it cor¬
rectly.
2. Incorrect. A3 this sentence contains four principal members, each
of which, though complete in itself, having a slight connection with the
following member; a semicolon should be used after themselves, brutes,
and earth, Rule 2d. Write the sentence, and punctuate it correctly.
PUNCTUATION.
373
3. Incorrect. As this sentence contains five principal members, each
of which, though complete in itself, having a slight dependence on the
other ; a semicolon should he used after understanding, estate, reputa¬
tion, and body, Kule 2d. Write the sentence, and punctuate it cor¬
rectly.
Q. 4. Can you recite RULE III. ?
A. When a sentence consists of several complex members
subdivided by commas, the larger divisions of the sentence
should be separated by a semicolon; as, "As the desire of
approbation, when it works according to reason, improves the
amiable part of our species in every thing that is laudable;
so nothing is more destructive to them, when it is governed
by vanity and folly."
Q. 5. Can you recite RULE IV. ?
A.. When a general term has several others as particulars,
in apposition under it, the general term should be separated
from the particulars by a semicolon, and particulars from each
other by commas; as, "Specifying adjectives are divided ^into
three classes; distributive, demonstrative, and indefinite."
But if the word viz, to wit, or namely, be introduced, the
separation is made by a comma only.
Q. 6. Can you recite RULE V. ?
A. When an example is introduced to illustrate a rule or ■
proposition, the semicolon should be used before the conjunc¬
tion as ; as in the following instance: Prepositions govern the
objective case; as, " She gave the book to him."
COLON.
Q. 1. For what purpose is the colon used ?
A. The Colon is used to divide a sentence into parts less
connected than those which are separated by a semicolon, but
not so independent as to require a period.
Q. 2. Can you recite RULE I. ?
A. When a sentence is complete in itself, but followed by
an additional remark or illustration depending upon it in
374
PROSODY.
sense, though not in construction, the colon should he used;
as, " Study to acquire a habit of thinking: nothing is more
important."
FALSE PUNCTUATION.
1. A brute arrives at a point of perfection that be can never pass, in a
few years, he has all the endowments of which he is capable. 2. Nature
felt her inability to extricate herself from the consequences of guilt, the
gospel revealed the plan of divine interposition and aid. 3. Great
works are performed, not by strength, but by perseverance, yonder
palace was raised by single stones; yet you see its height and spacious¬
ness. 4. The three great enemies to tranquillity, are vice, superstition,
and idleness, vice poisons and disturbs the mind with bad passions ; su¬
perstition fills it with imaginary terrors; idleness loads it with tedious-
ness and disgust.
1. Incorrect. If this sentence ended at pass, it would make complete
sense; but as the following sentence is added to illustrate the former, a
colon should be used after pass, Rule 1st.
2. Incorrect. If this sentence ended at guilt, it would make complete
sense; but as the following sentence is added to illustrate the former, a
colon should be used after guilt, Rule 1st.
3. «Incorrect. If this sentence ended at perseverance, it would make
complete sense; but as the following sentences are added to illustrate the
former, a colon should be used after perseverance, Rule 1st.
4. Incorrect. If this sentence ended at idleness, it would make com¬
plete sense; but as the following sentences are added to illustrate the
former, a colon should be used after idleness, Rule 1st.
Q. 3. Can you recite RULE II. ?
A. "When several short sentences follow in succession, each
containing complete sense in itself, but all having a common
dependence on a subsequent clause, they should be separated
from each other by a semicolon, and from the subsequent
clause by a colon; as, " That Nature is unlimited in her ope¬
rations; that she has inexhaustible resources in reserve; that
knowledge will always be progressive ; and that all future
generations will continue to make discoveries: these are
among the assertions of philosophers." "A divine legislator,
uttering his voice from heaven; an almighty governor, stretch¬
ing forth his arm to punish or reward; informing us of
perpetual rest prepared for the righteous hereafter, and of
indignation and wrath awaiting the wicked: these are the
considerations which overawe the world, which support integ¬
rity, and check guilt."
PUNCTUATION.
375
Q. 4. Can you recite RULE III. ?
A. The use or omission of a conjunction before the con¬
cluding member of a sentence, frequently determines the
insertion of the colon or semicolon. When the conjunction
is not expressed before the concluding member, the colon
should be used; but when the conjunction is expressed, the
semicolon should be used; as, "Apply yourself to learning:
it will redound to your honor." "Apply yourself to learning;
for it will redound to your honor."
PERIOD.
Q. 1. When should the period be used ?
A. When sentences are complete in sense, and not con¬
nected in meaning or grammatical construction, they should
be separated by a period; thus, "Fear God." "Honor the
king." "Have charity toward all men."
Compound sentences connected by conjunctions, are sometimes sepa¬
rated by a period; as, " Recreations, though they may be of an innocent
kind, require steady government to keep them within a due and limited
province. But such as are of an irregular and vicious nature, are not to
be governed, but to be banished from every well regulated mind." ' "He
who lifts up himself to the notice and observation of the world, is, of all
men, the least likely to avoid censure. For he draws upon himself a
thousand eyes, that will narrowly inspect him in every part."
A period must be used at the end of all books, chapters, sections, &c.:
also, after all abbreviations;' as, A.D.—M.A.—N.B.—U. S.—Ya. Md.
La. Viz. Col. Capt. Glen. Cent. Mr. Mrs. Messrs. &c.
INTERRO CATION POINT.
Q. 1. When should the interrogation point be used?
A. The Interrogation point should be used at the end of a
sentence which is used in asking a question; as, "Who
adorned the heavens with such exquisite beauty ?"
The interrogation point requires as long a pause, in reading or speak¬
ing, as a period.
EXCLAMATION POINT.
Q. 1. What is the use of the exclamation point ?
A. The exclamation point is used to denote an expression
of sudden emotion, surprise, joy, grief, &c., and sometimes it
is applied to invocations and addresses; as, " How much
376
PROSODY,
vanity in the pursuit of men!" "Alas i I fear for life." "0
grave! where is thy victory?" "0 death! where is thy
sting?" "My friend! this conduct amazes me !" "Hear me,
0 Lord ! for thy loving kindness is great!" "0 virtue ! how
amiable thou art!" "Eternity! thou pleasing, dreadful
thought!" "0 ! that he would come."
"Lo ! Newton, priest of Nature, shines afar,
Scans the wide world, and numbers every star."
DASH.
Q. 1. What is the use of the dash ?
A. 'f'he Dash is used where the sentence breaks off ab¬
ruptly; also, to denote a significant pause—an unexpected
turn in the sentiment—or that the first clause is common to
all the rest; as, "If thou art he, so much respected once—
but, oh! how fallen! how degraded!" "If acting conform¬
ably to the will of our Creator;—if promoting the welfare of
mankind around us;—if securing our own happiness;—are
objects of the highest moment: then we are loudly called
upon to cultivate and extend the great interests of religion
and virtue."
A dash following a stop, denotes that the pause is to he greater than if
the stop were alone. But when the dash is used by itself^ it requires a
pause of such length as the sense only can determine; as,
" Here lies the great—False marble, where ?
Nothing but sordid dust lies here."
PARENTHESIS.
Q. 1. What is the use of the parenthesis?
A. A Parenthesis is a clause containing some useful remark,
which may be omitted without injuring the grammatical con¬
struction ; as, " To gain a posthumous reputation, is to save a
few letters (for what is a name besides ?) from oblivion."
" Know then this truth, (enough for man to know,)
Virtue alone is happiness below."
The words included in a parenthesis, should be read in a
lower tone of voice; and they require the same stop which
the sense would demand, if the parenthesis were not used.
It ought to terminate with the same kind of a point which
PUNCT U AT ION.
377
the member that precedes it has; as, " He loves nobly, (I
speak of friendship,) who is not jealous, when be has part¬
ners of love."
" Or why so long, (in life if long can be,)
Lent Heav'n a parent to the poor and me ?"
Parentheses containing interrogations or exclamations, form an ex¬
ception to this rule; as, " If I grant his request, (and who could refuse
it ?) I shall secure his esteem and attachment."
The use of the parenthesis should be avoided as much as possible.
The Apostrophe is used when a letter or letters are omitted; as,
e'er for ever ; iho' for though ; or to mark the possessive case; as, " That
is John's horse."
Quotation marks (" ") are put at the beginning and end of a pas¬
sage quoted from an author in his own words, or to mark a passage
regarded as a quotation; as, "An honest man is the noblest work of
God."
The Hyphen is used at the end of a line to connect a word; also to
connect compound words; as lap-dog ; book-case ; lightning-rod, &c.
An Ellipsis ( ) is used when some letters are omitted; as,
K g for king.
The Caret (y^) is used when a letter, word or words are omitted; as,
i the
constituton; Give me book.
A A
Brackets are sometimes used for nearly the same purpose as
the parenthesis, or to include some explanation; as, " The wisest men
[and, it might be added, the best too] are not exempt from human
frailty."
The Section (§) is used to divide a* discourse or chapter into por¬
tions.
The Index (M§°*) is used to point out any remarkable thing.
The Asterisk, (*) Obelisk, (f) Double Dagger, (J) and Parallels, (||)
&c., are used as marks of reference to the bottom of the page, for some
explanation of what has been said.
378
APPENDIX.
APPENDIX.
PART FOURTH.
LECTURE XH.—RHETORIC.
Q. 1. Can you define the word Rhetoric ?
A. Rhetoric is the science of oratory. It is the art of speak¬
ing with propriety, elegance, and force.
Q. 2. What is the difference between grammar and rhetoric ?
A. Grammar instructs us how to express our thoughts cor¬
rectly. Rhetoric teaches us how to express them with force and
elegance.
COMPOSITION.
Q. 1. Can you define the word Composition ?
A. Composition is the art of expressing our sentiments in
spoken or written language.
Q. 2. How many kinds of composition are there ?
A. Composition consists of two kinds, Prose and Poetry.
Q. 3. In what does a composition of Prose consist ?
A. A Composition of Prose consists in the manner of ex¬
pressing our ideas in the natural order, in common and
ordinary language.
Q. 4. In what does a composition of Poetry consist ?
A. A Composition of Poetry consists in the manner of ex¬
pressing our thoughts and sentiments in measured verse, by
APPENDIX.
3T9
words and figures selected and arranged, so as to please the
ear, and captivate the fancy.
Q. 5. What are the principal kinds of jprose compositions ?
A. They are narrative, letters, memoirs, history, biography,
essays, philosophy, sermons, novels, speeches, and orations.
Q. 6. What are the principal kinds of poetical compositions ?
A. They are the epigram, the epitaph, the sonnet, pastoral
poetry, didactic poetry, satires, descriptive poetry, elegy, lyric
poetry, dramatic poetry, and epic poetry.
STYLE.—PERSPICUITY AND PRECISION.
Q. 1. What is Style in composition?
A. Style, in speaking or writing, is the peculiar manner
of expressing our ideas by means of language. The qualities
of a good style, may be ranked under two heads, perspicuity
and ornament.
Q. 2. What is perspicuity in written or spoken language ?
A. Perspicuity is that quality of speaking or writing, which
conveys readily to the mind of the hearer or reader the pre¬
cise ideas of the speaker or writer. It is the first excellence
of writing or speaking; and it consists of purity, propriety, and
precision.
Q. 3. In what does purity of language consist ?
A. Purity of language, consists in the proper selection of
words to convey our ideas in the clearest possible manner: it
also consists in the rejection of such words and phrases as
are not used by our best speakers and writers.
Q. 4. In what does propriety of language consist ?
A. Propriety consists in the use of such words as are best
adapted to convey our meaning: it is correctness in the use
of words and phrases, according to the established usage,
which constitutes the rule of speaking and writing.
Q. 5. In what does the precision of language consist?
A. Precision of language, consists in the beauty and ex¬
cellence in selecting the precise words, which are best adapted
to convey the sentiments that we wish to express: it rejects
all superfluous words.
STRUCTURE OP SENTENCES.
Correct and elegant writing depends upon the proper selection of
380
APPENDIX.
words, and the form and structure of sentences. The qualities most
essential in the construction of a perfect sentence, are Unity, Clearness,
Strength, and Harmony.
UNITY.
Unity is an indispensable property of a correct sentence. It retains
one predominant object through a sentence, or a series of clauses. With
regard to Unity, in the construction of a sentence or sentences, you
should observe the following rules.
1. Separate into distinct sentences such clauses as have no immedi¬
ate connection.
2. The principal words throughout a sentence, should be the most
prominent; and the leading nominative should, if possible, be the subject
of every clause.
8. Avoid the use of parentheses as much as possible.
CLEARNESS.
Clearness consists in the proper arrangement of words. With re¬
gard to clearness in the construction of a sentence or sentences, you
should observe the following rules.
1. Adverbs, relative pronouns, and explanatory phrases should be
placed as near as possible to the words which they affect, and in such a
situation as the sense requires.
2. Pronouns should be so used as clearly to indicate the nouns which
they represent.
3. Prepositions should always be placed before the nouns or pro¬
nouns which they govern in the objective case.
4. Adjectives should be placed next to the words to which they be¬
long, or which they qualify or restrict.
5. Adverbs should be placed before adjectives, and other adverbs,
after participles and verbs, or between the auxiliary and the verb which
they qualify.
6. Participles connected by conjunctions, should be in the same
form, and refer to, or belong to the same noun or pronoun.
7. Adverbs connected by conjunctions, should be so placed as to
qualify the same verb or participle.
8. Nouns and pronouns connected by conjunctions should govern the
same verb, or they should be the objects of the same verb, participle, or
preposition; unless they are in the possessive case.
9. Verbs connected by conjunctions, must be in the same mood and
tense; and the nominative case to the latter verb or verbs so connected,
should never be expressed; nor should the auxiliary to the latter verb or
APPENDIX.
381
verbs so connected; ever be expressed; when sucb verbs are in a compound
tense.
10. Several nominatives may govern one verb, but one nominative
can not govern two verbs. When verbs are connected by conjunctions,
many eminent philologists suppose, that the nominative to the first verb,
is also the nominative to the latter verb or verbs so connected. If such
were the case, the personal pronouns would be deprived of one of the most
essential offices which they possess; which is that of governing verbs.
When two or more'verbs are connected by a conjunction, and a noun is
the nominative to the first verb, the other verb or verbs so connected,
are always governed by the personal pronoun which represents the noun
that is the nominative to the first verb. But when a personal pronoun is
the nominative to the first verb, the same pronoun must be used as the
nominative to the other verb or verbs so connected; as, " The minutest
plant or animal, if attentively examined, affords a thousand wonders, and
obliges us to admire and adore the Omnipotent hand by which it was
created."
In this example, affords and obliges are connected by and; therefore,
the nominative to obliges, is not expressed. Plant and animal are the
nominatives to affords, Rule 3d. Affords agrees with its nominatives in
the third person singular, Rule 33d. Obliges is governed by it under¬
stood, with which it agrees in the third person, singular number, Rule
4th. For a further explanation on this subject, see the Treatise on the
conjunction.
STRENGTH.
Strength gives to every word and member of a sentence its due im¬
portance. With regard to strength, in the construction of a sentence or
sentences, you should observe the following rules.
1. Avoid tautology, and reject all superfluous words and phrases.
2. Place the most important words in a sentence, in a situation in
which they will make the strongest impression.-
3. A weaker assertion should not follow a stronger; and when
the sentence consists of two members, it should conclude with the longer
member.
4. Particular attention should be paid to the proper use of pre¬
positions, conjunctions, personal and relative pronouns.
5. No sentence should end with a preposition; and you should avoid
ending a sentence with an adverb or adjective, unless it be an emphatical
word.
6. When two or more things are compared or contrasted with each
other, a resemblance in the language and construction should be
observed.
382
APPENDIX.
FIGURES OF SPEECH.
A Figure op Speech is a deviation from the ordinary application of
words, in order to give animation, strength, and beauty to the composi¬
tion. Figufes of speech are termed Tropes, which signify words or ex¬
pressions used in a different sense from that which they properly indi¬
cate, for the purpose of giving life or emphasis to our ideas.
The most important figures are the following, viz. u—
1. Personification. 6. Hyperbole. 11. Climax.
2. Simile. 7. Irony.
3. Metaphor. 8. Metonymy.
4. Allegory. 9. Synecdoche.
5. Vision. 10. Antithesis.
12. Exclamation.
13. Interrogation.
14. Paralepsis.
15. Apostrophe.
1. Personification is that figure of speech by which we attribute
life and action to inanimate objects. It is used to give to inanimate
things the sentiments of rational beings; as, "Confusion heard his
voice;" "The ground thirsts for rain;" "The earth smiles with
plenty;" " Cheer'd with the grateful smell, old Ocean smiles;" " The
wilderness and the solitary place shall be glad for them;"and "thedesert
shall rejoice and blossom as the rose."
2. A Simile expresses the resemblance that one object bears to an¬
other. It is used, in rhetoric, to compare two things, which, however dif¬
ferent in other respects, have some strong point or points of resemblance;
as, "The eloquence of Demosthenes was like a rapid torrent; that of
Cicero, like a large stream that glides smoothly along with majestic
tranquillity;" "He shall he like a tree planted by the. rivers of water"
" The actions of princes are like those great rivers, the course of which
every one beholds, but their springs have been seen by few;" "As the
mountains are round about Jerusalem, so the Lord is round about His
people;" " The music of Caryl was like the memory of joys that are
past; pleasant and mournful to the soul;" " Our Indians are like those
wild plants which thrive best in the shade."
" The Assyrian came down, like the wolf on the fold,
And his cohorts were gleaming with purple and gold;
And the sheen of their spears was like stars on the sea,
When the blue wave rolls nightly on deep Galilee."
3. A Metaphor is a simile without the sign of comparison. In a
metaphor the similitude is contained in the name; as, " That man is a
fox." " The soldiers were lions in combat."
Metaphors abound in all writings. In the Scriptures, they may be
found in vast variety. Thus, our blessed Lord is called a vine, a lamb,
a lion, &c.; and men, according to their different dispositions, are styled
wolves, sheep, dogs, serpents, vipers, &c.
APPENDIX.
383
4. An .Allegory is a continuation of metaphors, so connected as to
form a kind of parable or fable. The following beautiful and pleasing
allegory, in which the people of Israel are represented under the image
of a vine, is taken from the sixtieth psalm :—" Thou hast brought a vine
out of Egypt: thou hast cast out the heathen, and planted it. Thou
preparedst room before it; and didst cause it to take deep root, and it
filled the land. The hills were covered with the shadow of it; and the
boughs thereof were like goodly cedars. She sent out her boughs into
the sea, and her branches into the river."
5. Vision is a figure by which the speaker represents past events, or
the past objects of his imagination, by using the present tense, which
causes those objects to be actually present to his senses; as, " Caesar
leaves Gaul, crosses the Rubicon, and enters Italy." " The combat
thickens : on, ye braves !"
6. A Hyperbole is a figure which expresses much more or less than the
truth ; or which represents things much greater or less, better or worse,
than they really are; as, "If a man can number the dust of the earth,
then shall thy seed also be numbered." " I saw their chief, tall as a
rock of ice; his spear, the blasted fir; his shield, the rising Moon; he
sat on the shore, like a cloud of mist on the hills." David says of Saul
and Jonathan, that "They were swifter than eagles; they were stronger
than lions." "He was so gaunt, that the case of a flageolet was a man¬
sion for him."
7. Irony is a figure of speech by which we mean quite the contrary
of what we say. It is a kind of ridicule which exposes the errors or
faults of others by seeming to adopt, approve, or defend them; as, "Nero
was a very virtuous prince." " Pope Hildebrand was remarkable for his
meekness and humility." The prophet Elijah used this figure, when
he said to the worshippers of Baal, " Cry aloud, for he is a god : either
he is talking, or he is pursuing, or he is on a journey, or, peradventure,
he sleepeth, and must be waked."
8. A Metonymy is a figure .by which we put the cause for the effect,
or the effect for the cause. It is a trope in which one word is put for
another; as, "He reads Milton;" that is, "The works of Milton."
"Gray hairs should be respected;" that is, "old age." "They have
Moses and the prophets;" that is, their hooks and writings. "He
addressed the chair that is, the person in the chair.
9. Synecdoche is a figure or trope by which the whole of a thing is
put for a part, or a part for the whole; as the genus for the species, or
the species for the genus; as, "A fleet of twenty sail, instead of ships."
" The horse is a noble animal." " The dog is a faithful creature."
" The fox is a cunning animal."
10. Antithesis is a figure by which different kinds of objects are
contrasted to make them show to each other's advantage; as, " When
384
APPENDIX.
our vices leave us, we flatter ourselves we leave them." " Tlie prodigal
robs his heir, tlie miser robs himself." "Excess of ceremony stows want
of breeding." " If you wish to enrich a person, study not to increase
his stores, but to diminish his desires." Solomon contrasts the timidity
of the wicked with the courage of the righteous, when he says, " The
wicked flee when no man pursueth, but the righteous are as bold as a
lion."
11. Climax is a figure which is used to heighten all the circumstances
of an object or action, which we desire to place in a strong light. It isi
a figure of rhetoric, in which a sentence rises, as it were, step by step;
or in which the expression which ends one member of the period, begins
the second, and so on, till the period is ended; as, "When we have
practiced good actions awhile, they become easy; and, when they are
easy, we begin to take pleasure in them; and, when they please us, we
do them frequently; and, by frequency of acts, they grow into a habit."
Cicero uses this figure when he says, "It is a crime to put a. Roman
citizen in bonds : it is the height of guilt to scourge him : little less than
parricide to put him to death: what name, then, shall I give to the act
of crucifying him?" "Who shall separate us from the love of Christ?
Shall tribulation, or distress, or persecution, or famine, or nakedness, or
peril, or sword ? Nay," &c.
12. Exclamation is a figure that is used to express some strong
emotion of the mind; as, "Oh! the depth of the riches, both of the
wisdom and the knowledge of God." " 0 that I had in the wilderness
a lodging place of way-faring men !" " 0 that I had wings like a dove !
for then would I fly away, and be at rest!"
13. Interrogation is a figure by which we express the emotion of
our minds and enliven our discourse, by asking questions; as, "Hath
the Lord said it ? and shall He not do it ? Hath He spoken it ? and
shall He not make it good ?" " Hast thou an arm like God ? or canst
thou thunder with a voice like Him ?"
14. Paralepsis is a figure by which the speaker pretends to conceal
what he is really declaring and strongly enforcing; as, "Horatius was
once a very promising young gentleman, but in process of time, he be¬
came so addicted to gaming, not to mention his drunkenness and debauch¬
ery, that he soon exhausted his estate, and ruined his constitution."
15. Apostrophe is a turning off from the subject to address some
other person or thing. It is a changing the course of a speech, and
addressing a person who is dead or absent, as if present. The address is
frequently made to a personified object; as, "Death is swallowed up in
victory. 0 death! where is thy sting? 0 grave! where is thy vic¬
tory ?" "Weep-on the rocks of roaring winds, 0 maid of Inistore; bend
thy fair head over the waves, thou fairer than the ghost of the hills, when
it moves in a sunbeam at noon over the silence of Morven."
key i.
885
PROPER USE OF CAPITAL LETTERS.
It is proper to begin with a capital letter,
_ 1. The first word of every book, chapter, letter, note, or any other
piece of writing.
2. The first word of every sentence; also the first word of every line
in poetry.
3. Proper names, titles of office or honor; as, George Washington,
General Scott, Judge Story, Sir Walter Scott, America, Ohio, Boston,
Louisiana, Kentucky, &c.
4. ^ The appellations of the Deity; as, God, Lord, Most High, the
Almighty, the Supreme Being, &c.
5. The pronoun I and interjection 0 : also adjectives derived from
proper names; -as, Grecian, Roman, English, French, American, &c.
6. The first word of a direct quotation; as, "Know thyself." Also
every substantive and principal word in the titles of books; as, "Euclid's
Elements of Geometry;" "Goldsmith's Deserted Village."
The following Key contains the corrections of those sentences which
are not corrected under their respective Rules of Syntax.
KEY I.
Rule 1st. No Examples.
Rule 2d. No Examples.
Rule 3d. No Examples.
Rule 4th. Example 2d. Great pains have been taken, &c. 4. The
sincere are always esteemed. 5. Not one of them is happy. 6. What
avail the best sentiments, &c. 7. is without limit. 8. has been con¬
ferred, &c. 10. consists the happiness, &c. 11. There was, in the
metropolis, &c. 12. was wholly consumed.
Rule 5th. No Examples.
Rule 6th. No Examples.
Rule 7th. Example 6. Augustus the Roman emperor, he who suc¬
ceeded Julius Caesar, &c. 7. We adore the Divine Being, Him who is
from eternity to eternity.
Rule 8th. Example 1. Homer's works are much admired. 2. He is
reading Gowper's poems. 3. You are reading Cicero's orations. 4. The
merchant keeps hoys' hats for sale. 5. The milliner makes ladies' bon¬
nets, &c. 7. The measure failed in consequence of the president's neglect¬
ing to lay it before the council. 8. The time of my friend's entering
on business soon arrived. 9. In case of the attorney's neglecting his
client's cause, &c. 11. This is Peter the emperor's declaration. 10.
This is Campbell the poet's production. 13. He was pardoned for
David my servant's sake. 12. Herodias's daughter demanded John the
Baptist's head. 15. I reside at Lord Stermont's my old patron and bene¬
factor.
25
386
KEY II.
Rule 9th. All the examples under this Rule are corrected.
Rule 10th. All the examples under this Rule are corrected.
Rule 11th. All the examples under this Rule are corrected.
Rule 12th. All the examples under this Rule are corrected.
Rule 13th. All the examples under this Rule are corrected.
Rule 14th. There are no examples under this Rule.
Rule 15th. All the examples under this Rule are corrected.
Rule 16th. All the examples under this Rule are corrected.
Rule 17th. All the examples under this Rule are corrected.
Rule 18th. There are no examples under this Rule.
Rule 19th. All the examples under this Rule are corrected.
Rule 20th. All the examples under this Rule are corrected.
Rule 21st. All the examples under this Rule are corrected.
Rule 22d. All the examples are corrected.
Rule 23d. All the examples are corrected.
Rule 24th. All the examples are corrected.
Rule 25th. All the examples are corrected.
Rule 26th. No examples under this Rule.
Rule 27th. All the examples are corrected.
Rule 28th. No examples under this Rule.
Rule 29th. All the examples are corrected.
Rule 30th. All the examples are corrected.
Rule 31st. No examples under this Rule.
Rule 32d. All the examples are corrected.
Rule 33d. All the examples are corrected.
Rule 34th. All the examples are corrected.
Rule 35th. All the examples are corrected.
Rule 36th. No examples under this Rule.
Rule 37th. No examples under this Rule.
KEY II.
This Key contains the corrections of those examples of False Syntax,
which are not corrected, under the head of "False Syntax Promiscuously
Arranged."
Ex. 2. The generous never recount, &c. Rule 4th.
Ex. 3. Thou shouldst love thy neighbor as sincerely as thou lovest thy¬
self. Rule 4th.
Ex. 4. Constitutes the great principles, &c. Rule 15th.
Ex. 6. In unity consist the welfare and security, &c. Rule 32d.
Ex. 7. Humility and knowledge, with poor apparel, excel pride and
ignorance under costly attire. Rule 32d.
Ex. 9. The court has just ended, &c. Rule 12th.
Ex. 10. The crowd was, &c., through it. Rule 12th.
Ex. 15. Whom we ought to love, and to whom we ought to be grate
ful. Rules 21st and 11th and Note 4th.
Ex. 22. It could not have been she, &c. Rule 22d.
KEY II.
387
Ex. 25. When we see a good mind maintain its patience and tran¬
quillity, &c., and forgive, &c. Rule 25th.
Ex. 26. see young persons, &c., resist, &e., and steadily pursue vir¬
tue and knowledge, &c. Rule 25th.
Ex. 27. When they sa%o the'lame walk, and the blind see. Rule 25th.
Ex. 42. Nor let any one disturb, &c. Rule 35th.
Ex. 43. Nor take any proper measures, &c. Rule 35th.
Ex. 44. Either from him, or from his friend. Rule 35th.
Ex. 46. To whom does he offer, &c. Rule 11th and its Note 4th.
Ex. 47. The man with whom I went to Texas, &c. Rule 21st and
Note 4th to Rule 11th.
Ex. 48. It is not I with whom he is engaged. Rule 21st and Note
4th to Rule 11th.
Ex. 49. From whom did he receive that intelligence 1 Rule 11th
and its Note 4th.
Ex. 51. But it will not necessarily produce, &c. Note 1st to Rule
30th.
Ex. 52. But they do not command esteem. Note 1st to Rule 30th.
Ex. 53. It will improve our morals too. Note 1st to Rule 30th.
Ex. 55. If he promise, &c. Note 3d to Rule 30th.
Ex. 56. Unless he learn, &c. Note 3d to Rule 30th.
Ex. 58. They are much greater gainers than I, &c. Rule 23d.
Ex. 59. Though she is not so learned as he, &c. Rule 23d.
Ex. 60. Not I. Rule 19th, 2d part.
Ex. 61. Not he. Rule 19th, 2d part.
Ex. 62. Not I; it was she. Rule 19th, 2d part.
Ex. 63. And that is I. Rule 22d.
Ex. 64. Virtue and mutual confidence are the soul of friendship.
Rule 32d.
Ex. 65. An army presents, &c. Rule 12th.
Ex. 66. Whom we have most to fear, &c. Rule 21st.
Ex. 67. It will surely awake, &c. Note 1st to Rule 24th.
Ex. 68. That is pursued to excess, converts itself into poison. Rule
4th and Rule 17th.
Ex. 69. Whom he had seen, &c. Rule 21st.
Ex. 70. Dispense blessings, &c. Rule 32d.
Ex. 71. Succeeds each other, &c. Rule 4th.
Ex. 72. The rude inhabitant of Lapland is happier than he. Rule
23d.
Ex. 73. How much are real virtue and merit exposed to suffer the
hardships of a stormy life ! Rule 32d.
Ex. 74. Duties which require, &c. Note 4th to Rule 19th.
Ex. 75. Whence have there arisen, &c. Note to Rule 27th.
Ex. 76. Mayst thou as well as I, he meek, patient, and forgiving.
Rule 4th and Rule 23d.
Ex. 77. Animals that have been forced, &c. Note 4th to Rule 19tR
Ex. 78. Hatred or revenge is a thing deserving censure, wherever it is
found to exist. Rule 33d.
Ex. 79. Having thus begun, &c. Note to Rule 27th.
388
KEY II.
Ex. 80. That thou mayst be well educated. Rule 4th.
Ex. 81. If he do not approve my endeavors, they will he an ample
reward. Note 3d to Rule 30th and Rule 17th.
Ex. 82. Ignorance, or the want of light, produces sensuality, covet-
ousness, and those violent contests with others about trifles, which
occasion so much misery and crime in the world. Rule 33d and Note
4th to Rule 19th.
We will close this work, by giving the following Address to young
students, by Mr. Lindley Murray, at the end of his grammar. We
think, that the Address is so well adapted to instill a love of litera¬
ture in the minds of youth, that we would consider our work incom¬
plete without its insertion; and we sincerely hope, that every pupil who
may study this work, will read it; and we wish those who read it to feel
assured, that we are actuated by the same motives, in inserting it here,
as the author was, in writing it.
address to young students.
389
ADDRESS TO YOUNG STUDENTS.
" The Compiler of these elements of the English language,
hopes that it will not be inconsistent with the nature and de¬
sign of his work, to make a short address to the young per¬
sons engaged in the study of it, respecting their future walks
in the paths of literature, and the chief purpose to which they
should apply their acquisitions.
" In forming this grammar, the author was influenced by a
desire to facilitate your progress in learning, and, at the same
time, to impress on your minds principles of piety and virtue.
He wished also to assist, in some degree, the labors of those
who are cultivating your understandings, and providing for
you a fund of rational and useful employment; an employ¬
ment calculated to exclude those frivolous pursuits, and that
love of ease, and sensual pleasure, which enfeeble and corrupt
the minds of many inconsiderate youths, and render them
useless to society.
"Without your own exertions, the concern of others for
your welfare, will be of little avail; with them, you may fairly
promise yourselves success. The writer of this address, there¬
fore, recommends to you, an earnest cooperation with the
endeavors of your friends to promote your improvement and
happiness. This cooperation, whilst it secures your own pro¬
gress, will afford you the heart-felt satisfaction of knowing,
that you are cherishing the hopes, and augmenting the plea¬
sures of those with whom you are connected by the most
endearing ties. He recommends to you, also, serious and
390 ADDRESS TO YOUNG STUDENTS.
elevated views of the studies in which you may he engaged.
Whatever may he your attainments, never allow yourselves to
rest satisfied with mere literary acquisitions, nor with a selfish
or contracted application of them. "When they advance only
the interests of this stage of heing, and look not heyond the
present transient scene, their influence is circumscribed within
a very narrow sphere. The great business of this life is, to
prepare and qualify us for the enjoyment of a better, by cul¬
tivating a pure and humble state of mind, and cherishing
habits of piety towards God, and benevolence to men. Every
thing that promotes or retards this important work, is of
great moment to you, and claims your first and most serious
attention.
"If, then, the cultivation of letters, and the advancement
in knowledge, are found to strengthen and enlarge your
minds, to purify and exalt your pleasures, and to dispose you
to pious and virtuous sentiments and conduct, they produce
excellent effects; which, with your best endeavors to improve
them, and the Divine blessing superadded, will not fail to
render you, not only wise and good yourselves, but also the
happy instruments of diffusing wisdom, religion, and goodness
around you. Thus improved, your acquisitions become hand¬
maids to virtue; and they may eventually serve to increase
the rewards which the Supreme Being has promised to faithful
and well-directed exertions, for the promotion of truth and
goodness amongst men.
" But if you counteract the hopes of your friends, and the
tendency of these attainments; if you grow vain of your
real or imaginary distinctions, and regard with contempt,
the virtuous unlettered mind; if you suffer yourselves to be
absorbed in over-curious or trifling speculations; if your heart
and principles be debased and poisoned, by the influence of
corrupting and pernicious books, for which no elegance of
composition can make amends; if you spend so much of your
time in literary engagements, as to make them interfere with
higher occupations, and lead you to forget, that pious and
benevolent action is the great end of your being: if such be
ADDRESS TO YOUNG STUDENTS. 391
the unhappy misapplication of your acquisitions and advan¬
tages,—instead of becoming a blessing to you, they will prove
the occasion of greater condemnation; and, in the hour of
serious thought, they may excite the painful reflections,—that
it would have been better for you, to have remained illiterate
and unaspiring; to have been confined to the humblest walks
of life; and to have been even hewers of wood, and drawers
of water, all your days.
" Contemplating the dangers to which you are exposed, the
sorrows and dishonor which accompany talents misapplied,
and a course of indolence and folly; may you exert your
utmost endeavors to avoid them ! Seriously reflecting on the
great end for which you were brought into existence; on the
bright and encouraging examples of many excellent young
persons, and on the mournful deviations of others, who were
once promising; may you be so wise as to choose and follow
that path which leads to honor, usefulness, and true enjoy¬
ment ! This is the morning of your life, in which pursuit is
ardent, and obstacles readily give way to vigor and perseve¬
rance. Embrace this favorable season; devote yourselves to
the acquisition of knowledge and virtue; and humbly pray to
God, that He may bless your labors. Reflect often on the
advantages which you possess, and on the source whence they
are all derived. A lively sense of the privileges and blessings,
by which you have been distinguished, will induce you to ren¬
der to your heavenly Father, the just returns of gratitude and
love : and these fruits of early goodness, will be regarded by
Him as acceptable offerings, and secure to you His favor and
protection.
" Whatever difficulties and discouragements may be found,
in resisting the allurements of vice, you may be humbly con¬
fident, that Divine assistance will be afforded, to all your good
and pious resolutions; and that every virtuous effort will have
a correspondent reward. You may rest assured too, that all
the advantages arising from vicious indulgences, are light and
contemptible, as well as exceedingly transient, compared with
the substantial enjoyments, the present pleasures, and the
392
ADDRESS TO YOUNG STUDENTS.
future hopes, which result from piety and virtue. The Holy
Scriptures assure us, that ' The ways of wisdom are ways of
pleasantness, and that all her paths are peace;' ' that, religion
has the promise of the life that now is, and of that which is
to come' and, that the truly good man, whatever may he
the condition allotted to him by Divine Providence, in all
things gives thanks, and rejoices even in tribulation.'—Some
of these sentiments have been finely illustrated by a cele¬
brated poet. The author of this address presents the illustra¬
tion to you, as a striking and beautiful portrait of virtue:
with his most cordial wishes, that your hearts and lives may
correspond to it; and that your happiness here, may be an
earnest of happiness hereafter.
" ' Know then this truth, (enough for man to know,)
Virtue alone is happiness below;
The only point where human bliss stands still;
And tastes the good without the fall to ill:
Where only merit constant pay receives,
Is bless'd in what it takes, and what it gives;
The joy unequal!d, if its end it gain,
And if it lose, attended with no pain:
Without satiety, though e'er so bless'd;
And but more relish'd, as the more distress'd;
The broadest mirth unfeeling folly wears,
Less pleasing far than virtue's very tears :
Good, from each object, from each place acquired,
For ever exercis'd, yet never tir'd;
Never elated, while one man's oppress'd;
Never dejected, while another's bless'd:
And where no wants, no wishes can remain,
Since but to wish more virtue, is to gain.—
For him alone hope leads from goal to goal,
And opens still, and opens on his soul;
Till lengthen'd on to faith, and unconfin'd,
It pours the bliss that fills up all the mind.' "
INDEX.
PAGE
Address to the young learners . . . . .11
Article.—Clear Treatise of .... 31
Parsing . . . . . .86
Correcting . . . . . 37
Adjective.—Brief Treatise of . . . .51
Clear Treatise of ... 220
Comparison .... 228, 229
Notes ...... 230
Parsing .... 232,234, 236
Exercises to be parsed .... 237
False Syntax corrected .... 238
Adverb.—Brief Treatise of . . . . .53
Clear Treatise of .... 243
Different Classes of .... 245
Parsing ...... 248
False Syntax corrected . . . .250
Auxiliaries.—Clear Treatise of . . • • • 111
Conjugation ..... 134
Anomalies.—Remarks ...... 290
Parsing ..... 291
Appendix .....•• 378
Address to Young Students ..... 389
Certificates . • • * • • ^
Conjunction.—Brief Treatise of . • .57
Clear Treatise of . . . • • 261
List of corresponding . • • 268
Parsing . . 270, 274, 278, 282, 285, 288
(393)
394
INDEX.
PAGE
English G-rammar ....... 16
Etymology and Syntax . . . . . .30
Exercises to he parsed ..... 294, 295
Exercises in Poetry parsed . . . . .296
in Prose to be parsed .... 300, 301
in Poetry to be parsed . # . 301, 302, 303, 304, 305
False Syntax Promiscuously arranged, corrected . . 349
Grammar . . . . . . . .16
Interjection.—Clear Treatise of . . .59
Key 1 385
Key II 386
Language . . . . . . . .15
Noun.—Brief Treatise of . . . . . 39
Clear Treatise of . . . . . .60
Gender ...... 62
Person . . . . . . .64
Number ...... 66
Case . . . . . .69
Nominative case Independent . . . 73
Nominative Case Absolute . . . .74
Nouns in Apposition . . . . .75
Parsing . . . . . . .79
Parsing Nominative case to Neuter Verbs . . 84
Nominative case to Passive Verbs . .85
Nominative case Independent . . 86
Nominative case Absolute . . .87
Objective case governed by Transitive Verbs . 89
Nouns in Apposition . . . .91
False Syntax corrected in the Possessive case . . 93
Orthography . . . . . . .17
Sounds of the Vowels . . . . 19
Sounds of the Consonants . . . .20
Rules for Spelling .... 23
INDEX.
395
PAGE
Preface ........ 3
Pronoun Personal.—Clear Treatise of . .40
Pronoun Relative.—Clear Treatise of . . . . 179
Which.—That . . . 180
Who 181
That, Which and Who . . 181
Antecedents .... 182
Subsequents .... 188
Interrogative Relatives . . .183
What and Which . . . 184
Which refers to Persons . . .184
Who, What and Which . . 184
Suhsequents are understood . .185
Whose and Which . . . 185
That, as four parts of speech . .185
What .... 186
Which 187
Whatever, &c. . . . 187
Declension of the Relatives . . 188
Compound Relatives . . . 188
Whoever ..... 188
Whomever and Whomsoever . . 189
What, &c., as Compound Relatives . 190
Parsing Personal and Relative Pronouns,
193, 196, 200
Interrogative Relatives . 201
Compound Relatives . .202
Compound Personal Pronouns 206
Exercises to be parsed . . 208
False Syntax corrected . 209, 210, 211
Participle —Brief Treatise of
Clear Treatise of
Parsing
Preposition.—Brief Treatise of
Clear Treatise of
Parsing
Prosody . . *
Punctuation
Suggestions to Teachers
. 49
213
. 217
55
. 254
257
. 355
356
. 7
396
INDE*X.
PAGE
Syntax . . 307
Verb.—Brief Treatise of . . . . . .47
Clear Treatise of . . . . 95
Moods ....... 103
Tenses ...... 107
Auxiliaries . . . • .111
Signs of tlie Moods and Tenses c . . . 114
Conjugation ...... 117
List of Irregular Verbs .... 130
Conjugation of Auxiliaries .... 134
To Be, Conjugated ..... 136
Passive.—Treatise of . . . . 140
Conjugation .... 140
Neuter in tbe Passive Voice .... 149
Defective.—Treatise of ... 150
Illustration of 3d and 4tb Rules . . . .153
Parsing Active Intransitive Verbs . . . 154
Neuter Verbs ..... 158
Active Transitive Verbs . . 161,163
Passive Verbs ..... 168
Defective Verbs . . . .172
Quotb . ... 173
False Syntax corrected . . . .176
CERTIFICATES. 17
books in the most simplified and comprehensive form, being well adapted
to render the study of the English language plain and easy; and I hope
at it will be generally adopted as the standard work in our schools and
colleges.- Yours respectfully,
T. B. White.
Franklin, La., June 1st, 1859.
Mr. S. S. Caldwell,
I have reviewed your Grammar attentively, and I cheerfully add my
own opinion of its merits to those testimonials which you already possess.
Your system so simplifies the study that a thorough knowledge of our
language can be acquired with but little labor either to pupil or teacher.
Being, too, the only school book of the kind emanating from a South¬
erner, and from a Southern press, it possesses peculiar claims for its
adoption as a text-book in the primary schools of our Southern States.
Respectfully yours, &c.,
Joseph T. Hawkins, M.D.
Thibodaux, La., June 14th, 1859.
S. S. Caldwell,
We have examined, with considerable care, your "New System of
English Grammar," and we hereby append our unqualified approval of
the work. Yery respectfully yours, &c.,
Bannon G. Thibodaux,
E. W. Blake,
Attorneys at Law.
Thibodaux College, La., June 20th, 1859.
S. S. Caldwell,
From an examination of your " New System of English Grammar," I
do not hesitate to concur fully in the favorable opinions already expressed
of your work. Confident of its superiority over other treatises on the
same subject, I have determined to adopt it in my institution as the text¬
book of that branch of education, the principles of which it so clearly
and thoroughly explains. Yours respectfully,
Charles Schifferstein, A.M.
Thibodaux, La., June 25th, 1859.
Mr. S. S. Caldwell, e .
I have examined your "New System of English Grammar, which
you were kind enough to put into my hands) and I can truly say that
with your manner of treating the subject I am much pleased. I think
it admirably adapted to the end which you seem to have in view. It will
IB
CERTIFICATES.
furnish, a valuable help to those teachers who have not the time to enter
into minute explanations before their classes. The study of the English
language is too much neglected in many of our schools and seminaries;
and any work that promises to invest this subject with a new interest
should be hailed as an important addition to the many valuable text-books
now in use. Respectfully yours, &c.,
A. E. Thom.
Centueville, La., June 27th, 1859.
S. S. Caldwell,
I have examined your " New System of English Grammar," and I am
gratified to say that from its concise arrangement, plainness of diction,
and practical utility, it is better calculated to impart an analytical know¬
ledge of the English language than any other work with which I am
acquainted. As I consider it greatly superior to any other Grammar that
I have ever seen, I trust that it will soon become the standard work of
our schools throughout the country.
Yery respectfully yours, &c.,
A. Lyle, A.M.
New Orleans, La., June 30th, 1859.
S. S. Caldwell,
I have examined, with care, your " New System of English Gram¬
mar," and without hesitation I pronounce it a superior work for style,
simplicity, and comprehensiveness, to any other that I have ever seen;
therefore I cheerfully recommend it to public patronage.
Respectfully yours, &c.,
William C. Crow,
Attorney at Law.
New Orleans, La., July 1st, 1859.
S. S. Caldwell,
I have carefully examined your English Grammar, and I have no hesi¬
tation in pronouncing it one of the most practical works that I have ever
seen on the same subject. I consider it particularly suited to the wants
of all- persons who have not had the benefits of a Grammar education in
their youth. It is impossible for any one who can read the English lan¬
guage not to comprehend every rule and example in it without the assist¬
ance of a teacher. It is also well adapted to the uses of all schools and
academies. Yours with respect,
J. G. poindexter,
Chairman of the Committee on Books for the First Dist. of New Orleans.
CERTIFICATES.
19
New Orleans, La., July 1st, 1859.
Mr. S. S. Caldwell,
I have examined your " New System of English Grammar," with a
great deal of^care, and it affords me much pleasure to be able to add my
recommendation to those of the many distinguished scholars who have
examined it more critically. Without intending, in the slightest degree,
to disparage our countryman, Lindley Murray, the father of English
Grammar, there are to be found, in your work, some new and additional
rules which greatly facilitate the parsing and correcting of sentences
which would be difficult to do by the rules of any other system within
my knowledge. Hoping that it may be brought into general use in
our country, I am very respectfully yours, &c.,
Isaac E. Morse,
Ex-Member of Congress from La.
New Orleans, La., July 1st, 1859.
Mr. S. S. Caldwell,
I have taken much pleasure in the examination of your " New System
of English Grammar," and I can truly say, that in my humble opinion,
it is far better adapted to the wants of pupils of all ages and capaci¬
ties than any other Grammar with which I am acquainted. Your
work is remarkable for its admirable arrangement, perspicuity of style,
and the brevity of the definitions and rules, as well as the simplicity
and comprehensiveness of the language used throughout the whole
treatise. For these and many other excellent qualities peculiar to your
work, I most cheerfully recommend it to public patronage, and I hope
that it may soon become the standard Grammar in all the primary
schools of our common country.
Very respectfully yours, &c.,
W. C. Dunton, A.M.
New Orleans, La., July 4th, 1859.
Mr. S. S. Caldwell,
The glance only which my' engagements permitted me to take of
your work on English Grammar, has satisfied me that it exhibits the
careful results of great experience, close application, and patient study.
I doubt not that it will admirably subserve the objects which you had
in view in its preparation. I trust that you may receive an ample re¬
ward for your labors, and that your example may stimulate other South¬
ern teachers to undertake the publication of other works in the various
departments of popular education.
Very respectfully yours, &c.,
Stephen Gay,
Writing Editor of the New Orleans Com. Bulletin.'
20
CERTIFICATES.
Nashville, Tenn., July 18th, 1859.
Mr. S. S. Caldwell,
I have looked through Caldwell's Grammar—a portly octavo of 396
pages, admirably got up. This is one of its distinguishing features—its
size and style. The author seems to have spared no pains to make it
superior to all other works of this class. A peculiarity of this Grammar
is the large space devoted to exercises in parsing—the repetitions are
well adapted to fix the principles in the student's mind. The book is en¬
dorsed by many literary gentlemen, some of whom are experienced
teachers, whose verdict is of more consequence thaD mine. The author
has made a few corrections in this second edition, which I think decided
improvements. Let those concerned give it a fair trial. It is a South¬
ern production; and Southerners ought to patronize literature when it
challenges comparison with that which comes to us from other quarters.
Thos. 0. Summers.
r
. M
P
U.
SOUTHED .lETHoutST fOB.WSHtNG HOI
I J. B. KItRJN, Afffiit.
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