N LIBRARY OF CONGRESS 019 840 759 8 /c^.^^V^f. Vf, &£ , 7 /' ^^4? Educational Tracts.— JYo. ■ 7 '. ' / 1 . AL 1 ORAL INSTRUCTION ENGLISH GRAMMAE Entered according .to Act of Congress, in the year 1846, by Allen, Morrill & Wardwell, In the Clerk's Office of the District Court of Massachusetts. [The following practical suggestions for the use of Teachers in presenting the subject of English Grammar to young learners, connected with familiar exer- cises in Composition, were prepared at our request by W. H. Wells, Instruc- tor in Phillips Academy, Andover, Mass. They are published in the present form with the consent of Allen, Morrill & Wardwell, publishers of Wells's School Grammar, now* in press.— Editor of the Journal of the Rhode Island Institute of Instruction.] f PARTS OF SPEECH. The classification of words may be introduced by referring to the different kinds of trees ; to the different kinds of animals ; or to any other collection of objects that admit of a regular division into distinct classes. Thus, when we go into a forest, we find that the number of trees about us is greater than we can estimate. But we soon observe that a portion of them have certain striking resemblances, while they differ essentially from all the rest. We also observe that others, which differ materially from these, have similar resemblances to one another. And, by extending our observation, we find that this count- less multitude of trees all belong to a very few simple classes, which are easily distinguished from each other. Those of one class we as- sociate together, and call them Oak trees ; those of another class we call Pine trees ; and in this manner we proceed with all the different kinds. Just so it is with the words of our language. Though there are more than 40,000 of them, yet we find, on a careful examination, that they all belong to less than a dozen different classes, called Parts of Speech ; so that we have only to learn the character of these divisions, and we shall be able to tell the class to which any word in the lan- guage belongs. * Jan. 1846. \ 2 Ii^nNIV 6 By some such introductory illustration, the curiosity of a class of beginners may be easily excited, and they will thus be prepared to en- ter with eagerness upon the labor oflearning to distinguish the differ- ent parts of speech. The teacher should lead his pupils to take an active part in these lessons from the beginning ; not only by proposing frequent questions for them to answer, but also by encouraging them to ask such ques- tions as their own curiosity may suggest. THE NOUN. Having prepared the way for the consideration of words, the teacher next requests his pupils to mention the names of any objects that occur to them. They proceed with book, desk, inkstand, etc., which the teach- er writes in a column on the black-board. The teacher now asks a variety of questions, similar to the follow- ing: — Are all words names ? Can you mention any words that are not names? Are good and bad names? Why not ? Can you think of any object that has not a name ? Do any objects that you cannot see or touch have names ? Is wise a name ? Is loisdom? Viitue ? Vir- tuous ? Knowledge ? After these questions have been disposed of, the pupils are inform- ed that the names of all objects, whether material or immaterial, are called nouns ; and the teacher proceeds at the same time to write this title over the column of names on the board. One or more sentences are now placed in the hands of the pupils, or written on the board ; and each member of the class proceeds to select all the nouns, and write them in a column on a slate or piece of paper. The teacher should commence with sentences of the simplest construction, and afterwards introduce more difficult forms of expres- sion as the learners advance. Model I. Tlie earth is a large globe or ball. Virtue is better tJian riches^ Nouns. Earth Globe Ball Virtue Kiches Exercises of this description should be continued till the pupils are able to point out the nouns of any common sentence with readiness. 3 The teacher next writes several nouns on the black-board, and calls on the class to construct one or more sentences embracing the words which he has placed before them. Model II. Sun, bird, idleness, night. The hawk is a bird of prey. — Idleness often leads to vice. — The sun shines by day and the moon by night. After going through with several exercises of this kind, the pupils should be required to construct a variety of sentences, and write the letter n over all the nouns embraced in them. Model III. n n n n n In winter the ponds and rivers are generally covei'ed with ice. — Virginia is n n the largest State in the Union. THE ADJECTIVE. When the pupils have become sufficiently acquainted with the na- ture of nouns, they may be introduced to the class of adjectives in a sim- ilar manner. The teacher directs the attention of the pupils to a book, and asks if they can mention any words that express its character or quality ? To this they will readily answer, that it is a good book, a large book, an interesting book, etc. The teacher then calls on them to name as many words as they can, that express the qualities of objects. As they proceed to enumerate words of this class, the teacher writes them in a column on the board as before. Such expressions as " These books," " A wise man," " Ten days," are next written on the board 3 and the learners are requested to point out the words which serve to define or limit the nouns, but do not strict- ly qualify them. After this is done, they proceed to mention others of the same character, which are written under the column of qualifying words already commenced. It is now time to inform them that all words which are used to qualify or define nouns, belong to the class called adjectives ; and this title is accordingly placed at the head of the column of words on the board. The pupils may also be told, in this connection, that the words a or an and the are distinguished from other definitives by the title of arti- des. Simple sentences are again placed before the pupils, and they are re- quired to select all the adjectives, writing them in a column as before. They should also distinguish the articles, by underlining them in the column. Model IV. Great men are not always wise. — The climate of Egypt is hot in summer, but de- lightful in winter. Adjectives. Great Wise The Hot Delightful Other sentences are now given to the pupils, from which they se- lect the nouns and the adjectives, writing them in separate columns, and distinguishing the articles as in the previous exercise. Model V. There are very few plants that will grow in all countries. — Ivory is a hard, solid and firm substance, of a white color. Nouns. Adjectives. Plants Few Countries All Ivory A Substance Hard Color Solid Firm A. White The teacher next writes a number of adjectives on the board, and the pupils proceed as before to form sentences which embrace them. Model VI. Diligent, cold, warm, sweet. Charles is a diligent scholar. — In cold weather we protect ourselves by the use of warm clothing. — The rose is sweet, but it is surrounded with thorns. After this, the pupils write sentences containing adjectives of their own selection. In exercises of this character, the learners should dis- tinguish all the parts of speech to which they have attended, by their several abbreviations. Model VII. n ar adj n adj n ar n Copper is a very useful metal, which is found in almost all parts of the world. ar adj n adj n adj It is of a red color, and may be drawn out into fine wire, or beaten into thin n leaves. THE VERB. This part of speech may be introduced in a manner similar to that exhibited in the following dialogue : — Teacher. What part of speech is horse ? Pupil A noun. T. Why? P. Because it is a name. T. Can you think of any words that tell what the horse does ? P. Runs, walks, etc. T. Are runs and walks nouns ? P. They are not. T. Why not ? P. Because they are not names. T. Are they adjectives'? P. They are not. T. Why not ? P. Because they do not qualify or define any thing. T. Will you name as many words as you can recollect, that tell what any thing does, or that express some kind of action? P. Speak, read, study, sing, play, etc. These words are written in a column on the board, after which the dialogue is continued : — T. In the sentence, " The sea is calm," does the word is express any degree of action ? P. It does not. T. Does it express the being or existence of any thing ? P. It does. T. Can you name any other words that are used to express the being or existence of objects ? P. Am, was, live, etc. These words are placed under the column already commenced on the board, and the pupils are informed that all words which express action, and those which express being or existence, are called verbs. A number of sentences are next placed before the pupils, from which they select all the verbs, writing them by themselves as in previous exercises. Model VUL Birds fly in the air. — The earth shook and trembled. — Boston is the capital of Massachusetts. — / wrote a letter to my friend last week, and received an answer this nwrning. Verbs. Fly Shook Trembled Is Wrote Received Other sentences are now given to the learners, from which they se- lect all the nouns, adjectives, and verbs, writing them in separate col- umns, and distinguishing the articles. Model IX. He came in the morning, and went away at night. — Truth never fears examination. — Venus is the brightest of all the planets. It is sometimes visible at mid-day. Nouns. Adjectives. Verbs. Morning The Came Night The Went Truth Brightest Fears Examination All Is Venus The Is Planets Visible Mid-day The Several verbs are next placed before the learners, and they are re- quired to form sentences which include them. (See Models II. and VI.) The pupils next write sentences containing several verbs of their own choice ; and distinguish all the verbs, adjectives, and nouns. Model X. ar n ar n v n v n ar In the spring the farmer ploughs his ground and sows his seed; in the n n v n ar n v summer and autumn he gathers his harvest; and in the winter he cuts his n v n wood and threshes his grain. The teacher should make frequent suggestions and explanations during these exercises. It is highly important that learners become thoroughly acquainted with the nature of verbs, before advancing to <^asider the other parts of speech. THE PRONOUN. Teacher. In the sentence, " John is diligent, and he will improve " for what name does the word he stand ? Pupil. John. T. Can you mention any other names for which he is sometimes used ? P. George, Charles, man, boy, etc. T. For what nouns does she stand ? P. Jane, Susan, girl, woman, etc. T. What words besides he and she are used in the place of nouns ? P. Him, her, I, who, etc. These words are written on the board under the title of Pronouns ; and the pupils are informed that this term applies to all words which are used to supply the place of nouns. Sentences are now placed before the learners, from which they select all the pronouns, and write them in a column by themselves. (See Models I. and IV.) Other sentences are also given them, from which they select all the nouns, adjectives, verbs, and pronouns, writing them in columns as before. (See Models V. and IX.) After this, the teacher writes several pronouns on the board, and the pupils form sentences embracing them. (See Models II. and VI.) They then write sentences including a number of pronouns of their own choice. Model XL •ran. ar U V ar n pro v When the Avind blows violently among the trees, they bend and almost T. *i r™ , J r °. n v ad J P™ v ar break. 1 hough then- roots are very strong, they sometimes yield to the n ar n v ar n force of the wind and fall to the ground. In this manner, the pupils secure by frequent repetition what they have before learned ; and also cultivate habits of careful comparison and discrimination, by examining the different parts of speech in con- nection. THE ADVERB. Teacher. In the sentence, " The horse runs very rapidly," what word tells how the horse runs ? Pupil. Rapidly. T. What word then does rapidly modify? 8 P. Runs. T. What part of speech is runs ? P. A verb. T. What word in the sentence modifies rapidly ? P. Very. T. In the sentence, " He is an exceedingly diligent scholar," what word modifies diligent ? P. Exceedingly. T. What part of speech is diligent ? P. An adjective. T. The words rapidly, exceedingly, and very, all belong to the same class, and are called adverbs. Rapidly modifies a verb ; exceedingly mo- difies an adjective ; and very modifies an adverb. Just remember then, that all words which modify verbs, adjectives, or adverbs, belong to the class of adverbs. T. Can you think of any other words that are used in this manner ? P. Wisely, here, now, ivken, etc. These words are written in another column on the board, and headed Adverbs. When this is done, sentences are again placed before the pupils, from which they select all the adverbs, (Models I. and IV;) and others from which they select all the nouns, adjectives, verbs, pronouns, and adverbs. (See Models V. and IX.) The teacher next writes a number of adverbs on the board, and the learners form sentences which embrace them. (See Models II. and VI.) After this, they construct sentences containing adverbs selected by themselves, and distinguish all the parts of speech to which they have (See Models VII., X., and XI.) THE PREPOSITION. Teacher. When I say, " My hand is over the table," what word ex- presses the relation of my hand to the table ? Pupil. Over. T. When I say, " My hand is under the table," what word then expresses the relation between my hand and the table ? P. Under. T. Mention any other words that express the relation of different things to each other. P. On, between, in, above, etc. These words are written in a column on the board, and headed Pre- 9 positions. The pupils are told at the same time that every word which is used to express the relation of one word to another, belongs to this class. Sentences are now given to the pupils, from which they select the prepositions; and others from which they select all the classes of words which they have learned. (See Models VIII. and IX.) They then proceed to construct sentences containing prepositions assigned by the teacher ; and others embracing examples of their own selection. (See Models VI. and XL) THE CONJUNCTION. Teacher. In the sentence, " I saw James or his brother," what word connects James and brother ? Pupil. Or. T. What word connects the different parts or clauses of the sen- tence, " James went to school, but John remained at home ?" P. Bat. T. Can you think of any other words that are used to connect words, or clauses of a sentence ? P. And, nor, if, etc. These words are written on the board in a column headed Con- junctions ; and the pupils are told that all words used merely as con- nectives, belong to this class. They are then required to select all the conjunctions from given sentences ; and afterwards to write sentences containing conjunctions, and others embracing all the parts of speech which they have yet learn- ed. (See previous Models.) THE INTERJECTION. Teacher. In the expression, " Alas ! I am undone," what word is used merely to express strong feeling or emotion ? Pupil. Alas. T. Can you name any other words that are used to express strong or sudden emotion ? P. Oh, ah, ho, etc. These words are written in a column on the board ; and the pupils are told that they form a class called interjections. They are then di- rected to write a few sentences containing examples of this part of speech. 10 GENERAL EXERCISES ON ALL THE PARTS OF SPEECH. Having considered the several classes of words separately, the learn- ers are now prepared to take up a variety of selections from their read- ing lessons, and classify the different words as they occur ; writing those of each part of speech in a column by themselves. (See Models V. and IX.) They should also devote several lessons to the writing of sentences which embrace copious examples of all the parts of speech ; placing an abbreviation over each word to indicate the class to which it be- longs. (See Models X. and XI.) All exercises of this kind should be made progressive. From simple sentences, the learners should advance to the construction of those which are more difficult ; and from difficult sentences, to short compo- sitions; and from short compositions, to those of greater length. By pursuing the course here described, the pupils will soon become familiar with the nature of words in common use, and be able to classi- fy them with facility. MORE PARTICULAR EXAMINATION OF THE DIFFERENT CLASSES OF WORDS. The subdivision of the parts of speech, and their most important offi- ces, may now be brought under consideration. Nouns. The distinction between proper and common nouns, and the distinc- tions of gender, person, number and case, may be severally introduced by familiar interrogative exercises, similar to those which have already been given to aid in distinguishing the parts of speech. As soon as the pupils understand the nature of proper and common nouns, they are required to select all the nouns from given sentences, writing the proper nouns in one column and the common nouns in an- other. They then construct sentences which embrace examples of both proper and common nouns. (See previous Models.) The other distinctions of nouns should be illustrated and enforced by similar ex- ercises. This will not only show that the learners are really possessed of the principles, but will also serve to fasten them more strongly in the memory. 11 Adjectives. The decrees of comparison are now taken np, and made the basis of , fa.ni.iar ora. exercise. The distinction between descriptive and defin- itive adjectives should also receive some further attention. These distinctions are next exemplified in written exercises. Verbs. The verb is the most difficult and important of the parts of speech and the teacher should make special effort to impart clear and correct transitive, intransitive, and passive, should be introduced, hke the division of nouns, with practical inductive exercises. The government of the objective case by a transmve verb, and the agreement of a verb with its subject or nominative, may be explamed in this connection. .. rl The writing of illustrative sentences, on the pa.t of the pupds, fol- lows next in order. (See previous Models.) I, is generally better not to attempt a full exhibition o the « odes and tenles, till pupils have advanced fartherin the study. They s o„ d, however, be taught at this period to distinguish between dcMoy conditio^, and interrogative sentences ; and to determme whether the time denoted by a verb is present, past, or future. A general idea of participles, and of auxiliary and compound ve.bs, mav also be communicated at this time. Each of these subjects should be explained in the familiar, conver- sational manner already described ; and accompanied by practical ex- ercises in the construction of sentences. Pronouns, Prepositions, and Conjunctions. The remaining points which demand special consideration in these introductory lessons, are the division of pronouns into personal, relative and interrogative, together with the person, number, and ease of p.o- nouns; the connection of words and sentences by conjunctions ; and the reason expressed by preposition, These modifications, hke Ise before presented, should be introduced in « Miliar and P-- tical manner, and made the basis of exercises in the conduction of illustrative sentences. „„,fr>rm Before closing this course of lessons, the learners should perform several exercises in composition, exemplifying all the important princ- LIBRARY OF CONGRESS 12 019 840 759 8 pies to which they have attended. The first exercise may embrace the different modifications of the noun ; the second, those of the adjec- tive ; the third, those of the verb ; the fourth, those of the pronoun ; and the fifth, the principles relating to the remaining parts of speech. Model XII. Modifications of the Noun. I am highly gratified, my dear friend, to learn that your efforts have proved successful. My brother and sister expect to leave Boston in about ten days. They will spend a day at Springfield, in compliance with your father's invita- tion. — I, Thomas Smith, have written this short composition. Common nouns — Friend, efforts, brother, sister, days, day, compliance, father's, invitation, composition. Proper nouns. — Boston, Springfield, Thomas Smith. Nouns in the Masculine Gender. — Brother, father's, Thomas Smith. Noun in the Feminine Gender. — Sister. Nouns in the Neuter Gender. — Efforts, Boston, days, Springfield, compliance, invitation, composition. Noun in the Common Gender. — Friend. Noun in the First Person. — Thomas Smith. Noun in the Second Person. — Friend. Nouns in the Third Person. — Efforts, brother, sister, Boston, days, day, Spring- field, compliance, father's, invitation, composition. Nouns in the Singular Number. — Friend, brother, sister. Boston, day, Spring- field, compliance, father's, invitation, Thomas Smith, composition. Nouns in the Plural Number. — Efforts, days. Nouns in the Nominative Case. — Efforts, brother, sister, Thomas Smith. Noun in the Possessive Case. — Father's. Nouns in the Objective Case. — Boston, days, day, Springfield, compliance, in- vitation, composition. Noun in the Case Independent. — Friend. After the pupils have in this manner exemplified the various modi- fications of all the parts of speech, they should be required to write sev- eral compositions of considerable length, and parse each word by it- self. Thus, in parsing a noun, the learner tells why it is a noun ; whether it is proper or common, and why ; its gender, and why ; per- son, and why ; number, and why ; case, and why. If it is in the nom- inative case, he points out the verb of which it is the subject ; if in the possessive, the noun denoting the object possessed ; if in the ob- jective, the word which governs it. A similar course is adopted in parsing all the other parts of speech. H/¥tf 019 840 759 Hollinger Corp. pH 8.5