CHAP. XII.] ETYMOLOGY.-QUESTIONS. conjugation of a verb? 15. What are the PRINCIPAL PARTS in the conjugation of a verb? 16. inflecting of shall, will, may, can, should, would, might, and could, now restricted? LESSON XIV.-VERBS. 1. What is the simplest form of an English conjugation? 2. What is the first example of conjugation? 3. What are the principal parts of the verb LOVE? 4. How many and what tenses has the infinitive mood?-the indicative ?-the potential?-the subjunctive ?—the imperative? 9. What is the verb LOVE in the Infinitive, present?-perfect?-Indicative, present?-imperfect?perfect?-pluperfect?-first-future ?-second-future?-Potential, present?-imperfect?-perfect? -pluperfect?-Subjunctive, present ?-imperfect ?-Imperative, present? 24. What are its parLESSON XV.-VERBS. ticiples? 1. What is the synopsis of the verb LOVE, in the first person singular ?-second person singular, solemn style?-third person singular?-first person plural?-second person plural?-third person plural? 7. If the second person singular of this verb be used familiarly, how should it be formed? LESSON XVI.-VERBS. 1. What is the second example of conjugation? 2. What are the principal parts? 3. How is the verb SEE conjugated throughout? 4. How do you form a synopsis of the verb see, with the pronoun I? thou? he? we? you? they? LESSON XVII.-VERBS. 1. What is the third example of conjugation? 2. What are the principal parts? 3. How is the verb BE conjugated? 4. How do you form a synopsis of the verb be, with the nominative I? thou? he? we? you? they? the man? the men? LESSON XVIII.-VERBS. 1. What is the compound form of conjugating active or neuter verbs? 2. What peculiar meaning does this form convey? 3. What is the fourth example of conjugation? 4. What are the principal parts of the simple verb READ? 5. How is the verb READ conjugated in the compound form? 6. How do you form a synopsis of the verb BE READING, with the nominative 1? thou? he? we? you? they? the boy? the boys? LESSON XIX.-VERBS. 1. How are passive verbs formed? 2. What is the fifth example of conjugation? 3. How is the passive verb BE LOVED conjugated throughout? 4. How do you form a synopsis of the verb BE LOVED, with the nominative I? thou? he? we? you? they? the child? the children? LESSON XX.-VERBS. 1. How is a verb conjugated negatively? 2. How is the form of negation exemplified by the verb love in the first person singular? 3. What is the form of negation for the solemn style, second person singular? 4. What is the form for the familiar style? 5. What is the negative form of the verb love with the pronoun he? 6. How is the verb conjugated interrogatively? 7. What 9. How are such questions asked is the interrogative form of the verb love with the pronoun I? 8. What is the form of question in the solemn style, with this verb in the second person singular? 12. How is the negative question in the familiar style? 10. What is the interrogative form of the verb love with the pronoun he? 11. How is a verb conjugated interrogatively and negatively? exemplified in the first person plural? 13. How is the negative question exemplified in the second person plural? 14. How is the like synopsis formed in the third person plural? LESSON XXI.-VERBS. 1. What is an irregular verb? 2. How many simple irregular verbs are there? 3. What are the principal parts of the following verbs: Arise, be, bear, beat, begin, behold, beset, bestead, bid, bind, bite, bleed, break, breed, bring, buy, cast, chide, choose, cleave, cling, come, cost, cut, do, draw, drink, drive, eat, fall, feed, feel, fight, find, flee, fling, fly, forbear, forsake, get, give, go, grow, have, hear, hide, hit, hold, hurt, keep, know, lead, leave, lend, let, lie, lose, make, meet, outdo, put, read, rend, rid, ride, ring, rise, run, say, see, seek, sell, send, set, shed, shoe, shoot, shut, shred, shrink, sing, sink, sit, slay, sling, slink, smite, speak, spend, spin, spit, spread, spring, stand, steal, stick, sting, stink, stride, strike, swear, swim, swing, take, teach, tear, tell, think, thrust, tread, wear, win, write? LESSON XXII.-VEBRS. 3. What are the 2. How many redundant verbs are there? 1. What is a redundant verb? principal parts of the following verbs: Abide, awake, belay, bend, bereave, beseech, bet, betidę blend, bless, blow, build, burn, burst, catch, clothe, creep, crow, curse, dare, deal, dig, dive, dream, dress, dwell, freeze, geld, gild, gird, grave, grind, hang, heave, hew, kneel, knit, lade, lay, lean, leap, learn, light, mean, mow, mulct, pass, pay, pen, plead, prove, quit, rap, reave, rive, roast, saw, seethe, shake, shape, shave, shear, shine, show, sleep, slide, slit, smell, sow, speed, spell, spill, split, spoil, stave, stay, string, strive, strow, sweat, sweep, swell, thrive, throw, wake, wax, weave, wed, weep, wet, whet, wind, wont, work, wring? 4. What is a defective verb? 5. What verbs are defective? LESSON XXIII.-PARSING. 1. What is required of the pupil in the SIXTH PRAXIS? 2. How many definitions are here to be given for each part of speech? 3. How is the following example parsed? "The freedom of choice seems essential to happiness; because, properly speaking, that is not our own which is imposed upon us.” [Now parse, in like manner, the three lessons of the Sixth Chapter, or the Sixth Pracis; and then, if you please, you may correct orally the three lessons of bad English, with which the Sixth Chapter concludes.] LESSON XXIV.-PARTICIPLES. 1. What is a PARTICIPLE, and how is it generally formed? 2. How many kinds of participles are there, and what are they called? 3. What is the imperfect participle? 4. What is the perfect participle? 5. What is the preperfect participle? 6. How is the first or imperfect participle formed? 7. How is the second or perfect participle formed? 8. How is the third or preperfect participle formed? 9. What are the participles of the following verbs, according to the simplest form of conjugation: Repeat, study, return, mourn, seem, rejoice, appear, approach, suppose, think, set, come, rain, stand, know, deceive? LESSON XXV.-PARSING. 1. What is required of the pupil in the SEVENTH PRAXIS? 2. How many definitions are here to be given for each part of speech? 3. How is the following example parsed: Religion, rightly understood and practised, has the purest of all joys attending it." [Now parse, in like manner, the three lessons of the Seventh Chapter, or the Seventh Prazis; and then, if you please, you may correct orally the three lessons of bad English, with which the Seventh Chapter concludes.] LESSON XXVI.—ADVERBS. 1. What is an ADVERB, and what is the example given? 2. To what general classes may adverbs be reduced? 3. What are adverbs of time? 4. What are adverbs of place? 5. What are adverbs of degree? 6. What are adverbs of manner? 7. What are conjunctive adverbs? 8. Are all the conjunctive adverbs included in the first four classes? 9. How may the adverbs of time be subdivided? 10. How may the adverbs of place be subdivided? 11. How may the adverbs of degree be subdivided? 12. How may the adverbs of manner be subdivided? 13. What modifications have adverbs? 14. How do we compare well, badly or ill, little, much, far, and forth? 15. Of what degree is the adverb rather? 16. What is said of the comparison of adverbs by more and most, less and least? LESSON XXVII.-PARSING. 1. What is required of the pupil in the EIGHTH PRAXIS? 2. How many definitions are here to be given for each part of speech? 3. How is the following example parsed? "When was it that Rome attracted most strongly the admiration of mankind?” [Now parse, in like manner, the three lessons of the Eighth Chapter, or the Eighth Praxis; and then, if you please, you may correct orally the lesson of bad English, with which the Eighth Chapter concludes.] LESSON XXVIII.-CONJUNCTIONS. 1. What is a CONJUNCTION, and what is the example given? 2. Have we any connective words besides the conjunctions? 3. How do relative pronouns differ from other connectives? 4. How do conjunctive adverbs differ from other connectives? 5. How do conjunctions differ from other connectives? 6. How do prepositions differ from other connectives? 7. How are the con junctions divided? 8. What is a copulative conjunction? 9. What is a disjunctive conjunction? 10. What are corresponsive conjunctions? 11. Which are the copulative conjunctions? 12 Which are the disjunctive conjunctions? 13. Which are the corresponsive conjunctions? LESSON XXIX.-PARSING. 1. What is required of the pupil in the NINTH PRAXIS? 2. How many definitions are here to be given for each part of speech? 3. How is the following example parsed? "If thou hast done a good deed, boast not of it." [Now parse, in like manner, the three lessons of the Ninth Chapter, or the Ninth Prazis; and then, if you please, you may correct orally the lesson of bad English, with which the Ninth Chapter concludes.] LESSON XXX.-PREPOSITIONS. 1. What is a PREPOSITION, and what is the example given? 2. Are the prepositions divided 3. Have prepositions any grammatical modifications? 4. How are the prepositions into classes? arranged in the list? 5. What are the prepositions beginning with a?-with b?—with c?-with d-with e?-with ƒ?-with i?-with m?-with n?-with o?-with p?-with r?-with s ?— with t?-with u?-with w? 21. Does this list contain all the words that are ever used in English as prepositions? LESSON XXXI.-PARSING. 1. What is required of the pupil in the TENTH PRAXIS? 2. How many definitions are here to be given for each part of speech? 3. How is the following example parsed? "Never adventure on too near an approach to what is evil ?" [Now parse, in like manner, the three lessons of the Tenth Chapter, or the Tenth Praxis; and then, if you please, you may correct orally the lesson of bad English, with which the Tenth Chapter concludes.] LESSON XXXII.-INTERJECTIONS. 1. What is an INTERJECTION, and what are the examples given? 2. Why are interjections so called? 3. How are the interjections arranged in the list? 4. What are the interjections of joy? -of praise?-of sorrow?-of wonder?-of wishing or earnestness?-of pain or fear?-of contempt?-of aversion ?—of calling aloud?-of exultation ?-of laughter?-of salutation ?—of calling to attention?-of calling to silence?-of surprise or horror?-of languor ?—of stopping?-of parting?—of knowing or detecting?-of interrogating? LESSON XXXIII.-PARSING. 1. What is required of the pupil in the ELEVENTH PRAXIS? How many definitions are here given for each part of speech? 3. How is the following example parsed? "O! sooner shall the earth and stars fall into chaos!" [Now parse, in like manner, the three lessons of the Eleventh Chapter, or the Eleventh Pracis; and then, if you please, you may correct orally the lesson of bad English, with which the Eleventh Chapter concludes.] CHAPTER XIII.-FOR WRITING. EXERCISES IN ETYMOLOGY. When the pupil has become familiar with the different parts of speech, and their classes and modifications, and has been sufficiently exercised in etymological parsing and correcting, he should write out the following exercises; for speech and writing afford us different modes of testing the proficiency of students, and exercises in both are necessary to a complete course of English Grammar.] EXERCISE I.-ARTICLES. 1. Prefix the definite article to each of the following nouns: path, paths; loss, losses; name, names; page, pages; want, wants; doubt, doubts; votary, votaries. 2. Prefix the indefinite article to each of the following nouns: age, error, idea, omen, urn, arch, bird, cage, dream, empire, farm, grain, horse, idol, jay, king, lady, man, novice, opinion, pony, quail, raven, sample, trade, uncle, vessel, window, youth, zone, whirlwind, union, onion, unit, eagle, house, honour, hour, herald, habitation, hospital, harper, harpoon, ewer, eye, humour. 3. Insert the definite article rightly in the following phrases: George Second-fair appearance -part first-reasons most obvious-good man-wide circle-man of honour-man of worldold books-common people-same person-smaller piece-rich and poor-first and last-all time -great excess-nine muses-how rich reward-so small number-all ancient writers-in nature of things-much better course. 4. Insert the indefinite article rightly in each of the following phrases: new name—very quick motion-other sheep-such power-what instance-great weight-such worthy cause-to great difference-high honour-humble station-universal law--what strange event-so deep interest-as firm hope-so great wit-humorous story-such person-few dollars-little reflection. EXERCISE II.-NOUNS. 1. Write the plurals of the following nouns: town, country, case, pin, needle, harp, pen, sex, rush, arch, marsh, monarch, blemish, distich, princess, gas, bias, stigma, wo, grotto, folio, punctilio, ally, duty, toy, money, entry, valley, volley, half, dwarf, strife, knife, roof, muff, staff, chief, sheaf, mouse, penny, ox, foot, erratum, axis, thesis, criterion, bolus, rebus, son-in-law, pailful, man-servant, fellow-citizen. 2. Write the feminines corresponding to the following nouns: earl, friar, stag, lord, duke, marquis, hero, executor, nephew, heir, actor, enchanter, hunter, prince, traitor, lion, arbiter, tutor, songster, abbot, master, uncle, widower, son, landgrave. 3. Write the possessive case singular, of the following nouns: table, leaf, boy, torch, park, porch, portico, lynx, calf, sheep, wolf, echo, folly, cavern, father-in-law, court-martial, precipice, countess, lordship. 4. Write the possessive case plural, of the following nouns: priest, tutor, scholar, mountain, city, courtier, judge, citizen, woman, servant, writer, grandmother. 5. Write the possessive case, both singular and plural, of the following nouns: body, fancy, lady, attorney, negro, nuncio, life, brother, deer, child, wife, goose, beau, envoy, distaff, hero, thief, wretch. EXERCISE III.-ADJECTIVES. 1. Annex a suitable noun to each of the following adjectives, without repeating any word: good, great, tall, wise, strong, dark, dangerous, dismal, drowsy, twenty, true, difficult, pale, livid, ripe, delicious, stormy, rainy, convenient, heavy, disastrous, terrible, necessary. Thus-good manners, &c. 2. Place a suitable adjective before each of the following nouns, without repeating any word: man, son, merchant, work, fence, fear, poverty, picture, prince, delay, suspense, devices, follies, actions. Thus-wise man, &c. 3. Write the forms in which the following adjectives are compared by inflection, or change of form: black, bright, short, white, old, high, wet, big, few, lovely, dry, fat, good, bad, little, much, many, far, true, just, vast. 4. Write the forms in which the following adjectives are compared, using the adverbs of increase: delightful, comfortable, agreeable, pleasant, fortunate, valuable, wretched, vivid, timid, poignant, excellent, sincere, honest, correct. 5. Write the forms in which the following adjectives are compared, using the comparative adverbs of inferiority or diminution: objectionable, formidable, forcible, comely, pleasing, obvious, censurable, prudent, imprudent, imperfect, pleasant, unpleasant. EXERCISE IV.-PRONOUNS. 1. Write the nominative plural of the following pronouns: I, thou, he, she, it, who, which, what, that, as. 2. Write the objective singular of the following pronouns: I, thou, he, she, it, who, which, what, that, as. 3. Write the following words in their customary and proper forms: he's, her's, it's, our's, your's, their's, who's, meself, hisself, theirselves. 4. Write together in declension the following pronouns, according to the agreement of each two: I myself, thou thyself, he himself, she herself, it itself. 5. Re-write the following sentences, and make them good English: "Nor is the criminal binding any thing: but was, his self, being bound."- Wright's Gram., p. 193. "The writer surely did not mean, that the work was preparing its self.”—Ib. May, or can, in its self, denotes possibility."-Ib., p. 216. "Consequently those in connection with the remaining pronouns respect ively, should be written,-he, his self;-she, her self;-ye or you, your selves; they, their selves." -1b., p. 154. "Lest their beacons be lost to the view, and their selves wrecked on the shoals of destruction."-Ib., p. 155. "In the regal style, as generally in the second person, the singular noun is added to the plural pronoun, ourself."—Churchill's Gram., p. 76. "Each has it's peculiar advantages."-Ib., p. 283. "Who his ownself bare our sins in his own body on the tree."-The Friend, iv, 302. "It is difficult to look inwardly on oneself."―Journal of N. Y. Lit. Convention, p. 267. EXERCISE V.-VERBS. 1. Write the four principal parts of each of the following verbs: slip, thrill, caress, force, release, crop, try, die, obey, delay, destroy, deny, buy, come, do, feed, lie, say, huzza, pretend, deliver, arrest. 2. Write the following preterits each in its appropriate form: exprest, stript, dropt, jumpt, prest, topt, whipt, linkt, propt, fixt, crost, stept, distrest, gusht, confest, snapt, skipt, kist, discust, tackt. 3. Write the following verbs in the indicative mood, present tense, second person singular: move, strive, please, reach, confess, fix, deny, survive, know, go, outdo, close, lose, pursue, defend surpass, conquer, deliver, enlighten, protect, polish. 4. Write the following verbs in the indicative mood, present tense, third person singular: leave, seem, search, impeach, fear, redress, comply, bestow, do, woo, sue, view, allure, rely, beset, release, be, bias, compel, degrade, efface, garnish, handle, induce. 5. Write the following verbs in the subjunctive mood, present tense, in the three persons singular: serve, shun, turn, learn, find, wish, throw, dream, possess, detest, disarm, allow, pretend, expose, alarm, deprive, transgress. EXERCISE VI.-VERBS. 1. Write a synopsis of the first person singular of the active verb amuse, conjugated affirmatively. 2. Write a synopsis of the second person singular of the neuter verb sit, conjugated affirmatively in the solemn style. 3. Write a synopsis of the third person singular of the active verb speak, conjugated affirmatively in the compound form. 4. Write a synopsis of the first person plural of the passive verb be reduced, conjugated affirmatively. 5. Write a synopsis of the second person plural of the active verb lose, conjugated negatively. 6. Write a synopsis of the third person plural of the neuter verb stand, conjugated interrogatively. 7. Write a synopsis of the first person singular of the active verb derive, conjugated interrogatively and negatively. EXERCISE VII.-PARTICIPLES. 1. Write the simple imperfect participles of the following verbs: belong, provoke, degrade, impress, fly, do, survey, vie, coo, let, hit, put, defer, differ, remember. 2. Write the perfect participles of the following verbs: turn, burn, learn, deem, crowd, choose, draw, hear, lend, sweep, tear, thrust, steal, write, delay, imply, exist. 3. Write the preperfect participles of the following verbs: depend, dare, deny, value, forsake, bear, set, sit, lay, mix, speak, sleep, allot. 4. Write the following participles each in its appropriate form: dipt, deckt, markt, equipt, ingulft, embarrast, astonisht, tost, embost, absorpt, attackt, gasht, soakt, hackt. 5. Write the regular participles which are now generally preferred to the following irregular ones: blent, blest, clad, curst, diven, drest, graven, hoven, hewn, knelt, leant, leapt, learnt, lit, mown, mulet, past, pent, quit, riven, roast, sawn, sodden, shaven, shorn, sown, striven, strown, sweat, swollen, thriven, waxen. 6. Write the irregular participles which are commonly preferred to the following regular ones: abided, bended, builded, bursted, catched, creeped, dealed, digged, dwelled, freezed, grinded, knitted, layed, meaned, payed, reaved, slided, speeded, splitted, stringed, sweeped, throwed, weaved, weeped, winded. EXERCISE VIII.-ADVERBS, &c. 1. Compare the following adverbs: soon, often, long, fast, near, early, well, badly or ill, little, much, far, forth. 2. Place the comparative adverbs of increase before each of the following adverbs: purely, fairly, sweetly, earnestly, patiently, completely, fortunately, profitably, easily. 3. Place the comparative adverbs of diminution before each of the following adverbs: secretly, slily, liberally, favourably, powerfully, solemnly. 4. Insert suitable conjunctions in place of the following dashes: Love-fidelity are inseparable. Be shy of parties—factions. Do well-boast not. Improve time—it flies. There would be few paupers no time were lost. Be not proud-thou art human. I saw-it was necessary. Wisdom is better-wealth. Neither he-I can do it. Wisdom-folly governs us. Take care-thou fall. Though I should boast-am I nothing. 5. Insert suitable prepositions in place of the following dashes: Plead-the dumb. Qualify thyself-action-study. Think often-the worth-time. Live-peace-all men. Keep-compass. Jest not-serious subjects. Take no part-slander. Guilt starts-its own shadow. Grudge not-giving. Go not-sleep-malice. Debate not-temptation. Depend not-the storesothers. Contend not-trifles. Many fall-grasping-things-their reach. Be deaf-detraction. 6. Correct the following sentences, and adapt the interjections to the emotions expressed by the other words: Aha! aha! I am undone. Hey! io! I am tired. Ho! be still. Avaunt! this way. Ah! what nonsense. Heigh-ho! I am delighted. Hist! it is contemptible. Oh! for that sympathetic glow! Ah! what withering phantoms glare! PART III. SYNTAX. SYNTAX treats of the relation, agreement, government, and arrangement, of words in sentences. The relation of words is their reference to other words, or their dependence according to the sense. The agreement of words is their similarity in person, number, gender, case, mood, tense, or form. The government of words is that power which one word has over an other, to cause it to assume some particular modification. The arrangement of words is their collocation, or relative position, in a sentence. CHAPTER I.-SENTENCES. A Sentence is an assemblage of words, making complete sense, and always containing a nominative and a verb; as, "Reward sweetens labour." |