English Grammar: Understanding Common Nouns, Proper Nouns, and Verbs, Exams of Marketing

Download English Grammar: Understanding Common Nouns, Proper Nouns, and Verbs and more Exams Marketing in PDF only on Docsity! ±]JZ ypwiiific v\v zs -t\ ^9A age, .^ ^ duca1ionalJ©eries J'^ e- ^ English Grammah Exercises ?SP Ixlhx ^ €a'B (!Ebucafianal Merits. ENGLISH GRAMMAR EXERCISES. BY C. p. MASON, B.A„ FELLOW OF UNIVERSITY COLLEGE, LONDONo SECOND EDITION. Re2}rintcdfrom Mason^s Shorter Enijlinh Grarmnar. {Public School Edition.) PRICE, ... SO cents. TOEONTO: ADAM MILLEE & CO., 11 WELLINGTON ST. WEST. 1879. Bntered according to Act of Parliament of Canada, in the Office of the Minister of Agriculture, hy Adah Milleb & Co., in the year 1679. PREFACE. The present work is a reprint in a separate form of the Exercises appended to my recently published " Shorter Englisli Grammar." The references to the paragraphs of that work have been retained to prevent the cost of preparing new plates, and the exercises themselves are so arranged that they may be nsed with any good text-book of English Grammar, and there are some good works of that kind which have either a scanty apparatus of exercises or none at all. Every effort has been made to render these exercises as serviceable as possible to those who wish to guide their pupils to a real understanding of the structure of English sentences. The learner is taken by easy stages from the simplest English work to the most difl&cult constructions in the language. Beginning with the simplest elements of a sentence, he learns step by step the functions of the various Parts of Speech, and of their forms and combinations, and acquires by degrees the power of analysing and parsing the most complicated constructions. li the use of these exercises I strenuously urge upon teachers patient and unflinching compliance with tlie directions given for guiding the pupil to a thorough understanding of the fimctions o words and forms. Nothing is more useless and even hurtful than to furnish the learner with any kind of mechanical directions to enable him to tell the Parts of Speech. If he cannot tell that a word is a verb, an adverb or a preposition by recognizing its meaning and function in the sentence, of what possible iise can it be for him to give it a name by the application of some empirical rule relating to its position, or something of the sort % When in this fashion he has managed to say that "now" is an adverb, or 178 ENGLISH GRAMMAR. Exercise 3. A. Write the plural of each of the followhig nouns : — Boot. Sheaf. Chimney. Enemy. Valley. Duty. Osprey. Calf. Echo. Cargo. Negro. Sky. Dray. Convoy. Buoy. Victory. Loaf. Wife. Leaf. Stuff. Scarf. Speech. Ass. Grass. Thrush. B. Write the singular of each of the following nouns : — Arches. Trespasses. Mice. Lice. Feet. Halves Staves. Waves. Pies. Lies. Cries. Flies. Bruises. Trees. Kine. Oxen. Children. Bees. Noses. Nooses. Pence. III. Capital Letters. Preliminary Lesson.—Use of capital letters (§ 6, note). Exercise 4. Copy out the following examples two or three times and then write them from dictation : — The mayors of provincial towns. The Lord Mayor. The barristers and solicitors. The Solicitor-General. A court of justice. The Lord Chief Justice. I speak of lords and commoners. The Lords and Commons. The princes and dukes. The Prince of Wales. The Duke of Bedford. The recorder of these events. The Recorder of Carlisle. The office of sheriff. Mr. Sheriff Johnson. The house of mourning. The House of Commons. Our common supplications. The Book of Common Prayer. An object in the middle distance. A student of the Middle Temple. The first chapter. James the First. The prescription of the doctor. The life of Dr. Johnson. The clemency of the conqueror. William the Conqueror. We have a good hope through grace. The Cape of Good Hope. The evangelist Matthew. St. John the Evangelist. The death of th^ emperqr. Death, where is thy sting ? IV. Verbs, Sentences. Preliminary Lesson.— Definition of Verb, Subject, Predicate, Sentence. Use of the Nominative Case. Agreement of the verb with its subject (§§ 179, &c., 374). Exercise 5. Point out thd subject and the verb in each of the following sentences, and explain their functions, that is, what they do in the sentence. Thus, '' Boys play." 'Boys' is the subject, because it stands for that about which we tell something by means of the verb. It is in the noininative case. ' Play' is a verb ; it tells us something about boys.* Birds fly. John works. Cats scratch. .Snow falls. .Soldiers fight. Stars .shine. Geese cackle. Horses neigh. Up went the rocket. Down came the rain. In came William. Thus ends the tale. Then cometh the end. Here comes papa. Now fades the glimmering landscape on the sight. Deep drank Lord Marmion of the wave. • Not about the subject, because the subject of a sentence is only a word, and the verb tells us something, not about a word, but about that/or which the word stands. Beware of confusion about this. EXERCISES. 179 Exercise 6. Put some verb or other with each of the following nouns, so as to make a sentence : — Grass. John. Trees. Cows. The sun. Stars. The wind. Mary. The child. Dogs. Lions. Owls. Mice. Boys. The bird. Parsons. The candle. Horses. Water. Soldiers. Ships. Day. The leaves. Puss. Rain. The following are verbs of which you can make use : — Sail. Fight. Swim. Sink. Shine. Dawn. Howl. Shriek. Play. Squeal. Grow. Fall. Work. Graze. Twinkle. Blow. Run. Squeak. Roar, Preach. Cry. Sing. Kick. Scratch. Put a subject of the proper number before each of the following verbs : — Shine. Chatter. Plays. Sing. Sings Howl. Scratches. Run. Flies. Appear. Arrive. Sinks. Float. Dances. Glitters. Growl. Works. Pray. Break. Speaks. V. The Possessive Case. J^reiimi7iary Lesson.—Formation and use of the Possessive Case (§^ 67, &C.). Exercise 6b. Draw one line under those nouns in the following sentences which are in the nominative case plural ; two lines under those which are in the possessive case singular ; and three lines under those which are in the possessive case plural ; and show in each instance to what other noun the noun in the possessive case is attached. This may be done by placing the same numeral over each,II 22 as " I found Henry's book and William's slate." John's hands are dirty. Men's lives are short. Hens' eggs are white. The children's voices are loud. The horses ate the oxen's food. The keeper caught the vixen's cubs. Goats' milk is wholesome. A cheese was made from the goat s milk. The bird's leg was broken. The birds have built nests in the farmer s bam. The farmers' barns are full of corn. The bakers' shops were shut. 'J'he baker's bread was spoih. The masters heard the boys' lessons. The boys tore the master's book. The boy taxed the masters' patience. The men heard of their wives' danger. The kittens are in Mary's lap. The boy pulled the kitten's tail. Peter's wife's mother lay sick of a fever. John's day's work is nearly finished. Tom's horse's leg was broken I bought this paper at the stationer's. He lodges at the baker's. We went to St. Paul's this morning. VI. Transitive and Intransitive Verbs. Prelinmtary Lesson.-— Distinction between Transitive Verbs and Intransitive Verbs. The Object of a Verb. The Objective Case (§§ 182, 183), I So ENGLISH GRAMMAR. Exercise 7. In the following sentences point out which nouns are subjects of verbs and which are objects of verbs. In each case explain the use of the Subject, as in Exercise 5, and explain the use of the Object as follows : —" ' John struck the ball' The word ball is the object of the verb, because it stands for that which is the object of the action denoted by the verb." John touched Henry. Cats eat mice. Bakers make bread. A lion de- voured a sheep. The boys waste time. The horse kicked the groom. The groom kicked the horse. The man broke his leg. Exercise 8. Write out the following sentences, and draw one line under the transitive verbs, and two lines under the intransitive verbs : — Men eat bread. Cats mew. Sheep eat grass. The sheep graze. The boys learn lessons. The boys play in the yard. The hound chased the hare. The dog barked. The butcher killed the pig. The pig squealed. The child screamed. The boy struck his brother. Exercise 9. In the following examples put in an object where it is wanted to show what the action denoted by the verb is done to ": — The boy hates. Men pray. The parson preaches. Mary wrote. The dog howled. The dog bit. The horse carries. The horse neighs. The man desires. The girls dance. Birds build. Bii'ds twitter. Mary died. Rain fell. The lightning struck. Clouds covered. The sun warms. The sun shines. Exercise 10. Make a dozen sentences containing a subject, a transitive verb, and an object, and a dozen containing a subject and an intransitive verb. VII. Verbs used transitively, intransitively, and reflectively. Preliminary Lesson.—Verbs used {with a difference of meaning) I. as transitive verbs ; 2. as intransitive verbs ; 3. as reflective verbs (§ 183). Exercise 11. Write out the following sentences, and draw one line under the verbs that are used transitively, two lines under those that are used intransitively, and three under those that are used reflectively. A verb should be treated as a transitive verb used reflec- tively whenever a reflective pronoun can be supplied as an object so as to make the sense more complete, as " I always wash [myself] with cold water " ; " The visitors withdrew [themselves] " : — The travellers started yesterday. The hunter started a hare. The man spoke French. The man spoke well. The boys play in the garden. The girl plays the piano. The ship sank. The man sank his fortune in the undertaldng. EXERCISES. 183 the following sentences which are direct objects of verbs, and two lines under those which are indirect objects : — John gave Thomas a kick. Will you lend me a shilling? I gave him a book. They met us in the street and gave us some apples. Pass me the salt. Hand that lady the bread* Hand that lady to her seat. He dealt the cards. He dealt me a hard blow. Send me a letter. Send me to him. I fetched him a box on the ears. Mary fetched the beer. Pour your neighbour out a glass of beer. The policeman took the man to prison. The kind woman took the poor man a loaf. Let every soldier hew him down a bough. He got him a wife. I will get me a new coat. Shall we go and kill us venison ? We will buy you a watch. We will disguise us. We make us comforts of our losses. This will last you all the year. Exercise 20. Find a dozen verbs which may have objects of each kind, and make sentences to illustrate their use. XII. Conjugation of Verbs. Tense Forms of the Active Voice. Prelhninary Lesson.—Formation of all the tenses in the Indica- tive Mood of the Active Voice. Parts of which the compound tenses are made up (§§ 204-209; 257). Exercise 21. Change the verbs in the following sentences into each of the other tenses of the Indicative Mood, Active Voice, success- ively ; naming the tenses as you do so : A. Strong Verbs. He throws a stone. We draw water. You see the house. He gives me an apple. She strikes her brother. He breaks his word. He drinks some ale. The soldiers fight bravely. I hold the reins. The sun shines. The cock crew. He slew his foe. It lay on the ground. We took good care. We stood in the street. They ate some bread. He seethes the flesh. B. Wt'ak Verbs. She spills the water. The dog was barking. We crept into bed. The man knelt down. He bleeds to death. He tells a lie. They spent their money. You sold your horse. Tiie servant sweeps the room. We met our friend at his house. I read many books. XIII. Tense Forms of the Passive Voice. Freliininary Lesson.—Formation of the various tenses of the Indicative Mood of the Passive Voice (§ 187 ; 257). Exercise 22. Change the verbs in the following sentences into each of the other tenses successively of the Indicative Mood in the Passive Voice ; naming the tenses as you do so : — A. Strong Verbs. A stone was thrown. The wine was drunk. We shall be struck. He was slain. The letter will be written. Money has been taken 184 ENGLISH GRAMMAR. out of the till. Goods have bee« stolen. Kind words are spoken. The sheep will be shorn. B. Weak Verbs. The wine was spilt. The sparrow is caught. The house will be built. The children are scolded by the nurse. The report is spread. Meat had been sold by the butchers. XIV. Mutual Relation of the Active and Passive Voices* Prelimina?y Lesson.—When an action is described by means of the Passive Voice instead of the Active, the object of tlie verb in the Active Voice becomes the subject of the Verb in the Passive* (§ 186). Exercise 23. Change all the following sentences so as to use passive verbs instead of active verbs. Thus for " The dog bit the cat," put " The cat was bitten by the dog " : for " I am writing a letter " put " A letter is being written by me " : — The cat killed the rat. John broke the window. That surprises me. This will please you. The men are drinking the beer. We have received a lette;-. The boys have eaten the cake. They had not counted the cost. 'l"he men will have finished the work before night. The men will be carrying the hay to-morrow. We were gathering nuts in the wood. The servant had swept the room. Exercise 24. Make a dozen sentences containing a transitive verb in the active voice, and then alter them as in the last exercise. Exercise 25. Change all the following sentences so as to use active verbs instead of passive verbs in the same tense : — The sparrow was caught by the boy. We were overtaken by a storm. A new house will be built by my brother. The children had been scolded by the nurse. The wine had been drunk by the butler. The door was opened by me. Too much was expected by them. The letter was written by us. Mice are caught by cats. Exercise 28. Make a dozen sentences containing a transitive verb in the passive voice, and then alter them as in the last exercise. Exercise 27. Write out the following sentences, and draw one line under those verbs which are in the active voice, and two lines under those which are in the passive voice (§§ 187, 205) : — Arrows are shot by the archers. The archers are shooting arrows. He is • Beware of the mistake of saying that the subject of the verb in the Active Voice becomes the object of the verb in the Passive Voice. A vcr]) in the Passive Voice has no direct object. It docs not cease, however, to be a Transitive Verb. All ordinary passive verbs are transi- tive. The object qfan action need not be expressed by the grammatical object ofa verb. EXERCISES. 185 running. He is gone. He is spending all the money. The men are come. The town was taken by assault. The troops were being led across the river. The officer was leading the troops across the river. I shall be blamed for this. I shall be travelling all night. We were travel- ling all day. The wine was being drunk. The men are drinking beer. The gartiener has been mowing the lawn. The money will have been spent in vain. We are losing time. Time is being wasted. XV. Gender of Nouns. rreliiuinary Lessoji.— 'Ssigm^ca.'don and formation of Genders (§§ 39^6). Exercise 28. State the gender of each of the following nouns : — • Cow, horse, dog, man, girl, ship, house, Robert, Jane, London, Thames, goose, hen, cock, bird, sheep, pig, boar, fox, uncle, nephew, John, vixen, lass, ox, form, desk, tree, servant, footman, maid, boy, nursemaid, baby, slate, gander, elephant, tiger, lioness, Maria, France, Napoleon, cart, infant, brother, lady, pen, lord, king, sovereign, queen, ruler, judge, author, cousin, sister, mother, aunt, box, speaker, William. The Victory. The Agamem- non. The jNJaria. Exercise 29. Give the feminine nounS that correspond to the masculine nouns, and the masculine nouns that correspond to the feminine nouns in the following list : — • Nun. Daughter. Ram. Earl. Duchess. Doe. Boar. Bachelor. Girl. Sister. Drake. Bull. Hind. Aunt. WitcTi. Nephew. Lady. Sir. Buck. Hart. Empress. Votsfry. Mistress. Lass. Actor. Governess. Giant. Author. Caterer. Mirrderess. Exercise 30. Write down i. Ten masculine common nouns. 2. Ten masculine proper nouns. 3. Ten feminine common nouns. 4. Ten feminine proper nouns. 5. Ten neuter common nouns. 6. Ten neuter proper nouns. 7. Ten nouns of ambiguous or common gender. XVI. Parsing. Preliminary Lesson.—To parse a word you must state i. to what part of speech, and to what subdivision of that part of speech it belongs ; 2. what the function of the word is, that is, the kind of work that it does in the sentence ; 3. the accidence of the word ; 4. the construction of the word in the sentence. Examples of Parsing. " John's brother hasfound a shilling.'" Jolm's is a Proper Noun of the Masculine Gender [because it l88 . ENGLISH GRAMMAR. tive (or Adjective of Quality) ; Attributive and predicative use of Adjectives (§§ 80-84 \ 90)' Exercise 33. " The girls wore smart botmetsP ' Smart ' is an Adjective of Quality. It shows of what sort the ' bonnets ' are. It is joined attributively to the noun 'bonnets.' " The girls' bonnets are smart.'" Here ' smart ' is an Adjective of Quality joined predicatively to the noun ' bonnets.' Pick out the Adjectives of Quality in the following sentences, and treat each of them in the same way as ' smart ' in the above examples : — He rides a black horse. The bird has white feathers. The bird's feathers are white. Idle boys hate lessons. Ripe fruit is wholesome. Tom's horse is brown. Rude boys are disagreeable. Dogs are faithful. Dogs are faithful animals. Thin ice is dangerous. The poor little bird is dead. Sinful pleasures are often alluring. The girls are ready. He is a ready speaker. The naughty children ate some apples. He is a vulgar little boy. The girl has large black eyes. The cat caught a great black rat. He rode a strong, bony, black horse. He wore a great, heavy, woollen cloak. XVIII. Adjectives of Quantity. Preliminary Lesson.—Nature and use of Adjectives of Quantity, or Quantitative Adjectives {§§ 91-94). Examples. " John bought twelvepears." 'Twelve ' is an Adjective of Quantity. It tells us how many pears we are speaking about. " / will ^ive you sofue jnoney." * Some ' is an Adjective of Quantity. It tells us (indefinitely) how much money we are speaking about. Exercise 34. Write out the following sentences, and draw one line under the Adjectives of Quality, and two lines under the Adjectives of Quantity, and treat each of the latter in the same way as ' twelve ' and ' some ' in the above sentences. The naughty, greedy little boy ate twenty pears. The poor woman has many troubles. Great* riches bring much care. I have little t hope of success. My little brother is ill. Many men possess great riches. Hold out both hands. We waited several hours in the cold room. I have no money. Much money brings much care. We travelled all night. Many men love vicious pleasures. Have you any money ? Will you have some bread ? Few men can resist strong temptation. XIX. Demonstrative Adjectives or Adjectives of Relation. Preliminary Lesson.—Nature and use of Demonstrative Adjec- tives. Different sorts of Demonstrative Adjectives (§ 95). • Mind th.1t * great' and 'small' are Adjectives of Quality. They do not tell ns lunu much of a thing we are spe.iking about, but they describe its size. + 'Little' is used for both purposes, and is therefore sometimes an Adjective of Quality, and sometimes an Adjective of Quantity. EXERCISES. 189 " Give me that book." 'That' is a Demonstrative Adjective, or Adjective of Relation. It points out a certain book without describing it. It qualifies the noun ' book.' " He lent me his knife." ' His ' is a Possessive Pronominal Adjective or Possessive Adjective Pronoun. It points out a certain knife, without reference to quality or quantity. It qualifies (or is joined attributively to) the noun ' knife.' Exercise 35. Write out the following sentences, and draw one line under the Adjectives of (2ualit\', two lines under the Adjectives of Quantity, and three lines under the Adjectives of Relation (or Demon- strative Adjectives), bearing in mind that several adjectives belong (with a slight difference of meaning) sometimes to one class, sometimes to another. (See §§ 92, 166, 169.) Look carefully at the definitions. Indicate what noun feach adjective belongs to, or qualifies, by putting the same numeral over both the adjective and the noun, thus : — I 2 3 I 2 3 4 4 " We heard of the poor old man's sudden death." Give me that large book. Ring the bell. Bring me my new boots. This boy is idle. These sheep are fat. Look at the second line in this page. She will have the last word. We walk every other day. You will know better one day. No other course is possible. Any man could tell you that. Some people like this loud music. Each child received a penny. Every device has been tried. Either alternative is disagreeable. My apple is ripe. His first attempt was a failure. She is my first cousin. She was my first lore. He has but little discretion. He has a large head and little eyes. A little leaven leaveneth the whole lump. A little child might lead him. An enemy hath done this. That last song was capital. Neither version of the story is correct. Those little boys are my cousins. Some * thief has stolen my watch. We had some + beef for dinner. Any* fool might see that. Have you any + money? I have not the least appetite. He spent half a day with me. John is his half brother. Second thoughts are best. We arrived on the second day. I went to see him one day lately. I have but one brother. There was no other way left. Which J wine do you prefer? What;]! news have you heard? What X nonsense he talks ! XX. Comparison of Adjectives. Preliminary Lesson.—Study §§ 1 05-1 16. • Here this word is a demonstrative pronominal adjective (or indefinite adjective pro- noun). t Here this word relates to guatttity. J Mind that Interrogative Pronominal Adjectives (or Interrogative Adjective Pronouns) belong to the class of Adjectives of Relation (or Demonstrative Adjectives) tgo ENGLISH GRAMMAR. Exercise 38. Write down the comparative and superlative degrees of the following adjectives, or their substitutes : — Large, great, high, fierce, lovely, full, tame, rich, happy, handsome, com- mon, merry, near, gay, cold, holy, healthy, bright, big, red, rich, monstrous, winsome, sad, mad, beautiful, fresh, dull, hearty, quarrelsome, blithe, splendid, clever, idle, gentle. Write down all three degrees of the following adjectives : — Prettier, rudest, sweetest, justest, gentler, finest, steeper, tenderer, worst, slenderest, duller, gentlest, wittier, slower, tidiest, wealthier, handsomest, sprightlier, mightiest, nastiest, rudest, brightest, crudest, better, more, last. XXI. Parsing of Adjectives. Preliminary Lessen.—To parse an adjective state what sort of adjective it is, in what degree of comparison it is, and to what noun it is attached either attributively or predicatively (§§ 89, &c., 84). Lastly, state its three degrees of comparison. Examples. " His numerous virtues won much esteem .* His :—A Demonstrative (or Pronominal) Adjective, [li points out certain virtues, but does not describe or enumerate them.] It is joined* attributively to {or qualifies) the noun ' virtues.' Numerous :—An Adjective of Quality in the Positive Degree. [It describes the virtues spoken of.] It is attached attributively to {or qualifies) the noun ' virtues.' Much. :—An Adjective of Quantity. [It denotes how much esteem is spoken of.] It is in the Positive Degree, and is attached attributively to the noun ' virtues.' (Much, more, most.) " These men are richer than those." These :—A Demonstrative Adjective in the Plural Number, joined attributively to the noun ' men.' [' These 'points to the men, but does not describe or enumerate them.] Richer :—An Adjective of Quality [it describes certain men], in the Comparative Degree, joined predicatively to the noun ' men.' (Rich, richer, richest.) Those :—A Demonstrative Adjective in the Plural Number, qualifying the noun jnen understood (see § 96). • An adjective is often said to ' qualify ' a noun. This expression is legitimate only if the phrase ' to qualify a noun' means 'to denote some quality of that for which the noun standi,' or ' to limit the application of a noun,' it does not in the least alter the meaning of the noun. (See § 85.) As generally used, it smacks strongly of the blunder of saying that ' an adjective describes the quality of a noun.' If the term is used, thereforo, this mistake must be carefully guarded against. EXERCISES. 193 C. Give the Adjectives from which the following Abstract Nouns are derived : — Nobility, stupidity, fickleness, suppleness, height, depth, acidity, dependence, sleepiness, greenness, rigidity, ductility, sonority, infirmity, patience, prosperity, wisdom, elegance, strength, valour, magnanimity, elevation, candour, dura- bility, insipidity, heroism, grandeur, width, breadth, senility, health, youth, dearth, ponderosity, legibility. D. Form Abstract Nouns (not ending in -ing) corresponding to the following verbs ; — Offend ; condescend ; derange ; arrange ; complete ; protect ; suspend ; deride ; conceal ; steal ; deceive ; invent ; invert ; destroy ; multiply ; crown ; weigh; hate; justify; move; sing; abstract; advance; measure; erase; proceed ; depress ; interrogate ; deviate ; degrade ; displace ; debase ; con^ tract ; dissect ; convene ; exact ; please ; fix ; absolve ; treat ; depart ; seize ; thieve ; steal. E. Give the adjectives or nouns from which the following abstract nouns are formed :— - Fickleness ; suppleness ; height ; depth ; acidity ; patience ; dependence ; impertinence ; elegance ; uprightness ; strength ; weakness ; mortality ; durability; grandeur; width; death; wisdom; infirmity; amplitude; con- venience ; piety ; humility ; brevity ; rascality ; mayoralty ; shrievalty ; boredom ; girlhood. F. Give the verbs from which the following Abstract Nouns are derived : — Intrusion ; reflection ; estrangement ; seclusion ; injection ; thought ; flight thrift ; growth ; tilth ; decision ; coercion ; defence ; conception ; adaptation ; derision; judgment; addition; composition; declension; pressure; action; suction ; laughter. Exercise 41. Write out the following sentences, and draw one line under the nouns used in their adstraci sense, and two lines under those used in their concrete sense, and explain the difference of mean- ing in each case : — I admire nobility of character. He aspired to enter the ranks of the nobility. The sculptures over the porch are very fine. Sculpture is one of the fine arts. He has the gift of poetry. Some poetry is hardly worth reading. That is the nature of the animal. The vast field of nature is open to our gaze. Can you tell me the age of that child ? This has been the case in all ages. The steeple is of immense height. We soon reached the summit of the height. He made a solitude and called it peace. Nothing relieved the solitude of his existence. Painting was his chief pursuit. I bought a splendid painting yesterday. These alms-houses are the refuge of old age and poverty o 194 ENGLISH GRAMMAR. XXIII. Adverbs. Preliminary Lesson.— Nature and use of Adverbs. Adverbs of Manner answer the question ' How ? ' Adverbs of Degree show * to what degree or extent' the meaning of a verb, adjective, or other adverb is to be taken. Adverbs of Time answer the questions ' When ? ' ' How long ? ' ' How often ? ' Adverbs of Place answer the questions ' Where ? ' ' Whence ? ' ' Whither ? ' Adverbs are usually said to modify* the verb, adjective, or adverb to which they are attached (§§ 259-265). Examples. " The mountain rises abruptlyfrom the plain." Abruptly is a word that shows how the mountain rises (or answers the question ' How does the mountain rise .'' ')• There- fore it is an Adverb of Manner, modifying the verb ' rises.' " Thai is too bad." Too is a word which shows to what degree ' that ' is bad ; or answers the question ' how bad ? ' Therefore it is an Adverb of Degree, modifying the adjective ' bad.' ** He came yesterday T Yesterday is a word that shows when he came (or answers the question ' When did he come ? '). Therefore it is an Adverb of Time, modifying the verb ' came.' *' We seldom see him." Seldom answers the question ^ How often do we see him?' Therefore it is an Adverb of Time modifying the verb * see.' " My uncle lives there." There shows the place where my uncle lives (or answers the question ' Where does my uncle live "i '). It is an Adverb of Place, modifying the verb ' lives.' Exercise 42. Deal as in the above examples with each of the Adverbs in the following sentences : — I saw him yesterday. John often writes to us. We went thither. They Boon returned. Mary plays beautifully. We lay down to sleep. Now attend to me. My friends live yonder. He went away. They rode along together. The troops fought splendidly. She is upstairs. The children played indoors. I will go thither directly. He went straightway. He always contradicts me. • To ' modify ' a verb is to state some modt or condition, in or under which the action denoted by the verb is performed. EXERCISES. X95 He walked backwards. Stand so. I placed my hand thus. You speak too rapidly. He is very learned. I am almost penniless. The bird is quite dead. I am much obliged to you. He was an extremely wicked man. I am very much obliged to you. We have got thus far on our journey. Oh ! I am so tired. Do not tell so many stories. He is far too extravagant. I am very much surprised. They very soon returned. The project was monstrously foolish. Exercise 43. Make half a dozen sentences to illustrate the use of each sort of adverb contained in the preceding examples. Exercise 4-1. State the Degree of Comparison of each of the adverbs in italics in the following sentences, and point out what verb, adjective, or adverb it modifies (§§ 274-276). John reads well, but Thomas reads better. He is most careful in his conduct He acted tnore prudently than his friend. He walked yflr/z^^r than I did. He works harder than ever. They get up very early. I get up earlier than you. Vou write worse than your brother. He qjften comes here. He comes oftener than ever. He is less restless to-day. He is more composed. He was the least alarmed of all. He is most attentive to his work. My brother came last. I would rather not go. I would sooner die. The children were here soonest. That poor man is the worst hurt. Exercise 45. Make ten sentences containing adverbs in the com- parative degree, and ten containing adverbs in the superlative degree. Parsing of Adverbs. To parse an Adverb state to which class of adverbs it belongs, what its degree of comparison is (if it admits of comparison), giving the three degrees, and what verb, adjective, or adverb it modities. Exercise 48. Parse the Adverbs in Exercises 42 and 44. XXIV. NounB used Adverbially. Prelimmary Lesson.—A noun in the objective case with an adjective or some equivalent phrase, or even standing by itself, often does duty for an adverb. The noun should be parsed as being in the Adverbial Objective, modifying (either singly, or when taken with its adjective) some verb or adjective (§§370, 3 ; 267). Exercise 47. Parse the nouns in italics in the following sentences : — He travelled all night. Many a time have I played with him. I have seen him many times. He comes here four times a week. That happened a year ago. I shall see you next week. He slept all night. Day by day we magnify Thee. He comes bothering me day after day. He turned his head another way. This is many deg7-ees better than that. He is a year older than I am. I 198 ENGLISH GRAMMAR. Examples. A. " Isee a mouse on thefloor.^ ' On ' is a preposition governing the noun ' floor ' in the objective case, and joining it to the noun * mouse.' It shows the relation of one i/n'/t_g' (mouse) to another (floor). B. " He leaped over the wall." ' Over ' is a preposition governing the noun ' wall ' in the objective case, and joining it to the verb ' leaped.' It shows the relation of an act (leaping) to a thnig (wall). C. "He Is afraid ofme." ' Of is a preposition governing the pro- noun 'me' in the objective case, and joining it to the adjective ' afraid.' It shows the relation of an attribute (afraid) to ^. person (me). Exercise 49. Parse the prepositions in the following sentences in the same way as in the above examples : — Pick up the books on the floor. I saw Jane in the kitchen. My father lives in London. People in trouble often go to him. He works at the factory. I am fond of music, The tub is full of water. I am anxious about liis safety. A blow on the head knocked him down. We saw the men in armour. Grief at the loss of his money turned him crazy. The love of money is the root of all evil. Dick rode to York. Do not sit on the table. Do not touch the books on the table. I am weary of work. He spoke of me. He spoke to me at the close of the meeting. We arrived the day before yesterday. We shall start the day after to-morrow. He shrank from the danger. I have in my hand a letter from my father. Exercise 50, Make ten sentences in which a preposition shows the relation of a thing to a thingj ten in which it shows the relation ot an action to a thing; and ten in which it shows the relation of an attribute to a thing. XXVII. Adverbs and Prepositions. Preliminary Lcsson.—ThQ same word is often used both as an adverb and as a preposition. When it governs a noun or pro- noun, it is a preposition. When there is no noun or pronoun governed by it, it is an adverb (§§ 279, 284). Exercise 51. Parse the words in itahcs in the following sen- tences : — He got up behind. Tliere is a garden behind the house. Do not lag behind. He departed before my arrival. I told you all tliat before. Run routtd the table. The earth turns round. I rode inside the omnibus. Pie rode outside. He ran after me. That comes after. The box was painted within and without. She stayed within the house. Come along. We walked along the road. We walked by the river. The storm passed by. I will come by and by. He cut a piece off\hc loaf The stick is loo long ; cut a piece off. " Three thousand EXERCISES. 199 ducats we freely cope your courteous pains withal."* " Nothing comes amiss, so money come withal." "I must wait and watch withal,^'' " Her cause and yours, I'll perfect him withal ^ Exercise 52. Find a dozen words which may be used either as Adverbs or as Prepositions, and make sentences to illustrate their use. XXVIII. The Infinitive Mood. Preliminary Lesson.—A. Nattire and use of the Simple Infinitive (§§ 194, 195). Shall, will, may, and do as notional and as atix- iliary verbs (§ 184). Mustf and can are always notional verbs. Examples. " / 10ill neverforget yoit." ' Will ' :—A defective (notional) verb ; in the Active Voice, Indicative Mood, Present Tense ; and in the Singular Num- ber and First Person, to agree with its subject ' /.' ' Forget ' :—A Transitive Verb in the Active Voice, and in the (simple) Infinitive Mood, depending on [or the object of) the verb ' will.' " TJiou shall not steal." ' Shalt ' is a defective (notional) verb ; in the Active Voice, Indi- cative Mood, Present Tense ; and in the Singular Number and the Second Person, to agree with its subject ' thou.'' 'Steal' is a Transitive Verb, in the Active Voice, and in the (simple) Infinitive Mood, depending on (or governed by) the verb 'shall.'' " You may go.^'' 'May' is a defective (notional) verb, in the Active Voice, In- dicative Mood, Present Tense ; and in the Plural Number, and the Second Person to agree with its subject ' you.' ' Go ' is a Transitive Verb, in the Active Voice, and in the (simple) Infinitive Mood, depending on (or governed by) the verb ''may.' « He did his duty." 'Did' is a notional Transitive Verb, in the Active Voice, Indicative Mood, Past Indefinite Tense, and in the Singular Number and the Third Person to agree with its subject ' He.' * ' Withal,' when used as a preposition, never precedes the word which it governs, but is placed :it the end of the sentence. t The so-called Potential Mood is a perfectly unnecessary invention. 2©0 ENGLISH GRAMMAR. " / shall soon departs Here ' shall ' is an auxiliary (not a notional) verb. The simple infinitive 'depart' depends upon it in the same manner as in the preceding examples. The two verbs ' shall ' and ' depart ' may be parsed separately, or the compound phrase ' shall depart ' may be parsed as the future tense of the verb ' depart.' " He will come presently P Here 'will' is a mere auxiliary of the future tense. The notion of volition is entirely lost sight of. It may be treated like ^ shall' m the last example. " Yotc do assist the storm.''' " Didyou hear the rain f " In these examples ' do ' and ' did ' are mere auxiliaries. ' You do assist ' does not differ in the least in sense from ' you assist.' The verb does not itself constitute an emphatic form. The compound form is emphatic only when an emphasis is laid upon the ' do.' But then any form is emphatic when it is emphasized. " He does this that he may -vex me." Here 'may ' is a mere auxiliary of the Subjunctive Mood, and is in the Subjunctive Mood itself The notion of power or permission has altogether vanished. It does not assert that he is able or is pertnitted to vex me. Exercise 53. Parse all the verbs in the following sentences, and specify in the case of the finite verbs whether they are used as notional or as auxiliary verbs : — We can dance. You may go. You might have gone an hour ago. I shall stay. I will go with you. You must go directly. He could not reply. He would not come when I called him. You shall not have it. He shall not know of it. I dare not go back. He will soon return. You need not stay. He durst not go home. I could leap over that wall once. They would keep on making a noise. You need not be alarmed. "You do * assist the storm. The cry did J knock against my very heart. You would not have my help when you might. I will do my best. He did what he could. I cannot do what I will. That boy shall be made to hold his tongue. Does your father know of this? May I come in? Thou shalt not steal. We will never yield to threats. When shall \ you see your brother? Wherewithal shall a young man cleanse his way ? 1 did not call yesterday lest I might seem intrusive. He says that he will not come. He said that he would not come. He said that he did not choose to come. • When ' do ' is a mere auxiliary (whether emphatic or unemphatic) it may be parsed separately, nr else taken with the dependent infinitive, and the compound form may be parsed in the same- way as the simple tense for which it is a substitute. Thus : ' Did knock' may be treated as eiiuivalent to ' knocked.' Sue the preceding examples. + See \ 2IO. EXERCISES. 203 " Considering all thitigs, he has done very well." ' Considering ' is the Imperfect Active Participle of the verb 'con- sider,' used absolutely (§ 282). ' Things ' is a noun in the objective case, the object of the transitive participle ' considering.' " Hail, smilitig Morn." ' Smiling ' is the Imperfect Active Participle of the verb ' smile,' used as an ordinary Qualitative Adjective, joined attributively to the noun ' Morn.' Exercise 57. Parse the Participles in the following sentences : — Hope deferred maketh the heart sick. He bought a deferred annuity. Smiling scornfully, he strode into the circle. Look at that smiling villain. Generally speaking he dines at home. Considering your age, you have done very well. I caught sight of the thief climbing in at the window. A falcon, towerinjj in her pride of place, was by a mousing owl hawked at and killed. Accoutred as I was, I plunged in. Being apprised of our approach, the whole neighbourhood came out to meet their minister, dressed in their fine clothes, and preceded by a pipe and tabor. The general rode in front, mounted on a splendid charger. A wounded spirit who can bear? " Why rather, Sleep, liest thou in smoky cribs, upon uneasy pallets stretching thee, and hushed with buzzing night flies to thy slumber, than in the perfumed chambers of the great." Barring accidents, we will be with you to-morrow. Exercise 58. Study § 214, and separate the following sentences into two groups, one containing those in which the verb be and the perfect participle form a tense of the passive voice,* the other contain- ing those in which the participle is a mere qualitative adjective : — The ship was built by contract. The ship was built of iron. He was stretched upon the rack. He was stretched upon his bed. The string is stretched too tight. The captives were already slain. They were slain by order of the captain. The poor man is badly hurt. The poor man was hurt. The troops were surprised by the enemy, I was surprised by his behaviour. I am surprised that you do not see that. The prisoner was starved to death. The children are famished. XXXI. Interrogative and Negative Sentences. Preliminary Lesson.—The elements of an Interrogative sentence are related to each other in the same way as those of the declarative sentence which would be its complete answer. Compare * Did you hear ? ' and 'I did hear ' j t * Who told you so ? ' and ' He told me so ' ; ' Whom did you meet ? ' and ' I met John,' &c., ' Where do you live ? ' and ' I live there,' &c. Use of the verb * Do.' * In these we get a statement of the actual doing; of a certain act, in the second class wft get a statement of the results of the act. t ' Did ' and ' hear ' may be parsed separately, or taken together as equivalent to ' heard.' 204 . ENGLISH GRAMMAR. Exercise 59. Give the complete sentences which are answers to the following questions, and then parse all the words in each : — Are you happy? Did you say so? Have you any money? Did your brother do that? Does your sister sing well? Will your father return to- morrow? Shall you be afraid to go? (See | 210.) Will you meet me there to-morrow? Did the man go away? Have the boys hurt themselves? Exercise 60. Take the answers to the preceding questions, and turn them into the negative form. Exercise 61. Parse the verbs and the interrogative pronouns and adverbs in the following sentences (§§ 152-154 ; 270). [In the first few sentences (s) is put after the subject and (o) after the object of the verb, when it is an interrogative pronoun, and the same numeral is placed after an interrogative pronoun and the prepo- sition that governs it, and after an interrogative adverb and the word that it modifies ; and (.a) is placed after those interrogative pronouns (or pronominal adjectives) which qualify the nouns that they precede.] Who {s) called me ? What (<?) did you say ? Which («) way is the shortest ? What (0) did you eat for supper? On what (rt) day do you set out? What (i) do you hope for (i) ? Whom (2) are you writing to (2) ? Where (3) do you live (3) ? How (4) far (4) did you walk ? What comes next ? Which boy made that noise ? What author do you like best ? Whom are you waiting for ? Whom did you see ? On what day do you set out? Where did you find that book? Whither are you going? Whose * pen is this? What happened yesterday ? What ails you? In which house does your uncle live? What poet's writings please you most ? On what day do you set out ? When f will you come ? How t did you do that ? How t many persons were present ? How t often do you write home? Why t do you say that ? How t soon will you come ? Where J are you going to ? Where J do you come from ? Write answers to all the questions in this exercise in full, and then turn these answers into the negative form. XXXII. Imperative Sentences. Preliminary Lesson.—Study § 191. " Go thou and do likewise^ • Go ' is an intransitive verb in the Active Voice, Imperative Mood, Second Person Singular, to agree with its subject 'thou.' • Parse ' whose ' as an interrogative pronoun of common gender, in the possessive case depending on the noun 'pen.' u- u t Mind that an interrogative adverb modifies either the verb of the sentence in which it occurs, or some adjective or adverb. X In cases like this, 'where ' should be taken as doing duty for an interrogative pronoun, governed by the preposition ' to ' or ' from.' EXERCISES. 205 ' Do ' is parsed in the same way, except that it agrees with a subject ' thou ' understood. " Let nie sec that'' ' 'Let ' is a transitive verb in the Active Voice, Imperative Mood, and in the second person plural, to agree with its subject ' you ' understood.* ' See ' is a transitive verb in the Active Voice, and in _the (simplej infinitive mood depending on (or governed by) the verb ' let.' 'Me ' is in the objective case, governed by ' let.' Exercise Q^. Parse all the words in the following sentences : — Let me go. Come hither, boys ?t Be thou familiar, but by no means vulgar. Let him see it. Let us be spared this annoyance. Let us pray. Let me be cautious in the business. Do be quiet, boys. XXXIII. Relative or Conjunctive Pronouns. Preliminary Lesson.—Study §§ 144— 164. " He is a. iJian wJio is beloved by everybody.'''' 'Who' is a Relative Pronoun, of the Masculine Gender, in the Singular Number and of the Third Person, to agree with its antecedent 'man.' It is in the nominative case because it is the subject of the verb ' is beloved.' It joins the clause ' who is beloved by all ' to the noun ' man.' " That is the lady luhose husbandyou met yesterday." 'Whose' is a Relative Pronoun of the Feininine Gender in the Singular Number and of the Third Person, to agree with its antecedent 'lady.' It is in the Possessive Case depending J on (or qualifying) the noun 'husband.' It joins the clause ' whose husband you mot yesterday ' to the noun ' lady.' "//dvv is the matt whom you wished to see." Here ' whom ' is in the objective case, the object of the verb 'to see.' " }'ou have not brought mc the book that T askedyou for." ' That ' is a Relative Pronoun of the Neuter Gender, in the Singular Number and of the Third Person, to agree with its antecedent ' book.' It is in the objective case, governed by the preposition ' for.' It joins the clause ' that I asked you for' to the noun ' book.' * ' You ' is always a fcraviiiintical plural. t Parse 'boys ' as a Vocative, or Nominative of Address. t If • who.<;e ' be treated as the possessive case of a substantive pronoun, it must be parsed like a noun in the possessive If ' whose ' be regarded as on a par Vkfith ttiy, our, his, &c., it must be dealt with as an adjective. 2o8 ENGLISH GRAMMAR. I was not at home when you called. I shall see you when I return. He still lay where he had fallen. I will follow you whithersoever you go. This is the house where I live. Tell me the reason why you left the room. Co back to the place whence you came. Show me the shop where you bought that. Wherever he lives, he will be happy. I go to see him whenever 1 can. Exercise 69. In the following sentences substitute pronouns pre- ceded by prepositions for the adverbial compounds. (See § 146.) Herein do I exercise myself. Thereon I pawn my credit. She dares not thereof make discovery. My heart accords thereto. 1 will hereupon confess I am in love. Present to her a handl.erchief, and bid her dry her weeping eyes therewith. Whereunto shall I liken this generation ? Wherewithal shall a young man cleanse his way ? You take from me the means whereby I live. Exercise 70. Make the reverse change in the following sentences : — I long to know the truth of this at large. Thy food shall be withered roots and husks in which the acorn cradled. The earth is the Lord's and its lulness. Take this chain, and bid my wife disburse the sum on the receipt of it. XXXV. Conjunctions. rrclivimary Lesson.—Study the definition and classification of Conjunctions (§§ 285—295). To parse a conjunction state what Part of Speech it is, and of what class, and state what words or sentences it couples together. The pairs ' both— and,' ' either—or,' and ' neither—nor,' may be taken together and parsed as correlative and co-ordinative conjunctions, joining such and such words or sentences. Subordinative conjunctions usually join the clause which they introduce to the predicate of the principal clause. The conjunction ' than ' joins its clause to the preceding comparative adjective or adverb. Exercise 71. Parse the conjunctions in the following sentences : — A. He is jioor, but he is contented. He neither came nor sent an excuse. He went out quickly and slammed the door. He shot a hare and two rabbits. Both [ohn and Henry came to see me. I will both lay me down in peace and [I will] sleep. Either I am mistaken, or you are. I can neither eat nor [can 1] sleep. B. I have heard that he said so. He told me that he had no money. You will be inmished if you do that. If I had seen him, I would have spoken to him. He would not help me, though he knew that I was in need. Though hand join hand in hand, the wicked shall not be unjjunishcd. You will lose tlie prize unless you work harder. Take heed lest you fall. He spoke loud that I might .hear him. I cannot give you' any money, for I have none. My brother is taller than you are. He is richer than his brother [is]. He comes oftener than [lie] ever [came]. As that is the case, I will come. EXERCISES. 2og Exercise 72. Parse the words in italics in the following sentences, bearing in mind that words like before^ after, since, &c., when followed by a noun or pronoun in the objective case, are prepositions, but are conjunctions when followed by a clause containing a finite verb with its subject : — John arrived after his brother. Pie walked before me. Do not go before I come. We left after the concert was over. He was sorry after he had said it. Since you say so, I must believe it. He has not smiled since his son died. We have not eaten since yesterday. They will go away before night. They stayed nntil the next day. I will wait until you return. They stayed in Paris until their money was spent. AH except John were present. Except ye repent, ye shall all likewise perish. There is nobody but me at home. You may go, but I will stay. Exercise 73. Parse the word ^ tliaf wherever it occurs in the following sentences. (Look at §§ 144, 145, 148, 289.) Show me that picture. He did not say that. That book is mine. He is the very man that I want. Play me the tune that I like so much. He says that we shall never succeed. He does that that he may vex me. I am afraid that he says that, that he may deceive me. They that will be rich fall into temptation. There is not a man here that I can trust. I lent you that book that you might read it. I hear that he has lost that book that I lent hint. You ought to know that that ' t/iat '* that you see at the beginning of the clause is a conjunction, because I told you that before. Exercise 74. Make five or six sentences to illustrate each use of the word ' that.' Exercise 75. Parse the words in italics in the following sentences, carefully distinguishing the conjunctions from the relative or conjunc- tive adverbs, and the latter from the adverbs which have no syntactical connecting force, but merely refer by their meaning to something that has gone before : — Come 7uhen I call you. He came because I called him. He left soon after I came. I will go no^d<. N'ow you are here, you may as well stay. He is very rich ; nevertheless he is unhappy. He is contented, and tkeirfore lie is never unhappy. I believed, therefore have I spoken. He is as t stingy as he is rich. He wasted his time in play ; consequently he lost the prize. That is true and also new. I have no money, else { = otherwise) I would give you some. XXXVI. The Subjunctive Mood. Preliminary Lesson.—Nature and use of the Subjunctive Mood (§§ 192, &c., 423; 430, &c.) * 1.00k at § 349. 5. t When 'as' is used twice over correlatively, the first 'as' is always de>itoitstraiivc, tlie second conjunctive. P 2IO • ENGLISH GRAMMAR. Eiercise 78. Parse the verbs in italics in the following sentences, and explain in each case why the subjunctive is used : — Take care that dinner be ready for me by two o'clock. Beware lest some- thing worse happen to you. Live temperately that you may live {\ 423) long. If you lucre generous, yon zuould help me. If yovL had sent for m% 1 woiild have come. If he zvere to swear to it, I luould not believe it. If I had any money, I would givi it to you. Oh ! that it were with me as in days that are ]mst. If this 'Mere true he would not deny it. I would have done it if I had !>-en able. He <:('///</ not be kinder if he were vay brother. Except the Lord build the house, they labour in vain that build it. Peace be to his ashes. A south-west blo7ii on ye, and blister you all o'er. I luouldl were a weaver. I could %\Vig psalms or anything. Exerciss 77- Parse the verbs in italics in the following sentences, carefully distinguishing the moods and noting whether the verb relates to what is actual fact, or expresses one of the subjunctive ideas. The use of a past form in relation to present ii/ne, or of a past perfect, when there is no reference to any other event, merely to denote past time, is one of the marks of the Subjunctive Mood : — Wju in IV* go. You may keep the book. He says that thnt he may vex mt. The boys would not be quiet when I begged them to be so. He would not tell me if 1 asked him. The old man might be seen daily sitting in the porch. He came that he might beg money of me. He may\ liave been in the house, but I did not see him. He would be angry if he kne^v of it. He would have been angry if he had knozvn of it. I had just finished when you came in. " Had I but died M\ hour before this chance, I haa lived a blessed time." He ivoid i not open the door when I knocked. He tvoidd open the door if you knocked. He would have open:d the door if you had knocked. You should % ftot tell lies. If he has betrayed his trust, I will never forgive him. If he did that he desei-ves to be punished. If he had done it, he would have confessed it. If he did it, he would seriously displease me. If that was his reply, it was a very foolish one. If he were to make such a reply it -would be very foolish. If he ha I heai-d \.\\e news, he kept it all to himself. If he had heard the news, he would not have kept it to himself. He could not do that if he tried. He could not do it when he trieil. He ;;//;,'•/// have come U he had wished {i.e. it zDould have been in his power, &c). It nmy be very strange {i.e. it is possible that it is very strange), but it is quite true. It may have been my fault {i.e. it is possible that it was my fault). You might have won the prize if you had been more diligent. This herb may be met with almost everywhere. Last winter roses might be found blooming at Christmas. However bad the weather might be, he would take a walk every day. Exercise 73. Make ten sentences in which the indicative is used after ' if^ and ten in which the subjunctive is used. • ' May,' 'would,' &c., in the indicative mood must be parsed as notional, not as auxiWary verbs See Seciion XXVIII. \ That is, • it is possible that he was in the house." X This use of ' should ' is peculiar. It is past in form, referring to present time, and yet it is indicative. It follows the analogy of ' ought ' and the other preterite-present verbs. EXERCISES. 213 C. ^^'c went to the theatre last nig/tt. It rained all d<jy. I shall see your brother next 'ucck. This flower blooms all the year roiitid. It rained every day last week. They walked barefoot. He advanced cap in hand. The wall isjifty feet high. D. I gave the Iwy a book on his birthday. I will pay you your account soon. Yl<i \s \\\ie his father. Pass nie the salt. Do wt' the favour of hearing what I have to say. I will paint jjv« a picture.* E. The horses being exhausted we covXd no\. \>YOceeA. The rest must perish, their great leader slain. Six frozen 'cuinters spent, return with welcome home from banishment. The battle oz'er, the troops withdrew. F. I have fought a goodfght. He slept an untroubled sltep. We cannot live our lives over again. He was promised a rocking-horse. I was asked this question. He was hrgixen his past offences. We were told our faults. He was paid his bill. The dead were refused burial. Exercise 83. Point out the adverbial adjuncts in the following sentences ; state of what they consist, and to what verb, adjective or adverb they are attached :— They arrived yesterday. They will be here to-night. He prayed for a speedy deliverance. I am much displeased with your conduct. He is not like his sister. He accompanied us most of the way. You are to come home directly. He approached me dagger in hand. He built a wall ten feet thick. There is a church a mile distant from the town. You are spending your time to no purpose. I am not disposed to sell the horse. On reaching home we found that the rest had arrived before us. We were all talking of tiie accident. We live in constant fear. Wait a bit. We had nothing to do. What is the matter with you ? He is too ready to take offence. I am content to be silent. We are glad to see you. Why did you say that ? \N here were you on duty last night ? He comes here every day. My pony being lame, I cannot ride to-day. My object having been attained, I am satisfied. To reign is worth ambition. , The cloth is worth a guinea a yard. He is a year older than I am. " Bloodshot his eye, his nostrils spread. The loose rein dangling from his head, Housing and saddle bloody red, Lord Marmion's steed rushed by." Exercise 84:. In the case of the following complex adverbial adjuncts, first point out to what the oitire group of words is attached, and then show what words are modified by the subordinate adjuncts which the entire group contains. Thus in, " We were talking about the accident that happened to your brother yesterday," the words ' about the accident that happened to your brother yesterday ' constitute an adverbial adjunct to the verb 'were talking' ; while ' to your brother' and ' yesterday ' are adjuncts of the verb ' happened.' We started very early. He spoke unusually well. Do not talk so fast. Come more quickly, I am fond of riding on horseback.t I shall be glad to * Add to these examples all those in Exercise iq which contain an Indirect Object. \ Gerunds ra.iy be modified by adverbs as well as any other forms of the verb. 2 14 ENGLISH GRAMMAR. hear of your safe arrival. He escaped by leaping over the ditch. I am fond of going to the theatre. I am looking at the man standing with his t)ack to the window. You should do your best to repair your fault by working harder. He did nothing towards helping me out of my difficulties. We arrived an hour too late. I cannot walk a step farther. He was in too much haste to mind what he was about. Exercise 85. In the following examples show which of the phrases made up of a preposition and a noun do the work of an adjective (see § 362, 4), i.e. are attributive adjuncts, and which do the work of an adverb (see § 370, 2\ that is, are adverbial adjuncts ; and show to what word each is attached. He shot a great quantity of game on the moor. What is the use of all this fuss about the matter? I am delighted to see you in good health. We were vexed by his rudeness to you. The advantages of travelling in foreign coun- tries are very great. He is a man of great industry. He accomplished the task by unflagging industry. A man addicted to self-indulgence will not rise to greatness. He is fond of angling. That is a good stream for angling. I am fond of the pastime of angling. I must express my displeasure at your be- haviour. You have displeased me l)y your behaviour. He is not prone to behaviour of this kind. We rely on your promise. Reliance on his promises is useless. Do your duty to him. What is my duty to my neighbour? He adhered to his determination to make the attempt. He is too feeble to make the attempt. He gave hnii his best wine to drink. The place abounds in good water to drink. Do you see that man on horseback? He has given up riding on horseback. The master praised the boy at the top of the class. He shouted to the boys at the top of his voice. Exercise 86. Make a dozen sentences in which a^ preposition followed by a noun or pronoun forms an attributive adjunct, and a dozen in which it forms an adverbial adjunct. XL. Parsing of Adverbial Adjuncts. Exercise 87. Nouns occurring in adverbial phrases, and not go- verned by prepositions, must be parsed as being in the Adverbial Objec- tive Case (i.e., the Objective Case used adverbially), except those in the absolute construction, which must (now) be parsed as being in the nominative absolute. What is called the Cognate Object is really one kind of adverbial objective. (See §§ 370—372.) Parse the words in italics in the following sentences, carefully distinguishing the adverbial objective from the other uses of that case : — I will pay you next ivtrk. We shall spend next tveck in London. Papa goes to London every (fay. He spends every other day in London. He spends the half of every day in bed. We sat up half the night. We have lost half the day. I see him most days. Most days are joyless to me. Every cvfuiug wc have a rubber. Every evening next week is engaged. We arc engaged EXERCISES. 215 every evening next iveek. We went over dry fooi. Come this way. Lead the wav- I have told him that twenty times. I cannot count the times that I have told him that. The horses having been harnessed, we started. ' ' The rest must perish, their great leader slain. Exercise 88. Parse the words in italics in the following sen- tences :— He will have the expense besides all the trouble. He will have the expense and the trouble besides. Both John and I were present. Both brothers were present. I will both lay me down in peace and sleep All those present heard it. He sat up all night. All is lost. He is all powerful at court. We have other things to attend to. Others may believe it, but I cannot. You may break him, Intt you will never bend him. He spoke to all but me. There was but a minute to spare. I would do it but that I am forbidden. There is no one /'«/ pities him. Parse "but 'in the last sentence. Either road is difficult. I never drink either beer or wine. I do not believe cither's account of the matter. He knows something about it, else"^ he would not look so mysterious. I have nobody else to look to. They gave us trouble enough, t We have not enough to eat. They have bread enough and to spare. He even insulted me to my face. It is an ez'en chance. Nothing can or shall content my soul till I am ezh-nd with him. You are sent for. They sent for you. You must go, for you are sent for. We have wasted half the day. I am //'?// inclined to believe it. I have not told you one //rtZ/'of what was said. It is not that he loves me more, but that he fears me less. Less .than that would have been enough. You must spend less money. Give him more air. He would liave said fno7-e if I had not stopped him. He knows most about the matter. He need not be afraid. He needs strict oversight. His needs will be well supplied. He must needs pass through Samaria He told me much of what liad happened. I am mueh pleased with you. I have not tnuch time. He left iiixt ([ay. What shall we do next? He sat next meat dinner. Who comes next ? He has lost his only son. We have only four shillings left. Do _what you please, only be quick about it. All save one perished. It was built some % ten years ago. I have somrwhat to say unto thee. I feel sonie- what indisposed. Be 'iVell assured of that. Well, sir, and what did you do next ? I am not 7vell. What need we any further witness ? What shall we need in this business ? What ! Did you not get my letter ? He wants to know the 7.vky and the loherefore of everything. Why! he is as rich as Croe.sus. Exercise 89. Parse the following sentences, paying special attention to the constructions that are not obviously consistent with the rules: — The multitude were of one mind (§ 376). He takes the medicine every three hours {\\ 173, 471). It came to pass about an eight days after. these sayings. He lived ten years there. He lived a hundred years (§ 362, 2). He bought three score sheep {\\ 362, 2 ; 55 ; 54). There were a dozen men there. Some || twenty persons were present. The battle was fought on this * Else is always a mere adverb. It means either 'besides,' or 'otherwise.' + ' Enough ' may be a substantive, but it is never an adjective. It is usually an adverb X ' Some ' here is not an adverb. II • Some' had better be taken as an adjective, ' Some men (i.e. a certain number of mei:' namely twenty.' 2lS ENGLISH GRAMMAR. Exercise 94. Separate the following sentences into two groups, one consisting of those in which there is a grammatical object of the pre- dicate verb, the other consisting of those in which there is not a grammatical object. Then take the sentences in the first group and set down separately the object of the verb in each, and the several attributive adjuncts of the object. Thus : John sent to us an amusing account of the proceedings." Object : — ' Account.' Attributive adjuncts of Object:— i. 'An'; 2. 'amusing'; 3. 'of the pro- ceedings.' My cousin arrived last night. We were greatly amused by his story. He told us a droll story about his brother. Have you read this author's last work ? Whom did you see at the concert ? The girl is admired by everybody.^ Everybody admires John's little sister. Thus ended a war * of ten years' duration. This ended that most unpleasant business. Down came the rain. I saw a soldier on horseback. f I met some gipsies in my ramble. The master praised the boy at the top of the class. The man struck the poor little boy on the head. The boys were rewarded for their diligence. My horse fell down in the road. Deep drank Lord Marmion of the wave. On the top of the , hill stinds a stone cross. We were strenuously advised to turn back. We rapidl)' turned round in the direction of the report. He sent his hat round to collect contiibutions. The boys have been forbidden to enter the orchard. They shook the depths of the desert gloom with their hymns of holy chter. He had the impudence to tell me to hold my tongue. Exercise 95. Take the sentences in the last three exercises, and write down the several adverbial adjuncts of the predicate in each. Exercise 96. Give the complete analysis of the following sentences : — John's account of the affair alarmed me. Every finite verb in a sentence has a subject. My brother Henry told me J that. I saw the occurrence through a gap in the wall. That lazy boy did not go out of doors all the morning. Have.you heard the news? Have ^^ those little boys finished their Latin exercises during my absence ? I desire nothing more ardently. Crying will not help you out of the difficulty. To act thus will displease his father. To do this jiroperly requires time. Who spoke last ? Whom did you hear at church this morning? Hoping to find an easier road, we left our companions at the brid;_;e. How || did you find your way ? He used a stick to support his steps. You say so to tease me. Considering his age he has done pretty well at the examination. Veryll few men could have done that. Howl! much money will be enough for you? What foolish notion possesses you? A little girl's voice was heard in the garden. A large dog's bark was * Mind that the subject very ohe.n follows the verb. T Observe th,^t this phrase does not show where the act of seeing touk place. Contrast this sentence with the next. t Look at \ 370, 4. § In questions the subject is often so placed as to break the predicate (when it is a com- pound form of the verb) into two parts. To see the construction properly, give the complete ansiver to the question. C Remember that 'how' is an adverb. II I.-iko care in the analysis not to separate attributive words from the adverbial adjuncts that may be attached to them. EXERCISES. 219 heard in the distance An empty bird's nest was found. The tall lady's dress was torn. Some ladies' silk dresses were sold by auction. My cousin's return interrupted our game Here shall be done a deed of dreadful note. We had a purpose to be his purveyor. He found his brother lying fast asleep. We have bought a pretty little calf a month old. His wrath may find some wor^e way to our destruction. What more do you desire? Whom did you find walkiuij in the ijaiden? Whose umbrella did you take? Whose exercise has the fewest faults? The poor man's wife died last nigh'. He fell liead foremost into the ri\er. They advanced step by stei^. Give me* a cup of tea. I return you * my best thanks. " Take thee * that too " I told you* all that anJiour agot. He died a happy death. ;}: This said, he sat. Theie by Duncan, his silver skin laced with his golden Vjlood. The poor wren will fight, her young ones in her nest, against the owl. Downward they move, a melancholy band. Conceit, in weakest bodies, strongest works. Forth at your eyes, your spirits wildly peep. Who ever experienced any- thing like kindness at his hands? Who but a fool would talk like that ? What have you done with the money? What arrant nonsense that foolish man talks! Which [horse] of these horses is to be sold? He eats his food like § a hog. He was taught Greek (§ 372) by his uncle. ' Teach me thy statutes.' 'Teach erring man|| to spurn the rage of gain.' The dead were refused burial (§ 372). !Ex:sr3ise 97. Take the following pairs of subjects and verbs and btild up sentences by putting in objects, where they are wanted, and enlarging the subjects, predicates, and objects, with as many adjuncts, .ittributive and adverbial, as you can. Thus, from ' Men rob,' you may make ' Men of weak character, led astray by temptation, soine- times rob their unsuspecting friends shamefully.' Birds build. Ship carries. Boy lost. Loaf was bought. Brother left. Sister came. Children went. Men found. We arrived. Man struck. Horse threw. Exercise 93. Make a dozen other sentences in a similar way with subjects and verbs of your own chooiing. Exercise 99. Parse all the words in Exercises 94 and 96. XLII. Verbs of Incomplete Predication. Prcliininary Lesson.—Nature and construction of Verbs of Incomplete Predication (§§ 391—396). Moile of analysing sen- tences in which they occur i§§ 493, 498 — 500). * Look at \ 370, 4. \ 'Ago' is a shortened form of 'agone.' The phrase originally formed a nominative (or objective) absolute. X Look, at § 371. ? ' I,ike ' is here an adverb. II Hero ' man ' had better be taken as the direct object, ' teach'' having Lhc same kind of scusj as 'train' or 'instruct-' 220 ENGLISH GRAMMAR. Exercise 100. Analyse the following sentences containing Subjec- tive Complements of verbs of Incomplete Predication : — He is insane. They are honest. He is an honest man. He became my friend. He became very rich in a short time. He grew rich suddenly. He was called an enthusiast by his friends. He is not thought a fool. The prisoner was pronounced guilty of homicide. He is my cousin's friend. He is considered a pretty good player. We got quite tired. The wine tastes sweet. She looks very pretty. That appears very plausible. He was elected Emperor. He stood silent (see § 391). They entered laughing. The dog ran away howling. He felt tired. The air feels keen. He stood rubbing his eyes. The boys rushed shouting into the playground. I am sure of pleasing you in this. He sat twiddling his thumbs. Exarcise 101. Parse the preceding sentences. In accordance with § 393 (which see) account for the case of the complement either by saying that the verbs ' be,' ' become,' &c., take the same case after them as before them, or (better) by saying that the complement is in the predicative relation to the subject. (See § 374.) Exercise 102. The verb to be is a verb of incomplete predication when it is employed in making a compound tense of a verb in either the active or the passive voice, as ' He is going ;' ' I was saying ;' ' He is gone ;' ' He was struck.' But when used to form a tense of another verb, it is usually called an Auxiliary Verb. In such cases the com- pound form denotes the performance, the continuance, or the comple- tion of an action. When the state that is the result of the action is denoted, the participle that follows is merely an adjective' of quality. When it is not accompanied by a complement of some sort, to be is a verb of complete predication, or (as it is sometimes called) the ' verb of existjncc.' {iV.B.— An adverb or adverbial phrase is not a complement.) Point out carefully the various uses of the verb in the following e.Kamples : — He is in the parlour. He is going away. Such things have been. The time has been, that when the brains were out, the man would die. We are ready. I am in doubt about that. The boy was blamed for that. The poor man was starve 1 to death. The children are half starved. He was wounded by an arrow. The poor soldier is badly wounded. I am trying to do it. This delay is trying to our patience. I am deliglited to see you. We were delighted by the concert. He is named John. He was called a fool for his pains. Where are you ? Where have you been all the morning ? Exercise 103. Analyse the following sentences containing Objec- tive Complements of verbs of incomplete predications {^ 391, 395) : — He painted the wall white. He made us all merrj'. I think him clever. He cfjnsidcrs this course expedient. They made Henry king. He called the man a liar. You have made your hands dirty. The jury pronounced the prisoner guilty. We consider him a fine player. We deem this step very imprudent. This measure rendered the plot abortive. I pronounce the wine EXERCISES. 223 Before analysing the sentences in this and the succeeding Exercises, draw a Une * under the entire set of words which form the substantive clause, remembering that you have not got a complete substantive clause, or noun-sentence, unless it has a subject and a finite verb, with all the adjuncts that may be attached to either of these. (See § 512, note.) That he did the deed is quite certain. That he said so is undeniable. Who can have told you that, puzzles me. How long I shall stay here is uncertain. What we are to do next is the question. What his capacity is signifies nothing. How I found the matter out is no concern of yours. How completely you are mistaken can easily be shown. What signifies what weather we have ? It is not true that he said so. It is very probable ihat he will not arrive to-day. It is uncertain what the result will be. It does not matter what he thinks. It is uncertain how long I shall stay. Thence it is that I to your assistance do make love. What does it signify how rich he is ? It is a question how far he was justified in that proceeding. Methinkst I know that handwriting. Anon methought the wood began to move. JNlethinks he hath no drowning mark upon him. Methought the billows spoke. Was it on Tuesday that he went away ? It was only yester- day that I saw him. Exercise 110. Analyse the following sentences in which a sub" stantive clause is the object of a verb, or of a phrase equivalent to a transitive verb : — I knew that he would come. I heard that he had arrived. I tliink I have the honour of addressing Mr. Smith? Tell me who told you. Tell me how old you are. Tell him I cannot see him to-day. I want to know when this happened. I thought it J strange that he should leave without calling on me. I swear I have no mind of feasting forth to-night. He told me he knew all about the matter. Tell me what you think of all this. Advise if§ this be worth attempting. Try if you can decipher that letter. I fear thou play'dst most foully for it. I am hopeful that he will soon get better. He is confident that I shall succeed. We are resolved that that shall not occur again. He made it a condition that I should become security for the payment. He felt it to be a disgrace that he had so utterly failed. Try how far you can jump. Exercise 111. Analyse the following sentences in which a sub- stantive clause is in apposition to a noun, or comes after a preposition iS 404), or is used absolutely with a participle, like a nominative absolute : — The fact that you say so is enough for me. The circumstance that he was present must not be disregarded. The idea that I can comply with his request * To those who are acquainted with my larger grammar I need hardly observe that this mode of marking sentences has not been borrowed from the later works of others. t The introductory conjunction ' that' is often omitted. See § 403 and § 244. t ' It ' often does duty as a temporary or provisional object. Deal with it as in the case of the subject ; that is, first analyse the sentence without the substantive clause, and then substitute that clause for the ' it." § ' If has here the force of ' whether*. i2 4 ENGLISH GRAMMAR. is alisurJ. lie did this to the end that lie ni^^h. co.ivlnce me. I Ui;dertook the business in the expectation that he would help me. He could not get rid of the idea that I was his enemy. In case* you should see him, bring him with you. I came on the chance that I might find you at home. Who can want the thought how monstrous it was for Malcolm and for Donalbain to kill their gracious father ? He sent me word that he would come anon. There was a rumour that the army had been defeated. Oh ! yet I do repent me of my fury that I did kill them. For that I love your daughter, I must advance the colours of my love. That depends upon how you did it. I would not believe the story but that you avouch it. I hate him for he is a Christian, but more for that in low simplicity he lends out money gratis. In case I am not there, go on without me. Provided that he consents, I will undertake the business. Provided this report be confirmed, we shall know what to do. The word ' so ' is only a substantive demonstrative pronoun t used adverbially. Being essentially a substantive, it may have a substantive clause in apposition to it. Analyse the following sentences : — You may go where you like so (= on the condition) that you are back by dinner time. " For nothing hold me so it please thee hold {i.t'., regard) that nothing me a something dear to thee." "So please my lord {i.e., 'on the condition that it please my lord ' ) to quit the fine, I am content." Exercise 112. Transitive verbs govern an object, not because they are predicative words, but because they denote a tt'ansitive action. Nouns that do this may have a substantive clause after them, which may be described as an ' objective adjunct to the noun.' Analyse the following sentences : — I see no sign that the fever is abating. That is a proof that he knows nothing about the matter. We welcomed these indications that spring was near. He has obtained my consent that he should go to college. There is no fear that he will fail. Exercise 113. Analyse the following sentences, in which the Sub- stantive Clause forms an Adverbial Adjunct to a verb or adjective (like the Latin accusative of limitatioti, or closer definition). I convinced him that he was mistaken. % I <im sorry that you are not well. \We are glad that you have come at last. We are disappointed that you have not brought your brother. I am certain that he never said so. I am per- suaded that that is the wiser course. He is desirous that I should return. Exercise 114. Analyse the following sentences, in which an in- finitive accompanied by an interrogative word supplies the place of a substantive clause beginning with an interrogative : — * Note the omission of ' that.' + It is often used without any adverbial force, as in ' I told you so.' ' I drank a pint or so of wine.' ' Is he a captain? He is sfl ' 'He is a fool, and so is his brother.' The strengthened form 'as' (also, ? 165) often has a pronominal force. t 'I'hat is, ' I convinced him 7vtt/t respect to tliis point." § That is ' I am sorry on this account, or as regards this.' EXERCISES. 225 How to do it is the difficulty. I taught him how to do it. Where to get the money puzzles nie. He never knows when to go. I am considering what to do next. I know not where to get food. I know not how to thank you sufficiently. The difficulty is how to get there. XLV.—Adjective Clauses. Preliminary Lesson —Nature, form, and construction of Adjec- tive Clauses (§§ 406 — 413). Exercise 115. Underline the adjective clauses in each of the fol- lowing sentences, then analyse the entire sentence, and lastly analyse the adjective clause separately* : — The serpent that did sting thy father's life, now wears his crown. I could a tale unfold whose lightest word would harrow up thy soul. The rest {i.e., ' repose ') is labour which is not used for you. He had many heavy burdens to bear, the pressure of which nearly crushed him. Ihrice is he armed that hath his quarrel just. I saw the captain in whose ship you will sail. Do you know the gentleman to whom this park belongs ? Infected be the air whereon t they ride. Thy food shall be husks wherein the acorn cradled. What sad talk was that wherewith my brother held you in the cloister ? I know a bank whereon the wild thyme blows. Thou speak'st to such a man that is no fleering tell-tale. Unto l)ad causes swear such creatures as+ men doubt. Vou will soon find such peace wliich it is not in the power of the world to give. His behaviour is not such [Ijehaviour] as I like. You are welcome to my help, such as§ it is. This cloth is not such [cloth] as I asked for. I have not from your eyes that gentleness and show of love asj I was wont to have. In me thou seest the twilight of such day, as;]; after sunset fadeth in the west. Exercise 116. Deal in a similar way with the sentences in Exer- cise 61. Exercise 117. .Supply the relatives which are omitted in the sen- tences in Exercise 62, and then analyse the sentences. Make (or find) a dozen sentences containing adjective clauses in which the relative is expressed, and a dozen in which it is omitted, and then analyse them. Exercise 118. Analyse the following sentences in which the Adjective Clauses have a Relative Adverb in place of a Relative Pronoun governed by a Preposition (§ 406). • Remember that the Adjective Clause must contain a subject and a finite verb of its own. t See § 162. ' Whereon ' (=: on which) forms an adverbial adjunct to ' ride.' It must be parsed as a compound adverb. X See § 165, 411. ' As' must be treated as equivalent to a relative pronoun. § The clause ' as it is ' is in the attributive relation to ' help,' and the quasi-relative ' as ' is the complentent of the predicate in its own clause, 2 28 • ENGLISH GRAMMAR. A plague [be] upon it, when thieves cannot be true to one another. What signifies asking, when there's not a soul to give you an answer? I'll charm the air to give a sound while you peiform your antic round. He arrived after we had left 1 shall be gone before you are up. He left the room as I entered. You may come whenever you please. 2. Adverbial Clauses relating to Place (§ 417). Exercise 127. Analyse and parse the following sentences : — He still lay where he fell. Where thou dwellest, I will dwell. Wherever you go, I will follow you. There,* where a few torn shrubs the place disclose, the village preacher's modest mansion rose. Whithersoever I went, he followed me. Seat yourselves wherever there is room. 3. Adverbial Clauses relating to Manner and Degree (§ 418). Exercise 128. Analyse and parse the following sentences : As the tree falls, sot it will lie. Do as I tell you [to do]. He is asj avaricious as his brother is generous. The§ higher you climb, the wider will be the prospect. The longer I know him, the less I like him. The more he has, the more he wants. Ho\v|| far the substance of my praise doth wrong this shadow, so far this shadow doth limp behind the substance. How a bright star shooteth from the sk)-, so glides he in the night from Venus' eye. She is as good as she is beautiful. We do not always write as we pronounce. He always does as he promises [to do]. 4. Adverbial Clauses relating to Cause, Purpose, and Con- sequence (§ 421—423). Ex3rcise 129. Analyse and parse the following sentences : — He came because I sent for him. I cannot tell you his age, for I do not know it. Because Thou hast been my help, therefore in the shadow of Thy wings will I rejoice. Since you say so, I must believe it. As he lias begged my pardon, I will forgive him. When I am determined I always listen to reason, because then it can do no harm. The fool is happy that he knows no more. He is aware that I did not come. He toils hard that he may get rich. I called on him that I might tell him about that matter. He retired to his own room that he might study quietly. Take care that all be ready. Take heed lest ye fall into temptation. I am soil tired that I am ready to drop. He is so weak that he cannot stand. He is such a liar that nobody believes him. It is so dark tl>at we cannot see. • 'There' and /he clause 'where—disclose' are co-ofdinate adverbial adjuncts of 'rose.' + ' .So' and the clause ' as the tree falls ' are co-ordinate .adverbial adjuncts of ' will lie.' _ t The nrst ' as ' is demonstrative, the second relative. Each modifies the adjective in its clause. § Here the main clause is the second one. The first ' the' is relative, the second demon- strative. (See § 420.) The first modifies 'higher', the second modifies 'wider.' The second ' the ' and the adverbial clause are co-ordinate adverbial adjuncts of ' wider,' the clause ex- plaining the indefinite meaning of ' the.' II ' How ' is a relative or connective adverb modifying ' far,' and joining the adverbial clause (which is co-ordinate with ' so ') to the second ' far.' 11 The demonstrative 'so' and the adverbial clause are co-ordinate adverbial adjuncts of 'tired.' EXERCISES. 229 5. Adverbial Clauses relating to Condition. Hypothetical and Concessive Clauses (§§ 424—434.). Exercise 130. Analyse the following sentences : — If you call you will see him. I would have called on you, if I had known your address. You will not succeed unless you try harder. I will not come unless you invite me. Except ye repent ye shall all likewise perish. Though he is rich he is not contented. You will see him though 1 shall not [see him]. An (=^ if ) I have not ballads made on you all, and sung to filthy tunes, let a cu|i of sack be my poison. So* 1 lose not honour in seeking to augment it, I shall be counselled I doubt not but to die a fair death for all this, if I escape hanging for killingt that rogue. Whatever may be the consequence, J will do \\hat 1 have said. Whatever he may say, j I shall not believe him. Say [he] wliat he will [say] he will ne\ er convince me. Do [he] what he can [do], he never pleases tiie man. Whenccsoever the money comes it is welcome. However great his abihties may be, he cannot succeed without industry. Be he ne'er so vile, this day shall gentle his condition. The lady's fortune must not go out of the family ; one may find comfort in the money, whatever one does [find] in the wife. Cold§ as it is, 1 shall go out. Big as he is, I am not afraid of him. Had I kno\vn|| this I should have acted differently. Were you my brother I could not do it for you. 1 would have finished the work had it been possible. XLVII. Complex Subordinate Clauses. Ex3rcis3 131. In the following sentences a substantive clause contains a subordinate clause within it. Analyse the sentences, first treating the substantive clause as a whole, and afterwards analysing it separately. Underline the clauses in the way shown in § 514 and in the first few sentences : — He said i) he would return 2) the book when he had read it. I wish i) (i)..^ ^ »_„^ _ > (2) the l)oy would finish the task 2) I set him. Tell i) me how old you were 2) (I) (I)- J. _' when your father died. But i) that my foot slipped 2) as I tui-ned the corner (2) ^' ' "^(^7""" ' * This construction consists of a substantive clause '[that] I lose not honour,' in appo- sition 'o the adverb 'so,' which is in reality a substantive pronoun used adverbially. {St'e Exercise iii.) ' So ' has no adverbial relation to any word in the clause vhich it introduces. t Mind that ' for killing ' is not an adverbial aJjiuict of ' escape,' but an attributive adjunct of the verbal noun han:^in;.' (\ 362. 4. J Do not confound tn.s construction with that of such a sentence as ' I believe whatever he says." Aiialyse th.s. \ I he construciinn in this and the following sentences is very peculiar. ' Co!d ' is in reality the complement of the preJicite, Ihe construction is the same as if we had 'however cold it is.' II ' If ' is omitted J 434,, 230 ENGLISH GRAMMAR. I should have won the race. Where they most breed and haunt, I have (I), .=- .(2) ^ observed* l) the air is 2) delicate. Who told you that I built the house which you see? He fears that his father will ask him where he has been. But that I told him who did it, he would never have known. Nor failed they to express how much they praised that for the general safety he despised his own. I think he will soon retrieve his misfortunes if he sets to work with good-will. I should like to know how your friend found out where I live.. Now methinksyou teach me how a beggar should be answered. I'll see if I can get my husband's ring, which I did make him swear to keep for ever. Exercise 132. Analyse on similar principles the following sen- tences, which contain complex adjective clauses : — The person i) who told 2) you that I said so, is mistaken. A child i) ^'^ .s (2) that does not mind 2) when he is spoken to, must be punished. There are men <" (.) i) who care 2) not what they say. " My foolish rival i)" that her father likes ii) (I) (2) 2) only for his possessions are so huge, is gone with her. The man i) who (2) •• does the best 2) that he can [do] deserves praise. I should report that l) which (I) (2) — (2) I say 2) I saw.t The house where I lived when I was in town has been pulled down. I Iiave only done what I told you I would do. They fear whatJ yet they know must follow. I have secret reasons which I forbear to mention because you are not able to answer those of which I make no secret. The time has been that when the brains were out the man would die. The right valiant Banquo walked too late, whom you may say, if it pleases you, Fleance killed. The eighth appears, who bears a glass which shows me many more. Exercise 133. Analyse the following sentences which contain complex adverbial clauses : — 1 will not leave i) till I know 2) that he is out of danger. I wrote l) to him (I) ( 2) • This clause breaks up the continuity of the substantive clause. In analysis put ' I have observed the air is delicate ' first. t Observe that the substantive clause is broken by ' I say.' The construction is the same as in: 'I say [th.atl I saw it.' . .„ , , ^ t 'What' is in the nominative case, the subject of ' must.' 1 he construction will be best seen by substimting the jenjonstrative :—'they know [that] that nuist folJovv,' EXERCISES. 233- "Mortimer as high in the air as this unthankful king [is h'gh in the air]. An 'twere not as good a deed as [to] drink [is a good deed] to turn frue man and leave these rogues, I am the veriest varlet that ever chewed with a tooth. If I were as tedious as a king [is tedious], I could find it* in my heart to bestow it all on your worship. He has no redeeming qualities whatever [re- deeming qualities there are]. How could you make such a blunder as t [you made] to suppose (/.('., in supposing) I did it. What [will happen] if I don't tell you? His wages as + [he is] a labourer amount to twenty shillings a week. Exsrcise 137. Analyse the following sentences, having first filled up the ellipses : — I speak not as in absolute fear of you. Rather than be less, he cared not to l)e at all. What can be worse than to dwell here ? Present fears are le^s than horrible imaginings. He died as one that had been studied in his death to throw away the dearest thing he owed (= owned), as 'twere a careless trifle. More is due than more than all can pay. Art thou not sensible to feeling as to sight. How could you make such a blunder as to suppose I did it ? None could be found so bold as to oppose him. They dreaded not more the adven- ture than his voice forjjidding. The people of Paris are much fonder of strangers that have money than of those that have wit. My pupil understood the art of guiding in money matters much better than I. He procured a room as near the prison as could conveniently be found. About him all the sancti- ties of Heaven stcod thick as stars. He recommended me as a person very fit for a travelling tutor. He is as a great a rascal as ever lived My feet are as cold as a stone. I never attend to such requests as that. The boy is more troublesome than ever. He is no happier than before. He is more agile than his brother, but nf>t so strong. He is fonder of play than of work, but not so fond of play as of idleness. He is as tall a man as ever I saw. You are no worse off than your brother. Will you be so good as to lend me that knife ? He was wiser than to risk his money in that undertaking. I am not such a fool as to do that. As to your proposal, I cannot assent to it. As to what 3'ou tell me, it passes belief. This is better than if we had lost everything. It is not so bad to suffer misfortune as to deserve it. He is better to-day than yesterday. He looked as if he could kill me. He spoke to me as if I were a tliief. He told me that wisdom was better than weahh ; as if I did not know that before. With other notes than to the Orphean lyre I sang of chaos and eternal night. I should earn mere as a crossing-sweeper. For none made sweeter melody than did the ]70or blind boy. Herein fortune shows herself more kind than is her custom For myself alone I would not be so ambitious as to wish myself much better. He accompanied me as far as to the end of the street. When he is best, he is a little worse than a man ; and when he is worst, he is little better than a beast. Wisdom is ofttimes nearer when we stoop than when we soar. If time improve our wit as well as wine, say at what age a poet grows divine. * Provis^ional object, showing the construction of the real object ' to bestow,' &c. + Take 'as ' as doing duty for a relative pronoun (= ' which blunder '). See § 165. i This construction is the counterpart (with a connective instead of a demonstrative adverb) of the use of ' so' followed by a substantive clause to denote a condition or hypothesis (See Exercise 130). The full phrase is such as the following : — "As I were a shepherdess, I should be piped and sung to, eis a dairy-wench, I would dance at maypoles " {Ben ycnsott^ Cynth. Rev. IV. /.). 234 ENGLISH GRAMMAR. MISCELLANEOUS EXAMPLES FOR ANALYSIS AND PARSING. j I. Lightly and brightly breaks away The morning from her mantle gray. 2. Right sharp and quick the bells all night Rang out from Bristol town. 3. The gallant king, he skirted still The margin of that mighty hill. 4. All alone by the side of the pool A tall man sat on a three-legged stool, Kicking his heels on the dewy sod. And putting in order his reel and his rod. 5. The soul's dark cottage, battered and decayed, Lets in new light through chinks that time has made. 6. His daily teachers had been woods and rills. 7. Love had he found in huts where poor men lie. 8. Waiting till the west wind blows. The freighted clouds at anchor lie. 9. Here in cool grot and mossy cell We rural fays and fairies dwell. 10. The sable mantle of the silent night Shut from the world the ever-joysome light. 11. Now fades the glimmering landscape on the sight, And all the air a solemn stillness holds,* Save t where the beetle wheels his droning flight, And drowsy tinklings lull the distant folds. 12. From yonder ivy-mantled tower The moping owl does to the moon complain Of such X as, wand'ring near her secret bower, Molest her ancient, solitary reign. 13. Beneath those rugged elms, that yew-tree's shade, Where heaves the turf in many a mould'ring heap, Each in his narrow cell for ever laid,§ The rude forefathers of the hamlet sleep. 14. Perhaps in this neglected spot is laid .Some heart once pregnant with celestial fire ; Hands that the rod of empire might have swayed. Or waked to extasy the living lyre. • I-ook carefully to see which is the subject here. t Supply 'those regions' (or something of that kind). The last two lines form an adverbial adjunct modifying 'air. t Supply ' persons,' and take 'as ' as a relative pronoun (§ 164). % Take ' each— laid ' as a nominative absolute. EXERCISES. 235 15. There, at the foot of yonder nodding beech, That wreathes its old fantastic roots so high. His Hstless length at noontide would he stretch, And pore upon the brook that babbles by. 16. In climes beyond the solar road, Where shaggy forms o'er ice-built mountains roam, The Muse has broke the twilight gloom To cheer the shiv'ring native's dull abode. 17. There is a tide in the affairs of men Which, taken at the flood, leads on to fortune : Omitted,* all the voyage of their life Is bound in shallows and in miseries. 18. Night, sable goddess, from her ebon throne In rayless majesty now stretches forth Her leaden sceptre o'er a prostrate world. 19. If we were base enough to desire it, it is now too late to retire from the contest {i.e., 'for retiring,' &c.). 20. He that is down need fear no fall, He that is low no pride. 21. Blow, blow, thou winter wind; Thou art not so unkind As man's ingratitude.t Thy tooth is not so keen, Because thou art not seen, Although thy breath be rude. 22. Our sport shall be to take what + they mistake. 23. My hour is almost come, When § I to sulphurous and tormenting flames Must render up myself. 24. But that II I am forbid To tell the secrets of my prison house, I could a tale unfold whose lightest word Would harrow up thy soul. 25. We are not weak if we make a proper use of those means which the God of nature hath placed in our power. 26. Him the Almighty Power Hurled headlong, flaming, from the ethereal sky With hideous ruin and combustion down To bottomless perdition. 27. He that fights and runs away, May live to fight another day. • Supply 'which' before 'omitted.' Then 'which omitted' is a nominative absolute, modifying the verb ' is bound,' and the whols lentence '[which] omitttd— m'series ' is a second adjective clause qualifying ' tide.' 1 Sec § 5C0. t See § 529. § See § 406. |' See 5 524. 238 ' ENGLISH GRAMMAR, / 63. When through life unblest we rove, Losing all that made life dear, Should* some notes we used to love In days of boyhood meet our ear. Oh ! how welcome breathes the strain ! Wakening thoughts that long have slept, Kindling former smiles again In fading eyes that long have wept 64. In my former days of bliss Her divine skill taught me this, Thatt from everything I saw I could some invention draw ; And raise pleasure to her height Through the meanest object's sight. 65. Go, lovely rose ; Tell her that wastes her time and me, That now she knows Vi^'hen X I resemble her to thee How sweet and fair she seems to be. 66. [He] Who thinks that Fortune cannot change her mind, Prepares a dreadful jest for all mankind. 67. To friends, to fortune, to mankind a shame,§ Think how posterity will treat thy name ; And buy a rope, that future times may tell Thou hast at least bestowed one penny well. 68. Shall one whom|| Nature, learning, birth conspired To form not to admire but be admired. Sigh, while his Chloe, blind to wit and worth. Weds the rich dulness of some son of earth ? 69 Adieu ! If this advice appear the worst, E'en take the counsel which I gave you first ; Or, better precepts if you can impart, Why^ do; I'll follow them with all my heart. 70. You'd think [that] no fools disgraced the former reign, Did ** not some grave examples yet remain. Who scorn [that] a lad should teach his father skill, And having once been wrong will be so still. • Hypothetical clause without ' if modifying the verb ' breathes.' Supply ' which ' before 'we used.' t Substantive clause in apposition to ' this.' Supply the- relative ' that ' before ' I saw.' Before 'raise' repeat ' that I could.' t The adverbial clause ' when - thee ' modifies 'seems.' § In apposition to 'thou,' the suppressed subject of the imperative 'think.' II A contracted compound Adjective Clause. Separate it into (i) 'Whom Nature — conspired not to form to admire.' (2) ' Whom Nature - conspired to form to be admired.' TJ Talte ' why ' as an interjection. After ' do ' supply ' impart better precepts.' •• Hypothetical clau&e without ' if.' EXERCISES. 71. Had ancient times conspired to disallow "What then was new, what had been ancient now ? 72. Of little use the man,* you may suppose, Who says in verse what others say in prose. Yet let me show a poet's of some weight. And, though no soldier, useful to the State. 73. The zeal of fools offends at any time, But most of all the zeal of fools in rhyme.f Besides, a fate attends on all I write, ThatjJ when I aim at praise, they say I bite. 74. Then too we hurt ourselves, when to defend A single verse we quarrel with a friend. 75. I heard a thousand blended notes. While in a grove I sate reclined. In that sweet mood when pleasant thoughts Bring sad thoughts to the mind. 76. The nightly hunter, lifting a bright eye Up towards the crescent moon, with grateful heart Called on the lovely wanderer who bestowed That timely light, to share his joyous sport. 'J']. But know we not that he who intermits The appointed task and duties of the day, Untunes full oft the pleasures of the day, Checking the finer spirits, that refuse To flow, when purposes are lightly changed? 78. Yet I will praise Thee with impassioned voice. My lips, that may forget Thee in the crowd, Cannot forget Thee here, where Thou hast built For Thy own glory in the wilderness. 79. In sooth, with love's familiar privilege You have decried the wealth that is your own. Among these rocks and stones methinks I see More than the heedless impress that belongs To lonely nature's casual work. 80 Verily, methinks. Wisdom is oft-times nearer when we stoop Than when we soar. • In full —'You may suppose that the man is of little use,' &c. t That is ' the zeal of foals expressed in rhyme.' \ A substantive clause in apposition to ' fate.' 239 240 ENGLISH GRAMMAR. FAULTY SENTENCES FOR CORRECTION. Correct the following sentences, giving reasons for each correc- tion : — 1. You and me will take a walk (§ 287). 2. Let you and I take a walk (§^ 191, 395). 3. The effluvia was disgusting (J 57). 4. The intention of these persons are uncertain (§ 374). 5. Six months' interest are due (§ 374). 6. Neither John nor Henry were at church (§ 386). 7. Either he or I are in fault ($ 386). 8. Neither of them are better than they ought to be (^ 175). 9. Our own conscience, and not other men's opinions, constitute our respon- sibility (§ 374). 10. John is a better writer than me (J 487). 11. Is he older than her? (J 487). 12. Where was you all last night? ($ 374). 13. What signifies promises without performance ? (^ 374). 14. "How pale each worshipful and reverend guest Rise from a clergy or a city feast ! " (§ 175). 15. Every man and boy showed their joy by clapping their hands ($ I7S). 16. No sound but their own voices were heard (§ 374). 17. Good order and not mean savings produce great profit (§ 374). 18. Are either of those pens yours? (^ 175). 19. Let each esteem other better than themselves (J 175). 20. Johnson's ' Lives of the Poets' are reprinting (§ 376). 21. Nor want nor cold his course delay (§ 386). 22. Tiiere are many ways of dressing a calves' head. 23. You did not ought to do that (§§ 184, 231). 24. He was one of the wisest men that has ever lived (J§ 447, 374). 25. In modern English two negatives destroy one another. 26. Everybody has their faults (^ 175). 27. Having finished the chapter the volume was shut {^^ 351, 362). 28. He is not one of those who interferes in matters that do not concern him (§ 24). 29. I do not like those kind of things. 30. What sort of a man is he ? 31. This is the greatest error of all the rest (§ 109). 32. "'Twas Love's mistake, who fancied what it feared" (§ 464). EXERCISES. 243 106. While walking in my garden, an idea suddenly occurred to me. 107. Let us not increase our hardships by dissensions among each other. 108. This dedication may serve for almost any book that has, is, or shall be published {$ 440). 109. Doth he not leave the ninety and nine, and goeth into the wilderness and seeketh that which is gone astray ? (§ 440). no. The centres of each compartment are ornamented with a star (§ 175). 111. Valerie's was one of those impulsive, eager natures that longs for a con- fidante (§ 456). 112. The service was impressive, but it lacked either grandeur or beauty. 113. More than one emperor prided himself upon his skill as a swordsman (§ 456). 1 14. His younger days were spent in England, waiting for an opportunity to get to France (§ 362, i). 115. Hoping to hear from you soon, believe me yours truly, J. B. (§ 362, i). 116. No civil broils have since his death arose (§ 226). 117. We trust that by supplying a genuine and most superior class of article, to increase the confidence so many years bestowed on Mr. M. 118. When I get home I see the being than whom nobody in the world loves another as I love her (§ 487). 119. O Thou my voice inspire, Who touched Isaiah's hallowed lips with fire (§ 456). 120. For ever in this humble cell, Let thee and I, my fair one, dwell (§§ 287, 366). 121. These plantations are lain out by rule and line (§ 226). 122. Severe the doom that length of days impose {§ 456). 123. Profusion as well as parsimony are to avoided. 124. Let the same be she that thou has appointed (§ 394). 125. Of all men else I have avoided thee. 126. It is no use talking so. 127. He wrote a moderately sized volume. 128. He drew a line of about six inches long (§ 278). 129. I was going to have written him a letter. 130. Regard is to be had to every one's circumstances, healths and abilities. 131. The Thames is derived from the Latin Thamesis. 132. He is a boy of nine years old {\ 287). 133. In reading you should sit as uprightly as possible. 134. He made another joke which she did not hear, and had bettter be suppressed (§ 439). 135. I can tell you this much. 136. He has only done that much of his task. TO AVOID CONFUBtON, ASK FOB MILLER'S SAINTON'S LANGUAGE LESSONS, The neu^ Authorized Grammar, MILLEe'S SWIITON'S UNGOIIGE LESSONS, BY J. A. McMillan, b. a. The only Edition prepared as an Introductory Text Book to Mason''8 Qrammar. In Miller's Edition of Language Lessons The Definitions of tbe Parts of Speech are novir made identical witb mason's Grammar. The Classlflcatlon ofPronouns, Verbi^t Moods, and General Treatment are the same as in Mason's Text Book. Miller's Edition is prepared as an introductory Text Book for Mason's Grammar, the authorized book for advanced classes for Public Schools, so that what is learned by a pupil in an elemen- tary text-book will not have to be unlearned when the advanced book is used, a serious fault with many of the graded Public School Books. Miller's Edition contains all the recent examination Papers Bet for admission to High Schools. MIIiliGR'S STFINTOrV'S LANGUAGE LESSONS is authorized by the Education Department of Ontario, is adopted by the Schools of Montreal, is authorized by the Council of Public Instruction, Manitoba. To the President and Members of the County of Elgin Teachers Association : In accordance with a motion passed at the last regular meeting of the Association, appointing the undersigned a Committee to con- sider the respective merits of different English Grammars, with a view to suggest the most suitable one for Public Schools, we beg leave to report, that, after fully comparing the various editions that have been recommended, we believe that " Miller's Swinton's Language Lessons" is best adapted to the wants of junior pupUs and would urge its authorization on the Government, and its intro- duction into our Public Schools. St. Thomas, Nov. 30th, 1878. A. F. BUTLEK, Co. Inspector. J. McLEAN, Town Inspector. J. MILLER, M.A., Head Master St. Thomas High School. A. STEELE, B.A,, '• Aylmer High School. N.M.CAMPBELL, " Co. of Elgin Model School. It was moved and seconded that the report be received and adopted.—Carried unanimously. E*riee, Cloth Extra, - SSc. ADAM MILLEIl & CO. The New Inthorized Elementarj ((rammnr. MILLER'S SWINTOH'S LANGUAGE LESSOHS. Miller's Swinton's Language Lessons is used exclu- sively in nearly all the Principal Public and Model Schools of Ontario. Among them are Ottawa, Uamiltou, Whitby, PortHop«, Cobourg, Mitchell, Na;)anee, Brockville, Lindsay, St. Catharines, Straihroy, Heaford, Bxbridge, Brantford, Windtor, Clinton, St. Thomas, Perth, Beaforth, Listowelt Bracebridge, Bclle¥llle. Adopted by the Protestant Schools of Blontreal and Levi College, Quebec, Schools of Winuiprg, Manitoba, and St. John's, Neiv Foiuidland. Eesolution passed unanimously by the Teachers' As sociation, (North Huron), held at Brussels, May 17, 1878 " Resolved, That the Teachers at this Convention are of opinion that ' Miller's Swinton Language Lessons,' by McMillan, is the best introductory work on Grammar for Public School use, since the definitions, classification and general treatment are extremely simple and satis- factory." In my opinion the best introductory Text-book to Mason's Grammar. All pupils who intend to enter a High School or to become students for Teachers' Certifi- cates, would save time by using it. W. J. CAESON, H. M., Model School, London. The definition's in " Miller's Swinton Language Les- sons" are brief, clear and exact, and leave little to be unlearned in after years. The arrangement of the sub- jects is logical and progressive, and the book admirably helps the judicious teacher in making correct thinkers and ready readers and writers. B. W. WOOD, 1st A Provincial H., P.S., Trenton Falls. Be careful ta ask for MILIER'S !»>TI>TeN, as other editions are in the market. One of the most popular Text Books erer published. NEW ELEMENTARY ARITHMETIC ON THE UNITARY METHOD. By Thomas Kirkland, M.A., Science Master Normal School, and William Scott, B.A., Head Master Model School, Toronto, Intended as an Introductory Text-Book to Hamhlin Smith's Arithmetic. Cloth Szfcra. 176 Faees. Frio* 25 Cents. Highly recommended by the leading Teachers of Ontario. Adopted in many of the best Schools of Quebec. Adopted in a number of the Schools of New- foundland. Authorized by the Council of Public Instruc- tion, Prince Edward Island. Authorized by the Council of Pnblio Instruction, Manitoba. Within one year the iOth thousand haa been issued. ADAM MILLER & Co., Toronto. NEW ELEMENTARY ARITHMETIC ON THE UNITARY METHOD. By Thomas Kirkland, M.A., Science Master Normal School, and William Scott, B.A., Head Master Model School, Toronto. hitended as an Introdtictory Text-Book to Hajnblin Smith's Arithmetic. Cloth Extra, 176 Pages. Price 25 Cents. W. D. DIMOCK, A.B., Head Master Provincial Model Schools, Nova Scotia. The Elementary Arithmetic by Kirkland and Scott I can heartily recommend to our teachers. As a preparatory Arith- rnetic 1 have not seen its equal. The young pupil, ty the arrange- ment of the principles presented and the exercises laid down, is led almost unconsciously to the great field of the unknown, by a Btep, that makes his earlier arithmetical studies a pleasure and a profit. A. H. MoKAY, Principal of Pictou Academy and Public Schools. I have examined your Elementary Arithmetic on the unitary system by Kii'kland and Scott, and have no hesitation in saying that I consider it the best Elementary Arithmetic which I have yet seen. It is admirably adapted to the requirements of grades Ist, 2nd and 3rd of our schools, as it offers, in addition to our present text-book, a copious and well selected assortment of ex- ercises, a good arrangement and conciseness in definition and explanation. W. B. SPKAGUE, Head Master, Model and Public Schools, Cobourg. Since failures in Arithmetic are mainly due to a want of power in independent analysis—to a lack of knowledge of the unitary method and of skill in its application—this volume which discusses the ijroblems'on independent methods will be cordially welcomed by teachers. As a discipline of the mind in tea-hing the pupil to think and reason, Arithmetic is pre-eminent if taught by logical methods ; and this work places it in the power of the younger classes to be benefitted by such methods. A very praise- worthy feature of the book is the large number of examples and problems pecuUar to so small a work. JAMES DUNCAN, Principal Essex Model and Windsor Central SchooL After a thorough perusal of the Elementary Arithmetic by jKirkland & Scott, I have no hesitation in saying that it is better adapted to the schools of this country than any similar book that has come within the range of my twenty-seven years experience. The arrangement is natural and comprehensive. The questions are in clear, terse, attractive language. W, B. RIDDELL, B.A., LL.B., (fcc, Math. Master Ottawa Normal School. I consider it well adapted for the purpose for which it is in- cended. JOHN DBAENESS, Public School Inspector, East Middleiex. I have examined this book with increasing pleasure and can speak of it in almost unqualified recomnaendation. It is, in my ooiuion. the best eiamentary Arithmalao I have examined. THREE EDITIONS SOLD IN SIX MONTHS —OF— HAMBLIN SMITH'S ARITHMETIC, ADAPTED TO CAMAOIAM CVKKSaCT BT THOMAS glRTTLAND, M.A., Science Master Nonnal School, Toronto, and WM. SOOTT, M.A., Head Master Model Sohool, Ontario- 4tli Edition, Price, • 76 Cents. AuthoriMed by th» Minitter of Edueatien, Ontario. Authorieed hy Ihe Council of Public Inatruction, QiMftMi Beeommended by the Senate of the Univ. of Balifax, Authorited by the Chief Supt. Education, Manitoba, FROM NOVA SCOTIA. A. 0. A. DOAl^TE, Inspector of Sohoola, Bsrrington, N. BL " Eaxnblin Smith's arithmetic seems very suitable to the neoe»« Bities of our public schools. The exercises are admirable, and ths examination papers are invaluable as aids to teachers in thorough training. They will also prove of great service to pupils desiroua of passing the grade tests. The author appears not to rely so much on set rules as upon explanations and the clearing of seeming obscurities, so that pupils may readily comprehend the questions and proceed to the solutions. I cordially recommend its nse to all those desirous of obtaining an acquaintance with this branch of Dsefol knowledge. 0. F. ANDBEWS, Inspector for Qaeen'a Co., Nora Sootla. " I have much pleasure in certifying to the nperiority of the Canadian edition of Hamblin Smith's Arithmetic over any text book on that subject that has yet come under my notice. It if Eractical, complete and comprehensive. The appendix and exam- lation papers are important and valuable features. I Bball b« pleased to recommend its early introduction." W. B. DANAGH, M.A., Inspector of Schools, Gmnberland, N. B. Hamblin Smith's Abithmbtio.—"It has a value for oandidatM preparing for public examination, as the examples have been mostly culled nrom Examination papers, indeed I may say that I have not seen any other work on tnis branch that is so specially ealculated to assist the student in passing with credit offlctal t*$ta. I therefore think that Hamblin Smith's Arithmetic should to placed on the authorixed U»t of books for pabllo schooU.* l^, (^