Grimm.
REVIEW QUESTIONS.
In what two ways may nouns be used as modifiers? Illustrate. Nouns and
pronouns denoting possession may sometimes be changed into what?
Illustrate. Give the rule for the punctuation of explanatory modifiers.
Into what may an adjective be expanded? Into what may a participial phrase
be expanded? Give illustrations. Give an example of a complex sentence. Of
a clause. Of an independent clause. Of a dependent clause. Into what may a
phrase used as an adverb be expanded? Illustrate.
LESSON 61.
THE NOUN CLAUSE.
+Hints for Oral Instruction+.--_That stars are suns is taught by
astronomers_. What is taught by astronomers? +P+.--That stars are suns.
+T+.--What then is the subject of _is taught_? +P+.--The clause, _That
stars are suns_. +T+.--This clause then performs the office of what part of
speech? +P+.--Of a noun.
+T+.--_Astronomers teach that stars are suns_. What do astronomers teach?
+P+.--That stars are suns. +T+.--What is the object complement of _teach_?
+P+.--The clause, _that stars are suns_. +T+.--What office then does this
clause perform? +P+.--That of a noun.
+T+.--_The teaching of astronomers is, that stars are suns_. What does _is_
assert of teaching? +P+.--That stars are suns. +T+.--What then is the
attribute complement? +P+.--_That stars are suns_. +T+.--Does this
complement express the quality of the subject, or does it name the same
thing that the subject names? +P+.--It names the same thing that the
subject names. +T+.--It is equivalent then to what part of speech? +P+.--To
a noun.
+T+.--You see then that a clause, like a noun, may be used as the subject
or the complement of a sentence.
Analysis and Parsing.
+Model+.--
That
------
'
stars | are '\suns
=======|============
| |
|
/ \ | is taught
================|============
| \by
\ astronomers
--------------
You will understand this diagram from the explanation of the second diagram
in Lesson 49.
+Oral Analysis+.--This is a complex sentence, in which the whole sentence
takes the place of the independent clause. _That stars are suns_ is the
dependent clause. _That stars are suns_ is the subject of the whole
sentence, etc. ----. _That_ simply introduces the dependent clause.
In _parsing_, call _that_ a conjunction.
1. That the Scotch are an intelligent people is generally acknowledged.
2. That the moon is made of green cheese is believed by some boys and
girls.
3. That Julius Caesar invaded Britain is a historic fact.
4. That children should obey their parents is a divine precept.
5. I know that my Redeemer liveth.
6. Plato taught that the soul is immortal.
7. Peter denied that he knew his Lord.
8. Mahomet found that the mountain would not move.
9. The principle maintained by the colonies was, that taxation without
representation is unjust.
10. Our intention is, that this work shall be well done.
11. Our hearts' desire and prayer is, that you may be saved.
12. The belief of the Sadducees was, that there is no resurrection of the
dead.
* * * * *
LESSON 62.
COMPOUND SENTENCES.
ANALYSIS AND PARSING.
+DEFINITION.--A _Compound Sentence_ is one composed of two or more
independent clauses+.
+Model+.--_War has ceased, and peace has come_.
War | has ceased
=======|=============
| '
' and
'.....
'
peace | has ' come
=========|===============
|
+Explanation of the Diagram+.--These two clause diagrams are shaded alike
to show that the two clauses are of the same rank. The connecting line is
not slanting, for one clause is not a modifier of the other. As one entire
clause is connected with the other, the connecting line is drawn between
the predicates simply for convenience.
+Oral Analysis+.--This is a _compound sentence_, because it is made up of
two independent clauses. The first clause, etc. ----.
1. Morning dawns, and the clouds disperse.
2. Prayer leads the heart to God, and he always listens.
3. A soft answer turneth away wrath, but grievous words stir up anger.
4. Power works easily, but fretting is a perpetual confession of weakness.
5. Many meet the gods, but few salute them.
6. We eat to live, but we do not live to eat.
7. The satellites revolve in orbits around the planets, and the planets
move in orbits around the sun.
8. A wise son maketh a glad father, but a foolish son is the heaviness of
his mother.
9. Every man desires to live long, but no man would be old.
10. [Footnote: A verb is to be supplied in each of the last three
sentences.] Pride goeth before destruction, and a haughty spirit before
a fall.
11. Towers are measured by their shadows, and great men, by their
calumniators.
12. Worth makes the man, and want of it, the fellow.
LESSON 63.
SENTENCES CLASSIFIED WITH RESPECT TO THEIR MEANING.
+Hints for Oral Instruction+.--You have already become acquainted with
three kinds of sentences. Can you name them?
+P+.--The Simple sentence, the Complex, and the Compound.
+T+.--These classes have been made with regard to the _form_ of the
sentence. We will now arrange sentences in classes with regard to their
_meaning_.
_Mary sings. Does Mary sing? Sing, Mary. How Mary sings!_ Here are four
simple sentences. Do they all _mean_ the same thing?
+P+.--They do not.
+T+.--Well, you see they differ. Let me tell you wherein. The first one
tells a fact, the second asks a question, the third expresses a command,
and the fourth expresses sudden thought or strong feeling. We call the
first a +Declarative sentence+, the second an +Interrogative sentence+, the
third an +Imperative sentence+, and the fourth an +Exclamatory sentence+.
+DEFINITION.--A _Declarative Sentence_ is one that is used to affirm or to
deny+.
+DEFINITION.--An _Interrogative Sentence_ is one that expresses a
question+.
+DEFINITION.--An _Imperative Sentence_ is one that expresses a command or
an entreaty+.
+DEFINITION.--An _Exclamatory Sentence_ is one that expresses sudden
thought or strong feeling+.
+INTERROGATION POINT--RULE.--Every direct interrogative sentence should be
followed by an interrogation point+. [Footnote: To The Teacher.--See Notes,
pp. 178, 179.]
SENTENCE-BUILDING.
Change each of the following declarative sentences into three interrogative
sentences, and tell how the change was made.
+Model+.--_Girls can skate. Can girls skate? How can girls skate? What
girls can skate?_ You are happy. Parrots can talk. Low houses were built.
Change each of the following into an imperative sentence. Notice that
independent words are set off by the comma.
+Model+.--_Carlo eats his dinner. Eat your dinner, Carlo_. George plays the
flute. Birdie stands on one leg.
Change each of the following into exclamatory sentences.
+Model+.--_You are happy. How happy you are! What a happy child you are!
You are so happy!_
Time flies swiftly. I am glad to see you. A refreshing shower fell. Lapland
is a cold country. It is hot between the tropics.
Write a declarative, an interrogative, an imperative, and an exclamatory
sentence on each of the following topics.
Weather, lightning, a stage coach.
LESSON 64.
ANALYSIS AND PARSING.
MISCELLANEOUS EXERCISES IN REVIEW.
In the analysis, classify these sentences first with reference to their
_form_, and then with reference to their _meaning_.
1. Wickedness is often made a substitute for wit.
2. Alfred was a brave, pious, and patriotic prince.
3. The throne of Philip trembles while Demosthenes speaks.
4. That the whole is equal to the sum of its parts is an axiom.
5. The lion belongs to the cat tribe, but he cannot climb a tree.
6. Pride is a flower that grows in the devil's garden.
7. Of all forms of habitation, the simplest is the burrow.
8. When the righteous are in authority, the people rejoice.
9. When the wicked beareth rule, the people mourn.
10. Cassius, be not deceived. [Footnote: _Cassius_ is independent, and
may be diagramed like an interjection. The subject of _be
deceived_ is _thou_, or _you_, understood.]
11. How poor, how rich, how abject, how august, how wonderful is man!
12. Which is the largest city in the world?
LESSON 65.
ANALYSIS AND PARSING.
MISCELLANEOUS EXERCISES IN REVIEW--CONTINUED,
1. Politeness is the oil which lubricates the wheels of society.
2. 0 liberty! liberty! how many crimes are committed in thy name!
3. The mind is a goodly field, and to sow it with trifles is the worst
husbandry in the world.
4. Every day in thy life is a leaf in thy history.
5. Make hay while the sun shines.
6. Columbus did not know that he had discovered a new continent.
7. The subject of inquiry was, Who invented printing?
8. The cat's tongue is covered with thousands of little sharp cones,
pointing towards the throat.
9. The fly sat upon the axle of a chariot-wheel and said, "What a dust do I
raise!"
10. Sir Humphrey Gilbert, attempting to recross the Atlantic in his little
vessel, the Squirrel, went down in mid-ocean.
11. Charity begins at home, but it should not stay there.
12. The morn, in russet mantle clad, walks o'er the dew of yon high eastern
hill.
LESSON 66.
MISCELLANEOUS ERRORS IN REVIEW.
I haven't near so much. I only want one. Draw the string tightly. He writes
good. I will prosecute him who sticks bills upon this church or any other
nuisance. Noah for his godliness and his family were saved from the flood.
We were at Europe this summer. You may rely in that. She lives to home. I
can't do no work. He will never be no better. They seemed to be nearly
dressed alike. I won't never do so no more. A ivory ball. An hundred head
of cattle. george washington, gen dix of n y. o sarah i Saw A pretty
Bonnet. are You going home? A young man wrote these verses who has long
lain in his grave for his own amusement. This house will be kept by the
widow of Mr. B. who died recently on an improved plan. _In correcting the
position of the adjective clauses in the two examples above, observe the
caution for the phrase modifiers, Lesson_ 41. He was an independent small
farmer. The mind knows feels and thinks. The urchin was ragged barefooted
dirty homeless and friendless. I am some tired. This here road is rough.
That there man is homely. pshaw i am so Disgusted. Whoa can't you stand
still. James the gardener gave me a white lily. Irving the genial writer
lived on the hudson.
LESSON 67.
SENTENCE-BUILDING.
Build one sentence out of each group of the sentences which follow.
+Model+.--An _able_ man was chosen.
A _prudent_ man was chosen.
An _honorable_ man was chosen.
An _able, prudent_, and _honorable_ man was chosen.
Pure water is destitute of color.
Pure water is destitute of taste.
Pure water is destitute of smell.
Cicero was the greatest orator of his age.
Demosthenes was the greatest orator of his age.
Daisies peeped up here.
Daisies peeped up there.
Daisies peeped up everywhere.
Expand each of the following sentences into three.
The English language is spoken in England, Canada, and the United States.
The Missouri, Ohio, and Arkansas rivers are branches of the Mississippi.
Out of the four following sentences, build one sentence having three
explanatory modifiers.
+Model+.--Elizabeth was _the daughter of Henry VIII_.
Elizabeth was _sister of Queen Mary_.
Elizabeth was _the patron of literature_.
Elizabeth defeated the Armada.
Elizabeth, _the daughter of Henry VIII., sister of Queen Mary, and the
patron of literature_, defeated the Armada.
Boston is the capital of Massachusetts.
Boston is the Athens of America.
Boston is the "Hub of the Universe."
Boston has crooked streets.
Expand the following sentence into four sentences.
Daniel Webster, the great jurist, the expounder of the Constitution, and
the chief of the "American Triumvirate," died with the words, "I still
live," on his lips.
LESSON 68.
SENTENCE-BUILDING.
+To the Teacher+.--For additional exercises in composition, see Notes, pp.
176-180.
Change the following simple sentences into complex sentences by expanding
the phrases into adjective clauses.
+Model+.--People _living in glass houses_ shouldn't throw stones.
People _who live in glass houses_ shouldn't throw stones.
Those living in the Arctic regions need much oily food.
A house built upon the rock will stand.
The boy of studious habits will always have his lesson.
Wellington was a man of iron will.
Change the following complex sentences into simple sentences by contracting
the adjective clauses into phrases.
Much of the cotton which is raised in the Gulf States is exported.
The house which was built upon the sand fell.
A thing which is beautiful is a joy forever.
Aaron Burr was a man who had fascinating manners.
Change the following simple sentences into complex sentences by expanding
the phrases into adverb clauses.
+Model+.--Birds return _in the spring_.
_When spring comes_, the birds return.
The dog came at call. In old age our senses fail.
Change the following complex sentences into simple sentences by contracting
the adverb clauses into phrases.
The ship started when the tide was at flood.
When he reached the middle of his speech, he stopped.
By supplying noun clauses, make complete sentences out of the following
expressions.
---- is a well-known fact.
The fact was ----.
Ben. Franklin said ----.
LESSON 69.
GENERAL REVIEW.
What is a letter? Give the name and the sound of each of the letters in the
three following words: _letters, name, sound_. Into what classes are
letters divided? Define each class. Name the vowels. What is a word? What
is artificial language? What is English Grammar? What is a sentence? What
is the difference between the two expressions, _ripe apples_ and _apples
are ripe_? What two parts must every sentence have? Define each. What is
the analysis of a sentence? What is a diagram? What are parts of speech?
How many parts of speech are there? Give an example of each. What is a
noun? What is a verb? What must every predicate contain? What is a pronoun?
What is a modifier? What is an adjective? What adjectives are sometimes
called articles? When is _a_ used? When is _an_ used? Illustrate. Give an
example of one modifier joined to another. What is an adverb? What is a
phrase? What is a preposition? What is a conjunction? What is an
interjection? Give four rules for the use of capital letters (Lessons 8,
15, 19, 87). Give two rules for the use of the period, one for the
exclamation point, and one for the interrogation point (Lessons 8, 37, 63).
LESSON 70.
GENERAL REVIEW.
What is an object complement? What is an attribute complement? How does a
participle differ from a predicate verb? Illustrate. What offices does an
infinitive phrase perform? Illustrate. How are sentences classified with
respect to form? Give an example of each class. What is a simple sentence?
What is a clause? What is a dependent clause? What is an independent
clause? What is a complex sentence? What is a compound sentence? How are
sentences classified with respect to meaning? Give an example of each
class. What is a declarative sentence? What is an interrogative sentence?
What is an imperative sentence? What is an exclamatory sentence? What
different offices may a noun perform? Ans.--_A noun may be used as a
subject, as an object complement, as an attribute complement, as a
possessive modifier, as an explanatory modifier, as the principal word in a
prepositional phrase, and it may be used independently_. Illustrate each
use. What are sometimes substituted for nouns? _Ans.--Pronouns, phrases,
and clauses_. Illustrate. What is the principal office of a verb? What
offices may be performed by a phrase? What, by a clause? What, different
offices may an adjective perform? What parts of speech may connect clauses?
_Ans.--Conjunctions, adverbs, and pronouns_. (See Lessons 62, 59, and 57.)
Give rules for the use of the comma (Lessons 37, 54, 57). Give and
illustrate the directions for using adjectives and adverbs, for placing
phrases, for using prepositions, and for using negatives (Lessons 40, 41).
+To the Teacher+.--For additional review, see "Scheme," p. 185.
If the early presentation of an outline of technical grammar is not
compelled by a prescribed course of study, we should here introduce a
series of lessons in the construction of sentences, paragraphs, letters,
and general compositions. The pages following Lesson 100 will furnish
matter.
See especially COMPOSITION EXERCISES in the Supplement--Selection from
Beecher.
PARTS OF SPEECH SUBDIVIDED.
LESSON 71.
CLASSES OF NOUNS.
+Hints for Oral Instruction+.--Hereafter, in the "Hints," we shall drop the
dialogue form, but we expect the teacher to continue it. A poor teacher
does all the talking, a good teacher makes the pupils talk.
The teacher may here refer to his talk about the classification of birds,
and show that, after birds have been arranged in great classes, such as
robins, sparrows, etc., these classes will need to be subdivided, if the
pupil is to be made thoroughly acquainted with this department of the
animal kingdom. So, after grouping _words_ into the eight great classes,
called Parts of Speech, these classes may be divided into other classes.
For instance, take the two nouns _city_ and _Brooklyn_. The word _city_ is
the _common_ name of all places of a certain class, but the word _Brooklyn_
is the _proper_ or particular name of an _individual_ of this class. We
have here, then, two kinds of nouns which we call +Common+ and +Proper+.
Let the teacher write a number of nouns on the board, and require the pupil
to classify them and give the reasons for the classification.
To prepare the pupil thoroughly for this work, the teacher will find it
necessary to explain why such words as _music, mathematics, knowledge_,
etc., are common nouns. _Music, e. g._, is not a proper noun, for it is not
a name given to an individual thing to distinguish it from other things of
the same class. There are no other things of the same class--it forms a
class by itself. So we call the noun _music_ a _common_ noun.
CLASSES OF PRONOUNS.
The speaker seldom refers to himself by name, but uses the pronoun _I_
instead. In speaking _to_ a person, we often use the pronoun _you_ instead
of his name. In speaking _of_ a person or thing that has been mentioned
before, we say _he_ or _she_ or _it_. These words that by their _form_
indicate the speaker, the hearer, or the person or thing spoken of, are
called +Personal Pronouns+. See Lesson 19, "Hints."
Give sentences containing nouns repeated, and require the pupils to improve
these sentences by substituting pronouns.
When we wish to refer to an object that has been mentioned in _another_
clause, and at the same time to _connect the clauses_, we use a class of
pronouns called +Relative Pronouns+. Let the teacher illustrate by using
the pronouns _who, which_, and _that_. See Lesson 57, "Hints for Oral
Instruction."
When we wish to ask about anything whose _name is unknown_, we use a class
of pronouns called +Interrogative Pronouns+. The interrogative pronoun
stands for the unknown name, and asks for it; as, _Who_ comes here? _What_
is this?
_Both men were wrong_. Let us omit _men_ and say, _Both were wrong_. You
see the meaning is not changed--_both_ is here equivalent to _both men_,
that is, it performs the office of an adjective and that of a noun. It is
therefore an +Adjective Pronoun+. Let the teacher further illustrate the
office of the adjective pronoun by using the words _each, all, many, some,
such_, etc.
DEFINITIONS.
CLASSES OF NOUNS.
+A _Common Noun_ is a name which belongs to all things of a class+.
+A _Proper Noun_ is the particular name of an individual+.
CLASSES OF PRONOUNS.
+A _Personal Pronoun_ is a pronoun that by its form denotes the speaker,
the one spoken to, or the one spoken of+.
+A _Relative Pronoun_ is one that relates to some preceding word or words,
and connects clauses+.
+An _Interrogative Pronoun_ is one with which a question is asked+.
+An _Adjective Pronoun_ is one that performs the offices of both an
adjective and a noun+.
LESSON 72.
SENTENCE-BUILDING.
Build each of the following groups of nouns into a sentence. See Rule,
Lesson 15.
webster cares office washington repose home marshfleld.
george washington commander army revolution president united states
westmoreland state virginia month february.
san francisco city port pacific trade united states lines steamships
sandwich islands japan china australia.
Write five simple sentences, each containing one of the five personal
pronouns: _I, thou_ or _you, he, she_, and _it_.
Write four complex sentences, each containing one of the four relative
pronouns: _who, which, that_, and _what_.
_What_ is used as a relative pronoun when the antecedent is omitted. The
word for which a pronoun stands is called its antecedent. When we express
the antecedent, we use _which_ or _that_. I shall do _what_ is required; I
shall do the _thing which_ is required, or _that_ is required.
Build three interrogative sentences, each containing one of the three
interrogative pronouns: _who, which_, and _what_.
Build eight sentences, each containing one of the following adjective
pronouns: _few, many, much, some, this, these, that, those_.
LESSON 73.
CLASSES OF ADJECTIVES.
+Hints for Oral Instruction+.--When I say _large, round, sweet, yellow
oranges_, the words _large, round, sweet_, and _yellow_ modify the word
_oranges_ by telling the _kind_, and limit the application of the word to
oranges of that kind.
When I say _this orange, yonder orange, one orange_, the words _this,
yonder_, and _one_ do not tell the kind, but simply point out or number the
orange, and limit the application of the word to the orange pointed out or
numbered.
Adjectives of the first class describe by giving a quality, and so are
called +Descriptive adjectives+.
Adjectives of the second class define by pointing out or numbering, and so
are called +Definitive adjectives+.
Let the teacher write nouns on the board, and require the pupils to modify
them by appropriate descriptive and definitive adjectives.
DEFINITIONS.
+A _Descriptive Adjective_ is one that modifies by expressing quality+.
+A _Definitive Adjective_ is one that modifies by pointing out, numbering,
or denoting quantity+.
SENTENCE-BUILDING.
Place the following adjectives in two columns, one headed _descriptive_,
and the other _definitive_, then build simple sentences in which they shall
be employed as _modifiers_. Find out the meaning of each word before you
use it.
Round, frolicsome, first, industrious, jolly, idle, skillful, each, the,
faithful, an, kind, one, tall, ancient, modern, dancing, mischievous,
stationary, nimble, several, slanting, parallel, oval, every.
Build simple sentences in which the following _descriptive_ adjectives
shall be employed as _attribute complements_. Let some of these attributes
be _compound_.
Restless, impulsive, dense, rare, gritty, sluggish, dingy, selfish,
clear, cold, sparkling, slender, graceful, hungry, friendless.
Build simple sentences in which the following _descriptive_ adjectives
shall be employed.
Some of these adjectives have the _form_ of _participles_, and some are
_derived_ from _proper nouns_.
+CAPITAL LETTER--RULE.--An Adjective derived from a proper noun must begin
with a capital letter+.
Shining, moving, swaying, bubbling, American, German, French, Swiss,
Irish, Chinese.
LESSON 74.
CLASSES OF VERBS.
+Hints for Oral Instruction+.--_The man caught_ makes no complete
assertion, and is not a sentence. If I add the object complement _fish_, I
complete the assertion and form a sentence--_The man caught fish_. The
action expressed by _caught_ passes over from the man to the fish.
_Transitive_ means _passing over_, and so all those verbs that express an
action that passes over from a doer to something which receives, are called
+Transitive verbs+.
_Fish swim_. The verb _swim_ does not require an object to complete the
sentence. No action passes from a doer to a receiver. These verbs which
express action that does not pass over to a receiver, and all those which
do not express action at all, but simply _being_ or _state of being_, are
called +Intransitive verbs+.