Elements of English grammar

Front matter

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Qass.

Preface

DESIGN OF THE WORK.

A thoeougk knowledge of English Grammar has become an indespensable acquirement in a good English education. The theory of English Grammar has been iong taught; and many eminent teachers hare, by their ingenuity and perseverance, eucceeded in combining much of practice with the theory. Text books, that embrace practice as well as theory, are very rare.

The author of the following pages would make no ungenerous criticisms ; yet deficiency of practical exercises, arranged in view of the successive presentation of principles, is considered to be a point where many of our old authors, and not a few of our more recent authors, on the subject of English Grammar, have failed. Many of these have unfolded the theory in a clear and able manner — have furnished valuable aids to the teacher ; but have not adapted their productions to the wants of the scholar. To this stricture, there are a few honorable exceptions among recent authors ; yet, being in a respectable minority, their works do not find their way to public notice so generally as is desirable.

Another source of difficulty in our Grammars, is bad arrangement. Nothing is more common, than to find definitions that can not be understood, because they depend on definitions yet to be given. This criticism could be justified by hundreds of extracts, if necessary. Now, it is as unphilosophical to present the fundamental principles of Grammar, without an abundance of illustrations and verifications of those principles as successively presented, as it would be to follow the same course in mathematics. How unattractive— how absolutely dry — how utterly useless, would be the presentation of the theorems of Geometry, unaccompanied by those demonstrations that convince the intelligence of the truth of each successive theo rem. And if, in addition to this lack of demonstration, theorems should be thrown. in that require, in order to comprehend them, a knowledge of many other theorems? which had not yet been presented and demonstrated, would Geometry be the delightful, entertaining, and eminently useful study that it now is 1 Why, then, is a course adopted in the presentation of the science of language, which would form a successful barrier to the acquisition of any branch of mathematics, in which a similar plan of presentation should be pursued ?

The custom of going through with all the principles of English Grammar, embraced under the four general divisions of Orthography, Etymology, Syntax, and Prosody, before commencing any thing like an extensive practical application of these principles, in analyzing and synthetizing, presents almost insuperable obstacles to success in the study. When, by the efforts of the memory, unaccompanied and unaided by the perceptive, reflective, and constructive faculties of the

IV PREFACE.

intellect, a youth lias repeated, nearly verbatim, all the different parts of speech, with their peculiar variations — all the rules of Syntax, with many of their explanatory notes and exceptions — he is called upon to "commence parsing." Now, with this crude, undigested, heterogeneous mass of material floating loosely about * in the mind, — and by far the larger proportion of it having made its escape entirely, for it was committed (not learned) for the recitation, and forgotten much sooner * than committed, — he enters upon one of the most dark, uncertain, unphilosophical, and unenviable processes, that ever occupied the mind of a child. Instead of learning the relations of words, propositions, and sentences ; how words limit, extend r or restrict, the meaning of each other ; the elements of the perfect structure ; the unequaled simplicity, beauty, grandeur, and amplitude, of the English language ; he is unprofitably and dryly conning over barren words, and endeavoring to apply to them a list of barren definitions and rules. Is it strange, then, that so many youth, after studying English Grammar several terms, become disgusted with it? It is rather strange, that so many have the courage to persevere in the unmeaning end profitless exercise so long. It proves that they possess elements of mind worthy to be enlisted in a better effort. "J &

It was in view of trying to remedy some of these difficulties, that the preparation of this work was undertaken. How successfully the work has been accomplished, the public must judge. The author wishes it distinctly understood, that he professes to be only one among a few who have attempted to combine practice with theory in the study of Grammar. It was no flart of his intention to present new theories in relation to the science of the English language. The Grammar of the language may be susceptible of numerous modifications, in the method of rendering it practical as well as theoretical, but it is believed that the general foundation principles are too well established to admit of any very considerable, changes.

Objections there may be, to the usual and long-established nomenclature of English Grammar ; but here, again, the introduction of a new nomenclature would only eerve to confuse, without substantially obviating the objections. Nor, again, be it remembered, was it any # part of the author's purpose to attempt to simplify English Grammar. It can not be simplified. One mode of presentation may be more natural, and hence more simple, than another ; but such a thing as " English Grammar simplified," is a misnomer. True, the spirit of the age is one of high excitement, rapid movement, absolute impetuosity. Since steam and electricity have well nigh "annihilated time and space," some have drunk so deeply of the intoxicating charm, that they will have it that these same agents ought to annihilate intellect also. How can a different conclusion be drawn, since the craven demand, from too many directions, is, " Let us have something more simple, easier to be comprehended, that will not make such a demand upon our time." And authors and publishers have not been wanting, who, from motives not the most commendable, have been willing to pander to this vitiated demand. Hence advertisements, "French in six easy lessons, without a master;" "Latin in six lessons, without a master ; " " Greek in six lessons, without a master." Surely, had the great Grecian Orator lived in this age of sixpenny humbugs, he would not have spent a number of years in the most laborious and persevering application to oratory ! By means of steam, lightning, and penny -publications, he would have been blown up to the proportional dimensions of a full-grown orator in less than three months, if the advertisements, and "well-recommended productions," of the would-be savans of the &ge ? can be relied upon,

PREFACE. V

The rage, however, for something easier, more simple, is, after all, probably, nothing more than a spasmodic offe^ion ; and time and patience will operate as a restorative in bringing about a more healthy exercise of public sentiment. To the honor of the professional educators of our country, be it said, that they, as a body, have not been very forward in seconding these Utopian schemes of opening royal roads to the acquisition of science.

The author would here remind the student and teacher, that this work is arranged with reference to thorough scholarship. It is designed that every advancement made shall be a means of farther advancement. It will require a great amount of writing to prepare the successive exercises, yet not more than experience has shown to be indispensably necessary to make the scholar a ready composer, and render the art of composition a pleasing and delightful exercise, instead of a difficult and irksome task.

PLAN OF THE WORK.

The plan of instruction laid down in these pages, is expressed with sufficient accuracy in the title-page. Nor is it an untried plan. It is one that has been pursued by the author, and his able associates, for the last eight years. The success which has, as they believe, attended the course pursued, induces hope that the same course may be useful, or at least may present a few useful hints, to those engaged in like occupations. The system of instruction is first analytical, and then synthetical. The first lessons embrace the most simple principles and constructions ; and each successive lesson introduces a new principle, bringing in, also, in connection with it, such of those already explained as may be necessary.

As, in Geometry, the simplest elementary principles are first presented, followed by others, making each successive step depend on the preceding, till the whole structure is completed; so, in English Grammar, the plan of presentation should be kept constantly hi view. This is what has been attempted in the preparation, of this work.

In accordance with the model adopted (Geometry) of having every exercise complete in itself, it became necessary to introduce punctuation into the very earliest exercises. This, it is believed, constitutes an entire new feature in the history of Grammar-making. For, though punctuation is of the utmost importance in a complete composition, yet it is, usually, one of the last subjects presented to the student.

Part First is devoted to an analysis of the simplest structures of the language ; examining the several parts of speech in their order, separately and collectively ; and the classification of simple sentences, including so much of punctuation as is required for rendering the exercises complete.

Part Second is devoted to an explanation of the peculiar variations of each part of speech, accompanied by numerous exercises in analysis and synthesis. All the rules of agreement, construction, and punctuation, required for the completion of these exercises, are designed to be introduced in their proper places. Thus, while all the principles are examined separately, they are again examined in thenconnection and dependence, forming perfect sentences, advancing, at the same time, one upon another, by such gradual processes as to present no confusion to the mind of the industrious student,

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Part Third is devoted to a recapitulation of the rules of agreement, construction, and punctuation, with such additional remarks and explanations as shall serve to perfect the scholar in his knowledge of prose composition.

Part Fourth is devoted to a very brief view of poetry, intended as a mere introduction to that intensely interesting held of grammatical investigation.

AIDS IN PREPARING THE WORK.

The author has availed himself of such authorities on the subject of English Grammar as were accessible to him. From many of these he has derived invaluable assistance ; yet, as in the plan of arrangement and presentation of subjects, this work was designed to be essentially different from any works consulted, the author made it a point seldom to examine authorities while preparing his work for the press. This may account for the fact that he has made no reference to authorities in any part of his labors.

From his associates in teaching, he has received numerous hints and suggestions, that have aided him immeasurably more than any thing he has gathered from publications. He takes this occasion to say to them, that their favors are appreciated ; and to say to the public, that if this work shall be found to possess aaaff merit, much of it is due to the friendly counsels of his associates.

PUBLICATION OF THE WORK.

As the author was,, necessarily, several hundred miles from the place of publication, while the work was going through the press, it is not impossible that occasional errors may have escaped observation, that might otherwise have been corrected. But it is believed that so faithful has been the supervision of the work made by the gentleman to whom the examination and correction of the proof sheets were committed, that fewer errors will be found than ordinarily occur in works that have passed through a number of editions.

With these remarks, the author would submit his labors to the examination and decision of the public. He does not natter himself that he has presented a perfect work; yet he does not fear candid criticism — the more of it the better. He has nothing to defend but truth ; and, when it shall appear that he has erred, he will be most happy to make amendments in future editions. Every candid criticism, therefore, whether publicly or privately made, shall be most gratefully received, and treated with the most generous courtesy.

THE AUTHOR.

Prospect Gsove, Jan. 20 t 1849.

Part I

SECTION, SUBJECT. PAGE

1. Language 1

2. Propo sitions 2

3. Sentences » 3

4. Nouns 5-

& Pronouns 8

7. Adjectives - » 9

9. Prepositions and Phrases 13

10. Punctuation 16

11. Subject of the Verb— incomplex

SECTION. SUBJECT. PAGE,

12. Recapitulation on Nouns, Verbs,

Pronouns, Adjectives, Adverbs,

and Prepositions 20

13. Conjunctions and Compound Sen-

tences 21

14. Classification of Propositions .... 22

15. Classification of Sentences 24

17. Agent and Recipient — Intransitive

and Transitive Verbs. 25

18. Active and Passive Voice 23

19. Explanatory Substantive 29'

120. Independent Nouns. ,. 30*

Part II

21. Divisions of Nouns— proper, com-

mon, abstract, and collective . . .

22. Variations of Nouns and Pro-

nouns — person, number, gender, and case

23. Person— first, second, third

24. Number — singular and plural. . .

25. Parsing

26. Person and Number of the Verb.

27. Gender — masculine and feminine .

28. Agreement of Pronouns

29. Case — nominative, possessive, ob-

jective, and absolute

30. Agreement in Case. ... a ....... .

32. Classification of Predicates. .....

33. Order of Parsing the Noun

34. Recapitulation of Rules

35. Order of Analyzing Propositions.

36. Classification of Pronouns

37. Personal Pronouns

38. Conjunctive Pronouns

39. Conjunctive Pronouns of one case.

40. Conjunctive Pronouns oftwo cases.

41. Conjunctive Adjective Pronouns »

35 35 36

40 41

44 47

Particular Remarks on the use or which, what, and their compounds 77

Interrogative Pronouns 79

General View, and Order of Parsing Pronouns ... g&

Fragmentary Propositions — Ellipsis „„ % 82

Auxiliary and Principal Verbs ... 96

General Remarks 96

Variations 97

Tenses of the Indicative Mode . . . 120 Tenses of the Potential Mode. . . . 128 Tense ot'tbe Imperative Mode,,,, Ui^

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INDEX.

SECTION. SUBJECT. PAGE.

62. Teases of the Subjunctive Mode. 134

63. Tenses of the Infinitive Mode. ... 137

64. Tenses of the Participial Mode.. 138

65. Progressive Form of the Passive

Voice 140

66. General Remarks on the Tenses . 140

67. Remarks on the Auxiliaries 144

68. Formation of the Different Persons. 146

69. Use of the Different Roots of the

Verb in the Formation of the

various Modes and Tenses 147

70 Remarks on the Passive Voice. . . 147

71. Conjugation of the Irregular Verb

am or BE 148

72. Conjugation of the Regular Verb

Love, in the active voice 151

/3. Conjugation of the Irrregular Verb Read, hi the progressive form 154

SECTION. SUBJECT. PAGE.

74. Conjugation of the Regular Verb

Love, in the passive voice 157

75. Conjugation of the Regular Verb

Instruct, in the progressive form, passive voice 159

76. Substantive Verbs, Phrases, and

Propositions. 161

77. It, representing a Substantive Verb 169

78. Classification of Adjectives 170

79. Adjectives varied by Comparison. 171

80. Order of parsing Adjectives 175

84. Omission of the Preposition 200

88. Capital Letters 214 part ill.

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Syntax

9,15

General View of Propositions. . .

Sentences and Clauses

Symbols of Punctuation and their

Use

Syntactical Punctuation-comma, semicolon, colon, period, dash, stars, section, paragraph

*H

243 243 244 246

P5

Vowels

Consonants

Classification of Consonants. . «...

Position of the Organs, assumed in the articulation of the Consonants

Analyzing Orthography

Accent

254 255

10'?

Rhetorical Delivery

Pauses

259 260 260

1°'1

Interrogative Propositions

Rules for the use of the Interro gation Point

Exclamation Point .

Rules for the use of the Exclama tion Point «

Figures of Grammar

Ill-

Figures of Syntax

Rules of Syntax.

Conjunctions — Rule 1 270

Adverbs — Rule II 281

Pre positions — Rule III 288

Explanatory Substantive — Rule

Subject of the Verb — Rule V. . . 293 Agreement of the Verb— Rule VI. 296 Substantive denoting Possession

or Origin — Rule VII 299

Agreement of Pronouns — Rule

VIII 302

Adjectives — Rule IX 308

Case of the Recipient — Ride X. 311 Case after the Preposition — Rule

, Substantives Modifying Verbs r without a connecting Preposition—Ride XI! 314

. Nouns of Time, Space, &c. —

Rule XIII 315

. Absolute Case — Rule XIV 315

. Infinitive Mode — Rule XV 315

. Participial Mode— Rule XVI... 317

. Interjections — Rule XVII 319

. The Elements of a Perfect Sentence — perspicuity, unity,

strength, and harmony 320

l. Figures ^of Rhetoric 323