The normal grammar, analytic and synthetic

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THE SCIENCE OF THE ENGLISH LANGUAGE.

THE

Normal G-eammae:

ANALYTIC AND SYNTHETIC.

Illustrated by Diagrams.

By Stephen "W. Claek, A. M.,

AUTHOR OF >l FIRST LESSONS IN ENGLISH GRAMMAR," "ANALYSIS OF THE ENGLISH LANGUAGE,"

"GRAMMATIC CHART OF THE ENGLISH SENTENCE," " KEY TO ENGLISH

GRAMMAR AND MODEL EXERCISES."

"The character of its Language determines the mental vigor of a nation."

LONGINTJS.

y

A. S. BARNES & COMPANY,

NEW YORK AND CHICAGO.

TE i-tM

ENGLISH GRAMMAR AS A SCIENCE.

ENGLISH GEAMMAR AS AN ART.

CLARK'S

ENGLISH GrEAMMAES A^D ANALYSIS.

Clark's First Lessons in English Grammar. Designed for Beginners, and Introductory to the Practical Grammar. By S. W. Clark, A. M., Principal of Cortland Academy. ISmo, half bound.

Clark's New English Grammar. A Practical Grammar, in which Words, Phrases, and Sentences are Classified according to their Offices ; and their various Relations to each other illustrated by a Complete System of Diagrams. 12mo, cloth.

A Key to Clark 9 s Grammar, containing Diagrams of all the Sentences for Analysis and Parsing found in the Grammar.

Clark's Normal Grammar— Analytic and Synthetic. Illustrated by Diagrams.

Clark's Analysis of the English Language — with a Complete Classification of Sentences and Phrases, according to their Grammatic Structure. Designed as a Sequel to the English Grammar. 12mo, half bound.

Clark's Grammatie Chart. Exhibiting the Analysis of Sentences, the Analysis of Phrases, the Classification and Medication of Words. Mounted.

Entered according to Act of Congress, in the year 1870,

By S. W. CLARK,

In the Office of the Librarian of Congress, at "Washington.

Preface

" The character of its Language determines the mental vigor of a nation." Not less true is it that the purity of his language determines the social standing of the man. If " speech is the body of thought," the conquest of correct speech is second in importance only to that of accuracy of thought. If Language is the " bridge that spans the chasm between the intellectual world and the physical" — by which thoughts and emotions become audible and visible — by which sounds and sights create thought and feeling, then the study of Language ought to claim the earliest attention of the child. And indeed it does. The child learns language before he learns anything else. In the use of his mother tongue, he learns the art before he can study the science, and that child is fortunate whose early life is spent in the society of those who speak his vernacular in its purity. Accuracy and elegance in speech lind their natural counterparts in accuracy and elegance of thought, and in purity of emotion.

While Grammar is an imitative Art, it is also a mental Science. For the acquisition of the science a Text-Book is demanded. A good text-book should so present the Science as to secure the Art — should so exhibit the Laws of Language as to furnish the pupil a sure test of the correctness of his expression — should so develop the varied structure of sentences and of phrases, as to enable the scholar to make such selection of them as will most clearly, forcibly, and elegantly express his thoughts and emotions — as to enable him to command the language. Its method should be so clear, concise, and natural as to make the study of Grammar attractive. Only such system and method can long command position in our schools.

Twenty-five years have passed since the Author wrote his first work on English Grammar. During all those years, he has person-

4 PEE FACE.

ally tested his system and method in the school-room. His "First Lessons in English Grammar," his " Practical Grammar," and his "Analyses of the English Language," have found their way into extensive use in every State in the Union. Their gratifying success with the public has prompted the Author to this new effort.

The many and varied criticisms of these books by intelligent, independent Teachers who have used them, the Author's extended, careful study of the science, his full recognition of the errors and defects of his previous works, justify the preparation of the Normal Grammar, which — based on the same system and methods of his former works — claims to be an improvement on them all.

The System of Diagrams given in the Author's former works, has been retained, to which important additions and improvements have been made.

The Author's views as to the importance of Diagrams, are corroborated by the decided approval of nearly all Teachers who have used them. Their concurrent testimony settles the question of their utility.

The following extracts from responses of different Teachers, are given as specimens of many :

" Your Diagrams have aroused an enthusiasm in our juvenile Grammar classes that has never been seen before."

" They map out a sentence admirably."

" They add much to the excitement of a lively recitation."

" Object Lessons in Grammar are beautifully exhibited in the use of Diagrams."

" Our little Architects delight in constructing sentences according to given models. Blank Diagrams drawn on the black board, are copied and filled with appropriate original sentences — thus securing good English compositions in sentences made to order."

"Diagrams open the eyes of our pupils to new facts in the structure of sentences which many students would not otherwise discover."

Those portions of the Author's former works that have stood the test of intelligent criticism, and have been generally approved, have been retained in this work. Such new matter and illustrations have been added as the advanced condition of the science seemed to demand.

Rochester, N. Y., July, 1870.

CONTENTS.,

PART I. Language — Spoken, Written

Grammar — General, Particular ....

Elements of Language — Letters, Words, Phrases, tences .....

Letters — Forms, Classes, Uses .

Words — Classes ....

Phrases — Elements of Phrases, Classes

Sentences — Elements of Sentences

The Subject, the Predicate, Adjunct Elements Exercises in Analysis Diagrams, Rules Classification of Sentences Intransitive and Transitive Simple, Compound, Mixed Principal and Auxiliary Substantive, Adjective, Adverbial the Object

Sen-

PAGB

IO IO

II

28 30

43 45 47

PART II. etymology of words.

Their Structure — Radical, Simple . . 68

Derivation— Prefix, Suffix . 69

" Compound — Basts, Adjunct 69

Their Uses — Nouns — Common, Proper . . 74

NOUNS — Modifications — Gender j6

" Person, Number . . . . 79

Case — Subjective, Objective . 86

" Possessive, Independent . 87

Contents

Pronouns— Classes

Personal — Declension .

Relative

Part III. Syntax

General Principles and Facts Sentences— Grammatical Distinctions Rhetorical Distinctions Syntax of the Subject .

Syntax of the Predicate Syntax of the Object Syntax of Pronouns .

Independent Case .

186 186 188 194 206

233 247 263

CONTENTS.

Sentences

PAGE

-Adjuncts — Logical, Grammatical .

Syntax of Adjectives ....

. 270

Syntax of Adverbs .

Syntax of Participles ....

. 294

Syntax of the Infinitive ....

Syntax of Prepositions

• 303

Syntax of Conjunctions .

Exclamations and Words of Euphony

. 312

Part IV. Prosody

Pauses — Rhetorical, Grammatical . . . . 314

The Comma — Rules . . . . 315

The Semicolon — Rules . . . . 317

The Colon — Rules 317

The Period— Rules 318

Signs — Grammatical and Rhetorical . . . .319

Apostrophe 319

Quotation — Hyphen — Bracket — Parenthesis

— Reference — Brace .... 320

Caret — Dieresis — Index — Accent — Emphasis 321

Composition — Prose and Verse 322

Poetry — Lyric 322

Dramatic — Epic — Didactic .... 323

Pastoral — Elegiac — Epigram — Sonnet . . 324

Versification — Blank, Rhyme 324

Verse — 325

Trochaic — Iambic — Pyrrhic — Spondaic — Dactyl

— Anapest — Amphibrach — Tribrach . .326

Figures — Grammatical — Rhetorical — Aphaeresis — Prosthesis — Apocope 329

Paragoge — Synaeresis — Diaeresis — Syncope —

Tmesis — Ellipsis . 330

8 CONTENTS.

PAGE

Figures — Pleonasm— Syllipsis— Enallage — Hyperbaton—

Simile — Metaphor — Allegory . . 331

Personification — Irony — Hyperbole— Antithesis

— Metonomy — Synechdoche . . . 332

Apostrophe — Interrogation — Exclamation — Vision — Paralepsis — Climax— Anti-Climax — Alliteration . 2>2>3

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