Harvey's elementary grammar

Preface

In the preparation of this work, the aim of the author has been to present the subject in a style neither too difficult forthe beginner nor too simple for the more advanced student. As its name indicates, this is an elementary, not a primary grammar.

Part I consists of model oral lessons, illustrating methods of elementary instruction in language culture. These need not be given in the order in which they are arranged; and, if it be found necessary or desirable, they may be varied or subdivided to adapt them to the wants and capacity of the pupil. With these as models, any ingenious teacher can readily prepare similar lessons to simplify or elucidate the more difficult sections in Parts II and III.

Part II is similar to Part I in spirit and design. The topics, however, are more systematically arranged and developed. Great care has been taken never to define a term or to enunciate a principle without first preparing the mind of the pupil to grasp and comprehend the meaning and use of the terms defined or the principles enunciated. Ideas are first developed by intelligent questioning and appropriate illustrations; then, clothed in words. The examples in the drill exercises have been chosen with great care.

Part III contains a concise yet exhaustive statement of the properties or modifications of the different parts of speech;

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IV PREFACE.

carefully prepared models for parsing and the analysis of complex and compound sentences — making, with the analysis taught in Part II, a complete and perfect system; rules of syntax, and cautions, with appropriate exercises in false syntax. Notes, remarks, and suggestions have been but sparingly introduced, as they serve rather to confuse than to assist the beginner.

The author would call special attention to the synthetic exercises in Part II, and the exercises in false syntax in Part III. No thoughtful teacher will neglect or give undue prominence to either class of exercises. Grammatical instruction is of little value unless its aim and end is to teach the pupil to detect and correct inaccuracies in the use of language, as well as to give forcible, elegant expression to thought.

It has been said that there is no royal road to geometry. The same may be said of grammar. The meaning and application of its technical terms must be learned, sentences must be analyzed, words must be parsed, before the student can comprehend the philosophy which underlies the correct use of any language. The labor necessary to acquire this knowledge may be made attractive, but it can not be dispensed with, neither can it be materially lessened. All that is claimed for this work is, that it shows how this labor should be expended to secure the best results.

Part I. Page

PAGE.

Names of Things,

Personal Pronouns, .

Teaching new Words,

Possessive * **

Action-words, ....

Relative ' ' Complex Sentence,

50 51

Quality- words, ....

Sentence-making,

Relative Clause,

Things seen in Pictures, .

Interrogative Pronouns,

Word-picturing,

The Adverb, " Adverbial Element, .

55 55

Mispronounced Words,

Incorrect Expressions,

" Preposition,

Classes of Sentences, ■

" Phrase,

" Conjunction,

53 59.

PART II. Compound Element

The Senses,

The Interjection,

Definition of Object,

Classes of Sentences,

" " Word,

Principal Elements, .

Language,

Subordinate Elements,

Parts of Speech, ...

The Noun,

PART III The Sentence

The Noun, .

. 67

Parts of a Sentence, .

Gender, . . .

The Noun as Predicate, .

Person,

Elements,

Number, .

The Verb,

Case,

Classes of Verbs,

Declension,

Objective Element, .

. 33

Parsing, .

The Adjective, ....

The Pronoun, .

" Article, ...»

Personal Pronouns,

" Participle, ....

Possessive "

" Adjective Element, .

Relative "

" Pronoun, ....

Interrogative "

(v

VI

CONTENTS.

False Syntax, Cautions, The Adjective,

Comparison,

Descriptive Adjectives

Definitive "

False Syntax, Cautions, The Verb, .

Voice,

Mode,

Tense,

Person and Number,

Auxiliaries, .

Unipersonal Verbs,

Conjugation,

Coordinate Forms,

Regular Verbs, .

Irregular Verbs, .

Defective and Eedundant Ver

False Syntax, Cautions, The Adverb,

Comparison, .

False Syntax, Cautions, The Preposition, The Conjunction, .

The Interjection, .

Simple Sentence, Compound Sentence, Complex Sentences,

PAGE.

Grammatical Subject,

Logical Subject,

Grammatical Predicate,

Logical Predicate, .

Ellipsis, .....

Abridgment, ....

. 134

Rules of Syntax,

. 136

Miscellaneous Exercises,

Questions for Review,

. 143

PART IV. The Comma, .... 146 " Semicolon, . . . .148

" Colon, 149

" Period, 149

" Interrogation Point, . 150

" Exclamation Point, . . 150

Other Marks, 151

PART V. Elementary Sounds, . . . 154 Table of Sounds, .... 155

Letters, 156

Capital Letters, . . . .156 Syllables — Words, . . . .159

ELEMENTARY GRAMMAR.

Part I. Okal Lessons

To Teachers. — The lessons in Part I are intended to precede the use of a book in grammatical instruction. That they may be useful, as well as animated and attractive, observe the following directions:

1. Require prompt answers, always expressed in complete sentences.

2. Require pupils to copy on their slates whatever you write on the blackboard.

3. Correct with great care all errors in pronunciation, spelling, punctuation, and the use of capital letters.

LESSON I.

1. Names of Things.

Teacher [taking a book from his desk). — What is this ? Pupils. — That is a book.

The teacher writes this answer on the blackboard : the pupils copy it on their slates.

T. [Pointing to the word "book"). — Is that a book? P. — No : that is a word.

T. — That is right. It is a word used as the name of a thing. Mary, you may bring me a book. James, you may point to the word "book". Now, observe that Mary has brought me a thing we call a book, and James has pointed to its name.

Call the attention of your pupils, in a similar manner, to an inkstand, a pen, a bell, a crayon, a pencil, a slate, a ruler.

T.— Write these names on your slates, in columns, as I write them on the blackboard :

Book. Crayon.

Inkstand. Pencil.

Pen. Slate.

Bell. Kuler.

T. — With what does each word commence ? P. — Each word commences with a capital letter. T. — What is placed after each word ?

P.— A period is placed after each word. T. — What are these words?

P. — They are names of things.

Write, in columns, the names of all objects in the school-room. Let the pupils give the names of objects in the kitchen — in the sitting-room — in the parlor — also, the names of objects seen on their way to school.

Write six names of things thai may be known by the sense of sight.

Write six names of things that may be known by the sense of hearing.

Write six names of things that may be known by the sense of touch.

Write six names of things that may be known by the sense of taste.

Write six names of things that may be known by the sense of smell.

Talk with your pupils about the things whose names are given. Encourage them to tell what they know of their uses— of the places where they are found, etc. Let them write sentences like these: "Pepper grows in the East Indies." "Oranges grow in Florida." "Quinine has a bitter taste." "I heard an owl hoot." Pay particular attention to the spelling of these sentences. See that every word is correctly spelled; that each sentence and every proper name begins with a capital letter, and that a period is placed at the end of each sentence.

Remember that the object of these lessons is not to give instruction in matters of science, but to lead pupils to observe things, and to teach them how to express their thoughts in correct language.

LESSON II.

Teacher. — We have written the names of five kinds of things. One kind we know by the sense of sight ; another, by the sense of touch or feeling ; another, by the sense of hearing ; another, by the sense of taste ; another, by the sense of smell. Seeing, feeling, hearing, tasting, and smelling are called the five senses. What are the five senses?

Pupils. — The iiye senses are seeing, feeling, hearing, tasting, and smelling.

T. — Any thing which we can see, feel, hear, taste, or smell is called matter. What is matter?

P. — Matter is any thing that we can see, feel, hear, taste, or smell.

T. — Write this on your slates. Now repeat it in concert. Those things which are made of matter are called material things. Do you know what material means ?

P.— We do not.

T. — It means composed of matter. What, then, are material things?

P. — Things composed of matter are material things.

T. — Write this answer on your slates. What kind of thingis this pencil ?

P. — It is a material thing.

T. — Why is it a material thing ?

P. — Because it is composed of matter.

T. — How do you know it is composed of matter?

P. — Because we can see it and feel it.

T. — How many new words have you learned in this lesson?

P. — We have learned three new words.

T. — What are they ?

P. — They are senses, matter, and material.

T. — What are the five senses?

Pupils answer the question, and then define matter and material.

In this lesson is exemplified a method of teaching the meaning and use of new words, or words with which pupils are not familiar. When teaching the name of an object not familiarly known, exhibit the object, or a picture of it, before giving its name.

The names of parts of objects should be taught in a similar manner. Consult any good work on object lessons for illustrative exercises.

LESSON III.

2. Action- Words.

Teacher. — When I say "The boys run", which word tells what the boys are doing ?

Pupils. — The word "runs" tells what the boys are doing.

T. — When I say "The dog barks", which word tells what the dog is doing ?

P. — The word "barks" tells what the dog is doing.

Write these two sentences on the blackboard.

T. — There are a great many words which tell us what different things do. Such words usually express actions. What is a good name for them?

P. — Action-words is a good name.

T. — What, then, are action-words?

P. — Action-words are words which tell us what different things do.

T. — When action -words are used with the names of things, they usually affirm something of those things. Do you know what "affirm" means?

P — We do not.

T. — •" Affirm" means to say. Action-words say something of things. You may now affirm the following action-words of appropriate things: walk, trot, cackle, ivhistle, plow, fly, play, jump, scratch, sing, remember, whisper, quarrel, recite.

Pupils write on their slates, "Men walk", " Horses trot", " Scholars recite ", &c.

T. — You may tell what the following things do : hens, geese, cats, sheep, horses, men, farmers, merchants, vessels, winds, trees, flowers.

Pupils write on their slates: " Hens cackle", "Vessels sail", "Trees grow", &c.

Let the pupils also tell all the actions which any specified object may perform : as, scholars study, scholars learn, scholars recite, &c; horses walk, horses trot, horses gallop, horses neigh, horses hick, &c.

LESSON IV.

3. Quality- Words.

Teacher. — Copy on yqur slates what I write on the blackboard. {Writes) " Oranges are sweet". What word describes oranges ?

Pupils. — The word "sweet" describes oranges.

T. — That is right. It is a word used to denote that oranges possess a certain quality — that of being sweet. Now, place the word "ripe" before "oranges". Norman, you may read what you have written.

Jforman. — "Eipe oranges are sweet."

t. — What other word here describes oranges by denoting some quality?

P. — The word "ripe" describes oranges.

T. — As both of these words — ripe and sweet — denote quality, what will be a good name for them ?

P. — Quality-words will be a good name.

T. — Is "sweet" placed before or after "oranges"?

P — It is placed after "oranges".

T. — Where is the word "ripe" placed?

P. — It is placed before "oranges".

T. — Where may quality-words be placed, then?

ff». — They may be placed both before and after the names they describe.

T. — Write all the appropriate quality-words you can think of before the word "apples".

Pupils write : Sour apples, sweet apples, pleasant apples, large apples, small apples, sound apples, rotten apples, &c.

T. — Write all the appropriate quality-words you can think of after the word "ice". L

Pupils write: Ice is cold, ice is heavy, ice is solid, &c.

T. — When a quality-word is written after the name it describes, a word or group of words is usually placed between it and that name. What word is thus used in the sentences you have just written?

P. — The word "is" is thus used.

T. — When the word "is" or some similar word is placed between a quality-word and the namfe it describes, the quality-word is said to be affirmed of the name.

Write the following quality-words before appropriate names : Bound, square, large, small, light, heavy, red, yellow, green, smooth, rough, dark, muddy, pretty, sweet. Model. — A round table.

Write the same words after appropriate names. Model. — The table is round.

LESSON V. 4. Sentence-Making.

Teacher. — Copy these words on your slates : always, good, happy, are, scholars. Are these words so arranged as to express any meaning?

Pupils. — They are not.

T. — Arrange them so that they will express some meaning. A pupil. — " Good scholars .are always happy." T. — Arrange them so that they will ask a question? A pupil. — ■" Are good scholars always happy ? " T. — Well done. When groups of words express some meaning, they are said to make complete sense. Such groups are called sentences. What, then, is a Sentence f

p. — A Sentence is a group of words making complete sense.

If necessary, the teacher may assist the pupils in expressing this definition.

T. — Arrange these words into a sentence: unknown, the, to,

were, fire-arms, ancients.

A pupil. — " Fire-arms were unknown to the ancients." T. — Arrange them so that they will ask a question ? A pupil. — "Were fire-arms unknown to the ancients?" T. — Now write a sentence containing the words we, up, sun,

daylight Supply words necessary to make complete sense. A pupil. — "We were up by daylight to see the sun rise." T. — Very well done. Has any one a different sentence? A pupil. — " We got up after daylight before the sun rose."

Let the pupils read the sentences they have written.

T. — You may now arrange these words and groups of words, separated by commas, into a sentence : left, he, of the academy, house, for th& halls, father's, his.

A pupil. — "For the halls of the academy, he left his father's house."

T. — Has any one a different arrangement?

A pupil. — "He left his father's house for the halls of the academy."

T. — Arrange these words into a sentence, supplying necessary words : beautiful, our, garden, flowers.

1st pupil. — "Beautiful flowers grow in our garden."

2d pupil. — "How beautiful the flowers are in our garden!"

3d pupil. — " Our garden is full of beautiful flowers."

4th pupil. — "How beautiful the flowers look in our garden! "

. This exercise may be made very interesting and attractive. Let the length of the sentences to be constructed be adapted to the age and mental development of the pupil. Select the best arranged of the sentences given — write it on the blackboard, and give reasons for preferring it to all others.

Turning poetry into prose is an exercise which may follow this. Select some simple ballad; read it to your pupils; then read each verse slowly and distinctly, and instruct your pupils how to express the thought or sentiment of the verse in prose, and in their own language.

LESSON VI.

5. Things Seen in Pictures.

The teacher exhibits a picture. Suppose the principal objects in it to be a lady and a gentleman on horseback, a boy playing with a dog, a house, a gate, and a hill in the background.

Teacher (to a pupil). — What do you see in this picture? Fwpii. — I see a lady and a gentleman on horseback in the picture.

The teacher writes the answer on the blackboard ; the pupils copy it on their slates.

Teacher (to another pupil). — What do you see in this picture ?

Pupil. — I see a boy in the picture.

Write this answer, as before.

T. (to a third pupil). — What do you see?

P. — I see a dog in the picture.

Write this answer, as before.

T. (to a fourth pupil). — What do you see?

P. — I see a house in the picture.

Write this answer, as before.

Ask similar questions of other pupils, until all the prominent objects in the picture have been pointed out and named.

T. — What is the boy doing?

p. — The boy is playing with the dog.

Write this answer, as before.

T. — What makes you think the boy is playing with the dog?

Pupils give reasons.

T. — Into what does the gate open?

p. — The gate opens into a lawn in front of the house.

Write this answer, as before.

T. — Where is the tree?

P. — The tree is at the corner of the fence, near the gate.

Write this answer, as before.

T. — Is there any thing else near the gate ?

p. — There are some steps leading up to the gate.

Write this answer, as before.

T. — Where is the hill ?

P. — The hill is back of the house.

Write this answer, as before.

T. — Silas, you may tell me what you see in the picture.

Silas. — I see a lady and a gentleman on horseback, a boy, a dog, a house, a gate, and a hill, in the picture.

T.— Pupils, you may erase the first four answers written on your slates, and in their place write the answer Silas has just given. Now see what a nice composition you have written. Susan, you may read what is written on your slate.

Susan reads : " I see a lady and a gentleman on horseback, a boy, a dog, a house, a gate, and a hill, in the picture. The boy is playing with the dog. The gate opens into the lawn, in front of the house. The tree is at the corner of the fence, near the gate. There are some steps leading up to the gate. The hill is back of the house.

T. — Sarah, will you point to that part of the picture which appears to be nearest you ? Do you know what that is called ?

Sarah. — I do not.

Other pupils say that they do not.

T. — It is called the foreground. Write that word on your slates as I write it on the blackboard. Now pronounce it. Can any one now tell me what the foreground of a picture is?

A pupil. — The foreground of a picture is that part which seems to be nearest us.

This definition is written on blackboard and slates, and then repeated in concert.

Teach in a similar manner the meaning of the term background.

T. — How many new words have you learned in this lesson?

p. — We have learned two new words.

T. — What are they ?

P. — They are foreground and background.

Let the pupils give the definition of these terms a second time.

Should a painting or colored picture be used in giving this lesson, call attention to the different colors ; write their names, and compare them with similarly colored objects in the school-room — such as articles of dress, flowers, etc.

LESSON VII. 6. Word-Picturing.

Teacher. — I will read you a short story, which I find in "Cowderfs Moral Lessons"-

" In one of our large cities, a mechanic, in going to his w r ork, had occasion to pass a group of ragged immigrants just landed from a British ship. 'They appeared forlorn and destitute. They made no appeal for assistance, but sat silent on the sidewalk, in their misery and squalor. The mechanic regarded them for a moment, and then, as if seized by a sudden impulse, drew his dinner, wrapped in an old newspaper, from his pocket, and gave it to a woman who crouched near him, to divide among her children. He did not wait for thanks, but hurried off."

Now 7 , pupils, can you tell me the name of the feeling which led this mechanic to give his dinner to the poor immigrants ?

Pupils suggest different names ; as, pity, good-nature, &c. ; or say, " He pitied them " ; " He wanted to do good " ; " He was sorry they w^ere so poor and hungry ", &c.

T. — The word I have in my mind, as a name for his feeling for them, is " compassion". The immigrants looked so forlorn and distressed that he felt sorry for them, and sorrow excited by the distress of others, is called compassion. Can you now tell me what compassion is ? , E. G.— 2.

A pupil. — Compassion is sorrow excited by the distress of others.

Write this definition on blackboard and slates; then recite it in concert. In review lessons, let some pnpil tell the story as an illustration of the meaning of the word.

Read or relate stories which illustrate charity, honesty, courage, pity, benevolence, kindness, obedience, self-denial, &c. Let the words illustrated remain on the blackboard until each pupil thoroughly understands their meaning and application.

This lesson may be given to the whole school, as a portion of the opening or closing exercises.

LESSON VIII. 7. Mispronounced Words.

Teacher. — I will write on the blackboard what I once heard a boy say. ( Writes) "It is orful cold this mornin'". Now spell the word "orful" as he pronounced it. Spell by sound.

Pupils spell : o-r, or, f-u-l, ful, orful,

T. — Do you think there is any such word as "orful"?

Pupils may seem undecided : different opinions may be given.

T. — What other word sounds somewhat like it ?

A pupil. — The word "awful" sounds somewhat like it.

T. — Spell the word "awful" by sound.

Pupils spell : a, aw, f-u-l, ful, awful.

T.— That is the word he intended to use. How many will remember the correct pronunciation of the word " awful " ?

All hands are raised.

T. — What other word did the boy mispronounce ? p. — He mispronounced the word "morning".

Spell both "mornin' " and "morning" by sound, calling attention to the difference between the sound represented by "n" and that represented by "ng".

T. — Is " awful " a proper word to be used here ?

Pupils express different opinions.

T. — "Very" is the word the boy should have used. He should have said, " It is very cold this morning ".

Write the corrected sentence on blackboard and slates. Kead it, pronouncing each word slowly and distinctly — then let the pupils read it.

Correct, in a similar manner, the pronunciation of the italicized words in the following

EXERCISES. 1. Father sold our bay hoss yesterday. 2. April comes after March. 3. I saw a dorg-fight. 4. Drive the keows (cows) to pasture. 5. That was a drefful (dreadful) mistake. 6. The schoolmarster punished me for laffin\ 7. I oncet went a miled for a bunch of voilets. 8. I kin (can) read words of tu (two) syllables.

Make lists of words mispronounced by your pupils, and teach their proper pronunciation.

LESSON IX.

8. Incorrect Expressions.

Teacher. — I once heard a boy say, "I hain't got no slate". Did he use correct language ?

A pupil.— He did not.

T. — What should he have said ?

A pupil. — He should have said, "I have got no slate".

T. — Do you all think that is correct language ?

A pupil. — I do not. He should have said, "I have no slate".

T. — That is right. The word "got" is unnecessary, and we should always omit unnecessary words.

Write the incorrect and correct expressions on the blackboard, and let the pupils write them on their slates.

Teacher. — See whether you can correct this expression: "Give me them pencils''.

A pupil. — It should be, " Give me those pencils ".

T. — That is right. Before the names of things, the word " those" should be used instead of "them". Correct this expression: "Them apples are sour".

p. — It should be, "Those apples are sour"; because "those" should be used instead of "them" before the names of things.

T. — I once heard a saucy, ill-mannered boy say, "Old Jones has lots of tin". Was such language respectful? .

A pupil. — It was not. He should have said, "Mr. Jones".

T. — Is that all the correction you would make?

P. — It is not. He meant to say that Mr. Jones had plenty of money : he should have said, " Mr. Jones has plenty of money", not "lots of tin".

T. — That is right. Do you know what such language as this boy used is called ?

p. — We do not.

T. — It is called slang, which means low, vulgar language. Never use slang.

Let the pupils now define slang — write the definition on blackboard and slates, and repeat it in concert.

EXERCISES. 1. I can't tell you no more. 2. I am almost froze. 3. He has just came. 4. That excuse is all wore out. 5. I have n't saw him for more'n a week. 6. I wouldn't have went, if I had been in your place. 7. I am sure one of them sentences are wrong.

8. There is many kinds of fame. 9. Had any one a pencil they are willing to lend. 10. I am e'en-a-most tuckered out. 11. It was not me. 12. Is that all the far that you can count? 13. My money is all done spent. 14. I guess she come lately.

. 15. I just wanted he and Charley to see that. 16. I have ate all my dinner; hain't you ate your'n? 17. Him and me are classmates. 18. That book is his 'n. 19. Let us try and learn all we can.

20. I '11 shut his peepers for him. 21. If any one strikes you, go for him. 22. Whar are you toting that gun, stranger? 23. This 'ere road is orful muddy. 24. Do n't tell nobody where I am. 25. I live to home. 26. Watch out for the steamboat.

27. I catched ten fish last evening. 28. Eli, he run, and John, he run. 29. Eggs, they is very dear. 30. When does your school take up ? 31. Our taters is all rottin'. 32. Is n't that are line writ well? 33. What's the heft of that stun?

34. Where you gwine ? 35. I knowed what he done thar ; but I never let on. 36. Ghosts can't skeer me. 37. Multiply the multiplier on to the multiplicand. 38. That 's what 's the matter.

Observe carefully the language of your pupils, and correct all un~ grammatical expressions.

Suggestion. — Usually the corrected expression only should be written on the blackboard.

LESSON X.

9. Classes of Sentences.

Teacher. — When I say, "The window is open", I state a fact. What kind of sentence do I use ?

Pupils. — You use a sentence that states a fact.

T. — That is right. I use what is called a Declarative Sentence. Can you now tell me what a declarative sentence is ?

A pupil. — A declarative sentence states a fact.

T. — Write that definition on your slates. Now repeat it in concert. When I say, "Is the window open?" what kind of sentence do I use ?

p. — You use a sentence that asks a question.

T. — Such a group of words is called an Interrogative Sentence. Can you tell me w T hat an interrogative sentence is ?

A pupil. — An interrogative sentence asks a question.

T. — Write that definition on your slates. Repeat it in concert. When I say, " Clarence, open the window", what kind of sentence do I use ?

p. — You use a sentence that makes a command.

T. — Such a sentence is called an Imperative Sentence. Can you tell me what an imperative sentence is ?

A pupil. — An imperative sentence makes a command.

T. — When I say, "O, that window is open again!" I express some feeling or emotion. I then use what is called an Exclamatory Sentence. What is an exclamatory sentence ?

A pupil. — An exclamatory sentence expresses some feeling or emotion.

T. — Write this definition on your slates. Repeat it in concert. These are all the classes of sentences there are. How many are there ?

Pupils. — There are four classes of sentences.

T. — Repeat their names.

p. — Declarative, Interrogative, Imperative, and Exclamatory.

EXERCISES.