Bullion's school grammar : with practical lessons and exercises in composition and analysis : A revised edition of the common school grammar, and introductory to the practical grammar

Front matter

I II I ill If, I i[W • PETER BULLIONS, D.D., W wV AUTHOR OF ENGLISH, LATIN AND GREEK GRAMMARS, &c. >W

5HEU3GH & COMPANY,

NEW YORK.

PART SECOND.— ETYMOLOGY. Division of Words, 27—30 4

Parts of Speech, 31—35 4

Of Nouns, 36 5

Of the Article, 91—101 16

Of the Adjective, 102—126 18

Comparison of, 111 21

Pronouns, 127 24

Personal, 135 24

Compound, 145 2(5

Relative, 148 23

Interrogative, 162 31

Adjective, 167 32

JSxercises on Nouns, Articles, Adjectives, and Pronouns 34

Of Verbs, Division of, 178 35

Forms of, 191 33

Inflection— Voice, 202—212 40

Of the Moods, 213 42

Number and Person, 256 49

Conjugation. 268 51

The Verb " To Love," 274 55

Negative Form of the Verb, 278 61

Interrogative Form, 281 62

Progressive Form of the Active Voice, 285 64

Defective and Impersonal Verbs, 290—292 75

Adverbs, 293 76

Prepositions, 302 78

Conjunctions , 311 81

Interjections, 317 83

Mow to Distinguish the Parts of Speech, 321 84

Yl CONTENTS.

PAGE

Model of, 328 87

Exercises in, 330 88

PART THIRD.-SYNTAX. Analysis of Sentences, Definitions, 331 90

Parts of a Sentence, 340 91

Classes of Sentences, 3 50 93

Single Sentences, 355 94

Sueject of a Sentence, 360 95

Modifications of. 368 96

Modifications of Modifying Words, 370 97

The Predicate, 372 98

Modification of, 381 99

Limiting Clauses, 388 100

Compound Sentences, 399 102

Classification of Sentences 103

Directions for Analysis, 403 103

Parts of Syntax, 407 108

Mules of Syntax, 411—543 109

I.— Substances in Apposition, 411 109

II.— Adjective and Substantive, 414 '. 119

III.— The Article, 424 112

IV. — Personal Pronouns, 429 113

V.— Relative and Antecedent, 435 114

VI.— Subject Nominative, 441 116

VII.— Nominative Absolute, 444 117

VIII.— Verb and its Subject, 449 117

IX.— The Predicate Substantive, 458 119

X.— Object of a Verb, 460 120

XI.— Objective after a Preposition, 469 122

XII. — Prepositions after Certain Words, 475 124

XIII.— The Possessive Case, 479 126

XIV.- Subjunctive Mood. 486 127

XV.— Infinitive Mood, 492 128

XVT.— Construction of Participles, 501 130

XVII— The Order of Time, 514 133

XVIII.— Construction of Adverbs, 516 134

XIX. — Conjunctions, 525 : 137

XX. — Prepositions, 540 141

XXI. — Interjections, 542 141

Ellipsis, 547 143

Not admissible, 549 144

Syn tactical Parsing, Model of, 551 145

Promiscuous Exercises, 552 147

Capitals, 581 152

Com pos ition , 583 154

Exercises in Composition, 609 160

PART FOURTH.— PROSODY. Elocution, 611 163

Versification, 621 164

Appendix 168

SUGGESTIONS TO TEACHERS.

A manual of English Grammar can give little more than the outlines of the science ; and these, to be brought within reasonable compass, must be stated in very concise form. A fruitful source of failure and disappointment in the study of Grammar is found in the willingness of teachers to rest in the bare statement of the author, and to confine the instruction for the most part to the mastery by the pupil of the formal definitions and rules. These are but the framework, the foundation upon which to build.

Since it is the office of grammar to teach us how to write and speak correctly, manifestly that method of study, and those exercises, are most profitable which afford the largest and most careful'practice, in writing and speaking — in the application of the rules and principles which the Grammar sets forth.

In presenting to the public this revised edition of a little work which has so long stood the test of practical use in the school room, the following hints, as aids to its more successful teaching, are submitted, especially to the consideration of teachers of limited experience.

1. The first essential is thorough 'preparation by the teacher, involving familiarity with each subject, and with the scope and relation of the whole. We can not teach better than we know ; and this preparation involves not simply such a knowledge of Grammar as shall aid us ourselves in the correct use of language, but that fuller and more exhaustive study which will enable us to adapt its teachings to the comprehension of those who look to us for instruction.

2. Each new subject should be carefully illustrated before the pupil undertakes the task of committing to memory the formal definitions, in order that he may clearly apprehend its meaning, and that unnecessary obstacles may be removed.

3. Copious blackboard illustrations and examples should always accompany the lessons, especially giving judicious

Vlll SUGGESTIONS TO TEACHERS.

classifications of principles, divisions, and distinctions of the several subjects of study, and showing the relations of parts to each other.

Generally, there are three stages in every recitation :

(1.) Brief review of the preceding lesson, (if related to the current one,) tracing its connection and bearing.

(2.) Hecitation and thorough discussion of the lesson of the day, the teacher at first eliciting any additional thoughts or illustrations the pupils have to give, and then enlarging as the case demands, until it is thoroughly comprehended. The teacher should not be contented with the simple fact that the pupil has recited a lesson verbatim ; but will see to it, also, that he has an intelligent notion of what it is designed to teach.

Lessons should be assigned and explanations given suited rather to the least intelligent than to the brightest members of a class, and the recitation and instruction should reach the individuals of the class so far as may be practicable.

(3.) Assigning the next day's lesson, as before suggested.

This, it will be seen, in some degree goes over each lesson three times in three successive days, and should result in its mastery.

4. Any skillful study of English Grammar must give special prominence to practical exercises in composition, applying the principles illustrated and enforced in the several lessons. The very full and explicit directions for sach exercises accompanying each lesson in this manual, will not fail to commend themselves to the judicious teacher. They should be extended as the practical necessities of the class may seem to require.

5. Every teacher using this Manual should also be provided with a copy of the Practical Grammar and of the Analysis, and should make use of the foot-notes to give further illustration and elaboration to subjects that may seem to need it.

6. It is recommended that the Manual of "Analysis, Pausing, and Composition " be taken up in connection with the Grammar y in such portions as shall best illustrate and enforce the teachings of the several lessons, or aid in their practical application.

INTRODUCTORY EXERCISES.

Language 9 either spoken or written, is made up of words. Each word is the sign of some idea ; and by the proper selection and arrangement of words, we are enabled to express our ideas in a correct and intelligent manner.

By careful attention to the meaning and relation of words, as they are used in writing or speaking, we find that some are employed to express the names of things, others to indicate their qualities ; some express action or state of some person or thing, and others are used in connection with these to point out the time, place, manner, degree, etc., of such action or state ; some denote certain relations of things to each other, and others again chiefly to connect the different parts of a sentence to each other.

CLASSIFICATION OF WORDS.

Thus, although there are many thousand words in the English language, all are classified grammatically into only nine different kinds, called Parts of Speech. A word is of one kind or another, according to its use in a sentence.

Let us now observe the uses and names of the different kinds of words in the following

Sentence. — "The boy rolled a round stone upon the floor, and oh ! how swiftly it did go."

[*** The teacher will write this sentence on the blackboard.]

Q. Is there any person named in this sentence ?

Q. Is there any place named ?

Q. Is there any thing named ?

Q. What, then, are the words " boy," " floor," and " stone ? "

Arts. They are names.

X CLASSIFICATION OF WORDS.

Mention other names :

Of tilings you can see,

Of things you can hear,

Of things you can think of.

In Grammar, names are called Nouns or Substantives.

Q. What, then, is a noun f

Ans. A noun is the name of any person, place, or thing (36).

I'&W^ Exercise the pupil on nouns by asking him to twite a number on the slate or blackboard ; also by giving him sentences in which they occur, and requiring him to point them out. For Exercises see pages 6 and 7. Do the same with thi other JParts of Speech, as they are defined,']

Q. What word is before boy in this sentence ? — before round

stone ?

Q. Why, then, is "the" put before "boy?" (94.) Q. Why is "a" put before " round stone ? " (93.) Q. Can you give other nouns and put these little words a or the before them ?

[Let the pupil turn to page 18 (Exercises) and prefix these words, in the same way, to the words in the list, beginning with " chair.' 1 ]

Q. What word instead of a do you put before the word " owl ? " —

Does this word mean the same &s a?

Q, Can you tell the difference between a man, and the man ?

Q. What are these words "the" and "a," and what do they show ? Ans. They are Articles, and show the manner in which the nouns " boy " and " stone " are used.

Q. What, then, is an article f

Ans. An article is a word put before a noun to show the manner in which it is used. [Lesson 9.] For Exercises see page 18.

Q. What word is before "stone?"

W r hat kind of stone is it ? — Mention other kinds of stones.

Write twenty other nouns, and put before each of them some word to tell the hind.

[In the Exercises, page 20, let the pupils point out the adjectives.]

Q. What are these words called that tell what kind of thing? (See 102,)

CLASSIFICATION OF WORDS. xi

Q. What, then, is an adjective ? [Write the definition.]

Q. In the part of the sentence, " It did go swiftly," what M did

go?"

Q. For what, then, is the word " it " used in this sentence ? (It is used instead of the noun " stone.")

Words used instead of nouns are named Pronouns. (12 7) Q. W r hat, then, is a pronoun ? [Write the definition.] Q. Can you read the sentence " Grive me the pears you bought of him ; I want them," and put nouns in the place of the words " me," " you," " him," and " them ? "

Q. Look again at the sentence ; what did the boy do ?

Q. What is said of the stone ? (Ans. It did go upon the floor.)

Q. What, then, does the word " rolled " tell us of ?

Ans. The action of the boy.

Q. What does " did go" tell us of?

Ans. The state of the stone after the boy rolled it.

[For other Exercises, see page 27.]

W T ords of this kind, such as " rolled " and " did go " are named Verbs. [Put the definition on the blackboard.]

The subject of a verb is that of which the verb tells or affirms something. Thus, in the sentence, "boy" <s the subject of the verb " rolled," and " it " (standing for stone) is the subject of the verb " did go."

Q. What, then, is a verb ?

Ans. A verb is a word or words used to express the act, being, or state of its subject ; as, I write ; he exists ; time flies. [Exercises, p. 88.]

Take the list of nouns, (page 11, Exercises) and tell something of each. Write out the sentences.

Q. How did the stone go ?

Q. What does " swiftly " tell us ?

Ans. The manner in which the stone " did go." Q. If you say " the stone did go wry swiftly," what does the

word " very " do ?

Ans. It modifies the meaning of the word " swiftly."

Xll CLASSIFICATION OF WOEDS.

Q. What would " very " here tell us ? Ans. A circumstance ab®ut

the motion of the stone. It did go very swiftly.

Q. If you were to say " a very round stone," what would " very "

be used for? Ans. To modify the adjective "round."

Words of this kind, such as " swiftly " and " very " are named

Adverbs.

Q. What, then, is an adverb? (See 293.) Point out the adverbs on page 78, Exercise II.

Q. What is the use of the word " upon " in the sentence ?

Ans. It shows the relation between the " floor " and " rolled."

Q. If you add to the sentence so that the latter part will read

"how swiftly it did go under the table," what relation does

the word "under" show? Ans. The relation of the verb

" did go " to the noun " table."

Words of this kind are named Prepositions* ' (303.) Q. What, then, is a preposition f

Q. This sentence has two parts connected by one word. Name the parts. Ans. (1) " The boy rolled a round stone upon the floor." (2) " Oh ! how swiftly it did go ! "

Q. What word joins these two parts of the sentence?

Words that join words and sentences are called Conjunctions*

Q. What, then, is a conjunction ? Ans. A conjunction is a word which connects words, phrases, or sentences. (311.)

Q. What is " oh ! " here ? Ans. It is a word expressing surprise at seeing the stone rolling.

Such words are called Interjections. (317.)

Write five sentences containing interjections.

Q. How many kinds of words are there in this sentence ?

Ans. Nine.

Q. What are they called in English Grammar?

Ans. They are called Parts of Speech. (31.)

Q. Can all the words in our language be classed under these nine Parts of Speech ? Ans. Yes.

wm

CLASSIFICATION OF WORDS. Xlll

Q. What are you going to learn by studying Grammar ?

Ans. The way to put these Parts of Speech properly together, so as to speak and write the English language correctly.

Note. — Let the teacher take other appropriate sentences and go over them in the same way until the pupils can readily tell the Parts of Speech in their simplest uses.

Examples of the Parts of Speech.

The teacher may now write upon the blackboard a sentence with illustrations, similar to the following :

Carlo was a noble dog ; he swam bravely towards the shore ; but alas ! he was drowned.

1. Noun as, wheat, dogs, etc Carlo (was)

2. Article a, an, the a

3. Adjective first, larger, etc noble (dog)

4. Pronoun I, they, who, etc he

5. Verb walks, has gone, etc. .swam

6. Adverb here, largely, etc bravely

7. Preposition.. . on, from, into, etc towards (the shore)

8. Conjunction. . and, both, or, etc but

9. Interjection. . . oh ! ah ! etc alas! (he was drowned)

[Write upon the blackboard the definition of each of the parts of speech, in a series of lessons, and illustrate each fully— the pupil committing the definition tJwroughly to memory.]

After an exercise like the foregoing, it may be profitable to build up a sentence, by successive additions of words, to illustrate the different parts of speech, and to exercise the pupil in discriminating the use of words in simple composition.

Commence with some noun, as "birds," and by suitable questions, let the pupils add successive elements, e.g., What part of speech is this ?

X1Y CLASSIFICATION OF WORDS.

State something a bird does or can do. [Sing.] "What part of speech is sing f "

*#* Teacher or pupil writes the sentence, "Birds sing. 1 '

Put before it some word to tell the kind of birds. [Question as before.]

How or when, etc., do birds sing ?

Where do birds sing ? [In the grove.]

What word joins " grove" to the rest of the sentence, and shows relation between them ?

So proceed to develop a sentence, somewhat as in the preceding exercises we discussed Parts of Speech in the one there given.

Preliminary Definitions.

The simplest form of language is a word, as a name or sign.

That for which it stands is called an idea, that is, an image or picture of something in the mind, something that the mind knows.

Inverting this order, we have the following :

An object, or a quality, or the -doing of something, or the manner, etc., in which something is done, is perceived by the mind. 1

Such perception or consciousness is called an idea of the object, quality, act, manner, etc.

A spoken or written sign, standing for such idea, is called a word*

When we are conscious of some relation to each other of two or more ideas, we are said to think. The operation of the mind is called tliouf/ht, and the words when put together are called a phrase ; as, Green grass.

We may affirm — state our opinion or judgment — of two ideas, affirming or denying one of the other ; as, Grass is green. — Ice is not cold. The expression of such judgment is called a proposition, and the words taken together make a sentence**

CLASSIFICATION OF WORDS. XV

A word is the sign of an idea; as, book, sweet, write.

A phrase is the simplest expression of a thought not affirmed. (335.)

A proposition is a single statement or affirmation. (332.)

A sentence is the expression of a proposition. (333.)

A clause is a dependent part of a sentence, containing a subject and a verb. (334:.)

*** Any expression containing the verb in any of its moods, is a clause or a sentence, and tw£ # phrase.

Sentences.

Every sentence consists of two parts, the subject and the predicate. (340-349.)

The subject is the word or words standing for that of which we speak.

The predicate is the statement or affirmation which we make of the subject.

The following are examples:

Subject. Predicate.

Birds . . . sing.

Sugar ... is sweet.

The bad boy . . . tore his book.

The lame man . . . limps on his lame leg.

The boy who studies . . . will improve rapidly. The fear of the Lord ... is the beginning of wisdom. The stars which we see at night. . .disappear when the sun rises.

Note. — Pupils should be thoroughly exercised in distinguishing between the subject and the predicate, until they can readily name each in any sentence whose meaning they can understand. All that is not subject is predicate, and all that is not predicate is subject.

The very first step in the analysis of sentences is to inculcate the necessity of separating every sentence into two parts — that

XVI CLASSIFICATION OF WORDS.

of which the statement or affirmation is made, and that which is said of it.

1. The substantive in the subject '(nominative case) is of itself often insufficient, and the fitness of the predicate is frequently determined by the limiting words ; as,

A generous man will be honored.

A selfish man. . . .will be despised. \

2. Similarly, although the verb is the principal word in the predicate, it may be so modified by other words, that, with the same verb, the sense of the predicate shall be essentially changed :

(1.) By an adverb; as,

The man. . . .walked slowly.

The man walked rapidly,

(2.) By an objective; as,

He wore a hat.

He wore a cap.

(3.) By an attribute; as,

It tastes sweet.

It tastes sour.

8. With the same verb, the predication of different subjects may be satisfied by a change of the subordinate words.

Our friends treat us with kindness.

Our enemies treat us with contempt.

*#* For further discussion and exercises, see "Analysis."

Note to Teachers— The preceding exercises are intended only as suggestions for oral lessons, which the skillful teacher will extend or modify at pleasure. The pupil should not have any part of this Introduction assigned as a task to be committed to memory : the text in the " Lessons " furnishes ample material for that, after the principles it embodies have been carefully set before the mind of the learner.

ENGLISH GRAMMAR.

[References. — The figures enclosed in parentheses in the text refer to the sections in this grammar. The foot-notes, corresponding with the small index figures in the text, refer to the sections of the Analytical and Practical English Grammar (A & P. Gfr.), and to the Manual on Analysis, Parsing, and Composition (Anal.), belonging to this series.]

LESSON 1.— Definition and Division.

[Commit ^Definitions and 'Rules accurately to memory'.]

1. Language is the means by winch we express our thoughts.

2. The expression of our thoughts by sounds is Spoken Language ; the expression of them by letters (7) is Writ" ten Language (12), or Printed Language (IS).

3. English Grammar is the art of speaking and writing the English Language with propriety.

4. It is divided into four parts ; namely, Orthography, Etymology, Syntax, and Prosody.

o. Orthography treats of letters (6); Etymology of words (27)', Syntax of sentences (331) ; and Prosody of elocution and versification (610).

QZ r JESTIONS.— What is Lacguage ? What is Spoken Language ?

Written ? What is English Grammar ? Into how many parts is it divided? Mention them. What does Orthography treat of ? Etymology? Syntax? Prosody?

LETTERS AND SYLLABLES

PART FIRST-— ORTHOGRAPHY. LESSON 2.— Letters and Syllables

6* Orthography treats of letters and the proper mode of combining them into syllables and words.

7. A letter is a mark or character used in forming a word, and denotes a sound of the human voice, as b-a-d bad, g-o go, p-u-p-i-1 pupil.

8. Some letters represent several sounds, as a in able, cedar, fall, mat ; c in cedar, call.

9. Sometimes ttvo or more letters are used to represent a sound, as ch in c/ald, ough in though, sh in finish.

10. When a letter in a word is not used in pronunciation, it is called a silent letter, as h in Z^our, e in peace.

11. There are about forty Elementary Sounds in the English Language, represented in writing or in print by twentysix letters called the Alphabet :

C ffi[Men Jz!e^e id. o/?na<&t.

13. ROMAN LETTERS.— CAPITALS.

ABCDEFGHIJKLMNOPQRSTUVWXYZ.

Roman Letters. — Small, abcdefghijklmnopqrstuvwxyz.

ITALIC LETTERS.— CAPITALS.

Italic Letters. — Small. . abcdefghijklmnopqrstuvwxyz.

Remarks. — Italic letters are generally used for emphasis.

LETTEES AKB SYLLABLES. 3

14:. Letters are either Votvels or Consonants.

15. A Voivel makes a free, full sound of itself.

16. A Consonant can not be fully sounded without a vowel.

17. The Votvels are a e i o u; also, te> and ?/, not before another vowel sounded in the same syllable, as in law, boy.

18. All the other letters are Consonants; also, tv and y before a vowel sounded in the same syllable, as in war, youth.

19. A Diphthong is the union of two vowels in one sound, as ou in out, oi in oil.

20. A Triphthong is the union of three vowels in one sound, as eau in beauty.

21. A Syllable is a distinct sound, uttered by one impulse of the voice, and represented by one or more letters, as farm, ea-gle, a-e-ri-al.

22. A word of one syllable is a Monosyllable, as man.

23. A word of two syllables is a Dissyllable, as man-ly. 24:. A word of three syllables is a Trisyllable, as man-li-ness.

25. A word of four or more syllables is a Polysyllable, as Em-i-gra-tion, In-sub-or-di-na-tion.

26. Spelling is the art of expressing ivords by their proper letters. 1

QUESTIONS.- -What is Orthography? What is a Letter? When is a Letter called silent ? How many Elementary Sounds are there in English ? How many Letters are there ? How are they divided ? What is a Vowel ?— a Consonant ? Name the Vowels. When are w and y vowels ? When Consonants ? What is a Diphthong ? A Triphthong ? What is a Syllable ? What is a Word of one Syllable called ? Of two ? Of three ? Of four or more ? What is Spelling ?

Note to Teachers.— Before a new lesson is assigned to the class, its subject-matter should be carefully exemplified by oral exercises, familiar questions, and blackboard illustrations, so that its scope may be fully apprehended — not for the purpose of relieving the pupil of his labor, but of making it possible for him to perform it understandingly. Use additional questions as they may suggest themselves ; and in the reviews, let the pupil recite topically without questions.

Anal. & Practical Grammar— 1 51-76.

4 PARTS OF SPEECH.