LESSON LVII.

What is the gender, person, and number of the italicized pronouns in the following sentences?—

1.	A little girl gave me her book.
2.	The sword has dropped from its sheath.
3.	I saw the man of whom you speak.
4.	This is the woman that found your purse.

A pronoun must agree in gender, number, and person with its antecedent.

Note.—1. The relative pronoun is not always expressed; as, I know the man (that) you admire so much.

2. The word it has sometimes an indefinite use without an antecedent; as, It rains. It will soon be dark. This is called the impersonal use.

3. The word it is sometimes used as a representative subject while the real subject follows the verb; as, It is certain that he did it. It is right to defend the truth.

The pronoun has the same case-relations as the noun.

EXERCISE.

Name the case and state the construction of each noun and pronoun in the following sentences:—

1.	I travelled with Smith, the grocer.
2.	We helped the lady who lost her purse.
3.	It is wrong to deceive.
4.	The wind having fallen, I mounted my wheel again.
5.	Mary broke out in praise to God, that helped
	her in her widowhood.—Tennyson.
6.	Set the table, maiden Mabel,
	And make the cabin warm:
	Your little fisher lover
	Is out there in the storm.—Aldrich.
7.	My dear one!—when thou wast alive with the rest,
	I held thee the sweetest and loved thee the best.—E. B. Browning.
8.	But the Christian princes felt that the scene which they had beheld weighed heavily on their spirits, and although they assumed their seats at the banquet, yet it was with the silence of doubt and amazement.—Scott.
9.	By chance it happened that in Atri dwelt
	A knight, with spur on heel and sword on belt,
	Who loved to hunt the wild boar in the woods,
	Who loved his falcons with their crimson hoods. —Longfellow.
10.	There is no terror, Cassius, in your threats;
	For I am armed so strong in honesty,
	That they pass by me as the idle wind,
	Which I respect not.—Shakespeare.

LESSON LVIII.

RELATIONS OF ADJECTIVES.

Name the adjectives in the following sentences, that are used to modify nouns directly, and those that are used to modify nouns as part of the predication or assertion made about them:—

1.	She is a good girl.
2.	I have a soft pencil.
3.	He was ignorant of this fact.
4.	The water is cold.

1. An adjective that modifies a noun directly is said to be in the attributive relation; as, A grand tree is the stately oak.

2. An adjective that modifies a noun as part of the predication or assertion made about it, is called a predicate adjective; as, This apple is sweet. I am glad you succeeded.

3. An adjective that is joined to a noun in a loose and indirect way is said to be used in the appositive relation; as, All history, ancient or modern contributes towards my theory.

EXERCISE.

State the relation of each adjective in the following sentences:—

1.	A tremendous storm came on.
2.	My dear friend is ill.
3.	Young, and gay, she heeded not my warning.
4.	Full many a gem of purest ray serene,
	The dark, unfathomed caves of ocean bear.—Gray.
5.	Along the crowded path they bore her now, pure as the newly-fallen snow that covered it.—Dickens.
6.	Sweet was the sound, when oft, at evening’s close,
	Up yonder hill the village murmur rose.—Goldsmith.
7.	I met a little cottage girl;
	She was eight years old, she said;
	Her hair was thick with many a curl
	That clustered round her head.—Wordsworth.

LESSON LIX.

RELATIONS OF THE VERB.

What person and number forms are the verbs in the following sentences, and why?—

1.	The sun shines brightly.
2.	The boys are in the garden.
3.	I know thou lovest me.

The verb agrees with its subject in person and number; as, The teacher has my pen.

Note.—In determining the number of the verb we must consider, not the form, but the meaning of the subject.

1. A collective noun requires a verb in the singular when it means the collection as a whole, and a verb in the plural when it means the separate individuals of which it is composed; as, The committee (as a whole) has decided it. The committee (as individuals) have decided it.

2. Two or more singular nouns connected by and take a verb in the plural; as, James and Mary are here. Music and drawing were taught during the term.

If two or more singular nouns connected by and are preceded by each, every, or no, the verb is in the singular, because they refer to things considered separately; as, Every man and woman was lost.

3. When two or more singular subjects are thought of as one thing, the verb is singular; as, Bread and butter is sufficient.

4. Two singular subjects connected by either—or, neither—nor take a verb in the singular, but if the subjects are plural, the verb is plural; as, Either a horse or a cow is in the field. Neither the boys nor the girls are here.

EXERCISE.

What is the person and number of the verbs in the following sentences, and give the reason in each case?—

1.	Wellington and Nelson were heroes.
2.	The audience was dismissed.
3.	Her health and strength has failed.
4.	Either a pen or a pencil is required.
5.	The lowing herd wind slowly o’er the lea.
6.	Each boy and girl is to have a medal.
7.	Neither cries nor tears avail anything.
8.	No man and no animal was seen.
9.	The secretary and treasurer is present.
10.	The secretary and the treasurer are present.
11.	The enormous expense of governments has provoked men to rebellion.
12.	From the ground
	Comes up the laugh of children, the soft voice
	Of maidens, and the sweet and solemn hymn
	Of Sabbath worshippers.—Bryant.

LESSON LX.

RELATIONS OF ADVERBS.

Point out the use of the italicized adverbs in the following sentences:—

1.	She walks rapidly.
2.	My brother is quite sick.
3.	He acted very honestly.

An adverb is used to qualify a verb, an adjective, or another adverb.

An adverb is sometimes used with the value of a predicate adjective; as, The sun is up. We were there.

An adverb may even qualify a preposition; as, He went far beyond his instructions. The thorn ran deep into his foot.

EXERCISE.

Give the construction of each adverb in the following sentences:—

1.	My sister is too sick to see you.
2.	We were treated very kindly.
3.	They acted more wisely than we.
4.	The moon went down behind the clouds.
5.	He jumped clear over the fence.
6.	I wind about, and in and out,
	With here a blossom sailing,
	And here and there a lusty trout,
	And here and there a grayling.—Tennyson.
7.	I’ve lived since then, in calm and strife,
	Full fifty summers a sailor’s life,
	With wealth to spend, and power to range,
	But never have sought, nor sighed for change.—Procter.
8.	Down came the storm, and smote amain
	The vessel in its strength;
	She shuddered and paused, like a frighted steed,
	Then leaped her cable’s length.—Longfellow.

LESSON LXI.

THE ORDER OF WORDS.

Observe the order of the words in the following sentence:—

The woods tossed their giant branches against a stormy sky.

The logical order of the parts of a sentence is: 1. The subject (with its attributes); 2. The verb; 3. The object (with its attributes) or the complement; 4. The adverbial modifiers.

This order may be changed to secure greater emphasis, clearness or elegance.

A member of a sentence may be given prominence by taking it out of its logical position and placing it first. This causes the arrangement of the other members to be changed and the sentence thus acquires emphasis by the members being placed out of their ordinary positions.

1.	The verb may be placed first; as,
	Flashed all their sabres bare.
2.	The object may be placed first; as,
	Knowledge I do not slight.
3.	The complement may be placed first; as,
	Broad is the way that leadeth to destruction.
4.	The adverbial modifier may be placed first; as,
	Still in thy right hand carry gentle peace.

The subject of the sentence may follow the verb:—

1. In interrogative sentences; as, Are you there?

2. In expressing a wish; as, May you succeed.

3. In imperative sentences; as, Seek ye not my face again.

4. In poetry; as,

Then off there flung in smiling joy,

And held himself erect

By just his horse’s mane, a boy.—Browning.

5. In subjunctive clauses without if; as, Had I your advantages I should improve them.

6. In introducing quotations; as, “Pardon!” said the Emperor.

7. In inversion for emphasis; as, Flashed all their sabres bare.

8. When the real subject is a clause, and the representative subject is it; as, It is well known that he received money.

The object may precede the verb that governs it:—

1. When it is an interrogative or relative pronoun; as, Whom did you see? I saw the man whom you want.

2. For emphasis; as, Honor and fame I seek not.

Attributes naturally precede the noun, but they may follow:—

1. When they consist of a phrase or clause; as, I love the song of birds. The book that I found is here.

2. When they consist of two or more adjectives; as, And fast through the midnight dark and drear, the vessel swept.

3. In poetry; as,

See how from far upon the eastern road

The star-led wizards haste with odors sweet!

The adjectives a, an and the always precede the noun. When the noun is qualified by another adjective, these adjectives generally precede it, but they stand between the following adjectives and the noun to which they refer:—

1.	Such; as, One cannot admire such a man.
2.	Many; as, Many a poor man’s son would have lain still.
3.	Both; as, Both the boys came home.
4.	All; as, All the girls are in the room.
5.	What; as, What a trial it was.

The relative is always the first word in its clause, but when it is governed by a preposition, the preposition generally precedes it; as, I found the knife which you lost. I know the person to whom you refer.

The adverbial modifier, when a phrase, generally follows the verb, or the object if the verb be transitive; as, James fell into the lake. He found an apple on the ground.

The adverbial modifier, when a single word, generally follows an intransitive verb, and either precedes a transitive verb, or follows its object; as, This river flows rapidly. He did his work well.

When there are a number of adverbial modifiers in a sentence, they should be distributed over the sentence; as, At the request of my father, I gladly left my studies, to accompany him.

An adverb may stand in any part of the sentence, but its meaning generally varies with its position, hence the adverb should be placed as near as possible to the word or words it modifies.

Observe the following example:—

He-only lost his book.	(No one else lost a book.)
He only-lost his book.	(He did nothing else with it.)
He lost only his book.	(He lost nothing else.)
He lost his only book.	(His single book.)

Certain adverbs and conjunctions are correlative (that is, having a mutual relation) to one another. Be careful to use the proper correlatives; as, He is esteemed not only for his accomplishments, but also for his piety.

The following is a list of correlatives:—

	Adverbs.	Conjunctions.
	not only,	but also,
	not,	but, but only,
	only,	not,
	so,	that,
	so,	as,
	such,	that,
	both,	and,
	as, well, soon,	as,
	neither,	nor,
	either,	or.

The correlatives must be attached to the corresponding words and phrases; as, They gave me neither money nor shoes. I assisted only in the evening, not in the morning.

The preposition generally stands immediately before the word it governs; as, We live in Toronto.

1. When the noun has attributive adjectives, the preposition precedes the adjective; as, I walked through a beautiful park.

2. When the object of the preposition is a relative, the preposition sometimes stands at the end of the clause; as, My brother owns the building which he lives in, [in which he lives is preferable.]

3. In poetry the preposition often follows its object; as, The heavy night hung dark the hills and waters o’er.

4. When two verbs or adjectives in association are followed by different prepositions, the prepositions must be repeated after each; as, He found him a man whom he agreed with on a few subjects, and differed from on many; or, He found him a man with whom he agreed on a few subjects, from whom he differed on many.

PART FOURTH.

ANALYSIS OF SENTENCES.

LESSON LXII.

THE SIMPLE SENTENCE.

Model I.—Many brave soldiers lost their lives in that war.

     Kind, a simple declarative sentence.
     Subject, soldiers.
     Adj. modifiers of subj., many, brave.
     Predicate, lost.
     Object, lives.
     Adj. modifier of obj., their.
     Adv. modifier of pred., in that war.

Model II.—Still in thy right hand carry gentle peace to silence envious tongues.

     Kind, a simple imperative sentence.
     Subject, [you.]
     Predicate, carry.
     Object, peace.
     Adj. modifier of obj., gentle.
     Adv. modifiers of pred., still, in thy right hand, to silence envious tongues.

Model III.—Having crossed the river, he ran into the adjoining wood.

     Kind, a simple declarative sentence.
     Subject, he.
     Participial mod. of subj., having crossed the river.
     Predicate, ran.
     Adv. mod. of pred., into the adjoining wood.

Model IV.—My pupils like to write stories.

     Kind, a simple declarative sentence.
     Subject, pupils.
     Adj. mod. of subj., my.
     Predicate, like.
     Object, to write stories.
     Object of to write, stories.

Model V.—The scholars gave their teacher a beautiful present.

     Kind, a simple declarative sentence.
     Subject, scholars.
     Adj. mod. of subj., the.
     Predicate, gave.
     Direct object, present.
     Adj. modifiers of direct obj., a, beautiful.
     Indirect object, teacher.
     Adj. mod. of indirect obj., their.

Model VI.—It is wrong to slight your work.

Kind, a simple declarative sentence.

Real subject, to slight your work.

Representative subject , it.

Predicate, { Verb of incomplete predication, is.

{ Adj. complement of predicate, wrong.

Note.—When the predicate is completed by an adjunct describing the subject, the completing adjunct is called the complement.

EXERCISES FOR ANALYSIS.

1.	My father gave me a fine pony.
2.	At this moment the noise grew louder.
3.	There are eight girls in the class.
4.	Seek the company of the good.
5.	It is a sin to deceive anyone.
6.	How could he mark thee for the silent tomb!
7.	Crossing the field, I found a knife, rusty and broken.
8.	On an eminence above the sea paces a strong, rough Cornishman.
9.	On the eastern side of the Nile lies the temple of Karnak.
10.	For their lean country much disdain, We English often show.
11.	Home they brought her warrior dead.—Tennyson.
12.	Bright-eyed beauty once was she.—Lucy Larcom.
13.	Do men gather figs from thorns?—Bible.
14.	The lowing herd winds slowly o’er the lea.—Gray.
15.	These are the gardens of the desert.—Bryant.
16.	Soon on the hill’s steep verge he stood.—Scott.
17.	The Indian knows his place of rest far in the cedar shade.—Hemans.
18.	Through all eternity, to Thee
	A joyful song I’ll raise.—Addison.
19.	The uncertain vacillating temper common to all Indians now began to declare itself.—Parkman.
20.	The fine English cavalry then advanced to support their archers, and to attack the Scottish line.—Scott.
21.	So saying, from the ruined shrine he stept.—Tennyson.
22.	Yet Fortune was bending over him, just ready to let fall a burden of gold.—Hawthorne.
23.	On the first day of his fasting,
	Through the leafy woods he wandered.—Longfellow.
24.	Raising his head, he looked the lustrous stranger in the face.—Hawthorne.
25.	At daybreak on the bleak sea-beach,
	A fisherman stood aghast,
	To see the form of a maiden fair
	Lashed close to a drifting mast.—Longfellow.
26.	Well had the boding tremblers learned to trace
	The day’s disasters in his morning face.—Goldsmith.
27.	All the livelong day, Oliver paced softly up and down the garden, raising his eyes every instant to the sick chamber, and shuddering to see the darkened window.—Dickens.
28.	By Nebo’s lonely mountain,
	On this side Jordan’s wave,
	In a vale in the land of Moab,
	There lies a lonely grave.—Mrs. Alexander.
29.	Wolfe had discovered a narrow path winding up the side of the steep precipice from the river.—Warburton.
30.	Along the cool sequestered vale of life
	They kept the noiseless tenor of their way.—Gray.
31.	The silent influence of Shakespeare’s poetry on millions of young hearts in England, in Germany, in all the world, shows the almost superhuman power of human genius.—Müller.
32.	Now see him mounted once again
	Upon his nimble steed,
	Full slowly pacing o’er the stones,
	With caution and good heed.—Cowper.
33.	By comparing the words of these inscriptions with many others, the proper method of interpreting this peculiar language was ascertained.—Ontario Reader.
34.	Failing in this, they set themselves, after their custom on such occasions, to building a rude fort of their own in the neighboring forest.—Parkman.
35.	I heard a brooklet gushing
	From its rocky fountain near,
	Down into the valley rushing,
	So fresh and wondrous clear.—Longfellow.
36.	Up from the meadows rich with corn,
	Clear in the cool September morn,
	The clustered spires of Frederick stand
	Green-walled by the hills of Maryland.—Whittier.
37.	No nightingale did ever chant
	So sweetly to reposing bands
	Of Travellers in some shady haunt
	Among Arabian sands.—Wordsworth.
38.	The French, blown and exhausted, inferior beside in weight both of man and horse, offered but a short resistance.—Lever.
39.	Looking, looking for the mark,
	Down the others came,
	Struggling through the snowdrifts stark,
	Calling out his name.—Lushington.
40.	A voice so thrilling ne’er was heard
	In spring-time from the Cuckoo bird,
	Breaking the silence of the seas
	Among the farthest Hebrides.—Wordsworth.

English Grammar and Composition for Public Schools

About This Book

LESSON LVII.

LESSON LVIII.

LESSON LIX.

LESSON LX.

LESSON LXI.

LESSON LXII.