CHAPTER XIV.—QUESTIONS.
ORDER OF REHEARSAL, AND METHOD OF EXAMINATION.
PART THIRD, SYNTAX.
[Fist][The following questions, which embrace nearly all the important particulars of the foregoing code of Syntax, are designed not only to direct and facilitate class rehearsals, but also to develop the acquirements of those who may answer them at examinations more public.]
LESSON I.—DEFINITIONS. 1. Of what does Syntax treat? 2. What is the relation of words? 3. What is the agreement of words? 4. What is the government of words? 5. What is the arrangement of words? 6. What is a sentence? 7. How many and what are the principal parts of a sentence? 8. What are the other parts called? 9. How many kinds of sentences are there? 10. What is a simple sentence? 11. What is a compound sentence? 12. What is a clause, or member? 13. What is a phrase? 14. What words must be supplied in parsing? 15. How are the leading principles of syntax presented? 16. In what order are the rules of syntax arranged in this work?
LESSON II.—THE RULES.
1. To what do articles relate? 2. What case is employed as the subject of a finite verb? 3. What agreement is required between words in apposition? 4. By what is the possessive case governed? 5. What case does an active-transitive verb or participle govern? 6. What case is put after a verb or participle not transitive? 7. What case do prepositions govern? 8. When, and in what case, is a noun or pronoun put absolute in English? 9. To what do adjectives relate? 10. How does a pronoun agree with its antecedent? 11. How does a pronoun agree with a collective noun? 12. How does a pronoun agree with joint antecedents? 13. How does a pronoun agree with disjunct antecedents?
LESSON III.—THE RULES.
14. How does a finite verb agree with its subject, or nominative? 15. How does a verb agree with a collective noun? 16. How does a verb agree with joint nominatives? 17. How does a verb agree with disjunctive nominatives? 18. What governs the infinitive mood? 19. What verbs take the infinitive after them without the preposition to? 20. What is the regular construction of participles, as such? 21. To what do adverbs relate? 22. What do conjunctions connect? 23. What is the use of prepositions? 24. What is the syntax of interjections?
LESSON IV.—THE RULES.
1. What are the several titles, or subjects, of the twenty-four rules of syntax? 2. What says Rule 1st of Articles? 3. What says Rule 2d of Nominatives? 4. What says Rule 3d of Apposition? 5. What says Rule 4th of Possessives? 6. What says Rule 5th of Objectives? 7. What says Rule 6th of Same Cases? 8. What says Rule 7th of Objectives? 9. What says Rule 8th of the Nominative Absolute? 10. What says Rule 9th of Adjectives? 11. What says Rule 10th of Pronouns? 12. What says Rule 11th of Pronouns? 13. What says Rule 12th of Pronouns? 14. What says Rule 13th of Pronouns? 15. What says Rule 14th of Finite Verbs? 16. What says Rule 15th of Finite Verbs? 17. What says Rule 16th of Finite Verbs? 18. What says Rule 17th of Finite Verbs? 19. What says Rule 18th of Infinitives? 20. What says Rule 19th of Infinitives? 21. What says Rule 20th of Participles? 22. What says Rule 21st of Adverbs? 23. What says Rule 22d of Conjunctions? 24. What says Rule 23d of Prepositions? 25. What says Rule 24th of Interjections?
LESSON V.—THE ANALYZING OF SENTENCES.
1. What is it, "to analyze a sentence?" 2. What are the component parts of a sentence? 3. Can all sentences be divided into clauses? 4. Are there different methods of analysis, which may be useful? 5. What is the first method of analysis, according to this code of syntax? 6. How is the following example analyzed by this method? "Even the Atheist, who tells us that the universe is self-existent and indestructible—even he, who, instead of seeing the traces of a manifold wisdom in its manifold varieties, sees nothing in them all but the exquisite structures and the lofty dimensions of materialism—even he, who would despoil creation of its God, cannot look upon its golden suns, and their accompanying systems, without the solemn impression of a magnificence that fixes and overpowers him." 7. What is the second method of analysis? 8. How is the following example analyzed by this method? "Fear naturally quickens the flight of guilt. Rasselas could not catch the fugitive, with his utmost efforts; but, resolving to weary, by perseverance, him whom he could not surpass in speed, he pressed on till the foot of the mountain stopped his course." 9. What is the third method of analysis? 10. How is the following example analyzed by this method? "Such is the emptiness of human enjoyment, that we are always impatient of the present. Attainment is followed by neglect, and possession, by disgust. Few moments are more pleasing than those in which the mind is concerting measures for a new undertaking. From the first hint that wakens the fancy, to the hour of actual execution, all is improvement and progress, triumph and felicity." 11. What is the fourth method of analysis? 12. How are the following sentences analyzed by this method? (1.) "Swift would say, 'The thing has not life enough in it to keep it sweet;' Johnson, 'The creature possesses not vitality sufficient to preserve it from putrefaction.'" (2.) "There is one Being to whom we can look with a perfect conviction of finding that security, which nothing about us can give, and which nothing about us can take away." 13. What is said of the fifth method of analysis?
[Now, if the teacher choose to make use of any other method of analysis than full syntactical parsing, he may direct his pupils to turn to the next selection of examples, or to any other accurate sentences, and analyze them according to the method chosen.]
LESSON VI.—OF PARSING.
1. Why is it necessary to observe the sense, or meaning, of what we parse? 2. What is required of the pupil in syntactical parsing? 3. How is the following long example parsed in Praxis XII? "A young man studious to know his duty, and honestly bent on doing it, will find himself led away from the sin or folly in which the multitude thoughtlessly indulge themselves; but, ah! poor fallen human nature! what conflicts are thy portion, when inclination and habit—a rebel and a traitor—exert their sway against our only saving principle!"
[Now parse, in like manner, and with no needless deviations from the prescribed forms, the ten lessons of the Twelfth Praxis; or such parts of those lessons as the teacher may choose.]
LESSON VII.—THE RULES.
1. In what chapter are the rules of syntax first presented? 2. In what praxis are these rules first applied in parsing? 3. Which of the ten parts of speech is left without any rule of syntax? 4. How many and which of the ten have but one rule apiece? 5. Then, of the twenty-four rules, how many remain for the other three parts,—nouns, pronouns, and verbs? 6. How many of these seventeen speak of cases, and therefore apply equally to nouns and pronouns? 7. Which are these seven? 8. How many rules are there for the agreement of pronouns with their antecedents, and which are they? 9. How many rules are there for finite verbs, and which are they? 10. How many are there for infinitives, and which are they? 11. What ten chapters of the foregoing code of syntax treat of the ten parts of speech in their order? 12. Besides the rules and their examples, what sorts of matters are introduced into these chapters? 13. How many of the twenty-four rules of syntax are used both in parsing and in correcting? 14. Of what use are those which cannot be violated in practice? 15. How many such rules are there among the twenty-four? 16. How many and what parts of speech are usually parsed by such rules only?
LESSON VIII.—THE NOTES.
1. What is the essential character of the Notes which are placed under the rules of syntax? 2. Are the different forms of false construction as numerous as these notes? 3. Which exercise brings into use the greater number of grammatical principles, parsing or correcting? 4. Are the principles or doctrines which are applied in these different exercises usually the same, or are they different? 5. In etymological parsing, we use about seventy definitions; can these be used also in the correcting of errors? 6. For the correcting of false syntax, we have a hundred and fifty-two notes; can these be used also in parsing? 7. How many of the rules have no such notes under them? 8. What order is observed in the placing of these notes, if some rules have many, and others few or none? 9. How many of them are under the rule for articles? 10. How many of them refer to the construction of nouns? 11. How many of them belong to the syntax of adjectives? 12. How many of them treat of pronouns? 13. How many of them regard the use of verbs? 14. How many of them pertain to the syntax of participles? 15. How many of them relate to the construction of adverbs? 16. How many of them show the application of conjunctions? 17. How many of them expose errors in the use of prepositions? 18. How many of them speak of interjections?
[Now correct orally the examples of False Syntax placed under the several Rules and Notes; or so many texts under each head as the teacher may think sufficient.]
LESSON IX.—THE EXCEPTIONS.
1. In what exercise can there be occasion to cite and apply the Exceptions to the rules of syntax? 2. Are there exceptions to all the rules, or to how many? 3. Are there exceptions in reference to all the parts of speech, or to how many of the ten? 4. Do articles always relate to nouns? 5. Can the subject of a finite verb be in any other case than the nominative? 6. Are words in apposition always supposed to be in the same case? 7. Is the possessive case always governed by the name of the thing possessed? 8. Can an active-transitive verb govern any other case than the objective? 9. Can a verb or participle not transitive take any other case after it than that which precedes it? 10. Can a preposition, in English, govern any other case than the objective? 11. Can "the case absolute," in English, be any other than the nominative? 12. Does every adjective "belong to a substantive, expressed or understood," as Murray avers? 13. Can an adjective ever relate to any thing else than a noun or pronoun? 14. Can an adjective ever be used without relation to any noun, pronoun, or other subject? 15. Can an adjective ever be substituted for its kindred abstract noun? 16. Are the person, number, and gender of a pronoun always determined by an antecedent? 17. What pronoun is sometimes applied to animals so as not to distinguish their sex? 18. What pronoun is sometimes an expletive, and sometimes used with reference to an infinitive following it?
LESSON X.—THE EXCEPTIONS.
19. Does a singular antecedent ever admit of a plural pronoun? 20. Can a pronoun agree with its antecedent in one sense and not in an other? 21. If the antecedent is a collective noun conveying the idea of plurality, must the pronoun always be plural? 22. If there are two or more antecedents connected by and, must the pronoun always be plural? 23. If there are antecedents connected by or or nor, is the pronoun always to take them separately? 24. Must a finite verb always agree with its nominative in number and person? 25. If the nominative is a collective noun conveying the idea of plurality, must the verb always be plural? 26. If there are two or more nominatives connected by and, must the verb always be plural? 21. If there are nominatives connected by or or nor, is the verb always to refer to them separately? 28. Does the preposition to before the infinitive always govern the verb? 29. Can the preposition to govern or precede any other mood than the infinitive? 30. Is the preposition to "understood" after bid, dare, feel, and so forth, where it is "superfluous and improper?" 31. How many and what exceptions are there to rule 20th, concerning participles? 32. How many and what exceptions are there to the rule for adverbs? 33. How many and what exceptions are there to the rule for conjunctions? 34. How many and what exceptions are there to the rule for prepositions? 35. Is there any exception to the 24th rule, concerning interjections?
LESSON XI.—THE OBSERVATIONS.
1. How many of the ten parts of speech in English are in general incapable of any agreement? 2. Can there be a syntactical relation of words without either agreement or government? 3. Is there ever any needful agreement between unrelated words? 4. Is the mere relation of words according to the sense an element of much importance in English syntax? 5. What parts of speech have no other syntactical property than that of simple relation? 6. What rules of relation are commonly found in grammars? 7. Of what parts is syntax commonly said to consist? 8. Is it common to find in grammars, the rules of syntax well adapted to their purpose? 9. Can you specify some that appear to be faulty? 10. Wherein consists the truth of grammatical doctrine, and how can one judge of what others teach? 11. Do those who speak of syntax as being divided into two parts, Concord and Government, commonly adhere to such division? 12. What false concords and false governments are cited in Obs. 7th of the first chapter? 13. Is it often expedient to join in the same rule such principles as must always be applied separately? 14. When one can condense several different principles into one rule, is it not expedient to do so? 15. Is it ever convenient to have one and the same rule applicable to different parts of speech? 16. Is it ever convenient to have rules divided into parts, so as to be double or triple in their form? 17. What instance of extravagant innovation is given in Obs. 12th of the first chapter?
LESSON XII.—THE OBSERVATIONS.
18. Can a uniform series of good grammars, Latin, Greek, English, &c., be produced by a mere revising of one defective book for each language? 19. Whose are "The Principles of English Grammar" which Dr. Bullions has republished with alterations, "on the plan of Murray's Grammar?" 20. Can praise and success entitle to critical notice works in themselves unworthy of it? 21. Do the Latin grammarians agree in their enumeration of the concords in Latin? 22. What is said in Obs. 16th, of the plan of mixing syntax with etymology? 23. Do not the principles of etymology affect those of syntax? 24. Can any words agree, or disagree, except in something that belongs to each of them? 25. How many and what parts of speech are concerned in government? 26. Are rules of government to be applied to the governing words, or to the governed? 27. What are gerundives? 28. How many and what are the principles of syntax which belong to the head of simple relation? 29. How many agreements, or concords, are there in English syntax? 30. How many rules of government are there in the best Latin grammars? 31. What fault is there in the usual distribution of these rules? 32. How many and what are the governments in English syntax? 33. Can the parsing of words be varied by any transposition which does not change their import? 34. Can the parsing of words be affected by the parser's notion of what constitutes a simple sentence? 35. What explanation of simple and compound sentences is cited from Dr. Wilson, in Obs. 25? 36. What notion had Dr. Adam of simple and compound sentences? 37. Is this doctrine consistent either with itself or with Wilson's? 38. How can one's notion of ellipsis affect his mode of parsing, and his distinction of sentences as simple or compound?
LESSON XIII.—ARTICLES.
1. Can one noun have more than one article? 2. Can one article relate to more than one noun? 3. Why cannot the omission of an article constitute a proper ellipsis? 4. What is the position of the article with respect to its noun? 5. What is the usual position of the article with respect to an adjective and a noun? 6. Can the relative position of the article and adjective be a matter of indifference? 7. What adjectives exclude, or supersede, the article? 8. What adjectives precede the article? 9. What four adverbs affect the position of the article and adjective? 10. Do other adverbs come between the article and the adjective? 11. Can any of the definitives which preclude an or a, be used with the adjective one? 12. When the adjective follows its noun, where stands the article? 13. Can the article in English, ever be placed after its noun? 14. What is the effect of the word the before comparatives and superlatives? 15. What article may sometimes be used in lieu of a possessive pronoun? 16. Is the article an or a always supposed to imply unity? 17. Respecting an or a, how does present usage differ from the usage of ancient writers? 18. Can the insertion or omission of an article greatly affect the import of a sentence? 19. By a repetition of the article before two or more adjectives, what other repetition is implied? 20. How do we sometimes avoid such repetition? 21. Can there ever be an implied repetition of the noun when no article is used?
LESSON XIV.—NOUNS, OR CASES.
1. In how many different ways can the nominative case be used? 2. What is the usual position of the nominative and verb, and when is it varied? 3. With what nominatives of the second person, does the imperative verb agree? 4. Why is it thought improper to put a noun in two cases at once? 5. What case in Latin and Greek is reckoned the subject of the infinitive mood? 6. Can this, in general, be literally imitated in English? 7. Do any English authors adopt the Latin doctrine of the accusative (or objective) before the infinitive? 8. Is the objective, when it occurs before the infinitive in English, usually governed by some verb, participle, or preposition? 9. What is our nearest approach to the Latin construction of the accusative before the infinitive? 10. What is apposition, and from whom did it receive this name? 11. Is there a construction of like cases, that is not apposition? 12. To which of the apposite terms is the rule for apposition to be applied? 13. Are words in apposition always to be parsed separately? 14. Wherein are the common rule and definition of apposition faulty? 15. Can the explanatory word ever be placed first? 16. Is it ever indifferent, which word be called the principal, and which the explanatory term? 17. Why cannot two nouns, each having the possessive sign, be put in apposition with each other? 18. Where must the sign of possession be put, when two or more possessives are in apposition? 19. Is it compatible with apposition to supply between the words a relative and a verb; as, "At Mr. Smith's [who is] the bookseller?" 20. How can a noun be, or seem to be, in apposition with a possessive pronoun? 21. What construction is produced by the repetition of a noun or pronoun? 22. What is the construction of a noun, when it emphatically repeats the idea suggested by a preceding sentence?
LESSON XV.—NOUNS, OR CASES.
23. Can words differing in number be in apposition with each other? 24. What is the usual construction of each other and one an other? 25. Is there any argument from analogy for taking each other and one an other for compounds? 26. Do we often put proper nouns in apposition with appellatives? 27. What preposition is often put between nouns that signify the same thing? 28. When is an active verb followed by two words in apposition? 29. Does apposition require any other agreement than that of case? 30. What three modes of construction appear like exceptions to Rule 4th? 31. In the phrase, "For David my servant's sake," which word is governed by sake, and which is to be parsed by the rule of apposition? 32. In the sentence, "It is man's to err," what is supposed to govern man's? 33. Does the possessive case admit of any abstract sense or construction? 34. Why is it reasonable to limit the government of the possessive to nouns only, or to words taken substantive? 35. Does the possessive case before a real participle denote the possessor of something? 36. What two great authors differ in regard to the correctness of the phrases, "upon the rule's being observed," and "of its being neglected?" 37. Is either of them right in his argument? 38. Is the distinction between the participial noun and the participle well preserved by Murray and his amenders? 39. Who invented the doctrine, that a participle and its adjuncts may be used as "one name" and in that capacity govern the possessive? 40. Have any popular authors adopted this doctrine? 41. Is the doctrine well sustained by its adopters, or is it consistent with the analogy of general grammar? 42. When one doubts whether a participle ought to be the governing word or the adjunct,—that is, whether he ought to use the possessive case before it or the objective,—what shall he do? 43, What is objected to the sentences in which participles govern the possessive case, and particularly to the examples given by Priestley, Murray, and others, to prove such a construction right? 44. Do the teachers of this doctrine agree among themselves? 45. How does the author of this work generally dispose of such government? 46. Does he positively determine, that the participle should never be allowed to govern the possessive case?
LESSON XVI.—NOUNS, OR CASES.
47. Are the distinctions of voice and of time as much regarded in participial nouns as in participles? 48. Why cannot an omission of the possessive sign be accounted a true ellipsis? 49. What is the usual position of the possessive case, and what exceptions are there? 50. In what other form can the meaning of the possessive case be expressed? 51. Is the possessive often governed by what is not expressed? 52. Does every possessive sign imply a separate governing noun? 53. How do compounds take the sign of possession? 54. Do we put the sign of possession always and only where the two terms of the possessive relation meet? 55. Can the possessive sign be ever rightly added to a separate adjective? 56. What is said of the omission of s from the possessive singular on account of its hissing sound? 57. What errors do Kirkham, Smith, and others, teach concerning the possessive singular? 58. Why is Murray's rule for the possessive case objectionable? 59. Do compounds embracing the possessive case appear to be written with sufficient uniformity? 60. What rules for nouns coming together are inserted in Obs. 31st on Rule 4th? 61. Does the compounding of words necessarily preclude their separate use? 62. Is there a difference worth notice, between such terms or things as heart-ease and heart's-ease; a harelip and a hare's lip; a headman and a headsman; a lady's-slipper and a lady's slipper? 63. Where usage is utterly unsettled, what guidance should be sought? 64. What peculiarities are noticed in regard to the noun side? 65. What peculiarities has the possessive case in regard to correlatives? 66. What is remarked of the possessive relation between time and action? 67. What is observed of nouns of weight, measure, or time, coming immediately together?
LESSON XVII.—NOUNS, OR CASES.
68. Are there any exceptions or objections to the old rule, "Active verbs govern the objective case?" 69. Of how many different constructions is the objective case susceptible? 70. What is the usual position of the objective case, and what exceptions are there? 71. Can any thing but the governing of an objective noun or pronoun make an active verb transitive? 72. In the sentence, "What have I to do with thee?" how are have and do to be parsed? 73. Can infinitives, participles, phrases, sentences, and parts of sentences, be really "in the objective case?" 74. In the sentence, "I know why she blushed," how is know to be parsed? 75. In the sentence, "I know that Messias cometh," how are know and that to be parsed? 76. In the sentence, "And Simon he surnamed Peter", how are Simon and Peter to be parsed? 77. In such sentences as, "I paid him the money,"—"He asked them the question," how are the two objectives to be parsed? 78. Does any verb in English ever govern two objectives that are not coupled? 79. Are there any of our passive verbs that can properly govern the objective case? 80. Is not our language like the Latin, in respect to verbs governing two cases, and passives retaining the latter? 81. How do our grammarians now dispose of what remains to us of the old Saxon dative case? 82. Do any reputable writers allow passive verbs to govern the objective case? 83. What says Lindley Murray about this passive government? 84. Why is the position, "Active verbs govern the objective case," of no use to the composer? 85. On what is the construction of same cases founded? 86. Does this construction admit of any variety in the position of the words? 87. Does an ellipsis of the verb or participle change this construction into apposition? 88. Is it ever right to put both terms before the verb? 89. What kinds of words can take different cases after them? 90. Can a participle which is governed by a preposition, have a case after it which is governed by neither? 91. How is the word man to be parsed in the following example? "The atrocious crime of being a young man, I shall neither attempt to palliate, nor deny."
LESSON XVIII.—NOUNS, OR CASES.
92. In what kinds of examples do we meet with a doubtful case after a participle? 93. Is the case after the verb reckoned doubtful, when the subject going before is a sentence, or something not declinable by cases? 94. In the sentence, "It is certainly as easy to be a scholar, as a gamester," what is the case of scholar and gamester, and why? 95. Are there any verbs that sometimes connect like cases, and sometimes govern the objective? 96. What faults are there in the rules given by Lowth, Murray, Smith, and others, for the construction of like cases? 97. Can a preposition ever govern any thing else than a noun or a pronoun? 98. Is every thing that a preposition governs, necessarily supposed to have cases, and to be in the objective? 99. Why or wherein is the common rule, "Prepositions govern the objective case," defective or insufficient? 100. In such phrases as in vain, at first, in particular, how is the adjective to be parsed? 101. In such expressions as, "I give it up for lost,"—"I take it for granted," how is the participle to be parsed? 102. In such phrases as, at once, from thence, till now, how is the latter word to be parsed? 103. What peculiarity is there in the construction of nouns of time, measure, distance, or value? 104. What is observed of the words like, near, and nigh? 105. What is observed of the word worth? 106. According to Johnson and Tooke, what is worth, in such phrases as, "Wo worth the day?" 107. After verbs of giving, paying, and the like, what ellipsis is apt to occur? 108. What is observed of the nouns used in dates? 109. What defect is observable in the common rules for "the case absolute," or "the nominative independent?" 110. In how many ways is the nominative case put absolute? 111. What participle is often understood after nouns put absolute? 112. In how many ways can nouns of the second person be employed? 113. What is said of nouns used in exclamations, or in mottoes and abbreviated sayings? 114. What is observed of such phrases as, "hand to hand,"—"face to face?" 115. What authors deny the existence of "the case absolute?"
LESSON XIX.—ADJECTIVES.
1. Does the adjective frequently relate to what is not uttered with it? 2. What is observed of those rules which suppose every adjective to relate to some noun? 3. To what does the adjective usually relate, when it stands alone after a finite verb? 4. Where is the noun or pronoun, when an adjective follows an infinitive or a participle? 5. What is observed of adjectives preceded by the and used elliptically? 6. What is said of the position of the adjective? 7. In what instances is the adjective placed after its noun? 8. In what instances may the adjective either precede or follow the noun? 9. What are the construction and import of the phrases, in particular, in general, and the like? 10. What is said of adjectives as agreeing or disagreeing with their nouns in number? 11. What is observed of this and that as referring to two nouns connected? 12. What is remarked of the use of adjectives for adverbs? 13. How can one determine whether an adjective or an adverb is required? 14. What is remarked of the placing of two or more adjectives before one noun? 15. How can one avoid the ambiguity which Dr. Priestley notices in the use of the adjective no?
LESSON XX.—PRONOUNS.
1. Can such pronouns as stand for things not named, be said to agree with the nouns for which they are substituted? 2. Is the pronoun we singular when it is used in lieu of I? 3. Is the pronoun you singular when used in lieu of thou or thee? 4. What is there remarkable in the construction of ourself and yourself? 5. Of what person, number, and gender, is the relative, when put after such terms of address as, your Majesty, your Highness, your Lordship, your Honour? 6. How does the English fashion of putting you for thou, compare with the usage of the French, and of other nations? 7. Do any imagine these fashionable substitutions to be morally objectionable? 8. What figures of rhetoric are liable to affect the agreement of pronouns with their antecedents? 9. How does the pronoun agree with its noun in cases of personification? 10. How does the pronoun agree with its noun in cases of metaphor? 11. How does the pronoun agree with its noun in cases of metonymy? 12. How does the pronoun agree with its noun in cases of synecdoche? 13. What is the usual position of pronouns, and what exceptions are there? 14. When a pronoun represents a phrase or sentence, of what person, number, and gender is it? 15. Under what circumstances can a pronoun agree with either of two antecedents? 16. With what does the relative agree when an other word is introduced by the pronoun it? 17. In the sentence, "It is useless to complain," what does it represent? 18. How are relative and interrogative pronouns placed? 19. What are the chief constructional peculiarities of the relative pronouns? 20. Why does the author discard the two special rules commonly given for the construction of relatives?
LESSON XXI.—PRONOUNS.
21. To what part of speech is the greatest number of rules applied in parsing? 22. Of the twenty-four rules in this work, how many are applicable to pronouns? 23. Of the seven rules for cases, how many are applicable to relatives and interrogatives? 24. What is remarked of the ellipsis or omission of the relative? 25. What is said of the suppression of the antecedent? 26. What is noted of the word which, as applied to persons? 27. What relative is applied to a proper noun taken merely as a name? 28. When do we employ the same relative in successive clauses? 29. What odd use is sometimes made of the pronoun your? 30. Under what figure of syntax did the old grammarians rank the plural construction of a noun of multitude? 31. Does a collective noun with a singular definitive before it ever admit of a plural verb or pronoun? 32. Do collective nouns generally admit of being made literally plural? 33. When joint antecedents are of different persons, with which person does the pronoun agree? 34. When joint antecedents differ in gender, of what gender is the pronoun? 35. Why is it wrong to say, "The first has a lenis, and the other an asper over them?" 36. Can nouns without and be taken jointly, as if they had it? 37. Can singular antecedents be so suggested as to require a plural pronoun, when only one of them is uttered? 38. Why do singular antecedents connected by or or nor appear to require a singular pronoun? 39. Can different antecedents connected by or be accurately represented by differing pronouns connected in the same way? 40. Why are we apt to use a plural pronoun after antecedents of different genders? 41. Do the Latin grammars teach the same doctrine as the English, concerning nominatives or antecedents connected disjunctively?
LESSON XXII.—VERBS.
1. What is necessary to every finite verb? 2. What is remarked of such examples as this: "The Pleasures of Memory was published in 1702?" 3. What is to be done with "Thinks I to myself," and the like? 4. Is it right to say with Smith, "Every hundred years constitutes a century?" 5. What needless ellipses both of nominatives and of verbs are commonly supposed by our grammarians? 6. What actual ellipsis usually occurs with the imperative mood? 7. What is observed concerning the place of the verb? 8. What besides a noun or a pronoun may be made the subject of a verb? 9. What is remarked of the faulty omission of the pronoun it before the verb? 10 When an infinitive phrase is made the subject of a verb, do the words remain adjuncts, or are they abstract? 11. How can we introduce a noun or pronoun before the infinitive, and still make the whole phrase the subject of a finite verb? 12. Can an objective before the infinitive become "the subject of the affirmation?" 13. In making a phrase the subject of a verb, do we produce an exception to Rule 14th? 14. Why is it wrong to say, with Dr. Ash, "The king and queen appearing in public was the cause of my going?" 15. What inconsistency is found in Murray, with reference to his "nominative sentences?" 16. What is Dr. Webster's ninth rule of syntax? 17. Why did Murray think all Webster's examples under this rule bad English? 18. Why are both parties wrong in this instance? 19. What strange error is taught by Cobbett, and by Wright, in regard to the relative and its verb? 20. Is it demonstrable that verbs often agree with relatives? 21. What is observed of the agreement of verbs in interrogative sentences? 22. Do we ever find the subjunctive mood put after a relative pronoun? 23. What is remarked of the difference between the indicative and the subjunctive mood, and of the limits of the latter?
LESSON XXIII.—VERBS.
24. In respect to collective nouns, how is it generally determined, whether they convey the idea of plurality or not? 25. What is stated of the rules of Adam, Lowth, Murray, and Kirkham, concerning collective nouns? 26. What is Nixon's notion of the construction of the verb and collective noun? 27. Does this author appear to have gained "a clear idea of the nature of a collective noun?" 28. What great difficulty does Murray acknowledge concerning "nouns of multitude?" 29. Does Murray's notion, that collective nouns are of different sorts, appear to be consistent or warrantable? 30. Can words that agree with the same collective noun, be of different numbers? 31. What is observed of collective nouns used partitively? 32. Which are the most apt to be taken plurally, collections of persons, or collections of things? 33. Can a collective noun, as such, take a plural adjective before it? 34. What is observed of the expressions, these people, these gentry, these folk? 35. What is observed of sentences like the following, in which there seems to be no nominative: "There are from eight to twelve professors?" 36. What rule does Dr. Webster give for such examples as the following: "There was more than a hundred and fifty thousand pounds?" 37. What grammarians teach, that two or more nouns connected by and, "always require the verb or pronoun to which they refer, to be in the plural number?" 38. Does Murray acknowledge or furnish any exceptions to this doctrine? 39. On what principle can one justify such an example as this: "All work and no play, makes Jack a dull boy?" 40. What is remarked of instances like the following: "Prior's Henry and Emma contains an other beautiful example?" 41. What is said of the suppression of the conjunction and? 42. When the speaker changes his nominative, to take a stronger one, what concord has the verb? 43. When two or more nominatives connected by and explain a preceding one, what agreement has the verb? 44. What grammarian approves of such expressions as, "Two and two is four?" 45. What is observed of verbs that agree with the nearest nominative, and are understood to the rest? 46. When the nominatives connected are of different persons, of what person is the verb?
LESSON XXIV.—VERBS.
47. What is the syntax of the verb, when one of its nominatives is expressed, and an other or others implied? 48. What is the syntax of the verb, when there are nominatives connected by as? 49. What is the construction when two nominatives are connected by as well as, but, or save? 50. Can words connected by with be properly used as joint nominatives? 51. Does the analogy of other languages with ours prove any thing on this point? 52. What does Cobbett say about with put for and? 53. What is the construction of such expressions as this: "A torch, snuff and all, goes out in a moment?" 54. Does our rule for the verb and disjunct nominatives derive confirmation from the Latin and Greek syntax? 55. Why do collective nouns singular, when connected by or or nor, admit of a plural verb? 56. In the expression, "I, thou, or he, may affirm," of what person and number is the verb? 57. Who says, "the verb agrees with the last nominative?" 58. What authors prefer "the nearest person," and "the plural number?" 59. What authors prefer "the nearest nominative, whether singular or plural?" 60. What author declares it improper ever to connect by or or nor any nominatives that require different forms of the verb? 61. What is Cobbett's "clear principle" on this head? 62. Can a zeugma of the verb be proved to be right, in spite of these authorities? 63. When a verb has nominatives of different persons or numbers, connected by or or nor, with which of them does it commonly agree? 64. When does it agree with the remoter nominative? 65. When a noun is implied in an adjective of a different number, which word is regarded in the formation of the verb? 66. What is remarked concerning the place of the pronoun of the first person singular? 67. When verbs are connected by and, or, or nor, do they necessarily agree with the same nominative? 68. Why is the thirteenth rule of the author's Institutes and First Lines not retained as a rule in this work? 69. Are verbs often connected without agreeing in mood, tense, and form?
LESSON XXV.—VERBS.
70. What particular convenience do we find in having most of our tenses composed of separable words? 71. Is the connecting of verbs elliptically, or by parts, anything peculiar to our language? 72. What faults appear in the teaching of our grammarians concerning do used as a "substitute for other verbs?" 73. What notions have been entertained concerning the word to as used before the infinitive verb? 74. How does Dr. Ash parse to before the infinitive? 75. What grammarians have taught that the preposition to governs the infinitive mood? 76. Does Lowth agree with Murray in the anomaly of supposing to a preposition that governs nothing? 77. Why do those teach just as inconsistently, who forbear to call the to a preposition? 78. What objections are there to the rule, with its exceptions, "One verb governs an other in the infinitive mood?" 79. What large exception to this rule has been recently discovered by Dr. Bullions? 80. Are the countless examples of this exception truly elliptical? 81. Is the infinitive ever governed by a preposition in French, Spanish, or Italian? 82. What whimsical account of the English infinitive is given by Nixon? 83. How was the infinitive expressed in the Anglo-Saxon of the eleventh century? 84. What does Richard Johnson infer from the fact that the Latin infinitive is sometimes governed by a preposition? 85. What reasons can be adduced to show that the infinitive is not a noun? 86. How can it be proved that to before the infinitive is a preposition? 87. What does Dr. Wilson say of the character and import of the infinitive? 88. To what other terms can the infinitive be connected? 89. What is the infinitive, and for what things may it stand? 90. Do these ten heads embrace all the uses of the infinitive? 91. What is observed of Murray's "infinitive made absolute?" 92. What is said of the position of the infinitive? 93. Is the infinitive ever liable to be misplaced?
LESSON XXVI.—VERBS.
94. What is observed of the frequent ellipses of the verb to be, supposed by Allen and others? 95. What is said of the suppression of to and the insertion of be; as, "To make himself be heard?" 96. Why is it necessary to use the sign to before an abstract infinitive, where it shows no relation? 97. What is observed concerning the distinction of voice in the simple infinitive and the first participle? 98. What do our grammarians teach concerning the omission of to before the infinitive, after bid, dare, feel, &c.? 99. How do Ingersoll, Kirkham, and Smith, agree with their master Murray, concerning such examples as, "Let me go?" 100. What is affirmed of the difficulties of parsing the infinitive according to the code of Murray? 101. How do Nutting, Kirkham, Nixon, Cooper, and Sanborn, agree with Murray, or with one an other, in pointing out what governs the infinitive? 102. What do Murray and others mean by "neuter verbs," when they tell us that the taking of the infinitive without to "extends only to active and neuter verbs?" 103. How is the infinitive used after bid? 104. How, after dare? 105. How, after feel? 106. How, after hear? 107. How, after let? 108. How, after make? 109. How, after need? 110. Is need ever an auxiliary? 111. What errors are taught by Greenleaf concerning dare and need or needs? 112. What is said of see, as governing the infinitive? 113. Do any other verbs, besides these eight, take the infinitive after them without to? 114. How is the infinitive used after have, help, and find? 115. When two or more infinitives occur in the same construction, must to be used with each? 116. What is said of the sign to after than or as?
LESSON XXVII.—PARTICIPLES.
1. What questionable uses of participles are commonly admitted by grammarians? 2. Why does the author incline to condemn these peculiarities? 3. What is observed of the multiplicity of uses to which the participle in ing may be turned? 4. What is said of the participles which some suppose to be put absolute? 5. How are participles placed? 6. What is said of the transitive use of such words as unbecoming? 7. What distinction, in respect to government, is to be observed between a participle and a participial noun? 8. What shall we do when of after the participial noun is objectionable? 9. What is said of the correction of those examples in which a needless article or possessive is put before the participle? 10. What is stated of the retaining of adverbs with participial nouns? 11. Can words having the form of the first participle be nouns, and clearly known to be such, when they have no adjuncts? 12. What strictures are made on Murray, Lennie, and Bullions, with reference to examples in which an infinitive follows the participial noun? 13. In what instances is the first participle equivalent to the infinitive? 14. What is said of certain infinitives supposed to be erroneously put for participles? 15. What verbs take the participle after them, and not the infinitive? 16. What is said of those examples in which participles seem to be made the objects of verbs? 17. What is said of the teaching of Murray and others, that, "The participle with its adjuncts may be considered as a substantive phrase?" 18. How does the English participle compare with the Latin gerund? 19. How do Dr. Adam and others suppose "the gerund in English" to become a "substantive," or noun? 20. How does the French construction of participles and infinitives compare with the English?
LESSON XXVIII.—PARTICIPLES.
21. What difference does it make, whether we use the possessive case before words in ing, or not? 22. What is said of the distinguishing or confounding of different parts of speech, such as verbs, participles, and nouns? 23. With how many other parts of speech does W. Allen confound the participle? 24. How is the distinguishing of the participle from the verbal noun inculcated by Allen, and their difference of meaning by Murray? 25. Is it pretended that the authorities and reasons which oppose the mixed construction of participles, are sufficient to prove such usage altogether inadmissible? 26. Is it proper to teach, in general terms, that the noun or pronoun which limits the meaning of a participle should be put in the possessive case? 27. What is remarked of different cases used indiscriminately before the participle or verbal noun? 28. What say Crombie and others about this disputable phraseology? 29. What says Brown of this their teaching? 30. How do Priestley and others pretend to distinguish between the participial and the substantive use of verbals in ing? 31. What does Brown say of this doctrine? 32. If when a participle becomes an adjective it drops its regimen, should it not also drop it on becoming a noun? 33. Where the sense admits of a choice of construction in respect to the participle, is not attention due to the analogy of general grammar? 34. Does it appear that nouns before participles are less frequently subjected to their government than pronouns? 35. Why must a grammarian discriminate between idioms, or peculiarities, and the common mode of expression? 36. Is the Latin gerund, like the verbal in ing, sometimes active, sometimes passive; and when the former governs the genitive, do we imitate the idiom in English? 37. Is it agreed among grammarians, that the Latin gerund may govern the genitive of the agent? 38. What distinction between the participial and the substantive use of verbals in ing do Crombie and others propose to make? 39. How does this accord with the views of Murray, Lowth, Adam, and Brown?. 40. How does Hiley treat the English participle? 41. What further is remarked concerning false teaching in relation to participles?
LESSON XXIX.—ADVERBS.
1. What is replied to Dr. Adam's suggestion, "Adverbs sometimes qualify substantives?" 2. Do not adverbs sometimes relate to participial nouns? 3. If an adverbial word relates directly to a noun or pronoun, does not that fact constitute it an adjective? 4. Are such expressions as, "the then ministry," "the above discourse," good English, or bad—well authorized, or not? 5. When words commonly used as adverbs assume the construction of nouns, how are they to be parsed? 6. Must not the parser be careful to distinguish adverbs used substantively or adjectively, from such as may be better resolved by the supposing of an ellipsis? 7. How is an adverb to be parsed, when it seems to be put for a verb? 8. How are adverbs to be parsed in such expressions as, "Away with him?" 9. What is observed of the relation of conjunctive adverbs, and of the misuse of when? 10. What is said in regard to the placing of adverbs? 11. What suggestions are made concerning the word no? 12. What is remarked of two or more negatives in the same sentence? 13. Is that a correct rule which says, "Two negatives, in English, destroy each other, or are equivalent to an affirmative?" 14. What is the dispute among grammarians concerning the adoption of or or nor after not or no? 15. What fault is found with the opinion of Priestley, Murray, Ingersoll, and Smith, that "either of them may be used with nearly equal propriety?" 16. How does John Burn propose to settle this dispute? 17. How does Churchill treat the matter? 18. What does he say of the manner in which "the use of nor after not has been introduced?" 19. What other common modes of expression are censured by this author under the same head? 20. How does Brown review these criticisms, and attempt to settle the question? 21. What critical remark is made on the misuse of ever and never? 22. How does Churchill differ from Lowth respecting the phrase, "ever so wisely," or "never so wisely?" 23. What is observed of never and ever as seeming to be adjectives, and being liable to contraction? 24. What strictures are made on the classification and placing of the word only? 25. What is observed of the term not but, and of the adverbial use of but? 26. What is noted of the ambiguous use of but or only? 27. What notions are inculcated by different grammarians about the introductory word there?
LESSON XXX.—CONJUNCTIONS.
1. When two declinable words are connected by a conjunction, why are they of the same case? 2. What is the power, and what the position, of a conjunction that connects sentences or clauses? 3. What further is added concerning the terms which conjunctions connect? 4. What is remarked of two or more conjunctions coming together? 5. What is said of and as supposed to be used to call attention? 6. What relation of case occurs between nouns connected by as? 7. Between what other related terms can as be employed? 8. What is as when it is made the subject or the object of a verb? 9. What questions are raised among grammarians, about the construction of as follow or as follows, and other similar phrases? 10. What is said of Murray's mode of treating this subject? 11. Has Murray written any thing which goes to show whether as follows can be right or not, when the preceding noun is plural? 12. What is the opinion of Nixon, and of Crombie? 13. What conjunction is frequently understood? 14. What is said of ellipsis after than or as? 15. What is suggested concerning the character and import of than and as? 16. Does than as well as as usually take the same case after it that occurs before it? 17. Is the Greek or Latin construction of the latter term in a comparison usually such as ours? 18. What inferences have our grammarians made from the phrase than whom? 19. Is than supposed by Murray to be capable of governing any other objective than whom? 20. What grammarian supposes whom after than to be "in the objective case absolute?" 21. How does the author of this work dispose of the example? 22. What notice is taken of O. B. Peirce's Grammar, with reference to his manner of parsing words after than or as? 23. What says Churchill about the notion that certain conjunctions govern the subjunctive mood? 24. What is said of the different parts of speech contained in the list of correspondents?
LESSON XXXI.—PREPOSITIONS.
1. What is said of the parsing of a preposition? 2. How can the terms of relation which pertain to the preposition be ascertained? 3. What is said of the transposition of the two terms? 4. Between what parts of speech, as terms of the relation, can a preposition be used? 5. What is said of the ellipsis of one or the other of the terms? 6. Is to before the infinitive to be parsed just as any other preposition? 7. What is said of Dr. Adam's "To taken absolutely?" 8. What is observed in relation to the exceptions to Rule 23d? 9. What is said of the placing of prepositions? 10. What is told of two prepositions coming together? 11. In how many and what ways does the relation of prepositions admit of complexity? 12. What is the difference between in and into? 13. What notice is taken of the application of between, betwixt, among, amongst, amid, amidst? 14. What erroneous remark have Priestley, Murray, and others, about two prepositions "in the same construction?" 15. What false doctrine have Lowth, Murray, and others, about the separating of the preposition from its noun? 16. What is said of the prepositions which follow averse and aversion, except and exception? 17. What is remarked concerning the use of of, to, on, and upon? 18. Can there be an inelegant use of prepositions which is not positively ungrammatical?
LESSON XXXII.—INTERJECTIONS.
1. Are all interjections to be parsed as being put absolute? 2. What is said of O and the vocative case? 3. What do Nixon and Kirkham erroneously teach about cases governed by interjections? 4. What say Murray, Ingersoll, and Lennie, about interjections and cases? 5. What is shown of the later teaching to which Murray's erroneous and unoriginal remark about "O, oh, and ah," has given rise? 6. What notice is taken of the application of the rule for "O, oh, and ah," to nouns of the second person? 7. What is observed concerning the further extension of this rule to nouns and pronouns of the third person? 8. What authors teach that interjections are put absolute, and have no government? 9. What is the construction of the pronoun in "Ah me!" "Ah him!" or any similar exclamation? 10. Is the common rule for interjections, as requiring certain cases after them, sustained by any analogy from the Latin syntax? 11. Can it be shown, on good authority, that O in Latin may be followed by the nominative of the first person or the accusative of the second? 12. What errors in the construction and punctuation of interjectional phrases are quoted from Fisk, Smith, and Kirkham? 13. What is said of those sentences in which an interjection is followed by a preposition or the conjunction that? 14. What is said of the place of the interjection? 15. What says O. B. Peirce about the name and place of the interjection? 16. What is offered in refutation of Peirce's doctrine?
[Now parse the six lessons of the Thirteenth Praxis; taking, if the teacher please, the Italic or difficult words only; and referring to the exceptions or observations under the rules, as often as there is occasion. Then proceed to the correction of the eighteen lessons of False Syntax contained in Chapter Twelfth, or the General Review.]
LESSON XXXIII.—GENERAL RULE.
1. Why were the general rule and the general or critical notes added to the foregoing code of syntax? 2. What is the general rule? 3. How many are there of the general or critical notes? 4. What says Critical Note 1st of the parts of speech? 5. What says Note 2d of the doubtful reference of words? 6. What says Note 3d of definitions? 7. What says Note 4th of comparisons? 8. What says Note 5th of falsities? 9. What says Note 6th of absurdities? 10. What says Note 7th of self-contradiction? 11. What says Note 8th of senseless jumbling? 12. What says Note 9th of words needless? 13. What says Note 10th of improper omissions? 14. What says Note 11th of literary blunders? 15. What says Note 12th of literary perversions? 16. What says Note 13th of literary awkwardness? 17. What says Note 14th of literary ignorance? 18. What says Note 15th of literary silliness? 19. What says Note 16th of errors incorrigible? 20. In what place are the rules, exceptions, notes, and observations, in the foregoing system of syntax, enumerated and described? 21. What suggestions are made in relation to the number of rules or notes, and the completeness of the system? 22. What is remarked on the place and character of the critical notes and the general rule? 23. What is noted in relation to the unamendable imperfections sometimes found in ancient writings?
[Now correct—(or at least read, and compare with the Key—) the sixteen lessons of False Syntax, arranged under appropriate heads, for the application of the General Rule; the sixteen others adapted to the Critical Notes; and the five concluding ones, for which the rules are various.]
CHAPTER XV.—FOR WRITING.
EXERCISES IN SYNTAX.
[Fist][When the pupil has been sufficiently exercised in syntactical parsing, and has corrected orally, according to the formulas given, all the examples of false syntax designed for oral exercises, or so many of them as may be deemed sufficient; he should write out the following exercises, correcting them according to the principles of syntax given in the rules, notes, and observations, contained in the preceding chapters; but omitting or varying the references, because his corrections cannot be ascribed to the books which contain these errors.]
EXERCISE I.—ARTICLES.
"They are institutions not merely of an useless, but of an hurtful nature."—Blair's Rhet., p. 344. "Quintilian prefers the full, the copious, and the amplifying style."—Ib., p. 247. "The proper application of rules respecting style, will always be best learned by the means of the illustration which examples afford."—Ib., p. 224. "He was even tempted to wish that he had such an one."—Infant School Gram., p. 41. "Every limb of the human body has an agreeable and disagreeable motion."—Kames, El. of Crit. i, 217. "To produce an uniformity of opinion in all men."—Ib., ii. 365. "A writer that is really an humourist in character, does this without design."—Ib., i. 303. "Addison was not an humourist in character."—Ib., i. 303. "It merits not indeed the title of an universal language."—Ib., i. 353. "It is unpleasant to find even a negative and affirmative proposition connected."—Ib., ii. 25. "The sense is left doubtful by wrong arrangement of members."—Ib., ii. 44. "As, for example, between the adjective and following substantive."—Ib., ii. 104. "Witness the following hyperbole, too bold even for an Hotspur."—Ib., 193. "It is disposed to carry along the good and bad properties of one to another."—Ib., ii. 197. "What a kind of a man such an one is likely to prove, is easy to foresee."—Locke, on Education, p. 47. "In propriety there cannot be such a thing as an universal grammar, unless there were such a thing as an universal language."—Campbell's Rhet., p. 47. "The very same process by which he gets at the meaning of any ancient author, carries him to a fair and a faithful rendering of the scriptures of the Old and New Testament."—Chalmers, Sermons, p. 16. "But still a predominancy of one or other quality in the minister is often visible."—Blair's Rhet., p. 19. "Among the ancient critics, Longinus possessed most delicacy; Aristotle, most correctness."—Ib., p. 20. "He then proceeded to describe an hexameter and pentameter verse."—Ward's Preface to Lily, p. vi. "And Alfred, who was no less able a negotiator than courageous a warrior, was unanimously chosen King."—Pinnock's Geog., p. 271. "An useless incident weakens the interest which we take in the action."—Blair's Rhet., p. 460. "This will lead into some detail; but I hope an useful one."—Ib., p. 234. "When they understand how to write English with due Connexion, Propriety, and Order, and are pretty well Masters of a tolerable Narrative Stile, they may be advanced to writing of Letters."—Locke, on Ed., p. 337. "The Senate is divided into the Select and Great Senate."—Hewitt's Student-Life in Germany, p. 28. "We see a remains of this ceremonial yet in the public solemnities of the universities."—Ib., p. 46.
"Where an huge pollard on the winter fire,
At an huge distance made them all retire."—Crabbe, Borough, p. 209.
EXERCISE II.—NOUNS, OR CASES.
"Childrens Minds are narrow, and weak, and usually susceptible but of one Thought at once."—Locke, on Ed., p. 297. "Rather for Example sake, than that ther is any Great Matter in it."—Right of Tythes, p. xvii. "The more that any mans worth is, the greater envy shall he be liable to."—Walker's Particles, p. 461. "He who works only for the common welfare is the most noble, and no one, but him, deserves the name."— Spurzheim, on Ed., p. 182. "He then got into the carriage, to sit with the man, whom he had been told was Morgan."—Stone, on Masonry, p. 480. "But, for such footmen as thee and I are, let us never desire to meet with an enemy."—Bunyan's P. P., p. 153. "One of them finds out that she is Tibulluses Nemesis."—Philological Museum, Vol. i, p. 446. "He may be employed in reading such easy books as Corderius, and some of Erasmus' Colloques, with an English translation."—Burgh's Dignity, Vol. i, p. 150. "For my preface was to show the method of the priests of Aberdeen's procedure against the Quakers."—Barclay's Works, Vol. i, p. 235. "They signify no more against us, than Cochlæus' lies against Luther."—Ib., i, 236. "To justify Moses his doing obeisance to his father in law."—Ib., i, 241. "Which sort of clauses are generally included between two comma's."—Johnson's Gram. Com., p. 306. "Between you and I, she is but a cutler's wife."—Goldsmith's Essays, p. 187. "In Edward the third, King of England's time."—Jaudon's Gram., p. 104. "The nominative case is the agent or doer."—Smith's New Gram., p. 11. "Dog is in the nominative case, because it is the agent, actor, or doer."—Ib. "The actor or doer is considered the naming or leading noun."—Ib. "The radical form of the principal verb is made use of."—Priestley's Gram., p. 24. "They would have the same right to be taken notice of by grammarians."—Ib., p. 30. "I shall not quarrel with the friend of twelve years standing."— Liberator, ix, 39. "If there were none living but him, John would be against Lilburne, and Lilburne against John."—Biog. Dict., w. Lilburne. "When a personal pronoun is made use of to relate to them."—Cobbett's Eng. Gram., ¶ 179. "The town was taken in a few hours time."—Goldsmith's Rome, p. 120. "You must not employ such considerations merely as those upon which the author here rests, taken from gratitude's being the law of my nature."—Blair's Rhet., p. 296. "Our author's second illustration, is taken from praise being the most disinterested act of homage."—Ib., p. 301. "The first subdivision concerning praise being the most pleasant part of devotion, is very just and well expressed."—Ib. "It was a cold thought to dwell upon its disburdening the mind of debt."—Ib. "The thought which runs through all this passage, of man's being the priest of nature, and of his existence being calculated chiefly for this end, that he might offer up the praises of the mute part of the creation, is an ingenious thought and well expressed."—Ib., p. 297. "The mayor of Newyork's portrait."—Ware's English Grammar, p. 9.
"Calm Temperance, whose blessings those partake
Who hunger, and who thirst, for scribbling sake."
—Pope, Dunciad, i, 50.
EXERCISE III.—ADJECTIVES.
"Plumb down he drops ten thousand fathom deep."—Milton, P. L., B. ii, 1, 933. "In his Night Thoughts, there is much energy of expression: in the three first, there are several pathetic passages."—Blair's Rhet., p. 403. "Learn to pray, to pray greatly and strong."—The Dial, Vol. ii, p. 215. "The good and the bad genius are struggling with one another."— Philological Museum, i, 490. "The definitions of the parts of speech, and application of syntax, should be given almost simultaneous."—Wilbur and Livingston's Gram., p. 6. "I had studied grammar previous to his instructing me."—Ib., p. 13. "So difficult it is to separate these two things from one another."—Blair's Rhet., p. 92. "New words should never be ventured upon, except by such whose established reputation gives them some degree of dictatorial power over language."—Ib., p. 94. "The verses necessarily succeed each other."—O. B. Peirce's Gram., p. 142. "They saw that it would be practicable to express, in writing, the whole combinations of sounds which our words require."—Blair's Rhet., p. 68. "There are some Events, the Truth of which cannot appear to any, but such whose Minds are first qualify'd by some certain Knowledge."—Brightland's Gram., p. 242. "These Sort of Feet are in Latin called Iambics."—Fisher's Gram., p. 134. "And the Words are mostly so disposed, that the Accents may fall on every 2d, 4th, 6th, 8th, and 10th Syllables."—Ib., p. 135. "If the verse does not sound well and harmonious to the ear."—Ib., p. 136. "I gat me men-singers and women-singers, and the delights of the sons of men, as musical instruments, and that of all sorts."—Ecclesiastes, ii, 8. "No people have so studiously avoided the collision of consonants as the Italians."—Campbell's Rhet., p. 183. "And these two subjects must destroy one another."—Ib., p. 42. "Duration and space are two things in some respects the most like, and in some respects the most unlike to one another."—Ib., p. 103. "Nothing ever affected him so much, as this misconduct of his friend."—Sanborn's Gram., p. 155. "To see the bearing of the several parts of speech on each other."—Greenleaf's Gram., p. 2. "Two or more adjectives following each other, either with or without a conjunction, qualify the same word."—Bullion's E. Gram., p. 75. "The two chapters which now remain, are by far the most important of any."— Student's Manual, p. 293. "That has been the subject of no less than six negotiations."—Pres. Jackson's Message, 1830. "His gravity makes him work cautious."—Steele, Spect., No. 534. "Grandeur, being an extreme vivid emotion, is not readily produced in perfection but by reiterated impressions."—Kames, El. of Crit., i, 203. "Every object appears less than when viewed separately and independent of the series."—Ib., ii, 14. "An Organ is the best of all other musical instruments."—Dilworth's English Tongue, p. 94.
"Let such teach others who themselves excel,
And censure freely who have written well."—Pope, on Crit., l. 15.
EXERCISE IV.—PRONOUNS.
"You had musty victuals, and he hath holp to eat it."—SHAK.: Joh. Dict., w. Victuals. "Sometime am I all wound with adders, who, with cloven tongues, do hiss me into madness."—Beauties of Shak., p. 68. "When a letter or syllable is transposed, it is called METATHESIS."—Adam's Lat. Gram., p. 275. "When a letter or syllable is added to the beginning of a word, it is called PROSTHESIS."—Ib. "If a letter or syllable be taken from the beginning of a word, it is called APHÆRESIS."—Ib. "We can examine few, or rather no Substances, so far, as to assure ourselves that we have a certain Knowledge of most of its Properties."—Brightland's Gram., p. 244. "Who do you dine with?"—Fisher's Gram., p. 99. "Who do you speak to?"—Shakspeare. "All the objects of prayer are calculated to excite the most active and vivid sentiments, which can arise in the heart of man."—Adams's Rhet., i, 328. "It has been my endeavour to furnish you with the most useful materials, which contribute to the purposes of eloquence."—Ib., ii, 28. "All paraphrases are vicious: it is not translating, it is commenting."—Formey's Belles-Lettres, p. 163. "Did you never bear false witness against thy neighbour?"—SIR W. DRAPER: Junius, p. 40. "And they shall eat up thine harvest and thy bread: they shall eat up thy flocks and thine herds."—Jer., v, 17. "He was the spiritual rock who miraculously supplied the wants of the Israelites."— Gurney's Evidences, p. 53. "To cull from the mass of mankind those individuals upon which the attention ought to be most employed."— Rambler, No. 4. "His speech contains one of the grossest and most infamous calumnies which ever was uttered."—Merchant's Gram. Key, p. 198. "STROMBUS, i. m. A shell-fish of the sea, that has a leader whom they follow as their king. Plin."—Ainsworth's Dict., 4to. "Whomsoever will, let him come"—MORNING STAR: Lib., xi, 13. "Thy own words have convinced me (stand a little more out of the sun if you please) that thou hast not the least notion of true honour."—Fielding. "Whither art going, pretty Annette? Your little feet you'll surely wet."—L. M. Child. "Metellus, who conquered Macedon, was carried to the funeral pile by his four sons, one of which was the prætor."—Kennett's Roman Ant., p. 332. "That not a soldier which they did not know, should mingle himself among them."— Josephus, Vol. v, p. 170. "The Neuter Gender denotes objects which are neither males nor females."—Murray's Gram., 8vo, p. 37. "And hence it is, that the most important precept, which a rhetorical teacher can inculcate respecting this part of discourse, is negative."—Adams's Rhet., ii, 97. "The meanest and most contemptible person whom we behold, is the offspring of heaven, one of the children of the Most High."— Scougal, p. 102. "He shall sit next to Darius, because of his wisdom, and shall be called Darius his cousin."—1 Esdras, iii, 7. "In 1757, he published his 'Fleece;' but he did not long survive it."—L. Murray, Seq., p. 252.
"The sun upon the calmest sea
Appears not half so bright as thee."—Prior.
EXERCISE V.—VERBS.
"The want of connexion here, as well as in the description of the prodigies that accompanied the death of Cæsar, are scarce pardonable."—Kames, El. of Crit., Vol. i, p. 38. "The causes of the original beauty of language, considered as significant, which is a branch of the present subject, will be explained in their order."—Ib., Vol. ii, p. 6. "Neither of these two Definitions do rightly adjust the Genuine signification of this Tense."—Johnson's Gram. Com., p. 280. "In the earnest hope that they may prove as beneficial to other teachers as they have to the author."—John Flint's Gram., p. 3. "And then an example is given showing the manner in which the pupil should be required to classify."—Ib., p. 3. "Qu in English words are equivalent to kw."—Sanborn's Gram., p. 258. "Qu has the power of kw, therefore quit doubles the final consonant in forming its preterite."—Ib., p. 103. "The word pronoun or substantive can be substituted, should any teacher prefer to do it"—Ib., p. 132. "The three angles of a right-angled triangle were equal to two right angles in the days of Moses, as well as now."—GOODELL: Liberator, Vol. xi, p. 4. "But now two paces of the vilest earth is room enough."—Beaut. of Shak., p. 126. "Latin and French, as the World now goes, is by every one acknowledged to be necessary."—Locke, on Ed., p. 351. "These things, that he will thus learn by sight, and have by roat in his Memory, is not all, I confess, that he is to learn upon the Globes."—Ib., p. 321. "Henry: if John shall meet me, I will hand him your note."—O. B. Peirce's Gram., p. 261. "They pronounce the syllables in a different manner from what they do at other times."—Blair's Rhet., p. 329. "Cato reminded him of many warnings he had gave him."—Goldsmith's Rome, i, 114. "The Wages is small. The Compasses is broken."—Fisher's Gram., p. 95. "Prepare thy heart for prayer, lest thou temptest God."—Life of Luther, p. 83. "That a soldier should fly is a shameful thing."—Adam's Lat. Gram., p. 155. "When there is two verbs which are together."—Woodworth's Gram., p. 27. "Interjections are words used to express some passion of the mind; and is followed by a note of admiration!"—Infant School Gram., p. 126. "And the king said, If he be alone, there is tidings in his mouth."—2 Samuel, xviii, 25. "The opinions of the few must be overruled, and submit to the opinions of the many."—Webster's Essays, p. 56. "One of the principal difficulties which here occurs, has been already hinted."—Blair's Rhet., p. 391. "With milky blood the heart is overflown."—Thomson, Castle of Ind. "No man dare solicit for the votes of hiz nabors."—Webster's Essays, p. 344. "Yet they cannot, and they have no right to exercise it."—Ib., p. 56. "In order to make it be heard over their vast theatres."—Blair's Rhet., p. 471. "Sometimes, however, the relative and its clause is placed before the antecedent and its clause."—Bullions, Lat. Gram., p. 200.
"Here thou, great Anna! whom three realms obey,
Does sometimes counsel take—and sometimes tea."
—Kames, El. of Crit., i, 321.
EXERCISE VI.—PARTICIPLES.
"On the other hand, the degrading or vilifying an object, is done successfully by ranking it with one that is really low."—Kames, El. of Crit., ii, 50. "The magnifying or diminishing objects by means of comparison, proceeds from the same cause."—Ib., i, 239. "Gratifying the affection will also contribute to my own happiness."—Ib., i, 53. "The pronouncing syllables in a high or a low tone."—Ib., ii, 77. "The crowding into one period or thought different figures of speech, is not less faulty than crowding metaphors in that manner."—Ib., ii, 234. "To approve is acknowledging we ought to do a thing; and to condemn is owning we ought not to do it."—Burlamaqui, on Law, p. 39. "To be provoked that God suffers men to act thus, is claiming to govern the word in his stead."—Secker. "Let every subject be well understood before passing on to another."—Infant School Gram., p. 18. "Doubling the t in bigotted is apt to lead to an erroneous accentuation of the word on the second syllable."—Churchill's Gram., p. 22. "Their compelling the man to serve was an act of tyranny."—Webster's Essays, p. 54. "One of the greatest misfortunes of the French tragedy is, its being always written in rhyme."—Blair's Rhet., p. 469. "Horace entitles his satire 'Sermones,' and seems not to have intended rising much higher than prose put into numbers."—Ib., p. 402. "Feeding the hungry, clothing the naked, comforting the afflicted, yield more pleasure than we receive from those actions which respect only ourselves."—Murray's Key, 8vo, p. 238. "But when we attempt to go a step beyond this, and inquire what is the cause of regularity and variety producing in our minds the sensation of beauty, any reason we can assign is extremely imperfect."—Blair's Rhet., p. 29. "In an author's writing with propriety, his being free of the two former faults seems implied."—Ib., p. 94. "To prevent our being carried away by that torrent of false and frivolous taste."—Ib., p. 12. "When we are unable to assign the reasons of our being pleased."—Ib., p. 15. "An adjective will not make good sense without joining it to a noun."—Sanborn's Gram., p. 12. "What is said respecting sentences being inverted?"—Ib., p. 71. "Though he admits of all the other cases, made use of by the Latins."—Bicknell's Gram., p. viii. "This indeed, is accounting but feebly for its use in this instance."—Wright's Gram., p. 148. "The knowledge of what passes in the mind is necessary for the understanding the Principles of Grammar."—Brightland's Gram., p. 73. "By than's being used instead of as, it is not asserted that the former has as much fruit as the latter."—O. B. Peirce's Gram., p. 207. "Thus much for the Settling your Authority over your Children."—Locke, on Ed., p. 58.