INDICATIVE MODE.

	Present Tense.	Present Perfect Tense.
	I am praising, etc.	I have been praising, etc.

	Past Tense.	Past Perfect Tense.
	I was praising, etc.	I had been praising, etc.

	Future Tense.	Future Perfect Tense.
	I shall be praising, etc.	I shall have been praising, etc.

SUBJUNCTIVE MODE.

	Present Tense.	Past Tense.
	(If) I be praising, etc.	(If) I were praising, etc.

IMPERATIVE MODE.

	Present Tense.
	Be (thou) praising.

INFINITIVES.

	Present.	Perfect.
	(To) be praising.	(To) have been praising,
		Having been praising.

PARTICIPLES.

Present or Imperfect.	Perfect or Present Perfect.
Praising.	Having been praising.

EXERCISE I.

Fully conjugate the verb freeze in both voices.

EXERCISE II.

Write out the progressive forms of the verb sing.

LESSON L.

PARSING OF VERBS.

To parse a verb is to state its class, its conjugation, its voice, its mode, its tense, its person, and number, and its subject.

Model.—The boys have broken the window.

Have broken, a verb, transitive; strong conjugation (break, broke, broken); active voice; indicative mode; present perfect tense, third person; plural number, agreeing with its subject boys.

Model.—If they help my friend I shall be glad.

Help, a verb, transitive; weak conjugation (help, helped, helped); active voice; subjunctive mode; present tense; third person; plural number, agreeing with its subject they.

Shall be, a verb, intransitive; strong conjugation (am, was, been); indicative mode; future tense; first person; singular number, agreeing with its subject I.

Model.—Being provided with tools, they planted a row of stakes within their palisade, to form a double fence.

Being provided, a present participle; passive form, modifying they.

Planted, a verb, transitive; weak conjugation (plant, planted, planted); active voice; indicative mode; past tense; third person; plural number, agreeing with its subject they.

To form, a present infinitive; active voice; used as an adverb to modify planted.

EXERCISE.

Parse the verbs, the infinitives, and the participles in the following sentences:—

1.	They are fond of building castles in the air.
2.	On he comes, running lightly, with his hands in his pockets.
3.	Searching the pile of corpses, the victors found four Frenchmen still breathing.—Parkman.
4.	The former target was now removed, and a fresh one of the same size placed in its room.—Scott.
5.	When summoned to surrender, he fired at one of the leading assailants, but was instantly overpowered.—Warburton.
6.	If terror were the object of its creation, nothing could be imagined more perfect than the devil-fish.—Hugo.
7.	Madeleine ordered a cannon to be fired, partly to deter the enemy from an assault, and partly to warn some of the soldiers, who were hunting at a distance.—Parkman.
8.	I am told that it is the custom to collect the sap and bring it to the house, where are built brick arches, over which the sap is evaporated in shallow pans.—Warner.
9.	Lives of great men all remind us
	We can make our lives sublime,
	And, departing, leave behind us
	Footprints on the sands of time.—Longfellow.
10.	It was the schooner Hesperus,
	That sailed the wintry sea;
	And the skipper had taken his little daughter,
	To bear him company.—Longfellow.

LESSON LI.

CLASSES OF ADVERBS.

What does each adverb in the following sentences denote?—

1.	Soon the cavalry arrived.
2.	Our friends live here.
3.	He walked slowly into the house.
4.	We had a very pleasant outing.
5.	Certainly, I believe it.

Classes of Adverbs according to their meaning:—

1. Adverbs of time and succession; as, She seldom fails to call. We come next.

2. Adverbs of place and motion; as, John stood there for an hour. They are going back.

Note.—The word there is sometimes used merely to introduce a sentence, that the subject may follow the verb; as, There are two boys in the room. When it is used in this manner it is called an expletive.

3. Adverbs of manner and quality; as, You did it well. That man acts foolishly.

4. Adverbs of degree and measure; as, He is quite ill. She is a very industrious woman.

5. Model adverbs—those that express certainty or uncertainty; as, I shall surely come. You are probably right.

EXERCISE.

How is each adverb used in the following sentences?—

1.	This river flows rapidly.
2.	I know how he acted.
3.	Where is your father?

Classes of Adverbs according to their use:—

1. An adverb that simply modifies another word is called a simple adverb; as, Slowly and sadly we laid him down.

2. An adverb that not only modifies a word, but also connects the clause of which it forms a part with another clause, is called a conjunctive adverb; as, I shall go when he comes.

3. An adverb that is used to ask a question is called an interrogative adverb; as, Why did they take it away?

Note.—Some adverbs are compared like adjectives; as, Soon, sooner, soonest; swiftly, more swiftly, most swiftly.

LESSON LII.

PARSING OF ADVERBS.

To parse an adverb is to state the kind of adverb, its degree of comparison, if it has any, and what it modifies.

Model.—Now you may read it.

Now, an adverb of time, modifying the verb-phrase may read.

Model.—I know where you put it.

Where, a conjunctive adverb, showing place. It modifies put and connects the clause, [where] you put it with the clause, I know.

EXERCISE.

Parse the adverbs in the following sentences:—

1.	He could not ever rue his marrying me.—Tennyson.
2.	So those four abode within one house together.—Tennyson.
3.	The boys waited eagerly for further experiments on the doctor’s patience.—Anstey.
4.	Silently down from the mountain’s crown
	The great procession swept.—Mrs. Alexander.
5.	How closely he twineth, how tight he clings
	To his friend, the huge oak-tree!—Dickens.
6.	There was manhood’s brow serenely high,
	And the fiery heart of youth.—Hemans.
7.	Aim straightly, fire steadily! spare me
	A ball in the body which may
	Deliver my heart here, and tear me
	This badge of the Austrian away!—Mrs. Browning.
8.	Believe not each accusing tongue,
	As most weak people do;
	But still believe that story wrong
	Which ought not to be true.—Sheridan.
9.	Again I looked at the snow-fall,
	And thought of the leaden sky
	That arched o’er our first great sorrow,
	When that mound was heaped so high.—Lowell.

LESSON LIII.

PREPOSITIONS.

What do the prepositions in the following sentences connect, and what relations do they express?—

1.	I came during the night.
2.	He lives at home.
3.	Our friends came by train.
4.	The oar of the boat was broken.

Prepositions express a great variety of relations. The most common relations are as follows:—

1. Time; as, The scholars go home after school.

2. Place or direction; as, He sat upon a stone.

3. Agency or means; as, John cut his finger with a knife.

4. Possession; as, The call of the shepherd was heard by his flock.

5. Separation; as, James took the book from his brother.

6. Association; as, A man with an axe in his hand came in.

7. Opposition; as, He is against me.

8. Object; as, The love of pleasure destroys many a life.

9. Cause; as, They did it through ignorance.

Note.—There are many phrases which have the use of prepositions and are treated as such; as, We stood in front of the building. A woman came out of the house. He lived according to his light.

PARSING OF PREPOSITIONS.

Model.—I stood on the bridge at midnight.

On, a preposition, connecting the noun bridge with the verb stood, and showing the relation of place.

At, a preposition, connecting the noun midnight with the verb stood, and showing the relation of time.

EXERCISE.

Parse the prepositions in the following sentences:—

1.	The old man was killed by a falling tree.
2.	The perfume of the rose is sweet.
3.	A child fell into the river.
4.	My brother went instead of me.
5.	Without a moment’s hesitation, he and his men dashed at the height.
6.	Now see him mount once again
	Upon his nimble steed,
	Full slowly pacing o’er the stones,
	With caution and good heed.—Cowper.
7.	Richard surveyed the Nubian in silence as he stood before him, his looks bent upon the ground, his arms folded on his bosom, with the appearance of a black marble statue of the most exquisite workmanship, waiting life from the touch of a Prometheus.—Scott.
8.	Beside yon straggling fence that skirts the way,
	With blossomed furze unprofitably gay,
	There, in his noisy mansion, skilled to rule,
	The village master taught his little school.—Goldsmith.

LESSON LIV.

CLASSES OF CONJUNCTIONS.

Point out in the following examples conjunctions that connect sentences or parts of a sentence of equal rank, and those that connect sentences that are not of equal rank:—

1.	Men may come and men may go.
2.	I have a pen and a book.
3.	Henry remained but we went home.
4.	My father knew that I did it.

A conjunction that connects sentences or parts of a sentence of equal rank, is called a co-ordinating conjunction; as, The night is cold and clear. It was sold, but I did not want it. I know he came home, and took it away.

A conjunction that connects a dependent or subordinate clause to a principal clause, is called a subordinating conjunction; as, James said that he was sick. I cannot go unless he come.

Note.—Conjunctions used in pairs are called correlatives; as, both—and, either—or, neither—nor.

PARSING OF CONJUNCTIONS.

Model.—The teacher gave me a book, and I read it.

And, a co-ordinating conjunction, connecting the two principal clauses, The teacher gave me a book, and I read it.

Model.—The boy is strong but lazy.

But, a co-ordinating conjunction, connecting the adjectives strong and lazy.

Model.—His mother said that he might go.

That, a subordinating conjunction, connecting the subordinate clause, he might go, to the principal clause, his mother said.

EXERCISE I.

Parse the conjunctions in the following sentences:—

1.	He often looked at them,
	And often thought, “I’ll make them man and wife.”—Tennyson.
2.	The natives of the island supposed that the ships had sailed out of the crystal firmament, or had descended from above on their ample wings.—Irving.
3.	Here lies his head upon the lap of earth,
	A youth to fortune and to fame unknown.—Gray.
4.	By chance it happened that in Atri dwelt
	A knight, with spur on heel and sword in belt.—Longfellow.
5.	With a sword or a hatchet in one hand and a knife in the other, they threw themselves against the throng of enemies, striking and stabbing with the fury of madmen, till the Iroquois fired volley after volley, and shot them down.—Parkman.
6.	Cheerily, then, my little man,
	Live and laugh, as boyhood can!
	Though the flinty slopes be hard,
	Stubble-speared the new-mown sward,
	Every morn shall lead thee through
	Fresh baptisms of the dew.—Whittier.

EXERCISE II.

1. Write three sentences each containing a co-ordinating conjunction. Underline example.

2. Write three sentences each containing a subordinating conjunction. Underline example.

3. Write an example of correlative conjunctions. Underline them.

LESSON LV.

INTERJECTIONS.

As an interjection bears no grammatical relation to the other words of a sentence, its parsing consists in naming the parts of speech, and the feeling expressed.

Model.—Hurrah! we have won.

Hurrah, an interjection—expresses the feeling of joy.

EXERCISE.

Parse the interjections in the following sentences:—

1.	Ah! then and there was hurrying to and fro,
	And gathering tears, and tremblings of distress.—Byron.
2.	News of battle! News of battle!
	Hark! ’tis ringing down the street.—Aytoun.
3.	Oh! I’m thankful you are gone, Mary,
	Where grief can’t reach you more!—Lady Dufferin.
4.	But, hush! hark! a deep sound strikes like a rising knell.—Byron.
5.	And, lo! from far, as on they pressed, there came a glittering band.—Hemans.
6.	“Alas,” said I, “man was made in vain!”—Addison.
7.	“Indeed!” said Uncle Tim, “pray, what do you make of the abstraction of a red cow?”—Haliburton.
8.	“Yet give one kiss to your mother dear!
	Alas! my child, I sinned for thee.”
	“O mother, mother, mother,” she said,
	“So strange it seems to me.”—Tennyson.
9.	Ho! breakers on the weather bow,
	And hissing white the sea;
	Go, loose the topsail, mariner,
	And set the helm a-lee.—Swain.

PART THIRD.

SYNTAX.

Syntax treats of the relations which words bear to one another in sentences, and of the order in which the words are arranged. The relation of a word in a sentence is called its construction.

Note.—Many of the leading principles of syntax have been illustrated already. We shall now study them and others in a systematic way.

LESSON LVI.

RELATIONS OF THE NOUN.

Examine the construction of the italicized nouns in the following sentences:—

1.	Trees grow.
2.	This man is a carpenter.
3.	Mr. Brown, the merchant, has retired.
4.	Boys, close the doors.
5.	The wheel being broken, I walked home.
6.	John lost his knife.
7.	She lives in the city.
8.	I bought the boy a hat.
9.	We visited our mother’s grave.
10.	He lived here ten years.
11.	I was taught music by my mother.
12.	This boy ran a race yesterday.
13.	I told him to be a good boy.
14.	The people chose him ruler.

1. Subject nominative. The noun may be used as the subject of a verb; as, Boys play. The subject of a verb is in the nominative case.

2. Predicate nominative. A noun that is used to form a complete predicate, and refers to the same person or thing as the subject, is in the nominative case after the verb; as, John became king. A noun so used is called a predicate noun or predicate nominative. The verbs be, seem, become, appear, look are followed by a predicate nominative.

3. Apposition. A noun added to another noun to explain its meaning is said to be in apposition to the first noun; as,

Mr. Henry, our principal, is sick. (Nominative in apposition.)

We like your sister Mary. (Objective in apposition.)

4. Nominative of address. A noun that is used in addressing a person or thing, is in the nominative case of address; as, Man, thy years are few.

5. Nominative absolute. A noun that is not related to any other word in the sentence is in the nominative absolute case; as, The day being bright, I went for a drive.

6. Object of a verb. A noun or pronoun on which the action expressed by a verb ends, is called the grammatical object of the verb; as, I broke my pen.

7. Object of a preposition. A noun or pronoun which a preposition connects in sense to some other word in the sentence, is called the object of the preposition; as, He came from the country.

8. Indirect object. A noun or pronoun that is used to show to or for whom or what something is done, is called the indirect object; as, He gave me a watch. The word watch is the direct object of gave.

9. Possession. A noun that is used to denote ownership is in the possessive case; as, My friend’s hat is missing.

10. Adverbial object. A noun that is used like an adverb to express time, distance, weight, or value, is called an adverbial objective; as, He walked five miles. It is worth eight dollars.

11. Retained object. When an active verb, taking two objects, is changed into the passive voice, one object becomes the subject of the passive verb, but the other is retained as object; as, He was forgiven his offence.

12. Cognate object. When the objective has a similar or cognate meaning to that of the verb, it is called a cognate object; as, She sung us a song.

13. Predicate objective. When a noun is in the predicate relation to an objective subject, it is called a predicate objective; as, I know him to be an honest man.

14. An objective predicate. A noun that completes the meaning of a transitive verb and describes its object, is called an objective predicate; as, They elected him president. The verbs call, make, appoint, choose, elect, and those of like nature, take the objective predicate.